"Authors","Author full names","Author(s) ID","Title","Year","Source title","Volume","Issue","Art. No.","Page start","Page end","Page count","Cited by","DOI","Link","Affiliations","Authors with affiliations","Abstract","Author Keywords","Index Keywords","Molecular Sequence Numbers","Chemicals/CAS","Tradenames","Manufacturers","Funding Details","Funding Texts","References","Correspondence Address","Editors","Publisher","Sponsors","Conference name","Conference date","Conference location","Conference code","ISSN","ISBN","CODEN","PubMed ID","Language of Original Document","Abbreviated Source Title","Document Type","Publication Stage","Open Access","Source","EID"
"Al Idrus S.; Razak R.A.; Mohsin N.","Al Idrus, Shofiyah (57220044074); Razak, Rafiza Abdul (36992542800); Mohsin, Norharyanti (57402832800)","57220044074; 36992542800; 57402832800","Design of E-Portfolio to Enhance Career Development for TVET Graduates","2024","International Journal of Computing and Digital Systems","15","1","","139","151","12","0","10.12785/ijcds/150112","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181556008&doi=10.12785%2fijcds%2f150112&partnerID=40&md5=c980c7c2dbae54f35680514668da7a05","Department of Curriculum and Instructional Technology, Faculty of Education, Universiti Malaya, Malaysia","Al Idrus S., Department of Curriculum and Instructional Technology, Faculty of Education, Universiti Malaya, Malaysia; Razak R.A., Department of Curriculum and Instructional Technology, Faculty of Education, Universiti Malaya, Malaysia; Mohsin N., Department of Curriculum and Instructional Technology, Faculty of Education, Universiti Malaya, Malaysia","Technical and Vocational Education and Training (TVET) is an education sector that prepares individuals with the skills required by the industry to improve the individuals’ employability and competitiveness as workforce at national and international levels. The use of information technology as education technology in TVET supports the integration of technological advancement with TVET components in order to assure the compatibility between the graduates’ skills and the industrial needs. E-Portfolio as one fruit of the advancement of knowledge and technology offers a new solution to improve the absorption of TVET graduates as the workforce into the industry. The usability of E-Portfolio is determined by the design of E-Portfolio development that should describe the skills and competences of the graduates more precisely to the industry with an expectation to increase the absorption of the graduates into the employment world. E-Portfolio in this article is designed using website-based technology that is supported with four features, namely Portfolio Insight, Portfolios, Portfolio Journey, and My Library. Navigation support system is included in the design of E-Portfolio and becoming innovative in portfolio development stages. The navigation support system takes a form as the textual guidance in the media users choose to exhibit their learning evidence. © 2024 University of Bahrain. All rights reserved.","career development platform; E-Portfolio; education technology; innovation technology; system development; TVET innovation; web application","","","","","","","","Malik T. J., Ahmad T., Indonesia technical and vocational education and training, Final Report, (2019); Soelistiyono, Feijuan C., A literature review of labor absorption level of vocational high school graduate in indonesia, International Joint Conference on Arts and Humanities, 618, pp. 899-904, (2021); Nugraha H. D., Employability skills in technical vocational education and training (tvet), Innovation of Vocational Technology Education, 16, 1, pp. 1-10, (2020); Ali B. T. M., Koehler T., Evaluation of indonesian technical and vocational education in addressing the gap in job skills required by industry, Third International Conference on Vocational Education and Electrical Engineering (ICVEE), (2022); Syahril R. A. N., Jalinus N., Arbi Y., The create skills of vocational students to design a product: Comparison project based learning versus cooperative learning-project based learning, Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training, 299, pp. 316-320, (2018); Lamijan S. H., Ulfatin N., Sultoni, Absorption of inner vocational high school graduatesin the business world, industry and the world of work, Journal of Positive School Psychology, 6, 6, pp. 6125-6133, (2022); Unleashing the power of educational technology in tvet systems; Shroff C. P. L. R., Deneen C., Student ownership of learning using e-portfolio for career development, Journal of Information Systems Technology Planning, 7, 18, pp. 75-90, (2014); Lu H., Electronic portfolios in higher education: A review of the literature, European Journal of Education and Pedagogy, 2, 3, pp. 96-101, (2021); Nemari H. S., The use of achievement portfolio in the assessment of arabic language female teachers performance in makkah city, Journal of Bahrain, pp. 487-526, (2013); The use of e-portfolios in higher education: from the students’ perspective, Issues in Educational Research, 29, 3, pp. 6649-6667, (2019); Santiuste E. G., Garcia M. A. O., Higher education students’ perception of the e-portfolio as a tool for improving their employability: Weakness and strengths, Educational Technology’s Influence in Higher Education Teaching and Learning, 12, 5, pp. 1-14, (2022); Weber K., Employer perceptions of an engineering student’s electronic portfolio, International Journal of ePortfolio, 8, 1, pp. 57-71, (2018); Mgrabi M. Y. C. H., Tahiri A., Towards a new job offers recommendation system based on the candidate resume, International Journal of Computing and Digital Systems, 14, 1, pp. 31-38, (2023); Mitchell R. R. L. J., Campbell C., Williams L. T., Giving students an edge: Focusing on eportfolios for graduate employability, The Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 316-331, (2021); Mitchell M. S. E. C. L., Campbell C., Williams L. T., Enhancing graduate employability through targeting eportfolios to employer expectations: A systematic scoping review, The Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 82-98, (2021); Holtzman, Use of eportfolios for making hiring decisions: A comparison of the results from representatives of large and small businesses, Journal of Work-Applied Management, 14, 1, pp. 18-34, (2021); Yu, E-portfolio a valuable job search tool for college students, Campus-Wide Information Systems, 4, 2, pp. 169-184, (2014); Effectiveness and obstacles of female students usage of e-portfolio in learning skills development in college of education at kuwait university, Journal of Bahrain, pp. 47-72, (2017); School counselors’ changing perceptions of eportfolios: From graduate students to professionals, The Internet and Higher Education, 41, pp. 45-50, (2019); Som H. M., An investigation of e-portfolio implementation in the malaysian skills training programme (mstp), (2023); Cordie B. B. L., Sailors J., Kush J. S., Constructing a professional identity: Connecting college and career through eportfolios, International Journal of ePortfolio, 9, 1, pp. 17-27, (2019); The 6a eportfolio model: Professionalizing learning in higher education, International Journal of ePortfolio, 11, 2, pp. 95-107, (2021); Ring B. B. G. L., Waugaman C., The value of career eportfolios on job applicant performance: Using data to determine effectiveness, International Journal of ePortfolio, 7, 2, pp. 225-236, (2017); Leahy R. L., Employers’ perceptions of the benefits of employment electronic portfolios, International Journal of ePortfolio, 7, 2, pp. 217-223, (2017); Matthew F., Developing a template for electronic portfolios in career and technical education, (2012); Using introductory videos to enhance eportfolios to make them useful in the hiring process, International Journal of ePortfolio, 4, 2, pp. 169-184, (2014); Mgrabi M. Y. C. H., Tahiri A., Purpose and design of a digital environment for the professional insertion of student based on the e-portfolio approach, International Journal of Emerging Technologies in Learning, 17, 1, pp. 36-48, (2022); Jose S., Evaluating, comparing, and best practice in electronic portfolio system use, International Journal of Educational Technology Systems, 45, 4, pp. 476-498, (2017); Constructing a professional identity: Connecting college and career through eportfolios, International Journal of Emerging Technologies in Learning, 9, 6, pp. 26-31, (2014); The potential of the eportfolio as a recuitment tool: From the perspective of hr directors, International Journal: Interactive Mobile Technologies, 14, 13, pp. 95-106, (2020); Al Idrus H. W. H. M. W. R. F. S., Wibawa A. P., Ahmad F. S., An automated portfolio for job opportunities, 7th International Conference on Electrical, Electronic and Information Engineering (ICEEIE), 10, 1, pp. 516-521, (2021); University C., Type of portfolios, (2023); Education B. T., An automated portfolio for job opportunities, (2023); Mazlan L. K. K. S., Jono Z., Designing an e-portfolio conceptual framework to enhance written communication skills among undergraduate students, Canadian Center of Science and Education, 11, 17, pp. 35-47, (2015); Handayani Y. R. W., Thahar H. E., The framework of e-portfolio assessment model for translation study, Proceeding of the 2nd International Conference on Language Pedagogy, 2, 1, pp. 415-424, (2022); Konstantinou C. T. N. C., Polydorou N., Karagiorgi Y., Ats2020 developing and assessing transversal skills in primary and lower secondary, 10th Annual International Conference of Education, Research and Innovation, pp. 4416-4423, (2017); Al Idrus H. W. H. M. W. R. F. S., Wibawa A. P., Ahmad F. S., An automated portfolio for job opportunities, 7th International Conference on Electrical, Electronic and Information Engineering (ICEEIE), 10, 1, pp. 516-521, (2021); Charisa F., Portfolio udah ada tapi kerjaan gak dapat-dapat?, (2023); Wasil, Petunjuk memulai ux dari nol, (2023); Gadhia A., 3 easy steps to structure your case study, (2023)","","","University of Bahrain","","","","","","2210142X","","","","English","Int. J. Comput. Digit. Syst.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85181556008"
"Trivedi A.; Thakkar T.; Patel P.; Patel M.","Trivedi, Ami (58870300900); Thakkar, Tejas (58870916600); Patel, Palak (58871119100); Patel, Mayur (58871323900)","58870300900; 58870916600; 58871119100; 58871323900","Charting Futures: A Comprehensive Review of Guided Pathways in Undergraduate Programs for Career Selection using Machine Learning","2024","International Journal of Intelligent Systems and Applications in Engineering","12","13s","","50","58","8","","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184407062&partnerID=40&md5=9eadf272992d06438cb776626c2f8faa","The CVM University, India","Trivedi A., The CVM University, India; Thakkar T., The CVM University, India; Patel P., The CVM University, India; Patel M., The CVM University, India","Community college students are more likely to persist and excel in programs that exhibit a high level of conscious structuring, minimizing opportunities for unintentional deviations from the prescribed paths to completion. Additionally, success is enhanced when these programs have fewer bureaucratic obstacles, facilitating a smoother journey for students without unnecessary circumnavigation efforts. Resilience, within the realm of learning, is a complex concept encompassing an individual's ability to both generate and optimize opportunities while also responding positively to setbacks and challenges. The cultivation of students' resilience is gaining significance, supported by research demonstrating its connections to achievement, retention, engagement, and employability. Despite this recognition, there is a paucity of research investigating the specific elements of curricula that contribute to resilience and, more specifically, the distinctive role played by active learning frameworks in attaining this objective. This research presents a review that aids in comprehending the diverse facets of structure within community college career and technical programs. This paper serves as a valuable resource for practitioners engaged in program and policy design. Furthermore, it offers researchers a tool to gauge the adoption and effects of approaches characterized by a relatively higher degree of structure. © 2024, Ismail Saritas. All rights reserved.","Career congruence; Career guidance; Career Selection; Decision-making; Machine Learning","","","","","","","","Mayor-Silva L. I., Del Gallego-Lastra R., Meneses-Monroy A., Hernandez-Martin M. M., Alvarez-Mendez A. M., Romero-Saldana M., Moreno G., A scale for assessing nursing students' emotional competence: A validation study, Nurse Education Today, 133, (2024); Cook K. S., Raghavan M., Fogelberg K., Assessing Student Learning: Exams, Quizzes, and Remediation, Educational Principles and Practice in Veterinary Medicine, (2024); Blalock K., Chan F., Cardoso E., Lee E. J., Iwanaga K., Wu J. R., Chen X., Psychometric validation of the scale of ethnocultural empathy in a sample of undergraduate and graduate students in rehabilitation: A brief report, Rehabilitation Counseling Bulletin, 67, 2, pp. 131-138, (2024); Rad H. S., Alipour R., Unlocking writing success: Building assessment literacy for students and teachers through effective interventions, Assessing Writing, 59, (2024); Li J., Luo Z., Chen Y., Zhao Q., Zhang S., Zhou W., Tang J., Measuring care-related regret intensity: Reliability and validation of a 10-item scale among Chinese nursing interns, Nurse Education in Practice, 74, (2024); Rostami Z., Abedi M. R., Nilforooshan P., Developing and Examining the Psychometric Properties of Career Issues Inventory for Bipolar Disorder (CII-BD): An Instrument for Early Vocational Rehabilitation, Journal of Health and Safety at Work, 13, 4, pp. 754-778, (2024); Bailey M. R., Documenting Teaching for Career Advancement, Educational Principles and Practice in Veterinary Medicine, (2024); Reubenson A., Ng L., Gucciardi D. F., The Assessment of Physiotherapy Practice tool provides informative assessments of clinical and professional dimensions of student performance in undergraduate placements: a longitudinal validity and reliability study, Journal of Physiotherapy, 66, 2, pp. 113-119, (2020); Ovrebo L. J., Dyrstad D. N., Hansen B. S., Assessment methods and tools to evaluate postgraduate critical care nursing students' competence in clinical placement. An integrative review, Nurse Education in Practice, 58, (2022); Kavanagh A., Prentice G., Donohue G., Doyle C., Farrington A., Jennings B., King M., Development of the Student Nurse Subjective Evaluation of Completed Clinical Practice Placement Instrument, Journal of Nursing Education, 61, 10, pp. 559-569, (2022); Albloushi M., Ferguson L., Hellsten L., Stemler L., Kent-Wilkinson A., Bassendowski S., Modification, translation, and psychometric testing of the Arabic version of the Belongingness Scale-Clinical Placement Experience, Journal of Nursing Measurement, 30, 1, pp. 94-108, (2022); Lunde G. H., Blaalid L., Gerbild H., Josefsson K. A., Assessment of the psychometrics of the Students' Attitudes towards Addressing Sexual Health Extended (SA-SH-Ext) questionnaire for social educator students, Sexual Medicine, 10, 3, (2022); Pueyo-Garrigues M., Aguera Z., Andres A., Lluch-Canut M. T., Tricas-Sauras S., Duaso M. J., Knowledge, attitudes, behavioral and organizational factors of health professions students for a competent smoking cessation practice: An instrument adaptation and psychometric validation study in Spanish and English samples, Nurse Education in Practice, 70, (2023); Yang L., Pang F., Sin K. F., Assessing the Psychometric Properties of the Practice and Product Inventory of Supporting Students with ASD (PPI-SSA): A Concise Assessment Tool for Teachers in Inclusive Classrooms, Sustainability, 15, 19, (2023); Judd B., Brentnall J., Scanlan J. N., Thomson K., Blackstock F., Mandrusiak A., McAllister S., Evaluating allied health students’ readiness for placement learning, BMC Medical Education, 23, 1, pp. 1-12, (2023); Alidosti M., Shahnazi H., Heidari Z., Zamani-Alavijeh F., Development and psychometric assessment of cutaneous leishmaniasis prevention behaviors questionnaire in adolescent female students: Application of integration of cultural model and extended parallel process model, Plos one, 17, 8, (2022); Chen M., Zee M., Roorda D. L., Assessing student–teacher relationship quality in cross-cultural contexts: Psychometric properties of student–teacher relationship drawings, European Journal of Developmental Psychology, 19, 5, pp. 770-784, (2022); Christopher K., Lord C., Best practice assessments for autism spectrum disorders in schools, Psychology in the Schools, 59, 7, pp. 1454-1468, (2022); Alqahtani T., Badreldin H. A., Alrashed M., Alshaya A. I., Alghamdi S. S., bin Saleh K., Albekairy A. M., The emergent role of artificial intelligence, natural learning processing, and large language models in higher education and research, Research in Social and Administrative Pharmacy, (2023); Gu J., Wang J., Guo X., Liu G., Qin S., Bi Z., A metaverse-based teaching building evacuation training system with deep reinforcement learning, IEEE Transactions on Systems, Man, and Cybernetics: Systems, 53, 4, pp. 2209-2219, (2023); Sefora S., Ngubane S. A., Career development for students with disabilities in an open distance learning institution: A narrative inquiry, Disability & society, 38, 3, pp. 445-459, (2023); Mahat M., Dollinger M., D'Angelo B., Naylor R., Harvey A., Co-designing a curriculum model for career education: perspectives from regional communities in Australia, The Australian Educational Researcher, 50, 2, pp. 409-431, (2023); Fantinelli S., Esposito C., Carlucci L., Limone P., Sulla F., The influence of individual and contextual factors on the vocational choices of adolescents and their impact on well-being, Behavioral Sciences, 13, 3, (2023); Makkonen T., Lavonen J., Tirri K., Actualizing talent in physics: A qualitative study of gifted Finnish upper-secondary-school physics students, Journal for the Education of the Gifted, 46, 1, pp. 3-33, (2023); Guleria P., Sood M., Explainable AI and machine learning: performance evaluation and explainability of classifiers on educational data mining inspired career counseling, Education and Information Technologies, 28, 1, pp. 1081-1116, (2023); Liu L. T., Wang S., Britton T., Abebe R., Reimagining the machine learning life cycle to improve educational outcomes of students, Proceedings of the National Academy of Sciences, 120, 9, (2023); Gossen D., Ivey T., The Impact of In-and Out-of-School Learning Experiences in the Development of Students’ STEM Self-Efficacies and Career Intentions, Journal for STEM Education Research, 6, 1, pp. 45-74, (2023); Kirdani-Ryan M., Ko A. J., Borisova E. A., Taught to be automata”: Examining the departmental role inshaping initial career choices of computing students, Computer Science Education, pp. 1-27, (2023); Alghamdi A. A., A novel intelligent agent-based framework for appropriate stream selection from perceptive of career counseling, PeerJ Computer Science, 9, (2023); George B., Wooden O., Managing the strategic transformation of higher education through artificial intelligence, Administrative Sciences, 13, 9, (2023); Narayan Vipul, Et al., 7 Extracting business methodology: using artificial intelligence-based method, Semantic Intelligent Computing and Applications, 16, (2023); Narayan Vipul, Et al., A Comprehensive Review of Various Approach for Medical Image Segmentation and Disease Prediction, Wireless Personal Communications, 132, 3, pp. 1819-1848, (2023); Mall Pawan Kumar, Et al., Rank Based Two Stage Semi-Supervised Deep Learning Model for X-Ray Images Classification: AN APPROACH TOWARD TAGGING UNLABELED MEDICAL DATASET, Journal of Scientific & Industrial Research (JSIR), 82, pp. 818-830, (2023); Narayan Vipul, Et al., Severity of Lumpy Disease detection based on Deep Learning Technique, 2023 International Conference on Disruptive Technologies (ICDT), (2023); Saxena Aditya, Et al., Comparative Analysis Of AI Regression And Classification Models For Predicting House Damages İn Nepal: Proposed Architectures And Techniques, Journal of Pharmaceutical Negative Results, pp. 6203-6215, (2022); Kumar Vaibhav, Et al., A Machine Learning Approach For Predicting Onset And Progression""“Towards Early Detection Of Chronic Diseases “, Journal of Pharmaceutical Negative Results, pp. 6195-6202, (2022); Chaturvedi Pooja, Daniel Ajai Kumar, Narayan Vipul, Coverage Prediction for Target Coverage in WSN Using Machine Learning Approaches, (2021); Chaturvedi Pooja, Daniel A. K., Narayan Vipul, A Novel Heuristic for Maximizing Lifetime of Target Coverage in Wireless Sensor Networks, Advanced Wireless Communication and Sensor Networks, pp. 227-242","","","Ismail Saritas","","","","","","21476799","","","","English","Internat. J. Intel. Syst. Appl. Eng.","Article","Final","","Scopus","2-s2.0-85184407062"
"Qazi W.; Qazi Z.; Raza S.A.; Hakim Shah F.; Khan K.A.","Qazi, Wasim (54789973500); Qazi, Zubaida (57284627500); Raza, Syed Ali (56784481100); Hakim Shah, Faiza (58154991400); Khan, Komal Akram (57212553325)","54789973500; 57284627500; 56784481100; 58154991400; 57212553325","Students' employability confidence in COVID-19 pandemic: role of career anxiety and perceived distress","2024","Journal of Applied Research in Higher Education","16","1","","120","133","13","1","10.1108/JARHE-02-2022-0072","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150781764&doi=10.1108%2fJARHE-02-2022-0072&partnerID=40&md5=f5491b3e806eb7e1a9e80d9cc30861e5","Department of Education and Learning Sciences, IQRA University, Karachi, Pakistan; Pink Pakistan Trust, Karachi, Pakistan; IQRA University, Karachi, Pakistan","Qazi W., Department of Education and Learning Sciences, IQRA University, Karachi, Pakistan; Qazi Z., Pink Pakistan Trust, Karachi, Pakistan; Raza S.A., IQRA University, Karachi, Pakistan; Hakim Shah F., IQRA University, Karachi, Pakistan; Khan K.A., IQRA University, Karachi, Pakistan","Purpose: The present research aims to investigate the impact of “COVID-19 phobia” factors (psychological, social, economic and psychosomatic) on career anxiety and perceived distress. Further, this research assesses whether career anxiety and perceived distress foster or diminish students' employability confidence. Design/methodology/approach: “Partial Least Squares Structural Equation Modeling (PLS-SEM)” has been used to analyze the data. Findings: The results depict that factors (psychological, economic and psychosomatic) are positively and significantly associated with career anxiety and perceived distress. However, social factors indicate an adverse impact on perceived distress. Further, career anxiety and perceived distress positively influence employability confidence, but the associations are not highly impactful. Originality/value: This research elucidates an unexplored phenomenon in the context of a developing country that coronavirus disease 2019 (COVID-19) phobia scale (i.e. psychological, social, economic and psychosomatic) result in career anxiety and distress. Moreover, no studies highlighted the direct impact of career anxiety and perceived distress on employability confidence. © 2023, Emerald Publishing Limited.","Career anxiety; COVID-19; Employability confidence; Higher education; Smart-PLS","","","","","","","","Ali M., Raza S.A., Service quality perception and customer satisfaction in Islamic banks of Pakistan: the modified SERVQUAL model, Total Quality Management and Business Excellence, 28, 5-6, pp. 559-577, (2017); Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Arpaci I., Karatas K., Baloglu M., The development and initial tests for the psychometric properties of the COVID-19 Phobia Scale (C19P-S), Personality and Individual Differences, 164, pp. 1-6, (2020); Arpaci I., Karatas K., Baloglu M., Haktanir A., COVID-19 phobia in the United States: validation of the COVID-19 phobia scale (C19P-SE), Death Studies, 46, 3, pp. 553-559, (2022); Asmundson G.J., Taylor S., Coronaphobia: fear and the 2019-nCoV outbreak, Journal of Anxiety Disorders, 70, pp. 1-3, (2020); Bakker A., Wagner D., Pandemic: lessons for today and tomorrow?, Educational Studies in Mathematics, 104, 1, pp. 1-4, (2020); Bao Y., Sun Y., Meng S., Shi J., Lu L., 2019-nCoV epidemic: address mental health care to empower society, The Lancet, 395, 10224, pp. e37-e38, (2020); Brooks S.K., Webster R.K., Smith L.E., Woodland L., Wessely S., Greenberg N., Rubin G.J., The psychological impact of quarantine and how to reduce it: rapid review of the evidence, The Lancet, 395, 10227, pp. 912-920, (2020); Charles G., Anderson-Nathe B., Uncertainty in the time of coronavirus, Child and Youth Services, 41, 1, pp. 1-2, (2020); Cohen S., Kamarck T., Mermelstein R., Una medida global de estrés percibido, Journal de Salud y conducta social, 24, pp. 385-396, (1983); Comrey A.L., Lee H.B., A First Course in Factor Analysis, (2013); Elhessewi G.M.S., Almoayad F., Mahboub S., Alhashem A.M., Fiala L., Psychological distress and its risk factors during COVID-19 pandemic in Saudi Arabia: a cross-sectional study, Middle East Current Psychiatry, 28, 1, pp. 1-7, (2021); Fornell C., Larcker D.F., Structural equation models with unobservable variables and measurement error: algebra and statistics, Journal of Marketing Research, 18, 3, pp. 382-388, (1981); Gefen D., Straub D., A practical guide to factorial validity using PLS-Graph: tutorial and annotated example, Communications of the Association for Information Systems, 16, 1, (2005); Gica S., Kavakli M., Durduran Y., Ak M., The effect of COVID-19 pandemic on psychosomatic complaints and investigation of the mediating role of intolerance to uncertainty, biological rhythm changes and perceived COVID-19 threat in this relationship: a web-based community survey, Personnel, 11, 14, pp. 1-15, (2020); Glowacz F., Schmits E., Psychological distress during the COVID-19 lockdown: the young adults most at risk, Psychiatry Research, 293, (2020); Hair J.F., Ringle C.M., Sarstedt M., PLS-SEM: indeed a silver bullet, Journal of Marketing Theory and Practice, 19, 2, pp. 139-152, (2011); Hossain M.M., Sultana A., Purohit N., Mental health outcomes of quarantine and isolation for infection prevention: a systematic umbrella review of the global evidence, Epidemiology and Health, 42, pp. 1-11, (2020); Kawohl W., Nordt C., COVID-19, unemployment, and suicide, The Lancet Psychiatry, 7, 5, pp. 389-390, (2020); Khudaykulov A., Changjun Z., Obrenovic B., Godinic D., Alsharif H.Z.H., Jakhongirov I., The fear of COVID-19 and job insecurity impact on depression and anxiety: an empirical study in China in the COVID-19 pandemic aftermath, Current Psychology, pp. 1-14, (2022); Maftei A., Holman A.C., Patrausanu A.M., Are you scared of what comes next? Students’ future career anxiety during the COVID-19 pandemic, Psihologija, 55, 2, pp. 209-225, (2021); Mahmud M.S., Rahman M.M., Masud-Ul-Hasan M., Islam M.A., Does ‘COVID 19 phobia’stimulate career anxiety?: experience from a developing country, Heliyon, 7, 3, (2021); Mahmud M.S., Talukder M.U., Rahman S.M., Does ‘Fear of COVID-19’trigger future career anxiety? An empirical investigation considering depression from COVID-19 as a mediator, International Journal of Social Psychiatry, 67, 1, pp. 35-45, (2021); Margetic B., Peraica T., Stojanovic K., Ivanec D., Predictors of emotional distress during the COVID-19 pandemic; a Croatian study, Personality and Individual Differences, 175, (2021); Moore K.A., Lucas J.J., COVID‐19 distress and worries: the role of attitudes, social support, and positive coping during social isolation, Psychology and Psychotherapy: Theory, Research and Practice, 94, 2, pp. 365-370, (2021); Mukhtar S., Psychological health during the coronavirus disease 2019 pandemic outbreak, International Journal of Social Psychiatry, 66, 5, pp. 512-516, (2020); Nicolescu L., Nicolescu C., Using PLS-SEM to build an employability confidence model for higher education recipients in the field of business studies, Kybernetes, 48, 9, pp. 1965-1988, (2019); Petzold M.B., Bendau A., Plag J., Pyrkosch L., Mascarell Maricic L., Betzler F., Rogoll J., Grosse J., Strohle A., Risk, resilience, psychological distress, and anxiety at the beginning of the COVID‐19 pandemic in Germany, Brain and Behavior, 10, 9, (2020); Qazi Z., Qazi W., Raza S.A., Khan K.A., Psychological distress among students of higher education due to e-learning crackup: moderating role of university support, Journal of Applied Research in Higher Education, 14, 4, pp. 1656-1669, (2021); Qureshi M.A., Khaskheli A., Qureshi J.A., Raza S.A., Khan K.A., Factors influencing green purchase behavior among millennials: the moderating role of religious values, Journal of Islamic Marketing, (2022); Rafiq M., Shahzad F., Farrukh M., Khan I., The psychological mechanism linking life satisfaction and turnover intention among healthcare workers during the COVID-19 pandemic, Work, 71, 3, pp. 505-514, (2022); Raza S.A., Khan K.A., Impact of green human resource practices on hotel environmental performance: the moderating effect of environmental knowledge and individual green values, International Journal of Contemporary Hospitality Management, 34, 6, pp. 2154-2175, (2022); Raza S.A., Khan K.A., Salam J., Impact of environmental triggers on students' behavior to use ride-sharing services: the moderating role of perceived risk, Current Psychology, 40, pp. 1-15, (2021); Raza S.A., Qazi W., Umer B., Khan K.A., Influence of social networking sites on life satisfaction among university students: a mediating role of social benefit and social overload, Health Education, 120, 2, pp. 141-164, (2020); Raza S.A., Qazi W., Khan K.A., Salam J., Social isolation and acceptance of the learning management system (LMS) in the time of COVID-19 pandemic: an expansion of the UTAUT model, Journal of Educational Computing Research, 59, 2, pp. 183-208, (2021); Ringle C.M., SmartPLS 2.0 (M3), (2005); Schmalbach B., Kalkbrenner A., Bassler M., Hinz A., Petrowski K., Retracted article: psychometric properties of a short version of the job anxiety scale, BMC Medical Research Methodology, 20, 1, pp. 1-9, (2020); Sheppard D., McCormick M., Raval A., Brower D., Lockett H., US oil price below zero for first time in history, Financial Times, 21, 4, pp. 1-8, (2020); Tsai C.-T., Hsu H., Hsu Y.-C., Tourism and hospitality college students' career anxiety: scale development and validation, Journal of Hospitality and Tourism Education, 29, 4, pp. 158-165, (2017); Unguren E., Kacmaz Y.Y., Does COVID-19 pandemic trigger career anxiety in tourism students? Exploring the role of psychological resilience, Journal of Hospitality, Leisure, Sport and Tourism Education, 30, (2022); Department of economic and social affairs, (2021); Wielgus B., Urban W., Patriak A., Cichocki L., Examining the associations between psychological flexibility, mindfulness, psychosomatic functioning, and anxiety during the COVID-19 pandemic: a path analysis, International Journal of Environmental Research and Public Health, 17, 23, (2020); Yorke M., Knight P.T., Embedding Employability into the Curriculum, 3, (2006); Everyone included: social impact of COVID-19, (2020)","S.A. Raza; IQRA University, Karachi, Pakistan; email: syed_aliraza@hotmail.com","","Emerald Publishing","","","","","","20507003","","","","English","J. Appl. Res. High. Edu.","Article","Final","","Scopus","2-s2.0-85150781764"
"Pradhan M.S.; Rattanawiboonsom V.; Panya F.","Pradhan, Manju Shree (58756881500); Rattanawiboonsom, Vichayanan (57188820730); Panya, Fuangfa (57203570184)","58756881500; 57188820730; 57203570184","Unraveling the Nexus: Exploring informal workplace learning, competency development, and employability through a mixed method approach","2024","Environment and Social Psychology","9","3","2078","","","","0","10.54517/esp.v9i3.2078","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182822229&doi=10.54517%2fesp.v9i3.2078&partnerID=40&md5=0fce94f378fa39dc7b27b9d1b7516039","Faculty of Business, Economics and Communications, Naresuan University, Phitsanulok, 65000, Thailand","Pradhan M.S., Faculty of Business, Economics and Communications, Naresuan University, Phitsanulok, 65000, Thailand; Rattanawiboonsom V., Faculty of Business, Economics and Communications, Naresuan University, Phitsanulok, 65000, Thailand; Panya F., Faculty of Business, Economics and Communications, Naresuan University, Phitsanulok, 65000, Thailand","This research was carried out utilizing both quantitative and qualitative methods to examine the correlation between Informal Workplace Learning (IWL) and Employability. This investigation considers the role of competency development as an intermediary factor. The study tested a moderated mediation model using data collected from 512 employees from all five banks located in Bhutan. The findings supported initial hypotheses. Utilizing structural equation modelling (SEM), the study found that IWL significantly impacts employability, and this relationshi p is fully mediated by competency development. However, the expected moderating effects of Self-directed Learning Orientation (SDLO) and Learning Goal Orientation (LGO) on the connection between IWL and competency development were not observed. In simpler terms, the results suggest that IWL contributes to the development of competencies, which in turn enhances employability. Yet, SDLO and LGO do not enhance the influence of IWL on competency development. Additionally, qualitative techniques were employed to gather insights into the experiences related to IWL, competency development, and employability, providing a complementary perspective to quantitative findings. Overall, this study holds significance for shaping human resource policies formulation and strategies related to employee growth and development. © 2023 by author(s). Environment and Social Psychology is published by Asia Pacific Academy of Science Pte. Ltd.","Bhutan; competency development; employability; informal workplace learning (IWL); Learning Goal Orientation (LGO); Self-directed Learning Orientation (SDLO); Structural Equation Modelling (SEM)","","","","","","","","Hashim J., Competencies acquisition through self‐directed learning among Malaysian managers, Journal of Workplace Learning, 20, 4, pp. 259-271, (2008); Moore AL, Klein JD., Facilitating Informal Learning at Work, TechTrends, pp. 1-10, (2019); PB S., Developing human resource competencies: An empirical evidence, Human Resource Development International, 22, 4, pp. 343-363, (2019); Rowold J, Kauffeld S., Effects of career‐related continuous learning on competencies, Personnel Review, 38, 1, pp. 90-101, (2008); Sadeghi T., Associations between workplace learning patterns, social support and perceived competency, Human Resource Development International, 23, 1, pp. 5-24, (2019); Lave J, Wenger E., Situated Learning, (1991); Watkins KE, Marsick VJ., Towards a theory of informal and incidental learning in organizations∗, International Journal of Lifelong Education, 11, 4, pp. 287-300, (1992); Boud D., Experience as the Base for Learning, Higher Education Research & Development, 12, 1, pp. 33-44, (1993); Garrison DR., Self-Directed Learning: Toward a Comprehensive Model, Adult Education Quarterly, 48, 1, pp. 18-33, (1997); Illeris K., Transformative Learning in the Perspective of a Comprehensive Learning Theory, Journal of Transformative Education, 2, 2, pp. 79-89, (2004); Ley T, Lindstaedt SN, Albert D., Supporting Competency Development in Informal Workplace Learning, Lecture Notes in Computer Science, pp. 189-202, (2005); Froehlich DE, Segers M, Beausaert S, Kremer M., On the Relation between Task-Variety, Social Informal Learning, and Employability, Vocations and Learning, 12, 1, pp. 113-127, (2019); Gerken M, Beausaert S, Segers M., Working on professional development of faculty staff in higher education: investigating the relationship between social informal learning activities and employability, Human Resource Development International, 19, 2, pp. 135-151, (2015); Van Der Heijden B, Boon J, Van Der Klink M, Et al., Employability enhancement through formal and informal learning: an empirical study among Dutch non‐academic university staff members, International Journal of Training and Development, 13, 1, pp. 19-37, (2009); Drejer A., Organisational learning and competence development, The Learning Organization, 7, 4, pp. 206-220, (2000); Bandura A, Walters RH., Social Learning Theory, (1977); Bonesso S, Gerli F, Et al., Protean career orientation: Behavioral antecedents and employability outcomes, Journal of Vocational Behavior, 116, (2020); Woldman N, Runhaar P, Wesselink R, Mulder M., Antecedents and Outcomes of Competence Development in Organizations: A Systematic Literature Review, (2014); Decius J, Schaper N, Seifert A., Informal workplace learning: Development and validation of a measure, Human Resource Development Quarterly, 30, 4, pp. 495-535, (2019); Maurer TJ, Weiss EM, Barbeite FG., A model of involvement in work-related learning and development activity: The effects of individual, situational, motivational, and age variables, Journal of Applied Psychology, 88, 4, pp. 707-724, (2003); Raemdonck I, van der Leeden R, Valcke M, Et al., Predictors of self-directed learning for low-qualified employees:a multi‐level analysis, European Journal of Training and Development, 36, 6, pp. 572-591, (2012); van der Heijden BIJM., Professional Competence and its Effect upon Employability Throughout the Career, The International Journal of Entrepreneurship and Innovation, 2, 3, pp. 171-181, (2001); Decius J, Schaper N, Seifert A., Work Characteristics or Workers’ Characteristics? An Input-Process-Output Perspective on Informal Workplace Learning of Blue-Collar Workers, Vocations and Learning, 14, 2, pp. 285-326, (2021); Decius J, Schaper N, Seifert A., Informal workplace learning: Development and validation of a measure, Human Resource Development Quarterly, 30, 4, pp. 495-535, (2019); Nyhan B., Competence development as a key organisational strategy—experiences of European companies, Industrial and Commercial Training, 30, 7, pp. 267-273, (1998); Takase M, Yamamoto M, Sato Y, Et al., The relationship between workplace learning and midwives’ and nurses’ self-reported competence: A cross-sectional survey, International Journal of Nursing Studies, 52, 12, pp. 1804-1815, (2015); Paloniemi S., Experience, competence and workplace learning, Journal of Workplace Learning, 18, pp. 439-450, (2006); Yamazaki Y, Toyama M, Putranto AJ., Comparing managers’ and non-managers’ learning and competencies, Journal of Workplace Learning, 30, 4, pp. 274-290, (2018); Hashim J., Competencies acquisition through self‐directed learning among Malaysian managers, Journal of Workplace Learning, 20, 4, pp. 259-271, (2008); Rowold J, Kauffeld S., Effects of career‐related continuous learning on competencies, Personnel Review, 38, 1, pp. 90-101, (2008); Crouse P, Doyle W, Young JD., Workplace learning strategies, barriers, facilitators and outcomes: a qualitative study among human resource management practitioners, Human Resource Development International, 14, 1, pp. 39-55, (2011); Haemer HD, Borges-Andrade JE, Cassiano SK., Learning strategies at work and professional development, Journal of Workplace Learning, 29, 6, pp. 490-506, (2017); Dang VT, Chou YC., Extrinsic motivation, workplace learning, employer trust, self-efficacy and cross-cultural adjustment, Personnel Review, 49, 6, pp. 1232-1253, (2019); Decius J, Knappstein M, Klug K., Which way of learning benefits your career? The role of different forms of work-related learning for different types of perceived employability, European Journal of Work and Organizational Psychology, pp. 1-16, (2023); De Vos A, De Hauw S, Van der Heijden BIJM., Competency development and career success: The mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); De Vos A, De Hauw S, Willemse I., An integrative model for competency development in organizations: the Flemish case, The International Journal of Human Resource Management, 26, 20, pp. 2543-2568, (2015); Serim H, Demirbag O, Yozgat U., The effects of employees’ perceptions of competency models on employability outcomes and organizational citizenship behavior and the moderating role of social exchange in this effect, Procedia-Social and Behavioral Sciences, 150, pp. 1101-1110, (2014); Hendijani R, Sohrabi B., The effect of humility on emotional and social competencies: The mediating role of judgment, Cogent Business & Management, 6, 1, (2019); Lecat A, Beausaert S, Raemdonck I., On the Relation Between Teachers’ (In)formal Learning and Innovative Working Behavior: The Mediating Role of Employability, Vocations and Learning, 11, 3, pp. 529-554, (2018); Choi W., Influences of Formal Learning, Personal Characteristics, and Work Environment Characteristics on Informal Learning among Middle Managers in the Korean Banking Sector, (2009); Oddi LF., Perspectives On Self-Directed Learning, Adult Education Quarterly, 38, 1, pp. 21-31, (1987); Raemdonck I, van der Leeden R, Valcke M, Et al., Predictors of self-directed learning for low-qualified employees: a multi‐level analysis, European Journal of Training and Development, 36, 6, pp. 572-591, (2012); Creswell JW, Creswell JD., Research design: Qualitative, quantitative, and mixed methods approaches, (2017); Pradhan MS, Rattanawiboonsom V., Informal workplace learning and employability: The mediating role of competency development among financial sector employees in Bhutan, (2023); Visser M, Van der Togt K., Learning in public sector organizations: A theory of action approach, Public Organization Review, 16, 2, pp. 235-249, (2016); Castellanos IV, Sahoo P., Performance of financial institutions in Bhutan, International Journal of Management Sciences, 5, 1, pp. 68-84, (2010); Naim MF, Lenka U., Linking knowledge sharing, competency development, and affective commitment: Evidence from Indian Gen Y employees, Journal of Knowledge Management, (2017); VandeWalle D., Development and validation of a work domain goal orientation instrument, Educational and Psychological Measurement, 57, 6, pp. 995-1015, (1997); Braun V, Clarke V., Thematic analysis, APA handbook of research methods in psychology, Vol 2: Research designs: Quantitative, qualitative, neuropsychological, and biological, pp. 57-71, (2012); Kim HY., Statistical notes for clinical researchers: Assessing normal distribution (2) using skewness and kurtosis, Restorative Dentistry & Endodontics, 38, 1, pp. 24-52, (2013); Cohen P, West SG, Aiken LS., Applied multiple regression/correlation analysis for the behavioral sciences, (2014); Kaiser HF, Rice J., Little jiffy, mark IV, Educational and Psychological Measurement, 34, 1, pp. 111-117, (1974); Podsakoff MacKenzie, Common method biases in behavioral research: A critical review of the literature and recommended remedies, Journal of Applied psychology, 88, 5, (2003); Hair JF, Black WC, Babin BJ, Et al., Multivariate data analysis, 6, (2006); Bentler PM, Bonett DG., Significance tests and goodness of fit in the analysis of covariance structures, Psychological bulletin, 88, 3, (1980); Byrne BM., Structural equation modeling with AMOS, EQS, and LISREL: Comparative approaches to testing for the factorial validity of a measuring instrument, International journal of testing, 1, 1, pp. 55-86, (2001); Newsom J., Psy 523/623 Structural Equation Modelling, (2020); Schumacker RE, Lomax RG., A beginner’s guide to structural equation modeling, (2004); Falk RF, Miller NB., A primer for soft modeling, (1992); Brandao HP, Borges-Andrade JE, Puente-Palacios K, Et al., Relationships between learning, context and competency: A multilevel study, BAR—Brazilian Administration Review, 9, 1, pp. 1-22, (2012); Cheetham G, Chivers G., How professionals learn in practice: an investigation of informal learning amongst people working in professions; Eraut M., Informal Learning in the Workplace, Studies in Continuing Education, 26, 2, pp. 247-273, (2010); London M, Smither JW., Feedback orientation, feedback culture, and the longitudinal performance management process, Human Resource Management Review, 12, 1, pp. 81-100, (2002); Watling C, Driessen E, van der Vleuten CPM, Et al., Learning from clinical work: the roles of learning cues and credibility judgements, Medical Education, 46, 2, pp. 192-200, (2012); Mulder RH., Exploring feedback incidents, their characteristics and the informal learning activities that emanate from them, European Journal of Training and Development, 37, 1, pp. 49-71, (2013); Boyatzis R, Boyatzis RE., Competencies in the 21st century, Journal of Management Development, (2008); Khan MMS, Alheety SNY, Bardai B., Impact of human capital skills on corporate performance: A case of islamic banks in Pakistan, Journal of Islamic Finance, 9, 1, pp. 76-88, (2020); Abbasi FK, Ali A, Bibi N., Analysis of skill gap for business graduates: managerial perspective from banking industry, Education + Training, 60, 4, pp. 354-367, (2018); Deist FDL, Winterton J., What Is Competence?, Human Resource Development International, 8, 1, pp. 27-46, (2005); Bandura A, Walters RH., Social Learning Theory, 1, (1977); Heijde CMVD, Van Der Heijden BI., A competence‐based and multidimensional operationalization and measurement of employability, Human Resource Management: Published in Cooperation with the School of Business Administration, The University of Michigan and in alliance with the Society of Human Resources Management, 45, 3, pp. 449-476, (2006); Lecat A, Beausaert S, Raemdonck I., On the Relation Between Teachers’ (In)formal Learning and Innovative Working Behavior: The Mediating Role of Employability, Vocations and Learning, 11, 3, pp. 529-554, (2018); Pink DH., Drive: The Surprising Truth about What Motivates us, (2011); PB S., Developing human resource competencies: Empirical evidence, Human Resource Development International, 22, 4, pp. 343-363, (2019); Jigme TN., Determinants of Job Satisfaction of Civil Servants in Bhutan: A Case of Wangdue Phodrang Dzongkhag Administration, (2021); Tones M, Pillay H, Kelly K., The Link between Age, Career Goals, and Adaptive Development for Work-Related Learning Among Local Government Employees, Journal of Career Assessment, 19, 1, pp. 92-110, (2010); Choden K, Wangchuk D, Smart C., Bhutan-Culture Smart!: The Essential Guide to Customs & Culture, (2018)","M.S. Pradhan; Faculty of Business, Economics and Communications, Naresuan University, Phitsanulok, 65000, Thailand; email: manjushreepradhan.gcbs@rub.edu.bt","","Asia Pacific Academy of Science Pte Ltd","","","","","","24247979","","","","English","Environ. Soc. Psychol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85182822229"
"Shoukat M.H.; Elgammal I.; Khan M.A.; Selem K.M.","Shoukat, Muhammad Haroon (57316333000); Elgammal, Islam (56337922500); Khan, Mukaram Ali (57210121701); Selem, Kareem M. (57437188700)","57316333000; 56337922500; 57210121701; 57437188700","Does employee envy drive service sabotage? Evidence from hotel organizations","2024","Kybernetes","","","","","","","0","10.1108/K-06-2023-1092","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183626228&doi=10.1108%2fK-06-2023-1092&partnerID=40&md5=a27809b9ac9777519428b772a51ed2ed","Department of Management Sciences, COMSATS University Islamabad, Islamabad, Pakistan; Business Administration Department, University of Jeddah, Jeddah, Saudi Arabia; Institute of Administrative Sciences, University of the Punjab, Lahore, Pakistan; National School of Public Policy, Lahore, Pakistan; Hotel Management Department, Faculty of Tourism and Hotels, Suez Canal University, Ismailia, Egypt","Shoukat M.H., Department of Management Sciences, COMSATS University Islamabad, Islamabad, Pakistan; Elgammal I., Business Administration Department, University of Jeddah, Jeddah, Saudi Arabia; Khan M.A., Institute of Administrative Sciences, University of the Punjab, Lahore, Pakistan, National School of Public Policy, Lahore, Pakistan; Selem K.M., Hotel Management Department, Faculty of Tourism and Hotels, Suez Canal University, Ismailia, Egypt","Purpose: Using the theoretical framework of social comparison theory (SCT), this study investigates the effects of employee envy on service sabotage behaviors in the hospitality industry. It further examines the complex dynamics of self-performance and job dissatisfaction in this context. Notably, this paper seeks to determine the potential moderating role of perceived employability in the interactions between service sabotage, employee envy, job dissatisfaction and self-performance. Design/methodology/approach: Our research structure was divided into four distinct models. The findings of Model 1 highlight the significant impact of employee envy on service sabotage. The analysis in Model 2a shows that job dissatisfaction acts as a partial mediator in the employee envy and service sabotage linkage. On the other hand, Model 2b reveals self-performance as yet another partial mediator between envy-service sabotage relationships. In turn, Model 3 demonstrates that job dissatisfaction and self-performance play a serial mediation role in the envy-service sabotage relationship. In addition, our research shows that perceived employability effectively moderates the three proposed paths within these relationships. Findings: Our research structure was divided into four distinct models. The findings of Model 1 highlight the significant impact of employee envy on service sabotage. The analysis in Model 2a shows that job dissatisfaction acts as a partial mediator in the employee envy and service sabotage linkage. On the other hand, Model 2b reveals self-performance as yet another partial mediator between envy-service sabotage relationships. In turn, Model 3 demonstrates that job dissatisfaction and self-performance play a serial mediation role in the envy-service sabotage relationship. In addition, our research shows that perceived employability effectively moderates the three proposed paths within these relationships. Research limitations/implications: Hotel managers must keep a close eye on their front-of-house staff to avoid any unintentional or direct interactions with customers. Equally important is the consistent and impartial treatment of all employees, which is an important consideration for managers to consider because it can help mitigate employee envy and job dissatisfaction. Originality/value: This study seeks to enhance understanding of SCT by emphasizing perceived employability as a boundary influencing the relationships between these factors and desired outcomes in the hotel industry, such as job dissatisfaction, self-performance and service sabotage. This paper is an initial attempt to investigate the underlying mechanisms in the relationship between envy and service sabotage. © 2024, Emerald Publishing Limited.","Employee envy; Perceived employability; Self-performance; Service sabotage; Social comparison theory","","","","","","","","Ahmad R., Ishaq M.I., Envy: definitions, approaches and implications, The Service Industries Journal, 43, 9-10, pp. 727-763, (2023); AmCham Egypt, Hospitality Rebounds, (2022); Azeem M.U., Bajwa S.U., Shahzad K., Aslam H., Psychological contract violation and turnover intention: the role of job dissatisfaction and work disengagement, Employee Relations: The International Journal, 42, 6, pp. 1291-1308, (2020); Bani-Melhem S., Shamsudin F.M., Abukhait R., Al-Hawari M.A., Competitive psychological climate as a double-edged sword: a moderated mediation model of organization-based self-esteem, jealousy, and organizational citizenship behaviors, Journal of Hospitality and Tourism Management, 54, pp. 139-151, (2023); Batabyal D., Halam H., Sen S.K., Chakma M.K., Sinha R., Selem K.M., Circuit development approach to geotourism and geoparks in Northeast India, GeoJournal, 88, 6, pp. 1-13, (2023); Becker J.M., Cheah J.H., Gholamzade R., Ringle C.M., Sarstedt M., PLS-SEM’s most wanted guidance, International Journal of Contemporary Hospitality Management, 35, 1, pp. 321-346, (2023); Blayney C., Cormier-MacBurnie P., Young J.D., The devolution of human resource management to line managers: a preliminary examination of the hotel industry in Halifax, Canada, Journal of Human Resources in Hospitality and Tourism, 19, 4, pp. 443-472, (2020); Chun J., Jyung C.Y., Perceived employability of Korean employees: a multi-dimensional approach, International Journal for Educational and Vocational Guidance, 22, 1, pp. 93-116, (2022); Major Attractions, (2022); De Cuyper N., Mauno S., Kinnunen U., Makikangas A., The role of job resources in the relation between perceived employability and turnover intention: a prospective two-sample study, Journal of Vocational Behavior, 78, 2, pp. 253-263, (2011); Dong X., Xiang Y., Zhao J., Li Q., Zhao J., Zhang W., How mindfulness affects benign and malicious envy from the perspective of the mindfulness reperceiving model, Scandinavian Journal of Psychology, 61, 3, pp. 436-442, (2020); Information and Statistics, (2022); Eluwole K.K., Karatepe O.M., Avci T., Ethical leadership, trust in organization and their impacts on critical hotel employee outcomes, International Journal of Hospitality Management, 102, (2022); Erdil O., Muceldili B., The effects of envy on job engagement and turnover intention, Procedia-Social and Behavioral Sciences, 150, pp. 447-454, (2014); Festinger L., A theory of social comparison processes, Human Relations, 7, 2, pp. 117-140, (1954); Geisser S., A predictive approach to the random effects model, Biometrika, 61, 1, pp. 101-107, (1974); Ghani B., Zada M., Memon K.R., Ullah R., Khattak A., Han H., Ariza-Montes A., Araya-Castillo L., Challenges and strategies for employee retention in the hospitality industry: a review, Sustainability, 14, 5, (2022); Giousmpasoglou C., Marinakou E., Zopiatis A., Hospitality managers in turbulent times: the COVID-19 crisis, International Journal of Contemporary Hospitality Management, 33, 4, pp. 1297-1318, (2021); Gip H., Guchait P., Pasamehmetoglu A., Khoa D.T., How organizational dehumanization impacts hospitality employees service recovery performance and sabotage behaviors: the role of psychological well-being and tenure, International Journal of Contemporary Hospitality Management, 35, 1, pp. 64-91, (2023); Gonzalez-Navarro P., Zurriaga-Llorens R., Tosin-Olateju A., Llinares-Insa L.I., Envy and counterproductive work behavior: the moderation role of leadership in public and private organizations, International Journal of Environmental Research and Public Health, 15, 7, pp. 1455-1471, (2018); Hair J.F., Hollingsworth C.L., Randolph A.B., Chong A.Y.L., An updated and expanded assessment of PLS-SEM in information systems research, Industrial Management and Data Systems, 117, 3, pp. 442-458, (2017); Hair J.F., Hult G.T.M., Ringle C.M., Sarstedt M., A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM), (2021); Hair J.F., Risher J.J., Sarstedt M., Ringle C.M., When to use and how to report the results of PLS-SEM, European Business Review, 31, 1, pp. 2-24, (2019); Harris L.C., Ogbonna E., Service sabotage: a study of antecedents and consequences, Journal of the Academy of Marketing Science, 34, 4, pp. 543-558, (2006); Khan M.A., Shoukat M.H., Tan C.C., Selem K.M., My supervisor distresses me! 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The role of individual strivings in shaping the relationship between envy and avoidance behaviors at work, Journal of Organizational Behavior, 43, 4, pp. 567-583, (2022); Vasconcelos A.F., Spiritual intelligence: a theoretical synthesis and work-life potential linkages, International Journal of Organizational Analysis, 28, 1, pp. 109-134, (2020); Vecchio R.P., Jealousy and envy among health care professionals, Organizational Psychology and Health Care, 3, pp. 121-132, (1999); Vecchio R.P., Negative emotion in the workplace: employee jealousy and envy, International Journal of Stress Management, 7, 3, pp. 161-179, (2000); Wang H.J., Chen X., Lu C.Q., When career dissatisfaction leads to employee job crafting: the role of job social support and occupational self-efficacy, Career Development International, 25, 4, pp. 337-354, (2020); Wei X., Yu F., Envy and environmental decision making: the mediating role of self-control, International Journal of Environmental Research and Public Health, 19, 2, (2022); Weng Q., Latif K., Khan A.K., Tariq H., Butt H.P., Obaid A., Sarwar N., Loaded with knowledge, yet green with envy: leader–member exchange comparison and coworkers-directed knowledge hiding behavior, Journal of Knowledge Management, 24, 7, pp. 1653-1680, (2020); Zhao H., Lan J., Lyu T., Zeng G., Working with artificial intelligence surveillance during the COVID-19 pandemic: a mixed investigation of the influence mechanism on job engagement in hospitality industry, Current Issues in Tourism, 26, 20, pp. 3318-3335, (2022); Zhu Y., Long L., Xu Y., Zhang Y., Knowledge seeking or sabotage? The effect of coworker relative overqualification on employee reaction from social comparison theory, Journal of Knowledge Management, ahead-of-print, ahead-of-print, pp. 1-19, (2023); Dijkstra T.K., Henseler J., Consistent partial least squares path modeling, MIS Quarterly, 39, 2, pp. 297-316, (2015); Pan J., Zheng X., Xu H., Li J., Lam C.K., What if my coworker builds a better LMX? The roles of envy and coworker pride for the relationships of LMX social comparison with learning and undermining, Journal of Organizational Behavior, 42, 9, pp. 1144-1167, (2021); Wang X., Liu Z., Wen X., Xiao Q., An implicit leadership theory lens on leader humility and employee outcomes: examining individual and organizational contingencies, Tourism Management, 89, (2022); Wong J.W.C., Pan S.Y., Different emotional and behavioral reactions to customer mistreatment among hotel employees: a multilevel moderated mediation model, Journal of Hospitality and Tourism Management, 54, pp. 221-230, (2023)","K.M. Selem; Hotel Management Department, Faculty of Tourism and Hotels, Suez Canal University, Ismailia, Egypt; email: kareemselem91@yahoo.com","","Emerald Publishing","","","","","","0368492X","","","","English","Kybernetes","Article","Article in press","","Scopus","2-s2.0-85183626228"
"Arsenis P.; Flores M.","Arsenis, Panagiotis (56446883300); Flores, Miguel (56740155800)","56446883300; 56740155800","Do professional year placements matter for job quality? The case of economics graduates","2024","Studies in Higher Education","49","1","","178","191","13","0","10.1080/03075079.2023.2225540","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162677721&doi=10.1080%2f03075079.2023.2225540&partnerID=40&md5=34bcb634193bf56417b40a97bd15cadc","School of Economics, University of Surrey, Guildford, United Kingdom; School of Business, National College of Ireland, Dublin, Ireland","Arsenis P., School of Economics, University of Surrey, Guildford, United Kingdom; Flores M., School of Business, National College of Ireland, Dublin, Ireland","We study whether the completion of an optional professional year placement during undergraduate studies enhances job quality, in terms of earnings, job security and career fit, for economics graduates from a UK university. Using linear and discrete choice models, we estimate the effect of doing a professional year placement on four graduate outcomes that capture job quality and use a rich data set to control for demographics, educational background, academic achievement, degree, and graduate job characteristics. To account for possible self-selection bias, we use propensity score matching. We find a positive but weak effect of the professional year placement on earnings, but the salary gap becomes statistically insignificant once we control for self-selection. Similarly, we find no conclusive evidence supporting a positive effect of professional year placement on job security. However, we find a positive and robust effect of professional year placement on career fit: placement graduates are more likely to find jobs that fit their career plans than non-placement graduates, which holds even after controlling for self-selection. The empirical findings also show that job characteristics, like location and type of industry, and school background are additional factors contributing to graduates' employment quality. Finally, we find no differences in job quality due to gender. © 2023 Society for Research into Higher Education.","economics; Employability; job quality; placement; salaries","","","","","","National College of Ireland; National Cancer Institute, NCI; University of Surrey","We would like to thank João Santos Silva and Matthias Parey for their invaluable comments, as well as the participants at the Developments in Economics Education Conference 2021, Applied Microeconomics Seminar Series 2022, University of Surrey, NCI Research Day 2022, National College of Ireland, and the Employability Symposium 2023, Advance HE. Special thanks to the journal's editor and the anonymous referees who helped us to improve our paper. The authors remain responsible for any possible errors.","Allen K., Quinn J., Hollingworth S., Rose A., Becoming Employable Students and ‘ideal’ Creative Workers: Exclusion and Inequality in Higher Education Work Placements, British Journal of Sociology of Education, 34, 3, pp. 431-452, (2013); Bordon P., Braga B., Employer Learning, Statistical Discrimination and University Prestige, Economics of Education Review, 77, (2020); Bridgstock R., Jackson D., Strategic Institutional Approaches to Graduate Employability: Navigating Meanings, Measurements and What Really Matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Brooks R., Youngson P.L., Undergraduate Professional Year Placements: An Analysis of the Effects on Career Progression, Studies in Higher Education, 41, 9, pp. 1563-1578, (2016); Delis A., Jones C., The Impact of Work Placements on Graduate Earnings, Studies in Higher Education, pp. 1-16, (2023); Di Meglio G., Barge-Gil A., Camina E., Moreno L., Knocking on Employment's Door: Internships and Job Attainment, Higher Education, 83, 1, pp. 137-161, (2022); Garrido M.M., Kelley A.S., Paris J., Roza D.E.M., Morrison R.S., Aldridge M.D., Methods for Constructing and Assessing Propensity Scores, Health Services Research, 49, 5, pp. 1701-1720, (2014); Gertler P.J., Martinez S., Premand P., Rawlings L.B., Vermeersch C.M.J., Impact Evaluation in Practice, (2016); Healy M., Hammer S., McIlveen P., Mapping Graduate Employability and Career Development in Higher Education Research: A Citation Network Analysis, Studies in Higher Education, 47, 4, pp. 799-811, (2022); Heckman J., Sample Selection Bias As a Specification Error, Econometrica, 47, 1, pp. 153-161, (1979); (2020); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position Or Process, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Holmes L., Becoming a Graduate: the Warranting of An Emergent Identity, Education + Training, 57, 2, pp. 219-238, (2015); Inceoglu I., Selenko E., McDowall A., Schlachter S., (How) Do Work Placement Work? Scrutinizing the Quantitative Evidence for a Theory-driven Future Research Agenda, Journal of Vocational Behavior, 110, B, pp. 317-337, (2019); Jackson D., Re-conceptualising Graduate Employability: the Importance of Pre-professional Identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jackson D., Developing Graduate Career Readiness in Australia: Shifting From Extra-curricular Internships to Work-integrated Learning, International Journal of Work-Integrated Learning, 19, 1, pp. 23-35, (2018); Jackson D., Bridgstock R., Evidencing Student Success in the Contemporary World-of-work: Renewing Our Thinking, Higher Education Research & Development, 37, 5, pp. 984-998, (2018); Jackson D., Rowe A., Impact of Work-integrated Learning and Cocurricular Activities on Graduate Labour Force Outcomes, Studies in Higher Education, 48, 3, pp. 490-506, (2022); Jones C.M., Greenb J.P., Higson H.E., Do Work Placements Improve Final Year Academic Performance Or Do High-calibre Students Choose to Do Work Placements, Studies in Higher Education, 42, 6, pp. 976-992, (2017); Margaryan S., Saniter N., Schumann M., Siedler T., Do Internships Pay Off? The Effects of Student Internships on Earnings, Journal of Human Resources, 57, 4, pp. 1242-1275, (2022); McGuinness S., Whelan A., Bergin A., Is There a Role for Higher Education Institutions in Improving the Quality of First Employment, B.E. Journal of Economic Analysis and Policy, 16, 4, pp. 12-23, (2016); Mihut G., Does University Prestige Lead to Discrimination in the Labor Market? Evidence From a Labor Market Field Experiment in Three Countries, Studies in Higher Education, 47, 6, pp. 1227-1242, (2022); Mincer J., (1974); Monteiro S., Almeida L., Gomes C., Sinval J., Employability Profiles of Higher Education Graduates: a Person-oriented Approach, Studies in Higher Education, 47, 3, pp. 499-512, (2022); Moore T., Morton J., The Myth of Job Readiness? Written Communication, Employability, and the ‘Skills Gap’ in Higher Education, Studies in Higher Education, 42, 3, pp. 591-609, (2017); Moores E., Reddy P., No Regrets? Measuring the Career Benefits of a Psychology Placement Year, Assessment & Evaluation in Higher Education, 37, 5, pp. 535-554, (2012); Perusso A., Wagenaar R., The State of Work-based Learning Development in EU Higher Education: Learnings From the WEXHE Project, Studies in Higher Education, 47, 7, pp. 1423-1439, (2022); St Clair-Thompson H., Chivers C., Characteristics of Students Who Consider Taking a Psychology Placement Year, Studies in Higher Education, 44, 11, pp. 1889-1899, (2019); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., McCafferty H., Port A., Maguire N., Zabelski A.E., Butnaru A., Charles M., Kirby S., Developing Graduate Employability for a Challenging Labour Market: the Validation of the Graduate Capital Scale, Journal of Applied Research in Higher Education, 14, 3, pp. 1193-1209, (2022); Wilton N., The Impact of Work Placements on Skills Development and Career Outcomes for Business and Management Graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012)","M. Flores; School of Business, National College of Ireland, Dublin, Mayor Street, Ireland; email: miguel.flores@ncirl.ie","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","","Scopus","2-s2.0-85162677721"
"Wahab S.N.; Tan A.; Roche O.","Wahab, Siti Norida (57204971443); Tan, Albert (57223655813); Roche, Olivier (55857717800)","57204971443; 57223655813; 55857717800","Identifying supply chain manager leadership skills and competencies gaps in Malaysia","2024","Higher Education, Skills and Work-based Learning","","","","","","","0","10.1108/HESWBL-07-2023-0179","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180894214&doi=10.1108%2fHESWBL-07-2023-0179&partnerID=40&md5=730ddf46a0c469610276afa9913655c6","Department of Technology and Supply Chain Management Studies, Universiti Teknologi MARA, Puncak Alam, Malaysia; Asian Institute of Management, Makati City, Philippines","Wahab S.N., Department of Technology and Supply Chain Management Studies, Universiti Teknologi MARA, Puncak Alam, Malaysia; Tan A., Asian Institute of Management, Makati City, Philippines; Roche O., Asian Institute of Management, Makati City, Philippines","Purpose: In recent years, technology diffusion, globalization and the Internet revolution have accelerated the growth of online transactions and altered corporate operations systems. The emergence of computer technology and the Internet have changed the way businesses work. The purpose of this study is to find and identify any common patterns in the logistics and supply chain industries for job requirements using job posting content in Malaysia. Design/methodology/approach: This study provides an exploratory assessment of the employability skill set required using online job posting advertisements. Online job posting advertising, also known as e-recruiting, is one field that has been significantly influenced by information technology. In addition, the current Covid-19 outbreak has created a new need for a long-term contactless talent acquisition process in the organization's operating systems. Findings: Based on this study's findings, the top ten skills required by employers for logistics and supply chain positions are (1) supply chain analytics, (2) technological aptitude, (3) teamwork skills, (4) customer focus, (5) leadership skills, (6) interpersonal skills, (7) people skills, (8) creativity and resilience, (9) demand and supply forecasting ability, and (10) project management skills. Overall, the findings provide a road map for practitioners and academics interested in developing supply chain managers' necessary skills and competencies to manage current and future supply networks. It also allows companies to adjust their supply chain management hiring, training and retention methods. Originality/value: Although the study was done in Malaysia, the supply chain skills and competencies stated in this study, as well as their categorization, can be applied in other developing countries. © 2023, Emerald Publishing Limited.","Competence and skills; Employability; Job crafting; Supply chain management","","","","","","","","Achimu A., Digital Skills Critical for Jobs in Asia and the Pacific, Says ADB–LinkedIn Report, (2022); Alzoubi H., Ahmed G., Al-Gasaymeh A., Kurdi B., Empirical study on sustainable supply chain strategies and its impact on competitive priorities: the mediating role of supply chain collaboration, Management Science Letters, 10, 3, pp. 703-708, (2020); Arunachalam D., Kumar N., Kawalek J.P., Understanding big data analytics capabilities in supply chain management: unravelling the issues, challenges and implications for practice, Transportation Research Part E: Logistics and Transportation Review, 114, pp. 416-436, (2018); Attaran M., Digital technology enablers and their implications for supply chain management, Supply Chain Forum: An International Journal, 21, 3, pp. 158-172, (2020); Baijal A., Florian H., Chang W., Davis S., Fock W.H., E-Conomy SEA 2022, (2022); Bals L., Schulze H., Kelly S., Stek K., Purchasing and supply management (PSM) competencies: current and future requirements, Journal of Purchasing and Supply Management, 25, 5, (2019); Blank G., Who uses social media?, The SAGE Handbook of Social Media Research Methods, 67, (2022); Campos D.F., de A. 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How About Malaysia?, (2021); Shou Y., Wang W., Multidimensional competences of supply chain managers: an empirical study, Enterprise Information Systems, 11, 1, pp. 58-74, (2017); Singaravelloo K., Salih K., Cities, urbanization and infrastructure, Malaysia's Leap into the Future, pp. 237-263, (2022); Singh A., Jaykumar P., On the road to consensus: key soft skills required for youth employment in the service sector, Worldwide Hospitality and Tourism Themes, 11, 1, pp. 10-24, (2019); Siwar C., Ahmed F., Bashawir A., Mia M.S., Urbanization and urban poverty in Malaysia: consequences and vulnerability, Journal of Applied Sciences, 16, 4, pp. 154-160, (2016); Sonmez Cakir F., Adiguzel Z., Analysis of leader effectiveness in organization and knowledge sharing behavior on employees and organization, Sage Open, 10, 1, (2020); Srinivasan R., Swink M., An investigation of visibility and flexibility as complements to supply chain analytics: an organizational information processing theory perspective, Production and Operations Management, 27, 10, pp. 1849-1867, (2018); Tan A.W.K., Balasubramanian S., Wahab S.N., Essential Skills and Competencies for Supply Chain Professionals and Future Leaders in Asia: A Framework for Planning and Managing Supply Chain Talents, (2022); Tatham P., Wu Y., Kovacs G., Butcher T., Supply chain management skills to sense and seize opportunities, International Journal of Logistics Management, 28, 2, pp. 266-289, (2017); Teng W., Ma C., Pahlevansharif S., Turner J.J., Graduate readiness for the employment market of the 4th industrial revolution: the development of soft employability skills, Education+ Training, 61, 5, pp. 590-604, (2019); Thilmany D., Canales E., Low S.A., Boys K., Local food supply chain dynamics and resilience during COVID-19, Applied Economic Perspectives and Policy, 43, 1, pp. 86-104, (2021); Tracy S.J., Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact, (2019); Vinh T., Ibrahim K.B., Vidya R., Huang H.-Y., Competency profile of managers in the Singapore logistics industry, The Asian Journal of Shipping and Logistics, 28, 2, pp. 161-182, (2012); Wahab S.N., Rajendran S.D., Yeap S.P., Upskilling and reskilling requirement in logistics and supply chain industry for the fourth industrial revolution, LogForum, 17, 3, pp. 399-410, (2021); Wamba S.F., Akter S., Understanding supply chain analytics capabilities and agility for data-rich environments, International Journal of Operations and Production Management, 39, 7-8, pp. 887-912, (2019); Wei S.C., Ridhuan N., Bridging the digital skills gap in Thailand – Samart skills programme launch, (2023); Williams G., Applied qualitative research design, Scientific e-Resources, (2019)","S.N. Wahab; Department of Technology and Supply Chain Management Studies, Universiti Teknologi MARA, Puncak Alam, Malaysia; email: sitinorida23@uitm.edu.my","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Article in press","","Scopus","2-s2.0-85180894214"
"Babin J.J.; Chauhan H.S.; Kistler S.L.","Babin, J. Jobu (57208242356); Chauhan, Haritima S. (57659783500); Kistler, Steven L. (58764996600)","57208242356; 57659783500; 58764996600","When pretty hurts: Beauty premia and penalties in eSports","2024","Journal of Economic Behavior and Organization","217","","","726","741","15","0","10.1016/j.jebo.2023.12.002","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179811248&doi=10.1016%2fj.jebo.2023.12.002&partnerID=40&md5=c99e59a10144b1b1d7fec2238754fe39","Behavioral Economics and Organization Research Group (BEORG), School of Accounting, Finance, Economics, and Decision Sciences, Western Illinois University, Stipes 430K, 1 University Cr., Macomb, 61455, IL, United States; Behavioral Economics and Organization Research Group (BEORG), School of Accounting, Finance, Economics, and Decision Sciences, Western Illinois University, United States; School of Accounting, Finance, Economics, and Decision Sciences, Western Illinois University, United States","Babin J.J., Behavioral Economics and Organization Research Group (BEORG), School of Accounting, Finance, Economics, and Decision Sciences, Western Illinois University, Stipes 430K, 1 University Cr., Macomb, 61455, IL, United States; Chauhan H.S., Behavioral Economics and Organization Research Group (BEORG), School of Accounting, Finance, Economics, and Decision Sciences, Western Illinois University, United States; Kistler S.L., School of Accounting, Finance, Economics, and Decision Sciences, Western Illinois University, United States","This paper explores the classic beauty premium paradigm in the eSports Overwatch League. Using two-step probit selection models and unsupervised machine learning algorithms, we find that professional gamers rated as more attractive are more likely to receive a contract in the following year, controlling for productivity and other factors. However, there is no apparent lifetime earnings premium. Regression and cluster analyses reveal that it is not enough to be a good player – the inter-relatedness of productivity, attractiveness, and popularity on social media dictates employability. Looking at the league's wealthiest, most successful, and most appealing teams, we find that attractiveness on its own is a negative predictor of getting hired. © 2023 Elsevier B.V.","Beauty penalty; Beauty premium; Discrimination; eSports, Overwatch League; Twitch","","","","","","","","Abadie A., Athey S., Imbens G.W., Wooldridge J., When should you adjust standard errors for clustering?, (2017); Ahmed S., Ranta M., Vahamaa E., Vahamaa S., Facial attractiveness and CEO compensation: evidence from the banking industry, J. Econ. Bus., 123, (2023); Altintas E., Karaca Y., Hullaert T., Tassi P., Sleep quality and video game playing: effect of intensity of video game playing and mental health, Psychiatry Res., 273, pp. 487-492, (2019); Andreoni J., Petrie R., Beauty, gender and stereotypes: evidence from laboratory experiments, J. Econ. Psychol., 29, 1, pp. 73-93, (2008); Babin J.J., Hussey A., Nikolsko-Rzhevskyy A., Taylor D.A., Beauty premiums among academics, Econ. Educ. Rev., 78, (2020); Becker G.S., The Economics of Discrimination, (2010); Berri D.J., Simmons R., Van Gilder J., O'Neill L., What does it mean to find the face of the franchise? Physical attractiveness and the evaluation of athletic performance, Econ. Lett., 111, 3, pp. 200-202, (2011); Bertrand M., Mullainathan S., Do people mean what they say? Implications for subjective survey data, Am. Econ. Rev., 91, 2, pp. 67-72, (2001); Bi W., Chan H.F., Torgler B., “Beauty” premium for social scientists but “unattractiveness” premium for natural scientists in the public speaking market, Humanit. Soc. Sci. Commun., 7, 1, pp. 1-9, (2020); Biddle J.E., Hamermesh D.S., Beauty, productivity, and discrimination: lawyers' looks and lucre, J. Labor Econ., 16, 1, pp. 172-201, (1998); Binclair B., Activision Blizzard sued by US government over eSports salaries, (2023); Binclair B., OWL budget tier list, (2023); Borland J., Leigh A., Unpacking the beauty premium: what channels does it operate through, and has it changed over time?, Econ. Rec., 90, 288, pp. 17-32, (2014); Bush A.J., Martin C.A., Bush V.D., Sports celebrity influence on the behavioral intentions of generation Y, J. Advert. Res., 44, 1, pp. 108-118, (2004); Castello J., Don't worry about the Overwatch League, worry about its workers, (2020); Chan H.F., Ulrich F., Altman H., Schmidt S.L., Schreyer D., Torgler B., Beyond performance? The importance of subjective and objective physical appearance in award nominations and receptions in football, J. Econ. Behav. Organ., 204, pp. 271-289, (2022); Cipriani G.P., Zago A., Productivity or discrimination? Beauty and the exams, Oxf. Bull. Econ. 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Rep., 11, 1, (2021); Jetter M., Walker J.K., Anchoring in financial decision-making: evidence from Jeopardy!, J. Econ. Behav. Organ., 141, pp. 164-176, (2017); Johnson M.R., Woodcock J., ‘It's like the gold rush’: the lives and careers of professional video game streamers on twitch.tv, Inf. Commun. Soc., 22, 3, pp. 336-351, (2019); Kasper K.T., The Overwatch League's structure provides esports with the ultimate charge for a “gamers union” transcendence, Marq. Sports Law Rev., 33, (2022); Kobayashi K., Cho Y., (2019); Krupka E.L., Weber R.A., Identifying social norms using coordination games: why does dictator game sharing vary?, J. Eur. Econ. Assoc., 11, 3, pp. 495-524, (2013); Li W., Zhu H., Zhao K., Zhu H., Wang X., He X., Good performance-high attractiveness effect: an empirical study on the association between athletes' rankings and their facial attractiveness, Int. J. Sport Exerc. 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Lett., 67, 2, pp. 201-207, (2000); Postma E., A relationship between attractiveness and performance in professional cyclists, Biol. Lett., 10, 2, (2014); Potrafke N., Rosch M., Ursprung H., Election systems, the “beauty premium” in politics, and the beauty of dissent, Eur. J. Polit. Econ., 64, (2020); Rosar U., Hagenah J., Klein M., Physical attractiveness and monetary success in German Bundesliga, Soccer Soc., 18, 1, pp. 102-120, (2017); Roy S., Pansari A., Owner or endorser? Investigating the effectiveness of celebrity owners of sports teams as endorsers, Int. J. Sports Mark. Spons., (2014); Ruotsalainen M., Valisalo T., Esports fandom in the age of transmedia: the reception of the Overwatch League, Eracle J. Sport Soc. Sci., 4, 1, pp. 11-35, (2021); Schelling T.C., The Strategy of Conflict, (1960); Scholz J., Sicinski K., Facial attractiveness and lifetime earnings: evidence from a cohort study, MIT Rev. Econ. Stat., 97, 1, pp. 14-28, (2015); Scholz J.K., Sicinski K., Facial attractiveness and lifetime earnings: evidence from a cohort study, Rev. Econ. Stat., 97, 1, pp. 14-28, (2015); Seo Y., Electronic sports: a new marketing landscape of the experience economy, J. Mark. Manag., 29, 13-14, pp. 1542-1560, (2013); Simon H.A., On the behavioral and rational foundations of economic dynamics, J. Econ. Behav. Organ., 5, 1, pp. 35-55, (1984); Sjoblom M., Hamari J., Why do people watch others play video games? An empirical study on the motivations of Twitch users, Comput. Hum. Behav., 75, pp. 985-996, (2017); Stroh J.H.A., The eSports Market and eSports Sponsoring, vol. 10, (2017); Van de Ven W.P.M.M., Van Praag B.M.S., The demand for deductibles in private health insurance: a probit model with sample selection, J. Econom., 17, pp. 229-252, (1981); Watanabe N.M., Xue H., Newman J.I., Yan G., The attention economy and esports: an econometric analysis of Twitch viewership, J. Sport Manag., 36, 2, pp. 145-158, (2021); Williams K.M., Park J.H., Wieling M.B., The face reveals athletic flair: better national football league quarterbacks are better looking, Pers. Individ. Differ., 48, 2, pp. 112-116, (2010); Wilson R., Eckel C., Judging a book by its cover: beauty and expectations in the trust game, Polit. Res. Q., 59, 2, pp. 189-202, (2006); Winnan C.D., An Entrepreneur's Guide to the Exploding World of e-Sports: Understanding the Commercial Significance of Counter-Strike, League of Legends and DotA, (2016); Xiao M., Factors influencing eSports viewership: an approach based on the theory of reasoned action, Commun. Sport, 8, 1, pp. 92-122, (2020)","J.J. Babin; Behavioral Economics and Organization Research Group (BEORG), School of Accounting, Finance, Economics, and Decision Sciences, Western Illinois University, Macomb, Stipes 430K, 1 University Cr., 61455, United States; email: jj-babin@wiu.edu","","Elsevier B.V.","","","","","","01672681","","JEBOD","","English","J. Econ. Behav. Organ.","Article","Final","","Scopus","2-s2.0-85179811248"
"Jung J.; Li X.","Jung, Jisun (55790688300); Li, Xiaoshi (57218467026)","55790688300; 57218467026","Perceived employability among master’s students in Hong Kong","2024","Education and Training","","","","","","","0","10.1108/ET-02-2023-0042","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182460944&doi=10.1108%2fET-02-2023-0042&partnerID=40&md5=3407b5ef5efe3499a6b267a20cd27dea","Faculty of Education, The University of Hong Kong, Hong Kong","Jung J., Faculty of Education, The University of Hong Kong, Hong Kong; Li X., Faculty of Education, The University of Hong Kong, Hong Kong","Purpose: Many master’s students enrol in coursework-based programmes to improve their professional knowledge and skills for the job market. Most studies of employability in higher education focus on undergraduates rather than master’s students, although the number of master’s students worldwide has increased significantly in recent years. This study explores the factors involved in the perceived employability (PE) of master’s students in Hong Kong. Design/methodology/approach: The authors first proposed a conceptual model of PE based on the social cognitive career theory. Using survey data from 786 master’s students in Hong Kong, the authors applied descriptive statistics and an ordinary least squares (OLS) regression to address the following research questions: How do master’s students gauge their PE? How do person, learning and environment variables influence the PE of master’s students? Findings: The authors found that PE is influenced by students' approaches to learning and their institutional career support. Originality/value: Few studies examined whether students' learning experiences during the master’s programmes influence their employability. This study highlights the importance of learning experiences and career support in coursework-based master’s programmes for enhancing graduate employability. © 2023, Emerald Publishing Limited.","Approaches to learning; Career support; Hong Kong; Master’s students; Perceived employability","","","","","","Research Grants Council, University Grants Committee, 研究資助局, (106180012, 27601518)","Funding: This work was funded by the Research Grants Council of Hong Kong under the Early Career (No: 27601518) (project entitled ‘106180012 Factors Involved in Master‘s Degree Pursuit in Hong Kong’).","Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Bandura A., Social Foundations of Thought and Action: A Social Cognitive Theory, (1986); Bargsted M., Yeves J., Merino C., Venegas-Muggli J.I., Career success is not always an outcome: its mediating role between competence employability model and perceived employability, Career Development International, 26, 2, pp. 119-139, (2021); 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Student perceptions and practices, Tertiary Education and Management, 22, 1, pp. 65-81, (2016); Sturges J., Guest D., Conway N., Davey K.M., A longitudinal study of the relationship between career management and organizational commitment among graduates in the first ten years at work, Journal of Organizational Behavior, 23, 6, pp. 731-748, (2002); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Trolian T.L., Jach E.A., Ferrell Snyder K., Connecting college and work: examining the relationship between students' college employment experiences and their professional and career attitudes, Journal of Education and Work, 31, 4, pp. 366-380, (2018); Tuononen T., Parpala A., Lindblom-Ylanne S., Complex interrelations between academic competences and students' approaches to learning – mixed-methods study, Journal of Further and Higher Education, 44, 8, pp. 1080-1097, (2020); Turner N.K., Development of self-belief for employability in higher education: ability, efficacy and control in context, Teaching in Higher Education, 19, 6, pp. 592-602, (2014); van der Heijde C.M., van der Heijden B., A competence-based and multi-dimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); van der Heijden B., Prerequisites to guarantee life-long employability, Personnel Review, 31, 1, pp. 44-61, (2002); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: a psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Wilton N., The impact of work placements on skills development and career outcomes for business and management graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010); Yang W., Li Y., Zhou W., Li H., Learning to design research: students' agency and experiences in a Master of Education program in Hong Kong, ECNU Review of Education, 3, 2, pp. 291-309, (2020); Zepke N., Leach L., Improving student engagement: ten proposals for action, Active Learning in Higher Education, 11, 3, pp. 167-177, (2010); Zhao W.-X., Peng M.Y.-P., Liu F., Cross-cultural differences in adopting social cognitive career theory at student employability in PLS-SEM: the mediating roles of self-efficacy and deep approach to learning, Frontiers in Psychology, 12, pp. 1-15, (2021)","X. Li; Faculty of Education, The University of Hong Kong, Hong Kong; email: stonelee@connect.hku.hk","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Article in press","","Scopus","2-s2.0-85182460944"
"Jolliffe P.; Collins H.; Gold J.","Jolliffe, Patricia (57295847000); Collins, Helen (57203536617); Gold, Jeff (56994935400)","57295847000; 57203536617; 56994935400","Skilling marginalised or skills eco-system, precarious workers and higher education—A case study of Roma in Liverpool, UK","2024","International Journal of Training and Development","28","1","","22","44","22","0","10.1111/ijtd.12303","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164581277&doi=10.1111%2fijtd.12303&partnerID=40&md5=b3f649047675671b793ebb67b0fbed39","Human Resource Management, Liverpool John Moores University, Liverpool, United Kingdom; Leeds Business School, Leeds Beckett University, Leeds, United Kingdom","Jolliffe P., Human Resource Management, Liverpool John Moores University, Liverpool, United Kingdom; Collins H., Human Resource Management, Liverpool John Moores University, Liverpool, United Kingdom; Gold J., Leeds Business School, Leeds Beckett University, Leeds, United Kingdom","This qualitative case study explores the Human Resource Development (HRD) interventions utilised in respect of local eco-skills with one marginalised group, the Roma, in the City of Liverpool, UK, and responds to HRD research calls into the cause of cycles of inequality. The case study illustrates the challenges experienced by precarious workers in accessing education and training. Further, it shares the interventions taken to address inequalities that a Higher EducationUK University and a local Non-Government Organisation took between 2016 and 2019. Roma is among the UK and Europe's most disadvantaged and marginalised groups. Working in partnership, utilising Community-Based Participatory Research, we developed three HRD interventions: stakeholder groups (adult and young Roma), motivational interviewing and employability/education events. The findings unpack an understudied experience and context: the need for more attention to developing skills at a local level for marginalised precarious workers. We found that aspiration grew through focused community support and a partnership approach, and educational opportunities emerged, albeit at a relatively slow pace. This paper ends with a call for action for more HRD educators to work with those at the margins of society. © 2023 The Authors. International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.","","","","","","","","","Ahmed N., Britain is sleepwalking into societal collapse, Byline Times, (2022); Alberti G., Mobility strategies, ‘mobility differentials’ and ‘transnational exit’: The experiences of precarious migrants in London's hospitality jobs, Work, Employment and Society, 28, 6, pp. 865-881, (2014); Alberti G., Pero D., Migrating industrial relations: Migrant workers’ initiative within and outside trade unions, British Journal of Industrial Relations, 56, 4, pp. 693-715, (2018); Allas T., Canal M., Hunt V., (2020); Atkinson J., Manpower strategies for flexible organisations, Personnel management, 16, 8, pp. 28-31, (1984); Bachtler J., Begg I., Beyond Brexit: Reshaping policies for regional development in Europe, Papers in Regional Science, 97, 1, pp. 151-170, (2018); Baksi C., (2018); Ballaro J., Mazzi M., Holland K., Organization development through effective communication, implementation, and change process, Organization Development Journal, 38, 1, pp. 45-63, (2020); Bangham G., Gustafsson M., The time of your life—Time use in London and the UK over the past 40 years, (2020); Barr J., Vocational excellence and future-proof labour markets: Keynote interventions from the European Commission and the OECD, (2019); Basu S., (2020); Bauman Z., Haugaard M., Liquid modernity and power: A dialogue with Zygmunt Bauman, Journal of Power, 1, 2, pp. 111-130, (2008); Bonet R., Cappelli P., Hamori M., Labor market intermediaries and the new paradigm for human resources, Academy of Management Annals, 7, 1, pp. 341-392, (2013); Booth R., Rishi Sunak faces legal action from gig economy workers, The Guardian, (2020); Brassington L., Gypsy, Roma and travellers: The ethnic minorities most excluded from UK education, (2022); Breman J., van der Linden M., Informalizing the economy: The return of the social question at a global level, Development and Change, 45, 5, pp. 920-940, (2014); Brown P., Gypsy, Roma and traveller communities endure worsening racism and inequality: This must be a turning point, The Conversation, (2019); (2020); Castel R., The roads to disaffiliation: Insecure work and vulnerable relationships, International Journal of Urban and Regional Research, 24, pp. 519-535, (2000); Chung D., Sandholtz K., Waisberg I., The double-edged sword of jurisdictional entrenchment: Explaining HR professionals’ failed strategic repositioning, Organization Science, 30, 6, pp. 1349-1367, (2019); Clarke C., Universities need to look outwards: Their local economic and social impact really matters, The Conversation, (2020); Collins H., Barry S., Dzuga P., ‘Working while feeling awful is normal’: One Roma's experience of presenteeism, Work, Employment and Society, 36, 2, pp. 362-371, (2021); Cools P., Leggio D.V., Matras Y., Oosterlynck S., ‘Parity of participation’ and the politics of needs interpretation: Engagement with Roma migrants in Manchester, Journal of Social Policy, 47, 2, pp. 359-376, (2018); Craypo C., Wilkinson F., The low road to competitive failure: Immigrant labour and emigrant jobs in the US, The handbook of globalisation, pp. 304-322, (2019); Cretan R., Powell R., The power of group stigmatization: Wealthy roma, urban space and strategies of defence in post-socialist Romania, International Journal of Urban and Regional Research, 42, pp. 423-441, (2018); Cribb J., Waters T., Wernham T., Xu X., Living standards, poverty and inequality in the UK: 2021, (2022); Cromarty H., Gypsies and travellers. 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Jolliffe; Human Resource Management, Liverpool John Moores University, Liverpool, United Kingdom; email: P.A.Jolliffe@ljmu.ac.uk","","John Wiley and Sons Inc","","","","","","13603736","","","","English","Int. J. Train. Dev.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85164581277"
"Tam H.-L.; Chan A.Y.-F.; Fung T.T.-O.; Isangha S.O.","Tam, Hau-lin (36807096000); Chan, Angus Yuk-fung (57219715719); Fung, Toby Tin-on (58689438900); Isangha, Stanley Oloji (57219901813)","36807096000; 57219715719; 58689438900; 57219901813","The mediating effect of psychological strengths and resilience on enhancing youth employability through social entrepreneurship education and training","2024","Children and Youth Services Review","156","","107325","","","","0","10.1016/j.childyouth.2023.107325","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176347024&doi=10.1016%2fj.childyouth.2023.107325&partnerID=40&md5=42453b53b37c9800e2154ec59db8081b","Department of Social and Behavioural Sciences, City University of Hong Kong, Hong Kong; Department of Security and Crime Science, University College London, United Kingdom","Tam H.-L., Department of Social and Behavioural Sciences, City University of Hong Kong, Hong Kong; Chan A.Y.-F., Department of Security and Crime Science, University College London, United Kingdom; Fung T.T.-O., Department of Social and Behavioural Sciences, City University of Hong Kong, Hong Kong; Isangha S.O., Department of Social and Behavioural Sciences, City University of Hong Kong, Hong Kong","Accounting for 37.6 % of the total unemployed population, youth unemployment is critical in Hong Kong. With the agenda set by the government, entrepreneurship is suggested as an effective means to enhance their employability. Under this context, this study examines the impact of social entrepreneurship training on youth's employability and their psychological growth. The subjects were underprivileged youth referred through social workers from Band 3 secondary schools who participated in the three-stage training program including baseline assessment (T0) and post-training questionnaires (T1). Among the 100 participants, 77 pairs of responses from T0 and T1 were matched and included in the data analysis. The results show that this program is effective and can enhance underprivileged youth's psychological growth in terms of their self-esteem, career-linked self-efficacy, flourishing, sense of self-worth and resilience, entrepreneurship skills and intention, and overall self-perceived employability. Young participants’ entrepreneurship skills and intention positively predict their self-perceived employability. This relationship is mediated by their psychological strengths and resilience. Therefore, early introduction of curriculum-based youth entrepreneurship training is recommended in secondary schools to enhance their psychological growth and increase their competitiveness at the workplace in future. © 2023 Elsevier Ltd","Psychological strengths; Resilience; Social entrepreneurship training; Youth employability","","","","","","Hong Kong Children and Youth Services; City University of Hong Kong, CityU, (9231229)","This research project is supported by Hong Kong Children and Youth Services with the project number of CityU 9231229.","Abbas M., Raja U., Darr W., Bouckenooghe D., Combined effects of perceived politics and psychological capital on job satisfaction, turnover intentions, and performance, Journal of Management, 40, 7, pp. 1813-1830, (2014); Ajzen I., The theory of planned behavior, Organizational Behavior and Human Decision Processes, 50, pp. 179-211, (1991); Ayala J.-C., Manzano G., The resilience of the entrepreneur. 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Tam; Department of Social and Behavioural Sciences, City University of Hong Kong, Tat Chee Avenue, Kowloon Tong, Hong Kong; email: ss.hltam@cityu.edu.hk","","Elsevier Ltd","","","","","","01907409","","CYSRD","","English","Child. Youth Serv. Rev.","Article","Final","","Scopus","2-s2.0-85176347024"
"Lin H.; Tian J.; Cheng B.","Lin, Hongxia (57208243550); Tian, Jian (57216409789); Cheng, Bao (57204067237)","57208243550; 57216409789; 57204067237","Facilitation or hindrance: The contingent effect of organizational artificial intelligence adoption on proactive career behavior","2024","Computers in Human Behavior","152","","108092","","","","0","10.1016/j.chb.2023.108092","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181929854&doi=10.1016%2fj.chb.2023.108092&partnerID=40&md5=c11f35904d9ab71099cd2924e8958e69","School of Business Administration, Faculty of Business Administration, Southwestern University of Finance and Economics, China","Lin H., School of Business Administration, Faculty of Business Administration, Southwestern University of Finance and Economics, China; Tian J., School of Business Administration, Faculty of Business Administration, Southwestern University of Finance and Economics, China; Cheng B., School of Business Administration, Faculty of Business Administration, Southwestern University of Finance and Economics, China","The advent of Artificial intelligence (AI) technology is catalyzing significant transformations in human work dynamics. Nonetheless, there exists no unanimous consensus among researchers regarding whether organizational AI adoption has a favorable or unfavorable impact on employees' career development. Building upon social cognitive theory, we explores the underlying mechanism through which organizational AI adoption influences employees' proactive career behavior. A three-wave time-lagged survey involving 348 employees from three hotels and five advanced manufacturing enterprises in Chengdu, China, was conducted. The findings revealed that organizational AI adoption led to a reduction in employees' self-perceived employability. The prominence of an employee's future work self-salience was found to be a determining factor in how their self-perceived employability influenced proactive career behaviors. Specifically, this impact manifested negative for employees exhibiting high levels of future work self-salience, while it appears positive for those with low levels. Finally, this study confirmed the moderating role of future work self-salience in the indirect impact of organizational AI adoption on proactive career behavior through self-perceived employability. Our study underscores the significance of considering individual characteristics, such as future work self-salience, in analyzing how organizational AI adoption affects employees' career-related behaviors. © 2023 Elsevier Ltd","Future work self-salience; Organizational AI adoption; Proactive career behavior; Self-perceived employability","Behavioral research; Employment; Personnel; Advanced manufacturing; Artificial intelligence technologies; Career development; Future work self-salience; Manufacturing enterprise; Organisational; Organizational artificial intelligence adoption; Proactive career behavior; Self-perceived employability; Social cognitive theory; adult; article; artificial intelligence; behavior; career; catalysis; controlled study; employability; employee; facilitation; female; human; male; self concept; Social Cognitive Theory; therapy; Artificial intelligence","","","","","National Natural Science Foundation of China, NSFC, (72102189, 72202182); Ministry of Education of the People's Republic of China, MOE, (21YJC630015); Fundamental Research Funds for the Central Universities, (JBK2307009)","This work was supported by the National Natural Science Foundation of China [grant numbers 72102189 ; 72202182 ]; the MOE (Ministry of Education in China) Project of Humanities and Social Sciences, China [grant number 21YJC630015 ]; and the Fundamental Research Funds for the Central Universities [grant number JBK2307009 ]. 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Cheng; School of Business Administration, Faculty of Business Administration, Southwestern University of Finance and Economics, China; email: chengbao@swufe.edu.cn","","Elsevier Ltd","","","","","","07475632","","CHBEE","","English","Comput. Hum. Behav.","Article","Final","","Scopus","2-s2.0-85181929854"
"Bhattacherjee A.; Kukreja V.; Aggarwal A.","Bhattacherjee, Abhishek (57217099146); Kukreja, Vinay (49661773100); Aggarwal, Arun (57203393153)","57217099146; 49661773100; 57203393153","Stakeholders’ perspective towards employability: a hybrid fuzzy AHP-TOPSIS Approach","2024","Education and Information Technologies","29","2","","2157","2181","24","1","10.1007/s10639-023-11858-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160393175&doi=10.1007%2fs10639-023-11858-7&partnerID=40&md5=554a4f59fafb8f94c90ef214a2faa360","Chitkara University Institute of Engineering and Technology, Chitkara University, Punjab, Rajpura, India; Chitkara Business School, Chitkara University, Punjab, Rajpura, India","Bhattacherjee A., Chitkara University Institute of Engineering and Technology, Chitkara University, Punjab, Rajpura, India; Kukreja V., Chitkara University Institute of Engineering and Technology, Chitkara University, Punjab, Rajpura, India; Aggarwal A., Chitkara Business School, Chitkara University, Punjab, Rajpura, India","Employability skills are a significant concern for both graduates and practitioners. However, there is limited research on identifying and prioritizing factors affecting employability from experts’ perspectives, particularly in emerging economies. To prioritize the perceived employability skills of stakeholders’, a hybrid fuzzy AHP-TOPSIS approach was used from the perspective of subject experts rather than just relying on the student’s perspective. Criteria and sub-criteria are identified and finalized with the help of the literature and the expert’s opinions. 45 experts’ (industry, academician, and students) opinions are taken into consideration. Secondly, fuzzy AHP is implemented to get the weights of identified criteria and sub-criteria to rank them. Thirdly, these weights are used in the fuzzy TOPSIS approach to rank the five alternatives. ‘Soft Skills’ is the most important criteria and ‘Personal Qualities’ is the least important criteria having the normalized weight of 0.355 and 0.043 respectively. The most important sub-criteria among all sub-criteria are ‘Innovation Skills’ followed by ‘Methodological Skills’. The least important sub-criteria is ‘Self-Esteem’. This unique empirical study identifies factors impacting graduate employability, prioritizes criteria and sub-criteria, and recommends the optimal candidate using an integrated fuzzy AHP-TOPSIS approach. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023.","Emerging economy; Employability skills; Fuzzy AHP; Fuzzy TOPSIS; Perceived employability","","","","","","","","Alessandri S., Yang S., Kinsey D., An integrative approach to university visual identity and reputation, Corporate Reputation Review, 9, 4, pp. 258-270, (2006); Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: Developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Asghar M.Z., Subhan F., Ahmad H., Khan W.Z., Hakak S., Gadekallu T.R., Alazab M., Senti-eSystem: A sentiment-based eSystem-using hybridized fuzzy and deep neural network for measuring customer satisfaction, Software - Practice and Experience, 51, 3, pp. 571-594, (2021); Balaji K.V.A., Somashekar P., A comparative study of soft skills among engineers, The IUP Journal of Soft Skills, 3, 3 and 4, pp. 50-57, (2009); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, pp. 279-292, (2007); Blom A., Saeki H., Employability and Skill Set of Newly Graduated Engineers in India., (2011); Byrne Z.S., Weston J.W., Cave K., Development of a scale for measuring students’ attitudes towards learning professional (ie, soft) skills, Research in Science Education, 50, pp. 1417-1433, (2020); Callanan G., Benzing C., Assessing the role of internships in the career-oriented employment of graduating college students, Education and Training, 86, 2, pp. 82-89, (2004); Chang D.Y., Applications of the extent analysis method on fuzzy AHP, European Journal of Operational Research, 95, 3, pp. 649-655, (1996); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Das S.K.M., Velmurugan R., Skill for Employability among MBA Students, the gap between skill and employability: A study conducted among MBA students and employers, Journal of Adv Research in Dynamical & Control Systems, 11, 7, pp. 1-7, (2019); de Cuyper N., Baillien E., de Witte H., Job insecurity, perceived employability and targets’ and perpetrators’ experiences of workplace bullying, Work and Stress, 23, 3, pp. 206-224, (2009); De Cuyper N., Notelaers G., De Witte H., Job insecurity and employability in fixed-term contractors, agency workers, and permanent workers: Associations with job satisfaction and affective organizational commitment, J Occupat Health Psychol, 14, pp. 193-205, (2009); De Vos A., Soens N., Protean attitude and career success: The mediating role of self-management, Journal of Vocational Behavior, 73, 3, pp. 449-456, (2008); De Vos A., De Hauw S., Van der Heijden B.I., Competency development and career success: The mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); Fajaryati N., Akhyar M., The employability skills needed to face the demands of work in the future: Systematic literature reviews, Open Engineering, 10, 1, pp. 595-603, (2020); Finch D.J., Hamilton L.K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education and Training, 55, 7, pp. 681-704, (2013); Gault J., Leach E., Duey M., Effects of business internships on job marketability: The employers’ perspective, Education and Training, 52, 1, pp. 76-88, (2010); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, London: Dfee, 107, (1998); Huang Y., Lin C., Management trainee core competencies in the hospitality industry: Differences between managers and scholars, Journal of Human Resources in Hospitality and Tourism, 10, 1, pp. 1-13, (2011); Huang C., Yoon K., Attribute multiple decision making, (1981); Ismail Z., Ahmad A.S., Ahmi A., Perceived employability skills of accounting graduates: The insights from employers, Elementary Education Online, 19, 4, pp. 36-41, (2020); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Kelly S., Employer engagement in the further education sector, Tertiary Education and Management, 8, 4, pp. 261-276, (2007); Kenayathulla H.B., Idris A.R., Gaps between competence and importance of employability skills: Evidence from Malaysia, Higher Education Evaluation and Development, 13, 2, pp. 97-112, (2019); Kilgour M., Koslow S., Why and how do creative thinking techniques work?: Trading off originality and appropriateness to make more creative advertising, Journal of the Academy of Marketing Science, 37, 3, pp. 298-309, (2009); Kukreja V., Fuzzy AHP-TOPSIS approaches to prioritize teaching solutions for intellect errors, Journal of Engineering Education Transformations, 35, 4, pp. 50-58, (2022); Kukreja V., Hybrid fuzzy AHP–TOPSIS approach to prioritizing solutions for inverse reinforcement learning, Complex & Intelligent Systems, (2022); Kumar R., Khurana K., ScienceDirect Employability Skills among Information Technology Professionals: A Literature Review, Information Technology and Quantitative Management, 2, 122, pp. 63-70, (2017); Laker D.R., Powell J.L., The differences between hard and soft skills and their relative impact on training transfer, Human Resource Development Quarterly, 22, 1, pp. 111-122, (2011); Lievens F., Sackett P.R., The validity of interpersonal skills assessment via situational judgment tests for predicting academic success and job performance, Journal of Applied Psychology, 97, 2, (2012); Malhotra R., Massoudi M., Jindal R., Shifting from traditional engineering education towards competency-based approach: The most recommended approach-review, Educ Inf Technol, (2023); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Mittal A., Mantri A., Tandon U., Dwivedi Y.K., A unified perspective on the adoption of online, (2022); Moyo B., Ozgit H., Tourism graduate students’ employability skills: Results and implications of a zimbabwean study, Journal of Psychology in Africa, 32, 3, pp. 268-274, (2022); Nuijten M.P., Poell R.F., Alfes K., Extracurricular activities of dutch university students and their effect on employment opportunities as perceived by both students and Organizations, International Journal of Selection and Assessment, 25, 4, pp. 360-370, (2017); Patil S.K., Kant R., A fuzzy AHP-TOPSIS framework for ranking the solutions of Knowledge Management adoption in Supply Chain to overcome its barriers, Expert Systems With Applications, 41, 2, pp. 679-693, (2014); Petruzziello G., Mariani M.G., Guglielmi D., van der Heijden B.I., de Jong J.P., Chiesa R., The role of teaching staff in fostering perceived employability of university students, Studies in Higher Education, 48, 1, pp. 20-36, (2023); Qenani E., MacDougall N., Sexton C., An empirical study of self-perceived employability: Improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Rampasso I.S., Siqueira R.G., Anholon R., Silva D., Quelhas O.L.G., Leal Filho W., Brandli L.L., Some of the challenges in implementing education for Sustainable Development: Perspectives from brazilian engineering students, International Journal of Sustainable Development and World Ecology, 26, 4, pp. 367-376, (2019); Raut R., Cheikhrouhou N., Kharat M., Sustainability in the Banking Industry: A Strategic Multi-Criterion Analysis, Business Strategy and the Environment, 26, 4, pp. 550-568, (2017); Reid J.R., Anderson P.R., Critical thinking in the business classroom, Journal of Education for Business, 87, 1, pp. 52-59, (2012); Robinson J.P., What are employability skills, The Workplace, 1, 3, pp. 1-3, (2000); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Rothwell A., Jewell S., Hardie M., Self-perceived employability: Investigating the responses of post-graduate students, Journal of Vocational Behavior, 75, 2, pp. 152-161, (2009); Sahin N., Sahin N.H., Heppner P.P., Psychometric properties of the problem solving inventory in a group of turkish university students, Cognitive Therapy and Research, 17, 4, pp. 379-396, (1993); Silla I., De Cuyper N., Gracia F., Peiro J.M., De Witte H., Job insecurity and well – being: Moderation by employability, J Happ Stud, 10, pp. 739-751, (2009); Singh P.K., Sarkar P., A framework based on fuzzy AHP-TOPSIS for prioritizing solutions to overcome the barriers in the implementation of ecodesign practices in SMEs, International Journal of Sustainable Development and World Ecology, 26, 6, pp. 506-521, (2019); Sinha S., Ghosh P., Mishra A., Employability of fresh engineering graduates in India A fresh look applying expectation, Education and Training, 62, 1, pp. 47-63, (2020); Sirisawat P., Kiatcharoenpol T., Fuzzy AHP-TOPSIS approaches to prioritizing solutions for reverse logistics barriers, Computers and Industrial Engineering, 117, April 2017, pp. 303-318, (2018); Sokhanvar Z., Salehi K., Sokhanvar F., Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review, Studies in Educational Evaluation, 70, (2021); Succi C., Are you ready to find a job? Ranking of a list of soft skills to enhance graduates’ employability, International Journal of Human Resources Development and Management, 19, 3, pp. 281-297, (2018); Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employers’ perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Tandon U., Mittal A., Bhandari H., Bansal K., E-learning adoption by undergraduate architecture, (2022); Teng W., Ma C., Pahlevansharif S., Turner J.J., Graduate readiness for the employability, employment market of the 4th industrial revolution: The development of soft skills, Education and Training, 61, 5, pp. 590-604, (2019); Thang, Higher education, skills and work-based learning article information : Higher education, Skills and Work-Based Learning, 62, 2, pp. 1-18, (2016); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Viberg O., Engstrom L., Saqr M., Hrastinski S., Exploring students’ expectations of learning analytics: A person-centered approach, Educ Inf Technol, 27, pp. 8561-8581, (2022); Wang X., A comprehensive decision making model for the evaluation of green operations initiatives, Technological Forecasting and Social Change, 95, pp. 191-207, (2015); Wang X., Song Y., Zhang X., Liu H., Optimization of Subsidy Policy for New Energy Automobile Industry in China based on an Integrated Fuzzy-AHP-TOPSIS methodology, Mathematical Problems in Engineering, (2019); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, (2010); Yeves J., Bargsted M., Cortes L., Merino C., Cavada G., Age and perceived employability as moderators of job insecurity and job satisfaction: A moderated moderation model, Frontiers in Psychology, 10, (2019); Yorke M., Emplyability in Higher Education: What It Is-What It is Not., (2006); Yusoff Y.M., Omar M.Z., Zaharim A., Mohamed A., Muhamad N., Formulation in evaluating the technical skills of engineering graduates, Procedia-Social and Behavioral Sciences, 60, pp. 493-499, (2012); Unemployment Rate in India., (2022); Teaching in Higher Education during the COVID-19 Pandemic.Information Discovery and Delivery, 50, 2, pp. 117-132; Students: Facilitators and inhibitors.Engineering, Construction and Architectural Management, 29, 10, pp. 4287-4312","V. Kukreja; Chitkara University Institute of Engineering and Technology, Chitkara University, Rajpura, Punjab, India; email: onlyvinaykukreja@gmail.com","","Springer","","","","","","13602357","","","","English","Educ. Inf. Technol.","Article","Final","","Scopus","2-s2.0-85160393175"
"Arredondo-Trapero F.G.; Guerra-Leal E.M.; Kim J.; Vázquez-Parra J.C.","Arredondo-Trapero, Florina Guadalupe (57971469500); Guerra-Leal, Eva María (56045459300); Kim, Joohee (58245433200); Vázquez-Parra, José Carlos (55871913100)","57971469500; 56045459300; 58245433200; 55871913100","Competitiveness, quality education and universities: the shift to the post-pandemic world","2024","Journal of Applied Research in Higher Education","","","","","","","0","10.1108/JARHE-08-2023-0376","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184186798&doi=10.1108%2fJARHE-08-2023-0376&partnerID=40&md5=f76cd86759ffbc8c67e17840738d5280","Humanistic Studies Department, Tecnológico de Monterrey, Monterrey, Mexico; EGADE Business School, Tecnológico de Monterrey, Monterrey, Mexico; Business School of Tecnológico de Monterrey, Monterrey, Mexico; Institute for the Future of Education, Tecnológico de Monterrey, Monterrey, Mexico","Arredondo-Trapero F.G., Humanistic Studies Department, Tecnológico de Monterrey, Monterrey, Mexico; Guerra-Leal E.M., EGADE Business School, Tecnológico de Monterrey, Monterrey, Mexico; Kim J., Business School of Tecnológico de Monterrey, Monterrey, Mexico; Vázquez-Parra J.C., Institute for the Future of Education, Tecnológico de Monterrey, Monterrey, Mexico","Purpose: This article aims to investigate whether there is a relationship between education for the labor market in the post-pandemic stage and the educational quality of universities, taking as a sample a group of Latin American countries and their main trading partners. Reference is made to the Global Competitiveness Report 2020 of the World Economic Forum (WEF) and the Quacquarelli Symonds (QS) index, which evaluates the quality of universities. Design/methodology/approach: Correlations, clusters and T-tests were generated to test for significant differences, resulting in two blocks of countries being identified with statistically significant differences in educational efforts to prepare their citizens for the labor market and the quality of their universities. Findings: It is concluded that there are examples of Latin American countries that, although they are emerging economies, are updating their educational systems at an accelerated pace to meet the needs demanded by the labor market, such as Chile and Argentina. In addition, there are some particular cases of Latin American QS universities that although they are not at a high level in their overall educational quality as a university, compared to North American and Asian universities, their graduates do show a high employability index. This means that in the graduate profile, these universities are also accelerating efforts to position them at a high level of preparedness to respond to the jobs and markets of tomorrow, just as the universities in developed economies do. Research limitations/implications: Although the sample size is a limitation of this work, since it is based on secondary information reported by the WEF (2020) and the QS World University Rankings (2021), it contributes value by analyzing specific cases. Despite its limitations, the study yields meaningful results that put the challenges of post-pandemic employment and the role that universities play in a comprehensible framework. Originality/value: These results put special attention on the work of universities as a crucial entity to prepare citizens to develop the competencies needed for the post-pandemic labor market, especially in terms of critical thinking and digital skills. Human capital formation will drive the post-pandemic recovery process of leading countries and universities. © 2024, Emerald Publishing Limited.","Complex environments; Educational innovation; Higher education; Post-pandemic; Professional education; Quality education","","","","","","Institute for the Future of Education, Tecnologico de Monterrey","The authors acknowledge the financial and technical support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work.","Mexico's main trading partners, National Association of Importers and Exporters of the Mexican Republic, (2021); Arredondo-Trapero F.G., Vazquez-Parra J.C., Guerra-Leal E.M., Information and communication technologies and their impact on competitiveness in Latin America, Journal of Technology Management and Innovation, 15, 4, pp. 43-53, (2021); Chentukov Y., Omelchenko V., Zakharova O., Nikolenko T., Assessing the impact of higher education competitiveness on the level of socio-economic development of a country, Problems and Perspectives in Management, 19, 2, pp. 370-383, (2021); Clayton T., Beyond mystification: reconnecting world-system theory for comparative education, Comparative Education Review, 42, 4, pp. 479-496, (1998); Conecta, 7 competencies with which Tec seeks to prepare its students, Conecta, Tecnológico de Monterrey, (2019); Diaz Navarro S.A., Mateo Mejia L.G., Critical thinking a way to generate new ideas or a process to analyze diverse ideas?, Revista Mexicana de Bachillerato a Distancia UNAM, 6, 12, (2014); Dimitrova G., Dimitrova T., Competitiveness of the universities: measurement capabilities, Trakia Journal of Sciences, 15, 1, pp. 311-316, (2017); Ducoing L.P., Critical Thinking in Education, (2011); Critical Thinking: Reasoned Decision Making, (2022); Hopkins T.K., Wallerstein I., Patterns of Development of the Modern World-System, pp. 111-145, (1977); Horta H., Global and national prominent universities: internationalization, competitiveness and the role of the State, Higher Education, 58, 3, pp. 387-405, (2009); O'Dea J., Redlich J., The development of critical thinking in english academic writing courses at the University of Tokyo, Komaba Journal of English Education, (2017); Open Market, Get to know Brazil's main trading partners, Open Market, (2021); Goal 4: Quality Education, (2021); Puckett J., Boutenko V., Hoteit L., Polunin K., Perapechka S., Stepanenko A., Loshkareva E., y Bikkulova G., Fixing the global skills mismatch, BCG-WEF Project: The Net-Zero Challenge EXPLORE, (2020); QS Top Universities, QS graduate employability rankings 2022, (2021); QS world university rankings: USA methodology, (2021); Rio Joglar R., Evaluation Model and Design of Critical Thinking Tests in the Domain of Language and Communication for Primary Education, (2015); Roman R., How to develop critical thinking in Generation Z students? Institute for the Future of Education, (2020); Mexico's foreign trade figures, (2021); Brazil's foreign trade figures, Santander Trade, (2021); Argentina's foreign trade figures, (2021); Seoul national university business school, (2017); Stubbings C., Sethi B., Upskilling: building confidence in an uncertain world. Talent trends, (2020); Foreign Trade of Chile, (2020); Educating Students in Critical Thinking and Creative Thinking: Theory and Practice, School of Economics and Management, (2020); The Global Competitiveness Report 2020, (2020); Samsung Jeonja-Koreadae, Chaeyongyeonkeo ‘ChasedaeTongshinhakkwo' Shinseol.. ‘6G Daebi’ [Samsung electronics and Korea University, newly established 'next generation communication department’.. ‘compared to 6G’], Maeil Economics; Yoon S., The 3 Pillars of China's Booming Startup Ecosystem, (2021)","J.C. Vázquez-Parra; Institute for the Future of Education, Tecnológico de Monterrey, Monterrey, Mexico; email: jcvazquezp@tec.mx","","Emerald Publishing","","","","","","20507003","","","","English","J. Appl. Res. High. Edu.","Article","Article in press","","Scopus","2-s2.0-85184186798"
"Lo Presti A.; De Rosa A.","Lo Presti, Alessandro (57201070455); De Rosa, Assunta (57224413204)","57201070455; 57224413204","A Brief Psychometric Report on the Association Between Resource-Based Employability and Perceived Employability","2024","Psychological Studies","","","","","","","0","10.1007/s12646-023-00782-y","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182499724&doi=10.1007%2fs12646-023-00782-y&partnerID=40&md5=e8e7f6460438228632cd895f82ca2a53","Dipartimento Di Psicologia, Università Della Campania “Luigi Vanvitelli”, Viale Ellittico, 31, Caserta, 81100, Italy; Department of Management and Organization, School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands","Lo Presti A., Dipartimento Di Psicologia, Università Della Campania “Luigi Vanvitelli”, Viale Ellittico, 31, Caserta, 81100, Italy; De Rosa A., Dipartimento Di Psicologia, Università Della Campania “Luigi Vanvitelli”, Viale Ellittico, 31, Caserta, 81100, Italy, Department of Management and Organization, School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands","Based on the basic distinction between output-based employability (i.e. perceived employability) and input-based employability (i.e. movement capital), this brief report aimed at testing the association between perceived employability and a newer input-based conceptualization of employability, namely resource-based employability, providing further psychometric support to it. Five hundred and forty-nine Italian employees were sampled and filled both questionnaires. Confirmatory factor analysis was used to analyse responses by estimating a measurement model including both variables and testing for their correlation. The estimated measurement model showed satisfactory goodness of fit indices. In particular, the two variables correlated significantly in the expected direction. This brief report provided further psychometric support to the conceptualization of resource-based employability by showing its positive and significant association with perceived employability. These results further support the idea that resource-based employability may be used in career and vocational interventions. © 2024, The Author(s) under exclusive licence to National Academy of Psychology (NAOP) India.","Confirmatory factor analysis; Input-based employability; Output-based employability; Perceived employability; Resource-based employability","","","","","","","","Baruch Y., Szucs N., Gunz H., Career studies in search of theory: The rise and rise of concepts, Career Development International, (2015); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, 3, pp. 279-292, (2007); Forrier A., Verbruggen M., De Cuyper N., Integrating different notions of employability in a dynamic chain: The relationship between job transitions, movement capital and perceived employability, Journal of Vocational Behavior, 89, pp. 56-64, (2015); Forrier A., De Cuyper N., Akkermans J., The winner takes it all, the loser has to fall: Provoking the agency perspective in employability research, Human Resource Management Journal, 28, 4, pp. 511-523, (2018); Fugate M., Kinicki A.J., A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, pp. 503-527, (2008); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Kasler J., Zysberg L., Harel N., Hopes for the future: Demographic and personal resources associated with self-perceived employability and actual employment among senior year students, Journal of Education and Work, 30, 8, pp. 881-892, (2017); Kline R.B., Principles and practice of structural equation modelling, (2016); Lo Presti A., De Rosa A., Employable, successful and healthy, or vice versa? A three-wave cross-lagged analysis, European Journal of Work and Organizational Psychology, (2023); Lo Presti A., Pluviano S., Looking for a route in turbulent waters: Employability as a compass for career success, Organizational Psychology Review, 6, 2, pp. 192-211, (2016); Lo Presti A., Ingusci E., Magrin M.E., Manuti A., Scrima F., Employability as a compass for career success: Development and initial validation of a new multidimensional measure, International Journal of Training and Development, 23, 4, pp. 253-275, (2019); Lo Presti A., Magrin M.E., Ingusci E., Employability as a compass for career success: A time-lagged test of a causal model, International Journal of Training and Development, 24, 4, pp. 301-320, (2020); Lo Presti A., De Rosa A., Zaharie M., The route to employability: A longitudinal study on a sample of Italian job seekers, International Journal for Educational and Vocational Guidance, 22, 1, pp. 227-246, (2022); Lo Presti A., Costantini A., Akkermans J., Sartori R., Rosa D.A., Employability development during internships: A three-wave study on a sample of psychology graduates in Italy, Journal of Career Development, (2023); Malhotra N.K., Kim S.S., Patil A., Common method variance in IS research: A comparison of alternative approaches and a reanalysis of past research, Management Science, 52, 12, pp. 1865-1883, (2006); McArdle S., Waters L., Briscoe J.P., Hall D.T.T., Employability during unemployment: Adaptability, career identity and human and social capital, Journal of Vocational Behavior, 71, 2, pp. 247-264, (2007); Okay-Somerville B., Scholarios D., Coping with career boundaries and boundary-crossing in the graduate labour market, Career Development International, 19, 6, pp. 668-682, (2014); Silva A.D., Carvalho C.L., Coscioni V., Soares J., do Ceu Taveira, M., Multidimensional measure of employability: Internal structure and associations with motivational and emotional features in unemployed persons, International Journal of Educational and Vocational Guidance, (2023); Tholen G., What can research into graduate employability tell us about agency and structure?, British Journal of Sociology of Education, 36, pp. 766-784, (2015); Van Dam K., Antecedents and consequences of employability orientation, European Journal of Work and Organizational Psychology, 13, 1, pp. 29-51, (2004); Van Der Heijde C.M., Van Der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Vanhercke D., De Cuyper N., Peeters E., Witte H.D., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Vanhercke D., Kirves K., De Cuyper N., Verbruggen M., Forrier A., De Witte H., Perceived employability and psychological functioning framed by gain and loss cycles, Career Development International, 20, 2, pp. 179-198, (2015); Vanhercke D., De Cuyper N., De Witte H., Perceived employability and well-being: An overview, Psihologia Resurselor Umane Revista Asociaţiei De Psihologie Indusstrială Şi Organizaţională, 14, 1, pp. 8-18, (2016); Weston R., Gore P.A., A Brief Guide to Structural Equation Modeling, The Counseling Psychologist, 34, 5, pp. 719-751, (2006)","A. Lo Presti; Dipartimento Di Psicologia, Università Della Campania “Luigi Vanvitelli”, Caserta, Viale Ellittico, 31, 81100, Italy; email: alessandro.lopresti@unicampania.it","","Springer","","","","","","00332968","","","","English","Psycol. Stud.","Article","Article in press","","Scopus","2-s2.0-85182499724"
"Nishikawa M.; Nesbit T.; Robertson J.; Gibson J.","Nishikawa, Miyuki (58626404600); Nesbit, Trevor (46161428600); Robertson, Jeremy (58727742900); Gibson, Jessica (58625497900)","58626404600; 46161428600; 58727742900; 58625497900","The Soft Skills Needed by Accounting Graduates: A New Zealand Context","2024","International Journal of Learning in Higher Education","31","1","","51","68","17","0","10.18848/2327-7955/CGP/v31i01/51-68","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172774196&doi=10.18848%2f2327-7955%2fCGP%2fv31i01%2f51-68&partnerID=40&md5=228be3f902c918848b76b731018c6436","Department of Computer Science and Software Engineerin, University of Canterbury, Christchurch, New Zealand; Bachelor of Applied Management, Ara Institute of Canterbury, Christchurch, New Zealand; Department of Business and Digital Technologies, Ara Institute of Canterbury, Christchurch, New Zealand; Education and Psychology, University of Canterbury, Christchurch, New Zealand","Nishikawa M., Bachelor of Applied Management, Ara Institute of Canterbury, Christchurch, New Zealand; Nesbit T., Department of Computer Science and Software Engineerin, University of Canterbury, Christchurch, New Zealand; Robertson J., Department of Business and Digital Technologies, Ara Institute of Canterbury, Christchurch, New Zealand; Gibson J., Education and Psychology, University of Canterbury, Christchurch, New Zealand","This article seeks to explore the soft skills that are needed to enhance the employability of accounting graduates from the perspective of recruitment partners in medium-sized accounting firms in a New Zealand context. The literature regarding the soft skills needed by these graduates is explored, as are the professional competencies published by professional accounting bodies. Interviews were conducted with recruitment partners in nine accounting firms with a view to gaining a more in-depth understanding of the soft skills they see as being important when employing graduates, with these sitting alongside technical accounting and information technology skills. The findings are consistent with previous research in that interpersonal skills and communication skills are of paramount importance for accounting graduates as the modern-day accountant is no longer a “backroom number cruncher” and highlight the importance for accounting education providers to do their best to ensure that their graduates develop these sought-after skills. © 2024 Common Ground Research Networks. All rights reserved.","Accounting; Employability; Graduates; Soft Skills","","","","","","","","Alshenqeeti Hamza, Interviewing as a Data Collection Method: A Critical Review, English Linguistics Research, 3, 1, pp. 39-45, (2014); Andrews Jane, Higson Helen, Graduate Employability, ‘Soft Skills’ versus ‘Hard’ Business Knowledge: A European Study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Biernacki Patrick, Waldorf Dan, Snowball Sampling: Problems and Techniques of Chain Referral Sampling, Sociological Methods & Research, 10, 2, pp. 141-163, (1981); (2019); (2020); Daher Wajeeh, Saturation in Qualitative Educational Technology Research, Education Sciences, 13, 2, (2023); Dunbar Kirsty, Laing Gregory, Wynder Monte, A Content Analysis of Accounting Job Advertisements: Skill Requirements for Graduates, e-Journal of Business Education and Scholarship of Teaching, 10, 1, pp. 58-72, (2016); Ferns Sonia, Dawson Vaille, Howitt Christine, A Collaborative Framework for Enhancing Graduate Employability, International Journal of Work-Integrated Learning, 20, 2, pp. 99-111, (2019); Hagel John, Brown John Seely, Mathew Roy, Wooll Maggie, Tsu Wendy, The Lifetime Learner: A Journey through the Future of Postsecondary Education, (2014); Kosnik Rita D., Tingle Jacob K., Blanton Edwin L., Transformational Learning in Business Education: The Pivotal Role of Experiential Learning Projects, American Journal of Business Education, 6, 6, pp. 613-630, (2013); Ma Darren, Fisher Richard, Nesbit Trevor, Cloud-Based Client Accounting and Small and Medium Accounting Practices: Adoption and Impact, International Journal of Accounting Information Systems, 41, (2021); Nesbit Trevor, Final Year Accounting Internship Courses: Initial Experiences, (2014); O'Shea Michelle Anne, Bowyer Dorothea, Ghalayini Gina, Future Proofing Tomorrow’s Accounting Graduates: Skills, Knowledge and Employability, Australasian Accounting, Business and Finance Journal, 16, 3, pp. 55-72, (2022); Parker Lee D., Qualitative Management Accounting Research: Assessing Deliverables and Relevance, Critical Perspectives on Accounting, 23, 1, pp. 54-70, (2012); Rubin Herbert J., Rubin Irene S., Qualitative Interviewing: The Art of Hearing Data, (2005); Smith Jeremy, McKnight Abigail, Naylor Robin, Graduate Employability: Policy and Performance in Higher Education in the UK, Economic Journal, 110, 464, pp. 382-411, (2000); Stewart Jim, Knowles Vanessa, Graduate Recruitment: Implications for Business and Management Courses in HE, Journal of European Industrial Training, 25, pp. 98-108, (2001); Tan Lin Mei, Laswad Fawzi, Professional Skills Required of Accountants: What Do Job Advertisements Tell Us?, Accounting Education, 27, 4, pp. 403-432, (2018); Twyford Erin, Dean Bonnie Amelia, Inviting Students to Talk the Talk: Developing Employability Skills in Accounting Education through Industry-Led Experiences, Accounting Education, pp. 1-23, (2023); Yallop Anca C., Mowatt Simon, Ethical Issues in Business Relationships between New Zealand Marketing Research Practitioners and Clients, New Zealand Journal of Applied Business Research, 12, 1, pp. 35-48, (2014)","T. Nesbit; Department of Computer Science and Software Engineerin, University of Canterbury, Christchurch, New Zealand; email: trevor.nesbit@canterbury.ac.nz","","Common Ground Research Networks","","","","","","23277955","","","","English","Int. J. Learn. High. Educ.","Article","Final","","Scopus","2-s2.0-85172774196"
"Whitehouse S.; Galalae C.","Whitehouse, Sophie (57959989400); Galalae, Cristina (55600925300)","57959989400; 55600925300","Opportunities for promoting societal inclusion through higher education cultural and creative industries courses: Evidence from UK business schools","2024","Industry and Higher Education","38","1","","92","96","4","0","10.1177/09504222231223145","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180885294&doi=10.1177%2f09504222231223145&partnerID=40&md5=91ac584c7caef0b497fc7ed150b953fb","King’s College London, United Kingdom; University of Leicester, United Kingdom","Whitehouse S., King’s College London, United Kingdom; Galalae C., University of Leicester, United Kingdom","The Creative and Cultural Industries (CCI) workforce is reportedly highly skilled yet lacking diversity, with higher education institutions playing a key role in developing graduates and their capacity to contribute to positive societal change. Consequently, this contribution explores how inclusivity is embedded and promoted via collaboration with businesses and communities in undergraduate and postgraduate CCI courses offered by UK business schools, where many of these courses are based. This is addressed via a qualitative content analysis of public-facing course materials commonly used by students when deciding on their course of study. Findings showcase how inclusive practices feature in curriculum design and delivery, assessment and feedback, engagement with businesses and the community, and employability support for graduates. These inform recommendations for higher education institutions on how to contribute to broadening inclusivity in the CCI labour market and beyond. © The Author(s) 2023.","Business school; course development; cultural and creative industries; inclusion","","","","","","","","Banks M., The Politics of Cultural Work, (2007); Carey H., O'Brien D., Gable O., Social Mobility in the Creative Economy: Rebuilding and Levelling Up? Creative Industries Policy and Evidence Centre, (2021); Casey E., O'Brien D., Sociology, sociology and the cultural and creative industries, Sociology, 54, 3, pp. 443-459, (2020); Green Paper: Culture and Creativity: The Next Ten Years, (2001); DCMS Sectors Economic Estimates 2021: Workforce, January 2021 to December 2021 - Technical and Quality Assurance Report, (2022); Eikhof R.D., Analysing decisions on diversity and opportunity in the cultural and creative industries: a new framework, Organization, 24, 3, pp. 289-307, (2017); Finkel R., Jones D., Sang K., Et al., Diversifying the creative: creative work, creative industries, creative identities, Organization, 24, 3, pp. 281-288, (2017); Fleming P., Dark academia: despair in the neoliberal business school, Journal of Management Studies, 57, pp. 1305-1311, (2019); Flew T., From policy to curriculum: drivers of the growth in creative industries courses in the UK and Australia, Creative Industries Journal, 12, 2, pp. 167-184, (2019); Fotaki M., Prasad A., Questioning neoliberal capitalism and economic inequality in business schools, The Academy of Management Learning and Education, 14, 4, pp. 556-575, (2015); Galalae C., Kipnis E., Cui C.C., Et al., A multicontextual lens on racism and discrimination in the multicultural marketplace, Journal of the Association for Consumer Research, 8, 1, pp. 95-106, (2023); Gasparin M., Brown S.D., Green W., Et al., The business school in the Anthropocene: parasite logic and pataphysical reasoning for a working earth, The Academy of Management Learning and Education, 19, 3, pp. 385-405, (2020); Giles L., How to Design a Creative Higher Education System that Supports Economic Needs. Creative Industries Policy and Evidence Centre and Work Advance, (2021); Gururaj S., Somers P., Fry J., Et al., Affirmative action policy: inclusion, exclusion, and the global public good, Policy Futures in Education, 19, 1, pp. 63-83, (2021); Hsieh H.F., Shannon S.E., Three approaches to qualitative content analysis, Qualitative Health Research, 15, 9, pp. 1277-1288, (2005); Jaeck M., Marais M., Meyer M., Et al., A proposed framework for inclusive business schools, Futures, 148, pp. 103-122, (2023); Janssens M., Zanoni P., What makes an organization inclusive? organizational practices favoring the relational inclusion of ethnic minorities in operative jobs, (2008); Kipnis E., Demangeot C., Pullig C., Et al., Institutionalizing diversity-and-inclusion-engaged marketing for multicultural marketplace well-being, Journal of Public Policy and Marketing, 40, 2, pp. 143-164, (2021); Mor Barak M.E., Managing Diversity: Toward a Globally Inclusive Workplace, (2014); Pettigrew A., Starkey K., From the guest editors: the legitimacy and impact of business schools—key issues and a research agenda, The Academy of Management Learning and Education, 15, 4, pp. 649-664, (2016); Scarritt A., Selling Diversity, Promoting Racism: How Universities Pushing a Consumerist form of Diversity Empowers Oppression, Journal for Critical Education Policy Studies (JCEPS), 171, pp. 188-228, (2019); The UK quality code for higher education, (2011); Thomas L., Ambrosini V., The future role of the business school: a value cocreation perspective, The Academy of Management Learning and Education, 20, 2, pp. 249-269, (2021); Ambitious plans to grow the economy and boost creative industries, (2023); Academic Impact, (2023)","S. Whitehouse; King’s College London, United Kingdom; email: sophie.whitehouse@kcl.ac.uk","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85180885294"
"Gupta P.; Mahajan R.","Gupta, Pragya (57211514157); Mahajan, Renuka (56029329700)","57211514157; 56029329700","Investigating stakeholder perceptions of graduate employability","2024","Higher Education, Skills and Work-based Learning","14","1","","109","129","20","0","10.1108/HESWBL-11-2022-0239","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166572993&doi=10.1108%2fHESWBL-11-2022-0239&partnerID=40&md5=a15eee5574a2a7d7b80466abd9651ad8","Department of HR-OB, Jaipuria Institute of Management, Noida, India; Department of IT and Business Analytics, Jaipuria Institute of Management, Noida, India","Gupta P., Department of HR-OB, Jaipuria Institute of Management, Noida, India; Mahajan R., Department of IT and Business Analytics, Jaipuria Institute of Management, Noida, India","Purpose: The study aims to ratify skills necessary to bridge the gap between the existing models and emerging needs of a technology-enabled workspace; especially in the Indian context. Design/methodology/approach: This paper extends the ongoing debate on a relevant employability framework suitable both for higher education institutes and corporates. To remain resilient to future catastrophes similar to the ongoing pandemic, the relevancy of established employability skills to suit the changing scenario needs to be established. Findings: The partial least squares (PLS) technique has been used to present a framework confirming the importance of digital competencies, business fundamentals and behavioral skills. In-depth discussions with specialists ratified the proposed framework and recommended potential changes in curriculum and pedagogy. Research limitations/implications: This study validates an explicit and comprehensive employability skill framework and useful recommendations in teaching strategies, which may provide a broad skill base for graduates to prepare for the volatile business environment in the long run. Practical implications: The study has been able to put forth significant employability skills as deemed significant by the three stakeholders. This will provide guidance to higher educational institutions (HEIs) to come up with a broad skill-base for the fresh graduates and prepare them for the volatile business environment and encourage life-long learning to remain productive in the long run. Originality/value: The study is unique as it incorporates the perceived importance of the competencies assumed by each stakeholder, namely, employers, faculty and management graduates, which was unfortunately lacking in earlier researches. © 2023, Emerald Publishing Limited.","Business graduates; Competencies; Employability skills; Job skills; Management studies; Pandemic; Skill development","","","","","","","","Al-Shehab N., AL-Hashimi M., Madbouly A., Reyad S., Hamdan A., Do employability skills for business graduates meet the employers' expectations? 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A framework to classify and measure employability gain, Policy Reviews in Higher Education, 4, pp. 105-130, (2020); Lin C.P., Tsai Y.H., Joe S.W., Chiu C.K., Modeling the relationship among perceived corporate citizenship, firms' attractiveness, and career success expectation, Journal of Business Ethics, 105, 1, pp. 83-93, (2012); 9th Pan Jaipuria Annual FDP, (2021)","R. Mahajan; Department of IT and Business Analytics, Jaipuria Institute of Management, Noida, India; email: renuka.mahajan@jaipuria.ac.in","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85166572993"
"Russell J.A.; Beverly E.A.; Stewart L.J.; McMichael L.P.; Senn A.B.","Russell, Jeffrey A. (55458565100); Beverly, Elizabeth A. (16038904400); Stewart, Lori J. (57219698450); McMichael, Leslie P. (58045988400); Senn, Ariana B. (58045999800)","55458565100; 16038904400; 57219698450; 58045988400; 58045999800","Stunt performers’ reluctance to self-report head trauma: a qualitative study","2024","Journal of Occupational Medicine and Toxicology","19","1","4","","","","0","10.1186/s12995-024-00401-0","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183669088&doi=10.1186%2fs12995-024-00401-0&partnerID=40&md5=0a05ef2a4de99ac3c0f0b6486860e56f","Laboratory for Science and Health in Artistic Performance, Division of Athletic Training, College of Health Sciences and Professions, Ohio University, Athens, OH, United States; Ohio University, Heritage College of Osteopathic Medicine, Athens, OH, United States; Union of British Columbia Performers/ACTRA, Vancouver, BC, Canada; White Wing Enterprises, Ltd., Cochrane, AB, Canada; Feld Entertainment, Inc., Palmetto, FL, United States; School of Applied Health Sciences and Wellness, Ohio University, Grover Center E182, Athens, 45701, OH, United States","Russell J.A., Laboratory for Science and Health in Artistic Performance, Division of Athletic Training, College of Health Sciences and Professions, Ohio University, Athens, OH, United States, School of Applied Health Sciences and Wellness, Ohio University, Grover Center E182, Athens, 45701, OH, United States; Beverly E.A., Ohio University, Heritage College of Osteopathic Medicine, Athens, OH, United States; Stewart L.J., Union of British Columbia Performers/ACTRA, Vancouver, BC, Canada; McMichael L.P., White Wing Enterprises, Ltd., Cochrane, AB, Canada; Senn A.B., Laboratory for Science and Health in Artistic Performance, Division of Athletic Training, College of Health Sciences and Professions, Ohio University, Athens, OH, United States, Feld Entertainment, Inc., Palmetto, FL, United States","Background: Mild traumatic brain injuries receive voluminous attention in the research literature, but this is confined almost entirely to sports and military contexts. As an occupation, performing stunts in film, television, and entertainment places the head at high risk of repetitive impact and whiplash, but stunt performers do not enjoy the same level of healthcare supervision and access as that provided to sports participants. Therefore, the aim of this study was to evaluate stunt performers’ qualitative perceptions of reporting and management of head trauma in their industry. Methods: After giving their informed consent, 87 motion picture and television stunt performers responded to a query about their views of ways to improve how stunt performers’ occupational head trauma—specifically head impacts and head whips that could cause a concussion—are reported and managed. We analyzed their responses via content and thematic analyses. Two researchers independently marked and categorized key words, phrases, and texts to identify codes that described participants’ comments. They then revised, discussed, and resolved coding discrepancies through consensus to establish inter-coder reliability. Next, we identified thematic patterns that described participants’ understanding of the stunt performer industry and what must change to facilitate reporting of head trauma. We derived themes from data that occurred multiple times, both within and across short answer responses. Results: We identified three primary themes cited by the stunt performers as needs in their industry: (1) Need to Reduce the Stigma of Reporting a Stunt-Related Injury, (2) Need to Eliminate the “Cowboy Culture,” and (3) Need to Improve the Quality of the Work Environment. Conclusions: Stunt performers are crucial members of a global entertainment industry valued at approximately US$100 billion annually. A large segment of the world’s population consumes their work in motion pictures, television, and live entertainment. When they are given an anonymous opportunity to speak, stunt performers offer insight into and recommendations for industry changes—primarily cultural and educational in nature—that could improve their physical and mental health, career longevity, and employability when they are confronted with head trauma. © 2024, The Author(s).","Brain injuries; Commotio cerebri; Concussion; Head injuries; Head trauma; mTBI; Occupational; Stunt performers; Traumatic brain injury","adult; Article; attitude; attitude to health; brain concussion; brain injury; career; concussion; employability; entertainment industry; female; follow up; head injury; health; human; informed consent; male; mental health; occupational safety; perception; performing artist; qualitative analysis; questionnaire; reluctance; risk factor; self report; stunt performer; thematic analysis; traumatic brain injury","","","","","Ohio University, OU","The authors express their gratitude to the stunt performers who participated in this study and for the excellent work they do in the entertainment industry. At the time of data collection, Ariana Senn was a graduate student in athletic training at Ohio University.","Stein C.J., Kinney S.A., McCrystal T., Carew E.A., Bottino N.M., Meehan W.P., Et al., Dance-related concussion: a case series, J Dance Med Sci, 18, pp. 53-61, (2014); McIntyre L., Liederbach M., Concussion knowledge and behaviors in a sample of the dance community, J Dance Med Sci, 20, pp. 79-88, (2016); McIntyre L., Campo M., Descriptive values for dancers on baseline concussion tools, J Athl Train, 52, pp. 1035-1040, (2017); Russell J.A., Daniell B.M., Concussion in theater: A cross-sectional survey of prevalence and management in actors and theater technicians, J Occup Environ Med, (2018); Senn A.B., McMichael L.P., Stewart L.J., Russell J.A., Head trauma and concussions in film and television stunt performers: an exploratory study, J Occup Environ Med, 65, pp. e21-e27, (2023); Russell J.A., McIntyre L., Stewart L., Wang T., Concussions in dancers and other performing artists, Phys Med Rehabil Clin N Am, 32, pp. 155-168, (2021); Stunt performer who has Disney ties suffers traumatic brain injury on set [Internet].; Robinson K., 9 celebrities who have suffered from concussions: Who knew acting and singing could be such a dangerous job? 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A qualitative analysis of the perception of concussion and injury risk in retired professional rugby players, J Funct Morphol Kinesiol, 6, (2021); Weber Rawlins M.L., Welch Bacon C.E., Tomporowski P., Gay J.L., Bierema L., Schmidt J.D., A qualitative analysis of concussion-reporting behavior in collegiate student-athletes with a history of sport-related concussion, J Athl Train, 56, pp. 92-100, (2021); Balls-Berry J.E., Acosta-Perez E., The use of community engaged research principles to improve health: community academic partnerships for research, P R Health Sci J, 36, pp. 84-85, (2017); Js K.J., J O.H., C R.C., Et al., Consensus Statement on Concussion in Sport: The 6Th International Conference on Concussion in Sport–Amsterdam, 57, pp. 695-711, (2023); Krippendorff K., Content Analysis: An Introduction to Its Methodology, (2019); Neuendorf K.A., The content analysis guidebook. 2nd ed, SAGE, (2016); Braun V., Clarke V., Using thematic analysis in psychology, Qual Res Psychol, 3, pp. 77-101, (2006); Movies And Entertainment Market Size Report, 2030 [Internet]., (2023); Torales J., Aveiro-Robalo T.R., Rios-Gonzalez C., Barrios I., Almiron-Santacruz J., Gonzalez-Urbieta I., Et al., Discrimination, stigma and mental health: what’s next?, Int Rev Psychiatry, 35, pp. 242-250, (2023); Ramirez-Vielma R., Vaccari P., Cova F., Saldivia S., Vielma-Aguilera A., Grandon P., Interventions to reduce the stigma of mental health at work: a narrative review, Psicol Reflexao E Crit Rev Semest Dep Psicol UFRGS, 36, (2023); Asken B.M., McCrea M.A., Clugston J.R., Snyder A.R., Houck Z.M., Bauer R.M., Playing through it: delayed reporting and removal from athletic activity after concussion predicts prolonged recovery, J Athl Train, 51, pp. 329-335, (2016); Bunt S.C., Lobue C., Hynan L.S., Didehbani N., Stokes M., Miller S.M., Et al., Early vs. Delayed evaluation and persisting concussion symptoms during recovery in adults, Clin Neuropsychol, pp. 1-18, (2022); Black K.J., Munc A., Sinclair R.R., Cheung J.H., Stigma at work: the psychological costs and benefits of the pressure to work safely, J Saf Res, 70, pp. 181-191, (2019); Dary D., Cowboy Culture: A Saga of five centuries, University Press of Kansas, (1989); Nadis S., Women scientists unite to battle cowboy culture, Nature, 398, (1999); Rossol M., The Health and Safety Guide for Film, TV, and Theater, (2011); Nowinski C.J., Bureau S.C., Buckland M.E., Curtis M.A., Daneshvar D.H., Faull R.L.M., Et al., Applying the Bradford Hill criteria for causation to repetitive head impacts and chronic traumatic encephalopathy, Front Neurol, 13, (2022); Gouttebarge V., Kerkhoffs G.M.M.J., Sports career-related concussion and mental health symptoms in former elite athletes, Neurochirurgie, 67, pp. 280-282, (2021); Hind K., Konerth N., Entwistle I., Hume P., Theadom A., Lewis G., Et al., Mental health and wellbeing of retired elite and amateur rugby players and non-contact athletes and associations with sports-related concussion: the UK Rugby Health Project, Sports Med, 52, pp. 1419-1431, (2022); Kilic O., Hopley P., Kerkhoffs G.M.M.J., Lambert M., Verhagen E., Viljoen W., Et al., Impact of concussion and severe musculoskeletal injuries on the onset of mental health symptoms in male professional rugby players: a 12-month study, BMJ Open Sport Exerc Med, 5, (2019); Bizzini M., Optimizing performance in return to play after sport-related concussion in elite ice hockey players: a sports physical therapy and athletic trainer perspective, Int J Sports Phys Ther, 17, pp. 317-326, (2022); Kroshus E., Rivara F.P., Whitlock K.B., Herring S.A., Chrisman S.P.D., Disparities in athletic trainer staffing in secondary school sport: implications for concussion identification, Clin J Sport Med, 27, pp. 542-547, (2017); Lempke L.B., Bergeron G., O'Connor S., Lynall R.C., Resch J.E., Walton S.R., Concussion assessment and management practices among Irish and Canadian athletic therapists: An international perspective, J Athl Train; Echemendia R.J., Ahmed O.H., Bailey C.M., Bruce J.M., Burma J.S., Davis G.A., The Concussion Recognition Tool 6 (CRT6), Br J Sports Med, 57, pp. 692-694, (2023); Echemendia R.J., Ahmed O.H., Bailey C.M., Bruce J.M., Burma J.S., Davis G.A., Et al., Introducing the Concussion Recognition Tool 6 (CRT6), Br J Sports Med, 57, pp. 689-691, (2023); British Columbia Injury Prevention and Research Unit.; Feuerwerker S., Rankin N., Wohler B., Gemino H., Risler Z., Improving patient satisfaction by using design thinking: patient advocate role in the emergency department, Cureus, 11, (2019); Kent S.M., Yellowlees P., The technology-enabled patient advocate: a valuable emerging healthcare partner, Telemed J E Health, 21, pp. 1030-1037, (2015)","J.A. Russell; School of Applied Health Sciences and Wellness, Ohio University, Athens, Grover Center E182, 45701, United States; email: jeff.russell@ohio.edu","","BioMed Central Ltd","","","","","","17456673","","","","English","J. Occup. Med. Toxicol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85183669088"
"Akkermans J.; Le Blanc P.; Van der Heijden B.; De Vos A.","Akkermans, Jos (35219518700); Le Blanc, Pascale (6602701023); Van der Heijden, Beatrice (13406606600); De Vos, Ans (8206252400)","35219518700; 6602701023; 13406606600; 8206252400","Toward a contextualized perspective of employability development","2024","European Journal of Work and Organizational Psychology","33","1","","1","10","9","0","10.1080/1359432X.2023.2291763","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180232688&doi=10.1080%2f1359432X.2023.2291763&partnerID=40&md5=95fe6527cfd282ebca60f284975d4666","School of Business and Economics Department of Management and Organization, Vrije Universiteit Amsterdam (VU), Amsterdam, Netherlands; Human Performance Management Group, Department of Industrial Engineering and Innovation Sciences, Eindhoven University of Technology, Eindhoven, Netherlands; Institute for Management Research, Radboud University, Nijmegen, Netherlands; Faculty of Management, Open Universiteit, Heerlen, Netherlands; Research Group HRM and Organizational Behavior, Ghent University, Ghent, Belgium; School of Business, Hubei University, Wuhan, China; Kingston Business School, Kingston University, London, United Kingdom; Antwerp Management School, Antwerpen, Belgium; Faculty of Business and Economics Department of Management, University of Antwerp, Antwerp, Belgium","Akkermans J., School of Business and Economics Department of Management and Organization, Vrije Universiteit Amsterdam (VU), Amsterdam, Netherlands; Le Blanc P., Human Performance Management Group, Department of Industrial Engineering and Innovation Sciences, Eindhoven University of Technology, Eindhoven, Netherlands; Van der Heijden B., Institute for Management Research, Radboud University, Nijmegen, Netherlands, Faculty of Management, Open Universiteit, Heerlen, Netherlands, Research Group HRM and Organizational Behavior, Ghent University, Ghent, Belgium, School of Business, Hubei University, Wuhan, China, Kingston Business School, Kingston University, London, United Kingdom; De Vos A., Antwerp Management School, Antwerpen, Belgium, Faculty of Business and Economics Department of Management, University of Antwerp, Antwerp, Belgium","In this article, we discuss two critical challenges in employability research. First, we argue that more research is needed to capture the dynamic nature of employability development. Although theories in this area typically incorporate temporal elements, these are rarely studied in empirical work. Second, employability research must capture the contextual nature of employability more fully, as research thus far has predominantly framed employability as an individual agentic phenomenon. Based on these two crucial challenges, we then introduce the special issue entitled “Toward a contextualized perspective of employability development,” which contains six studies that all contribute to taking up these challenges. Based on various methodologies–including conceptual, quantitative, and qualitative–these articles, together, offer a meaningful contribution to developing employability research further. We conclude this editorial by formulating an agenda for future research based on the insights offered in this special issue. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","career; contextualized perspective; Employability; employability development","","","","","","","","Akkermans J., Collings D.G., da Motta Veiga S.P., Post C., Seibert S.E., Toward a broader understanding of career shocks: Exploring interdisciplinary connections with research on job search, human resource management, entrepreneurship, and diversity, Journal of Vocational Behavior, 126, (2021); Akkermans J., Donald W., Jackson D., Forrier A., Are we talking about the same thing? The case for stronger connections between graduate and worker employability research, Career Development International, (2023); Akkermans J., Seibert S.E., Mol S.T., Tales of the unexpected: Integrating career shocks in the contemporary careers literature, SA Journal of Industrial Psychology, 44, (2018); Akkermans J., Tomlinson M., Anderson V., Initial employability development: Introducing a conceptual model integrating signalling and social exchange mechanisms, European Journal of Work and Organizational Psychology, pp. 1-13, (2024); Arthur M.B., Hall D.T., Lawrence B.S., Handbook of career theory, (1989); Baltes P.B., Staudinger U.M., Lindenberger U., Lifespan Psychology: Theory and application to intellectual functioning, Annual Review of Psychology, 50, 1, pp. 471-507, (1999); Barley S.R., Careers, identities, and institutions: The legacy of the Chicago school of sociology, Handbook of career theory, 41, (1989); Blokker R., Akkermans J., Marciniak J., Jansen P.G.W., Khapova S.N., Organizing school-to-work transition research from a sustainable career perspective: A review and research agenda, Work, Aging and Retirement, 9, 3, pp. 239-261, (2023); Blokker R., Akkermans J., Tims M., Jansen P., Khapova S., Building a sustainable start: The role of career competencies, career success, and career shocks in young professionals’ employability, Journal of Vocational Behavior, 112, pp. 172-184, (2019); Bourdieu P., Outline of a theory of practice, (1972); Braddy P.W., Gooty J., Fleenor J.W., Yammarino F.J., Leader behaviors and career derailment potential: A multi-analytic method examination of rating source and self–other agreement, The Leadership Quarterly, 25, 2, pp. 373-390, (2014); Cappellen T., Janssens M., Enacting global careers: Organizational career scripts and the global economy as co-existing career referents, Journal of Organizational Behavior, 31, 5, pp. 687-706, (2010); Carpenter N.C., Berry C.M., Houston L., A meta-analytic comparison of self-reported and other-reported organizational citizenship behavior, Journal of Organizational Behavior, 35, 4, pp. 547-574, (2014); Carstensen L.L., The influence of a sense of time on human development, Science, 312, 5782, pp. 1913-1915, (2006); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Cohen L., Duberley J., Making sense of our working lives: The concept of the career imagination, Organization Theory, 2, 2, (2021); Collings D.G., Mellahi K., Strategic talent management: A review and research agenda, Human Resource Management Review, 19, 4, pp. 304-313, (2009); Connelly B.L., Certo S.T., Ireland R.D., Reutzel C.R., Signaling theory: A review and assessment, Journal of Management, 37, 1, pp. 39-67, (2011); Cropanzano R., Mitchell M.S., Social exchange theory: An interdisciplinary review, Journal of Management, 31, 6, pp. 874-900, (2005); Dany F., Louvel S., Valette A., Academic careers: The limits of the ‘boundaryless approach’ and the power of promotion scripts, Human Relations, 64, 7, (2011); Decius J., Knappstein M., Klug K., Which way of learning benefits your career? The role of different forms of work-related learning for different types of perceived employability, European Journal of Work and Organizational Psychology, pp. 1-16, (2024); De Cuyper N., Makikangas A., Kinnunen U., Mauno S., Witte H.D., Cross-lagged associations between perceived external employability, job insecurity, and exhaustion: Testing gain and loss spirals according to the conservation of resources theory, Journal of Organizational Behavior, 33, 6, pp. 770-788, (2012); Delva J., Forrier A., De Cuyper N., Integrating agency and structure in employability: Bourdieu’s theory of practice, Journal of Vocational Behavior, 127, (2021); De Vos A., Jacobs S., Verbruggen M., Career transitions and employability, Journal of Vocational Behavior, 126, (2021); De Vos A., Van der Heijden B.I.J.M., Akkermans J., Sustainable careers: Towards a conceptual model, Journal of Vocational Behavior, 117, (2020); Doden W., Grosemans I., De Cuyper N., Tschopp C., Grote G., Employability in the post-job security era: Testing competing effects of perceived job insecurity on perceived employability change, European Journal of Work and Organizational Psychology, pp. 1-13, (2024); Epitropaki O., Marstand A.F., Van der Heijden B., Bozionelos N., Mylonopoulos N., Van der Heijde C., Scholarios D., Mikkelsen A., Marzec I., Jedrzejowicz P., What are the career implications of “seeing eye to eye”? Examining the role of leader–member exchange (LMX) agreement on employability and career outcomes, Personnel Psychology, 74, 4, pp. 799-830, (2021); Feintuch A., Improving the employability and attitudes of “difficult-to-place” persons, Psychological Monographs: General & Applied, 69, 7, pp. 1-20, (1955); Forrier A., De Cuyper N., Akkermans J., The winner takes it all, the loser has to fall: Provoking the agency perspective in employability research, Human Resource Management Journal, 28, 4, pp. 511-523, (2018); Forrier A., De Cuyper N., Delva J., How theatre actors in Flanders make sense of and enact their employability in a context in motion: A matter of fit, European Journal of Work & Organizational Psychology, pp. 1-17, (2024); Forrier A., Sels L., The concept employability: a complex mosaic, International Journal of Human Resources Development and Management, 3, 2, pp. 102-124, (2003); Forrier A., Verbruggen M., De Cuyper N., Integrating different notions of employability in a dynamic chain: The relationship between job transitions, movement capital and perceived employability, Journal of Vocational Behavior, 89, pp. 56-64, (2015); Fugate M., Van der Heijden B., De Vos A., Forrier A., De Cuyper N., Is what’s past prologue? 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Akkermans; School of Business and Economics Department of Management and Organization, Vrije Universiteit Amsterdam (VU), Amsterdam, Netherlands; email: j.akkermans@vu.nl","","Routledge","","","","","","1359432X","","","","English","Eur. J. Work Organ. Psychol.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85180232688"
"Lesjak D.","Lesjak, Dušan (8611930100)","8611930100","Policy instruments to promote and develop transferable skills to increase the employability of higher education graduates","2024","International Journal of Innovation and Learning","35","2","","216","233","17","","10.1504/IJIL.2024.136477","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184584834&doi=10.1504%2fIJIL.2024.136477&partnerID=40&md5=65a9315c38ac91002d98f732a0853f62","International School for Social and Business Studies, Mariborska Cesta 7, Celje, 3000, Slovenia","Lesjak D., International School for Social and Business Studies, Mariborska Cesta 7, Celje, 3000, Slovenia","Horizontal and vertical mismatch of employed higher education graduates and their unemployment has been a growing problem of the Slovenian over the last decade. Therefore, the ministry, responsible for higher education has developed and implemented various policy instruments to encourage institutions to develop transferable skills and competences expected by the labour market. An analysis and comparison of the characteristics of the policy instruments has been carried out as a case study. The contribution concludes with a reflection on additional features and objectives of possible further usage of policy instruments related to recent global developments in the higher education area and wider. A limitation of this case study is that it has not been possible to present the effects of the instruments, as some have recently ended, others are ongoing or have just started. © 2024 Inderscience Enterprises Ltd.","competences; employability; graduates; higher education; innovation; labour market; policy instruments; Slovenia; students; transferable skills","Slovenia; employment generation; higher education; innovation; labor market; policy approach; student","","","","","","","Letno poročilo 2021, (2022); Poslovno poročilo CMEPIUS za obdobje 1.1.2019-31.12.2019, (2019); European Commission, Directorate-General for Education, Youth, Sport and Culture, EU Youth Report 2009, (2009); Poziv za oddajo vloge za projekt Pilotni projekti za prenovo visokega šolstva za zelen in odporen prehod, (2022); Innovative Learning and Teaching for Quality Careers of Graduates and Excellent Higher Education, (2020); Jun K., Factors affecting employment and unemployment for fresh graduates in China, Unemployment – Perspectives and Solutions, (2017); Kantrowitz M., Unemployment rates are lower for the college graduates, Forbes, (2020); (2022); Lindeman K., Gang M., Parental Unemployment and the Transition into Tertiary Education: Can Institutions Moderate the Adverse Effects?, SOEPpapers on Multidisciplinary Panel Data Research, 972, (2018); Meyer D.F., Mnacy P., An analysis of underemployment among young graduates: the case of a higher education institution in South Africa, Economies, 9, (2021); Komeptenčni centri za razvoj kadrov, (2019); Po kreativni poti do znanja, (2020); Študentski inovativni projekti za družbeno korist (ŠIPK), (2020); SKLEP o določitvi sredstev za študijsko dejavnost visokošolskih zavodov za leto 2022, (2022); OECD Employment Outlook 2022, Building Back More Inclusive Labour Markets, (2022); Enhancing Labour Market Relevance and Outcomes of Higher Education: Country Note Slovenia, (2022); Rivera P.Y.S., Vincente J.S.Y., Factors influencing the labour market insertion of undergraduate graduates from Peruvian universities, Turkish Journal of Computer and Mathematics Education, Trabzon, 12, 3, pp. 4740-4749, (2021); Support to Strategic Development and Innovation Partnerships (SRIP) in Priority Areas of Smart Specialization, (2019); Prebivalstvo, (2021); Prebivalstvo s terciarno izobrazbo, (2021); V terciarno izobraževanje vpisanih manj študentov, (2022); Več diplomantov terciarnega izobraževanje, (2022); Brezposelni po stopnjah dosežene izobrazbe, (2022); (2022)","D. Lesjak; International School for Social and Business Studies, Celje, Mariborska Cesta 7, 3000, Slovenia; email: dusan.lesjak@issbs.si","","Inderscience Publishers","","","","","","14718197","","","","English","Int. J. Innov. Learn.","Article","Final","","Scopus","2-s2.0-85184584834"
"Picco E.; Miglioretti M.; Le Blanc P.M.","Picco, Eleonora (57209343007); Miglioretti, Massimo (24465583300); Le Blanc, Pascale M. (6602701023)","57209343007; 24465583300; 6602701023","Sustainable employability, technology acceptance and task performance in workers collaborating with cobots: a pilot study","2024","Cognition, Technology and Work","26","1","","139","152","13","1","10.1007/s10111-023-00742-6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174418239&doi=10.1007%2fs10111-023-00742-6&partnerID=40&md5=62445e2f60d9ae5a35331bd1a492261f","Department of Psychology, University of Milano-Bicocca, Milan, Italy; Department of Industrial Engineering and Innovation Sciences, Eindhoven University of Technology, Eindhoven, Netherlands","Picco E., Department of Psychology, University of Milano-Bicocca, Milan, Italy; Miglioretti M., Department of Psychology, University of Milano-Bicocca, Milan, Italy; Le Blanc P.M., Department of Industrial Engineering and Innovation Sciences, Eindhoven University of Technology, Eindhoven, Netherlands","Sustainable Employability (SE) and task performance of workers-collaborating-with-cobots is challenged. Whether SE policies can impact workers’ task performance in digitalized workplaces is still unknown. Drawing on two SE models, this study aims to ascertain whether the relationship between SE policies and task performance is mediated by health and productive capabilities, and whether this effect is moderated by the levels of User Acceptance and Use of Technology (UTAUT) predictors. 88 employees collaborating with cobots, or expected to do so in the near future, answered a cross-sectional survey. SE policies were positively related to task performance via health and productive capabilities. This indirect effect was moderated by the levels of UTAUT predictors, being significant only at low or medium levels of the moderators. SE policies contribute to employee capabilities, and in turn to workers’ task performance. Fostering health and productive capabilities is fundamental when employee levels of cobots’ acceptance are not high yet. © The Author(s) 2023.","Capabilities; Collaborative robots; Sustainable employability; Task performance; Technology acceptance","Capability; Collaborative robots; Pilot studies; Productive capabilities; Sustainable employability; Task performance; Technology acceptance; Technology tasks; Users' acceptance; Workers'; Personnel","","","","","Università degli Studi di Milano-Bicocca","Open access funding provided by Università degli Studi di Milano - Bicocca within the CRUI-CARE Agreement. No funding was received for conducting this study. 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Picco; Department of Psychology, University of Milano-Bicocca, Milan, Italy; email: eleonora.picco@unimib.it","","Springer Science and Business Media Deutschland GmbH","","","","","","14355558","","","","English","Cogn. Technol. Work","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85174418239"
"Ghani A.M.; Read T.","Ghani, Atif Mohammed (58848930200); Read, Tessa (58849870000)","58848930200; 58849870000","From equality to equity: A case study of Creative Shift’s ‘the leader within Women+ of Colour Leadership Programme’","2024","Industry and Higher Education","38","1","","87","91","4","0","10.1177/09504222231224086","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183442715&doi=10.1177%2f09504222231224086&partnerID=40&md5=74be5524340007b2d9055e8cae86c858","Royal College of Art, United Kingdom; University of the Arts London, United Kingdom","Ghani A.M., Royal College of Art, United Kingdom; Read T., University of the Arts London, United Kingdom","In this case study, we focus on a particular University of the Arts London positive action intervention, the Women+ of Colour in Leadership Programme (W+CinL) developed by Creative Shift. The case study explores how taking a more equitable, asset-based approach supports the retention, attainment, and employability of Black, Asian and Minority Ethnic (BAME) and self-defined female + students. The programme can be seen as an example of an asset-based model which recognises the inherent value and life wide experience that students bring to their learning. By shifting from equality towards equity, this approach recognises histories of injustice and intersectional disadvantage to disrupt and transform systems of oppression. From the case study, we acknowledge the potential Higher Education Institutions (HEIs) have to reshape support for marginalised students through a broader range of initiatives that facilitate the move to a more equitable and diverse creative economy. © The Author(s) 2024.","asset-based; creative shift; employability; equity; positive action; widening participation","","","","","","","","Making the Creative Majority: A Report for the All-Party Parliamentary Group for Creative Diversity on ‘What Works’ to Support Diversity and Inclusion in Creative Education and the Talent Pipeline with A Focus on the 16+ Age Category, (2023); Austen L., Heaton C., Jones-Devitt S., Et al., Why is the BME attainment gap such a wicked problem?, Journal of Educational Innovation, Partnership and Change, 3, 1, (2017); Barton M.A., Kahn W.A., Group resilience: the place and meaning of relational pauses, Organization Studies, 40, 9, pp. 1409-1429, (2019); The Race Disparity Audit: Summary Findings Fom the Ethnicity Facts and Figures, (2017); Da Graca M., Dougherty L., First Generation College Students: Navigating Higher Education, Community Cultural Wealth, (2015); Goldsmith M., Katzenbach J., The Wisdom of Teams, (1993); Equality Act 2010: A Quick Start Guide to Positive Action, Action in Service Provision for Voluntary and Community Organisations, (2010); Himonga C., Taylor M., Pope A., Reflections on judicial views of Ubuntu” in PER, Potchefstroom Electronic Law Journal, 16, 5, (2013); McGregor-Smith R., Race in the Workplace, (2020); Pathak P., Why It’s Time to Retire Equality, Diversity, and Inclusion, (2021); Ramos Montanez S., Advancing equity through research: the importance of asset-based approaches and methods, Journal of Applied Developmental Psychology, 86, (2023); Sabri D., UAL Students’ Engagement with Industry and Communities of Practice: Year 3 Report of a 4-Year Longitudinal Study for University of the Arts London, (2017); Scandone B., Re-thinking aspirations through habitus and capital: the experiences of British-born Bangladeshi women in higher education, Ethnicities: Special Issue: Educational Inequality, Overcoming Disadvantage, 18, (2018); Seuwou P., Nathan D., Osho Y., Et al., Exploring the factors that impact ethnic minority students’ attainment at a British university, Journal of Educational Research and Review, 6, 1, (2023); Shilliam R., Black academia: the doors have been opened by the architecture remains the same, Aiming Higher Race, Inequality and Diversity in the Academy, (2015); Stevenson J., O'Mahony J., Khan O., Et al., Understanding and Overcoming the Challenges of Targeting Students From Under-Represented and Disadvantaged Ethnic Backgrounds, (2019); Yosso T.J., Whose culture has capital?, Race, Ethnicity and Education, 8, 1, pp. 69-91, (2005)","T. Read; University of the Arts London, United Kingdom; email: t.read@arts.ac.uk","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85183442715"
"Dissanayeke S.R.; Lewis R.; Swindells S.","Dissanayeke, Shobana R (6508252758); Lewis, Rebecca (58837341000); Swindells, Siobhan (58837341100)","6508252758; 58837341000; 58837341100","Designing an innovative digital group work assignment to foster employability: an adaptable hybrid approach for the COVID-19 pandemic and beyond","2024","Open Learning","","","","","","","0","10.1080/02680513.2024.2307623","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183004576&doi=10.1080%2f02680513.2024.2307623&partnerID=40&md5=e18d7362c26cf07f0a00d21825dde058","Department of Biological Sciences, Royal Holloway University of London, Egham, United Kingdom; Educational Development, Royal Holloway University of London, Egham, United Kingdom; Careers Services, Royal Holloway University of London, Egham, United Kingdom","Dissanayeke S.R., Department of Biological Sciences, Royal Holloway University of London, Egham, United Kingdom; Lewis R., Educational Development, Royal Holloway University of London, Egham, United Kingdom; Swindells S., Careers Services, Royal Holloway University of London, Egham, United Kingdom","A strategic priority for university educators is to ensure graduates have developed a range of transferable skills. An important skill required by employers is the development of digital capabilities. The COVID-19 pandemic necessitated the move of courses into blended formats which provided an opportunity for educators to redesign their modules to embed digital skills. During this challenging context, the Biological Sciences Department at Royal Holloway, University of London, in collaboration with the E- Learning and Careers Teams, capitalised on existing Microsoft technologies to launch an innovative online group project for a first-year module. This collaborative approach to curriculum design increased capacity to pivot quickly, and readily support students, as well as ensuring that learnings from the design process could be widely disseminated. The virtual collaborative assessment had high engagement and supported the development of transferable skills such as teamwork, digital literacy, and communication. The incorporation of a guided self-reflective exercise into the assessment allowed students to evidence the transferable skills they had acquired. By frontloading these foundational skills into an assessment early in their education, we increased capacity to build on these skills in future years across the wider programme. The design, which used asynchronous online technologies, also increased the capacity of staff to fit marking and student queries around their schedules. Our findings demonstrated that through online group work and guided self-reflective assessment, students developed transferable skills that would benefit them in their future careers. This transformative approach could be utilised across other departments, both in remote and hybrid environments. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","group work; hybrid learning; Microsoft 365; Reflection; skills","","","","","","","","Atkins L., Cole C., An introduction to collaboration with sharepoint for first-year business students, Journal of Information Systems Education, 21, 3, pp. 283-290, (2010); Bartolic S.K., Boud D., Agapito J., Verpoorten D., Williams S., Lutze-Mann L., Matzat U., Moreno M.M., Polly P., Tai J., Marsh H.L., Lin L., Burgess J., Habtu S., Rodrigo M.M.M., Roth M., Heap T., Guppy N., A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19, Educational Review, 74, 3, pp. 517-533, (2022); Bhardwa S., What do top employers want from graduates?, (2021); Blue J., Employability skills #1: Collaboration and teamwork, World of better learning, (2023); Brennan A., Dempsey M., McAvoy J., O'Dea M., O'Leary S., Prendergast M., How COVID-19 impacted soft skills development: The views of software engineering students, Cogent Education, 10, 1, (2023); Chakravarty A.K., Collaboration in e-business: Technology and strategy, Managing business interfaces: Marketing and engineering issues in the supply chain and internet domains, pp. 227-256, (2004); Work Ready Graduates: Building Employability Skills for a Hybrid World, (2021); Demaria M., Hodgson Y., Czech D., Perceptions of transferable skills among biomedical science students in the final-year of their degree: What are the implications for graduate employability?, International Journal of Innovation in Science and Mathematics Education, 26, 7, pp. 11-24, (2018); Digital skills and inclusion - giving everyone access to the digital skills they need (policy paper), (2023); Dunaway M., Macharia M., The effect of digital citizenship on negative online behaviors and learning outcomes in higher education, Journal of Information Systems Education, 32, (2021); Gange A.C., Gange E.G., Sparks T.H., Boddy L., Rapid and recent changes in fungal fruiting patterns, Science, 316, 5821, (2007); Gaudet A.D., Ramer L.M., Nakonechny J., Cragg J.J., Ramer M.S., Fuller D.Q., Small-group learning in an upper-level university biology class enhances academic performance and student attitudes toward group work, PloS One, 5, 12, (2011); Gillies R.M., Boyle M., Teachers’ reflections on cooperative learning: Issues of implementation, Teaching and Teacher Education, 26, 4, pp. 933-940, (2010); Hammar Chiriac E., Group work as an incentive for learning–students’ experiences of group work, Frontiers in Psychology, 5, (2014); Henderson D., Woodcock H., Mehta J., Khan N., Shivji V., Richardson C., Aya H., Ziser S., Pollara G., Burns A., Keep calm and carry on learning: Using Microsoft teams to deliver a medical education programme during the COVID-19 pandemic, Future Healthcare Journal, 7, 3, (2020); Hill M.A., Overton T.L., Thompson C.D., Evaluating the impact of reflecting on curriculum-embedded skill development: The experience of science undergraduates, Higher Education Research & Development, 39, 4, pp. 672-688, (2020); Hiti C.J., Chang J., Gwal K., Escobedo E., Rea M., Bindra J., The new normal: Coronavirus pandemic response utilizing Microsoft SharePoint, Journal of Digital Imaging, 34, 2, pp. 257-262, (2021); Hodges C., Moore S., Lockee B., Trust T., Bond A., The difference between emergency remote teaching and online learning, EDUCAUSE Review, (2020); Hurrell S.A., Rethinking the soft skills deficit blame game: Employers, skills withdrawal and the reporting of soft skills gaps, Human Relations, 69, 3, pp. 605-628, (2016); Global opportunities in the new education paradigm, (2021); How group work enhances employability, The learning cog, (2020); Building digital capability individual framework: The six elements defined, (2022); Jorre de St Jorre T., Oliver B., Want students to engage? 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Benefits and examples, (2022); Voelkel S., Mello L.V., Varga-Atkins T., Supporting students during their undergraduate research projects using audio recordings, Innovations in Education and Teaching International, 55, 4, pp. 433-440, (2018); Vogel N., Wood E., Collaborative group work: University students’ perceptions and experiences before and during COVID-19, SN Social Sciences, 3, 6, (2023); Wakeham Review of STEM Degree Provision and Graduate Employability, (2016); Why is scientific collaboration key? 4 experts explain, (2021)","S.R. Dissanayeke; Department of Biological Sciences, Royal Holloway University of London, Egham, TW20 0EX, United Kingdom; email: shobana.dissanayeke@rhul.ac.uk","","Routledge","","","","","","02680513","","","","English","Open Learn.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85183004576"
"Păunescu C.; Acatrinei C.; Argatu R.; McGuire S.J.J.; Zhang Y.","Păunescu, Carmen (31767635300); Acatrinei, Carmen (55316654200); Argatu, Ruxandra (57200539121); McGuire, Stephen J. J. (56363161400); Zhang, Yang (58242142300)","31767635300; 55316654200; 57200539121; 56363161400; 58242142300","EMPLOYABILITY, PROACTIVENESS AND WORKPLACE BEHAVIORS: IS SOCIOECONOMIC STATUS A MEDIATOR?","2024","Journal of Business Economics and Management","25","1","","47","65","18","","10.3846/jbem.2024.20745","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184458472&doi=10.3846%2fjbem.2024.20745&partnerID=40&md5=d622cae41b4e9268ff420610a47174f3","Department of Business Administration (UNESCO), Bucharest University of Economic Studies, Bucharest, Romania; Department of Marketing, Bucharest University of Economic Studies, Bucharest, Romania; College of Business and Economics, California State University, Los Angeles, United States; School of Business, Indiana University Southeast, New Albany, United States","Păunescu C., Department of Business Administration (UNESCO), Bucharest University of Economic Studies, Bucharest, Romania; Acatrinei C., Department of Marketing, Bucharest University of Economic Studies, Bucharest, Romania; Argatu R., Department of Business Administration (UNESCO), Bucharest University of Economic Studies, Bucharest, Romania; McGuire S.J.J., College of Business and Economics, California State University, Los Angeles, United States; Zhang Y., School of Business, Indiana University Southeast, New Albany, United States","The paper aims to examine individuals’ behavior at work and/or in college, by plac-ing the focus on employability, proactiveness and socioeconomic status as predictors. The paper’s objectives are threefold: (1) to examine if there is a causal relationship between employability and proactive personality of individuals and their citizenship or deviant behavior at work and/or in college; (2) to understand the extent to which socioeconomic status influences individuals’ citizenship or deviant behavior at work and/or in college; and (3) to determine the mediation role of socioeconomic status in the causal relationship between employability and proactiveness and individuals’ behaviors. Linear regression models were employed to test the predictive power of the variables once a causal relationship had been confirmed. Mediation tests were used to quantify the extent to which a variable participated in known causal relationships. The research reports results based on data collected from 534 university business students in Romania. The results confirm that employability and proactiveness predict workplace behavior, and that socioeconomic status mediates this relationship. © 2024 The Author(s). Published by Vilnius Gediminas Technical University.","deviant workplace behavior; employability; mediation test; organizational citizenship behavior; proactive personality; socioeconomic status","","","","","","","","Arshad M., Abid G., Contreras F., Elahi N.S., Athar M.A., Impact of prosocial motivation on organizational citizenship behavior and organizational commitment: The mediating role of managerial support, European Journal of Investigation in Health, Psychology and Education, 11, 2, pp. 436-449, (2021); Battistelli A., Galletta M., Portoghese I., Pohl S., Odoardi C., Promoting organizational citizenship behaviors: The mediating role of intrinsic work motivation, Le Travail Humain, 76, 3, pp. 205-226, (2013); Braje I.N., Aleksic A., Jelavic S.R., Blame it on individual or organization environment: What predicts workplace deviance more?, Social Sciences, 9, 6, (2020); Buchanan D., Huczynski A., Organizational Behavior, (2010); Callea A., Caracuzzo E., Costanzi M., Urbini F., Promoting flow at work through proactive personality: A sequential mediation model with evidence from Italian employees, Sustainability, 14, 5, (2022); Chadha D., Toner J., Focusing in on employability: Using content analysis to explore the employability discourse in UK and USA universities, International Journal of Educational Technology in Higher Education, 14, (2017); Chen P., Bao C., Gao Q., Proactive personality and academic engagement: The mediating effects of teacher-student relationships and academic self-efficacy, Frontiers in Psychology, 12, (2021); Denavas-Walt C., Proctor B.D., Smith J.C., Income and Poverty in the United States: 2013, (2014); Dessler G., Human Resource Management, (2014); Du-Babcock B., Bridging the gap from classroom-based learning to experiential professional learn-ing: A Hong Kong case, Dinamika Ilmu, 16, 2, pp. 181-199, (2016); Duncan G.J., Brooks-Gunn J., Consequences of Growing up Poor, (1997); Gan Y., Cheung F.M., From proactive personality to organizational citizenship behavior: Mediating role of harmony, Psychological Reports, 106, 3, pp. 755-765, (2010); Greenberg J., Baron R.A., Behavior in Organization, (2007); Hair J.F., Hult G.T.M., Ringle C.M., Sarstedt M., Danks N.P., Ray S., Moderation analysis, Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R, pp. 155-172, (2021); Harry T., Chinyamurindi W.T., Mjoli T., Perceptions of factors that affect employability amongst a sample of final-year students at a rural South African university, SA Journal of Industrial Psychology, 44, (2018); Harter J.K., Schmidt F.L., Keyes C.L., Well-being in the workplace and its relationship to business outcomes: A review of the Gallup studies, Flourishing: The Positive Person and The Good Life, pp. 205-224, (2003); Harvey J.F., Green P., Constructive feedback: When leader agreeableness stifles team reflexivity, Personality and Individual Differences, 194, (2022); Hermawan H., Thamrin H.M., Susilo P., Organizational citizenship behavior and performance: The role of employee engagement, Journal of Asian Finance, Economics and Business, 7, 12, pp. 1089-1097, (2020); Heslin P.A., Vandewalle D., Latham G.P., Keen to help? Managers’ implicit person theories and their subsequent employee coaching, Personnel Psychology, 59, 4, pp. 871-902, (2006); Hsieh H.-H., Huang J.-T., The effects of socioeconomic status and proactive personality on career decision self-efficacy, The Career Development Quarterly, 62, 1, pp. 29-43, (2014); Hua J., Zhang G., Coco C., Zhao T., Hou N., Proactive personality and cross-cultural adjust-ment: The mediating role of adjustment self-efficacy, Journal of International Students, 10, 4, pp. 817-835, (2020); Imam H., Chambel M.J., Productivity or illusion? 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Sauli F., Wenger M., Fiori M., Emotional competences in vocational education and training: State of the art and guidelines for interventions, Empirical Research in Vocational Education and Train-Ing, 14, (2022); Schettino G., Marino L., Capone V., The impact of university-related variables on students’ perceived employability and mental well-being: An Italian longitudinal study, Sustainability, 14, 5, (2022); Serim H., Demirbag O., Yozgat U., The effects of employees’ perceptions of competency models on employability outcomes and organizational citizenship behavior and the moderating role of social exchange in this effect, Procedia – Social and Behavioral Sciences, 150, pp. 1101-1110, (2014); Smith C.A., Organ D.W., Near J.P., Organizational citizenship behavior: Its nature and ante-cedents, Journal of Applied Psychology, 68, 4, pp. 653-663, (1983); Tong M., Gao T., For sustainable career development: Framework and assessment of the employability of business English graduates, Frontiers in Psychology, 13, (2022); 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Wu C.-H., Deng H., Li Y., Enhancing a sense of competence at work by engaging in proactive behavior: The role of proactive personality, Journal of Happiness Studies, 19, pp. 801-816, (2018); Yaakobi E., Weisberg J., Organizational citizenship behavior predicts quality, creativity, and efficiency performance: The roles of occupational and collective efficacies, Frontiers in Psychology, 11, (2020); Yildiz B., Alpkan L., A Theoretical model on the proposed predictors of destructive deviant workplace behaviors and the mediator role of alienation, Procedia – Social and Behavioral Sciences, 210, pp. 330-338, (2015); Zelga K., The importance of competition and enterprise competitiveness, World Scientific News, 72, pp. 301-306, (2017); Zhang Y., Gorosnikova T., McGuire S.J.J., Paunescu C., Perusquia J., Tang R., Kwong K., Status, wellbeing, and behavior at work or in college, Journal of Business and Economic Studies, 27, 1, pp. 36-68, (2023)","C. Păunescu; Department of Business Administration (UNESCO), Bucharest University of Economic Studies, Bucharest, Romania; email: carmen.paunescu@ase.ro","","Vilnius Gediminas Technical University","","","","","","16111699","","","","English","J. Bus. Econ. Manage.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85184458472"
"Romero-Rodríguez S.; Mateos-Blanco T.; Moreno-Morilla C.; Zammitti A.","Romero-Rodríguez, Soledad (58814556800); Mateos-Blanco, Tania (55832098100); Moreno-Morilla, Celia (57202037793); Zammitti, Andrea (57205656332)","58814556800; 55832098100; 57202037793; 57205656332","Decent work in career development: A comparative analysis of Italian and Spanish university students’ perceptions; [El trabajo decente en el desarrollo de la carrera: Un análisis comparativo de las percepciones de estudiantes universitarios italianos y españoles]","2024","Educacion XX1","27","1","","131","156","25","0","10.5944/educxx1.36969","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182469142&doi=10.5944%2feducxx1.36969&partnerID=40&md5=951f45538344883edbd6b7f067750179","Universidad de Sevilla, Spain; Università di Catania, Italy","Romero-Rodríguez S., Universidad de Sevilla, Spain; Mateos-Blanco T., Universidad de Sevilla, Spain; Moreno-Morilla C., Universidad de Sevilla, Spain; Zammitti A., Università di Catania, Italy","Employment and decent work for young people is one of the most urgent challenges in European policies, especially in those countries where youth unemployment rates are higher than the EU average, such as Spain and Italy. The scientific literature has shown how people’s conception of work affects their employment trajectory. This study aims, on the one hand, to describe the conception of work and decent work held by Spanish and Italian university students, and on the other hand, to identify the existence of possible differences in their conceptions. For this purpose, a mixed methods design («QUAL + QUAN») was chosen. The final sample consisted of 128 university students of Psychology and/or Pedagogy between 18 and 30 years of age. The results show that Italian and Spanish students have a reductionist view of the concept of work, mainly related to the economic aspect (salary/money/salary). Along the same lines, it was found that the concept of decent work is identified only with good economic remuneration, well-being and personal growth, and respect for minimum rights. On the other hand, aspects such as security, fairness and reconciliation of work and family life are secondary. The results also show a more optimistic view of Spaniards in relation to the possibility of finding a job and/or decent work in their own region, while Italians show a more mobile profile, considering that it is easier to find a job abroad. In conclusion, the analysis of this study reflects the need for dialogic interventions and reflective thinking about work and decent work with university students. Addressing sustainable employability and decent work in career development processes becomes a valuable tool for the promotion of an optimal and rewarding working life as future workers. © 2024, Univ Nacional de Educacion a Distancia (UNED). All rights reserved.","comparative analysis; decent work; mixed methods; sustainable employability; university students","","","","","","Celia Moreno-Morilla en la Universidad de Catania; proyectos de innovación Construyendo la carrera en la Universidad en la transición postpandemia, (2021/22, 2022/23, 23993-Convoc, 665-Convoc)","Este trabajo se ha podido realizar gracias a los proyectos de innovación Construyendo la carrera en la Universidad en la transición postpandemia (Ref. 23993-Convoc. 2021/22) y Construyendo carreras sostenibles orientadas hacia la transformación digital y el trabajo decente desde la universidad (Ref. 665-Convoc. 2022/23) del III y IV Plan Propio de Docencia de la Universidad de Sevilla. Asimismo, ha sido posible gracias a la estancia de investigación de las autoras Soledad Romero-Rodríguez y Celia Moreno-Morilla en la Universidad de Catania (Italia).","Ahmad F., Jhajj A. K., Stewart D. E., Burghardt M., Bierman A. 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L., The role of work in psychological health and well-being: a conceptual, historical, and public policy perspective, American Psychologist, 63, pp. 228-240, (2008); Blustein D. L., The importance of work in an age of uncertainty: the eroding work experience in America, (2019); Blustein D. L., Duffy R. D., Psychology of working theory, Career development and counseling, vol. 3: putting theory and research to work, pp. 201-236, (2020); Blustein D. L., Olle C, Connors-Kellgren A., Diamonti A. J., Decent work: a psychological perspective, Frontiers in Psychology, 7, 407, (2016); Blustein D. L., Kenny M. E., Autin K., Duffy R., The psychology of working in practice: a theory of change for a new era, The Career Development Quarterly, 67, 3, pp. 236-254, (2019); Blustein D. L., Kenny M. 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A., Autin K. L., The psychology of working theory, Journal of Counseling Psychology, 63, 2, pp. 127-148, (2016); Duffy R. D., Gensmer N., Allan B. A., Kim H. J., Douglass R. P., England J. W., Autin K. L., Blustein D. L., Developing, validating, and testing improved measures within the Psychology of Working Theory, Journal of Vocational Behavior, 112, pp. 199-215, (2019); Labour market statistics at regional level, (2022); Faul F., Erdfelder E., Lang A.-G., Buchner A., G*Power 3: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences, Behavior Research Methods, 39, pp. 175-191, (2007); Ferrari L., Nota L., Soresi S., Blustein D. L., Murphy K. A., Kenna A. C., Constructions of work among adolescents in transition, Journal of Career Assessment, 17, 1, pp. 99-115, (2009); Faul F., Erdfelder E., Buchner A., Lang A.-G., Statistical power analyses using G*Power 3.1: tests for correlation and regression analyses, Behavior Research Methods, 41, pp. 1149-1160, (2009); Fleuren B. P. I., de Grip A., Jansen N. W. H., Kant I., Zijlstra F. R. H., Critical reflections on the currently leading definition of sustainable employability, Scandinavian Journal of Work, Environment & Health, 42, 6, pp. 557-560, (2016); Fleuren B. P. I., de Grip A., Jansen N. W. H., Kant Ij., Zijlstra F. R. H., Unshrouding the sphere from the clouds: towards a comprehensive conceptual framework for sustainable employability, Sustainability, 12, 16, (2020); Fuchs C., Diamantopoulos A., Using single-item measures for construct measurement in management research: conceptual issues and application guidelines, Die Betriebswirtschaft, 69, 2, pp. 195-210, (2009); Guichard J., Pouyaud J., Processes of identity construction in liquid modernity: actions, emotions, identifications, and interpretations, Counseling and action: toward life-enhancing work, relationships, and identity, pp. 91-114, (2014); Gurbuz S., van Woerkom M., Kooij D. T. A. M., Demerouti E., van der Klink J. J. L., Brouwers E. P. 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L., Precarious lives: Job insecurity and well-being in rich democracies, (2018); Lo Presti A., Pluviano S., Looking for a route in turbulent waters: employability as a compass for career success, Organizational Psychology Review, 6, 2, pp. 192-211, (2016); Mazalin K., Parmac Kovacic M., Determinants of higher education students’ self-perceived employability, Drustvena Istrazivanja, 24, 4, pp. 509-529, (2015); McMahon M., Watson M, Career counselling and sustainable decent work: relationships and tensions, South African Journal of Education, 40, 1, (2020); Neupane S., Kyronlahti S., Prakash K. C., Siukola A., Kosonen H., Lumme-Sandt K., Nikander P., Nygard C. H., Indicators of sustainable employability among older Finnish postal service employees: a longitudinal study of age and time effects, Sustainability, 14, 9, (2022); Innovation and inclusive growth: decent work, enhanced employability and adequate job opportunities, (2016); Memoria del Director General: Trabajo decente, (1999); Global employment trends for youth 2022: investing in transforming futures for young people, (2022); Informe de los Objetivos de Desarrollo Sostenible 2019, (2019); Pereira S., Dos Santos N., Pais L., Empirical research on decent work: a literature review, Scandinavian Journal of Work and Organizational Psychology, 4, 1, pp. 1-15, (2019); Petruzziello G., Chiesa R., Mariani M. G., The storm doesn’t touch me!— The role of perceived employability of students and graduates in the pandemic era, Sustainability, 14, 7, (2022); Picco E., Gragnano A., Daghini A., Miglioretti M., Systematic review of intervention studies to foster sustainable employability core components: implications for workplace promotion, Sustainability, 14, 6, (2022); Purcell C., Garcia R., Indecent work? The rise of digital platform work in France and the United Kingdom, Decent work, pp. 99-112, (2021); Pouyaud J., For a psychosocial approach to decent work, Frontiers in Psychology, 7, pp. 1-14, (2016); Ribeiro M. A., Silva F. F., Figueiredo P. M., Discussing the notion of decent work: senses of working for a group of Brazilian workers without college education, Frontiers in Psychology, 7, (2016); Ribeiro M. A., Contribuições da psicologia para repensar o conceito de trabalho decente, Revista Psicologia: Organizações & Trabalho, 20, 3, pp. 1114-1121, (2020); Ribeiro M. A., Cardoso P. M., Duarte M. E., Machado B., Figueiredo P. M., de Oliveira Silva Foncati G., Perception of decent work and the future among low educated youths in Brazil and Portugal, Emerging Adulthood, pp. 1-9, (2020); Romero-Rodriguez S., Figuera-Gazo P., Freixa-Niella M., Llanes-Ordonez J., Adaptabilidad de la carrera en estudiantes universitarios: un estudio a través de entrevistas autobiográficas, Revista de Investigación Educativa, 37, 2, pp. 379-394, (2019); Rothwell A. T., Herbert I., Rothwell F. M., Self-perceived employability: construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, pp. 1-12, (2008); Smith R. W., Baranik L. E., Duffy R. D., Psychological ownership within psychology of working theory: a three-wave study of gender and sexual minority employees, Journal of Vocational Behavior, 118, (2020); Getting started with the SDGs in universities: a guide for universities, higher education institutions, and the academic sector, (2017); Strauss A., Corbin J., Basics of qualitative research, (1998); Thijssen J. G. L., van der Heijden B. I. J. M., Rocco T. S., Toward the employability–link model: current employment transition to future employment perspectives, Human Resource Development Review, 7, pp. 165-183, (2008); Valderrama-Hernandez R., Alcantara Rubio L., Sanchez-Carracedo F., Caballero D., Serrate S., Gil-Domenech D., Vidal-Ramontol S., Minano R., Does the Spanish university system teach sustainability? Perception of the students of four universities, Educación XX1, 23, 1, pp. 221-245, (2020); Uprichard E., Dawney L., Data diffraction: challenging data integration in mixed methods research, Journal of Mixed Methods Research, 13, 1, pp. 19-32, (2019); van der Klink J. J. L., Bultmann U., Burdorf A., Schaufeli W. B., Zijlstra F. R. H., Abma F. I., Brouwer S., van der Wilt G. J., Sustainable employability — definition, conceptualization, and implications: a perspective based on the capability approach, Scandinavian Journal of Work, Environment & Health, 42, 1, pp. 71-79, (2016); van Holland B. J., Reneman M. F., Soer R., Brouwer S., de Boer M. R., Effectiveness and cost-benefit evaluation of a comprehensive workers’ health surveillance program for sustainable employability of meat processing workers, Journal of Occupational Rehabilitation, 28, 1, pp. 107-120, (2018); Zammitti A., Magnano P., Santisi G., The concepts of work and decent work in relationship with self-efficacy and career adaptability: research with quantitative and qualitative methods in adolescence, Frontiers in Psychology, 12, (2021); Zammitti A., Moreno-Morilla C., Romero-Rodriguez S., Magnano P., Marcionetti J., Relationships between self-efficacy, job instability, decent work, and life satisfaction in a sample of Italian, Swiss, and Spanish students, European Journal of Investigation in Health, Psychology and Education, 13, 2, pp. 306-316, (2023)","S. Romero-Rodríguez; Universidad de Sevilla, Spain; email: sromero@us.es","","Univ Nacional de Educacion a Distancia (UNED)","","","","","","1139613X","","","","English","Educ. XX1","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85182469142"
"Zhao X.; Kung M.; Bista K.","Zhao, Xin (57195590517); Kung, Michael (56226063800); Bista, Krishna (57063087400)","57195590517; 56226063800; 57063087400","How UK PhD Programs Have Prepared International Students for Work: Perspectives of Chinese Doctoral Students in the Social Sciences","2024","Journal of International Students","14","1","","171","188","17","1","10.32674/jis.v14i2.5346","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180725889&doi=10.32674%2fjis.v14i2.5346&partnerID=40&md5=df94c190bfbbd7aee837abdde1555fe3","The University of Sheffield, United Kingdom; University of Florida, United States; Department of Advanced Studies, Leadership and Policy at Morgan State University, MD, United States","Zhao X., The University of Sheffield, United Kingdom; Kung M., University of Florida, United States; Bista K., Department of Advanced Studies, Leadership and Policy at Morgan State University, MD, United States","International doctoral students are an indispensable part of the increasingly globalized Higher Education Institutions and play a vital role in continually refreshing the host country’s research base and fostering cross-national research collaborations. Despite their contributions, most international student employability experiences have been centered on undergraduate and master’s students, and fewer studies have been undertaken to explore the employability experiences of those who study for a doctoral degree. The research team conducted two focus groups with Chinese international doctoral students studying social sciences at two British universities. The focus groups examined the students’ perceptions of their employability development within the PhD programs and identified areas for enhancing international doctoral student employability. Results highlight an urgent need for UK universities to develop effective channels to support Chinese doctoral student employability, focusing on supervisors as career mentors, developing graduate skills through fieldwork and teaching opportunities, and co-publications. © 2024, STAR Scholars Network. All rights reserved.","academic career; career preparation; Chinese doctoral students; international doctoral student employability","","","","","","","","Barry K. M., Woods M., Warnecke E., Stirling C., Martin A., Psychological health of doctoral candidates, study-related challenges and perceived performance, Higher Education Research & Development, 37, 3, pp. 468-483, (2018); Beasy K., Crawford J., Young S., Kelder J., A quantitative study on Australian doctoral students’ perceptions of employability preparedness: how gender and age matter, Journal of Further and Higher Education, pp. 1-15, (2022); Belcher J., Wuthrich V. M., Lowe C., Teachers use of fear appeals: Association with student and teacher mental health, British journal of educational psychology, 92, 2, pp. 610-626, (2022); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brown L., Holloway I., The adjustment journey of international postgraduate students at an English university: An ethnographic study, Journal of Research in International Education, 7, 2, pp. 232-249, (2008); Cardilini A. P., Risely A., Richardson M. F., Supervising the PhD: identifying common mismatches in expectations between candidate and supervisor to improve research training outcomes, Higher Education Research & Development, pp. 1-15, (2021); Cargill M., Gao X., Wang X., O'Connor P., Preparing Chinese graduate students of science facing an international publication requirement for graduation: Adapting an intensive workshop approach for early-candidature use, English for Specific Purposes, 52, pp. 13-26, (2018); Cornwall J., Mayland E. C., van der Meer J., Spronken-Smith R. A., Tustin C., Blyth P., Stressors in early-stage doctoral students, Studies in Continuing Education, 41, 3, pp. 363-380, (2019); Davis B., Fedeli M., Coryell J. E., International experiences to increase employability for education doctoral students. A Comparative Study, New Directions for Adult and Continuing Education, 163, pp. 147-161, (2019); Duke D. C., Denicolo P. M., What supervisors and universities can do to enhance doctoral student experience (and how they can help themselves), FEMS Microbiology Letters, 364, 9, (2017); Erichsen E. A., Bolliger D. U., Towards understanding international graduate student isolation in traditional and online environments, Educational Technology Research and Development, 59, 3, pp. 309-326, (2011); Edwards V., Ye D., A sociological exploration of the impact of study abroad on international PhD students' self-identity, Journal of Intercultural Communication, 47, (2018); Fajaryati N., Budiyono, Akhyar M., Wiranto, The Employability Skills Needed To Face the Demands of Work in the Future: Systematic Literature Reviews, Open Engineering, 10, 1, pp. 595-603, (2020); Finn D., From full employment to employability: a new deal for Britain’s unemployed?, International Journal of Manpower, 21, 5, pp. 384-399, (2000); Goodwin K., Mbah M., Enhancing the work placement experience of international students: Towards a support framework, Journal of Further and Higher Education, 43, 4, pp. 521-532, (2017); Grant B. 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M, Transnational Connections, Competences and Identities: Experiences of Chinese International Students after Their Return ‘Home’, British Educational Research Journal, 41, 6, pp. 947-970, (2015); Where do HE students come from?, (2021); Huang R., Turner R., International experience, universities support and graduate employability – perceptions of Chinese international students studying in UK universities, Journal of Education and Work, 31, 2, pp. 175-189, (2018); Humfrey C., The long and winding road: A review of the policy, practice and development of the internationalisation of higher education in the UK, Teachers and Teaching, 17, 6, pp. 649-661, (2011); Hutchinson S., Lawrence H., Filipovic-Carter D., Enhancing the Doctoral Experience: A guide for supervisors of international students, (2017); Jackson D., Exploring the Challenges Experienced by International Students during Work-integrated Learning in Australia, Asia Pacific Journal of Education, 37, 3, pp. 344-359, (2017); Jackson D., Michelson G., Factors Influencing the Employment of Australian PhD Graduates, Studies in Higher Education, 40, 9, pp. 1660-1678, (2015); Lazarte Elliot D., Reid K., Baumfield V., Searching for ‘a third space’: a creative pathway towards international PhD students’ academic acculturation, Higher Education Research & Development, 35, 6, pp. 1180-1195, (2016); Lei J., Hu G., Apprenticeship in Scholarly Publishing: A Student Perspective on Doctoral Supervisors’ Roles, Publications, 3, 1, pp. 27-42, (2015); Li L., Shen W., Xie A., Why students leave Chinese elite universities for doctoral studies abroad: Institutional habitus, career script and college graduates’ decision to study abroad, International Journal of Educational Development, 84, (2021); Liu H., Student Mobility and the Internationalisation of Higher Education in the UK, Knowledge Cultures, 9, 1, pp. 95-112, (2021); Kenway J., Bullen E., Self-representations of International Women Postgraduate Students in the Global University 'Contact Zone, Gender and Education, 15, 1, pp. 5-20, (2003); Kidman J., Manathunga C., Cornforth S., Intercultural PhD supervision: exploring the hidden curriculum in a social science faculty doctoral programme, Higher Education Research & Development, 36, 6, pp. 1208-1221, (2017); Manathunga C., Intercultural Postgraduate Supervision: Reimagining Time, Place and knowledge, (2014); Manathunga C., Pitt R., Critchley C., Graduate Attribute Development and Employment Outcomes:Tracking PhD Graduates, Assessment and Evaluation in Higher Education, 34, 1, pp. 91-103, (2009); Mackie S. A., Bates G. W., Contribution of the doctoral education environment to PhD candidates’ mental health problems: A scoping review, Higher Education Research & Development, 38, 3, pp. 565-578, (2019); McQuaid R. W., Lindsay C., The Concept of Employability, Urban Studies, 42, 2, pp. 197-219, (2005); Mu M., Commentary: Achieving Reasonable Evaluation and Utilization of Academic Journals, (2014); Nghia T.L.H., Pham T., Tomlinson M., Medica K., Thompson C.D., Developing and Utilising Employability Capitals: Graduates’ Strategies across Labour Markets, (2020); Platow M. J., PhD Experience and Subsequent Outcomes: A Look at Self-Perceptions of Acquired Graduate Attributes and Supervisor Support, Studies in Higher Education, 37, 1, pp. 103-118, (2012); Pudelko M., Tenzer H., Boundaryless careers or career boundaries? The impact of language barriers on academic careers in international business schools, Academy of Management Learning & Education, 18, 2, pp. 213-240, (2019); Qi H., Li F., Understanding the study experience of Chinese tourism doctoral students studying overseas, Journal of China Tourism Research, 17, 3, pp. 341-359, (2021); Qun D., Devine N., Exploring the implications of filial piety for Chinese doctoral students’ international mobility: A study in the New Zealand context, New Zealand Sociology, 33, 3, pp. 57-81, (2018); Quan R., Heb X., Sloana D., Examining Chinese postgraduate students’ academic adjustment in the UK higher education sector: a process-based stage model, Teaching in Higher Education, 21, 3, pp. 326-343, (2016); Schmidt M., Hansson E., Doctoral students’ well-being: a literature review, International journal of qualitative studies on health and well-being, 13, 1, (2018); Singh J. K. N., Fan. S. 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K., Yukhanaev A., Lu H., Employability and job search behavior: A six-wave longitudinal study of Chinese university graduates, Employee Relations, 39, 2, pp. 223-239, (2017); Young S., Kelder J. A., Crawford J., Doctoral employability: A systematic literature review and research agenda, Journal of Applied Learning & Teaching, 3, 1, pp. 1-11, (2020); Yang C. Y., Bai L., Psychological adjustment of Chinese PhD students: A narrative study, International Journal of Doctoral Studies, 15, pp. 595-614, (2020); Yorke M., Knight P., Embedding Employability into the Curriculum, (2006); Xu L., Chinese international doctoral students’ perceptions of publishing: a time–space perspective, Teaching in Higher Education, pp. 1-18, (2022); Xu L., Moving Between Fantasies, Fallacies and Realities: Students’ Perceptions of Supervisors’ Roles in Doctoral Publishing, Teaching in Higher Education, pp. 1-15, (2020); Zhao X., Cox A., Chinese students’ study in the UK and employability: the views of Chinese employers, students and alumni, and UK teachers, Journal of Education and Work, 35, 4, pp. 422-440, (2022); Zhao X., Kung M., What does it take to find a job today?: International Chinese doctoral student perspectives on domestic and international employment, Critical Perspectives on Equity and Social Mobility in Study Abroad: Interrogating Issues of Unequal Access and Outcomes, pp. 97-114, (2021); Zhao X., Kung M., Bista K., Ma Y., International Student Experiences and Graduate Employability: Perspectives and Issues, STAR Scholar Book Series, pp. 1-16, (2022); Zhao X., Xue W., From Online to Offline Education in a Post-pandemic Era: Challenges Encountered by International Students in UK universities, Frontiers in Psychology, 13, (2023)","","","STAR Scholars Network","","","","","","21623104","","","","English","J. int. Students","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85180725889"
"Butkovic A.; Brkovic I.; Buretic I.","Butkovic, Ana (6506148057); Brkovic, Irma (35408472100); Buretic, Ines (57986051300)","6506148057; 35408472100; 57986051300","The role of openness and cultural intelligence in students' intention to study abroad","2024","Journal of Applied Research in Higher Education","16","1","","236","245","9","1","10.1108/JARHE-06-2022-0201","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142866855&doi=10.1108%2fJARHE-06-2022-0201&partnerID=40&md5=2561c18df29ced7b6d07c505eb803dfc","Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia; Department of Pedagogical, Curricular and Professional Studies, Faculty of Education, University of Gothenburg, Gothenburg, Sweden","Butkovic A., Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia; Brkovic I., Department of Pedagogical, Curricular and Professional Studies, Faculty of Education, University of Gothenburg, Gothenburg, Sweden; Buretic I., Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia","Purpose: Higher education performance is boosted through cross-border cooperation and increased transnational mobility of students. In addition, exchange students have better employability skills after staying abroad compared to the students' peers. A number of studies have investigated factors that determine whether a student studies abroad. In this study, the authors focused on the role of personality trait openness to experience and cultural intelligence (CI) in explaining Croatian students' experience with and/or intention to travel abroad for studying purposes. Design/methodology/approach: The authors analyzed results from 482 students (M = 22.61, standard deviation (SD) = 2.24, 66% female), of whom 35% reported that they studied abroad or intended to study abroad. They filled in The Cultural Intelligence Scale and openness facets items from the International Personality Item Pool (IPIP-300) questionnaire. Findings: The authors conducted a hierarchical binary logistic regression analysis and found that students who were younger, had higher adventurousness and higher motivational CI were more likely to study abroad. Results of the mediation analysis showed that the association between openness to experience facet adventurousness and intention to study abroad was partially mediated by the motivational aspect of CI. Originality/value: This study contributes to the better understanding of complex interrelations between personality traits and CI in the context of higher education internationalization processes. This study offers unique insight into the mediating role CI has in the association between personality and mobility behavior. © 2022, Ana Butkovic, Irma Brkovic and Ines Buretic.","Cultural intelligence; Mediation analysis; Openness to experience; Students; Studying abroad","","","","","","","","Ang S., Van Dyne L., Koh C., Personality correlates of the four-factor model of cultural intelligence, Group and Organization Management, 31, 1, pp. 100-123, (2006); Ang S., Van Dyne L., Koh C., Ng K.Y., Templer K.J., Tay C., Chandrasekar N.A., Cultural intelligence: its measurement and effects on cultural judgment and decision making, cultural adaptation and task performance, Management and Organization Review, 3, 3, pp. 335-371, (2007); Anh K., Dang L., Ngoc N., Dat N., Ngoc Anh T., The impact of cultural intelligence on university students’ intention to study abroad: the role of perceived value, VNU Journal of Science: Education Research, 37, 2, (2021); Bakalis S., Joiner T.A., Participation in tertiary study abroad programs: the role of personality, International Journal of Educational Management, 18, 5, pp. 286-291, (2004); Costa P.T., McCrae R.R., Revised NEO Personality Inventory (NEO PI-R™) and NEO Five-Factor Inventory (NEO-FFI) Professional Manual, (1992); Depaula P.D., Castillo S.E., Cosentino A.C., Azzollini S.C., Personality, character strengths and cultural intelligence: extraversion or Openness as further factors associated to the cultural skills?, Avances en Psicología Latinoamericana, 34, 2, pp. 415-436, (2016); Earley P.C., Ang S., Cultural Intelligence: Individual Interactions across Cultures, (2003); Erez M., Lisak A., Harush R., Glikson E., Nouri R., Shokef E., Going global: developing management students’ cultural intelligence and global identity in culturally diverse virtual teams, Academy of Management Learning and Education, 12, 3, pp. 330-355, (2013); Erasmus Impact Study: Effects of Mobility on the Skills and Employability of Students and the Internationalisation of Higher Education Institutions, (2014); Mobility scoreboard: higher education background report 2018/19, (2020); Gokten O., Emil S., Exploring the effect of Erasmus program on cultural intelligence of university students, Hacettepe University Journal of Education, 34, 3, pp. 769-785, (2019); Goldberg L.R., An alternative ‘description of personality’: the Big-Five factor structure, Journal of Personality and Social Psychology, 59, 6, pp. 1216-1229, (1990); Goldberg L.R., Johnson J.A., Eber H.W., Hogan R., Ashton M.C., Cloninger C.R., Gough H.C., The international personality item pool and the future of public-domain personality measures, Journal of Research in Personality, 40, 1, pp. 84-96, (2006); Hauschildt K., Gwosc C., Schirmer H., Wartenbergh-Cras F., Social and economic conditions of student life in Europe: eurostudent VII synopsis of indicators 2018 – 2021, (2021); Hayes A.F., Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach, (2013); IBM SPSS Statistics for Windows, (2021); Iskhakova M., Bradly A., Whiting B., Lu V.N., Cultural intelligence development during short-term study abroad programmes: the role of cultural distance and prior international experience, Studies in Higher Education, (2021); Kurpis L.H., Hunter J., Developing students’ cultural intelligence through an experiential learning activity: a cross-cultural consumer behavior interview, Journal of Marketing Education, 39, 1, pp. 30-46, (2017); Larsen R., Buss D.M., Personality Psychology: Domains Of Knowledge about Human Nature, (2018); Leong C.-H., Predictive validity of the multicultural personality questionnaire: alongitudinal study on the socio-psychological adaptation of Asian undergraduates who took part in a study-abroad program, International Journal of Intercultural Relations, 31, 5, pp. 545-559, (2007); Li M., Mobley W.H., Kelly A., Linking personality to cultural intelligence: an interactive effect of openness and agreeableness, Personality and Individual Differences, 89, pp. 105-110, (2016); Luchkiw T.K., The role of personality and cultural intelligence in the desire to study abroad, (2013); Mottus R., Wood D., Condon D.M., Back M.D., Baumert A., Costantini G., Epskamp S., Greiff S., Johnson W., Lukaszewski A., Murray A., Revelle W., Wright A.G.C., Yarkoni T., Ziegler M., Zimmermann J., Descriptive, predictive and explanatory personality research: different goals, different approaches, but a shared need to move beyond the big few traits, European Journal of Personality, 34, 6, pp. 1175-1201, (2020); Nguyen A.-M.D., Jefferies J., Rojas B., Short term, big impact? Changes in self-efficacy and cultural intelligence, and the adjustment of multicultural and monocultural students abroad, International Journal of Intercultural Relations, 66, pp. 119-129, (2018); Niehoff E., Petersdotter L., Freund P.A., International sojourn experience and personality development: selection and socialization effects of studying abroad and the big five, Personality and Individual Differences, 112, pp. 55-61, (2017); Pasztor J., Cultural intelligence (CQ) and cultural exposure through mobility programs: an exploratory study, GiLE Journal of Skills Development, 1, 1, pp. 50-66, (2021); Richter J., Zimmermann J., Neyer F.J., Kandler C., Do sojourn effects on personality trait changes last? A five–year longitudinal study, European Journal of Personality, 35, 3, pp. 358-382, (2021); Schantl F., Investigating the relationship between the Big Five Personality Traits and tertiary-level students’ motivation to study abroad, (2017); Sevik U., The impact of short-term study abroad on cultural intelligence, Current Researches in Humanities and Social Sciences, pp. 274-290, (2020); Shu F., McAbee S.T., Ayman R., The HEXACO personality traits, cultural intelligence, and international student adjustment, Personality and Individual Differences, 106, pp. 21-25, (2017); Tabachnick B.G., Fidell L.S., Using Multivariate Statistics, (2007); Tonkovic Grabovac M., Jerneic Z., Galic Z., The effects of faking on the construct validity of personality questionnaires: a direct faking measure approach, Psychological Topics, 21, 3, pp. 455-472, (2012); Van Dyne L., Ang S., Koh C., Development and validation of the CQS: the cultural intelligence scale, Handbook of Cultural Intelligence: Theory, Measurement, and Applications, pp. 16-38, (2008); Vilar R., Liu J.H., Coelho G.L., Hanel P.H., Araujo R.C., Monteiro R.P., Gouveia V.V., On the road: personality and values of sojourners, Current Psychology, (2021); Vogtle E.M., 20 years of Bologna - a story of success, a story of failure: policy convergence and (non-) implementation in the realm of the Bologna Process, Innovation: The European Journal of Social Science Research, 32, 4, pp. 406-428, (2019); Zimmermann J., Neyer F.J., Do we become a different person when hitting the road? Personality development of sojourners, Journal of Personality and Social Psychology, 105, 3, pp. 515-530, (2013)","A. Butkovic; Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb, Zagreb, Croatia; email: abutkovic@ffzg.hr","","Emerald Publishing","","","","","","20507003","","","","English","J. Appl. Res. High. Edu.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85142866855"
"Mekonnen Yimer B.; Herut A.H.; Demissie M.M.; Bareke M.L.; Agezew B.H.; Dedho N.H.; Lebeta M.F.","Mekonnen Yimer, Berhanu (58866259700); Herut, Adane Hailu (57326622000); Demissie, Mesfin Molla (57326621900); Bareke, Misganu Legesse (57325862800); Agezew, Birhanu Haile (57326247900); Dedho, Negash Haile (57325487800); Lebeta, Mulugeta Fufa (57326805600)","58866259700; 57326622000; 57326621900; 57325862800; 57326247900; 57325487800; 57326805600","Trends of higher education enrolment, graduation, and employment in Ethiopia: an empirical analysis","2024","Cogent Education","11","1","2302623","","","","0","10.1080/2331186X.2024.2302623","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184254731&doi=10.1080%2f2331186X.2024.2302623&partnerID=40&md5=757eff6f99b52a3c4f512a8d99e4a832","Department of Curriculum & Instructional Supervision, Dilla University, Dilla, Ethiopia; Centre for Education Studies & Research, Dilla University, Dilla, Ethiopia; Department of Educational Planning & Management, Dilla University, Dilla, Ethiopia; Department of Economics, Dilla University, Dilla, Ethiopia","Mekonnen Yimer B., Department of Curriculum & Instructional Supervision, Dilla University, Dilla, Ethiopia; Herut A.H., Centre for Education Studies & Research, Dilla University, Dilla, Ethiopia; Demissie M.M., Department of Educational Planning & Management, Dilla University, Dilla, Ethiopia; Bareke M.L., Department of Educational Planning & Management, Dilla University, Dilla, Ethiopia; Agezew B.H., Department of Educational Planning & Management, Dilla University, Dilla, Ethiopia; Dedho N.H., Department of Economics, Dilla University, Dilla, Ethiopia; Lebeta M.F., Centre for Education Studies & Research, Dilla University, Dilla, Ethiopia","To deal with the dynamic nature of global and socioeconomic conditions, it is critical to rethink the interplay between the efficiency of the higher education system and the employability outcomes of graduates. The purpose of this study was to investigate trends in undergraduate enrolment, graduation, and employment in Ethiopia. It looked at data from the past 15 years of enrolment and graduation and unemployment trends. For enrolment, we used the ARIMA (0, 1, and 0), Holt–Winter, and Simple models. Results showed that enrolment increased dramatically, whereas graduation went the other way, and this pattern is expected to continue. It is expected that higher education enrolment and graduation will continue to rise over the next ten years, while labor market demand will fall. Rethinking competence-based and job-driven education policy formulation, strengthening graduation-labor market alignment, and sustaining development qualification systems were all strongly recommended as ways to improve these trends. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Arif H Kabir, Institute of Education and Research, University of Dhaka, Bangladesh; Continuing Professional Development; Curriculum Studies; Education Policy & Politics; Education Studies; Educational Research; employment; enrolment; Ethiopia; graduation; Higher Education; Higher education; Research Methods in Education; Theory of Education","","","","","","Office of Research and Dissemination; Office of Vice President for Research and Technology Transfer; RDO; RTTVP; Dilla University, DU","The research was funded by Dilla University under the broad heading ""Education and Development in Ethiopia: Existing Realities, Pressing Concerns, and Its Implications to Policy Reform,"" which is acknowledged by the authors. 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Age and experience in the graduate labour market, Higher Education Quarterly, 61, 1, pp. 57-82, (2007); Raphael S., Stoll M.A., Job sprawl and the suburbanization of poverty, (2010); Richardson S., Tang Q., Zhang L., Why are degrees getting longer? China’s higher education expansion in regional context, Comparative Education Review, 63, 4, pp. 539-566, (2019); Rothstein J., Unemployment insurance and job search in the great recession, Brookings Papers on Economic Activity, 2011, 2, pp. 143-213, (2011); Ruiz V., Delgado S., (2017); Sahlberg P., Finnish lessons 2.0: What can the world learn from educational change in Finland?., (2015); Shin J.C., Toutkoushian R.K., The past, present, and future of university rankings, University rankings: Theoretical basis, methodology and impacts on global higher education, pp. 1-16, (2011); Spielhofer T., Golden S., Evans K., Marshall H., Dolphin C., (2017); Teichler U., Does higher education matter? 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Mekonnen Yimer; Department of Curriculum & Instructional Supervision, Dilla University, Dilla, Ethiopia; email: berhanu.my@gmail.com","","Taylor and Francis Ltd.","","","","","","2331186X","","","","English","Cogent Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85184254731"
"Abina A.; Temeljotov Salaj A.; Cestnik B.; Karalič A.; Ogrinc M.; Kovačič Lukman R.; Zidanšek A.","Abina, Andreja (55658120200); Temeljotov Salaj, Alenka (55247399600); Cestnik, Bojan (8860413100); Karalič, Aram (55954313100); Ogrinc, Matevž (57889591500); Kovačič Lukman, Rebeka (16309842800); Zidanšek, Aleksander (55884739500)","55658120200; 55247399600; 8860413100; 55954313100; 57889591500; 16309842800; 55884739500","Challenging 21st-Century Competencies for STEM Students: Companies’ Vision in Slovenia and Norway in the Light of Global Initiatives for Competencies Development","2024","Sustainability (Switzerland)","16","3","1295","","","","","10.3390/su16031295","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184503655&doi=10.3390%2fsu16031295&partnerID=40&md5=4f3773ada3296dc8415282ff66a0192c","Jožef Stefan International Postgraduate School, Jamova cesta 39, Ljubljana, 1000, Slovenia; Department of Civil and Environmental Engineering, Faculty of Engineering, Norwegian University of Science and Technology, Trondheim, 7491, Norway; Temida d.o.o., Dunajska cesta 51, Ljubljana, 1000, Slovenia; Jožef Stefan Institute, Jamova cesta 39, Ljubljana, 1000, Slovenia; Faculty of Logistics, University of Maribor, Mariborska cesta 7, Celje, 3000, Slovenia; Faculty of Natural Sciences and Mathematics, University of Maribor, Koroška cesta 160, Maribor, 2000, Slovenia","Abina A., Jožef Stefan International Postgraduate School, Jamova cesta 39, Ljubljana, 1000, Slovenia; Temeljotov Salaj A., Department of Civil and Environmental Engineering, Faculty of Engineering, Norwegian University of Science and Technology, Trondheim, 7491, Norway; Cestnik B., Temida d.o.o., Dunajska cesta 51, Ljubljana, 1000, Slovenia, Jožef Stefan Institute, Jamova cesta 39, Ljubljana, 1000, Slovenia; Karalič A., Temida d.o.o., Dunajska cesta 51, Ljubljana, 1000, Slovenia; Ogrinc M., Jožef Stefan Institute, Jamova cesta 39, Ljubljana, 1000, Slovenia; Kovačič Lukman R., Faculty of Logistics, University of Maribor, Mariborska cesta 7, Celje, 3000, Slovenia, Faculty of Natural Sciences and Mathematics, University of Maribor, Koroška cesta 160, Maribor, 2000, Slovenia; Zidanšek A., Jožef Stefan International Postgraduate School, Jamova cesta 39, Ljubljana, 1000, Slovenia, Jožef Stefan Institute, Jamova cesta 39, Ljubljana, 1000, Slovenia, Faculty of Natural Sciences and Mathematics, University of Maribor, Koroška cesta 160, Maribor, 2000, Slovenia","Rapid technological innovations are changing the jobs that Science, Technology, Engineering, and Mathematics (STEM) students are employed in after completing their education. Therefore, employers are looking for applicants with skills beyond the specialised professional competencies that can be acquired in the chosen subjects during formal education. Higher education institutions (HEIs) have an important role to play in this process, as they endeavour to equip graduates with the skills and knowledge for future jobs. Our study aims to identify the key competencies that Slovenian and Norwegian companies expect from graduates of selected STEM degree programmes in both countries. Based on these findings, the participating HEIs can tailor their degree programmes to the employability requirements of companies. This study first analysed European and international recommendations and initiatives relevant to skills development in STEM employment and education. We selected 30 key competencies and included them in the questionnaires in which companies’ human resources managers (HRMs) defined their attitudes towards employability skills in the future. We focused on companies employing graduates of the Ecotechnologies and Civil and Environmental Engineering programmes of the participating HEIs. The analysis of the results showed that companies in the two countries have different attitudes towards skills. Four competencies were identified as more important in both countries: (i) management and design of processes, technologies, and people’s work, (ii) adaptation to changes, (iii) ability to manage uncertainty, and (iv) innovation. Based on the analysis, we have developed a framework of ten employability skills for STEM students. In addition, this study provides the basis for operating a decision support system (DSS) to monitor the development of students’ competencies. The DSS is being developed as part of the RESPO-VI project supported by the Norway Grants to better match the skills of STEM students as future job seekers with the needs of potential employers. The study’s results will also help other formal and non-formal education adapt their curricula and thus reduce the employability skill gaps between current STEM education and future labour market needs. © 2024 by the authors.","21st-century competencies; competency strategies; decision support system; higher education; STEM","Norway; Slovenia; decision support system; educational development; higher education; innovation; labor market; participatory approach; student; twenty first century","","","","","RESPO-VI, (C1541-22B710020)","This research includes results from the RESPO-VI project funded by Norway Grants and Slovenian national contributions, contract number C1541-22B710020.","Rayner G.M., Papakonstantinou T., Employer Perspectives of the Current and Future Value of STEM Graduate Skills and Attributes: An Australian Study, J. Teach. Learn. Grad. Employab, 6, pp. 110-125, (2015); Rayner G., Papakonstantinou T., The Nexus Between STEM Qualifications and Graduate Employability: Employers’ Perspectives, Int. J. Innov. Sci. Math. Educ, 24, pp. 1-13, (2016); McGunagle D., Zizka L., Employability Skills for 21st-Century STEM Students: The Employers’ Perspective, High. Educ. Ski. Work-Based Learn, 10, pp. 591-606, (2020); Zhan Z., Li Y., Mei H., Lyu S., Key Competencies Acquired from STEM Education: Gender-Differentiated Parental Expectations, Humanit. Soc. Sci. Commun, 10, (2023); Grega W., Pikon K., A New Education Model in Sustainable Energy, Int. J. Innov. Sustain. Dev, 12, (2018); Haleem A., Javaid M., Qadri M.A., Suman R., Understanding the Role of Digital Technologies in Education: A Review, Sustain. Op. Comput, 3, pp. 275-285, (2022); Chanwijit J., Lomwongpaiboon W., Dowjam O., Tangworakitthaworn P., Decision Support System for Targeting Higher Education, Proceedings of the 2016 Fifth ICT International Student Project Conference (ICT-ISPC), pp. 154-157; Sudarma M., Sudana A.A.K.O., Cahya I., Decision Support System for the Selection of Courses in the Higher Education Using the Method of Elimination Et Choix Tranduit La Realite, Int. J. Electr. Comput. Eng. IJECE, 5, pp. 129-135, (2015); Teixeira J., Alves S., Mariz P., Almeida F., Decision Support System for the Selection of Students for Erasmus+ Short-Term Mobility, Int. J. Educ. Manag, 37, pp. 70-84, (2022); Zhang S., You L., Research on Higher Education Intelligent Decision System Based on Data Mining, Proceedings of the 2021 4th International Conference on Information Systems and Computer Aided Education, pp. 2863-2871, (2021); Abina A., Cestnik B., Kovacic Lukman R., Zavernik S., Ogrinc M., Zidansek A., Transformation of the RESPO Decision Support System to Higher Education for Monitoring Sustainability-Related Competencies, Sustainability, 15, (2023); Abina A., Batkovic T., Cestnik B., Kikaj A., Kovacic Lukman R., Kurbus M., Zidansek A., Decision Support Concept for Improvement of Sustainability-Related Competences, Sustainability, 14, (2022); New Skills Agenda for Europe; European Skills Agenda for Sustainable Competitiveness, Social Fairness and Resilience, (2021); Digital Education Action Plan (2021–2027); Recommendation on Key Competences for Lifelong Learning, (2018); DigComp; Vuorikari R., Kluzer S., Punie Y., DigComp 2.2: The Digital Competence Framework for Citizens—With New Examples of Knowledge, Skills and Attitudes, (2022); Kick-Starts Work on the European Year of Skills; What Is ESCO?; EU Skills Panorama; Commission Launches Youth Employment Support: A Bridge to Jobs for the Next Generation; European Research Area (ERA); Towards a European Framework for Research Careers, (2011); A New European Innovation Agenda, (2022); Europass; European Education Area; Bell A., Building Effective Skills Strategies, (2022); The Future of Jobs Report 2020, (2020); Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions, Improving Competences for the 21st Century: An Agenda for European Cooperation on Schools, (2008); Hu W., Guo X., Toward the Development of Key Competencies: A Conceptual Framework for the STEM Curriculum Design and a Case Study, Frontiers in Education, (2021); Stehle S.M., Peters-Burton E.E., Developing Student 21st Century Skills in Selected Exemplary Inclusive STEM High Schools, Int. J. STEM Educ, 6, (2019); Jang H., Identifying 21st Century STEM Competencies Using Workplace Data, J. Sci. Educ. Technol, 25, pp. 284-301, (2016); Gonzalez-Perez L.I., Ramirez-Montoya M.S., Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review, Sustainability, 14, (2022); Lavi R., Tal M., Dori Y.J., Perceptions of STEM Alumni and Students on Developing 21st Century Skills through Methods of Teaching and Learning, Stud. Educ. Eval, 70, (2021); Soo Boon N., Exploring STEM Competences for the 21st Century, (2019); Butler D., McLoughlin E., O'Leary M., Kaya S., Costello E., Brown M., Towards the ATS STEM Conceptual Framework, (2020)","A. Abina; Jožef Stefan International Postgraduate School, Ljubljana, Jamova cesta 39, 1000, Slovenia; email: andreja.abina@mps.si","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85184503655"
"Tobback I.; Verhaest D.; Baert S.","Tobback, Ilse (57217488373); Verhaest, Dieter (14013329000); Baert, Stijn (55746145800)","57217488373; 14013329000; 55746145800","Internships, Hiring Outcomes and Underlying Mechanisms: A Stated Preferences Experiment","2024","Economist (Netherlands)","","","","","","","0","10.1007/s10645-023-09432-0","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182452271&doi=10.1007%2fs10645-023-09432-0&partnerID=40&md5=f578dc7d7ebdc0d5a37b311f2b1f1cb9","ECON Research Group and Research Institute for Work and Society (HIVA), KU Leuven, Parkstraat 47, Box 5300, Leuven, 3000, Belgium; ECON Research Group and Leuven Economics of Education Research, KU Leuven, Leuven, Belgium; Department of Economics, Ghent University, Ghent, Belgium","Tobback I., ECON Research Group and Research Institute for Work and Society (HIVA), KU Leuven, Parkstraat 47, Box 5300, Leuven, 3000, Belgium; Verhaest D., ECON Research Group and Leuven Economics of Education Research, KU Leuven, Leuven, Belgium; Baert S., Department of Economics, Ghent University, Ghent, Belgium","We identify the causal effects of three types of internships (mandatory intra-curricular, voluntary intra-curricular, and voluntary extra-curricular) among university graduates on job interview and hiring chances, and explore the mechanisms underlying these effects. To this end, we perform a vignette experiment among HR professionals in Belgium. Our results indicate that internships improve one’s job interview and hiring chances, with voluntary extra-curricular internships having the strongest effect. With respect to the mechanisms, we find that internships improve employers’ perceptions about the job seekers’ skills acquired during the educational career, their pre-existing abilities and motivations, and their knowledge of the job content and working conditions. The first two types of perceptions are also found to be strong predictors of the hiring outcomes. The effects of internships on hiring chances are not found to be reduced or reinforced by the presence of other work experiences (student work, volunteering). © 2024, Springer Science+Business Media, LLC, part of Springer Nature.","Employability; Human capital; Internships; Job opportunities; Matching; Signalling; Tertiary education; Work experience","","","","","","","","Arrow K., Higher education as a filter, Journal of Public Economics, 2, 3, pp. 193-216, (1973); Auspurg K., Hinz T., Factorial survey experiments, (2015); Baert S., Neyt B., Omey E., Verhaest D., Student work, educational achievement and later employment: A dynamic approach, Empirical Economics, 63, pp. 1605-1635, (2022); Baert S., Neyt B., Siedler T., Tobback I., Verhaest D., Student Internships and employment opportunities after graduation: A field experiment, Economics of Education Review, 83, pp. 1-11, (2021); Baert S., Verhaest D., Work hard or play hard? Degree class, student leadership and employment opportunities, Oxford Bulletin of Economics and Statistics, 83, 4, pp. 1024-1047, (2021); Becker G., Human capital, (1964); Bills D., Credentials, signals, and screens: explaining the relationship between schooling and job assignment, Review of Educational Research, 73, 4, pp. 441-469, (2003); Bittmann F., Zorn V.S., When choice excels obligation: About the effects of mandatory and voluntary internships on labour market outcomes for university graduates, Higher Education, 80, 1, pp. 75-93, (2020); Busby G., Tourism degree internships: A longitudinal study, Journal of Vocational Education & Training, 55, 3, pp. 319-334, (2003); Chen C.-T., Hu J.-L., Wang C.-C., Chen C., A study of the effects of internship experiences on the behavioural intentions of college students majoring in leisure management in Taiwan, Journal of Hospitality, Leisure, Sports & Tourism Education (pre-2012), 10, 2, pp. 61-73, (2011); Cobb-Clark D., Schurer S., The stability of big-five personality traits, Economics Letters, 115, pp. 11-15, (2012); Modernisation of higher education in Europe: Acesso, Retention and Employability, (2014); Cook S., Parker R., Pettijohn C., The perceptions of interns: A longitudinal case study, Journal of Education for Business, 79, 3, pp. 179-185, (2004); Cozzi G., Mantovan N., Sauer R., Does it pay to work for free? Negative selection & the wage returns to volunteer experience, Oxford Bulletin of Economics and Statistics, 79, 6, pp. 1018-1045, (2017); Di Stasio V., Education as a signal of trainability: Results from a vignette study with Italian employers, European Sociological Review, 30, 6, pp. 796-809, (2014); Di Stasio V., van de Werfhorst H., Why does education matter to employers in different institutional contexts? A vignette study in England and the Netherlands, Social Forces, 95, 1, pp. 77-106, (2016); Divine R., Linrud J., Miller R., Wilson J., Required internship programs in marketing: Benefits, challenges and determinants of fit, Marketing Education Review, 17, 2, pp. 45-52, (2007); Dulmer H., Experimental plans in factorial surveys: Random or quota design?, Sociological Methods & Research, 35, 3, pp. 382-409, (2007); Gault J., Redington J., Schlager T., Undergraduate business internships and career success: Are they related?, Journal of Marketing Education, 22, 1, pp. 45-53, (2000); Graetz G., On the interpretation of diploma wage effects estimated by regression discontinuity designs, Canadian Journal of Economics, 54, 1, pp. 228-258, (2021); Granovetter M., The strength of weak ties, American Journal of Sociology, 78, 6, pp. 1360-1380, (1973); Gregg P., Tominey E., The wage scar from male youth unemployment, Labour Economics, 12, 4, pp. 487-509, (2005); Hainmueller J., Hangartner D., Yamamoto T., Validating vignette and conjoint survey experiments against real-world behavior, Proceedings of the National Academy of Sciences, 112, 8, pp. 2395-2400, (2015); Hanley N., Mourato S., Wright R., Choice modelling approaches: A superior alternative for environmental valuation?, Journal of Economic Surveys, 15, 3, pp. 435-462, (2001); Hu L.-T., Bentler P., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6, 1, pp. 1-55, (1999); Huang F., Cornell D., Using multilevel factor analysis with clustered data: Investigating the factor structure of the positive values scale, Journal of Psychoeducational Assessment, 34, 1, pp. 3-14, (2016); Humburg M., Van der Velden R., Skills and the graduate recruitment process: Evidence from two discrete choice experiments, Economics of Education Review, 49, pp. 24-41, (2015); The Demand for Interns, NBER Working Paper Series, No. 26729, 1-52, National Bureau of Economic Research., (2020); Jovanovic B., Job matching and the theory of turnover, Journal of Political Economy, 87, 5, pp. 972-990, (1979); Kahneman D., Slovic P., Tversky A., Judgment under uncertainty: Heuristics and biases, (1982); Klein M., Weiss F., Is forcing them worth the effort? benefits of mandatory internships for graduates from diverse family backgrounds at labour market entry, Studies in Higher Education, 36, 8, pp. 969-987, (2011); Kristof-Brown A., Perceived applicant fit: Distinguishing between recruiters' perceptions of person-job and person-organization fit, Personnel Psychology, 53, 3, pp. 643-671, (2000); Liechti F., Fossati F., Bonoli G., Auer D., The signalling value of labour market programmes, European Sociological Review, 33, 2, pp. 257-274, (2017); Margaryan S., Saniter N., Schumann M., Siedler T., Do internships pay off? The effects of student internships on earnings, Journal of Human Resources, 57, 4, pp. 1242-1275, (2022); Mincer J., Investment in human capital and personal income distribution, Journal of Political Economy, 66, pp. 282-302, (1958); Mutz D.C., Population-based survey experiments, (2011); Neyt B., Verhaest D., Navarini L., Baert S., The impact of internship experience on schooling and labour market outcomes, Cesifo Economic Studies, 68, 2, pp. 127-154, (2022); Nunley J., Pugh A., Romero N., Seals R., College major, internship experience, and employment opportunities: Estimates from a résumé audit, Labour Economics, 38, pp. 37-46, (2016); Werk Zoeken En Vinden Op De Arbeidsmarkt [Looking for and Finding Work on the Labour Market, (2019); Riach P., Rich J., An experimental investigation of sexual discrimination in hiring in the english labor market, Advances in Economic Analysis & Policy, 5, 2, (2006); Ryan P., The school-to-work transition: A cross-national perspective, Journal of Economic Literature, 39, 1, pp. 34-92, (2001); Spence M., Job market signaling, Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Spence M., Signaling in retrospect and the informational structure of markets, American Economic Review, 92, 3, pp. 434-459, (2002); Stiglitz J., Weiss A., Sorting Out the Differences Between Screening and Signalling Models, In Mathematical Models in Economics, (1990); Stiglitz J., The theory of screening, education, and the distribution of income, American Economic Review, 65, 3, pp. 283-300, (1975); Tobback I., Verhaest D., Baert S., Student access to apprenticeships: Evidence from a vignette experiment, Industrial Relations: A Journal of Economy and Society, 59, 3, pp. 435-465, (2020); Tsai W.-C., Chi N.-W., Huang T.-C., Hsu A.-J., The effects of applicant résumé contents on recruiters' hiring recommendations: The mediating roles of recruiter fit perceptions, Applied Psychology, 60, 2, pp. 231-254, (2011); Van Belle E., Caers R., Cuypers L., De Couck M., Neyt B., Van Borm H., Baert S., What do student jobs on graduate CVs signal to employers?, Economics of Education Review, 75, (2020); Van Belle E., Di Stasio V., Caers R., De Couck M., Baert S., Why Are employers put off by long spells of unemployment?, European Sociological Review, 34, 6, pp. 694-710, (2018); Verhaest D., Baert S., The effects of workplace learning in higher education on employment and match quality: Is there an early-career trade-off?, Empirical Economics, 55, 3, pp. 1229-1270, (2018); Wallander L., 25 years of factorial surveys in sociology: A review, Social Science Research, 38, 3, pp. 505-520, (2009); Weiss A., Human capital vs. signalling explanations of wages, Journal of Economic Perspectives, 9, 4, pp. 133-154, (1995); Weiss F., Klein M., Grauenhorst T., The effects of work experience during higher education on labour market entry: Learning by doing or an entry ticket?, Work, Employment & Society, 28, 5, pp. 788-807, (2014)","I. Tobback; ECON Research Group and Research Institute for Work and Society (HIVA), KU Leuven, Leuven, Parkstraat 47, Box 5300, 3000, Belgium; email: Ilse.Tobback@KULeuven.be","","Springer","","","","","","0013063X","","ECNMA","","English","Economist","Article","Article in press","","Scopus","2-s2.0-85182452271"
"Trembach S.","Trembach, Stan (56257415600)","56257415600","Employability of Library and Information Science (LIS) School Graduates: Library Leadership Perspective","2024","Journal of Library Administration","64","2","","148","167","19","","10.1080/01930826.2024.2305070","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184393623&doi=10.1080%2f01930826.2024.2305070&partnerID=40&md5=d978f1a6ec90a460d27b98b8fd667920","School of Library and Information Management, Emporia State University, Emporia, KS, United States","Trembach S., School of Library and Information Management, Emporia State University, Emporia, KS, United States","This article presents the results of a survey of library and information professionals in positions of leadership regarding the skills and knowledge expected of MLS program graduates seeking employment in their organizations. The survey demonstrates that, as libraries and other information agencies continue to expand their role as a vital resource within a community, academic institution, or business, it is critical for prospective library employees to develop a balanced array of competencies that combines soft skills, such as adaptability, leadership potential and team orientation, as well as hard technical skills that have traditionally been important for daily library operations. © 2024 The Author(s). Published with license by Taylor & Francis Group, LLC.","career development; hard and soft skills; Library management","","","","","","","","Brine A., Feather J., Supporting the development of skills for information professionals, Education for Information, 20, 3-4, pp. 253-262, (2002); Cimatti B., Definition, development, assessment of soft skills and their role for the quality of organizations and enterprises, International Journal for Quality Research, 10, 1, (2016); Ciszek M.P., Moving from diversity to equity and inclusion with social justice as the goal, Diversity, equity, and inclusion in action: Planning, leadership, and programming, pp. 1-12, (2020); Cooke N., Information services to diverse populations: Developing culturally competent library professionals, (2017); Creswell J.W., Research design: Qualitative, quantitative, and mixed methods approaches, (2018); Davis C., Librarianship in the 21st century–crisis or transformation?, Public Library Quarterly, 27, 1, pp. 57-82, (2008); Deyrup M.M., Delozier A., A Case study on the current employment status of new M.L.S. graduates, Current Studies in Librarianship, 25, 1-2, pp. 21-38, (2001); Dole W.V., Murych J.M., Liebst A., Assessment: A core competency for library leaders, Library Leadership & Management, 19, 3, pp. 125-132, (2005); Dorsey-Elson L., Et al., Teaching and learning as “Canvas ambassadors” during the COVID-19 pandemic: Faculty experiences at one historically Black college and university, Journal of Interdisciplinary Studies in Education, 10, 1, pp. 1-15, (2021); Dworkin J., Hessel H., Gliske K., Rudi J.H., A comparison of three online recruitment strategies for engaging parents, Family Relations, 65, 4, pp. 550-561, (2016); Gaha U., Hall S., Sustainable use of social media in libraries, Codex: The Journal of the Louisiana Chapter of the ACRL, 3, 2, pp. 47-67, (2015); Gonzalez M., Workforce competencies: Focus on urban public libraries, Library Trends, 59, 1-2, pp. 269-287, (2010); Harrison A., Burress R., Velasquez S., Schreiner L., Social media use in academic libraries: A phenomenological study, The Journal of Academic Librarianship, 43, 3, pp. 248-256, (2017); Haycock K., Sheldon B.E., The portable MLIS: Insights from the experts, (2008); Henricks S.A., Henricks-Lepp G.M., Desired characteristics of management and leadership for public library directors as expressed in job advertisements, Journal of Library Administration, 54, 4, pp. 277-290, (2014); Hussain S., Xuetong W., Hussain T., Impact of skilled and unskilled labor on project performance using structural equation modeling approach, Sage Open, 10, 1, (2020); Katz R.L., Skills of an effective administrator, (2009); Kamysbayeva A., Koryakov A., Garnova N., Glushkov S., Klimenkova S., E-learning challenge studying the COVID-19 pandemic, International Journal of Educational Management, 35, 7, pp. 1492-1503, (2021); Koh K., Abbas J., Competencies for information professionals in learning labs and makerspaces, Journal of Education for Library and Information Science, 56, 2, pp. 114-129, (2015); Livingston E., Desai A., Berkwits M., Sourcing personal protective equipment during the COVID-19 pandemic, JAMA, 323, 19, pp. 1912-1914, (2020); Lowell K.E., Computer literacy as a formal requirement in library science education, Journal of Education for Library and Information Science, 38, 3, pp. 191-199, (1997); Lubis F.R., Hanum F., Organizational culture, 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019), pp. 88-91, (2020); Lussky J., Employer demands for cataloger and cataloger-like librarians and implications for LIS, Journal of Education for Library and Information Science, 49, 2, pp. 116-127, (2008); Lyu W., Liu J., Soft skills, hard skills: What matters most? Evidence from job postings, Applied Energy, 300, (2021); Martin J., Workplace engagement of librarians and library staff, Journal of Library Administration, 60, 1, pp. 22-40, (2020); Martz B., Cata T., Students’ perception of IS academic programs, IS careers, and outsourcing, Journal of Education for Business, 84, 2, pp. 118-125, (2008); Matteson M.L., Anderson L., Boyden C., Soft skills”: A phrase in search of meaning, Portal: Libraries and the Academy, 16, 1, pp. 71-88, (2016); Mehta D., Wang X., COVID-19 and digital library services: A case study of a university library, Digital Library Perspectives, 36, 4, pp. 351-363, (2020); Millhollan C., A phenomenological study of factors that influence project manager efficacy: The role of soft skills and hard skills in IT-centric project environments (Publication No. 3702340), (2015); Morgan J.C., Farrar B., Owens I., Documenting diversity among working LIS graduates, Library Trends, 58, 2, pp. 192-214, (2009); Nicholson K., Collaborative, creative, participative: Trends in public library innovation, Public Library Quarterly, 38, 3, pp. 331-347, (2019); Nwankwo E.P., Librarians’ emerging skills for the 21st century information service delivery in academic libraries in Nigeria, Library Research Journal, 5, pp. 8-14, (2020); Papp R., Technology skills in demand: A survey of job advertisements in New England (ED431417), (1998); Pineteh E.A., Using virtual interactions to enhance the teaching of communication skills to information technology students, British Journal of Educational Technology, 43, 1, pp. 85-96, (2012); Piper C., Wilairat S., A survey of MLIS student experiences with graduate employment in libraries, Journal of Library Administration, 61, 8, pp. 978-995, (2021); Rotolo D., Hicks D., Martin B.R., What is an emerging technology?, Research Policy, 44, 10, pp. 1827-1843, (2015); Tenopir C., Allard S., Frame M., Birch B., Baird L., Sandusky R., Langseth M., Hughes D., Lundeen A., Research data services in academic libraries: Data intensive roles for the future?, Journal of eScience Librarianship, 4, 2, (2015); Trembach S., Deng L., A window of opportunity: Sustained excellence in academic library response to the challenges of COVID-19, College & Undergraduate Libraries, 29, 1-2, pp. 1-22, (2022); Venkatesh V., Brown S.A., Bala H., Bridging the qualitative-quantitative divide: Guidelines for conducting mixed methods research in information systems, MIS Quarterly, 37, 1, pp. 21-54, (2013); Yadav A.K., The essential skills and competencies of LIS professionals in the digital age: Alumni perspectives survey, Global Knowledge, Memory and Communication, 71, 8-9, pp. 837-856, (2022)","S. Trembach; Emporia State University, School of Library and Information Management, Emporia, United States; email: strembac@emporia.edu","","Routledge","","","","","","01930826","","","","English","J. Libr. Adm.","Article","Final","","Scopus","2-s2.0-85184393623"
"Ellena A.M.; Marzana D.; Pozzi M.","Ellena, Adriano Mauro (57221818477); Marzana, Daniela (36680337900); Pozzi, Maura (20436659000)","57221818477; 36680337900; 20436659000","Strategies for Engaging and Outreaching NEETs in Italy: Insights From Active Labour Policies","2024","Politics and Governance","12","","7499","","","","1","10.17645/pag.7499","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184171429&doi=10.17645%2fpag.7499&partnerID=40&md5=f1c2477af959e22800eb1b90b46ac230","Department of Psychology, Università Cattolica del Sacro Cuore, Italy; CERISVICO (Research Centre on Community Development and Organisational Quality of Life), Università Cattolica del Sacro Cuore, Italy","Ellena A.M., Department of Psychology, Università Cattolica del Sacro Cuore, Italy, CERISVICO (Research Centre on Community Development and Organisational Quality of Life), Università Cattolica del Sacro Cuore, Italy; Marzana D., Department of Psychology, Università Cattolica del Sacro Cuore, Italy, CERISVICO (Research Centre on Community Development and Organisational Quality of Life), Università Cattolica del Sacro Cuore, Italy; Pozzi M., Department of Psychology, Università Cattolica del Sacro Cuore, Italy, CERISVICO (Research Centre on Community Development and Organisational Quality of Life), Università Cattolica del Sacro Cuore, Italy","Outreaching and engaging young people who are not in education, employment, or training (i.e., NEETs) represents a significant challenge for public policies. They often belong to marginalized and disadvantaged categories and find themselves isolated with low levels of trust in the future, in their capacities of finding a job, and, above all, in institutions. Much research has emphasized how insufficient and unsuitable the strategies used so far have proved to be. However, there is a lack of clear mapping in the literature of what approaches have been suggested and addressed by the different guidelines. This study explores the strategies that a specific active labour policy uses to intercept and engage vulnerable youth and NEETs. This research employed a qualitative methodology that centres on the examination of official documents of the regional plans for the guaranteed employability of workers (Garanzia di Occupabilità dei Lavoratori). To conduct the analysis, the MAXQDA software package was utilized, and a content document analysis was implemented. Three main themes emerged from the analysis: capillarity of services, digitalization, and communication, each with its respective sub‐themes. These themes provide valuable insights into the current strategies employed to engage vulnerable NEET youth, as well as other demographic categories, highlighting the potential strengths and weaknesses of these policies. The study holds the potential to contribute significantly to the development of more targeted and sustainable public policies, aiming to address the challenges faced by vulnerable NEET youth in Italy. © 2024 by the author(s), licensed under a Creative Commons Attribution 4.0 International License (CC BY).","active labour policy; guaranteed employability for workers; Italy; NEETs; vulnerable youth","","","","","","Norway Grants Fund for Youth Employment; European Environment Agency, EEA","This article was supported by the TRACK‐IN—Public Employment Services Tracking Effectiveness in Supporting Rural NEETs. This project is funded by Iceland, Liechtenstein, and Norway through the EEA and Norway Grants Fund for Youth Employment.","Acocella N., La piena occupazione in Italia: Un miraggio?, Rivista Economica del Mezzogiorno, 36, 3, pp. 751-762, (2022); Aina C., Brunetti I., Mussida C., Scicchitano S., Even more discouraged? The NEET generation at the age of Covid‐19, (2021); Alfieri S., Marzana D., Pozzi M., Pugliese V., Calloni L., Come riattivare i giovani NEET: Alcuni spunti di riflessione a partire da “buone prassi, Psicologia di Comunità, 2020, 1, pp. 29-46, (2020); Andrei F., Mancini G., Agostini F., Epifanio M. S., Piombo M. A., Riolo M., Spicuzza V., Neri E., Lo Baido R., La Grutta S., Trombini E., Quality of life and job loss during the Covid‐19 pandemic: Mediation by hopelessness and moderation by trait emotional intelligence, International Journal of Environmental Research and Public Health, 19, 5, (2022); Braun V., Clarke V., Reflecting on reflexive thematic analysis, Qualitative Research in Sport, Exercise and Health, 11, 4, pp. 589-597, (2019); Bynner J., Parsons S., Social exclusion and the transition from school to work: The case of young people not in education, employment, or training (NEET), Journal of Vocational Behavior, 60, 2, pp. 289-309, (2002); Carta F., De Philippis M., The impact of the Covid‐19 shock on labour income inequality: Evidence from Italy, (2021); Cefalo R., Scandurra R., Territorial disparities in youth labour market chances in Europe, Regional Studies, Regional Science, 8, 1, pp. 228-238, (2021); Coalter F., Theeboom M., Truyens J., Developing a programme theory for sport and employability programmes for NEETs, International Journal of Sport Policy and Politics, 12, 4, pp. 679-697, (2020); Consolazio D., Sarti S., Terraneo M., Celata C., Russo A. G., The impact of school closure intervention during the third wave of the Covid‐19 pandemic in Italy: Evidence from the Milan area, Plos One, 17, 7, (2022); Ellena A. M., Aresi G., Marta E., Pozzi M., Post‐traumatic growth dimensions differently mediate the relationship between national identity and interpersonal trust among young adults: A study on Covid‐19 crisis in Italy, Frontiers in Psychology, 11, (2021); Ellena A. M., Marta E., Simoes F., Fernandes-Jesus M., Petrescu C., Soft skills and psychological well‐being: A study on Italian rural and urban NEETs, Calitatea Vieții, 32, 4, pp. 352-370, (2021); Esposito M., Di Carluccio C., Attivazione, inclusione e condizionalità nel PNRR, Lavoro e diritto, 37, 2, pp. 279-308, (2023); Faioli M., Matchmaking: La tecnologia avanzata per il mercato del lavoro, Lavoro e diritto, 37, 2, pp. 333-352, (2023); Fiaschi D., Tealdi C., Young people between education and the labour market during the Covid‐19 pandemic in Italy, International Journal of Manpower, 43, 7, pp. 1719-1757, (2022); Fiorenzato E., Cona G., One‐year into Covid‐19 pandemic: Decision‐making and mental‐health outcomes and their risk factors, Journal of Affective Disorders, 309, pp. 418-427, (2022); Giannoni M., Vainieri M., Bosa I. 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O., Jensen C., Youth outside the labour force—Perceived barriers by service providers and service users: A mixed method approach, Children and Youth Services Review, 81, pp. 148-156, (2017); Parola A., Rossi A., Tessitore F., Troisi G., Mannarini S., Mental health through the Covid‐19 quarantine: A growth curve analysis on Italian young adults, Frontiers in Psychology, 11, (2020); Pastore F., Choudhry M. T., Determinants of school to work transition and Covid‐19, International Journal of Manpower, 43, 7, pp. 1487-1501, (2022); Petrescu C., Ellena A. 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Report del Consiglio Nazionale dei Giovani, pp. 109-120, (2022); Rosina A., Marta E., Marzana D., Ellena A. M., Cerruti G., Intercettare i NEET: Strategie di prossimità, L’osservatorio Giovani, (2021); Saraceno C., La riforma ponte del Reddito di cittadinanza, Social Policies, 10, 1, pp. 149-154, (2023); Sergi V., Cefalo R., Kazepov Y., Young people’s disadvantages on the labour market in Italy: Reframing the NEET category, Journal of Modern Italian Studies, 23, 1, pp. 41-60, (2018); Siza R., In the midst of the Covid‐19 pandemic: Economic insecurity and coping strategies of Italian households, International Journal of Sociology and Social Policy, 42, pp. 298-312, (2022); Srivastava S., Agarwal N., Psychological & social effects of pandemic Covid‐19 on education system, business growth, economic crisis & health issues globally, Globus‐An International Journal of Management and IT, 11, 2, pp. 40-45, (2020)","A.M. Ellena; Department of Psychology, Università Cattolica del Sacro Cuore, Italy; email: adrianomauro.ellena@unicatt.it","","Cogitatio Press","","","","","","21832463","","","","English","Polit. Gov.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85184171429"
"García-Castanedo J.; Corrales-Garay D.; Rodríguez-Sánchez J.-L.; González-Torres T.","García-Castanedo, Jorge (58779392100); Corrales-Garay, Diego (57204236518); Rodríguez-Sánchez, José-Luis (57205394985); González-Torres, Thais (57211938240)","58779392100; 57204236518; 57205394985; 57211938240","The ideathon as an instrument for entrepreneurial education in university contexts","2024","International Journal of Management Education","22","1","100926","","","","0","10.1016/j.ijme.2023.100926","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180564761&doi=10.1016%2fj.ijme.2023.100926&partnerID=40&md5=c57e400df827675c5175ca0e194aca83","Universidad Rey Juan Carlos, Paseo de los Artilleros, s/n, Madrid, 28032, Spain","García-Castanedo J., Universidad Rey Juan Carlos, Paseo de los Artilleros, s/n, Madrid, 28032, Spain; Corrales-Garay D., Universidad Rey Juan Carlos, Paseo de los Artilleros, s/n, Madrid, 28032, Spain; Rodríguez-Sánchez J.-L., Universidad Rey Juan Carlos, Paseo de los Artilleros, s/n, Madrid, 28032, Spain; González-Torres T., Universidad Rey Juan Carlos, Paseo de los Artilleros, s/n, Madrid, 28032, Spain","The purpose of this study is to provide support for the use of ideathons as a useful tool in entrepreneurial education, enhancing the practical perspective of students and constituting a sound basis for generating collaborative ecosystems in universities. The objectives include exploring and describing the main steps and issues in organising this type of event. Considering the descriptive nature of the phenomenon and the first-hand information available, the case study approach has been used. To do so, a number of interviews have been conducted with high-level management positions with extensive experience in the university and in private companies. As a result, we provide a set of guidelines for organising and running successful ideathons in social sciences: (1) planning, (2) budgeting, (3) training, (4) running the competition, and (5) networking and benefits. A successful ideathon should help improve the reputation of the institution. Students can also increase their employability due to enhanced entrepreneurial skills and their interaction with real companies during the competition. Considering the scarcity of studies addressing ideathon, from a theoretical and empirical point of view, we offer a social sciences approach to idea-generation events, which have traditionally been covered from technical areas (IT domain). © 2023 The Authors","Entrepreneurial education; Hackathon; Ideathon; Open innovation; Sustainable entrepreneurship; University","","","","","","V Plan de Fomento de la Investigación; Universidad Rey Juan Carlos, URJC","Planning concerns the selection of the topic or problem requiring a solution. This problem or situation must be real and taken from the social, economic, or environmental landscape and aligned with the mission and goals of the higher education institution. It is also crucial to involve internal and external actors (departments, students, companies) in organising and publicising the event. Budgeting is also crucial for projecting credibility and ensuring financial support from the university and other actors, which includes the prizes. 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Corrales-Garay; Universidad Rey Juan Carlos, Madrid, Paseo de los Artilleros, s/n, 28032, Spain; email: diego.corrales@urjc.es","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85180564761"
"Tian J.; He G.","Tian, Jiandong (57216652828); He, Guifang (57216656467)","57216652828; 57216656467","Research on innovative teaching to enhance the employability of college students based on the “five Links and Six steps” method","2024","Ain Shams Engineering Journal","","","102677","","","","","10.1016/j.asej.2024.102677","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184769353&doi=10.1016%2fj.asej.2024.102677&partnerID=40&md5=c9abc465891b07f3b42fa514aa6722a1","Suzhou Vocational Institute of Industrial Technology, Jiangsu, 215104, China","Tian J., Suzhou Vocational Institute of Industrial Technology, Jiangsu, 215104, China; He G., Suzhou Vocational Institute of Industrial Technology, Jiangsu, 215104, China","A talent training model takes occupation as its guiding principle, the enhancement of students’ competitive ability with respect to employment as goal, and market demand as its operating platform. A six-step teaching method, including consultation, planning, decision-making, implementation, inspection and evaluation, was integrated into the practical ability training system, which consists of five steps: basic skills training, professional skills training, comprehensive skills training, comprehensive productive skills training and postjob practice. Combinations of study work and theory with practice were developed to improve college students' comprehensive vocational skills. Analytical research was conducted to investigate students' vocational skill scores using the Markov chain model, and the analysis and evaluation results of the teaching effects of the new and old teaching models were obtained. The research results showed that this method achieved good results and that the students’ mastery of basic knowledge, basic skills, professional skills, comprehensive skills and comprehensive productive skills improved. © 2024 THE AUTHORS","Core employability; Five Links and Six Steps method; Improvement; Markov chain model; Talent training mode","Decision making; Markov processes; College students; Core employability; Five link and six step method; Improvement; Markov chain models; Skill training; Step method; Talent training mode; Talent trainings; Training mode; Students","","","","","Jiangsu Provincial Department of Education, (2023JSJG653, JCKT-C-20210505)","This research was financially supported by the Jiangsu Provincial Department of Education , China, project number JCKT-C-20210505 and 2023JSJG653 . ","Bai J., The Enlightenment of German dual system vocational education model on the construction of modern apprenticeship system in China, Comp Knowledge and Technol, 14, 9, pp. 115-117, (2018); Borah D., Malik K., Massini S., Teaching-focused university–industry collaborations: determinants and impact on graduates’ employability competencies, Res Policy, 50, 3, (2021); Dong H., Liu Q., Lin J., Countermeasures to improve the autonomous learning ability of applied engineering students based on the cultivation of innovative quality, Contemporary Educational Theory and Practice, 8, 1, pp. 81-83, (2016); Estefania H., Rosa R., Ines C., Fatima N., Yeray R., Efficacy of an intervention program to improve employability of university students, Span J Psychol, 20, 3, pp. 1-11, (2017); Fu M., An effective mechanism to improve the technical and teaching literacy of “double qualified” teachers, Modern Vocational Education, 5, pp. 22-23, (2017); Gregory R., Maja R., Combining quality work-integrated learning and career development learning through the use of the SOAR model to enhance employability, Asia-Pacific J Cooperative Education, 18, 2, pp. 129-139, (2017); Li W., Teaching reform and practice of the integration of theory and practice in the course of “motor and electrical control technology”, Education and Teaching Forum, 31, pp. 105-106, (2017); Liu H., Construction and application of task driven case teaching method, Jiangsu Higher Education, 4, pp. 71-73, (2016); Liu H., Fang S., Zhang Z., Li D., Lin K., Wang J., Mfdnet: collaborative poses perception and matrix fisher distribution for head pose estimation, IEEE Trans Multimedia, 24, pp. 2449-2460, (2021); Liu H., Liu T., Chen Y., Zhang Z., Li Y.F., EHPE: skeleton cues-based gaussian coordinate encoding for efficient human pose estimation, IEEE Trans Multimedia, pp. 1-12, (2023); Liu H., Liu T., Zhang Z., Kumar A., ARHPE: asymmetric relation-aware representation learning for head pose estimation in industrial human-machine interaction, IEEE Trans Ind Inf, 18, 10, pp. 7107-7117, (2022); Liu H., Nie H., Zhang Z., Li Y.F., Anisotropic angle distribution learning for head pose estimation and attention understanding in human-computer interaction, Neurocomputing, 433, pp. 310-322, (2021); Liu H., Zhang C., Deng Y., Liu T., Zhang Z., Li Y., Orientation cues-aware facial relationship representation for head pose estimation via transformer, IEEE Trans Image Process, 32, pp. 6289-6302, (2023); Liu H., Zhang C., Deng Y., Xie B., Liu T., Zhang Z., Et al., TransIFC: invariant cues-aware feature concentration learning for efficient fine-grained bird image classification, IEEE Trans Multimedia, pp. 1-14, (2023); Liu H., Zheng C., Li D., Shen X., Lin K., Wang J., Et al., EDMF: efficient deep matrix factorization with review feature learning for industrial recommender system, IEEE Trans Industrial Inform, 18, 7, pp. 4361-4371, (2022); Liu H., Zheng C., Li D., Zhang Z., Lin K., Shen X., Et al., Multi-perspective social recommendation method with graph representation learning, Neurocomputing, 468, pp. 469-481, (2022); Liu T., Yang B., Liu H., Ju J., Tang J., Subramanian S., Et al., GMDL: toward precise head pose estimation via Gaussian mixed distribution learning for students’ attention understanding, Infrared Phys Technol, 122, (2022); Luo J., A dynamic evaluation model for foreign language teaching based on Markov Chain, Foreign Language Teaching Theory and Practice, 1, pp. 26-33, (2020); Mao Z., Application of “six step teaching method” in the field of electronic component installation and detection learning, Occupation, 4, 2, pp. 61-63, (2022); Nair P.R., Increasing employability of Indian engineering graduates through experiential learning programs and competitive programming: case study, Procedia Comput Sci, 172, pp. 831-837, (2020); Olojuolawe S.R., Fadila N.B.M.A., Latif A.A., Soft skills needed by electrical technology students for 21st century jobs, Int J Entrepreneurial Res, 2, 3, pp. 14-21, (2019); Pang Z., University professional talents training on student employment and school quality in the big data era, Big Data Analytics for Cyber-Physical System in Smart City, pp. 156-163, (2021); Wang M., Practice and thinking of dual apprenticeship, modern apprenticeship and new apprenticeship in enterprises, J Jinan Vocational College, 1, (2020); Yang F., Exploration and practice of the integrated teaching mode of “theory, reality and emptiness” — taking the disassembly and assembly teaching of injection mold as an example, Occupation, 3, pp. 78-79, (2020); Zhang R., Wei L., Yang A., Teaching practice and exploration of “combination of work and learning, unity of knowledge and practice”, Occupation, 9, 3, pp. 32-33, (2015); Zhu L., The application of Markov chain model in student learning evaluation, J Inner Mongolia Normal University (education Science Edition), 28, 8, pp. 115-117, (2015)","J. Tian; Suzhou Vocational Institute of Industrial Technology, Jiangsu, 215104, China; email: tjd168@163.com","","Ain Shams University","","","","","","20904479","","","","English","Ain Shams Eng. J.","Article","Article in press","All Open Access; Gold Open Access","Scopus","2-s2.0-85184769353"
"Piwowar-Sulej K.; Bąk-Grabowska D.","Piwowar-Sulej, Katarzyna (56835774100); Bąk-Grabowska, Dominika (56177671200)","56835774100; 56177671200","Developing future competencies of people employed in non-standard forms of employment: employers’ and employees’ perspective","2024","Personnel Review","","","","","","","0","10.1108/PR-10-2023-0841","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183356368&doi=10.1108%2fPR-10-2023-0841&partnerID=40&md5=be5ad48865d1160d21c720a47e04b15a","Wroclaw University of Economics and Business, Wroclaw, Poland","Piwowar-Sulej K., Wroclaw University of Economics and Business, Wroclaw, Poland; Bąk-Grabowska D., Wroclaw University of Economics and Business, Wroclaw, Poland","Purpose: The aim of this study is to analyze the differences between non-standard forms of employment (FoE) (i.e. dependent self-employment/business-to-business/B2B contract and contract of mandate) in terms of investing in the development of future competencies by employees and employers. This study also examined additional factors which influence these investments. Design/methodology/approach: To collect data, the computer-assisted telephone interview technique was used. 200 employees from different companies located in Poland participated in this study, wherein each of the above-mentioned FoEs (i.e. dependent self-employment and contract of mandate) was represented by 100 people. The Chi-Square test and multivariate logistic regression analysis were used in the statistical analyses. Findings: In the case of only 2 out of 14 competencies, there were statistically significant differences between the two groups of respondents: the employers financed training courses for B2B employees more frequently than for mandate contract workers. Moreover, in only one case there was a statistically significant difference: the self-employed financed training courses themselves more often than mandate contract workers. This study revealed an important impact of other variables such as respondents’ age, education level, parental status and industry on the training activities undertaken by employers and employees. Originality/value: Although the issue of developing future competencies is important, there is little research examining this problem in the context of people who work in non-standard FoE. Moreover, previous research primarily focused on identifying differences between people working under employment contracts and the self-employed. This article fills these research gaps as well as shows that more factors should be considered in the research models to get a deeper insight into the problem of non-standard FoEs. © 2024, Katarzyna Piwowar-Sulej and Dominika Bąk-Grabowska.","Civil contract; Employability; Employment; Future competencies; Sustainable human resource management","","","","","","","","Al-Ghazali B.M., Afsar B., Green human resource management and employees' green creativity: the roles of green behavioral intention and individual green values, Corporate Social Responsibility and Environmental Management, 28, 1, (2020); Aljohani N.R., Aslam A., Khadidos A.O., Hassan S.-U., Bridging the skill gap between the acquired university curriculum and the requirements of the job market: a data-driven analysis of scientific literature, Journal of Innovation & Knowledge, 7, 3, (2022); Aust I., Matthews B., Muller-Camen M., Common good HRM: a paradigm shift in sustainable HRM?, Human Resource Management Review, 30, 3, (2019); Bak-Grabowska D., Zarządzanie Zasobami Ludzkimi W Warunkach Stosowania Niestandardowych Form Zatrudnienia, (2016); Baluku M.M., Balikoowa R., Bantu E., Otto K., Applying self-determination theory to explaining differences in career commitment between self-employed and salaried employees, Journal of Entrepreneurship in Emerging Economies, 12, 5, pp. 593-619, (2020); Bernstrom V.H., Drange I., Mamelund S.-E., Employability as an alternative to job security, Personnel Review, 48, 1, pp. 234-248, (2019); Brana F.-J., A fourth industrial revolution? 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"Yepes Zuluaga S.M.","Yepes Zuluaga, Sara Maria (57224202377)","57224202377","Socio-emotional competencies as predictors of employability in engineering","2024","Higher Education, Skills and Work-based Learning","14","1","","146","161","15","0","10.1108/HESWBL-02-2023-0025","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166541339&doi=10.1108%2fHESWBL-02-2023-0025&partnerID=40&md5=fb035b662c7f0f08ff661d7afdf134e6","Facultad de Ingenierías, Instituto Tecnológico Metropolitano, Medellin, Colombia","Yepes Zuluaga S.M., Facultad de Ingenierías, Instituto Tecnológico Metropolitano, Medellin, Colombia","Purpose: In the current labour context, employability is an important tool for recently graduated who are entering the labour market and must face major challenges that include a decrease in job opportunities, the rapid evolution of technology, and the need for lifelong learning. Design/methodology/approach: This study analyses the impact of the socio-emotional competencies of 470 senior students and graduates of five engineering majors at a higher education institution in Medellín, Colombia. In the sample examined, the data were analysed using inferential statistics and structural equation modelling (SEM). Findings: Emotional intelligence (EI) was proven to be a predictor of engineers' employability, which, in turn, depends on three factors: personal strengths that increase employment potential, self-perceived employment opportunities, and career development as a realization of employment potential. Originality/value: These results show that the higher education system should implement activities to develop students' EI competencies, thus providing them with powerful tools to deal with different situations in the labour market. © 2023, Emerald Publishing Limited.","Engineering; Higher education; Professional development; Self-perceived employability; Social–emotional competencies","","","","","","Instituto Tecnológico Metropolitano, ITM","This study was supported by the Instituto Tecnológico Metropolitano under an Educational Leave of Absence for Doctoral Study (contract signed in January 2020). ","Ashford S.J., Taylor M.S., Adaptation to work transitions: an integrative approach, Research in Personnel and Human Resources Management, 8, pp. 1-39, (1990); Bar-On R., Parker J., The Emotional Quotient Inentory: Youth Version, (2000); Basco A.I., Belisario de Azevedo M.H., Kersner S., Harraca M., América Latina en Movimiento. 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Yepes Zuluaga; Facultad de Ingenierías, Instituto Tecnológico Metropolitano, Medellin, Colombia; email: sarayepes@itm.edu.co","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85166541339"
"Wang Y.G.; Wang I.T.","Wang, Yu Guo (58784811300); Wang, I Ta (58785330200)","58784811300; 58785330200","Music major students' perception toward Chinese higher education curriculum in employability preparation","2024","Education and Training","","","","","","","0","10.1108/ET-05-2023-0171","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180899792&doi=10.1108%2fET-05-2023-0171&partnerID=40&md5=c7edffc79ef18d82d33eb6ef94f7176f","Music Department, Faculty of Creative Arts, Universiti Malaya, Kuala Lumpur, Malaysia","Wang Y.G., Music Department, Faculty of Creative Arts, Universiti Malaya, Kuala Lumpur, Malaysia; Wang I.T., Music Department, Faculty of Creative Arts, Universiti Malaya, Kuala Lumpur, Malaysia","Purpose: With a focus on undergraduate music major students in China, the study sought to examine how higher music education institutions prepare professional knowledge, professional skills and soft skills in relevance to music students' employability. Design/methodology/approach: The quantitative survey engaged 359 music students from five music institutions in Western China to report their perceptions toward music curriculum related to employability. The current study examined whether their perception varied based on their gender, location, school, educational background and professional option purpose. Findings: Perception differences in the music curriculum were observed across gender, schools, educational background and professional option purpose. School differences were the most significant among all five factors, followed by professional option purpose, educational background and gender. The location difference was insignificant among the five factors. There were insufficient opportunities for community and industrial engagement in higher music education. Originality/value: The current study provides an insight into the higher music education curriculum for employability preparation in current China. This is one of the limited empirical studies in Western China to investigate music students' perceptions of professional knowledge and skills and the soft skill line with employability. The findings can serve as a reference for prospective employees in the music industry, policymaking and curriculum design and future research. © 2023, Emerald Publishing Limited.","Employability; Higher music education; Professional knowledge and skills; Soft skills","","","","","","","","Abd Majid M.Z., Hussin M., Norman M.H., Kasavan S., The employability skills among students of Public Higher Education Institution in Malaysia, Geografia, 16, 1, pp. 36-45, (2020); Ain C.T., Sabir F., Willison J., Research skills that men and women developed at university and then used in workplaces, Studies in Higher Education, 44, 12, pp. 2346-2358, (2019); Behle H., Students' and graduates' employability. 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Perceptions of students, faculty, and employers on the value of essential technical and employable skills, Education Sciences, 12, 10, (2022); Guven U.Z., Hoping for the best, preparing for the worst: a sociological study on being a musician in Turkey, Journal of Economy Culture and Society, 61, 1, pp. 139-155, (2020); Jackson D., Employability skill development in work-integrated learning: barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Khamis H., Measures of association: how to choose?, Journal of Diagnostic Medical Sonography, 24, 3, pp. 155-162, (2008); Lai H.Y., How do piano students prepare for employment, JinGu Creative Literature, 6, pp. 89-90, (2020); Li Y.Y., Study on the current situation of Chinese music education employment market and the existing integration pathway, Literati and Artist of China, 1, (2020); Liang W.G., Innovation on music performance professionals training pathway for in higher music education, Journal of Educational Institute of Jilin Province, 1, pp. 118-121, (2019); 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Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Occup-ational Outlook Handbook, (2018); Wang F., An empirical study on the structure optimization of higher education students' employability based on supply and demand coupling, (2018); Wang L.G., Study on the students employment of higher education in Northeast China, (2018); Wang Y., Analysis of the requirements and situation of music professionals seeking employment, Employment and Security, 11, pp. 53-54, (2020); Wang Y.F., Wang J., Thinking on the employment of music hig-her education graduates under the new employment environment, Modern Music, 2, pp. 60-62, (2021); Wang Z., Wong K., Factors influencing the career intentions of music performance students: an integrated model analysis, International Journal of Music Education, 40, 4, pp. 554-570, (2022); Weston D., The value of ‘Soft Skills’ in popular music education in nurturing musical livelihoods, Music Education Research, 22, 5, pp. 527-540, (2020); Xing Y.N., Overview on career development of graduates of China Conservatory of Music, Art E-Ducation, 6, pp. 271-272, (2019); Yang Y.L., Yang Y.F.T., Current situation and reflections on professional guitar education in China, Journal of Xinghai Conservatory of Music, 1, pp. 154-158, (2021); Zhao M.J., On the current employment situation and countermeasures of music education graduates, 10, pp. 152-153, (2019); Zhao J., A Study on the relationship between psychological capital an-d Employability of music students: case study on Shenyang Conservator- y of Music, [], in Shenyang Municipal Committee of the Communist Party of China, Shenyang Mun- icipal People's Government and International Academy of Production Engine-ring and China Mechanical Engineering Society, pp. 847-857, (2019); Zhou Q., Research on the Employment of Higher Education Students in China since the New Century, (2020)","I.T. Wang; Music Department, Faculty of Creative Arts, Universiti Malaya, Kuala Lumpur, Malaysia; email: wangita@um.edu.my","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Article in press","","Scopus","2-s2.0-85180899792"
"Weißmann R.; Grimmel-Bruhns A.; Busacker C.M.; Loth F.L.C.","Weißmann, Regina (57214248297); Grimmel-Bruhns, Annette (58848474800); Busacker, Corinna Manuela (58849162300); Loth, Fanny Lara Clara (58849392800)","57214248297; 58848474800; 58849162300; 58849392800","Enhancing Early Risk Detection for Reduced Earning Capacity: The Development of the padaCura App","2024","Social Sciences","13","1","1","","","","0","10.3390/socsci13010001","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183379860&doi=10.3390%2fsocsci13010001&partnerID=40&md5=cf7491efd280e83fce8f0d3441cd7f6d","Psychological Diagnostics and Assessment, Catholic University of Eichstätt-Ingolstadt, Ostenstraße 25, Eichstätt, 85072, Germany; Pro Arbeit—Kreis Offenbach—Kommunales Job Center, Max-Planck-Straße 1-3, Dreieich, 63303, Germany; Jobnet.AG, Luisenstraße 41, Berlin, 10117, Germany","Weißmann R., Psychological Diagnostics and Assessment, Catholic University of Eichstätt-Ingolstadt, Ostenstraße 25, Eichstätt, 85072, Germany; Grimmel-Bruhns A., Pro Arbeit—Kreis Offenbach—Kommunales Job Center, Max-Planck-Straße 1-3, Dreieich, 63303, Germany; Busacker C.M., Jobnet.AG, Luisenstraße 41, Berlin, 10117, Germany; Loth F.L.C., Psychological Diagnostics and Assessment, Catholic University of Eichstätt-Ingolstadt, Ostenstraße 25, Eichstätt, 85072, Germany","In Germany, 1.7 million individuals received reduced earning capacity pensions in 2020, but reintegrating them into the labor market remains challenging. For individuals who have a reduced earning capacity, this often leads to adverse consequences (e.g., low quality of life, poverty, social stigma). The project ‘Cooperation for prevention, fitness and health in the job center (KOPF22)’ focuses on early risk detection and prevention strategies for clients of the job center (who are recipients of Citizen’s Income) as they face various challenges in maintaining their ability to work. The padaCura App, a key component of the project, assesses the risk of reduced earning capacity using an ICF-based questionnaire. It offers immediate feedback reports to clients, categorizing their risk levels and suggesting actions in plain language with visual aids. Since the project emphasizes the client’s autonomy and voluntary participation, clients decide how to proceed with their results. If they decide to cooperate with the job center, then several offers for prevention and intervention measures can be used to increase employability. The first evaluations of the app and the questionnaire demonstrate its effectiveness in differentiating between employable persons and incapacitated individuals. Future developments should focus on enhancing the result reports to include more targeted interventions and on collaboration between employment support resources and healthcare systems to meet clients’ needs. © 2023 by the authors.","app development; biopsychosocial model; digitalization; ICF; implementation; labor market; questionnaire; reduced earning capacity; social inclusion; vocational rehabilitation","","","","","","","","Becker S., Gehlen A., Geyer J., Haan P., Reform of reduced earning capacity pension cuts risk of poverty, but comes late, DIW Weekly Report, 13, pp. 123-198, (2023); Bethge M., Egner U., Streibelt M., Radoschewski F.M., Spyra K., Risikoindex Erwerbsminderungsrente (RI-EMR) [Risk index reduced earning capacity pension (RI-EMR)], Bundesgesundheitsblatt, 54, pp. 1221-1228, (2011); Bockerman P., Hyytinen A., Kaprio J., Maczulskij T., If you drink, don’t smoke: Joint associations between risky health behaviors and labor market outcomes, Social Science and Medicine, 207, pp. 55-63, (2018); Brage S., Donceel P., Falez F., Development of ICF core set for disability evaluation in social security, Disability and Rehabilitation, 18, pp. 1392-1396, (2008); Briest J., Gesundheitszustand, Inanspruchnahme von Gesundheitsleistungen und Einstellung zur Rückkehr ins Erwerbsleben bei zeitlich befristeten Erwerbsminderungsrentnern [Health condition, health care utilisation and attitude towards return to work in individuals receiving temporary disability pension], Das Gesundheitswesen, 82, pp. 794-800, (2020); Dannenmaier J., Tepohl L., Immel D., Hartschuh U., Kaluscha R., Krischak G., Effekt der Rehabilitation auf den verzögerten Eintritt in die Berentung aufgrund von Erwerbsminderung [Effect of rehabilitation on the delayed entry into the retirement due to reduced earning capacity], Die Rehabilitation, 59, pp. 10-16, (2020); Ebener M., Hasselhorn H.M., Validation of short measures of work ability for research and employee surveys, International Journal of Environmental Research and Public Health, 16, (2019); Bekanntmachung. Förderrichtlinien für das Bundesprogramm “Innovative Wege zur Teilhabe am Arbeitsleben—Rehapro” zur Umsetzung von §1 des Neunten Sozialgesetzbuchs, (2018); Die Rentenbestände in der gesetzlichen Rentenversicherung in der Bundesrepublik Deutschland, (2021); Finger M.E., Escorpizo R., Tennant A., Measuring work-related functioning using the Work Rehabilitation Questionnaire (WORQ), International Journal of Environmental Research and Public Health, 16, (2019); Finger M.E., Escorpizo R., Glassel A., Gmunder H.P., Luckenkemper M., Chan C., Fritz J., Studer U., Ekholm J., Konstanjsek N., Et al., ICF Core Set for vocational rehabilitation: Results of an international consensus conference, Disability and Rehabilitation, 34, pp. 429-438, (2012); Gedikli C., Miraglia M., Connolly S., Bryan M., Watson D., The relationship between unemployment and wellbeing: An updated meta-analysis of longitudinal evidence, European Journal of Work and Organizational Psychology, 32, pp. 128-144, (2022); Grotkamp S., Cibis W., Bruggemann S., Coenen M., Gmunder H.P., Keller K., Nuchtern E., Schwegler U., Seger W., Staubli S., Et al., Personal factors classification revisited: A proposal in the light of the biopsychosocial model of the World Health Organization (WHO), The Australian Journal of Rehabilitation Counselling, 26, pp. 73-91, (2020); Hagen C., Himmelreicher R.K., Erwerbsminderungsrente in Deutschland—Ein unterschätztes Risiko (?) [Reduced earning capacity pension in Germany—An underestimated risk (?)], Vierteljahreshefte zur Wirtschaftsforschung, 83, pp. 115-138, (2014); Hollederer A., Arbeitslosigkeit und Gesundheit [Workloss and health], Mitteilungen aus der Arbeitsmarkt- und Berufsforschung, 35, pp. 411-428, (2002); Huikari S., Korhonen M., The impact of unemployment on well-being: Evidence from the Regional Level Suicide Data in Finland, Social Indicators Research, 128, pp. 1103-1119, (2015); Kockerling E., Sauzet O., Hesse B., Korner M., Razum O., Return to Work aus einer zeitlich befristeten Erwerbsminderungsrente [Return to work after temporary disability pension], Das Gesundheitswesen, 82, pp. 894-900, (2020); Norstrom F., Waenerlund A.-K., Lindholm L., Nygren R., Sahlen K.-G., Brydsten A., Does unemployment contribute to poorer health-related quality of life among Swedish adults?, BMC Public Health, 19, (2019); Rollnick S., Miller W.M., What is Motivational Interviewing?, Behavioural and Cognitive Psychotherapy, 23, pp. 325-334, (1995); Roski C., Romppel M., Grande G., Risikofaktoren der Erwerbsminderungsberentung aufgrund psychischer Erkrankungen—Eine systematische Übersichtsarbeit [Risk factors for disability pensioning caused by mental disorders—A systematic review], Das Gesundheitswesen, 79, pp. 472-483, (2017); Schuntermann M., The implementation of the International Classification of Functioning, Disability and Health in Germany: Experiences and problems, International Journal of Rehabilitation Research, 28, pp. 93-102, (2005); Selb M., Escorpizo R., Konstanjsek N., Stucki G., Ustun T.B., Cieza A., A guide on how to develop an International Classification of Functioning, Disability and Health Core Set, European Journal of Physical and Rehabilitation Medicine, 51, pp. 105-117, (2015); Tornroos K., Bernhard-Oettel C., Leineweber C., Perceived employability trajectories: A Swedish cohort study, Journal of Occupational Health, 59, pp. 336-344, (2017); Unger F., Sann U., Promoting Self-Determination and Motivation as Leadership Skills: A Didactics to Strengthen Autonomy Support and the Importance of Role Models in Social Work Management Education, Handbook of Applied Teaching and Learning in Social Work Management Education. Theories, Methods, and Practices in Higher Education, pp. 5-16, (2023); Ustun T.B., Chatterji S., Konstanjsek N., Rehm J., Kennedy C., Epping-Jordan J., Saxena S., von Korff M., Pull C., Developing the World Health Organization Disability Assessment Schedule 2.0, Bulletin of the World Health Organization, 88, pp. 815-823, (2010); ICF: International Classification of Functioning, Disability and Health, (2001); Zschucke E., Lippke S., Erwerbsminderungsrente und Rückkehr ins Erwerbsleben aus Sicht der Betroffenen, (2017)","R. Weißmann; Psychological Diagnostics and Assessment, Catholic University of Eichstätt-Ingolstadt, Eichstätt, Ostenstraße 25, 85072, Germany; email: regina.weissmann@ku.de","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","20760760","","","","English","Soc. Sci.","Article","Final","","Scopus","2-s2.0-85183379860"
"Picco E.; Gragnano A.; Miglioretti M.","Picco, Eleonora (57209343007); Gragnano, Andrea (56113414400); Miglioretti, Massimo (24465583300)","57209343007; 56113414400; 24465583300","Italian Entertainment Professionals’ Sustainable Employability: What Factors to Consider? A Network Analysis","2024","Sustainability (Switzerland)","16","2","663","","","","0","10.3390/su16020663","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183169900&doi=10.3390%2fsu16020663&partnerID=40&md5=e5b0c49bc49f734eda23777a61c64ce2","Department of Psychology, University of Milano-Bicocca, Milano, 20126, Italy","Picco E., Department of Psychology, University of Milano-Bicocca, Milano, 20126, Italy; Gragnano A., Department of Psychology, University of Milano-Bicocca, Milano, 20126, Italy; Miglioretti M., Department of Psychology, University of Milano-Bicocca, Milano, 20126, Italy","Sustainable employability (SE) refers to a worker’s extensive set of capabilities to make a valuable and healthy contribution over time. Due to the high fragmentation and precariousness of their working conditions, entertainment professionals’ SE is at risk. Methods: By considering valuable work, health, productivity, and long-term perspective capabilities as expressing entertainment professionals’ SE, this study explored the unique pattern of associations among entertainment professionals’ SE, conversion factors at personal (i.e., intrinsic motivation) and contextual levels (i.e., work–health balance external support and health climate, SE policies and social policies), and SE outcomes (i.e., life and job satisfaction and task performance), descriptive and network analyses were conducted in a sample of 123 Italian entertainment professionals. Results: Italian entertainment professionals’ SE was associated with factors at all levels of conversion. Conversion factors at the organizational level (i.e., SE policies and social policies) had a higher predictability (i.e., practical potential) in the SE network, compared to factors at the personal level (i.e., intrinsic motivation). Conclusion. This study added empirical evidence to SE models based on the capability approach, by showing the central role of contextual factors in the development of an extensive set of entertainment professionals’ capabilities. © 2024 by the authors.","conversion factors; entertainment professionals; network analysis; precariousness; sustainable employability","employment; network analysis; sampling; social policy; sustainability; working conditions","","","","","","","Van der Klink J., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R.H., Abma F.I., Brouwer S., van der Wilt G.J., Sustainable employability—Definition, conceptualization, and implications: A perspective based on the capability approach, Scand. J. Work Environ. Health, 42, pp. 71-79, (2015); Fugate M., Kinicki A., Ashforth B., Employability: A psychosocial construct, its dimensions, and applications, J. Vocat. 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Revealing Paradoxical Tensions and Responses in the Process of Adopting Innovative Employability Enhancing Policies and Practices in Organizations, Ger. J. Hum. Resour. Manag, 29, pp. 235-258, (2015); Fleuren B., de Grip A., Jansen N., Kant I., Zijlstra F., Unshrouding the Sphere from the Clouds: Towards a Comprehensive Conceptual Framework for Sustainable Employability, Sustainability, 12, (2020)","E. Picco; Department of Psychology, University of Milano-Bicocca, Milano, 20126, Italy; email: eleonora.picco@unimib.it","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85183169900"
"Feng J.; Wang D.; Huang L.; Zhang R.","Feng, Jie (55468570900); Wang, Danni (56100674100); Huang, Lei (57013746500); Zhang, Ruoyong (23974078200)","55468570900; 56100674100; 57013746500; 23974078200","Hidden treasures or red flags? A recruiter's view of (not) hiring former entrepreneurs into corporate jobs","2024","Personnel Psychology","77","1","","109","129","20","3","10.1111/peps.12607","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162156539&doi=10.1111%2fpeps.12607&partnerID=40&md5=dfff58cd2a442b1c2af324e7237cadef","School of Management and Labor Relations, Rutgers University, New Brunswick, NJ, United States; Department of Management and Global Business, Rutgers Business School, Newark and New Brunswick, Rutgers University, Newark, NJ, United States; Department of Management, Raymond J. Harbert College of Business, Auburn University, Auburn, AL, United States; School of Management, Lanzhou University, Lanzhou, China","Feng J., School of Management and Labor Relations, Rutgers University, New Brunswick, NJ, United States; Wang D., Department of Management and Global Business, Rutgers Business School, Newark and New Brunswick, Rutgers University, Newark, NJ, United States; Huang L., Department of Management, Raymond J. Harbert College of Business, Auburn University, Auburn, AL, United States; Zhang R., School of Management, Lanzhou University, Lanzhou, China","Entrepreneurs may enter the labor market to seek alternative employment opportunities, and their job applications are gaining increasing attention. With a focus on the recruiting side, we leverage the role congruity theory to examine how recruiters with various characteristics and backgrounds assess former entrepreneurs who apply for corporate jobs. We propose that job applicants with entrepreneurial experience will systematically receive fewer offers than otherwise equally qualified non-entrepreneur applicants. However, we also suggest that this “entrepreneurship-penalty effect” will be weakened when the recruiters are female, have shorter organizational tenure, or have entrepreneurial experience. We tested our hypotheses in a policy-capturing experiment with follow-up surveys using a sample collected in 2019 and 2022, that is, before and after the outbreak of COVID-19. We found general support for our hypotheses and identified recruiters’ preferences for entrepreneur-applicants at two-time points. Results revealed that recruiters of different characteristics and backgrounds had varying assessments of former entrepreneur applicants, which provides implications for both sides of recruitment. © 2023 Wiley Periodicals, Inc.","employability during COVID-19; recruiter characteristics and backgrounds; recruiting former entrepreneurs; role congruity theory","","","","","","","","Acemoglu D., Akcigit U., Alp H., Bloom N., Kerr W., Innovation, reallocation, and growth, American Economic Review, 108, 11, pp. 3450-3491, (2018); Agarwal R., Echambadi R., Franco A.M., Sarkar M.B., Knowledge transfer through inheritance: Spin-out generation, development, and survival, Academy of Management Journal, 47, 4, pp. 501-522, (2004); Alon I., Boulanger M., Elston J.A., Galanaki E., Martinez de Ibarreta C., Meyers J., Muniz-Ferrer M., Velez-Calle A., Business cultural intelligence quotient: A five-country study, Thunderbird International Business Review, 60, 3, pp. 237-250, (2018); Armanios D.E., Eesley C.E., Li J., Eisenhardt K.M., How entrepreneurs leverage institutional intermediaries in emerging economies to acquire public resources, Strategic Management Journal, 38, 7, pp. 1373-1390, (2017); Astebro T., Chen J., Thompson P., Stars and misfits: Self-employment and labor market frictions, Management Science, 57, 11, pp. 1999-2017, (2011); Astebro T., Thompson P., Entrepreneurs, jacks of all trades or hobos?, Research Policy, 40, 5, pp. 637-649, (2011); Bangerter A., Roulin N., Konig C.J., Personnel selection as a signaling game, Journal of Applied Psychology, 97, 4, pp. 719-738, (2012); Baptista R., Lima F., Preto M.T., How former business owners fare in the labor market? 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Zhang; School of Management, Lanzhou University, Lanzhou, China; email: ryzhang@lzu.edu.cn","","John Wiley and Sons Inc","","","","","","00315826","","","","English","Pers. Psychol.","Article","Final","","Scopus","2-s2.0-85162156539"
"Umar M.A.; Medan P.; Atiku Z.A.","Umar, Musa Abba (58809013000); Medan, Penuel (58809583800); Atiku, Zainab Aliyu (58809013100)","58809013000; 58809583800; 58809013100","Students' industrial work experience scheme (SIWES): exploring higher institution student’s participation and sense of belonging","2024","Higher Education, Skills and Work-based Learning","","","","","","","0","10.1108/HESWBL-10-2023-0294","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182197809&doi=10.1108%2fHESWBL-10-2023-0294&partnerID=40&md5=290398f7767655e552998a3f4509c9f5","Department of Vocational Education, School of Technology and Science Education, Modibbo Adama University of Technology, Yola, Nigeria; Department of Agricultural Education, College of Education Hong, Adamawa State, Yola, Nigeria; Department of Agricultural Education, Federal College of Education Yola, Yola, Nigeria","Umar M.A., Department of Vocational Education, School of Technology and Science Education, Modibbo Adama University of Technology, Yola, Nigeria; Medan P., Department of Agricultural Education, College of Education Hong, Adamawa State, Yola, Nigeria; Atiku Z.A., Department of Agricultural Education, Federal College of Education Yola, Yola, Nigeria","Purpose: The purpose of this study was to determine the extent to which students' industrial work experience scheme (SIWES) students in higher education institutions experienced a high level of engagement in workplace activities and a strong sense of affiliation with their workplace environment. The additional purpose encompassed the identification of factors that both facilitated and hindered their engagement and self-efficacy. Design/methodology/approach: The data for this study were collected via a cross-sectional survey of 243 students who were undertaking the SIWES as a mandatory component of their graduation requirements. The survey was conducted at selected tertiary institutions in Nigeria. Findings: The qualitative replies yielded valuable insights on the factors that motivated and supported participation, with self-efficacy emerging as a significant facilitator as well as a potential barrier. There is a positive association between more interactions, a professional atmosphere and self-efficacy. Research limitations/implications: The study may not comprehensively include all contextual variables that might potentially impact students' perception of belongingness and self-efficacy during the SIWES program, including the distinct industry or workplace setting. Practical implications: This exploratory study analyzes SIWES students' cultural and personal affiliation. The study suggests these changes improve student performance. Engagement and belonging techniques for students, supervisors, coworkers and professionals are classified by the study. The study found that supervisors and coworkers help students at work. It underlines academics' responsibility in creating SIWES curricula that increase student confidence and active learning. According to this study, students should receive self-confidence therapy before SIWES. Self-confidence and student success and well-being need additional investigation, the report says. Originality/value: This study takes a unique approach by examining belongingness and self-efficacy in the SIWES course. It examines the interdependence of these notions and the curriculum's various challenges and opportunities. By addressing these important issues, study adds to existing knowledge and lays the groundwork for future research. © 2023, Emerald Publishing Limited.","Graduate employability; Higher education; Participation; Self-efficacy; SIWES; Student experience","","","","","","","","Adeosun O.T., Shittu A.I., Owolabi T.J., University internship systems and preparation of young people for world of work in the 4th industrial revolution, Rajagiri Management Journal, 16, 2, pp. 164-179, (2021); Akomaning E., Voogt J.M., Pieters J.M., Internship in vocational education and training: stakeholders' perceptions of its organization, Journal of Vocational Education and Training, 63, 4, pp. 575-592, (2011); Bandura A., Social Foundations of Thought and Action: A Social Cognitive Theory, pp. 23-28, (1986); Bandura A., Self-Efficacy: the Exercise of Control, (1997); Billett S., Curriculum and Pedagogic Bases for Effectively Integrating Practice-Based Experiences: Final Report, (2011); Billett S., Pedagogic practices supporting the integration of experiences, Integrating Practice-Based Experiences into Higher Education. Professional and Practice-Based Learning, 13, pp. 195-223, (2015); Billett S., Workplace experiences: premises, conceptions and practices, Work-based Learning as a Pathway to Competence-based Education, (2019); Conley C.S., Kirsch A.C., Dickson D.A., Bryant F.B., Negotiating the transition to college, Emerging Adulthood, 2, 3, pp. 195-210, (2014); Cook E.J., Relational employability stages of development, (2023); Filstad C., Traavik L.E.M., Gorli M., Belonging at work: the experiences, representations and meanings of belonging, Journal of Workplace Learning, 31, 2, pp. 116-142, (2019); Fleming J., Exploring stakeholders' perspectives of the influences on student learning in cooperative education, Asia-Pacific Journal of Cooperative Education, 16, 2, pp. 109-119, (2015); Fleming J., Haigh N.J., Using sociocultural insights to enhance work-integrated learning, Higher Education, Skills and Work-Based Learning, 8, 4, pp. 395-407, (2018); Grobecker P.A., A sense of belonging and perceived stress among baccalaureate nursing students in clinical placements, Nurse Education Today, 36, pp. 178-183, (2016); 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McBeath M.L., Sense of belonging, peer support, and social media: examining the mental health, well-being and school to work transitions of co-operative and non-co-operative education students”, Master's thesis, (2016); McBeath M., Drysdale M.T., Bohn N., Work-integrated learning and the importance of peer support and sense of belonging, Education + Training, 60, 1, pp. 39-53, (2018); Ojokuku B.Y., Emeahara E.N., Aboyade M.A., Chris-Israel H.O., Influence of students’ industrial work experience scheme on professional development of library and information science students in South-West Nigeria, Library Philosophy and Practice, 1330, 11, pp. 1-20, (2015); Omonijo D.O., Anyaegbunam M.C., Ejoh S.I., Ogechukwu J.A.C., Qualitative analysis of the student industrial work experience scheme (SIWES) in tertiary institutions in Ogun state, Nigeria, Journal of Educational and Social Research, 10, 4, (2020); Ribera A.K., Miller A.L., Dumford A.D., Sense of peer belonging and institutional acceptance in the first year: the role of high-impact practices, Journal of College Student Development, 58, 4, pp. 545-563, (2017); Roberts C., Daly M., Held F., Lyle D., Social learning in a longitudinal integrated clinical placement, Advances in Health Sciences Education, 22, 4, pp. 1011-1029, (2017); Romanova O., Embedding employability skills in vocational education and training: what works best for students' self-evaluation and aspirations?, Journal of Teaching and Learning for Graduate Employability, 13, 1, pp. 20-36, (2022); Rowe A., Mackaway J., Winchester-Seeto T., But I thought you were doing that’– clarifying the role of the host supervisor in experience-based learning, Asia-Pacific Journal of Cooperative Education, 13, 2, pp. 115-134, (2012); Sanagavarapu P., Abraham J., Taylor E., Development and validation of a scale to measure first year students’ transitional challenges, wellbeing, help-seeking, and adjustments in an Australian university, Higher Education, 77, 4, pp. 695-715, (2018); Serpa S., Sa M.J., Exploring sociology of education in the promotion of sustainability literacy in higher education, Journal of Social Sciences, 5, 1, pp. 101-116, (2019); Van Gijn-Grosvenor E.L., Huisman P., A sense of belonging among Australian university students, Higher Education Research and Development, 39, 2, pp. 376-389, (2019); Zehr S.M., Korte R., Student internship experiences: learning about the workplace, Education + Training, 62, 3, pp. 311-324, (2020); Ruskin J., Bilous R.H., A tripartite framework for extending university-student co-creation to include workplace partners in the work-integrated learning context, Higher Education Research and Development, 39, 4, pp. 806-820, (2019)","M.A. Umar; Department of Vocational Education, School of Technology and Science Education, Modibbo Adama University of Technology, Yola, Nigeria; email: musaumarabba@mau.edu.ng","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Article in press","","Scopus","2-s2.0-85182197809"
"Kim T.; Serkova Y.; Jonbekova D.","Kim, Tatyana (57222608028); Serkova, Yevgeniya (57200576849); Jonbekova, Dilrabo (57204241253)","57222608028; 57200576849; 57204241253","Contributions of international education to graduate capital and employability: Evidence from social science graduates in Kazakhstan","2024","International Journal of Educational Development","106","","102994","","","","0","10.1016/j.ijedudev.2024.102994","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184057146&doi=10.1016%2fj.ijedudev.2024.102994&partnerID=40&md5=1d73276188dbdc30f37789e30962eb17","Werklund School of Education, University of Calgary, Calgary, Canada; Graduate School of Education, Nazarbayev University, Astana, Kazakhstan","Kim T., Werklund School of Education, University of Calgary, Calgary, Canada; Serkova Y., Graduate School of Education, Nazarbayev University, Astana, Kazakhstan; Jonbekova D., Graduate School of Education, Nazarbayev University, Astana, Kazakhstan","Drawing on Tomlinson's graduate capital model, this paper examines the contribution of international education to the development of different forms of graduate capital and the experiences of international education graduates in applying graduate capital while navigating the job market. Interviews with 50 social science graduates in Kazakhstan demonstrated that human, social, and psychological capitals played a greater role in adjusting to various labour market factors and securing employment. We also contend that the utilization of specific forms of capital was contingent upon the particular industry where participants were seeking career opportunities. © 2024 Elsevier Ltd","Employability; Graduate capital; International education; International scholarship programs; Social science graduates","Kazakhstan; educational attainment; human capital; labor market; numerical model; psychology; social capital","","","","","","","Abeuova D., Muratbekova-Touron M., Global talent management: shaping the careers of internationally educated talents in developing markets, Thunderbird Int. Bus. 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Skills Work-Based Learn., 10, 1, pp. 141-154, (2020); Bonilla K., Kwak J.S., Effectiveness of donor support for capacity development in Guatemala: a study of scholarship provision for overseas postgraduate education, Iberoamerica, 17, 1, pp. 293-344, (2015); Cai Y., International graduates from Finland: do they satisfy the needs of Finnish employers abroad?, J. Res. Int. Educ., 11, 1, pp. 19-31, (2012); Campbell A.C., How international scholarship recipients perceive their contributions to the development of their home countries: findings from a comparative study of Georgia and Moldova, Int. J. Educ. Dev., 55, pp. 56-62, (2017); Chen S.Y., Wu C.Y., Chang H.Y., Learning trajectories: comparing the transitions of graduates of “power mechanical engineering” and “humanities and social sciences” programs, Ind. High. Educ., 36, 3, pp. 306-318, (2022); Cheong K.-C., Hill C., Fernandez-Chung R., Leong Y.-C., Employing the ‘unemployable’: employer perceptions of Malaysian graduates, Stud. 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Employability as capital in the recruitment of medical interns, J. Educ. Work, 26, 4, pp. 431-452, (2013); Manayev I.; Mellors-Bournes R., Jones E., Woodfield S., (2015); Monteiro S., Almeida L., Gomes C., Sinval J., Employability profiles of higher education graduates: a person-oriented approach, Stud. High. Educ., pp. 1-14, (2020); Mustoyapova A., March 29). Stipendiya “Bolashak”: popytka proryva [Scholarship ""Bolashak"": an attempt to break through], Cent. Asian Bur. Anal. Report., (2019); Nachatar Singh J.K., Challenges in obtaining employment in China: lived experiences of Australian Chinese graduates, Aust. J. Career Dev., 29, 3, pp. 153-163, (2020); Nazarbayev N., (2012); Okay-Somerville B., Scholarios D., Position, possession or process? Understanding objective and subjective employability during university-to-work transitions, Stud. High. Educ., 42, 7, pp. 1275-1291, (2015); Perna L.W., Orosz K., Jumakulov Z., Understanding the human capital benefits of a government-funded international scholarship program: An exploration of Kazakhstan's Bolashak program, Int. J. Educ. Dev., 40, pp. 85-97, (2015); Pham T., Reconceptualising employability of returnees: What really matters and strategic navigating approaches, High. Educ., 81, pp. 1329-1345, (2021); Pham T., Saito E., Career development of returnees: experienced constraints and navigating strategies of returnees in Vietnam, J. Furth. High. Educ., 44, 8, pp. 1052-1064, (2019); Ramazanov O.; Robertson S., Hoare L., Harwood A., Returnees, student-migrants and second chance learners: case studies of positional and transformative outcomes of Australian international education, Compare, 41, 5, pp. 685-698, (2011); Sin I.L., Cultural capital and distinction: aspirations of the ‘other’ foreign student, Br. J. Sociol. Educ., 34, 5-6, pp. 848-867, (2013); Soria K.M., Troisi J., Internationalization at home alternatives to study abroad: Implications for students’ development of global, international, and intercultural competencies, J. Stud. Int. Educ., 18, 3, pp. 261-280, (2014); Ten A.; Thieme S., An international degree, social ties and return: when international graduates make a career back home in Kyrgyzstan, Int. Q. Asian Stud., 45, 1-2, pp. 113-128, (2014); Togaybayev B.; Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Educ. + Train., 59, 4, pp. 338-352, (2017); Tran L.T., Blackmore J., Rahimi M., You are not as localised as I need”: employability of Chinese returning graduates, High. Educ. Skills Work-Based Learn., 5, pp. 949-965, (2021); Velichko A.; Xiong W., Mok K.H., (2020); Zhai K., Gao X., Who achieves superior rates of upward social mobility and better labor market outcomes in China: International student returnees or postgraduates who study domestically?, Asia Pac. Educ. Rev., 22, pp. 223-238, (2021)","T. Kim; Werklund School of Education, University of Calgary, Calgary, 2500 University Drive NW, T2N 1N4, Canada; email: tatyana.kim@ucalgary.ca","","Elsevier Ltd","","","","","","07380593","","","","English","Int. J. Educ. Dev.","Article","Final","","Scopus","2-s2.0-85184057146"
"Håkansson Lindqvist M.; Mozelius P.; Jaldemark J.; Cleveland Innes M.","Håkansson Lindqvist, Marcia (56520331600); Mozelius, Peter (36728107200); Jaldemark, Jimmy (23570753100); Cleveland Innes, Martha (6506470822)","56520331600; 36728107200; 23570753100; 6506470822","Higher education transformation towards lifelong learning in a digital era–a scoping literature review","2024","International Journal of Lifelong Education","43","1","","24","38","14","0","10.1080/02601370.2023.2279047","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177239303&doi=10.1080%2f02601370.2023.2279047&partnerID=40&md5=4e4fb1ffd285128b66a6f9fd5e26cd84","Department of Education, Mid Sweden University, Sundsvall, Sweden; Department of Computer and System Sciences, Mid Sweden University, Östersund, Sundsvall, Sweden","Håkansson Lindqvist M., Department of Education, Mid Sweden University, Sundsvall, Sweden; Mozelius P., Department of Computer and System Sciences, Mid Sweden University, Östersund, Sundsvall, Sweden; Jaldemark J., Department of Education, Mid Sweden University, Sundsvall, Sweden; Cleveland Innes M., Department of Education, Mid Sweden University, Sundsvall, Sweden","In the ongoing shift to a knowledge society, the idea of a technology-enabled lifelong learning has frequently been discussed. The shift also requires a transformation of higher education with new forms for teaching and learning deployment. This ongoing transformation was formulated in a research question that has guided this study: 1) Which key themes of lifelong learning emerge from higher education literature? This study was carried out as a scoping literature review to map literature in the field. Findings from a thematic analysis pointed out seven main themes or perspectives: The Policy perspective, The Value perspective, The Employability perspective, The Reform perspective, The Collaborative perspective, The Student perspective and The Workplace learning and Professional development perspectives. Five publications of the 26 selected publications from the literature search will be further used and analysed as part of a Delphi study. This Delphi study will involve a group of leading researchers in the field of lifelong learning as an expert panel to further explore and expand the key themes of lifelong learning in higher education and digital trends in higher education reforms. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","higher education reform; Lifelong learning; technology enhanced learning","","","","","","","","Asfiati A., Wekke I.S., Lecturers' participation in applying blended learning in islamic higher education in Indonesia, Universal Journal of Educational Research, 7, 12, pp. 2604-2608, (2019); Baptista A., Revisiting lifelong learning in light of the Bologna process and beyond, Lifelong Learning: Concepts, Benefits and Challenges, pp. 17-35, (2016); Bostrom A.K., Lifelong learning in policy and practice: The case of Sweden, Australian Journal of Adult Learning, 57, 3, pp. 334-350, (2017); Validation of non-formal and informal learning in Europe: Research, policies, legitimacy and survival, Souto-Otero, M. Education policy, (2016); Boyadjieva P., Ilieva-Trichkova P., Lifelong learning as an emancipation process: A capability approach, The Palgrave international handbook on adult and lifelong education and learning, pp. 267-288, (2018); Brady S.R., Utilizing and adapting the delphi method for use in qualitative research, International Journal of Qualitative Methods, 14, 5, pp. 1-6, (2015); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Braun V., Clarke V., APA handbook of research methods in psychology, Research designs: Quantitative, qualitative, neuropsychological, and biological, 2, pp. 57-71, (2012); Bridgstock R., The university and the knowledge network: A new educational model for twenty-first century learning and employability, Graduate employability in context, pp. 339-358, (2017); Broucker B., De Wit K., Leisyte L., Higher education reform. A systematic comparison of ten countries from a new public management perspective, Positioning higher education institutions: From here to there, pp. 19-40, (2016); Bryce C., Iglesias R., Pullman A., Rogova A., Inequality explained: The hidden gaps in Canada’s education system, (2016); Burbules N.C., Fan G., Repp P., Five trends of education and technology in a sustainable future, Geography and Sustainability, 1, 2, pp. 93-97, (2020); Carius A.C., Network education and blended learning: Cyber university concept and higher education post COVID-19 pandemic, Research, Society & Development, 9, 10, pp. 1-16, (2020); Cleveland-Innes M., Student demographic change and pedagogical issues in higher education, Inequality, innovation and reform in higher education, pp. 159-173, (2020); Cook K.C., Grant-Davis K., Online education: Global questions, local answers, (2020); Davidovic G.R., Lifelong learning in pandemic situation: Challenge and need, Proceedings of the 8th International Scientific Conference Technics and Informatics in Education, pp. 77-82, (2020); Delors J., Learning: The treasure within; report to UNESCO of the International Commission on education for the twenty-first century, (1996); Duderstadt J.J., A university for the 21st century, (2009); Gaebel M., Zhang T., Bunescu L., Stoeber H., Learning and teaching in the European higher education area, (2018); Hansen R.J., Talmage C.A., Thaxton S.P., Knopf R.C., Enhancing older adults access to lifelong learning institutes through technology-based instruction: A brief report, Gerontology & Geriatrics Education, 41, 3, pp. 342-351, (2020); Iden J., Eikebrokk T.R., Implementing IT service management: A systematic literature review, International Journal of Information Management, 33, 3, pp. 512-523, (2013); Reimagining our futures together: A new social contract for education, (2021); Ishak M.M., Ali H., Rahim F.A., Bakar M.S.A., Ariffin T.F.T., Malaysia S.K., Managing learning and teaching orientation of online centered approaches in higher learning: “MOOC” and beyond, Educational Access and Excellence, 1, (2018); Ivenicki A., Digital lifelong learning and higher education: Multicultural strengths and challenges in pandemic times, Ensaio: Avaliação e Políticas Públicas Em Educação, 29, 111, pp. 360-377, (2021); Jaldemark J., Formal and informal paths of lifelong learning: Hybrid distance educational settings for the digital era, An introduction to distance education: Understanding teaching and learning in a new era, pp. 25-42, (2020); Jamaludin R., McKay E., Ledger S., Are we ready for education 4.0 within ASEAN higher education institutions? 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Education policy, (2016); Spring K., Graham C., Thematic patterns in international blended learning literature, research, practices, and terminology, Online Learning Journal, 21, 4, (2017); Tikhonova E.N., Raitskaya L., An overview of trends and challenges in higher education on the Worldwide Research Agenda, Journal of Language and Education, 4, 4, (2018); Unluhisarcikli O., Informal workplace learning experiences of graduate student employees, Australian Journal of Adult Learning, 58, 1, (2018); Varghese N.V., Mandal S., Teaching–learning and new technologies in higher education: An introduction, Teaching learning and new technologies in higher education, pp. 1-15, (2020); Volles N., Lifelong learning in the EU: Changing conceptualisations, actors, and policies, Studies in Higher Education, 41, 2, pp. 343-363, (2016); Volungeviciene A., Tereseviciene M., Ehlers U.D., When is open and online learning relevant for curriculum change in higher education? Digital and network society perspective, Electronic Journal of E-Learning, (2020); Webb S., Dunwoodie K., Wilkinson J., Unsettling equity frames in Australian universities to embrace people seeking asylum, International Journal of Lifelong Education, 38, 1, pp. 103-120, (2019); Weil M., Eugster B., Thinking outside the box: undefined-structuring continuing and higher education, (2019); Yang J., Schneller C., Roche S., The role of higher education in promoting lifelong learning, (2015); Zgaga P., Teichler U., Schuetze H.G., Wolter A., Higher education reform: Looking back–looking forward, 8, (2019)","M. Håkansson Lindqvist; Department of Education, Mid Sweden University, Sundsvall, Sweden; email: marcia.hakanssonlindqvist@miun.se","","Routledge","","","","","","02601370","","","","English","Int. J. Lifelong Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85177239303"
"Li J.-B.; Yang A.","Li, Jian-Bin (55603680900); Yang, An (57217593342)","55603680900; 57217593342","Group adjustment links employability and turnover intention among Hong Kong kindergarten teachers: A school-to-work transition study","2024","Early Childhood Research Quarterly","66","","","191","198","7","0","10.1016/j.ecresq.2023.10.011","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174682941&doi=10.1016%2fj.ecresq.2023.10.011&partnerID=40&md5=6a67f9342c32d3dd8647542497e0cc31","Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong; Department of Applied Psychology, Guangdong University of Foreign Studies, China","Li J.-B., Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong; Yang A., Department of Applied Psychology, Guangdong University of Foreign Studies, China","Turnover intention of kindergarten teachers is a concerning issue. This issue is particularly salient for novice teachers who, although employed, are still actively exploring their career choices. Scant research has examined what factors during the pre-service period can predict newly appointed kindergarten teachers’ turnover intention and the underlying mechanisms. To fill these gaps, we examined a possible, yet understudied, idea that kindergarten teachers’ employability during the pre-service period would shape their work adjustment after being employed (i.e., how well newcomers adjust to the job demands, work group, and organizational culture), and poor work adjustment would further elicit turnover intention. We tested this idea with a longitudinal, school-to-work transition study among 117 novice kindergarten teachers in Hong Kong. Participants reported their employability at the last semester of a pre-service teacher training program (T1). One to two months after the fall semester began, participants employed as in-service teachers reported their adjustment at work (T2). Then, they reported turnover intention at the beginning of the spring semester (T3). The results showed that T1 employability positively predicted T2 task and group adjustment but not organizational adjustment. More importantly, the indirect effect of T2 group adjustment was significant in the link between T1 employability and T3 turnover intention, but the indirect effects of task and organizational adjustment were insignificant. These findings illuminate the group adjustment mechanism behind the association between novice kindergarten teachers’ employability during the pre-service period and later turnover intention at work, contributing to the socialization process and professional development for novice teachers in the kindergarten context. © 2023 Elsevier Inc.","Employability; Intention to leave; Organizational socialization; School-to-work transition; Work adaptation","","","","","","Guangdong University of Foreign Studies, GDUFS, (299-GK19G062, 299-X5216193)","Preparation of this manuscript was supported by the Departmental Research Grant (No. DRG2017-18/001 ) awarded to Jian-Bin Li, and the Grant of Guangdong University of Foreign Studies (No. 299-X5216193 and No. 299-GK19G062 ) awarded to An Yang. ","Adler P.S., Kwon S.W., Social capital: Prospects for a new concept, Academy of Management Review, 27, pp. 17-40, (2002); Allan T.D., Eby L.T., Chao G.T., Bauer T.N., Taking stock of two relational aspects of organizational life: Tracing the history and shaping the future of socialization and mentoring research, The Journal of Applied Psychology, 102, 3, pp. 324-337, (2017); Allen D.G., Do organizational socialization tactics influence newcomer embeddedness and turnover?, Journal of Management, 32, 2, pp. 237-256, (2006); Babaee M., Swabey K., Prosser M., The role of E-portfolios in higher education: The experience of pre-service teachers, Journal of Digital Learning in Teacher Education, 37, 4, pp. 247-261, (2021); Banerjee N., Stearns E., Moller S., Mickelson R.A., Teacher job satisfaction and student achievement: The roles of teacher professional community and teacher collaboration in schools, American Journal of Education, 123, pp. 203-241, (2017); Bauer T.N., Erdogan B., Zedeck S., Organizational socialisation: The effective onboarding of new employees, Maintaining, expanding, and contracting the organization, pp. 51-64, (2011); Bauer T.N., Bodner T., Erdogan B., Truxillo D.M., Tucker J.S., Newcomer adjustment during organizational socialization: A meta-analytic review of antecedents, outcomes, and methods, The Journal of Applied Psychology, 92, 3, pp. 707-721, (2007); Budd K.S., Garbacz L.L., Carter J.S., Collaborating with public school partners to implement Teacher–Child interaction training (TCIT) as universal prevention, School Mental Health: A Multidisciplinary Research and Practice Journal, 8, 2, pp. 207-221, (2016); Chao K.L., Relationship among organizational commitment, job characteristics, job satisfaction, and turnover intention within kindergarten: An empirical study in Malaysia, Journal of Education Studies, 44, pp. 179-204, (2010); Cheung A.C.K., Wong K.L., Wang H.F., Dai J.B., Effect of a student teaching internship program on the self-efficacy of pre-service teachers in rural China, International Journal of Educational Management, (2023); Chi N.W., Fang L.C., Shen C.T., Fan H.L., Detrimental effects of newcomer person-Job misfit on actual turnover and performance: The buffering role of multidimensional person-environment fit, Applied Psychology, (2019); Bakker A.B., Demerouti E., Job demands–resources theory: Taking stock and looking forward, Journal of Occupational Health Psychology, 22, 3, pp. 273-285, (2017); Griffeth R., Hom P.W., Gaertner S., A meta-analysis of antecedents and correlates of employee turnover: Update, moderator, tests, and research implications for the next millennium, Journal of Management, 26, pp. 463-488, (2000); Guskey T.R., Evaluating Professional Development, (2000); Hackman J.R., Oldham G.R., Motivation through the design of work: Test of a theory, Organizational Behavior and Human Performance, 16, pp. 250-279, (1976); Hale-Jinks C., Knopf H., Kemple K., Tackling teacher turnover in child care: Understanding causes and consequences, identifying solutions, Childhood Education, 84, pp. 219-226, (2006); Harris L., Cooper-Thomas H., Smith P., Smollan R., Reclaiming the social in socialization: A practice-based understanding of newcomer adjustment, Human Resource Development Quarterly, (2020); Hatmaker D.M., Bringing networks in: A model of organizational socialization in the public sector, Public Management Review, 17, 8, pp. 1146-1164, (2015); Hayes A.F., Beyond Baron and Kenny: Statistical mediation analysis in the new millennium, Communication Monographs, 76, 4, pp. 408-420, (2009); Hayes A.F., Introduction to mediation, moderation, and conditional process analysis: A regression-based approach, (2017); Hobjila A., Challenges in continuing education of primary and preschool teachers in Romania: Teacher-students’ parents communication, Procedia – Social and Behavioral Sciences, 142, pp. 684-690, (2014); (2019); Ingersoll R., Merrill L., Stuckey D., (2014); International Labour Organization, (2012); Jameson A., Carthy A., McGuinness C., McSweeney F., The 21st Century Graduate: Delivering a tailored approach to social and emotional competency training for final year students to enhance graduate attributes and increase employability, International Conference on Engaging Pedagogy, Dublin, Ireland, (2015); Jovanovic J., Retaining early childcare educators, Gender Work & Organization, 20, 5, pp. 528-544, (2013); Kammeyer-Mueller J.D., Wanberg C.R., Unwrapping the organizational entry process: Disentangling multiple antecedents and their pathways to adjustment, The Journal of Applied Psychology, 88, 5, pp. 779-794, (2003); Kelley S.E., Edens J.F., Morey L.C., Convergence of self-reports and informant reports on the personality assessment screener, Assessment, 24, pp. 999-1007, (2017); Kleeberger F., Stadler K., Zehn Fragen – zehn Antworten. 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[From e-mentoring to e-learning], Türkiye'de e-öğrenme: Gelişmeler ve uygulamalar II [E-learning in Turkey: Developments and applications II], pp. 1-11, (2011); Van de Vijver F., Hambleton R.K., Translating tests, European Psychologist, 1, pp. 89-99, (1996); Van Der Heijde C.M., Van Der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Walker R., Morrison C., Hay I., Evaluating quality in professional experience partnerships for graduate teacher employability, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 118-137, (2019); Wang M., Zhan Y.J., Mccune E., Truxillo D., Understanding newcomers’ adaptability and work-related outcomes: Testing the mediating roles of perceived P-E fit variables, Personnel Psychology, 64, 1, pp. 163-189, (2011); Wang Y.B., Wang J.J., Gao J.J., On the relationship between work values and employability of normal university graduates, Employment Guidance, 20, pp. 49-56, (2022); Wells M.B., Predicting preschool teacher retention and turnover in newly hired head start teachers across the first half of the school year, Early Childhood Research Quarterly, 30, pp. 152-159, (2015); Yang C.C., Fan C.W., Chen K.M., Hsu S.C., Chien C.L., As a happy kindergarten teacher: The mediating effect of happiness between role stress and turnover intention, Asian-Pacific Educational Research, 27, pp. 431-440, (2018); Ye B., Zheng Q., Dong S., Fang X., Liu L., The effect of calling on employability of college students: The mediating role of job searching clarity and job searching self-efficacy, Psychological Development and Education, 33, 1, pp. 37-44, (2017); Yu H., Zheng X., Xu C., Yan C., The relationships between university student's employability with subjective and objective job-search performance: Linear and invert-U relationships, Acta Psychologica Sinica, 46, pp. 807-822, (2014); Zhang Y.L., Ye B.J., Luo Z.S., Sun C., Liu D., Coping efficacy and employability: Mediating role of career exploration, Chinese Journal of Clinical Psychology, 23, 5, pp. 815-817, (2015); Zhou S., Li X., Gao B., Family/friends support, work-family conflict, organizational commitment, and turnover intention in young preschool teachers in China: A serial mediation model, Children and Youth Services Review, 113, (2020)","A. Yang; Department of Applied Psychology, Guangdong University of Foreign Studies, China; email: yangan@gdufs.edu.cn","","Elsevier Ltd","","","","","","08852006","","","","English","Early Child. Res. Q.","Article","Final","","Scopus","2-s2.0-85174682941"
"Rana K.S.; Bashir A.; Pallett R.","Rana, Karan Singh (56009162800); Bashir, Amreen (57193530647); Pallett, Ross (57194102468)","56009162800; 57193530647; 57194102468","An innovative approach to remodelling bioscience undergraduate final year projects to develop key transferable skills sought by graduate employers","2024","Frontiers in Education","9","","1271541","","","","0","10.3389/feduc.2024.1271541","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184237867&doi=10.3389%2ffeduc.2024.1271541&partnerID=40&md5=5aedf8568f81fa8559bb9371c85af94a","School of Biosciences, College of Health and Life Sciences, Aston University, Birmingham, United Kingdom","Rana K.S., School of Biosciences, College of Health and Life Sciences, Aston University, Birmingham, United Kingdom; Bashir A., School of Biosciences, College of Health and Life Sciences, Aston University, Birmingham, United Kingdom; Pallett R., School of Biosciences, College of Health and Life Sciences, Aston University, Birmingham, United Kingdom","Undergraduate Biomedical Science dissertations are the culmination of a student’s academic journey and allow students to refine technical proficiencies, experimental design and data analysis. However, traditional dissertation projects may not fully meet the requirements of diverse student populations and employer’s needs. This research project aims to assess the effectiveness of modifying the assessment format for final-year projects, incorporating elements such as lay summaries, project proposals, scientific research papers, and oral poster defences. The objective was to cultivate higher-order critical thinking skills and enhance written and verbal communication competencies, in addition to developing a suite of transferable skills which are highly sought by employers. Quantitative data were primarily generated via end-of-module feedback reports and the module satisfaction survey. Students rated their confidence in a suite of transferable skills pre and post-completion of the project module using a four-point Likert scale. Staff perceptions (n = 30) and module board reports were also evaluated. For all data, a paired t-test for related groups was conducted. Thematic analysis was used to analyse qualitative data using the Braun and Clark Framework. The end-of-module feedback was overwhelmingly positive with all students agreeing that they were satisfied with the module. Students reported a statistically significant increase in confidence within 11 transferable skills which are considered core within the industry, for example, critical thinking, problem-solving and time management. Furthermore, the mean module mark increased following the module redesign from 66.3% ± 0.2% in 2019 to 70.9% ± 0.6% in 2020 (p ≤ 0.05). Staff provided free text comments, reporting an overall improvement in the module, a reduction in workload and a better teaching experience. Students exhibited appreciation of the new module structure, assessment suit and creative liberty within the projects. The redesigned project module enhanced the teaching experience for staff, whilst students appreciated the diverse range of projects and assessments that featured shorter word limits and a creative flair. Universities must reinvent undergraduate dissertations to equip students with essential employability skills. Copyright © 2024 Rana, Bashir and Pallett.","biomedical science; dissertations; final year projects; higher education; transferable skills","","","","","","","","Banciu D.D., Banciu A., Potolea D., Creativity and innovation in biomedical sciences, a non-formal approach, Procedia. Soc. Behav. Sci, 209, pp. 39-45, (2015); Bashir A., Bashir S., Hilton A.C., Are academics wrongly assuming bioscience students have the transferable skills and IT competency they need to be successful beyond the degree?, Front Educ, 2, (2017); Braun V., Clarke V., Using thematic analysis in psychology, Qual. Res. Psychol, 3, pp. 77-101, (2006); Demaria M.C., Hodgson Y., Czech D.P., Perceptions of transferable skills among biomedical science students in the final-year of their degree: what are the implications for graduate employability?, Int J Innov Sci Maths Educ, 26, pp. 11-24, (2018); Girot E.A., Miers M., Coles J., Wilkinson G., An exploration of the ‘value-added’ of higher education for the health and social care workforce: the lecturers’ perspectives, Assess. Eval. High. Educ, 31, pp. 121-133, (2006); Greener M., Engendering creativity in the biomedical sciences. Innovation can be stifled inadvertently or intentionally. Fortunately there are several ways in which scientists can foster creativity, EMBO Rep, 6, pp. 402-404, (2005); Guardia L., Clougher D., Anderson T., Maina M., IDEAS for transforming higher education: an overview of ongoing trends and challenges, Int. Rev. Res. Open Dist. Learn, 22, pp. 166-184, (2021); Healey M., Stibbe A., Jgp D., Lannin L., Developing and enhancing undergraduate final-year projects and dissertations, (2013); Heijke H., Meng C., Ris C., Fitting to the job: the role of generic and vocational competencies in adjustment and performance, Labour Econ, 10, pp. 215-229, (2003); Hernandez-March J., Martin del Peso M., Leguey S., Graduates’ skills and higher education: the employers’ perspective, Tert. Educ. Manag, 15, pp. 1-16, (2009); Jayman M., Glazzard J., Ross A., Tipping point the staff wellbeing crisis in higher education, Front Educ, 7, (2022); Kim A.M., Speed C.J., Macaulay J.O., Why don't students recognize creative learning opportunities in a biomedical science program?, Biochem. Mol. Biol. Educ, 47, pp. 656-668, (2019); Kotzee B., Johnston R., ‘Can't string a sentence together’? UK Employers' views of Graduates' writing skills, Ind. High. Educ, 25, pp. 45-52, (2011); Marquis E., Radan K., Liu A., A present absence: undergraduate course outlines and the development of student creativity across disciplines, Teach. High. Educ, 22, pp. 222-238, (2017); Mello L.V., Wattret G., Developing transferable skills through embedding reflection in the science curriculum, Biophys. Rev, 13, pp. 897-903, (2021); Millar B.C., Tarasov A., Ternan N., Moore J.E., Murphy C., Embedding scientific communication and digital capabilities in the undergraduate biomedical science curriculum, Br. J. Biomed. 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Med, 159, pp. 30-37, (2016); Ohalloran D., Task-based learning: a way of promoting transferable skills in the curriculum, J Vocation Educ Train, 53, pp. 101-120, (2001); Pranjol M.Z.I., Oprandi P., Watson S., Project-based learning in biomedical sciences: using the collaborative creation of revision resources to consolidate knowledge, promote cohort identity and develop transferable skills, J. Biol. Educ, pp. 1-17, (2022); Rana K.S., Bashir A., Begum F., Bartlett H., Bridging the BAME attainment gap: student and staff perspectives on tackling academic Bias, Front Educ, 7, (2022); Rodriguez G., Perez N., Nunez G., Banos J.E., Carrio M., Developing creative and research skills through an open and interprofessional inquiry-based learning course, BMC Med. Educ, 19, (2019); Ross P.M., Scanes E., Locke W., Stress adaptation and resilience of academics in higher education, Asia Pac. Educ. Rev, (2023); Ruwanpura J.Y., Brown T.G., Innovative final-year undergraduate design project course using an international project, J. Prof. Issues Eng. Educ. Pract, 132, pp. 297-305, (2006); Ryan T., Quality assurance in higher education: a review of literature, High Learn Res Commun, 5, (2015); Singh J., Steele K., Singh L., Combining the best of online and face-to-face learning: hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world, J. Educ. Technol. Syst, 50, pp. 140-171, (2021); Stefani L.A.J., Tariq V.N., Heylings D.J.A., Butcher A.C., A comparison of tutor and student conceptions of undergraduate research project work, Assess. Eval. High. Educ, 22, pp. 271-288, (1997); Wilson V., Focus groups: a useful qualitative method for educational research?, Br. Educ. Res. J, 23, pp. 209-224, (1997)","K.S. Rana; School of Biosciences, College of Health and Life Sciences, Aston University, Birmingham, United Kingdom; email: ranak2@aston.ac.uk; A. Bashir; School of Biosciences, College of Health and Life Sciences, Aston University, Birmingham, United Kingdom; email: bashira6@aston.ac.uk","","Frontiers Media SA","","","","","","2504284X","","","","English","Front. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85184237867"
"Arquero J.L.; Fernández-Polvillo C.; Jiménez-Cardoso S.M.","Arquero, José L. (6505635970); Fernández-Polvillo, Carmen (57000383900); Jiménez-Cardoso, Sergio M. (36140172200)","6505635970; 57000383900; 36140172200","Financial literacy in tourism and management & business administration entry-level students: A comparative view","2024","Journal of Hospitality, Leisure, Sport and Tourism Education","34","","100474","","","","1","10.1016/j.jhlste.2023.100474","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179173710&doi=10.1016%2fj.jhlste.2023.100474&partnerID=40&md5=22504fe26c9e423fc02ecf6c9a1caa7e","Departamento de Contabilidad y Economía Financiera, Universidad de Sevilla, Spain; Departamento Economía Financiera y Dirección de Operaciones, Universidad de Sevilla, Spain","Arquero J.L., Departamento de Contabilidad y Economía Financiera, Universidad de Sevilla, Spain; Fernández-Polvillo C., Departamento Economía Financiera y Dirección de Operaciones, Universidad de Sevilla, Spain; Jiménez-Cardoso S.M., Departamento de Contabilidad y Economía Financiera, Universidad de Sevilla, Spain","Financial competences are essential in the tourism industry and consequently are valued in hiring and promotion decisions. However, according to the literature, tourism graduates appear to have inadequate levels of financial skills. The perceived lack of required competences results in a competitive disadvantage for tourism graduates in favour of those who studied Management & Business Administration, or equivalent degrees. To explain this gap, some authors point to the scarcity of finance-related courses within the curriculum of most of tourism or hospitality programs, but it is also suggested that the characteristics of the students enrolling in tourism and hospitality degrees could play a relevant role, highlighting that those students lack the required background knowledge and attitudes resulting in major constraints for financial competences development. Our study compares the levels of financial literacy, financial self-efficacy, numeracy, and financial interest of entry-level students enrolled in these two competing university degrees, Tourism and Management & Business Administration. Our results indicate significant differences in both variables that in addition to the scarcity of finance subjects in the tourism curriculum could affect the students’ prospects and employability. © 2023 The Authors","Financial interest; Financial literacy; Financial self-efficacy; Tourism degree; University students","","","","","","","","Agut S., Grau R., Managerial competency needs and training requests: The case of the Spanish tourist industry, Human Resource Development Quarterly, 13, 1, pp. 31-52, (2002); Agut S., Grau R., Peiro J.M., Competency needs among managers from Spanish hotels and restaurants and their training demands, International Journal of Hospitality Management, 22, 3, pp. 281-295, (2003); Airey D., Growth and development, An international handbook of tourism education, pp. 13-24, (2005); Alexander M., Lynch P., Murray R., Reassessing the core of hospitality management education: The continuing importance of training restaurants, Journal of Hospitality, Leisure, Sports and Tourism Education, 8, 1, pp. 55-69, (2009); Allgood S., Walstad W.B., The effects of perceived and actual financial literacy on financial behaviors, Economic Inquiry, 54, 1, pp. 675-697, (2016); Almenberg J., Dreber A., Gender, stock market participation and financial literacy, Economics Letters, 137, pp. 140-142, (2015); Libro blanco. Título de Grado en Turismo, (2004); Arellano A., Camara N., Tuesta D., The effect of self-confidence on financial literacy, BBVA Research WP, 14, 28, pp. 1-25, (2014); Arquero J.L., Fernandez-Polvillo C., Estereotipos contables. Motivaciones y percepciones sobre la contabilidad de los estudiantes universitarios de Administración de Empresas y Finanzas y Contabilidad, Revista de Contabilidad - Spanish Accounting Review, 22, 1, pp. 88-99, (2019); Arquero J.L., Fernandez-Polvillo C., Hassall T., Joyce J., Developing teamwork skills in accounting students: Is communication apprehension a potential barrier?, Revista de Contabilidad - Spanish Accounting Review, 26, 1, pp. 97-110, (2023); Arquero J.L., Fernandez-Polvillo C., Valladares-Garcia D., Communication apprehension and students' educational choices: An exploratory analysis of Spanish secondary education students, Education + Training, 59, 9, pp. 946-956, (2017); Atkinson A., Messy F.A., Measuring financial literacy: Results of the OECD/international network on financial education (INFE) pilot study, OECD working papers on finance, insurance and private pensions No. 15, (2012); Atlas S.A., Lu J., Micu P.D., Porto N., Financial knowledge, confidence, credit use, and financial satisfaction, Journal of Financial Counseling and Planning, 30, 2, pp. 175-190, (2019); Bandura A., Self-efficacy, Encyclopedia of human behaviour, 4, pp. 71-81, (1994); Bannier C.E., Neubert M., Gender differences in financial risk taking: The role of financial literacy and risk tolerance, Economics Letters, 145, pp. 130-135, (2016); Baum T., Skills and training for the hospitality sector: A review of issues, Journal of Vocational Education and Training, 54, 3, pp. 343-364, (2002); Becton S., Graetz B., Small business—small minded? 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The collins college of hospitality management, (2018); Yang Y., A study of hotel management in financial competency with the focus on revenue and cost management, (2014); Zehrer A., Mossenlechner C., Key competencies of tourism graduates: The employers' point of view, Journal of Teaching in Travel & Tourism, 9, 3-4, pp. 266-287, (2009); Zhu A.Y.F., Chou K.L., Development of financial capacity in adolescents, Child and Adolescent Social Work Journal, 35, pp. 309-315, (2018); Zopiatis A., Lambertides N., Savva C.S., Theocharous A.L., Hospitality education and finance courses: An ‘inconvenient’ relationship?, Journal of Hospitality, Leisure, Sport & Tourism Education, 24, pp. 63-69, (2019); Zwaal W., Otting H., The attitude of hotel school students toward hospitality finance, Journal of Hospitality Financial Management, 21, 2, pp. 115-122, (2013)","J.L. Arquero; Facultad de Ciencias Económicas y Empresariales, Sevilla, Ramón y Cajal, nº 1, 41018, Spain; email: arquero@us.es","","Elsevier B.V.","","","","","","14738376","","","","English","J. Hosp. Leis. Sports Tour. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85179173710"
"Price O.M.; Lizier A.L.","Price, Oriana M. (27967961200); Lizier, Amanda. L. (57197798271)","27967961200; 57197798271","Professional learning of academics enacting work-integrated learning","2024","Professional Development in Education","","","","","","","","10.1080/19415257.2024.2307004","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184453205&doi=10.1080%2f19415257.2024.2307004&partnerID=40&md5=74d599fc4188ee5e36a6d5d21fce5035","Faculty of Business and Law, University of Wollongong, Wollongong, Australia; Faculty of Arts and Social Sciences, University of Technology Sydney, Broadway, Australia","Price O.M., Faculty of Business and Law, University of Wollongong, Wollongong, Australia; Lizier A.L., Faculty of Arts and Social Sciences, University of Technology Sydney, Broadway, Australia","New managerialism and neo-liberal discourses have re-shaped traditional academic practices towards the vocational aspects of higher education. One institutional response to the growing graduate employability policy agenda has been the introduction of work-integrated learning (WIL) within Australian universities, a form of learning to require academics to engage students in work-based or work-like settings to enhance their work-readiness. WIL has required new ways of working and learning for academics who are called on to act as a conduit between the university, students, and industry, raising questions about how academics are developing such skills and knowledge. Adopting the Theory of Practice Architectures, we draw on a study of academics enacting WIL at two Australian universities to consider the ways in which academics undertake professional learning to enact practices in pursuit of the project of WIL. Specifically, we discuss a different conceptualisation of professional learning where academics ‘come to practice differently’ (p. 3), challenging traditional views of learning as being the results of formal and informal learning activities. We consider how learning activities may enable or constrain academics in coming to academic practices differently. © 2024 International Professional Development Association (IPDA).","higher education; practice; professional learning; Work-integrated learning","","","","","","","","Anonymous, ULT course for learning and teaching (internal document), De-identified Organisational Internal Document, (2012); Anonymous, CPD learning and teaching framework (organisational document), De-identified Organisational Internal Document, (2016); Anonymous, Academic performance framework and guidelines, De-identified Organisational Internal Document, (2018); Anonymous, Academic Probation Procedure, De-identified Organisational Internal Document, (2020); Billett S., Learning in the workplace: strategies for effective practice, (2001); Billett S., Co-participation at work: learning through work and throughout working lives, Studies in the education of adults, 36, 2, pp. 190-205, (2004); Birnbaum R., The jossey-bass higher and adult education series’, (2000); Boud D., Brew A., Reconceptualising academic work as professional practice: implications for academic development, The international journal for academic development, 18, 3, pp. 208-221, (2013); Boud D., Hager P., Re-thinking continuing professional development through changing metaphors and location in professional practices, Studies in continuing education, 34, 1, pp. 17-30, (2012); Croucher G., Lacy W.B., Perspectives of Australian higher education leadership: convergent or divergent views and implications for the future?, Journal of higher education policy & management, 42, 4, pp. 516-529, (2020); Dean B.A., Et al., Resourcing work-integrated learning: academics’ perceptions of the challenges experienced embedding WIL in curriculum, International journal of work-integrated learning, 24, 1, pp. 141-156, (2023); Edwards D., Perkins K., Pearce J., Hong J., Work integrated learning in STEM in Australian universities: Final report: Submitted to the Office of the Chief Scientist, (2015); Enders J., Et al., Old Wine in New Skins: The Long Evolution of Supervisory Boards in Dutch Higher Education, Reform of higher education in Europe, pp. 1-10, (2011); Eraut M., Learning from other people in the workplace, Oxford review of education, 33, 4, pp. 403-422, (2007); Eraut M., Informal learning in the workplace: evidence on the real value of work‐based learning (WBL), Development & learning in organizations: An international journal, 25, 5, pp. 8-12, (2011); Herbert K., van der Laan L., Towards a typology of learning and teaching professional development practice uptake by university academics in Australia, Professional development in education, pp. 1-16, (2021); Johnson E., Successful WIL in science: Final report, (2019); Kemmis S., A practice theory perspective on learning: beyond a ‘standard’view, Studies in continuing education, 43, 3, pp. 280-295, (2021); Kemmis S., Transforming practices: changing the world with the theory of practice architectures, (2022); Kemmis S., Et al., Changing practices, changing education, (2014); Kemmis S., Wilkinson J., Edwards-Groves C., Roads not travelled, roads ahead: how the theory of practice architectures is travelling, Exploring education and professional practice : through the lens of practice architectures, pp. 239-256, (2016); Lave J., Learning and everyday life, (2019); Lave J., Wenger E., Situated learning: Legitimate peripheral participation, (1991); Leibowitz B., Reflections on academic development: what is in a name?, The international journal for academic development, 19, 4, pp. 357-360, (2014); Lizier A.L., Price O., Francisco S., Coming to practice differently in the workplace: a practice architectures exploration of workplace learning in times of change, Studies in continuing education, TBA, pp. 1-16, (2023); Mahon K., Et al., Introduction: practice theory and the theory of practice architectures, Exploring education and professional practice, pp. 1-30, (2017); Manley K., Et al., A realist synthesis of effective continuing professional development (CPD): a case study of healthcare practitioners’ CPD, Nurse education Today, 69, pp. 134-141, (2018); Miles M.B., Huberman A.M., Qualitative data analysis: an expanded sourcebook, (1994); Njenga M., Teacher participation in continuing professional development: a theoretical framework, Journal of adult & continuing education, 29, 1, pp. 69-85, (2022); Olin A., Et al., Collaborative professional learning for changing educational practices, Pedagogy, education, and praxis in critical times, pp. 141-162, (2020); Penprase B., The fourth industrial revolution and higher education, Higher education in the era of the fourth industrial revolution, pp. 207-229, (2018); Rook L., Challenges Implementing Work-Integrated Learning in Human Resource Management University Courses, Asia-Pacific Journal of Cooperative Education, 18, 3, pp. 199-212, (2017); Schatzki T.R., The site of the social: a philosophical account of the constitution of social life and change, (2002); Sheridan L., Et al., Uncovering WIL practices to enable WIL’s expansion in higher education, Journal of university teaching & learning practice, 18, 6, pp. 54-68, (2021); Sheridan L., Et al., Work integrated learning (WIL) mainstreamed: the identity of the practitioner, Educational research, 63, 3, pp. 319-336, (2021); Smith T., Salo P., Grootenboer P., Stying alive in academia: collective praxis at work, Pedagogy culture & society, 18, 1, pp. 55-66, (2010); Stetsenko A., Radical-Transformative Agency: continuities and contrasts with relational Agency and implications for education, Frontiers in education, 4, pp. 1-24, (2019); Vazquez-Calatayud M., Errasti-Ibarrondo B., Choperena A., Nurses’ continuing professional development: A systematic literature review, Nurse education in practice, 50, (2021); Webster-Wright A., Reframing professional development through understanding authentic professional learning, Review of educational research, 79, 2, pp. 702-739, (2009)","A.L. Lizier; School of International Studies and Education (Building 10), Faculty of Arts and Social Sciences, University of Technology Sydney, Broadway, 2007, Australia; email: amanda.lizier@uts.edu.au","","Routledge","","","","","","19415257","","","","English","Prof. dev. Educ.","Article","Article in press","","Scopus","2-s2.0-85184453205"
"Jing X.","Jing, Xianggui (58837849700)","58837849700","Exploration of an Innovative Model of Higher Education Management and Student Training Mechanism Based on Cognitive Mapping","2024","Applied Mathematics and Nonlinear Sciences","9","1","","","","","0","10.2478/amns.2023.2.01548","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183012618&doi=10.2478%2famns.2023.2.01548&partnerID=40&md5=e7c95840ade4108eca761eb2bf98c2e8","Faculty of Teacher Education, Shangqiu Normal University, Henan, Shangqiu, 476000, China","Jing X., Faculty of Teacher Education, Shangqiu Normal University, Henan, Shangqiu, 476000, China","In this paper, we use cognitive mapping for four-parameter Logistics model fitting computation and obtain personalized learning resource paths incorporating learners' fuzzy cognitive mapping after eliminating the influence of blunders and guessing factors on learners' cognitive assessment. After calculating peer similarity based on the cognitive map, the cognitive change trajectory is tracked, and learning resources are recommended iteratively until students become proficient. Based on the cognitive objective function and knowledge relevance, the cognitive mapping of education management of college students is constructed. The research on the mechanism of higher education management and student cultivation is analyzed from the goal of talent cultivation in colleges and universities. Statistical analysis is utilized to analyze the research on the mechanism of higher education management and student cultivation. The results show that the t-value of the regression results are all greater than 2, the regression results are significant, and its regression coefficient is 0.87, which means that all dimensions of the cultivation mechanism of colleges and universities have a positive impact on external employability. In terms of academic attitude, moral cultivation and academic norms, the supervisor has a greater role in influencing postgraduates, and its percentage values are 49.2%, 52.1% and 46.5%, respectively, and the mean values of the three dimensions are above 4.1, while the standard deviation values are above 1.0. This study provides basic references and effective suggestions to promote the continuous improvement of graduate student training quality and is of great significance to the innovation of educational management and student training mechanisms.  © 2023 Xianggui Jing, published by Sciendo.","Cognitive mapping; Educational management; Knowledge relevance; Objective function; Similarity","Cognitive systems; Education computing; Regression analysis; Students; Cognitive mapping; Education management; Educational management; Higher education students; Knowledge relevance; Learning resource; Management training; Objective functions; Similarity; Student training; Mapping","","","","","","","Larsen T., A system approach to navy medical education and training. appendix 28. competency curricula for cardiopulmonary assistant and cardiopulmonary technician, Physiotherapy Canada, 67, 1, pp. 95-96, (2015); Sushko K., Menezes H.T., Strachan P., Butt M., Sherifali D., Self-management education among women with pre-existing diabetes in pregnancy: a scoping review, International Journal of Nursing Studies, 117, 6, (2021); Polo M.-E., Rosado E.Q., Felicisimo A.M., Geoengineering education for management of geospatial data in university context, Journal of Surveying Engineering, 147, 2, (2021); Chiwpreecha K., Viseshsiri P., Chen C.W.K., The environmental education management for sustainable development: eco-school, Journal of the Balkan Tribological Association, (2022); Hong Y., Chen Y., University online education file management under the background of big data, Journal of Intelligent and Fuzzy Systems, 1, pp. 1-7, (2021); Yu H., Xu H., Xu Y., Li Z., Wang P., Wang P., Construction and evaluation of php‐based management and training system for electrical power laboratory, Computer Applications in Engineering Education, 24, 3, pp. 371-381, (2016); Toklucu E., Silman F., Turan S., Atasoy R., Kalkan M., The effects of the crisis management skills and distance education practices of universities on student satisfaction and organizational image, Sustainability, 14, (2022); Vinhateiro N., McNally S.C.G., Training for the next generation of coastal management practitioners, Journal of Coastal Research, 28, 5, pp. 1297-1302, (2012); Surabenjawong U., Phrampus P.E., Lutz J., Farkas D., O'Donnell J.M., Comparison of innovative peer-to-peer education and standard instruction on airway management skill training, Clinical Simulation in Nursing, 47, 1, pp. 16-24, (2020); Jones A.L., Lambert A.W., Megan B., Nursing students: training and maintaining universal newborn hearing screening knowledge, Nurse Education in Practice, 32, pp. 72-77, (2018); Wang Z., Yu N., Education data-driven online course optimization mechanism for college student, Mobile Information Systems, (2021); Melnikas B., Internationalization and knowledge based society creation processes: education and training systems for management specialists, Hydrobiologia, 584, 1, pp. 101-109, (2010); Balkaya S., Akkucuk U., Adoption and use of learning management systems in education: the role of playfulness and self-management, Sustainability, 13, (2021); Yue-Yi H., Clare L., Management in education systems, Oxford Review of Economic Policy, 2, (2021); Hu J., Li H., Composition and optimization of higher education management system based on data mining technology, Scientific programming, 10, (2021)","X. Jing; Faculty of Teacher Education, Shangqiu Normal University, Shangqiu, Henan, 476000, China; email: jingxianggui1977@126.com","","Sciendo","","","","","","24448656","","","","English","Appl. Math. Nonlinear Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85183012618"
"Akkermans J.; Donald W.E.; Jackson D.; Forrier A.","Akkermans, Jos (35219518700); Donald, William E. (57196032389); Jackson, Denise (37053893700); Forrier, Anneleen (6508172969)","35219518700; 57196032389; 37053893700; 6508172969","Are we talking about the same thing? The case for stronger connections between graduate and worker employability research","2024","Career Development International","29","1","","80","92","12","2","10.1108/CDI-08-2023-0278","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172772997&doi=10.1108%2fCDI-08-2023-0278&partnerID=40&md5=428fc41b9730f1396839d0c64704a70f","Department of Management and Organization, School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Southampton Business School, University of Southampton, Southampton, United Kingdom; Organizational Behavior and HRM, Ronin Institute, Montclair, NJ, United States; School of Business and Law, Edith Cowan University, Joondalup, Australia; Faculty of Economics and Business, KU Leuven, Leuven, Belgium","Akkermans J., Department of Management and Organization, School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Donald W.E., Southampton Business School, University of Southampton, Southampton, United Kingdom, Organizational Behavior and HRM, Ronin Institute, Montclair, NJ, United States; Jackson D., School of Business and Law, Edith Cowan University, Joondalup, Australia; Forrier A., Faculty of Economics and Business, KU Leuven, Leuven, Belgium","Purpose and approach: This article presents the case for creating stronger connections between research on graduate and worker employability. We offer a narrative review of commonalities and differences between these research streams and offer thoughts and suggestions for further integration and mutual learning. Findings: We outline some of the main theories and concepts in the graduate and worker employability domains. Furthermore, we analyze how these show considerable overlap, though they have barely connected with each other yet. We also formulate an agenda for future research that would spur stronger connections between the fields. Finally, we turn to our fellow authors, reviewers, and editors to encourage a more open approach to each other's work that would enable more cross-fertilization of knowledge. Implications: We hope our narrative review, critical analysis and future research suggestions will lead to more collaborations and mutual learning among employability researchers in the educational, career and psychology areas. © 2023, Jos Akkermans, William E. Donald, Denise Jackson and Anneleen Forrier.","Careers; Education; Employability; Graduate employability; Worker employability","","","","","","Interne Fondsen KU Leuven; KU Leuven, (C24 M/19/012)","Funding details: This study was supported by Interne Fondsen KU Leuven / Internal Funds KU Leuven (project C24 M/19/012). ","Akkermans J., Kubash S., Trending topics in careers: a review and future research agenda, Career Development International, 22, 2, pp. 586-627, (2017); Akkermans J., Blokker R., Buers C., Van der Heijden B.I.J.M., De Vos A., Ready, set, go! 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Akkermans; Department of Management and Organization, School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; email: j.akkermans@vu.nl","","Emerald Publishing","","","","","","13620436","","","","English","Career Dev. Int.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85172772997"
"Nayyar V.; Mittal A.","Nayyar, Varun (57216865902); Mittal, Amit (57210989478)","57216865902; 57210989478","Cocreating innovative academia theory and practice to strengthen institutional positioning","2024","Information Discovery and Delivery","","","","","","","0","10.1108/IDD-07-2023-0080","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183611327&doi=10.1108%2fIDD-07-2023-0080&partnerID=40&md5=0acbeb9715f65de8df114c03fd272729","Chitkara Business School, Chitkara University, Rajpura, India","Nayyar V., Chitkara Business School, Chitkara University, Rajpura, India; Mittal A., Chitkara Business School, Chitkara University, Rajpura, India","Purpose: In an effort to position higher education institutions to survive in this fiercely competitive environment, the paper aims to identify the direct and indirect relationships between higher education institutional positioning and exogenous factors (student engagement, employability, technology adaptation, teaching quality, and moral values). Design/methodology/approach: A cross-sectional data was collected from 1,015 students studying in the pre-final year of graduation or post-graduate course/program from various educational institutions that were shortlisted based on the Indian NAAC and NIRF rankings. Thereafter, robust assessment criteria of PLS-SEM were used for model assessment and computation of results. Findings: The findings revealed that to develop the greatest platform for upcoming young talent, higher educational institutional positioning ought to be addressed as a priority, which in turn will result in better living standards for upcoming generations. Research limitations/implications: Framing strategies for urban students can never match those living in rural areas, as they are deprived of money due to their level of upbringing from childhood, which creates a high difference in the psychological mindset of students while choosing a career path. Practical implications: The higher positioning of educational institutions clearly reflects the authentic learning environment, with professionalism leading to better student engagement with best industry practice. Originality/value: Research novelty is highlighted as a more focused and streamlined approach to students’ career development and institution branding by reanalyzing and grouping various concepts of institutional positioning into a single model. © 2024, Emerald Publishing Limited.","Employability; Institutional positioning; Moral values; Student engagement; Teaching quality; Technology adaptation","","","","","","","","Aitken G., Smith K., Fawns T., Jones D., Participatory alignment: a positive relationship between educators and students during online masters dissertation supervision, Teaching in Higher Education, 27, 6, pp. 772-786, (2022); Ari F., Arslan-Ari I., Examining nontraditional graduate students' experiences with video feedback in a fully online course, The Internet and Higher Education, 55, (2022); Azila-Gbettor E.M., Mensah C., Abiemo M.K., Self-efficacy and academic programme satisfaction: mediating effect of meaningfulness of study, International Journal of Educational Management, 36, 3, pp. 261-276, (2022); Bennett D., Ananthram S., Development, validation and deployment of the EmployABILITY scale, Studies in Higher Education, 47, 7, pp. 1311-1325, (2022); Bloch C., Degn L., Nygaard S., Haase S., Does quality work work? 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Sangeeta, Tandon U., Factors influencing adoption of online teaching by school teachers: a study during COVID‐19 pandemic, Journal of Public Affairs, 21, 4, (2021)","A. Mittal; Chitkara Business School, Chitkara University, Rajpura, India; email: amit.mittal@chitkara.edu.in","","Emerald Publishing","","","","","","23986247","","","","English","Information Discov. Deliv.","Article","Article in press","","Scopus","2-s2.0-85183611327"
"Kerr G.; Lings I.; Terry L.; Richards J.; Muirhead B.","Kerr, Gayle (9633359300); Lings, Ian (6507318399); Terry, Leigh (58690335600); Richards, Jef (8068704700); Muirhead, Bruce (58690335700)","9633359300; 6507318399; 58690335600; 8068704700; 58690335700","Competitive advantage for life: an industry view of marketing communication education","2024","Journal of Marketing Communications","30","2","","265","281","16","0","10.1080/13527266.2023.2280055","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176426086&doi=10.1080%2f13527266.2023.2280055&partnerID=40&md5=e307905efb3865a7af9590bd45fa8468","School of Advertising, Marketing and Public Relations, Queensland University of Technology, Brisbane, Australia; CEO IPG Mediabrands Asia-Pacific, Sydney, Australia; Department of Advertising and Public Relations, Michigan State University, East Lansing, MI, United States; Founder & CEO of Mindhive, Brisbane, Australia","Kerr G., School of Advertising, Marketing and Public Relations, Queensland University of Technology, Brisbane, Australia; Lings I., School of Advertising, Marketing and Public Relations, Queensland University of Technology, Brisbane, Australia; Terry L., CEO IPG Mediabrands Asia-Pacific, Sydney, Australia; Richards J., Department of Advertising and Public Relations, Michigan State University, East Lansing, MI, United States; Muirhead B., Founder & CEO of Mindhive, Brisbane, Australia","A competitive advantage is the desired outcome of a sound marketing communication strategy. However, there are scant explorations of how marketing communication education can build competitive advantages for students entering the workforce. Taking an industry perspective, a leading CEO reflects upon marketing communication practice and raises questions about disciplinary changes in practice and the necessary response of marketing communication education. We explore these questions and derive insights through a literature review which assembles existing research in marketing communication education, and we explore these insights further using Collective Intelligence. Thought leaders in the marketing communication industry interact and share ideas, revealing key insights into necessary skill sets. The paper concludes with a discussion of marketing communication education and its competitive advantage for both work and life. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","Collective intelligence; industry employability; industry perspective; Marketing communication; University education","","","","","","","","Ackerman D., Gross B., Synchronous Online Discussion Board as a Primary Mode of Delivering Marketing Education: Responding to the COVID-19 Pandemic and Beyond, Marketing Education Review, 31, 4, pp. 284-293, (2021); Alhabash S., Humanizing Advertising Education: Reflection and Insights for Post-Pandemic Pedagogy, Journal of Advertising Education, 25, 1, pp. 6-12, (2021); Anderson N., Lumpkin L., Syrluga S., Doublas-Gabriel D., Campus Celebration and Covid Fear: Colleges Reopen for a Second Fall Under the Pandemic Shadow, The Washington Post, (2021); Bal A.S., Grewal D., Mills A., Ottley G., Engaging Students with Social Media, Journal of Marketing Education, 37, 3, pp. 190-203, (2015); Brown-Devlin N., Teaching Analytics and Digital Media to Advertising Students, Journal of Advertising Education, 25, 1, pp. 28-36, (2021); Childers C., A Decade of Social Media Education: Student Expectations and Reactions from Alumni Professionals, Journal of Advertising Education, 26, 2, pp. 115-135, (2022); Chowdhury M., Sadek A., Advantages and Limitations of Artificial Intelligence, Artificial Intelligence Applications to Critical Transportation Issues, 6, 3, pp. 360-375, (2012); Crittenden V., Crittenden W., Digital and Social Media Marketing in Business Education: Implications for the Marketing Curriculum, Journal of Marketing Education, 37, 2, pp. 71-75, (2015); De Nito E., Gentile T., Kohler T., Misuraca M., Reina R., E-Learning Experiences in Tertiary Education: Patterns and Trends in Research Over the Last 20 Years, Studies in Higher Education, 48, 4, pp. 595-615, (2022); Dennon A., Over 9 in 10 College Students Report Mental Health Impacts from Covid-19, Best Colleges.com, (2020); Drehmer C., Gala P., Breaking Down Classroom Walls: Teaching Moments for Online Learning Excellence, Marketing Education Review, 31, 2, pp. 55-57, (2021); Duffy K., Ney J., Exploring the Divides Among Students, Educators, and Practitioners in the Use of Digital Media as a Pedagogical Tool, Journal of Marketing Education, 37, 2, pp. 104-113, (2015); Esmi Burning Glass 2021. The High Demand for Durable Skills, A Report for America Succeeds; Fang F., Wei W., Huang H., Keeping Up with Fast-Paced Industry Changes—Digital Media Education in U.S. Advertising and PR Programs, Journal of Advertising Education, 23, 2, pp. 80-99, (2019); (2022); Gabor R., Papp-Vary A., The Impact of Megatrends on Marketing Communications Education. Results of an International Survey Among Educators, Journal of Media Research, 13, 3, pp. 31-44, (2020); National Microcredentials Framework, (2022); Gupta A., Ishadi C., “Navigating the New Normal: An S-O-R Perspective on Student Experiences of Environmental, Psychological, and Behavioral Changes During the COVID-19, Pandemic Journal of Marketing Education, 44, 2, pp. 166-190, (2022); Guszcza J., Schwartz J., Superminds: How Humans and Machines Can Work Together, (2019); Horowitz J., Relative Education and the Advantage of a College Degree, American Sociological Review, 83, 4, pp. 771-801, (2018); Hutson J., Valenzuela M., Hosto-Marti B., Wright S., The Role of Higher Education in Developing Durable Skills: Reframing General Education, Journal of Organizational Psychology, 23, 1, pp. 1-12, (2023); Kaplan A., Digital Transformation and Disruption of Higher Education, (2022); Kemper J., Moscato E., Kennedy A., Hacking the Marketing Education System: Using Macromarketing and the Circular Economy to Make a Better World, Journal of Marketing Education, 44, 3, pp. 311-321, (2022); Kleiner A., Thomas Malone on Building Smarter Teams, Strategy+business, (2014); Littlejohn A., Hood N., Milligan C., Mustain P., Learning in MOOCs: Motivations and Self-Regulated Learning in MOOCs, The Internet and Higher Education, 29, pp. 40-48, (2016); Lucas C.J., American Higher Education: A History, (1994); Ma L., Sharif S., Khong K., What Factors Drive the Purchase of Paid Online Courses? A Systematic Literature Review, Journal of Marketing for Higher Education, pp. 1-24, (2022); McCarthy S., Pelletier M., McCoy A., Talking Together: Using Intercollegiate Podcasts for Increased Engagement in Marketing Education, Marketing Education Review, 31, 2, pp. 125-130, (2021); Meshram K., Paladino A., Cotronei-Baird V., Don’t Waste a Crisis: COVID-19 and Marketing Students’ Self-Regulated Learning in the Online Environment, Journal of Marketing Education, 44, 2, pp. 285-307, (2022); A new era for Mindhive, (2021); Mitchell C., Cours Anderson K., Laverie D., Hass A., Distance Be Damned: The Importance of Social Presence in a Pandemic Constrained Environment, Marketing Education Review, 31, 4, pp. 294-310, (2021); Newell J., Tavanapong W., Berghefer S., Teaching Ad Tech: Assessing Collaborative Teaching in an Advertising, Computer Science and Design Course, Journal of Advertising Education, 21, 2, pp. 45-53, (2017); Peltier J., Chennamaneni P., Barber K., Student Anxiety, Preparation, and Learning Framework for Responding to External Crises: The Moderating Role of Self-Efficacy as a Coping Mechanism, Journal of Marketing Education, 44, 2, pp. 149-165, (2021); Phekoo C.A.I., The influence of college experience on students’ social and occupational values, (1999); Reese S., Online Learning Environments in Higher Education: Connectivism Vs. Dissociation, Education and Information Technologies, 20, 3, pp. 579-588, (2015); Reese W.J., Public Schools and the Elusive Search for the Common Good, Reconstructing the Common Good in Education: Coping with Intractable Dilemmas, (2000); Richards J.I., Ross B.I., Advertising Education Around the World, (2014); Rock D., Grant H., Why Diverse Teams are Smarter, Harvard Business Review, (2016); Ross B.I., Advertising Education, Journal of Advertising, 2, 2, pp. 18-21, (1973); Sandage C., A Philosophy of Advertising Education, Journalism Quarterly, 32, 2, pp. 209-211, (1955); Shakah G., Al-Oqaily A., Alqudah F., Motivation Path Between the Difficulties and Attitudes of Using the E-Learning Systems in the Jordanian Universities: Aajloun University as a Case Study, International Journal of Emerging Technologies in Learning (iJet), 14, 19, pp. 26-48, (2019); Sharma R., Jones K., Anderson W., Inthiran A., Tabatabaee M., The Digital Transformation of Higher Education - ‘Uni for nothin’, MOOCs for free’?, Journal of Information Technology Cases and Applications, 24, 1, pp. 34-60, (2022); Smalley A., Higher Education Responses to Coronavirus (COVID-19), National Conference of State Legislatures, (2021); Starch D., Advertising: Its Principles, Practice, and Technique, (1914); Sutton-Brady C., Zooming Through a Pandemic: A COVID-19 Approach to Teaching, Marketing Education Review, 31, 3, pp. 1-6, (2021); Wang X., Hegde S., Son C., Keller B., Smith A., Sasangohar F., Investigating Mental Health of US College Students During the COVID-19 Pandemic: Cross-Sectional Survey Study, Journal of Medical Internet Research, 22, 9, (2020); Wirtz J., Hayes J., Shan Y., Looking Backward, Looking Forward: A Systematic Review of 20 Years of Research and Commentary Published by Journal of Advertising Education, Journal of Advertising Education, 20, 1-2, pp. 8-21, (2016); The CMO Conundrum and the Search for the Unicorn Marketer: Member’s Report, (2020); Wu L., You J., Synchronous or Asynchronous Course: Business Students’ Perspectives on an Optimized Modality of Online Teaching and Learning, Journal of Marketing Education, 44, 2, pp. 265-284, (2022)","G. Kerr; School of Advertising, Marketing and Public Relations, Queensland University of Technology, Brisbane, Australia; email: gf.kerr@qut.edu.au","","Routledge","","","","","","13527266","","","","English","J. Mark. Commun.","Article","Final","","Scopus","2-s2.0-85176426086"
"Khan Z.; Patel L.; Graham L.; Burger R.; Chowa G.A.; Masa R.","Khan, Zoheb (57203417536); Patel, Leila (16205512800); Graham, Lauren (55229810600); Burger, Rulof (55466318800); Chowa, Gina A. (35749643000); Masa, Rainier (35776260100)","57203417536; 16205512800; 55229810600; 55466318800; 35749643000; 35776260100","Youth Employability programmes in South Africa: Which features work best and for whom?","2024","Development Southern Africa","41","1","","207","224","17","0","10.1080/0376835X.2023.2273533","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175695588&doi=10.1080%2f0376835X.2023.2273533&partnerID=40&md5=ba587e88f1b0a71250dbcde60183ef44","Centre for Social Development in Africa, University of Johannesburg, Johannesburg, South Africa; Department of Economics, Stellenbosch University, Stellenbosch, South Africa; Global Social Development Innovations, University of North Carolina at Chapel Hill, Chapel Hill, United States","Khan Z., Centre for Social Development in Africa, University of Johannesburg, Johannesburg, South Africa; Patel L., Centre for Social Development in Africa, University of Johannesburg, Johannesburg, South Africa; Graham L., Centre for Social Development in Africa, University of Johannesburg, Johannesburg, South Africa; Burger R., Department of Economics, Stellenbosch University, Stellenbosch, South Africa; Chowa G.A., Global Social Development Innovations, University of North Carolina at Chapel Hill, Chapel Hill, United States; Masa R., Global Social Development Innovations, University of North Carolina at Chapel Hill, Chapel Hill, United States","This article analyses a subset of eight youth employability programmes (YEPs) operating across South Africa using a panel survey of participants. It assesses the features of these YEPs and their links to subsequent employment while controlling for individual characteristics. Each YEP delivered technical and soft skills training, alongside other programme features offered in different combinations. Additionally, a financial capability intervention comprising financial literacy and access to a savings product was randomised to half of the training sites. Job matching, soft skills training, and financial capability are all strongly associated with better employment odds. The strength of these associations depends on how different training components are combined, and on graduates’ education level and area of residence. The findings have implications for the design of active labour market policies in developing countries with large youth unemployment and fast-changing labour markets. © 2023 Government Technical Advisory Centre (GTAC).","Active labour market programmes; financial capability; skills training; youth unemployment","South Africa; employment generation; labor market; labor participation; labor policy; skilled labor; unemployment","","","","","British Academy Newton Fund, (AF140164); Department of Science and Technology/National Research Foundation; National Treasury’s Government Technical Advisory Committee; National Youth Development Agency; SARCHi for Welfare and Social Development; University of Johannesburg’s University Research Committee; Ford Foundation, FF, (0140-0188); University of Johannesburg, UJ","This work was supported by the Ford Foundation [grant number 0140-0188]; The National Treasury’s Government Technical Advisory Committee (no grant number); the British Academy Newton Fund [grant number AF140164]; the National Youth Development Agency (no grant number); the University of Johannesburg’s University Research Committee (no grant number); and the Department of Science and Technology/National Research Foundation South African Research Chair Initiative (SARCHi) through the SARCHi for Welfare and Social Development (no grant number). The study was granted ethical clearance by the University of Johannesburg Faculty of Humanities Research Ethics Committee.","Abel M., Burger R., Piraino P., (2017); Allison P., (2020); Ansong D., Chowa G., Sherraden M., Household assets, academic expectations, and academic performance among Ghanaian junior high school students: Investigating mediation, Children and Youth Services Review, 50, March, pp. 101-110, (2015); Arthur-Mensah N., Alagaraja M., Examining training and skills development of youth and young adults in the Ghanaian context: An HRD perspective, Human Resource Development International, 21, 5, pp. 493-508, (2018); Athey S., Imbens G.W., The state of applied econometrics: Causality and policy evaluation, Journal of Economic Perspectives, 31, 2, pp. 3-32, (2017); Attanasio O., Guarin A., Medina C., Meghir C., Vocational training for disadvantaged youth in Colombia: A long-term follow-up, American Economic Journal: Applied Economics, 9, 2, pp. 131-143, (2017); Baron R.A., Branscombe N.R., Social psychology, (2011); Betcherman G., Godfrey M., Puerto S., Rother F., Stavreska A., (2007); Brown A.J., Koettl J., Active labor market programs–employment gain or fiscal drain?, Journal of Labor Economics, 4, 1, pp. 1-36, (2015); Card D., Kluve J., Weber A., What works? A meta analysis of recent active labor market program evaluations, Journal of the European Economic Association, 16, 3, pp. 894-931, (2018); Chowa G., Ansong D., Masa R., Assets and child well-being in developing countries: A research review, Children and Youth Services Review, 32, 11, pp. 1508-1519, (2010); De Lannoy A., Graham L., Patel L., Leibbrandt M., (2018); Dormann C.F., Elith J., Bacher S., Buchmann C., Carl G., Carre G., Marquez J.R.G., Gruber B., Lafourcade B., Leitao P.J., Munkemuller T., McClean C., Osborne P.E., Reineking B., Schroder B., Skidmore A.K., Zurell D., Lautenbach S., Collinearity: A review of methods to deal with it and a simulation study evaluating their performance, Ecography, 36, 1, pp. 27-46, (2013); Elliot W., Constance-Huggins M., Song H., (2011); Fox L., Kaul U., (2018); Friedline T., Elliott W., Chowa G., Testing an asset-building approach for young people: Early access to savings predicts later savings, Economics of Education Review, 33, April, pp. 31-51, (2013); Grugulis I., Vincent S., Whose skill is it anyway?, Work. Employment and Society, 23, 4, pp. 597-615, (2009); Heckman J.J., Lalonde R.J., Smith J.A., The economics and econometrics of active labor market programs, Handbook of Labor Economics, 3, 1, pp. 1865-2097, (1999); Hurrell S.A., Scholarios D., Thompson P., More than a ‘humpty dumpty’ term: Strengthening the conceptualization of soft skills, Economic and Industrial Democracy, 34, 1, pp. 161-182, (2013); Global employment trends for youth 2020, (2020); James G., Witten D., Hastie T.J., Tibshirani R.J., An introduction to statistical learning: With applications in R, (2013); Jann B., The blinder–oaxaca decomposition for linear regression models, The Stata Journal: Promoting Communications on Statistics and Stata, 8, 4, pp. 453-479, (2008); Johnson E., Sherraden M.S., From financial literacy to financial capability among youth, The Journal of Sociology & Social Welfare, 34, 3, pp. 119-145, (2007); Kabeer N., Randomized control trials and qualitative evaluations of a multifaceted programme for women in extreme poverty: Empirical findings and methodological reflections, Journal of Human Development and Capabilities, 20, 2, pp. 197-217, (2019); Kennedy-Martin T., Curtis S., Faries D., Robinson S., Johnston J., A literature review on the representativeness of randomized controlled trial samples and implications for the external validity of trial results, Trials, 16, (2015); Kluve J., Puerto S., Robalino D., Romero J.M., Rother F., Stoterau J., Witte M., Do youth employment programs improve labor market outcomes? A quantitative review, World Development, 114, pp. 237-253, (2019); Lee J.Q., McInerney D.M., Liem G.A.D., Ortiga Y.P., The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective, Contemporary Educational Psychology, 35, 4, pp. 264-279, (2010); Luchman J.N., (2013); Mckenzie D.J., (2017); Mlatsheni C., Youth labour markets in South Africa, The Oxford handbook of the South African economy, (2021); Patel L., Khan Z., Englert T., How might a national minimum wage affect the employment of youth in South Africa?, Development Southern Africa, 37, 2, pp. 1-15, (2020); (2022); Treskon M., Congdon W.J., Martinchek K., Carther A., (2021); (2020); (2022)","Z. Khan; Centre for Social Development in Africa, University of Johannesburg, Johannesburg, South Africa; email: zkhan@uj.ac.za","","Routledge","","","","","","0376835X","","","","English","Dev. South. Afr.","Article","Final","","Scopus","2-s2.0-85175695588"
"Pradhan M.S.; Rattanawiboonsom V.; Panya F.","Pradhan, Manju Shree (58756881500); Rattanawiboonsom, Vichayanan (57188820730); Panya, Fuangfa (57203570184)","58756881500; 57188820730; 57203570184","Informal workplace learning and employability: The mediating role of competency development among financial sector employees in Bhutan","2024","Environment and Social Psychology","9","1","1845","","","","0","10.54517/esp.v9i1.1845","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179338457&doi=10.54517%2fesp.v9i1.1845&partnerID=40&md5=6eae7d399bf96236ec3751e2255606b0","Faculty of Business, Economics and Communications, Naresuan University, Phitsanulok, 65000, Thailand","Pradhan M.S., Faculty of Business, Economics and Communications, Naresuan University, Phitsanulok, 65000, Thailand; Rattanawiboonsom V., Faculty of Business, Economics and Communications, Naresuan University, Phitsanulok, 65000, Thailand; Panya F., Faculty of Business, Economics and Communications, Naresuan University, Phitsanulok, 65000, Thailand","Amidst the rapid changes of this era, time constraints act as impediments to employees’ skill acquisition. However, a promising solution emerges in the form of informal workplace learning (IWL). Despite its potential, the precise impact of IWL on employability and competency development has remained an enigma. To unravel this, the present study draws upon the insights of the social learning theory. It delves deep into the impact of IWL on employability, incorporating competency development as a mediating element. The research also examines the potential moderating roles of learning goal orientation (LGO) and self-directed learning orientation (SDLO) in the IWL-competency development relationship. Leveraging data from 512 banking sector participants, the study employs a rigorous deductive design, administering a structured questionnaire through stratified random sampling. Analytical rigor is upheld via Confirmatory Factor Analysis, revealing squared multiple correlations (0.331 to 0.94) and affirming the CFA model’s validity and reliability through indices like average variance extracted (AVE) and composite reliability (CR). The hypotheses are subsequently evaluated through structural equation modelling (SEM). Findings reveal a substantial impact of IWL on employability (β = 0.13), with competency development effectively mediating this relationship (β = 0.30). While the anticipated moderating roles of LGO and SDLO do not manifest, this research furnishes valuable insights for organizations aiming to bolster their workforce’s proficiency and employability via IWL. The study contributes to the discourse on learning strategies amidst the contemporary professional landscape, urging organizations to harness the potential of IWL to foster adaptability and growth. © 2023 by author(s).","banks; Bhutan; competency development; employability; financial institutions; informal workplace learning; learning goal orientation; self-directed learning orientation; SEM","","","","","","","","Lave J, Wenger E., Situated Learning: Legitimate Peripheral Participation, (1991); Boyatzis RE., Competencies in the 21st century, Journal of Management Development, 27, 1, pp. 5-12, (2008); Wenger E., Communities of practice: Learning as a social system, Systems Thinker, 9, 5, pp. 2-3, (2008); Watkins KE, Marsick VJ., Towards a theory of informal and incidental learning in organizations, International Journal of Lifelong Education, 11, 4, pp. 287-300, (1992); Dale M, Bell J., Informal Learning in the Workplace, (1999); Van Der Heijden B, Boon J, Van der Klink M, Meijs E., Employability enhancement through formal and informal learning: an empirical study among Dutch non‐academic university staff members, International journal of training and development, 13, 1, pp. 19-37, (2009); van der Rijt J, van de Wiel MWJ, Van Den Bossche P, Et al., Contextual Antecedents of Informal Feedback in The Workplace, Human Resource Development Quarterly, 23, 2, (2012); Cortellazzo L, Bonesso S, Gerli F, Batista-Foguet J., Protean career orientation: Behavioral antecedents and employability outcomes, Journal of Vocational Behavior, 116, (2020); Froehlich DE, Segers M, Beausaert S, Kremer M., On the Relation between Task-Variety, Social Informal Learning, and Employability, Vocations and Learning, 12, 1, pp. 113-127, (2019); Decius J, Knappstein M, Klug K., Which way of learning benefits your career? The role of different forms of work-related learning for different types of perceived employability, European Journal of Work and Organizational Psychology, pp. 1-16, (2023); Castellanos IV, Sahoo P., Performance of financial institutions in Bhutan, (2010); Otoo FNK., Human resource development (HRD) practices and banking industry effectiveness, European Journal of Training and Development, (2019); Sadeghi T., Associations between workplace learning patterns, social support and perceived competency, Human Resource Development International, 23, 1, pp. 5-24, (2019); Visser M, Van der Togt K., Learning in public sector organizations: A theory of action approach, Public Organization Review, 16, 2, pp. 235-249, (2016); Illeris K., Workplace learning and learning theory, Journal of Workplace Learning, (2003); Eraut M., Informal Learning in the Workplace, Studies in Continuing Education, 26, 2, pp. 247-273, (2010); Forrier A, Sels L., The concept employability: A complex mosaic, International Journal Of Human Resources Development And Management, 3, pp. 102-124, (2003); Nyhan B., Competence development as a key organisational strategy-experiences of European companies, Industrial and Commercial Training, 30, 7, pp. 267-273, (1998); Hashim J., Competencies acquisition through self‐directed learning among Malaysian managers, Journal of Workplace Learning, 20, 4, pp. 259-271, (2008); Rowold J, Kauffeld S., Effects of career‐related continuous learning on competencies, Personnel Review, 38, 1, pp. 90-101, (2008); Crouse P, Doyle W, Young JD., Workplace learning strategies, barriers, facilitators and outcomes: a qualitative study among human resource management practitioners, Human Resource Development International, 14, 1, pp. 39-55, (2011); Pylvas L, Li J, Nokelainen P., Professional Growth and Workplace Learning, Research Approaches on Workplace Learning: Insights from a Growing Field, pp. 137-155, (2022); Takase M, Yamamoto M, Sato Y, Et al., The relationship between workplace learning and midwives’ and nurses’ self-reported competence: A cross-sectional survey, International Journal of Nursing Studies, 52, 12, pp. 1804-1815, (2015); Haemer HD, Borges-Andrade JE, Cassiano SK., Learning strategies at work and professional development, Journal of Workplace Learning, 29, 6, pp. 490-506, (2017); Moore AL, Klein JD., Facilitating informal learning at work, Tech Trends, 64, pp. 219-228, (2020); Mulder RH., Exploring feedback incidents, their characteristics and the informal learning activities that emanate from them, European Journal of Training and Development, 37, 1, pp. 49-71, (2013); De Vos A, De Hauw S, Willemse I., An integrative model for competency development in organizations: The Flemish case, The International Journal of Human Resource Management, 26, 20, pp. 2543-2568, (2015); van der Heijden BI, Notelaers G, Peters P, Et al., Development and validation of the short-form employability five-factor instrument, Journal of Vocational Behavior, 106, pp. 236-248, (2018); Billett S., Developing domains of occupational competence: workplaces and learner agency, Competence-based Vocational and Professional Education, 23, pp. 47-66, (2017); Vos AD, Hauw SD, Willemes I., Competency Developement in Organisaations: Building An Integrative Model Through A Qualitative Study, (2011); Serim H, Demirbag O, Yozgat U., The effects of employees’ perceptions of competency models on employability outcomes and organizational citizenship behavior and the moderating role of social exchange in this effect, Procedia-Social and Behavioral Sciences, 150, 15, pp. 1101-1110, (2014); Froehlich DE, Beausaert SAJ, Segers MSR., Age, employability and the role of learning activities and their motivational antecedents: A conceptual model, The International Journal of Human Resource Management, 26, 16, pp. 2087-2101, (2015); Downs C, Mughal F, Shah U, Ryder M., Are undergraduate internships worth the effort? Time to reconceptualize work-based learning for building protean meta-competencies, Studies in Higher Education, pp. 1-14, (2023); Gerken M, Beausaert S, Segers M., Working on professional development of faculty staff in higher education: Investigating the relationship between social informal learning activities and employability, Human Resource Development International, 19, 2, pp. 135-151, (2016); Lecat A, Beausaert S, Raemdonck I., On the relation between teachers’(in) formal learning and innovative working behavior: the mediating role of employability, Vocations and Learning, 11, 3, pp. 529-554, (2018); Bandura A., Human agency in social cognitive theory, American Psychologist, 44, 9, (1989); Cerasoli CP, Alliger GM, Donsbach JS, Et al., Antecedents and outcomes of informal learning behaviors: A meta-analysis, Journal of Business and Psychology, 33, 2, pp. 203-230, (2018); Locke EA, Latham GP., New directions in goal-setting theory, Current Directions In Psychological Science, 15, 5, pp. 265-268, (2006); Dweck CS, Leggett EL., A social-cognitive approach to motivation and personality, Psychological Review, 95, 2, (1988); Choi W., Influences Of Formal Learning, Personal Characteristics, And Work Environment Characteristics On Informal Learning Among Middle Managers In The Korean Banking Sector, (2009); Raemdonck I, Tillema H, de Grip A, Et al., Does self-directedness in learning and careers predict the employability of low-qualified employees?, Vocations and Learning, 5, 2, pp. 137-151, (2012); Raemdonck I, van der Leeden R, Valcke M, Et al., Predictors of self‐directed learning for low‐qualified employees: a multi‐level analysis, European Journal of Training and Development, (2012); Raemdonck I, Gijbels D, Van Groen W., The influence of job characteristics and self‐directed learning orientation on workplace learning, International Journal of Training and Development, 18, 3, pp. 188-203, (2014); Decius J, Schaper N, Seifert A., Work characteristics or workers’ characteristics? An input-process-output perspective on informal workplace learning of blue-collar workers, Vocations and Learning, 14, pp. 285-326, (2021); Decius J, Schaper N, Seifert A., Informal workplace learning: Development and validation of a measure, Human Resource Development Quarterly, 30, 4, pp. 495-535, (2019); Creswell JW, Clark VLP., Designing and Conducting Mixed Methods Research, (2017); Kothari CR., Research Methodology, Methods and Tecniques, (2004); Bentler PM, Chou CP., Practical issues in structural modeling, Sociological Methods & Research, 16, 1, pp. 78-117, (1987); Naim MF, Lenka U., Linking knowledge sharing, competency development, and affective commitment: Evidence from Indian Gen Y employees, Journal of Knowledge Management, 21, 4, pp. 885-906, (2017); Kim HY., Statistical notes for clinical researchers: Assessing normal distribution (2) using skewness and kurtosis, Restorative Dentistry & Endodontics, 38, 1, pp. 52-54, (2013); Cohen J, Cohen P, West SG, Aiken LS., Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences, (2002); Podsakoff PM, Mackenzie SB, Lee JY, Podsakoff NP., Common method biases in behavioral research: A critical review of the literature and recommended remedies, Journal of applied psychology, 88, 5, pp. 879-903, (2003); Kaplan D., Model modification in covariance structure analysis: Application of the expected parameter change statistic, Multivariate Behavioral Research, 24, 3, pp. 285-305, (1989); Hayduk LA., Should model modifications be oriented toward improving data fit or encouraging creative and analytical thinking?, Multivariate Behavioral Research, 25, 2, pp. 193-196, (1990); Bentler PM, Bonett DG., Significance tests and goodness of fit in the analysis of covariance structures, Psychological Bulletin, 88, 3, pp. 588-606, (1980); Bentler PM., Comparative fit indexes in structural models, Psychological Bulletin, 107, 2, pp. 238-246, (1990); Schumacker RE, Lomax RG., A Beginner’s Guide to Structural Equation Modeling, (2004); Hu LT, Bentler PM., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6, 1, pp. 1-55, (1999); Newsom J., Psy 523/623 Structural Equation Modelling, (2023); Byrne BM., Structural equation modeling with AMOS, EQS, and LISREL: Comparative approaches to testing for the factorial validity of a measuring instrument, International Journal of Testing, 1, 1, pp. 55-86, (2001); Falk RF, Miller NB., A Primer for Soft Modeling, (1992); Yamazaki Y, Toyama M, Putranto AJ., Comparing managers’ and non-managers’ learning and competencies, Journal of Workplace Learning, 30, 4, pp. 274-290, (2018); Brandao HP, Borges-Andrade JE, Puente-Palacios K, Laros JA., Relationships between learning, context and competency: A multilevel study, BAR—Brazilian Administration Review, 9, 1, pp. 1-22, (2012); Cheetham G, Chivers G., How professionals learn in practice: An investigation of informal learning amongst people working in professions, Journal of European Industrial Training, 25, 5, pp. 247-292, (2001); Dang VT, Chou Y-C., Extrinsic motivation, workplace learning, employer trust, self-efficacy and cross-cultural adjustment, Personnel Review, 49, 6, pp. 1232-1253, (2020); Helyer R., Learning through reflection: The critical role of reflection in work-based learning (WBL), Journal of Work-Applied Management, 7, 1, pp. 15-27, (2015); Eraut M, Hirsh W., The Significance of Workplace Learning for Individuals, Groups and Organisations, (2010); London M, Smither JW., Feedback orientation, feedback culture, and the longitudinal performance management process, Human Resource Management Review, 12, 1, pp. 81-100, (2002); Watling C, Driessen E, van der Vleuten CP, Lingard L., Learning from clinical work: The roles of learning cues and credibility judgements, Medical Education, 46, pp. 192-200, (2012); van der Heijden BIJM., Professional competence and its effect upon employability throughout the career: A study of Dutch middle and higher level employees in small businesses, The International Journal of Entrepreneurship and Innovation, 2, 3, pp. 171-181, (2001); Boyatzis RE., Unleashing the power of self-directed learning, Changing The Way We Manage Change, pp. 13-32, (2002); Deist FDL, Winterton J., What Is Competence?, Human Resource Development International, 8, 1, pp. 27-46, (2005); Bandura A, Walters RH., Social learning theory, (1977); Heijde CMVD, van der Heijden BIJM., A competence‐based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); De Vos A, De Hauw S, Van der Heijden BIJM., Competency development and career success: The mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); Froehlich D, Segers M, van den Bossche P., Informal workplace learning in Austrian banks: The influence of learning approach, leadership style, and organizational learning culture on managers’ learning outcomes, Human Resource Development Quarterly, 25, 1, pp. 29-57, (2014); Noe RA, Tews MJ, Michel JW., Managers’ informal learning: A trait activation theory perspective, International Journal of Training and Development, 21, 1, pp. 1-17, (2017); Runhaar P, Sanders K, Yang H., Stimulating teachers’ reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership, Teaching and Teacher Education, 26, 5, pp. 1154-1161, (2010); Dragoni L, Tesluk PE, Russell JEA, Oh IS., Understanding managerial development: Integrating developmental assignments, learning orientation, and access to developmental opportunities in predicting managerial competencies, Academy of Management Journal, 52, 4, pp. 731-743, (2009); Kabuoh MN, Otsupius IA., The impact of learning-goal orientation on leadership competence in an organisation, International Journal of Entrepreneurial Development, Education and Science Research, 3, 1, pp. 1-7, (2015); Vandewalle D, Cron WL, Slocum JW., The role of goal orientation following performance feedback, Journal of Applied Psychology, 86, 4, pp. 629-640, (2001); Pink DH., Drive: The surprising truth about what motivates us, (2011); Paloniemi S, Hager P., Experience, competence and workplace learning, Journal of Workplace Learning, 18, 7, pp. 439-450, (2006); Developing human resource competencies: an empirical evidence, Human Resource Development International, 22, 4, pp. 343-363, (2019); Choden K, Wangchuk D, Smart C., Bhutan-Culture Smart!: The Essential Guide to Customs & Culture: Kuperard, (2018)","M.S. Pradhan; Faculty of Business, Economics and Communications, Naresuan University, Phitsanulok, 65000, Thailand; email: manjushreepradhan.gcbs@rub.edu.bt","","Asia Pacific Academy of Science Pte Ltd","","","","","","24247979","","","","English","Environ. Soc. Psychol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85179338457"
"Pinto P.E.; Henriquez-Encamilla D.","Pinto, Pablo E. (57194231137); Henriquez-Encamilla, Daniela (58814273000)","57194231137; 58814273000","Enhancing employability through training programmes in Chile: A qualitative study of the challenges identified by local actors involved in a subnational experience","2024","International Journal of Training and Development","","","","","","","0","10.1111/ijtd.12317","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182472734&doi=10.1111%2fijtd.12317&partnerID=40&md5=21c81cf93620ba26de7f649d9421ebb7","Rector La Serena–Ovalle, Universidad Santo Tomás, La Serena, Chile; Instituto de Políticas Publicas, Universidad Católica del Norte, Coquimbo, Chile","Pinto P.E., Rector La Serena–Ovalle, Universidad Santo Tomás, La Serena, Chile; Henriquez-Encamilla D., Instituto de Políticas Publicas, Universidad Católica del Norte, Coquimbo, Chile","Active labour policies are globally adopted to tackle unemployment and enhance job matching. In Chile, a predominantly supply-focused approach involves training workers, especially in vulnerable groups, as it is believed that investing in human capital will align job demand and available skills. This subnational Chilean case study in the Coquimbo region delves into the factors influencing worker training and placement programme implementation, with a specific focus on stakeholders' perceptions. Through qualitative data from interviews and focus groups, the research seeks to explore subjective challenges, including individual perspectives, governance and structural factors. Various variables affect policy implementation at different levels. On the micro level, actor motivations like personal goals and financial incentives are crucial for policy design. Regional governance levels grapple with coordination difficulties that impact programme implementation. Collaboration among stakeholders like government agencies, educational institutions and employers is essential. Structural issues within the regional economy and the target population also pose challenges to policy implementation. The study suggests that a comprehensive policy approach that considers the interconnectedness of institutions, labour markets, skills and the various stakeholders involved in the process is vital to address the complexity of active labour policies at the local level in Chile. © 2024 Brian Towers (BRITOW) and John Wiley & Sons Ltd.","","","","","","","Servicio Nacional de Capacitación y Empleo; Universidad Católica del Norte, UCN","To the team of the Observatorio Laboral Región de Coquimbo and participants involved in the interviews. Special acknowledgements is extended to the qualitative team, SENCE professionals at the Coquimbo office and the Universidad Católica del Norte, Coquimbo. The research was made possible through the financing of the ‘Observatorio Laboral Región de Coquimbo, 2020’, a project supported by resources facilitated through the cooperation between the OTIC ‘Cámara Chilena de la Construcción’, the ‘Servicio Nacional de Capacitación y Empleo’ SENCE, and the Universidad Católica del Norte, Coquimbo. ","Acosta P., Muller N., Sarzosa M., Las habilidades cognitivas y socioemocionales de los adultos y sus resultados en el mercado laboral en Colombia, Revista de Economía Del Rosario, 23, 1, pp. 109-148, (2020); Acosta P., Muller N., Sarzosa M.A., Beyond qualifications: Returns to cognitive and socio-emotional skills in Colombia, (2015); Adams W.C., Conducting semi-structured interviews, Handbook of practical program evaluation, pp. 492-505, (2015); Anderson P., Warhurst C., Lost in translation? Skills policy and the shift to skill ecosystems, Complex New World. New Era Economics, pp. 109-120, (2012); Antia F., The political dynamic of redistribution in unequal democracies: The center-left governments of Chile and Uruguay in comparative perspective, Latin American Perspectives, 46, 1, pp. 152-166, (2019); Ashton D.N., Maguire M.J., Dual labour market theory and the organisation of local labour markets, International Journal of Social Economics, 11, 7, pp. 106-120, (1984); Barron R.D., Norris G.M., Sexual divisions and the dual labour market, Sexual divisions revisited, pp. 153-177, (1991); Blanco C.M.C., Castro A.B.S., El muestreo en la investigación cualitativa, NURE Investigación: Revista Científica de Enfermería, 27, (2007); Blattman C., Ralston L., (2015); Charmaz K., Grounded theory: Objectivist and contructivist methods, The Handbook of Qualitative Research, (2000); Chumacero R.A., Fuentes J.R., Chilean growth dynamics, Economic Modelling, 23, 2, pp. 197-214, (2006); (1997); Cross J.C., Johnson B.D., Expading dual labour market theory: Crack dealers and the informal sector, International Journal of Sociology and Social Policy, 20, 1-2, pp. 96-134, (2000); Cunningham W.V., Villasenor P., Employer voices, employer demands, and implications for public skills development policy connecting the labor and education sectors, The World Bank Research Observer, 31, pp. 102-134, (2016); Dalziel P., Education and qualifications as skills, The Oxford handbook of skills and training, pp. 143-160, (2017); Deterding N.M., Waters M.C., Flexible coding of in-depth interviews: A twenty-first-century approach, Sociological Methods & Research, 50, 2, pp. 708-739, (2021); DiCicco-Bloom B., Crabtree B.F., The qualitative research interview, Medical Education, 40, 4, pp. 314-321, (2006); Didier N., (2020); Doeringer P.B., Piore M.J., (1985); Doerr A., Novella R., (2020); Edwards S., Edwards A.C., Economic reforms and labour markets: Policy issues and lessons from Chile, Economic Policy, 15, 30, pp. 182-229, (2000); Finegold D., Creating self-sustaining high skill ecosystem, Oxford Review of Economic Policy, 15, 1, pp. 60-81, (1999); Garcia-Castro J.D., Gonzalez R., Frigolett C., Jimenez-Moya G., Rodriguez-Bailon R., Willis G., Changing attitudes toward redistribution: The role of perceived economic inequality in everyday life and intolerance of inequality, The Journal of Social Psychology, 163, 4, pp. 566-581, (2023); Gerring J., What is a case study and what is it good for?, American Political Science Review, 98, 2, pp. 341-354, (2004); Ghilarducci T., Lee M., Female dual labour markets and employee benefits, Scottish Journal of Political Economy, 52, 1, pp. 18-37, (2005); Glaser B., Strauss A., The discovery of grounded theory: Strategies for qualitative research, (1967); Graneheim U.H., Lindgren B.-M., Lundman B., Methodological challenges in qualitative content analysis: A discussion paper, Nurse Education Today, 56, pp. 29-34, (2017); Guerra N., Modecki K., Cunningham W., Developing social-emotional skills for the labor market: The PRACTICE model, (2014); Heiss C., Latin america erupts: Re-founding Chile, Journal of Democracy, 32, 3, pp. 33-47, (2021); Hernandez R., Fernandez C., Baptista P., Metodología de la Investigación, (2010); Hilger A., Nordman C., Sarr L., (2018); Krueger R.A., Casey M.A., Focus group interviewing, Handbook of practical program evaluation, pp. 506-534, (2015); Kurtz M.J., The dilemmas of democracy in the open economy: Lessons from Latin America, World Politics, 56, 2, pp. 262-302, (2004); Lee S.S.Y., Kim Y., Female outsiders in South Korea's dual labour market: Challenges of equal pay for work of equal value, Journal of Industrial Relations, 62, 4, pp. 651-678, (2020); Marginson S., Limitations of human capital theory, Studies in Higher Education, 44, 2, pp. 287-301, (2019); McKenzie D., How effective are active labor market policies in developing countries? A critical review of recent evidence, The World Bank Research Observer, 32, 2, pp. 127-154, (2017); McKenzie D., Robalino D., (2010); Meager N., Recent developments in active labour market policies in the UK: The shifting focus from unemployment to inactivity, The evaluation of active labour market policies, measures, public-private partnerships and benchmarking, pp. 117-146, (2007); Meager N., The role of training and skills development in active labour market policies, International Journal of Training and Development, 13, 1, pp. 1-18, (2009); Production transformation policy review of Chile: Reaping the benefits of new frontiers, (2018); Payne J., (2016); Petras J., Democracy and poverty in Chile: The limits to electoral politics, (2019); Pinto P.E., Vallone A., Honores G., Gonzalez H., The dynamics of patentability and collaborativeness in Chile: An analysis of patenting activity between 1989 and 2013, World Patent Information, 49, pp. 52-65, (2017); Sanchez-Dominguez M., Guirola Abenza L., The double penalty: How female migrants manage family responsibilities in the Spanish dual labour market, Journal of Family Research, 33, 2, pp. 509-540, (2021); Seo H., ‘Dual’ labour market? Patterns of segmentation in European labour markets and the varieties of precariousness, Transfer: European Review of Labour and Research, 27, 4, pp. 485-503, (2021); (2022); Silva E., The state and capital in Chile: Business elites, technocrats, and market economics, (2019); Sondermann D., Towards more resilient economies: The role of well-functioning economic structures, Journal of Policy Modeling, 40, 1, pp. 97-117, (2018); Stake R.E., Qualitative case studies, The SAGE handbook of qualitative research, pp. 443-466, (2005); Starr M.A., Qualitative and mixed-methods research in economics: Surprising growth, promising future, Journal of Economic Surveys, 28, 2, pp. 238-264, (2014); Tan E., Human capital theory: A holistic criticism, Review of Educational Research, 84, 3, pp. 411-445, (2014); Uys M.D., Blaauw P.F., The dual labour market theory and the informal sector in South Africa, Acta Commercii, 6, 1, pp. 248-257, (2006); Valiente O., Zancajo A., Jacovkis J., The coordination of skill supply and demand in the market model of skill formation: Testing the assumptions for the case of Chile, International Journal of Lifelong Education, 39, 1, pp. 90-103, (2020); Vooren M., Haelermans C., Groot W., Maassen van den Brink H., The effectiveness of active labor market policies: A meta-analysis, Journal of Economic Surveys, 33, 1, pp. 125-149, (2019)","P.E. Pinto; Universidad Santo Tomás, La Serena, Ruta 5 Norte 1068, 1780000, Chile; email: ppintoc@santotomas.cl","","John Wiley and Sons Inc","","","","","","13603736","","","","English","Int. J. Train. Dev.","Article","Article in press","","Scopus","2-s2.0-85182472734"
"Downs K.M.; Gulizia J.P.","Downs, K.M. (57210566242); Gulizia, J.P. (57210561321)","57210566242; 57210561321","Applied Research Note: a perspective study to assess key traits and competencies important to poultry industry management personnel","2024","Journal of Applied Poultry Research","33","1","100392","","","","0","10.1016/j.japr.2023.100392","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180456111&doi=10.1016%2fj.japr.2023.100392&partnerID=40&md5=fdc6edc86b350ae87238c3d3601381e4","School of Agriculture, Middle Tennessee State University, Murfreesboro, 37132, TN, United States; Department of Poultry Science, Auburn University, Auburn, 36849, AL, United States","Downs K.M., School of Agriculture, Middle Tennessee State University, Murfreesboro, 37132, TN, United States; Gulizia J.P., Department of Poultry Science, Auburn University, Auburn, 36849, AL, United States","A prospective online survey instrument was designed to identify skills, traits, and competencies perceived important for career success by those in various management levels of the poultry industry. The survey instrument consisted of 26 questions. Questions assessed the importance of personality characteristics and competencies, and evaluated the effectiveness of industry recruitment activities. Principal respondent targets included those in human resources, sales/marketing, live production/processing, and complex management. Most participants self-classified as working in live production or as a complex manager. Participants selected work ethic, teamwork ability, initiative to work, leadership ability, and problem-solving ability as the 5 most important characteristics/competencies. Additionally, participants indicated completion of an internship, a student's undergraduate major, a student's grade point average, knowledge of a foreign language, and completion of undergraduate research as the 5 least important knowledge bases and experiences. Respondents identified individual university contacts as the most critically important avenue for student engagement. Data suggests undergraduate studies should focus on developing leadership skills, problem-solving abilities, teamwork abilities, and promoting an initiative to work. Further, emphasizing relationships between higher education and industry can expand opportunities for graduates to enter the poultry industry. © 2023 The Authors","career readiness; employability; poultry industry; teaching","","","","","","","","Billing D., Generic cognitive abilities in higher education: an international analysis of skills sought by stakeholders, Compare, 33, pp. 335-350, (2003); Cramner S., Enhancing graduate employability: best intentions and mixed outcomes, Stud. High. Educ., 31, pp. 169-184, (2006); Downs K.M., Mehlhorn J.E., A poultry industry manager survey used to characterize employable skills for undergraduate students, Poult. Sci., 82, (2003); Jackson D., Testing a model of undergraduate competence in employability skills and its implications for stakeholders, J. Educ. Work, 27, pp. 220-242, (2012); Schmidt S.J., Using writing to develop critical thinking skills, NACTA J., 43, pp. 31-38, (1999); Tymon A., The student perspective on employability, Stud. High. Educ., 38, pp. 841-856, (2013); Zekeri A., Baba P., Evaluation of skills needed in college education by colleges of agriculture alumni from 1862 and 1890 land grant universities in Alabama and Tennessee, Coll. Stud. J., 48, pp. 322-324, (2014)","K.M. Downs; School of Agriculture, Middle Tennessee State University, Murfreesboro, 37132, United States; email: kevin.downs@mtsu.edu","","Elsevier Inc.","","","","","","10566171","","","","English","J. Appl. Poult. Res.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85180456111"
"Junus A.D.P.; Tjiptoherijanto P.; Sobari N.; Subroto A.","Junus, Ayub Dwi Pranata (58866797900); Tjiptoherijanto, Prijono (6506962477); Sobari, Nurdin (57203187841); Subroto, Athor (57207848140)","58866797900; 6506962477; 57203187841; 57207848140","Indonesian seafarers in global job competition: Developing global work competencies in increasing end-user acceptance","2024","Uncertain Supply Chain Management","12","2","","815","828","13","0","10.5267/j.uscm.2024.1.005","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184261845&doi=10.5267%2fj.uscm.2024.1.005&partnerID=40&md5=0990e90142af3177f17f62579ee6a5f5","Sekolah Kajian Strategik dan Global, Universitas Indonesia, Jakarta, Indonesia","Junus A.D.P., Sekolah Kajian Strategik dan Global, Universitas Indonesia, Jakarta, Indonesia; Tjiptoherijanto P., Sekolah Kajian Strategik dan Global, Universitas Indonesia, Jakarta, Indonesia; Sobari N., Sekolah Kajian Strategik dan Global, Universitas Indonesia, Jakarta, Indonesia; Subroto A., Sekolah Kajian Strategik dan Global, Universitas Indonesia, Jakarta, Indonesia","The demand for global seafaring labor has also increased drastically because of a shortage of qualified seafarers. This study examined the effect of global employability competence and sensory, behavioral, and intellectual experience mediating the end-user acceptance of ship crew management. The study's sample consisted of 240 ship crew managers who employed Indonesian seafarers. The analysis was completed utilizing the Partial Least Square-Structural Equation Method. The results stated that global employability competence significantly influenced end-user acceptance, even though the sensory experience could not mediate the relationship between global employability competence and end-user acceptance. Furthermore, the behavioral and intellectual experiences bridged these links where the intellectual experience's impact was more potent than the behavioral experience to increase end-user acceptance. © 2024 by the authors; licensee Growing Science, Canada.","Employability competence; End-user acceptance; Global; Intellectual experience; Sensory experience Behavioral experience","","","","","","","","Abbas M., Raja U., Anjum M., Bouckenooghe D., Perceived competence and impression management: Testing the mediating and moderating mechanisms, International Journal of Psychology, 54, 5, pp. 668-677, (2019); Ahn J., Consideration of rosy-and blue-side attachment with integrated resort brands, Journal of Destination Marketing and Management, 13, pp. 1-9, (2019); Ahn J., Role of harmonious and obsessive passions for autonomy, competence, and relatedness support with integrated resort experiences, Current Issues in Tourism, 23, 6, pp. 756-769, (2020); Ahn J., Back K. J., The role of autonomy, competence and relatedness: Applying self-determination theory to the integrated resort setting, International Journal of Contemporary Hospitality Management, 31, 1, pp. 87-104, (2019); Ahn J., Back K. J., Choe Y., Customers’ needs satisfaction: A scale validation with refinement in the integrated resort setting, International Journal of Hospitality Management, 82, March, pp. 39-47, (2019); Albert M.-N., Lazzari Dodeler N., Guy E., From a seafarer’s career management to the management of interwoven sea-and shore-based careers, SAGE Open, 6, 1, (2016); Anastasiou J., Crew operations management, Shipping Operations Management, pp. 73-97, (2017); Anser M. K., Shafique S., Usman M., Akhtar N., Ali M., Spiritual leadership and organizational citizenship behavior for the environment: An intervening and interactional analysis, Journal of Environmental Planning and Management, 64, 8, pp. 1496-1514, (2021); Ariadi G., Inter-firm Collaboration and Knowledge Sharing as mediators of the interrelation between Asset Specificity and Innovative Performance, (2022); Bachari-Lafteh M., Harati-Mokhtari A., Operator’s skills and knowledge requirement in autonomous ships control centre, Journal of International Maritime Safety, Environmental Affairs, and Shipping, 5, 2, pp. 74-83, (2021); Barney J., Firm resources and sustained competitive advantage, Journal of Management, 17, 1, pp. 99-120, (1991); Benamara H., Hoffmann J., Youssef F., Maritime transport: The sustainability imperative, Sustainable Shipping: A Cross-Disciplinary View, pp. 1-31, (2019); Berg N., Storgard J., Lappalainen J., The impact of ship crews on maritime safety, Publications of the Centre for Maritime Studies, University of Turku A, 64, pp. 1-48, (2013); Bhattacharya Y., Employee Engagement as a Predictor of Seafarer Retention: A Study among Indian Officers, Asian Journal of Shipping and Logistics, 31, 2, pp. 295-318, (2015); Cao M., Zhang Q., Supply chain collaboration: Impact on collaborative advantage and firm performance, Journal of Operations Management, 29, 3, pp. 163-180, (2011); Carnevale A. P., Smith N., Workplace basics: The skills employees need and employers want, Human Resource Development International, 16, 5, pp. 491-501, (2013); Chin C. B. N., Cruising in the global economy: Profits, pleasure and work at sea, (2016); Choi Y. G., Ok C. M., Hyun S. S., Relationships between brand experiences, personality traits, prestige, relationship quality, and loyalty: An empirical analysis of coffeehouse brands, International Journal of Contemporary Hospitality Management, 29, 4, pp. 1185-1202, (2017); Christodoulou A., Echebarria Fernandez J., Maritime Governance and International Maritime Organization instruments focused on sustainability in the light of United Nations’ sustainable development goals, Sustainability in the Maritime Domain: Towards Ocean Governance and Beyond, pp. 415-461, (2021); Daszuta W., Ghosh S., Seafarers’ perceptions of competency in risk assessment and management: an empirical study, WMU Journal of Maritime Affairs, 17, 4, pp. 543-564, (2018); De Jesus S. J. B., Emotional dimensions as correlates to coping behaviors among Filipino seafarers: Basis for a proposed coping skills program, Journal of Maritime Research, 19, 2, pp. 79-97, (2022); Deci E. L., Vallerand R. J., Pelletier L. G., Ryan R. M., Motivation and education: The self-determination perspective, Educational Psychologist, 26, 3–4, pp. 325-346, (1991); Demirel E., Maritime education and training in the digital era, Universal Journal of Educational Research, (2020); Dyer J. H., Singh H., The relational view: Cooperative strategy and sources of interorganizational competitive advantage, Academy of Management Review, 23, 4, pp. 660-679, (1998); Elisabeth A., Indonesia’s Maritime Vision in the Indian Ocean: Negotiating National Interest and Regional Commitment, Maritime Governance And South Asia: Trade, Security And Sustainable Development In The Indian Ocean, pp. 79-98, (2018); Hair J., Sarstedt M., Hopkins L., . 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E., Alliance competence: The moderating role of valence of alliance experience, European Journal of Marketing, 47, 5, pp. 964-986, (2013); Ghosh S., Bowles M., Ranmuthugala D., Brooks B., Reviewing seafarer assessment methods to determine the need for authentic assessment, Australian Journal of Maritime & Ocean Affairs, 6, 1, pp. 49-63, (2014); Ghosh S., Bowles M., Ranmuthugala D., Brooks B., Authentic assessment in seafarer education: using literature review to investigate its validity and reliability through rubrics, WMU Journal of Maritime Affairs, 15, 2, pp. 317-336, (2016); Heirs S., Manuel M., Sustainable maritime career development: A case for maritime education and training (met) at the secondary level, TransNav, 15, 1, pp. 91-99, (2021); Hunsaker W. 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"Rus D.; Wisse B.; de Jong N.; Heesink J.A.M.","Rus, Diana (36020815700); Wisse, Barbara (36132287500); de Jong, Nicole (55097879800); Heesink, Jose A.M. (6507967873)","36020815700; 36132287500; 55097879800; 6507967873","Exploration career role enactment and employability evaluations: the moderating roles of leader opening and closing behaviours","2024","European Journal of Work and Organizational Psychology","33","1","","67","81","14","1","10.1080/1359432X.2023.2250081","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168711585&doi=10.1080%2f1359432X.2023.2250081&partnerID=40&md5=b43275a6c26c5866c615395fb3edcccf","Department of Psychology, University of Groningen, Groningen, Netherlands","Rus D., Department of Psychology, University of Groningen, Groningen, Netherlands; Wisse B., Department of Psychology, University of Groningen, Groningen, Netherlands; de Jong N., Department of Psychology, University of Groningen, Groningen, Netherlands; Heesink J.A.M., Department of Psychology, University of Groningen, Groningen, Netherlands","In an increasingly volatile world, staying employable throughout the course of one’s career has become more important than ever. Whereas adaptability appears to be critical to employability, our understanding of the conditions under which employees’ work-related adaptive behaviour renders them employable in the eyes of their leaders is underdeveloped. By taking a person-supervisor fit approach, we argue that leader-rated employability is contingent on the extent to which employee adaptive behaviours are compatible with leader behaviours that either facilitate or constrain adaptability. Based on the Career Roles Model, we propose that exploration career role enactment is positively associated with leader employability evaluations. Furthermore, drawing on supplementary fit and complementary fit theory, we advance competing hypotheses about the moderating roles of leader opening and closing behaviours in the relationship between exploration career role enactment and employability evaluations. Results of a multi-source field study of Dutch leader-subordinate dyads (N = 292) indicate that exploration career role enactment is positively related to leader-rated employability. Moreover, we find support for our complementary fit hypotheses: employee enactment of exploration career roles is positively related to employability evaluations when leader behaviour complements rather than supplements employee exploratory behaviours. We conclude with theoretical and practical implications. © 2023 The Author(s). 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Rus; Department of Psychology, University of Groningen, Groningen, Netherlands; email: d.c.rus@rug.nl","","Routledge","","","","","","1359432X","","","","English","Eur. J. Work Organ. Psychol.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85168711585"
"Liu C.-H.; Horng J.-S.; Chou S.-F.; Yu T.-Y.; Huang Y.-C.; Ng Y.-L.; La Q.P.","Liu, Chih-Hsing (57233625200); Horng, Jeou-Shyan (7103277790); Chou, Sheng-Fang (55322967500); Yu, Tai-Yi (7401861648); Huang, Yung-Chuan (57190885345); Ng, Yen-Ling (57223211436); La, Quoc Phong (58512652200)","57233625200; 7103277790; 55322967500; 7401861648; 57190885345; 57223211436; 58512652200","Explore links among marketing knowledge, data literacy, skill improvement, and learning attitude in STEAM application for hospitality and tourism education","2024","International Journal of Management Education","22","1","100919","","","","0","10.1016/j.ijme.2023.100919","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179473865&doi=10.1016%2fj.ijme.2023.100919&partnerID=40&md5=1b45430d53353e936dd165d1b47fbabd","Department of Tourism Management, National Kaohsiung University of Science and Technology, Address: No. 415, Chien Kung Road, Kaohsiung, 807, Taiwan; Department of Food and Beverage Management, Shih Chien University, Address: 70, Dazhi St., Zhongshan Dist., Taipei, 104336, Taiwan; Department of Hospitality Management, School of Tourism, Ming Chuan University, Address: 5 De Ming Rd., Gui Shan District, Taoyuan County, 333, Taiwan; Department of Risk Management and Insurance, Ming Chuan University, Address: 250 Zhongshan North Road Section 5, Taipei, 111, Taiwan","Liu C.-H., Department of Tourism Management, National Kaohsiung University of Science and Technology, Address: No. 415, Chien Kung Road, Kaohsiung, 807, Taiwan; Horng J.-S., Department of Food and Beverage Management, Shih Chien University, Address: 70, Dazhi St., Zhongshan Dist., Taipei, 104336, Taiwan; Chou S.-F., Department of Hospitality Management, School of Tourism, Ming Chuan University, Address: 5 De Ming Rd., Gui Shan District, Taoyuan County, 333, Taiwan; Yu T.-Y., Department of Risk Management and Insurance, Ming Chuan University, Address: 250 Zhongshan North Road Section 5, Taipei, 111, Taiwan; Huang Y.-C., Department of Tourism Management, National Kaohsiung University of Science and Technology, Address: No. 415, Chien Kung Road, Kaohsiung, 807, Taiwan; Ng Y.-L., Department of Tourism Management, National Kaohsiung University of Science and Technology, Address: No. 415, Chien Kung Road, Kaohsiung, 807, Taiwan; La Q.P., Department of Tourism Management, National Kaohsiung University of Science and Technology, Address: No. 415, Chien Kung Road, Kaohsiung, 807, Taiwan","With the increasing attention in developing data literacy competency to enhance students’ employability in tourism and hospitality education. This study proposes a behavior changing process which conducting the concepts of marketing knowledge, data literacy competency, skill improvement, learning attitude and perception of advantage to performing Science, Technology, Engineering, Arts, and Math (STEAM) activities. By considering and incorporating these findings into their teaching approaches, instructors can enhance students' learning experiences and outcomes in the field of tourism and hospitality. The proposed theoretical and educational implications offer valuable guidance for educators seeking to promote STEAM education effectively. © 2023 Elsevier Ltd","Data literacy competency; Learning attitude; Marketing knowledge; Perception of advantage; Skill improvement","","","","","","National Science and Technology Council, NSTC, (NSTC 112-2410-H-992 -034 -MY3)","I would like to thank the Editor-in-Chief of The International Journal of Management Education, Professor Neil Marriott, and the two anonymous reviewers whose constructive criticism led to significant improvements in the paper. This research was partially supported by the National Science and Technology Council Project NSTC 112-2410-H-992 -034 -MY3 for the research grant provided to Chih-Hsing Liu.","Agyeiwaah E., Badu Baiden F., Gamor E., Hsu F.C., Determining the attributes that influence students' online learning satisfaction during COVID-19 pandemic, Journal of Hospitality, Leisure, Sports and Tourism Education, 30, (2022); Alakaleek W., Harb Y., Harb A.A., The impact of entrepreneurship education: A study of entrepreneurial outcomes, International Journal of Management in Education, 21, 2, (2023); Alford P., Jones R., The lone digital tourism entrepreneur: Knowledge acquisition and collaborative transfer, Tourism Management, 81, (2020); Amjad T., Digital entrepreneurial marketing: A bibliometric analysis reveals an inescapable need of business schools, International Journal of Management in Education, 20, 2, (2022); Bas-Sarmiento P., Coronil-Espinosa S., Poza-Mendez M., Fernandez-Gutierrez M., Intervention programme to improve knowledge, attitudes, and behaviour of nursing students towards organ donation and transplantation: A randomised controlled trial, Nurse Education in Practice, 68, (2023); Belbase S., Mainali B.R., Kasemsukpipat W., Tairab H., Gochoo M., Jarrah A., At the dawn of science, technology, engineering, arts, and mathematics (STEAM) education: Prospects, priorities, processes, and problems, International Journal of Mathematical Education in Science & Technology, 53, 11, pp. 2919-2955, (2022); Bilotta E., Bertacchini F., Gabriele L., Giglio S., Pantano P.S., Romita T., Industry 4.0 technologies in tourism education: Nurturing students to think with technology, Journal of Hospitality, Leisure, Sports and Tourism Education, 29, (2021); Burress T., Mann E., Neville T., Exploring data literacy via a librarian-faculty learning community: A case study, The Journal of Academic Librarianship, 46, 1, (2020); Chaffey D., Ellis-Chadwick F., Digital marketing, (2019); Chen S., Du H., Wang S., Yang L., Understanding EFL reading anxiety in relation to learning motivation, attitudes and strategies for Chinese and Spanish undergraduates, System, 108, (2022); Cheng T.M., Wu H.C., Wang J.T.M., Wu M.R., Community Participation as a mediating factor on residents' attitudes towards sustainable tourism development and their personal environmentally responsible behaviour, Current Issues in Tourism, 22, 14, pp. 1764-1782, (2019); Chen S.-X., Wang X.-K., Zhang H.-Y., Wang J.-Q., Peng J.-J., Customer purchase forecasting for online tourism: A data-driven method with multiplex behavior data, Tourism Management, 87, (2021); Chen X., Wen B., Wu Z., An empirical study of workplace attachment in tourism scenic areas: The positive effect of workplace fun on voluntary retention, Asia Pacific Journal of Tourism Research, 26, 5, pp. 579-596, (2021); Chung-Shing C., Yat-hang C., Tsz Heung Agnes F., The effectiveness of online scenario game for ecotourism education from knowledge-attitude-usability dimensions, Journal of Hospitality, Leisure, Sports and Tourism Education, 27, (2020); Cowley S., Humphrey W., Munoz C., Industry certifications in digital marketing and media education: An examination of perceptions and use among educators, Journal of Marketing Education, 43, 2, pp. 189-203, (2020); Davis F.D., Bagozzi R.P., Warshaw P.R., User acceptance of computer technology: A comparison of two theoretical models, Management Science, 35, 8, pp. 982-1003, (1989); Dhir A., Sadiq M., Talwar S., Sakashita M., Kaur P., Why do retail consumers buy green apparel? 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Ng; Department of Tourism Management, National Kaohsiung University of Science and Technology, Kaohsiung, Address: No. 415, Chien Kung Road, 807, Taiwan; email: phd20182023@gmail.com; Q.P. La; Department of Tourism Management, National Kaohsiung University of Science and Technology, Kaohsiung, Address: No. 415, Chien Kung Road, 807, Taiwan; email: i110167113@nkust.edu.tw","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","","Scopus","2-s2.0-85179473865"
"Harjula S.; Kalalahti M.","Harjula, Samira (58814906800); Kalalahti, Mira (56083705700)","58814906800; 56083705700","Pastoral power manifestations within the guidance professionals’ talk on guidance practices","2024","Nordic Journal of Studies in Educational Policy","","","","","","","0","10.1080/20020317.2024.2304284","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182485642&doi=10.1080%2f20020317.2024.2304284&partnerID=40&md5=6f713b1a0b9850223e569e980d6bdd4a","Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland; Faculty of Educational Sciences, University of Jyväskylä, Helsinki, Finland","Harjula S., Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland; Kalalahti M., Faculty of Educational Sciences, University of Jyväskylä, Helsinki, Finland","Young people in the Nordic countries have many options and face obligations to participate in career guidance and counselling (guidance). In Finland, young people are subjected to multiple institutionalized guidance practices especially in educational transition phases. Guidance has various objectives as a public policy, thereby setting a framework for guidance professionals too. By using Foucault’s conceptualization on ‘pastoral’ power, we studied how guidance professionals (‘shepherds’) guide young people (‘the flock’) towards ‘wellbeing’. Our aim was to analyse how pastoral power is manifested in guidance practices by asking what governmental discourses the guidance professionals refer to when talking about guidance and how these discourses are practiced in guidance. Our data comprise Finnish guidance professionals’ interviews (n = 15). As a result, dominant governmental discourses of employability, economic efficiency and lifelong learning were identified. Guidance involved pastoral power and demanded employability and educability for the young. Guidance professionals have a crucial role in implementing governmental discourses into guidance practices. These practices create a narrow perspective for young people and guidance professionals, who are simultaneously the mediators and targets of governmental power. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","career guidance and counselling; education and employment policy; Pastoral power; young people","","","","","","","","Bengtsson A., On epistemic justice in career guidance, British Journal of Guidance & Counselling, 50, 4, pp. 606-616, (2022); Bergmo-Prvulovic I., Is career guidance for the individual or for the market? Implications of EU policy for career guidance, International Journal of Lifelong Education, 33, 3, pp. 376-392, (2014); Besley A.C., Self-denial or self-mastery? 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Key policies and practices, Career and career guidance in the Nordic Countries, pp. 127-143, (2020); Usher R., Edwards R.G., Subjects, networks and positioning: Thinking educational guidance differently, British Journal of Guidance and Counselling, 33, 3, pp. 397-410, (2005); Varjo J., Kalalahti M., Hooley T., Actantial construction of career guidance in parliament of Finland’s educational policy debates 1967-2020, Journal of Education Policy, 37, 6, pp. 1009-1027, (2022); Waring J., Martin G.P., Network leadership as pastoral power: The governance of quality improvement communities in the English National Health Service, Governmentality after neoliberalism, pp. 135-151, (2016)","S. Harjula; Faculty of Educational Sciences, University of Helsinki, Helsinki, PO Box 9, 00014, Finland; email: samira.harjula@helsinki.fi","","Routledge","","","","","","20020317","","","","English","Nordic J. Stud. Edu. Pol.","Article","Article in press","All Open Access; Gold Open Access","Scopus","2-s2.0-85182485642"
"de Villiers Scheepers M.; Mulcahy R.; Fleishman D.; English P.; Burgess J.; Crimmins G.","de Villiers Scheepers, Margarietha (57091731600); Mulcahy, Rory (56699638600); Fleishman, David (58857059200); English, Peter (55170007100); Burgess, Jacqueline (57199728197); Crimmins, Gail (56444297400)","57091731600; 56699638600; 58857059200; 55170007100; 57199728197; 56444297400","Digital career competencies: A co-created scale for the digital employability competencies we’ve overlooked","2024","Industry and Higher Education","","","","","","","0","10.1177/09504222241231265","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183724251&doi=10.1177%2f09504222241231265&partnerID=40&md5=a02062df4d3e83f2c14dbadd61d35fd8","University of the Sunshine Coast, Australia","de Villiers Scheepers M., University of the Sunshine Coast, Australia; Mulcahy R., University of the Sunshine Coast, Australia; Fleishman D., University of the Sunshine Coast, Australia; English P., University of the Sunshine Coast, Australia; Burgess J., University of the Sunshine Coast, Australia; Crimmins G., University of the Sunshine Coast, Australia","The digital economy with flexible work contexts requires graduates to enter the workplace with digital skills. While studies have examined digital literacy and skills within domains, attending to knowledge, workplace, business and digital skills, these narrow definitions overlook the importance of digital career competencies for lifelong career management. This paper reports on measures of digital career competencies (DCC) and how the dimensionality of these measures might enable universities, students, and other stakeholders to ascertain how these competencies develop. Using a pragmatic, co-created, three-study design, initial dimensions and a pool of measurement items were developed qualitatively, involving responses from 22 alumni. These items and their dimension reliability were then tested with n = 202 students, and further evaluated using a second sample of n = 156 students. The results demonstrate that DCC can be assessed using three dimensions: digital connectedness, career management, and crowdworking. The developed 8-item, three-dimension scale exhibited sound reliability and validity. The novel co-design method for measure development, and the research findings, provide theoretical and practical contributions to emerging empirical research on DCC. These measures provide a parsimonious base for assessing DCC and facilitating the development of these competencies in higher education. © The Author(s) 2024.","career management; crowdworking; digital career competencies; digital connectedness; scale development","","","","","","University of the Sunshine Coast in Queensland","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by grant funding from The Centre for Support and Advancement of Learning and Teaching (C-SALT) at the University of the Sunshine Coast in Queensland, Australia (Graduate Employability Commissioned L&T Grant).","Allen D.B., Fukami C.V., Wittmer D.P., A course on the future of work: building the scaffold while standing on it, Journal of Management Education, 46, 1, pp. 178-209, (2022); Arnold S., Skills narratives amongst media degree graduates and students: discourses of hard and soft skills in education-to-work journeys, Industry and Higher Education, 37, 4, pp. 485-495, (2023); 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High. Edu.","Article","Article in press","","Scopus","2-s2.0-85183724251"
"Hains-Wesson R.; Ji K.","Hains-Wesson, Rachael (37028620100); Ji, Kaiying (55972976900)","37028620100; 55972976900","Improving placement learning at scale: a case study evaluation","2024","Journal of Work-Applied Management","","","","","","","0","10.1108/JWAM-09-2023-0098","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183021609&doi=10.1108%2fJWAM-09-2023-0098&partnerID=40&md5=52a81e3b686dd14f6519ca8417b608b6","The University of Sydney Business School, Sydney, Australia","Hains-Wesson R., The University of Sydney Business School, Sydney, Australia; Ji K., The University of Sydney Business School, Sydney, Australia","Purpose: In this study, the authors explore students' and industry’s perceptions about the challenges and opportunities of participating in a large-scale, non-compulsory, individual, in-person and unpaid business placement programme at an Australian university. The placement programme aims to support students' workplace transition by emphasising the development of key employability skills through reflective learning and linking theory to practice. Design/methodology/approach: Utilising a case study methodology and integrating survey questionnaires, the authors collected both quantitative and qualitative data with large sample sizes. Findings: The results highlight curriculum areas for improvement, emphasising tailored feedback to manage placement expectations and addressing employability skill strengths and weaknesses. Practical implications: Recommendations include co-partnering with students to develop short, tailored and hot tip videos along with online learning modules, including the presentation of evidence-based statistics to inform students about post-programme employment prospects. Originality/value: The study contributes to benchmarking good practices in non-compulsory, individual, in-person and unpaid placement pedagogy within the business education context. © 2024, Rachael Hains-Wesson and Kaiying Ji.","Employability; Internships; Placements; Preparation and post-placement learning; Unpaid in-person placements; Work-integrated learning","","","","","","","","Artino A.R., La Rochelle J.S., Dezee K.J., Gehlbach H., Developing questionnaires for educational research: AMEE Guide No. 87, Medical Teacher, 36, 6, pp. 463-474, (2014); Atfield G., Hunt W., Luchinskaya D., Employability Programmes and Work Placements in Higher Education: A Review of Published Evidence on Employability Programmes and Work Placements in UK Higher Education, (2021); Beer P., Mulder R.H., The effects of technological developments on work and their implications for continuous vocational education and training: a systematic review, Frontiers in Psychology, 11, (2020); Billett S., Integrating Practice-Based Experience into Higher Education, (2015); 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A mapping review (2011-2020), Educational Research and Evaluation, 27, 1-2, pp. 12-34, (2022); Pham T., Saito E., Bao D., Chowdhury R., Employability of international students: strategies to enhance their experience on work-integrated learning (WIL) programs, Journal of Teaching and Learning for Graduate Employability, 9, 1, pp. 62-83, (2018); Pretti T.J., Etmanski B., Durston A., Remote work-integrated learning experiences: student perceptions, International Journal of Work-Integrated Learning, 21, 4, pp. 401-414, (2020); Sollosy M., McInerney M., Artificial intelligence and business education: what should be taught, The International Journal of Management Education, 20, 3, pp. 1472-8117, (2022); Tomlinson M., Jackson D., Professional identity formation in contemporary higher education student, Studies in Higher Education, 46, 4, pp. 885-900, (2021); Williams S., Karypidou A., Steele C., Dodd L., A personal construct approach to employability: comparing stakeholders' implicit theories, Education + Training, 61, 4, pp. 390-412, (2019); Wong M.M.L., Lau K.H., Chan C.W.F., The impacts and success factors of a work-from-home service-learning internship during COVID-19, Journal of Work- Applied Management, 13, 2, pp. 284-301, (2021); Woo D., Putnam L.L., Riforgiate S.E., Identity work and tensions in organizational internships: a comparative analysis, Western Journal of Communication, 81, 5, pp. 560-581, (2017); Zegwaard K.E., Pretti T.J., The Routledge International Handbook of Work- Integrated Learning, (2023); Zegwaard K.E., Rowe A.D., Informed curriculum and advancing innovative practices in work-integrated learning, International Journal of Work-Integrated Learning, 20, 4, pp. 323-334, (2019); Jackson D., Rowe A., Impact of work-integrated learning and co-curricular activities on graduate labour force outcomes, Studies in Higher Education, 48, 3, pp. 490-506, (2023)","R. Hains-Wesson; The University of Sydney Business School, Sydney, Australia; email: rachael.hains-wesson@sydney.edu.au","","Emerald Publishing","","","","","","22052062","","","","English","J. Work. Appl. Manag.","Article","Article in press","All Open Access; Gold Open Access","Scopus","2-s2.0-85183021609"
"Shi Y.A.","Shi, Yu Aimee (58831865200)","58831865200","Discursive formation of personalities: Life trajectories of a transnational doctoral student between the UK and China","2024","International Journal of the Sociology of Language","2024","285","","111","131","20","0","10.1515/ijsl-2023-0027","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182871788&doi=10.1515%2fijsl-2023-0027&partnerID=40&md5=6cc8e4b85dc18e86b37cdfc977156683","Institute of Education, 4919 University College London, London, United Kingdom","Shi Y.A., Institute of Education, 4919 University College London, London, United Kingdom","Contributing to existing studies on global circuits of knowledge and labour, this paper presents a case study of Andy - a Chinese doctoral student in the UK - and looks at his transition from higher education to later joining the labour market after returning to China through the lens of personality traits. It draws upon literature on language socialisation and sociolinguistic studies of mobility, focusing on how social actors navigate transnational higher education and the consequences on professional development in a neoliberalising market economy. It aims to investigate how (in)appropriate personhood - as manifested in recurrent personality attributes - is enacted and negotiated in specific learning contexts in Andy's trajectory and the impact on employability, with various types of data consisting of participant observation, interviews, and relevant materials. The analysis suggests that Andy has been trained to engage communicatively with academic tasks in higher education settings. However, Andy considers himself lacking certain personality variables that could align with the criteria of a ""good doctoral student""depicted by the institutions, such as being independent, motivated, and self-disciplined. Andy gradually shows disorientation in an academic career, albeit finding his inadequacy to perform the desired professional personhood in a labour market that values working experience and communication skills over education certification. This process explains why sometimes the expected communicative repertories and training acquired in higher education are not transferable into valuable resources that Andy can mobilise to become employed. This paper argues that neoliberal rationality has stratifying effects on individuals primarily due to an emphasis on self-responsibility and constant improvements. In transnational higher education, certain personality traits are considered desirable and lacking such characteristics can have side effects on mobile actors like Andy, who navigate the globalising labour market through uncertainty and precarity.  © 2023 the author(s), published by De Gruyter, Berlin/Boston.","employability; personality; sociolinguistics; trajectories; transnational higher education","","","","","","","","Adam B., Beck U., Van Loon J., The Risk Society and Beyond: Critical Issues for Social Theory, (2005); Agha A., Voice, footing, enregisterment, Journal of Linguistic Anthropology, 15, 1, pp. 38-59, (2005); Agha A., Large and small scale forms of personhood, Language & Communication, 31, pp. 171-180, (2011); Agha A., Language and Social Relations, (2007); Appadurai A., Disjuncture and difference in the global cultural economy, Public Culture, 2, 2, pp. 1-24, (1990); Beck U., The Brave New World of Work, (2002); Benson M., O'Reilly K., Migration and the search for a better way of life: A critical exploration of lifestyle migration, The Sociological Review, 57, 4, pp. 608-625, (2009); Blommaert J., Discourse: A Critical Introduction, (2005); Blommaert J., The Sociolinguistics of Globalisation, (2010); Blommaert J., Chronotopes, scales, and complexity in the study of language in society, Annual Review of Anthropology, 44, 1, pp. 105-116, (2015); Blommaert J., Dong J., Ethnographic Fieldwork: A Beginner's Guide, (2010); Boaventura De Sousa S., Epistemologies of the South: Justice Against Epistemicide, (2014); Bourdieu P., Richardson J., The forms of capital, Handbook of Theory and Research for the Sociology of Education, pp. 241-258, (1986); UK Education Top Attraction for International STEM Students, (2015); Catedral L., Discursive scaling: Moral stability and neoliberal dominance in the narratives of transnational migrant women, Discourse & Society, 29, 1, pp. 23-42, (2018); Cervone D., Pervin L., Personality: Theory and Research, (2015); Chen Q., Koyama J., Reconceptualising diasporic intellectual networks: Mobile scholars in transnational space, Globalisation, Societies and Education, 11, 1, pp. 23-38, (2013); Chen X., Jinbo C., Elizabeth S.H., Zhihui C., Xitao F., Big five personality traits and second language learning: A meta-analysis of 40 years' research, Educational Psychology Review, 34, 2, pp. 851-887, (2022); Crenshaw W.K., Fineman M.A., Mykitiuk R., The Public Nature of Private Violence, pp. 93-118; Del Percio A., Genealogies of reflexivity: Register formations and the making of affective workers, International Journal of the Sociology of Language, 276, pp. 41-67, (2022); Du Bois J.W., Englebretson R., The stance triangle, Stancetaking in Discourse: Subjectivity, Evaluation, Interaction, pp. 139-182, (2007); Duchene A., Marketing, management and performance: Multilingualism as commodity in a tourism call centre, Language Policy, 8, pp. 27-50, (2009); Flubacher M.-C., Selling the self': Packaging the narrative trajectories of workers for the labour market, International Journal of Multilingualism, 17, 1, pp. 30-45, (2020); Foucault M., Martin L., Gutman H., Hutton P., Technologies of the Self: A Seminar with Michel Foucault, pp. 16-49; Foucault M., Power/knowledge: Selected Interviews and Other Writings 1972-1977, (1980); Fraser N., From discipline to flexibilisation? 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Shi; Institute of Education, 4919 University College London, London, United Kingdom; email: yu.shi.15@ucl.ac.uk","","De Gruyter Mouton","","","","","","01652516","","","","English","Intern. J. Sociol. Lang.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85182871788"
"Wilhelm F.; Hirschi A.; Schläpfer D.","Wilhelm, Francisco (57216768719); Hirschi, Andreas (24335241400); Schläpfer, Dawa (58634394100)","57216768719; 24335241400; 58634394100","The multidimensional nature of career self-management behaviours and their relation to facets of employability","2024","Journal of Occupational and Organizational Psychology","97","1","","342","375","33","0","10.1111/joop.12474","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173517012&doi=10.1111%2fjoop.12474&partnerID=40&md5=3db0e86b69592e08d6986de03695d948","University of Bern, Bern, Switzerland; Deakin Business School, Deakin University, Burwood, NSW, Australia","Wilhelm F., University of Bern, Bern, Switzerland; Hirschi A., University of Bern, Bern, Switzerland, Deakin Business School, Deakin University, Burwood, NSW, Australia; Schläpfer D., University of Bern, Bern, Switzerland","Career self-management (CSM) has attracted increased scholarly interest, but definitional issues and the lack of an integrative understanding constrain research on the topic. In two studies, we seek to clarify the nature and dimensionality of CSM behaviour, examine the relation of specific dimensions to the general construct and investigate the relation of different CSM behaviours to facets of employability. In Study 1, we used a systematic literature review and thematic analysis to identify seven key CSM behaviours: (a) impression management, (b) building contacts, (c) using contacts, (d) human capital development, (e) goal setting and planning, (f) self-exploration and (g) mobility-oriented behaviour. Across two samples in Study 2 (combined N = 1065), we examined the relation of the seven behaviours to the general CSM construct and their relation to facets of employability in a time-lagged analysis. The results show that CSM behaviours are best modelled as a bifactor structure with a general dimension and seven specific behaviours. Specific CSM behaviours explained unique variance in specific facets of employability. In sum, the studies clarify our understanding of CSM's nature, dimensionality, structure, and nomological net. © 2023 The Authors. Journal of Occupational and Organizational Psychology published by John Wiley & Sons Ltd on behalf of The British Psychological Society.","career management; career proactivity; employability; proactive career behaviour","article; career; employability; human; human experiment; self care; self evaluation; systematic review; thematic analysis","","","","","University of Bern, UB; Staatssekretariat für Bildung, Forschung und Innovation, SBFI","Funding text 1: We would like to thank Alan Thompson, Ssapideh Anvari, and Sascha Kranz for their assistance in the systematic literature search, survey programming, and manuscript preparation. Open access funding provided by Universitat Bern.; Funding text 2: This research was supported by a research grant awarded to Andreas Hirschi by the Swiss State Secretariat for Education, Research and Innovation (SERI). The funding source was not involved in study design, in the collection, analysis and interpretation of data, in the writing of the report, or in the decision to submit the article for publication. 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Wilhelm; Institute for Psychology, University of Bern, Bern, Fabrikstrasse 8, CH-3012, Switzerland; email: francisco.wilhelm@unibe.ch","","John Wiley and Sons Ltd","","","","","","09631798","","","","English","J. Occup. Organ. Psychol.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85173517012"
"Jackson D.","Jackson, Denise (37053893700)","37053893700","The relationship between student employment, employability-building activities and graduate outcomes","2024","Journal of Further and Higher Education","48","1","","14","30","16","0","10.1080/0309877X.2023.2253426","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169593590&doi=10.1080%2f0309877X.2023.2253426&partnerID=40&md5=6e466d07b0b818d7ed71bea159619ace","Centre for Work and Wellbeing, School of Business and Law, Edith Cowan University, Joondalup, Australia","Jackson D., Centre for Work and Wellbeing, School of Business and Law, Edith Cowan University, Joondalup, Australia","There is continued pressure on universities to develop future-oriented graduates given documented skill gaps and global talent shortages. Although work experience supports work-readiness and is prioritised among graduate employers, little is known about the labour market gains from student employment compared to work experience embedded within the curriculum (e.g. internship or work placement), and how one may influence the other. Drawing on the lens of capital resources and signalling theory, this study uses national survey data from 152,226 recent Australian graduates to examine the relationship between student employment, in-curricular work experience and labour market outcomes. The findings affirm the high incidence of student employment and distinctions in labour market effects by type of work undertaken during study. Student employment influenced participation in embedded work experience and other employability-building activities facilitated by universities. Taking part in in-curricular work experience led to clear labour market gains, irrespective of the type of employment students engaged in during their university years. This paper discusses important implications for universities striving to develop student employability and achieve more uniform graduate employment outcomes among diverse cohorts. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","capital resources; Employability; extra-curricular activities; signalling; student employment; work-integrated learning","","","","","","","","Final Report for Performance-Based Funding for the Commonwealth Grant Scheme, (2019); National Priorities and Industry Linkage Fund, (2020); Baert S., Neyt B., Siedler T., Tobback I., Verhaest D., Student Internships and Employment Opportunities After Graduation, Economics of Education Review, 83, (2021); Baert A., Rotsaert O., Verhaest D., Omey E., Student Employment and Later Labor Market Success, Kyklos, 69, 3, pp. 401-425, (2016); Bartolj T., Polanec S., The Game of Skills: A Comparison of Impacts of Student Work and Academic Performance on Post-College Labor Market Outcomes, (2016); Becker G., Human Capital Theory, (1964); Billett S., Curriculum and Pedagogical Bases for Effectively Integrating Practice-Based Experiences, (2011); Bittmann F., Zorn V., When Choice Excels Obligation: About the Effects of Mandatory and Voluntary Internships on Labor Market Outcomes for University Graduates, Higher Education, 80, 1, pp. 75-93, (2020); Campbell M., Russell L., McAllister L., Smith L., Tunny R., Thomson K., Barrett M., A Framework to Support Assurance of Institution-Wide Quality in WIL, (2019); Carnevale A., Smith N., Melton M., Price E., Learning While Earning: The New Normal, (2015); Clark G., Marsden R., Whyatt J., Thompson L., Walker M., “It’s Everything Else You Do … ”: Alumni Views on Extracurricular Activities and Employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Coates H., Working on a Dream: Educational Returns from Off-Campus Paid Work, Journal of Education & Work, 28, 1, pp. 66-82, (2015); Coates H., Edwards D., The 2008 Graduate Pathways Survey, (2009); Darolia R., Assessing the College Financial Aid Work Penalty, The Journal of Higher Education, 88, 3, pp. 350-375, (2017); Engaging Employers in WIL: Current State and Future Priorities, (2014); Derous E., Ryan A., When Earning is Beneficial for Learning: The Relation of Employment and Leisure Activities to Academic Outcomes, Journal of Vocational Behavior, 73, 1, pp. 118-131, (2008); Fenyes H., Paid Work Alongside Higher Education Studies as an Investment in Human Capital, CEPS Journal, 11, 2, pp. 231-250, (2021); Goldfinch J., Hughes M., Skills, Learning Styles and Success of First-Year Undergraduates, Active Learning in Higher Education, 8, 3, pp. 259-273, (2007); The Good Universities Guide 2022, (2022); Gracia L., Accounting students’ Expectations and Transition Experiences of Supervised Work Experience, Accounting Education, 19, 1-2, pp. 51-64, (2010); Hall R., The Work–Study Relationship: Experiences of Full‐Time University Students Undertaking Part‐Time Employment, Journal of Education & Work, 23, 5, pp. 439-449, (2010); Hansen S., Using Reflection to Promote Career‐Based Learning in Student Employment, New Directions for Student Leadership, 2019, 162, pp. 61-73, (2019); Jackson D., Employability Skill Development in WIL: Barriers and Best Practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Bridgstock R., What Actually Works to Enhance Graduate Employability? The Relative Value of Curricular, Co-Curricular, and Extra-Curricular Learning and Paid Work, Higher Education, 81, 4, pp. 723-739, (2021); Jackson D., Collings D., The Influence of WIL and Paid Work During Studies on Employment and Underemployment Outcomes Among Graduates, Higher Education, 76, 3, pp. 403-425, (2018); Jackson D., Dean B., The Contribution of Different Types of WIL to Graduate Employability, Higher Education Research and Development, 42, 1, pp. 93-110, (2022); Jackson D., Li I., Transition to Work, Mismatch and Underemployment Among Graduates, International Journal of Manpower, 43, 7, pp. 1516-1539, (2021); Johnson S., Stage F., Academic Engagement and Student Success: Do High-Impact Practices Mean Higher Graduation Rates?, The Journal of Higher Education, 89, 5, pp. 753-781, (2018); Jorre de St Jorre T., Boud D., Johnson E., Assessment for Distinctiveness: Recognising Diversity of Accomplishments, Studies in Higher Education, 46, 7, pp. 1371-1382, (2021); Karmel T., Carroll D., Has the Graduate Labor Market Been Swamped?, (2016); Kinash S., Crane L., Judd M., Knight C., Discrepant Stakeholder Perspectives on Graduate Employability Strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); Klein M., Weiss F., Is Forcing Them Worth the Effort? Benefits of Mandatory Internships for Graduates from Diverse Family Backgrounds at Labor Market Entry, Studies in Higher Education, 36, 8, pp. 969-987, (2011); Lin M., Lucas H., Shmueli G., Too Big to Fail: Large Samples and the P-Value Problem, Information Systems Research, 24, 4, pp. 906-917, (2013); Markos V., The Examination of the Social Background and Work Preferences of Students Who Have Done Voluntary or Paid Work, PedActa, 8, 2, pp. 1-16, (2018); Maynard D.C., Joseph T.A., Maynard A.M., Underemployment, job attitudes, and turnover intentions, Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 27, 4, pp. 509-536, (2006); McClellan G., Creager K., Savoca M., A Good Job: Campus Employment as a High-Impact Practice, (2018); Moreau M., Leathwood C., Balancing Paid Work and Studies: Working (‐Class) Students in Higher Education, Studies in Higher Education, 31, 1, pp. 23-42, (2006); Muldoon R., Recognizing the Enhancement of Graduate Attributes and Employability Through Part-Time Work While at University, Active Learning in Higher Education, 10, 3, pp. 237-252, (2009); Nunley J., Pugh A., Romero N., Seals R., The Effects of Unemployment and Underemployment on Employment Opportunities: Results from a Correspondence Audit of the Labor Market for College Graduates, ILR Review, 70, 3, pp. 642-669, (2017); Parutis V., Howson C., Failing to Level the Playing Field: Student Discourses on Graduate Employability, Research in Post-Compulsory Education, 25, 4, pp. 373-393, (2020); Passaretta G., Triventi M., Work Experience During Higher Education and Post-Graduation Occupational Outcomes: A Comparative Study on Four European Countries, International Journal of Comparative Sociology, 56, 3-4, pp. 232-253, (2015); Robert P., Saar E., Learning and Working: The Impact of the ‘Double Status position’ on the Labor Market Entry Process of Graduates in CEE Countries, European Sociological Review, 28, 6, pp. 742-754, (2012); 2020 Graduate Outcomes Survey, (2020); 2021 Graduate Outcomes Survey, (2021); Spence M., Job Market Signaling, The Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Stokes P., Higher Education and Employability: New Models for Integrating Study and Work, (2015); Stuart M., Lido C., Morgan J., Solomon L., May S., The Impact of Engagement with Extracurricular Activities on the Student Experience and Graduate Outcomes for Widening Participation Populations, Active Learning in Higher Education, 12, 3, pp. 203-215, (2011); Trolian T., Jach E., Ferrell S., Connecting College and Work: Examining the Relationship Between students’ College Employment Experiences and Their Professional and Career Attitudes, Journal of Education & Work, 31, 4, pp. 366-380, (2018); WIL in Universities, (2019); Van Belle E., Caers R., Cuypers L., De Couck M., Neyt B., Van Borm H., Baert S., What Do Student Jobs on Graduate CVs Signal to Employers?, Economics of Education Review, 75, (2020); Weiss F., Klein M., Grauenhorst T., The Effects of Work Experience During Higher Education on Labor Market Entry, Work, Employment and Society, 28, 5, pp. 788-807, (2014)","D. Jackson; Centre for Work and Wellbeing, School of Business and Law, Edith Cowan University, Joondalup, Australia; email: d.jackson@ecu.edu.au","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85169593590"
"Winchester-Seeto T.M.; Ferns S.J.; Lucas P.; Piggott L.; Rowe A.","Winchester-Seeto, Theresa M. (6603585911); Ferns, Sonia J. (55597864100); Lucas, Patricia (7202397186); Piggott, Leanne (30567757300); Rowe, Anna (37361395400)","6603585911; 55597864100; 7202397186; 30567757300; 37361395400","Intensive Work-Integrated Learning (WIL): The benefits and challenges of condensed and compressed WIL experiences","2024","Journal of University Teaching and Learning Practice","21","2","06","","","","0","10.53761/1.21.2.06","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183906609&doi=10.53761%2f1.21.2.06&partnerID=40&md5=a8eda4768d45069fd04952e651f73842","University of New South Wales, Australia; Curtin University, Australia; Auckland University of Technology, New Zealand; The University of New South Wales, Australia","Winchester-Seeto T.M., University of New South Wales, Australia; Ferns S.J., Curtin University, Australia; Lucas P., Auckland University of Technology, New Zealand; Piggott L., The University of New South Wales, Australia; Rowe A., University of New South Wales, Australia","Work-integrated learning (WIL) is a well-established educational strategy with acknowledged benefits for student learning and employability. This paper explores and documents Intensive WIL, where students undertake short or condensed WIL experiences, ranging from 35 to 400 hours. Four case studies from different universities, designed for different purposes, using either placement or project approaches, and with different student cohorts, showcase the flexibility and adaptability of this model of WIL. Drawing on existing quality frameworks developed for WIL, a new, dedicated set of quality indicators was developed to evaluate examples of intensive WIL, as demonstrated in the case studies. This new framework places greater emphasis on the WIL experience itself, which has had little previous attention. The study confirms that given the right conditions, and used for the right purposes, Intensive WIL delivers quality experiences for students. Unique challenges of Intensive WIL include: sourcing projects with appropriate scope and complexity that are achievable and from which students will learn; ensuring students have command of previous theoretical concepts, as there may be little time to get them up to speed during Intensive WIL; ensuring all stakeholders understand their roles and responsibilities for smooth operation; and effective communication between workplace and university staff, as there is less time to recover from any difficult situations that may arise. © by the authors, in its year of first publication.","Intensive WIL; quality indicators; student experience; WIL pedagogy; work-integrated learning","","","","","","","","Brewer M., Ferns S., Hart A., Donaldson M., Lewis S., Andrew J., Childers J., Interdisciplinary project-based work-integrated learning: Student-centred learning to enhance employability, (2020); Campbell M., Russell L., McAllister L., Smith L., Tunny R., Thomson K., Barrett M., A framework to support assurance of institution-wide quality in work integrated learning, (2019); Cohen L., Manion L., Morrison K., Research methods in education, (2011); Ferns S. J., Arsenault C., Accreditation and quality in work-integrated learning: An international comparison, The Routledge international handbook of work-integrated learning, pp. 361-380, (2023); Fleming J., Ferns S. J., Zegwaard K. E., Benefits of work-integrated learning for host organizations, The Routledge international handbook for work-integrated learning, pp. 113-130, (2023); Fleming J., McLachlan K., Pretti T. J., Successful work-integrated learning relationships: A framework for sustainability, International Journal of Work-Integrated Learning, 19, 4, pp. 321-335, (2018); Hoskyn K., Eady M. J., Capocchianno H., Lucas P., Rae S., Trede F., Yuen L., GoodWIL placements: How COVID–19 shifts the conversation about unpaid placements, International Journal of Work-Integrated Learning, 21, 4, pp. 439-450, (2020); Hsieh H.-F., Shannon S. E., Three approaches to qualitative content analysis, Qualitative Health Research, 15, 9, pp. 1277-1288, (2005); Jackson D., Ferns S., Rowbottom D., Mclaren D., Improving the work-integrated learning experience through a third-party advisory service, International Journal of Training Research, 15, 2, pp. 160-178, (2017); Kay J., Ferns S., Russell L., Smith J., Winchester-Seeto T., The emerging future: Innovative models of work-integrated learning, International Journal of Work-Integrated Learning, 20, 4, pp. 401-413, (2019); Kay J., Ferns S. J., Russell L, Smith J., Younger A., Innovation in work-integrated learning, Advances in research, theory and practice in work-integrated learning: Enhancing employability for a sustainable future, pp. 134-144, (2022); Lucas P., Fleming J., Bhosale J., The utility of case study as a methodology for work-integrated learning research, International Journal of Work-Integrated Learning, 19, 3, pp. 215-222, (2018); Mackaway J., Chalkley T., Student access and equity in work-integrated learning: A work in progress, Advances in research, theory and practice in work-integrated learning: Enhancing employability for a sustainable future, pp. 227-238, (2022); Orrell J., Good practice report: Work-integrated learning, (2011); Piggott L., Winchester-Seeto T., Ready for anything: Adaptive curriculum design for interdisciplinary team projects in work integrated learning, Agile learning environments amid disruption: Evaluating academic innovations in higher education during COVID-19, pp. 209-226, (2022); Rowe A. D., Ferns S. J., Lucas P. R, Piggott L., Winchester-Seeto T., The practice of short-term and part-time work placements, The Routledge international handbook of work-integrated learning, pp. 190-206, (2023); Rowe A. D., Jackson D., Fleming J., Exploring university student engagement and sense of belonging during work-integrated learning, Journal of Vocational Education & Training, 75, 3, pp. 564-585, (2023); Stake R. E., The art of case study research, (1995); Stirling A., Kerr G., Banwell J., MacPherson E., Heron A., A practical guide for work-integrated learning: Effective practices to enhance the educational quality of structured work experiences offered through colleges and universities, (2016); Winchester-Seeto T., Quality and standards for work-integrated learning, (2019); Winchester-Seeto T., Mackaway J., Peach D., Moore K., Ferns S., Campbell M., Inclusive WIL – Principles, guidelines and strategies: A resource for academics, practitioners and higher education institutions involved in the delivery of work integrated learning, (2015); Winchester-Seeto T., Piggott L., ‘Workplace’ or workforce: What are we preparing students for?, Journal of University Teaching & Learning Practice, 17, 4, (2020); Yorke J., Vidovich L., Quality policy and the role of assessment in work-integrated learning, Asia-Pacific Journal of Cooperative Education, 15, 3, pp. 225-239, (2014); Zegwaard K. E., Pretti T. J., Rowe A. D., Ferns S. J., Defining work-integrated learning, The Routledge international handbook of work-integrated learning, pp. 29-38, (2023)","","","University of Wollongong","","","","","","14499789","","","","English","J. Univ. Teach. Learn. Pract.","Article","Final","","Scopus","2-s2.0-85183906609"
"Ngonda T.; Nkhoma R.; Falayi T.","Ngonda, Tiyamike (57210796938); Nkhoma, Richard (57384510400); Falayi, Thabo (55796678900)","57210796938; 57384510400; 55796678900","Work-integrated learning placement in engineering education: a comparative contextual analysis of public universities in Malawi, Namibia and South Africa","2024","Higher Education, Skills and Work-based Learning","14","1","","41","54","13","0","10.1108/HESWBL-02-2023-0040","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164337219&doi=10.1108%2fHESWBL-02-2023-0040&partnerID=40&md5=c515bc63bf01565f313c97ae01ce6b6e","Department of Mechanical and Mechatronic Engineering, Cape Peninsula University of Technology, Bellville Campus, Bellville, South Africa; Malawi University of Science and Technology, Limbe, Malawi; Namibia University of Science and Technology, Windhoek, Namibia","Ngonda T., Department of Mechanical and Mechatronic Engineering, Cape Peninsula University of Technology, Bellville Campus, Bellville, South Africa; Nkhoma R., Malawi University of Science and Technology, Limbe, Malawi; Falayi T., Namibia University of Science and Technology, Windhoek, Namibia","Purpose: The study compares how work-integrated learning (WIL) placement positioning, duration, assessment strategies and environment at three Southern African universities influence engineering students' academic and employability outcomes. Design/methodology/approach: The study used a qualitative case study approach that drew on the principles of collaborative autoethnography (CAE). The researchers reflected on WIL placement practices, structure, assessment, environment and outcomes at their universities and then analysed the reflections using comparative descriptive techniques. Findings: The study reports no uniformity among the universities in positioning WIL placement in the curriculum. It is done during end-of-year vacations, between the penultimate and final year or in the last year. The study found WIL placement positioning does not influence academic outcomes; however, the influence on employability outcomes needs further investigation. Components of WIL placement assessment are similar, presentations, logbooks and reports. However, there are differences in the weightings of the various assessment components and the contribution of the industry supervisor. There is a growing trend towards placing students within universities to mitigate the challenges of limited opportunities of placements available in the industry. The impact of this also needs to be further investigated. Lastly, there are policy-related challenges in placing international students. Work restrictions on student visas limit international students’ access to WIL placement. Southern African universities need to lobby the waivers to student visa restrictions that limit their participation in WIL programs if there are to succeed in their internationalisation efforts. Originality/value: The study highlights the gaps in understanding Southern African universities' WIL placement practices, particularly relating to the positioning of WIL placement in the curriculum, the assessment methods used and the theory to work integration and employability outcomes. © 2023, Tiyamike Ngonda, Richard Nkhoma and Thabo Falayi.","Comparative analysis; Employability; Engineering students; Southern Africa; WIL placement; Work-integrated learning","","","","","","","","Adejumobi S., Obi C., Developmental Regionalism and Economic Transformation in Southern Africa, (2020); Aprile K.T., Knight B.A., The WIL to learn: students' perspectives on the impact of work-integrated learning placements on their professional readiness, Higher Education Research and Development, 39, 5, pp. 869-882, (2020); Atfield G., Hunt W., Luchinskaya D., Employability Programmes and Work Placements in UK Higher Education, (2021); Barton G., Hartwig K., Professional Learning in the Workplace for International Students: Exploring Theory and Practice, (2017); Brooks R., Youngson P.L., Undergraduate work placements: an analysis of the effects on career progression, Studies in Higher Education, 41, 9, pp. 1563-1578, (2016); Ceschin F., Rakowski R., de Vere I., The influence of work placement on the academic achievement of undergraduate design students, The Design Journal, 20, 2, pp. 259-278, (2017); Chang H., Autoethnography as Method, (2008); Chang H., Ngunjiri F.W., Hernandez K.C., Collaborative Autoethnography, (2013); Work-Integrated Learning: Good Practice Guide, (2011); FEBE Faculty Handbook 2022, (2022); White Paper for Post-School Education and Training, (2013); White Paper for Post-School Education and Training, (2014); Qualification Standard for Diploma in Engineering: NQF Level, 6, (2020); Ellis C., Bochner A.P., Analysing analytic autoethnography: an autopsy, Journal of Contemporary Ethnography, 35, 4, pp. 429-449, (2006); Fergusson L., van der Laan L., Work + learning: unpacking the agglomerated use of pedagogical terms, Journal of Work-Applied Management, 13, 2, pp. 302-314, (2021); Giret J.-F., Guegnard C., Michot C., The vocationalisation of university programmes in France: its consequences for employability and mobility, Employability and Mobility of Bachelor Graduates in Europe: Key Results of the Bologna Process, pp. 111-128, (2011); Goodwin K., Mbah M., Enhancing the work placement experience of international students: towards a support framework, Journal of Further and Higher Education, 43, 4, pp. 521-532, (2019); Table 12 - undergraduate sandwich student enrolments by subject of study and sex 2014/15 to 2018/19, (2020); The youth employment crisis: a call for action, Resolution and Conclusions of the 101st Session of the International Labour Conference, International Labour Organisation, International Labour Organization-Regional Office for Africa, Addis Ababa, (2012); Youth Employment Interventions in Africa: A Mapping Report of the Employment and Labour Sub-cluster of the Regional Coordination Mechanism (RCM) for Africa, (2012); Does Work-Based Learning Facilitate Transitions to Decent Work? 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Ngonda; Department of Mechanical and Mechatronic Engineering, Cape Peninsula University of Technology, Bellville, Bellville Campus, South Africa; email: ngondat@cput.ac.za","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85164337219"
"Gorbatov S.; Oostrom J.K.; Khapova S.N.","Gorbatov, Sergey (57203021922); Oostrom, Janneke K. (24729513000); Khapova, Svetlana N. (8622648000)","57203021922; 24729513000; 8622648000","Work does not speak for itself: examining the incremental validity of personal branding in predicting knowledge workers’ employability","2024","European Journal of Work and Organizational Psychology","33","1","","40","53","13","1","10.1080/1359432X.2023.2276533","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176131487&doi=10.1080%2f1359432X.2023.2276533&partnerID=40&md5=87ade3208bddd6908fc000b437a597b3","School of Business and Economics, Management & Organization department, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Tilburg School of Social and Behavioral Sciences, Social Psychology Department, Tilburg University, Netherlands","Gorbatov S., School of Business and Economics, Management & Organization department, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Oostrom J.K., Tilburg School of Social and Behavioral Sciences, Social Psychology Department, Tilburg University, Netherlands; Khapova S.N., School of Business and Economics, Management & Organization department, Vrije Universiteit Amsterdam, Amsterdam, Netherlands","The changing context of contemporary knowledge work, including the massive adoption of home office work arrangements and a great resignation, calls for new research on the employability of knowledge workers. In this paper, we suggest that knowledge workers can no longer rely on developing their human capital and being intrapreneurial at work to secure their employability. With the aim to offer a new perspective, we test the incremental validity of personal branding in predicting employability over and above established predictors (i.e., human capital and intrapreneurship behaviours) and test the relationships in three studies (total N = 883), consisting of a supervisor sample (Study 1), a student sample (Study 2), and a time-lagged employee sample (Study 3). Results show that personal branding explains variance in employability over and above human capital and intrapreneurship behaviours. The results also show that the relationship between personal branding and employability is fully mediated by personal brand equity. The paper concludes with a discussion of the opportunities the concept of personal branding offers for employability research in the context of the contemporary world of work. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","career; Employability; knowledge work; personal brand equity; personal branding","","","","","","","","Adler S., Campion M., Colquitt A., Grubb A., Murphy K., Ollander-Krane R., Pulakos E.D., Getting rid of performance ratings: Genius or folly? 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Gorbatov; School of Business and Economics, Management & Organization department, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; email: sgorbatov@faculty.ie.edu","","Routledge","","","","","","1359432X","","","","English","Eur. J. Work Organ. Psychol.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85176131487"
"Gray D.; Morin L.-P.","Gray, David (57199848543); Morin, Louis-Philippe (49863991000)","57199848543; 49863991000","Foundational learning program evaluation and dropouts: are dropouts a heterogeneous group?","2024","Education Economics","","","","","","","0","10.1080/09645292.2024.2309282","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183621542&doi=10.1080%2f09645292.2024.2309282&partnerID=40&md5=2c5bd5e9c7cff6f1ccdb8f747728cc68","Department of Economics, University of Ottawa, Ottawa, ON, Canada","Gray D., Department of Economics, University of Ottawa, Ottawa, ON, Canada; Morin L.-P., Department of Economics, University of Ottawa, Ottawa, ON, Canada","We analyze the characteristics and outcomes of a Canadian foundational learning program's dropouts and compare them with those of the completers. We find significant heterogeneity within dropouts along two dimensions: when they drop out and why. Individuals whose characteristics have been historically associated with greater labour market barriers, and those with lower employability skills are more likely to complete the program. Individuals who face fewer barriers tend to leave at an early stage, while individuals without a high school degree tend to drop out later. Conditional on education, higher employability-skill participants are more likely to leave and return to school. © 2024 Informa UK Limited, trading as Taylor & Francis Group.","Active labour market policies; dropouts; policy evaluation","","","","","","Social Research and Demonstration Corporation; Human Resources and Skills Development Canada, HRSDC; provincial government","Funding text 1: This paper is part of the Adult Learning and Returns to Training Project sponsored by the Canadian Labour Market and Skills Research Network and The Social Research and Demonstration Corporation.; Funding text 2: The program was funded through the Labour Market Development Agreement between Human Resources and Skills Development Canada (HRSDC) and the provincial government. Like the majority of ALMPs in Anglo-Saxon countries, FWSP participation is voluntary. The targeted clientele pays no fees and consists of unemployed individuals of any working age. Many of them are immigrants or displaced workers who are deficient in any of the nine essential skills articulated by the Conference Board of Canada. The FWSP aims to diagnose and fill gaps in foundational skills tailored to clients' career aspirations. The stated program objectives are to assist clients in the following endeavours: ","Agasisti T., Bolzoni F., Soncin M., Would You Follow the Advice? The Effect of School Guidance on Students' Academic Success, Education Economics, pp. 1-16, (2023); Altmann S., Falk A., Jager S., Zimmermann F., Learning About Job Search: A Field Experiment with Job Seekers in Germany, Journal of Public Economics, 164, pp. 33-49, (2018); Altonji J.G., Elder T.E., Taber C.R., Selection on Observed and Unobserved Variables: Assessing the Effectiveness of Catholic Schools, Journal of Political Economy, 113, 1, pp. 151-184, (2005); Altonji J.G., Elder T.E., Taber C.R., Using Selection on Observed Variables to Assess Bias From Unobservables When Evaluating Swan-Ganz Catheterization, American Economic Review: Papers & Proceedings, 98, 2, pp. 345-350, (2008); Biewen M., Fitzenberger B., Osikominu A., Paul M., The Effectiveness of Public-Sponsored Training Revisited: The Importance of Data and Methodological Choices, Journal of Labor Economics, 32, 4, pp. 837-897, (2014); Brochu P., Green D.A., The Impact of Minimum Wages on Labour Market Transitions, The Economic Journal, 123, 573, pp. 1203-1235, (2013); Card D., Ibarraran P., Regalia F., Rosas-Shady D., Soares Y., The Labor Market Impacts of Youth Training in the Dominican Republic, Journal of Labor Economics, 29, 2, pp. 267-300, (2011); Card D., Kluve J., Weber A., What Works? A Meta Analysis of Recent Active Labor Market Program Evaluations, Journal of the European Economic Association, 16, 3, pp. 894-931, (2018); Crepon B., den Berg G.J.V., Active Labor Market Policies, Annual Review of Economics, 8, 1, pp. 521-546, (2016); Dalla-Zuanna A., Liu K., (2019); de Crombrugghe D., Espinoza H., Heijke H., (2010); Dickson M., Harmon C.P., Economic Returns to Education: What We Know, What We Don't Know, and Where We Are Going—Some Brief Pointers, Economics of Education Review, 30, 6, pp. 1118-1122, (2011); Eegdeman I., Cornelisz I., Meeter M., van Klaveren C., Identifying False Positives when Targeting Students At Risk of Dropping Out, Education Economics, 31, 3, pp. 313-325, (2023); Escudero V., Are Active Labour Market Policies Effective in Activating and Integrating Low-Skilled Individuals? An International Comparison, IZA Journal of Labor Policy, 7, 4, pp. 1-26, (2018); Fitzenberger B., Osikominu A., Paul M., (2010); Heckman J.J., Lalonde R.J., Smith J.A., (1999); Heckman J.J., Smith J.A., Assessing the Case for Social Experiments, Journal of Economic Perspectives, 9, 2, pp. 85-110, (1995); Hermann Z., Horn D., The Effect of Decreased General Training on Skills and Dropout–Evidence From a Vocational School Reform in Hungary, Education Economics, 31, 6, pp. 725-734, (2023); Jansen A.J., White L.A., Dhuey E., Foster D., Perlman M., Training and Skills Development Policy Options for the Changing World of Work, Canadian Public Policy, 45, 4, pp. 460-482, (2019); Lacroix G., Brouillette D., Assessing the Impact of a Wage Subsidy for Single Parents on Social Assistance, Canadian Journal of Economics, 44, 4, pp. 1195-1221, (2011); McCall B., Smith J.A., Wunsch C., (2016); Mealli F., Pudney S., Thomas J., Training Duration and Post-Training Outcomes: A Duration-Limited Competing Risks Model, The Economic Journal, 106, 435, pp. 422-433, (1996); Oster E., Unobservable Selection and Coefficient Stability: Theory and Evidence, Journal of Business & Economic Statistics, 37, 2, pp. 187-204, (2019); Palameta B., Dowie M., Nguyen C., Gyarmati D., (2016); Palameta B., Nguyen C., Shek wai Hui T., Gyarmati D., (2016); Paul M., Many Dropouts? Never Mind! -- Employment Prospects of Dropouts From Training Programs, Annals of Economics and Statistics, 119-120, pp. 235-267, (2015); Waller M., (2008)","D. Gray; Department of Economics, University of Ottawa, Ottawa, Canada; email: dmgray@uottawa.ca","","Routledge","","","","","","09645292","","","","English","Educ. Econ.","Article","Article in press","","Scopus","2-s2.0-85183621542"
"Fasoli F.; Frost D.M.; Serdet H.","Fasoli, Fabio (47860925700); Frost, David M. (12807081700); Serdet, Harley (58525632500)","47860925700; 12807081700; 58525632500","How voice transition and gender identity disclosure shape perceptions of trans men in the hiring process","2024","Gender, Work and Organization","31","1","","36","58","22","0","10.1111/gwao.13053","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166975954&doi=10.1111%2fgwao.13053&partnerID=40&md5=8110cb33fb540240113b969417f9bc21","University of Surrey, Guildford, United Kingdom; Instituto Universitário de Lisboa (ISCTE-IUL), Lisbon, Portugal; University College London, London, United Kingdom","Fasoli F., University of Surrey, Guildford, United Kingdom, Instituto Universitário de Lisboa (ISCTE-IUL), Lisbon, Portugal; Frost D.M., University College London, London, United Kingdom; Serdet H., University of Surrey, Guildford, United Kingdom","Trans men often face discrimination in the hiring process. However, it remains unclear whether the disclosure of gender identity and perceived masculinity during transition play a role in first impressions and perceived job suitability of trans male applicants. Across two studies (N = 332), we examined how cisgender heterosexual participants perceived a transgender male candidate in terms of his masculinity and whether they judged him suitable for a stereotypically masculine job. Such judgments were first based on the candidate's voice at different stages of gender transition and, secondly, after disclosure of gender identity in the job application form. In Study 1, participants judged a trans man at the beginning of the voice transition (3 months on testosterone) or a trans man in advanced transitioning (1 year on testosterone). Study 2 involved the judgments of the same trans men at different times in the voice transition (1 week—beginning, 6 months—intermediate, and 1 year—advanced). Masculinity judgments were influenced by voice transitioning, but judgments were adjusted after his gender identity was disclosed. Disclosure created an advantage in perception of the trans man candidate as more suitable for the role, especially when he was at the beginning of the voice transition when his voice was not perceived as masculine. Findings are discussed in relation to trans men's employability and identity disclosure. © 2023 John Wiley & Sons Ltd.","first impression; gender identity; job suitability; leadership; voice","employment; gender identity; leadership; masculinization; perception","","","","","","","Abele A.E., Wojciszke B., Communal and Agentic Content in Social Cognition: A Dual Perspective Model, Advances in Experimental Social Psychology, 50, pp. 195-255, (2014); Abelson M.J., Dangerous Privilege: Trans Men, Masculinities, and Changing Perceptions of Safety, Sociological Forum, 29, 3, pp. 549-570, (2014); Alexandra Beauregard T., Arevshatian L., Booth J.E., Whittle S., Listen Carefully: Transgender Voices in the Workplace, International Journal of Human Resource Management, 29, 5, pp. 857-884, (2018); Azul D., Nygren U., Sodersten M., Neuschaefer-Rube C., Transmasculine People’s Voice Function: A Review of the Currently Available Evidence, Journal of Voice, 31, 2, pp. 261-e9, (2017); Barrantes R.J., Eaton A.A., Sexual Orientation and Leadership Suitability: How Being a Gay Man Affects Perceptions of Fit in Gender-Stereotyped Positions, Sex Roles, 79, 9, pp. 549-564, (2018); Barrick M.R., Shaffer J.A., DeGrassi S.W., What You See May Not Be what You Get: Relationships Among Self-Presentation Tactics and Ratings of Interview and Job Performance, Journal of Applied Psychology, 94, 6, pp. 1394-1411, (2009); Bates T., Thomas C.S., Timming A.R., Employment Discrimination Against Gender Diverse Individuals in Western Australia, Equality, Diversity and Inclusion: An International Journal, 40, 3, pp. 273-289, (2020); Bayrakdar S., King A., LGBT Discrimination, Harassment and Violence in Germany, Portugal and the UK: A Quantitative Comparative Approach, Current Sociology, 71, 1, pp. 152-172, (2023); Borck C.R., Moore L.J., This Is My Voice on T: Synthetic Testosterone, DIY Surveillance, and Transnormative Masculinity, Surveillance and Society, 17, 5, pp. 631-640, (2019); Bradley C., (2020); Brambilla M., Carraro L., Castelli L., Sacchi S., Changing Impressions: Moral Character Dominates Impression Updating, Journal of Experimental Social Psychology, 82, pp. 64-73, (2019); Brambilla M., Sacchi S., Rusconi P., Cherubini P., Yzerbyt V.Y., You Want to Give a Good Impression? 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Fasoli; School of Psychology, University of Surrey, Guildford, Stag Hill Campus, GU2 7HX, United Kingdom; email: f.fasoli@surrey.ac.uk","","John Wiley and Sons Inc","","","","","","09686673","","","","English","Gender Work Organ.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85166975954"
"Fernandez-Castane A.","Fernandez-Castane, Alfred (54879357900)","54879357900","Enhancing students’ digital skills through a Biotechnology & Bioprocessing module designed for chemical engineers","2024","Cogent Education","11","1","2299201","","","","","10.1080/2331186X.2023.2299201","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184716793&doi=10.1080%2f2331186X.2023.2299201&partnerID=40&md5=07fb95ddfb5db6f4164b1fb41f2f50c8","Department of Chemical Engineering and Applied Chemistry, Aston University, Birmingham, United Kingdom","Fernandez-Castane A., Department of Chemical Engineering and Applied Chemistry, Aston University, Birmingham, United Kingdom","The transformation of the chemical engineering profession is occurring in response to the industry needs of the rapidly-developing bioeconomy and biosector across Europe. To meet these requirements, a new Biotechnology and Bioprocessing module has been designed and offered to Chemical Engineering undergraduates at Aston University, UK. This module bridges chemical engineering and biosciences disciplines, providing students with new skills and knowledge to better understand the opportunities available to chemical engineering professionals within the biosector. Here, we evaluate how the use of digital technologies enhances the student’s learning experience using a range of innovative learning activities delivered in a digital environment. The student’s and author’s perceptions are evaluated, and future improvements identified. This module will contribute to preparing graduates for a successful career in the highly competitive landscape of the bioeconomy and biosector. This pedagogical approach prepares graduates for, hybrid and remote study and working patterns and; changing industrial and digital learning demands. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","active learner; Biotechnology; Chemical Engineering; collaborative learning; Digital learning; employability skills; Engineering Education; Stephen Darwin, Universidad Alberto Hurtado, Chile; virtual labs","","","","","","Biotechnology and Biological Sciences Research Council, BBSRC, (BB/V010603/1)","The author acknowledges the BBSRC Grant No BB/V010603/1.","Al-Sholi H.Y., Shadid O.R., Alshare K.A., Lane M., An agile educational framework: A response for the covid-19 pandemic, Cogent Education, 8, (2021); Barr R.B., Tagg J., From teaching to learning—a new paradigm for undergraduate education, Change: The Magazine of Higher Learning, 27, 6, pp. 12-26, (1995); (2019); (2020); Brew A., Research and teaching: Beyond the divide: Vol. Universiti, (2006); Brown D.J., Campbell G.M., Belton D.J., Cox P.W., Garcia-Trinanes P., Tizaoui C., New chemical engineering provision: Quality in diversity, Education for Chemical Engineers, 28, pp. 30-44, (2019); Cameron L., Teaching with technology: Using online chat to promote effective in-class discussions, pp. 105-109, (2006); Clay J., (2020); Donohoue P.D., Barrangou R., May A.P., Advances in industrial biotechnology using CRISPR-Cas systems, Trends in Biotechnology, 36, 2, pp. 134-146, (2018); Dumont G., Ni A.Y., Van Wart M.M., Beck C., Pei H., The effect of the COVID pandemic on faculty adoption of online teaching: Reduced resistance but strong persistent concerns, Cogent Education, 8, 1, (2021); M'barek R., Philippidis G., Ronzon T., Alternative global transition pathways to 2050: Prospects for the bioeconomy: An application of the MAGNET model with SDG insights, (2019); Growing the bioeconomy: A national strategy to 2030, (2018); Healey M., Linking research and teaching: Exploring disciplinary spaces and the role of inquiry-based learning, Reshaping the University: New relationships between research, scholarship and teaching, pp. 67-78, (2005); Hierro-Iglesias C., Maso-Martinez M., Dulai J., Chong K.J., Blanco-Sanchez P.H., Fernandez-Castane A., Magnetotactic bacteria-based biorefinery: Potential for generating multiple products from a single fermentation, ACS Sustainable Chemistry & Engineering, 9, 31, pp. 10537-10546, (2021); Hierro-Iglesias C., Chimphango A., Thornley P., Fernandez-Castane A., Opportunities for the development of cassava waste biorefineries for the production of polyhydroxyalkanoates in Sub-Saharan Africa, Biomass and Bioenergy, 166, (2022); (2013); (2017); Higson H., (2020); Biofutures programme final report, (2018); Kleeman J., What’s the point of lab-grown meat when we can simply eat more vegetables? | Jenny Kleeman | The Guardian, (2020); Kumar V.V., Carberry D., Beenfeldt C., Andersson M.P., Mansouri S.S., Gallucci F., Virtual reality in chemical and biochemical engineering education and training, Education for Chemical Engineers, 36, pp. 143-153, (2021); (2020); McLean M., Barker H., Students making progress and the ‘research‐teaching nexus’ debate, Teaching in Higher Education, 9, 4, pp. 407-419, (2004); Money J., Nixon S., Tracy F., Hennessy C., Ball E., Dinning T., Undergraduate student expectations of university in the United Kingdom: What really matters to them?, Cogent Education, 4, 1, (2017); The Future of Food 2040., 13, 9, (2001); Preparing chemists and chemical engineers for a globally oriented workforce: A workshop report to the chemical sciences roundtable, (2004); Niazi M.K.K., Parwani A.V., Gurcan M.N., Digital pathology and artificial intelligence, The Lancet. Oncology, 20, 5, pp. e253-e261, (2019); Peasland E., Henri D., Hubbard K., Morrell L., Scott G., Strenghtening the bioeconomy by maximising graduate employability: An action plan for industry and education, (2021); Rahman M.M., Impact of digital technology in higher education, International Journal of Research in Business and Social Science (2147- 4478), 9, 5, pp. 318-325, (2020); Ree G.; Roberts C., Cooke M., Authenticity in the adult ESOL classroom and beyond, TESOL Quarterly, 43, 4, pp. 620-642, (2009); Scully D., Constructing multiple-choice items to measure higher-order thinking, Practical Assessment, Research and Evaluation, 22, 4, pp. 1-13, (2017); Sener J., (2015); Shott I., Titchener-Hooker N., Seville J., (2015); Straathof A.J.J., Wahl S.A., Benjamin K.R., Takors R., Wierckx N., Noorman H.J., Grand research challenges for sustainable industrial biotechnology, Trends in Biotechnology, 37, 10, pp. 1042-1050, (2019); Tsang A., Enhancing learners’ awareness of oral presentation (delivery) skills in the context of self-regulated learning, Active Learning in Higher Education, 21, 1, pp. 39-50, (2020); Transforming our world: The 2030 agenda for sustainable development, A New Era in Global Health, (2018); Vickers C.E., Williams T.C., Peng B., Cherry J., Recent advances in synthetic biology for engineering isoprenoid production in yeast, Current Opinion in Chemical Biology, 40, pp. 47-56, (2017); Webb C., Atkinson B., The role of chemical engineering in biotechnology, The Chemical Engineering Journal, 50, 1, pp. B9-B16, (1992); Wismer P., Lopez Cordoba A., Baceviciute S., Clauson-Kaas F., Sommer M.O.A., Immersive virtual reality as a competitive training strategy for the biopharma industry, Nature Biotechnology, 39, 1, pp. 116-119, (2021); Wood E.J., Problem-based learning: Exploiting knowledge of how people learn to promote effective learning, Bioscience Education, 3, 1, pp. 1-12, (2004); Zivkovic S., The importance of oral presentations for university students, Mediterranean Journal of Social Sciences, 5, 19, pp. 468-475, (2014); Zueger P.M., Katz N.L., Popovich N.G., Assessing outcomes and perceived benefits of a professional development seminar series, American Journal of Pharmaceutical Education, 78, 8, (2014)","A. Fernandez-Castane; Department of Chemical Engineering and Applied Chemistry, Aston University, Birmingham, Aston Triangle, B4 7ET, United Kingdom; email: a.fernandez-castane1@aston.ac.uk","","Taylor and Francis Ltd.","","","","","","2331186X","","","","English","Cogent Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85184716793"
"Cárdenas-Muñoz M.; Rubio-Andrada L.; Segovia-Pérez M.","Cárdenas-Muñoz, Mar (58134233500); Rubio-Andrada, Luis (49864393100); Segovia-Pérez, Mónica (56563128800)","58134233500; 49864393100; 56563128800","Exploratory analysis on learning behaviours that favour job crafting","2024","Management Decision","","","","","","","0","10.1108/MD-06-2023-0982","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182807370&doi=10.1108%2fMD-06-2023-0982&partnerID=40&md5=da990ed8c395b8c795b0bfe67b08d7b8","ESIC Business and Marketing School, Madrid, Spain; Academic, Universidad Rey Juan Carlos, Madrid, Spain; Department of Applied Economics, Universidad Autonoma de Madrid-Cantoblanco Campus, Madrid, Spain; Business Administration Department, Universidad Rey Juan Carlos – Campus de Vicalvaro, Madrid, Spain","Cárdenas-Muñoz M., ESIC Business and Marketing School, Madrid, Spain, Academic, Universidad Rey Juan Carlos, Madrid, Spain; Rubio-Andrada L., Department of Applied Economics, Universidad Autonoma de Madrid-Cantoblanco Campus, Madrid, Spain; Segovia-Pérez M., Business Administration Department, Universidad Rey Juan Carlos – Campus de Vicalvaro, Madrid, Spain","Purpose: The purpose of this research is to determine key behaviours to be efficient in identifying and developing employees' talent. The article aims to address the relationship between learning agility and job crafting, the influence between them, and how this relationship is built to improve performance and adaptability. For this purpose, the research has analysed which behaviours obtain the highest scores in both scales (job crafting and learning agility), designing the tool which allows Human Resources (HR) professionals an efficient identification and development behaviours to get the versatile talent that companies and professionals of the future need. Design/methodology/approach: Using the questionnaire that has integrated the learning agility scale and the Spanish job crafting scale. Data were collected from a sample of business professionals in Spain. Factor analysis and hierarchical cluster analysis were used, using a classificatory variable with the 126 valid responses obtained. Findings: In an ever-changing environment, continuous employee adaptation to his/her role within a company is a critical factor for its survival. However, there is a paucity of large-scale empirical research on which behaviours employees have to develop to increase their adaptative skills. Drawing on the outcome of extant literature, the authors identify learning agility as the construct that firms have to encourage in their employees to impact job crafting. The contribution of the paper is twofold: (1) the authors empirically explored the association and the effects of learning agility and its factor on the development of job crafting. Results demonstrated the association between the two constructs; further, higher scores in both learning agility and job crafting predict increased employability, and higher scores in job crafting are associated with higher scores in change agility; (2) this study provides a multidimensional instrument that provides HR departments with the key behaviours to recruit in order to develop talent to prepare employees to face future challenges, ensuring the right performance and sustainable impact in the environment. Research limitations/implications: A limitation of this study is that it is done exclusively within Spanish companies, even though from different industries and with different characteristics. Therefore, future research is necessary and should be conducted in other countries in similar industries to explore the empirical findings from this study in additional contexts. Practical implications: This research has found a tool that might allow HR departments to measure what level of job crafting and learning agility their employees have and to identify what key behaviours they need to focus on in the recruitment or in their internal strategic HR action plan to overcome any future challenges in their organization. Social implications: In a scenario where artificial intelligence is modifying the professional landscape, generating uncertainty about which skills are best to develop, the results are a guide for enterprises as to where to focus plans for learning and training, as well as for business schools regarding the content provided in training programs. Originality/value: The authors advance the literature by providing a theoretical base for understanding the relationship between job crafting and learning agility. This article offers some practical managerial recommendations that help the human resources department focus on behaviours that allow talent to be identified and recruited to ensure an effective organization. © 2024, Emerald Publishing Limited.","Change; Employability; Future skills; HR tool; Key talent; Learning agility","","","","","","","","Akkermans J., Tims M., Crafting your career: how career competencies relate to career success via job crafting, Applied Psychology, 66, 1, pp. 168-195, (2017); Allen J., Conceptualizing learning agility and investigating its nomological network, (2016); Alonso-Almeida M.M., Celemin Pedroche M., Rubio-Andrada L., Rodriguez-Anton J.M., Human and other critical factors in organizational learning in the hotel industry: a contingency approach, Tourism and Management Studies, 12, 1, pp. 97-106, (2016); Bakker A.B., Demerouti E., Job crafting and learning agility: a positive reappraisal of work, Journal of Organizational Behavior, 35, 2, pp. 213-227, (2014); Bakker A.B., Ficapal Cusi P., Torrent Sellens J., Boada Grau J., Hontangas Beltran P.M., The Spanish version of the job crafting scale, Psicothema, 30, 1, pp. 136-142, (2018); Bakker A.B., Demerouti E., Sanz-Vergel A., Job demands–resources theory: ten years later, Annual Review of Organizational Psychology and Organizational Behavior, 10, 1, pp. 25-53, (2023); Berg J.M., Dutton J.E., Wrzesniewski A., Job crafting and meaningful work, Purpose and Meaning in the Workplace, pp. 81-104, (2013); Bizzi L., Network characteristics: when an individual’s job crafting depends on the jobs of others, Human Relations, 70, 4, pp. 436-460, (2017); Bruning P.F., Campion M.A., A role–resource approach–avoidance model of job crafting: a multimethod integration and extension of job crafting theory, Academy of Management Journal, 61, 2, pp. 499-522, (2018); Buonocore F., Agrifoglio R., de Gennaro D., The role of digital competencies and creativity for job crafting in public administration, Digital Transformation and Human Behaviour, Innovation for People and Organisations, pp. 87-97, (2021); Campos-Blazquez J.R., Morcillo P., Rubio-Andrada L., Employee innovation using ideation contests. 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"Alrwais O.","Alrwais, Omer (56598049300)","56598049300","Assessing GIS education and GIS workforce in Saudi Arabia","2024","Arab Gulf Journal of Scientific Research","42","1","","103","113","10","0","10.1108/AGJSR-05-2022-0063","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148656234&doi=10.1108%2fAGJSR-05-2022-0063&partnerID=40&md5=9419b1d8f93ecee88f66db17918b3ec1","King Saud University College of Computer and Information Sciences, Riyadh, Saudi Arabia","Alrwais O., King Saud University College of Computer and Information Sciences, Riyadh, Saudi Arabia","Purpose: The geographic information systems (GIS) sector is witnessing significant growth in recent times at the global level and in the Kingdom of Saudi Arabia at the same pace. In this research, the authors aim to measure the GIS market employability in the Kingdom of Saudi Arabia, the required skills of those seeking GIS employees, existing knowledge and abilities of graduates of relevant academic programs and gaps, if any, between the graduates and the labor market requirements in terms of GIS. Research on GIS education and GIS employability from an information system perspective is scarce; thus, this study is needed. Design/methodology/approach: In this study, a questionnaire was distributed manually and electronically to a specific group of GIS students, teachers and employees. The questionnaire was prepared in Arabic and English language. It was distributed manually to the attendees of the 12th GIS Symposium, organized by Imam Abdulrahman Bin Faisal University at Dammam city, Saudi Arabia in April of 2018. The event is a yearly one that gathers local GIS community and outside speakers and guests. An electronic version of the questionnaire was also available and distributed via personal contacts. Responses were received until the end of 2019. Findings: The results of 107 respondents indicates good GIS foundation (for example in topology, geospatial data processing and cartography); however, programming and business skills (namely cost benefit analysis, organizational perspective and business understanding) are lacking from Saudi GIS graduates. About 67% of respondents acknowledge directly that it is difficult to find locally qualified GIS graduates. Moreover, 55% of respondents classify GIS job candidates as underqualified. This research identifies under qualification in business competencies and computer programming skills for GIS students and workers in Saudi Arabia. This research did not find a statistically significant different response between GIS teachers and GIS employees/employers; however, students’ response was significantly different from these two groups. Originality/value: Research on GIS education and GIS employability from an Information System perspective is scarce; thus, this study is needed. Moreover, research about this topic in Saudi Arabia and the Arabian Gulf is almost nonexistent. © 2023, Omer Alrwais.","Education; Empirical study; GIS; Saudi Arabia; Workforce","Arabian Sea; Dammam; Eastern Province [Saudi Arabia]; Indian Ocean; Persian Gulf; Saudi Arabia; business; data processing; education; empirical analysis; labor market; student","","","","","Deanship of Scientific Research, King Saud University","This research was funded by the Deanship of Scientific Research, King Saud University through RAEED Program.","Abdelrahman K., Al-Amri A.M., Fnais M.S., Qaysi S., Abdelfattah A.K., Al-Otaibi N., Site effect and microzonation of the Jizan coastal area, southwestern Saudi Arabia, for earthquake hazard assessment based on the geotechnical borehole data, Arabian Journal of Geosciences, 14, 8, pp. 1-19, (2021); Abdulalim A.A., El Damaty T.A., Implementation of remote sensing and GIS techniques to study the flash flood risk at NEOM Mega-City, Saudi Arabia, Advances in Remote Sensing, 11, 4, pp. 121-157, (2022); Aina Y.A., Geomatics education in Saudi Arabia: Status, challenges and prospects, International Research in Geographical and Environmental Education, 18, 2, pp. 111-119, (2009); Aina Y.A., Aleem K.F., Hasan M.M., AlGhamdi H., Mohamed A., Geomatics education in the face of global challenges—a Saudi Arabian case study, Surveying and Land Information Science, 73, 2, pp. 81-90, (2014); Al-Garni A., Future of geo-sciences can be seen everywhere in the Kingdom, GeospatialWorld, (2010); Aljoufie M., Zuidgeest M., Brussel M., Van Maarseveen M., Spatial–temporal analysis of urban growth and transportation in Jeddah City, Saudi Arabia, Cities, 31, pp. 57-68, (2013); Alsultana S.H., Rahmanb A.A., Kingdom of Saudi Arabia geospatial information infrastructure–an initial study, ISPRS-International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences, 1, pp. 95-99, (2015); Alzighaibi A., Mohammadian M., Talukder M., Factors affecting the adoption of GIS systems in the public sector in Saudi Arabia and their Impact on organizational performance, Journal of Geographic Information System, 8, 3, (2016); Babinski G., URISA develops the geospatial management competency model (GMCM) for USDOLETA, Washington GIS Conference, (2012); Bowlick F.J., Goldberg D.W., Computer science and programming courses in geography departments in the United States, The Professional Geographer, 69, 1, pp. 138-150, (2017); DiBiase D., Corbin T., Fox T., Francica J., Green K., Jackson J., Van Sickle J., The new geospatial technology competency model: Bringing workforce needs into focus, Urisa Journal, 22, 2, (2010); DiBiase D., DeMers M., Johnson A., Kemp K., Luck A.T., Plewe B., Wentz E., Introducing the first edition of geographic information science and technology body of knowledge, Cartography and Geographic Information Science, 34, 2, pp. 113-120, (2007); Du Plessis H.J., A methodology for assessing geographical information science professionals and programmes in South Africa, (2015); Elshurafa A.M., Muhsen A.R., Felder F.A., Cost, footprint, and reliability implications of deploying hydrogen in off-grid electric vehicle charging stations: A GIS-assisted study for Riyadh, Saudi Arabia, International Journal of Hydrogen Energy, 47, 76, pp. 32641-32654, (2022); Gaudet C.H., Annulis H.M., Carr J.C., Building the geospatial workforce, Urisa Journal, 15, 1, pp. 21-30, (2003); Hennemann S., Liefner I., Employability of German geography graduates: The Mismatch between knowledge acquired and competences required, Journal of Geography in Higher Education, 34, 2, pp. 215-230, (2010); Kemp K.K., The NCGIA core curricula in GIS and remote sensing, Transactions in GIS, 2, 2, pp. 181-190, (1997); Koshak N., Developing a web-based GIS for hajj traffic plan (HajjGIS. Net), Journal of Urban Planning Research, 6, 6, pp. 1-13, (2006); Kubbara F., Maniruzzaman K., Prospects and considerations for Internet-based distance GIS education in Saudi Arabia, Eighth National GIS Symposium in Saudi Arabia, (2013); Mahmoud W.H., Ahmed I., Krinis D., Al-Marri H.M., Well placement optimization using GIS, Proceedings of the First National GIS Symposium in Saudi Arabia (Online), (2005); Murad A.A., Creating a GIS application for local health care planning in Saudi Arabia, International Journal of Environmental Health Research, 14, 3, pp. 185-199, (2004); Murad A., Khashoggi B.F., Using GIS for disease mapping and clustering in Jeddah, Saudi Arabia, ISPRS International Journal of Geo-Information, 9, 5, (2020); Rahman M.T., Jamal A., Al-Ahmadi H.M., Examining hotspots of traffic collisions and their spatial relationships with land use: A GIS-based geographically weighted regression approach for Dammam, Saudi Arabia, ISPRS International Journal of Geo-Information, 9, 9, (2020); Roiste M., Filling the gap: The geospatial skills shortage in New Zealand, New Zealand Geographer, 70, 3, pp. 179-189, (2014); Saud M., Assessment of flood hazard of Jeddah area 2009, Saudi Arabia, Journal of Water Resource and Protection, 2, 9, pp. 839-847, (2010); Seremet M., Geographic information systems (GIS) in higher education: A study of provision, pedagogy and employability in the United Kingdom and Turkey, (2013); Seremet M., Chalkley B., Geography, GIS and employability in Turkey, Journal of Geography in Higher Education, 40, 2, pp. 238-253, (2016); Solem M., Kollasch A., Lee J., Career goals, pathways and competencies of geography graduate students in the USA, Journal of Geography in Higher Education, 37, 1, pp. 92-116, (2013); Wikle T.A., Fagin T.D., Hard and soft skills in preparing GIS professionals: Comparing perceptions of employers and educators, Transactions in GIS, 19, 5, pp. 641-652, (2015); ﺘﻘﻴﻴﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻨﻅﻡ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺠﻐﺭﺍﻓﻴﺔ ﻓﻲ ﺍﻟﻤﻤﻠكة العربية السعودية","O. Alrwais; King Saud University College of Computer and Information Sciences, Riyadh, Saudi Arabia; email: oalrwais@ksu.edu.sa","","Emerald Publishing","","","","","","19859899","","AGSRE","","English","Arab Gulf Sci. Res.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85148656234"
"Alam M.J.; Reza S.M.A.; Ogawa K.; Ahsan A.H.M.","Alam, Md Jahangir (57783823100); Reza, S M Ali (57212398239); Ogawa, Keiichi (57206553145); Ahsan, Abu Hossain Muhammad (57220460742)","57783823100; 57212398239; 57206553145; 57220460742","Sustainable employment for vocational education and training graduates: the case of future skills matching in Bangladesh","2024","International Journal of Training Research","","","","","","","0","10.1080/14480220.2024.2308224","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183005749&doi=10.1080%2f14480220.2024.2308224&partnerID=40&md5=f7f3498846ff6e7735239c1e0fccac40","Department of Japanese Studies, Faculty of Social Sciences, University of Dhaka, Dhaka, Bangladesh; Department of Political Science, Faculty of Social Sciences, University of Dhaka, Dhaka, Bangladesh; Graduate School of International Cooperation Studies (GSICS), Kobe University, Kobe, Japan; Department of Public Administration, Faculty of Social Sciences, University of Dhaka, Dhaka, Bangladesh","Alam M.J., Department of Japanese Studies, Faculty of Social Sciences, University of Dhaka, Dhaka, Bangladesh; Reza S.M.A., Department of Political Science, Faculty of Social Sciences, University of Dhaka, Dhaka, Bangladesh; Ogawa K., Graduate School of International Cooperation Studies (GSICS), Kobe University, Kobe, Japan; Ahsan A.H.M., Department of Public Administration, Faculty of Social Sciences, University of Dhaka, Dhaka, Bangladesh","Bangladesh is characterized by a high demand for skilled workers. Hence, the significance of Technical and Vocational Education and Training (TVET) becomes crucial to address the existing skill gaps to stimulate economic development. This research addresses the major challenges that hinder the progress of TVET in Bangladesh. This study adopts a mixed-method approach to investigate thoroughly the fundamental aspects of TVET’s capacity to provide high-quality skills development programs with an aim to increase its graduates’ employability. This study finds that individuals, upon their graduation from TVET institutions, face significant obstacles in the job market. These challenges, as the research finds, arise primarily due to discrepancies between graduates’ skills and job market demands. This study also examines the local TVET issues in Bangladesh, offers valuable insights and policy recommendations to address skill deficits, ensure sustainable employment for TVET graduates, and enhance economic development in developing nations. © 2024 Informa UK Limited, trading as Taylor & Francis Group.","Bangladesh; career planning; graduate employability; skills development; sustainability; Technical Vocational Education and Training","","","","","","","","Aarkrog V., Wahlgren B., Goal orientation and decision-making in education, Vocations and Learning, 15, 1, pp. 71-86, (2021); Alam G.M., The role of technical and vocational education in the national development of Bangladesh, International Journal of Work-Integrated Learning, 9, 1, pp. 25-44, (2008); Alam M.J., Bangladesh-Japan diplomatic relations (1972-2022): A new paradigm of strategic partnership, (2022); Alam M.J., Japan’s contribution to Bangladesh: Aspirations for inclusive development and regional cooperation, Cogent Social Sciences, 8, 1, (2022); Alam M.J., Ogawa K., Islam S.R.B., Importance of skills development for ensuring graduates employability: The case of Bangladesh, Social Sciences, 11, 8, (2022); Alam M.J., Ogawa K., Islam S.R.B., E-learning as a doubled-edge sword for academic achievements of university students in developing countries: Insights from Bangladesh, Sustainability, 15, 9, (2023); Alam M.J., Sharmin D., Skills development for graduate employability: The case of TVET Japanese language program in Bangladesh, Journal of Technical Education and Training, 15, 2, pp. 72-91, (2023); Alhasan N.U., Tyabo A., Revitalising technical and vocational education (TVET) for youth empowerment and sustainable development, Journal of Educational and Social Research, 3, 4, (2013); Audu R., Obeta C., Onoh C.E.C., Human capital development in Technical Vocational Education (TVE) for sustainable national development, Journal of Education & Practice, 4, 7, pp. 100-106, (2013); Becker G.S., Human capital: A theoretical and empirical analysis, with special reference to education, (2009); Beer P., Mulder R.H., The effects of technological developments on work and their implications for continuous vocational education and training: A systematic review, Frontiers in Psychology, 11, (2020); Bittner J.V., Stamov Robetanagel C., Staudinger U.M., Educational self-regulation competence: Toward a lifespan-based concept and assessment strategy, International Journal for Educational and Vocational Guidance, 22, 2, pp. 307-325, (2021); Brown J.L., Hammer S.J., Perera H.N., McIlveen P., Relations between graduates” learning experiences and employment outcomes: A cautionary note for institutional performance indicators, International Journal for Educational and Vocational Guidance, 22, 1, pp. 137-156, (2021); Chinedu-Ali N.P., Abang F., Ameh A.O., Agwu N.M., Perception of vocational education stakeholders on hindrances to effective implementation of TVET policies in Nigeria, Vocational and Technical Education Journal, 2, 1, (2020); Chinedu C.C., Wan-Mohamed W.A., Ogbonnia A.A., A systematic review on education for sustainable development: Enhancing TVE teacher training programme, Journal of Technical Education and Training, 10, 1, pp. 109-125, (2018); Ehsan S.M.A., Revisiting tertiary education system in Bangladesh: In quest for unraveling existing issues and challenges, Journal of Contemporary Governance and Public Policy, 2, 1, pp. 45-66, (2021); Evans R.N., Foundations of vocational education. 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The role of vocational interests in educational decisions at the end of compulsory school in Switzerland, Vocations and Learning, 14, 1, pp. 115-145, (2020); Karim M.R., National vocational qualification and certification system of Bangladesh, Quality TVET in Asia Pacific Region: National Vocational Qualification Systems of CPSC Member Countries, pp. 61-69, (2017); Khan M.S.H., Hasan M., Rabbani M.G., Current trends and issues in TVET of Bangladesh, Technical education and vocational training in developing nations, pp. 131-153, (2017); Kintu D., Kitainge K., Ferej A., An exploration of strategies for facilitating graduates’ transition to the World of work: A case of technical, vocational education and training graduates in Uganda, International Journal of Vocational Education and Training Research, 5, 1, (2019); Lee H.L., Shen Z.J.M., Supply chain and logistics innovations with the belt and road initiative, Journal of Management Science and Engineering, 5, 2, pp. 77-86, (2020); Li J., Pilz M., International transfer of vocational education and training: A literature review, Journal of Vocational Education & Training, 75, 2, pp. 185-218, (2021); 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Alam; Department of Japanese Studies, Faculty of Social Sciences, University of Dhaka, Dhaka, Bangladesh; email: mjalam.jsc@du.ac.bd","","Routledge","","","","","","14480220","","","","English","Int. J. Train. Res.","Article","Article in press","","Scopus","2-s2.0-85183005749"
"Lawton V.; Pacey V.; Jones T.M.; Dean C.M.","Lawton, Vidya (57221247002); Pacey, Verity (26039481900); Jones, Taryn M. (56007041600); Dean, Catherine M. (7203045630)","57221247002; 26039481900; 56007041600; 7203045630","The factors affecting work readiness during the transition from university student to physiotherapist in Australia","2024","Higher Education, Skills and Work-based Learning","","","","","","","0","10.1108/HESWBL-10-2023-0287","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181253038&doi=10.1108%2fHESWBL-10-2023-0287&partnerID=40&md5=e57784c7dfb1587fb56b95cef9e3f8f2","Department of Health Sciences, Faculty of Medicine Health and Human Sciences, Macquarie University, Sydney, Australia; Deputy Vice Chancellors Office- Academic, Macquarie University, Sydney, Australia","Lawton V., Department of Health Sciences, Faculty of Medicine Health and Human Sciences, Macquarie University, Sydney, Australia; Pacey V., Department of Health Sciences, Faculty of Medicine Health and Human Sciences, Macquarie University, Sydney, Australia; Jones T.M., Deputy Vice Chancellors Office- Academic, Macquarie University, Sydney, Australia; Dean C.M., Department of Health Sciences, Faculty of Medicine Health and Human Sciences, Macquarie University, Sydney, Australia","Purpose: Work readiness is an important aspect of the transition from higher education to professional practice. The purpose of this study was to explore the perceptions of work readiness of individuals transitioning into physiotherapy practice in Australia and identify any association with personal, education and work factors. Design/methodology/approach: Purpose-built surveys were distributed to final-year students and graduates of physiotherapy programmes nationally. Work readiness was measured using the recently validated Work Readiness Scale for Allied Health Professionals 32 (WRS-AH32), which captures the following four domains: Practical Wisdom, Interpersonal Capabilities, Personal Attributes and Organisational Acumen. The surveys also included personal, education and work data. Work readiness was expressed as percentages for total work readiness and within each domain. Independent t-tests were used to examine the influence of personal, education and work factors on work readiness. Findings: 176 participant responses were analysed (84 students and 92 graduates). Total work readiness was 80% [standard deviation (SD)8], with Practical Wisdom the highest scoring domain (91%, SD8) and Personal Attributes the lowest scoring domain (65%, SD14). Considering overall work readiness, individuals reporting some psychological symptoms scored lower than asymptomatic individuals [mean difference 7% (95% confidence interval (CI) 4 to 9)] and final-year students scored less than graduates [mean difference 3% (95%CI 0 to 5)]. Practical implications: All stakeholders, including individuals, universities and employers, need to consider further strategies to develop aspects of work readiness, particularly within the domain of Personal Attributes and those with psychological symptoms. Originality/value: This study demonstrates that physiotherapy students and graduates perceive themselves to be well prepared to transition to the workforce. © 2023, Emerald Publishing Limited.","Career transitions; Employability; Work readiness","","","","","","","","Atkinson R., McElroy T., Preparedness for physiotherapy in private practice: novices identify key factors in an interpretive description study, Manual Therapy, 22, pp. 116-121, (2016); 2019 Physiotherapist fact sheet, (2019); Balogun J.A., Pellegrini E.A., Miller T.M., Katz J.S., Pattern of physical therapist students' burnout within an academic semester, Journal of Physical Therapy Education, 13, 1, pp. 1-17, (1999); Balogun J.A., Titiloye V., Balogun A., Oyeyemi A., Katz J., Prevalence and determinants of burnout among physical and occupational therapists, Journal of Allied Health, 31, 3, pp. 131-139, (2002); Baumann A., Crea-Arsenio M., Hunsberger M., Fleming-Carroll B., Keatings M., Work readiness, transition, and integration: the challenge of specialty practice, Journal of Advanced Nursing, 75, 4, pp. 823-833, (2019); Bearman M., Lawson M., Jones A., Participation and progression: new medical graduates entering professional practice, Advances in Health Sciences Education: Theory and Practice, 16, 5, pp. 627-642, (2011); Brennan N., Corrigan O., Allard J., Archer J., Barnes R., Bleakley A., Collett T., Regan De Bere S., The transition from medical student to junior doctor: today's experiences of Tomorrow's Doctors, Medical Education, 44, 5, pp. 449-458, (2010); Brooke T., Brown M., Orr R., Gough S., Stress and burnout: exploring postgraduate physiotherapy students' experiences and coping strategies, BMC Medical Education, 20, 1, (2020); Caballero C.L., Walker A., Work readiness in graduate recruitment and selection: a review of current assessment methods, Journal of Teaching and Learning for Graduate Employability, 1, pp. 13-25, (2010); Caballero C.L., Walker A., Fuller-Tyszkiewicz M., The work readiness scale (WRS): developing a measure to assess work readiness in college graduates, Journal of Teaching and Learning for Graduate Employability, 2, 1, pp. 41-54, (2011); 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Dean C.M., Stark A.M., Gates C.A., Czerniec S.A., Hobbs C., Bullock L.L.D., Kolodziej I., A profile of physiotherapy clinical education, Australian Health Review, 33, 1, pp. 38-46, (2009); Dudley M., Dkhaw Botti M., Hutchinson A.F., The relationship between the undergraduate clinical learning environment and work readiness in new graduate nurses: a pre-post survey study, Nurse Education Today, 94, pp. 104587-87, (2020); Forbes R., Dinsdale A., Dunwoodie R., Birch S., Brauer S., Weighing up the benefits and challenges of hosting physiotherapy student placements in private practice; a qualitative exploration, Physiotherapy Theory and Practice, 38, 6, pp. 794-804, (2022); Garcia-Aracil A., Monteiro S., Almeida L.S., Students' perceptions of their preparedness for transition to work after graduation, Active Learning in Higher Education, 22, 1, pp. 49-62, (2021); Gelman C.R., Anxiety experienced by foundation-year MSW students entering field placement: implications for admissions, curriculum, and field education, Journal of Social Work Education, 40, 1, pp. 39-54, (2004); Hammig O., Explaining burnout and the intention to leave the profession among health professionals - a cross-sectional study in a hospital setting in Switzerland, BMC Health Services Research, 18, 1, (2018); Health Workforce Australia, Clinical training profile: physiotherapy, (2014); Huang H., Xia Y., Zeng X., Lu A., Prevalence of depression and depressive symptoms among intensive care nurses: a meta‐analysis, Nursing in Critical Care, 27, 6, pp. 739-746, (2022); Hunt A., Adamson B., Higgs J., Harris L., University education and the physiotherapy professional, Physiotherapy, 84, 6, pp. 264-273, (1998); Jones A., Sheppard L., Self-efficacy and clinical performance: a physiotherapy example, Advances in Physiotherapy, 13, 2, pp. 79-83, (2011); Joubert M., Social work students' perceptions of their readiness for practice and to practise, Social Work Education, 40, 6, pp. 695-718, (2021); Kent F., Richards K., Haines T., Morgan P., Maloney S., Keating J.L., Patient and practitioner perceptions of student participation in private practice consultations: a mixed-methods study, Focus on Health Professional Education, 16, 2, pp. 42-54, (2015); 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Lawton V., Ilhan E., Pacey V., Jones T.M., Walker A., Dean C.M., A Work Readiness Scale for allied health graduates, The Internet Journal of Allied Health Sciences and Practice, 22, 1, (2023); Lowe B., Wahl I., Rose M., Spitzer C., Glaesmer H., Wingenfeld K., Schneider A., Brahler E., A 4-item measure of depression and anxiety: validation and standardization of the Patient Health Questionnaire-4 (PHQ-4) in the general population, Journal of Affective Disorders, 122, 1-2, pp. 86-95, (2009); Malau-Aduli B.S., Jones K., Alele F., Adu M.D., Drovandi A., Knott G., Young L., Jo C., Readiness to enter the workforce: perceptions of health professions students at a regional Australian university, BMC Medical Education, 22, 1, (2022); Martin R., Mandrusiak A., Lu A., Forbes R., New‐graduate physiotherapists' perceptions of their preparedness for rural practice, The Australian Journal of Rural Health, 28, 5, pp. 443-452, (2020); Martin R., Mandrusiak A., Lu A., Forbes R., Competencies for entry-level rural and remote physiotherapy practice: a Delphi approach, Rural and Remote Health, 21, 4, (2021); Mata D.A., Ramos M.A., Bansal N., Khan R., Guille C., Di Angelantonio E., Sen S., Prevalence of depression and depressive symptoms among resident physicians: a systematic review and meta-analysis, JAMA : The Journal of the American Medical Association, 314, 22, pp. 2373-2383, (2015); McAllister L., Nagarajan S.V., Accreditation requirements in allied health education : strengths, weaknesses and missed opportunities, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 2-24, (2015); Miller P.A., Solomon P., Giacomini M., Abelson J., Experiences of novice physiotherapists adapting to their role in acute care hospitals, Physiotherapy Canada, 57, 2, (2005); O'Brien M., Troy K., Kirkpatrick J., The allied health work readiness study: identifying personal characteristics signalling work readiness in allied health students, The Internet Journal of Allied Health Sciences and Practice, 18, 1, (2020); Opoku E.N., Khuabi L.-A.J.-N., Van Niekerk L., Exploring the factors that affect the transition from student to health professional: an Integrative review, BMC Medical Education, 21, pp. 1-558, (2021); 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Scutter S., Goold M., Burnout in recently qualified physiotherapists in South Australia, Australian Journal of Physiotherapy, 41, 2, pp. 115-118, (1995); Smallwood N., Pascoe A., Karimi L., Bismark M., Willis K., Occupational disruptions during the COVID-19 pandemic and their association with healthcare workers' mental health, International Journal of Environmental Research and Public Health, 18, 17, (2021); Solomon P., Miller P.A., Qualitative study of novice physical therapists' experiences in private practice, Physiotherapy Canada, 57, 3, pp. 190-198, (2005); Syed Aznal S.S., Nadarajah V.D.V., Kwa S.K., Seow L.L., Chong D.W., Molugulu N., Khoo E.J., Keng P.S., Validation of a 'work readiness scale' for health professional (HP) graduates, Medical Teacher, 43, pp. 1-6, (2019); Toal-Sullivan D., New graduates' experiences of learning to practise occupational therapy, British Journal of Occupational Therapy, 69, 11, pp. 513-524, (2006); Tryssenaar J., Perkins J., From student to therapist: exploring the first year of practice, The American Journal of Occupational Therapy, 55, 1, pp. 19-27, (2001); Walker A., Storey K.M., Costa B.M., Leung R.K., Refinement and validation of the work readiness scale for graduate nurses, Nursing Outlook, 63, 6, pp. 632-638, (2015); Wells C., Olson R., Bialocerkowski A., Carroll S., Chipchase L., Reubenson A., Scarvell J.M., Kent F., Work-readiness of new graduate physical therapists for private practice in Australia: academic faculty, employer, and graduate perspectives, Physical Therapy, 101, 6, (2021)","V. Lawton; Department of Health Sciences, Faculty of Medicine Health and Human Sciences, Macquarie University, Sydney, Australia; email: vidya.lawton@mq.edu.au","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Article in press","","Scopus","2-s2.0-85181253038"
"Forrier A.; De Cuyper N.; Delva J.","Forrier, Anneleen (6508172969); De Cuyper, Nele (8355522100); Delva, Jasper (57226120442)","6508172969; 8355522100; 57226120442","How theatre actors in Flanders make sense of and enact their employability in a context in motion: a matter of fit","2024","European Journal of Work and Organizational Psychology","33","1","","82","98","16","1","10.1080/1359432X.2023.2266173","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173780852&doi=10.1080%2f1359432X.2023.2266173&partnerID=40&md5=808a40ffda46053d4f241ffe3bc01219","Department of Work and Organisation Studies, Faculty of Economics and Business, KU Leuven, Leuven, Belgium; Research Group Work, Organisational and Personnel Psychology, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium; Department of Culture, Youth and Media, Flemish Government, Brussels, Belgium","Forrier A., Department of Work and Organisation Studies, Faculty of Economics and Business, KU Leuven, Leuven, Belgium; De Cuyper N., Research Group Work, Organisational and Personnel Psychology, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium; Delva J., Department of Work and Organisation Studies, Faculty of Economics and Business, KU Leuven, Leuven, Belgium, Department of Culture, Youth and Media, Flemish Government, Brussels, Belgium","This study aims to understand how individuals give meaning to and enact their employability in a changing context. Our study draws on insights from the Social Chronology Framework. In doing so, it involves the interplay of three perspectives: individual, context and time. We used a narrative approach based on life story data from 24 theatre actors in Flanders (Belgium). We identified five narratives based on three building blocks: employability scripts, career imagination and action. Employability scripts encrypt what is contextually required to be employable. The narratives differ in how individuals interpret those scripts, make meaning of their position in the field (career imagination) and act. The narratives express variations in fit with the field. Three narratives express fit: Individuals blend in with the context and endorse the current employability script. A fourth narrative expresses being out-of-fit: Individuals identify with older scripts. A fifth narrative expresses misfit: Individuals fail to act according to the current script and disengage. Our main contributions are theoretical. First, we conceptualize employability “in the fit” and not in the individual. Second, we advance the notion of employability script. Both these contributions serve to understand employability at the interplay of agency and structure. © 2023 Informa UK Limited, trading as Taylor & Francis.","career imagination; Employability; employability script; fit; social chronology framework","","","","","","Interne Fondsen KU Leuven/Internal Funds KU Leuven, (C24M/19/012)","This study was supported by Interne Fondsen KU Leuven/Internal Funds KU Leuven (project C24M/19/012).","Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W., Competencies for the contemporary career: Development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Akkermans J., Brenninkmeijer V., Schaufeli W.B., Blonk R.W., It’s all about career skills: Effectiveness of a career development intervention for young employees, Human Resource Management, 54, 4, pp. 533-551, (2015); Akkermans J., Kubasch S., #trending topics in careers: A review and future research agenda, Career Development International, 22, 6, pp. 586-627, (2017); Barley S., Careers, identities, and institutions: The legacy of the Chicago school of Sociology, The handbook of career theory, pp. 41-60, (1989); Berglund T., Wallinder Y., Perceived employability in difficult economic times: The significance of education systems and labour market policies, European Societies, 17, 5, pp. 674-699, (2015); Berntson E., Sverke M., Marklund S., Predicting perceived employability: Human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Blokker R., Akkermans J., Tims M., Jansen P., Khapova S., Building a sustainable start: The role of career competencies, career success, and career shocks in young professionals’ employability, Journal of Vocational Behavior, 112, pp. 172-184, (2019); Bourdieu P., The forms of capital, Handbook of theory and research for the sociology of education, pp. 241-258, (1986); Bresnen M., Hodgson D., Bailey S., Hassard J., Hyde P., Hybrid managers, career narratives and identity work: A contextual analysis of UK healthcare organizations, Human Relations, 72, 8, pp. 1341-1368, (2019); Chudzikowski K., Gustafsson S., Tams S., Constructing alignment for sustainable careers: Insights from the career narratives of management consultants, Journal of Vocational Behavior, 117, (2020); Cochran L.R., Narrative as a paradigm for career research, Methodological approaches to the study of career, pp. 85-102, (1990); Cohen L., Duberley J., Making sense of our working lives: The concept of the career imagination, Organization Theory, 2, 2, pp. 1-15, (2021); Cohen L., Mallon M., My brilliant career?: Using stories as a methodological tool in careers research, International Studies of Management and Organization, 31, 3, pp. 48-68, (2001); Cohler B.J., Hostetler A., Linking life course and life story. 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The theatre maker as intangible worker, Perspective Artist: The position of individual artists in the performing arts in Flanders, pp. 11-25, (2012); Van Harten J., De Cuyper N., Knies E., Forrier A., Taking the temperature of employability research: A systematic review of interrelationships across and within conceptual strands, European Journal of Work and Organizational Psychology, 31, 1, pp. 145-159, (2021); Van Steendam L., Proteus or the new career myth for actors, Perspective Artist: The position of individual artists in the performing arts in Flanders, pp. 81-96, (2012); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010); Wolf C., Not lost in translation: Managerial career narratives and the construction of protean identities, Human Relations, 72, 3, pp. 505-533, (2019)","A. Forrier; Department of Work and Organisation Studies, Faculty of Economics and Business, KU Leuven, Leuven, Belgium; email: anneleen.forrier@kuleuven.be","","Routledge","","","","","","1359432X","","","","English","Eur. J. Work Organ. Psychol.","Article","Final","","Scopus","2-s2.0-85173780852"
"Rufus O.S.; Grace A.M.; Olalekan A.O.; Jwasshaka S.K.; Bakare S.F.","Rufus, Olojuolawe Sunday (58838170900); Grace, Adewumi Moradeke (58839174000); Olalekan, Adegboye Oluwadamilola (58838672400); Jwasshaka, Shirka Kassam (57211404571); Bakare, Shola F. (57211333277)","58838170900; 58839174000; 58838672400; 57211404571; 57211333277","Systematic development of entrepreneurship skills framework for students of electrical technology in Nigeria","2024","Environment and Social Psychology","9","3","1829","","","","0","10.54517/esp.v9i3.1829","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182981224&doi=10.54517%2fesp.v9i3.1829&partnerID=40&md5=928e4320edcf83a3ffe3ef34e75c3a83","Department of Industrial Technical Education, Bamidele Olumilua University of Education, Science and Technology, Ekiti, Ikere, 361101, Nigeria; Department of Computer Science, Bamidele Olumilua University of Education, Science and Technology, Ekiti, Ikere, 361101, Nigeria; Department of Entrepreneurial Studies, Olusegun Agagu University of Technology, Okitipupa, 350105, Nigeria; Department of Technical and Vocational Education, Plateau State Polytechnic, Barkin-Ladi, 930102, Nigeria; Department of Technical and Vocational Education, Adekunle Ajasin University, Akungba-Akoko, 342111, Nigeria","Rufus O.S., Department of Industrial Technical Education, Bamidele Olumilua University of Education, Science and Technology, Ekiti, Ikere, 361101, Nigeria; Grace A.M., Department of Computer Science, Bamidele Olumilua University of Education, Science and Technology, Ekiti, Ikere, 361101, Nigeria; Olalekan A.O., Department of Entrepreneurial Studies, Olusegun Agagu University of Technology, Okitipupa, 350105, Nigeria; Jwasshaka S.K., Department of Technical and Vocational Education, Plateau State Polytechnic, Barkin-Ladi, 930102, Nigeria; Bakare S.F., Department of Technical and Vocational Education, Adekunle Ajasin University, Akungba-Akoko, 342111, Nigeria","The rising rate of youth unemployment and the attendant consequences on the general population in Nigeria called for concern. The academia and other relevant stakeholders have gradually come to realize that the possession of academic qualifications alone cannot guarantee a good quality job. Thus, many of Nigerian higher institutions are now introducing entrepreneurship studies into their school curriculum without a clear framework. This study intends to create a topology of skills that will help Electrical Technology students in Nigeria find jobs. To gather information about the different skills needed, the Google Scholar search engine was adopted. The search was between 2018 and 2023. The inclusion criteria involve entrepreneurship studies with a focus on Technical Education, Vocational education, and Electrical Technology. A total of 80 Journal articles were extracted for the study. Data were directly collected from the critical stakeholders. The study was guided by 3 objectives. The participants for the study involved 12 experts from the industry and academics. The sample size was purposive and obtained based on Theoretical saturation. The topology of skills was achieved with the application of the Nvivo12 software and the thematic analysis. A Broad skill suitable for the 21st-century job matching for electrical technology students was generated. The study is recommended for in-depth analysis in order the isolate all the in fits. © 2024 by author(s).","employability; entrepreneurship; framework; topology of skills; unemployment","","","","","","Tertiary Education Trust Fund of Nigeria; TetFund_NRF_2020","This research work is supported by the Tertiary Education Trust Fund of Nigeria (TetFund_NRF_2020) Intervention.","Afolayan OT, Okodua H, Matthew O, Osabohien R., Reducing unemployment malaise in Nigeria: The role of electricity consumption and human capital development, International Journal of Energy Economics and Policy, 9, 4, pp. 63-73, (2019); Atan JA, Effiong UE., Industrialization and Youth Unemployment in Nigeria: An Autoregressive Distributive Lag (ARDL) Approach, International Journal of Business and Economics Research, 9, pp. 334-344, (2020); Global Employment Trends for Youth 2020: Technology and the future of jobs, (2020); Aminu A., Characterising Graduate Unemployment in Nigeria as an Education-job Mismatch Problem Alarudeen Aminu, African J Econ Rev, VII, 2, pp. 113-130, (2019); Global Youth Unemployment Rate; Lin M., Challenges and Opportunities for Technical and Vocational Education and Training in the Local Communities: Education and Labour Market for Young People, Int J Soc Sci Stud, 7, 3, (2019); Sousa M., Entrepreneurship Skills Development in Higher Education Courses for Teams Leaders, Adm Sci, 8, 2, (2018); Solesvik MZ, Westhead P, Matlay H, Parsyak VN., Entrepreneurial assets and mindsets, Educ + Train, 55, 8, pp. 748-762, (2013); Nishad NM., Role of Employability Skills in Management Education: A Review, ZENITH Int J Bus Econ Manag Res, 3, 8, pp. 34-45, (2013); Khalid N, Adha N, Hamid A, Sailin R., Importance of Soft Skills for Industrial Training Program: Employers, Perspective, 3, pp. 10-18, (2014); Kinash S., 8 Ways To Enhance Your Students’ Graduate Employability, pp. 1-14, (2015); Boyatzis RE., Competencies in the 21st century, 27, 1, pp. 5-12, (2008); Skills T, Welding I., Technical skills and non-technical skills: Predefinition concept Technical skills and non-technical skills: Predefinition concept, (2014); Spencer LM, Spencer S., Competence at Work: Models for Superior Performance, (1993); Akingbade WA., Assessment of Entrepreneurship Skills Development on Employment Generation Strategy in Tertiary Institutions in Lagos State, Economic Insights—Trends and Challenges, 2021, 2, pp. 35-47, (2021); Maigida JF, Saba TM, Namkere JU., Entrepreneurial skills in technical vocational education and training as a strategic approach for achieving youth empowerment in Nigeria, Int J Humanit Soc Sci, 3, 5, pp. 303-310, (2013); Chukwurah PC, Akpo C., Institutions for National Economic Development, 6, 2, pp. 41-50, (2019); Jonathan CN., Entrepreneurship Education and the Challenges of Graduate Employability in Nigeria, Int J Innov Manag Technol, pp. 189-193, (2018); Olojuolawe SR, Fadila NBMA, Abdul Latif A., Soft Skills Needed by Electrical Technology Students for 21st Century Jobs, Int J Entrep Res, 2, 3, pp. 14-21, (2019); Agwu ME, Onwuegbuzie HN, Ezeifeka P., Impact of entrepreneurship education on new venture creation Case Study, Adv Soc Sci Res J, 4, 25, pp. 98-114, (2017); Adekunle OB, Adesoga DA, Olalekan UA, Adefunke AO., Social Innovation and Skill Acquisition among University Graduates in Nigeria, International Journal of Innovative Research and Development, 9, 2, (2020); Ubogu R., Entrepreneurship Education: Challenges and Strategies towards Promoting Entrepreneurship in Higher Education in Nigeria, Acad J Interdiscip Stud, 9, 5, pp. 125-137, (2020); Ayodele A., Functional Tvet Curriculum for Achieving MDG Vision, J Educ Pract, 4, 22, (2013); Lawal AW., Technical and Vocational Education, a Tool for National Development in Nigeria, Mediterranean Journal of Social Sciences, 4, 8, pp. 85-90, (2013); Emmanuel S., Repositioning technical and vocational education toward eradicating unemployment in Nigeria, 7, 6, pp. 54-63, (2015); Moses KM., Improving Quality and Competence of TVET Output through School Cooperation with the Industry, (2016); Okoye R, Arimonu MO., Technical and Vocational Education in Nigeria: Issues, Challenges and a Way Forward, J Educ Pract, 7, 3, pp. 113-118, (2016); Energy R., The Discovery of Electricity; IEEE Standard for the Testing, Design, Installation, and Maintenance of Electrical Resistance Heat Tracing for Commercial Applications IEEE Industry Applications Society, 2, (2006); Onoh BCEC., Electrical Installation and Maintenance Skill Needs of Technical College Graduates for Job Creation and Self-Reliance in Enugu State, J Sci Comput Educ, (2017); Patro R, Sahoo HK., Academic Embedded update and scope of employment, Proc 2015 IEEE 3rd Int Conf MOOCs, Innov Technol Educ MITE 2015, pp. 92-95, (2016); Phelps J., Top 10 Skills Needed for a Job in Electrical Technology; Safety B, Tools H, Tools P, Reading B., Electrical and Power Transmission Installers, Other Task Grid Secondary Competency Task List Task Grid Secondary Competency Task List, pp. 2015-2019, (2018); Rashid L., Entrepreneurship education and sustainable development goals: A literature review and a closer look at fragile states and technology-enabled approaches, Sustain, 11, 19, (2019); Odoemelam CC, Ebeze UV, Nwachukwu C, Et al., Socio-Demographic Predictors of Social Media-Based Skills Acquisition among Undergraduate Students in Selected Nigerian Universities, Journal of Mass Communication, Igbinedion University, Okada, 5, pp. 193-223, (2020); Al Shobaki MJ, Abu Naser SS, Amuna YMA, Talla SA El, The Level of Promotion of Entrepreneurship in Technical Colleges in Palestine, Int J Eng Inf Syst, 2, 1, pp. 168-189, (2018); Karanja P, Maingi A, Wangui MN, Wanjohi SM., Opportunity-Based versus Necessity-Based Entrepreneurship Preference for Self-Employment and Entrepreneurial Involvement among College Students: A Case Study of Kirinyaga University, Int J Acad Res Bus Soc Sci, 8, 1, pp. 43-59, (2018); Edokpolor JE, Owenvbiugie RO., Technical and vocational education and training skills: An Antidote For Job Creation And Sustainable Development Of Nigerian economy, Probl Educ 21st Century, 75, 6, pp. 535-549, (2017); Kheza JP., Designing a Framework for the Advancement of Lecturer Capacity in Developing Graduate Attributes At a Technical and Vocational Education and, (2018); Okolie UC, Nwajiuba CA, Binuomote MO, Osuji CU, Onajite GO, Igwe PA., How careers advice and guidance can facilitate career development in technical, vocational education, and training graduates: The case in Nigeria, Aust J Career Dev, 29, 2, pp. 97-106, (2020); Fraser CJ, Duignan G, Stewart D, Rodrigues A., Overt and covert: Successful strategies for building employability skills of vocational education graduates, J Teach Learn Grad Employab, 10, 1, (2019); Green N, Xiang M, Murphy D., Using an Electronic Resume Analyzer Portal (e-RAP) to Improve College Graduates Employability, Inf Syst Educ J, 18, 3, pp. 28-37, (2020); Maigari SA., Problem-Based Learning Conceptual Teaching Model For Technical Colleges In North-Western Nigeria, (2016); Jogulu UD, Pansiri J., Mixed methods: A research design for management doctoral dissertations, Manag Res Rev, 34, 6, pp. 687-701, (2011); Creswell JW., Research Design Qualitative, Quantitative, and Mixed Methods Approaches, (2014); Finch D, Hamilton L, Baldwin R, Zehner M., An Exploratory Study of Factors Affecting Undergraduate Employability, Educ + Train, 55, 7, pp. 681-704, (2013); Abas N., Research methodology; Creswell JW, Miller DL, Summer EP, Miller DL., Determining Validity in Qualitative Inquiry, 39, 3, pp. 124-130, (2016)","O.S. Rufus; Department of Industrial Technical Education, Bamidele Olumilua University of Education, Science and Technology, Ikere, Ekiti, 361101, Nigeria; email: olojuolawerufus4@gmail.com","","Asia Pacific Academy of Science Pte Ltd","","","","","","24247979","","","","English","Environ. Soc. Psychol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85182981224"
"Mazzocchi P.; Agahi O.; Beilmann M.; Bettencourt L.; Brazienė R.; Edisherashvili N.; Keranova D.; Marta E.; Milenkova V.; O’higgins N.; Pizzolante F.; Prieto‐flores Ò.; Rocca A.; Rodrigues R.B.; Rosa M.; Simões F.; Yurukov B.","Mazzocchi, Paolo (36680319600); Agahi, Omeed (58527788600); Beilmann, Mai (55353037000); Bettencourt, Leonor (57191371695); Brazienė, Rūta (35751201200); Edisherashvili, Natalia (57439576900); Keranova, Dilyana (57209266749); Marta, Elena (58153827500); Milenkova, Valentina (57195917553); O’higgins, Niall (35091356100); Pizzolante, Federica (57222334323); Prieto‐flores, Òscar (55295822700); Rocca, Antonella (56102403300); Rodrigues, Ricardo Borges (58866173600); Rosa, Miriam (58866173700); Simões, Francisco (51061597100); Yurukov, Borislav (57194156379)","36680319600; 58527788600; 55353037000; 57191371695; 35751201200; 57439576900; 57209266749; 58153827500; 57195917553; 35091356100; 57222334323; 55295822700; 56102403300; 58866173600; 58866173700; 51061597100; 57194156379","Subjective Well‐Being of NEETs and Employability: A Study of Non‐Urban Youths in Spain, Italy, and Portugal","2024","Politics and Governance","12","","7415","","","","2","10.17645/pag.7415","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184240890&doi=10.17645%2fpag.7415&partnerID=40&md5=ca7a9967c10667c15917611950394939","Department of Management and Quantitative Studies, University of Naples Parthenope, Italy; School of Education and Psychology, University of Girona, Spain; Institute of Social Studies, University of Tartu, Estonia; Instituto Universitário de Lisboa (ISCTE), CIS‐Iscte, Lisboa, Portugal; Faculty of Philosophy, Vilnius University, Lithuania; Institute of Education, University of Tartu, Estonia; South‐West University “Neofit Rilski,”, Bulgaria; Research Centre on Community Development and Organisational Quality of Life (CERISVICO), Università Cattolica del Sacro Cuore, Italy; International Labour Organization, Switzerland","Mazzocchi P., Department of Management and Quantitative Studies, University of Naples Parthenope, Italy; Agahi O., School of Education and Psychology, University of Girona, Spain; Beilmann M., Institute of Social Studies, University of Tartu, Estonia; Bettencourt L., Instituto Universitário de Lisboa (ISCTE), CIS‐Iscte, Lisboa, Portugal; Brazienė R., Faculty of Philosophy, Vilnius University, Lithuania; Edisherashvili N., Institute of Education, University of Tartu, Estonia; Keranova D., South‐West University “Neofit Rilski,”, Bulgaria; Marta E., Research Centre on Community Development and Organisational Quality of Life (CERISVICO), Università Cattolica del Sacro Cuore, Italy; Milenkova V., South‐West University “Neofit Rilski,”, Bulgaria; O’higgins N., International Labour Organization, Switzerland; Pizzolante F., Department of Management and Quantitative Studies, University of Naples Parthenope, Italy; Prieto‐flores Ò., School of Education and Psychology, University of Girona, Spain; Rocca A., Department of Management and Quantitative Studies, University of Naples Parthenope, Italy; Rodrigues R.B., Instituto Universitário de Lisboa (ISCTE), CIS‐Iscte, Lisboa, Portugal; Rosa M., Instituto Universitário de Lisboa (ISCTE), CIS‐Iscte, Lisboa, Portugal; Simões F., Instituto Universitário de Lisboa (ISCTE), CIS‐Iscte, Lisboa, Portugal; Yurukov B., South‐West University “Neofit Rilski,”, Bulgaria","Subjective well‐being is of paramount importance when support is offered to young individuals seeking employment and social inclusion in general. The present study looks at different dimensions of youth well‐being and the growing demands for skills to enable labour market integration. Based on survey data, this article examines the relationships between the role of public employment services in providing support and their impact on the subjective well‐being of youth. Specifically, 1,275 not in education, employment, or training (NEET) rural youths from Italy, Portugal, and Spain participated in the survey. Drawing upon Bronfenbrenner’s bioecological model, the current study sets up a model which includes different factors at the micro‐, meso‐, exo‐, and macro‐system levels. The results show that non‐urban NEETs’ subjective well‐being is associated positively with public employment services availability, while the relationship with public employment services interaction and public employment services support is non‐significant. A positive and significant relationship emerged also with self‐efficacy and social support. Some recommendations for policymakers are discussed. © 2024 by the author(s).","European Union; Italy; NEETs; non‐urban youths; Portugal; public employment services; Spain; well‐being","","","","","","Norway Grants Fund for Youth Employment; European Commission, EC; European Environment Agency, EEA; European Cooperation in Science and Technology, COST; Norway Grants","Funding text 1: This article was supported by the TRACK‐IN—Public Employment Services Tracking Effectiveness in Supporting Rural NEETs. This project is funded by Iceland, Liechtenstein, and Norway through the EEA and Norway Grants Fund for Youth Employment. The authors are grateful to the three anonymous reviewers for their helpful comments on earlier versions of the article.; Funding text 2: Francisco Simões is an assistant researcher and a full member of the Centre for Social Research and Intervention at the ISCTE—University Institute of Lisbon. He is also the chair of the COST Action Rural NEET Youth Network funded by the European Commission and principal investigator of the TRACK‐IN project funded by the EEA and Norway Grants. His research focuses on adolescents’ social development and well‐being, social support, and rural NEETs’ psychosocial profile. He has (co)authored several international peer‐reviewed articles on these issues.","Akter S., D'Ambra J., Ray P., Hani U., Modelling the impact of mHealth service quality on satisfaction, continuance and quality of life, Behaviour and Information Technology, 32, 12, pp. 1225-1241, (2013); Bandura A., Barbaranelli C., Caprara G. V., Pastorelli C., Self‐efficacy beliefs as shapers of children’s aspirations and career trajectories, Child Development, 72, 1, pp. 187-206, (2001); Barbagli M., Castiglioni M., Della Zuanna G., Fare famiglia in Italia. Un secolo di cambiamenti, (2003); Bello B. 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L., The relevance of public employment services for the labour market integration of low‐qualified young people—A cross‐European perspective, European Societies, 23, 1, pp. 46-70, (2020); Bynner J., Parsons S., Social exclusion and the transition from school to work: The case of young people not in education, employment, or training (NEET), Journal of Vocational Behavior, 60, 2, pp. 289-309, (2002); Carling J., Schewel K., Revisiting aspiration and ability in international migration, Journal of Ethnic and Migration Studies, 44, 6, pp. 945-963, (2017); Cataldo R., Crocetta C., Grassia M. G., Mazzocchi P., Rocca A., Quintano C., Sustainable innovation: The Italian scenario studied through higher‐order partial least squares‐path modeling, Social Indicators Research, (2021); Dash G., Paul J., CB‐SEM vs PLS‐SEM methods for research in social sciences and technology forecasting, Technological Forecasting and Social Change, 173, (2021); de Almeida A. 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M., Elena M., Simoes F., Fernandes-Jesus M., Petrescu C., Soft skills and psychological well‐being: A study on Italian rural and urban NEETs, Revista Calitatea Vieții, 32, 4, pp. 352-370, (2021); Enders C. K., Applied missing data analysis, (2022); Methodological manual on territorial typologies—2018 edition, (2018); Statistics on young people neither in employment nor education or training, (2018); Applying the degree of urbanisation a methodological manual to define cities, towns and rural areas for international comparisons, (2020); Ferrera M., Il modello sud‐europeo di welfare state, Italian Political Science Review/Rivista Italiana di Scienza Politica, 26, 1, pp. 67-101, (1996); Garcia D., Simoes F., Bettencourt L., Aguiar C., Ferreira I. A., Mendonca J., Moleiro C., Rocca A., Lendzhova V., Predictors of secondary education completion across Portuguese municipalities: Evidence from the 2009–2018 period, Societies, 13, 9, (2023); Gottlieb B. H., Bergen A. 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A systematic review and meta‐analysis of re‐engagement interventions, Systematic Reviews, 6, 1, (2017); Mehmetoglu M., Venturini S., Structural equation modelling with partial least squares using Stata and R, (2021); Melin R., On life satisfaction and vocational rehabilitation outcome in Sweden, (2003); Mortimer J. T., Kim M., Staff J., Vuolo M., Unemployment, parental help, and self‐efficacy during the transition to adulthood, Work and Occupations, 43, 4, pp. 434-465, (2016); Newman D. A., Missing data: Five practical guidelines, Organizational Research Methods, 17, 4, pp. 372-411, (2014); Ose S. O., Jensen C., Youth outside the labour force—Perceived barriers by service providers and service users: A mixed method approach, Children and Youth Services Review, 81, pp. 148-156, (2017); Pavot W., Diener E., Colvin C. R., Sandvik E., Further validation of the satisfaction with life scale: Evidence for the cross‐method convergence of well‐being measures, Journal of Personality Assessment, 57, 1, pp. 149-161, (1991); Phan-Thuy N., Hansen E., Price D., The public employment service in a changing labour market, (2001); Proctor C., Linley P. A., Maltby J., Life satisfaction, Encyclopedia of adolescence, pp. 1-12, (2017); Quintano C., Mazzocchi P., Examining a multi‐dimensional undeclared work via the REBUS‐PLS, Journal of Economic Studies, 47, 2, pp. 405-430, (2020); Quintano C., Mazzocchi P., Rocca A., Examining eco‐efficiency in the port sector via non‐radial data envelopment analysis and the response based procedure for detecting unit segments, Journal of Cleaner Production, 259, (2020); Reher D. 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M., Taking hold of some kind of life: How developmental tasks relate to trajectories of well‐being during the transition to adulthood, Development and Psychopathology, 16, 4, pp. 1119-1140, (2004); Shore J., Tosun J., Personally affected, politically disaffected? How experiences with public employment services impact young people’s political efficacy, Social Policy and Administration, 53, 7, pp. 958-973, (2019); Simoes F., Fernandes-Jesus M., Marta E., Albanesi C., Carr N., The increasing relevance of European rural young people in policy agendas: Contributions from community psychology, Journal of Community & Applied Social Psychology, 33, 1, pp. 3-13, (2023); Simoes F., Meneses A., Luis R., Drumonde R., NEETs in a rural region of Southern Europe: Perceived self‐efficacy, perceived barriers, educational expectations, and vocational expectations, Journal of Youth Studies, 20, 9, pp. 1109-1126, (2017); Smoter M., Outreach practices of public employment services targeted at NEET youth in Poland, Youth & Society, 54, pp. S89-S108, (2022); Suldo S. M., Riley K. N., Shaffer E. J., Academic correlates of children and adolescents’ life satisfaction, School Psychology International, 27, 5, pp. 567-582, (2006); Tenenhaus M., Vinzi V. E., Chatelin Y. M., Lauro C., PLS path modeling, Computational Statistics and Data Analysis, 48, 1, pp. 159-205, (2005); te Riele K., Philosophy of hope: Concepts and applications for working with marginalized youth, Journal of Youth Studies, 13, 1, pp. 35-46, (2010); Thien L. M., Assessing a second‐order quality of school life construct using partial least squares structural equation modelling approach, International Journal of Research and Method in Education, 43, 3, pp. 243-256, (2020); Our common agenda: Report of the Secretary‐General, (2021); Van Parys L., Struyven L., Withdrawal from the public employment service by young unemployed: A matter of non‐take‐up or of non‐compliance? How non‐profit social work initiatives may inspire public services, European Journal of Social Work, 16, 4, pp. 451-469, (2013); Vansteenkiste M., Lens W., De Witte S., De Witte H., Deci E. L., The “why” and “why not” of job search behaviour: Their relation to searching, unemployment experience, and well‐being, European Journal of Social Psychology, 34, 3, pp. 345-363, (2004); Walther A., Regimes of youth transitions, YOUNG, 14, 2, pp. 119-139, (2006); White B., Agriculture and the generation problem: Rural youth, employment and the future of farming, IDS Bulletin, 43, 6, pp. 9-19, (2012); Zeng Q., He Y., Li J., Liang Z., Zhang M., Yi D., Quan J., Hope, future work self and life satisfaction among vocational high school students in China: The roles of career adaptability and academic self‐efficacy, Personality and Individual Differences, 199, (2022)","P. Mazzocchi; Department of Management and Quantitative Studies, University of Naples Parthenope, Italy; email: paolo.mazzocchi@uniparthenope.it","","Cogitatio Press","","","","","","21832463","","","","English","Polit. Gov.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85184240890"
"van der Baan N.; Nuis W.; Beausaert S.; Gijselaers W.; Gast I.","van der Baan, Niels (57446704900); Nuis, Wendy (57327065400); Beausaert, Simon (36080307500); Gijselaers, Wim (6603100249); Gast, Inken (57189303081)","57446704900; 57327065400; 36080307500; 6603100249; 57189303081","Developing employability competences through career coaching in higher education: supporting students’ learning process","2024","Studies in Higher Education","","","","","","","0","10.1080/03075079.2024.2307976","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182983922&doi=10.1080%2f03075079.2024.2307976&partnerID=40&md5=5657ffda05b66a603c6e06af9f0870cf","Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands","van der Baan N., Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands; Nuis W., Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands; Beausaert S., Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands; Gijselaers W., Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands; Gast I., Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands","Higher education plays a pivotal role in preparing students for the dynamic and complex labour market. Helping students develop employability competences supports them in obtaining the necessary expertise and skills to facilitate their transition to the labour market and to address the requirements of their new jobs. Employability competences are considered to contribute to students’ wellbeing and economic prosperity. Colleges and universities offer career coaching programmes to support students in developing their employability competences. Despite the importance of employability competences, empirical studies on the impact of such coaching programmes remain scarce. The present study aims to fill that gap by exploring the relationship between career coaching and the development of employability competences. A two-study design based on a multiple-methods approach was used to gain more insight in how coaching in higher education contributed to the development of students’ employability. Data were collected at institutions of higher education in the Netherlands and Belgium via student surveys (n = 491) and interviews with coaches (n = 9). Our quantitative data showed a significant positive relationship between coaches’ autonomy support and the development of students’ employability competences. The interviews provided in-depth detailed findings on how coaches support students in their learning process. Coaching sessions became most effective by encouraging students to engage in trial and error and by stimulating (self-) reflection. Taken together, our results show that (career) coaching in higher education has the potential to support students’ development of employability competences, which will, in turn, foster their transition to the workplace. © 2024 The Author(s). 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Yorke M., Employability in Higher Education: What It Is-What It Is Not, 1, (2006)","N. van der Baan; Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Tongersestraat 53, 6211 LM, Netherlands; email: n.vanderbaan@maastrichtuniversity.nl","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85182983922"
"Bernabé M.; Merhi R.; Lisbona A.; Palací F.","Bernabé, Miguel (55215210700); Merhi, Richard (58365276400); Lisbona, Ana (25645181600); Palací, Francisco (8982629500)","55215210700; 58365276400; 25645181600; 8982629500","Future work self and proactive career behavior, the serial mediating effect of academic passion and resilience; [Yo laboral futuro y proactividad en la carrera profesional, el efecto mediador serial de la pasión académica y la resiliencia]","2024","Revista de Psicodidactica","29","1","","39","46","7","0","10.1016/j.psicod.2023.10.002","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182631582&doi=10.1016%2fj.psicod.2023.10.002&partnerID=40&md5=c0360c8edee5045b2d610dea5ed13a9e","Facultad de Psicología de la Universidad Nacional de Educación a Distancia, Spain; Contrato Postdoctoral “Margarita Salas”, financiado por el Ministerio de Universidades y la Unión Europea-Next Generation EU","Bernabé M., Facultad de Psicología de la Universidad Nacional de Educación a Distancia, Spain; Merhi R., Facultad de Psicología de la Universidad Nacional de Educación a Distancia, Spain, Contrato Postdoctoral “Margarita Salas”, financiado por el Ministerio de Universidades y la Unión Europea-Next Generation EU; Lisbona A., Facultad de Psicología de la Universidad Nacional de Educación a Distancia, Spain; Palací F., Facultad de Psicología de la Universidad Nacional de Educación a Distancia, Spain","University students develop proactive behaviors for better employability. An image of a future work self can motivate proactive actions in students. Personal resources such as academic passion and resilience may be the way by which the future work self generates proactive career behaviors. This paper aims to study the mediating effects between future work self, academic passion, and resilience to predict proactive career behavior. A total of 802 undergraduate students with ages ranging from 18 to 27 years, (M = 23.2, SD = 2.7) were recruited for this study. Descriptive analysis, correlations, and reliability of the scales have been performed. Then, a hierarchical regression model was designed to study the effect of interaction in a serial model with passion and resilience using PROCESS. The results showed significant independent indirect effects of future work self through harmonious passion and resilience on proactive career behavior. Furthermore, a serial mediation through harmonious academic passion and resilience was found. These results provide evidence of the role that academic passion plays in generating personal resources such as resilience The future work self may as well be a motivator for proactive career-oriented behavior in students. © 2023 Universidad de País Vasco","Engagement; Future work self; Passion; Proactive career behavior; Resilience","","","","","","","","Ayala J.C., Manzano G., Academic performance of first-year university students: The influence of resilience and engagement, Higher Education Research & Development, 37, 7, pp. 1321-1335, (2018); Ayala J.C., Manzano G., The influence of psychological capital on graduates’ perception of employability: The mediating role of employability skills, Higher Education Research & Development, 40, 2, pp. 293-308, (2021); Baluku M.M., Mugabi E.N., Nansamba J., Matagi L., Onderi P., Otto K., Psychological capital and career outcomes among final year university students: The mediating role of career engagement and perceived employability, International Journal of Applied Positive Psychology, 6, 1, pp. 55-80, (2021); 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Vallerand R., Houlfort N., Passion at work, Emerging perspectives on values in organizations, 66, 8, pp. 175-204, (2003); Vallerand R., Houlfort N., (2014); Vankakova J., Chamarro A., Martinez-Marti M.L., Does Passion mediate the Effect of Character Strengths on the Resilience of Athletes?, Cuadernos Psicología del Deporte, 21, 2, pp. 32-46, (2021); Xanthopoulou D., Bakker A.B., Demerouti E., Schaufeli W.B., Reciprocal relationships between job resources, personal resources, and work engagement, Journal of Vocational Behavior, 74, 3, pp. 235-244, (2009); Zhang Q., Wang X., Nerstad C.G.L., Ren H., Gao R., Motivational climates, work passion, and behavioral consequences, Journal of Organizational Behavior, 43, 9, pp. 1579-1597, (2022)","M. Bernabé; Facultad de Psicología de la Universidad Nacional de Educación a Distancia, Spain; email: mbernabe@psi.uned.es","","Escuela Universitaria de Magisterio","","","","","","11361034","","","","English","Revista Psicodidactica","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85182631582"
"Muñoz-Fernández G.A.; Bertucci A.; Ramos-Ruiz J.E.; Garo M.L.","Muñoz-Fernández, Guzmán A. (55966497000); Bertucci, Angela (58849726500); Ramos-Ruiz, José E. (58849726600); Garo, Maria Luisa (57208760853)","55966497000; 58849726500; 58849726600; 57208760853","The Dynamics of Fund Absorption: Evaluating the Efficacy of EU Structural Funds in Mitigating Regional Inequalities—Calabrian Case","2024","Economies","12","1","10","","","","0","10.3390/economies12010010","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183375992&doi=10.3390%2feconomies12010010&partnerID=40&md5=8510d43038ada70efcae33cc26e563a5","Department of Business Organization, Faculty of Law, Economics and Business Studies, University of Cordoba, Cordoba, 14071, Spain; Department of Applied Economics, Faculty of Law, Economics and Business Studies, University of Cordoba, Cordoba, 14071, Spain; Vibo Valentia, 89900, Italy","Muñoz-Fernández G.A., Department of Business Organization, Faculty of Law, Economics and Business Studies, University of Cordoba, Cordoba, 14071, Spain; Bertucci A., Department of Business Organization, Faculty of Law, Economics and Business Studies, University of Cordoba, Cordoba, 14071, Spain; Ramos-Ruiz J.E., Department of Applied Economics, Faculty of Law, Economics and Business Studies, University of Cordoba, Cordoba, 14071, Spain; Garo M.L., Vibo Valentia, 89900, Italy","The European Union aims for territorial cohesion, with human capital as a key factor. Assessing how investment in regional human capital enhances this cohesion is therefore essential. This study assesses the impact of the EU Structural Funds (ESFs) in Calabria (Italy), a region grappling with economic challenges and a brain drain phenomenon. Aimed at fostering regional cohesion, ESFs have been directed towards supporting Calabrian graduates’ pursuit of master’s degrees, intending to incentivize their retention or return postgraduation. A comprehensive survey of the beneficiaries of these subsidies was carried out to determine their employability in the region and the probability of the return of migrants, analyzed by logistic regression of the data. Results demonstrate a dual effect: while the quality of education and EU funding positively influence graduates to work in Calabria, acquiring advanced skills paradoxically diminishes this propensity. Moreover, although the likelihood of returning to Calabria for those working elsewhere does increase, ESF support counterintuitively reduces this probability. The findings reveal a vicious cycle; they equip graduates with high-level skills that facilitate their access to the labor market but simultaneously encourage their migration due to more favorable conditions elsewhere. It is suggested that synergies between ESF-funded policies and those supported by the European Regional Development Fund (ERDF) should be encouraged. © 2023 by the authors.","Calabria; cohesion policy; European structural fund; human capital","","","","","","Cohesion Action Plan; European Regional Development Fund, ERDF","Funding text 1: The Cohesion Action Plan presents an opportunity for the educational sector to enhance the capabilities of the youth and address unemployment through the implementation of policies supported by the Structural Funds (). Knowledge, an essential intangible element for a nation’s wealth, has recently taken a central role in economic development (). High levels of education and proficiency in tacit and transversal skills form the cornerstone for creatively contributing to the development of new products, particularly in crafting their symbolic value. ; Funding text 2: We suggest that regional development policymakers aiming to promote regional developments through “human capital shocks” should consider integrating regional intervention programs more fully, namely by fostering synergies between ESF-funded policies and those supported by the European Regional Development Fund (ERDF), which is responsible for promoting business competitiveness even though it also promotes smart specializations of territorial contexts. This integration, which has already been requested in the new EU Structural Funds programming, could address both labor supply and demand sides, considering a human capital approach along with growing Calabrian companies’ capacity to absorb human capital and, more broadly, qualifying a local and regional innovative business ecosystem. ","Abreu M., Faggian A., McCann P., Migration and inter-industry mobility of UK graduates, Journal of Economic Geography, 15, pp. 353-385, (2014); Maps, Analysis and Statistics about the Resident Population, (2020); Ahner D., What Do You Really Know about European Cohesion Policy? 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Muñoz-Fernández; Department of Business Organization, Faculty of Law, Economics and Business Studies, University of Cordoba, Cordoba, 14071, Spain; email: guzman.munoz@uco.es","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","22277099","","","","English","Economies","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85183375992"
"Signore F.; Ciavolino E.; Cortese C.G.; De Carlo E.; Ingusci E.","Signore, Fulvio (57210146145); Ciavolino, Enrico (17344884300); Cortese, Claudio Giovanni (8247314800); De Carlo, Elisa (57211679652); Ingusci, Emanuela (57197815766)","57210146145; 17344884300; 8247314800; 57211679652; 57197815766","The Active Role of Job Crafting in Promoting Well-Being and Employability: An Empirical Investigation","2024","Sustainability (Switzerland)","16","1","201","","","","0","10.3390/su16010201","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181938788&doi=10.3390%2fsu16010201&partnerID=40&md5=b3b5da1677b055fe38883dc87505304d","Department of Humanities, University of Foggia, Foggia, 71122, Italy; Department of Human and Social Sciences, University of Salento, Lecce, 73100, Italy; Department of Computer Science and New Technology, WSB University, Gdańsk, 80-266, Poland; Department of Psychology, University of Turin, Turin, 10124, Italy","Signore F., Department of Humanities, University of Foggia, Foggia, 71122, Italy; Ciavolino E., Department of Human and Social Sciences, University of Salento, Lecce, 73100, Italy, Department of Computer Science and New Technology, WSB University, Gdańsk, 80-266, Poland; Cortese C.G., Department of Psychology, University of Turin, Turin, 10124, Italy; De Carlo E., Department of Human and Social Sciences, University of Salento, Lecce, 73100, Italy; Ingusci E., Department of Human and Social Sciences, University of Salento, Lecce, 73100, Italy","Background: Job crafting is a proactive behavior displayed by workers to modify the boundaries of their roles, adapting them to their own needs, which is positively associated with motivational processes and negatively associated with mechanisms that compromise well-being. Methods: Starting from this framework, the objective of this study is to assess the strategic role of job crafting in the relationship between job insecurity and work engagement, psychological well-being and emotional exhaustion, and also to specifically investigate how much age impacts these behaviors and the relationship between job crafting and employability. The hypotheses were explored using partial least squares structural equation modeling (PLS-SEM) and validated using 5000 bootstrap re-samples, differentiating the models by the type of contract and organization of origin. Results: The results confirm the crucial role of job crafting in improving individual well-being and increasing processes of higher expendability in the job market and its protective role against stress mechanisms. Conclusions: Therefore, the results highlight the potentially beneficial effects of job crafting interventions, which are capable of providing tools to facilitate individual and cultural growth. © 2023 by the authors.","contract; JD-R; job crafting; multi-group; PLS-SEM; sector; stress; sustainability; well-being","empirical analysis; employment; job search; psychology; scanning electron microscopy; socioeconomic conditions; sustainability","","","","","","","Greenhaus J.H., Kossek E.E., The Contemporary Career: A Work–Home Perspective, Annu. Rev. Organ. Psychol. Organ. Behav, 1, pp. 361-388, (2014); Akkermans J., Tims M., Crafting Your Career: How Career Competencies Relate to Career Success via Job Crafting, Appl. Psychol, 66, pp. 168-195, (2017); Stuer D., De Vos A., Van Der Heijden B.I.J.M., Akkermans J., A Sustainable Career Perspective of Work Ability: The Importance of Resources across the Lifespan, Int. J. Environ. Res. 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Signore; Department of Humanities, University of Foggia, Foggia, 71122, Italy; email: fulvio.signore@unifg.it","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85181938788"
"Edward K.-L.; Kruger G.; Irvine S.; Philip S.; Tyler D.","Edward, Karen-leigh (58881343500); Kruger, Gina (19640636500); Irvine, Susan (57193934120); Philip, Susan (56670931900); Tyler, Deborah (58880486500)","58881343500; 19640636500; 57193934120; 56670931900; 58880486500","Block learning: Evaluation of a new teaching approach for nursing and midwifery education","2024","Nurse Education in Practice","75","","103905","","","","","10.1016/j.nepr.2024.103905","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184740689&doi=10.1016%2fj.nepr.2024.103905&partnerID=40&md5=7ea2084bbd8db86e60742c9d5e176bfc","Head of Programs, Nursing and Midwifery/College of Sport, Health and Engineering, Victoria University, PO Box 14428, Melbourne, 8001, Australia; Deputy Head of Programs Nursing and Midwifery, Course Chair Bachelor of Midwifery/Bachelor of Nursing, College of Sport, Health and Engineering, Victoria University, PO Box 14428, Melbourne, 8001, Australia; First Year College, Victoria University, PO Box 14428, Melbourne, 8001, Australia; Course Chair Bachelor of Nursing, Nursing and Midwifery/College of Sport, Health and Engineering, Victoria University, PO Box 14428, Melbourne, 8001, Australia; Academic Quality and Standards, Room K525e, Footscray Park Campus, Victoria University, Australia","Edward K.-L., Head of Programs, Nursing and Midwifery/College of Sport, Health and Engineering, Victoria University, PO Box 14428, Melbourne, 8001, Australia; Kruger G., Deputy Head of Programs Nursing and Midwifery, Course Chair Bachelor of Midwifery/Bachelor of Nursing, College of Sport, Health and Engineering, Victoria University, PO Box 14428, Melbourne, 8001, Australia; Irvine S., First Year College, Victoria University, PO Box 14428, Melbourne, 8001, Australia; Philip S., Course Chair Bachelor of Nursing, Nursing and Midwifery/College of Sport, Health and Engineering, Victoria University, PO Box 14428, Melbourne, 8001, Australia; Tyler D., Academic Quality and Standards, Room K525e, Footscray Park Campus, Victoria University, Australia","Aim: The aim is to present outcome and engagement data from the initial years of the implementation of a new teaching approach in entry to practice nursing and midwifery education. Background: The Block Model (TBM) is a teaching approach that involves studying one unit of study at a time over a four-week period, as opposed to the traditional semester model. This paper presents data revealing the impact of TBM on student engagement and overall experience in entry to practice Bachelor of Nursing and Midwifery programs. Design: The evaluation retrospectively compared key indicators pre- Block Model implementation with outcomes for nursing and midwifery students using TBM approach using standard data sets and external comparators such as the Student Experience Survey and National Employability Survey. Methods: The study presents a comparative analysis of key indicators and graduate outcomes for students. We use reportable data and two external comparators, the Student Experience Survey and the National Employability Survey, to gauge student learning and graduate employability. The evaluation was conducted in a tertiary institution in Australia with for nursing and midwifery students who completed their studies using TBM approach at the university. Results: The implementation of TBM in nursing and midwifery programs resulted in improvements in learner engagement, retention rates and pass rates. Improvements were also noted graduate outcomes, with an increase in full-time graduate employment. Conclusions: The results suggest the Block Model is a promising new teaching approach in nursing and midwifery education, with potential benefits for learner engagement, retention and pass rates. © 2024 The Authors","Block learning; Curriculum; Education; Midwifery; Nursing","","","","","","","","Al-Alawi R., Oliver G., Donaldson J.F., Systematic review: Predictors of students' success in baccalaureate nursing programs, Nurse Educ. Pract., 48, (2020); Biggs J., Enhancing teaching through constructive alignment, High. Educ., 32, 3, pp. 347-364, (1996); Biggs J.B., Tang C., Teaching for Quality Learning at University: What the Student Does, (2011); Carroll M., Lindsey S., Chaparro M., Winslow B., An applied model of learner engagement and strategies for increasing learner engagement in the modern educational environment, Interact. Learn. Environ., 29, 5, pp. 757-771, (2021); Challice G., Bolton L., Vickers N., (2023); Chan Z.C., Cheng W.Y., Fong M.K., Fung Y.S., Ki Y.M., Li Y.L., Wong H.T., Wong T.L., Tsoi W.F., Curriculum design and attrition among undergraduate nursing students: A systematic review, Nurse Educ. Today, 74, pp. 41-53, (2019); Cohen S.A., Instructional alignment: Searching for a magic bullet, Educ. Res., 16, 8, pp. 16-20, (1987); Crompton H., Bernacki M., Greene J.A., Psychological foundations of emerging technologies for teaching and learning in higher education, Curr. Opin. 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Educ., 13, pp. 141-153, (2013); Sinatra G.M., Heddy B.C., Lombardi D., The challenges of defining and measuring student engagement in science, Educ. Psychol., 50, 1, pp. 1-13, (2015); (2023); Tokede A., Tivendale L., (2017); Tower M., Walker R., Wilson K., Watson B., Tronoff G., Engaging, supporting and retaining academic at-risk students in a Bachelor of Nursing: Setting risk markers, interventions and outcomes, Int. J. First Year High. Educ., 6, 1, pp. 121-134, (2015); (2022); Wu L., Norman I.J., An investigation of job satisfaction, organizational commitment and role conflict and ambiguity in a sample of Chinese undergraduate nursing students, Nurse Educ. Today, 26, 4, pp. 304-314, (2006); Xerri M.J., Radford K., Shacklock K., Student engagement in academic activities: A social support perspective, High. Educ., 75, pp. 589-605, (2018); York T.T., Gibson C., Rankin S., Defining and measuring academic success, Pract. Assess., Res. Eval., 20, 5, (2015)","G. Kruger; Deputy Head of Programs Nursing and Midwifery, Course Chair Bachelor of Midwifery/Bachelor of Nursing, College of Sport, Health and Engineering, Victoria University, Melbourne, PO Box 14428, 8001, Australia; email: gina.kruger@vu.edu.au","","Elsevier Ltd","","","","","","14715953","","","","English","Nurse Educ. Pract.","Article","Final","","Scopus","2-s2.0-85184740689"
"González-Cespón J.L.; Alonso-Rodríguez J.A.; Rodríguez-Barcia S.; Gallego P.P.; Pino-Juste M.R.","González-Cespón, José Luis (57193576101); Alonso-Rodríguez, José Antonio (57387235100); Rodríguez-Barcia, Susana (55975537800); Gallego, Pedro Pablo (7004116215); Pino-Juste, Margarita R. (23092313500)","57193576101; 57387235100; 55975537800; 7004116215; 23092313500","Enhancing Employability Skills of Biology Graduates through an Interdisciplinary Project-Based Service Learning Experience with Engineering and Translation Undergraduate Students","2024","Education Sciences","14","1","95","","","","0","10.3390/educsci14010095","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183133539&doi=10.3390%2feducsci14010095&partnerID=40&md5=9d5d04edb1f94365c38d68bb0481e05c","Department of Design of Engineering, School of Engineering, University of Vigo, Vigo, 36208, Spain; Department of Spanish Languages, Faculty of Philology and Translation, University of Vigo, Vigo, 36310, Spain; Department of Plant Biology and Soil Sciences, Faculty of Biology, University of Vigo, Vigo, 36310, Spain; Department of Didactics, School Organization and Research Methods, Faculty of Education Sciences and Sport, University of Vigo, Pontevedra, 36005, Spain","González-Cespón J.L., Department of Design of Engineering, School of Engineering, University of Vigo, Vigo, 36208, Spain; Alonso-Rodríguez J.A., Department of Design of Engineering, School of Engineering, University of Vigo, Vigo, 36208, Spain; Rodríguez-Barcia S., Department of Spanish Languages, Faculty of Philology and Translation, University of Vigo, Vigo, 36310, Spain; Gallego P.P., Department of Plant Biology and Soil Sciences, Faculty of Biology, University of Vigo, Vigo, 36310, Spain; Pino-Juste M.R., Department of Didactics, School Organization and Research Methods, Faculty of Education Sciences and Sport, University of Vigo, Pontevedra, 36005, Spain","We describe an interdisciplinary experience based on the application of the Project-Based Service Learning (PBSL) methodology for six learning outcomes directly related to employability skills. The objective was to assess students’ learning outcomes, the level of satisfaction of students and lecturers with the PBSL, and the advantages and disadvantages of the implementation of this learning methodology. Interdisciplinary teamwork of undergraduate science, engineering, and humanities students was required to design real-world projects to develop their transferable skills, through the process of learning by doing. Students perceived that PBSL favored employability skills such as knowledge acquisition, self-directed learning, problem-solving, critical thinking, communication, and teamwork skills. Students and lecturers showed high satisfaction with PBSL and outlined its advantages as an active and experiential learning methodology. In conclusion, the implementation of the collaborative and interdisciplinary PBSL methodology is decidedly recommended to enhance Biology, Engineering, and Translation graduates’ learning satisfaction and their future employability. © 2024 by the authors.","active learning; collaborative learning; employability; soft skills undergraduate","","","","","","Red Educativa Docente-Innovar en Sociedad; Ministerio de Ciencia, Innovación y Universidades, MCIU, (EDU2017-82629-R); Universidade de Vigo","This research was funded by the Spanish Ministry of Science, Innovation, and Universities through the “Service Learning and Employability of University Students in Spain: Skills for Job Placement” project (grant number EDU2017-82629-R), and by the University of Vigo through the “Teaching Innovation Groups” grants to the RED-IS (Red Educativa Docente-Innovar en Sociedad).","The Bologna Process 2020-The European Higher Education Area in the New Decade Communiqué of the Conference of European Ministers Responsible for Higher Education. 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Educ, 80, pp. 59-79, (2009); Barnes M.E., Caprino K., Analyzing service-learning reflections through Fink’s taxonomy, Teach. High. Educ, 21, pp. 557-575, (2016); Berasategi N., Alonso I., Roman G., Service-learning and higher education: Evaluating students learning process form their own perspective, Procedia-Soc. Behav. Sci, 228, pp. 424-429, (2016); Lee S.J., Wilder C., Yu C., Exploring students’ perceptions of service-learning experiences in an undergraduate web design course, Teach. High. Educ, 23, pp. 212-226, (2018); Dienhart C., Maruyama G., Snyder M., Furco A., McKay M.S., Hirt L., Huesman R., The impacts of mandatory service on students in service-learning classes, J. Soc. Psychol, 156, pp. 305-309, (2016); Wenham K.E., Valencia-Forrester F., Backhaus B., Make or break: The role and support needs of academic advisors in work-integrated learning courses, High. Educ. Res. Dev, 39, pp. 1026-1039, (2020)","P.P. Gallego; Department of Plant Biology and Soil Sciences, Faculty of Biology, University of Vigo, Vigo, 36310, Spain; email: pgallego@uvigo.es; M.R. Pino-Juste; Department of Didactics, School Organization and Research Methods, Faculty of Education Sciences and Sport, University of Vigo, Pontevedra, 36005, Spain; email: mpino@uvigo.es","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85183133539"
"Lees D.; Djordjevic A.","Lees, Dawn (58491558600); Djordjevic, Anka (51763468500)","58491558600; 51763468500","Curiosity, collaboration and co-creation: using Grand Challenges to develop employability and tackle 21st Century problems","2024","British Journal of Guidance and Counselling","","","","","","","0","10.1080/03069885.2024.2304716","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183023888&doi=10.1080%2f03069885.2024.2304716&partnerID=40&md5=fc8493f501122acbc457f741dc3964b0","University of Exeter, United Kingdom","Lees D., University of Exeter, United Kingdom; Djordjevic A., University of Exeter, United Kingdom","Taking action is crucial at all stages of career development learning to develop skills and employability with no particular career goal, or for specific career ambitions. This article explores the concept of grand challenges in the context of education for employability through the case study of an extra-curricular programme at a UK university. We describe the programme, examine the collaborative way the team works utilising a distributed leadership model and consider the impact the programme has had on students, staff and the institution. We conclude that this approach successfully introduces students to the concepts of sustainability, social justice and Equality, Diversity and Inclusion and changes the way that many educators globally approach their teaching. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","co-creation; Collaboration; education for sustainable development (ESD); grand challenges; interdisciplinarity","","","","","","","","Anderson L., Djordjevic A., Ritchie T., Grand challenges, Engaged learning in Europe, pp. 166-135, (2021); Andreotti V.O., Soft versus critical global citizenship education, Development education in policy and practice, pp. 21-31, (2014); Barnett R., Realizing the university: In an age of supercomplexity, (2000); Basio E., Educating for global citizenship and fostering a nonkilling attitude, Non killing education, (2017); Blackmore P., Lees D., Hicks H., Delivering a sustainability-focussed careers service, Phoenix Issue, 168, pp. 28-29, (2023); Boromisa A.-M., Tisma S., Lezaic A., Green jobs for sustainable development, (2015); Bovill C., Co-creating learning and teaching: Towards relational pedagogy in higher education, (2020); Burkett S., Dye T., Johnson P., Tracking student participants from a REU site with NAE grand challenges as the common theme, American Journal of Engineering Education, 6, 2, pp. 125-134, (2015); Burkill S., Challenging pedagogic norms: Engaging first-year undergraduates in an intensive research informed learning programme, Global Innovation of Teaching and Learning in Higher Education: Transgressing Boundaries, pp. 71-90, (2015); Cobb F., There’s no going back’: The transformation of HE careers services using big data, Journal of the National Institute for Career Education and Counselling, 42, 1, pp. 18-25, (2019); Dawe G., Jucker R., Martin S., (2005); Freire P., Pedagogy of hope: Reliving pedagogy of the oppressed, (2021); Gonzalez J., (2018); (2016); Jones C., Penaluna K., Penaluna A., The promise of andragogy, heutagogy and academagogy to enterprise and entrepreneurship education pedagogy, Education + Training, 61, 9, pp. 1170-1186, (2019); Karanikola Z., Panagiotopoulos G., 4th Industrial revolution: The challenge of changing human resources skills, European Journal of Training and Development Studies, 5, 3, pp. 1-7, (2018); Kolb D.A., Experiential learning: Experience as the source of learning and development, (2014); Krumboltz J.D., The happenstance learning theory, Journal of Career Assessment, 17, 2, pp. 135-154, (2008); Lees D., Djordjevic A., Pardoe P., (2022); Lees D., Djordjevic A., Roberts R., Entrepreneurially equipped and employable: A co-curricular approach to developing graduate attributes fit for tackling the wicked problems faced by our society, 3 es for wicked problems: Employability, enterprise, and entrepreneurship: Solving wicked problems, pp. 30-34, (2022); Lees D., Djordjevic A., Roberts R., Dip, dabble and dive–Developing employability to create a sustainable, healthy and socially just future, A case study compendium: Contemporary practices and initiatives in employability, pp. 47-54, (2023); Lees D., Sloan R., Failure as a career development tool, THE Campus, (2023); Mitchell C., Disturbing circles: Investigating the public role of UK higher education through the emergence of grand challenges, Doctoral dissertation, (2022); Our approach to equality of opportunity, (2023); Rittel H.W.J., Webber M.M., Dilemmas in a general theory of planning, Policy Sciences, 4, 2, pp. 155-169, (1973); Schon D.A., The reflective practitioner: How professionals think in action, (1983); Spillane J.P., Distributed leadership, (2006); Stephan M.L., Chval K.B., Wanko J.J., Civil M., Fish M.C., Herbel-Eisenmann B., Konold C., Wilkerson T.L., Grand challenges and opportunities in mathematics education research, Journal for Research in Mathematics Education, 46, 2, pp. 134-146, (2015); Sterling S., Sustainable education–Re-visioning learning and change, Schumacher briefing no.6, (2001); Uehara E., Flynn M., Fong R., Brekke J., Barth R.P., Coulton C., Davis K., DiNitto D., Hawkins J.D., Lubben J., Manderscheid R., Padilla Y., Sherraden M., Walters K., Grand challenges for social work, Journal of the Society for Social Work and Research, 4, 3, (2013); (2015); (2021); Vest C., (2010); Wenger E., Communities of practice: Learning, meaning and identity, (1998); Whitchurch C., Being a higher education professional today: Working in a Third Space, Professional and support staff in higher education, pp. 1-11, (2018)","D. Lees; University of Exeter, United Kingdom; email: D.Lees@exeter.ac.uk","","Routledge","","","","","","03069885","","","","English","Br. J. Guid. Couns.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85183023888"
"Wen G.; Qing X.","Wen, Guo (58870229500); Qing, Xie (58070757900)","58870229500; 58070757900","A research on mix-teaching method: Characteristics of employment education teachers on employability of students in Chinese institutions","2024","Psychology in the Schools","","","","","","","","10.1002/pits.23143","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184447021&doi=10.1002%2fpits.23143&partnerID=40&md5=8fd70eb568eb8800b6f7ced53b6ab8ea","School of Education Science, AnShun University, Anshun, China; School of Economics and Management, Anshun University, Anshun, China; School of Business and Economics, Universiti Putra Malaysia, Seri Kembangan, Malaysia","Wen G., School of Education Science, AnShun University, Anshun, China; Qing X., School of Economics and Management, Anshun University, Anshun, China, School of Business and Economics, Universiti Putra Malaysia, Seri Kembangan, Malaysia","Student employability (SE) is the foremost requirement for current university, especially in the current pandemic situation that business and industry enterprises require more capable employees to survive in a highly uncertain world. There are several characteristics of the teachers such as personalities and ability to use innovative technologies which influences the employability of the students in Chinese universities. Thus, this study investigates the impact of employment education teachers' qualities, such as personalities and the capacity to use new technologies, on SE in Chinese universities, with a particular emphasis on the moderating function of mix-teaching methods. The research has employed the questionnaires to gather the data from the chosen respondents. The article also applied the smart-PLS to test the hypotheses of the study. The results revealed that the employment education teachers' characteristics have a positive nexus with SE in Chinese universities. The research clearly shows that the mix-teaching technique considerably partially mediates the features of employment education teachers and SE in Chinese universities. This research will aid policymakers in implementing guidelines aimed at increasing SE. © 2024 Wiley Periodicals LLC.","employment education teachers' characteristic; mix-teaching methods; student employability","","","","","","","","Abbas J., Kumari K., Al-Rahmi W.M., Quality management system in higher education institutions and its impact on students' employability with the mediating effect of industry–academia collaboration, Journal of Economic and Administrative Sciences, (2021); Abbas J., Sagsan M., Identification of key employability attributes and evaluation of university graduates' performance: Instrument development and validation, Higher Education, Skills and Work-Based Learning, 10, 3, pp. 449-466, (2020); Aina C., Baici E., Casalone G., Pastore F., The determinants of university dropout: A review of the socio-economic literature, Socio-Economic Planning Sciences, 79, (2022); Alamri M.M., Using blended project-based learning for students' behavioral intention to use and academic achievement in higher education, Education Sciences, 11, 5, (2021); Alawamleh M., Mahadin B.K., Will university internship secure you a job?: Interplaying factors from an emerging market perspective, Education+Training, 64, 4, pp. 491-515, (2022); Aliu J., Aigbavboa C., Examining pedagogical approaches in developing employability skills in the wake of the COVID-19 pandemic, Smart and sustainable technology for resilient cities and communities, pp. 11-28, (2022); Asghar M.Z., Afzaal M.N., Iqbal J., Sadia H.A., Analyzing an appropriate blend of face-to-face, offline and online learning approaches for the in-service vocational teacher's training program, International Journal of Environmental Research and Public Health, 19, 17, (2022); Baety N., Indonesian teacher performance: Professional and character, AKADEMIK: Jurnal Mahasiswa Humanis, 1, 3, pp. 95-103, (2021); Blaschke L.M., The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning, British Journal of Educational Technology, 52, 4, pp. 1629-1645, (2021); Borah D., Malik K., Massini S., Teaching-focused university–industry collaborations: Determinants and impact on graduates' employability competencies, Research Policy, 50, 3, (2021); Bouwma-Gearhart J., Lenhart C., Carter R., Mundorff K., Cho H., Knoch J., Inclusively recognizing faculty innovation and entrepreneurship impact within promotion and tenure considerations, Journal of Open Innovation: Technology, Market, and Complexity, 7, 3, (2021); Brooman S., Stirk S., Who am I?: Using reflective practice and self-determination to redefine ‘employability' in legal education, Liverpool Law Review, 41, 1, pp. 79-98, (2020); Buheji M., Buheji A., Planning competency in the new normal–employability competency in post-COVID-19 pandemic, International Journal of Human Resource Studies, 10, 2, pp. 237-251, (2020); Butler-Henderson K., Crawford J., A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity, Computers & Education, 159, (2020); Chen Y.-C., Applying importance-performance analysis to assess student employability in Taiwan, Journal of Applied Research in Higher Education, 10, 1, pp. 76-86, (2018); Cheong K.C., Leong Y.C., Hill C., Pulling in one direction? 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Wen; School of Education Science, AnShun University, Anshun, China; email: 40283754@qq.com","","John Wiley and Sons Inc","","","","","","00333085","","","","English","Psychol. Sch.","Article","Article in press","","Scopus","2-s2.0-85184447021"
"Indrayani I.; Nurhatisyah N.; Damsar D.; Wibisono C.","Indrayani, Indrayani (58188602700); Nurhatisyah, Nurhatisyah (58352670500); Damsar, Damsar (57204824868); Wibisono, Chablullah (57201723608)","58188602700; 58352670500; 57204824868; 57201723608","How does millennial employee job satisfaction affect performance?","2024","Higher Education, Skills and Work-based Learning","14","1","","22","40","18","0","10.1108/HESWBL-01-2023-0004","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163010140&doi=10.1108%2fHESWBL-01-2023-0004&partnerID=40&md5=3b963857258f0e4e47c8ed94563b4aef","Universitas Batam, Batam, Indonesia; Universitas Andalas, Padang, Indonesia","Indrayani I., Universitas Batam, Batam, Indonesia; Nurhatisyah N., Universitas Batam, Batam, Indonesia; Damsar D., Universitas Andalas, Padang, Indonesia; Wibisono C., Universitas Batam, Batam, Indonesia","Purpose: This study aims to test and analyze the effect of continuous commitment, task complexity, competence and personal value on employee performance millennial intervening job satisfaction. Design/methodology/approach: This research method is quantitative with a sequential explanatory design, then data collection through a questionnaire, with a sample of 205 respondents—data analysis using Structural Equation Model (SEM) with the software Linear Structural Relationship (LISREL). Findings: The results of research on the performance of millennial employees with intervening work satisfaction showed that continuous commitment (2.49), task complexity (2.74) and professional competence (2.0) had a significant effect. This means that the performance of millennial employees will increase if they get job satisfaction. With satisfaction, the commitment and competence of millennial employees are high. While the research results for the performance of millennial employees have a direct influence, only professional competence (2.27) and task complexity (4.06) are significant. This means that as high as professional competence is characterized by intellectual, emotional mood and attitude, owned by millennial employees, the resulting performance is increased even with complex tasks. Research limitations/implications: The findings of this study have significance for enhancing organizational performance so that businesses can maximize the performance of millennial employees by paying attention to job satisfaction, professional competence and personal values. Originality/value: This research's contribution to millennial workers is to help them improve and develop their performance, allowing them to compete more effectively. The findings of this study have significance for enhancing organizational performance so that businesses can maximize the performance of millennial employees by paying attention to job satisfaction, professional competence and personal values. © 2023, Indrayani Indrayani, Nurhatisyah Nurhatisyah, Damsar Damsar and Chablullah Wibisono.","Competence and skills; Employability; Personal development planning","","","","","","","","Abdul-Halim H., Che-Ha N., Geare A., Ramayah T., The pursuit of HR outsourcing in an emerging economy: the effects of HRM strategy on HR labour costs, Canadian Journal of Administrative Sciences/Revue Canadienne Des Sciences de l'Administration, 33, 2, pp. 153-168, (2016); Al-Jabari B., Ghazzawi I., Organizational commitment: a review of the conceptual and empirical literature and a research agenda, International Leadership Journal, 11, 1, pp. 55-77, (2019); Alassaf P., El-assaf B.M., Szalay Z.G., Worker's satisfaction and intention toward working from home—foreign non-EU citizens vs National workers' approach: case study of central European countries (visegrád group (V4)), Administrative Sciences, 13, 3, (2023); 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Indrayani; Universitas Batam, Batam, Indonesia; email: indrayani@univbatam.ac.id","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85163010140"
"Fettach Y.; Bahaj A.; Ghogho M.","Fettach, Yousra (57215563999); Bahaj, Adil (57846331400); Ghogho, Mounir (7004165717)","57215563999; 57846331400; 7004165717","JobEdKG: An uncertain knowledge graph-based approach for recommending online courses and predicting in-demand skills based on career choices","2024","Engineering Applications of Artificial Intelligence","131","","107779","","","","0","10.1016/j.engappai.2023.107779","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181771123&doi=10.1016%2fj.engappai.2023.107779&partnerID=40&md5=369a39717767526439cc97584d8635be","TICLab, College of Engineering & Architecture, International University of Rabat, Rabat, Morocco; Faculty of Engineering, University of Leeds, United Kingdom","Fettach Y., TICLab, College of Engineering & Architecture, International University of Rabat, Rabat, Morocco; Bahaj A., TICLab, College of Engineering & Architecture, International University of Rabat, Rabat, Morocco; Ghogho M., TICLab, College of Engineering & Architecture, International University of Rabat, Rabat, Morocco, Faculty of Engineering, University of Leeds, United Kingdom","Modern job markets often require an intricate combination of multi-disciplinary skills or specialist and technical knowledge, even for entry-level positions. Such requirements pose increased pressure on students, new graduates, and job seekers to find suitable sources of information to enhance their employability. Unlike standard competence management systems, this paper presents JobEdKG, which helps job seekers from various backgrounds choose online courses based on their prospective careers in addition to predicting different skills that may be required in their chosen career path. While existing solutions focus on internal institutional data, such as previous student experiences and a fixed set of skills provided by curated datasets, JobEdKG considers external data, recommending online courses that best cover the knowledge and skills required by selected job roles, in addition to extracting and predicting skills of that particular job roles. To achieve this, we first extract skills from job postings and online courses. These skills are linked to job titles, online courses, and other concepts in order to create a knowledge graph (KG). We assign an uncertainty score to each fact in the KG based on the prevalence of the fact in the source data (i.e. job listings and online courses), which results in an uncertain KG (UKG). Finally, we model the constructed UKG in order to infer different relations between the different concepts. The code and the data are available on our GitHub repository (https://github.com/team611/JobEd) and a user interface to browse the KG is available at (http://jobed.datanets.org/). © 2023 Elsevier Ltd","Knowledge graphs; Link confidence prediction; Online courses; Representation learning; Skill need prediction","E-learning; Employment; Graphic methods; Knowledge graph; Online systems; Students; User interfaces; Confidence predictions; Graph-based; Job market; Job seekers; Knowledge graphs; Link confidence prediction; Online course; Representation learning; Skill need prediction; Uncertain knowledge; Forecasting","","","","","","","Akcomak I.S., Borghans L., Ter Weel B., Measuring and interpreting trends in the division of labour in the netherlands, De Economist, 159, pp. 435-482, (2011); Antras P., Garicano L., Rossi-Hansberg E., Offshoring in a knowledge economy, Q. J. 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Web, 7, 1, pp. 63-93, (2016); Zhang M., Jensen K.N.R., Plank B., Kompetencer: Fine-grained skill classification in danish job postings via distant supervision and transfer learning, (2022); Zhang M., Jensen K.N.R., Sonniks S.D., Plank B., Skillspan: Hard and soft skill extraction from english job postings, (2022)","Y. Fettach; TICLab, College of Engineering & Architecture, International University of Rabat, Rabat, Morocco; email: yousra.fettach@uir.ac.ma","","Elsevier Ltd","","","","","","09521976","","EAAIE","","English","Eng Appl Artif Intell","Article","Final","","Scopus","2-s2.0-85181771123"
"Lo Presti A.; De Rosa A.","Lo Presti, Alessandro (57201070455); De Rosa, Assunta (57224413204)","57201070455; 57224413204","Employable, successful and healthy, or vice versa? A three-wave cross-lagged analysis","2024","European Journal of Work and Organizational Psychology","33","1","","99","113","14","1","10.1080/1359432X.2023.2250089","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168680290&doi=10.1080%2f1359432X.2023.2250089&partnerID=40&md5=a5466ad2f9d134c40d5f786b01b6506a","Dipartimento di Psicologia, Università degli Studi della Campania “Luigi Vanvitelli”, Caserta, Italy; Vrije Universiteit Amsterdam, Amsterdam, Netherlands","Lo Presti A., Dipartimento di Psicologia, Università degli Studi della Campania “Luigi Vanvitelli”, Caserta, Italy; De Rosa A., Vrije Universiteit Amsterdam, Amsterdam, Netherlands","This three-wave cross-lagged study aimed to examine the relationships between resource-based employability and work-related well-being, as mediated by subjective and objective career success, and to test for reversed associations. Work-related well-being was assessed by means of two complementary indicators: vigour at work and emotional exhaustion. Three hundred and eighty-one Italian employees were sampled on all the study variables across three time points over a period of eight months. Associations between variables were examined through structural equation modelling after checking for scalar invariance. The reciprocal causation model fitted the data better than other structural models (stability, direct, and reversed causation). Employability T1 positively predicted vigour, subjective and objective career success T2. Subjective career success T2 was positively predicted by emotional exhaustion T1 and negatively predicted emotional exhaustion T3. Subjective career success T2 also mediated the negative association between employability T1 and emotional exhaustion T3. This study contributed to the theory and practice by examining the predictive role of a novel resource-based conceptualization of employability over three data waves, and by testing the differential mediating roles of subjective and objective career success examining direct and reversed causation links to and from employability and work-related well-being indicators. © 2023 Informa UK Limited, trading as Taylor & Francis.","emotional exhaustion; Employability; objective career success; subjective career success; vigour","","","","","","","","Abele-Brehm A.E., The influence of career success on subjective well-being, Psychological, educational, and sociological perspectives on success and well-being in career development, pp. 7-18, (2014); Abele A.E., Hagmaier T., Spurk D., Does career success make you happy? 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Lo Presti; Dipartimento di Psicologia, Università degli Studi della Campania “Luigi Vanvitelli”, Caserta, Italy; email: alessandro.lopresti@unicampania.it","","Routledge","","","","","","1359432X","","","","English","Eur. J. Work Organ. Psychol.","Article","Final","","Scopus","2-s2.0-85168680290"
"Das P.; Kar B.; Misra S.N.","Das, Piyusa (57219838795); Kar, Brajaballav (7005951295); Misra, S.N. (55387187200)","57219838795; 7005951295; 55387187200","Career course, coach, and cohort framework: A design thinking approach to enhance career self-efficacy","2024","International Journal of Management Education","22","1","100898","","","","0","10.1016/j.ijme.2023.100898","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178343125&doi=10.1016%2fj.ijme.2023.100898&partnerID=40&md5=802b83e78e7c3c7b07d7593e343f0459","School of Management, KIIT University (Institute of Eminence), Odisha, Bhubaneswar, 751024, India","Das P., School of Management, KIIT University (Institute of Eminence), Odisha, Bhubaneswar, 751024, India; Kar B., School of Management, KIIT University (Institute of Eminence), Odisha, Bhubaneswar, 751024, India; Misra S.N., School of Management, KIIT University (Institute of Eminence), Odisha, Bhubaneswar, 751024, India","Prior studies show students' career self-efficacy (CSE) significantly impacts their employability. This study utilized a design thinking approach to identify various stakeholders and perceived self-efficacy enablers and barriers among MBA students in India. Six student groups participated in the design thinking workshop and collected responses from 125 students. The most important stakeholders, barriers, and enablers of career self-efficacy in different MBA student segments were identified. The 3C (Career Course, Coach, and Cohort) framework of intervention strategies was proposed under the context of the Social Cognitive Career Theory (SCCT). It was conceptualized that these intervention strategies would mediate the association between the learning experience and self-efficacy expectations. This paper has practical implications for management instructors and administrators who can implement the intervention techniques suggested in the study to enhance the CSE of MBA students in their colleges. © 2023 Elsevier Ltd","Career self-efficacy; Design thinking; Social cognitive career theory","","","","","","","","Aflatoony L., Wakkary R., Neustaedter C., Becoming a design thinker: assessing the learning process of students in a secondary level design thinking course, International Journal of Art and Design Education, 37, 3, pp. 438-453, (2018); Annette E., Turner S.L., D P., Skovholt T.M., Parent support and African American adolescents ’, Professional School Counseling, 7, 3, pp. 124-132, (1998); Badwan B., Bothara R., Latijnhouwers M., Smithies A., Sandars J., The importance of design thinking in medical education, Medical Teacher, 40, 4, pp. 425-426, (2018); Ballout H.I., Career commitment and career success: moderating role of self-efficacy, Career Development International, 14, 7, pp. 655-670, (2009); 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Das; School of Management, KIIT University (Institute of Eminence), Bhubaneswar, Odisha, 751024, India; email: piyusa.das@gmail.com","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","","Scopus","2-s2.0-85178343125"
"Al Muqarshi A.; Al Adawi S.S.; Al Bahlani S.M.","Al Muqarshi, Amal (57216765443); Al Adawi, Sharifa Said (57213835558); Al Bahlani, Sara Mohammed (58524924200)","57216765443; 57213835558; 58524924200","English as a medium of instruction and intellectual capital creation in Omani higher education: unravelling the dilemma","2024","Journal of Intellectual Capital","25","1","","119","142","23","0","10.1108/JIC-10-2022-0192","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180871122&doi=10.1108%2fJIC-10-2022-0192&partnerID=40&md5=e6b9dbe18a76b45bd759054a6e2dce6d","Preparatory Studies Centre, University of Technology and Applied Sciences, Ibri, Oman; College of Education, University of Technology and Applied Sciences, Rustaq, Oman; Preparatory Studies Centre, University of Technology and Applied Sciences, Nizwa, Oman","Al Muqarshi A., Preparatory Studies Centre, University of Technology and Applied Sciences, Ibri, Oman; Al Adawi S.S., College of Education, University of Technology and Applied Sciences, Rustaq, Oman; Al Bahlani S.M., Preparatory Studies Centre, University of Technology and Applied Sciences, Nizwa, Oman","Purpose: A majority of higher education institutions (HEIs) in Oman, and internationally, have adopted English as the language of education, driven by its power and its globally accepted status as the language of knowledge and communication. Such an internationalisation policy has been inadequately evaluated to examine its actual effects. This paper aims at analysing the existing literature with a view to hypothesise the effects of adopting English as a medium of instruction (EMI) on establishing intellectual capital in the Omani context. Design/methodology/approach: The paper employs a case study design that draws on data generated through a systematic review of 94 peer-reviewed papers that are synthesised using thematic analysis. Findings: The findings indicate that EMI negatively affects the optimal creation of intellectual capital through limiting access to HE, hindering knowledge transfer, impeding Omanis' employability and hindering faculty's professional growth. EMI leads HEIs to mirror the supplying countries' cultures in terms of materials, ideologies and standards. It affects teaching and research quality, training and communication, the sense of equity, belonging and self-worth amongst students and the relationships amongst faculty members. It also increases reliance on external stakeholders. Research limitations/implications: The paper highlights the interconnection between the forms of intellectual capital and how some components are antecedents to the creation of the intellectual capital forms. It establishes the moderating role the language of instruction plays in relation to the three sub forms of intellectual capital in higher education. Practical implications: The paper calls for maximising higher education intellectual capital through adopting bilingual rather than monolingual higher education. It calls upon policymakers to revisit the assumptions underlying higher education systems in order to optimise their outcomes. Originality/value: The paper is the first one that sheds light on the role of language in intellectual capital construction. Such a moderating role has received almost no attention in the higher education literature that is largely busy quantifying its outcomes rather than ensuring they are actually sustainably generated. © 2023, Emerald Publishing Limited.","Arabic; English; Human capital; Knowledge-based economy; Relational capital; Structural capital","","","","","","","","Abbas A., Cultural discontinuity and Arab management thought, International Studies of Management and Organizations, 25, 3, pp. 7-30, (1995); Abrar-ul-Hassan S., Linguistic capital in the university and the hegemony of English: medieval origins and future directions, SAGE Open, 11, 2, pp. 1-11, (2021); Ahlgren M., What is intellectual capital?, UNLV Gaming Research and Review Journal, 15, 2, pp. 17-21, (2011); Aizawa I., Rose H., Thompson G., Curle S., Beyond the threshold: exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme, Language Teaching Research, 27, 4, pp. 837-861, (2020); 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The interplay between language proficiency, academic skills, and motivation, Studies in Higher Education, 45, 11, pp. 2149-2161, (2020); Ruiz J., Eespinosa E., Gracia R., Human, relational and structural capital as strategic objectives in higher education, The Formation of Intellectual Capital and its Ability to Transform Higher Education Institutions and Knowledge Society, pp. 1-24, (2019); Sanchez M.P., Susana E., Intellectual capital in universities improving transparency and internal management, Journal of Intellectual Capital, 7, 4, pp. 529-548, (2006); Scatolini S., Perceptions of English as a medium of instruction (EMI) in Oman, Education and Society in the Middle East and North Africa: English, Citizenship and Peace Education, pp. 117-138, (2020); Selvi A., Yazan B., English as an international language pedagogy: a sustainable alternative for teaching English in the GCC region, Challenges to Education in the GCC during the 21st Century, pp. 65-91, (2017); Stake R., Qualitative case studies, Strategies of Qualitative Inquiry, pp. 119-149, (2008); The most spoken languages worldwide in 2022, Statista: Society- Education and Science, (2022); Sultana S., English as a medium of instruction in Bangladesh's higher education: empowering or disadvantaging students?, Asian EFL Journal, 16, 1, pp. 11-52, (2014); Syahrin S., Algryani A., Irudayasamy J., An interplay of communities of practice and multiliteracies framework: a case study of the uses and practices of English literacy in Oman, International Journal of Society, Culture and Language, 11, 1, pp. 189-202, (2022); Sahan O.S., Sahan K., A narrative inquiry into the emotional effects of English medium instruction, language learning, and career opportunities, Linguistics and Education, 75, 1, (2023); Taylor R., Case-study research in context, Nurese Researcher, 20, 4, pp. 4-5, (2013); The British Council, The English effect, The British Council, (2013); Thomas G., How to Do Your Case Study, (2016); Todericiu R., Serban A., Intellectual capital and its relationship with universities, Procedia Economics and Finance, 27, 15, pp. 713-717, (2015); Troudi S., Al Hafidh G., The dilemma of English and its roles in the UAE and the Arabian Gulf, Challenges to Education in the GCC during the 21st Century, pp. 93-117, (2017); Waxin M.F., Bateman R.E., Labour localisation and human resource management practices in the Gulf countries, Handbook of Human Resource Management in the Middle East, pp. 284-308, (2016); Xu J., Liu F., The impact of intellectual capital on firm performance: a modified and extended VAIC model, Journal of Competitiveness, 12, 1, pp. 161-176, (2020); Yeung S., Gray J., Neoliberalism, English, and spoiled identity: the case of a high-achieving university graduate in Hong Kong, Language in Society, 52, 4, pp. 1-22, (2022); Yin R., Case Study Research: Design and Methods, (2014)","A. Al Muqarshi; Preparatory Studies Centre, University of Technology and Applied Sciences, Ibri, Oman; email: amal.almuqarshi@utas.edu.om","","Emerald Publishing","","","","","","14691930","","","","English","J. Intellect. Cap.","Article","Final","","Scopus","2-s2.0-85180871122"
"Li W.; Ironsi C.S.","Li, Weiqing (22034994900); Ironsi, Chinaza Solomon (57222227071)","22034994900; 57222227071","Efficacy of micro credential learning spaces in developing students’ twenty-first century skills: Towards graduate work readiness","2024","Education and Information Technologies","29","1","","1201","1216","15","0","10.1007/s10639-023-12294-3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178476079&doi=10.1007%2fs10639-023-12294-3&partnerID=40&md5=a6a9514272432ab0b28e872f3ea9046d","School of Engineering and Technology, China University of Geosciences (University-Industry Collaborative Education Program), Beijing, China; Foreign Languages and English Preparatory School, Rauf Denktas University, Lefkosia, Cyprus","Li W., School of Engineering and Technology, China University of Geosciences (University-Industry Collaborative Education Program), Beijing, China; Ironsi C.S., Foreign Languages and English Preparatory School, Rauf Denktas University, Lefkosia, Cyprus","This paper investigates the efficacy of integrating micro-credentials into teaching 21st-century skills to equip students with soft skills required for optimal productivity in the workplace and industry. A mixed-method research design with an experimental approach was used to elicit information from 90 students on the effectiveness of micro-credentials learning spaces in developing students' critical thinking, problem-solving, and communication skills. After collecting and analyzing data from post-tests and interviews, the paper unveiled that although traditional classrooms improved students' communication skills, micro-credential learning spaces were more effective in improving students' critical thinking, problem-solving, and communication skills. Other novel findings of the study were used to make insightful conclusions on the study’s objective. This paper contributes to ongoing discussions on graduate work readiness. This paper further advances scientific knowledge by providing empirical evidence to support the efficacy of micro-credential as technological support for equipping students with employability skills required in 21st-century workplaces and industries. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.","21st-century skills; Graduate work readiness; Learning spaces; Micro-credentials; Technology","","","","","","","","Abdullah R.N., Yaacob R.A.I.R., Hashim A.J.C.M., Hussain I.A., Roslan A., Intensifying experiential learning with dynamic learning styles in traditional classrooms for technical and vocational students, Journal of Technical Education and Training, 11, 4, pp. 1-10, (2019); Ahmat N.H.C., Ridzuan A.H.A., Perceptıons and readıness of educators toward mıcro-credentıal certıfıcatıon programme, International Journal of Education and Pedagogy, 4, 1, pp. 38-50, (2022); Alsobhi H.A., Alakhtar R.A., Ubaid A., Hussain O.K., Hussain F.K., Blockchain-based micro-credentialing system in higher education institutions: Systematic literature review, Knowledge-Based Systems, 265, (2023); Alvarez M., Osborne T.F., Mayeu K., Cullen K., Masterson E., Stevenson M., Laying the Foundation for a Micro-Credential Strategy: Lessons Learned. In Handbook of Research on Credential Innovations for Inclusive Pathways to Professions (pp. 21–44), (2022); Bal I.A., Alvarado-Albertorio F., Marcelle P., Oaks-Garcia C.T., Pre–service Teachers Computational Thinking (CT) and Pedagogical Growth in a Micro–credential: A Mixed Methods Study, TechTrends, 66, 3, pp. 468-482, (2022); Dolce J.S., Exploration of the Skills Gap: Hype, Perceptions, Problem?, (2022); Du X., Lyublinskaya I., Designing professional development for special education teachers: Effects on assistive technology competency in developing inquiry-based student experiences, Journal of Digital Learning in Teacher Education, 38, 4, pp. 199-210, (2022); Micro-Credential Development: Tools, Methods, and Concepts Supporting the European Approach, Wirtschaftsinformatik 2022 Proceedings, (2022); Foo H.Y., Turner J.J., Entrepreneurial learning'–The role of university-led business incubators and mentors in equipping graduates with the necessary skill set for Industry 4.0, International Journal of Education Turner, 4, 30, pp. 283-298, (2019); Gonzalez-Perez L.I., Ramirez-Montoya M.S., Components of Education 4.0 in 21st-century skills frameworks: systematic review, Sustainability, 14, 3, (2022); Hakim D.R., Kurniawati D., The Effect of Competency and ICT Skills on Vocational Students' Work Readiness, Jurnal Pendidikan Ekonomi Dan Bisnis (JPEB), 10, 1, pp. 15-34, (2022); Hettiarachchi N.L., Subramaniam T.S., Palpanadan S.T., Al-Fattal A., Infusing Communication Skills into Financial Accounting Curriculum: A Perspective from the Digital Era, International Journal of Information and Education Technology, 13, 4, pp. 664-672, (2023); Hidayatulloh M.K.Y., Ashoumi H., The Perspective of Work Readiness in Vocational School Students with 21st Century Communication and Collaboration Skills, Cypriot Journal of Educational Sciences, 17, 7, pp. 2199-2206, (2022); Hujjatusnaini N., Corebima A.D., Prawiro S.R., Gofur A., The Effect of Blended Project-based Learning Integrated with 21st-Century Skills on Pre-Service Biology Teachers' Higher-order Thinking Skills, Jurnal Pendidikan IPA Indonesia, 11, 1, pp. 104-118, (2022); Ironsi C.S., Navigating learners towards technology-enhanced learning during post-COVID-19 semesters, Trends in Neuroscience and Education, 29, (2022); Ironsi C.S., Efficacy of blended interactive educational resources in improving writing skills in a hybrid learning environment, Quality Assurance in Education, 31, 1, pp. 107-120, (2023); Kaczorowski T., McMahon D., Gardiner-Walsh S., Hollingshead A., Designing an inclusive future: Including diversity and equity with innovations in special education technology, Teaching Exceptional Children., (2022); Kaurm J., Hussain I., Suki N., Turner J., Chek L.H., Nazri A., Wern W.H., Can Online Learning Tools Better Engender Graduate Work Readiness?, (2021); Kiiskila P., Hanafy A., Pirkkalainen H., Features of Micro-credential Platforms in Higher Education, CSEDU, 1, pp. 81-91, (2022); Lang J., Acquaro D., Anderson M., Mandouit L., Wilson E., Favero E., Marlow E., Value of Mentor Professional Learning Through a Digital Micro-Credential in a School-University Partnership. In School-University Partnerships—Innovation in Initial Teacher Education, (2022); Malmi L., Sheard J., Kinnunen P., Sinclair J., Development and use of domain-specific learning theories, models, and instruments in computing education, ACM Transactions on Computing Education, 23, 1, pp. 1-48, (2022); Narayanan E., Turner J.J., Perceptions of simulation games and the role they play in creating an enterprising and employable graduate, International Journal of Education, Psychology, and Counseling, 4, 30, pp. 179-196, (2019); Rasiah R., Somasundram S., Tee K.P.L., Turner J.J., Teach less and learn more: enhance the student learning experience through an innovative curriculum, International Journal of Curriculum Development and Learning Measurement (IJCDLM), 2, 1, pp. 29-42, (2021); Rios J.A., Ling G., Pugh R., Becker D., Bacall A., Identifying critical 21st-century skills for workplace success: A content analysis of job advertisements, Educational Researcher, 49, 2, pp. 80-89, (2020); Siddique S., Ahsan A., Azizi N., Haass O., Students’ workplace readiness: Assessment and skill-building for graduate employability, Sustainability, 14, 3, (2022); Sprague D.R., Williamson J., Foulger T.S., Design guidelines for post-COVID era preparation programs: Action steps toward technology infusion, Journal of Technology and Teacher Education, 30, 2, pp. 177-187, (2022); Starkey L., Yates A., Do digital competence frameworks align with preparing beginning teachers for digitally infused contexts? An evaluation from a New Zealand perspective, European Journal of Teacher Education, 45, 4, pp. 476-492, (2022); Stephen O.O., Festus O.O., Utilization of a work-based learning program to develop employability skills of the workforce (craftsmen) in the construction industry towards industrial development, Indonesian Journal of Educational Research and Technology, 2, 3, pp. 179-188, (2022); New Educational Norm, Enhanced Learning? An analysis of Online Learning Tools and the Capacity to Deliver an All-Encompassing Learning Experience, International Conference on Advanced Marketing (ICAM4) an International Joint E-Conference-2021., (2021); Tashakkori A., Creswell J.W., The new era of mixed methods, Journal of Mixed Methods Research, 1, 1, pp. 3-7, (2007); Teng W., Ma C., Pahlevansharif S., Turner J.J., Graduate readiness for the employment market of the 4th industrial revolution: The development of soft employability skills, Education + Training, 61, 5, pp. 590-604, (2019); Thi Ngoc Ha N., Spittle M., Watt A., van Dyke N., A systematic literature review of micro-credentials in higher education: A non-zero-sum game, Higher Education Research & Development, pp. 1-22, (2022); Turner J.J., Winterton J., Preparing graduates for work readiness Introduction, Educatıon and Traınıng, 61, 5, pp. 534-535, (2019); Turner J.J., Amirnuddin P.S., Singh H.S.I., University legal learning spaces effectiveness in developing the employability skills of future law graduates, Malaysian Journal of Learning and Instruction, 16, 1, pp. 49-79, (2019); Turner J.J., Sharif S.P., Rasiah R., Hussain H.I., Guptan V., Can a university address the graduate skills gap? An analysis of a Business School's preparation of graduates for employment in Malaysia, Test Engineering and Management, 82, pp. 1078-1087, (2020); Varadarajan S., Koh J.H.L., Daniel B.K., A systematic review of the opportunities and challenges of micro-credentials for multiple stakeholders: Learners, employers, higher education institutions, and government, International Journal of Educational Technology in Higher Education, 20, 1, pp. 1-24, (2023); Walters G., Hoffart N., Kring D., Whitley T., Horne L., Almotairy M., Work readiness of newly licensed RNs, JONA: The Journal of Nursing Administration, 52, 9, pp. 469-473, (2022); Winterton J., Turner J.J., Preparing graduates for work readiness: An overview and agenda, Education + Training, 61, 5, pp. 536-551, (2019); Zhou X., Padron Y., Waxman H., Exploring the Relationship between Professional Development Experience and Skills in Educational Technology Integration among Primary EFL Teachers, Contemporary Educational Technology, 14, 1, (2022)","C.S. Ironsi; Foreign Languages and English Preparatory School, Rauf Denktas University, Lefkosia, Cyprus; email: Solomon.chinaza@rdu.edu.tr","","Springer","","","","","","13602357","","","","English","Educ. Inf. Technol.","Article","Final","","Scopus","2-s2.0-85178476079"
"Hailu M.F.; Parra Gaete I.","Hailu, Meseret F. (57193609665); Parra Gaete, Ivet (58794276100)","57193609665; 58794276100","Sub-Saharan women in engineering higher education: A literature-informed research tool","2024","Policy Futures in Education","","","","","","","0","10.1177/14782103241226527","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181505942&doi=10.1177%2f14782103241226527&partnerID=40&md5=0573e26fe06094fbb11302454cab38c7","Arizona State University, Tempe, AZ, United States","Hailu M.F., Arizona State University, Tempe, AZ, United States; Parra Gaete I., Arizona State University, Tempe, AZ, United States","We present a review of higher education and education policy literature to understand better higher education institutions (HEIs) that serve sub-Saharan women in engineering. Our sub-Saharan women in engineering (SSAWE) literature-informed conceptual tool consists of five components to facilitate scholarly discussion about equity in higher education systems and facilitate interregional comparisons. The five components to study the educational experiences of women in engineering in this region include (1) a sociopolitical and historical national context for higher education policy, (2) critical discourse analysis of gender-based affirmative action policies, (3) enrollment and graduation data for female engineering students, (4) a longitudinal assessment of the employability of the engineering major, and (5) a qualitative campus climate survey of each country's flagship university. Our article introduces a conceptual investigation of the social, historical, and employment trends contextualizing engineering higher education in this region of Africa. We draw from existing literature about conceptual models predominantly used in higher education efforts toward undergraduate student success. When describing each SSAWE component, we include empirical and theoretical work that substantiates the need for each component and the benefits of the proposed methodology. More broadly speaking, this paper discusses how research employing the SSAWE framework could benefit key stakeholders who engage in policymaking. We suggest that sub-Saharan African universities should prioritize a regional comparative approach when designing support programs for underrepresented students in engineering. SSAWE will also generate more South–South comparisons that advance culturally situated analyses, contributing to higher education institutions’ advancementand the minoritized populations they serve. © The Author(s) 2024.","Africa; conceptual research tool; engineering; higher education; women","","","","","","","","Aguila G.M., De Castro E.L., Dotong C.I., Et al., Employability of computer engineering graduates from 2013 to 2015 in one private higher education institution in the Philippines, Asia Pacific Journal of Education Arts and Sciences, 3, 3, pp. 48-54, (2016); Akala B.M., Affirmative action for gender justice in South African and Kenyan education systems, Africa Education Review, 16, 5, pp. 1-15, (2019); Altbach P.G., Trends in comparative education, Comparative Education Review, 35, 3, pp. 491-507, (1991); Altbach P.G., Globalization and the university: realities in an unequal world, Global Perspectives on Higher Education, pp. 121-139, (2016); Amin A.A., Ntembe A., Sub-Sahara Africa’s higher education: financing, growth, and employment, International Journal of Higher Education, 10, 1, pp. 14-23, (2021); Barrett A.M., Crossley M., Dachi H.A., International collaboration and research capacity building: learning from the edqual experience, Comparative Education, 47, 1, pp. 25-43, (2011); Bensimon E.M., The diversity scorecard: a learning approach to institutional change, Change: The Magazine of Higher Learning, 36, 1, pp. 44-52, (2004); Berhane B., Secules S., Onuma F., Learning while black: identity formation and experience for five black men who transferred into engineering undergraduate programs, Journal of Women and Minorities in Science and Engineering, 26, 2, pp. 93-124, (2020); Blommaert J., Bulcaen C., Critical discourse analysis, Annual Review of Anthropology, 29, 1, pp. 447-466, (2000); Bloom D.E., Canning D., Chan K., Higher Education and Economic Development in Africa, 102, (2006); Risks and opportunities of STEM education in Africa, (2023); Bunyi G.W., Negotiating the interface between upper secondary and higher education in sub-Saharan Africa: the gender dimensions, Gender Issues in Post-Primary Education ADEA Biennale, pp. 1-42, (2008); Burt B.A., Williams K.L., Palmer G.J., It takes a village: the role of emic and etic adaptive strengths in the persistence of black men in engineering graduate programs, American Educational Research Journal, 56, 1, pp. 39-74, (2019); Engineering and economic growth: a global view, (2016); Cheeseman N., A Divided Continent. 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"Ji S.; Chen Z.","Ji, Shunhong (57412956800); Chen, Zhijun (55705704500)","57412956800; 55705704500","How job crafters are selected during recruitment: An invisible filter based on job crafting experiences and applicant gender","2024","Journal of Business Research","170","","114348","","","","0","10.1016/j.jbusres.2023.114348","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174611252&doi=10.1016%2fj.jbusres.2023.114348&partnerID=40&md5=b44f4caed9f4f1729777d315cb8669d0","College of Business, Shanghai University of Finance and Economics, China","Ji S., College of Business, Shanghai University of Finance and Economics, China; Chen Z., College of Business, Shanghai University of Finance and Economics, China","Job crafting has become increasingly ubiquitous and is welcomed by employers. For this reason, job candidates are motivated to enumerate their crafting experiences to impress recruiters. When included in a resume, job crafting experience describes proactive endeavors by applicants that convey cues about their job-related skills and potential employability. This research explores how and when candidates’ job crafting experience is favored by recruiters and leads to a hiring recommendation. Based on two pilot studies and three experiments involving different types of job offers, we found that recruiters tend to hire approaching crafters rather than avoidant crafters. Moreover, in line with the role congruity theory, we predict and find that job crafting experience is stereotypically ascribed to crafter gender. In particular, recruiters preferred male approaching crafters over their female counterparts because they perceived the former as better fitting for the job. These findings thus highlight an integrative bias that combines candidate gender with the candidate's specific job crafting experience. © 2023 Elsevier Inc.","Fit perception; Gender stereotype; Hiring recommendation; Job crafting experience; Role congruity theory","","","","","","IRTSHUFE; National Natural Science Foundation of China, NSFC, (72271150); Shanghai University of Finance and Economics, SUFE, (CXJJ-2021-396)","The authors gratefully acknowledge funding from Shanghai University of Finance and Economics (Grant Numbers: CXJJ-2021-396), the National Natural Science Foundation of China (No. 72271150), and the Program for Innovative Research Teams of the Shanghai University of Finance and Economics (IRTSHUFE). 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Chen; Department of Human Resource Management, College of Business, Shanghai University of Finance and Economics, Shanghai, No. 100 Wudong Road, 200433, China; email: chen.zhijun@mail.shufe.edu.cn","","Elsevier Inc.","","","","","","01482963","","JBRED","","English","J. Bus. Res.","Article","Final","","Scopus","2-s2.0-85174611252"
"Wall T.; Ngo N.T.H.; Luong P.M.; Ho T.T.H.; Hindley A.","Wall, Tony (55605008600); Ngo, Nga Thi Hang (56829029400); Luong, Phuong Minh (57223853435); Ho, Tien Thi Hanh (58860012000); Hindley, Ann (56312763400)","55605008600; 56829029400; 57223853435; 58860012000; 56312763400","‘Decent work’ as a higher education policy myopia: an ecosystem framework for policy-making","2024","Studies in Higher Education","","","","","","","0","10.1080/03075079.2024.2306355","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183885557&doi=10.1080%2f03075079.2024.2306355&partnerID=40&md5=40d4f2e852bcc38c9e6bb8e06739a966","Liverpool Business School, Liverpool John Moores University, Liverpool, United Kingdom; Tay Bac University, Son La, Viet Nam; Vietnam Japan University (Vietnam National University), Hanoi, Viet Nam; Phu Xuan University, Hue, Viet Nam","Wall T., Liverpool Business School, Liverpool John Moores University, Liverpool, United Kingdom; Ngo N.T.H., Tay Bac University, Son La, Viet Nam; Luong P.M., Vietnam Japan University (Vietnam National University), Hanoi, Viet Nam; Ho T.T.H., Phu Xuan University, Hue, Viet Nam; Hindley A., Liverpool Business School, Liverpool John Moores University, Liverpool, United Kingdom","Globally, higher education policy is typically framed in terms of the technical employability capabilities to advance the economic productivity of nations, and as such, can be myopic to the wider sustainable development challenge of ‘Decent Work’ (a form of employment with good working conditions). This form of myopia can fail to materially change the sociocultural conditions in local contexts of learning and work and ultimately perpetuate structural disadvantage. This article draws from policy participation conducted over 4 years which included (i) longitudinal focus group dialogue involving educational policy makers, implementers and students (n = 102) and (ii) document analysis of formal policy and evaluation reports. The study is conducted in one of the fastest growing economies which is rapidly developing its policy frameworks (Vietnam) to enhance the employability of ethnic minority students. Findings highlight the need for (i) a meta-perspective which encompasses the multiple stakeholders involved in enabling students to access and engage in decent work, (ii) building the capacity of students to actively change and improve their situations and (iii) awareness of the ways in which governments, educational institutions and employers can value the diversity of students and their circumstances. In contrast to the dominant institutional perspective, this article conceptualises the counter-active effects across education-work ecosystems which mediate policy efficacy and advances an alternative conceptual framework that integrates ecosystems, empowerment and recognition theory to inform policy formulation and assessment. This article advocates expansive rather than myopic policy to drive participation in Decent Work. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Decent Work; education policy; employability; empowerment; ethnic minority students","","","","","","","","Alzola M., Decent Work: The Moral Status of Labor in Human Resource Management, Journal of Business Ethics, 147, 4, pp. 835-853, (2018); Ball S.J., The Errors of Redemptive Sociology or Giving Up on Hope and Despair, British Journal of Sociology of Education, 41, 6, pp. 870-880, (2020); Bhopal K., Confronting White Privilege: The Importance of Intersectionality in the Sociology of Education, British Journal of Sociology of Education, 41, 6, pp. 807-816, (2020); Billett S., Cain M., Le A.H., Augmenting Higher Education Students’ Work Experiences: Preferred Purposes and Processes, Studies in Higher Education, 43, 7, pp. 1279-1294, (2018); Boussebaa M., Brown A.D., Englishization, Identity Regulation and Imperialism, Organization Studies, 38, 1, pp. 7-29, (2017); Brislin R.W., The Wording of Translation of Research Instruments, Field Methods in Cross-Cultural Research, pp. 137-164, (1986); Bronfenbrenner U., Environments in Developmental Perspective: Theoretical and Operational Models, Measuring Environment Across the Life Span: Emerging Methods and Concepts, pp. 3-28, (1999); Bui T.T.N., Ngo N.T.H., Nguyen H.T.M., Nguyen H.T.L., Access and Equity in Higher Education in Light of Bourdieu’s Theories: A Case of Minority Students in Northwest Vietnam, Reforming Vietnamese Higher Education, pp. 149-169, (2019); (2019); (2015); (2018); (2020); (2020); Chan R.C.H., Mak W.W.S., Empowerment for Civic Engagement and Well-Being in Emerging Adulthood: Evidence from Cross-Regional and Cross-Lagged Analyses, Social Science & Medicine, 244, (2020); Cooperrider D., Whitney D., Appreciative Inquiry: A Positive Revolution in Change, (2011); Doan T., Le Q., Tran T.Q., Lost in Transition? 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Beyond Human Resource Management and its Critique, International Journal of Management Reviews, 21, 1, pp. 76-96, (2019); (2020); Van Hung N., (2018); VeneKlasen L., Miller V., A New Weave of Power, People & Politics: The Action Guide for Advocacy and Citizen Participation, (2002); (2019); Wall T., Perrin D.A., Slavoj Žižek: A Žižekian gaze at Education, (2015); Wall T., Russell J., Moore N., Positive emotion in workplace impact: The case of a work-based learning project utilising appreciative inquiry, Journal of Work-Applied Management, 9, 2, pp. 129-146, (2017)","T. Wall; Liverpool Business School, Liverpool John Moores University, Liverpool, L3 5UX, United Kingdom; email: t.wall@ljmu.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85183885557"
"Alimehmeti G.; Fia M.; Paletta A.","Alimehmeti, Genc (57203286407); Fia, Magalì (57202603971); Paletta, Angelo (26531660000)","57203286407; 57202603971; 26531660000","The sustainability-to-employment pipeline: the impact of SDG-related curricula on graduates’ employability","2024","Studies in Higher Education","","","","","","","0","10.1080/03075079.2023.2299328","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181254629&doi=10.1080%2f03075079.2023.2299328&partnerID=40&md5=eef062ea0dd0bbb2ae9cf6da04c65a67","Management Department, University of Bologna, Bologna, Italy; Management Department, University of Tirana, Tirana, Albania; Yunus Social Business Centre, University of Bologna, Bologna, Italy","Alimehmeti G., Management Department, University of Bologna, Bologna, Italy, Management Department, University of Tirana, Tirana, Albania; Fia M., Management Department, University of Bologna, Bologna, Italy, Yunus Social Business Centre, University of Bologna, Bologna, Italy; Paletta A., Management Department, University of Bologna, Bologna, Italy","Public and private organizations—including higher education institutions—frequently adopt the Sustainable Development Goals (SDGs) to facilitate a better future. In their efforts to realize the Agenda 2030, universities are focusing on how teaching and curricula shape students’ competencies in interpreting and contributing to current societal challenges. Likewise, with businesses increasingly engaged in sustainable development issues, students will need SDG-related skills to align with current job-market requirements. Here, we examine the relationship between master graduates’ employability and the presence and type of SDGs in their curricula. We run a series of logistic regressions where we use three different model specifications: (i) curriculum with an SDG-related ECTS above the mean, (ii) curriculum related to a specific class of SDG (well-being, environment, economy, governance), and (iii) curriculum related to a specific SDG. Further, we consider three aspects of employability: having a job, job coherence (i.e. the match between a job and one’s field of study), and employment quality (i.e. having a higher salary). For this purpose, we collected data from 5,784 master's graduates at the University of Bologna in 2017. We derived employability measures from 2020 AlmaLaurea data to have a three-year time lag from graduation. Generally, we find that students who attended courses with SDG-related content achieved a higher and better occupation or a better skill match. At a grouped level, we find that SDG categories have a different impact on the students’ working outcomes. For instance, students with more SDG-related ECTS in the economy area have higher odds of being employed, finding a better job-skill match, and getting better salaries. In addition, the single goals were studied by showing the effects on finding work, having a skill match and earning a better salary. © 2024 Society for Research into Higher Education.","employability; Higher education; higher salary; skill match; sustainable development goals; teaching sdgs","","","","","","","","Ali A., Murphy H.C., Nadkarni S., Hospitality Students’ Perceptions of Digital Tools for Learning and Sustainable Development, Journal of Hospitality, Leisure, Sport & Tourism Education, 15, July, pp. 1-10, (2014); AlmaLaurea, XXIII Rapporto AlmaLaurea, sul Profilo e sulla Condizione Occupazionale dei laureati, (2021); Amaeshi K., Muthuri J.N., Ogbechie C., Incorporating Sustainability in Management Education: An Interdisciplinary Approach, (2019); Aragon-Correa J.A., Marcus A.A., Rivera J.E., Kenworthy A.L., Sustainability Management Teaching Resources and the Challenge of Balancing Planet, People, and Profits, Academy of Management Learning & Education, 16, 3, pp. 469-483, (2017); Arruda Filho N.D.P., Hino M.C., Beuter B.S.P., Including SDGs in the Education of Globally Responsible Leaders, International Journal of Sustainability in Higher Education, 20, 5, pp. 856-870, (2019); Banerjee S.B., Embedding Sustainability across the Organization: A Critical Perspective, Academy of Management Learning & Education, 10, 4, pp. 719-731, (2011); Barrie S.C., A Conceptual Framework for the Teaching and Learning of Generic Graduate Attributes, Studies in Higher Education, 32, 4, pp. 439-458, (2007); Bell E., Bryman A., Harley B., Business Research Methods, (2022); Berchin I.I., de Aguiar Dutra A.R., de Andrade Guerra J.B.S.O., How Do Higher Education Institutions Promote Sustainable Development? 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Dimensions and Stability, (1995); Stead J.G., Edward Stead W., Sustainability Comes to Management Education and Research: A Story of Coevolution, Academy of Management Learning & Education, 9, 3, pp. 488-498, (2010); Steiner G., Posch A., Higher Education for Sustainability by Means of Transdisciplinary Case Studies: An Innovative Approach for Solving Complex, Real-World Problems, Journal of Cleaner Production, Sustainability in Higher Education: What is Happening?, 14, 9, pp. 877-890, (2006); Swaim J.A., Maloni M.J., Napshin S.A., Henley A.B., Influences on Student Intention and Behavior toward Environmental Sustainability, Journal of Business Ethics, 124, 3, pp. 465-484, (2014); (2023); (2022); (2017); (2017); Weiss M., Barth M., Wiek A., von Wehrden H., Drivers and Barriers of Implementing Sustainability Curricula in Higher Education - Assumptions and Evidence, Higher Education Studies, 11, 2, pp. 42-64, (2021); Wiers-Jenssen J., Try S., Labour Market Outcomes of Higher Education Undertaken Abroad, Studies in Higher Education, 30, 6, pp. 681-705, (2005); Williams S., Dodd L.J., Steele C., Randall R., A Systematic Review of Current Understandings of Employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Winfield F., Ndlovu T., ‘Future-Proof Your Degree’: Embedding Sustainability and Employability at Nottingham Business School (NBS), International Journal of Sustainability in Higher Education, 20, 8, pp. 1329-1342, (2019); Xiao J., Determinants of Salary Growth in Shenzhen, China: An Analysis of Formal Education, on-the-Job Training, and Adult Education with a Three-Level Model, Economics of Education Review, 21, 6, pp. 557-577, (2002); Yin R.K., Case Study Research: Design and Methods. Fifth edition, (2013); Yorke M., “Employability in Higher Education: What It Is, What It Is Not | VOCEDplus, the International Tertiary Education and Research Database”, (2006); Zermeno M.G.G., de la Garza L.Y.A., Open Laboratories for Social Innovation: A Strategy for Research and Innovation in Education for Peace and Sustainable developmentSustainable Development is an Issue of High Relevance for All Countries, and Universities Play a Fundamental Role in Promotin, International Journal of Sustainability in Higher Education, 22, 2, pp. 344-362, (2020); Zinkunegi-Goitia O., Rekalde-Rodriguez I., Employability within an Education for Sustainability Framework: The Ocean I3 Case Study, Education Sciences, 12, 4, (2022)","M. Fia; Management Department, University of Bologna, Bologna, Italy; email: magali.fia@unibo.it","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Article in press","","Scopus","2-s2.0-85181254629"
"Nascimento P.; Roberto M.S.; Lemos M.; Poole-da-Costa M.C.; Santos A.S.","Nascimento, Paulo (57415522700); Roberto, Magda Sofia (57189321674); Lemos, Maria (58077979000); Poole-da-Costa, Maria Caetana (58078227900); Santos, Ana Sofia (57189604806)","57415522700; 57189321674; 58077979000; 58078227900; 57189604806","Employability narratives in digital storytelling: do overqualified Brazilian and Venezuelan immigrants in Portugal tell the same story?","2024","Qualitative Research in Psychology","21","1","","140","174","34","0","10.1080/14780887.2023.2293078","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179919713&doi=10.1080%2f14780887.2023.2293078&partnerID=40&md5=2b54280bc01cf831593202a243a6b892","Universidade de Lisboa, Alameda da Universidade, Lisbon, Portugal","Nascimento P., Universidade de Lisboa, Alameda da Universidade, Lisbon, Portugal; Roberto M.S., Universidade de Lisboa, Alameda da Universidade, Lisbon, Portugal; Lemos M., Universidade de Lisboa, Alameda da Universidade, Lisbon, Portugal; Poole-da-Costa M.C., Universidade de Lisboa, Alameda da Universidade, Lisbon, Portugal; Santos A.S., Universidade de Lisboa, Alameda da Universidade, Lisbon, Portugal","Migration has been steadily increasing worldwide, bringing with it precarious work conditions and the issue of overqualification, having repercussions on job satisfaction and the mental health of migrants. This study explores digital storytelling (DST) as a tool to promote debate on those issues among immigrant workers and potentiate soft skills valued in the job market. A three-day DST workshop and focus group with 7 semi and skilled Brazilian and Venezuelan immigrants working in Portugal showed barriers familiar to all employability trajectories and the importance of social capital and social support, especially the latter group, leaning towards collectivist values, and facing additional language barriers in the adaptation process. The advantages and disadvantages of DST and immigrants' perceptions of Portuguese employers are also listed. Results point to DST being a relevant tool in the context of employability in migration, promoting debate, sharing information about decent work, and developing valued soft skills in immigrants. © 2023 Taylor & Francis.","Decent work; digital storytelling; employability; immigrants; overqualification","","","","","","Fundação para a Ciência e a Tecnologia, FCT, (PD/BD/150564/2020)","This research was supported by Fundação para a Ciência e Tecnologia (FCT) [Grant of Paulo Nascimento - PD/BD/150564/2020]. The authors would like to thank all the storytellers for sharing their stories.","Ethical principles of psychologists and code of conduct, (2002); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Braun V., Clarke V., Successful qualitative research: A practical guide for beginners, (2013); Braun V., Clarke V., Reflecting on reflexive thematic analysis, Qualitative Research in Sport, Exercise & Health, 11, 4, pp. 589-597, (2019); Bronholt R., Primdahl N.L., Jensen A., Verelst A., Derluyn I., Skovdal M., “I just want some clear answers”: Challenges and tactics adopted by migrants in Denmark when accessing health risk information about COVID-19, International Journal of Environmental Research and Public Health, 18, 17, (2021); Byrne D., A worked example of Braun and Clarke’s approach to reflexive thematic analysis, Quality & Quantity, 56, 3, pp. 1391-1412, (2022); Ciaramella M., Monacelli N., Cocimano L.C.E., Promotion of resilience in migrants: A systematic review of study and psychosocial intervention, Journal of Immigrant & Minority Health, 24, 5, pp. 1328-1344, (2021); Cohen L., Arnold J., O'Neill M., Migration: Vocational perspectives on a complex and diverse transition, Journal of Vocational Behavior, 78, 3, pp. 321-324, (2011); Cooke F., Zhang J., Wang J., Chinese professional immigrants in Australia: A gendered pattern in (re)building their careers, The International Journal of Human Resource Management, 24, 13, pp. 2628-2645, (2013); Dall'amico E., Verona S., Cross-country survey on soft skills required by companies to medium/high skilled migrants: Methodological approach for a common framework of soft skills at work, Erasmus+: Valorize High Skilled Migrants, (2015); David A., Self-reflection in illness and health: Literal and metaphorical?, Palgrave Communications, 3, 1, (2017); De Vecchi N., Kenny A., Dickson-Swift V., Kidd S., Exploring the process of digital storytelling in mental health research: A process evaluation of consumer and clinician experiences, International Journal of Qualitative Methods, 16, 1, (2017); dos Santos L.B., Prejudice, discrimination, luso-tropicalism, lusophony, and organizational justice in Portugal, from the point of view of Brazilian immigrants, Revista Psicologia Organizações e Trabalho, 13, 1, pp. 61-74, (2013); Exploring migration causes–why people migrate, (2020); Farashah A., Blomquist T., Ariss A., Guo G., Perceived employability of skilled migrants: A systematic review and future research agenda, The International Journal of Human Resource Management, 34, 3, pp. 478-528, (2022); Fine M., Torre M.E., Boudin K., Bowen I., Clark J., Hylton D., Missy M.M., Roberts R.A., Smart P., Upegui D., Participatory action research: From within and beyond prison bars, Qualitative research in psychology: Expanding perspectives in methodology and design, pp. 173-198, (2003); Goldring I., Guidoum Y., Addressing overqualification of skilled immigrant in the European Union: Situations and approaches from the local level. Realise project works, (2013); Gray B., Grey C., Hookway A., Homolova L., Davies A., Differences in the impact of precarious employment on health across population subgroups: A scoping review, Perspectives in Public Health, 141, 1, pp. 37-49, (2021); Hakanurmi S., Learning to work through narratives: Identity and meaning-making during digital storytelling, Digital storytelling in higher education, pp. 149-166, (2017); Hessler B., Lambert J., Threshold concepts in digital storytelling: Naming what we know about Storywork, Digital storytelling in higher education, pp. 19-38, (2017); Ihejirika K.T., Krtalic M., Moving with the media: An exploration of how migrant communities in New Zealand use social media, Journal of Librarianship and Information Science, 53, 1, pp. 50-61, (2021); ILO global estimates on International migrant workers: Results and methodology, (2018); Isturiz R., ‘Roots migration’: The post-‘return’ experiences of second-generation Venezuelan-Portuguese migrants, (2020); Johnson W.R., Morrow P.C., Johnson G.J., An evaluation of a perceived overqualification scale across work settings, Journal of Psychology: Interdisciplinary & Applied, 136, 4, pp. 425-441, (2002); Kajder S., Enter here: Personal narrative and digital storytelling, The English Journal, 93, 3, pp. 64-68, (2004); Krys K., Vignoles V.L., de Almeida I., Uchida Y., Outside the “cultural binary”: Understanding why Latin American collectivist Societies Foster independent selves, Perspectives on Psychological Science, 17, 4, pp. 1166-1187, (2022); Larsen E., Rogne A., Birkelund G., Perfect for the job? Overqualification of immigrants and their descendants in the Norwegian labor market, Social Inclusion, 6, 3, pp. 78-103, (2018); Lindvig I., Building bridges: Digital storytelling as a participatory research approach, Digital storytelling in higher education, pp. 131-148, (2017); Lourel M., Hartmann A., Closon C., Mouda F., Petric-Tatu O., Social support and health: An overview of selected theoretical models for adaptation, Social support, gender and culture, and health benefits, pp. 1-20, (2013); Malita L., Digital storytelling as an innovative pedagogy for the 21st century students, Digital storytelling for employability, pp. 43-56, (2010); Malita L., Digital storytelling introduction, Digital storytelling for employability, pp. 1-10, (2010); Mallett R., Decent work, migration and the 2030 agenda for sustainable development. Migration and the 2030 agenda for sustainable development: A briefing series, (2018); Maltarich M., Reilly G., Nyberg A., Objective and subjective overqualification: Distinctions, relationships, and a place for each in the literature, Industrial and Organizational Psychology, 4, 2, pp. 236-239, (2011); Martos-Mendez M.J., Gomez-Jacinto L., Hombrados-Mendieta I., Melguizo-Garin A., Ruiz-Rodriguez I., Psychosocial and sociodemographic Determinants related to chronic diseases in immigrants residing in Spain, International Journal of Environmental Research and Public Health, 19, 7, (2022); McDonough S., Colucci E., People of immigrant and refugee background sharing experiences of mental health recovery: Reflections and recommendations on using digital storytelling, Visual Communication, 20, 1, pp. 134-156, (2019); Miles M., Huberman A., Qualitative data analysis: An expanded sourcebook, (1994); Miller C., Genre as social action, Quarterly Journal of Speech, 70, 2, pp. 151-167, (1984); Nascimento P., Roberto M.S., Poole-da-Costa M.C., Lemos M., Santos A.S., Digital Methods in the Promotion of Well-Being in Immigrants: A Systematic Review, Journal of Immigrant & Minority Health, 25, 4, pp. 906-915, (2023); Nascimento P., Roberto M.S., Santos A.S., Validation of the personal social capital scale-16 in Portugal: Preliminary data on Portuguese and immigrants, Health Promotion International, 36, 6, pp. 1705-1715, (2021); International migration outlook 2018, (2018); Oliveira C.R., Fonseca V., Highly skilled immigrants in Portugal: Analysing policy developments and its impacts with a typology, Migrações, 11, pp. 79-117, (2013); Podrug N., Filipovic D., Stancic I., Analysis of cultural differences between Croatia, Brazil, Germany and Serbia, Economic Research-Ekonomska Istraživanja, 27, 1, pp. 818-829, (2014); Robson J., Holgate B., Randhawa A., Storycraft: The importance of narrative and narrative skills in business, (2021); Sandelowski M., Whatever happened to qualitative description?, Research in Nursing & Health, 23, 4, pp. 334-340, (2000); Sava S., Malita L., Learn about finding jobs from digital storytelling and ePortfolios through the L@JOST project, The 5th International Conference on Virtual Learning ICVL 2010, pp. 304-310, (2010); Relatório de Imigração, Fronteiras e Asilo, (2021); Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employers’ perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Tharenou P., Kulik C.T., Skilled migrants employed in developed, mature economies: From newcomers to organizational insiders, Journal of Management, 46, 6, pp. 1156-1181, (2020); Wassermann M., Fujishiro K., Hoppe A., The effect of perceived overqualification on job satisfaction and career satisfaction among immigrants: Does host national identity matter?, International Journal of Intercultural Relations, 61, pp. 77-87, (2017); Wassermann M., Hoppe A., Perceived overqualification and psychological well-being among immigrants: The moderating role of personal resources, Journal of Personnel Psychology, 18, 1, pp. 34-45, (2019)","P. Nascimento; CICPSI, Faculdade de Psicologia, Universidade de Lisboa, Alameda da Universidade, Lisbon, 1649-013, Portugal; email: paulo.nascimento@edu.ulisboa.pt","","Routledge","","","","","","14780887","","","","English","Qual. Res. Psychol.","Article","Final","","Scopus","2-s2.0-85179919713"
"Doden W.; Grosemans I.; De Cuyper N.; Tschopp C.; Grote G.","Doden, Wiebke (57200944233); Grosemans, Ilke (56491156600); De Cuyper, Nele (8355522100); Tschopp, Cécile (55574814600); Grote, Gudela (7004080235)","57200944233; 56491156600; 8355522100; 55574814600; 7004080235","Employability in the post-job security era: testing competing effects of perceived job insecurity on perceived employability change","2024","European Journal of Work and Organizational Psychology","33","1","","11","23","12","1","10.1080/1359432X.2023.2263201","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173723577&doi=10.1080%2f1359432X.2023.2263201&partnerID=40&md5=b7453c7899b05ac6c54f0b98dfe7bf00","King’s Business School, King’s College London, London, United Kingdom; Research Group Work and Organizational Psychology, Open Universiteit, Heerlen, Netherlands; Research Group Work, Organization and Personnel Psychology, KU Leuven, Leuven, Belgium; Institute for Diversity Education, University of Teacher Education Lucerne, Lucerne, Switzerland; Work and Organizational Psychology, ETH Zurich, Zurich, Switzerland","Doden W., King’s Business School, King’s College London, London, United Kingdom; Grosemans I., Research Group Work and Organizational Psychology, Open Universiteit, Heerlen, Netherlands, Research Group Work, Organization and Personnel Psychology, KU Leuven, Leuven, Belgium; De Cuyper N., Research Group Work, Organization and Personnel Psychology, KU Leuven, Leuven, Belgium; Tschopp C., Institute for Diversity Education, University of Teacher Education Lucerne, Lucerne, Switzerland; Grote G., Work and Organizational Psychology, ETH Zurich, Zurich, Switzerland","Perceived job insecurity and perceived employability are often mentioned in one breath with employability typically referred to as the “modern response to job insecurity”. Yet our understanding of how individuals’ perceptions of employability may change over time in response to job insecurity is limited. Both positive and negative changes seem plausible: Job insecurity may trigger employees to invest in employability, making them feel more employable. However, job insecurity may also elicit a defensive response in employees that undermines their perceived employability. We tested these two competing hypotheses against the background of conservation of resources theory in a sample of 358 employees surveyed on three occasions across 3.5 years. Using latent change score modelling, our findings suggest that job insecurity increases perceived employability. That is, the state-level of perceived job insecurity predicts a positive subsequent change in perceived employability. These findings highlight the importance of considering the dynamic within-person perspective to understand the relationship between job insecurity and perceived employability, and illustrate that results observed in prior static research may lead to different conclusions in within-person longitudinal studies. Implications of our findings for theory and practice are discussed. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","conservation of resources theory; longitudinal study; perceived employability; Perceived job insecurity","","","","","","Ecoscientia Foundation","This work was supported by the Ecoscientia Foundation.","Arthur M.B., Inkson K., Pringle J., The new careers: Individual Action and Economic Change, (1999); Aspinwall L.G., Taylor S.E., A stitch in time: Self-regulation and proactive coping, Psychological Bulletin, 121, 3, pp. 417-436, (1997); Becker G., Human capital: A theoretical and empirical analysis with special reference to education, (1964); Bergeron D.M., Shipp A.J., Rosen B., Furst S.A., Organizational citizenship behavior and career outcomes: The cost of being a good citizen, Journal of Management, 39, 4, pp. 958-984, (2013); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work and Stress, 21, 3, pp. 279-292, (2007); Berntson E., Naswall K., Sverke M., The moderating role of employability in the association between job insecurity and exit, voice, loyalty and neglect, Economic and Industrial Democracy, 31, 2, pp. 215-230, (2010); Berntson E., Naumlswall K., Sverke M., Investigating the relationship between employability and self-efficacy: A cross-lagged analysis, European Journal of Work and Organizational Psychology, 17, 4, pp. 413-425, (2008); Borg I., Überlegungen und Untersuchungen zur Messung der subjektiven Unsicherheit der Arbeitsstelle, Zeitschrift für Arbeits- und Organisationspsychologie, 36, 3, pp. 107-116, (1992); Cancer P.F., Estrada E., Ollero M.J.F., Ferrer E., Dynamical properties and conceptual interpretation of latent change score models, Frontiers in Psychology, 12, (2021); Chen F.F., Sensitivity of goodness of fit indexes to lack of measurement invariance, Structural Equation Modeling, 14, 3, pp. 464-504, (2007); Cheng G.H.L., Chan D.K.S., Who suffers more from job insecurity? 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Doden; King’s Business School, King’s College London, London, United Kingdom; email: wiebke.doden@kcl.ac.uk","","Routledge","","","","","","1359432X","","","","English","Eur. J. Work Organ. Psychol.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85173723577"
"Kerti K.A.; Van Engen M.; Szabó O.; Kroon B.; Bleijenbergh I.; Freese C.","Kerti, Kornélia Anna (57971094800); Van Engen, Marloes (6507767123); Szabó, Orsolya (58843793600); Kroon, Brigitte (25028145800); Bleijenbergh, Inge (23395931100); Freese, Charissa (25421882000)","57971094800; 6507767123; 58843793600; 25028145800; 23395931100; 25421882000","Precarious employment amidst global crises: career shocks, resources and migrants' employability","2024","Career Development International","","","","","","","0","10.1108/CDI-10-2023-0357","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183099124&doi=10.1108%2fCDI-10-2023-0357&partnerID=40&md5=65a83726d15affa7436013ba3ad8baad","Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands; Institute for Management Research, Strategic Human Resource Management, Radboud Universiteit, Nijmegen, Netherlands; Institute for Management Research, Radboud Universiteit, Nijmegen, Methods, Netherlands; Department of Human Resource Studies, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Netherlands","Kerti K.A., Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands; Van Engen M., Institute for Management Research, Strategic Human Resource Management, Radboud Universiteit, Nijmegen, Netherlands; Szabó O., Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands; Kroon B., Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands; Bleijenbergh I., Institute for Management Research, Radboud Universiteit, Nijmegen, Methods, Netherlands; Freese C., Department of Human Resource Studies, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Netherlands","Purpose: The authors conducted 22 in-depth longitudinal interviews with 11 Hungarian migrant workers in the Dutch logistics sector, before and during the COVID-19 crisis, using thematic analysis and visual life diagrams to interpret them. Design/methodology/approach: This study aims to contribute to conservation of resources theory, by exploring how global crises influence the perceived employability of migrant workers in low-wage, precarious work. Findings: The authors find that resources are key in how migrants experience the valence of global crises in their careers and perceive their employability. When unforeseen consequences of the COVID-19 crisis coincided with migrants' resource gain spirals, this instigated a positively valenced career shock, leading to positive perceptions of employability. Coincidence with loss spirals led to negative perceptions. Research limitations/implications: The authors contribute to careers literature by showing that resources do not only help migrants cope with the impact of career shocks but also directly influence the valence of global crises in their perceived employability and careers. Originality/value: Interestingly, when the COVID-19 crisis did not co-occur with migrants' resource gain and loss spirals, migrants experienced resource stress (psychological strain induced by the threat or actual loss of resources) and no significant change in their perceptions of employability. © 2024, Kornélia Anna Kerti, Marloes Van Engen, Orsolya Szabó, Brigitte Kroon, Inge Bleijenbergh and Charissa Freese.","Career shocks; COVID-19; Global crisis; Migrant workers; Perceived employability; Resources","","","","","","","","ABU & NBBU N.B.B.U., Arbeidsmigranten in Nederland: de cijfers, (2020); Akkermans J., Seibert S.E., Mol S.T., Tales of the unexpected: integrating career shocks in the contemporary careers literature, SA Journal of Industrial Psychology, 44, 1, pp. 1-10, (2018); Akkermans J., Richardson J., Kraimer M.L., The Covid-19 crisis as a career shock: implications for careers and vocational behavior, Journal of Vocational Behavior, 119, (2020); Allan B.A., Autin K.L., Wilkins-Yel K.G., Precarious work in the 21st century: a psychological perspective, Journal of Vocational Behavior, 126, (2021); Barnes T., Ali J., Articulations of workplace precarity: challenging the politics of segmentation in warehouse logistics, The Sociological Review, 70, 6, pp. 1163-1180, (2022); Been W., de Beer P., Combatting exploitation of migrant temporary agency workers through sectoral self-regulation in the UK and The Netherlands, European Journal of Industrial Relations, 28, 2, pp. 175-191, (2022); Boin A., T Hart P., McConnell A., Crisis exploitation: political and policy impacts of framing contests, Journal of European Public Policy, 16, 1, pp. 81-106, (2008); Cao J., Hamori M., Adapting careers to the COVID crisis: the impact of the pandemic on employees' career orientations, Journal of Vocational Behavior, 139, (2022); Cassar G., Money, money, money? A longitudinal investigation of entrepreneur career reasons, growth preferences and achieved growth, Entrepreneurship and Regional Development, 19, 1, pp. 89-107, (2007); Cook J., Dwyer P., Waite L., Accession 8 migration and the proactive and defensive engagement of social citizenship, Journal of Social Policy, 41, 2, pp. 329-347, (2012); Croucher R., Ramakrishnan S., Rizov M., Benzinger D., Perceptions of employability among London's low-paid_ ‘Self-determination’ or ethnicity?, Economic and Industrial Democracy, 39, 1, pp. 109-130, (2018); De Vos A., De Hauw S., Van der Heijden B.I., Competency development and career success: the mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); De Vos A., Van der Heijden B.I., Akkermans J., Sustainable careers: towards a conceptual model, Journal of Vocational Behavior, 117, (2020); Fitzpatrick S., Johnsen S., Bramley G., Multiple exclusion homelessness amongst migrants in the UK, European Journal of Homelessness, 6, 1, pp. 31-58, (2012); Fugate M., Van der Heijden B., De Vos A., Forrier A., De Cuyper N., Is what's past prologue? 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COVID-19 and self-perceived employability, Journal of Career Assessment, (2023); Ryan D., Dooley B., Benson C., Theoretical perspectives on post-migration adaptation and psychological well-being among refugees: towards a resource-based model, Journal of Refugee Studies, 21, 1, pp. 1-18, (2008); Seidman I.E., Interviewing as Qualitative Research: A Guide to Researchers in Education and the Social Sciences, (2006); Shirmohammadi M., Beigi M., Richardson J., Subjective well-being among blue-collar immigrant employees: a systematic literature review, Human Resource Management Review, 33, 1, (2023); Siegmann K.A., Quaedvlieg J., Williams T., Migrant labour in Dutch agriculture: regulated precarity, European Journal of Migration and Law, 24, 2, pp. 217-240, (2022); Soderstrom J., Life diagrams: a methodological and analytical tool for accessing life histories, Qualitative Research, 20, 1, pp. 3-21, (2020); Spurk D., Straub C., Flexible employment relationships and careers in times of the COVID-19 pandemic, Journal of Vocational Behavior, 119, (2020); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: a psychological approach, Personnel Review, 43, 3, pp. 592-605, (2014); Vanhercke D., Kirves K., De Cuyper N., Verbruggen M., Forrier A., De Witte H., Perceived employability and psychological functioning framed by gain and loss cycles, Career Development International, 20, 2, pp. 179-198, (2015); Virga D., Iliescu D., The well-being of Romanian workers in Spain: antecedents and moderators, European Journal of Work and Organizational Psychology, 26, 1, pp. 149-159, (2017); Wagner B., Hassel A., Posting, subcontracting and low-wage employment in the German meat industry, Transfer: European Review of Labour and Research, 22, 2, pp. 163-178, (2016); Wertz F.J., Phenomenological research methods for counseling psychology, Journal of Counseling Psychology, 52, 2, pp. 167-177, (2005); Wordsworth R., Nilakant V., Unexpected change: career transitions following a significant extra-organizational shock, Journal of Vocational Behavior, 127, (2021); Zanoni P., Miszczynski M., Post-diversity, precarious work for all: unmaking borders to govern labour in the Amazon warehouse, Organization Studies, (2023)","K.A. Kerti; Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands; email: k.a.kerti@tilburguniversity.edu","","Emerald Publishing","","","","","","13620436","","","","English","Career Dev. Int.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85183099124"
"Darvishmotevali M.; Kim S.S.; Ning H.","Darvishmotevali, Mahlagha (57194720819); Kim, Seongseop (Sam) (57209619163); Ning, Han (58732278600)","57194720819; 57209619163; 58732278600","The impact of quantitative and qualitative job insecurity on employees’ mental health and critical work-related performance: Exploring the role of employability and gender differences","2024","International Journal of Hospitality Management","116","","103629","","","","0","10.1016/j.ijhm.2023.103629","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178245179&doi=10.1016%2fj.ijhm.2023.103629&partnerID=40&md5=3277873f1bd6bcb9726f7489ac2bed29","School of Hotel & Tourism Management, The Hong Kong Polytechnic University, Hong Kong","Darvishmotevali M., School of Hotel & Tourism Management, The Hong Kong Polytechnic University, Hong Kong; Kim S.S., School of Hotel & Tourism Management, The Hong Kong Polytechnic University, Hong Kong; Ning H., School of Hotel & Tourism Management, The Hong Kong Polytechnic University, Hong Kong","Further investigation is necessary due to the limited research on the long-term effects of job insecurity resulting from the COVID-19 pandemic. Therefore, this research employs the Self-regulation and JD-R theories to investigate the role of mental health (MH) in mediating the impact of quantitative job insecurity (QNJI) and qualitative JI (QLJI) on employees' task, creative, and pro-environmental performance, while also exploring the potential of perceived employability, considering gender differences, to aid employees in managing JI and mitigating its adverse effects on their MH. Data were collected from employees working in deluxe hotels in China. The findings indicate that individuals' perception of their employability influences the impact of QNJI on MH. However, there is no interaction between QLJI and employability on MH. This study represents one of the initial investigations on QLJI and QNJI and indicates that managers must comprehensively understand JI's impact on employees' productivity, particularly in times of crisis. © 2023 Elsevier Ltd","Creative and pro-environmental performance; Gender differences; Hotel; Job insecurity; Mental health; Perceived employability","","","","","","Hong Kong Polytechnic University, PolyU, (1-BD42)","This work has funded by a grant from The Hong Kong Polytechnic University ( 1-BD42 ). ","Abbas M., Malik M., Sarwat N., Consequences of job insecurity for hospitality workers amid COVID-19 pandemic: does social support help?, J. Hosp. Mark. Manag., 30, 8, pp. 957-981, (2021); Aguiar-Quintana T., Nguyen T.H.H., Araujo-Cabrera Y., Sanabria-Diaz J.M., Do job insecurity, anxiety and depression caused by the COVID-19 pandemic influence hotel employees’ self-rated task performance? The moderating role of employee resilience, Int. J. Hosp. 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Manag., 46, pp. 327-335, (2021); Yu J., Park J., Hyun S.S., Impacts of the COVID-19 pandemic on employees’ work stress, well-being, mental health, organizational citizenship behavior, and employee-customer identification, J. Hosp. Mark. Manag., 30, 5, pp. 529-548, (2021); Zientara P., Zamojska A., Green organizational climates and employee pro-environmental behaviour in the hotel industry, J. Sustain. Tour., 26, 7, pp. 1142-1159, (2018)","M. Darvishmotevali; School of Hotel & Tourism Management, The Hong Kong Polytechnic University, Hong Kong; email: mah.darvishmotevali@polyu.edu.hk","","Elsevier Ltd","","","","","","02784319","","IJHMD","","English","Int. J. Hosp. Manage.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85178245179"
"Xu Y.; Qian H.; Zhang M.; Tian F.; Zhou L.; Zhao S.","Xu, Yan (58460066900); Qian, Han (57959930200); Zhang, Min (57226073419); Tian, Feng (57191275654); Zhou, Lulu (57191284403); Zhao, Shuming (23989938400)","58460066900; 57959930200; 57226073419; 57191275654; 57191284403; 23989938400","Flexible human resource management systems and employee innovation performance in China – based on the moderated mediation effect","2023","Chinese Management Studies","17","6","","1259","1275","16","2","10.1108/CMS-11-2021-0495","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141556487&doi=10.1108%2fCMS-11-2021-0495&partnerID=40&md5=dfab4e7713032b21981272a98b091ddc","School of Business Administration, Xinjiang University of Finance and Economics, Urumqi, China; HR Department, Jiangning Power Supply Company of State Grid Corporation, Nanjing, China; Economics and Management School, Nantong University, Nantong, China; Newcastle Business School, University of Newcastle, Callaghan, Australia; School of Economics and Management, Southeast University, Nanjing, China; School of Business, Nanjing University, Nanjing, China","Xu Y., School of Business Administration, Xinjiang University of Finance and Economics, Urumqi, China; Qian H., HR Department, Jiangning Power Supply Company of State Grid Corporation, Nanjing, China; Zhang M., Economics and Management School, Nantong University, Nantong, China; Tian F., Newcastle Business School, University of Newcastle, Callaghan, Australia; Zhou L., School of Economics and Management, Southeast University, Nanjing, China; Zhao S., School of Business, Nanjing University, Nanjing, China","Purpose: This paper aims to explore the impact of flexible human resource management system (FHRMS) on employee innovation performance in Chinese context. The boundary conditions of employability and organizational identity are also discussed. Design/methodology/approach: This study is based on 322 questionnaire survey from employees in China. The questionnaires were collected at two time points. This study used the method of multi-level linear model analysis for empirical test. Findings: This study has three conclusions. First, FHRMS have a significant positive impact on employee innovation performance, with employability playing a mediating role. Second, organizational identity plays a moderating role between employability and employee innovation performance. Third, organizational identity moderates the mediating effect of a human source management systems on employee innovation performance through employability. Originality/value: The results are helpful to open the “black box” of the influence of FHRMS on employees’ individual innovation performance. This study provides a reference for enterprises to establish flexible human source management system to improve employee innovation performance. © 2022, Emerald Publishing Limited.","Employability; Employee innovation performance; Flexible human resource management systems; Organizational identification","","","","","","","","Abernethy M.A., Jiang L., Kuang Y.F., Can organizational identification mitigate the CEO horizon problem?, Accounting, Organizations and Society, 78, (2019); Abstein A., Heidenreich S., Spieth P., Innovative work behaviour: the impact of comprehensive hr system perceptions and the role of work–life conflict, Industry and Innovation, 21, 2, pp. 91-116, (2014); Amabile T.M., Motivating creativity in organizations: on doing what you love and loving what you do, California Management Review, 40, 1, pp. 39-58, (1997); Ashforth B.E., Harrison S.H., Corley K.G., Identification in organizations: an examination of four fundamental questions, Journal of Management, 34, 3, pp. 325-374, (2008); Ashforth B.E., Mael F.A., Social identity theory and the organization, The Academy of Management Review, 14, 1, pp. 20-39, (1989); Bal P.M., De Lange A.H., From flexibility human resource management to employee engagement and perceived job performance across the lifespan: a multi-sample study, Journal of Occupational and Organizational Psychology, 88, 1, pp. 126-154, (2015); Barney J.B., Firm resources and sustained competitive advantage, Journal of Management, 17, 1, pp. 99-120, (1991); Baron R.M., Kenny D.A., The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations, Journal of Personality and Social Psychology, 51, 6, pp. 1173-1182, (1986); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work and Stress, 21, 3, pp. 279-292, (2007); Budhwar P.S., The link between hr practices, psychological contract fulfillment, and organizational performance: the case of the Greek service sector, Thunderbird International Business Review, 54, 6, pp. 793-809, (2012); Chang S., Gong Y., Way S.A., Jia L., Flexibility-oriented HRM systems, absorptive capacity, and market responsiveness and firm innovativeness, Journal of Management, 39, 7, pp. 1924-1951, (2013); Chen J., Li W., The relationship between flexible human resource management and enterprise innovation performance: a study from organizational learning capability perspective, International Conference on Informatics and Semiotics in Organisations, 449, pp. 204-213, (2015); Chuang C.H., Jackson S.E., Jiang Y., Can knowledge-intensive teamwork be managed? 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Zhang; Economics and Management School, Nantong University, Nantong, China; email: njzm859859@163.com","","Emerald Publishing","","","","","","1750614X","","","","English","Chin. Manage. Stud.","Article","Final","","Scopus","2-s2.0-85141556487"
"Muchira J.M.; Kiroro F.; Mutisya M.; Ochieng V.O.; Ngware M.W.","Muchira, John M (57203157241); Kiroro, Francis (57214218484); Mutisya, Maurice (35092990600); Ochieng, Vollan O (57221743587); Ngware, Moses W (8547647500)","57203157241; 57214218484; 35092990600; 57221743587; 8547647500","Assessing technical vocational education and training institutions’ curriculum in Kenya: What strategies can position the youth for employment?","2023","Journal of Adult and Continuing Education","29","2","","563","582","19","2","10.1177/14779714221145863","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145159412&doi=10.1177%2f14779714221145863&partnerID=40&md5=543e80d25e4addff1606beadeb54b6ac","Human Development Theme, African Population and Health Research Centre, Nairobi, Kenya","Muchira J.M., Human Development Theme, African Population and Health Research Centre, Nairobi, Kenya; Kiroro F., Human Development Theme, African Population and Health Research Centre, Nairobi, Kenya; Mutisya M., Human Development Theme, African Population and Health Research Centre, Nairobi, Kenya; Ochieng V.O., Human Development Theme, African Population and Health Research Centre, Nairobi, Kenya; Ngware M.W., Human Development Theme, African Population and Health Research Centre, Nairobi, Kenya","Africa could benefit from the demographic dividend by identifying strategies for investing in the massive youthful workforce. The current study employs the social cognitive career theory perspective to assess Technical Vocational Education and Training (TVET) institutions’ curriculum coverage of various skills in Kenya. We further examine the relevance of the curricula to the labour market and barriers affecting institutions' capacity to implement practical-oriented and demand-driven curricula. A cross-sectional research design was adopted using a mixed-method approach to gather and analyse data. Findings revealed different levels of coverage of soft and technical skills in the curriculum. Inadequate resources, lack of modern equipment and technology, and minimal adoption of practical components in the curriculum were identified as barriers to acquiring skills, consequently affecting TVET students' capacity to secure employment. To promote requisite skills acquisition and accelerate youth employability, we recommend a partnership between TVET institutions and the industry. Assessing how the competencies acquired align with labour market demands is also critical. Evidence gathered from this assessment will inform the improvement of existing on-the-job training, enable institutions to scale-up successful models and foster the development of human capital that is more adaptable to the dynamic world of work. © The Author(s) 2022.","employment; industry-led skills; Kenya; technical and vocational education and training; youth development","","","","","","","","Jobs for youth in Africa: Catalyzing youth opportunity across Africa, (2016); Akoojee S., Skills development and disempowerment: Unraveling workplace skills transfer in trying economic times, Procedia-Social and Behavioral Sciences, 9, pp. 179-183, (2010); Alagaraja M., Arthur-Mensah N., Exploring technical vocational education and training systems in emerging markets: A case study on Ghana, (2013); Allais S., Vocational education and inequalities in transitions from education to work in three African countries, Inequality studies from the global south, pp. 141-160, (2020); Awiti A., Orwa C., Mbuvi L., Karumba M., Whole Youth Development in Kenya: Survey of employers and employees in the formal and informal sectors to determine entry-level skills among youth (18-30 yrs.) in employment Kenya, (2019); 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Kilimani N., Youth employment in developing economies: Evidence on policies and interventions, IDS Bulletin, 48, 3, (2017); Krueger N., The impact of prior entrepreneurial exposure on perceptions of new venture feasibility and desirability, Entrepreneurship theory and practice, 18, 1, pp. 5-21, (1993); Mayombe C., Partnership with stakeholders as innovative model of work-integrated learning for unemployed youths, Higher Education, Skills and Work-Based Learning, 12, 2, pp. 309-327, (2021); McGuinness S., Pouliakas K., Redmond P., How useful is the concept of skills mismatch?, (2017); Mehrotra V.S., Vocational education and training in India: Challenges and critical issues, IASSI-quarterly, 36, 2 and 3, pp. 290-303, (2017); Mesuwini J., Bomani M., Employer perspectives on sustainable employability skills for TVET engineering graduates in KwaZulu-Natal, South Africa, Journal of Critical Reviews, 8, Issue 2, pp. 2079-2089, (2021); Muchira J., Fostering Agribusiness Entrepreneurship for Kenyan Youth through Practice-Based Education, IDS Bulletin, 49, 5, (2018); Munro J., Fostering internationally referenced vocational knowledge: A challenge for international curricula, Journal of Research in International Education, 6, 1, pp. 67-93, (2007); Ngware M., Njora H., Ochieng V., Kiroro F., Wambiya E., Muhia N., Gathoni G., Mambe S., Building capabilities for work and life: Assessing the production of core values and capabilities among youth in TVET institutions in Kenya, (2019); Ngware M.W., Ochieng' V., Kiroro F., Hungi N., Muchira J.M., Assessing the acquisition of whole youth development skills among students in TVET institutions in Kenya, Journal of Vocational Education & Training, 74, 1, pp. 1-26, (2022); Nkirina S.P., The challenges of integrating entrepreneurship education in the vocational training system: An insight from Tanzania's Vocational Education Training Authority, Journal of European Industrial Training, 34, 2, pp. 153-166, (2010); O'Cathain A., Murphy E., Nicholl J., Integration and publications as indicators of “yield” from mixed methods studies, Journal of Mixed Methods Research, 1, 2, pp. 147-163, (2007); Ochieng V.O., Ngware M., Whole youth development and employment: Exploring the nexus using qualitative data from a Kenyan study of Technical and Vocational Education and Training institutions, Journal of Adult and Continuing Education, 28, 7, pp. 558-594, (2021); Oketch M.O., To vocationalise or not to vocationalise? Perspectives on current trends and issues in technical and vocational education and training (TVET) in Africa, International Journal of Educational Development, 27, 2, pp. 220-234, (2007); Okolie U.C., Elom E.N., Igwe P.A., Binuomote M.O., Nwajiuba C.A., Igu N.C., Improving graduate outcomes: Implementation of problem-based learning in TVET systems of Nigerian higher education, Higher Education, Skills and Work-Based Learning, 11, 1, pp. 92-110, (2020); Olaniran S.O., Mncube D.W., Barriers to effective youth entrepreneurship and vocational education, Academy of Entrepreneurship Journal, 24, 4, pp. 1-10, (2018); Papier J., Improving college-to-work transitions through enhanced training for employment, Research in Post-Compulsory Education, 22, 1, pp. 38-48, (2017); Pool L.D., Sewell P., The key to employability: Developing a practical model of graduate employability, Education+ Training, 49, 4, pp. 277-289, (2007); 2017/18-2019/20 Education Sector Report, (2016); Sanchez Puerta M.L., Johansson de Silva S., Rizvi A., Kenya: Capturing skills requirements and assessing skills gaps in the modern economy, (2018); Shorten A., Smith J., Mixed methods research: Expanding the evidence base, Evid Based Nurs, 20, 3, (2017); Singh B., Tolessa M.B., TVET-industry linkage and collaboration in Ethiopia: A necessity for improving employability skill, International Research Journal of Engineering and Technology, 6, 11, pp. 3526-3532, (2019); Southren M., Working with a competency-based training package: A contextual investigation from the perspective of a group of TAFE teachers, International Journal of Training Research, 13, 3, pp. 194-213, (2015); Timans R., Wouters P., Heilbron J., Mixed methods research: what it is and what it could be, Theory and Society, 48, 2, pp. 193-216, (2019); Tripney J.S., Hombrados J.G., Technical and vocational education and training (TVET) for young people in low-and middle-income countries: A systematic review and meta-analysis, Empirical Research in Vocational Education and Training, 5, 1, pp. 1-14, (2013); World population prospects: the 2017 revision, I, (2017); William O., Introduction of core Based subjects in the curriculum of technical and vocational institutions in Ghana: Assessment of its effect on Practical training sessions, Journal of Education and Practice, 6, 31, pp. 28-32, (2015); Wuttaphan N., Human capital theory: The theory of human resource development, implications, and future, Rajabhat Journal of Sciences, Humanities & Social Sciences, 18, 2, pp. 240-253, (2017); Yamada S., Otchia C.S., Perception gaps on employable skills between technical and vocational education and training (TVET) teachers and students: The case of the garment sector in Ethiopia, Higher Education, Skills and Work-Based Learning, 11, 1, pp. 199-213, (2020); Zancajo A., Valiente O., TVET policy reforms in Chile 2006–2018: Between human capital and the right to education, Journal of Vocational Education & Training, 71, 4, pp. 579-599, (2019)","J.M. Muchira; Human Development Theme, African Population and Health Research Centre, Nairobi, Kenya; email: jonnymunyui@gmail.com","","SAGE Publications Inc.","","","","","","14779714","","","","English","J. Adult. Cont. Edu.","Article","Final","","Scopus","2-s2.0-85145159412"
"Raitano M.; Subioli F.","Raitano, Michele (35146625400); Subioli, Francesca (57804115300)","35146625400; 57804115300","School-to-work transition, early career outcomes and income dynamics across cohorts in Italy: does education pay?","2023","International Journal of Manpower","44","6","","1000","1027","27","1","10.1108/IJM-06-2021-0394","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134195134&doi=10.1108%2fIJM-06-2021-0394&partnerID=40&md5=2f156189ba96cbb6bb6f9f40d9016f27","Department of Economics and Law, Sapienza University of Rome, Rome, Italy","Raitano M., Department of Economics and Law, Sapienza University of Rome, Rome, Italy; Subioli F., Department of Economics and Law, Sapienza University of Rome, Rome, Italy","Purpose: The work compares across cohorts and different levels of education the early-stage evolution of several labour market outcomes, with the aim of studying whether and to what extent education matters for the level, growth and stability of earnings. Design/methodology/approach: By using a rich longitudinal dataset developed from merging survey and administrative data, this article describes the evolution of the early career – five years following the education completion – in Italy comparing differently educated workers born between 1970 and 1984. Findings: The authors find evidence of an ""education premium” during the first five years after education completion in terms of faster school-to-work transition, higher employability and higher earnings; moreover, education is associated with positive, faster and more volatile earnings growth, while for those experiencing a downward trend education does not appear to play any role. However, no clear-cut changes across cohorts in the association between the various outcomes and the level of education emerge, thus signalling that no continuous rise of skill premia in the first phase of the working career across cohorts characterises the Italian economy. Originality/value: The main originality consists in investigating the early career stage by cohort and by the level of education with a focus on many multi-year individual outcomes. Besides investigating the evolution of aggregate outcomes for differently educated individuals born in different cohorts, the authors also focus on individual earnings dynamics along the five years after the education completion. © 2022, Emerald Publishing Limited.","Career patterns; Cohorts; Earnings mobility; Earnings volatility; Education; Italy; School to work transition; Youth","","","","","","Fondazione Giacomo Brodolini","The authors thank Fondazione Giacomo Brodolini for having allowed the use of the AD-SILC dataset.","Anelli M., The long-run labor market effects of university field of study, (2018); Anelli M., University to Work Transition, (2018); Rapporto biennale sullo stato del sistema universitario e della ricerca, (2018); Ashworth J., Hotz J., Maurel A., Ransom T., Changes across cohorts in wage returns to schooling and early work experiences, (2017); Barbieri P., Scherer S., Labour market flexibilisation and its consequences in Italy, European Sociological Review, 3, pp. 677-692, (2009); Beach C.M., Finnie R., A longitudinal analysis of earnings change in Canada, The Canadian Journal of Economics, 37, pp. 219-240, (2004); Beaudry P., Green D.A., Cohort patterns in Canadian earnings: assessing the role of skill premia in inequality trends, The Canadian Journal of Economics, 33, pp. 907-936, (2000); Becker G., Investing in human capital: a theoretical analysis, Journal of Political Economy, 70, 5, pp. 9-49, (1962); Berloffa G., Matteazzi E., Sandor A., Villa P., Gender inequalities in the initial labour market experience of young Europeans, International Journal of Manpower, 40, pp. 379-397, (2019); Boeri T., Garibaldi P., Two tier reforms of employment protection: a honeymoon effect?, The Economic Journal, 117, June, pp. F357-F385, (2007); Bound J., Johnson G., Changes in the structure of wages in the 1980s: an evaluation of alternative explanations, American Economic Review, 82, pp. 371-392, (1992); Bratti M., Broccolini C., Staffolani S., Higher education reform, student time allocation and academic performance in Italy: evidence from a faculty of economics, Rivista Italiana degli Economisti, a. XV, 2, pp. 275-304, (2010); Brown J., Fang C., Gomes F., Risk and returns to education, (2012); Brunetti I., Corsini L., School-to-work transition and vocational education: a comparison across Europe, International Journal of Manpower, 40, pp. 1411-1437, (2019); Cappellari L., Lucifora C., The ‘Bologna Process’ and college enrollment decisions, Labour Economics, 16, pp. 638-647, (2009); Caroleo F., Pastore F., Overeducation at a glance. Determinants and wage effects of the educational mismatch based on AlmaLaurea data, Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, 137, 3, pp. 999-1032, (2018); Employment and Social Development in Europe 2012, (2013); Fitzenberg B., Hujer R., MaCurdy T.E., Schnabel R., Testing for uniform wage trends in West-Germany: a cohort analysis using quantile regressions for censored data, Empirical Economics, 26, pp. 41-86, (2001); Franzini M., Raitano M., Earnings inequality and workers' skills in Italy, Structural Change and Economic Dynamics, 51, pp. 215-224, (2019); From School to Work: An Analysis of Youth Labour Market Transitions, (2019); Katz L., Murphy K., Changes in relative wages, 1963-87: supply and demand factors, Quarterly Journal of Economics, 107, pp. 35-78, (1992); Latner J.P., Income volatility and mobility: a conceptual exploration of two frameworks, Research in Social Stratification and Mobility, 53, pp. 50-63, (2018); Machin S., Salvanes K.G., Pelkonen P., Education and mobility, Journal of the European Economic Association, 10, 2, pp. 417-450, (2012); Mincer J., Schooling, Experience, and Earnings, (1974); Mincer J., Studies in Human Capital, (1993); Naticchioni P., Raitano M., Vittori C., La Meglio Gioventù: earnings gaps across generations and skills in Italy, Economia Politica, Journal of Analytical and Institutional Economics, 33, pp. 233-264, (2016); Nichols A., Trends in Income Inequality, Volatility, and Mobility Risk, IRISS at CEPS/INSTEAD, (2008); Nichols A., Rehm P., Income risk in 30 countries, review of income and wealth, International Association for Research in Income and Wealth, 60, pp. 98-116, (2014); Education at a Glance 2019: OECD Indicators, (2019); Oreopoulos P., von Wachter T., Heisz A., The short-and long-term career effects of graduating in a recession, American Economic Journal: Applied Economics, 4, pp. 1-29, (2012); Pastore F., Why so slow? The school-to-work transition in Italy, Studies in Higher Education, 44, pp. 1358-1371, (2019); Pastore F., Quintano C., Rocca A., Stuck at a crossroads? The duration of the Italian school-to-work transition, International Journal of Manpower, 42, 3, pp. 442-469, (2020); Pastore F., Quintano C., Rocca A., Some young people have all the luck! The duration dependence of the school-to-work transition in Europe, Labour Economics, 70, (2021); Pastore F., Quintano C., Rocca A., The duration of the school-to-work transition in Italy and in other European countries: a flexible baseline hazard interpretation, International Journal of Manpower, ahead-of-print, (2022); Psacharopoulos G., Patrinos H.A., Returns to investment in education: a decennial review of the global literature, Education Economics, 26, 5, pp. 445-458, (2018); Raitano M., Italy: Para-subordinate workers and their social protection, in OECD (eds.), The Future of Social Protection: What works for non-standard workers?, (2018); Raitano M., Karagiannaki E., Premrov T., Geyer L., Fuchs M., Bloise F., Costa-Font J., Iudicone F., De Micheli B., Study on Intergenerational Fairness, (2021); Rosolia A., Torrini R., The Generation Gap: Relative Earnings of Young and Old Workers in Italy, Temi di discussione, (2007); Rosolia A., Torrini R., The Generation Gap: A Cohort Analysis of Earnings Levels, Dispersion and Initial Labor Market Conditions in Italy, 1974-2014, (2016); Shorrocks A.F., The class of additively decomposable inequality measures, Econometrica, 48, pp. 613-625, (1980); Shorrocks A.F., Inequality decomposition by population subgroups, Econometrica, 52, pp. 1369-1385, (1984); Struffolino E., Raitano M., Labour market deregulation and employment trajectories: the increase in early-career complexity across cohorts in Italy, Social Indicators Research, 151, pp. 231-237, (2020); Taber C., The rising college premium in the eighties: return to college or return to unobserved ability?, The Review of Economic Studies, 68, pp. 665-691, (2001); Tanzi G.M., Scars of Youth Non-employment and Labour Market Conditions, (2020)","M. Raitano; Department of Economics and Law, Sapienza University of Rome, Rome, Italy; email: michele.raitano@uniroma1.it","","Emerald Publishing","","","","","","01437720","","","","English","Int. J. Manpow.","Article","Final","","Scopus","2-s2.0-85134195134"
"Yurrebaso G.; Arostegui I.; Villaescusa M.","Yurrebaso, Garazi (58476920300); Arostegui, Igone (57218499268); Villaescusa, Maria (58475994200)","58476920300; 57218499268; 58475994200","Transition from work integration social enterprises to ordinary employment in situations of low employability: results of an intervention programme","2023","Social Enterprise Journal","19","5","","502","518","16","0","10.1108/SEJ-11-2022-0109","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164112119&doi=10.1108%2fSEJ-11-2022-0109&partnerID=40&md5=0fe82e2f6793344014eb488274071390","Department of Education, University of Deusto, Bilbao, Spain; Department of School Didactics and Organization, University of the Basque Country, Bilbao, Spain","Yurrebaso G., Department of Education, University of Deusto, Bilbao, Spain; Arostegui I., Department of School Didactics and Organization, University of the Basque Country, Bilbao, Spain; Villaescusa M., Department of Education, University of Deusto, Bilbao, Spain","Purpose: The transition of people to the ordinary market after completing the due process of a work integration social enterprise is a critical moment that exposes their vulnerability. This paper aims to present the results of an intervention programme designed to support job search efforts and identify the main factors that contribute to this transition. Design/methodology/approach: This study used a mixed-methods approach. Quantitative data on the programme results were collected through administrative documentation and the Employability Factors Scale. Qualitative data were gathered using focus groups and questionnaires to understand participants’ perspectives. Findings: The levels of employment achieved, improvement in employability and participants’ assessment provided evidence of the programme’s effectiveness. Likewise, having an individual’s support, systematisation of the program and intermediation with ordinary companies were the factors that most influenced the programme results. Therefore, this study confirms the need for personal, systematic, personalised and sustained support over time to facilitate the transition from work integrated social enterprises to ordinary markets. Originality/value: There are few studies on transitioning from work integration social enterprises to ordinary companies. This study offers a unique view of implementing an employment support programme and its impact on people. © 2023, Emerald Publishing Limited.","Employability; Employment; Evaluation; Labour market; Programme; Social enterprise; Social support; Transition; Work integration","","","","","","","","Alvarez De Eulate L., Empresas de inserción vascas: una herramienta eficaz y eficiente Para la inclusión sociolaboral, ZERBITZUAN, 64, 64, pp. 189-201, (2017); Askunze C., Empresas de inserción en la economía social, herramientas Para la inclusión sociolaboral, Revista Jurídica, 29, pp. 1-32, (2016); Barton S., Porter H., Murphy S., Lysaght R., Potential outcomes of work integration social enterprises for people who are homeless, at risk of homelessness, or transitioning out of homeless, Social Enterprise Journal, 18, 3, pp. 409-433, (2022); Bloom D., Transitional jobs: background, program models, and evaluation evidence, (2010); Bronfenbrenner U., La ecología del desarrollo humano (vol. 21), (1987); Buntinx W.H.E., Schalock R.L., Models of disability, quality of life, and individualized supports: Implications for professional practice in intellectual disability, Journal of Policy and Practice in Intellectual Disabilities, 7, 4, pp. 283-294, (2010); Chan A.N.W., Social support for improved work integration: perspectives from Canadian social purpose enterprises, Social Enterprise Journal, 11, 1, pp. 47-68, (2015); Dai H., Lau Y., Lee K.H., The paradox of integration: work-integration social enterprises (WISE) and productivist welfare regime in Hong Kong, Voluntas: International Journal of Voluntary and Nonprofit Organizations, 28, 6, pp. 2614-2632, (2017); De Grip A., Van Loo J., Sanders J., The industry employability index: taking account of supply and demand characteristics, International Labour Review, 143, 3, pp. 211-233, (2004); Denny S., Hazenberg R., Irwin W., Seddon F., Social enterprise: evaluation of an enterprise skills programme, Social Enterprise Journal, 7, 2, (2011); Memoria social 2018, empresas de inserción, (2019); Felgueroso F., Millan A., Torres M., Población especialmente vulnerable ante el empleo en españa, cuantificación y caracterización, (2017); Fernandez R., Pacifico D., Browne J., Neumann D., Thevenot C., Faces of joblessness in Spain: a people-centred perspective on employment barriers and policies, (2018); Gallastegi A., Martinez N., La Mejora de los Procesos de Acompañamiento en las Empresas de Inserción, (2011); Garcia Calavia M.A., Las empresas de inserción en españa en 2019, CIRIEC-España, Revista Jurídica de Economía Social y Cooperativa, 36, 36, pp. 131-152, (2020); Las empresas de inserción en el país vasco. 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Aproximación histórica y momento actual, REVESCO. Revista de Estudios Cooperativos, 141, pp. 1-23, (2022); Activación y derecho a la inclusión en el marco de las políticas de empleo y de garantía de ingresos en la CAPV, (2011); Spermann A., How to fight long-term unemployment: lessons from Germany, IZA Journal of Labor Policy, 4, 1, pp. 1-15, (2015); Thompson J.R., Bradley V.J., Buntinx H.W., Schalock R.L., Shogren K.A., Snell M.E., Yeager M.H., Conceptualizing supports and the support needs of people with intellectual disability, Intellectual and Developmental Disabilities, 47, 2, pp. 135-146, (2009); Thomsen S.L., Explaining the employability gap of short-term and long-term unemployed persons, Kyklos, 62, 3, pp. 448-478, (2009); Tiernan P., O'Kelly J., Blending work and learning: the impact of a workplace learning programme on the low-skilled and long term unemployed, Industrial and Commercial Training, 46, 7, pp. 406-414, (2014); Recomendación del Consejo, de 15 de febrero de 2016, sobre la integración de los desempleados de larga duración en el mercado laboral, (2016); Recomendación del Consejo, de 19 de diciembre de 2016, relativa a Itinerarios de mejora de las capacidades: Nuevas oportunidades para adultos, (2016); Decisión (UE) 2018/1215 del consejo -de 16 de julio de 2018 – relativa a las orientaciones para las políticas de empleo de los Estados miembros, (2018); Conclusiones del Consejo de 10 de diciembre de 2019 sobre Mercados laborales inclusivos: mejorar el empleo de las personas en situación de vulnerabilidad en el mercado laboral, (2019); Sustainable development goals, (2022); Wanberg C.R., The individual experience of unemployment, Annual Review of Psychology, 63, 1, pp. 369-396, (2012); Yarbrough D.B., Shula L.M., Hopson R.K., Caruthers F.A., The Program Evaluation Standards: A Guide for Evaluators and Evaluation Users, (2010)","G. Yurrebaso; Department of Education, University of Deusto, Bilbao, Spain; email: garaziyurrebaso@deusto.es","","Emerald Publishing","","","","","","17508614","","","","English","Soc. Enterp. J.","Article","Final","","Scopus","2-s2.0-85164112119"
"Ali Khan H.G.; Ahmed S.K.; Anwar Khan M.; Khattak S.I.; Alam B.F.; Akbar M.F.","Ali Khan, Hafiz Ghufran (58067413400); Ahmed, Syed Khalil (57736623600); Anwar Khan, Muhammad (57915421900); Khattak, Shoukat Iqbal (57210566473); Alam, Beenish Fatima (57210976410); Akbar, Muhammad Faizan (58695041100)","58067413400; 57736623600; 57915421900; 57210566473; 57210976410; 58695041100","Career capital, career success, and perceived employability: evidence from medical billing companies in the post-COVID world","2023","Work","76","3","","907","919","12","0","10.3233/WOR-211445","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176746237&doi=10.3233%2fWOR-211445&partnerID=40&md5=c0a4a0d6ddacf86a135b0c3352856659","Faculty of Management Sciences, International Islamic University, Islamabad, Pakistan; Faculty of Management Sciences, University of Loralai, Loralai, Pakistan; Quality Assurance Officer, Bahria University, Islamabad, Pakistan; School of Business Administration, Jimei University, Xiamen, China; Department of Oral Biology, Bahria University Dental College, Karachi, Pakistan","Ali Khan H.G., Faculty of Management Sciences, International Islamic University, Islamabad, Pakistan; Ahmed S.K., Faculty of Management Sciences, University of Loralai, Loralai, Pakistan; Anwar Khan M., Quality Assurance Officer, Bahria University, Islamabad, Pakistan; Khattak S.I., School of Business Administration, Jimei University, Xiamen, China; Alam B.F., Department of Oral Biology, Bahria University Dental College, Karachi, Pakistan; Akbar M.F., Faculty of Management Sciences, International Islamic University, Islamabad, Pakistan","BACKGROUND: This paper focuses on the concept of career construction based on the theory of conservation of resources to understand the overall effect of career capital on career success from both a subjective and objective manner through the mediating effect of perceived employability. OBJECTIVE: This study attempts to explain how different integrated aspects of career capital, including human, social, and psychological (antecedents), influence both subjective career success and objective career success (outcome) through the mediating effect of perceived employability (mediator). METHODS: Time-lagged data of 331 employees from the telehealth medical billing service companies based in Pakistan were analyzed through a structural equation modeling technique using SmartPLS software. RESULTS: The main results confirmed that career capital positively affects perceived employability and career success while perceived employability positively mediates the relationship between career capital and career success. CONCLUSION: This research responded to prior calls by explaining the positive mediating role of perceived employability (as a mediator) in explaining the positive influence of career capital on career success using different various dimensions of career capital and career success. This research included the contextual issues by testing the model in the telehealth sector of Pakistan. The findings suggested that context or occupation matters in the relationship between career capital and career success.  © 2023 - IOS Press. All rights reserved.","career prospect; Employment; job triumph; telehealth service sectors","COVID-19; Employment; Humans; Occupations; Pakistan; Surveys and Questionnaires; coronavirus disease 2019; employment; human; occupation; Pakistan; psychology; questionnaire","","","","","","","Chang M., Construction of network security job service model based on rough set data analysis algorithm, Journal of Intelligent & Fuzzy Systems, 39, 4, pp. 4981-4987, (2020); Tomlinson J., Baird M., Berg P., Cooper R., Flexible careers across the life course: Advancing theory, research and practice, Human Relations, 71, 1, pp. 4-22, (2018); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education+Training, 59, 4, pp. 338-352, (2017); Akkermans J., Kubasch S., # Trending topics in careers: a review and future research agenda, Career Development International, 22, 6, pp. 586-627, (2017); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational behavior, 65, 1, pp. 14-38, (2004); 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Blokker R., Akkermans J., Tims M., Jansen P., Khapova S., Building a sustainable start: The role of career competencies, career success, and career shocks in young professionals’ employability, Journal of Vocational Behavior, 112, pp. 172-184, (2019); Akkermans J., Paradnike K., Van der Heijden B.I., De Vos A., The best of both worlds: the role of career adaptability and career competencies in students’ well-being and performance, Frontiers in Psychology, 9, (2018); Chinn D., Klier J., Stern S., Tesfu S., Safeguarding Europe’s livelihoods: Mitigating the employment impact of COVID-19, McKinsey, 31, 4, pp. 1-5, (2020); Hite L.M., McDonald K.S., Careers after COVID-19: challenges and changes, Human Resource Development International, 23, 4, pp. 427-437, (2020); Khan A.A., Lodhi F.S., Rabbani U., Ahmed Z., Abrar S., Arshad S., Irum S., Khan M.I., Impact of coronavirus disease (COVID-19) pandemic on psychological well-being of the Pakistani general population, Frontiers in psychiatry, 2021; 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Guo W., Xiao H., Yang X., An empirical research on the correlation between human capital and career success of knowledge workers in enterprise, Physics Procedia, 25, pp. 715-725, (2012); Gorji Y., Carney M., Prakash R., Indirect nepotism: Network sponsorship, social capital and career performance in show business families, Journal of Family Business Strategy, 11, 3, (2020); Ng T.W., Eby L.T., Sorensen K.L., Feldman D.C., Predictors of objective and subjective career success: A meta-analysis, Personnel psychology, 58, 2, pp. 367-408, (2005); Lin N., Dumin M., Access to occupations through social ties, Social Networks, 8, 4, pp. 365-385, (1986); King Z., Career self-management: Its nature, causes and consequences, Journal of Vocational Behavior, 65, 1, pp. 112-133, (2004); Chen X., Wang P., Wegner R., Gong J., Fang X., Kaljee L., Measuring social capital investment: Scale development and examination of links to social capital and perceived stress, Social Indicators Research, 120, 3, pp. 669-687, (2015); Boxman E.A., De Graaf P.M., Flap H.D., The impact of social and human capital on the income attainment of Dutch managers, Social Networks, 13, 1, pp. 51-73, (1991); Jarlstrom M., Brandt T., Psychological capital and psychological career mobility among, Finnish Business School Graduates, 20, 2, pp. 145-174, (2017); McArdle S., Waters L., Briscoe J.P., Hall D.T., Employability during unemployment: Adaptability, career identity and human and social capital, Journal of Vocational Behavior, 71, 2, pp. 247-264, (2007); Bergheim K., Nielsen M.B., Mearns K., Eid J., The relationship between psychological capital, job satisfaction, and safety perceptions in the maritime industry, Safety Science, 74, pp. 27-36, (2015); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: a psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Niu Y., Hunter-Johnson Y., Xu X., Liu T., Self-Perceived Employability and Subjective Career Success: Graduates of a Workforce Education and Development Program, The Journal of Continuing Higher Education, 67, 2-3, pp. 55-71, (2019); Ng T.W., Feldman D.C., Subjective career success: A meta-analytic review, Journal of Vocational Behavior, 85, 2, pp. 169-179, (2014); Chang W., Busser J.A., Hospitality career retention: the role of contextual factors and thriving at work, International Journal of Contemporary Hospitality Management, 32, 1, pp. 193-211, (2020); Donald W.E., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: Human capital, careers advice, and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Lochab A., Nath V., Proactive personality, goal orientation and meta-skills as predictors of protean and boundaryless career attitudes, South Asian Journal of Business Studies, 9, 1, pp. 130-143, (2019); Ngoma M., Dithan Ntale P., Psychological capital, career identity and graduate employability in Uganda: the mediating role of social capital, International Journal of Training and Development, 20, 2, pp. 124-139, (2016); Peeters E., Nelissen J., De Cuyper N., Forrier A., Verbruggen M., De Witte H., Employability capital: A conceptual framework tested through expert analysis, Journal of Career Development, 46, 2, pp. 79-93, (2019); Awino M., Kipsang S., Career planning and employee commitment: Does rewards system matter; a reflection from manufacturing firms in Kenya, Economic Research, 4, 2, pp. 231-244, (2020); Ahmed H., Nawaz S., Rasheed M.I., Self-efficacy, Self-Esteem, and Career Success: The Role of Perceived Employability, Journal of Management Sciences, 6, 2, pp. 18-32, (2019); Rodrigues R., Butler C.L., Guest D., Antecedents of protean and boundaryless career orientations: The role of core self-evaluations, perceived employability and social capital, Journal of Vocational Behavior, 110, (2019); Onyishi C.N., Ede M.O., Ossai O.V., Ugwuanyi C.S., Rational emotive occupational health coaching in the management of police subjective well-being and work ability: A case of repeated measures, Journal of Police and Criminal Psychology, 36, 1, pp. 96-111, (2021); Baluku M.M., Mugabi E.N., Nansamba J., Matagi L., Onderi P., Otto K., Psychological capital and career outcomes among final year university students: The mediating role of career engagement and perceived employability, International Journal of Applied Positive Psychology, 6, 1, pp. 55-80, (2021); Chughtai A., Servant leadership and perceived employability: proactive career behaviours as mediators, Leadership & Organization Development Journal, 40, 2, pp. 213-229, (2019); Creed P.A., Sawitri D.R., Hood M., Hu S., Career goal setting and goal pursuit in young adults: The role of financial distress, Journal of Career Development, 2020; Low T.H., Ramos J., Hernandez A., The changing role of personal resources in perceived employability of young people in different labor conditions, Revista de Psicología del Trabajo y de las Organizaciones, 36, 2, pp. 169-179, (2020); Safavi H.P., Bouzari M., The association of psychological capital, career adaptability and career competency among hotel frontline employees, Tourism Management Perspectives, 30, pp. 65-74, (2019); Wyllie A., Levett-Jones T., DiGiacomo M., Davidson P.M., An evaluation of early career academic nurses’ perceptions of a support program designed to build career-resilience, Nurse Education in Practice, 48, (2020); Mao J., Shen Y., Identity as career capital: enhancing employability in the creative industries and beyond, Career Development International, 25, 2, pp. 186-203, (2019); Ching S.J., Siswanto I., Febriana R., Psychological Capital, Social Support, and Career Capital of Indonesian StudentsinTaiwan, JurnalPendidikanTeknologidanKejuruan, 25, 1, pp. 1-9, (2019); Eby L.T., Butts M., Lockwood A., Predictors of success in the era of the boundaryless career, Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 24, 6, pp. 689-708, (2003); Luthans F., Avolio B.J., Avey J.B., Norman S.M., Positive psychological capital: Measurement and relationship with performance and satisfaction, Personnel Psychology, 60, 3, pp. 541-572, (2007); Rothwell A., Arnold J., Self-perceived employability: development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Greenhaus J.H., Callanan G.A., Kaplan E., The role of goal setting in career management, International Journal of Career Management, 7, 5, pp. 3-12, (1995); Henseler J., Ringle C.M., Sinkovics R.R., The use of partial least squares path modeling in international marketing, New challenges to international marketing, 20, pp. 277-319, (2009); Henseler J., Ringle C.M., Sarstedt M., A new criterion for assessing discriminant validity in variance-based structural equation modeling, Journal of the Academy of Marketing Science, 43, 1, pp. 115-135, (2015); Hair J.F., Hult G.T., Ringle C.M., Sarstedt M., A primer on partial least squares structural equation modeling (PLS-SEM), (2021); Gefen D., Rigdon E.E., Straub D., Editor’s comments: an update and extension to SEM guidelines for administrative and social science research, MIS Quarterly, 1, (2011); Shmueli G., Ray S., Estrada J.M., Chatla S.B., The elephant in the room: Predictive performance of PLS models, Journal of Business Research, 69, 10, pp. 4552-4564, (2016); Seibert S.E., Kraimer M.L., Crant J.M., What do proactive people do? A longitudinal model linking proactive personality and career success, Personnel Psychology, 54, 4, pp. 845-874, (2001); Cenciotti R., Alessandri G., Borgogni L., Psychological capital and career success over time: The mediating role of job crafting, Journal of Leadership & Organizational Studies, 24, 3, pp. 372-384, (2017); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010); Akkermans J., Tims M., Crafting your career: How career competencies relate to career success via job crafting, Applied Psychology, 66, 1, pp. 168-195, (2017); Bellman S., Burgstahler S., Ladner R., Work-based learning experiences help students with disabilities transition to careers: A case study of University of Washington projects, Work, 48, 3, pp. 399-405, (2014); Ayala Calvo J.C., Manzano Garcia G., The influence of psychological capital on graduates’ perception of employability: the mediating role of employability skills, Higher Education Research & Development, 40, 2, pp. 293-308, (2021); Chen D.J., Lim V.K., Strength in adversity: The influence of psychological capital on job search, Journal of Organizational Behavior, 33, 6, pp. 811-839, (2012); Kasler J., Zysberg L., Harel N., Hopes for the future: demographic and personal resources associated with self-perceived employability and actual employment among senior year students, Journal of Education and Work, 30, 8, pp. 881-892, (2017); Araten-Bergman T., Stein M.A., Employment, social capital, and community participation among Israelis with disabilities, Work, 48, 3, pp. 381-390, (2014)","S.I. Khattak; School of Business Administration, Jimei University, Xiamen, China; email: 201961000012@jmu.edu.cn","","IOS Press BV","","","","","","10519815","","WORKF","37248930","English","Work","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85176746237"
"Looze M.D.; Wilschut E.; Könemann R.; Kranenborg K.; De Boer H.","Looze, Michiel de (58706185400); Wilschut, Ellen (35319250300); Könemann, Reinier (23004656900); Kranenborg, Kim (15044914800); De Boer, Harry (58706480500)","58706185400; 35319250300; 23004656900; 15044914800; 58706480500","Cognitive Support Technology for People with Intellectual Disabilities: Factors for Successful Implementation","2023","Social Sciences","12","11","622","","","","0","10.3390/socsci12110622","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177565624&doi=10.3390%2fsocsci12110622&partnerID=40&md5=0de271b3bc893749e1823e81c558ca64","TNO, Leiden, 2316 ZL, Netherlands","Looze M.D., TNO, Leiden, 2316 ZL, Netherlands; Wilschut E., TNO, Leiden, 2316 ZL, Netherlands; Könemann R., TNO, Leiden, 2316 ZL, Netherlands; Kranenborg K., TNO, Leiden, 2316 ZL, Netherlands; De Boer H., TNO, Leiden, 2316 ZL, Netherlands","In Europe, large numbers of people with disabilities are willing to work but have problems finding a job. One of the barriers to this is job complexity, particularly for those with low education, low IQ, or cognitive impairments. Digital technologies might help. Specifically, cognitive support technology (CST) has the potential to make jobs less complex and thus more accessible. CST may concern step-by-step digital instructions presented with monitors, tablets, smart phones, beamer projections, or near-eye displays. Based on cross-case evaluations, we aimed to define the success factors in the process of technology selection, development, and implementation. Four cases, situated at public social firms which offer jobs to people with disabilities, were selected. In each case, the optimal form of CST was selected. A qualitative analysis of subjective experiences of work accessibility, performance, usability, and acceptance was applied. The results were positive for most participants in most cases. Once installed, the CST was successful in simplifying jobs. A proportion of the workforce for which a specific job had been considered too complex was able to perform that job when supported by CST. Moreover, a majority of people judged the usability of the technology positively. For the consecutive steps of selection, development, and implementation, we ended up with eleven factors of success; these included, among others, shared and transparent decision making (in technology selection), the iterative and active involvement of workers to optimally adjust work instructions (in technology development), and explicit attention for psychosocial barriers (in technology implementation). © 2023 by the authors.","AR support; cognitive disabilities; digitalization; employability; work instructions","","","","","","Goldschmeding Stichting voor Mens, Werk en Economie, (33); Topsector Life Sciences and Health, (201910130)","This research was funded by Goldschmeding Stichting voor Mens, Werk en Economie, grant number 33 and by Topsector Life Sciences and Health, grant number 201910130.","Diagnostic and Statistical Manual of Mental Disorders, (2022); Blattgerste J., Strenge B., Renner P., Pfeiffer T., Essig K., Comparing Conventional and Augmented Reality Instructions for Manual Assembly Tasks, Paper presented at the PETRA ’17: 10th International Conference on Pervasive Technologies Related to Assistive Environments, pp. 75-82, (2017); Blonk R.W.B., We zijn nog Maar Net Begonnen, (2018); Bosch T., Van Rhijn G., Krause F., Konemann R., Wilschut E.S., de Looze M., Spatial augmented reality: A tool for operator guidance and training evaluated in five industrial case studies, Paper presented at the PETRA ’20: 13th ACM International Conference on Pervasive Technologies Related to Assistive Environments, pp. 1-7, (2020); Buttner S., Prilla M., Rocker C., Augmented Reality Training for Industrial Assembly Work-Are Projection-Based AR Assistive Systems an Appropriate Tool for Assembly Training?, Paper presented at the CHI ’20: 2020 CHI Conference on Human Factors in Computing Systems, pp. 1-12, (2020); (2023); Egger J., Masood T., Augmented reality in support of intelligent manufacturing–A systematic literature review, Computers & Industrial Engineering, 140, (2020); (2014); Funk M., Mayer S., Schmidt A., Using in-situ projection to support cognitively impaired workers at the workplace, Paper presented at the ASSETS ’15: 17th International ACM SIGACCESS Conference on Computers & Accessibility, pp. 185-192, (2015); Heinz M., Buttner S., Jenderny S., Rocker C., Dynamic Task Allocation based on Individual Abilities–Experiences from Developing and Operating an Inclusive Assembly Line for Workers With and Without Disabilities, Proceedings of the ACM on Human-Computer Interaction, Volume 5 Issue EICS, pp. 1-19, (2021); Hou L., Wang X., Automation in Construction A study on the benefits of aug mented reality in retaining working memory in assembly tasks: A focus on differences in gender, Automation in Construction, 32, pp. 38-45, (2013); Korn O., Schmidt A., Horz T., The potentials of in-situ-projection for augmented workplaces in production: A study with impaired persons, Paper presented at the CHI EA ’13: CHI’13 Extended Abstracts on Human Factors in Computing Systems, pp. 979-984, (2013); Korn O., Funk M., Abele S., Horz T., Schmidt A., Context-aware Assistive Systems at the Workplace: Analyzing the Effects of Projection and Gamification, Paper presented at the PETRA ’14: 7th International Conference on Pervasive Technologies Related to Assistive Environments, pp. 1-8, (2014); Krause F., Bosch T., Wilschut E., van Rhijn G., Cognitive Operator Support in the Manufacturing Industry-Three Tools to Help SMEs Select, Test and Evaluate Operator Support Technology, Human-Technology Interaction: Shaping the Future of Industrial User Interfaces, pp. 49-82, (2022); Noro K., Imada A.S., Participatory Ergonomics, (1992); Soderberg C., Johansson A., Mattsson S., Development of simple guidelines to improve assembly instructions and operator performance, Paper presented at the Sixth Swedish Production Symposium, (2014); Syberfeldt A., Danielsson O., Holm M., Wang L., Visual Assembling Guidance Using Augmented Reality, Procedia Manufacturing, 1, pp. 98-109, (2015); Uva A.E., Gattullo M., Manghisi V.M., Spagnulo D., Cascella G.L., Fiorentino M., Evaluating the effectiveness of spatial augmented reality in smart manufacturing: A solution for manual working stations, The International Journal of AdvancedManufacturing Technology, 94, pp. 509-521, (2018); Van Waveren B., Dutch Participation Act Not (yet) a Success, ESPN Flash Report 2020/02, European Social Policy Network (ESPN), (2020); Vanneste P., Huang Y., Park J.Y., Cornillie F., Decloedt B., Van den Noortgate W., Cognitive Support for Assembly Operations by Means of Augmented Reality: An Exploratory Study, International Journal of Human-Computer Studies, 143, (2020); Wiedenmaier S., Oehme O., Schmidt L., Luczak H., Augmented Reality (AR) for Assembly Processes Design and Experimental Evaluation Augmented Reality (AR) for Assembly Processes, International Journal of Human-Computer Interaction, 7318, pp. 497-514, (2009); Wilschut E.S., Konemann R., Murphy M.S., Van Rhijn G.J.W., Bosch T., Evaluating learning approaches for product assembly: Using chunking of instructions, spatial augmented reality and display based work instructions, Paper presented at the 12th ACM International Conference on Pervasive Technologies Related to Assistive Environments, pp. 376-381, (2019)","M.D. Looze; TNO, Leiden, 2316 ZL, Netherlands; email: michiel.delooze@tno.nl","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","20760760","","","","English","Soc. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85177565624"
"Sheikh R.A.; Abdalkrim G.M.; Shehawy Y.M.","Sheikh, Riyaz Abdullah (57223862590); Abdalkrim, Gaafar Mohamed (57211461110); Shehawy, Yasser Moustafa (57200191141)","57223862590; 57211461110; 57200191141","Assessing the impact of business simulation as a teaching method for developing 21st century future skills","2023","Journal of International Education in Business","16","3","","351","370","19","0","10.1108/JIEB-11-2022-0085","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174273478&doi=10.1108%2fJIEB-11-2022-0085&partnerID=40&md5=aac580dac96899d8848d175898c5c10e","College of Business Administration, Jazan University, Jazan, Saudi Arabia; College of Science and Humanities at Sulayyil, Prince Sattam Bin Abdulaziz University, Kharj, Saudi Arabia; Business Administration Dept, College of Business Administration, Jazan University, Jazan, Saudi Arabia; Department of Tourism Studies, Faculty of Tourism and Hotels, University of Sadat City, El Sadat City, Egypt","Sheikh R.A., College of Business Administration, Jazan University, Jazan, Saudi Arabia; Abdalkrim G.M., College of Science and Humanities at Sulayyil, Prince Sattam Bin Abdulaziz University, Kharj, Saudi Arabia; Shehawy Y.M., Business Administration Dept, College of Business Administration, Jazan University, Jazan, Saudi Arabia, Department of Tourism Studies, Faculty of Tourism and Hotels, University of Sadat City, El Sadat City, Egypt","Purpose: Higher education institutions are undergoing a change in their teaching–learning practices, with the core goal of giving students the necessary skills and competencies to succeed in a complex and uncertain society. This study aims to evaluate the effectiveness of business simulation as a pedagogical strategy for teaching 21st-century competencies to undergraduate students. The study looks at students’ self-perception on how business simulation impacts future skills such as entrepreneurship, employability and sustainability. Design/methodology/approach: The research incorporates a one-week workshop for undergraduate business students using AnyLogic business simulation. For this study, a 24-item skills-based survey was used as the instrument for eliciting input about students’ self-perceptions. To measure the impact of business simulation on overall student learning, a theoretical framework was developed and tested using SmartPLS version 4 for construct reliability, validity and hypotheses testing. Findings: Based on the students’ feedback, the finding shows that most of the 24 soft skills were facilitated by the business simulation used. The simulation significantly affects the development of entrepreneurial and employable skills. On the contrary, it has little effect on enhancing sustainability skills. In addition, the study suggests that factors like gender and expertise had little overall impact on the results. Practical implications: The most apparent practical implication of this study is that business schools should focus more on skill development by stressing on experiential teaching methods like business simulation to help students build various skills and become more prepared for the actual world of business. Originality/value: The research presents fresh empirical data that add to the continuing discussion on active learning in business education and assist educators in avoiding some potential drawbacks of these innovative teaching techniques. With the right direction and criticism throughout the simulation, this learning experience has shown to be useful for everyone involved. © 2023, Emerald Publishing Limited.","21st-century skills; Blended learning; Business simulation; Experiential learning; Higher education; Teaching pedagogy","","","","","","Ministry of Education in Saudi Arabia, (ISP22-37)","The authors extends their appreciation to the Deputyship for Research & Innovation, Ministry of Education in Saudi Arabia for funding this research work through the project number: ISP22-37.","Eligibility Procedures and Accreditation Standards for Business Accreditation, (2013); Ababtain A.K., Akinwale Y.O., The role of entrepreneurship education and university environment on entrepreneurial interest of MBA students in Saudi Arabia, Journal of Economics and Sustainable Development, 10, 4, pp. 45-56, (2019); Ananiadou K., Claro M., 21st century skills and competences for new millennium learners in OECD countries, OECD Education Working Papers, 41, (2009); 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Sheikh; College of Business Administration, Jazan University, Jazan, Saudi Arabia; email: dr.riyazsheikh@gmail.com","","Emerald Publishing","","","","","","2046469X","","","","English","J. Intl. Edu. Bus.","Article","Final","","Scopus","2-s2.0-85174273478"
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Organizations play a vital role in addressing IPV, yet, in contrast to other employee- and gender-related social issues, very little is known regarding corporate responses to IPV. IPV responsiveness is a specific demonstration of corporate social responsibility and is central to advancing gender equity in organizations. In this paper, we draw upon unique data on the IPV policies and practices of 191 Australian listed corporations between 2016 and 2019, that collectively employ around 1.5 M employees. Providing the first large-scale empirical analysis of corporate IPV policies and practices, we theorise that listed corporations’ IPV responsiveness reflects institutional and stakeholder pressures which are multifaceted and central to corporate social responsibility. Our findings identify greater IPV responsiveness among larger corporations, as well as those corporations with higher proportions of women middle managers, greater financial resources, and more advanced employee consultation on gender issues. This paper concludes that there is a need for further research on corporate IPV responsiveness, to further illuminate corporate motivations, organizational support processes, and employee experiences. © 2023, The Author(s).","Business ethics; Corporate social responsibility; Gender equality; Intimate partner violence; Stakeholder theory","","","","","","","","Acker J., Hierarchies, jobs, bodies: a theory of gendered organizations, Gender and Society, 4, 2, pp. 139-158, (1990); Adhia A., Gelaye B., Friedman L.E., Marlow L.Y., Mercy J.A., Williams M.A., Workplace interventions for intimate partner violence: a systematic review, J Workplace Behav Health, 34, 3, pp. 149-166, (2019); Aguero J.M., COVID-19 and the rise of intimate partner violence, World Development, 137, (2021); Alacovska A., Bissonnette J., Care-ful work: an ethics of care approach to contingent labour in the creative industries, Journal of Business Ethics, 169, 1, pp. 135-151, (2021); Ali W., Frynas J.G., Mahmood Z., Determinants of corporate social responsibility (CSR) disclosure in developed and developing countries: a literature review, Corporate Social Responsibility and Environmental Management, 24, 4, pp. 273-294, (2017); Al-Modallal H., Al-Omari H., Abujilban S., Mrayan L., Intimate partner violence and female nurses’ employment: disclosure and consequences, J Fam Violence, 31, 2, pp. 161-166, (2016); Arnott S.R., Hobday M.C., It’s human right: using international human rights principles to assist employees experiencing domestic violence, Empl Rts Emp Policy J, 18, 1, pp. 1-33, (2014); Baird M., McFerran L., Wright I., An equality bargaining breakthrough: paid domestic violence leave, Journal of Industrial Relations, 56, 2, pp. 190-207, (2014); Bammens Y., Employees’ innovative behavior in social context: a closer examination of the role of organizational care, Journal of Product Innovation Management, 33, 3, pp. 244-259, (2016); Barrientos S., Dolan C., Tallontire A., A gendered value chain approach to codes of conduct in African horticulture, World Development, 31, 9, pp. 1511-1526, (2003); Bear S., Rahman N., Post C., The impact of board diversity and gender composition on corporate social responsibility and firm reputation, Journal of Business Ethics, 97, 2, pp. 207-221, (2010); Bennett A., Wibberley G., Paterson A., It’s not just a private matter”: Developing effective policy and procedure for addressing the impact of domestic abuse in the workplace, 2021 Applied Research Conference: Papers and Submissions, (2021); Bhattacharya C.B., Sen S., Korschun D., Using corporate social responsibility to win the war for talent, MIT Sloan Management Review, 49, 2, pp. 37-44, (2008); Bitner M.J., Building service relationships: it’s all about promises, Journal of Academy of Market Science, 23, 4, pp. 246-251, (1995); Blau P.M., Justice in social exchange, Sociological Inquiry, 34, 2, pp. 193-206, (1964); Boddy J., Harris C., Preventing it needs to be part of the emergency response, Violence Sours after Natural Disasters, (2021); Bourgeois L.J., On the measurement of organizational slack, Academy of Management Review, 6, 1, pp. 29-39, (1981); Boxall H., Morgan A., Brown R., Experiences of domestic violence among women with restrictive long-term health conditions, Australian Institute of Criminology, Canberra, (2020); Brammer S., He H., Mellahi K., Corporate social responsibility, employee organizational identification, and creative effort: the moderating impact of corporate ability, Group Organ Manag, 40, 3, pp. 323-352, (2015); Brammer S., Millington A., Rayton B., The contribution of corporate social responsibility to organizational commitment, International Journal of Human Resource Management, 18, 10, pp. 1701-1719, (2007); Campbell J.L., Why would corporations behave in socially responsible ways? 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Branicki; Bath School of Management, University of Bath, Bath, BA2 7AY, United Kingdom; email: Ljb217@bath.ac.uk","","Springer Science and Business Media B.V.","","","","","","01674544","","","","English","J. Bus. Ethics","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85161725079"
"Hand C.J.","Hand, Christopher James (37033865700)","37033865700","Neurodiverse undergraduate psychology students' experiences of presentations in education and employment","2023","Journal of Applied Research in Higher Education","15","5","","1600","1617","17","1","10.1108/JARHE-03-2022-0106","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145205357&doi=10.1108%2fJARHE-03-2022-0106&partnerID=40&md5=5cc116192945b2cddfbf028ca6023a70","School of Education, University of Glasgow, Glasgow, United Kingdom","Hand C.J., School of Education, University of Glasgow, Glasgow, United Kingdom","Purpose: Audio-visual presentations – delivered either in real-life or virtually – feature heavily in educational assessments and employer recruitment. This study explored neurodivergent undergraduate students' experiences of presentations. The aim was to understand how neurodivergent students describe experiences of presentations in educational and workplace contexts and how neurodivergent students experienced training, support activities and learning technologies associated with presentations. Design/methodology/approach: An exploratory qualitative phenomenological approach was taken, from students' perspectives. Overall, 12 neurodivergent undergraduate students (Mage = 21.89 years, SDage = 2.57; nine women, two men, one non-binary) discussed their experiences of presentations within educational and/or professional contexts via semi-structured remote interviews. The sample included individuals with diagnoses of anxiety, depression, dyslexia, borderline personality disorder, dyscalculia, dyspraxia, and panic disorder. Findings: Thematic Analysis of interview transcript data revealed four main themes (with sub-themes in parentheses): Control (preparedness; delivery); Audience Perceptions and Behaviours (expectations of “normality”; shared knowledge; audience “expertise”); Intervention Efficacy (early access; individuality; learning technologies) and Value of Presentation Skills (reciprocity between education – workplace; self-efficacy; self-esteem; learner development). Research limitations/implications: The dataset was extracted from a relatively small sample from a single university and indeed a single academic discipline. Furthermore, the dataset was collected during the ongoing COVID-19 pandemic – although this gives us a valuable snapshot of students' experiences and perceptions during this time, whether the author can extrapolate these findings in future is unclear. Practical implications: The findings help understand how we better support students. Better ways to support learners can be developed in developing presentation and audience skills. This research shows that alternative assessment provisions must be based on individuals and their own specific needs and skills, rather than their divergence label. This research can inform the development of digital learning technologies. Social implications: This research can inform how educators, coaches, trainers, and facilitators “train” audiences to be more inclusive and less prejudicial/biased. We can understand how to better construct social spaces for presentations, in the classroom and the world of work. Originality/value: This report presents a valid and valuable methodological approach, conducted and reported transparently. This research was conducted during a crucial, unprecedented and precarious time period for learners and education professionals. Implications are considered with respect to the design of teaching, learning and assessment activities; facilitator, learner, and peer behaviours; the role of digital learning technologies; and employment/employability. © 2022, Emerald Publishing Limited.","Assessment; Employability; Higher Education; Neurodiversity; Presentation; Specific learning disability","","","","","","Scottish Council for Voluntary Organisation's Interface - Innovation Voucher scheme","This research was funded by the Scottish Council for Voluntary Organisation's Interface - Innovation Voucher scheme. 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Hand; School of Education, University of Glasgow, Glasgow, United Kingdom; email: christopher.hand@glasgow.ac.uk","","Emerald Publishing","","","","","","20507003","","","","English","J. Appl. Res. High. Edu.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85145205357"
"Decius J.; Knappstein M.; Klug K.","Decius, Julian (57194570227); Knappstein, Michael (57191913369); Klug, Katharina (57208347255)","57194570227; 57191913369; 57208347255","Which way of learning benefits your career? The role of different forms of work-related learning for different types of perceived employability","2024","European Journal of Work and Organizational Psychology","33","1","","24","39","15","9","10.1080/1359432X.2023.2191846","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158905566&doi=10.1080%2f1359432X.2023.2191846&partnerID=40&md5=52781624f5a68c7d3cdbeaede7e20f59","Faculty of Business Studies and Economics, University of Bremen, Bremen, Germany; Business Psychology & HR Department, International School of Management (ISM), Dortmund, Germany","Decius J., Faculty of Business Studies and Economics, University of Bremen, Bremen, Germany; Knappstein M., Business Psychology & HR Department, International School of Management (ISM), Dortmund, Germany; Klug K., Faculty of Business Studies and Economics, University of Bremen, Bremen, Germany","Building and maintaining employability is important for employees and organizations in a changing world of work. Research considered work-related learning as an antecedent of employability but provided ambiguous findings. We attribute this inconsistency to the multidimensionality of the constructs involved. Drawing on Conservation of Resources Theory, we investigated the links of three different forms of work-related learning (i.e., informal, formal, and self-regulated learning) with both internal (i.e., within the organization) versus external (i.e., in the general labour market) and qualitative (i.e., finding a better job) versus quantitative (i.e., finding another job) perceived employability. Our two-wave study (N = 307 employees) showed that informal learning positively relates to qualitative and quantitative internal employability, but not to any type of external employability. Conversely, self-regulated learning is positively linked to qualitative external employability, but not to quantitative external or any type of internal employability. Formal learning (i.e., training and workshops) surprisingly did not contribute to employability at all. Furthermore, we did not find that learning forms conceptually associated with more resource investment regarding effort would show stronger relations with employability. We discuss learning-related strategies to foster employability and address the missing association between formal learning and employability, calling for more sophisticated measures of formal learning. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Employability; informal learning; self-regulated learning; training; work-related learning","","","","","","","","Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? 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Decius; Faculty of Business Studies and Economics, University of Bremen, Bremen, Germany; email: julian.decius@uni-bremen.de","","Routledge","","","","","","1359432X","","","","English","Eur. J. Work Organ. Psychol.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85158905566"
"Akkermans J.; Tomlinson M.; Anderson V.","Akkermans, Jos (35219518700); Tomlinson, Michael (35876837700); Anderson, Valerie (36551092300)","35219518700; 35876837700; 36551092300","Initial employability development: introducing a conceptual model integrating signalling and social exchange mechanisms","2024","European Journal of Work and Organizational Psychology","33","1","","54","66","12","4","10.1080/1359432X.2023.2186783","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149745537&doi=10.1080%2f1359432X.2023.2186783&partnerID=40&md5=52573c9a89676eb758933c8e557492ec","School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Southampton Education School, University of Southampton, Southampton, United Kingdom; Faculty of Business and Law, University of Portsmouth, Portsmouth, United Kingdom","Akkermans J., School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Tomlinson M., Southampton Education School, University of Southampton, Southampton, United Kingdom; Anderson V., Faculty of Business and Law, University of Portsmouth, Portsmouth, United Kingdom","This article develops a conceptual understanding of initial employability development, specifically the transition into first career destinations. Substantial previous research focuses on the role of individuals in ensuring employment readiness and continued employability development. Studies also identify the importance of employers for sustained employability. However, the interdependence and interaction between employers and individuals are under-theorized. We integrate social exchange theory and signalling theory to conceptualize initial employability development. We propose a cyclical model that comprises interactive and reciprocal signalling and social exchange processes between employers and individuals. The model overcomes the limitations of linear conceptualizations and one-sided models that theorize employability as either the outcome of human capital resources deployed by individuals or as managed by employers in employability development processes. We extend the processual approach to employability by redirecting theoretical attention to the interaction of signalling and social exchange as fundamental to employability development. We conclude by discussing implications in relation to employability research and theory development. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","careers; Employability; signalling theory; social exchange theory; talent management","","","","","","","","Akkermans J., Collings D.G., da Motta Veiga S.P., Post C., Seibert S., Toward a broader understanding of career shocks: Exploring interdisciplinary connections with research on job search, human resource management, entrepreneurship, and diversity, Journal of Vocational Behavior, 126, (2021); Akkermans J., Kubasch S., #trending topics in careers: A review and future research agenda, Career Development International, 22, 6, pp. 586-627, (2017); Akkermans J., Seibert S.E., Mol S.T., Tales of the unexpected: Integrating career shocks in the contemporary careers literature, SA Journal of Industrial Psychology, 44, (2018); Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? Examining employability as a mediator in the HRM - commitment relationship, Frontiers in Psychology, 10, (2019); Anderson V., Moving on from the organization, Human capital management standards: A complete guide, pp. 185-214, (2019); Anderson V., Tomlinson M., Signaling standout graduate employability: The employer perspective, Human Resource Management Journal, 31, 3, pp. 675-693, (2021); Barrick M.R., Parks Leduc L., Selection for fit, Annual Review of Organizational Psychology and Organizational Behavior, 6, 1, pp. 171-193, (2019); Baruch Y., Vardi Y., A fresh look at the dark side of contemporary careers: Toward a realistic discourse, British Journal of Management, 27, 2, pp. 355-372, (2016); Blau P., Exchange and power in social life, (1964); Blokker R., Akkermans J., Tims M., Jansen P., Khapova S., Building a sustainable start: The role of career competencies, career success, and career shocks in young professionals’ employability, Journal of Vocational Behavior, 112, pp. 172-184, (2019); Bordia P., Restubog S.L.D., Bordia S., Tang R.L., Effects of resource availability on social exchange relationships: The case of employee psychological contract obligations, Journal of Management, 43, 5, pp. 1447-1471, (2017); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Cai Y., Graduate employability: A conceptual framework for understanding employers’ perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Celani A., Singh P., Signaling theory and applicant attraction outcomes, Personnel Review, 40, 2, pp. 222-238, (2011); Clarke M., Understanding and managing employability in changing career contexts, Journal of European Industrial Training, 32, 4, pp. 258-284, (2008); Clarke M., Scurry T., The role of the psychological contract in shaping graduate experiences: A study of public sector talent management programmes in the UK and Australia, The International Journal of Human Resource Management, 31, 8, pp. 965-991, (2020); Collings D.G., Mellahi K., Strategic talent management: A review and research agenda, Human Resource Management Review, 19, 4, pp. 304-313, (2009); Connelly B.L., Certo S.T., Ireland R.D., Reutzel C.R., Signaling theory: A review and assessment, Journal of Management, 37, 1, pp. 39-67, (2011); Cook K.S., Cheshire C., Rice E.R.W., Nakagawa S., Social exchange theory, Handbook of social psychology, pp. 61-88, (2013); Costea B., Amiridis K., Crump N., Graduate employability and the principle of potentiality: An aspect of the ethics of HRM, Journal of Business Ethics, 111, 1, pp. 25-36, (2012); Cropanzano R., Anthony E.L., Daniels S.R., Hall A.V., Social exchange theory: A critical review with theoretical remedies, The Academy of Management Annals, 11, 1, pp. 479-516, (2017); Cropanzano R., Mitchell M.S., Social exchange theory: An interdisciplinary review, Journal of Management, 31, 6, pp. 874-900, (2005); De Cuyper N., De Witte H., The management paradox: Self‐rated employability and organizational commitment and performance, Personnel Review, 40, 2, pp. 152-172, (2011); Dess G.G., Shaw J.D., Voluntary turnover, social capital, and organizational performance, Academy of Management Review, 26, 3, pp. 446-456, (2001); De Vos A., Akkermans J., Van Der Heijden B.I.J.M., From occupational choice to career crafting, The Routledge companion to career studies, pp. 128-142, (2019); De Vos A., Van der Heijden B.I.J.M., Akkermans J., Sustainable careers: Towards a conceptual model, Journal of Vocational Behavior, 117, (2020); Dries N., De Gieter S., Information asymmetry in high potential programs, Personnel Review, 43, 1, pp. 136-162, (2014); Dries N., Forrier A., De Vos A., Pepermans R., Self-perceived employability, organization-rated potential, and the psychological contract, Journal of Managerial Psychology, 29, 5, pp. 565-581, (2014); Foa E.B., Foa U.G., Resource theory: Interpersonal behavior as exchange, Social exchange: Advances in theory and research, pp. 77-94, (1980); Forrier A., De Cuyper N., Akkermans J., The winner takes it all, the loser has to fall: Provoking the agency perspective in employability research, Human Resource Management Journal, 28, 4, pp. 511-523, (2018); Forrier A., Sels L., The concept employability: A complex mosaic, International Journal of Human Resources Development and Management, 3, 2, pp. 102-124, (2003); Forrier A., Verbruggen M., De Cuyper N., Integrating different notions of employability in a dynamic chain: The relationship between job transitions, movement capital and perceived employability, Journal of Vocational Behavior, 89, pp. 56-64, (2015); Fugate M., Van der Heijden B., De Vos A., Forrier A., De Cuyper N., Is what’s past prologue? A review and agenda for contemporary employability research, The Academy of Management Annals, 15, 1, (2021); Gallardo-Gallardo E., Dries N., Gonzalez-Cruz T.F., What is the meaning of ‘talent’ in the world of work?, Human Resource Management Review, 23, 4, pp. 290-300, (2013); Gault J., Leach E., Duey M., Effects of business internships on job marketability: The employers’ perspective, Education + Training, 52, 1, pp. 76-88, (2010); Grosemans I., Coertjens L., Kyndt E., Exploring learning and fit in the transition from higher education to the labour market: A systematic review, Educational Research Review, 21, pp. 67-84, (2017); Guan Y., Arthur M.B., Khapova S.N., Hall R.J., Lord R.G., Career boundarylessness and career success: A review, integration and guide to future research, Journal of Vocational Behavior, 110, pp. 390-402, (2019); Guest D.E., Sanders K., Rodrigues R., Oliveira T., Signaling theory as a framework for analysing human resource management processes and integrating human resource attribution theories: A conceptual analysis and empirical exploration, Human Resource Management Journal, 31, 3, pp. 796-818, (2021); Handley K., Anticipatory socialization and the construction of the employable graduate: A critical analysis of employers’ graduate careers websites, Work, Employment and Society, 32, 2, pp. 239-256, (2018); Highhouse S., Thornbury E.E., Little I.S., Social-identity functions of attraction to organizations, Organizational Behavior and Human Decision Processes, 103, 1, pp. 134-146, (2007); Hirschi A., The role of chance events in the school-to-work transition: The influence of demographic, personality and career development variables, Journal of Vocational Behavior, 77, 1, pp. 39-49, (2010); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Ingram N., Allen K., ‘Talent-spotting’ or ‘social magic’? Inequality, cultural sorting and constructions of the ideal graduate in elite professions, The Sociological Review, 67, 3, pp. 723-740, (2019); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Jones D.A., Willness C.R., Madey S., Why are job seekers attracted by corporate social performance? Experimental and field tests of three signal-based mechanisms, Academy of Management Journal, 57, 2, pp. 383-404, (2014); Jooss S., McDonnell A., Burbach R., Talent designation in practice: An equation of high potential, performance and mobility, The International Journal of Human Resource Management, 32, 21, pp. 4551-4577, (2021); Keppeler F., Papenfuss U., Employer branding and recruitment: Social media field experiments targeting future public employees, Public Administration Review, 81, 4, pp. 763-775, (2021); Khedher M., Conceptualizing and researching personal branding effects on the employability, Journal of Brand Management, 26, 2, pp. 99-109, (2019); Kost D., Fieseler C., Wong S.I., Boundaryless careers in the gig economy: An oxymoron?, Human Resource Management Journal, 30, 1, pp. 100-113, (2020); Kwon K., Jang S., There is no good war for talent: A critical review of the literature on talent management, Employee Relations: The International Journal, 44, 1, pp. 94-120, (2021); Lievens F., Slaughter J.E., Employer image and employer branding: What we know and what we need to know, Annual Review of Organizational Psychology and Organizational Behavior, 3, 1, pp. 407-440, (2016); Makarius E.E., Stevens C.E., Drivers of collective human capital flow: The impact of reputation and labor market conditions, Journal of Management, 45, 3, pp. 1145-1172, (2019); McCracken M., Currie D., Harrison J., Understanding graduate recruitment, development and retention for the enhancement of talent management: Sharpening ‘the edge’ of graduate talent, The International Journal of Human Resource Management, 27, 22, pp. 2727-2752, (2016); McHugh P.P., The impact of compensation, supervision and work design on internship efficacy: Implications for educators, employers and prospective interns, Journal of Education and Work, 30, 4, pp. 367-382, (2017); Meyers M.C., Van Woerkom M., Paauwe J., Dries N., HR managers’ talent philosophies: Prevalence and relationships with perceived talent management practices, The International Journal of Human Resource Management, 31, 4, pp. 562-588, (2020); Nelissen J., Forrier A., Verbruggen M., Employee development and voluntary turnover: Testing the employability paradox, Human Resource Management Journal, 27, 1, pp. 152-168, (2017); Philippaers K., De Cuyper N., Forrier A., Employable, committed, and thus well-performing: A matter of interdependent forward-looking social exchange, European Journal of Work and Organizational Psychology, 26, 5, pp. 755-767, (2017); Rodrigues R., Butler C.L., Guest D., Evaluating the employability paradox: When does organizational investment in human capital pay off?, The International Journal of Human Resource Management, 31, 9, pp. 1134-1156, (2020); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Rothwell A., Arnold J., Self‐perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Saini G.K., Jawahar I.M., The influence of employer rankings, employment experience, and employee characteristics on employer branding as an employer of choice, (2019); Seibert S.E., Kraimer M.L., Holtom B.C., Pierotti A.J., Even the best laid plans sometimes go askew: Career self-management processes, career shocks, and the decision to pursue graduate education, The Journal of Applied Psychology, 98, 1, pp. 169-182, (2013); Silva P., Lopes B., Costa M., Melo A.I., Dias G.P., Brito E., Seabra D., The million-dollar question: Can internships boost employment?, Studies in Higher Education, 43, 1, pp. 2-21, (2018); Smith V., Enhancing employability: Human, cultural, and social capital in an era of turbulent unpredictability, Human Relations, 63, 2, pp. 279-300, (2010); Spence M., Job market signaling, Uncertainty in economics, pp. 281-306, (1978); Spence M., Signaling in retrospect and the informational structure of markets, The American Economic Review, 92, 3, pp. 434-459, (2002); Stiglitz J.E., The contributions of the economics of information to twentieth century economics, The Quarterly Journal of Economics, 115, 4, pp. 1441-1478, (2000); Sumelius J., Smale A., Yamao S., Mixed signals: Employee reactions to talent status communication amidst strategic ambiguity, The International Journal of Human Resource Management, 31, 4, pp. 511-538, (2020); Tholen G., What can research into graduate employability tell us about agency and structure?, British Journal of Sociology of Education, 36, 5, pp. 766-784, (2015); Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Anderson V., Employers and graduates: The mediating role of signals and capitals, Journal of Higher Education Policy and Management, 43, 4, pp. 384-399, (2021); Tsai W.C., Yang I.W.F., Does image matter to different job applicants? The influences of corporate image and applicant individual differences on organizational attractiveness, International Journal of Selection and Assessment, 18, 1, pp. 48-63, (2010); Vallas S., Schor J.B., What do platforms do? Understanding the gig economy, Annual Review of Sociology, 46, 1, pp. 273-294, (2020); Van der Heijden B.I.J.M., Gorgievski M.J., De Lange A.H., Learning at the workplace and sustainable employability: A multi-source model moderated by age, European Journal of Work and Organizational Psychology, 25, 1, pp. 13-30, (2016); Van Harten J., De Cuyper N., Knies E., Forrier A., Taking the temperature of employability research: A systematic review of interrelationships across and within conceptual strands, European Journal of Work and Organizational Psychology, 31, 1, pp. 1-15, (2021); Weiss F., Klein M., Grauenhorst T., The effects of work experience during higher education on labour market entry: Learning by doing or an entry ticket?, Work, Employment and Society, 28, 5, pp. 788-807, (2014); Wilton N., The impact of work placements on skills development and career outcomes for business and management graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012)","J. Akkermans; School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; email: j.akkermans@vu.nl","","Routledge","","","","","","1359432X","","","","English","Eur. J. Work Organ. Psychol.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85149745537"
"Staňková V.B.M.","Staňková, Veronika Blašková Michaela (58798796600)","58798796600","GRADUATE EMPLOYABILITY AS A KEY TO THE EFFICIENCY OF TERTIARY EDUCATION","2023","Journal on Efficiency and Responsibility in Education and Science","16","4","","262","274","12","0","10.7160/eriesj.2023.160401","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181676666&doi=10.7160%2feriesj.2023.160401&partnerID=40&md5=af306ca5a3541fea4179ed04ecc14380","Department of Statistics and Operation Analysis, Mendel University in Brno, Czech Republic","Staňková V.B.M., Department of Statistics and Operation Analysis, Mendel University in Brno, Czech Republic","In the 21st century there is a lot of attention on sustainability (whether social or environmental). However, unfortunately, the economic perspective has been largely neglected in the field of education. This article deals with a quantitative assessment of the efficiency of tertiary education in individual EU countries, which allows to include the economic aspect of the evaluation. Furthermore, we are expanding the commonly established evaluation system based on the number of graduates to include another area, namely the graduate’s employability on the labor market. We believe that for a correct evaluation of individual education systems it is necessary to include the relevance and quality of acquired knowledge and skills. Although the efficiency assessment is carried out for the whole EU, the results are presented according to identified groups of countries that have similar education systems. Countries such as Ireland and France emerge as top performers because of their ability to produce large numbers of graduates given their resources. Malta and Luxembourg have also performed very well in the efficiency assessment, although they produce far fewer graduates in terms of resources, but thanks to the system set up, graduates in these countries are highly employable in the labor market. © 2023, Czech University of Life Sciences Prague. All rights reserved.","Efficiency; EU countries; labor market; Malmquist index; tertiary education","","","","","","","","Ahrens A., Zascerinska J., Bhati P. P., Zascerinskis M., Aleksejeva A., Comparative Studies of Covid-19 Impact on Students’ Views on Digital Higher Education, Proceedings of the International Scientific Cnference, pp. 17-29, (2021); AlMunifi A. A., andAleryani A. Y., Internal efficiency of Higher education system in armed conflict-affected countries-Yemen case, International Journal of Educational Development, 83, (2021); Andersson C., Sund K., Technical Efficiency and Productivity of Higher Education Institutions in the Nordic Countries, International Journal of Public Administration, 45, 2, pp. 107-120, (2022); Benes O., Blaskova V., Strelec L., Verifying Timber Price Stability for the Reforestation Optimal Control Model, Proceedings of the International Conference of Numerical Analysis and Applied Mathematics 2017 (ICNAAM 2017), 1978, 1, (2018); Brzezicki L, Pietrzak P., Cieciora M., The Total Efficiency of Teaching Activity of Polish Higher Education Institutions, Foundations of Management, 12, 1, pp. 19-30, (2020); Cooper W. W., Seiford L. M., Tone K., Data envelopment analysis: A comprehensive text with models, applications, references and DEA-solver software, (2007); Cossani G., Codoceo L., Caceres H., Tabilo J., Technical efficiency in Chile’s higher education system: A comparison of rankings and accreditation, Evaluation and Program Planning, 92, (2022); De Boer H., COVID-19 in Dutch higher education, Studies in Higher Education, 46, 1, pp. 96-106, (2021); De La Hoz E., Zuluaga R., Mendoza A., Assessing and Classification of Academic Efficiency in Engineering Teaching Programs, Journal on Efficiency and Responsibility in Education and Science, 14, 1, pp. 41-52, (2021); Dumitrescu D., Costica I., Simionescu L., Gherghina S. C., DEA Approach Towards Exploring the Sustainability of Funding in Higher Education. Empirical Evidence from Romanian Public Universities, Amfiteatru Economic, 22, 54, pp. 593-607, (2020); Erkut E., Higher Education after Covid-19, Yuksekogretim Dergisi, 10, 2, pp. 125-133, (2020); Education and training monitor 2020: country analysis, (2020); Education and training monitor 2020: teaching and learning in a digital age, (2020); Kremo A., National student fee and support systems in European higher education: 2020/21, (2020); Belgium – French Community, (2023); Flegl M., Ceron-Monroy H., Krejci I., Jablonsky J., Estimating the hospitality efficiency in Mexico using Data Envelopment Analysis, OPSEARCH, 60, 1, pp. 188-216, (2023); Gleason N. W., Higher Education in the Era of the Fourth Industrial Revolution, (2018); Halaskova R., Mikusova Merickova B., Halaskova M., Efficiency of Public and Private ServiceDelivery:TheCase of SecondaryEducation, Journal on Efficiency and Responsibility in Education and Science, 15, 1, pp. 33-46, (2022); Ho H.-F., Matching University Graduates’ Competences with Employers’ Needs in Taiwan, International Education Studies, 8, 4, pp. 122-133, (2015); Hollingsworth B., Non-Parametric and Parametric Applications Measuring Efficiency in Health Care, Health Care Management Science, 6, 4, pp. 203-218, (2003); Hosen M., Uddin M. N., Hossain S., Islam M. A. andAhmadA, The impact of COVID-19 on tertiary educational institutions and students in Bangladesh, Heliyon, 8, 1, (2022); Jelic N. O., Kedzo G., Efficiency vs effectiveness: an analysis of tertiary education across Europe, Public Sector Economics, 42, 4, pp. 381-414, (2018); Johnston R., Khattab N, Manley D., East versus West? Over-qualification and Earnings among the UK’s European Migrants, Journal of Ethnic and Migration Studies, 41, 2, pp. 196-218, (2014); Jung J., The fourth industrial revolution, knowledge production and higher education in South Korea, Journal of Higher Education Policy and Management, 42, 2, pp. 134-156, (2020); Kim M. H., Lee I., Oh S., Measuring efficiency of higher education using DEA, International Journal of u-and e-Service, Science and Technology, 9, 5, pp. 321-328, (2016); Kretinska M., Stankova M., Evaluation of the Construction Sector: a Data Envelopment Analysis Approach, Mathematical Methods in Economics 2021: Conference Proceedings, pp. 287-292, (2021); Le H. M., Afsharian M., Ahn H., Inverse Frontier-based Benchmarking for Investigating the Efficiency and Achieving the Targets in the Vietnamese Education System, Omega, 103, (2021); Lu X., Zong L., Schissel B., To Stay or Return: Migration Intentions of Students from People’s Republic of China in Saskatchewan, Canada, Journal of International Migration and Integration, 10, pp. 283-310, (2009); Ma D. L., Li X. F., Allocation Efficiency of Higher Education Resources in China, International Journal of Emerging Technologies in Learning (iJET), 16, 11, pp. 59-71, (2021); Maskova K., Blaskova V., Efficiency of tertiary education in EU countries, Mathematical Methods in Economics 2021: Conference Proceedings, pp. 312-316, (2021); Mikusova P., Measuring the Efficiency of the Czech Public Higher Education Institutions: An Application of DEA, Journal on Efficiency and Responsibility in Education and Science, 10, 2, pp. 58-63, (2017); Melzer S. M., Reconsidering the Effect of Education on East–West Migration in Germany, European Sociological Review, 29, 2, pp. 210-228, (2013); Mousa W., Ghulam Y., Exploring efficiency differentials between Saudi higher education institutions, Managerial and Decision Economics, 40, 2, pp. 180-199, (2019); Nazarko J., andSaparauskas J., ApplicationofDEAmethodinefficiency evaluation of public higher education institutions, Technological and Economic Development of Economy, 20, 1, pp. 25-44, (2014); Sahoo K. K., Muduli K. K., Luhach A, Poonia R. C., Pandemic COVID-19: An empirical analysis of impact on Indian higher education system, Journal of Statistics and Management Systems, 24, 2, pp. 341-355, (2021); Stankova M., Efficiency Comparison and Efficiency Development of the Metallurgical Industry in the EU: Parametric and Non-parametric Approaches, Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis, 68, 4, pp. 765-774, (2020); Stankova M, Hampel D., Identification of bankruptcy factors for engineering companies in the EU, Mathematical Methods in Economics 2017: Conference Proceedings (MME2017), pp. 714-719, (2017); Stankova M., Janova J, Hampel D., Micro-Data Efficiency Evaluation of Forest Companies: The Case of Central Europe, Croatian Journal of Forest Engineering, 43, 2, pp. 441-456, (2022); Stumbriene D., Zelvys R., Zilinskas J., Dukynaite R., Jakaitiene A., Efficiency and effectiveness analysis based on educational inclusion and fairness of European countries, Socio-Economic Planning Sciences, 82, (2022); Veiderpass A., andMcKelvey M., Evaluating the performance of higher education institutions in Europe: a nonparametric efficiency analysis of 944 institutions, Applied Economics, 48, 16, pp. 1504-1514, (2016); Wolszczak-Derlacz J., An evaluation and explanation of (in)efficiency in higher education institutions in Europe and the U.S. with the application of two-stage semi-parametric DEA, Research Policy, 46, 9, pp. 1595-1605, (2017); Markets and People: Romania Country Economic Memorandum, (2020); Zamkova M., Blaskova V., Comparing the views on tuition fee introduction of Brno university students, Efficiency and responsibility in education 2013: Conference Proceedings, pp. 617-679, (2013)","V.B.M. Staňková; Department of Statistics and Operation Analysis, Mendel University in Brno, Czech Republic; email: michaela.stankova@mendelu.cz","","Czech University of Life Sciences Prague","","","","","","23362375","","","","English","J. Effic. Responsib. Edu. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85181676666"
"Leadbeatter D.; Nanayakkara S.; Zhou X.; Gao J.","Leadbeatter, Delyse (57193751780); Nanayakkara, Shanika (35811105100); Zhou, Xiaoyan (58068561500); Gao, Jinlong (55532903200)","57193751780; 35811105100; 58068561500; 55532903200","Employability in health professional education: a scoping review","2023","BMC Medical Education","23","1","33","","","","4","10.1186/s12909-022-03913-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146401812&doi=10.1186%2fs12909-022-03913-7&partnerID=40&md5=233927f978a5f6ab81269b583036fab9","The University of Sydney School of Dentistry, Sydney Dental Hospital, 2-18 Chalmers Street, Surry Hills, Sydney, 2010, NSW, Australia","Leadbeatter D., The University of Sydney School of Dentistry, Sydney Dental Hospital, 2-18 Chalmers Street, Surry Hills, Sydney, 2010, NSW, Australia; Nanayakkara S., The University of Sydney School of Dentistry, Sydney Dental Hospital, 2-18 Chalmers Street, Surry Hills, Sydney, 2010, NSW, Australia; Zhou X., The University of Sydney School of Dentistry, Sydney Dental Hospital, 2-18 Chalmers Street, Surry Hills, Sydney, 2010, NSW, Australia; Gao J., The University of Sydney School of Dentistry, Sydney Dental Hospital, 2-18 Chalmers Street, Surry Hills, Sydney, 2010, NSW, Australia","Background: The concept of employability can help educators understand the variability in the career outcome of graduates. Within the health professional education (HPE) literature, various conceptions of employability are used and implied. This review considers how the concept ‘employability’ is depicted and characterised in HPE literature. Methods: A scoping review was conducted. The authors searched Medline, Web of Science and Scopus databases for English language literature relevant to employability in HPE. Arksey and O'Malley’s review protocol and the criteria defined in the preferred Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Reviews Checklist (PRISMA-ScR) were used with methodological guidance provided by Levac et al. and Peters et al. with the exception of formal stakeholder consultation. Results: The search resulted in 158 articles, of which 34 articles were included in this review. Charting the included articles revealed that within the set of articles, there is much diversity in study design, geographical setting and health profession. Three conceptions of employability were identified: acquiring a professional job, sustaining employment and thriving in the workforce. Conclusion: Conceptions of employability in HPE are largely focused on listing skills and capabilities for entry into employment and sustaining a career. To address gaps in research, structural contributions to employability and institutional strategies to promote conditions for thriving in disruption should be explored. © 2022, The Author(s).","Employability; Graduate outcome; Health professional education","Education, Professional; Employment; Humans; article; career; checklist; conception; consultation; education; employability; employment; English (language); health practitioner; human; human experiment; Medline; occupation; Scopus; skill; systematic review; Web of Science; workforce; employment; vocational education","","","","","","","Suleman F., The employability skills of higher education graduates: insights into conceptual frameworks and methodological options, High Educ, 76, 2, pp. 263-278, (2018); Hora M.T., Newman R.Y., Hemp R., Brandon J., Wu Y.J., Reframing student employability: from commodifying the self to supporting student, worker, and societal well-being, Change Mag High Learn, 52, 1, pp. 37-45, (2020); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: navigating meanings, measurements and what really matters, J High Educ Policy Manage, 41, 5, pp. 468-484, (2019); Peeters E., Nelissen J., De Cuyper N., Forrier A., Verbruggen M., De Witte H., Employability capital: a conceptual framework tested through expert analysis, J Career Develop, 46, 2, pp. 79-93, (2019); Holmes L., Competing perspectives on graduate employability: possession, position or process?, Stud High Educ, 38, 4, pp. 538-554, (2013); Behle H., Students’ and graduates’ employability. 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Ross M.T., Nikolic N., Peeraer G., Et al., Report of the MEDINE2 bachelor of medicine (Bologna First Cycle) tuning project, Med Teach, 36, 4, pp. 314-321, (2014); Satwik A.T., Practice management skills of graduating dental students entering the work force, J Pharmaceutical Sci Res, 8, 9, (2016); Singh S., Quality by design in education (QbDE)-A possible futuristic approach to improve current status of pharmaceutical education in India, Indian J Pharm Educ Res, 50, 1, pp. 39-45, (2016); Steeb D.R., Zeeman J.M., Bush A.A., Dascanio S.A., Persky A.M., Exploring career development through a student-directed practicum to provide individualized learning experiences, Curr Pharm Teach Learn, 13, 5, pp. 500-505, (2021); Sutherland K., Ho S., Undergraduate perceptions of social media proficiency and graduate employability a pilot study, High Educ Skills Work-based Learn, 7, 3, pp. 261-274, (2017); Tavares O., The role of students’ employability perceptions on Portuguese higher education choices, J Educ Work, 30, 1, pp. 106-121, (2017); 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Gordon M., Gupta S., Thornton D., Reid M., Mallen E., Melling A., Patient/service user involvement in medical education: a best evidence medical education (BEME) systematic review: BEME guide No. 58, Med Teach., 42, 1, pp. 4-16, (2020); Heaslip V., Scammell J., Mills A., Et al., Service user engagement in healthcare education as a mechanism for value based recruitment: an evaluation study, Nurse Educ Today, 60, pp. 107-113, (2018); Baruch Y., Organizational and labor markets as career ecosystem, Handbook of Research on Sustainable Careers, pp. 365-380, (2015); Donald W.E., Baruch Y., Ashleigh M.J., Striving for sustainable graduate careers: conceptualization via career ecosystems and the new psychological contract, Career Dev Int, 25, 2, pp. 90-110, (2019); Wu L.T., Low M.M.J., Tan K.K., Lopez V., Liaw S.Y., Why not nursing? A systematic review of factors influencing career choice among healthcare students, Int Nurs Rv, 62, 4, pp. 547-562, (2015); Munn Z., Peters M.D., Stern C., Tufanaru C., McArthur A., Aromataris E., Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach, BMC Med Res Methodol, 18, 1, pp. 1-7, (2018)","D. Leadbeatter; The University of Sydney School of Dentistry, Sydney Dental Hospital, Sydney, 2-18 Chalmers Street, Surry Hills, 2010, Australia; email: delyse.leadbeatter@sydney.edu.au","","BioMed Central Ltd","","","","","","14726920","","","36650469","English","BMC Med. Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85146401812"
"Ciarini A.; Franconi A.; Villa A.","Ciarini, Andrea (57190434368); Franconi, Alessandro (58145805100); Villa, Anna (58144799900)","57190434368; 58145805100; 58144799900","Social investment, labour market participation and public debt sustainability: An empirical analysis of European countries","2023","Social Policy and Administration","57","7","","999","1013","14","0","10.1111/spol.12907","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150279808&doi=10.1111%2fspol.12907&partnerID=40&md5=ad92b4beb80a858fd74c52397c512cc9","Department of Social and Economic Sciences, Sapienza University of Rome, Rome, Italy; Department of Economics, University of Modena and Reggio Emilia, Modena, Italy","Ciarini A., Department of Social and Economic Sciences, Sapienza University of Rome, Rome, Italy; Franconi A., Department of Economics, University of Modena and Reggio Emilia, Modena, Italy; Villa A., Department of Social and Economic Sciences, Sapienza University of Rome, Rome, Italy","This article explores the role of SI Stock, Flow and Buffer policies by shedding light on their relationships with active labour market participation and public debt sustainability for a panel of 22 European countries from 1997 to 2018. We find SI Stock, Flow and Buffer to be positively correlated with labour market participation and more sustainable public debt. When disaggregating the components of SI, we detect a small degree of heterogeneity, with Active Labour Market Policies (ALMPs) negatively associated with the activity rate and positively associated with the employment rate. This result is coherent with the idea that ALMPs make a significant contribution to increasing opportunities for those already in the labour market rather than creating new jobs for those excluded from the labour market, that is, inactive individuals. In this case, our findings indicate that measures to fight social exclusion and out-of-work expenditure (Buffer), as well as in-kind family benefits, are significantly associated with employability for those excluded from the labour market. © 2023 The Authors. Social Policy & Administration published by John Wiley & Sons Ltd.","employability; labour market; public debt sustainability; social investment","Europe; capital flow; debt crisis; European Union; investment; labor market; stock market; sustainability","","","","","Sapienza Università di Roma","We would like to thank Sergio De Nardis, Donato Di Carlo, Roberto Fantozzi, Anton Hemerijck, Marcello Messori and Francesca Parente for their remarks and comments. We also would like to thank the anonymous referees for their remarks and suggestions, which helped improve the first version of the essay. Open Access Funding provided by Universita degli Studi di Roma La Sapienza within the CRUI-CARE Agreement.","Bonoli G., The politics of the new social policies: Providing coverage against new social risks in mature welfare states, Policy & Politics, 33, 3, pp. 431-449, (2005); Bonoli G., Cantillon B., Van Lancker W., Social investment and the Matthew effect, The uses of social investment, (2017); Bonoli G., Natali D., The politics of the new welfare state, (2012); Born B., Breitung J., Testing for serial correlation in fixed-effects panel data models, Econometric Reviews, 35, 7, pp. 1290-1316, (2016); Busemeyer M.R., Garritzmann J.L., Public opinion on policy and budgetary trade-offs in European welfare states: Evidence from a new comparative survey, Journal of European Public Policy, 24, 6, pp. 871-889, (2017); Cantillon B., The paradox of the social investment state: Growth, employment and poverty in the Lisbon era, Journal of European Social Policy, 21, 5, pp. 432-449, (2011); Cantillon B., Van Lancker W., Three shortcomings of the social investment perspective, Social Policy and Society, 12, 4, pp. 553-564, (2013); Cantillon B., Vandenbroucke F., Reconciling work and poverty reduction, How successful are European welfare states, (2014); Corti F., Liscai A., Ruiz T., The recovery and resilience facility: Boosting investment in social infrastructure in Europe?, Italian Labour Law e-Journal, 15, 1, pp. 1-16, (2022); De Deken J., Identifying the skeleton of the social investment state: Defining and measuring patterns of social policy change on the basis of expenditure data, Reconciling work and poverty reduction, (2014); Escudero V., Are active labour market policies effective in activating and integrating low-skilled individuals? An international comparison, IZA Journal of Labour Policy, 7, (2018); Esping-Andersen G., Gallie D., Hemerijck A., Myles J., Why we need a new welfare state, (2002); Europe 2020: A strategy for smart, sustainable and inclusive growth, (2010); Ferragina E., Welfare state change as a double movement: Four decades of retrenchment and expansion in compensatory and employment-oriented policies across 21 high-income countries, Social Policy & Administration, 56, 5, pp. 705-725, (2022); Garritzmann J., Busemeyer M.R., Neimanns E., Public demand for social investment: New supporting coalitions for welfare state reform in Western Europe?, Journal of European Public Policy, 25, 6, pp. 844-861, (2018); Hemerijck A., Two or three waves of welfare transformation?, Towards a social investment welfare state? Ideas, policies and challenges, (2012); Hemerijck A., Changing welfare states, (2013); Hemerijck A., The uses of social investment, (2017); Ko H., Bae E., Effects of active labour-market policies on welfare state finances, Journal of International and Comparative Social Policy, 36, 2, pp. 200-216, (2020); Kuitto K., From social security to social investment? Compensating and social investment welfare policies in a life-course perspective, Journal of European Social Policy, 26, 5, pp. 442-459, (2016); Marx I., Verbist G., The policy response: Boosting employment and social investment, Changing inequalities in rich countries: Analytical and comparative perspectives, (2017); Marx I., Verbist G., The policy response: Boosting employment and social investment, The uses of social investment, (2017); Matsaganis M., The Crisis and the Welfare State in Greece: A Complex Relationship. In Triandafyllidou A., Gropas R., Kouki H. (Eds), The Greek Crisis and European Modernity. Identities and Modernities in Europe. Palgrave Macmillan, (2013); Morel N., Palier B., Palme J., Towards a social investment welfare state, Ideas policies and challenges, (2012); Mundlak Y., On the pooling of time series and cross section data, Econometrica, 46, pp. 69-85, (1978); Nikolai R., Towards social investment? Patterns of public policy in the OECD world, Towards a social investment welfare state? Ideas, policies and challenges, (2012); Nolan B., What use is ‘social investment’?, Journal of European Social Policy, 23, 5, pp. 459-468, (2013); Nolan B., Social investment: The thin line between evidence-based research and political advocacy, The uses of social investment, (2017); Pavolini E., Van Lancker W., The Matthew effect in childcare use: A matter of policies or preferences?, Journal of European Public Policy, 25, 6, pp. 878-893, (2018); Petmesidou M., Guillen A.M., Can the welfare state as we know it survive? A view from the crisis-ridden south European periphery, South European Society and Politics, 19, 3, pp. 295-307, (2014); Plavgo I., Hemerijck A., The social investment litmus test: Family formation, employment and poverty, Journal of European Social Policy, 31, 3, pp. 282-296, (2021); Ronchi S., Which roads (if any) to social investment? The recalibration of EU welfare states at the crisis crossroads (2000–2014), Journal of Social Policy, 47, 3, pp. 459-478, (2018); Taylor-Gooby P., New risks, new welfare: The transformation of the European welfare state, (2004); Vandenbroucke F., Vleminckx K., Disappointing poverty trends: Is the social investment state to blame?, Journal of European Social Policy, 21, 5, pp. 450-471, (2011); Vandenbrouke F., Social investment as a policy platform. An European argument, The uses of social investment, (2017); Wooldridge J.M., Introductory econometrics: A modern approach, (2019)","A. Ciarini; Department of Social and Economic Sciences, Sapienza University of Rome, Rome, Italy; email: andrea.ciarini@uniroma1.it","","John Wiley and Sons Inc","","","","","","01445596","","","","English","Soc. Policy Adm.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85150279808"
"Isusi-Fagoaga R.; García-Aracil A.; Navarro-Milla I.","Isusi-Fagoaga, Rosa (57220034586); García-Aracil, Adela (55932398800); Navarro-Milla, Isidora (58022684200)","57220034586; 55932398800; 58022684200","Impact of teaching-learning approaches on graduates' learning outcomes: evidence in Belarus","2023","Higher Education, Skills and Work-based Learning","13","6","","1234","1249","15","1","10.1108/HESWBL-03-2023-0056","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161458666&doi=10.1108%2fHESWBL-03-2023-0056&partnerID=40&md5=4993980176020a591edb99021e94d140","University Institute of Educational Creativity and Innovation (IUCIE), Universitat de València, Valencia, Spain; Institute of Innovation and Knowledge Management, INGENIO (CSIC-UPV), Universitat Politècnica de València, Valencia, Spain","Isusi-Fagoaga R., University Institute of Educational Creativity and Innovation (IUCIE), Universitat de València, Valencia, Spain; García-Aracil A., Institute of Innovation and Knowledge Management, INGENIO (CSIC-UPV), Universitat Politècnica de València, Valencia, Spain; Navarro-Milla I., Institute of Innovation and Knowledge Management, INGENIO (CSIC-UPV), Universitat Politècnica de València, Valencia, Spain","Purpose: This paper analyses teachers' perceptions of how teaching-learning approaches affect the development of higher education (HE) graduates' learning outcomes based on competencies development. The authors focus the analysis on Belarus, a post-Soviet country which transitioned from a centrally planned to a market economy and needs reforms to the HE sector there. In particular, Belarus requires HE graduates equipped with competencies that match the needs of a market economy. Design/methodology/approach: The authors use Fostering Competencies Development in Belarusian Higher Education (FOSTERC) data to study how teachers contribute to the development of HE graduates' competencies, employing factor analysis to categorize 24 competencies and group the graduates into two groups: entrepreneurial or transversal. The authors also consider variables such as teachers' educational background and experience, predominant teaching field of study and university location – using regional dummies. Findings: The results point to a lack of attention to entrepreneurial and transversal competencies and suggest a disconnect between HE and society needs in Belarus. Originality/value: Although Belarus has introduced some changes to the HE system following the adoption of the Bologna process, Belarus, especially Belarus' national HE system are still influenced by the country's Soviet past, where universities prepare the students for participation on one job and one career, instead of offering more attractive and constructive curricula that would allow future graduates to operate in a changing world. © 2023, Emerald Publishing Limited.","Career transitions; Competence and skills; Employability; Policy in higher education; Teaching methods","","","","","","FOSTERC, (574087-EPP-1-2016-1-ES-EPPKA2-CBHE-SP); Ministerio de Ciencia, Innovación y Universidades, MCIU, (RTI 2018-101722-B-I00); European Education and Culture Executive Agency, EACEA; European Commission, EC; Education, Audiovisual and Culture Executive Agency, EACEA","Funding: This research was funded in part by the National R&D Program of the Spanish Ministry of Science, Innovation and Universities, (No: RTI 2018-101722-B-I00) Spanish Universities Involvement in Social Innovation Activities (SUISIA). The views expressed in this paper are not necessarily the views of that organization. This work also received support from the FOSTERC project, (No: 574087-EPP-1-2016-1-ES-EPPKA2-CBHE-SP) (2016–3219), co-funded by Erasmus + program of the European Union through European Education and Culture Executive Agency (EACEA), giving access to the data FOSTERC. The results published here are in part based on data obtained from the FOSTERC database. Ethics of data analysis and processing were considered to protect the privacy of data subjects. ","Allen J., van der Velden R., The Flexible Professional in the Knowledge Society: General Results of the REFLEX Project, (2011); Beck C., Kosnik C., Growing as a Teacher: Goals and Pathways of Ongoing Teacher Learning, (2014); Business Environment and Enterprise Performance Survey. VI – Fieldwork Consultants – Regional, (2017); Brandenburg U., Taboadela O., Vancea M., Mobility matters, Global and Local Internationalization. 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Final Report. Erasmus + FOSTERC Project. 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Stepping stones for developing sustainability competence, International Journal of Sustainability in Higher Education, 11, 4, pp. 380-390, (2010); Country Partnership Framework For the Republic of Belarus (FY18-22), (2018); National Strategy for sustainable socio-economic development of the republic of Belarus until 2030, (2017)","I. Navarro-Milla; Institute of Innovation and Knowledge Management, INGENIO (CSIC-UPV), Universitat Politècnica de València, Valencia, Spain; email: isnamil@upv.es","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85161458666"
"Irfan S.M.; Qadeer F.; Sarfraz M.; Bhutta M.K.","Irfan, Syed Muhammad (55341399100); Qadeer, Faisal (55515779000); Sarfraz, Muddassar (57197751650); Bhutta, Mohammed Khurrum (14218935100)","55341399100; 55515779000; 57197751650; 14218935100","Determinants and consequences of job crafting under the boundary conditions of work uncertainty","2023","Career Development International","28","6-7","","686","705","19","1","10.1108/CDI-03-2023-0063","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85171302294&doi=10.1108%2fCDI-03-2023-0063&partnerID=40&md5=c88ea560a9bc6ef6c93eccff881d25ff","Department of Management Sciences, COMSATS University Islamabad, Lahore Campus, Lahore, Pakistan; Hailey College of Commerce, University of the Punjab, Lahore, Pakistan; School of Management, Zhejiang Shuren University, Hangzhou, China; College of Business, Ohio University, Athens, OH, United States","Irfan S.M., Department of Management Sciences, COMSATS University Islamabad, Lahore Campus, Lahore, Pakistan; Qadeer F., Hailey College of Commerce, University of the Punjab, Lahore, Pakistan; Sarfraz M., School of Management, Zhejiang Shuren University, Hangzhou, China; Bhutta M.K., College of Business, Ohio University, Athens, OH, United States","Purpose: This paper explores critical job resources (CRJRs) as predictors of job crafting and sustainable employability. Using job demands-resources (JD-R) theory as a theoretical lens, the authors examine how job crafting mediates CRJR and sustainable employability and whether work uncertainty as a boundary condition further strengthened these associations using moderated mediation approach. Design/methodology/approach: The authors used a cross-sectional time-lagged research design by collecting data from 483 knowledge workers in Pakistan's healthcare and universities, both public and private. The authors used structural equation modeling using AMOS 25.0 software to examine the proposed relationships’ mediation, moderation and moderated-mediation processes, such as Hayes (2018) process models 1,7,14 and 58. In addition, the authors tested a structural model with self-developed estimands instead of using process macros available in SPSS by computing variables. Findings: The results of this study confirmed that CRJR predicts job crafting and employees' sustainable employability. Furthermore, comprehensive testing suggested that mediation of job crafting between CRJR and sustainable employability further strengthened in the presence of a boundary condition of work uncertainty. Originality/value: The study uncovers CRJR (job, organizational, social and relational) as a predictor of job crafting. The authors suggest that job design integrating CRJR helps organizations and managers promote job crafting and make employees responsible for their sustainable employability. The proposed CRJR has not been used as a predictor of job crafting, and no such study tested CRJR as a predictor of sustainable employability. The authors made comprehensive testing to examine the boundary condition of work uncertainty while examining the CRJR and sustainable employability relations via job crafting. © 2023, Emerald Publishing Limited.","Critical job resources; Job crafting; Job demands-resources; Sustainable employability; Work uncertainty","","","","","","National Office for Philosophy and Social Sciences, NPOPSS, (20BJY087)","This study was supported in part by the National Social Science Foundation, P.R. China (Project No.: 20BJY087).","Akkermans J., Tims M., Crafting your career: how career competencies relate to career success via Job crafting, Applied Psychology-An International Review, 66, 1, pp. 168-195, (2017); Bakker A.B., The social psychology of work engagement: state of the field, Career Development International, 27, 1, pp. 36-53, (2022); Bakker A.B., Demerouti E., Multiple levels in job demands-resources theory: implications for employee well-being and performance, Handbook of Well-Being, pp. 1-13, (2018); Baron R.M., Kenny D.A., The moderator–mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations, Journal of Personality and Social Psychology, 51, 6, pp. 1173-1182, (1986); Baruch Y., Sullivan S.E., The why, what and how of career research: a review and recommendations for future study, Career Development International, 27, 1, pp. 135-159, (2022); Beehr T.A., Jex S.M., Stacy B.A., Murray M.A., Work stressors and coworker support as predictors of individual strain and job performance, Journal of Organizational Behavior, 21, 4, pp. 391-405, (2000); Chin W.W., How to write up and report PLS analyses, Handbook of Partial Least Squares, pp. 655-690, (2010); De Gennaro D., Giampaola V., Piscopo G., Adinolfi P., Achieving quality education: the importance of design and crafting of jobs in secondary schools, Excellence in Services 24th International Conference, (2021); Demerouti E., Soyer L.M., Vakola M., Xanthopoulou D., The effects of a job crafting intervention on the success of an organizational change effort in a blue‐collar work environment, Journal of Occupational and Organizational Psychology, 94, 2, pp. 1-26, (2020); Di Fabio A., A Review of Empirical Studies on Employability and Measures of Employability, (2017); Fleuren B.P., de Grip A., Jansen N.W., Kant I., Zijlstra F.R., Critical reflections on the currently leading definition of sustainable employability, Scandinavian Journal of Work, Environment and Health, 42, 6, pp. 557-560, (2016); Fornell C., Larcker D.F., Evaluating structural equation models with unobservable variables and measurement error, Journal of Marketing Research, 18, 1, pp. 39-50, (1981); Garg N., Murphy W., Singh P., Reverse mentoring, job crafting and work-outcomes: the mediating role of work engagement, Career Development International, 26, 2, pp. 290-308, (2021); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Multivariate data analysis, Cengage Learning, (2019); Hakanen J.J., Bakker A.B., Demerouti E., How dentists cope with their job demands and stay engaged: the moderating role of job resources, European Journal of Oral Sciences, 113, 6, pp. 479-487, (2005); Hayes A.F., Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach, (2018); Hayes A.F., Rockwood N.J., Conditional process analysis: concepts, computation, and advances in the modeling of the contingencies of mechanisms, American Behavioral Scientist, 64, 1, pp. 19-54, (2020); Hobfoll S.E., Conservation of resources: a new attempt at conceptualizing stress, American Psychologist, 44, pp. 513-524, (1989); Hulshof I.L., Demerouti E., Le Blanc P.M., Day-level job crafting and service-oriented task performance: the mediating role of meaningful work and work engagement, Career Development International, 25, 4, pp. 355-371, (2020); Irfan S.M., Qadeer F., Abdullah M.I., Sarfraz M., Employer’s investments in job crafting to promote knowledge worker’s sustainable employability: a moderated mediation model, Personnel Review, ahead-of-print, ahead-of-print, pp. 1-23, (2022); Kaiser E., Does Job Crafting Increase Sustainable Employability? 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The role of employee trait and work regulatory focus, Career Development International, 28, 2, pp. 250-274, (2023); Snape E., Redman T., HRM practices, organizational citizenship behaviour, and performance: a multi‐level analysis, Journal of Management Studies, 47, 7, pp. 1219-1247, (2010); Tadic M., Bakker A.B., Oerlemans W.G., Challenge versus hindrance job demands and well‐being: a diary study on the moderating role of job resources, Journal of Occupational and Organizational Psychology, 88, 4, pp. 702-725, (2015); Tims M., Bakker A.B., Derks D., Development and validation of the job crafting scale, Journal of Vocational Behavior, 80, 1, pp. 173-186, (2012); Tims M., Twemlow M., Fong C.Y.M., A state-of-the-art overview of job-crafting research: current trends and future research directions, Career Development International, 27, 1, pp. 54-78, (2022); Van Harten E.J., Knies E., Leisink P., Employer's investments in hospital workers' employability and employment opportunities, Personnel Review, 45, 1, pp. 84-102, (2016); Vanbelle E., Van den Broeck A., De Witte H., Job Crafting: autonomy and workload as antecedents and the willingness to continue working until retirement age as a positive outcome, Psihologia Resurselor Umane, 15, 1, pp. 25-41, (2017); Wall T.D., Cordery J.L., Clegg C.W., Empowerment, performance, and operational uncertainty: a theoretical integration, Applied Psychology, 51, 1, pp. 146-169, (2002); Wang H.-J., Chen X., Lu C.-Q., When career dissatisfaction leads to employee job crafting: the role of job social support and occupational self-efficacy, Career Development International, 25, 4, pp. 337-354, (2020); Wang Z., Huang J.L., Xie B., Maintaining job crafting over time: joint effect of autonomy and career support from family and friends, Career Development International, 27, 4, pp. 433-449, (2022); Wrzesniewski A., Dutton J.E., Crafting a job: revisioning employees as active crafters of their work, Academy of Management Review, 26, 2, pp. 179-201, (2001); Xanthopoulou D., Bakker A.B., Demerouti E., Schaufeli W.B., The role of personal resources in the job demands-resources model, International Journal of Stress Management, 14, 2, pp. 121-147, (2007); Zhang F., Parker S.K., Reorienting job crafting research: a hierarchical structure of job crafting concepts and integrative review, Journal of Organizational Behavior, 40, 2, pp. 126-146, (2019)","M. Sarfraz; School of Management, Zhejiang Shuren University, Hangzhou, China; email: muddassar.sarfraz@gmail.com","","Emerald Publishing","","","","","","13620436","","","","English","Career Dev. Int.","Article","Final","","Scopus","2-s2.0-85171302294"
"Raatikainen E.; Savolainen T.; Järvensivu A.; Isacsson A.; Simola-Alha N.; Heinilä H.","Raatikainen, Eija (57216546316); Savolainen, Taina (7003371609); Järvensivu, Anu (36170777800); Isacsson, Annica (58362336400); Simola-Alha, Nina (58175853900); Heinilä, Henna (58175146600)","57216546316; 7003371609; 36170777800; 58362336400; 58175853900; 58175146600","Trust at work – described by young professionals in the early stages of their careers","2023","Higher Education, Skills and Work-based Learning","13","6","","1037","1053","16","0","10.1108/HESWBL-04-2022-0093","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152066359&doi=10.1108%2fHESWBL-04-2022-0093&partnerID=40&md5=1884f85a4bb0c2ad6c83de5476d096e9","Metropolia University of Applied of Sciences, Helsinki, Finland; University of Eastern Finland, Joensuu, Finland; Humak University of Applied Sciences, Helsinki, Finland; Haaga-Helia University of Applied Sciences, Helsinki, Finland","Raatikainen E., Metropolia University of Applied of Sciences, Helsinki, Finland; Savolainen T., University of Eastern Finland, Joensuu, Finland; Järvensivu A., Humak University of Applied Sciences, Helsinki, Finland; Isacsson A., Haaga-Helia University of Applied Sciences, Helsinki, Finland; Simola-Alha N., Humak University of Applied Sciences, Helsinki, Finland; Heinilä H., Haaga-Helia University of Applied Sciences, Helsinki, Finland","Purpose: This case study explores trust at work, described by young professionals in the early stages of their careers. In this article, trust is approached as the study participants' experiences of interpersonal trust. More specifically, it refers to relationships between colleagues, among individuals or at group level (Ma et al., 2019). Supervisors or managers did not take part in this study. The research question was “What do young professionals tell about trust and its importance at work?” Design/methodology/approach: The empirical study consists of qualitative data, focus group (5) interviews (n = 20) of young professionals who are in the early stages of their careers (1–3 years after graduation). The study is contextualized in Finland, in Helsinki metropolitan area, in three social and healthcare workplaces and two information technology (IT) organizations. Both public and private sectors are represented. The data were analysed by theory-based content analysis. Findings: According to the study results, descriptions of trust and its importance at work can be placed in three main categories. First, trust is an important element in improving young professionals' adaptation into the working community. Second, trust strengthens young professionals' professionalism and professional development at work. Third, trust at work highlights ethical issues and their significance in workplace relationships. Practical implications and limitations are also discussed. Research limitations/implications: Due to the nature of this study, the research results should be viewed critically. The results can be seen as one suggestion to structure and increase understanding of trust in working life, from the perspective of young professionals in the early stages of their careers. As all research, the studies included in this review had several limitations that need to be taken into account. First, one of them is the size of the data, also in this study. Second, although literature has been searched carefully, there is always a chance of better literature existing for discussion on trust at work from young professionals' points of view, even though there is not a lot available on this specific topic. Nonetheless, literature of this study includes the most relevant classics of trust research. Third, the method has its own limits because it is based on focus group interviews, not interviews of individuals. On the other hand, it offered time for the team to reflect on trust in their own team. Still, this study offers one option for discussion of trust in work relationships. Additionally, it was noteworthy that the subjects were at the beginning of their careers, joining a new working community. They were in the early stages of building a professional identity, seeking confirmation of their skills and position in the working community. Thus, we recognize that this may have contributed to the collection of research data, which was a focus group interview. Few participants in the interview wanted to strongly point out the factors related to distrust, even if they had appeared at work. The authors recognize that exploring trust requires trust and acknowledge it. Data have been collected before the COVID-19 pandemic (see, e.g. van Zoonen et al., 2021). Practical implications: This study implies that trust at work should focus on discussing young professionals' thoughts, expectations, feelings and experiences of trust at work as part of transitioning from graduation into working life or in early stages of their careers. Trust should not only be discussed in dyadic discussions between young professionals and supervisors but also as part of team discussions. The authors’ suggestion is that trust should be in the core of team discussions, not just as part of teams' social and emotional dimensions of their functionality and capacity. Courage and skills to take part in such discussions is needed from all parties. Especially leaders have to have the ability to create a trusting environment to talk about trust. In particular, the importance of peers in trust and their importance at work should be taken into account. By understanding young professionals’ point of view, we can prevent job changes or dissatisfaction at work too. The purpose of this study was to contribute to this line of research on trust at work. The trust resource contributes to and promotes the realization of participation in working life. Social implications: The trust resource contributes to and promotes the realization of participation in working life. Leaders and coworkers can learn about trust as a phenomenon, while developing more emotionally sustainable working environments for young professionals. Trust should be seen as a skill or competence to improve various positive functional dimensions at work. Originality/value: The results demonstrate that it is crucial to ensure emotional sustainability at work, and a positive feeling of belonging at work supports young professionals by developing a trusting work environment. It strengthens their engagement in a new work. © 2023, Emerald Publishing Limited.","Graduate employability; Social and healthcare and IT; Trust at work; Young professionals","","","","","","Työsuojelurahasto","Funding: The study was funded by Finnish Work Environment Fund.","Astvik W., Melin M., Allvin M., Survival strategies in social work: a study of how coping strategies affect service quality, professionalism and employee health, Nordic Social Work Research, 4, 1, pp. 52-66, (2014); Bachmann R., Gillespie N., Priem R., Repairing trust in organizations and institutions: toward a conceptual framework, Organizational Studies, 36, 9, pp. 1123-1142, (2015); Back M., Kestila-Kekkonen E., Political and Social Trust Pathways, Trends and Gaps. 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"Liu C.-H.; Horng J.-S.; Chou S.-F.; Yu T.-Y.; Lee M.-T.; Lapuz M.C.B.","Liu, Chih-Hsing (57233625200); Horng, Jeou-Shyan (7103277790); Chou, Sheng-Fang (55322967500); Yu, Tai-Yi (7401861648); Lee, Ming-Tsung (57998024300); Lapuz, Maria Carmen B. (57997762500)","57233625200; 7103277790; 55322967500; 7401861648; 57998024300; 57997762500","Digital capability, digital learning, and sustainable behaviour among university students in Taiwan: A comparison design of integrated mediation-moderation models","2023","International Journal of Management Education","21","3","100835","","","","2","10.1016/j.ijme.2023.100835","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162063981&doi=10.1016%2fj.ijme.2023.100835&partnerID=40&md5=e6cf6abe6e52793bb477c9ce4c29ea9d","Department of Tourism Management, National Kaohsiung University of Science and Technology, No. 415, Chien Kung Road, Kaohsiung, 807, Taiwan; Department of Food and Beverage Management, Shih Chien University, 70, Dazhi St., Zhongshan Dist., Taipei, 104336, Taiwan; Department of Hospitality Management, School of Tourism, Ming Chuan University, 5 De Ming Rd., Gui Shan District, Taoyuan County, 333, Taiwan; Department of Risk Management and Insurance, Ming Chuan University, 250 Zhongshan North Road Section 5, Taipei, 111, Taiwan","Liu C.-H., Department of Tourism Management, National Kaohsiung University of Science and Technology, No. 415, Chien Kung Road, Kaohsiung, 807, Taiwan; Horng J.-S., Department of Food and Beverage Management, Shih Chien University, 70, Dazhi St., Zhongshan Dist., Taipei, 104336, Taiwan; Chou S.-F., Department of Hospitality Management, School of Tourism, Ming Chuan University, 5 De Ming Rd., Gui Shan District, Taoyuan County, 333, Taiwan; Yu T.-Y., Department of Risk Management and Insurance, Ming Chuan University, 250 Zhongshan North Road Section 5, Taipei, 111, Taiwan; Lee M.-T., Department of Tourism Management, National Kaohsiung University of Science and Technology, No. 415, Chien Kung Road, Kaohsiung, 807, Taiwan; Lapuz M.C.B., Department of Tourism Management, National Kaohsiung University of Science and Technology, No. 415, Chien Kung Road, Kaohsiung, 807, Taiwan","Digital learning has been amplified by the COVID-19 pandemic in the case of university students in Taiwan. This study utilized two separate cases to investigate the impact of digital capability on sustainable behaviors among students with the use of structural equation modeling (SEM). Results of case study 1 show that the impact of digital capability on sustainable behavior of students from the department of tourism and hospitality is enhanced when mediated by employability skills, innovative capabilities, and big data application. Results of case study 2 revealed that the effect of data literacy on sustainable intention of students from the department of leisure and recreation is strengthened when mediated by information sharing, marketing strategy, involvement, and cognitive benefits. Additionally, sustainable attitude was found to strengthen the relationship between employability skills and sustainable behavior. The theoretical and educational implications are discussed in the final section. © 2023","Cognitive benefits; Digital capability; Employability; Sustainable attitude; Sustainable behaviour","","","","","","National Science Council, NSC; Ministry of Science and Technology, Taiwan, MOST, (109-2511-H-992 -004 -MY3)","This research was partially supported by the National Science Council (now Ministry of Science and Technology; Project No. 109-2511-H-992 -004 -MY3 ) for the research grant provided to Chih-Hsing Liu.","Ab Hamid M.R., Sami W., Mohmad Sidek M.H., Discriminant validity assessment: Use of Fornell & Larcker criterion versus HTMT criterion, Journal of Physics: Conference Series, 890, (2017); Adeyinka-Ojo S., Lee S., Abdullah S.K., Teo J., Hospitality and tourism education in an emerging digital economy, Worldwide Hospitality and Tourism Themes, 12, 2, pp. 113-125, (2020); Admoni H., Scassellati B., Social eye gaze in human-robot interaction: A review, Journal of Human-Robot Interaction, 6, 1, pp. 25-63, (2017); Ahuja J., Panda T.K., Luthra S., Kumar A., Choudhary S., Garza-Reyes J.A., Do human critical success factors matter in adoption of sustainable manufacturing practices? 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Liu; Department of Tourism Management, National Kaohsiung University of Science and Technology, Kaohsiung, No. 415, Chien Kung Road, 807, Taiwan; email: phd20110909@gmail.com; M.C.B. Lapuz; Department of Tourism Management, National Kaohsiung University of Science and Technology, Kaohsiung, No. 415, Chien Kung Road, 807, Taiwan; email: mcblapuz@gmail.com","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","","Scopus","2-s2.0-85162063981"
"El-Sakran T.M.","El-Sakran, Tharwat M. (55629327100)","55629327100","ENHANCING BUSINESS STUDENTS’ EMPLOYABILITY SKILLS AWARENESS","2023","Journal of Teaching English for Specific and Academic Purposes","11","3","","687","708","21","0","10.22190/JTESAP230916052E","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183846499&doi=10.22190%2fJTESAP230916052E&partnerID=40&md5=69559bf275f3f8c17057b708197c64fa","English Department, American University of Sharjah, Sharjah, United Arab Emirates","El-Sakran T.M., English Department, American University of Sharjah, Sharjah, United Arab Emirates","Employability skills have become vital in helping recent graduates distinguish themselves in the competitive job market, transcending disciplinary boundaries. Dissatisfaction with graduates' communication abilities has been a long-standing concern in academia and the workplace. The shift from traditional lecture-based instruction to active learning has prompted changes in English for Specific Purposes (ESP) and technical communication courses globally. These changes encompass well-developed professional communication skills, collaborative work practices, effective self-management, and social responsibility. This study addresses the imperative of understanding and addressing the skill prerequisites of the corporate sphere, as employers increasingly seek competencies beyond academic qualifications. The study employs a student-centered approach, allowing students to align these skills with real-world job requirements. The Experiential Learning Theory by Kolb serves as the theoretical foundation for this approach. The results indicate that this teaching method, emphasizing learning by doing, received positive feedback from students. It not only provided insight into the skills required by the labor market but also improved students' awareness of their own strengths and weaknesses. Additionally, students found that this approach prepared them for their future careers. In conclusion, this research emphasizes the importance of equipping students with employability skills through authentic, context-based learning. The findings underscore the need for a shift from teacher-centered practices to more student-centered, collaborative learning environments that foster student autonomy and responsibility. The research closes with limitations and suggestions for further research. © 2023 by University of Niš, Serbia.","awareness; business students; employability; job advertisements; labor market requirements; Sensitizing business students to employment skills; specialized technical knowledge","","","","","","","","Alkan F., Experiential Learning: Its Effects on Achievement and Scientific Process Skills, Journal of Turkish Science Education, 13, 2, (2016); Ali J., Lim E., Russayani I., Abdul Fauziah F. A., Filzah I., Ismi A., The Effectiveness of Finishing School Programmes from the Perspectives of Graduates and Employers, Malaysian Journal of Learning and Instruction, 11, pp. 147-170, (2014); Ankit A., EL-Sakran T. 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El-Sakran; English Department, American University of Sharjah, Sharjah, United Arab Emirates; email: telsakran@aus.edu","","University of Nis","","","","","","23349182","","","","English","J. Teach. Eng. Spec. Acad. Purp.","Article","Final","","Scopus","2-s2.0-85183846499"
"Shomotova A.; Ibrahim A.","Shomotova, Aizhan (57226302781); Ibrahim, Ali (36625547000)","57226302781; 36625547000","Validation of measurement scales for undergraduate students' self-perceived employability and university commitment in the United Arab Emirates","2023","Education and Training","65","8-9","","972","992","20","0","10.1108/ET-01-2023-0021","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174258356&doi=10.1108%2fET-01-2023-0021&partnerID=40&md5=f4d77a1861854c3faf35218992a2ad72","College of Interdisciplinary Studies, Zayed University, Abu Dhabi, United Arab Emirates; College of Education, United Arab Emirates University, Al Ain, United Arab Emirates","Shomotova A., College of Interdisciplinary Studies, Zayed University, Abu Dhabi, United Arab Emirates, College of Education, United Arab Emirates University, Al Ain, United Arab Emirates; Ibrahim A., College of Education, United Arab Emirates University, Al Ain, United Arab Emirates","Purpose: The purpose of this study is to validate the psychometric properties of the Self-Perceived Employability Scale in the context of the United Arab Emirates (UAE-SPE) and to verify the model fit of the UAE-SPE and University Commitment Scale (UC) (Rothwell et al., 2008) for undergraduate students. Design/methodology/approach: A cross-sectional survey study was carried out to collect the data using a web-based survey tool (Qualtrics) at a public university in the UAE. The sample was 646 undergraduate students. Findings: As a result of the factor analysis, the study validated three factors of SPE for undergraduate students in the UAE that explain their perceptions of their university reputation, their field of study, the state of the UAE labour market and confidence in their skills. Confirmatory factor analysis verified good model fit indices of UAE-SPE and the UC scale. In addition, the study found a statistically significant positive relationship between the UC scale and the three factors of UAE-SPE. Originality/value: Currently, there is a scarcity of published research on self-perceived employability amongst undergraduate students in higher education institutions in the UAE and the Arab region. This article not only contributes to research on this topic but also validates two scales, allowing cross-cultural comparisons of SPE and UC of undergraduate students in the Arab region and worldwide. © 2023, Emerald Publishing Limited.","Factor analysis; Higher education; Self-perceived employability; Undergraduate employment; Undergraduate students; University commitment; Validation study","","","","","","","","Alibaygi A.H., Barani S., Karamidehkordi E., Pouya M., Employability determinants of senior agricultural students in Iran, Journal of Agricultural Science and Technology, 15, 4, pp. 673-683, (2013); Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Andrewartha L., Harvey A., Employability and student equity in higher education: the role of university careers services, Australian Journal of Career Development, 26, pp. 71-80, (2017); Bandura A., The explanatory and predictive scope of self-efficacy theory, Journal of Social and Clinical Psychology, 4, 3, pp. 359-373, (1986); Baruch Y., Bhaskar A.U., Mishra B., Career dynamics in India: a two-wave study of career orientations and employability of graduates, Personnel Review, 49, 3, pp. 825-845, (2020); Bentler P.M., Comparative fit indexes in structural models, Psychological Bulletin, 107, 2, (1990); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work and Stress, 21, 3, pp. 279-292, (2007); Botha D., Africa S., Botha D., Self-perceived employability among undergraduate students at a South African University, SA Journal of Human Resource Management/SA Tydskrif vir Menslikehulpbronbestuur, 19, pp. 1-11, (2021); Burchell B.J., Coutts A.P., The experience of self-employment among young people: an exploratory analysis of 28 low-to middle-income countries, American Behavioral Scientist, 63, 2, pp. 147-165, (2019); Caballero G., Alvarez P., Lopez-Miguens M., Internal determinants of university student employability. 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Rosenberg S., Heimler R., Morote E., Basic employability skills: a triangular design approach, Education + Training, 54, 1, pp. 7-20, (2012)","A. Shomotova; College of Interdisciplinary Studies, Zayed University, Abu Dhabi, United Arab Emirates; email: aizhanshom@gmail.com","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85174258356"
"Ognjenović K.","Ognjenović, Kosovka (16834788300)","16834788300","1BParticipation of Women in Institutionally Sponsored Entrepreneurship Programs in Serbia: Some Statistical Facts","2023","Journal Women's Entrepreneurship and Education","2023","3-4","","28","47","19","0","10.28934/jwee23.34.pp28-47","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179345755&doi=10.28934%2fjwee23.34.pp28-47&partnerID=40&md5=aaa42af972a4b59b4d6a6378edbe43f8","Institute of Economic Sciences, Belgrade, Serbia","Ognjenović K., Institute of Economic Sciences, Belgrade, Serbia","The analysis of female entrepreneurship in Serbia is the main topic of this paper. The analysis of entrepreneurship takes into account the underrepresentation of women in the self-employed population. Studies analyzing entrepreneurial intention, self-efficacy, and self-perceived employability similarly show a lower representation of women choosing the professional path of entrepreneurs. Studies on institutional support for women who participate in entrepreneurship programs are rare. Therefore, determining how participation in institutionally sponsored active labor market policy programs influences the growth of female entrepreneurship in Serbia is the purpose of this paper. According to the results of this research, Serbia has a substantial gender difference in self-employment. Less than one-third of business owners are women. Women made up almost half of those taking part in entrepreneurship training. In 2021 and 2022, they received more than half of all subsidies for entrepreneurs. However, these findings do not significantly affect the trend of self-employment in Serbia. © 2023, Institute of Economic Sciences. All rights reserved.","active labor market policies; entrepreneurial programs; Serbia; unemployed men and women","","","","","","Government of the Republic of Serbia; Ministarstvo Prosvete, Nauke i Tehnološkog Razvoja, MPNTR, (451-03-47/2023-01/200005)","Funding text 1: Active labor market policies, as well as subsidies for entrepreneurship development, began to be implemented in the early 2000s as part of upcoming privatization reforms that left a large number of workers without jobs (ILO & Council of Europe, 2007; EBRD, 2016). First of all, they were intended for surplus employees and harder-to-employ categories, which include women, representatives of minority groups and long-term unemployed persons (Ivanović & Kufenko, 2023; Stefanović et al., 2013). Their implementation was started by the National Employment Service (NES) with the financial support of the Government of the Republic of Serbia, donors, and even through state loans from financial organizations in order to support the implementation of reforms. It was a model that was tested in other former transition countries, and in Serbia, it was implemented as an example of ‘good practice’ that would encourage the reactivation of unemployed persons on the labor market (Palalić et al., 2020). This practice was later applied to persons entering the labor market for the first time so that young people, along with support through employment subsidies, were given the opportunity to develop as future entrepreneurs.; Funding text 2: The research presented in this paper was funded by the Ministry of Science, Technological Development and Innovation of the Republic of Serbia under contract number 451-03-47/2023-01/200005.","Achakpa P., Radovic-Markovic M., Employment of women through entrepreneurship development and education in developing countries, Journal of Women's Entrepreneurship and Education, 1-2, pp. 17-30, (2018); Balavac-Orlic M., Posadas J., One (program) for all or all (programs) for one: Evaluation of the employment program opportunity for all of the Federation of Bosnia and Herzegovina, Economic Systems, 47, 1, (2023); Cera G., Mlouk A., Cera E., Shumeli A., The impact of entrepreneurship education on entrepreneurial intention. A quasi-experimental research design, Journal of Competitiveness, 12, 1, pp. 39-56, (2020); Transition Report 2016-17. Transition for All: Equal Opportunities in an Unequal World, (2016); Labour Market Policy: Expenditure and Participants, (2023); Population and Social Conditions, (2023); Global Entrepreneurship Monitor 2022/2023 Global Report: Adapting to a “New Normal”, (2023); Employment Policy Review: Serbia, (2007); Ivanovic V., Kufenko V., It’s a men’s world? The rise of female entrepreneurship during privatization in Serbia, Economic Systems, 47, 3, (2023); Kariv D., Baldegger R. J., Kashy-Rosenbaum G., ‘All you need is… entrepreneurial attitudes’: a deeper look into the propensity to start a business during the COVID-19 through a gender comparison (GEM data), World Review of Entrepreneurship, Management and Sustainable Development, 18, 1-2, pp. 195-226, (2022); Knezovic E., Self-perceived employability and entrepreneurial and intrapreneurial intentions: evidence from six countries, Forthcoming in: Global Business and Organizational Excellence, pp. 1-11, (2023); Laudano M.C., Zollo L., Ciappei C., Zampi V., Entrepreneurial universities and women entrepreneurship: a cross-cultural study, Management Decision, 57, 9, pp. 2541-2554, (2019); Annual Report for 2019, (2020); Annual Report for 2020, (2021); Annual Report for 2021, (2022); Annual Report for 2022, (2023); Ognjenovic K., Impact of continuing education on stable employment and wages of men and women in Serbia, Economic Analysis, 56, 1, pp. 69-84, (2023); Ognjenovic K., Did COVID-19 change the inclination toward entrepreneurship among young adults in Serbia?, Conference Proceedings of the 2nd Conference in Business Research and Management, pp. 87-94, (2023); Palalic R., Knezovic E., Dana L.-P., Women's Entrepreneurship in Former Yugoslavia: Historical Framework, Ecosystem, and Future Perspectives for the Region, (2020); Pavlovic D., Bjelica D., Bodroza D., Jovicic E., Pindzo R., Women’s economic empowerment through tourism: A case study of selected Western Balkans countries, Journal of Women's Entrepreneurship and Education, 3-4, pp. 149-175, (2022); Ratten V., Ferreira J. J., Fernandes C. I., Balkans entrepreneurship: the role of internal and external knowledge for business creation, World Review of Entrepreneurship, Management and Sustainable Development, 13, 2-3, pp. 126-140, (2017); Schmutzler J., Andonova V., Perez-Lopez J., The role of diaspora in opportunity-driven entrepreneurial ecosystems: A mixed-methods study of Balkan economies, International Entrepreneurship and Management Journal, 17, 1, pp. 693-729, (2021); Semencenko D., Popovic-Pantic S., Zivkovic L., Training as the indicator of female entrepreneurship development, and training needs analysis, Journal of Women's Entrepreneurship and Education, 1-2, pp. 18-36, (2016); Stefanovic S., Ivanovic-Dukic M., Jankovic-Milic V., The analysis of key challenges and constraints to the stability and growth of an entrepreneurial sector in Serbia, Journal of Balkan and Near Eastern Studies, 15, 3, pp. 346-365, (2013); Vasileiou E., Karamanos A., Georgantzis N., Who wants to be an entrepreneur in the Balkans? From perceptions and beliefs to intentions, Journal of Management Development, 42, 2, pp. 141-161, (2023)","K. Ognjenović; Institute of Economic Sciences, Belgrade, Serbia; email: kosovka.ognjenovic@ien.bg.ac.rs","","Institute of Economic Sciences","","","","","","18211283","","","","English","J. Women's Entrep.   Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85179345755"
"Irfan S.M.; Qadeer F.; Abdullah M.I.; Sarfraz M.","Irfan, Syed Muhammad (55341399100); Qadeer, Faisal (55515779000); Abdullah, Muhammad Ibrahim (57197746343); Sarfraz, Muddassar (57197751650)","55341399100; 55515779000; 57197746343; 57197751650","Employer’s investments in job crafting to promote knowledge worker’s sustainable employability: a moderated mediation model","2023","Personnel Review","52","8","","2025","2047","22","12","10.1108/PR-10-2021-0704","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134410873&doi=10.1108%2fPR-10-2021-0704&partnerID=40&md5=53c58076fbd7dc9b6026dd501e261516","Department of Statistics, COMSATS University Islamabad, Lahore Campus, Lahore, Pakistan; Department of Management Sciences, COMSATS University Islamabad, Lahore Campus, Lahore, Pakistan; School of Management, Zhejiang Shuren University, Hangzhou, China; Hailey College of Commerce, University of the Punjab, Lahore, Pakistan","Irfan S.M., Department of Statistics, COMSATS University Islamabad, Lahore Campus, Lahore, Pakistan; Qadeer F., Hailey College of Commerce, University of the Punjab, Lahore, Pakistan; Abdullah M.I., Department of Management Sciences, COMSATS University Islamabad, Lahore Campus, Lahore, Pakistan; Sarfraz M., School of Management, Zhejiang Shuren University, Hangzhou, China","Purpose: The primary study purpose is to examine whether managerial support triggers job crafting and sustainable employability, and to what extent work uncertainty moderates the managerial support and sustainable employability relationships mediated by job crafting using a moderated mediation approach. Thus, this study aims to uncover new antecedent and outcomes of job crafting using job demands and resources (JD–R) theory as no such research has yet examined these relationships. Design/methodology/approach: The structural equation modeling (SEM) technique was employed to test the proposed relationships based on survey data that include a final 483 knowledge workers of the services sector. The authors tested the structural model using self-developed estimates for AMOS 24.0 to examine the moderated mediation process models (process models 7, 14 and 58) rather than using a conventional process macro through SPSS. Findings: Consistent with the formulated hypothesis, the results of this study indicate that managerial support directly stimulates job crafting and sustainable employability. Further, job crafting mediates the relationships between managerial support and sustainable employability. This validates the JD–R theory assumption that managerial support as job resources initiates a motivational process through job crafting, leading to sustainable employability as the outcome of the motivational process. Additionally, the moderated mediation results show that in the presence of high work uncertainty, employees are more engaged in job crafting to boost their sustainable employability. Practical implications: Organizations may incorporate these findings while developing human resources (HR) management policies and practices to align top-down and bottom-up job re(design) approaches. For example, by designing line managers’ role in implementation of supportive HR practices, their supportive leadership behavior towards employees will successfully trigger job crafting and nurture their sustainable employability. Originality/value: This research adds to the work design and employability literature. No such study has yet examined whether managerial support triggers job crafting and sustainable employability. Prior studies examine personality traits, some individual difference variable, job characteristics, or leadership influence as antecedents of job crafting. Utilizing the JD–R theory, we empirically validate that job crafting plays a vital role in the motivational process initiated by the job resources (managerial support), leading to sustainable employability as an outcome of the motivational process. The authors further show that in the presence of high job demands (work uncertainty), employees are more engaged in job crafting and more conscious to boost their sustainable employability. © 2022, Emerald Publishing Limited.","JD–R theory; Job crafting; Managerial support; Sustainable employability; Work uncertainty","","","","","","","","Akkermans J., Tims M., Crafting your career: how career competencies relate to career success via Job crafting, Applied Psychology-An International Review, 66, 1, pp. 168-195, (2017); Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W., Competencies for the contemporary career: development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? 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Sarfraz; School of Management, Zhejiang Shuren University, Hangzhou, China; email: muddassar.sarfraz@gmail.com","","Emerald Publishing","","","","","","00483486","","","","English","Pers. Rev.","Article","Final","","Scopus","2-s2.0-85134410873"
"Héritier Nsenge M.; Lucy Waruguru M.; Simon Nyaga M.","Héritier Nsenge, Mpia (58762143000); Lucy Waruguru, Mburu (58761936700); Simon Nyaga, Mwendia (58762973100)","58762143000; 58761936700; 58762973100","Exploratory Factor Analysis of Congolese Information Technology Graduates’ Employability: Towards Sustainable Employment","2023","SAGE Open","13","4","","","","","0","10.1177/21582440231210109","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179740144&doi=10.1177%2f21582440231210109&partnerID=40&md5=4003cfd25c8c540db6f6e30747e686ed","KCA University, Nairobi, Kenya","Héritier Nsenge M., KCA University, Nairobi, Kenya; Lucy Waruguru M., KCA University, Nairobi, Kenya; Simon Nyaga M., KCA University, Nairobi, Kenya","High unemployment rates in many developing countries have prompted research to focus on sustainability and inclusiveness of employment in line with the sustainable development goal target 8.6. The democratic republic of Congo (DRC) in sub-Saharan Africa experiences one of the highest youth unemployment rates owing to its long-term socio-political and economic instability. Qualitative and quantitative research studies have linked low employability of university-educated youth in the DRC to tribalism, corruption, and insecurity. The current study sought to identify contextual factors that predict employability of information technology (IT) graduates in the DRC. The study surveyed 355 graduates (274 male, 81 female) using 43 questionnaire. Bartlett test was 3,930.05 for Chi2 (p-value =.000) and KMO test scored 0.68. McDonald’s Omega test of reliability of the instrument scored 0.77 with a total cumulative variance of 72.02%. Results of this study advance the conflict theory by pinpointing the true factors which influence the employability of IT graduates in unstable developing countries. This study has discovered that socio-political background of graduates, graduate academic competencies, graduate-employer relationship, and university employability strategies are the contextual factors that predict the employability of IT graduates in the DRC. The Cronbach’s Alpha test of reliability for the retained contextual factors scored.78,.75,.63, and.53, respectively. © The Author(s) 2023.","contextual factors; Democratic Republic of Congo; factor analysis; IT graduate employability","","","","","","Assumptionist Community of Kijenge Parish","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was fully funded by the Assumptionist Community of Kijenge Parish through grant No. M.2023/STU/AA. 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Héritier Nsenge; KCA University, Nairobi, Kenya; email: 2004988@students.kcau.ac.ke","","SAGE Publications Inc.","","","","","","21582440","","","","English","SAGE Open","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85179740144"
"Cheng C.K.C.; Chow E.Y.H.; Lam K.C.K.; Lee J.H.Y.","Cheng, Chris K.C. (57200090886); Chow, Eden Y.H. (58648144300); Lam, Kevin C.K. (57203894476); Lee, Joey H.Y. (58648655200)","57200090886; 58648144300; 57203894476; 58648655200","Participation in internship, professional competition and overseas exchange and accounting students’ subsequent academic and job market performance","2023","International Journal of Management Education","21","3","100887","","","","0","10.1016/j.ijme.2023.100887","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174142789&doi=10.1016%2fj.ijme.2023.100887&partnerID=40&md5=0cc8c9ebaf45d88f39d96e78d32c8857","Department of Accountancy, The Hang Seng University of Hong Kong, Shatin, Hong Kong, HKSAR, China","Cheng C.K.C., Department of Accountancy, The Hang Seng University of Hong Kong, Shatin, Hong Kong, HKSAR, China; Chow E.Y.H., Department of Accountancy, The Hang Seng University of Hong Kong, Shatin, Hong Kong, HKSAR, China; Lam K.C.K., Department of Accountancy, The Hang Seng University of Hong Kong, Shatin, Hong Kong, HKSAR, China; Lee J.H.Y., Department of Accountancy, The Hang Seng University of Hong Kong, Shatin, Hong Kong, HKSAR, China","Professional and business sectors have long called for reforms to improve the quality of accounting education and to enhance students' readiness to their professional careers, including a greater use of experiential learning activities (ELA) to enhance students' soft skills. However, empirical evidence on how ELA can benefit students remains scarce. Most of the prior studies in this area focus on surveying teachers, employers and students on the perceived benefits of these activities. Research studies based on actual performance data are still lacking. This paper analyzes how ELA affect students' post-activity academic and job market performances based on a recent archival data set of academic and job market performance of accounting graduates. The activities we study include internship, professional competition and overseas exchange. We find that participating students, when compared to non-participating ones, have a higher chance of landing a job in Big-N (including Big-4) firms, receive a larger number of employment offers, and have a stronger proclivity to stay in the accounting profession. However, after controlling for students' prior academic results, we find that the impact on improving students' performance is relatively weak with the exception of internship on students’ academic performance in core subjects. Our results have implications for educators, researchers and administrators. © 2023 Elsevier Ltd","Academic performance; Accountancy; Employability; Experiential learning","","","","","","","","Arthur N., Show off your international experience. The National Consultation on Career Development (NATCON) Paper Archive, (2004); Banham R., (2022); Beck J.E., Halim H., Undergraduate internships in accounting: What and how do Singapore interns learn from experience?, Accounting Education: An International Journal, 17, 2, pp. 151-172, (2008); Buckless F., Krawczyk K., The relation of student engagement and other admission metrics to Master of Accounting student performance, Accounting Education, 25, 6, pp. 519-533, (2016); Butler M.G., Church K.S., Spencer A.W., Do, reflect, apply: Experiential education in accounting, Journal of Accounting Education, 48, pp. 12-21, (2019); Caza A., Brower H.H., Wayne J.H., Effects of a holistic, experiential curriculum on business students' satisfaction and career confidence, International Journal of Management in Education, 13, pp. 75-83, (2015); Chia Y.M., Job offers of multi-national accounting firms: The effects of emotional intelligence, extra-curricular activities, and academic performance, Accounting Education, 14, 1, pp. 75-93, (2005); Daly A.J., Baker M.C., Australian and New Zealand university students' participation in international exchange programs, Journal of Studies in International Education, 9, 1, pp. 26-41, (2005); Dellaportas S., Reclaiming ‘sense’ from ‘cents’ in accounting education, Accounting Education, 24, 6, pp. 445-460, (2015); Dempster A.P., Laird N.M., Rubin D.B., Maximum likelihood from incomplete data via the EM algorithm, Journal of the Royal Statistical Society: Series B, 39, pp. 1-38, (1977); Dewey J., Experience and education, (1938); Dolce V., Emanuel F., Cisi M., Ghislieri C., The soft skills of accounting graduates: Perceptions versus expectations, Accounting Education, 29, 1, pp. 57-76, (2020); English D.M., Koeppen D.R., The relationship of accounting internships and subsequent academic performance, Issues in Accounting Education, 8, 2, pp. 292-299, (1993); Fosnacht K., Saraf S., Howe E., Peck L.K., How important are high response rates for college survey?, The Review of Higher Education, 40, 2, pp. 245-265, (2017); Frey M., Detterman D., Scholastic assessment or g? The relationship between the scholastic assessment test and general cognitive ability, Psychological Science, 15, (2004); Gittings L., Taplin R., Kerr R., Experiential learning activities in university accounting education: A systematic literature review, Journal of Accounting Education, 52, pp. 1-13, (2020); Green J.P., The impact of a work placement or internship year on student final year performance: An empirical study, International Journal of Management in Education, 9, 2, (2011); International education Standards 3: Initial Professional Development – Professional Skills, (2014); International education Standards 4: Initial Professional Development – Professional Values, Ethics, and Attitudes (Revised), (2014); Khalil O.E.M., Students' experiences with the business internship program at Kuwait University, International Journal of Management in Education, 13, pp. 202-217, (2015); Killian L.J., Huber M.M., Brandon C.D., The financial statement interview 2: Intentional Learning in the first accounting course, Issues in Accounting Education, 27, pp. 337-360, (2012); Knechel W.R., Snowball D., Accounting internships and subsequent academic performance: An empirical study, The Accounting Review, 62, 4, pp. 799-807, (1987); Koehler R.W., The effect of internship programs on subsequent college performance, The Accounting Review, April, pp. 383-384, (1974); Kolb D., Experiential learning: Experience as the source of learning and development, (2014); Lawrence R., The attitudes and perceptions of Australian employers towards an overseas study experience, (2006); McCarthy M., Experiential learning theory: From theory to practice, Journal of Business & Economics Research, 14, 3, pp. 91-99, (2016); Vision for the first academic exposure to accounting, (2013); In pursuit of accounting's curricula of the future, (2015); Peng J., Chen L., Assessing intervention effects in the presence of missing scores, Education Sciences, 11, 76, pp. 1-20, (2021); Petersen M., Shortage of accounting students raises concern on audit quality, New York Times, (1999); Rebele J.E., St Pierre E.K., A commentary on learning objectives for accounting education programs: The importance of soft skills and technical knowledge, Journal of Accounting Education, 48, pp. 71-79, (2019); Rubin D.B., Analysis of incomplete multivariate data, (1997); Turner M., Baskerville R., The experience of deep learning by accounting students, Accounting Education, 22, 6, pp. 582-604, (2013); Valderry F., Sanchez A., Davis A., Szymanski M., Crossing the ocean to teach international business. Is it worth the trouble?, International Journal of Management in Education, 20 100680, pp. 1-14, (2022); Wu M., Zhao K., Fils-Aime F., Response rates of online surveys in published research: A meta-analysis, Computers in Human Behavior Reports, 7 100206, pp. 1-11, (2022)","K.C.K. Lam; Department of Accountancy, The Hang Seng University of Hong Kong, Shatin, Hong Kong, HKSAR, China; email: kevinlam@hsu.edu.hk","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","","Scopus","2-s2.0-85174142789"
"Bowles M.; Brooks B.; Curnin S.; Anderson H.","Bowles, Marcus (55575292900); Brooks, Benjamin (57213463503); Curnin, Steven (56085522300); Anderson, Helen (58241567100)","55575292900; 57213463503; 56085522300; 58241567100","Application of microcredentials to validate human capabilities in a large telecommunications organisation: strategic transformation to a future-ready workforce","2023","International Journal of Information and Learning Technology","40","5","","425","438","13","0","10.1108/IJILT-05-2022-0102","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158850983&doi=10.1108%2fIJILT-05-2022-0102&partnerID=40&md5=238ed5983d1015b1bb504f1a6fa2a5d3","Tasmanian Institute of Learning and Teaching, University of Tasmania, Hobart, Australia; Australian Maritime College, University of Tasmania, Hobart, Australia; University of Tasmania, Hobart, Australia; Leadership and Capability, Telstra Corporation Limited, Melbourne, Australia","Bowles M., Tasmanian Institute of Learning and Teaching, University of Tasmania, Hobart, Australia; Brooks B., Australian Maritime College, University of Tasmania, Hobart, Australia; Curnin S., University of Tasmania, Hobart, Australia; Anderson H., Leadership and Capability, Telstra Corporation Limited, Melbourne, Australia","Purpose: The value of transverse skills, including human capabilities, has been acknowledged for a significant period of time by major organisations such as UNESCO and the World Economic Forum. This paper reports on the application of microcredentials linked to the Human Capability Framework in a major telecommunications organisation that has a vision to establish a baseline to develop the levels of capability for both individual employees and the entire workforce. In this case study, capability is evidenced through learning and applied performance specified in a microcredential that carries a credit-entry score into higher education qualifications. The value of the microcredentials lies not in recognising learning outcomes; rather, it lies in an individual's ability to validate their full potential, open sustainable employment opportunities and prepare for emergent new roles. Design/methodology/approach: This commentary offers a case study of how a major Australian telecommunications organisation implemented microcredentials that are aligned to the Human Capability Framework Standards reference model. Findings: The approach in this case study demonstrates how a company that confidently invests in non-traditional learning approaches that increase the value of human capital can tangibly grow the capacity of the workforce to deliver not only its strategy but also its cultural values. Originality/value: The multi-award-winning model described in this case study is novel and clearly informs current research and thinking addressing this topic. © 2023, Emerald Publishing Limited.","Capability; Employability; Future ready; Human capability standards; Human capital; Microcredentials","","","","","","","","Armstrong K., Parmelee M., Santifort S., Preparing Tomorrow’s Workforce for the Fourth Industrial Revolution for Business, (2018); AustCyber, Australia's cyber security sector competitiveness plan, (2018); Bowles M., Future capabilities: automation, workforce disruption and quantifying the reskilling task and capability requirements, (2018); Bowles M., Human Capability Reference Framework, (2020); Bowles M., Lanyon S., Demystifying Credentials, (2017); Bowles M., Schoenheimer H., Developing Human Capability, (2009); Bowles M., Harris J., Wilson P.T., Leadership capabilities for agile organisations: mining leadership frameworks using Latent Dirichlet allocation, International Journal of Business and Social Science, 7, 11, pp. 3-23, (2016); Bowles M., Bowes N., Wilson P., Future-proof human capabilities: raising the future employability of graduates, International Journal of Business and Social Science, 10, 11, pp. 18-29, (2019); Bowles M., Ghosh S., Thomas L., Future-proofing accounting professionals, Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 2-23, (2020); Bowles M., Future Proof Careers, (2020); Brown M., Mhichil M.N.C., Beirne E., Mac Lochlainn C., The global micro-credential landscape: charting a new credential ecology for lifelong learning, Journal of Learning for Development, 8, 2, pp. 228-254, (2021); Bughin J., Hazan E., Lund S., Skill Shift: Automation and the Future of the Workforce, (2018); Bukszpan D., Why IBM is using AI to find jobs for people that don't have a college degree, @Work, (2019); Transformational Leadership Capabilities: the LEAD Framework, (2012); Human Capability: Future Ready Framework, (2022); The cybersecurity workforce gap, (2019); The Path to Prosperity: Why The Future of Work Is Human, Building the Lucky Country #7, (2019); National Microcredentials Framework, (2021); Soft Skills for Business Success, (2017); New Work Smarts: Thriving in the New Order, (2017); George R., Bowles M., Nouri N., Bhargava R., Robot-proof work capabilities, Donta Harper, Integration and Application of Business Graduate and Business Leader Competency-Models, (2021); Hanushek E.A., Woessmann L., The economics of international differences in educational achievement, (2010); Australia Internal Cyber and Information Security Labour Force Estimates, 2020 to 2022, (2020); Keevy J., Chakroun B., Digital Credentialing: Implications for the Recognition of Learning across Borders, (2018); Leaser D., Farrell B., Validation of the Telstra Future Ready Insights Questionnaire, (2021); Lui R., Agrawal B., Vempaty A., Sherchan W., Sin S., Tan M., Date-driven job capability profiling, AIED 2018 International Conference on Artificial Intelligence in Education, pp. 187-192, (2018); Malik S., Skills Transformation for the 2021 Workplace, Future of Work, (2020); Miller S., Hughes D., The Quant Crunch: How The Demand for Data Science Skills Is Disrupting the Job Market, Burning Glass, (2017); Okay-Somerville B., Scholarios D., Position, possession or process? Understanding objective and subjective employability during university-to-work transitions, Studies in Higher Education, 42, 7, pp. 1275-1291, (2017); Oliver B., Better 21C Credentials. Evaluating the Promise, Perils and Disruptive Potential of Digital Credentials, (2016); Oliver B., Making Micro-credentials Work for Learners, Employers and Providers, (2019); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Rometty G., Letter to the U.S. President-Elect, (2016); NextGen Strategy, (2021); Twyman N.W., Pentland S.J., Spitzley L., Design principles for signal detection in modern job application systems: identifying fabricated qualifications, Journal of Management Information Systems, 37, 3, pp. 849-874, (2020); Villalba E., Bjornavold J., Validation of non-formal and informal learning in Europe, The Learner at the Centre, pp. 39-54, (2017); Yang J., Recognition, Validation and Accreditation of Non-formal and Informal Learning in UNESCO Member States, (2015)","M. Bowles; Tasmanian Institute of Learning and Teaching, University of Tasmania, Hobart, Australia; email: marc@marcbowles.com","","Emerald Publishing","","","","","","20564880","","","","English","Int. J. Inf. Learn. Technol.","Article","Final","","Scopus","2-s2.0-85158850983"
"Brammar L.","Brammar, Laura (57209047059)","57209047059","A three lenses approach to employability: transdisciplinary approaches to TNE students' careers education","2023","Higher Education, Skills and Work-based Learning","13","6","","1204","1217","13","0","10.1108/HESWBL-11-2022-0251","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160284548&doi=10.1108%2fHESWBL-11-2022-0251&partnerID=40&md5=8ead24c21ed4eb17b92dbd7c1d235bc0","University of London Careers Service, University of London, London, United Kingdom","Brammar L., University of London Careers Service, University of London, London, United Kingdom","Purpose: This paper aims to explore a transdisciplinary approach to the careers and employability education of transnational education (TNE) students of higher education. It proposes that an approach which adopts three lenses of academic study, lived experience and career stage can provide maximum benefits to the TNE students' careers education, particularly in response to the modern workplace. The study aims illustrate the potential benefits of such an approach to multiple stakeholders within higher education. Design/methodology/approach: This paper adopts a viewpoint approach drawing on higher education career service practitioner-based experience of using a specific approach to employability with TNE students studying with a large university based in the UK. Student evaluation data from this practice are referred to in the paper. Findings: This paper provides insights into how this approach to employability was received by higher education TNE students who participated in a pilot project led by a higher education careers service, which adopted the three lenses approach. Originality/value: This paper illustrates how a transdisciplinary approach to the careers and employability education of TNE students can be of significant value to the higher education students themselves, the institutions within which they study and the graduate recruiters looking to attract future employees for the workplaces of the future. It is hoped that by sharing this approach more stakeholders within the TNE and careers and employability communities within higher education will adopt a similar approach. © 2023, Emerald Publishing Limited.","Career advancement; Collaborative learning; Distance education; Employability; Transdisciplinarity; Transferable skills","","","","","","","","Artess J., Mellors-Bourne R., Hooley T., Employability: A Review of the Literature 2012 to 2016, (2017); Bowie A., Not our revolution: a thematic review of fourth industrial revolution criticism, Communicatio, 48, 3, pp. 1-19, (2022); Brammar L., Wilkinson E., Career stage framework: meeting the students where they are in their employability journey, Phoenix: AGCAS, 164, pp. 44-45, (2022); Butcher J., Rose-Adams J., Part-time learners in open and distance learning: revisiting the critical importance of choice, flexibility and employability, Open Learning: The Journal of Open, Distance and E-Learning, 30, 2, pp. 127-137, (2015); Caddell M., Cannell P., Rethinking graduate attributes: understanding the learning journeys of part-time students in the open university in Scotland, Part-Time Study: The New Paradigm for Higher Education? Stirling: UALL, (2011); Cobb F., There's no going back: the transformation of HE careers services using big data, Journal of the National Institute for Career Education and Counselling, 42, 1, pp. 18-25, (2019); Cropley A., Creativity-focused technology education in the age of industry 4.0, Creativity Research Journal, 32, 2, pp. 184-191, (2020); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education Training, 49, 4, pp. 277-289, (2007); Daubney K., Teaching employability is not my job!: redefining embedded employability from within the higher education curriculum, Higher Education, Skills and Work-Based Learning, 12, 1, pp. 92-106, (2022); Gedye S., Beaumont E., ‘The ability to get a job’: student understandings and definitions of employability, Education Training, 60, 5, pp. 406-420, (2018); Gifford J., Remote working: unprecedented increase and a developing research agenda, Human Resource Development International, 25, 2, pp. 105-113, (2022); Goulart V.G., Liboni L.B., Cezarino L.O., Balancing skills in the digital transformation era: the future of jobs and the role of higher education, Industry and Higher Education, 36, 2, pp. 118-127, (2022); Guilbert L., Bernaud J.L., Gouvernet B., Rossier J., Employability: review and research prospects, International Journal for Educational and Vocational Guidance, 16, pp. 69-89, (2016); Haase J., Hanel P.H., Artificial muses: generative artificial intelligence chatbots have risen to human-level creativity, arXiv preprint arXiv:2303.12003, (2023); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Framework for Embedding Employability in Higher Education, (2016); Jackson D., Shan H., Meek S., Enhancing graduates' enterprise capabilities through work-integrated learning in co-working spaces, Higher Education, 84, 1, pp. 101-120, (2022); Jahn T., Bergmann M., Keil F., Transdisciplinarity: between mainstreaming and marginalization, Ecological Economics, 79, pp. 1-10, (2012); Kastberg E., Buchko A., Buchko K., Developing emotional intelligence: the role of higher education, Journal of Organizational Psychology, 20, 3, pp. 64-72, (2020); Klein J.T., Typologies of interdisciplinarity: the boundary work of definition, The Oxford Handbook of Interdisciplinarity, pp. 21-34, (2017); Klein J.T., Learning in transdisciplinary collaborations: a conceptual vocabulary, Introduction -The Art of Collaborative Research and Collective Learning: Transdisciplinary Theory, Practice and Education. In Transdisciplinary Theory, Practice and Education, pp. 11-25, (2018); Knight P.T., Yorke M., Employability through the curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Kolade O., Owoseni A., Employment 5.0: the work of the future and the future of work, Technology in Society, 71, (2022); Manda M.I., Ben Dhaou S., Responding to the challenges and opportunities in the 4th Industrial revolution in developing countries. ICEGOV2019, Proceedings of the 12th international conference on theory and practice of electronic governance, pp. 244-253, (2019); McGowan H.E., Shipley C., The Adaptation Advantage: Let Go, Learn Fast, and Thrive in the Future of Work, (2020); Mellors-Bourne R., Jones E., Woodfield S., Transnational Education and Employability Development, (2015); Oliver B., Redefining graduate employability and work-integrated learning: proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-66, (2015); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., Pedagogy for Employability, (2012); Rittel H.W., Webber M.M., Dilemmas in a general theory of planning, Policy Sciences, 4, 2, pp. 155-169, (1973); Robinson J., Being undisciplined: transgressions and intersections in academia and beyond, Futures, 40, pp. 70-86, (2008); Rosenfield P.L., The potential of transdisciplinary research for sustaining and extending linkages between the health and social sciences, Social Science and Medicine, 35, 11, pp. 1343-1357, (1992); Rotatori D., Lee E.J., Sleeva S., The evolution of the workforce during the fourth industrial revolution, Human Resource Development International, 24, 1, pp. 92-103, (2021); Small L., Shacklock K., Marchant T., Employability: a contemporary review for higher education stakeholders, Journal of Vocational Education and Training, 70, 1, pp. 148-166, (2018); Toh T.C., Ng F.J.Y., Lessons learnt from our interdisciplinary team teaching experience, Teaching Connections, (2021); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); The Sustainable Development Goals Report 2016, (2016); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: a psychological approach, Education + Training, 43, 4, pp. 592-605, (2013); Wickson F., Carew A.L., Russell A.W., Transdisciplinary research: characteristics, quandaries and quality, Futures, 38, pp. 1046-1059, (2006); Winter D., Supporting employability”, in Amrane-cooper, Online and Distance Education for a Connected World, pp. 64-95, (2023); Future of jobs report 2020, (2020); Yorke M., Employability in Higher Education: what it Is - what it Is Not, (2006)","L. Brammar; University of London Careers Service, University of London, London, United Kingdom; email: laura.brammar@careers.lon.ac.uk","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85160284548"
"Routon P.W.; Rawls J.; Bontrager M.","Routon, P.W. (55908314900); Rawls, Janita (55313169800); Bontrager, Marvin (57210787057)","55908314900; 55313169800; 57210787057","Am I ready to graduate? Management majors’ perceived collegiate skill development","2023","Industry and Higher Education","37","6","","825","837","12","0","10.1177/09504222231175857","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162991393&doi=10.1177%2f09504222231175857&partnerID=40&md5=610f3ba62db208f8b31acc0791e2dfc2","School of Business, School of Business, Georgia Gwinnett College, Lawrenceville, GA, United States","Routon P.W., School of Business, School of Business, Georgia Gwinnett College, Lawrenceville, GA, United States; Rawls J., School of Business, School of Business, Georgia Gwinnett College, Lawrenceville, GA, United States; Bontrager M., School of Business, School of Business, Georgia Gwinnett College, Lawrenceville, GA, United States","We examine 15 skills of graduating management majors as measured by self-rated perceptions of change during their college tenure. The sample includes 520,052 students from 697 higher education institutions in the United States. The research questions are: (1) As judged by management majors themselves, how much have their skills changed as a result of higher education? (2) How do these self-perceptions compare to other students? (3) What is the estimated impact of a management degree on these changes? Notable findings include that at least 90% of students reporting stronger, if not much stronger, skills in the categories of general knowledge, critical thinking, analytics, problem solving, and knowledge of their chosen field (management). However, other skills such as leadership are reported by 16% of management students as experiencing no change. The ratings of communication skills categories of public speaking and writing reported 17% of each category as no change or weaker skills is these areas. Study findings are discussed along with recommendations for future research. © The Author(s) 2023.","business degree; business education; graduate employability; Management; management degree; management education; management major; skill change","","","","","","","","Ahmad S., Pesch M.J., Essential work skills and readiness: perceptions of employers, MBA students, and undergraduates, Global Journal of Business Pedagogy, 1, 3, pp. 1-12, (2017); Allen D., Simpson C., Inquiry into graduate attributes: reviewing the formal and informal management curricula, Journal of Management Education, 43, 4, pp. 330-358, (2019); Angrist J.D., Mostly Harmless Econometrics: An Companion, Empiricist’s Companion, (2008); Barrie S.C., A conceptual framework for the teaching and learning of generic graduate attributes, Studies in Higher Education, 32, 4, pp. 439-458, (2007); Borooah V.K., Logit and Probit: Ordered and Multinomial Models, (2002); Bowden J., Hart G., King B., Et al., Generic capabilities of ATN university graduates, Canberra: Australian Government Department of Education, Training and Youth Affairs, (2000); Bridgstock R., The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills, Higher Education Research and Development, 28, pp. 31-44, (2009); Brown A., Rich M., Pedagogy and evaluation: the challenge for business and management degree courses in the 21<sup>st</sup> century, Electronic Journal of Business Research Methods, 18, 2, pp. 84-99, (2020); Chandran S., Menon G., When a day means more than a year: effects of temporal framing on judgments of health risk, Journal of Consumer Research, 31, pp. 375-389, (2004); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Davey T., Meerman A., Orazbayeva B., Et al., The Future of Universities Thoughtbook, (2018); Hossain M.M., Alam M., Alamgir M., Et al., Factors affecting business graduates’ employability-empirical evidence using partial least squares (PLS), Education + Training, 62, 3, pp. 292-310, (2020); Jackling B., De Lange P., Do accounting graduates’ skills meet the expectations of employers? A matter of convergence or divergence, Accounting Education Journal, 18, 4-5, pp. 369-385, (2009); Kennedy P., A Guide to Econometrics, (2008); Kim D., Markham F.S., Cangelosi J.D., Why students pursue the business degree: a comparison of business majors across universities, Journal of Education for Business, 78, pp. 28-32, (2002); Long J.S., Regression Models for Categorical and Limited Dependent Variables, (1997); Moore T., Morton J., The myth of job readiness? Written communication, employability, and the ‘skills gap’ in higher education, Studies in Higher Education, 42, 3, pp. 591-609, (2017); Perusso A., van der Sijde P., Leal R., Et al., The effectiveness and impact of action learning on business graduates’ professional practice, Journal of Management Education, 45, pp. 177-205, (2021); Sharma V., Shakeel M., Illusion versus reality: an empirical study of overconfidence and self attribution bias in business management students, Journal of Education for Business, 90, 4, pp. 199-207, (2015); Schlee R.P., Curren M.T., Harich K.R., Et al., Perception bias among undergraduate business students by major, Journal of Education for Business, 82, 3, pp. 169-177, (2007); Shuayto N., Management skills desired by business school deans and employers: an empirical investigation, Business Education and Accreditation, 5, 2, pp. 93-105, (2013); Smith W., Stone R., Improving students’ sentence-level writing skills in a large undergraduate business management course, Business Education Innovation Journal, 12, pp. 38-48, (2020); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers’ perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Tseng H., Yi X., Yeh H.T., Learning-related soft skills among online business students in higher education: Grade level and managerial role differences in self-regulation, motivation, and social skill, Computers in Human Behavior, 95, pp. 179-186, (2019); Wooldridge J.M., Econometric Analysis of Cross Section and Panel Data, (2010)","M. Bontrager; School of Business, School of Business, Georgia Gwinnett College, Lawrenceville, United States; email: mbontrager@ggc.edu","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85162991393"
"Younis H.; Elsharnouby T.; Elbanna S.","Younis, Heba (57217507656); Elsharnouby, Tamer (8438131200); Elbanna, Said (16052279900)","57217507656; 8438131200; 16052279900","Controversial debates about workforce nationalisation: Perspectives from the Qatari higher education industry","2024","Human Resource Development International","27","1","","58","82","24","1","10.1080/13678868.2023.2217734","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160946150&doi=10.1080%2f13678868.2023.2217734&partnerID=40&md5=7ddf5c531c909e28ce59532b95778e74","Senior Lecturer of Enterprise and Entrepreneurship, London South Bank University, London, United Kingdom; Department of Management and Marketing, College of Business and Economics, Qatar University, Doha, Qatar; Center for Entrepreneurship and Organizational Excellence, Qatar University, Doha, Qatar","Younis H., Senior Lecturer of Enterprise and Entrepreneurship, London South Bank University, London, United Kingdom; Elsharnouby T., Department of Management and Marketing, College of Business and Economics, Qatar University, Doha, Qatar; Elbanna S., Center for Entrepreneurship and Organizational Excellence, Qatar University, Doha, Qatar","Workforce nationalisation in the Gulf Corporation Council (GCC) countries is a crucial challenge for their development plans. The current study explores controversial debates about workforce nationalisation to understand the existing threats from the views of less examined key stakeholders, namely, educators and senior students. The study argues that the identified obstacles relate not only to policy flaws but also to the education–employability gap, phantom employment, and detrimental social and community perceptions. Given its exploratory nature, the study adopts a qualitative approach and uses 28 semi-structured interviews to identify critical obstacles to effective workforce nationalisation from human development, legal development, and socio-cultural perspectives. The findings contribute to the literature on GCC workforce nationalisation by unpacking educators’ and senior students’ views. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Ecosystem perspective theory; Gulf cooperation council; Qatar; Qatarisation; Workforce nationalisation","","","","","","Qatar National Library and London South Bank Univesrity; Qatar Foundation, QF; Qatar National Research Fund, QNRF","This paper was made possible by NPRP grant # [12S-0311-190314] from the Qatar National Research Fund (a member of Qatar Foundation). The statements made herein are solely the responsibility of the authors. Open Access funding provided by the Qatar National Library and London South Bank Univesrity.","Abaker M.O.S.M., Al-Titi O.A.K., Al-Nasr N.S., Organizational Policies and Diversity Management in Saudi Arabia, Employee Relations, 41, 3, pp. 454-474, (2019); Afiouni F., Huub R., Randall S., HRM in the Middle East: Toward a Greater Understanding, The International Journal of Human Resource Management, 25, 2, pp. 133-143, (2014); Albejaidi F., Nair K.S., Building the Health Workforce: Saudi Arabia’s Challenges in Achieving Vision 2030, The International Journal of Health Planning and Management, 34, 4, pp. e1405-e1416, (2019); Alfarhan U.F., Al-Busaidi S., Migrant Earnings Gaps in Gulf Cooperation Council Countries: Employers’ Perceptions or Opportunity Costs?, International Labour Review, 158, 2, pp. 273-295, (2019); Alfarhan Usamah F., Earnings Differentials and Nationalisation Policies in Gcc’s Private Sector Labour Market, Migration to the Gulf: Policies in Sending and Receiving Countries, (2018); 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Hirschman E., Humanistic Inquiry in Marketing Research: Philosophy, Method and Criteria, Journal of Marketing Research, 23, 3, pp. 237-249, (1986); Jabeen F., Faisal M.N., Katsioloudes M., Localisation in an Emerging Gulf Economy: Understanding the Role of Education, Job Attributes and Analysing the Barriers in Its Process, Equality, Diversity and Inclusion, 37, 2, pp. 151-166, (2018); Kamrava M., Qatar: Small State, Big Politics, (2015); Karam C.M., Afiouni F., Localizing Women’s Experiences in Academia: Multilevel Factors at Play in the Arab Middle East and North Africa, The International Journal of Human Resource Management, 25, 4, pp. 500-538, (2014); Koji H., Controversies Over Labour Naturalization Policy and Its Dilemmas: 40 Years of Emiratisation in the United Arab Emirates, Kyoto Bulletin of Islamic Area Studies, 4, 1-2, pp. 41-61, (2011); Lee A.S., Jacobs R.L., A Review of National Occupational Standards and the Role of Human Resource Development in Their Implementation, Human Resource Development Review, 20, 1, pp. 46-67, (2021); 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Yamada M., Hertog S., Introduction: Revisiting Rentierism—With a Short Note by Giacomo Luciani, British Journal of Middle Eastern Studies, 47, 1, pp. 1-5, (2020); Zavyalova E., Akinshina A., Ardichvili K.P., Cseh Z., Nemeskeri M., Tynaliev U.M., Tynaliev U.M., A Comparative Study of Meaning of Working and Work Values in Developed and Developing Countries, International Journal of Transitions and Innovation Systems, 1, 3, pp. 207-227, (2011); Zeffane R., Melhem S.J.B., Trust, Job Satisfaction, Perceived Organizational Performance and Turnover Intention: A Public-Private Sector Comparison in the United Arab Emirates, Employee Relations, 39, 7, pp. 1148-1167, (2017); Zweiri M., Al Qawasmi F., Contemporary Qatar Through the State and Society: An Introduction, Contemporary Qatar, pp. 1-7, (2021)","H. Younis; Senior Lecturer of Enterprise and Entrepreneurship, London South Bank University, London, United Kingdom; email: younish3@lsbu.ac.uk","","Routledge","","","","","","13678868","","","","English"," Hum. Resour. Dev. Int.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85160946150"
"Geertshuis S.; Liu Q.; Lewis N.; Cui J.","Geertshuis, Susan (6506564965); Liu, Qian (57192192827); Lewis, Narissa (57994541500); Cui, Jiansheng (57994067700)","6506564965; 57192192827; 57994541500; 57994067700","Stuck between a rock and a hard place: The challenge of preparing graduates for their futures","2024","Innovations in Education and Teaching International","61","1","","99","113","14","1","10.1080/14703297.2022.2152362","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143397011&doi=10.1080%2f14703297.2022.2152362&partnerID=40&md5=09edc1ab2ce1932f8b62feacca9e62db","Business School, University of Auckland, Auckland, New Zealand; Higher Education Development Centre, University of Otago, Dunedin, New Zealand","Geertshuis S., Business School, University of Auckland, Auckland, New Zealand; Liu Q., Business School, University of Auckland, Auckland, New Zealand, Higher Education Development Centre, University of Otago, Dunedin, New Zealand; Lewis N., Business School, University of Auckland, Auckland, New Zealand; Cui J., Business School, University of Auckland, Auckland, New Zealand","An accepted role of universities is to prepare students for their careers and lives. However, what should or could be taught and how, in order to better prepare students for their futures, is contested. In this study, we interviewed 18 New Zealand university teachers about their experiences of developing students’ employability capabilities within university courses. By adopting activity theory as a theoretical framework, we identified an activity system that was experienced by university teachers and multiple contradictions within the activity system. Our study showed the uncertainties and disparities in views regarding the employability capabilities students need, the limited pedagogical tools for developing employability capabilities, and the role of organisational drivers in leveraging the delivery of disciplinary knowledge and the development of employability capabilities. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","activity theory; Employability; graduate capability; teaching; university","","","","","","University of Auckland, UoA","This work was co-fundedby Ako Aotearoa and University of Auckland.","Barrie S.C., A conceptual framework for the teaching and learning of generic graduate attributes, Studies in Higher Education, 32, 4, pp. 439-458, (2007); Barrie S.C., A research-based approach to generic graduate attributes policy, Higher Education Research & Development, 31, 1, pp. 79-92, (2012); Beauchamp C., Jazvac-Martek M., McAlpine L., Studying doctoral education: Using activity theory to shape methodological tools, Innovations in Education and Teaching International, 46, 3, pp. 265-277, (2009); Bligh B., Flood M., Activity theory in empirical higher education research: Choices, uses and values, Tertiary Education and Management, 23, 2, pp. 125-152, (2017); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Chan C.K., Fong E.T., Luk L.Y., Ho R., A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum, International Journal of Educational Development, 57, 2017, pp. 1-10, (2017); Ehlers U.-D., Kellermann S.A., Future Skills: The future of learning and higher education, (2020); Engestrom Y., Learning by expanding: An activity theoretical approach to developmental research, (1987); Engestrom Y., Learning by expanding: An activity-theoretical approach to developmental research, (2015); Engestrom Y., Sannino A., From mediated actions to heterogenous coalitions: Four generations of activity-theoretical studies of work and learning, Mind, Culture, and Activity, 28, 1, pp. 4-23, (2021); Flavin M., Disruptive conduct: The impact of disruptive technologies on social relations in higher education, Innovations in Education and Teaching International, 53, 1, pp. 3-15, (2016); Geertshuis S., Wass R., Liu Q., Equipping graduates with future-ready capabilities: An application of learning theories to higher education, Teaching in Higher Education, pp. 1-20, (2022); Gilbert A., Using Activity Theory to inform sessional teacher development: What lessons can be learned from tutor training models?, International Journal for Academic Development, 22, 1, pp. 56-69, (2017); Hattingh S., Preparing the workforce for the Fourth Industrial Revolution, Skills at Work: Theory and Practice Journal, 9, 1, pp. 6-18, (2018); Jorre de St Jorre T., Oliver B., Want students to engage? Contextualise graduate learning outcomes and assess for employability, Higher Education Research & Development, 37, 1, pp. 44-57, (2018); The statement of national education and learning priorities (NELP) and the tertiary education strategy (TES), (2022); Miranda J., Navarrete C., Noguez J., Molina-Espinosa J.-M., Ramirez-Montoya M.-S., Navarro-Tuch S.A., Bustamante-Bello M.-R., Rosas-Fernandez J.-B., Molina A., The core components of education 4.0 in higher education: Three case studies in engineering education, Computers & Electrical Engineering, 93, 2021, (2021); Oliver B., Jorre de St Jorre T., Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers, Higher Education Research & Development, 37, 4, pp. 821-836, (2018); Pazio M., Ntonia I., Failure to engage: Exploring learning technology experiences from the vantage point of ‘expert’ students, Innovations in Education and Teaching International, 57, 5, pp. 1-12, (2019); Pohio K., Activity Theory Tools, Activity theory in education, pp. 153-165, (2016); Sannino A., Engestrom Y., Cultural-historical activity theory: Founding insights and new challenges, Cultural-Historical Psychology, 14, 3, pp. 43-56, (2018); Scott G., Preparing work ready plus graduates for an uncertain future, Education for employability. Volume 1, The employability agenda, pp. 107-118, (2019); Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employers’ perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Vygotsky L.S., Mind in society: The development of higher psychological process, (1978)","S. Geertshuis; Business School, University of Auckland, Auckland, Building 260, 12 Grafton Rd, Central, 1010, New Zealand; email: s.geertshuis@auckland.ac.nz","","Routledge","","","","","","14703297","","","","English","Innov. Educ. Teach. Int.","Article","Final","","Scopus","2-s2.0-85143397011"
"Carr C.T.; Katreeb M.C.; Godinez E.P.","Carr, Caleb T. (36170433200); Katreeb, Mary C. (58318720200); Godinez, Ertemisa P. (58317903900)","36170433200; 58318720200; 58317903900","Temporal Impacts of Problematic Social Media Content on Perceived Employee Hirability","2024","Media Psychology","27","1","","76","105","29","0","10.1080/15213269.2023.2222529","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162270116&doi=10.1080%2f15213269.2023.2222529&partnerID=40&md5=3437fa3aa78d08940d3abbffccaadf6f","School of Communication, Illinois State University, Normal, IL, United States","Carr C.T., School of Communication, Illinois State University, Normal, IL, United States; Katreeb M.C., School of Communication, Illinois State University, Normal, IL, United States; Godinez E.P., School of Communication, Illinois State University, Normal, IL, United States","Job applicants’ social media postings and presence can impact employers’ perceptions during the hiring process. The current study expands this line of inquiry, exploring the effects of both message characteristics (i.e. post temporality) and individual characteristics (i.e. hiring manager’s view about individuals’ ability to change over time). Results of a 2 (problematic content: present v. absent) × 3 (post temporality: recent v. 2 years ago v. 5 years ago) experiment (N = 220) revealed the negative main effect of the presence of problematic social media content was moderated by the temporality of the post: More recent posts more substantively impacted perceptions of person-job fit. This moderation effect was further moderated by the manager’s incrementalism: the belief people’s personalities can change over time. Similar patterns of effects were not identified for broader perceptions of the applicant’s general employability. © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.","","","","","","","Illinois State University’s College of Arts & Sciences","The work was supported by a Summer Faculty Felllowship awarded to the first author by Illinois State University’s College of Arts & Sciences.","Adkins C.L., Russell C.J., Werbel J.D., Judgments of fit in the selection process: The role of work value congruence, Personnel Psychology, 47, 3, pp. 605-623, (1994); Antheunis M.L., Schouten A.P., The effects of other-generated and system-generated cues on adolescents' perceived attractiveness on social network sites, Journal of Computer-Mediated Communication, 16, 3, pp. 391-406, (2011); Back M.D., Stopfer J.M., Vazire S., Gaddis S., Schmukle S.C., Egloff B., Gosling S.D., Facebook profiles reflect actual personality, not self-idealization, Psychological Science, 21, 3, pp. 372-374, (2010); Baumeister R.F., Bratslavsky E., Finkenauer C., Vohs K.D., Bad is stronger than good, Review of General Psychology, 5, 4, pp. 323-370, (2001); Berkelaar B.L., Different ways new information technologies influence conventional organizational practices and employment relationships: The case of cybervetting for personnel selection, Human Relations, 70, 9, pp. 1115-1140, (2017); Birnholtz J., Macapagal K., “I don’t want to be known for that:”The role of temporality in online self-presentation of young gay and bisexual males, Computers in Human Behavior, 118, (2021); Bohnert D., Ross W.H., The influence of social networking web sites on the evaluation of job candidates, Cyberpsychology, Behavior, and Social Networking, 13, 3, pp. 341-347, (2010); Brandtzaeg P.B., Luders M., Time collapse in social media: Extending the context collapse, Social Media + Society, 4, 1, (2018); Cable D.M., Judge T.A., Person–organization fit, job choice decisions, and organizational entry, Organizational Behavior and Human Decision Processes, 67, 3, pp. 294-311, (1996); More than half of employers have found content on social media that caused them NOT to hire a candidate, according to recent CareerBuilder survey [Press Release, (2018); Carr C.T., An uncertainty reduction approach to applicant information-seeking in social media: Effects on attributions and hiring, Social media in employee selection and recruitment, pp. 59-78, (2016); Carr C.T., Have you heard? 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Carr; School of Communication, Illinois State University, Normal, 453 Fell Hall, Campus, 61790-4480, United States; email: ctcarr@ilstu.edu","","Routledge","","","","","","15213269","","","","English","Media Psychol.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85162270116"
"Li X.","Li, Xiaotian (58508384800)","58508384800","Managerial Technique and Worker Subjectivity in Dialogue: Understanding Overwork in China’s Internet Industry","2023","Work, Employment and Society","37","6","","1699","1716","17","4","10.1177/09500170221092585","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135472941&doi=10.1177%2f09500170221092585&partnerID=40&md5=f42e57df66a0e7ebe69f04d877833d27","The University of Hong Kong, Hong Kong","Li X., The University of Hong Kong, Hong Kong","The article theorises three different organisational processes that uniquely organise and normalise overwork in China’s Internet industry: coercive formalised overtime schedule, normative informal overtime culture, and disguised work-related time expenditure, work-for-labour. It reveals the ‘double flexibility’ in management strategy, namely, flexible, combined use of coercive and normative control techniques inside the company in addition to its pursuit of flexibility in employment relationships. It then theorises the pendulum movement of worker subjectivity between the ‘self-as-business’ metaphor, which justifies market competition as meritocracy and encourages individuals to polish ‘employability’ in overwork efficiently, and ‘self-as-property’ metaphor, which reflects a conventional, Marxist understanding of employment relationships. The pendulum movement is manifested in the spectrum of workplace behaviours, ranging from the individualised psychological distancing to the collective noncompliance and online activism. The article provides a dynamic understanding of labour relations through the management-labour dialogue in the Chinese Internet industry. © The Author(s) 2022.","China; employment relationships; Internet industry; overwork; self-as-business; self-as-property; worker subjectivity","","","","","","","","Acker J., From sex roles to gendered institutions, Contemporary Sociology, 21, 5, pp. 565-569, (1992); China’s new ‘tang ping’ trend aims to highlight pressures of work culture, (2021); Benner C., Work in the New Economy: Flexible Labour Markets in Silicon Valley, (2002); Braverman H., Labor and Monopoly Capital: The Degradation of Work in the Twentieth Century, (1974); Burawoy M., Manufacturing Consent: Changes in the Labor Process Under Monopoly Capitalism, (1979); Burawoy M., The Politics of Production: Factory Regimes Under Capitalism and Socialism, (1985); Butler P., Hammer A., ‘A minute’s a life-time in fast-food!’: managerial job quality in the quick service restaurant sector, Work, Employment and Society, 33, 1, pp. 96-111, (2019); Butler P., Hammer A., HR practice in a fast food MNC: exploring the low discretion, high commitment phenomenon, The International Journal of Human Resource Management, 33, 4, pp. 763-783, (2022); Cao X., Bullet screens (Danmu): texting, online streaming, and the spectacle of social inequality on Chinese Social Networks, Theory, Culture and Society, 38, 3, pp. 29-49, (2021); Cha Y., Overwork and the persistence of gender segregation in occupations, Gender & Society, 27, 2, pp. 158-184, (2013); Cha Y., Weeden K.A., Overwork and the slow convergence in the gender gap in wages, American Sociological Review, 79, 3, pp. 457-484, (2014); Cooper M., Being the ‘go-to guy’: fatherhood, masculinity, and the organization of work in Silicon Valley, Qualitative Sociology, 23, 4, pp. 379-405, (2000); Davies D.J., Wal-Mao: the discipline of corporate culture and studying success at Wal-Mart China, The China Journal, 58, 58, pp. 1-27, (2007); Dong Y., Luo C., Fu M., Overtime or not work overtime: is there no choice for migrant workers?, Issues in Agricultural Economy, 2018, 8, pp. 116-127, (2018); Gershon I., Down and Out in the New Economy: How People Find (Or Don’t Find) Work Today, (2017); Guo F., Zhang S., Is migrant workers’ overwork voluntary or reluctant? 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Li; The University of Hong Kong, Hong Kong; email: xtli@connect.hku.hk","","SAGE Publications Ltd","","","","","","09500170","","","","English","Work Employ. Soc.","Article","Final","","Scopus","2-s2.0-85135472941"
"Galizzi M.; Leombruni R.; Pacelli L.","Galizzi, Monica (57207681119); Leombruni, Roberto (6506222688); Pacelli, Lia (23486549800)","57207681119; 6506222688; 23486549800","Severe work disabilities and long-lasting losses","2023","Labour Economics","85","","102432","","","","0","10.1016/j.labeco.2023.102432","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172314115&doi=10.1016%2fj.labeco.2023.102432&partnerID=40&md5=6820962d3c934ad1e403bbd27b541450","Department of Economics and Center for Women and Work (CWW), University of Massachusetts Lowell, 113 Wilder Street, Lowell, 01854, MA, United States; Department of Economics and Statistics, Università degli Studi di Torino, Lungo Dora Siena 100, Torino, 10153, Italy; Laboratorio Riccardo Revelli, Piazza Arbarello 8, Torino, 10122, Italy","Galizzi M., Department of Economics and Center for Women and Work (CWW), University of Massachusetts Lowell, 113 Wilder Street, Lowell, 01854, MA, United States; Leombruni R., Department of Economics and Statistics, Università degli Studi di Torino, Lungo Dora Siena 100, Torino, 10153, Italy, Laboratorio Riccardo Revelli, Piazza Arbarello 8, Torino, 10122, Italy; Pacelli L., Department of Economics and Statistics, Università degli Studi di Torino, Lungo Dora Siena 100, Torino, 10153, Italy, Laboratorio Riccardo Revelli, Piazza Arbarello 8, Torino, 10122, Italy","We study the impacts over time of occupational injuries on workers’ earnings. Italian blue-collar workers with “severe” temporary disabilities suffer larger losses than permanently but mildly partially disabled workers. This is not only because of lower post injury wages, but mostly because of compromised future employability. They also suffer a decline in quality of life as measured by a relative increase in the use of sick leave. Effects are more pronounced for women. The workers’ compensation system does not adequately compensate them, even in a generous public system that guarantees return to work, as temporarily disabled workers are not entitled to any additional compensation after returning to work. On the other hand, estimated losses are smaller compared to those emerging in less regulated markets like the US. © 2023 Elsevier B.V.","Gender; Injury; Propensity score matching; Sick leave; Staggered difference in differences; Workers’ compensation","","","","","","","","Abadie A., Imbens G.W., On the failure of the bootstrap for matching estimators, Econometrica, 76, pp. 1537-1557, (2008); Abadie A., Imbens G.W., Matching on the estimated propensity score, Econometrica, 84, pp. 781-807, (2016); Arulampalam W., Is unemployment really scarring? Effects of unemployment experiences on wages, Econ. J., 111, 475, pp. F585-F606, (2001); Austin P.C., Using the standardized difference to compare the prevalence of a binary variable between two groups in observational research, Commun. Stat. Simul. Comput., 38, 6, pp. 1228-1234, (2009); Bena A., Leombruni R., Giraudo M., Costa G., A new Italian surveillance system for occupational injuries: characteristics and initial results, Am. J. Ind. 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Anal., 27, 4, pp. 435-454, (2019); Kirsh B., Slack T., King C.A., The nature and impact of stigma towards injured workers, J. Occup. Rehabil., 22, pp. 143-154, (2012); Kosny A., MacEachen E., Ferrier S., Chambers L., The role of health care providers in long term and complicated workers’ compensation claims, J. Occup. Rehabil., 21, 4, pp. 582-590, (2011); Larsson T.J., Bjornstig U., Persistent medical problems and permanent impairment five years after occupational injury, Scand. J. Soc. Med., 23, 2, pp. 121-128, (1995); Lechner M., The estimation of causal effects by difference-in-difference methods, Found. Trends Econometr., 4, 3, pp. 165-224, (2010); Leombruni R., Mosca M., PSMatching: A SAS Macro for Treatment Effect Estimation and Missing Data Imputation Based on Propensity Score Matching, (2019); MacEachen E., Clarke J., Systematic review of the qualitative literature on return to work after injury, Scand. J. Work Environ. 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Econometr., (2023); Rosenbaum P.R., Rubin D.B., The central role of the propensity score in observational studies for causal effects, Biometrika, 70, pp. 41-50, (1983); Rosenbaum P.R., Rubin D.B., Constructing a control group using multivariate matched sampling methods that incorporate the propensity score, Am. Stat., 39, pp. 33-38, (1985); Rubin D.B., Formal modes of statistical inference for causal effects, J. Stat. Plan. Inference, 25, pp. 279-292, (1990); Savych B., Hunt H.A., Adequacy of workers' compensation income benefits in Michigan, WC-17-20, Cambridge, MA, (2017); Seabury S.A., Scherer E., O'Leary P., Ozonoff A., Boden L., Using linked federal and state data to study the adequacy of workers' compensation benefits, Am. J. Ind. Med., 57, 10, pp. 1165-1173, (2014); Sears J.M., Edmonds A.T., Coe N.B., Coverage gaps and cost-shifting for work-related injury and illness: who bears the financial burden?, Med. Care Res. Rev., 77, 3, pp. 223-235, (2020); Strunin L., Boden L.I., Paths of reentry: employment experiences of injured workers, Am. J. Ind. Med., 38, 4, pp. 373-384, (2000); Tucker S., Diekrager D., Turner N., Kelloway E.K., Work-related injury underreporting among young workers: prevalence, gender differences, and explanations for underreporting, J. Saf. Res., 50, pp. 67-73, (2014); Woock C., Earnings losses of injured men: reported and unreported injuries, Ind. Rel., 48, 4, pp. 610-628, (2009); Wooldridge J., Two-Way Fixed Effects, the Two-Way Mundlak Regression, and Difference-in-Differences Estimators, pp. 1-89, (2021)","M. Galizzi; Department of Economics and Center for Women and Work (CWW), University of Massachusetts Lowell, Lowell, 113 Wilder Street, 01854, United States; email: Monica_Galizzi@uml.edu","","Elsevier B.V.","","","","","","09275371","","LECOE","","English","Labour Econ.","Article","Final","","Scopus","2-s2.0-85172314115"
"Salonen L.; Solovieva S.; Kauhanen A.; Hartikainen E.; Viikari-Juntura E.; Leinonen T.","Salonen, Laura (57202163257); Solovieva, Svetlana (6603868284); Kauhanen, Antti (6504195448); Hartikainen, Elli (57472363200); Viikari-Juntura, Eira (7003752056); Leinonen, Taina (53984582000)","57202163257; 6603868284; 6504195448; 57472363200; 7003752056; 53984582000","Does previous sickness absence affect work participation after vocational labour market training? A difference-in-differences propensity score matching approach","2023","European Journal of Public Health","33","6","","1071","1079","8","0","10.1093/eurpub/ckad154","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179847017&doi=10.1093%2feurpub%2fckad154&partnerID=40&md5=a08d470704ac7020a629abb9dda8268e","Finnish Institute of Occupational Health, Helsinki, Finland; Etla Economic Research, Helsinki, Finland","Salonen L., Finnish Institute of Occupational Health, Helsinki, Finland; Solovieva S., Finnish Institute of Occupational Health, Helsinki, Finland; Kauhanen A., Etla Economic Research, Helsinki, Finland; Hartikainen E., Finnish Institute of Occupational Health, Helsinki, Finland; Viikari-Juntura E., Finnish Institute of Occupational Health, Helsinki, Finland; Leinonen T., Finnish Institute of Occupational Health, Helsinki, Finland","Background: Reduced work ability is relatively common among job seekers and it can hinder future labour market attachment. A commonly used measure to increase employability is the use of active labour market programmes. While vocational labour market training (LMT) has been shown to be an effective way to increase work participation among job seekers, there is still uncertainty about how LMT works in different population groups, for example, among persons with a work disability history. Methods: We used nationally representative Finnish register data on 16 062 LMT participants in 2008–2015 aged 25–59 with a history of sickness absence (SA) and propensity score matched participants without such history. For matching, we used information on sociodemographic and work-related factors. We used difference-in-differences analysis to investigate the differential changes in work participation before and after LMT between those with and those without SA history. Results: Having a history of SA was associated with a lower gain in work participation after LMT, but the magnitude varied by sex, employment history and follow-up time. In women, having a history of SA contributed to 3.9–6.2 percentage points smaller increase in work participation 1–3 years after LMT, depending on the employment history. In men, the corresponding numbers were 2.0–4.3 percentage points. The results were more pronounced if the SA was due to mental disorders. Conclusions: The results indicate that work disability, especially due to mental disorders, can hamper work participation after LMT and should be considered when planning employment-enhancing measures for job seekers. © The Author(s) 2023.","","Disabled Persons; Employment; Female; Humans; Male; Mental Disorders; Occupations; Propensity Score; disabled person; employment; female; human; male; mental disease; occupation; propensity score","","","","","Strategic Research Council, RSF, (345170, 345218)","Research was funded by the Strategic Research Council (SRC), LIFECON consortium, decision numbers: 345170 and 345218. ","Hult M, Pietila AM, Koponen P, Saaranen T., Good work ability among unemployed individuals: association of sociodemographic, work-related and well-being factors, Scand J Public Health, 46, pp. 375-381, (2018); Keratar R, Taanila A, Jokelainen J, Et al., Work disabilities and unmet needs for health care and rehabilitation among jobseekers: a community-level investigation using multidimensional work ability assessments, Scand J Prim Health Care, 34, pp. 343-351, (2016); Saikku P, Hannikainen K., Työttömien ja työllisten koettu työkyky ja toimeentulo [Perceived work ability and livelihood of unemployed and employed people, Suomalaisten hyvinvointi 2018 [The Well-being of Finns 2018], (2019); Nurmela K, Mattila A, Heikkinen V, Et al., Identification of depression and screening for work disabilities among long-term unemployed people, Int J Environ Res Public Health, 15, (2018); Nurmela K, Mattila A, Heikkinen V, Et al., Identification of major depressive disorder among the long-term unemployed, Soc Psychiatry Psychiatr Epidemiol, 53, pp. 45-52, (2018); Brown AJ, Koettl J., Active labor market programs - employment gain or fiscal drain?, IZA J Labor Econ, 4, (2015); Card D, Kluve J, Weber A., What works? A meta analysis of recent active labor market program evaluations, J Eur Econ Assoc, 16, pp. 894-931, (2018); Crepon B, van den Berg GJ., Active labor market policies, Annu Rev Econ, 8, pp. 521-546, (2016); McCall B, Smith J, Wunsch C., Government-sponsored vocational education for adults, Handbook of the Economics of Education, 5, pp. 479-652, (2016); Meneses-Echavez JF, Steiro A, Rose CJ, Et al., Education to improve labor market opportunities: a systematic review, (2020); Vooren M, Haelermans C, Groot W, Maassen van den Brink H., The effectiveness of active labor market policies: a meta-analysis, J Econ Surv, 33, pp. 125-149, (2019); Aho S, Tuomala J, Hamalainen K, Makiaho A., Työvoimapalvelujen kohdistuminen ja niihin osallistuvien työllistyminen [Targeting of employment services and the employment of those who participate in them], Publications of the Government’s analysis, assessment and research activities, 19, (2018); Alasalmi J, Busk H, Holappa V, Et al., Ammatillisen työvoimakoulutuksen toimivuuden ja vaikutusten arviointi, 35, (2022); Evaluation of Active Labour Market Policies in Finland. Connecting People with Jobs, (2023); Leinonen T, Viikari-Juntura E, Raisanen H, Et al., Does work disability contribute to trajectories of work participation before and after vocational labour market training for job seekers?, Int J Environ Res Public Health, 18, (2021); Holm A, Hogelund J, Gortz M, Et al., Employment effects of active labor market programs for sick-listed workers, J Health Econ, 52, pp. 33-44, (2017); Hakulinen C, Elovainio M, Arffman M, Et al., Mental disorders and long-term labour market outcomes: nationwide cohort study of 2 055 720 individuals, Acta Psychiatr Scand, 140, pp. 371-381, (2019); Plana-Ripoll O, Weye N, Knudsen AK, Et al., The association between mental disorders and subsequent years of working life: a Danish population-based cohort study, Lancet Psychiatry, 10, pp. 30-39, (2023); Pedersen J, Framke E, Thorsen SV, Et al., The linkage of depressive and anxiety disorders with the expected labor market affiliation (ELMA): a longitudinal multistate study of Danish employees, Int Arch Occup Environ Health, 96, pp. 93-104, (2023); Landau S, Leese M, Stahl D, Everitt BS., Cluster Analysis, (2011); Austin PC., A critical appraisal of propensity-score matching in the medical literature between 1996 and 2003, Stat Med, 3027, pp. 2037-2049, (2008); Austin PC., An introduction to propensity score methods for reducing the effects of confounding in observational studies, Multivariate Behav Res, 3146, pp. 399-424, (2011); Inacio MCS, Chen Y, Paxton EW, Et al., Statistics in brief: an introduction to the use of propensity scores, Clin Orthop Relat Res, 473, pp. 2722-2726, (2015); Rosenbaum P, Rubin D., The central role of the propensity score in observational studies for causal effects, Biometrika, 70, pp. 41-55, (1983); Rubin DB., Using propensity scores to help design observational studies: application to the tobacco litigation, Health Serv Outcomes Res Methodol, 2, pp. 169-188, (2001); Leuven E, Sianesi B., PSMATCH2: Stata module to perform full Mahalanobis and propensity score matching, common support graphing, and covariate imbalance testing, Statistical Software Components S432001, (2003); Municipal key figures 1987-2021, (2023); Alexanderson K, Kivimaki M, Ferrie JE, Et al., Diagnosis-specific sick leave as a long-term predictor of disability pension: a 13-year follow-up of the GAZEL cohort study, J Epidemiol Community Health, 66, pp. 155-159, (2012); Laaksonen M, Blomgren J., Työkyvyttömyyseläkkeelle siirtyneiden sairauspäiväraha-, kuntoutus- ja työttömyyshistoria. Rekisteripohjainen tarkastelu [Sickness allowance, rehabilitation and unemployment history of those who have retired from work. Registry-Based Review], 5, (2014); Salonen L, Blomgren J, Laaksonen M, Niemela M., Sickness absence as a predictor of disability retirement in different occupational classes: a register-based study of a working-age cohort in Finland in 2007–2014, BMJ Open, 8, (2018); Hultin H, Lindholm C, Moller J., Is there an association between long-term sick leave and disability pension and unemployment beyond the effect of health status? – a cohort study, PLoS One, 257, (2012); Magaard JL, Seeralan T, Schulz H, Brutt AL., Factors associated with help-seeking behaviour among individuals with major depression: a systematic review, PLoS One, 12, (2017); Tackling the mental health impact of the COVID-19 crisis: An integrated, whole-of-society response. 2021. (Tackling Coronavirus (COVID-19): Contributing to a Global Effort); Health at a Glance: Europe 2022: State of Health in the EU Cycle, (2022)","L. Salonen; Finnish Institute of Occupational Health, Helsinki, PL 40, 00032, Finland; email: laura.salonen@ttl.fi","","Oxford University Press","","","","","","11011262","","EJPHF","37634088","English","Eur. J. Public Health","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85179847017"
"de Boer P.; Bordoloi P.","de Boer, Peter (57669822300); Bordoloi, Prantik (57667828400)","57669822300; 57667828400","Reality checked? Conceptualising the relationship between work experience, abroad experience and university students' work value preferences","2023","Higher Education, Skills and Work-based Learning","13","6","","1092","1107","15","0","10.1108/HESWBL-10-2022-0203","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153536040&doi=10.1108%2fHESWBL-10-2022-0203&partnerID=40&md5=43b945544a926b11fbc2ec0d4f17091a","Academy of Commerce and International Business, NHL Stenden University of Applied Sciences, Leeuwarden, Netherlands","de Boer P., Academy of Commerce and International Business, NHL Stenden University of Applied Sciences, Leeuwarden, Netherlands; Bordoloi P., Academy of Commerce and International Business, NHL Stenden University of Applied Sciences, Leeuwarden, Netherlands","Purpose: The purpose of this study is to explore the degree of variance in work value preferences espoused by university students based on whether the students are in possession of work experience and experience abroad. Vocational identity development (VID) was used as a theoretical lens to explore the extent to which being in possession of experience in these two areas shapes vocational identity. Design/methodology/approach: A questionnaire (n = 1,188) was employed to measure the relative salience for 8 latent work values constructs and 25 individual-level work values. Respondents were classified into two groups based on work experience and abroad experience, and the differences in work value preferences between these groups were explored. Findings: The authors' comparison of sample groups revealed that respondents without experience abroad attached significantly greater importance to specific work values (e.g. stability, extrinsic motivation and leisure) than those with sojourner experience. The relative salience of specific work values (e.g. altruistic and extrinsic motivation) was found to be significantly greater for respondents without work experience than those with such experience, however, not to the extent of abroad experience. VID as a theoretical framework was found to be valuable in conceptualising how work value preferences appear to be the outcome of a process of co-construction between an individual and his environment. Research limitations/implications: The reasons as to how and why changes in work value salience occur cannot be conclusively established due to the exploratory nature and conceptual design of the present study. Practical implications: The findings suggest work and abroad experience play a pivotal role in shaping respondents' work values and, more generally, the VID. This reinforces the need for cooperation between higher education and industry to provide experiential learning opportunities and career guidance to enhance graduate employability and contribute to long-term engagement of talent in tight labour markets. Originality/value: The value of these findings is that the findings contribute to greater conceptual understanding of the relationship between work experience, abroad experience and work value preferences. This is particularly relevant to academic staff and curriculum developers at a tertiary level in preparing and guiding university students in their interactions with professional practice. © 2023, Emerald Publishing Limited.","Abroad experience; Generation Z; Vocational identity; Work experience; Work values","","","","","","","","Adkins C.L., Previous work experience and organizational socialization: a longitudinal examination, Academy of Management Journal, 38, 3, pp. 839-862, (1995); Andrews L.M., Career decision status, career-related thinking, and emotional distress: a structural equation model, (2014); Angulo S.K., Identity Change in Students Who Study Abroad, (2008); Barnett K., Student interns' socially constructed work realities: narrowing the work expectation-reality gap, Business Communication Quarterly, 75, 3, pp. 271-290, (2012); Broadbent E., Gougoulis J., Lui N., Pota V., Simons J., Generation Z: global citizenship survey, London, (2017); Brown D., The role of work and cultural values in occupational choice satisfaction and success: a theoretical statement, Journal of Counseling and Development, 80, pp. 48-56, (2002); Busque-Carrier M., Ratelle C.F., le Corff Y., Work values and job satisfaction: the mediating role of basic psychological needs at work, Journal of Career Development, 49, 6, pp. 1386-1401, (2022); Byrne C., What determines perceived graduate employability? 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Meyer J.P., Irving P.G., Allen N.J., Examination of the combined effects of work values and early work experiences on organizational commitment, Journal of Organizational Behavior, 19, pp. 29-52, (1998); Ng E.S.W., Burke R.J., The next generation at work – business students' views, values and job search strategy: implications for universities and employers, Education + Training, 48, 7, pp. 478-492, (2006); Norris E.M., Gillespie J., How study abroad shapes global careers: evidence from the United States, Journal of Studies in International Education, 13, 3, pp. 382-397, (2009); Orahood T., Kruze L., Pearson D.E., The impact of study abroad on business students' career goals, Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 1, (2004); O'Boyle C., Atack J., Monahan K., Generation Z enters the workforce generational and technological challenges in entry-level jobs A deloitte series on future of work, (2017); Popov J., Boundary crossing and identity re-negotiation in internships: the integrative, future-oriented and transformational potential of interns' identity project, Learning, Culture and Social Interaction, 24, (2020); Porfeli E.J., The dynamic between work values and part-time work experiences across the high school years, Journal of Vocational Behavior, 73, 1, pp. 143-158, (2008); Porfeli E.J., Lee B., Career development during childhood and adolescence, New Directions for Youth Development, 2012, 134, pp. 11-22, (2012); Porfeli E.J., Lee B., Vondracek F.W., Identity development and careers in adolescents and emerging adults: content, process, and structure, Handbook of Vocational Psychology, pp. 133-153, (2013); Putman L.S., Work Values: Their Emergence and Their Consequences for Labour Market Behaviour, (2013); Rothman M., Sisman R., Internship impact on career consideration among business students, Education + Training, 58, 9, pp. 1003-1013, (2016); Roy A., Newman A., Ellenberger T., Pyman A., Outcomes of international student mobility programs: a systematic review and agenda for future research, Studies in Higher Education, 44, 9, (2019); Rue P., Make way, millennials, here comes gen Z, About campus: enriching the student learning experience, 23, 3, pp. 5-12, (2018); Schroth H., Are you ready for gen Z in the workplace?, California Management Review, 61, 3, pp. 5-18, (2019); Song M.K., Lin F.C., Ward S.E., Fine J.P., Composite variables: when and how, Nursing Research, 62, 1, pp. 45-49, (2013); Stoner K.R., Tarrant M.A., Perry L., Stoner L., Wearing S., Lyons K., Global citizenship as a learning outcome of educational travel, Journal of Teaching in Travel and Tourism, 14, 2, pp. 149-163, (2014); Stringer K.J., Kerpelman J.L., Career identity development in college students: decision making, parental support, and work experience, Identity, 10, 3, pp. 181-200, (2010); Taber K.S., The use of Cronbach's alpha when developing and reporting research instruments in science education, Research in Science Education, 48, 6, pp. 1273-1296, (2018); Ursachi G., Horodnic I.A., Zait A., How reliable are measurement scales? External factors with indirect influence on reliability estimators, Procedia Economics and Finance, 20, pp. 679-686, (2015); van Maanen J., Doing new things in old ways: the chains of socialization, College and University Organization, pp. 211-245, (1984); Vansteenkiste M., Neyrinck B., Niemiec C.P., Soenens B., Witte H., Broeck A., On the relations among work value orientations, psychological need satisfaction and job outcomes: a self-determination theory approach, Journal of Occupational and Organizational Psychology, 80, 2, pp. 251-277, (2007); Weiss F., Klein M., Grauenhorst T., The effects of work experience during higher education on labour market entry: learning by doing or an entry ticket?, Work, Employment and Society, 28, 5, pp. 788-807, (2014); Zimmermann J., Greischel H., Jonkmann K., The development of multicultural effectiveness in international student mobility, Higher Education, 82, 6, pp. 1071-1092, (2021)","P. de Boer; Academy of Commerce and International Business, NHL Stenden University of Applied Sciences, Leeuwarden, Netherlands; email: peter.de.boer@nhlstenden.com","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85153536040"
"Corman S.; Croitoru A.","Corman, Sorina (55964746800); Croitoru, Alin (57203922843)","55964746800; 57203922843","Exploring Hidden Costs of Seasonal Migration in Agriculture within Roma Communities of Origin: Evidence from Romania","2023","Societies","13","11","239","","","","0","10.3390/soc13110239","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178268622&doi=10.3390%2fsoc13110239&partnerID=40&md5=c01c1f2d54793f3c19aebd566a78454f","Center for Social Research, Lucian Blaga University of Sibiu, Sibiu, 550169, Romania","Corman S., Center for Social Research, Lucian Blaga University of Sibiu, Sibiu, 550169, Romania; Croitoru A., Center for Social Research, Lucian Blaga University of Sibiu, Sibiu, 550169, Romania","The article is focused on researching the hidden effects of seasonal migration in agriculture on Roma communities in Romania. The theoretical framework considers the specific nature of seasonal migration in agriculture and includes elements relevant to understanding the seasonal migration patterns of the Roma population from Romania. The research is based on a qualitative methodological design and over 120 interviews in four communities with Roma individuals and key actors at the community level (e.g., local authorities, teachers, priests, and social workers). The interviews are thematically analyzed, and the hidden costs of seasonal migration are discussed at three levels of analysis: individual, familial, and community. First and foremost, the analysis emphasizes that migration is the most significant factor of social change in the studied Roma communities, and its effects are multifaceted. The analysis reveals significant negative costs of migration in terms of health, education, employability, family, and community life. In the medium and long term, these effects decrease the positive aspects linked to the material gains from migration, making these Roma communities more vulnerable and dependent. © 2023 by the authors.","intra-European migration; migration’s effects; Roma migrants; Romanian migration; seasonal migration in agriculture","","","","","","European Environment Agency, EEA; Unitatea Executiva pentru Finantarea Invatamantului Superior, a Cercetarii, Dezvoltarii si Inovarii, UEFISCDI, (38/2021)","Data about the situation of the Roma population were collected within the project “The role of religion and religious actors in Roma social inclusion: towards a participatory approach” PARI—RO-NO-2019-0586 administered by UEFISCDI (contract no. 38/2021) and financed by the funds of the Research Program associated with the EEA Grants 2014–2021 and the state budget through the Program Operator UEFISCDI.","Becker R., Teney C., Understanding high-skilled intra-European migration patterns: The case of European physicians in Germany, J. Ethn. Migr. Stud, 46, pp. 1737-1755, (2020); de Jong P.W., de Valk H., Intra-European migration decisions and welfare systems: The missing life course link, J. Ethn. Migr. Stud, 46, pp. 1773-1791, (2020); King R., Okolski M., Diverse, Fragile and Fragmented: The New Map of European Migration, Cent. East. Eur. Migr. Rev, 8, pp. 1-24, (2018); Jakobson M.-L., King R., Morosanu L., Vetik R., Migration and Integration in Turbulent Times, (2023); Garcia M.F., Molinero-Gerbeau Y., Sajir Z., ‘They think you belong to them’: Migrant workers’ perspectives on labour exploitation in Spain, J. Ethn. Migr. Stud, 49, pp. 3976-3995, (2023); King R., Lulle A., Melossi E., New perspectives on the agriculture–migration nexus, J. Rural Stud, 85, pp. 52-58, (2021); Fialkowska K., Matuszczyk K., Szulecka M., Agricultural Exceptionalism, Migrant Farmworkers and The Pandemic—Evidence from Poland as a New Immigrant Destination Country, Estud. Geográficos, 83, (2022); Serban M., Croitoru A., The COVID-19 pandemic as an opportunity to bring the migration of agricultural workers into focus through media coverage, Estud. Geográficos, 83, (2022); Rasnaca Z., Essential but unprotected: Highly mobile workers in the EU during the COVID-19 pandemic, ETUI Policy Brief Eur. Econ. Employ. Soc. Policy, 9, pp. 1-9, (2020); Anghel R.G., Botezat A., Cosciug A., Manafi I., Roman M., International migration, return migration, and their effects: A comprehensive review on the Romanian case, IZA Discuss. Pap. Inst. Labor Econ, pp. 1-49, (2016); Sandu D., Lumile Sociale ale Migrației Românești în Străinătate, (2010); Serban M., Molinero-Gerbeau Y., Deliu A., Are the guest-worker programmes still effective? Insights from Romanian migration to Spanish agriculture, International Labour Migration to Europe’s Rural Regions, pp. 22-36, (2020); Anghel R.G., Migration in Differentiated Localities: Changing Statuses and Ethnic Relations in a Multi-Ethnic Locality in Transylvania, Romania, Popul. Space Place, 22, pp. 356-366, (2016); Anghel R.G., When the Poor Migrate and Return: Class and Status Repositioning among Roma Transnational Returnees, Transnational Return and Social Change Hierarchies, Identities and Ideas, (2019); Deliu A., Community Frames of Migration: The Path from Seaca to Spain, Soc. Change Rev, 13, pp. 29-54, (2015); Overview of the Impact of the Coronavirus Measures on Marginalised Roma Communities in the EU—European Comission, (2020); Carstocea R., War against the Poor: Social Violence Against Roma in Eastern Europe during COVID-19 at the Intersection of Class and Race, J. Ethnopolitics Minor. Issues Eur, 21, pp. 81-109, (2022); Veres V., Livelihood Strategies during the COVID-19 Epidemic in Materially Disadvantaged Roma Communities from Covasna County, Romania, Soc. Sci, 12, (2023); Commission E., Report on Mobile Seasonal Workers and Intra-EU Labour Mobility, (2023); Nori M., Farinella D., Mobility and Migrations in the Rural Areas of Mediterranean EU Countries, Migration, Agriculture and Rural Development, pp. 39-67, (2020); Stark O., The Migration of Labor, (1991); Stark O., Bloom D.E., The New Economics of Labor Migration, Am. Econ. Rev, 75, pp. 173-178, (1985); Fries-Tersch E., Sioland L., Jones M., Mariotti C., Malecka M., Intra-EU Mobility of Seasonal Workers: Trends and Challenges, (2021); Bergfeld M., Farris S., The COVID-19 Crisis and the End of the “Low-skilled” Worker, Spectre J, (2020); Sandu D., Social Disparities in the Regional Development and Policies of Romania, Int. Rev. Soc. Res, 1, pp. 1-30, (2011); Mihalache F., Mediul rural intre 1990 si 2020, Transformari si decalaje, (2020); Vlase I., ‘My husband is a patriot!’: Gender and Romanian family return migration from Italy, J. Ethn. Migr. Stud, 39, pp. 741-758, (2013); Vlase I., Women’s social remittances and their implications at household level: A case study of Romanian migration to Italy, Migr. Lett, 10, pp. 81-90, (2013); Serban M., Deliu A., Manoila M., Impactul migrației în agricultură asupra dezvoltării în comunitățile de origine a migranților. Analiză comparativă în două contexte rurale din România de astăzi, Dezvoltare Comunitară în România: Concepte, Procese, Modele de Analiză, pp. 201-231, (2022); Croitoru A., Great Expectations: A Regional Study of Entrepreneurship Among Romanian Return Migrants, Sage Open, 10, pp. 1-18, (2020); Cosciug A., Transnational Motorways: The secondhand car trade in a country of emigration, Anthropol. News, pp. 590-594, (2017); Cosciug A., Religion, Return Migration and Change in an Emigration Country, Transnational Return and Social Change: Hierarchies, Identities and Ideas, pp. 85-102, (2019); Sandu D., Modernising Romanian society through temporary work abroad, A Continent Moving West?: EU Enlargement and Labour Migration from Central and Eastern Europe, pp. 271-288, (2010); Botezat A., Pfeiffer F., The impact of parents migration on the well-being of children left behind–initial evidence from Romania, ZEW-Cent. Eur. Econ. Res. Discuss. Pap, pp. 1-24, (2014); Botezat A., Pfeiffer F., The impact of parental labour migration on left-behind children’s educational and psychosocial outcomes: Evidence from Romania, Popul. Space Place, 26, (2020); Vianello F.A., International migrations and care provisions for elderly people left behind. The cases of the Republic of Moldova and Romania, Eur. J. Soc. Work, 19, pp. 779-794, (2016); Croitoru A., Diaspora Start-Up Programs and Creative Industries: Evidence from Romania, Transylv. Rev. Adm. Sci, 63E, pp. 5-29, (2021); Preda M., Zamfir C., Roma in Romania, (2002); Cernat V., Roma undercount and the issue of undeclared ethnicity in the 2011 Romanian census, Int. J. Soc. Res. Methodol, 24, pp. 761-766, (2021); Rughinis C., The forest behind the bar charts: Bridging quantitative and qualitative research on Roma/Ţigani in contemporary Romania, Patterns Prejud, 44, pp. 337-367, (2010); Bank W., Romania Systematic Country Diagnostic. Background Note—Roma Inclusion; Toma S., Tesar C., Foszto L., The immigration of Romanian Roma to Western Europe: Causes, effects, and future engagement strategies (MigRom), Unlocked Cultures Romanian Roma Migrants in Western Europe, pp. 57-82, (2018); Cherkezova S., Tomova I., An Option of Last Resort? Migration of Roma and Non-Roma from CEE Countries, (2013); Duminica G., The access of Roma to Social Services, (2006); Anghel I.-M., Contesting neoliberal governance. The case of Romanian Roma, Soc. Change Rev, 13, pp. 85-109, (2015); Anghel I.-M., Politici publice adresate minorității rome în perioada postsocialistă: Între europenizare și deresponsabilizare, Sociol. Românească, 17, pp. 92-117, (2019); Lazar T.-A., Active Labour Market Measures for Vulnerable Categories of Population: Area of Expertise for Social Workers, Rev. De Asistenta Soc, 19, pp. 63-77, (2020); Berevoescu I., Cace S., Costin D.S., Ilie S., Marginean I., Dan A., Preda M., Surdu M., Serban M., Voicu M., Et al., Indicators Regarding Roma Communities in Romania, (2002); Roma N.A.F., Raport al Agenției Naționale Pentru Romi cu Privire la Necesitatea Intervenției Autorităților Competente în Beneficiul Membrilor Comunitătilor Vulnerabile cu Romi în Contextul Implementării Măsurilor de Prevenire a Răspândirii Virusului COVID-19, (2020); Mara D., Corman S., Aspects concerning the social and educational integration of the Roma children in Romania, Educazione, 2, pp. 61-72, (2012); Florian B., Toc S., Educația în timpul pandemiei, Răspunsuri la Criza Nesfârșită a Sistemului Educațional Românesc, (2020); Rostas I., A Task for Sisyphus: Why Europe’s Roma Policies Fail, (2019); Grbich C., Qualitative Data Analysis. An Introduction, (2013); Cristea M., Mare C., Moldovan C., China A.-M., Farole T., Vintan A., Park J., Garrett K.P., Ionescu-Heroiu M., Magnet Cities: Migration and Commuting in Romania, (2017); Briciu C., Grigoras V., Evaluarea Impactului Programului de Mediere Sanitară, (2011); Toma S., Foszto L., Roma within Obstructing and Transformative Spaces: Migration Processes and Social Distance in Ethnically Mixed Localities in Romania, Intersect. East Eur. J. Soc. Politics, 4, pp. 57-80, (2018); Pantea M.-C., Precarity and the social mobility nexus for young Roma in vocational education and training, Comp. A J. Comp. Int. Educ, (2022); Anghel R.G., Vesalon L., Toma S., Romania’s agricultural workers. Return mobilities and modes of food production, Int. Migr, (2023); Vlase I., Voicu B., Gender, Family, and Adaptation of Migrants in Europe, (2018)","S. Corman; Center for Social Research, Lucian Blaga University of Sibiu, Sibiu, 550169, Romania; email: sorina.corman@ulbsibiu.ro","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","20754698","","","","English","Soc.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85178268622"
"Namhata R.; Behera R.R.","Namhata, Rima (57216408514); Behera, Rashmi Ranjan (58707641600)","57216408514; 58707641600","Guru-Shishya Parampara: Exploring Key Tenets of Tradition and Teacher-Student Relationship in Contemporary Education in India","2023","IUP Journal of English Studies","18","4","","108","126","18","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183606227&partnerID=40&md5=c933a279b24f2ea041142f32f8fb326e","Alliance University, Karnataka, Bengaluru, India; ABV-IIITM, Madhya Pradesh, Gwalior, India","Namhata R., Alliance University, Karnataka, Bengaluru, India; Behera R.R., ABV-IIITM, Madhya Pradesh, Gwalior, India","Guru-shishya parampara (GSP), a longstanding tradition in Indian education system, emphasizes a spiritual teacher-disciple relationship for knowledge transmission. However, recent changes in Indian education system and rapid sociocultural and economic transformations have significantly altered the dynamics of GSP. This study explores unique tenets of GSP and changes observed in the tradition across ages. Through a systematic literature review, it identifies seven tenets constituting the bedrock of GSP. The study further investigates the transformation of the teacher-student relationship within contemporary Indian campus fictions (ICFs) employing Theme Framework Analysis on five ICFs. The findings suggest that the portrayal of the teacher-student relationship in contemporary ICFs starkly contrasts with ancient and medieval times. This study outlines the tenets of GSP, suggesting a departure from traditional norms. It implies a shift from the prescriptive GSP norm to a reinvented framework, adapting to a fast-paced, consumerist workforce, influenced by ICT and market-driven employability. © 2023 IUP. All Rights Reserved.","","","","","","","","","Arimoto A., Problems of the Academic Profession at the System and Institutional Levels, (2006); Bhaduri A., Mediocre but Arrogant, (2012); Bhagat C., Five Point Someone, (2015); Chanana K., Situating the Academic Profession in Indian Tradition, Modernisation and Globalisation: Implications for Research and Knowledge, (2007); Chanana K., Interfacing Indigenous and Global Knowledge for Research: Some Examples, (2007); Chaturvedi H., Transforming Indian Higher Education, (2012); Das S., Sumthing of a Mocktale at JNU: Where Kurta Fell in Love with Jeans, (2015); Goel B.S., Kundalini and the Third-Eye, (1985); Heller M.P., Sindelar N.W., Developing an Effective Teacher Mentor Program. Fastback 319, (1991); Kakar S., The Analyst and the Mystic: Psychoanalytic Reflections on Religion and Mysticism, (1991); Kishore V., Dil Dance Marre Re’: Bollywoodisation of the Indian Folk Dance Forms, Bollywood and Its Other(S): Towards New Configurations, (2014); Lakha S., The State, Globalization and Indian Middle-Class Identity, Culture and Privilege in Capitalist Asia, pp. 251-274, (1999); Mirowski P., Science-Mart: Privatizing American Science, (2011); Mittal P.A., Heartbreaks & Dreams: The Girls@Iit, (2015); Mlecko J.D., The Guru in Hindu Tradition, Numen, 29, 1, pp. 33-61, (1982); Oza R., The Making of Neoliberal India Nationalism. Gender and the Paradoxes of Globalization, (2012); Raina M.K., Guru-Shishya Relationship in Indian Culture: The Possibility of a Creative Resilient Framework, Psychology and Developing Societies, 14, 1, pp. 167-198, (2002); Rao K.S., Singh M.K., History of University Education in India: Way Forward, Transforming Indian Higher Education, pp. 1-33, (2015); Rigopoulos A., Guru, the Spiritual Master in Eastern and Western Traditions: Authority and Charisma, (2007); Ritchie J., Spencer L., Qualitative Data Analysis for Applied Policy Research, Analyzing Qualitative Data, pp. 173-194, (1994); Sharma R., Pahlajani N., A Joker in the Pack: An Irreverent View of Life at Iims, (2015); Sooklal A., The Guru-Shishya Parampara: A Paradigm of Religio-Cultural Continuity, Journal for the Study of Religion, 3, 2, pp. 15-30, (1990); Thapar R., The History of India, 1, (1966); Tharoor S., The Elephant, the Tiger, and the Cell Phone: Reflections on India. the Emerging 21St-Century Power, (2007); Thussu D.K., Why Internationalize Media Studies and How?, Internationalizing Media Studies, pp. 13-31, (2013); Tilak J.B.G., Absence of Policy and Perspective in Higher Education, Economic and Political Weekly, 39, 21, pp. 2159-2164, (2004); Varughese E.D., Beyond the Postcolonial: World Englishes Literature, (2012); Ward G.C., State of Paradox, The New York Times, (2012); Zachary L.J., The Role of Teacher as Mentor, New Directions for Adult and Continuing Education, 93, pp. 27-38, (2002)","R. Namhata; Alliance University, Bengaluru, Karnataka, India; email: rimanamhata@gmail.com","","IUP Publications","","","","","","09733728","","","","English","IUP J. Engl. Stud.","Article","Final","","Scopus","2-s2.0-85183606227"
"Young K.; Rooney D.","Young, Kirsty (15732305600); Rooney, Donna (10144162000)","15732305600; 10144162000","Developing soft (employability) skills and work experience opportunities to prepare students with intellectual disability for open employment","2023","British Journal of Special Education","50","4","","427","439","12","1","10.1111/1467-8578.12484","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173695190&doi=10.1111%2f1467-8578.12484&partnerID=40&md5=30f1dc491457bbecf0a99e9d143c5e9d","School of International Studies and Education, Faculty of Arts and Social Sciences, University of Technology Sydney, Ultimo, NSW, Australia","Young K., School of International Studies and Education, Faculty of Arts and Social Sciences, University of Technology Sydney, Ultimo, NSW, Australia; Rooney D., School of International Studies and Education, Faculty of Arts and Social Sciences, University of Technology Sydney, Ultimo, NSW, Australia","This research identifies the soft (employability) skills that key stakeholders view as essential for young people with intellectual disability (ID) to gain and maintain open employment. The study subsequently examined the work experience opportunities for young people with ID to develop these soft skills during their school years. Qualitative data from 89 participants (questionnaires and interviews) and a review of the current literature informed the development of a set of soft skills for open employment and a proposed model for work exposure programmes from the commencement to the conclusion of high school. © 2023 The Authors. British Journal of Special Education published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs.","employability skills; intellectual disability; work experience; work preparation","","","","","","Australian University Librarians; University of Technology Sydney, UTS","The authors would like to acknowledge their gratitude to Onemda for supporting this project. Open access publishing facilitated by University of Technology Sydney, as part of the Wiley - University of Technology Sydney agreement via the Council of Australian University Librarians.","Alwell M., Cobb B., Functional life skills curricular interventions for youth with disabilities: a systematic review, Career Development for Exceptional Individuals, 32, 2, pp. 82-93, (2009); Disability and the labour force [time series spreadsheet], (2020); Looking to the Future: Report of the Review of Senior Secondary Pathways into Work, Further Education and Training, (2020); Beyer S., Meek A., Davies A., Supported work experience and its impact on young people with intellectual disabilities, their families and employers, Advances in Mental Health and Intellectual Disabilities, 10, pp. 207-220, (2016); Carter E.W., Awsumb J.M., Schutz M.A., McMillan E.D., Preparing youth for the world of work: educator perspectives on pre-employment transition services, Career Development and Transition for Exceptional Individuals, 44, 3, pp. 161-173, (2021); Choiseul-Praslin B., McConnell A., Increasing work skills for students with significant disabilities: a six-step model for transition worksite programs, Career Development and Transition for Exceptional Individuals, 43, 3, pp. 180-186, (2020); Clark K.A., Test D.W., Konrad M., Teaching soft skills to students with disabilities with UPGRADE Your Performance, Education and Training in Autism and Developmental Disabilities, 54, 1, pp. 41-56, (2019); Cohen L., Manion L., Morrison K., Research Methods in Education, (2011); Crotty M., Foundations of Social Research: Meaning and Perspective in the Research Process, (2020); Dunn C., Shannon D., McCullough B., Jenda O., Qazi M., An innovative postsecondary education program for students with disability in STEM, Journal of Postsecondary Education and Disability, 31, 1, pp. 91-101, (2018); Duryea S., Salazar Salamanca J.P., Pinzon Caicedo M., We the People: Inclusion of People with Disabilities in Latin America and the Caribbean, (2019); Ellis M., Kisling E., Hackworth R.G., Teaching soft skills employers need, Community College Journal of Research and Practice, 38, 5, pp. 433-453, (2014); Fayette R., Bond C., A qualitative study of specialist schools' processes of eliciting the views of young people with autism spectrum disorders in planning their transition to adulthood, British Journal of Special Education, 45, 1, pp. 5-25, (2018); Francis-Devine B., Powell A., Foley N., Briefing Paper – Coronavirus: Impact on the Labour Market, (2021); Fraser C.J., Duignan G., Stewart D., Rodrigues A., Overt and covert: successful strategies for building employability skills of vocational education graduates, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 157-172, (2019); Gjertsen H., Hardonk S., Ineland J., Work inclusion for people with intellectual disabilities in three Nordic countries: the current policy and challenges, Scandinavian Journal of Disability Research, 23, 1, pp. 360-370, (2021); Ju S., Zhang D., Pacha J., Employability skills valued by employers as important for entry-level employees with and without disabilities, Career Development and Transition for Exceptional Individuals, 35, 1, pp. 29-38, (2012); Kaehne A., Project SEARCH UK – evaluating its employment outcomes, Journal of Applied Research in Intellectual Disabilities, 29, 6, pp. 519-530, (2016); Khayatzadeh-Mahani A., Wittevrongel K., Nicholas D.B., Zwicker J.D., Prioritizing barriers and solutions to improve employment for persons with developmental disabilities, Disability and Rehabilitation, 42, 19, pp. 2696-2706, (2020); Kittelsaa A., Kermit P., Adult and intellectually disabled – difference or possibility?, Intellectual Disability. Everyday Life, Living Conditions and Politics, (2015); Kocman A.F., Fischer L., Weber G., The employers' perspective on barriers and facilitators to employment of people with intellectual disability: a differential mixed-methods approach, Journal of Applied Research in Intellectual Disability, 31, 1, pp. 120-131, (2018); Kregel J., Wehman P., Taylor J., Avellone L., Riches V., Rodrigues R., Et al., A comprehensive review of evidence-based employment practices for youth and adults with intellectual and other developmental disabilities, (2020); Lindsay S., Cagliostro E., Albarico M., Mortaji N., Karon L., A systematic review of the benefits of hiring people with disabilities, Journal of Occupational Rehabilitation, 28, pp. 634-655, (2018); Loeb S., Dynarski S., McFarland D., Morris P., Reardon S., Reber S., Descriptive Analysis in Education: A Guide for Researchers (NCEE 2017–4023), (2017); Losekoot E., Lasten E., Lawson A., Chen B., The development of soft skills during internships: the hospitality student's voice, Research in Hospitality Management, 8, 2, pp. 155-159, (2018); 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Rowe D.A., Mazzotti V.L., Fowler C.H., Test D.W., Mitchell V.J., Clark K.A., Et al., Updating the secondary transition research base: evidence- and research-based practices in functional skills, Career Development and Transition for Exceptional Individuals, 44, 1, pp. 28-46, (2021); Sarantakos S., Social Research, (2005); Schutz M.A., Carter E.W., Employment interventions for youth with disabilities: a review of transition practices and partners, Career Development and Transition for Exceptional Individuals, 45, 3, pp. 154-169, (2022); Shenton A., Strategies for ensuring trustworthiness in qualitative research projects, Education for Information, 22, pp. 63-75, (2004); Shier M., Graham J.R., Jones M.E., Barriers to employment as experienced by disabled people: a qualitative analysis in Calgary and Regina, Canada, Disability & Society, 24, 1, pp. 63-75, (2009); Smith P., Rhodes P., Pavlidis L., Alexander J., Mcvilly K., Transitioning Australian Disability Enterprises to open employment community hubs using the Australian legislative framework, Journal of Vocational Rehabilitation, 50, 3, pp. 263-271, (2019); Southward J.D., Kyzar K., Predictors of competitive employment for students with intellectual and/or developmental disabilities, Education and Training in Autism and Developmental Disabilities, 52, 1, pp. 26-37, (2017); Strnadova I., Cumming T.M., Danker J., Transitions for students with intellectual disability and/or autism spectrum disorder: carer and teacher perspectives, Australasian Journal of Special Education, 40, 2, pp. 141-156, (2016); Taylor J., Avellone L., Cimera R., Brooke V., Lambert A., Iwanaga K., Cost–benefit analyses of employment services for individuals with intellectual and developmental disabilities: a scoping review, Journal of Vocational Rehabilitation, 54, pp. 193-206, (2021); Caring nation, (2016); Tholen S.L., Hultkrantz L., Persson M., Economic evaluation of supported-employment inspired program for pupils with intellectual disabilities, Nordic Journal of Working Life Studies, 7, 1, pp. 69-86, (2017); Trainor A., Carter E.W., Karpur A., Martin J.E., Mazzotti V.L., Morningstar M.E., Et al., A framework for research in transition: identifying important areas and intersections for future study, Career Development and Transition for Exceptional Individuals, 43, 1, pp. 5-17, (2020); Employment of people with disabilities in 2013, (2014); Winn S., Hay I., Transition or school for youths with a disability: issues and challenges, Disability & Society, 24, 1, pp. 103-115, (2009); Yoder N., Atwell M., Godek D., Dusenbury L., Bridgeland J.M., Weissberg R., Preparing youth for the workforce of tomorrow: cultivating the social and emotional skills employers demand, (2020)","K. Young; School of International Studies and Education, Faculty of Arts and Social Sciences, University of Technology Sydney, Ultimo, PO Box 123, 2007, Australia; email: kirsty.young@uts.edu.au","","John Wiley and Sons Inc","","","","","","09523383","","","","English","Br. J. Spec. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85173695190"
"Downs C.; Mughal F.; Shah U.; Ryder M.","Downs, Carolyn (36442287600); Mughal, Farooq (36560006800); Shah, Uzair (56644251600); Ryder, Mike (57218246172)","36442287600; 36560006800; 56644251600; 57218246172","Are undergraduate internships worth the effort? Time to reconceptualize work-based learning for building protean meta-competencies","2024","Studies in Higher Education","49","1","","84","97","13","1","10.1080/03075079.2023.2222147","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161685168&doi=10.1080%2f03075079.2023.2222147&partnerID=40&md5=4aadce9e9282c0fc018ced0145a168e7","Marketing Department, Lancaster University, Lancaster, United Kingdom; Management, Strategy & Organisation, University of Bath, Bath, United Kingdom; Organisation, Work and Technology, Lancaster University, Lancaster, United Kingdom","Downs C., Marketing Department, Lancaster University, Lancaster, United Kingdom; Mughal F., Management, Strategy & Organisation, University of Bath, Bath, United Kingdom; Shah U., Organisation, Work and Technology, Lancaster University, Lancaster, United Kingdom; Ryder M., Marketing Department, Lancaster University, Lancaster, United Kingdom","Internships are widely recognized within higher education as a useful work-based learning (WBL) approach to enhance student employability. However, there remains a need to understand whether internships provide a developmental experience that includes higher-level (soft) skills such as self-responsibility, flexibility and innovation. Our study inductively analyses 154 undergraduate student-interns’ reflective diaries over a 3-year period to explore the relationship between internship experience and the development of higher-level skills, or protean ‘meta-competencies’. In the research, we find the interns’ developed three meta-competencies that can broadly be categorized as self-regulation, self-awareness and self-direction. Our findings also highlight the role of socio-political dynamics of internship work in shaping students’ experiences as an indicator of the changing world of work. The study has implications for higher education institutions (HEIs) and host organisations in adopting a WBL approach that supports interns with reflexive engagement with situated organizational practices and accessing (in)formal learning opportunities in the workplace. Our research, therefore, offers insights into a learner-centred WBL approach that contributes towards a more holistic internship/WBL experience that facilitates student interns in developing protean meta-competencies and graduate employability. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employability; higher education; internship; meta-competencies; protean career; Work-based learning","","","","","","","","Alvesson M., Willmott H., Identity Regulation as Organizational Control: Producing the Appropriate Individual, Journal of Management Studies, 39, 5, pp. 619-644, (2002); Arranz N., Arroyabe M.F., Sena V., Arranz C.F., Fernandez de Arroyabe J.C., University-enterprise Cooperation for the Employability of Higher Education Graduates: A Social Capital Approach, Studies in Higher Education, 47, 5, pp. 990-999, (2022); Basit T.N., Eardley A., Borup R., Shah H., Slack K., Hughes A., Higher Education Institutions and Work-Based Learning in the UK: Employer Engagement Within a Tripartite Relationship, Higher Education, 70, 6, pp. 1003-1015, (2015); Boud D., Garrick J., Understanding Learning at Work, (1999); Boud D., Solomon N., Work-based Learning: A New Higher Education?, (2001); Bradley A., Priego-Hernandez J., Quigley M., Evaluating the Efficacy of Embedding Employability into a Second-Year Undergraduate Module, Studies in Higher Education, 47, 11, pp. 2161-2173, (2022); 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Zopiatis A., Hospitality Internships in Cyprus: A Genuine Academic Experience or a Continuing Frustration?, International Journal of Contemporary Hospitality Management, 19, 1, pp. 65-77, (2007)","M. Ryder; Marketing Department, Lancaster University Management School, Lancaster University, Lancaster, LA1 4YW, United Kingdom; email: m.ryder@lancaster.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85161685168"
"Briant S.; Crowther P.; Clifton J.; Osborne Burton L.","Briant, Sarah (57219451919); Crowther, Philip (57210666760); Clifton, Jennifer (50061352800); Osborne Burton, Lindy (58139859200)","57219451919; 57210666760; 50061352800; 58139859200","Work-integrated learning (WIL) as a part of quality education in architecture: the profession's perspective","2023","International Journal of Architectural Research: Archnet-IJAR","17","3","","518","535","17","1","10.1108/ARCH-01-2023-0001","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149966439&doi=10.1108%2fARCH-01-2023-0001&partnerID=40&md5=dc7507a11c1d47fe04fe815191b9bd75","School of Architecture and Built Environment, Queensland University of Technology, Brisbane, Australia; School of Teacher Education and Leadership, Queensland University of Technology, Brisbane, Australia","Briant S., School of Architecture and Built Environment, Queensland University of Technology, Brisbane, Australia; Crowther P., School of Architecture and Built Environment, Queensland University of Technology, Brisbane, Australia; Clifton J., School of Teacher Education and Leadership, Queensland University of Technology, Brisbane, Australia; Osborne Burton L., School of Architecture and Built Environment, Queensland University of Technology, Brisbane, Australia","Purpose: This research argues that architecture knowledge is fragmented between the profession and academia as evidenced by long-standing conflicting opinions regarding desirable graduate attributes. Work-integrated learning (WIL) is one mode of education where these fragments should come together. This research seeks to address a missing part of that WIL model and understand the profession's view of what constitutes quality education as a United Nations (UN) Sustainability Development Goal (SDG). Design/methodology/approach: Utilising a three round Delphi survey of the architecture profession engaged in WIL programs, this study reports on their perspectives of the key benefits and attributes of WIL and the value of WIL experiences as part of a quality higher education system. Findings: The architecture profession confirmed the value of WIL programs as contributing to students developing an understanding of workplace culture and contexts. There was strong agreement that WIL experiences can be a valuable part of a quality education and enhance graduate employability. Challenges for practice included semester-based program timing, the length of engagement with practice and the lack of WIL program guidance by universities to prepare the profession for WIL experiences. Originality/value: While WIL has been extensively researched over the last decade, it is limited in the architecture discipline. Survey findings address the research gap in understanding the architecture profession's views as a key WIL stakeholder which is important given the rapidly changing practice environments, globalisation and the increasingly transdisciplinary context. © 2023, Emerald Publishing Limited.","Architecture; Architecture profession; Delphi; Higher education; Work integrated learning","","","","","","","","Industry Profile: the profession of architecture in Australia, (2018); The national standare of competency for architects, (2019); Acen, Australian collaborative education network – 2022 summary report for graduate outcomes survey items, (2022); Alexandrov A.V., Pullicino P.M., Meslin E.M., Norris J.W., Agreement on disease-specific criteria for do-not-resuscitate orders in acute stroke, Stroke, 27, pp. 232-237, (1996); Ang S., Chronicles of architectural internships: student experiences versus practitioner expectations. 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Briant; School of Architecture and Built Environment, Queensland University of Technology, Brisbane, Australia; email: s.briant@qut.edu.au","","Emerald Publishing","","","","","","19387806","","","","English","Int. J. Arch. Research: Arch-IJAR","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85149966439"
"O'Toole J.; Snuggs E.; Benati K.; Lindsay S.","O'Toole, Jacqueline (57206665549); Snuggs, Elizabeth (57202129948); Benati, Kelly (57219867407); Lindsay, Sophie (55811283400)","57206665549; 57202129948; 57219867407; 55811283400","How has the experience of Covid-19 impacted graduate readiness for a protean career? A qualitative investigation of final year business students’ industry placement experience during the pandemic","2023","International Journal of Management Education","21","3","100888","","","","1","10.1016/j.ijme.2023.100888","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174815324&doi=10.1016%2fj.ijme.2023.100888&partnerID=40&md5=1ff74f1b0f1710a73de4e8a8965ee96f","Monash Business School, Monash University, Clayton, Australia; QUT Entreprenuership, Queensland University of Technology, Brisbane, Australia; St Mary's University, London, United Kingdom","O'Toole J., Monash Business School, Monash University, Clayton, Australia; Snuggs E., QUT Entreprenuership, Queensland University of Technology, Brisbane, Australia; Benati K., Monash Business School, Monash University, Clayton, Australia; Lindsay S., St Mary's University, London, United Kingdom","Protean careers, involving self-management by the individual are increasingly required by graduates to negotiate the turbulent labour market. Our study investigates the impact of Covid-19 on graduating business students through reflections on their placement experience and future career plans. Qualitative methodology was used to analyse post-placement student reflective essay submissions. The students’ respective experiences and any potential impact upon their career choices were evaluated, with 182 participants highlighting the importance of self-management and agility, negotiating communication via technology and engaging with colleagues as three key factors for a successful workplace transition. The research ascertained that in the face of a major change in the work environment a group of placement students were able to effectively adapt to their circumstances while being aware of the challenges it presented, indicating the development of a protean mind-set. This has implications for universities as they seek to support graduating students in a post-Covid environment and for employers, implies graduate preparedness for a Protean career path. © 2023 The Authors","Covid-19; Employability; Graduates; Protean careers","","","","","","","","Akkermans J., Kubasch S., # trending topics in careers: A review and future research agenda, Career Development International, 22, 6, pp. 586-627, (2017); Akkermans J., Richardson J., Kraimer M., The Covid-19 crisis as a career shock: Implications for careers and vocational behavior, Journal of Vocational Behavior, 119, (2020); Arthur M., Inkson K., Pringle J., The new careers: Individual action and economic change, (1999); Bailey C., Madden A., Alfes K., Fletcher L., The meaning, antecedents and outcomes of employee engagement: A narrative synthesis, International Journal of Management Reviews, 19, 1, pp. 31-53, (2017); Baird A.M., Parayitam S., Employers' ratings of importance of skills and competencies college graduates need to get hired: Evidence from the New England region of USA, Education + Training, 61, 5, pp. 622-634, (2019); 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O'Toole; Work Integrated Learning Monash Business School, Monash University, Clayton, 3800, Australia; email: Jacqueline.otoole@monash.edu","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85174815324"
"Drishti E.; Kopliku B.; Imami D.","Drishti, Elvisa (56602769300); Kopliku, Bresena (57222763128); Imami, Drini (36548198500)","56602769300; 57222763128; 36548198500","Active political engagement, political patronage and local labour markets – The example of Shkoder","2023","International Journal of Manpower","44","6","","1118","1142","24","2","10.1108/IJM-06-2021-0362","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127732883&doi=10.1108%2fIJM-06-2021-0362&partnerID=40&md5=b8a3d0ce6a33ee1a9f8a2a06c4bc265f","Department of Business Administration, University of Shkodra “Luigj Gurakuqi”, Shkoder, Albania; Department of Geography, University of Shkodra “Luigj Gurakuqi”, Shkoder, Albania; Department of Economics, Agricultural University of Tirana, Tirana, Albania","Drishti E., Department of Business Administration, University of Shkodra “Luigj Gurakuqi”, Shkoder, Albania; Kopliku B., Department of Geography, University of Shkodra “Luigj Gurakuqi”, Shkoder, Albania; Imami D., Department of Economics, Agricultural University of Tirana, Tirana, Albania","Purpose: This paper aims to contribute to the understanding of the effects of active political engagement in port-of-entry jobs and employment pathways for graduate students in a post-communist context which is characterized by clientelism. The data are derived from a structured survey of a small local labour market where political clientelism is pronounced due to the strong network ties. Controlling for both demand and supply factors, the authors identify a profile for those who are more prone to engage politically in exchange for public sector jobs, which are in turn vulnerable to regime changes. Design/methodology/approach: The authors use data from a sample of 191 students that records month-to-month employment states for three consecutive years (2012–2014). The method attempts to replicate an experimental design with repeated measures before and after the June 2013 government elections. The data is analysed using sequence analysis with optimal matching and difference-in-difference methods. Findings: The analysis provides evidence of links between political engagement and selection onto different employment pathways under conditions of political clientelism. The pathways themselves are also shown to be differentially impacted by the 2013 election (positively or negatively). Together, these results are supportive of claims that jobs in Albania, particularly those in the public sector, are linked to the short-term presence of vote-buying. This is shown to be the case even for this sample of educated members of the labour force (i.e. university graduates). The analysis also finds evidence of accumulative disadvantages over time, in relation to subjective perceptions of life satisfaction, migration intentions, employability and success in life, as a result of active political engagement. Originality/value: The study uses a unique data set and a novel methodological approach, sequence analysis. Occupational history calendars were used to capture quantitative information recording detailed work histories. To the best of the authors’ knowledge, this innovative method has not been used before to measure the temporal effects of political engagement on employment pathways. © 2022, Emerald Publishing Limited.","Albania; Higher education; Political clientelism; Sequence analysis; University to work transitions","","","","","","","","Alesina A., Cozzi G., Mantovan N., The evolution of ideology, fairness and redistribution, The Economic Journal, 122, pp. 1244-1261, (2012); Anyadike-Danes M., McVicar D., My brilliant career: characterizing the early labor market trajectories of British women from generation X, Sociological Methods and Research, 38, pp. 482-512, (2010); Babos P., Step or trap? 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Moss D., Patronage revisited: the dynamics of information and reputation, Journal of Modern Italian Studies, 1, pp. 58-93, (1995); Pastore F., The Youth Experience Gap - Explaining National Differences in the School-to-Work Transition, (2015); Pastore F., Why is youth unemployment so high and different across countries?, IZA World of Labor 2018, 420, (2018); Pastore F., Zimmermann K.F., Understanding school-to-work transitions, International Journal of Manpower, 40, pp. 374-378, (2019); Pastore F., Quintano C., Rocca A., Some young people have all the luck! the duration dependence of the school-to-work transition in Europe, Labour Economics, 70, (2021); Petreski M., Is informal job experience of youth undermining their labor-market prospects in transition economies?, Open Economic Review, 29, pp. 751-768, (2018); Petreski M., Mojsoska-Blazevski N., Bergolo M., Labor-market scars when youth unemployment is extremely high: evidence from Macedonia, Eastern European Economics, 55, pp. 168-196, (2017); 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Paguhen si dëmshpërblim për largimet nga puna|, Shtypi Ekonomik i Ditës, (2019); Saks A.M., Job search and the school-to-work transition, The Oxford Handbook of Job Loss and Job Search, (2014); Spence M., Job market signaling, Quarterly Journal Economics, 87, pp. 355-374, (1973); Super D.E., A life-span, life-space approach to career development, Journal of Vocational Behavior, 16, pp. 282-298, (1980); Tumen S., Informality as a stepping stone: a search-theoretical assessment of informal sector and government policy, Central Bank Review, 16, pp. 109-117, (2016); Uberti L.J., Bribes, rents and industrial firm performance in Albania and Kosovo, Comparative Economic Studies, 62, (2020); Veenendaal W., Corbett J., Clientelism in small states: how smallness influences patron–client networks in the Caribbean and the Pacific, Democratization, 27, pp. 61-80, (2020); Vondracek F.W., Lerner F.M., Schulenberg J.E., Career Development: A Life-Span Development Approach, (1986); Wang Y., Wissenbach U., Clientelism at work? A case study of Kenyan Standard Gauge Railway project, Economic History of Developing Regions, 34, pp. 280-299, (2019); Western Balkans labor market report 2017, (2017); Yildirim K., Kitschelt H., Analytical perspectives on varieties of clientelism, Democratization, 27, pp. 20-43, (2020); Zhllima E., Imami D., Rama K., Shahini A., Corruption in education during socialism and the postsocialist transition: the case of Albania, Region, 7, pp. 51-70, (2018)","E. Drishti; Department of Business Administration, University of Shkodra “Luigj Gurakuqi”, Shkoder, Albania; email: elvisa.drishti@unishk.edu.al","","Emerald Publishing","","","","","","01437720","","","","English","Int. J. Manpow.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85127732883"
"Dirckinck-Holmfeld L.; Bygholm A.; Tabo G.O.","Dirckinck-Holmfeld, Lone (6505715236); Bygholm, Ann (6507975763); Tabo, Geoffrey Olok (57219625311)","6505715236; 6507975763; 57219625311","Transforming education through ICT: Exploring students' study practices in a resource-constrained university setting","2023","British Journal of Educational Technology","54","6","","1463","1483","20","0","10.1111/bjet.13367","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166399840&doi=10.1111%2fbjet.13367&partnerID=40&md5=f176006577984ecef439ce3efdaa9217","Department of Communications and Psychology, Aalborg University, Aalborg, Denmark; Department of Computer Science, Gulu University, Gulu, Uganda","Dirckinck-Holmfeld L., Department of Communications and Psychology, Aalborg University, Aalborg, Denmark; Bygholm A., Department of Communications and Psychology, Aalborg University, Aalborg, Denmark; Tabo G.O., Department of Computer Science, Gulu University, Gulu, Uganda","Abstract: East African universities are confronted with new opportunities and challenges in responding to societal demands while also handling a growing number of students. Thus, they face challenges in offering quality education due to limited learning resources; outdated pedagogical approaches and teaching and learning practices; and inadequate skills in information and communication technology (ICT). This study is part of an effort to transform university education towards better responding to these educational challenges by providing insights into the existing traditions, practices and resources. The research is an explorative qualitative investigation of students' study practices, emphasising the role and use of ICT: How do students employ ICT in their study practices and what challenges do they face in doing so? The investigation is based on activity theory and the idea that an activity analytically may be divided into three levels: the overall motive, specific goals and the conditions for achieving these goals. This hierarchical structure inspired the data collection approach. Three workshops were conducted with 11 students from three different programmes: computer science (BSc + MSc), business and development studies (BA) and education (BA + MA). The workshops focused on (1) tools and spaces, (2) tasks and collaboration, and (3) aims and visions, reflecting the activity hierarchy. Data were generated using photovoice, presentations and discussions based on the students' photos. The paper applies thematic analysis to identify some of the main issues within each level of analysis: the importance of access to WiFi and electricity; smartphones as the most frequently used tools by students. Tasks are primarily curriculum directed, and different forms of productive collaboration are used; students are dedicated to pursuing their professional careers, but personal strategies and care for the community also feature in their overall aims and visions. This study shows that transforming education entails more than developing strategies and implementing new tools; it involves creating insights into existing practices and giving voice to all stakeholders, including students. Practitioner notes What is already known about this topic The pedagogical approach in higher education must change to enhance the employability of university graduates. Implementing change using ICT is rather difficult and requires a systematic and participatory approach. Higher education institutions in the Global South are resource constrained in delivering quality education. What this paper adds An in-depth understanding of the actual conditions of students' study practices. Practical problems, such as access to WiFi, power and other tools, have an organising impact on students' actual study practices and when and where these practices occur. Using activity theory and photovoice to organise and engage students in providing insights into their study practices. Implications for practice and/or policy Transforming education requires a profound understanding of students' study practices. Access to power and WiFi are basic tools, not add-ons—that is, not things which are ‘nice to have’ but ‘must-haves’. The research findings can be used to involve and engage all stakeholders in change processes. © 2023 British Educational Research Association.","collaboration; higher education; photovoice; practice studies; tools","Education computing; Employment; Smartphones; Wireless local area networks (WLAN); Activity Theory; Collaboration; High educations; Information and Communication Technologies; Pedagogical approach; Photovoice; Power; Practice study; Quality education; Student studies; Students","","","","","Udenrigsministeriet","The authors are indebted to the Ministry of Foreign Affairs in Denmark for funding this research through BSU3 at Gulu University. The authors are also grateful to all the students who participated in this research and to Gulu University's administration for granting us permission to conduct this research. Lastly, the authors thank our fellow researchers in the collaborative project, Kenneth Olido, Patience Atuhairwe, Vivian Perry Drateru and Kevin Aber, for their immense contributions to this research. ","Akther F., Dirckinck-Holmfeld L., Enabling ‘Ba’ by using the photovoice technique to realize expansive learning: An ICT4D research case, Designs for Learning, 10, 1, pp. 63-75, (2018); Andrade C., Internal, external, and ecological validity in research design, conduct, and evaluation, Indian Journal of Psychological Medicine, 40, 5, pp. 498-499, (2018); Atim T., Mazurana D., Marshak A., School's out. 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Tabo; Gulu University, Gulu, P.O Box 166, Uganda; email: g.tabo@gu.ac.ug","","John Wiley and Sons Inc","","","","","","00071013","","BJETD","","English","Br J Educ Technol","Article","Final","","Scopus","2-s2.0-85166399840"
"Chan C.K.Y.; Wong H.Y.H.","Chan, Cecilia KY (55086149300); Wong, Hannah YH (57217228217)","55086149300; 57217228217","Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development","2023","Active Learning in Higher Education","24","3","","239","256","17","6","10.1177/14697874211054449","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119513196&doi=10.1177%2f14697874211054449&partnerID=40&md5=28d4f4d6d08c33a68cbbe3d484a6ac12","University of Hong Kong, Hong Kong","Chan C.K.Y., University of Hong Kong, Hong Kong; Wong H.Y.H., University of Hong Kong, Hong Kong","Reflection has been increasingly used to enhance student development in higher education, in both undergraduate and postgraduate studies. Learner autonomy is essential on reflection, particularly on how learners interpret their learning experiences. The learner has to take initiatives in making meaning of their learning by examining their experiences, and purposefully exploring their learning. Reflection is a key component in active learning as students actively engage in the process of thinking about what they have learnt or experienced. Mezirow highlighted how reflection can mean many things, including awareness of a perception, thought, feeling, intention and action, taking something into consideration or simply imagining alternatives. And there are also multiple approaches to embracing reflection today, such as reflective essays, videos and online blogs, where reflective processes and approaches may differ particularly in relation to technological adoption. In a learning environment, reflective approaches are adopted with the aim for learners to transfer knowledge and experiences to practice. However, there is scarce literature on student perception of the different reflective approaches. The present paper therefore examines student perspectives on four different reflective approaches and how these different approaches are applied within the context of higher education. The four approaches chosen are written, audio, video and face-to-face based on current literature on how reflection is documented or presented in education) and the integration of the concept of multimodality. © The Author(s) 2021.","21st century skills; assessment; employability skills; experiential learning; generic skills; reflection","","","","","","University Grants Committee of Hong Kong; Research Grants Council, University Grants Committee, 研究資助局; General Research Fund of Shanghai Normal University, (17200720)","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research described in this article was funded through the General Research Fund (No. 17200720) of the Hong Kong Research Grants Council and the University Grants Committee of Hong Kong. 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Should we assess it?, Assessment & Evaluation in Higher Education, 21, 2, (1996); Trede F., Jackson D., Educating the deliberate professional and enhancing professional agency through peer reflection of work-integrated learning, Active Learning in Higher Education, 22, 3, pp. 171-187, (2021); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, (2013); Vaessen B.E., van Den Beemt A., van de Watering G., Et al., Students’ perception of frequent assessments and its relation to motivation and grades in a statistics course: A pilot study, Assessment & Evaluation in Higher Education, 42, 6, (2017); Welsch R.G., Devlin P.A., Developing preservice teachers’ reflection: Examining the use of video, Action in Teacher Education, 28, 4, pp. 53-61, (2007); Yuan R., Mak P., Reflective learning and identity construction in practice, discourse and activity: Experiences of pre-service language teachers in Hong Kong, Teaching and Teacher Education, 74, (2018); Zaremohzzabieh Z., Samah B.A., Muhammad M., Et al., A test of the technology acceptance model for understanding the ICT adoption behavior of rural young entrepreneurs, International Journal of Business and Management, 10, 2, (2015)","C.K.Y. Chan; University of Hong Kong, Hong Kong; email: cecilia.chan@cetl.hku.hk","","SAGE Publications Ltd","","","","","","14697874","","","","English","Act. Learn. High. Educ.","Article","Final","","Scopus","2-s2.0-85119513196"
"Choudhry M.T.; Pastore F.","Choudhry, Misbah Tanveer (35848248800); Pastore, Francesco (55482322100)","35848248800; 55482322100","Determinants of school-to-work transition: global outlook","2023","International Journal of Manpower","44","6","","989","999","10","0","10.1108/IJM-07-2023-0365","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168587754&doi=10.1108%2fIJM-07-2023-0365&partnerID=40&md5=8479aff61851f20b98339ba0e9c33fff","Suleman Dawood School of Business, Lahore University of Management Sciences, Lahore, Pakistan; Department of Economics, University of Campania Luigi Vanvitelli, Capua, Italy","Choudhry M.T., Suleman Dawood School of Business, Lahore University of Management Sciences, Lahore, Pakistan; Pastore F., Department of Economics, University of Campania Luigi Vanvitelli, Capua, Italy","Purpose: Part 2 of the Special Issue on “School-to-Work Transition Around the World: The Effect of the Pandemic Recession-Global Perspective” focuses on the global panorama of school-to-work transition (STWT). With young people constituting a significant portion of the world's population, their seamless transition from education to employment is paramount for the present and future labor force. This study explores various dimensions influencing youth's STWT worldwide, including education-job mismatch, early career outcomes, young entrepreneurs' profiles, gender and informal sector wage gaps, social capital, social network sites' usage, job attributes and returns to schooling. These insights shed light on the intricate nature of global STWT, offering valuable guidance for policymakers and practitioners. This paper aims to discuss the aforementioned ideas. Design/methodology/approach: The study builds on the country-specific contributions of the papers selected in the Special Issue by supporting it with additional literature. Moreover, the study reveals a more holistic and global understanding of the school-to-work transition by zooming out on the specific geographic contexts. Findings: This paper examines the school-to-employment transition challenges in various countries. In Italy, PhD holders face wage disadvantages, especially in physics, engineering, social sciences and humanities. Education positively impacts transition speed, employability and earnings, but effects differ across birth cohorts. Italian women encounter persistent wage gaps, experiencing both a “sticky floor” and “glass ceiling” effect, and in Zambia, working while studying enhances the youth's chances of finding well-matched jobs. Albanian public sector careers rely on political connections over merit, revealing political clientelism. Russian research confirms a 20 percent gender wage gap due to occupational segregation. Polish informal workers generally earn less, with higher penalties for low-wage earners. In Australia, social network site usage yields positive and negative effects on teens' school and work balance. Global analysis reveals varying education returns, with rural areas showing lower returns and women benefiting more than men. Africa and Latin America exhibit higher education returns than Asia and Eastern Europe. Social implications: This study provides valuable insights into how various countries address the challenges of transitioning from school to work and identifies the educational and economic factors contributing to a successful transition. Given that extended transition periods, high rates of youth unemployment and high NEET rates continue to be a concern for many countries around the world, the implications of this study are significant and extend beyond national borders, despite variations in the specific circumstances analyzed. Originality/value: The study summarizes the experiences of specific developed and developing countries concerning youth unemployment and their smooth school-to-work transition. Detailed discussions of country experiences around the globe provide valuable guidance for policymakers and practitioners. © 2023, Emerald Publishing Limited.","NEET; School-to-work transition; Youth unemployment","","","","","","","","Arevalo F., El empleo joven es un pendiente del Gobierno Central, (2022); Population: Census, (2021); Education and Work, Australia, (2022); Labour Force, Australia, (2022); Banalieva E.R., Karam C.M., Ralston D.A., Elenkov D., Naoumova I., Dabic M., Potocan V., Starkus A., Danis W., Wallace A., Communist footprint and subordinate influence behavior in post-communist transition economies, Journal of World Business, 52, pp. 209-229, (2017); Barbieri P., Italy: no country for young men (and women): the Italian way of coping with increasing demands for labour market flexibility and rising welfare problems, Globalized Labour Markets and Social Inequality in Europe, (2011); Bartlett W., Uvalic M., Higher education and the graduate labour market in the Western Balkans, Western Balkan Economies in Transition: Recent Economic and Social Developments, Societies and Political Orders in Transition, pp. 47-59, (2019); Bender K.A., Heywood J.S., Educational mismatch among Ph.D.s: determinants and consequences, Science and Engineering Careers in the United States: An Analysis of Markets and Employment, (2009); Brunello G., Wruuck P., Skill shortages and skill mismatch in Europe: a review of the literature, (2019); Cabrera G.M., Mariel P., Exploring job preferences of business and economics students from Colombia, Ecuador, and Spain: a discrete choice experiment, International Journal of Manpower, (2022); 2018 Labour Force Survey Report, (2019); Chama-Chiliba C.M., Chewe M., Chileshe K., Hazele H.C., Araar A., Does working while studying affect education mismatch among youth? Evidence from Zambia, International Journal of Manpower, (2021); Chen J., The effect of social network site usage on absenteeism and labor outcomes: longitudinal evidence, International Journal of Manpower, (2021); Chigunta F., Chisup N., Elder S., Labour Market Transitions of Young Women and Men in Zambia, (2013); Cichocki S., Informal work in a post-transition country: some evidence for Poland, Prakseologia, 158, pp. 255-273, (2016); Cichocki S., Tyrowicz J., Shadow employment in post-transition - is informal employment a matter of choice or no choice in Poland?, Journal of Socio-Economics, 39, pp. 527-535, (2010); Cichocki S., Tyrowicz J., Źródła zatrudnienia nierejestrowanego w Polsce [Sources of informal employment in Poland], Bank I Kredyt, 41, 1, (2010); Del Boca D., Pasqua S., Labour market participation of mothers in Italy: facts, studies and public policies. Centre for household, income, labour and demographic economics (child), (2002); Demel S., Mariel P., Meyerhoff J., Job preferences of business and economics students, International Journal of Manpower, 40, pp. 473-499, (2019); Di Paolo A., Mane F., Misusing our talent? Overeducation, overskilling and skill underutilization among Spanish Ph.D. graduates, The Economic and Labour Relations Review, 27, pp. 432-452, (2016); Drishti E., Kopliku B., Imami D., Active political engagement, political patronage, and local labour markets – the example of Shkoder, International Journal of Manpower, (2022); Efendic A., Ledeneva A., The importance of being networked: the costs of informal networking in the Western Balkans region, Economic Systems, 44, (2020); Eurostat, Unemployment by sex and age- monthly data (une_rt_m), (europa.eu), (2022); Ferri V., Gracia-Pereiro T., Pace R., Gender pay-gap: exploring the school-to-work transition of graduates in Italy, International Journal of Manpower, (2021); Flisi S., Goglio V., Meroni E., Rodrigues M., Vera-Toscano E., Measuring occupational mismatch: overeducation and overskill in Europe—evidence from PIAAC, Social Indicators Research, 131, pp. 1211-1249, (2017); Franzini M., Raitano M., Earnings inequality and workers' skills in Italy, Structural Change and Economic Dynamics, 51, pp. 215-224, (2019); Gaeta G.L., Was it worth it? An empirical analysis of over-education among PhD recipients in Italy, International Journal of Social Economics, 42, pp. 222-238, (2015); Gaeta G.L., Lavadera G.L., Pastore F., Much ado about nothing? The wage penalty of holding a PhD degree but not a PhD job position, Skill Mismatch in Labor Markets, 45, pp. 243-277, (2017); Gaeta G.L., Lubrano Lavadera G., Pastore F., Overeducation wage penalty among Ph.D. holders. An unconditional quantile regression analysis on Italian data, International Journal of Manpower, (2021); Hidalgo Villota M.E., Condiciones ocupacionales de los graduados del programa de economía en la universidad de Nariño, Colombia, (2022); ILO Work4Youth, SWTS country Brief Zambia, (2017); Imami D., Polese A., Zhllima E., Rama K., Clientelism, informal networks and politics in transition countries – the case of education sector in Albania, Presented at the 29th Annual EAEPE Conference, (2017); ILO modelled estimates database, ILOSTAT, (2020); Liwinski J., Informal employment and wages in Poland, International Jounral of Manpower, (2021); Maloney W., Informality revisited, World Development, 32, 7, pp. 1159-1178, (2004); Matricano D., Young entrepreneurs and skills mismatch in school-to-work transition. Empirical evidence from innovation processes managed in Italian NTBFs, International Journal of Manpower, (2022); Melianova E., Parandekar S.D., Patrinos H.A., Volgin A., Returns to education in the Russian federation: some new estimates, (2020); Montenegro C.E., Patrinos H.A., A dataset of comparable estimates of the private rate of return to schooling in the world, 1970-2014, International Journal of Manpower, (2021); Newell A., Pastore F., Regional unemployment and industrial restructuring in Poland, Eastern European Economics, 44, 3, pp. 5-28, (2006); Oberlander M., Beinicke A., Bipp T., Digital competencies: a review of the literature and applications in the workplace, Computers and Education, 146, (2020); Pastore F., The Youth Experience Gap: Explaining National Differences in the School-To-Work Transition, (2015); Pastore F., Why is youth unemployment so high and different across countries?, IZA World of Labor, 420, (2018); Pastore F., Why so slow? The school-to-work transition in Italy, Studies in Higher Education, 44, 8, pp. 1358-1371, (2019); Pastore F., Zimmermann K.F., Understanding school-to-work transitions. Guest editorial, International Journal of Manpower, 40, 3, pp. 374-378, (2019); Pastore F., Choudhry M.T., Determinants of school-to-work transition and Covid-19, International Journal of Manpower, 43, pp. 1487-1501, (2022); Pastore F., Quintano C., Rocca A., Some young people have all the luck! The duration dependence of the school-to-work transition in Europe, Labour Economics, 70, (2021); Pastore F., Quintano C., Rocca A., The duration of the school-to-work transition in Italy and in other European countries: a flexible baseline hazard interpretation, International Journal of Manpower, (2022); Perry G., Maloney W., Arias O., Fajnzylber P., Mason A., Saavedra-Chanduvi J., Informality - Exit and Exclusion, (2007); Raitano M., Subioli F., School-to-work transition, early career outcomes and income dynamics across cohorts in Italy: does education pay?, International Journal of Manpower, (2021); Rosstat, Women and Men in Russia, (2018); Rudakov V., Kiryushina M., Figueiredo H., Teixeira P.N., Early career gender wage gaps among university graduates in Russia, International Journal of Manpower, (2021); Schwabe M., The career paths of doctoral graduates in Austria, European Journal of Education, 46, pp. 153-168, (2011); Struffolino E., Raitano M., Labour market deregulation and employment trajectories: the increase in early-career complexity across cohorts in Italy, Social Indicators Research, 151, pp. 231-237, (2020); Tyrowicz J., Cichocki S., Employed unemployed? On shadow employment in transition, Empirica, 38, 2, pp. 259-281, (2011); Waaijer C.J., Sonneveld H., Buitendijk S.E., Van Bochove C.A., Van Der Weijden I.C., The role of gender in the employment, career perception and research performance of recent PhD graduates from Dutch universities, PloS One, 11, (2016); Williams C.C., Bejakovic P., Mikulic D., Franic J., Kedir A., Horodnic I.A., An Evaluation of the Scale of Undeclared Work in the European Union and its Structural Determinants: Estimates Using the Labour Input Method, (2017)","M.T. Choudhry; Suleman Dawood School of Business, Lahore University of Management Sciences, Lahore, Pakistan; email: misbah.tanveer@lums.edu.pk","","Emerald Publishing","","","","","","01437720","","","","English","Int. J. Manpow.","Article","Final","","Scopus","2-s2.0-85168587754"
"Gleeson J.; Black R.; Keddie A.; Charles C.","Gleeson, Joanne (57207690490); Black, Rosalyn (35104411100); Keddie, Amanda (9334470100); Charles, Claire (35844946000)","57207690490; 35104411100; 9334470100; 35844946000","Graduate capitals and employability: Insights from an Australian university co-curricular scholarship program","2024","Pedagogy, Culture and Society","32","2","","341","359","18","4","10.1080/14681366.2022.2038251","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124889900&doi=10.1080%2f14681366.2022.2038251&partnerID=40&md5=5a556c1ec02b072086b14bef2f28a12f","Faculty of Education, Monash University, Monash University, 19 Ancora Imparo Way, Clayton, VIC, Australia; School of Education, Faculty of Arts and Education, Deakin University, Burwood, VIC, Australia","Gleeson J., Faculty of Education, Monash University, Monash University, 19 Ancora Imparo Way, Clayton, VIC, Australia; Black R., School of Education, Faculty of Arts and Education, Deakin University, Burwood, VIC, Australia; Keddie A., School of Education, Faculty of Arts and Education, Deakin University, Burwood, VIC, Australia; Charles C., School of Education, Faculty of Arts and Education, Deakin University, Burwood, VIC, Australia","This paper explores how students participating in a co-curricular scholarship programme in a large Australian university develop their employability. It seeks to add to recent literature regarding different approaches to graduate employability through examining how participating students’ capital acquisition is shaped by and internalised within the structure and culture of the scholarship. The paper also offers an example of how comprehensive and integrated co-curricular scholarship programmes can facilitate graduate employability. It suggests that despite curricular intentions to promote comprehensive and processual approaches to employability, students’ employability internalisations are influenced by possessive and positional messages and cultural cues within the scholarship programme. These insights serve as important considerations for higher education institutions seeking to instigate or improve their employability curricula. © 2022 Pedagogy, Culture & Society.","career identity; co-curricular; employability; Graduate capitals; higher education; scholarship programs","","","","","","","","Universities Australia 2019, Career ready graduates; Benati K., Fischer J., Beyond Human Capital: Student Preparation for Graduate Life, Education + Training, 63, 1, pp. 151-163, (2021); Bennett D., Graduate Employability and Higher Education: Past, Present and Future, HERDSA Review of Higher Education, 5, pp. 31-61, (2019); Bennett D., Knight E., Divan A., Bell K., Marketing Graduate Employability: The Language of Employability in Higher Education, Education for Employability (Volume 2): Learning for Future Possibilities, pp. 105-116, (2019); Black R., Charles C., Keddie A., Inciting Youth Mobilities: Insights from an Elite University Scholarship Program, Journal of Youth Studies, 23, 3, pp. 340-355, (2020); Black R., Walsh L., Imagining Youth Futures: University Students in Post-truth Times, (2019); Bridgstock R., Jackson D., Lloyd K., Tofa M., Social Connectedness and Graduate Employability: Exploring the Professional Networks of Graduates from Business and Creative Industries, Higher Education and the Future of Graduate Employability, pp. 70-90, (2019); Carey M.A., Asbury J.-E., Focus Group Research, (2016); Charles C., Black R., Keddie A., ‘Doing Great Things for the World’: Merit and the Justice Politics of Young People Receiving an Elite Educational Scholarship, Discourse: Studies in the Cultural Politics of Education, pp. 1-12, (2020); Chesters J., Wyn J., Chasing Rainbows: How Many Educational Qualifications Do Young People Need to Acquire Meaningful, Ongoing Work?, Journal of Sociology, 55, 4, pp. 670-688, (2019); Cole D., Hallett R., The Language of Employability, Education for Employability (Volume 1): The Employability Agenda, pp. 119-130, (2019); Divan A., Knight E., Bennett D., Bell K., Marketing Graduate Employability: Understanding the Tensions between Institutional Practice and External Messaging, Journal of Higher Education Policy and Management, 41, 5, pp. 485-499, (2019); Eisenhardt K.M., Building Theories from Case Study Research, The Qualitative Researcher’s Companion, pp. 5-36, (2002); Forsberg H., Timonen V., The Future of the Family as Envisioned by Young Adults in Ireland, Journal of Youth Studies, 21, 6, pp. 765-779, (2018); Scholarships in Australia, (2020); Green J., Carbone A., Rayner G., Employability Pursuits beyond the Formal Curriculum, Education for Employability (Volume 1): The Employability Agenda, pp. 165-176, (2019); Greenbank P., ’I’d Rather Talk to Someone I Know than Somebody Who Knows’: The Role of Networks in Undergraduate Career Decision-making, Research in Post-Compulsory Education, 16, 1, pp. 31-45, (2011); Hartas D., Educational Research and Inquiry: Qualitative and Quantitative Approaches, (2015); Holdsworth C., Generic Distinctiveness and the Entrepreneurial Self: A Case Study of English Higher Education, Journal of Youth Studies, 21, 9, pp. 1216-1231, (2018); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Holmes L., Becoming a Graduate: The Warranting of an Emergent Identity, Education + Training, 57, 2, pp. 219-238, (2015); Holmes L., Graduate Employability: Future Directions and Debate, Graduate Employability in Context: Theory, Research and Debate, pp. 359-370, (2017); Jackson D., Re-conceptualising Graduate Employability: The Importance of Pre-professional Identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jackson D., Bridgstock R., Evidencing Student Success in the Contemporary World-of-work: Renewing Our Thinking, Higher Education Research & Development, 37, 5, pp. 984-998, (2018); Jackson D., Bridgstock R., What Actually Works to Enhance Graduate Employability? the Relative Value of Curricular, Co-curricular, and Extra-curricular Learning and Paid Work, Higher Education, 81, 4, pp. 723-739, (2021); Jackson D., Tomlinson M., The Relative Importance of Work Experience, Extra-curricular and University-based Activities on Student Employability, Higher Education Research & Development, pp. 1-17, (2021); Keddie A., Black R., Charles C., Conceptions of Performativity, Responsibility and Care within a University Excellence Program, The Australian Educational Researcher, 47, 1, pp. 95-111, (2020); Khedher M., Conceptualizing and Researching Personal Branding Effects on Employability, Journal of Brand Management, 26, 2, pp. 99-109, (2019); Kinash S., Crane L., Judd M.M., Knight C., Discrepant Stakeholder Perspectives on Graduate Employability Strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); Marks G.N., University and Vocational Education, and Youth Labour Market Outcomes in Australia, Journal of Education and Work, 30, 8, pp. 868-880, (2017); Mawer M., Magnitudes of Impact: A Three-level Review of Evidence from Scholarship Evaluation, International Scholarships in Higher Education: Pathways to Social Change, pp. 257-280, (2018); McNay L., Self as Enterprise: Dilemmas of Control and Resistance in Foucault’s the Birth of Biopolitics, Theory, Culture and Society, 26, 6, pp. 55-77, (2009); Minocha S., Hristov D., Reynolds M., From Graduate Employability to Employment: Policy and Practice in UK Higher Education, International Journal of Training and Development, 21, 3, pp. 235-248, (2017); Nghia T.L.H., Pham M.T., Medica K., Thompson C., The Way Ahead for the Employability Agenda in Higher Education, Developing and Utilizing Employability Capitals: Graduates’ Strategies across Labour Markets, pp. 256-276, (2020); Pham T., An Overview of Student Transition Experiences and the Significance of ‘Capitals’, Enhancing Student Education Transitions and Employability: From Theory to Practice, pp. 1-13, (2021); Pham T., Jackson D., The Need to Develop Graduate Employability for a Globalized World, Developing and Utilizing Employability Capitals: Graduates’ Strategies across Labour Markets, pp. 21-40, (2020); Rivera L.A., Pedigree: How Elite Students Get Elite Jobs, (2015); Smith S., Hunter D., Sobolewska E., Getting In, Getting On: Fragility in Student and Graduate Identity, Higher Education Research & Development, 38, 5, pp. 1046-1060, (2019); Stirling A.E., Kerr G.A., Creating Meaningful Co-curricular Experiences in Higher Education, Journal of Education & Social Policy, 2, 6, pp. 1-7, (2015); Su Y., Self-directed, Genuine Graduate Attributes: The Person-based Approach, Higher Education Research & Development, 33, 6, pp. 1208-1220, (2014); Suleman F., Employability Skills of Higher Education Graduates: Little Consensus on a Much-discussed Subject, Procedia - Social and Behavioral Sciences, 228, pp. 169-174, (2016); Suleman F., The Employability Skills of Higher Education Graduates: Insights into Conceptual Frameworks and Methodological Options, Higher Education, 76, 2, pp. 263-278, (2018); Tholen G., What Can Research into Graduate Employability Tell Us about Agency and Structure?, British Journal of Sociology of Education, 36, 5, pp. 766-784, (2015); Tholen G., Brown P., Power S., Allouch A., The Role of Networks and Connections in Educational Elites’ Labour Market Entrance, Research in Social Stratification and Mobility, 34, pp. 142-154, (2013); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Graduate Employability: Introducing a Complex, Contexted and Multi-faceted Policy and Research Field, Graduate Employability in Context: Theory, Research and Debate, pp. 1-40, (2017); Tomlinson M., Jackson D., Professional Identity Formation in Contemporary Higher Education Students, Studies in Higher Education, 46, 4, pp. 885-900, (2021); Tomlinson M., Nghia T.L.H., An Overview of the Current Policy and Conceptual Landscape of Graduate Employability, Developing and Utilizing Employability Capitals: Graduates’ Strategies across Labour Markets, pp. 1-18, (2020); Tran T., Graduate Employability: Beyond the Skills Agenda, Innovate Higher Education to Enhance Graduate Employability: Rethinking the Possibilities, pp. 158-168, (2019); Tymon A., The Student Perspective on Employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013)","J. Gleeson; Faculty of Education, Monash University, 19 Ancora Imparo Way, 3800, Australia; email: jo.gleeson@monash.edu","","Routledge","","","","","","14681366","","","","English","Pedagog. Cult. Soc.","Article","Final","","Scopus","2-s2.0-85124889900"
"Kim A.M.; Gibbons J.A.; Speed C.J.; Macaulay J.O.","Kim, Alice M. (57204965549); Gibbons, Jessica A. (51161251600); Speed, Caroline J. (58578044800); Macaulay, Janet O. (7003722421)","57204965549; 51161251600; 58578044800; 7003722421","Making creativity explicit: A workshop to foster creativity in biomedical science education","2023","Biochemistry and Molecular Biology Education","51","6","","644","652","8","0","10.1002/bmb.21776","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85167981761&doi=10.1002%2fbmb.21776&partnerID=40&md5=2f5bc4699d0821d9279cd4520bb388a7","Monash University, Biomedicine Discovery Institute, Clayton, VIC, Australia","Kim A.M., Monash University, Biomedicine Discovery Institute, Clayton, VIC, Australia; Gibbons J.A., Monash University, Biomedicine Discovery Institute, Clayton, VIC, Australia; Speed C.J., Monash University, Biomedicine Discovery Institute, Clayton, VIC, Australia; Macaulay J.O., Monash University, Biomedicine Discovery Institute, Clayton, VIC, Australia","Previously we identified that biomedical science students commonly misunderstand “creativity,” mistaking it for “freedom.” In the present study, we describe and evaluate a workshop designed to increase students' awareness of creativity as a highly sought-after employability skill and cognitive process applicable to scientific endeavors. To achieve this, we developed and introduced students to a process called the “Diamond Model,” utilizing a case study to contextualize and signpost the creative processes of divergent and convergent thinking. This model was introduced to students in the first workshop of a 12-week undergraduate biochemistry unit (subject) within the Bachelor of Biomedical Science at Monash University, Australia. Students completed pre- and post-workshop surveys to gauge the impact of the workshop on their conceptions of creativity and Bloom's taxonomy of learning. In addition, reflective journals were completed by a small subset of students (n = 9) following the workshop. Following the workshop, over 65% of students indicated that their conception of creativity had changed. Thematic analysis of students' survey responses and reflections indicated that this change in the conception of creativity included broadening their definition of creativity, increased awareness of creativity as a skill and science as a creative process, and that creativity can be applied to different areas of life. Students attributed the signposting of creative elements as a contributing factor to their increased awareness. These results indicate the positive impact the workshop and our novel Diamond model had on student conception of creativity, highlighting the importance of explicit communication and signposting in skill development. © 2023 The Authors. Biochemistry and Molecular Biology Education published by Wiley Periodicals LLC on behalf of International Union of Biochemistry and Molecular Biology.","active learning; biomedical; creativity; science education; science education; workshop","Creativity; Diamond; Humans; Learning; Students; Universities; diamond; creativity; human; learning; psychology; student; university","","diamond, 7782-40-3; Diamond, ","","","Australian University Librarians; Wiley - Monash University; Monash University, MU","Open access publishing facilitated by Monash University, as part of the Wiley - Monash University agreement via the Council of Australian University Librarians.","Jackson N., Shaw M., Jackson N., Developing creativity in higher education: an imaginative curriculum, pp. 89-108, (2006); Kleiman P., Towards transformation: conceptions of creativity in higher education, Innov Educ Teach Int, 45, pp. 209-217, (2008); McWilliam E., Dawson S., Teaching for creativity: towards sustainable and replicable pedagogical practice, High Educ, 56, pp. 633-643, (2008); Florida R., Goodnight J., Managing for creativity, Harvard Bus Rev, 83, pp. 124-131, (2005); Robinson K., Out of our minds: learning to be creative, (2001); The New Work Smart; New work order: the new basic, (2017); Goodwin M., Sommervold C., Creativity, critical thinking, and communication: strategies to increase students' skills, (2012); Creativity in higher education, (2006); Australian Qualifications Framework Council, (2013); Aligning course outcomes educational standards frameworks, (2022); Glaveanu V., Revisiting the “art bias” in lay conceptions of creativity, Creativity Res J, 26, pp. 11-20, (2014); Walsh E., Anders K., Hancock S., Elvidge L., Reclaiming creativity in the era of impact: exploring ideas about creative research in science and engineering, Stud High Educ, 38, pp. 1259-1273, (2013); Barnett R., Supercomplexity and the curriculum, Stud High Educ, 25, pp. 255-265, (2000); Calver N., Sir Peter Medawar: science, creativity and the popularization of Karl Popper, Notes Rec, 67, pp. 301-314, (2013); Tardif T., Sternberg R., Sternberg R., The nature of creativity: contemporary psychological perspective, pp. 429-440, (1988); Biomedical science threshold learning outcomes; Anderson L., Krathwohl D., A taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy of educational objectives, (2001); Kim A.M., Speed C.J., Macaulay J.O., Why don't students recognize creative learning opportunities in a biomedical science program?, Biochem Mol Bio Educ, 47, pp. 656-668, (2019); Onarheim B., Friis-Olivarius M., Applying the neuroscience of creativity to creativity training, Front Hum Neurosci, (2013); Hilton M., Preparing students for life and work, issues, Sci Technol, 31, pp. 63-66, (2015); Russell C., Weaver G., A comparative study of traditional, inquiry-based, and research-based laboratory curricula: impacts on understanding of the nature of science, Chem Educ Res Pract, 12, pp. 57-67, (2011); Iyengar E., Meier P., Hamelers R., The small mammal project: engaging students as scientists, Am Biol Teach, 79, pp. 200-206, (2017); Wingate R., Thinking about evolution: combinatorial play as a strategy for exercising scientific creativity, J Biol Educ, 45, pp. 50-53, (2011); Jordan R., Ruibal-Villasenor M., Hmelo-Silver C., Etkina E., Laboratory materials: affordances or constraints?, J Res Sci Teach, 48, pp. 1010-1025, (2011); Henary M., Owens E., Tawney J., Creative report writing in undergraduate organic chemistry laboratory inspires nonmajors, J Chem Educ, 92, pp. 90-95, (2015); Munakata M., Vaidya A., Using project- and theme-based learning to encourage creativity in science, J Coll Sci Teach, 45, pp. 48-53, (2015); Drake B., Acosta G., Wingard D., Smith R., Improving creativity, solving problems, and communicating with peers in engineering and science laboratories, J Chem Educ, 71, pp. 592-596, (1994); Neumann C., Fostering creativity. A model for developing a culture of collective creativity in science, EMBO Rep, 8, pp. 202-206, (2007); Weaver G., Wink D., Varma-Nelson P., Lytle F., Morris R., Fornes W., Et al., Developing a new model to provide first and second-year undergraduates with chemistry research experience: early findings of the Center for Authentic Science Practice in Education (CASPiE), Chem Educ, 11, pp. 125-159, (2006); Cropley D., From rhetoric to reality: designing activities to foster creativity, Knowledge Quest, 42, pp. 24-27, (2014); Rampersad G., Patel F., Creativity as a desirable graduate attribute: implications for curriculum design and employability, Asia-Pacific J Coop Educ, 15, pp. 1-11, (2014); Sternberg R., Tan A., Creativity: a handbook for teachers, pp. 3-25, (2007); The double diamond, design council; Stuckey H.L., The second step in data analysis: coding qualitative data, J Soc Diabetes, 3, (2015); Gharaibeha K., Harba B., Salameha H.B., Zoubia A., Shamalia A., Murphy N., Et al., Review and redesign of the curriculum of a masters programme in telecommunications engineering—towards an outcome-based approach, Eur J Eng Educ, 38, pp. 194-210, (2013); Jones M.C., Johnston D.W., Is the introduction of a student-centred, problem-based curriculum associated with improvements in student nurse well-being and performance? An observational study of effect, Int J Nurs Stud, 43, pp. 941-952, (2006); Greybeck B., Gomez M.O., Mendoza S.O., The impact of curriculum redesign in a Mexican university on students' abilities, attitudes and values, J Int Leadership Educ, 7, pp. 243-255, (2004); Albert M., Beatty B.J., Flipping the classroom applications to curriculum redesign for an introduction to management course: impact on grades, J Educ Bus, 89, pp. 419-424, (2014)","J.A. Gibbons; Monash University, Biomedicine Discovery Institute, Clayton, Wellington Rd, 3800, Australia; email: jessica.gibbons@monash.edu","","John Wiley and Sons Inc","","","","","","14708175","","BMBEC","37578184","English","Biochem. Mol. Biol. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85167981761"
"Draissi Z.; Rong Y.; Ebrahim Suliman M.A.","Draissi, Zineb (57223808418); Rong, Yu (58351480400); Ebrahim Suliman, Mohammed Abker (58785310800)","57223808418; 58351480400; 58785310800","Employability and Education Mismatch in the Moroccan Urban Workplace","2023","SAGE Open","13","4","","","","","0","10.1177/21582440231217890","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180865844&doi=10.1177%2f21582440231217890&partnerID=40&md5=a6b76b2f16f1dd81791d5b5c4ccb7a01","Zhejiang Normal University, Jinhua, China; Shaanxi Normal University, Xian, China","Draissi Z., Zhejiang Normal University, Jinhua, China; Rong Y., Zhejiang Normal University, Jinhua, China; Ebrahim Suliman M.A., Shaanxi Normal University, Xian, China","This study explores the skill demand and supply of the current Moroccan urban labor workforce. It seeks to understand the experience of skill mismatch, and how it affects employability. Using semi-structured interviews and a phenomenological approach, the study explores the nature of job queues as informed by recruiters and educators. A total of 27 interviews were conducted with recruits, recruiters, and university professors, all of whom were selected using a criterion-based approach coupled with snowball sampling. Over-education was affirmed among employees, and the findings yielded a crossover of skill sets. The job queue for a balanced labor market is oriented towards personal attitudes and capabilities related to the field of study. Finally, responses from both recruiters’ and professors’ interviews yielded a framework of education-job matches for the demand-supply sides, and oriented workplace-based employability. © The Author(s) 2023.","education-job match; employability; job-queue; skills mismatch; workplace-based employability","","","","","","","","Abelha M., Fernandes S.R., Mesquita D., Barreto de Seabra Borges F.I., Ferreira-Oliveira A., Graduate employability and competence development in higher education-a systematic literature review using PRISMA, Sustainability, 12, (2020); Al-Alawneh M.K., Examing educators’ and employers’ perceptions on career and technical education graduates’ employability skills for the labor market in Jordan, (2009); Allen K., Quinn J., Hollingworth S., Rose A., Becoming employable students and `ideal’ creative workers: Exclusion and inequality in higher education work placements, British Journal of Sociology of Education, 34, 3, pp. 431-452, (2013); Battu H., Bender K.A., Chapter 20 - educational mismatch in developing countries: a review of the existing evidence, The economics of education, pp. 269-289, (2020); Beaumont E., Gedye S., Richardson S., `Am I employable?’: Understanding students’ employability confidence and their perceived barriers to gaining employment, Journal of Hospitality Leisure Sport & Tourism Education, 19, pp. 1-9, (2016); Becker G.S., Human capital: A theoretical and empirical analysis, with special reference to education, (2009); Bekele W., Ago F., Sample size for interview in qualitative research in social sciences: A guide to novice researchers, Research in Educational Policy and Management, 4, pp. 42-50, (2022); Bennett D., Graduate employability and higher education: Past, present and future, Review of Higher Education, 5, pp. 31-61, (2019); Bennett R., Employers’ demands for personal transferable skills in graduates: A content analysis of 1000 job advertisements and an associated empirical study, Journal of Vocational Education & Training, 54, pp. 457-476, (2002); Bills D.B., Congested credentials: The material and positional economies of schooling, Research in Social Stratification and Mobility, 43, pp. 65-70, (2016); Brown P., Hesketh A., The mismanagement of talent: employability and jobs in the knowledge economy, (2004); Brown P., Souto-Otero M., The end of the credential society? 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Perspectives of the teaching and development of generic employability skills in science curricula, Higher Education Research & Development, 39, 2, pp. 346-361, (2020); Silva T.P.D., High and persistent skilled unemployment in morocco: Explaining it by skills mismatch, (2017); Sloane P.J.M., Overeducation, skill mismatches, and labor market outcomes for college graduates, (2020); Teddlie C., Yu F., Mixed methods sampling: A typology with examples, Journal of Mixed Methods Research, 1, 1, pp. 77-100, (2007); Tejan O.A., Sabi A., Understanding employers’ perception of employability skills and career development in Morocco, International Journal of Education and Literacy Studies, 7, 2, pp. 134-138, (2019); Thurow L.C., Generating inequality paper, (1975); Thurow L.C., Generating inequality—mechanisms of distribution in the U.S. economy, (1975); Trigwell K., Richardson J.T.E., Qualitative and quantitative: Complementary approaches to research on student learning, Improving student learning: Theory and practice ten years on, (2003); Tymieniecka A.T., Analecta husserliana, (1971); Valiente O., Zancajo A., Jacovkis J., The coordination of skill supply and demand in the market model of skill formation: Testing the assumptions for the case of Chile, International Journal of Lifelong Education, 39, 1, pp. 90-103, (2020); Wahrenburg M., Weldi M., Return on investment in higher education–evidence for different subjects, degrees and gender in Germany, (2007); Walton R.J., Phenomenological reduction and methodological abstraction, Thomas seebohm on the foundations of the sciences: An analysis and critical appraisal, pp. 67-84, (2020); Winterton J., Turner J.J., Preparing graduates for work readiness: An overview and agenda, Education and Training, 61, 5, pp. 536-551, (2019); Kingdom of morocco systematic country diagnostic, (2018); Yin R.K., Case study research and applications: Design and methods, (2018); Zondag M.M., Brink K.E., Examining US college students’ career information sources across three decades, Education and Training, 59, 9, pp. 978-989, (2017)","Z. Draissi; Zhejiang Normal University, Jinhua, China; email: yurong@zjnu.edu.cn","","SAGE Publications Inc.","","","","","","21582440","","","","English","SAGE Open","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85180865844"
"Spronken-Smith R.; Brown K.; Cameron C.","Spronken-Smith, Rachel (6603153188); Brown, Kim (55457129800); Cameron, Claire (7202305764)","6603153188; 55457129800; 7202305764","Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities","2024","Assessment and Evaluation in Higher Education","49","1","","86","101","15","0","10.1080/02602938.2023.2182873","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149019518&doi=10.1080%2f02602938.2023.2182873&partnerID=40&md5=82ce7fe4a8c9d38c7a9e54cb6a41632d","University of Otago, Dunedin, New Zealand","Spronken-Smith R., University of Otago, Dunedin, New Zealand; Brown K., University of Otago, Dunedin, New Zealand; Cameron C., University of Otago, Dunedin, New Zealand","With increasing focus on the outcomes of doctoral education, especially regarding employability, we aimed to explore how PhD graduates from humanities and social sciences (HASS), and science disciplines perceived the development of a holistic set of graduate attributes during their doctoral study and the application of these attributes in the workplace. We analysed 136 survey responses and interviews with 21 PhD graduates from one NZ and two US universities. We found that overall, PhD graduates are satisfied with their development as researchers, but had concerns regarding the development of some transferrable skills and attributes. Graduates from the three universities perceived the application of attributes in the workplace similarly. Comparisons of graduate attribute application to their development revealed the following areas requiring better support: teamwork, communication, project management, entrepreneurship, and networking. While development of affective attributes related to global citizenship was lower than expected, graduates perceived these were not always required in the workplace. Universities should consider how their doctoral training programmes can promote a more holistic development of desirable skills and attributes. We provide a possible categorisation to evaluate attainment of desirable attributes for PhD graduates, to ensure researchers and institutions are targeting key attributes. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","careers; Doctoral outcomes; global citizenship; graduate attributes; transferable skills","","","","","","Fulbright New Zealand","Thanks are due to Fulbright New Zealand for funding the visit to the US and to the deans and managers of graduate research at the participating universities for assisting in ethics and data collection.","Boulos A., The Labour Market Relevance of PhDs: An Issue for Academic Research and Policy-Makers, Studies in Higher Education, 41, 5, pp. 901-913, (2016); Bowden J., Hart G., King B., Trigwell K., Watts O., Generic Capabilities of ATN University Graduates, (2000); Craswell G., Deconstructing the Skills Training Debate in Doctoral Education, Higher Education Research & Development, 26, 4, pp. 377-391, (2007); Durette B., Fournier M., Lafon M., The Core Competencies of PhDs, Studies in Higher Education, 41, 8, pp. 1355-1370, (2016); Feldon D.F., Jeong S., Peugh J., Roksa J., Maahs-Fladung C., Shenoy A., Oliva M., Null Effects of Boot Camps and Short-Format Training for PhD Students in Life Sciences, Proceedings of the National Academy of Sciences, 114, 37, pp. 9854-9858, (2017); Heuritsch J., Waajer C.J.F.I., van der Weijden C.M., Survey on the Labour Market Position of PhD Graduates: Competence COMPARISON and Relation between PhD and Current Employment.” Paper Presented at the, 21st International Conference on Science and Technology Indicators, pp. 741-749, (2016); Layton R.L., Solberg V.S.H., Jahangir A.E., Hall J.D., Ponder C.A., Micoli K.J., Vanderford N.L., “Career Planning Courses Increase Career Readiness of Graduate and Postdoctoral Trainees, (2020); Manathunga C., Pitt R., Critchley C., Graduate Attribute Development and Employment Outcomes: Tracking PhD Graduates, Assessment & Evaluation in Higher Education, 34, 1, pp. 91-103, (2009); Mantai L., Feeling like a Researcher: Experiences of Early Doctoral Students in Australia, Studies in Higher Education, 42, 4, pp. 636-650, (2017); McAlpine L., Amundsen C., Post-PhD Career Trajectories—Intentions, Decision-Making and Life Aspirations, (2016); McAlpine L., Skakni I., Inouye K., PhD Careers beyond the Traditional: Integrating Individual and Structural Factors for a Richer Account, European Journal of Higher Education, 11, 4, pp. 365-385, (2021); McAlpine L., Jazvac-Martek M., Hopwood N., Doctoral Student Experience in Education: Activities and Difficulties Influencing Identity Development, International Journal for Researcher Development, 1, 1, pp. 97-109, (2009); Nerad M., From Graduate Student to World Citizen in a Global Environment, International Higher Education, (2005); O'Brien A.J., Global Citizenship and the Stanford Cross-Cultural Rhetoric Project, Journal of the NUS Teaching Academy, 1, 1, pp. 32-43, (2011); Platow M.J., PhD Experience and Subsequent Outcomes: A Look at Self-Perceptions of Acquired Graduate Attributes and Supervisor Support, Studies in Higher Education, 37, 1, pp. 103-118, (2012); Porter S., Doctoral Reform for the 21st Century, The Future of Doctoral Research: Challenges and Opportunities, (2021); Rudd E., Nerad M., Career Preparation in PhD Programs: Results of a National Survey of Early Career Geographers, GeoJournal, 80, 2, pp. 181-186, (2015); Senekal J.S., Munnik E., Frantz J.M., A Systematic Review of Doctoral Graduate Attributes: Domains and Definitions, Frontiers in Education, 7, (2022); Seo G., Yeo H.T., In Pursuit of Careers in the Professoriate or beyond the Professoriate: What Matters to Doctoral Students When Making a Career Choice?, International Journal of Doctoral Studies, 15, pp. 615-635, (2020); Sharmini S., Spronken-Smith R., The PhD—Is It Out of Alignment?, Higher Education Research & Development, 39, 4, pp. 821-833, (2020); Sinche M., Layton R.L., Brandt P.D., O'Connell A.B., Hall J.D., Freeman A.M., Harrell J.R., Cook J.G., Brennwald P.J., An Evidence-Based Evaluation of Transferrable Skills and Job Satisfaction for Science PhDs, Plos One, 12, 9, (2017); Spronken-Smith R., “Reforming Doctoral Education: There Is a Better Way.”, CSHE Occasional Research Paper Series, 9, (2018); Spronken-Smith R.A., Brown K., Cameron C., Preparing PhD Candidates for Careers: Can We Do Better, Proceedings of the Tertiary Education Research in New Zealand (TERNZ) Conference, pp. 73-74, (2022); Spronken-Smith R.A., Brown K., Cameron C., McAuliffe M., Riley T., Weaver K., “COVID-19 Impacts on Early Career Trajectories and Mobility of Doctoral Graduates in Aotearoa New Zealand, (2022); Spronken-Smith R., Brown K., Mirosa R., Employability and Graduate Attributes of Doctoral Graduates, Spaces, Journeys and New Horizons for Postgraduate Supervision, (2018); Woolston C., PhDs: The Tortuous Truth, Nature, 575, 7782, pp. 403-406, (2019)","R. Spronken-Smith; University of Otago, Dunedin, New Zealand; email: rachel.spronken-smith@otago.ac.nz","","Routledge","","","","","","02602938","","","","English","Assess. Eval. High. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85149019518"
"Hosain M.S.; Mustafi M.A.A.; Parvin T.","Hosain, Md Sajjad (57216758671); Mustafi, Mohitul Ameen Ahmed (57216769419); Parvin, Tania (58674203000)","57216758671; 57216769419; 58674203000","Factors affecting the employability of private university graduates: an exploratory study on Bangladeshi employers","2023","PSU Research Review","7","3","","163","183","20","8","10.1108/PRR-01-2021-0005","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175376647&doi=10.1108%2fPRR-01-2021-0005&partnerID=40&md5=7acd2752b104f079673b5adf122acb96","Business School, Sichuan University, Chengdu, China; Business School, Uttara University, Dhaka, Bangladesh; Department of Finance, Bangladesh University of Professionals, Dhaka, Bangladesh","Hosain M.S., Business School, Sichuan University, Chengdu, China; Mustafi M.A.A., Business School, Uttara University, Dhaka, Bangladesh; Parvin T., Department of Finance, Bangladesh University of Professionals, Dhaka, Bangladesh","Purpose: This paper aims to identify the factors that can affect the overall graduate employability (OGE) of the private university graduates of Bangladesh. The authors carefully selected six such employable factors after searching the existing literature. Those six factors: academic performance (AP), technical skills (TS), communication skills (CS), personality (PE), leadership & motivational skills (LMS); and teamwork and problem solving skills (TPSS), had been considered as the independent variables while OGE had been considered as the single dependent variable. Design/methodology/approach: The authors collected the primary data from a valid sample of 360 employers through a structured questionnaire working as the hiring managers. Those respondents were selected on a random basis. The authors used exploratory factor analysis to validate the items under those independent variables and structural equation modeling with AMOS (24) to test the hypothesized relationship between each independent variable and the dependent one. Findings: After proper statistical analysis, the results revealed that AP, PE, CS and TPSS can positively and significantly influence the OGE of Bangladeshi graduates while LMS and TS have positive but insignificant influence over OGE. Research limitations/implications: Based on the findings, this paper can help scholars in further investigating the employability factors. Practical implications: This explorative study will guide the fresh graduates in developing their required employability skills while assisting the employers in recruiting suitable candidates with the required skills and performance. Originality/value: This is one of the few attempts that focused on the employability factors of private university graduates in Bangladesh. The authors are well confident that this empirical paper can shed some light on the fresh graduates’ employability and conducting further investigations on it. © 2021, Md Sajjad Hosain, Mohitul Ameen Ahmed Mustafi and Tania Parvin.","Bangladesh; Employability; Graduate students; Private universities; Skills","","","","","","","","Ahmed R.I., Crossman J., Significance of employability factors: Bangladesh perspectives, (2014); Ambepitiya K., Employability of graduates of public and private management education institutes: a case study of two institutes in Sri Lanka, OUSL Journal, 11, pp. 113-134, (2016); Anderson J.C., Gerbing D.W., The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis, Psychometrika, 49, 2, pp. 155-173, (1984); Bentler P.M., Comparative fit indexes in structural models, Psychological Bulletin, 107, 2, pp. 238-246, (1990); Browne M.W., Cudeck R., Alternative ways of assessing model fit, Sage Focuses Editions, 154, pp. 126-136, (1993); 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Effects of academic performance on university graduates’ employment likelihood and salary, Studies in Higher Education, 45, 6, pp. 1233-1248, (2019); Sposito V.A., Hand M.L., Skarpness B., On the efficiency of using the sample kurtosis in selecting optimal lpestimators, Communications in Statistics - Simulation and Computation, 12, 3, pp. 265-272, (1983); Subbu N.M., Rajasekaran V., Employability skills: a review, IUP Journal of Soft Skills, 12, 1, pp. 29-37, (2018); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers’ perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Sumanasiri E.G.T., Yajid M.S.A., Khatibi A., Review of literature on graduate employability, Journal of Studies in Education, 5, 3, pp. 75-88, (2015); Teichler U., Higher education and the world of work: conceptual frameworks, comparative perspectives, empirical findings, Global Perspectives on Higher Education, 16, pp. 242-247, (2009); Tholen G., Graduate employability and educational context: a comparison between Great Britain and The Netherlands, British Educational Research Journal, 40, 1, pp. 1-17, (2014); Tomlinson M., Graduate employability: a review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Weligamage S., Siengthai S., Employer needs and graduate skills: the gap between employer expectations and job expectations of Sri Lankan university graduates, Conference International Conference on Sri Lanka Studies, (2003); Weligamage S.S., Graduates’ employability skills: evidence from literature review, Enhancing Employability through Quality Assurance – ASAIHL 2009, (2009); Yamane T., Elementary Sampling Theory, (1967); Yorke M., Knight P., Evidence-informed pedagogy and the enhancement of student employability, Teaching in Higher Education, 12, 2, pp. 157-170, (2007); Yulia S., Yuzhuo C., Factors affecting the employability of international graduates, (2017)","M.S. Hosain; Business School, Sichuan University, Chengdu, China; email: sajjad_hosain@yahoo.com","","Emerald Publishing","","","","","","23991747","","","","English","PSU. Res. Rev.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85175376647"
"Triyono M.B.; Rafiq A.A.; Djatmiko I.W.; Kulanthaivel G.","Triyono, Mochamad Bruri (57216408419); Rafiq, Arif Ainur (57998252900); Djatmiko, Istanto Wahyu (57215569114); Kulanthaivel, Govindarajan (15923371000)","57216408419; 57998252900; 57215569114; 15923371000","Vocational education’s growing focus on employability skills: A bibliometrics evaluation of current research","2023","International Journal of Evaluation and Research in Education","12","4","","1791","1809","18","0","10.11591/ijere.v12i4.26001","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175024865&doi=10.11591%2fijere.v12i4.26001&partnerID=40&md5=d5a1296900840f9e5c8dca46d1d7dcba","Technical and Vocational Education and Training Program, Graduate School, Yogyakarta State University, Yogyakarta, Indonesia; Department of Electrical Electronics and Communication Engineering, National Institute of Technical Teachers Training and Research, Chennai, India","Triyono M.B., Technical and Vocational Education and Training Program, Graduate School, Yogyakarta State University, Yogyakarta, Indonesia; Rafiq A.A., Technical and Vocational Education and Training Program, Graduate School, Yogyakarta State University, Yogyakarta, Indonesia; Djatmiko I.W., Technical and Vocational Education and Training Program, Graduate School, Yogyakarta State University, Yogyakarta, Indonesia; Kulanthaivel G., Department of Electrical Electronics and Communication Engineering, National Institute of Technical Teachers Training and Research, Chennai, India","The study aimed to investigate one of the search’s core issues, ‘employability skills’, and their relationship. It also attempted to recognize the valuable contributions of writers, journals, governments, and institutions worldwide in pursuing employability skills. The quantitative study of bibliographic content is known as bibliometric analysis. Furthermore, it provides a broad view of a study subject that may be subdivided into publications, authors, and journals. This study offers a bibliometric summary of recent research on employability skills. Data was taken from the Scopus database between 2003 and 2022 and examined using VOSviewer software, open refine, tableau public, and Microsoft Excel. The data from the Scopus database are 1,070 documents. Researchers observed that researchers mainly focus on employability skills, higher education, engineering education, curricula, employment, and vocational education. Education and Training journal is the most appropriate journal for contributions, followed by Higher Education, Skills, and Work-based Learning journal, and then the Higher Education Research and Development journal. This study informs researchers by providing insights into basic background knowledge about employability skills for visual and quantitative research. Therefore, this method can observe the research gap in employability skills and more in-depth academic discussions. The study demonstrates how employability skills research has arisen and progressed, as well as prospective future research agendas. © 2023, Institute of Advanced Engineering and Science. All rights reserved.","Bibliometric analysis; Employability skills; Scopus; Vocational education; VOSviewer","","","","","","Alignment of Business and Industry; MITRAS-DUDI; Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia, (0099/D6/HK.02.06/2022)","The authors thank to the Directorate of Partnership and Alignment of Business and Industry (MITRAS-DUDI), the Directorate General of Vocational Education, and the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia for funding this research that provides the funding for this research with contract number 0099/D6/HK.02.06/2022.","Gibb J., Generic skills and training: Research readings, (2004); Kearns P., Review of research-generic skills for the new economy, (2001); Cairney T., The Knowledge Based Economy: Implications for Vocational Education and Training. A Review of the Literature, (2000); Robinson J., What are employability skills, The Workplace, 1, 3, pp. 1-3, (2000); Ogbeide G.-C., Employability Skills and Students’ Self-Perceived Competence for Careers in The Hospitality Industry, (2006); Cheng M., Adekola O., Albia J., Cai S., Employability in higher education: a review of key stakeholders’ perspectives, Higher Education Evaluation and Development, 16, 1, pp. 16-31, (2022); Brown R., Enhancing student employability? Current practice and student experiences in HE performing arts, Arts and Humanities in Higher Education, 6, 1, pp. 28-49, (2007); Vermeulen L., Schmidt H. G., Learning environment, learning process, academic outcomes and career success of university graduates, Studies in Higher Education, 33, 4, pp. 431-451, (2008); Kember D., Leung D. Y. P., Ma R. S. 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"Eimer A.; Bohndick C.","Eimer, Andreas (57224904495); Bohndick, Carla (56043923200)","57224904495; 56043923200","Facing fragmented labour markets: Individual variables and the decision-making ability of humanities students","2023","Industry and Higher Education","37","6","","782","791","9","0","10.1177/09504222231165747","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152449796&doi=10.1177%2f09504222231165747&partnerID=40&md5=c8958bdf877e8aea70e13d687623bfcc","Careers Service, University of Münster, Münster, Germany; Hamburg Centre for University Teaching and Learning (HUL), University of Hamburg, Hamburg, Germany","Eimer A., Careers Service, University of Münster, Münster, Germany; Bohndick C., Hamburg Centre for University Teaching and Learning (HUL), University of Hamburg, Hamburg, Germany","While humanities graduates can aspire to many fields of work, these labour markets are mostly fragmented and relatively small. In order to be able to enter one of these potential professional fields in a targeted and successful manner, students in the humanities need to develop an individual professional profile. This profile comprises individual characteristics and competencies which include but also go beyond the qualifications from the study programme. Therefore, the authors postulate that specifically students in the humanities have to make many decisions in the course of their studies to prepare for a targeted career entry. From this background, it is important to know what factors are connected with their decision-making ability. This exploratory study examines the relationship of various individual factors with career decision-making adaptability (CDA) and thus on the decision-making competence on a sample of 872 humanities students from German and Swiss universities. A significant relationship with self-efficacy, conscientiousness, perseverance and professional information on CDA was found. The decision-making competence of teacher-training and non-teacher training students did not vary significantly. This study is based on the situation in German-speaking countries, but is also intended to be a stimulus for international comparison. © The Author(s) 2023.","career decision-making adaptability; competence profile; decision making; employability; Humanities students; teacher-training students","","","","","","","","Abele A.E., Spurk D., The longitudinal impact of self-efficacy and career goals on objective and subjective career success, Journal of Vocational Behavior, 74, 1, pp. 53-62, (2009); Bandura A., Social cognitive theory: An agentic perspective, Asian Journal of Social Psychology, 2, 1, pp. 21-41, (1999); Bayran N., Aydemir M., Decision-making styles and personality traits, International Journal of Recent Advances in Organizational Behaviour and Decision Sciences (IJRAOB), 3, 1, pp. 905-915, (2017); Breyer B., Danner D., Grit Scale for Perseverance and Passion for Long-Term Goals, (2015); Briedis K., Fabian G., Kerst C., Et al., Berufsverbleib von Geisteswissenschafterinnen und Geisteswissenschaftlern, (2008); (2020); Studierende und Studienanfänger/-innen im 1. Hochschulsemester nach Fächergruppen, (2021); Chernev A., Bockenholt U., Goodman J., Choice overload: A conceptual review and meta-analysis, Journal of Consumer Psychology, 25, 2, pp. 333-358, (2015); Counihan P., What are you going to do with that major? The humanities, jobs, and a career, Maine Policy Review, 24, pp. 31-34, (2015); Crede M., Tynan M.C., Harms P.D., Much ado about grit: A meta-analytic synthesis of the grit literature, Journal of Personality and Social Psychology, 113, 3, pp. 492-511, (2017); Di Fabio A., Palazzeschi L., Asulin-Peretz L., Et al., Career indecision versus indecisiveness, Journal of Career Assessment, 21, 1, pp. 42-56, (2013); Duckworth A.L., Peterson C., Matthews M.D., Et al., Grit: Perseverance and passion for long-term goals, Journal of Personality and Social Psychology, 92, 6, pp. 1087-1101, (2007); Duckworth A.L., Quinn P.D., Development and validation of the short grit scale (grit-s), Journal of Personality Assessment, 91, 2, pp. 166-174, (2009); Duckworth A.L., Quinn P.D., Tsukayama E., Revisiting the factor structure of grit: A commentary on Duckworth and Quinn (2009), Journal of Personality Assessment, 103, 5, pp. 573-575, (2021); Ebner K., Thiele L., Spurk D., Et al., Validation of the German career decision-making profile—An updated 12-factor version, Journal of Career Assessment, 26, 1, pp. 111-136, (2018); Eid M., Gollwitzer M., Schmitt M., Statistik und Forschungsmethoden: Lehrbuch. Mit Online-Material, (2017); Frazier R., Bendixen L.D., Hoskins W.J., Exploring the role of self-efficacy in prospective teachers’ career decision-making, Journal of Ethnographic and Qualitative Research, 13, 13, pp. 261-271, (2019); Gadassi R., Gati I., Dayan A., The adaptability of career decision-making profiles, Journal of Counseling Psychology, 59, 4, pp. 612-622, (2012); Gati I., Saka N., High school students’ career-related decision-making difficulties, Journal of Counseling and Development, 79, 3, pp. 331-340, (2001); Gati I., Landman S., Davidovitch S., Et al., From career decision-making styles to career decision-making profiles: A multidimensional approach, Journal of Vocational Behavior, 76, 76, pp. 277-291, (2010); Gati I., Levin N., The stability and structure of career decision-making profiles, Journal of Career Assessment, 20, 4, pp. 390-403, (2012); Haak C., Rasner A., Search (f)or work: Der Übergang vom Studium in den Beruf: Geisteswissenschaftler im interdisziplinären Vergleich, Kölner Zeitschrift für Soziologie und Sozialpsychologie, 64, pp. 1-24, (2009); Hanks J., Fear and career decision-making difficulties: Guiding individuals with career indecisiveness. 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Motivation and the choice of degree, Frontiers in Psychology, 5, (2014); (2020); Udayar S., Levin N., Lipshits-Braziler Y., Et al., Difficulties in career decision making and self-evaluations: A meta-analysis, Journal of Career Assessment, 28, 4, pp. 608-635, (2020); Van der Horst A.C., Klehe U.C., Brenninkmeijer V., Et al., Facilitating a successful school-to-work transition: Comparing compact career-adaptation interventions, Journal of Vocational Behavior, 128, 3, (2021); Visarius A., Studierende in Deutschland: Zielbranchen und Wunscharbeitgeber: Fachkraft-Studie 2030, (2019); Wissenschaftsrat W.R., Empfehlungen zum Verhältnis von Hochschulbildung und Arbeitsmarkt. Zweiter Teil der Empfehlung zur Qualifizierung von Fachkräften vor dem Hintergrund des demographischen Wandels, (2015)","A. Eimer; Careers Service, University of Münster, Münster, Germany; email: andreas.eimer@uni-muenster.de","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85152449796"
"Lu W.; Stefler D.; Sanchez-Niubo A.; Haro J.M.; Marmot M.; Bobak M.","Lu, Wentian (57192370107); Stefler, Denes (20434382400); Sanchez-Niubo, Albert (22836101000); Haro, Josep Maria (57215877903); Marmot, Michael (35418876900); Bobak, Martin (7005266289)","57192370107; 20434382400; 22836101000; 57215877903; 35418876900; 7005266289","The associations of physical incapacity and wealth with remaining in paid employment after age 60 in five middle-income and high-income countries","2023","Ageing and Society","43","12","","2994","3017","23","0","10.1017/S0144686X22000265","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127068582&doi=10.1017%2fS0144686X22000265&partnerID=40&md5=9cf339962894625ace9f2dd92124d755","Research Department of Epidemiology and Public Health, University College London, London, United Kingdom; Research Innovation and Teaching Unit, Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, Spain; Centro de Investigación Biomédica en Red de Salud Mental, Cibersam, Madrid, Spain; Department of Social Psychology and Quantitative Psychology, University of Barcelona, Barcelona, Spain; Department of Medicine, Universitat de Barcelona, Barcelona, Spain","Lu W., Research Department of Epidemiology and Public Health, University College London, London, United Kingdom; Stefler D., Research Department of Epidemiology and Public Health, University College London, London, United Kingdom; Sanchez-Niubo A., Research Innovation and Teaching Unit, Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, Spain, Centro de Investigación Biomédica en Red de Salud Mental, Cibersam, Madrid, Spain, Department of Social Psychology and Quantitative Psychology, University of Barcelona, Barcelona, Spain; Haro J.M., Research Innovation and Teaching Unit, Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, Spain, Centro de Investigación Biomédica en Red de Salud Mental, Cibersam, Madrid, Spain, Department of Medicine, Universitat de Barcelona, Barcelona, Spain; Marmot M., Research Department of Epidemiology and Public Health, University College London, London, United Kingdom; Bobak M., Research Department of Epidemiology and Public Health, University College London, London, United Kingdom","Previous studies on health and socio-economic determinants of later-life labour force participation have mainly come from high-income European countries and the United States of America (USA). Findings vary between studies due to different measures of socio-economic status and labour force outcomes. This study investigated longitudinal associations of physical incapacity and wealth with remaining in paid employment after age 60 in middle- and high-income countries. Using harmonised cohort data in the USA, England, Japan, Mexico and China (N = 32,132), multilevel logistic regression was applied for main associations. The age-related probabilities of remaining in paid employment by physical incapacity and wealth were estimated using marginal effects. This study found that physical incapacity predicted lower odds of remaining in paid employment in each country. Wealth was associated with higher odds of remaining in paid employment in the USA, England and Japan, but not in Mexico. Probabilities of remaining in paid employment were high in Mexico but low in China. The absolute difference in the probability of remaining in paid employment between the richest and the poorest groups was greater in the USA than that in any other country. In the USA, England and Japan, the inverse association between physical incapacity and remaining in paid employment could be partially compensated by wealth only when physical incapacity was not severe. National policies, including considering older adults' changing capacities for job placement and prioritising the provision of supportive services for socio-economically disadvantaged older adults, developing pathways for informal workers to access social security and pension coverage, and encouraging employers to hire socio-economically disadvantaged older workers and enhancing their employability, could be facilitated. Future studies, such as exploring health and socio-economic determinants of remaining in part-time and full-time paid employment separately in more countries, and the moderating effects of relevant policies on these associations, are needed.  Copyright © The Author(s), 2022. Published by Cambridge University Press.","China; Japan; labour force participation; Mexico; physical capacity; socio-economic status; United Kingdom (UK); United States of America (USA)","China; Japan; Mexico [North America]; United Kingdom; United States; aging population; disability; employment; informal sector; labor participation; pension system; regression; service provision; social security; socioeconomic status","","","","","R-Exposome Chair, (857487); National Institute on Aging, NIA; China Medical Board, CMB; World Bank Group, WBG; National Natural Science Foundation of China, NSFC; Horizon 2020, (635316, 857560); Peking University, PKU","Funding text 1: This work was supported by the European Union's Horizon 2020 Research and Innovation Programme (635316); the CETOCOEN Excellence (857560); and the R-Exposome Chair (857487). ; Funding text 2: The HRS ( http://hrsonline.isr.umich.edu/ ) was developed by a team of researchers based at the University of Michigan, supported by the National Institute on Aging and the Social Security Administration. ELSA ( http://www.data-archive.ac.uk/ ) was developed by a team of researchers based at NatCen Social Research, University College London and the Institute for Fiscal Studies. CHARLS ( http://charls.pku.edu.cn/en ) was supported by the Behavioural and Social Research division of the National Institute on Aging, the Natural Science Foundation of China, the World Bank, the China Medical Board and Peking University. JSTAR ( https://www.rieti.go.jp/en/projects/jstar/ ) was conducted by the Research Institute of Economy, Trade and Industry (RIETI), Hitotsubashi University and the University of Tokyo. MHAS ( http://www.mhasweb.org/index.aspx ) is a collaborative effort among researchers from the University of Texas Medical Branch (UTMB), the Instituto Nacional de Estadística y Geografía (INEGI, Mexico), the University of Wisconsin, the Instituto Nacional de Geriatría (INGER, Mexico), the Instituto Nacional de Salud Pública (INSP, Mexico) and the University of California Los Angeles (UCLA). Harmonised datasets from the Ageing Trajectories of Health – Longitudinal Opportunities and Synergies (ATHLOS) project ( http://athlosproject.eu/ ) were used where possible. 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Lu; Research Department of Epidemiology and Public Health, University College London, London, United Kingdom; email: wentian.lu.14@ucl.ac.uk","","Cambridge University Press","","","","","","0144686X","","","","English","Ageing Soc.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85127068582"
"Ullibarriarana-Garate A.; Agirre-Aramburu I.; Mesonero-De Miguel M.","Ullibarriarana-Garate, Ainhoa (58542242500); Agirre-Aramburu, Izaskun (58142240100); Mesonero-De Miguel, Mikel (58541590800)","58542242500; 58142240100; 58541590800","Understanding the characteristics of work that foster workplace well-being in an apprenticeship programme and their effects on apprentices' employability. Exploring the gender moderation effect","2023","Higher Education, Skills and Work-based Learning","13","5","","886","910","24","1","10.1108/HESWBL-12-2022-0268","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168335139&doi=10.1108%2fHESWBL-12-2022-0268&partnerID=40&md5=6519b721abe733df8053235a655c58af","Faculty of Business, Mondragon Unibertsitatea, Oñati, Spain","Ullibarriarana-Garate A., Faculty of Business, Mondragon Unibertsitatea, Oñati, Spain; Agirre-Aramburu I., Faculty of Business, Mondragon Unibertsitatea, Oñati, Spain; Mesonero-De Miguel M., Faculty of Business, Mondragon Unibertsitatea, Oñati, Spain","Purpose: This study seeks to show whether workplace experience (WE) in an apprenticeship programme affects the duration of joblessness amongst recent university graduates and to determine the antecedents that support a workplace well-being experience during an apprenticeship programme. Additionally, the research introduces the moderating effect of gender in order better to understand under what circumstances apprenticeship reduces the time taken to find employment. Design/methodology/approach: The research proposes PLS equation modelling constructed with a sample of 129 students from the Business Administration and Management degree at Mondragon University. Findings: The research finds that social support and job demand are key features of work that should be addressed to ensure a workplace well-being experience in an apprenticeship programme. In addition, a workplace well-being experience during apprenticeship reduced the time taken by students to access their first job. This means that job training in a company helps students get their first job, but it is not the primary factor. The study also shows that men who had workplace well-being experience in an apprenticeship programme take less time to find their first job. Originality/value: The study proposes an exclusive analysis of apprenticeship programmes in higher education systems from the perspective of workplace well-being experience, based on the DCS model. This research also adds to the literature on apprenticeship by providing evidence that a positive experience of work during an apprenticeship programme facilitates undergraduate students in securing employment. Furthermore, this paper confirms that workplace well-being experiences in apprenticeship programmes constitute a valid tool for tackling youth unemployment, and finds that it is more efficient amongst males than females. © 2023, Emerald Publishing Limited.","Dual education; Gender; Higher and degree apprenticeships; Well-being; Work-based learning; Youth unemployment","","","","","","","","Agenor P.R., Ozdemir K.K., Pinto Moreira E., Gender gaps in the labour market and economic growth, Economica, 88, 350, (2021); Aivazova N., Role of apprenticeships in combating youth unemployment in Europe and the United States, Peterson Institute for International Economics Policy Brief, pp. 13-20, (2013); Alsubaie M.M., Stain H.J., Webster L.A.D., Wadman R., The role of sources of social support on depression and quality of life for university students, International Journal of Adolescence and Youth, 24, 4, pp. 484-496, (2019); Anderson D.R., Serxner S.A., Gold D.B., Conceptual framework, critical questions, and practical challenges in conducting research on the financial impact of worksite health promotion, American Journal of Health Promotion, 15, 5, (2001); Armstrong J.S., Overton T.S., Estimating nonresponse bias in mail surveys, Journal of Marketing Research, 14, 3, (1977); Bailey T.R., Hughes K.L., Moore D.T., Working knowledge: work-based learning and education reform, Working Knowledge: Work-Based Learning and Education Reform, pp. 1-18, (2003); Bakker A.B., Demerouti E., The job demands‐resources model: state of the art, Journal of Managerial Psychology, 22, 3, pp. 309-328, (2007); Bauernschuster S., Falck O., Heblich S., Training and innovation, Journal of Human Capital, 3, 4, (2009); Bellet C., de Neve J.-E., Ward G., Does employee happiness have an impact on productivity?, SSRN Electronic Journal, pp. 1-61, (2019); Bellmann L., Bender S., Hornsteiner U., Job tenure of two cohorts of young German men 1979-1990: an analysis of the (west-)German employment statistic register sample concerning multivariate failure times and unobserved heterogeneity, SSRN Electronic Journal, (2000); Berton F., Devicienti F., Pacelli L., Are temporary jobs a port of entry into permanent employment?: evidence from matched employer-employee, International Journal of Manpower, 32, 8, (2011); Work-Based Learning as a Pathway to Competence-Based Education, (2019); Blanchflower D.G., Freeman R.B., Youth employment and joblessness in advanced countries, Youth Employment and Joblessness in Advanced Countries, (2013); Bonnal L., Mendes S., Sofer C., School-to-work transition: apprenticeship versus vocational school in France, International Journal of Manpower, 23, 5, (2002); Bonomelli F., Engagement in Apprenticeships: A Cross-National Analysis of School-to-Work Transition Surveys, (2021); Brislin R.W., Back-translation for cross-cultural research, Journal of Cross-Cultural Psychology, 1, 3, pp. 185-216, (1970); Browne J., Benchmarking HRM practices in healthy work organizations, American Business Review, 18, 2, pp. 50-61, (2000); Buedo S., Mujeres Y mercado laboral en La actualidad, Un análisis desde La perspectiva de género: Genéricamente empobrecidas, patriarcalmente desiguales, Revista de Educacion Social, 21, pp. 64-83, (2015); Cahuc P., Hervelin J., Apprenticeship and youth unemployment, SSRN Electronic Journal, (2021); Carmines E., Zeller R., Reliability and Validity Assessment, (1979); Castano C., Llorente R., Las mujeres en la Gran Recesión, Revista de Economía Laboral, 14, 2, pp. 203-205, (2017); Cavaglia C., McNally S., Ventura G., Do apprenticeships pay? 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Ullibarriarana-Garate; Faculty of Business, Mondragon Unibertsitatea, Oñati, Spain; email: aullibarriarana@mondragon.edu","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85168335139"
"Mehra A.; Gupta O.; Avikal S.","Mehra, Aashish (57214889587); Gupta, Omdeep (57279313700); Avikal, Shwetank (55233703000)","57214889587; 57279313700; 55233703000","Finding the combined effect of academic and non-academic performance on management students’ placement: A fuzzy logic approach","2023","International Journal of Management Education","21","3","100837","","","","1","10.1016/j.ijme.2023.100837","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164341173&doi=10.1016%2fj.ijme.2023.100837&partnerID=40&md5=b5c50b8561d4142f97b14ff1bad6dbda","School of Management, Graphic Era Hill University, Uttarakhand, Dehradun, 248002, India; Indian Institute of Management, Amritsar, India","Mehra A., School of Management, Graphic Era Hill University, Uttarakhand, Dehradun, 248002, India; Gupta O., School of Management, Graphic Era Hill University, Uttarakhand, Dehradun, 248002, India; Avikal S., School of Management, Graphic Era Hill University, Uttarakhand, Dehradun, 248002, India, Indian Institute of Management, Amritsar, India","The academic performance (scores/credentials) of a student during an educational program is generally linked to his/her employability (including the placement package he/she receives) (Cheong et al., 2018). However, in a program like MBA non-academic performance like extracurricular activities, interpersonal skills, etc., of a student is equally or more important as it could fetch him/her a better job with a higher package. Moreover, MBA graduates are expected to have not only academic knowledge but also practical skills such as leadership, attitude, efforts, and communication. This study relates both academic and non-academic performances of students to the respective packages they get and proposes a fuzzy expert system (FES) for the evaluation of students’ performances and its combined effect on placement (outcome). A suitable rule-based fuzzy inference mechanism (FIM) has been formed and discussed. The principles behind fuzzy logic in evaluating student academic as well as non-academic performances have been discussed and how these principles could be applied in measuring its impact on the placement packages (historical) is illustrated. Results (achieved placement performance/package of students) were also compared with the existing (traditional) statistical method. The fuzzy logic system was assessed as a more practical method of evaluation than the traditional method. This research uses a sample of 56 students in the MBA program who graduated in 2021 from the management department (b-school) of a premier private university in India. The research found that an increase in non-academic performance had a greater impact on placement outcomes than an increase in academic performance alone. © 2023 Elsevier Ltd","Academic performance; Expert system; Fuzzy interface; Fuzzy logic; India; Management education; Membership functions; Non-Academic performance; Placement package","","","","","","","","Arsenis P., Flores M., Student academic performance and professional training year, International Review of Economics Education, 30, (2019); Bai S.M., Chen S.M., Evaluating students' learning achievement using fuzzy membership functions and fuzzy rules, Expert Systems with Applications, 34, 1, pp. 399-410, (2008); Barlybayev A., Sharipbay A., Ulyukova G., Sabyrov T., Kuzenbayev B., Student's performance evaluation by fuzzy logic, Procedia Computer Science, 102, pp. 98-105, (2016); Becker G.S., Investment in human capital: A theoretical analysis, Journal of Political Economy, 70, 2, pp. 9-49, (1962); Bodolica V., Spraggon M., Badi H., Extracurricular activities and social entrepreneurial leadership of graduating youth in universities from the Middle East, International Journal of Management in Education, 19, 2, (2021); Bowles S., Gintis H., Schooling in capitalist America, (1976); Caspersen J., Smeby J.C., Placement training and learning outcomes in social work education, Studies in Higher Education, 46, 12, pp. 2650-2663, (2021); Chang D.F., Sun C.M., Fuzzy assessment of learning performance of junior high school students. 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"Tobbell J.; Roberts P.","Tobbell, Jane (17347171600); Roberts, Peter (7403048170)","17347171600; 7403048170","Becoming a podiatrist: an exploration of the practices and processes which underpin the acquisition of a professional identity","2023","Journal of Foot and Ankle Research","16","1","51","","","","0","10.1186/s13047-023-00652-w","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168344122&doi=10.1186%2fs13047-023-00652-w&partnerID=40&md5=51018aeac4f29dd84b5c1b9fcac8d81c","Department of Psychology, University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, United Kingdom; University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, United Kingdom","Tobbell J., Department of Psychology, University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, United Kingdom; Roberts P., University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, United Kingdom","Background: Undergraduate podiatry degrees are designed to enable students to become professional podiatrists. To be successful students must manage academic and practical activity to ultimately acquire a professional identity. Little is known about the practices and processes which underpin the acquisition of a professional podiatry identity. It is the aim of this paper to begin to address this absence of knowledge. Community of Practice theory, arguably the dominant contemporary learning theory, represents identity shift as an interaction of imagination, engagement and alignment which enables students to successfully participate in higher education, and ultimately, the professional context. This success is underpinned through assisting students to develop an enabling identity in their learning and doing. Methods: Here we present findings that emerged from a yearlong ethnography in a successful higher education podiatry department. The project followed students and staff in the classroom and the clinic and explored their experiences through interviews. Results: The findings suggest that the journey to professional identity is facilitated through meaningful learning relationships between staff and students and clarity around professional practices. Here we discuss how those relationships form and enable undergraduates to become podiatrists. Conclusions: Our findings offer a model for the transition from student to professional and highlight the importance of relationship and experience in becoming a podiatrist. There is a paucity of research around not only podiatry but also other allied health professions around this topic and given the increasing emphasis around employability skills in HE, more research in a range of contexts is needed. © 2023, The College of Podiatry and the Australasian Podiatry Council.","Alignment; Community-of-practice; Engagement; Ethnography; Identity; Imagination; Podiatry","Allied Health Personnel; Humans; Podiatry; Professional Practice; Students; article; employability; ethnography; human; human experiment; imagination; interview; learning; learning theory; male; paramedical profession; podiatrist; podiatry; professional practice; skill; tertiary education; paramedical personnel; student","","","","","","","Lave J., Wenger E., Situated Learning: Legitimate Peripheral Participation, (1991); Wenger E., Communities of Practice: Learning, Meaning, and Identity, (1998); Standards of Proficiency: Chiropodists/Podiatrists. HCPC, (2018); Farndon L., Vernon W., Potter J., Parry A., The professional role of the podiatrist in the new millennium: an analysis of current practice. 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The benefits and limitations of structured observation of the hand hygiene practice of named staff, Br J Infect Control, 9, 2, pp. 12-17, (2008); Masika R., Jones J., Building student belonging and engagement: Insights into higher education students' experiences of participating and learning together, Teach High Educ, 21, 2, pp. 138-150, (2016); Andersson P., Kopsen S., VET teachers between school and working life: Boundary processes enabling continuing professional development, J Educ Work, 32, 6-7, pp. 537-551, (2019); Bandura A., Self-Efficacy in Changing Societies, (1995); Tobbell J., O'Donnell V.L., The formation of interpersonal and learning relationships in the transition from primary to secondary school: Students, teachers and school context, Int J Educ Res, 59, pp. 11-23, (2013)","P. Roberts; University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, United Kingdom; email: p.roberts@hud.ac.uk","","BioMed Central Ltd","","","","","","17571146","","","37598187","English","J. Foot Ankle Res.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85168344122"
"Al-Tahitah A.; Al-Awlaqi M.A.; Habtoor N.; Thabet S.S.; Abdulrab M.; Ibrahim I.","Al-Tahitah, Ali (57217216329); Al-Awlaqi, Mohammed Ali (57193761163); Habtoor, Nasser (56593199800); Thabet, Saib Sallam (58654707300); Abdulrab, Mohammed (57203224990); Ibrahim, Ishaq (57220673442)","57217216329; 57193761163; 56593199800; 58654707300; 57203224990; 57220673442","Employability characteristics and their impact on social impact: An exploratory study on women's small social enterprises","2023","Heliyon","9","11","e21178","","","","0","10.1016/j.heliyon.2023.e21178","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174458690&doi=10.1016%2fj.heliyon.2023.e21178&partnerID=40&md5=2a2945c14cbb93627d98621c3e673f41","Islamic Science University of Malaysia, Malaysia; Lebanese International University, Yemen; University of Jeddah, Saudi Arabia; Sana'a University, Yemen; Community College of Qatar, Qatar","Al-Tahitah A., Islamic Science University of Malaysia, Malaysia; Al-Awlaqi M.A., Lebanese International University, Yemen; Habtoor N., University of Jeddah, Saudi Arabia; Thabet S.S., Sana'a University, Yemen; Abdulrab M., Community College of Qatar, Qatar; Ibrahim I., Islamic Science University of Malaysia, Malaysia","This study seeks to understand and explore how women social entrepreneurs select their employees and how this can affect their social impact. This study has two objectives. The first is to explore the most attractive employees' employability characteristics chosen by women entrepreneurs. The second objective was to explore the relationship between employability characteristics and the social impact of the social enterprises. This study used an exploratory quantitative paradigm to reach the study's findings. Multiple correspondence analysis (MCA) explores employability characteristics the women social entrepreneurs select and the relationship between the selected employability characteristics and the social impact of the women's social enterprises. The data were collected using a cross-sectional questionnaire. Data were collected from 382 employees working in 174 female social enterprises. Women social entrepreneurs were found to prefer employees with high interpersonal skills, high ethics, high physical abilities, high abilities to learn, high implicit knowledge, high reliability, and low soft skills. Linking these employability skills to social impact revealed that implicit knowledge and interpersonal skills are the most influential. A paucity of research discusses how women social entrepreneurs recruit their employees. This problem is getting worse when it comes to small social enterprises. This study led to a discussion about employability characteristics in women's social enterprises and their impact on social impact. © 2023","Employability characteristics; Exploratory study; Multiple correspondence analysis; social impact; Women's social entrepreneurship; Yemen","","","","","","Universiti Sains Islam Malaysia, USIM, (RM7000)","The authors declare the following financial interests/personal relationships which may be considered as potential competing interests:We would like to acknowledge the support provided by the Islamic Science University of Malaysia (USIM) in setting up the computational laboratory used for this research. 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Bus. Ventur. Insights, 13, (2020); Neroorkar S., A systematic review of measures of employability, Educ + Train, 64, pp. 844-867, (2022); Greenberger E., Chen C., Dmitrieva J., Farruggia S.P., Item-wording and the dimensionality of the Rosenberg Self-Esteem Scale: do they matter?, Pers. Indiv. Differ., 35, pp. 1241-1254, (2003); Coetzee M., Measuring student graduateness: reliability and construct validity of the Graduate Skills and Attributes Scale, High Educ. Res. Dev., 33, pp. 887-902, (2014); Jiao H., A conceptual model for social entrepreneurship directed toward social impact on society, Social Enterprise Journal, 7, pp. 130-149, (2011); Ben-Hador B., Eckhaus E., Klein G., Personal social capital in organizations: a new scale to assess internal and external personal social capital in organizations, Soc Indic Res, 157, pp. 1155-1177, (2021); Hjellbrekke J., Multiple Correspondence Analysis for the Social Sciences, (2019)","M.A. Al-Awlaqi; Lebanese International University, Yemen; email: alzooka@gmail.com","","Elsevier Ltd","","","","","","24058440","","","","English","Heliyon","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85174458690"
"Bagonza G.; Kaahwa Y.T.","Bagonza, Godfrey (58705958100); Kaahwa, Yuda Taddeo (58705660000)","58705958100; 58705660000","The Relationship between Academic Programme Type and Student Satisfaction with the Quality of Higher Education in Uganda","2023","International Journal of African Higher Education","10","1","","1","20","19","0","10.6017/ijahe.v10i1.17183","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177604567&doi=10.6017%2fijahe.v10i1.17183&partnerID=40&md5=8fdaaef0eab0018aaf744dbc3feaaef4","Kyambogo University, Uganda; Makerere University, Uganda","Bagonza G., Kyambogo University, Uganda; Kaahwa Y.T., Makerere University, Uganda","This study examined the relationship between the type of academic programmes offered in Ugandan higher education institutions and student satisfaction with the quality of higher education. High-quality academic programmes are those that focus on the outcomes of the higher educational processes, including student retention and graduate destinations and employability, as well as expectations of earnings proportional to the qualification. Employing quantitative and qualitative research methods, the study analysed data gathered from 400 undergraduate students, six quality assurance directors, and 12 academic heads of departments in six Ugandan universities. It found that students in different academic disciplines and different universities believed that the academic programmes they selected were strongly related to their satisfaction with the quality of higher education. © 2023, International Network for Higher Education in Africa, University of Kwazulu-Natal. All rights reserved.","academic programme; earnings; employability; student retention; student satisfaction","","","","","","","","Becker G. S., Human capital: a theoretical and empirical analysis with special reference to education, (1993); Chalmers D., Lee K., Walker B., International and national indicators and outcomes of quality teaching and learning are currently in use, (2008); Cloete N., Maassen P., Bailey T., Knowledge Production and Contradictory Functions in African Higher Education, African Minds Higher Education Dynamics Series, 1, (2011); Creswell J.W., Clark P.V., Designing and Conducting Mixed Methods Research, (2007); Creswell J.W., Research Design; Qualitative, Quantitative, and Mixed Methods Approaches, (2009); Doyle W., State Accountability Policies and Boyer’s Domains of Scholarship: Conflict or Collaboration?, New Directions for Institutional Research, 129, pp. 979-113, (2006); Eide K., Higher education and employment: the changing relationship, the case of the humanities and social sciences, (1990); Pinotti P., Trust, Regulation, and Market Failures, The Review of Economics and Statistics, 94, 3, pp. 650-658, (2012); Gonzalez N., Oyelere R.H., Are Returns to Education on the Decline?, Economics of Education Review, 30, 6, pp. 1348-1369, (2011); Gorard S., Research Design: Robust Approaches for Social Sciences, (2013); Guthrie J., Neumann R., Performance Indicators in Universities: The Case of the Australian University System, (2006); Hayford L., Reaching Underserved Populations with Basic Education in Deprived Areas of Ghana: Emerging Good Practices, (2003); Hoang . T.S., Ngo T. H., Pham T. M. K., Measuring Students’ Satisfaction with higher education service – An experimental study at Thainguyen University, International Journal of Business Marketing and Management (IJBMM), 3, 4, pp. 21-34, (2018); Israel G. D., Determining Sample Size, Institute of Food and Agricultural Sciences, (2009); Report from a Study Establishing the Status of Higher Education Qualification Systems and their Contributions to Human Resources Development in East Africa, (2014); Kasozi A. B. K., Higher education in Uganda: challenges and opportunities for reform, (2003); Kehm B. M., Teichler U., Higher education and employment, European Journal of Education, 30, 4, pp. 407-422, (1995); Kothari C.R., Research Methodology Methods and Techniques, (2008); Nownaisin P., Koul R., Chomsuwan K., Poondej C., Lerdpornkulrat T., Linking social relatedness with motivational goals and bachelor degree aspirations of vocational students, European Journal of Educational Research, 9, 4, pp. 1581-1589, (2020); Lindell M.K., Whitney D.J., Accounting for Common Method Variance in Cross-Sectional Research Designs, Journal of Applied Psychology, 86, 1, pp. 114-121, (2001); Mamdani M., Scholars in the marketplace: the dilemmas of neo-liberal reform at Makerere University, 1989-2005, (2007); Mayanja M. K., A comparative study of Makerere University graduates of the faculties of Arts and Sciences, (2001); Sun L., Bradley D., Kathryn A., A Multilevel Modelling Approach to Investigating Factors Impacting Science Achievement for Secondary School Students: PISA Hong Kong Sample, International Journal of Science Education, 34, 14, pp. 2107-2125, (2012); Muwagga M.A., The Philosophical Implications of the Liberalization of Higher Education in Uganda, (2006); Nara M. M., Patrick S., Reubenson W., Student Satisfaction and Academic Performance in Armenian Higher Education, American International Journal of Contemporary Research, 4, 2, (2014); The State of Higher Education in Uganda: A report on Higher Education Delivery and Institutions, (2017); The State of Higher Education and Training in Uganda 2015/16. A report on Higher Education Delivery and Institutions, (2022); Neave G., Jenkinson S., Research on higher education in Sweden: an analysis and an evaluation (Studies in Higher Education in Sweden), (1983); Assessment of Higher Education Learning Outcomes. A Feasibility Study Report Vol. 1 – Design and Implementation, (2012); Shultz T.W., Investment in Human Capital, The American Economic Review, 51, 1, (1972); Ssekamwa J.C., History and Development of Education in Uganda, (1997); Walker I., Zhu Y., The returns to education: evidence from the Labour Force Surveys, (2001); The Growth Challenge: Can Ugandan Cities Get to Work? Uganda Economic Updates, (2021)","","","International Network for Higher Education in Africa, University of Kwazulu-Natal","","","","","","23135069","","","","English","Int. J. Afr. High. Educ.","Article","Final","","Scopus","2-s2.0-85177604567"
"Pandey S.; Kamble S.","Pandey, Suruchi (58193506300); Kamble, Shekhar (57704461600)","58193506300; 57704461600","Low Employability of Graduate Engineers – Ascertaining Role of Industry by leveraging Total Interpretive Structural Modelling","2023","Journal of Engineering Education Transformations","37","Special Issue 1","","1","9","8","0","10.16920/jeet/2023/v37is1/23162","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175956166&doi=10.16920%2fjeet%2f2023%2fv37is1%2f23162&partnerID=40&md5=f5e261697d73dd5442b8bceb77c7b4d7","Faculty of Management, Symbiosis International (Deemed University), Pune, India","Pandey S., Faculty of Management, Symbiosis International (Deemed University), Pune, India; Kamble S., Faculty of Management, Symbiosis International (Deemed University), Pune, India","The objective of this study is to conceptualize a Total Interpretive Structural Model (TISM) of factors leading to low employability of graduate engineers, at entry level, in context to Indian IT Industry. The paper focuses on factors emerging due to lack or low participation of IT Industry in overall academic activities contributing to low employability. Authors have developed Total Interpretive Structural Model (TISM) to understand the interplay of industry induced factors, leading to low employability of graduate engineers. Factors considered are limited to the role of IT industry in academia. Qualitative Semi Structured interviews & survey inputs gathered from academic experts including Senior Faculties, Heads of the Departments, Principals and Training and Placement officers from 10 engineering colleges in Maharashtra (India), are considered to arrive at factors highlighting the wanting contribution of IT industry. Total interpretive structural model has been developed for the factors leading to low employability. This model provides a hierarchical structure to the identified factors at four different levels based on their driving power and dependence. The model also portrays factor’s interplay with the help of direct and transitive linkages. Based on the research authors recommend key initiatives at fundamental factors which can have a cascading impact on other dependent factors. This research has implications for IT Industry, academia and academic governing authorities. The study provides an indicative list of strategic factors and the synergistic effect created by their interplay. The relationships amongst these factors are being modeled providing an insight, in terms of cause and effect relationship, prioritizing the areas to be addressed on priority. The proposed model, examining the factors of low employability due to IT industry’s wanting role in academic context is a fresh approach & pioneering one. To the best of authors’ knowledge, this is the first study that analyzes the factors of low employability of graduate engineers using TISM approach, focusing on IT industry and not on academia, as being done historically. © 2023, Rajarambapu Institute Of Technology. All rights reserved.","Factors; IT Industry; Total Interpretive Structure Modeling Employability","","","","","","","","AICTE Approved Institutes for the Academic Year: 2016-2017, (2017); National Employability Report, Engineers, Annual Report 2016, (2017); Andreas Blom, Hiroshi Saeki, Employability and Skill Set of Newly Graduated Engineers in India, (2011); Employability Skills – A Study on the Perception of the Engineering Students and their Prospective Employers, Global Journal of Management and Business, 3, 5, pp. 525-534, (2013); Collet C, Hine D, du Plessis K, Employability Skills: Perspectives From A Knowledge-Intensive Industry, Education+Training, 57, 5, pp. 532-559, (2015); Curtis D, Mckinzie P, Employability Skills For Australian Industry: Literature Review And Framework Development, (2001); Dasgupta S, The Times of India – Harvard Study predicts dramatic fall in China economic growth, & Impressive rise for India, (2017); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Harvey L., Embedding and integrating employability, New Directions for Institutional Research, 128, pp. 13-28, (2005); Holmes L., Reconsidering graduate employability: the graduate identity approach, Quality in Higher Education, 7, 2, pp. 111-119, (2001); Pool Lorraine Dacre, Sewell Peter, The Key To Employability: Developing A Practical Model Of Graduate Employability, Education + Training, 49, 4, pp. 277-289, (2007); Mason G., Williams G., Cranmer S., Employability Skills Initiatives In Higher Education: What Effects Do They Have On Graduate Labour Market Outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Pellegrino J.W., Hilton M.L., Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century, (2012); Rosenberg S., Heimler R., Morote E.-S., Basic Employability Skills: A Triangular Design Approach, Education+Training, 54, 1, pp. 7-20, (2012); Tomlinson M., Graduate Employability: A Review Of Conceptual And Empirical Themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Ajit Varwandkar, Factors Impacting Employability Skills of Engineers, International Journal of Science and Research (IJSR), 2, 4, pp. 30-32, (2013); Yorke M, Knight P, Embedding employability into the curriculum, Learning & employability, (2006)","","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","","Scopus","2-s2.0-85175956166"
"Ramirez I.; Fornells A.; Saenger V.M.","Ramirez, Itziar (57486394500); Fornells, Albert (15050227500); Saenger, Victor M. (58701262000)","57486394500; 15050227500; 58701262000","Linking Personality Traits and Most Valued Aspects in a Job to Reduce the Gap between Students´ Expectations and Company Value Propositions","2024","Journal of Hospitality and Tourism Education","36","1","","51","61","10","2","10.1080/10963758.2022.2122981","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140083531&doi=10.1080%2f10963758.2022.2122981&partnerID=40&md5=4c72bca3b1ebe2cbed9393a4771041c3","Tourism Department, IQS, School of Management, Spain; Quantitative Methods Department, Cetaqua Water Technology Center, Spain","Ramirez I., Tourism Department, IQS, School of Management, Spain; Fornells A., Tourism Department, IQS, School of Management, Spain; Saenger V.M., Quantitative Methods Department, Cetaqua Water Technology Center, Spain","Minimizing the gap between students’ expectations and company value propositions is essential to improve the professional development of students, reduce turnover and foster organizational commitment, and so, career advisors have become key players to connect students with potential employers. This is especially relevant in this COVID-19 time when millions of jobs have been destroyed and there is a high level of uncertainty regarding what will happen in the future. Thus, the aim of this research is to investigate the relationship between students’ personality traits and their most valued aspects when looking for a job, to gain insights into how to maximize their matching. Data from 225 hospitality undergraduate students were analyzed regarding their personality traits and preferences. Results showed a positive relationship between the latter two, with personality traits shaped by work experience and gender. These insights contribute to extend career advisor tools to guide students toward the company most suitable for them. © 2022 ICHRIE.","Career advisors; employability; higher education; personality traits; tourism and hospitality","","","","","","","","Aarde N.V., Meiring D., Wiernik B.M., The validity of the Big Five personality traits for job performance: Meta-analyses of South African studies, International Journal of Selection and Assessment, 25, 3, pp. 223-239, (2017); Arciniega L., Gonzalez L., Desarrollo y validación de la escala de valores hacia el trabajo EVAT 30, Revista de Psicología Social, 15, 3, pp. 281-296, (2000); Barrick M., Mount M., The Big Five personality dimensions and job performance: A meta-analysis, Personnel Psychology, 44, 1, pp. 220-222, (1991); Baum T., Mooney S.K., Robinson R.N., Solnet D., COVID-19ʹs impact on the hospitality workforce–new crisis or amplification of the norm?, International Journal of Contemporary Hospitality Management, 32, 9, pp. 2813-2829, (2020); Job openings and labor turnover, (2020); Chang W., Tanford S., The impact of job advertising on hospitality graduates’ job pursuit intention, Journal of Hospitality and Tourism Education, 30, 4, (2018); Chuang N.K., Lee P.C., Kwok L., Assisting students with career decision-making difficulties: Can career decision-making self-efficacy and career decision-making profile help?, Journal of Hospitality Leisure Sport and Tourism Education, 26, (2020); Churchill G.D., Millennials’ lived work experiences during the shaping of their leadership style: A qualitative phenomenological study, Dissertation abstracts International Section A: Humanities and Social Sciences, (2019); Deloitte Millennial SURVEY Millennials disappointed in business, unprepared for industry 4.0, (2018); Digman J.M., Personality structure: Emergence of the Five-Factor model, Annual Review of Psychology, 41, 1, pp. 417-440, (1990); Dokadia A., Rai S., Chawla D., Multigenerational differences in work attributes & motivation: An empirical study, Indian Journal of Industry Relations, 51, pp. 81-97, (2015); Dols J.D., Chargualaf K.A., Martinez K.S., Cultural and generational considerations in RN retention, Journal of Nursing Administration, 49, 4, pp. 201-207, (2019); Durocher S., Bujaki M., Brouard F., Attracting Millennials: Legitimacy management and bottom-up socialization processes within accounting firms, Critical Perspectives on Accounting, 39, C, pp. 1-24, (2016); Geoffrey A., White F., Charles M., Linking values and organizational commitment: A correlational and experimental investigation in two organizations, Journal of Occupational and Organizational Psychology, 78, 4, pp. 531-551, (2011); Goldberg L.R., The development of markers for the Big-Five factor structure, Psychological Assessment, 4, 1, pp. 26-42, (1992); Goldwyn T., Managing today´s multigenerational workforce, Credit Union Magazine, 83, 4, (2017); Gramstad T.O., Gjestad R., Haver B., Personality traits predict job stress, depression and anxiety among junior physicians, BMC Medical Education, 13, 1, (2013); Guo Y., Ayoun B., Starting a career during a global pandemic: Telling stories of hospitality management graduates’ decision making, Journal of Hospitality & Tourism Education, 34, 1, pp. 15-32, (2022); Hirsh J., Hu J., Parry E., Brightenburg M.E., Francioli S., Fu N., Graẞmann C., Tosti-Kharas J., Bell G., Chandler D.E., Felfe J., Flood P.C., Murphy W.M., North M., Riza S.D., Schermuly C.C., Smyth A., Whittington J.L., Millennials in the workplace, Academy of Management, (2018); Hogan J., Barrett P., Hogan R., Personality measurement, faking, and employment selection, Journal of Applied Psychology, 102, pp. 530-545, (2007); Holman T., Nadon J., Otter J., Powell J., Generation Y’ s psychological traits, entitlement and career expectations, 4100, (2012); John O.P., Srivastava S., The Big Five trait taxonomy: History, measurement, and theoretical perspectives, Handbook of personality: Theory and research, pp. 102-138, (1999); Kim H.J., Shin K., Swanger N., Burnout and engagement: A comparative analysis using the Big Five personality dimensions, International Journal of Hospitality Management, 28, 1, pp. 96-104, (2009); Kim H.J., Shin K., Umbreit T., Hotel job burnout: The Role of personality characteristics, International Journal of Hospitality Management, 26, 2, pp. 423-434, (2007); Kralj A., Solnet D., The influence of perceived organizational support on engagement: A cross-generational investigation in the hospitality industry, 2011 International CHRIE Conference-Refereed Track, (2011); Lee S., Park J., Back K.J., Hyun H., Lee S.H., The role of personality traits toward organizational commitments and service quality commitments, Frontiers in Psychology, 11, 631, (2020); Lynn M., Effects of the Big Five personality traits on tipping attitudes, motives, and behaviors, International Journal of Hospitality Management, 92, (2021); Lyons S., Urick M., Kuron L., Schweitzer L., Generational differences in the workplace: There is complexity beyond the stereotypes, Industrial and Organizational Psychology, 8, 3, pp. 346-356, (2015); Marcus M., Work values and generational differences: Using work values to understand generational differences in the Canadian workplace, Dissertation Abstracts International Section A: Humanities and Social Sciences, (2015); Migliore L., Relation between Big Five personality traits and Hofstede’s cultural dimensions, Cross Cultural Management: An International Journal, 18, 1, pp. 38-54, (2011); Newswire P., Millennial employees cite lack of mentorship as prime reason to quit their jobs, LEAD Millennial Job Survey, (2019); Nga J., Ken Yien L., The influence of personality trait and demographics on financial decision making among generation Y, Young Consumers Insights and Ideas for Responsible Marketers, 14, 3, pp. 230-243, (2013); Ordun G., Akun A., Personality characteristics and emotional intelligence levels of millenials: A study in Turkish context, Journal of Economic and Social Studies, 1, 2972, pp. 125-148, (2016); Posen A., Containing the economic nationalist virus through global coordination, Mitigating the COVID economic crisis: Act fast and do whatever it takes, pp. 203-212, (2020); Posner B., Another Look at the impact of personal and organizational values congruency, Journal of Business Ethics, 97, 4, pp. 535-541, (2010); Preetha S., Deepa S., Mapping of Big Five personality traits of management students and its impact on career choice, International Journal of Applied Business and Economic Research, 15, 5, pp. 85-91, (2017); Riccucci N.M., Managing diversity in public sector workforces, (2021); Sahin F., Karadag H., Tuncer B., Big five personality traits, entrepreneurial self-efficacy and entrepreneurial intention: A configurational approach, International Journal of Entrepreneurial Behavior and Research, 25, 6, pp. 1188-1211, (2019); Silva P., Effects of disposition on hospitality employee job satisfaction and commitment, International Journal of Contemporary Hospitality Management, 18, 4, pp. 317-328, (2006); Twenge J., Campbell S., Hoffman B., Lance C., Generational differences in work values: Leisure and extrinsic values increasing, social and intrinsic values decreasing, Journal of Management, 36, 5, pp. 1117-1142, (2010); Van der Linden D., te Nijenhuis J., Bakker A., The general factor of personality: A meta-analysis of Big Five intercorrelations and a criterion-related validity study, Journal of Research in Personality, 44, 3, pp. 315-327, (2010); Vecchione M., Alessandri G., Barbaranelli C., Caprara G., Gender differences in the Big Five personality development: A longitudinal investigation from late adolescence to emerging adulthood, Personality and Individual Differences, 53, 6, pp. 740-746, (2012); Vedel A., The Big Five and tertiary academic performance: A systematic review and meta-analysis, Personality and Individual Differences, 71, pp. 66-76, (2014); Walsh K., Chang S., Tse E.C.Y., Understanding students’ intentions to join the hospitality industry: The role of emotional intelligence, service orientation, and industry satisfaction, Cornell Hospitality Quarterly, 56, 4, pp. 369-382, (2014); Waples C., Brachle B., Recruiting millennials: Exploring the impact of CSR involvement and pay signaling on organizational attractiveness, Corporate Social Responsibility and Environmental Management, 27, 2, pp. 870-880, (2020); Weeks K.P., Schaffert C., Generational differences in definitions of meaningful work: A mixed methods study, Journal of Business Ethics, 156, 4, pp. 1045-1061, (2019); Weisberg Y.J., De Young C.G., Hirsh J.B., Gender differences in personality across the ten aspects of the Big Five, Frontiers in Psychology, 2, (2011); Wenning F., Shijiao Y., Qiao Z., Anderson-Luxford D., Xingyue S., Zhiyue L., Chuanzhu L., Mental health of college students during the COVID-19 epidemic in China, Journal of Affective Disorders, 280, pp. 7-10, (2021); Wilson D.L., Asymptotic properties of nearest neighbor rules using edited data, IEEE Transactions on Systems, Man and Cybernetics, SMC-2, 3, pp. 408-421, (1972); Wilson-Wunsch B., Beausaert S., Tempelaar D., Gijselaers W., Expertise development of hospitality students: do personality, emotional intelligence, and learning style matter?, Journal of Hospitality & Tourism Education, 28, 3, pp. 155-167, (2016); Witt L., Burke L.M., Mount M., The interactive effects of conscientiousness and agreeableness on job performance, The Journal of Applied Psychology, 87, 1, pp. 164-169, (2002); Yang C., Hwang M., Personality traits and simultaneous reciprocal influences between job performance and job satisfaction, Chinese Management Studies, 8, 1, pp. 6-26, (2014)","I. Ramirez; IQS, School of Management, Barcelona, Via Augusta, 390, 08017, Spain; email: itziar.ramirez@iqs.url.edu","","Routledge","","","","","","10963758","","","","English","J. Hosp. Tour. Educ.","Article","Final","","Scopus","2-s2.0-85140083531"
"P.M N.; Mukundan S.P.; Jose G.; Tesi A.; Alias R.","P.M, Nimmi (58241859500); Mukundan, Smarty P. (57214442484); Jose, Geetha (57213928989); Tesi, Alessio (57191039876); Alias, Reena (57869968100)","58241859500; 57214442484; 57213928989; 57191039876; 57869968100","Future of work – apprehensions and excitement of management graduates","2023","Higher Education, Skills and Work-based Learning","13","5","","911","926","15","1","10.1108/HESWBL-08-2022-0181","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158835210&doi=10.1108%2fHESWBL-08-2022-0181&partnerID=40&md5=ae1bed86e7bc3731bd481b1590baf741","Amrita School of Business, Amrita Vishwa Vidyapeetham, Coimbatore, India; Cochin University of Science and Technology, Kochi, India; Bharata Mata Institute of Management, Kochi, India; University of Pisa, Pisa, Italy; University Canada West, Vancouver, Canada","P.M N., Amrita School of Business, Amrita Vishwa Vidyapeetham, Coimbatore, India; Mukundan S.P., Cochin University of Science and Technology, Kochi, India; Jose G., Bharata Mata Institute of Management, Kochi, India; Tesi A., University of Pisa, Pisa, Italy; Alias R., University Canada West, Vancouver, Canada","Purpose: The study explores the perceptions of graduates on their employability and future of work, in light of the challenges thrown upon by new vicissitudes in the work environment. The study intends to assess the preparedness of management graduates in facing the challenges and uncertainties of the actual job market. Design/methodology/approach: Semi-structured and informal interviews with 65 management graduates from UK, Canada, Italy and India. The thematic analysis uncovered the concerns and areas to develop for management graduates regarding their future employability perceptions. Findings: The authors benefited from a unique opportunity to capture the views and experience of graduates who are undergoing management education during this ambiguous period. Three major themes were developed on how to develop oneself for an ambiguous future of work which includes Psychological strengths, Skill enhancement and Future mindset. The study also unearthed the major focus areas for better employability from a graduate perspective. Practical implications: Practical contribution comes from strategies to prepare university graduates for sustainable careers. Study hints at the importance of work experience, adaptability and skill enhancement in meeting the challenges of the future. Originality/value: From a global approach this is one among the first studies to look into the graduate perspective of their preparedness for future work. © 2023, Emerald Publishing Limited.","Career exploration; Covid pandemic; Employability; Future of work; Perceptions; Work experience","","","","","","","","Aleryani A.Y., AlMunifi A.A., A roadmap to the development of key competencies of engineering and technology graduates, International Journal of Engineering Pedagogy (IJEP), 9, 5, pp. 75-88, (2019); Allen R.C., Lessons from history for the future of work, Nature, 550, 7676, pp. 321-324, (2017); Arntz M., Gregory T., Zierahn U., Digitization and the future of work: macroeconomic consequences, Handbook of Labor, Human Resources and Population Economics, (2020); Balliester T., Elsheikhi A., The Future of Work: A Literature Review, (2018); Baruch Y., Careers in academe: the academic labour market as an eco‐system, Career Development International, 18, 2, pp. 196-210, (2013); Baruch Y., Rousseau D.M., Integrating psychological contracts and ecosystems in career studies and management, Academy of Management Annals, 13, 1, pp. 84-111, (2019); Baum T., A changing world of work. What can we learn from the service sector about employing Millennials (and Gen Z)?, Organizational Dynamics, 39, 3, (2020); Bhattacharyya S.S., Nair S., Explicating the future of work: perspectives from India, Journal of Management Development, 38, 3, pp. 175-194, (2019); Briscoe J.P., Hall D.T., The interplay of boundaryless and protean careers: combinations and implications, Journal of Vocational Behavior, 69, 1, pp. 4-18, (2006); Brown J., Gosling T., Sethi B., The Workforce of the Future: The Competing Forces Shaping 2030, (2017); Chhinzer N., Russo A.M., An exploration of employer perceptions of graduate student employability, Education+ Training, 60, 1, pp. 104-120, (2017); Clarke M., Understanding and managing employability in changing career contexts, Journal of European Industrial Training, 32, 4, pp. 258-284, (2008); Delva J., Forrier A., De Cuyper N., Integrating agency and structure in employability: Bourdieu’s theory of practice, Journal of Vocational Behavior, 127, (2021); Donald W.E., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: human capital, careers advice, and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Donald W.A., Ashleigh M., Baruch Y., The university-to-work transition: responses of universities and organizations to the COVID-19 pandemic, Personnel Review, 51, 9, pp. 2201-2221, (2022); Dries N., What will the future of work look like?, (2021); Gioia D.A., Corley K.G., Hamilton A.L., Seeking qualitative rigor in inductive research, Organizational Research Methods, 16, 1, pp. 15-31, (2013); Gribling M., Duberley J., Global competitive pressures and career ecosystems: contrasting the performance management systems in UK and French business schools, Personnel Review, 50, 5, pp. 1409-1425, (2021); Hall D.T., Protean careers of the 21st century, Academy of Management Perspectives, 10, 4, pp. 8-16, (1996); Herbert I., Rothwell A.T., Glover J.L., Lambert S.A., Graduate employability, employment prospects and work-readiness in the changing field of professional work, The International Journal of Management Education, 18, 2, (2020); Howard J.M., Artificial intelligence: implications for the future of work, American Journal of Industrial Medicine, 62, 11, pp. 917-926, (2019); Kamaruzaman F.M., Hamid R., Mutalib A.A., Rasul M.S., Determination of 4IR generic skills constructs for engineering graduates, Journal of Positive School Psychology, 6, 3, pp. 243-257, (2022); Lund S., Madgavkar A., Manyika J., Smit S., Ellingrud K., Meaney M., Robinson O., The future of work after COVID-19. 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"Škrinjarić B.","Škrinjarić, Bruno (57200304928)","57200304928","Competence Proximity to Employers' Requirements and Labour Market Success of Economics and Business Graduates","2023","South East European Journal of Economics and Business","18","2","","140","161","21","1","10.2478/jeb-2023-0024","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180329486&doi=10.2478%2fjeb-2023-0024&partnerID=40&md5=dc752f23d1dcc79e84821eef974802f0","The Institute of Economics, J. F. Kennedy square 7, Zagreb, 10000, Croatia","Škrinjarić B., The Institute of Economics, J. F. Kennedy square 7, Zagreb, 10000, Croatia","This research concentrates on Croatia with threefold aims: (1) to identify and quantify key competences developed by economics-and-business graduates; (2) to assess the degree of proximity between competences acquired at universities and those required on the labour market; and (3) to investigate how this proximity translates labour market outcomes for graduates. This research is based on primary data, collected through two questionnaires, one for graduates and one for firms. Key competences were identified using factor analysis. Proximity between employers-required and graduates-acquired competences were then used as covariates in explaining differences in graduates' employability and wage premiums using standard regression model, Heckman selection model and instrumental variables approach. Results show that university education is highly skewed towards the acquisition of economics-and-business practical competences, while employers put greater emphasis on generic competences. Results also point to a penalty of having a competence gap on graduates' probability of being employed and on their wages.  © 2023 Bruno Škrinjarić, published by Sciendo.","competences: competence matching; Croatia; firms; graduates","","","","","","","","Allen J., van Der Velden R.K.W., Educational mismatches versus skill mismatches: effects on wages, job satisfaction, on‐the‐job search, Oxford economic papers, 53, 3, pp. 434-452, (2001); Allen J., van Der Velden R.K.W., Competencies and early labour market careers of higher education graduates, (2009); Amrhein V., Greenland S., McShane B., Scientists rise up against statistical significance, Nature, 567, pp. 305-307, (2019); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’business knowledge: A European study, Higher education in Europe, 33, 4, pp. 411-422, (2008); Asfani K., Suswanto H., Wibawa A.P., Influential factors of students’ competence, World Transactions on Engineering and Technology Education, 14, 3, pp. 416-420, (2016); Azevedo A., Apfelthaler G., Hurst D., Competency development in business graduates: An industry-driven approach for examining the alignment of undergraduate business education with industry requirements, The International Journal of Management Education, 10, 1, pp. 12-28, (2012); Babic Z., Matkovic T., Sosic V., Strukturne promjene visokog obrazovanja i ishodi na tržištu rada. 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Škrinjarić; The Institute of Economics, Zagreb, J. F. Kennedy square 7, 10000, Croatia; email: bskrinjaric@eizg.hr","","Sciendo","","","","","","1840118X","","","","English","South East Euro. J. Econ. Bus.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85180329486"
"Laundon M.; McDonald P.; Greentree J.","Laundon, Melinda (57208254454); McDonald, Paula (8643475500); Greentree, Jacqueline (58142720100)","57208254454; 8643475500; 58142720100","How education and training systems can support a digitally-enabled workforce for the manufacturing industry of the future: an exploratory study","2023","Education and Training","65","6-7","","909","922","13","1","10.1108/ET-04-2023-0158","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168992129&doi=10.1108%2fET-04-2023-0158&partnerID=40&md5=fd0944bbc6d63af1baa5a055567f4dec","Australian Cobotics Centre, Queensland University of Technology, Brisbane, Australia; Faculty of Business and Law, Queensland University of Technology, Brisbane, Australia","Laundon M., Australian Cobotics Centre, Queensland University of Technology, Brisbane, Australia, Faculty of Business and Law, Queensland University of Technology, Brisbane, Australia; McDonald P., Australian Cobotics Centre, Queensland University of Technology, Brisbane, Australia, Faculty of Business and Law, Queensland University of Technology, Brisbane, Australia; Greentree J., Australian Cobotics Centre, Queensland University of Technology, Brisbane, Australia, Faculty of Business and Law, Queensland University of Technology, Brisbane, Australia","Purpose: This paper explores how education and training systems can support a digitally-enabled workforce for the Australian manufacturing sector. Design/methodology/approach: The study is based on interviews with 17 sector-level manufacturing stakeholders from industry, government and education/training organisations. Semi-structured interviews were conducted to gain an in-depth understanding of how education and training systems currently support a digitally-enabled manufacturing workforce as well as opportunities for alternative configurations or developments. Findings: Analysis revealed three themes reflecting core dimensions of a supportive education and training system: partnerships, pedagogy and prospects. Cooperative, integrated and sustained partnerships are needed between vocational education and training (VET) institutions, universities, government, industry, high schools and private training providers. Pedagogy emphasises the vital importance of infusing curriculum with digital and technology skills and capabilities, alongside innovative and experiential delivery modes including simulated environments, online learning, on-the-job training, flexible delivery and micro-credentials. Prospects reflects the need for forward-looking assessment and planning to respond to industry trends and develop associated qualifications, skills and investments required to meet future industry needs. Originality/value: With growing demand for digitally-enabled skills to support manufacturing, an industry which is acknowledged as critical for economic prosperity and national sovereignty, the findings contribute novel insights into current limitations and future opportunities to bridge the gap between skills shortages in the manufacturing industry, and education and training systems that deliver graduate readiness and a digitally-enabled workforce. © 2023, Emerald Publishing Limited.","Employability; Graduate work readiness; Industry 4.0; Manufacturing; Skills; Vocational education and training","","","","","","Australian Research Council, ARC, (IC200100001)","The authors acknowledge the support received through the following funding scheme of the Australian Government: ARC Industrial Transformation Training Centre (ITTC) for Collaborative Robotics in Advanced Manufacturing under grant IC200100001. 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Laundon; Australian Cobotics Centre, Queensland University of Technology, Brisbane, Australia; email: melinda.laundon@qut.edu.au","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85168992129"
"Chowdhuri P.D.; Kundu K.; Meyur S.","Chowdhuri, Praheli Dhar (57215606623); Kundu, Kaushik (56995751500); Meyur, Suman (57208389264)","57215606623; 56995751500; 57208389264","Change in women's work burden and gender norms of unpaid care work after the second wave of the COVID-19 pandemic in India","2023","Work","76","3","","897","905","8","0","10.3233/WOR-220047","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176926967&doi=10.3233%2fWOR-220047&partnerID=40&md5=d3cbff01e7a9715309803c5d4fa23307","Department of Management and Business Administration, Aliah University, West Bengal, Kolkata, India; Department of Medical Oncology, Saroj Gupta Cancer Center and Research Institute, West Bengal, Chak Thakurani, India","Chowdhuri P.D., Department of Management and Business Administration, Aliah University, West Bengal, Kolkata, India; Kundu K., Department of Management and Business Administration, Aliah University, West Bengal, Kolkata, India; Meyur S., Department of Medical Oncology, Saroj Gupta Cancer Center and Research Institute, West Bengal, Chak Thakurani, India","BACKGROUND: The COVID-19 pandemic and resultant lockdown has increased the burden of unpaid care work. Hence it is essential to evaluate the crisis response in change of women's work burden and gender norms of their unpaid care work and social status. OBJECTIVE: To investigate change in women's job roles after second the wave of the COVID-19 pandemic and its effect on physical and psychological burden of work along with identification of common contributors of gendering of care work. METHOD: Using a structured questionnaire and simple random sampling technique, the study was conducted on married women (n = 691) in West Bengal, India after the second wave of the COVID-19 pandemic. RESULTS: Significant job loss (p = 0.014) occurred during COVID-19. Unpaid care work increased (p = 0.04) with reduction in rest hours (p = 0.002). 62.3% women felt increased burden of work. Work burden score increased with age (p = 0.003), reduction of rest (p < 0.001) and increased care work (p = 0.022). Gendering occurred due to male partner's less contribution to care work and respondents' cognitive agreement with expected gender role. Gendering of work is less in urban areas (OR = 0.379, p = 0.008) and higher income group (OR = 5.37, p = 0.026). Women faced more gendering in case of job loss (OR = 9.27, p = 0.001) or if burdened with work (OR = 3.92, P < 0.001). CONCLUSION: The impact of employability of women on their work role during the COVID-19 outbreak has highlighted both theoretical and practical significance that opens up the scope of further studies at national and larger ethno-geographic levels. © 2023 - IOS Press. All rights reserved.","COVID-19; gender role; household work; pandemic; work engagement","Communicable Disease Control; COVID-19; Female; Humans; Income; India; Male; Pandemics; communicable disease control; coronavirus disease 2019; female; human; income; India; male; pandemic","","","","","","","Addati L., Cattaneo U., Esquivel V., Valarino I., Care work and care jobs for the future of decent work, Op. 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The Sage handbookofqualitativeresearched, NKDYSLincoln, (2005); Johnson D.R., Creech J.C., Ordinal measures in multiple indicator models: A simulation study of categorization error, American Sociological Review, pp. 398-407, (1983); Kaur M., Goyal P., Goyal M., Individual, interpersonal and economic challenges of underemployment in the wake of COVID-19, Work, 67, 1, pp. 21-28; Di Tella M., Romeo A., Benfante A., Castelli L., Mental health of healthcare workers during the COVID-19 pandemic in Italy, Journal of Evaluation in Clinical Practice, 26, 6, pp. 1583-1587, (2020); Alon T., Doepke M., Olmstead-Rumsey J., Tertilt M., This time it’s different: the role of women’s employment in a pandemic recession, National Bureau of Economic Research; Chauhan P., Gendering COVID-19: impact of the pandemic on women’s burden of unpaid work in India, Gender Issues, 2020, pp. 1-25; Yang Q., Huo J., Li J., Jiang Y., Research on the influence of the COVID-19 epidemic on work stress of returning workers in China: A study based on empirical analyses of industrial enterprises, Work, 67, 1, pp. 67-79; Hank K., Steinbach A., The virus changed everything, didn’t it? Couples’ division of housework and childcare before and during the Corona crisis, Journal of Family Research, 33, 1, pp. 99-114, (2021)","P.D. Chowdhuri; Department of Management and Business Administration, Aliah University, Kolkata, West Bengal, India; email: prahelichowdhuri@yahoo.co.in","","IOS Press BV","","","","","","10519815","","WORKF","37248932","English","Work","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85176926967"
"Lisá E.; Valachová M.","Lisá, Elena (34869979500); Valachová, Michaela (57224588760)","34869979500; 57224588760","Dispositional employability and self-regulation in antisocial and prosocial personalities: different contributions to employability","2023","BMC Psychology","11","1","7","","","","0","10.1186/s40359-023-01037-1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145956961&doi=10.1186%2fs40359-023-01037-1&partnerID=40&md5=cefb0a9f5af7897e8cdb1516fdd87bfc","Faculty of Social and Economic Sciences, Comenius University in Bratislava, Mlynské Luhy 4, Bratislava, 821 05, Slovakia","Lisá E., Faculty of Social and Economic Sciences, Comenius University in Bratislava, Mlynské Luhy 4, Bratislava, 821 05, Slovakia; Valachová M., Faculty of Social and Economic Sciences, Comenius University in Bratislava, Mlynské Luhy 4, Bratislava, 821 05, Slovakia","The manuscript is based on the dispositional approach of employability, dispositional personality trait theories (dark triad, light triad, HEXACO honesty-humility), and reinforcement sensitivity theory. The facet-focused analysis allowed a more targeted interpretation of the results about the contribution of dark/light personalities and self-regulation for employability and a deeper understanding of practical implications. We analyzed the mediating effect of the behavioral activating system (BAS drive) on antisocial and prosocial traits in predicting employability. The convenient research sample consisted of 343 students. Participants completed: The short dark triad, light triad, honesty-humility, dispositional employability, and BIS/BAS. Dark traits explained 17.5% of work/career resilience, 12% of work identity, 6.4% of career motivation, and 6.6% of openness to changes at work. Narcissism explained 20% of work/career resilience. Prosocial traits explained 19.7% of work/career resilience, 16.8% of work identity, 11.8% of career motivation, and 5.3% of openness to changes at work. Modesty explained 10% of career motivation variance. BAS drive mediates predictions of employability by prosocial and antisocial traits. Demanding attention from others and focusing on making a good impression are effective tools for employability. Prosocial traits significant for BAS drive-activated participants (believing in the goodness of people and avoiding fraud and corruption) can be supported in organizations by providing career growth opportunities. © 2023, The Author(s).","BAS drive; Dark triad; Employability; Honesty-humility; Light triad","Antisocial Personality Disorder; Humans; Motivation; Narcissism; Personality; Reinforcement, Psychology; Self-Control; antisocial personality disorder; human; motivation; narcissism; personality; self control","","","","","Scientific Grant Agency of the Ministry of Education, Science, Research and Sports of the Slovak Republic; Univerzita Komenského v Bratislave; Slovenská Akadémia Vied, SAV, (VEGA 1/0075/19)","Funding text 1: The manuscript is supported by the Scientific Grant Agency of the Ministry of Education, Science, Research and Sports of the Slovak Republic and the Slovak Academy of Sciences, with grant VEGA 1/0075/19. The funding agency had no role in the design of the study and collection, analysis, and interpretation of data and in writing the manuscript. ; Funding text 2: We would like to thank all participants involved in the research. doc., Mgr. Elena Lisá, PhD works as an associate professor at the Faculty of Social and Economic Sciences, Comenius University in Bratislava. Her research interests cover personality and organizational psychology topics (attachment at work, employability). Mgr. Michaela Valachová is a PhD student at the Faculty of Social and Economic Sciences, Comenius University in the study program Health Psychology. 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Employers' perceptions of the employability and skills of recent graduates in Catalonia: Main findings of the AQU, Catalunya Employers Survey, 2014, (2015); Nadelson S., The role of the environment in student ethical behavior, J Coll Character, 7, 5, pp. 1-10, (2006); Akaah I.P., Lund D., The influence of personal and organizational values on marketing professionals' ethical behavior, J Bus Ethics, 13, pp. 417-430, (1994); Paulhus D.L., Toward a taxonomy of dark personalities, Curr Dir Psychol Sci, 23, 6, pp. 421-426, (2014); Ashton M.C., Lee K., de Vries R.E., The HEXACO Honesty-Humility, agreeableness, and emotionality factors: a review of research and theory, Pers Soc Psychol Rev, 18, 2, pp. 139-152, (2014); Hart W., Adams J., Burton K.A., Tortoriello G.K., Narcissism and self-presentation: profiling grandiose and vulnerable Narcissists' self-presentation tactic use, Personal Individ Differ, 104, pp. 48-57, (2017); Bourdage J.S., Schmidt J., Wiltshire J., Nguyen B., Lee K., Personality, interview performance, and the mediating role of impression management, J Occup Organ Psychol, 93, pp. 556-577, (2020); 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Nisha S.M., Rajasekaran V., Employability skills: A review, IUP J Soft Skills, 12, 1, pp. 29-37, (2018); Kirves K., Kinnunen U., De Cuyper N., Contract type, perceived mobility and optimism as antecedents of perceived employability, Econ Ind Democr, 35, 3, pp. 435-453, (2014); Ryan R.M., Donald J.N., Bradshaw E.L., Mindfulness and motivation: a process view using self-determination theory, Curr Dir Psychol Sci, 30, pp. 300-306, (2021); Lasaga O., Mindfulness and employability: a course on the control of stress during the search for work, Int Scholar Sci Res Innov, 11, 3, pp. 653-656, (2017); Wang H., Wang M., Wen Z., Wang Y., Fang J., Which comes first? Modeling the longitudinal association between mindfulness and neuroticism, Personal Ind Differ, 184, (2022); Reese E., Zielinski M., Veilleux J., Facets of mindfulness mediate behavioral inhibition systems and emotion dysregulation, Personal Ind Differ, 72, pp. 41-46, (2015); Barford K.A., Pope J.B., Harlow T.F., Hudson E.P., Predicting empathy and prosocial behavior: Who cares and when?, Psi Chi J Psychol Res, 19, 4, pp. 202-213, (2014); Miller V.D., Johnson J.R., Grau J., Antecedents to willingness to participate in a planned organizational change, J Appl Commun Res, 22, pp. 59-80, (1994); Peeters E.R., Akkermans J., De Cuyper N., The only constant is change? Movement capital and perceived employability, J Career Assess, 28, 4, pp. 674-692, (2020); Spector P.E., Do not cross me: optimizing the use of cross-sectional designs, J Bus Psychol, 34, pp. 125-137, (2019)","E. Lisá; Faculty of Social and Economic Sciences, Comenius University in Bratislava, Bratislava, Mlynské Luhy 4, 821 05, Slovakia; email: elalisa78@gmail.com","","BioMed Central Ltd","","","","","","20507283","","","36624541","English","BMC Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85145956961"
"Donald W.E.; Baruch Y.; Ashleigh M.J.","Donald, William E. (57196032389); Baruch, Yehuda (57220012346); Ashleigh, Melanie J. (6507988671)","57196032389; 57220012346; 6507988671","Construction and operationalisation of an Employability Capital Growth Model (ECGM) via a systematic literature review (2016–2022)","2024","Studies in Higher Education","49","1","","1","15","14","4","10.1080/03075079.2023.2219270","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160754738&doi=10.1080%2f03075079.2023.2219270&partnerID=40&md5=3056e2af1108f77fc62ac33ce507eb62","Southampton Business School, University of Southampton, Hampshire, United Kingdom; Ronin Institute, Montclair, NJ, United States","Donald W.E., Southampton Business School, University of Southampton, Hampshire, United Kingdom, Ronin Institute, Montclair, NJ, United States; Baruch Y., Southampton Business School, University of Southampton, Hampshire, United Kingdom; Ashleigh M.J., Southampton Business School, University of Southampton, Hampshire, United Kingdom","This paper aims to conceptualise and operationalise an Employability Capital Growth Model (ECGM) via a systematic literature review of 42,558 manuscripts from Web of Science and Scopus databases published between 2016 and 2022 from the fields of graduate employability and career development incorporating applied psychology, business, education, and management. Two research questions are addressed. (1) How can literature addressing various forms of capital in the context of preparing university graduates for the labour market be integrated to offer a new ECGM? (2) How can various actors, i.e. (a) students and graduates, (b) educators, (c) careers and employability professionals, and (d) graduate employers, operationalise the ECGM? The systematic literature review resulted in a final corpus of 94 manuscripts for qualitative content analysis. Findings led to the construction of a new ECGM comprising nine forms of employability capital (social capital, cultural capital, psychological capital, personal identity capital, health capital, scholastic capital, market-value capital, career identity capital, and economic capital), external factors, and personal outcomes. Twenty-three opportunities for the operationalisation of the ECGM were also identified. The theoretical and conceptual contribution comes from constructing a new ECGM to bridge the fields of graduate employability and career development in the context of preparing individuals for the transition from university into the labour market. The practical contribution comes from operationalising the ECGM at the education-employment nexus. Consequently, developing various forms of capital and an awareness of external factors and personal outcomes can improve students’ and graduates’ employability, benefitting all actors operating in a career ecosystem. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Employability capital; employers; graduate employability; higher education; literature review; university career services","","","","","","","","Indicates that the Reference Forms Part of the Final Cohort of the Systematic Literature Review.; Academic Journal Guide, (2021); Agopsowicz A., Robinson C., Stinebrickner R., Stinebrickner T., Careers and Mismatch for College Graduates, Journal of Human Resources, 55, 4, pp. 1194-1221, (2020); Assaad R., Krafft C., Salehi-Isfahani D., Does the Type of Higher Education Affect Labor Market Outcomes? 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Donald; Southampton Business School, University of Southampton, Hampshire, United Kingdom; email: w.e.donald@soton.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85160754738"
"Loeis M.; Hubeis M.; Suroso A.I.; Dirdjosuparto S.","Loeis, Minaldi (57219694992); Hubeis, Musa (57205394583); Suroso, Arif Imam (53864020700); Dirdjosuparto, Sukiswo (57960454300)","57219694992; 57205394583; 53864020700; 57960454300","A strategy for reducing skills gap for the game development sector of the Indonesian creative industries","2023","Decision Science Letters","12","1","","97","106","9","1","10.5267/j.dsl.2022.10.003","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141733860&doi=10.5267%2fj.dsl.2022.10.003&partnerID=40&md5=f21c8d2c494f2b89a6e4092b1882b837","School of Business, IPB University, Bogor, Indonesia; Department of Management, IPB University, Bogor, Indonesia","Loeis M., School of Business, IPB University, Bogor, Indonesia; Hubeis M., Department of Management, IPB University, Bogor, Indonesia; Suroso A.I., School of Business, IPB University, Bogor, Indonesia; Dirdjosuparto S., Department of Management, IPB University, Bogor, Indonesia","The Indonesian creative economy has been on the rise since 2015 when it has started being measured and prioritized by the government. Its contribution towards the Indonesian GDP has risen significantly as well. A small part of that creative sector is the video game industry and market. The video game global market will be worth USD 200 Billion in 2023. Indonesia currently is ranked 16th in terms of market size. Although having an enormous market opportunity, local video game producers only contribute 1%. Growth opportunities exist, however local game studios are facing the difficulty of recruiting quality game developers. Higher education institutions need to produce graduates having the knowledge, competences, and skills relevant for their work. This study is done to identify and prioritize attributes for the design of a university level program in game development that ensures employability in the sector. A qualitative thematic analysis is done in identifying the important factors for an academic program, followed by an analytical hierarchical process in determining the factors. Result of the study shows that a curriculum with internships in game studios, ensuring students are knowledgeable on the business models & video game market, having practitioners teach in the program, and creating a community of practice in the university is essential in producing quality graduates. © 2023 by the authors; licensee Growing Science, Canada.","Creative industry; Curriculum design; Higher education; Indonesia; Video game","","","","","","","","Agapie A., Consistency in the context of AHP: Half Friend, Half Foe, Proceedings from International Symposium of the Analytic Hierarchy Process, (2014); Ahn D.-k., Chung J.-H., A Usability Study on Game Development using University Curriculum, Journal of Digital Convergence, 17, 7, pp. 331-339, (2019); Ayllon S., Alsina A., Colomer J., Teachers’ involvement and students’ self-efficacy: Keys to achievement in higher education, PloS one, 14, 5, (2019); Bukhsh F. A., Bukhsh Z. A., Daneva M., A systematic literature review on requirement prioritization techniques and their empirical evaluation, Computer Standards & Interfaces, 69, (2020); Computing Curricula 2020: Paradigms for Global Computing Education, (2020); Cohendet P., Grandadam D., Mehouachi C., Simon L., The local, the global and the industry common: the case of the video game industry, Journal of Economic Geography, 18, 5, pp. 1045-1068, (2018); Engstrom H., Berg Marklund B., Backlund P., Toftedahl M., Game development from a software and creative product perspective: A quantitative literature review approach, Entertainment Computing, 27, pp. 10-22, (2018); Fachada N., Codices N., Top-down Design of a CS Curriculum for a Computer Games BA, Proceedings from Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education, (2020); Galvao A., Mascarenhas C., Marques C., Ferreira J., Ratten V., Triple helix and its evolution: a systematic literature review, Journal of Science and Technology Policy Management, 10, 3, pp. 812-833, (2019); Graham M. J., Frederick J., Byars-Winston A., Hunter A. B., Handelsman J., Science education. Increasing persistence of college students in STEM, Science, 341, 6153, pp. 1455-1456, (2013); Harwiki W., Malet C., Quintuple helix and innovation on performance of SMEs within ability of SMEs as a mediator variable: A comparative study of creative industry in Indonesia and Spain, Management Science Letters, pp. 1389-1400, (2020); Hidayat A. R. R. T., Asmara A. Y., Creative industry in supporting economy growth in Indonesia: Perspective of regional innovation system, IOP Conference Series: Earth and Environmental Science, 70, (2017); Hudrasyah H., Briantono N., Fatima I., Rahadi R. A., Marketing Strategy for Game Developer Based on Micro and Macro Environment in Indonesia, Journal of Global Business and Social Entrepreneurship (GBSE), 5, 14, (2019); IGDA E. C., IGDA Curriculum Framework: The Study of Games and Game Development, (2003); Computer Science Curricula 2013: Curriculum Guidelines for Undergraduate Degree Programs in Computer Science, (2013); Kenwright B., Holistic game development curriculum, Proceedings from SIGGRAPH ASIA 2016 Symposium on Education, (2016); Kim J. H., So B. H., Song J. H., Lim D. H., Kim J., Developing an Effective Model of Students’ Communities of Practice in a Higher Education Context, Performance Improvement Quarterly, 31, 2, pp. 119-140, (2018); Lysova E. I., Khapova S. N., Enacting creative calling when established career structures are not in place: The case of the Dutch video game industry, Journal of Vocational Behavior, (2018); McCallum S., Mishra D., Nowostawski M., Enhancing Software Engineering Education with Game Design and Development, The International journal of engineering education, 34, 2, pp. 471-481, (2018); Munizu M., Riyadi S., An application of analytical hierarchy process (AHP) in formulating priority strategy for enhancing creative industry competitiveness, Decision Science Letters, 10, 3, pp. 443-450, (2021); Ni C.-C., Lo H.-F., Lyu Y., Lin R., Collaborative Creativity in Design Education: A Case Study of the Design Sketch Course, Creative Education, 13, pp. 1600-1615, (2022); Okolie U. C., Nwosu H. E., Mlanga S., Graduate employability, Higher Education, Skills and Work-Based Learning, 9, 4, pp. 620-636, (2019); Page L., Narel R., Belgio E., Skills Gap Challenge: How Apprenticeship Programs Address Skill Building and Educational Advancement, Journal of Organizational Psychology, 20, 6, (2020); Saaty T. L., Decision making with the analytic hierarchy process, International journal of services sciences, (2008); Setiawan S., Prospects and Competitiveness in Creative Economy: Evidence from Indonesia, International Journal of Research in Business and Social Science (2147-4478), 7, 2, pp. 47-56, (2018); Shyam Prasad V., Kousalya P., Role of Consistency in Analytic Hierarchy Process – Consistency Improvement Methods, Indian Journal of Science and Technology, 10, 29, pp. 1-5, (2017); Simon J. P., Triggering the emergence of digital ecosystems: the role of mobile and video games in emerging economies, Digital Policy, Regulation and Governance, 20, 5, pp. 449-478, (2018); Sousa M. J., Wilks D., Sustainable Skills for the World of Work in the Digital Age, Systems Research and Behavioral Science, 35, 4, pp. 399-405, (2018); Sudiana K., Sule E. T., Soemaryani I., Yunizar Y., The development and validation of the Penta Helix construct, Business: Theory and Practice, 21, 1, pp. 136-145, (2020); Supena I., IDarmuki A., Hariyadi A., The Influence of 4C (Constructive, Critical, Creativity, Collaborative) Learning Model on Students’ Learning Outcomes, International Journal of Instruction, 14, 3, pp. 873-892, (2021); Taherdoost H., Decision making using the analytic hierarchy process (AHP); A step by step approach, International Journal of Economics and Management Systems, 2, (2017); Tripathi N., Oivo M., Liukkunen K., Markkula J., Startup ecosystem effect on minimum viable product development in software startups, Information and Software Technology, 114, pp. 77-91, (2019); Wahyudi I., Suroso A. I., Arifin B., Syarief R., Rusli M. S., Multidimensional Aspect of Corporate Entrepreneurship in Family Business and SMEs: A Systematic Literature Review, Economies, 9, 4, (2021); Whitson J. R., The new spirit of capitalism in the game industry, Television & New Media, 20, 8, pp. 789-801, (2019); Whitson J. R., What Can We Learn From Studio Studies Ethnographies?: A “Messy” Account of Game Development Materiality, Learning, and Expertise, Games and Culture, 15, 3, pp. 266-288, (2020); Wong T. M., Teaching innovations in Asian higher education: perspectives of educators, Asian Association of Open Universities Journal, 13, 2, pp. 179-190, (2018); Yuana R., Prasetio E. A., Syarief R., Arkeman Y., Suroso A. I., System Dynamic and Simulation of Business Model Innovation in Digital Companies: An Open Innovation Approach, Journal of Open Innovation: Technology, Market, and Complexity, 7, 4, (2021)","M. Loeis; School of Business, IPB University, Bogor, Indonesia; email: minaldi@binus.edu","","Growing Science","","","","","","19295804","","","","English","Decis. Sci. Lett.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85141733860"
"Abedi M.; Aplin T.; Gane E.; Johnston V.","Abedi, Masoumeh (57226193408); Aplin, Tammy (55548211800); Gane, Elise (56717387900); Johnston, Venerina (23035228500)","57226193408; 55548211800; 56717387900; 23035228500","“No Man’s Land”: the experiences of persons injured in a road traffic crash wanting to return to work in Queensland, Australia","2024","Disability and Rehabilitation","46","1","","48","57","9","0","10.1080/09638288.2022.2153178","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144068903&doi=10.1080%2f09638288.2022.2153178&partnerID=40&md5=f17e54cadd86f1441a21f385ffbb34fe","School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia; Allied Health Research Collaborative, The Prince Charles Hospital, Brisbane, Australia; Physiotherapy Department, Princess Alexandra Hospital, Brisbane, Australia; Centre for Functioning and Health Research, Metro South Health, Brisbane, Australia","Abedi M., School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia; Aplin T., School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia, Allied Health Research Collaborative, The Prince Charles Hospital, Brisbane, Australia; Gane E., School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia, Physiotherapy Department, Princess Alexandra Hospital, Brisbane, Australia, Centre for Functioning and Health Research, Metro South Health, Brisbane, Australia; Johnston V., School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia","Purpose: This study aimed to explore individuals’ experiences of return to work (RTW) following minor to serious road traffic injury (RTI) in Queensland, Australia; seek their recommendations if any, on how to provide support for RTW after RTI; and identify the strategies and resources used to return and remain at work after their RTI. Methods: The interpretive description methodological approach was used. Semi-structured interviews were conducted with eligible participants (n = 18) aged 18–65 y who had experienced a minor to serious RTI at least 6 months earlier. Thematic analysis was used to analyse the data. Results: Five themes emerged: (1) physical and mental consequences of RTI negatively impact RTW; (2) money matters; (3) RTW support makes a difference; (4) feeling alone and confused in the RTW process; and (5) several strategies and resources helped with return/stay at work after RTI. Regular contact and cooperation with employers and insurers, job modifications, and using social media to obtain information and social support were helpful RTW strategies. Participants recommended timely and appropriate medical care, financial assistance, and educational support. Conclusions: Policy changes to reduce financial stress, increase employer support, and improve injured individuals’ knowledge following a RTI are recommended in jurisdictions operating a fault-based scheme.IMPLICATIONS FOR REHABILITATION This study identified several factors that can influence return to work (RTW) following minor to serious road traffic injuries (RTIs) in a jurisdiction operating a fault-based compensation scheme. Legislative changes that provide financial assistance to all injured people regardless of their fault-status could reduce financial stress arising from reduced work ability following a road traffic injury. Increasing employer’ awareness of the importance of return to work for those with road traffic injuries and reimbursement for possible expenses of providing RTW support for these individuals could increase employability of injured people following RTI. Improving injured individuals’ knowledge about return-to-work processes after a road traffic injury could accelerate recovery and return to work. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","insurance; qualitative research; Return to work; traffic accidents","Accidents, Traffic; Australia; Emotions; Humans; Queensland; Return to Work; Australia; emotion; human; Queensland; return to work; traffic accident","","","","","University of Queensland, UQ","Masoumeh Abedi is supported by The University of Queensland Research Training Scholarship.","(2020); Mayou R.A., Ehlers A., Bryant B., Posttraumatic stress disorder after motor vehicle accidents: 3-year follow-up of a prospective longitudinal study, Behav Res Ther, 40, 6, pp. 665-675, (2002); Barnes J., Thomas P., Quality of life outcomes in a hospitalized sample of road users involved in crashes, Annual proceedings–association for the advancement of automotive medicine, (2006); Duckworth M.P., Iezzi T., Motor vehicle collisions and their consequences–part II: predictors of impairment and disability, Psychol Inj and Law, 11, 3, pp. 288-306, (2018); 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Cassidy J.D., Carroll L.J., Cote P., Et al., Effect of eliminating compensation for pain and suffering on the outcome of insurance claims for whiplash injury, N Engl J Med, 342, 16, pp. 1179-1186, (2000); Abedi M., Gane E., Aplin T., Et al., Barriers and facilitators associated with return to work following minor to serious road traffic musculoskeletal injuries: a systematic review, J Occup Rehabil, 32, 1, pp. 13-26, (2022); Murphy P., O'Neill V., Kendall E., Beyond blame: an exposition of systemic barriers in the return-to-work process, Aust J Rehabil Couns, 9, 2, pp. 118-129, (2003); Murgatroyd D.F., Cameron I.D., Harris I.A., Understanding the effect of compensation on recovery from severe motor vehicle crash injuries: a qualitative study, Inj Prev, 17, 4, pp. 222-227, (2011); Thorne S., Kirkham S.R., MacDonald-Emes J., Interpretive description: a noncategorical qualitative alternative for developing nursing knowledge, Res Nurs Health, 20, 2, pp. 169-177, (1997); Hunt M.R., Strengths and challenges in the use of interpretive description: reflections arising from a study of the moral experience of health professionals in humanitarian work, Qual Health Res, 19, 9, pp. 1284-1292, (2009); 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Challenges of returning to work when you have chronic pain: a meta-ethnography, BMJ Open, 9, 6, (2019); Prang K.-H., Berecki-Gisolf J., Newnam S., Recovery from musculoskeletal injury: the role of social support following a transport accident, Health Qual Life Outcomes, 13, 1, (2015); (2017); (2019); (2019); Faux S.G., Kohler F., Mozer R., Et al., The ROARI project–road accident acute rehabilitation initiative: a randomised clinical trial of two targeted early interventions for road-related trauma, Clin Rehabil, 29, 7, pp. 639-652, (2015); Krohne K., Ihlebaek C., Maintaining a balance: a focus group study on living and coping with chronic whiplash-associated disorder, BMC Musculoskelet Disord, 11, 1, (2010); Burton A.K., Educational and informational approaches., in new avenues for the prevention of chronic musculoskeletal pain and disability, (2002); McClune T., Burton A.K., Waddell G., Whiplash associated disorders: a review of the literature to guide patient information and advice, Emerg Med J, 19, 6, pp. 499-506, (2002); McClune T., Burton A.K., Waddell G., Evaluation of an evidence based patient educational booklet for management of whiplash associated disorders, Emerg Med J, 20, 6, pp. 514-517, (2003); Johnson A.J.N., Do Parents Value and Use Written Health Information, Neonatal, Paediatr Child Health Nurs, 2, 1, pp. 3-7, (1999); Durand M.-J., Corbiere M., Coutu M.-F., Et al., A review of best work-absence management and return-to-work practices for workers with musculoskeletal or common mental disorders, Work, 48, 4, pp. 579-589, (2014); Lane T.J., Lilley R., Hogg-Johnson S., Et al., A prospective cohort study of the impact of return-to-work coordinators in getting injured workers back on the job, J Occup Rehabil, 28, 2, pp. 298-306, (2018); Jetha A., LaMontagne A.D., Lilley R., Et al., Workplace social system and sustained return-to-work: a study of supervisor and co-worker supportiveness and injury reaction, J Occup Rehabil, 28, 3, pp. 486-494, (2018); Commission M.A.I., Claim severity–motor accident personal injury register, (2022)","M. Abedi; School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, 4072, Australia; email: m.abedi@uq.net.au","","Taylor and Francis Ltd.","","","","","","09638288","","DREHE","36469639","English","Disabil. Rehabil.","Article","Final","","Scopus","2-s2.0-85144068903"
"Surendran S.; Mack K.; Bingham N.M.; Edwards N.; Frost-Schenk J.; Keshishi N.; Matos F.; Moldoveanu J.; Walsha R.; Bodman-Smith K.","Surendran, Shelini (57197869828); Mack, Katrina (58857413700); Bingham, Nathaniel M. (58857113100); Edwards, Nick (58856956000); Frost-Schenk, Joseph (57193184756); Keshishi, Nayiri (58283429700); Matos, Frederico (55915956100); Moldoveanu, Julia (58856802500); Walsha, Robert (58857113200); Bodman-Smith, Kikki (13805435600)","57197869828; 58857413700; 58857113100; 58856956000; 57193184756; 58283429700; 55915956100; 58856802500; 58857113200; 13805435600","The use of extracurricular hackathons to promote and enhance students’ academic and employability skills","2023","International Journal of Educational Research Open","5","","100307","","","","0","10.1016/j.ijedro.2023.100307","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85183746565&doi=10.1016%2fj.ijedro.2023.100307&partnerID=40&md5=d41878a562a1786ef0789a2f3f5bec11","Faculty of Health and Medical Sciences, University of Surrey, United Kingdom; Student Enterprise, University of Surrey, United Kingdom; Faculty of Engineering and Physical Sciences, United Kingdom; Faculty of Arts and Social Sciences, University of Surrey, United Kingdom; Faculty of Mathematical & Physical Sciences, University College London, United Kingdom; Library and Learning Services University of Surrey, Guildford, United Kingdom; Department of Psychosocial Studies, Birkbeck, University of London, United Kingdom; Surrey Institute of Education, University of Surrey, United Kingdom; Campus Experience and Infrastructure, University College London, United Kingdom; Centre for Environment and Sustainability, University of Surrey, United Kingdom","Surendran S., Faculty of Health and Medical Sciences, University of Surrey, United Kingdom; Mack K., Student Enterprise, University of Surrey, United Kingdom; Bingham N.M., Faculty of Engineering and Physical Sciences, United Kingdom; Edwards N., Faculty of Arts and Social Sciences, University of Surrey, United Kingdom; Frost-Schenk J., Faculty of Mathematical & Physical Sciences, University College London, United Kingdom, Library and Learning Services University of Surrey, Guildford, United Kingdom; Keshishi N., Faculty of Arts and Social Sciences, University of Surrey, United Kingdom, Library and Learning Services University of Surrey, Guildford, United Kingdom; Matos F., Department of Psychosocial Studies, Birkbeck, University of London, United Kingdom, Surrey Institute of Education, University of Surrey, United Kingdom; Moldoveanu J., Campus Experience and Infrastructure, University College London, United Kingdom, Centre for Environment and Sustainability, University of Surrey, United Kingdom; Walsha R., Library and Learning Services University of Surrey, Guildford, United Kingdom; Bodman-Smith K., Faculty of Health and Medical Sciences, University of Surrey, United Kingdom","This article explores the academic and personal development outcomes from a two-week, University-wide sustainability hackathon conducted online. Data was gathered from 18 out of 23 participants through a post-hackathon questionnaire featuring 24 structured questions. These questions covered various aspects, including participants' prior work experience, motivations for participating in the hackathon, shifts in their attitudes toward sustainability, perspectives on interdisciplinary collaboration, and acquired skills. Quantitative data underwent analysis using, as appropriate, Spearman's correlation and Mann-Whitney tests, while qualitative responses were examined via thematic analysis. The results showed an improved awareness and appreciation of several personal and professional skills, encompassing ideation, product development, leadership, resilience, and teamwork. Additionally, they highlighted an increased appreciation for interdisciplinary collaboration, fostered through interaction with students from diverse academic backgrounds. © 2023","Academic skills; Employability; Hackathon; Learning development; Student enterprise; Sustainability","","","","","","University of Surrey","The study was funded by the University of Surrey . 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Wilton N., Employability is in the eye of the beholder: Employer decision-making in the recruitment of work placement students, Higher Education, Skills and Work-Based Learning, 4, 3, pp. 242-255, (2014); University of Melbourne, (2020); Uys W.F., Hackathons as a formal teaching approach in information systems capstone courses, Annual Conference of the Southern African Computer Lecturers' Association, Northern Drakensberg, South Africa, (2019); Xu Y.J., Career outcomes of STEM and Non-STEM college graduates: Persistence in majored-field and influential factors in career choices, Research in Higher Education, 54, 3, pp. 349-382, (2013); Zirger B.J., Privitera M.B., New models of cross-disciplinary collaborative education, Metropolitan Universities, 20, 1, pp. 130-146, (2009)","K. Bodman-Smith; School of Biosciences and Medicine, University of Surrey, Guildford, Surrey, GU2 7XH, United Kingdom; email: k.bodman-smith@surrey.ac.uk","","Elsevier Ltd","","","","","","26663740","","","","English","Int. J. Educational Res. Open","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85183746565"
"Posillico J.; Edwards D.; Roberts C.; Shelbourn M.","Posillico, John (57226795333); Edwards, David (7404086765); Roberts, Chris (57201547243); Shelbourn, Mark (8971613600)","57226795333; 7404086765; 57201547243; 8971613600","Professional skills development: foundational curriculum skills and competencies of UK construction management programmes","2023","Education and Training","65","5","","711","730","19","2","10.1108/ET-10-2022-0402","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161471265&doi=10.1108%2fET-10-2022-0402&partnerID=40&md5=8e699322add134da4a2fb3cd98100049","Department of the Built Environment, Birmingham City University, Birmingham, United Kingdom; Faculty of Engineering and the Built Environment, University of Johannesburg, Johannesburg, South Africa","Posillico J., Department of the Built Environment, Birmingham City University, Birmingham, United Kingdom; Edwards D., Department of the Built Environment, Birmingham City University, Birmingham, United Kingdom, Faculty of Engineering and the Built Environment, University of Johannesburg, Johannesburg, South Africa; Roberts C., Department of the Built Environment, Birmingham City University, Birmingham, United Kingdom; Shelbourn M., Department of the Built Environment, Birmingham City University, Birmingham, United Kingdom","Purpose: This research presents a profile of the current skills and competencies that underpin construction management programmes' (CMP) curricula within United Kingdom (UK) higher education institutes (HEIs). In doing so, the work: synthesises disparate taught provisions across a range of HEIs; conducts a cross-comparative analysis between these provisions and engenders wider discourse and new insight into the consistency of current higher education practice. Design/methodology/approach: Both interpretivism and pragmatism are adopted to analyse secondary data sourced from construction management undergraduate programmes in the UK inductive reasoning and inferential analysis (i.e. quantitative rank correlation, text/data mining and qualitative inquiry) are utilised to help underscore the current technical and interpersonal skills and competencies noted within the programmes and develop new theories on curriculum shortfalls and inadequacies. Findings: Research findings demonstrate that the specific content of CMP are bespoke and tailored by the programme teaching team at each individual HEI; albeit, all programmes reviewed are in congruence regards the importance of broad technical and interpersonal themes. However, the degree to which these themes are publicly presented differ from the curricular and institutional documentation; specifically, a more “technical-based skill” image is being portrayed publicly whilst “interpersonal skills” are doing the heavy curriculum lifting. Hence, the foundational curriculum skills and competencies are firmly rooted in a sense of employability and career preparedness; a balance of technical and interpersonal skills. Identification of these skills and competencies provides a springboard for supplementary research to augment curriculum development. Originality/value: This research constitutes the first attempt to conduct a cross-comparative analysis of descriptive metadata contained with curriculum development documents sourced from various UK HEIs. Emergent findings unearth the key skills and competencies that serve as the curriculum's foundation but also question whether a more consistent approach to construction management education should be sought. © 2023, Emerald Publishing Limited.","Construction management education; Curriculum development; Technical and interpersonal skills; Text/data mining","","","","","","","","Adegoriola M.I., Lai J.H.K., Chan E.H., Amos D., Heritage building maintenance management (HBMM): a bibliometric-qualitative analysis of literature, Journal of Building Engineering, 42, (2021); Akinlolu M., Haupt T.C., Edwards D.J., Simpeh F., A bibliometric review of the status and emerging trends in construction safety management technologies, International Journal of Construction Management, 22, 14, (2020); Allen M., The SAGE Encyclopaedia of Communication Research Methods, 1, (2017); Ameyaw C., Abaitey B.A., Mensah S., Manu E., Assessing the cost of competitive tendering in Ghana using transaction cost theory, Built Environment Project and Asset Management, 11, 5, pp. 835-850, (2021); Arnold C., Wilson M., Bridge J., Lennon M.C., Learning Outcomes, Academic Credit, and Student Mobility, (2020); Bolpagni M., Gavina R., Ribeiro D., Arnal I.P., Shaping the future of construction professionals, Structural Integrity, 20, pp. 1-26, (2022); Bowen B., The American Construction Industry: its Historical Evolution and Potential Future, (2022); Brandao R., Edwards D.J., Hosseini M.R., Silva Melo A.C., Macedo A.N., Reverse supply chain conceptual model for construction and demolition waste, Waste Management and Research, 39, 11, pp. 1341-1355, (2021); Burton E., Edwards D.J., Roberts C., Chileshe N., Lai J.H.K., Delineating the implications of dispersing teams and teleworking in an agile UK construction sector, Sustainability, 13, 7, (2021); Bush T., Theories of Educational Leadership and Management, (2020); Cambridge Dictionary, (2022); Campbell J.W.P., Bill N., Driver M., Heaton M., Pan Y., Tutton M., Wall C., Yeomans D., Further Studies in the History of Construction: The Proceedings of the Third Annual Conference of the Construction History Society, (2016); Chamberlain D., Edwards D.J., Lai J., Thwala W.D., Mega event management of formula one grand prix: an analysis of literature, Facilities, 37, 13-14, pp. 1166-1184, (2019); CIOB what we do?, (2021); Find courses: CIOB accredited degrees, (2021); Chiu Y.C., An Introduction to the History of Project Management: from the Earliest Times to A.D. 1900, (2010); Dao T.-N., Chen P.-H., Nguyen T.-Q., Critical success factors and a contractual framework for construction projects adopting building information modelling in vietnam, International Journal of Civil Engineering, 19, 1, pp. 85-102, (2021); Ellis J., Edwards D.J., Thwala W.D., Ejohwomu O., Ameyaw E.E., Shelbourn M., A case study of a negotiated tender within a small-to-medium construction contractor: modelling project cost variance, Buildings, 11, 6, (2021); El Hajj C., Martinez Montes G., Jawad D., An overview of BIM adoption barriers in the Middle East and North Africa developing countries, Engineering, Construction and Architectural Management, 30, 2, (2021); Feng Z., Gao Y., Zhang T., Gamification for visualization applications in the construction industry, Structural Integrity, 20, pp. 495-514, (2022); Freire-Lista D.M., The forerunners on heritage stones investigation: historical synthesis and evolution, Heritage, 4, 3, pp. 1228-1268, (2021); Fung D., A Connected Curriculum for Higher Education, (2017); Haas C., Waugh L., Froese T., History and renaissance of construction engineering and management in Canada, Journal of Construction Engineering and Management, 133, 9, pp. 678-683, (2007); Ho M.Y., Lai J.H.K., Hou H., Zhang D., Key performance indicators for evaluation of commercial building retrofits: shortlisting via an industry survey, Energies, 14, 21, (2021); Ketola M., Kontio J., Curriculum framework for project management competencies – case TUAS, Proceedings of the International CDIO Conference. Reykjavik, pp. 263-272, (2022); Malechwanzi J.M., Effects of Engagement and Resources on Learning Outcomes in Vocational Colleges: Emerging Research and Opportunities, (2020); Martin-Sardesai A., Guthrie A.M.J., Parker L., The neoliberal reality of higher education in Australia: how accountingisation is corporatising knowledge, Meditari Accountancy Research, 29, 6, pp. 1261-1282, (2021); Marzouk M., Enaba M., Text analytics to analyze and monitor construction project contract and correspondence, Automation in Construction, 98, pp. 265-274, (2019); Mascarenhas-Mateus J., Pires A.P., History of Construction Cultures: Proceedings of the 7th International Congress on Construction History, 1, (2021); Newman C., Edwards D.J., Martek I., Lai J., Thwala W.D., Industry 4.0 deployment in the construction industry: a bibliometric literature review and UK-based case study, Smart and Sustainable Built Environment, 10, 4, pp. 557-580, (2020); Ozolins J.T., Education and the Pursuit of Wisdom: the Aims of Education Revisited, (2018); Pearson M.P., Stonehenge: Exploring the Greatest Stone Age Mystery, (2012); Posillico J.J., Edwards D.J., Roberts C., Shelbourn M., Curriculum development in the higher education literature: a synthesis focusing on construction management programmes, Industry and Higher Education, (2021); Posillico J.J., Edwards D.J., Roberts C., Shelbourn M., A conceptual construction management curriculum model grounded in scientometric analysis, Engineering, Construction and Architectural Management, ahead of print, ahead of print, (2022); Posillico J.J., Stanislav T., Edwards D.J., Shelbourn M., Scholarship of teaching and learning for construction management education amidst the fourth industrial revolution: recommendations from a scientometric analysis, Proceedings of The World Building Congress 2022 - IOP Conference Series: Earth and Environmental Science (EES), pp. 27-30, (2022); Rahimi A., Borujenu S.A.M., Esfahani A.R.N., Liaghatdar M.J., Curriculum mapping: a strategy for effective participation of faculty members in curriculum development, Procedia – Social and Behavioral Sciences, 9, pp. 2069-2073, (2010); Randall F.A., Randall J.D., History of the Development of Building Construction in Chicago, (1999); Reiss M.J., White J., An Aims-Based Curriculum: the Significance of Human Flourishing for Schools, (2013); Sadeh H., Mirarchi C., Shahbodaghlou F., Pavan A., BIM feasibility for small and medium-sized contractors and subcontractors, International Journal of Construction Management, 23, 6, (2021); Schinkel A., Wonder and Education: on the Educational Importance of Contemplative Wonder, (2021); Si Q., Hubbard J., A comparison of elementary foreign language programs in China and the USA, Fudan Journal of the Humanities and Social Sciences, 14, 2, pp. 319-344, (2021); Sinclair S., Rockwell G., Voyant tools help, (2016); Sinha G.R., Assessment Tools for Mapping Learning Outcomes with Learning Objectives, (2021); Skipp C.S., Dommett E.J., Understanding and addressing the deficiencies in UK mathematics education: taking and international perspective, Education Sciences, 11, 3, (2021); Sonkor M.S., Garcia De Soto B., Operational technology on construction sites: a review from the cybersecurity perspective, Journal of Construction Engineering and Management, 147, 12, (2021); Spellacy J., Edwards D.J., Roberts C.J., Hayhow S., Shelbourn M., An investigation into the role of the quantity surveyor in the value management workshop process, Journal of Engineering, Design and Technology, 19, 2, pp. 423-445, (2021); Su L., Li H., Project procurement method decision-making with spearman rank correlation coefficient under uncertainty circumstances, International Journal of Decision Support System Technology, 12, 2, pp. 16-44, (2021); Tanner D., Using Statistics to Make Educational Decisions, (2012); Tauranac J., The Empire State Building: the Making of a Landmark, (2014); Tender M., Couto J.P., Gibb A., Fuller P., Yeomans S., Emerging technologies for health, safety and well-being in construction industry, Structural Integrity, 20, pp. 369-390, (2022); Subject Benchmark statement: land, construction, real estate and surveying, (2019); Van der Meij R.J.B., Edwards D.J., Roberts C., El-Gohary H., Posillico J.J., Performance management within the Dutch steel processing industry, Journal of Enginering, Design and Technology, ahead of print, ahead of print, (2021); Wanasinghe T.R., Wroblewski L., Petersen B.K., Gosine R.G., James L.A., De Silva O., Mann G.K.I., Warrian P.J., Digital twin for the oil and gas industry: overview, research trends, opportunities, and challenges, IEEE Access, 8, pp. 104175-104197, (2020); White J., Rethinking the School Curriculum: Values, Aims and Purposes, (2004); Wouters I., Van de Voorde S., Bertels I., Espion B., De Jonge K., Zastavni D., Building knowledge, constructing histories, Proceedings of the 6th International Congress on Construction History, 1, 2, (2018)","J. Posillico; Department of the Built Environment, Birmingham City University, Birmingham, United Kingdom; email: John.Posillico@bcu.ac.uk","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85161471265"
"Keith S.; Collins S.","Keith, Sarah (55962912100); Collins, Stephen (56219018000)","55962912100; 56219018000","“Must know Photoshop”: proprietary skills and media jobs in Australia","2023","Media International Australia","189","1","","120","136","16","0","10.1177/1329878X221099046","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130171429&doi=10.1177%2f1329878X221099046&partnerID=40&md5=ec32ec318fa6250bf4163c88ccef2e48","Department of Media, Communications, Creative Arts, Language and Literature, Macquarie University, Australia","Keith S., Department of Media, Communications, Creative Arts, Language and Literature, Macquarie University, Australia; Collins S., Department of Media, Communications, Creative Arts, Language and Literature, Macquarie University, Australia","Over the last two decades, media and associated creative disciplines have moved increasingly towards digital and online production. This shift has seen proprietary software companies clamouring for market share by proclaiming their product as ‘industry standard’ (Keith et al., 2021). These discourses of professionalism implicitly suggest that proficiency in particular software leads to improved employment outcomes. In turn, many higher education institutions have co-opted this branding message, embedding specific software in their marketing materials. To this end, this research aims to unpack the notion of proprietary software as ‘industry standard’, by undertaking a quantitative survey of media job advertisements. It also aims more broadly to determine what constitutes a ‘media job’ in today’s labour market. © The Author(s) 2022.","education; employability; media; Photoshop; software; technology","","","","","","","","(2021); Alexander B., Adams Becker S., Cummins M., (2016); Ashton D., Creative work careers: Pathways and portfolios for the creative economy, Journal of Education and Work, 25, 4, pp. 388-406, (2015); (2010); Barrie S., Pizzica J., Reimagining university curriculum for a disrupted future of work, Education for Employability (Volume 2): Learning for Future Possibilities, pp. 143-152, (2019); Bennett D., Richardson S., MacKinnon P., (2016); Boden R., Nedeva M., Employing discourse: Universities and graduate ‘employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Bridgstock R., The graduate attributes we've overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, pp. 31-44, (2009); Bridgstock R., Making it creatively: Building sustainable careers in the arts and creative industries, Australian Career Practitioner Magazine, 22, 2, pp. 11-13, (2011); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: Navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); De Peuter G., Creative economy and labor precarity: A contested convergence, Journal of Communication Inquiry, 35, 4, pp. 417-427, (2011); Deuze M., Journalism and the web: An analysis of skills and standards in an online environment, International Communication Gazette, 61, 5, pp. 373-390, (1999); Djumalieva J., Lima A., Sleeman C., (2018); Duffy B.E., Algorithmic precarity in cultural work, Communication and the Public, 5, 3-4, pp. 103-107, (2020); Dunbar J., Laing G., Wynder M., A content analysis of accounting job advertisements: Skill requirements for graduates, e-Journal of Business Education & Scholarship of Teaching, 10, 1, pp. 58-72, (2016); Erdem T., Swait J., Brand equity as a signaling phenomenon, Journal of Consumer Psychology, 7, 2, pp. 131-157, (1998); Fitch K., Professionalisation and public relations education: Industry accreditation of Australian university courses in the early 1990s, Public Relations Review, 40, pp. 623-631, (2014); Flew T., From policy to curriculum: Drivers of the growth in creative industries courses in the UK and Australia, Creative Industries Journal, 12, 2, pp. 167-184, (2019); Grubb W.N., Lazerson M., Vocationalism in higher education: The triumph of the education Gospel, The Journal of Higher Education, 76, 1, pp. 1-25, (2005); Hayward D., Online news video, collaboration, and social networks: The disruption of the media industry, Journalism, Power, and Investigation: Global and Activist Perspectives, pp. 286-299, (2019); Hearn G., The future of creative work: Creativity and digital disruption, The Future of Creative Work: Creativity and Digital Disruption, pp. 1-12, (2020); Higgs P., Cunningham S., Creative industries mapping: where have we come from and where are we going?, Creative Industries Journal, 1, 1, pp. 7-30, (2008); Higgs P., Cunningham S., Bakhshi H., Beyond the Creative Industries: Mapping the Creative Economy in the United Kingdom, (2008); Huws U., Labor in the Global Digital Economy: The Cybertariat Comes of Age, (2014); Keith S., Collins S., Renzo A., Et al., Industry standard? Technocapitalist depictions of music production, Creative Industries Journal, (2021); Kennan M., Willard P., Cecez-Keemanovic D., Et al., IS Knowledge and skills sought by employers: A content analysis of Australian IS early career online job advertisements, The Australasian Journal of Information Systems, 15, 2, pp. 1-22, (2008); Meganck S., Smith J., Guidry J.P.D., The skills required for entry-level public relations: An analysis of skills required in 1,000 PR job ads, Public Relations Review, 46, pp. 2-7, (2020); Newman N., (2021); Oraison H., Konjarski L., Howe S., Does university prepare students for employment? Alignment between graduate attributes, accreditation requirements and industry employability criteria, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 173-194, (2019); Phillipov M., Work placements in the media and creative industries: Discourses of transformation and critique in an era of precarity, Arts and Humanities in Higher Education, (2021); Phillips A., Singer J.B., Vlad T., Et al., Implications of technological change for journalists’ tasks and skills, Journal of Media Business Studies, 6, 1, pp. 61-85, (2009); Guidelines for the Accreditation of Public Relations Courses at Australian Tertiary Institutions, (1991); Sade G., (2018); Taneja S., Toombs L., Putting a face on small businesses: Visibility, viability and sustainability — the impact of social media on small business marketing, Academy of Marketing Studies Journal, 18, 1, pp. 249-260, (2014); Tehan D., (2019); Thornham S., O'Sullivan T., Chasing the real: ‘Employability’ and the media studies curriculum, Media, Culture & Society, 26, 5, pp. 717-736, (2004); Throsby D., Petetskata K., (2017); Turner G., Approaching the cultures of use: Netflix, disruption and the audience, Critical Studies in Television, 14, 2, pp. 222-232, (2019); Vassilev G., Romanko O., Evans K., (2021); Wallis R., Career readiness: Developing graduate employability capitals in aspiring media workers, Journal of Education and Work, 34, 4, pp. 533-543, (2021); Walzer D., Blurred lines: practical and theoretical implications of a DAW-based pedagogy, Journal of Music, Technology & Education, 13, 1, pp. 79-94, (2020); Zittrain J., Normative principles for evaluation free and proprietary software, The University of Chicago Law Review, 71, 1, pp. 265-287, (2004)","S. Keith; Department of Media, Communications, Creative Arts, Language and Literature, Macquarie University, Australia; email: sarah.keith@mq.edu.au","","SAGE Publications Inc.","","","","","","1329878X","","","","English","Media Int. Aust.","Article","Final","","Scopus","2-s2.0-85130171429"
"Tumpa R.J.; Skaik S.; Ham M.; Chaudhry G.","Tumpa, Roksana Jahan (57395706700); Skaik, Samer (56422469100); Ham, Miriam (57210960673); Chaudhry, Ghulam (57211515823)","57395706700; 56422469100; 57210960673; 57211515823","Enhancing project management graduates’ employability through group assessment innovations: An empirical study","2023","Project Leadership and Society","4","","100084","","","","0","10.1016/j.plas.2023.100084","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151544109&doi=10.1016%2fj.plas.2023.100084&partnerID=40&md5=5d40fb8f0d8a47f5270238e65e4e758b","School of Engineering and Technology, Central Queensland University, Sydney, 2000, NSW, Australia; School of Engineering and Technology, Central Queensland University, Melbourne, 3000, VIC, Australia; School of Education and the Arts, Central Queensland University, Cairns, 4870, QLD, Australia","Tumpa R.J., School of Engineering and Technology, Central Queensland University, Sydney, 2000, NSW, Australia; Skaik S., School of Engineering and Technology, Central Queensland University, Melbourne, 3000, VIC, Australia; Ham M., School of Education and the Arts, Central Queensland University, Cairns, 4870, QLD, Australia; Chaudhry G., School of Engineering and Technology, Central Queensland University, Sydney, 2000, NSW, Australia","This study validates the recommendations proposed by Tumpa et al. (2022a) for designing authentic group-based assessments in order to improve the work-ready attributes of project management graduates. The study aims to address the concerns of employers who have reported dissatisfaction with the employability skills of project management graduates. Two focus groups, comprising of fifteen project management academics from Australian and UK universities, were conducted to gather data for this study. The findings of the focus groups not only validated the majority of the recommendations but also provided new insights into the design and administration of group-based assessments for project management education. The study sought to contribute to the improvement of skills of project management graduates by providing a valid and authentic approach to group assessment design for project management academics to use. The implications of this study are that it provides an evidence-based framework for designing group-based assessments, which in turn will benefit both the graduates and the employers. © 2023 The Authors","Assessment design; Employability; Group-based assessments; Higher education; Job readiness and Project management","","","","","","Central Queensland University, cqu","This research received no external funding. This research is part of the PhD studies of the corresponding author. The authors would like to express gratitude to Central Queensland University for the support.","Aaron J.R., McDowell W.C., Herdman A.O., The effects of a team charter on student team behaviors, J. Educ. Bus., 89, 2, pp. 90-97, (2014); Abernethy A.M., Lett W.L., You are fired! A method to control and sanction free riding in group assignments, Market. Educ. Rev., 15, 1, pp. 47-54, (2005); Adwan J., Dynamic online peer evaluations to improve group assignments in nursing e-learning environment, Nurse Educ. 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"Karim A.; Islam M.S.; Hamid M.O.; Rahman M.M.; Amin E.U.","Karim, Abdul (57191898732); Islam, Md. Shaiful (57209852443); Hamid, M. Obaidul (58559638000); Rahman, Mohammad Mosiur (57210850925); Amin, Evita Umama (57564244800)","57191898732; 57209852443; 58559638000; 57210850925; 57564244800","Language ideology, development of English proficiency, and performance in professional communication: voices of STEM + business graduates of English medium university","2023","Asian-Pacific Journal of Second and Foreign Language Education","8","1","27","","","","0","10.1186/s40862-023-00200-w","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169543669&doi=10.1186%2fs40862-023-00200-w&partnerID=40&md5=44a08080cdf2917c9539e37aada9f78f","Brac Institute of Languages, Brac University, Dhaka, Bangladesh; School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia; Department of English and Modern Languages, Independent University Bangladesh, Dhaka, Bangladesh; School of Education, The University of Queensland, Brisbane, QLD, Australia; Department of English and Humanities, University of Liberal Arts Bangladesh, Dhaka, Bangladesh","Karim A., Brac Institute of Languages, Brac University, Dhaka, Bangladesh, School of Educational Studies, Universiti Sains Malaysia, Penang, Malaysia; Islam M.S., Department of English and Modern Languages, Independent University Bangladesh, Dhaka, Bangladesh; Hamid M.O., School of Education, The University of Queensland, Brisbane, QLD, Australia; Rahman M.M., Department of English and Humanities, University of Liberal Arts Bangladesh, Dhaka, Bangladesh; Amin E.U., Brac Institute of Languages, Brac University, Dhaka, Bangladesh","The current study aims at unpacking the language ideologies of the STEM + Business graduates in relation to English medium instruction (EMI) and how they perceive the contribution of EMI towards English proficiency development. It also intended to unfold the extent to which EMI education may have contributed to their employability and fulfillment of workplace communication needs. Inspired by inadequate evidence on the effect of EMI on English Language Proficiency (ELP) and employability, the researchers engaged with the participants who could draw on their EMI experiences in developing ELP, attaining employability, and fulfilling workplace communication needs in English. Theoretical aspects of language ideologies, ELP, and employability set the conceptual ground of the study. Adopting the interpretive phenomenological approach and harnessing semi-structured interview questions, the study collected data from eight participants. The study found that the language ideologies of the graduates were shaped by the perceived role and importance of English to serve academic and economic purposes through the availability of curriculum corresponding to global standards, access to knowledge, English-oriented atmosphere and ELP development, and EMI policy adoption and implementation in higher education institutions was seen as a panacea to avail the facilities described above. The participants also confirmed that EMI education benefitted their ELP, enabling them to obtain jobs and perform workplace communication in English. © 2023, The Author(s).","Employability; English language proficiency; English medium instruction (EMI); Graduates’ perspectives; Higher education institutions; Language ideology; Professional communication","","","","","","","","Aizawa I., Rose H., An analysis of Japan’s English as medium of instruction initiatives within higher education: The gap between meso-level policy and micro-level practice, Higher Education, 77, 6, pp. 1125-1142, (2019); Al Amin M., Hamid M.O., English as a medium of instruction and inequality: exploring private sector higher education in Bangladesh, Policies, politics, and ideologies of English medium instruction in Asian universities: unsettling critical edges, (2023); Ali M.M., Hamid M.O., Hardy I., Khan M.A., Problematizing human capital development in English language education in Bangladesh, Comparative Education Review, 67, 2, (2023); 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Education in the Asia-Pacific Region: Issues, concerns and prospects, pp. 315-331, (2018); Roshid M.M., Chowdhury R., English language proficiency and employment: A case study of Bangladeshi graduates in Australian employment market, Online Submission, 3, 1, pp. 68-81, (2013); Roshid M.M., Chowdhury R., Power Dynamics in Business English as a Lingua Franca Discourse, Business and Professional Communication Quarterly, (2023); Roshid M.M., Sultana S., Desire and marketizing English version of education as a commodity in the Linguistic market in Bangladesh, The Qualitative Report, 28, 3, pp. 906-928, (2023); Sahan K., Sahan O., Investigating student and alumni perspectives on language learning and career prospects through English medium instruction, Teaching in Higher Education, (2021); Sarkar J.P., Karim A., Kabilan M.K., Sultana S., A phenomenological study of the language Ideology, language management, and language practice in English-medium universities in Bangladesh: lecturers’ and Students’ Voices, The Qualitative Report, 26, 4, pp. 1248-1274, (2021); Seargeant P., Erling E.J., The discourse of English as a language for international development: Policy assumptions and practical changes, Dreams and realities: Developing countries and English language, pp. 255-274, (2011); Soruc A., Altay M., Curle S., Yuksel D., Students’ academic language-related challenges in English medium instruction: The role of English proficiency and language gain, System, 103, (2021); Silverstein M., Language structure and linguistic ideology, The elements: A parasession on linguistic units and levels, pp. 193-247, (1979); Singh A.K.J., Harun R.N.S.R., Industrial trainees learning experiences of English related tasks at the workplace, Studies in English Language and Education, 7, 1, pp. 22-42, (2020); Spolsky B., Language management, (2009); Spring J., Economization of Education: Human Capital, Global Corporation, (2015); Tai K.W., Zhao Y.V., Success factors for English as a second language university students’ attainment in academic English language proficiency: exploring the roles of secondary school medium-of-instruction, motivation and language learning strategies, Applied Linguistics Review, (2022); Tri H.D., Ideologies of English-medium instruction in Vietnam, World Englishes, (2021); Wachter B., Maiworm F., English-taught programmes in European higher education: The picture in 2007, (2008); Wannagat U., Learning through L2–content and language integrated learning (CLIL) and English as medium of instruction (EMI), International Journal of Bilingual Education and Bilingualism, 10, 5, pp. 663-682, (2007); Zainuddin S.Z.B., Pillai S., Dumanig F.P., Phillip A., English language and graduate employability, Education + Training, 61, pp. 79-93, (2019)","M.S. Islam; Department of English and Modern Languages, Independent University Bangladesh, Dhaka, Bangladesh; email: sayeef77@iub.edu.bd","","Springer Science and Business Media B.V.","","","","","","23635169","","","","English","Asian Pac. J. Second Foreign Lang. Edu.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85169543669"
"Buffel V.; Sirimsi M.M.; De Vriendt P.; Van de Velde D.; Lahousse L.","Buffel, Veerle (56047576900); Sirimsi, Muhammed Mustafa (57687658800); De Vriendt, Patricia (35188672900); Van de Velde, Dominique (36968854500); Lahousse, Lies (54780129500)","56047576900; 57687658800; 35188672900; 36968854500; 54780129500","General health and working conditions of Flemish primary care professionals","2023","BMC Primary Care","24","1","133","","","","0","10.1186/s12875-023-02082-w","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163785809&doi=10.1186%2fs12875-023-02082-w&partnerID=40&md5=3560ef5f9a961cfb345f2a913beeaea0","Department of Sociology, Centre for Population, Health and Family, University of Antwerp, Antwerp, Belgium; Faculty of Medicine and Health Sciences, Centre for Research and Innovation in Care, University of Antwerp, Antwerp, Belgium; Department of Primary Care and Interdisciplinary Care, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium; Occupational Therapy Department Research Group Health & Care Artevelde University of Applied Sciences, University of Ghent, Ghent, Belgium; Frailty in Ageing (FRIA) Research Group Mental Health and Wellbeing Research Group (MENT) Department Gerontology, Vrije Universiteit Brussel, Brussels, Belgium; Faculty of Medicine and Health Sciences, Department of Rehabilitation Sciences, Research Group Occupational Therapy, Ghent University, Ghent, Belgium; Department of Bioanalysis, Pharmaceutical Care Unit, Faculty of Pharmaceutical Sciences, Ghent University, Ghent, 9000, Belgium","Buffel V., Department of Sociology, Centre for Population, Health and Family, University of Antwerp, Antwerp, Belgium; Sirimsi M.M., Faculty of Medicine and Health Sciences, Centre for Research and Innovation in Care, University of Antwerp, Antwerp, Belgium, Department of Primary Care and Interdisciplinary Care, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium; De Vriendt P., Occupational Therapy Department Research Group Health & Care Artevelde University of Applied Sciences, University of Ghent, Ghent, Belgium, Frailty in Ageing (FRIA) Research Group Mental Health and Wellbeing Research Group (MENT) Department Gerontology, Vrije Universiteit Brussel, Brussels, Belgium; Van de Velde D., Occupational Therapy Department Research Group Health & Care Artevelde University of Applied Sciences, University of Ghent, Ghent, Belgium, Faculty of Medicine and Health Sciences, Department of Rehabilitation Sciences, Research Group Occupational Therapy, Ghent University, Ghent, Belgium; Lahousse L., Department of Bioanalysis, Pharmaceutical Care Unit, Faculty of Pharmaceutical Sciences, Ghent University, Ghent, 9000, Belgium","Background: The Quintuple aim explicitly includes ‘health and wellbeing of the care team’ as requirement for the care of patients. Therefore, we examined working conditions, work engagement and health status of professionals active in primary care in Belgium (Flanders), and how these are interrelated. Methods: Data of the cross-sectional ‘Health professionals survey of the Flemish Primary care academy’ of 2020 were examined. We performed logistic regression analyses to study the relationship between working conditions and self-reported dichotomized health of primary care professionals (sample size = 1033). Results: The majority of respondents (90%) reported having a good to very good general health and has a strong work engagement. Quality of employment was high, in particular regarding job security and supportive relations with colleagues, while less in terms of proper rewards and job career opportunities. Working as self-employee (vs. as salaried employee), and in a multidisciplinary group practice (vs. other organizational settings) were positively related to health. Work engagement and all dimensions of employment quality were related to general health, but work family balance, proper rewards, and perceived employability were independently positively related to self-reported health. Conclusion: Nine out of 10 Flemish primary care professionals working in diverse conditions, employment arrangements and organizational settings report good health. Work family balance, proper rewards, and perceived employability were important for primary care professionals’ health, and could provide opportunities to further strengthen the job quality and health of primary care professionals. © 2023, The Author(s).","General health; Health professionals; Primary care sector; Quality of employment; Working conditions","Academies and Institutes; Cross-Sectional Studies; Health Status; Humans; Primary Health Care; Working Conditions; adult; article; Belgium; career; controlled study; employability; employee; employment; Flanders; group practice; health status; human; job security; primary medical care; reward; sample size; work engagement; work environment; cross-sectional study; organization; primary health care","","","","","Flemish home care organization; Primary Care Academy; Koning Boudewijnstichting, kbs-frb, (2019-J5170820-211588)","Funding text 1: We would like to acknowledge all the respondents for participating in the survey and the occupational organizations active in primary care for distributing our survey. This paper was written on behalf of the Primary Care Academy (PCA). The PCA is a research and teaching network of four universities and six university colleges in Flanders, the White-Yellow Cross (Flemish home care organization) and patient representatives in Belgium. The purpose of the consortium is to reinforce knowledge about primary care and to develop interventions, optimal roadmaps, and hands-on toolkits for primary care policies, practice, and education, built upon the principles of goal-oriented care, interprofessional collaboration and self-management. Roy Remmen, Emily Verté, Peter Van Bogaert, Hans De Loof, Kris Van den Broeck, Sibyl Anthierens, Ine Huybrechts, Peter Raeymaeckers, Dirk Devroey, Bert Aertgeerts, Birgitte Schoenmakers, Lotte Timmermans, Veerle Foulon, Anja Declerq, Nick Verhaeghe, Pauline Boeckxstaens, An De Sutter, Peter Pype, Dagje Boeykens, Ann Van Hecke, Peter Decat, Rudi Roose, Sandra Martin, Erica Rutten, Sam Pless, Vanessa Gauwe, Didier Reynaert, Leen Van Landschoot, Maja Lopez Hartmann, Tony Claeys, Hilde Vandenhoudt, Kristel De Vliegher.; Funding text 2: The PCA is funded by the Fund dr. Daniël De Coninck, which is managed by the King Baudouin Foundation (Belgium). This research paper received no additional external funding, and the funder was not involved in this research. (Grant number: 2019-J5170820-211588). ","Starfield B., Is Primary-care essential, Lancet, 344, 8930, pp. 1129-1133, (1994); Flores-Mateo G., Et al., Effectiveness of organizational interventions to reduce emergency department utilization: a systematic review, PLoS One, 7, 5, (2012); Valentijn P.P., Et al., Understanding integrated care: A comprehensive conceptual framework based on the integrative functions of primary care, Int J Integrat Care, 13, (2013); Bodenheimer T., Sinsky C., From triple to quadruple aim: care of the patient requires care of the provider, Ann Fam Med, 12, 6, pp. 573-576, (2014); Nundy S.L.A., Coopermate K.S., The quintuple aim for health care improvement a new imperative to advance health equity, JAMA, 327, 6, pp. 521-522, (2022); Wolf J.A., Et al., Reexamining “Defining Patient Experience”: The human experience in healthcare, Patient Exper J, 8, 1, pp. 16-29, (2021); Shannon D., Physician Well-Being: A Powerful Way to Improve the Patient Experience., 39, 4, pp. 6-8, (2013); Work engagement: An emerging psychological concept and its implications for organizations, Research in Social Issues in Management (Volume 5): Managing Social and Ethical Issues In; Jacobs B., Et al., Engaging employees in well-being: moving from the triple aim to the quadruple aim, Nurs Adm Q, 42, 3, pp. 231-245, (2018); Schaufeli W.B., Salanova M., Efficacy or inefficacy, that’s the question: burnout and work engagement, and their relationships with efficacy beliefs, Anxiety Stress Coping, 20, 2, pp. 177-196, (2007); Shimazu A., Workaholism vs. Work Engagement: The Two Different Predictors of Future Well-being and Performance, Int J Behav Med, 22, 1, pp. 18-23, (2015); Hajjij A., Et al., Personal protective equipment and headaches: Cross-sectional study among Moroccan healthcare workers during COVID-19 pandemic, Cureus, 12, 12, (2020); Danhieux K., Et al., The impact of COVID-19 on chronic care according to providers: a qualitative study among primary care practices in Belgium, BMC Fam Pract, 21, 1, (2020); Stengel S., Et al., Resilience of the primary health care system - German primary care practitioners' perspectives during the early COVID-19 pandemic, BMC Prim Care, 23, 1, (2022); Ravalier J.M., McVicar A., Boichat C., Work Stress in NHS Employees: a mixed-methods study, Int J Environ Res Public Health, 17, 18, (2020); Abraham C.M., Zheng K., Poghosyan L., Predictors and outcomes of burnout among primary care providers in the United States: a systematic review, Med Care Res Rev, 77, 5, pp. 387-401, (2020); Rotenstein L.S., Et al., Prevalence of burnout among physicians a systematic review, JAMA, 320, 11, pp. 1131-1150, (2018); Sanchez-Piedra C.A., Et al., Factors associated with patient satisfaction with primary care in Europe: results from the EUprimecare project, Qual Prim Care, 22, 3, pp. 147-155, (2014); Mohanty A., Kabi A., Mohanty A.P., Health problems in healthcare workers: a review, J Family Med Primary Care, 8, 8, pp. 2568-2572, (2019); Yassihancock A.T., Patient safety--worker safety: Building a culture of safety to improve healthcare worker and patient well-being, Healthc Q, pp. 32-38, (2005); Alamgir H., Et al., Work-related injury among direct care occupations in British Columbia, Canada Occup Environ Med, 64, 11, pp. 769-775, (2007); Weerdt C.V.D., Baratta R., Changes in working conditions for home healthcare workers and impacts on their work activity and on their emotions, Production, 25, pp. 344-353, (2015); Acosta-Gonzalez H.N., Marcenaro-Gutierrez O.D., The relationship between subjective well-being and self-reported health: evidence from Ecuador, Appl Res Qual Life, 16, 5, pp. 1961-1981, (2021); Veenhoven R., Healthy happiness: effects of happiness on physical health and the consequences for preventive health care, J Happiness Stud, 9, 3, pp. 449-469, (2008); Vanroelen C., Employment quality: An overlooked determinant of workers’ health and well-being?, Ann Work Expo Health, 63, 6, pp. 619-623, (2019); Van Aerden K., Et al., How does employment quality relate to health and job satisfaction in Europe? A typological approach, Soc Sci Med, 158, pp. 132-140, (2016); Van Aerden K., Et al., The relationship between employment quality and work-related well-being in the European Labor Force, J Vocat Behav, 86, pp. 66-76, (2015); De Moortel D., Vandenheede H., Vanroelen C., Contemporary employment arrangements and mental well-being in men and women across Europe: a cross-sectional study, Int J Equity Health, 13, 1, (2014); De Moortel D., Et al., Underemployment, overemployment and deterioration of mental health: the role of job rewards, Int Arch Occup Environ Health, 91, 8, pp. 1031-1039, (2018); Brunner A., Burg T.M., Bobens C., Schmid T., Troy C.D., Wagner A., Arbeitsbedingungen und Arbeitsbelastungen in den Gesundheitsberufen Neiderösterreich [Working conditions and work pressures in healthcare professions in Lower Austria], (2010); Maharani C., Et al., A scoping analysis of the aspects of primary healthcare physician job satisfaction: facets relevant to the Indonesian system, Hum Res Health, 17, 1, (2019); Wilhelmsson S., Et al., Unfavourable working conditions for female GPs. A comparison between Swedish general practitioners and district nurses, Scand J Prim Health Care, 20, 2, pp. 74-78, (2002); Canton A.N., Et al., Violence, job satisfaction, and employment intentions among home healthcare registered nurses, Home Healthc Nurse, 27, 6, pp. 364-373, (2009); Wagner A., Et al., Healthcare professionals' perspectives on working conditions, leadership, and safety climate: A cross-sectional study, BMC Health Serv Res, 19, 1, (2020); Lundberg O., Manderbacka K., Assessing reliability of a measure of self-rated health, Scand J Soc Med, 24, 3, pp. 218-224, (1996); Quesnel-Vallee A., Self-rated health: Caught in the crossfire of the quest for “true” health?, Int J Epidemiol, 36, 6, pp. 1161-1164, (2007); Finnas F., Nyqvist F., Saarela J., Some methodological remarks on self-rated health, Open Public Health J, 1, pp. 32-39, (2008); Quality of Employment Conditions and Employment Relations in Europe, (2013); De Moortel D., Vandenheede H., Vanroelen C., Contemporary employment arrangements and mental well-being in men and women across Europe: a cross-sectional study, Int J Equity Health, 13, 1, (2014); Boutsen M., Camilotti G., Di Zinno T., Et al., Vergelijking van kost en kwaliteit van twee financieringssystemen voor de eerstelijnszorg in België: een update [A comparision of cost and quality between two primary care financing models in Belgium: an update], (2017); Sermeus W., Financiering van de thuisverpleging in België. 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[A capitation system: Curse or blessing?, Huisartsen Nu, 43, 5, pp. 182-183, (2014); Schaufeli V.B., Et al., An ultra-short measure for work engagement the UWES-3 validation across five countries, Eur J Psychol Assess, 35, 4, pp. 577-591, (2019); Renard F., Devleesschauwer B., De gezondheidstoestand in België., Sciensano, Editor, Health Status Report 2019, (2019); Eurofound L., Wave 1 and 2 (Own calculations), Eurofound, Working and COVID-19 Dataset., (2020); Worx S., Worx Employment Tracker jan 2021, (2021); Medex, Het ziekteverzuim bij federale ambtenaren, (2019); Acerta, Kort ziekteverzuim, (2019); Lember M., Cartier T., Bourgueil Y., Chapter 2: Structure and organization of primary care, In Building Primary Care in a Changing Europe, (2015); Statbel E., Number of Self-Employed in the Population, (2020); Statbel E., Type of employment contract 2020, Algemene Directie Statistiek - Statistics Belgium.; Rietveld C.A., van Kippersluis H., Thurik A.R., Self-employment and health: barriers or benefits?, Health Econ, 24, 10, pp. 1302-1313, (2015); Sillis M., Mondzorg is duur: ‘Wie geen pijn heeft, gaat niet naar de tandarts’ [Oral care is expensive: 'Those who don't have pain don't go to the dentist']; Stewart M.T., Et al., Conceptual models for understanding physician burnout, professional fulfillment, and well-being, Curr Prob Pediatr Adolesc Health Care, 49, 11, (2019); Thapa D.R., Et al., Job demands, job resources, and health outcomes among nursing professionals in private and public healthcare sectors in Sweden - a prospective study, BMC Nursing, 21, 1, (2022); Orgambidez-Ramos A., de Almeida H., Work engagement, social support, and job satisfaction in Portuguese nursing staff: a winning combination, Appl Nurs Res, 36, pp. 37-41, (2017); Stobbe E.J., Groenewegen P.P., Schafer W., Job satisfaction of general practitioners: a cross-sectional survey in 34 countries, Hum Res Health, 19, 1, (2021); Lorant V., D'Hoore W., Sauwens D., Remmen R., Peremans L., Huisartsgeneeskunde: Aantrekkingskracht en beroepstrouw bevorderen, (2008); Ogbonnaya C., Tillman C.J., Gonzalez K., Perceived organizational support in health care: the importance of teamwork and training for employee well-being and patient satisfaction, Group Org Manag, 43, 3, pp. 475-503, (2018); Ceuterick M., Et al., Assessing provider bias in general practitioners’ assessment and referral of depressive patients with different migration backgrounds: methodological insights on the use of a video-vignette study, Community Ment Health J, 56, 8, pp. 1457-1472, (2020); Karasek R.A., Job demands, job decision latitude, and mental strain - implications for job redesign, Adm Sci Q, 24, 2, pp. 285-308, (1979); Vidotti V., Et al., Burnout Syndrome and shift work among the nursing staff, Revista Latino-Americana De Enfermagem, 26, (2018)","V. Buffel; Department of Sociology, Centre for Population, Health and Family, University of Antwerp, Antwerp, Belgium; email: Veerle.Buffel@Uantwerpen.be","","BioMed Central Ltd","","","","","","27314553","","","37386412","English","BMC Prim. Care","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85163785809"
"Muda W.H.N.W.; Abdullah N.H.L.; Paimin A.N.; Hamid H.; Yuying Z.","Muda, Wan Hanem Nazira Wan (57204045893); Abdullah, Nurul Hidayah Liew (57964992300); Paimin, Aini Nazura (55053481800); Hamid, Hashima (57193682209); Yuying, Zhu (58785103200)","57204045893; 57964992300; 55053481800; 57193682209; 58785103200","Employability Challenges Among Residivists: A Qualitative Study","2023","Journal of Technical Education and Training","15","4","","154","159","5","0","10.30880/jtet.2023.15.04.013","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180849433&doi=10.30880%2fjtet.2023.15.04.013&partnerID=40&md5=75d5f7f9d47afa19b9eecdea81a35b29","Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Johor, Batu Pahat, 86400, Malaysia; Ningbo Polytechnic, No. 388 East Lushan Road, Beilun, Ningbo, 315800, China","Muda W.H.N.W., Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Johor, Batu Pahat, 86400, Malaysia; Abdullah N.H.L., Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Johor, Batu Pahat, 86400, Malaysia; Paimin A.N., Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Johor, Batu Pahat, 86400, Malaysia; Hamid H., Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Johor, Batu Pahat, 86400, Malaysia; Yuying Z., Ningbo Polytechnic, No. 388 East Lushan Road, Beilun, Ningbo, 315800, China","Crime is a social phenomenon in almost every country. The increasing of crime incidents now and then could instigate the recurrence of crimes. The integration of prison inmates into society after release is a challenging phase to start with a new life outside the prison. Therefore, this study aims to explore recidivism perspectives on the Human Rehabilitation Program (PPI) toward career goals and recidivism factors. The design of this study is a narrative design using a qualitative approach where a semi-structured interview protocol was used to facilitate the data collection processes. A total of five recidivists from a prison in the southern zone were selected as study participants. The interview data obtained from a one-to-one interview session were analysed using thematic analysis. The results of this study found that four factors might influence the repetitive entrance of recidivists to prison namely, difficulty in finding a job, unwillingness to change, family and community stigma, and the relaxation of conditions for participating in the PPI programs. In conclusion, apart from these difficulties, securing employment is another reason which has caused recidivism to occur. Therefore, this study suggests that an intervention should be made to the PPI programs provided by the prison to ensure its relevance in line with the needs of recidivists in terms of physical, personality, skills, and societal integrations. © Universiti Tun Hussein Onn Malaysia Publisher’s Office.","employability; human rehabilitation program; prison; Recidivism","","","","","","Ministry of Higher Education, Malaysia, MOHE, (FRGS/1/2021/SS0/UTHM/03/9, L00022); Ministério da Ciência, Tecnologia e Inovação, MCTI","The third factor is that family and community stigma is also a contributor to the issue of repeated behaviour among recidivists. Family not only plays a role in providing moral support but could also provide shelter, food, and financial assistance once released. Most ex-convicts were not well received by family members, causing them to repeat criminal behaviour (Jasni et. al 2020). The negative perception thrown by society made it difficult for them to start a new life (Zailani 2022). Furthermore, according to Che Mohd Nasir (2020), society tends to give a negative perception even though ex-prisoners have shown good behaviour. According to Andegoke (2014), unemployment and the public's negative attitude towards ex-convicts are among the factors that lead to the repetition of crimes. This is supported by Dako et. al (2016) who stated that society has a negative perception of recidivism, with stigma and discrimination, especially in areas such as employment. This caused former prison inmates to resort not to change and repeat criminal behaviour.","Alob A. P., Dela Fuente J. A., Lived Experiences of Repeat Crime Offenders: A Phenomenological Untold Stories, Qubahan Academic Journal, 1, 4, pp. 14-24, (2021); Anderson L. H., Addressing Homelessness After Prison Release, 8, 10, pp. E744-E745, (2023); Braun Virginia, Clarke Victoria, Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Braun Virginia, Clarke Victoria, Using thematic analysis in psychology, Qualitative Research in Psychology, 3, pp. 77-101, (2006); Che Mohd Nasir N., Ahmad N. A., Abdul Hamid A. S., Abdul Ghani M., Jasni M., Faktor Risiko Dinamik Residivisme Dalam Kalangan Orang Diparol (Odp): Perspektif Kakitangan Parol, International Journal of Social Science, 6, 1, (2020); Dako-Gyeke M., Baffour F. D., We Are Like Devils in Their Eyes: Perceptions and Experiences of Stigmatization and Discrimination Against Recidivists in Ghana, Journal of Offender Rehabilitation, 55, 4, pp. 235-253, (2016); Dworkin S.L., Sample Size Policy for Qualitative Studies Using In-Depth Interviews, Arch Sex Behav, 41, pp. 1319-1320, (2012); Durose M. R., Cooper A. D., Snyder H. N., Recidivism of Prisoners Released In 30 States In 2005: Patterns From 2005 To 2010, (2014); Duwe G., The Use and Impact of Correctional Programming for Inmates on Pre-and Post-Release Outcomes, (2017); Gartner R., Crime: Knowledge About and Prevalence, International Encyclopedia of The Social & Behavioral Sciences (Second Edition), pp. 164-169, (2015); Himmen M. K., Thomas M. L., Scavuzzo R. R., Jung S., Can Community Notifications Be Improved to Change Public Perceptions of Released Justice-Involved Persons and of the Criminal Justice System?, International Journal of Law, Crime and Justice, 74, (2023); Ibrahim F., Alavi K., Hassan N., Penulisan Tesis Kajian Kualitatif Dan Kuantitatif, (2023); Indrayani, Winarno A. A., Andy R., Purnomo B. H., The Causative Factors of Recidivism Crime in Indonesia, Bild Law Journal, 7, 1, pp. 288-297, (2022); Ismail R., Abd Razak M., Noh A., Ibrahim N., Isa F., Mohd Hussin A., Penerimaan Majikan Terhadap Bekas Penagih Dadah Dalam Pasaran Kerja, The 6th International Conference on Social Sciences and Humanities, (2017); Jasni M. A., Abu Bakar Ah S. H., Che Mohd Nasir N., How I Managed to Integrate: An Analysis of The Protective Factors in Determining Good Life Events And Turning Points Of Three Former Prisoners In Malaysia, Kajian Malaysia, 40, 2, pp. 113-136, (2022); Kristanto Y. D., Padmi R. S., Analisis Data Kualitatif: Penerapan Analisis Jejaring Untuk Analisis Tematik Yang Cepat, Transparan, pp. 1-21, (2020); Malek M., Mohamad Zabidi M., enyisihan pekerjaan dan kesejahteraan psikologi penghuni penjara, Penyisihan Sosial Kumpulan Marginal, pp. 128-149, (2022); Mat Husin S., Persepsi Penghuni Penjara Terhadap Keberkesanan Latihan Kemahiran Vokasional Keusahawanan Di Penjara Simpang Renggam, pp. 1-50, (2020); Mckibben E., Breheny M., Making Sense of Making Sense of Time: Longitudinal Narrative Research, International Journal of Qualitative Methods, (2023); Ntinda K., Narrative Research, Handbook of Research Methods in Health Social Sciences, pp. 411-423, (2019); Oselin S. S., Mahutga M. C., Flores H., Day Reporting Centers and Recidivism: The Role of Social Support, Criminal Justice and Behavior, 50, 10, pp. 1431-1598, (2023); Panuju R., Narative Analysis of Perindo Party Advertisement, Jurnal Komunikasi: Malaysian Journal Of Communication, 35, 3, pp. 41-56, (2019); Singh A., Mohapatra S., Automatic Criminal Recidivism Risk Estimation in Recidivist Using Classification and Ensemble Techniques, (2023); Valentine E. J., Redcross C., Transitional Jobs After Release from Prison: Effects on Employment and Recidivism, IZA Journal of Labor Policy, 4, 16, pp. 2-17, (2015)","N.H.L. Abdullah; Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Batu Pahat, Johor, 86400, Malaysia; email: hidayahl@uthm.edu.my","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85180849433"
"Silva A.M.; Gomes J.F.S.; Monteiro S.","Silva, Ana Maria (58175056300); Gomes, Jorge F.S. (7203011050); Monteiro, Sílvia (55535083900)","58175056300; 7203011050; 55535083900","Perceived employability in a situation of crisis: the influence of the external context and perceived financial threat","2023","Higher Education, Skills and Work-based Learning","13","6","","1054","1072","18","1","10.1108/HESWBL-06-2022-0132","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151997696&doi=10.1108%2fHESWBL-06-2022-0132&partnerID=40&md5=b54818ba4f5f57d4f34aa341f0e246ce","ADVANCE, ISEG Lisbon School of Economics and Management, Lisboa, Portugal; Institute of Education, University of Minho, Braga, Portugal","Silva A.M., ADVANCE, ISEG Lisbon School of Economics and Management, Lisboa, Portugal; Gomes J.F.S., ADVANCE, ISEG Lisbon School of Economics and Management, Lisboa, Portugal; Monteiro S., Institute of Education, University of Minho, Braga, Portugal","Purpose: This study aims to analyse how people's perceived employability was affected during the coronavirus disease 2019 (COVID-19) pandemic. This study explores individuals' perceived financial threat, age and work situation as factors that shape perceived employability. Design/methodology/approach: Data were collected via a survey at three different times between October 2020 and May 2021, which were chosen to reflect the evolution of the pandemic. The participants (n = 124) reported participants' perceived employability and financial threat during the pandemic in Portugal. Perceived employability is a multidimensional concept, as this includes the following scales: employment protective behaviour, employment risk, job-seeking behaviour, self-control and self-learning. Findings: Participants' overall perceived employability failed to record significant variance over the period under analysis. Nevertheless, perceived employment protective behaviour decreased the most, especially in the case of young adults (aged 18 to 24). Individuals' perceived financial threat varied according to the external context, being lower during the last moment of data collection, which corresponded to the less-socially and economically restrictive period. Employees with the most stable work condition, i.e. with a permanent employment contract, were those who felt less financially threatened when compared to other respondents. A negative relationship between perceived employability and perceived financial threat was identified during the third moment of data collection. Originality/value: The research informs about how individuals perceive themselves in a highly unpredictable and unstable context. The longitudinal approach shows how the external context affected people's perceived employability and financial threat throughout the pandemic. © 2023, Emerald Publishing Limited.","COVID-19 pandemic; Crisis; Employability; Perceived employability; Perceived financial threat; Portugal","","","","","","ADVANCE; ISEG; Instituto Superior de Economia e Gestão, Universidade de Lisboa, ISEG; Global Awards for Advancing Chronic Pain Research, ADVANCE; Universidade de Lisboa, ULisboa, (UIDB/04928/2020); Centre on Innovation and Energy Demand, University of Sussex, CIED, (FCT/MCTES-PT, UIDB/01661/2020, UIDP/01661/2020)","This paper was funded by ISEG/ADVANCE, University of Lisbon (No: UIDB/04928/2020) and CIEd – Research Centre on Education, Institute of Education, University of Minho, (Nos: UIDB/01661/2020 and UIDP/01661/2020), through national funds (No: FCT/MCTES-PT).","Akkermans J., Richardson J., Kraimer M.L., The Covid-19 crisis as a career shock: implications for careers and vocational behavior, Journal of Vocational Behavior, 119, (2020); Aktar M.A., Alam M.M., Al-Amin A.Q., Global economic crisis, energy use, CO2 emissions, and policy roadmap amid COVID-19, Sustainable Production and Consumption, 26, pp. 770-781, (2021); Alonso-Ferres M., Navarro-Carrillo G., Garrido-Macias M., Moreno-Bella E., Valor-Segura I., Connecting perceived economic threat and prosocial tendencies: the explanatory role of empathic concern, PLoS One, 15, 5, (2020); Beaton D.E., Bombardier C., Guillemin F., Ferraz M.B., Guidelines for the process of cross-cultural adaptation of self-report measures, Spine, 25, 24, pp. 3186-3191, (2000); Bennett D., Bawa S., Ananthram S., Pitman T., Is there a gender difference in STEM students’ perceived employability?, Education + Training, 64, 6, pp. 754-773, (2022); Berglund T., Wallinder Y., Perceived Employability in Difficult Economic Times: the significance of education systems and labour market policies, European Societies, 17, 5, pp. 674-699, (2015); Berntson E., Sverke M., Marklund S., Predicting perceived employability: human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); 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Promoting the employability of refugees, International Journal of Environmental Research and Public Health, 17, 21, (2020); Makikangas A., Cuyper N., Mauno S., Kinnunen U., A longitudinal person-centred view on perceived employability: the role of job insecurity, European Journal of Work and Organizational Psychology, 22, 4, pp. 490-503, (2013); Marjanovic Z., Greenglass E.R., Fiksenbaum L., Bell C.M., Psychometric evaluation of the Financial Threat Scale (FTS) in the context of the great recession, Journal of Economic Psychology, 36, pp. 1-10, (2013); Marjanovic Z., Greenglass E.R., Fiksenbaum L., De Witte H., Garcia-Santos F., Buchwald P., Peiro J.M., Manas M.A., Evaluation of the Financial Threat Scale (FTS) in four European, non-student samples, Journal of Behavioral and Experimental Economics, 55, pp. 72-80, (2015); Marjanovic Z., Fiksenbaum L., Greenglass E., Financial threat correlates with acute economic hardship and behavioral intentions that can improve one's personal finances and health, Journal of Behavioral and Experimental Economics, 77, pp. 151-157, (2018); Monteiro S., Taveira M.D.C., Almeida L., Career adaptability and university-to-work transition: effects on graduates' employment status, Education + Training, 61, 9, pp. 1187-1199, (2019); Monteiro S., Almeida L., Garcia-Aracil A., ‘It's a very different world’: work transition and employability of higher education graduates, Higher Education, Skills and Work-Based Learning, 11, 1, pp. 164-181, (2020); Neneh B.N., An empirical study of personality traits, job market appraisal and self-perceived employability in an uncertain environment, Higher Education, Skills and Work-Based Learning, 10, 1, pp. 255-274, (2020); Ngo H., Liu H., Cheung F., Perceived employability of Hong Kong employees: its antecedents, moderator and outcomes, Personnel Review, 46, 1, pp. 17-35, (2017); Olsthoorn M., Measuring precarious employment: a proposal for two indicators of precarious employment based on set-theory and tested with Dutch labor market-data, Social Indicators Research, 119, 1, pp. 421-441, (2014); Peeters E.R., Akkermans J., Cuyper N.D., The only constant is change? Movement capital and perceived employability, Journal of Career Assessment, 28, 4, pp. 674-692, (2020); Pitan O.S., Employability development opportunities (EDOs) as measures of students' enhanced employability, Higher Education, Skills and Work-Based Learning, 6, 3, pp. 288-304, (2016); Ployhart R.E., Vandenberg R.J., Longitudinal research: the theory, design, and analysis of change, Journal of Management, 36, 1, pp. 94-120, (2010); Priyadarshini C., Singh S., David R., Sayeed O.B., Effect of student leadership on academic performance and perceived employability: a longitudinal study on scale development and validation in the Indian context, South Asian Journal of Management, 26, 2, pp. 106-134, (2019); Rothwell A., Arnold J., Self‐perceived employability: development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Saunders M., Lewis P., Thornhill A., Research Methods for Business Students, (2015); Shehzad K., Xiaoxing L., Bilgili F., Kocak E., COVID-19 and spillover effect of global economic crisis on the United States' financial stability, Frontiers in Psychology, 12, (2021); Signore F., Catalano A., De Carlo E., Madaro A., Ingusci E., The role of employability in students during academic experience: a preliminary study through PLS-PM technique, Electronic Journal of Applied Statistical Analysis, 12, 4, pp. 720-747, (2019); Sorgente A., Lanz M., The multidimensional subjective financial well-being scale for emerging adults: development and validation studies, International Journal of Behavioral Development, 43, 5, pp. 466-478, (2019); Spurk D., Kauffeld S., Meinecke A.L., Ebner K., Why do adaptable people feel less insecure? Indirect effects of career adaptability on job and career insecurity via two types of perceived marketability, Journal of Career Assessment, 24, 2, pp. 289-306, (2016); Portugal youth unemployment rate; Wang X., Zheng Q., Huang Z., Chen H., Effect of construal level and job insecurity on responses to perceived external employability, Social Behavior and Personality: An International Journal, 46, 8, pp. 1359-1372, (2018); Yao C.W., Tuliao M.D., Soft skill development for employability, Higher Education, Skills and Work-Based Learning, 9, 3, pp. 250-263, (2019); Yurek L.A., Vasey J., Sullivan Havens D., The use of self-generated identification codes in longitudinal research, Evaluation Review, 32, 5, pp. 435-452, (2008)","J.F.S. Gomes; ADVANCE, ISEG Lisbon School of Economics and Management, Lisboa, Portugal; email: jorgegomes@iseg.ulisboa.pt","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85151997696"
"Zheng S.","Zheng, Shujie (58242278200)","58242278200","Combined application of employment education and big data internet technology based on the context of vocational education reform","2024","Applied Mathematics and Nonlinear Sciences","9","1","00124","","","","0","10.2478/amns.2023.1.00124","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158846607&doi=10.2478%2famns.2023.1.00124&partnerID=40&md5=373e1c2f8a6b4a4e13af6ab48cdc0d40","College of Construction Engineering, Lianyungang Vocational and Technical College, Jiangsu, Lianyungang, 222000, China","Zheng S., College of Construction Engineering, Lianyungang Vocational and Technical College, Jiangsu, Lianyungang, 222000, China","In the context of vocational education reform, with the rapid development of big data and internet technology in recent years, coupled with the increase of employment pressure in China, universities have paid more attention to students’ employability competitiveness and paid attention to the reform and innovation of employment education and management work around the goal of higher vocational education personnel training. Based on the theory of the GRU employment education model and supported by big data internet technology, this paper uses a questionnaire survey and semi-structured interview to conduct exploratory factor analysis and validation factor analysis on the constructed employability evaluation index system by using empirical analysis method and finally constructs an employment education model for higher vocational students. At present, compared with the nearly 100 years of exploration history of employment education in colleges and universities in developed countries such as the United States, the employment education of college students in China has a relatively short history and is still in the exploration and development stage. The combination of vocational education reform and big data and internet technology will create a good environment for the future development and growth of students. Therefore, it is necessary to improve the relevance of employment education and management from the perspective of students and teachers in the “Internet+” environment and provide some new ideas to solve the outstanding problems in the employment education of college students so as to ensure that students can enter and adapt to the workplace smoothly after graduation. © 2023 Shujie Zheng, published by Sciendo.","Big data; Career education; Internet; KeywordEducation reform; Teacher-student relationship","Big data; Education computing; Employment; Factor analysis; Human resource management; Multivariant analysis; Personnel training; Career education; Data technologies; Education and managements; Education reforms; Factors analysis; Internet technology; Keyword education reform; Teacher-student relationship; Teachers'; Vocational education; Students","","","","","","","Jiang W., Exploration of College Students’ Entrepreneurship and Employment Education under the Background of “Internet plus, Basic & clinical pharmacology & toxicology, (2020); Henderson J., Hawke L.D., Chaim G., Disengagement from Employment, Education and Training in a Multi-Sectoral Sample of Service-Seeking Canadian Youth: Mental Health and Substance Use Profiles, Early intervention in psychiatry, S1, (2018); Nardi A., Davoli M., Agabiti N., Differences in mortality between temporary and permanent workers: results from the Rome Longitudinal Study, BMJ Open, 12, 5, pp. 229-253, (2022); Mensah I.K., Zeng G., Luo C., Xiao Z., Lu M., Exploring the predictors of Chinese college students’ entrepreneurial intention, SAGE open, 11, 3, (2021); Henderson J., Hawke L.D., Chaim G., Disengagement from Employment, Education and Training in a Multi-Sectoral Sample of Service-Seeking Canadian Youth: Mental Health and Substance Use Profiles, Early intervention in psychiatry, S1, (2018); Wang B., Exploration of the path of innovation and entrepreneurship education for college students from the perspective of mental health education, Journal of Healthcare Engineering, (2022); Ni H., Ye Y., Entrepreneurship education matters: exploring secondary vocational school students’ entrepreneurial intention in China, The Asia-Pacific Education Researcher, 27, pp. 409-418, (2018); Manyara A.M., Buunaaisie C., Annett H., Et al., Exploring the multidisciplinary extent of public health career structures in 12 countries: an exploratory mapping[J], Journal of public health, pp. 40-44, (2018); Henderson J., Hawke L.D., Chaim G., Disengagement from Employment, Education and Training in a Multi-Sectoral Sample of Service-Seeking Canadian Youth: Mental Health and Substance Use Profiles, Early intervention in psychiatry, S1, (2018); Hegelstad W.T.V., Joa I., Heitmann L., Et al., School-and JobPrescription: An Approach Integrating IPS for Employment and Education for People with First Episode Psychosis, Early intervention in psychiatry, S1, (2018); Humensky J., Dixon L., Education and Employment among Young Persons with Early Psychosis Participating in OnTrackNY, Early intervention in psychiatry, S1, (2018); Gabriella B., Eleonora M., Alina A., Et al., Mothers’ and daughters’ employment in Europe. A comparative analysis, Socio-Economic Review, (2022); Caragh B., Roche E., Masterson S., Et al., Intervening in Mental Health has Effects Beyond the Health Service - Education and Employment as Outcomes for Early Intervention Services, Early intervention in psychiatry, S1, (2018); Chapman C., Rosewall M., High Supported Employment & Education Engagement in NAVIGATE Patients, Early intervention in psychiatry, S1, (2018); Turner L.R., Hegelstad W.T.V., Van Duin D., Et al., Career Development: Key for Recovery in Young People with First Episode Psychosis But Can an Integrated IPS Model of Supported Education and Employment Work?, Early intervention in psychiatry, S1, (2018); Guo L., Ying S.U., Feng J., Et al., The Study on Influencing Factors of Major Satisfaction of College Students Based on Logistic Regression Model, Journal of Higher Education, (2019); Meng Y., Department P., A Historical Review of College Teachers’ Professional Title Conferring and Reform Suggestions, Journal of Teacher Education, (2018); Liang B., Yang Z., Exploration and Application of College Students€ Management Model during the Epidemic Based on Big Data Technology, Mathematical Problems in Engineering, (2022); Al-Turjman F., Deebak B.D., Seamless Authentication: For IoT-Big Data Technologies in Smart Industrial Application Systems, IEEE Transactions on Industrial Informatics, 17, (2020); Hu W.C., Wu H.T., Zhan J.W., Et al., Big Data Analysis on Water Quality Condition in a White Shrimp Farming Environment, Journal of Internet Technology, pp. 22-27, (2021); Jie Y.U., Zhou C., Chen M., Et al., Application of Big Data Technology in Chinese Medicine Health Management, Journal of Traditional Chinese Medicine, (2017); Zhihua L., Zianfei, Et al., Research on architecture of security video surveillance network cascade system with big data, Military Operations Research, (2016); Bydon M., Harbaugh, Et al., Big Data Research in Neurosurgery: A Critical Look at this Popular New Study Design COMMENTS, Neurosurgery, 82, 5, pp. 745-746, (2018); Li S., Chen J., Liu C., Overview on the Development of Intelligent Methods for Mineral Resource Prediction under the Background of Geological Big Data, Minerals, 12, (2022); Ahmad G., Pasha N., Alun D., Et al., Harnessing Machine Learning to Personalize Web-Based Health Care Content, Journal of medical Internet research, (2021); Roy R., Nathaniel W., Luke G., Et al., 0352 Compliance to Sleep Recommendations: A Big Data Analysis In Users of a Consumer Sleep Technology, SLEEP, (2022); Yu W., Dillon T., Mostafa F., Et al., A Global Manufacturing Big Data Ecosystem for Fault Detection in Predictive Maintenance, IEEE Transactions on Industrial Informatics, 16, (2020); Wang T., Ke H., Zheng X., Et al., Big Data Cleaning Based on Mobile Edge Computing in Industrial Sensor-Cloud, IEEE Transactions on Industrial Informatics, 16, (2020); Song C.E., Internet of things platform technology used in undergraduate nursing student education: a scoping review protocol, BMJ Open, 12, 4, pp. 221-222, (2022); Xu W., Zhao X., A Study on the Effect of Internet Technology Progress on Industrial Structure Transformation and Upgrading in Shandong Province, Journal of Ocean University of China(Social Sciences), (2018); Sajid T., Tanveer S., Sabir Z., Et al., Impact of activation energy and temperature-dependent heat source/sink on maxwell–sutterby fluid, Mathematical Problems in Engineering, (2020)","S. Zheng; College of Construction Engineering, Lianyungang Vocational and Technical College, Lianyungang, Jiangsu, 222000, China; email: zsj13775442112@163.com","","Sciendo","","","","","","24448656","","","","English","Appl. Math. Nonlinear Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85158846607"
"Grant L.; Yates J.","Grant, Lisa (58571790500); Yates, Julia (56020110600)","58571790500; 56020110600","Girls in the combined cadet force: a qualitative exploration of the impact of their experiences on their graduate employability skills","2023","Education and Training","65","8-9","","1006","1022","16","0","10.1108/ET-03-2022-0101","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85170559522&doi=10.1108%2fET-03-2022-0101&partnerID=40&md5=03a36e7524570a31918c6b74605831ca","Queen Mary University of London, London, United Kingdom; City, University of London, London, United Kingdom","Grant L., Queen Mary University of London, London, United Kingdom; Yates J., City, University of London, London, United Kingdom","Purpose: Every year several thousand female cadets participate in the Combined Cadet Force (CCF) in the UK, but little is known about the impact that this experience has on the subsequent employability of the female cadets. This study aimed to understand the perceptions of academic teenage girls from one all-female unit of their participation in CCF and the personal benefit or otherwise in relation to their ultimate employability. Design/methodology/approach: This qualitative study used semi-structured interviews to explore the experiences of 10 young women who had participated in CCF for at least three years. Data were analysed using a thematic analysis. Findings: Participants were effusive about the transformative effects of CCF in relation to personal confidence, recognising transferable skills and raising personal aspiration, all key elements to employability, particularly for women. They also considered they had gained future workplace advantage having had opportunity to trial leadership strategies in mixed gender teams, an experience unavailable elsewhere to them. Loyalty to the contingent pervaded every discussion and the importance of team goals, although this level of selfless commitment may be detrimental to employability, subsuming their personal interests to the greater good. Originality/value: Research into the benefit or otherwise of teenage girls' extra-curricular activities is scarce, and this is the first study, to the authors' knowledge, that explores the perceptions of the impact their time in CCF had on their graduate employability skills. © 2023, Emerald Publishing Limited.","Extra-curricular activities; Girls' career development; Graduate employability; Thematic analysis","","","","","","","","Adler R.D., Women in the executive suite correlate to high profits, (2001); Ain C.T., Sabir F., Willison J., Research skills that men and women developed at university and then used in workplaces, Studies in Higher Education, 44, 12, pp. 2346-2358, (2019); Alawamleh M., Mahadin B.K., Will university internship secure you a job?: Interplaying factors from an emerging market perspective, Education+ Training, 64, 4, pp. 491-515, (2022); Alharahsheh H.H., Pius A., A review of key paradigms: positivism VS interpretivism, Global Academic Journal of Humanities and Social Sciences, 2, 3, pp. 39-43, (2020); Amanatullah E.T., Tinsley C.H., Punishing female negotiators for asserting too much…or not enough: exploring why advocacy moderates backlash against assertive female negotiators, Organizational Behavior and Human Decision Processes, 120, 1, pp. 110-122, (2013); Artess J., Hooley T., Mellors-Bourne R., Employability : a review of the literature 2012- 2016, Higher Education Academy, (2018); Bajwa-Patel M., Denny S., Hazenberg R., What is the social impact and return on investment resulting from the expenditure on the Cadet Forces?: Year 3 interim report, (2020); Bajwa-Patel M., Denny S., Hazenberg R., Giroletti T., Brylka A., What is the social impact of the expenditure on the Cadet Forces. 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Should i use TA? Should i not use TA? 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An experiment with data saturation and variability, Field Methods, 18, 1, pp. 59-82, (1995); Hazenberg R., Denny S., The Value of the Cadet Forces in Wales, (2020); Heilman M.E., Okimoto T.G., Why are women penalized for success at male tasks?: the implied communality deficit, Journal of Applied Psychology, 92, 1, pp. 81-92, (2007); Heuze J.P., Sarrazin P., Masiero M., Raimbault N., Thomas J.P., The relationships of perceived motivational climate to cohesion and collective efficacy in elite female teams, Journal of Applied Sport Psychology, 18, 3, pp. 201-218, (2006); The Graduate Market in 2021, (2021); Hirschfeld R.R., Jordan M.H., Feild H.S., Giles W.F., Armenakis A.A., Teams’ female representation and perceived potency as inputs to team outcomes in a predominantly male field setting, Personnel Psychology, 58, 4, pp. 893-924, (2005); Jackson D., Tomlinson M., Investigating the relationship between career planning, proactivity and employability perceptions among higher education students in uncertain labour market conditions, Higher Education, 80, 3, pp. 435-455, (2020); Jampol L., Zayas V., Gendered white lies: women are given inflated performance feedback compared with men, 47, 1, pp. 57-69, (2020); Kay K., Shipman C., The confidence gap, The Atlantic, 14, 1, pp. 1-18, (2014); Kanfer R., Kantrowitz T.M., Wanberg C.R., Job search and employment: a personality-motivational analysis and meta-analytic review, Journal of Applied Psychology, 86, 5, pp. 837-855, (2001); Kim S.R., Lee S.M., Resilient college students in school-to-work transition, International Journal of Stress Management, 25, 2, pp. 195-207, (2014); Kress C.A., Youth leadership and youth development: connections and questions, New Directions for Youth Development, 2006, 109, pp. 45-56, (2006); Krumboltz J.D., The happenstance learning theory, Journal of Career Assessment, 17, 2, pp. 135-154, (2009); Luckerath-Rovers M., Women on boards and firm performance, Journal of Management and Governance, 17, 2, pp. 491-509, (2013); McGrath C., Palmgren P.J., Liljedahl M., Twelve tips for conducting qualitative research interviews, Medical Teacher, 41, 9, pp. 1002-1006, (2019); Merchant K., How men and women differ: gender differences in communication styles, influence tactics, and leadership styles, (2012); Metz A.J., Fouad N., Ihle-Helledy K., Career aspirations and expectations of college students: Demographic and labor market comparisons, Journal of Career Assessment, 17, 2, pp. 155-171, (2009); Ministry of Defence, MOD sponsored cadet forces statistics: April 2021, (2021); Ng T.W.H., Feldman D.C., Subjective career success: a meta-analytic review, Journal of Vocational Behavior, 85, 2, pp. 169-179, (2014); Oleeo, THE MUST-KNOW, (2019); Gender Pay Gap in the UK, (2020); O'Leary S., Gender and management implications from clearer signposting of employability attributes developed across graduate disciplines, Studies in Higher Education, 46, 3, pp. 437-456, (2021); Rubin M., Paolini S., Subasic E., Giacomini A., A confirmatory study of the relations between workplace sexism, sense of belonging, mental health, and job satisfaction among women in male-dominated industries, Journal of Applied Social Psychology, 49, 5, pp. 267-282, (2019); Ryan M.K., Haslam S.A., The glass cliff: exploring the dynamics surrounding the appointment of women to precarious leadership positions, Academy of Management Review, 32, 2, pp. 549-572, (2007); Sahai A., Singh A., A correlation study: the relationship between optimism and subjective well-being of education sector employees, Indian Journal of Positive Psychology, 8, 3, (2017); Scurry T., Smart A., Burke C., Blenkinsopp J., Stephenson S., Developing and Enhancing Graduates’ Career Resilience; Perspectives from Higher Education Careers Professionals, (2019); Sealy R.H.V., Singh V., The importance of role models and demographic context for senior women's work identity development, International Journal of Management Reviews, 12, 3, pp. 284-300, (2010); Seibert S.E., Grant J.M., Kraimer M.L., Proactive personality and career success, Journal of Applied Psychology, 84, 3, pp. 416-426, (1999); Stevenson J., Clegg S., Gender and Education Who cares? Gender dynamics in the valuing of extra-curricular activities in higher education, Gender and Education, 24, 1, pp. 41-55, (2012); Tang M., Pan W., Newmeyer M.D., Factors influencing high school students’ career aspirations, Professional School Counseling, 11, 5, (2018); Taylor J., Investing in the development of young female sport leaders: an evaluation of the “girls on the move” leadership programme, Managing Sport and Leisure, 21, 2, pp. 75-90, (2016); Willig C., Introducing Qualitative Research in Psychology, (2008); Willig C., The ‘Handling’ of power in the physician-patient encounter: perceptions from experienced physicians, BMC Medical Education, 16, 1, pp. 1-9, (2016); Wolfe J., Powell B., Identifying successful interpersonal communication strategies for women in masculine settings, 2014 ASEE Annual Conference and Exposition, (2014); Yorke M., Employability in Higher Education: What it Is, what it Is Not | VOCEDplus, the International Tertiary Education and Research Database, (2006)","J. Yates; City, University of London, London, United Kingdom; email: julia.yates.1@city.ac.uk","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85170559522"
"Gregory A.M.; Penela D.","Gregory, Amy M. (53263605200); Penela, Daniela (57202197219)","53263605200; 57202197219","Context-specific elective coursework and student's employability development: Application of social cognitive career theory in hospitality education","2023","Journal of Hospitality, Leisure, Sport and Tourism Education","33","","100465","","","","0","10.1016/j.jhlste.2023.100465","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177059052&doi=10.1016%2fj.jhlste.2023.100465&partnerID=40&md5=9cd594abc6acce716777de9d40559451","University of Central Florida, Rosen College of Hospitality Management, Department of Foodservice and Lodging Management, Orlando, FL, United States; Academia Militar/CINAMIL, Advance/CSG, Universidade de Lisboa, Instituto Universitário de Lisboa (ISCTE-IUL), Business Research Unit (BRU-IUL), Avenida da Forcas Armadas, Lisbon, 1649-026, Portugal","Gregory A.M., University of Central Florida, Rosen College of Hospitality Management, Department of Foodservice and Lodging Management, Orlando, FL, United States; Penela D., Academia Militar/CINAMIL, Advance/CSG, Universidade de Lisboa, Instituto Universitário de Lisboa (ISCTE-IUL), Business Research Unit (BRU-IUL), Avenida da Forcas Armadas, Lisbon, 1649-026, Portugal","Existing research is in hospitality education is primarily focused on the degree level, rather than the course level. This study advances extant research that analyzes coursework by also applying social cognitive career theory (SCCT) to examine the relationships between problem-based learning, teachers' transformational leadership, and students' self-efficacy and employability. Over a timeframe of four years, 919 undergraduate hospitality management students participated in this research. Structural equation modeling identified significant positive correlations between students' self-efficacy, problem-based learning and employability, as well as teachers' transformational leadership. In addition, problem-based learning and students' self-efficacy were key mediators of the relationship between teachers' transformational leadership and student’ employability. No significant differences were found among mode of instruction or faculty member. Hence, this research provides a baseline for evaluation of various pedagogical methods and content delivery in hospitality education. © 2023 Elsevier Ltd","Career progression; Problem-based learning; SCCT; Self-efficacy; Timeshare; Transformational leadership","","","","","","","","State of the vacation timeshare industry report, (2020); Atadero R.A., Rambo H.K.E., Balgopal M.M., Using social cognitive career theory to assess student outcomes of group design projects in statics, Journal of Engineering Education, 104, 1, pp. 55-73, (2015); Avolio B.J., Bass B.M., Developing potential across a full range of leadership: Cases on transactional and transformational leadership, (2002); Baba M.M., Makhdoomi U.M., Siddiqi M.A., Emotional intelligence and transformational leadership among academic leaders in institutions of higher learning, Global Business Review, 22, 4, pp. 1070-1096, (2021); Balwant P.T., Transformational instructor-leadership in higher education teaching: A meta-analytic review and research agenda, Journal of Leadership Studies, 9, 4, pp. 20-42, (2016); Bandura A., Self-efficacy: Toward a unifying theory of behavioral change, Advances in Behaviour Research and Therapy, 1, 4, pp. 139-161, (1978); Bandura A., Social foundations of thought and action: A social cognitive theory, (1986); Berntson E., Sverke M., Marklund S., Predicting perceived employability: Human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); College factual, (2023); Betz N., Hackett G., The relationship of career-related self-efficacy expectations to perceived career options in college women and men, Journal of Counseling Psychology, 28, pp. 399-410, (1981); Building bridges to success: Regional business-higher education partnerships to grow and diversify the STEM workforce, Business-higher education Forum, (2020); Carless S.A., Wearing A.J., Mann L., A short measure of transformational leadership, Journal of Business and Psychology, 14, pp. 389-405, (2000); Chang C., Jong A., Huang F.-C., Using electronic resources to support problem-based learning, Journal of Educational Computing Research, 46, pp. 195-206, (2012); Chen Y., Gan N., Sustainable development of employability of university students based on participation in the internship promotion programme of Zhejiang province, Sustainability, 13, 23, (2021); Crossman J.E., Clarke M., International experience and graduate employability: Stakeholder perceptions on the connection, Higher Education, 59, 5, pp. 599-613, (2010); Croy W.G., Willison J., Research skill development in tourism, International handbook of teaching and learning in tourism, pp. 58-75, (2017); Daniels N.M., Employability (management philosophy), (2020); De Vos A., De Hauw S., Van der Heijden B.I.J.M., Competency development and career success: The mediating role of employability, Journal of Vocational Behavior, 79, pp. 438-447, (2011); Deer L.K., Gohn K., Kanaya T., Anxiety and self-efficacy as sequential mediators in US college students' career preparation, Education + Training, 60, 2, pp. 185-197, (2018); Dos Santos L.M., The relationship between organisational psychology and career decision: A study of hospitality and tourism professionals, Academic Journal of Interdisciplinary Studies, 10, 3, (2021); Dredge D., Benckendorff P., Day M., Gross M.J., Walo M., Weeks P., Et al., The philosophic practitioner and the curriculum space, Annals of Tourism Research, 39, 4, pp. 2154-2176, (2012); Dunlap J.C., Problem-based learning and self-efficacy: How a capstone course prepares students for a profession, Educational Technology Research & Development, 53, pp. 65-83, (2005); Ebner K., Soucek R., Selenko E., Perceived quality of internships and employability perceptions: The mediating role of career-entry worries, Education + Training, (2021); Fakunle O., International students' perspective on developing employability during study abroad, Higher Education Quarterly, (2021); Fillman V.M., Career interest, self-efficacy, and perception in undecided and nursing undergraduate students: A quantitative study, Nurse Education Today, 35, 1, pp. 251-255, (2015); Fugate A.L., Amey M.J., Career stages of community college faculty: A qualitative analysis of their career paths, roles, and development, Community College Review, 28, 1, pp. 1-22, (2000); Gibbons M., Shoffner M., Prospective First-Generation College Students: Meeting their needs through social cognitive career theory, Professional School Counseling, 8, 1, pp. 91-97, (2004); Ginty C., Killoran B., Cosgrove A., Duffy J., Building a student success model at GMIT: Student centered learning opportunities, employability and the professional development of teaching, Journal of Higher Education Theory & Practice, 20, 9, pp. 27-35, (2020); Golich V.L., Haynes S., Hillhouse E., Pfeifer D., Aligning academic offerings with industry needs and facility construction, while making space for relevant public private partnerships (P3s), Metropolitan Universities, 29, 2, pp. 135-149, (2018); Hair J., Black W., Babin B., Anderson R., Tatham R., Multivariate data analysis, (2006); Huang S.Y., Li M.W., Lee Y.S., Transforming the emotional intelligence of the feeders in agribusinesses into the development of task performance and counterproductive work behaviors during the COVID-19 pandemic, Animals, 11, 11, (2021); 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Michos K., Cantieni A., Schmid R., Muller L., Petko D., Examining the relationship between internship experiences, teaching enthusiasm, and teacher self-efficacy when using a mobile portfolio app, Teaching and Teacher Education, 109, (2022); Mink W.T., Faculty acceptance of transformational, transactional, and laissez-faire leadership behaviors at comprehensive community colleges, (2007); Min H., Swanger N., Gursoy D., A longitudinal investigation of the importance of course subjects in the hospitality curriculum: An industry perspective, Journal of Hospitality and Tourism Education, 28, 1, pp. 10-20, (2016); Moon J., Effect of emotional intelligence and leadership styles on risk intelligent decision making and risk management, Journal of Engineering, Project, and Production Management, 11, 1, (2021); Muniz F., Geng G., Exploring a problem-based learning approach to improve the quantitative skills of marketing undergraduates, Journal for Advancement of Marketing Education, 29, 1, pp. 25-41, (2021); Olo D., Correia L., Rego C., How to develop higher education curricula towards employability? A multi-stakeholder approach, Education + Training, 64, 1, pp. 89-106, (2021); Olson J.S., Opportunities, obstacles, and options: First-generation college graduates and social cognitive career theory, Journal of Career Development, 41, 3, pp. 199-217, (2014); Patiar A., Kensbock S., Benckendorff P., Robinson R., Richardson S., Wang Y., Et al., Hospitality students' acquisition of knowledge and skills through a virtual field trip experience, Journal of Hospitality and Tourism Education, 33, 1, pp. 14-28, (2021); Predovic D., Dennis J., Jones E., International internships and employability: A game-based assessment approach, (2021); Richardson M., Abraham C., Bond R., Psychological correlates of university students' academic performance: A systematic review and meta-analysis, Psychological Bulletin, 138, 2, pp. 353-387, (2012); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Sharma E., Jha M., Perceptual gap between different stakeholders about management education: A challenge for the employability of graduates, IUP Journal of Soft Skills, 14, 2, pp. 7-34, (2020); Solis F., Kupczynski L., Mundy M., A profile of faculty leadership behavior at one south Texas community college, International Journal of Educational Leadership Preparation, 6, 4, pp. 1-17, (2011); Solomon Y., Comparison between problem-based learning and lecture-based learning: Effect on nursing students' immediate knowledge retention, Advances in Medical Education and Practice, 11, (2020); Tribe J., The philosophic practitioner, Annals of Tourism Research, 29, 2, pp. 338-357, (2002); Van Dinther M., Dochy F., Segers M., Factors affecting students' self-efficacy in higher education, Educational Research Review, 6, 2, pp. 95-108, (2011); Wange S., Peng M., Xu Y., Simbi V., Lin K., Teng T., Teachers' transformational leadership and students' employability development: A social cognitive career perspective, Social Behavior and Personality, 48, 5, pp. 85-94, (2020); Weber K., Ladkin A., Career advancement for tourism and hospitality academics: Publish, network, study, and plan, Journal of Hospitality & Tourism Research, 32, 4, pp. 448-466, (2008); Whelan M.B., Academic work-integrated learning (WIL): Reengaging teaching-focused academics with industry, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 172-187, (2017)","A.M. Gregory; University of Central Florida, Rosen College of Hospitality Management, Department of Foodservice and Lodging Management, Orlando, United States; email: Amy.Gregory@UCF.edu","","Elsevier B.V.","","","","","","14738376","","","","English","J. Hosp. Leis. Sports Tour. Educ.","Article","Final","","Scopus","2-s2.0-85177059052"
"Choy S.; Le A.H.","Choy, Sarojni (30267457300); Le, Anh Hai (57191843544)","30267457300; 57191843544","Workplace practices that support learning across working life","2023","Australian Journal of Adult Learning","63","3","","320","342","22","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180831778&partnerID=40&md5=47b6933e8b35199eefa850c7764a613f","Griffith University, Brisbane, QLD, Australia","Choy S., Griffith University, Brisbane, QLD, Australia; Le A.H., Griffith University, Brisbane, QLD, Australia","In an ever-changing world of work, workers are expected to maintain currency of changes through lifelong learning to sustain employment and transition into new jobs or occupations-as the need arises. Adult workers rely on affordances from societal, workplace, community and educational institution sources that offer opportunities-intentional or sometimes unintentional. Productive engagement in these opportunities leads to positive outcomes in terms of learning and employment, although adults’ personal epistemologies, agency, and intentionality determine which affordances they engage with, in what ways, and for what purposes (Billett, Choy and Le, 2023). Moreover, working age adults’ learning is largely and necessarily premised on their own constructive efforts albeit with guidance from those with whom they work closely. According to the Organisation for Economic Co-operation and Development, the working age population is defined as those aged 15 to 64 (OECD, 2023). In Australia, the working age can be extended to 74 (Australian Bureau of Statistics, 2023). Working age adults’ worklife learning is sustained through permutations of lifelong learning and lifelong education that enables them to navigate different kinds of transitions that may arise due to institutional or personal factors such as life stages, employment status, occupations, re-locations, health and personal preference or trajectories (Billett, Choy & Le, 2023). This means that lifelong educational provisions need to extend beyond those from educational institutions to include experiences in workplaces and the community. The growing realisation of the potency and importance of learning experiences in workplaces and other social settings is now attracting a greater consideration of these sites for ongoing learning of working age adults. This calls for learning in the course of everyday work to be acknowledged and systematised around work practices. In this paper, we illuminate and elaborate on workplace contributions to learning that support individuals’ employability across working life. Drawing on the worklife history interviews (n=66) and a survey (n=678) data from an Australian Research Council funded project [DP 190101519], we report and discuss working age adults’ perspectives of workplace affordances. The findings from the interviews indicate that three work-based models suggested by Billett et al. (2016) are most appropriate for supporting workers’ learning in their work settings. These are wholly work-based experiences, work-based experiences with direct guidance and work-based experiences with educational interventions. The affordances and practices of workplaces are central to supporting workers’ lifelong learning in workplaces, but they also need access to lifelong education provisions to maintain currency of knowledge and skills to sustain employment. © 2023, Adult Learning Australia. All rights reserved.","lifelong education; lifelong learning; work transitions; work-based experiences; work-based learning models; workplace learning","","","","","","Australian Research Council, ARC","The findings described and discussed in this paper derive from an Australian Research Council funded project about promoting employability of working age Australians. The research project specifically examined how their learning arises across and through working life and how it can be supported more effectively through work activities, education provisions, and other forms of mediation and guidance (Le et al., 2023). The project comprised a three-phase process using a combination of qualitative and quantitative procedures in the gathering and analysis of data. These processes included: i) worklife history interviews with Australian working-age adults (n=66) to secure retrospective accounts of worklife learning, ii) survey to gain perspectives from a broader population (n=678) of their worklife learning, and iii) dialogue forum and discussions with relevant stakeholders to consolidate findings and generate specific","Education and Work, Australia, Education and Work, Australia, (2023); Billett S., Learning through work: Workplace affordances and individual engagement, Journal of Workplace Learning, 13, 5, pp. 209-214, (2001); Billett S., Workplace participatory practices: Conceptualising workplaces as learning environments, Journal of Workplace Learning, 16, 6, pp. 312-324, (2004); Billett S., Conceptualizing learning experiences: Contributions and mediations of the social, personal and brute, Mind, Culture and Activity, 16, 1, pp. 32-47, (2009); Billett S., Personal epistemologies, work and learning, Educational Research Review, 4, pp. 210-219, (2009); Billett S., Learning through Practice: Models, Traditions, Orientations and Approaches, (2010); Billett S., Promoting graduate employability: Key goals, and curriculum and pedagogic practices for higher education, Graduate Employability and Workplace-Based Learning Development: Insights from Sociocultural Perspectives, (2022); Billett S., Learning across working life: A product of ‘personal curriculum’, Sustaining Employability through Worklife Learning: Practices and Policies, pp. 209-227, (2023); Billett S., Choy S., Emerging perspectives of and challenges for workplace learning, Practice-Based Education: Perspectives and Strategies, pp. 145-160, (2012); Billett S., Choy S., Le A.H., Lifelong learning across working lives: Personal, social and maturational factors, Third International Handbook of Lifelong Education, pp. 421-441, (2023); Billett S., Dymock D., Choy S., Supporting Learning across Working Life: Models, Processes and Practices, (2016); Billett S., Le A.H., Salling-Olesen H., Practices and Strategies to Support Worklife Learning: The Australian Context, pp. 307-335, (2023); Billett S., Le A.H., Smith R., Choy S., The kinds and character of changes adults negotiate across worklife transitions, International Journal of Lifelong Education, pp. 1-15, (2021); Billett S., Salling-Olesen H., Filliettaz L., Sustaining Employability through Worklife Learning: Practices and Policies, (2023); Choy S., Le A.H., Contributions of tertiary education, Sustaining Employability through Worklife Learning: Practices and Policies, pp. 261-283, (2023); Eichinger R., Lombardo M., The Career Architect Development Planner, (1996); Eraut M., Learning from other people in the workplace, Oxford Review of Education, 33, 4, pp. 403-422, (2007); Frost N., Zukas M., Bradbury H., Kilminster S., Beyond Reflective Practice: New Approaches to Professional Lifelong Learning, (2010); Fuller A., Unwin L., Workplace learning and the organization, The SAGE Handbook of Workplace Learning, pp. 46-59, (2011); Gherardi S., Community of practice or practices of a community, The SAGE Handbook of Management Learning, Education, and Development, pp. 514-530, (2009); Le A.H., Billett S., Salling-Olesen H., Bargallie D., Investigating learning for employability: Method and procedures, Sustaining Employability through Worklife Learning: Practices and Policies, 4, pp. 83-99, (2023); OECD Skills Outlook 2013: First Results from the Survey of Adult Skills, (2013); Working Age Population (Indicator), (2023); Searle J.R., The Construction of Social Reality, (1995); Smith R., The trajectories of worklife transitions, Sustaining Employability through Worklife Learning: Practices and Policies, pp. 145-169, (2023); Tynjala P., Perspectives into learning at the workplace, Educational Research Review, 3, pp. 130-154, (2008); Tynjala P., Toward a 3-P model of workplace learning: A literature review, Vocations and Learning, 6, pp. 11-36, (2013)","","","Adult Learning Australia","","","","","","14431394","","","","English","Aus. J. Adu. Learn","Article","Final","","Scopus","2-s2.0-85180831778"
"Porter C.N.; Haggar L.; Harvey A.C.","Porter, Cody Normitta (57197810807); Haggar, Laura (57961076600); Harvey, Adam Charles (57104402000)","57197810807; 57961076600; 57104402000","Sexual offending and barriers to employability: public perceptions of who to hire","2023","Current Psychology","42","32","","28799","28811","12","0","10.1007/s12144-022-03841-1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141706011&doi=10.1007%2fs12144-022-03841-1&partnerID=40&md5=af194254105502f8b5a736b08b508529","School of Criminology & Criminal Justice, University of Portsmouth, Portsmouth, United Kingdom; University of the West of England (UWE) Bristol, Bristol, United Kingdom","Porter C.N., School of Criminology & Criminal Justice, University of Portsmouth, Portsmouth, United Kingdom, University of the West of England (UWE) Bristol, Bristol, United Kingdom; Haggar L., School of Criminology & Criminal Justice, University of Portsmouth, Portsmouth, United Kingdom; Harvey A.C., University of the West of England (UWE) Bristol, Bristol, United Kingdom","Employment can reduce reoffending, yet many employers refrain from hiring candidates with prior convictions, particularly for sexual offences. This study explored employability ratings before and after a disclosure and barring service (DBS) check for a public facing job. The DBS check revealed either (i) rape, (ii) sexual activity with a child, (iii) possession of indecent photographs of children, or (iv) no criminal conviction. We measured ratings of trustworthiness, company value, and role suitability before and after the disclosure. Participants were then invited to keep or reject the candidate. As predicted, individuals with a prior sexual offence were perceived as less trustworthy, valuable, or suitable for employment. Those with contact offences (sexual activity with a child 80%, rape, 57%) received higher rejections than those with possession of photographs of children convictions (49%). Participants provided qualitative responses for their decision making. This data indicates directions for future research for enhancing employment opportunities. © 2022, The Author(s).","Employability; Rehabilitation; Reoffending; Sexual offending","","","","","","","","Abeling-Judge D., Social opportunities and controls: Revisiting the desistance effect of employment, Deviant Behavior, 42, 9, pp. 1177-1193, (2021); Becker G.S., Crime and punishment: An economic approach, The economic dimensions of crime, pp. 13-68, (1968); Blacker J., Beech A.R., Wilcox D.T., Boer D.P., The assessment of dynamic risk and recidivism in a sample of special needs sexual offenders, Psychology Crime & Law, 17, 1, pp. 75-92, (2011); Blomberg T., Bales W., Mann K., Piquero A., Berk R., Incarceration, education and transition from delinquency, Journal of Criminal Justice, 39, 4, pp. 355-365, (2011); Brown K., Spencer J., Deakin J., The reintegration of sex offenders: Barriers and opportunities for employment, The Howard Journal of Criminal Justice, 46, 1, pp. 32-42, (2007); Brown S., Deakin J., Spencer J., What people think about the management of sex offenders in the community, The Howard Journal of Criminal Justice, 47, 3, pp. 259-274, (2008); Cohen L.E., Felson M., Social change and crime rate trends: A routine activity approach, American Ssociological Review, pp. 588-608, (1979); Copp J.E., Giordano P.C., Longmore M.A., Manning W.D., Desistance from Crime during the Transition to Adulthood: The Influence of Parents, Peers, and Shifts in Identity, Journal of Research in Crime and Delinquency, 57, 3, pp. 294-332, (2020); Coupland R.B.A., Olver M.E., Assessing protective factors in treated violent offenders: Associations with recidivism reduction and positive community outcomes, Psychological Assessment, 32, 5, pp. 493-508, (2020); Denver M., Siwach G., Bushway S.D., A new look at the employment and recidivism relationship through the lens of a criminal background check, Criminology, 55, 1, pp. 174-204, (2017); de Vries Robb M., Mann R.E., Maruna S., Thornton D., A review of protective factors supporting desistance from sexual offending, Protective Factors, 37, (2014); Giguere R., Dundes L., Help wanted: A survey of employer concerns about hiring ex-convicts, Criminal Justice Policy Review, 13, 4, pp. 396-408, (2002); Graffam J., Shinkfield A.J., Hardcastle L., The perceived employability of ex-prisoners and offenders, International Journal of Offender Therapy and Comparative Criminology, 52, 6, pp. 673-685, (2008); Hardcastle L., Bartholomew T., Graffam J., Legislative and community support for offender reintegration in Victoria, Deakin Law Review, 16, 1, pp. 111-132, (2011); Herzog S., Does the ethnicity of offenders in crime scenarios affect public perceptions of crime seriousness? A randomized survey experiment in Israel, Social Forces, 82, 2, pp. 757-781, (2003); Higgins C., Ireland C., Attitudes toward male and female sex offenders: A comparison of forensic staff, prison officers and the general public in Northern Ireland, The British Journal of Forensic Practice, 11, 1, pp. 14-19, (2009); Hogue T.E., Attitudes towards prisoners and sexual offenders, Issues in Criminological & Legal Psychology, 19, pp. 27-32, (1993); Kazemian L., Farrington D.P., Le Blanc M., Can we make accurate long-term predictions about patterns of de-escalation in offending behavior?, Journal of Youth and Adolescence, 38, pp. 384-400, (2009); Kernsmith P.D., Craun S.W., Foster J., Public attitudes toward sexual offenders and sex offender registration, Journal of child sexual abuse, 18, 3, pp. 290-301, (2009); Kerr N., Tully R.J., Vollm B., Volunteering with sex offenders: The attitudes of volunteers toward sex offenders, their treatment, and rehabilitation, Sexual Abuse, 30, 6, pp. 659-675, (2018); King L.L., Roberts J.J., The complexity of public attitudes toward sex crimes, Victims & Offenders, 12, pp. 71-89, (2017); Kleban H., Jeglic E., Dispelling the myths: Can psychoeducation change public attitudes towards sex offenders?, Journal of sexual aggression, 18, 2, pp. 179-193, (2012); Levenson J.S., Brannon Y.N., Fortney T., Baker J., Public perceptions about sex offenders and community protection policies, Analyses of Social Issues and Public Policy, 7, 1, pp. 137-161, (2007); Lofthouse R.E., Lindsay W.R., Totsika V., Hastings R.P., Boer D.P., Haaven J.L., Prospective dynamic assessment of risk of sexual reoffending in individuals with an intellectual disability and a history of sexual offending behaviour, Journal of Applied Research in Intellectual Disabilities, 26, 5, pp. 394-403, (2013); Merton R.K., Social structure and anomie, American sociological review, 3, 5, pp. 672-682, (1938); Nally J.M., Lockwood S., Ho T., Knutson K., Post-release recidivism and employment among different types of released offenders: A 5-year follow-up study in the United States, International Journal of Criminal Justice Sciences, 9, 1, (2014); Nelson M., Herlihy B., Oescher J., A survey of counselor attitudes towards sex offenders, Journal of Mental Health Counseling, 24, 1, (2002); Rade C.B., Desmarais S.L., Mitchell R.E., A meta-analysis of public attitudes toward ex-offenders, Criminal Justice and Behavior, 43, 9, pp. 1260-1280, (2016); Reich S.E., An exception to the rule: Belief in redeemability, desistance signals, and the employer’s decision to hire a job applicant with a criminal record, Journal of Offender Rehabilitation, 56, 2, pp. 110-136, (2017); Seleznow E., Littel K., Matson S., Time to work: Managing the employment of sex offenders under community supervision. Silver Spring, MD: Center for Sex Offender Management (CSOM), (2002); Sellin T., Wolfgang M.E., The measurement of delinquency, (1964); Smith R., Grimshaw R., Romeo R., Knapp M., Poverty and disadvantage among prisoners’ families, 10, (2007); Stoll M.A., Bushway S.D., The effect of criminal background checks on hiring ex-offenders, Criminology & Public Policy, 7, 3, pp. 371-404, (2008); Sutherland E.H., Cressey D.R., Luckenbill D.F., Principles of Criminology, Rowman & Littlefield, (1992); Taylor J.L., Keddie T., Lee S., Working with sex offenders with intellectual disability: Evaluation of an introductory workshop for direct care staff, Journal of Intellectual Disability Research, 47, 3, pp. 203-209, (2003); Thornton D., Implications of our developing understanding of risk and protective factors in the treatment of adult male sexual offenders, International Journal of Behavioral Consultation and Therapy, 8, 3-4, pp. 62-65, (2013); Uggen C., Staff J., Work as a turning point for criminal offenders, Corrections Management Quarterly, 5, pp. 1-16, (2001); van den Berg C., Bijleveld C., Hendriks J., Mooi-Reci I., The juvenile sex offender: The effect of employment on offending, Journal of Criminal Justice, 42, 2, pp. 145-152, (2014); Varghese F.P., Hardin E.E., Bauer R.L., Morgan R.D., Attitudes toward hiring offenders: The roles of criminal history, job qualifications, and race, International Journal of Offender Therapy and Comparative Criminology, 54, 5, pp. 769-782, (2010); Ware J., Galouzis J., Hart R., Allen R., Training correctional staff in the management of sex offenders: Increasing knowledge and positive attitudes, Sexual Abuse in Australia and New Zealand, 4, 2, (2012); Willis G.M., Levenson J.S., Ward T., Desistance and attitudes towards sex offenders: Facilitation or hindrance?, Journal of Family Violence, 25, 6, pp. 545-556, (2010); Willis G.M., Malinen S., Johnston L., Demographic differences in public attitudes towards sex offenders, Psychiatry Psychology and Law, 20, 2, pp. 230-247, (2013)","C.N. Porter; University of the West of England (UWE) Bristol, Bristol, United Kingdom; email: cody.porter@uwe.ac.uk","","Springer","","","","","","10461310","","","","English","Curr. Psychol.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85141706011"
"Sahu T.N.; Maity S.; Yadav M.","Sahu, Tarak Nath (56654985400); Maity, Sudarshan (57209253861); Yadav, Manjari (58705485500)","56654985400; 57209253861; 58705485500","Women migrant workers from the backward remote districts of West Bengal: life of utter miseries","2023","GeoJournal","88","6","","6643","6656","13","0","10.1007/s10708-023-10991-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177589142&doi=10.1007%2fs10708-023-10991-7&partnerID=40&md5=daac3cd0610a9f4894dcd3ab0fb01427","Department of Commerce, Vidyasagar University, West Bengal, Midnapore, 721 102, India; Department of Examination, The Institute of Cost Accountants of India, (Statutory Body Under an Act of Parliament), 12, Sudder Street, West Bengal, Kolkata, 700016, India","Sahu T.N., Department of Commerce, Vidyasagar University, West Bengal, Midnapore, 721 102, India; Maity S., Department of Examination, The Institute of Cost Accountants of India, (Statutory Body Under an Act of Parliament), 12, Sudder Street, West Bengal, Kolkata, 700016, India; Yadav M., Department of Commerce, Vidyasagar University, West Bengal, Midnapore, 721 102, India","The study analyses the impact of lockdown on the socio-economic condition of female migrant workers of informal sector. A field survey is conducted on 107 female migrant workers in four underprivileged districts of West Bengal, India. The study evaluates the effect of lockdown on their employment status, financial instability and degree of violence suffered in households and workplace comparing their pre-pandemic and post-lockdown condition. The methodologies considered are regression to study the impact on employment scope, t-test for studying the effect of pandemic on their income, Wilcoxon signed-rank test and Effect size to check the increase in violence and exploitation. The derived result implies a significant impact of independent variables on their employability, social security and violence committed on them. Hence, the research provide insights to the policy makers on the kind of reforms required to be introduced presently to upgrade the condition of the female migrants as they are one of the most neglected segments of the society. Moreover, the study proposes formalization of labour market and proper registration of these women so that they can utilize the desired social security-healthcare services, pension schemes, relief packages, and employment opportunities. © 2023, The Author(s), under exclusive licence to Springer Nature B.V.","Covid-19; Female migrant workers; Financial instability; Socio-economic condition; Unemployment","India; West Bengal; Economic analysis; Population statistics; Condition; Covid-19; Female migrant worker; Financial instability; Informal sector; Migrant workers; Social Security; Socio-economic conditions; Unemployment; West Bengal; COVID-19; female; field survey; financial system; informal sector; labor market; migrant worker; socioeconomic conditions; unemployment; violence; womens status; Employment","","","","","Indian Council of Social Science Research, ICSSR","The scholars namely Tarak Nath Sahu and Sudarshan Maity are the awardees of ICSSR Research Programme. This paper is largely an outcome of the research project sponsored by the Indian Council of Social Science Research (ICSSR). However, the responsibility of the facts stated, opinions expressed and the conclusions drawn is entirely that of the authors. ","Agarwala V., Maity S., Sahu T.N., Female entrepreneurship, employability and empowerment: Impact of the mudra loan scheme, Journal of Developmental Entrepreneurship, (2022); Agnihotri I., Hans A., The ‘new normal’: Making sense of women migrants’ encounter with COVID-19 in India, Migration, Workers, and Fundamental Freedoms, pp. 53-66, (2021); Five Ways The-Covid-19 Pandemic Impacts Women Worldwide, 24 March, (2020); Anandhi S., Deepa E., Protecting livelihood, health, and decency of work: Paid domestic workers in times of COVID-19, Migration, Workers, and Fundamental Freedoms, pp. 96-107, (2021); Aoun R., COVID-19 Impact on Female Migrant Domestic Workers in the Middle-East, pp. 2020-2105, (2020); Azeez E.P.A., Negi D.P., Rani A., AP SK S., The impact of COVID-19 on migrant women workers in India, Eurasian Geography and Economics, 62, 1, pp. 93-112, (2021); Banerjee P., Nouvelle Corona Virus and Gender Transgressions. Borders of an Epidemic Covid-19 and Migrant Workers.115–122, (2020); Barman N., COVID-19 and livelihood challenges of migrant workers after returning home—a Case Study of Reverse Migration from Kerala to West Bengal, The Urban World, Regional Centre for Urban and Environmental Studies, 13, 3, pp. 13-20, (2020); Bhagat R.B., Reshmi R.S., Sahoo H., Roy A.K., Govil D., The COVID-19, migration and livelihood in India: Challenges and policy issues, Migration Letters, 17, 5, pp. 705-718, (2020); Bhattacharjee S., Sarkar A., How one state can learn from another–Migrant Workers in Kolkata, India’s Migrant Workers and the Pandemic, pp. 275-283, (2021); Biswas B., Roy R., Roy T., Chowdhury S., Dhara A., Mistry K., Geographical appraisal of COVID-19 in West Bengal India, GeoJournal, 87, 4, pp. 2641-2662, (2022); Blasko Z., Papadimitriou E., Manca A.R., How will the COVID-19 crisis affect existing gender divides in Europe?, 5, (2020); Bonnet F., Vanek J., Chen M., Women and men in the informal economy: A statistical picture, Manchester, (2019); Campbell A.M., An increasing risk of family violence during the Covid-19 pandemic: Strengthening community collaborations to save lives, Forensic Science International: Reports, (2020); Chaurasiya D., Chaurasia V., Chauhan S., Patel R., Gupta A., Unisa S., The correlates of violence against women in India: Findings from the Recent National Demographic Health Survey, Asia Review of Social Sciences, 7, 3, pp. 132-139, (2018); Choudhari R., COVID 19 pandemic: Mental health challenges of internal migrant workers of India, Asian Journal of Psychiatry, (2020); (2011); Dahdah M., Ferry M., Gueria I., Venkatasubramanian G.; Dalal K., Does economic empowerment protect women from intimate partner violence?, Journal of Injury and Violence Research, 3, 1, (2011); Dandekar A., Ghai R., Migration and reverse migration in the age of COVID-19, Economic and Political Weekly, 55, 19, pp. 28-31, (2020); Daniels R.A., Miller L.A., Mian M.Z., Black S., One size does NOT fit all: Understanding differences in perceived organizational support during the COVID-19 pandemic, Business and Society Review, 127, pp. 193-222, (2022); Das T., Roy T.B., More than individual factors; is there any contextual effect of unemployment, poverty and literacy on the domestic spousal violence against women? A multilevel analysis on Indian context, SSM-Population Health, (2020); Das T., Roy T.B., Roy R., Reintegration with family and intimate partner violence (IPV) against women among the returnee migrant worker’s family during COVID-19 induced lockdown: A Block-level analysis using multinomial logistic regression model, Children and Youth Services Review, (2021); Dhingra S., Kondirolli F., Unemployment and labour market recovery policies, Indian Economic Review, 57, 1, pp. 223-235, (2022); Ertan D., El-Hage W., Thierree S., Javelot H., Hingray C., COVID-19: Urgency for distancing from domestic violence, European Journal of Psychotraumatology, (2020); Guadagno L., Migrants and the COVID-19 Pandemic: An Initial Analysis. Migration Research Series N° 60. International Organization for Migration (IOM), (2020); Guedes A., Peterman A., Deligiorgis D., Five ways governments are responding to violence against women and children during COVID-19, UNICEF Connect [En línea], (2020); Gupta A., Zhu H., Doan M.K., Michuda A., Majumder B., Economic burden of COVID-19 lockdown on the poor, Available at SSRN, (2020); Hanif R., Siddique M.P., Domestic Violence during COVID-19 Lockdown: A Disguised Trauma within Pandemic, pp. 28-33, (2020); Hazarika K., Covid-19 outbreak migrants, effects: On economy and environment of Assam, International Journal of Management (IJM), 11, 12, pp. 2424-2429, (2020); Govt. Has no data of migrant workers’ death, loss of job, (2020); Holder M., Jones J., Masterson T., The early impact of COVID-19 on job losses among black women in the United States, Feminist Economics, 27, 1-2, pp. 103-116, (2021); Ilkkaracan I., Memis E., Transformations in the gender gaps in paid and unpaid work during the COVID-19 pandemic: Findings from Turkey, Feminist Economics, 27, 1-2, pp. 288-309, (2021); COVID-19 Crisis and the Informal Economy: Immediate Responses and Policy Challenges, (2020); Protecting Migrant Workers during the COVID-19 Pandemic: Recommendations for Policy-makers and Constituents, (2020); Summary of Announcements: Aatma Nirbhar Bharat Abhiyaan, (2020); IrudayaRajan S., Sivakumar P., Srinivasan A., The COVID-19 pandemic and internal labour migration in India: A ‘crisis of mobility’, The Indian Journal of Labour Economics, 63, 4, pp. 1021-1039, (2020); Jesline J., Romate J., Rajkumar E., George A.J., The plight of migrants during COVID-19 and the impact of circular migration in India: A systematic review, Humanities and Social Sciences Communications, 8, 1, pp. 1-12, (2021); Kabeer N., Razavi S., Van der Meulen Rodgers Y., Feminist economic perspectives on the COVID-19 pandemic, Feminist Economics, 27, 1-2, pp. 1-29, (2021); Karim M.R., Islam M.T., Talukder B., COVID-19’s impacts on migrant workers from Bangladesh: In search of policy intervention, World Development, (2020); Khanna A., Impact of migration of labour force due to global COVID-19 pandemic with reference to India, Journal of Health Management, 22, 2, pp. 181-191, (2020); Koh D., Migrant workers and COVID-19, Occupational and Environmental Medicine, 77, 9, pp. 634-636, (2020); Krishnakumar A., Verma S., Understanding domestic violence in India during COVID-19: A routine activity approach, Asian Journal of Criminology, 16, 1, pp. 19-35, (2021); Kujur S.K., Goswami D., COVID-19: Severity of the pandemic and responses of Indian states, Journal of Public Affairs, 20, 4, (2020); Kumar S., Choudhury S., Migrant workers and human rights: A critical study on India’s COVID-19 lockdown policy, Social Sciences & Humanities Open, 3, 1, (2021); Lattouf A., Domestic Violence Spikes during Coronavirus as Families Trapped at Home. Network 10 Daily, (2020); Maity S., Sahu T.N., Women entrepreneurs and determinants of their success: An empirical study, Small Enterprises Development, Management and Extension Journal, 47, 2, pp. 115-129, (2021); Maity S., Sahu T.N., Biswas D., Financial inclusion through banking for the poor: A study on cycle rickshaw pullers in West Bengal, Management and Labour Studies, 47, 4, pp. 431-447, (2022); Maity S., Sen N., Sahu T.N., Covid-19: Triggers fear psychosis among private sector employees, Journal of Labor and Society, 23, 4, pp. 503-513, (2020); Maity S., Sen N., Sahu T.N., Panoramic view of digital education in Covid-19: A new explored avenue, Review of Education, 9, 2, pp. 405-423, (2021); Malik S., Chhabra M., Chandra G.M., Understanding the impact of pandemics on society with a special focus on COVID-19, Business and Society Review, 127, 4, pp. 835-861, (2022); Mohring K., Naumann E., Reifenscheid M., Wenz A., Rettig T., Krieger U., Blom A.G., The COVID-19 pandemic and subjective well-being: longitudinal evidence on satisfaction with work and family, European Societies, 27, sup1, pp. S601-S617, (2021); Mondal M., Chakraborty C., The analysis of unparalleled struggle for existence of urban women informal workers in West Bengal, India for survival and resilience to COVID-19 pandemic risk, GeoJournal, 87, pp. 607-630, (2022); Moroz H., Shrestha M., Testaverde M., Potential responses to the COVID-19 outbreak in support of migrant workers. “Living Paper” Version 10 (June 19, 2020), (2020); Onyango M.A., Resnick K., Davis A., Shah R.R., Gender-based violence among adolescent girls and young women: A neglected consequence of the West African Ebola outbreak, Pregnant in the Time of Ebola, pp. 121-132, (2019); Qiu J., Shen B., Zhao M., Wang Z., Xie B., Xu Y., A nationwide survey of psychological distress among Chinese people in the COVID-19 epidemic: Implications and policy recommendations, General Psychiatry, 33, 2, pp. 1-3, (2020); Rai N., Narratives of left-behind women. Handbook of internal migration in India, pp. 415-427, (2020); Rajan S.I., Internal Migration and Youth in India: Main Features, Trends and Emerging Challenges, (2013); Rao S., A natural disaster and intimate partner violence: Evidence over time, Social Science & Medicine, 247, (2020); Razavi S., Behrendt C., Bierbaum M., Orton I., Tessier L., Reinvigorating the social contract and strengthening social cohesion: Social protection responses to COVID-19, International Social Security Review, 73, 3, pp. 55-80, (2020); Reja M.S., Das B., Remittance arrangements within India and covid-19: Kerala’s migrant construction workers from West Bengal, South Asia Research, 41, 1, pp. 22-34, (2021); Roy N.C., Impact of COVID-19 on the migrant worker livelihood: Study in the Jalpaiguri Region, India, International Journal of Services, Economics and Management, 13, 3, pp. 243-258, (2022); Rukmini S., How COVID-19 Locked out Women from Jobs; Saha S., Peer K., Migrant construction workers of India: Evaluating their contemporary welfare framework, The Urban World, Regional Centre for Urban and Environmental Studies, 13, 3, pp. 5-12, (2020); Sahu T.N., Agarwala V., Maity S., Effectiveness of microcredit in employment generation and livelihood transformation of tribal women entrepreneurs: Evidence from PMMY, Journal of Small Business & Entrepreneurship, (2021); Sahu T.N., Maity S., Sen N., Harsh realities of migrant workers during COVID 19 epoch: An investigation from the backward remote districts in India, International Journal of Services, Economics and Management, 14, 3, pp. 301-320, (2023); Saravanan V.A., Study on Migrant Informal Sector Labourers in Dindigul district, Source: Shodhganag, (2008); Schneebaum A., Rehm M., Mader K., Hollan K., The gender wealth gap across European countries, Review of Income and Wealth, 64, 2, pp. 295-331, (2018); Shukla M.P., Analytical study on problems of migrant women domestic workers in Nashik city (Doctoral dissertation, Tilak Maharashtra Vidyapeeth), (2021); Singh J.A., Comparative Study of the Levels of Living and Working Conditions of the Migrant and Native Agricultural Labour in Punjab_A Study of Ludhiana District, (2011); Srivastava R., Growing precarity, circular migration, and the lockdown in India, The Indian Journal of Labour Economics, 63, 1, pp. 79-86, (2020); Srivastava R., Vulnerable internal migrants in India and portability of social security and entitlements, (2020); Suresh R., James J., RSj B., Migrant workers at crossroads–The COVID-19 pandemic and the migrant experience in India, Social Work in Public Health, 35, 7, pp. 633-643, (2020); Times H., With no jobs in Bengal, migrant workers from Murshidabad leave home again, Report. Kolkata, (2020); Tur-Prats A., Unemployment and intimate partner violence: A cultural approach, Journal of Economic Behavior & Organization, 185, pp. 27-49, (2021); Uma K., Migrant labourers in construction sector with special reference to employment income and savings pattern in Kerala, Source: Shodhganga, (2018); Nations U., UN Chief Calls for Domestic Violence ‘Ceasefire’ Amid ‘Horrifying Global Surge, New York: UN, (2020); Women U.N.; Women U.N., Addressing the economic fallout of COVID-19: Pathways and policy options for a gender-responsive recovery, Policy Brief, (2020); Yueping S., Hantao W., Xiao-yuan D., Zhili W., To return or stay? The gendered impact of the COVID-19 pandemic on migrant workers in China, Feminist Economics, 27, 1-2, pp. 236-253, (2021)","T.N. Sahu; Department of Commerce, Vidyasagar University, Midnapore, West Bengal, 721 102, India; email: taraknathsahu1982@gmail.com","","Springer Science and Business Media Deutschland GmbH","","","","","","03432521","","GEOJD","","English","GeoJournal","Article","Final","","Scopus","2-s2.0-85177589142"
"Chen H.; Wu Y.; Jiang L.; Xu B.; Gao X.; Cai W.","Chen, Hao (55220817100); Wu, Yunhong (57365669000); Jiang, Lin (57225033679); Xu, Binfeng (57226533973); Gao, Xiaopei (57216174714); Cai, Wenjing (55795465500)","55220817100; 57365669000; 57225033679; 57226533973; 57216174714; 55795465500","Future orientation and perceived employability of chinese undergraduates: a moderated mediation model","2023","Current Psychology","42","31","","27127","27140","13","2","10.1007/s12144-022-03769-6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139760742&doi=10.1007%2fs12144-022-03769-6&partnerID=40&md5=cdbc859f1565463dc368402076c6563a","College of Economics & Management, Anhui Agricultural University, Hefei, 230036, China; School of Public Affairs, University of Science and Technology of China, Hefei, 230026, China; Institute of Intellectual Property, University of Science and Technology of China, Hefei, 230026, China; Department of Management & Organisation, Vrije Universiteit Amsterdam, Amsterdam, 1081HV, Netherlands","Chen H., College of Economics & Management, Anhui Agricultural University, Hefei, 230036, China; Wu Y., School of Public Affairs, University of Science and Technology of China, Hefei, 230026, China; Jiang L., School of Public Affairs, University of Science and Technology of China, Hefei, 230026, China; Xu B., School of Public Affairs, University of Science and Technology of China, Hefei, 230026, China, Institute of Intellectual Property, University of Science and Technology of China, Hefei, 230026, China; Gao X., School of Public Affairs, University of Science and Technology of China, Hefei, 230026, China, Institute of Intellectual Property, University of Science and Technology of China, Hefei, 230026, China; Cai W., School of Public Affairs, University of Science and Technology of China, Hefei, 230026, China, Institute of Intellectual Property, University of Science and Technology of China, Hefei, 230026, China, Department of Management & Organisation, Vrije Universiteit Amsterdam, Amsterdam, 1081HV, Netherlands","Although scholars and practitioners have highlighted the significance of students’ attitudes for their future employment, few empirical examinations have attempted to determine the potential association between students’ future orientation and their perceived employability. Thus, drawing on career construction theory, we test the positive effect of students’ future orientation on their perceived employability by exploring the mediator of problem-based learning and the moderators of job market knowledge and proactive personality. Collecting our data via a time-lagged design (N = 368), we have found that the positive association between future orientation and employability is mediated by problem-based learning. Our moderation analyses further revealed that job market knowledge positively moderates the relationship between future orientation and problem-based learning and that students’ proactive personality positively moderates the relationship between problem-based learning and perceived employability. © 2022, The Author(s).","Future orientation; Job market knowledge; Perceived employability; Proactive personality; Problem-based learning","","","","","","USTC Research Funds of the Double First-Class Initiative, (YD2160002010); Anhui Provincial Department of Education, (2021jyxm0402)","This research was funded by the Provincial Quality Engineering Project of Anhui Provincial Department of Education in 2021 (grant number: 2021jyxm0402) and the USTC Research Funds of the Double First-Class Initiative (grant number: YD2160002010). ","Almulla M.A., The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning, Sage Open, 10, 3, (2020); Atance C.M., O'Neill D.K., Episodic future thinking, Trends in cognitive sciences, 5, 12, pp. 533-539, (2001); Barkathunnisha A.B., Diane L., Price A., Wilson E., Towards a spirituality-based platform in tourism higher education, Current Issues in Tourism, 22, 17, pp. 2140-2156, (2019); Barrows H.S., Problem-based learning in medicine and beyond: A brief overview, New directions for teaching and learning, 1996, 68, pp. 3-12, (1996); A comparative analysis on the career perceptions of tourism management students before and during the COVID-19 pandemic. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, (2022); Berg J.M., Wrzesniewski A., Dutton J.E., Perceiving and responding to challenges in job crafting at different ranks: When proactivity requires adaptivity, Journal of Organizational Behavior, 31, 2-3, pp. 158-186, (2010); Bindl U.K., Parker S.K., Proactive work behavior: Forward-thinking and change-oriented action in organizations. 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Cai; Department of Management & Organisation, Vrije Universiteit Amsterdam, Amsterdam, 1081HV, Netherlands; email: w.cai@vu.nl","","Springer","","","","","","10461310","","","","English","Curr. Psychol.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85139760742"
"Dean B.A.; Rook L.","Dean, Bonnie Amelia (55480837800); Rook, Laura (55555763100)","55480837800; 55555763100","Toward sustainability: a typology for non-placement work-based learning","2023","Higher Education, Skills and Work-based Learning","13","5","","942","954","12","2","10.1108/HESWBL-02-2023-0030","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152927667&doi=10.1108%2fHESWBL-02-2023-0030&partnerID=40&md5=a76c1f3082a3c373c01eae974804e60b","University of Wollongong, Wollongong, Australia","Dean B.A., University of Wollongong, Wollongong, Australia; Rook L., University of Wollongong, Wollongong, Australia","Purpose: Students experience a range of benefits by participating in work-based learning (WBL) including increased employability skills, career development learning and enhanced industry networks. However, some approaches to WBL are not easily accessed by all students, with placement-based models placing demands on students to attend a physical worksite over a sustained period of time. This paper explores the emergence of non-placement WBL (NPWBL) as a global solution to broadening access to work-related activities. This approach is arguably a more sustainable model that enables students to engage in meaningful work-learning opportunities without the need for extended, physical proximity in a workplace. Design/methodology/approach: Through a review of the literature, a typology of NPWBL is offered that organizes activities around the degree to which a student practices work and engages with an industry partner. Findings: New and different NPWBL activities are continuing to emerge due to placement activities being described as resource intensive and in some cases unable to meet the demands of industry, specifically small and medium-sized enterprises (SMEs) and large student cohorts, international students and those with disabilities. The NPWBL typology presented here has been developed to meet these challenges, while ensuring the authenticity of WBL is maintained. Research limitations/implications: This paper highlights the need for rich discussions around the sustainability of WBL activities to ensure relationships between institutions and industry continue to thrive. Practical implications: NPWBL is less-resource intensive and offers a sustainable option for universities without compromising on quality, meaningful experiences for students. The typology can be a useful prompt for educators to consider their objectives for student learning when embedding a NPWBL activity in curriculum. Originality/value: The NPWBL typology is unique and valuable as it organizes NPWBL activities around the learning practices of the external partner (industry or community) and the learning practices of the student. This enables the typology to be transferrable across disciplines. The paper closes with reflective questions for educators when designing NPWBL activities. © 2023, Emerald Publishing Limited.","Non-placement work-based learning; Placements; Scalability; Sustainability; Typology","","","","","","","","Summary Report for Graduate Outcomes Survey Items 2020, (2020); Bautista-Mesa R., Sanchez H.M., Ramirez Sobrino J.N., Audit workplace simulations as a methodology to increase undergraduates' awareness of competences, Accounting Education, 27, 3, pp. 234-258, (2018); Bilgin A., Rowe A., Clark L., Academic workload implications of assessing student learning in work-integrated learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 167-183, (2017); Brooks R., Youngson P., Undergraduate work placements: an analysis of the effects on career progression, Studies in Higher Education, 41, 9, pp. 1563-1578, (2016); Crebert G., Bates M., Bell B., Patrick C.J., Cragnolini V., Developing generic skills at university, during work placement and in employment: graduates' perceptions, Higher Education Research and Development, 23, 2, pp. 147-165, (2004); 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Toledano-O'Farrill R., Practice-based learning in the Tequila industry: the business school goes out of the classroom, Higher Education, Skills and Work-Based Learning, 9, 3, pp. 305-318, (2019); (2018); Warland J., Using simulation to promote nursing students' learning of work organisation and people management skills: a case study, Nurse Education in Practice, 11, 3, pp. 186-191, (2011); Williams A., Thurairajah N., Work-Based Learning: Working the Curriculum: Approval, Delivery and Assessment, (2009); Zegwaard K.E., Pretti T.J., Rowe A.D., Responding to an international crisis: the adaptability of the practice of work-integrated learning, International Journal of Work-Integrated Learning, 21, 4, pp. 317-330, (2020)","B.A. Dean; University of Wollongong, Wollongong, Australia; email: bonnie_dean@uow.edu.au","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85152927667"
"Alapati P.R.; Mandava V.L.; Ch R.; Naga R.B.","Alapati, Purnachandra Rao (57216655274); Mandava, Vijaya Lakshmi (58687730900); Ch, Rupajhansirani (58687183700); Naga, Raju B. (58687909600)","57216655274; 58687730900; 58687183700; 58687909600","Enhancing Employability Skills Through Communication in the ESP Classroom","2023","Theory and Practice in Language Studies","13","11","","2898","2909","11","0","10.17507/tpls.1311.21","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176228988&doi=10.17507%2ftpls.1311.21&partnerID=40&md5=fb998171eeaa552c47324a62376dd36c","Prasad V Potluri Siddhartha Institute of Technology, Andhra Pradesh, Kanuru, Vijayawada, India; Seshadri Rao Gudlavalleru Engineering College, Andhra Pradesh, Gudlavalleru, India; SRKR Engineering College, Andhra Pradesh, Bhimavaram, India","Alapati P.R., Prasad V Potluri Siddhartha Institute of Technology, Andhra Pradesh, Kanuru, Vijayawada, India; Mandava V.L., Seshadri Rao Gudlavalleru Engineering College, Andhra Pradesh, Gudlavalleru, India; Ch R., SRKR Engineering College, Andhra Pradesh, Bhimavaram, India; Naga R.B., Seshadri Rao Gudlavalleru Engineering College, Andhra Pradesh, Gudlavalleru, India","Improved English communication abilities result in both better social interaction and improved career opportunities. As most job interviews are in English, candidates are often chosen based on the linguistic competence they demonstrate in the interviews. Thus, possessing a high level of linguistic proficiency in the English language leads to not only more rewarding career choices but also more chances of being hired for the position he/she is applying for. Moreover, English has become the lingua franca of the business world. As a result, one must possess a very strong command of the English language to become most successful in the professional world. The study focuses on honing the employability skills of the students in ESP classrooms through interactive communication, thereby making them employable. In this connection, an analytical study of possible aspects of employability skills is conducted which is also vital in carving career-oriented engineering students in the ESP classroom. © 2023 ACADEMY PUBLICATION.","communication; interviews; linguistic; professional","","","","","","","","Annie D., English for Employability, IAETSD Journal for Advanced Research in Applied Sciences, 5, 1, pp. 365-368, (2018); Clement A., Murugavel T., English for Employability: A Case Study of the English Language Training Need Analysis for Engineering Students in India, English Language Teaching, 8, 2, pp. 116-125, (2015); Chithra R., Employability Skills-A Study on the Perception of the Engineering Students and Their Prospective Employers, Global Journal of Management and Business Studies, 3, 5, pp. 525-534, (2013); Kassim Hafizoah, Ali Fatimah, English communicative events and skills needed at the workplace: Feedback from the industry, English for Specific Purposes, 29, pp. 168-182, (2010); Khambayat Shubhangi, Teachers Perspective on Communication Skills among Engineering Students, Scholarly Research Journal for Interdisciplinary Studies, 4, 37, pp. 8330-8343, (2017); Khan P. Basheer, Impact of English for Better Employment, Research Journal of English Language and Literature (RJELAL), 5, 1, pp. 612-613, (2017); Kovac Mirjana M., Sirkovic N., Attitudes towards Communication Skills among Engineering Students, English Language Teaching, 10, 3, pp. 111-117, (2017); Ngah Ezihaslinda, Radzuanb Noor Raha Mohd, Fauzic Wan Jumani, Azlinda Noor, Abidind Zainal, The need for competent work-ready English language learners, Procedia-Social and Behavioral Sciences, 29, pp. 1490-1499, (2011); Pandey Dr. Meenu, Pandey Prabhat, Better English for Better Employment Opportunities, International Journal of Multidisciplinary Approach and Studies, 4, pp. 93-100, (2014); Raju, Thyaga N., Employability Opportunities Through English Language, International Journal of Research and Analytical Reviews, 5, 3, pp. 701-706, (2018); Yarlagadda Ramu, Mantri Venkata Raghu Ram, English for Employability –The Need for English Speaking Graduates in India, Veda’s Journal of English Language and Literature (JOELL), 3, 1, pp. 69-74, (2016); Rehena Sk., Kumari Satya Phani, Bacchu Mani, Rama Devi. A, A Study on Enhancement of Language Competence Through Pragmatic Practices, Theory and Practice in Language Studies, 13, 2, pp. 341-352, (2023); Saad Mohd Shamsuri Md, Robani Anidah, Jano Zanariah, Majid Izaidin Ab., Employers' perception of engineering, information and communication technology (ICT) students’ employability skills, Global Journal of Engineering Education, 15, 1, pp. 42-47, (2013); Movva Srilakshmi, Alapati Purnachandra Rao, Velivent Pawel, Maithreyi G., The Effect of Pre, While, and Post Listening Activities on Developing EFL Students’ Listening Skills, Theory and Practice in Language Studies, 12, 8, pp. 1500-1507, (2022); Thomas Andrews, Piquette C, McMaster D., English communication skills for employability: the perspectives of employers in Bahrain, Learning and Teaching in Higher Education: Gulf Perspectives, 13, 1, pp. 36-52, (2016)","","","Academy Publication","","","","","","17992591","","","","English","Theory Pract. Lang. Stud.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85176228988"
"Lo Presti A.; Costantini A.; Akkermans J.; Sartori R.; De Rosa A.","Lo Presti, Alessandro (57201070455); Costantini, Arianna (56723620800); Akkermans, Jos (35219518700); Sartori, Riccardo (55977791600); De Rosa, Assunta (57224413204)","57201070455; 56723620800; 35219518700; 55977791600; 57224413204","Employability Development during Internships: A Three-Wave Study on a Sample of Psychology Graduates in Italy","2023","Journal of Career Development","50","6","","1155","1171","16","4","10.1177/08948453231161291","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150023061&doi=10.1177%2f08948453231161291&partnerID=40&md5=4b0185af725638044fc6bf8a6c18bf46","Dipartimento di Psicologia, Università Degli Studi Della Campania “Luigi Vanvitelli”, Caserta, Italy; Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy; Department of Management and Organization, School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Department of Human Sciences, University of Verona, Verona, Italy","Lo Presti A., Dipartimento di Psicologia, Università Degli Studi Della Campania “Luigi Vanvitelli”, Caserta, Italy; Costantini A., Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy; Akkermans J., Department of Management and Organization, School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Sartori R., Department of Human Sciences, University of Verona, Verona, Italy; De Rosa A., Dipartimento di Psicologia, Università Degli Studi Della Campania “Luigi Vanvitelli”, Caserta, Italy, Department of Management and Organization, School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands","This study adopts a resource perspective to investigate the development of graduates’ resource-based employability across a 1-year internship. We examined factors referring to agency (job crafting in the form of crafting challenges and crafting resources) and context (organizational social socialization tactics) as mechanisms contributing to employability development during initial work experiences (internships). Data were collected in Italy from 316 master graduates in psychology at three time points. Longitudinal structural equation modeling results showed that baseline employability was positively associated with job crafting. However, job crafting was only significantly associated with employability at the end of the internship among those reporting high crafting resources and medium-to-high organizational social socialization tactics. Hence, beyond a focus on proactivity only, organizational support and opportunities to form social networks are essential to sustain interns’ employability development. © The Author(s) 2023.","employability; internship; job crafting; school-to-work-transitions; socialization tactics","","","","","","","","Akkermans J., Blokker R., Buers C., Van Der Heijden B., De Vos A., Ready, set, go! School-to-work transition in the new career, Young adult development at the school-to-work transition: International pathways and processes, pp. 77-106, (2021); Akkermans J., Kubasch S., # trending topics in careers: A review and future research agenda, Career Development International, 22, 6, pp. 586-627, (2017); Akkermans J., Tims M., Crafting your career: How career competencies relate to career success via job crafting, Applied Psychology, 66, 1, pp. 168-195, (2017); Almalaurea, Profilo dei laureati [graduates’ profile]. Almalaurea, (2021); Bakker A.B., Demerouti E., Job demands–resources theory: Taking stock and looking forward, Journal of Occupational Health Psychology, 22, 3, pp. 273-285, (2017); Beenen G., Pichler S., Do I really want to work here? Testing a model of job pursuit for MBA interns, Human Resource Management, 53, 5, pp. 661-682, (2014); Cable D.M., Parsons C.K., Socialization tactics and person-organization fit, Personnel Psychology, 54, 1, pp. 1-23, (2001); Cai D., Li Z., Xu L., Fan L., Wen S., Li F., Guan Y., Sustaining newcomers’ career adaptability: The roles of socialization tactics, job embeddedness and career variety, Journal of Occupational and Organizational Psychology, (2023); Cheng S.Q., Costantini A., Zhou H., Wang H.J., A self-enhancement perspective on organizational socialization: Newcomer core self-evaluations, job crafting, and the role of leaders’ developmental coaching, European Journal of Work and Organizational Psychology, 31, 6, pp. 908-921, (2022); Chillas S., Marks A., Galloway L., Learning to labour: An evaluation of internships and employability in the ICT sector, New Technology, Work and Employment, 30, 1, pp. 1-15, (2015); Costantini A., Demerouti E., Ceschi A., Sartori R., Implementing job crafting behaviors: Exploring the effects of a job crafting intervention based on the theory of planned behavior, The Journal of Applied Behavioral Science, 58, 3, (2020); Costantini A., Demerouti E., Ceschi A., Sartori R., Evidence on the hierarchical, multidimensional nature of behavioural job crafting, Applied Psychology, 70, 1, pp. 311-341, (2021); Delva J., Forrier A., De Cuyper N., Integrating agency and structure in employability: Bourdieu’s theory of practice, Journal of Vocational Behavior, 127, June 2021, (2021); Deprez J., Peeters E.R., Gorgievski M.J., Developing intrapreneurial self-efficacy through internships? Investigating agency and structure factors, International Journal of Entrepreneurial Behaviour and Research, 27, 5, pp. 1166-1188, (2021); De Vos A., Akkermans J., Van der Heijden B., From occupational choice to career crafting, The routledge companion to career studies, pp. 128-142, (2019); Forrier A., De Cuyper N., Akkermans J., The winner takes it all, the loser has to fall: Provoking the agency perspective in employability research, Human Resource Management Journal, 28, 4, pp. 511-523, (2018); Forrier A., Sels L., The concept employability: A complex mosaic, International Journal of Human Resources Development and Management, 3, 3, pp. 102-124, (2003); Forrier A., Verbruggen M., De Cuyper N., Integrating different notions of employability in a dynamic chain: The relationship between job transitions, movement capital and perceived employability, Journal of Vocational Behavior, 89, August 2015, pp. 56-64, (2015); Fugate M., Van der Heijden B., De Vos A., Forrier A., De Cuyper N., Is what’s past prologue? A review and agenda for contemporary employability research, Academy of Management Annals, 15, 1, (2021); Guile D., Lahiff A., Internship: Conventional wisdom, models and recommendations, (2013); Helyer R., Lee D., The role of work experience in the future employability of higher education graduates, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Hobfoll S.E., The influence of culture, community, and the nested-self in the stress process: Advancing conservation of resources theory, Applied Psychology, 50, 3, pp. 337-421, (2001); Jones G.R., Socialization tactics, self efficacy and newcomers adjustment to organizations, Academy of Management Journal, 29, 2, pp. 262-279, (1986); Kim K., Moon H.K., How do socialization tactics and supervisor behaviors influence newcomers’ psychological contract formation? The mediating role of information acquisition, The International Journal of Human Resource Management, 32, 6, pp. 1312-1338, (2021); Klein A., Moosbrugger H., Maximum likelihood estimation of latent interaction effects with the LMS method, Psychometrika, 65, 4, pp. 457-474, (2000); Kline R.B., Principles and practice of structural equation modeling, (2015); Lo Presti A., Capone V., Aversano A., Akkermans J., Career competencies and career success: On the roles of employability activities and academic satisfaction during the school-to-work transition, Journal of Career Development, 49, 1, pp. 107-125, (2022); Lo Presti A., Ingusci E., Magrin M.E., Manuti A., Scrima F., Employability as a compass for career success: Development and initial validation of a new multidimensional measure, International Journal of Training and Development, 23, 4, pp. 253-275, (2019); Lo Presti A., Magrin M.E., Ingusci E., Employability as a compass for career success: A time-lagged test of a causal model, International Journal of Training and Development, 24, 4, pp. 301-320, (2020); Lo Presti A., Pluviano S., Looking for a route in turbulent waters: Employability as compass for career success, Organizational Psychology Review, 6, 2, pp. 192-211, (2016); Makikangas A., De Cuyper N., Mauno S., Kinnunen U., A longitudinal person-centred view on perceived employability: The role of job insecurity, European Journal of Work and Organizational Psychology, 22, 4, pp. 490-503, (2013); Maslowsky J., Jager J., Hemken D., Estimating and interpreting latent variable interactions: A tutorial for applying the latent moderated structural equations method, International Journal of Behavioral Development, 39, 1, pp. 87-96, (2015); Muthen B.O., Latent variable interactions, (2012); Muthen L.K., Muthen B.O., Mplus user’s guide. Eighth Edition, (1998); Novakovic A., Fouad N.A., Background, personal, and environmental influences on the career planning of adolescent girls, Journal of Career Development, 40, 3, pp. 223-244, (2013); Petrou P., Demerouti E., Peeters M.C., Schaufeli W.B., Hetland J., Crafting a job on a daily basis: Contextual correlates and the link to work engagement, Journal of Organizational Behavior, 33, 8, pp. 1120-1141, (2012); Ployhart R.E., Vandenberg R.J., Longitudinal research: The theory, design, and analysis of change, Journal of Management, 36, 1, pp. 94-120, (2010); Rudolph C.W., Katz I.M., Lavigne K.N., Zacher H., Job crafting: A meta-analysis of relationships with individual differences, job characteristics, and work outcomes, Journal of Vocational Behavior, 102, October 2017, pp. 112-138, (2017); Satorra A., Bentler P.M., A scaled difference chi-square test statistic for moment structure analysis, Psychometrika, 66, 4, pp. 507-514, (2001); Song Z., Chon K., Ding G., Gu C., Impact of organizational socialization tactics on newcomer job satisfaction and engagement: Core self-evaluations as moderators, International Journal of Hospitality Management, 46, April 2015, pp. 180-189, (2015); Steiner R., Hirschi A., Akkermans J., Many roads lead to rome: Researching antecedents and outcomes of contemporary school-to-work transitions, Journal of Career Development, 49, 1, pp. 3-17, (2021); Tims M., Akkermans J., Job and career crafting to fulfill individual career pathways, Career pathways: From school to retirement, pp. 165-190, (2020); Tims M., Bakker A.B., Job crafting: Towards a new model of individual job redesign, SA Journal of Industrial Psychology, 36, 2, pp. 1-9, (2010); Tims M., Twemlow M., Fong C.Y.M., A state-of-the-art overview of job-crafting research: Current trends and future research directions, Career Development International, 27, 1, pp. 54-78, (2021); Tuononen T., Parpala A., Lindblom-Ylanne S., Graduates’ evaluations of usefulness of university education, and early career success – a longitudinal study of the transition to working life, Assessment and Evaluation in Higher Education, 44, 4, pp. 581-595, (2019); Vanhercke D., Kirves K., De Cuyper N., Verbruggen M., Forrier A., De Witte H., Perceived employability and psychological functioning framed by gain and loss cycles, Career Development International, 20, 2, pp. 179-198, (2015); Wrzesniewski A., Dutton J.E., Crafting a job: Revisioning employees as active crafters of their work, Academy of Management Review, 26, 2, pp. 179-201, (2001); Zhang F., Parker S.K., Reorienting job crafting research: A hierarchical structure of job crafting concepts and integrative review, Journal of Organizational Behavior, 40, 2, pp. 126-146, (2019)","A. Lo Presti; Dipartimento di Psicologia, Università Degli Studi Della Campania “Luigi Vanvitelli”, Caserta, Italy; email: alessandro.lopresti@unicampania.it","","SAGE Publications Inc.","","","","","","08948453","","","","English","J. Career Dev.","Article","Final","","Scopus","2-s2.0-85150023061"
"Saad M.; Shah N.A.; Supian K.; Rani A.A.; Abidin I.","Saad, Mazni (55370579000); Shah, Norliana Ahmad (58667944100); Supian, Kamisah (57213815775); Rani, Anita Abdul (57211787873); Abidin, Imaduddin (58461153900)","55370579000; 58667944100; 57213815775; 57211787873; 58461153900","Emotional and spiritual quotient for sustainable education’s service quality","2023","International Journal of Evaluation and Research in Education","12","4","","1781","1790","9","0","10.11591/ijere.v12i4.25434","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175020292&doi=10.11591%2fijere.v12i4.25434&partnerID=40&md5=83ad1014971cb878b41c93f497a887ea","Department of Tourism, Kulliyyah of Languages and Management, International Islamic University Malaysia, Johor, Malaysia; Department of Business Management and Sports Industry, Faculty of Business and Accountancy, University Selangor, Selangor, Malaysia; Centre of Human Sciences, Universiti Malaysia Pahang Al-Sultan Abdullah, Pahang, Malaysia; Faculty of Industrial Management, Universiti Malaysia Pahang Al-Sultan Abdullah, Pahang, Malaysia","Saad M., Department of Tourism, Kulliyyah of Languages and Management, International Islamic University Malaysia, Johor, Malaysia; Shah N.A., Department of Business Management and Sports Industry, Faculty of Business and Accountancy, University Selangor, Selangor, Malaysia; Supian K., Department of Business Management and Sports Industry, Faculty of Business and Accountancy, University Selangor, Selangor, Malaysia; Rani A.A., Centre of Human Sciences, Universiti Malaysia Pahang Al-Sultan Abdullah, Pahang, Malaysia; Abidin I., Faculty of Industrial Management, Universiti Malaysia Pahang Al-Sultan Abdullah, Pahang, Malaysia","A sustainable ecosystem of universities needs to show outstanding performance in the areas of employability, institutional social responsibility, and creative and performing arts. Thus, this study determined the influential role of emotional quotient (EQ) and spiritual quotient (SQ) on the lecturers’ excellence service quality (ESQ), which eventually led to effective classroom teaching. The data of 127 respondents were analyzed using the structural equation model with partial least square. The results confirmed that both types of quotients positively influence the lecturers’ teaching progression at the university. EQ and SQ have the encouraging power to motivate the academicians for the best service to the university through a quality learning experience. It can be concise that institutions that practice EQ and SQ values can perform better and blend a harmonious working spirit and tandem with the university’s growth. Support for sustainable development goal (SDG-4) via EQ and SQ is now required in humanizing education to ensure academicians’ competency and well-being, particularly in the aftermath of the Corona Virus Disease-19 disruption. Policymakers in the university should now capitalize the intelligence through professional initiatives. This study could have been better with a bigger sample size, but the investigation had limited access due to the university's policy on privacy. © 2023, Institute of Advanced Engineering and Science. All rights reserved.","Emotional quotient; Higher education institutions; Service quality; Spiritual quotient; Sustainable education","","","","","","Universiti Malaysia Pahang, UMP, (RDU200345)","This study acknowledges the Universiti Malaysia Pahang for funding assistance under RDU200345","Khokhlova E. V., Ivashova V. A., Malkarova R. H., Sozaev A. B., Shcherbakova T. N., Achieving sustainable university development based on the EFQM model implementation, Lecture Notes in Networks and Systems, pp. 319-327, (2021); Nunez-Canal M., de las M., de Obesso M., Perez-Rivero C. A., New challenges in higher education: a study of the digital competence of educators in Covid times, Technological Forecasting and Social Change, 174, (2022); Camayang J. G., Bautista R. G., Teaching in the midst of the pandemic: insights and perspectives from the lenses of the preservice teachers, International Journal of Evaluation and Research in Education (IJERE), 11, 4, (2022); Yuniar R. E. D., Sayidah N., The effect of intellectual, emotional, and spiritual intelligence on the ethical behavior of accounting students, Journal of Economics and Business, 5, 2, (2022); IREG observatory on academic ranking and excellence, (2019); Rathakrishnan B., Bikar Singh S. S., Yahaya A., Kamaluddin M. R., Ibrahim F., Rahman Z. A., Academic stress and life satisfaction as social sustainability among university students, International Journal of Evaluation and Research in Education (IJERE), 11, 4, (2022); Morrish L., Priaulx N., Pressure vessels II: An update on mental health among higher education staff in the UK, HEPI Policy Note, (2020); Goleman D., Emotional intelligence, (2005); Mayer J. D., Salovey P., Emotional intelligence and the construction and regulation of feelings, Applied and Preventive Psychology, 4, 3, pp. 197-208, (1995); Adetunji T., Adeniyi D. R., Emotional intelligence and service quality: an empirical study of professional administrators in private universities, Journal of Pristine, 14, 1, pp. 285-299, (2018); Asrar-ul-Haq M., Anwar S., Hassan M., Impact of emotional intelligence on teacher's performance in higher education institutions of Pakistan, Future Business Journal, 3, 2, pp. 87-97, (2017); Supramaniam S., Singaravelloo K., Impact of emotional intelligence on organisational performance: an analysis in the Malaysian public administration, Administrative Sciences, 11, 3, (2021); Stoyanova-Bozhkova S., Paskova T., Buhalis D., Emotional intelligence: a competitive advantage for tourism and hospitality managers, Tourism Recreation Research, 47, 4, pp. 359-371, (2022); Abdul Latip M. S., Newaz F. T., Ramasamy R., Students’ perception of lecturers’ competency and the effect on institution loyalty: the mediating role of students’ satisfaction, Asian Journal of University Education, 16, 2, (2020); Siddique A., Taseer N. A., Relationship of emotional intelligence with job performance in secondary schools of Punjab, Ilkogretim Online-Elementary Education Online, 19, 4, pp. 3104-3112, (2020); Ismail K., Mohd Nopiah Z., Mohd Sattar R., Emotional intelligence and work performance among vocational teachers, Journal of Technical Education and Training, 12, 3, pp. 106-117, (2020); Al-Dosarry R. N. M., Relative contribution of emotional intelligence indicators in quality of nursing services in Saudi private hospitals at the eastern province, Journal of Advanced Pharmacy Education & Research, 10, 2, pp. 172-178, (2020); Sahin F., Isik D. A., Service employee’s emotional intelligence and customer’s evaluations of service quality in hospital ity industry, Journal of Advanced Management Science, pp. 65-69, (2019); Emmons R. A., Is spirituality an intelligence? motivation, cognition, and the psychology of ultimate concern, International Journal of Phytoremediation, 21, 1, pp. 3-26, (2000); Saad M., Husain R., Rani A. A., Ghani A. A., Empowering employees with spiritual intelligence for higher quality food-hygiene practices and food service performance of on-premise caterers, IOP Conference Series: Materials Science and Engineering, 469, 1, (2019); Omar Dev R. D., Spiritual intelligence on health behaviours among Malaysian university students in a Malaysian public university: The mediating role of self efficacy, Malaysian Journal of Movement, Health & Exercise, 7, 2, (2018); Menon P., Sadasivan A., A vignette of spiritual intelligence and transformational leadership, International Journal of Innovative Technology and Exploring Engineering, 8, 10, pp. 2529-2534, (2019); Ramachandaran S. D., Krauss S. E., Hamzah A., Idris K., Effectiveness of the use of spiritual intelligence in women academic leadership practice, International Journal of Educational Management, 31, 2, pp. 160-178, (2017); Saad M., See T. P., Adil M. A. M., Kassim N. M., Spiritual intelligence on leadership effectiveness and food-hygiene practices in public institutions, Procedia-Social and Behavioral Sciences, 201, pp. 146-155, (2015); Barron K., Chou S. Y., Toward a spirituality mode of firm sustainability strategic planning processes, Society and Business Review, 12, 1, pp. 46-62, (2017); Turi J. A., Rani A. A., Imaduddin A., Mahmud F. B., Al Adresi A., Correlating spiritual and emotional intelligence with academic performance among Pakistani students, International Journal of Evaluation and Research in Education (IJERE), 9, 2, (2020); Pant N., Srivastava S. K., The impact of spiritual intelligence, gender and educational background on mental health among college students, Journal of Religion and Health, 58, 1, pp. 87-108, (2019); Nurfarojandari A., Maftuhah M., Student academic achievement: the role of emotional and spiritual intelligence, Proceedings of the 5th International Conference on Education in Muslim Society (ICEMS 2019), (2020); Joshi J., Spiritual intelligence, competence and academic achievement of research scholars: A review study, International Journal of Social Sciences, 7, 4, pp. 701-703, (2019); Ashshidieqy H., The relationship of spiritual intelligence to student achievement,” (in Indonesian), JPPP-Jurnal Penelitian dan Pengukuran Psikologi, 7, 2, pp. 68-75, (2018); Rani A. A., Hashim H., Ali F., Abidin I., Ahmad A., Inculcating spiritual intelligence to enhance students’ psychological wellbeing, ICEEPSY 2017: Education and Educational Psychology, 31, pp. 245-251, (2017); Herlena B., Seftiani N. A., Spiritual intelligence as a predictor of subjective well-being in college students,” (in Indonesian), Jurnal Psikologi Integratif, 6, 1, (2018); Department of Statistics Malaysia Official Website, (2021); Krejcie R. V., Morgan D. W., Determining sample size for research activities, Educational and Psychological Measurement, 30, 3, pp. 607-610, (1970); Rani A. A., Abidin I., Rashid M., Hamid A., The impact of spiritual intelligence on work performance: case studies in government hospitals of east coast of Malaysia, The Macrotheme Review, 2, 3, pp. 46-59, (2013); Sureshchandar G. S., Rajendran C., Anantharaman R. N., The relationship between service quality and customer satisfaction– a factor specific approach, Journal of Services Marketing, 16, 4, pp. 363-379, (2002); Rigdon E. E., Rethinking partial least squares path modeling: in praise of simple methods, Long Range Planning, 45, 5– 6, pp. 341-358, (2012); Sarstedt M., Hair J. F., Ringle C. M., Thiele K. O., Gudergan S. P., Estimation issues with PLS and CBSEM: where the bias lies!, Journal of Business Research, 69, 10, pp. 3998-4010, (2016); Hair J. F. J., Hult G. T., Ringle C., Sarstedt M., A primer on partial least squares structural equation modeling (PLS-SEM), International Journal of Research & Method in Education, 38, 2, pp. 220-221, (2017); Osakwe C. N., Ruiz B., Amegbe H., Chinje N. B., Cheah J. H., Ramayah T., A multi-country study of bank reputation among customers in Africa: key antecedents and consequences, Journal of Retailing and Consumer Services, 56, (2020); Umrani W. A., Channa N. A., Yousaf A., Ahmed U., Pahi M. H., Ramayah T., Greening the workforce to achieve environmental performance in hotel industry: a serial mediation model, Journal of Hospitality and Tourism Management, 44, pp. 50-60, (2020); Barclay D., Thompson C., Higgins R., The Partial Least Squares (PLS) Approach to Causal Modeling: Personal Computer Adoption and Use as an Illustration, Technology Studies 2, 2, 2, pp. 285-309, (1995); Fornell C., Larcker D. F., Evaluating structural equation models with unobservable variables and measurement error, Journal of Marketing Research, 18, 1, pp. 39-50, (1981); Henseler J., Ringle C. M., Sarstedt M., A new criterion for assessing discriminant validity in variance-based structural equation modeling, Journal of the Academy of Marketing Science, 43, 1, pp. 115-135, (2015); Voorhees C. M., Brady M. K., Calantone R., Ramirez E., Discriminant validity testing in marketing: an analysis, causes for concern, and proposed remedies, Journal of the Academy of Marketing Science, 44, 1, pp. 119-134, (2016); Ghazali E. M., Mutum D. S., Pua M. H. J., Ramayah T., Status-quo satisfaction and smartwatch adoption: a multi-group analysis, Industrial Management and Data Systems, 120, 12, pp. 2319-2347, (2020); Chin W. W., How to write up and report PLS analyses, Handbook of Partial Least Squares, pp. 655-690, (2010); Shah N. A., Saad M., Mohan N. M. M., Poniran H., Working in private universities: does emotional intelligence matter for job effectiveness?, International Journal of Accounting, Finance and Business, 3, 10, pp. 87-96, (2018); Go M. B., Golbin R. A., Velos S., Bate G., Filipino teachers’ compartmentalization ability, emotional intelligence, and teaching performance, Asian Journal of University Education, 16, 3, (2020); Mahmood A., Arshad M. A., Ahmed A., Akhtar S., Khan S., Spiritual intelligence research within human resource development: a thematic review, Management Research Review, 41, 8, pp. 987-1006, (2018); Ali A., Happiness and competency in a changing workplace environment, Journal of Competitiveness Studies, 28, 2, pp. 71-80, (2020)","A.A. Rani; Centre of Human Sciences, Universiti Malaysia Pahang Al-Sultan Abdullah, Kuantan, Lebuh Persiaran Tun Khalil Yaakob, Pahang, 26300, Malaysia; email: anita@umpsa.edu.my","","Institute of Advanced Engineering and Science","","","","","","22528822","","","","English","Int. J. Eval. Res. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85175020292"
"Tri D.H.","Tri, Dang H. (57209120855)","57209120855","Ideologies of English-medium instruction in Vietnam","2023","World Englishes","42","4","","732","748","16","4","10.1111/weng.12575","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120161267&doi=10.1111%2fweng.12575&partnerID=40&md5=059a709a4195f0247ae1fdde04acbadc","Faculty of Foreign Languages, Hoa Sen University, Viet Nam","Tri D.H., Faculty of Foreign Languages, Hoa Sen University, Viet Nam","This study seeks to conduct a multi-layered examination of language ideologies in English-medium instruction (EMI) education anchored in policy documents and relevant stakeholders’ discourse in Vietnam. Research data were based on national and institutional policies and interviews with ten university administrators, 15 content lecturers, and five focus groups of six students. The findings indicate that EMI is ideologically embraced as producing different forms of capital, including linguistic, cultural, economic, and social capital, all of which have enormous potential for the cause of national socio-economic development, internationalization of higher education, and individual future employability. However, the study demonstrates that the way EMI is celebrated and glorified as access to supreme quality education unexpectedly gives it symbolic power and undoubtedly downgrades the mother tongue as a medium of instruction. The study is concluded with implications and recommendations for further research on language ideologies in EMI education. © 2021 John Wiley & Sons Ltd.","","","","","","","","","Aguilar M., Engineering lecturers’ views on CLIL and EMI, International Journal of Bilingual Education and Bilingualism, 20, 6, pp. 722-735, (2017); Aizawa I., Rose H., An analysis of Japan's English as medium of instruction initiatives within higher education: The gap between meso-level policy and micro-level practice, Higher Education, 77, 6, pp. 1125-1142, (2019); Ali N.L., Language policy and planning in Malaysia: Managing English-medium instruction at tertiary level, (2013); Aslan M., The debate on English-medium instruction and globalisation in the Turkish context: A sociopolitical perspective, Journal of Multilingual and Multicultural Development, 39, 7, pp. 602-616, (2018); Blattes M., English-medium instruction in French higher education: Competing ideologies, policies and practices, (2018); Bourdieu P., The economics of linguistic exchanges, Social Science Information, 16, 6, pp. 645-668, (1977); 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Smit U., Conceptualising English as a lingua franca (ELF) as a tertiary classroom language, Stellenbosch Papers in Linguistics, 39, pp. 59-74, (2010); Spolsky B., Language policy, (2004); Tollefson J.W., Tsui A.B.M., Language diversity and language policy in educational access and equity, Review of Research in Education, 38, 1, pp. 189-214, (2014); Tran L.T., Phan H.L.T., Marginson S., The advanced programmes in Vietnam: Internationalising the curriculum or importing the best curriculum of the West?, Internationalisation in Vietnamese higher education, pp. 55-75, (2018); Tran L.T., Vu T.T.P., Beyond the ‘normal’ to the ‘new possibles’: Australian students’ experiences in Asia and their roles in making connections with the region via the New Colombo Plan, Higher Education Quarterly, 72, 3, pp. 194-207, (2018); Tri H.D., English-medium instruction in Vietnamese higher education: Ideologies, management, and practices, (2020); Walkinshaw I., Fenton-Smith B., Humphreys P., EMI issues and challenges in Asia-Pacific higher education: An introduction, English medium instruction in higher education in Asia-Pacific. multilingual education, pp. 1-18, (2017); Wachter B., Maiworm F., English-taught programs in European higher education: The state of play in 2014, (2014); Wilkinson R., English-medium instruction at a Dutch university: Challenges and pitfalls, English-medium instruction at universities: Global challenges, pp. 3-24, (2013); Wood B.E., Participatory capital: Bourdieu and citizenship education in diverse school communities, British Journal of Sociology of Education, 35, 4, pp. 578-597, (2014); Wright S., Language education and foreign relations in Vietnam, Language policies in education: Critical issues, pp. 225-244, (2002)","D.H. Tri; Hoa Sen University, Ho Chi Minh City, 8 Nguyen Van Trang, District 1, Viet Nam; email: trihoangdanguon@gmail.com","","John Wiley and Sons Inc","","","","","","08832919","","","","English","World Englishes","Article","Final","","Scopus","2-s2.0-85120161267"
"Jackson D.; Dean B.A.","Jackson, Denise (37053893700); Dean, Bonnie Amelia (55480837800)","37053893700; 55480837800","Employability-related activities beyond the curriculum: how participation and impact vary across diverse student cohorts","2023","Higher Education","86","5","","1151","1172","21","1","10.1007/s10734-022-00966-x","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142361466&doi=10.1007%2fs10734-022-00966-x&partnerID=40&md5=48b6568442850a340b6b78e38c289878","School of Business and Law, Edith Cowan University, 270 Joondalup Drive, Joondalup, 6027, WA, Australia; Learning, Teaching & Curriculum, University of Wollongong, Wollongong, 2522, NSW, Australia","Jackson D., School of Business and Law, Edith Cowan University, 270 Joondalup Drive, Joondalup, 6027, WA, Australia; Dean B.A., Learning, Teaching & Curriculum, University of Wollongong, Wollongong, 2522, NSW, Australia","Higher education is increasingly concerned withproviding students with experiences that enhance employability. Sitting outsidethe curriculum, extra- or co-curricular activities that focus on career development,leadership, service or recognition can lead to positive employability andemployment outcomes. The extent to which different student groups have accessto and participate in these employability-related activities (ERAs) isunderexplored, along with their relative gains in the labour market. Thisresearch surveyed 84,000 graduates in Australia on their participation invarious activity types and the impact on their sense of preparedness for workand labour force outcomes. Findings demonstrate that over one-half ofrespondents participated in an ERA with groups tending to favour differentactivity types. Overall, the greatest differences in participation were observedby age, gender, disability, citizenship and socio-economic background. Activitiesimpacted differently on employment outcomes with graduates from regional areas,of low socio-economic status and with disability garnering strong benefits. Club/societyroles, leadership/award and mentoring programmes offered valuable developmentopportunities for most graduates, with less favourable outcomes reported forvolunteering and micro-credentials. The study provides important informationfor designing ERAs that can be more easily accessed by increasingly diversecohorts and that better support lifelong learning and transition to work forall students. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.","Co-curricular activities; Equity; Extra-curricular activities; Graduate employability; Graduate employment; Social and cultural capital","","","","","","Australian Collaborative Education Network, ACEN","","Government A., Performance-based funding for the Commonwealth Grant Scheme, Australian Government, (2019); Baert S., Verhaest D., Work hard or play hard? 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Letts (Eds.), Education for employability (volume 1) (pp. 97–106), Brill, (2019); Brown P., Hesketh A., Williams S., The mismanagement of talent: Employability and jobs in the knowledge economy, Oxford University Press, (2004); Buckley P., Lee P., The impact of extra-curricular activity on the student experience, Active Learning in Higher Education, 22, 1, pp. 37-48, (2021); Burke C., Scurry T., Blenkinsopp J., Navigating the graduate labour market: the impact of social class on student understandings of graduate careers and the graduate labour market, Studies in Higher Education, 45, 8, pp. 1711-1722, (2020); Clark G., Marsden R., Whyatt J., Thompson L., Walker M., ‘It’s everything else you do… alumni views on extracurricular activities and employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Clarke J., Harvey A., De-valuing ‘alternative extra-curricular activities’: The symbolic reproduction of extra-curricular activities as status distinctions. 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Letts (Eds.), Education for employability (volume 1) (pp. 165–176), Brill, (2019); Halfon E., Socially active volunteering students: The case of student councils, Children & Society, (2022); Harvey A., Andrewartha L., Edwards D., Clarke J., &amp, (2017); Healy M., Brown J.L., Ho C., Graduate employability as a professional proto-jurisdiction in higher education, Higher Education, 83, 5, pp. 1125-1142, (2022); Holmes K., Paull M., Haski-Leventhal D., MacCallum J., Omari M., Walker G., Maher A., A continuum of university student volunteer programme models, Journal of Higher Education Policy and Management, 43, 3, pp. 281-297, (2021); Hordosy R., Clark T., Vickers D., Lower income students and the ‘double deficit’of part-time work: undergraduate experiences of finance, studying and employability, Journal of Education and Work, 31, 4, pp. 353-365, (2018); Jackson C., Milos D., Kerr M., Mentoring for employability: A state-level impact study, Studies in Graduate and Postdoctoral Education, 10, 3, pp. 180-188, (2019); Jackson D., Bridgstock R., What actually works to enhance graduate employability? 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The influence of college extra-curricular activities on job prestige and satisfaction, Journal of Education and Work, 30, 3, pp. 249-269, (2017); Kinash S., Crane L., Judd M., Knight C., Discrepant stakeholder perspectives on graduate employability strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); Kuh G., What student affairs professionals need to know about student engagement, Journal of College Student Development, 50, 6, pp. 683-706, (2009); Lin M., Lucas H., Shmueli G., Too big to fail: Large samples and the p-value problem, Information Systems Research, 24, 4, pp. 906-917, (2013); Maia A., Co-curricular leadership tools: The use of inventories outside of the college classroom, New Directions for Student Leadership, 2021, 170, pp. 77-85, (2021); Maina M., Guardia Ortiz L., Mancini F., Melo M., A micro-credentialing methodology for improved recognition of HE employability skills, International Journal of education Technology in Higher Education, 19, 1, pp. 1-22, (2022); Maynard D., Joseph T., Maynard A., Underemployment, job attitudes, and turnover intentions, Journal of Organizational Behavior, 27, 4, pp. 509-536, (2006); Miller K., de Jorre S., Jorre T., Digital micro-credentials in environmental science: An employer perspective on valued evidence of skills, Teaching in Higher Education, pp. 1-17, (2022); Nuijten M., Poell R., Alfes K., Extracurricular activities of dutch university students and their effect on employment opportunities as perceived by both students and organizations, International Journal of Selection and Assessment, 25, 4, pp. 360-370, (2017); Parutis V., Howson C., Failing to level the playing field: Student discourses on graduate employability, Research in Post-Compulsory Education, 25, 4, pp. 373-393, (2020); Pegg A., Waldock J., Hendy-Isaac S., &amp, (2012); Pham T., Reconceptualising employability of returnees: What really matters and strategic navigating approaches, Higher education, 81, 6, pp. 1329-1345, (2021); Pinto L., Ramalheira D., Perceived employability of business graduates: The effect of academic performance and extracurricular activities, Journal of Vocational Behavior, 99, pp. 165-178, (2017); Putnam R., Bowling alone, (2000); Roulin N., Bangerter A., Yerly E., The uniqueness effect in selection interviews, Journal of Personnel Psychology, 10, 1, pp. 43-47, (2011); Rubin M., Social class differences in social integration among students in higher education: A meta-analysis and recommendations for future research, Journal of Diversity in Higher Education, 5, 1, pp. 22-38, (2012); Seow P.S., Pan G., A literature review of the impact of extracurricular activities participation on students’ academic performance, Journal of Education for Business, 89, 7, pp. 361-366, (2014); Smith M., Bell K., Bennett D., McAlphine A., Employability in a global context, Graduate Career Australia, (2019); Graduate Outcomes Survey, SRC, (2020); Graduate Outcomes Survey, SRC, (2021); Stevenson J., Clegg S., Who cares? Gender dynamics in the valuing of extra-curricular activities in higher education, Gender and education, 24, 1, pp. 41-55, (2012); Stuart M., Lido C., Morgan J., May S., Student diversity, extra-curricular activities and perceptions of graduate outcomes, Higher Education Academy, (2009); Swingler M., Roy A., Manoli A., Hasty W., Macfarlane D., Kapoor A., Kokkinidis G., Bridging the gap: Skill development in curricular, co-curricular and extra-curricular activities and the impact on readiness for employment, EdArXiv, (2022); Tchibozo G., Extra-curricular activity and the transition from higher education to work: A survey of graduates in the UK, Higher Education Quarterly, 61, 1, pp. 37-56, (2007); Thompson L., Clark G., Walker M., Whyatt J., ‘It’s just like an extra string to your bow’: Exploring higher education students’ perceptions and experiences of extracurricular activity and employability, Active Learning in Higher Education, 14, 2, pp. 135-147, (2013); Tieu T., Pancer S., Pratt M., Wintre M., Birnie-Lefcovitch S., Polivy J., Adams G., Helping out or hanging out: the features of involvement and how it relates to university adjustment, Higher Education, 60, 3, pp. 343-355, (2010); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tran L., Mobility as ‘becoming’: a bourdieuian analysis of the factors shaping international student mobility, British Journal of Sociology of Education, 37, 8, pp. 1268-1289, (2016); Walpole M., Socioeconomic status and college: How SES affects college experiences and outcomes, Review of Higher Education, 27, 1, pp. 45-73, (2003); Wilson J., Mantovan N., Sauer R., The economic benefits of volunteering and social class, Social Science Research, 85, (2020); Winstone N., Balloo K., Gravett K., Jacobs D., Keen H., Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university, Active Learning in Higher Education, 23, 2, pp. 81-96, (2022); Wyatt L., Non-traditional student engagement: Increasing adult student success and retention, The Journal of Continuing Higher Education, 59, 1, pp. 10-20, (2011)","D. Jackson; School of Business and Law, Edith Cowan University, Joondalup, 270 Joondalup Drive, 6027, Australia; email: d.jackson@ecu.edu.au","","Springer Science and Business Media B.V.","","","","","","00181560","","","","English","High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85142361466"
"Tawiah R.; Mprah W.K.; Owusu I.; Atta-Osei G.; Gyamfi N.; Mensah T.I.; Gyaase D.; Okanta I.","Tawiah, Rebecca (58657600000); Mprah, Wisdom Kwadwo (55810982500); Owusu, Isaac (6506261756); Atta-Osei, Godfred (57226704902); Gyamfi, Naomi (57202317821); Mensah, Theresah Ivy (58673005700); Gyaase, Daniel (57979394900); Okanta, Irene (58672530600)","58657600000; 55810982500; 6506261756; 57226704902; 57202317821; 58673005700; 57979394900; 58672530600","Searching for Jobs: Experiences of Persons with Disabilities in the Komenda-Edina-Eguafo-Abirem Municipality of Ghana","2023","Disability, CBR and Inclusive Development","34","2","","148","161","13","0","10.20372/dcidj.574","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175317620&doi=10.20372%2fdcidj.574&partnerID=40&md5=026da84d3b24afd0b01a4cbea70649c9","Department of Health Promotion and Disability Studies, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana; School of Health, University of New England, Armidale, NSW, Australia; Department of Epidemiology and Biostatistics, School of Public Health, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana","Tawiah R., Department of Health Promotion and Disability Studies, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana; Mprah W.K., Department of Health Promotion and Disability Studies, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana; Owusu I., Department of Health Promotion and Disability Studies, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana; Atta-Osei G., Department of Health Promotion and Disability Studies, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana; Gyamfi N., School of Health, University of New England, Armidale, NSW, Australia; Mensah T.I., Department of Health Promotion and Disability Studies, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana; Gyaase D., Department of Epidemiology and Biostatistics, School of Public Health, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana; Okanta I., Department of Health Promotion and Disability Studies, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana","Purpose: This study investigated the job search experiences of persons with disabilities in the Komenda-Edina-Eguafo-Abirem Municipality in central Ghana, in order to identify measures to improve their employability. Method: The study was qualitative with a descriptive design. Purposive sampling was used to include people with visual disabilities, people who are deaf and people with physical disabilities who had searched for jobs. Face-to-face interviews were conducted in the local language (Fante) and were audio-and video-recorded. The recorded interviews were then transcribed and translated from Fante to English. Data was analysed using thematic analysis. The transcribed data was coded, grouped into categories, refined, and then organised into various themes based on the study objectives. Results: Findings revealed that employers had negative attitudes towards job-seekers with disabilities. They had low expectations of them, feeling pity rather than considering them productive. This resulted in persons with disabilities being pushed into low paid jobs and feeling dissatisfied. The negative attitude of employers deterred many such job-seekers and they opted for self-employment. Inaccessible workplaces and lack of access to information were also reported as major barriers. Conclusion: Negative attitudes of employers towards job-seekers with disabilities have not changed despite legal efforts being made to change negative perceptions. It is recommended that stakeholders should intensify public education on disability issues. The working environment and information on job opportunities and protocols should also be made accessible to persons with disabilities by enforcing provisions in the Persons with Disability Act. © 2023, Vrije University. All rights reserved.","accessibility; attitudes; barriers; employment; persons with disabilities","","","","","","","","Amponsah-Bediako K, Relevance of disability models from the perspective of a developing country: An analysis, Developing Country Studies, 3, 11, pp. 121-132, (2013); Ary D, Jacobs LC, Razavieh A., Introduction to Research in Education, (2002); Avoke M, Models of Disability in the Labelling and Attitudinal Discourse in Ghana, Disability & Society, 17, 7, pp. 769-777, (2002); Bamber GJ, Lansbury RD, Wailes N, International and comparative employment relations, (2004); Brown CL, Emery JC, The impact of disability on earnings and labour force participation in Canada: Evidence from the 2001 PALS and from Canadian case law, J. Legal Econ, 16, (2010); Burchardt T, Enduring economic exclusion: Disabled people, income and work, (2000); Burke J., Bezyak J., Fraser R. T., Pete J., Ditchman N., Chan F., Employers' attitudes towards hiring and retaining people with disabilities: A review of the literature, The Australian Journal of Rehabilitation Counselling, 19, 1, pp. 21-38, (2013); Caswell KK, Bender CM, Murphy CJ, Seedless, surfactantless wet chemical synthesis of silver nanowires, Nano Letters, 3, 5, pp. 667-669, (2003); Chia N K H, Kee N K N, The 2-triple-E framework of inclusive employment for people with disabilities in Singapore, Academic Research International, 4, 5, (2013); Cho JY, Lee EH, Reducing confusion about grounded theory and qualitative content analysis: Similarities and differences, Qualitative report, 19, 32, (2014); Crow G, Wiles R, Managing anonymity and confidentiality in social research: the case of visual data in Community research, (2008); Choruma T, The forgotten tribe: People with disabilities in Zimbabwe, (2007); Dovidio J F, Pagotto L, Hebl MR, Implicit attitudes and discrimination against people with physical disabilities, Disability and aging discrimination: Perspectives in law and psychology, pp. 157-183, (2011); Hanass-Hancock J, Nene S, Deghaye N, Pillay S, These are not luxuries, it is essential for access to life: Disability related out-of-pocket costs as a driver of economic vulnerability in South Africa, African Journal of Disability, 6, 1, pp. 1-10, (2017); 2010 Population & Housing Census Report: Disability in Ghana, (2014); 2021 Population & Housing Census Report: Disability in Ghana, (2023); Hayes L J, Stories of Care: A labour of law: Gender and class at work, (2017); United States', International Disability RightsMonitor(IDRM)RegionalReportoftheAmericas2004, (2004); Nota L, Ginevra MC, Santilli S, Soresi S, Contemporary career construction: The role of career adaptability, Psycho-social career meta-capacities: Dynamics of contemporary career development, pp. 247-263, (2014); Life Opportunities Survey, Understanding Disability Wave Two, part II, (2014); Opoku-Boadi D, Employers' perception about capabilities of persons with disabilities in the Asante Mampong Municipality in the Ashanti Region of Ghana, (2015); Richards L, Morse JM, Readme first for a user's guide to qualitative methods, (2012); Roessler RT, Rumrill PD, Multiple sclerosis and employment barriers: a systemic perspective on diagnosis and intervention, Work, 21, 1, pp. 17-23, (2003); Schoof U., Stimulating Youth Entrepreneurship: Barriers and incentives to enterprise start-ups by young people, (2006); Schur LA, Dead end jobs or a path to economic well being? The consequences of non-standard work among people with disabilities, Behavioral sciences & the law, 20, 6, pp. 601-620, (2002); Thomas P, Disability, Poverty and the Millennium Development Goals: London, Disability Knowledge and Research, (2005); Thumann-Prezioso C, Deaf parents' perspectives on deaf education, Sign Language Studies, 5, 4, pp. 415-440, (2005); Millennium Development Goals Report 2009(Includes the2009Progress Chart), (2009); Universal declaration of human rights. The heart of human rights, (2013); Disabled still face hurdles in job market, (2005); Disability inclusion, (2021); World Report on Disability, (2011)","R. Tawiah; Department of Health Promotion and Disability Studies, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana; email: rebeccatawiah20@gmail.com","","Vrije University","","","","","","22115242","","","","English","Disabil. CBR and  Incl. Dev.","Article","Final","","Scopus","2-s2.0-85175317620"
"Alok S.; Rajthilak R.","Alok, Swati (56669647500); Rajthilak, R. (57223293897)","56669647500; 57223293897","Protean and Boundaryless Career Attitude as Determinants of Well-being Among Indian IT Temporary Agency Workers","2023","Vision","27","5","","661","670","9","4","10.1177/09722629211036208","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113322741&doi=10.1177%2f09722629211036208&partnerID=40&md5=4f045faf7339929135a37d476be9546c","Department of Economics and Finance, BITS Pilani Hyderabad, Telangana, Hyderabad, India","Alok S., Department of Economics and Finance, BITS Pilani Hyderabad, Telangana, Hyderabad, India; Rajthilak R., Department of Economics and Finance, BITS Pilani Hyderabad, Telangana, Hyderabad, India","The growth of temporary and non-standard employment arrangements post liberalization drives temporary agency workers (TAWs), especially of the information technology (IT) sector, to be agents of their own career identities. As a result, TAWs embrace self-managed/adaptable career management approaches namely protean career (PCO) and boundaryless career (BCO) orientations for their long-term sustainability and well-being. This study investigated the direct effects of PCO and BCO on TAW’s well-being, also, their indirect effects thorough perceived employability (PE). Study participants were 246 TAWs employed by leading Indian IT recruitment agencies and deployed to work for various IT clients. Data were collected through validated questionnaire and analysed through structural equation modelling. Findings confirm direct effects of PCO and BCO on TAW well-being and partial mediation effects of PE. Thus, to boost TAWs’ well-being, organizations may consider developing their protean attitudes via employee engagement programmes, staff agencies through counselling to map workers values/interest with their assigned projects, TAWs workers themselves proactively participating in the challenging assignment at the client place. © 2021 MDI.","Boundaryless Career; Employee Engagement; Perceived Employability; Protean Careers; Workplace Well-being","","","","","","","","Afsar B., Badir Y., Kiani U.S., Linking spiritual leadership and employee pro-environmental behavior: The influence of workplace spirituality, intrinsic motivation, and environmental passion, Journal of Environmental Psychology, 45, 3, pp. 79-88, (2016); Ahmetoglu G., Harding X., Akhtar R., Chamorro-Premuzic T., Predictors of creative achievement: Assessing the impact of entrepreneurial potential, perfectionism, and employee engagement, Creativity Research Journal, 27, 2, pp. 198-205, (2015); Anitha J., Determinants of employee engagement and their impact on employee performance, International Journal of Productivity and Performance Management, 63, 3, pp. 308-323, (2014); Arthur M.B., The boundaryless career: A new perspective for organizational inquiry, Journal of Organizational Behavior, 15, 4, pp. 295-306, (1994); Arthur M.B., Khapova S.N., Wilderom C.P.M., Career success in a boundaryless career world, Journal of Organizational Behavior, 26, 2, pp. 177-202, (2005); Arthur M.B., Rousseau D.M., The boundaryless career: A new employment principle for a new organizational era [OUP Catalogue], (1996); Bennett J.B., Weaver J., Senft M., Neeper M., Creating workplace well-being: Time for practical wisdom, The handbook of stress and health, pp. 570-604, (2017); Berntson E., Employability perceptions: Nature, determinants, and implications for health and well-being, (2008); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, 3, pp. 279-292, (2007); Berntson E., Naswall K., Sverke M., Investigating the relationship between employability and self-efficacy: A cross-lagged analysis, European Journal of Work and Organizational Psychology, 17, 4, pp. 413-425, (2008); Briscoe J.P., Hall D.T., The interplay of boundaryless and protean careers: Combinations and implications, Journal of Vocational Behavior, 69, 1, pp. 4-18, (2006); Briscoe J., Henagan S., Burton J., Murphy W., Coping with an insecure employment environment: The differentiating roles of protean and boundaryless career orientations, Journal of Vocational Behavior, 80, 2, pp. 308-316, (2012); Chambel M.J., Sobral F., Training is an investment with return in temporary workers: A social exchange perspective, Career Development International, 16, 2, pp. 161-177, (2011); Chen D.J., Lim V.K., Strength in adversity: The influence of psychological capital on job search, Journal of Organizational Behavior, 33, 6, pp. 811-839, (2012); The Contract Labour (Regulation and Abolition) Act, 1970, (1970); Chin W.S., Rasdi R.M., Protean career development: Exploring the Individuals, Organizational and job-related factors, Asian Social Science, 10, 21, (2014); Coertse S., Schepers J.M., Some personality and cognitive correlates of career maturity, SA Journal of Industrial Psychology, 30, 2, pp. 56-73, (2004); Colakoglu S.N., The relationship between career boundarylessness and individual well-being: A contingency approach, (2005); Cortellazzo L., Bonesso S., Gerli F., Batista-Foguet J.M., Protean career orientation: Behavioral antecedents and employability outcomes, Journal of Vocational Behavior, 116, pp. 103-343, (2020); Cotton P., Hart P.M., Occupational wellbeing and performance: A review of organisational health research, Australian Psychologist, 38, 2, pp. 118-127, (2003); Crocitto M., Arthur M.B., Rousseau D.M., The boundaryless career: A new employment principle for a new organizational era, The Academy of Management Review, 23, 1, (1998); De Cuyper N., Makikangas A., Kinnunen U., Mauno S., De Witte H., Cross-lagged associations between perceived external employability, job insecurity, and exhaustion: Testing gain and loss spirals according to the conservation of resources theory, Journal of Organizational Behaviour, 33, 6, pp. 770-788, (2012); De Cuyper N., Sulea C., Philippaers K., Fischmann G., Iliescu D., De Witte H., Perceived employability and performance: Moderation by felt job insecurity, Personnel Review, 43, pp. 536-552, (2014); 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Meyer J.P., Gagne M., Employee engagement from a self-determination theory perspective, Industrial and Organizational Psychology: Perspectives on Science and Practice, 1, 1, pp. 60-62, (2008); Michie J., Sheehan-Quinn M., Labour market flexibility, human resource management and corporate performance, British Journal of Management, 12, 4, pp. 287-306, (2001); Mitlacher L.W., The role of temporary agency work in different industrial relations systems: A comparison between Germany and the USA, British Journal of Industrial Relations, 45, 3, pp. 581-606, (2007); Ngo H.Y., Liu H., Cheung F., Perceived employability of Hong Kong employees: Its antecedents, moderator and outcomes, Personnel Review, 46, 1, pp. 17-35, (2017); Nguyen H.C., Nguyen-Huu T.T., Le T.T.L., Non-standard forms of employment in some Asian countries: A study of wages and working conditions of temporary workers, (2016); Nicholson N., Career systems in crisis: Change and Opportunity in the information age, Academy of Management Executive, 10, pp. 40-51, (1996); 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Redondo R., Sparrow P., Hernandez-Lechuga G., The effect of protean careers on talent retention: Examining the relationship between protean career orientation, organizational commitment, job satisfaction and intention to quit for talented workers. 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Investigating the mediating effects of knowing career competencies, Frontiers in Psychology, 10, (2019); Trepanier S.-G., Fernet C., Austin S., Workplace bullying and psychological health at work: The mediating role of satisfaction of needs for autonomy, competence and relatedness, Work & Stress, 27, 2, pp. 123-140, (2013); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Weick K.E., Westley F., Organizational learning: Affirming an oxymoron, Handbook of organization studies, pp. 440-458, (1996); Wong I.A., Yim King P.W., Jennifer H.G., How to attract and retain Generation Y employees? An exploration of career choice and the meaning of work, Tourism Management Perspectives, 23, pp. 140-150, (2017)","S. Alok; Department of Economics and Finance, BITS Pilani Hyderabad, Hyderabad, Telangana, India; email: swati@hyderabad.bits-pilani.ac.in","","Sage Publications India Pvt. Ltd","","","","","","09722629","","","","English","Vision","Article","Final","","Scopus","2-s2.0-85113322741"
"Whiteside V.; Cross J.","Whiteside, Victoria (58718304700); Cross, John (58718532500)","58718304700; 58718532500","Recontextualising graduate employability in support of pedagogical reform in public universities in the Kurdistan Region-Iraq","2023","Studies in Ethnicity and Nationalism","23","3","","355","368","13","0","10.1111/sena.12407","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177770148&doi=10.1111%2fsena.12407&partnerID=40&md5=d1e769d5b7c04701a0ad082c35280a9e","University of Liverpool, United Kingdom; Cross Cultural Management, Sarbasti Park, Erbil, Iraq","Whiteside V., University of Liverpool, United Kingdom; Cross J., Cross Cultural Management, Sarbasti Park, Erbil, Iraq","In light of the high graduate unemployment rate and migrant crisis, graduate employability in the Kurdistan Region – Iraq is an ever more pressing issue. Reducing the issue of graduate employability to a skills gap between Kurdish graduates and the private sector labour market is too simplistic and dismisses other sociocultural and structural factors that are external to graduates and higher education institutions (HEIs), and which impact the former’s employability. Through a qualitative study and using Bourdieu’s (1977) habitus as an explanatory framework for the analysis, this article aims to recontextualise graduate employability by exploring five stakeholders’ perceptions of what impacts graduate employability in the region. The findings uphold previous labour market reports that there is a skills gap, but also reveals other sociocultural and structural factors that also impact graduate employability. The Ministry of Higher Education and Scientific Research (MHESR) has introduced a programme of pedagogical reform in KRI’s public HEIs and is in the process of training its academic practitioners in the tenets of Freire’s (1970) critical pedagogy. This article supports the implementation of Freire’s critical pedagogy in KRI’s public HEIs as a critical pedagogy can address the skills gap while also creating spaces for students to explore, question, analyse and evaluate the sociocultural and structural factors that impact graduate employability in KRI. © 2023 Association for the Study of Ethnicity and Nationalism and John Wiley & Sons Ltd.","critical pedagogy; graduate employability; habitus; Kurdistan Region – Iraq; pedagogical reform","","","","","","","","Anaid A., The nature of political economy challenges of the Kurdistan Region of Iraq, Iraqi Kurdistan’s Statehood Aspirations. Middle East Today, pp. 9-26, (2019); Atrushi D.S., Woodfield S., The quality of higher education in the Kurdistan Region of Iraq, British Journal of Middle Eastern Studies, 45, 4, pp. 644-659, (2018); Bourdieu P., Outline of a Theory of Practice, (1977); Bourdieu P., Wacquant L.J.D., An Invitation to Reflexive Sociology, (1992); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Braun V., Clarke V., Reflecting on reflexive thematic analysis, Qualitative Research in Sport, exercise and Health, 11, 4, pp. 589-597, (2019); Braun V., Clarke V., One size fits all? 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Whiteside; University of Liverpool, United Kingdom; email: victoria.whiteside.01@gmail.com","","Ain Shams University","","","","","","17549469","","","","English","Stud. Ethn. Natl.","Article","Final","","Scopus","2-s2.0-85177770148"
"Mathur S.R.; Clark H.G.; Grayson A.; Robertson K.S.","Mathur, Sarup R. (7402610360); Clark, Heather Griller (48661860100); Grayson, Annee (58666146300); Robertson, Kristin Scott (58665341500)","7402610360; 48661860100; 58666146300; 58665341500","Preparing justice involved youth for transition: Employer perceptions","2023","Children and Youth Services Review","155","","107270","","","","0","10.1016/j.childyouth.2023.107270","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174964664&doi=10.1016%2fj.childyouth.2023.107270&partnerID=40&md5=fbc16e0198d66e39548a15b0c0e736fc","Arizona State University, United States; University of Arizona, United States","Mathur S.R., Arizona State University, United States; Clark H.G., Arizona State University, United States; Grayson A., Arizona State University, United States; Robertson K.S., University of Arizona, United States","In this pilot study, we sought to understand employer perspectives on hiring young applicants, especially applicants who have been involved in the juvenile justice system. A survey was conducted to assess employers’ perceptions of qualities young applicants often lack, what qualities they are seeking, and the skills, training, and/or documents that would be beneficial for young applicants during the hiring process. The survey was deployed to 19 employers; 12 employers responded. Six employers who completed the survey also took part in follow-up interviews. In the interviews, employers expounded on how job and career preparation programs can best prepare youth for successful employment, how their companies approach hiring candidates with juvenile records, and how STEM (science, technology, engineering, and mathematics) skills are incorporated into entry-level positions. Through both the survey and interview, employers also shared how the COVID-19 pandemic impacted their hiring processes. © 2023 Elsevier Ltd","Employability; Employers; Employment; Juvenile justice; Juveniles; Reentry; Youth","","","","","","National Science Foundation, NSF, (1920550)","This research was supported in part by a grant from the National Science Foundation (NSF) (Award No. 1920550). Opinions expressed herein do not necessarily reflect the policy of NSF and no official endorsement by NSF should be inferred.","Agan A., Increasing employment of people with records: Policy challenges in the era of ban the box, Criminology & Public Policy, 16, 1, pp. 177-185, (2017); Apel R., Sweeten G., The impact of incarceration on employment during the transition to adulthood, Social problems, 57, 3, pp. 448-479, (2010); Ahlin E.M., (2019); Bandura A., Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review, 84, 2, pp. 191-215, (1977); Carter A., The consequences of adolescent delinquent behavior for adult employment outcomes, Journal of Youth and Adolescence, 48, 1, pp. 17-29, (2019); Cerda J.A., Stenstrom D.M., Curtis M., The role of type of offense and work qualifications on perceived employability of former offenders, American Journal of Criminal Justice, 40, 2, pp. 317-335, (2015); Collins M.E., Spindle-Jackson A., Yao M., Workforce development systems efforts for system-involved youth: Opportunities and challenges, Children and Youth Services Review, 128, (2021); Council of State Governments Justice Center, Locked out: Improving educational and vocational outcomes for incarcerated youth, (2015); Dedoose, Version 9.0.17, web application for managing, analyzing, and presenting qualitative and mixed method research data, (2021); Fletcher E.C., Tyson W., Bridging technical skills gaps between high school students and local employers, Journal of Research in Technical Careers, 1, 1, (2017); Fouad N.A., Santana M.C., SCCT and underrepresented populations in STEM fields: Moving the needle, Journal of Career Assessment, 25, 1, pp. 24-39, (2017); Griffith J.N., Rade C.B., Anazodo K.S., Criminal history and employment: An interdisciplinary literature synthesis, Equality, Diversity and Inclusion: An International Journal, 38, 5, pp. 505-528, (2019); Griller Clark H., Mathur S.R., Ott M., McTier T.S., Employer perceptions of hiring juveniles with criminal records, Criminal Justice and Behavior, 47, 9, pp. 1156-1175, (2020); Harris P.M., Keller K.S., Ex-offenders need not apply: The criminal background check in hiring decisions, Journal of Contemporary Criminal Justice, 21, pp. 6-30, (2005); Hirschi T., Causes of delinquency, (1969); Holzer H.J., Raphael S., Stoll M.A., How willing are employers to hire ex-offenders?, Focus, 23, pp. 40-43, (2004); Krezmien M., Powell W., Bosch C., Hall T., Nieswandt M., The use of tablet technology to support inquiry science for students incarcerated in juvenile justice settings, pp. 267-295, (2017); Krezmien M., Hunter A., Griller Clark H., Mathur S.R., Grayson A.; Laub J.H., Sampson R.J., Shared beginnings, divergent lives, (2003); Lent R.W., Brown S.D., Hackett G., Toward a unifying social cognitive theory of career and academic interest, choice, and performance, Journal of Vocational Behavior, 45, 1, (1994); Lent R.W., Brown S.D., Hackett G., Contextual supports and barriers to career choice: A social cognitive analysis, Journal of Counseling Psychology, 47, 1, pp. 36-49, (2000); Lewis K., Technology in the workplace: Redefining skills for the 21st century, The Midwest Quarterly, 61, 3, pp. 348-356, (2020); Lipsey M.W., The primary factors that characterize effective interventions with juvenile offenders: A meta-analytic overview, Victims & Offenders, 4, pp. 124-147, (2009); Mathur S.R., Griller Clark H., Gau J.M., Technology integration: A promising way to mitigate recidivism of youth in juvenile justice, Preventing School Failure: Alternative Education for Children and Youth, (2023); McDonald K.S., Waite A.M., Future directions: Challenges and solutions facing career readiness and development in STEM fields, Advances in Human Resources, 2, 1, pp. 133-138, (2019); Miles M.B., Huberman A.M., Saldana J., (2020); O'Sullivan K., Spangler D., Showalter T., Bennett R., (2020); Pager D., Western B., Sugie N., Sequencing disadvantage: Barriers to employment facing young black and white men with criminal records, The ANNALS of the American Academy of Political and Social Science, 623, 1, pp. 195-213, (2009); Pham Y.K., Unruh D.K., Waintrup M., Employers’ perceptions on the disclosure of juvenile records, Journal of Juvenile Justice, 4, 2, pp. 111-122, (2015); Phelps M.S., Pager D., Inequality and punishment: A turning point for mass incarceration?, The ANNALS of the American Academy of Political and Social Science, 663, 1, pp. 185-203, (2015); Rivera H., Li J., Potential factors to enhance students' STEM college learning and career orientation, Frontiers Education, 25, 2, (2020); Ross M., Kazis R., Bateman N., Stateler L., (2020); Sheely A., Criminal justice involvement and employment outcomes among women, Crime and Delinquency, 66, 6-7, pp. 973-994, (2020); Selbin J., McCrary J., Epstein J., Unmarked? Criminal record clearing and employment outcomes, The Journal of Criminal Law & Criminology, 108, 1, pp. 1-72, (2018); Taylor M., Spang T., I'd prefer an applicant who doesn't have a delinquency history: Delinquents in the labor market, The Journal for Juvenile Justice, 6, 1, pp. 67-81, (2017); Uggen C., Vuolo M., Lageson S., Ruhland E., Whitham H.K., The edge of stigma: An experimental audit of the effects of low-level criminal records on employment, Criminology, 52, pp. 627-654, (2014); van der Stouwe T., Gubbels J., Castenmiller Y.L., Et al., The effectiveness of social skills training (SST) for juvenile delinquents: A meta-analytical review, Journal of Experimental Criminology, 17, pp. 369-396, (2021); VanderPyl T., Easing reentry through employability skills training for incarcerated youth, Journal of Applied Juvenile Justice Services, (2015); Varghese F.P., Hardin E.E., Bauer R.L., Morgan R.D., Attitudes toward hiring offenders: The roles of criminal history, job qualifications, and race, International Journal of Offender Therapy and Comparative Criminology, 54, 5, pp. 769-782, (2010); Warner C., Kaiser J., Houle J.N., Locked Out of the Labor Market? State-Level Hidden Sentences and the Labor Market Outcomes of Recently Incarcerated Young Adults. RSF: The Russell Sage Foundation, Journal of the Social Sciences, 6, 1, pp. 132-151, (2020); Wong B., Chiu Y.-L.-T., Murray O.M., Horsburgh J., End of the road? The career intentions of under-represented STEM students in higher education, International Journal of STEM Education, 9, 1, (2022)","S.R. Mathur; Mary Lou Fulton Teachers College, Arizona State University, Tempe, P.O. Box 871811, 85281, United States; email: sarup.mathur@asu.edu","","Elsevier Ltd","","","","","","01907409","","CYSRD","","English","Child. Youth Serv. Rev.","Article","Final","","Scopus","2-s2.0-85174964664"
"Muftah M.","Muftah, Muneera (55567917500)","55567917500","Communication apprehension and self-perceived communication competence: a study of undergraduate students in their final year","2023","Higher Education, Skills and Work-based Learning","13","6","","1187","1203","16","0","10.1108/HESWBL-08-2022-0174","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85154593853&doi=10.1108%2fHESWBL-08-2022-0174&partnerID=40&md5=8258dad3ca9c93b235f3598fe8e85bf6","Department of English, College of Languages and Translation, Najran University, Najran, Saudi Arabia","Muftah M., Department of English, College of Languages and Translation, Najran University, Najran, Saudi Arabia","Purpose: Communication apprehension (CA) is the fear or anxiety about communicating. In addition, self-perceived communication competence (SPCC) refers to the learners' perception of their competence. CA hampers individuals' ability to communicate effectively in various communication contexts, which has an impact on their employability. Confident communicators with effective communication skills are important issues for graduation as well as desirable attributes for recruiting agencies. Given that employers value graduates who can communicate effectively in the workplace without any apprehension, this study was designed to determine the levels of CA and SPCC among final-year non-English major undergraduate students in Saudi Arabia and the extent to which SPCC could affect their CA when speaking in English with implications for their employability as the next generation of workers. Design/methodology/approach: Two survey questionnaires were administered to 70 non-English major undergraduate students in their final year employing probability random sampling to measure their CA level and to assess their SPCC in different English as foreign language (EFL) contexts. Pearson's correlation and linear regression analysis were used to investigate the relationship between CA and SPCC. Data analysis was performed using descriptive statistics in SPSS 21. Findings: The findings indicated a medium level of SPCC and CA. Moreover, the correlation formula revealed that there was a moderately significant association between learners' SPCC and their CA (r (70) = −0.524, p < 0.01). Through regression analysis, it was found that their SPCC could predict 27% of the variance in their CA. The moderate effect of SPCC on CA implied that students could be prepared to cope and perform in the workplace. Originality/value: Without communication, the establishment and evolution of the human community are unattainable. This aspect is more evident and crucial in the list of graduate objectives and needed outcomes for future career endeavors. The findings encourage instructors and course designers to provide many learning opportunities in pleasurable learning environments to raise students' perceptions of their competence, in turn enhancing their confidence to speak in English and ensuring a smooth transition from academia to the workplace. Based on the findings, several suggestions for future studies in the EFL context are presented. © 2023, Emerald Publishing Limited.","Anxiety; Communication apprehension; Employability; Individual differences; Language learning; Self-perceived communication competence","","","","","","","","Abu Taha M., Aburezeq K., Oral communication apprehension among English senior majors at Al-Quds open university in Palestine, International Journal of Research in English Education, 3, 1, (2018); Adella S., Ilyas M., An analysis of English oral communication apprehension of the third semester students at English language education of FKIP UIR, Discovery Journal, 1, 1, pp. 97-105, (2022); Adeyemi A.S.O., Adekunle G.M., Muhammad R.B., Assessing communication apprehension and implication for employability among Mass communication students, IOSR Journal of Humanities and Social Sciences, 22, 3, pp. 78-84, (2017); Agwel K.M., Rashid S.M., Nimehchisalem V., Jalaluddin I., Communication apprehension, self-efficacy, willingness to communicate and English communication frequency among Libyan bankers: a structural equation modeling approach, Journal of Positive School Psychology, 6, 6, pp. 8227-8238, (2022); 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Ng P.M., Chan J.K., Wut T.M., Lo M.F., Szeto I., What makes better career opportunities for young graduates? Examining acquired employability skills in higher education institutions, Education+Training, 63, 6, pp. 852-871, (2021); Nugroho A.T., A survey of university students in international programs' public speaking anxiety during their, (2022); Nuraqilah N.M., Aminabibi S., Investigating English language speaking anxiety among Malaysian undergraduate learners, Asian Social Science, 15, 1, pp. 1-7, (2019); Oteir I., Abd Aziz N.H., Effects of listening comprehension anxiety from Saudi EFL learners' perspectives, International Journal of Linguistics, 9, 5, (2017); Peng J.E., Woodrow L., Willingness to communicate in English: a model in the Chinese EFL classroom context, Language Learning, 60, 4, pp. 834-876, (2010); Picco E., Gragnano A., Daghini A., Miglioretti M., Systematic review of intervention studies to foster sustainable employability core components: implications for workplace promotion, Sustainability, 14, 6, (2022); Riaz M., Riaz M.R., Causes of anxiety among engineering students while making oral presentations in English, Pakistan Journal of Psychological Research, 37, 2, pp. 205-218, (2022); Schroth H., Are you ready for Gen Z in the workplace?, California Management Review, 61, 3, pp. 5-18, (2019); Shahbaz M., Khan M.S., Khan R.R.M.I., Ghulam M., Role of self-perceived communication competence and communication apprehension for willingness to communicate in L1 and L2, Journal of Educational and Social Research, 6, 1, pp. 158-166, (2016); Shirkhani S., Mir Mohammad Meigouni E., Oral communication strategies used by Iranian EFL learners and their relationship with the learners' self-efficacy beliefs and anxiety level, Research in English Language Pedagogy, 8, pp. 1-20, (2020); Soomro M.A., Siming I.A., Shah S.H.R., Rajper M.A., Naz S., Channa M.A., An investigation of anxiety factors during English oral presentation skills of engineering undergraduates in Pakistan, International Journal of English Linguistics, 9, 3, (2019); Subekti A.S., An exploration of foreign language anxiety in the Indonesian university context: learners' and teachers' voices, TEFLIN Journal, 29, 2, pp. 219-244, (2018); Subekti A.S., Investigating the relationship between foreign language anxiety and oral performance of non-English major university students in Indonesia, Dinamika Ilmu, 18, 1, pp. 15-36, (2018); Subekti A.S., Situational willingness to communicate in English: voices from Indonesian non-English major university students, IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 3, 2, pp. 373-390, (2019); Subekti A.S., Self-perceived communication competence and communication apprehension: a study of Indonesian college students, EduLite: Journal of English Education, Literature and Culture, 5, 1, pp. 14-31, (2020); Suvongse N., Chanyoo N., Factors contributing to willingness to communicate in English of Thai undergraduate students in the immersion programs, Theory and Practice in Language Studies, 12, 4, pp. 763-771, (2022); Tanielian A.R., Foreign language anxiety among first-year Saudi university students, The International Education Journal: Comparative Perspectives, 16, 2, pp. 116-130, (2017); Tankovic A.C., Kapes J., Benazic D., Measuring the importance of communication skills in tourism, Economic Research-Ekonomska Istraživanja, 36, 1, pp. 460-479, (2023); Weerasombat T., Pumipatyothin P., Napathorn C., Understanding employability in changing labor market contexts: the case of an emerging market economy of Thailand, Sustainability, 14, 16, (2022); Subekti A.S., Willingness to communicate in English of non-English major university students in Indonesia, Lingua Cultura, 13, 1, pp. 55-66, (2019)","M. Muftah; Department of English, College of Languages and Translation, Najran University, Najran, Saudi Arabia; email: munmef5@gmail.com","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85154593853"
"Chan R.","Chan, Raksmey (57220071091)","57220071091","An Empirical Study on the Needed Employability Skills in Post-Pandemic","2023","Studies in Business and Economics","18","3","","91","107","16","0","10.2478/sbe-2023-0047","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182695457&doi=10.2478%2fsbe-2023-0047&partnerID=40&md5=92d87f7345f376d0f9995207adf3a2a2","Royal University of Phnom Penh, Cambodia","Chan R., Royal University of Phnom Penh, Cambodia","A problem of skill mismatch has long been a global issue. The same is true for an emerging market like Cambodia where a large number of youths enter the job market every year. This study aims to investigate the most important employability skills in post pandemic viewed by students, employees and employers. The study also explores the needed skills at private, public and non-profit sectors, and the preparation of students on those competencies for making a comparison and synthesis. To fulfil the earlier objectives, the study applies survey questionnaires and in-depth interviews with 109 participants and 6 interviewees respectively. The findings demonstrate that Being professionally ethical, Being committed to work, and Technology Use are the three main employability skills demanded in the market. However, specific institutions may prefer other skills according to the nature of their work. The study also demonstrates that students possess a few limitations, namely Adaptability to change, Communication, Commitment to work and Advanced digital skills. These weaknesses would be a key message to students and other stakeholders to reconceptualize their current practice to fulfil the gaps.  © 2023 Raksmey Chan, published by Sciendo.","COVID-19; employability skills; employment; soft skills; undergraduate","","","","","","","","Archer W., Davison J., Graduate employability, The Council for Industry and Higher Education, 1, (2008); Bloom N., How working from home works out, pp. 1-9, (2020); Chamorro T., Frankiewicz B., Does higher education still prepare people for jobs, Harvard Business Review, (2019); Jackson D., Student perceptions of the importance of employability skill provision in business undergraduate programs, Journal of Education for Business, 88, 5, pp. 271-279, (2013); Jackson D., Chapman E., Non-technical competencies in undergraduate business degree programs: Australian and UK perspectives, Studies in Higher Education, 37, 5, pp. 541-567, (2012); Kelly A., Moore C., Lyons E., Traditional Exams, 21st Century Employability Skills and COVID-19: Disruptive Opportunities for Rethinking Assessment Design in Higher Education, STAR Scholar Book Series, pp. 67-79, (2022); General Population Census of the Kingdom of Cambodia 2019, (2019); Report on the Cambodia Labour Force Survey 2019, pp. 1-202, (2019); Nesaratnam S., Karan S.P., Von F.Y., Conceptualisation of a Graduate Employability Framework from a Malaysian Perspective, International Journal of Human Resource Studies, 8, 4, pp. 112-135, (2018); Population with tertiary education, (2021); Reddy P., Sharma B., Chaudhary K., Digital literacy: A review of literature, International Journal of Technoethics (IJT), 11, 2, pp. 65-94, (2020); Roberts W., Reflections on practice during a pandemic: How do we continue to ensure effective communication during the COVID‐19 pandemic?, Child Abuse Review, 29, pp. 584-1488, (2020); Sam V., Unemployment duration and educational mismatches: A theoretical and empirical investigation among graduates in Cambodia, (2017); Sharma N., Vaish H., Impact of COVID–19 on mental health and physical load on women professionals: an online cross-sectional survey, Health Care for Women International, 41, 11-12, pp. 1255-1272, (2020); Succi C., Are you ready to find a job? Ranking of a list of soft skills to enhance graduates’ employability, International Journal of Human Resources Development and Management, 19, 3, pp. 281-297, (2019); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers’ perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Unemployment, total (% of total labor force) (modeled ILO estimate) - Cambodia, (2022); Un L., Sok S., Higher Education Governance in Cambodia: An Update, (2019); Digital literacy for employability and entrepreneurship among Cambodian, (2020); Van Laar E., Van Deursen A.J.A.M., Van Dijk J.A.G.M., De Haan J., The relation between 21st-century skills and digital skills: A systematic literature review, Computers in Human Behavior, 72, pp. 577-588, (2017); Voogt J., Roblin N.P., A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies, Journal of Curriculum Studies, 44, 3, pp. 299-321, (2012); The future of jobs report 2020, (2020)","","","Sciendo","","","","","","18424120","","","","English","Stud. Bus. Econ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85182695457"
"Stiller M.; Ebener M.; Hasselhorn H.M.","Stiller, Michael (57203658182); Ebener, Melanie (56506960100); Hasselhorn, Hans Martin (6701424819)","57203658182; 56506960100; 6701424819","Job quality continuity and change in later working life and the mediating role of mental and physical health on employment participation","2023","Journal for Labour Market Research","57","1","12","","","","0","10.1186/s12651-023-00339-6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150989827&doi=10.1186%2fs12651-023-00339-6&partnerID=40&md5=fe1217a322083032599e44f2bffee75d","Department of Occupational Health Science, University of Wuppertal, Gaußstr. 20, Wuppertal, 42119, Germany","Stiller M., Department of Occupational Health Science, University of Wuppertal, Gaußstr. 20, Wuppertal, 42119, Germany; Ebener M., Department of Occupational Health Science, University of Wuppertal, Gaußstr. 20, Wuppertal, 42119, Germany; Hasselhorn H.M., Department of Occupational Health Science, University of Wuppertal, Gaußstr. 20, Wuppertal, 42119, Germany","In times of demographic change, better job quality is needed to promote health and thereby extend employment participation among older workers. Past research has focussed on the investigation of single job quality characteristics, but neglected their combined effects on health and employment. To address this limitation, we have built upon an established typology based on nine job quality characteristics and representing five profiles of overall poor or good job quality constellations among manual and non-manual older workers, respectively. It was investigated how constant and changing job quality affects non-employment and how mental and physical health mediate this association. Analyses were based on representative data from N = 2,952 employees born in 1959 or 1965, who participated in all current waves (in the years 2011, 2014 and 2018) of the German lidA cohort study. Job quality was measured in 2011 and 2014 according to profile assignment per wave, composite mental and physical health scores from 2014 were used as mediators and non-employment (vs. employment) in 2018 represented the outcome. Two separate mediation models were calculated, one for manuals and one for non-manuals. Among manuals with constantly poor job quality, the risk of non-employment was increased through both poor mental and physical health. Deteriorating job quality increased this risk through poor mental health, while changing from manual to non-manual work reduced this risk through better physical health. Among non-manuals, poor job quality was not related to the risk of non-employment and no health effects were found to significantly mediate such a risk. In conclusion, the health risks of poor later-life job quality demand critical consideration to maintain employability, particularly of manual workers in poor quality jobs. Timely workplace improvements for certain groups are needed to increase employment participation in good health, thereby increasing efficiency and fairness of measures promoting longer working lives. © 2023, The Author(s).","Employment participation; Extended working life; Job quality; Mediation analysis; Mental health; Older worker; Physical health; Prospective cohort study; Working conditions","","","","","","Bundesministerium für Bildung und Forschung, BMBF, (01ER0806, 01ER0825, 01ER0826, 01ER0827); Deutsche Gesetzliche Unfallversicherung, DGUV, (FP-0403 lidA III)","The 2011 and 2014 waves of lidA were funded by the German Ministry of Education and Research (Grant No.: 01ER0806, 01ER0825, 01ER0826, 01ER0827). The 2018 wave of lidA was funded by the German Social Accident Insurance (Deutsche Gesetzliche Unfallversicherung, Grant no. FP-0403 lidA III). The funders were not involved in designing, data collecting, writing, nor submission of the present study. 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Health, 39, 2, pp. 125-133, (2013); Romeu-Gordo L., Sarter K.L., Extended working live policies: Country experiences (Germany), Extended Working Live Policies, pp. 271-282, (2020); Scharn M., Sewdas R., Boot C.R.L., Huisman M., Lindeboom M., van der Beek A.J., Domains and determinants of retirement timing: a systematic review of longitudinal studies, BMC Public Health, (2018); Schlick C., Bruder R., Luczak H., Arbeitswissenschaft, (2018); Schram J.L.D., Robroek S.J.W., Ots P., Brouwer S., Burdorf A., van Zon S.K.R., Oude Hengel K.M., Influence of changing working conditions on exit from paid employment among workers with a chronic disease, Occup. Environ. Med., 77, 9, pp. 628-633, (2020); Schroder H., Kersting A., Gilberg R., Steinwede J., Fdz-Methodenreport 01/2013. Methodenbericht Zur Haupterhebung lidA—leben in Der Arbeit. 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Problems and solutions, Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz., 56, 3, pp. 406-414, (2013); Welsh J., Strazdins L., Charlesworth S., Kulik C.T., Butterworth P., Health or harm? A cohort study of the importance of job quality in extended workforce participation by older adults, BMC Public Health, (2016); Wikman A., Marklund S., Alexanderson K., Illness, disease, and sickness absence: an empirical test of differences between concepts of ill health, J. Epidemiol. Community Health., 59, 6, pp. 450-454, (2005); Zoer I., Ruitenburg M.M., Botje D., Frings-Dresen M.H.W., Sluiter J.K., The associations between psychosocial workload and and mental health complaints in different age groups, Ergonomics, 54, 10, pp. 943-952, (2011)","M. Stiller; Department of Occupational Health Science, University of Wuppertal, Wuppertal, Gaußstr. 20, 42119, Germany; email: arbwiss@uni-wuppertal.de","","Institute for Ionics","","","","","","25105019","","","","English","J. Labour Market Res.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85150989827"
"Six Dijkstra M.W.M.C.; Soer R.; Bieleman H.J.; Gross D.P.; Reneman M.F.","Six Dijkstra, Marianne W.M.C. (57204909484); Soer, Remko (8660860500); Bieleman, Hendrik J. (26535439600); Gross, Douglas P. (7401437160); Reneman, Michiel F. (6603414230)","57204909484; 8660860500; 26535439600; 7401437160; 6603414230","Predictive value of Heart Rate Variability measurements and the Brief Resilience Scale for workability and vitality","2023","Work","76","3","","1007","1017","10","0","10.3233/WOR-220366","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176764443&doi=10.3233%2fWOR-220366&partnerID=40&md5=1845470340eda2d7024e3f7042a9cf12","Research Group Smart Health, Saxion University of Applied Sciences, Enschede, Netherlands; Department of Rehabilitation Medicine, University Medical Center Groningen, University of Groningen, Groningen, Netherlands; Department of Anaesthesiology and Pain Center, University Medical Center Groningen, University of Groningen, Groningen, Netherlands; Department of Physical Therapy, University of Alberta, Edmonton, Canada","Six Dijkstra M.W.M.C., Research Group Smart Health, Saxion University of Applied Sciences, Enschede, Netherlands, Department of Rehabilitation Medicine, University Medical Center Groningen, University of Groningen, Groningen, Netherlands; Soer R., Research Group Smart Health, Saxion University of Applied Sciences, Enschede, Netherlands, Department of Anaesthesiology and Pain Center, University Medical Center Groningen, University of Groningen, Groningen, Netherlands; Bieleman H.J., Research Group Smart Health, Saxion University of Applied Sciences, Enschede, Netherlands; Gross D.P., Department of Physical Therapy, University of Alberta, Edmonton, Canada; Reneman M.F., Department of Rehabilitation Medicine, University Medical Center Groningen, University of Groningen, Groningen, Netherlands","BACKGROUND: Sustainable employability is increasingly important with current socio-economic challenges. Screening for resilience could contribute to early detection of either a risk, or a protector for sustainable employability, the latter being operationalized as workability and vitality. OBJECTIVE: To study the predictive value of Heart Rate Variability (HRV) measurements and the Brief Resilience Scale (BRS) for worker self-reported workability and vitality after 2-4 years. METHODS: Prospective observational cohort study with mean follow-up period of 38 months. 1,624 workers (18-65 years old) in moderate and large companies participated. Resilience was measured by HRV (one-minute paced deep breathing protocol) and the BRS at baseline. Workability Index (WAI), and the Vitality dimension of the Utrecht Work Engagement Scale-9 (UWES-9-vitality) were the outcome measures. Backward stepwise multiple regression analysis (p < 0.05) was performed to evaluate the predictive value of resilience for workability and vitality, adjusted for body mass index, age and gender. RESULTS: N = 428 workers met inclusion criteria after follow-up. The contribution of resilience, measured with the BRS, was modest but statistically significant for the prediction of vitality (R2 = 7.3%) and workability (R2 = 9.2%). HRV did not contribute to prediction of workability or vitality. Age was the only significant covariate in the WAI model. CONCLUSION: Self-reported resilience modestly predicted workability and vitality after 2-4 years. Self-reported resilience may provide early insight into the ability of workers to stay at work, although caution must be applied because explained variance was modest. HRV was not predictive.  © 2023 - The authors. Published by IOS Press.","occupational health; primary prevention; Prospective; resilience","Adolescent; Adult; Aged; Data Collection; Heart Rate; Humans; Middle Aged; Prospective Studies; Regression Analysis; Self Report; Young Adult; adolescent; adult; aged; heart rate; human; information processing; middle aged; physiology; prospective study; regression analysis; self report; young adult","","","","","Netherlands and Expertise Center Tech for Future, (TFF150101 SHIFT); Saxion University of Applied Sciences; Nederlandse Organisatie voor Wetenschappelijk Onderzoek, NWO, (023.011.076)","Funding was provided by Netherlands Organisation for Scientific Research (NWO) (023.011.076), Saxion University of Applied Sciences in the Netherlands and Expertise Center Tech for Future in the Netherlands (TFF150101 SHIFT). ","WHITE PAPER An agenda for adequate, safe and sustainable pensions, (2012); Fleuren B.P., van Amelsvoort L.G., de Grip A., Zijlstra F.R., Kant I., Time takes us all? 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Six Dijkstra; Saxion University of Applied Sciences/AGZ, Enschede, M.H. Tromplaan 28, 7500 KB, Netherlands; email: w.m.c.six.dijkstra@umcg.nl","","IOS Press BV","","","","","","10519815","","WORKF","37154192","English","Work","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85176764443"
"Shah N.; Bano S.; Saraih U.N.; Abdelwahed N.A.A.; Soomro B.A.","Shah, Naimatullah (37089556800); Bano, Safia (57222021921); Saraih, Ummi Naiemah (58519735900); Abdelwahed, Nadia A. Abdelmegeed (57208420690); Soomro, Bahadur Ali (56515241200)","37089556800; 57222021921; 58519735900; 57208420690; 56515241200","Leading towards the students’ career development and career intentions through using multidimensional soft skills in the digital age","2023","Education and Training","65","6-7","","848","870","22","2","10.1108/ET-12-2022-0470","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153046776&doi=10.1108%2fET-12-2022-0470&partnerID=40&md5=c71fddbea4751ab4c09780d75342cb53","College of Business Administration, Al Yamamah University, Riyadh, Saudi Arabia; Institute of Management Sciences, University of Balochistan, Quetta, Pakistan; Faculty of Business and Communication, Universiti Malaysia Perlis (UniMAP), Kangar, Malaysia; Department of Business Administration, College of Business Management, King Faisal University, Al-Ahsa, Saudi Arabia; Centre of Excellence for Social Innovation and Sustainability, Universiti Malaysia Perlis (UniMAP), Kangar, Malaysia; Department of Business Administration, Daffodil International University, Dhaka, Bangladesh","Shah N., College of Business Administration, Al Yamamah University, Riyadh, Saudi Arabia; Bano S., Institute of Management Sciences, University of Balochistan, Quetta, Pakistan; Saraih U.N., Faculty of Business and Communication, Universiti Malaysia Perlis (UniMAP), Kangar, Malaysia, Centre of Excellence for Social Innovation and Sustainability, Universiti Malaysia Perlis (UniMAP), Kangar, Malaysia, Department of Business Administration, Daffodil International University, Dhaka, Bangladesh; Abdelwahed N.A.A., Department of Business Administration, College of Business Management, King Faisal University, Al-Ahsa, Saudi Arabia; Soomro B.A., Centre of Excellence for Social Innovation and Sustainability, Universiti Malaysia Perlis (UniMAP), Kangar, Malaysia","Purpose: In the digital age, the development of students’ career intentions requires serious concentration since these are associated with the students’ future employment and, ultimately, their survival. This study attempted to demonstrate in Pakistan’s Higher Educational Institutes (HEIs) the role of soft skills towards the students' career development (CD) and their future career intentions (CI). Design/methodology/approach: In this study, the researchers used a quantitative approach and a questionnaire to collect the data from the surveyed participants. Finally, the researchers based this study’s findings on 392 useable samples. Findings: By employing the structural equation model (SEM), this study’s findings show that soft skills, such as Creative Self-Efficacy (CSE), Problem-Solving Confidence (PSC) and Teamwork (TW) have a positive and significant effect on CD and CI. However, while Critical thinking and Creativity (CRC) has a positive and significant effect on CD, it has no effect on CI. In addition, this study’s findings confirm, also, that CD has a positive and significant effect on CI. Practical implications: This study’s findings assist policymakers and university administrators to understand the importance of soft skills in creating CD and CI. These promote the development of employability skills and fulfill its part in preparing graduates for the unpredictable job market. This study’s findings help, also, to develop logical reasoning in making decisions and in dealing with complex organizational issues. Originality/value: In a practical way, in Pakistan, this study’s findings confirm the role of soft skills towards students' CD and CI. © 2023, Emerald Publishing Limited.","Career development (CD); Career intentions (CI); Digital age; Digital technology; Soft skills","","","","","","","","Abdelwahed N.A.A., Soomro B.A., Shah N., Predicting employee performance through transactional leadership and entrepreneur's passion among the employees of Pakistan, Asia Pacific Management Review, 28, 1, pp. 60-68, (2022); Abdelwahed N.A.A., Soomro B.A., Shah N., Saraih U.N., Effect of institutional support and entrepreneurial knowledge on women's entrepreneurial self-efficacy and venture performance in a developing country, International Journal of Innovation Science, ahead-of-print, ahead-of-print, (2022); Ahmad S., Ameen K., Ullah M., Modes of soft skills learning: a case of university information professionals' in Pakistan, Library Review, 66, 8-9, pp. 711-725, (2017); Ahmad S., Ahmad S., Ameen K., A qualitative study of soft skills development opportunities: perceptions of university information professionals, Global Knowledge, Memory and Communication, 70, 6-7, pp. 489-503, (2021); 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Centre of Excellence for Social Innovation and Sustainability, Universiti Malaysia Perlis (UniMAP), Kangar, Malaysia; email: bahadur.ali@scholars.usindh.edu.pk","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85153046776"
"Segbenya M.; Atadika D.; Aheto S.-P.K.; Nimo E.B.","Segbenya, Moses (57209393653); Atadika, Dzifa (58351350900); Aheto, Simon-Peter Kafui (57202753006); Nimo, Esther Bema (58351351000)","57209393653; 58351350900; 57202753006; 58351351000","Modelling the relationship between teaching methods, assessment methods and acquisition of 21st employability skills among university graduates","2023","Industry and Higher Education","37","6","","810","824","14","2","10.1177/09504222231175433","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162937906&doi=10.1177%2f09504222231175433&partnerID=40&md5=de00cb30bfcfb14789bb1afc32500398","Department of Business Studies, College of Distance Education, University of Cape Coast, Cape Coast, Ghana; French Unit, Department of Languages, Mfantsipim School, Cape Coast, Ghana; Department of Distance Education, School of Continuing and Distance Education, University of Ghana, Legon, Ghana; University Halls (PSI, Medical and CTC), University of Cape Coast, Cape Coast, Ghana","Segbenya M., Department of Business Studies, College of Distance Education, University of Cape Coast, Cape Coast, Ghana; Atadika D., French Unit, Department of Languages, Mfantsipim School, Cape Coast, Ghana; Aheto S.-P.K., Department of Distance Education, School of Continuing and Distance Education, University of Ghana, Legon, Ghana; Nimo E.B., University Halls (PSI, Medical and CTC), University of Cape Coast, Cape Coast, Ghana","This study modelled the effect of teaching and assessment methods on the acquisition of 21st employability skills among 784 postgraduate and undergraduate students sampled from a public university, using the cross-sectional survey design. A self-administered questionnaire was used to collect data which was analyzed with Partial Least Square-Structural Equation Modelling (PLS-SEM). The study found that learner-centred pedagogy and summative assessment methods had a statistically significant relationship with employability skills. Furthermore, the learner-centred method significantly mediated the relationship between the teacher-centred method and employability skills; and summative assessment also significantly mediated the relationship between formative assessment and employability skills. It was recommended that assessment methods should shift away from long hours of sit-down examinations to a more practical progressive assessment with more scores and time to be able to equip graduates with employability skills. © The Author(s) 2023.","21st century; employability skills; formative assessment; Learner-centred; summative assessment; teacher-centred pedagogy; university graduates","","","","","","","","Aede H.B.M., Audu R., Yusri B.K., Et al., Assessment of the teaching methods that influence the acquisition of practical skills, International Journal of Physical and Social Sciences, 4, 9, pp. 363-377, (2014); Alharahsheh H.H., Pius A., Creating business value and competitive advantage through glocalization, Creating business value and competitive advantage through glocalization, pp. 83-98, (2019); Andrade H., Lui A., Palma M., Et al., Formative assessment in dance education, Journal of Dance Education, 15, 2, pp. 47-59, (2015); Borich G.D., Effective teaching methods: Research-based practice, Effective teaching methods: Research-based practice, (2014); Botha P.A., Botha A., Investigating the self-perceived acquired competencies of humanities graduates at a South African university, South African Journal of Higher Education, 36, 2, pp. 25-45, (2022); Brophy J., History of research on classroom management, Handbook of Classroom Management: Research, Practice, and Contemporary Issues, pp. 17-43, (2006); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Cohen J., Statistical Power Analysis for the Behavioural Sciences, (1988); Cristillo L., Iter N., Assali A., Sustainable leadership: impact of an innovative leadership development program for school principals in Palestine, American Journal of Educational Research, 4, 2A, pp. 37-42, (2016); Deeley S.J., Summative co-assessment: a deep learning approach to enhancing employability skills and attributes, Active Learning in Higher Education, 15, 1, pp. 39-51, (2014); Enu-Kwesi F., Koomson F., Segbenya M., Annan-Prah E.C., Determinants of employee retention in Ghana commercial bank, Kumasi, European Journal of Economics, Law and Politics, 1, 5, pp. 1-14, (2014); Garrett T., Student-centered and teacher-centered classroom management: a case study of three elementary teachers, The Journal of Classroom Interaction, 43, 1, pp. 34-47, (2008); Gary N.M., Do the labour market returns to university degrees differ between high and low achieving youth? Evidence from Australia, Journal for Labour Market Research, 52, 5, pp. 1-14, (2018); Hair J.F., Hult G.T.M., Ringle C.M., Et al., Mirror, mirror on the wall: a comparative evaluation of composite-based structural equation modeling methods, Journal of the Academy of Marketing Science, 45, 5, pp. 616-632, (2017); Haseeb M., Azfar M.W., Ahmed M., Et al., Development and validation of a scale for self-evaluation of soft skills in postgraduate dental students, JPMA. The Journal of the Pakistan Medical Association, 71, 1, pp. 1-24, (2021); Haugland M.J., Rosenberg I., Aasekjaer K., Collaborative learning in small groups in an online course – a case study, BMC Medical Education, 22, 1, pp. 165-210, (2022); Henseler J., Ringle C.M., Sarstedt M., A new criterion for assessing discriminant validity in variance-based structural equation modeling, Journal of the Academy of Marketing Science, 43, 1, pp. 115-135, (2015); Jonck P., Van der Walt F., Sobayeni N.C., A generational perspective on work values in a South African sample, SA Journal of Industrial Psychology, 43, 1, pp. 1-9, (2017); Kennedy N., Hynes B., Pettigrew J., The role of business schools in framing entrepreneurial thinking across disciplines: the case of allied health professions, Innovative Business Education Design for 21st Century Learning, pp. 75-91, (2016); Krejcie R.V., Morgan D.W., Determining sample size for research activities, Educational and Psychological Measurement, 30, 3, pp. 607-610, (1970); McMillan J.H., Classroom Assessment: Principles and Practice for Effective Standards- Based Instruction, (2014); Maher A., Graves S., Graduate Employability. Can Higher Education Deliver?, Graduate Employability. 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University of Education, (2015); Education for All 2000-2015: Achievements and Challenges. EFA Global Monitoring Report 2015, (2015); Verecio R.L., Employability skills inventory of information technology graduates in the Philippines, International Journal of Education and Research, 4, 5, pp. 357-366, (2016); Wiliam D., Embedded Formative Assessment, (2011); Zainuddin S.Z.B., Pillai S., Dumanig F.P., Et al., English language and graduate employability, Education + Training, 61, 1, pp. 79-93, (2019)","M. Segbenya; Department of Business Studies, College of Distance Education, University of Cape Coast, Cape Coast, Ghana; email: moses.segbenya@ucc.edu.gh","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85162937906"
"Calma A.","Calma, Angelito (35241983700)","35241983700","Using assurance of learning data to assess business students’ research skills","2023","Quality Assurance in Education","31","4","","586","599","13","0","10.1108/QAE-01-2023-0003","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161586473&doi=10.1108%2fQAE-01-2023-0003&partnerID=40&md5=18d33ddf60608a9a0a6a4298ec357677","Williams Centre for Learning Advancement, Faculty of Business and Economics, The University of Melbourne, Parkville, Australia","Calma A., Williams Centre for Learning Advancement, Faculty of Business and Economics, The University of Melbourne, Parkville, Australia","Purpose: Skills development for business students is increasingly becoming more important in business education and the workplace. In this paper, students’ research skills are examined. The purpose of this paper is to identify some of the issues and challenges students face in developing research skills and how these can be addressed. Design/methodology/approach: The study combines external marker evaluation and content analysis to evaluate one hundred 2,000-word essays and identify issues and challenges associated with students’ development of research skills. Findings: Results show that the essays rate well in collecting and using sources and summarising key topics but miss on integrating sources in writing and inconsistency in citations and referencing. Research limitations/implications: One of the paper’s limitations is using a sample from a single course in a business school in Australia. Nonetheless, the sampled essays represent similar writing tasks elsewhere that require students to display research skills. Practical implications: Some implications for business and higher education are offered, including suggestions to address the issues and challenges raised in business education. For example, academics are encouraged to communicate clear expectations for writing tasks, provide support and show exemplars of business writing that incorporates practical research skills. Social implications: Business students who develop effective research skills contribute to society by developing skills in effectively searching and evaluating information. This ensures business graduates in industry workplaces reach considered conclusions before making recommendations that could impact people’s lives. Originality/value: The study is original in its approach to investigating the nuances of research skills deficiencies by using external expert examination combined with content analysis. © 2023, Emerald Publishing Limited.","Assurance of learning; Business; Business education; Employability skills; Research skills","","","","","","","","Aitchison C., Lee A., Research writing: problems and pedagogies, Teaching in Higher Education, 11, 3, pp. 265-278, (2006); Bandaranaike S., From research skill development to work skill development, Journal of University Teaching and Learning Practice, 15, 4, (2018); Research skills, (2020); Birt J., What are research skills? Definition, examples and tips, (2022); Bolt-Lee C., Foster S.D., The core competency framework: a new element in the continuing call for accounting education change in the United States, Accounting Education, 12, 1, pp. 33-47, (2003); Braun N.M., Critical thinking in the business curriculum, Journal of Education for Business, 79, 4, pp. 232-236, (2004); Calma A., Davies M., Critical thinking in business education: current outlook and future prospects, Studies in Higher Education, 46, 11, (2020); Calma A., Cotronei-Baird V., Assessing critical thinking in business education: key issues and practical solutions, The International Journal of Management Education, 19, 3, (2021); Calma A., Cotronei-Baird V., Chia A., Grammarly: an instructional intervention for writing enhancement in management education, The International Journal of Management Education, 20, 3, (2022); Chikeleze M., Johnson I., Gibson T., Let’s argue: using debate to teach critical thinking and communication skills to future leaders, Journal of Leadership Education, 17, 2, pp. 123-137, (2018); Doyle A., Important business skills for workplace success, (2020); Explore strategies – Eberly Center – Carnegie Mellon University, (2020); Egege S., Kutieleh S., Critical thinking: teaching foreign notions to foreign students, International Education Journal, 4, 4, pp. 75-85, (2004); Feldon D.F., Maher M.A., Hurst M., Timmerman B., Faculty mentors’, graduate students’, and performance-based assessments of students’ research skill development, American Educational Research Journal, 52, 2, pp. 334-370, (2015); Ferderer J.P., Krueger G., Building research skills in the Macalester economics major, The Journal of Economic Education, 48, 4, pp. 301-305, (2017); Gillies R.M., Promoting thinking, problem-solving and reasoning during small group discussions, Teachers and Teaching, 17, 1, pp. 73-89, (2011); Grainger P.R., Christie M., Carey M., Assessing written communication skills using a continua model of a guide to making judgments (GTMJ), Journal of University Teaching and Learning Practice, 16, 2, pp. 1-17, (2019); Gray S., Coates L., Fraser A., Pierce P., Developing research skills across the undergraduate curriculum, New Directions for Higher Education, 2015, 169, pp. 85-94, (2015); Jones P., Bauder J., Engel K., Mixed or complementary messages: making the most of unexpected assessment results, College and Research Libraries, 77, 2, pp. 197-211, (2016); Juznic P., Urbanija J., Developing research skills in library and information science studies, Library Management, 24, 6-7, pp. 324-331, (2003); Khalifa B., Research skills for business researchers, Modernising the Academic Teaching and Research Environment, Progress in IS, pp. 161-174, (2018); Kurniathi E.Y., Fithriani R., Post-graduate students’ perceptions of Quillbot utilization in English academic writing class, Journal of English Language Teaching and Linguistics, 7, 3, pp. 437-451, (2022); Lazarony P.J., Driscoll D.A., Communication and research skills in the information systems curriculum: a method of assessment, Journal of College Teaching and Learning, 7, 2, pp. 1-10, (2010); Lea M., Stierer B., Student Writing in Higher Education: New Contexts, (2000); Lee A., Boud D., Writing groups, change and academic identity: research development as local practice, Studies in Higher Education, 28, 2, pp. 187-200, (2003); McCarthy G., Motivating and enabling adult learners to develop research skills, Australian Journal of Adult Learning, 55, 2, pp. 309-330, (2015); Meerah T.S.M., Osman K., Zakaria E., Ikhsan Z.H., Krish O., Lian D.K.C., Mahmod D., Developing an instrument to measure research skills, Procedia – Social and Behavioral Sciences, 60, pp. 630-636, (2012); Murtonen M., Olkinuora E., Tynjala P., Lehtinen E., Do I need research skills in working life?’: university students’ motivation and difficulties in quantitative methods courses, Higher Education, 56, 5, pp. 599-612, (2008); Ong T., Djajadikerta H.G., Adoption of emerging technology to incorporate business research skills in teaching accounting theory, Journal of Education for Business, 94, 7, pp. 480-489, (2019); Academic integrity, (2023); Paguio R., Jackling B., Teamwork from accounting graduates: what do employers really expect?, Accounting Research Journal, 29, 3, pp. 348-366, (2016); Rahmatunisa W., Problems faced by Indonesian EFL learners in writing argumentative essay, English Review: Journal of English Education, 3, 1, pp. 1-9, (2014); Snyder L.G., Snyder M.J., Teaching critical thinking and problem solving skills, Delta Pi Epsilon Journal, 50, pp. 90-99, (2008); How can research skills help me at work?, (2023); How to work with artificial Intelligence, (2023); Library help: teaching and learning, (2023); Williams J.A.S., Reid R.C., Developing problem solving and communication skills through memo assignments in a management science course, Journal of Education for Business, 85, 6, pp. 323-329, (2010); Willison J.W., When academics integrate research skill development in the curriculum, Higher Education Research and Development, 31, 6, pp. 905-919, (2012); Zimmerman B.J., Labuhn A.S., Self-regulation of learning: process approaches to personal development, APA Educational Psychology Handbook, Theories, Constructs, and Critical Issues, 1, pp. 399-425, (2012); Zhu W., Writing in business courses: an analysis of assignment types, their characteristics, and required skills, English for Specific Purposes, 23, 2, pp. 111-135, (2004); Al Kuwaiti A., Subbarayalu A.V., Health science students’ perception about research training programs offered in Saudi universities, Quality Assurance in Education, 23, 2, pp. 196-210, (2015); Blass E., Jasman A., Levy R., Supervisor reflections on developing doctoralness in practice-based doctoral students, Quality Assurance in Education, 20, 1, pp. 31-41, (2012); Joseph M., Stone G.W., Grantham K., Harmancioglu N., Ibrahim E., An exploratory study on the value of service learning projects and their impact on community service involvement and critical thinking, Quality Assurance in Education, 15, 3, pp. 318-333, (2007)","A. Calma; Williams Centre for Learning Advancement, Faculty of Business and Economics, The University of Melbourne, Parkville, Australia; email: calmaa@unimelb.edu.au","","Emerald Publishing","","","","","","09684883","","","","English","Qual. Assur. Educ.","Article","Final","","Scopus","2-s2.0-85161586473"
"Finne J.; Holt K.","Finne, Joakim (57217869479); Holt, Karin (58085366800)","57217869479; 58085366800","Mental health professionals’ expectations and efforts to include employment for people with moderate to severe mental illness in treatment settings","2023","BMC Psychiatry","23","1","82","","","","2","10.1186/s12888-023-04568-4","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147160371&doi=10.1186%2fs12888-023-04568-4&partnerID=40&md5=ae64d9ce59eef15aa1ea8943648ec999","Work Research Institute, Oslo Metropolitan University, Oslo, Norway; Regional Center for Violence, Traumatic Stress, and Suicide Prevention, Oslo, Norway; Division of Mental Health Services, Akershus University Hospital, Lørenskog, 1478, Norway","Finne J., Work Research Institute, Oslo Metropolitan University, Oslo, Norway; Holt K., Regional Center for Violence, Traumatic Stress, and Suicide Prevention, Oslo, Norway, Division of Mental Health Services, Akershus University Hospital, Lørenskog, 1478, Norway","Background: Research suggests that employment is an important factor for recovery and improved quality of life for people with mental illnesses. Mental health professionals often serve as gatekeepers for employment interventions, yet little is known about their expectations about employment for people with mental illness in Norway. The purpose of this study is to examine mental health professionals’ expectations and efforts to include employment for people with moderate to severe mental illness in treatment settings. Methods: Two hundred seven mental health professionals were recruited from municipal mental health services, specialized clinics, social media, and professionals’ networks across Norway. Participants completed a survey package comprising demographic questions, current practices and a revised version of the self-reported measure Expectations for the Employability of People with Serious Mental Illness (EESMI), a validated measure consisting of three subscales. Results: Results suggested overall favorable expectations of employment for people with moderate to severe mental illness. Analyses revealed that patients participating more frequently in collaborative meetings predicted more favorable expectations about employment among mental health professionals compared to less frequent meetings. In addition, findings suggest that psychiatrist hold more negative expectations about employment in comparison to the other educational groups. Lastly, more than half of mental health professionals reported that they have integrated discussions about employment, and routines to address work-oriented activity in consultations with patients, however, there are substantial variations in routines for addressing work or work-oriented activity as a topic in consultations with patients. Conclusions: These results suggest that efforts are being made to integrate employment in treatment settings for people with mental illness in Norway; however, more work is needed to remove barriers and facilitate evidence-based approaches. © 2023, The Author(s).","Evidence-based practice; Mental health; Occupational mental health; Psychiatry; Rehabilitation","Employment; Humans; Mental Disorders; Mental Health; Motivation; Quality of Life; academic achievement; adult; aged; Article; clinical practice; consultation; controlled study; demographics; disease severity; employment; expectation; Expectations for the Employability of People with Serious Mental Illness; female; human; major clinical study; male; mental disease; mental disease assessment; mental health care personnel; mental health service; mental patient; Norway; psychiatrist; self report; social media; employment; mental disease; mental health; motivation; quality of life","","","","","","","Better life index - How's Life in Norway?., (2020); Steen Tesli M., Handal M., Ask Torvik F., Skrindo Knudsen A.K., Odsbu I., Gustavson K., Et al., Mental illness among adults Norwegian Institute of Public Health, (2016); Bartelink V.H.M., Zay Ya K., Guldbrandsson K., Bremberg S., Unemployment among young people and mental health: A systematic review, Scand J Public Health, 48, 5, pp. 544-558, (2020); Brouwers E.P.M., Social stigma is an underestimated contributing factor to unemployment in people with mental illness or mental health issues: Position paper and future directions, BMC Psychol, 8, 1, (2020); Leufstadius C., Eklund M., Erlandsson L.-K., Meaningfulness in work - Experiences among employed individuals with persistent mental illness, Work, 34, 1, pp. 21-32, (2009); Abraham K.M., Chang M.-U.M., Van T., Resnick S.G., Zivin K., Employment After Vocational Rehabilitation Predicts Decreased Health Care Utilization in Veterans With Mental Health Diagnoses, Mil Med, 186, 9, pp. 850-857, (2021); Modini M., Joyce S., Mykletun A., Christensen H., Bryant R.A., Mitchell P.B., Et al., The mental health benefits of employment: Results of a systematic meta-review, Australas Psychiatry, 24, 4, pp. 331-336, (2016); Sveinsdottir V., Bull H.C., Evensen S., Reme S.E., Knutzen T., Lystad J.U., A Short History of Individual Placement and Support in Norway, Psychiatr Rehabil J, 43, 1, pp. 9-17, (2020); Bond G.R., Drake R.E., Becker D.R., An Update on Randomized Controlled Trials of Evidence-Based Supported Employment, Psychiatr Rehabil J, 31, 4, pp. 280-290, (2008); Sveinsdottir V., Lie S.A., Bond G.R., Eriksen H.R., Tveito T.H., Grasdal A.L., Et al., Individual placement and support for young adults at risk of early work disability (the SEED trial). A randomized controlled trial, Scand J Work Environ Health, 46, 1, pp. 50-59, (2020); Frederick D.E., VanderWeele T.J., Supported employment: Meta-analysis and review of randomized controlled trials of individual placement and support, PLoS One, 14, 2, (2019); OECD Report Highlights Impact of Mental Illness on the Workforce, Recommends Policy Changes, Psychiatr Serv, 63, 1, (2012); Gmitroski T., Bradley C., Heinemann L., Liu G., Blanchard P., Beck C., Et al., Barriers and facilitators to employment for young adults with mental illness: a scoping review, BMJ Open, 8, 12, (2018); Bond G.R., Drake R.E., Becker D.R., An update on Individual Placement and Support, World Psychiatry, 19, 3, pp. 390-391, (2020); Bonfils I.S., Hansen H., Dalum H.S., Eplov L.F., Implementation of the individual placement and support approach – facilitators and barriers, SJDR, 19, 4, pp. 318-333, (2017); Khalifa N., Hadfield S., Thomson L., Talbot E., Bird Y., Schneider J., Et al., Barriers and facilitators to the implementation of individual placement and support (IPS) for patients with offending histories in the community: The United Kingdom experience, BJOT, 83, 3, pp. 179-190, (2020); Biggs D., Hovey N., Tyson P.J., MacDonald S., Employer and employment agency attitudes towards employing individuals with mental health needs, J Ment Health, 19, 6, pp. 505-516, (2010); Janssens K.M.E., van Weeghel J., Dewa C., Henderson C., Mathijssen J.J.P., Joosen M.C.W., Et al., Line managers’ hiring intentions regarding people with mental health problems: a cross-sectional study on workplace stigma, Occup Environ Med, 78, 8, pp. 593-599, (2021); Kochanski A., Cechnicki A., The attitudes of psychiatrists toward people suffering from mental illnesses, Psychiatr Pol, 51, 1, pp. 29-44, (2017); Roets G., Kristiansen K., Van Hove G., Vanderplasschen W., Living through exposure to toxic psychiatric orthodoxies: exploring narratives of people with 'mental health problems' who are looking for employment on the open labour market, Disabil Soc, 22, 3, pp. 267-281, (2007); Costa M., Baker M., Davidson L., Giard J., Guillorn L., Ibanez A.G., Et al., Provider perspectives on employment for people with serious mental illness, Int J Soc Psychiatry, 63, 7, pp. 632-640, (2017); Gowdy E.A., Carlson L.S., Rapp C.A., Organizational Factors Differentiating High Performing from Low Performing Supported Employment Programs, Psychiatr Rehabil J, 28, 2, pp. 150-156, (2004); Sackett D.L., Evidence-based medicine: how to practice and teach EBM, (2000); Ruud T., Friis S., Community-based Mental Health Services in Norway, Consortium Psychiatricum, 2, 1, pp. 47-54, (2021); Arbeidsfokus på DPS – Samarbeid Med NAV [Work Focus at DPS - Collaboration with NAV], (2016); Abraham K.M., Stein C.H., Case Managers' Expectations about Employment for People with Psychiatric Disabilities, Psychiatr Rehabil J, 33, 1, pp. 9-17, (2009); Sousa V.D., Rojjanasrirat W., Translation, adaptation and validation of instruments or scales for use in cross-cultural health care research: a clear and user-friendly guideline, J Eval Clin Pract, 17, 2, pp. 268-274, (2011); Brucker D.L., Doty M., Community Mental Health Center Staff Attitudes About Employment for Persons With Serious Mental Illness, Psychiatr Rehabil J, 42, 1, pp. 32-40, (2019); Fyhn T., Oygarden O., Monstad K., Skagseth M., Evaluering av samarbeidet mellom NAV og helsetjenesten om Individuell jobbstøtte (IPS). [Evaluation of the collaboration between NAV and the health service on individual placement and support), NORCE Norwegian Research Centre AS, (2021); European Union of supported employment toolkit, (2010); Skjaerpe J.N., Kristoffersen M., Storm M., Service user involvement in mental healthcare coordination, Sykepleien forskning (Oslo), 80125, (2020); Bonfils I.S., Hansen H., Dalum H.S., Eplov L.F., Implementation of the individual placement and support approach–facilitators and barriers, SJDR, 19, 4, pp. 318-333, (2017); Moe C., Brinchmann B., Rasmussen L., Brandseth O.L., McDaid D., Killackey E., Et al., Implementing individual placement and support (IPS): the experiences of employment specialists in the early implementation phase of IPS in Northern Norway. The IPSNOR study, BMC Psychiatry, 21, 1, (2021); Spjelkavik O., Supported Employment in Norway and in the other Nordic countries, J Vocat Rehabil, 37, 3, pp. 163-172, (2012); Employees in the health- and social sector, (2022)","J. Finne; Work Research Institute, Oslo Metropolitan University, Oslo, Norway; email: joakimfi@oslomet.no","","BioMed Central Ltd","","","","","","1471244X","","BPMSC","36721128","English","BMC Psychiatry","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85147160371"
"Abdillah M.H.; Tentama F.; Wcidiana H.S.; Zurqoni","Abdillah, Muhamad Hasan (57211541540); Tentama, Fatwa (57190063333); Wcidiana, Herlina Siwi (57201998236); Zurqoni (57203758261)","57211541540; 57190063333; 57201998236; 57203758261","Self-regulation, self-evaluation, and self-efficacy: How does its impact on employability?","2023","International Journal of Evaluation and Research in Education","12","3","","1165","1173","8","0","10.11591/ijere.v12i3.25076","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85171291908&doi=10.11591%2fijere.v12i3.25076&partnerID=40&md5=507028e46a0b8bb24c573fc3f97b855f","Department of Community Empowerment, Faculty of Ushuluddin Adab and Da’wah, Sultan Aji Muhammad Idris State Islamic University Samarinda, Samarinda, Indonesia; Department of Psychology, Faculty of Psychology, Universitas Ahmad Dahlan, Yogyakarta, Indonesia; Department of Islamic Education, Faculty of Tarbiyah and Teacher Training, Sultan Aji Muhammad Idris State Islamic University Samarinda, Samarinda, Indonesia","Abdillah M.H., Department of Community Empowerment, Faculty of Ushuluddin Adab and Da’wah, Sultan Aji Muhammad Idris State Islamic University Samarinda, Samarinda, Indonesia; Tentama F., Department of Psychology, Faculty of Psychology, Universitas Ahmad Dahlan, Yogyakarta, Indonesia; Wcidiana H.S., Department of Psychology, Faculty of Psychology, Universitas Ahmad Dahlan, Yogyakarta, Indonesia; Zurqoni, Department of Islamic Education, Faculty of Tarbiyah and Teacher Training, Sultan Aji Muhammad Idris State Islamic University Samarinda, Samarinda, Indonesia","This study investigated whether self-regulation, self-evaluation, and self-efficacy can predict students’ employability levels, either simultaneously or partially. Researchers used class XII students of Muhammadiyah 1 Bambanglipuro Vocational High School, Indonesia with the criteria of having implemented industrial work practices (N=433) as research subjects. The sample consisted of 168 students obtained randomly by cluster sampling technique. Likert model scale as the main instrument in obtaining empiric data to answer the research hypothesis using multiple regression techniques with the help of the SPSS V.23 program. Based on the results of the analysis, it is known that self-regulation, self-evaluation, and self-efficacy have a very significant effect on the level of employability (F=134.28 and sig.=.000). Partially, each independent variable (self-regulation, self-evaluation, and self-efficacy) also has a very significant effect on employability with statistical values (t) obtained at 11.54, 3.24, 7.99 and sig. level of .000, .001, .000. These findings provide evidence that self-originating factors (self-regulation, self-evaluation, and self-efficacy) are sufficiently capable of increasing employability. Thus, it can be concluded that internal factors are one of the critical factors in predicting the employability of vocational students. © 2023, Institute of Advanced Engineering and Science. All rights reserved.","Employability; Self-efficacy; Self-evaluation; Self-regulation; Vocational education","","","","","","","","Nsofor C. C., Umeh A. E., Ahmed B., Sani I. 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M., Going beyond workplace stressors: Economic crisis and perceived employability in relation to psychological distress and job dissatisfaction, International Journal of Stress Management, 22, 2, pp. 137-158, (2015); Aeberhardt R., Coudin E., Rathelot R., The heterogeneity of ethnic employment gaps, Journal of Population Economics, 30, 1, pp. 307-337, (2017); Fakunle O., Higson H., Interrogating theoretical and empirical approaches to employability in different global regions, Higher Education Quarterly, 75, 4, pp. 525-534, (2021); Cheng M., Adekola O., Albia J., Cai S., Employability in higher education: a review of key stakeholders’ perspectives, Higher Education Evaluation and Development, 16, 1, pp. 16-31, (2022); Rodriguez M. A. T., Gonzalez-Monteagudo J., Padilla-Carmona T., Employability and Inclusion of Non-traditional University Students: Limitations and Challenges, IAFOR Journal of Education, 9, 1, pp. 133-151, (2021); Huang Y.-M., Hsieh M. Y., Usak M., A Multi-Criteria Study of Decision-Making Proficiency in Student’s Employability for Multidisciplinary Curriculums, Mathematics, 8, 6, (2020); Panari C., Tonelli M., Mazzetti G., Emotion Regulation and Employability: The Mediational Role of Ambition and a Protean Career among Unemployed People, Sustainability, 12, 22, (2020); Brown J., Et al., Workforce of the future: The competing forces shaping 2030, (2017); Kovalenko M., Mortelmans D., Contextualizing employability: Do boundaries of self-directedness vary in different labor market groups?, Career Development International, 21, 5, pp. 498-517, (2016); McClelland M. M., John Geldhof G., Cameron C. E., Wanless S. B., Development and self-regulation, Handbook of Child Psychology and Developmental Science, pp. 1-43, (2015); Blair C., Ursache A., Greenberg M., Vernon-Feagans L., Multiple aspects of self-regulation uniquely predict mathematics but not letter-word knowledge in the early elementary grades, Developmental Psychology, 51, 4, pp. 459-472, (2015); Kelley W. M., Wagner D. D., Heatherton T. F., In search of a human self-regulation system, Annual Review of Neuroscience, 38, 1, pp. 389-411, (2015); Wride M., Assessment: Guide to self-assessment, (2017); Bourke R., Mentis M., Self-assessment as a process for inclusion, International Journal of Inclusive Education, 17, 8, pp. 854-867, (2013); Sarkar M., Gibson S., Karim N., Rhys-Jones D., Ilic D., Exploring the use of self-assessment to facilitate health students’ generic skills development, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 65-81, (2021); Helens-Hart R., The employability self-assessment: identifying and appraising career identity, personal adaptability, and social and human capital, Management Teaching Review, 4, 1, pp. 6-13, (2019); Manan S. A., David M. K., Haidar S., Soft skills, policies, practices, and self-assessment: Employability challenges and opportunities of University graduates in Pakistan, Journal of Educational Sciences & Research, 8, 1, pp. 117-140, (2021); El-Fekey S. F., Mohamad M. S., The relationship between graduates’ perceived employability attributes and employability gap in Egypt: The moderating roles of core self-evaluation and University branding, International Journal of Business and Management, 13, 4, (2018); Jackson D., Self-assessment of employability skill outcomes among undergraduates and alignment with academic ratings, Assessment & Evaluation in Higher Education, 39, 1, pp. 53-72, (2014); Maina J. J., Reliability of self-assessment questionnaire: Do architecture postgraduates students overestimate their employability skills? Feedback from graduates and employers, Gazi University Journal of Science Part B: Art Humanities Design and Planning, 6, 2, pp. 71-81, (2018); Black B., Lucarelli J., Ingman M., Briskey C., Changes in physical therapist students’ self-efficacy for physical activity counseling following a motivational interviewing learning module, Journal of Physical Therapy Education, 30, 3, pp. 28-32, (2016); Lu P.-H., Self-regulated learning in college students’ work volition: The mediating effects of self-efficacy, and self-perceived employability, (2016); Du H., Everett B., Newton P. J., Salamonson Y., Davidson P. M., Self-efficacy: A useful construct to promote physical activity in people with stable chronic heart failure, Journal of Clinical Nursing, 21, 3–4, pp. 301-310, (2012); Saeid N., Eslaminejad T., Relationship between student’s self-directed-learning readiness and academic self-efficacy and achievement motivation in students, International Education Studies, 10, 1, (2016); Gbadamosi G., Evans C., Richardson M., Ridolfo M., Employability and students’ part-time work in the UK: Does self-efficacy and career aspiration matter?, British Educational Research Journal, 41, 6, pp. 1086-1107, (2015); Atitsogbe K. A., Mama N. P., Sovet L., Pari P., Rossier J., Perceived employability and entrepreneurial intentions across university students and job seekers in Togo: The effect of career adaptability and self-efficacy, Frontiers in Psychology, 10, FEB, (2019); Isaac S. M., Burton W., Handbook in research and evaluation: a collection of principles, methods, and strategies useful in the planning, design, and evaluation of studies in education and the behavioral sciences, (1981); Tentama F., Anindita W. D., Employability scale: Construct validity and reliability, International Journal of Scientific and Technology Research, 9, 4, pp. 3166-3170, (2020); Fugate M., Kinicki A. J., Ashforth B. E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Polnariev B. A., Dynamics of preschoolers self-regulation: Viewed through the lens of conflict resolution strategies during peer free-play, (2006); Gecas V., Parental behavior and dimensions of adolescent self-evaluation, Sociometry, 34, 4, pp. 466-482, (1971); Gecas V., Parental behavior and contextual variations in adolescent self-esteem, Sociometry, 35, 2, pp. 332-345, (1972); Bandura A., Guide for constructing self-efficacy scales, Self-efficacy beliefs of adolescents, 5, pp. 307-337, (2006); da Motta Veiga S. P., Turban D. B., Gabriel A. S., Chawla N., From the unfolding process to self-regulation in job search: Integrating between-and within-person approaches, Research in Personnel and Human Resources Management, pp. 241-272, (2018); Qenani E., MacDougall N., Sexton C., An empirical study of self-perceived employability: Improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Gomez S. J., Self-Management Skills of Management Graduates, International Journal of Research in Management & Business Studies, 4, 3, pp. 40-44, (2017); Smith C., Curtis L. J., Scaffolding learners’ self-regulation in workplace learning: design of a pedagogical pattern for placements, Journal of Vocational Education and Training, 72, 3, pp. 396-414, (2020); Kanfer R., Bufton G. M., Job loss and job search: A social-cognitive and self-regulation perspective, 1, (2014); Onyishi I. E., Enwereuzor I. K., Ituma A. N., Omenma J. T., The mediating role of perceived employability in the relationship between core self-evaluations and job search behaviour, Career Development International, 20, 6, pp. 604-626, (2015); Lo Presti A., De Rosa A., Zaharie M., The route to employability: a longitudinal study on a sample of Italian job seekers, International Journal for Educational and Vocational Guidance, 22, 1, pp. 227-246, (2022); Lo Presti A., Magrin M. E., Ingusci E., Employability as a compass for career success: a time-lagged test of a causal model, International Journal of Training and Development, 24, 4, pp. 301-320, (2020); Creed P. A., Gagliardi R. E., Career compromise, career distress, and perceptions of employability: The moderating roles of social capital and core self-evaluations, Journal of Career Assessment, 23, 1, pp. 20-34, (2015); Puertos J. D., Impact of academic performance, personality types, self-efficacy and demographic profile to the employability skills of alternative learning system learners, SSRN Electronic Journal, (2022); Liu X., Peng M. Y. P., Anser M. K., Chong W. L., Lin B., Key teacher attitudes for sustainable development of student employability by social cognitive career theory: The mediating roles of self-efficacy and problem-based learning, Frontiers in Psychology, 11, (2020); Zhong L., Qian Z., Wang D., How does the servant supervisor influence the employability of postgraduates? Exploring the mechanisms of self-efficacy and academic engagement, Frontiers of Business Research in China, 14, 1, (2020); Sultana R., Malik O. F., Protean career attitude, perceived internal employability and perceived external employability; does self-efficacy make a difference, Middle East Journal of Management, 7, 4, (2020); Zhao W. X., Peng M. Y. P., Liu F., Cross-cultural differences in adopting social cognitive career theory at student employability in PLS-SEM: The mediating roles of self-efficacy and deep approach to learning, Frontiers in Psychology, 12, (2021)","M.H. Abdillah; Department of Community Empowerment, Faculty of Ushuluddin Adab and Da’wah, Sultan Aji Muhammad Idris State Islamic University Samarinda, East Kalimantan, 75251, Indonesia; email: m.hasan.abdillah@uinsi.ac.id","","Institute of Advanced Engineering and Science","","","","","","22528822","","","","English","Int. J. Eval. Res. Educ.","Article","Final","","Scopus","2-s2.0-85171291908"
"Booth J.","Booth, Jane (57224099218)","57224099218","Desperate for Social Innovation: The case for the community-based University","2023","Journal for Critical Education Policy Studies","21","2","","168","196","28","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175320085&partnerID=40&md5=6d5692e6fc913ca928bdbbe4b36ef53e","University of Wolverhampton, Wolverhampton, WV1 1AD, United Kingdom","Booth J., University of Wolverhampton, Wolverhampton, WV1 1AD, United Kingdom","This paper will argue for routine, reciprocal and meaningful partnerships between the University and the local community. Participation in both policymaking and the generation of knowledge has traditionally been dominated by over-represented groups, drawing on the limited expertise of professionals and practitioners. However, an increasing body of research indicates that the inclusion of individuals and communities living with disadvantage enhances the effectiveness of policymaking, delivery of services and generation of research. With a particular focus on the social sciences, this paper argues that the business of Universities-teaching, learning and research – must have a greater regard for the local community and the voluntary, community, faith and social enterprise sector (VCFSE) if they are to play a role in bringing about radical social change. This is even more crucial in the face of wicked problems, such as entrenched poverty, the mental health crisis in young people and the climate crisis, that require a multi-disciplinary, multi-organisational and multi-actor approach to generating solutions capable of disrupting the status quo. Drawing on the principles of coproduction, critical pedagogy and social pedagogy, and rejecting the concept of ‘employability’, this paper will argue that Universities need to pay more regard to local knowledge and the lived experience of those communities most affected by the consequences of wicked problems. This would promote a community-centric approach to research and pedagogy – and the nurturing of graduates that do not just ‘fit into’ the capitalist culture of consumerism that is killing us. Otherwise the potential for social change will be limited, the environment will continue to degenerate and social inequalities will persist. © 2023, Institute for Education Policy Studies. All rights reserved.","Community; Critical Pedagogy; Disruption; Social Pedagogy; Wicked problems","","","","","","","","Alford J., Head B. 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A., Grenier L. I., Irizarry C., Robinson E., Ray S., Shea L., Building Relationships for Critical Service-Learning, Michigan Journal of Community Service Learning, 26, 2, pp. 21-38, (2020); Hawkins H., The Case for an Independent Left Party, International Socialist Review, 107, (2018); Holdsworth C., Quinn J., Student Volunteering in English Higher Education, Studies in Higher Education, 35, 1, pp. 113-127, (2010); Hordern J., Educational Knowledge: Traditions of Inquiry, Specialisation and Practice, Pedagogy, Culture & Society, 26, 4, pp. 577-591, (2018); Housee S., Speaking out Against Racism in the University Space, (2018); Nothing Left in the Cupboards: Austerity, Welfare Cuts, and the Right to Food in the UK, (2019); Climate Change 2022: Impacts, Adaptation and Vulnerability: Working Group II Contribution to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change, (2022); Reimagining Our Futures Together: A New Social Contract For Education, (2021); How Can We Govern Cities Differently? The Promise and Practices of Co-Production, (2019); Johnson M., The Knowledge Exchange Framework: Understanding Parameters and the Capacity for Transformative Engagement, Studies in Higher Education, 47, 1, pp. 194-211, (2022); Kotzee B., Expertise, Fluency and Social Realism about Professional Knowledge, Journal of Education and Work, 27, 2, pp. 161-178, (2014); Knutagard M., Heule C., Kristiansen A., Missing Hero: Co‐Producing Change in Social Housing Programmes, Social Inclusion, 9, 3, pp. 234-244, (2021); Lawrence R., Beyond disciplinary Confinement to Imaginative Transdisciplinarity, Tackling Wicked Problems: Through the Transdisciplinary Imagination, pp. 16-30, (2010); Lantos J.D., Best Interest, Harm, God’s Will, Parental Discretion, or Utility, American Journal of Bioethics, 18, 8, pp. 7-8, (2018); Levac L., Cattapan A., Haley T. L., Pin L., Tungohan E., Wiebe S. M., Transforming Public Policy with Engaged Scholarship: Better Together, Policy & Politics, 50, 3, pp. 403-424, (2022); Littky D., Allio M.K., Anchoring Higher Education in the Community, Stanford Social Innovation Review, (2023); Mance G.A., Rodgers C.R.R., Roberts D., Terry A., Deeply Rooted: Maximizing the Strengths of a Historically Black University and Community‐based Participatory Research to Understand Environmental Stressors and Trauma among Black Youth, American Journal of Community Psychology, 6, 3-4, pp. 256-266, (2020); McGuire M., Collaborative Public Management: Assessing What We Know and How We Know It, Public Administration Review, 66, pp. 33-43, (2006); Murphy D., Joseph S., Contributions From the Person-Centred Experiential Approach to the Field of Social Pedagogy, Cambridge Journal of Education, 49, 2, pp. pp181-pp196, (2019); Nabatchi T., Sancino A., Sicilia M.F., Varieties of Participation in Public Services: The Who, When, and What of Coproduction, Public Administration Review, 77, 5, pp. 766-776, (2017); Newbury-Birch D., Co-creating and Co-producing Research Evidence, London: Routledge. Nohrstedt, D. (2022) ‘When do Disasters Spark Transformative Policy Change and Why?, Policy & Politics, 50, 3, pp. 425-441, (2019); Oertzen A., Odekerken-Schroder G., Brax S.A., Mager B., Co-creating Services— Conceptual Clarification, Forms and Outcomes, Journal of Service Management, 29, 4, pp. 641-679, (2018); Pestoff V., Co-Production and Public Service Management: Citizenship, Governance and Public Service Management, (2019); Rees J., Caulfield L., Wilson S., Ouillon S., Booth J., Peacock L., Paffett E., Wilson S., Weller P., Innovation and Enterprise in the Social Economy in the West Midlands, ICRD, CTPSR, BVSC Research for WMCA, (2020); Rees J., Macmillan R., Dayson C., Damm C., Bynner C., COVID-19 and the Voluntary and Community Sector in the UK: Responses, Impacts and Adaptation, (2022); Review of the First Iteration of the Knowledge Exchange Framework, (2022); Richardson L., Citizen social science and policy making, Evidence-based Policy Making in the Social Sciences: Methods that Matter, pp. 207-228, (2017); Rittel H. W. J., Webber M. M., Dilemmas in a General Theory of Planning, Policy Sciences, 4, pp. 155-167, (1973); Sandemann L. R., Kliewer B. W., Theoretical and Applied Perspectives on Power: Recognising Processes That Undermine Effective Community-University Partnerships, Journal of Community Engagement and Scholarship, 5, 2, pp. 20-28, (2012); Shore C., Wright S., Coercive Accountability: The Rise of Audit Culture in Higher Education, Audit Cultures, pp. 57-89, (2000); Suleman F., Revisiting the Concept of Employability Through Economic Theories: Contributions, Limitations and Policy Implications, Higher Education Quarterly, 75, 4, pp. 548-561, (2021); The New Urban Agenda, (2020); Verschuere B., Brandsen T., Pestoff V., Co-production: The State of the Art in Research. and the Future Agenda, Voluntas, 23, 4, pp. 1083-1101, (2012); Walker J., Palacios C., A Pedagogy of Emotion in Teaching about Social Movement Learning, Teaching in Higher Education, 21, 2, pp. 175-190, (2016); Weelahan L., How Competency-Based Training Locks the Working Class Out of Powerful Knowledge: A Modified Bernsteinian Analysis, British Journal of Sociology of Education, 28, 5, pp. 637-651, (2007); Williamson A., de Souza R., Researching with Communities: Grounded Perspective on Engaging Communities in Research, (2010); Yarborbrough D., “Nothing about us without us”: Reading Protests Against Oppressive Knowledge Production as Guidelines for Solidarity Research, Journal of Contemporary Ethnography, 49, 1, pp. 58-85, (2020); Young M.F.D., Keynote Lecture to a meeting of the Goethe Project, (2010); Yosso T. J., Whose Culture has Capital? A Critical Race Theory Discussion of Community Cultural Wealth, Race Ethnicity and Education, 8, 1, pp. 69-91, (2005); Zajonc A., Contemplative Pedagogy: A Quiet Revolution in Higher Education, New Directions for Teaching and Learning, 134, pp. 83-94, (2013)","J. Booth; University of Wolverhampton, Wolverhampton, WV1 1AD, United Kingdom; email: j.booth3@wlv.ac.uk","","Institute for Education Policy Studies","","","","","","20510969","","","","English","J. Crit. Educ. Policy Stud.","Article","Final","","Scopus","2-s2.0-85175320085"
"Lim A.S.; Walker S.; Bothe T.; Gray H.; Liu E.; Ong E.","Lim, Angelina S. (47761304200); Walker, Steven (57660675400); Bothe, Tahlia (58542348200); Gray, Hamilton (58542021900); Liu, Esther (58542514800); Ong, Eugene (58541527900)","47761304200; 57660675400; 58542348200; 58542021900; 58542514800; 58541527900","Investigating How Preregistrant Pharmacists Respond in Job Interviews","2023","American journal of pharmaceutical education","87","8","","100107","","","0","10.1016/j.ajpe.2023.100107","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168381235&doi=10.1016%2fj.ajpe.2023.100107&partnerID=40&md5=75f6ccdb2034c2b2dc36d65ca62c1ca1","Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne, Victoria, Australia; Murdoch Children's Research Institute, Melbourne, Australia; Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne, VIC, Australia; Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne, Victoria, Australia; Pharmacy Department, Monash Health, Melbourne, Victoria, Australia","Lim A.S., Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne, Victoria, Australia; Murdoch Children's Research Institute, Melbourne, Australia; Walker S., Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne, VIC, Australia; Bothe T., Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne, VIC, Australia; Gray H., Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne, VIC, Australia; Liu E., Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne, VIC, Australia; Ong E., Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne, Victoria, Australia; Pharmacy Department, Monash Health, Melbourne, Victoria, Australia","OBJECTIVE: To investigate what competencies and attributes preregistrant pharmacists draw upon in job interviews. METHODS: We used a virtual mock job interview assessment asking preregistrant pharmacists to apply for an entry-level pharmacist position. Data were analyzed using a team-based framework analysis using an inductive and deductive approach and mapping responses to the National Competency Standards. RESULTS: A total of 143 interview transcripts were included in the analysis. The top skills mentioned were leadership of self (98.6%) and communication and collaboration (96.5%). Despite graduating from a course with an integrated research curriculum, participants rarely reflected on research skills (31.5%) and no participant discussed any expertise in clinical topics or knowledge of specific professional services. Responses generally lacked specific skills and skills were spoken about broadly without relating to evidence/experience and were often not targeted to the job description. A proposal for educators aligned with competency standards was also developed based on the findings. CONCLUSION: Preregistrant pharmacists perceive experience within the workforce and communication and collaboration as the most desired by employers for entry-level pharmacy positions. Education and research competencies were seen as least useful to the job. There was a disconnect between skills gained in university and translation to practice. Academics could enhance the better preregistrant pharmacists' reflection of the skills and competencies they have developed employability by (1) providing portfolio management from the beginning of the course that collects evidence and maps to competencies; (2) integrating learning opportunities across all competencies; and (3) regular skills coaching/mentoring from practicing pharmacists to ensure students are aware of current needs in the job market. Copyright © 2023 American Association of Colleges of Pharmacy. Published by Elsevier Inc. All rights reserved.","Career; Competency; Employability; Graduate; Pharmacy","Awareness; Communication; Education, Pharmacy; Humans; Pharmacists; Pharmacy; awareness; human; interpersonal communication; pharmacist; pharmacy (shop); pharmacy education","","","","","","","","","","NLM (Medline)","","","","","","15536467","","","37597913","English","Am J Pharm Educ","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85168381235"
"Navío-Marco J.; Sánchez-Figueroa C.; Galán A.","Navío-Marco, Julio (57188644999); Sánchez-Figueroa, Cristina (57226681928); Galán, Arturo (56167984300)","57188644999; 57226681928; 56167984300","Business internships for bachelor's degrees at blended learning universities: A pilot study to assess the transition from hybrid studies to the workplace","2023","International Journal of Management Education","21","2","100821","","","","1","10.1016/j.ijme.2023.100821","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160394537&doi=10.1016%2fj.ijme.2023.100821&partnerID=40&md5=555877ac5546c0e9ccda14ed9f1fd94a","Universidad Nacional de Educación a Distancia, Madrid, Spain","Navío-Marco J., Universidad Nacional de Educación a Distancia, Madrid, Spain; Sánchez-Figueroa C., Universidad Nacional de Educación a Distancia, Madrid, Spain; Galán A., Universidad Nacional de Educación a Distancia, Madrid, Spain","Enhancing the employability of new graduates is a growing demand for universities. The subject “Curricular Practices” (a business internship) in the undergraduate qualifications of management, economics, and business offers students the chance to experience on-site learning in the labour environment, which does not fit in a priori with blended and online teaching but, in contrast, can offer them a structured transition from the virtual classroom to a personal presence, as required in the workplace. The main objective of this research is to assess the interest in the professional boundary-crossing of university students of hybrid studies. This pilot study with students from bachelor's degrees in management (business administration) and economics at one of the largest blended universities in Europe shows that students take on an active role in the learning process and professionally socialise through internships. Student become more involved. They acquire reflexive learning and increase their participation in different activities. Furthermore, internships give them a richer, more diversified (online and offline) and efficient education. This type of subject offers more opportunities than an exclusively virtual learning environment, generating positive synergies that improve the regulated transition process from a hybrid academic university environment to the workplace. © 2023","Blended learning; Business internships; Digital learning environments; Hybrid universities; Innovative teaching; Work-based learning","","","","","","","","Amenduni F., Annese S., Candido V., McLay K., Ligorio M.B., Blending academic and professional learning in a university course for future E-learning specialists: The perspective of company tutors, Education Sciences, 11, 8, (2021); Amenduni F., Ligorio M.B., Becoming at the borders: The role of positioning in boundary-crossing between university and workplaces, Cultural-Historical Psychology, 13, 1, pp. 89-104, (2017); Astin A.W., What matters in college? Four critical years revisited, (1993); Becirovic S., Ahmetovic E., Skopljak A., An examination of students online learning satisfaction, interaction, Self-efficacy and Self-regulated Learning, (2022); Becirovic S., Ahmetovic E., Skopljak A., An examination of students online learning satisfaction, interaction, self-efficacy and self-regulated learning, European Journal of Contemporary Education, 11, 1, pp. 16-35, (2022); Bennett D., Ananthram S., Lindsay S., Benati K., Jevons C., Employability beliefs of business students by gender and year of study: Implications for higher education, International Journal of Management in Education, 20, 2, (2022); Bishop-Monroe R., Jordan M., Ma Z., Royalty K., Enhancing business professional competencies in a virtual educational environment, International Journal of Management in Education, 20, 3, (2022); Bolliger D., Erichsen E., Student Satisfaction with Blended and Online Courses Based on Personality Type/Niveau de satisfaction des étudiants dans les cours hybrides et en ligne basé sur le type de personnalité, Canadian Journal of Learning and Technology/La revue canadienne de l'apprentissage et de la technologie, 39, 1, (2013); Boud D., Solomon N., New practices for new times, Work-based learning: A new higher education?, pp. 3-17, (2001); Brammer S., Clark T., COVID-19 and management education: Reflections on challenges, opportunities, and potential futures, British Journal of Management, 31, 3, (2020); Bridgstock R., The graduate attributes we've overlooked: Enhancing graduate employability through career management skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Chandan K., Kealey C., Timpson P., Murphy B., Blended learning model incorporating online learning for a competency-focused, work-based learning (WBL) programme–allied healthcare case-study. Higher Education, Skills and Work-Based Learning, (2022); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); D'abate C.P., Youndt M.A., Wenzel K.E., Making the most of an internship: An empirical study of internship satisfaction, The Academy of Management Learning and Education, 8, 4, pp. 527-539, (2009); Ergezen F.D., Akcan A., Kol E., Nursing students' expectations, satisfaction, and perceptions regarding clinical learning environment: A cross-sectional, profile study from Turkey, Nurse Education in Practice, 61, (2022); Fajaryati N., Akhyar M., The employability skills needed to face the demands of work in the future: Systematic literature reviews, Open Engineering, 10, 1, pp. 595-603, (2020); Garnett J., Work-based learning: A critical challenge to the subject discipline structures and practices of higher education, Higher Education, Skills and Work-based Learning, 6, 3, pp. 305-314, (2016); Graham C., Allen S., Ure D., Benefits and challenges of blended learning environments, Encyclopedia of information science and technology, pp. 253-259, (2005); Herbert I.P., Rothwell A.T., Glover J.L., Lambert S.A., Graduate employability, employment prospects and work-readiness in the changing field of professional work, International Journal of Management in Education, 18, 2, (2020); Imran R., Fatima A., Salem I.E.B., Allil K., Teaching and learning delivery modes in higher education: Looking back to move forward post-COVID-19 era, (2023); Jackson D., Shan H., Meek S., Employer development of professional capabilities among early career workers and implications for the design of work-based learning, International Journal of Management in Education, 20, 3, (2022); Khalil O.E., Students' experiences with the business internship program at Kuwait University, International Journal of Management in Education, 13, 3, pp. 202-217, (2015); Lane S., Developing employability skills by using blended learning, American Journal of Educational Research, 4, 1, pp. 47-53, (2016); Lester S., Crawford-Lee M., Learning from digital adaptations to the pandemic: Enhancing work-based higher education, Higher Education, Skills and Work-based Learning, (2022); Mariam S., Khawaja K.F., Qaisar M.N., Ahmad F., Blended learning sustainability in business schools: Role of quality of online teaching and immersive learning experience, International Journal of Management in Education, 21, 2, (2023); McGregor S., Transdisciplinary knowledge creation, Transdisciplinary learning and professional practice, pp. 9-24, (2015); Murtazin K., Shvets O., Piho G., Literature review on work-based learning, 2020 IEEE frontiers in education conference (FIE), pp. 1-8, (2020); Nisha S.M., Rajasekaran V., Employability skills: A review, IUP Journal of Soft Skills, 12, 1, pp. 29-37, (2018); O'Leary S., Internships and graduate employability, International internships: Mission, methods & models, pp. 115-130, (2018); Perusso A., Baaken T., Assessing the authenticity of cases, internships and problem-based learning as managerial learning experiences: Concepts, methods and lessons for practice, International Journal of Management in Education, 18, 3, (2020); Pool L.D., Sewell P., The key to employability: Developing a practical model of graduate employability, Education + Training, (2007); Quew-Jones R.J., Rowe L., Enhancing the degree apprenticeship curriculum through work-based manager and mentor intervention, Journal of Work-Applied Management, (2022); Ruskin J., Fannon A.M., Hutchison J., Smith E., A resource-based view of extending the breadth or depth of practice-based learning programs, Global internships conference: Integrating employability outcomes through global internships, (2019); Sokhanvar Z., Salehi K., Sokhanvar F., Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review, Studies In Educational Evaluation, 70, (2021); Sudirman A., Gemilang A.V., Promoting work-based learning as a praxis of educational leadership in higher education, International Journal of Learning, Teaching and Educational Research, 19, 3, pp. 149-173, (2020); Suleman F., The employability skills of higher education graduates: Insights into conceptual frameworks and methodological options, Higher Education, 76, 2, pp. 263-278, (2018); Thijssen J.G., Van der Heijden B.I., Rocco T.S., Toward the employability—link model: Current employment transition to future employment perspectives, Human Resource Development Review, 7, 2, pp. 165-183, (2008); Wallin A., Nokelainen P., Mikkonen S., How experienced professionals develop their expertise in work-based higher education: A literature review, Higher Education, 77, 2, pp. 359-378, (2019); Wood Y.I., Zegwaard K.E., Fox-Turnbull W., Conventional, remote, virtual and simulated work-integrated learning: A meta-analysis of existing practice, International Journal of Work-Integrated Learning, 21, 4, pp. 331-354, (2020)","J. Navío-Marco; Universidad Nacional de Educación a Distancia, Madrid, Spain; email: jnavio@cee.uned.es","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85160394537"
"Ahn J.; Jeong S.; Lee D.","Ahn, Jongchang (55319971300); Jeong, Soonki (58555431100); Lee, Donghan (58554465100)","55319971300; 58555431100; 58554465100","Research on the Items of Importance and Satisfaction for Employability in the Korean Information Communication Technology Sector","2023","Sustainability (Switzerland)","15","16","12338","","","","0","10.3390/su151612338","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169133623&doi=10.3390%2fsu151612338&partnerID=40&md5=8cb938d22ace78a7127d385d124afbe3","Department of Information Systems, Hanyang University, Seoul, 04764, South Korea; Employment Forecasting Team, Korea Employment Information Service, Eumseong-gun, 27740, South Korea; Office of Academic Affairs, Gachon University, Seongnam-si, 13120, South Korea","Ahn J., Department of Information Systems, Hanyang University, Seoul, 04764, South Korea; Jeong S., Employment Forecasting Team, Korea Employment Information Service, Eumseong-gun, 27740, South Korea; Lee D., Office of Academic Affairs, Gachon University, Seongnam-si, 13120, South Korea","This study discusses the employability of the workforce in relation to information communication technology. There is a difference in understanding in terms of items of importance/satisfaction during/after employment processes when considering organizations related to the information technology workforce. An empirical analysis of Korean employability based on literature from Asia was conducted. It indicated that differences in the perception of the 12 items comprising importance and satisfaction related to employability could potentially lead to job mismatch. We acquired an adequate sample of 296 respondents, consisting of various organizational employees. The sample was balanced in terms of gender and large or small/medium organizations. After establishing the rank of preferences among items, a difference analysis between/among groups through demographic variables was conducted. As a result, the need for additional disciplines or courses, the arrangement of preferred rank, and methods for enhancing skills from university or education/practice institutes for “interpersonal or team-working skills” and to “communicate effectively” with a higher rank among the general skills of importance/satisfaction were derived. Therefore, technology did not replace human personalities, communication skills, and human attributes such as human cooperation. This study can help address labor shortages and support sustainable employment in organizations, even if an empirical test is rare compared to descriptive statistical analyses. © 2023 by the authors.","employability; general skills; importance item; information communication technology; satisfaction item; technical skills","Korea; cooperative behavior; empirical analysis; employment; information and communication technology; perception; skilled labor","","","","","","","Liao Y., Loures E.R., Deschamps F., Brezinski G., Venancio A., The impact of the fourth industrial revolution: A cross-country/region comparison, Production, 28, (2018); Reis J., Amorim M., Melao N., Matos P., Digital transformation: A literature review and guidelines for future research, Adv. Intell. Syst. Comput, 745, pp. 411-421, (2018); Verhoef P.C., Broekhuizen T., Bart Y., Bhattacharya A., Dong J.Q., Fabian N., Haenlein M., Digital transformation: A multidisciplinary reflection and research agenda, J. Bus. Res, 122, pp. 889-901, (2021); Ford M., Rise of the Robots: Technology and the Threat of a Jobless Future, (2015); Kaplan J., Humans Need Not Apply: A Guide to Wealth & Work in the Age of Artificial Intelligence, (2015); Siemieniuch C.E., Sinclair M.A., Henshaw M.J.C., Global drivers, sustainable manufacturing and systems ergonomics, Appl. Ergon, 51, pp. 104-119, (2015); Brunello G., Wruuck P., Skill shortages and skill mismatch: A review of the literature, J. Econ. Surv, 35, pp. 1145-1167, (2021); Carbonero F., Ernst E., Weber E., Robots Worldwide: The Impact of Automation on Employment and Trade, IAB-Discussion Paper, No. 7/2020, (2020); Webb M., The Impact of Artificial Intelligence on the Labor Market, 2020, 1–61; Saad M.S.M., Robani A., Jano Z., Majid I.A., Employers’ perception on engineering, information and communication technology (ICT) students employability skills, Glob. J. Eng. Educ, 15, pp. 42-47, (2013); Zaharim A., Yusoff Y.M., Omar M.Z., Mohamed A., Muhamad N., Engineering employability skills required by employers in Asia, Proceedings of the 6th WSEAS International Conference on Engineering Education (EE-’09), pp. 195-201; Bui H., Nguyen H., Cole D., Innovate Higher Education to Enhance Graduate Employability: Rethinking the Possibilities, (2019); Keynes J.M., The general theory of employment, Q. J. Econ, 51, pp. 209-223, (1937); Hall R.E., Labor demand, labor supply, and employment volatility, NBER Macroecon. Annu, 6, pp. 17-47, (1991); Dakin S., Armstrong J.S., Predicting job performance: A comparison of expert opinion and research findings, Int. J. Forecast, 5, pp. 187-194, (1989); Marks A., Huzzard T., Employability and the ICT Worker: A Study of Employees in Scottish Small Businesses, New. Tech. Work. Employ, 25, pp. 167-181, (2010); Schwab K., The Shock of the Fourth Industrial Revolution, World Economic Forum, Cologny/Geneva, Switzerland, 2016; Schwab K., The Fourth Industrial Revolution, (2017); Ahn J.C., Hwang J., Lee W.J., An empirical study on the employment impact of the Fourth Industrial Revolution, J. Internet Comput. Serv, 19, pp. 131-140, (2018); Ahn J.C., Jang Y.R., Rhee Y.K., A Factor exploration and empirical study on the influence of the fourth industrial revolution on employment: Focus on Korean sample, Sustainability, 14, (2022); Frey C.B., Osborne M.A., The future of employment: How susceptible are jobs to computerisation?, Technol. Forecast Soc, 114, pp. 254-280, (2017); Autor D.H., Levy F., Murnane R.J., The skill content of recent technological change: An empirical exploration, Q. J. Econ, 118, pp. 1279-1333, (2003); Arntz M., Gregory T., Zierahn U., The Risk of Automation for Jobs in OECD Countries: A Comparative Analysis, (2016); Latham S., Humberd B., Four ways jobs will respond to automation, MIT Sloan Manag. Rev, 60, pp. 11-14, (2018); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Stud. High. Educ, 45, pp. 2588-2603, (2020); Future Fit: Preparing Graduates for the World of Work, 2009, 1–59; Hillage J., Pollard E., Employability: Developing a framework for policy analysis, Res. Brief, 85, pp. 1-4, (1998); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, J. Vocat. Behav, 65, pp. 14-38, (2004); Harvey L., Defining and measuring employability, Qual. High. Educ, 7, pp. 97-109, (2001); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: A European Study, High. Educ. Eur, 33, pp. 411-422, (2008); Sageev P., Romanowski C.J., A message from recent engineering graduates in the workplace: Results of a survey on technical communication skills, J. Eng. Educ, 90, pp. 685-693, (2001); Job-Ready Graduates: Higher Education Reform Package 2020, pp. 1-36, (2020); Kim B.Y., Bhan G.W., Yang C.S., Lee S.D., Son H.J., Study on national skills outlook, Basic Research 2018–16, pp. 1-346, (2018); Harvey L., An employability performance indicator?, Perspectives, 4, pp. 105-109, (2000); Field A., Discovering Statistics Using IBM SPSS Statistics, (2013); Hinton P., Statistics Explained, (2014); Verbeek M., A Guide to Modern Econometrics, pp. 117-118, (2012); Eisinga R., te Grotenhuis M., Pelzer B., The reliability of a two-item scale: Pearson, Cronbach, or Spearman-Brown?, Int. J. Public Health, 58, pp. 637-642, (2013); Future of Jobs of Report, Insight Report, 2023, 1–296","S. Jeong; Employment Forecasting Team, Korea Employment Information Service, Eumseong-gun, 27740, South Korea; email: skjeong@keis.or.kr; D. Lee; Office of Academic Affairs, Gachon University, Seongnam-si, 13120, South Korea; email: lawdhl@gmail.com","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85169133623"
"Pirsoul T.; Parmentier M.; Sovet L.; Nils F.","Pirsoul, Thomas (57209136192); Parmentier, Michaël (57209139907); Sovet, Laurent (55951370200); Nils, Frédéric (22951509600)","57209136192; 57209139907; 55951370200; 22951509600","Emotional intelligence and career-related outcomes: A meta-analysis","2023","Human Resource Management Review","33","3","100967","","","","2","10.1016/j.hrmr.2023.100967","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151500314&doi=10.1016%2fj.hrmr.2023.100967&partnerID=40&md5=73197cba7e146ca63c821f8cbc2f3a60","Psychological Sciences Research Institute, UCLouvain, Louvain-la-Neuve, Belgium; Research Center in Vocational Psychology and Career Counseling, Institute of Psychology, Université de Lausanne, Vaud, Switzerland; Division of Research and Innovation, University of Applied Sciences and Arts Western Switzerland, Delémont, Switzerland; Laboratoire de Psychologie et d'Ergonomie Appliquées (LaPEA), Université Paris Cité and Université Gustave Eiffel, Boulogne-Billancourt, France","Pirsoul T., Psychological Sciences Research Institute, UCLouvain, Louvain-la-Neuve, Belgium; Parmentier M., Psychological Sciences Research Institute, UCLouvain, Louvain-la-Neuve, Belgium, Research Center in Vocational Psychology and Career Counseling, Institute of Psychology, Université de Lausanne, Vaud, Switzerland, Division of Research and Innovation, University of Applied Sciences and Arts Western Switzerland, Delémont, Switzerland; Sovet L., Laboratoire de Psychologie et d'Ergonomie Appliquées (LaPEA), Université Paris Cité and Université Gustave Eiffel, Boulogne-Billancourt, France; Nils F., Psychological Sciences Research Institute, UCLouvain, Louvain-la-Neuve, Belgium","The concept of emotional intelligence has spanned researchers' interest to a considerable extent over the last decades and is now considered as a critical resource that helps individuals to deal with career challenges. However, no empirical effort to integrate these studies has been carried out yet. The current research addresses this gap by proposing an integrated theoretical model and conducting a systematic review and meta-analysis of emotional intelligence and its associations with career-related outcomes. Out of a total of 150 independent samples from published and unpublished studies representing N = 50,894 participants, our random-effects meta-analysis showed that emotional intelligence was significantly related to career adaptability, career decision-making self-efficacy, entrepreneurial self-efficacy, salary, career commitment, career decision-making difficulties, career satisfaction, entrepreneurial intentions, and turnover intentions. However, no significant correlations were found with job search self-efficacy and self-perceived employability. Overall, our work conveys important theoretical contributions but also provides recommendations and an agenda for future research. © 2023 Elsevier Inc.","Career; Emotional intelligence; Meta-analysis; Systematic review","","","","","","Motor Sciences Library of UCLouvain","We thank Sophie Patris, Céline Verheu, and Elodie François (librarians of the Psychology, Education, and Motor Sciences Library of UCLouvain) for their valuable help in the development of the first search equation and the systematic review. We also thank Elise Grimm for her feedback on an earlier version of the manuscript.","Antonakis J., On doing better science: From thrill of discovery to policy implications, The Leadership Quarterly, 28, 1, pp. 5-21, (2017); Bandura A., The explanatory and predictive scope of self-efficacy theory, Journal of Social and Clinical Psychology, 4, 3, (1986); Becker G.S., Human capital: A Theoretical and Empirical Analysis, with Special Reference to Education, (1975); Betz N.E., Luzzo D.A., Decision-making self-efficacy scale, Journal of Career Assessment, 4, 4, pp. 413-428, (1996); Blustein D.L., Ellis M.V., Devenis L.E., The development and validation of a two-dimensional model of the commitment to career choices process, Journal of Vocational Behavior, 35, 3, pp. 342-378, (1989); Borenstein M., Hedges L.V., Higgins J.P.T., Rothstein H.R., A basic introduction to fixed-effect and random-effects models for meta-analysis, Research Synthesis Methods, 1, 2, pp. 97-111, (2010); Boyd N.G., Vozikis G.S., The influence of self-efficacy on the development of entrepreneurial intentions and actions, Entrepreneurship Theory and Practice, 18, 4, pp. 63-77, (1994); 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Pirsoul; UCLouvain, Louvain-la-Neuve, 10, Place du Cardinal Mercier, 1348, Belgium; email: thomas.pirsoul@uclouvain.be","","Elsevier Ltd","","","","","","10534822","","HRMRE","","English","Hum. Resour. Manage. Rev.","Article","Final","","Scopus","2-s2.0-85151500314"
"Fraguas-Sánchez A.I.; Serrano D.R.; Medina Sánchez M.Á.; González-Burgos E.","Fraguas-Sánchez, Ana Isabel (56495509700); Serrano, Dolores R. (55345467100); Medina Sánchez, M. Ángeles (58614971200); González-Burgos, Elena (36604439900)","56495509700; 55345467100; 58614971200; 36604439900","Higher Education vs. Professional Opportunities: The Value of Ph.D. Studies","2023","Education Sciences","13","9","909","","","","0","10.3390/educsci13090909","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172077359&doi=10.3390%2feducsci13090909&partnerID=40&md5=ffa78f928c9c0712370cea83afdd6a95","Department of Pharmaceutics and Food Technology, Complutense University of Madrid, Madrid, 28040, Spain; Instituto Universitario de Farmacia Industrial, Complutense University of Madrid, Madrid, 28040, Spain; Department of Statistics and Data Science, Complutense University of Madrid, Madrid, 28040, Spain; Department of Pharmacology, Pharmacognosy and Botanic, Complutense University of Madrid, Madrid, 28040, Spain","Fraguas-Sánchez A.I., Department of Pharmaceutics and Food Technology, Complutense University of Madrid, Madrid, 28040, Spain, Instituto Universitario de Farmacia Industrial, Complutense University of Madrid, Madrid, 28040, Spain; Serrano D.R., Department of Pharmaceutics and Food Technology, Complutense University of Madrid, Madrid, 28040, Spain, Instituto Universitario de Farmacia Industrial, Complutense University of Madrid, Madrid, 28040, Spain; Medina Sánchez M.Á., Department of Statistics and Data Science, Complutense University of Madrid, Madrid, 28040, Spain; González-Burgos E., Department of Pharmacology, Pharmacognosy and Botanic, Complutense University of Madrid, Madrid, 28040, Spain","Background: The Doctor of Philosophy (Ph.D.) is a doctoral research degree that represents the highest level of academic qualification awarded by universities. It is expected that professionals holding a Ph.D. degree can target higher-paying jobs. However, little is known about the real correlation between Ph.D. holders and professional career development. For the first time, a study was undertaken among Ph.D. graduates from the Complutense University of Madrid (UCM), one of the largest universities in Spain, to understand the value of the Ph.D. on students’ satisfaction and career prospects. Methods: An anonymous questionnaire, created through Google Forms with three sections (sociodemographic data, academic data about doctoral studies, and employment status), was sent to Ph.D. graduates from UCM between 2015 and 2022. Results: A total of 107 Ph.D. graduates participated in this study. Responders felt that the Ph.D. degree has positively impacted their soft skills development and capability for constant learning but has minimal impact on their overall employability, although the employment rate was 94%. Most of the jobs undertaken by the Ph.D. holders were linked to academic research areas and were located in Spain, with salaries ranging between 14,000 and 50,000 EUR. Conclusions: Universities should implement novel policies at the Ph.D. level to ensure students are not only exposed to the scientific environment but are also prepared and qualified for highly skilled jobs. It is key to creating a community along with the private sector and providing the necessary tools for fostering Ph.D. students’ satisfaction and career prospects. © 2023 by the authors.","career prospects; employment; Ph.D. graduates; soft skills; university","","","","","","Spanish Institute of Women; Spanish Ministry of Equality, (3/6ACT/22, 48-13-ID22)","This research was funded by Observatorio del Estudiante-UCM, Project 33, and by the Spanish Institute of Women, Spanish Ministry of Equality (project 3/6ACT/22 and project 48-13-ID22).","Real Decreto 99/2011, de 28 de Enero, por el que se Regulan las Enseñanzas Oficiales de Doctorado, (2011); Tarvid A., Motivation to Study for PhD Degree: Case of Latvia, Procedia Econ. Financ, 14, pp. 585-594, (2014); Coutinho I.R., A (de)formed perception of the pathway to be taken during the PhD. The influence of time in the students’ eyes perception in becoming a researcher, Adv. Soc. Sci. Res. 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Pol’y, 10, (2014); Young S., Kelder J.-A., Crawford J., Doctoral employability: A systematic literature review and research agenda, J. Appl. Learn. Teach, 3, pp. 97-107, (2020); Bao Y., Kehm B., Ma Y., From product to process. The reform of doctoral education in Europe and China, Stud. High. Educ, 43, pp. 1-18, (2016); Área de Análisis Departamento de Estudios e Imagen Corporativa, (2019); Le A.T., To be or not to be (in academia)? ‘Inward calling’ and ‘academic hazards’ in aspiring academics’ career prospects in Australia, High. Educ. Res. Dev, 42, pp. 874-887, (2023); Bebiroglu N., Dethier B., Ameryckx C., Education-Job Match among PhD Holders in the Federation Wallonia-Brussels, (2020); Sala-Bubare A., Garcia-Morante M., Castello M., Weise C., PhD holders’ working conditions and job satisfaction in Spain: A cross-sector comparison, Res. Sq, (2023)","A.I. Fraguas-Sánchez; Department of Pharmaceutics and Food Technology, Complutense University of Madrid, Madrid, 28040, Spain; email: aifraguas@ucm.es; D.R. Serrano; Department of Pharmaceutics and Food Technology, Complutense University of Madrid, Madrid, 28040, Spain; email: drserran@ucm.es","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85172077359"
"González-Serrano M.H.; Valantine I.; Matić R.; Milovanović I.; Sushko R.; Calabuig F.","González-Serrano, María Huertas (57194088383); Valantine, Irena (55893105300); Matić, Radenko (35574025800); Milovanović, Ivana (57211483229); Sushko, Ruslana (57211164804); Calabuig, Ferran (57221284025)","57194088383; 55893105300; 35574025800; 57211483229; 57211164804; 57221284025","Determinants of entrepreneurial intentions in European sports science students: Towards the development of future sports entrepreneurs","2023","European Research on Management and Business Economics","29","3","100229","","","","0","10.1016/j.iedeen.2023.100229","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175550467&doi=10.1016%2fj.iedeen.2023.100229&partnerID=40&md5=09c075a245d1fdbd48c36380deb4df49","Departament d´Educació Física i Esportiva, Universitat de València, Valencia, Spain; Department of Sport and Tourism Management, Lithuanian Sports University, Kaunas, Lithuania; Faculty of Sport and Physical Education, University of Novi Sad, Novi Sad, Serbia; Faculty of Health, Physical Education and Sports, Borys Grinchenko Kyiv University, Kyiv, Ukraine","González-Serrano M.H., Departament d´Educació Física i Esportiva, Universitat de València, Valencia, Spain; Valantine I., Department of Sport and Tourism Management, Lithuanian Sports University, Kaunas, Lithuania; Matić R., Faculty of Sport and Physical Education, University of Novi Sad, Novi Sad, Serbia; Milovanović I., Faculty of Sport and Physical Education, University of Novi Sad, Novi Sad, Serbia; Sushko R., Faculty of Health, Physical Education and Sports, Borys Grinchenko Kyiv University, Kyiv, Ukraine; Calabuig F., Departament d´Educació Física i Esportiva, Universitat de València, Valencia, Spain","This study aims to analyse the determinants of sport science students’ entrepreneurial intentions considering the cultural effect on these relationships. The sample comprises 764 final-year sport science students from five European countries: Lithuania, Spain, Ukraine, Serbia, and Croatia. A validated structured questionnaire was used to collect the data. The results showed significant direct effects between attitude towards behaviour and perceived behavioural control in sport science students’ entrepreneurial intentions in all countries. Entrepreneurial skills presented an indirect impact (through attitude and perceived behavioural control) on all countries’ entrepreneurial intentions. However, the importance of each of these variables in explaining entrepreneurial intentions varied according to the students’ national culture. This study presents a series of educational policy implications to improve sports science students’ employability by developing their entrepreneurial spirit. © 2023 The Author(s)","Employability; European countries; Higher education; Sport entrepreneurship","","","","","","Regional Ministry of Education, Research, Culture and Sports of the Valencian Community; University of Novi Sad, (142-451-2596/2021); Generalitat Valenciana, GVA; Provincial Secretariat for Higher Education and Scientific Research, Autonomous Province of Vojvodina","Funding text 1: The author of this manuscript, María Huertas Gonzalez-Serrano is grateful for the support of the VALi+d predoctoral contract “ACIF/2016/445” granted by the Regional Ministry of Education, Research, Culture and Sports of the Valencian Community (“Generalitat Valenciana”). ; Funding text 2: This work was also supported by project conducted by Faculty of Sport and Physical education, University of Novi Sad, Serbia , entitled “Developing Future Sports Entrepreneurs in Europe: University Education to Promote Entrepreneurial Intentions in Sports Science Students (Reg. No: 142-451-2596/2021 ), financed by the Provincial Secretariat for Higher Education and Scientific research. 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Calabuig; Departament d´Educació Física i Esportiva, Universitat de València, Gascó Oliag Street 3, Valencia, 46010, Spain; email: ferran.calabuig@uv.es","","European Academy of Management and Business Economics","","","","","","24448834","","","","English","European Res. Manag. Bus. Econom.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85175550467"
"Burnett C.A.; Taylor Z.W.","Burnett, Christopher A. (57217186195); Taylor, Z.W. (57192860306)","57217186195; 57192860306","“Rec Sports Was So Good for Me”: How College Graduates Developed Marketable Skills as Recreational Sports Student Employees","2023","Recreational Sports Journal","47","2","","136","147","11","0","10.1177/15588661231186805","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164470655&doi=10.1177%2f15588661231186805&partnerID=40&md5=2262cbe124b87a07569629b782e60027","Texas State University, Undergraduate Academic Center, San Marcos, TX, United States; School of Education, The University of Southern Mississippi, Hattiesburg, MS, United States","Burnett C.A., Texas State University, Undergraduate Academic Center, San Marcos, TX, United States; Taylor Z.W., School of Education, The University of Southern Mississippi, Hattiesburg, MS, United States","Although involvement in recreational sports has been found to be beneficial for college students, sparse research has explored how recreational sports student employment has benefitted college graduates who are now active in the professional workforce. Filling this critical gap, this study explored how former recreational sports student employees (n = 10) developed marketable skills and increased their career readiness and professional capabilities. Findings suggest graduates did develop marketable skills that they regularly use as professionals, including interpersonal communication, teamwork and leadership, organization, and cross-cultural competency. Implications for research and recreational sports administration are addressed. © The Author(s) 2023.","college students; employability; employment; marketable skills; student affairs","","","","","","","","Astin A., What matters in college? Four critical years revisited, (1993); Barnes K.J., Smith G.E., Constantine M., You want me to trust you? Using adventure learning to teach millennials about trust, Journal of Experiential Education, 35, 2, pp. 255-267, (2012); Burnett C.A., Learning for earning: Undergraduate student affairs employment and postgraduate employability outcomes, (2021); Burnett C.A., Taylor Z.W., Perspiration before graduation: Pre-graduation, on-campus employment to bolster marketable skills in higher education, The economics of skills: Pathways to employability, pp. 13-21, (2020); Burnett C.A., Taylor Z.W., Skills to pay the bills: A review of college student employability literature, Essays in Education, 28, 2, pp. 1-52, (2022); Carnevale A.P., Fasules M.L., Campbell K.P., (2020); Carr J.W., (2005); Finley A., (2021); Fishman R., (2015); Guise J.L., Goosney J., Gordon S., Pretty H., Evolution of a summer research/writing workshop for first-year university students, New Library World, 109, 7-8, pp. 341-353, (2008); Hall S.L., Scott F., Borsz M., A constructivist case study examining the leadership development of undergraduate students in campus recreational sports, Journal of College Student Development, 49, 2, pp. 125-140, (2008); (2015); Helyer R., Lee D., The role of work experience in the future employability of higher education graduates [PDF], Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Hora M.T., Beyond the skills gap: Preparing students for life and work, (2016); Johnson H., (2017); Kaufman P., Feldman K.A., Forming identities in college: A sociological approach, Research in Higher Education, 45, 5, pp. 463-496, (2004); Kuh G.D., The other curriculum: Out of class experiences associated with learning and student development, Journal of Higher Education, 66, pp. 123-155, (1995); Kuh G.D., What student affairs professionals need to know about student engagement, Journal of College Student Development, 50, 6, pp. 683-706, (2009); McFadden C., Wallace-Carr J., Collegiate recreation student employee as student leader, New Directions for Student Leadership, 2015, 147, pp. 65-76, (2015); Miles M.B., Huberman A.M., Saldana J., Qualitative data analysis: A methods sourcebook, (2014); Career readiness: Competencies for a career-ready workforce, National Association of Colleges and Employers, (2021); Patton M., Qualitative research & evaluation methods, (2014); Patton R.R., (2022); Simpson S., Miller D., Bocher B., Chiji processing cards and non-directive facilitated processing, 1997 AEE International Conference Proceedings, pp. 261-271, (1997); Spradley J.P., The ethnographic interview, (1979); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Wilson K.E.S., A review of campus recreation and sport-based experience literature in higher education contexts, Recreational Sports Journal, 46, 2, pp. 219-232, (2022); Woo M., Jang I., Chang Y., The relationship between sense of community and job satisfaction among campus recreation center employees, Recreational Sports Journal, 46, 1, pp. 95-104, (2022); Woodside J.M., Real-world rigor: An integrative learning approach for industry and higher education, Industry and Higher Education, 32, 5, pp. 285-289, (2018)","Z.W. Taylor; School of Education, The University of Southern Mississippi, Hattiesburg, United States; email: z.w.taylor@usm.edu","","SAGE Publications Ltd","","","","","","15588661","","","","English","Recreat. Sports J.","Article","Final","","Scopus","2-s2.0-85164470655"
"Reichin S.L.; Tarantino D.M.; Meyer R.D.","Reichin, Sydney L. (57210330504); Tarantino, Danielle M. (58184802200); Meyer, Rustin D. (35299984000)","57210330504; 58184802200; 35299984000","Intentional response distortion during the COVID-19 pandemic","2023","International Journal of Selection and Assessment","31","3","","456","468","12","0","10.1111/ijsa.12432","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152251378&doi=10.1111%2fijsa.12432&partnerID=40&md5=d3df1922e127090789c1a1318a720628","Department of Psychology, Pennsylvania State University, State College, PA, United States","Reichin S.L., Department of Psychology, Pennsylvania State University, State College, PA, United States; Tarantino D.M., Department of Psychology, Pennsylvania State University, State College, PA, United States; Meyer R.D., Department of Psychology, Pennsylvania State University, State College, PA, United States","COVID-19 has abruptly and unexpectedly transformed nearly every aspect of work, including but not limited to increased unemployment rates and uncertainty regarding future job prospects. Response distortion has always been a concern given that many organizations rely on information that is self-reported by applicants regarding their potential employability (e.g., responses to self-reported personality instruments, resumes, interview responses). Drawing from the Valence-Instrumentality-Expectancy (VIE) theory of motivation, we propose that the uncertainty surrounding jobs may lead to amplified distorted responses on these measures in areas where COVID-19 was most salient. In a sample of 213 working adults [~50% female, age M = 38.48], the present study shows that increases in response distortion on a measure of conscientiousness were more pronounced as a function of (a) local COVID positivity rates and (b) job type, such that frontline workers distorted their responses the most. Findings are discussed in the context of VIE theory, personality measurement, and challenges with maintaining effective selection procedures. © 2023 The Authors. International Journal of Selection and Assessment published by John Wiley & Sons Ltd.","intentional response distortion; personality; personnel selection; VIE","","","","","","","","Allas T., Canal M., Hunt D.V., (2020); Barrett S., (2021); Barrick M.R., Mount M.K., The Big Five personality dimensions and job performance: A meta-analysis, Personnel Psychology, 44, 1, pp. 1-26, (1991); Birnbaum M., Lynch D.J., Labropoulou E., (2021); Bott J., Snell A., Dahling J., Smith B.N., Predicting individual score elevation in an applicant setting: The influence of individual differences and situational perceptions, Journal of Applied Social Psychology, 40, pp. 2774-2790, (2010); Burns G.N., Christiansen N.D., Methods of measuring faking behavior, Human Performance, 24, 4, pp. 358-372, (2011); Cao M., Drasgow F., Does forcing reduce faking? A meta-analytic review of forced-choice personality measures in high-stakes situations, Journal of Applied Psychology, 104, 11, pp. 1347-1368, (2019); Carlier B.E., Schuring M., Lotters F.J., Bakker B., Borgers N., Burdorf A., The influence of re-employment on quality of life and self-rated health, a longitudinal study among unemployed persons in the Netherlands, BMC Public Health, 13, 1, (2013); Categories of essential workers: Covid-19 vaccination, (2021); Clark D., (2022); Coate P., (2021); Cunningham E., (2018); Dahling J.J., Melloy R., Thompson M.N., Financial strain and regional unemployment as barriers to job search self-efficacy: A test of social cognitive career theory, Journal of Counseling Psychology, 60, 2, pp. 210-218, (2013); Donovan J.J., Dwight S.A., Schneider D., The impact of applicant faking on selection measures, hiring decisions, and employee performance, Journal of Business and Psychology, 29, 3, pp. 479-493, (2014); Dudley N.M., Orvis K.A., Lebiecki J.E., Cortina J.M., A meta-analytic investigation of conscientiousness in the prediction of job performance: Examining the intercorrelations and the incremental validity of narrow traits, Journal of Applied Psychology, 91, 1, pp. 40-57, (2006); Dunlop P.D., Holtrop D., Ashby L.M., Bharadwaj A., Donovan J.J., Valence, instrumentality, expectancy, and ability as determinants of faking, and the effects of faking on criterion-related validity, Journal of Business and Psychology, 37, pp. 1215-1233, (2022); Eden D., Aviram A., Self-efficacy training to speed reemployment: Helping people to help themselves, Journal of Applied Psychology, 78, 3, pp. 352-360, (1993); Ellingson J.E., McFarland L.A., Understanding faking behavior through the lens of motivation: An application of VIE theory, Human Performance, 24, 4, pp. 322-337, (2011); Faul F., Erdfelder E., Buchner A., Lang A.-G., Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses, Behavior Research Methods, 41, pp. 1149-1160, (2009); Furnham A.F., Knowing and faking one's five-factor personality score, Journal of Personality Assessment, 69, 1, pp. 229-243, (1997); Gabriel A.S., MacGowan R.L., Ganster M.L., Slaughter J.E., The influence of COVID-induced job search anxiety and conspiracy beliefs on job search effort: A within person investigation, Journal of Applied Psychology, 106, 5, pp. 657-673, (2021); Goldberg L.R., The development of markers for the big-five factor structure, Psychological Assessment, 4, 1, pp. 26-42, (1992); Griffith R.L., McDaniel M.A., The nature of deception and applicant faking behavior, A closer examination of applicant faking behavior, (2006); Ho J.L., Powell D.M., Spence J.R., Perossa A., Willingness to fake: Examining the impact of competitive climate and hiring situations, International Journal of Selection and Assessment, 28, 2, pp. 247-263, (2020); Huang J.L., Ryan A.M., Zabel K.L., Palmer A., Personality and adaptive performance at work: A meta-analytic investigation, Journal of Applied Psychology, 99, 1, pp. 162-179, (2014); Hurtz G.M., Donovan J.J., Personality and job performance: The Big Five revisited, Journal of Applied Psychology, 85, 6, pp. 869-879, (2000); Kalish I., (2020); Kalleberg A.L., von Wachter T.M., The U.S. labor market during and after the great recession: Continuities and transformations, RSF: The Russell Sage Foundation Journal of the Social Sciences, 3, 3, pp. 1-19, (2017); Kanfer R., Hulin C.L., Individual differences in successful job searches following lay-off, Personnel Psychology, 38, pp. 835-847, (1985); Kim Y., Ployhart R.E., The effects of staffing and training on firm productivity and profit growth before, during, and after the great recession, Journal of Applied Psychology, 99, 3, pp. 361-389, (2014); Komar J., (2013); Konig C.J., Wong J., Cen G., How much do Chinese applicants fake?, International Journal of Selection and Assessment, 20, 2, pp. 247-250, (2012); Koopmann J., Liu Y., Liang Y., Liu S., Job search self-regulation during COVID-19: Linking search constraints, health concerns, and invulnerability to job search processes and outcomes, Journal of Applied Psychology, 106, 7, pp. 975-989, (2021); LeBreton J.M., Grimaldi E.M., Schoen J.L., Conditional reasoning: A review and suggestions for future test development and validation, Organizational Research Methods, 23, 1, pp. 65-95, (2020); Levashina J., Weekley J.A., Roulin N., Hauck E., Using blatant extreme responding for detecting faking in high-stakes selection: Construct validity, relationship with general mental ability, and subgroup differences, International Journal of Selection and Assessment, 22, 4, pp. 371-383, (2014); Liu D., Chen Y., Li N., Tackling the negative impact of COVID-19 on work engagement and taking charge: A multi-study investigation of frontline health workers, Journal of Applied Psychology, 106, 2, pp. 185-198, (2021); Liu J., (2022); Long H., Van Dam A., (2020); Maurer R., (2020); McDaniel M.J., Beier M.E., Perkins A.W., Goggin S., Frankel B., An assessment of the fakeability of self-report and implicit personality measures, Journal of Research in Personality, 43, 4, pp. 682-685, (2009); McFarland L.A., Reeves S., Porr W.B., Ployhart R.E., Impact of the COVID-19 pandemic on job search behavior: An event transition perspective, Journal of Applied Psychology, 105, 11, pp. 1207-1217, (2020); McFarland L.A., Ryan A.M., Toward an integrated model of applicant faking behavior, Journal of Applied Social Psychology, 36, 4, pp. 979-1016, (2006); McKee-Ryan F., Song Z., Wanberg C.R., Kinicki A.J., Psychological and physical well-being during unemployment: A meta-analytic study, Journal of Applied Psychology, 90, 1, pp. 53-76, (2005); Meade A.W., Craig S.B., Identifying careless responses in survey data, Psychological Methods, 17, 3, pp. 437-455, (2012); Mueller-Hanson R., Heggestad E.D., Thornton G.C., Faking and selection: Considering the use of personality from select-in and select-out perspectives, Journal of Applied Psychology, 88, 2, pp. 348-355, (2003); Mueller-Hanson R.A., Heggestad E.D., Thornton G.C., Individual differences in impression management: An exploration of the psychological processes underlying faking, Psychology Science, 48, pp. 288-312, (2006); (2021); (2019); Rapp D.J., Hughey J.M., Kreiner G.E., Boundary work as a buffer against burnout: Evidence from healthcare workers during the COVID-19 pandemic, Journal of Applied Psychology, 106, 8, pp. 1169-1187, (2021); Robie C., Emmons T., Tuzinski K.A., Kantrowitz T., Effects of an economic recession on leader personality and general mental ability scores, International Journal of Selection and Assessment, 19, 2, pp. 183-189, (2011); Roess M., Roche M., Job desire and response distortion in personality assessments, e-Journal of Social & Behavioural Research in Business, 8, 2, pp. 1-15, (2017); Roulin N., Krings F., Faking to fit in: Applicants' response strategies to match organizational culture, Journal of Applied Psychology, 105, 2, pp. 130-145, (2020); Schilling M., Becker N., Grabenhorst M.M., Konig C.J., The relationship between cognitive ability and personality scores in selection situations: A meta-analysis, International Journal of Selection and Assessment, 29, 1, pp. 1-18, (2021); (2016); Speer A.B., Delacruz A.Y., Introducing a supervised alternative to forced-choice personality scoring: A test of validity and resistance to faking, International Journal of Selection and Assessment, 29, 3-4, pp. 448-466, (2021); Steinbach A.L., Kautz J., Korsgaard M.A., Caring for their own: How firm actions to protect essential workers and CEO benevolence influenced stakeholder sentiment during the COVID-19 pandemic, Journal of Applied Psychology, 106, 6, pp. 811-824, (2021); Stone C., Jobs recovery still long way off, especially for low-wage workers and workers of color, Center on Budget and Policy Priorities, (2021); Tett R.P., Freund K.A., Christiansen N.D., Fox K.E., Coaster J., Faking on self-report emotional intelligence and personality tests: Effects of faking opportunity, cognitive ability, and job type, Personality and Individual Differences, 52, 2, pp. 195-201, (2012); Viswesvaran C., Ones D., Meta-analyses of fakability estimates: Implications for personality measurement, Educational and Psychological Measurement, 59, 2, (1999); Vroom V.H., Work and motivation, (1964); Wahltinez O., Open COVID-19 data, (2020); Wood J.K., Anglim J., Horwood S., Effect of job applicant faking and cognitive ability on self-other agreement and criterion validity of personality assessments, International Journal of Selection and Assessment, 30, 1, pp. 378-391, (2022); (2023)","S.L. Reichin; Pennsylvania State University, State College, United States; email: slr338@psu.edu","","John Wiley and Sons Inc","","","","","","0965075X","","","","English","Int. J. Sel. Assess.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85152251378"
"Vo M.-T.; Nguyen T.; Le T.","Vo, Minh-Thanh (54794625600); Nguyen, Trang (57194430442); Le, Tuong (55513981400)","54794625600; 57194430442; 55513981400","OPT-BAG Model for Predicting Student Employability","2023","Computers, Materials and Continua","76","2","","1555","1568","13","0","10.32604/cmc.2023.039334","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173476828&doi=10.32604%2fcmc.2023.039334&partnerID=40&md5=1f12e30b306da87c4d4f5f5700910018","Faculty of Information Technology, HUTECH University, Ho Chi Minh City, Viet Nam; Faculty of Information Technology, Ho Chi Minh City Open University, Ho Chi Minh City, Viet Nam; Laboratory for Artificial Intelligence, Institute for Computational Science and Artificial Intelligence, Van Lang University, Ho Chi Minh City, Viet Nam; Faculty of Information Technology, School of Technology, Van Lang University, Ho Chi Minh City, Viet Nam","Vo M.-T., Faculty of Information Technology, HUTECH University, Ho Chi Minh City, Viet Nam; Nguyen T., Faculty of Information Technology, Ho Chi Minh City Open University, Ho Chi Minh City, Viet Nam; Le T., Laboratory for Artificial Intelligence, Institute for Computational Science and Artificial Intelligence, Van Lang University, Ho Chi Minh City, Viet Nam, Faculty of Information Technology, School of Technology, Van Lang University, Ho Chi Minh City, Viet Nam","The use of machine learning to predict student employability is important in order to analyse a student’s capability to get a job. Based on the results of this type of analysis, university managers can improve the employability of their students, which can help in attracting students in the future. In addition, learners can focus on the essential skills identified through this analysis during their studies, to increase their employability. An effective method called OPT-BAG (OPTimisation of BAGging classifiers) was therefore developed to model the problem of predicting the employability of students. This model can help predict the employability of students based on their competencies and can reveal weaknesses that need to be improved. First, we analyse the relationships between several variables and the outcome variable using a correlation heatmap for a student employability dataset. Next, a standard scaler function is applied in the preprocessing module to normalise the variables in the student employability dataset. The training set is then input to our model to identify the optimal parameters for the bagging classifier using a grid search cross-validation technique. Finally, the OPT-BAG model, based on a bagging classifier with optimal parameters found in the previous step, is trained on the training dataset to predict student employability. The empirical outcomes in terms of accuracy, precision, recall, and F1 indicate that the OPT-BAG approach outperforms other cutting-edge machine learning models in terms of predicting student employability. In this study, we also analyse the factors affecting the recruitment process of employers, and find that general appearance, mental alertness, and communication skills are the most important. This indicates that educational institutions should focus on these factors during the learning process to improve student employability. © 2023 Tech Science Press. All rights reserved.","Ensemble classifier; grid search cross-validation; OPT-BAG; student employability","Classification (of information); Forecasting; Machine learning; Classifier models; Cross validation; Ensemble-classifier; Grid search; Grid search cross-validation; Machine-learning; Optimal parameter; Optimisations; Optimization of bagging classifier; Student employability; Students","","","","","","","Bui Q. T., Vo B., Snasel V., Pedrycz W., Hong T. P., Et al., SFCM: A fuzzy clustering algorithm of extracting the shape information of data, IEEE Transactions on Fuzzy Systems, 29, 1, pp. 75-89, (2020); Bui Q. T., Vo B., Do H. A. N., Hung N. Q. V., Snasel V., F-mapper: A fuzzy mapper clustering algorithm, Knowledge-Based Systems, 189, (2020); Le T., A comprehensive survey of imbalanced learning methods for bankruptcy prediction, IET Communications, 16, 5, pp. 433-441, (2022); Wu X., Li P., Zhao M., Liu Y., Crespo R. G., Et al., Customer churn prediction for web browsers, Expert Systems with Applications, 209, 1, (2022); Vo T. N. N., Do H. V., Tran M. T., Pham V. H., Nguyen P. T., Et al., VNU-diagnosis: A novel medical system based on deep learning for diagnosis of periapical inflammation from X-Rays images, Journal of Intelligent & Fuzzy Systems, 43, 1, pp. 1417-1427, (2022); Ahsan M. M., Siddique Z., Machine learning-based heart disease diagnosis: A systematic literature review, Artificial Intelligence in Medicine, 128, 3, (2022); Thai D. K., Le D. N., Doan Q. H., Pham T. H., Nguyen D. N., Classification models for impact damage of fiber reinforced concrete panels using Tree-based learning algorithms, Structures, 53, pp. 119-131, (2023); Doan Q. H., Mai S. H., Do Q. T., Thai D. K., A cluster-based data splitting method for small sample and class imbalance problems in impact damage classification, Applied Soft Computing, 120, (2022); Vo A. H., Le H. S., Vo M. T., Le T., A novel framework for trash classification using deep transfer learning, IEEE Access, 7, pp. 178631-178639, (2019); Tran T. K., Huynh K. T., Le D. N., Muhammad A., Dinh H. M., A deep trash classification model on Raspberry Pi 4, Intelligent Automation & Soft Computing, 35, 2, pp. 2479-2491, (2023); Le T., Vo B., Fujita H., Nguyen N. T., Baik S. W., A fast and accurate approach for bankruptcy forecasting using squared logistics loss with GPU-based extreme gradient boosting, Information Sciences, 494, 1, pp. 294-310, (2019); Le T., Vo M. T., Vo B., Lee M. Y., Baik S. W., A hybrid approach using oversampling technique and cost-sensitive learning for bankruptcy prediction, Complexity, (2019); Geiler L., Affeldt S., Nadif M., An effective strategy for churn prediction and customer profiling, Data & Knowledge Engineering, 142, 5, (2022); Le T., Baik S. W., A robust framework for self-care problem identification for children with disability, Symmetry, 11, 1, (2019); Thorbecke C., Ziady H., Microsoft is laying off 10,000 employees, (2023); Dastin J., Alphabet cuts 12,000 jobs after pandemic hiring spree, refocuses on AI, (2023); Mezhoudi N., Alghamdi R., Aljunaid R., Krichna G., Dustegor D., Employability prediction: A survey of current approaches, research challenges and applications, Journal of Ambient Intelligence and Humanized Computing, 14, 3, pp. 1489-1505, (2023); Mohamed S., Abdellah E., Data mining approach for employability prediction in Morocco, Proc. ESAI, pp. 723-729, (2019); Casuat C. D., Festijo E. D., Predicting students’ employability using machine learning approach, Proc. ICETAS, pp. 1-5, (2020); Wu D., Prediction of employment index for college students by deep neural network, Mathematical Problems in Engineering, 2022, (2022); Saidani O., Menzli L. J., Ksibi A., Alturki N., Alluhaidan A. S., Predicting student employability through the internship context using gradient boosting models, IEEE Access, 10, pp. 46472-46489, (2022); Raman R., Pramod D., The role of predictive analytics to explain the employability of management graduates, Benchmarking: An International Journal, 29, 8, pp. 2378-2396, (2022); Hamoutni A., Students’ employability dataset—Philippines, (2023); Pedregosa F., Varoquaux G., Gramfort A., Michel V., Thirion B., Et al., Scikit-learn: Machine learning in python, Journal of Machine Learning Research, 12, pp. 2825-2830, (2011); Breiman L., Bagging predictors, Machine Learning, 24, 2, pp. 123-140, (1996); Chen T., Guestrin C., XGBoost: A scalable tree boosting system, Proc. KDD, pp. 785-794, (2016); Prokhorenkova L. O., Gusev G., Vorobev A., Dorogush A. V., Gulin A., CatBoost: Unbiased boosting with categorical features, Proc. NeurIPS, pp. 6639-6649, (2018)","T. Le; Laboratory for Artificial Intelligence, Institute for Computational Science and Artificial Intelligence, Van Lang University, Ho Chi Minh City, Viet Nam; email: uong.lecung@vlu.edu.vn","","Tech Science Press","","","","","","15462218","","","","English","Comput. Mater. Continua","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85173476828"
"Al-Waqfi M.A.; Tlaiss H.; Ghoudi K.","Al-Waqfi, Mohammed A. (14035232100); Tlaiss, Hayfaa (36440294100); Ghoudi, Kilani (6602320105)","14035232100; 36440294100; 6602320105","Career Adaptability as a Predictor of Job Search Intentions and Career Readiness of Young Adults in the United Arab Emirates","2023","Journal of Career Development","50","5","","1076","1096","20","2","10.1177/08948453231157759","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148357092&doi=10.1177%2f08948453231157759&partnerID=40&md5=f33faf9b5bf55c1799d4769b95b25fb4","College of Business and Economics, United Arab Emirates University, Al Ain, United Arab Emirates; King Fahd University of Petroleum and Minerals, Dhahran, Saudi Arabia","Al-Waqfi M.A., College of Business and Economics, United Arab Emirates University, Al Ain, United Arab Emirates; Tlaiss H., King Fahd University of Petroleum and Minerals, Dhahran, Saudi Arabia; Ghoudi K., College of Business and Economics, United Arab Emirates University, Al Ain, United Arab Emirates","In this study, we used the career construction theory (CCT) to examine the effects of career adaptability resources and career adapting responses on the career readiness of young adults in the United Arab Emirates (UAE). Using data from a sample of 635 senior business students at two universities, we found that career adaptability has a positive impact on two measures of career readiness including career decidedness and perceived employability. Our findings also indicate that career adaptability, as expected, predicts two relevant career adaptive responses within the United Arab Emirates context including intentions to seek “Wasta” (using social connections to help in finding a job) and willingness to work in the private sector (WWPS). We further found that WWPS mediates the relationship between career adaptability and perceived employability. Theoretical and practical implications of these findings are discussed. © The Author(s) 2023.","career adapt-abilities scale; career adaptability; career decidedness; job search intentions; perceived employability; United Arab Emirates","","","","","","United Arab Emirates University, UAEU","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by a research grant from the UAE University.","Abdalla I.M., Al-Waqfi M.A., Harb N., Hijazi R.H., Zoubeidi T., Labour policy and determinants of employment and wages in a developing economy with labour shortage, Labour, 24, 2, pp. 163-177, (2010); Al-Waqfi M.A., Forstenlechner I., Of private sector fear and prejudice: The case of young citizens in an oil-rich Arabian Gulf economy, Personnel Review, 41, 5, pp. 609-629, (2012); Al-Waqfi M.A., Forstenlechner I., Barriers to emiratization: The role of policy design and institutional environment in determining the effectiveness of emiratization, The International Journal of Human Resource Management, 25, 2, pp. 167-189, (2014); 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Gordon V.N., Career decidedness types: A literature review, The Career Development Quarterly, 46, 4, pp. 386-403, (1998); Guan Y., Deng H., Sun J., Wang Y., Cai Z., Ye L., Fu R., Wang Y., Zhang S., Li Y., Career adaptability, job search self-efficacy and outcomes: A three-wave investigation among Chinese university graduates, Journal of Vocational Behavior, 83, 3, pp. 561-570, (2013); Gunawan W., Creed P.A., Glendon A.I., Development and initial validation of a perceived future employability scale for young adults, Journal of Career Assessment, 27, 4, pp. 610-627, (2019); Hair J.F., Matthews L.M., Matthews R.L., Sarstedt M., PLS-SEM or CB-SEM: Updated guidelines on which method to use, International Journal of Multivariate Data Analysis, 1, 2, pp. 107-123, (2017); Henseler J., Ringle C.M., Sarstedt M., A new criterion for assessing discriminant validity in variance-based structural equation modeling, Journal of the Academy of Marketing Science, 43, pp. 115-135, (2015); Hirschi A., Career-choice readiness in adolescence: Developmental trajectories and individual differences, Journal of Vocational Behavior, 79, 2, pp. 340-348, (2011); 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Savickas M.L., Career construction theory and practice, Career development and counseling: Putting theory and research to work, pp. 144-180, (2013); Savickas M.L., Nota L., Rossier J., Dauwalder J.-P., Duarte M.E., Guichard J., Soresi S., Van Esbroeck R., Van Vianen A.E., Life designing: A paradigm for career construction in the 21st century, Journal of Vocational Behavior, 75, 3, pp. 239-250, (2009); Savickas M.L., Porfeli E.J., Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries, Journal of Vocational Behavior, 80, 3, pp. 661-673, (2012); Strauss K., Griffin M.A., Parker S.K., Future work selves: How salient hoped-for identities motivate proactive career behaviors, Journal of Applied Psychology, 97, 3, pp. 580-598, (2012); Tlaiss H., Kauser S., The importance of wasta in the career success of Middle Eastern managers, Journal of European Industrial Training, 35, 5, pp. 467-486, (2011); Trice A.D., Haire J.R., Elliott K.A., A career locus of control scale for undergraduate students, Perceptual and Motor Skills, 69, 2, pp. 555-561, (1989); 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Career Dev.","Article","Final","","Scopus","2-s2.0-85148357092"
"Malik A.; Onyema E.M.; Dalal S.; Lilhore U.K.; Anand D.; Sharma A.; Simaiya S.","Malik, Amit (58591557100); Onyema, Edeh Michael (57226165864); Dalal, Surjeet (57190939535); Lilhore, Umesh Kumar (55445409800); Anand, Darpan (55410502800); Sharma, Ashish (58626558900); Simaiya, Sarita (57216622514)","58591557100; 57226165864; 57190939535; 55445409800; 55410502800; 58626558900; 57216622514","Forecasting students' adaptability in online entrepreneurship education using modified ensemble machine learning model","2023","Array","19","","100303","","","","1","10.1016/j.array.2023.100303","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164221982&doi=10.1016%2fj.array.2023.100303&partnerID=40&md5=070b9e1e167b2f8cb06453d6227e74cf","Department of Computer Science and Engineering, SRM University, Delhi-NCR, Haryana, Sonipat, India; Department of Vocational and Technical Education, Faculty of Education, Alex Ekwueme Federal University, Ndufu-Alike, Abakaliki, Nigeria; Adjunct Faculty, Saveetha School of Engineering, Saveetha Institute of Medical and Technical Sciences, Chennai, India; Department of Computer Science and Engineering, Amity University Haryana, Haryana, Gurugram, India; Department of Computer Science and Engineering, Chandigarh University, Punjab, Gharuan, 140413, India; Department of Computer Engineering, Sir Padampat Singhania University, Udaipur, India; Department of Computer Engineering and Applications, GLA University, UP, Mathura, 281406, India; Apex Institute of Technology (CSE), Chandigarh University Gharuan, Punjab, Mohali, India","Malik A., Department of Computer Science and Engineering, SRM University, Delhi-NCR, Haryana, Sonipat, India; Onyema E.M., Department of Vocational and Technical Education, Faculty of Education, Alex Ekwueme Federal University, Ndufu-Alike, Abakaliki, Nigeria, Adjunct Faculty, Saveetha School of Engineering, Saveetha Institute of Medical and Technical Sciences, Chennai, India; Dalal S., Department of Computer Science and Engineering, Amity University Haryana, Haryana, Gurugram, India; Lilhore U.K., Department of Computer Science and Engineering, Chandigarh University, Punjab, Gharuan, 140413, India; Anand D., Department of Computer Engineering, Sir Padampat Singhania University, Udaipur, India; Sharma A., Department of Computer Engineering and Applications, GLA University, UP, Mathura, 281406, India; Simaiya S., Apex Institute of Technology (CSE), Chandigarh University Gharuan, Punjab, Mohali, India","Entrepreneurship education has become essential in recent years. This education system may not be unconnected with the global agitation for value creation, employability skills and job creation. Engaging in entrepreneurial training provides students with the skills needed to enhance their ability to create marketable and profitable solutions to emerging problems. To do this, many emerging entrepreneurs rely on technology to engage in entrepreneurship education. This study presents a machine learning technique to predict the adaptability level of students in online entrepreneurship education. The suitability of different algorithms like Random Forest, C5.0, CART and Artificial Neural Network was examined using the Kaggle Educational dataset. The algorithms recorded a high accuracy rate and affirmed machine learning techniques' ability to forecast students' adaptation to online entrepreneurship training. The findings of this research contribute to the field of online entrepreneurship education by providing a reliable and efficient approach for predicting students' adaptability. The proposed modified ensemble machine learning model can assist educators and administrators in identifying students who may require additional support, tailoring instructional strategies, and designing targeted interventions to enhance their adaptability and overall learning experience in online entrepreneurship education. © 2023","Academic forecasting; Adaptability; Entrepreneurship; Machine learning; Online education","E-learning; Education computing; Forecasting; Learning algorithms; Machine learning; Neural networks; Academic forecasting; Adaptability; Education systems; Entrepreneurship; Entrepreneurship education; Machine learning models; Machine learning techniques; Machine-learning; On-line education; Value creation; Students","","","","","","","Hasan Suzan M., Samrin N.A., Biswas A.A., Pramanik A., Students' adaptability level prediction in online education using machine learning approaches, 2021 12th International Conference on Computing communication and networking technologies (ICCCNT), pp. 1-7, (2021); QingsongTu, Liu J., Research on autonomous online education system based on intelligent recommenda-tion, 2011 IEEE International Symposium on I.T. In Medicine and education, pp. 410-413, (2011); Martin J., Collie A.J., Rebecca J., Nagy, Robin P., Adaptability and high school students' online learn-ing during COVID-19: a job demands-resources perspective, Front Psychol, (2021); El-Sabagh H.A., Adaptive e-learning environment based on learning styles and its impact on development stu-dents' engagement, Int J EducTechnol High Educ, 18, (2021); Onyema E.M., Elhaj M.A.E., Bashir S.G., Et al., Evaluation of the performance of K-nearest neighbor algorithm in determining student learning styles, International Journal of Innovative Sci., Eng. &Techn., 7, 1, pp. 91-102, (2020); Igwe P.A., Madichie N.O., Newbery R., Determinants of livelihood choices and arti-sanal entrepreneurship in Nigeria, Int J Entrepreneurial Behav Res, 25, 4, pp. 674-697, (2019); Hixson C., Paretti M., Lesko J.J., Work in progress: integrating entrepreneurship into undergraduate engi-neering education, Proc. - Front. Educ. Conf. 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ISAIEE 2020, pp. 110-114, (2020); Bosman L.B., Phillips M., Integrating the entrepreneurial mindset into the engineering classroom, IEEE Trans Educ, 65, 2, pp. 1-6, (2021); Siqueira A.C.O., Bruton G.D., High-technology entrepreneurship in emerging economies: firm informality and contextualization of resource-based theory, IEEE Trans Eng Manag, 57, 1, pp. 39-50, (2010); Sarnin S.S., Naim N.F., Idris A., Entrepreneurship education at engineering faculty in Malaysia, Proc. 2019 IEEE 11th Int. Conf. Eng. Educ. ICEED 2019, 2019, pp. 187-191, (2019); Lim Y.M., Lee W.P., Lim T.M., Entrepreneurial and commercialization pathway through project-based learning in higher-education, Tale 2019 - 2019 IEEE Int. Conf. Eng. Technol. Educ., (2019); Kunicina N., Bilic I., Zabasta A., Caiko J., Ribickis L., Development of entrepreneurship skills for students creative thinking support in higher education, 2019 Int. Conf. Eng. Appl. ICEA 2019 - Proc., (2019)","S. Dalal; Department of Computer Science and Engineering, Amity University Haryana, Gurugram, Haryana, India; email: sdalal@ggn.amity.edu","","Elsevier B.V.","","","","","","25900056","","","","English","Array.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85164221982"
"Mooney R.","Mooney, Robyn (57209764899)","57209764899","Dark Triad traits, engagement with learning, and perceptions of employability in undergraduate students","2023","Industry and Higher Education","37","4","","524","536","12","1","10.1177/09504222221140829","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142748556&doi=10.1177%2f09504222221140829&partnerID=40&md5=83450f03b7b8ef845c78fee6b573a795","University of Derby, United Kingdom","Mooney R., University of Derby, United Kingdom","Whilst student engagement with learning has been consistently linked to positive academic outcomes, there has been an increasing focus among higher education institutions on the importance of producing employable graduates. This study investigated whether individual differences in socially aversive personality traits predict different types of student engagement, students’ understanding of employability or their attitudes towards this construct. Ninety-four undergraduate students completed the Short Dark Triad and questionnaires measuring engagement, understanding of employability and attitudes towards employability. Regression analyses revealed that narcissism positively predicts general and emotional engagement, whilst psychopathy negatively predicts general engagement. Narcissism positively predicts, and Machiavellianism negatively predicts, attitudes towards employability. Although no Dark Triad traits predicted understanding of employability, students who were highly engaged tended to better understand the concept. These findings can aid university educators by informing more individualised approaches to encouraging engagement and fostering employable skills and attributes in university students. The results are also discussed in the context of employability in higher education, with recommendations for improving student engagement and graduate employability outcomes. © The Author(s) 2022.","Dark Triad; Employability; personality; student engagement","","","","","","","","Artess J., Mellors-Bourne R., Hooley T., Employability: A Review of the Literature 2012 to 2016, (2017); Barnett R., Knowing and becoming in the higher education curriculum, Studies in Higher Education, 34, 4, pp. 429-440, (2009); Bransford J., Schwartz D., Rethinking transfer: a simple proposal with multiple implications, Review of Research in Education, 24, pp. 61-100, (1999); Chamorro-Premuzic T., Furnham A., Personality predicts academic performance: evidence from two longitudinal university samples, Journal of Research in Personality, 37, 2003, pp. 319-338, (2003); Chan W.K., Employability does not necessarily lead to competitiveness, Chinese Education & Society, 45, 2, pp. 21-37, (2012); Christie R., Geis F., Studies in Machiavellianism, (1970); Coates H., The value of student engagement for higher education quality assurance, Quality in Higher Education, 11, 1, pp. 25-36, (2005); Dalrymple R., Macrae A., Pal M., Et al., Employability: A Review of the Literature 2016-2021, (2021); Davey A., Tucker L.K., Enhancing higher education students’ employability and career management: a library service approach, Library Review, 59, 6, pp. 445-454, (2010); Dearing R., The Dearing Report: Higher Education in the Learning Society, (1997); Graduate outcomes (LEO): employment and earnings outcomes of higher education graduates by subject studied and graduate characteristics in 2017/18, (2020); Graduate outcomes (LEO): postgraduate outcomes, (2020); Participation Measures in Higher Education, (2021); Donald W.E., Ashleigh M.J., Baruch Y., Students’ perceptions of education and employability, Career Development International, 23, 5, pp. 513-540, (2018); Dowgwillo E.A., Pincus A.L., Differentiating Dark Triad traits within and across interpersonal circumplex surfaces, Assessment, 24, 1, pp. 24-44, (2017); Durazzi N., Opening universities’ doors for business? 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The positions of university students regarding intentional investments in social capital, Studies in Higher Education, 35, 2, pp. 137-154, (2010); Yorke M., Knight P.T., Learning and Employability: Series 1, (2004); Zajacova K., Heppner E., Grandison A., Reconciling diverse student and employer voices on employability skills and work-based learning, Engaging Student Voices in Higher Education, pp. 209-224, (2019); Zepke N., Leach L., Improving student engagement: ten proposals for action, Active Learning in Higher Education, 11, 3, pp. 167-177, (2010); Zhang L.F., Huang J.F., Thinking styles and the five-factor model of personality, European Journal of Personality, 15, 6, pp. 465-476, (2001)","R. Mooney; University of Derby, United Kingdom; email: robynkmooney@gmail.com","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85142748556"
"Grant M.T.; Hanlon C.; Young J.A.","Grant, Mary T (58035408300); Hanlon, Clare (15831522300); Young, Janet A (55945915300)","58035408300; 15831522300; 55945915300","An employable graduate: Essential awareness factors to the preparation of sport management practical experiences","2023","Industry and Higher Education","37","4","","574","586","12","1","10.1177/09504222221147129","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145099150&doi=10.1177%2f09504222221147129&partnerID=40&md5=60e456c6b890ec1f7de49211ea54924f","Victoria University, La Trobe University, Australia; Victoria University, Australia","Grant M.T., Victoria University, La Trobe University, Australia; Hanlon C., Victoria University, Australia; Young J.A., Victoria University, Australia","Managers in the sport management industry sector expect graduates from undergraduate sport management programs to have extensive practical experience and to demonstrate employability. This Australian-based study explored how practical experience can align undergraduate sport management industry sector learning with associated graduate employment. Specifically, the study identified awareness factors essential in the preparation of sport management (SM) undergraduates for undertaking practical experiences and developing employability. A job advertisement audit of 200 graduate-entry SM positions stipulating practical experiences and a tertiary qualification were analysed. The findings revealed six industry awareness and four self-awareness factors – each is associated with SM industry sector employment and requisites for developing employability. Collectively, these factors formed a Pre-Condition Phase developed as a preparatory phase to the established Experiential Learning Cycle (Kolb, 1984). Practically, 22 recommendations have evolved and are proposed to guide the SM industry and higher education sectors to collaboratively develop undergraduate employability through industry exploration, self-awareness and practical experience. © The Author(s) 2022.","graduate employability; higher education; Practical experience; sport management industry","","","","","","","","Andrews D., Careers education: Tony’s legacy, Journal of the National Institute for Career Education and Counselling, 33, 1, pp. 31-36, (2014); Employed persons by age, occupation, sub-major group of main job (ANZSCO) and sex, august 1986 onwards, 6291.0.55.001 – EQ07a, (2022); Barnhill C.R., Czekanski W.A., Pfleegor A.G., Getting to know our students: a snapshot of sport management students’ demographics and career expectations in the United States, Sport Management Education Journal, 12, 1, pp. 1-14, (2018); Bradbury T., Schwarz E., Linton A., Experiential learning from an international perspective: an empirical study of the United States, Canada, Australia and New Zealand, International Journal of Sport Management, 22, 1, pp. 55-73, (2021); 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Grant; Victoria University, La Trobe University, Australia; email: M.Grant@latrobe.edu.au","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85145099150"
"Shamsudin F.M.; Bani-Melhem S.; Abukhait R.; Pillai R.; Quratulain S.","Shamsudin, Faridahwati Mohd (35119511600); Bani-Melhem, Shaker (57196411847); Abukhait, Rawan (57211803315); Pillai, Rekha (55748369000); Quratulain, Samina (46461923200)","35119511600; 57196411847; 57211803315; 55748369000; 46461923200","The role of leader favoritism, unfairness, and employability in employee psychological withdrawal behavior","2023","Business Ethics, the Environment and Responsibility","32","4","","1185","1200","15","2","10.1111/beer.12590","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168687980&doi=10.1111%2fbeer.12590&partnerID=40&md5=53c00564d259c6c7a4d12203dd5ff947","College of Business Administration, Department of Management, University of Sharjah, Sharjah, United Arab Emirates; College of Business Administration, Department of Management, Ajman University, Ajman, United Arab Emirates; College of Business and Economics, Department of Leadership and Organizational Agility, United Arab Emirates University, Al Ain, United Arab Emirates","Shamsudin F.M., College of Business Administration, Department of Management, University of Sharjah, Sharjah, United Arab Emirates; Bani-Melhem S., College of Business Administration, Department of Management, University of Sharjah, Sharjah, United Arab Emirates; Abukhait R., College of Business Administration, Department of Management, Ajman University, Ajman, United Arab Emirates; Pillai R., College of Business Administration, Department of Management, Ajman University, Ajman, United Arab Emirates; Quratulain S., College of Business and Economics, Department of Leadership and Organizational Agility, United Arab Emirates University, Al Ain, United Arab Emirates","Given the adverse consequences of destructive leadership at work, we examine leader favoritism prevalent in contemporary organizations. Our study builds on previous research on unethical leadership behaviors and extends social exchange theory by assessing whether leader favoritism contributes to employee psychological withdrawal behavior at work and whether perceived unfairness explains this link, addressing a gap in the literature on this topic. In addition, we investigate the condition of perceived employability to seek whether the influence of perceived unfairness due to leader favoritism on psychological withdrawal behavior at work is strengthened when employees think they can secure alternative employment elsewhere. The study utilizes a two-wave data collection approach to gather responses from 206 front end customer service employees working in the hospitality and tourism firms in the United Arab Emirates (UAE). The study findings offer empirical support for the proposed mediated moderation model. Specifically, the results demonstrate that leader favoritism directly, indirectly (via perceived unfairness), and positively influence employee withdrawal behaviors. This influence is stronger among employees who believe they can easily find alternative employment options. Our findings highlight the relevance of incorporating social exchange theory into the unethical leadership behaviors and withdrawal behaviors literature and provide valuable insights for managers into how to mitigate the practice of leader favoritism because of its adverse consequences on employees' work attitudes and behavior. © 2023 John Wiley & Sons Ltd.","employability; leader favoritism; perceived unfairness; psychological withdrawal behavior","","","","","","","","Abalkhail J.M., Dysfunctional leadership: investigating employee experiences with dysfunctional leaders, Career Development International, 27, pp. 301-324, (2022); Abubakar A.M., Namin B.H., Harazneh I., Arasli H., Tunc T., Does gender moderate the relationship between favoritism/nepotism, supervisor incivility, cynicism and workplace withdrawal: A neural network and SEM approach, Tourism Management Perspectives, 23, pp. 129-139, (2017); Abukhait R., Shamsudin F.M., Bani-Melhem S., Al-Hawari M.A., Obsessive–compulsive personality and creative performance: The moderating effect of manager coaching behavior, Review of Managerial Science, 17, 1, pp. 375-396, (2023); Adams J.S., Inequality in social exchange, Advanced Experimental Psychology, 62, pp. 335-343, (1965); Adler P.S., Kwon S.W., Social capital: Prospects for a new concept, Academy of Management Review, 27, 1, pp. 17-40, (2002); Akgunduz Y., Cin F.M., Job embeddedness as a moderator of the effect of manager trust and distributive justice on turnover intentions, Anatolia, 26, 4, pp. 549-562, (2015); Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? 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Shamsudin; College of Business Administration, Department of Management, University of Sharjah, Sharjah, United Arab Emirates; email: fshamsudin@sharjah.ac.ae","","John Wiley and Sons Inc","","","","","","26946416","","","","English","Bus. Ethics Environ. Responsib.","Article","Final","","Scopus","2-s2.0-85168687980"
"Pletnev D.; Naumova K.","Pletnev, Dmitri (56820187700); Naumova, Kseniia (57216628757)","56820187700; 57216628757","High-Growth Middle-Sized Firms' Performance During the Pandemic (Russian Case)","2023","International Journal of Innovation and Technology Management","20","5","2350031","","","","1","10.1142/S0219877023500311","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153967912&doi=10.1142%2fS0219877023500311&partnerID=40&md5=8d8d26db7d38cee5b244e2fe233379e8","Chelyabinsk State University, Br. Kashirinykh st., 129, Chelyabinsk, 454001, Russian Federation","Pletnev D., Chelyabinsk State University, Br. Kashirinykh st., 129, Chelyabinsk, 454001, Russian Federation; Naumova K., Chelyabinsk State University, Br. Kashirinykh st., 129, Chelyabinsk, 454001, Russian Federation","The COVID-19 pandemic is a substantial challenge for national economies. The survivability and better performance of some companies can serve as lessons for others, and those who learn the said lessons faster will take the lead in the post-COVID world. One of the national economic development drivers is high-growth firms (HGFs), also known as gazelles. High-growth middle-sized firms (HGMFs) have a notable impact on the national economy as significant employers, producers, and tax-payers. This paper aims to find the peculiarities in the reactions of HGMFs to the COVID-19 pandemic based on Russian firms' data. This research uses the official statistics of middle-sized Russian firms (7944 firms, 238 gazelles). Gazelles are identified based on 2016-2019 data and then compared with normal medium-sized firms (NMFs) using 2020 data. In total, 14 hypotheses are formulated and tested, with those hypotheses focused on five aspects of firms' performance: the ability to grow, profitability, efficiency, solvency, and employability. The research utilizes a one-way ANOVA test and Z-test for proportions for different types of hypotheses. Hypotheses testing shows that HGFs demonstrate better ability to grow, better efficiency, better solvency, and better employability than normal firms. However, they cannot maintain their higher profitability in 2020, despite higher net income values in comparison with other companies. The research confirms that HGMFs have unique capabilities to overcome these kinds of crises, and that such capabilities can be scaled to other business entities to increase their survivability in times of future crises. The research can be extended to small firms, 2021-year data analysis, and comparative cross-industry or cross-country analysis.  © 2023 World Scientific Publishing Company.","COVID-19; firm efficiency; firm performance; gazelles; High-growth firms; medium-sized firms; pandemic","","","","","","","","Acs Z. J., Parsons W., Tracy S., High-Impact Firms: Gazelles Revisited, (2008); Acs Z. 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A., \Unorthodox"" fast-growing firms (gazelles) and north's limited access order, Voprosy Ekonomiki, 3, pp. 80-101, (2018); Yudanov A., High-growth LMT firms and the evolution of the Russian economy, Knowledge-Intensive Entrepreneurship in Low-Tech Industries, (2014); Zemtsov S. P., Maskaev A. F., Fast-growing firms in Russia: Characteristics and growth factors, Innovations, 6, pp. 30-38, (2018); Zubarevich N. V., Safronov S. G., Russian regions in the acute phase of the coronavirus crisis: Differences from previous economic crises of the 2000s, Regional Research of Russia, 10, 4, pp. 443-453, (2020)","D. Pletnev; Chelyabinsk State University, Chelyabinsk, Br. Kashirinykh st., 129, 454001, Russian Federation; email: pletnev@csu.ru","","World Scientific","","","","","","02198770","","","","English","Int. J. Innov. Technol. Manage.","Article","Final","","Scopus","2-s2.0-85153967912"
"Santos M.R.; Jaynes C.M.; Thomas D.M.","Santos, Mateus R. (57200990607); Jaynes, Chae M. (57196049750); Thomas, Danielle M. (57847100500)","57200990607; 57196049750; 57847100500","How to overcome the cost of a criminal record for getting hired","2023","Criminology","61","3","","582","621","39","2","10.1111/1745-9125.12345","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163617080&doi=10.1111%2f1745-9125.12345&partnerID=40&md5=7e99137662693e962d9cb0fb57dd0f00","Department of Criminology, University of South Florida, United States","Santos M.R., Department of Criminology, University of South Florida, United States; Jaynes C.M., Department of Criminology, University of South Florida, United States; Thomas D.M., Department of Criminology, University of South Florida, United States","Many theories emphasize how employment is protective against criminal recidivism, yet a criminal record is a major barrier for getting hired. We asked 591 managers to make hypothetical hiring decisions between two applicants whose key difference was the presence or absence of a criminal conviction. In addition, we randomly manipulated the education, references, wage, or experience of the applicant with the criminal record to identify which manipulations can offset the cost of the record on an applicant's probability of being selected. We found that, when credentials were the same, the applicant with a criminal record was unlikely to be hired. That applicant, however, could become likely to be hired (i.e., the likelihood crossed 50 percent) by having at least 1 year of relevant experience, a GED or a college degree, or references from a former employer or a professor. Incomplete degrees, references from criminal justice professionals, or wage discounts did not make the applicant with the record likely to be hired. Findings confirm that a criminal record carries a high employability cost but also indicate that this cost can be superseded by specific credentials that signal an applicant's reliability, which can be provided by existing programs and institutions. © 2023 American Society of Criminology.","collateral consequences; employment; reentry; willingness to hire; work and crime","","","","","","Klejdis Bilali; University of South Florida College of Behavioral & Community Sciences, (0141632)","Funding text 1: was provided by the University of South Florida College of Behavioral & Community Sciences Internal Grant Program under Grant No. 0141632. The authors thank Klejdis Bilali, Dr. John Cochran, Dr. Charis Kubrin, and the anonymous reviewers for their comments and revisions to earlier drafts.; Funding text 2: Funding was provided by the University of South Florida College of Behavioral & Community Sciences Internal Grant Program under Grant No. 0141632. The authors thank Klejdis Bilali, Dr. John Cochran, Dr. Charis Kubrin, and the anonymous reviewers for their comments and revisions to earlier drafts. 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What employers say versus what they do, American Sociological Review, 70, 3, pp. 355-380, (2005); Pager D., Western B., Sugie N., Sequencing disadvantage: Barriers to employment facing young black and white men with criminal records, The ANNALS of the American Academy of Political and Social Science, 623, 1, pp. 195-213, (2009); Paternoster R., Bachman R., Kerrison E., O'Connell D., Smith L., Desistance from crime and identity: An empirical test with survival time, Criminal Justice and Behavior, 43, 9, pp. 1204-1224, (2016); Growing and improving Pew Research Center's American Trends Panel, (2019); Assessing the risks to online polls from bogus respondents, (2020); ESOMAR 28: 28 questions to help research buyers of online samples, (2014); Rampey B.D., Keiper S., Mohadjer L., Krenzke T., Li J., Thornton N., Hogan J., Highlights from the US PIACC survey of incarcerated adults, Their skills, work experience, education, and training–program for the international assessment of adult competencies: 2014 (NCES 2016–040), (2016); Redcross C., Bloom D., Jacobs E., Manno M., Muller-Ravett S., Seefeldt K., Zweig J., Work after prison: One-year findings from the transitional jobs reentry demonstration, (2010); Reich S.E., An exception to the rule: Belief in redeemability, desistance signals, and the employer's decision to hire a job applicant with a criminal record, Journal of Offender Rehabilitation, 56, 2, pp. 110-136, (2017); Reich S.E., Making desistance recognizable: How ex-offenders can signal their desistance from crime to employers by strategic design, The British Journal of Criminology, (2023); Sampson R.J., Laub J.H., Crime in the making: Pathways and turning points through life, (1993); Sampson R.J., Laub J.H., A life-course theory of cumulative disadvantage and the stability of delinquency, Developmental theories of crime and delinquency, pp. 133-161, (1997); Saniter N., Siedler T., Door opener or waste of time? 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Santos; Department of Criminology, Tampa, 4202 East Fowler Ave., SOC 107, 33620, United States; email: rennosantos@usf.edu","","John Wiley and Sons Inc","","","","","","00111384","","","","English","Criminology","Article","Final","","Scopus","2-s2.0-85163617080"
"Kaushal U.; Vaghela K.","Kaushal, Urvashi (57193205281); Vaghela, Kiran (57203406486)","57193205281; 57203406486","Change in the Demand for Employability Skills of Engineers: An Indian Study","2023","Journal of Engineering Education Transformations","37","1","","120","133","13","0","10.16920/jeet/2023/v37i1/23138","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174621794&doi=10.16920%2fjeet%2f2023%2fv37i1%2f23138&partnerID=40&md5=e521c689f3bf42438ea60f6e7e42d3e7","Sardar Vallabhbhai National Institute of Technology, Gujarat, India","Kaushal U., Sardar Vallabhbhai National Institute of Technology, Gujarat, India; Vaghela K., Sardar Vallabhbhai National Institute of Technology, Gujarat, India","Employability skills are the capabilities and qualities employers look for in candidates while assessing them for employment. In case of engineers, employers demand generic and technical skills from engineers ready to join industries. This paper aims to explore the perception of Indian employers on the issue of the employability skills of engineers. Specifically, it aims to determine whether the skill requirement of engineers will change or remain the same in the post-COVID 19 era. This study used the interview method of qualitative analysis in which 16 interviews of human resource managers of different multinational companies were conducted. The findings reveal a sudden and significant paradigm shift in the required set of employability skills for engineering professionals. Digital skills have dominated over other technical and generic skills in the list of employability skills that recruiters demand. The findings can be used to spread awareness among © 2023, Rajarambapu Institute Of Technology. All rights reserved.","","","","","","","","","Abdullah A. Z., Muhammad M. Z., Nasir N. a. M., The Role of Soft Skills within Business Students towards Graduate Employability, Journal of Entrepreneurship and Business, 7, 2, (2019); Agrawal S., De Smet A., Lacroix S., Reich A., To emerge stronger from the COVID 19 crisis, companies should start reskilling their workforce, (2020); Ajit V., Deshmukh P. B., Factors Impacting Employability Skills of Engineers, International Journal of Science and Research, 2, 4, pp. 30-32, (2013); Blom A., Saeki H., Employability and Skill Set of Newly Graduated Engineers in India: Policy Research Working Paper No. 5640, (2011); Carretero S., Vuorikari R., Punie Y., The Digital Competence Framework for Citizens with Eight proficiency levels and examples of use, (2017); Cassidy S., Developing employability skills: Peer assessment in higher education, Education and Training, 48, 7, pp. 508-517, (2006); Cepeda G., Martin D., A review of case studies publishing in Management Decision 2003- 2004: Guides and criteria for achieving quality in qualitative research, Management Decision, 43, 6, pp. 851-876, (2005); Chaita M. V., Developing Graduate Employability Skills Your Pathway to Employment, (2016); Chan C. K. Y., Fong E. T. Y., Chan C. K. Y., Fong E. T. Y., Disciplinary differences and implications for the development of generic skills: A study of engineering and business students’ perceptions of generic skills, European Journal of Engineering Education, 43, 6, (2018); Chandra Mouli K. V., Why aren’t engineers employable?, Deccan Herald, (2020); Chattopadhyay S., National Education Policy, pp. 23-27, (2020); Crowne K. A., Investigating antecedents of transformational leadership in students, Journal of International Education in Business, 12, 1, pp. 80-94, (2019); Digital skills critical for jobs and social inclusion, (2018); Dowling D., Problem solving and decision making, Fire Engineers Journal, 59, 199, pp. 11-17, (1999); Duarte R. E., Rodriguez L., SelfPerceived digital competencies in educational online migration due to COVID-19 confinement, Higher Learning Research Communications, 11, 1, (2021); Du-Babcock B., Teaching business communication: Past, present, and future, Journal of Business Communication, 43, 3, pp. 253-264, (2006); Jobs slip away from the ill-equipped Indian engineer, The Economic Times, E- Paper, (2019); Feld A., Reich A., Stork K., Durth S., Thriving after COVID-19: What skills do employees need?, (2020); Ferrari A., Digital Competence in Practice: An Analysis of Frameworks, Joint Research Centre of the European Commission, (2013); Finch D. J., Hamilton L., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Journal of Education and Training, 55, 7, pp. 681-704, (2013); Future of Jobs in India - 2. 0, (2017); Gazier B., Concepts and Policies, pp. 37-71, (1998); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, Labor Market Trends, 107, 85, pp. 1-4, (1998); Hinchliffe G., Jolly A., Graduate identity and employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Huitt W., Problem solving and decision making: Consideration of individual differences using the Myers-Briggs Type Indicator, Journal of Psychological Type, 24, pp. 33-44, (1992); Keller S., Parker C. T., Chan C., Employability Skills: Student Perceptions of an IS Final Year Capstone Subject, Innovation in Teaching and Learning in Information and Computer Sciences, 10, 2, pp. 4-15, (2011); Knight P. T., Yorke M., Employability and Good Learning in Higher Education, Teaching in Higher Education, 8, 1, pp. 3-16, (2003); Kolmos A., Holgaard J. E., Employability in engineering education: Are engineering students ready for work?, The Engineering-Business Nexus: Symbiosis, Tension and Co-Evolution, pp. 499-520, (2018); Lincoln Y.S., Guba E.G., Naturalistic Inquiry, (1985); Markes I., A review of literature on employability skill needs in engineering, European Journal of Engineering Education, 31, 6, pp. 637-650, (2006); McQuaid R. W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Nachmias S., Hubschmid-Vierheilig E., We need to learn how to love digital learning ‘again’: European SMEs response to COVID-19 digital learning needs, Human Resource Development International, 24, 2, pp. 123-132, (2021); Nair C. S., Patil A., Mertova P., Reengineering graduate skills - A case study, European Journal of Engineering Education, 34, 2, pp. 131-139, (2009); Nilsson S., Enhancing individual employability: The perspective of engineering graduates, Education + Training, 52, 67, (2010); The Hindu, (2019); Overtoom C., Employability Skills: An Update, (2000); Pink D.H., A Whole New Mind: Why Right-Brainers Will Rule the Future, (2006); Pitan O. S., Muller C., Student perspectives on employability development in higher education in South Africa, Journal of Education and Training, 63, 3, pp. 453-471, (2020); Pool D. L., Sewell P., The key to employability: Developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Rajala S. A., Beyond 2020: Preparing engineers for the future, Proceedings of the IEEE, 100, pp. 1376-1383, (2012); Ramadi E., Ramadi S., Nasr K., Engineering graduates’ skill sets in the MENA region: A gap analysis of industry expectations and satisfaction, European Journal of Engineering Education, 41, 1, pp. 34-52, (2016); India Today Web Desk, (2019); Rowe A. D., Zegwaard K. E., Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 87-99, (2017); Scarnati J. T., On becoming a team player, Team Performance Management: An International Journal, 7, 1-2, pp. 5-10, (2001); Singh J. S., Developing Soft Skills for Enhancing Employability of Engineering Graduates, International Journal of Engineering and Management Research, 2, 5, pp. 54-56, (2012); Sinha S., Jawahar I. M., Ghosh P., Mishra A., Assessing employers’ satisfaction with Indian engineering graduates using expectancy-disconfirmation theory, International Journal of Manpower, 41, 4, pp. 473-489, (2020); Smith C. D., Ferns S., Russell L., Assessing the impact of work-integrated learning (WIL) on student work readiness, Project information, (2014); Suarta I. M., Employability skills needed by higher vocational education graduates to be successful in the workplace, Chinese Business Review, 11, 7, pp. 639-648, (2012); Yilmaz K., Comparison of quantitative and qualitative research traditions: Epistemological, Theoretical, and Methodological Differences, European Journal of Education, 48, 2, pp. 311-325, (2013); Yorke M., Employability in higher education: what it is - what it is not, Learning & Employability: Series One, pp. 1-24, (2005); Business Today, (2019)","U. Kaushal; Sardar Vallabhbhai National Institute of Technology, Gujarat, India; email: k.urvashi@amhd.svnit.ac.in","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85174621794"
"Bould E.; Callaway L.; Brusco N.K.","Bould, Em (24280738200); Callaway, Libby (10045406000); Brusco, Natasha K. (15724417400)","24280738200; 10045406000; 15724417400","'Yes, I've got the job, but my challenge is keeping the job': an evaluation of a new pathway to open employment to meet the needs of people with acquired brain injury in Australia","2023","Brain Impairment","24","2","","395","411","16","0","10.1017/BrImp.2022.6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168834568&doi=10.1017%2fBrImp.2022.6&partnerID=40&md5=61ad95e751e3911fd7d495870379f6be","Department of Occupational Therapy, Monash University, Melbourne, VIC, Australia; Rehabilitation, Ageing and Independent Living Research Centre, Department of Occupational Therapy, Monash University, Melbourne, VIC, Australia","Bould E., Department of Occupational Therapy, Monash University, Melbourne, VIC, Australia; Callaway L., Rehabilitation, Ageing and Independent Living Research Centre, Department of Occupational Therapy, Monash University, Melbourne, VIC, Australia; Brusco N.K., Rehabilitation, Ageing and Independent Living Research Centre, Department of Occupational Therapy, Monash University, Melbourne, VIC, Australia","Background and objectives: In Australia, people with disability continue to experience low employment rates (48%), compared to the national average (79%), and employment is even lower (30%) for people with acquired brain injury (ABI). This paper evaluates a pilot study of a new mainstream employment pathway following ABI, called Employment CoLab. Method: Employment CoLab was piloted across multiple industries using a mix of reasonable employer adjustments, insurance-funded supports and/or access to capacity-building supports. Semi-structured interviews were undertaken with four stakeholders; (1) Employees with ABI (n = 5, age 31-49 years, time since injury M(R) = 11(4-26) years); (2) Employers/co-workers (n = 3); (3) Allied health professionals/vocational providers (n = 4); and (4) Injury insurance funders who hold portfolio responsibility for disability employment (n = 5). An explorative economic evaluation was also conducted to compare the cost to the funder for Employment CoLab compared to traditional employment pathways. Results: Employment CoLab offered a new approach for people with ABI to gain and sustain open employment. Four major themes were identified from participant interviews: valuing employment and diversity; barriers to mainstream employment; reflections on being employed; and being supported over time. The economic evaluation was unable to detect if the pathway was, or was not, less costly when compared to traditional employment pathways. Conclusions: Employment CoLab is a person-centred collaborative approach which, together with effective social disability insurance approaches, has built new opportunities for inclusive mainstream economic participation following ABI.  © The Author(s), 2022.","Acquired brain injury; economic evaluation; economic participation; employment pathway","acquired brain injury; adult; Article; capacity building; clinical article; controlled study; cost; disability insurance; disabled person; economic evaluation; employability; employee; employer; employment; exploratory research; female; health practitioner; human; male; needs assessment; pilot study; qualitative analysis; return to work; semi structured interview; social disability; social responsibility; stakeholder engagement; thematic analysis; Victoria; vocational rehabilitation","","","","","Jobs Victoria Innovation Fund, (GA-F75357-2388); Transport Accident Commission, TAC; Department of Economic Development, Jobs, Transport and Resources, DSDBI","Once an employer was engaged, the second component of Employment CoLab involved either the authors or the vocational rehabilitation specialist working with each employer to create a pictorial position description detailing the tasks involved in that role, and details of flexible work arrangements (e.g. working hours; consideration of job share). This input was provided via case-based funding from the injury or disability insurer. Following, the third component was ‘Recruitment’ which involved sourcing suitable candidates who have been assessed as: (1) having a goal relating to work; (2) work ready or near work ready; and (3) hold interests matched to the role. ","Alves D.E., Nilsen W., Fure S.C.R., Howe E.I., Lovstad M., Fink L., Et al., What characterises work and workplaces that retain their employees following acquired brain injury? Systematic review, Occupational and Environmental Medicine, 77, 2, pp. 122-130, (2020); Disability, Ageing and Carers, Australia: Summary of Findings, (2018); Classifications used in Labour Statistics, (2020); Consumer Price Index, Australia, (2021); People with disability in Australia, (2019); Australian Network on Disability Access and Inclusion Index, (2018); Bond G., Supported employment: Evidence for an evidence-based practice, Psychiatric Rehabilitation Journal, 27, 4, pp. 345-359, (2004); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brasure M., Lamberty G.J., Sayer N.A., Nelson N.W., Macdonald R., Ouellette J., Wilt T.J., Participation after multidisciplinary rehabilitation for moderate to severe traumatic brain injury in adults: A systematic review, Archives of Physical Medicine & Rehabilitation, 94, 7, pp. 1398-1420, (2013); Bould E., Callaway L., A co-design approach to examine and develop pathways to open employment for people with acquired brain injury, Brain Impairment, 22, 1, pp. 50-66, (2021); Australian Public Service Disability Employment Strategy, 2020-2025, (2020); Clarke V., Braun V., Successful qualitative research: A practical guide for beginners, (2013); Cullen N., Chundamala J., Bayley M., Jutai J., The efficacy of acquired brain injury rehabilitation, Brain Injury, 21, 2, pp. 113-132, (2007); Dahm J., Ponsford J., Predictors of global functioning and employment 10 years following traumatic brain injury compared with orthopaedic injury, Brain Injury, 29, 13-14, pp. 1539-1546, (2015); National Disability Strategy 2010-2020, (2010); Statement of Continued Commitment: National Disability Strategy 2010-2020, (2020); Donker-Cools B., Daams J., Wind H., Frings-Dresen H., Effective return-to-work interventions after acquired brain injury: A systematic review, Brain Injury, 30, 2, pp. 113-131, (2016); Gentry T., Kriner R., Sima A., McDonough J., Wehman P., Reducing the need for personal supports among workers with Autism using an IPod Touch as an assistive technology: Delayed randomized control trial, Journal of Autism and Developmental Disorders, 45, 3, pp. 669-684, (2015); Hart T., Dijkers M., Whyte J., Braden C., Trott C.T., Fraser R., Vocational interventions and supports following job placement for persons with traumatic brain injury, Journal of Vocational Rehabilitation, 32, 3, pp. 135-150, (2010); Hooson J.M., Coetzer R., Stew G., Moore A., Patients’ experience of return to work rehabilitation following traumatic brain injury: A phenomenological study, Neuropsychological Rehabilitation, 23, 1, pp. 19-44, (2013); Howe E.I., Andelic N., Perrin P.B., Roe C., Sigurdardottir S., Arango-Lasprilla J.C., Et al., Employment probability trajectories up to 10 years after moderate-to-severe traumatic brain injury, Frontiers in Neurology, 9, (2018); Humphreys I., Wood R.L., Phillips C.J., Macey S., The costs of traumatic brain injury: A literature review, ClinicoEconomics and Outcomes Research, 5, pp. 281-287, (2013); Husereau D., Drummond M., Stavros P., Carswell C., Moher D., Greenberg D., Et al., Consolidated health economic evaluation reporting standards (CHEERS)—explanation and elaboration: A report of the ISPOR health economic evaluation publication guidelines good reporting practices task force, Value in Health, 16, 2, pp. 231-250, (2013); Krefting L., Rigor in qualitative research: The assessment of trustworthiness, American Journal of Occupational Therapy, 45, 3, pp. 214-222, (1991); Libeson L., Downing M., Ross P., Ponsford J., The experience of return to work in individuals with traumatic brain injury (TBI): A qualitative study, Neuropsychological Rehabilitation, 30, 3, pp. 412-429, (2020); McRae P., Hallab L., Simpson G., Navigating employment pathways and supports following brain injury in Australia: Client perspectives, The Australian Journal of Rehabilitation Counselling, 22, 2, pp. 76-92, (2016); Migliorini C., Enticott J., Callaway L., Moore S., Willer B., Community integration questionnaire: Outcomes of people with traumatic brain injury and high support needs compared with multiple matched controls, Brain Injury, 30, 10, pp. 1201-1207, (2016); NDIS Participant Employment Strategy, (2019); Ntsiea M., Van Aswegen H., Lord S., Olorunju S., The effect of a workplace intervention programme on return to work after stroke: A randomised controlled trial, Clinical Rehabilitation, 29, 7, pp. 663-673, (2014); Patton M.Q., Qualitative research & evaluation methods: Integrating theory and practice, (2015); Piccenna L., Pattuwage L., Romero L., Lewis V., Gruen R., Bragge P., Briefing document: Optimising return to work practices following catastrophic injury, (2015); Ponsford J., Sloan S., Snow P., Traumatic brain injury: Rehabilitation for everyday adaptive living, (2013); Powell L., Glang A., Pinkelman S., Albin R., Harwick R., Ettel D., Wild M., Systematic instruction of assistive technology for cognition (ATC) in an employment setting following acquired brain injury: A single case, experimental study, NeuroRehabilitation, 37, 3, pp. 437-447, (2015); Radford K., Phillips J., Drummond A., Sach T., Walker M., Tyerman A., Et al., Return to work after traumatic brain injury: Cohort comparison and economic evaluation, Brain Injury, 27, 5, pp. 507-520, (2013); Radford K., Sutton C., Sach T., Holmes J., Watkins C., Forshaw D., Et al., Early, specialist vocational rehabilitation to facilitate return to work after traumatic brain injury: The FRESH feasibility RCT, Health Technology Assessment, 22, 33, pp. 1-124, (2018); Steel E., Buchanan R., Layton N., Wilson E., Currency and competence of occupational therapists and consumers with rapidly changing technology, Occupational Therapy International, 2017, (2017); Sutton B.S., Ottomanelli L., Njoh E., Barnett S., Goetz L., Economic evaluation of a supported employment program for veterans with spinal cord injury, Disability and Rehabilitation, 42, 10, pp. 1423-1429, (2020); van Velzen J., van Bennekom C., van Dormolen M., Sluiter J., Frings-Dresen M., Factors influencing return to work experienced by people with acquired brain injury: A qualitative research study, Disability and Rehabilitation, 33, 23-24, pp. 2237-2246, (2011); Convention on the rights of persons with disabilities, (2006); Waterhouse P.J., Kimberley H., Jonas P., Glover J., What would it take? Employer perspectives on employing people with a disability, (2010); Weaver L., Effectiveness of work, activities of daily living, education, and sleep interventions for people with autism spectrum disorder: A systematic review, American Journal of Occupational Therapy, 69, 5, pp. 1-11, (2015); Wehman P., Kregel J., Keyser-Marcus L., Sherron-Targett P., Campbell L., West M., Cifu D.X., Supported employment for persons with traumatic brain injury: A preliminary investigation of long-term follow-up costs and program efficiency, Archives of Physical Medicine and Rehabilitation, 84, 2, pp. 192-196, (2003); Willer B., Corrigan J., Whatever it takes: A model for community-based services, Brain Injury, 8, 7, pp. 647-659, (1994)","E. Bould; Department of Occupational Therapy, Monash University, Melbourne, Australia; email: em.bould@monash.edu","","Cambridge University Press","","","","","","14439646","","","","English","Brain Impairment","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85168834568"
"Jones A.; Lishman R.","Jones, Alistair (55825130900); Lishman, Ros (58578675200)","55825130900; 58578675200","Putting the action into Politics: embedding employability in the academic curriculum","2023","European Political Science","22","3","","349","362","13","0","10.1057/s41304-022-00401-w","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142438628&doi=10.1057%2fs41304-022-00401-w&partnerID=40&md5=d0da939f5fe53191883709449c00273f","Department of Humanities and Performing Arts, De Montfort University, Leicester, United Kingdom; Institute of Business, Industry and Leadership, University of Cumbria, Carlisle, United Kingdom","Jones A., Department of Humanities and Performing Arts, De Montfort University, Leicester, United Kingdom; Lishman R., Institute of Business, Industry and Leadership, University of Cumbria, Carlisle, United Kingdom","Employability is one of these concepts that polarises opinion. There are those who see it as an integral part of student education and learning, and those who see it as undermining conventional academic study. In this paper, we argue it is a key part of student learning experiences and use a case study of a particular module—'Politics in Action'—to highlight the potential benefits to students. This should be seen in conjunction with the rest of a degree programme, where employability maybe embedded but not prioritised. Student feedback reinforces the potential benefits of prioritising employability in one part of a degree programme, while acknowledging the beneficial spillover into other areas of study. There is, however, potential resource cost in adopting this type of approach to delivering such a bespoke module. It is far from being a conventional module, but the impact and benefits to student learning and understanding are clear. © 2022, European Consortium for Political Research.","Employability; Learning; Politics in Action; Skills development; Teaching","","","","","","","","Advance H.E., Enterprise E.; Aronson L., Twelve tips for teaching reflection at all levels of medical education, Medical Teacher, 33, pp. 200-205, (2011); van Assendelft L., ‘City Council Meetings Are Cool”: Increasing Student Civic Engagement Through Service Learning, Journal of Political Science Education, 4, 1, pp. 86-97, (2008); Bacon E., Teaching applied politics: From employability to political imaginary, Politics, 38-1, pp. 94-108, (2018); Blair A., Sherrington P., Axford B., Curtis S., Huggins R., Marsh C., ‘Researchled placements in politics: A new approach?’, European Political Science, pp. 1-7, (2008); Blair A., Making and remaking the political: Lessons from the US experience of civic and political engagement in the teaching of political science, Politics, 37, 4, (2017); Education and learning for the modern world - CBI/Pearson Education and Skills Survey report 2019 (Pearson), available at, (2019); Curtis S., Blair A., Experiencing politics in action: widening participation in placement learning and politics as a vocation, Journal of Political Science Education, 6-4, pp. 369-439, (2010); Curtis S., Axford B., Blair A., Gibson C., Huggins R., Sherrington P., The profession: making short politics placements work’ Politics, 29, pp. 62-70, (2009); Curtis S., Blair A., Axford B., Gibson C., Huggins R., Sherrington P., Rethinking placement learning for politics and international relations, The Scholarship of Engagement for Politics Placement Learning, Citizenship and Employability C-SAP, pp. 31-58, (2010); David M., Maurer H., Reclaiming agency: skills, academics and students in the Social Sciences, European Political Science, (2021); Harvey L., Defining and measuring employability, Quality in Higher Education, 7-2, pp. 97-109, (2001); Harvey M., Lloyd K., McLachlan K., Semple A., Walkerden G., Reflection for Learning: A scholarly practice guide for educators, Advance HE, (2020); Hillage J., Pollard E., (1998); Humphreys M., Developing an educational framework for the teaching of simulation within nurse education, Open Journal of Nursing, 3-4, pp. 363-371, (2013); Johnson L., The relevance of school to career: a study in student awareness, Journal of Career Development, 26-4, pp. 263-276, (2000); Jones A., Teaching citizenship?, Teaching Public Administration, 27-2, pp. 1-13, (2007); Jones A., Lishman R.; Jones A., ‘Teaching after Covid’ EURA Conversations #32, (2021); Mansoor B., Dean J., Employability skills as perceived by employers and university faculty in the fields of human resource development (HRD) for entry level graduate jobs, Journal of Human Resource and Sustainability Studies, 4-1, pp. 39-49, (2016); Subject benchmark statement: Politics and international relations quality assurance agency, (2019); Goals U.N.S.D.; Statham A., Scullion J., assessing students’ reflections on work-placed modules, European Political Science, 16, pp. 148-158, (2017)","A. Jones; Department of Humanities and Performing Arts, De Montfort University, Leicester, United Kingdom; email: anjones@dmu.ac.uk","","Palgrave Macmillan","","","","","","16804333","","","","English","Eur. Polit. Sci.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85142438628"
"Sánchez-Hernández M.I.; Maldonado-Briegas J.J.","Sánchez-Hernández, M. Isabel (37116145300); Maldonado-Briegas, Juan José (57196342892)","37116145300; 57196342892","The EntreComp Framework in Practice: A Case Study Linking Employability, Entrepreneurship, and Regional Development","2023","Sustainability (Switzerland)","15","15","12022","","","","0","10.3390/su151512022","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85167883343&doi=10.3390%2fsu151512022&partnerID=40&md5=775d17a421779139a18d38dbb6c1cc96","Faculty of Economics and Business Sciences, University of Extremadura, Ave. Elvas s/n, Badajoz, 06006, Spain","Sánchez-Hernández M.I., Faculty of Economics and Business Sciences, University of Extremadura, Ave. Elvas s/n, Badajoz, 06006, Spain; Maldonado-Briegas J.J., Faculty of Economics and Business Sciences, University of Extremadura, Ave. Elvas s/n, Badajoz, 06006, Spain","The objective of this study is to explore the interconnections among three pertinent topics in contemporary public policy, particularly within the European context: employability, entrepreneurship, and regional development. Initially, we conduct a bibliometric analysis to identify the primary trends in this field. Subsequently, we present and analyze a case study, namely the Innovation and Talent Retour Program (PIRT 2022), which is a public initiative aimed at attracting university graduates with prior international experience. This program is part of the Entrepreneurial Culture Programs offered by the Autonomous Community of Extremadura, located in Spain. By employing a questionnaire based on the EntreComp framework and involving a sample of university graduates’ beneficiaries of the program, we validate the measurement scale and investigate whether this project contributes to the development of entrepreneurial competencies among the participants. The insights gained from the obtained results inform future programs within the region, as well as other regions undergoing similar processes. This study delves into the theoretical and practical aspects of the role played by universities as key agents in fostering the sustainability of their respective territories. It is concluded that higher education must even assume a more proactive role in the future concerning the employability of its graduates and the overall development of the surrounding region in which it is located. © 2023 by the authors.","employability; EntreComp; entrepreneurship; environment; Extremadura; higher education; inclusive education; regional development; responsible growth; university","Extremadura; Spain; employment; entrepreneur; higher education; regional development; sustainability","","","","","Empresa-Sociedad Foundation; Fundación Universidad-Sociedad de la Universidad de Extremadura—Proyecto Repensar Extremadura; University-Society Foundation of the University of Extremadura; European Commission, EC; Federación Española de Enfermedades Raras, FEDER, (SEJ021); Junta de Extremadura; Universidad de Extremadura, UEx","Funding text 1: The authors acknowledge the support received by Junta de Extremadura, the Empresa-Sociedad Foundation, the University of Extremadura, and the European Union. ; Funding text 2: This research was funded by the Regional Government of Extremadura (Junta de Extremadura) and the European Union (FEDER “a way of making Europe”) supporting the Research Group SEJ021 and the APC was funded by the University-Society Foundation of the University of Extremadura (Fundación Universidad-Sociedad de la Universidad de Extremadura—Proyecto Repensar Extremadura).","Bojadjieva D.M., Cvetanoska M., Kozheski K., Mujcinovic A., Gasparovic S., The impact of education on youth employability: The case of selected Southeastern European countries, Youth Soc, 54, pp. 29S-51S, (2022); Huggins R., Thompson P., Entrepreneurship, innovation, and regional growth: A network theory, Small Bus. Econ, 45, pp. 103-128, (2015); Shafiu A.M., Manaf H.A., Muslim S., Utilization entrepreneurship for job creation, poverty reduction and national development, J. Soc. Sci. Res, 6, pp. 97-102, (2020); Iacobucci D., Perugini F., Entrepreneurial ecosystems and economic resilience at local level, Entrep. Reg. Dev, 33, pp. 689-716, (2021); Pike A., Rodriguez-Pose A., Tomaney J., Local and Regional Development, (2016); Jovovic R., Draskovic M., Delibasic M., Jovovic M., The concept of sustainable regional development–institutional aspects, policies, and prospects, J. Int. Stud, 10, pp. 255-266, (2017); Fratesi U., Perucca G., EU regional development policy and territorial capital: A systemic approach, Pap. Reg. Sci, 98, pp. 265-281, (2019); McCann P., Ortega-Argiles R., Smart specialization, regional growth and applications to European Union cohesion policy, Reg. Stud, 49, pp. 1291-1302, (2015); Encuesta de Población Activa/Active Population Survey, (2022); Navarro Valverde F., Depopulation and aging in rural areas in the European Union: Practices starting from the LEADER approach, Perspect. Rural Dev, 3, pp. 223-252, (2019); Barth M., Godemann J., Rieckmann M., Stoltenberg U., Developing Key Competencies for Sustainable Development in Higher Education, Int. J. Sustain. High. Educ, 8, pp. 416-430, (2007); Lozano R., Ceulemans K., Alonso-Almeida M., Huisingh D., Lozano F.J., A Review of Commitment and Implementation of Sustainable Development in Higher Education: Results from a Worldwide Survey, J. Clean. Prod, 108, pp. 1-18, (2015); Tassone V.C., O'Mahony C., McKenna E., Eppink H.J., Wals A.E., (Re-)designing higher education curricula in times of systemic dysfunction: A responsible research and innovation perspective, High. Educ, 76, pp. 337-352, (2018); Howaniec H., Karyy O., Pawliczek A., The Role of Universities in Shaping Talents—The Case of the Czech Republic, Poland and Ukraine, Sustainability, 14, (2022); Leko Simic M., Sharma E., Kadlec Z., Students’ Perceptions and Attitudes toward University Social Responsibility: Comparison between India and Croatia, Sustainability, 14, (2022); Mrzyglocka-Chojnacka J., Rynca R., Using a Multi-Criteria Ranking Method to Assess Factors Influencing the Implementation of Sustainable Development at Higher Educational Institutions, Sustainability, 15, (2023); Gamoran A., Advancing institutional change to encourage faculty participation in research-practice partnerships, Educ. Policy, 37, pp. 31-55, (2023); Mulder P., Van Den Bergh J.C., Evolutionary economic theories of sustainable development, Growth Change, 32, pp. 110-134, (2001); Price E.A.C., White R.M., Mori K., Longhurst J., Baughan P., Hayles C.S., Gough G., Priest C., Supporting the role of universities in leading individual and societal transformation through education for sustainable development, Discov. Sustain, 2, (2021); Shi L., Han L., Yang F., Gao L., The Evolution of Sustainable Development Theory: Types, Goals, and Research Prospects, Sustainability, 11, (2019); Haski-Leventhal D., The Purpose-Driven University: Transforming Lives and Creating Impact through Academic Social Responsibility, (2020); Van Eck N.J., Waltman L., Visualizing bibliometric networks, Measuring Scholarly Impact: Methods and Practice, pp. 285-320, (2014); Suarez Lantaron B., Empleabilidad: Análisis del concepto, Rev. Investig. Educ, 14, pp. 67-84, (2016); Bell R., Unpacking the link between entrepreneurialism and employability: An assessment of the relationship between entrepreneurial attitudes and likelihood of graduate employment in a professional field, Educ. Train, 58, pp. 2-17, (2016); Pardo-Garcia C., Barac M., Promoting employability in higher education: A case study on boosting entrepreneurship skills, Sustainability, 12, (2020); Tentama F., Yusantri S., The Role of Entrepreneurial Intention in Predicting Vocational High School Students’ Employability, Int. J. Eval. Res. Educ, 9, pp. 558-563, (2020); Leydesdorff L., The New Communication Regime of University-Industry-Government Relations, Universities and the Global Knowledge Economy: A Triple Helix of University-Industry-Government Relations, pp. 106-117, (1997); Buligina I., Sloka B., Dzelme J., Tora G., Triple Helix for VET: New Challenges for Public Administration in Latvia, Econ. Sci. Rural Dev, 35, pp. 217-225, (2014); Krizanovic K., Lubar H.M., Gajos M., Importance of triple (quadruple) helix concept for regional development–case study: Faculty of economics in Osijek, Econ. East. Croat. Yesterday Today Tomorrow, 3, pp. 636-646, (2014); Lado-Sestayo R., Neira-Gomez I., Chasco-Yrigoyen C., Entrepreneurship at Regional Level: Temporary and Neighborhood Effects, Entrep. Res. J, 7, (2017); Danciulescu A.G., Regional economic development in Romania from the perspective of unemployment-disparities in NUTS level II, Proceedings of the 28th International Scientific Conference on Economic and Social Development, pp. 26-35; Lysenko T., Wang Q., College location and labor market outcomes for STEM graduates in the US, GeoJournal, 88, pp. 1469-1491, (2022); Crepon B., Van Den Berg G.J., Active labor market policies, Annu. Rev. Econ, 8, pp. 521-546, (2016); Karasova K., Balaz V., Chrancokova M., Active labour market policies in Slovakia in 2007–2017, Proceedings of the 35th International Scientific Conference on Economic and Social Development–Sustainability from an Economic and Social Perspective, pp. 369-379; Udrea G., Stefanita O., Mobility and youth employment in the EU. Addressing Romanian students’ perspectives about future careers abroad, Proceedings of the 9th International Conference on Entrepreneurship, Innovation and Regional Development (ICEIRD), pp. 413-434; Villas Boas Mello J.A., Guimaraes Jorge Pinto B., Ribeiro Mello A.J., SWOT analysis and GUT matrix for business management and problem solving: An application in a Brazilian case-study, Cuad. Gestión, 22, pp. 81-93, (2022); Villegas Pinuer F., Valenzuela-Fernandez L., Llonch Andreu J., Lopez Belbeze P., Environmental sustainability and their factors in SMEs: A multiple case study of Spain and Chile, Cuad. Gestión, 22, pp. 35-50, (2022); Johansson R., On case study methodology, Open House Int, 32, pp. 48-54, (2007); Bacigalupo M., Kampylis P., Punie Y., Van den Brande G., EntreComp: The Entrepreneurship Competence Framework, 10, (2016); Morselli D., Gorenc J., Using the EntreComp framework to evaluate two entrepreneurship education courses based on the Korda Method, Int. J. Manag. Educ, 20, (2022); Joensuu-Salo S., Viljamaa A., Varamaki E., Testing the EntreComp framework and its relation to start-up behaviour in seven European countries, J. Small Bus. Enterp. Dev, 29, pp. 920-939, (2022); Ratiu A., Maniu I., Pop E.L., EntreComp Framework: A Bibliometric Review and Research Trends, Sustainability, 15, (2023); Farhangmehr M., Goncalves P., Sarmento M., Predicting entrepreneurial motivation among university students: The role of entrepreneurship education, Educ. Train, 58, pp. 861-881, (2016); Kim M., Park M.J., Entrepreneurial education program motivations in shaping engineering students’ entrepreneurial intention: The mediating effect of assimilation and accommodation, J. Entrep. Emerg. Econ, 11, pp. 328-350, (2019); Sanchez-Hernandez M.I., Maldonado-Briegas J.J., Sustainable entrepreneurial culture programs promoting social responsibility: An European regional experience, Sustainability, 11, (2019); Lizzio A., Wilson K., Action learning in higher education: An investigation of its potential to develop professional capability, Stud. High. Educ, 29, pp. 469-488, (2004); Baena-Luna P., Garcia-Rio E., Monge-Aguero M., Entrecomp: Marco competencial para el emprendimiento. Una revisión sistemática de la literatura sobre su uso y aplicación, Inf. Tecnológica, 31, pp. 163-172, (2020); Seikkula-Leino J., Salomaa M., Jonsdottir S.R., McCallum E., Israel H., EU policies driving entrepreneurial competences—Reflections from the case of EntreComp, Sustainability, 13, (2021); Fayolle A., Gailly B., The impact of entrepreneurship education on entrepreneurial attitudes and intention: Hysteresis and persistence, J. Small Bus. Manag, 53, pp. 75-93, (2015); Abad-Segura E., Gonzalez-Zamar M.D., Effects of Financial Education and Financial Literacy on Creative Entrepreneurship: A Worldwide Research, Educ. Sci, 9, (2019); Hair J., Joseph F., Hult GT M., Ringle C., Sarstedt M., A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM), (2017)","M.I. Sánchez-Hernández; Faculty of Economics and Business Sciences, University of Extremadura, Badajoz, Ave. Elvas s/n, 06006, Spain; email: isanchez@unex.es","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85167883343"
"Kandati S.C.; Govindaraj M.","Kandati, Sai Chandu (58609535400); Govindaraj, Manoj (58658659900)","58609535400; 58658659900","IMPACT OF RECRUITMENT TRAINING SKILLS OF EMPLOYABILITY OF MANAGEMENT GRADUATES IN RAYALASEEMA REGION; [IMPACTO DAS COMPETÊNCIAS DE FORMAÇÃO DE RECRUTAMENTO DA EMPREGABILIDADE DE GRADUADOS EM GESTÃO NA REGIÃO DE RAYALASEEMA]","2023","Journal of Law and Sustainable Development","11","6","e01194","","","","0","10.55908/sdgs.v11i6.1194","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85171787315&doi=10.55908%2fsdgs.v11i6.1194&partnerID=40&md5=a7e53ecfb8c155178ed2517cad5e27b7","Department of Business Administration, Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology, India; Department of Management, Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology, India","Kandati S.C., Department of Business Administration, Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology, India; Govindaraj M., Department of Management, Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology, India","Objective: The purpose of this paper is to identify the recruitment training aspects that may have an impact on the employability of private university management graduates in Hyderabad's Rayalaseema region. Method: The authors employed SEM analysis to assess the hypothesised connection that exists between each independent variable and the dependent one, using AMOS (24). The research has done on 270 management UG and PG students. Result: The result shows that recruitment training had moderate positive effect on employability of management graduates. The above outline provides a general structure for a research paper on the impact of recruitment training skills on the employability of management graduates in the Rayalaseema region. Conclusion: The findings of this research can provide valuable insights for educational institutions, policymakers, and recruiters to optimize recruitment training programs and improve the employability prospects of management graduates. The study investigates how recruitment training programs enhance job readiness, provide a competitive advantage, and increase the employability of management graduates. © 2023, FACMED - Faculty of Medical and Juridical Sciences. All rights reserved.","employability SEM analysis; placement; recruitment training","","","","","","","","Ambepitiya K., Employability of graduates of public and private management education institutes: a case study of two institutes in Sri Lanka, OUSL Journal, 11, pp. 113-134, (2016); Browne M.W., Cudeck R., Alternative ways of assessing model fit”, Sage Focuses Editions, Vol. 154, pp. 126-136. Cai, Y. (2013), “Graduate employability: a conceptual framework for understanding employers’ perceptions, 65, (1993); Chen Y., Graduate employability: the perspective of social network learning, EURASIA Journal of Mathematics Science and Technology Education, 13, 6, pp. 2567-2580, (2017); El Asri H., Retbi A., Bennani S., Knowledge-Enabled Building Information Modelling: A Framework for Improved Decision-Making, International Journal of Professional Business Review, 8, 6, (2023); Fenta H., Asnakew Z.S., Debele P.K., Nigatu S.T., Muhaba A.M., Analysis of supply side factors influencing employability of new graduates: a tracer study of Bahir Dar university graduates, Journal of Teaching and Learning for Graduate Employability, 10, 2, pp. 67-85, (2019); Guilbert L., Bernaud J., Gouvernet B., Rossier J., Employability: review and research prospects, International Journal for Educational and Vocational Guidance, 16, 1, pp. 69-89, (2016); Hesketh A., Recruiting an elite? 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"Fossatti P.; Chiappetta Jabbour C.J.; Ratten V.; Pereira G.M.; Borchardt M.; Milan G.S.; Eberle L.","Fossatti, Paulo (55353174800); Chiappetta Jabbour, Charbel Jose (15757819200); Ratten, Vanessa (16307588600); Pereira, Giancarlo Medeiros (57668421900); Borchardt, Miriam (56227904900); Milan, Gabriel Sperandio (35786035300); Eberle, Luciene (55609016500)","55353174800; 15757819200; 16307588600; 57668421900; 56227904900; 35786035300; 55609016500","What do (should) we know to leverage students' employability and entrepreneurship? A systematic guide to researchers and managers","2023","International Journal of Management Education","21","2","100788","","","","6","10.1016/j.ijme.2023.100788","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148945590&doi=10.1016%2fj.ijme.2023.100788&partnerID=40&md5=db18c722776bd2e70c1a3fd8225380e5","Universidade La Salle, Canoas, Brazil; NEOMA Business School, France; La Trobe University, Australia; Universidade do Value do Rio dos Sinos, Brazil; Universidade de Santa Cruz do Sul, Brazil","Fossatti P., Universidade La Salle, Canoas, Brazil; Chiappetta Jabbour C.J., NEOMA Business School, France; Ratten V., La Trobe University, Australia; Pereira G.M., Universidade do Value do Rio dos Sinos, Brazil; Borchardt M., Universidade do Value do Rio dos Sinos, Brazil; Milan G.S., Universidade do Value do Rio dos Sinos, Brazil; Eberle L., Universidade de Santa Cruz do Sul, Brazil","The literature lacks a systemic view of what needs to be done by Higher Educational Institutions (HEIs) to leverage student entrepreneurship and employability. In order to understand these issues, this study reviewed existing literature in order to understand the impacts and influences of student's employability and entrepreneurship. The results indicate “what we know” regarding entrepreneurship and employability leverage. Such requirements were codified in Companies, Students, HEIs, Courses, Educators, and Digital Resources. A second research stage focused on “what we need to know” about each requirement. Results pointed out gaps to be filled by future studies (considering stakeholder demands). Findings also suggest that researchers must help HEI managers improve their decisions. Among these decisions, we mention the leverage of entrepreneurship and employability in other areas of knowledge (in addition to business schools). The article concludes by stating some managerial, practical and theoretical implications derived from the literature review analysis as well as limitations and suggestions for future research. This will help to further clarify how student's employability can be enhanced through entrepreneurship education programs. © 2023 Elsevier Ltd","Education; Employability; Entrepreneurship; Future trends; Gig economy","","","","","","","","Ackerman D.S., Moriuchi E., Gross B.L., Princeton as Prada: College choice in the United States as luxury consumption for the extended self, Journal of Marketing for Higher Education, (2022); Ahmad Tajuddin S.N.A., Bahari K.A., al Majdhoub F.M., Balraj Baboo S., Samson H., The expectations of employability skills in the Fourth Industrial Revolution of the communication and media industry in Malaysia, (2022); Alawamleh M., Mahadin B.K., Will university internship secure you a job?: Interplaying factors from an emerging market perspective, Education and Training, 64, 4, pp. 491-515, (2022); Alcaide-Pulido P., Gutierrez-Villar B., Carbonero-Ruz M., Alves H., Four key variables for determining the image of higher education institutions: A cross-national analysis based on undergraduate students, Journal of Marketing for Higher Education, (2022); Almeida J., Daniel A.D., Figueiredo C., The future of management education: The role of entrepreneurship education and junior enterprises, International Journal of Management in Education, 19, 1, (2021); Alvesson M., Sandberg J., Generating research questions through problematization, Academy of Management Review, 36, 2, pp. 247-271, (2011); Andrade M.S., Workman L., Westover J.H., Current practices for community-based learning in schools of business, International Journal of Management in Education, 20, 1, (2022); Arksey H., O'Malley L., Scoping studies: Towards a methodological framework, International Journal of Social Research Methodology: Theory and Practice, 8, 1, pp. 19-32, (2005); Ashiru F., Whitfield I., Warwick P., Business school capital and study choices in undergraduate education: A student-centred approach, International Journal of Management in Education, 20, 2, (2022); Badri R., Hachicha N., Entrepreneurship education and its impact on students' intention to start up: A sample case study of students from two Tunisian universities, International Journal of Management in Education, 17, 2, pp. 182-190, (2019); Banwait K.S., Hancock C., Post browne review: A reflective analysis of marketisation dilemmas of senior managers in English universities, Journal of Marketing for Higher Education, (2021); Bennett D., Ananthram S., Lindsay S., Benati K., Jevons C., Employability beliefs of business students by gender and year of study: Implications for higher education, International Journal of Management in Education, 20, 2, (2022); Bodolica V., Spraggon M., Incubating innovation in university settings: Building entrepreneurial mindsets in the future generation of innovative emerging market leaders, Education and Training, 63, 4, pp. 613-631, (2021); Bodolica V., Spraggon M., Badi H., Extracurricular activities and social entrepreneurial leadership of graduating youth in universities from the Middle East, International Journal of Management in Education, 19, 2, (2021); Borglund T., Prenkert F., Frostenson M., Helin S., du Rietz S., External facilitators as ‘Legitimizers’ in designing a master's program in sustainable business at a Swedish business school – a typology of industry collaborator roles in RME, International Journal of Management in Education, 17, 3, (2019); Briner R.B., Denyer D., Systematic review and evidence synthesis as a practice and scholarship tool, (2012); Burvill S., Owens S., Organ K., The digital explosion: It's impact on international student achievement, International Journal of Management in Education, 20, 1, (2022); Campos Retana R., Rodriguez-Lluesma C., Overcoming boundaries between companies and business schools: The case of customized executive programs, International Journal of Management in Education, 20, 1, (2022); Chang J.C., Shih H.F., Liao F.R., The impact of industry-oriented capstone courses on the employability of EECS students in technological universities, Education and Training, 64, 2, pp. 290-303, (2022); Chen S.H., Wang W.T., Lu C.T., Exploring the development of entrepreneurial identity in a learning-by-doing entrepreneurial project environment, Education and Training, 63, 5, pp. 679-700, (2021); Collins A., Simsek H., Takir A., Choosing a higher education destination: Marketing of where, why and how?, Journal of Marketing for Higher Education, (2022); Cualheta L.P., Abbad G.D.S., What does entrepreneurship education look like in Brazil? 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Ratten; La Trobe University, Australia; email: v.ratten@latrobe.edu.au","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","","Scopus","2-s2.0-85148945590"
"Cebola M.M.J.; Dos Santos N.R.; Dionísio A.","Cebola, Maria Manuela Jacob (57336680200); Dos Santos, Nuno Rebelo (57188763783); Dionísio, Andreia (6603427944)","57336680200; 57188763783; 6603427944","Worker-related ageism: a systematic review of empirical research","2023","Ageing and Society","43","8","","1882","1914","32","17","10.1017/S0144686X21001380","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118980501&doi=10.1017%2fS0144686X21001380&partnerID=40&md5=8896cd37b845df4dd867b5ca7310293d","CEFAGE, Escola de Ciências Sociais, Universidade de Évora, Évora, Portugal; Departamento de Psicologia, Escola de Ciências Sociais, Universidade de Évora, Évora, Portugal","Cebola M.M.J., CEFAGE, Escola de Ciências Sociais, Universidade de Évora, Évora, Portugal; Dos Santos N.R., Departamento de Psicologia, Escola de Ciências Sociais, Universidade de Évora, Évora, Portugal; Dionísio A., CEFAGE, Escola de Ciências Sociais, Universidade de Évora, Évora, Portugal","With the demographic and workforce ageing, ageism has been reflected in the work context. Ageism can be defined as stereotypes, prejudice and/or age-based discrimination. It is a form of devaluation and non-inclusion of workers, which materialises in a decent work deficit. It affects workers and organisations. The present literature review aims to provide a comprehensive and accurate picture of empirical research on worker-related ageism. We searched the word ageism in the title or abstract of articles indexed in the EBSCOhost and Web of Science. Fifty-eight peer-reviewed articles were retrieved (March 2020). Some of these articles report more than one empirical study. Thirty-two articles include quantitative design studies, 20 qualitative design, three mixed methods, two experimental and three instrument development and/or validation. The focus of the studies is mostly about negative ageism on older workers. The main findings present several facets of ageism and show different experiences, whether implicit or explicit. Ageism acts in a plurality of aspects, such as obstacles in the hiring process, employability and performance evaluation of older workers. We found research gaps such as determinants and interventions aiming at ageism prevention and proposed corresponding future research.  Copyright © 2021 The Author(s).","ageism; employees; labour market; workers; workforce; workplace","ageism; empirical analysis; labor market; literature review; qualitative analysis; workplace; ageism; aging; demography; empirical research; empiricism; employability; employee; human; job market; organization; quantitative analysis; review; stereotypy; systematic review; Web of Science; worker; workforce; workplace","","","","","","","Ahmed A.M., Andersson L., Hammarstedt M., Does age matter for employability? 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Cebola; CEFAGE, Escola de Ciências Sociais, Universidade de Évora, Évora, Portugal; email: mmjcebola@gmail.com","","Cambridge University Press","","","","","","0144686X","","","","English","Ageing Soc.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85118980501"
"Algryani A.; Al Jardani K.S.","Algryani, Ali (57870224000); Al Jardani, Khalid Salim (56946791600)","57870224000; 56946791600","Email Literacy in Higher Education Institutions: A Case Study on Student-Instructor Email Communication at Dhofar University in Oman","2023","World Journal of English Language","13","6","","549","558","9","0","10.5430/wjel.v13n6p549","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85171793827&doi=10.5430%2fwjel.v13n6p549&partnerID=40&md5=af6ca86a40b5d93ea73e1dd19fefbce9","Dhofar University, Salalah, Oman; The Libyan Academy for Postgraduate Studies, Tripoli, Libya; A‟Sharqiyah University, Quality Assurance and Accreditation Department, Ibra, Oman","Algryani A., Dhofar University, Salalah, Oman, The Libyan Academy for Postgraduate Studies, Tripoli, Libya; Al Jardani K.S., A‟Sharqiyah University, Quality Assurance and Accreditation Department, Ibra, Oman","Email is one of the means via which students in higher education institutions (HEIs) liaise with instructors to enquire about course materials, assignments, upcoming assessments and seek advice on personal or academic matters. The current study is an attempt to investigate student-instructor email communication focusing on the problematic aspects in students‟ emails that affect the process of communication. The study is based on the analysis of one-hundred email messages composed and sent by undergraduate students to their instructors at Dhofar University in Oman. It is concluded that student email messages are often characterized by lack email etiquette rules, linguistic inaccuracies and traits of texting and instant messaging mediums. Several student messages, for instance, lack proper email layout and contain grammar, spelling and punctuation mistakes, indicating that reviewing emails before sending them to teachers does not take place. In addition, informal features such as use of informal vocabulary, excessive use of punctuation marks, non-standard spelling, emojis and emoticons, which reflect unawareness of formality, professionalism and university setting etiquette, are noticeable in students‟ email messages. Therefore, pedagogical intervention with respect to acquisition of skills required for writing and perceiving emails is recommended. Education and guidance on the conventions governing email communication can help students communicate more effectively and professionally via email in HEIs, which will promote not only decent practices but also future employability opportunities. © 2022 Sociedad Española de Cardiología. Published by Permanyer Publications.","email communication; email etiquette; higher education; Oman; professionalism","","","","","","","","Aguilar-Roca N., Williams A., Warrior R., O‟Dowd D., Two Minute Training in Class Significantly Increases the Use of Professional Formatting in Student to Faculty Email Correspondence, International Journal for the Scholarship of Teaching and Learning, 3, 1, pp. 1-15, (2009); Al-Jardani K. S., English Education Policy in Oman, English Language Education Policy in the Middle East and North Africa, (2017); Al-Momani D., The Language of E-mail in Higher Education in Jordan: A Case Study, Journal of Literature, Languages and Linguistics, 26, pp. 121-126, (2016); Al-Sayyed S., Rabaah G., Email Greeting and Farewell Formulas in English and Arabic: A Contrastive Study, International Journal of Innovation, Creativity and Change, 14, 5, pp. 267-291, (2020); Androutsopoulos J., Introduction: Sociolinguistics and computer-mediated communication, Journal of Sociolinguistics, 10, 4, pp. 419-438, (2006); Baron N., Alphabet to Email: How Written English Evolved and Where It’s Heading, (2000); Baron N., Always on: Language in an Online and Mobile World, (2008); Biesenbach-Lucas S., Students Writing Emails to Faculty: An Examination of E-Politeness Among Native and Non-Native Speakers of English, Language Learning & Technology, 11, 2, pp. 59-81, (2007); Cho T., Linguistic Features of Electronic Mail in the Workplace: A Comparison with Memoranda, Language@Internet, 7, (2010); Crystal D., Language and the Internet, (2001); Crystal D., Language and the Internet, (2006); Davidson G., Perfect Letters and Emails for All Occasions, (2010); Dresner E., Herring S. C., Functions of the Non-Verbal in CMC: Emoticons and Illocutionary Force, Communication Theory, 20, 3, pp. 249-268, (2010); Durscheid C., Frehner C., Email communication, Pragmatics of Computer-Mediated Communication, pp. 35-54, (2013); Frehner C., Email - SMS - MMS, The Linguistic Creativity of Asynchronous Discourse in the New Media Age, (2008); Gains J., Electronic Mail–A New Style of Communication or Just a New Medium?: An Investigation into the Text Features of E-mail, English for Specific Purposes, 18, 1, pp. 81-101, (1999); Haworth B., An Analysis of the Determinants of Student E-Mail Use, Journal of Education for Business, 75, 1, pp. 55-59, (1999); Herring S., A Faceted Classification Scheme for Computer-Mediated Discourse, Language@internet, 4, 1, pp. 1-37, (2007); Kelly L., Keaten J. A., Finch A., Reticent and Non‐Reticent College Students‟ Preferred Communication Channels for Interacting with Faculty, Communication Research Reports, 21, 2, pp. 197-209, (2004); Kim D., Yoon H. B., Yoo D., Lee S., Jung H., Kim S. J., Shin J., Lee S., Yim J., Etiquette for medical students‟ email communication with faculty members: a single-institution study, BMC Medical Education, 16, 129, pp. 1-11, (2016); Lewin-Jones J., Mason V., Understanding style, language and etiquette in email communication in higher education: a survey, Research in Post-Compulsory Education, 19, 1, pp. 75-90, (2014); Li L., Email: a challenge to standard English?, English Today, 16, 4, pp. 23-29, (2000); Petrie H., Writing in cyberspace: A study of the uses, style and content of email, (1999); Raman M., Sharama S., Technical Communication Principles and Practice, (2015); Thurlow C., Language and the Internet, The Concise Encyclopedia of Sociolinguistics, pp. 287-289, (2001); Trask R. L., How to Write Effective Emails, (2005); Waldvogel J., Greetings and Closings in Workplace Email, Journal of Computer-Mediated Communication, 12, 2, pp. 456-477, (2007); Whitmell C., Business Writing Essentials; how to write letters, reports and emails, (2014)","","","Sciedu Press","","","","","","19250703","","","","English","World J. English Lang.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85171793827"
"Grosemans I.; De Cuyper N.; Forrier A.; Vansteenkiste S.","Grosemans, Ilke (56491156600); De Cuyper, Nele (8355522100); Forrier, Anneleen (6508172969); Vansteenkiste, Sarah (55631581900)","56491156600; 8355522100; 6508172969; 55631581900","Graduation is not the end, it is just the beginning: Change in perceived employability in the transition associated with graduation","2023","Journal of Vocational Behavior","145","","103915","","","","2","10.1016/j.jvb.2023.103915","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172217102&doi=10.1016%2fj.jvb.2023.103915&partnerID=40&md5=1320edcdc8227af245bda57b3520c81c","Work and Organizational Psychology, Open Universiteit, Netherlands; Occupational & Organizational Psychology and Professional Learning, KU Leuven, Belgium; Work and Organisation Studies, KU Leuven, Belgium","Grosemans I., Work and Organizational Psychology, Open Universiteit, Netherlands, Occupational & Organizational Psychology and Professional Learning, KU Leuven, Belgium; De Cuyper N., Occupational & Organizational Psychology and Professional Learning, KU Leuven, Belgium; Forrier A., Work and Organisation Studies, KU Leuven, Belgium; Vansteenkiste S., Work and Organisation Studies, KU Leuven, Belgium","Graduate employability has attracted considerable attention, unsurprisingly so: The transition associated with graduation presents a series of strong events, that is likely to produce change in employability. We focus on perceived employability (i.e., the individual's appraisal of available employment opportunities). Change in perceived employability in the transition after graduation is sometimes hinted at, yet seldom tested: Positive change is expected, based on the idea that employability-enhancement in university broadens employment opportunities. While this may be true on average, there could be heterogeneity. In response, we tested heterogeneous change in perceived employability among university graduates using a longitudinal three-wave design and among three cohorts of graduates (N2016 = 581; N2017 = 547; N2020 = 339). The pattern of results is as follows. First, perceived employability on average increased after graduation, and in the same way in the three cohorts. Second, change is heterogeneous along three change profiles: one profile perceives themselves as highly employable at the start and becomes slightly more employable (49.6 %), a second profile starts at medium levels and also becomes more employable (38.1 %), and a third profile starts at lower levels and remains stable (12.3 %), with a widening gap with the other profiles over time. Third, profiles were similar across cohorts: Our findings are not sample-specific and thus robust. Fourth, the profiles are connected to labor market outcomes (employment status, job satisfaction, education-job fit). These findings are novel to the employability field in terms of unravelling heterogeneous dynamics, and its replication attests to the robustness of the findings. © 2023 The Authors","Graduates; Latent class growth analyses; Perceived employability; School-to-work transition","","","","","","Interne Fondsen KU Leuven, (C24M/19/012, PDM/19/049); Interne Fondsen KU Leuven/Internal Funds KU Leuven","Funding text 1: This work was supported by Interne Fondsen KU Leuven/Internal Funds KU Leuven [PDM/19/049; C24M/19/012].; Funding text 2: This work was supported by Interne Fondsen KU Leuven / Internal Funds KU Leuven [ PDM/19/049 ; C24M/19/012 ]. 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Grosemans; Heerlen, Valkenburgerweg 177, 6419 AT, Netherlands; email: ilke.grosemans@ou.nl","","Academic Press Inc.","","","","","","00018791","","JVBHA","","English","J. Vocat. Behav.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85172217102"
"Striolo A.; Jones A.; Styan C.","Striolo, Alberto (6602824221); Jones, Adrian (57194246995); Styan, Craig (57204205089)","6602824221; 57194246995; 57204205089","The effectiveness of an interdisciplinary postgraduate-taught program in terms of employability","2023","Education for Chemical Engineers","45","","","1","10","9","0","10.1016/j.ece.2023.06.006","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165086736&doi=10.1016%2fj.ece.2023.06.006&partnerID=40&md5=36ebefd61058a0d495fbd8381cbbe8bd","Department of Chemical Engineering, University College London, School of Chemical, Biological and Materials Engineering, University of Oklahoma, United States; Department of Earth Sciences, University College London, United Kingdom; UniSA STEM, University of South Australia, Australia","Striolo A., Department of Chemical Engineering, University College London, School of Chemical, Biological and Materials Engineering, University of Oklahoma, United States; Jones A., Department of Earth Sciences, University College London, United Kingdom; Styan C., UniSA STEM, University of South Australia, Australia","The business sustainability of technological companies such as those operating in the extractive sector requires multi-faceted talented individuals able to invent and deploy cutting-edge technologies, minimize environmental footprint, secure financial stability, achieve and maintain the social license to operate, among other challenges. These requirements echo those needed for addressing grand challenges such as the Sustainable Development Goals presented by the United Nations. However, traditional educational programmes are structured within the silos of well-defined academic disciplines. This lag between industrial need of individuals proficient in a variety of disciplines, and the professional figures prepared by most academic establishments could be due to a combination of several factors, including (a) the difficulty of offering programmes that require expertise from across several academic departments, and in some cases universities; (b) the perceived lack of interest among students for learning about interdisciplinary challenges; and (c) the possibility that graduates from interdisciplinary programs might not be easily hired by corporations operating in related disciplines. Reflecting on the efforts required to establish the postgraduate masters’ program in ‘Global Management of Natural Resources’ (GMNR), we suggest a possible pathway to overcome the first of these hurdles. After five years of offering the GMNR program, we assess the latter two perceived hurdles using the responses to a questionnaire distributed among the graduates. In particular, we quantify whether the graduates have experienced benefits or hurdles in their professional careers directly related to their graduation from an interdisciplinary program. The results could help the community develop and when necessary improve interdisciplinary programs, which could allow industries to overcome their future challenges, and perhaps contribute to achieve the UN Sustainable Development Goals. © 2023 The Authors","Earth Resources; Environmental Stewardship; Social Acceptability; Sustainability","C (programming language); Employment; Environmental technology; Business sustainability; Cutting edge technology; Earth's resources; Environmental footprints; Environmental stewardship; Financial stability; Global management; Interdisciplinary programs; License to operate; Social acceptability; Sustainable development","","","","","GMNR; University College London, UCL; European Commission, EC, (640979, 764810); Horizon 2020","Funding text 1: The Authors are grateful to all the students who enrolled and graduated from the GMNR programme at UCL. Special thanks go to Dr Simon Banks, Faculty Tutor within the Faculty of Engineering Sciences, who was instrumental for launching the GMNR programme. The GMNR programme was supported by two Horizon 2020 consortia: ShaleXenvironmenT and Science4CleanEnergy, funded by the European Commission under grants No. 640979 and 764810 , respectively. ; Funding text 2: The Authors are grateful to all the students who enrolled and graduated from the GMNR programme at UCL. Special thanks go to Dr Simon Banks, Faculty Tutor within the Faculty of Engineering Sciences, who was instrumental for launching the GMNR programme. The GMNR programme was supported by two Horizon 2020 consortia: ShaleXenvironmenT and Science4CleanEnergy, funded by the European Commission under grants No. 640979 and 764810, respectively.","Apostel L., (1972); Barber J.P., King P.M., Magolda M.B.B., Long strides on the journey toward self-authorship: substantial developmental shifts in college students' meaning making, J. High. 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Skills Work-Based Learn, 10, pp. 467-479, (2020); Ryan A.M., Bank C.-G., The need for geoethics awareness from a canadian perspective, Geosciences, (2017); Spelt E.J.H., Biemans H.J.A., Tobi H., Luning P.A., Mulder M., Teaching and learning in interdisciplinary higher education: a systematic review, Educ. Psychol. Rev., 21, pp. 365-378, (2009); Striolo A., Huang S.S., Upcoming transformations in integrated energy/chemicals sectors: some challenges and several opportunities, J. Phys. Chem. C, 126, pp. 21527-21541, (2022); Townsend T., Pisapia J., Razzaq J., Fostering interdisciplinary research in universities: a case study of leadership, alignment and support, Stud. High. Educ., 40, pp. 658-675, (2015); Ullough T., Taktak D., (2015); (2017); (2021); Van Noorden R., Interdisciplinary research by the numbers, Nature, 525, pp. 306-307, (2015); Vanderzalm J., Page D., Regel R., Ingleton G., Nwayo C., Gonzalez D., Nutrient transformation and removal from treated wastewater recycled via aquifer storage and recovery (ASR) in a carbonate aquifer, Water Air Soil Pollut., 231, (2020); Viseu A., Integration of social science into research is crucial, Nature, 525, (2015); Weingart P., Padberg B., University Experiments in Interdisciplinarity: Obstacles and Opportunities, (2014); Zandvoort H., Borsen T., Deneke M., Bird S., Editors' overview perspectives on teaching social responsibility to students in science and engineering, Sci. Eng. Ethics, 19, pp. 1413-1438, (2013); Zhao X.-G., Feng T.-T., Dilemma and strategy of biomass power generation industry development in China: A perspective of industry chain, J. Fundam. Renew. Energy J. Appl., 4, (2014)","A. Striolo; Department of Chemical Engineering, University College London, School of Sustainable Chemical, Biological and Materials Engineering, University of Oklahoma, United States; email: astriolo@ou.edu","","Elsevier B.V.","","","","","","17497728","","","","English","Educ. Chem. Eng.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85165086736"
"Al-Shammari E.T.","Al-Shammari, Eiman Tamah (25921742000)","25921742000","INDUSTRY-UNIVERSITY ENGAGEMENT, INFLUENCE, AND BENEFITS: COMPUTING JOB MARKET IN KUWAIT","2023","Journal of Theoretical and Applied Information Technology","101","15","","6228","6239","11","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172771761&partnerID=40&md5=07b93d4b5b00d7dc7fc4bf972bca1ca9","Kuwait University, College of Life Sciences, Department of Information Sciences, Kuwait","Al-Shammari E.T., Kuwait University, College of Life Sciences, Department of Information Sciences, Kuwait","Due to increasing competition among the IT sector in Kuwait it has become difficult for fresh graduates to find a steady and inspiring positions at private organizations. Employer's demand updated cognitive skills which the universities have failed to provide. Thus, the new job trend has encouraged a strategic collaboration between industries and academic schools. This study attempts to reconfirm the same. Through the set of questionnaires, we intend to find the opinions of fresh graduates regarding their employment scope. Also, whether companies' strong associations can influence employment opportunity. To establish reliability, Cronbach's coefficient alpha (α) was employed to analyse the measure's internal consistency. The reliability of the questionnaires was assessed using the partial least squares regression (PLS) approach. To assess the data and validate the hypotheses, a structural equation model (SEM) was used. Out of all the 4-hypothesis postulated. Our data also indicated that the level of collaboration between Kuwaiti Universities and industries and corporations is not so strong. In conclusion, focus needs to be on increasing collaboration between university and corporates sector. This will have a positive influence on Opinion and hiring strategy. © 2023 Little Lion Scientific.","Academia-Industry; Computing; Employability Skills; Higher Education; IT; Job Market; School-Industry Collaboration","","","","","","","","Ahmad K., Zainal N. F. A., Idris S., Rahmat M., Relationship between employability and program outcomes achievement, Procedia-Social and Behavioral Sciences, 59, pp. 254-263, (2012); Draganova A., Doran P., ANALYSIS OF UNIVERSITY-INDUSTRY RELATIONS, (2011); Yu L., Zhang J., Wang R., Cui K., Exploration and Practice of Talent Training Mode of"" Person-Vocation Fit and Classification Training"": Taking the Internet of Things Engineering Major of Guangdong University of Science and Technology as An Example, International Journal of Education and Humanities, 4, 3, pp. 15-19, (2022); Pai P. S., Regulating Industry Projects of M. Pharm Students-Need of the Hour, Journal of Pharmaceutical Research, 15, 2, pp. 26-27, (2016); Cronbach L. J., Coefficient alpha and the internal structure of tests, psychometrika, 16, 3, pp. 297-334, (1951); Nunnally J. C., Bernstein I. H., Psychological theory, (1994); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Tatham R.L., Multivariate Data Analysis, (2006); Fox J. P., Bayesian item response modeling: Theory and applications, (2010); Ramayah T., Yeap J. A., Ignatius J., An empirical inquiry on knowledge sharing among academicians in higher learning institutions, Minerva, 51, 2, pp. 131-154, (2013); Fornell C., Larcker D. F., Evaluating structural equation models with unobservable variables and measurement error, Journal of Marketing Research, 18, 1, pp. 39-50, (1981); Hair J. F., Anderson R. E., Tatham R. L., William C., Black (1998), Multivariate data analysis, (1998); Ringle C. M., Wende S., Will A., SmartPLS 2.0 (beta), (2005); Hoffmann A. O., Birnbrich C., The impact of fraud prevention on bank-customer relationships: An empirical investigation in retail banking, International Journal of Bank Marketing, 30, 5, pp. 390-407, (2012)","E.T. Al-Shammari; Kuwait University, College of Life Sciences, Department of Information Sciences, Kuwait; email: dr.eiman@ku.edu.kw","","Little Lion Scientific","","","","","","19928645","","","","English","J. Theor. Appl. Inf. Technol.","Article","Final","","Scopus","2-s2.0-85172771761"
"Widodo W.; Ciptaningsih E.M.S.S.","Widodo, Widodo (57218539730); Ciptaningsih, Eka Maya Sari Siswi (57986213900)","57218539730; 57986213900","How Do Employability, Personality, and Talent Management Affect Lecturers' Organizational Citizenship Behavior","2023","International Journal of Educational Methodology","9","3","","463","476","13","0","10.12973/ijem.9.3.463","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169694263&doi=10.12973%2fijem.9.3.463&partnerID=40&md5=9fe8e92456b24df73b1b750554925a46","Universitas Indraprasta PGRI, Indonesia; Bina Nusantara University, Indonesia","Widodo W., Universitas Indraprasta PGRI, Indonesia; Ciptaningsih E.M.S.S., Bina Nusantara University, Indonesia","Private universities in Indonesia need to urgently enhance the lecturers' organizational citizenship behavior (OCB), especially in overcoming a transition period of learning patterns after the COVID-19 pandemic from online to offline. Therefore, this research explores employability, personality, and talent management affect OCB and proves job involvement mediates employability, personality, and talent management influences OCB. It was conducted through a survey using a Likert scale questionnaire with 230 participants of lecturers from Indonesian private universities. Path analysis supplemented by descriptive and correlational analysis was used as a data analysis technique. The results showed that employability, personality, talent management, and job involvement significantly affect OCB. In addition, job involvement mediates employability, personality, talent management influences OCB. Therefore, a new empirical model regarding employability, personality, and talent management affect OCB with job involvement mediation was developed. Accordingly, researchers and practitioners can utilize for the model in their future activities. © 2023 The Author(s).","Employability; job involvement; OCB; personality; talent management","","","","","","","","Ahmed S. S., Khan M. M., Khan E., Sohail F., Mahmood N., Enhancing intellectual capital and organizational performance through talent management, The dynamics of intellectual capital in current era, pp. 205-220, (2021); Akinbobola O. I., Teluwo A., Mediatory influence of work engagement on employability skill and job innovativeness, International Journal of Applied Psychology, 8, 2, pp. 17-22, (2018); Al-Dalahmeh M., Heder-Rima M., Dajnoki K., The effect of talent management practices on employee turnover intention in the Information and Communication Technologies (ICTs) sector: Case of Jordan, Problems and Perspectives in Management, 18, 4, pp. 59-71, (2020); Alwi M., Wiyono B. B., Bafadal I., Imron A., The relationship between personality, attitude, and organizational citizenship behavior of senior high school teachers in Indonesia, International Journal of Instruction, 14, 2, pp. 345-368, (2021); Amalia L., Ramadani A., Bratakusumah D. S., Nurlinda R. A., The effect of work involvement and work satisfaction to employee turnover intentions in Indonesia: Case study in SCTV, Proceedings of the 1st International Conference on Recent Innovations (ICRI-2018), pp. 2763-2769, (2018); Andrew S. A., Leon-Cazares F., Mediating effects of organizational citizenship behavior on organizational performance: Empirical analysis of public employees in Guadalajara, Mexico, EconoQuantum, 12, 2, pp. 71-92, (2015); Andrews G., Russell M., Employability skills development: Strategy, evaluation, and impact, Higher Education, Skills and Work-Based Learning, 2, 1, pp. 33-44, (2012); Arifin M., Amali H., Puteri H. E., The determinant of organizational citizenship behavior and examining the mediating roles of job involvement: Survey on lecturers of higher education of the Ministry of Industry in Indonesia, Proceedings of the International Conference on Innovation in Research (ICIIR 2018) – Section: Economics and Management Science, pp. 155-162, (2019); Arifin M., Herri Amali, Elfindri H., Puteri H. E., Personality, grit and organizational citizenship behavior at vocational higher education: The mediating role of job involvement, Journal of Social Studies Education Research, 10, 2, pp. 168-187, (2019); Aval S. M., Keikha A., Haddadi E., Investigating the effect of organizational citizenship behavior (OCB) components on organizational agility, Interdisciplinary Journal of Education, 1, 2, pp. 59-67, (2017); Barron P., Education and talent management: Implications for the hospitality industry, International Journal of Contemporary Hospitality Management, 20, 7, pp. 730-742, (2008); Barsulai S. 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"He H.; Zhu J.; Qin C.; Li Y.","He, Hao (57210982273); Zhu, Jiawen (57855386700); Qin, Chao (57856009200); Li, Yangyang (58542039800)","57210982273; 57855386700; 57856009200; 58542039800","Are we ready for undergraduate educational technology programs? Lessons and experience from student satisfaction in China","2023","Educational Technology Research and Development","71","5","","2155","2194","39","0","10.1007/s11423-023-10264-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168369768&doi=10.1007%2fs11423-023-10264-7&partnerID=40&md5=02554dc536fe6db366ab75188c64986e","School of Library and Information Management, Emporia State University, Campus Box 4025, 1 Kellogg Circle, Emporia, 66801, KS, United States; Faculty of Education, East China Normal University, Shanghai, China; School of Education, Yunnan Minzu University, Kunming, China; School of Computer Science, Sichuan Normal University, Chengdu, China","He H., School of Library and Information Management, Emporia State University, Campus Box 4025, 1 Kellogg Circle, Emporia, 66801, KS, United States; Zhu J., Faculty of Education, East China Normal University, Shanghai, China; Qin C., School of Education, Yunnan Minzu University, Kunming, China; Li Y., School of Computer Science, Sichuan Normal University, Chengdu, China","Whether or not offering undergraduate educational technology (EdTech) programs has been discussed in the field of educational technology. Some researchers suggested offering EdTech programs at the undergraduate level. This study answered this question by examining how Chinese undergraduate EdTech students perceived their satisfaction with their programs and what factors affect their satisfaction. We conducted a survey investigation with more than 3000 undergraduate EdTech students from more than 100 Chinese universities that offered bachelor’s degrees in EdTech. We performed descriptive and inferential analyses (Multiple Regression Modeling and Multilevel Linear Modeling). The results indicated that (1) the overall undergraduate EdTech students’ satisfaction with their programs has much room for improvement; (2) students were generally less satisfied with the resources or facilities that their programs provided and with their employability; (3) students’ career goals after the undergraduate study were highly centralized to teaching in K-12 schools or obtaining a higher degree; (4) their satisfaction was affected by multiple factors such as region, universality level (ranking), university funding status, students’ academic grades, their willingness to enroll in EdTech programs, and their educational internship experience. Implications are discussed, and suggestions for the program satisfaction improvement are provided. © 2023, Association for Educational Communications and Technology.","Educational technology; Program; Satisfaction; Student; Undergraduate","","","","","","","","Adkins S.S., The 2019 global learning technology investment patterns: Another record shattering year (, pp. 1-89, (2020); Ajlouni K., Satisfaction and difficulties among students of information and communication technology in education program at the University of Jordan, International Journal of Multidisciplinary Thought, 2, 2, pp. 1-23, (2012); Akcayir G., Akcayir M., The flipped classroom: A review of its advantages and challenges, Computers & Education, 126, pp. 334-345, (2018); Alqahtani A.S., Daghestani L., Ibrahim L.F., Environments and system types of virtual reality technology in STEM: A survey, International Journal of Advanced Computer Science and Applications, (2017); Arrington T.L., Darabi A., Indicators of exemplary programs in instructional design and technology: Faculty and student perspectives, Educational Technology Research and Development, 66, 1, pp. 173-189, (2018); Ashton S., Nelson K.R., Millward L., Careers in museum learning, Foundations of learning and instructional design technology, (2018); Bolliger D., Martindale T., Student satisfaction in an online master’s degree program in instructional technology, Annual Proceedings of Selected Research and Development, 1-2, (2001); Bowman M., Ely J., North C., Shortt M., The diverse field of instructional design, 2019 ESLTECH 6223 class, ESLTECH 6223 issues and practices in learning technologies 2019, (2019); Braskamp L.A., Wise S.L., Hengstler D.D., Student satisfaction as a measure of departmental quality, Journal of Educational Psychology, 71, 4, pp. 494-498, (1979); Brereton P., Teacher perceptions of working within a strongly unified curriculum, New directions in teaching and learning english discussion, (2019); Browne B.A., Kaldenberg D.O., Browne W.G., Brown D.J., Student as customer: Factors affecting satisfaction and assessments of institutional quality, Journal of Marketing for Higher Education, 8, 3, pp. 1-14, (1998); Burgess A., Senior C., Moores E., A 10-year case study on the changing determinants of university student satisfaction in the UK, PLoS ONE, 13, 2, (2018); Chang C.W., Lee J.H., Wang C.Y., Chen G.D., Improving the authentic learning experience by integrating robots into the mixed-reality environment, Computers & Education, 55, 4, pp. 1572-1578, (2010); Chen G., Gully S.M., Eden D., Validation of a new general self-efficacy scale, Organizational Research Methods, 4, 1, pp. 62-83, (2001); Chen G., Gully S.M., Eden D., General self-efficacy and self-esteem: Toward theoretical and empirical distinction between correlated self-evaluations, Journal of Organizational Behavior, 25, 3, pp. 375-395, (2004); Chen H., Dong L., Tomita K., Eunkyung M., Educational technology and instructional design in East Asia: Program curricula and career opportunities, TechTrends, 60, 6, pp. 525-527, (2016); Chen L., Wang L., 走向智慧时代的教育信息化发展三大问, Modern Distance Education Research, 6, pp. 57-63, (2017); Chen T., Shen C., Gosling M., Does employability increase with internship satisfaction? 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Zhu; Faculty of Education, East China Normal University, Shanghai, China; email: zhujiawen@ed.ecnu.edu.cn","","Springer","","","","","","10421629","","","","English","Educ. Technol. Res. Dev.","Article","Final","","Scopus","2-s2.0-85168369768"
"Van Zon S.K.R.; Amick B.C., III; Abma F.I.; Roelen C.A.M.; Bültmann U.","Van Zon, S.K.R. (56664466800); Amick, B.C. (57218886734); Abma, F.I. (36983811000); Roelen, C.A.M. (6507980825); Bültmann, U. (6603547181)","56664466800; 57218886734; 36983811000; 6507980825; 6603547181","Work functioning of Dutch workers with a chronic disease in early, mid and late working life: Cross-sectional findings from 38,470 participants in the Lifelines Cohort Study","2023","Preventive Medicine","172","","107549","","","","0","10.1016/j.ypmed.2023.107549","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159803967&doi=10.1016%2fj.ypmed.2023.107549&partnerID=40&md5=32811247a94ce77dc196409f6c311178","University of Groningen, University Medical Center Groningen, Department of Health Sciences, Community and Occupational Medicine, Groningen, Netherlands; Department of Epidemiology, University of Arkansas for Medical Sciences Fay W Boozman College of Public Health and Winthrop P. Rockefeller Cancer Institute, Little Rock, AR, United States","Van Zon S.K.R., University of Groningen, University Medical Center Groningen, Department of Health Sciences, Community and Occupational Medicine, Groningen, Netherlands; Amick B.C., III, Department of Epidemiology, University of Arkansas for Medical Sciences Fay W Boozman College of Public Health and Winthrop P. Rockefeller Cancer Institute, Little Rock, AR, United States; Abma F.I., University of Groningen, University Medical Center Groningen, Department of Health Sciences, Community and Occupational Medicine, Groningen, Netherlands; Roelen C.A.M., University of Groningen, University Medical Center Groningen, Department of Health Sciences, Community and Occupational Medicine, Groningen, Netherlands; Bültmann U., University of Groningen, University Medical Center Groningen, Department of Health Sciences, Community and Occupational Medicine, Groningen, Netherlands","Insight into the work functioning of workers with chronic diseases may help to improve their sustainable employability. This study examines the work functioning of workers with cardiovascular disease (CVD), diabetes mellitus type 2 (DM2), chronic obstructive pulmonary disease (COPD), rheumatoid arthritis and depression across early, mid, and late working life. This cross-sectional study used data from 38,470 participants of the Dutch Lifelines study. Chronic diseases were classified based on clinical measures, self-reports, and medication. Work functioning was measured with the Work Role Functioning Questionnaire (WRFQ), covering work scheduling and output demands, physical demands, mental and social demands, and flexibility demands. Multivariable linear and logistic regression analyses were used to examine associations between chronic diseases and work functioning (continuous) and low work functioning (dichotomous). Depression was associated with lower work functioning across all subscales and working life stages, with the lowest score in the work scheduling and output demands subscale in late working life (B:-9.51;95%CI:-11.4,-7.65). Rheumatoid arthritis was most strongly associated with lower work functioning in the physical demands subscale, with the lowest score in early working life (B:-9.97;95%CI:-19.0,-0.89). Associations between CVD and DM2 and work functioning were absent in early working life but present in mid and late working life. Associations between COPD and work functioning were absent in mid working life but present in late working life. Occupational health professionals could use the WRFQ to identify workers' perceived difficulties in meeting specific work demands, pointing out directions for interventions to mitigate perceived difficulties and thereby improve sustainable employability. © 2023 The Authors","Chronic disease; Life stage; Mental health; Physical health; Sustainable employment; Work functioning","Arthritis, Rheumatoid; Chronic Disease; Cohort Studies; Cross-Sectional Studies; Humans; Pulmonary Disease, Chronic Obstructive; Surveys and Questionnaires; adult; aged; Article; cardiovascular disease; chronic disease; chronic obstructive lung disease; cohort analysis; cross-sectional study; depression; female; functional status assessment; human; life expectancy; linear regression analysis; logistic regression analysis; major clinical study; male; mental health; Netherlands; non insulin dependent diabetes mellitus; occupational health; rheumatoid arthritis; social aspect; work capacity; work functioning; Work Role Functioning Questionnaire; work schedule; workload; chronic disease; chronic obstructive lung disease; questionnaire; rheumatoid arthritis","","","","","","","Abma F.I., van der Klink J.J., Bultmann U., The work role functioning questionnaire 2.0 (Dutch version): examination of its reliability, validity and responsiveness in the general working population, J. 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Sci., 75, pp. 705-715, (2020); van Zon S.K., Amick B.C., de Jong T., Brouwer S.B., U., The occupational distribution of metabolic syndrome prevalence and incidence differs by sex and is not explained by health behavior: results from 75,000 Dutch workers from 40 occupational groups, BMJ Open Diabetes Res. Care, 8, (2020); van Zon S.K.R., Ots P., Robroek S.J.W., Burdorf A., Oude Hengel K.M., Brouwer S., Do chronic diseases moderate the association between psychosocial working conditions and work exit? Longitudinal results from 55 950 Dutch workers, J. Epidemiol. Community Health, (2022); Verbrugge L.M., Jette A.M., The disablement process, Soc. Sci. Med., 38, pp. 1-14, (1994); Vestbo J., Hurd S.S., Agusti A.G., Jones P.W., Vogelmeier C., Anzueto A., Et al., Global strategy for the diagnosis, management, and prevention of chronic obstructive pulmonary disease: GOLD executive summary, Am. J. Respir. Crit. Care Med., 187, pp. 347-365, (2013); Whiteford H.A., Ferrari A.J., Degenhardt L., Feigin V., Vos T., The global burden of mental, neurological and substance use disorders: an analysis from the global burden of disease study 2010, PLoS One, 10, (2015)","S.K.R. Van Zon; Department of Health Sciences, Community and Occupational Medicine, University of Groningen, University Medical Center Groningen, Groningen, Hanzeplein 1, 9700, Netherlands; email: s.k.r.van.zon@umcg.nl","","Academic Press Inc.","","","","","","00917435","","PVTMA","37201594","English","Prev. Med.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85159803967"
"Kee D.M.H.; Anwar A.; Shern L.Y.; Gwee S.L.","Kee, Daisy Mui Hung (55617247900); Anwar, Aizza (57216803470); Shern, Lim Yi (58168684400); Gwee, Sai Ling (57204877703)","55617247900; 57216803470; 58168684400; 57204877703","Course quality and perceived employability of Malaysian youth: The mediating role of course effectiveness and satisfaction","2023","Education and Information Technologies","28","10","","13805","13822","17","1","10.1007/s10639-023-11737-1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151480206&doi=10.1007%2fs10639-023-11737-1&partnerID=40&md5=6a72f7e17a13001c33044adeb4c6e9b3","School of Management, Universiti Sains Malaysia, 11800 Gelugor, Penang, Malaysia; Ministry of Education, Putrajaya, Malaysia; Penang Youth Development Corporation, Jelutong, Malaysia","Kee D.M.H., School of Management, Universiti Sains Malaysia, 11800 Gelugor, Penang, Malaysia; Anwar A., School of Management, Universiti Sains Malaysia, 11800 Gelugor, Penang, Malaysia; Shern L.Y., Ministry of Education, Putrajaya, Malaysia; Gwee S.L., Penang Youth Development Corporation, Jelutong, Malaysia","In today's rapidly changing job market, digital competence is quickly becoming a requirement for employability. This has put pressure on the next generation, particularly digital natives, to be well-equipped to deal with the turbulence of technology. This paper aims to compare youth's pre-course and post-course digital competency levels and examine students' perceptions of their employability after taking digital-skills-related courses. The Penang government initiative of an online learning program named ""Penang Young Digital Talent Program"" is designed to foster digital competencies. The program comprises online courses such as web design, digital marketing, etc. Therefore, the current study has examined the current level of Penag youth's digital readiness and digital competency (survey 1, N = 662) and the evaluate program's effectiveness while determining the impact of course quality on perceived employability (survey 2, N = 385) students undergo. The participants of this program range from 18–30 years old (post-secondary school and graduates), who are either born in Penang or have resided in Penang for a minimum of 3 years. The participants reported that their digital competency improved after participating in the talent program. The results of Smart PLS reported that course quality has a significant and positive relationship with perceived employability. Moreover, there is an indirect impact of student satisfaction and course effectiveness on the perceived employability of Malaysian youth. These findings have implications for educational policymakers who should prioritize young people acquiring digital skills to compete in the modern labor market. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.","Course effectiveness; Course quality; Digital competence; Online learning program; Perceived employability; Satisfaction","","","","","","Penang Youth Development Corporation, (304 /PMGT /6501158 /P164)","This research was funded by Penang Youth Development Corporation, grant number 304 /PMGT /6501158 /P164. The funding source did not play a role in the study design, the collection, analysis, and interpretation of data, the writing of the report, or the decision to submit this manuscript for publication. ","Adeyemon E., Integrating digital literacies into outreach services for underserved youth populations, Reference Librarian, 50, 1, (2009); Afrouz R., Crisp B.R., Online education in social work, effectiveness, benefits, and challenges: A scoping review, Australian Social Work, 74, 1, pp. 55-67, (2021); Al-Khateeb A.A.M., Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia, International Education Studies, 10, 12, (2017); Almaiah M.A., Alyoussef I.Y., Analysis of the effect of course design, course content support, course assessment and instructor characteristics on the actual use of E-learning system, Ieee Access, 7, pp. 171907-171922, (2019); Alqurashi E., Predicting student satisfaction and perceived learning within online learning environments, Distance Education, 40, 1, pp. 133-148, (2019); Barczyk C.C., Hixon E., Buckenmeyer J., Ralston-Berg P., The Effect of Age and Employment on Students’ Perceptions of Online Course Quality, American Journal of Distance Education, 31, 3, pp. 173-184, (2017); Budur T., Mahsum Faraj K., Ali Karim L., Benchmarking Operations Strategies via Hybrid Model: A Case study of Café-Restaurant Sector, Revista Amazonia Investiga, 8, 23, pp. 6923-6947, (2019); Carretero S., Vuorikari R., Punie Y., The Digital Competence Framework for Citizens. With eight proficiency levels and examples of use, Joint Research Centre., (2017); Cavanaugh C., Distance education quality: Success factors for resources, practices and results, The design and management of effective distance learning programs, pp. 171-189, (2002); Chao I.T., Saj T., Hamilton D., Using collaborative course development to achieve online course quality standards, The International Review of Research in Open and Distributed Learning, 11, 3, (2010); Cheng Y.-M., Students’ satisfaction and continuance intention of the cloud-based e-learning system: Roles of interactivity and course quality factors, Education + Training, 62, 9, pp. 1037-1059, (2020); Cole M.T., Shelley D.J., Swartz L.B., Online instruction, e-learning, and student satisfaction: A three year study, The International Review of Research in Open and Distributed Learning, 15, 6, (2014); Building Digital Competencies to Benefit from Existing and Emerging Technologies, with a Special Focus on Gender and Youth Dimensions, pp. 1-18, (2018); Danchikov E.A., Prodanova N.A., Kovalenko Y.N., Bondarenko T.G., potential of online learning in modern conditions and its use at different levels of education, Linguistics and Culture Review, 5, S1, pp. 578-586, (2021); Domenech-Betoret F., Gomez-Artiga A., Abellan-Rosello L., The Educational Situation Quality Model: A New Tool to Explain and Improve Academic Achievement and Course Satisfaction, Frontiers in Psychology, 10, pp. 1-9, (2019); Ehiyazaryan E., Barraclough N., Enhancing employability: integrating real world experience in the curriculum, Education + Training, 51, 4, pp. 292-308, (2009); Digital competence framework for austria, (2018); Finch D.J., Hamilton L.K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education + Training, 55, 7, pp. 681-704, (2013); Fornell C., Larcker D.F., Structural Equation Models with Unobservable Variables and Measurement Error: Algebra and Statistics, Journal of Marketing Research, 18, 3, (1981); Gopal R., Singh V., Aggarwal A., Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID-19, Education and Information Technologies, 26, 6, pp. 6923-6947, (2021); Hair J.F., Howard M.C., Nitzl C., Assessing measurement model quality in PLS-SEM using confirmatory composite analysis, Journal of Business Research, 109, pp. 101-110, (2020); Hair J.F., Hult G.T.M., Ringle C.M., Sarstedt M., A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM), (2016); Hair J.F., Ringle C.M., Sarstedt M., PLS-SEM: Indeed a Silver Bullet, Journal of Marketing Theory and Practice, 19, 2, pp. 139-152, (2011); Hair J.F., Sarstedt M., Hopkins L., Kuppelwieser V.G., Partial least squares structural equation modeling (PLS-SEM): An emerging tool in business research, European Business Review, 26, 2, pp. 106-121, (2014); Henseler J., Ringle C.M., Sarstedt M., A new criterion for assessing discriminant validity in variance-based structural equation modeling, Journal of the Academy of Marketing Science, 43, 1, pp. 115-135, (2015); Henseler J., Ringle C.M., Sinkovics R.R., The use of partial least squares path modeling in international marketing, Advances in International Marketing, 20, 2009, pp. 277-319, (2009); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, Department for Education and Employment, Institute for Employment Studies, 85, 85, (1998); Hoyle R.H., The Structural Equation Modeling Approach. 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Contextualize graduate learning outcomes and assess for employability, Higher Education Research and Development, 37, 1, (2018); Kang H., Sample size determination and power analysis using the G*Power software, Journal of Educational Evaluation for Health Professions, 18, 17, (2021); Kim C., Li H., Shin S.-Y., Hwang K.-B., An Efficient and Effective Wrapper based on Paired t-test for Learning Naive Bayes Classifiers from Large-scale Domains, Procedia Computer Science, 23, pp. 102-112, (2013); Kock N., Common method bias: A full collinearity assessment method for PLS-SEM, Partial Least Squares Path Modeling. [Online] Cham, pp. 245-257, (2017); Krumsvik R.J., Situated learning and teachers’ digital competence, Education and Information Technologies, 13, 4, (2008); Kutner M., Nachtsheim C., Neter J., Li W., Applied linear statistical models (5th ed., p, Mcgraw-Hill Irwin, (2005); Law N., Woo D., Dela Torre J., Wong G., A Global Framework of Reference on Digital Literacy for Indicator 4.4.2, (2018); Lim Y.S., Halim H.A., Ramayah T., Should Teachers be Agile Postulating the Self-Determination Theory, International Journal of Management in Education, 16, 6, (2022); Lin C.-P., Tsai Y.-H., Joe S.-W., Chiu C.-K., Modeling the Relationship Among Perceived Corporate Citizenship, Firms’ Attractiveness, and Career Success Expectation, Journal of Business Ethics, 105, 1, pp. 83-93, (2012); Moore J.C., The Sloan Consortium quality framework and the five pillars, In the Sloan Consortium., (2005); Nilashi M., Abumalloh R.A., Zibarzani M., Samad S., Zogaan W.A., Ismail M.Y., Mohd S., Akib N.A.M., What Factors Influence Students Satisfaction in Massive Open Online Courses? Findings from User-Generated Content Using Educational Data Mining, Education and Information Technologies, pp. 1-35, (2022); Olson K.E., O'Brien M.A., Rogers W.A., Charness N., Diffusion of Technology: Frequency of use for Younger and Older Adults, Ageing International, 36, 1, pp. 123-145, (2011); Panigrahi R., Srivastava P.R., Panigrahi P.K., Effectiveness of e-learning: The mediating role of student engagement on perceived learning effectiveness, Information Technology & People, 34, 7, pp. 1840-1862, (2021); Petruzziello G., Chiesa R., Mariani M.G., The Storm Doesn’t Touch me!—The Role of Perceived Employability of Students and Graduates in the Pandemic Era, Sustainability, 14, 7, (2022); Preacher K.J., Hayes A.F., Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models, Behavior Research Methods, 40, 3, pp. 879-891, (2008); Ringle C., Wende S., Becker J., (2015); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Scoppio G., Luyt I., Mind the gap: Enabling online faculty and instructional designers in mapping new models for quality online courses, Education and Information Technologies, 22, 3, pp. 725-746, (2017); Scott F.J., Connell P., Thomson L.A., Willison D., Empowering students by enhancing their employability skills, Journal of Further and Higher Education, 43, 5, pp. 692-707, (2019); Shakina E., Parshakov P., Alsufiev A., Rethinking the corporate digital divide: The complementarity of technologies and the demand for digital skills, Technological Forecasting and Social Change, 162, (2021); Siddoo V., Sawattawee J., Janchai W., Thinnukool O., An exploratory study of digital workforce competency in Thailand, Heliyon, 5, 5, (2019); Sinclaire J.K., An Empirical Investigation of Student Satisfaction with College Courses, Research in Higher Education Journal, 22, pp. 1-21, (2014); Siska L., The First and the Second Generation of Statistical Methods in Management Accounting Research, The Impact of Globalization on International Finance and Accounting, pp. 441-448, (2017); Soffer T., Nachmias R., Effectiveness of learning in online academic courses compared with face-to-face courses in higher education, Journal of Computer Assisted Learning, 34, 5, pp. 534-543, (2018); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Zimmerman W., Altman B., Simunich B., Shattuck K., Burch B., Evaluating Online Course Quality: A Study on Implementation of Course Quality Standards, Online Learning, 24, 4, (2020)","D.M.H. Kee; School of Management, Universiti Sains Malaysia, Penang, 11800 Gelugor, Malaysia; email: daisy@usm.my","","Springer","","","","","","13602357","","","","English","Educ. Inf. Technol.","Article","Final","","Scopus","2-s2.0-85151480206"
"Bean M.; Grant S.; Hardaker G.; Ward R.","Bean, Martin (58539181000); Grant, Sheryl (55924668100); Hardaker, Glenn (6507642587); Ward, Rupert (36238475600)","58539181000; 55924668100; 6507642587; 36238475600","Signals and noise: communicating achievement through alternative credentials","2023","International Journal of Information and Learning Technology","40","4","","305","316","11","1","10.1108/IJILT-02-2023-0020","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168157808&doi=10.1108%2fIJILT-02-2023-0020&partnerID=40&md5=8094521f982ce05bfd8efcedb3b03763","The Bean Centre, Hampton, Australia; New Trust Lab, Port Townsend, WA, United States; University of Huddersfield, Huddersfield, United Kingdom; King Abdullah University of Science and Technology, Thuwal, Saudi Arabia","Bean M., The Bean Centre, Hampton, Australia; Grant S., New Trust Lab, Port Townsend, WA, United States; Hardaker G., King Abdullah University of Science and Technology, Thuwal, Saudi Arabia; Ward R., University of Huddersfield, Huddersfield, United Kingdom","Purpose: Alternative credentials are rapidly evolving. The purpose of this paper is to explore the challenges and opportunities arising from this evolution with particular reference to their role in education and employment. Design/methodology/approach: The paper explores the credential initiatives with a unique perspective from introducing alternative credential initiatives that have been influential in recent national policy developments. The paper is led by the experiences of the former General Manager of Microsoft's Education Products Group, former Vice-Chancellor of The Open University and the Royal Melbourne Institute of Technology University. His experiences and lessons learnt reflecting on alternative credential development during the last 30 years provides a unique insight in seeing the “signals” and moving beyond the “noise” of micro-credentials for successful integration into educational institutions. Findings: A number of key findings are identified in terms of current development challenges that impact on alternative credential use and identifying further developments. Relevant examples and references are provided throughout, with a particular focus on North America, Europe and Australasia where the most progress has been made in alternative credentials. Research limitations/implications: Implications for those wishing to develop badging and microcredentialing solutions, especially in higher education, are identified for all seeking to maximise the success of alternative credential systems. Originality/value: Martin Bean has a unique perspective having explored credential initiatives whilst General Manager of Microsoft's Education Products Group and whilst Vice-Chancellor of The Open University and the Royal Melbourne Institute of Technology University. Martin Bean has also been influential in recent national policy developments in Australia. Martin Bean’s experiences and lessons learnt witnessing alternative credential development during the last 30 years across three continents, and within both public and private sectors, are summarised here to provide context for discussions of some of the key global concepts and related work. © 2023, Emerald Publishing Limited.","Alternative credentials; Badges; Employability; Micro-credentials; Personalized learning; Skills","","","","","","","","Akhtar A., Apple, Google, and Netflix don't require employees to have 4-year degrees, and this could soon become an industry norm, Business Insider Nederland, (2019); America Succeeds, The age of agility: education pathways for the future of work, America Succeeds, (2018); Learning and employment records progress and the path forward, (2019); Arnold J., How to adopt skills-based hiring practices: why hiring managers should think twice about requiring a college degree, SHRM, (2018); Australian qualifications framework, Canberra, NSW, (2020); Bean M., Dawkins P., Review of university-industry collaboration in teaching and learning, Australia’s Department of Education, Skills and Employment, (2021); Blakeley B., Branon R., Implementing a digital microcredential strategy at the university of Washington continuum college, New Models of Higher Education: Unbundled, Rebundled, Customised, and DIY, pp. 296-312, (2022); Brown M., Mhichil M.N.C., Beirne E., Mac Lochlainn C., The global micro-credential landscape: charting a new credential ecology for lifelong learning, Journal of Learning for Development, 8, 2, pp. 228-254, (2021); Cacicio S., Tinsley B., Miller A., Luke Luna C., Inclusive design principles for learning and employment records: Co-designing for equity, Digital Promise, pp. 1-38, (2022); Castano-Munoz J., Rodrigues M., Open to MOOCs? Evidence of their impact on labour market outcomes, Computers and Education, 173, (2021); Chakroun B., Keevy J., Digital credentialing: implications for the recognition of learning across borders, (2018); Cole L., Short S., Cowart C., Muller S., The high demand for durable skills”. 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Nesta, (2017); OECD future of education and skills 2030: OECD learning compass 2030 – a series of concept notes, (2019); OECD Skills Outlook 2021: Learning for Life, (2021); Oliver B., Towards a Common Definition of Micro-credentials, (2022); Piaget J., Cognitive development in children development and learning, Journal of Research in Science Teaching, 2, pp. 176-186, (1964); Pichai S., Career certificates and more ways we're helping job seekers, Grow With Google, (2021); PwC removes 2:1 criteria for undergraduate and graduate roles to ensure it doesn't miss out on talent, (2022); Quan J., Dattero R., Galup S., Information technology wages and the value of certifications: a Human capital perspective, Communications of the Association for Information Systems, 19, (2007); Roslansky R., You Need a Skills-Based Approach to Hiring and Developing Talent, (2021); Ryu M., Credit for prior learning from the student, campus, and industry perspectives, American Council on Education and the Center for Policy Research and Strategy, pp. 1-28, (2013); Schueler J., Digital Pathways Identification Report, pp. 1-37, (2021); Tertiary Education Commission, Micro-credentials—Funding approval guidelines, Tertiary Education Commission, (2019); Closing the Skills Gap: Companies and Colleges Collaborating for Change, (2014); The open university annual report, 2009-2010, (2010); Trepule E., Volungeviciene A., Tereseviciene M., Dauksiene E., Greenspon R., Tamoliune G., Sadauskas M., Vaitonyte G., Guidelines for open and online learning assessment and recognition with reference to the national and European qualification framework micro-credentials as a proposal, (2021); Ward R., Personalised Learning for the Learning Person, (2020); Ward R., Phillips O., Bowers D., Crick T., Davenport J.H., Hanna P., Hayes A., Irons A., Prickett T., Towards a 21st century personalised learning skills taxonomy, 2021 IEEE Global Engineering Education Conference (EDUCON), pp. 344-354, (2021); Ward R., Shamim T., Hull B., Hayes A., Davenport J., Lengyel D., Hutchison L., Millard L., Irons A., Hogg R., Miller K., Prickett T., Walters J., Ali R., Hanna P., QAA Collaborative Enhancement Project Report on badging and micro-credentialing within UK higher education through the use of skills profiles, (2022); Accelerating Workforce Reskilling for the Fourth Industrial Revolution: an Agenda for Leaders to Shape the Future of Education, Gender and Work, (2017); The Future Of Jobs Report 2020, (2020); Wellington S.J., IEE seminar on vocational technology – engineering for the future, Professional Qualification or Accredited Degree?, (1999); Blockchain for education: creating an open architecture for the learning economy, (2021); Xu D., Trimble M., What about certificates? 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Output of the micro-credentials higher education consultation group: final report, (2020); European Commission, The bologna process and the European higher education area, (2022); Flouch A., Tynan B., Closer industry, university ties will connect workers to skill gaps, (2022); Gov U.K., Lifelong loan entitlement, (2022); Gov U.K., Cyber laws updated to boost UK's resilience against online attacks, (2022); Hirudayaraj M., Baker R., Baker F., Eastman M., Soft skills for entry-level engineers: what employers want, Education Sciences, 11, 10, (2021); Lakin M.B., Seymour D., Nellum C.J., Crandall J.R., Credit for Prior Learning, pp. 1-35, (2015); Lorenzo G., Microcredentials at the University of Maine: IMS summit session explainer, Workforce Monitor, (2020); Mississippi Economic Chamber, Jones college launches online workforce college virtual training, (2021); Moseley B., Bringing a higher resolution image to the pathways mapper: scaling micro-credentialing and badging at Bakersfield College, (2020); Orr D., Pupinis M., Kirdulyte G., Towards a European approach to micro-credentials: a study of practices and commonalities in offering micro-credentials in European higher education, Publications Office of the European Union, 2766, (2020); Scotland Q.A.A., QAA Scotland/European Network Project on Recognition of Prior Learning, (2010); Certified value: when do adults without degrees benefit from earning certificates and certifications, (2019); Tarique I., Schuler R.S., Global talent management: literature review, integrative framework, and suggestions for further research, Journal of World Business, 45, 2, pp. 122-133, (2010); New Hampshire celebrates early success of University's micro-credential program, closing skills gap, (2022)","R. Ward; University of Huddersfield, Huddersfield, United Kingdom; email: rupert.ward@hud.ac.uk","","Emerald Publishing","","","","","","20564880","","","","English","Int. J. Inf. Learn. Technol.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85168157808"
"Algouzi S.; Alzubi A.A.F.; Nazim M.","Algouzi, Sami (57221644025); Alzubi, Ali Abbas Falah (57207623759); Nazim, Mohd (57366723900)","57221644025; 57207623759; 57366723900","Enhancing EFL students’ critical thinking skills using a technology-mediated self-study approach: EFL graduates and labor market in perspective","2023","PLoS ONE","18","10 October","e0293273","","","","0","10.1371/journal.pone.0293273","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174697490&doi=10.1371%2fjournal.pone.0293273&partnerID=40&md5=23402ec60960b2971c9f788348625693","Department of English, College of languages and Translation, Najran University, Najran, Saudi Arabia","Algouzi S., Department of English, College of languages and Translation, Najran University, Najran, Saudi Arabia; Alzubi A.A.F., Department of English, College of languages and Translation, Najran University, Najran, Saudi Arabia; Nazim M., Department of English, College of languages and Translation, Najran University, Najran, Saudi Arabia","This research project bridges the gap between Saudi Vision 2030 and labor market needs by strengthening English as a Foreign Language (EFL) students’ critical thinking skills. The increasing unemployment rates may not be due to insufficient vacancies in the labor market, but graduates’ lack of the general abilities deemed vital to meet the labor market needs. With employability in mind, this study reiterates that graduates should ideally be advanced specialists, critical researchers, creative initiators, and active communicators to be more competitive and contribute to the prosperity of their nation. Therefore, this research employs a quasi-experimental design (time series design) to investigate how effectively students’ critical thinking skills are enriched using a video-mediated self-study program through Telegram. Studies in this respect, regarding the Saudi EFL context, are limited. Therefore, this research employed a video-mediated self-study program through Telegram on learning critical thinking skills for EFL students majoring in English or Translation. The data collection included a pre-and post-test on critical thinking skills and a semi-structured interview. The findings showed that students improved their critical thinking skills due to the training program compared to their performance before the treatment at a low level. Besides, the participants evaluated learning critical thinking skills from thinking ways, feelings, benefits, motivation, challenges and problems, and suggestions. In light of the findings, recommendations were presented. Copyright: © 2023 Algouzi et al.","","Cognition; Humans; Language; Learning; Students; Thinking; adult; article; critical thinking; employability; English as a second language; experimental design; female; human; human experiment; job market; learning; male; motivation; pretest posttest design; semi structured interview; skill; thinking; time series analysis; training; unemployment; videorecording; vision; cognition; language; student; thinking","","","","","Ministry of Education – Kingdom of Saudi Arabi, MOE, (NU/IFC/02/002)","Funding text 1: Funding:Yes,thisworkwasfinancedbythe DeputyforResearchandInnovation-Ministryof Education,KingdomofSaudiArabiathrougha grant(NU/IFC/02/002).Thefunderhadnorolein thestudydesign,datacollectionandanalysis,the decisiontopublish,orthepreparationofthe manuscript.; Funding text 2: Funding: Yes, this work was financed by the Deputy for Research and Innovation- Ministry of Education, Kingdom of Saudi Arabia through a grant (NU/IFC/02/002). The funder had no role in the study design, data collection and analysis, the decision to publish, or the preparation of the manuscript.","CCTST Test Manual, (2013); Bernard M., 13 Easy Steps To Improve Your Critical Thinking Skills, (2022); Finding job greatest challenge facing graduates in Saudi Arabia, Saudi Gazette, (2015); Al-Mukhtar R., Saudi college grads struggle to find suitable jobs, Arab News, (2010); Al-Rabie A., 25,000 education college graduates remain jobless, Saudigazette, (2018); Atkinson D., A critical approach to critical thinking in TESOL, TESOL quarterly, 31, 1, pp. 71-94, (1997); Afshar H S, Movassagh H., On the relationship among critical thinking, language learning strategy use and university achievement of Iranian English as a foreign language majors, The Language Learning Journal, 45, 3, pp. 382-398, (2017); Akbari M, Seifoori Z, Ahour T., Enhancing comprehension and production of argumentation through critical thinking awareness-raising, Linguæ &-Rivista di lingue e culture moderne, 16, 2, pp. 111-130, (2018); Chason L, Loyet D, Sorenson L, Stoops A., An approach for embedding critical thinking in second language paragraph writing, TESOL Journal, 8, 3, pp. 582-612, (2017); El Soufi N, See B H., Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence, Studies in educational evaluation, 60, pp. 140-162, (2019); Khamkhong S., Developing English L2 Critical Reading and Thinking Skills through the Pisa Reading Literacy Assessment Framework: A Case Study of Thai EFL Learners, 3L: Southeast Asian Journal of English Language Studies, 24, 3, pp. 83-94, (2018); Moonma J, Kaweera C., A Study of Critical Thinking Skills Practice in Collaborative Writing in EFL Context, Asian Journal of Education and Training, 8, 1, pp. 8-14, (2022); Nejad M E, Izadpanah S, Namaziandost E, Rahbar B., The mediating role of critical thinking abilities in the relationship between English as a foreign language learners’ writing performance and their language learning strategies, Frontiers in Psychology, 13, pp. 1-12, (2022); Starichkova V, Moskovskaya N, Kalinovskaya E., Development of Students’ Critical Thinking Skills via Teaching English, ARPHA Proceedings, 5, pp. 1641-1653, (2022); Yanning D., Teaching and assessing critical thinking in second language writing: An infusion approach, Chinese Journal of Applied Linguistics, 40, 4, pp. 431-451, (2017); Facione P., Delphi Report “Critical Thinking: A statement of Expert Consensus for Purposes of Educational Assessment and Instruction, (1990); Bullock S M., Creating a space for the development of professional knowledge: A self-study of supervising teacher candidates during practicum placements, Studying Teacher Education, 8, 2, pp. 143-156, (2012); Haberlin S., Problematizing notions of critical thinking with preservice teachers: A self-study imparting critical thinking strategies to preservice teachers: A Self-Study, Action in Teacher Education, 40, 3, pp. 305-318, (2018); Blumenreich M, Falk B., Research and teacher self-inquiry reawaken learning, Phi Delta Kappan, 96, 5, pp. 47-51, (2015); Morozova M, Gula L, Dymar N, Diachenko I, Bykadorova N., Influence of Critical Thinking Technologies on Improvement of Students Performance During Self-Study, Journal of Curriculum and Teaching, 11, 1, pp. 59-72, (2022); Ambarwati D, Suyatna A., Interactive design for self-study and developing students’ critical thinking skills in electromagnetic radiation topic, Journal of physics: conference series, 948, 1, (2018); Alsaleh N J., Teaching Critical Thinking Skills: Literature Review, Turkish Online Journal of Educational Technology, 19, 1, pp. 21-39, (2020); Salleh S M, Tasi Z, Shukor N A., Web-based simulation learning framework to enhance students’ critical thinking skills, Procedia-Social and Behavioral Sciences, 64, pp. 372-381, (2012); Stenseth H V, Steindal S A, Solberg M T, Olnes M A, Mohallem A, Sorensen A L, Et al., Simulation-based learning supported by technology to enhance critical thinking in nursing students: protocol for a scoping review, JMIR Research Protocols, 11, 4, (2022); Hannafin M, Hannafin K., Cognition and student-centered, web-based learning: Issues and implications for research and theory, Learn Instr, pp. 11-23, (2010); Mandernach B J., Thinking critically about critical thinking: Integrating online tools to promote critical thinking, Insight: A collection of faculty scholarship, 1, pp. 41-50, (2006); Swart R., Critical thinking instruction and technology enhanced learning from the student perspective: A mixed methods research study, Nurse education in practice, 23, pp. 30-39, (2017); MacGregor S., Lou Y., Web-based learning: How task scaffolding and web site design support knowledge acquisition, Journal of Research on Technology in Education, 37, 2, pp. 161-175, (2006); Hadjerrouit S., A collaborative writing approach to wikis: Design, implementation, and evaluation, Issues in Informing Science and Information Technology, 8, pp. 431-449, (2011); Hussin W N T W, Harun J, Shukor N A., Online interaction in social learning environment towards critical thinking skill: A framework, Journal of Technology and Science Education, 9, 1, pp. 4-12, (2019); Gonzalez-Gonzalez I, Jimenez-Zarco A I., Using learning methodologies and resources in the development of critical thinking competency: an exploratory study in a virtual learning environment, Computers in human behavior, 51, pp. 1359-1366, (2015); Hawkins M R., Apprenticing nonnative speakers to new discourse communities, TESOL quarterly, 32, 1, pp. 129-132, (1998); Fahim M, Bagherkazemi M, Alemi M., The Relationship between Test Takers’ Critical Thinking Ability and their Performance on the Reading Section of TOEFL, Journal of Language Teaching & Research, 1, 6, (2010); Rafi M S., Promoting critical pedagogy in language education, International Research Journal of Arts and Humanities, pp. 63-73, (2009); Liaw M. L., Content-based reading and writing for critical thinking skills in an EFL context, English Teaching and learning, 31, 2, pp. 45-87, (2007); Floyd C B., Critical thinking in a second language, Higher Education Research & Development, 30, 3, pp. 289-302, (2011); Zuluaga Y E L, Duque G M G, Narvaez F A D., A study of critical thinking in higher education students, Latinoamericana de Estudios Educativos, 16, 2, pp. 256-279, (2020); Penkauskiene D, Valaviciene N, Pivoriene J, Railiene A, Merfeldaite O, Indrasiene Sadauskas J, Et al., Critical thinking embeddedness in higher education programmes, Journal of education culture and society, 2, pp. 121-131, (2020); Indrasiene V, Jegeleviciene V, Merfeldaite O, Penkauskiene D, Pivoriene J, Railiene A, Et al., The Value of critical thinking in higher education and the labour market: the voice of stakeholders, Social Sciences, 10, 286, pp. 1-19, (2021); Lailiyah M, Wediyantoro P L., Critical Thinking in Second Language Learning: Students’ Attitudes and Beliefs, International Journal of Language Education, 5, 3, pp. 180-192, (2021); Van Der Zanden P J, Denessen E, Cillessen A H, Meijer P C., Fostering critical thinking skills in secondary education to prepare students for university: teacher perceptions and practices, Research in Post-Compulsory Education, 25, 4, pp. 394-419, (2020); Mahdi O R, Nassar I A, Almuslamani H A I., The Role of Using Case Studies Method in Improving Students’ Critical Thinking Skills in Higher Education, International Journal of Higher Education, 9, 2, pp. 297-308, (2020); Tiruneh D T, De Cock M, Elen J., Designing learning environments for critical thinking: Examining effective instructional approaches, International journal of science and mathematics education, 16, pp. 1065-1089, (2018); Alharbi S M, Elfeky A I, Ahmed E S., The effect of e-collaborative learning environment on development of critical thinking and higher order thinking skills, Journal of Positive School Psychology, 6, 6, pp. 6848-6854; Hsu Y C., An action research in critical thinking concept designed curriculum based on collaborative learning for engineering ethics course, Sustainability, 13, 5, (2021); Mackey A, Gass S M., Second language research: Methodology and design, (2005); Cohen J., The effect size, Statistical power analysis for the behavioral sciences, pp. 77-83, (1988); Mishra S, Sharma R C., Interactive multimedia in education and training, (2005); Serin O., The effects of the computer-based instruction on the achievement and problem solving skills of the science and technology students, Turkish Online Journal of Educational Technology, 10, 1, pp. 183-201, (2011); Smith V G, Szymanski A., Critical thinking: More than test scores, International Journal of Educational Leadership Preparation, 8, 2, pp. 15-24, (2013); Al-Fneikh L S., The level of critical thinking among Qassim University students in the light of some variables, Education (Al-Azhar), 41, 196, pp. 59-95, (2022); Bataineh R F, Zghoul L H., Jordanian TEFL graduate students’ use of critical thinking skills (as measured by the Cornell Critical Thinking Test, Level Z), International Journal of Bilingual Education and Bilingualism, 9, 1, pp. 33-50, (2006); Dwyer C P, Hogan M J, Stewart I., An integrated critical thinking framework for the 21st century, Thinking Skills and Creativity, 12, pp. 43-52, (2014)","A.A.F. Alzubi; Department of English, College of languages and Translation, Najran University, Najran, Saudi Arabia; email: aliyarmouk2004@gmail.com","","Public Library of Science","","","","","","19326203","","POLNC","37856514","English","PLoS ONE","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85174697490"
"Valencia-Contrera M.; Ardiles-Irarrazaba R.; Rivera-Rojas F.; Villa-Velasquez J.","Valencia-Contrera, Miguel (57715260300); Ardiles-Irarrazaba, Rodrigo (58782339400); Rivera-Rojas, Flerida (57200389708); Villa-Velasquez, Jenifer (58105260100)","57715260300; 58782339400; 57200389708; 58105260100","TRAINING, GRADUATES, EMPLOYABILITY AND NURSING SALARIES IN CHILE; [FORMAÇÃO, GRADUADOS, EMPREGABILIDADE E SALÁRIOS DOS ENFERMEIROS NO CHILE]; [FORMACIÓN, EGRESADOS, EMPLEABILIDAD Y SALARIO DE ENFERMERÍA EN CHILE]","2023","Millenium: Journal of Education, Technologies, and Health","2","22","e30100","","","","0","10.29352/mill0222.30100","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180667398&doi=10.29352%2fmill0222.30100&partnerID=40&md5=473fbf9f5e4f4abb7b3b1464ba99cec0","Universidad Andrés Bello, Facultad de Enfermería, Santiago, Chile; Universidad de Antofagasta, Departamento de Enfermería, Antofagasta, Chile; Universidad Católica del Maule, Departamento de Enfermería, Curicó, Chile; Universidad Austral de Chile, Escuela de Enfermería, Puerto Montt, Chile","Valencia-Contrera M., Universidad Andrés Bello, Facultad de Enfermería, Santiago, Chile; Ardiles-Irarrazaba R., Universidad de Antofagasta, Departamento de Enfermería, Antofagasta, Chile; Rivera-Rojas F., Universidad Católica del Maule, Departamento de Enfermería, Curicó, Chile; Villa-Velasquez J., Universidad Austral de Chile, Escuela de Enfermería, Puerto Montt, Chile","Introduction: Nursing is the largest occupational group in the health sector, representing approximately 59%. However, there is a worldwide shortage of professionals, which is especially relevant when the importance of nursing, both in numbers and education for global public health, has been described. Objective: To analyze the number of students enrolled, duration, number of graduates, professional training, and salary of nurses in Chile. Methods: Reflection article based on the bibliographic methodology, whose sample used was documentary. Results: The number of people enrolled in nursing, the standard and actual duration of education in the Chilean educational system, the number of graduates, and finally, professional training and salary were described. Conclusion: In 2022, there were 6958 students enrolled in nursing; the standard duration in Chile is ten semesters, while the actual time is approximately 12 semesters. As for the number of graduated professionals, in 2021, there were 7332; professional training in 2021 was 97.9% in the first year and a salary of $2,104 USD per month was identified in the fifth year of graduation. © 2023, Polytechnic Institute of Viseu. All rights reserved.","employment; nursing; nursing education, nursing students; nursing personnel","","","","","","","","Aiken L. H., Simonetti M., Sloane D. M., Ceron C., Soto P., Bravo D., Galiano A., Behrman J. R., Smith H. L., McHugh M. D., Lake E. T., Hospital nurse staffing and patient outcomes in Chile: a multilevel cross-sectional study, The Lancet Global Health, 9, 8, pp. e1145-e1153, (2021); Aiken L. H., Sloane D. M., Bruyneel L., Van den Heede K., Griffiths P., Busse R., Diomidous M., Kinnunen J., Kozka M., Lesaffre E., McHugh M. D., Moreno-Casbas M. T., Rafferty A. M., Schwendimann R., Scott P. A., Tishelman C., van Achterberg T., Sermeus W., Nurse staffing and education and hospital mortality in nine European countries: a retrospective observational study, The Lancet, 383, 9931, pp. 1824-1830, (2014); Cassiani S., Munar Jimenez E. F., Umpierrez Ferreira A., Peduzzi M., Leija Hernandez C., La situación de la enfermería en el mundo y la Región de las Américas en tiempos de la pandemia de COVID-19, Revista Panamericana de Salud Pública, 44, (2020); Cassiani S., Hoyos M. C., Barreto M., Sives K., da Silva F. A., Distribución de la fuerza de trabajo en enfermería en la Región de las Américas, Revista Panamericana de Salud Pública, pp. 1-10, (2018); Cedeno Tapia S., MN V. G., Rodriguez Lopez J., Fontal Vargas P., La educación de enfermería en latinoamérica y los entornos virtuales de aprendizaje en tiempos de pandemia, Rev Cuid, 10, 20, pp. 19-30, (2021); Proteger las enfermas del COVID-19, una prioridad máxima: Una encuesta de las ANE del CIE, (2020); Duración real de las carreras en Chile: programas de pregrado y posgrado, (2014); Health at a Glance 2019, (2019); Health at a Glance 2021, (2021); Situación de la enfermería en el mundo (1 edición), (2020); Potera C., RN Salaries Hold Steady; LPNs Gain, AJN, American Journal of Nursing, 121, 2, pp. 16-16, (2021); Informe matrícula 2016 educación superior en Chile, (2016); Informe matrícula 2017 en educación superior en Chile, (2017); Informe matrícula 2018 en educación superior en Chile, (2018); Informe matrícula 2019 en educación superior en Chile, (2019); Informe 2020 matrícula en educación superior, (2020); Informe 2021 Matrícula en educación superior, (2021); Informes Duración real y sobreduración de las carreras, (2021); Titulación en educación superior en Chile, (2021); Buscador de estadísticas por carrera, (2022); Informe 2022 Matrícula en educación superior en Chile, (2022); Simonetti M., Soto P., Galiano A., Ceron M. C., Lake E. T., Aiken L. H., Dotaciones, skillmix e indicadores laborales de enfermería en Hospitales Públicos chilenos, Revista Médica de Chile, 148, 10, pp. 1444-1451, (2020); Valencia-Contrera M.A., Orellana Yanez A. E., Fenómeno techo de cristal en enfermería: revisión integrativa, Revista Cuidarte, 13, 1, (2022); Zabalegui Yarnoz A., Si queremos aumentar la calidad del cuidado debemos aumentar la ratio enfermera/paciente, Nursing (Ed. Española), 31, 3, (2014)","F. Rivera-Rojas; Curicó, Carmen 684, Curicó, Chile, 3341695, Chile; email: frivera@ucm.cl","","Polytechnic Institute of Viseu","","","","","","08733015","","","","English","Millenium","Article","Final","","Scopus","2-s2.0-85180667398"
"Blair M.; Mitchell L.; Gibson S.; Rees C.E.; Ottrey E.; Monrouxe L.V.; Palermo C.","Blair, Merran (57207740789); Mitchell, Lana (34875322100); Gibson, Simone (56225355900); Rees, Charlotte E. (56265450600); Ottrey, Ella (57060489300); Monrouxe, Lynn V. (26029946600); Palermo, Claire (19337309600)","57207740789; 34875322100; 56225355900; 56265450600; 57060489300; 26029946600; 19337309600","The graduate dietitian experience of employment and employability: A longitudinal qualitative research study from one Australian university","2023","Nutrition and Dietetics","80","4","","377","388","11","0","10.1111/1747-0080.12832","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164178659&doi=10.1111%2f1747-0080.12832&partnerID=40&md5=53b9cd0616f3873f40662d4615416483","Department of Nutrition, Dietetics and Food, Monash University, Melbourne, VIC, Australia; School of Allied Health Sciences, Griffith University, Gold Coast, QLD, Australia; School of Clinical Sciences, Monash University, Melbourne, VIC, Australia; School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Newcastle, NSW, Australia; Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia; Waranara (Healthcare Professions Education Research Network), Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia; Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia","Blair M., Department of Nutrition, Dietetics and Food, Monash University, Melbourne, VIC, Australia; Mitchell L., School of Allied Health Sciences, Griffith University, Gold Coast, QLD, Australia; Gibson S., School of Clinical Sciences, Monash University, Melbourne, VIC, Australia; Rees C.E., School of Health Sciences, College of Health, Medicine and Wellbeing, The University of Newcastle, Newcastle, NSW, Australia, Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia; Ottrey E., Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia; Monrouxe L.V., Waranara (Healthcare Professions Education Research Network), Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, Australia; Palermo C., Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, VIC, Australia","Aims: Diet-related chronic disease contributes significantly to the global burden of disease. Dietitians are best placed to address this disease burden, yet graduate dietitians may struggle to find employment. This study aimed to explore dietetics graduates' experiences of employment and employability, up to 6-month post-degree completion. Methods: Secondary data analysis of in-depth qualitative interview data and longitudinal audio-diaries was undertaken. An interpretivist approach was employed whereby knowledge was viewed as subjective and multiple realities exist. A total of five entrance interviews, 31 audio-diaries and three exit interviews, from nine graduates were included in the analysis. This comprised 12 h of longitudinal audio data. Thematic analysis was undertaken using a framework analysis method. Results: Four key themes were identified: (1) The tumultuous process of applying for jobs demonstrated that graduates struggled with repeated rejections. (2) The uncertain journey to employment indicated that job-seeking was a limbo stage marked by uncertainty. (3) Feeling the pressure showed that graduates experienced pressure from multiple sources. (4) Enhancing employability explained that graduates were not prepared for available employment opportunities, but utilised resources to increase their employability. Conclusion: Diverse placement experiences may better prepare graduates for available employment opportunities. To enhance employability, it may be beneficial to assist students to develop job-seeking skills, and to engage in networking and volunteering experiences during their education. © 2023 The Authors. Nutrition & Dietetics published by John Wiley & Sons Australia, Ltd on behalf of Dietitians Australia.","dietitian; education; employability; graduate workforce; qualitative research","Australia; Employment; Humans; Nutritionists; Qualitative Research; Universities; Australia; dietitian; employment; human; qualitative research; university","","","","","","","Vilorio D., Education Matters: Career Outlook: U.S. Bureau of Labor Statistics [Internet]; Heafala A., Mitchell L.J., Williams L.T., Studying the transition from graduate to health practitioner: the Griffith Dietetics Graduate Outcomes Survey, Nurs Health Sci, 23, 3, pp. 723-732, (2021); Blair M., Palermo C., Gibson S., Mitchell L., The Australian and New Zealand dietetics graduate outcomes survey: a cross-sectional study, Nutr Diet, 79, 4, pp. 456-468, (2022); Mudryj A., Farquhar K., Spence K., Vagianos K., Suh M., Riediger N., Employment outcomes among registered dietitians following graduation in Manitoba, Can J Diet Pract, 80, 2, pp. 87-90, (2019); Bacon R., Nyamayaro M., Kellet J., Graduate outcome survey of an Australian postgraduate dietetics program, Paper presented at the 34th National Conference Dietitians Association of Australia, (2017); ACEND Data [Internet]; Caswell S., National Dietetic New Graduate Survey Report. Dietitians of Canada, 2020, (2021); First Destinations for the College Class of 2020: Interactive Dashboard [Internet]; Morgan K., Campbell K.L., Sargeant S., Reidlinger D.P., Preparedness for advancing future health: a national qualitative exploration of dietetics graduates' experiences, Adv Health Sci Educ, 25, 1, pp. 31-53, (2020); Palermo C., Creating the dietitians of the future, Nutr Diet, 74, 4, pp. 323-326, (2017); Afshin A., Sur P.J., Fay K.A., Et al., Health effects of dietary risks in 195 countries, 1990–2017: a systematic analysis for the Global Burden of Disease Study 2017, Lancet, 393, 10184, pp. 1958-1972, (2019); Willett W., Rockstrom J., Loken B., Et al., Food in the Anthropocene: the EAT–Lancet Commission on healthy diets from sustainable food systems, Lancet, 393, 10170, pp. 447-492, (2019); Workforce [Internet]; Lundin R.M., Bashir K., Bullock A., Et al., I'd been like freaking out the whole night”: exploring emotion regulation based on junior doctors' narratives, Adv Health Sci Educ, 23, 1, pp. 7-28, (2018); Monrouxe L.V., Bullock A., Gormley G., Et al., New graduate doctors' preparedness for practice: a multistakeholder, multicentre narrative study, BMJ Open, 8, 8, (2018); Ottrey E., Rees C.E., Kemp C., Et al., Exploring health care graduates' conceptualisations of preparedness for practice: a longitudinal qualitative research study, Med Educ, 55, 9, pp. 1078-1090, (2021); Morgan K., Campbell K.L., Reidlinger D.P., Dietetics students' experiences of dietetics workforce preparation and preparedness: a systematic review and qualitative synthesis, J Hum Nutr Diet, 32, 2, pp. 226-246, (2019); Schob R., Unemployment and identity, CESifo Econ Stud, 59, 1, pp. 149-180, (2013); Wanberg C., Ali A., Csillag B., Job seeking: the process and experience of looking for a job, Annu Rev Organ Psychol Organ Behav, 7, pp. 315-337, (2020); Paul K.I., Moser K., Unemployment impairs mental health: meta-analyses, J Vocat Behav, 74, 3, pp. 264-282, (2009); de Bruyn M., Cameron J., The occupation of looking for work: an interpretative phenomenological analysis of an individual job-seeking experience, J Occup Sci, 24, 3, pp. 365-376, (2017); Neale B., Crow G., What Is Qualitative Longitudinal Research?, (2018); Rees C.E., Ottrey E., Kemp C., Et al., Understanding health care graduates' conceptualizations of transitions: a longitudinal qualitative research study, Acad Med, 97, 7, pp. 1049-1056, (2022); Moon K., Blackman D., A guide to understanding social science research for natural scientists, Conserv Biol, 28, 5, pp. 1167-1177, (2014); Barry C.A., Britten N., Barber N., Bradley C., Stevenson F., Using reflexivity to optimize teamwork in qualitative research, Qual Health Res, 9, 1, pp. 26-44, (1999); Gale N.K., Heath G., Cameron E., Rashid S., Redwood S., Using the framework method for the analysis of qualitative data in multi-disciplinary health research, BMC Med Res Methodol, 13, 1, (2013); Ritchie J., Spencer L., Qualitative data analysis for applied policy research, The Qualitative Researchers Companion, pp. 187-208, (2002); Varpio L., Ajjawi R., Monrouxe L.V., O'Brien B.C., Rees C.E., Shedding the cobra effect: problematising thematic emergence, triangulation, saturation and member checking, Med Educ, 51, 1, pp. 40-50, (2017); Malterud K., Siersma V.D., Guassora A.D., Sample size in qualitative interview studies: guided by information power, Qual Health Res, 26, 13, pp. 1753-1760, (2016); Tong A., Sainsbury P., Craig J., Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups, Int J Qual Health Care, 19, 6, pp. 349-357, (2007); Australian Standard Classification of Cultural and Ethnic Groups (ASCCEG). Australian Bureau of Statistics [Internet]. 2019; Ibanez L.M., Lopez S.H., “Coming back to who I am”: unemployment, identity, and social support, Race, Identity and Work, pp. 7-33, (2018); Jones M., McIntyre J., Naylor S., Are physiotherapy students adequately prepared to successfully gain employment?, Physiotherapy, 96, 2, pp. 169-175, (2010); Jones D., McAllister L., Lyle D., Stepping out of the shadows: allied health student and academic perceptions of the impact of a service-learning experience on student's work-readiness and employability, J Teach Learn Grad Employab, 6, 1, pp. 66-87, (2015); Hamilton K., Morrissey S.A., Farrell L.J., Et al., Increasing psychological literacy and work readiness of Australian psychology undergraduates through a capstone and work-integrated learning experience: current issues and what needs to be done, Aust Psychol, 53, 2, pp. 151-160, (2018); Kicklighter J.R., Dorner B., Hunter A.M., Et al., Visioning report 2017: a preferred path forward for the nutrition and dietetics profession, J Acad Nutr Diet, 117, 1, pp. 110-127, (2017); International Competency Standards for Dietitian-Nutritionists [Internet]. International Confederation of Dietetic Associations, (2016); National Competency Standards for Dietitians [Internet]. Dietitians Australia; Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Educ Train, 59, 4, pp. 338-352, (2017); Kreemers L.M., van Hooft E.A.J., van Vianen A.E.M., Dealing with negative job search experiences: the beneficial role of self-compassion for job seekers' affective responses, J Vocat Behav, 106, pp. 165-179, (2018); McCall L., Palermo C., Wray N., Placements and their influence on Australian nutrition and dietetics students, Focus Health Prof Educ, 11, 1, pp. 14-21, (2009); Accreditation Standards for Dietetics Education Programs (Version 2.0), (2017); Morgan K., Reidlinger D.P., Sargeant S., Crane L., Campbell K.L., Challenges in preparing the dietetics workforce of the future: an exploration of dietetics educators' experiences, Nutr Diet, 76, 4, pp. 382-391, (2019); Accreditation Standards for Dietetics Education Programs (Version 3.0), (2022); Endevelt R., Gesser-Edelsburg A., A qualitative study of adherence to nutritional treatment: perspectives of patients and dietitians, Patient Prefer Adherence, 8, 4, pp. 147-154, (2014); Palermo C., The role of higher education in facilitating communities of practice to support health professionals practice, Implementing Communities of Practice in Higher Education: Dreamers and Schemers, pp. 19-28, (2017); Boak R., Palermo C., Beck E.J., Et al., A qualitative exploration of the future of nutrition and dietetics in Australia and New Zealand: implications for the workforce, Nutr Diet, 79, 4, pp. 427-437, (2022); Tholen G., What can research into graduate employability tell us about agency and structure?, Br J Sociol Educ, 36, 5, pp. 766-784, (2015); Lee A., Stubbs C., Leonard D., Et al., Rise and demise: a case study of public health nutrition in Queensland, Australia, over three decades, Health Promot Int, 37, 2, (2022); Cunningham M., ‘The worst possible time’: millions of dollars sliced from community health [Internet]. The Age, (2023); Howatson A., Wall C., Turner-Benny P., The contribution of dietitians to the primary health care workforce, J Prim Health Care, 7, 4, pp. 324-332, (2015); Dietitians Australia. About us [Internet]; Ridley E.J., Freeman-Sanderson A., Haines K.J., Surge capacity for critical care specialised allied health professionals in Australia during COVID-19, Aust Crit Care, 34, 2, pp. 191-193, (2021)","M. Blair; Department of Nutrition, Dietetics and Food, Monash University, Melbourne, 264 Ferntree Gully Rd, 3168, Australia; email: merran.blair@monash.edu","","John Wiley and Sons Inc","","","","","","14466368","","","37400363","English","Nutr. Diet.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85164178659"
"Phuong H.Y.; Le T.T.; Ho P.T.; Do T.N.; Pham T.T.","Phuong, Hoang Yen (56698115900); Le, Thanh Thao (57219929624); Ho, Phuong Thuy (58571768500); Do, Thanh Nhan (58571122100); Pham, Trut Thuy (58571768300)","56698115900; 57219929624; 58571768500; 58571122100; 58571768300","Employers’ Perspectives of English-Major Students’ Weaknesses During Their Industrial Practicum","2023","Journal of Language Teaching and Research","14","5","","1270","1278","8","1","10.17507/jltr.1405.15","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85170572732&doi=10.17507%2fjltr.1405.15&partnerID=40&md5=761378a165404c172632420c57e00399","School of Foreign Languages, Can Tho University, Can Tho, Viet Nam; Nam Can Tho University, Can Tho, Viet Nam","Phuong H.Y., School of Foreign Languages, Can Tho University, Can Tho, Viet Nam; Le T.T., School of Foreign Languages, Can Tho University, Can Tho, Viet Nam; Ho P.T., School of Foreign Languages, Can Tho University, Can Tho, Viet Nam; Do T.N., School of Foreign Languages, Can Tho University, Can Tho, Viet Nam; Pham T.T., Nam Can Tho University, Can Tho, Viet Nam","In the 21st century, graduates are expected to have many employability skills to become successful employees in real-world settings. Before graduating, the industrial practicum is an excellent chance for employers to measure university students’ readiness for real jobs through their performances. Even though some studies have been conducted in this field, the topic is little studied from employers’ perceptions. This current study focused on employers’ reports on what English-major students lacked during their industrial practicum in the Vietnamese context. The study was conducted as qualitative research using three focus-group interviews, and each included five employers in the fields of education, business, interpretation and translation, and tour and travel. The results revealed that the students lacked several skills to become successful employees: communication skills, information retrieval and handling skills, planning and problem-solving skills, teamwork skills, self-confidence, critical thinking skills, devotion, and specialized skills/ identities. Based on the findings, this current study suggested several practical implications to help improve the students’ employability skills. During their time at university, English-major students need more practical experiences to understand their strengths and weaknesses and develop themselves. Teaching is expected to make a positive correlation with practical experiences in real-world settings. The findings of this study significantly contributed to enriching the field of vocational education. © 2023, Academy Publication. All rights reserved.","employers’ perspectives; English-major students; industrial practicum; weaknesses","","","","","","","","Bathmaker A. M., Defining ‘knowledge’ in vocational education qualifications in England: an analysis of key stakeholders and their constructions of knowledge, purposes and content, Journal of Vocational Education & Training, 65, 1, pp. 87-107, (2013); Bilsland C., Nagy H., Smith P., Planning the Journey to Best Practice in Developing Employability Skills: Transnational University Internships in Vietnam, Asia-Pacific Journal of Cooperative Education, 15, 2, pp. 145-157, (2014); Blom A., Saeki H., Employability and skill set of newly graduated engineers in India, World Bank Policy Research Working Paper, 5640, pp. 1-58, (2011); Brower I. C., Counseling Vietnamese, The Personnel and Guidance Journal, 58, 10, pp. 646-652, (1980); Carlgren T., Communication, critical thinking, problem solving: A suggested course for all high school students in the 21st century, Interchange, 44, 1, pp. 63-81, (2013); Cattaneo A. A., Aprea C., Visual technologies to bridge the gap between school and workplace in vocational education, Digital Workplace Learning, pp. 251-270, (2018); Gagalang J. L., Employers’ perspectives on English-major graduates’ attributes, skills, and personal qualities, PalArch's Journal of Archaeology of Egypt/Egyptology, 17, 2, pp. 460-472, (2020); Klink V. M. R., Streumer J. N., Effectiveness of on‐the‐job training, Journal of European industrial training, 26, 2-4, pp. 196-199, (2002); Knemeyer A.M., Murphy P.R., Logistics internships: Employer’ and students’ perspectives, International Journal of Physical Distribution and Logistics Management, 32, 2, pp. 135-152, (2002); Krueger R. A., Analyzing focus group interviews, Journal of Wound Ostomy & Continence Nursing, 33, 5, pp. 478-481, (2006); Le Q. T. T., Doan T. H. D., Nguyen Q. L. H. T. T., Nguyen D. T. P., Competency gap in the labor market: Evidence from Vietnam, The Journal of Asian Finance, Economics and Business, 7, 9, pp. 697-706, (2020); Maistre L. C., Pare A., Learning in two communities: The challenge for universities and workplaces, Journal of Workplace Learning, 16, 1, pp. 44-52, (2004); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: what effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Matsouka K., Mihail D. M., Graduates’ employability: What do graduates and employers think?, Industry and Higher Education, 30, 5, pp. 321-326, (2016); Maxwell J. A., Designing a qualitative study, Handbook of applied social research methods, pp. 69-100, (1998); Nguyen P. H., Tsai J. F., Kayral I. E., Lin M. H., Unemployment rates forecasting with grey-based models in the post-COVID-19 period: A case study from Vietnam, Sustainability, 13, 14, (2021); Nisbett R. E., Masuda T., Culture and point of view, Proceedings of the National Academy of Sciences, 100, 19, pp. 11163-11170, (2003); Nugroho W. S., Nizam S. I., RM, & Handayani, PW (2012). Graduate employability in Indonesia, UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific (2012). Graduate Employability in Asia, pp. 5-23, (2013); Nydegger R., Enides C., The psychology of work: Changes in the 21st century, International Business & Economics Research Journal (IBER), 16, 3, pp. 197-208, (2017); Pham H. C., Enhancing the Employability of Students Undertaking English Language and Linguistics Programs in Vietnam, VNU Journal of Science: Education Research, 38, 1, pp. 21-31, (2021); Phan L.K., Solutions to Improve the Quality of Higher Education in Vietnam in the Context of Industrial Revolution 4.0, Proceedings of Fifth International Congress on Information and Communication Technology. ICICT 2020. Advances in Intelligent Systems and Computing, pp. 529-535, (2021); Phuong H. Y., Huynh V. H., Employability attributes of interpretation and translation students in Vietnam, Can Tho University Journal of Science, 12, 2, pp. 25-32, (2020); Saunders V., Zuzel K., Evaluating employability skills: Employer and student perceptions, Bioscience Education, 15, 1, pp. 1-15, (2010); Schintler L. A., Kulkarni R., Big data for policy analysis: The good, the bad, and the ugly, Review of Policy Research, 31, 4, pp. 343-348, (2014); Schwieger D., Ladwig C., Reaching and retaining the next generation: Adapting to the expectations of Gen Z in the classroom, Information Systems Education Journal, 16, 3, pp. 45-54, (2018); Shariff S. M., Muhamad M., Learning in an industrial practicum training program: A case study in a public university in Malaysia, World Applied Sciences Journal, 11, 11, pp. 1361-1368, (2010); Sirat M., Lean Heng C., Shuib M., Abdul Rahman S., Ahmad Kamil S.R., Nachatar Singh J.K., Employability of graduates in Malaysia, UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific (2012). Graduate Employability in Asia, pp. 24-37, (2012); Suarta I. M., Employability skills needed by higher vocational education graduates to be successful in the workplace, Chinese Business Review, 11, 7, pp. 639-648, (2012); Suarta I. M., Suwintana I. K., Sudhana I. F. P., Hariyanti N. K. D., Employability skills required by the 21st century workplace: A literature review of labor market demand, International Conference on Technology and Vocational Teachers (ICTVT 2017), pp. 337-342, (2017); Tran L. H. N., Developing employability skills via extra-curricular activities in Vietnamese universities: Student engagement and inhibitors of their engagement, Journal of Education and Work, 30, 8, pp. 854-867, (2017); Tran T. T., The Causes of Passiveness in Learning of Vietnamese Students, VNU Journal of Science: Education Research, 29, 2, pp. 72-84, (2013); Tuan V. V., The Impact of Social Networking Sites on Study Habits and Interpersonal Relationships among Vietnamese Students, Journal of Language and Education, 7, 1, pp. 206-218, (2021); Vaughn S., Schumm J. S., Sinagub J. M., Focus group interviews in education and psychology, (1996); Vu D. V., Peters E., Vocabulary in English language learning, teaching, and testing in Vietnam: A review, Education Sciences, 11, 9, (2021); Yamamura J. H., Birk C. A., Cossitt B. J., Attracting and retaining talent: The importance of first impressions, The CPA Journal, 80, 4, pp. 58-60, (2010); Yorke M., Knight P. T., Embedding employability into the curriculum, 3, (2006)","","","Academy Publication","","","","","","17984769","","","","English","J. Lang. Teach. Res.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85170572732"
"Sharma A.","Sharma, Amrita (57935109600)","57935109600","Consolidation of employability in Nepal: A reflective look","2023","Industry and Higher Education","37","5","","673","684","11","0","10.1177/09504222221151138","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147516486&doi=10.1177%2f09504222221151138&partnerID=40&md5=a0c0cb7c701088ae8e1da83d25841311","Development Studies, Kathmandu University School of Education, Lalitpur, Nepal","Sharma A., Development Studies, Kathmandu University School of Education, Lalitpur, Nepal","Employability is a construct that includes soft and hard skills to prepare a person to gain employment, progress in it and sustain a career. The employability discourse, in the context of linking education with skills development, has gained increased attention globally. However, engagement with this agenda differs across countries, as it depends on the social, political and economic contexts. Hence it is essential to examine the different aspects of employability, its historical development and strategic interventions to improve it. With this in mind, existing models, policies, frameworks, interventions, reforms and practices in selected countries were analyzed. This analysis was then interwoven with Social Cognitive Career Theory to present a model of employability in Nepal. The model links the family, academic institutions and industries/employers, which are dedicated directly or indirectly to enhancing employability among people. Collaboration and coordination among academic institutions and industries yield various benefits to people entering the job market; importantly, these benefits help students who rarely have opportunities to develop their employability skills in their family environment. © The Author(s) 2023.","attributes; Employability; employment; mismatch; work–study transition","","","","","","","","Aprile K.T., Knight B.A., The WIL to learn: students’ perspectives on the impact of work-integrated learning placements on their professional readiness, Higher Education Research & Development, 39, 5, pp. 869-882, (2020); AGCAS Strategy, (2020); Bargsted M., Impact of personal competencies and market value of type of occupation over objective employability and perceived career opportunities of young professionals, Revista de Psicología del Trabajo y de las Organizaciones, 33, 2, pp. 115-123, (2017); Barrie S., Understanding of Generic Graduate Attributes: A Framework for Assuring Quality, (2004); Bendixen C., Jacobsen C.J., Accreditation of higher education in Denmark and European Union: from system to substance?, Quality in Higher Education, 26, 1, pp. 66-79, (2020); Bennett D., Graduate employability and higher education: past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2018); Bhattarai D., Engineering education in Nepal: Prospects and challenges in the new environment, (2009); Boden R., Nedeva M., Employing discourse: universities and graduate ‘employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Bolli T., Caves K.M., Renold U., Et al., Beyond employer engagement: measuring education-employment linkage in vocational education and training programmes, Journal of Vocational Education & Training, 70, 4, pp. 524-563, (2018); CACEE Competency Framework: Benchmarking Your Competency Level & Creating a Professional Development Action Plan, (2020); Chickering W.A., Gamson F.Z., Seven principles for good practice in undergraduate education, AAHE Bulletin, 39, 7, pp. 3-7, (1987); Clinkard K., Are employability and entrepreneurial measures for higher education relevant? Introducing AGILE reflection, Industry and Higher Education, 32, 6, pp. 375-390, (2018); Copps J., Plimmer D., Inspiring Impact – the Journey to Employment: A Guide to Understanding and Measuring what Matters for Young People, (2013); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Denny G., Reid S., A Guide to Placing Learners on Work Experience, (2005); Effenberger A., Lauber V., Schmitz S., Senftleben-Konig C., Educational attainment, age and the consequences of job loss: empirical evidence from Germany, (2019); Eimer A., Bohndick C., How individual experiential backgrounds are related to the development of employability among university students, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 114-130, (2021); Ever T.F., Rush C.J., Bedrow I., The Bases of Competence: Skills for Lifelong Learning and Employability, (1998); Feintuch A., Improving the employability and attitudes of “difficult to place” persons, Psychological Monographs, 69, pp. 392-397, (1955); Forrier A., Sels L., The concept employability: a complex mosaic, International Journal of Human Resources Development and Management, 3, 3, pp. 102-124, (2003); Forrier A., Verbruggen M., De Cuyper N., Integrating different notions of employability in a dynamic chain: The relationship between job transitions, movement capital and perceived employability, Journal of Vocational Behavior, 89, pp. 56-64, (2015); Franz J., Kay J., A pedagogical model of higher education/industry engagement for enhancing employability and professional practice [Conference proceedings], Work Integrated Learning (WIL): Transforming Futures… Practice… Pedagogy… Partnerships, pp. 164-169, (2008); Fugate M., Kinicki J.A., Ashforth E.B., Employability: a psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Giordano C., Ones D.S., Waller N.G., Et al., Exploratory bifactor measurement models in vocational behavior research, Journal of Vocational Behavior, 120, (2020); Govender C., Wait M., Work integrated learning benefits for student career prospects - mixed mode analysis, South African Journal of Higher Education, 31, 5, (2017); (2020); NGCAS Annual Report 2020, (2020); Gurl E., SWOT Analysis: A Theoretical Review, (2017); Gurung I., A review of Nepalese public education policy: a history of implementation and achievements, Education policy and equal education opportunities, pp. 109-133, (2012); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Harvey L., Embedding and integrating employability, New directions for institutional research, pp. 13-28, (2005); NAGCAS Annual Reports, (2020); IAEVG Report 2020, (2020); Jackson D., Bridgstock R., What actually works to enhance graduate employability? 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Nepal School Education Sector Plan, (2022); Ministry of Labour, Employment, Social S., Nepal employment policy 2015, (2015); Moreau M.P., Leathwood C., Graduates’ employment and the discourse of employability: a critical analysis, Journal of Education and Work, 19, pp. 305-324, (2006); Muldoon R., Recognizing the enhancement of graduate attributes and employability through part-time work while at university, Active Learning in Higher Education, 10, 3, pp. 237-252, (2009); NACE Center for Career Development and Talent Acquisition Report 2020, (2020); NAGCAS Annual Report 2020, (2020); Nepal Education Sector Analysis, (2016); Fifteenth plan, (2018); Report on the Nepal Labor Force Survey 2017/18, (2019); Constitution of Nepal 2015, (2015); Nielsen R.J., Employability and Entrepreneurship: Building a Virtuous Circle in a European Youth Strategy within the Framework of the Erasmus+ Programme, (2018); O'Shea S., Groves O., Delahunty J., ‘…having people that will help you, that know the ropes and have walked that road before you’: How does first in family status impact graduates in the employment field?, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 36-50, (2021); Oswald-Egg M.E., Renold U., The Swiss Vocational Education and Training System: What Can Spain Learn from Switzerland?, (2015); Pahari B.R., Strategies to reform engineering education, Journal of the Institute of Engineering, 8, 1-2, pp. 48-63, (2011); Paudel A., Girls’ Transitions to Work through Higher-Quality TVET Program in Nepal, (2019); Prabhupada S.B., Bhagawad-Gita as it Is, (2006); Raban T., FEDORA: The European forum on student guidance, its past, present, and future, Higher Education in Europe, 19, 3, pp. 64-72, (2006); Ramnund-Mansingh A., Reddy N., South African specific complexities in aligning graduate attributes to employability, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 206-221, (2021); Reid E.R., Kelestyn B., Problem representations of employability in higher education: using design thinking and critical analysis as tools for social justice in careers education, British Journal of Guidance & Counselling, 50, pp. 631-646, (2022); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Sambell R., Andrew L., Devine A., Et al., Opportunities to identify and develop people skills: what university students need early in their degree journey, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 348-365, (2021); Schaper M.T., The 2020 ease of doing business survey: How competitive is the Malaysian economy?, ISEAS Yusof Ishak Institute, 1, 35, pp. 1-11, (2020); Storen A.L., Aamodt O.P., The quality of higher education and employability of graduates, Quality in Higher Education, 16, 3, pp. 297-313, (2010); Tomlinson M., Student perceptions of themselves as ‘consumers’ of higher education, British Journal of Sociology of Education, 38, 4, pp. 450-467, (2016); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Nepal Human Development Note: Access Equity, and Quality in the Education, Health and Social Protection Sectors, (2013); Wright W.A., The Dalhousie career portfolio programme: a multi-faceted approach to transition to work, Quality in Higher Education, 7, 2, pp. 149-159, (2001); Yorke M., Employability: aligning the message, the medium and academic values, Journal of Teaching and Learning for Graduate Employability, 1, 1, pp. 2-12, (2010); Yusof N., Jamaluddin Z., Graduate employability and preparedness: a case study of University of Malaysia Perlis (UNIMAP), Malaysia, Malaysian Journal of Society and Space, 11, 11, pp. 129-143, (2015)","A. Sharma; Development Studies, Kathmandu University School of Education, Lalitpur, Nepal; email: amritasharma012@gmail.com","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85147516486"
"Wang H.; Jiao R.","Wang, Hua (57789017100); Jiao, Runkai (57203042211)","57789017100; 57203042211","The relationship between career social support and career management competency: The mediating role of career decision-making self-efficacy","2023","Current Psychology","42","26","","23018","23027","9","6","10.1007/s12144-022-03418-y","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133697999&doi=10.1007%2fs12144-022-03418-y&partnerID=40&md5=571a579db5f3821c67f5fc654130ce63","School of Education, Lanzhou City University, 11 Jiefang Road, Shizhuan Campus, Anning District, Gansu Province, Lanzhou City, China; School of Psychology, Northeast Normal University, 5268 Renmin Street, Jilin Province, Changchun, China","Wang H., School of Education, Lanzhou City University, 11 Jiefang Road, Shizhuan Campus, Anning District, Gansu Province, Lanzhou City, China, School of Psychology, Northeast Normal University, 5268 Renmin Street, Jilin Province, Changchun, China; Jiao R., School of Psychology, Northeast Normal University, 5268 Renmin Street, Jilin Province, Changchun, China","Career management competency is regarded as key competency which can help college students improve their employability and achieve future career success. However, there are few literatures on the influencing factors of career management competency. This study aimed to examine the potential mediating role of career decision-making self-efficacy between career social support and career management competency. Using a cross-sectional design, 577 Chinese college students (mean age = 19.68, 61.35% female) completed the Questionnaire of Career Management Competency, Career Social Support, and Career Decision-making Self Efficacy. The results showed significant positive correlations among career social support, career decision-making self-efficacy, and career management competency. Multiple regression analysis confirmed that career social support and career decision-making self-efficacy were two positive predictors of career management competency. Structural equation modeling (SEM) analysis indicated that career decision-making self-efficacy played a completely mediating role in the influence of career social support on career management competency. These results offered practical implications that provide more career social support and improve career decision-making self-efficacy for promoting college students’ career management competency. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.","Career decision-making self-efficacy; Career management competency; Career social support; College students; Mediation effect","","","","","","Ministry of Education of the People's Republic of China, MOE, (16JZD050)","This study is funded by a major project of Philosophy and Social Science Research, the Ministry of Education, called “the research on the construction of high-quality kindergarten principals in China” (Project Approval No. 16JZD050). ","Arthur M.B., Svetlana N.K., Celeste P.M., Career success in a boundaryless career worldy, Journal of Organizational Behavior, 26, pp. 177-202, (2005); Betz N.E., Klein K.L., Taylor K.M., Evaluation of a short form of the career decision-making self-efficacy scale, Journal of Career Assessment, 4, 1, pp. 47-57, (1996); Bridgstock R., The graduate attributes we’ve overlooked: enhancing graduate employ competency through career management skills, Higher Education Research and Development, 28, 1, pp. 27-39, (2009); Bronfenbrenner U., Morris P., The ecology of development processes, Handbooks of Child Psychology: Vol. 1. Theoretical Models of Human Development (, pp. 993-1028, (1998); Chan C.C., The relationship among social support, career self-efficacy, career exploration, and career choices of Taiwanese college athletes, Journal of Hospitality, Leisure, Sport & Tourism Education, 22, pp. 105-109, (2018); Cheng J.N., Liu Y., Liang S.C., College students’ career adaptability and career exploration: The mediating role of career mission and career decision-making self-efficacy, Chinese Journal of Health Psychology, 25, 2, pp. 237-240, (2017); Choi B.Y., Park H., Yang E., Et al., Understanding career decision self-efficacy: A meta-analytic approach, Journal of Career Development, 39, 5, pp. 443-460, (2012); Duan S.S., Xu C.T., Relationship between social support and college students' career exploration, Journal of Fuyang Vocational and Technical College, 25, 3, pp. 16-18, (2014); Fatima S.I., Asghar F., Khatoon S.S., Fatima A., Relationship between self-efficacy with career development among university students. The International Journal of Indian, Psychology, 4, 3, pp. 27-33, (2017); Fu Y.H., Research on the mechanism of college students' career self-efficacy and its impact on career development during career preparation, master's dissertation. Jilin University., (2015); Guan P., Capezio A., Restubog S.L.D., Read S., Lajom J.A.L., Li M., The role of traditionality in the relationships among parental support, career decision-making self-efficacy and career adaptability, Journal of Vocational Behavior, 94, pp. 114-123, (2016); Hooley T., Watts A.G., Sultana R.G., Neary S., The ‘Blueprint’ framework for career management skills: a critical exploration, British Journal of Guidance & Counselling, 41, 2, pp. 117-131, (2013); Hou Z., Bai R., Yao Y.Y., Development of career social support scale for college students. Chinese, Journal of Clinical Psychology, 4, pp. 439-442, (2010); Hou C.N., Wu Y.Z., Liu Z.J., Career decision-making self-efficacy mediates the effect of social support on career adaptability: A longitudinal study, Social Behavior & Personality, 47, pp. 1-13, (2019); Jackson D., Wilton N., Career choice status among undergraduates and the influence of career management competencies and perceived employability, Journal of Education and Work, 30, 5, pp. 552-569, (2017); Keller B.K., Whiston S.C., The role of parental influences on young adolescents' career development, Journal of Career Assessment, 16, 2, pp. 198-217, (2008); Kim N.R., Kim J., Heo K.M., The Effect of Social Support, Work Volition and Career Decision-making Self Efficacy on Career Adaptability: a Self Determination Theory Approach, International Journal of Psychology, 51, (2016); Kracke B., The role of personality, parents and peers in adolescents career exploration, Journal of Adolescence, 25, pp. 19-30, (2002); Lent R.W., Brown S.D., Social cognitive model of career self-management: Toward a unifying view of adaptive career behavior across the life span, Journal of Counseling Psychology, 60, 4, pp. 557-568, (2013); Lent R.W., Ezeofor I., Morrison M.A., Penn L.T., Ireland G.W., Applying the social cognitive model of career self-management to career exploration and decision-making, Journal of Vocational Behavior, 93, pp. 47-57, (2016); Lent R.W., Morris T.R., Penn L.T., Ireland G.W., Social–Cognitive Predictors of Career Exploration and Decision-Making: Longitudinal Test of the Career Self-Management Model, Journal of Counseling Psychology, 66, 2, pp. 184-194, (2019); Li Y.I., Hazler R.J., Trusty J., Relational Self-Construal as a Moderator of Social Support in Career Decision Making, The Career Development Quarterly, 65, 1, pp. 44-56, (2017); Metheny J., Mcwhirter E.H., Contributions of social status and family support to college students’ career decision self-efficacy and outcome expectations, Journal of Career Assessment, 21, 3, pp. 378-394, (2013); Nikandrou I., Galanaki E., Boundaryless career and career outcomes: The mediating role of individual career management behaviours, Zagreb International Review of Economics & Business, 19, pp. 71-97, (2016); Park Y., Factors influencing self-directed career management: an integrative investigation, Journal of European Industrial Training, 33, 7, pp. 578-593, (2009); Patel S.G., Salahuddin N.M., O'Brien K.M., Career decision-making self-efficacy of Vietnamese adolescents: the role of acculturation, social support, socioeconomic status, and racism, Journal of Career Development, 34, 3, pp. 218-240, (2008); Peng W., The influence of career decision-making self-efficacy and frame effect on college students' career decision-making, master's dissertation, Nanjing Normal University, (2013); Peng Y.X., Long L.R., Research on the evaluation of college students' career decision-making self-efficacy, Applied Psychology, 7, 2, pp. 38-43, (2001); Qu K.J., Ju R.H., Zhang Q.Q., The relationship between college students' initiative personality, career decision-making self-efficacy and career exploration, Psychological Development and Education, 31, 4, pp. 445-450, (2015); Sheu H., Lent R.W., Miller M.J., Penn L.T., Cusick M.E., Truong N.N., Sources of self-efficacy and outcome expectations in science, technology, engineering, and mathematics domains: A meta-analysis, Journal of Vocational Behavior, 109, pp. 118-136, (2018); Shin K.I., Kim S.J., The Effect of Social Support from Teachers and Friends on Career Maturity of Technical Meister School Students, The Journal of the Korea Contents Association, 16, 2, pp. 420-431, (2016); Sultana R.G., Learning career management skills in Europe: a critical review, Journal of Education and Work, 25, 2, pp. 225-248, (2012); Taylor K.M., Betz N.E., Applications of self-efficacy theory to the understanding and treatment of career indecision, Journal of Vocational Behavior, 22, 1, pp. 63-81, (1983); Turner S., Lapan R.T., Career self-efficacy and perceptions of parent support in adolescent career development, The Career Development Quarterly, 51, 1, pp. 44-55, (2002); Wang Y., Career exploration and related research of senior high school students, master's dissertation, (2011); Wang H., Research on the relationship between family rearing style, career decision-making self-efficacy and career decision-making difficulties, master's dissertation, Shanghai Normal University, (2013); Wang H., Jiao R.K., The development of college Students' career management competency questionnaire and the test of reliability and validity, Psychology and Behavior Research, 6, pp. 793-798, (2017); Wang Z., Shi K., Gao J., Analysis of influencing factors of college students' professional self-efficacy, Chinese Journal of Clinical Psychology, 13, 2, pp. 162-164, (2005); Wen Z.L., Zhang L., Hou J.T., Liu H.Y., Mediation effect test procedure and its application, Journal of Psychology, 36, 5, pp. 614-620, (2004); Xu A.H., Research on the relationship between goal orientation, career decision-making self-efficacy and college students' career choice behavior, master's dissertation, East China Normal University, (2006); Xu C., Ma H., Review on factors affecting career decision-making self-efficacy and intervention research, Progress of Psychological Science, 16, 5, pp. 760-766, (2017); Zhou Y.G., Research on the relationship between college students' career decision-making self-efficacy and career planning, Education and Career, 6, pp. 91-93, (2012)","H. Wang; School of Psychology, Northeast Normal University, Changchun, 5268 Renmin Street, Jilin Province, China; email: wh200299@126.com","","Springer","","","","","","10461310","","","","English","Curr. Psychol.","Article","Final","","Scopus","2-s2.0-85133697999"
"Ho T.T.H.; Le V.H.; Nguyen D.T.; Nguyen C.T.P.; Nguyen H.T.T.","Ho, Thuy Thi Hai (57909832500); Le, Van Hong (57909409200); Nguyen, Duong Tuan (57202136511); Nguyen, Chi Thi Phuong (57272709000); Nguyen, Ha Thi Thu (58271554200)","57909832500; 57909409200; 57202136511; 57272709000; 58271554200","Effects of career development learning on students’ perceived employability: a longitudinal study","2023","Higher Education","86","2","","297","315","18","4","10.1007/s10734-022-00933-6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138931985&doi=10.1007%2fs10734-022-00933-6&partnerID=40&md5=868aee9818c6a2776dfdf4f3376e3496","Department of International Business and Trade, Foreign Trade University, Ho Chi Minh City Campus, Ho Chi Minh City, Viet Nam; College of Management, National Sun Yat-Sen University, Kaohsiung, Taiwan; Faculty of Business Administration, Industrial University of Ho Chi Minh City, Ho Chi Minh City, Viet Nam; Foreign Trade University, Ho Chi Minh City Campus, Ho Chi Minh City, Viet Nam","Ho T.T.H., Department of International Business and Trade, Foreign Trade University, Ho Chi Minh City Campus, Ho Chi Minh City, Viet Nam; Le V.H., Department of International Business and Trade, Foreign Trade University, Ho Chi Minh City Campus, Ho Chi Minh City, Viet Nam; Nguyen D.T., College of Management, National Sun Yat-Sen University, Kaohsiung, Taiwan; Nguyen C.T.P., Faculty of Business Administration, Industrial University of Ho Chi Minh City, Ho Chi Minh City, Viet Nam; Nguyen H.T.T., Foreign Trade University, Ho Chi Minh City Campus, Ho Chi Minh City, Viet Nam","This study investigates the relationship between career development learning (CDL) and students’ perceived employability (SPE) with the mediating role of human capital. Using a quantitative method based on structured questionnaires to collect data from 512 Vietnamese students before starting their internship at businesses and 322 of them after 4 months, the results of the partial least square Structural Equational Model analysis showed that CDL positively affects SPE over time. Besides, the study explored the mediating effect of human capital in the relationship between CDL and SPE. In particular, scholastic capital and cultural capital play mediating roles while social capital failed to be in the relationship between CDL and SPE. This study is expected to enrich current literature on students’ employability and human capital theory. From practical aspects, the findings of this work can be of benefit to higher education institutions in supporting their students to enhance their employability in labour market. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.","Career development learning; Employability; Human capital; Students; Vietnam","","","","","","Foreign Trade University, (NTCS2021-69)","The present study is a part of the research project of Foreign Trade University, Vietnam, Code: NTCS2021-69.","Banovic R.S., Career development and mentoring for young lawyers in Croatia: Recent findings and pandemic implications, EU and Comparative Law Issues and Challenges Series (ECLIC), 6, pp. 375-392, (2022); Baruch Y., Bell M.P., Gray D., Generalist and specialist graduate business degrees: Tangible and intangible value, Journal of Vocational Behavior, 67, 1, pp. 51-68, (2005); Batistic S., Tymon A., Networking behaviour, graduate employability: A social capital perspective, Education + Training, 59, 4, pp. 374-388, (2017); Human Capital; a Theoretical and Empirical Analysis, with Special Reference to Education, (1964); Bennett D., Richardson S., MacKinnon P., Enacting strategies for graduate employability: How universities can best support students to develop generic skills, (2016); Bourdieu P., Richardson J.G., Handbook of theory and research for the sociology of education, The Forms of Capital, 241, (1986); Bracken B.A., Barona A., State of the art procedures for translating, validating and using psychoeducational tests in cross-cultural assessment, School Psychology International, 12, 1-2, pp. 119-132, (1991); Bridgstock R., Skills for creative industries graduate success, Education and Training, 53, 1, pp. 9-26, (2011); Integrating career development learning into the curriculum: Collaboration with the careers service for employability, Journal of Teaching and Learning for Graduate Employability, (2019); Buckholtz D.T.J., Donald D.W.E., Direct outcomes and win-win relationships between university careers advisors and graduate recruiters, GiLE Journal of Skills Development, 2, 1, pp. 9-25, (2022); Byrne C., What determines perceived graduate employability? 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Lin N., Social Capital: A Theory of Social Structure and Action, 19, (2002); Lulle A., Janta H., Emilsson H., Introduction to the special issue: European youth migration: Human capital outcomes, skills and competences, Journal of Ethnic and Migration Studies, 47, 8, pp. 1725-1739, (2021); Luthans F., Luthans K.W., Luthans B.C., Positive psychological capital: Beyond human and social capital, Business Horizons, 47, 1, pp. 45-50, (2004); Mahajan R., Gupta P., Misra R., Employability skills framework A tripartite approach, Education + Training, 64, 3, pp. 360-379, (2022); Marsick V., Watkins K., Organizational Learning, pp. 65-86, (1997); Career development learning frameworks for work-integrated learning, In Developing Learning Professionals (, pp. 149-165, (2011); McMahon M., Patton W., Tatham P., Managing life, learning and work in the 21st century: Issues informing the design of an Australian Blueprint for Career Development, Perth, (2003); Meijers F.M., Career learning and career learning environment in Dutch higher education, Journal of Applied Research in Higher Education, (2014); 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Stiff C., Vugt M.V., The power of reputations: The role of third party information in the admission of new group members, Group Dynamics: Theory, Research, and Practice, 12, pp. 155-166, (2008); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Anderson V., Employers and graduates: The mediating role of signals and capitals, Journal of Higher Education Policy and Management, 43, 4, pp. 384-399, (2021); Tomlinson M., McCafferty H., Port A., Maguire N., Zabelski A.E., Butnaru A., Charles M., Kirby S., Developing graduate employability for a challenging labour market The validation of the graduate capital scale, Journal of Applied Research in Higher Education, ahead-of-print(ahead-of-print), (2021); Trimble L.B., Kmec J.A., The role of social networks in getting a job, Sociology Compass, 5, 2, pp. 165-178, (2011); Useem M., Karabel J., Pathways to top corporate management, American Sociological Review, pp. 184-200, (1986); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Wallis R., Career readiness: Developing graduate employability capitals in aspiring media workers, Journal of Education and Work, 34, 4, pp. 533-543, (2021); Watts A.G., Career Development Learning and Employability, (2006); Watts A.G., Sultana R.G., Career guidance policies in 37 countries: Contrasts and common themes, International Journal for Educational and Vocational Guidance, 4, 2, pp. 105-122, (2004); Zamudio C., Moulard J.G., Scheinbaum A., (2014)","D.T. Nguyen; College of Management, National Sun Yat-Sen University, Kaohsiung, Taiwan; email: tdnguyen@nsysu.edu.tw","","Springer Science and Business Media B.V.","","","","","","00181560","","","","English","High. Educ.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85138931985"
"Canal Domínguez J.F.; Rodríguez Gutiérrez C.","Canal Domínguez, Juan Francisco (22133704600); Rodríguez Gutiérrez, César (16317319300)","22133704600; 16317319300","Bologna Process and Its Impact on Spanish Graduates Employability: Good News Yet to Come","2023","Higher Education Policy","36","3","","556","577","21","1","10.1057/s41307-022-00274-0","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131048335&doi=10.1057%2fs41307-022-00274-0&partnerID=40&md5=08425177a8a80f59971fd986b78665d4","Department of Economy, University of Oviedo, Avenida del Cristo, s/n, Oviedo, 33071, Spain","Canal Domínguez J.F., Department of Economy, University of Oviedo, Avenida del Cristo, s/n, Oviedo, 33071, Spain; Rodríguez Gutiérrez C., Department of Economy, University of Oviedo, Avenida del Cristo, s/n, Oviedo, 33071, Spain","This research assesses Bologna Process’s success to achieve its main objective of enhancing employability among Spanish university graduates who completed their degree during the 2013–2014 Academic Year. The outcomes indicate that the education obtained under the Bologna Process does not either enhance their employability versus pre-Bologna university plan or the probability of employment, while negatively influences the quality of the job by turning it more unstable and poorly paid. Education assessment analysis by the graduates indicates that Bologna Process students do not believe that their education either boosts their probability of employment or significatively impact on their wages. The lack of financing tools and the absence of coordination among universities when it comes to implementing Bologna Process may explain this temporary lack of results. © 2022, International Association of Universities.","Bologna process; Employment; Stable employment; Wages","","","","","","MCIN; Universidad de Oviedo, (PAPI-19-GR-2014-0076); Agencia Estatal de Investigación, AEI","Authors acknowledge financial support from the grant PID2020-115183RB-C21 funded by MCIN/AEI//10.13039/501100011033, and by the University of Oviedo (Project number PAPI-19-GR-2014-0076). ","Angeloni S., ‘A policy reform aimed at improving the job quality of graduates’, Higher Education Policy, (2019); Zero returns to higher education: Evidence from a natural experiment, Basic Research Program Working Papers 236/EC/2020. National Research University, (2020); Birch E., Li I., Miller P., The influences of institution attended and field of study on graduates’ starting salaries, The Australian Economic Review, 42, 1, pp. 42-63, (2009); Bosio G., Leonardi M., The Impact of Bologna Process on the Graduate Labour Market: Demand and Supply, (2011); Brunello G., Cappellari L., The labour market effects of Alma Mater: evidence from Italy, Economics of Education Review, 27, pp. 564-574, (2008); Canal J.F., Rodriguez C., University education and transition into the labour market during the financial crisis. Spanish evidence, Quality in Higher Education, 25, 2, pp. 155-170, (2019); Canal J.F., Rodriguez C., A Public University or a Private University: what effect does this choice have on the professional success of graduates in Spain?, Revista Española De Investigaciones Sociológicas, 169, pp. 21-40, (2020); Canal J.F., Higher education, regional growth and cohesion: insights from the Spanish case, Regional Studies, 55, 8, pp. 1403-1416, (2021); Davia M., Hernanz V., Temporary employment and segmentation in the Spanish labour market: An empirical analysis through the study of wage differentials, Spanish Economic Review, 6, pp. 291-318, (2004); De la Torre E.M., Casani F., Sagarra M., Defining typologies of universities through a DEA-MDS analysis: the role of third mission activities in institutional characterisation, Research Evaluation, 27, 4, pp. 388-403, (2018); de La Torre E.M., Perez-Esparrells C., (2019); Ertl H., The Impact of the Post-Bologna Reforms on German Higher Education and the Transition of Graduates into the Labour Market, SKOPE Research Paper No, (2013); The European Higher Education Area in 2015: Bologna Process Implementation Report, (2015); European Commission E.A.C.E.A., Eurydice,, The European Higher Education Area in 2018: Bologna Process Implementation Report, (2018); The European Higher Education Area in 2020: Bologna Process Implementation Report, (2020); A strategy for smart, sustainable and inclusive growth, European Commission, (2020); Farcnik D., Domadenik P., Has the Bologna reform enhanced the employability of graduates? Early evidence from Slovenia, International Journal of Manpower, 33, 1, pp. 51-75, (2012); Garra J., The impact of Bologna Process in the portuguese labour market, (2013); Grosemans I., Coertjens L., Kyndt E., Exploring learning and fit in the transition from higher education to the labour market: A systematic review, Educational Research Review, 21, pp. 67-84, (2017); Kaplan E., Meier P., Nonparametric estimation from incomplete observations, Journal of the American Statistical Association, 53, 282, pp. 457-481, (1958); Kroher M., Leuze K., Thomsen S., Trunzer J., Did the “Bologna Process, Achieve Its Goals?, 20, (2021); Mincer J., Investment in human capital and personal income distribution, Journal of Political Economy, 66, pp. 281-302, (1958); Monks J., The returns to individual and college characteristics Evidence from the National Longitudinal Survey of Youth, Economics of Education Review, 19, pp. 279-289, (2000); Nelson A., Sandberg M., Labour-market orientation and approaches to studying: a study of the first Bologna Students at a Swedish Regional University, Studies in Higher Education, 42, 8, pp. 1545-1566, (2017); Oaxaca R., Male-female differentials in urban labor markets, International Economic Review, 14, pp. 693-703, (1973); Oaxaca R., Sex discrimination in wages, Discrimination in the Labour Market, pp. 124-151, (1973); Prokou E., The Emphasis on Employability and the Changing Role of the University in Europe, Higher Education in Europe, 33, 4, pp. 387-394, (2008); Rosenthal R., Rosnow R., Rubin D., Contrasts and Effect Sizes in Behavioral Research: A Correlational Approach, (2000); Ruiz-Gallardo J., Castano S., La universidad española ante el reto del EEES, Docencia e Investigación: Revista De La Escuela Universitaria De Magisterio De Toledo, 33, 18, pp. 253-270, (2008); Schomburg H., Teichler U., Employability and Mobility of Bachelor Graduates in Europe, (2011); Shwed U., Shavit Y., Occupational and economic attainments of college and university graduates in Israel, European Sociological Review, 22, 41, pp. 431-442, (2006); Stewart M., On least squares estimation when the dependent variable is grouped, Review of Economic Studies, 50, 4, pp. 737-753, (1983); Toledo G., La universidad española y el proceso de Bolonia: consideraciones para su análisis, Actualidades Investigativas En Educación, 15, 2, pp. 1-23, (2015); Triventi M., Trivellato P., Does Graduating from a Private University Make a Difference? Evidence from Italy, European Journal of Education, 47, 2, pp. 260-276, (2012); Wiepcke C., Employability in the Bologna Process: An Area of Tension between Society, Businesses and Students, The International Journal of Learning, 16, 4, pp. 435-446, (2009); Young J., Chapman E., Generic competency frameworks: A brief historical overview, Education Research and Perspectives, 37, pp. 1-24, (2010)","J.F. Canal Domínguez; Department of Economy, University of Oviedo, Oviedo, Avenida del Cristo, s/n, 33071, Spain; email: jfcanal@uniovi.es","","Palgrave Macmillan","","","","","","09528733","","","","English","High. Educ. Policy","Article","Final","","Scopus","2-s2.0-85131048335"
"Perkins D.F.; Davenport K.E.; Morgan N.R.; Aronson K.R.; Bleser J.A.; McCarthy K.J.; Vogt D.; Finley E.P.; Copeland L.A.; Gilman C.L.","Perkins, Daniel F. (7201695480); Davenport, Katie E. (56548473600); Morgan, Nicole R. (37091250000); Aronson, Keith R. (7003920455); Bleser, Julia A. (57204239518); McCarthy, Kimberly J. (57197769103); Vogt, Dawne (7102145237); Finley, Erin P. (36241513900); Copeland, Laurel A. (7102081376); Gilman, Cynthia L. (57203837244)","7201695480; 56548473600; 37091250000; 7003920455; 57204239518; 57197769103; 7102145237; 36241513900; 7102081376; 57203837244","The influence of employment program components upon job attainment during a time of identity and career transition","2023","International Journal for Educational and Vocational Guidance","23","3","","695","717","22","3","10.1007/s10775-022-09527-1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124719773&doi=10.1007%2fs10775-022-09527-1&partnerID=40&md5=228e006315ee89509585164467373760","Clearinghouse for Military Family Readiness, Pennsylvania State University (Clearinghouse), University Park, PA, United States; Social Science Research Institute, Pennsylvania State University, University Park, PA, United States; Department of Biobehavioral Health, Pennsylvania State University, University Park, PA, United States; Department of Agricultural Economics, Sociology and Education, Pennsylvania State University, University Park, PA, United States; National Center for PTSD at VA Boston Health Care System, Boston, MA, United States; Boston University, Boston, MA, United States; University of Texas Health Science Center at San Antonio, San Antonio, TX, United States; VA Greater Los Angeles Healthcare System, Los Angeles, CA, United States; VA Central Western Massachusetts Healthcare System, Leeds, MA, United States; University of Massachusetts Medical School, Worcester, MA, United States; Henry M. Jackson Foundation for the Advancement of Military Medicine, Inc., Bethesda, MD, United States","Perkins D.F., Clearinghouse for Military Family Readiness, Pennsylvania State University (Clearinghouse), University Park, PA, United States, Social Science Research Institute, Pennsylvania State University, University Park, PA, United States, Department of Agricultural Economics, Sociology and Education, Pennsylvania State University, University Park, PA, United States; Davenport K.E., Clearinghouse for Military Family Readiness, Pennsylvania State University (Clearinghouse), University Park, PA, United States; Morgan N.R., Clearinghouse for Military Family Readiness, Pennsylvania State University (Clearinghouse), University Park, PA, United States; Aronson K.R., Clearinghouse for Military Family Readiness, Pennsylvania State University (Clearinghouse), University Park, PA, United States, Social Science Research Institute, Pennsylvania State University, University Park, PA, United States, Department of Biobehavioral Health, Pennsylvania State University, University Park, PA, United States; Bleser J.A., Clearinghouse for Military Family Readiness, Pennsylvania State University (Clearinghouse), University Park, PA, United States; McCarthy K.J., Clearinghouse for Military Family Readiness, Pennsylvania State University (Clearinghouse), University Park, PA, United States; Vogt D., National Center for PTSD at VA Boston Health Care System, Boston, MA, United States, Boston University, Boston, MA, United States; Finley E.P., University of Texas Health Science Center at San Antonio, San Antonio, TX, United States, VA Greater Los Angeles Healthcare System, Los Angeles, CA, United States; Copeland L.A., VA Central Western Massachusetts Healthcare System, Leeds, MA, United States, University of Massachusetts Medical School, Worcester, MA, United States; Gilman C.L., Henry M. Jackson Foundation for the Advancement of Military Medicine, Inc., Bethesda, MD, United States","This study assessed the effectiveness of employment programs components, which resulted in the identification of content and process components that increase employability. Employment program use was studied among 1172 United States of America military veterans to determine which content (i.e., interviewing skills) and process (i.e., working with a mentor/coach) components influence job attainment during a time of career and identity transition. Components were distilled utilizing a common components analysis approach (Morgan et al., 2018). Associations with finding employment up to 15 months after the military-to-civilian transition were explored. Veterans who engaged with employment programs were primarily accessing the following components: career planning, resume writing, and interviewing skills. However, only a few content components were significantly related to obtaining employment: interviewing (with mentor/coach), resume writing (online tools), translating military to civilian work (with mentor/coach), entrepreneurship (with mentor/coach), and virtual career fairs. Furthermore, not all processes or modes of instruction for content components were associated with success in the job market. Having a mentor/coach was one of the most effective delivery strategies. For example, veterans using programs delivered by a mentor/coach that translated military skills to civilian work were more likely to find a job at 6–9-months (84%) and 12–15-months (91%) post military separation. In addition, risks that predicted lower use of employment program components by veterans were identified such as junior enlisted rank, combat exposure, combat arms occupation, and physical health problems. With these findings, program developers, implementers, and funders can channel efforts towards the utilization of employment programs with effective components. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.","Career transition; Components; Employment; Job attainment; Military; Veterans","","","","","","","","Aronson K.R., Perkins D.F., Morgan N.R., Bleser J.A., Vogt D., Copeland L., Finley E., Gilman C., Post-9/11 veteran transitions to civilian life: Predictors of the use of employment programs, Journal of Veterans Studies, 5, 1, pp. 14-22, (2019); Benmelech E., Frydman C., Military CEOs, Journal of Financial Economics, 117, 1, pp. 43-59, (2015); Berglass N., Harrell M.C., (2012); Braitman L.E., Rosenbaum P.R., Rare outcomes, common treatments: Analytic strategies using propensity scores, Annals of Internal Medicine, 137, 8, pp. 693-695, (2002); Bullock E.E., Braud J., Andrews L., Phillips J., Career concerns of unemployed U.S. war veterans: Suggestions from a cognitive information processing approach, Journal of Employment Counseling, 46, 4, pp. 171-181, (2009); Burnett-Zeigler I., Valenstein M., Ilgen M., Blow A.J., Gorman L.A., Zivin K., Civilian employment among recently returning Afghanistan and Iraq National Guard veterans, Military Medicine, 176, 6, pp. 639-646, (2011); Buzzetta M., Hayden S.C.W., Ledwith K., Creating hope: Assisting veterans with job search strategies using cognitive information processing theory, Journal of Employment Counseling, 54, 2, pp. 63-74, (2017); Carter P., (2013); Carter P., Schafer A., Kuzminski K., Fagan M., Lost in Translation: The Civil-Military Divide and Veteran Employment, (2017); Chorpita B.F., Becker K.D., Daleiden E.L., Understanding the common elements of evidence-based practice, Journal of the American Academy of Child & Adolescent Psychiatry, 46, 5, pp. 647-652, (2007); Cohen S.I., Suri P., Amick M.M., Yan K., Clinical and demographic factors associated with employment status in U.S. military veterans returning from Iraq and Afghanistan, Work, 44, 2, pp. 213-219, (2013); Curry Hall K., Harrell M.C., Bicksler B., Stewart R., Fisher M.P., Veteran employment: Lessons from the 100,000 jobs mission, (2014); Curry Hall K., Harrell M.C., Bicksler B., Stewart R., Fisher M.P., Connecting veterans and employers, (2015); D'Agostino R.B., Propensity score methods for bias reduction in the comparison of a treatment to a non-randomized control group, Statistics in Medicine, 17, 19, pp. 2265-2281, (1998); DiRamio D., Spires M., Partnering to assist disabled veterans in transition, New Directions for Student Services, 2009, 126, pp. 81-88, (2009); Faurer J., Rogers-Brodersen A., Bailie P., Managing the re-employment of military veterans through the Transition Assistance Program (TAP), Journal of Business & Economics Research (JBER), 12, 1, pp. 55-60, (2014); Geiling J., Rosen J.M., Edwards R.D., Medical costs of war in 2035: Long-term care challenges for veterans of Iraq and Afghanistan, Military Medicine, 177, 11, pp. 1235-1244, (2012); Gomes W., Beamusup SEO Webcrawler. [Computer Software].; Haynie J.M., Revisiting the Business Case for Hiring A Veteran: A Strategy for Cultivating A Competitive Advantage. Institute for Veterans and Military Families, (2016); Humensky J.L., Jordan N., Stroupe K.T., Hynes D.M., How are Iraq/Afghanistan-era veterans faring in the labor market?, Armed Forces & Society, 39, 1, pp. 158-183, (2013); Kang J.D.Y., Schafer J.L., Demystifying double robustness: A comparison of alternative strategies for estimating a population mean from incomplete data, Statistical Science, 22, 4, pp. 523-539, (2007); Kintzle S., Castro C.A., Examining veteran transition to the workplace through military transition theory, Occupational Stress and Well-Being in Military Contexts, pp. 117-127, (2018); Kleykamp M., Hipes C., Coverage of veterans of the wars in Iraq and Afghanistan in the U.S. media, Sociological Forum, 30, 2, pp. 348-368, (2015); Lanza S.T., Moore J.E., Butera N.M., Drawing causal inferences using propensity scores: A practical guide for community psychologists, American Journal of Community Psychology, 52, 3-4, pp. 380-392, (2013); MacLean M.B., Keough J., Poirier A., McKinnon K., Sweet J., Labour market outcomes of veterans, Journal of Military, Veteran and Family Health, 5, 1, pp. 58-70, (2019); Meyer T., Serving Those Who Served: A Wise giver’s Guide to Assisting Veterans and Military Families. the Philanthropy Roundtable, (2013); Moore E., How the media’s narrow portrayal of service members does the military a disservice, Task & Purpose, (2018); Morgan N.R., Davis K.D., Richardson C., Perkins D.F., Common components analysis: An adapted approach for evaluating programs, Evaluation and Program Planning, 67, pp. 1-9, (2018); Profile of post-9/11 veterans, National Center for Veterans Analysis and Statistics, (2014); Veteran Population Projections, (2020); ). Enabling Collaborative Support to Reintegrate the Military Family, (2014); Perkins D.F., Aronson K.R., Morgan N.R., Bleser J.A., Bleser J.A., Vogt D., Copeland L.A., Finley E.P., Gilman C., Veterans’ use of programs and services as they transition to civilian life: Baseline assessment for The Veteran Metrics Initiative, Journal of Social Service Research, 46, 2, pp. 241-255, (2019); Perkins D.F., Aronson K.R., Olson J.R., Supporting United States veterans: A review of veteran-focused needs assessments from 2008–2017, Clearinghouse for Military Family Readiness at Penn State, (2017); Views of post-9/11 military veterans, Pew Research Center’s Social & Demographic Trends Project, (2019); Nvivo 11 (Version 11) [Computer Software].; Rausch M.A., Contextual career counseling for transitioning military veterans, Journal of Employment Counseling, 51, 2, pp. 89-96, (2014); Resnik L., Bradford D.W., Glynn S.M., Jette A.M., Johnson Hernandez C., Wills S., Issues in defining and measuring veteran community reintegration: Proceedings of the Working Group on Community Reintegration, VA Rehabilitation Outcomes Conference, Miami, Florida, Journal of Rehabilitation Research and Development, 49, 1, pp. 87-100, (2012); Reynolds K., Pietrzak R.H., Mackenzie C.S., Chou K.L., Sareen J., Post-traumatic stress disorder across the adult lifespan: Findings from a nationally representative survey, The American Journal of Geriatric Psychiatry, 24, 1, pp. 81-93, (2016); Rosenbaum P.R., Rubin D.B., Constructing a control group using multivariate matched sampling methods that incorporate the propensity score, The American Statistician, 39, 1, pp. 33-38, (1985); Rotheram-Borus M.J., Swendeman D., Flannery D., Rice E., Adamson D.M., Ingram B., Common factors in effective HIV prevention programs, AIDS and Behavior, 13, 3, pp. 399-408, (2009); Smith M.J., Humm L.B., Fleming M.F., Jordan N., Wright M.A., Ginger E.J., Wright K., Olsen D., Bell M.D., Virtual reality job interview training for veterans with posttraumatic stress disorder, Journal of Vocational Rehabilitation, 42, 3, pp. 271-279, (2015); The 2016 Annual Homeless Assessment Report (AHAR) to Congress—Part 2: Estimates of Homelessness in the United States., (2016); Stone C., Stone D.L., Factors affecting hiring decisions about veterans, Human Resource Management Review, 25, 1, pp. 68-79, (2015); Stonebraker I., Maybee C., Chapman J., Undergraduate students’ experiences of using information at the career fair: A phenomenographic study conducted by the libraries and career center, The Journal of Academic Librarianship, 45, 4, pp. 358-367, (2019); Tanielian T.L., Jaycox L., Invisible wounds of war: Psychological and cognitive injuries, their consequences, and services to assist recovery, RAND Corporation, (2008); Tsai J., El-Gabalawy R., Sledge W.H., Southwick S.M., Pietrzak R.H., Post-traumatic growth among veterans in the USA: Results from the National Health and Resilience in Veterans Study, Psychological Medicine, 45, 1, pp. 165-179, (2015); Employment Situation of Veterans-2016, (2017); Table A-5. Employment status of the civilian population 18 years and over by veteran status, period of service, and sex, not seasonally adjusted, [Press Release], (2018); Congress U.S., Joint Economic Committee, 10 Key Facts about Veterans of the Post-9/11 Era, (2016); U.S. Department of Veterans Affairs, Veteran Economic Opportunity Report, (2015); Vogt D., Perkins D.F., Copeland L.A., Finley E.P., Jamieson C.S., Booth B., Lederer S., Gilman C.L., The Veterans Metrics Initiative study of US veterans’ experiences during their transition from military service, British Medical Journal Open, 8, 6, (2018); Vogt D.S., Tyrell F.A., Bramande E.A., Nillni Y.I., Taverna E.C., Finley E.P., Perkins D.F., Copeland L.A., U.S. military veterans’ health and well-being in the first year after service, American Journal of Preventive Medicine, (2020); Wyatt Kaminski J., Valle L.A., Filene J.H., Boyle C.L., A meta-analytic review of components associated with parent training program effectiveness, Journal of Abnormal Child Psychology, 36, 4, pp. 567-589, (2008); Zivin K., Yosef M., Levine D.S., Abraham K.M., Miller E.M., Henry J., Nelson C.B., Pfeiffer P.N., Sripada R.K., Harrod M., Valenstein M., Employment status, employment functioning, and barriers to employment among VA primary care patients, Journal of Affective Disorders, 193, pp. 194-202, (2016); Zogas A., U.S. Military veterans’ Difficult Transitions Back to Civilian Life and the VA’s Response. Watson International and Public Affairs Brown University, (2017)","D.F. Perkins; Clearinghouse for Military Family Readiness, Pennsylvania State University (Clearinghouse), University Park, United States; email: dfp102@psu.edu; K.J. McCarthy; Clearinghouse for Military Family Readiness, Pennsylvania State University (Clearinghouse), University Park, United States; email: kxc255@psu.edu","","Springer Science and Business Media B.V.","","","","","","18730388","","","","English","Int. J. Educ. Vocat. Guid.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85124719773"
"Sharma A.; Bhattarai P.C.; Onwuegbuzie A.J.","Sharma, Amrita (57935109600); Bhattarai, Prakash C. (55963694600); Onwuegbuzie, Anthony John (7006296556)","57935109600; 55963694600; 7006296556","Quest of employability of engineering students: an explanatory sequential mixed methods research study","2023","Quality and Quantity","57","5","","3991","4011","20","1","10.1007/s11135-022-01547-x","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140227759&doi=10.1007%2fs11135-022-01547-x&partnerID=40&md5=0ac030ff23c094f49f6b4c75f16b1eda","Department of Development Education, Kathmandu University School of Education, Lalitpur, Nepal; Kathmandu University School of Education, Lalitpur, Nepal; University of Cambridge, Cambridge, United Kingdom; University of Johannesburg, Johannesburg, South Africa","Sharma A., Department of Development Education, Kathmandu University School of Education, Lalitpur, Nepal; Bhattarai P.C., Kathmandu University School of Education, Lalitpur, Nepal; Onwuegbuzie A.J., University of Cambridge, Cambridge, United Kingdom, University of Johannesburg, Johannesburg, South Africa","Successful transition from universities to the industry is essential for engineering students. The transition becomes comfortable to the students if employers find them to be equipped with the necessary employable skills. However, employability has hardly been prioritized in the research of engineering education. To this end, a sequential explanatory mixed methods research design was employed in two phases to explore the factors of employability and their roles in the engineering streams of civil, architect, computer, electrical, electronics, mechanical, and environmental. In the first phase, a survey was administered to a sample of 314 students. A principal components analysis revealed the following four factors of employability: personal attributes, core attributes, self-management and process attributes, and career guidance. Among these factors, career guidance was more robust in architecture than in the other streams. The second phase of the qualitative case study revealed that the opportunities for exposure, mentorship, internship, and project works in the architecture were greater than that of the computer, civil, and mechanical streams. Consequently, the students from the architecture stream do not face the level of transition to find a job after completing their education compared to students from the other streams. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.","Employability; Employability attributes; Employability skills; Engineering education","","","","","","","","Accreditation Policy and Procedure Manual 2022–2023, The US Accreditation Board for Engineering and Technology, (2022); Adhikary B.R., Career Counselling. the Himalayan Times, (2011); Ayoubi R.M., Alzarif K., Khalifa B., The employability skills of business graduates in Syria Do policymakers and employers speak the same language?, Educ. Train., 59, 1, pp. 61-75, (2017); Babos P., Lubyova M., Studena I., Non-Formal Education Dominates the Circumstances of Lifelong Learning, (2015); Bernstein I.H., Teng G., Factoring items and factoring scales are different: spurious evidence for multidimensionality due to item categorization, Psychol. Bull., 105, pp. 467-477, (1989); Bhandari U., Technical vocational education and training (TEVT) development and social inclusion in Nepal, Tech. Vocat. Educ. Train. Dev. J., 1, 13, pp. 30-36, (2013); Bhattarai P.C., Technical and vocational education and training (TVET): What Next?, Int. J. Multidiscipl. Perspect. Higher Educ., 5, 1, pp. 106-112, (2020); Boden R., Nedeva M., Employing discourse: universities and graduate ‘employability’, J. Educ. Policy, 25, 1, pp. 37-54, (2010); Cavanagh J., Burston M., Southcombe A., Bartram T., Contributing to a graduate-centred understanding of work readiness: an exploratory study of Australian undergraduate students' perceptions of their employability, Int. J. Manag. Educ., 13, pp. 278-288, (2015); Cohen J., Statistical Power Analysis for the Behavioral Sciences, (1988); Cohen L., Manion L., Morrison K., Research Methods in Education, (2018); Collins K.M.T., Onwuegbuzie A.J., Sutton I.L., A model incorporating the rationale and purpose for conducting mixed methods research in special education and beyond, Learn. Disabil. Contemp. J., 4, pp. 67-100, (2006); Costello A.B., Osborne J.W., Best practice in the exploratory analysis: four recommendations for getting the most from your analysis, Pract. Assess. Res. Eval., 10, 7, pp. 1-9, (2005); Crawford M., Wright G., (2016); Creamer E.G., An introduction to fully integrated mixed methods research, (2018); Creasey R., Improving student’s employability, J. Higher Educ. Acad., 8, 1, pp. 16-30, (2013); Creswell J.W., Research Design: Qualitative, Quantitative, and Mixed Methods Approach, (2009); Driscoll D., Appiah-Yeboah A., Salib P., Rupert D., Merging qualitative and quantitative data in mixed methods research: How to and why not, Ecological and Environmental Anthropology (University of Georgia), (2007); Fetters M.D., Curry L.A., Creswell J.W., Achieving integration in mixed methods designs. Principles and practice, Health Serv. Res., 48, pp. 2134-2156, (2013); Field A., Discovering Statistics Using IBM SPSS Statistics, (2018); Finch D.J., Hamilton L.K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Educ. Train., 55, 7, pp. 681-704, (2013); Gravetter J.F., Forzano B.A., Research methods for the behavioral sciences, (2006); Guetterman T., Creswell J.W., Kuckartz U., Using joint displays and MAXQDA software to represent the results of mixed methods research, Use of Visual Displays in Research and Testing, pp. 145-175, (2015); Guetterman T.C., Fetters M.D., Creswell J.W., Integrating quantitative and qualitative results in health science mixed methods research through joint displays, Ann. Fam. Med., 13, pp. 554-561, (2015); Gunatlilaka R., Mayer M., Vodopivec M., The Challenge of Youth Employment in Sri Lanka, (2010); Henson R.K., Roberts J.K., Use of exploratory factor analysis in published research: Common errors and some comment on improved practice, Educ. Psychol. Meas., 66, pp. 393-416, (2006); Henson R.K., Capraro R.M., Capraro M.M., Reporting practices and use of exploratory factor analysis in educational research journals: Errors and explanation, Res. 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Endodont., 39, 1, pp. 74-77, (2014); Law V., Malaysia public universities’ graduate employability policies: An analysis of first-degree graduates’ unemployment and underemployment issues, Int. J. Soc. Sci. Hum. Res., 6, 4, pp. 480-489, (2018); Lent R.W., Brown S.D., Hackett G., Social cognitive career theory, Career Choice and Development, 18, pp. 255-311, (2002); Linstone H.A., Turoff M., The Delphi Method: Techniques and Applications, (2002); Manning K., Authenticity in constructivist inquiry: Methodological considerations without prescription, Qual Inq, 3, pp. 93-115, (1997); Misra R.K., Khurana K., Employability skills among information technology professionals: A literature review, Procedia Comput. 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Quant., 41, pp. 233-249, (2007); Onwuegbuzie A.J., Witcher A.E., Collins K.M.T., Filer J.D., Wiedmaier C.D., Moore C.W., Students’ perceptions of characteristics of effective college teachers: a validity study of a teaching evaluation form using a mixed methods analysis, Am. Educ. Res. J., 44, pp. 113-160, (2007); Onwuegbuzie A.J., Slate J.R., Leech N.L., Collins K.M.T., Mixed data analysis: advanced integration techniques, Int. J. Multiple Res. Approaches, 3, 1, pp. 13-33, (2009); Onwuegbuzie A.J., Dickinson W.B., Mixed methods analysis and information visualization: Graphical display for effective communication of research results, The Qualitative Report, 13, pp. 204-225, (2008); Pahari B.R., Competency level of engineering graduates and quality of engineering education in Nepal, J. Inst. Eng., 7, 1, pp. 1-11, (2009); Parajuli M.N., Rhetoric of developing technical and vocational education and training (TVET) in Nepal: analysis of the financing of the sub-sector, Tech. Vocat. Educ. Training Dev. J., 13, 1, pp. 58-68, (2013); Parham A.G., Noland T.G., Kelly J.A., Accounting majors’ perceptions of future career skills: an exploratory analysis, Am. J. Bus. Educ., 5, 1, pp. 29-36, (2012); Pavlin S., Svetlik I., Employability of higher education graduates in Europe, Int. J. Manpow., 35, 4, pp. 418-424, (2014); Pinto L.H., Ramalheira D.C., Perceived employability of business graduates: the effect of academic performance and extracurricular activities, J. Vocat. Behav., 99, pp. 165-178, (2017); Making use of credit: A companion to the higher education credit framework for England, The UK Quality Assurance Agency, (2022); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, J. Vocat. Behav., 73, 1, pp. 1-12, (2008); Engineering Graduates for Industry, (2010); Shakya P., Urban unemployment in Nepal with reference to engineering graduates of Kathmandu, J. Inst. Eng., 8, 1, pp. 301-310, (2011); Sharma T.N., Presented in Conference Road Map of Technical Education and Vocational Training in Nepal, (2015); Stake R.E., Multiple Case Study Analysis, (2006); Thang M.V.P., Wongsurawat W., Enhancing the employability of IT graduates in Vietnam, Emerald Insight, 6, 2, pp. 146-161, (2016); Tomlinson M., Holmes, L, (Eds.): Graduate Employability in Context, (2017); Tymon A., The student perspective on employability, Stud. High. Educ., 38, 6, pp. 841-856, (2013); Velasco M., More than just good grades: Candidates’ perceptions about the skills and attributes employers seek in new graduates, J. Bus. Econ. Manag., 3, pp. 499-517, (2012); Nepal Development Update: Investing in People to Close the Human Capital Gap, (2019); Yamane T., Statistics: An Introductory Analysis, (1967); Yorke M., Employability in Higher Education: What It is—what It is Not. Enhancing Student Employability Co-Ordination Team (ESECT), (2006)","P.C. Bhattarai; Kathmandu University School of Education, Lalitpur, Nepal; email: prakash@kusoed.edu.np","","Springer Science and Business Media B.V.","","","","","","00335177","","","","English","Qual. Quant.","Article","Final","","Scopus","2-s2.0-85140227759"
"Pažur Aničić K.; Gusić Munđar J.; Šimić D.","Pažur Aničić, Katarina (55147178700); Gusić Munđar, Jelena (57795775800); Šimić, Diana (7006065477)","55147178700; 57795775800; 7006065477","Generic and digital competences for employability — results of a Croatian national graduates survey","2023","Higher Education","86","2","","407","427","20","4","10.1007/s10734-022-00940-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140441713&doi=10.1007%2fs10734-022-00940-7&partnerID=40&md5=2a74010491cefae1030256a9d8008953","Faculty of Organization and Informatics, Laboratory for Learning and Academic Analytics, University of Zagreb, Varaždin, Croatia","Pažur Aničić K., Faculty of Organization and Informatics, Laboratory for Learning and Academic Analytics, University of Zagreb, Varaždin, Croatia; Gusić Munđar J., Faculty of Organization and Informatics, Laboratory for Learning and Academic Analytics, University of Zagreb, Varaždin, Croatia; Šimić D., Faculty of Organization and Informatics, Laboratory for Learning and Academic Analytics, University of Zagreb, Varaždin, Croatia","Mastery of generic competences is widely recognized as important for a successful transition from higher education to the world of work, especially in today’s networked, digitalized, and globalized environment. This study analyses data of 7201 respondents to the Croatian national graduate survey 2017 on students who graduated in the academic year 2015/2016 in different fields of education (Medicine and Biomedical Sciences, Biotechnical Sciences, Social Sciences, Humanities, Natural Sciences, Technical Sciences and Arts). The goal of this study is to identify graduates’ perspectives on gaps between the generic and digital competences acquired during higher education studies and those required in the first workplace. It addresses three research questions: (1) Which generic and digital competences do graduates consider relevant for employability?, (2) Which groups of competences show a similar pattern of competence gap, from the graduate’s perspective?, and (3) How do graduates’ perceptions of gaps in competence levels vary among fields of education? Research results reveal disparities in graduates’ perceptions about achieved competence levels and labour market requirements. The study identifies differences among graduates from different fields of education. Results may be useful to educators in all fields of education as guidelines for the introduction of generic and digital competences development in higher education. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.","Employability; Factor analysis; Generic competences; Graduate skills; National student survey","","","","","","Croatian Agency for Science and Higher Education; European Social Fund, ESF, (UP.03.1.1.01.0001)","Funding text 1: We would like to thank Croatian Agency for Science and Higher Education for providing access to data from the project Improving the assurance system and improving the quality of higher education (SKAZVO).We are indebted to professor Blaženka Divjak for participation in designing the instrument used in this research.; Funding text 2: Data for this study was obtained from the project Improving the assurance system and improving the quality of higher education (SKAZVO) supported by the European Social Fund under Grant UP.03.1.1.01.0001., and implemented by Croatian Agency for Science and Higher Education. ","Number of students by academic year, field and field of science, (2021); Ayodele T.O., Adegoke O.J., Kajimo-Shakantu K., Olaoye O., Factors influencing real estate graduates soft skill gap in Nigeria, Property Management, 39, 5, pp. 581-599, (2021); Badcock P.B.T., Pattison P.E., Harris K.L., Developing generic skills through university study: A study of arts, science and engineering in Australia, Higher Education, 60, 4, pp. 441-458, (2010); Billingsley W., Torbay R., Fletcher P.R., Thomas R.N., Steel J.R.H., Suss J., Taking a studio course in distributed software engineering from a large local cohort to a small global cohort, ACM Transactions on Computing Education, 19, 2, (2019); Bosnic I., Cavrak I., Zagar M., Assessing the impact of the distributed software development course on the careers of young software engineers, ACM Transactions on Computing Education, 19, 2, (2019); Collet C., Hine D., du Plessis K., Employability skills: Perspectives from a knowledge-intensive industry, Education and Training, 57, 5, pp. 532-559, (2015); ). 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R: A language and environment for statistical computing, (2021); Revelle W., 2022) Psych: Procedures for Personality and Psychological Research; RStudio: Integrated development environment for R, Rstudio, (2021); Teng W., Ma C., Pahlevansharif S., Turner J.J., Graduate readiness for the employment market of the 4th industrial revolution: The development of soft employability skills, Education and Training, 61, 5, pp. 590-604, (2019); Generic competencies., (2008); Welcome to the tidyverse, Journal of Open Source Software, 4, 43, (2019); The Future of Jobs Report 2018., (2018); Strategies for the New Economy: Skills as the Currency of the Labour Market, (2019)","K. Pažur Aničić; Faculty of Organization and Informatics, Laboratory for Learning and Academic Analytics, University of Zagreb, Varaždin, Croatia; email: kpazur@foi.unizg.hr","","Springer Science and Business Media B.V.","","","","","","00181560","","","","English","High. Educ.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85140441713"
"Lindberg R.; Trofimovich P.","Lindberg, Rachael (57209459862); Trofimovich, Pavel (12778397100)","57209459862; 12778397100","When Accent Does Not Match Expectations: A Dynamic Perspective of L2 Speaker Evaluations in a French Interview Context","2023","Canadian Journal of Applied Linguistics","26","2","","1","31","30","0","10.37213/cjal.2023.33052","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182829009&doi=10.37213%2fcjal.2023.33052&partnerID=40&md5=b847eeeb3fdfbecc7e2a609c3e80ffaf","Concordia University, Canada","Lindberg R., Concordia University, Canada; Trofimovich P., Concordia University, Canada","According to expectation violation theory, job applicants can be upgraded or downgraded during an interview when their accent does not match employers’ speech expectations. Focusing on the employment of second language French job candidates in Québec, this study explored this issue dynamically in terms of how expectations may impact the trajectory of interview evaluations. Participants included 60 Québec French raters and 6 female job candidates applying to a waitress or pizza cook position, presented through their resumes as either first (L1) or second (L2) language French speakers. Each speaker’s interview audios were presented to raters in expectancy-congruent and expectancy-incongruent scenarios. Raters first provided resume-based employability assessments, then two more evaluations throughout a typical sequence of interview questions. The congruent and incongruent scenarios revealed similar evaluation patterns, where the L2 French cook applicant’s employability improved after initially being downgraded. Implications are discussed regarding listeners’ readjustment of their perceptions following first-impression biases. © 2023, Carleton University. All rights reserved.","","","","","","","Social Sciences and Humanities Research Council of Canada, SSHRC, (430-2020-01134, 435-2021-0069); Concordia University, CU, (30010556)","This study has been approved by members of the University Human Research Ethics Committee (Chair: Dr. Richard DeMont) at Concordia University and was deemed acceptable on ethical grounds for research involving human subjects (certification number: 30010556). This work was supported by the Social Sciences and Humanities Research Council of Canada under Grant # 430-2020-01134 and Grant # 435-2021-0069 awarded to the second author.","Aboud F. E., Clement R., Taylor D. M., Evaluational reactions to discrepancies between social class and language, Sociometry, 37, 2, pp. 239-250, (1974); Brennan E., Brennan J., Accent scaling and language attitudes: Reactions to Mexican American English speech, Language and Speech, 24, 3, pp. 207-221, (1981); Brown B. K., Campion M. 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T., Beck A., McAninch K., Effects of accent strength expectancy violations on language attitudes, Communication Studies, 70, 2, pp. 133-150, (2019); Dragojevic M., Fasoli F., Cramer J., Rakic T., Toward a century of language attitudes research: Looking back and moving forward, Journal of Language and Social Psychology, 40, 1, pp. 60-79, (2020); Field A., Discovering statistics using IBM SPSS statistics, (2018); Giles H., Wilson P., Conway A., Accent and lexical diversity as determinants of impression formation and employment selection, Language Sciences, 3, 1, pp. 92-103, (1981); Hansen K., Accent beliefs scale (ABS): Scale development and validation, Journal of Language and Social Psychology, 39, 1, pp. 148-171, (2020); Hansen K., Dovidio J. F., Social dominance orientation, nonnative accents, and hiring recommendations, Cultural Diversity & Ethnic Minority Psychology, 22, 4, pp. 544-551, (2016); Hansen K., Rakic T., Steffens M. C., Competent and warm? How mismatching appearance and accent influence first impressions, Experimental Psychology, 64, 1, pp. 27-36, (2017); Hansen K., Rakic T., Steffens M. C., Foreign-looking native-accented people: More competent when first seen rather than heard, Social Psychological and Personality Science, 9, 8, pp. 1001-1009, (2018); Hansen K., Steffens M. C., Rakic T., Wiese H., When appearance does not match accent: Neural correlates of ethnicity-related expectancy violations, Social Cognitive and Affective Neuroscience, 12, 3, pp. 507-515, (2017); Hopper R., Williams F., Speech characteristics and employability, Speech Monographs, 40, 4, pp. 296-302, (1973); Jussim L., Coleman L. 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C., Fillenbaum S., Evaluational reactions to spoken languages, The Journal of Abnormal and Social Psychology, 60, 1, pp. 44-51, (1960); Larson-Hall J., A guide to doing statistics in second language research using SPSS and R, (2016); Lindberg R., Trofimovich P., Second language learners’ attitudes towards French varieties: The roles of learning experience and social networks, The Modern Language Journal, 104, 4, pp. 822-841, (2020); Louw K., Derwing T. M., Abbott M., Teaching pragmatics to L2 learners for the workplace: The job interview, Canadian Modern Language Review, 66, 5, pp. 737-755, (2010); Matsuda M. J., Voices of America: Accent, antidiscrimination law, and a jurisprudence for the last reconstruction, Yale Law Journal, 100, 5, pp. 1329-1407, (1991); Munro M. J., A primer on accent discrimination in the Canadian context, TESL Canada Journal, 20, 2, pp. 38-51, (2003); Nisbett R. E., Zukier H., Lemley R. E., The dilution effect: Nondiagnostic information weakens the implications of diagnostic information, Cognitive Psychology, 13, 2, pp. 248-277, (1981); Oreopoulos P., Why do skilled immigrants struggle in the labor market? A field experiment with thirteen thousand resumes, American Economic Journal: Economic Policy, 3, 4, pp. 148-171, (2011); Oreopoulos P., Dechief D., Why do some employers prefer to interview Matthew, but not Samir? New evidence from Toronto, Montreal, and Vancouver, (2012); Plonsky L., Oswald F., How big is “big”? Interpreting effect sizes in L2 research, Language Learning, 64, 4, pp. 878-912, (2014); Purnell T., Isdardi W., Baugh J., Perceptual and phonetic experiments on American English dialect identification, Journal of Language and Social Psychology, 18, 1, pp. 10-30, (1999); Rakic T., Steffens M., Mummendey A., When it matters how you pronounce it: The influence of regional accents on job interview outcome, British Journal of Psychology, 102, 4, pp. 868-883, (2011); Roessel J., Schoel C., Zimmermann R., Stahlberg D., Shedding new light on the evaluation of accented speakers: Basic mechanisms behind nonnative listeners’ evaluations of nonnative accented job candidates, Journal of Language and Social Psychology, 38, 1, pp. 3-32, (2019); Ryan E. B., Social psychological mechanisms underlying native speaker reactions to nonnative speech, Studies in Second Language Acquisition, 5, 2, pp. 148-159, (1983); Ryan E. B., Carranza M. A., Moffie R. W., Reactions toward varying degrees of accentedness in the speech of Spanish-English bilinguals, Language and Speech, 20, 3, pp. 267-273, (1977); Singer M., The effect of applicant ethnicity on selection decisions: Are results generalisable from resume to interview research?, Australian Journal of Psychology, 40, 4, pp. 423-431, (1988); Spence J. L., Hornsey M. J., Stephensen E. M., Imuta K., Is your accent right for the job? A meta-analysis on accent bias in hiring decisions, Personality and Social Psychology Bulletin, (2022); Focus on Geography Series, 2016 Census, (2017); Wang Z., Arndt A. D., Singh S. N., Biernat M., Liu F., “You lost me at hello”: How and when accent-based biases are expressed and suppressed, International Journal of Research in Marketing, 30, 2, pp. 185-196, (2013)","R. Lindberg; Concordia University, Canada; email: Rachael.Lindberg@concordia.ca","","Carleton University","","","","","","19201818","","","","English","Can. J. Appl. Linguist.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85182829009"
"Zhou W.; Jiang X.; Khapova S.N.; Qu J.","Zhou, Wenxia (55476008000); Jiang, Xinling (58221162700); Khapova, Svetlana N. (8622648000); Qu, Jinzhao (57224634516)","55476008000; 58221162700; 8622648000; 57224634516","Workplace-Related Negative Career Shocks on Perceived Employability: The Role of Networking Behaviors and Perceived Career Opportunities","2023","Sustainability (Switzerland)","15","15","11969","","","","0","10.3390/su151511969","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85167920737&doi=10.3390%2fsu151511969&partnerID=40&md5=6939b5df88b4f61156e86d09f05a3815","School of Labor and Human Resources, Renmin University of China, Zhongguancun Street 59, Beijing, 100872, China; School of Business and Economics, Vrije Universiteit Amsterdam, De Boelelaan 1105, Amsterdam, 1081 HV, Netherlands","Zhou W., School of Labor and Human Resources, Renmin University of China, Zhongguancun Street 59, Beijing, 100872, China; Jiang X., School of Labor and Human Resources, Renmin University of China, Zhongguancun Street 59, Beijing, 100872, China; Khapova S.N., School of Business and Economics, Vrije Universiteit Amsterdam, De Boelelaan 1105, Amsterdam, 1081 HV, Netherlands; Qu J., School of Labor and Human Resources, Renmin University of China, Zhongguancun Street 59, Beijing, 100872, China, School of Business and Economics, Vrije Universiteit Amsterdam, De Boelelaan 1105, Amsterdam, 1081 HV, Netherlands","While there is a growing interest in career shocks in the careers literature, little is known about how and when they trigger employees’ proactive behavioral responses leading to sustainable career outcomes. The research aims to extend previous knowledge about the effects of such career shocks and uncover their potential benefits. Drawing on the conservation of resources theory, the study proposes that workplace-related negative career shocks indirectly impact employees’ perceived employability by mobilizing their networking behaviors, especially when perceived career opportunities are present. To investigate this, a three-wave survey was conducted among 269 employees over four months in three companies in China. The results show that workplace-related negative career shocks indirectly contribute to employees’ perceived employability by motivating them to engage in networking behaviors. Furthermore, this positive indirect relationship is stronger for employees with high perceived career opportunities. This study is the first to provide a positive perspective on the outcomes of workplace-related negative career shocks and sheds light on employees’ proactive behavioral responses as a mechanism to explain the impact of such shocks on career sustainability. © 2023 by the authors.","networking behaviors; perceived career opportunities; perceived employability; workplace-related negative career shocks","China; behavioral response; employment; knowledge; networking; perception","","","","","","","Akkermans J., Seibert S.E., Mol S.T., Tales of the unexpected: Integrating career shocks in the contemporary careers literature, SA J. Ind. Psychol, 44, pp. 1-10, (2018); De Vos A., Van der Heijden B.I.J.M., Akkermans J., Sustainable careers: Towards a conceptual model, J. Vocat. Behav, 117, (2020); Seibert S.E., Kraimer M.L., Holtom B.C., Pierotti A.J., Even the best laid plans sometimes go askew: Career self-management processes career shocks, and the decision to pursue graduate education, J. 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Career Dev, 47, pp. 344-357, (2020); Lu C.Q., Sun J.W., Du D.Y., The relationships between employability, emotional exhaustion, and turnover intention: The moderation of perceived career opportunity, J. Career Dev, 43, pp. 37-51, (2016); Di Stefano G., Ruggieri S., Bonfanti R.C., Faraci P., Entrepreneurship on Social Networking Sites: The Roles of Attitude and Perceived Usefulness, Behav. Sci, 13, (2023); Nalis I., Kubicek B., Korunka C., From shock to shift—A qualitative analysis of accounts in mid-career about changes in the career path, Front. Psychol, 12, (2021); Bian X., Career Interruptions: A Reconceptualization from a Chinese Taoism Perspective, J. Career Dev, 50, pp. 372-385, (2023)","X. Jiang; School of Labor and Human Resources, Renmin University of China, Beijing, Zhongguancun Street 59, 100872, China; email: jiangxinlingjane@163.com","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85167920737"
"Naqvi S.; Matriano M.T.D.G.; Alimi J.T.","Naqvi, Samia (56926152200); Matriano, Maria Teresa De Guzman (57827354100); Alimi, Jamel Terzi (57827420200)","56926152200; 57827354100; 57827420200","Student and faculty perceptions on an entrepreneurship course: an exploratory study from Oman","2023","Journal of Science and Technology Policy Management","14","5","","885","911","26","2","10.1108/JSTPM-08-2021-0128","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135279396&doi=10.1108%2fJSTPM-08-2021-0128&partnerID=40&md5=4ba7a28fb049957fe4393cb293714f1a","Centre for Foundation Studies, Middle East College, Muscat, Oman; Department of Management Studies, Middle East College, Muscat, Oman; Faculty of Sciences and Techniques of Sidi Bouzid, University of Kairouan, Sidi Bouzid, Tunisia","Naqvi S., Centre for Foundation Studies, Middle East College, Muscat, Oman; Matriano M.T.D.G., Department of Management Studies, Middle East College, Muscat, Oman; Alimi J.T., Faculty of Sciences and Techniques of Sidi Bouzid, University of Kairouan, Sidi Bouzid, Tunisia","Purpose: Entrepreneurship-oriented courses are increasingly being offered in higher education institutions (HEIs) around the world. However, in the case of Oman, where this study was conducted, little or no research has been conducted, to date, to explore the perceptions of students and faculty members regarding the entrepreneurship-oriented courses they participate in, which is a serious gap in the literature. This study aims to fill this gap by examining the beliefs and conceptions that learners and faculty at a private HEI in Muscat, Oman, had about the course entitled Entrepreneurship and New Venture Creation (ENVC). Design/methodology/approach: The primary and secondary research questions are addressed using a mixed-methods approach that includes an online student questionnaire answered by 110 students who had studied the ENVC course, a focus group discussion with eight students facilitated by MS Teams and semi-structured interviews with two faculty members. Findings: The findings revealed that the study participants had a very positive view of the ENVC course discussed here as they pointed to several benefits, including improved knowledge of business and entrepreneurship concepts, increased familiarity with the local business environment, development of entrepreneurial intention and improvement of their critical thinking, creativity and innovation skills. In addition, the results revealed some concerns among the participating students, particularly regarding the lack of adequate training sessions on risk management and financial planning. The participants also requested hands-on experience through industrial entrepreneurship training and in-residence-entrepreneurship programs. Research limitations/implications: This study raises a number of possibilities for further research on this type of course in terms of students’ employability skills, know-how and agency when the time comes for them to enter the real world of business and employment. Future work would benefit from using a longitudinal survey on a group of alumni to triangulate and compare the various findings that were reached here. It would certainly be even more fruitful if conducted at two or more HEIs and with larger population samples to ensure broad coverage, representation and generalization. Work along these lines would certainly refine and extend our findings. Practical implications: This study has significant pedagogical implications for future graduate students seeking employment, entrepreneurship course developers and faculty. Relatively, the educational outcomes of entrepreneurship education will also rely on the way entrepreneurship is being taught to students. It is recommended that entrepreneurship teaching should focus on cognitive development and active implementation of in-house incubation for well-planned innovative business ideas. This will provide opportunities for students to gain real-life experiences and identify their strengths and weaknesses, as well as the areas and skills that need to be maintained; hence, further research on the effectiveness of in-house incubation could best be considered for the next study. Another concern raised in this study is the lack of training in financial planning. Hence, further research can be considered on how to improve the financial planning skills of students for a start-up journey. Social implications: This course is designed in alignment with Oman Vision 2040, which places great emphasis on entrepreneurship as it plays an important role in the planned economic diversification and sustainability, in which innovation derived from entrepreneurship development will be used as the main driver for the development of infrastructure and educational systems that encourage entrepreneurship. Moreover, the ENVC course focuses on the concept of social entrepreneurship. It inculcates a sense of responsibility for supporting the immediate society among students. Learning the perceptions of students and teachers will provide opportunities to achieve their academic goals, which will reap economic and financial returns in the long run. The development of entrepreneurial skills and intentions of students will eventually help in boosting the country’s economy and its social fabric, thus improving the overall quality of life of Omani society. Originality/value: Even though this study is an exploratory investigation, the framework sets out clear empirical insights into the entrepreneurship course development, its main contents, assessments and learners’ and faculty members’ perceptions of the design, intent, content and delivery of the ENVC course and has crucial implications for all the stakeholders. The originality of this case study lies in the fact that it is the first of its kind in the body of research as it links theory to practice and will be a useful reference for entrepreneurship course developers, higher education faculty and students. © 2022, Emerald Publishing Limited.","Course design; Entrepreneurial intention; Entrepreneurial skills; Entrepreneurship; Entrepreneurship and New Venture Creation (ENVC) course; Oman Vision 2040; Perceptions","","","","","","","","Abd El Basset F., Bell R., Al Kharusi B., Reducing barriers to female entrepreneurship in Oman: does family matter?, Journal of Enterprising Communities: People and Places in the Global Economy, (2022); Al-Ghassani A.M., The case study of ‘Oman, Entrepreneurship Education in the Arab States: A Joint Project between UNESCO and StratREAL Foundation, (2010); Al-Shanfari D.A., Entrepreneurship in Oman: a snapshot of the main challenges, (2012); Anderson A.H., Woodcock P., Effective Entrepreneurship (Effective Management, (1996); Bakheet A.H., Relationship between attitudes and intentions for business start-up: a case of Omani university and college students, Academy of Entrepreneurship Journal, 24, 2, pp. 1-10, (2018); Bandura A., Social Learning Theory, (1971); Belwal R., Al Balushi H., Belwal S., Students’ perception of entrepreneurship and enterprise education in Oman, Education and Training, 57, 8-9, pp. 924-947, (2015); Bertrand J.T., Brown J.E., Ward Y.M., Techniques for analyzing focus group data, Evaluation Review, 16, 2, pp. 198-209, (1992); Bindah E.V., Magd H.A.E., Teaching entrepreneurship in Oman: successful approaches, Procedia – Social and Behavioral Sciences, 219, pp. 140-144, (2016); Bischoff K.M., Gielnik M.M., Frese M., When capital does not matter: how entrepreneurship training buffers the negative effect of capital constraints on business creation, Strategic Entrepreneurship Journal, 14, 3, pp. 369-395, (2020); Boldureanu G., Ionescu A.M., Bercu A., Bedrule-Grigoruta M.V., Boldureanu D., Entrepreneurship education through successful entrepreneurial models in higher education institutions. 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Naqvi; Centre for Foundation Studies, Middle East College, Muscat, Oman; email: snaqvi@mec.edu.om","","Emerald Publishing","","","","","","20534620","","","","English","J. Sci. Technol. Policy Manage.","Article","Final","","Scopus","2-s2.0-85135279396"
"Morganti P.; Valdes R.C.","Morganti, Paolo (57417762600); Valdes, Rosa Carolina (58567884100)","57417762600; 58567884100","The Perils of Asymmetrical Technological Changes in a Knowledge Economy with Complete Markets","2023","Sustainability (Switzerland)","15","17","12867","","","","0","10.3390/su151712867","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85170218076&doi=10.3390%2fsu151712867&partnerID=40&md5=0903fbb2114806c172ff5e3f5cf0e9f8","Facultad de Ciencias Económicas y Empresariales, Universidad Panamericana, Augusto Rodin 498, Ciudad de México, 03920, Mexico","Morganti P., Facultad de Ciencias Económicas y Empresariales, Universidad Panamericana, Augusto Rodin 498, Ciudad de México, 03920, Mexico; Valdes R.C., Facultad de Ciencias Económicas y Empresariales, Universidad Panamericana, Augusto Rodin 498, Ciudad de México, 03920, Mexico","How does the asymmetrical adoption of advanced communication technology affect economic and social sustainability? We examined the impact of Industry 4.0 on these two pillars of sustainability, focusing on the productivity divide arising from the asymmetric adoption of advanced technologies. We used a theoretical, general equilibrium model to describe a population within a knowledge economy with complete markets who gets exposed to a generally available advanced technology. Our main assumption was that only the more-knowledgeable individuals are able to adopt or fully benefit from the technology, leaving the unskilled ones behind. We demonstrate that this asymmetry prevents the property of positive sorting to apply, leading to a failure to sustain an equilibrium. The divide between knowledgeable and less-skilled individuals poses challenges for workers situated around the boundary, who face penalties in terms of employability and cost-effectiveness. Bridging this skill gap is crucial for inclusive growth. Policy recommendations include retraining programs, accessible education, and targeted policies promoting technology diffusion. As a possible extension, the model could be adapted to analyze collective bargaining agreements. © 2023 by the authors.","asymmetrical technological change; equilibrium; knowledge economy; market failure","advanced technology; asymmetry; bargaining; equilibrium; industrial technology; knowledge economy; market system; productivity; technological change; technology adoption","","","","","","","Purvis B., Mao Y., Robinson D., Three Pillars of Sustainability: In Search of Conceptual Origins, Sustain. Sci, 14, pp. 681-695, (2019); Solow R.M., A Contribution to the Theory of Economic Growth, Q. J. Econ, 70, pp. 65-94, (1956); Swan T.W., Economic Growth and Capital Accumulation, Econ. Rec, 32, pp. 334-361, (1956); Romli A., Prickett P., Setchi R., Soe S., Integrated Eco-Design Decision-Making for Sustainable Product Development, Int. J. Prod. Res, 53, pp. 549-571, (2015); Lacasa E., Santolaya J.L., Biedermann A., Obtaining Sustainable Production from the Product Design Analysis, J. Clean. Prod, 139, pp. 706-716, (2016); Romer P.M., Endogenous Technological Change, J. Political Econ, 98, pp. S71-S102, (1990); Perla J., Tonetti C., Waugh M.E., Equilibrium Technology Diffusion, Trade, and Growth, Am. Econ. Rev, 111, pp. 73-128, (2021); Schwab K., The Fourth Industrial Revolution, (2017); Powell W.W., Snellman K., The Knowledge Economy, Annu. Rev. Sociol, 30, pp. 199-220, (2004); Wang X., Xu Z., Qin Y., Skare M., Innovation, the Knowledge Economy, and Green Growth: Is Knowledge-Intensive Growth Really Environmentally Friendly?, Energy Econ, 115, (2022); Manesh M.F., Pellegrini M.M., Marzi G., Dabic M., Knowledge Management in the Fourth Industrial Revolution: Mapping the Literature and Scoping Future Avenues, IEEE Trans. Eng. 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Econ, 229, (2020); Philbeck T., Davis N., The Fourth Industrial Revolution, J. Int. Aff, 72, pp. 17-22, (2018); Kamble S.S., Gunasekaran A., Gawankar S.A., Sustainable Industry 4.0 Framework: A Systematic Literature Review Identifying the Current Trends and Future Perspectives, Process. Saf. Environ. Prot, 117, pp. 408-425, (2018); Culot G., Nassimbeni G., Orzes G., Sartor M., Behind the Definition of Industry 4.0: Analysis and Open Questions, Int. J. Prod. Econ, 226, (2020); Dalenogare L.S., Benitez G.B., Ayala N.F., Frank A.G., The Expected Contribution of Industry 4.0 Technologies for Industrial Performance, Int. J. Prod. Econ, 204, pp. 383-394, (2018); Contini G., Peruzzini M., Sustainability and Industry 4.0: Definition of a Set of Key Performance Indicators for Manufacturing Companies, Sustainability, 14, (2022); Ghobakhloo M., Industry 4.0, Digitization, and Opportunities for Sustainability, J. Clean. Prod, 252, (2020); Muller J., What Drives the Implementation of Industry 4.0? The Role of Opportunities and Challenges in the Context of Sustainability, Sustainability, 10, (2018); Brozzi R., The Advantages of Industry 4.0 Applications for Sustainability: Results from a Sample of Manufacturing Companies, Sustainability, 12, (2020); Dempsey N., Bramley G., Power S., Brown C., The Social Dimension of Sustainable Development: Defining Urban Social Sustainability, Sustain. Dev, 19, pp. 289-300, (2011); Jeronen E., Economic Sustainability, Encyclopedia of Sustainable Management, pp. 1-6, (2020); Akerlof G.A., The Market for Lemons. Quality Uncertainty and the Market Mechanism, Q. J. Econ, 84, pp. 488-500, (1970); Rezny L., White J.B., Maresova P., The Knowledge Economy: Key to Sustainable Development?, Struct. Chang. Econ. Dyn, 51, pp. 291-300, (2019); Lind F., Boomgaarden H.G., What We Do and Don’t Know: A Meta-Analysis of the Knowledge Gap Hypothesis, Ann. Int. Commun. Assoc, 43, pp. 210-224, (2019); Straub E.T., Understanding Technology Adoption: Theory and Future Directions for Informal Learning, Rev. Educ. Res, 79, pp. 625-649, (2009); Shapiro A., Digital Adoption, Automation, and Labor Markets in Developing Countries, J. Dev. Econ, 151, (2021); Loertscher S., Muir E.V., Wage Dispersion, Involuntary Unemployment and Minimum Wages under Monopsony and Oligopsony; Technical Report, Working Paper, (2022); Becker G.S., A Theory of Marriage: Part I, J. Political Econ, 81, pp. 813-846, (1973); Lucas R.E., On the Size Distribution of Business Firms, Bell J. Econ, 9, pp. 508-523, (1978); Krusell P., Ohanian L.E., Rios-Rull J.V., Violante G.L., Capital-Skill Complementarity and Inequality: A Macroeconomic Analysis, Econometrica, 68, pp. 1029-1053, (2000); Eeckhout J., Kircher P., Assortative Matching with Large Firms, Econometrica, 86, pp. 85-132, (2018); Roy A.D., Some Thoughts on the Distribution of Earnings, Oxf. Econ. Pap, 3, pp. 135-146, (1951)","P. Morganti; Facultad de Ciencias Económicas y Empresariales, Universidad Panamericana, Ciudad de México, Augusto Rodin 498, 03920, Mexico; email: pmorganti@up.edu.mx","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85170218076"
"Simonovic B.; Vione K.; Stupple E.; Doherty A.","Simonovic, Boban (57191900873); Vione, Katia (36988352900); Stupple, Edward (16231962300); Doherty, Alice (58480466300)","57191900873; 36988352900; 16231962300; 58480466300","It is not what you think it is how you think: A critical thinking intervention enhances argumentation, analytic thinking and metacognitive sensitivity","2023","Thinking Skills and Creativity","49","","101362","","","","3","10.1016/j.tsc.2023.101362","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164341175&doi=10.1016%2fj.tsc.2023.101362&partnerID=40&md5=a54ad7885867c8cecfb1e6a8b8f13a55","University of Derby, Kedleston Road, Derby, DE22 1GB, United Kingdom; University of Nottingham, United Kingdom","Simonovic B., University of Derby, Kedleston Road, Derby, DE22 1GB, United Kingdom; Vione K., University of Derby, Kedleston Road, Derby, DE22 1GB, United Kingdom; Stupple E., University of Derby, Kedleston Road, Derby, DE22 1GB, United Kingdom; Doherty A., University of Nottingham, United Kingdom","Critical thinking (CT) is an essential element of Higher Education and is central to graduate achievement and employability. This study examined the effect of an online CT intervention (developed using dual process and meta-reasoning theoretical frameworks) on Higher Education students’ attitudes about CT and their CT skills. One hundred and forty-eight participants were allocated either to an intervention or control group, assessed at pre and post-test for perceptions and attitudes towards CT, cognitive reflection, argument evaluation, and analytical writing style (via an essay writing task). The analyses results revealed a significant increase from pre- to post-intervention on all CT measures except for analytic writing style and valuing critical thinking, with the intervention group performing significantly better at post-test than the control group. It was concluded that CT can be improved with brief online interventions based on ’’how to think’’ rather than ’’what to think’’ and that attitudes and beliefs play an important part in the development of students’ CT skills. © 2023 The Author(s)","Analytic writing; Argument evaluation; Cognitive reflection; Critical thinking; Meta-reasoning","","","","","","University of Derby","This work was supported by internal funding from University of Derby. 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An empirical study on the effects of technology on writing skills, Cadmo, Giornale italiano di Pedagogia Sperimental, 25, 1, pp. 33-44, (2017); Watson G., Glaser E.M., Watson-Glaser critical thinking appraisal manual: Forms Ym and Zm, (1964)","B. Simonovic; University of Derby, Derby, Kedleston Road, DE22 1GB, United Kingdom; email: b.simonovic1@derby.ac.uk","","Elsevier Ltd","","","","","","18711871","","","","English","Think. Skills Creat.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85164341175"
"Rondinone B.M.; Fontana L.; Buresti G.; Fedele M.; Fortuna G.; Iavicoli S.; Lecce M.G.; Persechino B.","Rondinone, Bruna Maria (16639637600); Fontana, Luca (56443623400); Buresti, Giuliana (54908733000); Fedele, Mauro (57211237238); Fortuna, Grazia (23566528700); Iavicoli, Sergio (6603779351); Lecce, Maria Giuseppina (57887865800); Persechino, Benedetta (6602416940)","16639637600; 56443623400; 54908733000; 57211237238; 23566528700; 6603779351; 57887865800; 6602416940","The challenges of managing patients with cancer in the workplace: Needs, opportunities and perspectives of occupational physicians","2023","PLoS ONE","18","7 July","e0288739","","","","0","10.1371/journal.pone.0288739","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165935612&doi=10.1371%2fjournal.pone.0288739&partnerID=40&md5=84af4deed1a441992506f9f0bcecceb8","Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, Italian Workers' Compensation Authority (INAIL), Rome, Italy; Department of Public Health, Section of Occupational Medicine, University of Naples Federico II, Naples, Italy; Ministry of Health, Rome, Italy","Rondinone B.M., Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, Italian Workers' Compensation Authority (INAIL), Rome, Italy; Fontana L., Department of Public Health, Section of Occupational Medicine, University of Naples Federico II, Naples, Italy; Buresti G., Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, Italian Workers' Compensation Authority (INAIL), Rome, Italy; Fedele M., Department of Public Health, Section of Occupational Medicine, University of Naples Federico II, Naples, Italy; Fortuna G., Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, Italian Workers' Compensation Authority (INAIL), Rome, Italy; Iavicoli S., Ministry of Health, Rome, Italy; Lecce M.G., Ministry of Health, Rome, Italy; Persechino B., Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, Italian Workers' Compensation Authority (INAIL), Rome, Italy","Cancer is a global major public health problem since it is a leading cause of death, accounting for nearly 10 million deaths in 2020 worldwide and the most recent epidemiological data suggested that its global impact is growing significantly. In this context, cancer survivors have to live for a long time often in a condition of disability due to the long-term consequences, both physical and psychological. These difficulties can seriously impair their working ability, limiting the employability. In this context, the occupational physician plays a key role in the implementation and enforcement of measures to support the workers affected by cancer, to address issues such as the information on health promotion, the analysis of work capacity and the management of disability at work and also promoting a timely and effective return to work and preserving their employability. Therefore, the aim of this study was to gather useful information to support the occupational physicians in the management of workers affected by cancer, through a survey on 157 Italian occupational physicians. Based on the interviewees' opinions, the most useful occupational safety and health professionals in terms of job retention and preservation of workers affected by cancer are the employers and the occupational physicians themselves, whose role is crucial in identifying and applying the most effective reasonable accommodations that should be provided to the workers affected by cancer. The provision of these accommodations take place on the occasion of mandatory health surveillance medical examination to which the worker affected by cancer is subjected when he returns to work. Results on training and information needs showed that the management of the workers affected by cancer is essentially centered on an appropriate fitness for work judgment and on the correct performance of health surveillance. However, an effective and successful management model should be based on a multidisciplinary and integrated approach that, from the earliest stages of the disease, involves the occupational physicians and employers. Copyright: © 2023 Rondinone et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.","","Health Personnel; Humans; Male; Neoplasms; Occupational Health; Physicians; Workplace; adult; aged; Article; cancer staging; cancer survivor; cancer therapy; employer; employment status; female; health promotion; health survey; human; interview; Italian (citizen); job preservation; job retention; major clinical study; male; mandatory program; medical examination; mental disease; occupation and occupation related phenomena; occupational health service; occupational physician; occupational safety; patient care; physical disability; pilot study; return to work; training; work capacity; workplace; health care personnel; neoplasm; occupational health; physician; psychology; workplace","","","","","Ministero della Salute","This paper was supported by the Italian Ministry of Health, within the National Centre for Disease Prevention and Control Project: “Lavoro: politiche e interventi di prevenzione mirati e strategie di work life balance tra differenze di genere, reinserimento lavorativo e invecchiamento della popolazione”. Bando CCM 2019. The funder had no role in study design, data collection and analysis or decision to publish, whereas it maintained only a coordinating and supervising role in the research project.","Sung H, Ferlay J, Siegel RL, Laversanne M, Soerjomataram I, Jemal A, Et al., Global cancer statistics 2020: GLOBOCAN estimates of incidence and mortality worldwide for 36 cancers in 185 countries, CA Cancer J Clin, 71, pp. 209-249, (2021); Ferlay J, Colombet M, Soerjomataram I, Parkin DM, Pineros M, Znaor A, Et al., Cancer statistics for the year 2020: an overview, Int J Cancer, (2021); Sullivan R, Lewison G, Torode J, Kingham PT, Brennan M, Shulman LN, Et al., Cancer research collaboration between the UK and the USA: reflections on the 2021 G20 Summit announcement, Lancet Oncol, 23, 4, pp. 460-462, (2022); Wu S, Zhu W, Thompson P, Hannun YA., Evaluating intrinsic and non-intrinsic cancer risk factors, Nat Commun, 9, 1, (2018); Garlasco J, Nurchis MC, Bordino V, Sapienza M, Altamura G, Damiani G, Et al., Cancers: What are the costs in relation to Disability-Adjusted Life Years? 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National estimates of financial toxicity in persons with newly-diagnosed cancer, Am J Med, 131, 10, pp. 1187-1199, (2018); de Boer AG, Taskila T, Ojajarvi A, van Dijk FJ, Verbeek JH., Cancer survivors and unemployment: a meta-analysis and meta-regression, JAMA, 301, 7, pp. 753-762, (2009); de Boer AG, Taskila TK, Tamminga SJ, Feuerstein M, Frings-Dresen MH, Verbeek JH., Interventions to enhance return-to-work for cancer patients, Cochrane Database Syst Rev, 2015, 9, (2015); Cloeren M, Gean C, Kesler D, Green-McKenzie J, Taylor M, Upfal M, Et al., American College of Occupational and Environmental Medicine's Occupational and Environmental Medicine Competencies-2014: ACOEM OEM Competencies Task Force, J Occup Environ Med, 56, 5, pp. e21-e40, (2014); Persechino B, Fontana L, Buresti G, Rondinone BM, Laurano P, Fortuna G, Et al., Collaboration of occupational physicians with national health system and general practitioners in Italy, Ind Health, 55, 2, pp. 180-191, (2017); Persechino B, Fontana L, Buresti G, Fortuna G, Valenti A, Iavicoli S., Improving the job-retention strategies in multiple sclerosis workers: the role of occupational physicians, Ind Health, 57, 1, pp. 52-69, (2019); Persechino B, Fontana L, Buresti G, Rondinone BM, Laurano P, Imbriani M, Et al., Professional activity, information demands, training and updating needs of occupational medicine physicians in Italy: National survey, Int J Occup Med Environ Health, 29, 5, pp. 837-858, (2016); Boelhouwer IG, Vermeer W, van Vuuren T., Late effects of cancer (treatment) and work ability: guidance by managers and professionals, BMC Public Health, 21, 1, (2021); Tevaarwerk AJ, Kwekkeboom K, Buhr KA, Dennee A, Conkright W, Onitilo AA, Et al., Results from a prospective longitudinal survey of employment and work outcomes in newly diagnosed cancer patients during and after curative-intent chemotherapy: A Wisconsin Oncology Network study, Cancer, 127, 5, pp. 801-808, (2021); Tamminga SJ, de Boer AG, Verbeek JH, Frings-Dresen MH., Return-to-work interventions integrated into cancer care: a systematic review, Occup Environ Med, 67, 9, pp. 639-648, (2010); Hoving JL, Broekhuizen ML, Frings-Dresen MH., Return to work of breast cancer survivors: a systematic review of intervention studies, BMC Cancer, 9, (2009); Lamore K, Dubois T, Rothe U, Leonardi M, Girard I, Manuwald U, Et al., Return to work interventions for cancer survivors: a systematic review and a methodological critique, Int J Environ Res Public Health, 16, 8, (2019); Verbeek J, Spelten E, Kammeijer M, Sprangers M., Return to work of cancer survivors: a prospective cohort study into the quality of rehabilitation by occupational physicians, Occup Environ Med, 60, 5, pp. 352-357, (2003); Tamminga SJ, de Boer AG, Bos MM, Fons G, Kitzen JJ, Plaisier PW, Et al., A hospital-based work support intervention to enhance the return to work of cancer patients: a process evaluation, J Occup Rehabil, 22, 4, pp. 565-578, (2012); Greidanus MA, de Rijk AE, de Boer AGEM, Bos MEMM, Plaisier PW, Smeenk RM, Et al., A randomised feasibility trial of an employer-based intervention for enhancing successful return to work of cancer survivors (MiLES intervention), BMC Public Health, 21, 1, (2021); Sheppard DM, Frost D, Jefford M, O'Connor M, Halkett G., Beyond Cancer': a study protocol of a multimodal occupational rehabilitation programme to support breast cancer survivors to return work, BMJ Open, 9, 12, (2019); Fundamentals of total worker health approaches: essential elements for advancing worker safety, health, and well-being, (2016); Schulte PA, Delclos G, Felknor SA, Chosewood LC., Toward an expanded focus for occupational safety and health: a commentary, Int J Environ Res Public Health, 16, 24, (2019)","G. Buresti; Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, Italian Workers' Compensation Authority (INAIL), Rome, Italy; email: g.buresti@inail.it","","Public Library of Science","","","","","","19326203","","POLNC","37498964","English","PLoS ONE","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85165935612"
"Ahmad S.R.; Isa N.; Liaw A.; Nazari M.L.; Abdullah N.P.; Rani M.H.; Ahmad A.; Rahman A.Q.A.; Lokman A.M.","Ahmad, Siti Rozaini (58645052000); Isa, Nurulhuda (58644823500); Liaw, Annie (58644823600); Nazari, Muhammad Luqman (58645278500); Abdullah, Nor Paezah (57871672700); Rani, Mohd Husaini (58645278600); Ahmad, Anizana (58645497900); Rahman, Abd Qayyum Abd (58645052100); Lokman, Anitawati Mohd (56962751100)","58645052000; 58644823500; 58644823600; 58645278500; 57871672700; 58645278600; 58645497900; 58645052100; 56962751100","Enhancing Employability and Empowerment: Unveiling Factors within PERDA-TECH for Sustainable Development","2023","Journal of Technical Education and Training","15","3 Special Issue","","235","244","9","0","10.30880/jtet.2023.15.03.021","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174050618&doi=10.30880%2fjtet.2023.15.03.021&partnerID=40&md5=49c7d727ad5ad89a6fb90d8a96067863","Lembaga Kemajuan Wilayah Pulau Pinang (PERDA), No.1, Lorong Kampung Gajah 2, Jalan Kampung Gajah, Pulau Pinang, Butterworth, 12200, Malaysia; Lembaga Kemajuan Johor Tenggara (KEJORA), Jalan Dato Hj Hassan Yunus, Johor, Bandar Penawar, 81930, Malaysia; Institut Kemajuan Desa(INFRA), Lot 2A, Persiaran Institusi, Selangor, Kajang, 43000, Malaysia; Lembaga Kemajuan Wilayah Kedah (KEDA), Kompleks Ibu Pejabat KEDA, KM7 Jalan Langgar, Kedah, Alor Setar, 05460, Malaysia; Lembaga Kemajuan Terengganu Tengah (KETENGAH), Karung Berkunci No.3, Bandar Al Muktafi Billah Shah, Terengganu, Dungun, 23409, Malaysia; RIG Emotion, Kansei, and Design Engineering (EKDE), Universiti Teknologi MARA, Selangor, Shah Alam, 40450, Malaysia; Institut Kemahiran Tinggi PERDA (PERDA-TECH) Bukit Panchor, Pulau Pinang, Nibong Tebal, 14300, Malaysia; College of Computing, Informatics and Mathematics, Kompleks Al-Khawarizmi Universiti Teknologi MARA, Selangor, Shah Alam, 40450, Malaysia","Ahmad S.R., Lembaga Kemajuan Wilayah Pulau Pinang (PERDA), No.1, Lorong Kampung Gajah 2, Jalan Kampung Gajah, Pulau Pinang, Butterworth, 12200, Malaysia, Institut Kemahiran Tinggi PERDA (PERDA-TECH) Bukit Panchor, Pulau Pinang, Nibong Tebal, 14300, Malaysia; Isa N., Lembaga Kemajuan Johor Tenggara (KEJORA), Jalan Dato Hj Hassan Yunus, Johor, Bandar Penawar, 81930, Malaysia; Liaw A., Institut Kemajuan Desa(INFRA), Lot 2A, Persiaran Institusi, Selangor, Kajang, 43000, Malaysia; Nazari M.L., Lembaga Kemajuan Wilayah Kedah (KEDA), Kompleks Ibu Pejabat KEDA, KM7 Jalan Langgar, Kedah, Alor Setar, 05460, Malaysia; Abdullah N.P., Lembaga Kemajuan Wilayah Pulau Pinang (PERDA), No.1, Lorong Kampung Gajah 2, Jalan Kampung Gajah, Pulau Pinang, Butterworth, 12200, Malaysia, Institut Kemahiran Tinggi PERDA (PERDA-TECH) Bukit Panchor, Pulau Pinang, Nibong Tebal, 14300, Malaysia; Rani M.H., Lembaga Kemajuan Terengganu Tengah (KETENGAH), Karung Berkunci No.3, Bandar Al Muktafi Billah Shah, Terengganu, Dungun, 23409, Malaysia; Ahmad A., Lembaga Kemajuan Wilayah Pulau Pinang (PERDA), No.1, Lorong Kampung Gajah 2, Jalan Kampung Gajah, Pulau Pinang, Butterworth, 12200, Malaysia; Rahman A.Q.A., Lembaga Kemajuan Johor Tenggara (KEJORA), Jalan Dato Hj Hassan Yunus, Johor, Bandar Penawar, 81930, Malaysia; Lokman A.M., RIG Emotion, Kansei, and Design Engineering (EKDE), Universiti Teknologi MARA, Selangor, Shah Alam, 40450, Malaysia, College of Computing, Informatics and Mathematics, Kompleks Al-Khawarizmi Universiti Teknologi MARA, Selangor, Shah Alam, 40450, Malaysia","In the contemporary landscape of education, fostering graduates' employability has emerged as a vital concern for educational institutions and policy makers, particularly within the framework of Sustainable Development Goal 4 (SDG4) and Sustainable Development Goal 8 (SDG8). This paper delves into the employability dynamics of graduates from the PERDA-TECH program, a Technical and Vocational Education and Training (TVET) initiative operating under the auspices of the Penang Regional Development Authority (PERDA). In the quest for a competitive edge within the workforce, TVET programs hold the promise of cultivating a skilled labor pool that aligns with the workforce demands, thus bolstering economic growth (SDG8). However, a comprehensive analysis of the graduate employability facets is indispensable to address the nuanced requirements of the job market. Existing studies have outlined seven pivotal employability skills, encompassing interpersonal skills, critical thinking, self-improvement, resourcefulness, ICT proficiency, fundamental aptitudes, and information literacy. Additionally, employers place premium emphasis on attributes such as social acumen, management proficiencies, creative thinking, problem-solving capabilities, and critical analysis. Aligned with these imperatives, the PERDA-TECH Malaysia Skills Training Programme seeks to equip graduates with competencies tailored to amplify their employability prospects. Nonetheless, the insights from the PERDA 2020 Outcome Assessment report reveal a gap in the comprehensive understanding of graduate feedback and employability determinants. This study endeavors to bridge this gap by methodically examining the factors influencing graduates' employability within the PERDA-TECH program. Employing a quantitative approach, the study encompassed survey responses from 226 graduates. The findings unveiled a noteworthy 71.3% (162 graduates) employed, 21.2% (48 graduates) pursuing further education, and 7.1% (16 graduates) currently unemployed. Encouragingly, a significant proportion of graduates secure employment within six months of graduation, substantiating the program's efficacy in catering to market needs (SDG8). The factors influencing employability were dissected into three categories: graduate attributes, learning outcomes, and market dynamics. This holistic analysis enhances the alignment of the program's objectives with SDG4's emphasis on quality education and SDG8's pursuit of decent work and economic growth. This study underscores the symbiotic relationship between relevant and skill-centered education, graduates' market readiness, and sustainable economic development. As a result, it contributes not only to the advancement of knowledge but also to the realization of SDG4 and SDG8, enlivening the overarching mission of fostering inclusive education and propelling economic progress. © 2023 UTHM Publisher. All rights reserved.","Employability; graduate skills; PERDA-TECH; sustainable development; TVET","","","","","","Institut Kemajuan Desa; USAINS Infotech Sdn; H2020 Research Infrastructures, INFRA","The authors wish to express sincere gratitude to Institut Kemajuan Desa (INFRA) for the generous financial, managerial, and technical assistance, which played a pivotal role in ensuring the successful execution of the research project and the preparation of this paper. The research was technically supported by USAINS Infotech Sdn. Bhd.","Aliu J., Aigbavboa C., Key generic skills for employability of built environment graduates, International Journal of Construction Management, 23, 3, pp. 542-552, (2023); Awang A. A., Sheikh S. S. S., Lokman A. M., Saifuddin A. H., A theoretical analysis of racial integration through new economic policy and 1Malaysia concept, Advanced Science Letters, 22, 5-6, pp. 1363-1367, (2016); Brooks R., Gupta A., Jayadeva S., Abrahams J., Students’ views about the purpose of higher education: a comparative analysis of six European countries, Higher Education Research & Development, 40, 7, pp. 1375-1388, (2021); Budhrani K. S., D'Amico M. M., Espiritu J. L. D., Developing a skilled workforce through Technical and Vocational Education and Training in the Philippines, Handbook of Comparative Studies on Community Colleges and Global Counterparts, (2018); Budiharso T., Tarman B., Improving quality education through better working conditions of academic institutes, Journal of Ethnic and Cultural Studies, 7, 1, pp. 99-115, (2020); Cheng M., Adekola O., Albia J., Cai S., Employability in higher education: a review of key stakeholders' perspectives, Higher Education Evaluation and Development, 16, 1, pp. 16-31, (2022); Daroesman P., Technical and vocational education and training reform in Cambodia 1970-2020, Education in Cambodia: From Year Zero Towards International Standards, pp. 81-96, (2022); Ebil S., Othman N., Hjh Norhakimah H., Marlinawati H., Omarali M., Chin W., Brunei TVET transformation: The development of the Institute of Brunei Technical Education’s two key surveys, TVET@ Asia, 8, pp. 1-15, (2017); Hadiyanto H., Failasofah F., Armiwati A., Abrar M., Thabran Y., Students’ practices of 21st century skills between conventional learning and blended learning, Journal of University Teaching & Learning Practice, 18, 3, (2021); Jafar D. S. A., Saud M. S., Hamid M., Suhairom N., Hisham M. H. M., Zaid Y. H., TVET teacher professional competency framework in Industry 4.0 era, Universal Journal of Educational Research, 8, 5, pp. 1969-1979, (2020); Jie B. G., Yasin R. M., Efforts to increase awareness of students and parents on job marketability in the field of TVET, Journal Dunia Pendidikan, 4, 1, pp. 529-539, (2022); Khin C. T., Nay Z. A., Sai K. N. O., Awareness, perception and preparation of TVET students, teachers and managers for industry 4.0 in Myanmar, TVET@Asia, 17, pp. 1-21, (2021); Malmqvist J., Hellberg K., Mollas G., Rose R., Shevlin M., Conducting the pilot study: A neglected part of the research process? Methodological findings supporting the importance of piloting in qualitative research studies, International Journal of Qualitative Methods, 18, (2019); Minghat A. D., Mustakim S. S. B., Shahroni N., Literature Review: Technical and Vocational Education and Training (TVET) in Malaysia, ASEAN Journal for Science Education, 1, 2, pp. 89-102, (2022); Muhamad Sanusi A., Excellence Framework for Working Talent Among Technical Studentsl, (2022); Mustapha R., Hussain M. A. M., Vocational education and training in Malaysia, International Handbook on Education in South East Asia, pp. 1-28, (2022); Mweshi G. K., Sakyi K., Application of sampling methods for the research design, Archives of Business Review-Vol, 8, 11, (2020); Noor M. A. M., Employability skills needed for TVET graduates in Malaysia: Perspective of industry expert, Online Journal for TVET Practitioners, 8, 1, pp. 52-59, (2023); Pacia D. R., Guevarra P. M., Influence of path-goal theory of leadership styles and the moderating role of task structure in leadership on teachers’ satisfaction, motivation, and performance, International Journal of Multidisciplinary: Applied Business and Education Research, 4, 7, pp. 2330-2345, (2023); Permana A. Y., Aprilia D. I., Teniola N. Q. I., Teacher skills through the development of design and develop learning program taedes 401 (gov. au) for building core skill and employability skills for vocational high school, 1st Vocational Education International Conference (VEIC 2019), (2019); Phoumilay P., Vocational education and training in Lao PDR, Vocational Education and Training in ASEAN Member States: Current Status and Future Development, pp. 81-108, (2019); Pirzada G., Gulzar I., Best Institutional Practices in Technical and Vocational Institutes for Sustainable Development, TVET@ Asia, 20, pp. 1-13, (2023); Pongoh A. S. W., The role of SEAMEO in digitizing vocational education in Indonesia and Thailand, Emerging research on Politics, development, and Human rights, Proceedings of International Virtual Conference 2021: Emerging Research on Politics, Development and Human Rights, pp. 9-22, (2021); Ridzuan M. R., Abd Rahman N. A. S., The analysis of the government policy on Technical And Vocational Education and Training (TVET) and the predicaments of tvet in malaysia, International Journal of Humanities Technology and Civilization, pp. 53-58, (2022); Sharifah Syahirah S. S., Fatimah Bibi H., Muhd Bazli H., Leadership, Policy And Governance In Malaysia: A Study on Gen Y Perception and Expectation, Proceedings of the 7th International Conference on Kansei Engineering and Emotion Research 2018 (pp. Page range of the chapter), (2018); Sharifah Syahirah S. S., Norfarhanis M. S., Faizal Mohd Arif Mohd, Quality of Life of Women Middle Decision Makers in the Malaysian Public Sector, Journal of Computational and Theoretical Nanoscience, 21, 21, pp. 1953-1956, (2015); Tan J., Higher education in Singapore, International Handbook on Education in South East Asia, pp. 1-17, (2021); Triyono M. B., Mateeke Moses K., Technical and vocational education and training in Indonesia, Vocational Education and Training in ASEAN Member States: Current Status and Future Development, pp. 45-79, (2019); Tuan N. D., Cuong N. H., Technical and Vocational Education and Training (TVET) in Vietnam, Vocational Education and Training in ASEAN Member States: Current Status and Future Development, pp. 229-256, (2019); The 2030 Agenda for Sustainable Development: Transformative Change through the Sustainable Development Goals?, Politics and Governance, 9, 1, pp. 90-95, (2021); Final Report of the Impact Study of the PERDA-TECH Program, (2021); Wafi A. A., Subri U. S., Asshaari I., Zulkifli R. M., Mohamed S., Hanapi Z., Che'Rus R., Turning Job Seekers to Job Creators’: Talent Management Module Development for TVET Graduates, Journal of Technical Education and Training, 15, 1, pp. 102-115, (2023)","A.M. Lokman; RIG Emotion, Kansei, and Design Engineering (EKDE), Universiti Teknologi MARA, Shah Alam, Selangor, 40450, Malaysia; email: anitawati@uitm.edu.my","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85174050618"
"Neroorkar S.; Gopinath P.","Neroorkar, Samiksha (57205766033); Gopinath, Perumula (56028482600)","57205766033; 56028482600","Immediate Employability and Trade Sustenance of Graduates from Government Industrial Training Institutes in Mumbai, India","2023","Indian Journal of Labour Economics","66","3","","793","814","21","0","10.1007/s41027-023-00449-2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173777231&doi=10.1007%2fs41027-023-00449-2&partnerID=40&md5=9f700278f80a8ec40e847d8758e1a5c2","Tata Institute of Social Sciences, Mumbai, India","Neroorkar S., Tata Institute of Social Sciences, Mumbai, India; Gopinath P., Tata Institute of Social Sciences, Mumbai, India","Vocational Education and Training (VET) is an important instrument for human capital development. Since VET programmes are field-specific and expensive, it is crucial to investigate the career of VET graduates post-training. The purpose of this paper is to understand the extent to which Indian VET graduates are employed and sustain in the vocation for which they are trained. It also examines the effect of different factors on graduates’ careers. A quantitative analysis, of employment data gathered from 227 graduates of 13 government VET institutes in Mumbai, was conducted. Two numerical scores were assigned to the data, namely, Immediate Employability Score (IES) and Trade Sustenance Score (TSS). The effect of personal, academic, training, institutional factors, and income on these scores was analysed using tests of correlation and logistic regression. The findings comprise a profile of the graduates in terms of their immediate employability and trade sustenance. Examination year, trade pursued, and completion of apprenticeship affected the immediate employability of VET graduates. Completion of apprenticeship training had a significant role in ensuring the long-term sustenance of graduates in the trade for which they were trained. This study presents two novel scores to quantify the employability and trade sustenance of VET graduates, respectively. It also empirically tests the effect of different factors on these two aspects of graduates’ careers. Thereby, it is a valuable addition to the fields of VET, educational evaluation, and career development. © 2023, The Author(s), under exclusive licence to Indian Society of Labour Economics.","Employability; Industrial training institutes; Skill training; Vocational education and training","India; Maharashtra; Mumbai; employment; skilled labor; training; vocational education","","","","","","","Agrawal T., Vocational education and training programs (VET): An Asian perspective, Asia-Pacific Journal of Cooperative Education, 14, 1, pp. 15-26, (2013); Agrawal T., Agrawal A., Vocational education and training in India: A labour market perspective, Journal of Vocational Education & Training, 69, 2, pp. 246-265, (2017); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Chatterjee S., Nankervis A., Connell J., Framing the emerging talent crisis in India and China: A human capital perspective, South Asian Journal of Human Resources Management, 1, 1, pp. 25-43, (2014); Cohen J., Statistical Power Analysis for the Behavioral Sciences, (1988); ITI Count—India All ITIs, (2022); Eichhorst W., Rodriguez-Planas N., Schmidl R., Zimmermann K.F., A road map to vocational education and training in industrialized countries, ILR Review, 68, 2, pp. 314-337, (2015); Garrouste C., Rodrigues M., Employability of young graduates in Europe, International Journal of Manpower, 35, 4, pp. 425-447, (2014); Eleventh Five Year Plan 2007–2012, (2008); Hajela R., Shortage of Skilled Workers: A Paradox of the Indian Economy, (2012); Industrial Training Institutes of India: The Efficiency Study Report, (2003); King K., The Geopolitics and Meanings of India’s Massive Skills Development Ambitions, International Journal of Educational Development, 32, 5, pp. 665-673, (2012); Kiss Z., Job search time: The indicator of employability, Quest Journals, Journal of Research in Business and Management, 2, 4, pp. 1-9, (2014); Lavrijsen J., Nicaise I., Returns on vocational education over the life cycle: Between immediate labour market preparation and lifelong employability, International Review of Education, 63, 2, pp. 257-280, (2017); Marope P.T.M., Chakroun B., Holmes K.P., Unleashing the potential: Transforming technical and vocational education and training, (2015); Morey A., Harvey L., Williams J., Saldana A., Mena P., HE Careers Services and Diversity, (2003); Neroorkar S., Gopinath P., Impact of Industrial Training Institutes (ITIs) on the employability of graduates—a study of government ITIs in Mumbai, Journal of Vocational Education & Training, 72, 1, pp. 23-46, (2019); Neuman W.L., Social research methods: Qualitative and quantitative approaches, (2000); Paris: Organisation for Economic Co-operation and Development, Career Guidance: a Handbook for Policy Makers, (2004); Pilz M., Introduction: Why India’s focus on preparation for the World of Work is highly relevant, India: Preparation for the World of Work 15–23, (2016); Code of Practice for the Assurance of Academic Quality and Standards in Higher Education: Career Education, Information and Guidance, Gloucester: Quality Assurance Agency for Higher Education., (2001); Smithbrennan Kemmis E.R., Possible Futures for the Indian Apprenticeship System: Options Paper for India, (2013); Stevens M., Human capital theory and UK vocational training policy, Oxford Review of Economic Policy, 15, 1, pp. 16-32, (1999); Tilak J.B.G., Vocational Education and Training in Asia, The International Handbook on Educational Research in the Asia-Pacific Region, pp. 673-686, (2002); Van de Werfhorst H.G., Changing societies and four tasks of schooling: Challenges for strongly differentiated educational systems, International Review of Education, 60, 1, pp. 123-144, (2014); Venkatram R., Vocational education and training system (VET) in India, The future of vocational education and training in a changing world, pp. 171-178, (2012); Wallenborn M., Vocational Education and Training and Human Capital Development: Current practice and future options, European Journal of Education, 45, 2, pp. 181-198, (2010); Watts A.G., Career guidance policy: An international review, Career Development Quarterly, September, pp. 1-8, (2005); Watts A.G., Career Development Learning and Employability, (2006); Watts A.G., The Relationship of Career Guidance to VET, (2009); Wilson D., Purushothaman R., Dreaming with BRICs: The path to 2050, Goldman Sachs Global Economics Paper, 99, 2003, pp. 1-24, (2003); Skill Development in India: The Vocational Education and Training System, (2008); GNI Per Capita, Atlas Method (Current US$)—India, (2022); Zirkle C., Martin L., Challenges and opportunities for technical and vocational education and training (TVET) in the United States”, The future of vocational education and training in a changing world 9–23, (2012)","S. Neroorkar; Tata Institute of Social Sciences, Mumbai, India; email: sdneroorkar@gmail.com","","Springer","","","","","","09717927","","","","English","Indian J. Labour Econ.","Article","Final","","Scopus","2-s2.0-85173777231"
"Vasanthakumar V.","Vasanthakumar, Vishal (58655755900)","58655755900","Modern Challenges to the Dravidian Movement: The Question of Access and Quality of Higher Education in Tamil Nadu","2023","Economic and Political Weekly","58","29","","","","","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174533769&partnerID=40&md5=03e8a5443d8441d38d18d07f9b365635","","","Tamil Nadu has one the highest gross enrolment ratio in higher education among major states in India at 51.4%. These impressive numbers can be traced to multiple schemes of successive Dravidian governments that placed a firm emphasis on caste-based social justice, while also focusing on economic development and mobility. However, the abject quality of higher education institutions in Tamil Nadu casts a serious shadow on the legacy of the Dravidian Movement. Increased privatisation, low employability of graduates, and poor quality of higher education institutions (HEIs) further exacerbate wage disparities and income inequalities, taking away the benefits of caste-based reservations, among other legacies of the Dravidian movement. This article analyses the shortcomings of the higher education model in Tamil Nadu and shows how increased access to higher education does little to acknowledge the socio-economic processes of caste in Tamil Nadu. © 2023 Economic and Political Weekly. All rights reserved.","","","","","","","","","(2020); Ravi Shamika, Et al., Reviving Higher Education in India, (2019); Fuller C, Narasimhan H, Tamil Brahmans: The Making of a Middle-Class Caste, (2014); Report of the Comptroller and Auditor General of India Compliance Audit for the Year Ended March 2020, (2021); Policy Note 2 0 2 1- 2 2, (2021); Kalaiyarasan A, Vijayabaska M, The Dravidian Model: Interpreting the Political Economy of Tamil Nadu, (2021); Kandavel S, Vijayakumar S, Banks Turn Cautious on Student Loans in T a m i l N a d u, (2021); Kandiko C B, Neoliberalism in Higher Education: A Comparative Approach, International Journal of Arts and Sciences, 3, 14, pp. 153-175, (2010); Kezar Adrianna, What is More Important to Effective Governance: Relationships, Trust, and Leadership, or Structures and Formal Processes?, Wiley Online Library, (2004); Mosse D, The Modernity of Caste and the Market Economy, Modern Asian Studies, 54, 4, pp. 1225-1271, (2020); Quality Fact Sheet and Recommendations, (2021); District Wise Skill Gap Study for the State of Tamil Nadu, (2022); N e w T i m e s i n T a m i l N a d u, Seminar; Piketty Thomas, Capital and Ideology, (2020); Subramanian A, The Caste of Merit, (2019)","","","Economic and Political Weekly","","","","","","00129976","","","","English","Econ. Polit. Wkly.","Article","Final","","Scopus","2-s2.0-85174533769"
"Dosea A.S.; de Castro Araújo-Neto F.; Fonseca F.L.; Gois dos Santos L.; Pimentel D.M.M.; de Lyra Jr D.P.","Dosea, Aline Santana (57192978321); de Castro Araújo-Neto, Fernando (57201474771); Fonseca, Francielly Lima (58197065500); Gois dos Santos, Lívia (58197365800); Pimentel, Déborah Mônica Machado (36464228200); de Lyra Jr, Divaldo Pereira (57221867525)","57192978321; 57201474771; 58197065500; 58197365800; 36464228200; 57221867525","“Reigns but does not govern"": A reflection on professionalism and the autonomy of the pharmacist","2023","Research in Social and Administrative Pharmacy","19","7","","1061","1072","11","2","10.1016/j.sapharm.2023.04.119","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153591410&doi=10.1016%2fj.sapharm.2023.04.119&partnerID=40&md5=cbe14ac5e66d4f3e00d3980b549ce0d9","Health Sciences Graduate Program, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil; Graduate Program in Pharmaceutical Sciences. Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil; Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil; Departament of Medicine, Hospital Universitary of Sergipe, Federal University of Sergipe, Sergipe, Aracaju, Brazil","Dosea A.S., Health Sciences Graduate Program, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil; de Castro Araújo-Neto F., Health Sciences Graduate Program, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil; Fonseca F.L., Graduate Program in Pharmaceutical Sciences. Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil; Gois dos Santos L., Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil; Pimentel D.M.M., Departament of Medicine, Hospital Universitary of Sergipe, Federal University of Sergipe, Sergipe, Aracaju, Brazil; de Lyra Jr D.P., Health Sciences Graduate Program, Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Federal University of Sergipe, São Cristóvão, Sergipe, Brazil","Introduction: In recent decades, the professionalization of pharmacy has been debated worldwide. With the advent of industrialization, pharmacist autonomy has weakened, especially in the retail pharmacy market. Manegers and mentors of pharmacy chains serve as links between the profession and drug users. This study sought to understand the perceptions of retail pharmacy stakeholders regarding pharmacist autonomy and how to improve it, and to reflect on theories of professionalism. Method: 19 semi-structured interviews were conducted. The interviews were transcribed and analyzed through analyst triangulation and categorical content analysis, using the ATLAS.ti software. Results: Interviews were conducted with nine mentors and ten managers in retail medicine. They reported aspects related to managerial and technical autonomy regulated by law, and strategies for enhancing professional autonomy in retail pharmacy. Autonomy was considered limited by pharmacists’ dependence on employability and self-devaluation; and market control exposed the weaknesses in pharmaceutical professionalism. Entrepreneurship and ownership attitude strategies were feasible only in a retail micro-political context. Conclusion: The retail medicine continues to have business model centered on the product and controlling the pharmaceutical practice model. To ensure autonomy and professional strengthening, it is necessary that pharmacy recognizes itself as a clinical profession and develops a stable professional identity. © 2023 Elsevier Inc.","Autonomy; Community pharmacy; Pharmacist; Professionalism; Retail pharmacy; Stakeholders","Attitude of Health Personnel; Community Pharmacy Services; Humans; Pharmaceutical Preparations; Pharmacists; Pharmacy; Professional Role; Professionalism; drug; health personnel attitude; human; pharmacist; pharmacy (shop); professional standard; professionalism","","Pharmaceutical Preparations, ","","","Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES","This work was supported by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES) – Finance Code 001 . 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Farmacêutico: um profissional em busca de sua identidade, 93, pp. 10-16, (2012); Silva W.D., Delizoicov D., Profissionalismo e desenvolvimento profissional: lições da sociologia das profissões para entender o processo de legitimação social da farmácia, Rev Bras Farm, 90, 1, pp. 27-34, (2009); Aljassim N., Ostini R., Health literacy in rural and urban populations: a systematic review, Patient Educ Counsel, 103, 10, pp. 2142-2154, (2020); Berkman N.D., Sheridan S.L., Donahue K.E., Halpern D.J., Crotty K., Low health literacy and health outcomes: an updated systematic review, Ann Intern Med, 155, 2, pp. 97-107, (2011); Elbeddini A., Prabaharan T., Almasalkhi S., Tran C., Pharmacists and COVID-19, J Pharm Policy Pract, 13, 1, pp. 1-4, (2020); Erku D.A., Belachew S.A., Abrha S., Et al., When fear and misinformation go viral: pharmacists' role in deterring medication misinformation during the “infodemic” surrounding COVID-19, Res Soc Adm Pharm, 17, 1, pp. 1954-1963, (2021); Paumgartten F.J.R., de Oliveira A.C.A.X., Off label, compassionate and irrational use of medicines in covid-19 pandemic, health consequences and ethical issues, Ciência Saúde Coletiva, 25, 9, pp. 3413-3419, (2020); Prestes S., Fattori N., de Melo L.B., Bergamo T.D.F., ANÁLISE COMPARATIVA DA VENDA DE MEDICAMENTOS ISENTOS DE PRESCRIÇÃO (MIPs), NO BRASIL E OUTROS PAÍSES, Rev CIENTÍFICA ELETRÔNICA CIÊNCIAS Apl DA FAIT, 14, 2, pp. 1-15, (2019); Freitas E.L., Ramalho-de Oliveira D., Perini E., Atenção Farmacêutica - teoria e Prática: um Diálogo Possível?, Acta Farm Bonaerense, 25, 3, pp. 447-453, (2006); Pharmacy at a glance, (2017); Teles C.C., Bilenky J., Reis V.S., Donzelli O., O varejo aplicado ao mercado farmacêutico, Fórum Adm., 2, 1, pp. 159-165, (2013); Palumbo R., Examining the impacts of health literacy on healthcare costs, An evidence synthesis, 30, 4, pp. 197-212, (2017); Silva R.D., Chaves G.C., Chaves L.A., Et al., Farmácia Popular Program: pharmaceutical market analysis of antihypertensive acting on the renin-angiotensin system medicines, Ciência Saúde Coletiva, 22, 8, pp. 2501-2512, (2017); Teixeira K.D.H., Barbosa A.D.L.D.O., Santana A.L., Et al., Self-medication: a study on motivational factors and consequences of this practice, Res Soc Dev, 9, 8, (2020); Brazinha I., Fernandez-Llimos F., Barriers to the implementation of advanced clinical pharmacy services at Portuguese hospitals, Int J Clin Pharm, 36, 5, pp. 1031-1038, (2014); Frankel G.E.C., Austin Z., Responsibility and confidence: identifying barriers to advanced pharmacy practice, Can Pharm J/Rev des Pharm du Canada., 146, 3, pp. 155-161, (2013); Silva M.D.S., The social role of the pharmacist in capitalism, Lutas Sociais, 19, 34, pp. 39-52, (2015); Bush J., Langley C.A., Wilson K.A., The corporatization of community pharmacy: implications for service provision, the public health function, and pharmacy's claims to professional status in the United Kingdom, Res Soc Adm Pharm, 5, 4, pp. 305-318, (2009); Harding G., Nettleton S., Taylor K., Is pharmacy a profession?, Sociol Pharm. 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Soc. Adm. Pharm.","Article","Final","","Scopus","2-s2.0-85153591410"
"Nimmi P.M.; Joshy L.M.","Nimmi, P.M. (57223862848); Joshy, Lishin Moothery (58093269800)","57223862848; 58093269800","Proposing a systematic framework for channelized job search: The role of goal orientation","2023","Industry and Higher Education","37","5","","653","662","9","0","10.1177/09504222231153090","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147522748&doi=10.1177%2f09504222231153090&partnerID=40&md5=c12731e5c88ced18cec02e89c6a51434","School of Business, SCMS Group of Educational Institutions – PGDM, Cochin, India","Nimmi P.M., School of Business, SCMS Group of Educational Institutions – PGDM, Cochin, India; Joshy L.M., School of Business, SCMS Group of Educational Institutions – PGDM, Cochin, India","Channelized job search powered by perceived employability could help graduates to successfully launch a sustainable career and navigate the job market effectively. The paper develops novel ways to improve the job search process by detailing the interlinking mechanism between perceived employability and active job search. The authors also enquired about the intervening role played by preparatory job search and job search learning goal orientation. For this purpose, cross-sectional data of 317 management graduates in India were collected and Structural Equation Modelling (SEM) was conducted on the data using IBM Amos. The study found that enhanced perceived employability had a major impact on active job search behaviour. It was also found that it is through job search learning goal orientation and preparatory job search behaviour that perceived employability is associated with an active job search. The study has theoretical and practical implications. Theoretically, it links the theory of planned job search behaviour to employability research. Practically, it provides guidelines for universities and career counsellors on how to help students with their job searching. This is one of the first studies to look into the sequential mechanism through which employability perceptions impact active job searching. © The Author(s) 2023.","job search behaviour; job search learning goal orientation; Perceived employability; preparatory job search behaviour","","","","","","","","Anderman E.M., Maehr M.L., Motivation and schooling in the middle grades, Review of Educational Research, 64, 2, pp. 287-309, (1994); Ajzen I., Fishbein M., A Bayesian analysis of attribution processes, Psychological Bulletin, 82, 2, pp. 261-277, (1975); Ahmed H., Nawaz S., Rasheed M.I., Self-efficacy, self-esteem, and career success: the role of perceived employability, Journal of Management Sciences, 6, 2, pp. 18-32, (2019); Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Barber B.K., Olsen J.E., Shagle S.C., Associations between parental psychological and behavioral control and youth internalized and externalized behaviors, Child Development, 65, 4, pp. 1120-1136, (1994); Batistic S., Tymon A., Networking behaviour, graduate employability: a social capital perspective, Education Þ Training, 59, 4, pp. 374-388, (2017); Blau G., Testing a two-dimensional measure of job search behavior, Organizational Behavior and Human Decision Processes, 59, 2, pp. 288-312, (1994); Boffo V., Gioli G., Terzaroli C., The development of student employability in higher education: A comparative perspective on university approaches at european level, Educational reflective practices, 23, pp. 7-29, (2017); Berntson E., Employability Perceptions: Nature, Determinants, and Implications for Health and Well-Being, (2008); Cable D.M., Turban D.B., Establishing the dimensions, sources and value of job seekers' employer knowledge during recruitment, Research in personnel and human resources management, (2001); Cavanagh J., Burston M., Southcombe A., Et al., Contributing to a graduate-centred understanding of work readiness: an exploratory study of Australian undergraduate perceptions of their employability, The International Journal of Management Education, 13, 3, pp. 278-288, (2015); Chen D.J., Lim V.K., Strength in adversity: The influence of psychological capital on job search, Journal of Organizational Behavior, 33, 6, pp. 811-839, (2012); Chou C.M., Shen C.H., Factors influencing employability self-efficacy of engineering students in Taiwan, International Journal of Engineering Practical Research, 1, 1, pp. 10-14, (2012); Creed P.A., King V., Hood M., Et al., Goal orientation, self-regulation strategies, and job-seeking intensity in unemployed adults, Journal of Applied Psychology, 94, 3, pp. 806-813, (2009); da Motta Veiga S.P., Turban D.B., Are affect and perceived stress detrimental or beneficial to job seekers? 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High. Edu.","Article","Final","","Scopus","2-s2.0-85147522748"
"Lindsay S.; Wagstaff P.; Jevons C.; Cruz A.G.B.","Lindsay, Sophie (55811283400); Wagstaff, Peter (35114128100); Jevons, Colin (17434391800); Cruz, Angela Gracia B. (36080402400)","55811283400; 35114128100; 17434391800; 36080402400","Cultivating Effective Marketing Student Teams: Making Instructors’ Tacit Theories Visible","2023","Journal of Marketing Education","45","2","","155","166","11","0","10.1177/02734753221103998","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132725002&doi=10.1177%2f02734753221103998&partnerID=40&md5=74861b4620d3c89aeab78f13d664121e","Monash Business School, Monash University, Melbourne, Australia","Lindsay S., Monash Business School, Monash University, Melbourne, Australia; Wagstaff P., Monash Business School, Monash University, Melbourne, Australia; Jevons C., Monash Business School, Monash University, Melbourne, Australia; Cruz A.G.B., Monash Business School, Monash University, Melbourne, Australia","Teamwork skills are important contributors to classroom learning outcomes and graduate employability. Although much has been reported in the literature about the components and characteristics of effective marketing student teams, less is known about how such knowledge is conceptualized and cultivated by frontline marketing instructors. This study applies a perspective of tacit theory to in-depth interviews with frontline instructors in undergraduate marketing courses. Our findings, summarized in a framework of adaptive cultivation of effective teams (ACET), highlight how instructors perceive effective teamwork as a dynamic interaction between three interwoven components of team effectiveness (team composition, team member behavior, and team culture) and adjust their interventions across these components. Overall, this study uncovers instructors’ tacit theories of cultivating effective marketing student teams, and how these tacit theories impact in-class practices. © The Author(s) 2022.","instructor views; qualitative research; tacit theory; team effectiveness; teamwork","","","","","","Department of Marketing; Monash University, MU","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The authors gratefully acknowledge financial support from the Department of Marketing, Monash University. 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Jevons; Monash Business School, Monash University, Melbourne, Australia; email: colin.jevons@monash.edu","","SAGE Publications Inc.","","","","","","02734753","","","","English","J. Mark. Educ.","Article","Final","","Scopus","2-s2.0-85132725002"
"Bikar S.S.; Talin R.; Rathakrishnan B.; Sharif S.; Nazarudin M.N.; Rabe Z.B.","Bikar, Soon Singh (57191428713); Talin, Rosy (57191429198); Rathakrishnan, Balan (36081311700); Sharif, Sabariah (39862198600); Nazarudin, Mohamad Nizam (26533028300); Rabe, Zulfhikar Bin (57223960904)","57191428713; 57191429198; 36081311700; 39862198600; 26533028300; 57223960904","Sustainability of Graduate Employability in the Post-COVID-19 Era: Initiatives by the Malaysian Ministry of Higher Education and Universities","2023","Sustainability (Switzerland)","15","18","13536","","","","0","10.3390/su151813536","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172919537&doi=10.3390%2fsu151813536&partnerID=40&md5=1593cb597c0e6aa1df1fbd246c8e0793","Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, 88400, Malaysia; Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, 43600, Malaysia","Bikar S.S., Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, 88400, Malaysia; Talin R., Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, 88400, Malaysia; Rathakrishnan B., Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, 88400, Malaysia; Sharif S., Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, 88400, Malaysia; Nazarudin M.N., Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, 43600, Malaysia; Rabe Z.B., Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, 88400, Malaysia","The COVID-19 pandemic that hit the world in early 2020 has had major impacts on social and economic life in every country, including Malaysia. Many socio-economic activities have been globally disrupted, leading to the closure of companies and the suspension of work activities, which have drastically increased the unemployment rate and narrowed employment opportunities. This study used a qualitative method to explore the initiatives taken by the Malaysian Ministry of Higher Education and University Malaysia Sabah to improve the sustainability of graduate employability in the post-COVID-19 era. The study sample comprised ten officers who are experienced and responsible for organising initiatives for university graduate employability programmes and ten students who participated in these programmes. The study showed that the Short-Term Training and Placement Programme (MySTEP), Career Advancement Programme (Penjana CAP), Professional Certification Programme (Penjana PACE), and Career Advancement Programme at State (Penjana KPT-CAP @ State) were the major initiatives taken by the Malaysian Ministry of Higher Education to improve graduate employability in the post-COVID-19 era. The findings also revealed that the university undertook initiatives regarding upskilling and reskilling, the gig economy, entrepreneurship, finishing school programmes, and online career fairs to improve graduate employability rates in the post-COVID-19 era. Interviews with student respondents showed that these initiatives have given them the opportunity to learn and improve on new skills that are necessary to find new job opportunities in the post-COVID-19 era. The main contribution of this study is that upskilling and reskilling programmes are essential to improving the sustainability of graduate employability in the post-COVID-19 era. © 2023 by the authors.","employability; graduates; initiatives; sustainability","East Malaysia; Malaysia; Sabah; COVID-19; employment generation; higher education; student; sustainability; unemployment","","","","","Ministry of Higher Education, Malaysia, MOHE; Universiti Malaysia Sabah, (SDK0212-2020)","Funding text 1: Another important finding of this study concerns the initiatives taken by University Malaysia Saba to improve the marketability of graduates in the post-COVID-19 era. The analysis of officer interview data showed that the university has undertaken five main initiatives to improve the marketability of graduates, namely, upskilling, reskilling, gig economy and entrepreneurship, finishing school programmes, and online career fairs. In this regard, the analysis of CCSED officer and student interview data showed that the university has taken proactive steps by holding various upskilling and reskilling programmes to enhance and sustain the marketability of graduates, with an emphasis on three main fields, namely, pure science, social science, and technology. The authors of this study believe that the implementation of these programmes, which are focused on the three main aforementioned areas, has resulted in more opportunities for graduates due to the development of new jobs that require technological skills and various soft skills. This finding is supported by [,]. However, the cost of implementing these programmes is very high. Therefore, these programmes have been implemented in collaboration with industries and have received funding from the Ministry of Higher Education. The implementation of these programmes in collaboration with industries is intended to provide exposure and training to students in accordance with the job requirements desired by industries in the future. This finding is in line with [,], which found that industries prefer graduates who are easy to train and can adapt themselves to their jobs. ; Funding text 2: This research received funding from University Malaysia Sabah (SDK0212-2020).","Mckibbin W., Fernando R., The global Macroeconomic Impact of COVID-19: Seven Scenarios, Asian Econ. 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ICT Stand, 1, pp. 59-82, (2013); Ma'dan M., Ismail M.T., Daud S., Strategies to enhance graduate employability: Insight from Malaysian public university policy-makers, Malays. J. Learn. Instr, 17, pp. 137-165, (2020); Noman M., Kaur A., Nafees N., COVID-19 fallout: Interplay between stressors and support on academic functioning of Malaysian university students, Child. Youth Serv. Rev, 125, (2021); Sundarasen S., Chinna K., Kamaludin K., Nurunnabi M., Baloch G.M., Khoshaim H.B., Sukayt A., Psychological impact of COVID-19 and lockdown among university students in Malaysia: Implications and policy recommendations, Int. J. Environ. Res. Public Health, 17, (2020); Soria K.M., Horgos B., Shenouda J.D., Disparities in college students’ financial hardships during the COVID-19 pandemic, J. Stud. Aff. Res. Pract, 60, pp. 31-48, (2022); Syaripuddin B., Rehat C.A., Post COVID-19 Outbreak, Perception and Employability Rate: The Case Study of Alumni of Politeknik METrO Betong Sarawak, Borneo Eng. 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Humanit, 6, pp. 63-70, (2021); Guest G., Bunce A., Johnson L., How many interviews are enough? An experiment with data saturation and variability, Field Methods, 18, pp. 59-82, (2006); Braun V., Clarke V., Using thematic analysis in psychology, Qual. Res. Psychol, 3, pp. 77-101, (2006); Zulkarnain S.H., Nawi A.S., The relationship between macroeconomic variables on residential property price: Case study in Malaysia before and during COVID-19, Int. J. Hous. Mark. Anal, (2023)","S.S. Bikar; Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, 88400, Malaysia; email: soonbs@ums.edu.my; R. Talin; Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, 88400, Malaysia; email: rostalin@ums.edu.my","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85172919537"
"Deshpande R.; Chakraborty D.","Deshpande, Rohan (58677299300); Chakraborty, Debarun (57204477529)","58677299300; 57204477529","Studying Career Commitment of Indian Technology Professionals with the Moderating Effect of Perceived External Employability","2023","Prabandhan: Indian Journal of Management","16","9","","8","25","17","0","10.17010/pijom/2023/v16i9/173164","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175561846&doi=10.17010%2fpijom%2f2023%2fv16i9%2f173164&partnerID=40&md5=9dad4e0a89671529868b7abb9f665349","Symbiosis International (Deemed University), Maharashtra, Pune, 412 115, India; Symbiosis Institute of Business Management (SIBM) Nagpur, Constituent of Symbiosis International (Deemed University), Maharashtra, Pune, 412 115, India","Deshpande R., Symbiosis International (Deemed University), Maharashtra, Pune, 412 115, India; Chakraborty D., Symbiosis Institute of Business Management (SIBM) Nagpur, Constituent of Symbiosis International (Deemed University), Maharashtra, Pune, 412 115, India","Purpose: This study aimed to assess the impact on Indian technology professionals’ career commitment through adverse career events such as career plateau and its manifesting factors. The key objectives of the study were: First, learn about the underlying factors that may have impacted ITians’ ability to curate sustainable career growth in IT; second, assay how these factors, in turn, could affect the overall IT career commitment; and third, analyze how perceived external employability could moderate the impact on career commitment. Methodology: A measurement model based on social cognitive theory, career plateau, and conservation of resources was designed. Three hundred sixty-one responses were received from Indian IT professionals using a structured questionnaire. SEM analysis was performed using AMOS to analyze the model’s and hypotheses’s validity. Findings: The results showed career commitment having a significant negative influence due to career plateau, the levels of which were alleviated when employees exhibited more vital growth aspirations coupled with a high sense of belief in their ability to acquire new skills and competencies continually. Practical Implications: This study provided a critical reference for employees to proactively curate career development strategies invigorating career commitment and long-term career growth prospects. It also generated insights for organizational policymakers to construct career development and training frameworks that could boost employee motivation, resulting in improved job engagement and productivity. Originality: To our knowledge, this is the first study to foray into analyzing the career commitment of Indian IT professionals and, as such, could serve as a robust foundation for future research on this topic, furthering knowledge of newer career patterns emerging in this sector. © 2023, Associated Management Consultants Pvt. Ltd.. All rights reserved.","career commitment; career plateau; information technology; promotion aspiration; self-efficacy","","","","","","","","Anderson J. C., Gerbing D. 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B., Biswas W., Dash G., The subtle art of effecting a four-day workweek to drive performance, Management and Labour Studies, 47, 3, pp. 275-297, (2022); Chakraborty D., Biswas W., Dash G., Marching toward “heart work”: Connecting in new ways to thrive amidst COVID-19 crisis, Conflict Resolution Quarterly, 39, 1, pp. 7-27, (2021); Chakraborty D., Santra A., Dhara S. K., Factors affecting the liquid workforce in different organizations and its effectiveness, Prabandhan: Indian Journal of Management, 12, 4, pp. 44-60, (2019); Chang Boon Lee P., Career goals and career management strategy among information technology professionals, Career Development International, 7, 1, pp. 6-13, (2002); Dash G., Chakraborty D., Transition to e-learning: By choice or by force – A crosscultural and trans-national assessment, Prabandhan: Indian Journal of Management, 14, 3, pp. 8-23, (2021); De Cuyper N., Makikangas A., Kinnunen U., Mauno S., De Witte H., Cross-lagged associations between perceived external employability, job insecurity, and exhaustion: Testing gain and loss spirals according to the conservation of resources theory, Journal of Organizational Behavior, 33, 6, pp. 770-788, (2012); Dhar R. L., Reality shock: Experiences of Indian information technology (IT) professionals, Work, 46, 3, pp. 251-262, (2013); Feldman D. C., Weitz B. 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H., Psychometric theory, (1994); Pahari S., Polisetty A., Sharma S., Jha R., Chakraborty D., Adoption of AI in the banking industry: A case study on Indian banks, Indian Journal of Marketing, 53, 3, pp. 26-41, (2023); Patre S., Chakraborty D., The pandemic, financial struggles, and mental health of students, Indian Journal of Finance, 16, 4, pp. 60-67, (2022); Pelz D. C., Andrews F. M., Scientists in organizations: Productive climates for research and development, (1966); Tremblay M., Roger A., Individual, familial, and organizational determinants of career plateau: An empirical study of the determinants of objective and subjective career plateau in a population of Canadian managers, Group & Organization Management, 18, 4, pp. 411-435, (1993); Veiga J. F., Plateaued versus nonplateaued managers: Career patterns, attitudes, and path potential, The Academy of Management Journal, 24, 3, pp. 566-578, (1981); Yoo S. Y., Cho H., Exploring the influences of nurses' partnership with parents, attitude to families' importance in nursing care, and professional self-efficacy on quality of pediatric nursing care: A path model, International Journal of Environmental Research and Public Health, 17, 15, (2020); Zhou W., Pan Z., Jin Q., Feng Y., Impact of self-perceived employability on sustainable career development in times of COVID-19: Two mediating paths, Sustainability, 14, 7, (2022)","R. Deshpande; Symbiosis International (Deemed University), Pune, Maharashtra, 412 115, India; email: rohan1058@gmail.com","","Associated Management Consultants Pvt. Ltd.","","","","","","09752854","","","","English","Prabandhan Ind. J. Manag.","Article","Final","","Scopus","2-s2.0-85175561846"
"Sebastião L.; Tirapicos F.; Payan-Carreira R.; Rebelo H.","Sebastião, Luís (57222000788); Tirapicos, Filipa (58616054300); Payan-Carreira, Rita (23569826100); Rebelo, Hugo (57215428730)","57222000788; 58616054300; 23569826100; 57215428730","Skill Profiles for Employability: (Mis)Understandings between Higher Education Institutions and Employers","2023","Education Sciences","13","9","905","","","","0","10.3390/educsci13090905","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172077560&doi=10.3390%2feducsci13090905&partnerID=40&md5=dc182cb03ac43a139639918bb567a176","CIEP-UE—Research Centre in Education and Psychology, University of Évora, Évora, 7005-345, Portugal; CHRC—Compreensive Health Research Centre, Department of Veterinary Medicine, Universidade de Évora, Pole at Mitra, Évora, 7002-774, Portugal","Sebastião L., CIEP-UE—Research Centre in Education and Psychology, University of Évora, Évora, 7005-345, Portugal; Tirapicos F., CIEP-UE—Research Centre in Education and Psychology, University of Évora, Évora, 7005-345, Portugal; Payan-Carreira R., CHRC—Compreensive Health Research Centre, Department of Veterinary Medicine, Universidade de Évora, Pole at Mitra, Évora, 7002-774, Portugal; Rebelo H., CIEP-UE—Research Centre in Education and Psychology, University of Évora, Évora, 7005-345, Portugal","There is a consensus that employers, when recruiting, look for future employees to have a certain required profile. This profile consists of a set of skills that are considered crucial for the correct performance of the tasks that the employees will be performing. It is usually easy to identify which hard skills employers require, but it is not so easy to find out which soft skills employees should have. In addition to this difficulty, there is the possibility that higher education institutions may not be preparing students to align with employers’ envisioned skill sets. As part of the European Project “Think4Jobs” (2020-1-EL01-KA203-078797), an exploratory study was conducted to understand whether higher education institutions develop, and employers demand, individuals with the same profiles and to characterise these profiles. For this purpose, eight directors of different higher education programmes and six employers were interviewed. The information from the interviews was processed using the content analysis technique with the support of the NVivo data analysis software. The findings indicate that both educators and employers acknowledge the significance of soft skills, assigning them higher importance than hard skills, and the necessity of coordination between the two skill sets. Respondents also emphasised the importance of training, with course directors focusing more on initial training, while employers highlighted in-job training. Motivation, creativity, interpersonal relationships, communication, initiative and critical thinking were the skills identified by both groups as essential to an employee’s profile. © 2023 by the authors.","employability; hard skills; labour market; soft skills; university-business collaboration","","","","","","Commission; European Commission, EC; Education, Audiovisual and Culture Executive Agency, EACEA; Erasmus+","This research was supported by the “Critical Thinking for Successful Jobs—Think4Jobs” Project, with grant number 2020-1-EL01-KA203078797, funded by the European Commission/EACEA, through the ERASMUS + Programme. The European Commission support to produce this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.","Borrageiro K., Nita M., Essential Skills Needed in the Fourth Industrial Revolution (4IR): A Systematic Literature Review, Proceedings of the 2023 IST-Africa Conference (IST-Africa), pp. 1-13; Skilton M., Hovsepian F., The 4th Industrial Revolution, (2018); Subbu Nisha M., Rajasekaran V., Employability Skills: A Review, IUP J. Soft Ski, 7, pp. 30-37, (2018); Li L., Reskilling and Upskilling the Future-ready Workforce for Industry 4.0 and Beyond, Inf. Syst. Front, 24, pp. 1-16, (2022); The future of Jobs Report, (2020); Thornhill-Miller B., Camarda A., Mercier M., Burkhardt J.-M., Morisseau T., Bourgeois-Bougrine S., Vinchon F., El Hayek S., Augereau-Landais M., Mourey F., Et al., Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education, J. Intell, 11, (2023); Employability Skills—An Employer Perspective Getting What Employers Want Out of the Too Hard Basket, 88, (2002); Kornelakis A., Petrakaki D., Embedding employability skills in UK higher education: Between digitalization and marketization, Ind. High. Educ, 34, pp. 290-297, (2020); Machado-Taylor M., Rolim C., Empregabilidade e competências de graduandos do Ensino Superior: Um estudo para Portugal, RAES, 11, pp. 13-29, (2019); The Future of Jobs–Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, (2016); Cristovao A., Candeias A., Verdasca V., Social and Emotional Learning and Academic Achievement in Portuguese Schools: A Bibliometric Study, Front. Psychol, 8, (2017); Lamri J., Lubart T., Reconciling Hard Skills and Soft Skills in a Common Framework: The Generic Skills Component Approach, J. Intell, 11, (2023); Lyu W., Liu J., Soft skills, hard skills: What matters most? Evidence from job postings, Appl. Energy, 300, (2021); Dell'Aquila E., Marocco D., Ponticorvo M., Di Ferdinando A., Schembri M., Miglino O., Soft Skills, pp. 1-18, (2017); Ritter B.A., Small E.E., Mortimer J.W., Doll J.L., Designing management curriculum for workplace readiness: Developing students’ soft skills, J. Manag. Educ, 42, pp. 80-103, (2018); Brockmann M., Clarke L., Winch C., Knowledge, skills, competence: European divergences in vocational education and training (VET)-the English, German and Dutch cases, Oxf. Rev. Educ, 34, pp. 547-567, (2008); Franco-Angel M., Carabali J., Velasco M.I., The Internship Performance of Undergraduate Students: Are Hard or Soft Skills More Important?, Ind. High. Educ, 37, pp. 384-396, (2023); Belchior-Rocha H., Casquilho-Martins I., Simoes E., Transversal Competencies for Employability: From Higher Education to the Labour Market, Educ. Sci, 12, (2022); Stiwne E., Alves M., Higher Education and Employability of Graduates: Will Bologna make a difference?, Eur. Educ. Res. J, 9, pp. 32-44, (2010); Cheng M., Adekola O., Albia J., Cai S., Employability in higher education: A review of key stakeholders’ perspective, High. Educ. Eval. 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Manag, 33, pp. 1179-1208, (2022); Ras E., Wild F., Stahl C., Baudet A., Bridging the Skills Gap of Workers in Industry 4.0 by Human Performance Augmentation Tools: Challenges and Roadmap, Proceedings of the 10th International Conference on Persasive Tecnologies Related to Assistive Environments; Hoque N., Uddin M., Ahamd A., Mamun A., Uddin M., Chowdhury R., Alam A., The desired employability skills and work readiness of graduates: Evidence from the perspective of established and well-known employers of an emerging economy, Ind. High. Educ, pp. 1-15, (2023); Fleury M., Fleury A., Construindo o Conceito de Competências, J. of Contemp. Adm, 5, pp. 183-196, (2018); Seidman I., Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences, (2006); Fielding N., Thomas H., Qualitative interviewing, Researching Social Life, 8, pp. 123-144, (2008); Cohen L., Lawrence M., Keith M., Research Methods in Education, (2011); Costa R., Ridendo castigat mores. The transcription of interviews and the social (re)construction of reality, Proceedings of the VIII Congresso Português de Sociologia; Bardin L., Análise de Conteúdo, (2015); Andrade D., Schmidt E., Montiel F., Uso do software NVIVO como ferramenta auxiliar da organização de informações na análise textual discursa, Rev. Pesqui. Qual, 8, pp. 948-970, (2020); Hart J., Noack M., Plaimauer C., Bjornavold J., Towards a structured and consistent terminology on transversal skills and competences, 3rd Report to ESCO Member States Working Group on a Terminology for Transversal Skills and Competences (TSCs), (2021); Haigh M., Kilmartin M., Student Perceptions of the Development of Personal Transferable Skills, J. Geograpfy High. Educ, 23, pp. 195-206, (1999)","L. Sebastião; CIEP-UE—Research Centre in Education and Psychology, University of Évora, Évora, 7005-345, Portugal; email: lmss@uevora.pt","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85172077560"
"Porkodi S.; Saranya R.; Sultana A.; Mittal P.","Porkodi, S. (57217236307); Saranya, R. (58155830100); Sultana, Arshiya (58408907600); Mittal, Peeyush (58508230700)","57217236307; 58155830100; 58408907600; 58508230700","Assessing the Impact of Collaborative Learning Practices on Competency Development in Entrepreneurship Program: A Study of Higher Education Students in Delhi NCR Region of India","2023","Journal of Information and Knowledge Management","22","5","2350021","","","","1","10.1142/S0219649223500211","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165890464&doi=10.1142%2fS0219649223500211&partnerID=40&md5=658255f1ffd554cde8cadcd952625f0d","Department of Business Studies, College of Economics and Business Administration, University of Technology and Applied Sciences, Muscat, Oman; Centre for Distance and Online Education, Sharda University Greater Noida, Uttar Pradesh, India","Porkodi S., Department of Business Studies, College of Economics and Business Administration, University of Technology and Applied Sciences, Muscat, Oman; Saranya R., Department of Business Studies, College of Economics and Business Administration, University of Technology and Applied Sciences, Muscat, Oman; Sultana A., Department of Business Studies, College of Economics and Business Administration, University of Technology and Applied Sciences, Muscat, Oman; Mittal P., Centre for Distance and Online Education, Sharda University Greater Noida, Uttar Pradesh, India","Higher education aims to inculcate teamwork and leadership, the two primary management skills that empower students to achieve competency. Despite the fact that students gain domain knowledge through higher education, many organisations report that freshmen have a severe lack of collaborative skills. These skills are essential for today's graduates to compete in the world of tomorrow. Collaborative learning is a set of strategies that help the students achieve management skills in an effective way, leading to deeper learning. It increases the critical thinking level, communication, leadership, and employability skills, as well as responsibility, and prepares the students for real-life social and economic environments. As collaborative learning practises are so important, this study focuses on assessing the impact they have on competency development, specifically in entrepreneurship programs. A qualitative and quantitative survey has been administered to 536 students pursuing higher education in management in India's Delhi and the NCR region. A questionnaire has been prepared with 20 questions, comprising 15 closed-ended and 5 open-ended questions. With the results obtained from the survey, it is clear that the collaborative learning practise has a positive relationship with the entrepreneurship programme and competence development among students. The result proved that collaborative learning does benefit the students more in developing competency than individual learning through cultivating essential skills such as communication, teamwork, critical thinking, and responsibility.  © 2023 World Scientific Publishing Co.","Collaborative learning; competency development; entrepreneurship; higher education; learning practices","Human resource management; Collaborative learning; Competency development; Critical thinking; Domain knowledge; Entrepreneurship; Entrepreneurship programs; High educations; Higher education students; Learning practice; Management skills; Students","","","","","","","Ahmad FS, Baharun R, Rahman SHA, Interest in entrepreneurship: An exploratory study on engineering and technical students in entrepreneurship education and choosing entrepreneurship as a career, (2004); Al Moosa HAS, Porkodi S, Measuring the e®ectiveness of entrepreneurial education among HCT students of Oman: A SEM approach, Research Journal of Economics & Business Studies, 3, 5, pp. 43-52, (2014); Aliyu MM, Developing oral communication skills through collaborative learning: Implications for Nigerian teachers, International Journal of English Literature and Social Sciences, 2, 5, pp. 127-130, (2017); Al-Kaabi AF, E®ects of Collaborative Learning on the Achievement of Students with Different Learning Styles at Qatar University, (2016); Bentler PM, Comparative fit indexes in structural models, Psychological Bulletin, 107, 2, pp. 238-246, (1990); Blasco-Arcas L, Buil I, Hern_andez-Ortega B, Sese FJ, Using clickers in class. 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Porkodi; Department of Business Studies, College of Economics and Business Administration, University of Technology and Applied Sciences, Muscat, Oman; email: dr.porkodi@gmail.com","","World Scientific","","","","","","02196492","","","","English","J. Inf. Knowl. Manage.","Article","Final","","Scopus","2-s2.0-85165890464"
"Nachatar Singh J.K.","Nachatar Singh, Jasvir Kaur (56392929200)","56392929200","Unequal opportunities in accessing employability-related programmes: South Asian graduates' experiences in Australia","2023","Higher Education Quarterly","77","3","","501","514","13","2","10.1111/hequ.12416","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145831131&doi=10.1111%2fhequ.12416&partnerID=40&md5=7dc9cdc059740dbc7615f2e35117fa10","Department of Management and Marketing, La Trobe University, Melbourne, Australia","Nachatar Singh J.K., Department of Management and Marketing, La Trobe University, Melbourne, Australia","Limited scholarly work has been conducted on obtaining equal opportunities to participate in employability-related programmes by international students while studying in Australia. Drawing on a qualitative study, 20 South Asian postgraduates were interviewed to explore their experiences in accessing employability-related programmes. Based on the findings, South Asian graduates have experienced unequal opportunities in accessing employability-related programmes as postgraduate international students in Australia. They are disadvantaged by generic career advice and resume assistance offered by their university career office, and companies invited to university career fairs offer internships, placements or graduate programme opportunities mostly to domestic students. As a result, South Asian graduates were unable to gain employment in their field of studies. South Asian graduates have also offered several useful recommendations to facilitate more equal chances of developing employability and thereby gaining successful employment in Australia. These include partnerships with companies in providing employment opportunities, diversification of university career office roles, and establishing connections with alumni. The paper also discusses implications for Australian higher education institutions and higher education policy and practice in Australia. © 2023 The Author. Higher Education Quarterly published by John Wiley & Sons Ltd.","Australia; employability programmes; equality; South Asian graduates","","","","","","La Trobe University","","Andrade M.S., International students in English-speaking universities: Adjustment factors, Journal of Research in International Education, 5, 2, pp. 131-154, (2006); Atlay M., Harris R., An institutional approach to developing students' ‘transferable’ skills, Innovations in Education and Training International, 37, 1, pp. 76-84, (2000); Ayan M.N.R., Garcia M.T.C., Prediction of university students' academic achievement by linear and logistic models, Spanish Journal of Psychology, 11, 1, pp. 275-288, (2008); Berg M.N.V.D., Hofman W.H.A., Student success in university education: A multi-measurement study of the impact of student and faculty factors on study progress, Higher Education, 50, 3, pp. 413-446, (2005); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: Navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Cameron R., Farivar F., Coffey J., International graduates host country employment intentions and outcomes: Evidence from two Australian universities, Journal of Higher Education Policy and Management, 41, 5, pp. 550-568, (2019); Cheung A.C.K., Xu L., To return or not to return: Examining the return intentions of mainland Chinese students studying at elite universities in the United States, Studies in Higher Education, 40, 9, pp. 1605-1624, (2015); Coffey J., Farivar F., Cameron R., The job seeking experiences of international graduates in the host country: Australia's lost opportunity?, The International Journal of Human Resource Management, 32, 4, pp. 846-870, (2021); Corbin J., Strauss A., Basics of qualitative research: Techniques and procedures for developing grounded theory, (2008); Creswell J.W., Educational research: Planning, conducting and evaluating quantitative and qualitative research, (2008); Creswell J.W., Qualitative inquiry and research design: Choosing among five approaches, 3rd, (2013); International student data monthly summary, (2021); Ezzy D., Qualitative analysis: Practice and innovation, (2002); Fraser W.J., Killen R., Factors influencing academic success or failure of first-year and senior university students: Do education students and lecturers perceive things differently?, South African Journal of Education, 23, 4, pp. 254-260, (2003); Gordon S., Adler H., Scott-Halsell S., Career fairs: Are they valuable events? Hospitality and tourism recruiter perceptions of attributes towards participation and activities, International Journal of Hospitality and Event Management, 1, 1, pp. 81-94, (2014); Gribble C., Blackmore J., Rahimi M., Challenges to providing work integrated learning to international business students at Australian universities, Higher Education, Skills and Work-based Learning, 5, 4, pp. 401-416, (2015); Gribble C., McRae N., Creating a climate for global WIL: Barriers to participation and strategies for enhancing international students' involvement in WIL in Canada and Australia, Professional learning in the work place for international students, pp. 35-55, (2017); Guest G., Bunce A., Johnson L., How many interviews are enough? An experiment with data saturation and variability, Field Methods, 18, 1, pp. 59-82, (2006); Hawthorne L., Indian students and the evolution of the study-migration pathway in Australia, International Migration, 52, 2, pp. 3-19, (2014); Huang R., International experience and graduate employability: Perceptions of Chinese international students in the UK, Journal of Hospitality, Leisure, Sport & Tourism Education, 13, pp. 87-96, (2013); Huang R., Turner R., International experience, universities support and graduate employability–perceptions of Chinese international students studying in UK universities, Journal of Education and Work, 31, 2, pp. 175-189, (2018); Huang R., Turner R., Chen Q., Chinese international students' perspective and strategies in preparing for their future employability, Journal of Vocational Education & Training, 66, 2, pp. 175-193, (2014); Kvale S., Doing interviews, (2007); Lee J.J., International students' experiences and attitudes at a US host institution: Self-reports and future recommendations, Journal of Research in International Education, 9, 1, pp. 66-84, (2010); 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Tesch R., Qualitative research: Analysis types and software tools, (1990); Tran L.H.N., Developing generic skills for students via extra-curricular activities in Vietnamese universities: Practices and influential factors, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 22-39, (2017); Tran L.T., Rahimi M., Tan G., Dang X.T., Le N., Post-study work for international graduates in Australia: Opportunity to enhance employability, get a return on investment or secure migration?, Globalisation, Societies and Education, 18, 5, pp. 495-510, (2020); van Manen M., Researching lived experience: Human science for an action sensitive pedagogy, (1990); Yang E., Wong S.C., Hwang M.H., Heppner M.J., Widening our global view: The development of career counseling services for international students, Journal of Career Development, 28, 3, pp. 203-213, (2002)","J.K. Nachatar Singh; Department of Management and Marketing, La Trobe University, Melbourne, Plenty Road, Bundoora, 3086, Australia; email: j.nachatarsingh@latrobe.edu.au","","John Wiley and Sons Inc","","","","","","09515224","","","","English","Higer Educ. Q.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85145831131"
"Hakamada R.; Frosini de Barros Ferraz S.; Sulbarán-Rangel B.; Lucena L.; Palacios Hinestroza H.","Hakamada, Rodrigo (35784228000); Frosini de Barros Ferraz, Silvio (58549798900); Sulbarán-Rangel, Belkis (35097029900); Lucena, Luiza (58624189000); Palacios Hinestroza, Hasbleidy (57207189734)","35784228000; 58549798900; 35097029900; 58624189000; 57207189734","Trends in Brazil’s Forestry Education—Part 3: Employment Patterns of Forest Engineering Graduates from Two Public Universities in the Last 15 Years","2023","Forests","14","9","1911","","","","0","10.3390/f14091911","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172734922&doi=10.3390%2ff14091911&partnerID=40&md5=9160c9eb3781f76cafff8c57bdf03877","Department of Forest Science, Federal Rural University of Pernambuco, Recife, 52171-900, Brazil; Campus Tonalá, University of Guadalajara, Tonalá, 45425, Mexico; Department of Forest Sciences, University of São Paulo, Piracicaba, 13418-900, Brazil; Department of Forest Resources, University of Minnesota, Minneapolis, 55455, MN, United States; University of Guadalajara, Campus Tlajomulco, Tlajomulco, 45641, Mexico","Hakamada R., Department of Forest Science, Federal Rural University of Pernambuco, Recife, 52171-900, Brazil, Campus Tonalá, University of Guadalajara, Tonalá, 45425, Mexico; Frosini de Barros Ferraz S., Department of Forest Sciences, University of São Paulo, Piracicaba, 13418-900, Brazil; Sulbarán-Rangel B., Campus Tonalá, University of Guadalajara, Tonalá, 45425, Mexico; Lucena L., Department of Forest Resources, University of Minnesota, Minneapolis, 55455, MN, United States; Palacios Hinestroza H., University of Guadalajara, Campus Tlajomulco, Tlajomulco, 45641, Mexico","The employment rate of graduates and the interest of organizations in a high-skilled professional workforce are essential drivers of actions within the universities to improve the qualifications of college students. Our objective was to identify the sectors of employment pursued by graduates from forestry engineering programs of the Luiz de Queiroz College of Agriculture (ESALQ/USP) and of the Federal Rural University of Pernambuco (UFRPE). We also conducted a survey among companies affiliated with the Forest Science and Research Institute (IPEF) to understand the percentage of forest engineers employed by these organizations to gain insights into the scale of this occupation in Brazil. We established two graduate cohorts to investigate the impact of changes in the last five years. In the first cohort (2008–2017), 82% and 40% of graduates from ESALQ/USP and UFRPE were involved in the forestry sector, respectively. However, in the second cohort (2018–2022), the percentage increased from 82% to 97% for graduates from ESALQ/USP, and after changes in the program, the percentage of graduates from UFRPE engaged in the forestry industry significantly rose from 40% to 73%. We discussed the reasons for these increases, mainly in terms of the growing market demand for forestry professionals. In the case of UFRPE, the boost in employment was attributed to the creation of a group for forestry practices along with actions to approach the private sector. We also found a strong ratio of one forest engineer to 4000 ha of planted forest among the enterprises associated with IPEF, indicating a substantial potential of employment in the forestry sector. © 2023 by the authors.","area of expertise; employability; forestry sciences","Computer Programs; Employment; Engineers; Forestry; Interest; Organizations; Patterns; Universities; Brazil; Engineering education; Engineers; Forestry; Students; Timber; Area of expertise; College students; Employability; Employment rates; Engineering graduates; Forest engineering; Forestry education; Forestry science; Forestry sector; Public universities; education; educational attainment; employment; forestry; forestry practice; private sector; skilled labor; trend analysis; university sector; Employment","","","","","","","Barton G., Empire forestry and the origins of environmentalism, J. Hist. Geogr, 27, pp. 529-552, (2001); Hakamada R., Frosini de Barros Ferraz S., More Mattos E., Sulbaran-Rangel B., Trends in Brazil’s Forestry Education: Overview of the Forest Engineering Programs, Forests, 14, (2023); Relatório Anual IBA 2022; Society of Forest Investigations; Hakamada R., Ferraz S.F.B., Sulbaran-Rangel B., Trends in Brazil’s Forestry Education. Part 2: Mismatching between forestry curriculum and demands of forest sector, Forest, 14, (2023); Brasil Relatório de Curso: Engenharia Florestal; Instituto nacional de Estudos e Pesquisas Educacionais Anísio Teixeira; Bos-Boers M., Schmidt P., Changes in the job market for university forestry graduates in The Netherlands, What Do We Know about Our Graduates? Graduate Analyses for Forest Sciences and Related Curricula, (2010); Lewark S., Steinert S., Occupation after studying forest sciences in Germany, What Do We Know about Our Graduates? Graduate Analyses for Forest Sciences and Related Curricula, (2008); Best Forestry Schools in the World; Blok S., Epema G., Schmidt P., Changes in the forestry labour market and the effects on curriculum development at Wageningen University, From Teaching to Learning–When Will We Take It Seriously in Forest Sciences Education, pp. 63-86, (2015); Rekola M., Sharik T., Global Assessment of Forest Education: Creation of a Global Forest Education Platform and Launch of a Joint Initiative under the Aegis of the Collaborative Partnership on Forests (FAO-ITTO-IUFRO Project GCP/GLO/044/GER), (2022); Covington W.W., Fule P.Z., Alcoze T.M., Vance R.K., Learning by Doing, J. For, 98, pp. 30-34, (2000); Lloyd D., Nichols J.D., Taffs K.H., Vanclay J.K., Forestry at Southern Cross University: Fifteen years in review, Int. For. Rev, 13, pp. 500-510, (2011); Brown K., From teacher-centered to learner-centered curriculum: Improving learning in diverse classrooms, Education, 124, pp. 49-54, (2003); Bridges E.M., Hallinger P., Implementing Problem Based Learning in Leadership Development, (1995); Terms and Definitions, Forest Resources Assessment; Rodriguez-Pineros S., Walji K., Rekola M., Owuor J.A., Lehto A., Tutu S.A., Giessen L., Innovations in forest education: Insights from the best practices global competition, For. Policy Econ, 118, (2020); Windmuller-Campione M.A., Carter D.R., Active Learning Using Smart Phones in a Flipped Classroom: A Case Study on Developing Final Videos in Silviculture, Nat. Sci. Educ, 46, (2017); Resolução Nº 218, de 29 de Junho De 1973, Brasil Discrimina Atividades das Diferentes Modalidades Profissionais da Engenharia, Arquitetura e Agronomia; Dispõe Sobre o Núcleo Docente Estruturante NDE. Parecer n. 4, de 17 de Junho de 2010a, Comissão Nac. Avaliação Da Educ. Super, (2010); O'Hara K.L., Redelsheimer C.L., Divergent Trends in Accredited Forestry Programs in the United States: Implications for Research and Education, J. For, 110, pp. 201-206, (2012); Nelson R.H., Multiple-use forest management versus ecosystem forest management: A religious question?, For. Policy Econ, 35, pp. 9-20, (2013); Mgaga P., Scholes M.C., Does tertiary education in South Africa equip professional foresters for the future?, South. For. A J. For. Sci, 81, pp. 377-385, (2019); Taylor P., Improving forestry education through participatory curriculum development: A case study from Vietnam, J. Agric. Educ. Ext, 7, pp. 93-104, (2000); Leth S., Hjorts⊘ N., Sriskandarajah N., Making the move: A case study in participatory curriculum development in Danish forestry education, J. Agric. Educ. Ext, 8, pp. 63-73, (2002); Pinchot G., The Profession of Forestry, (1903)","R. Hakamada; Department of Forest Science, Federal Rural University of Pernambuco, Recife, 52171-900, Brazil; email: rodrigo.hakamada@ufrpe.br; H. Palacios Hinestroza; University of Guadalajara, Tlajomulco, Campus Tlajomulco, 45641, Mexico; email: hasbleidy.palacios@academicos.udg.mx","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","19994907","","","","English","Forests","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85172734922"
"Mashaqba B.; Huneety A.; Al-Haq S.A.-A.; Dardas Y.","Mashaqba, Bassil (57190659782); Huneety, Anas (57190670471); Al-Haq, Suhaib Al-Abed (58755629000); Dardas, Yasmeen (58755629100)","57190659782; 57190670471; 58755629000; 58755629100","Attitude towards Jordanian Arabic Dialects: A Sociolinguistic Perspective","2023","Jordan Journal of Modern Languages and Literatures","15","3","","959","980","21","2","10.47012/jjmll.15.3.12","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149373731&doi=10.47012%2fjjmll.15.3.12&partnerID=40&md5=a7402648a2bdc012cd95a4af019e6000","Department of English Language and Literature, Faculty of Arts, The Hashemite University, Zarqa, Jordan","Mashaqba B., Department of English Language and Literature, Faculty of Arts, The Hashemite University, Zarqa, Jordan; Huneety A., Department of English Language and Literature, Faculty of Arts, The Hashemite University, Zarqa, Jordan; Al-Haq S.A.-A., Department of English Language and Literature, Faculty of Arts, The Hashemite University, Zarqa, Jordan; Dardas Y., Department of English Language and Literature, Faculty of Arts, The Hashemite University, Zarqa, Jordan","This study investigates the unequal attitude people have toward the main spoken dialects in Jordan. Eight stereotypical features were considered: intelligibility and clarity, prestige, elegance, education, social status, accent thickness, courage, and generosity. It examines how the distribution of attitude differs in different contexts, how it can affect employability chances, and how responses can be argued for within the social identity theory. An evaluative/matched guise test with eight recordings of the dialects by male and female speakers was answered by 234 respondents of different ages, genders and dialects. Responses were collected from three non-native speakers of any of the Jordanian Arabic dialects (Egyptian, Iraqi and Druze). Results demonstrated that the urban dialect has the most positive attitudes regarding intelligibility, prestige, elegance, education, and social status, but the least positive attitudes regarding courage, generosity, and accent thickness, in which the Bedouin dialect scored the most positive attitudes. Attitude may change when changing the context of judgment. Such attitudes were found to affect employability chances especially for jobs that require speaking skills. Evaluation also may be affected if the speaker is from a group which is different or similar to that of the respondent. These reports may be taken as substantial evidence of the power of language ideologies and social psychology in speech communities with which individuals can align themselves. © 2023 JJMLL Publishers/Yarmouk University. All Rights Reserved.","Dialect; Jordanian Arabic; Language Attitude; Social Image","","","","","","","","Abdel-Jawad H., Lexical and phonological variation in spoken arabic in Amman, (1981); Abdel-Jawad Hassan, The emergence of an urban dialect in the Jordanian urban centers, International Journal of the Sociology of Language, 5, pp. 53-63, (1986); Abdel-Jawad Hassan, Cross-dialectal variation in Arabic: Competing Rpestigious Forms, Language in Society, 16, 3, pp. 359-G8, (1987); Al-Haq Fawwaz, Abu-Melhim Abdel-Rahman, A Dictionary of Sociolinguistics, (2019); Al-Khatib Mahmoud, Sociolinguistic Change in an Expanding Urban Context: A Case Study of Irbid City, Jordan, (1988); Al-Khatib Mahmoud, A sociolinguistic View of Linguistic Taboo in Jordanian Arabic, Journal of Multilingual and Multicultural Development, 16, 6, pp. 443-457, (1995); Abu-Haidar Farida, Baghdad Arabic, Encyclopedia of Arabic Language and Linguistics, 1, pp. 223-231, (2006); Allport Gordon, Attitudes, A Handbook of Social Psychology, II, pp. 798-844, (1935); Baker Colin, Attitudes and language, (1992); Behnstedt Peter, Encyclopedia of Arabic Language and Linguistics, 4, pp. 402-409, (2009); Bresnahan Mary Jiang, Ohashi Rie, Nebashi Reiko, Liu Wen Ying, Shearman Sachiyo Morinaga, Attitudinal and Affective Response toward Accented English, Language & Communication, 22, 2, pp. 171-185, (2002); Campbell-Kibler K., Listener perceptions of sociolinguistic variables: The case of (ING), (2005); Cargile Aaron, Attitudes toward Chinese-accented Speech: An Investigation in Two Contexts, Journal of Language and Social Psychology, 16, 4, pp. 434-443, (1997); Cargile Aaron, Giles Howard, Language Attitudes toward Varieties of English: An American‐Japanese Context, Journal of Applied Communication Research, 26, pp. 338-356, (1998); Cargile Aaron, Giles Howard, Ryan Ellen, Bradac James, Language Attitudes as a Social Process: A Conceptual Model and New Directions, Language and Communication, 14, pp. 211-236, (1994); Carlson Holly K., McHenry Monica A., Effect of Accent and Dialect on Employability, Journal of Employment Counseling, 43, 2, pp. 70-83, (2006); Chaika Elaine, Language: The Social Mirror Rowley, (1982); Cleveland Ray, A Classification for the Arabic Dialects of Jordan, Bulletin of the American Schools of Oriental Research, 171, 1, pp. 56-63, (1963); Dalton-Puffer Christiane, Kaltenboeck Gunther, Smit Ute, Learner Attitudes and L2 Pronunciation in Austria, World Englishes, 16, 1, pp. 115-128, (1997); Edwards John, Refining our Understanding of Language Attitudes, Journal of Language and Social Psychology, 18, pp. 101-110, (1999); Eisenstein Miriam, Verdi Gail, The Intelligibility of Social Dialects for Working Class Adult Learners of English, Language Learning, 35, pp. 287-298, (1985); Fayer Joan M., Krasinski Emily, Native and Nonnative Judgments of Intelligibility and Irritation, Language Learning, 37, pp. 313-326, (1987); Garrett Peter, Attitudes to Language, (2010); Guba Mohammed, Mashaqba Basil, Huneety Anas, AlHajEid Omer, Attitudes toward Jordanian Arabic-Accented English among Native and Non-native Speakers of English, ELOPE: English Language Overseas Perspectives and Enquiries, 18, 2, pp. 9-29, (2021); Hilton James L., Von Hippel William, Stereotypes, Annual review of psychology, 47, 1, pp. 237-271, (1996); Huneety Anas, Mashaqba Bassil, Hula Riyad abu, Thnaibat Baraah Khalid, Phonological Aspects of Al-Issa Arabic, a Bedouin dialect in the north of Jordan, Heliyon, 7, 7, (2021); Hussein R., The case of triglossia in Arabic (with special emphasis on Jordan), (1980); Hymes Dell, Competence and Performance in Linguistic Theory, Language acquisition: models and methods, pp. 67-99, (1971); Kalin Rudolf, Rayko Donald S., Discrimination in Evaluative Judgments against Foreign Job Candidates, Psychological Reports, 43, pp. 1203-1209, (1978); Labov William, Field methods of the Project on Linguistic Change and Variation, Language in Use, pp. 28-53, (1984); Mashaqba B., The phonology and morphology of Wadi Ramm Arabic, (2015); Mashaqba Bassil, Huneety Anas, Zuraiq Wael, Al-Omari 'D, Al-Shboul Sabri, Labile Anticausatives in Jordanian Arabic, Lingua Posnaniensis, 62, 2, pp. 19-45, (2020); O'Mara Erin, Worker sacked because his accent ‘wasn’t English enough’, (2007); Palva Heikki, Dialects: Classification, Encyclopedia of Arabic Language and Linguistics, 1, pp. 604-613, (2006); Podberesky Rosita, Deluty Robert H., Feldstein Stanley, Evaluations of Spanish-and Oriental-accented English speakers, Social Behavior and Personality: An International Journal, 18, 1, pp. 53-63, (1990); Rabbie Jacob M., Wilkens Gerard, Intergroup Competition and its Effect on Intragroup and Intergroup Relations, European Journal of Social Psychology, 31, pp. 302-310, (1971); Said S., Attitudes towards accented speech: A comparative study of native and non-native speakers of American English, (2006); Tajfel Henri, Quantitative Judgment in Social Perception, British Journal of Psychology, 50, pp. 16-29, (1959); Tajfel Henri, Turner John, The social Identity Theory of Intergroup Behavior, Psychology of Intergroup Relations, pp. 7-24, (1986)","B. Mashaqba; Department of English Language and Literature, Faculty of Arts, The Hashemite University, Zarqa, Jordan; email: b_mashaqba@hu.edu.jo","","Yarmouk University","","","","","","19946953","","","","English","Jordan J. Mod. Lang. Lit.","Article","Final","","Scopus","2-s2.0-85149373731"
"Nimmi P.M.; Jose G.; Vincent M.T.P.; John A.","Nimmi, P.M. (57223862848); Jose, Geetha (57213928989); Vincent, Maria Tresita Paul (57221596246); John, Anjali (57810611000)","57223862848; 57213928989; 57221596246; 57810611000","Workplace Bullying, Engagement and Employability: Moderating Role of Organization-Based Self-Esteem","2023","Employee Responsibilities and Rights Journal","35","3","","417","432","15","4","10.1007/s10672-022-09420-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134485549&doi=10.1007%2fs10672-022-09420-7&partnerID=40&md5=5c6915328c9a04da6dea5b5750b52415","SCMS Cochin School of Business, Kerala, Kochi, India; Bharata Mata Institute of Management, Kochi, India; Sardar Vallabhbhai Patel International School of Textiles & Management, Tamil Nadu, Coimbatore, India; Marthoma College of Management, Perumbavoor, India","Nimmi P.M., SCMS Cochin School of Business, Kerala, Kochi, India; Jose G., Bharata Mata Institute of Management, Kochi, India; Vincent M.T.P., Sardar Vallabhbhai Patel International School of Textiles & Management, Tamil Nadu, Coimbatore, India; John A., Marthoma College of Management, Perumbavoor, India","The present research paper aims to examine the influence of workplace bullying on employee work outcomes in terms of employee engagement and perceived internal employability. The paper also analyses the moderating role of organization-based self-esteem (OBSE) in the relationship between workplace bullying and employee work outcomes. The authors relied on cross-sectional data from teaching faculty across universities and colleges in South India to validate hypotheses empirically. The proposed model was tested using Warp-PLS and PROCESS macro in SPSS. The study reported a significant negative influence of workplace bullying on perceived internal employability and employee engagement. The study also found that OBSE positively moderated the negative relationship between workplace bullying and employee work outcomes in terms of engaging employees and perceived employability. The unique aspect of this research is that it is the first time the moderating role of OBSE is discussed in bullying literature. The study puts across OBSE as a positive organization related construct that can nullify the negative impacts of workplace bullying. OBSE is a crucial resource in annualizing the negative effect of bullying in the workplace. Policymakers should imbibe OBSE as a crucial factor in the policies and ethics of their organization for enhancing employee engagement and employability. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.","Employee engagement; Indian faculty; Organization-based self-esteem; Perceived internal employability; Workplace bullying","","","","","","","","Agarwala T., Bullying and career consequences in the academy: Experiences of women faculty, Research handbook of diversity and careers, pp. 241-255, (2018); Akkermans J., Richardson J., Kraimer M.L., The Covid-19 crisis as a career shock: Implications for careers and vocational behavior, Journal of Vocational Behavior, 119, (2020); Albrecht S.L., Bakker A.B., Gruman J.A., Macey W.H., Saks A.M., Employee engagement, human resource management practices and competitive advantage: An integrated approach, Journal of Organizational Effectiveness: People and Performance, 2, pp. 7-35, (2015); Allen J.A., Rogelberg S.G., Manager-led group meetings: A context for promoting employee engagement, Group & Organization Management, 38, 5, pp. 543-569, (2013); Arshad R., Ismail I.R., Workplace incivility and knowledge hiding behavior: Does personality matter?, Journal of Organizational Effectiveness: People and Performance, 5, pp. 278-288, (2018); Arshadi N., Damiri H., The relationship of job stress with turnover intention and job performance: Moderating role of OBSE, Procedia-Social and Behavioral Sciences, 84, pp. 706-710, (2013); Bartlett J.E., Bartlett M.E., Workplace bullying: An integrative literature review, Advances in Developing Human Resources, 13, pp. 69-84, (2011); Baruch Y., The development and validation of a measure for protean career orientation, The International Journal of Human Resource Management, 25, 19, pp. 2702-2723, (2014); Baruch Y., Rousseau D.M., Integrating psychological contracts and ecosystems in career studies and management, Academy of Management Annals, 13, 1, pp. 84-111, (2019); Berntson E., Employability Perceptions: Nature, Determinants, and Implications for Health and Well-Being, (2008); Bozionelos N., Kostopoulos K., Van der Heijden B., Rousseau D.M., Bozionelos G., Hoyland T., Miao R., Marzec I., Jedrzejowicz P., Epitropaki O., Mikkelsen A., Scholarios D., Van der Heijde C., Employability and job performance as links in the relationship between mentoring receipt and career success: A study in SMEs, Group & Organization Management, 41, 2, pp. 135-171, (2016); Cerdin J., Liao Y., Sharma K., The role of temporal focus, dispositional employability, and training on the perceived internal career prospects of talents, The International Journal of Human Resource Management, 31, 9, pp. 1106-1133, (2020); Coetzee M., van Dyk J., Workplace bullying and turnover intention: Exploring work engagement as a potential mediator, Psychological Reports, 121, pp. 375-392, (2018); Conway P.M., Hogh A., Balducci C., Ebbesen D.K., Workplace bullying and mental health, Pathways of Job-Related Negative Behaviour, pp. 101-128, (2021); 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Antecedents, trajectories and well-being consequences (Doctoral dissertation), University of Tampere and University of KU Leuven., (2014); Kock N., Common method bias in PLS-SEM: A full collinearity assessment approach, International Journal of E-Collaboration (Ijec), 11, 4, pp. 1-10, (2015); Krishna A., Soumyaja D., Playing safe games – thematic analysis of victims’ perspectives on gendered bullying in academia, Journal of Aggression, Conflict and Peace Research, 12, 4, pp. 197-208, (2020); Law R., Dollard M.F., Tuckey M.R., Dormann C., Psychosocial safety climate as a lead indicator of workplace bullying and harassment, job resources, psychological health and employee engagement, Accident Analysis & Prevention, 43, 5, pp. 1782-1793, (2011); Leymann H., Mobbing and psychological terror at workplaces, Violence and Victims, 5, pp. 119-126, (1990); Macey W.H., Schneider B., The Meaning of Employee Engagement, 1, pp. 3-30, (2008); Mao C., Chang C.H., Johnson R.E., Sun J., Incivility and employee performance, citizenship, and counterproductive behaviors: Implications of the social context, Journal of Occupational Health Psychology, 24, 2, (2019); 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Nielsen M.B., Einarsen S., Outcomes of exposure to workplace bullying: A meta-analytic review, Work & Stress, 26, 4, pp. 309-332, (2012); Nimmi P.M., Zakkariya K.A., Nezrin R., Insight to impact: The effect of protean career attitude on employability perceptions of IT professionals, Colombo Business Journal., 11, 1, pp. 1-23, (2020); Nimmi P.M., Binoy A.K., Joseph G., Suma R., Significance of developing spirituality among management students: Discerning the impact on psychological resources and wellbeing, Journal of Applied Research in Higher Education, (2021); Park J.H., Ono M., Effects of workplace bullying on work engagement and health: The mediating role of job insecurity, The International Journal of Human Resource Management, 28, 22, pp. 3202-3225, (2017); Paul V M.T., Devi N.U., Psychological capital, outcome expectation and job performance: A mediated model of innovative work behavior, International Journal for Research in Engineering Application & Management, 1, pp. 52-60, (2018); 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Shuck B., Osam K., Zigarmi D., Nimon K., Definitional and conceptual muddling: Identifying the positionality of employee engagement and defining the construct, Human Resource Development Review, 16, 3, pp. 263-293, (2017); Tesi A., Moving forward to social workers' work engagement: Framing the regulatory modes and the job demands-resources model, Journal of Workplace Behavioral Health, (2021); Trepanier S.G., Fernet C., Austin S., Workplace bullying and psychological health at work: The mediating role of satisfaction of needs for autonomy, competence and relatedness, Work & Stress, 27, 2, pp. 123-140, (2013); Tuckey M.R., Li Y., Chen P.Y., The role of transformational leadership in workplace bullying: Interactions with leaders' and followers' job characteristics in a multi-level study, Journal of Organizational Effectiveness: People and Performance, 4, 3, pp. 199-217, (2017); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Verkuil B., Atasayi S., Molendijk M.L., Workplace bullying and mental health: a meta-analysis on cross-sectional and longitudinal data, PloS One, 10, 8, (2015); Xanthopoulou D., Bakker A.B., Demerouti E., Schaufeli W.B., The role of personal resources in the job demands-resources model, International Journal of Stress Management, 14, 2, (2007); Zayed M., Jauhar J., Mohaidin Z., Murshid M.A., Effects of inter-organizational justice on dimensions of organizational citizenship Behaviours: A study on Kuwait ministries’ employees, Management and Labour Studies, 45, 4, pp. 444-470, (2020)","P.M. Nimmi; SCMS Cochin School of Business, Kochi, Kerala, India; email: nimmimohandas1985@gmail.com","","Springer","","","","","","08927545","","","","English","Employee Responsib. Rights J.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85134485549"
"Yuen K.K.F.; Liu D.Y.W.; Leong H.V.","Yuen, Kevin K. F. (16177053900); Liu, Dennis Y. W. (23019175100); Leong, Hong Va (7005127948)","16177053900; 23019175100; 7005127948","Competitive programming in computational thinking and problem solving education","2023","Computer Applications in Engineering Education","31","4","","850","866","16","0","10.1002/cae.22610","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147582605&doi=10.1002%2fcae.22610&partnerID=40&md5=88e423b37267526bbd5bd8f29bb05b94","Department of Computing, The Hong Kong Polytechnic University, Hong Kong","Yuen K.K.F., Department of Computing, The Hong Kong Polytechnic University, Hong Kong; Liu D.Y.W., Department of Computing, The Hong Kong Polytechnic University, Hong Kong; Leong H.V., Department of Computing, The Hong Kong Polytechnic University, Hong Kong","Building practical programming competency requires a long-lasting journey of discovery, trial and error, learning and improvement. This article presents essential findings of a case study of a Python programming contest with an automatic judgement system for Competitive Programming training extending the learning experiences for students in an introductory course, computational thinking and problem-solving. The benefits and challenges are discussed. Due to the coronavirus disease 2019 (COVID-19) epidemic, a hybrid model of the contest was adopted, that is, some students participated in the contest on-site, while others participated remotely. To alleviate human effort in judging the submissions, the DOMjudge platform, a web-based automatic judgement system, has been deployed as an online automatic judgement system and contest management in competitive programming. The implementation roadmap and framework were provided. The contest problems and contestants' performances were discussed. Not many junior contestants could solve at least one problem(s), and competitive computing training should be offered if the students are keen on open competitions. An empirical study was conducted to evaluate the student feedback after the contest. Preliminary results revealed that the contest offering the chance to stimulate student learning interests could enhance their independent learning, innovative thinking and problem-solving skills, and could thus lead to the overall benefits of the learning experiences, which further encourage them to participate in future contests to improve their learning and therefore enhance their employability. Employers often treasure student experiences in competitive programming events, like association for computing machinery programming contests, Google Code Jam or Microsoft Imagine Cup. Sharp vision requiring skills to tackle unseen problems within a short period is also instrumental to students planning for graduate school. © 2023 Wiley Periodicals LLC.","competitive programming; computational thinking education; contest education; learning technologies","Computer programming; Education computing; Competitive programming; Computational problem; Computational thinking education; Computational thinkings; Contest education; Learning experiences; Learning technology; Long lasting; Problem-solving; Programming contests; Students","","","","","","","Association for computing machinery–International Collegiate Programming Contest, (2022); Arifin J., Perdana R.S., 2019 International Conference on Data and Software Engineering (ICoDSE), Pontianak, Indonesia, pp. 1-6, (2019); Bandeira I.N., Machado T.V., Dullens V.F., Canedo E.D., 2019 IEEE Frontiers in Education Conference (FIE), Covington, KY, USA, pp. 1-8, (2019); Cavalcanti A.P., Barbosa A., Carvalho R., Freitas F., Tsai Y.S., Gasevic D., Mello R.F., Automatic feedback in online learning environments: A systematic literature review, Comput. Educ. Artif. Intell., 2, (2021); (2022); Computational thinking and problem solving, (2022); Coore D., Fokum D., Proceedings of the 50th ACM Technical Symposium on Computer Science Education, pp. 449-455, (2019); Domjudge programming contest jury system, (2022); Meta Hacker Cup, (2022); Code Jam, (2022); (2022); Iffath F., Kayes A.S.M., Rahman M.T., Ferdows J., Arefin M.S., Hossain M.S., Online judging platform utilizing dynamic plagiarism detection facilities, Computers, 10, 4, (2021); Intisar C.M., Watanobe Y., Proceedings of the 3rd International Conference on Applications in Information Technology, pp. 23-28, (2018); Laaksonen A., Guide to competitive programming, (2020); Luo Y., Zheng H., An innovative teaching mode based on programming contest. in application of intelligent systems in multi-modal information analytics, (2021); Di Mascio T., Laura L., Temperini M., 2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET), Olhao, Portugal, pp. 1-8, (2018); Medeiros R.P., Ramalho G.L., Falcao T.P., A systematic literature review on teaching and learning introductory programming in higher education, IEEE Trans. Educ., 62, 2, pp. 77-90, (2019); Paiva J.C., Leal J.P., Figueira A., Automated assessment in computer science education: A state-of-the-art review, ACM Trans. Comput. Educ., 22, 3, (2022); Pereira F.D., Oliveira E., Cristea A., Fernandes D., Silva L., Aguiar G., Alamri A., Alshehri M., Early Dropout Prediction for Programming Courses Supported by Online Judges, 11626, pp. 67-72; Pereira F.D., Pires F., Fonseca S.C., Oliveira E.H.T., Carvalho L.S.G., Oliveira D.B.F., Cristea A.I., Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, pp. 94-100, (2021); Petit J., Gimenez O., Roura S., Proceedings of the 43rd ACM technical symposium on Computer Science Education, pp. 445-450, (2012); Watanobe M.M.R.Y., Rage U.K., Nakamura K., K. A Novel Rule-Based Online Judge Recommender System to Promote Computer Programming Education, Advances and Trends in Artificial Intelligence, from Theory to Practice, IEA/AIE 2021, Lecture Notes in Computer Science, 12799, pp. 15-27, (2021); Raman R., Vachharajani H., Achuthan K., Students motivation for adopting programming contests: Innovation-diffusion perspective, Educ.  Inf. Technol., 23, 5, pp. 1919-1932, (2018); Wang G.P., Chen S.Y., Yang X., Feng R., OJPOT: online judge & practice oriented teaching idea in programming courses, Eur. J. Eng. Educ., 41, 3, pp. 304-319, (2016); Wasik S., Antczak M., Badura J., Laskowski A., Sternal T., A survey on online judge systems and their applications, ACM Comput. Surv., 51, 1, (2018); Watanobe Y., Intisar C., Cortez R., Vazhenin A., Next-generation programming learning platform: Architecture and challenges, SHS Web Conf., 77, (2020); Yera R., Martinez L., A recommendation approach for programming online judges supported by data preprocessing techniques, Appl. Intell., 47, 2, pp. 277-290, (2017); Zampirolli F.A., Borovina Josko J.M., Venero M.L.F., Kobayashi G., Fraga F.J., Goya D., Savegnago H.R., An experience of automated assessment in a large-scale introduction programming course, Comput. Appl. Eng. Educ., 29, 5, pp. 1284-1299, (2021); Zhao W.X., Zhang W., He Y., Xie X., Wen J.R., Automatically learning topics and difficulty levels of problems in online judge systems, ACM Trans. Inform. Syst., 36, 3, (2018); Zheng Y., Sarem M., A New ACM/ICPC-based teaching reform and exploration of “Design and Analysis of Algorithms”, (2014); Zheng Y., Sarem M., 2018 9th International Conference on Information Technology in Medicine and Education (ITME), pp. 348-352; Zhou W., Pan Y., Zhou Y., Sun G., Proceedings of ACM Turing Celebration Conference - China (TURC '18), pp. 9-14, (2018); Zinovieva I.S., Artemchuk V.O., Iatsyshyn A.V., Popov O.O., Kovach V.O., Iatsyshyn A.V., Romanenko Y.O., Radchenko O.V., The use of online coding platforms as additional distance tools in programming education, J. Phys. Conf. Series, 1840, 1, (2021)","K.K.F. Yuen; Department of Computing, The Hong Kong Polytechnic University, Hong Kong; email: kevinkf.yuen@gmail.com","","John Wiley and Sons Inc","","","","","","10613773","","CAPEE","","English","Comput Appl Eng Educ","Article","Final","","Scopus","2-s2.0-85147582605"
"Omar M.K.; Muhamad W.M.W.; Ismail N.; Zakaria A.; Kadir K.M.","Omar, Muhd Khaizer (57201472978); Muhamad, Wan Munzareen Wan (58669696900); Ismail, Normala (57214800520); Zakaria, Anis (57219025019); Kadir, Khairunisa Mohd (58669832700)","57201472978; 58669696900; 57214800520; 57219025019; 58669832700","Employability Skills and Career Development Self-Efficacy as Indicators for Workforce Success","2023","Journal of Technical Education and Training","15","3 Special Issue","","118","130","12","0","10.30880/jtet.2023.15.03.011","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175210587&doi=10.30880%2fjtet.2023.15.03.011&partnerID=40&md5=c3eff8854f0778e4eb6f5efac58b834e","Faculty of Educational Studies, Universiti, Putra Malaysia, 43400, Malaysia","Omar M.K., Faculty of Educational Studies, Universiti, Putra Malaysia, 43400, Malaysia; Muhamad W.M.W., Faculty of Educational Studies, Universiti, Putra Malaysia, 43400, Malaysia; Ismail N., Faculty of Educational Studies, Universiti, Putra Malaysia, 43400, Malaysia; Zakaria A., Faculty of Educational Studies, Universiti, Putra Malaysia, 43400, Malaysia; Kadir K.M., Faculty of Educational Studies, Universiti, Putra Malaysia, 43400, Malaysia","The development of graduates’ employability skills has become one of crucial agenda in today’s educational milieu. One if the strategies is my adding the soft skills components in teaching and learning delivery across curriculum. This agenda includes Technical and Vocational and Education and Training (TVET) academic program which now has become the forefront agenda to spearhead the local skilled workforce for the nation. The research employed a quantitative descriptive and cross-sectional study among vocational college students from diploma programs across field of studies to combat numerous issues related to graduates’ preparedness on entering workforce, particularly on lack of employability skills. The employability skills section of the instrument was adapted from Grant, Malloy, and Murphy (2009) and Sarigoz (2012). The CD-SEI (Career Development Self-Efficacy Inventory) was replicated from Yuen et al. (2005) as dependent variable. Findings related to employability skills were indicated at a moderate level. The self-efficacy for career development was moderately high. Students' self-efficacy for career development was not significantly influenced by the demographic variables of gender or academic success. Additionally, the results indicated that vocational college students have higher cognitive skills which significantly predicted the career development self-efficacy. The results of this study can be capitalized as guidelines to carry out a curriculum that is more industrially driven, contributing the exposure to industrial experiences as self-efficacy and employability skills values before venturing job market. © Universiti Tun Hussein Onn Malaysia Publisher’s Office.","career development; career development self-efficacy; career readiness; Employability skill","","","","","","Innovative Learning Sciences Research Centre of Excellence; PACU; Universiti Putra Malaysia, UPM","This publication was funded by the Faculty of Educational Studies, Universiti Putra Malaysia. The coordination and assistance of managing the publication processes from PACU and Innovative Learning Sciences Research Centre of Excellence (INNOVATE), UPM are greatly appreciated.","Ausman T., Career readiness credential: assessing and improving workforce skills to meet the needs of employers in the information age, Distance learning (Greenwich, Conn.), 5, 1, (2008); Bakar N. A. A., Mustapha A., Nasir K. 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Omar; Faculty of Educational Studies, Universiti, Putra Malaysia, 43400, Malaysia; email: nisakadir.2021@gmail.com","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85175210587"
"Vidal-Vilaplana A.; Gregori-Faus C.; Parra-Camacho D.; González-Serrano M.H.","Vidal-Vilaplana, Alberto (57803700600); Gregori-Faus, Cristian (58120597300); Parra-Camacho, David (56939321800); González-Serrano, María H. (57194088383)","57803700600; 58120597300; 56939321800; 57194088383","Analysis of sport management subjects in university Sports Sciences degrees in Spain","2023","International Journal of Management Education","21","2","100771","","","","1","10.1016/j.ijme.2023.100771","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149036022&doi=10.1016%2fj.ijme.2023.100771&partnerID=40&md5=2cc6514cbfcfc0a321001421714534de","Department of Physical and Sports Education, University of Valencia, Valencia, Spain","Vidal-Vilaplana A., Department of Physical and Sports Education, University of Valencia, Valencia, Spain; Gregori-Faus C., Department of Physical and Sports Education, University of Valencia, Valencia, Spain; Parra-Camacho D., Department of Physical and Sports Education, University of Valencia, Valencia, Spain; González-Serrano M.H., Department of Physical and Sports Education, University of Valencia, Valencia, Spain","Sport management field has been growing in recent years and more Sport Sciences graduates are employed within this field. For that reason, it seems interesting to analyse the current situation of the sport management subjects within the Sports Sciences Degrees to enhance sport graduates' employability into this area. This paper aims to offer an overview of sport management subjects enclosed by the Sports Sciences degrees, both in public and private Spanish universities. A total of 219 subjects related to sport management were extracted from the website of the Spanish Ministry of Science, Innovation and Universities and data was codified and analysed using descriptive and content analysis. Results showed that there is no significant difference between the number of subjects taught in public and private universities, but there are differences in the academic structure (evaluation type, contents taught or compulsory and optional subjects). In addition, this analysis reveals the need to balance the contents related to sports management besides to include sport tourism, entrepreneurship, sustainability, gender perspective or Information and Communication Technology content to adapt students' skills to the needs of today's society. © 2023 The Authors","Contents; Spain; Sport management; Subjects; Teaching guide; University","","","","","","Ministerio de Ciencia, Innovación y Universidades, MCIU","We would like to thank to all authors for the input in collecting the data. Further, the author of this work, Alberto Vidal-Vilaplana, is grateful for the support of the predoctoral contract “ FPU19/03186 ” granted by the Spanish Ministry of Science, Innovation and Universities .","Amador-Ramirez F., Análisis de la formación universitaria en las ciencias del deporte. Su adecuación a los perfiles profesionales, Apunts. 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Revista Española de Sociología, 28, 3, pp. 489-500, (2019); Ratten V., Sport technology: A commentary, The Journal of High Technology Management Research, 31, 1, (2020); Ratten V., Jones P., Future research directions for sport education: Toward an entrepreneurial learning approach, Education + Training, 60, 5, pp. 490-499, (2018); Ratten V., Ratten H., International sport marketing: Practical and future research implications, Journal of Business & Industrial Marketing, 26, 8, pp. 614-620, (2011); Ringuet-Riot C., James D.A., Innovating to grow sport: The wider context of innovation in sport, Proceedings of ASTN, 1, 1, (2013); Rodriguez-Romo G., Boned-Pascual C.J., Mayorga-Garcia J.I., Rivero-Herraiz A., Preferencias formativas y profesionales de los alumnos de la Facultad de Ciencias de la Actividad Física de la UE–CEES: El caso de la gestión deportiva, Kronos, 1, pp. 25-33, (2002); Ros-Castello P., Calabuig-Moreno F., Gomez-Tafalla A., Perfil del usuario de la fundación deportiva municipal de valencia y sus hábitos de práctica deportiva, SPORT TK-Revista EuroAmericana de Ciencias Del Deporte, 8, 1, pp. 17-22, (2019); De 29 de octubre, por el que se establece la ordenación de las enseñanzas universitarias oficiales, 260, (2007); De 24 de septiembre, por el que se establece el título universitario oficial de Licenciado en Ciencias de la Actividad Física y del Deporte y las directrices generales propias de los planes de estudios conducente a la obtención del mismo, 251, (1993); Salaburu P., Gines Mora J., Haug G., España y el proceso de Bolonia: Un encuentro imprescindible, (2011); Salgado-Barandela J., Barajas A., Sanchez-Fernandez P., Gambau V., Silva R., Perfil profesional del gestor deportivo municipal: Capacidades y habilidades necesarias, Revista Española de Educación Física y Deportes, 424, pp. 45-56, (2019); Sanchez A., Rebollo S., Situación del mercado laboral actual en el ámbito de la actividad física y deportiva, European Journal of Human Movement, 6, pp. 141-154, (2000); Seifried C., Agyemang K.J., Walker N., Soebbing B., Sport management and business schools: A growing partnership in a changing higher education environment, International Journal of Management in Education, 19, 3, (2021); Silva-Pineiro R., Preferencias de formación continua entre los Titulados Universitarios en Ciencias de la Actividad Física y el Deporte en activo en Galicia, SPORT TK-Revista EuroAmericana de Ciencias Del Deporte, 9, 2, pp. 27-38, (2020); Skinner J., Gilbert K., Sport management education: Teaching and learning for the future, Sport Management Review, 10, 2, pp. 125-131, (2007); Statista, Youth unemployment rate in European Union, (2022); Strachan G., Can education for sustainable development change entrepreneurship education to deliver a sustainable future?, Discourse and Communication for Sustainable Education, 9, 1, pp. 36-49, (2018); Tortosa-Martinez J., Diez-Garcia M.D., Clavero-Serrano M., Quesada-Rettschlag S., Marti-Sempere C., Martinez-Canales C., Análisis comparativo de los estudios universitarios de grado en gestión deportiva en españa, estados unidos Y francia, (2010); United Nations, (2015); Historia del INEF - universidad Politécnica de Madrid, (2021); Valcarce M., Minambres T., Hernandez C.C., Impacto económico en las empresas que ofrecen aplicaciones móviles en el sector del fitness en España, Proceedings of the IV Congreso Iberoamericano de Economía Del Deporte, pp. 175-180, (2016); Vizcarra M.T., Peiro C., Desmontando estereotipos de género en Educación Física, Monográfico. Tandem. Didáctica de la Educación Física, 60, pp. 4-6, (2018); Wohlfart O., Adam S., Hovemann G., Kaden M., New age of sport management education in Europe (NASME), (2020); Zeimers G., Anagnostopoulos C., Zintz T., Willem A., Organisational learning for corporate social responsibility in sport organisations, European Sport Management Quarterly, 19, 1, pp. 80-101, (2019)","A. Vidal-Vilaplana; University of Valencia, Spain. Department of Physical Education and Sport, Valencia, Gascó Oliag, 3. Postal Code: 46010, Spain; email: alberto.vidal-vilaplana@uv.es","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85149036022"
"Schultz M.; Southam D.C.; Buntine M.; Colthorpe K.; Howitt S.; Johnson E.; Jones S.; Kelder J.-A.; Kift S.; Loughlin W.A.; O’Brien G.A.; Pyke S.; Rice J.; Rowland S.; Yucel R.","Schultz, Madeleine (7202779453); Southam, Daniel C. (6506309419); Buntine, Mark (6701852124); Colthorpe, Kay (16941055200); Howitt, Susan (7003340359); Johnson, Elizabeth (55469670500); Jones, Susan (55473995600); Kelder, Jo-Anne (8851824900); Kift, Sally (55342310100); Loughlin, Wendy A. (57204411954); O’Brien, Glennys A. (57194128802); Pyke, Simon (7005589537); Rice, John (58171193400); Rowland, Susan (7103405949); Yucel, Robyn (55757394500)","7202779453; 6506309419; 6701852124; 16941055200; 7003340359; 55469670500; 55473995600; 8851824900; 55342310100; 57204411954; 57194128802; 7005589537; 58171193400; 7103405949; 55757394500","‘Transformative’: the threshold learning outcomes for science","2023","Australian Journal of Chemistry","76","12","","908","920","12","2","10.1071/CH23137","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172299373&doi=10.1071%2fCH23137&partnerID=40&md5=410e4879e5ede2d285835c4edcdc6ad4","ASchool of Life and Environmental Sciences, Deakin University, 75 Pigdons Road, Waurn Ponds, 3216, Vic, Australia; BSchool of Molecular and Life Sciences, Curtin University, GPO Box U1987, Perth, 6845, WA, Australia; CSchool of Biomedical Sciences, University of Queensland, Brisbane, 4072, Qld, Australia; DResearch School of Biology, Australian National University, Building number 134, Linnaeus Way, Canberra, 2600, ACT, Australia; EDeakin University, 221 Burwood Highway, Burwood, 3125, Vic, Australia; FCollege of Sciences and Engineering, University of Tasmania, Private Bag 50, Hobart, 7001, Tas, Australia; GVictoria University, PO Box 14428, Melbourne, 8001, Vic, Australia; HSchool of Environment and Science, Griffith University, 170 Kessels Road, Nathan, 4111, Qld, Australia; ISchool of Chemistry and Molecular Bioscience, University of Wollongong, Northfields Avenue, Wollongong, 2522, NSW, Australia; JSchool of Physics, Chemistry and Earth Science, The University of Adelaide, Adelaide, 5005, SA, Australia; KSchool of Mathematics and Statistics, The University of Sydney, Sydney, 2006, NSW, Australia; LThe University of Sydney, Sydney, 2006, NSW, Australia; MFaculty of Science, Engineering and Built Environment, Deakin University, 221 Burwood Highway, Burwood, 3125, Vic, Australia","Schultz M., ASchool of Life and Environmental Sciences, Deakin University, 75 Pigdons Road, Waurn Ponds, 3216, Vic, Australia; Southam D.C.; Buntine M., BSchool of Molecular and Life Sciences, Curtin University, GPO Box U1987, Perth, 6845, WA, Australia; Colthorpe K., CSchool of Biomedical Sciences, University of Queensland, Brisbane, 4072, Qld, Australia; Howitt S., DResearch School of Biology, Australian National University, Building number 134, Linnaeus Way, Canberra, 2600, ACT, Australia; Johnson E., EDeakin University, 221 Burwood Highway, Burwood, 3125, Vic, Australia; Jones S., FCollege of Sciences and Engineering, University of Tasmania, Private Bag 50, Hobart, 7001, Tas, Australia; Kelder J.-A., FCollege of Sciences and Engineering, University of Tasmania, Private Bag 50, Hobart, 7001, Tas, Australia; Kift S., GVictoria University, PO Box 14428, Melbourne, 8001, Vic, Australia; Loughlin W.A., HSchool of Environment and Science, Griffith University, 170 Kessels Road, Nathan, 4111, Qld, Australia; O’Brien G.A., ISchool of Chemistry and Molecular Bioscience, University of Wollongong, Northfields Avenue, Wollongong, 2522, NSW, Australia; Pyke S., JSchool of Physics, Chemistry and Earth Science, The University of Adelaide, Adelaide, 5005, SA, Australia; Rice J., KSchool of Mathematics and Statistics, The University of Sydney, Sydney, 2006, NSW, Australia; Rowland S., LThe University of Sydney, Sydney, 2006, NSW, Australia; Yucel R., MFaculty of Science, Engineering and Built Environment, Deakin University, 221 Burwood Highway, Burwood, 3125, Vic, Australia","The Science Threshold Learning Outcomes (TLOs) are a consensus set of academic standards for Australian university Science education. They were developed by Prof. Brian Yates and Prof. Sue Jones, supported by Dr Jo-Anne Kelder, during 2010–2011. The co-authors of this paper are key figures in Australian Science education, and in this manuscript, we have used a reflective semi-structured interview approach to describe the process of developing the Science TLOs and consider their subsequent effect on tertiary science education in Australia. This manuscript documents Sue and Brian’s impact on science curriculum through the lenses of leadership, community and practice. We have a twofold aim: first to draw lessons for harnessing consensus in scientific communities on the value and purpose of a tertiary science education, and second to celebrate the success of these influential and impactful leaders in our community. We demonstrate how work to develop the TLOs has transformed tertiary science education in Australia. © 2023 CSIRO. All rights reserved.","employability; higher education policy; leadership; Learning and Teaching Academic Standards project; science education; student‐centred; threshold learning outcomes; undergraduate curriculum","Students; Academic standards; Education policies; Employability; High education policy; High educations; Leadership; Learning and teaching academic standard project; Learning and teachings; Learning outcome; Science education; Student-centred; Threshold learning; Threshold learning outcome; Undergraduate curricula; Curricula","","","","","","","Mezirow J., On critical reflection, Adult Educ Q, 48, 3, pp. 185-198, (1998); Higher Education Statistics, (2022); Bradley D, Noonan P, Nugent H, Scales B., Review of Australian Higher Education: final report, (2008); Transforming Australia’s Higher Education System, (2009); Higher Education Support Act 2003; Higher Education Standards Framework (Threshold Standards) Act 2021, (2021); Australian qualifications framework, (2013); Science, technology, engineering and mathematics: Australia’s future, (2014); Tertiary Education Quality and Standards Agency Act 2011, (2022); Learning and teaching academic standards project: final report, (2011); Gora J., Watch out! Here comes the TEQSA juggernaut, Aust Univ Rev, 52, 2, pp. 76-78, (2010); Ewan C., Disciplines setting standards: the Learning and Teaching Academic Standards (LTAS) Project, Proceedings of AuQF2010: Quality in Uncertain Times, (2010); Jones SM, Yates BF, Kelder JA., Learning and teaching academic standards for science: where are we now, Proceedings of the Australian Conference on Science and Mathematics Education (18th annual uniserve science conference), pp. 105-109, (2012); Jones S, Yates B, Kelder JA., Science learning and teaching academic standards statement, Learning and Teaching Academic Standards Project, (2011); Schultz M, Southam D, O'Brien G., Development, evaluation, and application of chemistry threshold learning outcomes – a curriculum framework for tertiary chemistry in Australia, Aust J Chem, 73, 10, pp. 825-831, (2020); Cornwall A, Jewkes R., What is participatory research?, Soc Sci Med, 41, 12, pp. 1667-1676, (1995); Drever E., Using semi-structured interviews in small-scale research: a teacher’s guide, (1997); Etikan I, Musa SA, Alkassim RS., Comparison of convenience sampling and purposive sampling, Am J Theor Appl Stat, 5, 1, pp. 1-4, (2016); Birt L, Scott S, Cavers D, Campbell C, Walter F., Member checking: a tool to enhance trustworthiness or merely a nod to validation?, Qual Health Res, 26, 13, pp. 1802-1811, (2016); Adu P., A step-by-step guide to qualitative data coding, (2019); Al-Husseini S, El Beltagi I, Moizer J., Transformational leadership and innovation: the mediating role of knowledge sharing amongst higher education faculty, Int J Leadersh Educ, 24, 5, pp. 670-693, (2021); Owusu-Agyeman Y., Transformational leadership and innovation in higher education: a participative process approach, Int J Leadersh Educ, 24, 5, pp. 694-716, (2021); Smith AE, Humphreys MS., Evaluation of unsupervised semantic mapping of natural language with Leximancer concept mapping, Behav Res Methods, 38, 2, pp. 262-279, (2006); Ramsden P., Learning to teach in higher education, (2003); Biggs JB, Tang CSk., Teaching for quality learning at university: what the student does, (2011); Resources: Good Practice Guides, (2023); Yucel R., Good Practice Guide: Science Threshold Learning Outcome 1: Understanding Science, (2013); Jones SM., Good Practice Guide: Science Threshold Learning Outcome 2: Scientific Knowledge, (2013); Kirkup L, Johnson E., Good Practice Guide: Science Threshold Learning Outcome 3: Inquiry and problem-solving, (2013); Colthorpe K, Rowland S, Leach J., Good Practice Guide: ScienceThreshold Learning Outcome 4: Communication, (2013); Loughlin W., Good Practice Guide: Science Threshold Learning Outcome 5: Personal and professional responsibility, (2013); Science Threshold Learning Outcomes, (2023); Kirkup L., Inquiry-oriented learning in science: transforming practice through forging new partnerships and perspectives, (2013); Schmid S, Schultz M, Priest SJ, O'Brien G, Pyke SM, Bridgeman A, Et al., Assessing the assessments: development of a tool to evaluate assessment items in chemistry according to learning outcomes, Technology and Assessment Strategies for Improving Student Learning in Chemistry, 1235, pp. 225-244, (2016); Schultz M, O'Brien G, Schmid S, Lawrie GA, Southam DC, Priest SJ, Et al., Improving the assessment of transferable skills in chemistry through evaluation of current practice, Research and Practice in Chemistry Education, pp. 255-274, (2019); Schultz M., A personal reflection on the formation of the Chemistry Discipline Network (Guest Editorial), Aust J Educ Chem, 72, (2012); Schultz M, O'Brien G., The Australian Chemistry Discipline Network: a supportive community of practice in a hard science, Implementing Communities of Practice in Higher Education, pp. 501-530, (2017); Pyke SM, O'Brien G, Yates B, Buntine MA., Chemistry Academic Standards Statement, (2022); Kelder JA, Jones SM., The Science Learning and Teaching Academic Standards project: a discipline community’s response to regulatory change in Australian higher education, Research and Development in Higher Education.Vol. 38: Learning for Life and Work in a Complex World, (2015); Jones SM., Assessing the science knowledge of university students: perils, pitfalls and possibilities, J Learn Design, 7, 2, pp. 16-27, (2014); Colthorpe K, Chen X, Zimbardi K., Peer feedback enhances a ‘journal club’ for undergraduate science students that develops oral communication and critical evaluation skills, J Learn Design, 7, 2, pp. 105-119, (2014); Colthorpe K, Zimbardi K, Bugarcic A, Smith A., Progressive development of scientific literacy through assessment in inquiry-based biomedical science curricula, Int J Innov Sci Math Educ, 23, 5, pp. 52-64, (2015); Mercer-Mapstone LD, Matthews KE., Student perceptions of communication skills in undergraduate science at an Australian research-intensive university, Assess Eval High Educ, 42, 1, pp. 98-114, (2017); Schultz M., Teaching and assessing ethics and social responsibility in undergraduate science: a position paper, J Learn Design, 7, 2, pp. 136-147, (2014); Jones S, Johnson E, Kelder JA., Discipline learning outcomes: design resource and quality assurance mechanism, Adv Scholarsh Research High Educ, 2, 1, pp. 1-27, (2021)","M. Schultz; School of Life and Environmental Sciences, Deakin University, Waurn Ponds, 75 Pigdons Road, 3216, Australia; email: madeleine.schultz@deakin.edu.au; D.C. Southam; School of Molecular and Life Sciences, Curtin University, Perth, GPO Box U1987, 6845, Australia; email: d.southam@curtin.edu.au","","CSIRO","","","","","","00049425","","AJCHA","","English","Aust. J. Chem.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85172299373"
"Khalijian S.; Pordelan N.; Khamsehzadeh S.; Askari A.; Heydari H.","Khalijian, Sadaf (57223305201); Pordelan, Nooshin (56807196700); Khamsehzadeh, Shekoofeh (58108436700); Askari, Azadeh (58108081700); Heydari, Hamid (57306258600)","57223305201; 56807196700; 58108436700; 58108081700; 57306258600","Customization and use of digital storytelling in providing online career counseling services to students with physical-motor disabilities: A mixed study","2023","Education and Information Technologies","28","9","","11351","11378","27","1","10.1007/s10639-023-11658-z","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148347766&doi=10.1007%2fs10639-023-11658-z&partnerID=40&md5=14924f68446a7f151885fb4695c554d5","Faculty of Educational Sciences and Psychology, Department of Educational Administration and Human Resources Development, Ferdowsi University of Mashhad, Mashhad, Iran; Department of Education and Counseling, Science and Research Branch, Islamic Azad University, Tehran, Iran; Department of Psychology, Shahid Beheshti University, Tehran, Iran; Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran","Khalijian S., Faculty of Educational Sciences and Psychology, Department of Educational Administration and Human Resources Development, Ferdowsi University of Mashhad, Mashhad, Iran; Pordelan N., Department of Education and Counseling, Science and Research Branch, Islamic Azad University, Tehran, Iran; Khamsehzadeh S., Department of Education and Counseling, Science and Research Branch, Islamic Azad University, Tehran, Iran; Askari A., Department of Psychology, Shahid Beheshti University, Tehran, Iran; Heydari H., Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran","Nowadays, students with disabilities suffer from various problems in entering the labor market and they need to receive career guidance services. This study was carried out in two parts of quantitative and qualitative with multiple purposes as a mixed design. In the qualitative part, challenges and problems of students in receiving career guidance and counseling were investigated and in the quantitative part, the effect of online career counseling on decreasing the challenges in receiving career counseling services by students with disabilities was studied. Moreover, in the quantitative part, the effect of online counseling on improving academic buoyancy, employability, and mental health of people with disabilities was investigated and its comparison with online career counseling based on digital storytelling was carried out. The qualitative part included 17 experts and students with disabilities and the quantitative part included 95 students with disabilities that were randomly assigned into experimental (i.e. digital storytelling and online career counseling) and control groups. The results of the qualitative part showed that students with disabilities suffer from various individual and social problems in receiving career counseling services. The results of the quantitative part showed that online career counseling with and without digital storytelling can solve the challenges against people with disabilities in receiving career guidance services to some extent. In the second part of quantitative results, it was indicated online career counseling with and without digital storytelling has a significant effect on academic buoyancy, employability, and mental health of students with disabilities and the use of digital storytelling in online counseling led to higher efficiency in employability and mental health. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.","Academic buoyancy; Digital storytelling; Employability; Mental health; Online career counseling; Students with disabilities","","","","","","","","Adelle C., Black G., Kroll F.J.E., Digital storytelling for policy impact: Perspectives from co-producing knowledge for food system governance in South Africa, Evidence & Policy, 18, 2, pp. 336-355, (2022); Anderson A.H., Carter M., Stephenson J., Perspectives of university students with autism spectrum disorder, Journal of Autism and Developmental Disorders, 48, pp. 651-665, (2018); 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Chen S., Chen H., Ling H., Gu X., An online career intervention for promoting chinese high school students’ career readiness, Frontiers in psychology, 12, pp. 1-9, (2021); de Oliveira E., Dantas R.G., Amaral G.A., Giaxa B., de Gois A.F.T., Experiences of disabled students in undergraduate medical education, Medical Teacher, 44, 3, pp. 294-299, (2022); Ebadi A., HashemiSheykhShabani E., Ghasemzadeh R., Latifi S., Jafari G., Identifying the barriers to employment of people with physical disabilities and its implications for rehabilitation policy makers, Middle Eastern Journal of Disability Studies, 3, 2, pp. 9-22, (2013); Ezegbe B., Eseadi C., Ede M.O., Igbo J.N., Aneke A., Mezieobi D., Ugwu G.C., Ugwoezuonu A.U., Elizabeth E., Ede K.R., Efficacy of rational emotive digital storytelling intervention on knowledge and risk perception of HIV/AIDS among schoolchildren in Nigeria, Medicine, 97, 47, (2018); Fantinelli S., Di Fiore T., Marzuoli A., Galanti T., Self-perceived employability of workers with disability: a case study in an educational farm, Frontiers in Psychology, 13, (2022); Fayazi M., Ayadi N., Sadri E., Kasirloo Y., The effectiveness of cognitive-behavioral Fordyce happiness training on psychological well-being and experienced stress women with physical-motor disabilities, Rooyesh-e-Ravanshenasi Journal (RRJ), 8, 8, pp. 17-24, (2019); Fernandez-Batanero J.M., Montenegro-Rueda M., Fernandez-Cerero J., Garcia-Martinez I., Assistive technology for the inclusion of students with disabilities: a systematic review, Educational technology research and development, 70, pp. 1911-1930, (2022); Fish J., Syed M., Digital storytelling methodologies: Recommendations for a participatory approach to engaging underrepresented communities in counseling psychology research, Journal of Counseling Psychology, 68, 3, (2021); Fugate M., Kinicki A.J., A dispositional approach to employability: development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, 3, pp. 503-527, (2008); Fugate M., Kinicki A.J., Ashforth B.E., Employability: a psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Ghaffari R., Osouli Tabrizi S., Abdolalipour S., Mirghafourvand M., Prevalence of cigarette smoking among iranian medical students and its relationship with mental health, International Journal of Health Promotion and Education, pp. 1-12, (2022); Ghaneh-Ezabadi S., Nezamabadi-Farahani L., Abdi K., Saadat M., Zakerian S.A., The impact of employment status and occupation type on occupational stress and general health of physically disabled employees in vocational centers of the state welfare organization of Tehran: a cross-sectional study, Archives of Rehabilitation, 22, 1, pp. 66-85, (2021); Haberstroh S., Duffey T., Evans M., Gee R., Trepal H., The experience of online counseling, Journal of Mental Health Counseling, 29, 3, pp. 269-282, (2007); Healy M., Hammer S., McIlveen P., Mapping graduate employability and career development in higher education research: a citation network analysis, Studies in Higher Education, 47, 4, pp. 799-811, (2022); Hersh M., Evaluation framework for ICT-based learning technologies for disabled people, Computers & Education, 78, pp. 30-47, (2014); 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Linz S.J., Emmons Jr R.A., Jerome-D'Emilia B., Solomon P., Wunnenberg M., Durham J.S., Koehler R., Using digital storytelling to understand service users’ mental health recovery and address stigma among nursing students, Archives of Psychiatric Nursing, 40, pp. 77-83, (2022); Maples M.F., Han S., Cybercounseling in the United States and South Korea: implications for counseling college students of the millennial generation and the networked generation, Journal of Counseling & Development, 86, 2, pp. 178-183, (2008); Martin A.J., Marsh H.W., Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs, Oxford Review of Education, 35, 3, pp. 353-370, (2009); McMahon M., Watson M., Telling stories of career assessment, Journal of Career Assessment, 20, 4, pp. 440-451, (2012); Mir A.A., Waheed A., Experiences of students with disabilities in indian Higher Education: an interpretative phenomenological study, Higher Education for the Future, 9, 2, pp. 186-202, (2022); Moghaddas S., Nilforooshan P., The relationship between boundaryless career with employability: the role of career competencies, Career and Organizational Counseling, 12, 42, pp. 231-235, (2020); NBCC Policy regarding the provision of distance professional. Services, (2012); O'Keeffe P., A sense of belonging: improving student retention, College Student Journal, 47, 4, pp. 605-613, (2013); Ofoegbu T.O., Asogwa U.D., Ogbonna C.S., Aloh H.E., Eseadi C., Eskay M., Nji G.C., Ngwoke O.R., Agboti C.I., Nnachi R.A., Effect of digital storytelling intervention on burnout thoughts of adolescent: Athletes with disabilities, Medicine, 99, 30, (2020); Okorie C.O., Nwankwo F.M., Iwuala H.O., Okolie U.C., Understanding contextual and personality-related factors predicting student career certainty in work placement learning, Journal of Career Assessment, 31, 1, pp. 68-84, (2023); Olsen J., Socially disabled: the fight disabled people face against loneliness and stress, Disability & Society, 33, 7, pp. 1160-1164, (2018); Olumorin C.O., Babalola E.O., Amoo B.K., Availability and use of assistive technology for learning amongst special students in Kwara State School for Special needs, Indonesian Journal of Community and Special Needs Education, 2, 2, pp. 79-88, (2022); Olyani S., Jafari A., Tehrani H., The relationship between Mental Health literacy and General Health in female adolescents, Journal of Health Literacy, 7, 2, pp. 77-85, (2022); Parikh-Foxx S., Grimmet M., Dameron M.L., Examining the use of digital storytelling and immersion in a multicultural counseling course, Journal of Multicultural Counseling and Development, 48, 3, pp. 137-148, (2020); Pordelan N., Hosseinian S., Online career counseling success: the role of hardiness and psychological capital, International Journal for Educational and Vocational Guidance, 21, 3, pp. 531-549, (2021); Pordelan N., Hosseinian S., Heydari H., Khalijian S., Khorrami M., Consequences of teleworking using the internet among married working women: Educational careers investigation, Education and Information Technologies, 27, 3, pp. 4277-4299, (2022); Pordelan N., Hosseinian S., Heydari H., Khalijian S., Khorrami M., Using digital storytelling in Rational Emotive Behavior Therapy: comparison of two online interventions, Behaviour & Information Technology, pp. 1-12, (2022); Pordelan N., Hosseinian S., Design and development of the online career counselling: a tool for better career decision-making, Behaviour & Information Technology, 41, 1, pp. 118-138, (2022); Pordelan N., Hosseinian S., Lashaki A.B., Digital storytelling: a tool for life design career intervention, Education and Information Technologies, 26, 3, pp. 3445-3457, (2021); Pordelan N., Sadeghi A., Abedi M.R., Kaedi M., How online career counseling changes career development: a life design paradigm, Education and Information Technologies, 23, 6, pp. 2655-2672, (2018); Pordelan N., Sadeghi A., Abedi M.R., Kaedi M., Promoting student career decision-making self-efficacy: an online intervention, Education and Information Technologies, 25, 2, pp. 985-996, (2020); Safa J.S., Esfhani M.D., Poordel M., Development of a model of academic buoyancy based on with school connection, Family’s emotional atmoshphere, motivation, self-efficacy and Academic Engagement of students, Journal of Counseling Reasearch Irianian Counseling Association, 20, 77, pp. 652-667, (2021); Sakellariou M., Sakellariou M., Digital storytelling tool for developing everyday skills in children with special educational needs. KES International Conference on Smart Education and E-Learning, pp. 524-531, (2022); Santilli S., Ginevra M., Di Maggio I., Soresi S., Nota L., In the same boat? An online group career counseling with a group of young adults in the time of COVID-19, International Journal for Educational and Vocational Guidance, 22, 3, pp. 623-641, (2022); Saridaki M., Meimaris M., Digital Storytelling for the empowerment of people with intellectual disabilities, Proceedings of the 8Th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-Exclusion, pp. 161-164, (2018); Savickas M.L., Career counseling paradigms: Guiding, developing, and designing, APA Handbook of Career Intervention, 1, pp. 129-143, (2015); Sawyer C.B., Willis J.M., Introducing digital storytelling to influence the behavior of children and adolescents, Journal of Creativity in Mental Health, 6, 4, pp. 274-283, (2011); Sefora S., Ngubane S.A., Career development for students with disabilities in an open distance learning institution: a narrative inquiry, Disability & Society, pp. 1-15, (2021); Shokri B., Zareei M., Sahraee O., Comparing the mental health of the athletic and non-athletic sensory-disabled people, Quarterly Journal of Social Work, 4, 3, pp. 37-43, (2015); Tsai S.Y., Health-related quality of life association with work-related stress and social support among female and male disabled employees, Women & Health, 56, 8, pp. 957-976, (2016); Tuononen T., Hyytinen H., Towards a successful transition to work-which employability factors contribute to early career success?, Journal of Education and Work, 35, 6-7, pp. 599-613, (2022); Villanueva-Flores M., Valle-Cabrera R., Bornay-Barrachina M., Career development and individuals with physical disabilities, Career Development International, 19, 2, pp. 222-243, (2014); Wahyuni W., Sujoko S., Sarosa T.J.E.E., Improving students’ speaking skill through project-based learning (Digital Storytelling), English Education, 6, 2, pp. 161-168, (2017); Wiyono B.D., Haq M.S., E-counseling for children with disabilities, 3Rd International Conference on Special Education (ICSE 2019), (2019); Zare N., Parvareh M., Noori B., Namdari M., Mental health status of iranian university students using the GHQ-28: a meta-analysis, Scientific Journal of Kurdistan University of Medical Sciences, 21, 4, pp. 1-16, (2016)","H. Heydari; Department of Counseling, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran; email: mr.heydari1957@gmail.com","","Springer","","","","","","13602357","","","","English","Educ. Inf. Technol.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85148347766"
"Livas C.; Karali N.","Livas, Christos (57220645840); Karali, Nansy (57729406600)","57220645840; 57729406600","Examining the concurrent impact of teaching and assessment format on undergraduate students' academic performance in marketing","2023","Higher Education, Skills and Work-based Learning","13","4","","758","771","13","2","10.1108/HESWBL-02-2022-0039","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131453315&doi=10.1108%2fHESWBL-02-2022-0039&partnerID=40&md5=fe6498b3fc860be3c8e91b5e6cc1cd15","Department of Business Administration, University of Patras, Patras, Greece; Department of Economics, University of Piraeus, Piraeus, Greece","Livas C., Department of Business Administration, University of Patras, Patras, Greece; Karali N., Department of Economics, University of Piraeus, Piraeus, Greece","Purpose: By focusing on a Greek traditional learning university, during and post Covid-19 restrictions, the study aims at examining the concurrent effects of teaching and assessment format on students' academic performance. The inclusion of case studies in course assessment post Covid-19 restrictions is also expected to give a rough insight into students' employability skills and workplace readiness. Design/methodology/approach: The academic performance of 489 undergraduate students, as determined by the grades they earned, was measured in the final exams of business-to-business marketing and integrated marketing communication courses, held in January 2021 and 2022 at a Greek public university. The primary predictor variable or interest was “teaching and assessment format”, and took two values: (1) online teaching with multiple-choice assessment format (during Covid-19 restrictions) and (2) traditional classroom teaching with in-person case study and open-ended assessment format (post Covid-19 restrictions). Findings: Grades were found to be affected by the participants' year of study, the type of marketing course, in which they were examined, and the teaching and assessment format employed. Either in whole or by gender, students appear to perform significantly worse in the traditional teaching with in-person case study and open-ended questions assessment format. Practical implications: Good pedagogical practice in the use of digital technology is advised to incorporate diverse teaching tools and assessment methods. Originality/value: Examination of the concurrent effects of teaching and assessment on academic performance unveils significant variation in students' academic performance under different formats, which may be attributable to multiple reasons. © 2022, Emerald Publishing Limited.","Assessment; Case-based learning; Competence and skills; Employability; Online learning; Work readiness","","","","","","","","Alghamdi A., Karpinski A.C., Lepp A., Barkley J., Online and face-to-face classroom multitasking and academic performance: moderated mediation with self-efficacy for self-regulated learning and gender, Computers in Human Behavior, 102, pp. 214-222, (2020); Balkis M., Duru E., Gender differences in the relationship between academic procrastination, satisfaction with academic life and academic performance, Electronic Journal of Research in Educational Psychology, 15, 1, pp. 105-125, (2017); Becker W.E., Johnston C., The relationship between multiple choice and essay response questions in assessing economics understanding, Economic Record, 75, 4, pp. 348-357, (1999); Boyce G., Williams S., Kelly A., Yee H., Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education, Accounting Education, 10, 1, pp. 37-60, (2001); Bridgeman B., Rock D.A., Relationships among multiple–choice and open–ended analytical questions, Journal of Educational Measurement, 30, 4, pp. 313-329, (1993); Broscheid A., Team-based learning in a large introductory US government class, Journal of Political Science Education, 11, 3, pp. 319-331, (2015); Brown G.T., Abdulnabi H.H., Evaluating the quality of higher education instructor-constructed multiple-choice tests: impact on student grades, Frontiers in Education, 2, pp. 24-35, (2017); Butler A.C., Multiple-choice testing in education: are the best practices for assessment also good for learning?, Journal of Applied Research in Memory and Cognition, 7, 3, pp. 323-331, (2018); Chan R.Y., Understanding the purpose of higher education: an analysis of the economic and social benefits for completing a college degree, Journal of Education Policy, Planning and Administration, 6, 5, pp. 1-40, (2016); Chyung S.Y.Y., Age and gender differences in online behavior, self-efficacy, and academic performance, Quarterly Review of Distance Education, 8, 3, pp. 213-222, (2007); Dayioglu M., Turut-Asik S., Gender differences in academic performance in a large public university in Turkey, Higher Education, 53, 2, pp. 255-277, (2007); Durazzi N., The political economy of high skills: higher education in knowledge-based labour markets, Journal of European Public Policy, 26, 12, pp. 1799-1817, (2019); El Refae G.A., Kaba A., Eletter S., Distance learning during COVID-19 pandemic: satisfaction, opportunities and challenges as perceived by faculty members and students, Interactive Technology and Smart Education, 18, 3, pp. 298-318, (2021); El Refae G.A., Kaba A., Eletter S., The impact of demographic characteristics on academic performance: face-to-face learning versus distance learning implemented to prevent the spread of COVID-19, The International Review of Research in Open and Distributed Learning, 22, 1, pp. 91-110, (2021); Farashahi M., Tajeddin M., Effectiveness of teaching methods in business education: a comparison study on the learning outcomes of lectures, case studies and simulations, The International Journal of Management Education, 16, 1, pp. 131-142, (2018); Ganyaupfu E.M., Teaching methods and students' academic performance, International Journal of Humanities and Social Science Invention, 2, 9, pp. 29-35, (2013); Geber B., Distance education, Technology and Learning, 20, 6, (2000); Gelinas L., Wertheimer A., Miller F.G., When and why is research without consent permissible?, Hastings Center Report, 46, 2, pp. 35-43, (2016); Gomez Carvalho R.G., Gender differences in academic achievement: the mediating role of personality, Personality and Individual Differences, 94, pp. 54-58, (2016); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Multivariate Data Analysis, (2014); Hermann Z., Kopasz M., Educational policies and the gender gap in test scores: a cross-country analysis, Research Papers in Education, 36, 4, pp. 461-482, (2021); Honea H., Castro I.A., Peter P., Evidence items as signals of marketing competencies and workplace readiness: a practitioner perspective, Journal of Marketing Education, 39, 3, pp. 145-161, (2017); Hurlbut A.R., Online vs. traditional learning in teacher education: a comparison of student progress, American Journal of Distance Education, 32, 4, pp. 248-266, (2018); Iglesias-Pradas S., Hernandez-Garcia A., Chaparro-Pelaez J., Prieto J.L., Emergency remote teaching and students' academic performance in higher education during the COVID-19 pandemic: a case study, Computers in Human Behavior, 119, (2021); Kreber C., Learning experientially through case studies? A conceptual analysis, Teaching in Higher Education, 6, 2, pp. 217-228, (2001); Lodico M.G., Spaulding D.T., Voegtle K.H., Methods in Educational Research: From Theory to Practice, (2006); Lukhele R., Thissen D., Wainer H., On the relative value of multiple-choice, constructed response, and examinee-selected items on two achievement tests, Journal of Educational Measurement, 31, 3, pp. 234-250, (1994); McCarthy P.R., McCarthy H.M., When case studies are not enough: integrating experiential learning into business curricula, Journal of Education for Business, 81, 4, pp. 201-204, (2006); Michlitsch J.F., Wright Sidle M., Assessing student learning outcomes: a comparative study of techniques used in business school disciplines, Journal of Education for Business, 77, 3, pp. 125-130, (2002); Milienos F.S., Rentzios C., Catrysse L., Gijbels D., Mastrokoukou S., Longobardi C., Karagiannopoulou E., The contribution of learning and mental health variables in first-year students' profiles, Frontiers in Psychology, 12, (2021); Montolio D., Taberner P.A., Gender differences under test pressure and their impact on academic performance: a quasi-experimental design, Journal of Economic Behavior and Organization, 191, pp. 1065-1090, (2021); Nguyen N.T., Allen L.C., Fraccastoro K., Personality predicts academic performance: exploring the moderating role of gender, Journal of Higher Education Policy and Management, 27, 1, pp. 105-117, (2005); Nicol D., E-assessment by design: using multiple-choice tests to good effect, Journal of Further and Higher Education, 31, 1, pp. 53-64, (2007); Ozuru Y., Briner S., Kurby C.A., McNamara D.S., Comparing comprehension measured by multiple-choice and open-ended questions, Canadian Journal of Experimental Psychology, 67, 3, pp. 215-227, (2013); Qureshi M.A., Khaskheli A., Qureshi J.A., Raza S.A., Yousufi S.Q., Factors affecting students' learning performance through collaborative learning and engagement, Interactive Learning Environments, pp. 1-21, (2021); Ritter B.A., Small E.E., Mortimer J.W., Doll J.L., Designing management curriculum for workplace readiness: developing students' soft skills, Journal of Management Education, 42, 1, pp. 80-103, (2018); Shachar M., Neumann Y., Twenty years of research on the academic performance differences between traditional and distance learning: summative meta-analysis and trend examination, MERLOT Journal of Online Learning and Teaching, 6, 2, pp. 318-334, (2010); Sin C., Tavares O., Amaral A., Accepting employability as a purpose of higher education? Academics' perceptions and practices, Studies in Higher Education, 44, 6, pp. 920-931, (2019); Tuckman B.W., Evaluating the alternative to multiple-choice testing for teachers, Contemporary Education, 62, 4, pp. 299-300, (1991); Tuckman B.W., The essay test: a look at the advantages and disadvantages, NASSP Bulletin, 77, 555, pp. 20-26, (1993); Urtel M.G., Assessing academic performance between traditional and distance education course formats, Educational Technology and Society, 11, 1, pp. 322-330, (2008); Watty K., Addressing the basics: academics' view of the purpose of higher education, The Australian Educational Researcher, 33, 1, pp. 23-39, (2006); Zacherman A., Foubert J., The relationship between engagement in cocurricular activities and academic performance: exploring gender differences, Journal of Student Affairs Research and Practice, 51, 2, pp. 157-169, (2014)","C. Livas; Department of Business Administration, University of Patras, Patras, Greece; email: clivas@upatras.gr","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85131453315"
"Özcan B.M.; Ozcan S.E.; Geyikci U.B.; Gülova A.; Sancak F.M.","Özcan, Burcu Mucan (58648280700); Ozcan, Suleyman Emre (57976756700); Geyikci, Umut Burak (57221733405); Gülova, Asena (58559505300); Sancak, Fatih Mehmet (57437224300)","58648280700; 57976756700; 57221733405; 58559505300; 57437224300","Increasing the Personal Development of White-Collar Employees for Sustainable Employability","2023","Sustainability (Switzerland)","15","19","14554","","","","0","10.3390/su151914554","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174202501&doi=10.3390%2fsu151914554&partnerID=40&md5=2b2bf75855ab19375d74027b737ad3f5","Faculty of Business, Manisa Celal Bayar University, Manisa, 45140, Turkey; Faculty of Salihli Economics and Administrative Sciences, Manisa Celal Bayar University, Manisa, 45300, Turkey; Faculty of Economics and Administrative Sciences, Manisa Celal Bayar University, Manisa, 45140, Turkey; Dikkan Group Companies, Kemalpasa, 35170, Turkey","Özcan B.M., Faculty of Business, Manisa Celal Bayar University, Manisa, 45140, Turkey; Ozcan S.E., Faculty of Salihli Economics and Administrative Sciences, Manisa Celal Bayar University, Manisa, 45300, Turkey; Geyikci U.B., Faculty of Business, Manisa Celal Bayar University, Manisa, 45140, Turkey; Gülova A., Faculty of Economics and Administrative Sciences, Manisa Celal Bayar University, Manisa, 45140, Turkey; Sancak F.M., Dikkan Group Companies, Kemalpasa, 35170, Turkey","This qualitative study evaluated a training intervention aimed at increasing the personal development curves of the ABC company’s white-collar employees and developing presentation preparation techniques. The participants prepared presentations using the 10/20/70 learning rule for the competencies they identified. After academicians and business managers evaluated the presentations, semi-structured one-on-one interviews were conducted to identify the intervention’s benefits and limitations. The eight participants, who were white-collar professionals from the ABC company, were identified using non-probabilistic purposive sampling and interviewed online for about 30 min using Microsoft Teams. The interviews were audio recorded. The Maxqda-2022 program was used to examine the interview data. The analysis showed that the participants had negative feelings about the performance process based on their personal development competencies, particularly regarding process management. They also mentioned having the opportunity to learn through experience and conducting interviews. The participants agreed that their organizations should increase their development awareness and conduct 360-degree evaluations. They also said that intensive practical training at universities was needed because they felt their undergraduate education had not changed their perspectives or prepared them for a career. © 2023 by the authors.","Maxqda; personal development; qualitative analysis; sustainable employability","","","","","","Manisa Celal Bayar Üniversitesi, MCBÜ","This research was funded by Manisa Celal Bayar University, grant number 9.540 Turkish Liras.","Mingaleva Z., Shironina E., Lobova E., Olenev V., Plyusnina L., Oborina A., Organizational Culture Management as an Element of Innovative and Sustainable Development of Enterprises, Sustainability, 14, (2022); Ullah Z., Sulaiman M.A.B.A., Ali S.B., Ahmad N., Scholz M., Han H., The effect of work safety on organizational social sustainability improvement in the healthcare sector: The case of a public sector hospital in Pakistan, Int. J. Environ. Res. Public Health, 18, (2021); Park Y., Jacobs R.L., The influence of investment in workplace learning on learning outcomes and organisational performance, Hum. Resour. Dev. Q, 22, pp. 437-457, (2011); Hot T.C., İşletmelerde Eğitim ve Geliştirme ile Bireysel ve Örgütsel Performans İlişkisi, Yüksek Lisans Tezi, Doğuş Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul, (2017); Memon H.A., Khahro H.S., Memon A.N., Memon A.Z., Mustafa A., Relationship between Job Satisfaction and Employee Performance in the Construction Industry of Pakistan, Sustainability, 15, (2023); Vincent M., Impact of training and development on employee job performance in Nigeria, Saudi J. Humanit. Soc. Sci, 5, pp. 265-268, (2020); Weaver N.C., Job preferences of white collar and blue collar workers, Acad. Manag. J, 18, pp. 164-175, (1975); Gallie D., New technology and the class structure: The blue-collar/white-collar divide revisited, Br. J. 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Manag, 31, pp. 886-907, (2020); Semeijn J.H., van Dam K., van Vuuren T., van der Heijden B.I.J.M., Sustainable labour participation for sustainable careers, Handbook of Research on Sustainable Careers, pp. 146-160, (2015); McQuaid R.W., Lindsay C.D., The concept of employability, Urban Stud, 42, pp. 197-219, (2005); Smith V., Enhancing employability: Human, cultural, and social capital in an era of turbulent unpredictability, Hum. Relat, 63, pp. 279-303, (2010); Kuvaas B., Dysvik A., Perceived investment in employee development, intrinsic motivation and work performance, Hum. Resour. Manag. J, 19, pp. 217-236, (2009); Antonacopoulou P.E., Employee development through self-development in three retail banks, Pers. Rev, 29, pp. 491-508, (2000); Hameed A., Waheed A., Employee development and its affect on employee performance a conceptual framework, Int. J. Bus. Soc. Sci, 2, pp. 224-229, (2011); Quartney H.S., Effect of employee training on the perceived organizational performance: A case study of the print pedia industry in Ghana, Eur. J. Bus. Manag, 4, pp. 77-87, (2012); Guan X., Frenkel S., How perceptions of training impact employee performance evidence from two Chinese manufacturing firms, Pers. Rev, 48, pp. 163-183, (2019); Elnaga A., Imran A., The effect of training on employee performance, Eur. J. Bus. Manag, 5, pp. 137-147, (2013); Manuti A., Serafina P., Scardigno F.A., Giancaspro L.M., Marciana D., Formal and informal learning in the workplace, a research review, Int. J. Train. Dev, 19, pp. 1-17, (2015); Eraut M., Non-formal learning and tacit knowledge in professional work, Br. J. Educ. Psychol, 70, pp. 113-136, (2000); Lejeune C., Beausaert S., Raemdonck I., The impact on employees’ job performance of exercising self-directed learning within personal development plan practice, Int. J. Hum. Resour. Manag, 32, pp. 1086-1112, (2021); Iamsomboon N., Skurtprommee S., Klinpratum V., Creating employee working skills and performance through organizational training practices in ABC tire manufacturing company, RMUTT Glob. Bus. Account. Financ. Rev, 4, pp. 13-30, (2020); Ozsoy E., Gurbuzoglu E.Y., Beyaz yakalı çalışanlarda aranan becerilerin belirlenmesine yönelik bir araştırma, Int. J. Manag. Distrib, 3, pp. 149-160, (2019); Waner K.K., Business communication competencies needed by employees as perceived by business faculty and business professionals, Bus. Commun. Q, 58, pp. 51-56, (1995); Lindsay C., Longterm unemployment and the employability gap: Priorities for renewing Britain’s new deal, J. Eur. Ind. Train, 26, pp. 411-419, (2002); Mutanga J., Kaisara G., Yakobi K., Atiku O.S., Exploring push and pull factors for talent development and retention: Implications for practice, Dev. Learn. Organ. Int. J, 35, pp. 1-3, (2020); Mikolajczyk K., Changes in the approach to employee development in organisations as a result of the COVID-19 pandemic, Eur. J. Train. Dev, 46, pp. 544-562, (2022); Clardy A., 70-20-10 and the dominance of informal learning: A fact in search of evidence, Hum. Resour. Dev. Rev, 17, pp. 153-178, (2018); Harding R., Debate: The 70:20:10 ‘rule’ in learning and development the mistake of listening to sirens and how to safely navigate around them, Public Money Manag, 42, pp. 6-7, (2022); Johnson J.S., Blackman A.D., Buick F., The 70:20:10 framework and the transfer of learning, Hum. Resour. Dev. Q, 29, pp. 83-402, (2018); McCall W.M., Recasting leadership development, Ind. Organ. Psychol, 3, pp. 3-19, (2010); Zeman J., Culture Influences the 70-20-10 Adult Learning Model, St. Joseph’s Univ. Capstone Proj. Adv. Semin, pp. 1-23, (2022); Magaldi D., Berler M., Encyclopedia of personality and individual differences, Semi-Structured Interviews, pp. 1-5849, (2020); Altunisik R., Coskun R., Bayraktaroglu S., Yildirim E., Sosyal Bilimlerde Araştırma Yöntemleri SPSS Uygulamalı, (2010); Kiral B., Nitel bir veri analizi yöntemi olarak doküman analizi, Siirt Üniversitesi Sos. Bilim. Enstitüsü Derg, 15, pp. 170-189, (2020); Luborsky M.R., Rubinstein R.L., Sampling in qualitative research: Rationale, issues, and methods, J. Aging Res, 17, pp. 89-113, (1995); Yildirim A., Simsek H., Sosyal Bilimlerde Nitel Araştırma Yöntemleri, pp. 1-448, (2014); Williams M., Moser T., The art of coding and thematic exploration in qualitative research, Int. Manag. Rev, 15, pp. 45-55, (2019); Tayfun A., Catir O., Örgütsel sessizlik ve çalışanların performansları arasındaki ilişki üzerine bir araştırma, İşletme Araştırmaları Derg, 5, pp. 114-134, (2013); Igudia O.P., Employee training and development and organisational performance: A study of small-scale manufacturing firms in Nigeria, Am. J. Econ. Bus. Manag, 5, pp. 38-54, (2022)","U.B. Geyikci; Faculty of Business, Manisa Celal Bayar University, Manisa, 45140, Turkey; email: umutburak.geyikci@cbu.edu.tr","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85174202501"
"Mpia H.N.; Mburu L.W.; Mwendia S.N.","Mpia, Héritier Nsenge (57951583500); Mburu, Lucy Waruguru (56072179300); Mwendia, Simon Nyaga (56032412500)","57951583500; 56072179300; 56032412500","CoBERT: A Contextual BERT model for recommending employability profiles of information technology students in unstable developing countries","2023","Engineering Applications of Artificial Intelligence","125","","106728","","","","8","10.1016/j.engappai.2023.106728","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165223954&doi=10.1016%2fj.engappai.2023.106728&partnerID=40&md5=9d93ed90ada501ca18db420f760aaf23","School of Technology, KCA University, P.O. BOX 56808, Nairobi, 00200, Kenya","Mpia H.N., School of Technology, KCA University, P.O. BOX 56808, Nairobi, 00200, Kenya; Mburu L.W., School of Technology, KCA University, P.O. BOX 56808, Nairobi, 00200, Kenya; Mwendia S.N., School of Technology, KCA University, P.O. BOX 56808, Nairobi, 00200, Kenya","Unemployment constitutes one of the major problems in developing countries, with factors such as unavailable skills and the proliferation of unskilled workers being cited as main causes. The existing literature has shown that using social networks analysis techniques, employment options for students and graduates can be accurately generated through recommender systems (RS) to optimize the chances of employment. Therefore, this study proposes a fine-tuned Bidirectional Encoder Representations from Transformers (BERT) model named Contextual BERT (CoBERT) for item-centered content-based (CB) filtering RS. The model uses socio-political background, graduate-employer relationship and graduate academic competencies of information technology (IT) students as contextual factors to recommend employability profiles of IT students in unstable developing countries (UDCs) such as the Democratic Republic of Congo (DRC). The performance of the proposed model is verified using four metrics. To evaluate the online performance of the model, the metrics of Diversity and Novelty are used. The metrics of normalized discounted cumulative gain (nDCG) and mean average precision (MAP) are applied to evaluate the model offline. The proposed model shows a high nDCG value at Top-N=4, equaling to 0.99. Validation statistics of 0.5 MAP score and significant t-statistics test values for Diversity and Novelty indicate that the proposed model can be generalized in the DRC and other similar UDCs. The RS model proposed in the current study contributes to the literature on employability models by advancing beyond traditional approaches such as fuzzy logic (FL), and also by taking graduate skills into account. The proposed model is a novel employability recommendation technique that provides highly precise and contextual recommendations. The output from this study contributes a theoretical foundation for implementing RSs in education and the industry. © 2023 Elsevier Ltd","Bidirectional Encoder Representations from Transformers (BERT) fine-tuning; Contextual BERT (CoBERT); Contextual features; Information technology (IT); Recommender system (RS); Sustainable employability","Developing countries; Education computing; Employment; Engineering education; Fuzzy logic; Signal encoding; Students; Bidirectional encoder representation from transformer  fine-tuning; Contextual bidirectional encoder representation from transformer; Contextual feature; Democratic Republic of Congo; Fine tuning; Information technology; Recommende system; Sustainable employability; Transformer modeling; Workers'; Recommender systems","","","","","Université de l'Assomption au Congo","The authors would like to express their profound gratitude to the Université de l'Assomption au Congo and the Assumptionist Community of Kijenge/Arusha for all their supports. The Assumptionist Community of Kijenge/Arusha supported the study financially to collect data with the grant number (no. M.2022/STU/AA). This research was approved by the KCA University School of Graduate Studies as a part of the requirements of a Ph.D. program in Information Systems.","Abedi M., Hempel L., Sadeghi S., Kirsten T., GAN-based approaches for generating structured data in the medical domain, Appl. Sci., 12, 14, (2022); Adewumi M.G., Olojuolawe S.R., Bakare Shola F., Akegbejo D.A., Ojo S.A., Promoting graduate employability through information and communication technology (ICT) for 21st century jobs, J. Multidiscip. Eng. Sci. 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"Pandita A.; Kiran R.","Pandita, Alka (57220954806); Kiran, Ravi (22985431500)","57220954806; 22985431500","Tapping the Potential of Academic Leadership, Experiential Learning, and Employability of Students to Enhance Higher Educational Institute Performance","2023","SAGE Open","13","3","","","","","0","10.1177/21582440231183932","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168866066&doi=10.1177%2f21582440231183932&partnerID=40&md5=db93a5237f307d4041cdaf8b3b73b11a","Thapar Institute of Engineering and Technology, Patiala, India","Pandita A., Thapar Institute of Engineering and Technology, Patiala, India; Kiran R., Thapar Institute of Engineering and Technology, Patiala, India","This research study is primarily conducted to tap the potential of academic leadership, experiential learning, and students’ employability in enhancing higher education performance. The study uses a survey to collect responses of 400 respondents from Higher Educational Institutions (HEIs). PLS-SEM has been used to design the model. Academic leadership (AL) covers three dimensions, Academic culture (AC), Academic environment (AE), and Academic operations (AO). It is essential to understand how AL influences Experiential Learning (EL). EL is based on the Kolb model and covers four subdivisions of experience viz Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. All these dimensions are essential; however, Abstract Conceptualization emerges more substantial than the other three dimensions, setting the stage for the emergence of Active Experimentation. Higher Educational Institute Performance (HEIP) has three dimensions, student satisfaction (SS), employers’ satisfaction (ES), and sustainability perspective (SP). Initially, the study examines the impact of AL on EL. The results highlight that AL influences EL. The next stage was to explore the direct effects of EL on HEIP. The results again support that EL affects performance. In HEI, a lot of focus is being imparted to employability competencies, thus we tried to examine how EL through indirect effect with the mediation of employability impacts HEIP. The results lend support to the mediation effect of employability which enhances the impact of EL on HEIP. Thus, given these results, it can be inferred that AL has a pertinent role to play and develop EL in HEIs. Furthermore, there is a need to focus intensely on the employability perspective in HEIs. The study has meaningful implications for policymakers at universities to enable them to strategize around practices conducive to the creation of experiential learning environment and employability to enhance HEIP. © The Author(s) 2023.","academic leadership; employability; HEI performance; higher education; student experiential learning","","","","","","","","Abubakar A., Hilman H., Kaliappen N., New tools for measuring global academic performance, SAGE Open, 8, 3, pp. 1-10, (2018); Adey P., Csapo B., Demetriou A., Hautamaki J., Shayer M., Can we be intelligent about intelligence? Why education needs the concept of plastic general ability, Educational Research Review, 2, 2, pp. 75-97, (2007); Alexander P.A., Schallert D.L., Reynolds R.E., What is learning anyway? 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Pandita; Thapar Institute of Engineering and Technology, Patiala, India; email: apandita@thapar.edu","","SAGE Publications Inc.","","","","","","21582440","","","","English","SAGE Open","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85168866066"
"Rodrigues A.L.","Rodrigues, Ana Luísa (57259931200)","57259931200","Entrepreneurship Education Pedagogical Approaches in Higher Education","2023","Education Sciences","13","9","940","","","","0","10.3390/educsci13090940","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172103258&doi=10.3390%2feducsci13090940&partnerID=40&md5=5155ca459e790db9f9379bc2e17d60ce","Institute of Education, University of Lisbon, Lisboa, 1649-013, Portugal","Rodrigues A.L., Institute of Education, University of Lisbon, Lisboa, 1649-013, Portugal","Entrepreneurship education, as an emerging scientific field, has undergone significant evolution at the conceptual and praxis levels. The concept of entrepreneurship was considered from a broad perspective as the capacity to act upon opportunities and ideas, thereby creating social, cultural, or financial value in diverse contexts. The study and cultivation of this competence are highly relevant to enhancing employability and equipping young people with the skills, knowledge, and attitudes necessary within an entrepreneurial culture for the exercise of active citizenship. This study aims to consolidate the concept and analyse the pedagogical approaches in entrepreneurship education, particularly focusing on experiential learning. It also explores the most frequently used instructional methods in higher education programmes. The research is based on a comprehensive literature review, complemented by a case study of the entrepreneurship education programme implemented at the University of Lisbon, in Portugal, enriched by data collected from one of its curricular units. Experiential learning emerges as a valid approach in entrepreneurship teaching, especially when teachers effectively combine practical experience with theory while learners assume the shared responsibility of learning from experience. As the most recommended instructional methods, one can point to collaborative pedagogical models, namely problem-based learning, project-based learning, peer assessment, design thinking, formative feedback, service learning, and active methodologies that integrate digital technologies. © 2023 by the author.","collaborative pedagogical models; competencies; employability; entrepreneurship education; experiential learning; instructional methods; pedagogical approaches; skills","","","","","","","","Oliveira D.G., A evolução conceitual da educação para o empreendedorismo como um campo científico [The conceptual evolution of entrepreneurship education as a scientific field], Rev. Alcance, 23, pp. 547-567, (2016); Mei H., Lee C.-H., Xiang Y., Entrepreneurship Education and Students’ Entrepreneurial Intention in Higher Education, Educ. 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Sci, 11, (2021); Killingberg N.M., Kubberod E., Pettersen I.B., Exploring the Transition to Working Life of Entrepreneurship Education Graduates: A Longitudinal Study, Entrep. Educ. Pedagog, 6, pp. 331-358, (2023)","A.L. Rodrigues; Institute of Education, University of Lisbon, Lisboa, 1649-013, Portugal; email: alrodrigues@ie.ulisboa.pt","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85172103258"
"Payne J.; Butler P.","Payne, Jonathan (7403334710); Butler, Peter (57202481202)","7403334710; 57202481202","Of charities and choice: Researching the choices of the long-term unemployed on third-sector employability programmes","2023","Human Relations","76","10","","1634","1660","26","1","10.1177/00187267221105854","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132574401&doi=10.1177%2f00187267221105854&partnerID=40&md5=4dc8ec537d6e49098aac85ac591b176a","De Montfort University, United Kingdom","Payne J., De Montfort University, United Kingdom; Butler P., De Montfort University, United Kingdom","‘Work-first’ (or ‘workfare’) activation policies severely restrict the choices of the unemployed. Can third-sector organisations (TSOs), with their person-centred mission, support long-term unemployed adults to make their own choices, given individual and societal constraints? Commentators often focus on ‘what works’ in supporting those with complex needs; others draw on the ‘capabilities approach’ (CA). With commentators often talking past each other, two key issues emerge. First, what constitutes real choice, and, second, how do we deal with the testimonies of programme users when those experiencing social deprivation may overstate the choices available to them? We argue that the CA’s dichotomisation of ‘true/real’ versus ‘constrained/no’ choice is problematic for a balanced assessment of choice possibilities across different programmes. Building on insights from current literatures, we develop a framework for researching choice possibilities. Using qualitative research, we apply this framework to a TSO employability programme in England, and find users have more control over their choices compared with UK workfare policy. The article contributes to international debates on the value of the CA, the links between programme form, user choice and well-being, and the scope for TSOs to deliver on their user-centred mission and prefigure better alternatives to workfare. © The Author(s) 2022.","active labour market policies; capabilities approach; choice; third sector; unemployed; well-being; workfare","article; employability; England; human; job market; organization; qualitative research; social isolation; social welfare; unemployment; wellbeing; witness","","","","","De Montfort University, DMU","The authors disclosed receipt of the following financial support for the research, authorship and/or publication of this article. The research was jointly funded by the lead voluntary-sector organisation and De Montfort University. ","Adam D., Atfield G., Green A., What works? 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Pandemic unemployment, labour activation and the lessons of post-crisis welfare reform in Ireland, International Journal of Sociology and Social Policy, 40, 9-10, pp. 963-978, (2020); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Nussbaum M.C., Sen A., The Quality of Life, (1993); Orton M., Flourishing lives: The capabilities approach as a framework for new thinking about employment, work and welfare in the 21<sup>st</sup> century, Work, Employment and Society, 25, 2, pp. 352-360, (2011); Pape U., Brandsen T., Pahl J.B., Et al., Changing policy environments in Europe and the resilience of the third sector, Voluntas: International Journal of Voluntary and Nonprofit Organizations, 31, pp. 238-249, (2020); Peck J., Workfare States, (2001); Pestoff V., New public governance, co-production and third sector social services in Europe: Crowding in and crowding out, New Public Governance: The Third Sector and Co-production, pp. 361-380, (2012); Redman J., ‘Chattin Shit’ in the Jobcentre: Navigating workfare policy at the street-level, Work, Employment and Society, (2021); Rees J., Whitworth A., Carter E., Support for all in the UK Work Programme? Differential payments, same old problem, Social Policy & Administration, 48, 2, pp. 221-239, (2014); Sage D., Unemployment, wellbeing and the power of the work ethic: Implications for social policy, Critical Social Policy, 39, 2, pp. 205-228, (2019); Sayer A., Capabilities, contributive injustice and unequal divisions of labour, Journal of Human Development and Capabilities, 13, 4, pp. 580-596, (2012); Scholz F., Ingold J., Activating the ‘ideal job seeker’: Experiences of individuals with mental health conditions on the UK Work Programme, Human Relations, 74, 10, pp. 1604-1627, (2021); Schulte L., Greer I., Umney C., Et al., Insertion as an alternative to workfare: Active labour-market schemes in the Parisian suburbs, Journal of European Social Policy, 28, 4, pp. 326-341, (2018); Sen A., Inequality Re-examined, (1992); Sen A., Capability and well-being, The Quality of Life, pp. 30-66, (1993); Sen A., Development as Freedom, (1999); Walby S., Sen and the measurement of justice and capabilities: A problem in theory and practice, Theory, Culture and Society, 29, 1, pp. 99-118, (2012); Whitworth A., Carter E., Programme form and service user well-being: Linking theory and evidence, Social Policy and Administration, 54, 5, pp. 844-858, (2020); Wright S., Welfare-to-work, agency and personal responsibility, Journal of Social Policy, 41, 2, pp. 309-328, (2012); Wright S., Fletcher D.R., Stewart A.B.R., Punitive benefit sanctions, welfare conditionality, and the social abuse of unemployed people in Britain: Transforming claimants into offenders?, Social Policy and Administration, 54, 2, pp. 278-294, (2020); Zacka B., When the State Meets the Street, (2017)","J. Payne; De Montfort University, United Kingdom; email: jpayne@dmu.ac.uk","","SAGE Publications Ltd","","","","","","00187267","","","","English","Hum. Relat.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85132574401"
"Rauwerdink-Nijland E.; van den Dries L.; Metz J.; Verhoeff A.; Wolf J.","Rauwerdink-Nijland, Evelien (57816697400); van den Dries, Linda (25622656800); Metz, Judith (57189028412); Verhoeff, Arnoud (7003330876); Wolf, Judith (7403565162)","57816697400; 25622656800; 57189028412; 7003330876; 7403565162","Lessons from the Field. Caregivers supporting marginalized people receiving social service support from street outreach workers","2023","Family Relations","72","4","","1790","1805","15","0","10.1111/fare.12744","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134747331&doi=10.1111%2ffare.12744&partnerID=40&md5=c311ced8ed4d5c5cd959d69ffd306188","Centre for Applied Research in Social Work and Law, Amsterdam University of Applied Sciences, Amsterdam, Netherlands; Radboud University Medical Center, Radboud Institute for Health Sciences, Impuls – Netherlands Center for Social Care Research, Nijmegen, Netherlands; Austerlitz, Netherlands; Department of Sociology, University of Amsterdam, Amsterdam, Netherlands","Rauwerdink-Nijland E., Centre for Applied Research in Social Work and Law, Amsterdam University of Applied Sciences, Amsterdam, Netherlands, Radboud University Medical Center, Radboud Institute for Health Sciences, Impuls – Netherlands Center for Social Care Research, Nijmegen, Netherlands; van den Dries L., Radboud University Medical Center, Radboud Institute for Health Sciences, Impuls – Netherlands Center for Social Care Research, Nijmegen, Netherlands; Metz J., Centre for Applied Research in Social Work and Law, Amsterdam University of Applied Sciences, Amsterdam, Netherlands, Austerlitz, Netherlands; Verhoeff A., Department of Sociology, University of Amsterdam, Amsterdam, Netherlands; Wolf J., Radboud University Medical Center, Radboud Institute for Health Sciences, Impuls – Netherlands Center for Social Care Research, Nijmegen, Netherlands","Objective: In this Lesson from the Field, we examine changes in the burden experienced by caregivers of persons who experience homelessness associated with lack employment, employability or education, and mental health challenges when the care recipient receives support from an outreach professional known as a social street worker (herein identified as worker). In addition, we focus on caregivers' perception of change in the quality of their relationship with the person for whom they care and whether the caregivers receive support from the worker. Background: In the Netherlands, due to the transformation toward a participation society, persons living in compromised circumstances must increasingly rely on caregivers for support and shelter instead of relying on services, such as support from social community teams. Methods: Workers provided by a Dutch organization covering the northwest of the Netherlands gained the consent of their clients to contact the clients' caregivers. Caregivers were invited to participate in the research and completed consent. A total of 111 caregivers of persons receiving support from workers completed surveys. Results: Caregivers who had more contact with the worker worried less about the person for whom they provided care. No changes were found regarding tension between caregivers and the person for whom they cared. Most caregivers (73%) perceived positive changes in the quality of the relationship with the person for whom they provided care, and 52% received support from the worker. Conclusion: Most carers did not perceive changes in their burden, but did perceived positive changes in the quality of the relationship with the person for whom they cared and received support themselves. Implications: Our study underpins the need to recognize the caregiver's burden of caregivers who support marginalized people, to connect with these caregivers, and to support them. © 2022 The Authors. Family Relations published by Wiley Periodicals LLC on behalf of National Council on Family Relations.","caregiver's burden; homeless populations; informal care; marginalized populations; outreach work; social street work","","","","","","Amsterdam University of Applied Sciences; Adessium Foundation","This research was financially supported by the Adessium Foundation and Amsterdam University of Applied Sciences. Funding information ","Andersson B., Finding ways to the hard to reach- considerations on the content and concept of outreach work, European Journal of Social Work, 16, 2, pp. 171-186, (2013); Bandura A., Social learning theory, (1977); Bredewold F.H., Tonkens E., Trappenburg M.J., Solidarity and reciprocity between people with and without disabilities, Journal of Community and Applied Social Psychology, 26, 6, pp. 534-550, (2016); Bronfenbrenner U., The ecology of human development, (1979); Bursac Z., Gauss C.H., Williams D.K., Hosmer D.W., Purposeful selection of variables in logistic regression, Source Code for Biology and Medicine, 3, (2008); Caton C.L.M., Dominguez B., Schanzer B., Hasin D.S., Shrout P.E., Felix A., Hsu E., Risk factors for long-term homelessness: Findings from a longitudinal study of first-time homeless single adults, American Journal of Public Health, 95, 10, pp. 1753-1759, (2005); Chen F., Ogden L., A working relationship model that reduces homelessness among people with mental illness, Qualitative Health Research, 22, 3, pp. 373-383, (2012); Coston C.T.M., Friday P.C., The homeless with jail experiences: An exploratory study, Journal of Forensic Science & Criminology, 5, 3, pp. 1-14, (2017); de Klerk M., Plaisier I., de Boer A., Gevolgen van mantelzorgen, Informele hulp: Wie doet er wat?, pp. 89-110, (2015); Erikson E.H., Erikson J.M., The life cycle completed, (1998); Farrington D.P., Loeber R., Some benefits of dichotomization in psychiatric and criminological research, Criminal Behaviour and Mental Health, 10, 2, pp. 100-122, (2000); Fazel S., Khosla V., Doll H., Geddes J., The prevalence of mental disorders among the homeless in western countries: Systematic review and meta-regression analysis, PLoS Medicine, 5, 12, pp. 1670-1681, (2008); Field A., Discovering statistics using SPSS, (2005); Korf D.J., Riper H., Freeman M., Lewis R., Grant I., Jacob E., Nilson M., Outreach work among drug users in Europe: Concepts, practice and terminology, (1999); Kruiswijk W., Nanninga K., Wat werkt bij mantelzorgondersteuning, (2017); Linders L., De betekenis van nabijheid. 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An explorative qualitative study in a Dutch homeless shelter facility, Journal of Social Distress and Homelessness, 28, 1, pp. 44-55, (2019); Schout G.H., Zorgvermijding en zorgverlamming, (2007); Spillman B.C., Pezzin L.E., Potential and active family caregivers: Changing networks and the “sandwich generation.”, Milbank Quarterly, 78, 3, pp. 347-374, (2000); Aantal dak- en thuisloze mensen sinds 2009 meer dan verdubbeld, (2019); Werklozen, (2020); Onderwijs, (2020); Szeintuch S., Street work and Outreach: A social work method?, British Journal of Social Work, 45, 6, pp. 1923-1934, (2015); Thompson S.J., Bender K., Windsor L., Cook M.S., Williams T., Homeless youth: Characteristics, contributing factors and service options, Journal of Human Behavior in the Social Environment, 20, 2, pp. 193-217, (2010); Tsai J., Mares A.S., Rosenheck R.A., Does housing chronically homeless adults lead to social integration?, Psychiatric Services, 63, 5, pp. 427-434, (2012); Tyler K.A., Whitbeck L.B., Lost childhoods: Risk and resiliency among runaway and homeless adolescents, Intervention with children and adolescents: An interdisciplinary perspective, pp. 378-397, (2004); van Laere I.R., de Wit M.A., Klazinga N.S., Pathways into homelessness: Recently homeless adults problems and service use before and after becoming homeless in Amsterdam, BMC Public Health, 9, (2009); van Straaten B., On the way up? Exploring homelessness and stable housing among homeless people in the Netherlands (No. 75), IVO-reeks, (2016); van Wijngaarden B., Schene A., Koeter M., Vazquez-Barquero J., Knudsen H., Lasalvia A., McCrone P., Caregiving in schizophrenia: Development, internal consistency and reliability of the Involvement Evaluation Questionnaire – European Version: EPSILON Study 4, British Journal of Psychiatry, 177, S39, pp. S21-S27, (2000); Verhoeven I., Tonkens E., Talking active citizenship: Framing welfare state reform in England and the Netherlands, Social Policy and Society, 12, 3, pp. 415-426, (2013); Winarski J.T., Outreach, Encyclopedia of homelessness, 1, pp. 431-433, (2004); Wittenberg Y., Bredewold F., Jager-Vreugdenhil M., Bijzondere mantelzorgers beter in beeld, (2013)","E. Rauwerdink-Nijland; Radboud University Medical Center, Radboud Institute for Health Science, Impuls – Netherlands Center for Social Care Research, Nijmegen, 6525 EZ, Netherlands; email: evelien.rauwerdink-nijland@radboudumc.nl","","John Wiley and Sons Inc","","","","","","01976664","","","","English","Fam. Relat.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85134747331"
"Liashenko I.","Liashenko, Iryna (57201253606)","57201253606","Critical Thinking Strategies as an Influential Tool in Growing the Disciplinary Literacy","2023","Analele Universitatii Ovidius Constanta, Seria Filologie","34","1","","72","95","23","","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85184865556&partnerID=40&md5=3d22000a7b74823d1e6e8d11f5dc6769","Sumy State University, Ukraine","Liashenko I., Sumy State University, Ukraine","The rapid development and changing of the employability market due to ongoing economic metamorphoses require high-level skills and abilities to prepare graduate students for specific life situations. The educational system needs to use more efficient approaches in increasing essential skills for modern life and work situations. The study aims to define the appropriate teaching methods and more profound thinking skills for developing specific work activities with the students. The academic importance of the research lies in revealing new connections between critical thinking skills and disciplinary literacy in ESP in preparing future professionals with its practical meaning for future application. The relevant literature helped synthesize the contextual framework of the structure of disciplinary literacy. The student group has traced and justified critical thinking skills as a professional component in the study. The results supported the conceptual framework with critical thinking as a crucial component of disciplinary literacy for future professionals. Critical thinking, a key 21st-century employability skill, is sought to make the professional portrait of a graduate consistent and effective, which could have important implications for future educational policies. © 2023 Ovidius University. All rights reserved.","critical thinking; disciplinary literacy; ESP; professional competency; university students","","","","","","","","Airey John, The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education, Across the Disciplines, 8, 3, pp. 19-19, (2011); Archibald Sarah, Et al., High-Quality Professional Development for All Teachers: Effectively Allocating Resources, National Comprehensive Center for Teacher Quality, (2011); Bankole-Minaflinou Estelle, Promoting Critical Thinking Skills in EFL University Students in Benin, International Journal of English Language and Literature Studies, 8, 1, pp. 1-13, (2018); Bezanilla Maria Jose, Et al., Methodologies for Teaching-Learning Critical Thinking in Higher Education: The Teacher’s View, Thinking Skills and Creativity, 33, (2019); Black Patricia E., Plowright David, A Multi‐Dimensional Model of Reflective Learning for Professional Development, Reflective Practice, 11, 2, pp. 245-258, (2010); Boud David, Walker David, Promoting Reflection in Professional Courses: The Challenge of Context, Studies in Higher Education, 23, 2, pp. 191-206, (1998); Cardullo Victoria M., Et al., Enhanced Student Engagement through Active Learning and Emerging Technologies, Student Engagement and Participation, pp. 399-417, (2018); Carpio Jose, Et al., Educational Application of Role-Playing and Simulation of Professional Environments Related to the Power Systems and the Electricity Market, 2007 IEEE Meeting the Growing Demand for Engineers and Their Educators 2010-2020 International Summit, (2007); Cisco Jonathan, A Case Study of University Honors Students in Humanities through a Disciplinary Literacy Lens, Literacy Research and Instruction, 55, 1, pp. 1-23, (2015); Clegg Sue, Et al., Reflecting or Acting? Reflective Practice and Continuing Professional Development in Higher Education, Reflective Practice, 3, 1, pp. 131-146, (2002); Colin Guillaume, Aubrun Sandrine, 43<sup>rd</sup> Annual SEFI Conference June 29 – July 2, 2015 Orléans, France, SEFI, Role-Playing Games for the Simulation of a Professional Experience Combining Scientific and Management Learning, pp. 1-6, (2015); Daellenbach Kate, On Carrot Cake and Marketing Education: A Perspective on Balancing Skills for Employability, Australasian Marketing Journal, 26, 2, pp. 172-179, (2018); Day Jeremy, Aviation English Part 1: The Purest Form of ESP?, Specific English: For Teachers of English for Specific Purposes, (2011); Linear Correlation, (2023); Evans Virginia, Et al., Career Paths: Law, (2018); Garcia-Esteban Soraya, Jahnke Stefan, Skills in European Higher Education Mobility Programmes: Outlining a Conceptual Framework, Higher Education, Skills and Work-Based Learning, 10, 3, pp. 519-539, (2020); Gray Timothy William, Coombs Christopher John, Developing Professional Judgement in Surgical Trainees: The Role of Critical Reflection, Australasian Journal of Plastic Surgery, 1, 1, pp. 104-109, (2018); Grohol John M., Become a Better Listener: Active Listening, Communication Its Art and Soul, National Aging Information & Referral Support Center, (2017); Kadioglu-Akbulut Cansel, Uzuntiryaki-Kondakci Esen, Implementation of Self-Regulatory Instruction to Promote Students’ Achievement and Learning Strategies in the High School Chemistry Classroom, Chemistry Education Research and Practice, 22, 1, pp. 12-29, (2021); Karimi Reza, Et al., Using Authentic Medication Errors to Promote Pharmacy Student Critical Thinking and Active Learning, INNOVATIONS in Pharmacy, 9, 1, (2018); Kiernan Diane, Natural Resources Biometrics, (2014); Kirsch Irwin, Et al., Reading for Change: Performance and Engagement across Countries, (2002); Lee Yuan-Hsuan, Scripting to Enhance University Students’ Critical Thinking in Flipped Learning: Implications of the Delayed Effect on Science Reading Literacy, Interactive Learning Environments, 26, 5, pp. 569-582, (2017); Leigh Jennifer, An Embodied Perspective on Judgements of Written Reflective Practice for Professional Development in Higher Education, Reflective Practice, 17, 1, pp. 72-85, (2016); Lent ReLeah Cossett, Voigt Marsha, Disciplinary Literacy in Action: How to Create and Sustain a School-Wide Culture of Deep Reading, Writing, and Thinking, (2019); Lou Junwei, Improvement in University Students’ Critical Thinking Following a Strategic Thinking Training Program, NeuroQuantology, 16, 5, pp. 91-96, (2018); Luk Jasmine, Assessing Teaching Practicum Reflections: Distinguishing Discourse Features of the ‘High’ and ‘Low’ Grade Reports, System, 36, 4, pp. 624-641, (2008); Marin Lisa M., Halpern Diane F., Pedagogy for Developing Critical Thinking in Adolescents: Explicit Instruction Produces Greatest Gains, Thinking Skills and Creativity, 6, 1, pp. 1-13, (2011); Marni Silvia, Et al., Critical Thinking Patterns of First-Year Students in Argumentative Essay, Journal for the Education of Gifted Young Scientists, 7, 3, pp. 733-747, (2019); McLeod Gopi Anne, Et al., Pre-Professional Reflective Practice: Strategies, Perspectives and Experiences, International Journal of Osteopathic Medicine, 35, pp. 50-56, (2020); Merryfield Merry M., Reflective Practice in Global Education Strategies for Teacher Educators, Theory Into Practice, 32, 1, pp. 27-32, (1993); Miglani Anshu, Et al., Policy Recommendations from Employers for Enhancing Skills through ODL, Turkish Online Journal of Distance Education, pp. 64-75, (2018); Minaflinou Estelle Bankole, Promoting Critical Thinking Skills in EFL University Students in Benin, International Journal of English Language and Literature Studies, 8, 1, pp. 1-13, (2019); Mohammadi Fateme, Et al., The Effect of Education through Conceptual Mapping on Critical Thinking of Nursing Students, JPMA. The Journal of the Pakistan Medical Association, 69, 8, pp. 1094-1098, (2019); Montenery Susan, Problem-Based Learning for Didactic Presentation to Baccalaureate Nursing Students, Creative Nursing, 23, 2, pp. 102-111, (2017); Mtawa Ntimi, Et al., Enhancing Graduate Employability Attributes and Capabilities Formation: A Service-Learning Approach, Teaching in Higher Education, 26, 5, pp. 679-695, (2019); Nuraeni Nuraeni, Heryatun Yayu, Reflective Practice Strategies of Pre-Service English Teachers during Teaching Practicum to Promote Professional Development, Studies in English Language and Education, 8, 3, pp. 1144-1157, (2021); Oxford Rebecca L., Amerstorfer Carmen M., Language Learning Strategies and Individual Learner Characteristics: Situating Strategy Use in Diverse Contexts, (2019); Phan Huy Phuong, Exploring Students’ Reflective Thinking Practice, Deep Processing Strategies, Effort, and Achievement Goal Orientations, Educational Psychology, 29, 3, pp. 297-313, (2009); Roberts Andrew, Encouraging Reflective Practice in Periods of Professional Workplace Experience: The Development of a Conceptual Model, Reflective Practice, 10, 5, pp. 633-644, (2009); Robinson LeAnne, Kelley Bridget, Developing Reflective Thought in Preservice Educators: Utilizing Role-Plays and Digital Video, Journal of Special Education Technology, 22, 2, pp. 31-43, (2007); Ronnlund Maria, Et al., Life Skills for ‘Real Life’: How Critical Thinking Is Contextualised across Vocational Programmes, Educational Research, 61, 3, pp. 302-318, (2019); Samsudin Didin, Hardini Tri Indri, The Influence of Learning Styles and Metacognitive Skills on Students’ Critical Thinking in the Context of Student Creativity Program, International Journal of Education, 11, 2, (2019); Sartori Riccardo, Et al., Enhancing Critical Thinking Skills and Media Literacy in Initial Vocational Education and Training via Self-Nudging: The Contribution of Nerdvet Project, Frontiers in Psychology, 13, (2022); Shavelson Richard J., Et al., Assessment of University Students’ Critical Thinking: Next Generation Performance Assessment, International Journal of Testing, 19, 4, pp. 337-362, (2019); Siburian Odion, Et al., The Correlation between Critical and Creative Thinking Skills on Cognitive Learning Results, Eurasian Journal of Educational Research, 19, 81, pp. 1-16, (2019); Skoura-Kirk Eleni, Et al., Playing Its Part: An Evaluation of Professional Skill Development through Service User-Led Role-Plays for Social Work Students, Social Work Education, 40, 8, pp. 977-993, (2020); Teevan Katherine G., Gabel Harris, Evaluation of Modeling–Role-Playing and Lecture-Discussion Training Techniques for College Student Mental Health Professionals, Journal of Counseling Psychology, 25, 2, pp. 169-171, (1978); Tosuncuoglu Irfan, Place of Critical Thinking in EFL, International Journal of Higher Education, 7, 4, (2018); Vero Eskja, Puka Edi, The Effectiveness of Critical Thinking in Higher Education, On-Line Journal Modelling the New Europe, 26, pp. 217-233, (2018); Warren Scott J., Et al., A Muve towards PBL Writing, Journal of Research on Technology in Education, 41, 1, pp. 113-140, (2008); Encouraging reflective practice in others, Integrating Critical Thinking Skills into the Exploration of Culture in an EFL Setting, (2022)","","","Ovidius University","","","","","","12241768","","","","English","An. Univ. Ovidius Constanta Seria Filologie","Article","Final","","Scopus","2-s2.0-85184865556"
"Grooters S.; Zaal E.; Gerkema M.","Grooters, Saskia (57224518525); Zaal, Emma (57224502418); Gerkema, Menno (6601993101)","57224518525; 57224502418; 6601993101","Beyond entrepreneurship, raising broad academic professionals: Work-based learning in science from the employer’s perspective","2023","Industry and Higher Education","37","4","","512","523","11","1","10.1177/09504222221140077","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142279176&doi=10.1177%2f09504222221140077&partnerID=40&md5=22bf93f11d31bd25c178f02ba192974d","Rijksuniversiteit Groningen, Groningen, Netherlands","Grooters S., Rijksuniversiteit Groningen, Groningen, Netherlands; Zaal E., Rijksuniversiteit Groningen, Groningen, Netherlands; Gerkema M., Rijksuniversiteit Groningen, Groningen, Netherlands","The need for employees in the exact and natural sciences sector with both work experience and academic qualifications, especially combined with an entrepreneurial mindset, is rising. The University of Groningen offers an alternative Master’s program entitled Science, Business and Policy (SBP). SBP combines entrepreneurship education with the integration of a disciplinary science domain and thereby prepares students in science advising. This includes a work placement of 6 months, provided by companies, policy organisations and NGOs. To examine the impact of work placements from the perspective of the employer, this article analyses 20 semi-structured interviews with providers of placements. The results show that employers judge students who have undertaken a work placement as attractive future employees, and the quality of science advice given by students is seen as high. From a work floor perspective, work placements are a strong component in the optimal education of future employees. Integrating academic theory and experience in practice contributes to the employability of science students. The impact of work placements goes further than employability, since employers also indicate a direct effect on work dynamics and see the direct impact of advice reports in their organisation. The work-based learning approach chosen to achieve this specific entrepreneurship education fits the need of industry and other non-academic employers. © The Author(s) 2022.","business and policy program; career; professionalisation; science; work floor perceptions; work placements","","","","","","","","Abreu M., Demirel P., Grinevich V., Et al., Entrepreneurial practices in research-intensive and teaching-led universities, Small Business Economics, 47, pp. 695-717, (2016); Anderson L.W., Krathwohl D.R., A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives: Complete Edition, (2001); Antoncic B., Hisrich R.D., Intrapreneurship: construct refinement and cross-cultural validation, Journal of Business Venturing, 16, 5, pp. 495-527, (2001); Blanka C., An individual-level perspective on intrapreneurship: a review and ways forward, Review of Managerial Science, 13, pp. 919-961, (2019); Blankesteijn M., Bossink B., Van der Sijde P., Science-based entrepreneurship education as a means for university-industry technology transfer, International Entrepreneurship and Management Journal, 17, pp. 779-808, (2021); Borrell-Damian L., Brown T., Dearing A., Et al., Collaborative doctoral education: University-industry partnerships for enhancing knowledge exchange, Higher Education Policy, 23, 4, pp. 493-514, (2010); Chi C.G., Gursoy D., How to help your graduates secure better jobs? 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Career impact of Science masters, societal-oriented versus classical research, (2022); Hagg G., Gabrielsson J., A systematic literature review of the evolution of pedagogy in entrepreneurial education research, International Journal of Entrepreneurial Behavior & Research, (2019); Hart J.L., Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree programs, Journal of Teaching and Learning for Graduate Employability, 10, 2, pp. 50-66, (2019); Hsieh H.F., Shannon S.E., Three approaches to qualitative content analysis, Qualitative Health Research, 15, 9, pp. 1277-1288, (2005); Jackson D., An international profile of industry-relevant competencies and skill gaps in modern graduates, International Journal of Management Education, 8, 3, pp. 29-58, (2010); Jones O., Manufacturing regeneration through corporate entrepreneurship: middle managers and organizational innovation, International Journal of Operations & Production Management, 22, 2, (2005); Keppell M., Carless D., Learning-oriented assessment: a technology-based case study, Assessment in Education, 13, 2, pp. 179-191, (2006); Kort E.D., What, after all, is leadership? ‘Leadership’ and plural action, The Leadership Quarterly, 19, 4, pp. 409-425, (2008); Kuratko D.F., Audretsch D.B., Clarifying the domains of corporate entrepreneurship, International Entrepreneurship and Management Journal, 9, pp. 323-335, (2013); Larsen I.B., Fostering an entrepreneurial mindset: a typology for aligning instructional strategies with three dominant entrepreneurial mindset conceptualizations, Industry and Higher Education, (2022); Lester L., Costley C., Work-based learning at higher education level: value, practice and critique, Studies in Higher Education, 35, 5, (2010); Lombardi M.M., Authentic Learning for the 21st Century: An Overview, (2007); Matthews A., McLinden M., Greenway C., Rising to the pedagogical challenges of the Fourth Industrial Age in the university of the future: an integrated model of scholarship, Higher Education Pedagogies, 6, 1, pp. 1-21, (2021); Matthews K.E., Hodgson Y., The science students skills inventory: capturing graduate perceptions of their learning outcomes, International Journal of Innovation in Science and Mathematics Education, 20, pp. 24-43, (2012); Moira C., Lynam S., Stock R., Academic success: is it just about the grades?, Higher Education Pedagogies, 3, 1, pp. 434-439, (2018); Naude L., Nel L., Van der Watt R., Et al., If it’s going to be, it’s up to me: first year psychology students’ experience regarding academic success, Teaching in Higher Education, 21, 1, pp. 37-48, (2016); Pang E., Wong M., Leung C.H., Et al., Competencies for fresh graduates’ success at work: perspectives of employers, Industry and Higher Education, 33, 1, pp. 55-65, (2019); Pedersen H.S., New doctoral graduates in the knowledge economy: trends and key issues, Journal of Higher Education Policy and Management, 36, 6, pp. 632-645, (2014); Perusso A., Wagenaar R., The state of work-based learning development in EU higher education: learnings from the WEXHE project, Studies in Higher Education, (2021); Raelin J.A., Work-Based Learning: Bridging Knowledge and Action in the Workplace, (2008); Retra K., Van Hoorn P., Van Gogh M., Et al., Educating the science–business professional, Industry and Higher Education, 30, 4, pp. 302-309, (2016); Robinson P.B., Gough V., The right stuff: defining and influencing the entrepreneurial mindset, Journal of Entrepreneurship Education, 23, pp. 1-16, (2020); Sarkar M., Overton T., Thompson C.D., Et al., Academics’ perspectives of the teaching and development of generic employability skills in science curricula, Higher Education Research & Development, 39, 2, pp. 346-361, (2020); Skakni I., Inouye K., McAlpine L., PhD holders entering non-academic workplaces: organisational culture shock, Studies in Higher Education, (2021); Smith L., Rees P., Murray N., Turning entrepreneurs into intrapreneurs: Thomas Cook, a case-study, Tourism Management, 56, pp. 191-204, (2016); Uyarra E., Conceptualizing the regional roles of universities, implications and contradictions, European Planning Studies, 18, pp. 1227-1246, (2010); Winkel O., Higher education reform in Germany: how the aims of the Bologna process can be simultaneously supported and missed, International Journal of Educational Management, 24, 4, pp. 303-313, (2010)","S. Grooters; Rijksuniversiteit Groningen, Groningen, Netherlands; email: s.grooters@rug.nl","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85142279176"
"Ross D.A.; Kostelecky S.M.; Bustreo F.; Klein J.; Khalil M.; Caffe S.; Güler D.; Bains A.; Bushan R.; Omollo S.; Mohan A.","Ross, David A. (57199458877); Kostelecky, Sophie M. (57946626900); Bustreo, Flavia (55891913900); Klein, Jonathan (56663633500); Khalil, Merette (57205058910); Caffe, Sonja (56184208900); Güler, Dilanaz (58540309400); Bains, Anurita (57203726808); Bushan, Rajesh (58540548400); Omollo, Stephen (58540664500); Mohan, Anshu (56937942300)","57199458877; 57946626900; 55891913900; 56663633500; 57205058910; 56184208900; 58540309400; 57203726808; 58540548400; 58540664500; 56937942300","The 1.8 Billion Campaign: Adolescents and Their Well-Being Take Center Stage","2023","Journal of Adolescent Health","73","4","","622","624","2","0","10.1016/j.jadohealth.2023.07.001","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168273263&doi=10.1016%2fj.jadohealth.2023.07.001&partnerID=40&md5=38f31be503e3c92a720f3b6814944bd2","Institute for Life Course Health Research, University of Stellenbosch and Consultant to the Child Health Initiative, FIA Foundation, London, United Kingdom; Women's, Children's and Adolescents' Health Consultant, Partnership for Maternal, Newborn, and Child Health (PMNCH), Geneva, Switzerland; Fondation Botnar, Basel, Switzerland; University of Illinois at Chicago (UIC), Chicago, Illinois, United States; White Ribbon Alliance and Your Egyptian Doula, Cairo, Egypt; Department of Lifecourse, Pan American Health Organization (PAHO), Washington, D.C., United States; National Gender Youth Activist, UN Women, Ankara, Turkey; HIV/AIDS, UNICEF, New York, New York, United States; Ministry of Health and Family Welfare, Government of India, Delhi, India; Plan International, Woking, United Kingdom","Ross D.A., Institute for Life Course Health Research, University of Stellenbosch and Consultant to the Child Health Initiative, FIA Foundation, London, United Kingdom; Kostelecky S.M., Women's, Children's and Adolescents' Health Consultant, Partnership for Maternal, Newborn, and Child Health (PMNCH), Geneva, Switzerland; Bustreo F., Fondation Botnar, Basel, Switzerland; Klein J., University of Illinois at Chicago (UIC), Chicago, Illinois, United States; Khalil M., White Ribbon Alliance and Your Egyptian Doula, Cairo, Egypt; Caffe S., Department of Lifecourse, Pan American Health Organization (PAHO), Washington, D.C., United States; Güler D., National Gender Youth Activist, UN Women, Ankara, Turkey; Bains A., HIV/AIDS, UNICEF, New York, New York, United States; Bushan R., Women's, Children's and Adolescents' Health Consultant, Partnership for Maternal, Newborn, and Child Health (PMNCH), Geneva, Switzerland, Ministry of Health and Family Welfare, Government of India, Delhi, India; Omollo S., Plan International, Woking, United Kingdom; Mohan A., Women's, Children's and Adolescents' Health Consultant, Partnership for Maternal, Newborn, and Child Health (PMNCH), Geneva, Switzerland","[No abstract available]","","Adolescent; Health Promotion; Humans; adolescent; adolescent health; Article; competence; conceptual framework; education; employability; human; learning; nutrition; psychological resilience; safety; skill; social connectedness; social parameters; social support; social value; wellbeing; health promotion","","","","","Fondation Botnar, (IMG-21-004)","The authors thank colleagues within the PMNCH Secretariat, members of the Steering, Working and Reference Groups of the Adolescent Well-being Initiative, of the PMNCH Knowledge and Evidence, Economics and Financing and Governance and Accountability Workstreams and of the various committees and action groups for the Global Forum for Adolescents and all the authors of the Adolescent Well-being Collection published in the BMJ for their support and advice. The authors thank Fondation Botnar for its financial support to the 1.8 Billion Young People Campaign for Change and the Global Forum for Adolescents (IMG-21-004).","(2023); Sheehan P., Rasmussen B., Sweeny K., Et al., (2023); (2023); Clark H., Adhanom Gebreyesus T., Albrechtsen A.-B., Et al., Adolescent wellbeing: Uniting for adolescents in covid-19 and beyond, BMJ, 372, (2021); Ross D.A., Hinton R., Melles-Brewer M., Et al., Commentary: Adolescent well-being: A definition and conceptual framework, J Adolesc Health, 67, pp. 472-476, (2020); (2023); Multistakeholder consultations on programming to promote adolescent well-being: Summary report, (2022); Kuruvilla S., Hinton R., Boerma T., Et al., Business not as usual: How multisectoral collaboration can promote transformative change for health and sustainable development, BMJ, 363, (2018); Global consensus statement on meaningful adolescent and youth engagement, (2020); (2023)","D.A. Ross; Institute for Life Course Health Research, University of Stellenbosch and Consultant to the Child Health Initiative, FIA Foundation, Bad Herrenalb, Im Kloster 28, 76332, Germany; email: dross.rbridge@gmail.com","","Elsevier Inc.","","","","","","1054139X","","JADHE","37542508","English","J. Adolesc. Health","Article","Final","","Scopus","2-s2.0-85168273263"
"Guraziu E.","Guraziu, Erina (58478410700)","58478410700","The Model of Project Management as a Sustainable Pedagogical Device: Case Study Research in the Tertiary Education Environment","2023","Sustainability (Switzerland)","15","14","11442","","","","0","10.3390/su151411442","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166272428&doi=10.3390%2fsu151411442&partnerID=40&md5=389f5529d1b573e18345139ff22f6066","Department of Education, Intercultures, Literatures and Psychology, University of Florence, Languages, Florence, 50121, Italy","Guraziu E., Department of Education, Intercultures, Literatures and Psychology, University of Florence, Languages, Florence, 50121, Italy","The objective of the research was to analyse the use of project management as a sustainable pedagogical device capable of fostering in tertiary education students the development of those transversal skills that enhance their sustainable employability. The qualitative research design was the emergent grounded theory, applied through a case study methodology (first exploratory and then explanatory). The “Seven-factor model of project management as a sustainable pedagogical device” for the development of transversal skills in tertiary education was the main result presented. It is composed of the factors that can be transposed from practice into the context of tertiary education and contains a description of the method for this translation. Moreover, the “holistic project management integration approach in tertiary education” was presented, and it was explained why it is an effective top-down transformation process for integrating project management in every program or academic level. Learning project management proves effective in enhancing students’ employability by fostering a process of critical reflection that enables them to develop a sustainable career aligned with their expectations and personal growth as individuals, professionals, and sustainable citizens. © 2023 by the author.","active learning methodologies; citizens of sustainability; complex adaptive systems; higher education; pedagogical device; project management; sustainable employability; systems thinking; transversal skills","academic performance; educational development; employment; higher education; methodology; project management; student; Tertiary","","","","","","","The Future of Jobs Report 2020, (2020); Insight Report. The Future of Jobs Report, (2018); The Future of Jobs. Employmet, Skills and Workforce Strategy for the Fourth Industrial Revolution, (2016); Future of Jobs Report 2023, (2023); Education for Sustainable Development Goals. 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Sci, 219, pp. 1954-1962, (2023); Cohen J., Statistical Power Analysis for the Behavioral Sciences, (1988); Council Recommendation of 22 May 2018 on Key Competences for Lifelong Learning 2018/C 189/01, (2018); Breque M., De Nul L.P., ESCO Handbook: European Skills, Competences, Qualifications and Occupations, (2017); Dewey J., The Quest for Certainty: A Study of the Relation of Knowledge and Action, (1929); Holman D., Contemporary models of management education in the UK, Manag. Learn, 31, pp. 197-217, (2020); Cicmil S., Understanding project management practice through interpretative and critical research perspectives, Proj. Manag. J, 37, pp. 27-37, (2006); Cicmil S., Gaggiotti H., Responsible forms of project management education: Theoretical plurality and reflective pedagogies, Int. J. Proj. Manag, 36, pp. 208-218, (2018); Thomas J., Mengel T., Preparing project managers to deal with complexity–Advanced project management education, Int. J. Proj. Manag, 26, pp. 304-315, (2008)","E. Guraziu; Department of Education, Intercultures, Literatures and Psychology, University of Florence, Languages, Florence, 50121, Italy; email: erina.guraziu@unifi.it","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85166272428"
"Ramjattan V.A.","Ramjattan, Vijay A. (56960438700)","56960438700","International students and their raciolinguistic sensemaking of aural employability in Canadian universities","2023","International Journal of the Sociology of Language","2023","282","","159","180","21","1","10.1515/ijsl-2022-0067","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165261243&doi=10.1515%2fijsl-2022-0067&partnerID=40&md5=80fce7c2cd187e1cd783130846e3edee","University of Toronto Ontario, Institute for Studies in Education, Toronto, ON, Canada","Ramjattan V.A., University of Toronto Ontario, Institute for Studies in Education, Toronto, ON, Canada","International students in Canadian universities are deemed valuable immigrants for the Canadian nation as they are equipped with formal credentials easily recognizable for local employers. Despite having desired technical skills and knowledge, the English of these students is perceived as hindering their ability to voice this expertise. This then forces international students to think about how language can affect their employability during their studies. Drawing on a narrative analysis of the experiences of 14 international students in Ontario and focussing on speech accent, this article explores how they make sense of aural employability, the ability to be heard as employable, through participating in Canadian higher education. The students connected aural employability with 'sounding Canadian' through raciolinguistic sensemaking, a type of sensemaking that interprets the linguistic world with various ideologies of whiteness. Such sensemaking speaks to how Canadian universities, as sites of workplace language learning, cannot be divorced from the white settler logics that pervade these institutions.  © 2022 Walter de Gruyter GmbH, Berlin/Boston.","accent; employability; international students; raciolinguistic ideologies; sensemaking","","","","","","","","Bamberg M., Georgakopoulou A., Small stories as a new perspective in narrative and identity analysis, Text & Talk, 28, 3, pp. 377-396, (2008); Blommaert J., A market of accents, Language Policy, 8, 3, pp. 243-259, (2009); Blommaert J., Leppanen S., Spotti M., Blommaert J., Leppanen S., Pahta P., Raisanen T., Dangerous Multilingualism: Northern Perspectives on Order, Purity and Normality, pp. 1-21; Buckner E., Lamb P., Jafarova Z., Kang P., Marroquin A., Zhang Y., Diversity without race: How university internationalization strategies discuss international students, Journal of International Students, 11, S1, pp. 32-49, (2021); Cantwell B., Lee J.J., Unseen workers in the academic factory: Perceptions of neoracism among international postdocs in the United States and the United Kingdom, Harvard Educational Review, 80, 4, pp. 490-516, (2010); Chatterjee S., Skills to build the nation: The ideology of 'Canadian experience' and nationalism in global knowledge regime, Ethnicities, 15, 4, pp. 544-567, (2015); De Fina A., King K.A., Language problem or language conflict? Narratives of immigrant women's experiences in the US, Discourse Studies, 13, 2, pp. 163-188, (2011); Duchene A., Language investment and political economy, Langage et Société, 157, 3, pp. 73-96, (2016); El-Lahib Y., George P., Pon G., Wehbi S., Challenging the myth of ""studying harder"": A social work response to the oppression of ""eAL"" students, Canadian Social Work Review/Revue Canadienne de Service Social, 28, 2, pp. 209-223, (2011); Ennser-Kananen J., Halonen M., Saarinen T., come join us and lose your accent!"": Accent modification courses as hierarchization of international students, Journal of International Students, 11, 2, pp. 322-340, (2021); Flores N., Rosa J., Undoing appropriateness: Raciolinguistic ideologies and language diversity in education, Harvard Educational Review, 85, 2, pp. 149-171, (2015); Guo Y., Guo S., Internationalization of Canadian higher education: Discrepancies between policies and international student experiences, Studies in Higher Education, 42, 5, pp. 851-868, (2017); Hampton R., Black Racialization and Resistance at An Elite University, (2020); Haque E., Multiculturalism Within A Bilingual Framework: Language, Race, and Belonging in Canada, (2012); Helms Mills J., Thurlow A., Mills A.J., Making sense of sensemaking: The critical sensemaking approach, Qualitative Research in Organizations and Management, 5, 2, pp. 182-195, (2010); Holborow M., Language and Neoliberalism, (2015); Hora M.T., Benbow R.J., Smolarek B.B., Re-thinking soft skills and student employability: A new paradigm for undergraduate education, Change: The Magazine of Higher Learning, 50, 6, pp. 30-37, (2018); Johnstone M., Lee E., Canada and the global rush for international students: Reifying a neo-imperial order of western dominance in the knowledge economy era, Critical Sociology, 43, 78, pp. 1063-1078, (2017); Krysa I.M., Mills A., Barragan S., Canadian immigrant guidelines on how to become productive members of society: A postcolonial analysis, Equality, Diversity & Inclusion, 36, 6, pp. 482-500, (2017); Lippi-Green R., English with An Accent: Language, Ideology, and Discrimination in the United States; Maitlis S., Christianson M., Sensemaking in organizations: Taking stock and moving forward, The Academy of Management Annals, 8, 1, pp. 57-125, (2014); Martin Rojo L., Martin Rojo L., Del Percio A., Language and Neoliberal Governmentality, pp. 162-189; Mohamed T., Beagan B.L., Strange faces' in the academy: Experiences of racialized and Indigenous faculty in Canadian universities, Race, Ethnicity and Education, 22, 3, pp. 338-354, (2019); Monture P., Henry F., Tator C., Racism in the Canadian University: Demanding Social Justice, Inclusion, and Equity, pp. 76-105; Park J.S.-Y., Language as pure potential, Journal of Multilingual and Multicultural Development, 37, 5, pp. 453-466, (2016); Ramjattan V.A., Engineered accents: International teaching assistants and their microaggression learning in engineering departments, Teaching in Higher Education, (2020); Ramjattan V.A., Racializing the problem of and solution to foreign accent in business, Applied Linguistics Review, 13, 4, pp. 527-544, (2022); Ray V., A theory of racialized organizations, American Sociological Review, 84, 1, pp. 26-53, (2019); Riessman C.K., Narrative Methods for the Human Sciences, (2008); Rosa J., Flores N., Unsettling race and language: Toward a raciolinguistic perspective, Language in Society, 46, 5, pp. 621-647, (2017); Shin H., Language 'skills' and the neoliberal English education industry, Journal of Multilingual and Multicultural Development, 37, 5, pp. 509-522, (2016); Sterzuk A., The standard remains the same': Language standardisation, race and othering in higher education, Journal of Multilingual and Multicultural Development, 36, 1, pp. 53-66, (2015); Suspitsyna T., Socialization as sensemaking: A semiotic analysis of international graduate students' narratives in the USA, Studies in Higher Education, 38, 9, pp. 1351-1364, (2013); Suspitsyna T., Internationalization, whiteness, and biopolitics of higher education, Journal of International Students, 11, S1, pp. 50-67, (2021); Thobani S., Exalted Subjects: Studies in the Making of Race and Nation in Canada, (2007); Timming A.R., The effect of foreign accent on employability: A study of the aural dimensions of aesthetic labour in customer-facing and non-customer-facing jobs, Work, Employment & Society, 31, 3, pp. 409-428, (2017); Urciuoli B., Skills and selves in the new workplace, American Ethnologist, 35, 2, pp. 211-228, (2008); Urciuoli B., Talking/not talking about race: The enregisterments of culture in higher education discourses, Journal of Linguistic Anthropology, 19, 1, pp. 21-39, (2009); Urciuoli B., Martin Rojo L., Del Percio A., Language and Neoliberal Governmentality, pp. 91-109; Weick K.E., Sensemaking in Organizations, (1995); Wells C.C., Controlling ""good science"": Language, national identity, and occupational control in scientific work, Management Communication Quarterly, 27, 3, pp. 319-345, (2013)","V.A. Ramjattan; University of Toronto Ontario, Institute for Studies in Education, Toronto, 252 Bloor Street West, M5S 1V6, Canada; email: vijay.ramjattan@mail.utoronto.ca","","De Gruyter Mouton","","","","","","01652516","","","","English","Intern. J. Sociol. Lang.","Article","Final","","Scopus","2-s2.0-85165261243"
"Arnaiz-Castro P.; Espejo-Mohedano R.","Arnaiz-Castro, Patricia (54921188600); Espejo-Mohedano, Roberto (55505646700)","54921188600; 55505646700","Bilingualism in Brazil: An Examination of Its Effect on the Formation of Individual Identities","2023","Languages","8","3","180","","","","0","10.3390/languages8030180","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172208293&doi=10.3390%2flanguages8030180&partnerID=40&md5=072874aca741c3b6433d68035a605239","Department of Specific Didactics, Faculty of Education Sciences, Universidad de Las Palmas de Gran Canaria, Las Palmas de Gran Canaria, 35004, Spain; Department of Statistics, Econometrics, Operations Research, Business Organization and Applied Economics, Universidad de Córdoba, Campus Universitario de Rabanales, Córdoba, 14071, Spain","Arnaiz-Castro P., Department of Specific Didactics, Faculty of Education Sciences, Universidad de Las Palmas de Gran Canaria, Las Palmas de Gran Canaria, 35004, Spain; Espejo-Mohedano R., Department of Statistics, Econometrics, Operations Research, Business Organization and Applied Economics, Universidad de Córdoba, Campus Universitario de Rabanales, Córdoba, 14071, Spain","The 21st century has witnessed a substantial increase in research focused on the benefits of bilingualism for individuals. The aspects that have received the most attention have been executive functions. And communication skills. Less is known, however, about the noncognitive and nonlinguistic aspects of bilingualism. Personality psychologists claim that personality is the result of a combination of nature-related and nurture-related factors, but the latter have not been sufficiently addressed in studies on bilingualism. Thus, to bridge this gap, the present contribution pursues this line of inquiry by adopting a quantitative approach to the examination of the self-perceived mobility, employability, and intercultural competence of participants who studied in a bilingual education program. A total of 835 respondents living in Brazil completed an online questionnaire. Mann–Whitney U and Wilcoxon W tests showed higher scores for bilingual graduates than for their nonbilingual counterparts on the three subscales. Correlation analyses revealed moderate-to-high positive correlations between bilingual graduates’ perception of their way of being and their way of life on the one hand, and among their self-perceived mobility, employability, and intercultural competence on the other. Likewise, the analyses showed statistically significant positive correlations between being proficient in more than one foreign language and the dimension of mobility. Our findings illustrate the influence that bilingualism/multilingualism exerts on factors that determine everyday life and corroborate and expand the research conducted in this strand. Avenues for further related research are discussed. © 2023 by the authors.","bilingualism; employability; graduates; individual identities; intercultural competence; mobility; multilingualism","","","","","","Ministerio de Ciencia e Innovación, MICINN, (EDU2017-84800-R)","The present study investigates the impact of bilingual education in Brazil on the self-perceived mobility, employability, and intercultural competence of bilingual graduates. It also attempts to bring evidence related to the interplay between bilingualism, on the one hand, and the way participants see themselves and their lifestyle on the other. Furthermore, it examines the effect the number of languages known has on the formation of the individual. The remaining sections of this introduction highlight the most relevant studies to the current research and offer a brief picture of the sociohistorical and linguistic environments of the participants. Thereafter, the goals of this study are outlined before directing attention to the research itself. Here, the participants, the instruments, and the procedure used are described, followed by a presentation of the results, a discussion, and some tentative conclusions. This paper is part of a series of studies developed by a research group within the framework of the national project “Facing bilinguals: Study of bilingual education programs’ results through social data analysis (BESOC)”, granted by the Spanish Ministry of Science and Innovation (Ref. no. EDU2017-84800-R). The research group aims to study the results of bilingual education programs throughout the world and intends to produce knowledge in the field of bilingualism through the eyes of bilingual graduates. The BESOC team comprises scholars in the fields of philology, psycho-pedagogy, statistics, computing, and economics. 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Arnaiz-Castro; Department of Specific Didactics, Faculty of Education Sciences, Universidad de Las Palmas de Gran Canaria, Las Palmas de Gran Canaria, 35004, Spain; email: patricia.arnaiz@ulpgc.es","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","2226471X","","","","English","Languages","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85172208293"
"Nimmi P.M.; Jakubik M.","Nimmi, P.M. (57223862848); Jakubik, Maria (23397522500)","57223862848; 23397522500","Achieving Workplace Wellbeing Among Indian IT Engineers","2023","Journal of Career Development","50","5","","1097","1115","18","0","10.1177/08948453231154890","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147366807&doi=10.1177%2f08948453231154890&partnerID=40&md5=1d70c28a026b9277a7ffc2a4765c4d57","SCMS Cochin School of Business, Kerala, India; University of Pecs, Pecs, Hungary","Nimmi P.M., SCMS Cochin School of Business, Kerala, India; Jakubik M., University of Pecs, Pecs, Hungary","The predictors of millennials’ wellbeing at work keep on changing in lieu with their changing career and work orientation. This quantitative research paper focuses on Indian Information Technology employees and aims to identify how their changing career orientation impacts work wellbeing, psychological capital and perceived employability. The proposed conceptual model of protean career orientation is empirically tested among 411 Information Technology engineers working at private companies in India. Findings indicate that the changing career orientation has a positive impact on work wellbeing, psychological capital and perceived employability. The study contributes to vocational psychology literature on enhancing our knowledge on the importance of protean attitude among millennials. The paper indicates further research areas and implications for employers. © The Author(s) 2023.","India; millennials; perceived employability; psychological capital; work wellbeing protean career orientation","","","","","","University Grants Commission, UGC","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: University Grants Commission; No. F15-o(DEC. 2015) 201qNET.","Aiello A., Tesi A., Psychological well-being and work engagement among Italian social workers: Examining the mediational role of job resources, Social Work Research, 41, 2, pp. 73-84, (2017); Appelbaum E., Bailey T., Berg P., Kalleberg A.L., Bailey T.A., Manufacturing advantage: Why high-performance work systems pay off, (2000); Arthur M.B., Rousseau D.M., The boundaryless career, (1996); Bakker A.B., Demerouti E., The job demands-resources model: State of the art, Journal of Managerial Psychology, 22, 3, pp. 309-328, (2007); Baruch Y., Rousseau D.M., Integrating psychological contracts and ecosystems in career studies and management, Academy of Management Annals, 13, 1, pp. 84-111, (2019); 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Nimmi; SCMS Cochin School of Business, Kerala, India; email: nimmimohandas1985@gmail.com","","SAGE Publications Inc.","","","","","","08948453","","","","English","J. Career Dev.","Article","Final","","Scopus","2-s2.0-85147366807"
"Reyes-Aceves F.-Y.; Ramos-Lopez L.; Mungaray-Lagarda A.","Reyes-Aceves, Fanny-Yumayra (58614967200); Ramos-Lopez, Leonardo (58615867800); Mungaray-Lagarda, Alejandro (56757181700)","58614967200; 58615867800; 56757181700","Entrepreneurship Education: Examining Long-Term Effects of a Practical Program Implemented in Children","2023","Education Sciences","13","9","894","","","","0","10.3390/educsci13090894","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172108413&doi=10.3390%2feducsci13090894&partnerID=40&md5=98fc79982014dd9877ab1accfd4cdbb1","Facultad de Enología y Gastronomía, Universidad Autónoma de Baja California, Baja California, Mexicali, 21100, Mexico; Facultad de Ingeniería y Negocios San Quintín, Universidad Autónoma de Baja California, Baja California, Mexicali, 21100, Mexico; Department of Economics, Universidad de Sonora, Sonora, Hermosillo, 83000, Mexico","Reyes-Aceves F.-Y., Facultad de Enología y Gastronomía, Universidad Autónoma de Baja California, Baja California, Mexicali, 21100, Mexico; Ramos-Lopez L., Facultad de Ingeniería y Negocios San Quintín, Universidad Autónoma de Baja California, Baja California, Mexicali, 21100, Mexico; Mungaray-Lagarda A., Department of Economics, Universidad de Sonora, Sonora, Hermosillo, 83000, Mexico","Entrepreneurship education (EE) plays a crucial role in equipping individuals with the necessary competences to thrive in an increasingly dynamic and competitive world. By fostering entrepreneurial competencies, recognizing individual abilities, and promoting innovation and creativity, EE contributes to personal growth, employability, and economic development. This document presents an analysis conducted on the entrepreneurial competencies (EC) of students in San Quintin, Baja California, Mexico, who have participated in a practical EE program over the past 5 years. To conduct the analysis, a questionnaire was administered to both a control group and an experimental group, and the data were captured in the SPSS V23 software for interpretation. The results demonstrate a significant correlation between EE programs and EC developed by the students in the experimental group. Therefore, it is recommended to promote and sustain such initiatives, aiming for their long-term continuity, strengthening, and growth. © 2023 by the authors.","curricula; entrepreneurial culture; entrepreneurial schools; entrepreneurship education; programs; teaching methods","","","","","","Higher Education-Business Foundation; National Association of Universities and Higher Education Institutions; Secretaría de Educación Pública, SEP; Fundación Educación Superior-Empresa, FESE; Consejo Nacional de Ciencia y Tecnología, CONACYT; Asociación Nacional de Universidades e Instituciones de Educación Superior, ANUIES; Ministero dell'Istruzione e del Merito, MEM","In Mexico, the Higher Education-Business Foundation (FESE) was established by the National Association of Universities and Higher Education Institutions (ANUIES), the Employers’ Confederation of the Mexican Republic (COPARMEX), the Ministry of Public Education (SEP), and the National Council of Science and Technology (CONACYT). Its objective is to promote an entrepreneurial culture in the country through a practical EE program called “My First Company: Entrepreneurship through Play”. This program aims to develop entrepreneurial competences in 5th- and 6th-grade children. A part of the pilot test was conducted in Tijuana, Mexicali, and Ensenada; a total of 387 individuals participated, including children, teachers, school administrators, staff, and parents. After six months of work, 24 mini companies were created by the children and their university advisors. As a result of their involvement in the project, the children enhanced their abilities to delegate, communicate, listen, manage conflicts, and measure goals through effective communication []. ","Sarikaya M., Coskun E., A new approach in preschool education: Social entrepreneurship education, Procedia-Soc. Behav. Sci, 195, pp. 888-894, (2015); Dwivedi P., Singh S.K., Awasthi A., Entrepreneurship Education in Higher Education Institutions: A Review and Research Agenda, J. Innov. Knowl, 5, pp. 18-25, (2020); Fayolle A., Personal views on the future of entrepreneurship education, Entrep. Reg. Dev, 25, pp. 692-701, (2013); Henry C., Hill F., Leitch C., Entrepreneurship education and training: Can entrepreneurship be taught? Part I, Educ. + Train, 45, pp. 483-493, (2005); Linan F., Rodriguez-Cohard J.C., Rueda-Cantuche J.M., Factors affecting entrepreneurial intention levels: A role for education, Int. Entrep. Manag. J, 7, pp. 195-218, (2011); Sendra-Pons P., Calatayud C., Garzon D., A review of entrepreneurship education research and practice, J. Manag. Bus. Educ, 5, pp. 361-376, (2022); Hessel F., Figueiredo J., Krueger N., Entrepreneurship Education: A Systematic Review of the Literature, Int. Entrep. Manag. J, 14, pp. 687-725, (2018); Zunino D., Influence of genetic factors and institutional environment on entrepreneurial activity: Evidence from a twin study in Italy, Ind. Corp. Change, 31, pp. 681-714, (2022); Kuechle G., The contribution of behavior genetics to entrepreneurship: An evolutionary perspective, J. Evol. Econ, 29, (2019); Micro, Pequeña, Mediana y Gran Empresa. Estratificación de los Establecimientos, (2020); Encuesta Nacional Sobre Productividad y Competitividad de Las Micro, Pequeñas y Medianas Empresas, (2015); Ramirez Calvillo R., Ramirez Berumen I.E., Acero Soto I.O., La cultura emprendedora y los proyectos financiados por remesas en Zacatecas, Cienc. Adm, 1, pp. 1-18, (2013); Burin D., Proyecto Jóvenes Emprendedores Rurales: Manual del Capacitador, (2013); Guerrero A.B., Gutierrez A.C., La formación de emprendedores en la escuela y su repercusión en el ámbito personal. Una investigación narrativa centrada en el Programa EME, Rev. 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Recuperado de 2013; Volkmann C.K., Wilson K.E., Mariotti S., Rabuzzi D., Educating the Next Wave of Entrepreneurs: Unlocking Entrepreneurial Capabilities to Meet the Global Challenges of the 21st Century, (2009); Lackeus M., Entrepreneurship in Education, (2015); Pinho M.I., Fernandes D., Serrao C., Mascarenhas D., Youth start social entrepreneurship program for kids: Portuguese UKIDS-case study, Discourse Commun. Sustain. Educ, 10, pp. 33-48, (2019); Likar D., Juhart M., Kostevc C., Entrepreneurial Skills Development in Slovenian Primary Schools: The Impact of the HEIRRI Project. In Global Entrepreneurial Trends in the 21st Century 2015, pp. 67-89; Kuratko D.F., The Emergence of Entrepreneurship Education: Development, Trends, and Challenges, Entrep. Theory Pract, 29, pp. 577-598, (2005); Damian R.I., Cobos P.L., Entrepreneurship Education in Primary School: Fostering an Entrepreneurial Mindset, J. Bus. Ventur. 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Law, 24, pp. 26-42, (2021); Aral N., Kilicoglu E.A., Sustainable entrepreneurship education “early childhood, Generations, 2, pp. 23-43, (2022); Heilbrunn S., Advancing entrepreneurs hip in an elementary school: A case study, Int. Educ. Stud, 3, pp. 174-184, (2010); Kolvereid L., Isaksen E., New business start-up and subsequent entry into self-employment, J. Bus. Ventur, 21, pp. 866-885, (2006); Peterman N.E., Kennedy J., Enterprise education: Influencing students’ perceptions of entrepreneurship, Entrep. Theory Pract, 28, pp. 129-144, (2003); Vanevenhoven J., Liguori E., The impact of entrepreneurship education: Introducing the entrepreneurship education project, J. Small Bus. Manag, 51, pp. 315-328, (2013); Martins I., Perez J.P., Novoa S., Developing orientation to achieve entrepreneurial intention: A pretest-post-test analysis of entrepreneurship education programs, Int. J. Manag. Educ, 20, (2022); Gibb A., Entrepreneurship and small business management: Can we afford to neglect them in the twenty-first century business school?, Br. J. Manag, 7, pp. 309-321, (1996); Ruskovaara E., Pihkala T., Entrepreneurship education in schools: Empirical evidence on the teacher’s role, J. Educ. Res, 108, pp. 236-249, (2015); Censo de Población y Vivienda 2010; Lucero I., Meza S., Departamento de Física—Facultad de Ciencias Exactas y Naturales y Agrimensura—UNNE, (2002); Censo de Población y Vivienda 2020; Programa Para la Atención de la Región de San Quintín 2015–2019. Recuperado de 2017; Oe H., Tanaka C., Qualitative Evaluation of Scaffolded Teaching Materials in Business Analysis Classes: How to Support the Learning Process of Young Entrepreneurs, Educ. Sci, 13, (2023); Ornelas C.E.C., Gonzalez L.E.C., Olvera MDL A S., Rodriguez M.D.C.L., El espíritu emprendedor y un factor que influencia su desarrollo temprano, Concienc. Tecnológica, 49, pp. 46-51, (2015); Se Consultaron Varios Documentos en, (2019); Denegri M., Sepulveda L., Me and the Economy: Fostering Entrepreneurial Mindsets from an Early Age, Liberabit, 20, pp. 175-186, (2014); Rindova V., Barry D., Ketchen D., Introduction to special topic forum: Entrepreneuring as emancipation, Acad. Manag. Rev, 34, pp. 477-491, (2009); Walmsley A., Wraae B., Entrepreneurship education but not as we know it: Reflections on the relationship between Critical Pedagogy and Entrepreneurship Education, Int. J. Manag. Educ, 20, (2022)","F.-Y. Reyes-Aceves; Facultad de Enología y Gastronomía, Universidad Autónoma de Baja California, Mexicali, Baja California, 21100, Mexico; email: yumayra.reyes2@uabc.edu.mx","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85172108413"
"Zahid G.; Neary S.","Zahid, Gulnaz (56088123000); Neary, Siobhan (55608105100)","56088123000; 55608105100","Faculty members’ perceptions of internationalization of curriculum: globalization and localization, a comparative study","2023","Asian Education and Development Studies","12","2-3","","166","180","14","0","10.1108/AEDS-03-2023-0024","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166907626&doi=10.1108%2fAEDS-03-2023-0024&partnerID=40&md5=cd6d71ad90543fff43a9544b260fe7b4","Department of Behavioral Sciences, School of Social Sciences and Humanities, National University of Sciences and Technology, Islamabad, Pakistan; International Centre for Guidance Studies, University of Derby, Derby, United Kingdom","Zahid G., Department of Behavioral Sciences, School of Social Sciences and Humanities, National University of Sciences and Technology, Islamabad, Pakistan; Neary S., International Centre for Guidance Studies, University of Derby, Derby, United Kingdom","Purpose: This study explores faculty members’ (FMs’) perceptions of the internationalization of curriculum (IoC) at the undergraduate level through the collection of data from two countries: Pakistan and the UK. The similarities and differences in internationalization strategies were explored. Historical and existing educational ties between the two contexts and an equally emerging focus on internationalization at home (IaH) provided a major cornerstone for this study. Design/methodology/approach: Quantitative data were collected from two universities using a cross-sectional and comparative research design by employing a reliable and valid scale with three subscales: curriculum embedded in labor market information, curriculum embedded in employability skills and curriculum embedded in global citizenship (CGC). A comparison between the perceptions of these two universities, by taking perceptions of FMs across their disciplines, and experienced and less experienced FMs was made. Findings: The findings indicate a global influence on the local context for IaH and the importance of experienced FM. Various disciplines in these universities are congruent with respect to these three subscales, except for one, the CGC for engineering and design. The findings reveal the global influences on the local contexts in the internationalization of curriculum and the relevance of experienced FMs in terms of curriculum and labor market experiences rather than years of service. The findings examine the importance of IaH in both contexts. Since the study was quantitative in nature, an in-depth understanding of FMs’ experiences could not be obtained. Practical implications: Globalization and intercultural ties have led to IaH, as intercultural ties and connections seem to contribute to IoC. Context- and discipline-related differences provide implications for IoC, considering sociocultural and institutional factors. Originality/value: This study provides a new perspective to help understand the influence of globalization on internationalizing higher education. © 2023, Emerald Publishing Limited.","Faculty members; Globalization; Higher education; Internationalization of curriculum; Local contexts; Undergraduate curriculum","","","","","","","","Abdi H., Factor rotations in factor analysis, Encyclopedia of Social Sciences Research Methods, (2003); Agrawal V., Dasgupta S., Identifying the key employability skills: evidence from literature review, IOSR Journal of Business and Management, 21, 2, pp. 85-90, (2018); Akinbod A.I., Said R.A.S., Adesina M., Internationalization of higher education: the pros and cons, Social Sciences Postgraduate International Seminar (SSPIS). School of Social Sciences, pp. 791-795, (2017); Altbach P.G., De Wit H., Are we facing a fundamental challenge to higher education internationalization?, International Higher Education, 2, 93, pp. 2-4, (2018); Altbach P.G., Knight J., The internationalization of higher education: motivations and Realities, Journal of Studies in International Education, 11, pp. 290-305, (2007); What is comprehensive internationalization?, (2023); The value of international education to Australia, (2015); Beelen J., Jones E., Redefining internationalization at home, The European Higher Education Area: Between Critical Reflections and Future Policies, (2015); Pakistan and the UK. Findings and recommendations for primary research, (2022); Cantu M.P., Three effective strategies of internationalization in American Universities, Journal of International Education and Leadership, 3, 3, pp. 1-12, (2013); Chak C., Changing engineering curriculum in globalized world, New Horizons in Education, 59, 3, pp. 59-70, (2011); Chankseliani M., Four rationales of HE internationalization: perspectives of U.K. universities on attracting students from former Soviet countries, Journal of Studies in International Education, 22, 1, pp. 1-18, (2017); Clifford V., The elusive concept of internationalization of the curriculum, (2013); Craig O., QS world university rankings – methodology, (2022); Crosling G., Edwards R., Schroder B., Internationalizing the curriculum: the implementation experience in a FM of business and economics, Journal of HE Policy and Management, 30, 2, pp. 107-121, (2008); De Jager H.C., Employers Expectations and Prospective Employee Realities: A Model to Address the Need of Employable Skills, (2004); De Wit H., Internationalization of higher education, an introduction on the why, how and what, An Introduction to Higher Education Internationalization, (2013); De Wit H., Internationalization of higher education: the need for more ethical and qualitative approach, Journal of International Students, 10, 1, pp. 1-6, (2020); Deborah S., Students' perceptions of internationalization in higher education, Annual Conference at the Society for Research Into Higher Education, (2014); International education strategy, global potential, global growth, (2021); Gopal A., Internationalization of higher education: preparing FM to teach cross- culturally, International Journal of Teaching and Learning in Higher Education, 23, 3, pp. 373-381, (2011); Gouldthorpe J.L., Harder A., Stadman N.L.P., Roberts T.G., Steps toward internationalization in undergraduate programs: the use of reflective activities for FM international experiences, Journal of International Agricultural and Extension Education, 19, 1, pp. 30-31, (2012); Helms R.M., Internationalization in action: internationalizing the curriculum. Part I- individual courses, American Council on Education, (2021); Herman G., Internationalization of Australian HE: a critical review of literature and Research, Internationalizing HE, pp. 119-140, (2005); Horta H., Mok K., Challenges to research systems, academic research and knowledge production in East Asia: learning from the past to inform future policy, Journal of Higher Education Policy and Management, 42, 2, pp. 119-133, (2020); Imran M., Kazmi D.H., Rauf M.B., Hafeez A., Iqbal S., Solangi R., Internationalization education leadership of public universities of karachi, Journal of Positive School Psychology, 6, 11, pp. 1175-1188, (2022); Jamil H., Jaffar K., Institutional Policies and Initiatives for the Internationalization of HE: A Case Study Od Southeast Asia and Pakistan, (2023); Javed B., Zainab B., Zakai S.N., Malik S., Perceptions of international student mobility: a qualitative case study, Journal of Education and Educational Development, 16, 2, pp. 269-287, (2019); Jibeen T., Khan M.A., Internationalization of HE: potential benefits and costs, International Journal of Evaluation and Research in Education, 4, 4, pp. 196-199, (2015); Jin L., Schneider J., FM views on international students: a survey study, Journal of International Students, 9, 1, pp. 84-99, (2019); Jones E., Internationalization of the curriculum at home, International Higher Education, 78, pp. 6-8, (2014); Khan A.H., Globalisation and higher education in Pakistan, Journal of Advanced Research in Social Sciences and Humanities, 2, 4, pp. 270-276, (2017); Kirk S.H., Newstead C., Gann R., Rounsaville C., Empowerment and ownership in effective internationalization of the higher education curriculum, Higher Education, 76, 6, pp. 989-1005, (2018); Knight J., Higher Education in Turmoil: The Changing World of Internationalization, (2008); Larsen M.A., Internationalization of HE: An Analysis through Special, Network and Mobilities Theories, (2016); Leask B., Using formal and informal curricula to improve interactions between home and international students, Journal of Studies in International Education, 13, 2, pp. 205-221, (2009); Leask B., Internationalizing The Curriculum, (2015); Leask B., Carroll J., Moving beyond ‘wishing and hoping’: internationalization and student experiences of inclusion and engagement, HE Research and Development, 30, 5, pp. 647-659, (2011); Ledger S., Kawalilak C., Conscientious internationalization in HE: contextual complexities and comparative tensions, Asia Pacific Education Review, 21, pp. 653-665, (2020); Luo J., Jamienson-Drake D., Examining the educational benefits of interacting with international students, Journal of International Students, 3, 2, pp. 85-101, (2013); Magne P., Internationalization of curriculum development: why and how, Journal of Pedagogic Development, 4, 3, pp. 74-81, (2014); Meng Q., Zhu C., Cao C., An exploratory study of Chinese university undergraduates' global competence: effects of internationalization at home and motivation, Higher Education Quarterly, 71, 2, pp. 159-181, (2017); Mittelmeier J., Yang Y., The role of internationalization in 40 years of higher education research: major themes from higher education research and development, Higher Education Research and Development, 41, 1, pp. 75-91, (2022); Morais D.B., Ogden A.C., Initial development and validation of the global citizenship scale, Journal of Studies in International Education, 5, 15, pp. 445-466, (2010); Mughul A., Pekkola E., Internationalization in higher education policies, Proceedings of ICER, (2009); Neary S., Thambar N., Bell S., The global graduate: developing the global careers Service, Journal of the National Institute for Careers Education and Counselling, 32, pp. 57-63, (2014); Niehaus E.K., Williams L., FM transformation in curriculum transformation: the role of FM development in campus internationalization, FM Publications in Educational Administration, 41, pp. 59-74, (2016); Peak M., UK Goes Top of the World for Overseas Students, (2022); Pinto S., Intercultural competence in higher education: academics' perspectives, On the Horizon, 26, 2, pp. 137-147, (2018); Qiang Z., Internationalization of HE: towards a conceptual framework, Policy Features in Education, 1, 2, pp. 248-270, (2003); Roberts T.G., Thoron A.C., Barrick R.K., Samy M.M., Lessons learned from conducting workshops with university agricultural FM and secondary school agricultural teachers in Egypt, Journal of International Agricultural and Extension Education, 15, 1, pp. 85-87, (2008); Robson S., Internationalization of curriculum: challenges and opportunities, Journal of Perspectives in Applied Academic Practice, 3, 3, pp. 50-52, (2015); Robson S., Wijlborg M., Internationalisation of higher education: impacts, challenges and future possibilities, European Educational Research Journal, 18, 2, pp. 127-134, (2019); Rubab I., Anusheh B.A., Ahmed U., Aaisha A., Global citizenship education: values to be taught in the light of the rising identity crisis, Pakistan Vision, 21, 1, pp. 386-395, (2020); Saeed M., Education system of Pakistan and the UK: comparison in contexts to inter- provincial and inter-countries reflections, Bulletin of Education and Research, 29, 2, pp. 43-57, (2007); Saunders V., Zuzel K., Evaluating employability skills: employer and student Perceptions, Bioscience Education, 15, 1, pp. 1-15, (2015); Shallwani S., Education in Pakistan: a historical socio-cultural perspective.Part 4 British influences, (2014); Stromquist N.P., Internationalization as a response to globalization: radical shifts in university environments, Higher Education, 43, pp. 81-105, (2007); Tight M., Internationalisation of higher education beyond the West: challenges and opportunities-the research evidence, Educational Research and Evaluation, 27, 3-4, pp. 239-259, (2022); Unangst L., Barone N., Operationalizing “internationalization” in the community college sector: textual analysis of institutional internationalization plans, Journal of the Study of Postsecondary and Tertiary Education, 41, pp. 77-196, (2019); Building internationalization in Pakistan, (2023); Verhoeven J.C., De Wit K., How did Australian scholars perceivethe Bologna Process?, Higher Education Research and Development, 4, 1, pp. 132-145, (2022); Wahlstrom N., Alvuger D., Wermke W., Living in an era of comparisons: comparative research on policy, curriculum and teaching, Journal of Curriculum Studies, 50, 5, pp. 587-594, (2018); Yemini M., Sagie N., Research on internationalization in higher education – exploratory analysis, Perspectives: Policy and Practice in Higher Education, 20, 3, pp. 90-98, (2016); Yousafzai A., Number of Pakistani students in UK varsities rose by 66pc in 2020-21, (2022); Zakaria M., Janjua S.Y., Fida B.A., Internationalization of higher education: trends and policies in Pakistan, Bulletin of Education and Research, 38, 1, pp. 75-88, (2016); Zapp M., Lerch J.C., Imagining the world: conceptions and determinants of internationalization in HE curricula worldwide, Sociology of Education, 93, 4, pp. 372-392, (2020); Zhou J., A dynamic systems approach to internationalization of higher education, Journal of International Education and Leadership, 6, 1, pp. 1-14, (2016); Zimitat C., Student perceptions of internationalization of the undergraduate Curriculum, (2005); Internationalisation agenda for higher Education, (2018); Usher A., Nationalism and higher education, (2017)","G. Zahid; Department of Behavioral Sciences, School of Social Sciences and Humanities, National University of Sciences and Technology, Islamabad, Pakistan; email: gulnaz.zahid@s3h.nust.edu.pk","","Emerald Publishing","","","","","","20463162","","","","English","Asian Educ. Develop. Stud.","Article","Final","","Scopus","2-s2.0-85166907626"
"Aguayo-Arrabal N.","Aguayo-Arrabal, Natividad (57474691000)","57474691000","Do education and the labor market speak the same language? Challenges of the ESCO European classification of occupations in mapping today’s professional translators","2023","Babel","69","3","","305","332","27","0","10.1075/babel.00325.agu","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169840386&doi=10.1075%2fbabel.00325.agu&partnerID=40&md5=8a09556f9683da6167d45dbac6cbfe22","Universidad de Málaga, Spain","Aguayo-Arrabal N., Universidad de Málaga, Spain","This paper addresses the need for terminology convergence and the systematic use of up-to-date descriptors and concepts in the European higher education and labor market environments. Rapid developments in the language industry are remodelling the translation profession in particular and generating new processes, new training needs and, therefore, a new skills demand. Changing market expectations, cross-occupational mobility and multifaceted professional profiles in the translation industry claim to exploit the full potential of standard and multilingual taxonomies like ESCO – the European Classification of Skills, Competences, Qualifications and Occupations. This research draws on the European Master’s in Translation (EMT) competence framework for 2018–2024 to perform a descriptive analysis of the English and Spanish entries for the occupation of “translator” in ESCO’s latest 2020 version. Findings suggest that ESCO’s content could be aligned with the professionally oriented EMT framework to overcome shortcomings in representing translators’ identity and present the reality of the translation market, while matching its content more accurately to the most relevant skills and competences generally developed in current translator training programs. © 2023 Fédération Internationale des Traducteurs (FIT) Revue Babel.","employability; EMT competence framework; ESCO classification; translator competence; translator training","","","","","","European Centre","Launched in 2017, this is an open format terminology classification developed by the European Commission’s Directorate-General for Employment, Social Affairs and Inclusion and supported by the European Centre for the Development of Vocational Training (Cedefop). ESCO contains descriptions of 2942 occupations and 13485 skills associated with these occupations and is translated into 27 languages (all the official EU languages plus Icelandic, Norwegian and Arabic). It is structured in three pillars: occupation, skill/competence, qualification (see ). ","Aguayo Arrabal N., El encuentro de disciplinas en la formación de traductores: mapa del catálogo oficial de dobles titulaciones en Traducción e Interpretación en España” [The meeting of disciplines in translator training: Mapping the official catalogue of double degrees in Translation and Interpreting in Spain, Hermēneus, 21, pp. 7-51, (2019); Anderman G., Rogers M., Translator Training between Academia and Profession: A European Perspective, Developing Translation Competence, pp. 63-73, (2000); Angelone E., Ehrensberger-Dow M., Massey G., The Bloomsbury Companion to Language Industry Studies; Arevalillo J.J., El perfil del traductor especializado desde las perspectivas profesional y académica: retos, expectativas y el proyecto e-TransFair, Perfiles estratégicos de traductores e intérpretes en la transmisión de la información experta multilingüe en la sociedad del conocimiento del siglo XXI, pp. 5-26, (2020); Arthur M.B., Rousseau D.M., The Boundaryless Career: A New Employment Principle for a New Organizational Era, (1996); ATC UK Language Industry Survey and Report, (2019); Beblavy M., Et al., What Are the New Occupations and the New Skills?, And How Are They Measured? State of the Art Report, (2016); Bergan S., Qualifications: Introduction to a Concept, (2007); Besznyak R., Fischer M., Szabo C., Fit-for-Market Translator and Interpreter Training in a Digital Age, (2020); Buysschaert J., Et al., Embracing Digital Disruption in Translator Training: Technology Immersion in Simulated Translation Bureaus, Revista Tradumàtica. Tecnologies de la Traducció, 16, pp. 125-133, (2018); The Online Job Vacancy Market in the EU: Driving Forces and Emerging Trends, European Centre for the development of vocational training (Cedefop) research paper, (2019); Chodkiewicz M., The EMT Framework of Reference for Competences Applied to Translation: Perceptions by Professional and Student Translators, The Journal of Specialised Translation, 17, pp. 37-54, (2012); Chouc F., Calvo E., Embedding Employability in the Curriculum and Building Bridges between Academia and the Work-place: A Critical Analysis of Two Approaches, La linterna del traductor, 4, pp. 71-86, (2011); 130 perfiles ocupacionales presentes en el mercado de trabajo de la Comunidad de Madrid” [130 occupational profiles present in the labor market of the Community of Madrid, Consejería de Economía, Empleo y Competitividad, (2020); Decision 2018/646 of the European Parliament and of the Council of 18 April 2018 on a Common Framework for the Provision of Better Services for Skills and Qualifications (Europass) and Repealing Decision No 2241/2004/EC, Official Journal of the European Union, 112, 2.5, pp. 42-50, (2018); Dam H.V., Zethsen K.K., Translator Status. A Study of Danish Company Translators, The Translator, 14, 1, pp. 71-96, (2008); Dam H.V., Zethsen K.K., Translator Status: Helpers and Opponents in the Ongoing Battle of an Emerging Profession, Target, 22, 2, pp. 194-211, (2010); Dam H.V., Brogger M.N., Zethsen K.K., Moving Boundaries in Translation Studies, (2019); DePalma D.A., Lommel A., The Language Services Market (2022). 18th Annual Review of the Services and Technology Industry That Supports Translation, Localization, Interpreting, and Global Content, Common Sense Advisory (CSA), (2022); Competences for Professional Translators, Experts in Multilingual and Multimedia Communication, European Master’s in Translation (EMT), (2009); European Master’s in Translation Competence Framework 2022, European Master’s in Translation (EMT), (2022); European Classification of Skills, Competences, Qualifications and Occupations; eTransFair: Competence Card for Specialised Translators, (2017); European Language Industry Survey 2020. Before & After COVID-19, (2020); European Language Industry Survey 2022. Trends, Expectations and Concerns of the European Language Industry; The European Job Mobility Portal; Transferability of Skills Across Economic Sectors: Role and Importance for Employment at European Level, (2011); The European Higher Education Area in 2020: Bologna Process Implementation Report; Opinion of the European Economic and Social Committee on Supportive Education Systems to Avoid Skills Mismatches – What Transition Is Needed?, Official Journal of the European Union, (2019); Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for Lifelong Learning, (2008); The European Qualifications Framework: Supporting Learning, Work and Cross-border Mobility, (2018); Fock H., de Haan M., Lhotova A., Comparative Income of Literary Translators in Europe, (2008); Gambier Y., van Doorslaer L., Metalanguage of Translation, Special issue of Target, 19, 2, (2007); Gambier Y., van Doorslaer L., Border Crossings: Translation Studies and Other Disciplines, (2016); Gambier Y., Kaspere R., Changing Translation Practices and Moving Boundaries in Translation Studies, Babel, 67, 1, pp. 36-53, (2021); Gonzalez J., Wagenaar R., Tuning Educational Structures in Europe: Final Report Pilot Project – Phase I, (2003); Gouadec D., Translation as a Profession, (2007); Heinisch B., Accessibility as a Component in Inclusive and Fit-for-market Specialised Translator Training, New Insights into Translator Training” special issue of inTRAlinea, 21, (2019); Huisman J., Et al., Europe’s Bologna Process and Its Impact on Global Higher Education, The Sage Handbook of International Higher Education, pp. 81-100, (2012); Hurtado Albir A., La enseñanza de la traducción directa «general»: Objetivos de aprendizaje y metodología” [Teaching “general” direct translation: Learning objectives and methodology], La enseñanza de la traducción, pp. 31-55, (1996); Meeting of Experts on Labour Statistics, (2007); ISO 17100:2015 Translation Services – Requirements for Translation Services, (2015); Translation Services – Postediting of Machine Translation Output – Requirements, (2017); Katan D., Translating Cultures: An Introduction for Translators, Interpreters and Mediators, (1999); Katan D., Translation Theory and Professional Practice. A Global Survey of the Great Divide, Hermes, 42, pp. 111-153, (2009); Kelly D., Un Modelo de Competencia Traductora: Bases para el Diseño Curricular” [A model of translation competence: Basis for curriculum design, Puentes: Hacia nuevas investigaciones en la mediación intercultural, 1, pp. 9-20, (2002); Kelly D., Translator Competence Contextualized. Translator Training in the Framework of Higher Education Reform: in Search of Alignment in Curricular Design, Across Boundaries International Perspectives on Translation Studies, pp. 128-142, (2007); Kiraly D., Et al., Towards Authentic Experiential Learning in Translator Education, (2016); Knight P., Yorke M., Learning, Curriculum and Employability in Higher Education, (2004); Koskinen K., Ruokonen M., Love Letters or Hate Mail? Translators’ Affective Responses to Technology, Human Issues in Translation Technology, pp. 7-25, (2017); Minutes LIND Expert Group Meeting, (2015); Minutes LIND Expert Group Meeting, (2017); Markowitsch J., Plaimauer C., Descriptors for Competence: Towards an International Standard Classification for Skills and Competences, Journal of European Industrial Training, 33, 8-9, pp. 817-837, (2009); Massardo I., van der Meer J., The Translation Industry in 2022, A Report from the TAUS Industry Summit, pp. 165-180, (2017); Mayoral Asensio R., Aspectos Epistemológicos de la traducción [Epistemological aspects of translation, Col. “Estudis sobre la traducción”, 8, (2010); Technology, Jobs and the Future of Work, (2017); Moron Martin M., Transcreation as a Way to Promote Employability in Translation Training: Adding Value to Translation Training, HERMES – Journal of Language and Communication in Business, 60, pp. 125-139, (2020); Nord C., Text Analysis in Translation, (1991); O'Hagan M., The Routledge Handbook of Translation and Technology; O'Kane L., Et al., Digitalization in the German Labor Market: Analyzing Demand for Digital Skills in Job Vacancies, (2020); Olohan M., Translation and Practice Theory, (2021); Olvera-Lobo M.D., Et al., Translator Training and Modern Market Demands, Perspectives: Studies in Translatology, 13, 2, pp. 132-142, (2005); Global Skills Trends, Training Needs and Lifelong Learning Strategies for the Future of Work, Report prepared for the 2nd Meeting of the Employment Working Group, (2018); Building a Translation Competence Model, Triangulating Translation: Perspectives in Process-oriented Research, pp. 43-66, (2003); Translation Competence Acquisition. Design and Results of the PACTE Group’s Experimental Research, The Interpreter and Translator Trainer, 14, 2, pp. 95-233, (2020); Pardo-Garcia C., Barac M., Promoting Employability in Higher Education: A Case Study on Boosting Entrepreneurship Skills, Sustainability, 12, 10, (2020); Pym A., Et al., The Status of the Translation Profession in the European Union, (2012); Risku H., Situated Learning in Translation Research Training: Academic Research as a Reflection of Practice, The Interpreter and Translator Trainer, 10, 1, pp. 12-28, (2016); Rodriguez de Cespedes B., Addressing Employability and Enterprise Responsibilities in the Translation Curriculum., Special issue on Employability in the Translation and Interpreting Curriculum. The Interpreter and Translator Trainer, 11, 2-3, pp. 107-122, (2017); Ruokonen M., Realistic but not Pessimistic: Finnish Translation Students’ Perceptions of Translator Status, The Translation Profession: Centres and Peripheries, 25, pp. 188-212, (2016); The Translation Automation User Society (TAUS) elearning platform, (2019); Toudic D., Krause A., Et al., European Master’s in Translation Competence Framework 2017, (2017); Ulrych M., Real-world Criteria in Translation Pedagogy, Teaching Translation and Interpreting 3: New Horizons. Papers from the Third Language International Conference, pp. 251-262, (1996); Vermeer H.J., A Skopos Theory of Translation (Some Arguments for and against), (1996); Vienne J., Towards a Pedagogy of ‘Translation in Situation, Perspectives, 2, 1, pp. 51-59, (1994); Vienne J., Which Competences Should We Teach to Future Translators, and How?, Developing Translation Competence, pp. 91-100, (2000); Report to Ministers, Bologna Conference, (2009); The Future of Jobs Report 2020, World Economic Forum","N. Aguayo-Arrabal; Universidad de Málaga, Jaén, C/Senda de los Huertos, 17 1ºA CP, 23002, Spain; email: naguarr@upo.es","","John Benjamins Publishing Company","","","","","","05219744","","","","English","Babel","Article","Final","","Scopus","2-s2.0-85169840386"
"Cristobal R.B.","Cristobal, Romel B. (57347068800)","57347068800","Design, Development and Testing of Microcontroller Systems Simulator using PIC Microcontroller","2023","Mindanao Journal of Science and Technology","21","2","","116","139","23","0","10.61310/mjst.v21i2.1715","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181557905&doi=10.61310%2fmjst.v21i2.1715&partnerID=40&md5=77af321efb88a2ce9e3e13898cba41f4","Polytechnic School, Isabela State University, Angadanan Campus, Angadanan, Isabela, 3307, Philippines","Cristobal R.B., Polytechnic School, Isabela State University, Angadanan Campus, Angadanan, Isabela, 3307, Philippines","The inadequacy or absence of training equipment negatively impacts student performance, achievement and employability. Attempting to address this problem, the study was conducted to design, develop, fabricate and test a microcontroller systems simulator (MSS). The MSS was composed of the mainboard and development board comprising the PIC microcontroller, microcontroller circuits and input and output devices. The MSS was designed using AutoCAD, schematic design and circuit simulation software, and printed circuit board auto-routing software. A computerized cutting machine, laser laminator and ink printer were also used in the fabrication of the MSS boards. Test results showed that 12 and 24 VDC voltage readings were normal, sensors were working with the indicated specifications, and the MSS could perform automatic switching simulations. It was concluded that the MSS can effectively demonstrate microcontroller experiments and switching applications and it conformed to the required voltage and current ratings, electronics and electrical safety standards. It was also found that it is technically feasible to develop a microcontroller simulator utilizing commercially and locally available materials and spare parts. © 2023 The authors.","design; fabrication; microcontroller; simulator; testing","","","","","","Isabela State University, ISU","The author would like to thank Engr. Edmund C. Wong and Dr. Manolito F. Dela Cruz for their guidance, support and technical assistance. He also acknowledges the support of Isabela State University, Angadanan Campus.","Amelia A., Julham, Sundawa B.V., Pardede M., Sutrisno W., Rusdi M., Implementation of the RS232 communication trainer using computers and the ATMEGA microcontroller for interface engineering courses, Journal of Physics: Conference Series, 1361, (2017); CircuitMaker [Computer software]; AutoCAD [Computer software]; Bates M., PIC Development Systems. PIC microcontrollers: An introduction to microelectronics, (2011); CHED Memorandum Order No. 79, Series of 2017. Policies, standards, and guidelines for the Bachelor of Technical-Vocational Teacher Education (BTVTeD), (2017); CHED Memorandum Order No. 12, Series of 2014. 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Cristobal; Polytechnic School, Isabela State University, Isabela, Angadanan Campus, Angadanan, 3307, Philippines; email: romel.cristobal@isu.edu.ph","","University of Science and Technology of Southern Philippines","","","","","","22440410","","","","English","Mindanao J. Sci. Technol.","Article","Final","","Scopus","2-s2.0-85181557905"
"Oude Hengel K.M.; Soeter M.; in der Maur M.; van Oostrom S.H.; Loef B.; Hooftman W.E.","Oude Hengel, Karen M. (57205054382); Soeter, Marieke (23020076800); in der Maur, Merel (58494944000); van Oostrom, Sandra H. (22235465300); Loef, Bette (57053054700); Hooftman, Wendela E. (8733463300)","57205054382; 23020076800; 58494944000; 22235465300; 57053054700; 8733463300","Perimenopause: Symptoms, work ability and health among 4010 Dutch workers","2023","Maturitas","176","","107793","","","","1","10.1016/j.maturitas.2023.107793","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165233644&doi=10.1016%2fj.maturitas.2023.107793&partnerID=40&md5=36056c1ff9a7630062e5f27a03af8075","Netherlands Organization for Applied Scientific Research TNO, Sylviusweg 71, Leiden, 2333 BE, Netherlands; Centre for Nutrition, Prevention and Health Services, National Institute for Public Health and the Environment, P.O Box 1, Bilthoven, 3720 BA, Netherlands","Oude Hengel K.M., Netherlands Organization for Applied Scientific Research TNO, Sylviusweg 71, Leiden, 2333 BE, Netherlands; Soeter M., Netherlands Organization for Applied Scientific Research TNO, Sylviusweg 71, Leiden, 2333 BE, Netherlands; in der Maur M., Netherlands Organization for Applied Scientific Research TNO, Sylviusweg 71, Leiden, 2333 BE, Netherlands; van Oostrom S.H., Centre for Nutrition, Prevention and Health Services, National Institute for Public Health and the Environment, P.O Box 1, Bilthoven, 3720 BA, Netherlands; Loef B., Centre for Nutrition, Prevention and Health Services, National Institute for Public Health and the Environment, P.O Box 1, Bilthoven, 3720 BA, Netherlands; Hooftman W.E., Netherlands Organization for Applied Scientific Research TNO, Sylviusweg 71, Leiden, 2333 BE, Netherlands","Objective: In this study we examined the associations between menopausal symptoms and work ability and health among a general population of Dutch female workers. Study design: This nationwide cross-sectional study was a follow-up of the Netherlands Working Conditions Survey 2020. In 2021, 4010 Dutch female employees aged 40–67 years completed an online survey on a variety of topics, including menopausal symptoms, work ability and health. Methods: Linear and logistic regression analyses were performed to investigate the association between the degree of menopausal symptoms with work ability, self-rated health and emotional exhaustion, after adjustment for potential confounders. Results: Almost one-fifth of participants were in the perimenopause (n = 743). Of these women, 80 % experienced menopausal symptoms: 27.5 % ‘often’ and 52.5 % ‘sometimes’. Experiencing menopausal symptoms was associated with lower work ability, poorer self-rated health, and more emotional exhaustion. These associations were most pronounced among perimenopausal women ‘often’ experiencing symptoms. Conclusions: Menopausal symptoms threaten the sustainable employability of female workers. Interventions and guidelines are needed to support women, employers and (occupational) health professionals. © 2023","Emotional exhaustion; Menopausal symptoms; Menopause; Self-rated health; Work; Work ability","Cross-Sectional Studies; Female; Humans; Menopause; Perimenopause; Surveys and Questionnaires; Work Capacity Evaluation; adult; aged; article; climacterium; confounding variable; controlled study; cross-sectional study; Dutchman; emotional stress; employability; employee; employer; female; female worker; follow up; human; major clinical study; menopause; multicenter study; Netherlands; occupational health; practice guideline; work environment; psychology; questionnaire; work capacity","","","","","Ministerie van Sociale Zaken en Werkgelegenheid, SZW","Data collection was supported by the Dutch Ministry of Social Affairs and Employment . ","Organisation for Economic Co-operation and Development, OECD.Stat Database; Gartoulla P., Bell R.J., Worsley R., Davis S.R., Menopausal vasomotor symptoms are associated with poor self-assessed work ability, Maturitas, 87, pp. 33-39, (2016); Statistics Netherlands, StatLine Database; Geukes M., Anema J.R., van Aalst M.P., de Menezes R.X., Oosterhof H., Improvement of menopausal symptoms and the impact on work ability: a retrospective cohort study, Maturitas, 120, pp. 23-28, (2019); Geukes M., Oosterhof H., van Aalst M.P., Anema J.R., Attitude, confidence and social norm of Dutch occupational physicians regarding menopause in a work context, Maturitas, 139, pp. 27-32, (2020); Hunter M.S., Century-Maharaj A., Ryan A., Burnell M., Lanceley A., Fraser L., Jacobs I., Menon U., Prevalence, frequency and problem rating of hot flushes persist in older postmenopausal women: impact of age, BMI, hysterectomy, lifestyle and mood in a cross-sectional cohort study of 10,418 British women aged 54-65, Brit. J. Obstet. Gynaecol., 19, pp. 40-50, (2012); Rosmanith W.G., Ruebberdt W., What causes hot flushes?, Gynecol. Endocrinol., 25, pp. 303-314, (2009); Monteleone P., Mascagni G., Giannini A., Genazzani A.R., Simoncini T., Symptoms of menopause – global prevalence, physiology and implications, Nat. Rev. Endocrinol., 14, pp. 199-215, (2018); Rees M., Abernethy K., Bachmann G., Bretz S., Ceausu I., Durmusoglu F., Et al., The essential menopause curriculum for healthcare professionals: a European menopause and Andropause society (EMAS) statement, Maturitas, 158, pp. 70-77, (2022); D'Angelo S., Bavilacqua G., Hammond J., Zaballa E., Dennison E.M., Walker-Bone K., Impact of menopausal symptoms on work: findings from women in the health and employment after fifty (HEAF) study, Int. J. Environ. Res. Public Health, 20, (2023); Geukes M., van Aalst M.P., Robroek S.J.W., Laven J.S.E., Oosterhof H., The impact of menopause on work ability in women with severe menopausal symptoms, Maturitas, 90, pp. 3-8, (2016); Utian W.H., Psychosocial and socioeconomic burden of vasomotor symptoms in menopause: a comprehensive review, Health Qual. L. Out., 3, pp. 1-10, (2005); Geukes M., van Aalst M.P., Nauta M.C.E., Oosterhof H., The impact of menopausal symptoms on work ability, Menopause, 19, pp. 278-282, (2012); Verdonk P., Bendien E., Appelman Y., Menopuase and work: a narrative literature review about menopause, work and health, Work, 72, pp. 483-496, (2022); Hardy C., Thorne E., Griffiths A., Hunter M.S., Work outcomes in midlife women: the impact of menopause, work stress and working environment, Women's Midlife Health, 4, (2018); Faubion S.S., Shufelt C., The menopause management vacuum, Cancer J., 28, pp. 191-195, (2022); Hooftman W.E., Mars G.M.J., Knops J.C.M., van Dan L.M.C., de Vroome E.M.M., Ramaekers M.M.M.J., Jansen B.J.M., Nationale Enquete Arbeidsomstandigheden 2020: Methodologie and Globale Resultaten, (2021); Greene J.G., Constructing a standard climacteric scale, Maturitas, 29, pp. 25-31, (1998); Tuomi K., Ilmarinen J., Jahkola A., Katajarinne L., Tulkki A., Work Ability Index, (1998); Ahlstrom L., Grimby-Ekman A., Hagberg M., The work ability index and single-item question: association with sick leave, symptoms, and health – a prospective study of women on long-term sick leave, Scand. 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A cross-sectional study among nurses, BMC Womens Health, 19, (2019); Griffiths A., MacLennan S.J., Hassard J., Menopause and work: an electronic survey of employees’ attitude in the UK, Maturitas, 76, pp. 155-159, (2013); Beck V., Brewis J., Davies A., The remains of the taboo: experiences, attitudes, and knowledge about menopause in the workplace, Climacteric., 23, pp. 158-164, (2020); Rees M., Bitzer J., Cano A., Ceausu I., Chedraui P., Durmusoglu F., Et al., Global consensus recommendations on menopause in the workplace: a European Menopause and Andropause Society (EMAS) position statement, Maturitas, 151, pp. 55-62, (2021); Jack G., Riach K., Bariola E., Pitts M., Schapper J., Sarrel P., Menopause in the workplace: what employers should be doing, Maturitas, 85, pp. 88-95, (2016); Martelli M., Zingaretti L., Salvia G., Bracci M., Santarelli L., Influence of work on andropause and menopause: a systematic review, Int. J. Environ. Res. Public Health, 18, (2021)","K.M. Oude Hengel; Netherlands Organization for Applied Scientific Research TNO, Leiden, Sylviusweg 71, 2333 BE, Netherlands; email: karen.oudehengel@tno.nl","","Elsevier Ireland Ltd","","","","","","03785122","","MATUD","37393659","English","Maturitas","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85165233644"
"Hoque N.; Uddin M.; Ahmad A.; Mamun A.; Uddin M.N.; Chowdhury R.A.; Noman Alam A.H.M.","Hoque, Nazamul (55843280100); Uddin, Mahi (57222511707); Ahmad, Afzal (57223286139); Mamun, Abdullahil (55991002700); Uddin, Mohammad Nazim (57208882984); Chowdhury, Rashid Ahmed (57672184200); Noman Alam, Abu Hanifa Md (58096221400)","55843280100; 57222511707; 57223286139; 55991002700; 57208882984; 57672184200; 58096221400","The desired employability skills and work readiness of graduates: Evidence from the perspective of established and well-known employers of an emerging economy","2023","Industry and Higher Education","37","5","","716","730","14","2","10.1177/09504222221149850","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147670754&doi=10.1177%2f09504222221149850&partnerID=40&md5=fb0d5bd4242d84de6bbbf46029cfcb0a","International Islamic University Chittagong, Bangladesh; Chittagong Independent University, Bangladesh; University of Southampton Malaysia Campus, Malaysia","Hoque N., International Islamic University Chittagong, Bangladesh; Uddin M., International Islamic University Chittagong, Bangladesh; Ahmad A., International Islamic University Chittagong, Bangladesh; Mamun A., International Islamic University Chittagong, Bangladesh; Uddin M.N., International Islamic University Chittagong, Bangladesh; Chowdhury R.A., Chittagong Independent University, Bangladesh; Noman Alam A.H.M., University of Southampton Malaysia Campus, Malaysia","Established and well-known employers in Bangladesh often complain that suitable candidates are not available for employment in their organizations, despite the millions of unemployed graduates in the country. This bears clear witness that graduates in Bangladesh are mostly unable to fulfill the needs and expectations of established and well-known employers. Employing a qualitative research approach, this article explores the desired employability skills and graduates’ work readiness from the perspective of established and well-known employers in Bangladesh. The study identified the desired skills and traits as ‘communication’ ‘teamwork and collaboration’, ‘problem solving’, ‘computer literacy and technical skill’, ‘honesty and integrity’, ‘hardworking and willingness to take on extra work’, ‘achievement orientation’, ‘adaptability’, ‘time management’, ‘leadership’, ‘personality’ and ‘academic results and knowledge’. The study also revealed that graduates mostly lack the necessary skills as envisaged by Bangladeshi employers. As employers have outright authority in the selection of graduates, it is suggested that universities work together with industries to develop the skills and traits they demand. This is the first study, to the authors’ knowledge, to explore employability skills and graduates’ work readiness from the perspective of established and well-known employers in Bangladesh. © The Author(s) 2023.","Bangladesh; Employability skills; problem-solving; teamwork; work-readiness","","","","","","","","Abelha M., Fernandes S., Mesquita D., Et al., Graduate employability and competence development in higher education—a systematic literature review using PRISMA, Sustainability, 12, 15, (2020); Agarwal V., Mathiyazhagan K., Malhotra S., Et al., Analysis of challenges in sustainable human resource management due to disruptions by Industry 4.0: an emerging economy perspective, International Journal of Manpower, 43, pp. 513-541, (2021); Alay S., Kocak S., Validity and reliability of time management questionnaire, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 2, pp. 9-13, (2002); Alhadabi A., Karpinski A.C., Grit, self-efficacy, achievement orientation goals, and academic performance in University students, International Journal of Adolescence and Youth, 25, 1, pp. 519-535, (2020); Al-Mutairi A., Naser K., Saeid M., Employability factors of business graduates in Kuwait: evidence from an emerging country, International Journal of Business and Management, 9, 10, pp. 49-61, (2014); Alvarez Sainz M., Ferrero A.M., Ugidos A., Time management: skills to learn and put into practice, Education + Training, 61, 5, pp. 635-648, (2019); Anderson J., Mitchell H., Employability for Students, (2006); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: a European study, Higher education in Europe, 33, 4, pp. 411-422, (2008); Asonitou S., Employability skills in higher education and the case of Greece, Procedia - Social and Behavioral Sciences, 175, pp. 283-290, (2015); Baird A.M., Parayitam S., Employers’ ratings of importance of skills and competencies college graduates need to get hired: evidence from the New England region of USA, Education + Training, 61, 5, pp. 622-634, (2019); Labour Force Survey Bangladesh 2016-17, (2018); (2022); Barnes R.M., Motion and Time Study, (1949); Bell M.E., ISAAC S and Michael.WB handbook in research and evaluation. 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Wheeler R., Soft skills-the importance of cultivating emotional intelligence, AALL Spectrum, 20, 3, (2016); Wickramasinghe V., Perera L., Graduates', university lecturers' and employers' perceptions towards employability skills, Education + Training, 52, 3, pp. 226-244, (2010); Wilkinson K., Tomlinson J., Gardiner J., Exploring the work–life challenges and dilemmas faced by managers and professionals who live alone, Work, Employment and Society, 31, pp. 640-656, (2017); Skills for tomorrow’s jobs: preparing youth for a fast changing economy, (2018); Yang H., Cheung C., Song H., Enhancing the learning and employability of hospitality graduates in China, Journal of Hospitality, Leisure, Sport & Tourism Education, 19, pp. 85-96, (2016)","N. Hoque; International Islamic University Chittagong, Bangladesh; email: nazam_iiuc@yahoo.com","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85147670754"
"Jiménez Ramírez M.; García R.L.; García Fuentes J.","Jiménez Ramírez, Magdalena (57004768200); García, Rocío Lorente (57210529532); García Fuentes, Juan (57212219176)","57004768200; 57210529532; 57212219176","Dual Vocational Education and Training Policy in Andalusia: The Nexus between the Education System and the Business Sector in the Higher-Level Training Cycle of Early Childhood Education","2023","Social Sciences","12","9","519","","","","0","10.3390/socsci12090519","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173950042&doi=10.3390%2fsocsci12090519&partnerID=40&md5=f99a238d65a5ce30be4037a8c8f9014b","Department of Pedagogy, Faculty of Education, University of Granada, Granada, 18071, Spain","Jiménez Ramírez M., Department of Pedagogy, Faculty of Education, University of Granada, Granada, 18071, Spain; García R.L., Department of Pedagogy, Faculty of Education, University of Granada, Granada, 18071, Spain; García Fuentes J., Department of Pedagogy, Faculty of Education, University of Granada, Granada, 18071, Spain","Dual vocational education and training (dual VET) is a recent policy aimed at establishing strong connections between the education system and the business sector. It serves to ensure the continuity of training, reduce early school leaving, and actively involve the business sector in the training and qualification of students, known as apprentices. Consequently, this approach has a favourable impact on their successful integration into the labour market upon completion of the dual training program. In this study, we investigate the implementation of dual VET in the autonomous community of Andalusia, Spain, focusing on the higher-level training cycle of early childhood education, which falls under the professional family of sociocultural and community services. Through a thorough analysis of interview accounts involving various stakeholders, we shed light on the outcomes of this policy’s implementation. The findings suggest that this emerging policy may have a positive impact on the employability of young individuals by enabling in-company training, which provides them an opportunity to showcase their vocational skills and to combine practical experience with theoretical knowledge. Work mentors are identified as essential contributors to the success of in-company training, as they help foster the necessary capabilities to ensure that dual VET is perceived as a comprehensive training experience rather than as just work experience. © 2023 by the authors.","dual vocational education and training; early childhood education; early school leaving; educational policies; labour market insertion","","","","","","Ministry of Science and Innovation of the Government of Spain, (RTI2018-101660-B-100)","The ethical principles of research are authorized through the Research Project financed by the Ministry of Science and Innovation of the Government of Spain; grant number RTI2018-101660-B-100. 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Strategies for Connectivity and Transformation, (2009); Tolino Fernandez-Henarejos A., La formación profesional dual. Aplicación de nuevos métodos, Opción, 31, pp. 892-908, (2015); Código de Buenas Prácticas en Investigación, (2019); Valiente O., Scandurra R., Challenges of the Implementation of Dual Apprenticenships in OECD Countries: A Literature Review, Vocational Education and Training in Times of Economic Crisis. Lesson from Around the World, 24, pp. 41-57, (2017); Valles M.S., Entrevistas Cualitativas, (2009); Zuniga Guevara R.M., Soriano Ayala E., Influencia de la formación en las perspectivas de inserción laboral del colectivo joven, TLA-MELAUA, Revista de Ciencias Sociales, 46, pp. 144-168, (2019)","M. Jiménez Ramírez; Department of Pedagogy, Faculty of Education, University of Granada, Granada, 18071, Spain; email: madji@ugr.es","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","20760760","","","","English","Soc. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85173950042"
"Nugraha N.; Prasetyo Y.T.; Sugiharti H.; Lhutfi I.; Widyaningsih A.; Triantoro A.; Ong A.K.S.; Young M.N.; Persada S.F.; Kristamtomo Putra R.A.; Nadlifatin R.","Nugraha, Nugraha (57205441411); Prasetyo, Yogi Tri (57204827000); Sugiharti, Harpa (57222958360); Lhutfi, Iqbal (58679811700); Widyaningsih, Aristanti (58679416400); Triantoro, Arvian (57606972900); Ong, Ardvin Kester S. (57221675282); Young, Michael N. (55194163800); Persada, Satria Fadil (56286959500); Kristamtomo Putra, Raden Aditya (57982848100); Nadlifatin, Reny (56287886900)","57205441411; 57204827000; 57222958360; 58679811700; 58679416400; 57606972900; 57221675282; 55194163800; 56286959500; 57982848100; 56287886900","Quality Assurance in Higher Educational Institutions: Empirical Evidence in Indonesia","2023","SAGE Open","13","4","","","","","0","10.1177/21582440231203060","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175625902&doi=10.1177%2f21582440231203060&partnerID=40&md5=8b30eb6a231ecc0055dab51241e97a7f","Universitas Pendidikan Indonesia, Bandung, Indonesia; Yuan Ze University, Taoyuan, Taiwan; Mapúa University, Manila, Philippines; Bina Nusantara University, Malang, Indonesia; Institut Teknologi Sepuluh Nopember, Surabaya, Indonesia","Nugraha N., Universitas Pendidikan Indonesia, Bandung, Indonesia; Prasetyo Y.T., Yuan Ze University, Taoyuan, Taiwan; Sugiharti H., Universitas Pendidikan Indonesia, Bandung, Indonesia; Lhutfi I., Universitas Pendidikan Indonesia, Bandung, Indonesia; Widyaningsih A., Universitas Pendidikan Indonesia, Bandung, Indonesia; Triantoro A., Universitas Pendidikan Indonesia, Bandung, Indonesia; Ong A.K.S., Mapúa University, Manila, Philippines; Young M.N., Mapúa University, Manila, Philippines; Persada S.F., Bina Nusantara University, Malang, Indonesia; Kristamtomo Putra R.A., Bina Nusantara University, Malang, Indonesia; Nadlifatin R., Institut Teknologi Sepuluh Nopember, Surabaya, Indonesia","The purpose of this study is to look into the importance of educational processes, practices, and research activities in predicting knowledge skills and competences (KSC) and employability in Indonesian higher education. A survey was used in the quantitative research approach. Respondents to this study selected 500 instructors and students from 31 universities in Indonesia that offer outstanding approved study programs. The Indonesian Ministry of Education, Culture, Research, and Technology oversees all universities. Scoring and structural equation modeling were used to evaluate the data. The educational process is significantly influenced by facilities. Significant relationships have been discovered between facilities and practicum activities, facilities and research activities, practical activities and employability, research activities and employability, research activities and KSC, and practical activities to KSC. There is no significant relationship between the educational process and employability, nor between the educational process and KSC. This study’s findings also show that the educational process does not mediate the effect of facilities on employability but does mediate the effect of facilities on KSC, that the effect of facilities on employability was mediated by the practical activity variable, that practical activity variables mediated the effect of facilities on KSC, and that research activity variables mediated the effect of facilities on employability. Variables related to research activity influenced the effect of facilities on KSC. This research’s contribution can become literature for future research and can be used by education stakeholders to identify applicable policies to assist KSC and its graduates’ employability. © The Author(s) 2023.","assurance; higher education; Indonesia; quality; structural equation modeling","","","","","","Mapúa University","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was funded by Mapúa University Directed Research for Innovation and Value Enhancement (DRIVE). ","Allui A., Sahni J., Strategic human resource management in higher education institutions: Empirical evidence from Saudi, Procedia-Social and Behavioral Sciences, 235, pp. 361-371, (2016); Balcar J., Janickova L., Filipova L., What general competencies are required from the Czech labour force?, Prague Economic Papers, 2014, 2, pp. 250-265, (2014); Bratianu C., Vatamanescu E.-M., Students’ perception on developing conceptual generic skills for business: A knowledge-based approach, VINE Journal of Information and Knowledge Management Systems, 47, 4, pp. 490-505, (2017); Brew A., Imperatives and challenges in integrating teaching and research, Higher Education Research & Development, 29, 2, pp. 139-150, (2010); Butum L.C., The role of international competences in increasing graduates’ access to the labor market, Proceedings of the International Conference on Business Excellence, 11, 1, pp. 513-522, (2017); Cohen D.K., Bhatt M.P., The importance of infrastructure development to high-quality literacy instruction, Future Child, 22, pp. 117-138, (2012); Gora A.A., Stefan S.C., Popa S.C., Albu C.F., Students’ perspective on quality assurance in higher education in the context of sustainability: A PLS-SEM approach, Sustainability, 11, 17, (2019); Herlambang H., Fitri A.D., Mukminin A., Muhaimin M., Hidayat M., Elfiani E., Shafira N.N.A., Puspasari A., Tarawifa S., Salam A.A., Yaakob M.F.M., Quality assurance for sustainable higher education: Structural equation modeling, Sustainability, 13, 9, (2021); Kalbarczyk A., Nagourney E., Martin N.A., Chen V., Hansoti B., Are you ready? A systematic review of pre-departure resources for global health electives, BMC Medical Education, 19, 1, pp. 1-10, (2019); Knight P.T., Yorke M., Employability and good learning in higher education, Teaching in Higher Education, 8, 1, pp. 3-16, (2003); Lambrechts W., van Petegem P., The interrelations between competences for sustainable development and research competences, International Journal of Sustainability in Higher Education, 17, 6, pp. 776-795, (2016); Matadi M.T., Uleanya C., Impact(s) of quality assurance requirements for private higher education institutions in South Africa, The Journal of Quality in Education, 12, 20, pp. 1-20, (2022); Miraja B., Persada S., Prasetyo Y., Belgiawan P., Redi A.A.N., Applying Protection Motivation Theory to understand generation z students intention to comply with educational software antipiracy law, International Journal of Emerging Technologies in Learning, 14, 18, pp. 39-52, (2019); Nadlifatin R., Miraja B., Persada S., Belgiawan P., Redi A.A.N., Lin S.-C., The measurement of University students’ intention to use blended learning system through technology acceptance model (TAM) and theory of planned behavior (TPB) at developed and developing regions: Lessons learned from Taiwan and Indonesia, International Journal of Emerging Technologies in Learning, 15, 9, pp. 219-230, (2020); Nicolescu L., Nicolescu C., Using PLS-SEM to build an employability confidence model for higher education recipients in the field of business studies, Kybernetes, 48, 9, pp. 1965-1988, (2019); Persada S.F., Miraja B.A., Nadlifatin R., Understanding the generation Z behavior on D-learning: A unified theory of acceptance and use of technology (UTAUT) approach, International Journal of Emerging Technologies in Learning, 14, 5, (2019); Sa M.J., Serpa S., Transversal competences: Their importance and learning processes by higher education students, Education Sciences, 8, 3, (2018); Simons M., Elen J., The ‘research–teaching nexus’ and ‘education through research’: An exploration of ambivalences, Studies in Higher Education, 32, 5, pp. 617-631, (2007); Sujarwoto S., Tampubolon G., Spatial inequality and the Internet divide in Indonesia 2010–2012, Telecomm Policy, 40, 7, pp. 602-616, (2016); Suryadarma D., Widyanti W., Suryahadi A., Sumarto S., From access to income: Regional and ethnic inequality in Indonesia, (2006); Tranca L.M., Competences of students in social work from the perspective of practical work supervisors in the field of delinquency, (2016); Waltner E.-M., Riess W., Mischo C., Development and validation of an instrument for measuring student sustainability competencies, Sustainability, 11, 6, (2019); Webster C.M., Kenney J., Embedding research activities to enhance student learning, International Journal of Educational Management, 25, 4, pp. 361-377, (2011); Wiek A., Withycombe L., Redman C.L., Key competencies in sustainability: a reference framework for academic program development, Sustainability Science, 6, 2, pp. 203-218, (2011); Wilger A., Quality assurance in higher education: A literature review, National Center for Postsecondary Improvement, Stanford University, 10, pp. 1-12, (1997)","R.A. Kristamtomo Putra; Bina Nusantara University, Malang, Indonesia; email: r.aditya@binus.ac.id","","SAGE Publications Inc.","","","","","","21582440","","","","English","SAGE Open","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85175625902"
"Arnold S.","Arnold, Sarah (57225887521)","57225887521","Skills narratives amongst media degree graduates and students: Discourses of hard and soft skills in education-to-work journeys","2023","Industry and Higher Education","37","4","","485","495","10","1","10.1177/09504222221138742","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142371664&doi=10.1177%2f09504222221138742&partnerID=40&md5=afa9229f251fbd447d5e1f254a7648e0","Maynooth University, Maynooth, Ireland","Arnold S., Maynooth University, Maynooth, Ireland","This article focuses on media students and graduates’ subjective understanding and expression of skills acquired while undertaking an undergraduate media studies degree programme. It reports on a single undergraduate media studies programme in Ireland and draws from two questionnaires: a 2019 questionnaire of graduates who reflected on the skills developed during their education as well as their employability; and, following a subsequent skills development intervention in the media programme, a 2021 questionnaire of final-year students who undertook a newly introduced module focusing on media and non-media work, skills development and employment in Ireland. This latter questionnaire had the dual purpose of assessing whether students had benefited from this new module and, more generally, of understanding students’ perceptions of their skills and employability. This study was concerned to ascertain whether the provision of a new module that reflected on skills development through a media programme aided students’ understanding of how their knowledge and skills related to employability. Ultimately, the study found that the module was successful in developing students’ understanding of the alignment between transversal skills and employment. However, despite the intervention, students still perceived employability as related mainly to practical skills and supplemental career development activities. © The Author(s) 2022.","creative work; employability; Skills","","","","","","","","Allen K., Quinn J., Hollingworth S., Et al., Becoming employable students and ‘ideal’ creative workers: exclusion and inequality in higher education work placements, British Journal of Sociology of Education, 34, 3, pp. 431-452, (2013); Ashton D., Creative work careers: pathways and portfolios for the creative economy, Journal of Education and Work, 28, 4, pp. 388-406, (2015); Ashton D., Creative Contexts: Reflecting on work placements in the creative industries, Journal of Further and Higher Education, 39, 1, pp. 127-146, (2015); Ashton D., Creative Contexts: work placement subjectivities for the creative industries, British Journal of Sociology of Education, 37, 2, pp. 268-287, (2016); Ball L., Pollard E., Stanley N., Creative Graduates Creative Futures. Creative Graduates, Creative Futures Higher Education Partnership and the Institute for Employment Studies, (2010); Banks M., Oakley K., The dance goes on forever? Art schools, class and UK higher education, International Journal of Cultural Policy, 22, 1, pp. 41-57, (2016); Beacham J., The value of theory/practice media degrees, Journal of Media Practice, 1, 2, pp. 85-97, (2000); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bridges L.E., Flexible as freedom? The dynamics of creative industry work and the case study of the editor in publishing, New Media & Society, 20, 4, pp. 1303-1319, (2017); Bridgstock R., Carr L., Creative entrepreneurship education for graduate employability in the creative arts, Tasmanian College of the Arts, pp. 8-35, (2013); Bridgstock R., Cunningham S., Creative labour and graduate outcomes: implications for higher education and cultural policy, International Journal of Cultural Policy, 22, 1, pp. 10-26, (2016); Bridgstock R., Goldsmith B., Rodgers J., Et al., Creative graduate pathways within and beyond the creative industries, Journal of Education and Work, 28, 4, pp. 333-345, (2015); Brodie P., Seeing ghosts: crisis, ruin, and the creative industries, Continuum, 33, 5, pp. 525-539, (2019); Brown P., Hesketh A., Williams S., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Cohen N., Writers’ Rights: Freelance Journalism in a Digital Age, (2016); Final report in respect of a strategy for the development of skills for the audiovisual industry in Ireland, (2017); Curtin M., Sanson K., Precarious Creativity: Global Media, Local Labor, (2016); Daniel R., Daniel L., Enhancing the transition from study to work: Reflections on the value and impact of internships in the creative and performing arts, Arts and Humanities in Higher Education, 12, 2-3, pp. 138-153, (2013); De Peuter G., Creative economy and labor precarity: a contested convergence, Journal of Communication Inquiry, 35, 4, pp. 417-425, (2011); English P., de Villiers Scheepers M.J., Fleischman D., Et al., Developing professional networks: the missing link to graduate employability, Education + Training, 63, 4, pp. 647-661, (2021); Garrick J., Usher R., Flexible Learning, Contemporary Work and Enterprising Selves, Electronic Journal of Sociology, 5, 1, (2000); Gill R., Life is a pitch: Managing the self in new media work, Managing Media Work, pp. 249-262, (2011); Gleeson D., Keep E., Voice without accountability: the changing relationship between employers, the state and education in England, Oxford Review of Education, 30, 1, pp. 37-63, (2004); Hadley S., Collins P., O'Brien M., Culture 2025 a national cultural policy framework for Ireland, Cultural Trends, 29, 2, pp. 145-159, (2020); Haukka S., Education-to-work transitions of aspiring creatives, Cultural Trends, 20, 1, pp. 41-64, (2011); Hazelkorn E., Rebooting Irish higher education: policy challenges for challenging times, Studies in Higher Education, 39, 8, pp. 1343-1354, (2014); Helyer R., Lee D., The Role of Work Experience in the Future Employability of Higher Education Graduates, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Hesmondhalgh D., Baker S., Creative Labour: Media Work in Three Cultural Industries, (2011); Hiles M., What really matters to undergraduates on creative and media courses: UK study into student voice, Journal of Media Practice, 17, 1, pp. 21-27, (2016); Holborow M., Neoliberalism, human capital and the skills agenda in higher education--The Irish Case, Journal for Critical Education Policy Studies, 10, 1, pp. 93-111, (2012); Holborow M., O'Sullivan J., Hollow Enterprise: Austerity Ireland and the Neoliberal University, Higher Education in Austerity Europe, pp. 107-126, (2017); Hunt C., National Strategy for Higher Education to 2030, (2011); Hurrell S.A., Rethinking the soft skills deficit blame game: Employers, skills withdrawal and the reporting of soft skills gaps, Human Relations, 69, 3, pp. 605-628, (2016); Loxley A., Seery A., Walsh J., Higher Education in Ireland: Practices, Policies and Possibilities, (2014); Marsden D., The growth of extended ‘entry tournaments’ and the decline of institutionalized occupational labour markets in Britain, Regulating for Decent Work: New Directions in Labour Market Regulation, pp. 91-120, (2011); McCabe H., Integrating work experience into the digital media curriculum: A Case Study, (2016); McRobbie A., Be Creative: Making a Living in the New Culture Industries, (2016); Mercille J., Murphy E., The neoliberalization of Irish higher education under Austerity, Critical Sociology, 43, 3, pp. 371-387, (2015); Murphy D., O'Brien M., Irish Film Finance Rebooted: The New Section 481, Estudios Irlandeses, 10, pp. 225-227, (2015); O'Brien M., The audiovisual action plan: a new audiovisual policy for Ireland, Cultural Trends, 28, 5, pp. 417-428, (2019); O'Brien A., Arnold S., Kerrigan P., Media Graduates at Work: Irish Narratives on Policy, Education and Work, (2021); O'Brien A., Kerrigan P., Work story: new entrants’ narrations of their aspirations and experiences of media production work, Pathways into Creative Working Lives, pp. 49-66, (2020); Olssen M., Peters M.A., Neoliberalism, higher education and the knowledge economy: from the free market to knowledge capitalism, Journal of Education Policy, 20, 3, pp. 313-345, (2005); Ouellette L., Making media work: cultures of management in the entertainment industries, Enterprising Selves: Reality Television and Human Capital, pp. 90-110, (2014); Phillipov M., Work placements in the media and creative industries: Discourses of transformation and critique in an era of precarity, Arts and Humanities in Higher Education, (2021); Pollard E., Making your way: empirical evidence from a survey of 3,500 graduates, Cultural Work and Higher Education, pp. 45-66, (2013); Ramaker T., van der Stoep J., Deuze M., Reflective practices for future journalism: the need, the resistance and the way forward, Javnost - The Public, 22, 4, pp. 345-361, (2015); Randle K., The organization of film and television production, Managing Media Work, pp. 145-154, (2011); Rees S., Re-imagining employability: an ontology of employability best practice in higher education institutions, Teaching in Higher Education, 26, 5, pp. 663-678, (2021); Ross A., The new geography of work: power to the precarious?, Theory, Culture & Society, 25, 7-8, pp. 31-49, (2008); Skills needs analysis report for the screen sector in Ireland: 2019-2020, (2019); Sin C., Neave G., Employability deconstructed: perceptions of Bologna stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016); Skujina R., Loots E., The intern economy in the cultural industry: an empirical study of the demand side, Journal of Education and Work, 33, 5-6, pp. 343-359, (2020); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers’ perceptions, Studies in Higher Education, 45, pp. 1-14, (2019); Suleman F., Employability Skills of Higher Education Graduates: little Consensus on a Much-discussed Subject, Procedia - Social and Behavioral Sciences, 228, pp. 169-174, (2016); Taylor S., Luckman S., Creative aspiration and the betrayal of promise? The experience of new creative workers, Pathways into Creative Working Lives, pp. 1-27, (2020); Wallis R., van Raalte C., Allegrini S., The ‘shelf-life’ of a media career: a study of the long-term career narratives of media graduates, Creative Industries Journal, 13, 2, pp. 178-193, (2019); Wallis R., van Raalte C., Allegrini S., The value and purpose of a Media Production degree from the perspective of mid-career graduates, Media Education Research Journal, 92, 2, pp. 74-92, (2020)","S. Arnold; Maynooth University, Maynooth, Ireland; email: sarah.arnold@mu.ie","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85142371664"
"Ibourk A.; El Aynaoui K.","Ibourk, Aomar (6505790375); El Aynaoui, Karim (15058711900)","6505790375; 15058711900","Career Trajectories of Higher Education Graduates: Impact of Soft Skills","2023","Economies","11","7","198","","","","0","10.3390/economies11070198","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166436018&doi=10.3390%2feconomies11070198&partnerID=40&md5=86483f5d931bbe17889cc0c970c2fb0b","Research Laboratory in Social and Solidarity Economy, Governance and Development (LARESSGD), Cadi Ayyad University, Marrakech, 40000, Morocco; Africa Institute for Research in Economics and Social Sciences (AIRESS), Mohammed VI Polytechnic University, Rabat, 10112, Morocco; Policy Center for the New South, Rabat, 10112, Morocco","Ibourk A., Research Laboratory in Social and Solidarity Economy, Governance and Development (LARESSGD), Cadi Ayyad University, Marrakech, 40000, Morocco, Africa Institute for Research in Economics and Social Sciences (AIRESS), Mohammed VI Polytechnic University, Rabat, 10112, Morocco, Policy Center for the New South, Rabat, 10112, Morocco; El Aynaoui K., Africa Institute for Research in Economics and Social Sciences (AIRESS), Mohammed VI Polytechnic University, Rabat, 10112, Morocco, Policy Center for the New South, Rabat, 10112, Morocco","The labor market can be a daunting place for young graduates; this paper aims to shed light on how they navigate it. By examining the ways in which they enter the workforce and the impact of individual and socioeconomic factors on their career paths, we gain a deeper understanding of the challenges they face. We use a two-stage approach to study this issue: first, we create a typology of graduates’ integration paths and then estimate the likelihood of following a specific trajectory through multinomial logit analysis. Our findings reveal a diverse range of professional journeys, with graduates from open-access institutions facing higher rates of unemployment and continuing their studies, and women experiencing more precarious situations. This study stands out in the literature in several ways. Unlike previous research on the topic, we develop an index of soft skills that incorporates multiple dimensions. Additionally, we use individual data from a regional survey conducted by ANAPEC, making this the first study of its kind for Morocco. The results of our study can inform our understanding of the importance of soft skills for youth employability and the need for training policies in a rapidly changing job market. In terms of employment policy, our findings on the intertwining of first-time and long-term unemployment among higher education graduates suggest the need for a comprehensive strategy that focuses on the organization of the initial integration phase. To achieve this, the efforts of Career Centers must be broadened, consolidated, and evaluated. © 2023 by the authors.","career trajectories; higher education; soft skills","","","","","","","","Ait Soudane J., Solhi S., Chiadmi M., Ghazouani K., Les déterminants de l’accès a l’emploi chez les jeunes diplômes de l’enseignement supérieur au Maroc, Revue Française d’Economie et de Gestion, 1, pp. 123-151, (2020); Albandea I., Giret J.-F., L’effet des soft-skills sur la rémunération des diplômés. Net.Doc, n°149, 31p, (2016); Allport G.W., Attitudes, A Handbook of Social Psychology, pp. 798-844, (1935); Bauvet S., Les enjex sociaux de la reconnaissance des compétences transversales, (2019); Benabid A., Soft Skills: Effet De Mode, D’influence Ou Notion Incontournable?, Revue de l’Entrepreneuriat et de l’Innovation, 1, pp. 1-8, (2017); Berg P.T.V.D., Velde M.E.G.V.D., Relationships of Functional Flexibility with Individual and Work Factors, Journal of Business and Psychology, 20, pp. 111-129, (2005); Bougroum M., Ibourk A., Les effets des dispositifs d’aide à la création d’emplois dans un pays en développement, le Maroc, Revue Internationale du Travail, 142, pp. 371-403, (2003); Bougroum M., Ibourk A., Trachen A., L’insertion des diplômés au Maroc: Trajectoires professionnelles et déterminants individuels, (2002); Bourdieu P., Le capital social, Actes de la Recherche en Sciences Sociales, 31, pp. 2-3, (1980); Bowles S., Gintis H., Osborne M., The determinants of earnings: A behavioral approach, Journal of Economic Literature, 39, pp. 1137-1176, (2001); Chassard Y., Bosco A.H., L’émergence du concept d’employabilité, (1998); Coleman J.S., Social Capital in the Creation of Human Capital, American Journal of Sociology, 94, pp. S95-S120, (1988); De Grip A., Loo J.V., Sanders J., The Industry Employability Index: Taking account of supply and demand characteristics, International Labour Review, 143, pp. 211-233, (2004); Deming D.J., The Growing Importance of Social Skills in the Labor Market, The Quarterly Journal of Economics, 132, pp. 1593-1640, (2017); Benchmark sur les compétences clés, (2017); Duru-Bellat M., Les compétences non académiques en question, Formation Emploi, 130, pp. 13-29, (2015); Elayanoui K., Ibourk A., Déterminants de l’insertion des diplômés universitaires: Une modélisation à l’aide des arbres de, (2018); Green F., McIntosh S., Vignoles A., Overeducation and Skills-Clarifying the Concepts (No. dp0435), (1999); Gutman L.M., Schoon I., The Impact of Non-Cognitive Skills on Outcomes for Young People. 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Une investigation empirique, Critique Economique, 31, pp. 55-71, (2014); Ibourk A., Le défi de l’employabilité des jeunes dans les pays arabes méditerranéens le rôle des programmes actifs du marché du travail, (2015); Ibourk A., Perelman S., Frontière d’efficacité et processus d’appariement sur le marché du travail marocain, Economie et Prévision, 150–51, pp. 33-45, (2001); Ibourk A., Elouaourti Z., Revitalizing Women’s Labor Force Participation in North Africa: An Exploration of Novel Empowerment Pathways, International Economic Journal, (2023); John O.P., Srivastava S., The Big Five Trait Taxonomy: History, Measurement, and Theoretical Perspectives, (1999); Katz R.L., Skills of an Effective Administrator, (1974); Lindqvist E., Vestman R., The Labor Market Returns to Cognitive and Noncognitive Ability: Evidence from the Swedish Enlistment, American Economic Journal: Applied Economics, 3, pp. 101-128, (2011); Lucas R.E., On the mechanics of economic development, Journal of Monetary Economics, 22, pp. 3-42, (1988); Manach M., Archieri C., Guerin J., Définir et repérer la dimension sociale de la compétence, Education Permanente, 2019, pp. 31-41, (2019); Mauleon F., Bouret J., Hoarau J., Le Réflexe Soft Skills, (2014); Morlaix S., Nohu N., Compétences transversales et employabilité: De l’université au marché du travail, Education Permanente, 1, pp. 109-118, (2019); Peretti J.-M., Dictionnaire des Ressources Humaines, (2008); Quintini G., Manfredi T., Going Separate Ways? School-to-Work Transitions in the United States and Europe, (2009); Saint-Germes E., L’employabilité, une nouvelle dimension pour la GRH?, Paper presented at Actes du XVe Congrès de l’AGRH, (2004); Sauret C., Thierry D., Vous avez dit employabilité?, Le Monde, (1994); Tripathy M., Significance of Soft Skills in Career Development, Career Development and Job Satisfaction, (2020); Van Dam K., Antecedents and consequences of employability orientation, European Journal of Work and Organizational Psychology, 13, pp. 29-51, (2004); Van Der Heijde C.M., Van Der Heijden B.I.J.M., Indic@tor: A Cross-Cultural Study on the Measurement and Enhancement of Employability among ICT-Professionals WOrking in Small and Medium-Sized Companies. Deliverable 2.1 Report on Main Pilot Study, (2004); Weinberger C.J., The Increasing Complementarity between Cognitive and Social Skills, The Review of Economics and Statistics, 96, pp. 849-861, (2014); Measuring Skills for Employment and Productivity: What Does It Mean to Be a Well-Educated Worker in the Modern Economy?, (2014)","A. Ibourk; Research Laboratory in Social and Solidarity Economy, Governance and Development (LARESSGD), Cadi Ayyad University, Marrakech, 40000, Morocco; email: aomaribourk@gmail.com","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","22277099","","","","English","Economies","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85166436018"
"Kristinsson K.; Gudjonsson S.; Minelgaite I.; Christiansen T.D.","Kristinsson, Kari (57196763957); Gudjonsson, Sigurdur (57194426062); Minelgaite, Inga (57200991533); Christiansen, Tinna Dahl (58528608900)","57196763957; 57194426062; 57200991533; 58528608900","Hire-Me-Not? The Influence of Grades and University Type on Labor Market Success; [Įdarbinsite mane ar ne? Pažymių ir universiteto tipo įtaka sėkmei darbo rinkoje]","2023","Pedagogika","150","2","","5","20","15","0","10.15823/p.2023.150.1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85167395391&doi=10.15823%2fp.2023.150.1&partnerID=40&md5=76788cf7c4746074e0fea20f5d1b5212","University of Iceland, School of Business, 10-102 Sæmundargata St., Reykjavík, Iceland; University of Johannesburg, College of Business and Economics, PO Box 524, Auckland Park, Johannesburg, 2006, South Africa","Kristinsson K., University of Iceland, School of Business, 10-102 Sæmundargata St., Reykjavík, Iceland; Gudjonsson S., University of Iceland, School of Business, 10-102 Sæmundargata St., Reykjavík, Iceland; Minelgaite I., University of Iceland, School of Business, 10-102 Sæmundargata St., Reykjavík, Iceland, University of Johannesburg, College of Business and Economics, PO Box 524, Auckland Park, Johannesburg, 2006, South Africa; Christiansen T.D., University of Iceland, School of Business, 10-102 Sæmundargata St., Reykjavík, Iceland","How effective is education as a signal for attracting future employers? With a sample of 143 human resource managers from Iceland's 300 largest companies, we conducted a framed field experiment to see if academic achievement and school choice influenced the job candidate's employability and salary. Candidates from public and private schools were seen as equally qualified and hirable, with public school candidates potentially getting offered a 9.8% higher salary. © 2023, Vilnius Pedagogical University. All rights reserved.","education; grades; labour market; type of university","","","","","","","","Alam G. M., Quasem A., Forhadd A. R., Mubarake M. S., Does the private university sector exploit sustainable residential life in the name of supporting the fourth industrial revolution?, Technological Forecasting and Social Change, 159, pp. 1-13, (2020); Baird L. L., Do grades and tests predict adult accomplishment?, Research in Higher Education, 23, pp. 3-85, (1985); Bedi A. S., Garg A., The effectiveness of private versus public schools: The case of Indonesia, Journal of Development Economics, 61, 2, pp. 463-494, (2000); Bowman W. R., Mehay S. L., College quality and employee job performance: Evidence from naval officers, Industrial and Labor Relations Review, 55, 4, pp. 700-714, (2002); Bretz R. D., College grade point average as a predictor of adult success: A meta-analytic review and some additional evidence, Public Personnel Management, 18, 1, pp. 11-22, (1989); Brewer D. J., Eide E. R., Ehrenberg R. G., Does it pay to attend an elite private college? Cross-cohort evidence on the effects of college type on earnings, The Journal of Human Resources, 34, 1, pp. 104-123, (1999); Brewer D. J., Ehrenberg R. G., Does it pay to attend an elite private college? Evidence from the senior high school class of 1980, Research in Labor Economics, 15, (1996); Brewer J. D, Eide E., Ehrenberg R. G., Does it pay to attend an elite private college? Cross cohort evidence on the effects of college type on earnings, Journal of Human Resources, 34, 1, pp. 104-123, (1999); Brewer Dominic J., Ehrenberg R. G., Does it pay to attend an elite private college? Evidence from the Senior High School Class of 1980, Research in Labor Economics, 15, pp. 239-271, (1996); Byrne D., The attraction paradigm, (1971); Claire Crawford C., Gregg P., Macmillan L., Vignoles A., Wyness G., Higher education, career opportunities, and intergenerational inequality, Oxford Review of Economic Policy, 32, 4, pp. 553-575, (2016); Dronkers J., Robert P., Differences in scholastic achievement of public, private government-dependent, and private independent schools, Educational Policy, 22, 4, pp. 541-577, (2008); Egalite A. J., Patrick J., Wolf P. J., A review of the empirical research on private school choice, Peabody Journal of Education, 91, 4, pp. 441-454, (2016); Field A., Discovering statistics using SPSS, (2005); Figlio D. N., Stone J. A., Are private schools really better?, 18, 18, pp. 115-140, (2000); Filer R. K., The influence of effective human capital on the wage equation, Research in Labor Economics, 4, pp. 67-416, (1981); Filer R. K., Sexual differences in earnings: The role of individual personalities and tastes, Journal of Human Resources, 18, 1, pp. 82-99, (1983); Fuller R., Schoenberger R., The gender salary gap: Do academic achievement, internship experience, and college major make a difference?, Social Science Quarterly, 72, 4, pp. 715-726, (1991); Goldhaber D. D., Public and private high schools: Is school choice an answer to the productivity problem?, Economics of Education Review, 15, 2, pp. 93-109, (1996); Grimes P. W., Public versus private secondary schools and the production of economic education, Journal of Economic Education, 25, 1, pp. 17-30, (1994); Gudjonsson S., Jonsdottir S. 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A., Academic achievement and job performance, American Economic Review, 65, 3, pp. 350-366, (1975)","","","Vytautas Magnus University","","","","","","13920340","","","","English","Pedagogika","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85167395391"
"Rebelo H.; Christodoulou P.; Payan-Carreira R.; Dumitru D.; Mäkiö E.; Mäkiö J.; Pnevmatikos D.","Rebelo, Hugo (57215428730); Christodoulou, Panagiota (57207456867); Payan-Carreira, Rita (23569826100); Dumitru, Daniela (55149864300); Mäkiö, Elena (57193016324); Mäkiö, Juho (57217969924); Pnevmatikos, Dimitrios (16319919000)","57215428730; 57207456867; 23569826100; 55149864300; 57193016324; 57217969924; 16319919000","University–Business Collaboration for the Design, Development, and Delivery of Critical Thinking Blended Apprenticeships Curricula: Lessons Learned from a Three-Year Project","2023","Education Sciences","13","10","1041","","","","0","10.3390/educsci13101041","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175320629&doi=10.3390%2feducsci13101041&partnerID=40&md5=d96d363da8b41f7f6dd6c08568ee2ddc","Research Centre in Education and Psychology, University of Évora, Évora, 7000, Portugal; Department of Primary Education, School of Social Sciences and Humanities, University of Western Macedonia, Florina, 53100, Greece; Department of Veterinary Medicine, School of Sciences and Technology, Comprehensive Health Research Centre, University of Évora, Évora, 7000, Portugal; Teacher Training Department, Bucharest University of Economic Studies, Bucharest, 010374, Romania; Department of Electrical Engineering and Informatics, Faculty of Technology, University of Applied Sciences Emden/Leer, Emden, 26723, Germany","Rebelo H., Research Centre in Education and Psychology, University of Évora, Évora, 7000, Portugal; Christodoulou P., Department of Primary Education, School of Social Sciences and Humanities, University of Western Macedonia, Florina, 53100, Greece; Payan-Carreira R., Department of Veterinary Medicine, School of Sciences and Technology, Comprehensive Health Research Centre, University of Évora, Évora, 7000, Portugal; Dumitru D., Teacher Training Department, Bucharest University of Economic Studies, Bucharest, 010374, Romania; Mäkiö E., Department of Electrical Engineering and Informatics, Faculty of Technology, University of Applied Sciences Emden/Leer, Emden, 26723, Germany; Mäkiö J., Department of Electrical Engineering and Informatics, Faculty of Technology, University of Applied Sciences Emden/Leer, Emden, 26723, Germany; Pnevmatikos D., Department of Primary Education, School of Social Sciences and Humanities, University of Western Macedonia, Florina, 53100, Greece","University–Business partnership for collaborative curriculum design, development, and delivery is an important dimension of University–Business Collaboration (UBC), but scarce information exists on how to enhance partnership for the design, development, and implementation of new curricula. With these questions in focus, this article intends to present and discuss the perceived experience during a three-year European funded project, namely, Think4Jobs. This project exemplifies the significance and benefits of UBC in the design, development, and delivery of curricula that meet the evolving demands of the labour market while promoting Critical Thinking (CT) as a foundational 21st century skill to contribute to graduates’ employability. Think4Jobs project brought together a multidisciplinary team of researchers and business organisations from five European countries (Germany, Greece, Lithuania, Portugal, and Romania) with interests in promoting and developing CT and mitigating eventual competence gaps. The project’s success was attributed to key practices, including defining a common conceptualization of CT, employing Participatory Co-Design, and providing common training for university and business partners. Clear objectives, explicit roles, effective communication, and ongoing evaluation further enhanced the collaboration. Experiential learning, real-work problems, and case studies reinforced the curricula, bridging the gap between academia and the labour market. By embracing these insights, future UBC initiatives can empower graduates with the necessary skills to stand out in an ever-changing labour market, contributing to enhanced education and successful careers. © 2023 by the authors.","Critical Thinking; curriculum co-design; curriculum delivery; curriculum development; employability; higher education; labour market; research project; soft skills; University–Business Collaboration","","","","","","Commission; European Commission, EC; Education, Audiovisual and Culture Executive Agency, EACEA; Erasmus+","This research was supported by the “Critical Thinking for Successful Jobs—Think4Jobs” Project, with grant number 2020-1-EL01-KA203078797, funded by the European Commission/EACEA, through the ERASMUS + Programme. The European Commission support to produce this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use, which may be made of the information contained therein.","Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employers’ perceptions, Stud. High. Educ, 45, pp. 1834-1847, (2020); Mears L., Omar M., Kurfess T.R., Automotive engineering curriculum development: Case study for Clemson University, J Intell. Manuf, 22, pp. 693-708, (2011); Galan-Muros V., Plewa C., What drives and inhibits university-business cooperation in Europe? A comprehensive assessment, Res. Dev. 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Educ, 13, pp. 362-370, (2015); Garcia-Moro F.J., Gomez-Baya D., Munoz-Silva A., Martin-Romero N., A Qualitative and Quantitative Study on Critical Thinking in Social Education Degree Students, Sustainability, 13, (2021); Pais S.C., Dias T.S., Benicio D., Connecting Higher Education to the Labour Market: The Experience of Service Learning in a Portuguese University, Educ. Sci, 12, (2022); Thune T., Success factors in higher education-industry collaboration: A case study of collaboration in the engineering field, Tert. Educ. Manag, 17, pp. 702-722, (2011)","H. Rebelo; Research Centre in Education and Psychology, University of Évora, Évora, 7000, Portugal; email: hrfr@uevora.pt; D. Pnevmatikos; Department of Primary Education, School of Social Sciences and Humanities, University of Western Macedonia, Florina, 53100, Greece; email: dpnevmat@uowm.gr","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85175320629"
"Zhang C.; Liu L.","Zhang, Chunyu (57216757069); Liu, Liping (57216832407)","57216757069; 57216832407","Exploring the role of employability: the relationship between health-promoting leadership, workplace relational civility and employee engagement","2023","Management Decision","61","9","","2582","2602","20","1","10.1108/MD-05-2022-0717","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166931284&doi=10.1108%2fMD-05-2022-0717&partnerID=40&md5=ae6f63c4873db6c9e50d7220e9970320","School of Economics and Management, Guangxi Normal University, Guilin, China","Zhang C., School of Economics and Management, Guangxi Normal University, Guilin, China; Liu L., School of Economics and Management, Guangxi Normal University, Guilin, China","Purpose: Drawing upon self-determination theory, this study investigates the direct and indirect impact of health-promoting leadership on employee engagement via workplace relational civility and explores the moderating effect of employability on these factors. Design/methodology/approach: The authors collected a total of 723 matched and valid responses from nurses in Guangxi, China. Data regarding health-promoting leadership, workplace relational civility, employability and employee engagement were gathered using a survey administered in two waves, 1 week apart. The authors utilised structural equation modelling and linear regression to test the model. Findings: This study reveals that health-promoting leadership has both direct and indirect positive effects on nurses' engagement through workplace relational civility. Furthermore, the authors found that employability negatively moderates the impact of workplace relational civility on nurses' engagement but does not moderate the impact of health-promoting leadership on nurses' engagement. Originality/value: This is one of the few studies that have examined the effects of health-promoting leadership within the nursing industry. The authors confirm the importance of health-promoting leadership and workplace relationship civility on employee engagement. In addition, this study demonstrates the moderating role of employability in employment relationships. © 2023, Emerald Publishing Limited.","Employability; Employee engagement; Health-promoting leadership; Self-determination theory; Workplace relational civility","","","","","","Guangxi Educational Science, (2023JD14)","Funding: This work was supported by the 2023 Annual Project of the Fourteenth Five-Year Plan of Guangxi Educational Science: Research on the perception of the employment environment and adaptability of college graduates in Guangxi under Grant 2023JD14. ","Abid G., Sajjad I., Elahi N.S., Farooqi S., Nisar A., The influence of prosocial motivation and civility on work engagement: the mediating role of thriving at work, Cogent Business and Management, 5, 1, (2018); Acikgoz Y., Sumer H.C., Sumer N., Do employees leave just because they can? 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Zhu Y., Organization-based self-esteem affects employees' exchange relationship perceptions and extrarole behavior, Social Behavior and Personality: An International Journal, 44, 3, pp. 509-517, (2016)","L. Liu; School of Economics and Management, Guangxi Normal University, Guilin, China; email: 865248131@qq.com","","Emerald Publishing","","","","","","00251747","","","","English","Manage. Decis.","Article","Final","","Scopus","2-s2.0-85166931284"
"Abouabdelkader S.; Abouabdelkader H.; Ben Kaddour K.","Abouabdelkader, Soufiane (57201761459); Abouabdelkader, Hassan (57192907748); Ben Kaddour, Khalid (58795819400)","57201761459; 57192907748; 58795819400","The impact of presentation skills on Moroccan engineering students’ language abilities","2023","Training, Language and Culture","7","3","","79","93","14","0","10.22363/2521-442X-2023-7-3-79-93","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172658209&doi=10.22363%2f2521-442X-2023-7-3-79-93&partnerID=40&md5=38cc0ce28334207899416e843354d354","Chouaib Doukkali University, Morocco; Moulay Ismail University, Morocco","Abouabdelkader S., Chouaib Doukkali University, Morocco; Abouabdelkader H., Moulay Ismail University, Morocco; Ben Kaddour K., Moulay Ismail University, Morocco","In EFL education for Engineering students, effective communication skills are crucial for academic and professional success. However, mastering these skills, particularly in the realm of presentation, poses a challenge. This study addresses the need to assess the impact of technology-assisted presentation skills on EFL Engineering students’ English proficiency. The primary aim of the study is to examine the influence of technology-assisted presentation skills on the English proficiency of fourth-year Moroccan Engineering students, who possess a minimum B2 level of English proficiency. The study focuses on three key sets of presentation skills, namely the ability to define and illustrate, categorise and describe, and compare and analyse engineering processes and products. The study employs a mixed-methods approach involving 183 fourth-year Moroccan Engineering students. Quantitative data is gathered through pre and post-tests, while qualitative insights are obtained from focus-group interviews. Data is analysed using both quantitative and qualitative methods to provide a comprehensive understanding of the impact of technology-assisted presentation skills. The findings reveal that students’ English proficiency improved significantly in the posttest compared to the pre-test, corroborating the main hypothesis. Specifically, students demonstrated significant enhancements in their ability to define, illustrate, categorise, describe, compare and analyse engineering concepts and products through presentations. This research highlights the effectiveness of technology-assisted presentation skills in enhancing the English proficiency of EFL Engineering students. The results underscore the importance of incorporating such skills into curricula to better prepare students for academic and professional communication. Additionally, the study emphasises the need for ongoing practice and gradual skill development to fully harness the potential of these presentation skills. These observations offer valuable implications for educators and institutions seeking to improve language instruction in engineering programmes and similar fields. © Soufiane Abouabdelkader, Hassan Abouabdelkader, Khalid Ben Kaddour 2023.","communication skills; EFL methodology; employability; English language proficiency; ESL methodology; ICT; presentational skills","","","","","","","","Abouabdelkader S., Moroccan EFL university students’ composing skills in the balance: Assessment procedures and out-comes, Assessing EFL writing in the 21st century Arab world: Revealing the unknown, pp. 79-109, (2018); Al-Issa A., English language teaching at the College of Law– Muscat, Sultanate of Oman: Analyzing needs and understanding problems, Asian Journal of English Language Teaching, 17, pp. 65-86, (2007); Al-Issa A. S., Al-Qubtan R. E. D. H. A., Taking the floor: Oral presentations in EFL classrooms, TESOL Journal, 1, 2, pp. 227-246, (2010); Barker C., Sparrow C., Technology and presentation skills teaching: Activity theory as a tool for the design and evaluation of strategies for the use of video as a learning tool in presentation skills teaching, European Journal of Law and Technology, 7, 3, (2016); Belland B. R., Portraits of middle school students constructing evidence-based arguments during problem-based learning: The impact of computer-based scaffolds, Educational Technology Research and Development, 58, 3, pp. 285-309, (2010); Ben Kaddour K., Developing communication skills through Project-based Learning: The case of ENSAM engineering students, International Journal of English Literature and Social Sciences, 5, 3, pp. 649-656, (2020); Biesta G., Burbules N. C., Pragmatism and educational research, (2003); Billings D. M., A framework for assessing outcomes and practices in web-based courses in nursing, Journal of Nursing Education, 39, 2, pp. 60-67, (2000); Bonk C. J., Wiley D. A., Preface: Reflections on the waves of emerging learning technologies, Educational Technology Research and Development, 68, pp. 1595-1612, (2020); Boud D., Falchikov N., Aligning assessment with long-term learning, Assessment & Evaluation in Higher Education, 31, 4, pp. 399-413, (2006); Bradbury A. J., Successful presentation skills, 111, (2006); Bransford J., Brown A., Cocking R., How people learn: Brain, mind, experience, and school, (2000); Celce-Murcia M., Language teaching approaches: An overview, Teaching English as a second or foreign language, pp. 3-11, (2001); Chaibate H., Hadek A., Ajana S., Bakkali S., Faraj K., A com-parative study of the engineering soft skills required by Moroccan job market, International Journal of Higher Education, 9, 1, pp. 142-152, (2020); Chamorro-Premuzic T., Arteche A., Bremner A. J., Greven C., Furn-ham A., Soft skills in higher education: Importance and improvement ratings as a function of individual differences and academic performance, Educational Psychology, 30, 2, pp. 221-241, (2010); Cismas S. C., Globalization in engineering education: advances in teaching presentation skills, Proceedings of the 6th WSEAS International Conference on Engineering Education, pp. 236-240, (2009); Cochrane J., Asset pricing: Revised edition, (2009); De Grez L., Valcke M., Learning and instruction of oral presentation skills: Education in a competitive and globalizing world, Handbook of curriculum development, pp. 177-208, (2010); De Grez L., Valcke M., Roozen I., The impact of goal orienta-tion, self-reflection and personal characteristics on the acquisition of oral presentation skills, European Journal of Psychology of Education, 24, 3, pp. 293-306, (2009); Delahunty T., Seery N., Lynch R., Exploring problem conceptualiza-tion and performance in STEM problem solving contexts, Instructional Science, 48, pp. 395-425; De Villiers R., The incorporation of soft skills into accounting curricula: preparing accounting graduates for their unpredictable futures, Meditari Accountancy Research, 18, 2, pp. 1-22, (2010); El-Moamly A. A., Curriculum development in medical education: A reflection in the 40 years-experience of problem-based learning (PBL), the educational research and the accreditation programs of medical schools, Handbook of curriculum development, pp. 1-64, (2010); Fallows S., Steven C., Building employability skills into the higher education curriculum: A university-wide initiative, Education + Training, 42, 2, pp. 75-83, (2000); Gallagher S. A., Problem-based learning, Systems and models for developing programs for the gifted and talented, pp. 193-210, (2009); Gibb A., Focus Groups, Social Research Update, 19, (1997); Gomez-Pablos V. B., Del Pozo M. M., Garcia-Valcarcel A., Project-based learning (PBL) through the incorporation of digital technologies: An evaluation based on the experience of serving teachers, Computers in Human Behavior, 68, pp. 501-512, (2017); Gyori B., Mentorship modes: Strategies for influencing interactive learners, Interdisciplinary Journal of Problem-Based Learning, 7, 1, pp. 173-185, (2013); Helle L., Tynjala P., Olkinuora E., Project-based learning in post-secondary education-theory, practice and rubber sling shots, Higher Education, 51, 2, pp. 287-314, (2006); Hutchinson T., Introduction to project work, (2001); Ibboston M., English for engineering, (2008); Iijima M., Murrow P. J., Hattori M., Teaching English language skills to students of engineering in Japan, IFAC Proceedings Volumes, 42, 24, pp. 268-271, (2009); Jahan A., Jahan N., Teaching presentation skills to tertiary students in Bangladesh, Stamford Journal of English, 4, pp. 41-61, (2008); Johnson R. B., Onwuegbuzie A. J., Mixed methods research: A research paradigm whose time has come, Educational Researcher, 33, 7, pp. 14-26, (2004); Jonassen D. H., Computers as mindtools for schools: Engaging critical thinking, (2000); Masoud M. I., Al Muhtaseb A. A. H., Improving engineering students’ writing/presentation skills using laboratory/mini-project report, The International Journal of Electrical Engineering & Education, 58, 3, pp. 701-714, (2021); Means B., Haertel G. D., Moses L., Evaluating the effects of learning technologies, Evaluating educational technology: Effective research designs for improving learning, pp. 1-14, (2003); Mousawa D. T., Elyas T., Presentation as employability soft skill to ESP learners in the English Language Institute at King Abdulaziz University, Journal of Language Teaching and Research, 6, 5, pp. 1058-1062, (2015); Mukundan J., Nimehchisalem V., Evaluative criteria of an English language textbook evaluation checklist, Journal of Language Teaching and Research, 3, 6, pp. 1128-1134, (2012); Neal G., Student reflections on the effectiveness of ICT as a learning resource, Proceedings of the 2005 AARE Annual Conference, pp. 1-22, (2005); Pino D., Web-based English as a Second Language instruction and learning strengths and limitations, Distance Learning, 5, 2, pp. 65-71, (2008); Pittenger K. K., Miller M. C., Mott J., Using real-world standards to enhance students’ presentation skills, Business and Professional Communication Quarterly, 67, 3, pp. 327-336, (2004); Possa G., Europe’s universities in response to Europe’s challenges, Higher Education in Europe, 31, 4, pp. 355-357, (2006); Schulz B., The importance of soft skills: Education beyond academic knowledge, Journal of Language and Communication, 2, pp. 146-154, (2008); Sleezer C. M., Conti G. J., Nolan R. E., Comparing CPE and HRD programs: Definitions, theoretical foundations, out-comes, and measures of quality, Advances in Developing Human Resources, 6, 1, pp. 20-34, (2004); Thom M., Crucial skills for the entrepreneurial success of fine artists, Artivate, 5, 1, pp. 3-24, (2016); Tversky B., Functional significance of visuospatial representations, The Cambridge handbook of visuo-spatial thinking, pp. 1-34, (2005); Van Rooij S. W., Project management in instructional design: ADDIE is not enough, British Journal of Educational Technology, 41, 5, pp. 852-864, (2010); Zusho A., Pintrich P. R., Coppola B., Skill and will: The role of motivation and cognition in the learning of college chemistry, International Journal of Science Education, 25, 9, pp. 1081-1094, (2003)","","","RUDN University","","","","","","25202073","","","","English","Train. Lang. Culture.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85172658209"
"Moneypenny D.B.","Moneypenny, Dianne B. (55874873200)","55874873200","TRANSPARENT TEACHING AND ONLINE COURSE QUALITY: STUDENT AWARENESS OF WORKFORCE SKILLS IN ONLINE SPANISH","2023","Journal of Educators Online","20","4","","","","","0","10.9743/JEO.2023.20.4.18","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175009040&doi=10.9743%2fJEO.2023.20.4.18&partnerID=40&md5=f274261d10891ee49609ca922f64d5a8","Indiana University East, United States","Moneypenny D.B., Indiana University East, United States","Transparency in teaching and learning (TILT) methods have been shown to be an effective intervention for student retention, particularly for minority, low-income, and first-generation college students. TILT methodologies are purported to yield positive outcomes regardless of course subjects and course modalities, but there has been little research on specific disciplines and the online format. This study analyzed transparent teaching in what is traditionally considered one of the most difficult subjects in higher education, i.e., foreign language. Drop, withdraw, and fail rates nationally attest to the challenges that foreign language students face. Taking courses online can also contribute to lower rates of student success. Given these considerations, this project focused on employing TILT practices in online college Spanish. This study compared groups of online Spanish students (N = 110) enrolled at a regional campus in sections of Elementary Spanish I and Second Year Spanish I. The students were divided into control and transparent teaching (TT) test groups. The TT groups took newly created versions of the courses designed with TILT methodology. The control groups completed the older version of the course without TILT interventions. Both groups completed post course surveys to assess the effects of transparent teaching. Results indicated that students who took the transparent teaching version of online Spanish had increased awareness of employer valued skills, an expected outcome of TILTing the course. © 2023, Grand Canyon University. All rights reserved.","employability; online pedagogy; soft skills; Spanish; Transparent teaching; online education","","","","","","","","Bara Stolzenberg E., Eagan K., Zimmerman H. B., Aragon M. C., Cesar-Davis N. M.; Jacobo S., Couch V., Riojas-Aguilar C., The American freshman: National norms fall 2017, (2017); Bass R., Disrupting ourselves: The problem of learning in higher education, Educause Review, 47, 2, pp. 23-33, (2012); Borup J., Chambers C., Stimson R., Student perceptions of online teacher and on-site facilitator support in supplemental online courses, Online Learning Journal, 23, 4, pp. 253-280, (2019); Bowden J., D'Alessandro S., Co-creating value in higher education: The role of interactive classroom response technologies, Asian Social Science, 7, 11, pp. 35-49, (2011); Bullard L. G., Felder R. M., A student-centered approach to teaching material and energy balances 2: Course delivery and assessment, Chemical Engineering Education (CEE), 41, 3, pp. 167-176, (2007); Carpenter R., O'Brien S., Martin T., Fox H., Pinion C., Hermes S., Skubik-Peplaski C., Humphrey C., Faculty development for transparent learning & teaching: Perspectives from teacher-scholars, The Journal of Faculty Development, 35, 2, pp. 58-64, (2021); Chickering A. W., Gamson Z. F., Seven principles for good practice in undergraduate education, AAHE Bulletin, pp. 3-7, (1987); Dunlosky J., Metcalfe J., Metacognition: A textbook for cognitive, educational, life span, and applied psychology, (2009); Fedesco H. N., Kentner A., Natt J., The effect of relevance strategies on student perceptions of introductory courses, Communication Education, 66, 2, pp. 196-209, (2017); Felten P., Finley A., Foreword, Transparent design in higher education teaching and leadership: A guide to implementing the transparency framework institution-wide to improve learning (pp i–iii), (2019); Guajardo Leal B. E., Valenzuela Gonzalez J. R., Scott J., Student engagement as a predictor of xMOOC completion: An analysis from five course on energy sustainability, Online Learning Journal, 23, 2, pp. 105-123, (2019); Gynnild V., Myrhaug D., Revisiting approaches to learning in science and engineering: A case study, European Journal of Engineering Education, 37, 5, pp. 458-470, (2012); Harris B., McCarthy P., Wright A., Schutz H., Boersma K., Shepherd S., Manning L., Malisch J., Ellington R., From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond, Ecology and Evolution, 10, 22, pp. 12581-12612, (2020); It takes more than a major: Employer priorities for college learning and student success, Liberal Education, 99, 2, (2013); Howard T. O., Winkelmes M. A., Shegog M., Transparency teaching in the virtual classroom: Assessing the opportunities and challenges of integrating transparency teaching methods with online learning, Journal of Political Science Education, 16, 2, pp. 198-211, (2020); Leblanc G., Nguyen N., Listening to the customer’s voice: Examining perceived service value among business college students, The International Journal of Educational Management, 13, 4, pp. 187-198, (1999); Sander L., Freshman survey: This year, even more focused on jobs, The Chronicle for Higher Education, (2013); Scott P., Student perception of college value: Opportunities for future research, Scholarship of Teaching and Learning in Psychology, 3, 4, pp. 299-303, (2017); Sparrow S., Teaching and assessing soft skills, Journal of Legal Education, 67, 2, pp. 553-575, (2018); Tanner K., Promoting student metacognition, CBE Life Sciences Education, 11, 2, pp. 113-120, (2012); What Works Clearninghouse: Procedures and standards handbook (version 3.0), (2014); Vekiri I., Chronaki A., Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school, Computers & Education, 51, 3, pp. 1392-1404, (2008); Williams J., Colomb G., The case for explicit teaching: Why what you don’t know won’t help you, Research in the Teaching of English, 27, 3, pp. 252-264, (1993); Winkelmes M.-A., Building assignments that teach, Essays on Teaching Excellence, 19, 8, (2008); Winkelmes M.-A., Transparency in teaching: Faculty share data and improve students’ learning, Liberal Education, 99, 2, (2013); Winkelmes M.-A., Bernacki M., Butler J., Zochowski M., Golanics J., Weavil K. H., A teaching intervention that increases underserved college students’ success, Peer Review, 18, pp. 31-36, (2016); Yeager D. S., Dweck C. S., Mindsets that promote resilience: When students believe that personal characteristics can be developed, Educational Psychologist, 47, 4, pp. 302-314, (2012)","","","Grand Canyon University","","","","","","1547500X","","","","English","J. Educ. Online","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85175009040"
"Ishak N.S.; Sohaimi N.S.; Abdullah F.; Saleh W.S.R.W.","Ishak, Nor Syahidah (58643936400); Sohaimi, Nor Suzylah (55585056700); Abdullah, Fikriyah (57193672209); Saleh, Wan Shamsul Rezal Wan (58644150700)","58643936400; 55585056700; 57193672209; 58644150700","Exploring The Suitability Between GIATMARA and SBEZ’s Development Towards TVET Training","2023","Journal of Technical Education and Training","15","3","","131","141","10","0","10.30880/jtet.2023.15.03.012","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174049716&doi=10.30880%2fjtet.2023.15.03.012&partnerID=40&md5=a967bb0f53b5645e106d880f863264d1","Islamic Business School, Universiti Utara Malaysia, Sintok, Malaysia; Institute Research for Indonesia, Thailand; Institute Research for Indonesia, Singapore; Universiti Utara Malaysia School of Government, Universiti Utara Malaysia, Malaysia; School of Economics, Finance and Banking, Universiti Utara Malaysia, Sintok, Malaysia; GIATMARA, Kuala Lumpur, Malaysia","Ishak N.S., Islamic Business School, Universiti Utara Malaysia, Sintok, Malaysia; Sohaimi N.S., Institute Research for Indonesia, Thailand, Institute Research for Indonesia, Singapore, Universiti Utara Malaysia School of Government, Universiti Utara Malaysia, Malaysia; Abdullah F., School of Economics, Finance and Banking, Universiti Utara Malaysia, Sintok, Malaysia; Saleh W.S.R.W., GIATMARA, Kuala Lumpur, Malaysia","This study investigates and explore how community involvement and engagement through TVET at Special Boarder Economic Zone (SBEZ), Bukit Kayu Hitam through collaboration with one of the TVET educational providers namely GIATMARA. With the tertiary education and skill-based programmes, young community at SBEZ will have a better opportunity for employability and able to meet the demand from industry. This study employs a qualitative method with the information on the course offered by GIATMARA, the demand skills and from SBEZ development and the readiness of the community towards TVET skills around that area. The depth and breadth of the data collected through semi-structure interview with Northern Gateway, GIATMARA and SBEZ community. Building on the analysis, thematic analyses were then undertaken on the data from interviews. In particular, to ensure the successful of SBEZ, the surrounding community needs to be equipped with TVET skills especially related to logistic nd supply chain industry. Further, there are nine are of services of logistic and supply chain that are expected to be fulfilled for upcoming demand in SBEZ. It is hope that all TVET institutions including GIATMARA have to ensure that their curriculums are in line with the needs of the industry. © Universiti Tun Hussein Onn Malaysia Publisher’s Office.","graduate employability; SBEZ; socioeconomic; tertiary education; TVET; TVET","","","","","","Universiti Utara Malaysia, UUM, (21195)","The authors would like to express our gratitude and thanks to Universiti Utara Malaysia on the award of funding for this study under the University-Industry-Agency Collaboration Grant from Universiti Utara Malaysia. (Code S/O; 21195).","Azmi I. A. G., Hashim R. C., Yusoff Y. M., The employability skills of Malaysian university students, International Journal of Modern Trends in Social Sciences, 1, 3, pp. 01-14, (2018); Bews N. F., Rossouw G. J., A role for business ethics in facilitating trustworthiness, Journal of Business Ethics, 39, 4, pp. 377-390, (2002); Ghani E. K., Rappa R., Gunardi A., Employers’ perceived accounting graduates’ soft skills, Academy of Accounting and Financial Studies Journal, 22, 5, (2018); Department of Statistics Malaysia, (2019); Iradah Z., Karim A., Maat S. M., Employability skills model for engineering technology students, Journal of Technical Education and Training, 2, pp. 79-87, (2019); Code of practice for TVET program accreditation, (2019); Mohd Sauffie N. F., Technical and Vocational Education Transformation in Malaysia: Shaping the Future Leaders, Journal of Education and Practice, 6, 22, pp. 85-89, (2015); Employability for Malaysians, (2020); Jobs, Salaries and Vacancies 2017, (2018); Ismail J. B., Chik C. T., Hemdi M. A., TVET graduate employability: mismatching traits between supply and demand, International Journal of Academic Research in Business and Social Sciences, 11, 13, pp. 223-243, (2021); Graduate Employability, (2018); Nasir S. B., Strategy to Revitalize Technical and Vocational Education andTraining (TVET): Management Perspectives, Global Journal of Management and Business Research, 12, 23, pp. 1-14, (2012); Nugraha H. D., Kencanasari R. V., Komari R. N., Kasda K., Employability Skills in Technical Vocational Education and Training (TVET), INVOTEC, 16, 1, pp. 1-10, (2020); Pitan O. S., Towards Enhancing University Graduate Employability in Nigeria, J. of Soc. Anthro, 7, 1, pp. 1-11, (2016); Rodzalan M. M. S., A mixed-method analysis on students’ critical thinking and problem solving skill development in Malaysian public universities A mixed-method analysis on students’ critical thinking and problem solving skill development in Malaysian public universities, Journal of Physics: Conference Series, 1049, (2018); Sadekin M. N., Ahamad K. M. U., Chowdhury N. F. H., Technical and Vocational Education and Training (TVET) in South Asia, Decent Work and Economic Growth, pp. 1039-1050, (2020); Daud Salina, Efficient human resource deployment technique in higher education: A standpoint from Malaysia, African Journal of Business Management, 6, 25, pp. 7533-7547, (2012); Syamil A., Bassah H., The issues and challenges of TVET in Malaysia: from the perspective of industry experts, The Online Journal for Technical and Vocational Education and Training in Asia, 1, 18, pp. 1-15, (2022); Salleh N. M., Siti S., Mat S., Nur S., Syed N., Ibrahim I. H., Formulating a long-term employment strategy for construction workforce in Malaysia, (2020); Tripney J., Hombrados J., Newman M., Hovish K., Brown C., Steinka-Fry K., Wilkey E., Technical and vocational education and training (TVET) interventions to improve the employability and employment of young people in low‐and middle‐income countries: A systematic review, Campbell systematic reviews, 9, 1, pp. 1-171, (2013); Turiman S., Abdullah N., Noor N. M., Spoken meta discourse in Malaysian ESL job interviews, GEMA Online Journal of Language Studies, 18, 3, pp. 135-150, (2018); Winberg C., Bramhall M., Greenfield D., Johnson P., Rowlett P., Lewis O., Waldock J., Wolff K., Developing employability in engineering education: A systematic review of the literature, European Journal of Engineering Education, 45, 2, pp. 165-180, (2020); Zahari A. R., Tamyez P. F. M., Azizan N. A., Hashim F., Student spin-off intentions in Malaysian higher educational institutions: Founders’ characteristics and university roles, J. of Entrepreneurship Edu, 21, pp. 1-15, (2018)","N.S. Ishak; Islamic Business School, Universiti Utara Malaysia, Sintok, Malaysia; email: norsyahidah@uum.edu.my","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85174049716"
"Alheadary W.G.","Alheadary, Wael G. (56825995200)","56825995200","Controlling Employability Issues of Computing Science Graduates through Machine Learning-Based Detection and Identification","2023","Engineering, Technology and Applied Science Research","13","3","","10888","10894","6","1","10.48084/etasr.5892","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169122736&doi=10.48084%2fetasr.5892&partnerID=40&md5=969bd74557b649dce28c3bb782a26451","College of Computer Science and Engineering, Taibah University, Saudi Arabia","Alheadary W.G., College of Computer Science and Engineering, Taibah University, Saudi Arabia","The unemployment rate of graduate students in the area of computing is tremendously growing. One of the main reasons is the difference between the acquired skills from universities and the skills required from industry which is looking for potential graduates who can work in the digitally transforming framework of today’s society. Many studies have been conducted to emphasize the issue of unemployment utilizing traditional approaches. However, these methods are time-consuming and difficult to bring into effect, while involving a lot of effort, which had no definite influence or impact on the studies to date. Hence, this study proposes a predictive artificial intelligent model through the use of a conceptual framework called Intelligent Collaborative Framework, addressing the gap between university computing graduates and the industry needs. This model is achieved via machine learning classifiers to recognize the issue and solve the problem between university computing graduates' and employers’ expectations. In addition, the study identifies the required skills for computing graduate students to be employed in the industry. Several experiments were conducted using a dataset gathered from two computing departments and through a survey done among the graduates. The experiment results show that the ADA, SVM, and LR outperform the other classifiers. The model performance accuracy reached 89% for F1-Score. In addition, the best features (computing and training courses) were identified using the SelectKBest. The mutual information gain can assist in quickly obtaining jobs. © 2023, Dr D. Pylarinos. All rights reserved.","computing graduates; employability; industry skills; machine learning","","","","","","","","Weligamage S. S., Graduates’ employability skills: Evidence from literature review, (2009); Yafooz W. M. S., Hezzam E. A., Emara A.-H. M., Machine learning based Collaborative Intelligent Closing Gap between Graduates and Labour Market Framework, International Conference on Artificial Intelligence and Smart Systems, pp. 1721-1726, (2021); Al-Dossari H., Nughaymish F. A., Al-Qahtani Z., Alkahlifah M., Alqahtani A., A Machine Learning Approach to Career Path Choice for Information Technology Graduates, Engineering, Technology & Applied Science Research, 10, 6, pp. 6589-6596, (2020); Keshvari G. C., Faraz J. M., Safaie N., Nedjad S. J. H., A Model For the Development οf Employees’ Learning (Career Path) in Industrial Enterprises, Engineering, Technology & Applied Science Research, 8, 1, pp. 2427-2432, (2018); Khan S., Demystifying the impact of university graduate’s core competencies on work performance: A Saudi industrial perspective, International Journal of Engineering Business Management, 10, (2018); Laaziri M., Khoulji S., Benmoussa K., Larbi K. M., Information System for the Governance of University Cooperation, Engineering, Technology & Applied Science Research, 8, 5, pp. 3355-3359, (2018); Wickramasinghe V., Kumara S., Differential effects of competency due to BPO and KPO industry differences in ITES sector in Sri Lanka, Career Development International, 14, 2, pp. 169-185, (2009); Baird A. M., Parayitam S., Employers’ ratings of importance of skills and competencies college graduates need to get hired: Evidence from the New England region of USA, Education + Training, 61, 5, pp. 622-634, (2019); Su W., Zhang M., An integrative model for measuring graduates’ employability skills—A study in China, Cogent Business & Management, 2, 1, (2015); Yang H., Cheung C., Song H., Enhancing the learning and employability of hospitality graduates in China, Journal of Hospitality, Leisure, Sport & Tourism Education, 19, pp. 85-96, (2016); Ghaly S. M. A., Indirect Evaluation of Program Educational Objectives and Student Outcomes for Engineering Programs: A Case Study, Engineering, Technology & Applied Science Research, 10, 5, pp. 6209-6213, (2020); Mgaiwa S. J., Fostering Graduate Employability: Rethinking Tanzania’s University Practices, SAGE Open, 11, 2, (2021); Souto-Otero M., Bialowolski P., Graduate employability in Europe: the role of human capital, institutional reputation and network ties in European graduate labour markets, Journal of Education and Work, 34, 5–6, pp. 611-631, (2021); Pereira E. T., Vilas-Boas M., Rebelo C. C., Graduates’ skills and employability: the view of students from different European countries, Higher Education, Skills and Work-Based Learning, 9, 4, pp. 758-774, (2019); Laalo H., Kinnari H., Silvennoinen H., Setting New Standards for Homo Academicus: Entrepreneurial University Graduates on the EU Agenda, European Education, 51, 2, pp. 93-110, (2019); Pereira E. T., Villas-Boas M., Rebelo C. C., Does Entrepreneurship and Innovative Education Matter to Increase Employability Skills?: A Framework Based on the Evidence From Five European Countries, Global Considerations in Entrepreneurship Education and Training, pp. 218-231, (2019); Buth L., Et al., Bridging the Qualification Gap between Academia and Industry in India, Procedia Manufacturing, 9, pp. 275-282, (2017); Quansah F., Ankoma-Sey V. R., Asamoah D., The Gap between the Academia and Industry: Perspectives of University Graduates in Ghana, International Journal of Education and Research, 7, 3, pp. 63-72, (2019); Azmi I. A. G., Hashim R. C., Yusoff Y. M., The employability skills of Malaysian university students, International Journal of Modern Trends in Social Sciences, 1, 3, pp. 1-14, (2018); Kenayathulla H. B., Ahmad N. A., Idris A. R., Gaps between competence and importance of employability skills: evidence from Malaysia, Higher Education Evaluation and Development, 13, 2, pp. 97-112, (2019); 'Aini Abdullah Q., Humaidi N., Shahrom M., Industry revolution 4.0: the readiness of graduates of higher education institutions for fulfilling job demands, Romanian Journal of Information Technology and Automatic Control, 30, 2, pp. 15-26, (2020); Shmatko N., Volkova G., Bridging the Skill Gap in Robotics: Global and National Environment, SAGE Open, 10, 3, (2020); Bao T. C., University graduates and employment: The gap between employer expectations and graduate performance, Tap chi Khoa hoc, 15, 5b, (2018); Okolie U. C., Nwosu H. E., Mlanga S., Graduate employability: How the higher education institutions can meet the demand of the labour market, Higher Education, Skills and Work-Based Learning, 9, 4, pp. 620-636, (2019); Alfawaz A., Hilal K., Alghannam Z., Would the Educational Programs help in Solving Saudi Arabia’s Employment Challenges?, International Journal of Academic Research in Economics and Management Sciences, 3, 1, pp. 24-39, (2014); Iqbal A., Zenchenkov M., Market Tested Business Education: Corporate Sector Perceptions of Saudi Graduates Competencies, Asia-Pacific Journal of Cooperative Education, 15, 2, pp. 91-106, (2014); Zureigat Q. M., Accounting Graduates Skills and Employers’ Needs: The Saudi Case, Jordan Journal of Business Administration, 11, 1, pp. 227-238, (2015); Almadani N. A., The implications of nursing degree education for future workforce planning in Saudi Arabia: a case study, (2017); AlKahtani N. S., Syed A. M., Alignment of undergraduate business student’s competencies with Saudi market requirements, International Journal of Management in Education, 12, 3, pp. 252-263, (2018); Mallak M. A. AL, Generic skills in accounting education in Saudi Arabia : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Accountancy at Massey University, Palmerston North, New Zealand, (2018); Sa'ad A. A., Developing English courses at technical colleges in Saudi Arabia to match labour markets and skill needs (bridging the gap), (2019); Srdar N. A., The gap between learning and teaching in accounting education : the Saudi Arabian experience, (2017); Hoda A., Ibeaheem S., Elawady W., Ragmoun W., Abdelnabi H., Saudi Universities and higher education skills on Saudi Arabia, International Journal of Higher Education Management, 4, 2, pp. 69-82, (2018)","W.G. Alheadary; College of Computer Science and Engineering, Taibah University, Saudi Arabia; email: wheadary@taibahu.edu.sa","","Dr D. Pylarinos","","","","","","22414487","","","","English","Eng. Technol. Appl. Sci. Res.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85169122736"
"Kassim M.; Katunzi-Mollel K.; Mwantimwa K.","Kassim, Mohamed (57219391773); Katunzi-Mollel, Kokuberwa (57896808100); Mwantimwa, Kelefa (57200437821)","57219391773; 57896808100; 57200437821","Assessing library and information science graduates’ skills and knowledge against 21st-century employability demands","2023","IFLA Journal","49","2","","407","418","11","1","10.1177/03400352221118695","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138367049&doi=10.1177%2f03400352221118695&partnerID=40&md5=56388d3e456f28a1c1b720db5b4e9801","Department of Information Studies, University of Dar es Salaam, Tanzania; Tanzania Commission for Universities, Tanzania","Kassim M., Department of Information Studies, University of Dar es Salaam, Tanzania; Katunzi-Mollel K., Tanzania Commission for Universities, Tanzania; Mwantimwa K., Department of Information Studies, University of Dar es Salaam, Tanzania","The demands of graduates, employers and society are changing due to substantial technological advancements. The present study assessed the library and information science skills and knowledge required by employers and society. The study utilized a cross-sectional descriptive research design with both qualitative and quantitative research approaches. The study sample was drawn from Master of Arts in Information Studies students who graduated from the University of Dar es Salaam between 2005 and 2020. Questionnaires, alongside interview guides, were used as instruments for the collection of the required data. Descriptive statistics and thematic methods were used to analyse the data. The findings suggest that the Master of Arts in Information Studies curriculum does not fully fulfil all of the expectations and needs of the graduates, employers and society. The study reveals the mismatch between what the curriculum offers and current job market requirements. The study recommends a regular review of the Master of Arts in Information Studies curriculum to effectively integrate 21st-century competencies that meet the needs of the current job market. © The Author(s) 2022.","21st-century competencies; Employability skills and knowledge; information studies; LIS graduate students; Tanzania","","","","","","","","Awwad F.A.A., Graduates competence assessment on employability skills: Partial least square-structural equation modeling, Asian Journal of Economics, Business and Accounting, 21, 17, pp. 1-14, (2021); Babbie E., The Basics of Social Research, (2008); Badiru E.O., Wahome M., Conducting graduate tracer studies for quality assurance in East African universities: A focus on graduate students voices on quality culture, Journal of Education and Practice, 7, 6, pp. 174-181, (2016); Ball S., Evaluating educational programs, Advancing Human Assessment: Methodology of Educational Measurement and Assessment, pp. 341-362, (2017); Buarki H., Hepworth M., Murray I., ICT skills and employability needs at the LIS programme Kuwait: A literature review, New Library World, 112, 11-12, pp. 499-512, (2011); Burnett P., Challenges and problems of library and information science education in selected African countries, IFLA WLIC, pp. 1-17, (2013); Deng L., Thomas A., Trembach S., What does it take them just to get the job? An analysis of employability skills of today’s LIS graduates: Implications for LIS curricula, Proceedings of the 34th Annual Research Symposium, pp. 1-5, (2012); Ismail M., Khan A., An assessment of LIS curricula and training resources for information professionals in the contemporary job market in Pakistan, Library Philosophy and Practice (e-journal), (2021); Kalufya N., Mwakajinga L., Employability of graduates from higher education institutions in Tanzania, Institute of Social Work Journal, 1, 2, pp. 52-68, (2016); Karoly L.A., The role of education in preparing graduates for the labour market in the GCC countries, (2010); Khan A., Development of employability framework through skill-discrepancy method: A perspective of LIS interns and librarians in the University of Peshawar, Pakistan, International Information and Library Review, 54, 1, pp. 39-52, (2021); Lochner B., Conrad R., Graham E., Secondary teachers’ concerns in adapting learning management systems: A US perspective, TechTrends, 59, 5, pp. 62-70, (2015); Lutwama E., Kigongo-Bukenya I.M.N., A tracer study of the East African School of Library and Information Science graduates 1995–1999 working in Uganda, South African Journal of Libraries and Information Science, 70, 2, pp. 99-109, (2004); Majinge R.M., Msonge V.T., The integration of special needs for people living with disabilities in Tanzania’s LIS curriculum, South African Journal of Libraries and Information Science, 86, 1, pp. 27-37, (2020); Malik B.A., Employability skill needs in library and information science: A systematic literature review, Employability Skills and Competencies of Working Professionals: Curriculum and Emerging Trends, pp. 35-61, (2021); Mbise E.-R., Managing students’ job opportunity expectations in Tanzanian context, Business Education Journal, 1, 2, pp. 1-17, (2016); Mgaiwa S.J., Fostering graduate employability: Rethinking Tanzania’s university practices, SAGE Open, 11, 2, (2021); Mkude D.J., Ishumi A.G., Tracer Studies in a Quest for Academic Improvement: The Process and Results of a University-Wide Tracer Study Conducted in 2002–2003, (2004); Msuya J., The Information Studies program of the University of Dar es Salaam: Perceptions of stakeholders, Information Development, 21, 3, pp. 209-218, (2005); Mthembu M., Job requirements and challenges of LIS graduates in public libraries: A literature review, Library Philosophy and Practice (e-journal), (2019); Munyoro P.K., Mutula S., Employability skills gap: Library and information science education and training in Zimbabwe, International Journal of Educational Development in Africa, 3, 1, pp. 1-26, (2016); Murdani Y., Issues challenging universities: A case of Tanzania higher education, Ahmad Dahlan Journal of English Studies, 3, 1, pp. 51-62, (2016); Mushtaq M., Ahmad N., Curriculum based competencies imparted in LIS schools: Outlook of LIS professionals working in special libraries, Library Waves, 7, 1, pp. 31-39, (2021); Mwakigonja A.R., The Doctor of Medicine curriculum review at the School of Medicine, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania: A tracer study report from 2009, BMC Medical Education, 16, (2016); Mwita K.M., Tanzania graduate employability: Perception of human resource management practitioners, International Journal of Human Resource Studies, 8, 2, pp. 263-273, (2018); Nawe J., Materu-Behitsa M.M., Expansion of Information Studies (IS) programme at the University of Dar es Salaam: A feasibility study, University of Dar Es Salaam Library Journal, 11, 2, pp. 45-59, (2016); Ndyali L., Higher education system and jobless graduates in Tanzania, Journal of Education and Practice, 7, 4, pp. 116-121, (2016); Nikusekela N.E., Pallangyo E.M., Analysis of supply side factors influencing employability of fresh higher learning graduates in Tanzania, Global Journal of Human-Social Science, 16, 1, pp. 21-28, (2016); Nudzor H.P., Ansah F., Enhancing post-graduate programme effectiveness through tracer studies: The reflective accounts of a Ghanaian nation-wide graduate tracer study research team, Quality in Higher Education, 26, 2, pp. 192-208, (2020); Otike J., Library and information science education in anglophone Africa: Past, present and future, Inkanyiso, 9, 1, pp. 66-74, (2017); Pradhan S., Study of employability and needed skills for LIS graduates, DESIDOC Journal of Library and Information Technology, 35, 2, pp. 106-112, (2015); Rani K., Sharma P., Perception analysis on employability skills of LIS graduates: An analysis, Library Philosophy and Practice (e-journal), (2021); Sanghamitra P., Study of employability and needed skills for LIS graduates, DESIDOC Journal of Library and Information Technology, 35, 2, pp. 106-112, (2015); Saunders L., Bajjaly S., The importance of soft skills to LIS education, Journal of Education for Library and Information Science, 63, 2, pp. 187-215, (2020); Shongwe M., Ocholla D., A tracer study of LIS graduates at the University of Zululand, 2000–2009, South African Journal of Information Studies, 29, 2, pp. 227-245, (2011); Uksw S., Evaluation of higher education training programs towards excellent study programs, International Journal of Advanced Science and Technology, 29, 6, pp. 3669-3679, (2020); Walker M., Oanda I., Sifuna D., Et al., Universities, employability and inclusive development: Repositioning higher education in Ghana, Kenya, Nigeria and South Africa, (2014); Warraich N.F., LIS graduates’ employability-needs and expectations of the Library and Information Science (LIS) curriculum at the University of the Punjab (PU): An appraisal of Pakistani LIS professionals, World Library and Information Congress: 74th IFLA general conference and council, (2008); Warraich N.F., Ameen K., Employability skills of LIS graduates in Pakistan: Needs and expectations, Library Management, 32, 3, pp. 209-224, (2019); Wild J., Omingo M., Graduate skills for employability in East Africa: Evolution of a skills matrix for course redesign, (2020); Younus M., Sajjad M., Assessment of ICT skills of LIS graduates and market demand: A case of Punjab, Pakistan, Pakistan Journal of Information Management and Libraries, 21, pp. 20-45, (2019)","M. Kassim; Department of Information Studies, University of Dar es Salaam, Tanzania; email: mohdie2@yahoo.com","","SAGE Publications Ltd","","","","","","03400352","","","","English","IFLA J.","Article","Final","","Scopus","2-s2.0-85138367049"
"McPherson R.; Loafman L.W.","McPherson, Rebecca (55131863200); Loafman, Lucas Wayne (56120677700)","55131863200; 56120677700","Inclusive workplace practices: understanding disability-assistance animal stereotype-bias signals","2023","Organization Management Journal","20","3","","120","129","9","1","10.1108/OMJ-08-2022-1588","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151430006&doi=10.1108%2fOMJ-08-2022-1588&partnerID=40&md5=506c40d958e60c5665eb299c81ee6afb","Department of Management and Marketing, Texas A&M University-Central Texas, Killeen, TX, United States","McPherson R., Department of Management and Marketing, Texas A&M University-Central Texas, Killeen, TX, United States; Loafman L.W., Department of Management and Marketing, Texas A&M University-Central Texas, Killeen, TX, United States","Purpose: This study aims to fill a distinct gap in the literature on disability-assistance animals (disability-AAs) and inclusive employment by investigating human resource (HR) practitioners’ perceptions of disability-AAs in the staffing process and workplace. HR practitioners play a critical role in accommodation and inclusion, yet their experiences and insights have been largely ignored in prior research. Design/methodology/approach: This study used a phenomenological approach, drawing on signaling theory and employability constructs, to explore insights from 17 HR practitioners’ experiences with assistance animals in the workplace. Findings: The potential for unconscious bias in employment practices was found, as well as a significant percentage of practitioners who were unprepared to handle animal accommodations. First, the potential development of a positive stereotype bias suggests all genuine assistance animals are high functioning. Second, the assumption that employees’ assistance animal requests for invisible disabilities without previous disclosure are presumed fraudulent until proven valid. Research limitations/implications: As a qualitative study, findings from this study are not generalizable to a larger population but may be transferable to similar employment contexts. Originality/value: This study extends knowledge from previous studies, which focused predominately on insights from disabled individuals, animal trainers and therapists, to the HR practitioner domain in creating a more inclusive work environment. Findings from this study suggest the need to improve education about disability-AAs and the potential for unconscious bias for HR practitioners and hiring managers when accommodating requests, particularly when those assistance animals are not described as high functioning. © 2023, Rebecca McPherson and Lucas Wayne Loafman.","Bias; Emotional support animal; Human resources; Inclusive practice; Service dog","","","","","","","","Blair I.V., Banaji M.R., Automatic and controlled processes in stereotype priming, Journal of Personality and Social Psychology, 70, 6, pp. 1142-1163, (1996); Buhai S., Preventing the abuse of service animal regulations, New York University Journal of Legislation and Public Policy, 19, 4, pp. 771-796, (2016); Connelly B.L., Certo S.T., Ireland R.D., Reutzel C.R., Signaling theory: A review and assessment, Journal of Management, 37, 1, pp. 39-67, (2011); Cooley D., Parks-Yancy R., Impact of traditional and internet/social media screening mechanisms on employers’ perceptions of job applicants, The Journal of Social Media in Society, 5, 3, pp. 151-186, (2016); Creswell J., Qualitative inquiry and research design choosing among five approaches, (2007); Decious E., Pandemic shifts service dogs to focus on mental health needs, The Gazette, (2021); Dorfman D., Fear of the disability con: Perceptions of fraud and special rights discourse, Law and Society Review, 53, 4, pp. 1051-1091, (2019); Foreman A., Glenn M., Meade B., Wirth O., Dogs in the workplace: A review of the benefits and potential challenges, International Journal of Environmental Research and Public Health, 14, 5, pp. 498-519, (2017); Gibeault S., Everything you need to know about emotional support animals, (2021); Giorgi A., The descriptive phenomenological method in psychology: A modified Husserlian approach, (2009); Glenn M., Thorne K., Does the purpose for using a service dog make a difference in the perceptions of what it takes to create successful outcomes in the workplace?, Journal of Applied Rehabilitation Counseling, 46, 2, pp. 13-19, (2015); Gould R., Harris S.P., Mullin C., Jones R., Disability, diversity, and corporate social responsibility: Learning from recognized leaders in inclusion, Journal of Vocational Rehabilitation, 52, 1, pp. 29-42, (2020); Greenwald A.G., Krieger L.H., Implicit bias: Scientific foundations, California Law Review, 94, 4, pp. 945-967, (2006); Hunter C., Verreynne M.L., Pachana N., Harpur P., The impact of disability-assistance animals on the psychological health of workplaces: A systematic review, Human Resource Management Review, 29, 3, pp. 400-417, (2019); Ju S., Pacha J., Moore K., Zhang D., Employability skills for entry-level employees with and without disabilities: A comparison between the perspectives of educators and employers, Journal of Vocational Rehabilitation, 40, 3, pp. 203-212, (2014); Lindsay S., Thiyagarajah K., A scoping review of the benefits and challenges of using service dogs for finding and maintaining employment, Journal of Occupational Rehabilitation, 32, 1, pp. 1-17, (2021); Maurath D.T., Wright C.W., Wittorp D.E., Hardtke D., Volunteer experience may not bridge gaps in employment, International Journal of Selection and Assessment, 23, 3, pp. 284-294, (2015); Mills M.L., Invisible disabilities, visible service dogs: The discrimination of service dog handlers, Disability & Society, 32, 5, pp. 635-656, (2017); 28 C.F.R. § 35.104, (2016); Rice L., Barth J.M., Hiring decisions: The effect of evaluator gender and gender stereotype characteristics on the evaluation of job applicants, Gender Issues, 33, 1, pp. 1-21, (2015); Strindlund L., Abrandt-Dahlgren M., Stahl C., Employers’ views on disability, employability, and labor market inclusion: A phenomenographic study, Disability and Rehabilitation, 41, 24, pp. 2910-2917, (2019)","R. McPherson; Department of Management and Marketing, Texas A&M University-Central Texas, Killeen, United States; email: becca.mcpherson@tamuct.edu","","Emerald Publishing","","","","","","15416518","","","","English","Organ. Manage. J.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85151430006"
"Piper L.; Dahlquist K.; Sunnemark F.","Piper, Laurence (7005968314); Dahlquist, Karl (57202194948); Sunnemark, Fredrik (56163343400)","7005968314; 57202194948; 56163343400","Learning for utopia: from banal to critical Work-Integrated Learning (WIL)","2023","Journal for Critical Education Policy Studies","21","1","","225","259","34","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163278719&partnerID=40&md5=c186d47edc01542664ef514d5c1c72fb","University West, Trollhättan, Sweden","Piper L., University West, Trollhättan, Sweden; Dahlquist K., University West, Trollhättan, Sweden; Sunnemark F., University West, Trollhättan, Sweden","While long part of vocational and professional training, forms of practice-based education like Work-integrated learning (WIL) are now spreading to academic disciplines like Political Science. The pedagogical entailed in WIL is that student learning requires the theoretical knowledge and practice of both the classroom and the workplace, and therefore pledges better employability for graduates. At the same time, this promise entails a potential threat to disciplines that may call into question the assumptions of market and state relations. The question thus emerges: is it possible to do critical WIL, and what would it look like? This paper makes a normative case that a critical WIL is both desirable and possible by turning to Hanna Arendt and Richard Turner to differentiate ‘banal’ from ‘critical’ education. It further argues that any ‘critical’ educational programme must be based on three principles. First, students must learn about how social systems work and how to be successful in them, but they must also learn to critically reflect on the systems themselves, and to do so in normative terms linked to ending domination. Second, are students required to develop both the dispositions and attributes required for working life, and those required for acting to end domination. Finally, there must be sufficient institutional independence of the programme from its partner institutions to protect the critical WIL agenda. These claims are illustrated through reference to a real-world attempt to institutionalise WIL in a Political Studies Masters programme in Sweden. © 2023, Institute for Education Policy Studies. All rights reserved.","banal education; critical education; Hanna Arendt; Richard Turner; utopia; Work-integrated learning","","","","","","","","Arendt H., The Human Condition, second edition, (2019); Arendt H., Kroh J., Eichmann in Jerusalem, (1964); Arendt H., Kohn J., The Promise of Politics, (2005); Aristotle, Bartlett R. C., Collins S. D., Aristotle's Nicomachean ethics, (2011); Barnett R., Learning for an unknown future, Higher Education Research & Development, 23, 4, pp. 247-260, (2004); Bohman J., Critical Theory, The Stanford Encyclopedia of Philosophy, (2011); Beiner R., Interpretative Essay, Lectures on Kant's political philosophy, (1999); Billett S., Apprenticeship as a Mode of Learning and Model of Education, Education + Training, 58, 6, pp. 613-628, (2016); Bjork V., Learning 'theory' at university and 'practice' in the workplace: A problematisation of the theory-practice terminology that the dualistic design of Work-integrated Learning institutionalises, (2020); Bowen T., Work-Integrated Learning and Remote Working: Experimental Learning Online, International Journal of Work-Integrated Learning, 21, 4, pp. 377-386, (2020); Bragg M., Hannah Arendt [Audio podcast episode], In Our time. BBC radio, (2017); Brown W., Edgework: Critical Essays in Knowledge and Politics, (2005); Brown W., the Ruins of Neoliberalism: The Rise of Antidemocratic Politics in the West, (2019); Butler J., Hannah Arendt's Death Sentences, Comparative Literature Studies, Special Issue Trials of Trauma, 48, 3, pp. 280-295, (2011); Crisp G., Higgs J., Letts W., The Employability Agenda, Education for employability (Volume 2): Learning for future possibilities, pp. 3-12, (2019); De Kadt R., Editorial, Theoria: A Journal of Social and Political Theory, 64, 151, pp. v-vii, (2017); Dorland A., Finch D. J., Levallet N., Raby S., Ross S., Swiston A., An entrepreneurial view of universal work-integrated learning, Education+ Training, 62, 4, pp. 393-411, (2020); Ellsworth E., Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy, Harvard educational review, 59, 3, pp. 297-325, (1989); Ezra M., The Eichmann polemics: Hannah Arendt and her critics, Democratiya, 9, 3, pp. 141-169, (2007); Ferns S., Lilly L, Driving institutional engagement in WIL: Enhancing graduate employability, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 126-143, (2015); Fisher M., Capitalist Realism: Is There No Alternative?, (2009); Freire P., Pedagogy of the oppressed (revised), (1996); Geuss R., The idea of a critical theory: Habermas and the Frankfurt School, (1981); Greaves D., Richard Turner and the politics of emancipation, Theoria: A Journal of Social and Political Theory, 70, pp. 31-40, (1987); Goldstein H.A., Glaser K., Research universities as actors in the governance of local and regional development, The Journal of Technology Transfer, 37, pp. 158-174, (2012); Harmse A., Goede R., Critical thinking perspectives on work integrated learning in information systems education, International Journal of Educational and Pedagogical Sciences, 6, 4, pp. 572-576, (2012); Hemson C., Rick Turner and the Politics of Learning, (1996); Henderson A., Trede F., Strengthening attainment of student learning outcomes during work-integrated learning: A collaborative governance framework across academia, industry and students, Asia-Pacific Journal of Cooperative Education, 18, 1, pp. 73-80, (2017); Higgs J., Practice-based education: The practice-education-context-quality nexus, Practice-Based Education. Perspectives and Strategies, pp. 3-12, (2012); Horkheimer M., Critical Theory: Selected Essays, (1992); Hudson P., Let’s Talk about Rick Turner, Theoria, 64, 151, pp. 1-9, (2017); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in higher education, 40, 2, pp. 350-367, (2015); Kershner I., Pardon Plea by Adolf Eichmann, Nazi War Criminal, Is Made Public, The New York Times, (2016); Konstantinou I., Miller I., Investigating Work-Integrated Learning and its Relevance to Skills Development in Degree Apprenticeships, Higher Education, Skills and Work-Based Learning, 10, 5, pp. 767-781, (2020); Lacan J., Kant with Sade, 51, pp. 55-75, (1989); Lacan J., The Ethics of Psychoanalysis, 1959-1960, (1992); (2022); McRae N., Exploring Conditions for Transformative Learning in Work-Integrated Education, Asia-Pacific Journal of Cooperative Education, Special Issue, 16, 2, pp. 137-144, (2015); Mill J.S., On liberty and other essays, (1998); Nash A., History And Consciousness in South Africa Today, (1982); Nehls E., Epistemologi för ett arbetsintegrerat lärande, Lärande i och för det nya arbetslivet, pp. 275-292, (2010); Morphet T., T. Morphet, ‘Richard Turner: a biographical introduction, The Eye of the Needle: towards participatory democracy in South Africa, (1980); Orrell J., Higgs J., Social and political change. Implications for professional and practice-based university education, Practice-Based Education. Perspectives and Strategies, pp. 41-54, (2012); Piper L., From religious transcendence to political utopia: the legacy of Richard Turner for post-apartheid political thought, Theoria, 57, 123, pp. 77-98, (2010); Piper L., Sunnemark F., Dahlquist K., Assmo P., Rethinking WIL for an Academic Discipline: Theoretical insights from Work Integrated Political Studies (WIPS), (2023); Rampersad G.C., Developing university-business cooperation through work-integrated learning, International Journal of Technology Management, 68, 3-4, pp. 203-227, (2015); Rowe A.D., Zegwaard K.E., Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning, International Journal of Work-Integrated Learning, 18, 2, pp. 87-99, (2017); Sartre J.-P., Richmond S., Moran R., Being and Nothingness: An Essay in Phenomenological Ontology, (2018); Sunnemark L., Sunnemark F., Dalquist K., Piper L., Assmo P., Bridging Theory and Practice through Work-Integrated Learning (WIL): Critical Perspectives on The Conceptualisations of WIL at a University in Sweden, (2023); Thang P. O., Om arbetsintegrerat lärande, Arbetsintegrerat lärande, pp. 13-34, (2004); Turner R., The Eye of the Needle: Towards Participatory Democracy in South Africa, (2015); Zizek S., Kant and Sade: the Ideal Couple, Lacanian ink 13, (1998)","L. Piper; University West, School of Business, Economics and IT, Trollhättan, SE-461 86, Sweden; email: laurence.piper@hv.se","","Institute for Education Policy Studies","","","","","","20510969","","","","English","J. Crit. Educ. Policy Stud.","Article","Final","","Scopus","2-s2.0-85163278719"
"Lammers A.; Lukowski F.; Weis K.","Lammers, Alexander (57231211000); Lukowski, Felix (57216689234); Weis, Kathrin (57891582900)","57231211000; 57216689234; 57891582900","The relationship between works councils and firms’ further training provision in times of technological change","2023","British Journal of Industrial Relations","61","2","","392","424","32","1","10.1111/bjir.12710","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138055839&doi=10.1111%2fbjir.12710&partnerID=40&md5=ce56b10c67ebc74cc25a1c3a74cf2900","TU Dortmund University, Dortmund, Germany; Federal Institute for Vocational Education and Training (BIBB), Bonn, Germany","Lammers A., TU Dortmund University, Dortmund, Germany; Lukowski F., Federal Institute for Vocational Education and Training (BIBB), Bonn, Germany; Weis K., Federal Institute for Vocational Education and Training (BIBB), Bonn, Germany","Participating in further training is strategically important for employees to ensure their employability. Particularly for employees in low-skilled jobs, works councils — firm-level organizations that represent employees — constitute an important employee advocacy instrument in European countries, such as France and Germany. With comprehensive co-determination rights, works councils can influence firms’ hiring policies, job design and career paths (e.g. promotions). Using German firm-level data, we empirically investigate the influence of works councils on firms’ training provision for employees in firms below and above the industry level of technology. The results show that works councils have a positive effect on the percentage of employees in general, and of employees in low-skilled jobs in particular, participating in training, but only for firms below the industry level of technology. These results show the importance of works councils in supporting training in such firms and enhancing the employment prospects of employees in low-skilled jobs. In contrast, firms above the industry level of technology invest in training with or without a works council, indicating that the training interests of employers and employees are aligned. © 2022 The Authors. British Journal of Industrial Relations published by John Wiley & Sons Ltd.","","","","","","","Friedrich-Alexander-Universität Erlangen-Nürnberg, FAU","We would like to thank two anonymous reviewers for their valuable comments and suggestions. We are indebted to Lutz Bellmann, Andries de Grip, Judith Offerhaus, Marco Seegers, Olaf Struck, and Marion Thiele for their feedback on earlier versions of this article. We are also grateful to Sabine Pfeiffer and our colleagues at BIBB, FAU and TU Dortmund for fruitful discussions and ideas. Furthermore, we would like to thank participants of the 19th ILERA World Congress, the BUIRA 2021 conference, and the WORK2021 conference for their helpful comments. Special thanks to Vanessa Stepper for her active support in the preparation of the manuscript. Open access funding enabled and organized by Projekt DEAL.","Acemoglu D., Directed technical change, Review of Economic Studies, 69, 4, pp. 781-809, (2002); Acemoglu D., Restrepo P., Automation and new tasks: how technology displaces and reinstates labor, Journal of Economic Perspectives, 33, 2, pp. 3-30, (2019); Addison J.T., Bryson A., Teixeira P., Pahnke A., Bellmann L., The extent of collective bargaining and workplace representation: transitions between states and their determinants. 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The role of institutional arrangements at the company and sectoral level, British Journal of Industrial Relations, 58, 3, pp. 587-616, (2020); Yang L., Holtz D., Jaffe S., Suri S., Sinha S., Weston J., Et al., The effects of remote work on collaboration among information workers, Nature Human Behaviour, 6, 1, pp. 43-54, (2022); Zhao Q., Percival D., Entropy balancing is doubly robust, Journal of Causal Inference, 5, 1, (2017); Zwick T., Continuing vocational training forms and establishment productivity in Germany, German Economic Review, 6, 2, pp. 155-184, (2005)","A. Lammers; TU Dortmund University, Dortmund, Germany; email: alexander.lammers@tu-dortmund.de","","John Wiley and Sons Inc","","","","","","00071080","","","","English","Br. J. Ind. Relat.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85138055839"
"Kertechian K.S.; Ismail H.N.; Karkoulian S.","Kertechian, Kevin Sevag (57189999884); Ismail, Hussein N (56954393300); Karkoulian, Silva (36117872900)","57189999884; 56954393300; 36117872900","How employable do students perceive themselves to be in the future? Evidence from the Middle East","2023","Industry and Higher Education","37","2","","222","236","14","1","10.1177/09504222221119711","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135809407&doi=10.1177%2f09504222221119711&partnerID=40&md5=30c70b8c1c8623174c69a2dbf40abe69","ESSCA School of Management, France; Lebanese American University, Lebanon","Kertechian K.S., ESSCA School of Management, France; Ismail H.N., Lebanese American University, Lebanon; Karkoulian S., Lebanese American University, Lebanon","This paper aims to identify the determinants of perceived future employability among students. A total of 396 university students from a leading university in Lebanon answered a questionnaire about perceived future employability, career ambition, career distress, university commitment, satisfaction with life and self-esteem. In line with the study hypotheses, the authors first establish the psychometric properties of the perceived future employability scale (PFES) in Lebanon and demonstrate the importance of satisfaction with life amid career ambition, career distress, university commitment and self-esteem. The results indicate a good fit to the data for the newly validated future perceived employability scale; moreover, a full mediation effect for satisfaction with life is confirmed. In addition, career ambition, university commitment, satisfaction with life and self-esteem predicted students’ PFES. The paper offers insights for students and university counselors on how to better foster perceived employability, and thus the capacity to adequately envision one’s career. © The Author(s) 2022.","career ambition; career distress; Perceived future employability; satisfaction with life; university commitment","","","","","","","","The Gig Experience: Unleashing the Potential of Your Talent and Your Business, (2016); Allen J., van der Velden R., Transitions from higher education to work, Careers of University Graduates. 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Kertechian; ESSCA School of Management, France; email: sevag.kertechian@gmail.com","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85135809407"
"Alcid A.; Bulte E.; Lensink R.; Sayinzoga A.; Treurniet M.","Alcid, Annie (58317667800); Bulte, Erwin (7004396495); Lensink, Robert (7003701484); Sayinzoga, Aussi (13204497000); Treurniet, Mark (57221194945)","58317667800; 7004396495; 7003701484; 13204497000; 57221194945","Short- and Medium-term Impacts of Employability Training: Evidence from a Randomised Field Experiment in Rwanda","2023","Journal of African Economies","32","3","","296","328","32","1","10.1093/jae/ejac011","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162117459&doi=10.1093%2fjae%2fejac011&partnerID=40&md5=18f9f71af4d626c6c5b9227f70f72feb","United States Agency for International Development, Washington, 20523-1000, DC, United States; Development Economics Group, Wageningen University, Wageningen, 6706 KN, Netherlands; Faculty of Economics and Business, University of Groningen, Groningen, 9700 AV, Netherlands; University of Rwanda, PO BOX 4285, Kigali, Rwanda","Alcid A., United States Agency for International Development, Washington, 20523-1000, DC, United States; Bulte E., Development Economics Group, Wageningen University, Wageningen, 6706 KN, Netherlands; Lensink R., Faculty of Economics and Business, University of Groningen, Groningen, 9700 AV, Netherlands; Sayinzoga A., University of Rwanda, PO BOX 4285, Kigali, Rwanda; Treurniet M., Faculty of Economics and Business, University of Groningen, Groningen, 9700 AV, Netherlands","We use a randomised field experiment to study short-term and medium-term impacts of a training intervention that aims to increase employability of Rwandan (underemployed) youths. The training includes networking and mentorship as well as modules on developing entrepreneurship, technical skills and soft social skills. We evaluate intended outcomes of the training on attitudes towards work, employability and labour market outcomes. We also consider unintended social impacts of the training. The outcomes of the intervention are modest. While on the short term the training positively impacted ‘work readiness’ and networking, we do not document significant effects on employment status or income. In the medium term, we do not find any significant effect. Non-compliance and attrition reduced statistical power of our analysis. © The Author(s) 2022. Published by Oxford University Press on behalf of the Centre for the Study of African Economies.","Akazi Kanoze; employability; training intervention; underemployment","Rwanda; employment; experimental study; income; labor market; training; working conditions; young population","","","","","Netherlands Foundation for Scientific Research; Nederlandse Organisatie voor Wetenschappelijk Onderzoek, NWO, (08.01.101)","This work was supported by the Netherlands Foundation for Scientific Research (N.W.O. grant no. W 08.01.101). 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"Sheng Z.; Griffin M.A.","Sheng, Zitong (57195553619); Griffin, Mark A. (58007908100)","57195553619; 58007908100","Job insecurity, employability, and mental health in the new era: A test of plausible influence mechanisms and temporal effects","2023","Stress and Health","39","2","","384","403","19","1","10.1002/smi.3190","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137252360&doi=10.1002%2fsmi.3190&partnerID=40&md5=759595127bef17c6878ddf12d8fcf63f","Future of Work Institute, Curtin University, Perth, WA, Australia; School of Psychology, University of Auckland, Auckland, New Zealand","Sheng Z., Future of Work Institute, Curtin University, Perth, WA, Australia, School of Psychology, University of Auckland, Auckland, New Zealand; Griffin M.A., Future of Work Institute, Curtin University, Perth, WA, Australia","Although job insecurity and employability have drawn much research attention, the plausible relationships between them and how they jointly influence mental health remain unclear in the literature. We draw upon JD-R and COR theories to test and contrast three plausible relationships between job insecurity and employability, using a longitudinal sample of 1216 employees over 18 years. We further expand tests of these theoretical positions by considering temporal dynamics, using dynamic structural equation models (DSEMs) for stronger mediation evidence and latent growth models (LGMs) to compare the effects of job insecurity and employability trends in predicting the trend of mental health. In general, findings showed that job insecurity mediated the relationship between employability and mental health, supporting the mediation hypothesis. We also found that employability moderated the relationship between job insecurity and mental health, supporting the moderation hypothesis, although the effect was weak. Results further suggested that the effect magnitudes of job insecurity and employability predicting mental health were significantly different. Specifically, job insecurity was a stronger predictor of mental health than employability across all 18 years; the trend of job insecurity also predicted the trend of mental health more strongly than the trend of employability. Taken together, this study not only advances theory precision but also methodological soundness of research on job insecurity, employability, and mental health, supporting the value of considering temporal factors in examining mental health effects of job insecurity and employability. © 2022 The Authors. Stress and Health published by John Wiley & Sons Ltd.","dynamic structural equation modelling; employability; job insecurity; latent growth modelling; mental health; relative weight analysis","Employment; Humans; Mental Health; article; employability; human; human experiment; mental health; structural equation modeling; employment; psychology","","","","","Australian University Librarians; Curtin University of Technology","Open access publishing facilitated by Curtin University, as part of the Wiley - Curtin University agreement via the Council of Australian University Librarians.","Adam M.L., Flatau P., Job insecurity and mental health outcomes: An analysis using waves 1 and 2 of HILDA, Economic and Labour Relations Review, 17, 1, pp. 143-170, (2006); Bae S.M., The relationship between bicultural identity, acculturative stress, and psychological well-being in multicultural adolescents: Verification using multivariate latent growth modelling, Stress and Health, 36, 1, pp. 51-58, (2020); Bakker A.B., Demerouti E., Job demands–resources theory: Taking stock and looking forward, Journal of Occupational Health Psychology, 22, 3, pp. 273-285, (2017); Baruch Y., The status of research on teleworking and an agenda for future research, International Journal of Management Reviews, 3, 2, pp. 113-129, (2001); Baumeister R.F., Bratslavsky E., Finkenauer C., Vohs K.D., Bad is stronger than good, Review of General Psychology: Journal of Division 1, of the American Psychological Association, 5, 4, pp. 323-370, (2001); Becker G.S., Human capital: A theoretical and empirical analysis with special reference to education, (1993); Bernstrom V.H., Drange I., Mamelund S.-E., Employability as an alternative to job security, Personnel Review, 48, 1, pp. 234-248, (2019); Berntson E., Employability perceptions: Nature, determinants, and implications for health and well-being: (529722013-001), (2008); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, 3, pp. 279-292, (2007); Berntson E., Naswall K., Sverke M., The moderating role of employability in the association between job insecurity and exit, voice, loyalty and neglect, Economic and Industrial Democracy, 31, 2, pp. 215-230, (2010); Berntson E., Sverke M., Marklund S., Predicting perceived employability: Human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Christie A.M., Barling J., Disentangling the indirect links between socioeconomic status and health: The dynamic roles of work stressors and personal control, Journal of Applied Psychology, 94, 6, pp. 1466-1478, (2009); Davy J.A., Kinicki A.J., Scheck C.L., A test of job security's direct and mediated effects on withdrawal cognitions, Journal of Organizational Behavior, 18, 4, pp. 323-349, (1997); De Cuyper N., Bernhard-Oettel C., Berntson E., Witte H.D., Alarco B., Employability and employees’ well-being: Mediation by job insecurity, Applied Psychology, 57, 3, pp. 488-509, (2008); De Cuyper N., Makikangas A., Kinnunen U., Mauno S., Witte H.D., Cross-lagged associations between perceived external employability, job insecurity, and exhaustion: Testing gain and loss spirals according to the Conservation of Resources Theory, Journal of Organizational Behavior, 33, 6, pp. 770-788, (2012); Demerouti E., Bakker A.B., Nachreiner F., Schaufeli W.B., The job demands-resources model of burnout, Journal of Applied Psychology, 86, 3, pp. 499-512, (2001); De Witte H., Tussen optimisten en teruggetrokkenen (Between optimism and resignation, Dutch, (1992); De Witte H., Job insecurity and psychological well-being: Review of the literature and exploration of some unresolved issues, European Journal of Work & Organizational Psychology, 8, 2, pp. 155-177, (1999); De Witte H., Pienaar J., Cuyper N.D., Review of 30 years of longitudinal studies on the association between job insecurity and health and well-being: Is there causal evidence?, Australian Psychologist, 51, 1, pp. 18-31, (2016); Direnzo M.S., Greenhaus J.H., Job search and voluntary turnover in a boundaryless world: A control theory perspective, Academy of Management Review, 36, 3, pp. 567-589, (2011); Forrier A., Cuyper N.D., Akkermans J., The winner takes it all, the loser has to fall: Provoking the agency perspective in employability research, Human Resource Management Journal, 28, 4, pp. 511-523, (2018); Forrier A., Sels L., The concept employability: A complex mosaic, International Journal of Human Resources Development and Management, 3, 2, pp. 102-124, (2003); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Fugate M., Van der Heijden B., De Vos A., Forrier A., De Cuyper N., Is what’s past prologue? 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Kinnunen U., Makikangas A., Mauno S., De Cuyper N., De Witte H., Development of perceived job insecurity across two years: Associations with antecedents and employee outcomes, Journal of Occupational Health Psychology, 19, 2, pp. 243-258, (2014); Kirves K., Kinnunen U., De Cuyper N., Makikangas A., Trajectories of perceived employability and their associations with well-being at work: A three-wave study, Journal of Personnel Psychology, 13, 1, pp. 46-57, (2014); Kirves nee K.T., Bernhard-Oettel C., Leineweber C., Perceived employability trajectories: A Swedish cohort study, Journal of Occupational Health, 59, 4, pp. 336-344, (2017); Klug K., Bernhard-Oettel C., Makikangas A., Kinnunen U., Sverke M., Development of perceived job insecurity among young workers: A latent class growth analysis, International Archives of Occupational and Environmental Health, 92, 6, pp. 901-918, (2019); Kluytmans F., Ott M., Management of employability in The Netherlands, European Journal of Work & Organizational Psychology, 8, 2, pp. 261-272, (1999); 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Trajectories of perceived quantitative and qualitative job insecurity in relation to work-related learning aspects, European Journal of Work & Organizational Psychology, 30, 6, pp. 1-16, (2021); Virga D., De Witte H., Cifre E., The role of perceived employability, core self-evaluations, and job resources on health and turnover intentions, Journal of Psychology, 151, 7, pp. 632-645, (2017); Wang H., Lu C., Siu O., Job insecurity and job performance: The moderating role of organizational justice and the mediating role of work engagement, Journal of Applied Psychology, 100, 4, pp. 1249-1258, (2015); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010); Wu C.-H., Wang Y., Parker S.K., Griffin M.A., Effects of chronic job insecurity on Big Five personality change, Journal of Applied Psychology, 105, 11, pp. 1308-1326, (2020); Zhou L., Wang M., Zhang Z., Intensive longitudinal data analyses with dynamic structural equation modeling, Organizational Research Methods, 24, 2, pp. 219-250, (2021)","Z. Sheng; Future of Work Institute, Curtin University, Perth, 6000, Australia; email: zitong.sheng@curtin.edu.au","","John Wiley and Sons Ltd","","","","","","15323005","","SHTEB","35986939","English","Stress Health","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85137252360"
"Friedman H.H.; Lynch J.A.; Mintz C.","Friedman, Hershey H. (7402246289); Lynch, James A. (58354225300); Mintz, Chani (58284695200)","7402246289; 58354225300; 58284695200","Does Higher Education Provide the Necessary Skills and Competencies to Succeed in the Job Market and Life?","2023","Journal of Higher Education Theory and Practice","23","7","","1","13","12","0","10.33423/jhetp.v23i7.6007","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159951664&doi=10.33423%2fjhetp.v23i7.6007&partnerID=40&md5=eb59b7067206a187c224058532f02a28","Brooklyn College, CUNY, United States","Friedman H.H., Brooklyn College, CUNY, United States; Lynch J.A., Brooklyn College, CUNY, United States; Mintz C., Brooklyn College, CUNY, United States","There is a crisis in higher education. One troublesome issue is the sharp drop in higher education enrollments as well as the decline in the number of colleges in the United States. There is evidence that some college degrees are not worth the time and the money, and students would have earned more had they joined the workforce immediately after graduating high school. The authors discuss some of the problems and posit that some higher education institutions in the United States have done a poor job of teaching crucial skills, including critical thinking, ethical thinking, collaboration skills, and character development. The most vital competency of all might be inculcating in students a passion for lifelong learning, which is necessary to develop the ability to adapt swiftly to changing business conditions. Without these skills, it should be no surprise that there has been a disconnect between higher education and employability. © 2023, North American Business Press. All rights reserved.","critical thinking; ethical thinking; higher education; organizational agility; stopping out; value of college degree","","","","","","","","Adedoyin O., What happened to black enrollment?, Chronicle of Higher Education, (2022); Executive Summary: AMA 2012 Critical Skills Survey, (2012); Argyris C., Schoen D., Organizational learning II: Theory method, and practice, (1996); Bariso J., Google has a plan to disrupt the college degree, (2020); Barron J., Why community college students are stopping out, (2022); Bassett M., Will AI help or hurt radiologists?, Medpage Today, (2021); Bazigos M., De Smet A., Gagnon C., Why agility pays, (2015); Bernard T.S., Things are looking up, New York Times Magazine, (2016); Berrett D., The day the purpose of college changed, Chronicle of Higher Education, pp. A18-A21, (2015); Brooks D., Becoming a real person, New York Times, (2014); Burt C., How well does your college encourage students to freely express views?, (2022); Care E., Luo R., Assessment of transversal competencies: policy and practice in the Asia-Pacific region, (2016); 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Schwantes M., How can you be sure someone has exceptional leadership skills? It comes down to 2 words, (2022); Schwartz B., Intellectual virtues, Chronicle Review, pp. B7-B9, (2015); Senge P.M., The fifth discipline: The art and practice of the learning organization, (1990); Shontell A., The greatest comeback story of all time: How Apple went from near bankruptcy to billions in 13 years, Business Insider, (2010); Smith M.D., Are universities going the way of CDs and cable TV? Atlantic, (2020); Tett G., The silo effect: The peril of expertise and the promise of breaking down barriers, (2015); America has a free speech problem [Editorial], (2022); Van Dam A., The most regretted (and lowest-paying) college majors, (2022); Van Dierendonck D., Servant leadership: A review and synthesis, Journal of Management, 37, 4, pp. 1228-1261, (2011); Weast D., The need for tolerance and humility, (1973); Weinberger M., Hartmans A., Business Insider, (2020); Wilkie D., Employers say students aren’t learning soft skills in college, (2019); Wingard J., Higher ed must change or die, (2022); Zalis S., The truth about diversity--And why it matters, (2017)","","","North American Business Press","","","","","","21583595","","","","English","J. High. Educ. Theory Pract.","Article","Final","","Scopus","2-s2.0-85159951664"
"Torres A.; Kearney K.B.; Downey A.; Tedesco C.","Torres, Ayse (57212417179); Kearney, Kelly B. (57201553708); Downey, Angelica (57203634050); Tedesco, Candice (57963240500)","57212417179; 57201553708; 57203634050; 57963240500","Self-Determination Development Among College Students With Intellectual and Developmental Disabilities: A Longitudinal Study","2023","Focus on Autism and Other Developmental Disabilities","38","2","","137","143","6","1","10.1177/10883576221133491","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141776776&doi=10.1177%2f10883576221133491&partnerID=40&md5=549cafca75d6f235f4cd9d896c749ce0","Florida Atlantic University, Boca Raton, United States","Torres A., Florida Atlantic University, Boca Raton, United States; Kearney K.B., Florida Atlantic University, Boca Raton, United States; Downey A., Florida Atlantic University, Boca Raton, United States; Tedesco C., Florida Atlantic University, Boca Raton, United States","Students with intellectual and developmental disabilities (IDD) who attend inclusive postsecondary education (IPSE) programs gain many new and beneficial skills, including independent living, social, and employability skills. Another skill set that may be strengthened by attending an IPSE program is self-determination. There is limited research available identifying the impact of IPSE programs on self-determination growth. We addressed this gap by using a longitudinal study designed to examine the changes in self-determination levels of students with IDD across 3 years in an IPSE program. Data collected from 23 students with IDD at 4 points of time within 3 years showed that there was an increasing trend in students’ self-determination levels at the end of each year. The difference was highly significant between the baseline and the end of the third year. This suggests that IPSE programs can play a critical role in the improvement of the self-determination levels in students with IDD. Implications and future research are discussed. © Hammill Institute on Disabilities 2022.","inclusive postsecondary education; intellectual and developmental disability; self-determination","adult; Article; college student; decision making; developmental disorder; ethnicity; female; human; intellectual impairment; interrater reliability; longitudinal study; male; outcome assessment; procedures, parameters and devices; questionnaire; scoring system; Self Determination; tertiary education","","","spss, IBM","IBM","","","Bandura A., Self-efficacy, Encyclopedia of human Behavior, pp. 71-81, (1994); Carey G.C., Downey A., Kearney K.B., Perspectives of university faculty regarding the inclusion of students with intellectual disability, Inclusion, 10, 3, pp. 201-212, (2022); Estrapala S., Reed D.K., Goal-setting instruction: A step-by-step guide for high school students, Intervention in School and Clinic, 55, 5, pp. 286-293, (2019); Gilson C.B., Gushanas C.M., Li Y., Foster K., Defining inclusion: Faculty and student attitudes regarding postsecondary education for students with intellectual and developmental disabilities, Intellectual and Developmental Disabilities, 58, 1, pp. 65-81, (2020); Grigal M., Hart D., Papay C., Inclusive higher education for people with intellectual disability in the United States, Studies in Inclusive Education, 42, pp. 69-97, (2019); Grigal M., Hart D., Smith F., Papay C., Domin D., Year three annual report of the TPSID model demonstration projects (2017–2018), (2018); Grigal M., Hart D., Weir C., Postsecondary education for people with intellectual disability: Current issues and critical challenges, Inclusion, 1, 1, pp. 50-63, (2013); Grigal M., Papay C., The promise of postsecondary education for students with intellectual disability, New Directions for Adult and Continuing Education, 160, pp. 77-88, (2018); SPSS statistics, (2021); Lee C.E., Day T.L., Carter E.W., Taylor J.L., Examining growth among college students with intellectual and developmental disability: A longitudinal study, Behavior Modification, 45, 2, pp. 324-348, (2021); Lee S.H., Wehmeyer M.L., Soukop J.H., Palmer S.B., Impact of curriculum modifications on access to the general education curriculum for students with disabilities, Exceptional Children, 76, 2, pp. 213-233, (2010); Love M.L., Baker J.N., Devine S., Universal design for learning: Supporting college inclusion for students with intellectual disabilities, Career Development and Transition for Exceptional Individuals, 42, 2, pp. 122-127, (2017); Martorell A., Guiterrez-Recacha P., Pereda A., Ayuso-Mateos J.L., Identification of personal factors that determine work outcome for adults with intellectual disability, Journal of Intellectual Disability Research, 52, 12, pp. 1091-1101, (2008); Mayhew M.J., Rockenbach A.N., Bowman N.A., Seifert T.A., Wolniak G.C., Pascarella E.T., Terenzini P.T., How college affects students: 21st century evidence that higher education works, 3, (2016); Nota L., Ferrari L., Soresi S., Wehmeyer M.L., Self-determination, social abilities, and the quality of life of people with intellectual disabilities, Journal of Intellectual Disability Research, 51, pp. 850-865, (2007); Oreopoulos P., Petronijevic U., Making college worth it: A review of the returns to higher education, The Future of Children, 23, pp. 41-65, (2013); Papay C.K., Bambara L.M., Best practices in transition to adult life for youth with intellectual disabilities, Career Development and Transition for Exceptional Individuals, 37, 3, pp. 136-148, (2014); Roberts D.A., Roach A.T., Facilitating inclusive postsecondary education: A school psychology perspective, The School Psychologist, 72, pp. 39-49, (2018); Scheef A., Hollingshead A., Barrio B., Supporting students with intellectual and developmental disability in postsecondary education, Journal of College Student Development, 61, 4, pp. 528-531, (2020); Schillaci R.S., Parker C.E., Grigal M., Paiewonsky M., College-based transition services’ impact on self-determination for youth with intellectual and developmental disabilities, Journal of Intellectual & Developmental Disability, 59, 4, pp. 269-282, (2021); Shogren K.A., Wehmeyer M.L., Palmer S.B., Forber-Pratt A.J., Little T.J., Lopez S.J., Causal agency theory: Reconceptualizing a functional model of self-determination, Education and Training in Autism and Developmental Disabilities, 50, 3, pp. 251-263, (2015); Shogren K.A., Wehmeyer M.L., Palmer S.B., Soukup J.H., Little T.D., Garner N., Lawerence M., Understanding the construct of self-determination: Examining the relationship between the Arc’s Self-Determination Scale and the American Institutes for Research Self-Determination Scale, Assessment for Effective Intervention, 33, 2, pp. 94-107, (2008); Wehman P., Life beyond the classroom: Transition strategies for young people with disabilities, (2013); Wehmeyer M.L., Self-determination and individuals with severe disabilities: Reexamining meanings and misinterpretations, Research and Practice for Persons with Severe Disabilities, 30, pp. 113-120, (2005); Wolman J., Campeau P., Dubois P., Mithaug D., Stolarski V., AIR Self-Determination Scale and user guide, (1994)","A. Torres; Florida Atlantic University, Boca Raton, United States; email: atorre58@fau.edu","","SAGE Publications Inc.","","","","","","10883576","","","","English","Focus Autism Other Dev. Disabil.","Article","Final","","Scopus","2-s2.0-85141776776"
"Peng F.; Sun Y.; Chen Z.; Gao J.","Peng, Fang (58247059700); Sun, Yuhui (57222553534); Chen, Zigen (56660035300); Gao, Jing (55702655700)","58247059700; 57222553534; 56660035300; 55702655700","ASSOCIATION RULE MINING OF MARITIME EMPLOYABILITY DEMANDS BASED ON APRIORI ALGORITHM","2023","ICIC Express Letters, Part B: Applications","14","6","","633","639","6","0","10.24507/icicelb.14.06.633","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159226277&doi=10.24507%2ficicelb.14.06.633&partnerID=40&md5=68dfb38b751ec41cbac8670cae93d04d","School of Maritime Economics and Management, Dalian Maritime University, No. 1, Linghai Road, Dalian, 116026, China; UniSA STEM, University of South Australia, Mawson Lakes Blvd, Mawson Lakes, 5095, SA, Australia","Peng F., School of Maritime Economics and Management, Dalian Maritime University, No. 1, Linghai Road, Dalian, 116026, China; Sun Y., UniSA STEM, University of South Australia, Mawson Lakes Blvd, Mawson Lakes, 5095, SA, Australia; Chen Z., School of Maritime Economics and Management, Dalian Maritime University, No. 1, Linghai Road, Dalian, 116026, China; Gao J., UniSA STEM, University of South Australia, Mawson Lakes Blvd, Mawson Lakes, 5095, SA, Australia","With the application of emerging advanced technologies in the maritime in­dustrial revolution, the training of high-level and compound maritime talents is facing new challenges and requirements. Existing researches lack a comprehensive investiga­tion outside the traditional professional maritime skillset and lack a detailed analysis of their impacts on employability. This research hopes to study the relationship between the employment status and the maritime graduates’ employability to conduct in-depth discussions on the current maritime graduates’ employability. This research proposed the improved Apriori algorithm to identify the association rule of the employability indicators and the employment status. Based on the questionnaire data of the maritime graduate, this research conducts the analysis of the employability skillset required for di.erent em­ployment types. The analysis outcome suggests that the improved Apriori algorithm could identify the important association relationship but have certain limitations. This research .nds that certain employment types emphasize certain employability skills, such as re­sponsibility and core professional skills. © 2023, ICIC International. All rights reserved.","Apriori algorithm; Association analysis; Education analysis; Employability","","","","","","","","de la Pena Zarzuelo I., Soeane M. J. F., Bermudez B. L., Industry 4.0 in the port and maritime industry: A literature review, Journal of Industrial Information Integration, 20, (2020); Lazarus D., Promoting self-responsibility: Learning from Australian maritime engineering student and alumni in developing employability competencies, IOP Conference Series: Earth and Environ­mental Science, (2018); Nasaruddin M. M., Emad G. R., Preparing maritime professionals for their future roles in a digitalized era: Bridging the blockchain skills gap in maritime education and training, Proc. of the International Association of Maritime Universities (IAMU) Conference, (2019); Chen P. S.-L., Et al., Employability skills of maritime business graduates: Industry perspectives, WMU Journal of Maritime A.airs, 17, 2, pp. 267-292, (2018); Verma S. K., Thakur R., Fuzzy association rule mining based model to predict students’ perfor­mance, International Journal of Electrical & Computer Engineering, 7, 4, (2017); Li T., Application of APRIORI correlation algorithm on music education curriculum association rules, Journal of Physics: Conference Series, (2021); Borkar S., Rajeswari K., Predicting students academic performance using education data mining, International Journal of Computer Science and Mobile Computing, 2, 7, pp. 273-279, (2013); Alangari N., Alturki R., Association rule mining in higher education: A case study of computer science students, Smart Infrastructure and Applications, (2020); Garcia E., Et al., An architecture for making recommendations to courseware authors using association rule mining and collaborative .ltering, User Modeling and User-Adapted Interaction, 19, 1, pp. 99-132, (2009); Pan T., An improved Apriori algorithm for association mining between physical .tness indices of college students, International Journal of Emerging Technologies in Learning (IJET), 16, 9, pp. 235-246, (2021); Hegland M., The Apriori algorithm – A tutorial, Mathematics and Computation in Imaging Science and Information Processing, pp. 209-262, (2007); Hossain T. M., Watada J., Jian Z., Sakai H., Rahman S., Aziz I. A., Missing well log data handling in complex lithology prediction: An NIS Apriori algorithm approach, International Journal of Innovative Computing, Information and Control, 16, 3, pp. 1077-1091, (2020); Liu L., Et al., A task scheduling algorithm based on classi.cation mining in fog computing environ­ment, Wireless Communications and Mobile Computing, 2018, (2018)","Z. Chen; School of Maritime Economics and Management, Dalian Maritime University, Dalian, No. 1, Linghai Road, 116026, China; email: chenzigen2014@dlmu.edu.cn","","ICIC International","","","","","","21852766","","","","English","ICIC Express Lett Part B Appl.","Article","Final","","Scopus","2-s2.0-85159226277"
"Agnihotri S.; Malhan S.; Singh A.B.","Agnihotri, Shikha (57218380162); Malhan, Shivani (57218374201); Singh, Anurag Bhadur (55290963200)","57218380162; 57218374201; 55290963200","The Emergence of Social Media as an Antecedent of Employability: A PLS-SEM Approach","2023","Prabandhan: Indian Journal of Management","16","5","","57","73","16","0","10.17010/pijom/2023/v16i5/171226","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161318369&doi=10.17010%2fpijom%2f2023%2fv16i5%2f171226&partnerID=40&md5=8c076d45d8420eceb899a5cb48c93820","Institute of Management Studies, C-238, G. T. Road, Lal Quan, Ghaziabad, 201 009, India; Chitkara University, Chandigarh-Patiala National Highway, NH-64, Punjab, Village Jansla, Rajpura, 140 401, India; School of Commerce, XIM University, Plot No. 12(A), Kurki, Odisha, Harirajpur, 752 050, India","Agnihotri S., Institute of Management Studies, C-238, G. T. Road, Lal Quan, Ghaziabad, 201 009, India; Malhan S., Chitkara University, Chandigarh-Patiala National Highway, NH-64, Punjab, Village Jansla, Rajpura, 140 401, India; Singh A.B., School of Commerce, XIM University, Plot No. 12(A), Kurki, Odisha, Harirajpur, 752 050, India","Purpose: This study intended to investigate the influence of social media on the perceived employability of students, with a special emphasis on the use of social networking sites (SNS) such as Facebook, LinkedIn, and Twitter. Other independent variables of this study are the contacts of students, which can help them find and attain the desired job. Methodology: Using descriptive research design, data were collected through a structured questionnaire using a 7-point Likert scale from 339 management students. The psychometric properties of instruments were determined through validity and reliability. Furthermore, structural assessments were conducted using hypothesis testing, model fit estimates, and predictive relevance (r-square). Findings: The results showed a positive and significant influence of SNS and contacts on the perceived employability of students. SNS and contacts were found to create a variance of 33% in perceived employability. Moreover, the reliability and validity of the adapted instrument were well established, supporting its use and application in the Indian context. Practical Implications: The theoretical implication of this study is for social capital theory and the unified theory of acceptance and use of technology model. The implications of this study are meant for management students, higher education institutes, career educationalists, and policymakers. Originality: The novelty of this research lies in the fact that it aims at capturing the perception of Indian students regarding the usage of SNS for employability. © 2023, Associated Management Consultants Pvt. Ltd.. All rights reserved.","contacts; perceived employability; PLS-SEM; social media; social networking sites","","","","","","","","Adler P. S., Kwon S.-W., Social capital: Prospects for a new concept, Academy of Management Review, 27, 1, pp. 17-40, (2002); Agnihotri S., Sareen P., Sivakumar P., Student perceived employability with reference to media studies: Validating a model of key determinants, Journal of Content, Community & Communication, 12, 6, pp. 30-41, (2020); Alexander E. C., Mader D. R., Mader F. H., Using social media during the hiring process: A comparison between recruiters and job seekers, Journal of Global Scholars of Marketing Science, 29, 1, pp. 78-87, (2019); Alvarez-Gonzalez P., Lopez-Miguens M. J., Caballero G., Perceived employability in university students: Developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Andersson R., Employee communication responsibility: Its antecedents and implications for strategic communication management, International Journal of Strategic Communication, 13, 1, pp. 60-75, (2019); Andersson R., Employees as ambassadors: Embracing new role expectations and coping with identity-tensions, Corporate Communications: An International Journal, 24, 4, pp. 702-716, (2019); Arnedillo-Sanchez I., De Aldama C., Tseloudi C., rESSuME: Employability skills social media SurvEy, International Journal of Manpower, 39, 8, pp. 1080-1095, (2018); Arora A. K., Srinivasan R., Impact of pandemic COVID-19 on the teaching – Learning process: A study of higher education teachers, Prabandhan: Indian Journal of Management, 13, 4, pp. 43-56, (2020); Arun Kumar A., Shekhar V., Invigorating knowledge sharing in higher education: Indian initiatives, 1, 9, pp. 7-15, (2017); Baruffaldi S. H., Di Maio G., Landoni P., Determinants of PhD holders’ use of social networking sites: An a n a l y s i s b a s e d o n L i n k e d I n, R e s e a r c h P o l i c y, 4 6 (4 ), 7 4 0 – 7 5 0, (2017); Bourdieu P., Wacquant L., Réponses, 4, (1992); Bridgstock R., Tippett N., A connected approach to learning in higher education, Higher education and the future of graduate employability, pp. 1-20, (2019); Buettner R., Getting a job via career-oriented social networking sites: The weakness of ties, (2016); Caballero G., Vazquez X. H., Quintas M. A., Improving employability through stakeholders in European higher education: The case of Spain, Long Range Planning, 48, 6, pp. 398-411, (2015); Future of recruiting study finds 76 percent of employers predict hiring demand will near or surpass pre-pandemic levels in 2021, (2021); Number of employers using social media to screen candidates has increased 500 percent over the last decade, (2016); Catts R., Quantifying social capital at school, Social capital, professionalism and diversity, pp. 37-49, (2009); Coleman J. 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W., The relative importance of perceived ease of use in IS adoption: A study of e-commerce adoption, Journal of the Association for Information Systems, 1, 1, (2000); Geva H., Oestreicher-Singer G., Saar-Tsechansky M., Using retweets when shape our online persona: A topic modeling approach, SSRN Electronic Journal, (2016); Giri A., Chatterjee S., Impact of fluid team performance on strategic HRM: An empirical study in the organized retail sector of West Bengal, Prabandhan: Indian Journal of Management, 13, 4, pp. 25-42, (2020); Granovetter M., Getting a job: A study of contacts and careers, (1995); Griffeth R. W., Steel R. P., Allen D. G., Bryan N., The development of a multidimensional measure of job market cognitions: The Employment Opportunity Index (EOI), Journal of Applied Psychology, 90, 2, pp. 335-349, (2005); Hair J. F., Risher J. J., Sarstedt M., Ringle C. M., When to use and how to report the results of PLS-SEM, European Business Review, 31, 1, pp. 2-24, (2019); Harris B., Get hired: Learn six employer secrets that can improve your cover letter, resume, networking skills, and job interview results to help you get hired, (2011); Henseler J., Ringle C. M., Sarstedt M., A new criterion for assessing discriminant validity in variance-based structural equation modeling, Journal of the Academy of Marketing Science, 43, pp. 115-135, (2015); Henseler J., Hubona G., Ray P. A., Using PLS path modeling in new technology research: Updated guidelines, Industrial Management & Data Systems, 116, 1, pp. 2-20, (2016); Henson R. K., Roberts J. K., Use of exploratory factor analysis in published research: Common errors and some comment on improved practice, Educational and Psychological Measurement, 66, 3, pp. 393-416, (2006); Hulland J., Baumgartner H., Smith K. M., Marketing survey research best practices: Evidence and recommendations from a review of JAMS articles, Journal of the Academy of Marketing Science, 46, pp. 92-108, (2018); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Joshi A., Sunny N., Vashisht S., Recent trends in HRM: A qualitative analysis using AHP, 1, pp. 41-52, (2017); Knight P. T., Yorke M., Employability through the curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Kuhn P., Mansour H., Is internet job search still ineffective?, The Economic Journal, 124, 581, pp. 1213-1233, (2014); Lent R. W., Brown S. D., Hackett G., Contextual supports and barriers to career choice: A social cognitive analysis, Journal of Counseling Psychology, 47, 1, pp. 36-49, (2000); McCorkle D. E., McCorkle Y. L., Using LinkedIn in the marketing classroom: Exploratory insights and recommendations for teaching social media/networking, Marketing Education Review, 22, 2, pp. 157-166, (2012); McNally J. J., Irving P. G., The relationship between university student commitment profiles and behaviour: Exploring the nature of context effects, Journal of Leadership & Organizational Studies, 17, 2, pp. 201-215, (2010); McQuaid R. W., Lindsay C. D., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Mitrega M., Forkmann S., Zaefarian G., Henneberg S. 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W., McDonald K. S., McDaniel B. T., Schmidt G. B., Social media activity: Its impact on career-related perceptions, Development and Learning in Organizations, 36, 5, pp. 1-3, (2022); Social media benchmark report 2021, (2021); Pandow B. A., Salem A., Employability through networking: A way forward, 1 7, pp. 56-67, (2020); Pekkala K., Auvinen T., Sajasalo P., Valentini C., What’s in it for me and you? Exploring managerial perceptions of employees’ work-related social media use, Employee Relations, 44, 7, pp. 46-62, (2022); Peterson R. M., Dover H. F., Building student networks with LinkedIn: The potential for connections, internships, and jobs, Marketing Education Review, 24, 1, pp. 15-20, (2014); Plummer M., Hiltz S., Plotnick L., Predicting intentions to apply for jobs using social networking sites: An exploratory study, 2011 44th Hawaii International Conference on System Sciences, pp. 1-10, (2011); Putman R. 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M., McKenna B., Cai W., Morrison A. M., I do not want to be perfect: Investigating generation Z students’ personal brands on social media for job seeking, Information Technology & People, (2023); Venkatesh V., Morris M. G., Davis G. B., Davis F. D., User acceptance of information technology: Toward a unified view, MIS Quarterly, 27, 3, pp. 425-478, (2003); Verma M., Digital media and the academic world, Journal of Content, Community & Communication, 13, 7, (2021); Voorhees C. M., Brady M. K., Calantone R., Ramirez E., Discriminant validity testing in marketing: An analysis, causes for concern, and proposed remedies, Journal of the Academy of Marketing Science, 44, pp. 119-134, (2016); Winterton J., Turner J. J., Preparing graduates for work readiness: An overview and agenda, Education + Training, 61, 5, pp. 536-551, (2019); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010)","S. Agnihotri; Institute of Management Studies, Ghaziabad, C-238, G. T. Road, Lal Quan, 201 009, India; email: phd.shikha.agnihotri@gmail.com","","Associated Management Consultants Pvt. Ltd.","","","","","","09752854","","","","English","Prabandhan Ind. J. Manag.","Article","Final","","Scopus","2-s2.0-85161318369"
"Greenglass E.; Fiksenbaum L.","Greenglass, Esther (7003287581); Fiksenbaum, Lisa (6602274167)","7003287581; 6602274167","Job Insecurity, Employability and Financial Threat during COVID-19","2023","Review of Economic Analysis","15","1","","29","47","18","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158895260&partnerID=40&md5=8eb9a3b6607af59cf72c71b2ed10f5b0","York University, Toronto, Canada","Greenglass E., York University, Toronto, Canada; Fiksenbaum L., York University, Toronto, Canada","COVID-19 has resulted not only in widespread illness and death, it has also upended most spheres of social life including the economic/financial one in that it has had large impacts on local economies, resulting in widespread job loss, job insecurity and loss of income. Employability, a psychological construct, refers to the belief that one can get a (another) job in the event of job loss, and financial threat refers to feelings of threat and anxiety associated with one’s finances. During the pandemic, many people experienced job loss due mainly to business closures. The present study examined the relationship between employability, job insecurity due to COVID-19, and financial threat in a Canadian (n= 487) and U.S. (n=481) sample of adults recruited on MTurk early on in the pandemic (April 2020). Participants in the Canadian sample, compared to their American counterparts, were less likely to be employed full-time, 37% vs. 67%, respectively, were more likely to be unemployed, 40% vs. 13%, respectively, and had lower self-reported socio-economic status. A theoretical model was put forward in which employability was associated with less job insecurity and this was related to less financial threat. Results revealed that financial self-efficacy was associated with greater employability, less job insecurity and less financial threat in both samples. Further, feelings that one had enough income to “get by” since the advent of COVID-19, were positively related to employability in both samples, but in the Canadian sample only, these feelings were also related to less job insecurity and less financial threat. Implications of the study’s results are discussed within the economic climate resulting from the pandemic. © 2023 Esther Greenglass and Lisa Fiksenbaum.","COVID-19; economic; financial threat; job insecurity; job loss; pandemic; psychological","","","","","","York University, YU","of Health, York University for support of this research. Grateful acknowledgement to Daniel J.","Arbuckle J. L, Wothke W., Amos 4.0 User’s Guide, (1999); Bandura A., Social cognitive theory of self-regulation, Organizational Behavior and Human Decision Processes, 50, 2, pp. 248-287, (1991); Bentler P. M., Comparative fit indexes in structural models, Psychological Bulletin, 107, pp. 238-246, (1990); Bentler P. M., Bonett D. G., Significance tests and goodness of fit in the analysis of covariance structures, Psychological Bulletin, 88, 3, pp. 588-606, (1980); Berntson E., Marklund S., The relationship between employability and subsequent health, Work & Stress, 21, 3, pp. 279-292, (2007); Berntson E., Sverke M., Marklund S., Predicting perceived employability: Human capital or labour market opportunities?, Economic and Industrial Democracy, 27, pp. 223-244, (2006); Bogart N., Two years of income up in the air: How the pandemic has impacted, (2020); CTV News; Bollen K.A., A New Incremental Fit Index for General Structural Equation Models, Sociological Methods & Research, 17, 3, pp. 303-316, (1989); Ceylan R. F., Ozkan B., Mulazimogullari E., Historical evidence for economic effects of COVID-19, The European Journal of Health Economics, 6, 21, pp. 817-882, (2020); Demerouti E., Bakker A. B., Nachreiner F., Schaufeli W. B., The job demands– resources model of burnout, Journal of Applied Psychology, 86, 3, pp. 499-512, (2001); De Cuyper N., Bernhard-Oettel C., Berntson E., Witte H. D., Alarco B., Employability and employees’ well‐being: Mediation by job insecurity, Applied Psychology: An International Review, 57, 3, pp. 488-509, (2008); De Witte H., Arbeidsethos en jobonzekerheid: Meting en gevolgen voor welzijn, tevredenheid en inzet op het werk [Work ethic and job insecurity: Measurement and consequences for well-being, satisfaction and productivity], Van groep naar gemeenschap. Liber amicorum Prof. Dr Leo Lagrou, pp. 325-350, (2000); Durrani T., COVID-19 disproportionately affects those living in poverty. And this impacts us all, (2020); Fiksenbaum L., Marjanovic Z., Greenglass E., Perceived employability, job insecurity, and well-being, Progress in Economics Research, 39, pp. 1-32, (2017); Goodman E., Adler N. E., Kawachi I., Frazier A. L., Huang B., Colditz G. A., Adolescents’ perceptions of social status: Development and evaluation of a new indicator, Pediatrics, 108, 2, pp. 1-8, (2001); Hu L.T., Bentler P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria vs. new alternatives, Structural Equation Modeling, 6, (1999); Jerusalem M., Schwarzer R., Self-efficacy as a resource factor in stress appraisal processes, Self-efficacy: Thought control of action, pp. 195-213, (1992); Jones L., Palumbo D., Brown D., Coronavirus: How the pandemic has changed the world economy, The Economist, (2021); Lambert L., Over 44.2 million Americans have filed for unemployment during th coronavirus pandemic, (2020); Lown J. M., Development and validation of a Financial Self-Efficacy scale, Journal of Financial Counseling and Planning, 22, 2, (2011); Lupsa D., Virga D., Maricutoiu L. P., Rusu A., Increasing psychological capital: A pre-registered meta-analysis of controlled interventions, Applied Psychology: An International Review, (2019); Marjanovic Z., Greenglass E. R., Fiksenbaum L., Bell C. M., Psychometric evaluation of the Financial Threat Scale (FTS) in the context of the great recession, Journal of Economic Psychology, 36, pp. 1-10, (2013); Marjanovic Z., Struthers C. W., Cribbie R. A., Greenglass E. R., The Conscientious Responders Scale: A new tool for discriminating between conscientious and random responders, SAGE Open, 4, 3, pp. 1-10, (2014); Marjanovic Z., Greenglass E. R., Fiksenbaum L., De Witte H., Garcia-Santos F., Buchwald P., Peiro J. M., Manas M. A., Evaluation of the Financial Threat Scale (FTS) in four European, non-student samples, Journal of Behavioral and Experimental Economics, 55, pp. 72-80, (2015); Obrenovic B., Du J., Godinic D., Baslom M., Tsoy D., The Threat of COVID-19 and Job Insecurity Impact on Depression and Anxiety: An Empirical Study in the USA, Frontiers in psychology, 12, (2021); Parker K., Minkin R., Bennett J., Economic Fallout from COVID-19 Continues to Hit Lower-Income Americans the Hardest, Pew Research Center, 21, (2020); Parolin Z., Curran M., Matsudaira J., Waldfogel J., Wimer C., Monthly Poverty Rates in the United States During the COVID-19 Pandemic, (2020); Sanders L., When will the pandemic end? One in five Americans say never, Politics & Current Affairs, (2021); Schwarzer R., Jerusalem M., Generalized Self-Efficacy scale, Measures in health psychology: A user’s portfolio. Causal and control beliefs, pp. 35-37, (1995); (2020); Covid-19’s financial impact on Canadian Consumers: Week 1, (2020); Wilson J. M., Lee J., Fitzgerald H. N., Oosterhoff B., Sevi B., Shook N. J., Job insecurity and financial concern during the COVID-19 pandemic are associated with worse mental health, Journal of Occupational and Environmental Medicine, 62, 9, pp. 686-691, (2020); WHO coronavirus (COVID-19) dashboard, (2022); WHO Director-General's opening remarks at the media briefing on COVID-19, (2020); Xanthopoulou D., Bakker A. B., Dollard M. F., Demerouti E., Schaufeli W. B., Taris T. W., Schreurs P. J. G., When do job demands particularly predict burnout? The moderating role of job resources, Journal of Managerial Psychology, 22, 8, pp. 766-786, (2007)","E. Greenglass; York University, Toronto, Canada; email: etherg@yorku.ca","","Research Centre for Economic Analysis","","","","","","19733909","","","","English","Rev. Econimic Anal.","Article","Final","","Scopus","2-s2.0-85158895260"
"Xiong L.; Dong X.; Fang J.","Xiong, Lihui (57449073700); Dong, Ximiao (58309888400); Fang, Jiaqi (57192270643)","57449073700; 58309888400; 57192270643","Interdisciplinary Teaching Reform of Financial Engineering Majors Based on the Analytic Hierarchy Process in the Post-Pandemic Era","2023","Sustainability (Switzerland)","15","11","8652","","","","0","10.3390/su15118652","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161529951&doi=10.3390%2fsu15118652&partnerID=40&md5=d79c7ec6113c9ac9f36cb87fc6f5cd66","School of Business, Wenzhou University, Wenzhou, 325035, China; School of Management, Lanzhou University, Lanzhou, 730000, China","Xiong L., School of Business, Wenzhou University, Wenzhou, 325035, China; Dong X., School of Management, Lanzhou University, Lanzhou, 730000, China; Fang J., School of Business, Wenzhou University, Wenzhou, 325035, China","In the post-epidemic era, the labor market has become increasingly complex, making it even more crucial to incorporate sustainability into employment demand. As we enter the post-pandemic era, a globalization trend has become more apparent. It is crucial to modernize employability through educational reform in order to assist employees in enhancing their professional skills. This study began by analyzing the importance of financial engineering practice instruction and graduate employability in the post-epidemic era. Second, the study proposed the content and a plan for inter-disciplinary teaching reform to address talent cultivation needs based on labor market requirements. Third, a face-to-face survey and interview were conducted with students affected by changes in teaching, and the results were analyzed and summarized. On this basis, the impact of education reform was evaluated using both the expert scoring method and the analytic hierarchy approach. The results indicated that the suggested financial engineering teaching reform program improved the school’s discipline strength, enrollment rate, employment rate, and competition awards, especially discipline strength. This research can be used to inform the teaching of financial engineering majors in various countries, assist job candidates in enhancing their professional skills, and build a formidable talent pool for the labor market. © 2023 by the authors.","analytic hierarchy process; post-pandemic era; professional competency development; talent cultivation; teaching reform","analytical hierarchy process; education reform; employment; globalization; interdisciplinary approach; labor market; reform process; sustainability; teaching","","","","","Basic Scientific Research Project of Wenzhou, (R20220001); Philosophy and Social Science Research in Zhejiang Province, (23NDJC045Z); Wenzhou Municipal Science and Technology Bureau, WMSTB, (R20220019); Department of Education of Zhejiang Province, ZPDE, (Y202248828)","This research was funded by a project of the Zhejiang Provincial Department of Education (Y202248828), a project of the Wenzhou Science and Technology Bureau (R20220019), the key project of Philosophy and Social Science Research in Zhejiang Province (23NDJC045Z), and the Basic Scientific Research Project of Wenzhou (R20220001).","Shen Y., Guo H., New Breakthroughs and Innovation Modes in English Education in Post-pandemic Era, Front. Psychol, 13, (2022); Zhang L., Li Q., Liu W., A Study on the Effectiveness of College English Teaching Based on Content Based Instruction Teaching Philosophy, Front. Psychol, 7, (2022); Aslam S., Akram H., Saleem A., Zhang B., Experiences of International Medical Students Enrolled in Chinese Medical Institutions towards Online Teaching during the COVID-19 Pandemic, PeerJ, 9, (2021); Sarwar H., Akhtar H., Naeem M.M., Khan J.A., Waraich K., Shabbir S., Hasan A., Khurshid Z., Self-Reported Effectiveness of e-Learning Classes during COVID-19 Pandemic: A Nation-Wide Survey of Pakistani Undergraduate Dentistry Students, Eur. J. Dent, 14, pp. S34-S43, (2020); Chen M.Y., Sangaiah A.K., Chen T.H., Lughofer E.D., Egrioglu E., Deep Learning for Financial Engineering, Comput. Econ, 59, pp. 1277-1281, (2022); Wang X., Handling Discontinuities in Financial Engineering: Good Path Simulation and Smoothing, Oper. Res, 64, pp. 297-314, (2016); Eric G., George T., Frontiers of financial econometrics and financial engineering, J. Econ, 116, pp. 1-7, (2003); Farrell M., Financial Engineering in Project Management, Proj. Manag. J, 33, pp. 27-36, (2002); Hart W.I., Interdisciplinary Team Teaching: Helping Art Lead Educational Reform, NASSP Bull, 82, pp. 25-29, (1998); Sun Y., Jiang M., An Evaluation Model for the Teaching Reform of the Physical Education Industry, Discret. Dyn. Nat. Soc, 2021, (2021); Judge M.S., Large-scale laboratory teaching for first-year EEE undergraduates, Int. J. Electr. Eng. Educ, 55, (2018); Ronald W., Henderson L.C., Self-Regulation of Learning and Performance, (1994); Chen J., Yao N., Shi L.Z., Li S., Teaching Reform in the Internet + Era, Front. Educ. 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Educ, 45, pp. 779-785, (2021); Tian J.D., He G.F., The five-in-one teaching mode in the teaching of engineering courses, Comput. Appl. Eng. Educ, 28, pp. 1683-1695, (2020); Wu Y.M., Wen M.H., Chen C.M., An Integrated BIM and cost estimating blended learning model acceptance differences between experts and novice, Eurasia J. Math. Sci. Technol. Educ, 2, pp. 1347-1363, (2016); Estebanez R.P., An Approachment to Cooperative Learni1ng in Higher Education: Comparative Study of Teaching Methods in Engineering, Eurasia J. Math. Sci. Technol. Educ, 13, pp. 1331-1340, (2017); Luo J., Ding Y., Liu J., Kuang H., Research on construction of innovative teaching system of transportation engineering and talent evaluation based on CDIO, Int. J. Electr. Eng. Educ, 23, pp. 223-245, (2021); Egrioglu E., Fildes R., A New Bootstrapped Hybrid Artificial Neural Network Approach for Time Series Forecasting, Comput. Econ, 59, pp. 1355-1383, (2022); Gao B., The Use of Machine Learning Combined with Data Mining Technology in Financial Risk Prevention, Comput. Econ, 59, pp. 1385-1405, (2022); Huang S.-C., Wu C.-F., Chiou C.-C., Lin M.-C., Intelligent FinTech data mining by advanced deep learning approaches, Comput. Econ, 16, pp. 1407-1422, (2021); Mark C., Orla M.C., Bernard M., Model Risk in Financial Markets: From Financial Engineering to Risk Management, Quant. Financ, 16, pp. 1333-1337, (2016); Singleton K., Estimation of Affine Asset Pricing Models Using the Empirical Characteristic Function, J. Econ, 102, pp. 111-141, (2001); Lu C., Fang Y., Fang J., A new method to evaluate the coordination of freight transport and economy for sustainable development, J. Innov. Knowl, 7, (2022); Lu C., Ye Y., Fang Y., Fang J., An optimal control theory approach for freight structure path evolution post-COVID-19 pandemic, Socio-Econ. Plan. Sci, 85, (2023); Fang J., Hou H., Bi Z., Jin D., Han L., Yang J., Dai S., Data Fusion in Forecasting Medical Demands based on Spectrum of Post-Earthquake Diseases, J. Ind. Inf. Integr, 24, (2021); Xiong L., Fang J., An Economic Evaluation of Targeted Reserve Requirement Ratio Reduction on Bank Ecosystem Development, Systems, 10, (2022); Herbert W., Marsh Michael B., Multidimensional Students’ Evaluation of Teaching Effectiveness, J. High. Educ, 64, pp. 98-109, (1993); Marsh H.W., Students’ Evaluations of University Teaching: Research Findings, Methodological Issues, and Directions for Future Research, Int. J. Educ. Res, 73, pp. 253-258, (1987); Marsh H.W., Bailey M., Multidimensional Students’ Evaluations of Teaching Effectiveness: A Test of Alternative Higher-order Structures, J. High. Educ, 64, (1991); Dean E.K., Ann V., Student Ratings of Instruction in the USA: Hidden Assumption and Missing Conceptions about Good’s Teaching, Stud. High. Educ, 24, pp. 27-42, (1999); Marsh H.W., Roche L.A., Making Students’ Evaluation of Teaching Effectiveness Effective: The Critical Issues of Validity, Bias, and Utility, Am. Psychol, 52, pp. 1193-1197, (1997); Wang X.H., Research on the Construction of Research Teaching Curriculum Evaluation System in Universities, High. Sci. Educ, 22, pp. 91-95, (2012); Loizzo J., Ertmer P.A., MOOCocracy: The Learning Culture of Massive Open Online Courses, Educ. Technol. Res. Dev, 64, pp. 1013-1032, (2016); Rehfeldt R.A., Jung H.L., Aguirre J.L., Beginning the Dialogue on the E-transformation: Behavior Analysis’ First Massive Open Online Course (MOOC), Behav. Anal. Pract, 9, pp. 3-13, (2016); Liu W., Mathematics Deep Learning Teaching Based on Analytic Hierarchy Process, Math. Probl. Eng, 10, (2022); Cho D., Park J., Decision methodology for nitrogen removal process in the LNG plant using analytic hierarchy process, J. Ind. Eng. Chem, 37, pp. 75-83, (2016); Chen J., Hsieh H., Do Q.H., Evaluating teaching performance based on fuzzy AHP and comprehensive evaluation approach, Appl. Soft Comput, 28, pp. 100-108, (2015); Han Y., Wang Z., Lu X., Hu B., Application of AHP to Road Selection, Prog. Artif. Intell, 9, (2020); Thanassoulis E., Dey P.K., Petridis K., Goniadis I., Georgiou A.C., Evaluating higher education teaching performance using combined analytic hierarchy process and data envelopment analysis, J. Oper. Res. Soc, 68, pp. 431-445, (2017); Meshram S.G., Alvandi E., Singh V.P., Meshram C., Comparison of AHP and fuzzy AHP models for prioritization of watersheds, Soft Comput, 23, pp. 13615-13625, (2019); Kin T.M., Omar A.K., Musa K., Ghouri A.M., Leading Teaching and Learning in the Era of Education 4.0: The Relationship between Perceived Teacher Competencies and Teacher Attitudes toward Change, Asian J. Univ. Educ, 18, pp. 65-80, (2022)","J. Fang; School of Business, Wenzhou University, Wenzhou, 325035, China; email: 20210634@wzu.edu.cn; X. Dong; School of Management, Lanzhou University, Lanzhou, 730000, China; email: dongximiao577@163.com","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85161529951"
"Sulyman A.S.; Usman I.; Badmus I.B.","Sulyman, Abdulakeem S (57754767300); Usman, Iyal (57981709100); Badmus, Ibrahim B (57981709200)","57754767300; 57981709100; 57981709200","Investing in employability of librarians: An impetus for enhancing the professionalism of librarians in Nigeria","2023","Business Information Review","40","2","","56","67","11","0","10.1177/02663821221141814","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142618115&doi=10.1177%2f02663821221141814&partnerID=40&md5=773077fad44c94221d5381edd70f0f53","Institute of Professional and Continuous Education, Kwara State University, Malete, Nigeria; Abdullahi Fodio Library Complex, Usmanu Danfodio University, Sokoto, Nigeria; Crown-Hill University Library, Ilorin, Nigeria","Sulyman A.S., Institute of Professional and Continuous Education, Kwara State University, Malete, Nigeria; Usman I., Abdullahi Fodio Library Complex, Usmanu Danfodio University, Sokoto, Nigeria; Badmus I.B., Crown-Hill University Library, Ilorin, Nigeria","The ideals and hallmarks of every profession are enshrined in its body of knowledge, philosophies and principles guiding its operations, services and how its practitioners relate with the society. This paper discusses investing in employability of librarians as an impetus for enhancing the professionalism of librarians in Nigeria. It argues that career aspirations are essential motivators for professionals to develop the competence required to promote their profession. Itidentifies the likes of National Library of Nigeria, Nigerian Library Association, Librarians' Registration Council of Nigeria, National Association of Library and Information Science Educators, African Regional Center for Information Science and Library and Information Science Schools as professional agents responsible for strengthening and sustaining LIS practices in Nigeria. It proposes internationalisation of LIS education, indigenisation of Nigerian Librarianship, continuous training of librarians, internships, provision of libraries in government institutions and admission of other cadres into LRCN as strategies for enhancing professionalism of librarians and further justifies the need for employability as efforts aimed at supporting professionals to develop knowledge and skills required to excel in both their work and life. It concludes that Librarianship in Nigeria is in dire and urgent need of rebirth and sustainability and recommends amongst others that librarians should be intuitively inspired to learn new skills and techniques relevant to the contemporary world of library and information services. © The Author(s) 2022.","ARCIS; employability; librarians; librarianship; LRCN; NALISE; NLA; NLN; profession; professionalism; professionals","","","","","","","","Abubakar B.M., Library and Information Science (LIS) Education in Nigeria: emerging trends, challenges and expectations in the digital age, Journal of Balkan Libraries Union, 8, 1, pp. 57-67, (2022); Abubakar B.M., Farouk B.L., Library and information science education in Nigeria: what has changed?, Bayero Journal of Library and Information Science, 4, 1, pp. 6-16, (2018); Aguolu C.C., Aguolu L.E., A force in library development in Nigeria, World Libraries, 7, 2, (1997); Alqudsi-ghabra T., Al-Muomen N., Library and information science alumni of Kuwait University: Tracking positions and functions, International Federation of Library Associations and Institutions, 38, 3, pp. 214-227, (2012); Bird N.J., Crumpton M.A., Real learning connections: questioning the learner in the LIS internship, Journal of Education for Library and Information Sciences, 55, 2, pp. 89-99, (2014); About ARCIS, (2022); Bird N.J., Chu C.M., Oguz F., Internship in LIS education: an international perspective on experiential learning, International Federation of Library Associations and Institutions, 41, 4, pp. 298-307, (2015); Burns K., Joseph G., Indigenous librarianship, Encyclopedia of Library and Information Sciences, (2015); Chaka C., Skills, competencies and literacies attributed to 4IR/Industry 4.0: Scoping review, International Federation of Library Associations and Institutions, 46, 4, pp. 369-399, (2020); Decker E.N., The X-Factor in Academic Libraries: The Demand for Soft Skills in Library Employees, (2020); Dike V.W., Sustainability of LIS education in a globalised world: contemporary issues, (2014); Alhassan J.A., Ahmed A.O., Emerging technology and the future of libraries: issues and challenges in LIS education and training in Nigeria, (2015); Fraser-Arnott M.A., Evolving practices and professional identity: how the new ways we work can reshape us as professionals and a profession, International Federation of Library Associations and Institutions, 45, 2, pp. 114-126, (2019); Gbaje E.S., Re-training of librarians for the digital work environment by the Nigerian Library Association, International Federation of Library Associations and Institutions, 39, 1, pp. 30-36, (2012); History of Library in Nigeria, (2021); IFLA Trend Report Update, (2021); Isberg K., Professional development, values and strategy – the means for building strong libraries for the future, International Federation of Library Associations and Institutions, 38, 1, pp. 35-36, (2012); Jegede O., Continuing Education in Developing Countries: Nigerian Library Perspectives, (2015); Kasa M.G., library, Ahmadu Bello University Z., Efficacy of indexing and abstrating services in the dissemination of agricultutral information resources in the Institute for Agricultural Research, International Journal of Advancements in Research & Technology, 1, pp. 1-13, (2012); Kempster H., What is employability and why is it important?, (2022); Kolawole A.A., Igwe K.N., Treatise on Library and Information Science in an African society, (2016); Lazarus G.N., Ogunbote K.O., Funom B.C., Perception of career path in library and information centres, Library and Information Perspectives and Research, 3, 1, pp. 58-70, (2021); Musa J., Tsafe A.G., Entrepreneurship opportunities for graduates of library and information science, Journal of Library Services and Technologies, 1, 2, pp. 76-82, (2019); Mwaniki P.W., Envisioning the future role of librarians: skills, services and information resources, Library Management, 39, 1-2, pp. 2-11, (2018); Directory of NALISE Members and List of Library and Information Science Schools in Nigeria/Compiled by Ochogwu, M. G., Nwokocha, U., Ekoja, I.I. & Aina, L.O. Lagos, (2020); NALISE Is the Nigerian Association of Library and Information Science Educators, (2021); Nnadozie C.O., Okeke I.E., Egwim F.D., Freelance Information Business, (2014); Ntogo-Saghanen G.B., Essor G.C., Information entrepreneurship and use as a mechanism for self-employment of librarians in Rivers State, Nigeria, Library and Information Perspectives and Research, 3, 1, pp. 104-118, (2021); Obayuwana O.A., The Gambari I Know, (2020); Ochogwu M.G., Nwokocha U., Communique Issued at the End of the 16th NALISE Conference Held at Abia State University, (2014); Okojie V., Nigerian library association advocacy to establish the librarians registration council of Nigeria; Okoro C.C., Career choice of students of library and information science in tertiary institutions in Imo State, Nigeria, The Information Technologist, 6, 1, pp. 53-59, (2009); Olatokun W.M., Utulu S.C.A., Internationalization of information science education in Nigeria: a review of attempts by the Africa Regional Centre for Information Science, International Federation of Library Associations and Institutions, 38, 2, pp. 166-174, (2012); Olorunsaye J.O., Ayanyemi O.O., Nigerian Library Association (NLA) and the future possibilities in Library Science (LIS) development, Frontiers of Library, Information and Computer Sciences, 2, 3, pp. 185-188, (2016); Saka K.A., Garba S.K., Zarmai M.M., Proliferation of library and information science schools in Nigeria: Issues at stake and quality control, International Journal of Library and Information Science, 10, 9, pp. 94-101, (2018); Saleh, Tsagem A.M., Strategies and activities of the Nigerian Library Association (NLA) to the development of library and information profession in Nigeria from 2000-2015, Journal of Library Services and Technologies, 1, 2, pp. 32-42, (2019); Top 10 Employability Skills; Shehu A., Kasa M.G., Repositioning Librarian’s Registration Council of Nigeria (LRCN) to integrate paraprofessionals: a sine qua non to professionalism, Journal of Library Services and Technologies, 1, 1, pp. 38-44, (2019); Sulyman S.A., Adeyefa S.A., Amzat B.O., The Interdisciplinary, Multidisciplinary and Transdisciplinary Natures of Library and Information Science: An Analysis, (2021); Sulyman A.S., Amzat B.O., Taiwo M.A., Indigenisation of Nigerian Librarianship through Indigenous Knowledge: Exploring its Possibilities, (2022); What Is Employability? Definitions and Elements of Employability, (2022); White C., The National Library of Nigeria: Growth of the Idea, Problems and Progress, (1964)","A.S. Sulyman; Institute of Professional and Continuous Education, Kwara State University, Malete, Nigeria; email: sulymansodiq.a.1524@gmail.com","","SAGE Publications Ltd","","","","","","02663821","","","","English","Bus. Inf. Rev.","Article","Final","","Scopus","2-s2.0-85142618115"
"Brahma M.; Rejula M.A.; Srinivasan B.; Kumar S.N.; Banu W.A.; Malarvizhi K.; Priya S.S.; Kumar A.","Brahma, Mahul (58249184900); Rejula, M. Anline (58165754800); Srinivasan, Bhavana (58125340200); Kumar, S.N. (55500537200); Banu, W. Aisha (46160965700); Malarvizhi, K. (56879234900); Priya, S. Sharon (57202156055); Kumar, Abhishek (37085909200)","58249184900; 58165754800; 58125340200; 55500537200; 46160965700; 56879234900; 57202156055; 37085909200","Learning impact of recent ICT advances based on virtual reality IoT sensors in a metaverse environment","2023","Measurement: Sensors","27","","100754","","","","2","10.1016/j.measen.2023.100754","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159337694&doi=10.1016%2fj.measen.2023.100754&partnerID=40&md5=d482b51d0a28797baa9cf45597958522","Bath Business School, Bath Spa University, United Kingdom; Department of Computer Application, Scott Christian College, Tamilnadu, Nagercoil, India; Department of Animation & Virtual Reality, JAIN (Deemed to Be University), Bangalore, India; Department of EEE, Amal Jyothi College of Engineering, Kerala, India; Department of CSE, B.S. Abdur Rahman Crescent Institute of Science and Technology, Tamilnadu, Chennai, India; Department of CSE, JCT College of Engineering and Technology, Tamil Nādu, Coimbatore, India; Faculty of Communication Design, National Institute of Design, Andhra Pradesh (NID-AP), India","Brahma M., Bath Business School, Bath Spa University, United Kingdom; Rejula M.A., Department of Computer Application, Scott Christian College, Tamilnadu, Nagercoil, India; Srinivasan B., Department of Animation & Virtual Reality, JAIN (Deemed to Be University), Bangalore, India; Kumar S.N., Department of EEE, Amal Jyothi College of Engineering, Kerala, India; Banu W.A., Department of CSE, B.S. Abdur Rahman Crescent Institute of Science and Technology, Tamilnadu, Chennai, India; Malarvizhi K., Department of CSE, JCT College of Engineering and Technology, Tamil Nādu, Coimbatore, India; Priya S.S., Department of CSE, B.S. Abdur Rahman Crescent Institute of Science and Technology, Tamilnadu, Chennai, India; Kumar A., Faculty of Communication Design, National Institute of Design, Andhra Pradesh (NID-AP), India","The use of avatars in the Metaverse and virtual reality technology in education is a rapidly developing field that has the potential to revolutionize the way students learn. In the context of the Indian EdTech market, virtual reality could play a significant role in enhancing the learning experience for students, although more research is needed to explore its full potential.ICT has already made a significant impact on education, with academic programming, technical instruction, and theoretical concepts being taught through digital platforms. Virtual reality has the potential to take this a step further, allowing students to experience immersive and interactive learning environments that simulate real-world scenarios.However, as mentioned in the paragraph, there is still limited research on the use of virtual reality in education, particularly in the Indian context. Further studies are needed to assess the effectiveness of this technology and ensure that it can be integrated effectively into the educational system.Overall, the use of virtual reality in education is an exciting development in the ICT industry and has the potential to make a significant impact on the learning experience for students. Various non-governmental organizations (NGOs) seek to improve women's lives and provide them with self-sufficiency training. The government is likewise concerned about this issue and has established a number of programs to assist women. Information and communication technology (ICT) is significant in this context. ICT has improved the security, knowledge, education, employability, confidence, and popularity of women. The significance of ICT for the empowerment of women is highlighted in this study. To illuminate the various facets of ICT's impact on society, various examples have been addressed. Because of ICT, new generations of women all over the globe have defied all expectations and proven themselves in every aspect of life, even the most complicated and time-consuming realm of enterprise. In this regard, ICT may possibly become a magic wand for improving women's current situations. In this research, the eight factors that influence how ICT affects rural women's empowerment were found. © 2023 The Authors","Digital twin; ICT; IoMT; Women in technology","Computer aided instruction; E-learning; Internet of things; Students; Information and Communication Technologies; IoMT; Learn+; Learning experiences; Metaverses; Technical instructions; Technology advances; Technology in educations; Virtual reality technology; Women in technologies; Virtual reality","","","","","VIT University","The authors declare the following financial interests/personal relationships which may be considered as potential competing interests: Bhavana Srinivasan reports administrative support, equipment, drugs, or supplies, statistical analysis, and writing assistance were provided by VIT University. Bhavana Srinivasan reports a relationship with VIT University that includes: non-financial support.","Aloqaily M., Bouachir O., Karray F., Al Ridhawi I., El Saddik A., Integrating Digital Twin and Advanced Intelligent Technologies to Realize the Metaverse, (2022); Kumar A., Gamification in training with next generation AI- virtual reality, animation design and immersive technology, J. Exp. Theor. Artif. Intell., (2022); Avram, Priescu I., Access to information and empowerment perspectives in health services, Soc. Behav. Sci., 33, pp. 949-953, (2012); Kumar A., Saudagar A.K.J., AlKhathami M., Alsamani B., Hasanat M.H.A., Khan M.B., Kumar A., Singh K.U., AIAVRT: 5.0 transformation in medical education with next generation AI- 3D animation and VR integrated computer graphics imagery, Trait. Du. Signal, 39, No. 5, pp. 1823-1832, (2022); Vijayalaxmi P., Durgabhavani V., Internet Use, Indian Culture and Gender Variations, 33, pp. 3-4, (2006); Rahaman T., Into the metaverse–perspectives on a new reality, Med. Ref. Serv. Q., 41, 3, pp. 330-337, (2022); Veeraiah V., Gangavathi P., Ahamad S., Talukdar S.B., Gupta A., Talukdar V., Enhancement of meta verse capabilities by IoT integration, 2022 2nd International Conference on Advance Computing and Innovative Technologies in Engineering (ICACITE), pp. 1493-1498, (2022); Kye B., Han N., Kim E., Park Y., Jo S., Educational applications of metaverse: possibilities and limitations, J. Educ. Eval. Health Prof., (2021); Lin H., Wan S., Gan W., Chen J., Chao H.C., Metaverse in Education: Vision, Opportunities, and Challenges, (2022); Ning H., Wang H., Lin Y., Wang W., Dhelim S., Farha F., Ding J., Daneshmand M., A Survey on Metaverse: the State-Of-The-Art, Technologies, Applications, and Challenges, (2021); Dahan N.A., Al-Razgan M., Al-Laith A., Alsoufi M.A., Al-Asaly M.S., Alfakih T., Metaverse framework: a case study on E-learning environment (ELEM), Electronics., 11, 10, (2022); Kumar A., Saudagar A.K.J., AlKhathami M., Alsamani B., Khan M.B., Hasanat M.H.A., Kumar A., Customized curriculum and learning approach recommendation techniques in application of virtual reality in medical education, JUCS - J. Univ. Comput. Sci., 28, 9, pp. 949-966, (2022); Kusuma A.T., Supangkat S.H., Metaverse fundamental technologies for smart city: a literature review, 2022 International Conference on ICT for Smart Society (ICISS), pp. 1-7, (2022); Chengoden R., Victor N., Huynh-The T., Yenduri G., Jhaveri R.H., Alazab M., Bhattacharya S., Hegde P., Maddikunta P.K., Gadekallu T.R., Metaverse for Healthcare: A Survey on Potential Applications, Challenges and Future Directions, (2022); Adhani N.I., Rambli D.R., A survey of mobile augmented reality applications, 1st International Conference on Future Trends in Computing and Communication Technologies, pp. 89-96, (2012); Kumar A., Srinivasan B., Saudagar A.K.J., AlTameem A., Alkhathami M., Alsamani B., Khan M.B., Ahmed Z.H., Kumar A., Singh K.U., Next-gen mulsemedia: virtual reality haptic simulator's impact on medical practitioner for higher education institutions, Electronics, 12, (2023); Lintonen T.P., Konu A.I., Seedhouse D., Information technology in health promotion, Health Educ. Res., 23, 3, pp. 560-566, (2008); Tripathi V.R., Popli M., Ghulyani S., Desai S., Gaur A., 25, pp. 595-617, (2021)","B. Srinivasan; Department of Animation & Virtual Reality, JAIN (Deemed to Be University), Bangalore, India; email: bhavana.s2017@vitstudent.ac.in","","Elsevier Ltd","","","","","","26659174","","","","English","Measurement. Sens.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85159337694"
"Kieu Q.T.; Kirya M.M.; Liu W.-T.","Kieu, Quan Thuan (58480994900); Kirya, Mateeke Moses (58481593400); Liu, Wei-Te (56259090800)","58480994900; 58481593400; 56259090800","Employment Tactics and Strategies of Technical-Vocational Education Students for Career and Professional Development in the Labour Market of Vietnam","2023","Journal of Technical Education and Training","15","2","","92","105","13","0","10.30880/jtet.2023.15.02.008","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164422746&doi=10.30880%2fjtet.2023.15.02.008&partnerID=40&md5=eeaec62e7ee2bc075429bdfbc7ed2703","Faculty of Education, Chiang Mai University, 239 Huay Kaew Rd, Muang, Chiang Mai, Thailand; Graduate School of Technological and Vocational Education, National Yunlin University of Science and Technology, Douliu, 64002, Taiwan","Kieu Q.T., Faculty of Education, Chiang Mai University, 239 Huay Kaew Rd, Muang, Chiang Mai, Thailand; Kirya M.M., Graduate School of Technological and Vocational Education, National Yunlin University of Science and Technology, Douliu, 64002, Taiwan; Liu W.-T., Graduate School of Technological and Vocational Education, National Yunlin University of Science and Technology, Douliu, 64002, Taiwan","Many policies and strategies have been implemented to improve both the quality and quantity of Vietnam's technical and vocational education (TVE) system, and the results indicated innovative reform of the TVE system in both ways in Vietnam. Many aspects of TVE in Vietnam have been explored by a series of reports of the National Institute for Vocational Education and Training (NIVET); however, there exists a shortage of studies attempting to focus on the process of TVE graduates’ employment experience in the Vietnamese labour market. This study attempts to explore the employment of TVE graduates from technical colleges in Vietnam, with a focus on their employment tactics. To base this study on a qualitative approach, the primary data sources were obtained through semi-structure interviews and self-diary on employment tactics and strategies of TVE graduates in the labour market within two years. The obtained data were subjected to thematic analysis. Based on this, results revealed difficulty in obtaining desirable and high-paying jobs even though it was not difficult to obtain jobs to earn a living. Also, low satisfaction and resilience due to poor working conditions were revealed. Three key strategies: maintaining low pay jobs to earn a living, updating their skills to get better jobs, and changing to suitable jobs were figured out by TVE graduates. These strategies gradually assisted TVE graduates to obtain sustainable goals of career promotion and professional development. © Universiti Tun Hussein Onn Malaysia Publisher’s Office.","Career and professional development; employability; technical college; TVET","","","","","","School of Chiang Mai University; Chiang Mai University, CMU; Graduate School, Chiang Mai University","The first author of this article was under the support of CMU Presidential Scholarship provided by the Graduate School of Chiang Mai University. He was thankful to the Graduate of the School of Chiang Mai University for this great assistance.","Alli J., Ekhovbiye O., Students’ perception of entrepreneurship as a self-reliance strategy for technical and vocational education products, Lwati: A Journal of Contemporary Research, 6, 1, pp. 69-75, (2009); Andre V. S., Nardo D. V., The economic value of different types of solo self-employed: A review, The handbook of research on freelancing and self-employment, pp. 77-84, (2015); Baxter-Reid H., Developing mobility power tactics and strategies: the experiences of Central Eastern European workers in Scotland, Employee Relations, 44, 1, pp. 244-258, (2021); Bhurtel A., Technical and vocational education and training in workforce development, Journal of Training and Development, 1, pp. 77-84, (2015); Blackmore P., Bulaitis Z.H., Jackman A.H., Tan E., Employability in higher education: A review of practice and strategies around the world, (2015); Brunello G., Happier with vocational education?, (2020); Brunello G., Rocco L., The effects of vocational education on adult skills, employment and wages: What can we learn from PIAAC?, Series, 8, pp. 315-343, (2017); Camargo J., Lima L., Riva F., Souza A., Technical education, non-cognitive skills and labour market outcomes: Experimental evidence from Brazil, IZA Journal of Labour Economics, 10, 1, pp. 1-34, (2021); Celine O., Marloes L., Lucy K., Lennart K., From unemployed to self-employed: using an intention-to-treat approach, (2020); Charbonneau B. D., Reed M., Powell D. M., Self-verification behaviour as an employment interview tactic, Journal of Selection and Assessment, 29, 3-4, pp. 393-411, (2021); Cheung S., Xie X., Chien-chung H., Mind over matter: Mindfulness, income, resilience, and life quality of vocational high school students in China, International J. of Environmental Research and Public Health, 17, 16, pp. 1-13, (2020); Chhinzer N., Russo A. M., An exploration of employer perceptions of graduate student employability, Education + Training, 60, 1, pp. 104-120, (2018); Cummins P. A., Yamashita T., Millar R. J., Sahoo S., Problem-solving skills of the U.S. workforce and preparedness for job automation, Adult Learning, 30, 3, pp. 111-120, (2019); Das K., Vietnam: minimum wages on the rise in 2018, (2018); Datta K., McIlwaine C., Evans Y., Herbert J., May J., Wills J., From coping strategies to tactics: London's low‐pay economy and migrant labour, British Journal of industrial relations, 45, 2, pp. 404-432, (2007); Deborah A. O., Love M. C., Enwuzuruike W. R., Olusegun O. P., Market orientation and perceived employee satisfaction: A study of selected women entrepreneurs in non-oil export trade, Academy of Strategic Management Journal, 19, 6, pp. 1-18, (2020); Finkelstein-Shapiro A., Self-employment and business cycle persistence: Does the composition of employment matter for economic recoveries?, Journal of Economic Dynamics and Control, 46, pp. 200-218, (2014); Forster A.G., Bol T., Werfhorst H.V., Vocational education and employment over the life cycle, Sociological Science, 3, pp. 473-494, (2016); Goel S., Puckett J., Claver P., Ondrejkovic O. K., 6 strategies to upskill your workforce, (2022); Ha V. H., Inequality of household expenditure on senior students' accessibility to higher education in Vietnam, Universal Journal of Educational Research, 8, 12 B, pp. 8240-8247, (2020); Helbling L. A., Sacchi S., Scarring effects of early unemployment among young workers with vocational credentials in Switzerland, Empirical Research in Vocational Education and Training, 6, 1, pp. 1-22, (2014); Hetschko C., On the misery of losing self-employment, Small Business Economics, 47, 2, pp. 461-478, (2016); Ho Th. H. T, Vocational Education & Training in Vietnam, Higher education in Vietnam: Flexibility, mobility and practicality in the global knowledge economy, pp. 208-226, (2014); Holton E. F., New employee development tactics: Perceived availability, helpfulness, and relationship with job attitudes, Journal of Business and Psychology, 16, 1, pp. 73-85, (2001); Hu J., Hirsh J. B., Accepting lower salaries for meaningful work, Frontiers in Psychology, 8, 1649, (2017); Hệ thống dạy nghề ở Việt Nam và phát triển nghề nghiệp cho người lao động [Vocational system and the objectives of training skills for people in Vietnam], (2015); Law on vocational training, (2007); Phê duyệt chiến lược phát triển dạy nghề thời kỳ 2011-2020 [Vocational development strategy, 2011–2020, (2012); Jacelon C. S., Imperio K., Participant diaries as a source of data in research with older adults, Qualitative Health Research, 15, 7, pp. 991-997, (2005); Jackson D., Tomlinson M., The relative importance of work experience, extra-curricular and university-based activities on student employability, Higher Education Research & Development, 41, 4, pp. 1119-1135, (2022); Jamshed S., Qualitative research method-interviewing and observation, J. of Basic & Clinical Pharmacy, 5, 4, pp. 87-88, (2014); Jennifer E. A., Effective strategies for student employee retention and development in higher education, (2022); Johnson J. L., Adkins D., Chauvin S., A review of the quality indicators of rigour in qualitative research, American Journal of pharmaceutical education, 84, 1, pp. 138-146, (2020); Juttler A., Schumann S., Neuenschwander M. P., Hofmann J., General or vocational education? The role of vocational interests in educational decisions at the end of compulsory school in Switzerland, Voc. & learn, 14, pp. 115-145, (2021); Katz A., Kim J. H. Y., Teaching strategies and tactics in K-12 blended education: The flipped classroom model, Blended learning: Concepts, methodologies, tools, and applications, pp. 156-184, (2017); Kawar M., Skills development for job creation, economic growth and poverty reduction, (2011); Korber M., Does vocational education give a labour market advantage over the whole career? A comparison of the United Kingdom and Switzerland, Social Inclusion, 7, 3, pp. 202-223, (2019); Kratz F., Patzina A., Kleinert C., Dietrich H., Vocational education and employment: Explaining cohort variations in life course patterns, Social Inclusion, 7, 3, pp. 224-253, (2019); Laoyan S., Strategy vs. tactics: What's the difference?, (2021); Lei J., Study on strategies to the graduate's employment, IERI Procedia, 2, pp. 754-758, (2012); Mackay D., Zundel M., Recovering the divide: a review of strategy and tactics in business and management, International Journal of Management Reviews, 19, 2, pp. 175-194, (2016); Berler M., Semi-structured interviews, Encyclopedia of personality and individual differences, (2020); Maguire M., Delahunt B., Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars, The All-Ireland Journal of Teaching & Learning in Higher Education, 9, 3, pp. 3351-33514, (2017); Mahdi D. A., Motivating reluctant EFL students to talk in class: Strategies and tactics, Theory and Practice in Language Studies, 5, 8, pp. 1703-1709, (2015); McKnight A., Stewart K., Himmelweit S. M., Palillo M., Low pay and in-work poverty: preventative measures and preventative approaches, (2016); Michaelis C., Findeisen S., Influence of person-vocation fit on satisfaction and persistence in vocational training programs, Frontiers in Psychology, 13, pp. 1-16, (2022); Montt G., Field-of-study mismatch and overqualification: labour market correlates and their wage penalty, IZA Journal of Labour Economics, 6, 1, pp. 1-20, (2017); Mouzakitis G. S., The role of vocational education and training curricula in economic development, Procedia-Social and Behavioral Sciences, 2, 2, pp. 3914-3920, (2010); Vietnam vocational education and training report 2016, (2018); Vietnam vocational education and training report 2018, (2020); Neubauer B. E., Witkop C.T., Varpio L., How phenomenology can help us learn from the experiences of others, Perspect Med Educ, 8, pp. 90-97, (2019); Ngoc-Thach N., Macroeconomic growth in Vietnam transitioned to market: An unrestricted VES framework, Economies, 8, 58, pp. 1-15, (2020); Nguyen P. H., Vietnam: wages policy in the current context of industrial relations in Vietnam, Japan Labour Issues, 2, 8, pp. 18-23, (2018); OECD employment skills and strategies in Slovenia, (2017); Olson C. A., Do workers accept lower wages in exchange for health benefits?, Journal of Labour Economics, 20, S2, pp. S91-S114, (2002); Oseni A, Ehikioya J, Ali-Momoh B., Technical and vocational education: Key to poverty alleviation in the third world with reference to Nigeria, Journal of Education & Practice, 2, 6, pp. 64-70, (2011); Osmani M., Weerakkody V., Hindi N., Eldabi T., Graduates’ employability skills: A review of literature against market demand, Journal of Education for Business, 94, 7, pp. 423-432, (2019); Oswald-Egg M. E., Renold U., No experience, no employment: The effect of vocational education and training work experience on labour market outcomes after higher education, Economics of education review, 80, pp. 1-33, (2021); Piui T., Career and lifelong learning, Economy Trans Disciplinarity Cognition, 16, 1, pp. 31-37, (2013); Rintala H., Nokelainen P., Vocational education and learners’ experienced workplace curriculum, Vocations and Learning, 13, pp. 113-130, (2020); Robinson R. S., Purposive sampling, Encyclopaedia of quality of life and well-being research, pp. 5243-5245, (2014); Seel F., Phuong Th. D., Implementing the future ASEAN agenda for TVET: A compendium of case studies, (2020); Sparreboom T., Labour market information and analysis systems, Perspectives on labour economics for development, pp. 255-282, (2013); Samuel P., Vietnam’s competitive minimum wages: How does it fare with its regional peers?, (2020); Sullivan P. L., Karreth J., Strategies and tactics in armed conflict: How governments and foreign interveners respond to insurgent threats, Journal of Conflict Resolution, 63, 9, pp. 2207-2232, (2019); Teherani A., Martimianakis T., Stenfors-Hayes T., Wadhwa A., Varpio L., Choosing a qualitative research approach, Journal of graduate medical education, 7, 4, pp. 669-670, (2015); Tenny S., Brannan J. M., Brannan G. D., Qualitative study, (2022); The labour situation in Japan and analysis: Detailed exposition 2009/2010, pp. 40-73, (2009); Tuan N. D., Cuong N. H., Technical and vocational education and training (TVET) in Vietnam, Vocational education and training in ASEAN member state. Perspectives on rethinking and reforming education, pp. 229-256, (2019); Vietnam vocational education and training report 2016, pp. 41-42, (2016); TVET country profile: Vietnam, (2018); Velde C.R., Cooper T., Students’ perspectives of workplace learning and training in vocational education, Journal of Education and Training, 42, pp. 83-92, (2000); Chiến lược phát triển giáo dục Việt Nam 2009-2020 [Draft strategy for education development Vietnam 2009 – 2020], (2010); Strategy for socio-economic development 2001-2010, (2006); Villanger E., Bjorvatn K., Getahun T., Hofman P., Beeder M., Education for sustainable job creation, (2020); Wang Y. Y., Subjective employment obstacle of college students and its predictor model based on deep learning, Wireless Communications and Mobile Computing, pp. 1-9, (2022); Weiss F., Klein M., Grauenhorst T., The effects of work experience during higher education on labour market entry: Learning by doing or an entry ticket?, Work, employment and Society, 28, 5, pp. 788-807, (2014); Wheelahan L. M., Moodie G., Global trends in VET: A framework for social justice, (2016); Woessmann L., Facing the life-cycle trade-off between vocational and general education in apprenticeship systems: An economics-of-education perspective, Journal for Educational Research Online, 11, 1, pp. 31-46, (2019); Xia L., Ali A., Wang H., Wu X., Qian D. A., Dynamic analysis of the asymmetric effects of vocational education and training on economic growth, evidence from China, Front Psychol, 13, pp. 1-10, (2022); Zhou K. Z., Li J. J., Zhou N., Su C., Market orientation, job satisfaction, product quality, and firm performance: Evidence from China, Strategic Management Journal, 29, 9, pp. 985-1000, (2008)","Q.T. Kieu; Faculty of Education, Chiang Mai University, Chiang Mai, 239 Huay Kaew Rd, Muang, Thailand; email: thuankqt@gmail.com","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85164422746"
"Relinque M.; Vigier-Moreno F.J.","Relinque, Mariana (58512884200); Vigier-Moreno, Francisco J. (57211252561)","58512884200; 57211252561","Interpreting for Refugees and Asylum Seekers in the South of Spain: How University Interpreter Training Can Respond to Real Needs Identified by Stakeholders","2023","Hispania","106","2","","283","296","13","0","10.1353/hpn.2023.a899433","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166229412&doi=10.1353%2fhpn.2023.a899433&partnerID=40&md5=057d01ada4a404b46fd5a788c0f65408","Universidad Pablo de Olavide, Spain","Relinque M., Universidad Pablo de Olavide, Spain; Vigier-Moreno F.J., Universidad Pablo de Olavide, Spain","In 2019, Spain became the country with the third highest number of asylum applications in the EU and it continues to be one of the top destinations for international migration (Migration Policy Institute 2022). This is a particularly pressing issue in the southernmost regions of Spain, namely the Canary Islands, Ceuta, Melilla and Andalusia, which have become the main gateway to Europe for those arriving by sea (Martín-Ruel 2021). As a result, the need for interpreting in international protection settings has increased, as these services prove essential for overcoming cross-linguistic and cross-cultural barriers, facilitating better integration of asylum applicants and refugees into the host society, and safeguarding their language rights (Wallace and Hernández 2017). In this article, we propose that the interpreter training provided by Andalusian universities can be used to respond to the needs identified in the international protection sector, thus contributing to the professionalization of the activity, and enhancing graduate employability in this field. To that end, we first describe the profile of an ideal interpreter for the stakeholders in international protection settings, then analyze current interpreting training programs, and finally suggest how specific training may be incorporated to provide better services in this field. AATSP Copyright © 2023.","asylum; employability; international protection; interpreting; refugees; skills; training","","","","","","","","Briales Isabel, Relinque Mariana, El intérprete en contextos de asilo y refugio: Necesidades reales versus formación académica, Investigación traductológica en la enseñanza y práctica profesional de la traducción y la interpretación, pp. 209-220, (2021); Informe 2022: Las personas refugiadas en España y Europa, (2022); Más que cifras, (2022); Nuevo pacto europeo de migración y asilo, (2020); Population Health Methods, (2022); Corbetta Piergiorgio, Social Research: Theory Methods and Techniques, (2003); La migración en Canarias, (2021); (2020); New Pact on Migration and Asylum, (2022); Charter of Fundamental Rights of the European Union, Official Journal of the European Union, (2012); Directive 2011/95/EU of the European Parliament and of the Council, Official Journal of the European Union, (2011); Regulation (EU) No 516/2014 of the European Parliament and of the Council, Official Journal of the European Union, (2014); Asylum and Managed Migration, (2022); Ley 12/2009, de 30 de octubre, reguladora del derecho de asilo y de la protección subsidiaria, Boletín Oficial del Estado, (2009); Ley Orgánica 4/2000, de 11 de enero, sobre derechos y libertades de los extranjeros en España y su integración social, Boletín Oficial del Estado, (2000); Gregorio Cano Ana, de Frutos Lobo Maria, El papel del intérprete en la entrevista de asilo en la frontera sur de Europa: La protección internacional en Melilla, EntreCulturas, 9, pp. 271-289, (2017); Las Heras Carmen, Solicitantes de asilo, refugiados, apátridas: Una Babel invisible, Traducción contra la exclusión social, pp. 53-60, (2010); Traducción e interpretación en contextos de asilo, Los grandes retos en torno a la traducción e interpretación en la era actual, pp. 59-70, (2021); World Migration Report, (2022); Lazaro Gutierrez Raquel, The Role of Public Service Interpreting and Translation in the Accessibility of Public Services by Migrant Populations, Translation, Mediation and Accessibility for Linguistic Minorities, pp. 241-256, (2022); Leon-Pinilla Ruth, La presencia de la interpretación en contextos de asilo y refugio: ¿Realidad o ficción?, Panorama de la traducción y la interpretación en los servicios públicos españoles: Una década de cambios, retos y oportunidades, pp. 203-220, (2018); Leon-Pinilla Ruth, Et al., La interpretación en el contexto de los refugiados: Valoración por los agentes implicados, Sendebar, 27, pp. 25-49, (2016); Martin-Ruel Estela, Andalusia, the Principal Gateway to Europe for Migrants and Refugees Arriving by Sea: Access to the Right to Interpreting Services in Reception Entities for International Asylum Seekers, Interpreting Conflict: A Comparative Framework, pp. 251-271, (2021); Training in Deontological Requirements of Interpreters Dealing with Refugees: International Protection as an Opportunity for Social Entrepreneurship in Translation and Interpreting Studies in Spain, HERMES: Journal of Language and Communication in Business, 60, pp. 155-170, (2020); Top 25 Destinations of International Migrants, (2022); Otero Conchita, ¿Interpretar, mediar, o simplemente ayudar? Observaciones sobre la planificación y realización de cursos formativos para intérpretes ad hoc en Braunschweig, Alemania, Intérpretes y mediadores en la comunicación intercultural: Itinerarios en el espacio y en el tiempo, pp. 61-87, (2018); Relinque Mariana, Martin-Ruel Estela, Usage d’une langue véhiculaire dans l’accueil des demandeurs d’asile dans le sud de l’Espagne, La traduction en contexte migratoire: Aspects sociétaux, juridiques et linguistique, pp. 190-203, (2022); Reviejo Santiago F., Andalucía frontera sur: La migración más allá de los bulos, Público, (2022); Tryuk Malgorzata, Translating and Interpreting in Conflict and Crisis, The Routledge Handbook of Translation and Ethics, pp. 398-414, (2020); Global Compact for Safe, Orderly and Regular Migration (GCM), (2022); Formación de urgencia para interpretar en contextos de asilo y refugio: Ucrania, (2022); Valero Garces Carmen, Interpreting and Translating in the Spanish Asylum and Refugee Office: A Case Study, The European Legacy, 23, pp. 1-14, (2018); Valero Garces Carmen, Cata Lenuta, Acción y voluntariado: Las ONG y los servicios de traducción e interpretación, Revista Española de Lingüística Aplicada, 1, pp. 49-60, (2006); Vigier-Moreno Francisco J., Is Translation Studies the Cinderella of the Spanish University Sector, or Is it its New Milkmaid?, Transletters: International Journal of Translation and Interpreting, 1, 1, pp. 167-183, (2018); Let’s Strike a Deal! Meeting the Challenge of Undergraduate Business Interpreter Training, Current Trends in Translation Teaching and Learning E, 7, pp. 239-275, (2020); Vitalaru Bianca, Public Service Interpreting and Translation: Employability, Skills, and Perspectives on the Labour Market in Spain, The Interpreter and Translator Trainer, 16, 2, pp. 247-269, (2022); Wallace Melissa, Hernandez Carlos Ivan, Language Access for Asylum Seekers in Borderland Detention Centers in Texas, Revista de Llengua i Dret, Journal of Language and Law, 68, pp. 143-156, (2017)","","","John Hopkins University","","","","","","00182133","","","","English","Hispania","Article","Final","","Scopus","2-s2.0-85166229412"
"Rahmanova G.; Ekşi G.Y.","Rahmanova, Gulchehra (58260979200); Ekşi, Gonca Yangın (56011111700)","58260979200; 56011111700","English-Medium Instruction in Higher Education in Uzbekistan: Views on Effectiveness, Career Prospects and Challenges","2023","World Journal of English Language","13","5","","458","467","9","0","10.5430/wjel.v13n5p458","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159700055&doi=10.5430%2fwjel.v13n5p458&partnerID=40&md5=388b35e3544588e5c608ccea7e49e8d9","Andijan State Institute of Foreign Languages, Andijan, Uzbekistan; Gazi University, Ankara, Turkey","Rahmanova G., Andijan State Institute of Foreign Languages, Andijan, Uzbekistan; Ekşi G.Y., Gazi University, Ankara, Turkey","Several higher educational institutions (HEI) have launched English-Medium programs in order to recruit foreign students and increase graduate qualification for better employability. The present study reports on the results of an online survey and semi-structured interviews of administrators, instructors and students towards the use of English as a medium of instruction in tertiary level in Uzbekistan, where Uzbek is the native language of the students and the pedagogical staff. The sample of the study consisted of 34 participants: 13 instructors, 15 students and 6 administrators at the universities of Uzbekistan. The results of the questionnaire and interviews show that implementing an EMI approach would attribute responsibility on the teaching staff and require very carefully designed curricula. The findings also suggest that EMI courses improve English proficiency, contribute to instructors‟ professional development, career, and income and enhance students‟ interaction with their international fellows. Such recommendations as motivating students, making classes more interesting and comfortable are made by both instructors and students pointing to the fact that English proficiency is crucial to the learning success of professional knowledge. EMI courses offer great opportunities to both students and instructors. © 2023 Sciedu Press. All Rights Reserved.","EMI; English-Medium Instruction; Tertiary level; Uzbekistan","","","","","","Gazi Üniversitesi","We would like to acknowledge that this study is part of a PhD thesis in the Gazi Faculty of Education at Gazi University. We would like to thank the participants who generously gave their time and effort to contribute to this study. Their insights and experiences were invaluable to the success of this research.","Aizawa I., Mckinley J., EMI Challenges in Japan's Internationalization of Higher Education, English-medium instruction and the internationalization of universities, pp. 27-48, (2020); Chang Y. Y., English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students, Taiwan International ESP Journal, 2, 1, pp. 55-84, (2010); Coleman J. A., English-medium teaching in European higher education, Language Teaching, 39, pp. 1-14, (2006); Crystal D., English as a global language, pp. 1-212, (2012); Dearden J., English medium Instruction: A Growing Global Phenomenon, (2015); Goundar P., The characteristics of language policy and planning research: An overview, Language policy and planning in higher education, (2017); Graddol D., English next: Why global English may mean the end of “English as a foreign language, (2006); Hasanova D., Broadening the boundaries of the Expanding Circle: English in Uzbekistan, World Englishes, 26, pp. 276-290, (2007); Hsieh S. H., Kang S. C., Effectiveness of English-medium instruction of an engineering course and strategies used by the teacher, (2007); Huang D. F., Exploring and assessing effectiveness of English medium instruction courses: The students‟ perspectives, Procedia - Social and Behavioral Sciences, 173, pp. 71-78, (2015); Jenkins J., English medium instruction in Higher Education: The role of ELF, Second handbook of English language teaching, (2018); Kilickaya F., Instructors‟ attitudes towards English-medium instruction in Turkey, Humanising Language Teaching, 8, 6, (2006); Kym I., Kym M. H., Students‟ perceptions of EMI in higher education in Korea, The Journal of Asia TEFL, 11, 2, pp. 35-61, (2014); Li J., Lawrence J. Z., Stephen M., Implementing English-medium instruction (EMI) in China: teachers‟ practices and perceptions, and students‟ learning motivation and needs, International Journal of Bilingual Education and Bilingualism, 22, 2, pp. 107-119, (2016); Pelaez O., Usma J., The Crucial Role of Educational Stakeholders in the Appropriation of Foreign Language Education Policies: A Case Study, Profile, 19, pp. 121-134, (2017); Rahman M., Et al., English Medium Instruction Innovation in Higher Education: Evidence from Asian Contexts, The Journal of Asia TEFL, 15, (2018); Sahan K., Implementing English-medium instruction: comparing policy to practice at a Turkish university, Australian Review of Applied Linguistics, 44, 2, pp. 129-153, (2021); West R., Sheykhametova E., The State of English in Higher Education in Uzbekistan, (2016); Wu W. S. H., Students' attitude toward EMI: Using Chung Hua University as an example, Journal of Education and Foreign Language and Literature, 4, (2006); Yin R. K., Case study research: Design and methods, (2009)","","","Sciedu Press","","","","","","19250703","","","","English","World J. English Lang.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85159700055"
"Ashaye O.R.; Mahmoud A.B.; Munna A.S.; Ali N.","Ashaye, Olusoyi Richard (57209338467); Mahmoud, Ali B. (55242266900); Munna, Afzal Sayed (57219947472); Ali, Nurhanisah (58065342100)","57209338467; 55242266900; 57219947472; 58065342100","The role of social media engagement and emotional intelligence in successful employment","2023","Higher Education, Skills and Work-based Learning","13","2","","315","337","22","3","10.1108/HESWBL-07-2022-0158","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146281850&doi=10.1108%2fHESWBL-07-2022-0158&partnerID=40&md5=8ebf94e9d360f42a2938df951e7d0af6","Brunel University London, London, United Kingdom; The Peter J. Tobin College of Business, St John's University, New York City, NY, United States; University of Sunderland, London, United Kingdom; London, United Kingdom; London South Bank University, London, United Kingdom","Ashaye O.R., Brunel University London, London, United Kingdom; Mahmoud A.B., The Peter J. Tobin College of Business, St John's University, New York City, NY, United States, London South Bank University, London, United Kingdom; Munna A.S., University of Sunderland, London, United Kingdom; Ali N., London, United Kingdom","Purpose: This paper focusses on demonstrating the role of social media engagement and considering emotional intelligence (hereafter EI) as a critical concept to successful employment, mainly when individuals fail to reach the desired employment despite “meeting” the role requirements. Design/methodology/approach: The authors adopted a qualitative approach through semi-structured in-depth interviews of some randomly selected university students in the UK, young adults aged 19–32. The participants were selected based on different demographics to provide a broader and less biased representation of young adults in the UK. Findings: This research suggests that recruitment organisations should introduce the latest requirements and trends of employers to ensure that the expectations of employers and potential candidates are aligned to improve the employment rate in young adults. Originality/value: This research extends the literature regarding EI in social media engagement and successful employment. It also brings new perspectives on successful employment in young adults by demonstrating the role of social media engagement and EI traits leading to a conceptual framework exploring successful employment based on the role of social media engagement and EI. © 2023, Emerald Publishing Limited.","Career development; Employability; Social media; Theory of multiple intelligences; Trait activation theory; Young adults","","","","","","Brunel University London","This research was granted ethics approval by Brunel University London.","Alegre A., Perez-Escoda N., Lopez-Cassa E., The relationship between trait emotional intelligence and personality. 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A generational investigation of COVID-19 perceptions' effect on Organisational citizenship Behaviours in the MENA region: job insecurity, burnout and job satisfaction as mediators, BMC Public Health, 21, (2021); Mahmoud A.B., Reisel W.D., Fuxman L., Mohr I., A motivational standpoint of job insecurity effects on organizational citizenship behaviors: a generational study, Scandinavian Journal of Psychology, 62, pp. 267-275, (2021); Mahmoud A.B., Grigoriou N., Ball J., Breathing life into marketing scholarship through creativity learning and teaching: integrating creativity into marketing education, Handbook of Research on Promoting Global Citizenship Education, (2022); Mahmoud A.B., Grigoriou N., Fuxman L., Reisel W.D., Hack-Polay D., Mohr I., A generational study of employees’ customer orientation: a motivational viewpoint in pandemic time, Journal of Strategic Marketing, 30, 8, pp. 746-763, (2022); Mark G., Guy I., Kremer-Davidson S., Jacovi M., Most liked, fewest friends: patterns of enterprise social media use, Proceedings of the 17th ACM Conference on Computer Supported Cooperative Work and Social Computing, (2014); 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Saunders M., Lewis P., Thornhill A., Research Methods for Business Students, (2019); Schlegel K., Mehu M., van Peer J.M., Scherer K.R., Sense and sensibility: the role of cognitive and emotional intelligence in negotiation, Journal of Research in Personality, 74, pp. 6-15, (2018); Steinsbekk S., Wichstrom L., Stenseng F., Nesi J., Hygen B.W., Skalicka V., The impact of social media use on appearance self-esteem from childhood to adolescence – a 3-wave community study, Computers in Human Behavior, 114, (2021); Tariq V.N., Qualter P., Roberts S., Appleby Y., Barnes L., Mathematical literacy in undergraduates: role of gender, emotional intelligence and emotional self-efficacy, International Journal of Mathematical Education in Science and Technology, 44, pp. 1143-1159, (2013); Tazghini S., Siedlecki K.L., A mixed method approach to examining Facebook use and its relationship to self-esteem, Computers in Human Behavior, 29, 3, pp. 827-832, (2013); Toh S.-Y., Tehseen S., Mahmoud A.B., Cheok J.B., Kaur R., Stress amongst private university students in Malaysia: do personality differences matter?, International Journal of Public Sociology and Sociotherapy (IJPSS), 2, pp. 1-16, (2022); Tolegenova A., Aimaganbetova O., Naurzalina D., Kunanbayeva M., Algozhayeva N., EEG study of emotional intelligence among adolescents, Procedia - Social and Behavioral Sciences, 217, pp. 801-805, (2016); Trivelli C., Morel J., Rural youth inclusion, empowerment, and participation, The Journal of Development Studies, 57, pp. 635-649, (2021); Tuten T.L., Social Media Marketing, (2020); Walker R.C., Cardon P.W., Aritz J., Enhancing Global virtual small Group communication skills, Journal of Intercultural Communication Research, 47, pp. 421-433, (2018); Wolf M., Sims J., Yang H., Social media? What social media?, UK Academy for Information Systems Conference Proceedings, (2018); Yazici H., Seyis S., Altun F., Emotional intelligence and self-efficacy beliefs as predictors of academic achievement among high school students, Procedia - Social and Behavioral Sciences, 15, pp. 2319-2323, (2011); Zhoc K.C.H., King R.B., Chung T.S.H., Chen J., Emotionally intelligent students are more engaged and successful: examining the role of emotional intelligence in higher education, European Journal of Psychology of Education, 35, pp. 839-863, (2020); Zhou K., The influence of creative personality and Goal orientation on innovation performance, Frontiers in Psychology, 12, (2021)","A.B. Mahmoud; The Peter J. Tobin College of Business, St John's University, New York City, United States; email: elguitarrista@live.com","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85146281850"
"Alam M.J.; Sharmin D.","Alam, Md. Jahangir (57783823100); Sharmin, Dilruba (57220272249)","57783823100; 57220272249","Skills Development for Graduate Employability in Bangladesh: Japanese Language in TVET Program","2023","Journal of Technical Education and Training","15","2","","72","91","19","3","10.30880/jtet.2023.15.02.007","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163623514&doi=10.30880%2fjtet.2023.15.02.007&partnerID=40&md5=cd3151370fd4c48353a98f4843245609","Department of Japanese Studies, Faculty of Social Sciences, University of Dhaka, Dhaka, 1000, Bangladesh","Alam M.J., Department of Japanese Studies, Faculty of Social Sciences, University of Dhaka, Dhaka, 1000, Bangladesh; Sharmin D., Department of Japanese Studies, Faculty of Social Sciences, University of Dhaka, Dhaka, 1000, Bangladesh","The tremendous potential of Technical and Vocational Education and Training (TVET) appears evident worldwide, including in Bangladesh, where the emphasis is primarily on individual skills development for decent employment. Numerous studies have demonstrated that varying degrees of development of soft skills and hard skills contribute to the strength and capability of human capital. It is well acknowledged that knowledge and technology are rapidly updated in the contemporary world. This study explores how skills development influences sustainable employability through the lens of the Japanese language skills development program in TVET. Moreover, this research aims to study the impact of Japanese language programs in Bangladesh's TVET system on skills development and sustainable employability. It aims to assess how the skills acquired through these programs benefit both the domestic and international job markets related to Japanese language abilities. This research employs a mixed-methods research approach examining the participants’ perceptions and understandings of those TVET students who have enrolled or graduated from the Japanese language program. The research endeavours to conduct a theoretical examination of the human capital development theory and to establish a connection between the Japanese language program and its associated approach, knowledge, and method. By examining the research findings, this study found that the TVETs’ Japanese language program significantly positively impacts individuals’ hard and soft skills development, improving the quality and form of employability, increasing individual wages, and playing a supportable role in achieving the SDG 8 of decent work and economic growth. Several practical initiatives have been recommended to increase this language program’s sustainability in TVET. © Universiti Tun Hussein Onn Malaysia Publisher’s Office.","Japanese language; SDGs; skills development; sustainable employability; TVET","","","","","","University of Dhaka, (2020-2021, Regi/ad-3/47713)","The authors would like to thank the University of Dhaka, Bangladesh’s authorities, for their generous support in conducting this research under the Centennial Research Grant, University of Dhaka, Bangladesh. [Grant Number: Regi/ad-3/47713, 2020-2021]","Alam M. J., Bangladesh-Japan diplomatic relations (1972-2022): A new paradigm of strategic partnership, (2022); Alam M. J., Japan’s contribution to Bangladesh: Aspirations for inclusive development and regional cooperation, Cogent Social Sciences, 8, 1, (2022); Alam M. J., Ogawa K., Islam S. R. B., Importance of skills development for ensuring graduates employability: The case of Bangladesh, Social Sciences, 11, 8, (2022); Alam M. J., Ogawa K., Islam S. R. B., e-Learning as a doubled-edged sword for academic achievements of university students in developing countries: Insights from Bangladesh, Sustainability, 15, 9, (2023); Ansah S. K., Ernest K., Technical and Vocational Education and Training in Ghana: A tool for skill acquisition and industrial development, Journal of Education and Practice, 4, 16, pp. 172-180, (2013); Innovative strategies in technical and vocational education and training for accelerated human resource development in South Asia: Bangladesh, (2015); Auta M. A., Onwusuru I. M., TVET graduates employability for the construction industry: A mixed-method study, Online Journal for TVET Practitioners, 7, 1, (2022); Becker G., Human capital: A theoretical and empirical analysis, with special reference to education, (1964); Bhuiyan M. S., Current status of TVET programs at technical training centres (TTC) in Bangladesh, (2022); Bronh S., The challenges of implementing active labour market policies in Cambodia: Technical vocational education and training, and public employment service, (2015); Comyn P., Skill intensity and skills development in Bangladesh manufacturing enterprises, Journal of Education and Work, 26, 4, pp. 402-430, (2012); Comyn P. J., Skills, employability and lifelong learning in the Sustainable Development Goals and the 2030 labour market, International Journal of Training Research, 16, 3, pp. 200-217, (2018); Connell J., Burgess J., Migrant workers, migrant work, public policy and human resource management, International Journal of Manpower, 30, 5, pp. 412-421, (2009); Davenport C., Human rights and the democratic proposition, Journal of Conflict Resolution, 43, 1, pp. 92-116, (1999); Erling E. J., Seargeant P., Solly M., Chowdhury Q. H., Rahman S., English for economic development: A case study of migrant workers from Bangladesh, (2015); Goel V. P., Technical and vocational education and training (TVET) system in India for sustainable development, (2011); Hadi M. Y. A., Hassan R., Razzaq A. R. A., Mustafa M. Z., Application of thinking skills in career: A survey on technical and vocational education training (TVET) qualification semi-professional job duties, Procedia-Social and Behavioural Sciences, 211, pp. 1163-1170, (2015); Hamdan N., Heong Y. M., Kiong T. T., Ibrahim B., Mohamad M. M., Ching K. B., Azid N., Thinking styles among technical students in TVET: Differences in thinking styles by students’ demographic, Journal of Technical Education and Training, 13, 1, pp. 56-65, (2021); Haolader F.A., Foysol K.M., Clement C.K., Technical and vocational education and training (TVET) in Bangladesh – systems, curricula, and transition pathways, Technical and Vocational Education and Training: Issues, Concerns and Prospects, 24, (2017); Guidelines for model TVET institutions (MTIs), (2019); COVID-19 response plan for Bangladesh TVET sector, (2020); World employment and social outlook: Trends 2022, (2022); Iqbal R. M., Prospects and challenges of Technical and vocational education and training (TVET) for skill development in Bangladesh, Journal of Business and Society (JBS), 9, pp. 154-169, (2022); Ismail A., Adnan W. N., Masek A., Hassan R., Hashim S., Ismail M. E., Effectiveness of entrepreneurship programmes in developing entrepreneurship skills towards quality TVET graduates, J. of Technical Education and Training, 11, 1, pp. 81-86, (2019); Ismail S., Mohammed D. S., Employability skills in TVET curriculum in Nigeria Federal Universities of Technology, Procedia-Social and Behavioural Sciences, 204, 24, pp. 73-80, (2015); Ismail S., Mohamad M. M., Omar N., Heong Y. M., Kiong T. T., A comparison of the work-based learning models and implementation in training institutions, Procedia-Social and Behavioural Sciences, 204, pp. 282-289, (2015); Khan M. A., Situation analysis of Bangladesh TVET Sector: A background work for a TVET SWAp, (2019); Kiong T. T., Saien S., Rizal F., Sukradi Risfendra, Yee M. H., Mohamad M. M., Othman W., Azman M. N. A., Azid N., Design and technology teacher in TVET: A view on thinking style and inventive problem-solving skill, Journal of Technical Education and Training, 12, 1, (2020); Koh D., Migrant workers and COVID-19, Occupational and Environmental Medicine, 77, 9, pp. 634-636, (2020); Komari R. N., Aryanti T., Sudjani S., Skill and performance assessment using problem based learning in TVET, 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018), 299, pp. 514-518, (2019); McGrath S., Skills for development: A new approach to international cooperation in skills development?, Journal of Vocational Education and Training, 54, 3, pp. 413-430, (2002); Mehrotra S., Realising the demographic dividend, (2015); Moodie G., Identifying vocational education and training, J. of Voc. Education and Training, 54, 2, pp. 249-266, (2002); Murgor T. K., Relationship between technical and vocational acquired skills and skills required in job market; evidence from TVET institutions, Uasin Gishu County, Kenya, Journal of Education and Practice, 4, 19, pp. 77-83, (2013); A proposal to strengthen TVET & skills data in Bangladesh, (2010); Nuttavuthisit K., Vocational education for sustainable community development: Building collaborative efforts in Myanmar and Vietnam, Community Development Journal, 52, 1, pp. 125-143, (2017); Oketch M. O., To vocationalise or not to vocationalise? Perspectives on current trends and issues in technical and vocational education and training (TVET) in Africa, International Journal of Educational Development, 27, 2, pp. 220-234, (2007); Okoye K. R. E., Okwelle P. C., Technical vocational education and training (TVET) as intervention mechanism for global competitiveness: Perspectives from Nigeria, Developing Country Studies, 4, 4, pp. 85-91, (2014); The role of technical and vocational education and training (TVET) in fostering inclusive growth at the local level in Southeast Asia, (2018); Parvin N., Alam M. J., Empowerment of Women to alleviate Poverty through Education in Bangladesh, Journal of Governance and Innovation, 2, 2, pp. 49-60, (2016); Pavlova M., Life skills for employability, citizenship and sustainable development: A case study of vocationalization in Russia, Prospects, 35, 3, pp. 343-354, (2005); Raihan M. A., Han S. L., Integrating web-based e-learning in TVET to enhance the literacy and socio-economic condition for sustainable development of Bangladesh, Journal of Education and Practice, 4, 1, pp. 1-12, (2013); Schroder T., A regional approach for the development of TVET systems in the light of the 4th industrial revolution: The regional association of vocational and technical education in Asia, International Journal of Training Research, 17, 1, pp. 83-95, (2019); Singh M., India’s national skills development policy and implications for TVET and lifelong learning, The future of vocational education and training in a changing world, (2012); Sohimi N. E., Affandi H. M., Rasul M. S., Yasin R. M., Nordin N., Adam S., Malaysian industrial collaborations for skills development in 4th industrial revolution, Journal of Technical Education and Training, 11, 3, (2019); Tan E., Human capital theory: A holistic criticism, Review of Educational Research, 84, 3, pp. 411-445, (2014); Ulrich D., A new mandate for human resources, Harvard Business Review, (1998); Strategy for TVET (2016-2021), (2016); Ven S., Naron V., The contribution of vocational skills development to Cambodia’s economy, (2020); Competency standards as a tool for human capital development: Assessment of their development and introduction into TVET and certification in Indonesia, (2020); Wuttaphan N., Human capital theory: The theory of human resource development, implications, and future, Life Sciences and Environment Journal, 18, 2, pp. 240-253, (2017); Yeoh L. S., Singh M. K. M., The Use of Japanese Language in Intercultural Context among Malaysian Japanese Speaking Employees in Japanese Companies, J. of Intercultural Communication Research, 49, 3, pp. 191-210, (2020); Yi H., Zhang L., Yao Y., Wang A., Ma Y., Shi Y., Chu J., Loyalka P., Rozelle S., Exploring the dropout rates and causes of dropout in upper-secondary technical and vocational education and training (TVET) schools in China, International Journal of Educational Development, 42, pp. 115-123, (2015)","M.J. Alam; Department of Japanese Studies, Faculty of Social Sciences, University of Dhaka, Dhaka, 1000, Bangladesh; email: mjalam.jsc@du.ac.bd","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85163623514"
"Qu Y.","Qu, Yi (57925039400)","57925039400","Teaching Sustainable Employability: Examining the Factor Structure of the Perception of Career Development Inventory for Chinese College Students","2023","Sustainability (Switzerland)","15","11","9049","","","","0","10.3390/su15119049","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161514980&doi=10.3390%2fsu15119049&partnerID=40&md5=947db62ac53e8f467deda540a2b66567","Institute of Higher Education, Liaoning University, Shenyang, 110136, China","Qu Y., Institute of Higher Education, Liaoning University, Shenyang, 110136, China","The universalization of higher education and the uncertainty of the labor market in China has rendered the career development of college students increasingly important. However, previous constructs of career development and their measurements were mainly developed for psychological interventions based on Western culture, rather than educational practices in China. To investigate the career development of Chinese college students, this study examined a four-factor model of the Perception of Career Development Inventory for Chinese College Students. The four factors are self-seeking, competence enhancements, context exploration, and role matching. The present study confirmed the four-factor structure and provided evidence of satisfactory psychometric properties using a sample of Chinese college students (N = 739). Further validation and the investigation of educational effects need to be extended. © 2023 by the author.","career development; college students; higher education","China; educational development; employment; higher education; inventory; labor market; perception; student; sustainability; sustainable development; teaching","","","","","Postgraduate Education Reform Project of Liaoning Province, (10140-1-2022); Social Science Foundation of Liaoning Province, (L22CTJ001)","This research was funded by Social Science Planning Foundation of Liaoning Province (grant number L22CTJ001) and Postgraduate Education Reform Project of Liaoning Province (grant number 10140-1-2022).","Super D.E., A life-span, life-space approach to career development, J. Vocat. Behav, 16, pp. 282-298, (1980); Savickas M.L., The meaning of work and love: Career issues and interventions, Career Dev. 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Behav, 80, pp. 686-691, (2012); Coates H.B., Engaging Students for Success: Australasian Student Engagement Report, (2009); Camara W., Defining and measuring college and career readiness: A validation framework, Educ. Meas. Issues Pract, 32, pp. 16-27, (2013); Covacevich C., Mann A., Santos C., Champaud J., Indicators of Teenage Career Readiness: An Analysis of Longitudinal Data from Eight Countries, (2021); Fan W., Cheung F.M., Leong F.T., Cheung S.F., Contributions of family factors to career readiness: A cross-cultural comparison, Career Dev. Q, 62, pp. 194-209, (2014); Akos P., Konold T., Niles S.G., A career readiness typology and typal membership in middle school, Career Dev. Q, 53, pp. 53-66, (2004); Caballero C.L., Walker A., Fuller-Tyszkiewicz M., The Work Readiness Scale (WRS): Developing a measure to assess work readiness in college graduates, J. Teach. Learn. Grad. Employab, 2, pp. 41-54, (2011); Leong F.T.L., Pearce M., Indigenous models of career development and vocational psychology, Handbook of Career Development. International and Cultural Psychology, pp. 67-79, (2014); Fan W., Leong F.T., Introduction to the special issue: Career development and intervention in Chinese contexts, Career Dev. Q, 64, pp. 192-202, (2016); Knight J., Deng Q., Li S., China’s expansion of higher education: The labour market consequences of a supply shock, China Econ. Rev, 43, pp. 127-141, (2017); Bai L., Graduate unemployment: Dilemmas and challenges in China’s move to mass higher education, China Q, 185, pp. 128-144, (2006); Qu Y., Institutional Research on Career Development of College Students in China, Doctoral Dissertation, (2022); Willis G.B., Analysis of the Cognitive Interview in Questionnaire Design, (2015); Curran P.J., West S.G., Finch J.F., The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis, Psychol. Methods, 1, pp. 16-29, (1996); Cattell R.B., The scree test for the number of factors, Multivar. Behav. Res, 1, pp. 245-276, (1966); Hu L.T., Bentler P.M., Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification, Psychol. Methods, 3, pp. 424-453, (1998); Kline R.B., Principles and Practice of Structural Equation Modeling, (2015); Zwick W.R., Velicer W.F., Comparison of five rules for determining the number of components to retain, Psychol. Bull, 99, pp. 432-442, (1986); Betz N.E., Self-concept theory in career development and counseling, Career Dev. Q, 43, pp. 32-42, (1994); Parsons F., Choosing a Vocation, (1909); Krumboltz J.D., Mitchell A.M., Jones G.B., A social learning theory of career selection, Couns. Psychol, 6, pp. 71-81, (1976); Trow M., Problems in the Transition from Elite to Mass Higher Education, (1973)","Y. Qu; Institute of Higher Education, Liaoning University, Shenyang, 110136, China; email: quyi@lnu.edu.cn","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85161514980"
"Moens B.; Claes C.; Peersman W.","Moens, Bart (58505825000); Claes, Charlotte (58505825100); Peersman, Wim (6508030224)","58505825000; 58505825100; 6508030224","Using an online tool to support job crafting behavior among workers with disabilities: An exploratory study","2023","BPA Applied Psychology Bulletin","81","297","","","","","0","10.26387/bpa.2023.00007","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165654210&doi=10.26387%2fbpa.2023.00007&partnerID=40&md5=30918ff0b7059e54a1846c02bea28bd6","Odisee University of Applied Sciences, Brussels, Belgium","Moens B., Odisee University of Applied Sciences, Brussels, Belgium; Claes C., Odisee University of Applied Sciences, Brussels, Belgium; Peersman W., Odisee University of Applied Sciences, Brussels, Belgium","ᴥ SUMMARY. This study examined the impact of the JOS app, a new tailored web−based job crafting intervention tool that aims to make job crafting more accessible to workers with disabilities. The JOS app has been developed as a self− guided online tool that stimulates and facilitates job crafting through micro−interventions (i.e. without intensive contact with a trainer or coach, but through online communication technology). We expected that the intervention would have a positive impact on participants’ job crafting behaviors. In addition, we expected a positive influence of the intervention on their job satisfaction and perceived employability. A pre− and post−intervention study without control group was conducted. The 5−week intervention includes brief job crafting exercises to reflect upon themselves (e.g. abilities, energy eaters and givers) and their work, the fit between those two, and to think about possible job crafting strategies to improve this fit. Using the JOS app has led to more job crafting behavior among participants. Scores on both job satisfaction and perceived employability remained virtually unchanged. This is consistent with previous suggestions that proactive behavior might not have any effects at all, or even negative ones, in the near term, but positive effects in the long term. © 2023, Giunti Psychometrics. All rights reserved.","Disability; Job crafting; JOS app; Workers","","","","","","European Commission, EC; Vlaamse regering","The ethics review board of the Social and Societal Ethics Committee/KU Leuven approved the procedures before the start of the study (the reference number: G−2021 03 2044). This project was co−funded by the European Union and the Flemish Government.","ARASLI H., ARICI H.E., ILGEN H., Blackbox between job crafting and job embeddedness of immigrant hotel employees: A serial mediation model, Economic Research−Ekonomska Istraživanja, 32, 1, pp. 3935-3962, (2019); ARTHUR M.B., KHAPOVA S.N., RICHARDSON J., An intelligent career: Taking ownership of your work and your life, (2017); BAKKER A.B., DEMEROUTI E., The job demandsresources model: State of the art, Journal of Managerial Psychology, 22, 3, pp. 309-328, (2007); BAKKER A.B., DEMEROUTI E., Job demands−resources theory: Taking stock and looking forward, Journal of Occupational Health Psychology, 22, 3, pp. 273-285, (2017); BALDRIDGE D.C., VEIGA J.F., Toward a greater understanding of the willingness to request an accommodation: Can requesters’ beliefs disable the Americans with Disabilities Act?, The Academy of Management Review, 26, 1, pp. 85-99, (2001); BALDRIDGE D.C., VEIGA J.F., The impact of anticipated social consequences on recurring disability accommodation requests, Journal of Management, 32, 1, pp. 158-179, (2006); BARNES C., MERCER G., Disability, work, and welfare: Challenging the social exclusion of disabled people, Work, Employment and Society, 19, 3, pp. 527-545, (2005); BLAIS M.R., LACHANCE L., FORGET J., RICHER S., DULUDE D.M., L’échelle de satisfaction globale au travail, Annual Congress of the Société Québécoise pour la Recherche en Psychologie, (1991); BOURDEAUD'HUI R., JANSSENS F., VANDERHAEGHE S., Arbeidshandicap en werkbaar werk bij werknemers. 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VANBELLE E., Crafting: An overarching approach, (2017); VANHERCKE D., DE CUYPER N., PEETERS E., DE WITTE H., Defining perceived employability: A psychological approach, Personnel Review, 43, pp. 592-605, (2014); VAN LAER K., VERBRUGGEN M., JANSSENS M., Kansengroepen in werk en ondernemerschap, (2011); WESSELS C., SCHIPPERS M.C., STEGMANN S., BAKKER A.B., VAN BAALEN P.J., PROPER K.I., Fostering flexibility in the new world of work: A model of time−spatial job crafting, Frontiers in Psychology, 10, (2019); WRZESNIEWSKI A., DUTTON J., Crafting a job: Revisioning employees as active crafters of their work, Academy of Management Review, 26, pp. 179-201, (2001); ZHANG F., PARKER S.K., Reorienting job crafting research: A hierarchical structure of job crafting concepts and integrative review, Journal of Organizational Behavior, 40, 2, pp. 126-146, (2019)","B. Moens; Odisee University of Applied Sciences, Brussels, Belgium; email: bart.moens@odisee.be","","Giunti Psychometrics","","","","","","00066761","","","","English","BPA Appl. Psychol. Bulletin","Article","Final","","Scopus","2-s2.0-85165654210"
"Tan E.; Mwagwabi F.; Lim T.; Lim A.","Tan, Eunice (57194087756); Mwagwabi, Florence (56202357300); Lim, Tania (56129139600); Lim, Amy (57102662100)","57194087756; 56202357300; 56129139600; 57102662100","Graduate employability concerns amidst a crisis: Student perspectives from Singapore on COVID-19","2023","Industry and Higher Education","37","3","","370","383","13","1","10.1177/09504222221126420","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138802145&doi=10.1177%2f09504222221126420&partnerID=40&md5=377c3e0ac478f858d673adee2cc90073","Murdoch University, Australia","Tan E., Murdoch University, Australia; Mwagwabi F., Murdoch University, Australia; Lim T., Murdoch University, Australia; Lim A., Murdoch University, Australia","With the ongoing challenges of COVID-19, global economies continue to face uncertainties, widespread workforce volatility and employment challenges. During a sustained crisis such as the COVID-19 pandemic, university students’ self-perceptions about their employability and future career choices in their chosen industry sectors may be affected. Therefore, this study investigates graduate employability concerns and the perceptions of undergraduate students regarding employment prospects and future job security confidence in their disciplines’ industry sectors in light of this global crisis. Through the employment of a mixed methods design, the study investigates the perceptions of graduating students from three disciplines in Singapore: Tourism, Communications and Information Technology. The findings indicate that COVID-19 had a positive impact on perceptions of jobs that could be performed from home and those in essential services. Concurrently, there were notable variances in the students’ perceptions regarding career prospects and job security confidence across the three disciplines with regard to the impact of the crisis on their industry sectors in general and themselves individually. © The Author(s) 2022.","Career prospects; COVID-19 crisis; employment shocks; graduate employability; job confidence; job security","","","","","","","","Akkermans J., Richardson J., Kraimer M.L., The Covid-19 crisis as a career shock: Implications for careers and vocational behaviour, Journal of Vocational Behaviour, 119, (2020); Baert S., Lippens L., Moens E., Et al., How Do We Think the COVID-19 Crisis Will Affect Our Careers (If Any Remain)? Essen, (2020); Capone V., Marino L., Park M.S.A., Perceived employability, academic commitment, and competency of university students during the COVID-19 Pandemic: An exploratory study of student well-being, Frontiers in Psychology, 12, (2021); Castro F.G., Kellison J.G., Boyd S.J., Et al., A methodology for conducting integrative mixed methods research and data analyses, Journal of Mixed Methods Research, 4, 4, pp. 342-360, (2010); Coates B., Cowgill M., Chen T., Et al., Shutdown: Estimating the COVID-19 Employment Shock, (2020); Cotton E., Beauregard T.A., Keles J.Y., Gender equalities: what lies ahead, Work, Employment and Society, 35, 4, pp. 615-620, (2021); Couclelis H., There will be no post-COVID city, Environment and Planning B: Urban Analytics and City Science, 47, 7, pp. 1121-1123, (2020); del Rio-Chanona R.M., Mealy P., Pichler A., Et al., Supply and demand shocks in the COVID-19 pandemic: an industry and occupation perspective, Oxford Review of Economic Policy, 36, Supplement_1, pp. S94-S137, (2020); Dingel J.I., Neiman B., How many jobs can be done at home?, Journal of Public Economics, 189, (2020); Fine D., Klier J., Mahajan D., Et al., Saving and recreating employment during COVID-19: how to rebuild and reimagine jobs amid the coronavirus crisis, (2020); Garrote Sanchez D., Gomez Parra N., Ozden C., Et al., Which Jobs Are Most Vulnerable to COVID-19? 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Tan; Murdoch University, Australia; email: e.tan@murdoch.edu.au","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85138802145"
"Wu Y.; Xu L.; Philbin S.P.","Wu, Ying (58450151800); Xu, Lin (57727986400); Philbin, Simon P. (23994054600)","58450151800; 57727986400; 23994054600","Evaluating the Role of the Communication Skills of Engineering Students on Employability According to the Outcome-Based Education (OBE) Theory","2023","Sustainability (Switzerland)","15","12","9711","","","","1","10.3390/su15129711","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164022132&doi=10.3390%2fsu15129711&partnerID=40&md5=65ea084498c14d556eb5b09801849fc8","School of Foreign Languages, Northwest University, Xi’an, 710069, China; School of Engineering, London South Bank University, London, SE1 0AA, United Kingdom","Wu Y., School of Foreign Languages, Northwest University, Xi’an, 710069, China; Xu L., School of Foreign Languages, Northwest University, Xi’an, 710069, China; Philbin S.P., School of Engineering, London South Bank University, London, SE1 0AA, United Kingdom","With the advent of the digital age and Industry 4.0, the communication skills of engineering students has been exerting gradually increasing influence on the need for enhanced student employability. To address this issue, this study evaluates the influence of communication skills on the employability of engineering students from the aspects of verbal and non-verbal skills through the four key elements of Outcome-Based Education (OBE) theory. A total of 130 college engineering students and practitioners participated in the questionnaire survey, and the hypotheses were tested by regression analysis and a structural equation model (SEM). The results show that in the digital age, the verbal (p < 0.01) and non-verbal (p < 0.001) components of students’ communication skills play a significant role in the employability of engineering students. Meanwhile, the employer’s assessment simultaneously makes a significant contribution to the further improvement of students’ communication skills, which can help educators further cultivate and improve students’ communication skills through the assessment of their employability by employers. Therefore, this research has theoretical and practical significance, which not only enriches the basic theoretical knowledge, but also broadens the training methods of engineering students in the digital age, thus enhancing their employability. © 2023 by the authors.","communication skills; employability; employer’s assessment; engineering students; outcome-based education (OBE) theory","communication; employment; engineering; knowledge; questionnaire survey; student","","","","","Integrated Built Environment Teaching & Learning","This research was funded by [Integrated Built Environment Teaching & Learning in the Joint Curriculum Development amid Digital-Driven Industry 4.0 among China, Vietnam, and UK].","Menand H., Critical instruction, student achievement, and the nurturing of global citizens: Global and comparative education in context, Critical Practice in P-12 Education: Transformative Teaching and Learning, pp. 1-23, (2014); Winberg C., Bramhall M., Greenfield D., Johnson P., Rowlett P., Lewis O., Waldock J., Karin W., Developing employability in engineering education: A systematic review of the literature, Eur. 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Educ, 47, pp. 314-332, (2021); Kovac M.M., Sirkovic N., Attitudes towards Communication Skills among Engineering Students, Engl. Lang. Teach, 10, pp. 111-117, (2017); Byrne Z.S., Weston J.W., Kelly C., Development of a scale for measuring students’ attitudes towards learning professional (i.e., soft) skills, Res. Sci. Educ, 50, pp. 1417-1433, (2020); Ajit V., Deshmukh P.B., Factors impacting employability skills of engineers, Int. J. Sci. Res, 2, pp. 30-32, (2013); Kenayathulla H.B., Ahmad N.A., Idris A.R., Gaps between competence and importance of employability skills: Evidence from Malaysia, High. Educ. Eval. Dev, 13, pp. 97-112, (2019); Hart J., Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree programs, J. Teach. Learn. Grad. Employab, 10, pp. 50-66, (2019); Husain M.Y., Mokhtar S.B., Ahmad A.A., Ramlee M., Importance of employability skills from employers’ perspective, Procedia-Soc. Behav. Sci, 7, pp. 430-438, (2010)","L. Xu; School of Foreign Languages, Northwest University, Xi’an, 710069, China; email: lin_err@163.com","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85164022132"
"Sellamy K.; Fakhri Y.; Moumen A.","Sellamy, Khadija (57203223439); Fakhri, Youssef (14060048400); Moumen, Aniss (57188881365)","57203223439; 14060048400; 57188881365","What Factors Determine the Academic Orientation in Moroccan Higher Education?","2023","Sustainability (Switzerland)","15","8","6866","","","","1","10.3390/su15086866","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85156092613&doi=10.3390%2fsu15086866&partnerID=40&md5=5a33eca7986fb8e7a67a20f4771764e3","Laboratory of Research in Computer Science, Faculty of Sciences, University Ibn Tofail, Kenitra, 1400, Morocco; Laboratory of Systems Engineering, ENSA of Kenitra, University Ibn Tofail, Kenitra, 1400, Morocco","Sellamy K., Laboratory of Research in Computer Science, Faculty of Sciences, University Ibn Tofail, Kenitra, 1400, Morocco; Fakhri Y., Laboratory of Research in Computer Science, Faculty of Sciences, University Ibn Tofail, Kenitra, 1400, Morocco; Moumen A., Laboratory of Systems Engineering, ENSA of Kenitra, University Ibn Tofail, Kenitra, 1400, Morocco","Guidance is a dynamic process that takes place throughout our lives based on various interactions with the environment. Academic and professional guidance is the most important step in a young person’s life, enabling them to make decisions about education, training, employment, and helping them to develop a career. This stage presents a problem for many high school and university students who feel disoriented in front of the plethora of courses offered. In this context, several researchers have conducted a series of studies to explain the important axes that influence this guidance process. In this work, we will present an overview of the subject of our exploratory research, “the academic orientation of Moroccan students”. Then we will see the methodology that follows in order to perform a qualitative analysis of interviews using the NVIVO software. Later, we will prove that creating a good orientation will contribute in one way or another to better employability. Then, based on the theory of planned behavior, we will propose a theoretical model of the factors explaining the students’ orientation. © 2023 by the authors.","academic orientation; job market requirements; skills; theoretical model; theory of planned behavior; trainings","Morocco; academic research; decision making; higher education; methodology; planning theory; qualitative analysis; theoretical study; training","","","","","","","Stevanovic B., L’orientation scolaire, Le Telemaque, 34, pp. 9-22, (2008); Ajzen I., The theory of planned behavior, Organ. Behav. Hum. Decis. Process, 50, pp. 179-211, (1991); Ajzen I., Fishbein M., Attitudes and normative beliefs as factors influencing bahavioral intentions, J. Personal. Soc. Psychol, 21, pp. 1-9, (1972); Ajzen I., Perceived behavioral control, self-efficacy, locus of control, and the theory of planned bahavior, J. Appl. Soc. Psychol, 32, pp. 665-683, (2002); Armitage C.J., Conner M., Efficacy ofthe theory of planned behaviour: A meta-analytic review, Br. J. Soc. Psychol, 40, pp. 471-499, (2001); Ajzen I., Fishbein M., Understanding Attitudes and Predicting Social Behavior, (1980); Koslowsky M., A comparison of attitude-behavior models for predicting attrition in higher education, J. Appl. Behav. Sci, 29, pp. 359-365, (1993); Keong Y.O., Hirst G., The extended Theory of Planned Behaviour and college grades: The role of cognition and past behaviour in the prediction of students’ academic intentions and achievements, Int. J. Exp. Educ. Psychol, 36, pp. 792-811, (2016); Keong Y.O., Hirst G., An Empirical Integration of Goal Orientation and the Theory of Planned Behaviour: Predicting Innovation Adoption Behaviour, Int. J. Entrep. Innov, 11, pp. 5-18, (2010); Tan J., Role of Planned Behavior and Goal Orientation Theory in a Training Context, Ph.D. Thesis, (2001); Davis L.E., Ajzen I., Saunders J., Trina W., The Decision of African American Students to complete High school: An Application of The Theory of Planned Behavior, J. Educ. Psychol, 94, pp. 810-819, (2002); Gharlipour Z., Ghaffari M., Hoseini Z., Heidarabadi A.B., Tavassoli E., Hozuri M., Jang S.A., Reisi M., Sahraiyan M., Investigation of educational intervention based on Theory of Planned Behavior on breakfast consumption among middle school students of Qom City in 2012, J. Educ. Health Promot, 4, (2015); Langa C., Study on the skills of the didactical staff in primary education to use computer in the education and in pupils’ social media socialization process, Conf. Proc. Elearning Softw. Educ, 11, pp. 210-213, (2015); Oproescu M., Jianu E., Bulgaru I., Duminica E.D., School and Professional Orientation to Adolescents, Proceedings of the 2019 11th International Conference on Electronics, Computers and Artificial Intelligence (ECAI); Dupont G.E.P.D., Guide for Educational and Vocational Information and Guidance: Elementary and Secondary Cycle Three, Youth Sector, Youth Orientation, (2002); Holland J.L., Making Vocational Choices: A Theory of Vocational Personalities and Work Environments, (1997); Barrere A., New Age of School Organization, Carrefours De L’education, 36, pp. 95-116, (2013); Daverne-Bailly C., Bobineau C., Orienter et s’orienter vers l’enseignement supérieur dans un contexte de changement des politiques éducatives: Incertitudes, choix, inégalités. Éducation et socialisation, ÉDucation Et Social. Les Cah. Du CERFEE, (2020); Hubert N., Brun A., Monticolo D., Vers un système de recommandation explicable pour l’orientation scolaire, Proceedings of the Atelier EXPLAIN’AI-Conférence EGC Blois; Zahour O., Benlahmar E.H., Eddaoui A., Classification automatique des questions d’orientation scolaire et professionnelle à l’aide des algorithmes de l’apprentissage automatique: Étude comparative, Proceedings of the 1st Mediterranean Conference on Information Technology and Its Applications (ITA 2020); Kalchbrenner N., Grefenstette E., Blunsom P., A Convolutional Neural Network for Modelling Sentences, Proceedings of the 52nd Annual Meeting of the Association for Computational Linguistics (Vol 1: Long Papers), pp. 655-665; Zahour O., Eddaoui A., Ouchra H., Hourrane O., A system for educational and vocational guidance in Morocco: Chatbot E-Orientation, Procedia Comput. Sci, 175, pp. 554-559, (2020); Konkobo M., Orientation scolaire et origine sociale, Numéro Spécial 1 Épistanalyse, n 38-A, (2018); Degrugillier G., Desombre C., Brasselet C., Jury M., Linfluence des stéréotypes d’origine sociale sur le conseil en orientation auprès d’élèves de troisième, Orient Sc, 1, pp. 7-13, (2019); Berthet T., Dechezelles S., Gouin R., Simon V., Orientation: La parole aux élèves, NEF, 34, (2008); Lacaze D., Comprendre la pénurie de main d’œuvre dans les professions comptables: Une étude qualitative des facteurs d’orientation des étudiants, Assoc. Rech. Publ. Manag, 34, pp. 157-179, (2017); Lardy L., Bressoux P., Lima L., Factors that influence students’ success in a technological university program: The case of the first year of study in a DUT GEA, Acad. Prof. Orientat, 44, (2015); Convert B., La désaffection pour les études scientifiques, Rev. Française De Sociol, 44–43, pp. 449-467, (2003); Igwe P.A., Lock D., Rugara D.G., What factors determine the development of employability skills in Nigerian higher education?, Innov. Educ. Teach. Int, 59, pp. 337-348, (2022)","K. Sellamy; Laboratory of Research in Computer Science, Faculty of Sciences, University Ibn Tofail, Kenitra, 1400, Morocco; email: khadija.sellamy@uit.ac.ma","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85156092613"
"Krismadinata; Efan; Boudia C.; Jama J.; Saputra A.Y.","Krismadinata (24605408100); Efan (58098468700); Boudia, Chérifa (57209177171); Jama, Jalius (57209236849); Saputra, Arie Yandi (58283543800)","24605408100; 58098468700; 57209177171; 57209236849; 58283543800","Effect of Collaborative Programming on Students Achievement Learning Object-Oriented Programming Course","2023","International Journal of Information and Education Technology","13","5","","792","800","8","0","10.18178/ijiet.2023.13.5.1869","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159928032&doi=10.18178%2fijiet.2023.13.5.1869&partnerID=40&md5=5b2bcf6955c0fd91668b10f9b07d075e","Universitas Negeri Padang, West Sumatra, Padang, Indonesia; University Mustafa Stambouli of Mascara, Oran, Mascara, Algeria; STMIK Bina Nusantara Jaya, South Sumatra, Lubuklinggau, Indonesia","Krismadinata, Universitas Negeri Padang, West Sumatra, Padang, Indonesia; Efan, Universitas Negeri Padang, West Sumatra, Padang, Indonesia; Boudia C., University Mustafa Stambouli of Mascara, Oran, Mascara, Algeria; Jama J., Universitas Negeri Padang, West Sumatra, Padang, Indonesia; Saputra A.Y., STMIK Bina Nusantara Jaya, South Sumatra, Lubuklinggau, Indonesia","Employers need qualified human resources with high competitiveness and employability skills to compete in the age of technological disruption especially collaborative work. IT Students could fill the profile. Nevertheless, teachers still face challenges in teaching object-oriented programming (OOP) to students who struggle with complexity that involves a level of abstraction necessary to understand the concepts. The objective of this paper is to discern and study the overall effects non-real-time collaborative programming using Media Wiki in OOP courses. According to the quasi-experimental method conducted among 56 students majoring in Informatics, and utilizing Media Wiki, a collaborative programming learning model has been applied. The study was divided into an experimental class of 30 students and a control class of 26 students. The survey results show that students get better programming achievement. There is a decrease in the level of OOP abstraction by students. Students’ collaborative experience increases and indirectly improves their collaboration skills. After the experiment, students were asked to complete an online questionnaire mainly occurred to assess the effectiveness of the teaching and learning method using of Media Wiki for collaborative programming. As results, the students report that they are able to assimilate complex concepts and code more easily in collaborative learning using Media Wiki. © 2023 by the authors.","collaborative learning; Collaborative programming; learning; media Wiki; object-oriented programming (OOP); teaching","","","","","","Institut Teknologi Pagar Alam; Universitas Negeri Padang, UNP","This work was supported in part by the Institut Teknologi Pagar Alam, Indonesia and in part by Universitas Negeri Padang, Indonesia.","Glazunova O. G., Parhomenko O. V., Korolchuk V. I., Voloshyna T. V., The effectiveness of GitHub cloud services for implementing a programming training project: Students’ point of view, Journal of Physics: Conference Series, 1840, 1, (2021); Lai X., Wong G. K. W., Collaborative versus individual problem solving in computational thinking through programming: A meta-analysis, British Journal of Educational Technology, (2021); Borowski M., Zagermann J., Klokmose C. N., Reiterer H., Radle R., Exploring the benefits and barriers of using computational notebooks for collaborative programming assignments, Proc. the Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, pp. 468-474, (2020); Fan H., Gao J., Zhu H., Liu Q., Shi Y., Sun C., Balancing conflict prevention and concurrent work in real-time collaborative programming, Proc. the 12th Chinese Conference on Computer Supported Cooperative Work and Social Computing, pp. 217-220, (2017); Lotfi E., Mohammed B., Teaching object-oriented programming concepts through a mobile serious game, Proc. the 3rd International Conference on Smart City Applications, (2018); Wong Y. S., Yatim M. H. 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A., Zirr—Why and how practice impacts confidence in introductory object-oriented programming Courses, Proc. the Fifth International Conference Modelling and Development of Intelligent Systems, pp. 29-42, (2017); Sedlacek P., Kvet M., Vaclavkova M., Development of FRIMAN—Supporting tool for object-oriented programming teaching, Open Computer Science, 11, 1, (2021); Abbasi S., Kazi H., Kazi A. W., Khowaja K., Baloch A., Gauge object-oriented programming in student’s learning performance, normalized learning gains and perceived motivation with serious games, Information, 12, 3, (2021); Kucera E., Haffner O., Leskovsky R., Multimedia application for object-oriented programming education developed by unity engine, Proc. the 30th International Conference on Cybernetics and Informatics, (2020); Gabaruk J., Logofatu D., Grosskreutz D., Andersson C., On teaching Java and object-oriented programming by using children board games, Proc. the IEEE Global Engineering Education Conference, EDUCON, April-2019, (2019); Lopez M. A., Duarte E. V., Gutierrez E. C., Experience in teaching object-oriented programming and advanced topics of programming through the development of a video game project, Proc. the CEUR Workshop, 2747, pp. 109-118, (2020); Alorda B., Suenaga K., Pons P., Design and evaluation of a microprocessor course combining three cooperative methods: SDLA, PjBL and CnBL, Comput. Educ, 57, 3, (2011); Hwang W. Y., Shadiev R., Wang C. Y., Huang Z. H., A pilot study of cooperative programming learning behavior and its relationship with students’ learning performance, Comput. Educ, 58, 4, (2012); Lin Y. T., Wu C. C., Chiu C. F., The use of wiki in teaching programming: Effects upon achievement, attitudes, and collaborative programming behaviors, International Journal of Distance Education Technologies, 16, 3, pp. 18-45, (2018); Lee H. J., A learning process mechanism in CSCL, Proc. ICCE 2008: 16th International Conference on Computers in Education, (2008); Braught G., Eby L. M., Wahls T., The effects of pair-programming on individual programming skill, ACM SIGCSE Bulletin, 40, 1, (2008); Ahmed S., Amarif M., An interactive animation tool for java object-oriented programming understanding, International Journal of Programming Languages and Applications, 9, 3, pp. 1-17, (2019); Passerini N., Lombardi C., Postponing the concept of class when introducing OOP, Proc. the 2020 ACM Conference on Innovation and Technology in Computer Science Education, pp. 152-158, (2020); Boudia C., Bengueddach A., Haffaf H., Collaborative strategy for teaching and learning object-oriented programming course: A case study at Mostafa Stambouli Mascara University, Algeria, Informatica (Slovenia), 43, 1, pp. 129-144, (2019); Husain M., Tarannum N., Patil N., Teaching programming course elective: A new teaching and learning experience, Proc. the 2013 IEEE International Conference in MOOC, Innovation and Technology in Education, MITE 2013, (2013); Estacio B., Et al., Evaluating collaborative practices in acquiring programming skills: Findings of a controlled experiment, Proc. the 29th Brazilian Symposium on Software Engineering, SBES 2015, (2015); Silvestre F., Vidal P., Broisin J., Tsaap-notes—An open micro-blogging tool for collaborative notetaking during face-to-face lectures, Proc. the IEEE 14th International Conference on Advanced Learning Technologies, ICALT 2014, (2014); Arboleda A. V. P., Mazuera L. R. R., Montemiranda G. S., Competences that facilitate the achievement of the objectives of an introductory programming course, Proc. the 2015 International Conference on Interactive Collaborative Learning, ICL 2015, (2015); Olivier J., Blended learning in a first-year language class: Evaluating the acceptance of an interactive learning environment, Literator, 37, 1, (2016); Dascalu M. I., Bodea C. N., Moldoveanu A., Mohora A., Lytras M., de Pablos P. O., A recommender agent based on learning styles for better virtual collaborative learning experiences, Comput. Human Behav, 45, (2015); Temperman G., De Lievre B., Bossaert P., De Stercke J., Effects of role distribution by learning style in a collaborative distance environment, Colloque TICE 2010—Nancy, (2010); Andriessen J., Baker M., Suthers D., Arguing to Learn: confronting cognitions in computer-supported collaborative learning environments, Computer-Supported Collaborative Learning Series (CULS, 1, (2013); Zagalsky A., Feliciano J., Storey M. A., Zhao Y., Wang W., The emergence of GitHub as a collaborative platform for education, Proc. the 2015 ACM International Conference on Computer-Supported Cooperative Work and Social Computing, (2015); Rodriguez F. J., Price K. M., Boyer K. E., Exploring the pair programming process: Characteristics of effective collaboration, Proc. the Conference on Integrating Technology into Computer Science Education, ITiCSE, (2017); Dillenbourg P., Over-scripting CSCL: The risks of blending collaborative learning with instructional design, Three worlds of CSCL: Can we support CSCL,” Three Worlds of CSCL. Can we support CSCL?, (2002); Maleko M., Nandi D., Hamilton M., D'Souza D., Harland J., Facebook versus blackboard for supporting the learning of programming in a fully online course: the changing face of computing education, Proc. the 2013 Learning and Teaching in Computing and Engineering, LaTiCE 2013, (2013); Armstrong C., Catalyzing collaborative learning: How automated task distribution may prompt students to collaborate, E-Learning and Digital Media, 7, 4, (2010); Alyami S. M., Alagab A. M., The difference in learning strategies in virtual learning environment and their effect on academic achievement and learning satisfaction for distance teaching and training program students, Proc. the 2013 4th International Conference on e-Learning Best Practices in Management, Design and Development of e-Courses: Standards of Excellence and Creativity, ECONF 2013, (2013)","Efan; Universitas Negeri Padang, Padang, West Sumatra, Indonesia; email: efan@itpa.ac.id","","International Journal of Information and Education Technology","","","","","","20103689","","","","English","Int. J. Inf.  Educ. Technol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85159928032"
"McConnell S.","McConnell, Siobhan (57863519600)","57863519600","How do Law Students Develop Commercial Awareness? Listening to the Student Voice on the Roles of the Law School and the Law Student in Developing Commercial Awareness","2023","Liverpool Law Review","44","1","","107","136","29","1","10.1007/s10991-023-09321-1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146968896&doi=10.1007%2fs10991-023-09321-1&partnerID=40&md5=79e978097917d1bdd2609e89fa500ed8","School of Law, Northumbria University, Newcastle, United Kingdom","McConnell S., School of Law, Northumbria University, Newcastle, United Kingdom","This article provides an authentic, student-centred account of how law students develop their commercial awareness on their journey to graduate employment. Drawing on data collected from a two year research study involving law students going through the graduate interview process, this article presents the first detailed empirical findings on how, when and why law students develop their commercial awareness. This data is important because law students have a wide range of available career options and commercial awareness is required across a range of graduate professions, including the legal sector. The findings of this study indicate that the law school played a part in developing law students’ commercial awareness but that its role was limited due to a lack of explicit guidance on what commercial awareness meant and how teaching and learning activities supported development. Students identified development much more frequently and explicitly through their own independent developmental activities. As well as providing valuable insight into law student perceptions of the role of the law school and the law student in developing commercial awareness, this article makes recommendations for legal educators on how to support students in developing their commercial awareness. © 2023, The Author(s).","Commercial awareness; Development; Employability; Law firms; Law school","","","","","","Northumbria University","The author would like to thank all of the students at Northumbria University who participated in this research study.","Alexander J., Stakeholder perceptions of clinical legal education within an employability context, International Journal of Clinical Legal Education, 25, pp. 53-84, (2018); Differentiation and discrimination: understanding social class and social exclusion in leading law firms, human relations, 66, pp. 219-244, (2013); Bahl K., The solicitor in commerce and industry today, Law Society Gazette, 86, (1989); Bar Standards Board, (2022); Bennett D., Knight E., Divan A., Kuchel L., Horn J., How do research-intensive universities portray employability strategies? 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An experiment with data saturation and variability, 18 Field Methods, 18, pp. 59-82, (2006); Handley K., Anticipatory socialization and the construction of the employable graduate: a critical analysis of Employers’ Graduate Careers Websites, Work Employment and Society, 32, pp. 239-256, (2018); Hanlon G., A Profession in Transition? – lawyers, the market and significant others, Modern Law Review, 60, pp. 798-822, (1997); Hanlon G., Lawyers, the state and the market: Professionalism revisited, (1999); Hanlon G., Last orders at the bar? 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Diversity Profile of the Solicitors’ Profession, (2019); (2022); The Purpose Coalition. 2021. Levelling up Law Opportunity Action Plan; The Teaching Excellence Framework, (2022); Linden T., It puts the Law they’ve Learnt in Theory into Practice”: Exploring employer understandings of clinical Legal Education, In Reimagining Clinical Legal Education, pp. 139-154, (2018); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, pp. 338-352, (2017); Tomlinson M., Employers and universities: conceptual dimensions, Research evidence and implications. 34, Higher Education Policy, 34, pp. 132-154, (2021); An Exploration of the Term ‘Commercial awareness’: What It Means to Employers and Students, (2007); Matthew W., Buzzeo J., Stella Capuano J.C., Takala H., Research to Inform Workforce Planning and Career Development in Legal Services, Employment Trends, Workforce Projections and Solicitor Firm Perspectives Final Report., (2019); Wong B., Chiu Y.-L.T., Copsey-Blake M., Nikolopoulou M., A mapping of graduate attributes: what can we expect from UK university students?, Higher Education Research & Development, 41, pp. 1340-1355, (2022)","S. McConnell; School of Law, Northumbria University, Newcastle, United Kingdom; email: siobhan.mcconnell@northumbria.ac.uk","","Springer Science and Business Media B.V.","","","","","","0144932X","","","","English","Liverpool Law Rev.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85146968896"
"Gabrikova B.; Svabova L.","Gabrikova, Barbora (57381099900); Svabova, Lucia (57193866755)","57381099900; 57193866755","Impact Evaluation of the Graduate Practice Intervention in Slovakia with the Application of the CART Method","2023","TalTech Journal of European Studies","13","1","","177","200","23","0","10.2478/bjes-2023-0009","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160706322&doi=10.2478%2fbjes-2023-0009&partnerID=40&md5=6cdca1a7d39a5360bd7759c3cb7decf9","Faculty of Operation and Economics of Transport and Communications, Department of Economics, University of Zilina, Univerzitna 8125/1, Zilina, 010 26, Slovakia","Gabrikova B., Faculty of Operation and Economics of Transport and Communications, Department of Economics, University of Zilina, Univerzitna 8125/1, Zilina, 010 26, Slovakia; Svabova L., Faculty of Operation and Economics of Transport and Communications, Department of Economics, University of Zilina, Univerzitna 8125/1, Zilina, 010 26, Slovakia","In Slovakia, the contribution to graduate practice is one of the active labour market policy interventions, the main goal of which for young school-leavers is to gain first job experiences and contacts with potential employers. Among the young jobseekers, it is one of the most used interventions. This study aims to provide a counterfactual impact evaluation of this contribution on the employability of its participants and also on their monthly wages. The total period under review is 2014-2017, during which the treated individuals participated in the graduate practice during 2014-2015. Then, their course of employment and average monthly wages were monitored over a two-year impact period, covering the period 2015-2017. The study was carried out using a database of 12,953 treated eligible participants of graduate practice and 83,907 non-treated controls. The data used in the study is managed by the Central Office of Labour, Social Affairs and Family of the Slovak Republic (COLSAF SR) and the Social Insurance Agency (SIA). For the evaluation, propensity score matching was used, where the propensity scores were estimated using classification and regression trees. The results of the study show that the participants of the graduate practice were employed on average three months longer during the two-year impact period after the end of the intervention as full-time employees or self-employed, and their average salary was almost 217 euros higher than that of the control group of non-participants. © 2023 Barbora Gabrikova et al.","active labour market policy; counterfactual impact evaluation; graduate practice intervention; unemployment; young jobseekers","","","","","","Vedecká Grantová Agentúra MŠVVaŠ SR a SAV, VEGA, (1/0166/20, 1/0169/20)","This work was supported by the grant VEGA 'Determination of the capital requirement to cover selected catastrophic risks in life and non-life insurance' [No. 1/0166/20] and VEGA 'Fundamental research of quantitative and qualitative determinants of enterprise innovation potential and innovation performance in relation to increasing its competitiveness' [No. 1/0169/20].","Banociova A., Martinkova S., Active labour market policies of selected European countries and their competitiveness, Journal of Competitiveness, 9, 3, pp. 5-21, (2017); Bazzoli M., De Poli S., Rettore E., Schizzerotto A., Are vocational training programmes worth their cost? 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A quantitative review, World Development, 114, pp. 237-253, (2019); Krasnopjorovs O., Have the Baltic countries run out of labour reserves?, TalTech Journal of European Studies, 10, 3, pp. 45-66, (2020); Kunnapas K., Legal engineering of the anti-abuse rule in ATAD: Architecture of the regression tree model, TalTech Journal of European Studies, 11, 2, pp. 65-82, (2021); Morgan S.L., Winship C., Counterfactuals and Causal Inference: Methods and Principles for Social Research, (2014); Mueller C.E., Gaus H., Rech J., The counterfactual self-estimation of program participants: Impact assessment without control groups or pretests, American Journal of Evaluation, 35, 1, pp. 8-25, (2014); Young people's concerns during COVID-19: Results from risks that matter 2020, OECD Policy Responses to Coronavirus (COVID-19), (2021); Pirciog S., Ciuca V., Popescu M.E., The net impact of training measures from active labour market programs in Romania-subjective and objective evaluation, 4th World Conference on Business, Economics and Management, 26, pp. 339-344, (2015); Popescu M.E., Roman M., Vocational training and employability: Evaluation evidence from Romania, Evaluation and Program Planning, 67, pp. 38-46, (2018); Potluka O., Bruha J., Spacek M., Vrbova L., Counterfactual impact evaluation on EU cohesion policy interventions in training in companies, Ekonomický časopis, 64, 6, pp. 575-595, (2016); Rotar L.J., The effects of expenditures for labour market policy on unemployment rate, Business Systems Research, 9, 1, pp. 55-64, (2018); Rotar L.J., Evaluation of the effectiveness of employment programme on young unemployed people, Engineering Economics, 32, 1, pp. 60-69, (2021); Shmueli G., Mani D., Impact assessment in observational studies: A classification and regression tree approach, (2013); Stefanik M., Karasova K., Studena I., Can supporting workplace insertions of unemployed recent graduates improve their longterm employability?, Empirica, 47, 2, pp. 245-265, (2020); Stefanik M., Lubyova M., Dovalova G., Karasova K., Analýza účinkov nástrojov aktívnej politiky trhu práce [Analysis of the effects of active labor market policy measures], (2014); Svabova L., Kramarova K., An analysis of participation factors and effects of the active labour market measure graduate practice in Slovakia-counterfactual approach, Evaluation and Program Planning, 86, (2021); Svabova L., Kramarova K., Gabrikova B., Counterfactual assessment of the allowance for school-leaver practice performance as a measure of active labour market policy in Slovakia, Ekonomický časopis, 70, 2, pp. 99-123, (2022); Trivellato U., Fifteen years of labour market regulations and policies in Italy: What have we learned from their evaluation?, Statistica, 71, 2, (2011); Westreich D., Lessler J., Funk M.J., Propensity score estimation: Neural networks, support vector machines, decision trees (CART), and meta-classifiers as alternatives to logistic regression, Journal of Clinical Epidemiology, 63, 8, pp. 826-833, (2010); Wooldridge J.M., Econometric Analysis of Cross Section and Panel Data, (2010); Youth Employment Policy Conference Online, (2022); Zielinski M., Unemployment and labor market policy in Visegrad Group countries, Equilibrium. Quarterly Journal of Economics and Economic Policy, 10, 3, pp. 185-201, (2015)","","","De Gruyter Open Ltd","","","","","","26744600","","","","English","TalTech. J. Eur. Stud.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85160706322"
"Widarto W.; Nurtanto M.; Johan A.B.; Primartadi A.; Isnantyo F.D.","Widarto, Widarto (57216735764); Nurtanto, Muhammad (57205063285); Johan, Arif Bintoro (57215539291); Primartadi, Aci (57214104946); Isnantyo, Fajar Danur (57211661166)","57216735764; 57205063285; 57215539291; 57214104946; 57211661166","Lecturer Perceptions of Employability Skills: Case Study in Vocational Education Diploma (VED)","2023","Journal of Engineering Education Transformations","36","4","","23","31","8","0","10.16920/jeet/2023/v36i4/23112","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159941320&doi=10.16920%2fjeet%2f2023%2fv36i4%2f23112&partnerID=40&md5=873c675a269aa27403ad91d827e4f4ed","Department of Mechanical Engineering Education, Faculty of Engineering, Yogyakarta State University, Yogyakarta, 55281, Indonesia; Department of Mechanical Engineering Vocational Education, Faculty of Teacher Training and Education, Sultan Ageng Tirtayasa University, Banten, 42117, Indonesia; Department of Mechanical Engineering Vocational Education, Faculty of Teacher Training and Education, Sarjanawiyata Tamansiswa University, Yogyakarta, 55165, Indonesia; Department of Automotive Engineering Education, Faculty of Teacher Training and Education, Muhammadiyah Purworejo University, Central Java, 54111, Indonesia; Department of Civil Engineering Education, Faculty of Teacher Training and Education, Sebelas Maret University, Central Java, 57126, Indonesia","Widarto W., Department of Mechanical Engineering Education, Faculty of Engineering, Yogyakarta State University, Yogyakarta, 55281, Indonesia; Nurtanto M., Department of Mechanical Engineering Vocational Education, Faculty of Teacher Training and Education, Sultan Ageng Tirtayasa University, Banten, 42117, Indonesia; Johan A.B., Department of Mechanical Engineering Vocational Education, Faculty of Teacher Training and Education, Sarjanawiyata Tamansiswa University, Yogyakarta, 55165, Indonesia; Primartadi A., Department of Automotive Engineering Education, Faculty of Teacher Training and Education, Muhammadiyah Purworejo University, Central Java, 54111, Indonesia; Isnantyo F.D., Department of Civil Engineering Education, Faculty of Teacher Training and Education, Sebelas Maret University, Central Java, 57126, Indonesia","Employability Skills (ES) are a key component of prospective workers to be accepted to work in industry, especially manufacturing. However, the Employability Skills in Vocational Education Diploma (ES-VED) implementation has not been identified, and no standard pattern is in line with the manufacturing industry. The purpose of the study is to explore the perceptions of the lecturers of the student internship program coordinator at VED regarding the understanding, implementation, and strategies of employability skills. Data were collected through semi-structured interviews with five VED lecturers: Yogyakarta State University, Surakarta State University, Industrial Mechanical Engineering Academy in Solo, Semarang Polytechnic, and Subang Polytechnic. Data analysis used qualitative thematic data. The study findings reveal that employability skills are identified as software, career skills, and added value. Furthermore, employability skills consist of six components, Including Teamwork Skills (TWS), Problem-Solving Skills (PSS), Planning and Organizing Skills (POS), Management Skills and Occupational Health and Safety (MS-OHS), Initiative Skills (IEs), and Communication Skills (CnS). A strong relationship based on the Pearson Correlation Coefficient (PCC) is Planning and Organizing Skills to Management Skills and Occupational Health and Safety of 0.852. Strengthening employability skills to the challenges of industry 4.0 is carried out through equalizing industry-based curricula, digitizing technology, developing human resources, and digitizing learning management. © 2023, Rajarambapu Institute Of Technology. All rights reserved.","employability skills; manufacturing industry; soft skills; vocational education diploma","","","","","","","","Schwab K., The fourth industrial revolution, Information Technology and Libraries, 40, 1, (2021); Arifin Z., Nurtanto M., Warju W., Rabiman R., Kholifah N., The tawock conceptual model at content knowledge for professional teaching in vocational education, International Journal of Evaluation and Research in Education, 9, 3; Mutohhari F., Sutiman S., Nurtanto M., Kholifah N., Samsudin A., Difficulties in Implementing of 21st Century Skills Competence in Vocational Education Learning, Indonesia, International Journal of Evaluation and Research in Education (IJERE), 10, 4, pp. 1229-1236; Purba M., Paratiwi Purba A., Maharani Purba A., Employer Perceptions of Job Skills in Manufacturing Industry, SAR Journal-Science and Research, 3, 4, pp. 178-182, (2020); Okolie U. C., Elom E. N., Igwe P. A., Nwajiuba C. A., Binuomote M. O., Igu N., How TVET teachers foster employability skills: insights from developing countries, International Journal of Training Research, 1 8, 3, pp. 231-249; Employability skills: Industry perspective and achievement of student of employability skills, Journal of Physics: Conference Series, 1402, 2, pp. 1-5, (2019); Nurtanto M., Sudira P., Sofyan H., Kholifah N., Triyanto T., Professional Identity of Vocational Teachers in the 21 st Century in Indonesia, Journal of Engineering Education Transformations, 35, 3, pp. 30-36, (2022); Statistik Badan Pusat, Pengangguran Terbuka Menurut Pendidikan Tertinggi yang Ditamatkan (Orang), 2021-2022, (2022); Kholifah N., Sofyan H., Pardjono P., Sudira P., Nurtanto M., Explicating the experience of beginner vocational teachers, TEM Journal, 10, 2, pp. 719-723, (2021); Darling-Hammond L., Flook L., Cook-Harvey C., Barron B., Osher D., Implications for educational practice of the science of learning a n d d e v e l o p m e n t, 24, 2, pp. 97-140, (2019); Nambiar D., Karki S., Rahardiani D., Putri M., Singh K., Study on skills for the future in Indonesia, (2019); Suyitno S., Kamin Y., Jatmoko D., Nurtanto M., Sunjayanto E., Industrial Apprenticeship Model Based on Work-Based Learning for Pre-Service Teachers In Automotive Engineering, Frontiers in Education, 7, pp. 1-12, (2022); Sutiman S., Sofyan H., Arifin Z., Nurtanto M., Mutohhari F., Industry and Education Practitioners’ Perceptions Regarding the Implementation of Work-Based Learning through Industrial Internship (WBL-II), Int. J. Inf. Educ. Technol, 12, 10, pp. 1090-1097; Kvale S., The Social Construction of Validity, Qualitative Inquiry, 1, 1, pp. 19-40, (1995); Creswell J. W., Qualitative inquiry and research design: choosing among five approaches, (2013); Patton M. Q., Enhancing the quality and credibility of qualitative analysis, Health services research, 34, 5, pp. 1189-1208, (1999); Galloway F. J., Jenkins J. R., The Adjustment Problems Faced by International Students in the United States: A Comparison of International Students and Administrative Perceptions at Two Private, Religiously Affiliated Universities, NASPA Journal, 42, 2, pp. 175-187, (2005); Miles M. B., Huberman A. M., Saldana J., Qualitative Data Analysis: A Methods Sourcebook, Third edit, 148, (2014); Hsieh H. F., Shannon S. E., Three approaches to qualitative content analysis, Qualitative Health Research, 15, 9, pp. 1277-12882005; Patton M. Q., Qualitative Research & Evaluation Methods: Integrating Theory and Practice, (2015); Nugraha H. D., Kosasih D. P., Kasda K., Djohar A., Komaro M., Model of essential employability skills framework for machine operator, Jurnal Pendidikan Vokasi, 10, 2, pp. 188-202; Tsitskari E., Goudas M., Tsalouchou E., Michalopoulou M., Employers’ expectations of the employability skills needed in the sport and recreation environment, Journal of Hospitality, Leisure, Sport and Tourism Education, 20, pp. 1-9; El Mansour B., Dean J. C., El Mansour B., Dean J. C., Employability Skills as Perceived by Employers and University Faculty in the Fields of Human Resource Development (HRD) for Entry Level Graduate Jobs, Journal of Human Resource and Sustainability Studies, 4, 1, pp. 39-49; Dinning T., Embedding employability and enterprise skills in sport degrees through a focused work-based project; a student and employer viewpoint, Cogent Education, 4, 1; Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Finch D. J., Hamilton L. K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education and Training, 55, 7, pp. 681-704, (2013); Chamorro-Premuzic T., Arteche A., Bremner A. J., Greven C., Furnham A., Soft skills i n h i g h e r e d u c a t i o n: i m p o r t a n c e a n d improvement ratings as a function of individual differences and academic performance, 30, 2, pp. 221-241, (2010); Hopkins C. D., Raymond M. A., Carlson L., Educating Students to Give Them a Sustainable C o m p e t i t i v e A d v a n t a g e, 33, 3, pp. 337-347, (2011); Wickramasinghe V., Perera L., Graduates’, university lecturers’ and employers’ perceptions towards employability skills, Education and Training, 52, 3, pp. 226-244, (2010); Nurtanto M., Kholifah N., Masek A., Sudira P., Samsudin A., Crucial problems in arranged the lesson plan of vocational teacher, International Journal of Evaluation and Research in Education, 10, 1, pp. 345-354, (2021); Liu X., Seevers R., Linid H., Employability skills for MICE management in the context of ICTs, PLOS ONE, 17, 7; Islam M. A., Industry 4.0: Skill set for employability, Social Sciences & Humanities Open, 6, 1, (2022); The Future of Jobs Report 2020, (2020); Rousseau R., Egghe L., Guns R., Statistics, Becoming Metric-Wise, pp. 67-97, (2018); Billett S., Vocational Education: Purposes, Traditions and Prospects, (2011); Nurtanto M., Pardjono P., Widarto W., Ramdani S. D., The effect of STEM-EDP in professional learning on automotive engineering competence in vocational high school, Journal for the Education of Gifted Young Scientists, 8, 2, pp. 633-649; Muhammad N., Sudira P., Kholifah N., Samsudin A., Warju W., Vocational Teachers’ P e r c e p t i o n s a n d P e r s p e c t i v e s i n t h e Implementation of STEM Learning in the 21st Century, TEM Journal, 9, 4, pp. 1665-1680, (2020); Clarke A., Deneus M., Etcheverry J., Neira L., Vital Concepts and Strategies to Enhance Critical Thinking During the Decision-Making Process Handbook, (2019)","W. Widarto; Department of Mechanical Engineering Education, Faculty of Engineering, Yogyakarta State University, Yogyakarta, 55281, Indonesia; email: widarto@uny.ac.id","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","","Scopus","2-s2.0-85159941320"
"Barber C.; Blair M.; McCaffrey T.A.; Palermo C.","Barber, Charlotte (57915153600); Blair, Merran (57207740789); McCaffrey, Tracy A. (57193918553); Palermo, Claire (19337309600)","57915153600; 57207740789; 57193918553; 19337309600","Employability and employment outcomes of nutrition science graduates: A qualitative exploration","2023","Nutrition and Dietetics","80","3","","253","261","8","1","10.1111/1747-0080.12777","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139265927&doi=10.1111%2f1747-0080.12777&partnerID=40&md5=fa3d8b9ca7fc2375ff8728ed632de2b7","Department of Nutrition, Dietetics and Food, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia","Barber C., Department of Nutrition, Dietetics and Food, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia; Blair M., Department of Nutrition, Dietetics and Food, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia; McCaffrey T.A., Department of Nutrition, Dietetics and Food, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia; Palermo C., Department of Nutrition, Dietetics and Food, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia","Aims: This study aimed to explore experiences of employability and employment for graduates of a three-year nutrition science degree. Methods: Qualitative narrative interviews were conducted with a maximum variation sample of 22 nutrition science graduates from one large university in Australia. All graduates (n = 126) from the initiation of the degree in 2015 to current 2021 graduates were eligible for inclusion if they had not gone on to study dietetics. The interviews elicited their stories and experiences of employability and journeys to employment post-graduation. Interviews were analysed using the framework method. Results: Analysis of the graduate interviews identified four themes: (1) from graduation to employment; (2) there are challenges to obtaining employment; (3) curriculum can enable employability; and (4) employability resources can support career prospects. In this group, the nutrition science degree on its own was not deemed sufficient to land employment in a desired nutrition-related field. The process of obtaining employment was supported by work experience, social networks, interpersonal skills, and a willingness to relocate. Conclusion: Building employability skills in the curriculum through the development of professional social networks and a professional identity may be important in improving the employability of nutrition science graduates. © 2022 The Authors. Nutrition & Dietetics published by John Wiley & Sons Australia, Ltd on behalf of Dietitians Australia.","educators; employment; graduates; nutrition science; nutritionists; preparedness for practice; workforce","Australia; Curriculum; Dietetics; Employment; Humans; article; Australia; career; curriculum; dietetics; dietitian; employability; employment; human; interview; major clinical study; narrative; nutrition; skill; social network; work experience; workforce; dietetics","","","","","","","Amiet D., Choate J., Hoskin J., Dart J., Exploring attitudes, beliefs and practices of academic staff towards undergraduate career development in non-vocational courses, High Educ Res Dev, 40, 5, pp. 885-900, (2021); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Educ Train, 59, 4, pp. 338-352, (2017); Yorke M., Employability in higher education: what it is, what it is not, 1, pp. 1-21, (2006); Tomlinson M., The degree is not enough: students' perceptions of the role of higher education credentials for graduate work and employability, Br J Sociol Educ, 29, 1, pp. 49-61, (2008); Morgan K., Campbell K.L., Sargeant S., Et al., Preparedness for advancing future health: a national qualitative exploration of dietetics graduates' experiences, Adv Health Sci Educ, 25, 1, pp. 31-53, (2019); Lawlis T., Torres S.J., Coates A.M., Et al., Development of nutrition science competencies for undergraduate degrees in Australia, Asia Pac J Clin Nutr, 28, 1, pp. 166-176, (2019); Quality Indicators for Learning and Teaching (QILT). Graduate outcomes survey – short-term graduate outcomes in Australia (Internet). QITL; 2021 (cited 2022 Jan 12); Blair M., Palermo C., Gibson S., Mitchell L., The Australian and New Zealand dietetics graduate outcomes survey: a cross-sectional study, Nutr Diet, 79, pp. 1-13, (2022); Blair M., Mitchell L., Palermo C., Gibson S., Trends, challenges, opportunities, and future needs of the dietetic workforce: a systematic scoping review, Nutr Rev, 80, (2021); Croxford S., Stirling E., McLeod S., Et al., An exploratory study of industry perspectives to inform undergraduate nutrition employability initiatives, Nutr Diet, 79, pp. 1-9, (2022); O'Donovan S., Palermo C., Ryan L., Competency-based assessment in nutrition education: a systematic literature review, J Hum Nutr Diet, 35, 1, pp. 102-111, (2022); Boak R., Palermo C., Beck E., Patch P.F., Wall C., Gallegos D., A qualitative exploration of the future of nutrition and dietetics in Australia and New Zealand: implications for the workforce, Nutr Diet, 79, pp. 427-437, (2022); Creswell J.W., Poth C.N., Qualitative Inquiry and Research Design - Choosing among Five Approaches, (2017); Liamputtong P., Qualitative Research Methods, (2019); Barry C.A., Britten N., Barber N., Bradley C., Stevenson F., Using reflexivity to optimize teamwork in qualitative research, Qual Health Res, 9, 1, pp. 26-44, (1999); Association for Nutrition (AfN). Accredited programmes (Internet). AfN; 2022 (cited 2022 Apr 10); Malterud K., Siersma V.D., Guassora A.D., Sample size in qualitative interview studies: guided by information power, Qual Health Res, 26, 13, pp. 1753-1760, (2016); Pham T., Tomlinson M., Thompson C., Forms of capital and agency as mediations in negotiating employability of international graduate migrants, Glob Soc, 17, 3, pp. 394-405, (2019); Gale N., Heath G., Cameron E., Et al., Using the framework method for the analysis of qualitative data in multi-disciplinary health research, BMC Med Res Methodol, 13, 1, pp. 117-125, (2013); Smith C., Worsfold K., Unpacking the learning–work nexus: ‘priming’ as lever for high-quality learning outcomes in work integrated learning curricula, Stud High Educ, 40, 1, pp. 22-42, (2015); Hart J., Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree programs, J Teach Learn Grad Employab, 10, 2, pp. 50-66, (2019); Gregory R., The role of work-integrated learning in developing students' perceived work self-efficacy, Asia-Pac J Coop Educ, 17, 4, (2016); Willett W., Rockstrom J., Loken B., Et al., Food in the Anthropocene: the EAT–lancet commission on healthy diets from sustainable food systems, Lancet, 393, 10170, pp. 447-492, (2019)","C. Barber; Department of Nutrition, Dietetics and Food, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Australia; email: charlotte.barber@monash.edu","","John Wiley and Sons Inc","","","","","","14466368","","","36196518","English","Nutr. Diet.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85139265927"
"Rabiu M.M.; Taryam M.O.; Yusuf M.; Maji I.K.","Rabiu, Mansur M. (6508392267); Taryam, Manal O. (57210972241); Yusuf, Muhammad (58126074800); Maji, Ibrahim Kabiru (56698326600)","6508392267; 57210972241; 58126074800; 56698326600","The economic impacts of cataract surgery on sustainable vision and quality of life in Katsina state","2023","Health Care Science","2","2","","112","119","7","0","10.1002/hcs2.39","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172133720&doi=10.1002%2fhcs2.39&partnerID=40&md5=358212cc752f2e38c894475f48c1d7af","Department of Programmes and Research, Noor Dubai Foundation, Dubai, United Arab Emirates; Department of Economics, Air Force Institute of Technology, Kaduna, Nigeria; Department of Economics, Nigerian Army University, Biu, Nigeria","Rabiu M.M., Department of Programmes and Research, Noor Dubai Foundation, Dubai, United Arab Emirates; Taryam M.O., Department of Programmes and Research, Noor Dubai Foundation, Dubai, United Arab Emirates; Yusuf M., Department of Economics, Air Force Institute of Technology, Kaduna, Nigeria; Maji I.K., Department of Economics, Nigerian Army University, Biu, Nigeria","Background: This study investigates the economic impacts of eye care interventions on the quality of life in Katsina state. Eye care intervention is a requirement for equitable and inclusive development in the state. Methods: The study used a survey method and 5-point Likert scale questionnaire to collect data. A multistage sampling strategy was employed to select 300 beneficiaries from the existing beneficiaries of Noor Dubai Foundation (NDF) eye care interventions. Results: The findings show that cataract surgery interventions improve economic benefits and quality of life of beneficiaries in Katsina state. The results show that productivity, income, employability, dignity and skills of beneficiaries have improved significantly after the cataract surgery. Precisely, 96.2% of the beneficiaries agree that their productivity has improved; 99.6% of the beneficiaries revealed that their income has improved; 99% of respondents evidence that their employability has improved; 90% of beneficiaries have experienced an improvement in their dignity; while 97% agreed that their skills have improved. Conclusion: The implication of these findings is that poor eye health is negatively related to economic benefits and quality of life while good eye health is a vital determinant of standard of living. Without good eye health, it is hard to participate in the labour force, produce goods and earn income. Thus, the Katsina state government should further improve awareness of good eye health to mitigate preventable cases of blindness for equitable and inclusive development. © 2023 The Authors. Health Care Science published by John Wiley & Sons, Ltd. on behalf of Tsinghua University Press.","cataract; economic effects; surgery; sustainability; vision","","","","","","Noor Dubai Foundation, (CAC/IT/131441)","The authors thank the reviewers and the editor for their constructive comments. This research is funded by Noor Dubai Foundation (CAC/IT/131441). ","Eye care, vision impairment and blindness, (2022); Burton M.J., Ramke J., Marques A.P., Bourne R.R.A., Congdon N., Jones I., Et al., The Lancet Global Health Commission on global eye health: vision beyond 2020, Lancet Global Health, 9, 4, pp. e489-551, (2021); Shekhawat N.S., Stock M., Baze E.F., Daly M.K., Vollman D.E., Lawrence M.G., Et al., Impact of first eye versus second eye cataract surgery on visual function and quality of life, Ophthalmology, 124, 10, pp. 1496-1503, (2017); Essue B.M., Li Q., Hackett M.L., Keay L., Iezzi B., Tran K.D., Et al., A multicenter prospective cohort study of quality of life and economic outcomes after cataract surgery in Vietnam, Ophthalmology, 121, 11, pp. 2138-2146, (2014); 2020; Taryam M.O., Rabiu M.M., Muhammad N., Oladigbolu K., Abdurrahman H., Prevalence and causes of blindness and visual impairment; and cataract surgical services in Katsina state of Nigeria, Br J Ophthalmol, 104, 6, pp. 752-756, (2020); Sustainable development goals report, (2017); Agaoglu M.N., Sheehy C.K., Tiruveedhula P., Roorda A., Chung S.T.L., Suboptimal eye movements for seeing fine details, J Vis, 18, 5, (2018); Adio Adedayo Omobolanle O., Onua A.A., Economic burden of glaucoma in rivers state, Nigeria, Clin Ophthalmol, 6, pp. 2023-2031, (2012); Fong C.S., Mitchell P., Rochtchina E., de Loryn T., Tan A.G., Wang J.J., Visual impairment corrected via cataract surgery and 5-year survival in a prospective cohort, Am J Ophthalmol, 157, 1, pp. 163-170, (2014); Onwubiko S.N., Eze B.I., Udeh N.N., Arinze O.C., Onwasigwe E.N., Umeh R.E., Dry eye disease: prevalence, distribution and determinants in a hospital-based population, Contact Lens Anterior Eye, 37, 3, pp. 157-161, (2014); Rabiu M.M., Taryam M.O., Bashir E., Muhammed N., Zidan M.A., Assessment of patients satisfaction with cataract surgical services in katsina state, Nigeria, J Ophthalmol Visual Sci, 7, 1, pp. 1-6, (2022); Samuelson T.W., Singh I.P., Williamson B.K., Falvey H., Lee W.C., Odom D., Et al., Quality of life in primary open-angle glaucoma and cataract: an analysis of VFQ-25 and OSDI from the iStent inject pivotal trial, Am J Ophthalmol, 229, pp. 220-229, (2021); Schmier J.K., Halpern M.T., Jones M.L., The economic implications of glaucoma A literature review, Pharmacoeconomics, 25, 4, pp. 287-308, (2007); Shen M., Shi Y., Wang L., Russell J.F., Jiang X., Laiginhas R., Et al., Impact of cataract surgery on low luminance visual acuity deficit measurements, Ophthalmol Sci, 2, 3, (2022); Wong B., Singh K., Khanna R.C., Ravilla T., Kuyyadiyil S., Sabherwal S., Et al., Strategies for cataract and uncorrected refractive error case finding in India: costs and cost-effectiveness at scale, The Lancet Regional Health-Southest Aisa, 7, pp. 1-12, (2022); Ansari A.A., Outpatient parenteral antimicrobial therapy (OPAT) in the kingdom of Bahrain: efficacy, patient satisfaction and cost effectiveness, Open Infectious Diseases J, 7, pp. 90-95, (2013); Welling J., Newick E., Tabin G., The economic impact of cataract surgery in a remote Ghanaian village three years after surgical intervention, Invest Ophthalmol Visual Sci, 54, (2013)","I.K. Maji; Department of Economics, Nigerian Army University, Biu, Nigeria; email: keibimaji@gmail.com","","John Wiley and Sons Inc","","","","","","27711749","","","","English","Health. Care. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85172133720"
"Bastiaens E.; Heymann P.","Bastiaens, Ellen (57444159400); Heymann, Perry (57443777500)","57444159400; 57443777500","Reflections on establishing an effective and sustainable community of practice for a strategic objective within a higher education institution","2023","Knowledge and Process Management","30","2","","216","226","10","0","10.1002/kpm.1747","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150906304&doi=10.1002%2fkpm.1747&partnerID=40&md5=378cbc0901fd1a3966caca6d8f0be5e1","EDLAB, Maastricht University Centre for Teaching & Learning, Maastricht University, Maastricht, Netherlands; Maastricht University Office, Maastricht University, Maastricht, Netherlands","Bastiaens E., EDLAB, Maastricht University Centre for Teaching & Learning, Maastricht University, Maastricht, Netherlands; Heymann P., Maastricht University Office, Maastricht University, Maastricht, Netherlands","Communities of practice (CoPs) have received much attention since the introduction of this concept in the early nineties. Most CoPs in higher education address teaching and learning for specific subject matter, or professional development focusing on the student or the teacher. In our case study, we developed a CoP around a strategic objective for our institution: addressing the enhancement of the employability of our students. This article presents our investigation of what features are key for an effective and sustainable CoP that facilitates the achievement of a strategic objective in a higher education institution (HEI). We used a case study analysis to identify key ingredients that contribute to establishing an effective and sustainable CoP: (1) installing a core group as catalyst; (2) defining a common language connecting strategy, theory and practice; (3) appointing the facilitator; (4) creating an open atmosphere in and around the community; (5) create close involvement in the CoP with the already-standing organisation to ensure long-lasting and sustainable continuation of a CoP. Next to the evaluation of key features for the CoP, we also reflected on design thinking as integral to facilitating the community's practice. © 2023 The Authors. Knowledge and Process Management published by John Wiley & Sons Ltd.","","","","","","","","","Aarts B., Kunn A., Employability: the employers’ perspective: Using a stated-preferences experiment to gain insights into employers’ preferences for specific competencies. ROA Reports No. 006, Research Centre for Education and the Labour Market, (2019); Abigail L.K.M., Do communities of practice enhance faculty development?, Health Professions Education, 2, 2, pp. 61-74, (2016); Barnett S., Jones S., Bennett S., Iverson D., Bonney A., General practice training and virtual communities of practice - a review of the literature, BMC Family Practice, 13, 87, (2012); Brenner W., Uebernickel F., Abrell T., Design thinking as mind-set, process, and toolbox, Design thinking for innovation, pp. 3-21, (2016); Carlen U., Jobring O., The rationale of online learning communities, International Journal of Web Based Communities, 1, 3, pp. 272-295, (2005); Chua A.Y.K., The rise and fall of a community of practice: A descriptive case study, Knowledge and Process Management, 13, 2, pp. 120-128, (2006); Coburn C.E., Penuel W.R., Research-practice partnerships in education: Outcomes, dynamics and open questions, Educational Researcher, 45, 1, pp. 48-54, (2016); Costa K., Seven strategies to apply design thinking in higher education, The Successful Registrar, 17, 1, pp. 8-9, (2017); De Carvalho-Filho M.A., Tio R.A., Steinert Y., Twelve tips for implementing a community of practice for faculty development, Medical Teacher, 42, 2, pp. 143-149, (2020); Dorst K., The core of ‘design thinking’ and its application, Design Studies, 32, 6, pp. 521-532, (2011); Elsbach K.D., Stigliani I., Design thinking and organizational culture: A review and framework for future research, Journal of Management, 44, 6, pp. 2274-2306, (2018); Harvey L., Embedding and integrating employability, New Directions for Institutional Research, 128, pp. 13-28, (2005); Houghton L., Ruutz A., Green W., Hibbins R., I just do not have time for new ideas: Resistance, resonance and micro-mobilisation in a teaching community of practice, Higher Education Research & Development, 34, 3, pp. 527-540, (2015); Lai K.W., Pratt K., Anderson M., Stigter J., Literature review and synthesis: Online communities of practice, (2006); Lum A., Do communities of practice enhance faculty development?, Health Professions Education, 2, 2, pp. 61-74, (2016); Community at the CORE, Strategic Programme, pp. 2017-2021, (2016); McDonald J., Star C., The challenges of building an academic community of practice: An Australian case study, Research and Development in Higher Education, 31, pp. 230-240, (2008); Moore B., Using technology to promote communities of practice (CoP), Social Work Education, 27, 6, pp. 592-600, (2008); Pyrko I., Dorfler V., Eden C., Thinking together: What makes communities of practice work?, Human Relations, 7, 4, pp. 389-409, (2017); Rehm M., Unified in learning – Separated by space: Case study of a global learning programme, Industry and Higher Education, 23, 4, pp. 331-341, (2009); Romgens I., Scoupe R., Beausaert S., Unravelling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 2, pp. 2588-2603, (2020); Rowe P.G., Design thinking, (1987); Sherer P.D., Shea T.P., Kristensen E., Online CoP, a catalyst, Innovative Higher Education, 27, 3, pp. 183-194, (2003); Smith S., Hayes S., Shea P., A critical review of the use of Wenger's community of practice (CoP) theoretical framework, Online Learning, 21, 1, pp. 209-237, (2017); Review student employability report, (2019); Van Tartwijk J., Van onderzoek naar onderwijs, of de kunst van de toepassing [From research to education, or the art of applying]. (Inaugural address). Universiteit Utrecht, 6 juni 2011, (2011); Wenger E., Communities of practice: A brief introduction, (2011); Wenger E., McDermott R.A., Snyder W.M., Cultivating communities of practice: A guide to managing knowledge, (2002); Wenger E., How we learn. Communities of practice. The social fabric of a learning organization, The Healthcare Forum Journal, 39, 4, pp. 20-26, (1996)","P. Heymann; Maastricht University Office, Maastricht University, Maastricht, 6211LK, Netherlands; email: perry.heymann@maastrichtuniversity.nl","","John Wiley and Sons Ltd","","","","","","10924604","","","","English","Knowl. Process Manage.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85150906304"
"Widianingtyas N.; Silalahi R.M.P.; Aolia F.","Widianingtyas, Nugraheni (58550225900); Silalahi, Ronald Maraden Parlindungan (58187176700); Aolia, Fahri (58568861600)","58550225900; 58187176700; 58568861600","GRAMMAR MASTERY FOR HOSPITALITY AND TOURISM STUDENTS: TO WHAT EXTENT DOES IT MATTER FOR THEIR FUTURE CAREER?","2023","LLT Journal: Journal on Language and Language Teaching","26","1","","1","17","16","0","10.24071/llt.v26i1.5791","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85170397794&doi=10.24071%2fllt.v26i1.5791&partnerID=40&md5=65fb4eea0af4d7cf810e9f450c9ea9cb","Universitas Bunda Mulia, Indonesia","Widianingtyas N., Universitas Bunda Mulia, Indonesia; Silalahi R.M.P., Universitas Bunda Mulia, Indonesia; Aolia F., Universitas Bunda Mulia, Indonesia","There have been pros and cons to learning grammar concerning Second Language Acquisition. This paper aims to investigate Hospitality and Tourism (HT) students’ and workers’ perceptions of the significance of English grammar which has not been widely discussed. This article reports a mixed-method study that was conducted using an online survey and involving 50 HT students and 50 HT workers across Indonesia. Interviews with 2 Human Resource Managers of international hotel chains were also performed to provide stronger validation. The findings revealed that HT students and workers do not hold a positive perception of learning grammar and should not comprehensively learn English rules since grammar mastery will insignificantly impact employability and career performance for most positions in that sector. However, it is suggested that those in higher positions learn the 6 most commonly used tenses to avoid misunderstandings that, to some degree, link to job promotions. Results also suggest that teachers of ESP for Hospitality prioritize students’ speaking fluency, listening, and vocabulary comprehension using the CLT and PBL teaching approaches. The research results are expected to build a more positive attitude toward English learning, thus fostering a better quality of human resources in the hospitality industry. © 2023, Sanata Dharma University. All rights reserved.","English grammar; ESP; hospitality; perceptions; tourism industry","","","","","","","","Apa itu TOEFL ITP? dan mengapa menggunakannya?; Barron P., Arcodia C., Linking learning style preferences and ethnicity: International students studying hospitality and tourism management in Australia, Journal of Hospitality, Leisure, Sport and Tourism Education, 1, 2, pp. 15-27, (2002); Batstone R., Grammar, (1994); Djahimo S., Bili Bora D., Huan E., Student anxiety and their speaking performance: Teaching EFL to Indonesian student, International journal of social sciences and humanities, 2, 3, pp. 187-195, (2018); Dovalil V., Hanulikova A., Grammar and variation in the classroom, Pedagogical Linguistics, 4, 1, pp. 26-49, (2022); Gopal K., Quah W. B., Gengatharan S., Need analysis of English for hospitality students: A case study in Sungai Petani Community College, AJELP: Asian Journal of English Language and Pedagogy, 9, 2, pp. 43-53, (2021); Harmer J., The practice of English language teaching, (2001); Hilliard A., Spoken grammar and its role in the English language classroom, English Teaching Forum, 52, 4, pp. 2-13, (2014); Ho Y.-Y. C., Communicative language teaching and English as a foreign language undergraduates’ communicative competence in tourism English, Journal of Hospitality, Leisure, Sport & Tourism Education, 27, pp. 1-16, (2020); Hutchinson T., Waters A., English for specific purposes, (1987); Junita J., Nurdiana N., English for secretarial program: Target and learning needs of “cinta kasih Tzu Chi” vocational school students, Journal of English Language and Culture, 9, 2, pp. 155-159, (2019); Komara C., Tiarsiwi F., Exploring Indonesian EFL learners’ perception of English learning grammar, Journal of English Language Teaching and Linguistics, 6, 2, (2021); Kuppan A., An evaluation of an English course for hospitality management in a tertiary institution, (2008); Lado R., Language testing: The construction and use of foreign language tests: A teacher's book, (1961); Lashley C., Barron P., The learning style preferences of hospitality and tourism students: Observations from an international and cross-cultural study, International Journal of Hospitality Management, 25, 4, pp. 552-569, (2006); Lertchalermtipakoon P., Wongsubun U., Kawinkoonlasate P., Need analysis: English language use by students in the tourism and hospitality and industry, English Language Teaching, 14, 3, pp. 59-71, (2021); Lin C.-H., Wu W.-C., Huang Y.-T., English for specific purposes (ESP) for hospitality college students and hotel employees in Taiwan, International Journal of Education and Research, 1, 8, pp. 1-14, (2013); Lorenzo F., Teaching English for specific purposes (ESP), (2005); Milton J., Wade J., Hopkins N., Aural word recognition and oral competence in English as a foreign language, Insights into non-native vocabulary teaching and learning, pp. 83-98, (2010); Murniati M., Junita J., Teaching English to the teachers of special needs students at Panti Sosial Bina Grahita Belaian Kasih, Jurnal Pengabdian Dan Kewirausahaan, 5, 1, pp. 63-69, (2021); Punzone B., Kildare M., Enriching vocabulary through speaking and listening; Rerung M. K. T., Students’ perception on blended learning in English listening and speaking class, Journal of English Language and Culture, 9, 1, pp. 17-28, (2018); Riddell D., Teaching English as a foreign language, (2003); Robinson A., 14 crucial HR skills, competencies & qualifications, Teambuilding.Com, (2022); Sabah I., Bayar S., Mahmood R., The impact of grammar on speaking anxiety EFL learners, Journal of Technology in Language Pedagogy (JTechLP), 1, 3, pp. 324-336, (2021); Spengler T., Which English verb tenses are most valuable to learn?, (2022); Strevens P., ESP after twenty years: A reappraisal, (1988); Subasini M., Kokilavani B., Significance of grammar in technical English, International Journal of English Literature and Culture, 1, 3, pp. 56-58, (2013); Tang Y., Hu J., The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator, Frontiers in Psychology, 13, (2022); Tavil Z. M., Integrating listening and speaking skills to facilitate English language learners’ communicative competence, Procedia-Social and Behavioral Sciences, 9, pp. 765-770, (2010); Proyeksi kebutuhan tenaga kerja di perusahan berdasarkan kompetensi pada sektor pariwisata pada tahun 2022–2025, (2021); Yang Y. F., Self-directed learning to develop autonomy in an online ESP community, Interactive Learning Environments, 24, 7, pp. 1629-1646, (2016); Yuliani Y., Lengkanawati N. S., Project-based learning in promoting learner autonomy in an EFL classroom, Indonesian Journal of Applied Linguistics, 7, 2, pp. 285-293, (2017); Zhang J., The necessity of grammar teaching, International Education Studies, 2, 2, pp. 184-187, (2009)","R.M.P. Silalahi; Universitas Bunda Mulia, Indonesia; email: bomberrose@gmail.com","","Sanata Dharma University","","","","","","14107201","","","","English","LLT. J.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85170397794"
"Nguyen T.L.; Nguyen H.T.; Nguyen N.H.; Nguyen D.L.; Nguyen T.T.D.; Le D.L.","Nguyen, Trong Luan (58099613700); Nguyen, Huu Tri (57351039000); Nguyen, Ngoc Han (58099828400); Nguyen, Dai Loi (58099541900); Nguyen, Thi Thu Dao (58099690600); Le, Duy Linh (58099974500)","58099613700; 57351039000; 58099828400; 58099541900; 58099690600; 58099974500","Factors affecting students' career choice in economics majors in the COVID-19 post-pandemic period: A case study of a private university in Vietnam","2023","Journal of Innovation and Knowledge","8","2","100338","","","","2","10.1016/j.jik.2023.100338","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147875983&doi=10.1016%2fj.jik.2023.100338&partnerID=40&md5=ae142bd9d2446d3b9c4e71a7b19d006a","Faculty of Business Administration, FPT University, Can Tho Campus, Viet Nam; Faculty of Business Administration, FPT Can Tho University, Can Tho City, Viet Nam","Nguyen T.L., Faculty of Business Administration, FPT University, Can Tho Campus, Viet Nam; Nguyen H.T., Faculty of Business Administration, FPT Can Tho University, Can Tho City, Viet Nam; Nguyen N.H., Faculty of Business Administration, FPT Can Tho University, Can Tho City, Viet Nam; Nguyen D.L., Faculty of Business Administration, FPT Can Tho University, Can Tho City, Viet Nam; Nguyen T.T.D., Faculty of Business Administration, FPT Can Tho University, Can Tho City, Viet Nam; Le D.L., Faculty of Business Administration, FPT Can Tho University, Can Tho City, Viet Nam","The requirement for quantity and quality of human resources, especially occupations in the economics field, has played a significant role in recovering and improving the COVID-19 pandemic economic situation in Vietnam. Therefore, this encouraged economics majors to attract a large number of students to enrol in 2021. This study aims to determine the factors affecting the career choices of economic students in Vietnam. The research focuses on analysing six factors to determine the relationship between variables that help explain students’ compatibility and their chosen majors. A survey questionnaire using simple random sampling collected 309 data points from economics students at a private university in Vietnam. Methodologies such as Cronbach's Alpha, exploratory factor analysis, confirmatory factor analysis, regression, and structural equation modelling were employed using SPSS and Amos software to check the correlation between factors and draw conclusions about factors affecting students’ career choices. The results revealed that influencers, interests, financial resources and career opportunities were critical elements that influenced students’ decisions in choosing a major. Interest (to pursue passion) was considered by students in choosing a major - which could also encourage them to develop their own capabilities. Additionally, the data proved that most job selections were based on future employability; therefore, career opportunities had the most positive impact on students’ decisions. The findings of this study identify determinants of students’ choice in economics majors and their relationships and can improve students’ awareness and future orientation before deciding to choose a major. Moreover, this study provides valuable data for universities to formulate and develop strategies to attract students, such as career consulting. © 2023 The Author(s)","Career; COVID-19; Economics; Influencer; Student","","","","","","","","Adekeye O., Adeusi S., Ahmadu F., Okojide A., Determinants of career maturity among senior high school students in Nigeria, ICERI2017 Proceedings, 1, (2017); Afaq Ahmed K., Sharif N., Ahmad N., Factors influencing students’ career choices: Empirical evidence from business students, Journal of Southeast Asian Research, (2017); Akbulut A.Y., Looney C.A., Inspiring students to pursue computing degrees, Communications of the ACM, 50, 10, (2007); Alexander P.M., Holmner M., Lotriet H.H., Matthee M.C., Pieterse H.V., Naidoo S., Et al., Factors affecting career choice: comparison between students from computer and other disciplines, Journal of Science Education and Technology, 20, 3, (2011); Alves C.A., Gama A.P.M., Family business performance: A perspective on family influence, Revista Brasileira de Gestao de Negocios, 22, 1, (2020); Aryani F., Umar N.F., Factors affecting z generation on selecting majors in the university: An Indonesian case, Journal of Social Studies Education Research, 11, 3, (2020); Atta M., Akhter N., Shujja S., Shujaat J., Impact of self-efficacy on negative career thoughts in University Graduates, International Journal of Business and Social Science, 6, (2013); Awang Z., Afthanorhan A., Mamat M., The Likert scale analysis using parametric based Structural Equation Modeling (SEM), Computational Methods in Social Sciences, 4, 1, (2015); Ayaz M., Khan I.U., Khan S., Impact of parents’ income level on students’ self-concept at secondary level in Khyber Pakhtunkhwa, Gomal University Journal of Research, 32, 2, pp. 175-184, (2016); Baliyan P.S., Baliyan S.P., Employment preference of undergraduate accounting students in Botswana: Perceptional analysis of practitioners and students, International Journal of Business and Management, 12, (2016); Bandura A., Social foundations of thought and action: A social cognitive theory /Albert bandura, (1986); Bergeron L.M., Romano J.I., The relationships among career decision-making self-efficacy, educational indecision, vocational indecision, and gender, Journal of College Student Development, (1994); Camarero-Figuerola M., Duenas J.M., Renta-Davids A.I., The relationship between family involvement and academic variables: A systematic review, Research in Social Sciences and Technology, 5, 2, pp. 57-71, (2020); Colosi L., Designing an effective questionnaire, (2006); Cordeiro P.M., Cognitive-Motivational determinants of career decision-making processes: Validation of a conceptual model, Doctoral dissertation, (2015); Edwards K., Quinter M., Factors influencing students career choices among secondary school students in Kisumu Municipality, Kenya corresponding author: Kochung Edwards, Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 2, 2, (2011); Erdogan K., Ali Caglar G., The relationship between career choice and individual values: A case study of a Turkish University, International Journal of Humanities and Social Science, 3, 3, (2013); Falaye F.W., Adams B.T., An assessment of factors influencing career decisions of in-school youths, Pakistan Journal of Social Sciences, 5, 3, pp. 222-225, (2008); Fouad N.A., Kim S.Y., Ghosh A., Chang W.H., Figueiredo C., Family influence on career decision making: Validation in India and the United States, Journal of Career Assessment, 1, (2016); Gati I., Gadassi R., Saka N., Hadadi Y., Ansenberg N., Friedmann R., Et al., Emotional and personality-related aspects of career decision-making difficulties: Facets of career indecisiveness, Journal of Career Assessment, 19, 1, (2011); George D., Mallery P., Reliability Analysis. IBM SPSS Statistics 25 Step by Step: A Simple Guide And Reference, IBM SPSS statistics 25 step by step, (2019); Ghuangpeng S., Factors influencing career decision-making: A comparative study of Thai and Australian tourism and hospitality students, (2011); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Multivariate data analysis, Technometrics, 15, 3, (2010); Taherdoost H., How to test the validation of a questionnaire/survey in a research, Validity and Reliability of the Research Instrument, 5, 3, (2016); Bikse V., (2018); Hewitt J., Factors influencing career choice. 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Nguyen; Can Tho City, 600 Nguyen Van Cu Street, An Binh Ward, Ninh Kieu District, 94100, Viet Nam; email: LuanNT73@fe.edu.vn","","Elsevier B.V.","","","","","","25307614","","","","English","J. Innov.  Knowl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85147875983"
"Timmermans A.","Timmermans, Anoesjka (58395143300)","58395143300","Enhancing Self-Directed Learning Readiness in Entrepreneurship Education","2023","Journal of Higher Education Theory and Practice","23","9","","231","249","18","0","10.33423/jhetp.v23i9.6137","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163411802&doi=10.33423%2fjhetp.v23i9.6137&partnerID=40&md5=08463ad476fe0c5bfdf7667197f3d754","Amsterdam University of Applied Sciences, Netherlands","Timmermans A., Amsterdam University of Applied Sciences, Netherlands","Worldwide entrepreneurship education (EE) is gaining popularity as an employability skill to prepare learners for a future of adaptability and lifelong learning. Its scholarship, however, is concerned that we have lost sight of what works, why, and how in EE. This is especially true for such novel learning objectives as preparation for lifelong learning. This quasi-experimental, mixed methods research sought answers to the question: of how EE pedagogy influences students’ self-directed learning readiness (SDLR). Statistically significant relations were found, especially between self-efficacy and SDLR. The impact of EE was found to be highly significant, which was explained by the effect of a stage-wise, mixed pedagogy approach to teaching/learning. Enhancement of self-efficacy and motivation for self-directed learning was found to benefit from a continuous cyclical teaching-learning process combining passive, participative and self-steered learning within and throughout each step of the learning process, in simulated and authentic learning contexts. © 2023, North American Business Press. All rights reserved.","autonomy; entrepreneurship education; motivation; pedagogy; self-directed learning readiness; self-efficacy","","","","","","","","Aadland T., Aaboen L., Systematising higher education: A typology of entrepreneurship education. 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Directorate-General for Employment, Social Affairs and Inclusion, (2018); Council Recommendation on Key Competences for Lifelong Learning, Official Journal of the European Union, (C189/01), (2018); (2021); Fayolle A., Gailly B., From craft to science. Teaching models and learning processes in entrepreneurship education, Journal of European Industrial Training, 32, 7, pp. 569-593, (2008); Fayolle A., Verzat C., Wapshott R., In quest of legitimacy: The theoretical and methodological foundations of entrepreneurship education research, International Small Business Journal, 34, 7, pp. 895-904, (2016); Garrison R., Self-Directed Learning: Toward a Comprehensive Model, Adult Education Quarterly, 48, 1, pp. 18-33, (1997); Gibbons M., The self-directed learning handbook: Challenging adolescent students to excel, (2002); Giddings S., Self-Directed Learning (SDL) in Higher Education: A Necessity for 21st Century Teaching and Learning, (2015); Grow G.O., Teaching Learners to be Self-Directed, Adult Education Quarterly, 41, 3, pp. 125-149, (1991); Guglielmino L.M., Development of the self-directed learning readiness scale, 38, (1977); Guglielmino L.M., The case for promoting self-directed learning in formal educational institutions, SA-eDUC, 10, 2, (2013); Hagg G., Gabrielsson J., Systematic Literature Review of the Evolution of Pedagogy in Entrepreneurial Education Research, International Journal of Entrepreneurial Behavior & Research, 26, 5, pp. 829-861, (2019); Hase S., Kenyon C., From andragogy to heutagogy, UltiBase Articles, (2000); Hendry G.D., Ginns P., Readiness for self-directed learning: Validation of a new scale with medical students, Med. Teach, 31, pp. 918-920, (2009); JA Worldwide; Kamovich U., Foss L., In Search of Alignment: A Review of Impact Studies in Entrepreneurship Education, Education Research International, pp. 1-15, (2017); Knowles M.S., Self-directed learning: A guide for learners and tutors, (1975); Knowles M.S., Holton E., Swanson R., The Adult Learner, (1998); Kolb D.A., Experiential learning: Experience as the source of learning and development, 1, (1984); Lackeus M., Middleton K.W., Venture creation programs: Bridging entrepreneurship education and technology transfer, Education and Training, 57, 1, pp. 48-73, (2015); Levy J., How AACSB Accreditation Encourages Experiential Learning, (2018); Long H.B., Agyekum S.K., Guglielmino’s Self-Directed Learning Readiness Scale: A Validation Study, Higher Education, 12, 1, pp. 77-87, (1983); Longva K.K., Foss L., Measuring impact through experimental design in entrepreneurship education: A literature review and research agenda, Industry and Higher Education, 32, 6, pp. 358-374, (2018); Lopes J.B., Cunha A.E., Self-directed professional development to improve effective teaching: Key points for a model, Teaching and Teacher Education, 68, pp. 262-274, (2017); Lorz M., Sueller S., Volery Th, Entrepreneurship Education: A Systematic Review of the Methods in Impact Studies, Journal of Enterprising Culture, 21, pp. 123-151, (2013); Macht S.A., Ball S., “Authentic Alignment” – A new framework of entrepreneurship Education, Education + Training, 58, 9, pp. 926-944, (2016); Martin B.C., McNally J.J., Kay M.J., Examining the formation of human capital in entrepreneurship: A meta-analysis of entrepreneurship education outcomes, Journal of Business Venturing, 28, 2, pp. 211-224, (2013); Merriam S.B., Caffarella R.S., Baumgartner L.M., Learning in Adulthood. 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The ERIC Clearinghouse on Adult, Career, and Vocational Education, (1982); Morris T.H., Self-directed learning: A fundamental competence in a rapidly changing world, International Review of Education, 65, pp. 633-653, (2019); Morris T.H., Konig P.D., Self-directed experiential learning to meet ever-changing entrepreneurship demands, Education + Training, 63, 1, pp. 23-49, (2020); Mulcahy D., Universities should be preparing students for the Gig Economy, Harvard Business Review, (2019); Mwasalwiba E.S., Entrepreneurship Education A Review of Its Objectives, Teaching Methods and Impact Indictors, Education and Training, 52, pp. 20-47, (2010); Nabi G., Linan F., Fayolle A., Norris K., Walmsley A., The impact of entrepreneurship education in higher education: A systematic review and research agenda, Academy of Management Learning & Education, 16, 2, pp. 277-299, (2017); O'Shea E.A., Self-directed learning in nurse education: A review of the literature, Journal of Advanced Nursing, 43, pp. 42-70, (2003); Oddi L.F., Development and validation of an instrument to identify self-directed continuing learners, Adult Education Quarterly, 36, 2, pp. 97-107, (1986); In-Depth Analysis of the Labour Market Relevance and Outcomes of Higher Education Systems: Analytical Framework and Country Practices Report, Enhancing Higher Education System Performance, (2017); Education at a Glance 2020: OECD Indicators, (2020); Oosterbeek H., van Praag M., Ijsselstein A., The impact of entrepreneurship education on entrepreneurship skills and motivation, European Economic Review, 54, 3, pp. 442-545, (2010); Pintrich P.R., Schunk D.H., Motivation in Education: Theory, research, and applications, (2002); Politis D., Entrepreneurship, career experience and learning: Developing our understanding of entrepreneurship as an experiential learning process, (2005); Robinson S., Neergaard H., Tanggaard L., Krueger N.F., New horizons in entrepreneurship education: From teacher-led to student-centered learning, Education + Training, 58, 7, pp. 661-683, (2016); Sawatsky A.P., Ratelle J.T., Bonnes S.L., Egginton J.S., Beckman T.J., A model of self-directed learning in internal medicine residency: A qualitative study using grounded theory, BMC Medical Education, 17, (2017); Schunk D.H., Learning theories, (2009); Shen W., Chen H., Hu Y., The validity and reliability of the self-directed learning instrument (SDLI) in mainland Chinese nursing students, BMC Medical Education, 14, 108, (2014); Spencer J.A., Jordan R.K., Learner centred approaches in medical education, BMJ (Clinical Research Ed.), 318, 7193, pp. 1280-1283, (1999); Stockdale S.L., Brockett R.G., Development of the PRO-SDLS: A Measure of Self-Direction in Learning Based on the Personal Responsibility Orientation Model, Adult Education Quarterly, 61, (2011); Telkkol I.A., Demirel M., An Investigation of Self-Directed Learning Skills of Undergraduate Students, Frontiers in Psychology, 9, pp. 23-24, (2018); Thompson J., Emancipatory learning, NIACE Briefing Sheet, (2000); Timmermans A.N., Preparing Undergraduate Students for Lifelong Learning, Lessons learned from Entrepreneurship Education, (2022); Tseng C., Connecting self-directed learning with entrepreneurial learning to entrepreneurial Performance, International Journal of Entrepreneurial Behavior and Research, 19, 4, pp. 425-446, (2013); The Future of Jobs Report, (2018)","","","North American Business Press","","","","","","21583595","","","","English","J. High. Educ. Theory Pract.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85163411802"
"Roman A.G.; Villanueva R.U.","Roman, Adriel G. (57212472715); Villanueva, Rogacion U. (57212474762)","57212472715; 57212474762","Graduate employment rate of one state university of the Calabarzon region in Philippines: A retrospection","2023","International Journal of Evaluation and Research in Education","12","2","","667","674","7","0","10.11591/ijere.v12i2.24795","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151385368&doi=10.11591%2fijere.v12i2.24795&partnerID=40&md5=117643a40647d7a0ea99ed3e9bc8facc","College of Teacher Education, Laguna State Polytechnic University, Siniloan, Philippines","Roman A.G., College of Teacher Education, Laguna State Polytechnic University, Siniloan, Philippines; Villanueva R.U., College of Teacher Education, Laguna State Polytechnic University, Siniloan, Philippines","Every higher education institution (HEI) needs to monitor the employability status of its graduates as this reflects the quality education that HEIs provide to their students. In this study, a retrospective approach was used to analyze the employment status of graduates of a state university in the Philippines from 2015 to 2019. A data mining procedure was adopted to obtain necessary data and analysis. It was hypothesized in the study that the employment rates are the same across programs per year. Also, the employment rates from 2015 to 2019 are the same as the targeted employment rate in the strategic plan of the university. Statistical treatments such as mean, median, and standard deviation, Shapiro-Wilk test, and Analysis of Variance (ANOVA) were used to test the hypothesis. Results show that the employment rate of graduates of 2015-2019 is in the high-level category and significantly higher than the targeted employment rate in the university strategic plan. Similarly, findings show significant differences in the employability rates of graduates considering the programs they enrolled in. On the contrary, no significant difference in the employment rate of graduates per year graduated. The study concluded that the university is consistent in producing employable graduates. © 2023, Institute of Advanced Engineering and Science. All rights reserved.","Employment; Graduate; Philippines; Retrospection; State university","","","","","","","","Storen L. A., Aamodt P. O., The Quality of Higher Education and Employability of Graduates, Quality in Higher Education, 16, 3, pp. 297-313, (2010); Woya A. A., Employability among Statistics Graduates: Graduates’ Attributes, Competence, and Quality of Education, Education Research International, 2019, pp. 1-7, (2019); Canizares M. J. F., Tracing University of San Carlos’ science and mathematics education graduates: How well are we in developing teacher professionals?, International Journal of Research Studies in Education, 4, 2, (2015); Sumanasiri E. G. T., Yajid M. S. A., Khatibi A., Review of literature on Graduate Employability, Journal of Studies in Education, 5, 3, (2015); Fajardo-Atian D., Institutional Study on Employability and Scope of Nursing Graduates with Master of Arts Degree in Philippines, International Journal of Educational Sciences, 31, 1–3, (2020); Dela Cruz J. L., Tracer Study of Graduate School Graduates of a State Higher Education Institution in the Philippines from 2016 to 2020, International Journal of Education and Literacy Studies, 10, 2, pp. 149-154, (2022); Daubney K., Teaching employability is not my job!’: redefining embedded employability from within the higher education curriculum, Higher Education, Skills and Work-Based Learning, 12, 1, pp. 92-106, (2022); Andari S., Setiawan A. C., Windasari, and A. Rifqi, “Educational Management Graduates: A Tracer Study from Universitas Negeri Surabaya, Indonesia, IJORER: International Journal of Recent Educational Research, 2, 6, pp. 671-681, (2021); Yunanto P. W., Idrus A., Santi V. M., Hanif A. S., Tracer study information system for higher education, IOP Conference Series: Materials Science and Engineering, 1098, 5, (2021); Hartini S., Putra Bhakti C., Hartanto D., A Tracer Study on the Graduates of Guidance and Counseling Department of Ahmad Dahlan University, Proceedings of the 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017), (2017); Cornillez E. E. C., Caminoc S. R. T., Basas B. R., Militante B. T., Paler R. R., Tracer Study of Teacher Education Graduates of the Eastern Visayas State University-Tanauan Campus, Philippines, European Journal of Education and Pedagogy, 2, 3, pp. 186-193, (2021); Briones G., Apat E. J., Lorica D. G. I., Valenzuela M., Employers’ Preference on Employability Skills of Business Management and Accounting Graduates, International Journal of Academe and Industry Research, 2, 3, pp. 64-85, (2021); Albina A. C., Sumagaysay L. P., Employability tracer study of Information Technology Education graduates from a state university in the Philippines, Social Sciences & Humanities Open, 2, 1, (2020); Martin R. D., The Importance of Communication Competency for Employability, Procedia-Social and Behavioral Sciences, 139, pp. 387-394, (2014); Caingcoy M. E., Scoping Review on Employability Skills of Teacher Education Graduates in the Philippines: A Framework for Curriculum Enhancement, International Journal of Education and Literacy Studies, 9, 4, (2021); Sagarino E. V., Et al., A tracer study on the University of the Immaculate Conception graduates of bachelor of music, Journal of Advanced Research in Social Sciences and Humanities, 2, 5, (2017); Kalaw M. T. B., Tracer study of Bachelor of Science in Mathematics, International Journal of Evaluation and Research in Education (IJERE), 8, 3, (2019); Wale T., Melese M., Siraye Z., Abebe T., A tracer study on employability of business and economics graduates at Bahir Dar University, International Journal of Higher Education and Sustainability, 2, 1, (2018); Villanueva G. R., Binay-an L. W., A Tracer Study on the Employability of Information Technology Graduates of Ilocos Sur Polytechnic State College, Tagudin Campus, Psychology and Education Journal, 58, 2, pp. 5792-5795, (2021); Deblois E. C., The Employment Profile of Graduates in a State University in Bicol Region, Philippines, Journal of Education, Management and Development Studies, 1, 1, pp. 33-41, (2021); Daguplo M. S., Lee P., Capili G., Rose A., Estrella C., Bano A. L., Tracking the Employment and Employability Characteristics of the Graduates of the College of Teacher Education, Part III Asia Pacific Journal of Multidisciplinary Research, 7, 2, pp. 67-74, (2019); van Hooft E. A. J., Kammeyer-Mueller J. D., Wanberg C. R., Kanfer R., Basbug G., Job search and employment success: A quantitative review and future research agenda, Journal of Applied Psychology, 106, 5, pp. 674-713, (2021); Dumlao T. R., Lopez M. H., Manago J. G., Tracing CCI education graduates: How well are we in developing professional teachers?, CC The Journal: A Multidisciplinary Research Review, 15, (2020); Tutor M. V., Orbeta A. C., Miraflor J. M. B., The 4th Philippine Graduate Tracer Study: Examining Higher Education as a Pathway to Employment, Citizenship, and Life Satisfaction from the Learner’s Perspective, (2021); Pentang J. T., Et al., Tracer Study of Teacher Education Graduates of Western Philippines University-Puerto Princesa Campus: Basis for Curriculum Review and Revision, International Journal of Multidisciplinary: Applied Business and Education Research, 3, 3, pp. 419-432, (2022); Hipona J. B., Cuevas J. E. T., Martin J. A., A Tracer Study of the Bachelor of Science in Nursing Program of La Consolacion University Philippines Graduates: A Reflection on Institutional goals, Cosmos An International Journal of Art & Higher Education, 10, 1, pp. 16-26, (2021); Mina J. C., Reyes E. J. G., Salas R. F., A Tracer Study of Bachelor of Science in Information Technology (BSIT) Graduates of Nueva Ecija University of Science and Technology (NEUST), San Isidro Campus, International Journal of English Literature and Social Sciences, 5, 4, pp. 1337-1344, (2020); Malahay R. S., Saing P. M., A tracer study of Bachelor of Science in Computer Science Graduates of Negros Oriental State University-Guihulngan City Campus, Philippines, International Journal of Applied Research, 4, 12, pp. 44-46, (2018); Caingcoy M., Cross-Sectional Inquiry on Employability and Employment Status of Bachelor of Secondary Education Graduates (2016-2018): A Tracer Study, SSRN Electronic Journal, (2020); Corpuz E. R. P., Tracer Study of Nueva Ecija University of Science and Technology Graduates (Atate Campus), International Journal of English Literature and Social Sciences, 5, 2, pp. 434-440, (2020); Calpa M. J. B., Esquierdo I. E., Unay O. D., Tracer Study of Bs in Mathematics Graduates (2001 – 2015) of the College of Science, University of Eastern Philippines, Asian Research Journal of Mathematics, pp. 38-44, (2021)","A.G. Roman; College of Teacher Education, Laguna State Polytechnic University, Siniloan, L. De Leon St, Laguna, 4019, Philippines; email: adriel.roman@lspu.edu.ph","","Institute of Advanced Engineering and Science","","","","","","22528822","","","","English","Int. J. Eval. Res. Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85151385368"
"Chen C.-M.; Wang J.-Y.; Yeh Y.-C.; Yang S.-Y.","Chen, Chin-Mao (58164465100); Wang, Jiun-Yi (8517179700); Yeh, Ya-Chin (57189042125); Yang, Shang-Yu (57199267751)","58164465100; 8517179700; 57189042125; 57199267751","Factors Affecting Employability of Patients with Schizophrenia who had First Participated in Vocational Training: A Pilot Study","2023","Psychiatric Quarterly","94","2","","165","178","13","0","10.1007/s11126-023-10020-3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151311739&doi=10.1007%2fs11126-023-10020-3&partnerID=40&md5=55f7c4d3895e5bea0627d1e35747ebce","Department of Healthcare Administration, College of Medical and Health Science, Asia University, 500, Lioufeng Rd., Wufeng, Taichung, 41354, Taiwan; Department of Medical Research, China Medical University Hospital, China Medical University, Taichung, Taiwan; Department of Occupational Therapy, Shu-Zen Junior College of Medicine and Management, 452, Huanqiu Rd., Luzhu Dist, Kaohsiung, Taiwan","Chen C.-M., Department of Healthcare Administration, College of Medical and Health Science, Asia University, 500, Lioufeng Rd., Wufeng, Taichung, 41354, Taiwan; Wang J.-Y., Department of Healthcare Administration, College of Medical and Health Science, Asia University, 500, Lioufeng Rd., Wufeng, Taichung, 41354, Taiwan, Department of Medical Research, China Medical University Hospital, China Medical University, Taichung, Taiwan; Yeh Y.-C., Department of Occupational Therapy, Shu-Zen Junior College of Medicine and Management, 452, Huanqiu Rd., Luzhu Dist, Kaohsiung, Taiwan; Yang S.-Y., Department of Healthcare Administration, College of Medical and Health Science, Asia University, 500, Lioufeng Rd., Wufeng, Taichung, 41354, Taiwan","While vocational training may offer financial and health benefits for patients with schizophrenia (PwS), further empirical research is required to investigate the effectiveness of this intervention for PwS, as well as the factors influencing their employability. This study aimed to (i) identify the factors affecting the employability of PwS who had participated in vocational training and (ii) examine the effectiveness of vocational training. This prospective cohort study was conducted in a community rehabilitation center attached to a psychiatric hospital in southern Taiwan that provides vocational training. The participants completed two questionnaires: (i) a pre-test that served as the study’s baseline; (ii) a post-test during a follow-up 12 months later. The questionnaire was divided into three parts: (i) participants’ basic information, (ii) the work performance scale, and (iii) the mental state measure. The participants included 35 males and 30 females, with the average age being 45.85 years. The significant factors affecting their employability were social support, work behavior, thinking disorder, and cognitive impairment. In other words, participants with better social support, work behavior, and fewer thought disorders and cognitive impairment were more employable. Their work attitude and ability were found to have significantly improved after having participated in vocational training for 12 months. In conclusion, when conducting vocational training in the future, it is necessary to pay attention to individual participants’ social support and work behavior and reduce thinking disorders and cognitive impairments. This may help improve the employability of PwS. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.","Employability; Schizophrenia; Vocational training","Female; Humans; Male; Middle Aged; Pilot Projects; Prospective Studies; Rehabilitation, Vocational; Schizophrenia; Vocational Education; adult; Article; attention; clinical article; cognitive defect; cohort analysis; controlled study; divorced person; education; employability; female; follow up; high school; human; job performance; male; mental health; mental hospital; middle aged; pilot study; pretest posttest design; prospective study; questionnaire; rehabilitation center; schizophrenia; sheltered employment; single (marital status); social support; Student t test; supported employment; Taiwan; thinking; vocational education; widowed person; work; complication; schizophrenia; vocational education; vocational rehabilitation","","","","","National Science and Technology Council, NSTC, (MOST-111-2314-B-468-010-MY2)","This work was funded by grants from the National Science and Technology Council, Taiwan (grant no. MOST-111-2314-B-468-010-MY2). ","Schizophrenia, (2022); Lin C.-E., The Risk of Dementia in Patients with Schizophrenia: A Taiwanese Population Retrospective Cohort Study, (2016); Boardman J., Grove B., Perkins R., Shepherd G., Work and employment for people with psychiatric disabilities, Br J Psychiatry, 182, 6, pp. 467-468, (2003); Rosenheck R., Leslie D., Keefe R., McEvoy J., Swartz M., Perkins D., Et al., Barriers to employment for people with schizophrenia, Am J Psychiatry, 163, 3, pp. 411-417, (2006); Macias C., DeCarlo L.T., Wang Q., Frey J., Barreira P., Work interest as a predictor of competitive employment: policy implications for psychiatric rehabilitation, Adm Policy Ment Health, 28, 4, pp. 279-297, (2001); Cook J.A., Leff H.S., Blyler C.R., Gold P.B., Goldberg R.W., Mueser K.T., Et al., Results of a multisite randomized trial of supported employment interventions for individuals with severe mental illness, Arch Gen Psychiatry, 62, 5, pp. 505-512, (2005); Bouwmans C., de Sonneville C., Mulder C.L., Hakkaart-van Roijen L., Employment and the associated impact on quality of life in people diagnosed with schizophrenia, Neuropsychiatr Dis Treat, 11, (2015); Priebe S., Warner R., Hubschmid T., Eckle I., Employment, attitudes toward work, and quality of life among people with schizophrenia in three countries, Occup Health Ind Med, 1, 40, (1999); Twamley E.W., Vella L., Burton C.Z., Becker D.R., Bell M.D., Jeste D.V., The efficacy of supported employment for middle-aged and older people with schizophrenia, Schizophr Res, 135, 1-3, pp. 100-104, (2012); Bryson G., Lysaker P., Bell M., Quality of life benefits of paid work activity in schizophrenia, Schizophr Bull, 28, 2, pp. 249-257, (2002); Wexler B.E., Bell M.D., Cognitive remediation and vocational rehabilitation for schizophrenia, Schizophr Bull, 31, 4, pp. 931-941, (2005); Velligan D.I., Gonzalez J.M., Rehabilitation and recovery in schizophrenia, Psychiatr Clin North Am, 30, 3, pp. 535-548, (2007); Marwaha S., Johnson S., Bebbington P.E., Angermeyer M.C., Brugha T.S., Azorin J.-M., Et al., Predictors of employment status change over 2 years in people with schizophrenia living in Europe, Epidemiol Psychiatr Sci, 18, 4, pp. 344-351, (2009); Ucok A., Gorwood P., Karadayl G., Employment and its relationship with functionality and quality of life in patients with schizophrenia: EGOFORS Study, Eur Psychiatry, 27, 6, pp. 422-425, (2012); Bobes J., Arango C., Garcia-Garcia M., Rejas J., Prevalence of negative symptoms in outpatients with schizophrenia spectrum disorders treated with antipsychotics in routine clinical practice: findings from the CLAMORS study, J Clin Psychiatry, 70, 3, (2009); Holthausen E.A., Wiersma D., Cahn W., Kahn R.S., Dingemans P.M., Schene A.H., Et al., Predictive value of cognition for different domains of outcome in recent-onset schizophrenia, Psychiatry Res, 149, 1-3, pp. 71-80, (2007); Hofer A., Bodner T., Kaufmann A., Kemmler G., Mattarei U., Pfaffenberger N., Et al., Symptomatic remission and neurocognitive functioning in patients with schizophrenia, Psychol Med, 41, 10, pp. 2131-2139, (2011); McGurk S.R., Mueser K.T., Harvey P.D., LaPuglia R., Marder J., Cognitive and symptom predictors of work outcomes for clients with schizophrenia in supported employment, Psychiatric Serv, 54, 8, pp. 1129-1135, (2003); Brouwer S., Reneman M.F., Bultmann U., Van der Klink J.J., Groothoff J.W., A prospective study of return to work across health conditions: perceived work attitude, self-efficacy and perceived social support, J Occup Rehabil, 20, 1, pp. 104-112, (2010); Modini M., Tan L., Brinchmann B., Wang M.-J., Killackey E., Glozier N., Et al., Supported employment for people with severe mental illness: systematic review and meta-analysis of the international evidence, Br J Psychiatry, 209, 1, pp. 14-22, (2016); Stuart H., Mental illness and employment discrimination, Curr Opin Psychiatry, 19, 5, pp. 522-526, (2006); Lysaker P.H., Bryson G.J., Bell M.D., Insight and work performance in schizophrenia, The J Nerv Ment Dis, 190, 3, pp. 142-146, (2002); King C., Murillo E., Lee H., The effects of generational work values on employee brand attitude and behavior: a multi-group analysis, Int J Hosp Manag, 66, pp. 92-105, (2017); Paloniemi S., Experience, competence and workplace learning, J Workplace Learn, 18, 7-8, pp. 439-450, (2006); Othman N., Nasurdin A.M., Social support and work engagement: a study of malaysian nurses, J Nurs Manag, 21, 8, pp. 1083-1090, (2013); Bowling N.A., Beehr T.A., Swader W.M., Giving and receiving social support at work: the roles of personality and reciprocity, J Vocat Behav, 67, 3, pp. 476-489, (2005); Perreault M., Toure E.H., Perreault N., Caron J., Employment status and mental health: mediating roles of social support and coping strategies, Psychiatr Q, 88, pp. 501-514, (2017); Smolak A., Gearing R.E., Alonzo D., Baldwin S., Harmon S., McHugh K., Social support and religion: mental health service use and treatment of schizophrenia, Community Ment Health J, 49, 4, pp. 444-450, (2013); Goldstein M.J., Family factors that antedate the onset of schizophrenia and related disorders: the results of a fifteen year prospective longitudinal study, Acta Psychiatr Scand, 71, S319, pp. 7-18, (1985); Baimurzaeva G., Akkieva A., Neologisms in the idiosyncratic speech of persons with a thinking disorder, Lang Text, 4, 2, pp. 45-56, (2017); Beck A.T., A cognitive model of schizophrenia, J Cogn Psychother, 18, 3, pp. 281-288, (2004); Tan B.L., Profile of cognitive problems in schizophrenia and implications for vocational functioning, Aust Occup Ther J, 56, 4, pp. 220-228, (2009); Sergi M.J., Kern R.S., Mintz J., Green M.F., Learning potential and the prediction of work skill acquisition in schizophrenia, Schizophr Bull, 31, 1, pp. 67-72, (2005); Ongur D., Cullen T.J., Wolf D.H., Rohan M., Barreira P., Zalesak M., Et al., The neural basis of relational memory deficits in schizophrenia, Arch Gen Psychiatry, 63, 4, pp. 356-365, (2006); Egeland J., Rund B., Sundet K., Landro N., Asbjornsen A., Lund A., Et al., Attention profile in schizophrenia compared with depression: differential effects of processing speed, selective attention and vigilance, Acta Psychiatr Scand, 108, 4, pp. 276-284, (2003); Bryson G., Bell M.D., Initial and final work performance in Schizophrenia:: cognitive and Symptom Predictors, J Nerv Ment Dis, 191, 2, pp. 87-92, (2003); McGurk S.R., Mueser K.T., Xie H., Feldman K., Shaya Y., Klein L., Et al., Cognitive remediation for vocational rehabilitation nonresponders, Schizophr Res, 175, 1-3, pp. 48-56, (2016); Saragih S., The effects of job autonomy on work outcomes: Self efficacy as an intervening variable, Int Res J Bus Stud, 4, 3, pp. 203-215, (2015); Medalia A., Revheim N., Casey M., The remediation of problem-solving skills in schizophrenia, Schizophr Bull, 27, 2, pp. 259-267, (2001); Lysaker P., Bell M., Beam-Goulet J., Wisconsin Card sorting test and work performance in schizophrenia, Psychiatry Res, 56, 1, pp. 45-51, (1995)","S.-Y. Yang; Department of Healthcare Administration, College of Medical and Health Science, Asia University, Taichung, 500, Lioufeng Rd., Wufeng, 41354, Taiwan; email: henry879019@asia.edu.tw","","Springer","","","","","","00332720","","PSQUA","36991281","English","Psychiatr. Q.","Article","Final","","Scopus","2-s2.0-85151311739"
"Kırkgöz Y.; İnci-Kavak V.; Karakaş A.; Panero S.M.","Kırkgöz, Yasemin (23982597100); İnci-Kavak, Vildan (57211962469); Karakaş, Ali (55743971100); Panero, Sonia Moran (57854723600)","23982597100; 57211962469; 55743971100; 57854723600","Translanguaging practices in Turkish EMI classrooms: Commonalities and differences across two academic disciplines","2023","System","113","","102982","","","","6","10.1016/j.system.2023.102982","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150855393&doi=10.1016%2fj.system.2023.102982&partnerID=40&md5=c5c9ffd11a9ef886e64c0ec6455551f7","Çukurova University, Department of Foreign Language Education, Adana, Turkey; School of Foreign Languages, Gaziantep Islam Science and Technology University, Gaziantep, Turkey; Department of Foreign Language Education, Burdur Mehmet Akif Ersoy University, Burdur, Turkey; Modern Languages and Linguistics, Southampton University, United Kingdom","Kırkgöz Y., Çukurova University, Department of Foreign Language Education, Adana, Turkey; İnci-Kavak V., School of Foreign Languages, Gaziantep Islam Science and Technology University, Gaziantep, Turkey; Karakaş A., Department of Foreign Language Education, Burdur Mehmet Akif Ersoy University, Burdur, Turkey; Panero S.M., Modern Languages and Linguistics, Southampton University, United Kingdom","The adoption of English-medium-instruction in higher education is a strategic response to the internationalisation of higher education and an attempt to alleviate concerns about graduate employability and academic reputation. Policy-makers tend to favour ‘English-only’ approaches to content teaching, although imposing monolingual perspectives on bi/multilingual staff and students has been perceived as threatening to local languages and is often detrimental to students' learning. Therefore, this study explores the functions and effects of the linguistic practices emerging from situated interactions in Turkish EMI settings and contributes to our understanding of L1 use in EMI. In particular, it investigates how translanguaging practices respond to different learning and interaction needs within and across the specific communicative norms, pedagogical practices and literacy demands of different disciplines, given that not enough research has begun to consider disciplinary influences in EMI classrooms yet. The data obtained through audio-recordings and classroom observations were analysed via Conversation Analysis with a focus on disciplinary interaction-design mechanics. The study evinces that, although there are both similarities and differences in the programmes studied, translanguaging is a critical part of classroom practices and that most students and lecturers use them strategically to varying degrees and for various functions based on the nature of the disciplinary needs. It offers important implications for stakeholders in Turkish universities and other emerging EMI contexts as to how translanguaging could be effectively integrated as a critical learning/teaching tool into specific disciplinary curricula and into the design of EMI staff training programmes. © 2023 Elsevier Ltd","Conversation analysis; Disciplinary literacy; English-medium instruction; Higher education; Translanguaging","","","","","","British Council; Orta Doğu Teknik Üniversitesi; Bilkent Üniversitesi, (363–374)","Funding text 1: Following international trends, Turkish universities have also turned to EMI in various disciplines, such as social sciences (e.g. international relations), humanities (e.g. literary studies), and more largely in hard sciences (e.g. engineering). Even before the influx of the worldwide EMI trend in the 2000s, Turkish HE had EMI-only universities funded by the state (e.g. Bogazici University founded in 1971, Middle East Technical University in 1956) and the private sector (Bilkent University in 1984). This trend continued in the 1990s with the spearheading role of the private sector (e.g. Koç University) followed by a rise in the number of EMI programs after a HE regulation which allowed institutions to determine their own medium of instruction strategies (O'Dwyer & Atlı, 2018). According to a recent report, out of the present 208 Turkish universities, around 50% of the 130 state-funded universities and 72% of the 78 private universities offer at least one EMI program (Student Selection and Placement Centre [Öğrenci Seçme ve Yerleştirme Merkezi in Turkish, ÖSYM, 2018). Earlier, it was noted that about one-fifth of all undergraduate programs are conducted via varied modes of EMI (Arık & Arık, 2014). However, these figures do not include postgraduate courses and the latest EMI programs, and reported figures might thus be conservative.In the case of EMI classrooms, more able peers and/or lecturers can scaffold in the form of translanguaging through collaborative interactions and the level of support might be regulated depending on the limits and potentials of students (Shayer, 2003). It is likely that when the set of linguistic resources used by lecturers in the communication of content are beyond students’ ZPD, their content learning/comprehension might negatively be affected. Therefore, the blind insistence on “direct teaching of concepts is impossible and fruitless” (Vygotsky, 1989, p. 150) when the existing linguistic resources that help bridge the gap are not efficiently utilised. In this respect, we anticipate translanguaging to function as a key resource for EMI students/lecturers to reach their potential development.The study adopted a conversation analytic approach, in which rapt attention was given to understanding the linguistic features of the interactional data in its particular context (Gumperz, 1982). Along with the audio recordings, field notes and course materials were also utilised in the analysis. These samples also show the language policy in action allowing us to evaluate the efficacy of written policies. After the audio-recording stage, the data was transcribed via the Jeffersonian Transcription Codes (1984). Particular interactional details such as turn-taking, checking understanding and negotiating were paid extra attention to contextualise and elaborate on translanguaging practices in the recordings. The interactional sequence was carefully analysed to understand why an utterance is organised in a specific way, why the participants perform translanguaging, what functions it serves, and how it is used. The researchers listened to the audio recordings and coded them independently to increase interrater reliability. The interrater reliability of the study was ensured by Cohen Kappa's degree of agreement (Landis & Koch, 1977, pp. 363–374), which necessitates that more than 50% of the raters should agree with each other on the transcribed samples of data. The departmental comparison aims primarily to identify observable similarities and differences in translanguaging practices and functions qualitatively. While counting the frequency of uses of named languages or functions was not our aim, as it is not a relevant or useful research practice according to Translanguaging or CA principles (e.g. Wei & García, 2022), in places we have provided sample quantifications that support comments on dimensional differences observed in the data.We would like to thank the British Council for funding this project, as well as the blind peer reviewers who provided valuable comments and constructive feedback on earlier drafts of the paper.; Funding text 2: We would like to thank the British Council for funding this project, as well as the blind peer reviewers who provided valuable comments and constructive feedback on earlier drafts of the paper. ","Adamson J.L., Fujimoto-Adamson N., Translanguaging in EMI in the Japanese tertiary context: Pedagogical challenges and opportunities, English-medium instruction and translanguaging, pp. 15-28, (2021); Airey J., EAP, EMI or CLIL?, The routledge handbook of English for academic purposes, pp. 71-83, (2016); Alkhudair R.Y., Professors' and undergraduate students' perceptions and attitudes toward the use of code-switching and its function in academic classrooms, International Journal of English Linguistics, 9, 6, pp. 160-171, (2019); Baker, Foundations of bilingual education and bilingualism. 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Karakaş; Department of Foreign Language Education, Burdur Mehmet Akif Ersoy University, Burdur, Turkey; email: akarakas@mehmetakif.edu.tr","","Elsevier Ltd","","","","","","0346251X","","","","English","System","Article","Final","","Scopus","2-s2.0-85150855393"
"Gebremeskel M.M.","Gebremeskel, Melaku Mengistu (57980189500)","57980189500","Antecedents of graduates’ competence in the agro-food processing technical and vocational training system of Ethiopia as perceived by graduates and their trainers","2023","Heliyon","9","6","e16569","","","","0","10.1016/j.heliyon.2023.e16569","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160774384&doi=10.1016%2fj.heliyon.2023.e16569&partnerID=40&md5=adf8acbf7edd948ee23b812ed5da54d2","Associate Professor of Educational Policy and Leadership, Bahir Dar University, College of Education and Behavioral Sciences, Department of Educational Planning and Management, Ethiopia","Gebremeskel M.M., Associate Professor of Educational Policy and Leadership, Bahir Dar University, College of Education and Behavioral Sciences, Department of Educational Planning and Management, Ethiopia","The purpose of this study was to scrutinize the interdependence among training quality, graduate demographic characteristics, and graduate competence and employability in the agro-food processing sub-sector of the TVET system in Ethiopia. To that effect, the commitment and competence of graduates and trainers, the quantitative and qualitative aspects of resource supplies, training and assessment practices including industry involvement or cooperative training, and the relationships with and influence of the human and material resources on graduate competence were examined. The descriptive survey design of the quantitative approach that involved 637 participants was employed. Data analyses through descriptive and inferential statistics revealed that colleges were challenged with trainer skill gaps, poor material resource supply, and poor cooperative training. It was also found that the human inputs (trainer competence, trainer commitment, and trainee characteristics) significantly predicted the core competence of graduates whereas material resources had a very weak predictive power. In addition, an inverse relationship between employment status and all forms of graduates’ competence was found. Accordingly, it is plausible to conclude that poor institutional capacity that denied to pay necessary attention for the input and process of the training delivery has obstructed the competence of graduates. © 2023 The Author","AFP; agro-Food processing; Employability; Graduate competence; Institutional capability; Trainer competence","","","","","","","","Ministry of Education, National Technical and Vocational Education and Training (TVET) Strategy: Building Ethiopia, (2008); Afeti G., Technical and Vocational Education and Training for Industrialization, (2014); Amedorme S.K., Fiagbe Y.A.K., Challenges facing technical and vocational education in Ghana, Int. J. Sci. Technol. 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Stud., 4, 1, pp. 21-30, (2018); Ministry of Education, Labor Market Information System for TVET Providers (Manual), (2010); Krishnan P., Shaorshadze I., Technical and Vocational Education and Training in Ethiopia, (2013); Enhancing Relevance in TVET: Review of Progress in the Asia-Pacific since 2012, (2016); Coleman M.D., Emotion and the self-serving bias, Curr. Psychol., 30, pp. 345-354, (2011); Shepperd J., Malone W., Sweeny K., Exploring the causes of self-serving bias, Soc. Personal. Psychol. Compass, 2/2, pp. 895-908, (2008)","M.M. Gebremeskel; Associate Professor of Educational Policy and Leadership, Bahir Dar University, College of Education and Behavioral Sciences, Department of Educational Planning and Management, Ethiopia; email: mmelaku25@gmail.com","","Elsevier Ltd","","","","","","24058440","","","","English","Heliyon","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85160774384"
"Urtasun A.","Urtasun, Ainhoa (12783475400)","12783475400","Empowering undergraduates through machine learning","2023","Industry and Higher Education","37","3","","443","447","4","1","10.1177/09504222221124498","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140642289&doi=10.1177%2f09504222221124498&partnerID=40&md5=d7a21cec79b2ceac8fe5026ac0f876df","Public University of Navarra, Spain","Urtasun A., Public University of Navarra, Spain","This report describes a teaching experience with undergraduates to approach, in a simple and practical way, artificial intelligence (AI) and machine learning (ML) – general-purpose technologies that are highly demanded in any industry today. The article shows how business undergraduates with no prior experience in coding can use AI and ML to solve business-related problems, particularly human resource management (HRM) problems. AI and ML are powerful technologies that can improve the analytical skills and employability of those who understand them. © The Author(s) 2022.","artificial intelligence; business programs; Higher education; machine learning","","","","","","","","Adomako Asamoah D., Sharda R., Hassan Zadeh A., Et al., Preparing a data scientist: a pedagogic experience in designing a big data analytics course, Decision Sciences Journal of Innovative Education, 15, 2, pp. 161-190, (2017); Angrave D., Charlwood A., Kirkpatrick I., Et al., HR and analytics: why HR is set to fail the big data challenge, Human Resource Management Journal, 26, 1, pp. 1-11, (2016); Autor D.H., Levy F., Murnane R.J., The skill content of recent technological change: an empirical exploration, The Quarterly Journal of Economics, 118, 4, pp. 1279-1333, (2003); Borner K., Scrivner O., Gallant M., Et al., Skill discrepancies between research, education, and jobs reveal the critical need to supply soft skills for the data economy, Proceedings of the National Academy of Sciences of the United States of America, 115, 50, pp. 12630-12637, (2018); Brynjolfsson E., Mcafee A., Artificial intelligence, for real, Harvard Business Review, 1, pp. 1-31, (2017); Brynjolfsson E., Mitchell T., Rock D., Et al., What Can Machines Learn and what does it mean for occupations and the economy? † We thank the MIT Initiative on the Digital Economy for financial support, AEA Papers and Proceedings, 108, pp. 43-47, (2018); Cappelli P.H., Skill gaps, skill shortages, and skill mismatches: evidence and arguments for the United States, Industrial and Labor Relations Review, 68, 2, pp. 251-290, (2015); Chen H., Chiang R.H.L., Storey V.C., Business intelligence and analytics: from big data to big impact, MIS Quarterly, 36, 4, pp. 1165-1188, (2012); De Mauro A., Greco M., Grimaldi M., Et al., Human resources for big data professions: a systematic classification of job roles and required skill sets, Information Processing and Management, 54, 5, pp. 807-817, (2018); Rewriting the rules for the digital age 2017 Deloitte Global Human Capital Trends, (2017); Data analytics skills shortage in tech | Deloitte Insights, (2021); Deming D.J., Noray K., Earnings dynamics, changing job skills, and stem careers, Quarterly Journal of Economics, 135, 4, pp. 1965-2005, (2020); Harris J.G., Data is useless without the skills to analyze it, (2012); Hernandez-Selles N., Munoz-Carril P.C., Gonzalez-Sanmamed M., Interaction in computer supported collaborative learning: an analysis of the implementation phase, International Journal of Educational Technology in Higher Education, 17, (2020); Huselid M.A., The science and practice of workforce analytics: introduction to the HRM special issue, Human Resource Management, 57, pp. 679-684, (2018); Jomon P., Macdonald L., Analytics curriculum for undergraduate and graduate students, Decision Sciences Journal of Innovative Education, 18, pp. 22-58, (2020); Knoblauch C., Combining and balancing project-based and blended learning in education, International Journal of Advanced Corporate Learning (iJAC), 15, 1, pp. 35-44, (2022); Kuroki M., Using Python and Google Colab to teach undergraduate microeconomic theory, International Review of Economics Education, 38, pp. 1-17, (2021); Levine S.S., Bernard M., Nagel R., Strategic intelligence: the cognitive capability to anticipate competitor behavior, Strategic Management Journal, 38, 12, pp. 2390-2423, (2017); Macduffie J.P., Human resource bundles and manufacturing performance: organizational logic and flexible production systems in the world auto industry, ILR Review, 48, 2, pp. 197-221, (1995); Marler J.H., Boudreau J.W., An evidence-based review of HR Analytics, International Journal of Human Resource Management, 28, 1, pp. 3-26, (2017); Mcafee A., Brynjolfsson E., HBR.ORG Spotlight on Big Data Big Data: The Management Revolution, (2012); Ozgur C., Colliau T., Rogers G., Et al., MatLab vs. Python vs. R, Journal of Data Science, 15, 3, pp. 355-372, (2021); Rhew N.D., Black J.A., Keels J.K., Are we teaching what employers want? Identifying and remedying gaps between employer needs, accreditor prescriptions, and undergraduate curricular priorities, Industry and Higher Education, 33, 6, pp. 362-369, (2019); Spitz-Oener A., Technical change, job tasks, and rising educational demands: Looking outside the wage structure, Journal of Labor Economics, 24, 2, pp. 235-270, (2006); Stiglitz J.E., The Theory of ‘Screening’, Education, and the Distribution of Income, The American Economic Review, 65, 3, pp. 283-300, (1975); Teimourzadeh A., Kakavand S., Kakavand B., Application of Python in marketing education: a big data analytics perspective, Marketing Education Review, pp. 1-16, (2022); Vallejo W., Diaz-Uribe C., Fajardo C., Google Colab and virtual simulations: practical e-learning tools to support the teaching of thermodynamics and to introduce coding to students, ACS Omega, 7, 8, pp. 7421-7429, (2022); Woldt J., Prasad S., Ozgur C., Big data and supply chain analytics: implications for teaching, Operations Management Education Review, 14, pp. 1-22, (2020); The future of jobs report, (2020)","A. Urtasun; Public University of Navarra, Spain; email: ainhoa.urtasun@unavarra.es","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85140642289"
"Hassan M.U.; Alaliyat S.; Sarwar R.; Nawaz R.; Hameed I.A.","Hassan, Muhammad Umair (57201993181); Alaliyat, Saleh (56154284700); Sarwar, Raheem (57193518522); Nawaz, Raheel (52164201600); Hameed, Ibrahim A. (36175945700)","57201993181; 56154284700; 57193518522; 52164201600; 36175945700","Leveraging deep learning and big data to enhance computing curriculum for industry-relevant skills: A Norwegian case study","2023","Heliyon","9","4","e15407","","","","2","10.1016/j.heliyon.2023.e15407","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152125910&doi=10.1016%2fj.heliyon.2023.e15407&partnerID=40&md5=6103d1eb6d067f61c003e8d7418440ae","Department of ICT and Natural Sciences, Norwegian University of Science and Technology (NTNU), Ålesund, Norway; Department of Operations, Technology, Events and Hospitality Management, Manchester Metropolitan University, Manchester, United Kingdom; Staffordshire University, Staffordshire, United Kingdom","Hassan M.U., Department of ICT and Natural Sciences, Norwegian University of Science and Technology (NTNU), Ålesund, Norway; Alaliyat S., Department of ICT and Natural Sciences, Norwegian University of Science and Technology (NTNU), Ålesund, Norway; Sarwar R., Department of Operations, Technology, Events and Hospitality Management, Manchester Metropolitan University, Manchester, United Kingdom; Nawaz R., Staffordshire University, Staffordshire, United Kingdom; Hameed I.A., Department of ICT and Natural Sciences, Norwegian University of Science and Technology (NTNU), Ålesund, Norway","Computer science graduates face a massive gap between industry-relevant skills and those learned at school. Industry practitioners often counter a huge challenge when moving from academics to industry, requiring a completely different set of skills and knowledge. It is essential to fill the gap between the industry's required skills and those taught at varsities. In this study, we leverage deep learning and big data to propose a framework that maps the required skills with those acquired by computing graduates. Based on the mapping, we recommend enhancing the computing curriculum to match the industry-relevant skills. Our proposed framework consists of four layers: data, embedding, mapping, and a curriculum enhancement layer. Based on the recommendations from the mapping module, we made revisions and modifications to the computing curricula. Finally, we perform a case study of the Norwegian IT jobs market, where we make recommendations for data science and software engineering-related jobs. We argue that by using our proposed methodology and analysis, a significant enhancement in the computing curriculum is possible to help increase employability, student satisfaction, and smart decision-making. © 2023 The Authors","Computing education research; Curriculum development; Deep learning; Employability; Internet education; Student experiences","","","","","","Norges Teknisk-Naturvitenskapelige Universitet, NTNU","We thank the anonymous reviewers for their valuable feedback, which improved the quality of this work. We also thank the Norwegian University of Science and Technology (NTNU), Norway, for providing the open access funding to publish this work.","Denny P., Becker B.A., Craig M., Wilson G., Banaszkiewicz P., Research this! questions that computing educators most want computing education researchers to answer, Proceedings of the 2019 ACM Conference on International Computing Education Research, pp. 259-267, (2019); Yadegaridehkordi E., Noor N.F.B.M., Ayub M.N.B., Affal H.B., Hussin N.B., Affective computing in education: a systematic review and future research, Comput. Educ., 142, (2019); Oliveira K.K.D.S., de Souza R.A., Digital transformation towards education 4.0, Inf. Educ., 21, 2, pp. 283-309, (2022); Goode J., Margolis J., Chapman G., Curriculum is not enough: the educational theory and research foundation of the exploring computer science professional development model, Proceedings of the 45th ACM Technical Symposium on Computer Science Education, pp. 493-498, (2014); Lu H., Guo L., Azimi M., Huang K., Oil and gas 4.0 era: a systematic review and outlook, Comput. Ind., 111, pp. 68-90, (2019); Yang X., Shu L., Chen J., Ferrag M.A., Wu J., Nurellari E., Huang K., A survey on smart agriculture: development modes, technologies, and security and privacy challenges, IEEE/CAA J. Automatica Sinica, 8, 2, pp. 273-302, (2021); Jamwal A., Agrawal R., Sharma M., Giallanza A., Industry 4.0 technologies for manufacturing sustainability: a systematic review and future research directions, Appl. Sci., 11, 12, (2021); Kobilov A.U., Khashimova D.P., Mannanova S.G., Abdulakhatov M.M.O., Modern content and concept of digital economy, Int. J. 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Syst., pp. 1-15, (2022); Tomy S., Pardede E., Course map: a career-driven course planning tool, International Conference on Computational Science and its Applications, pp. 185-198, (2018); Lee A.S.-H., Wang S., Yeoh W., Ikasari N., Understanding the use of knowledge sharing tools, J. Comput. Inf. Syst., 61, 5, pp. 458-470, (2021); Feris M.A.A., Zwikael O., Gregor S., Qplan: decision support for evaluating planning quality in software development projects, Decis. Support Syst., 96, pp. 92-102, (2017); Nobari A.D., Neshati M., Gharebagh S.S., Quality-aware skill translation models for expert finding on stackoverflow, Inf. Syst., 87, (2020); Tomy S., Pardede E., From uncertainties to successful start ups: a data analytic approach to predict success in technological entrepreneurship, Sustainability, 10, 3, (2018); Tomy S., Pardede E., Map my career: career planning tool to improve student satisfaction, IEEE Access, 7, pp. 132950-132965, (2019); Tomy S., Pardede E., An entrepreneurial intention model focussing on higher education, Int. J. Entrepreneurial Behav. 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Comput., 23, 1, pp. 1-34, (2022); Hackett P., Wermelinger M., Kear K., Douce C., Using a virtual computing lab to teach programming at a distance, Computing Education Practice, pp. 5-8, (2023); Krings S., Experience report on a student-organized ai course, Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education, 1, pp. 103-109, (2022); Treasury H., Treasury Press Release 122/97, 13th October: Gordon Brown Unveils uk Employment Action Plan, 13, (2020); Vasileiou I., Cyber security education and training delivering industry relevant education and skills via degree apprenticeships, International Symposium on Human Aspects of Information Security and Assurance, pp. 175-185, (2020); DeMark S., Kozyrev J., Enabling pathways to opportunity through a skillsbased architecture, The Journal of Competency-Based Education, 6, 1, (2021); Simmons C.B., Simmons L.L., Gaps in the computer science curriculum: an exploratory study of industry professionals, Journal of Computing Sciences in Colleges, 25, 5, pp. 60-65, (2010); Rowe A.D., Zegwaard K.E., Developing graduate employability skills and attributes: curriculum enhancement through work-integrated learning, Int. J. Work-Integrated Learning, 18, 2, (2017); Ketamo H., Moisio A., Passi-Rauste A., Alamaki A., Mapping the future curriculum: adopting artificial intelligence and analytics in forecasting competence needs, Proceedings of the 10th European Conference on Intangibles and Intellectual Capital ECIIC 2019, (2019); Kolmos A., Hadgraft R.G., Holgaard J.E., Response strategies for curriculum change in engineering, Int. J. Technol. Des. Educ., 26, 3, pp. 391-411, (2016); He K., Zhang X., Ren S., Sun J., Deep residual learning for image recognition, Proceedings of the IEEE Conference on Computer Vision and Pattern Recognition, pp. 770-778, (2016); Hochreiter S., Schmidhuber J., Long short-term memory, Neural Comput., 9, 8, pp. 1735-1780, (1997); Robertson S., Zaragoza H., Et al., The probabilistic relevance framework: bm25 and beyond, Foundations and Trends® in Information Retrieval, 3, 4, pp. 333-389, (2009)","M.U. Hassan; Department of ICT and Natural Sciences, Norwegian University of Science and Technology (NTNU), Ålesund, Norway; email: muhammad.u.hassan@ntnu.no","","Elsevier Ltd","","","","","","24058440","","","","English","Heliyon","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85152125910"
"Kassa E.T.","Kassa, Erstu Tarko (57222005804)","57222005804","Exploring Employability of Business Graduates: Evidence from Woldia University","2023","Journal of the Knowledge Economy","14","2","","1033","1051","18","4","10.1007/s13132-021-00856-0","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124292062&doi=10.1007%2fs13132-021-00856-0&partnerID=40&md5=d5299a78c2e557a85fe9a7de80ccd5b7","Woldia University, Woldia, Ethiopia","Kassa E.T., Woldia University, Woldia, Ethiopia","The main purpose of the study is to explore the employability of business graduates through the mediating effect of level of competency with reference to Woldia University business graduates. In this study, a cross-section research design was applied and a quantitative research approach was followed. The data was collected by using questionnaires from the sample of 223 business graduates. The respondents were selected by using the systematic random sampling technique. The collected data were analyzed through descriptive analysis, factor analysis, and path analysis by using SPSS AMOS 23 version. The study finding revealed that exogenous variables of the study have affected the endogenous variable directly and indirectly. Among the variables, university reputation, self-efficacy, and the mediating variable level of competency of graduates affected the employability of business graduates with a statistically significant level (p < 0.05). The path analysis finding indicated that self-efficacy affects the business graduate level of competency with a statistically significant level. On the other hand, English language proficiency affected the business graduates’ self-efficacy with a statistically significant level. Finally, the researcher recommends that the higher institution better strive to support its graduates improve their English language skills, enhance their level of competency, and self-efficacy. Besides, building reputation is key for the institution so that its graduates become employees. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.","Business graduates; Employability; Level of competency; Self-efficacy; University reputation","","","","","","Tilahun G. and Tesfay; Woldia University","I am grateful to all anonymous reviewers, my respondents, Tilahun G. and Tesfay (Woldia University) and Solomon Girma for editing the article on time.","Ahmed H., Nawaz S., Rasheed M.I., Self-efficacy, Self-esteem, and Career Success: The Role of Perceived Employability, Journal of Management Sciences, 6, 2, pp. 18-32, (2019); Alibaygi A.H., Barani S., Karami E., Pouya M., Employability determinants of senior agricultural students in Iran, Journal of Agricultural Science and Technology, 15, 4, pp. 673-683, (2013); Anas I., Hamzah S.R.A., Conceptual study on the enhancement of employability among undergraduates in work based learning setting, International Journal of Academic Research in Business and Social Sciences, 7, 4, pp. 65-79, (2017); 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Exploring the mechanisms of self-efficacy and academic engagement, Frontiers of Business Research in China, 14, pp. 1-20, (2020)","E.T. Kassa; Woldia University, Woldia, Ethiopia; email: erstu0910@gmail.com","","Springer","","","","","","18687865","","","","English","J. Knowl. Econ.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85124292062"
"Schneider S.","Schneider, Sebastian (57216655558)","57216655558","The attractiveness of Indian Polytechnics graduates—An analysis from the (demand-side) perspective of companies and colleges","2023","International Journal of Training and Development","27","2","","172","190","18","0","10.1111/ijtd.12294","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144100672&doi=10.1111%2fijtd.12294&partnerID=40&md5=d1e6bd0912f2b7aa32a9855e534d85f5","Chair of Economics and Business Education, University of Cologne, Cologne, Germany","Schneider S., Chair of Economics and Business Education, University of Cologne, Cologne, Germany","The paper examines the attractiveness of graduates from Indian Polytechnics (PTs). The attractiveness is examined from the perspective of actors who have a demand for the graduates, namely companies and engineering colleges. To understand the reasons for their assessment of attractiveness, this study uses the concept of institutional logics (ILs) to unveil the inherent reasons behind the stakeholders' perception of attractiveness. To understand the stakeholders' ILs, interviews were undertaken in nine companies and 10 colleges in Mumbai and Delhi. The findings make clear that the companies' and colleges' assessments of the attractiveness of PT graduates are very different, reflecting their own ILs. Companies assess the attractiveness as limited due to the lack of employability of PT graduates. In contrast, colleges view graduates far more positively, as the weaknesses described by companies have less of an impact on them. © 2022 The Authors. International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.","","","","","","","","","Agarwal P., (2006); Agrawal T., Agrawal A., Vocational education and training in India: A labour market perspective, Journal of Vocational Education & Training, 69, 2, pp. 246-265, (2017); Ahmed T., Socio-economic impact of VET: Are students interested in joining vocational education and training in India—In the Context of Skilling Mission in India, India: Preparation for the world of work, pp. 103-139, (2016); Ajithkumar U., Pilz M., Attractiveness of industrial training institutes (ITI) in India: A study on ITI students and their parents, Education + Training, 61, 10, pp. 153-168, (2019); Billett S., Perspectives on enhancing the standing of vocational education and the occupations it serves, Journal of Vocational Education & Training, 72, 2, pp. 161-169, (2020); Overview of India's evolving skill development landscape, (2016); Carnoy M., Froumin I., Loyalka P.K., Tilak J.B.G., The concept of public goods, the state, and higher education finance: A view from the BRICs, Higher Education, 68, 3, pp. 359-378, (2014); Choudhury P.K., Growth of engineering education in India: Status, issues and challenges, Higher Education for the Future, 3, 1, pp. 93-107, (2016); Dresing T., Pehl T., Schmieder C., Manual (on) Transcription: Transcription Conventions, Software Guides and Practical Hints for Qualitative Researchers, (2015); Friedland R., Alford R., Bringing society back in: Symbols, practices, and institutional contradictions, The new institutionalism in organizational analysis, pp. 232-267, (1991); Non-standard employment around the world: Understanding challenges, shaping prospects, (2016); Jambo S., Pilz M., Perceptions of teachers in industrial training institutes: An exploratory study of the attractiveness of vocational education in India, International Journal of Training Research, 16, 1, pp. 4-18, (2018); Johnson T.P., van de Vijver F.J., Social desirability in cross-cultural research, Cross-cultural survey methods, pp. 193-202, (2002); Khare M., Higher education/university: Taking the skills march forward in India—Transitioning to the World of Work, India: Preparation for the world of work, pp. 103-139, (2016); Khare M., Employability of graduates in India—Hard realities, International Higher Education, 95, pp. 29-31, (2018); King K., Comparison of VET approaches through history, with a particular focus on Africa, Comparative vocational education research: enduring challenges and new ways forward, pp. 313-325, (2020); Kuckartz U., Qualitative text analysis: A guide to methods, practice and using software, (2014); Kumar A., Sengupta S.K., Vij S., Educational and employment scenario in electrical engineering at degree and diploma levels, Journal of Educational Planning and Administration, 19, 1, pp. 31-48, (2005); Kumar R., Mandava S., Gopanapalli V.S., Vocational training in India: Determinants of participation and effect on wages, Empirical Research in Vocational Education and Training, 11, 3, pp. 1-17, (2019); Kumar S., Savani K., Sanghai A., Pochkhanawalla S., Dhar S., Ramaswami A., Rose Markus H., Indian employees' attitudes toward poaching, Business Perspectives and Research, 3, 2, pp. 81-94, (2015); Lasonen J., Gordon J., Improving the attractiveness and image of VET, Modernising vocational education and training: Fourth report on vocational training research in Europe: Background report, synthesis report, pp. 76-92, (2009); Leney T., Green A., Achieving the Lisbon goal: The contribution of vocational education and training, European Journal of Education, 40, 3, pp. 261-278, (2005); Lueger M., Hoffmeyer-Zlotnik J.H.P., Hermeneutic interpretation in qualitative research: Between art and rules, Trends and perspectives in empirical social research, pp. 294-307, (1994); Majumdar S., Foreword: Reflections on opportunities and challenges of skills development in India, India: Preparation for the World of Work, pp. 7-13, (2016); Maxwell J.A., Qualitative research design. 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Current concerns and strategies for enhancing that standing, pp. 177-199, (2022); Pilz M., Regel J., Vocational education and training in India: Prospects and challenges from an outside perspective, Margin: The Journal of Applied Economic Research, 15, 1, pp. 101-121, (2021); Rao K.S., Sahoo B.K., Ghosh D., The Indian vocational education and training system: An overview, India's skills challenge: Reforming vocational education and training to harness the demographic dividend, pp. 37-85, (2014); Ratnata I.W., Enhancing the image and attractiveness of TVET, TVET@Asia, 1, (2013); Raya R.P., Rajkumar V.S., Ganesan P., Jayakumar S.K.V., Stake holders' perceptions in a campus recruitment process, Mediterranean Journal of Social Sciences, 6, 5, pp. 96-101, (2015); Regel J., Ramasamy M., Pilz M., Ownership in international vocational education and training transfer: The example of quality development in India, International Journal of Training and Development, 26, 4, pp. 664-685, (2022); Sancheti S., Pillai L., Institutional autonomy in Indian Higher education system: Need for a serious debate, Reimagining Indian universities, pp. 149-166, (2020); Sathiya P., Fathima Z., Sridurgadevi S., Employability in India: Challenges and solutions, International Journal of Innovative Research in Electrical, Electronics, Instrumentation and Control Engineering, 3, 12, pp. 147-151, (2015); Schneider S., Pilz M., The function and institutional embeddedness of Polytechnics in the Indian education system, International Journal for Research in Vocational Education and Training, 6, 3, pp. 284-308, (2019); Shah P.J., (2015); Sinha S., Ghosh P., Mishra A., Employability of fresh engineering graduates in India: A fresh look applying expectation confirmation theory, Education + Training, 62, 1, pp. 47-63, (2019); Thornton P., Ocasio W., Lounsbury M., The institutional logics perspective, (2012); Tilak J.B.G., Global rankings, world-class universities and dilemma in higher education policy in India, Higher Education for the Future, 3, 2, pp. 126-143, (2016); Tilak J.B.G., Private Higher Education in India, Education and development in India: Critical issues in public policy and development, pp. 535-551, (2018); Vocational Education First: State of the Education Report for India 2020: Technical Vocational Education and Training (TVET), (2020); Improving the image of TVET: Making TVET attractive to youth, (2018); Attractiveness of vocational education and training: Permeability, successful school-to-work transitions and international mobility, (2014); Wessels A., Pilz M., India, International Handbook of Vocational Education and Training, 48, (2018); Wiemann K., Pilz M., Transfer research as an element of comparative vocational education and training: An example of factors influencing the transfer of dual training approaches of German companies in China, India and Mexico, Comparative vocational education research: Enduring challenges and new ways forward, pp. 199-219, (2020); Winch C., The attractiveness of TVET, Revisiting global trends in TVET: Reflections on theory and practice, pp. 86-122, (2013); Zoellner D., Institutional logics: Reconceptualising ‘public providers’ in post-open market technical and vocational education and training, Journal of Vocational Education & Training, 72, 3, pp. 415-434, (2020)","S. Schneider; Economics and Business Education, University of Cologne, Cologne, Herbert-Lewin-Str. 2, 50931, Germany; email: sschne31@uni-koeln.de","","John Wiley and Sons Inc","","","","","","13603736","","","","English","Int. J. Train. Dev.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85144100672"
"Murtada A.Y.; Alsuhaibani Y.A.","Murtada, Abeer Yahya (58260245900); Alsuhaibani, Yasser Abdulrahman (57221001247)","58260245900; 57221001247","The Validity of Hiring Native and Non-Native English-Speaking Instructors: Professional Observers', Learners', and Programme Administrators' Perceptions","2023","Journal of Language Teaching and Research","14","3","","689","700","11","0","10.17507/jltr.1403.16","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159570979&doi=10.17507%2fjltr.1403.16&partnerID=40&md5=589bf16fd2e3600871b063614614b4c6","Department of Curriculum and Instruction, College of Education, King Saud University, Riyadh, Saudi Arabia","Murtada A.Y., Department of Curriculum and Instruction, College of Education, King Saud University, Riyadh, Saudi Arabia; Alsuhaibani Y.A., Department of Curriculum and Instruction, College of Education, King Saud University, Riyadh, Saudi Arabia","In the recent past, considerable attention has been directed towards the issues relating to non-native English speaker teachers (NNESTs) and native English speaker teachers (NESTs) in English language teaching (ELT), especially their employability as English language teachers. This study aimed to investigate the hiring process for an English as a foreign language (EFL) instructor position. The study has adopted a mixed-design approach using a structured questionnaire on 212 students from the Preparatory Year Program (PYP) at Princess Nora University (PNU) and the Common First Year (CFY) at King Saud University (KSU) and semi-structured interviews on six programme administrators and professional observers from the higher education language institutions in Saudi Arabia to achieve the study’s objectives. Specifically, this study examined three areas: a) the programme administrators’ perception of the hiring criteria of both NESTs and NNESTs; b) the professional observers' perception of the hiring criteria used, linking them to the performance of both NESTs and NNESTs in EFL classes and providing criteria that they deem necessary; and c) the learners' perception of the characteristics of an effective EFL instructor to support the latter's perception. The results revealed that being a native speaker was not important from the perception of programme administrators, professional observers, and learners. However, programme administrators, professional observers, and learners gave more importance to other criteria such as pedagogical skills, personal qualities, and the ability to teach. © 2023 ACADEMY PUBLICATION.","qualitative research; quantitative research; Saudi EFL teachers; teachers’ perceptions; textbook","","","","","","","","Alcaraz Ariza M., Navarro F., Medicine: Use of English, Encyclopaedia of language and linguistics, pp. 752-759, (2006); Al-Khasawneh F., A genre analysis of research article abstracts written by native and non-native speakers of English, Journal of Applied Linguistics and Language Research, 4, 1, pp. 1-13, (2017); Al-Omrani A. H., Perceptions and attitudes of Saudi ESL and EFL students toward native and nonnative English-speaking teachers, (2008); Al-Seghayer K., Reality and challenges of TEFL in 21st-century Saudi Arabia, (2017); Alseweed M. A., Daif-Allah A. S., University students’ perceptions of the teaching effectiveness of native and nonnative teachers of English in the Saudi context, Language in India, 12, 7, pp. 35-60, (2012); Alshumaimeri Y., The effect of an intensive English language program on first year university students’ motivation, Journal of Educational & Psychological Sciences, 14, 1, pp. 11-32, (2013); Arva V., Medgyes P., Native and non-native teachers in the classroom, System, 28, 3, pp. 355-372, (2000); Recommendations for good practice in applied linguistics student projects, (2000); Benke E., Medgyes P., Differences in teaching behaviour between native and nonnative speaker teachers: As seen by the learners, Nonnative language teachers: Perceptions, challenges and contributions to the profession, pp. 195-215, (2005); Bloomfield L., Language, (1933); Braine G., Non-native educators in English language teaching, (1999); Brown J. D., Research Methods for Applied Linguistics: Scope, Characteristics, and Standards, The Handbook of Applied Linguistics, pp. 476-500, (2004); Bulmer M., Questionnaires (1st ed.), Sage Benchmarks in Social Science Research Methods, (2004); Cheng Y. L., Braine G., The attitudes of university students towards non-native speaker English teachers in Hong Kong, RELC Journal, 38, 3, pp. 257-277, (2007); Chomsky N., Aspects of the theory of syntax, (1965); Clark E., Paran A., The employability of non-native-speaker teachers of EFL: A UK survey, An International Journal of Educational Technology and Applied Linguistics, 35, 4, pp. 407-430, (2007); Cook V., Monolingual bias in second language acquisition research, Revista Canaria de Estudios Ingleses, 34, pp. 35-50, (1997); Cook V., Going beyond the native speaker in language teaching, TESOL Quarterly, 33, 2, pp. 185-209, (1999); Cook V., Comments on “Going beyond the native speaker in language teaching”: The author responds, TESOL Quarterly, 34, 2, pp. 329-332, (2000); Cook V., Background to the L2 user, Portraits of the L2 user, pp. 327-343, (2002); Crystal D., English as a global language, (2003); Davies A., The native speaker in applied linguistics, (1991); Davies A., The native speaker: Myth and reality, 38, (2003); Ellis L., Teaching from experience: A new perspective on the non-native teacher in adult ESL, Australian Review of Applied Linguistics, 25, 1, pp. 71-107, (2002); Garcia R. E., English as an international language: A review of the literature, Colombian Applied Linguistics Journal, 15, 1, (2013); Graddol D., English next, (2006); Haque M. N., Sharmin S., Perception of Saudi Students About Non-Native English Teachers and Native English Teachers in Teaching English at Jazan University, Journal of Language Teaching and Research, 13, 3, pp. 503-514, (2022); Helal R., Hiring practices of programme administrators in Tyneside further education colleges, pp. 48-49, (2008); Hertel T. J., Sunderman G., Student attitudes toward native and non‐native language instructors, Foreign Language Annals, (2009); Javid C., Teaching Effectiveness of Native and Non-Native EFL Teachers as Perceived by Preparatory Year Students in Saudi Context, Language in India, 16, 1, pp. 98-12, (2016); Jenkins J., World Englishes: A resource book for students, (2009); Kaplan R., Language and science policies of new nations, Science, 221, 4614, pp. 913-921, (1983); Kirkpatrick A., No experience necessary?, The Guardian, (2006); Liang K., English as a second language (ESL) students’ attitudes towards nonnative English-speaking teachers’ accentedness, (2002); Ling Y. Y., Braine G., The attitudes of university students towards non-native speakers' English teachers in Hong Kong, RELC Journal, 38, 3, pp. 257-277, (2007); Liu J., Nonnative-English-speaking professionals in TESOL, TESOL Quarterly, 33, 1, pp. 85-102, (1999); Li-Yi W., Taiwanese pre-service English teachers' attitude towards native-English-speaking-teachers and native-and-non-native-English-speaking-teacher team teaching, English Teaching & Learning, 35, 2, pp. 1-46, (2011); Mahboob A., Status of nonnative English-speaking teachers in the United States, (2003); Mahboob A., Native or nonnative: What do students enrolled in an intensive English programme think?, Learning and teaching from experience: Perspectives on nonnative English-speaking professionals, pp. 121-147, (2004); Matsuda A., Matsuda P., Autonomy and collaboration in teacher education: Journal sharing among native and nonnative English-speaking teachers, The CATESOL Journal, 13, 1, pp. 109-121, (2001); Medgyes P., Native or non-native: Who’s worth more?, ELT Journal, 46, 4, pp. 340-345, (1992); Medgyes P., The non-native teacher, (1994); Medgyes P., Native or nonnative: Who’s worth more?, Power, pedagogy & practice, pp. 31-42, (1996); Medgyes P., The non-native teacher, (1999); Medgyes P., The non-native teacher, (2017); Moussu L., Native and nonnative English-speaking English as a second language teacher: Student attitudes, teacher self-perceptions, and intensive English programme administrator beliefs and practices, (2006); Moussu L., Influence of teacher-contact time and other variables on ESL students’ attitudes towards native-and nonnative-English-speaking teachers, TESOL Quarterly, 44, 4, pp. 746-768, (2010); Moussu L., Llurda E., Non-native English-speaking English language teachers: History and research, Language Teaching, 41, 3, pp. 315-348, (2008); Pacek D., Personality not nationality”: Foreign students' perceptions of a non-native speaker lecturer of English at a British university, Non-native language teacher: Perceptions, challenges and contributions to the profession, pp. 243-262, (2005); Paikeday T. M., The native speaker is dead! An informal discussion of a linguistic myth with Noam Chomsky and other linguists, philosophers, psychologists, and lexicographers, (1985); Reves T., Medgyes P., The non-native English speaking EFL/ESL teacher’s self-image: An international survey, System, 22, 3, pp. 353-357, (1994); Rondonuwu O., Liando N., Olii S., Students’ Perception in English Teaching and Learning Concerning Native-Speakerism, JoTELL: Journal of Teaching English, Linguistics, and Literature, 1, 2, pp. 175-195, (2022); Selvi A., All teachers are equal, but some teachers are more equal than others: Trend analysis of job advertisements in English language teaching, WATESOL NNEST Caucus Annual Review, 1, pp. 156-181, (2010); Todd R. W., Pojanapunya P., Implicit attitudes towards native-and non-native speaker teachers, System, 37, pp. 23-33, (2009); Tsang A., EFL/ESL teachers’ general language proficiency and learners’ engagement, RELC Journal, 48, 1, pp. 99-113; Walkinshaw I., Oanh D., Native and Non-Native English Language Teachers: Student Perceptions in Vietnam and Japan, SAGE journals, 4, 2, pp. 1-9, (2014); Wang L., Fang F., Native-speakerism policy in English language teaching revisited: Chinese university teachers’ and students’ attitudes towards native and non-native English-speaking teachers, Cogent Education, 7, 1, pp. 1-22, (2020); Wu K., Ke C., Haunting native speakerism? Students’ perceptions toward native, English Language Teaching, 2, 3, pp. 44-52, (2009)","","","Academy Publication","","","","","","17984769","","","","English","J. Lang. Teach. Res.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85159570979"
"Marcaletti F.; Íñiguez-Berrozpe T.; Elboj-Saso C.; Garavaglia E.","Marcaletti, Francesco (56598572900); Íñiguez-Berrozpe, Tatiana (56043379700); Elboj-Saso, Carmen (57220075280); Garavaglia, Emma (57190125279)","56598572900; 56043379700; 57220075280; 57190125279","Adult Training as a Quality Factor in Work Trajectory: Positive Effects of Adult Training on Seniority and Ageing at Work","2023","Adult Education Quarterly","73","2","","169","196","27","1","10.1177/07417136221121594","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137253049&doi=10.1177%2f07417136221121594&partnerID=40&md5=6702b194f455dbbd9ceb925e659ef7f0","Department of Psychology and Sociology, Faculty of Work and Social Sciences, University of Zaragoza, Zaragoza, Spain; Department of Psychology and Sociology, Faculty of Education, University of Zaragoza, Zaragoza, Spain; WWELL Research Centre, Università Cattolica del Sacro Cuore, Milano, Italy","Marcaletti F., Department of Psychology and Sociology, Faculty of Work and Social Sciences, University of Zaragoza, Zaragoza, Spain; Íñiguez-Berrozpe T., Department of Psychology and Sociology, Faculty of Education, University of Zaragoza, Zaragoza, Spain; Elboj-Saso C., Department of Psychology and Sociology, Faculty of Education, University of Zaragoza, Zaragoza, Spain; Garavaglia E., WWELL Research Centre, Università Cattolica del Sacro Cuore, Milano, Italy","Adult training is a fundamental strategy for the improvement of workers’ skills and employability. However, as workers age and remain in the same company, the risk of losing motivation for learning may grow. In a sample of 1,452 workers from 17 Spanish companies, we analyzed to what extent the training factor increases their quality of employment and the assessment they make of their organization, despite the negative effect of the passing of time. To do so, we implemented a structural equation model that considered the effects of the variables “seniority in the company” and “training” on quality of employment. We tested this model through multigroup analysis by differentiating between workers aged under 50 and those aged 50 years and older, showing that the positive effect of training is stronger in older workers and reduces the negative effect of seniority in the company for those aged under 50. © The Author(s) 2022.","adult training; age; age management; quality of aging at work; seniority","","","","","","Economic and Social Council of Aragón; University of Zaragoza and Ibercaja; Universidad de Zaragoza, UZ","Funding text 1: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research has been funded by the University of Zaragoza and Ibercaja (2018) and the Economic and Social Council of Aragón (2019). ; Funding text 2: We thank the University of Zaragoza, Ibercaja, the Economic and Social Council of Aragón, and the research group EDUCAVIVA (funded by the Government of Aragon) for supporting our research. ","Armstrong-Stassen M., Ursel N.D., Perceived organizational support, career satisfaction, and the retention of older workers, Journal of Occupational and Organizational Psychology, 82, 1, pp. 201-220, (2009); Bertolino M., Truxillo D.M., Fraccaroli F., Age effects on perceived personality and job performance, Journal of Managerial Psychology, 28, 7, pp. 867-885, (2013); Boehm S.A., Schroder H.S., Kunze F., Comparative age management: Theoretical perspectives and practical implications, The SAGE handbook of aging, work and society, pp. 211-237, (2013); Bonitz D., Eberle G., Luck P., Wirtschaftlicher Nutzen von betrieblicher Gesundheitsförderung aus der Sicht von Unternehmen, (2007); Brooke L., Taylor P., Older workers and employment: Managing age relations, Ageing and Society, 25, 3, pp. 415-429, (2005); Burke R.J., Cooper C.L., Field J., The aging workforce: Individual, organizational and societal opportunities and challenges, The SAGE handbook of aging, work and society, pp. 1-20, (2013); Byrne B., Structural equation modeling with AMOS, (2010); Callegaro M., Manfreda K.L., Vehovar V., Web survey methodology, (2015); Canduela J., Dutton M., Johnson S., Lindsay C., Ronald W.M., Raeside R., Ageing, skills and participation in work-related training in Britain: Assessing the position of older workers, Work, Employment and Society, 26, 1, pp. 42-60, (2012); Cardenas del Rey L., La segmentación laboral durante la recuperación económica: empleo atípico y rotación, Cuadernos de Relaciones Laborales, 38, 1, pp. 145-165, (2020); Promoting lifelong learning for older workers. 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Educ. Q.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85137253049"
"Ylimaula S.; Suorsa T.","Ylimaula, Sirpa (57224453004); Suorsa, Teemu (57215860545)","57224453004; 57215860545","Discourses in Subjective Experience on Rehabilitation","2023","Human Arenas","6","2","","343","357","14","0","10.1007/s42087-021-00229-8","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107575990&doi=10.1007%2fs42087-021-00229-8&partnerID=40&md5=e554677462cb6df61e5ec0d8e91b0f0d","Faculty of Education, Sociology, University of Oulu, Oulu, Finland; Research Unit of Psychology, Faculty of Education, University of Oulu, Oulu, Finland","Ylimaula S., Faculty of Education, Sociology, University of Oulu, Oulu, Finland; Suorsa T., Research Unit of Psychology, Faculty of Education, University of Oulu, Oulu, Finland","In Finland, youth workshops support participants’ everyday management, social empowerment and employability skills, facilitating their access to education and work. In this study, we analysed conversations with ten participants about their experiences in non-formal learning workshops in Northern Finland. We explore how participants described personal transformation borne by workshop participation and how the prevalent discourses on youth (un)employment manifest in participants’ reasons for action. In the analysis, we identified (1) how participants assessed their situations; (2) their thoughts, feelings and actions in relation to their situations; and (3) their grounds for these thoughts, feelings and actions. The societal dimension of subjective experience is articulated by identifying the prevalent societal discourses featured in participants’ descriptions. The analysis showed that participants described themselves as vulnerable prior to the intervention and motivated after the intervention. Participants experienced tailored support as being significant in fostering the change. Individual descriptions of how the learning and training conditions were experienced constitute valuable knowledge about the possible ways of acting and experiencing in relation to common structures. With the help of these descriptions, it would be valuable for researchers and participants to continue the conversation about the discourses to enhance the participants’ conscious participation in maintaining and changing their living conditions. © 2021, The Author(s).","Discourses; Individualisation; Subjectivity; Unemployed young people; Vulnerability","","","","","","","","Aaltonen S., Berg P., Ikaheimo S., Nuoret Luukulla. 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[Youth quarantee team], (2019); Thompson R., Individualisation and social exclusion: The case of young people not in education, employment or training, Oxford Review of Education, 37, 6, pp. 785-802, (2011); Tolman C., Psychology, society, and subjectivity: An introduction to German critical psychology, Routledge, pp. 105-118, (1994); Willis P., Learning to Labor: How Working-Class Kids Get Working Class Jobs, (1977); Wrede-Jantti M., Suhdetyön merkitys nuoren onnistuneen työpajajakson taustalla [Importance of your relationship behind a successful youth workshop], Nuoret Palveluiden Pauloissa. Nuorten Elinolot Vuosikirja 2018 [Tangling with the Services-Young people’s Living Conditions], pp. 88-92, (2018)","S. Ylimaula; Faculty of Education, Sociology, University of Oulu, Oulu, Finland; email: sirpa.ylimaula@gmail.com","","Springer Science and Business Media B.V.","","","","","","25225804","","","","English","Hu Arenas","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85107575990"
"Fang M.; Zhu Z.","Fang, Meiyu (58221374000); Zhu, Zhe (58220514400)","58221374000; 58220514400","An Empirical Study of the Influencing Factors of University–Enterprise Authentic Cooperation on Cross-Border E-Commerce Employment: The Case of Zhejiang","2023","Sustainability (Switzerland)","15","8","6993","","","","0","10.3390/su15086993","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85156139271&doi=10.3390%2fsu15086993&partnerID=40&md5=140596e436c7c0d7422f04c0e8ab1a70","School of International Business, Zhejiang International Studies University, Hangzhou, 310023, China; School of Economics, Zhejiang University of Technology, Hangzhou, 310023, China","Fang M., School of International Business, Zhejiang International Studies University, Hangzhou, 310023, China; Zhu Z., School of Economics, Zhejiang University of Technology, Hangzhou, 310023, China","This paper investigates the positive influencing factors and the degree of influence of authentic university–enterprise cooperation on the employability of cross-border e-commerce graduates. We used the literature analysis method and Delphi method to construct 12 factors affecting employability and put forward corresponding hypotheses. We tested the data and correlation analysis by SPSS software and used structural equation modeling for parameter estimation and path coefficient measurement to construct a relationship model of the factors influencing the employability of college students by cross-border e-commerce university–enterprise cooperation. The results show that the university–enterprise authentic cooperation has positive impacts on college students’ employability in theoretical knowledge, learning, professional skills application, personal basic quality, and professional quality. With the rapid development of cross-border e-commerce, studying the factors that affect the employability of college students through university–enterprise cooperation can not only promote the further integration of industry and education but also further improve the employability of college students, thus promoting the development of social economy. Therefore, the research is of positive significance. © 2023 by the authors.","cross-border e-commerce; employability; influencing factors; investigate; structural equation modeling; university–enterprise authentic cooperation","China; Zhejiang; cross-border relations; electronic commerce; employment; industrial enterprise; student; university sector","","","","","Ministry of Education, Humanities, and Social Sciences Research Project Fund of China, (14YJAZH018); Basic Public Welfare Research Program of Zhejiang Province, (LGF19G020002)","This research was funded by the Ministry of Education, Humanities, and Social Sciences Research Project Fund of China (No.14YJAZH018), Zhejiang Basic Public Welfare Research Project (No: LGF19G020002), the key projects of Pujiang cross-border e-commerce in 2023.","D'Este P., Patel P., University–industry linkages in the UK: What are the factors underlying the variety of interactions with industry?, Res. 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Manag, 35, pp. 1606-1610, (2020); Dirani K.M., Abadi M., Alizadeh A., Barhate B., Garza R.C., Gunasekara N., Ibrahim G., Majzun Z., Leadership competencies and the essential role of human resource development in times of crisis: A response to Covid-19 pandemic, Hum. Resour. Dev. Int, 23, pp. 380-394, (2020); Sato S., Furukawa H., Takahashi M., Ohnishi N., Computational study of discharge process in plasma actuator for enhanced electro hydrodynamic force generation toward low-voltage operation, Trans. Jpn. Soc. Aeronaut. Space Sci. Aerosp. Technol. Jpn, 19, pp. 17-23, (2021); Ishengoma E., Vaaland T.I., Can university-industry linkages stimulate student employability?, Educ. + Train, 58, pp. 18-44, (2016)","M. Fang; School of International Business, Zhejiang International Studies University, Hangzhou, 310023, China; email: myfang@zisu.edu.cn","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85156139271"
"Ashton D.; Bennett D.; Bulaitis Z.H.; Tomlinson M.","Ashton, Daniel (36175638100); Bennett, Dawn (55574191781); Bulaitis, Zoe Hope (57203435257); Tomlinson, Michael (35876837700)","36175638100; 55574191781; 57203435257; 35876837700","In the name of employability: Faculties and futures for the arts and humanities in higher education","2023","Arts and Humanities in Higher Education","22","2","","103","111","8","1","10.1177/14740222231160409","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149868927&doi=10.1177%2f14740222231160409&partnerID=40&md5=c2f0b99f9f2ccc9d81e20d43116c3493","Winchester School of Art, University of Southampton, Southampton, United Kingdom; Office of the Provost, Bond University, Robina, QLD, Australia; Liberal Arts and Natural Sciences, University of Birmingham, Birmingham, United Kingdom; Southampton Education School, University of Southampton, Southampton, United Kingdom","Ashton D., Winchester School of Art, University of Southampton, Southampton, United Kingdom; Bennett D., Office of the Provost, Bond University, Robina, QLD, Australia; Bulaitis Z.H., Liberal Arts and Natural Sciences, University of Birmingham, Birmingham, United Kingdom; Tomlinson M., Southampton Education School, University of Southampton, Southampton, United Kingdom","This introductory overview sets out the scope and aims of the special issue, which is concerned with establishing more meaningful understandings and discourses on the relationship between arts and humanities and graduate employability. The issue comes at a time of increased government-level questioning of the social and economic value of higher education (HE), and particularly humanities disciplines. The propositions developed in this introduction and the contributing authors’ papers aim towards developing stronger and more meaningful engagement with the future place and role of arts and humanities within HE and wider society. We establish a variety of themes in the value of HE and make connections to the contributing authors’ articles. We finish with critical questions for continued debate and research in the nexus between arts and humanities and graduate outcomes. These are all pertinent to the questions of value that underpin many of the papers in this issue. © The Author(s) 2023.","Arts; employability; higher education; humanities; value","","","","","","","","Adams R., English Universities Must Prove ‘Commitment’ to Free Speech for Bailouts, (2020); Augar P., Post-18 Review of Education and Funding: Independent Panel Report, (2020); Barnett R., The Ecological University: A Feasible Utopia, (2017); Baruch Y., Peiperl M., Career management practices: an empirical survey and implications, Human Resource Management, 39, 4, pp. 347-366, (2000); Bridgstock R., Goldsmith B., Rodgers J., Et al., Creative graduate pathways within and beyond the creative industries, Journal of Education and Work, 28, 4, pp. 333-345, (2015); The Right Skills: Celebrating Skills in the Arts, Humanities and Social Sciences, (2017); Qualified for the Future: Quantifying Demand for Arts, Humanities and Social Science Skills, (2020); Britton J., van der Erve L., Belfield C., Et al., How much does degree choice matter?, Labour Economics, 79, (2022); Costa R.C., The place of the humanities in today’s knowledge society, Palgrave Communications, 5, 38, (2019); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education and Training, 49, 4, pp. 277-289, (2007); Skills for Jobs: Lifelong Learning for Opportunity and Growth, (2021); Dewey J., Education and Experience, (1939); Grattan R., Fee Cuts for Nursing and Teaching but Big Hikes for Law and Humanities in Package Expanding University Places, (2020); Handley K., Anticipatory socialization and the construction of the employable graduate: a critical analysis of employers’ graduate careers websites, Work, Employment and Society, 32, 2, pp. 239-256, (2018); Hesmondhalgh D., Baker S., Creative Labour Media Work in Three Cultural Industries, (2011); Hunt W., Atfield G., The Wider (Non-market) Benefits of Post-18 Education for Individuals and Society, (2019); Howells R., Sorting the sheep from the sheep: Value, worth and the creative industries, The Public Value of the Humanities, pp. 232-244, (2011); McArthur J., Reconsidering the social and economic purposes of higher education, Higher Education Research and Development, 30, 6, pp. 737-749, (2011); Oakley K., Ward J., The art of the good life: culture and sustainable prosperity, Cultural Trends, 27, 1, pp. 4-17, (2018); Petrone P., The Skills Companies Need Most in 2019 – and How to Learn Them, (2018); Reisz M., What can the Humanities Offer in the Covid Era?, (2020); Roberts G., The Humanities in Modern Britain: Challenges and Opportunities, (2021); Teixeira P., Global funding trends in higher education: The challenges of competition, selectivity, and differentiation, Higher Education in the Next Decade, pp. 245-270, (2021); Van Nuys A., New LinkedIn Research: Upskill Your Employees with the Skills Companies Need Most in 2020, (2020); Walsh L., Gleeson J., Theorising and preparing students for precarity: how can leaders and educators better prepare students to enter an increasingly insecure workforce?, Journal of Educational Administration and History, 54, 1, pp. 7-19, (2022); Wicklow K., Cost of Living Impact on Institutions and Students, (2022)","D. Ashton; Winchester School of Art, University of Southampton, Southampton, United Kingdom; email: d.k.ashton@soton.ac.uk","","SAGE Publications Ltd","","","","","","14740222","","","","English","Arts Humanit. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85149868927"
"England L.","England, Lauren (57200641927)","57200641927","Crafting professionals: Logics of professional development in craft higher education","2023","Arts and Humanities in Higher Education","22","2","","128","147","19","0","10.1177/14740222231156895","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148438652&doi=10.1177%2f14740222231156895&partnerID=40&md5=86c9839fd0dc091319dcc9a5a851af1c","Department of Culture, Media & Creative Industries, King’s College London, United Kingdom","England L., Department of Culture, Media & Creative Industries, King’s College London, United Kingdom","This article explores how the presence of competing logics in craft higher education (HE) influences educational provision and student experience. Findings are presented from four craft HE case studies across England, including analysis of degree programme specifications and module curricula and interviews with educators, current students and recent graduates conducted in 2018. The article presents how these logics influence employability-focused teaching in craft curricula and how this impacts time, space and facilities allocated to physical craft work. Key tensions identified include perceptions and measurement of graduate “success”, the impact on skill development and studio space and (dis)engagement with professional development training. The article concludes with reflection on how this relates to the perceived value of arts degrees, but argues that the responsibility to “prepare” students for craft careers cannot lie solely with HE providers. © The Author(s) 2023.","Craft; creative higher education; logics, employability; professional development","","","","","","Crafts Council; UK’s national development agency for craft; King’s College London, KCL","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was conducted in collaboration with Crafts Council UK, the UK’s national development agency for craft, and funded by a Professor Sir Richard Trainor scholarship from King’s College London (2016–19).","Alexander E.A., Phillips W., Kapletia D., Shifting logics: limitations on the journey from 'state' to 'market' logic in UK higher education, Policy & Politics, 46, 4, pp. 551-569, (2018); Ashton D., Creative work careers: pathways and portfolios for the creative economy, Journal of Education and Work, 28, 4, pp. 388-406, (2015); Augar P., Review of Post-18 Education and Funding, Her Majesty's Stationery Office, (2019); Banks M., Oakley K., The dance goes on forever? Art schools, class and UK higher education, International Journal of Cultural Policy, 22, 1, pp. 41-57, (2016); Bennett D., Academy and the real world: developing realistic notions of career in the performing arts, Arts and Humanities in Higher Education, 8, 3, pp. 309-327, (2009); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bridgstock R., Cunningham S., Creative labour and graduate outcomes: implications for higher education and cultural policy, International Journal of Cultural Policy, 22, 1, pp. 10-26, (2016); Bridgstock R., Goldsmith B., Rodgers J., Et al., Creative graduate pathways within and beyond the creative industries, Journal of Education and Work, 28, 4, pp. 333-345, (2015); Browne J., Securing a Sustainable Future for Higher Education, Her Majesty's Stationery Office, (2010); Buckley B., Conomos J., Rethinking the Contemporary Art School: The Artist, the PhD and the Academy, (2009); Comunian R., England L., Creative clusters and the evolution of knowledge and skills: from industrial to creative glassmaking, Geoforum, 99, pp. 238-247, (2019); Comunian R., England L., Faggian A., Et al., Economics of Talent, (2021); Studying Craft 16: Trends in Craft Education and Training, (2016); Independent Panel Report: Post-18 Review of Education and Funding, (2019); Douglas M., When is a teapot not a teapot?, American Art, 21, 1, pp. 19-23, (2007); Dunn M.B., Jones C., Institutional logics and institutional pluralism: the contestation of care and science logics in medical education, 1967–2005, Administrative Science Quarterly, 55, 1, pp. 114-149, (2010); England L., Crafting Professionals: Entrepreneurial Strategies for Making a Living through Passionate Work, (2022); England L., Et al., Crafting professionals: exploring the spatial and social mediation of professional networks in craft higher education, A Modern Guide to Creative Economies, pp. 164-180, (2022); Favero A.A., Consalter E., Tonieto C., The market logic and its implications at the policies and processes of evaluation of the Higher Education, Educar em Revista, 36, 2, (2020); Gill R., Pratt A., In the social factory? Immaterial labour, precariousness and cultural work, Theory, Culture & Society, 25, 7-8, pp. 1-30, (2008); Hesse-Biber S.N., Leavy P., The Practice of Qualitative Research, (2010); Houghton N., Craft education: what it is, where it comes from, where it's going, Making Futures, 2, pp. 174-182, (2013); Houghton N., Six into one: the contradictory art school curriculum and how it came about, International Journal of Art & Design Education, 35, 1, pp. 107-120, (2016); Hunt W., Ball L., Pollard E., Crafting Futures: A Study of the Early Careers of Crafts Graduates from UK Higher Education Institutions, (2010); Luckman S., Craft and the Creative Economy, (2015); Luckman S., Craft entrepreneurialism and sustainable scale: resistance to and disavowal of the creative industries as champions of capitalist growth, Cultural Trends, 27, 5, pp. 313-326, (2018); McRobbie A., Be Creative: Making a Living in the New Culture Industries, (2016); Naudin A., Patel K., Craft Entrepreneurship, (2020); Noonan C., Professional mobilities in the creative industries: the role of “place” for young people aspiring for a creative career, Cultural Trends, 24, 4, pp. 299-309, (2015); Orr S., Shreeve A., Art and Design Pedagogy in Higher Education: Knowledge, Values and Ambiguity in the Creative Curriculum, (2017); Patel K., Diversity initiatives and addressing inequalities in craft, Pathways into Creative Working Lives, pp. 175-191, (2020); Reay T., Hinings C.R., Managing the rivalry of competing institutional logics, Organization Studies, 30, 6, pp. 629-652, (2009); Schwarz M., Yair K., Making Value: Craft and the Economic and Social Contribution of Makers, (2010); Thornton P.H., Ocasio W., Institutional logics and the historical contingency of power in organizations: executive succession in the higher education publishing industry, 1958–1990, American Journal of Sociology, 105, 3, pp. 801-843, (1999); Thornton P.H., Ocasio W., Lounsbury M., The Institutional Logics Perspective: A New Approach to Culture, Structure, and Process, (2012); Tomlinson M., Conceptions of the value of higher education in a measured market, Higher Education, 75, 4, pp. 711-727, (2018); Yin R.K., Case Study Research and Applications: Design and Methods, (2017)","L. England; Department of Culture, Media & Creative Industries, King’s College London, United Kingdom; email: lauren.2.england@kcl.ac.uk","","SAGE Publications Ltd","","","","","","14740222","","","","English","Arts Humanit. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85148438652"
"Saad S.; Jambari H.; Jamal A.H.M.; Saud S.; Osman S.; Hamzah F.","Saad, Saffuan (58195151800); Jambari, Hanifah (12762883900); Jamal, Aede Hatib Musta'amal (58196048900); Saud, Sukri (58195605100); Osman, Sharifah (57058673700); Hamzah, Fathullah (58196049000)","58195151800; 12762883900; 58196048900; 58195605100; 57058673700; 58196049000","Factors Affecting the Level of Achieving Employability 4.0 of Hearing-Impaired Special Education Students","2023","Journal of Technical Education and Training","15","1","","215","233","18","0","10.30880/jtet.2023.15.01.019","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153530593&doi=10.30880%2fjtet.2023.15.01.019&partnerID=40&md5=fde70dcd60231bd47bdc46ebb7f8d3fb","School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Malaysia","Saad S., School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Malaysia; Jambari H., School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Malaysia; Jamal A.H.M., School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Malaysia; Saud S., School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Malaysia; Osman S., School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Malaysia; Hamzah F., School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Malaysia","The use of IR4.0 digital technology, computers and smartphones are gradually changing the scope of employment. This requires special education students with impaired hearing who are enrolled in the Special Skills Certificate programme at Malaysian polytechnics to acquire and master digital skills that will meet the employer’s needs. Therefore, this study is conducted to identify the factors that affect the level of achieving employability 4.0 of impaired hearing special education students in Malaysian polytechnics, from the perspectives of lecturers and employers. Quantitative methods are used in carrying out the study, and the data are analysed using the SPSS V26. The research instrument in the form of a questionnaire is distributed to the respondents and the contents are verified by two experts. This study involves a total of 71 Special Skills Certificate lecturers and 84 employers who have offered industrial training to the special education students with impaired hearing, who use computers and smartphones in their workplace. The analysis requirement test was carried out using a normality test and found that the entire data are normally distributed. Here are the results of the descriptive analysis: from the lecturer's perspective, the attitude of impaired hearing special education students towards the use of digital technology score a high average mean value of 4.18; from the employer's perspective, the required digital technology facilities of impaired hearing special education students score a high average value mean 4.36. Meanwhile, the results by inferential analysis using independent t-test showing a significant difference in teaching experience by lecturers. Students can explore the content of the subjects through the use of software and digital technology applications based on their lecturers’ experience in teaching. Therefore, the factors that affect the level of achieving employability 4.0 should always be in line with IR4.0 technology that meets the needs of employers. The findings could be used another researcher to identify the other factors affecting the level of achieving employability 4.0 of hearing-impaired special education students in Malaysian polytechnic to keep student’s employability 4.0 aligned with the employers wished. © 2023 UTHM Publisher. All rights reserved.","digital technology; Employability 4.0; hearing impaired special education students; IR4.0","","","","","","Ministry of Higher Education and Universiti Teknologi Malaysia, (FRGS/1/2020/SS0/UTM/02/6); UTMER, (Q. J130000.3853.20J05)","The authors would like to thank all the respondents for this study for the given information needed. The authors also would also like to thank the Ministry of Higher Education and Universiti Teknologi Malaysia (UTM) under FRGS, Registration Proposal No: FRGS/1/2020/SS0/UTM/02/6 and UTMER with vote number Q. J130000.3853.20J05.","Abdallah A. A., Woolsey L. M., Kharbat F. 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M., Zahari F., Penerokaan Kesan Pengajaran Dan Pembelajaran Menggunakan Visual Imej Dalam Kalangan Pelajar Cacat Pendengaran [Exploring the Effects of Teaching and Learning Using Visual Images Among Hearing Impaired Students, Jurnal Komunikasi Malaysian Journal of Communication, 32, 1, pp. 335-350, (2016); Aliu J., Aigbayboa C., Oke A., Examining undergraduate courses relevant to the built environment in the 4IR era: a Delphi study approach, Emerging Res. in Sustainable Energy & Buildings for a Low-Carbon Future, 5, pp. 195-215, (2021); Almenara C. J., Gamez D. G. F., Palmero R. J., Rodriguez P. A., Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods, British Journal of Educational Technology, 53, 1, pp. 41-57, (2021); Amiron E., Latib A. 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Z., Technology use by teachers of deaf and hard-of-hearing students, (2019); Olugu F., Availability and utilization of assistive technology devices for improved teaching and learning among students with learning disabilities in Ohafia, Abia State. SSRN Electronic Journal, 1, 1, pp. 1-38, (2020); Osman M.O., Diah M.N., Empowering people with disabilities (PWDs) via information communication technology (ict): the case of Malaysia, International Journal for Studies on Children, Women, Elderly and Disabled, 2, 6, pp. 86-93, (2017); Padkapayeva K., Posen A., Yazdani A., Buettgen A., Mahood Q, Tompa E., Workplace accommodations for persons with physical disabilities: evidence synthesis of the peer-reviewed literature, Disability and Rehabilitation, 39, 21, pp. 1-17, (2017); Paul F., What do graduates do?, (2021); Perumal J., Saemah R., Shahlan S., Hubungan pendedahan teknologi dengan sikap pelajar [The relationship between technology exposure and student attitudes, Jurnal Dunia Pendidikan, 3, 3, pp. 83-91, (2021); Pujiwati A., Pasaribu B., Pandiaitan N., Development of employability model 4.0 higher education graduates in Indonesia, Indian Journal of Economics and Business, 20, 2, pp. 389-397, (2021); Rahman A. A., Nozlan N. N., Thaidi A. A. H., Rahman A. F., Pandemik COVID-19: Isu penggunaan ICT dalam proses pengajaran dan pembelajaran (pdp) bagi pelajar orang kurang upaya (OKU) di institusi pendidikan khas di Malaysia [The COVID-19 pandemic: The issue of using ICT in the teaching and learning process (pdp) for students with disabilities (SwD) in special education institutions in Malaysia, ʻUlūm Islāmiyyah Journal, 33, pp. 271-288, (2021); Raja S.D., Bridging the disability divide through digital technologies, (2016); Rosli F. H., Ahmad H. M., Takril F. N., Sabri A. 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K., Buntat Y., Persepsi majikan terhadap pekerja orang kurang upaya (OKU) dalam organisasi di negeri Johor [Employers' perception of people with disabilities (PwD) worker in organizations in the state of Johor, 2nd International Seminar on Quality and Affordable Education (ISQAE 2013), pp. 349-353, (2013); Sani M. R., Hubungan di antara amalan pengurusan keselamatan dan tingkahlaku keselamatan: suatu kajian di Petronas Fertilizer Sdn Bhd [The relationship between safety management practices and safety behaviour: a study at Petronas Fertilizer Sdn Bhd], (2014); Shapri M. A., Hubungan antara kemudahgunaan, kebergunaan dan keseronokan dengan sikap terhadap realiti berperanta (AR) dalam kalangan murid bagi subjek Bahasa Inggeris [The relationship between ease of use, usefulness and enjoyment with attitudes towards augmented reality (AR) among students for English subjects], (2019); Soetan K. A., Onojah O. A., Alaka B. T., Onojah A. 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N., Exploring Digital Literacy Strategies for Students with Special Educational Needs in the Digital Age, Turkish Journal of Computer and Mathematics Education, 12, 9, pp. 3345-3358, (2021); Vlachou A., Papananou I., Experiences and perspectives of greek higher education students with disabilities, Educ. Res, 60, 2, pp. 206-221, (2018); Wymann B., Schellinger J., Employability 4.0: Employability in a changing world of work, Employability, 4, pp. 183-216, (2021); Yahaya H. N., Latiff A. Z., Acceptance on open and distance learning method amongst special education needs teachers during movement control order, Journal of Media and Information Warfare (JMIW), 14, 1, pp. 68-79, (2021); Yahya N., Helen H., Impak e-com deaf Bagi Kursus SBK1021 Dalam Kalangan Pelajar Khas Politeknik Kota Kinabalu [Impact of e-com deaf for the SBK1021 Course Among Special Students of Kota Kinabalu Polytechnic], International Journal of Research in Engineering and Science (IJRES), 5, 2, pp. 1-6, (2017); Yusof M., Mohiddin H., Refleksi pelajar terhadap keberkesanan kursus latihan industri: kajian kes pelajar Politeknik Muadzam Shah [Students' reflections on the effectiveness of industrial training courses: a case study of Muadzam Shah Polytechnic students, Malaysian Online Journal of Education, 2, 2, pp. 46-54, (2018); Yusof M. F., Awang H., Improving Graduates’ Employability Skills Through Industrial Training: Suggestions from Employers, J. Educ. Pract, 4, 4, pp. 23-29, (2013); Zainuna Z., Razallib A. R., Kamisc K., Hock K. E., Implementation of Industrial Training for Students with a Disability: The Role of Adaptability in Enhancing Their Workplace Well-Being, International Journal of Innovation, Creativity and Change, 12, 7, pp. 221-235, (2020)","S. Saad; School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Malaysia; email: saffuansaad92@gmail.com","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85153530593"
"Ebekozien A.; Aigbavboa C.; Ikuabe M.; Thwala W.D.","Ebekozien, Andrew (57208104712); Aigbavboa, Clinton (54956705100); Ikuabe, Matthew (57204761642); Thwala, Wellington Didibhuku (15728526800)","57208104712; 54956705100; 57204761642; 15728526800","The built environment craftmanship in higher education institutions: issues and prospects from stakeholders' perception","2023","Education and Training","65","3","","492","509","17","0","10.1108/ET-03-2022-0086","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158872257&doi=10.1108%2fET-03-2022-0086&partnerID=40&md5=baf9dd9abf2fe88e8048670cae65f2fb","Department of Quantity Surveying, Auchi Polytechnic, Auchi, Nigeria; Department of Construction Management and Quantity Surveying, University of Johannesburg, Auckland Park, South Africa; School of Social Sciences, Universiti Sains Malaysia, Pulau Pinang, Malaysia; Department of Civil Engineering, College of Science, Engineering and Technology, University of South Africa, Pretoria, South Africa","Ebekozien A., Department of Quantity Surveying, Auchi Polytechnic, Auchi, Nigeria, Department of Construction Management and Quantity Surveying, University of Johannesburg, Auckland Park, South Africa, School of Social Sciences, Universiti Sains Malaysia, Pulau Pinang, Malaysia; Aigbavboa C., Department of Construction Management and Quantity Surveying, University of Johannesburg, Auckland Park, South Africa; Ikuabe M., Department of Construction Management and Quantity Surveying, University of Johannesburg, Auckland Park, South Africa; Thwala W.D., Department of Civil Engineering, College of Science, Engineering and Technology, University of South Africa, Pretoria, South Africa","Purpose: Nigeria has one of the highest graduate unemployment rates in Africa, and there is no comprehensive policy framework to address it. Evidence shows that integrating craftsmanship into higher education academic programmes can enhance graduate employability. Therefore, there is a need to integrate it into the built environment programmes at institutions in Nigeria. The built environment craftmanship (BEC) in Nigeria's HEIs may have had some challenges, although studies about these challenges are scarce. In this regard, the study investigated BEC's perceived encumbrances and proffered measures to integrate craftsmanship skills in Nigerian HEIs built environment programmes. Design/methodology/approach: The research adopted a qualitative research design using a virtual interview approach to solicit data from 34 experts across Nigeria. An exploratory approach was used to engage selected HEIs in Nigeria and thematic analysis was adopted to analyse the collected data, and saturation was achieved. Findings: The study findings indicate that integrating BEC in built environment programmes will enhance graduate employment. However, possible encumbrances like institutional frameworks, funding, infrastructural development and pedagogical and social-cultural issues were found to be affecting BEC's integration into built environment programmes at higher education in Nigeria. Research limitations/implications: Future studies should explore more detailed large-scale investigations about integrating craftsmanship into higher education institution (HEI) programmes. Originality/value: Given the dearth of pragmatic studies on the built environment graduates' unemployment in Nigeria, this research contributes to the academic community debates on reducing graduates' unemployment via BEC in HEIs. © 2023, Emerald Publishing Limited.","Construction practitioners; Craft experts; Encumbrances; Nigeria; Training needs","","","","","","Auchi Polytechnic Management; Built Environment; CIDB Centre of Excellence, (05-35-061890); University of Johannesburg, UJ; Fakultas Teknik Universitas Indonesia, FTUI","Funding text 1: Funding: This work was supported by the Faculty of Engineering and the Built Environment and CIDB Centre of Excellence (05-35-061890), University of Johannesburg, South Africa.; Funding text 2: The authors specially thank the participants for providing scholarly contributions to enhance the findings of this paper. The authors appreciate the comments, suggestions and recommendations provided by the anonymous reviewers, which helped hone and strengthen the quality of this manuscript during the blind peer-review process. Also, the lead author thank the current Auchi Polytechnic Management for creating an enabling environment for quality research. Funding: This work was supported by the Faculty of Engineering and the Built Environment and CIDB Centre of Excellence (05-35-061890), University of Johannesburg, South Africa.","Afolabi A.O., Ojelabi R.A., Oyeyipo O., Tunji-Olayeni P.F., Amusan L.M., Integrating construction craft skill acquisition in the built environment curriculum using a competence-based education approach, Research Journal of Applied Sciences, 12, 3-4, pp. 295-303, (2017); Aliu J., Aghimien D., Aigbavboa C., Ebekozien A., Oke A., Adekunle S., Akinradewo O., Akinshipe O., Developing emotionally competent engineers for the ever-changing built environment, Engineering, Construction and Architectural Management, (2022); Aliu J., Aghimien D., Aigbavboa C., Oke A., Ebekozien A., Temidayo O., Empirical investigation of discipline-specific skills required for the employability of built environment graduates, International Journal of Construction Education and Research, (2022); Amoah C., Simpeh F., Implementation challenges of COVID-19 safety measures at construction sites in South Africa, Journal of Facilities Management, 19, 1, pp. 111-128, (2021); Asiyanbola O.D., Construction Craftsmen's Availability and Project Performance in Selected Southwestern States, Nigeria, (2018); Awe E.M., A Framework for Training and Development of Construction Craft Skills in Nigeria, (2017); Bilsland C., Carter L., Wood L.N., Work integrated learning internships in transnational education: alumni perspectives from Vietnam, Education + Training, 61, 3, pp. 359-373, (2019); Blumberg B., Cooper D.R., Schindler S.P., Business Research Methods, (2008); Craig R., Bewick T., Making apprenticeships work-inside higher education, (2017); Creswell J.W., Qualitative Inquiry and Research Design: Choosing Among Five Approaches, (2007); Decker D., Student perceptions of higher education and apprenticeship alignment, Education Sciences, 9, 2, pp. 86-99, (2019); Donkor F., Reasons for non-completion among apprentices: the case of automotive trades of the informal sector in Ghana, Journal of Vocational Education and Training, 64, 1, pp. 25-40, (2012); Ebekozien A., Corrupt acts in the Nigerian construction industry: is the ruling party fighting corruption?, Journal of Contemporary African Studies, 38, 3, pp. 348-365, (2020); Ebekozien A., Aigbavboa C., COVID-19 recovery for the Nigerian construction sites: the role of the fourth industrial revolution technologies, Sustainable Cities and Society, (2021); Ebekozien A., Samsurijan M.S., Incentivisation of digital technology takers in the construction industry, Engineering, Construction and Architectural Management, (2022); Ebekozien A., Aigbavboa C., Thwala W.D., Aigbedion M., Ogbaini I.F., An appraisal of generic skills for Nigerian built environment professionals in workplace: the unexplored approach, Journal of Engineering, Design and Technology, (2021); Ebekozien A., Aigbavboa C., Aliu J., Thwala W.D., Generic skills of future built environment practitioners in South Africa: unexplored mechanism via students' perception, Journal of Engineering, Design and Technology, (2022); Ernest K., Matthew S.K., Samuel A.K., Towards entrepreneurial learning competencies: the perspective of built environment students, Higher Education Studies, 5, 1, pp. 20-30, (2015); Evawoma-Enuku U., Mgbor M., The national directorate of employment's open apprenticeship scheme in Nigeria: new wine in old wineskins?, Education + Training, 47, 4-5, pp. 325-336, (2005); Fabian K., Taylor-Smith E., Meharg D.S.S., Varey A., An exploration of degree apprentice perspectives: a Q methodology study, Studies in Higher Education, (2021); What we do: about us, (2017); Fuller J.B., Sigelman M., Room to Grow: Identifying New Frontiers for Apprenticeships, (2017); Gabadeen W.O., Raimi L., Management of entrepreneurship education in Nigerian higher institutions: issues, challenges and way forward, Abuja International Journal of Education and Management Sciences, 2, 1, pp. 1-26, (2012); Guest G., Bunce A., Johnson L., How many interviews are enough? 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Ebekozien; Department of Quantity Surveying, Auchi Polytechnic, Auchi, Nigeria; email: ebekoandy45@yahoo.com","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85158872257"
"Boustani N.M.","Boustani, Nada Mallah (57197829959)","57197829959","The Impact of COVID-19 on Curriculum and Employability in Lebanon","2023","Administrative Sciences","13","5","128","","","","0","10.3390/admsci13050128","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160103559&doi=10.3390%2fadmsci13050128&partnerID=40&md5=e9dc1dd38d39c77556a77c644b7ec1e3","Faculty of Business and Administration, Saint Joseph University, Beirut, 1104 2020, Lebanon","Boustani N.M., Faculty of Business and Administration, Saint Joseph University, Beirut, 1104 2020, Lebanon","The COVID-19 pandemic negatively impacting the whole service sector, including higher education, has forced universities to quickly innovate and recreate. The sanitary crisis resulted in the greatest disruption to educational systems in human history, as well as a shift in the nature, qualifications, and mix of the workforce. The reopening of higher education institutions is another concern, with numerous new operational procedures in place, new opportunities, and prospective curriculum adjustments based on labour market realities. Due to the development of technology, businesses’ requirements for human resource credentials and job types underwent several modifications. This study’s goal is to investigate how COVID-19 has influenced curriculum revisions and employability requirements. The research used a mixed methodology, with quantitative analysis of changes in enrolled students by major and a qualitative study including two different sets of surveys based on the innovation and employability theories addressed to five human resource (HR) directors from institutions and organizations in Lebanon, as well as three universities. The objective was to answer the following questions: How can universities adapt to the changing demands of the labour market specifically in times of crisis? Should university curricula place greater emphasis on students’ personal growth than on technical and conventional learning? The results lead to re-thinking about what higher education systems and institutions can do to redesign their curricula in accordance with the job market and the expectations of the students in this challenging context, where employment security and job market stability issues are more urgent due to the economic crisis and advanced technologies. According to the findings, the research implications include boosting the implementation of the new curriculum through improved HR practices from the Ministry of Education. This will also encourage innovative performance, which will necessitate realistic, swift technical procedures to be unbeatable, creative, and competitive. This study adds significantly to the literature by suggesting curriculum adjustments for online courses and e-training. © 2023 by the author.","curriculum; education theory; employability; innovation theory; skills and job market","","","","","","","","Abernathy W.J., Utterback J.M., Patterns of industrial innovation, Technology Review, 80, pp. 40-47, (1978); Alsoud A.R., Harasis A.A., The impact of COVID-19 pandemic on student’s e-learning experience in Jordan, Journal of Theoretical and Applied Electronic Commerce Research, 16, pp. 1404-1414, (2021); Aung T.N., Khaing S.S., Challenges of implementing e-learning in developing countries: A review, Genetic and Evolutionary Computing: Proceedings of the Ninth International Conference on Genetic and Evolutionary Computing, Yangon, Myanmar, 26–28 August 2015, II 9, pp. 405-411, (2016); Baruch Y., Employability: A substitute for loyalty?, Human Resource Development International, 4, pp. 543-566, (2001); Basilaia G., Kvavadze D., Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia, Pedagogical Research, 5, (2020); Blom V., Richter A., Hallsten L., Svedberg P., The associations between job insecurity, depressive symptoms and burnout: The role of performance-based self-esteem, Economic and Industrial Democracy, 39, pp. 48-63, (2018); Bos-Nehles A., Renkema M., Janssen M., HRM and innovative work behaviour: A systematic literature review, Personnel Review, 46, pp. 1228-1253, (2017); Boustani N.M., Sayegh M.M., Boustany Z., Attitude towards Online Shopping during Pandemics: Do Gender, Social Factors and Platform Quality Matter?, Journal of Risk and Financial Management, 15, (2022); Carnevale J.B., Hatak I., Employee adjustment and well-being in the era of COVID-19: Implications for human resource management, Journal of Business Research, 116, pp. 183-187, (2020); Crawford J., Cifuentes-Faura J., Sustainability in higher education during the COVID-19 pandemic: A systematic review, Sustainability, 14, (2022); Creswell J., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, (2003); Crossan M.M., Apaydin M., A multi-dimensional framework of organizational innovation: A systematic review of the literature, Journal of Management Studies, 47, pp. 1154-1191, (2010); Deng H., Wu W., Zhang Y., Zhang X., Ni J., The Paradoxical Effects of COVID-19 Event Strength on Employee Turnover Intention, International Journal of Environmental Research and Public Health, 19, (2022); Dospinescu O., Dospinescu N., Perception over e-learning tools in higher education: Comparative study Romania and Moldova, Paper presented at the IE 2020 International Conference, pp. 59-64, (2020); Doucet A., Netolicky D., Timmers K., Tuscano F.J., Thinking about Pedagogy in an Unfolding Pandemic: An Independent Report on Approaches to Distance Learning during COVID19 School Closures, (2020); Duraku Z.H., Hoxha L., The impact of COVID-19 on higher education: A study of interaction among Kosovar students’ mental health, attitudes toward online learning, study skills and changes in students’ life, The Impact of the COVID-19 Pandemic on Education and Wellbeing, (2020); Ebersberger B., Kuckertz A., Hop to it! 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What an Analysis of the European Union Reveals. What an Analysis of the European Union Reveals, (2020); Schumpeter J.A., The Theory of Economic Development: An Inquiry into Profits, Capita I, Credit, Interest, and the Business Cycle, (2017); Shahzad K., Bajwa S.U., Ansted R.B., Mamoon D., Evaluating human resource management capacity for effective implementation of advanced metering infrastructure by electricity distribution companies in Pakistan, Utilities Policy, 41, pp. 107-117, (2016); Sintema E.J., Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education, Eurasia Journal of Mathematics, Science and Technology Education, 16, (2020); Subedi S., Nayaju S., Subedi S., Shah S.K., Shah J.M., Impact of E-learning during COVID-19 pandemic among nursing students and teachers of Nepal, International Journal of Science and Healthcare Research, 5, pp. 68-76, (2020); Suneson G., Industries hit hardest by coronavirus in the US include retail, transportation, and travel, USA Today, (2020); Tushman M.L., Anderson P., Technological discontinuities and organizational environments, Organizational Innovation, pp. 345-372, (2018); Tuzovic S., Kabadayi S., The influence of social distancing on employee well-being: A conceptual framework and research agenda, Journal of Service Management, 32, pp. 145-160, (2021); Global Education Meeting Extraordinary Session on Education Post-COVID-19 Background Document, (2020); Policy Brief: Education during COVID-19 and beyond, (2020); Waheed A., Miao X., Waheed S., Ahmad N., Majeed A., How new HRM practices, organizational innovation, and innovative climate affect the innovation performance in the IT industry: A moderated-mediation analysis, Sustainability, 11, (2019); Wang W., Mather K., Seifert R., Job insecurity, employee anxiety, and commitment: The moderating role of collective trust in management, Multilevel Trust in Organizations, pp. 84-101, (2020); Wiradendi Wolor C., Solikhah S., Fidhyallah N.F., Lestari D.P., Effectiveness of e-training, e-leadership, and work life balance on employee performance during COVID-19, Journal of Asian Finance, Economics and Business, 7, pp. 443-450, (2020); Zhou W., Pan Z., Jin Q., Feng Y., Impact of self-perceived employability on sustainable career development in times of COVID-19: Two mediating paths, Sustainability, 14, (2022)","N.M. Boustani; Faculty of Business and Administration, Saint Joseph University, Beirut, 1104 2020, Lebanon; email: nada.mallahboustany@usj.edu.lb","","MDPI","","","","","","20763387","","","","English","Adm. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85160103559"
"McCormack S.; Baron P.","McCormack, Silvia (57197762398); Baron, Paula (55241604400)","57197762398; 55241604400","The impact of employability on Humanities, Arts and Social Sciences degrees in Australia","2023","Arts and Humanities in Higher Education","22","2","","164","182","18","1","10.1177/14740222231156888","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151382022&doi=10.1177%2f14740222231156888&partnerID=40&md5=b2b7bd8cd91ecfaa0108312efb95ad26","Education Services, La Trobe University, Bundoora Campus, Melbourne, VIC, Australia; School of Law, La Trobe University, Bundoora Campus, Melbourne, VIC, Australia","McCormack S., Education Services, La Trobe University, Bundoora Campus, Melbourne, VIC, Australia; Baron P., School of Law, La Trobe University, Bundoora Campus, Melbourne, VIC, Australia","In Australia, Humanities, Arts and Social Sciences (HASS) faculties are under pressure to demonstrate that their degrees result in employable graduates. Employability has become a key strategic goal of all universities and is driving federal government funding changes. We surveyed 17 Directors of Learning and Teaching in HASS across Australia’s 37 public universities to ascertain their views on how employability has affected HASS. Our thematic analysis of questionnaire results reveals a highly complex and, at times, contradictory picture of the relationship between HASS and employability. © The Author(s) 2023.","arts and humanities; Australian universities; Employability; university funding policy; value of education","","","","","","","","State of the Social Sciences 2021, (2021); Baron P., McCormack S., Employable me: Australian higher education and the employability agenda, (2020); Belfiore E., ‘Impact’, ‘value’ and ‘bad economics’: making sense of the problem of value in the arts and humanities, Arts and Humanities in Higher Education, 14, 1, pp. 95-110, (2015); Bennett D., Graduate employability and higher education: past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2018); Biesta G., Against learning. Reclaiming a language for education in an age of learning, Nordic Studies in Education, 25, 1, pp. 54-66, (2005); Brennan M., Productivity, Migration and Skills, Rebuilding Australia’s future, (2022); Brown P., Education, opportunity and the prospects for social mobility, British Journal of Sociology of Education, 34, 5-6, pp. 678-700, (2013); Brown W., Sacrificial citizenship: neoliberalism, human capital, and austerity politics, Constellations, 23, 1, pp. 3-14, (2016); Costa R.C., The place of the humanities in today’s knowledge society, Palgrave Communications, 5, 38, (2019); Coleborne C., HASS graduates above average according to employers, Australasian Council of Deans of Arts, Social Sciences and Humanities (DASSH) News, (2022); Cotronei-Baird V.S., Academic hindrances in the integration of employability skills development in teaching and assessment practice, Higher Education, 79, pp. 203-223, (2019); Daly A., Lewis P., The proposed job-ready graduate package: a misguided arrow missing its target, Australian Journal of Labour Economics, 23, 2, pp. 231-251, (2020); The Value of the Humanities, (2018); Doidge S., Doyle J., Hogan T., The university in the global age: reconceptualising the humanities and social sciences for the twenty-first century, Educational Philosophy and Theory, 52, 11, pp. 1126-1138, (2020); Dorfman J., Surprise: humanities degrees provide great return on investment, Forbes, (2014); Gould H., Meredyth D., Newport-Peace D., Humanities, arts and social sciences (HASS) degrees: powering workforce transformation through creativity, critical thinking and human interaction, (2018); Green F., Unpacking the misery multiplier: how employability modifies the impacts of unemployment and job insecurity on life satisfaction and mental health, Journal of Health Economics, 30, 2, pp. 265-276, (2011); Harvey N., Shahjahan M., Employability of Bachelor of Arts Graduates Final Report, (2013); Hill C., Davidson Pisacreta E., The Economic Benefits and Costs of a Liberal Arts Education, (2019); Horton A.P., Why Australia is charging more to study history, BBC Worklife, (2020); Hurley P., Humanities graduates earn more than those who study maths and science, The Conversation, 19, (2020); Liao C., From Interdisciplinary to transdisciplinary: an Arts-integrated approach to STEAM Education, Art Education, 69, 6, pp. 44-49, (2016); Mayers L., Federation University's decision to axe arts program draws criticism from critical thinkers, Australian Broadcasting Commission, Ballarat News, (2022); Norton A., Regional universities are especially disadvantaged by funding based on average costs, Andrew Norton: Higher Education Commentary from Carlton, (2020); Norton A., Cakitaki B., Mapping Australian Higher Education 2016, (2016); O'Mahony J., Garga R., Thomas M., Et al., Valuing the humanities, Australian Economic Review, 52, 2, pp. 226-235, (2019); Saldana J., The Coding Manual for Qualitative Researchers, (2013); Seal A., How the University Became Neoliberal, (2018); Sin C., Tavares O., Amaral A., Accepting employability as a purpose of higher education? Academics’ perceptions and practices, Studies in Higher Education, 44, 6, pp. 920-931, (2019); Tay L., Pawelski J.O., Keith M.G., The role of the arts and humanities in human flourishing: a conceptual model, The Journal of Positive Psychology, 13, 3, pp. 215-225, (2018); Terras M., Priego E., Liu A., Et al., The humanities matter!, (2014); Qualified for the Future: Quantifying Demand for Arts, (2020); Tirosh-Samuelson H., In praise of human dignity: the humanities in the age of big data, On Education. Journal for Research and Debate, 1, 2, pp. 1-6, (2018); Tomlinson M., Student perceptions of themselves as ‘consumers’ of higher education, British Journal of Sociology of Education, 38, 4, pp. 450-467, (2017); Turner G., Brass K., Mapping the Humanities, Arts and Social Sciences in Australia, (2014)","S. McCormack; Education Services, La Trobe University, Bundoora Campus, Melbourne, Australia; email: silviamccormack1@gmail.com","","SAGE Publications Ltd","","","","","","14740222","","","","English","Arts Humanit. High. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85151382022"
"Cornelissen M.M.; Rabie B.","Cornelissen, M.M. (58303116200); Rabie, B. (57209532822)","58303116200; 57209532822","Training Impact Assessment of the Elsenburg Agricultural Training Institute Learnership Programme","2023","South African Journal of Agricultural Extension","51","2","","89","99","10","0","10.17159/2413-3221/2023/v51n2a13914","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161030527&doi=10.17159%2f2413-3221%2f2023%2fv51n2a13914&partnerID=40&md5=9cf03b8bf7923e82173a679e6bcb7c3d","Quality and Transformation Management, Department of Agriculture, Western Cape Government, South Africa; Stellenbosch University, School of Public Leadership, Faculty of Economic and Management Sciences, South Africa","Cornelissen M.M., Quality and Transformation Management, Department of Agriculture, Western Cape Government, South Africa, Stellenbosch University, School of Public Leadership, Faculty of Economic and Management Sciences, South Africa; Rabie B., Stellenbosch University, School of Public Leadership, Faculty of Economic and Management Sciences, South Africa","The study assessed the impact of the Elsenburg Agricultural Training Institute Learnership Programme in terms of the knowledge, skills, employability and empowerment of graduates. A structured questionnaire captured responses from 46% of graduates of the National Certificate in Animal or Plant Production Learnership Programme in the Overberg region of the Western Cape on their perception of the impact of theoretical (in-class) and practical (on-the-job) training on their knowledge, skills and employability. A limited number of interviews with farmers who hosted the graduates provided an industry perspective on the skills and employability of the graduates. The findings revealed that graduates were satisfied with the theoretical and practical components of the Learnership Programme and agreed that the programme equipped them with skills and knowledge that could be applied in the workplace. Responses from farmers and farm managers were more ambivalent in confirming that in-class training sufficiently prepared learners for the workplace, and they proposed that skills be taught on the job during the practical component. The study concluded that the Learnership Programme contributed to learners' personal and professional development and recommended that the modules' practical and theoretical content and timing be better aligned with the industry's expectations. © 2023, South African Society for Agricultural Extension (SASAE). All rights reserved.","Employability; Empowerment; Learnership Programme; Student Perspective","","","","","","","","(2020); Medium-Term Strategic Framework 2014–2019, (2014); FISCHER G., Lifelong learning — more than training, Interact. Learn. Res, 11, 3, pp. 265-294, (2000); LEWIS C.T., SHORT C., ANDREWS E.A., FREUND W., A Latin dictionary, (1956); (2021); (2014); TEICHLER U., International Encyclopedia of the Social and Behavioral Science, (2015); (2021)","B. Rabie; Stellenbosch University, School of Public Leadership, Faculty of Economic and Management Sciences, South Africa; email: brabie@sun.ac.za","","South African Society for Agricultural Extension (SASAE)","","","","","","0301603X","","","","English","S. Afr. J. Agric. Ext.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85161030527"
"Chou C.-M.; Shen T.-C.; Shen T.-C.; Shen C.-H.","Chou, Chun-Mei (35773985800); Shen, Tsu-Chi (57211283594); Shen, Tsu-Chuan (57204874020); Shen, Chien-Hua (36722640100)","35773985800; 57211283594; 57204874020; 36722640100","The impact of CIE education integrated with the BIG 6 teaching strategy on students’ innovative motivation, creativity, metacognition, and self-perceived employability","2023","Thinking Skills and Creativity","48","","101287","","","","3","10.1016/j.tsc.2023.101287","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151262304&doi=10.1016%2fj.tsc.2023.101287&partnerID=40&md5=a728a152942b3a9a3656115f683adcee","Graduate Institute of Vocational and Technological Education, National Yunlin University of Science & Technology, Taiwan, Yunlin, Taiwan; Department of Creative Design, National Yunlin University of Science & Technology, Taiwan, Yunlin, Taiwan; Graduate Institute of Information Engineering, National Yunlin University of Science & Technology, Taiwan, Yunlin, Taiwan; Department of Business Administration, Transworld Institute of Technology, Taiwan, Yunlin, Taiwan","Chou C.-M., Graduate Institute of Vocational and Technological Education, National Yunlin University of Science & Technology, Taiwan, Yunlin, Taiwan; Shen T.-C., Department of Creative Design, National Yunlin University of Science & Technology, Taiwan, Yunlin, Taiwan; Shen T.-C., Graduate Institute of Information Engineering, National Yunlin University of Science & Technology, Taiwan, Yunlin, Taiwan; Shen C.-H., Department of Business Administration, Transworld Institute of Technology, Taiwan, Yunlin, Taiwan","Facing the issue of a lack of talents with innovative competitiveness and entrepreneurial ability, the creative, innovative, and entrepreneurial ability has been regarded as a crucial factor in enhancing national competitiveness. Through establishing Creativity, Innovation, and Entrepreneurship (CIE) educational skills and activities, this study used the BIG6 information search skills as a teaching strategy to cultivate students' entrepreneurial mindset and behavior, such as skills needed to start a new business that is beyond the currently available controllable resources. This study attempted to integrate creativity, innovation, and entrepreneurship education with the Big Six (BIG 6) Information Stages teaching strategy, and explore its effectiveness on students’ innovative motivation, creativity, metacognition, and self-perceived employability. The subjects were 64 junior students from the Department of Design at a university of science and technology in Taiwan. They were divided into the experimental and control group, each group with 32 students. The results indicate that the experimental group shows significant improvement in innovative motivation, creativity, and metacognition in the Special Projects courses. Based on the findings, specific suggestions are proposed for reference in education. © 2023 Elsevier Ltd","BIG 6 teaching strategy; Big Six Information Stages (BIG 6); Creativity; Creativity innovation; Entrepreneurship (CIE) education; Innovative motivation; Metacognition; Self-perceived employability; Special projects course","","","","","","Ministry of Science and Technology, Taiwan, MOST, (109-2511-H-224-002-MY3)","This paper was written while the authors were supported by a grant from the Ministry of Science and Technology ( MOST 109-2511-H-224-002-MY3 )","Abdullah S., Sarimah S., Norshuhada S., Rosly W.M., Shaziayani W.N., Jamal O., Et al., Identifying ideas through SCAMPER techniques for examination invigilation management systems, Science & Digital Technology In E-Learning Future Trends, 4, pp. 23-28, (2022); Adeniran P.O., Onuoha U.D., Influence of information literacy skills on postgraduate students’ use of electronic resources in private university libraries in South-West, Nigeria. 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Zhan Z., Fong P.S.W., Lin K.Y., Zhong B., Yang H.H., Editorial: Creativity, innovation, and entrepreneurship: The learning science toward higher order abilities, Frontiers in Psychology, 29, 13, (2022)","C.-M. Chou; Graduate Institute of Vocational and Technological Education, National Yunlin University of Science & Technology, Yunlin, Taiwan, Taiwan; email: choucm@yuntech.edu.tw","","Elsevier Ltd","","","","","","18711871","","","","English","Think. Skills Creat.","Article","Final","","Scopus","2-s2.0-85151262304"
"Yafei K.A.; Ayoubi R.M.; Crawford M.","Yafei, Khalifa Al (57409443700); Ayoubi, Rami M. (16315256100); Crawford, Megan (21738963400)","57409443700; 16315256100; 21738963400","The Student Experiences of Teaching and Learning in Transnational Higher Education: A Phenomenographic Study from a British-Qatari Partnership","2023","Journal of Studies in International Education","27","3","","408","426","18","2","10.1177/10283153211070111","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122651644&doi=10.1177%2f10283153211070111&partnerID=40&md5=dda1546074f6022e6a3aecd51bc5a560","PhD Candidate at Lancaster University, United Kingdom; Coventry University, School of Strategy and Leadership, United Kingdom; Coventry University, Centre for Global Learning, United Kingdom","Yafei K.A., PhD Candidate at Lancaster University, United Kingdom; Ayoubi R.M., Coventry University, School of Strategy and Leadership, United Kingdom; Crawford M., Coventry University, Centre for Global Learning, United Kingdom","Transnational higher education (TNHE) of UK universities has been noticeably expanding during the last two decades in the Arab Gulf region, but few studies investigated qualitatively the different ways in which students in that region experience both teaching and learning. The aim of this study is to understand the ways that students conceptualise their learning and educational experiences at a British TNHE in Qatar. Employing a phenomenographic approach, we interviewed forty students in a TNHE UK programme within a Qatari higher education institution (HEI). The outcomes of our interviews generated three hierarchically related categories as follows: developing academic skills, acquiring self-learning skills, and acquiring employability skills. Our findings also suggest themes of interdependence in learning and transferability of skills developed by students. This study offers HEIs a better understanding and insight into the design of TNHE programmes that would respond to the students’ learning experiences and educational development. © 2022 European Association for International Education.","phenomenography; qatar; student experience; transnational higher education","","","","","","","","Ahmad S.Z., Evaluating student satisfaction of quality at international branch campuses, Assessment & Evaluation in Higher Education, 40, 4, pp. 488-507, (2015); Ahmed F., Foreign universities in qatar: A critical review of policy and sustainability issues, Global Economic Observer, 7, 1, pp. 50-59, (2019); Akerlind G., Learning about phenomenography: Interviewing, data analysis and the qualitative research paradigm, Doing Developmental Phenomenography, (2005); Alkuwari M.S., International branch campuses in Qatar: Qatari students’ experience of campus life, (2019); Bordogna C.M., Transnational higher education partnerships and the role of operational faculty members: Developing an alternative theoretical approach for empirical research, Journal of Studies in International Education, 22, 1, pp. 3-19, (2018); Bowden J.A., Experience of phenomenographic research: A personal account, Phenomenography, pp. 47-61, (2000); Brandenburg T., (2012); Chan W.W., Dimmock C., The internationalization of universities: Globalist, internationalist and translocalist models, Journal of Research in International Education, 7, 2, pp. 184-204, (2008); Crossman J.E., Clarke M., International experience and graduate employability: Stakeholder perceptions on the connection, Higher education, 59, 5, pp. 599-613, (2010); Dale R., Globalisation, knowledge economy and comparative education, Comparative Education, 41, 2, pp. 117-149, (2005); Due C., Zambrano S.C., Chur-Hansen A., Turnbull D., Niess C., Higher degree by research in a foreign country: A thematic analysis of the experiences of international students and academic supervisors, Quality in Higher Education: Quality in postgraduate research, 21, 1, pp. 52-65, (2015); Edwards J., Crosling G., Edwards R., Outsourcing university degrees: Implications for quality control, Journal of Higher Education Policy and Management, 32, 3, pp. 303-315, (2010); Ellili-Cherif M., Alkhateeb H., College students’ attitude toward the medium of instruction: Arabic versus english dilemma, Universal Journal of Educational Research, 3, 3, pp. 207-213, (2015); Fang W., Wang S., Chinese students’ choice of transnational higher education in a globalized higher education market: A case study of W university, Journal of Studies in International Education, 18, 5, pp. 475-494, (2014); Gonzalez C., What do university teachers think eLearning is good for in their teaching?, Studies in Higher Education, 35, 1, pp. 61-78, (2010); Havergal C., Hosting US branch campuses ‘costs qatar £280 million annually’, (2016); Heffernan T., Morrison M., Basu P., Sweeney A., Cultural differences, learning styles and transnational education, Journal of Higher Education Policy and Management, 32, 1, pp. 27-39, (2010); Heffernan T., Wilkins S., Butt M.M., Transnational higher education, International Journal of Educational Management, 32, 2, pp. 227-240, (2018); Jeckells H., An investigation into the influential factors that impact consumer decision-making among prospective online MBA students, Journal of Marketing for Higher Education, (2021); Keevers L., Lefoe G., Leask B., Sultan F.K.P.D., Ganesharatnam S., Loh V., Lim J.S.Y., ‘I like the people I work with. 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A study on the career development of chinese students, Higher Education Quarterly, 72, 3, pp. 208-223, (2018); Money A., Coughlan J., Team-taught versus individually taught undergraduate education: A qualitative study of student experiences and preferences, Higher Education, 72, 6, pp. 797-811, (2016); Muddiman E., Instrumentalism amongst students: A cross-national comparison of the significance of subject choice, British Journal of Sociology of Education, 39, 5, pp. 607-622, (2018); Mustafa S.A., Sellami A.L., Elmaghraby E.A.A., Al-Qassass H.B., Determinants of college and university choice for high-school students in qatar, International Journal of Higher Education, 7, 3, pp. 1-15, (2018); Nghiem-Phu B., Nguyen T.H., Impacts of perceived country image, institution image and self-image on students’ intention to study abroad: A study in hanoi, vietnam, Journal of Marketing for Higher Education, 30, 1, pp. 26-44, (2020); Pang M.-F., Marton F., Learning theory as teaching resource: Enhancing students’ understanding of economic concepts, Instructional Science, 33, 2, pp. 159-191, (2005); About National Development Strategy, (2020); Prowse J., Goddard J.T., Teaching across cultures: Canada and qatar, Canadian Journal of Higher Education, 40, 1, pp. 31-52, (2010); Pyvis D., Chapman A., Why university students choose an international education: A case study in malaysia, International Journal of Educational Development, 27, 2, pp. 235-246, (2007); Qualifications and credit frameworks, (2020); QS World University Ranking, (2020); Romanowski M., Nasser R., Identity issues: Expatriate professors teaching and researching in qatar, The International Journal of Higher Education Research, 69, 4, pp. 653-671, (2015); Seawright L., Hodges A., Language across borders: Perspectives on international and transactional higher education, (2016); Shah M., Nair S., The influence of strategy and external quality audit on university performance: An australian perspective, Tertiary Education and Management, 17, 2, pp. 139-150, (2011); Shams S.M.R., Transnational education and total quality management: A stakeholder-centred model, Journal of Management Development, 36, 3, pp. 376-389, (2017); Academic Ranking of World Universities, (2020); Sid Nair C., Murdoch N., Mertova P., Benchmarking the student experience: The offshore campus experience, The TQM Journal, 23, 6, pp. 585-597, (2011); Streitwieser B., Light G., Student conceptions of international experience in the study abroad context, The International Journal of Higher Education Research, 75, 3, pp. 471-487, (2018); Szkornik K., Teaching and learning on a transnational education programme: Opportunities and challenges for flying faculty in geography and related disciplines, Journal of Geography in Higher Education, 41, 4, pp. 521-531, (2017); Tight M., Phenomenography: The development and application of an innovative research design in higher education research, International Journal of Social Research Methodology, 19, 3, (2016); World University Rankings, (2020); Trahar S., Learning and teaching on transnational higher education programmes in hong kong, Learning and Teaching (LATISS, 8, 1, (2015); Trigwell K., Phenomenography: An approach to research into geography education, Journal of Geography in Higher Education, 30, 2, pp. 367-372, (2006); Walker J., Blakeslee J., Khalifa B.M., Nasser R., Ikhlef A., Adjustment to college in the united states: Perceptions of qatari students, 2016, 1, (2016); Wang T., Exploring chinese educators’ learning experiences and transnational pedagogies, International Journal of Pedagogies and Learning, 1, 3, pp. 44-59, (2005); Wilby K.J., Taylor J., Khalifa S.I., Jorgenson D., A course-based cross-cultural interaction among pharmacy students in qatar and Canada, American Journal of Pharmaceutical Education, 79, 2, (2015); Wilkins S., Student experience at international branch campuses, Australian Universities’ Review, 62, 2, pp. 39-46, (2020); Wilkins S., Balakrishnan M.S., Huisman J., Student choice in higher education: Motivations for choosing to study at an international branch campus, Journal of Studies in International Education, 16, 5, pp. 413-433, (2012); Wilkins S., Neri S., Managing faculty in transnational higher education: Expatriate academics at international branch campuses, Journal of Studies in International Education, 23, 4, pp. 451-472, (2019); Wood C.H., Institutional ethos: Replicating the student experience, New Directions for Higher Education, 155, pp. 29-39, (2011); Wu Q., Myhill M., Going off the beaten track: Exploring chinese international students’ motivations in selecting a regional australian university, Australasian Journal of Regional Studies, 23, 1, pp. 96-119, (2017); Yang H., Western concepts, chinese context: A note on teaching accounting offshore, International Journal of Pedagogies & Learning, 7, 1, pp. 20-30, (2012)","R.M. Ayoubi; Coventry University, School of Strategy and Leadership, United Kingdom; email: ad4550@coventry.ac.uk","","SAGE Publications Inc.","","","","","","10283153","","","","English","J. Stud. Int. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85122651644"
"Sobaih A.E.E.","Sobaih, Abu Elnasr E. (43762250600)","43762250600","Challenges in Effective Implementation of Saudization Policy in the Restaurant Sector","2023","Sustainability (Switzerland)","15","9","7654","","","","2","10.3390/su15097654","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159333207&doi=10.3390%2fsu15097654&partnerID=40&md5=10d377625da829eab329843294065668","Management Department, College of Business Administration, King Faisal University, Al-Ahsaa, 31982, Saudi Arabia; Faculty of Tourism and Hotel Management, Helwan University, Cairo, 12612, Egypt","Sobaih A.E.E., Management Department, College of Business Administration, King Faisal University, Al-Ahsaa, 31982, Saudi Arabia, Faculty of Tourism and Hotel Management, Helwan University, Cairo, 12612, Egypt","The Kingdom of Saudi Arabia (KSA) is one of the countries that heavily rely on expatriates, especially in the private sector, which includes restaurants. However, to overcome the increasing rate of unemployment, the government has adopted new quota up to 50% Saudi Arabian people in restaurants. Notwithstanding, Saudization has been more successful in public sectors than it has been in the private sector. The current study undertook a sequential mixed method approach, starting with a questionnaire for newly joined local workers in restaurants and supplemented with in-depth interviews with managers. The main purpose of the questionnaire was to understand how new local workers perceive their new jobs/careers in restaurants, while the managers’ interviews explored the challenges encountered in the effective implementation of the new quota in restaurants. The results of questionnaire showed that local workers had negative perceptions about their new jobs/careers. They perceived it as a “bad” and “disrespected” job and reported overall dissatisfaction with their new job. Newly joined local workers consider restaurant positions as a “transit job”, with no intention to continue it as a career or even recommend it to their friends and family members. Managers, on the other hand, identified six main challenges that are associated with this, albeit they are linked to the absence of a clear strategic framework and executive plan by the government for the effective implementation of the new quota. The plan has to clearly focus on the employability and mitigate the wrong assumption about working in restaurants due to cultural and social impacts. The plan should consider the needs of both employers and employees to promote sustainable career among local workers, which ultimately influences the sustainable development of restaurants in the KSA. © 2023 by the author.","expatriates; localization policy; restaurants; Saudization; sustainable career; unemployment","Saudi Arabia; questionnaire survey; social impact; state role; sustainable development; unemployment","","","","","","","Azhar A., Duncan P., Edgar D., The implementation of Saudization in the hotel industry, J. Hum. Resour. Hosp, 17, pp. 222-246, (2018); Hani F., Lopesciolo M., Understanding Saudi Private Sector Employment and Unemployment. CID Research Fellow and Graduate Student Working Paper Series, (2021); Sadi M.A., Henderson J.C., Local versus foreign workers in the hospitality and tourism industry: A Saudi Arabian perspective, Cornell Hotel Restaur. Adm. 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Events, 9, pp. 3-22, (2017); Nunnally J.C., Psychometric Theory, (1994); Fusch P.I., Ness L.R., Are we there yet? Data saturation in qualitative research, Qual. Rep, 20, pp. 1408-1416, (2015); Wildes V.J., Stigma in food service work: How it affects restaurant servers’ intention to stay in the business or recommend a job to another, Tour. Hosp. Res, 5, pp. 213-233, (2005); Sobaih A.E.E., Ibrahim Y., Gabry G., Unlocking the black box: Psychological contract fulfillment as a mediator between HRM practices and job performance, Tour. Manag. Perspect, 30, pp. 171-181, (2019); AlMunajjed M., Women in Saudi Arabia Today, (1997); Hassan O.H.M., Sobaih A.E.E., Elshaer I.A., The Impact of Women’s Empowerment on Their Entrepreneurship Intention in the Saudi Food Industry, J. Risk Financ. Manag, 15, (2022); Susskind A.M., Kacmar K.M., Borchgrevink C.P., Customer service providers’ attitudes relating to customer service and customer satisfaction in the customer-server exchange, J. Appl. Psychol, 88, (2003); Kurdi B., Alshurideh M., Alnaser A., The impact of employee satisfaction on customer satisfaction: Theoretical and empirical underpinning, Manag. Sci. Lett, 10, pp. 3561-3570, (2020); Pfeffer J., Producing sustainable competitive advantage through the effective management of people, Acad. Manag. Perspect, 9, pp. 55-69, (1995)","","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85159333207"
"DiSipio T.; Protani M.M.; Finnane A.; Johnson R.; Hall L.","DiSipio, T. (14424134600); Protani, M.M. (36129782600); Finnane, A. (40461399500); Johnson, R. (57000713300); Hall, L. (37101712900)","14424134600; 36129782600; 40461399500; 57000713300; 37101712900","Exploring postgraduate epidemiology competencies: Preparing our students for a post-COVID world","2023","Australian and New Zealand Journal of Public Health","47","2","100026","","","","0","10.1016/j.anzjph.2023.100026","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150371856&doi=10.1016%2fj.anzjph.2023.100026&partnerID=40&md5=eeb3e5311e465cb99342d3ec193833b8","The University of Queensland, School of Public Health, Brisbane, 4006, QLD, Australia","DiSipio T., The University of Queensland, School of Public Health, Brisbane, 4006, QLD, Australia; Protani M.M., The University of Queensland, School of Public Health, Brisbane, 4006, QLD, Australia; Finnane A., The University of Queensland, School of Public Health, Brisbane, 4006, QLD, Australia; Johnson R., The University of Queensland, School of Public Health, Brisbane, 4006, QLD, Australia; Hall L., The University of Queensland, School of Public Health, Brisbane, 4006, QLD, Australia","Objective: This research sought consensus from both experts and graduates on postgraduate epidemiology competencies. Methods: In 2021, a two-round online survey using a modified Delphi method was undertaken exploring competencies across six domains. Focus groups were conducted with recent postgraduate epidemiology graduates to assess their viewpoints on learning experiences and employability. Results: Forty-one experts participated in the first Delphi round. Nineteen factors reached consensus (>70% agreement) for importance and feasibility after two survey rounds in the following domains: general epidemiologic methods/concepts (n=8/13), advanced analytic/statistical skills (n=2/7), applied epidemiology/specialised fields (n=1/4), professional/transferrable skills (n=5/14), general public health knowledge/skills (n=2/4), independent research and work-integrated learning (n=1/3). Nine graduates participated in focus groups. A main theme was the substantial value gained in undertaking a dissertation, acknowledging its benefit for applying research skills and for networking opportunities. Conclusions: To ensure that high-quality epidemiological research and practice continues, we need consensus on the set of essential skills required of graduating students. Implications for Public Health: Competencies for postgraduate epidemiology students require periodic review to safeguard a workforce that can meet emerging challenges and work across academia, research, policy, and practice. © 2023 The Author(s)","competencies; education; epidemiology; public health; training; university","Clinical Competence; COVID-19; Curriculum; Humans; Students; Workforce; clinical competence; curriculum; human; student","","","","","","","Sarfati D., Lynch J., Bain C., Blakely T., Edwards R., Jackson R., Et al., Teaching epidemiology in Australia and New Zealand: what are the core and advanced concepts for epidemiological practitioners and researchers?, Australas Epidemiol, 22, 1, pp. 43-47, (2015); Huber L., Fennie K., Patterson H., Competencies for master and doctoral students in epidemiology: what is important, what is unimportant, and where is there room for improvement?, Ann Epidemiol, 25, 6, pp. 466-468, (2015); Hlaing W., Competencies acquired in epidemiology doctoral programs, Ann Epidemiol, 36, pp. 1-4, (2019); Hlaing W., Schmidt R., Ahn S., Samet J., Brownson R., A snapshot of doctoral training in epidemiology: positioning us for the future, Am J Epidemiol, 189, 10, pp. 1154-1162, (2020); Abraham A., Gille D., Puhan M., ter Riet G., von Whl V., Defining core competencies for epidemiologists in academic settings to tackle tomorrow's health research challenges: a structured, multi-national effort, Am J Epidemiol, 190, 3, pp. 343-352, (2021); Parry A., Kirk M., Durrheim D., Olowokure B., Colquhoun S., Housen T., Shaping applied epidemiology workforce training to strengthen emergency response: a global survey of applied epidemiologists, 2019-2020, Hum Resour Health, 19, 1, (2021); AEA annual report, (2021); Thompson Burdine J., Thorne S., Sandhu G., Interpretive description: a flexible qualitative methodology for medical education research, Med Educ, 55, pp. 336-343, (2021); National aboriginal and Torres Strait Islander public health curriculum Framework, (2016); Frankenfeld C., Trends in employer postings for epidemiology jobs: an analysis of PublicHealthJobs.net data from 2003 to 2016, Ann Epidemiol, 27, pp. 553-557, (2017); Krasna H., Czabanowska K., Beck A., Cushman L., Leider J., Labour market competition for public health graduates in the United States: a comparion of workforce taxonomies with job postings before and during the COVID-19 pandemic, Int J Health Plann Manag, 36, S1, pp. 151-167, (2021)","T. DiSipio; The University of Queensland, School of Public Health, Brisbane, 4006, Australia; email: t.disipio@uq.edu.au","","Elsevier B.V.","","","","","","13260200","","AZPHF","36906998","English","Aust. New Zealand J. Public Health","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85150371856"
"Zhang Y.; Chen X.","Zhang, Ye (57266855400); Chen, Xinrong (55957288600)","57266855400; 55957288600","Empirical Analysis of University–Industry Collaboration in Postgraduate Education: A Case Study of Chinese Universities of Applied Sciences","2023","Sustainability (Switzerland)","15","7","6252","","","","1","10.3390/su15076252","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152642817&doi=10.3390%2fsu15076252&partnerID=40&md5=cfd57e0c1fd9b4b9b1a816da56b26b92","School of International Exchange, Shanghai Polytechnic University, Shanghai, 201209, China; Academy for Engineering and Technology, Fudan University, Shanghai, 200433, China","Zhang Y., School of International Exchange, Shanghai Polytechnic University, Shanghai, 201209, China; Chen X., Academy for Engineering and Technology, Fudan University, Shanghai, 200433, China","The training of professional degree postgraduates in universities of applied sciences is essential in meeting the needs of industry and society. However, there are challenges, such as structural unemployment and poor quality of application-oriented higher education, which can be addressed through university–industry collaboration. This study investigates the perceptions of professional degree postgraduates towards university–industry collaboration and identifies the areas of dissatisfaction. The findings show that postgraduates have a high degree of recognition of university–industry collaboration, but the main dissatisfaction lies in the alignment between enterprise practice and professional learning. To enhance the quality of training, universities should prioritize practice-oriented approaches that emphasize engineering practice throughout the entire training process, optimize the university–industry collaboration mechanism, and strengthen the construction of “double supervisor” faculties. These strategies can comprehensively enhance the training quality of professional degree postgraduates in universities of applied sciences, and ultimately improve their employability and contribution to society. © 2023 by the authors.","China; postgraduate education; universities of applied sciences; university–industry collaboration","China; applied science; empirical analysis; engineering; higher education; learning; university sector","","","","","Artificial Intelligence Medical Hospital and Locality Cooperation Project in Xuhui District, Shanghai, (2021-008); Humanity and Social Science Youth Foundation; Shanghai Pujiang Program, (21PJC063); Ministry of Education of the People's Republic of China, MOE, (20YJC880125)","This work was sponsored by the Humanity and Social Science Youth Foundation of the Ministry of Education of China (Grant No. 20YJC880125), the Shanghai Pujiang Program (Grant No. 21PJC063) and Artificial Intelligence Medical Hospital and Locality Cooperation Project in Xuhui District, Shanghai (Grant No. 2021-008).","Littenberg-Tobias J., Reich J., Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program, Internet High. 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Educ, 30, pp. 33-49, (2008); Arranz N., Arroyabe M.F., Sena V., Arranz C.F., de Arroyabe J.C.F., University-enterprise cooperation for the employability of higher education graduates: A social capital approach, Stud. High. Educ, 47, pp. 990-999, (2022); Mahfoudh D., Boujelbene Y., Mathieu J.P., University-enterprise cooperation: Determinants and impacts, Mediterranean Symposium on Enterprise–New Technology Synergy, pp. 91-121, (2021); Orazbayeva B., Plewa C., Davey T., Muros V.G., The future of University-Business Cooperation: Research and practice priorities, J. Eng. Technol. Manag, 54, pp. 67-80, (2019); Alrajhi A.N., Aydin N., Determinants of effective university–business collaboration: Empirical study of Saudi universities, J. Ind.-Univ. Collab, 1, pp. 169-180, (2019); Orazbayeva B., Davey T., Plewa C., Galan-Muros V., Engagement of academics in education-driven university-business cooperation: A motivation-based perspective, Stud. High. Educ, 45, pp. 1723-1736, (2020); Bruno G., Diglio A., Kalinowski T.B., Piccolo C., Rippa P., University-Business Cooperation to design a transnational curriculum for energy efficiency operations, Stud. High. Educ, 46, pp. 763-781, (2021); Ripoll Feliu V., Diaz Rodriguez A., Knowledge transfer and university-business relations: Current trends in research, Intang. Cap, 13, pp. 697-719, (2017); Mascarenhas C., Ferreira J.J., Marques C., University–industry cooperation: A systematic literature review and research agenda, Sci. Public Policy, 45, pp. 708-718, (2018); Clauss T., Kesting T., How businesses should govern knowledge-intensive collaborations with universities: An empirical investigation of university professors, Ind. Mark. Manag, 62, pp. 185-198, (2017); Quintana C.D.D., Mora J.G., Perez P.J., Vila L.E., Enhancing the development of competencies: The role of UBC, Eur. J. 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Smart Educ, (2022); Shaydullina A.R., Ziatdinov A.M., Information technologies as the basis for the integration of science, education and industry, oгo гooгo oгo, 11, pp. 172-174, (2013); Kartashova A., Shirko T., Khomenko I., Naumova L., Educational activity of national research universities as a basis for integration of science, education and industry in regional research and educational complexes, Procedia-Soc. Behav. Sci, 214, pp. 619-627, (2015); Ren J., Wu Q., Han Z., Wang D., Gong K., Research on the education of industry-education integration for geological majors, Educ. Sci. Theory Pract, 18, pp. 1315-1322, (2018); Durmus A., Dagli A., Integration of vocational schools to industry 4.0 by updating curriculum and programs, Int. J. Multidiscip. Stud. Innov. 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Stud, 7, (2015); Ahad A., Hasan S., Hoque M.R., Chowdhury S.R., Challenges and Impacts of Technology Integration/Up-gradation in the Education Industry: A Case Study, J. Syst. Integr, 9, pp. 26-36, (2018); Owusu-Manu D.G., Edwards D.J., Holt G.D., Prince C., Industry and higher education integration: A focus on quantity surveying practice, Ind. High. Educ, 28, pp. 27-37, (2014); Shaidullina A.R., Sheymardanov S.F., Ganieva Y.N., Yakovlev S.A., Khairullina E.R., Biktemirova M.K., Kashirina I.B., The peculiarities of the advanced training of the future specialists for the competitive high-tech industry in the process of integration of education, science and industry, Mediterr. J. Soc. Sci, 6, (2015); Watson P., The role and integration of learning outcomes into the educational process, Act. Learn. High. Educ, 3, pp. 205-219, (2002); Zhao Y., Rajabov B., Yang Q., Innovation and entrepreneurship education reform of engineering talents in application-oriented universities based on cross-border integration, Int. J. Front. Eng. Technol, 1, pp. 56-61, (2019); Brekhman A.I., Sakhapov R.L., Absalyamova S.G., Innovative model of integration of education and business in the road construction industry, Лет, 2014, (2014); Gatian A.W., Is user satisfaction a valid measure of system effectiveness?, Inf. Manag, 26, pp. 119-131, (1994); Bokhari R.H., The relationship between system usage and user satisfaction: A meta-analysis, J. Enterp. Inf. Manag, 18, pp. 211-234, (2005); Abdurrahaman D.T., Owusu A., Bakare A.S., Evaluating factors affecting user satisfaction in university enterprise content management (ECM) systems, Electron. J. Inf. Syst. Eval, 23, pp. 1-16, (2020); Orazbayeva B., Plewa C., Academic motivations to engage in university-business cooperation: A fuzzy set analysis, Stud. High. Educ, 47, pp. 486-498, (2022); Galan-Muros V., Davey T., The UBC ecosystem: Putting together a comprehensive framework for university-business cooperation, J. Technol. Transf, 44, pp. 1311-1346, (2019); Sarpong D., AbdRazak A., Alexander E., Meissner D., Organizing practices of university, industry and government that facilitate (or impede) the transition to a hybrid triple helix model of innovation, Technol. Forecast. Soc. Chang, 123, pp. 142-152, (2017); Shapira A., Rosenfeld Y., Achieving construction innovation through academia-industry cooperation—Keys to success, J. Prof. Issues Eng. Educ. Pract, 137, pp. 223-231, (2011); Fadeev A.S., Gerdy V.N., Baltyan V.K., Fedorov V.G., The Integration of Education, Science, and Industry: The Model of Bauman University, Vysshee obrazovanie v Rossii = High. Educ. Russ, 4, pp. 55-63, (2016); Abdibekov U., Zhakebayev D., Karuna O., Moisseyeva Y., Integration of science, education and industry in the republic of Kazakhstan in the context of the development of new educational programs, Mediterr. J. Soc. Sci, 6, (2015); Smith N.M., Smith J.M., Battalora L.A., Teschner B.A., Industry–university partnerships: Engineering education and corporate social responsibility, J. Prof. Issues Eng. Educ. Pract, 144, (2018); Smirnova Z.V., Vaganova O.I., Loshkareva D.A., Konyaeva E.A., Gladkova M.N., Practice-oriented approach implementation in vocational education, IOP Conference Series: Materials Science and Engineering, 483, (2019); Rezer T., Kuznetsova E., Practice-oriented training as a mechanism of professional experience development, EDULEARN19 Proceedings, pp. 2107-2110, (2019); Dolgova V.I., Belikov V.A., Kozhevnikov M.V., Partnership as a Factor in the Effectiveness of Practice-Oriented Education of Students, Int. J. Educ. Pract, 7, pp. 78-87, (2019); Pokholkov Y.P., Rozhkova S.V., Tolkacheva K.K., Practice-oriented educational technologies for training engineers, Proceedings of the IEEE 2013 International Conference on Interactive Collaborative Learning (ICL), pp. 619-620; Svirin Y.A., Titor S.E., Petrov A.A., Smirnov E.N., Morozova E.A., Scherbakova O.Y., Practice-Oriented Model of Professional Education in Russia, Int. J. Environ. Sci. Educ, 11, pp. 7368-7380, (2016); Sheppard S., Colby A., Macatangay K., Sullivan W., What is engineering practice?, Int. J. Eng. Educ, 22, (2007); Whitbeck C., Ethics in Engineering Practice and Research, (2011); Cunningham C.M., Carlsen W.S., Teaching engineering practices, J. Sci. Teach. Educ, 25, pp. 197-210, (2014); Trevelyan J., Towards a theoretical framework for engineering practice, Eng. Pract. A Glob. Context Underst. Tech. Soc, 2014, pp. 33-60, (2014); Slick S.K., The university supervisor: A disenfranchised outsider, Teach. Teach. Educ, 14, pp. 821-834, (1998); Borders L.D., The Good Supervisor, (1994); Wang X., The Design and Management of the Supervisor Team for Professional Degree Graduate Students under the School-Enterprise Cooperation Model, 2015 Conference on Informatization in Education, Management and Business (IEMB-15), pp. 1033-1037, (2015); Tucker M.K., Jimmieson N.L., Bordia P., Supervisor support as a double-edged sword: Supervisor emotion management accounts for the buffering and reverse-buffering effects of supervisor support, Int. J. Stress Manag, 25, (2018); Jia G., Cheng L., Wang S., Application of double supervisor teaching in practical teaching of rehabilitation technology specialty, Chin. J. Med. Educ. Res, 12, pp. 668-671, (2021)","X. Chen; Academy for Engineering and Technology, Fudan University, Shanghai, 200433, China; email: chenxinrong@fudan.edu.cn","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85152642817"
"Felton S.D.; Whitehouse G.; Motley C.; Jaeger D.; Timur A.","Felton, Shawn D (57192237330); Whitehouse, Glenn (26038812900); Motley, Clay (57202967521); Jaeger, Dave (57836045600); Timur, Aysegul (32467525300)","57192237330; 26038812900; 57202967521; 57836045600; 32467525300","How I stopped fearing micro-credentials and began to love digital badging – a pilot project","2023","Industry and Higher Education","37","2","","309","317","8","2","10.1177/09504222221117951","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135612710&doi=10.1177%2f09504222221117951&partnerID=40&md5=9f5edb9838376bb02e960986d775655a","Florida Gulf Coast University, United States","Felton S.D., Florida Gulf Coast University, United States; Whitehouse G., Florida Gulf Coast University, United States; Motley C., Florida Gulf Coast University, United States; Jaeger D., Florida Gulf Coast University, United States; Timur A., Florida Gulf Coast University, United States","Higher education faces increasing demands to take a more active and direct role in assuring employability for students. Micro-credentialing and badging is a growing movement, attractive for its flexibility and efficiency in connecting students with careers and jobs. This paper presents a case study of the development and pilot of an industry-specific micro-credential at a regional comprehensive university. Florida Gulf Coast University developed the Fundamentals of Medical Device Industry badge (micro-credential) in response to specific regional workforce needs in partnership with a major area employer. The concept, design, course integration and initial results are detailed, along with the next steps and best practices for institutions implementing similar badges. © The Author(s) 2022.","digital badging; innovative programming; Micro-credential; skills gap; university–industry partnerships; workforce development","","","","","","","","Blumenstyk G., Career Ready Education: Beyond the Skills Gap, Tools, and Tactics for an Evolving Economy, (2019); Blumenstyk G., Why a New Kind of ‘Badge’ Stands Out From the Crowd, (2019); DeLaski K., The Learner Revolution: How Colleges Can Thrive in a New Skills and Competencies Marketplace, (2019); Destiny Solutions, Attract and Retain Learners with Digital Badges, (2018); Southwest Florida Educational and Workforce Outcomes Report, (2021); flbog.edu, (2021); Gallagher S., How the Value of Educational Credentials Is and Isn’t Changing, (2019); The Present and Future of Alternative Digital Credentials (ADCs), (2019); Maldonado C., (2018); Skill Shift Automation and the Future of the Workforce, (2018); Mitchell M., Leachman M., Saenz M., State Higher Education Funding Cuts Have Pushed Costs to Students, Worsened Inequality, (2019); Nace, National Association of Colleges and Employers, What Is Career Readiness?, (2021); (2017); Niguidula J., Jacobs H.H., Demonstrating Student Mastery with Digital Badges and Portfolios, (2019); Rodenfels J., Spotlight on Skills: Badging Usage in Higher Education, (2021); (2021); Selingo J.J., The Future of the Degree: How Colleges Can Survive the New Credential Economy?, (2017); (2021); TeachOnline, Micro-Credentials: Three Things to Stop, Improve, and Start!, (2022); Timur A., Whitehouse G., Jaeger D., Et al., Micro-credentials and Digital Badges @ Florida Gulf Coast University: FGCU Badges, (2020); Weise M., Hanson A., Sentz R., Et al., Robot Ready: Human+ Skills for the Future of Work, (2018); Wilkerson M., Inside Higher Education, (2020); Pressed for Tech Talent, Hiring Managers Consider Online Credentialing, (2018)","S.D. Felton; Florida Gulf Coast University, United States; email: sfelton@fgcu.edu","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85135612710"
"Alanazi A.S.; Benlaria H.","Alanazi, Adel Saber (57219009010); Benlaria, Houcine (57217734404)","57219009010; 57217734404","Bridging Higher Education Outcomes and Labour Market Needs: A Study of Jouf University Graduates in the Context of Vision 2030","2023","Social Sciences","12","6","360","","","","2","10.3390/socsci12060360","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163775840&doi=10.3390%2fsocsci12060360&partnerID=40&md5=e187392ab446ae1c3d7c60fb3f4f8518","College of Education, Jouf University, Sakaka, 72388, Saudi Arabia; College of Business, Jouf University, Sakaka, 72388, Saudi Arabia","Alanazi A.S., College of Education, Jouf University, Sakaka, 72388, Saudi Arabia; Benlaria H., College of Business, Jouf University, Sakaka, 72388, Saudi Arabia","This study aimed to investigate the relationship between various factors that contribute to employability outcomes among graduates of Jouf University, in line with the vision of the Kingdom of Saudi Arabia to bridge the gap between higher education outcomes and labour market needs by the year 2030. This study employed a questionnaire as the research tool, which was distributed to a sample of 220 graduates of Jouf University. Structural equation modelling (SEM) was used to analyze the data obtained from the questionnaire. The results of this study showed that career services and counselling, skills and competencies, and curriculum design were positively related to employability outcomes, whereas industry partnerships and work-integrated learning were found to have no significant relationship with employability outcomes. This study’s findings suggest that enhancing career services, counselling, skills, competencies, and curriculum design can improve graduates’ employability. These results could help bridge the gap between higher education outcomes and the labour market needs, by the Kingdom’s Vision 2030. Future research can build on this study to identify specific strategies that can be implemented to enhance these factors, and improve the employability outcomes of graduates. © 2023 by the authors.","bridging the gap; employability; graduate outcomes; higher education; Jouf University; Kingdom’s Vision 2030; labour market; SEM model; skills","","","","","","Al Jouf University, (DSR2021-SS-22)","This research was funded by [Deanship of Scientific Research at Jouf University] grant number [DSR2021-SS-22].","Al-Awad A.A., Bazuhair R.S., Alhojaly R.A., Mossawa M.M., The compatibility of Higher Education Outcomes with the requirements of the Labour Market in an interior design programme in the Kingdom of Saudi Arabia, Art and Design Review, 8, pp. 94-113, (2020); Al-Azzam N., The degree of compatibility between higher education policies in higher education institutions in the Kingdom of Saudi Arabia and the needs of the labour market, Dirasat: Educational Sciences, 49, pp. 201-210, (2022); Anazifa R.D., Djukri D., Project-based learning and problem-based learning: Are they effective to improve students’ thinking skills?, Jurnal Pendidikan IPA Indonesia, 6, pp. 346-355, (2017); Armstrong M.B., Landers R.N., Gamification of employee training and development, International Journal of Training and Development, 22, pp. 162-169, (2018); Baird A.M., Parayitam S., Employers’ ratings of the importance of skills and competencies college graduates need to get hired, Education + Training, 61, pp. 622-634, (2019); Basilaia G., Kvavadze D., Transition to online education in schools during a SARS-COV-2 coronavirus (COVID-19) pandemic in Georgia, Pedagogical Research, 5, (2020); Bataeineh M., Aga O., Integrating Sustainability Into Higher Education Curricula: Saudi Vision 2030, Emerald Open Research, 4, (2022); Belchior-Rocha H., Casquilho-Martins I., Simoes E., Transversal competencies for employability: From higher education to the labour market, Education Sciences, 12, (2022); Billett S., Reviewing Work-Based Learning Programs for Young People in the Arab Region: A Comparative and Longitudinal Analysis: Algeria, Egypt, Jordan, Lebanon, Morocco, Oman, Palestine and Tunisia, (2019); Bringle R.G., Hatcher J.A., Hahn T.W., Introduction to Research on Service Learning and Student Civic Outcomes, Research on Student Civic Outcomes in Service Learning: Conceptual Frameworks and Methods, 3, pp. 3-24, (2017); Annual Report 2020, (2021); Clarke M., Understanding and managing employability in changing career contexts, Journal of European Industrial Training, 32, pp. 258-284, (2008); Cooper L., Orrell J., Bowden M., Work Integrated Learning: A Guide to Effective Practice, (2010); Dijkstra T.K., Henseler J., Consistent and asymptotically normal PLS estimators for linear structural equations, Computational Statistics & Data Analysis, 81, pp. 10-23, (2015); El-Tahan E.A.K.S., Houcine B., Eltahir I.A.E., Mostafa S., Mohammed M., The role of Saudi universities in serving and Developing Society for Vision 2030: Evidence from Jouf University, International Journal of Higher Education, 10, pp. 138-154, (2021); Fahad S. Almawishir N., Benlaria H., Using the PLS-SEM model to measure the impact of the knowledge economy on sustainable development in the al-jouf region of Saudi Arabia, Sustainability, 15, (2023); Ferns S., Dawson V., Howitt C., A partnership framework for Enhancing Teacher Education Outcomes, Work-Integrated Learning Case Studies in Teacher Education, pp. 31-47, (2023); Fornell C., Larcker D.F., Evaluating structural equation models with unobservable variables and measurement error, Journal of Marketing Research, 18, pp. 39-50, (1981); Hair J.F., Babin B.J., Krey N., Covariance-based structural equation modelling in the Journal of Advertising: Review and recommendations, Journal of Advertising, 46, (2017); Hair J.F., Risher J.J., Sarstedt M., Ringle C.M., When to use and how to report the results of PLS-SEM, European Business Review, 31, pp. 2-24, (2019); Helyer R., Lee D., The Role of work experience in the future employability of Higher Education Graduates, Higher Education Quarterly, 68, pp. 348-372, (2014); Henseler J., Ringle C.M., Sarstedt M., A new criterion for assessing discriminant validity in variance-based structural equation modelling, Journal of the Academy of Marketing Science, 43, pp. 115-135, (2015); Herrera F., Guerrero M., Urbano D., Entrepreneurship and innovation ecosystem’s drivers: The role of Higher Education Organizations, Entrepreneurial, Innovative and Sustainable Ecosystems. Applying Quality of Life Research, pp. 109-128, (2018); Houcine B., Sofiane M., Estimating the return of Higher Education in Algeria: Evidence from Adrar University, Journal of Education and Training Studies, 6, pp. 118-124, (2018); Houcine B., Sofiane M., Higher Education Quality Management: Evidence from Adrar University, Asian Journal of Economic Modelling, 6, pp. 83-89, (2018); Jackson D., Employability Skill Development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, pp. 350-367, (2015); Jackson D., Developing pre-professional identity in undergraduates through work-integrated learning, Higher Education, 74, pp. 833-853, (2017); Kassem H.S., Al-Zaidi A.A., Baessa A., Effectiveness of work-integrated learning partnerships: A case study of cooperative education in Agricultural Tertiary Education, Sustainability, 13, (2021); Khashan H., Saudi Arabia’s Flawed “Vision 2030”—Middle East Forum, (2017); Kuo H.-C., Yang Y.-T.C., Chen J.-S., Hou T.-W., Ho M.-T., The Impact of Design Thinking PBL Robot Course on college students’ learning motivation and creative thinking, IEEE Transactions on Education, 65, pp. 124-131, (2022); Lee K., Choi H., Cho Y.H., Becoming a competent self: A developmental process of adult distance learning, The Internet and Higher Education, 41, pp. 25-33, (2019); Maree J.G., Jordaan J., Hartung P.J., Group career construction counselling with disadvantaged prospective university students, The Career Development Quarterly, 70, pp. 79-95, (2022); Marinho A., Silva R.G., Santos G., Why most university-industry partnerships fail to endure and how to create value and gain competitive advantage through collaboration—A systematic review, Quality Innovation Prosperity, 24, pp. 34-50, (2020); Martone A., Sireci S.G., Evaluating alignment between curriculum, assessment, and instruction, Review of Educational Research, 79, pp. 1332-1361, (2009); Mason G., Williams G., Cranmer S., Employability Skills Initiatives in higher education: What effects do they have on graduate labour market outcomes?, Education Economics, 17, pp. 1-30, (2009); McMurray S., Dutton M., McQuaid R., Richard A., Employer demands from business graduates, Education + Training, 58, pp. 112-132, (2016); Mezhoudi N., Alghamdi R., Aljunaid R., Krichna G., Dustegor D., Employability prediction: A survey of current approaches, research challenges and applications, Journal of Ambient Intelligence and Humanized Computing, 14, pp. 1489-1505, (2021); Mishra R., Singh R.K., Rana N.P., Developing Environmental Collaboration Among Supply Chain Partners for Sustainable Consumption & Production: Insights from an Auto Sector Supply Chain, Journal of Cleaner Production, 338, (2022); Mtawa N., Fongwa S., Wilson-Strydom M., Enhancing graduate employability attributes and capabilities formation: A service-learning approach, Teaching in Higher Education, 26, pp. 679-695, (2019); Munoz E.G., Fabregat R., Bacca-Acosta J., Duque-Mendez N., Avila-Garzon C., Augmented reality, virtual reality, and Game Technologies in ophthalmology training, Information, 13, (2022); Nurunnabi M., The transformation from an oil-based economy to a knowledge-based economy in Saudi Arabia: The direction of Saudi Vision 2030, Journal of the Knowledge Economy, 8, pp. 536-564, (2017); Patacsil F., Tablatin C.L.S., Exploring the importance of soft and hard skills as perceived by internship students and industry: A gap analysis, Journal of Technology and Science Education, 7, pp. 347-368, (2017); Qenani E., MacDougall N., Sexton C., An empirical study of self-perceived employability: Improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, pp. 199-213, (2014); Quinlan K.M., Renninger K.A., Rethinking employability: How students build on interest in a subject to plan a career, Higher Education, 84, pp. 863-883, (2022); Schaub M., The profession of College Career Services Delivery: What college counsellors should know about career centres, Journal of College Student Psychotherapy, 26, pp. 201-215, (2012); Smaldone F., Ippolito A., Lagger J., Pellicano M., Employability skills: Profiling data scientists in the digital labour market, European Management Journal, 40, pp. 671-684, (2022); Takase M., Niitani M., Imai T., What educators could do to facilitate students’ use of a deep approach to learning: A multisite cross-sectional design, Nurse Education Today, 89, (2020); 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World Bank, (2021)","H. Benlaria; College of Business, Jouf University, Sakaka, 72388, Saudi Arabia; email: hbenlarir@ju.edu.sa","","MDPI","","","","","","20760760","","","","English","Soc. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85163775840"
"Joshi G.; Dhar R.L.","Joshi, Gunjan (57216830882); Dhar, Rajib Lochan (35072420000)","57216830882; 35072420000","Female workers' career success in the handicraft industry: a study of Uttarakhand, India","2023","Personnel Review","52","3","","745","759","14","2","10.1108/PR-01-2019-0003","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126239818&doi=10.1108%2fPR-01-2019-0003&partnerID=40&md5=b73025285a917dd94aeb78a32dbdbb0c","Department of Management Studies, IIT Roorkee, Roorkee, India","Joshi G., Department of Management Studies, IIT Roorkee, Roorkee, India; Dhar R.L., Department of Management Studies, IIT Roorkee, Roorkee, India","Purpose: This work is an extension of research on worker participation in achieving career success by including a prominent contextual construct, that is social capital. The present research aims to study how competency development influences the intrinsic career success of females in the handicraft industry, by considering the role of perceived employability as a mediator and social capital as a moderator. By doing so, this paper aims to fill the vacuum in the career literature that suggests that career success is not gender neutral. Design/methodology/approach: Data was collected from handicraft workers by adopting the survey method. CFA and SPSS macro named PROCESS were used to analyse data. Findings: Competency development influences the subjective career success of female workers, and perceived employability mediated the relationship between them. Moreover, social capital independently moderates the relationship between the participation of workers in competency development and perceived employability. Research limitations/implications: The study is conducted in the Indian context alone, and therefore future studies must be conducted globally to deepen the scholarly dialogue on female workers' career success. Also, the current study measures career success, from a subjective perspective, thus future studies can measure female workers' objective career success. Practical implications: The current paper identifies the need to study the factors contributing to female workers' career success in small industries. Social implications: Conventional industries and their workers' career success must be given equal importance by researchers, practitioners and policymakers. Originality/value: The paper fills the gap in career research by exploring female workers' career success through empirical evidence. © 2019, Emerald Publishing Limited.","Career progression; Human capital; Human resource management; Quantitative; Social capital","","","","","","","","Aiken L.S., West S.G., Testing and Interpreting Interactions in Multiple Regression, (1991); Arthur M., Khapova S., Wilderom C., Career success in a boundaryless career world, Journal of Organizational Behavior, 26, 2, pp. 177-202, (2005); Athey T., Orth M., Emerging competency methods for the future, Human Resource Management, 38, 3, pp. 215-225, (1999); Bartol K., Zhang X., Networks and leadership development: building linkages for capacity acquisition and capital accrual, Human Resource Management Review, 17, 4, pp. 388-401, (2007); Ben-Hador B., Eckhaus E., The different impact of personal social capital and intra-organizational SC, International Journal of Organization Theory and Behavior, 21, 1, pp. 28-47, (2018); 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Spector P., Method variance in organizational research, Organizational Research Methods, 9, 2, pp. 221-232, (2006); Spurk D., Hirschi A., Dries N., Antecedents and outcomes of objective versus subjective career success: competing perspectives and future directions, Journal of Management, 45, 1, pp. 35-69, (2018); Sullivan S.E., Self-Direction in the Boundaryless Career Era, (2010); Turner R., Sponsored and contest mobility and the school system, American Sociological Review, 25, 6, (1960); Valcour M., Ladge J., Family and career path characteristics as predictors of women's objective and subjective career success: integrating traditional and protean career explanations, Journal of Vocational Behavior, 73, 2, pp. 300-309, (2008); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: a psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Wellington S., Catalyst, Be Your Own Mentor, (2001)","G. Joshi; Department of Management Studies, IIT Roorkee, Roorkee, India; email: pantgunjan24@gmail.com","","Emerald Publishing","","","","","","00483486","","","","English","Pers. Rev.","Article","Final","","Scopus","2-s2.0-85126239818"
"SivaKumar A.","SivaKumar, ArunKumar (58249851700)","58249851700","Augmenting the flipped classroom experience by integrating Revised Bloom's Taxonomy: A faculty perspective","2023","Review of Education","11","1","e3388","","","","2","10.1002/rev3.3388","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159292774&doi=10.1002%2frev3.3388&partnerID=40&md5=ff58732451d6fb205c9666c3eabc9a8b","School of Business, VIT-AP University, Amaravati, India","SivaKumar A., School of Business, VIT-AP University, Amaravati, India","In a recent scenario, the Master of Business Administration (MBA) job placement rates have decreased since the pandemic started. MBA job placement rates are down since the pandemic started. What’s most alarming: the decline in MBA jobs (34%) has been steeper than the decline in overall jobs (27%), for the period between May 2019 and May 2020. The mere delivery of theoretical concepts, lack of practical knowledge and lag in imbibing soft skills have been identified as hurdles in the progress of MBA education. Some of the predominant industry-needed skills need to be improved among MBA students. To address this issue, the author suggests integrating flipped classrooms with the Revised Bloom's Taxonomy (RBT) as a new paradigm for delivering MBA education. The flipped classroom is a pedagogical approach in which direct instructions move from group learning to individual learning. This study primarily aims to understand the faculty perception of the pre-, in- and post-class activities facilitated using an integrated model of a flipped classroom and RBT (FC+RBT) among MBA students. The study's target population is the faculty members working in MBA institutions across Tamil Nadu, India. The findings of this study will be helpful for MBA institutions to enhance the quality of MBA education and empower management graduates to imbibe employability skills. © 2023 British Educational Research Association.","challenges; faculty perspectives; faculty satisfaction; flipped classroom; revised Bloom's taxonomy","","","","","","Indian Council of Social Science Research, ICSSR; Ministry of Education, India, MoE","Funding text 1: The datasets generated and/or analysed during the current study are not publicly available, since this study is a funded project research study, that is, funded by Impactful Policy Research in Social Science (IMPRESS), ICSSR, Ministry of Human Resource Development, Government of India. ; Funding text 2: P2411‐This research is funded by Impactful Policy Research in Social Science (IMPRESS), ICSSR, Ministry of Human Resource Development, Government of India. ","The Associated Chambers of Commerce & Industry of India Report. - Google Search. 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Lee J., Choi H., Rethinking the flipped learning pre-class: Its influence on the success of flipped learning and related factors, British Journal of Educational Technology, 50, 2, pp. 934-945, (2019); Liebert C.A., Mazer L., Merrell S.B., Lin D.T., Lau J.N., Student perceptions of a simulation-based flipped classroom for the surgery clerkship: A mixed-methodologies study, Surgery, 160, 3, pp. 591-598, (2016); Lin Y., Hsu Y., The effects of flipped classrooms on English listening comprehension of EFL college students, Journal of Educational Technology Development and Exchange, 9, 1, pp. 1-17, (2016); Lo C.K., Hew K.F., A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research, Research and Practice in Technology Enhanced Learning, 12, 1, pp. 1-22, (2017); McLaughlin J.E., Roth M.T., Glatt D.M., Gharkholonarehe N., Davidson C.A., Griffin L.M., Esserman D.A., Mumper R.J., The flipped classroom: a course redesign to foster learning and engagement in a health professions school, Acad Med., 89, 2, pp. 236-243, (2014); Navara E., Engaging students in online learning: The impact of web-based learning environments on higher education, Journal of Educational Technology Development and Exchange, 13, 1, pp. 1-14, (2020); O'Connor E.E., Fried J., McNulty N., Shah P., Hogg J.P., Lewis P., Reddy S., Flipping radiology education right side up, Academic Radiology, 23, 7, pp. 810-822, (2016); Papamitsiou Z., Economides A.A., Motivating students in collaborative activities with game-theoretic group recommendations, IEEE Transactions on Learning Technologies, 13, 2, pp. 374-386, (2018); Park S.E., Howell T.H., Implementation of a flipped classroom educational model in a pre-doctoral dental course, Journal of Dental Education, 79, 5, pp. 563-570, (2015); Patil M., Skill Development for Employability in Global Business through Higher Education in India, (2019); Ragan T.J., Smith P.L., Instructional design, (1999); Roehl A., Reddy S.L., Shannon G.J., The flipped classroom: An opportunity to engage millennial students through active learning strategies, Journal of Family & Consumer Sciences, 105, 2, pp. 44-49, (2013); Sandhu S., Sankey M., Donald P., Developing a flipped classroom framework to improve tertiary education Students' learning engagements in India, International Journal of Education and Development Using Information and Communication Technology, 15, 2, pp. 31-44, (2019); Sandhu S.K., Interpretative flexibility analysis of the internet as a learning practice among tertiary education students, International Journal of Education and Management Studies, 6, 4, (2016); Sreedhar P., Using Bloom's taxonomy as a pedagogical tool for teaching written business communication, The IUP Journal of Soft Skills, 7, 3, pp. 51-55, (2013); Srivastava K., Role of flipped classroom in education, Paripex Indian Journal of Research, 3, 4, pp. 81-83, (2014); Srivastava A., Guidelines for Ethical Considerations in Social Research & Evaluation in India Guidelines for Ethical Considerations in Social Research & Evaluation in India Photo Courtesy CMS Survey, (2020); Zainuddin Z., Halili S.H., Flipped classroom research and trends from different fields of study, International Review of Open and Distributed Learning Research, 17, 3, pp. 313-340, (2016)","A. SivaKumar; School of Business, VIT-AP University, Amaravati, Andhra Pradesh, India; email: arunkumar.sivakumar@vitap.ac.in","","John Wiley and Sons Inc","","","","","","20496613","","","","English","Rev. Educ.","Article","Final","","Scopus","2-s2.0-85159292774"
"Johnson M.; Martínez Lucio M.; Grimshaw D.; Watt L.","Johnson, Mathew (57195578819); Martínez Lucio, Miguel (57195255976); Grimshaw, Damian (7004706960); Watt, Laura (56100643700)","57195578819; 57195255976; 7004706960; 56100643700","Swimming against the tide? Street-level bureaucrats and the limits to inclusive active labour market programmes in the UK","2023","Human Relations","76","5","","689","714","25","6","10.1177/00187267211045037","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115393890&doi=10.1177%2f00187267211045037&partnerID=40&md5=7ae688f712b1aeeaf9b7565ec41a9811","University of Manchester, United Kingdom; King’s College London, United Kingdom","Johnson M., University of Manchester, United Kingdom; Martínez Lucio M., University of Manchester, United Kingdom; Grimshaw D., King’s College London, United Kingdom; Watt L., University of Manchester, United Kingdom","Through a dynamic analysis of the interplay between structure and agency, this article explores the factors shaping an inclusive approach to labour market activation for clients who experience multiple barriers to work. While previous studies argue that ‘street-level bureaucrats’ (SLBs), such as advisers and job coaches, have minimal agency to shape the services they deliver, the pilot programme that is the focus of this article allowed SLBs greater discretion to support clients and to use their entrepreneurial skills to build relationships with local employers. However, the unresolved tension between personalisation and swift labour market insertion meant that SLBs often reverted to engrained employability interventions that simply prepare clients to compete for low-wage entry-level jobs. We argue that the ‘policy closure’ around a work-first model of activation in the UK constrains social innovation among SLBs, and limits the freedoms of citizens to navigate their own transitions into paid work. © The Author(s) 2021.","active labour market programmes (ALMPs); employment services; front-line service work; inclusive labour markets; micro-institutional theory; unemployment","article; employability; employer; human; job market; skill; swimming; tension; unemployment","","","","","Alliance Manchester Business School, University of Manchester","The authors would like to thank the participants in this research who volunteered their time and valuable insights. We would also like to thank the editor and three anonymous reviewers for their helpful comments in developing the article throughout the review process. The authors disclosed receipt of the following financial support for the research, authorship and/or publication of this article: Lord Alliance Strategic Investment Fund, Alliance Manchester Business School.","Brodkin E.Z., Policy work: Street-level organizations under new managerialism, Journal of Public Administration Research and Theory, 21, pp. 253-277, (2011); Brodkin E.Z., Commodification, inclusion, or what? Workfare in everyday organizational life, Work and the Welfare State: Street-Level Organizations and Workfare Politics, pp. 143-166, (2013); Carter E., Whitworth A., Creaming and parking in quasi-marketised welfare-to-work schemes: Designed out of or designed in to the UK Work Programme?, Journal of Social Policy, 44, 2, pp. 277-296, (2015); Chung H., Thewissen S., Falling back on old habits? 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An ethnographic problematisation of welfare-to-work administrator opinions, Work, Employment and Society, 32, 1, pp. 57-74, (2018); Kaufman J., Intensity, moderation, and the pressures of expectation: Calculation and coercion in the street-level practice of welfare conditionality, Social Policy & Administration, 54, 2, pp. 205-218, (2020); Koch I., The guardians of the welfare state: Universal credit, welfare control and the moral economy of frontline work in austerity Britain, Sociology, 55, 2, pp. 243-262, (2021); Lindsay C., Dutton M., Promoting healthy pathways to employability: Lessons for the UK’s welfare-to-work agenda, Policy and Politics, 41, 2, pp. 183-200, (2013); Lipsky M., Street-Level Bureaucracy, (1980); Rafferty A., Wiggan J., Choice and welfare reform: Lone parents’ decision making around paid work and family life, Journal of Social Policy, 40, 2, pp. 275-293, (2011); Rice D., Street-level bureaucrats and the welfare state: Toward a micro-institutionalist theory of policy implementation, Administration and Society, 45, 9, pp. 1038-1062, (2013); Rice D., How governance conditions affect the individualization of active labour market services: An exploratory vignette study, Public Administration, 95, 2, pp. 468-481, (2017); Rubery J., Grimshaw D., Keizer A., Et al., Challenges and contradictions in the ‘normalising’ of precarious work, Work, Employment and Society, 32, 3, pp. 509-527, (2018); Salognon M., Reorienting companies’ hiring behaviour: An innovative ‘back-to-work’ method in France, Work, Employment and Society, 21, 4, pp. 713-730, (2007); Scholz F., Ingold J., Activating the ‘ideal jobseeker’: Experiences of individuals with mental health conditions on the UK Work Programme, Human Relations, 74, 10, pp. 1604-1627, (2021); Schulte L., Greer I., Umney C., Et al., Insertion as an alternative to workfare: Active labour-market schemes in the Parisian suburbs, Journal of European Social Policy, 28, 4, pp. 326-341, (2018); Seikel D., Spannagel D., Activation and in-work poverty, Handbook on In-Work Poverty, pp. 245-260, (2018); Tracy S.J., Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact, (2019); Tucker D.A., Hendy J., Chrysanthaki T., How does policy alienation develop? Exploring street-level bureaucrats’ agency in policy context shift in UK telehealthcare, Human Relations, (2021); Van Berkel R., Making welfare conditional: A street-level perspective, Social Policy and Administration, 54, 2, pp. 191-204, (2020); Van Der Aa P., Van Berkel R., Innovating job activation by involving employers, International Social Security Review, 67, 2, pp. 11-27, (2014); Weir M., Innovation and boundaries in American employment policy, Political Science Quarterly, 107, 2, pp. 249-269, (1992); Wright S., Fletcher D.R., Stewart A.B., Punitive benefit sanctions, welfare conditionality, and the social abuse of unemployed people in Britain: Transforming claimants into offenders?, Social Policy and Administration, 54, 2, pp. 278-294, (2020); Yin R.K., Case Study Research and Applications: Design and Methods, (2017); Zacka B., When the State Meets the Street: Public Service and Moral Agency, (2017)","M. Johnson; University of Manchester, United Kingdom; email: mathew.johnson@manchester.ac.uk","","SAGE Publications Ltd","","","","","","00187267","","","","English","Hum. Relat.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85115393890"
"Calonge D.S.; Shah M.A.; Aguerrebere P.M.; Abdulla N.; Connor M.; Badr M.; Blakemore E.","Calonge, David Santandreu (55091052400); Shah, Mariam Aman (57191589331); Aguerrebere, Pablo Medina (56201848600); Abdulla, Nadia (58749578300); Connor, Melissa (57211800694); Badr, Mira (58750705600); Blakemore, Emma (58749808900)","55091052400; 57191589331; 56201848600; 58749578300; 57211800694; 58750705600; 58749808900","Should I stay or should I go? International students’ challenges and opportunities to secure employment in their host country after graduation. A scoping review using PRISMA","2023","Journal of Applied Learning and Teaching","6","2","","187","201","14","1","10.37074/jalt.2023.6.2.20","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178966881&doi=10.37074%2fjalt.2023.6.2.20&partnerID=40&md5=a826849b7d6cf300550a5db82429eda6","Department of Academic Development, Mohamed bin Zayed University of Artificial Intelligence, Abu Dhabi, United Arab Emirates; Department of Educational Research, Lancaster University, Lancaster, United Kingdom; Department of Communication and Media, Canadian University Dubai, Dubai, United Arab Emirates; Department of Faculty Affairs, Mohamed bin Zayed University of Artificial Intelligence, Abu Dhabi, United Arab Emirates; The University of South Australia, UniSA Education Futures, Centre for Research in Educational and Social Inclusion, Adelaide, SA, Australia; Department of Career Services and Internships, Mohamed bin Zayed University of Artificial Intelligence, Abu Dhabi, United Arab Emirates","Calonge D.S., Department of Academic Development, Mohamed bin Zayed University of Artificial Intelligence, Abu Dhabi, United Arab Emirates; Shah M.A., Department of Educational Research, Lancaster University, Lancaster, United Kingdom; Aguerrebere P.M., Department of Communication and Media, Canadian University Dubai, Dubai, United Arab Emirates; Abdulla N., Department of Faculty Affairs, Mohamed bin Zayed University of Artificial Intelligence, Abu Dhabi, United Arab Emirates; Connor M., The University of South Australia, UniSA Education Futures, Centre for Research in Educational and Social Inclusion, Adelaide, SA, Australia; Badr M., Department of Academic Development, Mohamed bin Zayed University of Artificial Intelligence, Abu Dhabi, United Arab Emirates; Blakemore E., Department of Career Services and Internships, Mohamed bin Zayed University of Artificial Intelligence, Abu Dhabi, United Arab Emirates","The opportunity to find employment is often a key push factor for students to study abroad. However, previous research has established that international graduates often face difficulties in securing employment in their host country and have a lower employment rate compared to local graduates. Although some research has been conducted on this topic in the Australian context, to date, the problem has been under-researched elsewhere. The aim of this scoping review of the literature is to address this gap and examine the challenges faced by international students when seeking employment in their host countries after graduation, as well as the potential opportunities offered to them. 18 articles were identified and were included in the review. Content analysis of the data was undertaken using NVivo 12.0. © 2023. David Santandreu Calonge, Mariam Aman Shah, Pablo Medina Aguerrebere, Nadia Abdulla, Melissa Connor, Mira Badr and Emma Blakemore.","employability; Graduate employment; graduate skills; international education; post-graduation work","","","","","","","","Abbas F., Rana A., Bashir I., Bhatti A., The English language proficiency as a global employment skill: The viewpoint of Pakistani Academia, Humanities & Social Sciences Reviews, 9, 3, pp. 1071-1077, (2021); Higher Education, 5, pp. 31-61; Berquist B., Hall R., Morris-Lange S., Shields H., Stern V., Tran L., Global perspectives on international student employability, International Education Association of Australia, 7, pp. 1-44, (2019); Blackmore J., Gribble C., Farrell L., Rahimi M., Arber R., Devlin M., Australian international graduates and the transition to employment, (2014); Blackmore J., Gribble C., Rahimi M., International education, the formation of capital and graduate employment: Chinese accounting graduates’ experiences of the Australian labor market, Critical Studies in Education, 58, 1, pp. 69-88, (2017); (2023); Borg J., Scott-Young C. M., Employers' perspectives on work readiness in construction: Are project management graduates hitting the ground running?, International Journal of Managing Projects in Business, 13, 6, pp. 1363-1379, (2020); Alho R., ‘You need to know someone who knows someone’: International students’ job-search experiences, Nordic Journal of Working Life Studies, 10, 2, pp. 3-22, (2020); Brunello G., Wruuck P., Skill shortages and skill mismatch in Europe: A review of the literature, Journal of Economic Surveys, 35, 4, pp. 1145-1167, (2019); Allen R., Bista K., Talented, yet seen with suspicion: Surveillance of international students and scholars in the United States, Journal of International Students, 12, 1, pp. 175-194, (2021); Anttila V., The barriers in the employment of international students in Vaasa, (2022); Arksey H., O'Malley L., Scoping studies: Towards a methodological framework, International Journal of Social Research Methodology, 8, 1, pp. 19-32, (2005); Baron G., Hartwig K., Workplace experience of international students in Australia, Journal of International Students, 10, 2, pp. 8-9, (2020); Barrie S. C., Understanding what we mean by the generic attributes of graduates, Higher Education, 51, pp. 215-241, (2006); Becker G. S., Human capital: A theoretical and empirical analysis, with special reference to education, (2009); Behle H., Students’ and graduates’ employability. A framework to classify and measure employability gain, Policy Reviews in Higher Education, 4, 1, pp. 105-130, (2020); Bennett D., Graduate employability and higher education: Past, present and future, (2019); Calonge D. S., Connor M., Hultberg P., Shah M. A., Aguerrebere P. M., Contactless higher education: A SWOT analysis of emergency remote teaching and learning during COVID-19, Journal of Educational Studies and Multidisciplinary Approaches, 2, 1, (2022); Calonge D. S., Shah M. A., MOOCs, graduate skills gaps, and employability: A qualitative systematic review of the literature, The International Review of Research in Open and Distributed Learning, 17, 5, pp. 1-24, (2016); Cameron R., Farivar F., Coffey J., International graduates host country employment intentions and outcomes: Evidence from two Australian universities, Journal of Higher Education Policy and Management, 41, 5, pp. 550-568, (2019); Casas Trujillo J., Mohammed P., Saleh S., Students’ motivations to study abroad: The case of international students at the University of Debrecen, Central European Journal of Educational Research, 2, pp. 76-81, (2020); Chai D., Van H., Wang C., Lee J., Wang J., What do international students need? The role of family and community supports for adjustment, engagement, and organizational citizenship behaviour, Journal of International Students, 10, 3, pp. 571-589, (2020); Chew J., Economic opportunities and outcomes of post-study work rights in Australia, (2019); Cho H., Levesque-Bristol C., Yough M., International students’ self-determined motivation, beliefs about classroom assessment, learning strategies, and academic adjustment in higher education, Higher Education, 81, pp. 1-21, (2021); Clarke V., Braun V., Hayfield N., Thematic analysis, Qualitative psychology: A practical guide to research methods, 3, pp. 222-248, (2015); Coffey J., Farivar F., Cameron R., The job seeking experiences of international graduates in the host country: Australia’s lost opportunity?, The International Journal of Human Resource Management, 32, 4, pp. 846-870, (2021); Cranmer S., Enhancing graduate employability: Best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Internationale Studierende als Fachkräfte von morgen. Positions papier des DAAD, (2023); Daniels J., Brooker J., Student identity development in higher education: Implications for graduate attributes and work-readiness, Educational Research, 56, 1, pp. 65-76, (2014); De Lange P., O'Connell B. T., Tharapos M., Beatson N., Oosthuizen H., Accounting graduate employability: Employer perspectives on skills and attributes of international graduates, Accounting Education, pp. 1-29, (2022); Desbiens N. A., Vidaillet H. J., Discrimination against international medical graduates in the United States residency program selection process, BMC Medical Education, 10, pp. 1-5, (2010); Di Pietro G., Urwin P., Education and skills mismatch in the Italian graduate labour market, Applied Economics, 38, 1, pp. 79-93, (2006); Dos Santos L. 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K., Unequal opportunities in accessing employability‐related programmes: South Asian graduates' experiences in Australia, Higher Education Quarterly, (2023); Nguyen T., Hartz D., International students in Australia, employability and cultural competence, Cultural competence and the higher education sector: Australian perspectives, policies and practice, pp. 331-348, (2020); Orr P., Forsyth L., Caballero C., Rosenberg C., Walker A., A systematic review of Australian higher education students’ and graduates’ work readiness, Higher Education Research & Development, pp. 1-18, (2023); Osmani M., Weerakkody V., Hindi N., Eldabi T., Graduates employability skills: A review of literature against market demand, Journal of Education for Business, 94, 7, pp. 423-432, (2019); Parkinson M., Howe J., Azarias J., Review of the migration system, final report, (2023); Pekerti A., Van de Vijver F., Moeller M., Okimoto T., Intercultural contacts and acculturation resources among International students in Australia: A mixed-methods study, International Journal of Intercultural Relations, 75, pp. 56-81, (2020); Pham T., Saito E., Career development of returnees: Experienced constraints and navigating strategies of returnees in Vietnam, Journal of Further and Higher Education, 44, 8, pp. 1052-1064, (2020); Pham T., Tomlinson M., Thompson C., Forms of capital and agency as mediations in negotiating employability of international graduate migrants, Globalisation, Societies and Education, 17, 3, pp. 394-405, (2019); Pollock D., Tricco A. C., Peters M. D., Mclnerney P. A., Khalil H., Godfrey C. M., Alexander L., Munn Z., Methodological quality, guidance, and tools in scoping reviews: A scoping review protocol, JBI Evidence Synthesis, 20, 4, pp. 1098-1105, (2022); Pouratashi M., Zamani A., University and graduates employability: Academics’ views regarding university activities (the case of Iran), Higher Education, Skills and Work-Based Learning, 9, 3, pp. 290-304, (2019); Rae D., Woodier-Harris N., International entrepreneurship education: Postgraduate business student experiences of entrepreneurship education, Education+ Training, (2012); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Salas-Velasco M., Mapping the (mis)match of university degrees in the graduate labor market, Journal for Labour Market Research, 55, (2021); Santandreu Calonge D., Aman Shah M., Riggs K., Connor M., MOOCs and upskilling in Australia: A qualitative literature study, Cogent Education, 6, 1, (2019); Schwendimann R., Blatter C., Dhaini S., Simon M., Ausserhofer D., The occurrence, types, consequences and preventability of in-hospital adverse events–a scoping review, BMC Health Services Research, 18, 1, pp. 1-13, (2018); Scott C., Safdar S., Trilokekar R. D., El Masri A., International students as ‘ideal immigrants’ in Canada: A disconnect between policy makers’ assumptions and the lived experiences of international students, Comparative and International Education, 43, 3, pp. 1-18, (2015); Shams R., Thrassou A., Theorization and industry-based research project development: Bridging the industry– academia research gap, Industry and Higher Education, 33, 2, pp. 79-82, (2019); Singh J. K. N., Why do Chinese international students studying in Australia repatriate? Australian chinese graduates tell it all, Journal of Further and Higher Education, 44, 9, pp. 1207-1219, (2020); Smaldone F., Ippolito A., Lagger J., Pellicano M., Employability skills: Profiling data scientists in the digital labour market, European Management Journal, 40, 5, pp. 671-684, (2022); Small L., McPhail R., Shaw A., Graduate employability: The higher education landscape in Australia, Higher Education Research & Development, 41, 3, pp. 919-933, (2022); Sofat S., Barriers of international graduates seeking employment after graduation: A systematic review, (2021); Song K., Kim H., Measuring perceived influences of immigration rules on career exploration among international students, Journal of College Student Development, 63, 5, pp. 572-587, (2022); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers’ perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Education Policy, 25, pp. 407-431, (2012); Tran L. T., Tan G., Bui H., Rahimi M., International graduates on temporary post‐graduation visas in Australia: Employment experiences and outcomes, Population, Space and Place, 29, 1, (2023); Tran L. T., Bui H., Tan G., Rahimi M., It is not ok to think that you are good just because you have graduated from overseas"": Agency and contextual factors affecting Vietnamese returning graduates, International Migration, 60, 6, pp. 43-59, (2022); Tran L. T., Bui H., Tan G., Rahimi M., Post-graduation work visas and loopholes: Insights into support provision for international graduates from the perspectives of migration agents, universities, and international graduates, Evaluation Review, 45, 4, pp. 438-464, (2022); Tran L. T., Phan H. L. T., Tan G., Rahimi M., ‘I changed my strategy and looked for jobs on Gumtree’: The ecological circumstances and international graduates’ agency and strategies to navigate the Australian labour market, Compare: A Journal of Comparative and International Education, 52, 5, pp. 822-840, (2022); Tran L. T., Rahimi M., Tan G., Dang X. T., Le N., Post-study work for international graduates in Australia: Opportunity to enhance employability, get a return on investment or secure migration?, Globalisation, Societies and Education, 18, 5, pp. 495-510, (2020); Tricco A. C., Lillie E., Zarin W., O'Brien K. K., Colquhoun H., Levac D., Straus S. E., PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation, Annals of Internal Medicine, 169, 7, pp. 467-473, (2018); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Wang Z., Bonding and bridging social capital: The determinants of English language fluency and its effects on the labour market outcome of international students in Ireland, The Economic Social Review, 51, 1, pp. 35-61, (2020); Weilage C., Maraz G., Online study’s influence on international student employability factors in Germany: Germany vs. overseas based students, Journal of Teaching in International Business, 33, 1, pp. 7-30, (2022); Winterton J., Turner J. J., Preparing graduates for work readiness: An overview and agenda, Education + Training, 61, 5, pp. 536-551, (2019); Wut T. M., Xu J., Sum C. K., Staying local or going back: A study on international university graduates’ mobility, PLOS ONE, 17, 8, (2022); Yorke M., Employability in the undergraduate curriculum: Some student perspectives, European Journal of Education, 39, 4, pp. 409-427, (2004); Yorke M., Knight P. T., Embedding employability into the curriculum, (2006); Zainuddin S. Z. B., Pillai S., Dumanig F. P., Phillip A., English language and graduate employability, Education+ Training, 61, 1, pp. 79-93, (2019); Zhao J., Chapman E., Houghton S., Lawrence D., Perceived discrimination as a threat to the mental health of Chinese international students in Australia, Frontiers in Education, 7, (2022)","D.S. Calonge; Department of Academic Development, Mohamed bin Zayed University of Artificial Intelligence, Abu Dhabi, United Arab Emirates; email: david.santandreu@mbzuai.ac.ae","","Kaplan Singapore","","","","","","2591801X","","","","English","J. Appl. Learn. Teach.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85178966881"
"Wakelin-Theron N.","Wakelin-Theron, Nicola (57198492119)","57198492119","Employability Capital for Tour Guides at a World Heritage Site","2023","Journal of Education Culture and Society","14","1","","229","248","19","0","10.15503/jecs2023.1.229.248","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163654449&doi=10.15503%2fjecs2023.1.229.248&partnerID=40&md5=c212c9df7417d7b0b1287d0dc1a96ef5","School of Tourism and Hospitality, College of Business and Economics, University of Johannesburg, Bunting Road Campus Auckland Park, Room 24 STH, Johannesburg, 0001, South Africa","Wakelin-Theron N., School of Tourism and Hospitality, College of Business and Economics, University of Johannesburg, Bunting Road Campus Auckland Park, Room 24 STH, Johannesburg, 0001, South Africa","Aim. Employability has gained increased interest after the respective global shocks of 2008 and 2020. The study deepens the theory of employability in relation to a globally significant tourism industry. The aim of the study is to identify the core dimensions of the employability of tour-guides. Method. The study adopted a qualitatively intrinsic case study at a world heritage site (WHS), namely the Maropeng Visitor Centre. The researcher focused on the notion of employability for tour-guides, based on existing research gaps regarding those two central concepts. Results. The study determines the roles and responsibilities of tour-guides so as to align these to the notion of employability capital of tour-guides. Secondly, the study probed how higher education institutions (HEIs) should contribute to tour-guides’ employability particularly, and their employability capital, generally. Moreover, misconceptions emerged about HEIs’ offerings concerning employability and tour-guides’ education. Conclusions. Employability capital has become a factor influencing success in the work environment. This study revealed the importance of practical courses in tourism education (tour guiding, first aid, and additional languages) and highlighted the imperative to understand students’ skills and capabilities within the scope of practical training courses. Originality. The study advances knowledge on employability capital in relation to tour guiding at WHS. This would help to develop a better system that would increase employability capital in the tour-guiding sector. © 2023, Pro Scientia Publica Foundation. All rights reserved.","employability capital; employability skills; global South; higher education; tour guiding; World Heritage Sites","","","","","","","","Amoah V. A., Baum T., Tourism education: Policy versus practice, International Journal of Contemporary Hospitality Management, 9, 1, pp. 5-12, (1997); Cheng M., Adekola O., Albia, Chai J, Chai S., Employability in higher education: A review of key stakeholders’ perspectives, Higher evaluation and Development, 16, 1, pp. 16-31, (2022); The tourism and travel sub-sector makes a substantial contribution to the South African economy, (2010); How to become a tour guide, (2013); Dale C., Robinson N., The theming of tourism education: A three‐domain approach, (2001); Denise J., Employability skill development inwork-integrated learning: Barriers and best practice, (2013); Destination development through understanding tourists’ expectations and memorable tourist experiences at major tourist attractions, (2017); Eby L., Butts M., Lockwood A., Predictors of success in the area of the boundaryless career, Journal of Organisational Behaviour, 24, 6, pp. 689-708, (2003); Fidgeon P. R., Tourism education and curriculum design: A time for consolidation and review?, Tourism Management, 31, 6, pp. 699-723, (2010); Forrier A., Sels L., Stynen D., Career mobility at the intersection between agent and structure: A conceptual model, Journal of Occupational and Organisational Psychology, 82, 4, (2009); Gao X., Cultivation of higher cognitive abilities of students majoring in hospitality under the guidance of Bloom’s educational objectives, Advances in Social Science, Education and Humanities Research, 310, pp. 1129-1132, (2019); Kabir S.M.S., Methods of data collection. Basic guidelines of research, (2016); Kawulich B. B., Data analysis techniques in qualitative research, Journal of Research in Education, 14, 1, (2004); Kose R. C., The role of tour guides in cultural heritage tourism in South Africa, (2015); Kumar A., Personal, academic and career development in higher education — SOARing to success, (2022); Internet, (2014); Makopo B. M., Geldenhuys S., Sime L., The role of tourist guides in interpretation: A survey of secondary school teachers at Maropeng and the Sterkfontein Caves, South Africa, Journal of Hospitality, Tourism and Leisure, 7, 1, pp. 1-15, (2018); Maropeng and Sterkfontein Caves, (2019); McArdle S., Waters L., Briscoe J. P., Hall D. T., Employability during unemployment: Adaptability, career identify and human and social capital corresponding, Journal of Vocational Behaviour, 71, pp. 247-264, (2007); McGladdery C. A., Lubbe B. A., Rethinking educational tourism: Proposing a new model and future direction, Tourism Review, (2017); McQuaid R. W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Naidu M., Creating an African tourist experience at the Cradle of Humankind World Heritage site, (2008); Najar A. H., Bukhari S. A., Gap analysis in hospitality education and industrial requirements, International Journal of Engineering and Management Research, 7, 4, pp. 170-173, (2017); Tour guide syllabus, (2018); Peeters E., Melissen J., De Cuyper N., Forrier A., Verbruggen M., De Witte H., Employability capital: A conceptual framework tested through expert analysis, Journal of Career Development, 26, 2, pp. 79-93, (2019); Rabotic B., International Conference on Tourism and Environment, (2010); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Saldana J., The coding manual for qualitative researchers, (2016); Shyju P. J., Singh C. S. B., Employability of tourism graduates: An empirical study of experiences of tourism service providers, International Journal of Tourism and Travel, 11, 1, pp. 67-75, (2018); (2020); Spowart J., Ukpere W. I., Wakelin-Theron N., Perception of tourism graduates and the tourism industry on the important knowledge and skills required in the tourism industry, African Journal of Hospitality, Tourism and Leisure, 7, 4, pp. 1-18, (2018); Stake R., The art of case study research, (1995); (2022); International tourist guide celebration day, (2014); Trevor C. O., Interactions among actual ease of movement determinants and job satisfaction in the prediction of voluntary turnover, Academy of Management Journal, 4, 44, pp. 621-638, (2001); Van der Heijden B. I. J. M., De Lange A., Demerouti E., Van der Heijde C. M., Employability and career success across the life-span. Age effects on the employability-career success relationship, Journal of Vocational Behaviour, 74, 2, pp. 156-164, (2009); Wakelin-Theron N., Employability development in higher education institutions: A tourism student perspective, African Journal of Hospitality, Tourism and Leisure, 3, 1, pp. 1-16, (2014); Wakelin-Theron N., Wilfred I. U., Spowart J., Perception of tourism graduates and the tourism industry on the important knowledge and skills required in the tourism industry, African Journal of Hospitality, Tourism and Leisure, 7, 4, pp. 1-18, (2018); What is a tourist guide?, (2014)","N. Wakelin-Theron; School of Tourism and Hospitality, College of Business and Economics, University of Johannesburg, Johannesburg, Bunting Road Campus Auckland Park, Room 24 STH, 0001, South Africa; email: nicolaw@uj.ac.za","","Pro Scientia Publica Foundation","","","","","","20811640","","","","English","J. Educ. Cult. Soc.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85163654449"
"Chiu K.-C.; Chen R.-C.","Chiu, Kuei-Chien (57188837496); Chen, Rung-Ching (12759739100)","57188837496; 12759739100","The Analysis of Bursary Satisfaction and Learning Performance for Disadvantaged Students: A Case Study from Taiwan","2023","Education Sciences","13","5","513","","","","0","10.3390/educsci13050513","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160099298&doi=10.3390%2feducsci13050513&partnerID=40&md5=ab8933f5ba60e025d17eb57bab83fd5d","Department of Information Management, Chaoyang University of Technology, Taichung, 41349, Taiwan; Department of Business Administration, Chaoyang University of Technology, Taichung, 41349, Taiwan","Chiu K.-C., Department of Information Management, Chaoyang University of Technology, Taichung, 41349, Taiwan, Department of Business Administration, Chaoyang University of Technology, Taichung, 41349, Taiwan; Chen R.-C., Department of Information Management, Chaoyang University of Technology, Taichung, 41349, Taiwan","For the majority of people, bursaries are a significant concern during their academic careers. This research focuses on how satisfied subsidized students are with the program and how it affects their ability to learn after receiving disadvantaged students’ bursaries. The study analyzes the 1788 questionnaires returned by students who received the “Dream. Set Sail. Turn Life” Underprivileged Learning Scholarship for three academic years from 2019 to 2021. The data were collected from a university in Taiwan. The primary purpose is to explore the students’ satisfaction with implementing the plan and provide a further analysis of satisfaction and learning effects. The research shows that the rest of the questions are significant, except that applicants can learn more professional skills. The following are the priorities: positive impact on the life and future of subsidized students, expanding personal horizons, improving employability, learning more professional knowledge, reducing the economic pressure of studying, and eliminating the need for work-study. In addition, the overall satisfaction of the recipients with the program will also affect their learning outcomes (academic performance). While using the overall satisfaction of the program to perform regression on the learning effect, it was found that the subsidized recipients significantly impact the overall satisfaction of the program and their learning effects. The higher the subsidized recipients’ overall satisfaction with the program, the more significant the learning effect. © 2023 by the authors.","bursary satisfaction; disadvantaged students; learning performance","","","","","","","","Rhenals-Ramos J.C., Arango-Paternina C.M., Implementation of a Pedagogical Vocabulary of Signs in Physical Education, A Pilot Study Apunt. Educ. Fis. Y Deport, 148, pp. 17-25, (2022); de Freitas e Silva P.T., Sampaio L.M.B., Does student aid make a degree more likely? Evidence of the permanence scholarship program from survival models, Int. J. Educ. Dev, 96, (2023); Moores E., Burgess A., Financial support differentially aids retention of students from households with lower incomes: A UK case study, Stud. High. Educ, 48, pp. 220-231, (2023); Callender C., Wilkinson D., Student Perceptions of the Impact of Bursaries and Institutional Aid on their Higher Education Choices and the Implications for the National Scholarship Programme in England, J. Soc. Policy, 42, pp. 281-308, (2013); Dassin J.R., Marsh R.R., Mawer M., International Scholarships in Higher Education: Pathways to Social Change, (2017); Salmi J., D'Addio A., Policies for achieving inclusion in higher education, Policy Rev. High. Educ, 5, pp. 47-72, (2021); Tournes L., Scott-Smith G., A world of exchanges: Conceptualizing the history of international scholarship programs (nineteenth to twenty-first centuries), Global Exchanges: Scholarships and Trans- National Circulations in the Modern World, pp. 1-30, (2018); Farah M.I., The problems faced by Saudi students on scholarship who are studying in American universities, J. Humanit. Soc. Sci, 4, pp. 1-27, (2020); O'brien D., Thinking about Social Mobility: A Briefing Paper for the Weston Jerwood Creative Bursaries Programme, (2018); Ministry of Education (Taiwan), (2022); Buchanan E., Stevens E., Straw S., The SpringBoard Bursary Foundation Impact Assessment: Year 1. Interim Report, (2014); Cicha K., Rizun M., Rutecka P., Strzelecki A., COVID-19 and higher education: First-year students’ expectations toward distance learning, Sustainability, 13, (2021); Latief R., Lefen L., Analysis of Chinese government scholarship for international students using Analytical Hierarchy Process (AHP), Sustainability, 10, (2018); Campbell A.C., Neff E., A Systematic Review of International Higher Education Scholarships for Students From the Global South, Rev. Educ. Res, 90, pp. 824-861, (2020); Al Matalka M.A.D.M., The Academic Performance Challenges of Students in terms of Obtaining the Cumulative average Required from Donors to Continuing Study, J. Posit. Sch. Psychol, 6, pp. 8494-8502, (2022); Dong L., Chapman D.W., The Chinese Government Scholarship Program: An Effective Form of Foreign Assistance, Int. Rev. Educ, 54, pp. 155-173, (2008); Makinda S.M., Turner M., Contextualising Aid Effectiveness: Australia’s Scholarship Program in Africa, Australas. Rev. Afr. Stud, 34, pp. 40-60, (2013); Goldrick-Rab S., Kelchen R., Harris D.N., Benson J., Reducing Income Inequality in Educational Attainment: Experimental Evidence on the Impact of Financial Aid on College Completion, Am. J. Sociol, 121, pp. 1762-1817, (2016); Qi S., Ma Q., Ji X., The Influence of Financial Aid Systems on Student Academic Development in Higher Education in China, Sustainability, 14, (2022); Lin C.-H., Examining the Effects of Financial Aid on Student Persistence in Taiwanese Higher Education, Int. Educ. Stud, 9, (2016); Al-Kubaisi H., Upgrading: An Analysis of Financial Aids and Academic Performance at Qatar University, TEM J, 11, pp. 639-650, (2022); Wu C.-C., Higher education expansion and low-income students in Taiwan, Int. J. Educ. Dev, 29, pp. 399-405, (2009); Kenedi G., The Impact of Financial Aid on High-Achieving, Low-Income Students: Evidence from France, (2023); Harrison N., McCaig C., Examining the epistemology of impact and success of educational interventions using a reflective case study of university bursaries, Br. Educ. Res. J, 43, pp. 290-309, (2017); Mountford-Zimdars A., Sabri D., Moore J., Sanders J., Hiagham L., Causes of Differences in Student Outcomes, (2015); Frans I.L., Transforming the Accounting Profession through Thuthuka: An Outcome-Based Evaluation of the Thuthuka Bursary Fund Programme as Implemented at Stellenbosch, (2022); Gondwe T., The Role of Bursaries in Addressing Problems Emerging From Injustices and Ineqaulities, Master’s Thesis, (2020); York-Barr J., Duke K., What Do We Know About Teacher Leadership? Findings From Two Decades of Scholarshi, Rev. Educ. Res, 74, pp. 255-316, (2004); Herbaut E., Geven K., What works to reduce inequalities in higher education? A systematic review of the (quasi-)experimental literature on outreach and financial aid, Res. Soc. Stratif. Mobil, 65, (2020); Kaye N., Evaluating the role of bursaries in widening participation in higher education: A review of the literature and evidence, Educ. Rev, 73, pp. 775-797, (2020); Hordosy R., Clark T., Vickers D., Lower income students and the ‘double deficit’ of part-time work: Undergraduate experiences of finance, studying and employability, J. Educ. Work, 31, pp. 353-365, (2018); Mbah M., Eccles S., Frost S., Student perceptions and institutional targets: The matches and mismatches of financial bursary support, Widening Partici Lifelong Learn, 20, pp. 129-147, (2019); Khan J., Hemsley-Brown J., Student satisfaction: The role of expectations in mitigating the pain of paying fees, J. Mark. High. Educ, pp. 1-23, (2021); Greenhow C., Robelia B., Hughes J.E., Learning, Teaching, and Scholarship in a Digital Age, Educ. Res, 38, pp. 246-259, (2009); Cotton D.R.E., Nash T., Kneale P., Supporting the retention of non-traditional students in Higher Education using a resilience framework, Eur. Educ. Res. J, 16, pp. 62-79, (2017); Lei H., Cui Y., Zhou W., Relationships between student engagement and academic achievement: A meta-analysis, Soc. Behav. Pers, 46, pp. 517-528, (2018); Gess-Newsome J., Southerland S.A., Johnston A., Woodbury S., Educational Reform, Personal Practical Theories, and Dissatisfaction: The Anatomy of Change in College Science Teaching, Am. Educ. Res. J, 40, pp. 731-767, (2003); Schmidt J., England L., Expanding Your Geographic Horizons, pp. 393-405, (2020); Johnson L., Morris P., Towards a framework for critical citizenship education, Curric. J, 21, pp. 77-96, (2010); Alani R.A., Okunola P.O., Subair S.O., Situation analysis of students’ welfare services in universities in South-Western Nigeria: Implications for students’ personnel management practice, US-China Educ. Rev, 7, pp. 42-50, (2010); Barr N., Funding Higher Education: Policies for Access and Quality, (2014); Nilsson P.A., Ripmeester N., International Student Expectations: Career Opportunities and Employability, J. Int. Stud, 6, pp. 614-631, (2016); Mountz A., Political geography II, Prog. Hum. Geogr, 39, pp. 636-646, (2015); Gleeson J., Black R., Keddie A., Charles C., Graduate capitals and employability: Insights from an Australian university co-curricular scholarship program, Pedagog. Cult. Soc, pp. 1-19, (2022); Arendell T., Conceiving and Investigating Motherhood: The Decade’s Scholarship Published by: National Council on Family Relations Conceiving and Investigating Motherhood: The Decade’s Scholarshi, J. Marriage Fam, 62, pp. 1192-1207, (2000); Sugiyarti E., Jasmi K.A., Basiron B., Huda M., Decision Support System of Scholarship Grantee Selection Using Data Mining, Int. J. Pure Appl. Math, 119, pp. 2239-2249, (2018)","R.-C. Chen; Department of Information Management, Chaoyang University of Technology, Taichung, 41349, Taiwan; email: crching@cyut.edu.tw","","MDPI","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85160099298"
"Li H.; Ngo H.-Y.; Chui H.","Li, Hui (57211504390); Ngo, Hang-Yue (7005488511); Chui, Hazel (57215874945)","57211504390; 7005488511; 57215874945","The impact of future work self on perceived employability and career distress","2023","Australian Journal of Career Development","32","1","","5","13","8","1","10.1177/10384162221140338","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150416214&doi=10.1177%2f10384162221140338&partnerID=40&md5=5589749005326dd910881ca58c7136e8","Shenzhen University, China; University of Manchester, United Kingdom; The University of Chicago, United States","Li H., Shenzhen University, China; Ngo H.-Y., University of Manchester, United Kingdom; Chui H., The University of Chicago, United States","Future work self is a promising concept to understand how young people view and plan their careers in the contemporary workplace. In this study, we attempt to investigate its impacts on two career-related outcomes, namely, perceived employability and career distress. Informed by social cognitive career theory, we also explore the mediating role of career decision self-efficacy in the above relationships. Several hypotheses were developed and tested with a sample of 208 final-year undergraduate students (with a mean age of 21.5 and 145 of them are female) in China. The results of structural equation modeling and bootstrapping indicated that future work self has a positive relationship with perceived employability and a negative relationship with career distress, while these relationships are found to be mediated by career decision self-efficacy. Our study has advanced our understanding about how future work self contributes to career-related well-being among Chinese students. © Australian Council for Educational Research 2023.","career decision self-efficacy; Career distress; Chinese students; future work self; perceived employability","","","","","","Department of Education of Guangdong Province, DEGP, (2020GXJK094)","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Department of Education of Guangdong Province, (grant number 2020GXJK094). ","Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: Developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Betz N.E., Klein K.L., Taylor K.M., Evaluation of a short form of the career decision-making self-efficacy scale, Journal of Career Assessment, 4, 1, pp. 47-57, (1996); Brislin R.W., Back-translation for cross-cultural research, Journal of Cross-Cultural Psychology, 1, 3, pp. 185-216, (1970); Browne M.W., Cudeck R., Alternative ways of assessing model fit, Testing structural equation models, pp. 136-162, (1993); Cai Z., Guan Y., Li H., Shi W., Guo K., Liu Y., Li Q., Han X., Jiang P., Fang Z., Hua H., Self-esteem and proactive personality as predictors of future work self and career adaptability: An examination of mediating and moderating processes, Journal of Vocational Behavior, 86, pp. 86-94, (2015); Capone V., Marino L., Park M.S.A., Perceived employability, academic commitment, and competency of university students during the COVID-19 pandemic: An exploratory study of student well-being, Frontiers in Psychology, 12, (2021); 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Yi X., Ribbens B., Fu L., Cheng W., Variation in career and workplace attitudes by generation, gender, and culture differences in career perceptions in the United States and China, Employee Relations, 37, 1, pp. 66-82, (2015); Yi X., Ribbens B., Morgan C.N., Generational differences in China: Career implications, Career Development International, 15, 6, pp. 601-620, (2010); Yizhong X., Lin Z., Baranchenko Y., Lau C.K., Yukhanaev A., Lu H., Employability and job search behavior, Employee Relations, 39, 2, pp. 223-239, (2017); Zhang Y.C., Zhou N., Cao H., Liang Y., Yu S., Li J., Deng L., Sun R., Wu Q., Li P., Xiong Q., Nie R., Fang X., Career-specific parenting practices and career decision-making self-efficacy among Chinese adolescents: The interactive effects of parenting practices and the mediating role of autonomy, Frontiers in Psychology, 10, (2019)","H. Li; Shenzhen University, China; email: lihuisophia@foxmail.com","","SAGE Publications Ltd","","","","","","10384162","","","","English","Aus.J. Career Develop.","Article","Final","","Scopus","2-s2.0-85150416214"
"López-Pérez M.-F.; Larrubia M.Á.; Fernández A.; Sempere J.","López-Pérez, María-Fernanda (56583891800); Larrubia, Ma Ángeles (56985969300); Fernández, Alejandro (22034347300); Sempere, Julià (7005658632)","56583891800; 56985969300; 22034347300; 7005658632","Overview of the current situation relating to chemical engineering degree courses","2023","Education for Chemical Engineers","43","","","73","82","9","2","10.1016/j.ece.2023.02.001","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150824786&doi=10.1016%2fj.ece.2023.02.001&partnerID=40&md5=45a85d43e5b5485b5c16a111fd2cfc45","Department of Chemical Engineering and Nuclear, Universitat Poltècnica de València, Plaza Ferràndiz-Carbonell s/n, Alcoy, Spain; Department of Chemical Engineering. Universidad de Málaga, Campus de Teatino s/n, Málaga, Spain; Department of Chemical Engineering, Universidad de Granada, Avda. del Hospicio, s/n, Granada, Spain; IQS School of Engineering, Vía Augusta, 390, Barcelona, Spain","López-Pérez M.-F., Department of Chemical Engineering and Nuclear, Universitat Poltècnica de València, Plaza Ferràndiz-Carbonell s/n, Alcoy, Spain; Larrubia M.Á., Department of Chemical Engineering. Universidad de Málaga, Campus de Teatino s/n, Málaga, Spain; Fernández A., Department of Chemical Engineering, Universidad de Granada, Avda. del Hospicio, s/n, Granada, Spain; Sempere J., IQS School of Engineering, Vía Augusta, 390, Barcelona, Spain","In 2020, the Conference of Chemical Engineering Directors and Deans (CODDIQ) proposed the creation of an observatory to monitor chemical engineering degrees in Spain. This representative radiography of Chemical Engineering studies offers an initial point to observe the future changes when Royal Decree 822/2021 and proposed challenges in the last Ministerial Conference on the European Higher Education Area (EHEA) will be implanted. The survey data from CODDIQ partners allow us to know important data such as (i) the 24 international quality accreditations at Spanish universities, (ii) the high demand and the required marks, an average of 7.25, for the Chemical Engineering Bachelor's degree, (iii) 9560 undergraduate students in this degree in Spain and their gender profile which is around 43% of women, similar than women lectures, (iv) the difficulty of this Bachelor's degree through some indicators like duration of studies (5.25 years), graduation rate (41%) and drop-out rate (26%), (v) the employability after obtaining the Bachelor's degree is very high (>70%). In addition, Chemical engineering undergraduate and graduate students indicate their expectations are covered. In this paper, some consequences of the pandemic on students' performance (lower than before COVID-19) are analyzed, despite lectures tried to innovate in their classes and the university provided adequate tools for online teaching. © 2023 The Authors","Employability; Lectures; Quality indicators; Undergraduate profile","Engineering education; Indicators (chemical); Students; Bachelor's degree; Current situation; Employability; Engineering degrees; Initial point; Lecture; Ministerial conference; Quality indicators; Undergraduate profile; Undergraduate students; Professional aspects","","","","","CODDIQ Management Committee","The authors would like to thank all the members of the CODDIQ Management Committee and the universities associated with CODDIQ.","(2021); (2021); Bogle D., (2021); Casas Anguita J., Repullo Labrador J.R., Campos D., J. La encuesta como técnica de investigación. Elaboración de cuestionarios y tratamiento estadístico de los datos (I), Aten. Prima, 31, 8, pp. 528-538, (2003); Feijoo G., Ibanez R., Herguido J., Partal P., Tobajas M.S., Lopez-Perez J., Maria F., Rivero Maria J., Education of chemical engineering in Spain: A global picture, Educ. Chem. Eng., 24, pp. 27-31, (2018); (2022); Lopez-Cozar-Navarro C., Benito-Hernandez S., Priede-Bergamini T., pp. 81-96, (2020); (2021); Miranda R., Oliet M., Hopson C., Espada E., Villalba M., Batanero E., Cambero I., Fernandez M., Pena J., Ramos M.L., Sanchez P., Lopez R., Gomez C., (2022); Vargas-Ramos J.C., Lerma C., Guzman-Saldana R.M.E., Lerma A., Bosques-Brugada L.E., Gonzalez-Fragoso C.M., Academic Performance during the COVID-19 Pandemic and Its Relationship with Demographic Factors and Alcohol Consumption in College Students, Int. J. Environ. Res. Public Health, 19, (2022)","M.-F. López-Pérez; Department of Chemical Engineering and Nuclear, Universitat Poltècnica de València, Alcoy, Plaza Ferràndiz-Carbonell s/n, Spain; email: malope1@iqn.upv.es","","Elsevier B.V.","","","","","","17497728","","","","English","Educ. Chem. Eng.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85150824786"
"Sameer S.K.; Priyadarshi P.","Sameer, Sanjeet Kumar (57220026397); Priyadarshi, Pushpendra (57191875296)","57220026397; 57191875296","Regulatory-focused job crafting, person-job fit and internal employability–examining interrelationship and underlying mechanism","2023","Evidence-based HRM","11","2","","125","142","17","3","10.1108/EBHRM-08-2021-0163","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133584822&doi=10.1108%2fEBHRM-08-2021-0163&partnerID=40&md5=3c2a89c1692279553099a8d7486833ec","School of Agribusiness and Rural Management, Dr Rajendra Prasad Central Agricultural University, Samastipur, India; Department of Human Resource Management, Indian Institute of Management Lucknow, Lucknow, India","Sameer S.K., School of Agribusiness and Rural Management, Dr Rajendra Prasad Central Agricultural University, Samastipur, India; Priyadarshi P., Department of Human Resource Management, Indian Institute of Management Lucknow, Lucknow, India","Purpose: This paper examines the relationships between regulatory-focused job crafting, i.e. promotion- and prevention-focused job crafting, person-job fit and internal employability and explores the direct and underlying mediation process using conservation of resources and job demands-resources theories. Design/methodology/approach: Survey data collected from 425 executives of India based public sector enterprises were used to test hypotheses. Findings: Promotion- and prevention-focused job crafting respectively had a contrasting relationship with needs-supplies fit. The relationship with demands-abilities fit was statistically significant only in the case of prevention-focused job crafting. These two job crafting forms respectively had a positive and a negative effect on internal employability, both directly as well as indirectly through person-job fit. Practical implications: Employees can pursue promotion-focused job crafting and avoid prevention-focused job crafting to improve their person-job fit as well as internal employability which subsequently may have multiple favourable outcomes at an organizational and individual level. Originality/value: The study, for the first time, empirically investigates the differential role of individuals' efforts in the form of promotion- and prevention-focused job crafting, in influencing internal employability and explains its underlying mechanism through person-job fit. These interrelationships may have important implications for employees' job demand management process and job choices. © 2022, Emerald Publishing Limited.","Employability; Energy; Job crafting; Job insecurity; Job stability; Proactivity; Public sector; Quantitative; Regulatory focus","","","","","","","","Akkermans J., Tims M., Crafting your career: how career competencies relate to career success via job crafting, Applied Psychology, 66, 1, pp. 168-195, (2017); Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? 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The role of job crafting and job insecurity, Journal of Vocational Behavior, 84, 2, pp. 142-152, (2014); Luu T.T., Can humble leaders nurture employee well-being? 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The effects of cooperative learning and perceived organizational support, The Learning Organization, 23, 1, pp. 61-76, (2016); van Wingerden J., Poell R., Employees' job characteristics and job crafting behavior: the mediating role of perceived opportunities to craft, International Journal of Human Resource Studies, 8, 4, pp. 65-83, (2018); van Wingerden J., Bakker A.B., Derks D., Fostering employee well-being via a job crafting intervention, Journal of Vocational Behavior, 100, pp. 164-174, (2017); Wang L., Chen Y., Success or growth? Distinctive roles of extrinsic and intrinsic career goals in high-performance work systems, job crafting, and job performance, Journal of Vocational Behavior, 135, (2022); Wrzesniewski A., Dutton J.E., Crafting a job: revisioning employees as active crafters of their work, Academy of Management Review, 26, 2, pp. 179-201, (2001)","S.K. Sameer; School of Agribusiness and Rural Management, Dr Rajendra Prasad Central Agricultural University, Samastipur, India; email: sksameer@rpcau.ac.in","","Emerald Publishing","","","","","","20493983","","","","English","Evid.-Based HRM","Article","Final","","Scopus","2-s2.0-85133584822"
"Coffield E.; Markham K.; Crosby J.; Athanassiou M.; Stenbom C.","Coffield, Emma (57934073400); Markham, Katie (57211745301); Crosby, Jessica (57935011900); Athanassiou, Maria (57208315025); Stenbom, Cecilia (57190788485)","57934073400; 57211745301; 57935011900; 57208315025; 57190788485","‘Lacking’ subjects: Challenging the construction of the ‘empowered’ graduate in museum, gallery and heritage studies","2023","Arts and Humanities in Higher Education","22","2","","112","127","15","1","10.1177/14740222221132953","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140217353&doi=10.1177%2f14740222221132953&partnerID=40&md5=8e365d9817cb488ee670d35bb3bab5c2","Newcastle University, United Kingdom; Northumbria University, United Kingdom","Coffield E., Newcastle University, United Kingdom; Markham K., Newcastle University, United Kingdom; Crosby J., Newcastle University, United Kingdom; Athanassiou M., Newcastle University, United Kingdom; Stenbom C., Northumbria University, United Kingdom","This article challenges what is now a common assumption in Higher Education; that teaching for employability will result in enabled and empowered graduates. Drawing upon empirical data, and Foucault’s concept of subjectification, we argue that discourses of employability instead encouraged museum, gallery and heritage postgraduate students at one UK-based institution to perceive themselves as subjects ‘lacking’ the resources needed for work – an understanding of self that formed prior to study, which then permeated the entire learning and teaching experience. Moreover, we note that the trajectory from ‘lacking student’ to ‘employable graduate’ is often reliant upon an accrual of assets (e.g. work experience, skills) not openly available to all. As such, the article sounds a note of caution with regards the rhetoric of employability within Higher Education, while giving voice to students’ perspectives and anxieties around employability. © The Author(s) 2022.","Employability; gallery studies; heritage studies; higher education; museums studies; subjectification","","","","","","Newcastle University","We are deeply indebted to the students who made time and space for this study, and would like to say, again, thank you for making this work possible. We would also like to acknowledge the support of the School of Arts and Cultures, Newcastle University, for funding this project at various stages. Finally, we would like to thank the two anonymous reviewers who helped us to refine this article. ","Allen K., Quinn J., Hollingsworth S., Et al., Becoming employable students and ‘ideal’ creative workers: exclusion and inequality in higher education work placements, British Journal of Sociology of Education, 34, 3, pp. 431-452, (2013); Alvesson M., Karreman D., Varieties of discourse: on the study of organisations through discourse, Human Relations, 53, 9, pp. 1125-1149, (2000); Ashton D., Creative contexts: work placement subjectivities for the creative industries, British Journal of Sociology of Education, 37, 2, pp. 268-287, (2016); Banks M., Creative Justice: Cultural Industries, Work and Inequality, (2017); Bennet D., Knight E., Divan A., Et al., How do research-intensive universities portray employability strategies? A review of their websites, Australian Journal of Career Development, 26, 2, pp. 52-61, (2017); Boden R., Nedeva M., Employing discourse: universities and graduate ‘employability, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Bridgstock R., The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Brook O., Taylor M., O'Brien D., Culture Is Bad for You: Inequality in the Cultural and Creative Industries, (2020); Brown P., Hesketh A., Williams S., Employability in a knowledge-driven economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Budd R., Disadvantaged by degrees? How widening participation students are not only hindered in accessing HE, but also during – and after – university, Perspectives: Policy and Practice in Higher Education, 21, 2-3, pp. 111-116, (2017); Christie F., The reporting of university league table employability rankings: a critical review, Journal of Education and Work, 30, 4, pp. 403-418, (2019); Crossman J.E., Clarke M., International experience and graduate employability: Stakeholder perceptions on the connection, Higher Education, 59, 5, pp. 599-613, (2010); Dalrymple R., Macrae A., Pal M., Et al., Employability: A Review of the Literature 2016-2021, (2021); Davies M., The tomorrow people: entry to the Museum workforce, (2007); Success as a Knowledge Economy: Teaching Excellence, Social Mobility & Student Choice, (2016); Divan A., Knight E., Bennett D., Et al., Marketing graduate employability: understanding the tensions between institutional practice and external messaging, Journal of Higher Education Policy and Management, 41, 5, pp. 485-499, (2019); Dubuc E., Museum and university mutations: the relationship between museum practices and museum studies in the era of interdisciplinarity, professionalisation, globalisation and new technologies, Museum Management and Curatorship, 26, 5, pp. 497-508, (2011); Duff W., Cherry J., Sheffield R., Creating a better understanding of who we are”: a survey of graduates of a museum studies program, Museum Management and Curatorship, 25, 4, pp. 361-381, (2010); (2018); Foucault M., The Archaeology of Knowledge and the Discourse on Language, (1972); Foucault M., The ethics of the concern for the self as a practice of freedom, Michel Foucault. Ethics. Subjectivity and Truth, pp. 281-301, (1997); Gedye S., Beaumont E., The ability to get a job”: student understandings and definitions of employablility, Education + Training, 60, 5, pp. 406-420, (2018); Handley K., Anticipatory socialization and the construction of the employable graduate: a critical analysis of employers’ graduate careers websites, Work, Employment and Society, 32, 2, pp. 239-256, (2018); Hinchliffe G.W., Jolly A., Graduate identity and employability, British Educational Research Journal, 37, 4, pp. 1-22, (2010); Holmes L., Reconsidering graduate employability: the ‘graduate identity’ approach, Quality in Higher Education, 7, 2, pp. 111-119, (2001); Jennings R., Degrees of usefulness: how important are museum studies qualifications in recruitment to the museum sector?, Journal of Natural Science Collections, 3, 1, pp. 3-17, (2015); Macleod S., Making museum studies: training, education, research and practice, Museum Management and Curatorship, 19, 1, pp. 51-61, (2001); McRobbie A., Be Creative: Making a Living in the New Culture Industries, (2015); Minocha S., Hristovm D., Reynolds M., From graduate employability to employment: policy and practice in UK higher education, International Journal of Training and Development, 21, 3, pp. 235-248, (2017); Morley L., Producing new workers: quality, equality and employability in higher education, Quality in Higher Education, 7, 2, pp. 31-138, (2001); Cuts Survey 2015, (2015); Norton S., Tibby M., Essential frameworks for enhancing student success: embedding employability – a guide to the advance HE framework, Report for Advance HE, June 8th 2020, (2020); O'Brien D., Laurison D., Miles A., Et al., Are the creative industries meritocratic? An analysis of the 2014 British labour force survey, Cultural Trends, 25, 2, pp. 116-131, (2016); Oakley K., Laurison D., O'Brien D., Et al., Cultural capital: arts graduates, spatial inequality, and London’s impact on cultural labour markets, American Behavioural Scientist, 61, 12, pp. 1510-1531, (2017); O'Brien D., Taylor M., Owen G., The Impact of COVID-19 on jobs in the cultural sector – part 1, (2020); Phillipov M., Work placements in the media and creative industries: discourses of transformation and critique in an era of precarity, Arts and Humanities in Higher Education, (2021); Rose N., Governing the Soul: The Shaping of the Private Self, (1999); Rothwell A., Jewell S., Hardie M., Self-perceived employability: investigating the responses of post-graduate students, Journal of Vocational Behaviour, 75, 2, pp. 152-161, (2009); Saha A., Race and the Cultural Industries, (2018); Scott F.J., Connell P., Thomson L.A., Et al., Empowering students be enhancing their employability skills, Journal of Further and Higher Education, 43, 5, pp. 692-707, (2017); Skeggs B., Class, Self, Culture, (2004); Taylor M., O'Brien D., ‘Culture is a meritocracy’: why creative workers’ attitudes may reinforce social inequality, Sociological Research Online, 22, 4, pp. 27-47, (2017); Teather L., Museum studies: reflecting on reflective practice, Museum Management and Curatorship, 10, 1, pp. 403-417, (1991); Terry G., Hayfield N., Clarke V., Et al., Reflexive thematic analysis, Handbook of Qualitative Research in Education, pp. 17-37, (2020); Tholen G., Graduate employability and educational context: a comparison between Great Britain and the Netherlands, British Educational Research Journal, 40, 1, pp. 1-17, (2014); Tholen G., What can research into graduate employability tell us about agency and structure?, British Journal of Sociology of Education, 36, 5, pp. 766-784, (2015); Tomlinson M., The degree is not enough”: students’ perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Introduction: graduate employability in context: charting a complex, contested and multi-faceted policy and research field, Graduate Employability in Context: Theory, Research and Debate, pp. 1-40, (2017); Tomlinson M., Jackson D., Professional identity formation in contemporary higher education students, Studies in Higher Education, 46, 4, pp. 885-900, (2021); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Weiskopf R., Loacker B., A snake's coils are even more intricate than a mole's burrow: individualization and subjectification in post-disciplinary regimes of work, Management Revue, 17, 4, pp. 395-419, (2006)","E. Coffield; Newcastle University, United Kingdom; email: emma.coffield@newcastle.ac.uk","","SAGE Publications Ltd","","","","","","14740222","","","","English","Arts Humanit. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85140217353"
"Garrido-Pintado P.; García Huertas J.G.; Leal D.B.","Garrido-Pintado, Pablo (57835646200); García Huertas, Juan Gabriel (57427692000); Leal, Diego Botas (58244613700)","57835646200; 57427692000; 58244613700","Identity and virtuality: The influence of personal profiles on social media on job search","2023","Business Information Review","40","2","","78","92","14","0","10.1177/02663821231176679","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159109276&doi=10.1177%2f02663821231176679&partnerID=40&md5=65e8a0a093d476b05993671274b3333c","Facultad de Comercio y Turismo, Complutense University of Madrid, Madrid, Spain; Facultad de Comunicación, UFV, Ctra. Pozuelo-Majadahonda KM 1.800, Madrid, Pozuelo de Alarcón, Spain","Garrido-Pintado P., Facultad de Comercio y Turismo, Complutense University of Madrid, Madrid, Spain; García Huertas J.G., Facultad de Comunicación, UFV, Ctra. Pozuelo-Majadahonda KM 1.800, Madrid, Pozuelo de Alarcón, Spain; Leal D.B., Facultad de Comunicación, UFV, Ctra. Pozuelo-Majadahonda KM 1.800, Madrid, Pozuelo de Alarcón, Spain","This study explores the relationship between digital identity and employability, analysing how human resources departments review the digital profiles of potential candidates on social media platforms. The study created a questionnaire of 17 closed questions using variables, such as, basic demographic data and procedures of the recruitment process (analysis of social networks, use of Big Data and importance of the digital image of candidates). The study concluded that the information future candidates show on social media platforms is very important, even decisive, in recruitment. The study confirms the hypothesis that one’s digital identity on social media networks can negatively influence employment opportunities and even be a reason for the rejection of a candidate. Recruitment experts actively review candidates' presence on social media networks, both professional (LinkedIn) and personal platforms such as Facebook and Instagram. © The Author(s) 2023.","digital identity; human resources; information society; Interactive communication; social networking; youth employment","","","","","","","","Aguaded-Gomez I., Tirado-Morueta R., Hernando-Gomez A., Media competence in adult citizens in Andalusia, Spain, Information, Communication & Society, 18, 6, pp. 659-679, (2015); Aguilar D.E., Said E., Identidad y subjetividad en las redes sociales virtuales: caso de Facebook, Zona Próxima, 12, pp. 190-207, (2010); Arriaga R.E., La democratización de la imagen: retos y oportunidades para el fotoperiodismo, adComunica. Revista Científica de Estrategias, Tendencias e Innovación en Comunicación, 13, pp. 51-66, (2017); Barnes N.D., Barnes F.R., Equipping your organization for the social networking game, Information Management Journal, 43, 6, pp. 28-33, (2009); Baumgartner S.E., Valkenburg P.M., Peter J.-C., Assessing causality in the relationship between adolescents’ risky sexual online behavior and their perceptions of this behavior, Journal of Youth and Adolescence, 39, 10, pp. 1226-1239, (2010); Bergson H., Les Deux Sources de la Morales et de la Religion, (2012); Calderon Gomez A., A Provechamiento de la Huella Digital: La Opinión en las Redes Dociales, (2010); Castaneda L., Camacho M., Desvelando nuestra identidad digital, El profesional de la información julio-agosto, 21, 4, pp. 354-360, (2012); Cheroux C., Breve historia del error fotográfico, (2013); Curtich J., Personal y profesional. Herramientas de visibilidad. Personal Branding. Hacia la excelencia y la empleabilidad por la marca personal, (2011); Davison H.K., Bing M.N., Kluemper D.H., Et al., Social media as a personnel selection and hiring resource: Reservations and recommendations, Social media in employee selection and recruitment, pp. 15-42, (2016); Diaz-Iglesias S., Roman A.P., Gil I.P., Nuevas formas de búsqueda de empleo en redes sociales, Revista de Estudios de Juventud, 118, pp. 33-48, (2017); Fan Y., Lin T., Identifying university students online academic help-seeking patterns and their role in Internet self-efficacy, The Internet & Higher Education, 56, (2023); Feher K., Digital identity and the online self: Footprint strategies–An exploratory and comparative research study, Journal of Information Science, 47, 2, pp. 192-205, (2021); Fontcuberta J., La furia de las imágenes: notas sobre la postfotografía, (2016); Gunduz U., The effect of social media on identity construction, Mediterranean Journal of Social Sciences, 8, 5, (2017); Herranz J.M., Caerols R., Sidorenko P., La realidad virtual y el vídeo 360º en la comunicación empresarial e institucional, Revista de Comunicación, 18, 2, pp. 177-199, (2019); Hogan B., The presentation of self in the age of social media: distinguishing performances and exhibitions online, Bulletin of Science, Technology & Society, 30, 6, pp. 377-386, (2010); Huvila I., Monstrous hybridity of social information technologies: through the lens of photorealism and non-photorealism in archaeological visualization, The Information Society, 37, 1, pp. 46-59, (2021); Estudio de las redes sociales 2021, (2021); Jay M., Ojos Abatidos: La Denigración de la Visión en el Pensamiento Francés Del Siglo XX, (2008); Kopackova H., Spicova T., Digital identity as a possible impediment to future employment–case study, (2015); Lange P.G., Publicly private and privately public: social networking on YouTube, Journal of Computer-Mediated Communication, 13, 1, pp. 361-380, (2007); Livingstone S., Taking risky opportunities in youthful content creation: teenagers’ use of social networking sites for intimacy, privacy and self-expression, New Media Society, 10, pp. 393-411, (2008); Madden M., Fox S., Smith A., Et al., ‘Digital footprints’, (2007); Mayer-Schoenberger V., Policy Makers: Pro-Active Policies for Innovative Entrepreneurship, Hudson Institute Research Paper, 7, 4, (2007); Micheli M., Lutz C., Buchi M., Digital footprints: an emerging dimension of digital inequality, Journal of Information, Communication and Ethics in Society, 16, 3, pp. 242-251, (2018); Estudio sobre usos y actitudes de consumo de contenidos digitales en España, (2021); Pensa R.G., Di Blasi G., Bioglio L., Network-aware privacy risk estimation in online social networks, Social Network Analysis and Mining, 9, 1, (2019); Platero A., El derecho al olvido en internet. El fenómeno de los motores de búsqueda, Revista Opinión Jurídica, 15, 29, pp. 243-260, (2016); Agencia Española de Protección de Datos; Robinson L., The identity curation game: digital inequality, identity work, and emotion management, Information, Communication & Society, 21, 5, pp. 661-680, (2018); Romero-Rodriguez J.-M., Rodriguez-Jimenez C., Ramos Navas-Parejo M., Et al., Use of Instagram by pre-service teacher education: smartphone habits and dependency factors, International Journal of Environmental Research and Public Health, 17, 11, (2020); Roth P.L., Bobko P., Van Iddekinge C.H., Et al., Social media in employee-selection-related decisions: a research agenda for uncharted territory, Journal of Management, 42, 1, pp. 269-298, (2016); Ruao T., Lopes A.I., O papel das redes sociais na relação com os públicos internos das organizações, Obra Digital, 15, pp. 51-66, (2017); Szymkowiak A., Melovic B., Dabic M., Et al., Information technology and Gen Z: the role of teachers, the internet, and technology in the education of young people, Technology in Society, 65, (2021); Visa Barbosa M., Seres Seuma T., Soto Merola J., Del retrato de familia a la fotografía de perfil. Usos de la fotografía en la red social Facebook, Revista Latina de Comunicación Social, 73, pp. 718-729, (2018); Tilleul C., Young adults’ social network practices and the development of their media literacy competences: a quantitative study, Information, Communication & Society, (2022); Warburton S., Digital Identity and Social Media, (2012); Woods S.A., Ahmed S., Nikolaou I., Et al., Personnel selection in the digital age: a review of validity and applicant reactions, and future research challenges, European Journal of Work and Organizational Psychology, 29, 1, pp. 64-77, (2020); Zhi L., Hong L., The application of social media evaluation in the personnel selection, Foreign Economics & Management, 39, 12, pp. 100-111, (2017)","P. Garrido-Pintado; Facultad de Comercio y Turismo, Complutense University of Madrid, Madrid, Spain; email: pablo.garrido@ucm.es","","SAGE Publications Ltd","","","","","","02663821","","","","English","Bus. Inf. Rev.","Article","Final","","Scopus","2-s2.0-85159109276"
"Nugroho W.","Nugroho, Windiyati (58195446600)","58195446600","Twenty-First Century Instructional Design: Guiding Vocational Instructors Designing E-Module","2023","Journal of Technical Education and Training","15","1","","28","39","11","0","10.30880/jtet.2023.15.01.004","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153477695&doi=10.30880%2fjtet.2023.15.01.004&partnerID=40&md5=e0c7ded8d1ffa7c691f9a3718099bdf2","Doctoral Educational Technology, Universitas Negeri Surabaya, Surabaya, 60231, Indonesia","Nugroho W., Doctoral Educational Technology, Universitas Negeri Surabaya, Surabaya, 60231, Indonesia","Instructional design can be challenging in a vocational education setting, such as in a beauty institution where knowledge has to be balanced with practice, and trained individuals in this area are needed specifically for the new and emerging profession of health and beauty consultant. The e-module was designed using the Dick and Carey model consist of 10 steps. This study uses qualitative approach through semi-structured interviews conducted online with 3 students, 1 instructor and 2 observers from skin analysis class in PIBI Surabaya. The transcribed interview data were analysed using Atlas.ti software to produce codes. This study aimed to develop an instructional design for non-formal vocational education as a guide for instructors in creating quality training using an online learning approach. Based on the qualitative results, there are 4 categories that the researcher were asking about, which is media, content, strategy, and student’s response with feasible, practical and effective as the indicators. This study concluded that the instructional design can be used as a reference for instructors in preparing and delivering learning materials where the focus is centred on individual student, with the end goal of achieving competencies (attitude, skill and knowledge/ASK), eight employability skills, five dimensions of competence and twenty-first century skills according to the needs of the industry nowadays. © 2023 UTHM Publisher. All rights reserved.","competence; Instructional design; job skill; skill needs; vocational preparation","","","","","","","","Allen I. E., Seaman J., Poulin R., Straut T. T., Online report card: Tracking online education in the United States, (2016); Anderson L. W., Krathwohl D. R., A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, (2001); Employability skills for the future, (2002); Avis J., Crossing boundaries: VET, the labour market and social justice, International Journal for Research in Vocational Education and Training (IJRVET), 5, 3, pp. 178-190, (2018); Billett S., Choy S., Learning through work: Emerging perspectives and new challenges, Journal of Workplace Learning, 25, 4, pp. 264-275, (2013); Caplan D., Graham R., The theory and practice of online learning (2nd ed.), The development of online courses, pp. 175-194, (2008); Dick W., Carey L., Carey J. O., The systematic design of instruction, (2015); Griffin P., Care E., Assessment and teaching of 21st-century skills, (2015); Guile D., Unwin L., The Wiley handbook of vocational education and training, (2019); Gustafson K. L., Branch R. M., Survey of instructional development models, (2002); Hatcher J. A., The public role of professionals: Developing and evaluating the civic-minded professional scale, (2008); Hiim H., Ensuring curriculum relevance in vocational education and training: Epistemological perspectives in a curriculum research project aimed at improving the relevance of the Norwegian VET, International Journal for Research in Vocational Education and Training, 4, 1, pp. 1-19, (2017); Jabaay M. J., Grcevich L. O., Marotta D. A., Reynolds J. H., Trauma and triage: Applying the Dick and Carey instructional design model to a primary survey clinical workshop, Cureus J. of Medical Science, 12, 6, (2020); Kim M. C., Hannafin M. J., Bryan L. A., Technology-enhanced inquiry tools in science education: An emerging pedagogical framework for classroom practice, Science Education, 91, 6, pp. 1010-1030, (2007); John J., Study on the nature of the impact of soft skills training programme on the soft skills development of management students, Pacific Business Review International, 2, 2, pp. 19-27, (2009); Kuczala M., Training in Motion: How to use movement to create engaging and effective learning, (2015); Lohr L., Ursyn A., Visualizing the instructional design process: Seven usability strategies for promoting creative instruction, Design Principles and Practices: An International Journal—Annual Review, 4, 2, pp. 427-436, (2010); Mcgrath S., Mulder M., Papier J., Suart R., Handbook of vocational education and training, (2019); Mulder M., Competence-based vocational and professional education: Bridging the worlds of work, (2017); Reviews of national policies for education: Education in indonesia, (2015); What is instructional design?; Reiser R. A., A history of instructional design and technology: Part II: A history of instructional design, Educational Technology Research and Development, 49, 2, pp. 57-67, (2001); Robles M. M., Executive perceptions of the top 10 soft skills needed in today’s workplace, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Rothwell W. J., Benscoter G. M., King M., King S. B., Mastering the instructional design process, (2016); Sabri S., Rahim M. A., Integration of Dick and Carey design in string ensemble class instructional material design, International Journal of Innovation, Creativity and Change, 14, 11, pp. 359-388, (2020); Schwab K., The fourth industrial revolution, (2016); Seel N. M., Lehmann T., Blumschein P., Podolskiy O. A., Instructional design for learning: Theoretical foundations, (2017); Shaw K., Leadership through Instructional Design in Higher Education, Online Journal of Distance Learning Administration, 15, 3, (2012); Shulman L. S., Those who understand: Knowledge growth in teaching, Edu. Researcher, 15, 2, pp. 4-14, (1986); Simon H., What we know about learning, Journal of Engineering Education, 87, 4, pp. 343-348, (1998); Singapore workforce skills qualification system: An introduction, (2007); Stone J. R., Lewis M. V., College and career ready in the 21st century: Making high school matter, (2012); Sullivan W. M., Work and integrity: The crisis and promise of professionalism in America, (2005); Sylte A. L., Predicting the future competence needs in working life: Didactical implications for VET in Norway, International Journal for Research in Vocational Education and Training (IJRVET), 7, 2, pp. 167-192, (2020); Tapani A., Salonen A. O., Identifying teachers’ competencies in Finnish vocational education, International Journal for Research in Vocational Education and Training, 6, 3, pp. 243-260, (2019); Indonesia case study, (2021); Watkins R., Kaufman R., An update on relating needs assessment and needs analysis, Performance Improvement, 35, 10, pp. 10-13, (1996); Wenshu S., The various concepts of curriculum and the factors involved in curricula-making, Journal of Language Teaching and Research, 3, 3, pp. 153-158, (2012)","W. Nugroho; Doctoral Educational Technology, Universitas Negeri Surabaya, Surabaya, 60231, Indonesia; email: windiyatiw@gmail.com","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85153477695"
"Karam A.; Ashill N.; Jayashree P.; Lindsay V.","Karam, Abdulaziz (57729465000); Ashill, Nick (8539910100); Jayashree, Payyazhi (47361421500); Lindsay, Valerie (8960157800)","57729465000; 8539910100; 47361421500; 8960157800","Localization in the United Arab Emirates: a study of stereotypes, organizational socialization, employability and work outcomes","2023","Personnel Review","52","5","","1362","1386","24","1","10.1108/PR-07-2021-0548","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131409727&doi=10.1108%2fPR-07-2021-0548&partnerID=40&md5=e025d9b61a4e7e0f8af3fc9c7188f9f9","University of Wollongong in Dubai, Wollongong, Australia; Victoria University of Wellington, Wellington, New Zealand; Faculty of Business, University of Wollongong in Dubai, Wollongong, Australia; American University of Sharjah, Sharjah, United Arab Emirates","Karam A., University of Wollongong in Dubai, Wollongong, Australia; Ashill N., Victoria University of Wellington, Wellington, New Zealand; Jayashree P., Faculty of Business, University of Wollongong in Dubai, Wollongong, Australia; Lindsay V., American University of Sharjah, Sharjah, United Arab Emirates","Purpose: This paper aims to extend the traditional conceptualization of localization, which has largely focused on recruitment, by examining “employability” and “retention” as crucial determinants of localization success. Design/methodology/approach: Using survey data from local (Emirati) employees in private sector organizations in the United Arab Emirates (UAE), the authors develop a holistic model of localization and test the relationships between stereotypes, organizational socialization, employability and retention outcomes, using Smart-PLS. Findings: Among the main findings are the significant influence of stereotypes on organizational socialization (OS) experiences of Emirati employees, with a negative relationship between “work ethics stereotypes” and perceptions of OS experiences. Strong evidence is also found for the indirect effects of OS experiences on retention of Emirati employees, mediated by employability. Research limitations/implications: This study contributes to the literature on localization by examining the relationships between key variables not examined together in previous research. In terms of limitations, the cross-sectional nature of the study prevents the identification of direction of causality among these relationships. Since employee integration, as part of localization efforts, is a gradual process, future research should include longitudinal studies. Practical implications: Employability has emerged as a significant challenge for organizations and governments working to implement successful localization initiatives. This study’s findings highlight several opportunities for organizational and governmental policy interventions to support successful localization. Originality/value: The authors’ holistic model extends localization literature by providing evidence for the role of stereotypes and employability as key constructs to be examined along with OS experiences and retention. © 2022, Emerald Publishing Limited.","Emiratization; Employability; Localization; Organizational socialization; Retention; Stereotypes","","","","","","","","Afiouni F., Ruel H., Schuler R., HRM in the Middle East: toward a greater understanding, International Journal of Human Resource Management, 25, 2, pp. 133-143, (2014); Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? 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Jayashree; Faculty of Business, University of Wollongong in Dubai, Wollongong, Australia; email: payyazhijayashree@uowdubai.ac.ae","","Emerald Publishing","","","","","","00483486","","","","English","Pers. Rev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85131409727"
"Zhu M.","Zhu, Minghai (58251051400)","58251051400","Sustainability of translator training in higher education","2023","PLoS ONE","18","5 MAY","e0283522","","","","0","10.1371/journal.pone.0283522","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159436940&doi=10.1371%2fjournal.pone.0283522&partnerID=40&md5=cd8f3cc1fbce3bebabc3be26f8831ed1","Guangdong Open University (Guangdong Polytechnic Institute), School of Applied Foreign Languages, Guangzhou, China","Zhu M., Guangdong Open University (Guangdong Polytechnic Institute), School of Applied Foreign Languages, Guangzhou, China","The United Nations has set a Sustainable Development Goal in education to be met hopefully by 2030. One of the target areas is to substantially increase the number of youth and adults possessing training and proficiency relevant to the technical and vocational skills needed for employment, well-paying jobs, and decent entrepreneurships. Enrolled students need to be equipped with core competencies suitable for the fields in which they are specializing, including the field of translation. For student translators, ""transcreation""is a core competency they are expected to acquire and practice. With its increasing application in all sectors of life, the use of artificial intelligence or machine translation is on its way to becoming mainstream in the translation industry, eliminating bread-winning opportunities from translators, leaving them in the stream of life to sink or swim. That is why trainers of translators and practitioners alike insist that it is time to consider transcreation so that student translators can better embrace future challenges and boost their employability. A one-shot case study was adopted in this research. After a one-semester trial of teaching and practicing transcreation, an online questionnaire survey was administered to gain the overall perceptions of transcreation from the students. Findings show that the students have raised their awareness of transcreation as a novel approach to translation and most of them feel confident about their employability in the translation job market. Implications for translation syllabus design and translator training are also illustrated. © 2023 Minghai Zhu.","","Adolescent; Adult; Artificial Intelligence; Educational Status; Employment; Humans; Occupations; Students; article; artificial intelligence; awareness; bread; employability; human; human experiment; job market; perception; physician; questionnaire; teaching; tertiary education; adolescent; adult; artificial intelligence; educational status; employment; occupation; student","","","","","","","Sonesson K, Norden B., We learnt a lot: Challenges and learning experiences in a southern african- north european municipal partnership on education for sustainable development, Sustain, 12, pp. 1-25, (2020); Education-United Nations Sustainable Development; Li X., Identifying in-demand qualifications and competences for translation curriculum renewal: a content analysis of translation job ads, Interpret Transl Train, 16, pp. 177-202, (2021); Pascal Y., How much should I pay a translator; 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The Role of Personality as a Determinant of Intercultural Competence, J Cross Cult Psychol, 44, pp. 928-940, (2013); European Master's in Translation (EMT) explained; List of EMT members","M. Zhu; Guangdong Open University (Guangdong Polytechnic Institute), School of Applied Foreign Languages, Guangzhou, China; email: 308959821@qq.com","","Public Library of Science","","","","","","19326203","","POLNC","37192206","English","PLoS ONE","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85159436940"
"Ashonibare A.A.","Ashonibare, Adekola Afolabi (58018305500)","58018305500","Doctoral education in Europe: models and propositions for transversal skill training","2023","Studies in Graduate and Postdoctoral Education","14","2","","164","170","6","0","10.1108/SGPE-03-2022-0028","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144093391&doi=10.1108%2fSGPE-03-2022-0028&partnerID=40&md5=c6cf247fa0092346b7ba7f6f0a652c10","Department for Higher Education Research, University of Continuing Education Krems, Krems, Austria","Ashonibare A.A., Department for Higher Education Research, University of Continuing Education Krems, Krems, Austria","Purpose: This paper aims to investigate existing practices of transversal skills training in doctoral education and provide recommendations for improvement for universities, industry and doctoral students in Europe. The results offer a detailed picture that has implications for the design of doctoral education programs that aim to support transferable skills development and graduate employability. Design/methodology/approach: A qualitative research method was used for this study; thus, data gained from existing literature were the most significant aspect of this study, serving as the key approach to answering the research questions. A literature review approach, which involved synthesizing and analyzing existing literature, was adopted in this study. Essential themes were identified and collected from literature through an inductive coding technique to find answers to questions in this study. Findings: The research highlights the importance of coordinated efforts to improve transversal skills training in doctoral education programs. Universities must adapt their curriculum to meet industry skill requirements and provide enabling support for faculty innovative teaching. Private enterprises must continue to provide training for doctoral graduates employed in the industry because not all skills can be taught and developed in the university. Doctoral students themselves must be intentional about creating industry networks for acquiring transferable skills needed in nonacademic jobs. Social implications: In response to industry demands, a university should not be seen as a place where doctoral students formulate a theory about the net ideology of a discipline but as a place for socializing, interacting, arguing critically and developing transferable skills for various careers. The advocacy for transversal skill training in doctoral education positively impacts society, producing doctoral researchers with an innovative mindset. Universities must continue improving existing skill-based training and work-integrated learning practices while seeking new collaboration with various industry sectors. Originality/value: This study provides relevant ideas for faculty, industry and doctoral students on enhancing the employability of doctoral graduates through the development of transversal skills. © 2022, Adekola Afolabi Ashonibare.","Doctoral education; Doctoral training; Employability; Transferable skills; Transversal skills","","","","","","","","Barros A.C.P., Industry 4.0 and transversal skills: comparing social sciences and STEM higher education graduates, (2019); De Grande H., De Boyser K., Vandevelde K., Van Rossem R., The skills mismatch: what doctoral candidates and employers consider important?, ECOOM, 4, pp. 1-4, (2011); European commission, directorate-general for research and innovation. Principles for innovative doctoral training. 2011, (2011); Report of mapping exercise on doctoral training in Europe: towards a common approach” EURAXESS-researchers in motion, European Commission, (2011); Germain-Alamartine E., Doctoral education and employment in the regions: the case of Catalonia, Regional Studies, Regional Science, 6, 1, pp. 299-318, (2019); Germain-Alamartine E., Moghadam-Saman S., Aligning doctoral education with local industrial employers’ needs: a comparative case study, European Planning Studies, 28, 2, pp. 234-254, (2020); Germain-Alamartine E., Ahoba-Sam R., Moghadam-Saman S., Evers G., Doctoral graduates’ transition to industry: networks as a mechanism? Cases from Norway, Sweden and the UK, Studies in Higher Education, 46, 12, pp. 2680-2695, (2021); Ghosh S., Grassi E., Overeducation and overskilling in the earlier careers of Ph.D. graduates: does international migration reduce labor market mismatch?, Papers in Regional Science, 99, 4, pp. 915-944, (2020); Green W., Hammer S., Cassandra S., Facing up to the challenge: why is it so hard to develop graduate attributes?, Higher Education Research and Development, 28, 1, pp. 17-29, (2009); Heflinger C.A., Doykos B., Paving the pathway: exploring student perceptions of professional development preparation in doctoral education, Innovative Higher Education, 41, 4, pp. 343-358, (2016); Good practice elements in doctoral training, (2014); Nerad M., Professional development for doctoral students: what is it? Why now? Who does it?, Nagoya Journal of Higher Education, 15, pp. 285-318, (2015); Paolo A.D., Mane F., Misusing our talent? Overeducation, overskilling and skill underutilisation among Spanish Ph.D. graduates, The Economic and Labour Relations Review, 27, 4, pp. 432-452, (2016); Pare G., Kitsiou S., Lau F., Kuziemsky C., In Handbook of Health Evaluation: An Evidence-Based Approach, (2017); Rodrigues J.C., Freitas A., Garcia P., Maia C., Pierre-Favre M., Transversal and transferable skills training for engineering Ph.D./doctoral candidates, 2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE), pp. 1-6, (2018); Sa M., Serpa S., Transversal competences: their importance and learning processes by higher education students, Education Sciences, 8, 3, (2018); Thomas D.R., A general inductive approach for analyzing qualitative evaluation data, American Journal of Evaluation, 27, 2, pp. 237-246, (2006); Thune T., Doctoral students on the university-industry interface: a review of the literature, Journal of Higher Education, (2009); Treptow R., The South African Ph.D.: insights from employer interviews, Perspectives in Education, 31, 2, pp. 83-91, (2013); Tynjala P., Perspectives into learning at the workplace, Educationalresearch Review, 3, 2, pp. 130-154, (2007)","A.A. Ashonibare; Department for Higher Education Research, University of Continuing Education Krems, Krems, Austria; email: adekolaashonibare@gmail.com","","Emerald Publishing","","","","","","23984686","","","","English","Stud. Grad.  Postdr. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85144093391"
"Chico-Barba G.; Jiménez-Limas K.; López-Hernández B.; Murad-Robles Y.; González-Mier M.J.; Bonilla A.; Vila-Zepeda A.; Rubilar X.","Chico-Barba, Gabriela (56728617700); Jiménez-Limas, Karime (57209571473); López-Hernández, Blanca (58310766800); Murad-Robles, Yolanda (58311162900); González-Mier, María José (58310766900); Bonilla, Alejandra (58310965100); Vila-Zepeda, Alejandra (58311555900); Rubilar, Ximena (36028612600)","56728617700; 57209571473; 58310766800; 58311162900; 58310766900; 58310965100; 58311555900; 36028612600","Professional development and academic satisfaction from a wound programme in Latin America: 10 years of experience","2023","Journal of Wound Care","32","Sup6","","S4","S9","5","0","10.12968/jowc.2023.32.Sup6.S4","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161625687&doi=10.12968%2fjowc.2023.32.Sup6.S4&partnerID=40&md5=9be15e978cb7e75e56ca451b0f9c8f7f","Departamento de Nutrición y Bioprogramación, Instituto Nacional de Perinatología, Mexico City, Mexico; Escuela de Enfermería, Facultad de Ciencias de la Salud, Universidad Panamericana, Mexico City, Mexico","Chico-Barba G., Departamento de Nutrición y Bioprogramación, Instituto Nacional de Perinatología, Mexico City, Mexico, Escuela de Enfermería, Facultad de Ciencias de la Salud, Universidad Panamericana, Mexico City, Mexico; Jiménez-Limas K., Escuela de Enfermería, Facultad de Ciencias de la Salud, Universidad Panamericana, Mexico City, Mexico; López-Hernández B., Escuela de Enfermería, Facultad de Ciencias de la Salud, Universidad Panamericana, Mexico City, Mexico; Murad-Robles Y., Escuela de Enfermería, Facultad de Ciencias de la Salud, Universidad Panamericana, Mexico City, Mexico; González-Mier M.J., Escuela de Enfermería, Facultad de Ciencias de la Salud, Universidad Panamericana, Mexico City, Mexico; Bonilla A., Escuela de Enfermería, Facultad de Ciencias de la Salud, Universidad Panamericana, Mexico City, Mexico; Vila-Zepeda A., Escuela de Enfermería, Facultad de Ciencias de la Salud, Universidad Panamericana, Mexico City, Mexico; Rubilar X., Escuela de Enfermería, Facultad de Ciencias de la Salud, Universidad Panamericana, Mexico City, Mexico","Objective: Latin America had only one Spanish-speaking postgraduate academic programme on managing wounds and ostomies until 2021. Since then, two more programmes have been developed; one in Colombia and another in Mexico. Therefore, studying alumni outcomes becomes highly relevant. We aimed to describe the alumni’s professional development and academic satisfaction from a Wound, Ostomy and Burn Therapy postgraduate programme in Mexico City, Mexico. Method: An electronic survey was sent to all alumni from January–July 2019 from the School of Nursing of Universidad Panamericana. Employability, academic development and satisfaction following completion of the academic programme were evaluated. Results: From 88 respondents, 77 of whom were nurses, 86 (97.7%) answered that they were working, and 86.4% were working in an area related to the studied programme. Regarding general satisfaction, 88% were totally satisfied/satisfied with the programme and 93.2% would recommend it. Conclusion: Alumni from the Wound, Ostomy and Burn Therapy postgraduate programme are satisfied with the academic curriculum and have good professional development, demonstrated by a high employment rate. Declaration of interest: The authors have no conflicts of interest. © 2023 MA Healthcare Ltd. All rights reserved.","curriculum; education; enterostomal therapy; enterostomy; graduate studies; wound; wound care; wound dressing; wound healing","Curriculum; Humans; Latin America; Personal Satisfaction; Surveys and Questionnaires; academic achievement; adult; alumnus; Article; burn; cross-sectional study; education program; employability; employment; female; human; male; Mexico City; nurse; ostomy; postgraduate student; professional development; satisfaction; sociodemographics; South and Central America; wound; wound care; curriculum; questionnaire","","","","","","","Oladele H.O., Fajemilehin R.B., Oladele A.O., Babalola E.O., Health-related quality of life and wound care practices among patients with chronic wounds in a Southwestern Nigerian community, Wounds, 31, 5, pp. 127-131, (2019); Olsson M., Jarbrink K., Divakar U., Et al., The humanistic and economic burden of chronic wounds: a systematic review, Wound Repair Regen, 27, 1, pp. 114-125, (2019); Martinengo L., Olsson M., Bajpai R., Et al., Prevalence of chronic wounds in the general population: systematic review and meta-analysis of observational studies, Ann Epidemiol, 29, pp. 8-15, (2019); Jimenez-Garcia J.F., Arboledas-Bellon J., Ruiz-Fernandez C., Et al., The advanced practice nurse in the adequacy of chronic, complex wound care, Enfermería Clínica, 29, 2, pp. 74-82, (2019); Guimil J.A., Rodriguez M.T., Fuentes V.M., Et al., Variability on the management of chronic wounds. What do nurses think about?, Gerokomos, 25, 4, pp. 171-177, (2014); Khong B.P.C., Goh B.C., Phang L.Y., David T., Operating room nurses' self-reported knowledge and attitude on perioperative pressure injury, Int Wound J, 17, pp. 455-465, (2020); Kallman U., Suserud B.O., Knowledge, attitudes and practice among nursing staff concerning pressure ulcer prevention and treatment - a survey in a Swedish healthcare setting, Scand J Caring Sci, 23, 2, pp. 334-341, (2009); Holloway S., The impact of postgraduate studies in wound healing on professional practice and personal development, Wounds UK, 13, 3, pp. 44-51, (2017); Murad Y., Enterostomal therapy education in Mexico, World Counc Enteros Ther J, 33, 1, pp. 31-32, (2013); Contreras-Ruiz J., Approach and management of wounds], (2013); Flores-Montes I., Advanced wound management], Mexican Journal of Cardiology Nursing, 14, 1, pp. 24-28, (2006); Vela-Anaya G., Stegensek-Mejia E.M., Leija-Hernandez C., Epidemiological characteristics and wound care costs in medical units of the Secretaría de Salud, Rev Enferm Inst Mex Seguro Soc, 26, 2, pp. 105-114, (2018); Empowering people; Holloway S., Growing a specialism through education: Wound care education 5 years on, Wounds UK, 15, 4, pp. 20-25, (2019); Harris R., Ooms A., Grant R., Et al., Equality of employment opportunities for nurses at the point of qualification: an exploratory study, Int J Nurs Stud, 50, 3, pp. 303-313, (2013); Triple impact of nursing, APPG Glob Heal, 51, (2016); Flanagan M., Improving wound care teaching and learning in clinical practice, Wounds UK, 4, 4, pp. 96-101, (2008); Population with affiliation to health services by federal entity according to institution]; State of Nursing in Mexico], (2018); Abuleal S.V., Wound care education for undergraduate nursing students, J Healthc Commun, pp. 1-5, (2018); Fincham J.E., Response rates and responsiveness for surveys, standards, and the Journal, Am J Pharm Educ, 72, 2, (2008)","B. López-Hernández; Escuela de Enfermería, Facultad de Ciencias de la Salud, Universidad Panamericana, Mexico City, Mexico; email: belopez@up.edu.mx","","MA Healthcare Ltd","","","","","","09690700","","","37300864","English","J. Wound Care","Article","Final","","Scopus","2-s2.0-85161625687"
"Kamran K.; Farasat M.; Azam A.; Atif M.M.","Kamran, Komal (57735843600); Farasat, Mobina (57219714471); Azam, Akbar (57199221543); Atif, Mian Muhammad (57210337583)","57735843600; 57219714471; 57199221543; 57210337583","Supervisor bottom line mentality, self-regulation impairment and unethical pro-organizational behavior: investigating the moderating effect of perceived employability","2023","International Journal of Ethics and Systems","39","2","","342","360","18","2","10.1108/IJOES-02-2022-0043","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131751023&doi=10.1108%2fIJOES-02-2022-0043&partnerID=40&md5=58754fd1634a5c12dc4c9ff030dcdd82","FAST School of Management, National University of Computer and Emerging Sciences, Lahore, Pakistan; Department of Management Sciences, Lahore College for Women University, Lahore, Pakistan","Kamran K., FAST School of Management, National University of Computer and Emerging Sciences, Lahore, Pakistan; Farasat M., Department of Management Sciences, Lahore College for Women University, Lahore, Pakistan; Azam A., FAST School of Management, National University of Computer and Emerging Sciences, Lahore, Pakistan; Atif M.M., FAST School of Management, National University of Computer and Emerging Sciences, Lahore, Pakistan","Purpose: Unethical pro-organizational behavior (UPB) is one of the major reasons behind high-profile financial frauds in the recent past. This study aims to explore how an exclusive focus on financial outcomes, i.e. supervisor bottom-line mentality (BLM) leads to UPB among employees and highlights the critical role of self-regulation impairment and perceived employability in the process. Drawing on self-regulation theory, this study examines how BLM and perceived employability interactively impact self-regulatory strength, which ultimately influences UPB. Design/methodology/approach: The theoretical model is tested through a time-lagged field study of 171 employees and hypothesis testing in SPSS PROCESS Macros. Findings: Results suggest that self-regulation impairment mediates a positive relationship between supervisor BLM and employee UPB and perceived employability moderates this indirect association between BLM and UPB, wherein the indirect positive relationship is stronger when perceived employability is low (than high). Originality/value: This study contributes to the BLM and UPB literature by identifying the critical role of perceived employability and suggesting that UPB is an impulsive action rather than an intentional move. © 2022, Emerald Publishing Limited.","Bottom-line mentality; Perceived employability; Perceived unemployability; Self-regulation impairment; Supervisor bottom-line mentality; Unethical behavior; Unethical pro-organizational behavior","","","","","","","","AlQershi N.A., Thurasamy R., Ali G.A., Al-Rejal H.A., Al-Ganad A., Frhan E., The effect of talent management and human Capital on sustainable business performance: an empirical investigation in malaysian hospitals, International Journal of Ethics and Systems, 38, 2, (2021); Arslan S., Gelisli Y., Development of perceived self-regulation scale: Validity and reliability study, Sakarya University Journal of Education, 5, 3, pp. 67-74, (2015); Babalola M.T., Greenbaum R.L., Amarnani R.K., Shoss M.K., Deng Y., Garba O.A., Guo L., A business frame perspective on why perceptions of top management's bottom‐line mentality result in employees’ good and bad behaviors, Personnel Psychology, 73, 1, pp. 19-41, (2020); 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Kamran; FAST School of Management, National University of Computer and Emerging Sciences, Lahore, Pakistan; email: nadeem.komal@yahoo.com","","Emerald Publishing","","","","","","25149369","","","","English","Int. J. Ethics. Syst.","Article","Final","","Scopus","2-s2.0-85131751023"
"Crone V.C.A.","Crone, Vincent CA (57190069064)","57190069064","A mismatch: Why non-tenured teachers are ill-prepared to deal with the perceived job insecurity of students in the humanities","2023","Arts and Humanities in Higher Education","22","2","","183","193","10","0","10.1177/14740222231156886","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151334341&doi=10.1177%2f14740222231156886&partnerID=40&md5=6df95d8b650f04200ce0d38da0931372","Utrecht University, Utrecht, Netherlands","Crone V.C.A., Utrecht University, Utrecht, Netherlands","Most of the instructional workforce within the humanities in countries like the United States, United Kingdom, Australia, and The Netherlands comprises non-tenure track appointments. This commentary is a starting point in thinking about what the meaning and consequences are of far-reaching casualization for humanities education. Based on my experience as a supervisor of non-tenured early-career teachers in the humanities and on an international exploration of the position of the so-called precariat, I describe the competing, and perhaps irreconcilable, discourses on the importance of the humanities for society and the labour market which these non-tenured teachers must navigate. These discourses put especially non-tenured academics, who are themselves in a very precarious, in an even more disempowered space that is not only detrimental to these non-tenured teachers but also to the students who must learn to deal with perceived job insecurity. © The Author(s) 2023.","Early-career academics; employability; humanities education; precariat","","","","","","","","Humanities degrees declining worldwide except at community colleges, (2021); Earnings of humanities PhD’s, (2021); Job status of humanities PhD’s at time of graduation, (2021); The employment status of humanities majors, (2021); Archer L., The new neoliberal subjects? Young/er academics’ constructions of professional identity, Journal of Education Policy, 23, 3, pp. 265-285, (2008); Auriol L., Misu M., Freeman R.A., Careers of Doctorate Holders, (2013); Awareness of students’ skills: an employability toolkit for the humanities, (2021); Becher T., Towards a definition of disciplinary cultures, Studies in Higher Education, 6, 2, pp. 109-122, (1981); Becher T., Disciplinary discourse, Studies in Higher Education, 12, 3, pp. 261-274, (1987); Becher T., The significance of disciplinary differences, Studies in Higher Education, 19, 2, pp. 151-161, (1994); Becher T., Trowler P., Academic Tribes and Territories: Intellectual Enquiry and the Culture of Disciplines, (2001); Berube M., Ruth J., The humanities, higher education, and academic freedom: three necessary arguments—a forum, Arts and Humanities in Higher Education, 15, 2, pp. 209-216, (2016); Biglan A., Relationships between subject matter characteristics and the structure and output of university departments, Journal of Applied Psychology, 57, pp. 204-213, (1973); Biglan A., The characteristics of subject matter in different academic areas, Journal of Applied Psychology, 57, pp. 195-203, (1973); Qualified for the future: quantifying demand for arts, humanities and social science skills, (2020); The right skills: celebrating skills in the arts, humanities and social science, (2017); Brooks P., Jewett H., The Humanities and Public Life, (2014); Brown R., Enhancing student employability, Arts and Humanities in Higher Education, 6, 1, pp. 28-49, (2007); Carey K., The bleak job landscape of adjunctopia for PhDs, The New York Times, (2020); Chakrabortty A., Weale S., Universities accused of ‘importing sports direct model’ for lecturers’ pay, The Guardian, (2016); Davidson-Harden A., What is social sciences and humanities research ‘worth’? 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The case of the United Kingdom, Higher Education Management and Policy, 14, 3, pp. 137-147, (2002); Henkel M., Academic Identities and Policy Change in Higher Education, (2000); Henkel M., Academic identity and autonomy in a changing policy environment, Higher Education, 49, pp. 155-176, (2005); Hurlburt S., McGarrah M., The shifting academic workforce: where are the contingent faculty?, American Institutes for Research, (2017); Hussey T., Smith P., The Trouble with Higher Education: A Critical Examination of Our Universities, (2012); Jones W.A., Variation among academic disciplines: An update on analytical frameworks and research, Journal of the Professoriate, 6, 1, pp. 9-27, (2011); Kier E., Jonge J.D., The Impact of a Doctorate. 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A Handbook for Teaching and Learning in Higher Education, (2003); Miller T., Blow up the Humanities, (2012); Mintz S., Fixing the humanities PhD job crisis, Inside Higher Education, (2021); Molesworth M., Scullion R., Nixon E., The Marketisation of Higher Education, (2010); Newton D., It’s not liberal arts and literature majors who are most underemployed, Forbes, (2018); Nussbaum M.C., Not for Profit, (2016); Graduates in the UK labour market, (2017); Ott M., Cisneros J., Understanding the changing faculty workforce in higher education: a comparison of non-tenure track and tenure line experiences, Education Policy Analysis Archives, 23, (2015); Rogers K.L., Putting the Humanities PhD to Work, (2020); Ruggeri A., Why ‘worthless’ humanities degrees may set you up for life, BBC, (2019); Sachs J., Teacher education and the development of professional identity: Learning to be a teacher. Connecting policy and practice: Challenges for teaching and learning in schools and universities, pp. 5-21, (2005); Schmidt B., The humanities are in crisis, The Atlantic, (2018); Shulman S., Hopkins B.E., Kelchen R., Et al., Higher Education at a Crossroads: The Economic Value of Tenure and the Security of the Profession, (2016); Small H., The Value of the Humanities, (2013); Sommer D., The Work of Art in the World, (2013); Trowler P., Depicting and researching disciplines: strong and moderate essentialist approaches, Studies in Higher Education, 39, 10, pp. 1720-1731, (2014); Trowler P., Saunders M., Bamber V., Tribes and Territories in the 21st Century, (2012); University personnel by function category and temporary contract, (2021); What do researchers do?, (2019); Weidman J.C., Twale D.J., Stein E.L., Socialization of Graduate and Professional Students in Higher Education: A Perilous Passage? ASHE-ERIC Higher Education Report, 28(3), (2001); Winterhalter B., The morbid fascination with the death of the humanities. Why professors, librarians, and politicians are shunning liberal arts in the name of STEM, The Atlantic, (2014); Yachnin P., Leigh Y., The future of the humanities PhD, Policy Options, (2014); Ylijoki O.-H., Disciplinary cultures and the moral order of studying–A case-study of four Finnish university departments, Higher education, 39, 3, pp. 339-362, (2000)","V.C.A. Crone; Utrecht University, Utrecht, Netherlands; email: v.c.a.crone@uu.nl","","SAGE Publications Ltd","","","","","","14740222","","","","English","Arts Humanit. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85151334341"
"Seet P.-S.; Jogulu U.; Cripps H.; Nejati M.","Seet, Pi-Shen (26648968800); Jogulu, Uma (23397537900); Cripps, Helen (53063471400); Nejati, Mehran (23012852000)","26648968800; 23397537900; 53063471400; 23012852000","Transforming self-perceived self-employability and entrepreneurship among mothers through mobile digital sharing economy platforms: an exploratory case study","2023","Personnel Review","52","3","","492","520","28","3","10.1108/PR-04-2019-0217","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140253285&doi=10.1108%2fPR-04-2019-0217&partnerID=40&md5=378a31fe11c30f14eda9bd76c901ed6e","School of Business and Law, Edith Cowan University, Perth, Australia","Seet P.-S., School of Business and Law, Edith Cowan University, Perth, Australia; Jogulu U., School of Business and Law, Edith Cowan University, Perth, Australia; Cripps H., School of Business and Law, Edith Cowan University, Perth, Australia; Nejati M., School of Business and Law, Edith Cowan University, Perth, Australia","Purpose: This research focuses on the extent sharing economy transforms employability for women impacted by domestic and reproductive work. The authors explore the experience of mothers, of how digital peer-to-peer (P2P) platforms can affect their self-perceived employability and skills deterioration by unlocking human capital through technology acceptance. Design/methodology/approach: This study adopted a pragmatism-based approach incorporating using a single-case study research design with the Gioia methodology. It utilised a semi-structured telephone survey to collect data to explore the decisions around usage of a newly developed mobile P2P app, aiming to support employability among mothers. Analysis was conducted inductively using thematic analysis and partial least squares structural equation modelling (PLS-SEM). Findings: The study finds that mothers experience high rates of continued labour market attachment on a casual or part-time basis, difficulty in juggling family and work, and high levels of concern both about future employment/entrepreneurial opportunities and expected stress in balancing dual roles of carer and earner. While mothers are interested in using new sharing economy technologies to reduce skills deterioration and improve signalling, the authors find that there were both technology and non-technology related barriers. These included trust and security, life-stage mismatch, time poverty and limitation of service offerings. Research limitations/implications: This research was limited to mothers in one state in Australia and by the case study research design, the measurement model and the self-report nature of the data collection. Hence, the findings may lack generalisability in other contexts. It also limits the ability to make conclusions regarding causality. Originality/value: This exploratory study contributes to research in the intersection between human resources (HR) and entrepreneurship by illustrating how sharing economy platforms can offer women a means to overcome the issues of signalling and skills deterioration in relation to aspects of human capital theory by developing new skills that may act as positive signals signal to potential employers or investors. Additionally, the social interactions between mothers, through technology adoption, can provide a basis for improving future self-employment or entrepreneurship and employability. © 2022, Emerald Publishing Limited.","Entrepreneurship; P2P platforms; Self-employment; Self-perceived self-employability; Sharing economy; Signalling; Skills deterioration; Technology acceptance","","","","","","Innovation Project of Jiangxi Province, (YC2021CB124); Sharing Economy; National Natural Science Foundation of China, NSFC, (11601197, 11971208, 21&ZD152); China Postdoctoral Science Foundation, (2016M600511, 2017T100475); Natural Science Foundation of Jiangxi Province, (20171ACB21030, 2018ACB21002)","Funding text 1: This paper forms part of a special section “A Different World of Work: The Sharing Economy and (In)equity, Identity and Rewards”, guest edited by Yuliani Suseno and Chris Rowley. Funding : This research received funding from the Edith Cowan University Industry Collaboration Grant Scheme.; Funding text 2: This paper is supported by the NSF of China (Nos. 11971208, 11601197), the NSSF of China (Grant No. 21&ZD152), the China Postdoctoral Science Foundation (Nos. 2016M600511, 2017T100475), the NSF of Jiangxi Province (Nos. 2018ACB21002, 20171ACB21030), and the Post graduate Innovation Project of Jiangxi Province (No. YC2021CB124).","The Labour Force, Australia, (2018); Ahmad N.H., Seet P.-S., Gender variations in ethical and socially responsible considerations among SME entrepreneurs in Malaysia, International Journal of Business and Society, 11, 1, pp. 77-88, (2010); The emergence of the gig economy, (2016); Alvesson M., Skeoldberg K., Reflexive Methodology: New Vistas for Qualitative Research, (2000); Amarakoon U., Colley L., Attraction and retention of employees in an Australian regional SME: the importance of place and scale in human resource management, Personnel Review, (2022); Anderson S., Winefield A.H., The impact of underemployment on psychological health, physical health, and work attitudes, Underemployment: Psychological, Economic, and Social Challenges, pp. 165-185, (2011); Badoiu G.-A., Segarra-Cipres M., Escrig-Tena A.B., Understanding employees' intrapreneurial behavior: a case study, Personnel Review, 49, 8, pp. 1677-1694, (2020); Barlage M., van den Born A., van Witteloostuijn A., The needs of freelancers and the characteristics of ‘gigs’: creating beneficial relations between freelancers and their hiring organizations [version 1; peer review: 1 approved], Emerald Open Research, 1, 8, (2019); Barnes S.J., Mattsson J., Understanding collaborative consumption: test of a theoretical model, Technological Forecasting and Social Change, 118, pp. 281-292, (2017); Baxter J., The Modern Australian Family, (2016); Beblo M., Wolf E., How much does a year off cost? 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Seet; School of Business and Law, Edith Cowan University, Perth, Australia; email: p.seet@ecu.edu.au","","Emerald Publishing","","","","","","00483486","","","","English","Pers. Rev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85140253285"
"Elbarrad S.; Belassi W.","Elbarrad, Sherif (57192640073); Belassi, Walid (6506979344)","57192640073; 6506979344","Chartered professional accountant's competencies: the synergy between accounting education and employers' needs—evidence from Alberta","2023","Higher Education, Skills and Work-based Learning","13","2","","423","442","19","0","10.1108/HESWBL-09-2022-0183","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152055306&doi=10.1108%2fHESWBL-09-2022-0183&partnerID=40&md5=97a5cd919e7412dcca67090e2e4a5e72","School of Business, MacEwan University, Edmonton, Canada; Faculty of Business, Athabasca University, Athabasca, Canada","Elbarrad S., School of Business, MacEwan University, Edmonton, Canada; Belassi W., Faculty of Business, Athabasca University, Athabasca, Canada","Purpose: This study examines the competencies delineated by the Chartered Professional Accountants (CPA) in Canada and explores the gap between what universities provide, represented by the students' confidence in the knowledge acquired—and what the accounting profession in Canada requires and deems necessary. Design/methodology/approach: Using the 44 sub-competencies listed under the main seven competencies set by CPA, a pair of questionnaires were drafted. The first questionnaire asked post-secondary accounting students to rate their perceived confidence in these 44 sub-competencies and received 105 responses. The second questionnaire asked accounting professionals to rate the frequency and degree of use of each sub-competency in their workplace and received 72 responses. The responses to the two questionnaires were used to compare perceived student competencies with industry expectations. Findings: The study suggests an industry-neutral framework that employers and post-secondary institutions (PSIs) can use to determine where knowledge gaps exist between students' qualifications and professionals' requirements. The paper concludes that while there are synergies in many competencies in the accounting field in Canada, there are also areas of discord. Research limitations/implications: The study relies on one accredited PSI. Relying on one case study limits the ability to generalize the findings. Nevertheless, the in-depth nature of the study allows it to shed light on many key issues related to accounting education and the profession in Alberta, Canada. Originality/value: This paper adds to the existing literature by exploring the gap between what students learn and what the profession needs in the accounting field in Canada. Studying Canada adds to the accounting knowledge and draws attention to gaps that could exist in other countries. To the authors' knowledge, this is the first paper to focus on Canada from this perspective. The paper also proposes a curriculum development model that is based on market needs and applicable to all fields of knowledge. © 2023, Emerald Publishing Limited.","Accounting and finance education; Competence and skills; Competency-based education; Curriculum design; Employability","","","","","","CPA Educational Foundation in Alberta","Funding: A research grant provided by CPA Educational Foundation in Alberta funded our project. ","Ahadiat N., Martin R.M., Necessary attributes, preparations, and skills for the selection and promotion of accounting professionals, Accounting and Finance, 16, 1, pp. 11-26, (2016); Al-Shehab N., Al-Hashimi M., Madbouly A., Reyad S., Hamdan A., Do employability skills for business graduates meet the employers' expectations? 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Elbarrad; School of Business, MacEwan University, Edmonton, Canada; email: sherif.elbarrad@macewan.ca","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85152055306"
"Pandita A.; Kiran R.","Pandita, Alka (57220954806); Kiran, Ravi (22985431500)","57220954806; 22985431500","The Technology Interface and Student Engagement Are Significant Stimuli in Sustainable Student Satisfaction","2023","Sustainability (Switzerland)","15","10","7923","","","","2","10.3390/su15107923","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160350186&doi=10.3390%2fsu15107923&partnerID=40&md5=27da48d16adbf2942af4317e794b1702","Thapar Institute of Engineering and Technology, Patiala, 147004, India","Pandita A., Thapar Institute of Engineering and Technology, Patiala, 147004, India; Kiran R., Thapar Institute of Engineering and Technology, Patiala, 147004, India","The technology interface and student engagement are important factors that can contribute to sustainable student satisfaction. Technology has become an integral part of the recent teaching–learning setup and it can significantly impact student satisfaction. Additionally, student engagement is vital for sustainable student satisfaction. Engaged students are more likely to take an active role in their education, participate in discussions, and ask questions. When students are engaged, they feel a sense of ownership over their learning experience, which can lead to higher levels of satisfaction. Therefore, educational institutions should strive to provide students with technology that is intuitive and easy to use and create an environment that fosters engagement and collaboration. By doing so, institutions can increase student satisfaction and improve overall academic outcomes. This research study was primarily conducted to understand the potential of the technology interface (TI) and student engagement (SE) in enhancing student satisfaction (SS). The study uses a survey to collect responses from 400 respondents from higher educational institutions (HEIs). PLS-SEM has been used to test the proposed hypothesis. Three dimensions of the technology interface (TI) include cyber infrastructure, quality of e-content, and technology-assisted facilities. It is essential to understand how the technology interface influences student engagement (SE) through three dimensions, viz. new skills development, active involvement, and academic achievements. The student satisfaction scale has an employability perspective, teaching perspective, and learning perspective as subscales. Initially, the study examines the influence of the technology interface on student engagement. The findings support a positive impact on student engagement. The next step was to study the direct effect of the technology interface on student satisfaction. The results lend support to a positive influence. An attempt was also made to investigate the mediation of student engagement between the technology interface and student satisfaction. The findings highlight that with the mediation of student engagement, the influence of the technology interface on student satisfaction is improved. This study is one of the pioneering empirical studies highlighting the importance of the technology interface on the mediation of student engagement in student satisfaction. Technology may be a prerequisite, but it needs to be translated to student satisfaction by using it with student engagement (new skills development, active involvement, and academic achievements). The study has meaningful implications for policymakers at universities to enable them to strategize around practices conducive to the implementation of technology, and for student engagement activities to enhance student satisfaction in higher education institutes (HEIs). © 2023 by the authors.","higher educational institutions; student engagement; student satisfaction; technology interface","higher education; institutional framework; learning; ownership; student; teaching","","","","","","","Dunn T.J., Kennedy M., Technology Enhanced Learning in higher education; motivations, engagement and academic achievement, Comput. Educ, 137, pp. 104-113, (2019); Barana A., Bogino A., Fioravera M., Marchisio M., Rabellino S., Digital Support for University Guidance and Improvement of Study Results, Procedia Soc. Behav. 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Res. Policy Pract, 22, pp. 23-61, (2023); Haleem A., Javaid M., Qadri M.A., Suman R., Understanding the role of digital technologies in education: A review, Sustain. Oper. Comput, 3, pp. 275-285, (2022); Keskitalo T., Enhancing the Sense of Community Through Interaction in a Global Online Course, J. Educ. Train Stud, 9, (2021); Fayez O., Ozfidan B., Ismail H., The Praxis of User Experience (UX) in the Design of Undergraduate Online Classes: Framing the Perceptions of Engineering and Social Sciences Students, Sustainability, 15, (2023); Lembani R., Mulenga K., Mwewa P., Mhango L., Are we leaving students behind ? Self-directed learning in an ICT challenged country, Educ. Inf. Technol, 28, pp. 3475-3492, (2023); Darling-Hammond L., Flook L., Cook-Harvey C., Barron B., Osher D., Implications for educational practice of the science of learning and development, Appl. Dev. Sci, 24, pp. 97-140, (2019); Okolie U.C., Mlanga S., Oyerinde D.O., Olaniyi N.O., Chucks M.E., Collaborative learning and student engagement in practical skills acquisition, Innov. Educ. Teach. Int, 59, pp. 669-678, (2021)","A. Pandita; Thapar Institute of Engineering and Technology, Patiala, 147004, India; email: apandita@thapar.edu","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85160350186"
"Comunian R.; Jewell S.; Sunmoni A.; Dent T.","Comunian, Roberta (6506180415); Jewell, Sarah (43661428900); Sunmoni, Adesola (57652948100); Dent, Tamsyn (57212352075)","6506180415; 43661428900; 57652948100; 57212352075","For what it’s worth: European Arts & humanities graduates’ employability and their engagement in society","2023","Arts and Humanities in Higher Education","22","2","","211","232","21","1","10.1177/14740222231156892","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151320100&doi=10.1177%2f14740222231156892&partnerID=40&md5=39df1096f00132ff5df6ea7f49e99701","Department for Culture, Media and Creative Industries, King’s College, London, United Kingdom; Economics, University of Reading, United Kingdom","Comunian R., Department for Culture, Media and Creative Industries, King’s College, London, United Kingdom; Jewell S., Economics, University of Reading, United Kingdom; Sunmoni A., Economics, University of Reading, United Kingdom; Dent T., Department for Culture, Media and Creative Industries, King’s College, London, United Kingdom","How do European Arts and Humanities (A&H) graduates contribute to their economies and societies? This paper aims to answer this challenging research question by analysing data from the 2018 pilot Eurograduate survey of graduates. The article explores the monitoring of employment dynamics and considers the labour market outcomes of A&H graduates compared to other graduate groups. Our analysis enables an understanding of the utilisation of A&H graduates’ knowledge and skills in the current employment market (job-qualification match) and more specifically, their contribution to legal, social and cultural occupations. The dataset variables enable an exploration of the multiple contributions made by A&H graduates to other aspects of contemporary society. Specifically, we examine graduates’ volunteering activity during and after their degree, alongside other forms of civic engagement, including political and social action. The findings contribute to the broader debate on the value and impact of A&H degrees beyond measurements of graduate earnings. © The Author(s) 2023.","employability; engagement; Eurograduate survey; internship; labour force participation; volunteering","","","","","","","","Allen J., Boezerooy P., De Weert E., Et al., Higher education and graduate employment in the Netherlands, European Journal of Education, 35, 2, pp. 211-219, (2000); Ashton D., Cultural workers in-the-making, European Journal of Cultural Studies, 16, 4, pp. 468-488, (2013); Ashton D., Comunian R., Universities as creative hubs: Modes and practices in the UK context, Creative Hubs in Question, pp. 359-379, (2019); Augar P., Post-18 review of education and funding: independent panel report, (2020); Baert B.S., Neyt B., Siedler T., Et al., Student internships and employment opportunities after graduation: A field experiment, Economics of Education Review, 83, (2021); Barone C., Ortiz L., Overeducation among European University Graduates: a comparative analysis of its incidence and the importance of higher education differentiation, Higher Education, 61, 3, pp. 325-337, (2011); Bate J., The Public Value of the Humanities, (2011); Bernardi F., Ballarino G., Participation, equality of opportunity and returns to tertiary education in contemporary Europe, European Societies, 16, 3, pp. 422-442, (2014); Bulaitis Z.H., Value and the Humanities: The Neoliberal University and Our Victorian Inheritance, (2020); The Right Skills: Celebrating Skills in the Arts, Humanities and Social Sciences, (2017); Benneworth P., Gulbrandsen M., Hazelkorn E., The Impact and Future of Arts and Humanities Research, (2016); Britton J., Dearden L., Erve L., Et al., The impact of undergraduate degrees on lifetime earnings, Department of Education Research Report, No. DFE-Rr974, (2020); Brook S., Comunian R., Jewell S., Et al., More than a day job, a fair job: music graduate employment in education, Music Education Research, 22, 5, pp. 541-554, (2020); Brook S., Comunian R., Corcoran J., Et al., Gender and the Creative Labour Market: Graduates in Australia and the UK, (2022); Cattaneo M., Civera A., Meoli M., Et al., Analysing policies to increase graduate population: do tuition fees matter?, European Journal of Higher Education, 10, 1, pp. 10-27, (2020); Comunian R., Brook S., Accounting for Creative Graduates, (2019); Comunian R., Faggian A., Jewell S., Embedding arts and humanities in the creative economy: the role of graduates in the UK, Environment and Planning C: Government and Policy, 32, 3, pp. 426-450, (2014); Comunian R., Dent T., Conor B., Et al., Creative HE and the European Creative Economies, (2020); Comunian R., Gilmore A., Higher education and the creative economy: Beyond the campus, (2016); Daly A., Lewis P., Corliss M., Et al., The private rate of return to a university degree in Australia, Australian Journal of Education, 59, 1, pp. 97-112, (2015); Daniel R., Daniel L., Enhancing the transition from study to work: Reflections on the value and impact of internships in the creative and performing arts, Arts and Humanities in Higher Education, 12, 2-3, pp. 138-153, (2013); Skills for Jobs: Lifelong Learning for Opportunity and Growth, (2021); Employer Skills Survey 2019: Skills Needs Research Report, (2020); Eurograduate Pilot Survey Proposal for the Survey Topics, (2018); Unlocking the Potential of Cultural and Creative Industries, (2010); Structural Indicators for Monitoring Education and Training Systems in Europe – 2018. Eurydice Report, (2018); Students enrolled in tertiary education by education level, programme orientation, sex and field of education, (2021); Foskett N., Markets, government, funding and the marketisation of UK higher education, The Marketisation of Higher Education and the Student as Consumer, pp. 39-52, (2010); Garritzmann J.L., The Politics of Higher Education Tuition Fees and Subsidies, The Political Economy of Higher Education Finance, pp. 1-56, (2016); Grattan R., Fee Cuts for Nursing and Teaching but Big Hikes for Law and Humanities in Package Expanding University Places, (2020); Hazelkorn E., Making an impact: New directions for arts and humanities research, Arts and Humanities in Higher Education, 14, 1, pp. 25-44, (2015); Johnstone D.B., The economics and politics of cost sharing in higher education: comparative perspectives, Economics of Education Review, 23, 4, pp. 403-410, (2004); Kernan A., ""What's Happened to the Humanities?, (2014); Kyvik S., Structural changes in higher education systems in Western Europe, Higher Education in Europe, 29, pp. 393-409, (2004); Lyonette C., Hunt W., Baldauf B., Occupations and Skills of Arts, Humanities and Social Sciences Graduates and Postgraduates, (2017); Maurer S., Unger M., Juhlke R., Et al., EUROGRADUATE Pilot Survey 2018, (2021); McArthur J., Reconsidering the social and economic purposes of higher education, Higher Education Research & Development, 30, 6, pp. 737-749, (2011); Muhleck K., Meng C., Unger M., Et al., EUROGRADUATE Pilot Survey 2018, (2021); Parker J., Future Priorities of the Humanities in Europe: What Have the Humanities to Offer? Report of a round table conference held to draft a manifesto for the European Commissioner and working papers for the EC Working Party on Future Priorities for Humanities Research, Arts and Humanities in Higher Education, 6, 1, pp. 123-127, (2007); Phillipov M., Work placements in the media and creative industries: Discourses of transformation and critique in an era of precarity, Arts and Humanities in Higher Education, 21, 1, pp. 3-20, (2022); Reimer D., Noelke C., Kucel A., Labor market effects of field of study in comparative perspective: An analysis of 22 European countries, International Journal of Comparative Sociology, 49, 4-5, pp. 233-256, (2008); Roberts G., The Humanities in Modern Britain: Challenges and Opportunities, (2021); Salazar-Porzio M., The ecology of arts and humanities education: Bridging the worlds of universities and museums, Arts and Humanities in Higher Education, 14, 3, pp. 274-292, (2015); Toscher B., Entrepreneurial learning in arts entrepreneurship education: A conceptual framework, Artivate, 8, 1, pp. 3-22, (2019); Vazquez-Burgete J.L., Lanero A., Raisiene A.G., Et al., Entrepreneurship education in humanities and Social Sciences: are students qualified to start a business?, Verslas: Teorija Ir Praktika, 13, 1, pp. 27-35, (2012)","R. Comunian; Department for Culture, Media and Creative Industries, King’s College, London, United Kingdom; email: Roberta.comunian@kcl.ac.uk","","SAGE Publications Ltd","","","","","","14740222","","","","English","Arts Humanit. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85151320100"
"Suárez-Ortega M.; Sánchez-García M.F.; Fernández-García A.; García-Ripa M.I.","Suárez-Ortega, Magdalena (35070312600); Sánchez-García, María Fe (57190178227); Fernández-García, Ana (56225846400); García-Ripa, María Inés (57191476135)","35070312600; 57190178227; 56225846400; 57191476135","Self-Application of the CCP Model among Socio-Labor Counseling Professionals: Evaluation of the Impact on Their Careers and Social Sustainability Actions","2023","Sustainability (Switzerland)","15","12","9621","","","","0","10.3390/su15129621","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163965592&doi=10.3390%2fsu15129621&partnerID=40&md5=599ce06b8643f1670fd95817511bef9d","Facultad de Ciencias de la Educación, Departamento de Métodos de Investigación y Diagnóstico en Educación (MIDE), Universidad de Sevilla, C/Pirotecnia, s/n, Sevilla, 41013, Spain; MIDE II, Universidad Nacional de Educación a Distancia (UNED), C/Juan del Rosal, 14, Madrid, 28040, Spain; Departamento de Educación, Facultad de Psicología y Psicopedagogía, Pontificia Universidad Católica Argentina, Av. Alicia Moreau de Justo 1300, Puerto Madero, Ciudad de Buenos Aires, C1107AAZ, Argentina","Suárez-Ortega M., Facultad de Ciencias de la Educación, Departamento de Métodos de Investigación y Diagnóstico en Educación (MIDE), Universidad de Sevilla, C/Pirotecnia, s/n, Sevilla, 41013, Spain; Sánchez-García M.F., MIDE II, Universidad Nacional de Educación a Distancia (UNED), C/Juan del Rosal, 14, Madrid, 28040, Spain; Fernández-García A., MIDE II, Universidad Nacional de Educación a Distancia (UNED), C/Juan del Rosal, 14, Madrid, 28040, Spain; García-Ripa M.I., Departamento de Educación, Facultad de Psicología y Psicopedagogía, Pontificia Universidad Católica Argentina, Av. Alicia Moreau de Justo 1300, Puerto Madero, Ciudad de Buenos Aires, C1107AAZ, Argentina","This study evaluates the impact of the professional career construction model (CCP) on the professional practice of counselors and the social sustainability actions put into play in their professional performance. A mixed methodology featuring a predominantly qualitative approach is used to examine the employment situation and professional development of this group. Forty-eight socio-labor counselors from the autonomous community of Andalusia (Spain) participated in the self-application of the CCP model. Subsequently, a questionnaire was administered via a discussion group. The data analysis combines descriptive and qualitative procedures with the support of computer software. Strengths, weaknesses, opportunities, and threats (SWOT) analysis and triangulation techniques are used as methodological integration strategies. The resulting data are discussed, later presenting a series of limitations and prospective of the study. Relevant conclusions are provided about the impact of the CCP model on the professional careers of counselors based on their satisfaction with the self-application of the model, their career progression and employment status, and their self-perceptions of the social impact of their counseling careers. These conclusions highlight the implications of the study regarding promoting the sustainable careers of socio-labor counselors, enhancing their initial and continuous training, and facilitating their occupational actions in a complex and constantly changing society. © 2023 by the authors.","Andalusia; career development; CCP model; employability; reflection on counseling practice; satisfaction; self-application; social impact; socio-labor counselors; sustainability","Andalucia; Spain; employment; qualitative analysis; questionnaire survey; social impact; software; study perspective; sustainability; triangulation","","","","","Andalusian Research, Development and Innovation Plan, (P20_01236); General Secretariat of Universities, Research and Technology, Junta de Andalucía; R+D+i Projects; European Commission, EC; Federación Española de Enfermedades Raras, FEDER; European Regional Development Fund, ERDF; Junta de Andalucía","This paper presents partial results of the Reinventate Project. Validation of the CCP Model for Labor Improvement in the Autonomous Community of Andalusia. Andalusian Research, Development and Innovation Plan, PAIDI 2020, Reference: P20_01236, R+D+i Projects. This research was funded by Junta de Andalucía (Ministry of Economy, Knowledge, Business and University, General Secretariat of Universities, Research and Technology, Junta de Andalucía and FEDER Funds, European Union, European Regional Development Fund).","Development Report 2022, (2022); Data Bank. España 2021; World Employment and Social; Outlook: Trends, Report, (2021); Eurostat (Several Years), European Statistics, (2022); Fondo Social Europeo: Invirtiendo en las Personas, (2016); World Employment and Social Outlook: Trends, Report 2023, (2023); Working Conditions and Sustainable Work, (2022); Encuesta de Población Activa (EPA). 4° Trimestre de 2021, (2022); Precariedad en España. Una Doble Perspectiva, (2021); Plan de acción para la implementación de AGENDA 2030. Hacia una Estrategia Española de Desarrollo Sostenible, (2018); Alcover C., Mazzetti G., Vignoli M., Sustainable Employability in the Mid and Late Career: An Integrative Review, J. Work. Organ. Psychol, 37, pp. 157-174, (2021); Guichard J., From career guidance to designing lives acting for fair and sustainable development, Int. J. Educ. Vocat. Guid, 22, pp. 581-601, (2022); Cohen L., Manion L., Morrison K., Research Methods in Education, (2018); Masdonati J., Skakni I., Maggiori C., Career competencies amongst early career researchers: A response to contemporary uncertain work contexts?, ETH Learn. Teach. J, 2, pp. 125-130, (2020); McMahon M., Patton W., Career Development from a Systems Perspective: The Systems Theory Framework, Handbook of Systems Sciences, (2020); Hirschi A., Koen J., Contemporary career orientations and career self-management: A review and integration, J. Vocat. Behav, 126, pp. 1-18, (2021); Wang X.-H., Wang H.-P., Lai W.-Y., Sustainable Career Development for College Students: An Inquiry into SCCT-Based Career Decision-Making, Sustainability, 15, (2023); Hirschi A., Zacher H., Shockley K.M., Whole-life career self-management: A conceptual framework, J. Career Dev, 49, pp. 344-362, (2022); Van der Heijden B.I., De Vos A., Sustainable Careers: Introductory Chapter, Handbook of Research on Sustainable Careers, pp. 1-19, (2015); Abu-Tineh A.M., Romanowski M.H., Chaaban Y., Alkhatib H., Ghamrawi N., Alshaboul Y.M., Career Advancement, Job Satisfaction, Career Retention, and Other Related Dimensions for Sustainability: A Perception Study of Qatari Public School Teachers, Sustainability, 15, (2023); Eva N., Newman A., Jiang Z., Brouwer M., Career optimism: A systematic review and agenda for future research, J. Vocat. Behav, 116, (2019); Hanisch S., Eirdosh D., Behavioral Science and Education for Sustainable Development: Towards Metacognitive Competency, Sustainability, 15, (2023); Savickas M.L., Savickas S., A History of Career Counselling, International Handbook of Career Guidance, (2019); Loiodice I., Orientar a las personas adultas en una sociedad compleja, Rev. Española Orientación Psicopedag, 23, pp. 3-12, (2012); Padilla-Carmona M.T., Sanchez-Garcia M.F., Suarez-Ortega M., Necesidades de orientación profesional de usuarios de servicios públicos de empleo en España, Rev. Bras. Orientação Prof, 17, pp. 151-162, (2017); Suarez-Ortega M., Sanchez-Garcia M.F., Garcia-Garcia M.C., Caracterización de buenas prácticas y necesidades de mejora en los servicios de orientación para el empleo, Rev. Española Orientación Psicopedag, 27, pp. 43-60, (2016); Carrillo Gonzalez F., Efectividad de un programa para la mejora del proyecto profesional y la marca personal, Rev. Española Orientación Psicopedag, 32, pp. 27-46, (2021); Wilhelm F., Hirschi A., Career Self-Management as a Key Factor for Career Wellbeing, Theory, Research and Dynamics of Career Wellbeing. Becoming Fit for the Future, pp. 117-137, (2019); Memoria de Actividades SAE 2020, (2020); Plan de Acción Anual SAE 2021. Informe Anual de Resultados, (2021); Almagro Gavira L.M., Padilla Carmona M.T., Manzano Soto N., Formación y perfil competencial de los técnicos de orientación profesional del programa Andalucía Oriental: Estudio cualitativo, Rev. Española Orientación Psicopedag, 29, pp. 131-151, (2018); Alvarez-Ramirez M.R., Pena Garrido M.P., Losada Vicente L., Misión posible: Mejorar el bienestar de los orientadores a través de su inteligencia emocional, Rev. Española Orientación Psicopedag, 28, pp. 19-32, (2017); Chisvert Tarazona M.J., Revisión del desarrollo de la orientación socio-laboral como política activa de empleo, Rev. Española Orientación Psicopedag, 25, pp. 8-24, (2014); Rodriguez Fernandez S., Suarez Ortega M., Padilla Carmona M.T., Chisvert Tarazona M.J., Martinez Garcia I., Los servicios de orientación para el empleo en Andalucía, Proceedings of the I Congreso Internacional e Interuniversitario de Orientación Educativa y Profesional; Alvarez Perez P.R., Lopez Aguilar D., Centralidad del trabajo y estabilidad del proyecto profesional y vital, Rev. Española Orientación Psicopedag, 23, pp. 13-25, (2012); Martinez Lopez A., Los orientadores laborales. Trabajo cotidiano y efectos sobre sus públicos, Cuad. Relac. Labor, 27, pp. 145-169, (2009); Guichard J., Life-long self-construction, Int. J. Educ. Vocat. Guid, 5, pp. 111-124, (2005); McMahon M., Patton W., Watson M., My System of Career Influences (MSCT) (Adult): A Qualitative Career Assessment Reflection Process. Facilitator’s Guide, (2013); McMahon M., Watson M., Career Counseling and Constructivism. Elaboration of Constructs, (2011); Patton W., Career development interventions within a vocational psychology framework: Toward support for lifelong career decision-making, Vocational Psychological and Organisational Perspectives on Career: Towards a Multidisciplinary Dialogue, pp. 147-160, (2009); Savickas M., The theory and practice of career construction, Career Development and Counseling: Putting Theory and Research to Work, pp. 42-70, (2005); Sanchez-Garcia M.F., Concepto y bases teóricas del proyecto profesional, Orientación Para la Construcción del Proyecto Profesional, pp. 15-47, (2018); Savickas M.L., Life design: A paradigm for Career intervention in the 21st Century, J. Couns. Dev, 90, pp. 13-19, (2012); Sanchez-Garcia M.F., Suarez-Ortega M., El programa Construyendo mi carrera profesional (CCP), Orientación Para la Construcción del Proyecto Profesional, pp. 87-123, (2018); Carlson L.A., Portman T.A.A., Bartlett J.R., Self-management of career development: Intentionality for counselor educators in training, J. Humanist. Couns. Educ. Dev, 45, pp. 126-137, (2006); De Vos A., Van der Heijden B.I.J.M., Akkermans J., Sustainable careers: Towards a conceptual model, J. Vocat. Behav, 117, (2020); Nakra N., Kashvap V., Linking career adaptability and psychological well-being: A test of moderated mediation model among indian employees, J. Career Dev, (2023); Argyropoulou K., Mouratoglou N., Stamatios Antoniou A., Mikedaki K., Charokopaki A., Promoting career counselors’ sustainable career development throigh the group-based life construction dialogue intervention: “Constructing my future purposeful life, Sustainability, 12, (2020); Super D.E., A life-span, life-space approach to career development, Career Choice and Development: Applying Contemporary Theories to Practice, pp. 197-261, (1990); Lent R.W., Career-life preparedness: Revisiting career planning and adjustment in the new workplace, Career Dev. Q, 61, pp. 2-14, (2013); Lent R.W., Brown S.D., A social cognitive framework for career choice counseling, Career Dev. Q, 44, pp. 354-366, (1996); Sanchez Garcia M.F., Suarez Ortega M., Material Didáctico de la Asignatura Orientación Para la Construcción del Proyecto Profesional. Máster en Orientación Profesional, (2012); Sanchez Garcia M.F., Suarez Ortega M., Diseño y validación de un instrumento de evaluación de competencias para la gestión de la carrera emprendedora, Rev. Iberoam. Diagnóstico Y Evaluación Psicológica–E Avaliação Psicológica, 45, pp. 109-123, (2017); Suarez-Ortega M., Sanchez-Garcia M.F., Soto-Gonzalez M.D., Desarrollo de la carrera emprendedora: Identificación de perfiles, competencias y necesidades, Rev. Complut. Educ, 31, pp. 173-184, (2020); Dominguez S., Hollstein B., Mixed Methods Social Networks Research. Design and Applications, (2014); Osorio-Gonzalez R., Castro-Ricalde D., Aproximaciones a una metodología mixta, Nova Rua, 13, pp. 65-84, (2021); Pereira Perez Z., Los diseños de método mixto en la investigación en educación: Una experiencia concreta, Rev. Electrónica Educ, XV, pp. 15-29, (2011); Johnson B., Onwuegbuzie A., Turner L., Toward a definition of mixed methods research, J. Mix. Methods Res, 1, pp. 112-133, (2007); Denzin N.K., Moments, mixed methods, and paradigm dialogues, Qual. Inqquiry, 16, pp. 419-427, (2010); Maxwell J.A., Diseño de Investigación Cualitativa, (2019); Creswell J., Steps in Conducting a Scholarly Mixed Methods Study, 48, (2013); Creswell J.W., Plano Clark V.L., Designing and Conducting Mixed Methods Research, (2011); Djafar H., Yunus R., Pomalato S.W.D., Rasid R., Qualitative and Quantitative Paradigm Constellation. Educational Research Methodology, Int. J. Educ. Res. Soc. Sci, 2, pp. 339-345, (2021); Guba E., Lincoln Y., Paradigmas en pugna en la investigación cualitativa, Handbook of Qualitative Research, pp. 105-117, (1994); Berlanga Silvente V., Rubio Hurtado M.J., Vila Banos R., Cómo aplicar árboles de decisión en SPSS, Rev. D’innovació I Recer. En Educ, 6, pp. 65-79, (2013); Charmaz K., Constructing Grounded Theory. A Practical Guide through Qualitative Analysis, (2007); Miles M.B., Huberman A.M., Qualitative Data Analysis: An Expanded Sourcebook, (1994); Prasad B.D., Qualitative Content Analysis: Why Is It Still a Path Less Taken?, Forum Qual. Soz. Forum Qual. Soc. Res, 20, pp. 1-21, (2019); Lindgren B.M., Lundman B., Graneheim U.H., Abstraction and interpretation during the qualitative content analysis process, Int. J. Nurs. Stud, 108, (2020); Finol de Franco M., Vera Solorzano J.L., Paradigmas, enfoques y métodos de investigación: Análisis teórico, Mundo Recursivo, 3, pp. 1-24, (2020); Gonzalez-Sanz M., Ibanez-Etxeberria A., Feliu M., Percepciones del profesorado de primaria sobre las visitas educativasbasadas en las Visual Thinking Strategies (VTS). DAFO de su aplicación en el Museo Picasso de Barcelona, Rev. Interuniv. Form. Profr, 35, pp. 175-194, (2021); Butler L.D., Mercer K.A., McClain-Meeder K., Horne D.M., Dudley M., Six domains of self-care: Attending to the whole person, J. Hum. Behav. Soc. Environ, 29, pp. 107-124, (2019); Bressi S.K., Vaden E.R., Reconsidering self care, Clin. Soc. Work. J, 45, pp. 33-38, (2017); Skovholt T.M., Grier T.L., Hanson M.R., Career Counseling for Longevity: Self-Care and Burnout Prevention Strategies for Counselor Resilience, J. Career Dev, 27, pp. 167-176, (2001); Del Pozo Flores J.A., Competencias Profesionales: Herramientas de Evaluación: El Portafolios, la Rúbrica y las Pruebas Situacionales, (2007); Hirschi A., The career resources model: An integrative framework for career counsellors, Br. J. Guid. Couns, 40, pp. 369-383, (2012); La Agenda 2030 y los Objetivos de Desarrollo Sostenible: Una Oportunidad Para América Latina y el Caribe (LC/G. 2681-P/Rev. 3), (2018)","M. Suárez-Ortega; Facultad de Ciencias de la Educación, Departamento de Métodos de Investigación y Diagnóstico en Educación (MIDE), Universidad de Sevilla, Sevilla, C/Pirotecnia, s/n, 41013, Spain; email: msuarez@us.es","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85163965592"
"Namratha M.; Selva Kumar S.; Sainath K.","Namratha, M. (57205057507); Selva Kumar, S. (57194090806); Sainath, Krishnamurthy (55929338400)","57205057507; 57194090806; 55929338400","Enhancement of Program Outcomes for Cryptography and Network Security course using Alternate Assessment Tool: An approach towards outcome-based education","2023","Journal of Engineering Education Transformations","36","4","","113","119","6","0","10.16920/jeet/2023/v36i4/23121","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159956231&doi=10.16920%2fjeet%2f2023%2fv36i4%2f23121&partnerID=40&md5=22ea3586556afb4280ec3a97fd66dddf","Department of Computer Science and Engineering, B.M.S. College of Engineering, Bengaluru, 560019, India; Department of Chemical Engineering, B.M.S. College of Engineering, Bengaluru, 560019, India","Namratha M., Department of Computer Science and Engineering, B.M.S. College of Engineering, Bengaluru, 560019, India; Selva Kumar S., Department of Computer Science and Engineering, B.M.S. College of Engineering, Bengaluru, 560019, India; Sainath K., Department of Chemical Engineering, B.M.S. College of Engineering, Bengaluru, 560019, India","Outcome-based education is being practiced across the globe to enhance the employability of the undergraduates by instilling certain domain-specific skills. Evaluation is key in measuring the leaning outcomes of students. Tools such as regular quizzes, assignments, and alternative assessment are in place for continuous evaluation. Alternative assessment tools (AAT) can be modulated to suit the course being taught, and if used properly, it can enhance the attainment of program outcomes (PO). To enhance the coding skills of the students with respect to security algorithms and their real-time applications, for the course “Cryptography and Network Security”, in the computer science and engineering branch, AAT was introduced in the assessment process. Students were given a task to develop an algorithm using CryptTool and demonstrate the various attacks on the selected encryption/decryption algorithm. By using AAT, engagement of students was improved due to fortnightly reviews from the teacher, peer reviews, and exchange of ideas to go in the right direction in the work plan. The results show improvement in the attainment of program outcomes PO4 and PO5, which were not mapped when AAT was not yet implemented. In addition, the use of CrypTool as part of AAT helped the students in selecting suitable security projects in their higher semester courses. © 2023, Rajarambapu Institute Of Technology. All rights reserved.","Alternate Assessment Tool; Bloom's Taxonomy; CO Attainment; CryptTool; Outcome-based Education; POAttainment","","","","","","","","Akram S., Selvakumar S., Lohith J., Shambhavi B., Indiramma M., Role of industry to improve outcome-based education in engineering, Journal of Engineering Education Transformations, pp. 358-361, (2015); Arunarani A. R., Manjula D., Sugumaran V., Task scheduling techniques in cloud computing: A literature survey, Future Generation Computer Systems, 91, pp. 407-415, (2019); Basavaiah J., Anthony A. A., Patil C. M., Transformation of engineering education through student-centric learning, International Journal of Learning and Teaching, 13, 1, pp. 32-41, (2021); Eldeeb R., Outcome based education (OBE)-trend review, IOSR Journal of Research & Method in Education, 1, (2013); Gallardo K., Competency-based assessment and the use of performance-based evaluation rubrics in higher education: Challenges towards the next decade, Problems of Education in the 21st Century, 78, 1, pp. 61-79, (2020); Gurukkal R., Outcome-based education: an open framework, Higher Education for the Future, 7, 1, pp. 1-4, (2020); Kumbhar V. S., Impact of Outcome-Based Education in Indian Universities, Solid State Technology, 63, 6, pp. 16938-16943, (2020); Liu F., Deng L., Design of a Multimodal Teaching Method for Business English in a Wireless Network Environment, Scientific Programming, (2022); Namratha M., Rekha G. S., Akram S., Kumar S. S., Nayak J. S., Active Learning Approach for Python Programming, Journal of Engineering Education Transformations, 32, 1, pp. 15-19, (2018); Pradhan D., Effectiveness of Outcome Based Education (OBE) toward Empowering the Students Performance in an Engineering Course, Journal of Advances in Education and Philosophy, 5, 2, pp. 58-65, (2021); Sapawi R., Alternative and Online Assessment in the Context of Outcome Based Education: A Practical Guide, Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12, 3, pp. 2376-2385, (2021); Shivakumar R., Usha H. S., Chetan N. A., Sainath K., Samita M., Establishing program educational objectives, Journal of Engineering Education Transformations, 29, 2, pp. 53-58, (2015); Velasco-Martinez L. C., Tojar-Hurtado J. C., Competency-Based Evaluation in Higher Education--Design and Use of Competence Rubrics by University Educators, International Education Studies, 11, 2, pp. 118-132, (2018); Zhao Q., Qi J., Xu J., Song B., Zhou R., Application of PAD Class in Geography Teaching—Taking “The Causes of Natural Disasters” as an Example, (2022)","M. Namratha; Department of Computer Science and Engineering, B.M.S. College of Engineering, Bengaluru, 560019, India; email: namratham.cse@bmsce.ac.in","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","","Scopus","2-s2.0-85159956231"
"Killingberg N.M.; Kubberød E.; Pettersen I.B.","Killingberg, Nils Magne (57219664060); Kubberød, Elin (57224677773); Pettersen, Inger Beate (54951345500)","57219664060; 57224677773; 54951345500","Exploring the Transition to Working Life of Entrepreneurship Education Graduates: A Longitudinal Study","2023","Entrepreneurship Education and Pedagogy","6","2","","331","358","27","3","10.1177/25151274221108354","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151619658&doi=10.1177%2f25151274221108354&partnerID=40&md5=39e9306e0471842cb0439e09747d1b9c","School of Economics and Business, Norwegian University of Life Sciences, Ås, Norway; The Mohn Centre for Innovation and Regional Development, Western Norway University of Applied Sciences (HVL), Bergen, Norway","Killingberg N.M., School of Economics and Business, Norwegian University of Life Sciences, Ås, Norway; Kubberød E., School of Economics and Business, Norwegian University of Life Sciences, Ås, Norway; Pettersen I.B., The Mohn Centre for Innovation and Regional Development, Western Norway University of Applied Sciences (HVL), Bergen, Norway","In this research, we explore the transition of entrepreneurship education (EE) graduates to working life. Even though many EE graduates find employment in established organisations rather than starting a new venture, few studies have empirically investigated the relevance of EE in this context. This paper addresses this gap by providing an in-depth longitudinal analysis of graduates’ transition from EE to working life, from entering the labour market to becoming an effective operator. In the study we interview 10 graduates from three master’s programmes directly after their graduation and then follow up with an interview 2 years into their careers. It explores how these graduates learn to become legitimate members of their workplace and how they apply their entrepreneurial competencies in this process. This study contributes to the broader debate on the relevance of EE for employability by demonstrating how entrepreneurial competencies foster the transition from EE to working life. © The Author(s) 2022.","employability; entrepreneurial competencies; entrepreneurship education; graduate employability; situated learning","","","","","","","","Amo B.W., Corporate entrepreneurship and intrapreneurship related to innovation behaviour among employees, International Journal of Entrepreneurial Venturing, 2, 2, pp. 144-158, (2010); Bell R., Unpacking the link between entrepreneurialism and employability: An assessment of the relationship between entrepreneurial attitudes and likelihood of graduate employment in a professional field, Education + Training, 58, 1, pp. 2-17, (2016); Berglund H., Researching entrepreneurship as lived experience, Handbook of qualitative research methods in entrepreneurship, pp. 75-93, (2007); Bharatan I., Swan J., Oborn E., Navigating turbulent waters: Crafting learning trajectories in a changing work context, Human Relations, 75, 6, pp. 1084-1112, (2022); Bolton D.L., Lane M.D., Individual entrepreneurial orientation: Development of a measurement instrument, Education + Training, 54, 2-3, pp. 219-233, (2012); Brown J.S., Duguid P., Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation, Organization Science, 2, 1, pp. 40-57, (1991); Campbell M., Verenikina I., Herrington A., Intersection of trajectories: A newcomer in a community of practice, Journal of Workplace Learning, 21, 8, pp. 647-657, (2009); Carlile P.R., Transferring, translating, and transforming: An integrative framework for managing knowledge across boundaries, Organization Science, 15, 5, pp. 555-568, (2004); Charney A., Libecap G.D., Impact of entrepreneurship education: An evaluation of the Berger Entrepreneurship program, (2000); Cope J., Toward a dynamic learning perspective of entrepreneurship, Entrepreneurship Theory and Practice, 29, 4, pp. 373-397, (2005); Cope J., Entrepreneurial learning from failure: An interpretative phenomenological analysis, Journal of Business Venturing, 26, 6, pp. 604-623, (2011); Cope J., Watts G., Learning by doing–An exploration of experience, critical incidents and reflection in entrepreneurial learning, International Journal of Entrepreneurial Behavior and Research, 6, 3, pp. 104-124, (2000); de Villiers Scheepers M.J., Barnes R., Clements M., Stubbs A.J., Preparing future-ready graduates through experiential entrepreneurship, Education + Training, 60, 4, pp. 303-317, (2018); Donnellon A., Ollila S., Middleton K.W., Constructing entrepreneurial identity in entrepreneurship education, International Journal of Management Education, 12, 3, pp. 490-499, (2014); Dubois A., Gadde L.-E., Systematic combining: An abductive approach to case research, Journal of Business Research, 55, 7, pp. 553-560, (2002); Eisenhardt K.M., Building theories from case study research, Academy of Management Review, 14, 4, pp. 532-550, (1989); Flanagan J.C., The critical incident technique, Psychological Bulletin, 51, 4, pp. 327-358, (1954); Fuller A., Hodkinson H., Hodkinson P., Unwin L., Learning as peripheral participation in communities of practice: A reassessment of key concepts in workplace learning, British Educational Research Journal, 31, 1, pp. 49-68, (2005); Galloway L., Kapasi I., Whittam G., Exploring “successful” outcomes of entrepreneurship education: A follow-up study, Industry and Higher Education, 29, 6, pp. 505-515, (2015); Gardiner C.M., Legitimizing processes: Barriers and facilitators for experienced newcomers’ entry transitions to knowledge practices, Learning, Culture and Social Interaction, 11, pp. 105-116, (2016); Gherardi S., Nicolini D., Learning in a constellation of interconnected practices: Canon or dissonance?, Journal of Management Studies, 39, 4, pp. 419-436, (2002); Gibb A.A., Enterprise culture and education: Understanding enterprise education and its links with small business, entrepreneurship and wider educational goals, International Small Business Journal, 11, 3, pp. 11-34, (1993); Gibb A.A., Small firms’ training and competitiveness. Building upon the small business as a learning organisation, International Small Business Journal, 15, 3, pp. 13-29, (1997); Glaser B.G., Strauss A.L., The discovery of grounded theory: Strategies for qualitative research, (1967); Goldie J., The formation of professional identity in medical students: Considerations for educators, Medical Teacher, 34, 9, pp. 641-648, (2012); Haase H., Lautenschlager A., The “teachability dilemma” of entrepreneurship, International Entrepreneurship and Management Journal, 7, 2, pp. 145-162, (2011); Harvey L., Locke W., Morey A., Enhancing employability, recognising diversity: Making links between higher education and the world of work: Main report, (2002); Herbert I.P., Rothwell A.T., Glover J.L., Lambert S.A., Graduate employability, employment prospects and work-readiness in the changing field of professional work, International Journal of Management Education, 18, 2, (2020); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, (1998); Hodge P., Wright S., Barraket J., Scott M., Melville R., Richardson S., Revisiting “how we learn” in academia: Practice‐based learning exchanges in three Australian universities, Studies in Higher Education, 36, 2, pp. 167-183, (2011); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Huq A., Gilbert D.H., Enhancing graduate employability through work‐based learning in social entrepreneurship: A case study, Education + Training, 55, 6, pp. 550-572, (2013); Hytti U., Heinonen J., Heroic and humane entrepreneurs: Identity work in entrepreneurship education, Education+ Training, 55, 8-9, pp. 886-898, (2013); Jones P., Pickernell D., Fisher R., Netana C., A tale of two universities: Graduates’ perceived value of entrepreneurship education, Education + Training, 59, 7-8, pp. 689-705, (2017); Karlsson T., Moberg K., Improving perceived entrepreneurial abilities through education: Exploratory testing of an entrepreneurial self-efficacy scale in a pre-post setting, The International Journal of Management Education, 11, 1, pp. 1-11, (2013); Killingberg N.M., Kubberod E., Blenker P., Preparing for a future career through entrepreneurship education: Towards a research agenda, Industry and Higher Education, 35, 6, pp. 713-724, (2021); Kolb D.A., Experiential learning: Experience as the source of learning and development, (1984); Kubberod E., Pettersen I.B., Exploring situated ambiguity in students’ entrepreneurial learning, Education + Training, 59, 3, pp. 265-279, (2017); Kubberod E., Pettersen I.B., Exploring students’ entrepreneurial identity matching through cross-cultural learning, Uniped, 41, 1, pp. 54-67, (2018); Kubberod E., Pettersen I.B., The role of peripherality in students’ entrepreneurial learning, Education + Training, 60, 1, pp. 2-15, (2018); Lackeus M., An emotion based approach to assessing entrepreneurial education, The International Journal of Management Education, 12, 3, pp. 374-396, (2014); Lave J., Wenger E., Situated learning: Legitimate peripheral participation, (1991); Lee S.M., Chang D., Lim S.-B., Impact of entrepreneurship education: A comparative study of the US and Korea, The International Entrepreneurship and Management Journal, 1, 1, pp. 27-43, (2005); Longva K.K., Foss L., Measuring impact through experimental design in entrepreneurship education: A literature review and research agenda, Industry and Higher Education, 32, 6, pp. 358-374, (2018); Lowden K., Hall S., Elliot D., Lewin J., Employers’ perceptions of the employability skills of new graduates, (2011); Minniti M., Bygrave W., A dynamic model of entrepreneurial learning, Entrepreneurship Theory and Practice, 25, 3, pp. 5-16, (2001); Murnieks C., Mosakowski E., Who am I? Looking inside the “entrepreneurial identity, Frontiers of Entrepreneurship Research, 27, 5, (2007); Mwasalwiba E., Entrepreneurship education: A review of its objectives, teaching methods, and impact indicators, Education + Training, 52, 1, pp. 20-47, (2010); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Orr J.E., Talking about machines: An ethnography of a modern job, (1996); Orsmond P., Merry S., Reiling K., Interconnected learning between university and the workplace: A socio-cultural perspective of graduate employability in the UK, Oxford Review of Education, 1-17, 3, pp. 303-319, (2021); Pittaway L., Cope J., Entrepreneurship education: A systematic review of the evidence, International Small Business Journal, 25, 5, pp. 479-510, (2007); Pittaway L., Cope J., Simulating entrepreneurial learning: Integrating experiential and collaborative approaches to learning, Management Learning, 38, 2, pp. 211-233, (2007); Ployhart R.E., Vandenberg R.J., Longitudinal research: The theory, design, and analysis of change, Journal of Management, 36, 1, pp. 94-120, (2010); Premand P., Brodmann S., Almeida R., Grun R., Barouni M., Entrepreneurship education and entry into self-employment among university graduates, World Development, 77, pp. 311-327, (2016); Pyrko I., Dorfler V., Eden C., Communities of practice in landscapes of practice, Management Learning, 50, 4, pp. 482-499, (2019); Rae D., Connecting enterprise and graduate employability: Challenges to the higher education culture and curriculum?, Education + Training, 49, 8-9, pp. 605-619, (2007); Rae D., Carswell M., Using a life‐story approach in researching entrepreneurial learning: The development of a conceptual model and its implications in the design of learning experiences, Education + Training, 42, 4, pp. 220-228, (2000); Roberts J., Limits to communities of practice, Journal of Management Studies, 43, 3, pp. 623-639, (2006); Shepherd D.A., Educating entrepreneurship students about emotion and learning from failure, Academy of Management Learning and Education, 3, 3, pp. 274-287, (2004); Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Van Der Heijde C.M., Van Der Heijden B.I., A competence‐based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Van Maanen J.E., Schein E.H., Toward a theory of organizational socialization, Annual Review of Research in Organizational Behavior, 1, pp. 209-264, (1977); Wendlandt N.M., Rochlen A.B., Addressing the college-to-work transition: Implications for university career counselors, Journal of Career Development, 35, 2, pp. 151-165, (2008); Wenger E., Communities of practice: Learning, meaning, and identity, (1998); Wenger E., A social theory of learning. Contemporary theories of learning, (2009); Wenger E., Communities of practice and social learning systems: The career of a concept, Social learning systems and communities of practice, pp. 179-198, (2010); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Winborg J., Hagg G., The role of work-integrated learning in preparing students for a corporate entrepreneurial career, Education + Training, (2022); Yorke M., Employability in higher education: What it is, what it is not, (2006)","N.M. Killingberg; School of Economics and Business, Norwegian University of Life Sciences, Ås, Norway; email: nils.magne.killingberg@nmbu.no","","SAGE Publications Inc.","","","","","","25151274","","","","English","Entrep. educ. Pedag.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85151619658"
"Winter G.; Ketheesan N.; Andronicos N.M.","Winter, Gal (16231580100); Ketheesan, Natkunam (6701712250); Andronicos, Nicholas M. (6603369811)","16231580100; 6701712250; 6603369811","A new hub-and-spoke biology curriculum designed around interdisciplinary laboratory practical sessions to enhance student employability","2023","Microbiology Australia","44","3","","131","135","4","0","10.1071/MA23039","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85171850771&doi=10.1071%2fMA23039&partnerID=40&md5=be8b9834319f00af92a09798c5e44678","School of Science and Technology, The University of New England, Armidale, 2351, NSW, Australia","Winter G., School of Science and Technology, The University of New England, Armidale, 2351, NSW, Australia; Ketheesan N., School of Science and Technology, The University of New England, Armidale, 2351, NSW, Australia; Andronicos N.M., School of Science and Technology, The University of New England, Armidale, 2351, NSW, Australia","A new hub-and-spoke (H&S) model for restructuring the traditional biological science curriculum is presented here. The H&S model emphasises the integration of sub-disciplines of biology and the integration of biology with other scientific disciplines. In this model, traditional undergraduate courses that include both theory and a stand-alone laboratory component are replaced with discovery-based research courses that act as the hub, servicing discipline-specific theory-only courses, which act as the spoke. The hub course includes an immersive laboratory experience, aimed to integrate all the spoke components that the hub unit serves. The H&S model also offers an opportunity to develop a new framework that will support active pedagogies such as inquiry-based and open-ended problem-based learning, where students work in groups to solve challenging problems and build their capacity to design and implement approaches to undertake their own investigation, thus enhancing students critical thinking as well as generic skills. Overall, this model offers higher interdisciplinary biological laboratory skills, and an integrative understanding of scientific projects thus enhancing the graduate's employability. This curriculum model may be easily adapted for other branches of science, given the interdisciplinary nature of all sciences and the R&D innovation sector.  © 2023 CSIRO. All rights reserved.","biological science; biomedical; curriculum; laboratory skills; multidisciplinary education; practical skills","article; biomedicine; critical thinking; curriculum; employability; human; interdisciplinary education; pedagogics; problem based learning; skill; theoretical study","","","","","","","Sella A, Rethinking practical classes, Nat Rev Chem, 1, (2017); Gunn JS, Et al., Biomedical science undergraduate major: a new pathway to advance research and the health professions, Teach Learn Med, 30, pp. 184-192, (2018); Dietert RR, Integrating contemplative tools into biomedical science education and research training programs, J Biomed Educ, 2014, (2014); Hart JL, Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree programs, J Teach Learn Grad Employab, 10, pp. 50-66, (2019); Knowlton JL, Et al., Teaching interdisciplinary sustainability science teamwork skills to graduate students using in-person and web-based interactions, Sustainability, 6, pp. 9428-9440, (2014); Olson S, Riordan DG, Engage to excel: producing one million additional college graduates with degrees in science, technology, engineering, and mathematics, A Report by the President's Council of Advisors on Science and Technology, (2012); Tripp B, Shortlidge EE, A framework to guide undergraduate education in interdisciplinary science, CBE Life Sci Educ, 18, (2019); Bracken LJ, Oughton EA, What do you mean?' The importance of language in developing interdisciplinary research, Trans Inst Br Geogr, 31, pp. 371-382, (2006); Quinlan KM, Renninger KA, Rethinking employability: how students build on interest in a subject to plan a career, High Educ, 84, pp. 863-883, (2022); Boden R, Nedeva M, Employing discourse: universities and graduate 'employability, J Educ Policy, 25, pp. 37-54, (2010); Sarkar M, Et al., Academics' perspectives of the teaching and development of generic employability skills in science curricula, High Educ Res Dev, 39, pp. 346-361, (2020); Hinchliffe G, Graduate employability and lifelong learning: a need for realism, Graduate Attributes, Learning and Employability, pp. 91-104, (2006); Gilbert R, Et al., The generic skills debate in research higher degrees, High Educ Res Dev, 23, pp. 375-388, (2004); Hofstein A, Lunetta VN, The laboratory in science education: foundations for the twenty-first century, Sci Educ, 88, pp. 28-54, (2004); Serrano-Perez JJ, Et al., Traditional vs. virtual laboratories in health sciences education, J Biol Educ, 57, pp. 36-50, (2023); Burns A, Et al., Student response to a multi-topic kitchen practical experience in undergraduate core biology, ACSME 2021 Proceedings: Sustainable Transformation of Science Education, (2021); Andronicos NM, Et al., Gamified lessons support molecular genetics education of first year biology students during COVID-19 lockdown, ASCILITE 2021. Conference Proceedings: Back to the Future, pp. 246-256, (2021); Huang R, Et al., The impact of gamification in educational settings on student learning outcomes: a meta-analysis, Educ Technol Res Dev, 68, pp. 1875-1901, (2020)","G. Winter; School of Science and Technology, The University of New England, Armidale, 2351, Australia; email: gwinterz@une.edu.au","","CSIRO","","","","","","13244272","","","","English","Microbiol.  Australia","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85171850771"
"Wei R.; Sotiriadou P.","Wei, Ran (58180387700); Sotiriadou, Popi (55173603900)","58180387700; 55173603900","Teaching generic skill sets to sport undergraduates to increase their employability and promote smooth college-to-work transition","2023","Journal of Hospitality, Leisure, Sport and Tourism Education","32","","100431","","","","0","10.1016/j.jhlste.2023.100431","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152257731&doi=10.1016%2fj.jhlste.2023.100431&partnerID=40&md5=cf70d81c6d567e8ffaa1d69129b41a06","College of Recreation and Sport Management, Guangzhou Sport University, No.1268, Guangzhou Avenue Middle, Tianhe District, Guangdong Province, Guangzhou City, 510500, China; Department of Tourism, Sport and Hotel Management, Griffith University, Gold Coast, 4222, QLD, Australia","Wei R., College of Recreation and Sport Management, Guangzhou Sport University, No.1268, Guangzhou Avenue Middle, Tianhe District, Guangdong Province, Guangzhou City, 510500, China; Sotiriadou P., Department of Tourism, Sport and Hotel Management, Griffith University, Gold Coast, 4222, QLD, Australia","The emergence of sport professions entices the pursuit of sports careers. Graduates are expected to possess a broad set of skills. However, there is limited research on the required generic employability skill. To examine generic skills, an inductive qualitative strand on collecting employability skill set data, including job descriptions and associated employability skill sets explanations using the O*NET OnLine database was followed by a deductive quantitative strand on analyzing the corresponding importance scores of the employability skill sets needed across all sport occupations. The Knowledge-Skill-Ability framework was adopted to identify the top 10 most-needed areas across all sport occupations. © 2023","Career Readiness; Curriculum design; Generic skills; Knowledge-skill-ability; Sport degrees; Sport Industry Education","","","","","","Department of Education of Guangdong Province, DEGP, (2022GXJK239); Guangdong Office of Philosophy and Social Science, GDPPLGOPSS, (NO.GD22YTY04)","This research was funded by Guangdong Planning Office of Philosophy and Social Science (NO.GD22YTY04); Department of Education of Guangdong Province (NO.2022GXJK239).","Aliu J., Aigbavboa C., Key generic skills for employability of built environment graduates, International Journal of Construction Management, pp. 1-11, (2021); Baker C., Loughren E., Crone D., Employability of graduates in sport needs analysis (work package 2) final report, (2014); Becker G.S., Investment in human capital: A theoretical analysis, Journal of Political Economy, 70, 5, pp. 9-49, (1962); Benes S.S., Mazerolle S.M., Factors influencing athletic training students' perceptions of the athletic training profession and career choice, Athletic Training Education Journal, 9, 3, pp. 104-112, (2014); Bowen G.A., Document analysis as a qualitative research method, Qualitative Research Journal, 9, 2, pp. 27-40, (2009); Braunstein-Minkove J.R., DeLuca J.R., Effectively adapting the sport management curricula, SCHOLE: A Journal of Leisure Studies & Recreation Education, 30, 2, pp. 12-30, (2015); Bridgstock R., The graduate attributes we've overlooked: Enhancing graduate employability through career management skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Cegielski C.G., Jones-Former L.A., Knowledge, skills, and abilities for entry-level business analytics positions: A multi-method study, Decision Sciences Journal of Innovative Education, 14, 1, pp. 91-118, (2016); Chen S., Adams-Blair H., Miller A., Professional expectations of sport management students as related to academic curricular alignment support and preparation, Universal Journal of Management, 1, 3, pp. 132-137, (2013); Chen T.L., Shen C.C., Gosling M., To stay or not to stay? The causal effect of interns' career intention on enhanced employability and retention in the hospitality and tourism industry, Journal of Hospitality, Leisure, Sports and Tourism Education, 28, pp. 1-11, (2021); Clanchy J., Ballard B., Generic skills in the context of higher education, Higher Education Research and Development, 14, 2, pp. 155-166, (1995); Cranmer S., Enhancing graduate employability: Best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Crebert G., Bates M., Bell B., Patrick C.J., Cragnolini V., Developing generic skills at university, during work placement and in employment: Graduates' perceptions, Higher Education Research and Development, 23, 2, pp. 147-165, (2004); Donald W.E., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: Human capital, careers advice, and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Dyer A.M., Abildso C.G., Impact of an intimate partner violence training on home visitors' perceived knowledge, skills, and abilities to address intimate partner violence experienced by their clients, Health Education & Behavior, 46, 1, pp. 72-78, (2019); Eagleman A.N., McNary E.L., What are we teaching our students? A descriptive examination of the current status of undergraduate sport management curricula in the United States, Sport Management Education Journal, 4, 1, pp. 1-17, (2010); Emery P.R., Crabtree R.M., Kerr A.K., The Australian sport management job market: An advertisement audit of employer need, Annals of Leisure Research, 15, 4, pp. 335-353, (2012); Gough C., North America sports market size from 2009 to 2023, Stat, (2022); Hall E.T., Cowan D.T., Vickery W., “You don't need a degree to get a coaching job”: Investigating the employability of sports coaching degree students, Sport, Education and Society, 24, 8, pp. 883-903, (2019); Jones K.S., Namin A.S., Armstrong M.E., The core cyber-defense knowledge, skills, and abilities that cybersecurity students should learn in school: Results from interviews with cybersecurity professionals, ACM Transactions on Computing Education, 18, 3, (2018); Jowdy E., McDonald M., Spence K., An integral approach to sport management internships, European Sport Management Quarterly, 4, 4, (2004); Kang Y., Ritzhaupt A.D., A job announcement analysis of educational technology professional positions: Knowledge, skills, and abilities, Journal of Educational Technology Systems, 43, 3, pp. 231-256, (2015); Keiper M.C., Sieszputowski J., Morgan T., Mackey M.J., Employability skills: A case study on a business-oriented sport management program, E-Journal of Business Education and Scholarship of Teaching, 13, 1, pp. 59-68, (2019); Kornspan A.S., Duve M.A., Networking in sport management: Ideas and activities to enhance student engagement and career development, Choregia, 9, 1, pp. 5-23, (2013); Kumar P., Shukla B., Passey D., Impact of accreditation on quality and excellence of higher education institutions, Revista Investigacion Operacional, 41, 2, pp. 151-167, (2020); Kuzminov Y., Sorokin P., Froumin I., Generic and specific skills as components of human capital: New challenges for education theory and practice, Foresight and STI Governance, 13, 2, pp. 19-41, (2019); Winning sports careers: The non-athlete's guide to getting a career in sports, (2020); Light R., Dixon M.A., Contemporary developments in sport pedagogy and their implications for sport management education, Sport Management Review, 10, pp. 159-175, (2007); Lord R., Lorimer R., Babraj J., Richardson A., The role of mock job interviews in enhancing sport students' employability skills: An example from the UK, Journal of Hospitality, Leisure, Sports and Tourism Education, 25, pp. 1-10, (2019); Lu H.F., Enhancing university student employability through practical experiential learning in the sport industry: An industry-academia cooperation case from Taiwan, Journal of Hospitality, Leisure, Sports and Tourism Education, 28, pp. 1-12, (2021); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Miller J.J., Mayo Z., Podlog L., A qualitative analysis of undergraduate sport management student skill and awareness development at an international sports event, Journal of Hospitality, Leisure, Sports and Tourism Education, 30, (2022); Minten S., Use them or lose them: A study of the employability of sport graduates through their transition into the sport workplace, Managing Leisure, 15, 1-2, pp. 67-82, (2010); Minten S., Forsyth J., The careers of sports graduates: Implications for employability strategies in higher education sports courses, Journal of Hospitality, Leisure, Sports and Tourism Education, 15, pp. 94-102, (2014); O*NET OnLine help, (2020); Adapted physical education specialists (25-2059.01), (2020); O*NET® data collection overview, (2020); O'Neil K., Richards K.A., Breaking from traditionalism: Strategies for the recruitment of physical education teachers, Journal of Physical Education, Recreation and Dance, 89, 2, pp. 34-41, (2018); Plano-Clark V.L., Ivankova N.V., Mixed methods research: A guide to the filed, (2016); Pusek S., Knudson B., Tsevat J., Patino C.M., Chaplin D.D., Ingbar D.H., Umans J.G., Nagel J., Jackson R.D., Personalized training pathways for translational science trainees: Building on a framework of knowledge, skills, and abilities across the translational science spectrum, Journal of Clinical and Translational Science, 4, pp. 102-107, (2020); Ritzhaupt A.D., Martin F., Development and validation of the educational technologist multimedia competency survey, Educational Technology Research & Development, 62, 1, pp. 13-33, (2014); Ritzhaupt A.D., Martin F., Daniels K., Multimedia competencies for an educational technologist: A survey of professionals and job announcement analysis, Journal of Educational Multimedia and Hypermedia, 19, 4, pp. 421-449, (2010); Ritzhaupt A.D., Martin F., Pastore R., Kang Y., Development and validation of the educational technologist competencies survey (ETCS): Knowledge, skills, and abilities, Journal of Computing in Higher Education, 30, pp. 3-33, (2018); Rosen S., A theory of life earnings, Journal of Political Economy, 84, 4, pp. 45-67, (1976); de Schepper J., Sotiriadou P., A framework for critical reflection in sport management education and graduate employability, Annals of Leisure Research, 21, 2, pp. 227-245, (2018); Schwab K.A., Dustin D., Legg E., Timmerman D., Wells M.S., Arthur-Banning S.G., Choosing sport management as a college major, SCHOLE: A Journal of Leisure Studies & Recreation Education, 28, 2, pp. 16-27, (2013); Schwab K.A., Legg E., Tanner P., Timmerman D., Dustin D., Arthur-Banning S.G., Career paths in sport management, SCHOLE: A Journal of Leisure Studies & Recreation Education, 30, 2, pp. 1-11, (2015); Skinner J., Gilbert K., Sport management education: Teaching and learning for the future. An introduction to the special issue, Sport Management Review, 10, pp. 125-131, (2007); Sotiriadou P., Brouwers J., Le T.A., Choosing a qualitative data analysis tool: A comparison of NVivo and leximancer, Annals of Leisure Research, 17, 2, pp. 218-234, (2014); Tausan L., Aspects of career guidance and counselling for teenagers, Educația Plus, 26, 1, pp. 326-334, (2020); Tsai Y.H., Travel agency managers' perceptions of tourism industry employability, Journal of Hospitality, Leisure, Sports and Tourism Education, 20, pp. 122-133, (2017); Tsitskari E., Goudas M., Tsalouchou E., Michalopoulou M., Employers' expectations of the employability skills needed in the sport and recreation environment, Journal of Hospitality, Leisure, Sports and Tourism Education, 20, pp. 1-9, (2017); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Occupational outlook handbook: Entertainment and sports occupations, (2020); Wang N., Witt E.A., Use of knowledge, skill, and ability statements in developing licensure and certification examinations, Educational Measurement: Issues and Practice, 24, 1, pp. 15-22, (2005); Wang N., Witt E.A., Schnipke D., Rejoinder: A further discussion of job analysis and use of KSAs in developing licensure and certification examinations: A response to LaDuca, Educational Measurement: Issues and Practice, 25, 2, pp. 34-37, (2006); Williams R.D., Saunders L., What the field needs: Core knowledge, skills, and abilities for public librarianship, The Library Quarterly: Information, Community, Policy, 90, 3, pp. 283-297, (2020); Bronco spotlight: Adam fry, (2021)","P. Sotiriadou; Department of Tourism, Sport and Hotel Management, Griffith University, Gold Coast, 4222, Australia; email: p.sotiriadou@griffith.edu.au; R. Wei; College of Recreation and Sport Management, Guangzhou Sport University, Guangzhou City, No.1268, Guangzhou Avenue Middle, Tianhe District, Guangdong Province, 510500, China; email: weiran@gzsport.edu.cn","","Elsevier B.V.","","","","","","14738376","","","","English","J. Hosp. Leis. Sports Tour. Educ.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85152257731"
"Chukwuedo S.O.; Nnajiofor F.N.; Auta M.A.; Odogwu I.C.","Chukwuedo, Samson Onyeluka (57196081027); Nnajiofor, Francisca Nebechi (58036671500); Auta, Mohammed Adamu (58036923200); Odogwu, Ikechukwu Chidiebere (58036795100)","57196081027; 58036671500; 58036923200; 58036795100","Training prospective technical education graduates for school-to-work transition: insights from university–industry links","2023","Higher Education, Skills and Work-based Learning","13","2","","249","263","14","0","10.1108/HESWBL-06-2022-0125","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145214560&doi=10.1108%2fHESWBL-06-2022-0125&partnerID=40&md5=8abd08aebacf32951be89904a14de8b2","Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria","Chukwuedo S.O., Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria; Nnajiofor F.N., Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria; Auta M.A., Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria; Odogwu I.C., Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria","Purpose: Following the tenets of experiential learning theory (ELT) and social cognitive theory (SCT), this study aims to investigate the influence of higher technology education students' placement experiences (work-related learning by teaching practice [WLTP] and by industry attachment [WLIA]) on learning self-efficacy (LSE) and perceived employability skills (PES) (namely, perceived future network [PFN], perceived expected experiences [PEE]), perceived future personal characteristics (PFPC), perceived future labour market knowledge (PFLMK) and perceived future skills (PFS). Design/methodology/approach: Using two-wave surveys (T1 & T2), data were collected from technical education students (N = 257) in Nigerian universities. At T1, LSE and PES were measured, while WLTP, WLIA, LSE and PES were measured at T2. The repeated measure t-test, and structural equation modelling were applied for statistical analyses. Findings: The authors found a significant increase in the students' LSE and PES from T1 to T2. Direct associations between WLTP, WLIA, LSE and PES were partly supported. Similarly, WLTP and WLIA have indirect relationships with PES via LSE. However, the result of the indirect effect is partly supported for WLTP and PES relations; but fully supported for WLIA and PES relations. Research limitations/implications: Although this study is not an experimental design to absolutely justify causality, it has provided valuable empirical evidence that added to the extant literature on higher education students' work-related learning, learning ability and employability skills. Originality/value: To the authors' knowledge, this is the first study to explore the simultaneous influence of two aspects of students' work placement (WLTP and WLAI) on LSE and employability as well as the changes that occur after the placement. © 2022, Emerald Publishing Limited.","Employability skills; learning; Learning self-efficacy; School-to-work transition; Technical education; Work-related","","","","","","","","Achatz J., Jahn K., Schels B., On the non-standard routes: vocational training measures in the school-to-work transitions of lower-qualified youth in Germany, Journal of Vocational Education and Training, 74, 2, pp. 289-310, (2022); Publication manual of the American Psychology association, (2010); Atkinson G., Work-Based Learning and Work-Integrated Learning: Fostering Engagement with Employers, (2016); Bandura A., The explanatory and predictive scope of self-efficacy theory, Journal of Clinical and Social Psychology, 4, pp. 359-373, (1986); Bandura A., Barbarenelli C., Caprara G.V., Pastorelli C., Self-efficacy beliefs as shapers of children's aspirations and career trajectories, Child Development, 72, 1, pp. 187-206, (2001); 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Abridged labour force survey under covid-19, (2020); Nghia T.L.H., Duyen N.T.M., Development and validation of a scale for evaluating internship-related learning outcomes, Higher Education, 77, pp. 1-18, (2019); Nikolova I., Van Ruysseveldt J., De Witte H., Syroit J., Work-based learning: development and validation of a scale measuring the learning potentials of the workplace (LPW), Journal of Vocational Behavior, 84, pp. 1-10, (2014); Nunley J.M., Pugh A., Romero N., Seals R.A., College major, internship experience, and employment opportunities: estimates from a resume audit, Labour Economics, 38, pp. 37-46, (2016); Ogonor B.C., Badmus M.M., Reflective teaching practice among student teachers: the case of a tertiary institution in Nigeria, Australian Journal of Teacher Education, 31, 2, pp. 1-11, (2006); Okolie C.U., Ochinanwata C., Ochinanwata N., Igwe P.A., Okorie G.O., Perceived supervisor support and learner’s career curiosity: the mediating effect of sense of belonging, engagement and self-efficacy, Higher Education, Skills and Work-Based Learning, 11, 5, pp. 966-982, (2021); 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Spector P.E., Do not cross me: optimizing the use of cross-sectional designs, Journal of Business and Psychology, 34, pp. 125-137, (2019); Tran L.T., Soejatminah S., Integration of work and learning for international students: from harmony to inequality, Journal of Studies in International Education, 21, 3, pp. 261-277, (2017); Urquia-Grande E., Estebanez R., Bridging the gaps between higher education and the business world: internships in a faculty of economics and business, Education + Training, 63, 3, pp. 490-509, (2020); Van der Baan N., Gast I., Gijselaers W., Beausaert S., Coaching to prepare students for their school-to-work transition: conceptualizing core coaching competences, Education + Training, 64, 3, pp. 398-415, (2022); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: a psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Vrieling-Teunter E., Stijnen S., Bastiaens T., Promoting students teachers' self-regulated learning in the workplace, Vocations and Learning, 14, 2, pp. 223-242, (2021); Graduate Unemployment of Affiliated Colleges: New Evidence from Bangladesh, (2019); Chivers B., Flatten K., Characteristics of work placement valued by employers, Journal of Vocational Education and Training, 48, 4, pp. 405-415, (1996); Ogbuanya T.C., Chukwuedo S.O., Career-training mentorship intervention via the Dreyfus model: implication for career behaviors and practical skills acquisition in vocational electronic technology, Journal of Vocational Behavior, 103, pp. 88-105, (2017); Sousa-Ribeiro M., Sverke M., Coimbra J.L., De Witte H., Intentions to participate in training among older unemployed people: a serial mediator model, Journal of Career Development, 5, 3, pp. 268-284, (2018)","S.O. Chukwuedo; Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria; email: so.chukwuedo@unizik.edu.ng","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85145214560"
"Hamouche S.; Kammogne C.L.; Merkouche W.","Hamouche, Salima (56453306900); Kammogne, Christiane Liliane (57209848253); Merkouche, Wassila (58046570000)","56453306900; 57209848253; 58046570000","Workforce's crisis-induced career shock, career preferences, job insecurity, layoff and perceived employability: examining variations based on gender, education level and ethnic origin","2023","Higher Education, Skills and Work-based Learning","13","2","","264","282","18","1","10.1108/HESWBL-05-2022-0101","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145944443&doi=10.1108%2fHESWBL-05-2022-0101&partnerID=40&md5=bed141a5169a42d50295070713bdf2d8","Department of Management, College of Business Administration, University of Sharjah, Sharjah, United Arab Emirates; University of Montreal, Montreal, Canada; Université du Québec en Abitibi-Témiscamingue, Rouyn-Noranda, Canada","Hamouche S., Department of Management, College of Business Administration, University of Sharjah, Sharjah, United Arab Emirates; Kammogne C.L., University of Montreal, Montreal, Canada; Merkouche W., Université du Québec en Abitibi-Témiscamingue, Rouyn-Noranda, Canada","Purpose: The COVID-19 crisis caused a high level of job insecurity, layoff and low employment opportunities. It generated a worldwide shock, which might have a long-lasting effect on individuals' careers. Changes might occur in terms of individuals’ career choices, objectives, perception of career success and preferences in terms of industries and work arrangements. This study aims to examine crisis-induced career shock among the workforce, which might be translated into changes or doubts related to career choices, objectives and perception of career success, and to analyze individuals' preferences in terms of industries and work arrangements. It focuses mainly on investigating variations among the workforce, based on gender, education level and ethnic origin. These variations are also examined regarding job insecurity, layoff and perceived employability. Design/methodology/approach: Frequency counts, percentages, mean ranking, independent t-test and analysis of variance (ANOVA) were used for a sample of 317 workers in the United Arab Emirates (UAE). Three research questions were developed and examined, which are: (1) is there a variation in the workforce, based on gender, education level and ethnic origin concerning crisis-induced career shock (specifically changes related to career choices, objectives and career success? (2) Is there a variation among the workforce related to career preference per industry and work arrangement? If yes, is there a difference in the workforce-based gender, education level and ethnic origin? And (3) is there a variation in the workforce, based on gender, education level and ethnic origin concerning job insecurity, layoff and perceived employability? Findings: The findings revealed that career shock was significantly higher among pre-university respondents (specifically, doubts about career choices and perceived career success). As for career preferences per industry, e-business, media and marketing had significant values for all respondents, with e-business as the top-rated choice except for Emiratis who rated it as their third choice. Education was the choice of both men and women. The choices related to other industries (e.g. Healthcare, information, communication technology, etc.) and work arrangements (telework) varied significantly based on gender, education and ethnic origin. Men seem to worry more than women about losing their job as well as Emiratis compared to expatriates, and university-level respondents compared to pre-university. Practical implications: This study contributes to highlighting variations related to career shock and career preferences per industry among the workforce based on gender, education level and ethnic origin. This can help organizations in these industries to have a portrait of the situation in the employment market to be able to develop relevant interventions. This research provides insights for managers and HRM practitioners. Originality/value: This study contributes to expanding research on career and career shocks in a context of a crisis. It responded to authors who called for more research about career shocks, as well as their implication for specific target groups, by examining variations based on gender, education level and ethnic origin. © 2022, Emerald Publishing Limited.","Career; Career choices; Career shocks; Career success; COVID-19; Human resource management","","","","","","","","Akkermans J., The Career as a ‘Makeable’ Phenomenon … but what about Career Shocks?, (2018); Akkermans J., Kubasch S., # Trending topics in careers: a review and future research agenda, Career Development International, 22, 6, pp. 586-627, (2017); Akkermans J., Brenninkmeijer V., Schaufeli W.B., Blonk R.W., It's all about CareerSKILLS: effectiveness of a career development intervention for young employees, Human Resource Management, 54, 4, pp. 533-551, (2015); Akkermans J., Collings D.G., da Motta Veiga S.P., Post C., Seibert S., Toward a broader understanding of career shocks: exploring interdisciplinary connections with research on job search, human resource management, entrepreneurship, and diversity, Journal of Vocational Behavior, 126, (2021); Akkermans J., Richardson J., Kraimer M.L., The Covid-19 crisis as a career shock: implications for careers and vocational behavior, Journal of Vocational Behavior, 119, (2020); Akkermans J., Richardson J., Kraimer M.L., The Covid-19 crisis as a career shock: implications for careers and vocational behavior, Journal of Vocational Behavior, 119, pp. 1-5, (2020); Akkermans J., Seibert S.E., Mol S.T., Tales of the unexpected: integrating career shocks in the contemporary careers literature, SA Journal of Industrial Psychology, 44, 1, pp. 1-10, (2018); Ali Z., Ghani U., Islam Z.U., Mehreen A., Measuring career shocks: a study of scale development and validation in the Chinese context, Australian Journal of Career Development, 29, 3, pp. 164-172, (2020); Allman K., Career matters: ‘The great resignation’ sweeping workplaces around the world, LSJ: Law Society of NSW Journal, 81, pp. 46-47, (2021); Arthur M.B., Hall D.T., Lawrence B.S., Generating new directions in career theory: the case for a transdisciplinary approach, Handbook of Career Theory, 7, (1989); Ayodele T.O., Oladokun T.T., Oladokun S.O., Factors influencing real estate students’ academic performance in an emerging economy: gender and socioeconomic perspectives, Property Management, 35, 5, pp. 472-489, (2017); Baker M., 9 future of work trends post-COVID-19, (2020); Bianchi E.C., How the economy shapes the way we think about ourselves and others, Current Opinion in Psychology, 32, pp. 120-123, (2020); Blokker R., Akkermans J., Tims M., Jansen P., Khapova S., Building a sustainable start: the role of career competencies, career success, and career shocks in young professionals' employability, Journal of Vocational Behavior, 112, pp. 172-184, (2019); Blundell R., Cribb J., McNally S., Warwick R., Xu X., Inequalities in education, skills, and incomes in the UK: the implications of the COVID-19 pandemic, Institute for Fiscal Studies, pp. 1-42, (2021); Brockner J., Managing the effects of layoffs on survivors, California Management Review, 34, 2, pp. 9-28, (1992); Job openings and labor turnover – April 2021, (2021); Casler K., Bickel L., Hackett E., Separate but equal? 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Hamouche; Department of Management, College of Business Administration, University of Sharjah, Sharjah, United Arab Emirates; email: shamouche@sharjah.ac.ae","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85145944443"
"Iandoli L.","Iandoli, Luca (6505601934)","6505601934","Annual review article: The dual mindset of design-driven entrepreneurship: The case for a pedagogy of making and artefact-centred entrepreneurship education","2023","International Small Business Journal: Researching Entrepreneurship","41","4","","349","370","21","0","10.1177/02662426231160525","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158847046&doi=10.1177%2f02662426231160525&partnerID=40&md5=e0bdfa1352b5837359d6186e6ec52c83","St. John’s University, United States","Iandoli L., St. John’s University, United States","In the last decade, new design-driven approaches, such as Design Thinking, Customer Discovery, and Lean Start-up, have gained popularity in entrepreneurship education (EE). However, their adoption has been characterised by confusion in understanding their theoretical underpinnings and the challenge of introducing these new methods into a pedagogic culture emphasising ideation over experience, emotional intelligence, and making. This article argues that the implementation of these new pedagogic approaches can be improved by better translating the principles of design-driven and artifact-centered entrepreneurship into pedagogical practices. To achieve this goal, a model for a pedagogy of making in EE is proposed along with theoretical and economic arguments based on recent advances in the debate on entrepreneurship as a design science, the growing importance of intangibles in the economy, and the challenges of artificial intelligence (AI) to the job market and student employability. The critical elements for successfully adopting such pedagogy and common misconceptions that can hinder its full deployment are outlined. © The Author(s) 2023.","artefact; design; empathy; entrepreneurship education; making; prototyping","","","","","","","","PDP – The Product Development project, (2023); Anderson C., Makers: The New Industrial Revolution, (2012); Arthur W.B., The structure of the invention, Research Policy, 36, pp. 274-287, (2007); Auerswald P., Branscomb L.M., Valleys of death and Darwinian seas: Financing the invention to innovation transition in the United States, Journal of Technology Transfer, 28, 3-4, pp. 227-239, (2003); Bae T.J., Qian S., Miao C., Et al., The relationship between entrepreneurship education and entrepreneurial intentions: A meta-analytic review, Entrepreneurship Theory and Practice, 38, 2, pp. 217-254, (2014); Banathy B.H., Designing Social Systems in a Changing World, (2013); Baron R.A., Henry R.A., How entrepreneurs acquire the capacity to excel: Insights from research on expert performance, Strategic Entrepreneurship Journal, 4, pp. 49-65, (2010); Basu A., A Critical Shift from Deficit- to Achievement-Oriented Thinking and Practices, (2022); Becker-Blease J.R., Sohl J.E., New venture legitimacy: the conditions for angel investors, Small Business Economics, 45, pp. 735-749, (2015); Benkler Y., The Wealth of Networks: How Social Production Transforms Markets and Freedom, (2006); Berglund H., Glaser V.L., Et al., The artifacts of entrepreneurial practice, Research Handbook on Entrepreneurship as Practice, (2022); Berglund H., Bousfiha M., Mansoori Y., Opportunities as artifacts and entrepreneurship as design, Academy of Management Review, 45, pp. 825-846, (2020); Berglund H., Dimov D., Wennberg K., Beyond bridging rigor and relevance: The three-body problem in entrepreneurship, Journal of Business Venturing Insights, 9, pp. 87-91, (2018); Bjorklund T., Laakso M., Kirjavainen S., Et al., Passion-Based Co-Creation, (2017); Eleven lessons. 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Collaborate. Work Globally. Design. Prototype, Iterate, (2023); Steyaert C., Of course, that is not the whole (toy) story: Entrepreneurship and the cat’s cradle, Journal of Business Venturing, 22, pp. 733-751, (2007); Wenger E., Communities of practice: Learning as a social system, Systems Thinker, 9, pp. 2-3, (1998)","L. Iandoli; St. John’s University, United States; email: iandolil@stjohns.edu","","SAGE Publications Ltd","","","","","","02662426","","","","English","Int. Small. Bus. J.","Article","Final","","Scopus","2-s2.0-85158847046"
"Hettiarachchi N.L.; Subramaniam T.S.; Palpanadan S.T.; Al-Fattal A.","Hettiarachchi, Nuwan Lakmal (58098784000); Subramaniam, Tamil Selvan (57218827451); Palpanadan, Sarala Thulasi (57204913783); Al-Fattal, Anas (55439908500)","58098784000; 57218827451; 57204913783; 55439908500","Infusing Communication Skills into Financial Accounting Curriculum: A Perspective from the Digital Era","2023","International Journal of Information and Education Technology","13","4","","664","672","8","2","10.18178/ijiet.2023.13.4.1851","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153607775&doi=10.18178%2fijiet.2023.13.4.1851&partnerID=40&md5=e70650875ec34ab296346baad45e43fb","Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia (UTHM), Malaysia; Center for Language Studies, Universiti Tun Hussein Onn Malaysia (UTHM), Malaysia; Business Department, University of Minnesota, Crookston, United States","Hettiarachchi N.L., Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia (UTHM), Malaysia; Subramaniam T.S., Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia (UTHM), Malaysia; Palpanadan S.T., Center for Language Studies, Universiti Tun Hussein Onn Malaysia (UTHM), Malaysia; Al-Fattal A., Business Department, University of Minnesota, Crookston, United States","—This study investigates financial accounting students’ attitudes about several aspects related to modern pedagogies focusing on communication skills development. The paper focuses on areas of students’ need to develop communication skills irrespective of cultural diversity and gender inequality, quiz-based learning, requirements, and assessment. The study employed an online survey of students at one of the largest business colleges in the Sultanate of Oman. The study surveyed 96 currently registered students to cover the research objectives and questions. The findings showed that the students enjoyed a high level of awareness of the importance and relevance of communication skills in relation to future employability. Students believed developing communication importance was not limited to careers in financial accounting as it was also extended to other careers requiring a post-secondary degree. Quiz-based learning strategies were found to be relevant in improving communication skills. The results also highlighted adaptability as a main assessment criterion of communication skills. The study provided bases for higher education institutions in the Sultanate of Oman or other countries to empower the generalizability of the findings. Another possible research could replicate the investigation in other fields of study. This paper brings several implications for instructional practice and pedagogies, as well as for policies of instructional training and development. The study is original in its particular context and specific time during the COVID-19 pandemic as attitudes toward online technologies have been shifting paradigms. © 2023 by the authors.","communication skills; digital learning; financial accounting education; instructional technology; occupational skills; Quiz-based-learning","","","","","","Universiti Tun Hussein Onn Malaysia, UTHM, (E15216)","Communication of this research is made possible through monetary assistance by Universiti Tun Hussein Onn Malaysia and the UTHM Publisher‘s Office via Publication Fund E15216.","Moncada S., Moncada T., Gamification of learning in accounting education, Journal of Higher Education Theory and Practice, 14, 3, pp. 9-19, (2014); Benati K., Lindsay S., Fisher J., Applying theory in practice: Views of graduating business students, Education & Training, 63, 9, pp. 1213-1224, (2021); Nealy C., Authentic engagement through workplace pedagogy, Administrative Issues Journal: Connecting Education, Practice, and Research, 10, 2, pp. 18-32, (2020); Mihaltan D., Bridging the gap between theory and practice in accounting, Practical Application of Science, 7, 20, pp. 85-91, (2019); The joys of problem solving, (2020); Jaafar S., Are soft skills required for accounting students in future careers?, SSRN Electronic Journal, (2018); Laar E., Deursen A., Dijk J., Haan J., Determinants of 21st century skills and 21st century digital skills for workers: A systematic literature review, SAGE Open, 10, 1, pp. 1-15, (2020); Wyant A., Manzoni A., McDonald S., Social skill dimensions and career dynamics. Socius: sociological research for a dynamic world, Sage Journal, 4, 1, pp. 1-12, (2018); Carenysa J., Moyab S., Perramonc J., Is it worth it to consider video games in accounting education? A comparison of a simulation and a video game in attributes, motivation and learning outcomes, Spanish Accounting Review, 20, 2, pp. 118-130, (2017); Wouters P., Meulen E., The role of learning styles in game-based learning, International Journal of Game-Based Learning, 10, 1, pp. 54-69, (2020); Turner P., Johnston E., Kebritchi M., Evans S., Heflich D., Influence of online computer games on the academic achievement of nontraditional undergraduate students, Cogent Education, 5, 1, (2018); Rosli K., Saat R. M., Khairudin N., Simulating teaching and learning of accounting subject through gamification approach, Proc. of the International Conference on Accounting Studies (ICAS), pp. 156-159, (2017); Awang H., Daud Z., Improving a communication skill through the learning approach towards the environment of engineering classroom, Procedia-Social and Behavioral Sciences, 195, pp. 480-486, (2015); Foulger D., Models of the communication process, evolutionary media, (2004); Radzi A., Drahman C., Joseph M., Rahmat M., Suria K., Competition based learning strategy of the online introductory accounting quiz for non-accounting majors, International Business Education Journal, 13, 1, pp. 83-94, (2020); Groffin O., How Artificial Intelligence will impact accounting, (2020); Saini D., Al-Mamri M., Investigation of technological tools used in education system in Oman, Social Sciences & Humanities, pp. 1-10, (2019); Communication skills: Definitions and examples, (2020); Barr M., Using video games to develop communication skills in higher education, Irish Conference on Game-Based Learning (IGBL), (2016); Khan F., Salim H., Mamari H., Business major students‘ perception towards basic accounting courses in higher education institutions of Oman, International Journal of Management, Innovation & Entrepreneurial Research, 5, 2, pp. 17-28, (2019); Wang A., Tahir R., The effect of using Kahoot! For learning: a literature review, Computers & Education, 149, pp. 1-5, (2020); Suatrama L., Ulfa S., Setyosari P., Development of an instructional design model for mobile blended learning in higher education, International Journal of Emerging Technologies in Learning, 14, 16, (2019); Li R., Does game-based vocabulary learning app influence Chinese EFL learners‘ vocabulary achievement, motivation, and self-confidence?, SAGE Open, 11, 1, (2021); Kang Y., Ritzhaupt A., A comparative study of game-based online learning in music appreciation: An analysis of student motivation and achievement, Journal of Educational Multimedia and Hypermedia, 30, 1, (2021); Johnson E., Salter A., Playful Pedagogy in the Pandemic Pivoting to Game-Based Learning, (2022); Dickey M., Aesthetics and Design for Game-Based Learning, (2015); Kriz W., Gaming in the time of COVID-19. Simulation & gaming, Sage Journal Publication, 51, 4, pp. 403-410, (2020); Arquero J., Michel G., Polvillo C., Meda A., Communication apprehension and communication self-efficacy in Mexican accounting students. International technology, the Education and Development Conference, (2016); Khan A., Khan S., Islam S., Khan M., Communication skills of a teacher and its role in the development of the students‘ academic success, Journal of Education and Practice, 8, 1, pp. 18-21, (2017); Zeng H., Zhou S., Hong G., Li Q., Xu S., Evaluation of interactive game-based learning in physics domain, Journal of Baltic Science Education, 19, 3, pp. 484-498, (2020); Richey R., Klein D., Design and Development Research: Methods, Strategies, and Issues, (2007); Badahdah A., Khamis F., Mahyijari N., The psychological well-being of physicians during COVID-19 outbreak in Oman, Psychiatry Research, 289, (2020); Kowalczyk O., Roszkowski K., Montane X., Pawliszak W., Tylkowski B., Bajek A., Religion and faith perception in a pandemic of COVID-19, Journal of Religion and Health, 59, 1, pp. 2671-2677, (2020); Amalia D., Quizizz website as an online assessment for English teaching and learning: Students‘ perspectives, Journal of English Language Teaching, 7, 1, pp. 1-8, (2020); Ngadiran N., Design and development of mobile learning module for self-directed learning to enhance English for academic survival skills, (2020); Jones J., Ridout N., Oman, Culture and Diplomacy, (2012); Hussein Z., Goldsmith L., Gender politics in Oman: Between state, sect, and tribe, (2020); Thumiki V., Magd H., Online teaching competencies among faculty members at modern college of business and science, sultanate of Oman, International Journal of Information and Education Technology, 12, 9, pp. 840-850, (2022); Teng W., Ma C., Pahlevansharif S., Turner J., Graduate readiness for the employment market of the 4th industrial revolution: The development of soft employability skill, Education and Training, 61, 5, pp. 590-604, (2019); Barzani S., Jamil R., Students‘ perceptions towards online education during COVID-19 pandemic: An empirical study, International Journal of Social Sciences & Educational Studies, 8, 2, pp. 28-38, (2021); Rubani S. N. K., Subramaniam T. S., Ariffin A., Hamzah N., Bidin M., Practical knowledge of prospective teachers‘ in pedagogy, J. Phys. Conf. Ser, 1049, 1, (2018); Subramaniam T. S., Et al., Important elements for a framework in designing a mobile learning for English language listening and speaking skills, J. Crit. Rev, 7, 6, pp. 312-315, (2020)","T.S. Subramaniam; Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia (UTHM), Malaysia; email: tselvan@uthm.edu.my","","International Journal of Information and Education Technology","","","","","","20103689","","","","English","Int. J. Inf.  Educ. Technol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85153607775"
"Martínez-Argüelles M.-J.; Plana-Erta D.; Fitó-Bertran À.","Martínez-Argüelles, María-Jesús (36554555500); Plana-Erta, Dolors (36662845400); Fitó-Bertran, Àngels (55180739400)","36554555500; 36662845400; 55180739400","Impact of using authentic online learning environments on students’ perceived employability","2023","Educational Technology Research and Development","71","2","","605","627","22","2","10.1007/s11423-022-10171-3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143232785&doi=10.1007%2fs11423-022-10171-3&partnerID=40&md5=c027a1b959b745ffc7280f84b2a98b8e","Universitat Oberta de Catalunya (UOC), Barcelona, Spain","Martínez-Argüelles M.-J., Universitat Oberta de Catalunya (UOC), Barcelona, Spain; Plana-Erta D., Universitat Oberta de Catalunya (UOC), Barcelona, Spain; Fitó-Bertran À., Universitat Oberta de Catalunya (UOC), Barcelona, Spain","The digitalization and globalization of society and the corresponding impact on the rules of the labor market is shifting the education sector toward new pedagogical approaches that integrate wholly online methodologies. Sustainable Development Goal 4 advocates for inclusive and equitable quality education that promotes lifelong learning opportunities, and, as we have seen during the COVID-19 lockdown, online learning can play a key role. In a context where lifelong learning becomes crucial to maintaining graduates’ employability, the innovative teaching methodologies that promote employable competencies in online environments are especially desirable. With the purpose of improving the employability of students, this article analyses the impact of introducing the Authentic Learning Scenarios (ALS) paradigm in an online environment. We develop a quasi-experimental design. Based on the nine ALS criteria and their application to e-learning, we redesign a course in a business degree program. Data from 135 students were collected, with special focus on achieving general competences. We compare the perception of the competency profile attained between a group of students who took the course before incorporating the ALS paradigm and another group that took it once it had been redesigned. Results show that redesigning the course enables students to perceive the learning process as more authentic, as well as acquiring a more advanced competence profile. Besides this, it has been shown that technology can contribute to building cognitive authenticity in virtual classrooms, without the need for face-to-face internships, which are often not a feasible option for students of online programs. © 2022, The Author(s).","Authentic learning scenario; e-Learning; Employability; Higher education; Soft skills","","","","","","European Commission, EC","Our thanks to the Skill Up project for their support in starting this research. The project was funded by the Erasmus+ program of the European Union. ","Alessi S., Designing educational support in system-dynamics interactive learning environments, Simulation and Gaming, 31, 2, pp. 178-196, (2000); Allen I., Seaman J., Garrett R., Sloan Consortium (Sloan-C), Blending In: The Extent and Promise of Blended Education in The United State, (2007); Andronie M., Andronie I.E., Education and unemployment in the knowledge-based society, Contemporary Readings in Law and Social Justice, 6, 1, pp. 393-402, (2014); Barab S.A., Squire K.D., Dueber W., A co-evolutionary model for supporting the emergence of authenticity, Educational Technology Research and Development, 48, 2, pp. 37-62, (2000); Barrie S.C., A conceptual framework for the teaching and learning of generic graduate attributes, Studies in Higher Education, 32, 4, pp. 439-458, (2007); Baskaran V.L., Abdullah N., Science teachers’ readiness in implementing authentic learning approach in teaching and learning, International Journal of Academic Research in Business and Social Sciences, 10, 8, pp. 93-107, (2020); Bastiaens T., Martens R., Conditions for web-based learning with real events, Instructional and cognitive impacts of web-based education, pp. 1-32, (2000); Berry G.R., Hughes H., Integrating work-life balance with 24/7 information and communication technologies: the experience of adult, American Journal of Distance Education, 34, 2, pp. 91-105, (2019); Brown J.S., Collin A., Duguid P., Situated cognition and the culture of learning, Educational Researcher, 18, 1, pp. 32-42, (1989); Chiu P.-S., Pu Y.-H., Kao C.-C., Wuc T.-T., Huangb Y.-M., An authentic learning-based evaluation method for mobile learning in Higher Education, Innovations in Education and Teaching International, 55, 3, pp. 336-347, (2018); Cinque M., Lost in translation. Soft skills development in European countries, Tuning Journal for Higher Education, 3, 2, pp. 389-427, (2016); Davies A., Fidler D., Gorbis M., Institute for the Future (IFTF) for the University of Phoenix Research Institute, Future Work Skills 2020, (2011); de Weert E., Perspectives on higher education and the labour market: Review of International policy developments, IHEM/CHEPS Thematic Report, (2011); Devlin M., McKay J., Teaching students using technology: Facilitating success for students from low socioeconomic status backgrounds in Australian universities, Australasian Journal of Educational Technology, 32, 1, pp. 92-106, (2016); Dumford A.D., Miller A.L., Assessing alumni success: Income is NOT the only outcome!, Assessment & Evaluation in Higher Education, 42, 2, pp. 195-207, (2017); Eurostat: News releases, Euro Area Unemployment at 7.4%, (2020); Modernisation of higher education in Europe: Access, retention and employability 2014, Eurydice Report. Publications Office of the European Union, (2014); Fito A., Martinez M.J., Moya S., The competency profile of online BMA graduates viewed from a job market perspective, International Journal of Educational Technology in Higher Education, 11, 2, pp. 13-25, (2014); Gill S.K., Singh G., Developing inclusive learning environments at management education institutions, Academy of Management Annual Meeting Proceedings, 1, (2019); Gulikers J., Bastiaens T., Kirschner P.A., Kester L., Authenticity is in the eye of the beholder: Student and teacher perceptions of assessment authenticity, Journal of Vocational Education and Training, 60, 4, pp. 401-412, (2008); Haselberger D., Oberhuemer P., Perez E., Cinque M., Capasso F., Mediating soft skills at higher education institutions: Guidelines for the design of learning situations supporting soft skills achievement, Version 1.0, Education and Culture DG, Lifelong Learning Programme, (2012); Heaviside H.J., Manley A.J., Hudson J., Bridging the gap between education and employment: A case study of problem-based learning implementation in Postgraduate Sport and Exercise Psychology, Higher Education Pedagogies, 3, 1, pp. 463-477, (2018); Herrington A., Herrington J., What is an authentic learning environment?, Authentic learning environments in higher education, pp. 1-13, (2006); Herrington J., Mitchell V., Rowe M., Titus S., Et al., The case studies: Authentic learning, Activity theory, authentic learning, and emerging technologies: Towards a transformative higher education pedagogy, pp. 192-210, (2015); Herrington J., Oliver R., An instructional design framework for authentic learning environments, Educational Technology Research and Development, 48, 3, pp. 23-48, (2000); Herrington J., Oliver R., Reeves T.C., Patterns of engagement in authentic online learning environments, Australian Journal of Educational Technology, 19, 1, pp. 59-71, (2003); Herrington J., Parker J., Emerging technologies as cognitive tools for authentic learning, British Journal of Educational Technology, 44, 4, pp. 607-615, (2013); Herrington J., Parker J., Boase-Jelinek D., Connected authentic learning: Reflection and intentional learning, Australian Journal of Education, 58, 1, pp. 23-35, (2014); Herrington J., Reeves T.C., Oliver R., A guide to authentic e-learning, (2010); Hodges D., Burchell N., Business graduate competencies: Employers’ views on importance and performance, Asia-Pacific Journal of Cooperative Education, 4, 2, pp. 16-22, (2003); Huang M.H., Towards constructivism for adult learners in online learning environments, British Journal of Educational Technology, 33, pp. 27-37, (2002); Humburg M., van Der Velden R., Verhagen A., The employability of higher education graduates: The employers’ perspective, European Commission, (2013); Jackson D., Undergraduate management education: Its place, purpose and efforts to bridge the skills gap, Journal of Management & Organization, 15, 2, pp. 206-223, (2009); Jackson D., Student perceptions of the importance of employability skill provision in business undergraduate programs, Journal of Education for Business, 88, 5, pp. 271-279, (2013); Jackson D., Testing a model of undergraduate competence in employability skills and its implications for stakeholders, Journal of Education and Work, 27, 2, pp. 220-242, (2014); Jackson D., Modelling graduate skill transfer from university to the workplace, Journal of Education and Work, 29, 2, pp. 199-231, (2016); Kornelakis A., Petrakaki D., Embedding employability skills in UK higher education: Between digitalization and marketization, Industry and Higher Education, 34, 5, pp. 290-297, (2020); Leppisaari I., Herrington J., Vainio L., Im Y., Authentic e-learning in a multicultural context: Virtual benchmarking cases from five countries, Journal of Interactive Learning Research, 24, 1, pp. 53-73, (2013); Littenberg-Tobias J., Reich J., Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program, The Internet and Higher Education, 47, (2020); Luo T., Murray A., Crompton H., Designing authentic learning activities to train pre-service teachers about teaching online, International Review of Research in Open and Distributed Learning, 18, 7, pp. 141-156, (2017); Matthew A., Butler D., Narrative, machinima and cognitive realism: Constructing an authentic real-world learning experience for law students, Australasian Journal of Educational Technology, 33, 1, pp. 148-162, (2017); McMurray S., Dutton M., McQuaid D., Richard A., Employer demands from business graduates, Education + Training, 58, 1, pp. 112-132, (2016); Ornellas A., Falkner K., Stalbrandt E.E., Enhancing graduates’ employability skills through authentic learning approaches, Higher Education, Skills and Work-Based Learning, 9, 1, pp. 107-120, (2019); Pitan, Graduate employees’ generic skills and training needs, Higher Education, Skills and Work-Based Learning, 7, 3, pp. 290-303, (2017); Prokou E., The emphasis on employability and the changing role of the university in Europe, Higher Education in Europe, 33, 4, pp. 387-394, (2008); Pu Y.-H., Wu T.-T., Chiu P.-S., Huang Y.-M., The design and implementation of authentic learning with mobile technology in vocational nursing practice course, British Journal of Educational Technology, 47, 3, pp. 494-509, (2016); Rowe M., Developing graduate attributes in an open online course, British Journal of Educational Technology, 47, 5, pp. 873-882, (2016); Rowe M., Bozalek V., Frantz J., Using Google Drive to facilitate a blended approach to authentic learning, British Journal of Educational Technology, 44, 4, pp. 594-606, (2013); Rule A.C., The components of authentic learning, Journal of Authentic Learning, 3, 1, pp. 1-10, (2006); Smith P.E., Simulating the classroom with media and computers, Simulation and Games, 18, 3, pp. 395-413, (1987); Stone C., O'Shea S., May J., Delahunty J., Partington Z., Opportunity through online learning: Experiences of first-in-family students in online open-entry higher education, Australian Journal of Adult Learning, 56, 2, pp. 146-169, (2016); Tabuenca B., Kalz M., Ternier S., Specht M., Mobile authoring of open educational resources for authentic learning scenarios, Universal Access in the Information Society, 15, 3, pp. 329-343, (2016); Teras H., Kartoglu U., Authentic learning with technology for professional development in vaccine management, Australasian Journal of Educational Technology, 34, 3, pp. 15-29, (2018); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Valiente O., Capsada-Munsech Q., Ganter de Otero J.P., Educationalisation of youth unemployment through lifelong learning policies in Europe, European Educational Research Journal, 19, 6, pp. 1-19, (2020); Retrieved July 14, 2020 From, (2020); Yorke M., Employability in Higher Education: What It is—What It is Not. the Higher Education Academy, (2006)","D. Plana-Erta; Universitat Oberta de Catalunya (UOC), Barcelona, Spain; email: dplana@uoc.edu","","Springer","","","","","","10421629","","","","English","Educ. Technol. Res. Dev.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85143232785"
"Taeza-Cruz M.E.L.; Capili-Kummer M.G.","Taeza-Cruz, Maria Elisa Linda (58512178900); Capili-Kummer, Marifel Grace (57223694014)","58512178900; 57223694014","Decision Support System to Enhance Students’ Employability using Data Mining Techniques for Higher Education Institutions","2023","International Journal of Computing and Digital Systems","13","1","","1253","1262","9","0","10.12785/ijcds/1301102","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166265962&doi=10.12785%2fijcds%2f1301102&partnerID=40&md5=c74058e0d4c811f4105e31ce4f27655b","Office of the Vice-Chancellor for Academic Affairs, University of Nizwa, Nizwa, Oman; School of Information Technology & Engineering, St. Paul University Philippines, Tuguegarao City, Cagayan, Philippines","Taeza-Cruz M.E.L., Office of the Vice-Chancellor for Academic Affairs, University of Nizwa, Nizwa, Oman; Capili-Kummer M.G., School of Information Technology & Engineering, St. Paul University Philippines, Tuguegarao City, Cagayan, Philippines","The paper aimed to establish a decision support system for higher education institutions to predict student employability. The data mining techniques used can assess students’ preparedness for employment before finishing their studies. The study used descriptive and developmental methods, including scrum methods and the Hypertext Preprocessor (PHP) to create the website. The Weka software was also used to create a prediction model to measure student employability. Information technology experts evaluated the developed system via an online questionnaire that assessed the system’s quality according to ISO/IEC 25010 standards. The dataset was validated using 10-fold cross-validation. The results suggest that academic standing, internship mark/grade, and credit hours are the most significant predictors of students’ employability. They also indicate that J48 had the highest accuracy (96.6135%), followed by REPTree (96.2151%) and Random Tree (91.6335%). These models are therefore considered the most appropriate data mining techniques for predicting student employability. Moreover, the paper revealed that the developed decision support system has an overall mean of 4.43, described as a “very great extent,” and complies with the ISO 25010 Software Quality Standards. © 2023 University of Bahrain. All rights reserved.","Data Mining; Decision Support System; ISO 25010 Software Quality Standards; J48; Student Employability","","","","","","","","Brown B. L., Generic skills in career and technical education. myths and realities, (2002); Santiago P., Tremblay K., Basri E., Arnal E., Et al., Tertiary education for the knowledge society, 1, (2008); Tholen G., Graduate employability and educational context: a comparison between great britain and the netherlands, British Educational Research Journal, 40, 1, pp. 1-17, (2014); Andrews J., Higson H., Graduate employability,‘soft skills’ versus ‘hard’business knowledge: A european study, Higher education in Europe, 33, 4, pp. 411-422, (2008); Mwita K. M., Tanzania graduate employability: Perception of human resource management practitioners, International Journal of Human Resource Studies, 8, 2, pp. 263-272, (2018); Atkins M., Oven-ready and self-basting: taking stock of employability skills, Teaching in higher education, 4, 2, pp. 267-280, (1999); Billing D., Generic cognitive abilities in higher education: An international analysis of skills sought by stakeholders, Compare: A Journal of Comparative and International Education, 33, 3, pp. 335-350, (2003); Crebert G., Bates M., Bell B., Patrick C.-J., Cragnolini V., Ivory tower to concrete jungle revisited, Journal of education and work, 17, 1, pp. 47-70, (2004); Pitan O. S., Towards enhancing university graduate employability in nigeria, Journal of Sociology and Social Anthropology, 7, 1, pp. 1-11, (2016); Oman - unemployment rate 1999-2021 — statista; Oman to spend $1 billion more on job creation: official — reuters, (2012); Jose, On the job — footloose in oman, (2011); Ministry launches graduate survey 2019 in oman, (2018); Al Abduwani T., Global challenges in higher education: A gulf perspective, Asian Journal of Social Sciences, Arts and Humanities, 5, 1, pp. 46-53, (2017); Harvey, On employability; North west graduate employability program, (2012); Andriaans Z., Data mining, (1996); Hamlin R. G., An evidence-based perspective on hrd, Advances in Developing Human Resources, 9, 1, pp. 42-57, (2007); Saleh M. A., Palaniappan S., Abdalla N. A. A., Education is an overview of data mining and the ability to predict the performance of students, Edukasi, 15, 1, pp. 19-28, (2021); Hillage J., Pollard E., Employability: developing a framework for policy analysis, (1998); Knight P. T., Yorke M., Employability and good learning in higher education, Teaching in Higher education, 8, 1, pp. 3-16, (2003); Yorke M., Knight P. T., Embedding employability into the curriculum, 3, (2006); Yorke M., Employability in higher education: what it is-what it is not, 1, (2006); Jollands M., A framework for graduate employability adapted for discipline differences, Proceedings of the Higher Education Research and Development Society of Australia Conference (HERSA 2015), (2015); Cole D., Tibby M., Defining and developing your approach to employability: A framework for higher education institutions, (2013); CRUZ M. E. L. T., ENCARNACION R. E., Analysis and prediction of students’ academic performance and employability using data mining techniques: A research travelogue, The Eurasia Proceedings of Science Technology Engineering and Mathematics, 16, pp. 117-131, (2021); Verecio R. L., Predicting employability skills among information technology graduates of philippine state university in their on-the-job training using j48 algorithm, Indian Journal of Science and Technology, 11, 37, (2018); Sapaat M. A., Mustapha A., Ahmad J., Chamili K., Muhamad R., A classification-based graduates employability model for tracer study by mohe, International Conference on Digital Information Processing and Communications, pp. 277-287, (2011); Arnott D., Pervan G., O'Donnell P., Dodson G., An analysis of decision support systems research: Preliminary results, Proceedings of the 2004 IFIP International Conference on Decision Support Systems, pp. 25-37, (2004); Hosack B., Hall D., Paradice D., Courtney J. F., A look toward the future: Decision support systems research is alive and well, Journal of the Association for Information Systems, 13, 5, (2012); AbdulRahman N. A. A., Tan K. L., Lim C. K., Predictive analysis and data mining among the employment of fresh graduate students in hei, AIP Conference Proceedings, 1891, 1, (2017); PIAD K. C., Determining the dominant attributes of information technology graduates employability prediction using data miining classification techniques, Journal of Theoretical & Applied Information Technology, 96, 12, (2018); ELCULLADA-ENCARNACION R. F., Academic advising system using data mining method: A decision support system, (2018); Verecio R. L., Predicting employability skills among information technology graduates of philippine state university in their on-the-job training using j48 algorithm, Indian Journal of Science and Technology, 11, 37, (2018); Data mining with weka mooc - material; Manchandia K., Khare N., Agrawal M., Weka as a data mining tool to analyze students’ academic performances using naïve bayes classifier-a survey, International Journal Of Engineering Sciences & Research Technology, 6, pp. 431-434, (2017); Edeki C., Agile software development methodology, European Journal of Mathematics and Computer Science, 2, 1, (2015); Alexander M., Agile project management: A comprehensive guide, (2018); Koc H., Erdogan A. M., Barjakly Y., Peker S., Uml diagrams in software engineering research: a systematic literature review, Multidisciplinary Digital Publishing Institute Proceedings, 74, 1, (2021); Rubin K. S., Essential Scrum: A practical guide to the most popular Agile process, (2012); Al Janabi K., Kadhim R., Data reduction techniques: a comparative study for attribute selection methods, International Journal of Advanced Computer Science and Technology, 8, 1, pp. 1-13, (2018); Wulandari D. A. P., Aristana M. D. W., Analysis evaluation management information system audit internal quality, Annotation, 100, (2021); Franca J. M., Soares M. S., Soaqm: Quality model for soa applications based on iso 25010, ICEIS, 2, pp. 60-70, (2015)","","","University of Bahrain","","","","","","2210142X","","","","English","Int. J. Comput. Digit. Syst.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85166265962"
"Hussain S.; Singh A.M.; Mohanty P.; Gavinolla M.R.","Hussain, Sarah (57190751251); Singh, Anubha Mahender (57988587200); Mohanty, Priyakrushna (57220127367); Gavinolla, Mahender Reddy (57202575827)","57190751251; 57988587200; 57220127367; 57202575827","Next generation employability and career sustainability in the hospitality industry 5.0","2023","Worldwide Hospitality and Tourism Themes","15","3","","308","321","13","4","10.1108/WHATT-01-2023-0011","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151953923&doi=10.1108%2fWHATT-01-2023-0011&partnerID=40&md5=1df0e76fabcb4f3b613f53106a4bf3dc","Department of Tourism and Hospitality Management, Jamia Millia Islamia (A Central University), New Delhi, India; Christ University, Bangalore, India; National Institute of Tourism and Hospitality Management, Hyderabad, India; Vidzeme University of Applied Sciences, Valmiera, Latvia","Hussain S., Department of Tourism and Hospitality Management, Jamia Millia Islamia (A Central University), New Delhi, India; Singh A.M., Department of Tourism and Hospitality Management, Jamia Millia Islamia (A Central University), New Delhi, India; Mohanty P., Christ University, Bangalore, India; Gavinolla M.R., National Institute of Tourism and Hospitality Management, Hyderabad, India, Vidzeme University of Applied Sciences, Valmiera, Latvia","Purpose: With an industry 5.0 revolution taking place in the hospitality industry, a shift from manual to cognitive labor is anticipated, characterized by greater sustainability, resilience and a human-centric approach. In this regard, hospitality educators' ability and willingness to teach novel topics such as automation at work, upskilling of employees, man-machine interaction and service robots have become more important than ever. This study aims to interpret the perspectives of hospitality educators about bridging the gap in the employability skills of (next-gen) hospitality graduates and the concerns relating to career sustainability in times of transition. Design/methodology/approach: A case study method was used given the novelty of the topic in a developing country like India. A qualitative survey with open-ended questions, is employed to understand the viewpoints of Indian hospitality educators, including those with more than 15 years of teaching experience. In-depth interviews were conducted with 23 hospitality educators to reach the theoretical saturation point. MAXQDA software was used to analyze the qualitative data collected in the study. Findings: The findings reveal the challenges and motivations of hospitality educators in adapting to frequently changing business environments. In doing so, it sheds light on the methods employed to create a generation of hospitality graduates aligned with the changing dynamics of the industry. Originality/value: The paper presents the viewpoints of hospitality educators in India in relation to a futuristic approach to next-gen employability and career sustainability. Whilst numerous studies have focused on the role of robots and artificial intelligence in replacing the human component of the service environment, the concept of people working alongside advanced technologies is fairly new and needs to be fully explored. © 2023, Emerald Publishing Limited.","Career sustainability; Future employment; Hospitality education; Hospitality employability","","","","","","","","Akay B., Examining the rural tourism experiences of tourists in emerging rural tourism destination: Burdur province, Turkey, Geo Journal of Tourism and Geosites, 29, 2, pp. 534-544, (2020); Bell D., The Coming of Post-industrial Society: A Venture in Social Forecasting, (1999); Ben Youssef A., Zeqiri A., Hospitality industry 4.0 and climate change, Circular Economy and Sustainability, 2, 3, pp. 1043-1063, (2022); Bilgihan A., Berezina K., Cobanoglu C., Okumus F., The information technology (IT) skills of hospitality school graduates as perceived by hospitality professionals, Journal of Teaching in Travel and Tourism, 14, 4, pp. 321-342, (2014); Bitner M.J., Brown S.W., Meuter M.L., Technology infusion in service encounters, Journal of the Academy of Marketing Science, 28, 1, pp. 138-149, (2000); Blauner R., Alienation and Freedom: The Factory Worker and His Industry, (1964); Chin T., Li G., Jiao H., Addo F., Jawahar I.M., Career sustainability during manufacturing innovation: a review, a conceptual framework and future research agenda, Career Development International, 24, 6, pp. 509-528, (2019); Doyle Kent M., Kopacek P., Do we need synchronization of the human and robotics to make industry 5.0 a success story?, The International Symposium for Production Research, pp. 302-311, (2020); Industry 5.0: Towards a Sustainable, Human-Centric and Resilient European Industry, (2021); Feinstein A.H., Parks S.J., The use of simulation in hospitality as an analytic tool and instructional system: a review of the literature, Journal of Hospitality and Tourism Research, 26, 4, pp. 396-421, (2002); Ghobakhloo M., Iranmanesh M., Mubarak M.F., Mubarik M., Rejeb A., Nilashi M., Identifying industry 5.0 contributions to sustainable development: a strategy roadmap for delivering sustainability values, Sustainable Production and Consumption, 33, pp. 716-737, (2022); Goh E., Sigala M., Integrating Information and Communication Technologies (ICT) into classroom instruction: teaching tips for hospitality educators from a diffusion of innovation approach, Journal of Teaching in Travel and Tourism, 20, 2, pp. 156-165, (2020); Grabowska S., Saniuk S., Gajdzik B., Industry 5.0: improving humanization and sustainability of Industry 4.0, Scientometrics, 127, 6, pp. 3117-3144, (2022); Griffin W.C., The future of hospitality education: a reflection, Journal of Hospitality and Tourism Research, 45, 5, pp. 939-941, (2021); Gugushvili T., Salukvadze G., Salukvadze J., Fragmented development: tourism-driven economic changes in Kazbegi, Georgia, Annals of Agrarian Science, 15, 1, pp. 49-54, (2017); Gursoy D., Rahman I., Swanger N., Industry's expectations from hospitality schools: what has changed?, Journal of Hospitality and Tourism Education, 24, 4, pp. 32-42, (2012); Hirica A., Industry 5.0—are designers leading the way?, Design Management Review, 32, 4, pp. 12-17, (2021); Ivanov S., The impact of automation on tourism and hospitality jobs, Information Technology and Tourism, 22, 2, pp. 205-215, (2020); Lam T., Cho V., Qu H., A study of hotel employee behavioral intentions towards adoption of information technology, International Journal of Hospitality Management, 26, 1, pp. 49-65, (2007); Liu C., Hung K., A multilevel study on preferences for self-service technology vs human staff: insights from hotels in China, International Journal of Hospitality Management, 94, (2021); Longo F., Padovano A., Umbrello S., Value-oriented and ethical technology engineering in industry 5.0: a human-centric perspective for the design of the factory of the future, Applied Sciences, 10, 12, (2020); Mehta R., Singh A.M., Hussain S., Gavinolla M.R., Mohanty P., ‘How are we surviving the pandemic, COVID-19?’: perspectives from hospitality industry workers in Australia, The Emerald Handbook of Destination Recovery in Tourism and Hospitality, pp. 285-298, (2022); Meuter M.L., Bitner M.J., Ostrom A.L., Brown S.W., Choosing among alternative service delivery modes: an investigation of customer trial of self-service technologies, Journal of Marketing, 69, 2, pp. 61-83, (2005); Newman K.L., Sustainable careers, Organizational Dynamics, 40, 2, (2011); Orea-Giner A., Fuentes-Moraleda L., Villace-Molinero T., Munoz-Mazon A., Calero-Sanz J., Does the implementation of robots in hotels influence the overall TripAdvisor rating? A text mining analysis from the industry 5.0 approach, Tourism Management, 93, (2022); Ozdemir V., Hekim N., Birth of industry 5.0: making sense of big data with artificial intelligence,“the internet of things” and next-generation technology policy, Omics: A Journal of Integrative Biology, 22, 1, pp. 65-76, (2018); Parvez M.O., Ozturen A., Cobanoglu C., Arasli H., Eluwole K.K., Employees' perception of robots and robot-induced unemployment in hospitality industry under COVID-19 pandemic, International Journal of Hospitality Management, 107, (2022); Pillai S.G., Haldorai K., Seo W.S., Kim W.G., COVID-19 and hospitality 5.0: redefining hospitality operations, International Journal of Hospitality Management, 94, (2021); Rosenberg S., Heimler R., Morote E.S., Basic employability skills: a triangular design approach, Education+ Training, 54, 1, pp. 7-20, (2012); Saini A., Bhalla R., Artificial intelligence and automation: transforming the hospitality industry or threat to human touch, Handbook of Research on Innovative Management Using AI in Industry 5.0, pp. 88-97, (2022); Schott C., Sutherland K.A., Engaging tourism students through multimedia teaching and active learning, Journal of Teaching in Travel and Tourism, 8, 4, pp. 351-371, (2009); Seyitoglu F., Ivanov S., A conceptual framework of the service delivery system design for hospitality firms in the (post-) viral world: the role of service robots, International Journal of Hospitality Management, 91, (2020); Sigala M., Using and measuring the impacts of geovisualisation on tourism education: the case of teaching a service management course, Journal of Hospitality, Leisure, Sport and Tourism Education, 12, 1, pp. 85-98, (2013); Sigala M., Baum T., Trends and issues in tourism and hospitality higher education: visioning the future, Tourism and Hospitality Research, 4, 4, pp. 367-376, (2003); Singh A.M., Mohanty P., Hussain S., Gavinolla M.R., COVID-19 and changing realities in the food and beverage sector: exhibiting the Indian chefs' perspective, Crisis Management, Destination Recovery and Sustainability, pp. 206-216, (2023); Sipe L.J., Testa M., A dynamic model of mentoring for hospitality leadership development, Open Journal of Leadership, 9, 1, pp. 11-33, (2020); Stern T., Ploll U., Spies R., Schwarzbauer P., Hesser F., Ranacher L., Understanding perceptions of the bioeconomy in Austria—an explorative case study, Sustainability, 10, 11, (2018); Suneeth B.G., Kashyap S., Reddy G.M., Kaushal V., Resilience adaptations in tourism education for the post-COVID-19 era–a study of India, Tourism Destination Management in a Post-Pandemic Context, pp. 291-302, (2021); Vatan A., Dogan S., What do hotel employees think about service robots? A qualitative study in Turkey, Tourism Management Perspectives, 37, (2021); Wakelin-Theron N., Illustrating the perception of students towards autonomous service robots in the tourism industry: an exploratory study, Tourism and Hospitality Management, 27, 2, pp. 385-406, (2021); Wei W., Torres E., Hua N., Improving consumer commitment through the integration of self-service technologies: a transcendent consumer experience perspective, International Journal of Hospitality Management, 59, pp. 105-115, (2016); Wunderlich N.V., Wangenheim F.V., Bitner M.J., High tech and high touch: a framework for understanding user attitudes and behaviors related to smart interactive services, Journal of Service Research, 16, 1, pp. 3-20, (2013); Xianghan Christine O.D., Stern J., Virtually the same?: online higher education in the post Covid‐19 era, British Journal of Educational Technology, 53, 3, (2022); Xu J., Tavitiyaman P., Kim H.J., Lo S.K.J., Hospitality and tourism higher education in the post-COVID era: is it time to change?, Journal of Hospitality and Tourism Education, 34, 4, pp. 278-290, (2022)","A.M. Singh; Department of Tourism and Hospitality Management, Jamia Millia Islamia (A Central University), New Delhi, India; email: anubha.kaura@gmail.com","","Emerald Publishing","","","","","","17554217","","","","English","Worldwide Hospitality and Tourism Themes","Article","Final","","Scopus","2-s2.0-85151953923"
"Alkashami M.; Taamneh A.M.; Khadragy S.; Shwedeh F.; Aburayya A.; Salloum S.A.","Alkashami, Mohamed (57798938900); Taamneh, Abdallah Mohammad (56825941000); Khadragy, Saada (58343707700); Shwedeh, Fanar (57218370085); Aburayya, Ahmad (57214098954); Salloum, Said A. (57195670894)","57798938900; 56825941000; 58343707700; 57218370085; 57214098954; 57195670894","AI different approaches and ANFIS data mining: A novel approach to predicting early employment readiness in middle eastern nations","2023","International Journal of Data and Network Science","7","3","","1267","1282","15","1","10.5267/j.ijdns.2023.4.011","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162783019&doi=10.5267%2fj.ijdns.2023.4.011&partnerID=40&md5=6b9a0e3deb31712605f617077689f7ed","Arab Open University, Bahrain; Abu Dhabi University, Al Ain, United Arab Emirates; City University Ajman, Ajman, United Arab Emirates; University of Sharjah, Sharjah, United Arab Emirates","Alkashami M., Arab Open University, Bahrain; Taamneh A.M., Abu Dhabi University, Al Ain, United Arab Emirates; Khadragy S., City University Ajman, Ajman, United Arab Emirates; Shwedeh F., City University Ajman, Ajman, United Arab Emirates; Aburayya A., City University Ajman, Ajman, United Arab Emirates; Salloum S.A., University of Sharjah, Sharjah, United Arab Emirates","The use of data mining to predict early employment readiness of students is gaining importance due to the expansion of data production in various industries. This study aims to address the employability issue in Middle Eastern nations by utilizing an Adaptive Neuro-Fuzzy Inference System (ANFIS) data mining technology. The experimental investigation used data from tracer studies conducted by three Jordanian universities, consisting of 22 parameters. Results showed that despite achieving an accuracy of 94% for the graduate dataset, ANFIS exhibited high complexity due to the large number of attributes used. The study has implications for selecting relevant variables and investigating multiple aspects. Data mining has various applications, including classification, clustering, regression, association rule development, and outlier analysis. As data production continues to expand, this study provides insights into the potential use of ANFIS in predicting early employment readiness of students in Middle Eastern nations. © 2023 by the authors; licensee Growing Science, Canada.","Accuracy; ANFIS; Attribute selection; Classifiers; Employability prediction; Execution time; Incremental approach; Kappa; Machine learning; Performance evaluation; Predictive modeling; RMSE","","","","","","","","Abdallah S., Al Azzam B., El Nokiti A., Salloum S., Aljasmi S., Aburayya A., Shwedeh F., A COVID19 Quality Prediction Model based on IBM Watson Machine Learning and Artificial Intelligence Experiment, Computer Integrated Manufacturing Systems, 28, 11, pp. 499-518, (2022); Aburayya A., Salloum S., Alderbashi K., Shwedeh F., Shaalan Y., Alfaisal R., Malaka S, Shaalan K., SEMmachine learning-based model for perusing the adoption of metaverse in higher education in UAE, International Journal of Data and Network Science, 7, 2, pp. 667-676, (2023); Bhaskaran S., Lu K., Al Aali M., A data mining approach for investigating students’ completion rates, Higher Education in the Twenty-First Century II-Papers From The Two-Day Workshop, (2016); Dawson C., Dawson C., Educational data mining, A–Z of Digital Research Methods, (2019); El Nokiti A., Shaalan K., Salloum S., Aburayya A., Shwedeh F., Shameem B., Is Blockchain the answer? A qualitative Study on how Blockchain Technology Could be used in the Education Sector to Improve the Quality of Education Services and the Overall Student Experience, Computer Integrated Manufacturing Systems, 28, 11, pp. 543-556, (2022); Kesavaraj G., Sukumaran S., A study on classification techniques in data mining, 2013 4th International Conference on Computing, Communications and Networking Technologies, ICCCNT 2013, (2013); Martinez-Cerda J. F., Torrent-Sellens J., Gonzalez-Gonzalez I., Ficapal-Cusi P., Opening the black-box in lifelong E-learning for employability: A framework for a Socio-Technical E-learning Employability System of Measurement (STELEM), Sustainability (Switzerland), (2018); Md Razak M. I., Yusof A. M., Syazana W. N., Jaafar W. E., Talib A. H., Factors Influencing Unemployment among Graduates in Malaysia – An Overview, Journal of Economics and Sustainable Development, (2014); Mishra A., Bansal R., Singh S. N., Educational data mining and learning analysis, Proceedings of the 7th International Conference Confluence 2017 on Cloud Computing, Data Science and Engineering, (2017); Pena-Ayala A., Educational data mining: A survey and a data mining-based analysis of recent works, Expert Systems with Applications, (2014); Ramanathan L., Geetha A., Khalid M., Mining students’ record to predict their performance in undergraduate degree, International Journal of Applied Engineering Research, (2015); Ravikumar A., Kitana A., Taamneh A., Aburayya A., Shwedeh F., Salloum S., Shaalan. K., Impact of knowledge sharing on knowledge Acquisition among Higher Education Employees, Computer Integrated Manufacturing Systems, 28, 12, pp. 827-845, (2022); Ravikumar R., Kitana A., Taamneh A., Aburayya A., Shwedeh F., Salloum S., Shaalan K., The Impact of Big Data Quality Analytics on Knowledge Management in Healthcare Institutions: Lessons Learned from Big Data’s Application within The Healthcare Sector, South Eastern European Journal of Public Health, (2023); Salameh M., Taamneh A., Kitana A., Aburayya A., Shwedeh F., Salloum S., Varshney D., The Impact of Project Management Office's Role on Knowledge Management: A Systematic Review Study, Computer Integrated Manufacturing Systems, 28, 12, pp. 846-863, (2022); Salloum S., Al Marzouqi A., Alderbashi K. Y., Shwedeh F., Aburayya A., Al Saidat M. R., Al-Maroof R. S., Sustainability Model for the Continuous Intention to Use Metaverse Technology in Higher Education: A Case Study from Oman, Sustainability, 15, 6, (2023); Satyanarayana N., Ramalingaswamy C., Ramadevi Y., Survey of Classification Techniques in Data Mining, IJI SET-International Journal of Innovative Science, Engineering & Technology, (2014); Schnell B., Rodriguez N., Ivory tower vs. workplace reality: Employability and the T&I curriculum–balancing academic education and vocational requirements: a study from the employers’ perspective, Interpreter and Translator Trainer, (2017); Shwedeh F., Aburayya A., Alfaisal R., Adelaja A. A., Ogbolu G., Aldhuhoori A., Salloum S. A., SMEs’ Innovativeness and Technology Adoption as Downsizing Strategies during COVID-19: The Moderating Role of Financial Sustainability in the Tourism Industry Using Structural Equation Modelling, Sustainability, 14, 23, (2022); Shwedeh F., Adelaja A. A., Ogbolu G., Kitana A., Taamneh A., Aburayya A., Salloum S. A., Entrepreneurial innovation among international students in the UAE: Differential role of entrepreneurial education using SEM analysis, International Journal of Innovative Research and Scientific Studies, 6, 2, pp. 266-280, (2023); Shwedeh F., Hami N., Abu Bakar S., Dubai smart city and residence happiness: A conceptual study, Annals of the Romanian Society for Cell Biology, 25, 1, pp. 7214-7222, (2021); Shwedeh F., Hami N., Abu Bakar S., Mat Yamin F., Anuar A., The Relationship between Technology Readiness and Smart City Performance in Dubai, Journal of Advanced Research in Applied Sciences and Engineering Technology, 29, 1, pp. 1-12, (2022); Stott T., Adding value to students in higher education: a 5-year analysis of student attainment of National Governing Body Awards in a UK Outdoor Education Degree Programme, Journal of Adventure Education & Outdoor Learning, (2007); Tran T. T., Is graduate employability the ‘whole-of-higher-education-issue’?, Journal of Education and Work, (2015)","F. Shwedeh; City University Ajman, Ajman, United Arab Emirates; email: S.fanar@cu.ac.ae","","Growing Science","","","","","","25618148","","","","English","Int. J.  Data  Netw.  Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85162783019"
"Talluri S.B.; Uppal N.","Talluri, Surendra Babu (57842345200); Uppal, Nishant (57202872043)","57842345200; 57202872043","Subjective Career Success, Career Competencies, and Perceived Employability: Three-way Interaction Effects on Organizational and Occupational Turnover Intentions","2023","Journal of Career Assessment","31","2","","397","419","22","4","10.1177/10690727221119452","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135862497&doi=10.1177%2f10690727221119452&partnerID=40&md5=806f7cf400007c58a9a079a5f663d025","Human Resource Management Area, Indian Institute of Management Lucknow, Lucknow, India","Talluri S.B., Human Resource Management Area, Indian Institute of Management Lucknow, Lucknow, India; Uppal N., Human Resource Management Area, Indian Institute of Management Lucknow, Lucknow, India","Despite a plethora of research on turnover intentions, we know little about the impact of subjective career aspects (e.g., authenticity, recognition, and meaningful work) on turnover intentions. Drawing upon turnover theory, we argue that subjective career success negatively influences organizational and occupational turnover intentions. This negative effect will be stronger in the presence of career competencies and high perceived employability. To test these relationships, we conducted two field studies using a two-wave survey method. Results of both studies indicated that the negative impact of subjective career success on turnover intentions was strongest when the perceived employability and career competencies were high. In Study 1, we found these relationships significant for organizational turnover intentions. Through Study 2, we found significant results for occupational turnover intentions due to their occupational investments in a new profession. We discuss the contributions of findings to the careers and turnover literature. © The Author(s) 2022.","career competencies; perceived employability; subjective career success; turnover intentions; turnover theory","","","","","","Indian Institute of Management Lucknow, (SM 265)","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The current research work had financial support from Indian Institute of Management Lucknow, India (SM 265).","Aiken L.S., West S.G., Reno R.R., Multiple regression: Testing and interpreting interactions, (1991); Ajzen I., The theory of planned behavior, Organizational Behavior and Human Decision Processes, 50, 2, pp. 179-211, (1991); Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W.B., Competencies for the contemporary career: Development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Allen D.G., Bryant P.C., Vardaman J.M., Retaining talent: Replacing misconceptions with evidence-based strategies, Academy of Management Perspectives, 24, 2, pp. 48-64, (2010); 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Movement capital and perceived employability, Journal of Career Assessment, 28, 4, pp. 674-692, (2020); Podsakoff P.M., MacKenzie S.B., Podsakoff N.P., Sources of method bias in social science research and recommendations on how to control it, Annual Review of Psychology, 63, 1, pp. 539-569, (2012); Rhodes S.R., Doering M., An integrated model of career change, The Academy of Management Review, 8, 4, pp. 631-639, (1983); Richard O.C., Boncoeur O.D., Chen H., Ford D.L., Supervisor abuse effects on subordinate turnover intentions and subsequent interpersonal aggression: The role of power-distance orientation and perceived human resource support climate, Journal of Business Ethics, 164, 3, pp. 549-563, (2020); Rubenstein A.L., Eberly M.B., Lee T.W., Mitchell T.R., Surveying the forest: A meta-analysis, moderator investigation, and future-oriented discussion of the antecedents of voluntary employee turnover, Personnel Psychology, 71, 1, pp. 23-65, (2018); Schnell R., Bachteler T., Reiher J., Improving the use of self-generated identification codes, Evaluation Review, 34, 5, pp. 391-418, (2010); Shockley K.M., Ureksoy H., Rodopman O.B., Poteat L.F., Dullaghan T.R., Development of a new scale to measure subjective career success: A mixed-methods study, Journal of Organizational Behavior, 37, 1, pp. 128-153, (2016); Spurk D., Hirschi A., Dries N., Antecedents and outcomes of objective versus subjective career success: Competing perspectives and future directions, Journal of Management, 45, 1, pp. 35-69, (2019); Stumpf S.A., A longitudinal study of career success, embeddedness, and mobility of early career professionals, Journal of Vocational Behavior, 85, 2, pp. 180-190, (2014); Sull D., Sull C., Zweig B., Toxic culture is driving the great resignation, MIT Sloan Management Review, 63, 2, pp. 1-9, (2022); Sullivan S.E., Al Ariss A., A conservation of resources approach to inter-role career transitions, Human Resource Management Review, 32, 3, (2021); Sullivan S.E., Arthur M.B., The evolution of the boundaryless career concept: Examining physical and psychological mobility, Journal of Vocational Behavior, 69, 1, pp. 19-29, (2006); Swider B.W., Boswell W.R., Zimmerman R.D., Examining the job search–turnover relationship: The role of embeddedness, job satisfaction, and available alternatives, Journal of Applied Psychology, 96, 2, pp. 432-441, (2011); Trevor C.O., Interactions among actual ease-of-movement determinants and job satisfaction in the prediction of voluntary turnover, The Academy of Management Journal, 44, 4, pp. 621-638, (2001); Turban D.B., Dougherty T.W., Role of protégé personality in receipt of mentoring and career success, The Academy of Management Journal, 37, 3, pp. 688-702, (1994); Uppal N., Antecedents and consequences of intention to quit the organisation and the profession, Journal for International Business and Entrepreneurship Development, 8, 3, pp. 183-201, (2015); Van der Heijden B.I.J.M., Peeters M.C.W., Le Blanc P.M., Van Breukelen J.W.M., Job characteristics and experience as predictors of occupational turnover intention and occupational turnover in the European nursing sector, Journal of Vocational Behavior, 108, pp. 108-120, (2018); Weng Q., McElroy J.C., Organizational career growth, affective occupational commitment, and turnover intentions, Journal of Vocational Behavior, 80, 2, pp. 256-265, (2012); Wheeler A.R., Coleman Gallagher V., Brouer R.L., Sablynski C.J., When person‐organization (mis)fit and (dis)satisfaction lead to turnover: The moderating role of perceived job mobility, Journal of Managerial Psychology, 22, 2, pp. 203-219, (2007); World development indicators. Total labor force, (2022); Yousaf A., Sanders K., Yustantio J., High commitment HRM and organizational and occupational turnover intentions: The role of organizational and occupational commitment, The International Journal of Human Resource Management, 29, 10, pp. 1661-1682, (2018); Zhou W., Sun J., Guan Y., Li Y., Pan J., Criteria of career success among Chinese employees: Developing a multidimensional scale with qualitative and quantitative approaches, Journal of Career Assessment, 21, 2, pp. 265-277, (2013); Zimmerman R.D., Understanding the impact of personality traits on individuals’ turnover decisions: A meta-analytic path model, Personnel Psychology, 61, 2, pp. 309-348, (2008); Zimmerman R.D., Swider B.W., Arthur J.B., Does turnover destination matter? Differentiating antecedents of occupational change versus organizational change, Journal of Vocational Behavior, 121, (2020); Zimmerman R.D., Swider B.W., Boswell W.R., Synthesizing content models of employee turnover, Human Resource Management, 58, 1, pp. 99-114, (2019)","S.B. Talluri; Human Resource Management Area, Indian Institute of Management Lucknow, Lucknow, India; email: phd21016@iiml.ac.in","","SAGE Publications Inc.","","","","","","10690727","","","","English","J. Career Assess.","Article","Final","","Scopus","2-s2.0-85135862497"
"Ofosuhene D.","Ofosuhene, Daisy (57807363400)","57807363400","Employability of distance education graduates of a public university in Ghana","2023","Industry and Higher Education","37","2","","183","192","9","3","10.1177/09504222221115963","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134343733&doi=10.1177%2f09504222221115963&partnerID=40&md5=4600b2ce4f0d0b4d70700693676523c5","University of Cape Coast, Ghana","Ofosuhene D., University of Cape Coast, Ghana","This study examines the employability of Ghanaian graduates who have completed education and business degree programmes through distance education in a public university. A descriptive research design is used, and the study is cross-sectional in nature. The sample of 643 was drawn from 19,832 graduates who had completed business and education programmes between 2014 and 2018, using the simple random sampling technique. Data were collected through a telephone-administered survey with a structured questionnaire. Data were analysed with descriptive and inferential statistics and are presented in tables and figures. The findings indicate that these distance education graduates are employable and possess many employability attributes. The results further show that there are differences in employability attributes among those graduates who studied business and those who studied education, with the business graduates having a higher mean score. The study highlights the factors that the graduates believed would have enhanced their employability. The author concludes that the university management needs to strengthen its collaboration with industrial stakeholders in the design and implementation of curricula. © The Author(s) 2022.","business graduates; Distance education; education graduates; Ghana; graduate employability","","","","","","University of Cape Coast, (RSG/INDI/CoDE/2020/101)","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the University of Cape Coast (RSG/INDI/CoDE/2020/101).","Adam A.M., Sample size determination in research survey, Journal of Scientific Research and Report, 26, 5, pp. 90-97, (2020); Aida B., Norailis A.W., Rozaini R., Et al., Critical success factor of graduate employability programs, Journal of Economics, Business and Management, 3, 8, pp. 767-771, (2015); Alshare K., Sewailem M.F., A gap analysis of business students' skills in the 21st century: a case study of Qatar, Academy of Educational Leadership Journal, 22, 1, pp. 1-22, (2018); Bennett D., Knight E., Divan A., Et al., How do research-intensive universities portray employability strategies? A review of their websites, Australian Journal of Career Development, 26, 2, pp. 52-61, (2017); Bhattacharjee R.B., Jaafar S., Missing Skills: Is Higher Education on the Mark?, (2018); Biney I.K., Exploring graduate unemployment in Ghana: challenges and strategies, Research Journal of Education, 3, 2, pp. 1-19, (2015); Biney I.K., Building the entrepreneurial spirit of the youth through education: experiences from SCDE University of Ghana Legon, Community Development Practice, 22, pp. 29-42, (2018); Boden R., Nedeva M., employing discourse: universities and graduate employability, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Coetzee M., Oosthuizen R.M., Stoltz E., Et al., Psychosocial employability attributes as predictors of staff satisfaction with retention factors, South African Journal of Psychology, 46, 2, pp. 232-243, (2016); Ezit L., Teach Entrepreneurship in Tertiary Institution, (2014); Freudenberg B., Brimble M., Cameron C., WIL and generic skill development: The development of business students' generic skills through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 12, 2, pp. 79-93, (2011); Unemployment Rate report, (2019); Govender C., Wait M., Work integrated learning benefits for student career prospects - mixed mode analysis, South African Journal of Higher Education, 31, 5, pp. 49-64, (2017); Hair J.F., Bush R.P., Ortinau D.J., Marketing Research, (2002); Discrepant stakeholder perspectives on graduate employability strategies, Higher Education Research Development, 35, 5, pp. 951-967, (2016); Huang R., Turner R., Chen Q., Et al., Chinese international students’ perspective and strategies in preparing for their future employability, Journal of Vocational Education & Training, 66, 2, pp. 175-193, (2014); Jeswani S., Assessment of employability skills among fresh engineering graduates: A structural equation modelling approach, The IUP Journal of Soft Skills, 10, 2, pp. 7-43, (2016); Kinash S., Crane L.H., Judd M.M., Et al., What students and graduates need to know about graduate employability: lessons from National OLT research, Research and Development in Higher Education: Learning for Life and Work in a Complex World Vol. 38: Refereed Papers from the 38th HERDSA Annual International Conference, pp. 94-106, (2015); Kornelakis A., Petrakaki D., Embedding employability skills in UK higher education: between digitalization and marketization, Industry and Higher Education, 34, 5, pp. 290-297, (2020); Li Z., A critical account of employability construction through the eyes of Chinese postgraduate students in the UK, Journal of Education and Work, 26, 5, pp. 473-493, (2013); Lindsay C., McQuaid R.W., Dutton M., Et al., New approaches to employability in the UK: combining ‘human capital development ‘and ‘work first ‘strategies?, Journal of Social Policy, 36, 4, pp. 539-560, (2007); Lundberg G.M., Gaustad A., Krogstie B.R., The Employer Perspective on Employability, 2018 IEEE Global Engineering Education Conference (EDUCON), pp. 909-917, (2018); Magolda M.B.B., Promoting self-authorship to promote liberal education, Journal of College and Character, 10, 3, pp. 1-6, (2009); Mensah S.K.E., Owusu-Mensah F., Priorities and Strategies for Capacity Building in Tertiary Distance Education for HRD in Ghana Final Report, (2002); Mugenda O.M., Mugenda A.G., Research Methods: Quantitative and Qualitative Approach, (2003); Nesaratnam S., Gayen S., A review of literature on graduate employability, The International Journal of Business and Management, 6, 6, pp. 6-7, (2018); Nesaratnam S., Karan S.P., Von F.Y., Conceptualisation of a graduate employability framework from a Malaysian perspective, International Journal of Human Resource Studies, 8, 9, pp. 112-135, (2018); Nirmala K., Kumar S.S., The impact of basic, higher-order thinking and affective skills on graduate employability, IUP Journal of Soft Skills, 12, 1, pp. 7-28, (2018); Paterson R., Because sometimes your failures can also teach you certain skills: Lecturer and student perceptions of employability skills at a transnational university, Qualitative Research in Education, 6, 3, pp. 241-275, (2017); Pheko M.M., Molefhe K., Addressing Employability Challenges: A framework for improving the employability of graduates in Botswana, International Journal of Adolescence and Youth, 22, 4, pp. 455-469, (2017); Potgieter I.L., Personality and psycho-social employability attributes as meta-capacities for sustained employability, Psycho-social Career Meta-Capacities: Dynamics of Contemporary Career Development, pp. 35-54, (2014); Samkin G., Stainbank L., Teaching and learning, Meditari Accountancy Research, 24, 3, pp. 294-317, (2016); Saunders M., Lewis P., Thornhill A., Research Methods for Business Students, (2009); Shivoro R., Shalyefu R.K., Kadhila N., Perspectives on graduate employability attributes for management science graduate, South African Journal of Higher Education, 32, 1, pp. 216-232, (2018); Smith V., Enhancing employability: human, cultural, and social capital in an era of turbulent unpredictability, Human Relations, 63, 2, pp. 279-300, (2010); (2020); Subbu N.M., Rajasekaran V., Employability skills: a review, IUP Journal of Soft Skills, 12, 1, pp. 29-37, (2018); Tang K.N., Innovate higher education to enhance graduate employability, Pertanika Journal of Social Sciences and Humanities, 27, 3, pp. 1727-1738, (2019); Tendongmoah F.B., enhancing curriculum quality assurance as a prerequisite to higher education graduate’s employability, International Journal of Research and Innovation in Social Science, 3, 5, pp. 239-244, (2019); Tomlinson M., Graduate employability and student attitudes and orientations to the labour market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Tran T.T., Is graduate employability the ‘whole-of-higher-education-issue, Journal of Education and Work, 28, 3, pp. 207-227, (2015); Walkington C., Bernacki M.L., Motivating students by personalizing learning around individual interests: a consideration of theory, design, and implementation issues, Motivational Interventions (Advances in Motivation and Achievement Vol. 18, pp. 139-176, (2014); Yorke M., Employability in Higher Education: What it Is-What it Is Not: Learning & Employability Series 1, (2006)","D. Ofosuhene; University of Cape Coast, Ghana; email: dofosuhene@ucc.edu.gh","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85134343733"
"De Dijn M.; Jacobs C.; Zenner E.; Ihalainen L.; Palander-Collin M.; Peterson E.; Arens S.; De Baar M.; Touwen J.; Heyvaert L.","De Dijn, Melina (57216657398); Jacobs, Catho (57210928459); Zenner, Eline (55505256200); Ihalainen, Laura (57364625500); Palander-Collin, Minna (26634333000); Peterson, Elizabeth (56186494900); Arens, Sanne (58165841200); De Baar, Mirjam (39963201400); Touwen, Jeroen (26035753500); Heyvaert, Liesbet (15026245500)","57216657398; 57210928459; 55505256200; 57364625500; 26634333000; 56186494900; 58165841200; 39963201400; 26035753500; 15026245500","Skills as stepping stones for employability: Perception research into the skills of Humanities students","2023","Arts and Humanities in Higher Education","22","2","","194","210","16","0","10.1177/14740222231156887","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151361384&doi=10.1177%2f14740222231156887&partnerID=40&md5=d1901063bb23905dc48a909ef4b46c1d","KU Leuven, Belgium; University of Helsinki, Finland; Leiden University, Netherlands","De Dijn M., KU Leuven, Belgium; Jacobs C., KU Leuven, Belgium; Zenner E., KU Leuven, Belgium; Ihalainen L., University of Helsinki, Finland; Palander-Collin M., University of Helsinki, Finland; Peterson E., University of Helsinki, Finland; Arens S., Leiden University, Netherlands; De Baar M., Leiden University, Netherlands; Touwen J., Leiden University, Netherlands; Heyvaert L., KU Leuven, Belgium","OECD reports a mismatch between field of study and job content for Humanities students, while at the same time signalling labour market shortages for skills that seem clearly linked with the Humanities, e.g. delivering information. In order to investigate which skills Humanities students associate with their university studies, we conducted a survey among 1306 European Humanities and 231 non-Humanities students. The survey asked these students whether they felt they acquired skills during their Humanities university education which were identified in a pilot phase. The students’ answers were analysed quantitatively, arriving at a Humanities self-perception skills profile of 70 detailed descriptions of skills that fall under six clusters. We argue that this profile could be a crucial step to improve the employability of Humanities students, as students’ perceptions of their skills greatly determine the quality of transition to the labour market. © The Author(s) 2023.","employability; Humanities; Perception research; reflection; skills for the future; student self-profiling","","","","","","Erasmus+, (2020-1-BE02-KA203-074669)","The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Erasmus+ (2020-1-BE02-KA203-074669).","Akkermans J., Brenninkmeijer V., Huibers M., Et al., Competencies for the contemporary career: development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Barrow R., Behr C., Deacy S., Et al., Embedding employability into a classics curriculum, Arts and Humanities in Higher Education, 9, 3, pp. 339-352, (2010); Bennett D., Richardson S., Mackinnon P., Enacting Strategies for Graduate Employability: How Universities Can Best Support Students to Develop Generic Skills, (2015); Bridgstock R., The graduate attributes we've overlooked: enhancing graduate employability through career management skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Buonanno P., Pozzoli D., Early labour market returns to college subject, Labour, 23, 4, pp. 559-588, (2009); Campion C., Whither the humanities? Reinterpreting the relevance of an essential and embattled field, Arts and Humanities in Higher Education, 17, 4, pp. 433-448, (2018); Cole D., Tibby M., Defining and developing your approach to employability, A Framework for Higher Education Institutions, (2013); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); De Dijn M., Zenner E., De Pascale S., Et al., Hoe digital zijn de humanities-opleidingen? Een perceptiestudie aan de faculteit Letteren van KU Leuven, Tijdschrift voor Nederlandse Taal- en Letterkunde, 135, 4, pp. 433-452, (2019); Edmond J., What do we want from a discipline-based education? What do we need?, Arts and Humanities in Higher Education, 13, 4, pp. 348-358, (2014); Forrier A., Verbruggen M., De Cuyper N., Integrating different notions of employability in a dynamic chain: the relationship between job transitions, movement capital and perceived employability, Journal of Vocational Behavior, 89, pp. 56-64, (2015); Heyvaert L., De Dijn M., Zenner E., Letteren beyond Employability: Impulsfinancieringsproject Faculteit Letteren, (2017); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1998); Kangas T., Carver E., Tarja T., University of Helsinki Faculty of Arts Career Monitoring Report – Master’s Graduates of 2003–2014, (2019); Kent E.F., What are you going to do with a degree in that?, Arts and Humanities in Higher Education, 11, 3, pp. 273-284, (2012); Lenci A., Distributional models of word meaning, Annual Review of Linguistics, 4, 1, pp. 151-171, (2018); Matthews D., Beware the Student Employability Agenda, Debate Hears, (2013); McGuinness S., Pouliakas K., Redmond P., How useful is the concept of skills mismatch?, IZA Discussion Paper No. 10786, (2017); Skills for Jobs Brochure, (2018); OECD Skills for Jobs Database; Phillipov M., Work placements in the media and creative industries: discourses of transformation and critique in an era of precarity, Arts and Humanities in Higher Education, 21, 1, pp. 3-20, (2022); Rosenberg M., Conceiving the Self, (1979); The Right Skills: Celebrating Skills in the Arts, Humanities and Social Sciences, (2017); Qualified for the Future: Quantifying Demand for Arts, Humanities and Social Science Skills, (2020); Thompson B., Exploratory and Confirmatory Factor Analysis: Understanding Concepts and Applications, (2004); Het arbeidsmarktperspectief van alumni Geesteswetenschappen in Leiden—Arbeidsmarktonderzoek onder alumni van de Faculteit der Geesteswetenschappen van de Universiteit Leiden, afstudeercohorten 2016-2019 (intern rapport), (2021); Heijde C.M.V.D., Van Der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Verhaest D., Sellami S., van der Velden R., Differences in horizontal and vertical mismatches across countries and fields of study, International Labour Review, 156, 1, pp. 1-23, (2017); Schoolverlatersrapport - Interactieve Online Toepassing, (2020); Zar J.H., Biostatistical Analysis, (2010)","C. Jacobs; KU Leuven, Belgium; email: eline.zenner@kuleuven.be","","SAGE Publications Ltd","","","","","","14740222","","","","English","Arts Humanit. High. Educ.","Article","Final","","Scopus","2-s2.0-85151361384"
"Kumar Dahal R.; Ghimire B.; Karki D.; Prasad Joshi S.","Kumar Dahal, Rewan (57220922606); Ghimire, Binod (58221816200); Karki, Dipendra (57220935340); Prasad Joshi, Surendra (58640336900)","57220922606; 58221816200; 57220935340; 58640336900","ELEVATING JOB SEARCH EFFECTIVENESS: THE SIGNIFICANCE OF SELF-DIRECTED LEARNING AND SELF-CONTROL","2023","Intellectual Economics","17","2","","418","434","16","0","10.13165/IE-23-17-2-08","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181554621&doi=10.13165%2fIE-23-17-2-08&partnerID=40&md5=004491ba7907bd309019fabd90af33f6","Tribhuvan University, Nepal Commerce Campus, Kathmandu, Nepal; Tribhuvan University, Thames International College, Kathmandu, Nepal","Kumar Dahal R., Tribhuvan University, Nepal Commerce Campus, Kathmandu, Nepal; Ghimire B., Tribhuvan University, Thames International College, Kathmandu, Nepal; Karki D., Tribhuvan University, Thames International College, Kathmandu, Nepal; Prasad Joshi S., Tribhuvan University, Thames International College, Kathmandu, Nepal","Purpose. Securing employment in the current dynamic job market necessitates the proactive prioritization of one’s employability. The purpose of this study was to determine how self-directed learning (SDL) and self-control practices (SCPs) influence job-seeking behavior (JSB). Design/methodology/approach. A comprehensive survey was conducted to collect data from 323 students graduating from esteemed educational institutions in Nepal. The survey included various components, such as SDL, SCPs, JSB, and participant details. The assessment was conducted with JSB, which was divided into behavioral factors, personal factors, and skills and competencies. SDL, comprising goal setting and planning, cognitive control and focus, and skills and competence, and SCPs, comprising impulse management and self-discipline, cognitive control and focus, and emotional regulation and resilience, were evaluated. These factors were assessed using a Likert-type scale comprised of 5-point ratings. The credibility of the data was validated through confirmatory factor analysis and structural equation modeling (SEM). Findings. The research hypothesized, on the basis of self-efficacy theory, that both SDL and SCPs have significant effects on JSB. A positive correlation between SCPs and JSB (β = 0.628; p < 0.01) and SDL and JSB (β = 0.356; p < 0.01) was confirmed through path analysis. The research emphasized that SCPs and SDL attitudes constituted 89.0% of the variance in JSB in Nepal, demonstrating their significant influence. The fitness indices of the model were deemed satisfactory, providing policymakers and educators with vital insights. Research implications. The findings emphasize the significance of cultivating emotional regulation skills, self-efficacy consciousness, and guided counseling to enable graduates to embark on their professional trajectories with resilience and a sense of purpose in their education. Academic institutions and instructors significantly influence students toward successful career progression through their emphasis on the interplay between self-regulation and self-directed learning. © 2023 Mykolo Romerio Universitetas. All rights reserved.","career aspirations enhancement; employment readiness; empowerment; individual characteristics; job search success","","","","","","","","Aljafari R., Self-directed learning strategies in adult educational contexts: Helping students to perceive themselves as having the skills for successful learning, Self-directed learning strategies in adult educational contexts, pp. 124-137, (2019); Ashford N. A., Hall R. P., The importance of regulation-induced innovation for sustainable development, Sustainability, 3, 1, pp. 270-292, (2011); Baay P. E., de Ridder D. T., Eccles J. S., van der Lippe T., van Aken M. A., Self-control trumps work motivation in predicting job search behavior, Journal of Vocational Behavior, 85, 3, pp. 443-451, (2014); Bae S. Y., Kim S. H., Analysis of convergent influence of self-esteem, depression, hopelessness, locus of control and type a behavior pattern on job seeking stress among some college women, Journal of Digital Convergence, 14, 12, pp. 323-333, (2016); Bagozzi R., Yi Y., On the evaluation of structural equation models, Journal of the Academy of Marketing Science, 16, 1, pp. 74-94, (1988); Bandura A., Social cognitive theory: An agentic perspective, Annual Review of Psychology, 52, 1, pp. 1-26, (2001); Baumeister R. F., Yielding to temptation: Self-control failure, impulsive purchasing, and consumer behavior, Journal of Consumer Research, 28, 4, pp. 670-676, (2002); Bentler P. M., Bonnet D. G., Significance tests and goodness of fit in the analysis of covariance structures, Psychological Bulletin, 88, pp. 588-606, (1980); Bonk C. J., Lee M. M., Kou X., Xu S., Sheu F. R., Understanding the self-directed online learning preferences, goals, achievements, and challenges of MIT OpenCourseWare subscribers, Journal of Educational Technology & Society, 18, 2, pp. 349-368, (2015); Boyce L. A., Jeffrey Jackson R., Neal L. J., Building successful leadership coaching relationships: Examining the impact of matching criteria in a leadership coaching program, Journal of Management Development, 29, 10, pp. 914-931, (2010); Bozgeyikli H., Gorgulu Z., Bogazliyan E. E., Is motivation towards university sufficient? The three-way interaction among gender, socioeconomic status, and academic motivation on perceived employability, Higher Education Research & Development, 42, 4, pp. 801-815, (2023); Report on the Nepal Labour Force Survey, 2017/18, (2019); Chen D. J., Lim V. K., Strength in adversity: The influence of psychological capital on job search, Journal of Organizational Behavior, 33, 6, pp. 811-839, (2012); Cho Y. J., Lee J. W., Performance management and trust in supervisors, Review of PublicPersonnelAdministration, 32, 3, pp. 236-259, (2011); Chow H. J., Wong S. C., Lim C. S., Examining mediating role of self-efficacy on undergraduates’ perceived employability, International Journal of Academic Research Business and Social Sciences, 9, 6, pp. 135-158, (2019); Confessore S. J., Kops W. J., Self‐directed learning and the learning organization: Examining the connection between the individual and the learning environment, Human Resource Development Quarterly, 9, 4, pp. 365-375, (1998); Dahal R. K., Assessing social and environmental performance, Academy of Accounting and Financial Studies Journal, 25, 6, pp. 1-9, (2021); Dahal R. K., Effectiveness of learning and growth performance metrics in the Nepalese telecommunications industry for organizational success, Problems and Perspectives in Management, 20, 4, pp. 238-249, (2022); Dahal R. K., Rai B., Shahi B. J., Ghimire B., Customers’ perception of telecommunication businesses: Non-financial performance measures in organizational success, Journal of Governance & Regulation, 12, 3, pp. 72-80, (2023); De Ridder D., Gillebaart M., Lessons learned from trait self-control in well-being: Making the case for routines and initiation as important components of trait self-control, Health Psychology Review, 11, 1, pp. 89-99, (2017); Ellinger A. D., The concept of self-directed learning and its implications for human resource development, Advances in Developing Human Resources, 6, 2, pp. 158-177, (2004); Friese M., Hofmann W., Control me or I will control you: Impulses, trait self-control, and the guidance of behavior, Journal of Research in Personality, 43, 5, pp. 795-805, (2009); Gagne M., Deci E. L., Self‐determination theory and work motivation, Journal of Organizational Behavior, 26, 4, pp. 331-362, (2005); Gao Y., Eccles J., Who lower their aspirations? The development and protective factors of college-associated career aspirations in adolescence, Journal of Vocational Behavior, 116, (2020); Garson G. D., Multilevel modeling: Applications in STATA (R), IBM (R) SPSS (R), SAS (R), R, & HLM (TM), (2019); Georgiou K., Nikolaou I., Tomprou M., Rafailidou M., The role of job seekers’ individual characteristics on job seeking behavior and psychological well‐being, International Journal of Selection and Assessment, 20, 4, pp. 414-422, (2012); Ghimire B., Dahal R. K., Rai B., The attitude of flexible work arrangement on academics’ job satisfaction: The emerging market case, Journal of System and Management Sciences, 13, 2, pp. 370-383, (2023); Hair J. F., Black W. C., Babin B. J., Anderson R. E., Multivariate Data Analysis, (2018); Hair J. F., Black W. C., Babin B. J., Anderson R. E., Tatham R. L., Multivariate data analysis, (2006); Hayat M. A., Chaudhry M. A., Batool M., Ghulam H., Khan A. R., Spulbar C., Criveanu M. M., Turning crisis into a sustainable opportunity regarding demand for training and new skills in labor market: An empirical analysis of COVID-19 pandemic and skills upgradation, Sustainability, 14, 24, (2022); Hu L., Bentler P., Cut-off criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6, 1, pp. 1-55, (1999); Hunter L. Y., Albert C., Rutland J., Hennigan C., The Fourth Industrial Revolution, Artificial Intelligence, and Domestic Conflict, Global Society, 37, 3, pp. 375-396, (2023); Joshi S. P., Dahal R. K., Ghimire B., Karki D., Self-control and job-seeking behaviors among Nepalese Fresh Graduates, Hong Kong Journal of Social Sciences, 61, pp. 826-836, (2023); Kanar A. M., Bouckenooghe D., Prompting metacognition during a job search: Evidence from a randomized controlled trial with university job seekers, Applied Psychology, 70, 3, pp. 955-985, (2021); Kim Y., Baylor A. L., A social-cognitive framework for pedagogical agents as learning companions, Educational Technology Research and Development, 54, pp. 569-596, (2006); Kline R. B., Principles and practice of structural equation modeling, (2005); Kolb D. A., Boyatzis R. E., Goal-setting and self-directed behavior change, Human Relations, 23, 5, pp. 439-457, (1970); Kreemers L. M., van Hooft E. A., van Vianen A. E., Dealing with negative job search experiences: The beneficial role of self-compassion for job seekers’ affective responses, Journal of Vocational Behavior, 106, pp. 165-179, (2018); Lo Presti A., Costantini A., Akkermans J., Sartori R., De Rosa A., Employ-ability development during internships: A three-wave study on a sample of psychology graduates in Italy, Journal of Career Development, 50, 6, pp. 1155-1171, (2023); Lou B., Sun H., Sun T., GPTs and labor markets in the developing economy: Evidence from China, (2023); Merriam S. B., Andragogy and self-directed learning: Pillars of adult learning theory, New Directions For Adult and Continuing Education, 2001, 89, pp. 3-14, (2001); Ntoumanis N., Standage M., Morality in sport: A self-determination theory perspective, Journal of Applied Sport Psychology, 21, 4, pp. 365-380, (2009); Park S., Self-directed learning in the workplace, (2008); Paudel P., Pyakurel U., Untold truth of foreign labour migration and increasing aspiration within youth in Nepal, Journal of Cultural and Religious Studies, 6, 8, pp. 479-488, (2018); Peeters E. R., Caniels M. C., Verbruggen M., Dust yourself off and try again: The positive process of career changes or shocks and career resilience, Career Development International, 27, 3, pp. 372-390, (2022); Pratibha M., Promoting self-learning in developing communication skills of technical students, IRA International Journal of Education and Multidisciplinary Studies, 6, 1, pp. 1-8, (2017); Rothwell A., Jewell S., Hardie M., Self-perceived employability: Investigating the responses of post-graduate students, Journal of Vocational Behavior, 75, 2, pp. 152-161, (2009); Ryan R. M., Deci E. L., Self-determination theory: Basic psychological needs in motivation, development, and wellness, (2017); Saeid N., Eslaminejad T., Relationship between student’s self-directed-learning readiness and academic self-efficacy and achievement motivation in students, International Education Studies, 10, 1, pp. 225-232, (2017); Shahi B. J., Dahal R. K., Sharma B. B., Flourishing organizational citizenship behaviour through job characteristics, Journal of Business and Social Sciences Research, 7, 2, pp. 29-46, (2022); Sharma B., Remittances and capacity building issues in Nepal, Capacity building in developing and emerging countries: From mindset transformation to promoting entrepreneurship and diaspora involvement, pp. 243-263, (2019); Silva A. M., Gomes J. F., Monteiro S., Perceived employability in a situation of crisis: the influence of the external context and perceived financial threat, Higher Education, Skills and Work-Based Learning, 13, 6, pp. 1054-1072, (2023); Song L., Shi J., Luo P., Wei W., Fang Y., Wang Y., More time spent, more job search success? The moderating roles of metacognitive activities and perceived job search progress, Journal of Career Assessment, 28, 1, pp. 147-164, (2020); Sorensen G., Dennerlein J. T., Peters S. E., Sabbath E. L., Kelly E. L., Wagner G. R., The future of research on work, safety, health and wellbeing: A guiding conceptual framework, Social Science & Medicine, 269, (2021); Taber K. S., The use of Cronbach’s alpha when developing and reporting research instruments in science education, Research in Science Education, 48, 1, pp. 1273-1296, (2018); Tam N. V., Watanabe T., Hai N. L., Importance of autonomous motivation in construction labor productivity improvement in Vietnam: A self-determination theory perspective, Buildings, 12, 6, (2022); Thaller J., Duller C., Feldbauer-Durstmuller B., Gartner B., Career development in management accounting: Empirical evidence, Journal of Applied Accounting Research, (2023); Tuononen T., Hyytinen H., Towards a successful transition to work-which employability factors contribute to early career success?, Journal of Education and Work, 35, 6–7, pp. 599-613, (2022); Vaiman V., Cascio W. F., Collings D. G., Swider B. W., The shifting boundaries of talent management, Human Resource Management, 60, 2, pp. 253-257, (2021); Van Hooft E. A., Self-regulatory perspectives in the theory of planned job search behavior: deliberate and automatic self-regulation strategies to facilitate job seeking, The Oxford handbook of job loss and job search, pp. 205-222, (2018); Veiga S. P. D. M., Turban D. B., Gabriel A. S., Chawla N., From the unfolding process to self-regulation in job search: Integrating between-and within-person approaches, Research in personnel and human resources management, 36, pp. 241-272, (2018); Wan T. T. H., Evidenced-based health care management: Multivariate modeling approaches, (2002); Wanberg C. R., Ali A. A., Csillag B., Job seeking: The process and experience of looking for a job, Annual Review of Organizational Psychology and Organizational Behavior, 7, pp. 315-337, (2020); Werbel J. D., Relationships among career exploration, job search intensity, and job search effectiveness in graduating college students, Journal of Vocational Behavior, 57, 3, pp. 379-394, (2000)","B. Ghimire; Tribhuvan University, Thames International College, Kathmandu, Nepal; email: bin.ghimire@ncc.edu.np","","Mykolo Romerio Universitetas","","","","","","18228011","","","","English","Intellect. Econ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85181554621"
"Sękala A.; Foit K.; Krenczyk D.; Blaszczyk T.; Kost G.; Jureczko M.","Sękala, Agnieszka (8347088500); Foit, Krzysztof (55975928700); Krenczyk, Damian (8391046600); Blaszczyk, Tomasz (55734348512); Kost, Gabriel (8215677100); Jureczko, Mariola (8706271000)","8347088500; 55975928700; 8391046600; 55734348512; 8215677100; 8706271000","The Impact of the Coronavirus (COVID-19) Pandemic on Master Graduates’ Employability","2023","Sustainability (Switzerland)","15","5","4231","","","","0","10.3390/su15054231","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149987869&doi=10.3390%2fsu15054231&partnerID=40&md5=251bd4c169981bf2ccea08d6e6e6c9c6","Faculty of Mechanical Engineering, Silesian University of Technology, Konarskiego 18A, Gliwice, 44-100, Poland; Department of Engineering Technology and Didactics, Technical University of Denmark, Lautrupvang 15, Ballerup, DK-2750, Denmark","Sękala A., Faculty of Mechanical Engineering, Silesian University of Technology, Konarskiego 18A, Gliwice, 44-100, Poland; Foit K., Faculty of Mechanical Engineering, Silesian University of Technology, Konarskiego 18A, Gliwice, 44-100, Poland; Krenczyk D., Faculty of Mechanical Engineering, Silesian University of Technology, Konarskiego 18A, Gliwice, 44-100, Poland; Blaszczyk T., Department of Engineering Technology and Didactics, Technical University of Denmark, Lautrupvang 15, Ballerup, DK-2750, Denmark; Kost G., Faculty of Mechanical Engineering, Silesian University of Technology, Konarskiego 18A, Gliwice, 44-100, Poland; Jureczko M., Faculty of Mechanical Engineering, Silesian University of Technology, Konarskiego 18A, Gliwice, 44-100, Poland","The COVID-19 pandemic brought the global economy to a near standstill. The scale of the coronavirus and the associated losses have left many countries facing a humanitarian, social and economic crisis. The main objective of the research presented in this article was to determine to what extent the support provided within the activities of the Motokadra project (2018–2020) within the framework of the Operational Programme Knowledge Education Development, funded by the European Social Fund, enabled its participants to adapt to the labour market conditions during the COVID-19 pandemic. The project participants were full-time Master’s students within the faculty of Mechanical Engineering, Silesian University of Technology. They formed the experimental group. The authors examined changes in the employability of the experimental group in the pre-pandemic and post-pandemic periods. The students in the experimental group represented several fields of study, which also allowed the authors to analyse which discipline appeared to be more resilient to the COVID-19 pandemic crisis and whether the profile of the discipline affected employability. The employability of graduates in the automotive industry was particularly examined. The results of the analyses allow us to conclude that the labour market crisis linked to the COVID-19 pandemic negatively affected the experimental group’s employability level. Furthermore, it has been shown that the study of the automation and robotics discipline increases the chances of finding a job after graduation. © 2023 by the authors.","automotive; COVID-19; employment; graduates; labour market; Operational Programme Knowledge Education Development; students","COVID-19; education; global economy; knowledge; labor market; market conditions; student","","","","","Narodowe Centrum Badań i Rozwoju, NCBR, (POWR.03.01.00-00-T005/17-00)","This research was partly funded by the NCRD Programme grant number [POWR.03.01.00-00-T005/17-00].","Coronavirus Disease 2019 (COVID-19), Situation Report, (2020); Impact of COVID-19 on Main GDP Aggregates Including Employment; COVID-19 and the Labor Market; Fana M., Torrejon Perez S., Fernandez-Macias E., Employment Impact of Covid-19 Crisis: From Short Term Effects to Long Terms Prospects, J. Ind. Bus. Econ, 47, pp. 391-410, (2020); Bauer A., Hartl T., Hutter C., Weber E., Search Processes on the Labor Market during the COVID-19 Pandemic, CESifo Forum, 22, pp. 15-19, (2021); Gartner H., Weber E., Ohne Einstellungsschub Wird Sich die Arbeitslosigkeit verfestigen. Makronom 2021; Lambert A., Cayouette-Rembliere J., Gueraut E., Le Roux G., Bonvalet C., Girard V., Langlois L., Le travail et ses aménagements: Ce que la pandémie de covid-19 a changé pour les Français, Popul. Sociétés, 579, pp. 1-4, (2020); Dutsch M., COVID-19 and the labour market: What are the working conditions in critical jobs?, J. Labour. Market. Res, 56, (2022); Privara A., Economic growth and labour market in the European Union: Lessons from COVID-19, Oeconomia Copernic, 13, pp. 355-377, (2022); Edition IX: November 2020, Grant Thornton; Edition XIX: October 2021, Grant Thornton; Edition XXII: January 2022, Grant Thornton; Adamowicz M., COVID-19 Pandemic as a Change Factor in the Labour Market in Poland, Sustainability, 14, (2022); Rosak-Szyrocka J., Abbas A.A., Akhtar H., Refugio C., Employment and Labour Market Impact of Covid-19 Crisis-Part 1—Analysis in Poland, Syst. Saf. Hum.-Tech. Facil.-Environ, 3, pp. 108-115, (2021); Teichler U., Higher Education and the World of Work: Conceptual Frameworks, Comparative Perspectives, Empirical Findings, Global Perspectives on Higher Education, 16, (2019); Netswera F., Woldegiyorgis A.A., Karabchuk T., Higher Education and the COVID-19 Pandemic, Global Perspectives on Higher Education, 53, (2022); Bergan S., Gallagher T., Harkavy I., Munck R., Land H., Higher Education’s Response to the COVID-19 Pandemic—Building a More Sustainable and Democratic Future, (2021); Hosain M.S., Mustafi M.A.A., Parvin T., Factors Affecting the Employability of Private University Graduates: An Exploratory Study on Bangladeshi Employers, PSU Res. Rev, (2021); Tomlison M., Reedy F., Burg D., Graduating in uncertain times: The impact of COVID-19 on recent graduate career prospects, trajectories and outcomes, Higher Education Quarterly, (2022); Mokhtar S.A., Arifin NA M., Rosman MR M., Abdullah N., Fadzil F.H., Isa A.M., Graduates’ Competencies and Employability: A Conceptual Framework, Proceedings, 82, (2022); Pavlinek P., The Impact of the 2008–2009 Crisis on the Automotive Industry: Global Trends and Firm-Level Effects in Central Europe, Eur. Urban Reg. Stud, 22, pp. 20-40, (2015); Wiedermann K., Regional Multiplier Effects of the Development of the Automotive Industry in the Economic Activation of the Śląskie Voivodship, Przedsiębiorczość-Edukacja, 3, pp. 24-35, (2007); Stojczew K., Assessment of the impact of the coronavirus COVID-19 pandemic on the situation in the automotive industry in Poland, Stud. Ind. Geogr. Comm. Pol. Geogr. Soc, 35, pp. 64-84, (2021); Huang R., Wang C., Ellis A., Visualizing COVID-19’s Impact on Student Employment; Czech K., The European Union Funds and the achievement of the objectives of Poland’s National Development Strategy 2020—Active society, competitive economy, efficient state, Proceedings of the 16th International Scientific Conference Finance and Risk, 1, pp. 45-53, (2014); Tomlinson M., Binnie G., Burg D., The Impact Of COVID-19 on Recent Graduates’ Career Decisions and Outcomes: A Report into the Employment Experiences of Graduates from UK Higher Education during the COVID-19 Pandemic, (2021); Wu M., Hao X., Tian Y., Employment Management Policies for College Graduates under COVID-19 in China. Diffusion Characteristics and Core Issues, Healthcare, 10, (2022); Bieszk-Stolorz B., Markowicz I., The Impact of the COVID-19 Pandemic on the Situation of the Unemployed in Poland. A Study Using Survival Analysis Methods, Sustainability, 14, (2022); Zielinski M., The Effect of the COVID-19 Pandemic on the Labor Markets of the Visegrad Countries, Sustainability, 14, (2022); Etikan I., Musa S.A., Alkassim R.S., Comparison of Convenience Sampling and Purposive Sampling, Am. J. Theor. Appl. Stat, 5, pp. 1-4, (2016); Robinson R.S., Purposive Sampling, Encyclopedia of Quality of Life and Well-Being Research, (2014); Trovao J.P., Automotive Electronics Under the COVID-19 Shadow [Automotive Electronics], IEEE Veh. Technol. Mag, 15, pp. 101-108, (2020); Domanski B., Gwosdz K., Changing Geographical Patterns of Automotive Industry in Poland, Stud. Ind. Geogr. Comm. Pol. Geogr. Soc, 32, pp. 193-204, (2018); Wieczorek T., Kolodziejczyk A., Ciulkowicz M., Maciaszek J., Misiak B., Rymaszewska J., Szczesniak D., Class of 2020 in Poland: Students’ Mental Health during the COVID-19 Outbreak in an Academic Setting, Int. J. Environ. Res. Public Health, 18, (2021); Klosowski P., Distance learning platform at the Silesian University of Technology, Proceedings of the International Conference on Engineering Education, ICEE 2007; Tsurugano S., Nishikitania M., Inoue M., Yano E., Impact of the COVID-19 pandemic on working students: Results from the Labour Force Survey and the student lifestyle survey, J. Occup. Health, 63, (2021); Shahriar M.S., Islam K.M.A., Zayed N.M., Hasan K.B.M.R., Raisa T.S., The Impact of COVID-19 on Bangladesh’s Economy: A Focus on Graduate Employability, J. Asian Financ. Econ. Bus, 8, pp. 1395-1403, (2021); Bussink H., Vervliet T., Ter Weel B., The Short-Term Effect of the COVID-19 Crisis on Employment Probabilities of Labour-Market Entrants in the Netherlands, De Economist, 170, pp. 279-303, (2022); Gewalt S.C., Berger S., Krisam R., Krisam J., Breuer M., University students’ economic situation during the COVID-19 pandemic: A cross-sectional study in Germany, PLoS ONE, 17, (2022); Mazurek E., Higher Education During the COVID-19 Pandemic in the Opinions of Students in Poland, Tuning J. High. Educ, 10, pp. 263-284, (2022); Laskowska A., Laskowski J., Expectations of Young People Towards Their Future Work and Career After the SARS-CoV-2 Pandemic Outbreak in Poland, Eur. Res. Stud. J, XXIV, pp. 17-34, (2021)","A. Sękala; Faculty of Mechanical Engineering, Silesian University of Technology, Gliwice, Konarskiego 18A, 44-100, Poland; email: agnieszka.sekala@polsl.pl","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85149987869"
"Ma Z.; Yang S.","Ma, Zhibin (58805523100); Yang, Suping (58795340800)","58805523100; 58795340800","A Study on the Factors Influencing the Employment Ability of Art Students in Vocational Colleges in Shanxi Province, China","2023","Kurdish Studies","11","3","","347","358","11","0","10.58262/ks.v11i3.026","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181912296&doi=10.58262%2fks.v11i3.026&partnerID=40&md5=ed90d6ea5d34c77b125316b2b9809a85","International College, Krirk University, Thailand; Krirk University, Thailand","Ma Z., International College, Krirk University, Thailand; Yang S., Krirk University, Thailand","This study is based on the theory of employability and social support, with art students from five vocational colleges in Shanxi Province, China as the research object. The main research content is to explore the influencing factors of their employability. Based on this argument, relevant literature and research pur poses, three potential variables are constructed: Perceived Social Support (PC), Psychological Capital (PSS), and Employability (EB), and four hypotheses are proposed, The data was collected through online questionnaires, and statistical tests were conducted using SPSS22.0 and AMOS24.0 software. The statistical tests included descriptive statistical analysis, reliability and validity testing of test items, model fitting testing, research hypothesis testing, and mediation effect testing. Based on the path analysis data, it can be concluded that all four hypotheses are valid.The research results found that: (1) there is a significant positive correlation between the perception of social support and employment ability of vocational art students in Shanxi Province, China; (2) There is a significant positive correlation between the level of psychological capital and employment ability of vocational art students in Shanxi Province, China; (3) There is a positive correlation between the perception of social support and the psychological capital of vocational art students in Shanxi Province, China; (4) Psychological capital plays a mediating role in understanding the impact of social support on employability; Finally, based on the research findings, several corresponding research suggestions were proposed. © 2023, Society of History and Cultural Studies. All rights reserved.","Employability; Psychological capital; Understand social support; vocational art students","","","","","","","","Bagozzi R.P., Yi Y., On the evaluation of structural equation model, Journal of Academy of Marketing Science, 16, 2, pp. 74-94, (1988); Li H, Cao X.T., A study on the relationship between psychological capital and employability of college students, China Higher Education Research, 4, pp. 54-56, (2011); Lin P, Wu G.M., Psychological Capital Cultivation: A Necessary Question for Improving the Employment Ability of College Students, Fujian Forum (Humanities and Social Sciences Edition), 6, 12, pp. 215-218, (2011); He Z.H., Research on the Relationship between Psychological Capital and Employment Ability of Vocational College Students, Journal of Jiujiang Vocational and Technical College, 2, 3, pp. 17-29, (2017); Fornell C., Larcker D.F., Structural equation model with unobservable variables and measurement error algebra and statistics, Journal of Marketing Research, 18, 3, pp. 382-389, (1981); Nunnally J.C., Bernstein I.H., This week’s citation classic, Psychom. theory, 3, 4, pp. 57-79, (1979); Zhang H.L., Understanding the Impact of Social Support on the Employment Ability of Vocational College Students-The Mediating Role of Psychological Capital, (2020); Zhong J.Y., Research on the Relationship between Employment Ability and Social Support of College Students, (2016)","Z. Ma; International College, Krirk University, Thailand; email: 531193269@qq.com","","Society of History and Cultural Studies","","","","","","20514883","","","","English","Kurd. Stud.","Article","Final","","Scopus","2-s2.0-85181912296"
"Evans C.; Yusof Z.N.","Evans, Carl (25823734700); Yusof, Zatun N (57220858162)","25823734700; 57220858162","Volunteering: A viable alternative work experience for university students?","2023","Industry and Higher Education","37","1","","110","120","10","1","10.1177/09504222221093180","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130022181&doi=10.1177%2f09504222221093180&partnerID=40&md5=231483fb9a1ad1f23df6a07432932b54","University of Plymouth, United Kingdom; University of Stirling, United Kingdom","Evans C., University of Plymouth, United Kingdom; Yusof Z.N., University of Stirling, United Kingdom","The Covid-19 pandemic reduced the availability of work placements in commercial organisations for university students and potentially changed the nature of placements in the future. Similarly, charitable organisations who were already suffering budget restrictions have been financially affected by Covid-19 due to reduced revenue on trading activities, with financial sustainability predicted to be an ongoing issue. The opportunity, therefore, for charities to entice university students to volunteer to support their work, with the lure of developing their employability skills, seems irresistible at this time. The purpose of this paper is to examine the content of job advertisements for volunteer positions to determine the extent to which they specify transferable skills desired of the candidates, or state that they can be developed once employed in the post. The underlying assumption is that, to attract student volunteers, job advertisements will need to explicitly state the transferable skills resulting from the post, since students will be focused on developing employability skills through the volunteering activity to support their graduate careers. The paper offers originality by conducting a content analysis of volunteer jobs and assessing the specified criteria against recognised employability skills. It concludes by challenging charities, students and universities to embrace the opportunity for students to develop transferable skills through volunteering by modifying current practices. © The Author(s) 2022.","employability; student work placements; Volunteering","","","","","","","","Akingbola K., COVID-19: the prospects for nonprofit human resource management, Canadian Journal of Nonprofit and Social Economy Research, 11, 1, pp. 16-20, (2020); Allen J.B., Shaw S., ‘‘Everyone rolls up their sleeves and mucks in’’: exploring volunteers’ motivation and experiences of the motivational climate of a sporting event, Sport Management Review, 12, 2, pp. 79-90, (2009); Anderson P., Green P., Beyond CV building: the communal benefits of student volunteering, Voluntary Sector Review, 3, 2, pp. 247-256, (2012); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard business knowledge’: a European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Armstrong M., Taylor S., Armstrong’s Handbook of HRM Practice, (2017); Barton E., Bates E.A., O'Donovan R., ‘That extra sparkle’: students’ experiences of volunteering and the impact on satisfaction and employability in higher education, Journal of Further and Higher Education, 43, 4, pp. 453-466, (2019); Beardwell J., Thompson A., Human Resource Management: A Contemporary Approach, (2014); Bennett R., Employers’ demands for personal transferable skills in graduates: a content analysis of 1000 job advertisements and an associated empirical study, Journal of Vocational Education and Training, 54, 4, pp. 457-476, (2002); Blackwell A., I feel robbed’: the disruption, disorder and delays faced by social work students under Covid. Workforce, (2021); Boden R., Nedeva M., Employing discourse: universities and graduate employability, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Brooks R., Youngson P.L., Undergraduate work placements: an analysis of the effects on career progression, Studies in Higher Education, 41, 9, pp. 1563-1578, (2016); Brown J., Three in five employers have cancelled work experience because of Covid-19, research reveals. People Management, (2020); Calanca F., Sayfullina L., Minkas L., Et al., Responsible team players wanted: an analysis of soft skill requirements in job advertisements, EPJ Data Science, 8, 13, pp. 1-20, (2019); Carpenter J., Myers C.K., Why volunteer? 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Understanding Armenia’s experience, Voluntary Sector Review, 7, 3, pp. 325-332, (2016); Ghose T., Kassam M., Motivations to volunteer among college students in India, Voluntas, 25, 1, pp. 28-45, (2014); Greaves L., Graduating into a pandemic: the impact on university finalists, prospects luminate, (2020); Gronlund H., Holmes K., Kang C., Et al., Cultural values and volunteering: a cross-cultural comparison of students’ motivation to volunteer in 13 countries, Journal of Academic Ethics, 9, 2, pp. 87-106, (2011); Haivas S., Hofmans J., Pepermans R., What motivates you doesn’t motivate me: individual differences in the needs satisfaction–motivation relationship of romanian volunteers, Applied Psychology: An International Review, 63, 2, pp. 326-343, (2014); The Graduate Market in 2019, (2019); Hirst A., Links between Volunteering and Employability. Department for Education and Skills Research Report RR309, (2000); Holdsworth C., Why volunteer? Understanding motivations for student volunteering, British Journal of Educational Studies, 58, 4, pp. 421-437, (2010); Holdsworth C., Quinn J., Student volunteering in English higher education, Studies in Higher Education, 35, 1, pp. 113-127, (2010); Holdsworth C., Brewis G., Volunteering, choice and control: a case study of higher education student volunteering, Journal of Youth Studies, 17, 2, pp. 204-219, (2014); Hutchinson P., Work ethics: a bad experience. The Guardian, (2009); Ishengoma E., Vaaland T.I., Can university-industry linkages stimulate student employability?, Education + Training, 58, 1, pp. 18-44, (2016); Khasanzyanova A., How volunteering helps students to develop soft skills, International Review of Education, 63, 3, pp. 363-379, (2017); Lee Y., Won D., Attributes influencing college students’ participation in volunteering: a conjoint analysis, International Review of Public and Nonprofit Marketing, 8, 2, pp. 149-162, (2011); Ling W.H., Chui W.H., Students’ willingness for future volunteering in Hong Kong, Voluntas, 27, 5, pp. 2311-2329, (2016); MacNeela P., Gannon N., Process and positive development: an interpretative phenomenological analysis of university student volunteering, Journal of Adolescent Research, 29, 3, pp. 407-436, (2014); McMurray S., Dutton M., McQuaid R., Et al., Employer demands from business graduates, Education + Training, 58, 1, pp. 112-132, (2016); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, pp. 197-219, (2005); Martin E., McCabe S., Part-time work and postgraduate students: developing the skills for employment?, Journal of Hospitality, Leisure, Sport and Tourism Education, 6, 2, pp. 29-40, (2007); Matsouka K., Mihail D.M., Graduates’ employability: What do graduates and employers think?, Industry and Higher Education, 30, 5, pp. 321-326, (2016); Paisley C., Paisley N.J., Developing skills via work placements in accounting: students and employer views, Accounting Forum, 34, 2, pp. 89-108, (2010); Palmer P., February 17). Academia must support the voluntary sector to embrace change. The Guardian, (2015); Pan Y.-J., Lee L.-S., Academic performance and perceived employability of graduate students in business and management – An analysis of nationwide graduate destination survey, Procedia - Social and Behavioral Sciences, 25, pp. 91-103, (2011); Paull M., Omari M., MacCallum J., Et al., Matching expectations for successful university student volunteering, Education + Training, 59, 2, pp. 122-134, (2017); (2019); Rao P., The Top 10 Risks facing the charity sector in 2021, (2021); Richardson M., Evans C., Gbadamosi G., Funding full-time study through part-time work, Journal of Education and Work, 22, 4, pp. 319-334, (2009); Rothwell A., Charleston B., International volunteering: employability, leadership and more, Education + Training, 55, 2, pp. 159-173, (2013); Saunders V., Zuzel K., Evaluating employability skills: employer and student perceptions, Bioscience Education, 15, 2, pp. 1-16, (2010); Third sector forecast January 2019, (2019); Simon M.C., Volunteering for the students in Brasov, Social Sciences, 12, 61, pp. 139-146, (2019); Skills for Care & Skills for Health, Code of conduct for healthcare support workers and adult social care workers in England, (2013); Smith K., Holmes K., Haski-Leventhal D., Et al., Motivations and benefits of student volunteering: comparing regular, occasional, and non-volunteers in five countries, Canadian Journal of Nonprofit and Social Economy Research, 1, 1, pp. 65-81, (2010); Smith L., Callaghan J.E.M., Fellin L.C., A qualitative study exploring the experience and motivations of UK Samaritan volunteers: “Why do we do it?, British Journal of Guidance & Counselling, (2018); Stukas A.A., Hoye R., Nicholson M., Et al., Motivations to volunteer and their associations with volunteers’ well-being, Nonprofit and Voluntary Sector Quarterly, 45, 1, pp. 112-132, (2016); Taylor L., Placements post Covid-19 – time for re-evaluation? Advance HE, (2020); Teng W., Ma C., Pahlevansharif S., Et al., Graduate readiness for the employment market of the 4th industrial revolution: the development of soft employability skills, Education + Training, 61, 5, pp. 590-604, (2019); Thompson D.W., How valuable is ‘short project’ placement experience to higher education students?, Journal of Further and Higher Education, 41, 3, pp. 413-424, (2017); Tomlinson M., Graduate employability: a review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Totaljobs, What are the top 10 skills that will get you a job when you graduate? Targetjobs, (2020); Not just making tea…Reinventing work experience, (2014); Volunteer Scotland, Benefits of volunteering, (2020); Walmsley A., Rhodri Thomas R., Jameson S., Et al., Surprise and sense making: undergraduate placement experiences in SMEs, Education + Training, 48, 5, pp. 360-372, (2006); Warburton J., Moore M., Oppenheimer M., Challenges to the recruitment and retention of volunteers in traditional non-profit organisations: a case of Australia meals-on-wheels, International Journal of Public Administration, 41, 16, pp. 1361-1373, (2017); Wellman N., The employability attributes required of new marketing graduates, Marketing Intelligence & Planning, 28, 7, pp. 908-930, (2010); Williamson I., Wildbur D., Bell K., Et al., Benefits to university students through volunteering in a health context: a new model, British Journal of Educational Studies, 66, 3, pp. 383-402, (2018); Wilton N., Do employability skills really matter in the UK graduate labour market? The case of business and management graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011); Covid-19 and charity volunteering declines, (2020)","C. Evans; University of Plymouth, United Kingdom; email: Carl.D.Evans@plymouth.ac.uk","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85130022181"
"Wallinheimo A.-S.; Hosein A.; Barrie D.; Chernyavskiy A.; Agafonova I.; Williams P.","Wallinheimo, Anna-Stiina (57222994850); Hosein, Anesa (14320101300); Barrie, David (57969622200); Chernyavskiy, Andrey (57970320600); Agafonova, Irina (57969152200); Williams, Peter (7404956905)","57222994850; 14320101300; 57969622200; 57970320600; 57969152200; 7404956905","How Online Gaming Could Enhance Your Career Prospects","2023","Simulation and Gaming","54","1","","28","44","16","3","10.1177/10468781221137361","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142186598&doi=10.1177%2f10468781221137361&partnerID=40&md5=07e3df0638d08dd976e972a7074881d8","School of Psychology, University of Surrey, Guildford, United Kingdom; Surrey Institute of Education, University of Surrey, Guildford, United Kingdom; Game Academy Ltd, United Kingdom; School of Mathematics and Physics, University of Surrey, Guildford, United Kingdom","Wallinheimo A.-S., School of Psychology, University of Surrey, Guildford, United Kingdom; Hosein A., Surrey Institute of Education, University of Surrey, Guildford, United Kingdom; Barrie D., Game Academy Ltd, United Kingdom; Chernyavskiy A., Game Academy Ltd, United Kingdom; Agafonova I., Game Academy Ltd, United Kingdom; Williams P., School of Mathematics and Physics, University of Surrey, Guildford, United Kingdom","Background: Online gaming motivations are differently associated with career interests. However, very little is known about online gaming behaviour based on the actual games played and how career interests are reflected in what people play. Hence, we investigated the actual gaming behaviour of individuals from an extensive secondary data set to further support gamers’ future career planning and professional training. Methods: The study comprised 16,033 participants playing a different number of games on Steam. Our study was based on the 800 most played games only and included participants where we had access to gender and job details. We employed a secondary data analysis approach by using an existing data set (O’Neill et al., 2016), looking into the actual gaming behaviour of Steam users and additional administrative data (i.e., job details and gender) provided by Game Academy Limited. We used logistic regression on the participants’ top ten games, allowing us to investigate any possible associations between different professions, gender, and the games played. Results: We found that IT professionals and engineers played puzzle-platform games, allowing for enhanced spatial skills. Managers showed an interest in action roleplay games where organisational and planning skills can be improved. Finally, engineers were associated with strategy games that required problem-solving and spatial skills. There were apparent gender differences too: females preferred playing single-player games, whereas males played shooting games. Conclusion: Our study found that online gaming behaviour varied between different job categories, allowing the participants to gain different soft skills. The soft skills gained could assist gamers with training that leads to a particular career path. The reasons for these findings and suggestions for future research will be discussed. © The Author(s) 2022.","career planning and interests; digital soft skills; employability; gender; online gaming behaviour; training","","","","","","University of Surrey","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The funding is through the Small and Medium-Sized Enterprise (SME) Innovation Voucher Scheme, at University of Surrey, UK.","Adachi P.J.C., Willoughby T., More than just fun and games: The longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades, Journal of Youth and Adolescence, 42, pp. 1041-1052, (2013); Adeyemi I.O., Esan A.O., Aleem A., Application of gamification to library services: Awareness, perception, and readiness of academic librarians in Nigeria, The Electronic Library, 39, 5, pp. 767-781, (2021); Barr M., Video games can develop graduate skills in higher education students: A randomised trial, Computers and Education, 113, pp. 86-97, (2017); 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A proof-of-concept study with Sid Meier’s civilization, Review of Managerial Science, 15, 4, pp. 957-990, (2021); Stuart M., Lido C., Morgan J., Solomon L., May S., The impact of engagement with extracurricular activities on the student experience and graduate outcomes for widening participation populations, Active Learning in Higher Education, 12, 3, pp. 203-215, (2011); Sulastri A., Handoko M., Janssens J.M.A.M., Grade point average and biographical data in personal resumes: Predictors of finding employment, International Journal of Adolescence and Youth, 20, 3, pp. 306-316, (2015); Uttal D.H., Meadow N.G., Tipton E., Hand L.L., Alden A.R., Warren C., Newcombe N.S., The malleability of spatial skills: A meta-analysis of training studies, Psychological Bulletin, 139, 2, pp. 352-402, (2013); Van Eck R., Digital game-based learning: It is not just the digital natives who are restless, EDU-CAUSE Rev, 41, 2, pp. 16-30, (2006); Wai J., Lubinski D., Benbow C.P., Steiger J.H., Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study, Journal of Educational Psychology, 102, 4, pp. 860-871, (2010); Wright T., Boria E., Breidenbach P., Creative player actions in FPS online video games - Playing Counter-Strike, The International Journal of Computer Game Research, 2, 2, (2002)","A.-S. Wallinheimo; School of Psychology, University of Surrey, Guildford, United Kingdom; email: anna-stiina.wallinheimo@surrey.ac.uk","","SAGE Publications Inc.","","","","","","10468781","","","","English","Simul. Gaming","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85142186598"
"Santini S.; Finco M.; Fabbietti P.; Moza S.; Kyprianou E.; Yerou C.; Tsitsi T.; Soulé M.V.; Charalambous A.; Kassidakis P.; Galassi F.","Santini, Sara (57117402900); Finco, Matteo (57220198606); Fabbietti, Paolo (35344815900); Moza, Sotiria (57202234309); Kyprianou, Elena (58773951200); Yerou, Christina (58773639500); Tsitsi, Theologia (36337343600); Soulé, Maria Victoria (57218423170); Charalambous, Andreas (57189018216); Kassidakis, Panos (58774409200); Galassi, Flavia (57219175920)","57117402900; 57220198606; 35344815900; 57202234309; 58773951200; 58773639500; 36337343600; 57218423170; 57189018216; 58774409200; 57219175920","Quality of Life and Social Inclusion of Migrants and Refugees Attending an Elderly Care Training in Four Mediterranean Countries: Results from the HERO Project","2023","Health and Social Care in the Community","2023","","8371077","","","","0","10.1155/2023/8371077","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180354763&doi=10.1155%2f2023%2f8371077&partnerID=40&md5=84c5abbabd391ca3bbad56af920d6eef","Centre for Socio-Economic Research on Aging, IRCCS, INRCA, National Institute of Health and Science on Aging, Via Santa Margherita 5, Ancona, 60124, Italy; IRCCS, INRCA, National Institute of Health and Science on Ageing, Center for Biostatistics and Applied Geriatric Clinical Epidemiology, Ancona, Italy; Materia Group, Athalassis 41, Nicosia, 2221, Cyprus; Cyprus University of Technology, 30 Arch. Kyprianos Str., Limassol, 3036, Cyprus; Aktios Elderly Care Units, Ipeirou 17, Athens, Greece","Santini S., Centre for Socio-Economic Research on Aging, IRCCS, INRCA, National Institute of Health and Science on Aging, Via Santa Margherita 5, Ancona, 60124, Italy; Finco M., Centre for Socio-Economic Research on Aging, IRCCS, INRCA, National Institute of Health and Science on Aging, Via Santa Margherita 5, Ancona, 60124, Italy; Fabbietti P., IRCCS, INRCA, National Institute of Health and Science on Ageing, Center for Biostatistics and Applied Geriatric Clinical Epidemiology, Ancona, Italy; Moza S., Materia Group, Athalassis 41, Nicosia, 2221, Cyprus; Kyprianou E., Materia Group, Athalassis 41, Nicosia, 2221, Cyprus; Yerou C., Cyprus University of Technology, 30 Arch. Kyprianos Str., Limassol, 3036, Cyprus; Tsitsi T., Cyprus University of Technology, 30 Arch. Kyprianos Str., Limassol, 3036, Cyprus; Soulé M.V., Cyprus University of Technology, 30 Arch. Kyprianos Str., Limassol, 3036, Cyprus; Charalambous A., Cyprus University of Technology, 30 Arch. Kyprianos Str., Limassol, 3036, Cyprus; Kassidakis P., Aktios Elderly Care Units, Ipeirou 17, Athens, Greece; Galassi F., Centre for Socio-Economic Research on Aging, IRCCS, INRCA, National Institute of Health and Science on Aging, Via Santa Margherita 5, Ancona, 60124, Italy","The progressive population ageing observed in Western countries determines a growing need for long-term care for older people. At the same time, migrants and refugees often have integration difficulties in regards to the hosting country society and labour market, with one reason being the lack of EU recognition of the educational degrees obtained in their native country. Creating educational opportunities in elderly care for migrants may facilitate their social inclusion, increase their employability, and constitute a response to the growing labor demand. The HERO project moved in this direction by planning, designing, and carrying out an original training curriculum targeted to migrants and refugees from African and Middle Eastern countries, piloted in four Mediterranean countries (Cyprus, Greece, Italy, and Portugal). The impact of the training on migrants and refugees' quality of life was assessed through the WHOQOL-BREF questionnaire, while social inclusion was assessed through semistructured interviews and participant observation carried out during the internship in elderly care facilities. Eighty-two migrants (70.7 percent women) were involved in the study. The results showed that despite the fact that the training did not have an impact on the trainees' quality of life, it was associated with social inclusion. Four ideal types of migrant learners were drawn: ""ex-professional trainees,""""fall-back trainees,""""care-oriented trainees,""and ""nonprofessional care workers,""based on which as many possible educational pathways were drawn to optimise the trainees' learning process. The study results shaped the formulation of suggestions on migrants' education in elderly care.  © 2023 Sara Santini et al.","","","","","","","","","Population structure and ageing, (2023); Population age structure indicators, (2022); Koller D., Schon G., Schafer I., Glaeske G., van Den Bussche H., Hansen H., Multimorbidity and long-term care dependency - a five-year follow-up, Bone Marrow Concentrate Geriatrics, 14, 1, (2014); Atella V., Conti V., The effect of age and time to death on primary care costs: the Italian experience, Social Science and Medicine, 114, pp. 10-17, (2014); Howdon D., Rice N., Health care expenditures, age, proximity to death and morbidity: implications for an ageing population, Journal of Health Economics, 57, pp. 60-74, (2018); Who Cares? Attracting And Retaining Care Workers For the Elderly, OECD Health Policy Studies, (2020); Integrated Care for Older People. 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Think Piece, Migration Policy Centre, (2020); Cordini M., Ranci C., Legitimising the care market: the social recognition of migrant care workers in Italy, Journal of Social Policy, 46, 1, pp. 91-108, (2017); Ahlberg M., Emberson C., Granada L., Hussein S., Turnpenny A., The vulnerability of paid, migrant, live-in care workers in London to modern slavery, (2022); De Vita L., Corasaniti A., Regulating domestic and care work in Italy: assessing the relative influence of the familistic model today, Critical Social Policy, 42, 3, pp. 531-549, (2022); Horn V., Schweppe C., Bocker A.G.M., Bruquetas Callejo M.M., Live-in migrant care worker arrangements in Germany and The Netherlands. Motivations and justifications in family decision-making, International Journal of Ageing and Later Life, 13, 2, pp. 83-113, (2019); Lamura G., Rosa M.D., Papa R., Poli A., Barbabella F., Implications of the use of migrant care work and web-based services on family caregivers' health, International Journal of Care and Caring, 3, 1, pp. 97-116, (2019); Pasquinelli S., Pozzoli F., Badanti dopo la Pandemia. Milano, time to care, (2021); Anderson B., Worker, helper, auntie, maid? Working conditions and attitudes experienced by migrant domestic workers in Thailand and Malaysia, (2016); Alcaraz N., Lorenzetti L., Thomas S., Dhungel R., Breaking isolation: social work in solidarity with migrant workers through and beyond COVID-19, Social Work, 67, 1, pp. 48-57, (2021); Hussein S., Employment inequalities among British minority ethnic workers in health and social care at the time of covid-19: a rapid review of the literature, Social Policy and Society, 21, 2, pp. 316-330, (2022); Leichsenring K., Kadi S., Simmons C., Making the invisible visible: the pandemic and migrant care work in long-term care, Social Sciences, 11, 8, (2022); Santini S., Finco M., Galassi F., Education and employment of refugees and migrants in the formal elderly healthcare sector: results from an online survey in Italy, Sustainability, 14, 6, (2022); Council Of Europe, Common European Framework of Reference for Languages: Learning, Teaching, Assessment, (2001); European Commission, Ethics and data protection, (2021); Soule M.V., Stylianou K., Yerou C., Xerou E., Tsitsi T., Charalambous A., Zoghlami N., Brudermann C., Sarre C., Grosbois M., Bradley M., Thouesny S., The HERO project: language training for migrants' professional career as caregivers through blended learning, Call and Professionalisation: Short Papers from EUROCALL 2021, pp. 273-278, (2021); WHOQOL-BREF: Introduction, Administration, Scoring and Generic Version of the Assessment: Field Trial Version, (1996); Guba E.G., Lincoln Y.S., Denzin N.K., Lincoln Y.S., Competing paradigms in qualitative research, Handbook of Qualitative Research, pp. 105-117, (1994); Kutsche P., Field Ethnography: A Manual for Doing Cultural Anthropology, (1998); Kawulich B.B., Participant observation as a data collection method, Forum for Qualitative Social Research, 6, 2, (2005); Marshall C., Rossman G.B., Designing Qualitative Research, (1989); Merriam S.B., Case Study Research in Education: A Qualitative Approach, (1988); De Santis L., Ugarriza D.N., The concept of theme as used in qualitative nursing research, Western Journal of Nursing Research, 22, 3, pp. 351-372, (2000); Ritchie J., Lewis J., Qualitative Research Practice - A Guide for Social Science Students and Researchers, (2003); De Munck V.C., Sobo E.J., Using Methods in the Field: A Practical Introduction and Casebook, (1998); Weber M., The Methodology of the Social Sciences, (1949); Rogalewski A., Florek K., The future of live-in care work in Europe Report on the EESC country visits to the United Kingdom, Germany, Italy and Poland following up on the EESC opinion on ""The rights of live-in care workers, (2020); Sprung A., Adult education in migration societies and the challenge of 'recognition' in Austrian and German adult education, Studies in the Education of Adults, 45, 1, pp. 82-98, (2013); Guo S., Shan H., The politics of recognition: critical discourse analysis of recent PLAR policies for immigrant professionals in Canada, International Journal of Lifelong Education, 32, 4, pp. 464-480, (2013); Morrice L., Shan H., Sprung A., Migration, adult education and learning, Studies in the Education of Adults, 49, 2, pp. 129-135, (2017)","M. Finco; Centre for Socio-Economic Research on Aging, IRCCS, INRCA, National Institute of Health and Science on Aging, Ancona, Via Santa Margherita 5, 60124, Italy; email: m.finco@inrca.it","","Wiley-Hindawi","","","","","","09660410","","","","English","Health Soc. Care Community","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85180354763"
"Mahajan R.; Bansal D.","Mahajan, Rashima (56155020000); Bansal, Dipali (26039003100)","56155020000; 26039003100","Designing Performance Metrics and Rubrics to Assess Student Outcome Attainment in Engineering Project Design Course","2023","Journal of Education","203","2","","459","467","8","0","10.1177/00220574211032587","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113265471&doi=10.1177%2f00220574211032587&partnerID=40&md5=334dbf8533b56809842a59b200aab3a4","Manav Rachna International Institute of Research and Studies, Faridabad, India; Graphic Era Deemed to be University, Dehradun, India","Mahajan R., Manav Rachna International Institute of Research and Studies, Faridabad, India; Bansal D., Graphic Era Deemed to be University, Dehradun, India","The identification and development of efficient assessment and evaluation procedures (Performance Metrics) is crucial for analyzing Student Outcome attainment in Engineering Programs. The present paradigm shift in the education system has diverted the focus from teacher-centric approach to learner-centric approach. It involves the active involvement of students for their respective learning. Students are intended to perform better when they get opportunity to develop skills through experiential learning. In an engineering curriculum, Project-based courses are embedded to incorporate “learning by doing” approach and provide additional orientation to the theoretical courses studied. With this vision, the objective of this article is to present a process for continuous assessment and evaluation of graduates learning in their respective Project Design course. A sequenced procedure from defining Performance Metrics/Indicators (as per Bloom’s learning levels) for Project course to evaluate results for assessing subsequent student outcome attainment level is presented. This includes development of Rubrics for selected student outcome (ABET-EAC2) related to Project design course, collating the data using direct and indirect assessment tools and their result analysis. Engineering Accreditation Commission (EAC) as defined by ABET (Accreditation Board for Engineering and Technology) has listed seven student outcomes. EAC2 defines capability of student to produce problem-specific potential design solutions to address functional requirement of societal and environmental needs. The methodology is described and implemented by taking sample data of one pass out batch of one of the Engineering Program at our Institute. The results are evaluated and analyzed according to the expected attainment level. A comprehensive analysis leads to designing and incorporation of subsequent improvement measures to establish accountability for Outcome-Based Education in terms of student’s employability. © 2021 Trustees of Boston University.","ABET; EAC; outcome attainment; performance indicators; project course; project rubrics; student outcome","","","","","","","","The awareness program; Aziz A.A., Yusof M.K., Yatim J.M., Evaluation on the effectiveness of learning outcomes from student’s perspectives, Procedia—Social and Behavioral Sciences, 56, pp. 22-30, (2012); Balfaqeeh M., Hassan A., Integrating the development and usage of higher order thinking skills in the communication classroom: Perceptions and impact, International Journal of Continuing Engineering Education and Life-Long Learning, 27, 3, pp. 163-182, (2017); Bansal D., Grover N., Choudhary R., Mahajan R., Vats A., Chaudhary I., Kaur G., A holistic approach to assess learning outcome attainment levels for engineering programs, (2019); Cabrera A.F., Colbeck C.L., Terenzini P.T., Developing performance indicators for assessing classroom teaching practices and student learning, Research in Higher Education, 42, 3, pp. 327-352, (2001); Elliot S.N., Kratochwill T.R., Cook J.L., Traverse J.F., Educational psychology: Effective teaching, effective learning, pp. 195-200, (2000); Havenga M., Stewardship: Engineering students’ team responsibilities in problem-based projects, International Journal of Continuing Engineering Education and Life-Long Learning, 28, 3-4, pp. 337-349, (2018); Havnes A., Smith K., Dysthe O., Ludvigsen K., Formative assessment and feedback: Making learning visible, Studies in Educational Evaluation, 38, 1, pp. 21-27, (2012); Lee L.S., Lai C.C., Development of key performance indicators for the engineering technology education programs in Taiwan, International Conference on Engineering Education and Research “Progress Through Partnership, pp. 1617-1621, (2004); Lile R., Bran C., The assessment of learning outcomes, Procedia—Social and Behavioral Sciences, 163, pp. 125-131, (2014); Malini E., Deepak T.J., Kannan P., Venishri P., Outcome-based personalized learning measurement tool for engineering education at INTI International University—INTI OBE tool (IOBET), International Journal of Continuing Engineering Education and Life-Long Learning, 27, 4, pp. 287-302, (2017); Manzoor A., Aziz H., Jahanzaib M., Wasim A., Hussain S., Transformational model for engineering education from content-based to outcome-based education, International Journal of Continuing Engineering Education and Life-Long Learning, 27, 4, pp. 266-286, (2017); Masron T.A., Ahmad Z., Rahim N.B., Key performance indicators vs key intangible performance among academic staff: A case study of a public university in Malaysia, Procedia—Social and Behavioral Sciences, 56, pp. 494-503, (2012); Sahari J., Muhamad N., Wahab D.A., Johari J., Assessment of engineering common sense among newly enrolled students of mechanical and manufacturing engineering programs, Procedia—Social and Behavioral Sciences, 60, pp. 489-492, (2012); Sahasrabudhe A., Outcome based education and NBA Accreditation Workshop Hyderabad, (2015); Said S.M., Chow C.-O., Mokhtar N., Ramli R., Ya T.M.Y.S.T., Sabri M.F.M., Accreditation of engineering programs: An evaluation of current practices in Malaysia, International Journal of Technology and Design Education, 23, 2, pp. 313-328, (2013); Sencan H., Karabulutb A.T., Monitoring of educational performance indicators in higher education: A comparison of perceptions, Education Sciences: Theory and Practice, 15, 2, pp. 359-376, (2015); Soozandehfar S.M.A., Adeli M.R., A critical appraisal of bloom’s taxonomy, American Research Journal of English and Literature, 2, pp. 1-9, (2016); William D., What is assessment for learning?, Studies in Educational Evaluation, 37, 1, pp. 3-14, (2011)","R. Mahajan; Manav Rachna International Institute of Research and Studies, Faridabad, India; email: rashimamahajan@gmail.com","","SAGE Publications Ltd","","","","","","00220574","","","","English","J. Educ.","Article","Final","","Scopus","2-s2.0-85113265471"
"Lysenko T.; Wang Q.","Lysenko, Tetiana (56306205200); Wang, Qingfang (56543851800)","56306205200; 56543851800","College location and labor market outcomes for STEM graduates in the US","2023","GeoJournal","88","2","","1469","1491","22","3","10.1007/s10708-022-10700-w","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133202696&doi=10.1007%2fs10708-022-10700-w&partnerID=40&md5=c74f64e11c780e6d7f8404b4ce6ff637","School of Education, Johns Hopkins University, 3400 N. Charles Street, Baltimore, 21218, MD, United States; School of Public Policy, University of California Riverside, Riverside, 92521, CA, United States","Lysenko T., School of Education, Johns Hopkins University, 3400 N. Charles Street, Baltimore, 21218, MD, United States; Wang Q., School of Public Policy, University of California Riverside, Riverside, 92521, CA, United States","Broadening participation in STEM education, improving STEM graduate employability, and retaining a labor force with high STEM qualifications has become increasingly important in both higher education and regional development in the United States. However, few studies have examined the labor market experiences of STEM graduates. Drawing on interdisciplinary research, this study develops a framework that encompasses individual attributes, university institutional characteristics, and labor market factors to explore labor market outcomes for US STEM graduates. Based on analyses of multiple cohorts of STEM-educated college graduates in the US from 2000 to 2010, the study finds that there is a significant relationship between college location, STEM graduates’ job earnings, and the degree to which these graduates are underemployed or unemployed. We argue not only that college locations provide potential employment locations, but also that the interaction between students, universities and the regional context will last through students’ college years and factor into employment opportunities and levels of salary. Research and practice in higher education and regional development should be drawn on to coordinate efforts to increase graduate employability and promote collaboration between universities and industries. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.","Job earnings; Location; STEM education; Underemployment; Unemployment","United States; Commerce; Compensation (personnel); Employment; Regional planning; Students; Broadening participation; High educations; Job earning; Labor force; Labour market; Market outcomes; Regional development; STEM education; Underemployment; Unemployment; employment; higher education; interdisciplinary approach; labor market; regional development; spatiotemporal analysis; unemployment; Location","","","","","","","Abel J.R., Deitz R., Agglomeration and job matching among college graduates, Regional Science and Urban Economics, 51, pp. 14-24, (2015); Arcidiacono P., Affirmative action in higher education: How do admission and financial aid rules affect future earnings?, Econometrica, 73, 5, pp. 1477-1524, (2005); Astin A.W., Denson N., Multi-campus studies of college impact: Which statistical method is appropriate?, Research in Higher Education, 50, 4, pp. 354-367, (2009); Audretsch D.B., From the entrepreneurial university to the university for the entrepreneurial society, The Journal of Technology Transfer, 39, 3, pp. 313-321, (2014); Audretsch D.B., Entrepreneurship, economic growth, and geography, Oxford Review of Economic Policy, 34, 4, pp. 637-651, (2018); Audretsch D.B., Link A.N., van Hasselt M., Knowledge begets knowledge: University knowledge spillovers and the output of scientific papers from US small business innovation research (SBIR) projects, Scientometrics, 121, 3, pp. 1367-1383, (2019); Bagchi-Sen S., Smith H.L., The role of the university as an agent of regional economic development, Geography Compass, 6, 7, pp. 439-453, (2012); Becker G.S., Human Capital, (1964); Becker G.S., Human capital, effort, and the sexual division of labor, Journal of Labor Economics, 3, 1, pp. S33-S58, (1985); Black D.A., Smith J.A., How robust is the evidence on the effects of college quality? 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Evidence for negative selection in heterogeneous economic returns to higher education, American Sociological Review, 75, 2, pp. 273-302, (2010); Brown M.C., Davis J.E., The historically Black college as social contract, social capital, and social equalizer, Peabody Journal of Education, 76, 1, pp. 31-49, (2001); Broyles P., The gender pay gap of STEM professions in the United States, International Journal of Sociology and Social Policy, 29, 5-6, (2009); Callanan G., Benzing C., Assessing the role of internships in the career-oriented employment of graduating college students, Education + Training, 46, 2, (2004); Canche M.S.G., Geographical network analysis and spatial econometrics as tools to enhance our understanding of student migration patterns and benefits in the us higher education network, The Review of Higher Education, 41, 2, pp. 169-216, (2018); Cielinski A., Using post-college labor market outcomes, (2015); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Dahmann D., Fitzsimmon J., Metropolitan and Nonmetropolitan areas: New approaches to geographical definition (Working Paper No.12, p. 251), U.S. Bureau of the Census., (1995); Drucker J., Reconsidering the regional economic development impacts of higher education institutions in the United States, Regional Studies, 50, 7, pp. 1185-1202, (2016); Drucker J., Goldstein H., Assessing the regional economic development impacts of universities: A review of current approaches, International Regional Science Review, 30, 1, pp. 20-46, (2007); Dugdale S., Space strategies for the new learning landscape, Educause Review, 44, 2, pp. 50-52, (2009); Ehlenz M.M., Defining university anchor institution strategies: Comparing theory to practice, Planning Theory & Practice, 19, 1, pp. 74-92, (2018); Faggian A., Corcoran J., Franklin R.S., Human-capital migration and salaries: An examination of US college graduates, (2017); Fallah B., Partridge M.D., Rickman D.S., Geography and high-tech employment growth in US counties‡, Journal of Economic Geography, 14, 4, pp. 683-720, (2014); Fitzgerald R.A., College Quality and the Earnings of Recent College Graduates, (2000); Freedman M.L., Job hopping, earnings dynamics, and industrial agglomeration in the software publishing industry, Journal of Urban Economics, 64, 3, pp. 590-600, (2008); Germain-Alamartine E., Ahoba-Sam R., Moghadam-Saman S., Evers G., Doctoral graduates’ transition to industry: Networks as a mechanism? Cases from Norway, Sweden and the UK, Studies in Higher Education, 46, 12, pp. 1-16, (2020); Golod A., Companies promote STEM through collaboration, connecting STEM to real life. 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Urban hot spots are the place to be. The Chronicle of Higher Education. Retrieved July 28, From, (2014); Stone C., Van Horn C., Zukin C., Chasing the American dream: Recent college graduates and the great recession, (2012); Strayhorn T.L., Influences on labor market outcomes of African American college graduates: A national study, The Journal of Higher Education, 79, 1, pp. 28-57, (2008); Thakur S.K., Malecki E.J., Regional determinants of research and development institutions in India, GeoJournal, 80, 4, pp. 533-554, (2015); Torche F., Is a college degree still the great equalizer? Intergenerational mobility across levels of schooling in the United States, American Journal of Sociology, 117, 3, pp. 763-807, (2011); Urtasun A., Clusters of stem jobs across Europe, GeoJournal, 85, 1, pp. 285-301, (2020); Waters J., Leung M., A colourful university life? Transnational higher education and the spatial dimensions of institutional social capital in Hong Kong, Population, Space and Place, 19, 2, pp. 155-167, (2013); Winters J.V., STEM graduates, human capital externalities, and wages in the US, Regional Science and Urban Economics, 48, pp. 190-198, (2014); Wright R., Ellis M., Townley M., The matching of STEM degree holders with STEM occupations in large metropolitan labor markets in the United States, Economic Geography, 93, 2, pp. 185-201, (2017)","Q. Wang; School of Public Policy, University of California Riverside, Riverside, 92521, United States; email: Qingfang.Wang@ucr.edu","","Springer Science and Business Media Deutschland GmbH","","","","","","03432521","","GEOJD","","English","GeoJournal","Article","Final","","Scopus","2-s2.0-85133202696"
"Kassie S.A.","Kassie, Seada A. (57196259839)","57196259839","Prevention before intervention: introducing mindfulness-based social-emotional learning in higher education institutions across the United Arab Emirates","2023","Frontiers in Education","8","","1281949","","","","0","10.3389/feduc.2023.1281949","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180197622&doi=10.3389%2ffeduc.2023.1281949&partnerID=40&md5=2167066ed3ac721dc0e570ae76660fe9","Department of Psychology, School of Science and Technology, Middlesex University Dubai, Dubai, United Arab Emirates","Kassie S.A., Department of Psychology, School of Science and Technology, Middlesex University Dubai, Dubai, United Arab Emirates","In recent years, several studies have indicated that there is a considerable mismatch between the specific set of skills that employers require and the ones that university graduates have to offer. The 2023 report from the World Economic Forum lists 10 core skills that are sought after by global organizations, six of which are categorized under social-emotional learning. As part of its National Employment Strategy 2031, the United Arab Emirates (UAE) aims to build a knowledge-based economy and increase labor productivity. This communicative piece proposes a policy reform across higher education institutions in the United Arab Emirates, seizing as an opportunity the country’s growing commitment to increase talent attraction and retention in the rapidly evolving workplace. Seeing the significant association between social-emotional competencies and thriving in dynamic professional settings, the article highlights the prevalence of mental health disorders among the general youth in the UAE, the government’s commitment towards awareness and prevention of mental health disorders, the relevance of social-emotional competencies for employability and adaptability in the rapidly evolving workplace, the importance of introducing lessons and training in mindfulness-based social-emotional learning (MBSEL) to build the youth’s adaptability in an ever-changing job landscape, and practical measures that can be taken at the institutional level within the UAE context. Copyright © 2023 Kassie.","depression and anxiety disorders; evidence-based intervention programs; higher education; mindfulness-based social-emotional learning (MBSEL); policy reform; social-emotional learning (SEL); stress and anxiety disorders; United Arab Emirates","","","","","","","","Abdul Razzak H.A., Harbi A., Ahli S., Depression: prevalence and associated risk factors in the United Arab Emirates, Oman Med. J, 34, pp. 274-282, (2019); Abelson S., Lipson S.K., Eisenberg D., Mental health in college populations: a multidisciplinary review of what works, evidence gaps, and paths forward, Handbook Theory Res, 37, pp. 133-238, (2022); Adams S., (2014); Albrecht N.J., Albrecht P.M., Cohen M., Mindfully teaching in the classroom: a literature review, Australian J. Teach. Educ, 37, pp. 1-14, (2012); (2017); Al-Karam Y., Haque A., Mental health and psychological practice in the United Arab Emirates, (2015); Al Marzouqi A.M., Otim M.E., Alblooshi A., Al Marzooqi S., Talal M., Wassim F., State of emotional health disorders of undergraduate students in the United Arab Emirates: a cross-sectional survey, Psychol. Res. Behav. Manag, 15, pp. 1423-1433, (2022); Al-Yateem N., Bani Issa W., Rossiter R.C., Al-Shujairi A., Radwan H., Awad M., Et al., Anxiety related disorders in adolescents in the United Arab Emirates: a population based cross-sectional study, BMC Pediatr, 20, (2020); Anderson C., Gantz J.F., (2016); Arch J.J., Ayers C.R., Baker A., Almklov E., Dean D.J., Craske M.G., Randomized clinical trial of adapted mindfulness-based stress reduction versus group cognitive behavioral therapy for heterogeneous anxiety disorders, Behav. Res. Ther, 51, pp. 185-196, (2013); Atkins M.S., Hoagwood K.E., Kutash K., Seidman E., Toward the integration of education and mental health in schools, Admin. Pol. Ment. Health, 37, pp. 40-47, (2010); Baik C., Larcombe W., Brooker A., How universities can enhance student mental wellbeing: the student perspective, Higher Educ. Res. Dev, 38, pp. 674-687, (2019); Barbato M., Al Hemeiri S., Nafie S., Dhuhair B.A., Dabbagh N.T., Characterizing individuals accessing mental health services in the UAE: a focus on youth living in Dubai, Int. J. Ment. Heal. Syst, 15, (2021); Barbezat D.P., Bush M., Contemplative practices in higher education: Powerful methods to transform teaching and learning, (2014); Baxter A., Wei Y., Kutcher S., Cawthorpe D., School-based mental health literacy training shifts the quantity and quality of referrals to tertiary child and adolescent mental health services: a Western Canada regional study, PLoS One, 17, (2022); Bhaloo N., Improving faculty capacity to support student mental health, (2021); Bond L.A., Hauf A.M.C., Taking stock and putting stock in primary prevention: characteristics of effective programs, J. Prim. Prev, 24, pp. 199-221, (2004); Broderick P.C., Jennings P.A., Mindfulness for adolescents: a promising approach to supporting emotion regulation and preventing risky behavior, New Direct. Youth Dev, 2012, pp. 111-126, (2013); Burrows L., Inner alchemy: transforming dilemmas in education through mindfulness, J. Transformat. 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Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85180197622"
"Musa S.F.P.D.","Musa, Siti Fatimahwati Pehin Dato (57214113357)","57214113357","Preparing the youth for the future of work through apprenticeship programme in Brunei","2023","Higher Education, Skills and Work-based Learning","13","1","","113","130","17","2","10.1108/HESWBL-06-2022-0133","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142364637&doi=10.1108%2fHESWBL-06-2022-0133&partnerID=40&md5=cd205a6cc2646a4353b49543bb2413a2","UBD School of Business and Economics, Universiti Brunei Darussalam, Gadong, Brunei Darussalam","Musa S.F.P.D., UBD School of Business and Economics, Universiti Brunei Darussalam, Gadong, Brunei Darussalam","Purpose: This study aims to evaluate the effectiveness of the government-incentivised i-Ready programme in alleviating youth unemployment in terms of the transition from education to the labour force market. Design/methodology/approach: Focus group discussions are conducted to reveal the perceptions and experiences of the apprentices in the i-Ready programme. The SWOT (strengths, weaknesses, opportunities and threats) analysis framework is used to evaluate the effectiveness of the i-Ready apprenticeship model in building a future-ready human capital. Findings: The study found that the JobCentre agency utilises online recruitment technology and proactively promotes work-based training in the public and private sectors. However, the apprenticeship still needs to improve programme coordination and provide an inclusive regulatory framework. The study also discovered that internships could enhance in-demand skills training and establish apprentices as a crisis-recovery workforce. Research limitations/implications: The findings are based on a small-scale focus group study and represent the current state of the i-Ready programme. Future research integrating data from multiple stakeholders is recommended to provide a more thorough picture. Practical implications: In terms of efficacy, the findings indicate that i-Ready has made significant contributions to local employment and, with certain modifications, is on the correct route to producing future-ready youth. Originality/value: To date, there has been no research on the effectiveness of the national i-Ready programme system as a strategy that may help alleviate Brunei's youth unemployment crisis. © 2022, Emerald Publishing Limited.","Apprenticeship; Capability-building; Unemployment; Upskilling; Youth employability","","","","","","","","Achatz J., Jahn K., Schels B., On the non-standard routes: vocational training measures in the school-to-work transitions of lower-qualified youth in Germany, Journal of Vocational Education and Training, 1-22, (2020); Bakar R., Brunei seeks to fill 13,000 skilled jobs in next five years, The Scoop, (2020); Bakar R., 4,000 MSMEs and youths offered digital skills training, The Scoop, (2020); Bandial A., Zainuddin H., Brunei to enter endemic phase on December 15, The Scoop, (2021); Beblawi H., The Rentier State in the Arab world, The Rentier State, (1990); Vocational education and training in Europe: Germany, BIBB - Federal Institute for Vocational Education and Training, (2019); Vocational education and training in Germany: short description, Publications Office of the European Union, (2020); Brunei economic outlook 2021, Bandar Seri Begawan: Centre for Strategic and Policy Studies, (2021); Brunei economic outlook 2022, Bandar Seri Begawan: Centre for Strategic and Policy Studies, (2022); Chacaltana J., Dasgupta S., Is the Future Ready for Youth? 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Musa; UBD School of Business and Economics, Universiti Brunei Darussalam, Gadong, Brunei Darussalam; email: fatimahwati.musa@ubd.edu.bn","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85142364637"
"Hamilton A.; Downer T.; Flanagan B.; Chilman L.","Hamilton, Anita (7202618606); Downer, Terry (6506779426); Flanagan, Belinda (57200045311); Chilman, Laine (57231736200)","7202618606; 6506779426; 57200045311; 57231736200","The use of eportfolio in health profession education to demonstrate competency and enhance employability: A scoping review","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","154","166","12","1","10.21153/jtlge2023vol14no1art1704","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166677811&doi=10.21153%2fjtlge2023vol14no1art1704&partnerID=40&md5=1ef51d90cdff7ddfcf013c64fd905322","School of Health, University of the Sunshine Coast, Australia; Tasmanian School of Medicine, University of Tasmania, Australia","Hamilton A., School of Health, University of the Sunshine Coast, Australia; Downer T., School of Health, University of the Sunshine Coast, Australia; Flanagan B., Tasmanian School of Medicine, University of Tasmania, Australia; Chilman L., School of Health, University of the Sunshine Coast, Australia","The use of an ePortfolio to support the education of health and social care professionals is increasing in higher education. ePortfolios support the educational journey of students; however, it is unclear how they are used to demonstrate competency or enhance employability. The aims of this study were to explore the literature to identify the use of ePortfolios in health and social care higher education curricula to demonstrate competency or improve employability. Three electronic databases were searched to identify papers using scoping review methodology. Studies that were published between 2001 and 2019 were included. A total of 1530 articles were initially identified after duplicates were removed. Nine studies were included in the final qualitative synthesis following a robust review. Data were synthesised into themes that describe the role of ePortfolios in demonstrating competencies in higher education or improving employability they were (1) Self-Directed Learning, (2) Deeper Learning, (3) Expanding Literacies, (4) Successful Implementation. These studies highlight that ePortfolio is both a product and a process. ePortfolios support students to gather artefacts that demonstrate professional competency which can be applied in the job-seeking process. The ePortfolio development process applies social constructionist approaches to learning which support lifelong learning and enhance employability. The findings also highlight the importance of providing students with clear expectations of the role of an ePortfolio in their professional learning journey. © 2023 Deakin University. All rights reserved.","Competency; Employability; eportfolio; Professional education; Professional identity","","","","","","","","Abrami P., Barrett H., Directions for Research and Development on Electronic Portfolios, Canadian Journal of Learning and Technology, 31, 3, (2005); Arksey H., O'Malley L., Scoping studies: Towards a methodological framework, International Journal of Social Research Methodology, 8, 1, pp. 19-32, (2005); Carter S., ePortfolios as a platform for evidencing employability and building professional identity: A literature review, International Journal of Work-Integrated Learning, 22, 4, pp. 463-474, (2021); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); David M. F. B., Davis M. H., Harden R. M., Howie P. W., Ker J., Pippard M. J., AMEE Medical Education Guide No. 24: Portfolios as a method of student assessment, Medical Teacher, 23, 6, pp. 535-551, (2001); Dewey J., How we think: A restatement of the relation of reflective thinking to the educative process, (1933); Downer T., Slade C., Starting Early: Using ePortfolios to Prepare First Year Midwifery Students for Professional Practice, Ensuring Quality in Professional Education, 1, pp. 73-98, (2019); Gaba A., Development and Evaluation of an e-portfolio for Use in a Dietetic Internship Program, Procedia-Social and Behavioral Sciences, 174, pp. 1151-1157, (2015); Gerbic P., Lewis L., Northover M., Student perspectives of ePortfolios: A longitudinal study of growth and development, (2009); Gheris D. O., Fundaburk A., Employers' Support of the Use of EPortfolios by Job Applicants, Proceedings of Americas Conference on Information Systems (AMCIS), (2008); Gray M., Downer T., Capper T., Australian midwifery student's perceptions of the benefits and challenges associated with completing a portfolio of evidence for initial registration: Paper based and ePortfolios, Nurse Education in Practice, 39, pp. 37-44, (2019); Hall P., Byszewski A., Sutherland S., Stodel E. J., Developing a Sustainable Electronic Portfolio (EPortfolio) Program That Fosters Reflective Practice and Incorporates CanMEDS Competencies into the Undergraduate Medical Curriculum, Academic Medicine, 87, 6, pp. 744-751, (2012); Hume S., Hamilton A., The purpose, content and development phases of a graduate entry ePortfolio in occupational therapy, Work, 64, 1, pp. 43-54, (2019); Janssens O., Embo M., Valcke M., Haerens L., An Online Delphi Study to Investigate the Completeness of the CanMEDS Roles and the Relevance, Formulation, and Measurability of Their Key Competencies within Eight Healthcare Disciplines in Flanders, BMC Medical Education, 22, 1, pp. 1-14, (2022); Janssens O., Haerens L., Valcke M., Beeckman D., Pype P., Embo M., The Role of EPortfolios in Supporting Learning in Eight Healthcare Disciplines: A Scoping Review, Nurse Education in Practice, 63, pp. 1-12, (2022); Karsten K., Using ePortfolio to demonstrate competence in associate degree nursing students, Teaching and Learning in Nursing, 7, 1, pp. 23-26, (2012); Keengwe J., Onchwari G., Agamba J., Promoting effective e-learning practices through the constructivist pedagogy, Education and Information Technologies, 19, 4, pp. 887-898, (2014); Kirby M., Downer T., Slade C., Fisher M., Isbe S., Siddiqui Z., McAllister L., Miller A., Brown-Wilson C., A call to action for eProfessionalism: developing the use of ePortfolio with emerging health and education practitioners, Journal of Computing in Higher Education, 69, (2022); Laux M., Stoten S., A Statewide RN-BSN Consortium Use of the Electronic Portfolio to Demonstrate Student Competency, Nurse Educator, 41, 6, pp. 275-277, (2016); Leece R., The Role of E-Portfolios in Graduate Recruitment, Australian Journal of Career Development, 14, 2, pp. 72-78, (2005); Levac D., Colquhoun H., O'Brien K. K., Scoping studies: Advancing the methodology, Implementation Science, 5, 69, (2010); Mitchell L., Campbell C., Somerville M., Cardell E., Williams L., Enhancing graduate employability through targeting ePortfolios to employer expectations: A systematic scoping review, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 82-98, (2021); Ndoye A., Ritzhaupt A. D., Parker M. A., Use of ePortfolios in K-12 Teacher Hiring in North Carolina: Perspectives of School Principals, International journal of education policy and leadership, 7, 4, pp. 1-10, (2012); Patrick-Williams I., Bennett R., The effectiveness of the professional portfolio in the hiring process of the associate degree nurse, Teaching and Learning in Nursing, 5, 1, pp. 44-48, (2010); Peterson J., Pearce P. F., Ferguson L. A., Langford C. A., Understanding scoping reviews: Definition, purpose, and process, Journal of the American Association of Nurse Practitioners, 29, 1, pp. 12-16, (2017); Rees C. E., Shepherd M., Chamberlain S., The utility of reflective portfolios as a method of assessing first year medical students' personal and professional development, Reflective Practice, 6, 1, pp. 3-14, (2005); Sidebotham M., Baird K., Walters C., Gamble J., Preparing student midwives for professional practice: Evaluation of a student e-portfolio assessment item, Nurse Education in Practice, 32, pp. 84-89, (2018); Slade C., Downer T., Students' conceptual understanding and attitudes towards technology and user experience before and after use of an ePortfolio, Journal of Computing in Higher Education, 32, pp. 529-552, (2020); Strohmeier S., Electronic portfolios in recruiting? A conceptual analysis of usage, Journal of Electronic Commerce Research, 11, 4, pp. 268-280, (2010); Tailor A., Dubrey S., Das S., Opinions of the ePortfolio and workplace-based assessments: A survey of core medical trainees and their supervisors, Clinical Medicine, 14, 5, pp. 510-516, (2014); Ward C., Moser C., EPortfolios as a Hiring Tool: Do Employers Really Care?, Educause Quarterly, 31, 4, pp. 13-14, (2008); Yu T., E-portfolio, a valuable job search tool for college students, Campus-Wide Information Systems, 29, 1, pp. 70-76, (2011)","A. Hamilton; School of Health, University of the Sunshine Coast, Australia; email: ahamilt1@usc.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85166677811"
"Khelifi S.","Khelifi, Saber (57210283374)","57210283374","Informal university entrepreneurship: The missing link in transition higher education systems","2023","International Journal of Educational Development","97","","102725","","","","1","10.1016/j.ijedudev.2023.102725","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146088506&doi=10.1016%2fj.ijedudev.2023.102725&partnerID=40&md5=612547b28f4a9509f10c498db1bed779","Faculty of Arts and Humanities, University of Manouba, Tunisia","Khelifi S., Faculty of Arts and Humanities, University of Manouba, Tunisia","This article probes the transition of an emerging higher education system into the entrepreneurial model. Tunisia's alignment with the European Bologna Process reforms in 2008 was meant to ease graduates’ transition to the job market through enhancing their employability skills as well as injecting them with an entrepreneurial proclivity to mainstream self-employment as a worthy career path. Several measures were introduced across public universities, including a transversal entrepreneurship module and a corresponding entrepreneurship support structure of technology transfer office and incubators. North's new institutional lens will be used to frame the discussion analytically. The article goes beyond such formal interventions and particularly looks into the informal aspects of the newly-assumed entrepreneurial identity of Tunisian higher education. Following a scoping review approach informed by PRISMA-ScR guidelines, it investigates some informal matters on the shop floor to ascertain the extent to which the new identity has been established more than a decade after the introduction of the reforms. It looks into the profile of the purpose-hired teaching staff entrusted with delivering the cross-curricular entrepreneurship module; students’ and academics’ networks and rapport with the staff of the recently-established support structure; as well as their openness to the Tunisian entrepreneurial ecosystem. Empirical findings from the scoping review suggest a misalignment between progressive formal measures on the one hand and, on the other, a persistently unconducive university environment structured along deep-seated collegial values and quite decoupled from the realities of its national ecosystem. © 2023 Elsevier Ltd","Entrepreneurship education; Graduate entrepreneurship; Incubators; Intangible university entrepreneurship; Technology transfer; Tunisia","Tunisia; entrepreneur; higher education; informal sector; technology transfer; university sector","","","","","","","Abreu M., Grinevich V., The nature of academic entrepreneurship in the UK: Widening the focus on entrepreneurial activities, Res. Policy, 42, 2, pp. 408-422, (2013); Alaref J., Brodmann S., Premand P., The medium-term impact of entrepreneurship education on labor market outcomes: experimental evidence from university graduates in Tunisia, Labor Econ., (2020); Arksey H., O'Malley L., Scoping studies: towards a methodological framework, Int. J. Soc. Res. Methodol., 8, 1, pp. 19-32, (2005); Astebro T.B., Bazzazian N., Braguinsky S., Startups by recent university graduates versus their faculty - implications for university entrepreneurship policy, Res. Policy, 14, 4, pp. 663-677, (2011); Attali J., (1997); Audretsch D., From the entrepreneurial university to the university for the entrepreneurial society, J. Technol. Transf., 39, 3, pp. 313-321, (2014); Belkacem L., (2013); Boubakr A., Oujdouni, Entrepreneurship education versus management students’ entrepreneurial intentions. A PLS-SEM approach, Int. J. Manag. Educ., 19, 1, (2020); Boughzala M., (2013); Boussaid S., (2020); Broecke S., Tackling graduate unemployment in North Africa through employment subsidies: A look at the SIVP programme in Tunisia, IZA Journal of Labor Policy, 2, 1, pp. 1-19, (2013); Clark B.R., Creating Entrepreneurial Universities: Organizational Pathways of Transformation, (1998); Dalmarco G., Hulsink W., Blois G.V., Creating entrepreneurial universities in an emerging economy: evidence from Brazil, Technol. Forecast. Soc. Change, 135, pp. 99-111, (2018); van der Wende M., European responses to global competitiveness in higher education, Globalization's muse: Universities and hIgher Education Systems in a Changing World, (2009); Dziri M., (2013); Etzkowitz H., Ranga M., Benner M., Guaranys L., Maculan A.M., Kneller R., Pathways to the entrepreneurial university: towards a global convergence, Sci. Public Policy, 35, 9, pp. 681-695, (2008); Fini R., Lacetera N., Shane S., Inside or outside the IP system? Business creation in academia, Res. Policy, 39, 8, pp. 1060-1069, (2010); Gaston P.L., The challenge of Bologna: What United States Higher Education has to Learn from Europe, and Why it Matters That We Learn It, (2010); Grimaldi R., Kenny M., Siegel D., Wright M., 30 years after Bayh–Dole: reassessing academic entrepreneurship, Res. Policy, 40, pp. 1045-1057, (2011); Hamida N.Z., Trabelsi S., Boulila G., The Impact of active labor market policies on the employment outcomes of youth graduates in the Tunisian Governorates, Econ., Manag. Sustain., 2, 2, pp. 62-78, (2017); Hichri S., Mchirgui Z., Lamine W., How business incubators create a conducive environment for the development of innovative Tunisian Startups, Technology Entrepreneurship and Business Incubation: Theory, Practice, Lessons Learned, pp. 179-212, (2016); Higgins D., Elliott C., Learning to make sense: what works in entrepreneurial education?, J. Eur. Ind. Train., 35, 4, pp. 345-367, (2011); Hsu D.H., Roberts E.B., Eesley C.E., Entrepreneurs from technology-based universities: evidence from MIT, Res. Policy, 36, 5, pp. 768-788, (2007); (2013); Jansen S., van de Zande T., Brinkkemper S., Stam E., Varma V., How education, stimulation, and incubation encourage student entrepreneurship: observations from MIT, IIIT, and Utrecht University, Int. J. Manag. Educ., 13, pp. 170-181, (2015); Jochaud P., Youth Productive Employment through Entrepreneurship Development in the Arab Region: State of the Art of Interventions in Egypt and Tunisia, (2014); Jules T.D., Bouhlila D.S., Indirect coercive transfer and educational copying under dictatorship: the case of Tunisia, FIRE: Forum Int. Res. Educ., 4, 3, pp. 95-113, (2018); Kaboub F., The End of Neoliberalism? An Institutional Analysis of the Arab Uprisings, Journal of Economic Issues, 47, 2, pp. 533-544, (2013); Khanfir M., How to harness the National Innovation System in Tunisia. To enable Technology Transfer and strengthen the Innovation capability, (2016); Khelifi S., Triki M., Use of discretion on the front lines of higher education policy reform: the case of quality assurance reforms in Tunisia, High. Educ., 80, pp. 531-548, (2020); Khelifi S., Interplay between politics and institutions in higher education reform: the Bologna reforms (LMD) in Tunisia as a case study [unpublished doctoral thesis] Faculty of Arts and Humanities, Manouba University, Tunisia, (2017); Klofsten M., Jones-Evans D., Comparing academic entrepreneurship in Europe – the case of Sweden and Ireland, Small Bus. Econ., 14, 4, pp. 299-309, (2000); Levac D., Colquhoun H., O'Brien K.K., Scoping studies: advancing the methodology, Implement. 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Dev., 22, 1, pp. 160-179, (2016); Tricco A.C., Lillie E., Zarin W., O'Brien K.K., Colquhoun H., Levac D., Hempel S., PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation, Ann. Intern. Med., 169, 7, pp. 467-473, (2018); Valerio A., Parton B., Robb A., Entrepreneurship Education and Training Programs Around the World: Dimensions for Success, (2014); van Weele M.A., van Rijnsoever F.J., Groen M., Gimme shelter? Heterogeneous preferences for tangible and intangible resources when choosing an incubator, J. Technol. Transf., 45, pp. 984-1015, (2019); Weipert-Fenner I., Unemployed mobilisation in times of democratisation: the union of unemployed graduates in post-ben Ali Tunisia, J. North Afr. Stud., (2018); (2014); (2020)","","","Elsevier Ltd","","","","","","07380593","","","","English","Int. J. Educ. Dev.","Article","Final","","Scopus","2-s2.0-85146088506"
"Vandana V.P.; Darshini J.K.; Afsar M.; Shukla D.; Rajeswaran J.","Vandana, Valiyaparambath Purushothaman (56592830800); Darshini, Jeevendra Kumar (57277967300); Afsar, Mohammed (57277476500); Shukla, Dhaval (36890157500); Rajeswaran, Jamuna (55582200900)","56592830800; 57277967300; 57277476500; 36890157500; 55582200900","Getting Back to Work: Cognitive-Communicative Predictors for Work Re-entry Following Traumatic Brain Injury","2023","Journal of Psychosocial Rehabilitation and Mental Health","10","1","","25","33","8","1","10.1007/s40737-022-00286-4","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132334085&doi=10.1007%2fs40737-022-00286-4&partnerID=40&md5=5f52bc7525ac8bc3c4df4e8042f2d821","Department of Speech Pathology and Audiology, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, 560029, India; The Department of Psychology, School of Humanities and Social Sciences, Christ (Deemed to be University), Delhi-NCR, Ghaziabad, India; Department of Neurosurgery, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, 560029, India; Department of Clinical Psychology, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, 560029, India","Vandana V.P., Department of Speech Pathology and Audiology, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, 560029, India; Darshini J.K., Department of Speech Pathology and Audiology, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, 560029, India; Afsar M., The Department of Psychology, School of Humanities and Social Sciences, Christ (Deemed to be University), Delhi-NCR, Ghaziabad, India; Shukla D., Department of Neurosurgery, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, 560029, India; Rajeswaran J., Department of Clinical Psychology, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, 560029, India","Return to work following a Traumatic Brain Injury (TBI) is affected by deficits across the cognitive, psycho-social and physical domains. The specific role of cognitive -communicative abilities influencing work re-entry is understudied. This study aimed at identifying the cognitive-communicative predictors for work re-entry following TBI. Thirty patients with TBI employed pre morbidly were categorized into two groups- ‘14’ employed and ‘16’ unemployed post TBI. Those having sustained mild, moderate or severe head injury and in the post injury period of 6–48 months were recruited and majority belonged to skilled/ professional type of premorbid occupational status. They underwent a detailed assessment of cognition, language and communication using NIMHANS Neuropsychology Battery, Indian adapted versions of Western Aphasia Battery and La Trobe Communication Questionnaire (LCQ) respectively. Patients employed post TBI had better Aphasia Quotient (AQ) and better performance on all the cognitive domains and few domains of LCQ than those who remained unemployed. On step-wise Discriminant Function Analysis (DFA), injury severity and AQ could significantly differentiate between the two groups with an overall accuracy of 80%. Severity of head injury is a significant predictor for employability post TBI and evaluation of language along with cognitive abilities is crucial for patients with TBI for work re-entry. The study highlights the importance of a multi-disciplinary team in the assessment and management of cognitive-communication impairments following a TBI. © 2022, The Author(s), under exclusive licence to Springer Nature India Private Limited.","Cognition; Communication; Employment status; Language; Traumatic brain injury","","","","","","Defence Research & Development Organization -Life Sciences Research Board, (:O/o DG(TM)/81/48222/LSRB-309)","This study was supported by Defence Research & Development Organization -Life Sciences Research Board (DRDO-LSRB), Government of India (Grant reference No.:O/o DG(TM)/81/48222/LSRB-309). ","Armstrong E., Language disorder: a functional linguistic perspective, Clin Linguist Phon, 19, 3, pp. 137-153, (2005); Blishen B.R., Mc Roberts H.A., A revised socioeconomic index for occupations in Canada, Can Rev Sociol Anthropol, 13, pp. 71-79, (1976); Boeing M., Barton B., Zinsmeister P., Brouwers L., Trudel T.M., Elias E., Et al., Lifelong living after TBI, Except Parent, 40, 10, (2010); Brooks N., McKinlay W., Symington C., Beattie A., Campsie L., Return to work within the first seven years of severe head injury, Brain Inj, 1, 1, pp. 5-19, (1987); Bryen D.N., Potts B.B., Carey A.C., So you want to work? What employers say about job skills, recruitment and hiring employees who rely on AAC, Augment Altern Commun, 23, 2, pp. 126-139, (2007); Cattelani R., Tanzi F., Lombardi F., Mazzucchi A., Competitive re-employment after severe traumatic brain injury: clinical, cognitive and behavioural predictive variables, Brain Inj, 16, 1, pp. 51-64, (2002); Coetzer B.R., Hayes N.M., Du Toit P.L., Long-term employment outcomes in a rural area following traumatic brain injury, Aust J Rural Health, 10, 4, pp. 229-232, (2002); Dalemans R.J., de Witte L.P., Wade D.T., van den Heuvel W.J., A description of social participation in working-age persons with aphasia: a review of the literature, Aphasiology, 22, pp. 1071-1091, (2008); Douglas J.M., Bracy C.A., Snow P.C., Measuring perceived communicative ability after traumatic brain injury: reliability and validity of the La Trobe Communication Questionnaire, J Head Trauma Rehabil, 22, 1, pp. 31-38, (2007); Draper K., Ponsford J., Cognitive functioning ten years following traumatic brain injury and rehabilitation, Neuropsychology, 22, 5, pp. 618-625, (2008); Finnanger T.G., Skandsen T., Andersson S., Lydersen S., Vik A., Indredavik M., Differentiated patterns of cognitive impairment 12 months after severe and moderate traumatic brain injury, Brain Inj, 27, 13-14, pp. 1606-1616, (2013); Forslund M.V., Arango-Lasprilla J.C., Roe C., Perrin P.B., Sigurdardottir S., Andelic N., Multi-level modelling of employment probability trajectories and employment stability at 1, 2 and 5 years after traumatic brain injury, Brain Inj, 28, 7, pp. 980-986, (2014); Gorgoraptis N., Zaw-Linn J., Feeney C., Tenorio-Jimenez C., Niemi M., Malik A., Ham T., Goldstone A.P., Sharp D.J., Cognitive impairment and health-related quality of life following traumatic brain injury, NeuroRehabilitation, 44, 3, pp. 321-331, (2019); Isaki E., Turkstra L., Communication abilities and work re-entry following traumatic brain injury, Brain Inj, 14, 5, pp. 441-453, (2000); Karanth P., Western aphasia battery in Hindi, (1980); Kertesz A., Western aphasia battery test, (1982); Keyser-Marcus L.A., Bricout J.C., Wehman P., Campbell L.R., Cifu D.X., Englander J., High W., Zafonte R.D., Acute predictors of return to employment after traumatic brain injury: a longitudinal follow-up, Arch Phys Med Rehabil, 83, 5, pp. 635-641, (2002); Ludlow C.L., Rosenberg J., Fair C., Buck D., Schesselman S., Salazar A., Brain lesions associated with nonfluent aphasia fifteen years following penetrating head injury, Brain J Neurol, 109, pp. 55-80, (1986); MacDonald S., Johnson C.J., Assessment of subtle cognitive-communication deficits following acquired brain injury: a normative study of the Functional Assessment of Verbal Reasoning and Executive Strategies (FAVRES), Brain Inj, 19, 11, pp. 895-902, (2005); Madigan N.K., DeLuca J., Diamond B.J., Tramontano G., Averill A., Speed of information processing in traumatic brain injury: modality-specific factors, J Head Trauma Rehabil, 15, 3, pp. 943-956, (2000); Mahar C., Fraser K., Barriers to successful community reintegration following Acquired Brain Injury (ABI), Int J Disabil Manag, 6, 1, pp. 49-67, (2011); Meulenbroek P., Bowers B., Turkstra L.S., Characterizing common workplace communication skills for disorders associated with traumatic brain injury: a qualitative study, J Vocat Rehabil, 44, 1, pp. 15-31, (2016); Miller L.S., Rohling M.L., A statistical interpretive method for neuropsychological test data, Neuropsychol Rev, 11, 3, pp. 143-169, (2001); O'Neil-Pirozzi T.M., Lequerica A.H., Chiaravalloti N.D., Juengst S.B., Newman J.K., Cognitive-communication predictors of employment outcomes 1 and 5 years posttraumatic brain injury, J Head Trauma Rehabil, 36, 3, pp. 196-204, (2021); Ownsworth T., McKenna K., Investigation of factors related to employment outcome following traumatic brain injury: a critical review and conceptual model, Disabil Rehabil, 26, 13, pp. 765-783, (2004); Ozbudak Demir S., Gorgulu G., Koseoglu F., Comparison of rehabilitation outcome in patients with aphasic and non-aphasic traumatic brain injury, J Rehabil Med, 38, 1, pp. 68-71, (2006); Ponsford J.L., Olver J.H., Curran C., Ng K., Prediction of employment status 2 years after traumatic brain injury, Brain Inj, 9, 1, pp. 11-20, (1995); Rao S.L., Subbakrishna D.K., Gopukumar K., NIMHANS neuropsychology battery, (2004); Rietdijk R., Simpson G., Togher L., Power E., Gillett L., An exploratory prospective study of the association between communication skills and employment outcomes after severe traumatic brain injury, Brain Inj, 27, 7-8, pp. 812-818, (2013); Sale P., West M., Sherron P., Wehman P.H., Exploratory analysis of job separations from supported employment for persons with traumatic brain injury, J Head Trauma Rehabil, 6, 3, pp. 1-11, (1991); Schwab K., Grafman J., Salazar A.M., Kraft J., Residual impairments and work status 15 years after penetrating head injury: report from the Vietnam Head Injury Study, Neurology, 43, 1, pp. 95-103, (1993); Stergiou-Kita M., Dawson D.R., Rappolt S.G., An integrated review of the processes and factors relevant to vocational evaluation following traumatic brain injury, J Occup Rehabil, 21, 3, pp. 374-394, (2011); Struchen M.A., Clark A.N., Sander A.M., Mills M.R., Evans G., Kurtz D., Relation of executive functioning and social communication measures to functional outcomes following traumatic brain injury, NeuroRehabilitation, 23, 2, pp. 185-198, (2008); Thornhill S., Teasdale G.M., Murray G.D., McEwen J., Roy C.W., Penny K.I., Disability in young people and adults one year after head injury: prospective cohort study, BMJ (clin Res Ed), 320, 7250, pp. 1631-1635, (2000); van Velzen J.M., van Bennekom C.A., Edelaar M.J., Sluiter J.K., Frings-Dresen M.H., How many people return to work after acquired brain injury?: A systematic review, Brain Inj, 23, 6, pp. 473-488, (2009); van Velzen J.M., van Bennekom C.A., Edelaar M.J., Sluiter J.K., Frings-Dresen M.H., Prognostic factors of return to work after acquired brain injury: a systematic review, Brain Inj, 23, 5, pp. 385-395, (2009); Vas A.K., Chapman S.B., Cook L.G., Language impairments in traumatic brain injury: a window into complex cognitive performance, Handb Clin Neurol, 128, pp. 497-510, (2015)","V.P. Vandana; Department of Speech Pathology and Audiology, National Institute of Mental Health and Neurosciences (NIMHANS), Bengaluru, 560029, India; email: vpvandana@gmail.com","","Springer","","","","","","21989834","","","","English","J. Psych. Rehab. Ment. Heal.","Article","Final","","Scopus","2-s2.0-85132334085"
"Alvarez M.T.S.; Cammayo E.U.","Alvarez, Ma Teresa Silos (57609143300); Cammayo, Eva Uminga (58001216300)","57609143300; 58001216300","A graduate’s employability study of bachelor of science in entrepreneurship of Isabela State University, Philippines","2023","International Journal of Evaluation and Research in Education","12","1","","164","173","9","0","10.11591/ijere.v12i1.22841","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143753399&doi=10.11591%2fijere.v12i1.22841&partnerID=40&md5=e55e2d2789476115c1f2fb08a29b06f4","Department of Business Administration, College of Business, Accountancy and Public Administration, Isabela State University, Isabela, Philippines; Department of Accountancy and Management Accounting, Isabela State University, Isabela, Philippines","Alvarez M.T.S., Department of Business Administration, College of Business, Accountancy and Public Administration, Isabela State University, Isabela, Philippines; Cammayo E.U., Department of Accountancy and Management Accounting, Isabela State University, Isabela, Philippines","The bachelor of science in entrepreneurship (BSE) program is offered to address the needs of learners who want to obtain a degree adapted to their talents and abilities to contribute to the industrialization of the country. To assess transparency, the college has the responsibility to keep track of the success of its graduates and whether their curriculum has affected the person, the society, or the country. The graduate tracer analysis will aid in evaluating the employability of the graduate and define the multiple variables that will act as a framework for optimizing students’ college instruction and facilities. In this tracer study, 69 alumni who graduated from 2013 to 2017 were surveyed using a modified graduate tracer study (GTS) instrument, administered using social media and other digital platforms. The contribution to alumni employability of factors: curriculum, student services, facilities, faculty competence, methods of instruction, and career guidance-were quantified and ranked. Based on the results, the most significant factors contributing to alumni employability were course content/curriculum, student services (training, seminars), and facilities. As such, the researchers recommend strengthening the BSE curriculum, conducting employee training and seminars, and streamlining administrative facilities. © 2023, Institute of Advanced Engineering and Science. All rights reserved.","Curriculum; Employability study; Entrepreneurial graduates; Entrepreneurship","","","","","","Isabela State University, ISU","The authors gratefully acknowledge the financial support and assistance of Isabela State University and also for providing us with enabling environment in the pursuit of our R&D endeavors.","Chan S. W., Ahmad M. F., Zaman I., Ko W. S., Employers’ perception on important employability skills in the manufacturing industry, International Journal of Engineering and Technology (UAE), 7, 2, pp. 170-175, (2018); Prus S. G., Comparing social determinants of self-rated health across the United States and Canada, Social Science & Medicine, 73, 1, pp. 50-59, (2011); Martin J. G. S., Lang-ay P. L. D., Guidangen J. S., Tracer Study of 2009-2013 Ba History Graduates of the Kalinga-Apayao State College, International Journal of Advanced Research in Management and Social Sciences, 4, 12, pp. 197-214, (2015); Block J. H., Fisch C. O., van Praag M., Quantity and quality of jobs by entrepreneurial firms, Oxford Review of Economic Policy, 34, 4, pp. 565-583, (2018); Alvarez T., Employment trend of graduates of bachelor of science in business administration major in marketing of the college of business, accountancy and public administration, Isabela State University, Journal of Critical Reviews, 7, 11, (2020); Badiru E. O., Wahome M., Conducting Graduate Tracer Studies for Quality Assurance in East African Universities: A Focus on Graduate Students Voices on Quality Culture, Journal of Education and Practice, 7, 6, pp. 174-181, (2016); Henrekson M., Sanandaji T., Small business activity does not measure entrepreneurship, Proceedings of the National Academy of Sciences, 111, 5, pp. 1760-1765, (2014); Gines A. C., Tracer Study of PNU Graduates, American International Journal of Contemporary Research, 4, 3, pp. 81-98, (2014); Siraye Z., Abebe T., Melese M., Wale T., A tracer study on employability of business and economics graduates at Bahir Dar University, International Journal of Higher Education and Sustainability, 2, 1, (2018); Wandera H. T., The Effects of Short Term Employment Contract on an Organization: a Case of Kenya Forest Service, International Journal of Humanities and Social Science, 1, 21, pp. 184-204, (2011); Burton M. D., Sorensen J. B., Dobrev S. D., A Careers Perspective on Entrepreneurship, Entrepreneurship Theory and Practice, 40, 2, pp. 237-247, (2016); Paadi K., Perceptions on Employability Skills Necessary To Enhance Human Resource Management Graduates Prospects of Securing a Relevant Place in the Labour Market, European Scientific Journal, 10, 10, pp. 129-143, (2014); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Schneider S., Measuring educational attainment, Survey Question Bank: Topic Overview, 6, pp. 1-19, (2011); Schneider S. L., Nominal comparability is not enough: (In-)equivalence of construct validity of cross-national measures of educational attainment in the European Social Survey, Research in Social Stratification and Mobility, 28, 3, pp. 343-357, (2010); Plaza M., Philippine education system: Are we moving forward?, International Journal of Innovative Technology and Exploring Engineering, 8, 12S, pp. 844-851, (2019); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Hadiyanto H., The Development of Core Competencies at Higher Education: A Suggestion Model for Universities in Indonesia, EDUCARE: International Journal for Educational Studies, 3, 1, pp. 11-22, (2010); Barrie S. C., A research-based approach to generic graduate attributes policy, Higher Education Research and Development, 31, 1, pp. 79-92, (2012); Schenkel M. T., D'Souza R. R., Braun F. C., Entrepreneurial self-efficacy, intent and intensity: Does experiential training enhance or inhibit predisposition?, Journal of Developmental Entrepreneurship, 19, 1, (2014); Easton P. D., Sommers G. A., Scale and the Scale Effect in Market-based Accounting Research, Journal of Business Finance & Accounting, 30, 1–2, pp. 25-56, (2003); Ismail S., Mohammed D. S., Employability Skills in TVET Curriculum in Nigeria Federal Universities of Technology, Procedia-Social and Behavioral Sciences, 204, pp. 73-80, (2015); Van Deuren R., Kahsu T., Mohammed S., Woldie W., Ethiopian new public universities: Achievements, challenges and illustrative case studies, Quality Assurance in Education, 24, 2, pp. 158-172, (2016); Ashcroft K., Ethiopia: Dilemmas of higher education massification, (2010); Kim J. D., Is there a startup wage premium? Evidence from MIT graduates, Research Policy, 47, 3, pp. 637-649, (2018); Cai Y., Graduate employability: A conceptual framework for understanding employers’ perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Vez-Lopez E., Jimenez-Velasquez B., Students’ Perceptions Regarding their B.A. in English Language Graduate Profile, GiST Education and Learning Research Journal, 18, pp. 28-47, (2019); Rick P., Defining Your Respondents and Drawing Conclusions, (2014); Harris R., Clayton B., Editorial: the importance of skills – but which skills?, International Journal of Training Research, 16, 3, pp. 195-199, (2018); Mishel L., Education is not the cure for high unemployment or income Inequality, (2011)","M.T.S. Alvarez; Department of Business Administration, College of Business, Accountancy and Public Administration, Isabela State University, Echague, PMCQ+FFF 1, Isabela, Philippines; email: ma.teresa.s.alvarez@isu.edu.ph","","Institute of Advanced Engineering and Science","","","","","","22528822","","","","English","Int. J. Eval. Res. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85143753399"
"Wen W.; Zhou L.; Hu D.; Zhang M.; Yan Z.; Tang X.","Wen, Wen (56191587200); Zhou, Lu (57219123822); Hu, Die (57207084096); Zhang, Mingyu (58685976000); Yan, Zehua (58795277600); Tang, Xiaofeng (56763111800)","56191587200; 57219123822; 57207084096; 58685976000; 58795277600; 56763111800","The impact of college experience on female students’ self-perceived employability in STEM majors","2023","Frontiers in Psychology","14","","1282934","","","","0","10.3389/fpsyg.2023.1282934","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181513495&doi=10.3389%2ffpsyg.2023.1282934&partnerID=40&md5=b643dd232397f076ea7b4b9a63b7613e","Institute of Education, Tsinghua University, Beijing, China; Hi-tech College, Xi’an University of Technology, Xi’an, China; Faculty of Education, Beijing Normal University, Beijing, China; Faculty of Humanities and Social Sciences, Beijing University of Technology, Beijing, China","Wen W., Institute of Education, Tsinghua University, Beijing, China; Zhou L., Institute of Education, Tsinghua University, Beijing, China; Hu D., Hi-tech College, Xi’an University of Technology, Xi’an, China; Zhang M., Faculty of Education, Beijing Normal University, Beijing, China; Yan Z., Faculty of Humanities and Social Sciences, Beijing University of Technology, Beijing, China; Tang X., Institute of Education, Tsinghua University, Beijing, China","Introduction: The under representation of women in STEM fields is a persistent issue worldwide. In China, although women have made significant progress in pursuing STEM degrees in recent years, they continue to face challenges in the workforce. Given the importance of the self-perceived employability (SPE) of female STEM students in China, the research questions are: How do curriculum experience, extracurricular experience, and faculty supportive activities affect the SPE of female STEM students in Chinese universities? To what extent does university stratification affect the relationship between college experience and female STEM students’ SPE? Methods: We analyzed the 2018 data of the Chinese College Student Survey (CCSS) consisting of a sample of 59,066 students, and six focus group interviews. Results: The findings suggest that curriculum experience, extracurricular experience and faculty supportive activities have a positive impact on the SPE of female students, but the gender gap in SPE is still valid as reflected by the fact that women have lower SPE than men in each tier of universities and that men benefit more in terms of the increase in SPE from most types of college activities and support except academic ones. Discussion: This study reveals that the different tiers of universities in China affect female students’ SPE in different ways, and provides valuable evidence for academic as well as university administrators and policymakers regarding how college experience affect women and how university stratification can affect female students’ college experience and their career expectations and paths. Copyright © 2023 Wen, Zhou, Hu, Zhang, Yan and Tang.","Chinese higher education; female college students; gender disparities; hierarchical higher education system; STEM education","","","","","","National Natural Science Foundation of China, NSFC, (72104120)","The author(s) declare financial support was received for the research, authorship, and/or publication of this article. Youth Science Project, National Natural Science Foundation of China (72104120). The path of effective transformation of educational resources to student development in higher education: based on the mining of multi-source large-scale data. ","Astin H., Sax L., Developing scientific talent in undergraduate women. Equity equation: fostering the advancement of women in the sciences, mathematics, and engineering, The equity equation: Fostering the advancement of women in the sciences, mathematics, and engineering, pp. 96-121, (1996); Becker G.S., Investment in human capital: a theoretical analysis, J. Polit. 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Lead, 6, pp. 165-182, (2018); Wu H., Guo J., Gaodengjiaoyu fencengxitong zhongde difang benkeyuanxiao [Local undergraduate universities in stratification of higher education system], China High. Educat. Res, 2, pp. 75-82, (2018); Wu J., Li Y., An exploratory cross-country analysis of female entrepreneurial activity: the roles of gendered institutions, Entrep. Res. J, 10, (2020); Xu X., Wang J., Zhuoyue yu shouyi:Daxue zhongdian fazhan zhanlve yanjiu [Excellence and effectiveness: a study of key university development strategies], (2007); Yu X., Rentong yu rongren:nvdaxueshegn jiuyeqishi de zaishengyuqianghua [Acceptance and tolerance: the reproduction of gender discrimination against female graduates in the job market in China], J. High. Educ, 32, pp. 76-84, (2011); Zeng J., Li M., The 20-year debate between 211 and 985 universities: the difference of financial appropriation is 23 times, The economic observer, (2014); Zha Q., Shi J., Wang X., Wang L., Is there an alternative university model? The discourse around the Chinese model of the university, Fudan Educat. Forum, 15, pp. 5-12, (2017); Zhang L., Zhen H., Ligongke nvdaxuesheng zhuanyexuexi de kunjingjifenxi [A study on the dilemma the female university students in science and technology encountered during their learning], Tsinghua J. Educat, 32, pp. 73-70, (2011); Zhao B., Difanggaoxiao ligongkenvdaxuesheng jiuyexinlizhangaijiduice [Psychological barriers and countermeasures of female college students in science and engineering in local universities], Educat. Explorat, 11, pp. 133-134, (2011)","D. Hu; Hi-tech College, Xi’an University of Technology, Xi’an, China; email: cjoier090831@126.com","","Frontiers Media SA","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85181513495"
"Almajali M.; Al Afif R.; Maaith O.","Almajali, Mohammad (19337218100); Al Afif, Rafat (57188925594); Maaith, Omer (57795385600)","19337218100; 57188925594; 57795385600","Makerspace, higher education and technical institutions","2023","Industry and Higher Education","37","2","","155","164","9","0","10.1177/09504222221114058","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133929245&doi=10.1177%2f09504222221114058&partnerID=40&md5=3723774cbf652ed5de8d90624e6de1fb","Mutah University, Jordan; Institute of Chemical and Energy Engineering, Austria","Almajali M., Mutah University, Jordan; Al Afif R., Institute of Chemical and Energy Engineering, Austria; Maaith O., Mutah University, Jordan","Graduates of engineering programs have to be enabled to create hardware products by having easy access to methods for designing, manufacturing, distributing and learning. Such capabilities can be hosted in makerspaces. The makerspace approach remains immature in many developing economies, such as Jordan. Academia in Jordan is considered mostly research-oriented, while the industry is concerned purely with commercial returns. However, higher education institutions in Jordan have realized that linking industry and academia is crucial for maximizing the value of research, as seen through the lens of commercial development. This study aims to establish a roadmap and framework model for developing engineering programs in Jordanian universities by establishing a makerspace to introduce hands-on teaching. Several steps must be conducted sequentially to achieve the objectives of the study, which will ultimately enhance higher education institutions in the field of engineering. The study focuses on establishing a makerspace to receive the necessary equipment to improve teaching methods and the modernization of some engineering courses. Therefore, it will help improve the quality of higher education and enhance its relevance to the labor market and society. Additionally, this trend will gain potential in the future with higher employability. © The Author(s) 2022.","curriculum development; engineering program; Makerspace; teaching by hand","","","","","","","","Adams J., Stefan K., Picton P., Et al., Problem solving and creativity in engineering: findings of interviews with experts and novices, pp. 28-31, (2008); Arturo J., Christopoulos C., Kumar A., Et al., Deploying Kaizen events in the manufacturing industry: an investigation into managerial factors, Production Planning & Control, 33, 5, pp. 427-449, (2022); Cropley D., Patston T., Supporting creative teaching and learning in the classroom: myths, models, and measures, Creativity Under Duress in Education? Creativity Theory and Action in Education, vol 3, pp. 267-288, (2019); Cummings J., Blatherwick M., Creative Dimensions of Teaching and Learning in the 21st Century, (2017); De Vere I., Developing creative engineers: a design approach to engineering education, (2009); Dunne E., Rowlins M., Bridging the gap between industry and higher education: training academics to promote student teamwork, Innovation in Education and Training International, 37, 4, pp. 361-371, (2000); Fonseca L., Industry 4.0 and the digital society: concepts, dimensions and envisioned benefits, Proceedings of the International Conference on Business Excellence, 12, 1, pp. 386-397, (2018); Holm J., Makerspaces and local economic development, Economic Development Quarterly, 31, 2, pp. 164-173, (2017); Kazerounian K., Foley S., Barriers to Creativity in Engineering Education: A Study of Instructors and Students Perceptions, Journal of Mechanical Design, 129, 7, pp. 761-768, (2007); Leydens A., Johnson E., Moskal M., Et al., Engineering student perceptions of social justice in a feedback control systems course, Journal of Engineering Education, 110, 3, pp. 718-749, (2021); McMartin D., Engineers: problem solving in society, Scholarly and Research Communication, 5, 1, pp. 1-4, (2013); Perkmann M., Tartari V., McKelvey M., Et al., Academic engagement and commercialisation: A review of the literature on university–industry relations, Research Policy, 42, 2, pp. 423-442, (2013); Sandvik K., Thestrup K., (2017); The Challenge Fund for Youth Employment (CFYE), (2021); Stickel O., Stilz M., Pipek V., Fab Labs and Interdisciplinary Academic Teaching: A Research Agenda, pp. 104-105, (2018); Taheri P., Robbins P., Maalej S., Et al., Makerspaces in first-year engineering education, Education Sciences, 10, 1, (2020); Wilczynski V., Adrezin R., Higher Education Makerspaces and Engineering Education, (2016)","M. Almajali; Mutah University, Jordan; email: malmajali@mutah.edu.jo","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85133929245"
"Kwok M.L.J.; Kwong R.","Kwok, Man Lung Jonathan (57203895863); Kwong, Raymond (57221388214)","57203895863; 57221388214","“I will learn from my mistakes if we are close and supportive”: a moderated-mediating model of learning from mistakes","2023","Education and Training","65","1","","58","73","15","0","10.1108/ET-01-2022-0030","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144211957&doi=10.1108%2fET-01-2022-0030&partnerID=40&md5=1592ad12b4472bbf2db0a39fb93a44dc","School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Kowloon, Hong Kong; The Hong Kong Community College, The Hong Kong Polytechnic University, Kowloon, Hong Kong","Kwok M.L.J., School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Kowloon, Hong Kong; Kwong R., The Hong Kong Community College, The Hong Kong Polytechnic University, Kowloon, Hong Kong","Purpose: This study aims to identify the antecedents of learning from mistakes within the student group work setting. Specifically, this study provides empirical evidence of how team–member exchange (TMX) positively leads to learning from mistakes via person-focused interpersonal citizenship behaviours (ICBs) and of the boundary condition of intellect of this indirect relationship. Design/methodology/approach: Cross-sectional survey data were collected from 189 new business undergraduate students at a Hong Kong higher education institute. PROCESS Macro (Hayes, 2013) and bootstrapping with 5,000 resamples were conducted to analyse the moderated mediation model. Findings: The authors found that high levels of TMX within a group positively related to person-focused ICBs and learning from mistakes. Moreover, the bootstrapping results showed that there was an indirect effect of TMX and learning from mistakes via person-focused ICBs. The presence of students with high intellect strengthened this indirect relationship. Originality/value: Whereas many studies have examined the development of students’ employability skills, most have ignored the importance of learning from mistakes, which is considered to be a soft employability skill and an important attribute in the workplace. Moreover, the factors that facilitate students’ learning from mistakes are unclear. This study is the first to identify the antecedents of learning from mistakes by adopting social exchange, reciprocity and social information processing (SIP) theories. © 2022, Emerald Publishing Limited.","Intellect; Learning from mistakes; Person-focused interpersonal citizenship behaviours; Team–member exchange","","","","","","","","Aiken L.S., West S.G., Multiple Regression: Testing and Interpreting Interactions, (1991); Amoroso L.M., Burke M., Developing career-ready business students: three curriculum models, Journal of Education for Business, 93, pp. 420-429, (2018); Bada S.O., Olusegun S., Constructivism learning theory: a paradigm for teaching and learning, Journal of Research and Method in Education, 5, pp. 66-70, (2015); Bakker A.B., Van Der Zee K.I., Lewig K.A., Dollard M.F., The relationship between the Big Five personality factors and burnout: a study among volunteer counselors, The Journal of Social Psychology, 146, pp. 31-50, (2006); Banks G.C., Batchelor J.H., Seers A., O'Boyle E.H., Pollack J.M., Gower K., What does team-member exchange bring to the party? 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Effects of group members’ risk preference and prototypicality, Organizational Behavior and Human Decision Processes, 83, pp. 213-234, (2000); von Glasersfeld E., A constructivist approach to teaching, Constructivism in Education, pp. 3-15, (1995); Watson D., Hubbard B., Adaptational style and dispositional structure: coping in the context of the five-factor model, Journal of Personality, 64, pp. 737-774, (1996); Yazici H.J., A study of collaborative learning style and team learning performance, Education + Training, 47, 2-3, pp. 216-229, (2005); Yorke M., Employability in Higher Education: what it Is – what it Is Not, Learning and Employability Series No. 1, (2004); Ng T.W.H., Feldman D.C., Idiosyncratic deals and voice behavior, Journal of Management, 41, pp. 893-928, (2015)","M.L.J. Kwok; School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Kowloon, Hong Kong; email: jonathan.kwok@cpce-polyu.edu.hk","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85144211957"
"Paudel P.K.; Parajuli M.N.","Paudel, Prakash Kumar (58754797800); Parajuli, Mahesh Nath (36640558300)","58754797800; 36640558300","Schooling beyond the school: workplace learning in Nepal","2023","Journal of Workplace Learning","35","2","","228","242","14","0","10.1108/JWL-03-2022-0038","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148451563&doi=10.1108%2fJWL-03-2022-0038&partnerID=40&md5=fb9303994622f6c79fe793cf055dd75c","Department of Development Education, Kathmandu University School of Education, Lalitpur, Nepal","Paudel P.K., Department of Development Education, Kathmandu University School of Education, Lalitpur, Nepal; Parajuli M.N., Department of Development Education, Kathmandu University School of Education, Lalitpur, Nepal","Purpose: The purpose of this paper is to discuss the formal workplace learning situation in Nepal and argue that workplace learning is not in priority in Nepali Technical and Vocational Education and Training (TVET) despite a regular policy emphasis. Design/methodology/approach: Data were gathered using both desk-based review of pre-diploma and diploma-level curricula and semi-structured interviews with eight employers and six technical school principals. Coded themes were interpreted in the meaning-making process. Findings: Workplace skills learning in Nepal has remained a neglected agenda. Despite some successful implementation practices and policy recognition, it is stagnated. Employers expect skills in graduates relevant to their demands. However, unfortunately, there needs to be more trust for a culture of shared responsibilities among employers and TVET providers for arranging the provisions so that the learners can acquire the skills that the employers need. There is a blaming game between them, which has ultimately resulted in the poor arrangement of workplace learning. Practical implications: TVET providers’ and employers’ engaged participation in recognizing and developing workplace learning for making the learning as per the needs of the world of work could benefit them and also support students to upgrade and acquire employability skills. Originality/value: This paper is based on empirical data and contributes new knowledge in academia which is still rare in the context of Nepal. © 2023, Emerald Publishing Limited.","Shared responsibilities; Skills; TVET; Workplace learning","","","","","","Direktion für Entwicklung und Zusammenarbeit, DEZA; Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung, SNF","For their helpful feedback on an earlier draft, authors thank Prof. Ursula Renold, Chair of Education ETH Zurich, research committee KUSOED, and Dr Durga Prasad Baral. Authors also thank LELAM-TVET4INCOME – an r4d research project jointly funded by the Swiss Agency for Development and Cooperation (SDC) and the Swiss National Science Foundation (SNSF) for financing the research. 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Paudel; Department of Development Education, Kathmandu University School of Education, Lalitpur, Nepal; email: prakashpaudel@kusoed.edu.np","","Emerald Publishing","","","","","","13665626","","","","English","J. Workplace Learn.","Article","Final","","Scopus","2-s2.0-85148451563"
"Brooks R.; Timms J.","Brooks, Rachel (7402358771); Timms, Jill (55257377000)","7402358771; 55257377000","Widening participation to sandwich courses: temporal challenges","2023","Studies in Higher Education","","","","","","","0","10.1080/03075079.2023.2295512","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180443052&doi=10.1080%2f03075079.2023.2295512&partnerID=40&md5=fe12d57e5e81f64a26abb0d609dd6e74","Department of Sociology, University of Surrey, Guildford, United Kingdom","Brooks R., Department of Sociology, University of Surrey, Guildford, United Kingdom; Timms J., Department of Sociology, University of Surrey, Guildford, United Kingdom","Within the UK, sandwich courses, i.e. degree programmes that include a year spent on a work placement, usually during the third year of a four-year course, are increasingly offered by higher education institutions to maximise the proportion of their graduates moving into employment and, particularly, jobs that are deemed ‘graduate-level’. Indeed, there is evidence of a strong positive correlation between participation in sandwich courses and employment. Although this positive impact is particularly marked for students from widening participation (WP) backgrounds, such students are also significantly less likely to undertake a sandwich course. The article draws on 50 interviews with higher education staff and students to argue that many of the most significant barriers experienced by WP students are related to various temporal challenges. In doing so, it expands the body of work on the frequent mismatch between hegemonic university time and the time of students from under-represented backgrounds. In addition, it argues that WP students are less able than their more privileged peers to take advantage of the ‘slow time’ necessary to undertake a work placement, and that the rhythms of external actors are also relevant when explaining the challenges faced by WP students. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employability; higher education; sandwich courses; temporality; time; Widening participation","","","","","","TASO","We are grateful to TASO for funding the research that this article draws upon. In particular, we would like to thank Rain Sherlock for overseeing the project so well, and her extensive feedback on the final project report. We are also grateful to Adeeba Ahmad and Frances Gow at the University of Surrey, who were part of the project team and played key roles in setting up and conducting the fieldwork. Finally, we are indebted to all the students and staff who generously gave up their time to talk to us. ","Allen K., Quinn J., Hollingworth S., Rose A., Becoming Employable Students and ‘Ideal’ Creative Workers: Exclusion and Inequality in Higher Education Work Placements, British Journal of Sociology of Education, 34, 3, pp. 431-452, (2013); Arsenis P., Flores M., Do Professional Year Placements Matter for Job Quality? 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A Temporal Perspective on the Implications of Academic Casualisation for Teaching in Higher Education, Teaching in Higher Education, 27, 6, pp. 756-771, (2022); Manathunga C., ‘Timescapes’ in Doctoral Education: The Politics of Temporal Equity in Higher Education, Higher Education Research & Development, 38, 6, pp. 1227-1239, (2019); Mason P., Barnes M., Constructing Theories of Change: Methods and Sources, Evaluation, 13, 2, pp. 151-157, (2007); Mason G., Williams G., Cranmer S., Employability Skills Initiatives in Higher Education: What Effects do They Have on Graduate Labour Market Outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Mendick H., Social Class, Gender and the Pace of Academic Life: What Kind of Solution is Slow?, Forum: Qualitative Social Research, 15, 3, (2014); Shaw J., ‘Winning Territory’: Changing Place to Change Pace, Timespace. Geographies of Temporality, pp. 120-132, (2001); Smith P., Enhancement and Constraint: Student-Mothers’ Experiences of Higher Vocational Education, Emotion and Time, Cambridge Journal of Education, 49, 2, pp. 163-179, (2019); Smithers A., Sandwich Courses. An Integrated Education?, (1976); Streamas J., The war Between ‘School Time’ and ‘Colored People’s Time’, Teaching in Higher Education, 25, 6, pp. 709-721, (2020); Toren N., The Temporal Dimension of Gender Inequality in Academia, Higher Education, 25, 4, pp. 439-455, (1993); Ulriksen L., Nejrup C., Balancing Time–University Students’ Study Practices and Policy Perceptions of Time, Sociological Research Online, 26, 1, pp. 166-184, (2021)","R. Brooks; Department of Sociology, University of Surrey, Guildford, GU2 7XH, United Kingdom; email: r.brooks@surrey.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85180443052"
"Al-Wahaibi A.N.; Tuzlukova V.","Al-Wahaibi, Anfal N. (57226237963); Tuzlukova, Victoria (36521873500)","57226237963; 36521873500","Teacher-Perceived Views on Social Responsibility Teaching and Learning in the ESP Classroom","2023","Theory and Practice in Language Studies","13","3","","599","606","7","0","10.17507/tpls.1303.08","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149669558&doi=10.17507%2ftpls.1303.08&partnerID=40&md5=465acb55c00a45daa5551714c5b12430","Sultan Qaboos University, Muscat, Oman","Al-Wahaibi A.N., Sultan Qaboos University, Muscat, Oman; Tuzlukova V., Sultan Qaboos University, Muscat, Oman","—In spite of the prominence of research on social responsibility teaching as a skill for today, managing social responsibility in foreign language teaching settings is still not a very well explored territory, and the ESP classroom is not an exception. The purpose of this paper is to report on a study that examined the ways social responsibility is integrated into ESP classrooms as perceived by the teachers, with a particular focus on their considerations of socially responsible pedagogy that can potentially contribute to students’ linguistic and socio-cultural advancement. The study used qualitative interviews with 43 English language teachers from Oman’s higher education institutions who shared their understanding of social responsibility and how it is incorporated and addressed in their credit and foundation ESP courses. Data analysis was conducted using a method of rhizo-textual analysis (Honan, 2007). Findings reveal that teachers place social responsibility high in terms of its ethical value and importance for students' future employability. They also indicate that despite the perceived importance, administrative support, ESP curriculum content development, and implementation, social responsibility is on average moderately managed in the ESP classrooms due to a lack of social responsibility perspective in some pre-service teaching courses and in-service professional development, perceived issues with time, design and implementation of in-class and extra-curricular activities. The findings of this research contribute to the literature about the importance of social responsibility and direct further developments, leading to effective social responsibility teaching and learning. © 2023 ACADEMY PUBLICATION.","ESP classroom; higher education; Oman; social responsibility; teachers","","","","","","Sultan Qaboos University, SQU","The authors wish to thank Sultan Qaboos University and its Centre for Preparatory Studies. This work was supported by an internal grant from Sultan Qaboos University, Sultanate of Oman.","Alzyoud S. A., Bani-Hani K., Social responsibility in higher education institutions: Application case from the Middle East, European Scientific Journal, 11, 8, (2015); Al-Wahaibi A. N. H., Women’s empowerment from the perspective of female Omani academic leaders, Handbook on promoting social justice in education, (2020); Barber N. A., Venkatachalam V., Integrating social responsibility into business school undergraduate education: A student perspective, American Journal of Business Education (AJBE), 6, 3, pp. 385-396, (2013); Belcher D., English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life, TESOL Quarterly, 40, pp. 133-156, (2006); Carroll A.B., Carroll’s pyramid of CSR: Taking another look, International Journal of Corporate Social Responsibility, 1, (2016); Clarke B., Parsons J., Becoming rhizome researchers, Reconceptualizing Educational Research Methodology, 4, 1, pp. 35-43, (2013); Davis S.L., Rives L.M., Maya S.R., Introducing personal social responsibility as a key element to upgrade CSR, Spanish Journal of Marketing-ESIC, 21, pp. 146-163, (2017); Deleuze G., Guattari F., A thousand plateaus: Capitalism and schizophrenia, (1987); DeSantis L., Ugarriza D., The concept of theme as used in qualitative nursing research, Western Journal of Nursing Research, 22, pp. 351-372, (2000); Dillon M., Learning happens: Incorporating a rhizomatic perspective into teaching and learning, Adult Education Research Conference, (2016); Dugan M.S., Settings, texts, tools & participants: A rhizomatic analysis of educational designs and learning spaces in an urban high school, (2009); Dyck R. G., Mulej M., Social responsibility: Sustainability, education and management, (2014); Dyck R.G., A new economy and social responsibility, Social responsibility beyond neoliberalism and charity. Volume 3: Social responsibility-Methods, dilemmas and hopes, pp. 207-217, (2014); Flores M., English language teaching management: Rethinking organizations to educate for social responsibility, The TESOL symposium, Teaching English and Social Responsibility, (2004); Flores M. E., Jose S., Rica C., English Language teaching management: Rethinking organizations to educate for social responsibility, (2004); Gueye M., One step beyond ESP: English for development purposes, English Teaching Forum, 27, 3, pp. 31-34, (1990); Honan E., Sellers M., So how does it work? – rhizomatic methodologies, the AARE Annual Conference, (2006); Honan E., (Im)plausibilities: A rhizo-textual analysis of policy texts and teacher’s work, Educational Philosophy and Theory, 36, 3, pp. 267-281, (2004); Honan E., Writing a rhizome: an (im)plausible methodology, International Journal of Qualitative Studies in Education, 20, 5, pp. 531-546, (2007); Irwin A., Nordmann E., Simms K., Stakeholder perception of student employability: Does the duration, type, and location of work experience matter?, High Education, 78, 5, pp. 761-781, (2019); Jakab N., Raczi Z., Issues of public social responsibility in Great Britain and Hungary, (2019); Krashen S., Second language acquisition, Second Language Learning, 3, 7, pp. 19-39, (1981); Vision documents, (2020); Mulej M., Dyck R. G., Social responsibility beyond neoliberalism and charity. Volume 3: Social responsibility-Methods, dilemmas and hopes, (2014); Murphy M. J., MacDonald J. B., Antoine G. E., Smolarski J. M., Exploring Muslim attitudes towards corporate social responsibility: Are Saudi business students different?, Journal of Business Ethics, 154, 4, pp. 1103-1118, (2019); Paceila M., The individual social responsibility: Insights from a literature review, Management Research and Practice, 10, pp. 17-26, (2018); Pompper D., Corporate social responsibility, sustainability, and ethical public relations: Strengthening synergies with human resources, (2018); Sargeant J., Qualitative research Part II: Participants, analysis, and quality assurance, Journal of Graduate Medical Education, 4, 1, pp. 1-3, (2012); Savas B., Role of functional academic literacy in ESP teaching: ESP teacher training in Turkey for sustainable development, Journal of International Social Research, 2, 9, pp. 395-406, (2009); Sellers M., Growing a rhizome: Embodying early experiences in learning, New Zealand Research in Early Childhood Education, 8, pp. 29-41, (2005); Suk J., The poetics of immanence: Performance theatre of forced entertainment, (2016); Sun Y., 8 major trends in the global ELT field, (2014); The national strategy for education 2040, (2018); The rise of social responsibility in higher education, (2019); Tuzlukova V., Inguva M., Sancheti P., Bayburtsyan K., General education for students’ development: A case study in Oman, Asian Journal of Management Sciences and Education, 7, 2, pp. 85-98, (2018); Venugopala J., Personal social responsibility (PSR), (2015); Al-Ani Wajeha, Alternative education needs in Oman: accommodating learning diversity and meeting market demand, International Journal of Adolescence and Youth, 22, 3, pp. 322-336, (2017); Yarbro J., Ventura M., Skills for today: What we know about teaching and assessing social responsibility, (2019)","","","Academy Publication","","","","","","17992591","","","","English","Theory Pract. Lang. Stud.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85149669558"
"Yan Y.; Deng D.; Geng Y.; Gao J.; Lin E.","Yan, Yan (57251105100); Deng, Di (58798293000); Geng, Yuqing (57217002524); Gao, Juan (58486631200); Lin, Enzhong (58797198300)","57251105100; 58798293000; 57217002524; 58486631200; 58797198300","The dual influence path of decent work perception on employee innovative behavior","2023","Frontiers in Psychology","14","","1302945","","","","0","10.3389/fpsyg.2023.1302945","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181670535&doi=10.3389%2ffpsyg.2023.1302945&partnerID=40&md5=868e20283d415966fc6361b458ab41d3","Shanghai Dianji University, Shanghai, China; Guizhou University of Traditional Chinese Medicine, Guiyang, China; Chengdu Huizhixin Management Consulting Co., Ltd, Chengdu, China","Yan Y., Shanghai Dianji University, Shanghai, China; Deng D., Guizhou University of Traditional Chinese Medicine, Guiyang, China; Geng Y., Shanghai Dianji University, Shanghai, China; Gao J., Shanghai Dianji University, Shanghai, China; Lin E., Chengdu Huizhixin Management Consulting Co., Ltd, Chengdu, China","Background: The goal of decent work (DW) is a win-win situation for both employees and employers. It promotes an individual’s employability and enhances the competitiveness of the organization. Design: Based on the conservation of resources theory (COR), this paper conducted survey on knowledge workers and analyzed the data by hierarchical linear model (HLM). Research purposes: This paper aims to examine how decent work perception (DWP) influences employee innovation behavior through the mediating effect of job engagement and burnout and the moderating effect of authoritarian leadership. Findings: Based on the results of statistical analyses conducted on 489 valid knowledge workers, it was demonstrated that DWP positively influence employee innovative behavior. Job engagement has a full mediating effect on the relationship between DWP and employee innovative behavior. The study did not support the mediating effect of job burnout, however. There is a positive moderating effect of authoritarian leadership on the relationship between DWP and job engagement and a negative moderating effect on the relationship between DWP and job burnout. Implications: In addition to contributing to theoretical studies on DW and work behavior, this paper also contributes to practice on employee motivation and leadership. Copyright © 2023 Yan, Deng, Geng, Gao and Lin.","authoritarian leadership; decent work perception; employee innovative behavior; job burnout; job engagement","","","","","","Shanghai Dianji University for postgraduates, (A1-0225-23-011-02-012); Shanghai Key Curriculum Construction Project; Shanghai DianJi University, SDJU, (A1-5101-22-003-08-153); Education and Scientific Research Project of Shanghai","The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This research was funded by Education and Scientific Research Project of Shanghai (The Dual effect of Decent work on Female College Teachers’ Fertility Intention), Shanghai Dianji University for Project Teaching (A1-5101-22-003-08-153), Shanghai Dianji University for postgraduates’ education (A1-0225-23-011-02-012), Shanghai Key Curriculum Construction Project (Micro-economics). ","Adhikari D.R., Hirasawa K., Takakubo Y., Pandey D.L., Decent work and work life quality in Nepal: an observation, Empl. Relat, 34, pp. 61-79, (2012); Alikaj A., Ning W., Wu B.Q., Proactive personality and creative behavior: examining the role of thriving at work and high-involvement HR practices, J. Bus. Psychol, 36, pp. 857-869, (2021); Asim M., Zhiying L., Nadeem M.A., Ghani U., Arshad M., Yi X., How authoritarian leadership affects Employee's helping behavior? The mediating role of rumination and moderating role of psychological ownership, Front. Psychol, 12, (2021); Aybas M., Ozcelik G., Uyargil C., Can decent work explain employee-level outcomes? The roles of work-family and family-work conflict, Sustainability, 14, (2022); Bakker A.B., Demerouti E., Sanz-Vergel A.I., Burnout and work engagement: the JD-R approach, Annual review of organizational psychology and organizational behavior, 1, (2014); Baron R.M., Kenny D.A., The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations, Journal of personality and social psychology, 51, (1986); Blustein D.L., Olle C., Connors-Kellgren A., Diamonti A.J., Decent work: a psychological perspective, Front. Psychol, 7, (2016); Casqueira C.M.D.S.C., Decent work, toxic leadership, and work motivation: Empirical research with workers, (2019); Cheng B.X., Chou L.F., Fan J.L., The paternalistic leadership scale: constructing and measuring a triadic mode. Taipei: research in native, Psychology, 14, pp. 3-64, (2000); Chiang J.T.J., Chen X.P., Liu H.Y., Akutsu S., Wang Z., We have emotions but Can't show them! Authoritarian leadership, emotion suppression climate, and team performance, Hum. Relat, 74, pp. 1082-1111, (2021); Conway E., Fu N., Monks K., Alfes K., Bailey C., Demands or resources? The relationship between HR practices, employee engagement, and emotional exhaustion within a hybrid model of employment relations, Hum. Resour. Manag, 55, pp. 901-917, (2016); Cooke F.L., Xu J.P., Bian H.M., The Prospect of decent work, decent industrial relations and decent social relations in China: towards a multi-level and multi-disciplinary approach, Int. J. Hum. Resour. Manag, 30, pp. 122-155, (2019); Cruz K., Hardy K., Sanders T., False self-employment, autonomy and regulating for decent work: improving working conditions in the UK stripping industry, Br. J. Ind. 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Psychol, 64, pp. 206-221, (2017); El-Kassar A.N., Dagher G.K., Lythreatis S., Azakir M., Antecedents and consequences of knowledge hiding: the roles of HR practices, organizational support for creativity, creativity, innovative work behavior, and task performance, J. Bus. Res, 140, pp. 1-10, (2022); Elshater A., Abusaada H., Alfiky A., El-Bardisy N., Elmarakby E., Grant S., Workers' satisfaction Vis-a-Vis environmental and socio-morphological aspects for sustainability and decent work, Sustainability, 14, (2022); Ferraro T., dos Santos N.R., Moreira J.M., Pais L., Decent work, work motivation, work engagement and burnout in physicians, Int. J. Appl. Posit. Psychol, 5, pp. 13-35, (2020); Ferraro T., Pais L., Rebelo Dos Santos N., Moreira J.M., The decent work questionnaire: development and validation in two samples of knowledge workers, Int. 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Rev, 49, pp. 250-264, (2019); Kwon K., Kim T., An integrative literature review of employee engagement and innovative behavior: revisiting the JD-R model, Hum. Resour. Manag. Rev, 30, (2020); Lee W.R., Choi S.B., Kang S.W., How Leaders' positive feedback influences Employees' innovative behavior: the mediating role of voice behavior and job autonomy, Sustainability, 13, (2021); Lenihan H., McGuirk H., Murphy K.R., Driving innovation: public policy and human capital, Res. Policy, 48, (2019); Li M.L., Hsu C.H.C., A review of employee innovative behavior in services, Int. J. Contemp. Hosp. Manag, 28, pp. 2820-2841, (2016); Li Y.L., Wu Q., Li Y., Chen L.J., Wang X.L., Relationships among psychological capital, creative tendency, and job burnout among Chinese nurses, J. Adv. Nurs, 75, pp. 3495-3503, (2019); Mackett O., Measuring the determinants of decent work: evidence from the Gauteng City-region, Conference paper presented at the Economics Society of South Africa’s Biennial Conference, (2017); Mahmood M., Uddin M.A., Ostrovskiy A., Orazalin N., Effectiveness of business leadership in the Eurasian context: empirical evidence from Kazakhstan, J. Manag. Dev, 39, pp. 793-809, (2020); Maslach C., Job burnout: new directions in research and intervention, Curr. Dir. Psychol. Sci, 12, pp. 189-192, (2003); Maslach C., Leiter M.P., Chapter 43 - burnout, Stress: Concepts, cognition, emotion, and behavior, (2016); Maslach C., Schaufeli W.B., Leiter M.P., Job burnout, Ann. Rev. Psychol, 52, pp. 397-422, (2001); McIlveen P., Hoare P.N., Perera H.N., Kossen C., Mason L., Munday S., Et al., Decent Work's association with job satisfaction, work engagement, and withdrawal intentions in Australian working adults, J. Career Assess, 29, pp. 18-35, (2021); Montani F., Vandenberghe C., Khedhaouria A., Courcy F., Examining the inverted U-shaped relationship between workload and innovative work behavior: the role of work engagement and mindfulness, Hum. Relat, 73, pp. 59-93, (2020); Newman A., Cooper B., Holland P., Miao Q., Teicher J., How do industrial relations climate and union instrumentality enhance employee performance? The mediating effects of perceived job security and Trust in Management, Hum. Resour. Manag, 58, pp. 35-44, (2019); Ohana M., Stinglhamber F., Co-workers' voice climate and affective commitment towards the team: a test of mediation and moderation, Hum. Resour. Manag. J, 29, pp. 395-412, (2019); Pizzolitto E., Verna I., Venditti M., Authoritarian leadership styles and performance: a systematic literature review and research agenda, Manag. Rev. Quar, 73, pp. 841-871, (2023); Podsakoff P.M., MacKenzie S.B., Lee J.Y., Podsakoff N.P., Common method biases in behavioral research: a critical review of the literature and recommended remedies, Journal of applied psychology, 88, (2003); Qi L., Liu B., Wei X., Hu Y.H., Impact of inclusive leadership on employee innovative behavior: perceived organizational support as a mediator, PLoS One, 14, (2019); Qing T., Liu S., Wang T., A study on the relationship between decent labor and dedication: the role of intrinsic motivation, psychological needs, J. Sichuan Univ. Philos. Soc. Sci. Edit, 5, (2016); Saha D., Decent work for the street vendors in Mumbai, India—a distant vision!, J. Work. Rights, 14, pp. 229-250, (2009); Schaufeli V.B., Shimazu A., Hakanen J., Salanova M., De Witte H., An ultra-short measure for work engagement the UWES-3 validation across five countries, Eur. J. Psychol. Assess, 35, pp. 577-591, (2019); Schaufeli W.B., Bakker A.B., Job demands, job resources, and their relationship with burnout and engagement: a multi-sample study, J. Organ. Behav, 25, pp. 293-315, (2004); Schaufeli W.B., Salanova M., Gonzalez-Roma V., Bakker A.B., Utrecht Work Engagement Scale-17, Educ. Psychol. Meas, (2002); Seubert C., Hopfgartner L., Glaser J., Living wages, decent work, and need satisfaction: an integrated perspective, Eur. J. Work Organ. Psy, 30, pp. 808-823, (2021); Shehri F.A., Rehman T., Mansoor M., Saif O.B., Exploring the role of entrepreneurial leadership in decent work and economic growth: a sustainable development of textile industry of Pakistan. Journal of social sciences, Review, 2, pp. 237-248, (2022); Sheng X.Y., Zhou H., The effect of decent work on voice behavior: the mediating role of thriving at work and the moderating role of proactive personality, Curr. 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Behav, 135, (2022); Wu K., Zhao G.X., The structure and measurement of parental leadership in mainland China. The structure and measurement of paternalistic leadership in mainland China, Psychol. Res, 2, pp. 56-59, (2009); Wu W.L., Lee Y.C., Do work engagement and transformational leadership facilitate knowledge sharing? A perspective of conservation of resources theory, Int. J. Environ. Res. Public Health, 17, (2020); Xu Y., Liu D., Tang D.S., Decent work and innovative work behaviour: mediating roles of work engagement, intrinsic motivation and job self-efficacy, Creat. Innov. Manag, 31, pp. 49-63, (2022); Yang Q., Wei H., The impact of ethical leadership on organizational citizenship behavior: the moderating role of workplace ostracism, Leadersh. Organ. Dev. J, 39, pp. 100-113, (2018); Yan Y., Geng Y.Q., Gao J., Measuring the decent work pf knowledge workers: constructing and validating a new scale, Heliyon, 9, (2023); Yui T.C., Ng C.T.S., Chen H.C., Wu C.Y., Is Cyberloafing a Problematic Behaviour in the Organization?. In Academy of Management Proceedings Briarcliff Manor, NY 10510: Academy of Management, 2021, (2021); Zhang L., Fan C.H., Deng Y.L., Lam C.F., Hu E.H., Wang L.Y., Exploring the interpersonal determinants of job embeddedness and voluntary turnover: a conservation of resources perspective, Hum. Resour. Manag. J, 29, pp. 413-432, (2019); Zhang S.L., Liu X.F., Du Y.N., When and how authoritarian leadership influences employee innovation behavior in the context of Chinese culture, Leadersh. Organ. Dev. J, 42, pp. 722-734, (2021)","D. Deng; Guizhou University of Traditional Chinese Medicine, Guiyang, China; email: gzdengdi@163.com","","Frontiers Media SA","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85181670535"
"Al-Mahadin S.","Al-Mahadin, Salam (6504316950)","6504316950","General education requirements, the liberal arts and government intervention in higher education: a case from Jordan","2023","On the Horizon","31","1","","71","78","7","0","10.1108/OTH-07-2022-0038","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143435654&doi=10.1108%2fOTH-07-2022-0038&partnerID=40&md5=0f5156ff961e5d208eeba4b10da359c6","Department of English Language and Literature, Middle East University, Amman, Jordan","Al-Mahadin S., Department of English Language and Literature, Middle East University, Amman, Jordan","Purpose: Heavily regulated higher education institutions may not be able to possess the autonomy to produce students who are both college and career ready. This paper aims to explore the role of the Ministry of Higher Education in Jordan in determining the content and direction of general education requirements, the historical roots of this type of intervention and its possible implications for the future of liberal arts in general education requirements. Design/methodology/approach: The paper is a critical and historical reflection that combines practitioner research perspectives – the author is a university president – with reference to a single case study from a Jordanian university to demonstrate the real-life context of government intervention in general education requirements. Findings: University education is inextricably linked with employability rather than inquiry-based disciplines that produce both intellectual development and technical skills. Jordanian universities, heavily regulated by the government, are required to allocate between 21 and 27 credit hours to general education requirements. Lost between universities that are mandated to have them and policymakers who impose them, general education requirements, as recently reformed, possess neither the ability to produce intellectual skills or career-readiness skills. Originality Value: This paper highlights the importance of university autonomy in determining its approach to general education requirements to allow students to develop both career-readiness and college-readiness skills. © 2022, Emerald Publishing Limited.","Career readiness; College readiness; General education requirements; Jordanian Universities; Liberal arts","","","","","","","","Abu Zaid S., JEA laments high unemployment rates among engineers, The Jordan Times, (2021); Adler-Kassner L., Liberal learning, professional training, and disciplinarity in the age of educational reform: remodelling general education, College English, 76, 5, pp. 436-457, (2014); Applebee A.N., Common core state standards: the promise and the peril in a national palimpsest, English Journal, 102, 3, pp. 25-33, (2013); Badran A., Badran S., Government and governance in Arab universities: alignment or conflict, Higher Education in the Arab World, pp. 97-108, (2020); Camara W., Defining and measuring college and career readiness: a validation framework, Educational Measurement: Issues and Practice, 32, 4, pp. 16-27, (2013); Jordanian labour market needs-a research study, (2021); Kassay A., Administration and efficiency – bureaucratic reform: the case of Jordan, Mediterranean Politics, 3, 3, pp. 52-62, (1998); Malcolm J., The University and its Disciplines: Teaching and Learning Within and Beyond Disciplinary Boundaries, (2010); Miller G.E., The Meaning of General Education: The Emergence of a Curriculum Paradigm, (1988); Mokher C.G., Rosenbaum J.E., Gable A., Ahearn C., Jacobson L., Ready for what? Confusion around college and career readiness, Phi Delta Kappan, 100, 4, pp. 40-43, (2018); Key issues affecting youth in Jordan, (2014)","S. Al-Mahadin; Department of English Language and Literature, Middle East University, Amman, Jordan; email: sumi70jo@yahoo.co.uk","","Emerald Publishing","","","","","","10748121","","","","English","Horizon","Article","Final","","Scopus","2-s2.0-85143435654"
"Assogba M.F.; Gnonlonfoun N.; Vroeg P.","Assogba, M.F. (57208389116); Gnonlonfoun, N. (58808854300); Vroeg, P. (57212822698)","57208389116; 58808854300; 57212822698","MARKET ANALYSIS OF ADDED-VALUE CHAIN PRODUCTS AND EMPLOYABILITY OF YOUNG PEOPLE IN NORTH BENIN","2023","African Journal of Food, Agriculture, Nutrition and Development","23","10","","24863","24885","22","0","10.18697/AJFAND.125.23735","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182196671&doi=10.18697%2fAJFAND.125.23735&partnerID=40&md5=2951f1ba2d846c1ef45bd12b2da37fcc","School of Nutrition, Food Sciences and Technology, Faculty of Agronomic Sciences, University of Abomey-Calavi, 03 BP 2918, Jéricho Cotonou, Benin; SNV Netherlands Development Organization, Rue du PNUD, Camp Guezo, Porte n°225, 01 BP 1048, Cotonou, Benin","Assogba M.F., School of Nutrition, Food Sciences and Technology, Faculty of Agronomic Sciences, University of Abomey-Calavi, 03 BP 2918, Jéricho Cotonou, Benin; Gnonlonfoun N., SNV Netherlands Development Organization, Rue du PNUD, Camp Guezo, Porte n°225, 01 BP 1048, Cotonou, Benin; Vroeg P., SNV Netherlands Development Organization, Rue du PNUD, Camp Guezo, Porte n°225, 01 BP 1048, Cotonou, Benin","The challenge of young people employability in Africa and particularly in Benin continues to rise with acuity. The majority of young people are affected by underemployment, or are without decent jobs. This is the reason why the Netherlands Development Organization (SNV) implemented the Youth Employment project for the Improvement of Food Security in northern Benin (EJASA). This study aimed to analyze the added-value chains (AVC) from different agricultural sectors in order to assess their ability to ensuring the employability or professional integration of young people. This study analyzed six (06) added-value chains divided into three (03) sectors as follows: AVCs from market gardening sector (tomato fruit and fresh chilli pepper), AVCs from soybean sector (soybean grain and soybean cheese) and AVCs from the poultry sector (local chicken and guinea fowl). The results obtained showed that the overall demand of the selected AVC products was generally satisfied only at the level of 10 to 40% in the targeted municipalities, which suggests opportunities for positioning and entrepreneurship for young people. All the AVCs analyzed are profitable with the best rates of return (RNE/CT ratios) recorded for the AVC of guinea fowl (4.7), chilli pepper (1.6), tomato (1.1) and soybean grain (0.9), while the best wealth creation rates (VA/CI) observed for AVC guinea fowl (6.2), chilli pepper (4.5), tomato fruit (2.4) and soybean grain (1.6). The strong demand for AVC products, the existence of sales markets for all AVCs, the permanent support from technical and financial partners, and support structures for access to financing are all opportunities available to young people to ensure their employability and improve their income. The access to a well-paid job in one of the AVCs will help young people to improve their income and consequently to fight poverty and improve their food and nutrition security situation. © (2023) All Rights Reserved.","Food security; Food value chains; Improved income; Nutrition; youth employment","","","","","","SNV Netherlands Development Organization","This research was funded by SNV Netherlands Development Organization","Enquête Régionale Intégrée sur l’Emploi et le Secteur Informel (ERI-ESI) Bénin, (2019); Cadre de Programmation Pays (2012-2015), (2012); Enabling the Business of Agriculture, (2017); Cerdan C, Kameni A, Kenikou Mounkama C, Ndjouenkeu R, Quels dispositifs d’appui pour la promotion des petites entreprises agroalimentaires des savanes d’Afrique Centrale?, HAL, pp. 1-10, (2003); Renforcer l’entreprenariat des jeunes dans l’agriculture, (2016); Stukel DM, Feed the Future Population-Based Survey Sampling Guide, (2018); Doherty B, Kittipanya-Ngam P, The Role of Social Enterprise Hybrid Business Models in Inclusive Value Chain Development, Sustainability, 13, (2021); Les chiffres définitifs de la campagne agricole 2019-2020, (2020); Etude d’identification et de caractérisation des flux des produits maraichers entre le Bénin, le Togo, le Nigeria, le Burkina-faso et le Niger, (2019); Secteur Avicole Bénin. Revues nationales de l’élevage de la division de la production et de la santé animales de la FAO, (2015); Dahouda M, Toleba SS, Youssao AKI, Bani Kogui S, Yacoubou Aboubakari S, Hornick J, Guinea fowl rearing constraints and flock composition under traditional management in Borgou Department, Benin, Family Poultry, 17, (2007); Mensah ACG, Sikirou R, Assogba Komlan F, Yarou BB, Midingoyi S-K, Honfoga J, Dossoumou M-E, Kpera GN, Référentiel Technico-Economique (RTE), (2019); Mensah ACG, Sikirou R, Assogba Komlan F, Yarou BB, Midingoyi GS-K, Honfoga J, Dossoumou M-E, Kpera GN, AKA Djinadou Techniques de production du piment au Bénin, Référentiel Technico-Économique (RTE), (2019)","M.F. Assogba; School of Nutrition, Food Sciences and Technology, Faculty of Agronomic Sciences, University of Abomey-Calavi, Jéricho Cotonou, 03 BP 2918, Benin; email: fassogba@gmail.com","","African Scholarly Science Communications Trust (ASSCAT)","","","","","","16845358","","","","English","Afr. J. Food Agric. Nutr. Dev.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85182196671"
"Tang M.","Tang, Melody (57218351912)","57218351912","Navigating the Australian labour market with employability capitals: strategies and agency of Chinese international graduates","2023","Globalisation, Societies and Education","","","","","","","0","10.1080/14767724.2023.2292629","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180174208&doi=10.1080%2f14767724.2023.2292629&partnerID=40&md5=7e10a9623cd2e533d8dbe76dba06b98d","Faculty of Education, Monash University, Clayton, Australia","Tang M., Faculty of Education, Monash University, Clayton, Australia","This study explored the strategies and agency of Chinese international graduates in developing and utilising employability capitals (human, social, cultural, psychological, identity and agentic) in the Australian labour market. Two key discoveries emerged from in-depth interviews with 14 participants. First, Chinese international graduates challenged the deficit stereotype within the Bourdieusian approach; their agency thrived via valuable habitus, ethnic capital and field alignment. Second, prioritised employability outcomes agency and deliberate non-engagement agency emerged in the development and utilisation of employability capitals. These findings provide guidance for educators and international graduates and enrich policymaking for a smoother transition. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Agency; Bourdieu; capital; employability; higher education; international graduates","","","","","","","","Billett S., Fenwick T., Somerville M., Work, Subjectivity and Learning: Understanding Learning Through Working Life, 6, (2006); Birt L., Scott S., Cavers D., Campbell C., Walter F., Member Checking, Qualitative Health Research, 26, 13, pp. 1802-1811, (2016); Blackmore J., Rahimi M., How ‘Best Fit’ Excludes international graduates from employment in Australia: A bourdeusian perspective, Journal of Education and Work, 32, 5, pp. 436-448, (2019); Boddy C.R., Sample size for qualitative research, Qualitative Market Research: An International Journal, 19, 4, pp. 426-432, (2016); Bourdieu P., Outline of a theory of practice, (1977); Bourdieu P., The forms of capital, Handbook of Theory and Research for the Sociology of Education, pp. 241-259, (1986); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bryman A., Social Research Methods, (2016); Chew J., (2019); (2022); Giddens A., The Constitution of Society: Outline of the Theory of Structuration, (1984); Heng T.T., Different is not deficient: Contradicting stereotypes of Chinese international students in US higher education, Studies in Higher Education, 43, 1, pp. 22-36, (2018); Huang Q., Jung J., Career Decision-Making Among Chinese Doctoral Engineering graduates after studying in the United States, Higher Education Quarterly, pp. 1-19, (2023); Joy S., Game A.M., Toshniwal I.G., Applying Bourdieu’s Capital-Field-Habitus Framework to Migrant Careers: Taking Stock and Adding a Transnational Perspective, The International Journal of Human Resource Management, 31, 20, pp. 2541-2564, (2020); Lochmiller C.R., Conducting Thematic Analysis with Qualitative Data, The Qualitative Report, 26, 6, pp. 2029-2044, (2021); Moskal M., International Students Pathways Between Open and Closed Borders: Towards a Multi-Scalar Approach to Educational Mobility and Labour Market Outcomes, International Migration, 55, 3, pp. 126-138, (2017); (2022); Pham T., (2021); Pham T., Student Transition Experiences: Key Concepts and Exemplar Investigation Models, Enhancing Student Education Transitions and Employability: From Theory to Practice, pp. 17-33, (2021); Pham T., Communication Competencies and International Graduates’ Employability Outcomes: Strategies to Navigate the Host Labour Market, Journal of International Migration and Integration, 23, pp. 733-749, (2021); Pham T., Strategies Undertaken by International Graduates to Negotiate Employability, Rethinking Graduate Employability in Context: Discourse, Policy and Practice, pp. 299-318, (2023); Pham T., Dai K., Saito E., Forms of Agency Enacted by International Ph.D. Holders in Australia and Ph.D. Returnees in China to Negotiate Employability, Compare: A Journal of Comparative and International Education, ahead-of-print, ahead-of-print, pp. 1-18, (2023); Pham T., Tomlinson M., Thompson C., Forms of Capital and Agency as Mediations in Negotiating Employability of International Graduate Migrants, Globalisation, Societies and Education, 17, 3, pp. 394-405, (2019); (2021); Sin I.L., Ethnicity and (Dis)Advantage: Exchanging Cultural Capital in UK International Education and Graduate Employment, Sociological Research Online, 21, 4, pp. 57-69, (2016); Singh J.K.N., International Students in Chinese Elite Universities and Employability Capital: A Qualitative Study, Globalisation, Societies and Education, ahead-of-print, ahead-of-print, pp. 1-16, (2022); Singh J.K.N., Raby R.L., Bista K., International Student Employability: Narratives of Strengths, Challenges, and Strategies about Global South Students, 12, (2023); Tang M., Challenges Associated with Employability Capitals Facing Chinese International Graduates in Australia, Graduate Employability and Workplace-Based Learning Development: Insights from Sociocultural Perspectives, pp. 83-99, (2022); Tang M., Contributions of Capitals to Chinese International Graduates’ Employability in Australia, Journal of Comparative & International Higher Education, 14, 5A, pp. 52-57, (2023); Tang M., Jiang W., Chinese International Graduates in the Australian Labor Market: Employability Capitals and Wellbeing, Establishing and Maintaining Sustainable Career Ecosystems for University Students and Graduates, pp. 214-237, (2023); Taylor L., Constructing Online Work-Based Learning Placements: Approaches to Pedagogy, Design, Planning, and Implementation, (2023); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education+Training, 59, 4, pp. 338-352, (2017); Tran L., Bui H., (2019); Tran L., Thi H.L., Phan T., Tan G., Rahimi M., ‘I Changed my Strategy and Looked for Jobs on Gumtree’: The Ecological Circumstances and International Graduates’ Agency and Strategies to Navigate the Australian Labour Market, Compare: A Journal of Comparative and International Education, 52, 5, pp. 822-840, (2020); Tran L.T., Vu T.T.P., ‘Agency in Mobility’: Towards a Conceptualisation of International Student Agency in Transnational Mobility, Educational Review, 70, 2, pp. 167-187, (2018); Wang X., Freed R., A Bourdieusian Analysis of the Sociocultural Capital of Chinese International Graduate Students in the United States, Journal of International Students, 11, 1, pp. 41-59, (2021); Xu C.L., Time, Class and Privilege in Career Imagination: Exploring Study-To-Work Transition of Chinese International Students in Uk Universities Through a Bourdieusian Lens, Time & Society, 30, 1, pp. 1-25, (2020)","M. Tang; Faculty of Education, Monash University, Clayton, 19 Ancora Imparo Way, 3800, Australia; email: mengni.tang@monash.edu","","Routledge","","","","","","14767724","","","","English","Globalisation Soc. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85180174208"
"Lees J.; Gorini L.; Torjussen S.; Oliveira M.; Pinto P.; Potes Barbas M.; Martins M.; Jones M.S.; Sheppard V.; Petronilho A.; Trindade M.","Lees, James (57830498100); Gorini, Lucrezia (35767809900); Torjussen, Stian (26423992300); Oliveira, Margarida (55953401200); Pinto, Paula (55926394800); Potes Barbas, Maria (57830311100); Martins, Madalena (54994859200); Jones, Melanie S. (57830400300); Sheppard, Victoria (57742275600); Petronilho, Ana (23012827500); Trindade, Margarida (7005801216)","57830498100; 35767809900; 26423992300; 55953401200; 55926394800; 57830311100; 54994859200; 57830400300; 57742275600; 23012827500; 7005801216","Transnational cooperation in enhancing researchers’ wider employability: the TRANSPEER project","2023","Studies in Graduate and Postdoctoral Education","14","1","","19","25","6","0","10.1108/SGPE-12-2021-0083","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135413384&doi=10.1108%2fSGPE-12-2021-0083&partnerID=40&md5=1b75bd2aa4fe5a81d4b24712b4f61431","Grants and Innovation Office, Karlstad University, Karlstad, Sweden; Faculty of Education, Inland Norway University of Applied Sciences – Hamar Campus, Hamar, Norway; Faculty of Education, Inland Norway University of Applied Sciences, Elverum, Norway; Department of Food Technology, Biotechnology and Nutrition, Escola Superior Agraria, Instituto Politecnico de Santarém, Santarém, Portugal; Department of Educational Technology and the Centre for Research in Arts and Communication – Digital Literacy and Inclusion Hub, Escola Superior de Educação, Instituto Politecnico de Santarém, Santarém, Portugal; Instituto de Tecnologia Química e Biológica António Xavier, Universidade Nova de Lisboa, Oeiras, Portugal; Organisational Development, Liverpool John Moores University, Liverpool, United Kingdom; Doctoral School, Liverpool John Moores University, Liverpool, United Kingdom; Instituto de Tecnologia Química e Biologica, Universidade Nova de Lisboa, Oeiras, Portugal; Department of Science Funding, Instituto de Tecnologia Química e Biologica Antonio Xavier, Universidade Nova de Lisboa, Lisbon, Portugal; Life Quality Research Centre (CIEQV) IPSantarém/IPLeiria, Rio Maior, Portugal; Escola Superior de Saúde, Instituto Politécnico de Setúbal, Setúbal, Portugal; Linking Landscape, Environment, Agriculture And Food (LEAF), Universidade de Lisboa, Lisbon, Portugal","Lees J., Grants and Innovation Office, Karlstad University, Karlstad, Sweden; Gorini L., Faculty of Education, Inland Norway University of Applied Sciences – Hamar Campus, Hamar, Norway; Torjussen S., Faculty of Education, Inland Norway University of Applied Sciences, Elverum, Norway; Oliveira M., Department of Food Technology, Biotechnology and Nutrition, Escola Superior Agraria, Instituto Politecnico de Santarém, Santarém, Portugal, Linking Landscape, Environment, Agriculture And Food (LEAF), Universidade de Lisboa, Lisbon, Portugal; Pinto P., Department of Food Technology, Biotechnology and Nutrition, Escola Superior Agraria, Instituto Politecnico de Santarém, Santarém, Portugal, Life Quality Research Centre (CIEQV) IPSantarém/IPLeiria, Rio Maior, Portugal; Potes Barbas M., Department of Educational Technology and the Centre for Research in Arts and Communication – Digital Literacy and Inclusion Hub, Escola Superior de Educação, Instituto Politecnico de Santarém, Santarém, Portugal; Martins M., Instituto de Tecnologia Química e Biológica António Xavier, Universidade Nova de Lisboa, Oeiras, Portugal, Escola Superior de Saúde, Instituto Politécnico de Setúbal, Setúbal, Portugal; Jones M.S., Organisational Development, Liverpool John Moores University, Liverpool, United Kingdom; Sheppard V., Doctoral School, Liverpool John Moores University, Liverpool, United Kingdom; Petronilho A., Instituto de Tecnologia Química e Biologica, Universidade Nova de Lisboa, Oeiras, Portugal; Trindade M., Department of Science Funding, Instituto de Tecnologia Química e Biologica Antonio Xavier, Universidade Nova de Lisboa, Lisbon, Portugal","Purpose: The purpose of this paper is to provide an example of best practice towards enhancing employability in the cross-sectoral labour market for doctorate-holders. This was achieved through an Erasmus+ KA2 (Strategic Partnership) skills development project which created a training programme (TRANSPEER) involving a multi-disciplinary cohort of researchers at a range of career stages, drawn from universities in Norway, Portugal, Sweden and the UK. Design/methodology/approach: Research support staff designed and delivered four transnational training events for the cohort, with the overarching theme of enhancing researcher employability. An initial skills awareness survey of the researcher cohort was undertaken prior to the start of the programme; this survey was repeated after each event. An additional aim of the project was the development of the consortium’s research support staff through exposure to the facilitation techniques and methodologies of their international colleagues. Findings: The findings indicate that transnational collaboration in researcher development enhances the learning environment for participating researchers and provides significant professional development opportunities for both researchers and researcher developers. The findings further suggest the benefits of mixing cohorts across career stages and engaging researchers with novel and interactive approaches on themes not typically addressed in academic competence development offerings. Originality/value: Transversal skills development cooperation between universities – especially transnational cooperation – is rare. Even more so is the professional development of research support staff in a transnational context. This paper outlines the benefits of such collaborative activities. © 2022, James Lees, Lucrezia Gorini, Stian Torjussen, Margarida Oliveira, Paula Pinto, Maria Potes Barbas, Madalena Martins, Melanie S. Jones, Victoria Sheppard, Ana Petronilho and Margarida Trindade.","Researcher development; Skills awareness; Transnational added-value; Wider employability","","","","","","Commission; Life Quality Research Centre; European Commission, EC, (2017–1-SE01-KA203-034535); Fundação para a Ciência e a Tecnologia, FCT; Ministério da Educação e Ciência, MEC; Erasmus+","Funding text 1: Paula Pinto acknowledges the Life Quality Research Centre–UIDP/04748/2020, a programme financially supported by FCT–Fundação para a Ciência e Tecnologia/ Ministério da Educação e Ciência. The project on which this article is based was made possible by an Erasmus+ Strategic Partnership grant from the European Commission (TRANSPEER: a Transnational Project to Enhance the Employability of Researchers [2017–1-SE01-KA203-034535]). The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.; Funding text 2: The project on which this article is based was made possible by an Erasmus+ Strategic Partnership grant from the European Commission (TRANSPEER: a Transnational Project to Enhance the Employability of Researchers [2017–1-SE01-KA203-034535]). The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. ; Funding text 3: Paula Pinto acknowledges the Life Quality Research Centre–UIDP/04748/2020, a programme financially supported by FCT–Fundação para a Ciência e Tecnologia/ Ministério da Educação e Ciência. ","Haynes K., Et al., What Do Research Staff Do Next?\?}, (2016); Education Indicators in Focus. Who Are the Doctorate Holders and Where Do Their Qualifications Lead Them?\?}, (2014); Technology and Innovation Outlook 2021: Times of Crisis and Opportunity, (2021); The Scientific Century: Securing Our Future Prosperity, (2010)","J. Lees; Grants and Innovation Office, Karlstad University, Karlstad, Sweden; email: james.lees@kau.se","","Emerald Publishing","","","","","","23984686","","","","English","Stud. Grad.  Postdr. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85135413384"
"Agnihotri S.; Shiva A.; Khan F.N.","Agnihotri, Shikha (57218380162); Shiva, Atul (56866059500); Khan, Farha Naz (58020515100)","57218380162; 56866059500; 58020515100","Investigating forms of graduate capital and their relationship to perceived employability: an application of PLS predict and IPMA","2023","Higher Education, Skills and Work-based Learning","13","1","","179","197","18","2","10.1108/HESWBL-07-2022-0146","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144235619&doi=10.1108%2fHESWBL-07-2022-0146&partnerID=40&md5=0e4accc703ecf581c5b1635767132ee9","University School of Business, Chandigarh University, Mohali, India; Faculty of Management, MIT-WPU, Pune, India","Agnihotri S., University School of Business, Chandigarh University, Mohali, India; Shiva A., University School of Business, Chandigarh University, Mohali, India; Khan F.N., Faculty of Management, MIT-WPU, Pune, India","Purpose: The study aims to assess the relationship between cultural capital, human capital, psychological capital, social capital and perceived employability of management graduates. Design/methodology/approach: The data was analysed through variance based partial least square (PLS) structural equation modelling on 505 management students by an online questionnaire. The predictive relevance of perceived employability was investigated with PLS predict approach. Further, importance-performance map analysis (IPMA) was applied to assess important and performing dimensions of perceived employability. Findings: The results indicate that social capital was found to be the strongest predictor of graduates' perceived employability. The proposed conceptual model was found to have a moderate to high predictive relevance. IPMA results suggested that investment in psychological capital leads to higher return in perceived employability of management graduates. Research limitations/implications: Data was collected using purposive sampling and confined to university students only. Practical implications: Findings of the study provide empirical inferences in support of human capital, social capital and social cognitive theory. Practical implications offer important inputs to policy makers, higher educational institutes, career counsellors and universities. Originality/value: This study provides novel inputs by a comprehensive model of graduate capital to determine and predict perceived employability of graduates in emerging economy like India. © 2022, Emerald Publishing Limited.","Employability; Employability; Human capital development; Psychological capital; Social capital; Structural equation modelling","","","","","","","","Adler P.S., Kwon S.W., Social capital: prospects for a new concept, Academy of Management Review, 27, 1, pp. 17-40, (2002); Agnihotri S., Sareen P., Sivakumar P., Student perceived employability with reference to media studies: validating A model of key determinants, Journal of Content Community and Communication, 12, 6, pp. 30-41, (2020); Bandura A., Social cognitive theory for personal and social change by enabling media, Entertainment-education and Social Change, pp. 97-118, (2003); Bathmaker A.M., Ingram N., Waller R., Higher education, social class and the mobilisation of capitals: recognising and playing the game, British Journal of Sociology of Education, 34, 5-6, pp. 723-743, (2013); Batistic S., Tymon A., Networking behaviour, graduate employability: a social capital perspective, Education + Training, 59, 4, pp. 374-388, (2017); Becker G.S., Human Capital: Theoretical and Empirical Analysis with Special Reference to Education, (1993); Bourdieu P., Distinction: A Social Critique of the Judgement of Taste, Mass, (1984); Burt R.S., The social structure of competition, Networks and Organizations: Structure, Form, and Action, pp. 57-91, (1992); Caballero G., Alvarez-Gonzalez P., Lopez-Miguens M.J., How to promote the employability capital of university students? 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Heleta S., Bagus T., Sustainable development goals and higher education: leaving many behind, Higher Education, 81, 1, pp. 163-177, (2021); Henseler J., Ringle C.M., Sarstedt M., A new criterion for assessing discriminant validity in variance-based structural equation modeling, Journal of the Academy of Marketing Science, 43, 1, pp. 115-135, (2015); Ho T.T.H., Le V.H., Nguyen D.T., Nguyen C.T.P., Nguyen H.T.T., Effects of career development learning on students’ perceived employability: a longitudinal study, Higher Education, pp. 1-19, (2022); Horlick-Jones T., Walls J., Rowe G., Pidgeon N., Poortinga W., Murdock G., O'Riordan T., The GM Debate: Risk, Politics and Public Engagement, (2007); World employment social outlook-trends 2018, (2018); Ishengoma E., Vaaland I.T., Can university-industry linkages stimulate student employability, Education+Training, 58, 1, pp. 18-44, (2015); Joshi G., Dhar R.L., Female workers' career success in the handicraft industry: a study of Uttarakhand, India, Personnel Review, (2022); Kock N., Common method bias in PLS-SEM: a full collinearity assessment approach, International Journal of e-Collaboration (ijec), 11, 4, pp. 1-10, (2015); Kulbo B.N., Wen X., Addo C.P., Organisational capital and graduate employability: a serial mediation analysis of human and personal-social capital, Journal of Psychology in Africa, 30, 6, pp. 500-506, (2020); Kumar K., Prakash A., Singh K., How National Education Policy 2020 can be a lodestar to transform future generation in India, Journal of Public Affairs, 21, 3, (2021); Lissitsa S., Chachashvili-Bolotin S., The effect of digital variables on perceived employability in an ethnic minority and the hegemonic group, Israel Affairs, 25, 6, pp. 1082-1104, (2019); Lopez S., Synder C.R., Handbook of Positive Psychology, (2002); Luthans F., Youssef M.C., Avolio J.V., Psychological Capital: Developing the Human Competitive Edge, (2007); Ma Y., Chen S.C., Understanding the determinants and consequences of perceived employability in graduate labor market in China, International Journal for Educational and Vocational Guidance, pp. 1-20, (2022); Manju K.G., Ganesh A., Measuring the effectiveness of green Hr practices to improve the efficiency of faculty members in higher educational institutions, Think India Journal, 22, 4, pp. 4100-4110, (2019); Morrison A., A class act? Lecturers' views on undergraduates' employability, British Journal of Sociology of Education, 35, 4, pp. 487-505, (2014); Ng P.M.L., Wut T.M., Chan J.K.Y., Enhancing perceived employability through work-integrated learning, Education + Training, 64, 4, pp. 559-576, (2022); Ngoma M., Ntale D.P., Psychological capital, career identity and graduate employability in Uganda: the mediating role of social capital, International Journal of Training and Development, 20, 2, pp. 124-139, (2016); Nimmi P.M., Kuriakose V., Donald W.E., Muhammed Nowfal S., HERO elements of psychological capital: fostering career sustainability via resource caravans, Australian Journal of Career Development, 30, 3, pp. 199-210, (2021); Nimmi P.M., Joseph G., Donald W.E., Is it all about perception? A sustainability viewpoint on psychological capital and life well-being of management graduates, Higher Education, Skills and Work-Based Learning, 12, 2, pp. 384-398, (2022); Peeters E.R., Akkermans J., De Cuyper N., The only constant is change? Movement capital and perceived employability, Journal of Career Assessment, 28, 4, pp. 674-692, (2020); Pinto L.H., He K., ‘In the eyes of the beholder’: the influence of academic performance and extracurricular activities on the perceived employability of Chinese business graduates, Asia Pacific Journal of Human Resources, 57, 4, pp. 503-527, (2019); Pitan O.S., Muller C., Student perspectives on employability development in higher education in South Africa, Education+ Training, 63, 3, pp. 453-471, (2020); Podsakoff P.M., MacKenzie S.B., Lee J.Y., Podsakoff N.P., Common method biases in behavioral research: a critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, 5, (2003); Pool D., Sewell L., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Rasoolimanesh S.M., Jaafar M., Kock N., Ahmad A.G., The effects of community factors on residents‟ perceptions toward World Heritage site inscription and sustainable tourism development, Journal of Sustainable Tourism, 25, 2, pp. 198-216, (2017); Ricci A., Crivellaro F., Bolzani D., Perceived employability of highly skilled migrant women in STEM: insights from labor market intermediaries' professionals, Administrative Sciences, 11, 1, (2021); Ringle C.M., Sarstedt M., Gain more insight from your PLS-SEM results: the importance-performance map analysis, Industrial Management and Data Systems, 116, 9, pp. 1865-1886, (2016); Ringle C.M., Wende S., Becker J.-M., SmartPLS 4, (2022); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, pp. 2588-2603, (2020); Saari U.A., Damberg S., Frombling L., Ringle C.M., Sustainable consumption behavior of Europeans: the influence of environmental knowledge and risk perception on environmental concern and behavioral intention, Ecological Economics, 189, (2021); Saridaki S., Papavassiliou-Alexiou I., University lifelong learning programs and perceived employability: the case of Aristotle university of thessaloniki, Adult Education Quarterly, 72, 1, pp. 65-83, (2022); Sarstedt M., Hair J.F., Cheah J.-H., Becker J.-M., Ringle C.M., How to specify, estimate, and validate higher-order constructs in PLS-SEM, Australasian Marketing Journal, 27, 3, pp. 197-211, (2019); Seibert S.E., Kraimer M.L., Liden R.C., A social capital theory of career success, Academy of Management Journal, 44, 2, pp. 219-237, (2001); Shmueli G., Sarstedt M., Hair J.F., Cheah J.-H., Ting H., Vaithilingam S., Ringle C.M., Predictive model assessment in PLS-SEM: guidelines for using PLSpredict, European Journal of Marketing, 53, 11, pp. 2322-2347, (2019); Thomas H., Smith R.R., Diez F., Human Capital and Global Business Strategy, (2013); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education+Training, 59, 4, pp. 1-20, (2017); Tomlinson M., McCafferty H., Port A., Maguire N., Zabelski A.E., Butnaru A., Kirby S., Developing graduate employability for a challenging labour market: the validation of the graduate capital scale, Journal of Applied Research in Higher Education, 14, 3, pp. 1193-1209, (2022); Whelan N., McGilloway S., Murphy M.P., McGuinness C., EEPIC-Enhancing Employability through Positive Interventions for improving Career potential: the impact of a high support career guidance intervention on the wellbeing, hopefulness, self-efficacy and employability of the long-term unemployed-a study protocol for a randomised controlled trial, Trials, 19, 1, pp. 1-18, (2018); Wyke S., Jensen A.A., Krogh L., Ravn O., Svidt K., Employability competences through short-term intensive PBL-events in higher education. In Frontiers in Education, Frontiers Media SA, 7, (2022); Yadav R., Shiva A., Narula S., Exploring private university attractiveness from students' perspective to ensure sustainable institutes: an empirical investigation from Indian perspective, Asia-Pacific Journal of Business Administration, (2022); Zhang Z., Yuan K.-H., Practical Statistical Power Analysis Using Webpower and R, (2018); Burt R.S., The contingent value of social capital, Administrative Science Quarterly, 42, pp. 339-365, (1997); Donald W.E., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: human capital, careers advice, and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019)","A. Shiva; University School of Business, Chandigarh University, Mohali, India; email: atulshiva@gmail.com","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85144235619"
"Harari M.B.; McCombs K.M.; Thams Y.","Harari, Michael B. (56108554300); McCombs, Kate M. (57201418507); Thams, Yannick (55357149800)","56108554300; 57201418507; 55357149800","Perceived employability and employee strain: A meta-analysis","2023","Journal of Occupational and Organizational Psychology","96","1","","109","118","9","2","10.1111/joop.12412","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142394846&doi=10.1111%2fjoop.12412&partnerID=40&md5=1838d20bf5d531a2fbcff910bc182c57","Florida Atlantic University, Boca Raton, FL, United States; Samford University, Homewood, AL, United States","Harari M.B., Florida Atlantic University, Boca Raton, FL, United States; McCombs K.M., Samford University, Homewood, AL, United States; Thams Y., Florida Atlantic University, Boca Raton, FL, United States","This meta-analysis addresses the association between perceived employability (PE) and employee strain (k = 34). Consistent with expectations, PE was negatively related to strain (ρ = −.12, 95% CI = −.16 to −.08). Moderator analysis showed that this relationship was stronger post-2008 (ρ = −.20, 84% CI = −.23 to −.17) versus pre-2008 (ρ = −.06, 84% CI = −.08 to −.05) and in high (ρ = −.17, 84% CI = −.21 to −.14) versus low (ρ = −.07, 84% CI = −.09 to −.06) uncertainty avoidant cultures. Our results suggest that career competency development interventions can be effective for reducing employee strain and that national uncertainty avoidance need be incorporated into models of boundaryless careers, especially as it relates to employee health and well-being. © 2022 The British Psychological Society.","meta-analysis; perceived employability; strain","article; avoidance behavior; career; controlled study; employability; employee; expectation; human; meta analysis; uncertainty; wellbeing","","","","","","","Aguinis H., Gottfredson R.K., Joo H., Best-practice recommendations for defining, identifying, and handling outliers, Organizational Research Methods, 16, 2, pp. 270-301, (2013); Aybas M., Elmas S., Dundar G., Job insecurity and burnout: The moderating role of employability, European Journal of Business and Management, 7, 9, pp. 195-203, (2015); Bachmann R., Felder R., Frings H., Giesecke M., Rzepka S., Job tenure in turbulent times, (2015); Bansak C., Raphael S., Have employment relationships in the United States become less stable?, International Advances in Economic Research, 12, 3, pp. 342-357, (2006); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, 3, pp. 279-292, (2007); Bosco F.A., Aguinis H., Singh K., Field J.G., Pierce C.A., Correlational effect size benchmarks, Journal of Applied Psychology, 100, 2, pp. 431-449, (2015); Burke A., Cowling M., The use and value of freelancers: The perspective of managers, International Review of Entrepreneurship, 13, pp. 7-20, (2015); Callanan G.A., Perri D.F., Tomkowicz S.M., Career management in uncertain times: Challenges and opportunities, The Career Development Quarterly, 65, 4, pp. 353-365, (2017); Cappelli P., Career jobs are dead, California Management Review, 42, 1, pp. 146-167, (1999); De Cuyper N., Makikangas A., Kinnunen U., Mauno S., De Witte H., Cross-lagged associations between perceived external employability, job insecurity, and exhaustion: Testing gain and loss spirals according to the conservation of resources theory, Journal of Organizational Behavior, 33, 6, pp. 770-788, (2012); De Cuyper N., Raeder S., Van der Heijden B.I., Wittekind A., The association between workers' employability and burnout in a reorganization context: Longitudinal evidence building upon the conservation of resources theory, Journal of Occupational Health Psychology, 17, 2, pp. 162-174, (2012); Dheer R.J., Egri C.P., Trevino L.J., A cross-cultural exploratory analysis of pandemic growth: The case of COVID-19, Journal of International Business Studies, 52, 9, pp. 1871-1892, (2021); DiRenzo M.S., Greenhaus J.H., Job search and voluntary turnover in a boundaryless world: A control theory perspective, Academy of Management Review, 36, 3, pp. 567-589, (2011); Farber H.S., Job loss and the decline in job security in the United States, Labor in the new economy, pp. 223-262, (2010); Forrier A., De Cuyper N., Akkermans J., The winner takes it all, the loser has to fall: Provoking the agency perspective in employability research, Human Resource Management Journal, 28, 4, pp. 511-523, (2018); Foster J., Guttmann R., Perceptions of job security in Australia. Report, (2018); Frone M.R., What happened to the employed during the Great Recession? A U.S. population study of net change in employee insecurity, health, and organizational commitment, Journal of Vocational Behavior, 107, pp. 246-260, (2018); Fullerton A.S., Wallace M., Traversing the flexible turn: US workers' perceptions of job security, 1977–2002, Social Science Research, 36, 1, pp. 201-221, (2007); Goldstein A., Revenge of the managers: Labor cost-cutting and the paradoxical resurgence of managerialism in the shareholder value era, 1984 to 2001, American Sociological Review, 77, 2, pp. 268-294, (2012); Griffeth R.W., Steel R.P., Allen D.G., Bryan N., The development of a multidimensional measure of job market cognitions: The Employment Opportunity Index (EOI), Journal of Applied Psychology, 90, 2, pp. 335-349, (2005); Harari M.B., Manapragada A., Viswesvaran C., Who thinks they're a big fish in a small pond and why does it matter? A meta-analysis of perceived employability, Journal of Vocational Behavior, 102, pp. 28-47, (2017); Harari M.B., McCombs K., Wiernik B.M., Movement Capital, RAW model, or circumstances? 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Inaugural address delivered in abridged form on the occasion of the public acceptance of the professorship in strategic HRM, in particular aimed at the dynamics of individuals career development at the Open University of The Netherlands, (2005); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Wanberg C.R., Hough L.M., Song Z., Predictive validity of a multidisciplinary model of reemployment success, Journal of Applied Psychology, 87, pp. 1100-1120, (2002); Williamson O.E., The new institutional economics: Taking stock, looking ahead, Journal of Economic Literature, 38, 3, pp. 595-613, (2000)","M.B. Harari; Florida Atlantic University, Boca Raton, DeSantis Pavilion 201, 777 Glades Rd, United States; email: mharari@fau.edu","","John Wiley and Sons Ltd","","","","","","09631798","","","","English","J. Occup. Organ. Psychol.","Article","Final","","Scopus","2-s2.0-85142394846"
"Jiang L.; Chen Z.; Lei C.","Jiang, Lijuan (58178971900); Chen, Zirou (58078239400); Lei, Changkui (58078491900)","58178971900; 58078239400; 58078491900","Current college graduates’ employability factors based on university graduates in Shaanxi Province, China","2023","Frontiers in Psychology","13","","1042243","","","","1","10.3389/fpsyg.2022.1042243","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146884982&doi=10.3389%2ffpsyg.2022.1042243&partnerID=40&md5=72ebad00ca94ca1d714708f4834fe953","Faculty of Business and Economics, University of Pécs, Pécs, Hungary; School of Safety and Emergency Management Engineering, Taiyuan University of Technology, Shanxi, Taiyuan, China","Jiang L., Faculty of Business and Economics, University of Pécs, Pécs, Hungary; Chen Z., Faculty of Business and Economics, University of Pécs, Pécs, Hungary; Lei C., School of Safety and Emergency Management Engineering, Taiyuan University of Technology, Shanxi, Taiyuan, China","With the development of higher education, there are a large number of college graduates turn into the labor market, and college students’ employability has become a popular topic. In order to explore the factors that affect employability’s improvement and what factors employability includes, this article summarizes the previous research on employability, uses university graduates of Shaanxi Province as research examples, and investigates the employability factors of college graduates. With the help of SPSS software, data analysis is conducted on the 220 valid questionnaires. The study uses reliability and validity analysis to verify the quality of the questionnaire, takes the exploratory factor analysis to test the employability factors of college students, and employs multiple linear regression analysis to test the factors that influence employability’s improvement. The results of the research show that individual traits, social experience, and workplace training have a significant impact on college students’ employability; knowledge understanding and learning ability, self-management ability, emotional intelligence, generic skills, professional ability, and career planning capability are the important factors of the employability which college students should master. Our research results update the influencing factors of employability, so that contemporary college students have a new understanding of employability, and help them to improve their employability more pertinently. Copyright © 2023 Jiang, Chen and Lei.","college graduates; employability; employees; factor analysis; professional ability","","","","","","Basic Research Program in Shanxi, (20210302124349); Scientific and Technological Innovation Programs of Higher Education Institutions in Shanxi, (2021L054)","This research was funded by the Basic Research Program in Shanxi (Grant No. 20210302124349) and the Scientific and Technological Innovation Programs of Higher Education Institutions in Shanxi (Grant No. 2021L054). ","Anderson V., Tomlinson M., Signaling standout graduate employability: The employer perspective, Hum. Resour. Manag. J, 31, pp. 675-693, (2021); Ayala Calvo J.C., Manzano Garcia G., The influence of psychological capital on graduates’ perception of employability: The mediating role of employability skills, High. Educ. Res. Dev, 40, pp. 293-308, (2021); Basto M., Pereira J.M., An SPSS R -menu for ordinal factor analysis, J. Stat. 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Rehabil, 41, pp. 2910-2917, (2019); Tomlinson M., Graduate employability and student attitudes and orientations to the labour market, J. Educ. Work, 20, pp. 285-304, (2007); Tymon A., The student perspective on employability, Stud. High. Educ, 38, pp. 841-856, (2013); Wang X., The connotation and structure of college students’ employability in Beijing, Peoples Tribune, 8, pp. 143-145, (2014); Yorke M., Knight P., Being strategic about employability, Educ. Dev, 5, pp. 6-8, (2004); Yue C., Zhou L., Analysis of employment trends for Chinese college graduates from 2003 to 2017, Chin. Educ. Soc, 52, pp. 249-273, (2019); Zhang Y., Zhang Y., Xiong X., Liu J., Zhai R., An empirical study on the improvement of college students’ employability based on university factors, Front. Psychol, 13, (2022); Zinser R., Developing career and employability skills: A US case study, Educ. Train, 45, pp. 402-410, (2003)","L. Jiang; Faculty of Business and Economics, University of Pécs, Pécs, Hungary; email: jianglijuan_2020@163.com","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85146884982"
"Yepez W.L.P.; Alegria J.A.H.; Kiweleker A.","Yepez, Wilson Libardo Pantoja (58173013700); Alegria, Julio Ariel Hurtado (57469481700); Kiweleker, Arvind (58172799900)","58173013700; 57469481700; 58172799900","Aligning Software Architecture Training with Software Industry Requirements","2023","International Journal of Software Engineering and Knowledge Engineering","33","3","","435","460","25","0","10.1142/S0218194023500031","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151838789&doi=10.1142%2fS0218194023500031&partnerID=40&md5=38f33cf433c61b462ecce756db0a08fe","System Department, Universidad Del Cauca, Calle 5 No 4-70, Cauca, Popayn, Colombia; Department of Computer Engineering, Dr. Babasaheb Ambedkar Technological University, Lonere-402 103, Raigad, India","Yepez W.L.P., System Department, Universidad Del Cauca, Calle 5 No 4-70, Cauca, Popayn, Colombia; Alegria J.A.H., System Department, Universidad Del Cauca, Calle 5 No 4-70, Cauca, Popayn, Colombia; Kiweleker A., Department of Computer Engineering, Dr. Babasaheb Ambedkar Technological University, Lonere-402 103, Raigad, India","The activities of software design, documenting, and evaluating the structure of software systems, referred to as Software Architecture, have been increasingly getting significant attention in industries. This situation is because of the explicit and prominent role assigned to quality attributes while developing software systems. By considering the high relevance of Software Architecture to industry, many academic institutes have introduced a course on Software Architecture as a part of undergraduate programs in Software Engineering. However, teachers offering this course face numerous challenges. Some of these challenges stem from how software architecture is practised in industries and others from teaching them in an academic setting. This paper describes an experience of designing a software architecture course that aligns the competencies expected from professional software architects with teaching practices imparting those competencies. Such an alignment is necessary to improve the employability of graduate students, make their progression from academic institutes to industries an effortless one, and for better learning outcomes. In the absence of such alignment, fresh graduates need to re-Train, leading to training costs and delayed recruitment of fresh graduates by their prospective employers. The experience reports recurring challenges observed by earlier researchers, strategies to address them and our experience in implementing those strategies. The teaching strategies suggested are potentially helpful and practical, especially to less-experienced instructors teaching a course on Software Architecture. © 2023 World Scientific Publishing Company.","industry relevant skills; instructional methods and strategies; software architecture curriculum; software architecture modeling and competencies; software architecture training; Software engineering education","Computer software; Curricula; Software design; Students; Teaching; Architecture curriculum; Industry relevant skill; Instructional methods; Instructional strategy; Software architecture curriculum; Software architecture model; Software architecture modeling and competency; Software architecture training; Software engineering education; Software-systems; Software architecture","","","","","","","Akhriza T., Ma Y., Li J., Revealing the gap between skills of students and the evolving skills required by the industry of information and communication technology, Int. J. Softw. 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Software Engineering for Defence Applications, pp. 321-330, (2016); Cico O., Jaccheri L., Industry trends in software engineering education: A systematic mapping study, Proc. 2019 IEEE/ACM 41st Int. Conf. Software Engineering: Companion, ICSE-Companion, pp. 292-293, (2019); Clements P., Bass L., Using business goals to inform software architecture, Proc. 2010 18th IEEE Int. Requirements Engineering Conf, pp. 69-78, (2010); De Boer R. C., Farenhorst R., Vliet H. V., A community of learners approach to software architecture education, Proc. 22nd Conf. Software Engineering Education and Training, pp. 190-197, (2009); De la Torre Llorente C., Castro U. Z., Nelson J. C., Ramos M. A., Guia de arquitectura de N capas orientada al dominio con. NET 4.0, (2010); Dobrica L., Niemela E., A survey on software architecture analysis methods, IEEE Trans. Softw. 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"Saeed S.; Hassan I.; Dastgeer G.; Iqbal T.","Saeed, Sumera (57272794500); Hassan, Ibne (56330920500); Dastgeer, Ghulam (57979073400); Iqbal, Tehrim (57272296300)","57272794500; 56330920500; 57979073400; 57272296300","The route to well-being at workplace: examining the role of job insecurity and its antecedents","2023","European Journal of Management and Business Economics","32","1","","47","72","25","6","10.1108/EJMBE-02-2020-0025","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115769909&doi=10.1108%2fEJMBE-02-2020-0025&partnerID=40&md5=2b2716bc272b56d624a590c8de3e8480","Department of Commerce, Faculty of Commerce Law and Business Administration, Bahauddin Zakariya University, Multan, Pakistan; College of Business, University of Hail, Hail, Saudi Arabia; COMSATS Institute of Information Technology, Islamabad, Pakistan","Saeed S., Department of Commerce, Faculty of Commerce Law and Business Administration, Bahauddin Zakariya University, Multan, Pakistan; Hassan I., Department of Commerce, Faculty of Commerce Law and Business Administration, Bahauddin Zakariya University, Multan, Pakistan, College of Business, University of Hail, Hail, Saudi Arabia; Dastgeer G., College of Business, University of Hail, Hail, Saudi Arabia; Iqbal T., COMSATS Institute of Information Technology, Islamabad, Pakistan","Purpose: The current study focuses on the role of antecedents to prevent perceived job insecurity and mitigate its negative impacts on work-related well-being. The study examined variables of the resourceful environment (effective organizational communication and involvement), conserved resources (perceived employability and emotional exhaustion) and resource loss (job insecurity) by drawing on the Conservation of Resources (COR) theory for predicting the work-related well-being adding the moderating role of boundaryless career orientation. Design/methodology/approach: A sample of 306 salespersons of pharmaceutical companies working in Pakistan was obtained. The hypothesized relationships were tested through structural equation modeling in SmartPLS. Findings: The results confirmed showed that the organizational communication, employee involvement and perceived employability reduce the perceived job insecurity; however, the emotional exhaustion was positively related. It also confirmed the moderating effect of boundaryless career orientation on relationship of job insecurity and well-being. Practical implications: To make employees engaged, the organizations are required to involve employees by sharing knowledge, information and power to make decisions, value their opinion and ensuring the employability. Further, salespersons having a preference of a boundaryless career proved to mitigate negative impact of job insecurity on work-related well-being. Originality/value: Many empirical studies have identified that the perceived job insecurity is one of the major concerns affecting employee's well-being. However, few studies simultaneously have sought to prevent the perceived job insecurity among employees. The findings are important in developing the understanding that how salespersons perceive their capabilities and the work environment of the organization, this perception; resultantly, can influence their behaviors particularly the work engagement dimension of well-being. © 2021, Sumera Saeed, Ibne Hassan, Ghulam Dastgeer and Tehrim Iqbal.","Boundaryless career orientation; Perceived job insecurity; Salespersons; Work engagement; Work related well-being","","","","","","","","Adkins C.L., Werbel J.D., Farh J.L., A field study of job insecurity during a financial crisis, Group and Organization Management, 26, 4, pp. 463-483, (2001); Aguinis H., Edwards J.R., Bradley K.J., Improving our understanding of moderation and mediation in strategic management research, Organizational Research Methods, 20, 4, pp. 665-685, (2017); Arthur M.B., Rousseau D.M., A career lexicon for the 21st century, Academy of Management Perspectives, 10, 4, pp. 28-39, (1996); Avey J.B., Luthans F., Smith R.M., Palmer N.F., Impact of positive psychological capital on employee well-being over time, Journal of Occupational Health Psychology, 15, 1, (2010); 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Hassan; Department of Commerce, Faculty of Commerce Law and Business Administration, Bahauddin Zakariya University, Multan, Pakistan; email: ibnehassan@bzu.edu.pk","","Emerald Publishing","","","","","","24448451","","","","English","European J. Manag.  Bus. Econom.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85115769909"
"Heikkilä E.; Linnatsalo S.; Vanhanen S.","Heikkilä, Elli (7004915196); Linnatsalo, Saara (57846590600); Vanhanen, Sari (57194166682)","7004915196; 57846590600; 57194166682","Supporting Immigrants’ Employability? Experiences in Digital Pedagogy Applied with Immigrant Learners in Turku in Southwest Finland","2023","Journal of Finnish Studies","26","1","","50","77","27","0","10.5406/28315081.26.1.03","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180213098&doi=10.5406%2f28315081.26.1.03&partnerID=40&md5=02c8ff2f8fa2cc9749798596a8cd7e70","Migration Institute of Finland, Finland; Turku Adult Education Center, Finland","Heikkilä E., Migration Institute of Finland, Finland; Linnatsalo S., Turku Adult Education Center, Finland; Vanhanen S., Migration Institute of Finland, Finland","Labor shortages and labor mismatches are common emergent problems in Finland, ones which will occur on a much broader scale in the future in an aging society. Immigrants constitute an important pool of labor, but sometimes it is difficult for them to find even a first job in local labor markets. Studies have shown that mastering the language of the host country is a crucial fac-tor in the success of immigrants’ employment. The AboaNova development project in Turku, Southwest Finland, funded by the European Social Fund, aimed to promote two-way integration by developing new methods and pedagogical tools to speed up employment and support the linguistic skills of immigrants in the Finnish language. As one example, the project applied interactive digital pedagogy and learning analytics to support both language learning and guidance for on-the-job learning to enter the labor market. However, the challenge in implementing new tools often has to do with resistance and suspicious attitudes encountered at different organizational levels during development projects. © 2023, University of Illinois Press. All rights reserved.","digital pedagogy; immigrants; integration; occupation groups; primary activity; Southwest Finland; Turku","","","","","","Migration Institute of Finland; Nordic Welfare Societies; NordForsk; European Social Fund Plus, ESF","Funding text 1: We express our acknowledgments to Adjunct Professor Maili Malin, who is working as Senior Researcher at the Migration Institute of Finland on the “Coming of Age in Exile (CAGE)—Health and Socio-Economic Inequities in Young Refugees in the Nordic Welfare Societies” project funded by NordForsk. She has produced graphics for the CAGE register data.; Funding text 2: Labor shortages and labor mismatches are common emergent problems in Finland, ones which will occur on a much broader scale in the future in an aging society. Immigrants constitute an important pool of labor, but sometimes it is difficult for them to find even a first job in local labor markets. Studies have shown that mastering the language of the host country is a crucial factor in the success of immigrants’ employment. The AboaNova development project in Turku, Southwest Finland, funded by the European Social Fund, aimed to promote two-way integration by developing new methods and pedagogical tools to speed up employment and support the linguistic skills of immigrants in the Finnish language. As one example, the project applied interactive digital pedagogy and learning analytics to support both language learning and guidance for on-the-job learning to enter the labor market. However, the challenge in implementing new tools often has to do with resistance and suspicious attitudes encountered at different organizational levels during development projects.","Aaltonen Milla, Joronen Mikko, Villa Susan, Syrjintä työelä-mässä: pilottitutkimus työsuojelupiirien aineistosta, Sisäasiainmi-nisteriön julkaisu, 43, (2009); Ahmad Akhlaq, Getting a Job in Finland: The Social Networks of Immigrants from the Indian Subcontinent in the Helsinki Metropol-itan Labour Market, (2005); Berner Leena, Haavikko Ansa, Ulkoisesti erilaisia, sisäis-esti samanlaisia. Opas mielenterveystyöhön yli kulttuurirajojen, (2009); Berry John. W., Sam David, Acculturation and Adaptation, Handbook of Cross-Cultural Psychology, 3, pp. 291-326, (1997); Billett Stephen, Learning Throughout Working Life: Interdepen-dencies at Work, Studies in Continuing Education, 23, 1, pp. 19-35, (2001); Bosswick Wolfgang, Heckmann Friedrich, Integration of Migrants: Contribution of Local and Regional Authorities, (2006); Chiswick Barry R., The Effect of Americanization on the Earn-ings of Foreign-Born Men, Journal of Political Economy, 86, 51, pp. 897-921, (1978); (2020); Couton Philippe, Gaudet Stephanie, Rethinking Social Par-ticipation: The Case of Immigrants in Canada, Journal of International Migration and Integration, 9, 1, pp. 21-44, (2008); Ferm Niko, Unused Talent, Työelämä 2020 Website, (2017); (2020); Flatau Paul, Petridis Ray, Wood Gavin, Immigrants and Invis-ible Underemployment, (1995); Forsander Annika, Insiders or Outsiders Within? Immigrants in the Finnish Labour Market, Yearbook of Population Research in Finland, 39, pp. 55-72, (2003); Forsander Annika, Maahanmuuttajien sijoittuminen työelämään, Muutta-jat: Kansainvälinen muuttoliike ja suomalainen yhteiskunta, pp. 220-244, (2013); Gorschkow Elena, Kohtaanto-ongel man ratkomi nen sii r-tää katseen työvoimasta tarjotun työn laatuun ja työnantajan odotuksi i n, STTK Website, (2020); Hagendoorn Louk, Veenman Justus, Vollebergh Wilma, Integrating Immigrants in the Netherlands: Cultural Versus Socio-Economic Integration, (2003); Hamalainen Kari, Kangasharju Aki, Pekkala Sari, Sarvimaki Matti, Maahanmuuttajien taloudellinen asema Suomessa, Talous and Yhteiskunta, 1, pp. 33-39, (2005); Heikkila Elli, Regional Development and Labour Market Dynamics in Finland, Nordia Geographical Publications, 34, 4, pp. 13-27, (2005); Heikkila Elli, Immigrants in the Finnish Labour Market and Future Needs in an Ageing Society, Immigrants and the Labour Mar-kets: Experiences from Abroad and Finland, pp. 131-160, (2017); Huddleston Thomas, Tjaden Jasper Dag, How Immigrants Experience Integration in 15 European Cities, (2012); Huhta Ari, Tammelin-Laine Taina, Hirvela Tuija, Neittaanmaki Reeta, Stordell Elina, Aikuisten maahanmuuttajien kotoutumis-koulutuksen tulosten ennustaminen lähtötason arviointien perus-teella, Aikuiskasvatus, 37, 3, pp. 190-204, (2017); Jarvilehto Lauri, Itsessään ansiokkaaseen väitöstutkimuk-seen perustuva väärinkäsitys uusien oppimismenetelmien toimi-mattomuudesta on median synnyttämää huuhaata, Ajattelun Ammattilainen Website, (2020); Kalyuga Slava, Ayres Paul, Chandler Paul, Sweller John, The Expertise Reversal Effect, Educational Psychologist, 38, pp. 23-31, (2003); Kangasniemi Mari, Kauhanen Merja, Characteristics and Labour Market Performance of the New Member State Immigrants in Finland, Germany, the Netherlands and the United Kingdom After the Enlargement of 2004, Norface Migration Discussion Paper 2, (2013); Kosonen Riitta, Saari Eveliina, Aaltonen Satu, Heponiemi Tarja, Jauhiainen Signe, Kankaanpaa Reeta, Palander Jaana, Pollanen Pirjo, Steel Tytti, Yijala Anu, Maahanmuuttaja osalliseksi ja työhön, Policy Brief, (2019); Krutova Oxana, Lipiainen Liudmila, Koistinen Pertti, Pat-terns of Integration: A Longitudinal View of the Labour Market Attachment of Immigrants in Finland, Nordic Journal of Migration Research, 6, 2, pp. 102-114, (2016); Kumpulainen Kristiina, Mikkola Anna, Oppiminen ja koulu-tus digitaalisella aikakaudella, Digitaalinen oppiminen ja oppi-misympäristöt, pp. 9-45, (2015); Kyha Henna, Koulutetut maahanmuuttajat työmarkkinoilla: Tutkimus korkeakoulututkinnon suorittaneiden maahanmuuttajien työllistymisestä ja työurien alusta Suomessa, Turun yliopiston jul-kaisuja C 321, (2011); Larja Liisa, Sutela Hanna, Työllisyys: Ulkomaalaistaustais-ten miesten työllisyysaste lähes samalla tasolla kuin suomalaistaus-taisella—naisilla enemmän vaikeuksia työllistyä, Ulkomaista syntyperää olevien työ ja hyvinvointi Suomessa 2014, pp. 71-82, (2015); Levinson Anthony, Bruce Weaver J., Garside Sarah, McGinn Holly, Norman Geoffrey R., Virtual Reality and Brain Anatomy: A Randomised Trial of E-learning Instructional Designs, Medical Education, 41, 5, pp. 495-501, (2007); Lyytinen Eveliina, Toom Nita, Two-Way Labour Market Integration? Perspectives on Youth with a Refugee Background and Employers in Finland, (2019); Maenpaa Mikko, Millainen on työn ja työmarkkinoiden tulevai-suus?, (2016); Manhica Helio, Osth John, Rostila Mikael, Dynamics of Unemployment Duration Among African Migrants in Sweden: The Contribution of Specific Country of Birth and Gender on Employment Success, Nordic Journal of Migration Research, 5, 4, pp. 194-206, (2015); Massey Douglas S., Arango Joaquin, Hugo Graeme, Kouaouci Ali, Pellegrino Adela, Edward Taylor J., Theories of International Migration: A Review and Appraisal, Population and Development Review, 19, 3, pp. 431-466, (1993); Merisalo Maria, Jauhiainen Jussi S., Internet, sosiaalinen media ja mobiilisovellukset Suomeen tulleiden turvapaikanhakijoi-den kotoutumisessa ja muuttopäätöksissä, Terra, 129, 1, pp. 56-61, (2017); Merriam Sharan. B., Baumgartner Lisa M., Caffarella Rosemary S., Learning in Adulthood: A Comprehensive Guide, (2007); Employers’ Role and Influence in Migration: A Literature Review, (2013); Munz Rainer, Migration in the 21st Century: The Impact of Future Economic and Demographic Disparities, 10 Observations on the Future of Migration. Costs, Benefits and Policy Responses, pp. 35-48, (2013); Working Together: Skills and Labour Market Integration of Immigrants and their Children in Finland, (2018); Opetushallitus Website, (2017); Paananen Seppo, Suomalaisuuden armoilla: Ulkomaalaisten työn-hakijoiden luokittelu, Tutkimuksia, 228, (1999); Paas Fred, Renkl Alexander, Sweller John, Cognitive Load Theory: Instructional Implications of the Interaction between Infor-mation Structures and Cognitive Architecture, Instructional Science, 32, pp. 1-8, (2004); Perasalo Anu, Oppimisanalytiikka opintojen vauhdittajana, (2019); Piontkowski Ursula, Florack Arnd, Hoelker Paul, Obdrzalek Peter, Predicting Acculturation Attitudes of Dominant and Non-Dominant Groups, International Journal of Intercultural Relations, 24, 1, pp. 1-26, (2000); Poyhonen Sari, Suni Minna, Tarnanen Marja, Kieli kotoutta-mispolitiikan ytimessä: aikuiset maahanmuuttajat matkalla työelä-mään, Kieli, koulutus, politiikka: monipaikkaisia käytänteitä ja tulkintoja, pp. 257-285, (2019); Remennick Larissa, What Does Integration Mean? Social Inser-tion of Russian Immigrants in Israel, Journal of International Migration and Integration, 4, 1, pp. 23-49, (2003); Saarinen Aino, Equality in Cognitive Learning Outcomes: The Roles of Educational Practices, (2020); Schmid Gunther, Gazier Bernard, The Dynamics of Full Employment. Social Integration through Transitional Labour Mar-kets, (2002); Siemens George, Learning Analytics: The Emergence of a Disci-pline, American Behavioral Scientist, 57, 10, pp. 1380-1400, (2013); (2021); Tammelin-Laine Taina, Aletaan alusta: luku-ja kirjoitustaidotto-mat aikuiset uutta kieltä oppimassa, (2014); Tarnanen Mirja, Poyhonen Sari, Maahanmuuttajien suomen kielen taidon riittävyys ja työllistymisen mahdollisuudet, Puhe ja kieli, 31, 4, pp. 139-152, (2011); Turja Hanna-Kaisa, Monikielisyys, kielitietoisuus ja kielelliset maisemat, Töissä täällä—Näkökulmia maahanmuuttajien työl-listymiseen, pp. 10-18, (2020); (2010); Vanhanen Sari, Kenen oppimisesta onkaan kyse? AboaNova— Maahanmuuttajien kotoutumisen edistäminen Turun seudulla, (2020); Merrienboer Van, Jeroen J. G., Ayres Paul, Research on Cognitive Load Theory and Its Design Implications for E-learning, Educational Technology Research and Development, 53, pp. 5-13, (2005); (2021); (2021); Zimmer H., Labour Market Mismatches, Economic Review, pp. 55-68, (2012)","","","University of Illinois Press","","","","","","12066516","","","","English","J. Finn. Stud.","Article","Final","","Scopus","2-s2.0-85180213098"
"Howell S.; Hall W.; Geelan D.","Howell, Simon (57193770078); Hall, Wayne (35240393100); Geelan, David (15841507000)","57193770078; 35240393100; 15841507000","Exploring the perspectives of engineering undergraduates on employability and employability building activities","2023","Higher Education, Skills and Work-based Learning","13","1","","161","178","17","0","10.1108/HESWBL-05-2022-0111","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144015782&doi=10.1108%2fHESWBL-05-2022-0111&partnerID=40&md5=4ab2df1851699d8656031634898e12fa","School of Engineering and Built Environment, Griffith Sciences, Griffith University, Southport, Australia; The University of Notre Dame Australia, Sydney Campus Broadway, Broadway, Australia","Howell S., School of Engineering and Built Environment, Griffith Sciences, Griffith University, Southport, Australia; Hall W., School of Engineering and Built Environment, Griffith Sciences, Griffith University, Southport, Australia; Geelan D., The University of Notre Dame Australia, Sydney Campus Broadway, Broadway, Australia","Purpose: This study was conducted to gain a better understanding of engineering students' perceptions of the meaning of employability and the activities that contribute to employability development. Design/methodology/approach: A survey was used to take a cross-section of student perspectives at key stages in the degree, and was followed by a series of focus groups to further explore student opinions on employability. Responses to selected open-ended questions and relevant sections of focus group transcripts were analysed using a thematic analysis approach. Findings: It was found that students have different perspectives on the meaning of employability, with the majority describing employability as having the right skills, attributes or competencies. Employability development activities were integrated into three broad categories: developing engineering knowledge, skills and industry experience; career building and industry awareness; and degree progression and completion. Participants also identified barriers to employability development and suggested areas for improvement. Practical implications: The study recommends university staff ensure there is a shared understanding of employability within the student cohort by explicitly reframing employability as being about becoming a professional and that students are repeatedly exposed to the relevant set of industry competencies or standards. The study also outlines a range of activities that students connect to their employability development. Originality/value: The findings of this study will assist university staff across the sector to make decisions about how they can best support employability development in their undergraduate students. © 2022, Emerald Publishing Limited.","Curriculum design; Employability; Qualitative methods","","","","","","","","Abrams K.M., Wang Z., Song Y.J., Galindo-Gonzalez S., Data richness trade-offs between face-to-face, online audiovisual, and online text-only focus groups, Social Science Computer Review, 33, 1, pp. 80-96, (2015); Batistic S., Tymon A., Networking behaviour, graduate employability: a social capital perspective, Education+ Training, 59, 4, pp. 374-388, (2017); Blackmore J., Gribble C., Farrell L., Rahimi M., Arber R., Devlin M., Australian International Graduates and the Transition to Employment, (2014); Bloor M., Frankland J., Thomas M., Robson K., Focus Groups in Social Research, (2001); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bridgstock R., The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Bridgstock R., Employability and career development learning through social media, Challenging Future Practice Possibilities, pp. 143-152, (2019); Campbell M., Russell L., McAllister L., Smith L., Tunny R., Thomson K., Barrett M., A Framework to Support Assurance of Institution-wide Quality in Work Integrated Learning, (2019); Carbone A., Rayner G.M., Ye J., Durandet Y., Connecting curricula content with career context: the value of engineering industry site visits to students, academics and industry, European Journal of Engineering Education, 45, 6, pp. 971-984, (2020); Clark G., Marsden R., Whyatt J.D., Thompson L., Walker M., It's everything else you do…’: alumni views on extracurricular activities and employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Colucci E., Focus groups can be fun”: the use of activity-oriented questions in focus group discussions, Qualitative Health Research, 17, 10, pp. 1422-1433, (2007); Creasey R., Improving students' employability, Engineering Education, 8, 1, pp. 16-30, (2013); Creswell J.W., Educational Research, (2008); de Janasz S.C., Forret M.L., Learning the art of networking: a critical skill for enhancing social capital and career success, Journal of Management Education, 32, 5, pp. 629-650, (2008); Donald W.E., Ashleigh M.J., Baruch Y., Students' perceptions of education and employability: facilitating career transition from higher education into the labor market, Career Development International, 23, 5, pp. 513-540, (2018); Stage 1 Competency Standard for Professional Engineer, (2011); Gedye S., Beaumont E., The ability to get a job”: student understandings and definitions of employability, Education+ Training, 60, 5, pp. 406-420, (2018); Gee J.P., An Introduction to Discourse Analysis: Theory and Method, (2004); Gribble C., Blackmore J., Rahimi M., Challenges to providing work integrated learning to international business students at Australian universities, Higher Education, Skills and Work-Based Learning, 5, 4, pp. 401-416, (2015); Hanh N.V., Hop N.H., The effectiveness of the industrial field trip in introduction to engineering: a case study at Hung Yen University of Technology and Education, Vietnam, International Journal of Electrical Engineering Education, 55, 3, pp. 273-289, (2018); Holmes L., Competing perspectives on graduate employability: possession, position or process, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Jackson D., Employability skill development in work-integrated learning: barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Re-conceptualising graduate employability: the importance of pre-professional identity, Higher Education Research and Development, 35, 5, pp. 925-939, (2016); Jackson D., Exploring the challenges experienced by international students during work-integrated learning in Australia, Asia Pacific Journal of Education, 37, 3, pp. 344-359, (2017); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research and Development, 36, 4, pp. 747-762, (2017); 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Understanding objective and subjective employability during university-to-work transitions, Studies in Higher Education, 42, 7, pp. 1275-1291, (2017); Pantzos P., Gumaelius L., Buckley J., Pears A., On the role of industry contact on the motivation and professional development of engineering students, 2019 IEEE Frontiers in Education Conference (FIE), pp. 1-8, (2019); Qenani E., MacDougall N., Sexton C., An empirical study of self-perceived employability: improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Riebe L., Sibson R., Roepen D., Meakins K., Impact of industry guest speakers on business students' perceptions of employability skills development, Industry and Higher Education, 27, 1, pp. 55-66, (2013); Rockawin D., Using innovative technology to overcome job interview anxiety, Australian Journal of Career Development, 21, 2, pp. 46-52, (2012); Sheppard S.D., Macatangay K., Colby A., Sullivan W.M., Educating Engineers: Designing for the Future of the Field, (2008); Stewart D.W., Shamdasani P., Online focus groups, Journal of Advertising, 46, 1, pp. 48-60, (2017); Thompson L.J., Clark G., Walker M., Whyatt J.D., It's just like an extra string to your bow’: exploring higher education students' perceptions and experiences of extracurricular activity and employability, Active Learning in Higher Education, 14, 2, pp. 135-147, (2013); Tomlinson M., The degree is not enough’: students' perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Graduate employability: a review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education+ Training, 59, 4, pp. 338-352, (2017); Toner J., Small is not too small: reflections concerning the validity of very small focus groups (VSFGs), Qualitative Social Work, 8, 2, pp. 179-192, (2009); Trede F., Macklin R., Bridges D., Professional identity development: a review of the higher education literature, Studies in Higher Education, 37, 3, pp. 365-384, (2012); Tross S.A., Maurer T.J., The effect of coaching interviewees on subsequent interview performance in structured experience‐based interviews, Journal of Occupational and Organizational Psychology, 81, 4, pp. 589-605, (2008); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Winberg C., Bramhall M., Greenfield D., Johnson P., Rowlett P., Lewis O., Waldock J., Wolff K., Developing employability in engineering education: a systematic review of the literature, European Journal of Engineering Education, 45, 2, pp. 1-16, (2018); Yorke M., Employability in Higher Education: What it Is-What it is Not, (2006)","S. Howell; School of Engineering and Built Environment, Griffith Sciences, Griffith University, Southport, Australia; email: s.howell@griffith.edu.au","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85144015782"
"Carvalho L.; Mourão L.; Freitas C.","Carvalho, Luara (57218994126); Mourão, Luciana (35769737000); Freitas, Clarissa (58024631900)","57218994126; 35769737000; 58024631900","Career counseling for college students: Assessment of an online and group intervention","2023","Journal of Vocational Behavior","140","","103820","","","","4","10.1016/j.jvb.2022.103820","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145575016&doi=10.1016%2fj.jvb.2022.103820&partnerID=40&md5=ff666f1f1135f54bb6c434a63bb1dd17","Salgado de Oliveira University, Brazil; Pontifical Catholic University of Rio de Janeiro, Brazil","Carvalho L., Salgado de Oliveira University, Brazil; Mourão L., Salgado de Oliveira University, Brazil; Freitas C., Pontifical Catholic University of Rio de Janeiro, Brazil","There has been a growing demand for evidence-based interventions to help students prepare for the transition between university and the world of work. The aim of this study was to investigate the effects of a career counseling intervention, in groups and online, on the career adaptability resources and perceptions of professional development and employability of college students in the final stage of their undergraduate courses. The study was based on career construction theory and the theoretical model for professional development of college students. As a preliminary activity, the intervention was performed with a pilot group (n = 20), followed by the actual experiment with an IG (n = 14) and an N-TG (n = 14). Based on a detailed protocol, the intervention was applied for three months, with six weekly sessions and a follow-up session one month after the end of the intervention. Between the sessions, the participants were expected to accomplish directed tasks. Two observers were part of the experiment and elaborated reports of each session. The Linear Mixed Regression Model (LMM) and the Jacobson and Truax (JT) Method were used to evaluate the effectiveness of the intervention, comparing each participant with themself before and after the intervention. The results show that career counseling with graduating college students expands their career adaptability resources, and their perceptions of professional development and employability. The no-treatment group did not present an increase in the score's dimensions over time. Therefore, based on the study, career counseling interventions can be recommended for college students to promote proactive action to anticipate barriers and increase awareness of possibilities and work interests among participants. © 2022","Career adaptability; Career counseling; Career interventions; Employability; Professional development","","","","","","Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES, (001); Conselho Nacional de Desenvolvimento Científico e Tecnológico, CNPq, (311162/2021-5, 315188/2020-0); Fundação Carlos Chagas Filho de Amparo à Pesquisa do Estado do Rio de Janeiro, FAPERJ, (260375, E-26/201.352/2021, E-26/202.913/2018)","The manuscript comes from a Doctoral Thesis and was funded by the Coordination for the Improvement of Higher Education Personnel – CAPES ( Coordenação de Aperfeiçoamento de Pessoal de Nível Superior , 001 ), research support from Brazilian National Council for Scientific and Technological Development – CNPq ( Conselho Nacional de Desenvolvimento Científico e Tecnológico , 315188/2020-0 , 311162/2021-5 ), and the Research Support Foundation of the State of Rio de Janeiro – FAPERJ ( Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro , E-26/201.352/2021(260375) , E-26/202.913/2018(260375 ). ","Audibert A., Teixeira M., Escala de adaptabilidade de carreira: Evidências de validade em universitários brasileiros [Career adapt-abilities scale: Evidences of validity in brazilian university students], Brazilian Journal of Vocational Guidance, 16, 1, pp. 83-93, (2015); Alves C., Teixeira M., Construção e Avaliação de uma Intervenção de planejamento de carreira Para estudantes Universitários [Construction and evaluation of a career planning intervention for college Students], Psico-USF, 25, pp. 697-709, (2021); Barclay S., Stoltz K., The life-design group: A case study assessment, The Career Development Quarterly, 64, 1, pp. 83-96, (2016); Brown S., Ryan Krane N., Brecheisen J., Castelino P., Budisin I., Miller M., Edens L., Critical ingredients of career choice interventions: More analyses and new hypotheses, Journal of Vocational Behavior, 62, 3, pp. 411-428, (2003); Cardoso P., Janeiro I., Duarte M., Life design counseling group intervention with portuguese adolescents: A process and outcome study, Journal of Career Development, 44, pp. 1-14, (2017); 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Kleine A., Schmitt A., Wisse B., Students' career exploration: A meta-analysis, Journal of Vocational Behavior, 131, (2021); Mourao L., Bastos A., Oliveira R., The saying and the doing in research on WOP, Revista Psicologia Organizações e Trabalho, 16, 4, pp. 333-339, (2016); Mourao L., Carvalho L., Monteiro A., Planejamento do desenvolvimento profissional na transição entre universidade e mercado de trabalho [Professional development planning in the transition between university and labor market], O estudante universitário brasileiro: saúde mental, escolha profissional, adaptação a Universidade e desenvolvimento de carreira [The Brazilian university student: mental health, professional choice, adaptation to the university and career development], pp. 255-272, (2020); Mourao L., Tavares S., Sandall H., The professional development short scale: Measurement invariance, stability, and validity in Brazil and Angola, Frontiers in Psychology, 4370, (2022); Nota L., Santilli S., Soresi S., A life-design-based online career intervention for early adolescents: Description and initial analysis, The Career Development Quarterly, 64, 1, pp. 4-19, (2016); Career guidance: A handbook for policy makers, (2004); Park I., Rie J., Kim H.S., Park J., Effects of a future time perspective–based career intervention on career decisions, Journal of Career Development, 47, 1, pp. 96-110, (2020); Peixoto A., Janissek J., Aguiar C., Autopercepção de empregabilidade [Self-perception of employability, Ferramentas de Diagnóstico para Organizações e Trabalho: Um Olhar a partir da Psicologia [Diagnostic Tools for Organizations and Work: A Look at Psychology], pp. 175-186, (2015); Pinto J., Loureiro N., Taveira M., Psychological intervention in Portuguese college students: Effects of two career self-management seminars, Journal of College Student Development, 56, 5, pp. 518-524, (2015); Pordelan N., Hosseinian S., Online career counseling success: The role of hardiness and psychological capital, International Journal for Educational and Vocational Guidance, 21, pp. 531-549, (2021); Pordelan N., Sadeghi A., Abedi M.R., Kaedi M., Promoting student career decision-making self-efficacy: An on-line intervention, Education and Information Technologies, 25, 2, pp. 985-996, (2020); Rehfuss M., Di Fabio A., Validating the future career autobiography as a measure of narrative change, Journal of Career Assessment, 20, 4, pp. 452-462, (2012); Rodrigues-Marculo A., Ferreira M., Gabardo-Martins L., Evidências de validade da escala de engajamento na carreira no contexto militar [Validity evidence of the career engagement scale in the military Context], Psicologia: Ciência e Profissão, 42, (2022); Santilli S., Nota L., Hartung P., Efficacy of a group career construction with early adolescent youth, Journal of Vocational Behavior, 111, pp. 49-58, (2019); Savickas M., Career construction theory and practice, Career development and counseling: Putting theory and research to work, pp. 147-183, (2013); Savickas M., Career counseling paradigms: Guiding, developing, and designing, APA handbook of career intervention, vol. 1. Foundations, pp. 129-143, (2015); Savickas M., Career construction theory: Life portraits of attachment, adaptability, and identity. Rootstown, OH, (2019); Savickas M.L., Career adaptability: An integrative construct for life-span, life-space theory, The Career Development Quarterly, 45, 3, pp. 247-259, (1997); Savickas M., Hartung P., My career story: An autobiographical workbook for life-career success, (2012); Savickas M., Nota N., Rossier J., Dauwalder J., Duarte M., Guichard J., Et al., Life designing: A paradigm for career construction in the 21st century, Journal of vocational behavior, 75, 3, pp. 239-250, (2009); Savickas M., Porfeli E., The career adapt-abilities scale: Construction, reliability, and measurement equivalence across 13 countries, Journal of Vocational Behavior, 80, pp. 661-673, (2012); Severy L.E., Analysis of an online career narrative intervention:“What's my story?”, The Career Development Quarterly, 56, 3, pp. 268-273, (2008); Souza T., Teixeira M., Avaliação dos efeitos do minha História de carreira Para construção de carreira [Evaluation of the effects of my career story on career construction], Brazilian Journal of Vocational Guidance, 21, 1, pp. 29-39, (2020); Spurk D., Volmer J., Orth M., Goritz A., How do career adaptability and proactive career behaviours interrelate over time? An inter-and intraindividual investigation, Journal of Occupational and Organizational Psychology, 93, 1, pp. 158-186, (2020); van der Horst A., Klehe U., Brenninkmeijer V., Coolen A., Facilitating a successful school-to-work transition: Comparing compact career-adaptation interventions, Journal of Vocational Behavior, 128, (2021); Vergara Wilson M., Gallardo G., ¿Cómo encontraré trabajo? Proyecciones imaginadas de transición desde la universidad al mundo laboral de estudiantes de pregrado, Psicoperspectivas, 18, 3, pp. 1-12, (2019); Wei L., Zhou S., Hu S., Zhou Z., Chen J., Influences of nursing students’ career planning, internship experience, and other factors on professional identity, Nurse Education Today, 99, (2021); Whiston S., Li Y., Mitts N., Wright L., Effectiveness of career choice interventions: A meta-analytic replication and extension, Journal of Vocational Behavior, 100, pp. 175-184, (2017); Zikic J., Klehe U., Job loss as a blessing in disguise: The role of career exploration and career planning in predicting reemployment quality, Journal of Vocational Behavior, 69, 3, pp. 391-409, (2006)","L. Carvalho; Postgraduate Program in Psychology at the Salgado de Oliveira University, Rio de Janeiro, Campus Niterói, 24030-060, Marechal Deodoro Street, 217, Brazil; email: luaracarvalhomotta@gmail.com; C. Freitas; Postgraduate Program in Psychology at the Pontifical Catholic University of Rio de Janeiro, Rio de Janeiro, 22541-041 Terminal da PUC, Gávea, Brazil; email: freitas.cpp@gmail.com","","Academic Press Inc.","","","","","","00018791","","JVBHA","","English","J. Vocat. Behav.","Article","Final","","Scopus","2-s2.0-85145575016"
"Şensoy Murt G.; Erdur-Baker Ö.","Şensoy Murt, Gözde (58785702900); Erdur-Baker, Özgür (14050101700)","58785702900; 14050101700","Career-related concerns and opportunities in the times of COVID-19 pandemic among preservice teachers","2023","European Journal of Teacher Education","","","","","","","0","10.1080/02619768.2023.2296351","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180836997&doi=10.1080%2f02619768.2023.2296351&partnerID=40&md5=e347af8d6c098fb2b4e67ac2a410ee2d","Department of Educational Sciences, Middle East Technical University, Ankara, Turkey","Şensoy Murt G., Department of Educational Sciences, Middle East Technical University, Ankara, Turkey; Erdur-Baker Ö., Department of Educational Sciences, Middle East Technical University, Ankara, Turkey","COVID-19 had sudden effects on education by inducing school closures, obligating distance education, and cancellations in schedules. This phenomenological study explores the pandemic-related career concerns of graduating preservice teachers and their strategies to cope with these challenges; and also considers whether the pandemic brought new career opportunities. Findings suggest that participants of the study experienced concerns in several areas including graduation, employability, and future teaching competencies; however, they also developed preventive coping strategies and found new opportunities. To cope with the pandemic, participating preservice teachers tried to stay positive about their occupational futures and attempted to remain prepared for possible problems in future practice. They also emphasised the role of self-care in learning to function well psychologically in crises to guide and support their students’ psychosocial skills. Finally, participants found opportunities to improve their technological skills, develop crisis management skills, and discover new career opportunities. Implications for education are discussed. © 2023 Association for Teacher Education in Europe.","career concerns; career preparation; Chance events; COVID-19; preservice teachers","","","","","","","","Almonacid-Fierro A., de Carvalho R.S., Castillo-Retamal F., Almonacid M.F., The Practicum in Times of COVID-19: Knowledge Developed by Future Physical Education Teachers in Virtual Modality, International Journal of Learning, Teaching and Educational Research, 20, 3, pp. 68-83, (2021); Aslan Altan B., Uzaktan Eğitimde Yeni Serüven: Çevrimiçi Öğretmenlik Uygulamaları [New Experience in Distant Education: Online Teaching Practicum, Muğla Sıtkı Koçman University Journal of Education, 8, 2, pp. 753-766, (2021); Aucejo E.M., French J., Araya M.P.U., Zafar B., The Impact of COVID-19 on Student Experiences and Expectations: Evidence from a Survey, Journal of Public Economics, 191, (2020); Beltman S., Mansfield C., Price A., Thriving Not Just Surviving: A Review of Research on Teacher Resilience, Educational Research Review, 6, 3, pp. 185-207, (2011); Bhattarai P., English Language Teachers’ Experience on Online Teaching Amidst COVID-19, Linguistic Forum-A Journal of Linguistics, 2, 3, pp. 24-30, (2020); YÖK’ten, Salgın Sürecinde Üniversitelerdeki Uzaktan Eğitimin Bir Aylık Durum Tespiti, (2020); YÖK’ten Uygulamalı Eğitim Gören Öğrencilere Staj Kolaylığı, Regulation from CoHe for Practicum Students, (2020); Cruickshank V., Mainsbridge C., Preservice Teacher Perceptions of Teaching Health Education Online, Health Education, 122, 1, pp. 5-17, (2021); Donitsa-Schmidt S., Ramot R., Opportunities and Challenges: Teacher Education in Israel in the COVID-19 Pandemic, Journal of Education for Teaching, 46, 4, pp. 586-595, (2020); Eti I., Karaduman B., COVID-19 Pandemisi Sürecinin Öğretmen Adaylarının Mesleki Yeterlikleri Açısından İncelenmesi [Examination of the COVID-19 Pandemic in Terms of Professional Competencies of Teacher Candidates], Journal of National Education, 49, 1, pp. 635-656, (2020); Gustems-Carnicer J., Calderon C., Coping Strategies and Psychological Well-Being Among Teacher Education Students, European Journal of Psychology of Education, 28, 4, pp. 1127-1140, (2013); Hadar L.L., Ergas O., Alpert B., Ariav T., Rethinking Teacher Education in a VUCA World: Student Teachers’ Social-Emotional Competencies During the COVID-19 Crisis, European Journal of Teacher Education, 43, 4, pp. 573-586, (2020); Hansson A., Hilleras P., Forsell Y., What Kind of Self-Care Strategies Do People Report Using and is There an Association with Well-Being?, Social Indicators Research, 73, 1, pp. 133-139, (2005); Hollins E.R., Teacher Preparation for Quality Teaching, Journal of Teacher Education, 62, 4, pp. 395-407, (2011); Youth & COVID-19, (ILO), (2020); Klapproth F., Federkeil L., Heinschke F., Jungmann T., Teachers’ Experiences of Stress and Their Coping Strategies During COVID-19 Induced Distance Teaching, Journal of Pedagogical Research, 4, 4, pp. 444-452, (2020); Konig J., Jager-Biela D.J., Glutsch N., Adapting to Online Teaching During COVID-19 School Closure: Teacher Education and Teacher Competence Effects Among Early Career Teachers in Germany, European Journal of Teacher Education, 43, 4, pp. 608-622, (2020); Krumboltz J.D., The Happenstance Learning Theory, Journal of Career Assessment, 17, 2, pp. 135-154, (2009); La Velle L., Newman S., Montgomery C., Hyatt D., Initial Teacher Education in England and the COVID-19 Pandemic: Challenges and Opportunities, Journal of Education for Teaching, 46, 4, pp. 596-608, (2020); Luis E., Bermejo-Martins E., Martinez M., Sarrionandia A., Cortes C., Oliveros E.Y., Garces M.S., Oron J.V., Fernandez-Berrocal P., Relationship Between Self-Care Activities, Stress and Well-Being During COVID-19 Lockdown: A Cross-Cultural Mediation Model, British Medical Journal Open, 11, 12, (2021); Canlı Sınıf Yazılımlarına İlişkin Açıklama, Statement on Live Class Softwares, (2020); Mitchell K.E., Levin A.S., Krumboltz J.D., Planned Happenstance: Constructing Unexpected Career Opportunities, Journal of Counseling & Development, 77, 2, pp. 115-124, (1999); Moser A., Korstjens I., Series: Practical Guidance to Qualitative Research. Part 3: Sampling, Data Collection and Analysis, The European Journal of General Practice, 24, 1, pp. 9-18, (2018); Nasri N.M., Husnin H., Mahmud S.N.D., Halim L., Mitigating the COVID-19 Pandemic: A Snapshot from Malaysia into the Coping Strategies for Preservice Teachers’ Education, Journal of Education for Teaching, 46, 4, pp. 546-553, (2020); O'Brien N., O'Brien W., Costa J., Adamakis M., Physical Education Student Teachers’ Wellbeing During COVID-19: Resilience Resources and Challenges from School Placement, European Physical Education Review, 28, 4, pp. 873-889, (2022); Parreira A., Pestana H., Brandao M., Moutinho L., Students’ Adaptive Behaviors to COVID-19 Impacts: A Multidimensional Analysis, Ensaio: Avaliação e Políticas Públicas Em Educação, 31, 120, pp. 1-27, (2023); Patton M.Q., Qualitative Research and Evaluation Methods: Integrating Theory and Practice, (2014); Saide S., Sheng M.L., Knowledge Exploration–Exploitation and Information Technology: Crisis Management of Teaching–Learning Scenario in the COVID-19 Outbreak, Technology Analysis & Strategic Management, 33, 8, pp. 927-942, (2021); Saldana J., Omasta M., Analyzing Qualitative Methodologies, Qualitative Research: Analyzing Life, pp. 141-164, (2018); Schreier M., Qualitative Content Analysis in Practice, (2012); Sepulveda-Escobar P., Morrison A., Online Teaching Placement During the COVID-19 Pandemic in Chile: Challenges and Opportunities, European Journal of Teacher Education, 43, 4, pp. 587-607, (2020); Tso W.Y., Wong R.S., Tung K.T.S., Rao N., Fu K.W., Yam J.C.S., Chua G.T., Et al., Vulnerability and Resilience in Children During the COVID-19 Pandemic, European Child & Adolescent Psychiatry, 31, 1, pp. 161-176, (2020); Education: From Disruption to Recovery; Usta I., Öğretmen Yetiştirme Lisans Programlarındaki Değişim ve Açık ve Uzaktan Öğrenme Dersine Yönelik Öneriler [Chances in teacher education curriculums and suggestions towards open and distance learning classes], Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 4, 4, pp. 58-68, (2018); Whitacre M.P., Aldridge A., Garcia R., A Case for Adaptability: Exploring the Impact of the COVID-19 Pandemic on Preservice Teachers’ Culminating Field Experiences, The Teacher Educator, 58, 4, pp. 459-484, (2023); White I., McSharry M., Preservice Teachers’ Experiences of Pandemic Related School Closures: Anti-Structure, Liminality and Communitas, Irish Educational Studies, 40, 2, pp. 319-327, (2021)","G. Şensoy Murt; Department of Educational Sciences, Middle East Technical University, Ankara, Turkey; email: sensoyg@metu.edu.tr","","Routledge","","","","","","02619768","","","","English","Eur. J. Teach. Educ.","Article","Article in press","","Scopus","2-s2.0-85180836997"
"Papadopoulos O.; Jones K.","Papadopoulos, Orestis (57213735508); Jones, Katy (56779336500)","57213735508; 56779336500","Training in the age of liberalization and crisis: Understanding the learning experiences of young Active Labour Market Programme Participants","2023","Social Policy and Administration","57","2","","219","234","15","0","10.1111/spol.12876","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143413516&doi=10.1111%2fspol.12876&partnerID=40&md5=44f8d1504a75b5a5df43ddce8fb412af","Manchester Metropolitan University, Business School, Manchester, United Kingdom","Papadopoulos O., Manchester Metropolitan University, Business School, Manchester, United Kingdom; Jones K., Manchester Metropolitan University, Business School, Manchester, United Kingdom","Vocational Training has been a prominent aspect of Active Labour Market Policy (ALMP) across EU member states, as part of efforts to boost the employability and human capital of young unemployed people and address new social risks arising within knowledge economies. However, young people's learning experiences of these programmes, and how these shape their early formative experiences in the labour market is underexplored. We address this gap by presenting new analysis of an extensive qualitative dataset, involving interviews with participants in Greece's Continuous Vocational Training (CVET) Program. Drawing on Unwin and Fuller's influential theory of restrictive and expansive learning environments which was developed through examination of formal apprenticeship programmes, we explore the extent to which these short-term vocational training programs provide meaningful learning and work experiences for young people. We show that vocational training facilitated through ALMPs is often experienced as restrictive, underpinned by a lack of meaningful training, occupation-specific skills, supportive guidance and quality employment prospects. Furthermore, we show how ALMPs in such contexts not only fail to support young people, but they also reinforce and legitimize precarious work practices by socializing the younger generation of workers into low-pay, temporary and routine jobs. © 2022 The Authors. Social Policy & Administration published by John Wiley & Sons Ltd.","activation; learning environments; subsidies; vocational training; young people","Europe; European Union; labor market; labor policy; learning; liberalization; subsidy system; training; vocational education; young population","","","","","Europe 2020","Greece was hard hit by the 2009–2010 economic crisis and the subsequent labour market reforms. The youth unemployment rate reached almost 60% during the crisis and those in employment were concentrated in temporary and low‐paid jobs (Papadopoulos, 2016 ). With the reform of Vocational Education System in 2011 and the introduction of ‘innovative’ practices like the Training Vouchers there was an anticipation that training programmes would equip low‐skilled young people with skills and human capital necessary to navigate a challenging labour market (Cedefop, 2018). Training Vouchers are part of the Europe 2020 Strategy and the initiative that are funded by the Youth Guarantee Scheme. Responding to previous criticisms of the VET, Training Subsidies were supposed to reduce bureaucracy, provide higher transparency and quality and more crucially give trainees the freedom to choose for themselves the Training Provider (Nteli, 2015 ). Although they have been implemented in several industries, hospitality and tourism sectors were identified as the most dynamic and fast‐growing sectors so investing in young people's skills and qualification in this sector became a policy priority (Cedefop, 2018). An Agenda for New Skills and Youth on the Move ","Avagianou A., Kizos T., Gialis S., Young NEETs in the EU South: socio-spatial and gender divisions in between the Great Recession and the Covid-19 pandemic, Geografisk Tidsskrift-Danish Journal of Geography, 122, 1, pp. 32-45, (2022); Avagianou A., Kapitsinis N., Papageorgiou I., Strand A.H., Gialis S., Being NEET in youthspaces of the EU South: a post-recession regional perspective, Young, 30, 5, pp. 425-454, (2022); Bonoli G., The political economy of active labor-market policy, Politics and Society, 38, 4, pp. 435-457, (2010); Bonoli G., The origins of active social policy: Labour market and childcare policies in a comparative perspective, (2013); Bonoli G., Emmenegger P., The limits of decentralized cooperation: promoting inclusiveness in collective skill formation systems?, Journal of European Public Policy, 28, 2, pp. 229-247, (2021); Brady A., From no work to work? The role of job placement and skills training services in assisting unemployment Benefit II recipients find work under Germany's Hartz IV welfare reforms [Unpublished doctoral thesis], The London School of Economics and Political Science, (2014); Card D., Kluve J., Weber A., What Works? 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Papadopoulos; Manchester Metropolitan University, Business School, Manchester, United Kingdom; email: o.papadopoulos@mmu.ac.uk; K. Jones; Manchester Metropolitan University, Business School, Manchester, United Kingdom; email: katy.jones@mmu.ac.uk","","John Wiley and Sons Inc","","","","","","01445596","","","","English","Soc. Policy Adm.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85143413516"
"Inderanata R.N.; Sukardi T.","Inderanata, Rochmad Novian (57578179100); Sukardi, Thomas (57204943061)","57578179100; 57204943061","Investigation study of integrated vocational guidance on work readiness of mechanical engineering vocational school students","2023","Heliyon","9","2","e13333","","","","2","10.1016/j.heliyon.2023.e13333","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147827513&doi=10.1016%2fj.heliyon.2023.e13333&partnerID=40&md5=eb6fbd0136b818d8456ca7752d3609da","Technology and Vocational Education, State University of Yogyakarta, Indonesia; State University of Yogyakarta, Indonesia","Inderanata R.N., Technology and Vocational Education, State University of Yogyakarta, Indonesia; Sukardi T., State University of Yogyakarta, Indonesia","21st Century Learning shifts the learning paradigm to change the way of learning and teaching. Organizing education containing three aspects of work readiness (knowledge, attitudes, and skills) is challenging for educators. Many educators only use the explanation method in vocational guidance, and do not fully use the demonstration method of learning machining practices related to how to work, how to behave in the workplace, and how to comply with regulations in the workplace, this causes many graduates who only have minimal competence, so they are not according to industry standards. This study aims to determine the effect of integrated vocational guidance on student work readiness in Vocational High Schools. This research is quasi-experimental research with a quantitative approach. The experimental design used was a pretest-posttest non-equivalent control group design. This study used a control group with an explanation method and an experimental group with a demonstration method. In the explanation method in this study, the teacher explains how the machine works verbally, while in the demonstration method, the teacher demonstrates how the machine works and operates it, followed by student activities practising it again in the machine laboratory. The population of this study were students of the Mechanical Engineering Expertise Program. Data collection is done by observation and tests. Observations were used to collect data on technical skills and work attitudes. The test is used to collect data on aspects of basic knowledge. The results showed that: (1) The value of work readiness (knowledge, attitudes, skills) using the explanation method based on the Minimum Completeness Criteria (MCC); (2) The value of work readiness (knowledge, attitudes, skills) with the demonstration method above the MCC. This research has practical implications for vocational teachers who provide vocational guidance services with demonstration methods to students, especially the latest technological advances for learning, such as the use of the internet, digital technology, VR/AR, etc. © 2023 The Authors","Demonstration method; Employability skill; Integrated vocational guidance; Vocational school; Work readiness","","","","","","","","Made Sudana I., Apriyani D., Nurmasitah S., Revitalization of vocational high school roadmap to encounter the 4.0 industrial revolution, J. Soci. Sci. Res., 5, 2, (2019); Sutrisno B., Profil model pembelajaran soft skill SMK bidang ekonomi di Surakarta (kajian aspek apa; mengapa; dan bagaimana), Jurnal Pendidikan Ilmu Sosial, 26, 2, (2016); Turistiati A.T., Ramadhan H.F.A., Pelatihan soft skills dan pendampingan siswa-siswi SMK di kota bogor untuk persiapan memasuki dunia Kerja, Jurnal Komunitas : J. 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"García-Aracil A.; Isusi-Fagoaga R.; Navarro-Milla I.","García-Aracil, Adela (55932398800); Isusi-Fagoaga, Rosa (57220034586); Navarro-Milla, Isidora (58022684200)","55932398800; 57220034586; 58022684200","Employers’ perceptions of young higher education graduates’ employability in Belarus","2023","Research in Comparative and International Education","18","1","","104","122","18","1","10.1177/17454999221145545","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144261832&doi=10.1177%2f17454999221145545&partnerID=40&md5=2c600952d194594cf48d53d18183fe10","Institute of Innovation and Knowledge Management, INGENIO (CSIC-UPV), Universitat Politècnica de València, Valencia, Spain","García-Aracil A., Institute of Innovation and Knowledge Management, INGENIO (CSIC-UPV), Universitat Politècnica de València, Valencia, Spain; Isusi-Fagoaga R., Institute of Innovation and Knowledge Management, INGENIO (CSIC-UPV), Universitat Politècnica de València, Valencia, Spain; Navarro-Milla I., Institute of Innovation and Knowledge Management, INGENIO (CSIC-UPV), Universitat Politècnica de València, Valencia, Spain","This paper explores the employability of young Higher Education (HE) graduates in Belarus, from the point of view of employers. Graduate employability can be defined by six items: starting a job; learning at work; performing work tasks; improving professional prospects; improving personal development; and developing entrepreneurial capacity. The FOSTERC database contains representative information on 261 employers in 2018 derived from an employer questionnaire. The questionnaire includes a specific section, which asked about 24 competencies associated with obtaining a job after graduation, and the competency levels required by employers. The responses to these questions allow analysis of employability based on HE achievements and subsequent workplace learning. The 24 competencies are grouped into five categories: entrepreneurial, leadership, interdisciplinary, cognitive and adaptability. The findings provide strong support for the assumption that the match between individual human capital competencies and the characteristics of the firms and organisations matters. © The Author(s) 2022.","Belarus; company characteristics; competencies-based approach; graduates’ employability; higher education; work performance","","","","","","FOSTERC, (574087-EPP-1–2016-1-ES-EPPKA2-CBHE-SP (2016–3219); Ministerio de Ciencia, Innovación y Universidades, MCIU, (RTI2018-101722-B-I00)","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was funded in part by the National R&D Programme of the Spanish Ministry of Science, Innovation and Universities, grant number RTI2018-101722-B-I00 Spanish Universities Involvement in Social Innovation Activities (SUISIA). The views expressed in this paper are not necessarily the views of that organisation. 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Navarro-Milla; Institute of Innovation and Knowledge Management, INGENIO (CSIC-UPV), Universitat Politècnica de València, Valencia, Spain; email: isnamil@upv.es","","SAGE Publications Inc.","","","","","","17454999","","","","English","Res. Comp. Int. Educ.","Article","Final","","Scopus","2-s2.0-85144261832"
"Coetzee M.","Coetzee, Melinde (36668183300)","36668183300","Students' career capital resource needs for employability in the technology-driven work world","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","136","150","14","0","10.21153/jtlge2023vol14no1art1658","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166774705&doi=10.21153%2fjtlge2023vol14no1art1658&partnerID=40&md5=7d3b95bef8321f8aacd60d85bdf46c03","Department of Industrial and Organisational Psychology, University of South Africa, South Africa","Coetzee M., Department of Industrial and Organisational Psychology, University of South Africa, South Africa","The present study assessed the world of work awareness of a random sample of (N = 486) higher education undergraduate students from an emerging country. In addition, the study explored these students' needs for information they need from their studies about the technology-driven world of work. The needs were evaluated in terms specific career capital resources that should be addressed in the higher education curriculum to foster the employability of graduates in a rapid evolving digital-era workplace. A mixed methods concurrent triangulation design was employed to analyse quantitative (numeric descriptive statistics and correlations) and qualitative (text) data from the same sample. The quantitative descriptive findings suggested an open-mindedness toward new technology, being responsive to changing work conditions and a need for continuous upskilling opportunities. The participants exhibited sound awareness of the impact of technology on their future employability and careers. Predominantly, the qualitative findings indicated a strong need for 'knowing how' career capital resource development in the form of career planning and job search guidance and gaining deeper knowledge and understanding of the impact of technology on the job market, job and occupation opportunities and employability requirements. Participants expressed a need to understand the relevance of the qualification curriculum and content to the digital-era world of work and shifting employer expectations. The findings also revealed a need for 'knowing what', 'knowing why' and 'knowing whom' career capital resource development for employability as part of university studies. Recommendations are made for incurriculating career and employability development in university courses. © 2023 Deakin University. All rights reserved.","Career capital resources; career development; digital-era world of work awareness; employability development; graduate employability; human capital; technologydriven work world; undergraduate students","","","","","","","","Arthur M., Claman J., DeFillippi R., Intelligent Enterprise, Intelligent Careers, Academy of Management Executive, 9, 4, pp. 7-20, (1995); Bates G.W., Rixon A., Carbone A., Pilgrim C., Beyond employability skills: Developing professional purpose, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 7-26, (2019); Beaumont E., Gedye S., Richardson S., Am I employable?': Understanding students' employability confidence and their perceived barriers to gaining employment, Journal of Hospitality, Leisure, Sport & Tourism Education, 19, pp. 1-9, (2016); Bennett D., Graduate employability and higher education: past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2018); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bremner P.A., Laing A., The disrupted workplace: Are the digital and group skills needs of employers being addressed by universities?, Journal of Learning Development in Higher Education, 16, pp. 1-27, (2019); Bridgstock R., Grant-Imaru M., McAlpine A., Integrating career development learning into the curriculum: Collaboration with the career service for employability, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 56-72, (2019); Choate J., Demaria M., Etheve M., Cran S., Carroll D., A professional development program with an assessed eportfolio: A practical solution for engaging undergraduates with their career development in large student cohorts, Journal of Teaching and Learning for Graduate Employability, 10, 2, pp. 86-103, (2019); Ciarocco N.J., Traditional and new approaches to career preparation through coursework, Teaching of Psychology, 45, 1, pp. 32-40, (2018); Clinkard K., Are employability and entrepreneurial measures of higher education relevant? Introducing AGILE reflection, Industry & Higher Education, 32, 6, pp. 375-390, (2018); Coetzee M., Career agility for purposive career exploration: Role of adult learners' career orientations and digital-era world of work awareness, African Journal of Career Development, 4, 1, (2022); Coetzee M., Ferreira N., Potgieter I.L., Employer requirements and employability mindsets influencing graduate workers' self-confidence in gaining employment, African Journal of Career Development, 1, 1, (2019); Coetzee M., Ferreira N., Potgieter I.L., Employees' career mindsets as career capital for a digital work world orientation, South African Journal of Industrial Psychology, 49, (2023); Coetzee M., Veldsman D., The digital-era industrial/organisational psychologist: Employers' view of key service roles, skills and attributes, South African Journal of Industrial Psychology, 48, (2022); Cortellazo L., Bonesso S., Gerli F., Batista-Foguet J.M., Protean career orientation: Behavioral antecedents and employability outcomes, Journal of Vocational Behavior, 116, (2020); Creswell J.W., Qualitative inquiry and research design: Choosing among five approaches, (2013); DeFillippi R.J., Arthur M.B., The boundaryless career: A competency-based perspective, Journal of Organizational Behavior, 15, 4, pp. 307-324, (1994); Dickmann M., Suutari V., Brewster C., Makela L., Tanskanen J., Tornikoski C., The career competencies of self-initiated and assigned expatriates: Assessing the development of career capital over time, The International Journal of Human Resource Management, 29, 16, pp. 2353-2371, (2018); Ehiobuche C., Okolie U.C., Nwali A.C., Igwe P.A., Is there a link between industry involvement in higher education learning and student job creation intention?, Industry & Higher Education, 36, 2, pp. 177-189, (2022); Glerum D.R., Judge T.A., Advancing employability: Applying training evaluation to employability development programs, Career Development International, 26, 3, pp. 363-390, (2021); Goulart V. G., Liboni L. B., Cezarino L. O., Balancing skills in the digital transformation era: The future of jobs and the role of higher education, Industry and Higher Education, 36, 2, pp. 118-127, (2022); Heaslip E., How to conduct effective online interviews, (2022); Inkson K., Arthur M. B., How to be a successful career capitalist, Organizational Dynamics, 30, 1, pp. 48-61, (2001); Jones C., DeFillippi R. J., Back to the Future in Film: Combining Industry and Self-Knowledge to Meet the Career Challenges of the 21st Century, Academy of Management Executive, 10, 4, pp. 89-103, (1996); Lamb M., Sutherland M., The components of career capital for knowledge workers in the global economy, The International Journal of Human Resource Management, 21, 3, pp. 295-312, (2010); Lexis L., Thomas J., Taylor C.J., Church J.E., Julien B.L., Informational interviews help undergraduate students at the mid-point of non-specialist STEM degrees confirm their career aspiration, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 299-315, (2021); Lockwood B., The impact of technology on job searching, (2020); Lo Presti A., Pluviano S., Looking for a route in turbulent waters: Employability as a compass for career success, Organizational Psychology Review, 6, 2, pp. 192-211, (2016); Manyika J., Technology, jobs and the future of work, (2017); Global talent trends report 2022-2023, (2022); Ogunwale S., Five key trends shaping the new world of work, World Economic Forum Future of Work, (2022); Potgieter I.L., Coetzee M., Ferreira N., University students' digital world of work readiness in relation to their employability competencies, Journal of Learning and Development in Higher Education, 27, pp. 1-22, (2023); Ramnund-Mansingh A., Reddy N., South African specific complexities in aligning graduate attributes to employability, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 206-221, (2021); Reid A., Richards A., Willox D., Connecting experiences to employability through a meaning-making approach to learning, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 99-113, (2021); Santos P., Thune T.M., Social capital and university-business collaboration in doctoral education, Industry & Education, 36, 5, pp. 512-524, (2022); Spottl G., Windelband L., The 4th industrial revolution - its impact on vocational skills, Journal of Education and Work, 34, 1, pp. 29-52, (2021); SPSS professional statistics, release version 3.0, (2017); Sutherland M., Naidu G., Seabela S., Crosson S., Nyemba E., The components of career capital and how they are acquired by knowledge workers across different industries, South African Journal of Business Management, 46, 4, (2015); Tomlinson M., Forms of Graduate Capital and their Relationship to Graduate Employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., McCafferty H.E., Fuge H., Wood K., Resources and Readiness: The graduate capital perspective as a new approach to graduate employability, Journal of the National Institute for Career Education and Counselling, 38, 1, pp. 28-35, (2017); Directorate for Counselling and Career Development (DCCD), (2022); Van Laar E., Van Deursen A.J.A.M., Van Dijk J.A.G.M., Developing policy aimed at 21st-century digital skills for the creative industries: An interview study with founders and managing directors, Journal of Education and Work, 35, 2, pp. 195-209, (2022); Wallis R., Career readiness: developing graduate employability capitals in aspiring media workers, Journal of Education and Work, 34, 4, pp. 533-543, (2021); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Winterton J., Turner J. J., Preparing graduates for work readiness: An overview and agenda, Education + Training, 61, 5, pp. 536-551, (2019); Zakaria H., Alhassan Y.N., Tertiary students' perceptions about their prospects of employability: The case of students in Ghana, Africa Education Review, 16, 5, pp. 134-157, (2019)","M. Coetzee; Department of Industrial and Organisational Psychology, University of South Africa, South Africa; email: coetzm1@unisa.ac.za","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85166774705"
"Sulistiyo E.","Sulistiyo, Edy (57201861048)","57201861048","The effect of career exploration on employability skills, career adaptability and work readiness of Indonesian engineering students moderated by teacher support","2023","World Transactions on Engineering and Technology Education","21","3","","173","180","7","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181229926&partnerID=40&md5=b283c9a681fe24d50c760218761105e1","State University of Surabaya, Surabaya, Indonesia","Sulistiyo E., State University of Surabaya, Surabaya, Indonesia","Career exploration affects job preparedness, employability and career adaptability, moderated by perceived teacher support. This study was focused on career exploration among engineering students from the University of Surabaya in the 2021/2022 academic year. Quantitative research methods were employed, with questionnaires for data collection. There were 258 respondents to the questionnaires. SmartPLS version 3.3 was used to examine the research data utilising PLS-SEM analysis. According to this study, career exploration improves employability, flexibility and job preparedness. The better students’ career exploration, the higher their employability skills, career adaptability and work readiness. Further, employability skills and career adaptability can mediate the effect of career exploration on work readiness, increasing students’ job readiness in the future. Also, perceived teacher support strengthens the influence of career exploration, employability skills and career adaptability on work readiness. © 2023 WIETE","","","","","","","State University of Surabaya","The author’s gratitude goes to the State University of Surabaya, Indonesia, for the information provided, policy and funding support for this research.","Bass R., Moore J. L., Understanding Writing Transfer: Implications for Transformative Student Learning inHigher Education, (2017); Permana A., Utami V.C., Challenges Faced by Engineers to Improve Indonesia’s Economic Growth, (2022); Kurniawan A.W., Musa M., Dipoatmodjo T.S.P., Nurman N., Determinants of university student’s workreadiness, Inter. J. of Recent Technol. and Engng, 9, 1, pp. 323-331, (2020); Jackson D., Tomlinson M., Investigating the relationship between career planning, proactivity andemployability perceptions among higher education students in uncertain labour market conditions, Higher Educ, 80, 3, pp. 435-455, (2020); Jiang Z., Newman A., Le H., Presbitero A., Zheng C., Career exploration: a review and future researchagenda, J. of Vocational Behavior, 110, pp. 338-356, (2019); Parola A., Novel coronavirus outbreak and career development: a narrative approach into the meaning for Italianuniversity graduates, Frontiers in Psychol, 11, (2020); McGunagle D., Zizka L., Employability skills for 21st-century STEM students: the employers’ perspective, Higher Educ. Skills and Work-based Learning, 10, 3, pp. 591-606, (2020); Lisa E., Hennelova K., Newman D., Comparison between employers’ and students’ expectations in respectof employability skills of university graduates, Inter. 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"Jiang X.; Qu J.; Lei M.; Zhou W.","Jiang, Xinling (58221162700); Qu, Jinzhao (57224634516); Lei, Meng (58554536300); Zhou, Wenxia (55476008000)","58221162700; 57224634516; 58554536300; 55476008000","How do proactive career behaviors translate into subjective career success and perceived employability? the role of thriving at work and humble leadership","2023","Journal of Management and Organization","","","","","","","0","10.1017/jmo.2023.67","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180994233&doi=10.1017%2fjmo.2023.67&partnerID=40&md5=b44de24e8b50a1abb2a853d7c90e435c","School of Labor and Human Resources, Renmin University of China, Beijing, China; School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands","Jiang X., School of Labor and Human Resources, Renmin University of China, Beijing, China; Qu J., School of Labor and Human Resources, Renmin University of China, Beijing, China, School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Lei M., School of Labor and Human Resources, Renmin University of China, Beijing, China; Zhou W., School of Labor and Human Resources, Renmin University of China, Beijing, China","While individuals' proactive career behaviors (PCBs) are critical to sustainable career outcomes, knowledge of how and when PCBs translate into these outcomes is limited. Drawing upon the conservation of resources theory and the socially embedded model of thriving, this study examines the psychological process through which PCBs translate into two sustainable career outcomes (i.e., subjective career success and perceived employability). Based on data collected from 228 participants in a Chinese company, our findings reveal that PCBs positively predict subjective career success and perceived employability by fostering thriving at work. Furthermore, the indirect association between PCBs and perceived employability via thriving at work is strengthened when participants' perception of humble leadership is high. This study extends our knowledge by identifying a psychological mechanism that explains how employees' PCBs translate into sustainable career outcomes and enriches our understanding of the boundary conditions of PCBs by identifying humble leadership as an important factor. © The Author(s), 2023. Published by Cambridge University Press in association with the Australian and New Zealand Academy of Management.","humble leadership; perceived employability; proactive career behaviors; subjective career success; thriving at work","","","","","","","","Akkermans J., Hirschi A., Career proactivity: Conceptual and theoretical reflections, Applied Psychology, 72, 1, pp. 199-204, (2022); Akkermans J., Kubasch S., # Trending topics in careers: A review and future research agenda, Career Development International, 22, 6, pp. 586-627, (2017); Anderson J.C., Gerbing D.W., Structural equation modeling in practice: A review and recommended two-step approach, Psychological Bulletin, 103, 3, pp. 411-423, (1988); Bolin J.H., Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-based Approach, (2013); Brislin R.W., Triandis H.C., Berry J.W., Translation and content analysis of oral and written materials, Handbook of Cross-cultural Psychology, pp. 389-444, (1980); Chambel M.J., Sobral F., Espada M., Curral L., Training, exhaustion, and commitment of temporary agency workers: A test of employability perceptions, European Journal of Work and Organizational Psychology, 24, 1, pp. 15-30, (2015); Chughtai A., Servant leadership and perceived employability: Proactive career behaviors as mediators, Leadership and Organization Development Journal, 44, 2, pp. 213-229, (2019); Dai L., Song F., Subjective career success: A literature review and prospect, Journal of Human Resource and Sustainability Studies, 4, 3, pp. 238-242, (2016); De Vos A., De Clippeleer I., Dewilde T., Proactive career behaviours and career success during the early career, Journal of Occupational and Organizational Psychology, 82, 4, pp. 761-777, (2009); De Vos A., Van Der Heijden B.I.J.M., Akkermans J., Sustainable careers: Towards a conceptual model, Journal of Vocational Behavior, 117, pp. 1-13, (2020); Ding H., Chu X., Employee strengths use and thriving at work: The roles of self-efficacy and perceived humble leadership, Journal of Personnel Psychology, 19, 4, pp. 197-205, (2020); Eby L.T., Butts M., Lockwood A., Predictors of success in the era of the boundaryless career, Journal of Organizational Behavior, 24, 6, pp. 689-708, (2003); Flinchbaugh C., Luth M.T., Li P., A challenge or a hindrance? 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Jiang; School of Labor and Human Resources, Renmin University of China, Beijing, China; email: jiangxinlingjane@163.com","","Cambridge University Press","","","","","","18333672","","","","English","J. Manage. Organ.","Article","Article in press","","Scopus","2-s2.0-85180994233"
"Martini M.; Gerosa T.; Cavenago D.","Martini, Mattia (56426774100); Gerosa, Tiziano (57195304175); Cavenago, Dario (36343372500)","56426774100; 57195304175; 36343372500","How does employee development affect turnover intention? Exploring alternative relationships","2023","International Journal of Training and Development","27","1","","39","56","17","1","10.1111/ijtd.12282","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137434910&doi=10.1111%2fijtd.12282&partnerID=40&md5=110a1cbcdd4373e338c6349c79f8b4fe","Department of Business and Law, University of Milan-Bicocca, Milano, Italy; Institute of Applied Sustainability to the Built Environment, University of Applied Sciences and Arts of Southern Switzerland, Mendrisio, Switzerland","Martini M., Department of Business and Law, University of Milan-Bicocca, Milano, Italy; Gerosa T., Institute of Applied Sustainability to the Built Environment, University of Applied Sciences and Arts of Southern Switzerland, Mendrisio, Switzerland; Cavenago D., Department of Business and Law, University of Milan-Bicocca, Milano, Italy","This study explores alternative relationships between perceived investment in employee development (PIED) and turnover intention by including affective commitment, perceived internal employability, and perceived external employability as potential mediators. Data were collected through a structured survey from 337 employees working in two large companies in Italy. The factorial validity and dimensionality of the latent constructs studied were evaluated in a confirmatory factor analysis framework, and the mediation hypotheses were tested in a full structural equation model. Results show that the overall effect of PIED on turnover intention is negative and almost fully mediated by external employability and affective commitment, whereas the path through internal employability is not supported. More specifically, PIED increases commitment, which in turn limits the likelihood of turnover. In addition, although perceived external employability is positively associated with turnover intention, PIED seems to reduce this effect by negatively affecting employee perceptions of their marketability in the labour market. The study supports the assumptions of social exchange theory in explaining turnover behaviour as a consequence of employee development support. Contextually, it questions the existence of the employability paradox because it does not reveal either a retention path via perceived internal employability or a turnover risk via perceived external employability. © 2022 The Authors. International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.","affective commitment; human capital theory; perceived employability; perceived investment in employee development; social exchange theory; turnover intention","","","","","","Università degli Studi di Milano-Bicocca","Open Access Funding provided by Universita degli Studi di Milano-Bicocca within the CRUI-CARE Agreement.","Acikgoz Y., Sumer C., Sumer N., Do employees leave just because they can? 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Youndt M.A., Snell S.A., Dean J.W., Lepak D.P., Human resource management, manufacturing strategy, and firm performance, Academy of Management Journal, 39, pp. 836-866, (1996)","M. Martini; Department of Business and Law, University of Milan-Bicocca, Milano, Via Bicocca degli Arcimboldi, 8-20126, Italy; email: mattia.martini1@unimib.it","","John Wiley and Sons Inc","","","","","","13603736","","","","English","Int. J. Train. Dev.","Article","Final","","Scopus","2-s2.0-85137434910"
"Yen W.T.M.; Yen Y.Y.; Choy C.S.; Nee T.W.; Ming-Li T.","Yen, Wendy Teoh Ming (55822921200); Yen, Yuan Yee (57189990359); Choy, Chong Siong (13008109300); Nee, Tee Win (58793723400); Ming-Li, Teoh (58795399800)","55822921200; 57189990359; 13008109300; 58793723400; 58795399800","Perspectives of employers on graduate employability skills: A case of Malaysia","2023","Asian Development Policy Review","11","4","","229","243","14","0","10.55493/5008.v11i4.4946","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181472642&doi=10.55493%2f5008.v11i4.4946&partnerID=40&md5=4152b80b6f0aaf975ccbad059cc69f5f","Institut Pengurusan Teknologi dan Keusahawanan, Universiti Teknikal Malaysia Melaka, Hang Tuah Jaya, Melaka, Durian Tunggal, 76100, Malaysia; Faculty of Business, Multimedia University, Melaka, 76450, Malaysia; Faculty of Business and Law, Taylor's University, Selangor Darul Ehsan, Subang Jaya, 47500, Malaysia; Texas Instruments, Taman Perindustrian Batu Berendam, Melaka, 75350, Malaysia; School of Biosciences, Faculty of Health & Medical Sciences, Taylor's University, Selangor Darul Ehsan, Subang Jaya, 47500, Malaysia; Clean Technology Impact Lab, Taylor's University, Selangor Darul Ehsan, Subang Jaya, 47500, Malaysia","Yen W.T.M., Institut Pengurusan Teknologi dan Keusahawanan, Universiti Teknikal Malaysia Melaka, Hang Tuah Jaya, Melaka, Durian Tunggal, 76100, Malaysia; Yen Y.Y., Faculty of Business, Multimedia University, Melaka, 76450, Malaysia; Choy C.S., Faculty of Business and Law, Taylor's University, Selangor Darul Ehsan, Subang Jaya, 47500, Malaysia; Nee T.W., Texas Instruments, Taman Perindustrian Batu Berendam, Melaka, 75350, Malaysia; Ming-Li T., School of Biosciences, Faculty of Health & Medical Sciences, Taylor's University, Selangor Darul Ehsan, Subang Jaya, 47500, Malaysia, Clean Technology Impact Lab, Taylor's University, Selangor Darul Ehsan, Subang Jaya, 47500, Malaysia","One of the main reasons for the low employment rate of Malaysian graduates is a lack of skills. A substantial number of employers have expressed dissatisfaction with the quality of graduates, claiming that they lack the necessary skills required for successful employment. This research aims to investigate the perceptions of employers on the importance and level of satisfaction with the employability skills of graduates and subsequently examine the gap between them (level of importance and satisfaction). The survey included 63 employers from the manufacturing industry, and the data were analyzed. The results suggest that employers viewed all eight skills, such as English communication skills, thinking skills, positive attitude and teamwork, work planning skills, work discipline, self-motivation, and technology skills, as essential employability skills. However, the gap analysis reveals that they were dissatisfied with the skills possessed by the graduates, indicating that the skills of the graduates fell short of their expectations, which is consistent with their dissatisfaction. The highest differences between satisfaction and expectation arise from English communication skills and thinking skills, followed by self-motivation, a positive attitude, teamwork, work planning skills, technology skills, and work discipline skills. This study provides important insights for graduates, higher education institutions, and policymakers in Malaysia, as well as in countries facing the issue of the low employability of graduates. © 2023 EManuscript Technologies. All rights reserved.","Education; Employability skills; Employers' perspectives; English communication skills Thinking skills; Graduates; Malaysia","","","","","","","","Al-Dabbagh B., Johnstone D., Scornavacca E., Sylvester A., The effect of ICT self-discipline in the workplace, the Australasian Conference on Information Systems, (2015); Awang A. H., Agus A., Yussof I., Mohamed Makhbul Z. K., The gap analysis of graduate employees work skills in Malaysia, the Proceedings of The International Conference on Business and Information, (2011); Baharudin A. S., Damanhoori F., Zakaria N., Abdullah N. L., Mustaffa N., Rahman Muton N. A., Abdullah R., IT graduates employability, (2012); Balvin K., Employers prefer experienced workers than fresh graduates - jobs Malaysia, (2017); Bhatti M., Alyahya M., Alshiha A. A., Qureshi M. G., Juhari A. S., Aldossary M., Exploring business graduates employability skills and teaching/learning techniques, Innovations in Education and Teaching International, 60, 2, pp. 207-217, (2023); Carvalho A., de Campanella S., The importance of communication skills as a soft skill improving employability, (2021); Cham T. H., Cheah J.-H., Chuah F., Memon M. A., Ramayah T., Ting H., Sample size for survey research: Review and recommendations, Journal of Applied Structural Equation Modeling, 4, 2, pp. 1-20, (2020); Chan L. H., Sirat M., Shuib M., Singh N., Ahmad Kamil S. R., Abdul Rahman S., Employability of graduates: Malaysia, Graduate Employability In Asia, pp. 24-37, (2012); Chan S. W., Ahmad M., Zaman I., Ko W. S., Employers' perception on important employability skills in the manufacturing industry, International Journal of Engineering & Technology, 7, 2, pp. 170-175, (2018); De Prada E., Mareque M., Pino-Juste M., Teamwork skills in higher education: Is university training contributing to their mastery?, Psychology: Research and Review, 35, 5, pp. 1-13, (2022); Graduate statistics 2021, (2022); Elanttamil M., Hee S. C., Isai A. K., Selvajothi R., An investigation of communication skills required by employers from the fresh graduates, Pertanika Journal of Social Sciences & Humanities, 27, 3, pp. 1507-1524, (2019); Farrer L., Academic research proves 8 skills critical to work-from-home success, (2020); Gainedenova A., Han P. K. S., Subaashnii S., An employability assessment of fresh business graduates in Kuala Lumpur from the perspective of employers, International Journal of Recent Technology and Engineering, 7, 5S, pp. 307-317, (2019); Gray A., The 10 skills you need to thrive in the fourth industrial revolution, (2023); Hamid M. S. A., Islam R., Abd Manaf N. H., Employability skills development approaches: An application of the analytic network process, Asian Academy of Management Journal, 19, 1, pp. 93-111, (2014); Attitude motivation: Everything you need to know, (2022); Iqbal A., Sarala T. P., Venosha K. R., Factor analysis of english communication competency among Malaysian technology undergraduates, International Journal of Mechanical Engineering and Technology, 10, 13, pp. 808-817, (2019); Ismail R., Yussof I., Sieng L. W., Employers' perceptions on graduates in Malaysian services sector, International Business Management, 5, 3, pp. 184-193, (2011); Work discipline and work competence with quality of service in the office of religious affairs (KUA) district of mount kencana lebak regency of banten, Journal of Management and Sustainability, 5, 3, pp. 132-140, (2015); Employers focused on hiring talent with digital skills, (2019); Kenayathulla H. B., Ahmad N. A., Idris A. R., Gaps between competence and importance of employability skills: Evidence from Malaysia, Higher Education Evaluation and Development, 13, 2, pp. 97-112, (2019); The school-to-work transition of young Malaysians, (2018); Lance C. E., Butts M. M., Michels L. C., The sources of four commonly reported cutoff criteria: What did they really say?, Organizational Research Methods, 9, 2, pp. 202-220, (2006); Lisa E., Hennelova K., Newman D., Comparison between employers' and students' expectations in respect of employability skills of university graduates, International Journal of Work-Integrated Learning, 20, 1, pp. 71-82, (2019); Malay M., What do Malaysian employers look for in fresh grads? Here's what experts think, (2020); Key highlights of the manufacturing sector in 2021, (2023); Malaysian qualification framework (MQF) 2nd Edition, (2020); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: What effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); McGrew W., How job-matching technologies can build a fairer and more efficient U.S labor market, (2018); Mohd Nor A. R., Rasul M. S., Abd Rauf R. A., Future employability skills sets for manufacturing industries, International Education Studies, 7, 10, pp. 138-144, (2014); Moumen A., Mejjad N., Graduates employability: An exploratory literature review, SHS Web of Conferences, 119, pp. 1-8, (2021); Nadarajah J., Measuring the gap in employability skills among Malaysian graduates, International Journal of Modern Trends in Social Sciences, 4, 15, pp. 81-87, (2021); Neetima A., Swati S., Employability skills essential for healthcare industry, Information Technology and Quantitative Management, 122, 6, pp. 431-438, (2017); Neuman W., Social research methods: Qualitative and quantitative approaches, (2014); Malaysian graduate employability challenge, (2022); Ngoo Y. T., Tiong K. M., Pok W. F., Bridging the gap of perceived skills between employers and accounting graduates in Malaysia, American Journal of Economics, 5, 2, pp. 98-104, (2015); Noor Hazilah A. F., Abdul Hamid M. S., Islam R., Malaysian graduates' employability skills enhancement: An application of the importance performance analysis, Journal for Global Business Advancement, 7, 3, pp. 181-197, (2014); Noor M., Asri M., Employability skills needed for TVET graduates in Malaysia: Perspective of industry expert, Online Journal for TVET Practitioners, 8, 1, pp. 52-59, (2023); Landscape scan of current employability assessments retrieved from Northern Illinois University, (2023); Preparing undergraduates for the workplace, (2019); Ramli A., Poh M., Nawawi R., Employees' perception of employability skills needed in todays workforce among physiotherapy graduates, (2010); Malaysia's job market outlook and salary trends 2023, (2023); Rasul M. S., Abd Rauf R. A., Mansor A. N., Yasin R. M., Mahamod Z., Graduate employability for manufacturing industry, Procedia-Social and Behavioral Sciences, 102, pp. 242-250, (2013); Saleh H., Lamsali H., Engineering skills: Employer satisfaction among Malaysian graduate engineer, International Journal of Electrical Engineering and Applied Sciences, 2, 2, pp. 63-68, (2019); Si S., Malaysians' English rank lower than neighbours, (2011); Sule T. M., Ntawigaya N. J., The role of higher education on graduates' self-employment in Tanzania's industrial era: A need for reviewing educational curricular, TEKU Journal of Interdisciplinary Studies, 1, 1, pp. 45-52, (2021); Tan A. Y. T., Chew E., Kalavally V., The expectations gap for engineering field in Malaysia in the 21st century, On the Horizon, 25, 2, pp. 131-138, (2017); Tan L. C., French-Arnold E., Employability of graduates in Asia: An overview of case studies in UNESCO (Ed.), Graduate employability in Asia, pp. 1-4, (2012); Tanius E., Employability skills-A study on the perception of business students graduate and employers in Malaysia, Asia Pacific Journal of Research in Business Management, 9, 1, pp. 86-99, (2018); Graduates' unemployment rate down slightly at 3.9% in 2018, (2019); Malaysia unemployment rate, (2023); Malaysia: Education and literacy, (2012); Vincent D., More and more graduates are facing unemployment in Malaysia, (2020)","Y.Y. Yen; Faculty of Business, Multimedia University, Melaka, 76450, Malaysia; email: yyyuen@mmu.edu.my","","Asian Economic and Social Society","","","","","","25182544","","","","English","Asian. Dev. Policy. Rev.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85181472642"
"Arendt L.; Gałecka-Burdziak E.; Núñez F.; Pater R.; Usabiaga C.","Arendt, Lukasz (35794330400); Gałecka-Burdziak, Ewa (57095969100); Núñez, Fernando (25229060800); Pater, Robert (56288687900); Usabiaga, Carlos (16032201800)","35794330400; 57095969100; 25229060800; 56288687900; 16032201800","Skills requirements across task-content groups in Poland: What online job offers tell us","2023","Technological Forecasting and Social Change","187","","122245","","","","2","10.1016/j.techfore.2022.122245","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143773652&doi=10.1016%2fj.techfore.2022.122245&partnerID=40&md5=725df6efc486c0a6700b7d642d5710a3","University of Lodz, Faculty of Economics and Sociology, Department of Economic Policy, P.O.W. 3/5, Lodz, 90-255, Poland; SGH Warsaw School of Economics, Niepodleglosci 162, Warsaw, 02-554, Poland; University of Seville, Department of Industrial Organization and Business Management, Camino de los Descubrimientos s/n, Sevilla, 41092, Spain; University of Information Technology and Management, Department of Economics and Finance, Sucharskiego 2, Rzeszow, 35-225, Poland; Pablo de Olavide University, Department of Economics, Carretera de Utrera, Km. 1, Seville, 41013, Spain","Arendt L., University of Lodz, Faculty of Economics and Sociology, Department of Economic Policy, P.O.W. 3/5, Lodz, 90-255, Poland; Gałecka-Burdziak E., SGH Warsaw School of Economics, Niepodleglosci 162, Warsaw, 02-554, Poland; Núñez F., University of Seville, Department of Industrial Organization and Business Management, Camino de los Descubrimientos s/n, Sevilla, 41092, Spain; Pater R., University of Information Technology and Management, Department of Economics and Finance, Sucharskiego 2, Rzeszow, 35-225, Poland; Usabiaga C., Pablo de Olavide University, Department of Economics, Carretera de Utrera, Km. 1, Seville, 41013, Spain","Dynamic digitalisation has a profound impact on labour markets, leading to routinisation and job polarisation processes. Most studies on labour polarisation use employment data to track changes in labour demand and incomes across routine and non-routine jobs. In this paper we utilise a database of online job postings published on Polish websites in the period 2017–2019 to map skills the requirements in respective task-content groups. We observe little evidence of job polarisation in the Polish vacancy market, with cognitive, communication, availability, technical, and self-organisation skills being in high demand regardless of the task-content group. With the use of logistic regression we find that non-routine and routine cognitive jobs require a quite extensive, and similar skill-mix. Multinomial logistic results show that communication and cognitive skills enhance the employability in non-routine and routine cognitive jobs, while in the case of non-routine manual jobs these are availability, mathematical and interpersonal skills. Based on these findings, we conclude that the lifelong learning system should focus on developing the transversal skills required in jobs resilient to automation (non-routine jobs). Moreover, we argue that enhancing the transition from routine to non-routine jobs by providing the required transversal skills plays and important role in reducing social inequalities. © 2022 Elsevier Inc.","Job polarisation; Logistic regression; Online job offers; Routinisation; Skills requirements","Poland [Central Europe]; Commerce; Employment; Learning systems; Logistic regression; Employment data; Job polarization; Labor demands; Labour market; Logistics regressions; Online job offer; Routinisation; Skill requirements; Track changes; Transversal skills; communication; employment; job search; labor market; learning; mathematical analysis; Polarization","","","","","Pablo Álvarez de Toledo; Ministerio de Ciencia, Innovación y Universidades, MCIU; CERGE-EI Foundation; Fundacja na rzecz Nauki Polskiej, FNP; Secretaría de Estado de Investigacion, Desarrollo e Innovacion, I+D+i, (P20-00808); Narodowe Centrum Nauki, NCN, (2016/23/B/HS4/00334, ECO2017-86780-R, SEJ-513); Junta de Andalucía","Funding text 1: Ewa Gałecka-Burdziak , Ph.D., is an Associate Professor in the Department of Economics I at the SGH Warsaw School of Economics, Poland. Principal Investigator of the projects financed by National Science Centre, Poland and CERGE-EI Foundation. She has received the START scholarship founded by Foundation for Polish Science. Her research interests focus on labour economics. ; Funding text 2: This work was supported within the framework of the Research Project “The polarisation of the Polish labour market in the context of technical change” financed by the National Science Centre, Poland (contract number 2016/23/B/HS4/00334 ), the Research Group PAIDI SEJ-513 ( Andalusian Government ), the Project ECO2017-86780-R ( Spanish Ministry of Science, Innovation and Universities ), and the I + D + i Project P20-00808 ( Andalusian Board ). ; Funding text 3: We acknowledge the useful comments and suggestions received from the Editor and the anonymous referees of this journal, the participants in the 35th National Conference of Labour Economics (Italian Association of Labour Economists, 2020), 22nd INFER Annual Conference (2020), XXIII Encuentro de Economía Aplicada (2021), XIV Jornadas de Economía Laboral (2021), and Pablo Álvarez de Toledo. The usual disclaimer applies. This work was supported within the framework of the Research Project “The polarisation of the Polish labour market in the context of technical change” financed by the National Science Centre, Poland (contract number 2016/23/B/HS4/00334), the Research Group PAIDI SEJ-513 (Andalusian Government), the Project ECO2017-86780-R (Spanish Ministry of Science, Innovation and Universities), and the I + D + i Project P20-00808 (Andalusian Board).","Aasheim C.L., Li L., Williams S., Knowledge and skill requirements for entry-level information technology workers: a comparison of industry and academia, J. Inf. Syst. 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Rev., 103, 5, pp. 1553-1597, (2013); Autor D.H., Levy F., Murnane R.J., The skill content of recent technological change: an empirical exploration, Q. J. Econ., 118, 4, pp. 1279-1333, (2003); Autor D.H., Katz L.F., Kearney M.S., The polarization of the U.S. labor market, Am. Econ. Rev., 96, 2, pp. 189-194, (2006); Azar J., Marinescu I., Steinbaum M., Taska B., Concentration in US labor markets: evidence from online vacancy data, Labour Econ., 66, (2020); Beblavy M., Kurekova L.M., Haita C., The surprisingly exclusive nature of medium- and low-skilled jobs. Evidence from a Slovak job portal, Pers. Rev., 45, 2, pp. 255-273, (2016); Beblavy M., Fabo B., Lenaerts K., Demand for digital skills in the US labour market: the IT skills pyramid, CEPS Special Report No. 154, (2016); Bohm S., Linnyk O., Kohl J., Weber T., Teetz I., Bandurka K., Kersting M., Analysing gender bias in IT job postings: a pre-study based on samples from the German job market, Proceedings of the 2020 Computers and People Research Conference (SIGMISCPR’20), June 19–21, (2020); Brucker Juricic B., Galic M., Marenjak S., Review of the construction labour demand and shortages in the EU, Buildings, 11, 1, (2021); Colombo E., Mercorio F., Mezzanzanica M., Applying machine learning tools on web vacancies for labour market and skill analysis, (2018); Colombo E., Mercorio F., Mezzanzanica M., AI meets labor market: exploring the link between automation and skills, Inf. Econ. Policy, 47, pp. 27-37, (2019); Coombs C., Will COVID-19 be the tipping point for the intelligent automation of work? A review of the debate and implications for research, Int. J. Inf. Manag., 55, (2020); Deming D., Kahn L.B., Skill requirements across firms and labor markets: evidence from job postings for professionals, J. Labor Econ., 36, S1, pp. S337-S369, (2018); Deming D., Noray K.L., Earnings dynamics, changing job skills, and STEM careers, Q. J. Econ., 135, 4, pp. 1965-2005, (2020); Fajaryati N., Budiyono B., Akhyar M., Wiranto, The employability skills needed to face the demands of work in the future: systematic literature reviews, Open Eng., 10, 1, pp. 595-603, (2020); Fonseca T., Lima F., Pereira S.C., Job polarization, technological change and routinization: evidence for Portugal, Labour Econ., 51, 100, pp. 317-339, (2018); Forsythe E., Kahn L.B., Lange F., Wiczer D.G., Labor demand in time of COVID-19: evidence from vacancy postings and UI claims, J. Public Econ., 189, (2020); Frey C.B., Osborne M.A., The future of employment: how susceptible are jobs to computerisation?, Technol. Forecast. Soc. Chang., 114, 100, pp. 254-280, (2017); Gekara V., Snell D., Designing and delivering skills transferability and employment mobility: the challenges of a market-driven vocational education and training system, J.Vocat.Educ.Train., 70, 1, pp. 107-129, (2018); Goos M., Manning A., Lousy and lovely jobs: the rising polarization of work in Britain, Rev. Econ. Stat., 89, 1, pp. 118-133, (2007); Goos M., Manning A., Salomons A., Explaining job polarization: routine-biased technological change and offshoring, Am. Econ. Rev., 104, 8, pp. 2509-2526, (2014); Grinis I., The STEM requirements of “non-STEM” jobs: evidence from UK online vacancy postings, Econ. Educ. Rev., 70, pp. 144-158, (2019); Gutierrez E., Lourie B., Nekrasov A., Shevlin T., Are online job postings informative to investors?, Manag. Sci., 66, 7, pp. 3133-3141, (2020); Hardy W., Keister R., Lewandowski P., Educational upgrading, structural change and the task composition of jobs in Europe, Econ.Transit., 26, 2, pp. 201-231, (2018); Hershbein B., Kahn L.B., Do recessions accelerate routine-biased technological change? Evidence from vacancy posting, Am. Econ. Rev., 108, 7, pp. 1737-1772, (2018); Kulikowska-Wielgus A., Ziemkowska D., Wawryszuk B., Lysionok A., Bariery w transporcie drogowym. Analiza czynników wpływających na przedsiębiorstwa transportowe operujące wewnątrz i na zewnątrz Unii Europejskiej, (2019); Lazear E.P., Firm-specific human capital: a skill-weights approach, J. Polit. Econ., 117, 5, pp. 914-940, (2009); Lewandowski P., Keister R., Hardy W., Gorka S., Routine and ageing? The intergenerational divide in the deroutinisation of jobs in Europe, IZA Discussion Paper No. 10732, (2017); Lovaglio P.G., Mezzanzanica M., Colombo E., Comparing time series characteristics of official and web job vacancy data, Qual. Quant., 54, pp. 85-98, (2020); Lyu W., Liu J., Soft skills, hard skills: what matters most? Evidence from job postings, Appl. Energy, 300, (2021); Manning A., Polarization(s) in labour markets: synthesis and perspectives, Travail et Emploi, 157, pp. 13-24, (2019); Marinescu I., Wolthoff R., Opening the black box of the matching function: the power of words, J. Labor Econ., 38, 2, pp. 535-568, (2020); Shoulder to shoulder with robots, Tapping the Potential of Automation in Poland, Report, (2018); Modestino A.S., Shoag D., Balance J., Upskilling: do employers demand greater skill when workers are plentiful?, Rev. Econ. Stat., 102, 4, pp. 793-805, (2020); OECD, OECD Skills Strategy 2019: Skills to Shape a Better Future, (2019); OECD/ILO, Better Use of Skills in the Workplace: Why It Matters for Productivity And Local Jobs, (2017); PARP, Balance of human capital in Poland, Report Summarising the First Edition of the Research Carried Out in 2010, (2011); Pater R., Szkola J., Kozak M., A method for measuring detailed demand for workers' competences, Economics, 13, 27, pp. 1-29, (2019); Samek L., Squicciarini M., Cammeraat E., The human capital behind AI: Jobs and skills demand from online job postings, OECD Science, Technology and Industry Policy Papers No. 120, (2021); Squicciarini M., Nachtigal H., Demand for AI skills in jobs: evidence from online job postings, OECD Science, Technology and Industry Policy Papers No. 3, (2021); Stewart B.A., An empirical approach to identifying employability skills required of graduates in the environmental sciences, Ind. High. Educ., 35, 2, pp. 89-101, (2021); UNESCO, IBE Glossary of Curriculum Terminology, (2013); Verma A., Yurov K.M., Lane P.L., Yurova Y.V., An investigation of skill requirements for business and data analytics positions: a content analysis of job advertisements, J. Educ. Bus., 94, 4, pp. 243-250, (2019); Verma A., Frank P., Lamsal K., An exploratory study of skill requirements for social media positions: a content analysis of job advertisements, J.Soc.MediaSoc., 10, 2, pp. 243-263, (2021); Verma A., Lamsal K., Verma P., An investigation of skill requirements in artificial intelligence and machine learning job advertisements, Ind. High. Educ., (2021); World Development Report 2016. Digital Dividends, (2016); Zilian L.S., Zilian S.S., Jager G., Labour marker polarisation revisited: evidence from Austrian vacancy data, J.Labour Mark.Res., 55, 7, (2021)","L. Arendt; University of Lodz, Faculty of Economics and Sociology, Department of Economic Policy, Lodz, P.O.W. 3/5, 90-255, Poland; email: lukasz.arendt@uni.lodz.pl","","Elsevier Inc.","","","","","","00401625","","","","English","Technol. Forecast. Soc. Change","Article","Final","","Scopus","2-s2.0-85143773652"
"Nimmi P.M.; Donald W.E.","Nimmi, P.M. (57223862848); Donald, William E. (57196032389)","57223862848; 57196032389","Modelling the interaction between serious leisure, self-perceived employability, stress, and workplace well-being: empirical insights from graduates in India","2023","Personnel Review","52","1","","272","287","15","15","10.1108/PR-04-2021-0305","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124594710&doi=10.1108%2fPR-04-2021-0305&partnerID=40&md5=b34997c4b7e61fd1aadcc2d0b8d9f2b4","Adi Shankara Business School, ASIET, Kalady, India; Southampton Business School, University of Southampton, Southampton, United Kingdom; Ronin Institute, Montclair, NJ, United States","Nimmi P.M., Adi Shankara Business School, ASIET, Kalady, India; Donald W.E., Southampton Business School, University of Southampton, Southampton, United Kingdom, Ronin Institute, Montclair, NJ, United States","Purpose: Drawing on a framework of Job Demands-Resources (JD-R), the purpose of this paper is to conceptually develop and empirically validate a moderated mediation model of serious leisure and workplace well-being. Design/methodology/approach: The data were collected between December 2020 and March 2021 using an online questionnaire. A total of 225 completed questionnaires were received from employees in India who graduated between 2018 and 2020. Findings: The authors’ findings indicate that serious leisure is positively associated with workplace well-being and that the relationship is mediated by self-perceived employability. Stress moderates the relationship between serious leisure and self-perceived employability in such a way that the association is stronger when levels of stress are higher. Stress also moderates the mediating effect of self-perceived employability on the relationship between serious leisure and workplace well-being such that the indirect effect of serious leisure on workplace well-being is stronger when levels of stress are higher. Originality/value: Theoretical implications come from drawing on leisure studies literature to differentiate casual leisure and serious leisure. The concept of serious leisure is subsequently integrated into the human resource management literature to explore the relationship between serious leisure, self-perceived employability, stress, and workplace well-being. Practical and policy implications suggest how universities and organisations can support their students and early careers talent by encouraging them to participate in serious leisure activities. © 2022, Emerald Publishing Limited.","Self-perceived employability; Serious leisure; Stress; Workplace well-being","","","","","","","","Ab Wahab M., Tatoglu E., Chasing productivity demands, worker well-being, and firm performance: the moderating effects of HR support and flexible work arrangements, Personnel Review, 49, 9, pp. 1823-1843, (2020); Avey J.B., Luthans F., Jensen S.M., Psychological capital: a psychological resource for combatting stress and turnover, Human Resource Management, 48, 5, pp. 677-693, (2009); Bakker A.B., Demerouti E., The Job Demands-Resources model: state of the art, Journal of Managerial Psychology, 22, 3, pp. 309-328, (2007); Bakker A.B., Demerouti E., Verbeke W., Using the job demands-resources model to predict burnout and performance, Human Resource Management, 43, 1, pp. 83-104, (2004); 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A sustainability viewpoint on psychological capital and life well-being of management graduates, Higher Education, Skills and Work-Based Learning, (2021); Nimmi P.M., Zakkariya K.A., Rahul P.R., Channelling employability perceptions through lifelong learning: an empirical investigation, Education + Training, 63, 5, pp. 763-776, (2021); Peeters E.R., Akkermans J., De Cuyper N., The only constant is change? Movement capital and perceived employability, Journal of Career Assessment, 28, 4, pp. 674-692, (2020); Preacher K.J., Rucker D.D., Hayes A.F., Addressing moderated mediation hypotheses: theory, methods, and prescriptions, Multivariate Behavioral Research, 42, pp. 185-227, (2007); Rothwell A., Arnold J., Self-perceived employability: development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Santosh, 6 factors that influence the workplace health & well-being of employees, (2020); Song W., Yu H., Zhang Y., Jiang W., Goal orientation and employee creativity: the mediating role of creative role identity, Journal of Management and Organization, 21, 1, pp. 82-97, (2015); Sonnentag S., Venz L., Casper A., Advances in recovery research: what have we learned? what should be done next?, Journal of Occupational Health Psychology, 22, pp. 365-380, (2017); Standing G., The Precariat: The New Dangerous Class, (2011); Stebbins R.A., Amateurs, Professionals, and Serious Leisure, (1992); Stebbins R.A., Volunteering: a serious leisure perspective, Nonprofit and Voluntary Sector Quarterly, 25, 2, pp. 211-224, (1996); Stebbins R.A., Casual leisure: a conceptual statement, Leisure Studies, 17, 1, pp. 17-25, (1997); Stebbins R.A., Mellen Studies in Sociology: New Directions in the Theory and Research of Serious Leisure, (2001); Stebbins R.A., The serious leisure perspective and positive psychology, 3rd European Conference on Positive Psychology, (2006); Thin N., A Research Agenda for Social Wellbeing, (2020); van der Vaart L., Linde B., de Beer L., Cockeran M., Employee well-being, intention to leave and perceived employability: a psychological contract approach, South African Journal of Economic Management and Sciences, 18, 1, pp. 32-44, (2015); Vanhercke D., Kirves K., De Cuyper N., Verbruggen M., Fourier A., De Witte H., Perceived employability and psychological functioning framed by gain and loss cycles, Career Development International, 20, 2, pp. 179-198, (2015); Veal A.J., Research Methods for Leisure and Tourism, (2017); Veld M., Semeijn J.H., van Vuuren T., Enhancing perceived employability: an interactionist perspective on responsibilities of organizations and employees, Personnel Review, 44, 6, pp. 866-882, (2015); Wu J., Li X., Gao B., Su X., The effects of serious leisure involvement on subjective well-being and successful aging: a case study of young-old participants in Chinese seniors’ universities, Sage Open, January-March 2020, pp. 1-17, (2020); Zheng A., Zhu W., Zhao H., Zhang C., Employee well-being in organizations: theoretical model, scale development, and cross-cultural validation, Journal of Organizational Behavior, 36, 5, pp. 621-644, (2015)","W.E. Donald; Southampton Business School, University of Southampton, Southampton, United Kingdom; email: w.e.donald@gmail.com","","Emerald Publishing","","","","","","00483486","","","","English","Pers. Rev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85124594710"
"Dolechek R.; Lehenbauer K.","Dolechek, Rachel (57970127600); Lehenbauer, Kruti (57226117261)","57970127600; 57226117261","Rebuilding From the Ground Up: Employer and Alumni Perspectives for Course Redesign","2023","Business and Professional Communication Quarterly","86","1","","76","90","14","0","10.1177/23294906221130075","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142158366&doi=10.1177%2f23294906221130075&partnerID=40&md5=461de333fd21b8de3b522daa6f96799d","Fort Hays State University, United States; University of the Incarnate Word, United States","Dolechek R., Fort Hays State University, United States; Lehenbauer K., University of the Incarnate Word, United States","Institutions rely on career-ready competencies developed by the National Association of Colleges and Employers (NACE) to understand the nationwide job outlook and labor market trends. The purpose of this mixed-methods study is to inform a course redesign process in the business curriculum at a Midwestern university in the United States. Using an adapted NACE survey, we found that while Midwestern employers and alumni valued NACE core competencies and employability attributes similarly, there were certain elements that were overlooked in the previous curriculum. Thus, identification of the locally relevant top competencies and attributes was a leading factor in the course redesign process. © 2022 by the Association for Business Communication.","course development; external stakeholders; perceptions of employers and alumni","","","","","","","","Ahmad S., Pesch M., Essential work skills and readiness: Perceptions of employers, MBA students, and undergraduates, Academy of Educational Leadership Journal, 21, 1, pp. 1-10, (2017); Bovee C., Thill J., Business communication today, (2021); Cardon P., Business communication: Developing leaders for a networked world, (2018); Clokie T., Fourie E., Graduate employability and communication competence: Are undergraduates taught relevant skills?, Business and Professional Communication Quarterly, 79, 4, pp. 442-463, (2016); Coffelt T., Baker M., Corey R., Business communication practices from employers’ perspectives, Business and Professional Communication Quarterly, 79, 3, pp. 300-316, (2016); Coffelt T., Grauman D., Smith F., Employers’ perspectives on workplace communication skills: The meaning of communication skills, Business and Professional Communication Quarterly, 82, 4, pp. 418-439, (2019); Dunn S.G., Lane P.L., Do interns know what they think they know? Assessing business communication skills in interns and recent graduates, Business and Professional Communication Quarterly, 82, 2, pp. 202-213, (2019); Engstrom C., Hiring managers’ impressions of business communication’s legitimacy, Business and Professional Communication Quarterly, 82, 4, pp. 495-514, (2019); Fuller R., How non-profit organizations are communicating through the COVID-19 disaster, Western Association of Business Communication Bulletin, (2020); Garner B., Gove M., Ayala C., Mady A., Exploring the gap between employers’ needs and undergraduate business curricula: A survey of alumni regarding core business curricula, Industry and Higher Education, 33, 6, pp. 439-447, (2019); Guffey M., Loewy D., Essentials of business communication, (2019); Helens-Hart R., Employability. Society for Conceptual Logistics in Communication Research, (2015); Hill K., Mehta G., Hynes G., Do they think they can communicate? Graduates students’ perceptions of their communication competencies, Journal of Organizational Culture, Communications and Conflict, 18, 1, pp. 275-286, (2014); Kleckner M.J., Marshall C.R., Critical communication skills: Developing course competencies to meet workforce needs, Journal of Research in Business Education, 56, 2, pp. 59-81, (2014); Krapels R., Arnold V., The legitimacy of business communication, Journal of Business Communication, 33, 3, pp. 331-352, (1996); MacDermott C., Ortiz L., Beyond the business communication course: A historical perspective of the where, why, and how of soft skills development and job readiness for business graduates, IUP Journal of Soft Skills, 11, 2, pp. 9-24, (2017); McKenna C., Alumni perspectives on mission-critical communication skills for new job-market entrants, Federation of Business Disciplines Journal, 7, 1, pp. 44-64, (2019); Moody J., Stewart B., Bolt-Lee C., Showcasing the skilled business graduate: expanding the tool kit, Business Communication Quarterly, 65, 1, pp. 21-33, (2002); NACE research; Career readiness defined; Quick poll: Revoking offers to class of 2020 on the rise, (2020); Job Outlook 2020; Ortiz L., Region-Sebest M., Macdermott C., Employer perceptions of oral communication competencies most valued in new hires as a factor in company success, Business and Professional Communication Quarterly, 79, 3, pp. 317-330, (2016); Quintanilla K., Wahl S., Business and professional communication: Keys for workplace excellence, (2020); Rentz K., Lentz P., Business communication: A problem-solving approach, (2021); Robles M., Executive perceptions of the top 10 soft skills needed in today’s workplace, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Saldana J., The coding manual for qualitative researchers, (2016); Suleman F., The employability skills of higher education graduates: Insights into conceptual frameworks and methodological options, Higher Education, 76, 2, pp. 263-278, (2018); Sulphey M., Patterns of employability skills among business students, IPE Journal of Management, 5, 2, pp. 57-73, (2015); Tracy D., Knight J., Rieman M., Business student versus employer course design preferences: Can both educational stakeholders be satisfied?, Academy of Educational Leadership Journal, 18, 1, pp. 15-37, (2014); Whetten D.A., Republication of “Principles of effective course design: What I wish I had known about learning-centered teaching 30 years ago., Journal of Management Education, 45, 6, pp. 834-854, (2021)","R. Dolechek; Fort Hays State University, United States; email: rldolechek@fhsu.edu","","SAGE Publications Inc.","","","","","","23294906","","","","English","Bus. Prof. Commun. Q.","Article","Final","","Scopus","2-s2.0-85142158366"
"Otermans P.C.J.; Aditya D.; Pereira M.","Otermans, Pauldy C. J. (56997524700); Aditya, Dev (58522164600); Pereira, Monica (57224007610)","56997524700; 58522164600; 57224007610","A Study Exploring Soft Skills in Higher Education","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","136","153","17","0","10.21153/jtlge2023vol14no1art1665","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166670255&doi=10.21153%2fjtlge2023vol14no1art1665&partnerID=40&md5=773c0a4c07218b4bc85f469292a10205","Division of Psychology, Department of Life Sciences, Brunel University London, Uxbridge, United Kingdom; Otermans Institute, London, United Kingdom; Department of Computer Science, Brunel University London, Uxbridge, United Kingdom","Otermans P.C.J., Division of Psychology, Department of Life Sciences, Brunel University London, Uxbridge, United Kingdom, Otermans Institute, London, United Kingdom; Aditya D., Otermans Institute, London, United Kingdom; Pereira M., Department of Computer Science, Brunel University London, Uxbridge, United Kingdom","There is a need for improved skills development within the UK's Higher Education Institutions (HEI) stemming from the disconnect between the expectations of employers of the skills graduates have and the skills graduates have gained during their degree. It is well-known now that there is a clear skills gap. The present study aims to explore the effect of graduates and students' perception of skills development in HEI in the UK. A total of 420 participants completed an online survey to explore their perception as well as their confidence of skills development by rating each skill on a Likert scale. The paper discusses the results in light of pedagogical strategies developed to teach soft skills in HE. The paper concludes with recommendations for teaching practice. © 2023 Deakin University. All rights reserved.","confidence; employability; graduates; Higher Education; skills development; soft skills","","","","","","","","Ahmad F. S., Velu B. K. D. V., Zaidin N., Shariff S. A., Entrepreneurship Education for Industrial Professional: The Influence of Communication, Teamwork, Leadership and Innovative Soft Skill on Job Performance, International Journal of Recent Technology and Engineering (IJRTE), 8, 3S3; Learning and Skills at Work Survey, (2021); Curtis J., Working together: A joint initiative between academics and clinicians to prepare undergraduate nursing students to work in mental health settings, International Journal of Mental Health Nursing, 16, 4, pp. 285-293, (2007); Daley J., Baruah B., Leadership skills development among engineering students in Higher Education- an analysis of the Russell Group universities in the UK, European Journal of Engineering Education, 46, 4, pp. 528-556, (2021); Dalrymple R., Macrae A., Pal M., Shipman S., Employability: A review of the literature 2016-2021, (2022); Quantifying the UK Data Skills Gap-Full report, (2021); Dickter C. L., Burk J. A., Fleckenstein K., Kozikowski C. T., Autistic traits and social anxiety predict differential performance on social cognitive tasks in typically developing young adults, PLoS One, 13, 3, (2018); Donia M. B., O'Neill T. A., Brutus S., The longitudinal effects of peer feedback in the development and transfer of student teamwork skills, Learning and Individual Differences, 61, pp. 87-98, (2018); Edelman P., van Knippenberg D., Emotional intelligence, management of subordinate's emotions, and leadership effectiveness, Leadership & Organization Development Journal, 39, 5, pp. 592-607, (2018); Eyal L., Cohen R., Preparation for clinical practice: A survey of medical students' and graduates' perceptions of the effectiveness of their medical school curriculum, Medical Teacher, 28, 6, pp. e162-e170, (2006); Future of Skills and Lifelong Learning, (2020); Green A., Hogarth T, Barnes S. A., Gambin L., Owen D., Sofroniou N., The UK Skills System: Training, Employability and Gaps in Provision, (2016); Hart C., Stachow G. B., Farrell A. M., Reed G., Employer perceptions of skills gaps in retail: issues and implications for UK retailers, International Journal of Retail & Distribution Management, 35, 4, pp. 271-288, (2007); Graduate Outcomes, (2019); Hotifah Y., Yoenanto N. H., Determinant Factors of Willingness to Learn: Systematic Literature Review, the 1st International Conference on Information Technology and Education (ICITE 2020), pp. 700-704, (2020); IBM SPSS Statistics 26, (2019); Karsudianto F., Improving students' motivation and self-confidence in speaking using mingling games, Journal of Applied Studies in Language, 4, 1, pp. 1-8, (2020); Kaya Y., Goc E., Kirlangic-Simsek B., Cesur-Atintas M., The effect of psychodrama group practices on nursing students' self-liking, self-competence, and self-Acceptance: A quasi-experimental study, Perspectives in Psychiatric Care, 58, 4, pp. 1239-1247, (2021); Kapadia R., Assessing the impact of a flexible delivery of Careers & Employability Service Provision by Conducting Career Exploration Studies of Students, (2018); Khadzir S. A., Sumarmi S., Model United Nations (MUN): Learning Method to Enhance Critical Thinking Skill and Communication Skill for High School Students, Journal of Education and Learning (EduLearn), 14, 4, pp. 495-501, (2020); Moreno-Fernandez J., Ochoa J. J., Lopez-Aliaga I., Alferez M. J. M., Gomez-Guzman M., Lopez-Ortega S., Diaz-Castro J., Lockdown, emotional intelligence, academic engagement and burnout in pharmacy students during the quarantine, Pharmacy, 8, 4, (2020); Mutiara A. R., Astuti B., Efforts to Improve Students' Self-Acceptance Through Group Guidance, KnE Social Sciences, 6, 2, pp. 47-55, (2021); Noah J. B., Aziz A. A., A Systematic review on soft skills development among university graduates, EDUCATUM Journal of Social Sciences, 6, 1, pp. 53-68, (2020); Oh E. J., Ko S. H., Kim J. Y., Kim S. R., Self-Awareness, other-Awareness and communication ability in nursing students, Journal of Korean Academy of Nursing Administration, 21, 4, pp. 426-434, (2015); Okudan G. E., Rzasa S. E., Teaching entrepreneurial leadership: A project-based approach, Proceedings of 34th Annual Frontiers in Education, (2004); Rismi R., Yustiana Y., Budiman N., The Effectiveness of Group Counselling with Role Play Techniques to Improve Student Emotional Intelligence, Journal Aplikasi IPTEK Indonesia, 4, 2, pp. 59-68, (2020); Rumohr D. J., All These Deadlines and I Don't Know Where My Papers Are: A Direct Measure of Organisational Skills Training of 3rd, 4th and 5th Grade General Education Students [Doctoral dissertation, Philadelphia College of Osteopathic Medicine], (2018); Savickas M. L., Porfeli E. J., Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries, Journal of vocational behavior, 80, 3, pp. 661-673, (2012); Silva A. R., B Chauca M., Huaccha E., S Zuniga J., H Layza F., E Tena E., Development of Soft Skills and Resilience in the Integral Formation of University Students based on Goldstein's Analysis, Proceedings of the 12th International Conference on Education Technology and Computers, pp. 182-187, (2020); Smith S., Henriksen D., Fail again, fail better: Embracing failure as a paradigm for creative learning in the arts, Art Education, 69, 2, pp. 6-11, (2016); Showry M., Manasa K. V. L., Self-Awareness-Key to Effective Leadership, IUP Journal of Soft Skills, VIII, 1, pp. 15-26, (2014); Sokhanvar Z., Salehi K., Sokhanvar F., Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review, Studies in Educational Evaluation, 70, (2021); Stanica I., Dascalu M. I., Bodea C. N., Moldoveanu A. D. B., VR job interview simulator: where virtual reality meets artificial intelligence for education, Proceedings of Zooming Innovation in Consumer Technologies (ZINC), pp. 9-12, (2018); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers' perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Swingler M., Roy A. W. N., Rolinska A., Gardani M., Focus on: Graduate skills, (2019); Matching Talents to Jobs-Trends in Graduate Employability, (2014); Taylor R. B., Media Interview Techniques. A complete guide to Media Training, (2016); University League Tables, (2020); University League Tables graduate prospects 2024, (2024); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Uggen M., Teaching and Learning Second Language Listening: Metacognition in Action, Review of the book Teaching and Learning Second Language Listening: Metacognition in Action, (2013); Vandergrift, Goh CM, Studies in Second Language Acquisition, 35, 1; (2022); Valente S., Lourenco A. A., Conflict in the classroom: How teachers' emotional intelligence influences conflict management, Frontiers in Education, 5, 5, (2020); Vaughan B., Yoxall J., Grace S., Peer assessment of teamwork in group projects: Evaluation of a rubric, Issues in Educational Research, 29, 3, pp. 961-978, (2019); We need a global reskilling revolution-here's why, (2020)","P.C.J. Otermans; Division of Psychology, Department of Life Sciences, Brunel University London, Uxbridge, United Kingdom; email: pauldy.otermans@brunel.ac.uk","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85166670255"
"Iqbal J.; Shaikh A.A.; Jamal W.N.; Akhtar K.; Rahim R.; Kousar S.","Iqbal, Jawad (57204908052); Shaikh, Aliya Ahmad (57222549945); Jamal, Warda Najeeb (57211335708); Akhtar, Kalsoom (57218384031); Rahim, Rabia (57219217375); Kousar, Shazia (58358048600)","57204908052; 57222549945; 57211335708; 57218384031; 57219217375; 58358048600","Exploring the generic skills required for the employability and professional wellbeing of Pakistani Millennials: The employers' perspective","2023","Frontiers in Psychology","13","","1070267","","","","2","10.3389/fpsyg.2022.1070267","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146507845&doi=10.3389%2ffpsyg.2022.1070267&partnerID=40&md5=bfa05d67b6273085cba8d71a372909f0","Institute of Business, Management, and Administrative Sciences, The Islamia University of Bahawalpur, Bahawalpur, Pakistan","Iqbal J., Institute of Business, Management, and Administrative Sciences, The Islamia University of Bahawalpur, Bahawalpur, Pakistan; Shaikh A.A., Institute of Business, Management, and Administrative Sciences, The Islamia University of Bahawalpur, Bahawalpur, Pakistan; Jamal W.N., Institute of Business, Management, and Administrative Sciences, The Islamia University of Bahawalpur, Bahawalpur, Pakistan; Akhtar K., Institute of Business, Management, and Administrative Sciences, The Islamia University of Bahawalpur, Bahawalpur, Pakistan; Rahim R., Institute of Business, Management, and Administrative Sciences, The Islamia University of Bahawalpur, Bahawalpur, Pakistan; Kousar S., Institute of Business, Management, and Administrative Sciences, The Islamia University of Bahawalpur, Bahawalpur, Pakistan","Introduction: This study aims to elucidate the employers' perspectives on the key generic employability skills which would enable them to seek graduate jobs and will ensure their professional wellbeing once they enter the job market after acquiring a University degree. Methods: In order to pursue this objective, an exploratory qualitative inquiry was deployed which involved two panel-based discussions. The respondents of each panel discussion were invited through the platforms of the Bahawalpur Chamber of Commerce and Industry (BCCI), and the Chamber of Commerce Rahim Yar Khan. These respondents represented Pharmaceuticals, Agrichemical manufacturers (fertilizers, pesticides), Livestock, Cotton, textiles, and apparel industry which are the main industries in Southern Punjab, Pakistan. Results and discussion: For the purpose of analysis, a thematic analysis was done in the context of grounded theory. Resultantly, the findings of the study reveal an employers' perspective on 10 key generic employability skills as must-have for a Pakistani Millennial graduate including various soft and hard skills, such as-Emotional Intelligence, Flexibility and Adaptability, Multitasking, Computer Literacy and Digital Skills, Information Literacy and Data Analytics, Oral and Written Communication in English and Urdu, Critical Thinking, Positive Politics, Work Ethics and Professionalism, and Commercial awareness. Hence, the study produces implications for the employability stakeholders, including government and academia for a much needed shift from a mere subject-based curriculum to a skill-oriented curriculum and training in the Universities, particularly in the region of Southern Punjab, and all across Pakistan as well. Copyright © 2023 Iqbal, Shaikh, Jamal, Akhtar, Rahim and Kousar.","generic employability skills; hard/technical skills; Pakistani Millennial graduates; professional wellbeing; soft skills; thematic analysis","","","","","","Higher Education Commision, Pakistan, HEC, (NRPU 13495)","We acknowledge that the financial support for this study was obtained from the Higher Education Commission of Pakistan, under the National Research Program for Universities-2020, as a part of Project # NRPU 13495. ","Ahmad Tajuddin S.N.A., Bahari K.A., Al Majdhoub F.M., Balraj Baboo S., Samson H., The expectations of employability skills in the Fourth Industrial Revolution of the communication and media industry in Malaysia, Educ. Train, 64, pp. 662-680, (2022); Ahmad A., Hussan S., Butt A., English in the domain of legal services: problems of access in Pakistan, Pak. J. 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Psychol, 77, pp. 365-375, (2004); Waggoner D.P., The use of political skill in organizational change, J. Organ. Chang. Manag, 33, pp. 753-763, (2020); Williams S., Karypidou A., Steele C., Dodd L., A personal construct approach to employability: comparing stakeholders' implicit theories, Educ. Train, 61, pp. 390-412, (2019); Yorke M., Knight P., Embedding Employability into the Curriculum, Learning and employability series, no. 1 (York: Higher Education Academy), (2006); Zaidi S.B., Zaki S., English language in pakistan: expansion and resulting implications, J. Educ. Soc. Sci, 5, pp. 52-67, (2017); Zegwaard K.E., Campbell M., Pretti T.J., Professional Identities and Ethics: The Role of Work-Integrated Learning in Developing Agentic Professionals Work-Integrated Learning in the 21st Century, (2017); Zhao Z., Kularatne I., Relationship between generic skills and employability skills: an exploratory study in the context of New Zealand postgraduate education, Management, 15, pp. 291-307, (2020)","A.A. Shaikh; Institute of Business, Management, and Administrative Sciences, The Islamia University of Bahawalpur, Bahawalpur, Pakistan; email: aliya.ahmadz@hotmail.com","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85146507845"
"Gordon S.; Parkinson T.; Byers S.; Nigito K.; Rodriguez A.; Werners-Butler C.; Haynes J.; Guttin T.","Gordon, Stuart (55044548900); Parkinson, Tim (7005602807); Byers, Stacey (58118690400); Nigito, Kerri (58118172900); Rodriguez, Adria (58118246200); Werners-Butler, Catherine (51964864500); Haynes, Jaelene (58118541600); Guttin, Talia (56856798100)","55044548900; 7005602807; 58118690400; 58118172900; 58118246200; 51964864500; 58118541600; 56856798100","The Changing Face of Veterinary Professionalism—Implications for Veterinary Education","2023","Education Sciences","13","2","182","","","","3","10.3390/educsci13020182","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148949741&doi=10.3390%2feducsci13020182&partnerID=40&md5=c0c77e7f918fbe8c01d5908572cfd5c3","School of Veterinary Science, Massey University, Private Bag 11222, Palmerston North, 4442, New Zealand; School of Veterinary Medicine, St. George’s University, True Blue Campus, P.O. Box 7, True Blue, West Indies, St. George, 1473, Grenada","Gordon S., School of Veterinary Science, Massey University, Private Bag 11222, Palmerston North, 4442, New Zealand; Parkinson T., School of Veterinary Science, Massey University, Private Bag 11222, Palmerston North, 4442, New Zealand; Byers S., School of Veterinary Medicine, St. George’s University, True Blue Campus, P.O. Box 7, True Blue, West Indies, St. George, 1473, Grenada; Nigito K., School of Veterinary Medicine, St. George’s University, True Blue Campus, P.O. Box 7, True Blue, West Indies, St. George, 1473, Grenada; Rodriguez A., School of Veterinary Medicine, St. George’s University, True Blue Campus, P.O. Box 7, True Blue, West Indies, St. George, 1473, Grenada; Werners-Butler C., School of Veterinary Medicine, St. George’s University, True Blue Campus, P.O. Box 7, True Blue, West Indies, St. George, 1473, Grenada; Haynes J., School of Veterinary Medicine, St. George’s University, True Blue Campus, P.O. Box 7, True Blue, West Indies, St. George, 1473, Grenada; Guttin T., School of Veterinary Medicine, St. George’s University, True Blue Campus, P.O. Box 7, True Blue, West Indies, St. George, 1473, Grenada","Veterinary professionals need to maintain currency with the rapidly expanding knowledge, techniques, and diagnostic skills available to the profession, while also accommodating the developing needs and expectations of clients and other veterinary stakeholders. Today, societal influence and expectations impose a heavy demand on veterinary practitioners, making it essential for tertiary veterinary education to equip veterinary graduates with the skills necessary to face these challenges and flourish in their profession. This paper explores four challenges faced by veterinary education in the development, maintenance, and upkeep of professional skills training: the divarication between employer expectations and veterinary education, the impact of demographic changes on the profession, the influence of institutional structures on the teaching of professionalism, and the risks associated with outdated models of professionalism training. The teaching of professionalism in veterinary education must continually evolve. One issue that may hinder this process is a divergence between the expectations of employers and tertiary institutions regarding the employability skills required by veterinary graduates. Veterinary professionalism education must also consider changing demographics within the profession and within society to provide all new graduates with the skills and tools necessary to succeed in the workplace, establish a sustainable work–life balance, combat burnout in new graduates, and be equipped to serve the general public. Failure to do this could result in professionalism teaching becoming complicit in a socialization process that perpetuates gender and cultural inequalities. This paper outlines some of the changes that have occurred in the veterinary profession and their implications on veterinary professionalism education. The article champions the necessity for veterinary professionalism education to evolve in concert with the constant changes in the profession. © 2023 by the authors.","demographics; employers; institutional structures; models of professionalism; professional skills; professionalism; veterinary","","","","","","","","Armitage-Chan E., Maddison J., May S.A., What is the veterinary professional identity? Preliminary findings from web-based continuing professional development in veterinary professionalism, Vet. Rec, 178, (2016); Lewis R.E., Klausner J.S., Nontechnical competencies underlying career success as a veterinarian, J. Am. Vet. Med. Assoc, 222, pp. 1690-1696, (2003); Reis D.C., Who am I and why am I here? Professionalism research through the eyes of a medical student, Acad. 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Tech, 22, pp. 1817-1824, (2017); Cake M., King L., Bell M., VetSet2Go: A Collaborative Outcomes and Assessment Framework Building Employability, Resilience and Veterinary Graduate Success, (2019); Lloyd J.W., Walsh D.A., Template for a recommended curriculum in “Veterinary professional development and career success, J. Vet. Med. Educ, 29, pp. 84-93, (2002); Goldie J., Dowie A., Cotton P., Morrison J., Teaching professionalism in the early years of a medical curriculum: A qualitative study, Med. Educ, 41, pp. 610-617, (2007); Birden H.H., Usherwood T., They liked it if you said you cried”: How medical students perceive the teaching of professionalism, Med. J. Aust, 199, pp. 406-409, (2013); Forneris S.G., Peden-McAlpine C.J., Contextual learning: A reflective learning intervention for nursing education, Int. J. Nurs. Educ. Schol, (2006); Cake M., Bell M., King L., Feakes A., Hamood W., Hughes K., King E., King L., Mansfield C., McArthur M., Interpreting Employability in the Veterinary Context: A Guide and Framework for Veterinary Educators, (2018); Wasserstein A., Brennan P., Rubenstein A., Institutional leadership and faculty response: Fostering professionalism at the University of Pennsylvania School of Medicine, Acad. Med, 82, pp. 1049-1056, (2007); Stephenson A., Higgs R., Sugarman J., Teaching professional development in medical schools, Lancet, 357, pp. 867-870, (2001); Howe A., Professional development in undergraduate medical curricula—The key to the door of a new culture?, Med. Educ, 36, pp. 353-359, (2002); Kendall T., Diversity and Changing Demographics: How They Will Affect Veterinary Medicine, J. Vet. Med. Educ, 31, pp. 406-408, (2004); Armitage-Chan E., Whiting M., Teaching professionalism: Using role-play simulations to generate professionalism learning outcomes, J. Vet. Med. Educ, 43, pp. 359-363, (2016)","S. Gordon; School of Veterinary Science, Massey University, Palmerston North, Private Bag 11222, 4442, New Zealand; email: s.j.g.gordon@massey.ac.nz","","MDPI","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85148949741"
"Le A.H.; Billett S.; Choy S.; Dymock D.","Le, Anh Hai (57191843544); Billett, Stephen (6602603069); Choy, Sarojni (30267457300); Dymock, Darryl (6602341628)","57191843544; 6602603069; 30267457300; 6602341628","Supporting worklife learning at work to sustain employability","2023","International Journal of Training and Development","27","1","","135","155","20","1","10.1111/ijtd.12288","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141415576&doi=10.1111%2fijtd.12288&partnerID=40&md5=920b46c1f64a82aa873d184060d599d4","School of Education and Professional Studies, Griffith University, Mount Gravatt, QLD, Australia","Le A.H., School of Education and Professional Studies, Griffith University, Mount Gravatt, QLD, Australia; Billett S., School of Education and Professional Studies, Griffith University, Mount Gravatt, QLD, Australia; Choy S., School of Education and Professional Studies, Griffith University, Mount Gravatt, QLD, Australia; Dymock D., School of Education and Professional Studies, Griffith University, Mount Gravatt, QLD, Australia","The concept of employability extends beyond initial occupational preparation into the ability to remain employable as, inevitably, occupational capacities and workplace requirements change frequently across working lives. Hence, the need to continually learn to remain occupationally current and respond to changing workplace requirements becomes paramount. The evidence suggests that much of that learning arises through individual efforts and the support of co-workers through work activities. So, there is a need to understand how that learning can be supported to sustain employability across lengthening working lives. Drawing on an Australian study, reported here are perspectives from managers and workers in diverse workplaces about current modes of continuing education and training and about how workers are assisted with their learning to meet personal needs and qthose of employers. Employers want an occupationally current workforce that can meet specific workplace needs; workers want the capacities to remain employable, which may extend to advancing their careers elsewhere. The data indicate differences in perceptions about what is being provided, how frequently the provisions are used, and the worth of its certification. Whilst the findings indicate shared concerns about the importance of learning, there were clear differences in views about the models and processes used to support that learning. Across both sets of informants can be seen distinctions between ‘training solutions’ and ‘learning solutions’. A more nuanced analysis suggests that the training solution is appropriate and effective at some point in workers' worklife trajectories but in other circumstances, learning through practice is proposed as being more efficacious. © 2022 The Authors. International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.","","","","","","","Australian University Librarians; National Centre for Vocational Education Research, NCVER; Griffith University","Funding text 1: This research was supported fully by The National Centre for Vocational Education Research, Adelaide, South Australia. The views expressed herein are those of the authors and are not necessarily those of the National Centre. Open access publishing facilitated by Griffith University, as part of the Wiley - Griffith University agreement via the Council of Australian University Librarians.; Funding text 2: This research was supported fully by The National Centre for Vocational Education Research, Adelaide, South Australia. The views expressed herein are those of the authors and are not necessarily those of the National Centre. Open access publishing facilitated by Griffith University, as part of the Wiley ‐ Griffith University agreement via the Council of Australian University Librarians. ","Al-Tarawneh A.I., Al-Adaileh R., The interplay among management support and factors influencing organizational learning: An applied study, Journal of Workplace Learning, 33, 6, pp. 460-485, (2021); (2013); van der Baan N., Raemdonck I., Bastiaens E., Beausaert S., Employability competences of workers in health care and finance. The role of self-directed learning orientation and job characteristics, International Journal of Training and Development, 26, pp. 427-447, (2022); Bewick V., Cheek L., Ball J., Statistics review 8: Qualitative data–tests of association, Critical Care, 8, 1, pp. 1-8, (2003); Billett S., Guided learning at work, Journal of Workplace Learning, 12, 7, pp. 272-285, (2000); Billett S., Workplace participatory practices: Conceptualising workplaces as learning environments, Journal of Workplace Learning, 16, 6, pp. 312-324, (2004); Billett S., Learning throughout working life: A relational interdependence between social and individual agency, British Journal of Education Studies, 55, 1, pp. 39-58, (2008); Billett S., Subjectivity, self and personal agency in learning through and for work, The SAGE handbook of workplace learning, s60, (2011); Billett S., Work, discretion and learning: Processes of life learning and development at work, International Journal of Training Research, 13, 3, pp. 214-230, (2015); Billett S., Dymock D., Choy S., Conceptions, purposes and processes of ongoing learning across working life, Supporting learning across working life, pp. 289-312, (2016); Billett S., Harteis C., Gruber H., Developing occupational expertise through everyday work activities and interactions, The Cambridge handbook of expertise and expert performance, 2, pp. 105-126, (2018); Billett S., Henderson A., Choy S., Dymock D., Beven F., Kelly A., Smith R., (2012); Billett S., Le A.H., Smith R., Choy S., The kinds and character of changes adults negotiate across worklife transitions, International Journal of Lifelong Education, 40, pp. 499-513, (2021); Carliner S., Hamlin B., Certification of HRD professionals, The Routledge companion to human resource development, pp. 343-366, (2015); Chalofsky N.F., The seminal foundation of the discipline of HRD: People, learning, and organizations, Human Resource Development Quarterly, 18, 3, pp. 431-442, (2007); Choy S., Billett S., Dymock D., Continuing education and training: Needs, models and approaches, Supporting learning across working life, pp. 213-229, (2016); Cohen J., Statistical power analysis for the behavioral sciences, (1988); Djankov S., Saliola F., The changing nature of work, Journal of International Affairs, 72, 1, pp. 57-74, (2018); Engestrom Y., Expansive learning at work: Toward an activity theoretical reconceptualization, Journal of Education and Work, 14, 1, pp. 133-156, (2001); Engestrom Y., From teams to knots: Activity-theoretical studies of collaboration and learning at work, (2008); Engestrom Y., Middleton D., Introduction: Studying work as mindful practice, Cognition and communication at work, pp. 1-15, (1996); Eraut M., Alderton J., Cole G., Senker P., The impact of the manager on learning in the workplace, Supporting lifelong learning, 2, pp. 98-109, (2002); Fenwick T.J., Putting meaning into workplace learning, Handbook of adult and continuing education, pp. 294-311, (2000); Gherardi S., Organizational knowledge: The texture of workplace learning, (2006); Hager P., Lee A., Reich A., Practice, learning and change: Practice-theory perspectives on professional learning, 8, (2012); Harris R., Simons M., Bone J., More than meets the eye? 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Perspectives from the learning-network theory (Part I), The Learning Organization, 24, 3, pp. 180-193, (2017); Poell R.F., der Krogt F.J.V., Vermulst A.A., Harris R., Simons M., Roles of informal workplace trainers in different organizational contexts: Empirical evidence from Australian companies, Human Resource Development Quarterly, 17, 2, pp. 175-198, (2006); Smith R., Conceptualising the socio-personal practice of learning in work as negotiation, Vocations and Learning, 7, 2, pp. 127-143, (2014); Smith R., Kelly A., Workers' perspectives and preferences for learning across working life, Supporting learning across working life, pp. 231-247, (2016); Stein S.J., Isaacs G., Andrews T., Incorporating authentic learning experiences within a university course, Studies in Higher Education, 29, 2, pp. 239-258, (2004); Sutherland L., Markauskaite L., Examining the role of authenticity in supporting the development of professional identity: An example from teacher education, Higher Education, 64, 6, pp. 747-766, (2012); Taheri M., Motealleh S., Younesi J., Workplace fun and informal learning: The mediating role of motivation to learn, learning opportunities and management support, Journal of Workplace Learning, 34, 30, pp. 229-241, (2021); Townley B., Reframinghuman resource management: Power, ethics and the subject at work, (1994); Tyler M., Dymock D., Henderson A., The critical role of workplace managers in continuing education and training, Supporting learning across working life, pp. 249-265, (2016); Wegener C., Driving forces of welfare innovation: Explaining interrelations between innovation and professional development, Supporting learning across working life: Models, processes and practices, pp. 113-127, (2017)","A.H. Le; School of Education and Professional Studies, Griffith University, Mount Gravatt, (M15) Room 3.04, Mt Gravatt Campus, 4122, Australia; email: leah.le@griffith.edu.au","","John Wiley and Sons Inc","","","","","","13603736","","","","English","Int. J. Train. Dev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85141415576"
"Sulistiobudi R.A.; Kadiyono A.L.","Sulistiobudi, Rezki Ashriyana (57211556619); Kadiyono, Anissa Lestari (57193234613)","57211556619; 57193234613","Employability of students in vocational secondary school: Role of psychological capital and student-parent career congruences","2023","Heliyon","9","2","e13214","","","","4","10.1016/j.heliyon.2023.e13214","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147288091&doi=10.1016%2fj.heliyon.2023.e13214&partnerID=40&md5=1b1b0338929371307a72aa42e0429d3b","Center for Innovation and Psychological Research, Faculty of Psychology, Universitas Padjadjaran, West Java, Indonesia","Sulistiobudi R.A., Center for Innovation and Psychological Research, Faculty of Psychology, Universitas Padjadjaran, West Java, Indonesia; Kadiyono A.L., Center for Innovation and Psychological Research, Faculty of Psychology, Universitas Padjadjaran, West Java, Indonesia","The main problem of vocational secondary school graduates is unemployment or inactive youth. Apart from developing their ability, external support, particularly from their parents, is also important for students in a collectivistic country like Indonesia. Therefore, this study aims to predict the role of psychological capital and perceived student-parent career congruences to the employability development of vocational secondary school students. Participants were 317 final-year students from rural private vocational secondary schools in Indonesia, 46.23% male and 31.76% female. They were 17–19 years old, mean age of 17.21 and standard deviation of 0.64. The data were analyzed by hierarchical regression analysis. We found that psychological capital and student-parent career congruences were indeed significantly correlated with employability development in the vocational secondary school students. These findings are beneficial for vocational schools in preparing the school program to improve students’ psychological ability and work readiness. The results also give some insights for parents to provide facilitative support for their children to make them more employable as vocational graduates. © 2023 The Authors","Employability; Psychological capital; Student-parent career congruence; Vocational school","","","","","","Hibah Internal Universitas Padjadjaran; Universitas Padjadjaran, UNPAD, (HIU 2018)","Funding text 1: Mrs. Rezki Ashriyana Sulistiobudi was supported by Universitas Padjadjaran [HIU 2018]. ; Funding text 2: This work was supported by Hibah Internal Universitas Padjadjaran (HIU), Indonesia. We also thank Prof. Jan Passchier, Joke A.M Hunfeld Ph.D. and Fredrick Dermawan Purba, M. Sc., Ph. D who assisted, reviewed this research writing, and improved the manuscript significantly. ","Indonesia Jobs Outlook 2017. 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Instr., 13, 2, pp. 45-60, (2020); Griffin B., Hu W., Parental career expectations: effect on medical students ’ career attitudes over time, Med. Educ., 53, 6, pp. 1-9, (2019); Cheung R., Jin Q., Cheung C.K., Perceived employability of nonlocal Chinese university students in Hong Kong: the impact of Acculturative and vocational variables, J. Career Assess., 26, 1, pp. 137-153, (2018); Luthans F., Vogelgesang G.R., Lester P.B., Developing the psychological capital of resiliency, Hum. Resour. Dev. Rev., 5, 1, pp. 25-44, (2006)","R.A. Sulistiobudi; Center for Innovation and Psychological Research, Faculty of Psychology, Universitas Padjadjaran, West Java, Indonesia; email: rezki.ashriyana@unpad.ac.id","","Elsevier Ltd","","","","","","24058440","","","","English","Heliyon","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85147288091"
"Zhang S.; Sun Z.; Fan Z.; Weng S.","Zhang, Shu (58785126000); Sun, Ziwen (58785825700); Fan, Zhongyi (58784949600); Weng, Shiyang (58784949700)","58785126000; 58785825700; 58784949600; 58784949700","Transforming Talent Development: a Reflective Analysis of the Innovative Government-School Cooperation Model Under the Paradigm of Knowledge Innovation","2023","Journal of the Knowledge Economy","","","","","","","0","10.1007/s13132-023-01677-z","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180902522&doi=10.1007%2fs13132-023-01677-z&partnerID=40&md5=12f294517091596a8cdc2d234bd81d00","Faculty of Innovation and Entrepreneurship, Yangzhou Polytechnic Institute, Yangzhou, 225000, China; Faculty of Business, City University of Macau, 999078, Macao; School of Physical Education and Health, Wenzhou University, Wenzhou, 325035, China","Zhang S., Faculty of Innovation and Entrepreneurship, Yangzhou Polytechnic Institute, Yangzhou, 225000, China; Sun Z., Faculty of Business, City University of Macau, 999078, Macao; Fan Z., School of Physical Education and Health, Wenzhou University, Wenzhou, 325035, China; Weng S., School of Physical Education and Health, Wenzhou University, Wenzhou, 325035, China","In the fiercely competitive academic landscape, universities face the imperative to thrive through governmental support and cooperative models for talent development. This trilateral collaboration, involving government, enterprise, and educational institutions, synchronizes talent development with industry standards, resolves talent shortages, and fosters mutual benefits. Proactive collaboration with advanced enterprises is essential to stimulate students’ proactiveness and elevate employment rates. The deepening collaboration among government, businesses, and educational institutions enhances employment opportunities for graduates. This study advocates for talent cultivation within government-business-educational institution cooperative universities, aligning with societal development needs. It offers valuable insights into academia-industry dynamics in the knowledge economy. Our research introduces cognitive graphs as a dynamic tool for knowledge comprehension and memorization, contributing significantly to the scholarly discourse. The cognitive graph-based approach introduces a structured framework for talent cultivation, enhancing students’ learning experiences. Recommendations include raising stakeholder awareness and deeper integration of cognitive graphs into pedagogical strategies. This research enriches the existing literature and offers practical recommendations for universities and educational institutions. In the context of China’s economic restructuring, the imperative lies in the cultivation of talent through a tripartite partnership. Cognitive graphs serve as invaluable tools, guiding students along the correct learning trajectory. The talent cultivation model of government-enterprise-school cooperative universities, integrating cognitive graphs, yields students with heightened learning abilities while maintaining a cost-effective structure. Theoretical implications highlight the importance of innovative teaching methodologies and personalized learning. The successful application of cognitive graphs as a knowledge integration tool underscores their value in enhancing students’ ability to think systematically and creatively. The analysis of shortcomings in traditional cooperation models emphasizes the need for a comprehensive theoretical framework. Managerial implications stress the importance of adopting a cognitive graph-based approach in collaborative talent cultivation. Enterprises can benefit from actively participating in collaborative talent development. Enhancing cooperation awareness and commitment among stakeholders is crucial for creating a conducive environment for talent development. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.","Cognitive graph technology; Employability enhancement; Knowledge integration; Learning efficiency; Talent cultivation; University-enterprise cooperation","","","","","","Department of Education of Zhejiang Province, ZPDE, (Y202147408)","This study was supported by the Department of Education of Zhejiang Province project ""Excellent Physical Education Teacher Training Standard System Research (No. Y202147408)"". 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Weng; School of Physical Education and Health, Wenzhou University, Wenzhou, 325035, China; email: 20195107@wzu.edu.cn","","Springer","","","","","","18687865","","","","English","J. Knowl. Econ.","Article","Article in press","","Scopus","2-s2.0-85180902522"
"Nimmi P.M.; Zakkariya K.A.; Philip A.V.","Nimmi, P.M. (57223862848); Zakkariya, K.A. (56609290100); Philip, Anju Varghese (57217112063)","57223862848; 56609290100; 57217112063","Enhancing employee wellbeing – an employability perspective","2023","Benchmarking","30","1","","102","120","18","8","10.1108/BIJ-03-2021-0116","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124891210&doi=10.1108%2fBIJ-03-2021-0116&partnerID=40&md5=80db33dfc26846bc52bfed99d8351ab8","Adi Shankara Business School, Adi Shankara Institute of Engineering and Technology, Kalady, India; School of Management Studies, Cochin University of Science and Technology, Kochi, India; SCMS Cochin School of Business, Kochi, India","Nimmi P.M., Adi Shankara Business School, Adi Shankara Institute of Engineering and Technology, Kalady, India; Zakkariya K.A., School of Management Studies, Cochin University of Science and Technology, Kochi, India; Philip A.V., SCMS Cochin School of Business, Kochi, India","Purpose: Skill obsolescence among employees can be detrimental to organizational performance and can lead to an ensuing decline in the wellbeing of employees. Today's organizations bank on the employability skills of their human capital to stay afloat in business. The current study examines the impact of developing an employability culture in the organization, the perceived internal employability developed in the employees and impact on employee wellbeing. Design/methodology/approach: Research data were gathered from a sample of 421 software engineers in private IT companies in India. Structural equation modeling using SPSS and AMOS was conducted to examine the impact of employability culture and perceived internal employability on the three dimensions of employee wellbeing. Findings: The study found a positive relationship between employability culture and the components of employee wellbeing. A partial mediation by perceived internal employability was reported between employability culture and the three components of employee wellbeing. Research limitations/implications: The study is a focused attempt on discerning the effect of organizational elements in the form of employability culture on the employee perceptions and the state of wellbeing, which are considered valuable resources in the career context. The study reiterates the prominence of contextual factors in employees' resource enhancement. Originality/value: The study is a unique approach to determine the effect of perceived internal employability and employability culture on employee wellbeing based on the social cognitive career theory and the conservation of resources theory. © 2022, Emerald Publishing Limited.","Employability culture; Employee wellbeing; Perceived internal employability","","","","","","University Grants Commission, UGC; University Grants Committee, UGC","Funding: The study was funded by the UGC - JRF of Nimmi P M [No. F15-o(DEC. 2015) 201qNET].","Akkermans J., Schaufeli W.B., Brenninkmeijer V., Blonk R., The role of career competencies in the JD-R model, Journal of Vocational Behavior, 83, 4, pp. 356-366, (2013); Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? 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Nimmi; Adi Shankara Business School, Adi Shankara Institute of Engineering and Technology, Kalady, India; email: nimmimohandas1985@gmail.com","","Emerald Publishing","","","","","","14635771","","BQMTF","","English","Benchmarking","Article","Final","","Scopus","2-s2.0-85124891210"
"Mattar D.M.; Haddad J.; Nammour C.","Mattar, Dorine Maurice (37124622400); Haddad, Joy (57985604600); Nammour, Celine (58773067600)","37124622400; 57985604600; 58773067600","Employee workplace wellbeing amid disruptions","2023","Management Research Review","","","","","","","0","10.1108/MRR-06-2023-0432","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180248673&doi=10.1108%2fMRR-06-2023-0432&partnerID=40&md5=d90347bd28df108a689df5c9e3480a4d","Notre Dame University – Louaize, Zouk Mosbeh, Lebanon; Boston Consulting Group, Boston, MA, United States; AML/Forensic, KPMG Luxembourg Société Coopérative, Luxembourg","Mattar D.M., Notre Dame University – Louaize, Zouk Mosbeh, Lebanon; Haddad J., Boston Consulting Group, Boston, MA, United States; Nammour C., AML/Forensic, KPMG Luxembourg Société Coopérative, Luxembourg","Purpose: This study aims to assess the effect of job insecurity, customer incivility and work–life imbalance on Lebanese bank employee workplace well-being (EWW), while investigating the moderating role that positive and negative affect might have. Design/methodology/approach: Quantitative data was collected from 202 respondents and analyzed using structural equation modeling system through IBM SPSS and AMOS. Findings: Results revealed that each of the independent variables has a negative, statistically significant effect on Lebanese bank EWW. The positive affect and the negative one are shown to have a moderating effect that lessens and boosts, respectively, these negative effects. Theoretical implications: The study adds to the literature on EWW while highlighting the high-power distance and collectivist society that the research took place in. Research limitations/implications: Limitations include the sample size that was hoped to be larger, in addition to the self-reporting issue and what it entails in the data collection process. Practical implications: The study has many practical implications, including the validation of a questionnaire in a developing Arab country, hence providing a reliable tool for researchers. HR specialists should lean toward applicants with positive affect, ensuring that their workplace is occupied by members with enhanced resilience. Furthermore, employers should support their employees’ professional growth, thus, boosting their employability during turmoil and consequently making them less vulnerable in times of economic recession. Originality/value: The study’s unique context, depicted in the harsh economic and financial crisis, makes the findings on EWW of a high value. © 2023, Emerald Publishing Limited.","Banking sector; Collectivistic culture; Customer incivility; Employee workplace well-being; Job insecurity; Negative affect; Positive affect; Work–life imbalance","","","","","","","","Abdullah N., Sentosa I., Ul Hadi N., An easy approach to exploratory factor analysis: marketing perspective, Journal of Educational and Social Research, 6, 1, pp. 225-234, (2016); Abi Rached J., Ishac D., The socioeconomic impact of COVID-19 on Lebanon: a crisis within crises, EUROMESCO SPOT-ON number 19, June 2020, (2020); Abu Ismail K., Impact of COVID-19 on Money Metric Poverty in Arab Countries, (2020); Acharya M., Bruning E., Dash S., The effect of power distance and individualism on service quality expectations in banking: a two-country individual- and, International Journal of Bank Marketing, 27, 5, pp. 336-358, (2009); Agha K., Azmi F.T., Khan S.A., Work-life balance: scale development and validation, The Work-Family Balance in Light of Globalization and Technology, pp. 109-130, (2017); Akleh T., Lebanese banking staff ‘held captive by fear’ as jobs hang in the balance, (2020); Al Hawari M., Bani-Melhem S., Quratulain S., Do frontline employees cope effectively with abusive supervision and customer incivility? 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Mattar; Notre Dame University – Louaize, Zouk Mosbeh, Lebanon; email: dhaddad@ndu.edu.lb","","Emerald Publishing","","","","","","20408269","","","","English","Manage. Res. Rev.","Article","Article in press","","Scopus","2-s2.0-85180248673"
"Bisschoff Z.S.; Massyn L.","Bisschoff, Zelda S. (57889956400); Massyn, Liezel (57201092824)","57889956400; 57201092824","Incorporating corporate social responsibility into graduate employability","2023","International Journal of Training and Development","27","1","","57","74","17","0","10.1111/ijtd.12284","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138000402&doi=10.1111%2fijtd.12284&partnerID=40&md5=2ac41c2c61fde22b32bef5be93332d18","Business School, University of the Free State, Bloemfontein, South Africa","Bisschoff Z.S., Business School, University of the Free State, Bloemfontein, South Africa; Massyn L., Business School, University of the Free State, Bloemfontein, South Africa","To remain sustainably viable in today's business environment, employers require appropriate skills to support their commitment to social responsibility. When recruiting skills, employers recognize that graduate attributes are essential indicators of the capability to render constructive workplace outcomes. Graduates need to develop these attributes to demonstrate their employability potential to prospective employers. However, existing employability capital frameworks do not include the graduate attributes needed to measure capability in corporate social responsibility (CSR) skills. The objective of this study was to determine which graduate attributes would support employability capability in CSR skills. Following a theoretical investigation, a mixed-method exploratory study was undertaken in South Africa's state-owned electricity provider to determine the employability attributes required by the organization in CSR management. The first phase involved a data collection survey, 302 managers and supervisors in South Africa's primary electricity provider rated a proposed 44 personal attributes linked to nine theoretical determined CSR skills and their importance in CSR management. In the second phase, the survey results were validated through a separate Delphi technique with three Human Resource Development experts. Confirmatory factor analysis found significant relationships between the tested attributes and the nine CSR skills. The findings could assist graduates in understanding the attributes they need to develop to be deemed employable for CSR performance. Furthermore, higher education institutions can include the results in curriculums to contribute to the development of CSR skills. Finally, the attributes and skills could be used to conceptualize a focused CSR employability capital, which employers can use to test employability potential. © 2022 The Authors. 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Massyn; Business School, University of the Free State, Bloemfontein, PO Box 339, 9301, South Africa; email: massynL@ufs.ac.za","","John Wiley and Sons Inc","","","","","","13603736","","","","English","Int. J. Train. Dev.","Article","Final","","Scopus","2-s2.0-85138000402"
"Wohlgezogen F.; Cotronei-Baird V.S.","Wohlgezogen, Franz (55001813400); Cotronei-Baird, Valeria S (57209300393)","55001813400; 57209300393","In Search of Responsible Career Guidance: Career Capital and Personal Purpose in Restless Times","2023","Journal of Management Education","","","","","","","0","10.1177/10525629231218941","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180674476&doi=10.1177%2f10525629231218941&partnerID=40&md5=982167ea435d0eef97af414dc1d22875","University of Melbourne, Carlton, VIC, Australia","Wohlgezogen F., University of Melbourne, Carlton, VIC, Australia; Cotronei-Baird V.S., University of Melbourne, Carlton, VIC, Australia","Management educators have developed a wide variety of approaches to ensure students develop job-ready skills, resilience, and other forms of career capital to gain and retain employment in an ever-changing, competitive job market. Yet, concerns about the employability agenda’s consequences for students’ self-concept and wellbeing have gained urgency amid a crisis of confidence in capitalism. Humanistic approaches to management education map an alternative path, starting from students’ unique values, voices, and experiences, and leading to the pursuit of a personal purpose. In this essay, we explore the tensions and potential synergies of the career capital and personal purpose approaches to career preparation and support. Building on our experiences at the University of Melbourne’s Faculty of Business and Economics, we discuss how integrative learning experiences can combine these two approaches to (1) encourage students to recognize the mutual influence of career capital and personal purpose; and (2) provide rich opportunities for external stakeholder involvement to contribute to students’ career capital and personal purpose development efforts. We believe that our proposals for embracing both career capital and personal purpose considerations can help management educators recalibrate their efforts to help students develop personally meaningful and sustainable careers. © The Author(s) 2023.","calling; employability; meaningful work; purpose; responsible management education; vocation","","","","","","","","Alcaraz J.M., Thiruvattal E., An interview with Manuel Escudero the United Nations’ principles for responsible management education: A global call for sustainability, Academy of Management Learning & Education, 9, 3, pp. 542-550, (2010); Allen D., Simpson C., Inquiry into graduate attributes: Reviewing the formal and informal management curricula, Journal of Management Education, 43, 4, pp. 330-358, (2019); Amann W., Pirson M., Dierksmeier C., Kimakowitz E., Khan S., Spitzeck H., The rise of humanistic business schools as the way forward, Business schools under fire: Humanistic management education as the way forward, pp. 447-469, (2011); 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McKnight P.E., Kashdan T.B., Purpose in life as a system that creates and sustains health and well-being: An integrative, testable theory, Review of General Psychology, 13, 3, pp. 242-251, (2009); Mitchell T.D., Traditional vs. critical service-learning: Engaging the literature to differentiate two models, Michigan Journal of Community Service Learning, 14, 2, pp. 50-65, (2008); Newport C., So good they can’t ignore you, (2016); OECD future of education and skills 2030: Project background, (2019); Petriglieri G., Petriglieri J.L., Identity workspaces: The case of business schools, Academy of Management Learning & Education, 9, 1, pp. 44-60, (2010); Pierre E., Oughton J., The affective domain: Undiscovered country, College Quarterly, 10, 4, pp. 1-7, (2007); Pisarik C.T., Rowell P.C., Thompson L.K., A phenomenological study of career anxiety among college students, The Career Development Quarterly, 65, 4, pp. 339-352, (2017); Pless N.M., Maak T., Stahl G.K., Developing responsible global leaders through international service-learning programs: The ulysses experience, Academy of Management Learning & Education, 10, 2, pp. 237-260, (2011); Quinn R.E., Thakor A.V., The economics of higher purpose: Eight counterintuitive steps for creating a purpose-driven organization, (2019); Reker G.T., Peacock E.J., Wong P.T.P., Meaning and purpose in life and well-being: A life-span perspective, Journal of Gerontology, 42, 1, pp. 44-49, (1987); Reuben J., Virtue and the history of the modern American University, Cultivating virtue in the university, pp. 29-43, (2022); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Rorty R., Philosophy and social hope, (1999); Schabram K., Maitlis S., Negotiating the challenges of a calling: Emotion and enacted sensemaking in animal shelter work, Academy of Management Journal, 60, 2, pp. 584-609, (2017); Schein E.H., Career dynamics: Matching individual and organizational needs, (1978); Schmidt-Wilk J., Passion and purpose, Journal of Management Education, 34, 3, pp. 339-341, (2010); Schreiner L.A., Hulme E., Positive psychology on campus, The Oxford handbook of positive psychology, pp. 807-819, (2021); Shell E.R., The job: Work and its future in a time of radical change, (2018); Sin C., Neave G., Employability deconstructed: Perceptions of Bologna stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016); Storey B., Storey J.S., Why we are restless, (2021); Strecher V.J., Life on purpose: How living for what matters most changes everything, (2016); Tomlinson M., McCafferty H., Fuge H., Wood K., Resources and readiness: The graduate capital perspective as a new approach to graduate employability, Journal of the National Institute for Career Education and Counselling, 38, 1, pp. 28-35, (2017); Tomlinson M., McCafferty H., Port A., Maguire N., Zabelski A.E., Butnaru A., Charles M., Kirby S., Developing graduate employability for a challenging labour market: The validation of the graduate capital scale, Journal of Applied Research in Higher Education, 14, 3, pp. 1193-1209, (2022); van Baardewijk J., de Graaf G., The ethos of business students, Business Ethics, the Environment & Responsibility, 30, 2, pp. 188-201, (2021); Villarroel V., Bloxham S., Bruna D., Bruna C., Herrera-Seda C., Authentic assessment: Creating a blueprint for course design, Assessment & Evaluation in Higher Education, 43, 5, pp. 840-854, (2018); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Worthen M., This is not your grandfather’s M.B.A, New York Times, (2022); Wrzesniewski A., McCauley C., Rozin P., Schwartz B., Jobs, careers, and callings: People’s relations to their work, Journal of Research in Personality, 31, 1, pp. 21-33, (1997); Yeager D.S., Bundick M.J., The role of purposeful work goals in promoting meaning in life and in schoolwork during adolescence, Journal of Adolescent Research, 24, 4, pp. 423-452, (2009); Yorke M., Employability in higher education: What it is-what it is not, (2006)","F. Wohlgezogen; University of Melbourne, Carlton, Australia; email: franz.wohlgezogen@unimelb.edu.au","","SAGE Publications Inc.","","","","","","10525629","","","","English","J. Manage. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85180674476"
"Gawne L.; Cabraal A.","Gawne, Lauren (55585420800); Cabraal, Anuja (22833626700)","55585420800; 22833626700","Linguistics education and its application in the workplace: An analysis of interviews with linguistics graduates","2023","Language","99","1","","e35","e57","22","0","10.1353/lan.2023.0003","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150999956&doi=10.1353%2flan.2023.0003&partnerID=40&md5=1c8904fa1b02f5192fc3d281a1d148c7","Department of Languages and Cultures, La Trobe University, Bundoora, 3086, Australia","Gawne L., Department of Languages and Cultures, La Trobe University, Bundoora, 3086, Australia; Cabraal A., Department of Languages and Cultures, La Trobe University, Bundoora, 3086, Australia","This paper provides an overview of post-study employability for students of linguistics. We begin with a review of the literature on employability, education, and skills. We then conduct an analysis of fifty-one interviews with people who studied linguistics and went on to work in a di-verse range of occupations. We provide a summary of the interview participants, and then conduct an analysis of the domain-specific and transferable skills reported and the advice offered in these interviews. Finally, we look at how linguistics programs can use the existing literature and insights from these interviews to help their students think about careers.*. © 2023, Linguistic Society of America. All rights reserved.","careers; education; employment; interviews; linguistics; skills","","","","","","School of Humanities and Social Sciences at La Trobe University; La Trobe University, LTU","* Thank you to everyone who took part in the Linguistics Job Interview series for the Superlinguo blog. Thanks also to the Research Education and Development team at La Trobe University, who organized the Shut Up and Write sessions where we first started talking about this project. Lauren would additionally like to thank Gretchen McCulloch for setting the linguistics jobs interviews in motion and for conversations during the preparation of this paper. This project was funded by an Early Career Researcher Award prize awarded to Lauren Gawne by the School of Humanities and Social Sciences at La Trobe University and a small grant from the Centre for Research on Linguistic Diversity at La Trobe University. 1 Note that the term ‘university’ is used throughout this paper to refer to institutions of higher education in general.","Abrams Zsuzsanna I., Asynchronous CMC, collaboration and the development of critical thinking in a graduate seminar in applied linguistics, Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 31, 2, (2005); Alves Helena, Raposo Mario, Conceptual model of student satisfaction in higher education, Total Quality Management, 18, 5, pp. 571-588, (2007); Andrews Jane, Higson Helen, Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: A European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Archer William, Davison Jess, Graduate employability: What do employers think and want?, (2008); Asher Donald, Cracking the hidden job market: How to find opportunity in any economy, (2010); Atfield Gaby, Purcell Kate, Graduate labour market supply and demand: Final year students’ perceptions of the skills they have to offer and the skills employers seek, (2010); Bazeley Pat, Qualitative data analysis: Practical strategies, (2013); Beutell Nicholas J., Wittig-Berman Ursula, Predictors of work-family conflict and satisfaction with family, job, career, and life, Psychological Reports, 85, 3, pp. 893-903, (1999); ‘That full complement of riches’: The contributions of the arts, humanities and social sciences to the nation’s wealth, (2004); Qualified for the future: Quantifying demand for arts, humanities and social science skills, (2020); Brown Penelope, Levinson Stephen C., Politeness: Some universals in language usage, (1987); Brown Phillip, Hesketh Anthony, Wiliams Sara, Employability in a knowledge-driven economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Burridge Kate, Stebbins Tonya N., For the love of language: An introduction to linguistics, (2019); Chentsova-Dutton Yulia E., Vaughn Alexandra, Let me tell you what to do: Cultural differences in advice-giving, Journal of Cross-Cultural Psychology, 43, 5, pp. 687-703, (2012); Clarke Marilyn, Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2017); DeCapua Andrea, Dunham Joan F., Strategies in the discourse of advice, Journal of Pragmatics, 20, 6, pp. 519-531, (1993); Gawne Lauren, McCulloch Gretchen, Linguistics jobs: A resource set. Ed-ucational resource, (2021); Grosemans Ilke, De Cuyper Nele, Career competencies in the transition from higher education to the labor market: Examining developmental trajectories, Journal of Vocational Behavior, 128, (2021); Harvey Lee, Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Hudson Richard, How can key skills ‘sell’ linguistics to students and employers? Southampton: Subject Centre for Languages, Linguistics and Area Studies good prac-tice guide, (2003); Hurley Peter, Humanities graduates earn more than those who study science and maths, The Conversation, (2020); Joo Baek Kyoo, Ready Kathryn J., Career satisfaction, Career Development International, 17, 3, pp. 276-295, (2012); Lamb Stephen, Maire Quentin, Doecke Esther, Key skills for the 21st cen-tury: An evidence-based review, (2017); Li Zhen, A critical account of employability construction through the eyes of Chinese postgraduate students in the UK, Journal of Education and Work, 26, 5, pp. 473-493, (2013); The state of linguistics in higher education: Annual report 2020, (2021); Lounsbury John W., Loveland James M., Sundstrom Eric D., Gibson Lucy W., Drost Adam W., Hamrick Frances L., An investigation of personality traits in relation to career satisfaction, Journal of Career Assessment, 11, 3, pp. 287-307, (2003); McQuaid Ronald W., Lindsay Colin, The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Pham Thanh, Jackson Denise, Employability and determinants of employment outcomes, Developing and utilizing employability capitals, pp. 237-255, (2020); Price Hazel, McIntyre Dan, Communicating linguistics: Language, community and public engagement, (2023); Punske Jeffrey, Sanders Nathan, Fountain Amy V., Language inven-tion in linguistics pedagogy, (2020); 2019 Graduate outcomes sur-vey, (2019); NVivo, (2020); Rao M. S., Enhancing employability in engineering and management students through soft skills, Industrial and Commercial Training, 46, 1, pp. 42-48, (2014); Romgens Inge, Scoupe Remi, Beausaert Simon, Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Saldana Johnny, The coding manual for qualitative researchers, (2009); Sherringham Keith, Unhelkar Bhuvan, Crafting and shaping knowledge worker services in the information economy, (2020); Star Cassandra, Hammer Sara, Teaching generic skills: Eroding the higher purpose of universities, or an opportunity for renewal?, Oxford Review of Education, 34, 2, pp. 237-251, (2008); Succi Chiara, Canovi Magali, Soft skills to enhance graduate employability: Comparing students and employers’ perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Topa Giorgio, Labor markets and referrals, Handbook of social economics, 1, pp. 1193-1221, (2011); Topa Giorgio, Social and spatial networks in labour markets, Oxford Review of Eco-nomic Policy, 35, 4, pp. 722-745, (2019); Treffers-Daller Jeanine, Sakel Jeanette, Wider perspectives and more op-tions for English language and linguistic students, (2010); Trester Anna Marie, Bringing linguistics to work, (2017); Trester Anna Marie, Employing linguistics: Thinking and talking about careers for linguists, (2022); Tymon Alex, The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013)","L. Gawne; Department of Languages and Cultures, La Trobe University, Bundoora, 3086, Australia; email: l.gawne@latrobe.edu.au; A. Cabraal; Department of Languages and Cultures, La Trobe University, Bundoora, 3086, Australia; email: anuja.cabraal@gmail.com","","Linguistic Society of America","","","","","","00978507","","","","English","Language","Article","Final","","Scopus","2-s2.0-85150999956"
"Nevhudoli N.D.; Netshandamaa V.O.","Nevhudoli, Nyadzani Dolphus (57703969800); Netshandamaa, Vhonani Olive (58299686200)","57703969800; 58299686200","What Do Bachelor of Indigenous Knowledge Systems Graduates Say About Their Curriculum? A Qualitative Tracer Study at the University of Venda","2023","Journal of Curriculum Studies Research","5","1","","141","158","17","3","10.46303/jcsr.2023.11","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160948803&doi=10.46303%2fjcsr.2023.11&partnerID=40&md5=f52c24f79ce931e12c7399f5f47b7c00","Department of Indigenous Knowledge Systems and Heritage Studies, University of Venda, Limpopo Province, South Africa","Nevhudoli N.D., Department of Indigenous Knowledge Systems and Heritage Studies, University of Venda, Limpopo Province, South Africa; Netshandamaa V.O., Department of Indigenous Knowledge Systems and Heritage Studies, University of Venda, Limpopo Province, South Africa","The main purpose of any degree, in any institution of higher learning is to create graduates with competent knowledge and abilities to deal with vital challenges that affect the country; any deviations to this purpose requires a review and rethinking of the whole system, such as a curriculum transformation. Grounded in a critical post humanist paradigm, qualitative reflective semi-structured interviews were held with 12 graduates to ascertain their experiences with the Bachelor of Indigenous Knowledge System (BIKS) programme delivery and content during their 4 years stay at the University of Venda. Responses from graduates indicated that BIKS’s strength depend within its multidisciplinary method. It also exposed the graduates to the work environment through integrated learning program, although, there were also sentiments that such exposure was insufficient and at times irrelevant. The experience of the students provided insights into what could be the focus of the revision of the curriculum to ensure global citizenship competencies, employability and or entrepreneurial acumen amongst graduates. One of the challenges of IKS, that the students drew attention to, was a lack of the curriculum’s capacity to beneficiate, as its focus was not sufficiently business oriented. Work-based learning and other forms of exposure might have to be revamped to enhance entrepreneurial skills and to ensure that students learn how to create thriving IKS inspired businesses to create employment opportunities amongst others. © 2023, OpenED Network. All rights reserved.","bachelor of indigenous knowledge system; Curriculum; graduates, posthuman thinking; humanities critical thinking; tracer studies","","","","","","University of Venda, UNIVEN","This paper provides that basis for necessary conversations and actions about the critical post humanist curriculum review is an academic knowledge production, co-creation and exchange project that should embrace inclusivity and disrupt the popularly held view that the human implicitly endorsed by the academic Eurocentrism and ‘methodological nationalism’ (Beck, 2007). It positions the BIKS curriculum as a post humanist curriculum that may not necessarily fit to the discussion and institutional arrangements of the academic disciplines. It puts the human accountability for the present as both actual (field-sites experiential learning and virtual (online tech learning). The authority of curriculum should in this regard shared amongst the people and the technology accordingly. Like Braidotti (2019), we have argued that trans-disciplinary dialogue as ‘studies’ and as the critical post humanities warrant serious scholarly credentials. The critical post humanities can be the epistemological vehicle for a detailed focus on the complex singularities that represent our respective curriculum transformation locations. Although there are anxieties on the slowness of curriculum transformation, we argue that the complexities of navigating the spaces in between, the need for robust engagements and the touched on a multifaceted synchronization should be a constant that should not be taken lightly. It is not a crisis but rather a critical post humanist way in which the need for curriculum transformations is in equal considerations with cognitive justice, politico-social justices, and inclusive and robust engagement with the previously marginalized- this process will inevitably happen simultaneously and with some sense of urgency and agency. The critical post humanist perspective in the study was a useful point of departure for the BIKS review lens and could be applied in the transformation of the BIKS programme and other related programmes. The concept offered an insight into possibilities for a problem-solving curriculum that will address students’ and societies’ needs. The data generated from the experiences of graduate participants from the program assisted in addressing the rationales for the study, which were: to discover and address curriculum-relate issues, (which included reasons for graduates’ unemployment status), to transform the curriculum for relevance and responsiveness (with the intention to infuse innovation, critical thinking, and entrepreneurial skills). The study findings may enhance and promote the revision of the BIKS programme at University of Venda. Such revision may include the development of the curriculum according to the interest, needs or abilities of the students, updating methods of teaching and content should also be the primary focus, to new knowledge and practices, as well as to develop joint projects with holders of indigenous knowledge acting as field preceptors, informal educators, and mentors. The interdisciplinary nature of the BIKS programme requires freedoms of thinking and choices and not narrowly structured notions of career pathing that keeps students in colonial boxes. Similarly, the programme may be revised to enhance notions of connected degrees, i.e. where internship and or decolonial apprenticeship models are integrated into the curriculum delivery. The findings were specifically related to teaching and learning aspects of BIKS; however, the paper has laid a foundation for the development of a post-humanist thinking within the BIKS and other related curricula. Further studies could explore in more depth the manifestations of decolonizing a curriculum from a critical postcolonial lens.","Ameyaw J., Turnhout E., Arts B., Wals A., Creating a responsive curriculum for postgraduates: lessons from a case in Ghana, Journal of Further and Higher Education, 43, 4, pp. 573-588, (2019); Banerjee A., Duflo E., Goldberg N., Karlan D., Osei R., Pariente W., Udry C., A multifaceted program causes lasting progress for the very poor: Evidence from six countries, Science, 348, 6236, (2015); Beck U., The cosmopolitan condition: Why methodological nationalism fails, Theory, Culture & Society, 24, 7, pp. 286-290, (2007); Blaikie F., Daigle C., Vasseu L., New pathways for teaching and learning: the posthumanist approach, (2020); Bono J. J, Dean T., Ziarek E. P., A Time for the Humanities: Futurity and the Limits of Autonomy, (2008); Braidotti R., A theoretical framework for the critical posthumanities, Theory, Culture & Society, 36, 6, pp. 31-61, (2019); Braidotti R., Posthuman critical theory, Critical posthumanism and planetary futures, pp. 13-32, (2016); Brits H. J., Steyn C., Conducting a Graduate Tracer Study at a University of Technology: a Quest to Enhance the Learning Experience, Balkan Region Conference on Engineering and Business Education, 3, 1, pp. 10-18, (2019); A proposal for undergraduate curriculum reform, (2013); Cook J., The posthuman curriculum and the teacher, (2016); Colla S. P., Teaching “fundamental values” in the Swedish education system: Towards an anti-authoritarian Regime of Truth, Quaderni di Sociologia, 78, pp. 101-124, (2018); Cuadra L. J., Aure M. R. K. L., Gonzaga G. L., The use of tracer study in improving undergraduate programs in the university, Asia Pacific Higher Education Research Journal (APHERJ), 6, 1, pp. 34-52, (2019); Du Preez M., Van der Merwe L. J., Swart S. B., Employability skills: what is required of consumer sciences graduates?, Journal of Consumer Sciences, 47, 1, pp. 92-104, (2019); De Fontenay, Le silence des beˆtes, (1998); Deleuze G., Guattari F., What is Philosophy?, (1994); Drine I., Education and entrepreneurship to address youth unemployment in MENA Region, Expert Group Meeting on Strategies for Eradicating Poverty to Achieve Sustainable Development for All, (2017); Fulgence K., Employability of higher education institutions graduates exploring the influence of entrepreneurship education and employability skills development program activities in Tanzania, (2015); Geel M., An investigation into the employability skills of undergraduate Business Management students, (2015); Gines A. C., Tracer study of PNU graduates, American International Journal of Contemporary Research, 4, 3, pp. 81-98, (2014); National Qualification Framework Act 67 of 2008; Herbrechter S., Posthumanism and the ends of education. On Education, Journal for Research and Debate, 1, 2, (2018); Quality Assurance in Higher Education, (2001); Tracer studies, (2005); Kalaw M. T. B., Tracer Study of Bachelor of Science in Mathematics, International Journal of Evaluation and Research in Education, 8, 3, pp. 537-548, (2019); Kirk D., Wright J., The social construction of bodies: implications for health and physical education curriculum, Unicorn, 21, 4, pp. 63-73, (1995); Konst T., Posthuman an Emerging paradigm shift in Higher Education?, 15th International Technology, Education and Development Conference, pp. 790-794, (2021); Mac Ghaill M., Teachers’ work: curriculum restructuring, culture, power and comprehensive schooling, British Journal of Sociology of Education, 13, 2, pp. 177-199, (1992); Mamphokhu K., Bhorat H., Oosthuizen M., Asmal Z., Ganyaupf E., Netshifhefhe E., Martin E., Monnakgotla J., Rooney C., Report on Skills Supply and Demand in South Africa, (2022); Mavundla N. P., The motives behind students pursuing postgraduate studies in the Humanities: a case study of the postgraduate students at the University of KwaZulu-Natal, (2021); Millington C., The use of tracer study for enhancing relevance and marketability in online and distance education, (2001); Ngubane K., White Paper Strategies Repot (DSI), (2018); Ramrathan L., Beyond counting the numbers: Shifting higher education transformation into curriculum spaces, Transformation in Higher Education, 1, 1, pp. 1-8, (2016); Rowe B., Challenging anthropocentrism in education: Posthumanist intersectionality and eating animals as gastro-aesthetic pedagogy, The educational significance of human and non-human animal interactions, pp. 31-49, (2016); Schomburg H., Key Methodological Issues of Tracer Studies – Challenges for a Guide on Tracer Studies, Proceedings from Presentation at the Validation Seminar on Methodological Guides for Skills Anticipation and Matching, (2014); Schomburg H., Handbook for tracer studies, (2003); Schiefelbein E., Farrell J.P, Tracer Studies: Research and Studies, Psacharopoulos, Elsevier, 35, pp. 382-385, (2014); Sing R., Career Trajectories of Master’s in Education (M. Ed) Students: A Tracer Study of the M. Ed Class of 1999, (2010); Snaza N., Weaver J. A., Posthumanism and educational research, (2015); Policy and criteria for the registration of qualiications and part-qualifications on the National Qualifications Framework, (2012); National policy for the implementation of the recognition of prior learning, (2013); Tinning R., Fitzclarence L., Postmodern youth culture and the crisis in Australian secondary school physical education, Quest, 44, 3, pp. 287-303, (1992); White D., Curriculum reform: the big picture, Deakin Centre for Education and Change, Schooling What Future? Balancing the Education Agenda, (1994); Wolfe C., What is posthumanism?, 8, (2010)","N.D. Nevhudoli; Department of Indigenous Knowledge Systems and Heritage Studies, University of Venda, Limpopo Province, South Africa; email: nevhudoli@gmail.com","","OpenED Network","","","","","","26902788","","","","English","J. Curric. Stud. Res.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85160948803"
"van Heerden A.; Jelodar M.B.; Chawynski G.; Ellison S.","van Heerden, Andries (57194706766); Jelodar, Mostafa Babaeian (56556746700); Chawynski, Gregory (38461029700); Ellison, Sean (58124582000)","57194706766; 56556746700; 38461029700; 58124582000","A Study of the Soft Skills Possessed and Required in the Construction Sector","2023","Buildings","13","2","522","","","","4","10.3390/buildings13020522","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149221288&doi=10.3390%2fbuildings13020522&partnerID=40&md5=8087d64ef16e27fb02f1f4b5591804ab","School of Built Environment, College of Science, Massey University, North Shore, Auckland, 0745, New Zealand; Royal Institution of Chartered Surveyors (RICS), Asia-Pacific, Suite 317, 60 Martin Place, Sydney, 2000, NSW, Australia","van Heerden A., School of Built Environment, College of Science, Massey University, North Shore, Auckland, 0745, New Zealand; Jelodar M.B., School of Built Environment, College of Science, Massey University, North Shore, Auckland, 0745, New Zealand; Chawynski G., School of Built Environment, College of Science, Massey University, North Shore, Auckland, 0745, New Zealand; Ellison S., Royal Institution of Chartered Surveyors (RICS), Asia-Pacific, Suite 317, 60 Martin Place, Sydney, 2000, NSW, Australia","Soft skills are essential to employability and retention; therefore, if obtained and observed, they can significantly reduce sector-wide turnover. This study aims to investigate and compare soft skills that industry professionals currently possess and soft skills the industry requires and needs to attain. A questionnaire was administered using the RICS database, and 741 respondents participated in this study. Initially, the soft skills possessed and the soft skills required were analysed and compared via descriptive statistics. Furthermore, principal component factor analysis was used to identify the underlying factors and classify the identified soft skills. It was found that there are alignments and evident discrepancies between the actual skills currently possessed and the skills required by these professionals. The soft skills currently possessed by the industry were classified into three groups: (a) Ethics and Professionalism Cluster; (b) Self-Effort Management Cluster; and (c) Management—Leadership and Power Cluster. This was different to the two clusters identified for the soft skills requirements, which were: (a) trait-based cluster—less controllable; (b) training-based cluster—more controllable. The study concludes that there are controllable and less-controllable skills, which need to be possessed and managed in building professionals. Controllable soft skills are easier to train, whereas trait-based soft skills are more difficult to train and possess. The findings of this research are significant as their understanding can be used to help mitigate turnover and guide construction sector professionals to plan for the appropriate skills they require. © 2023 by the authors.","construction turnover; employability and retention; principal component factor analysis; soft skills","","","","","","MURF, (RM22303); Massey University","This research was funded by the Massey University Research Fund (MURF) for the College of Sciences, MURF account number RM22303. Project: Soft skills for construction professionals.","Steyn H., Carruthers M., Dekker A., du Plessis Y., Kruger D., Kuschke B., Sparrius A., van Eck S., Visser K., Project Management: A Multi-Disciplinary Approach, (2016); Jackson B., Construction Management: Jump Start, (2010); Riley D.R., Horman M.J., Messner J.I., Embedding Leadership Development in Construction Engineering and Management Education, J. Prof. Issues Eng. Educ. Pract, 8, pp. 143-155, (2008); James P.M., Rust B., Kingma L., The Well-Being of Workers in the Construction Industry: A Model for Employment Assistance, (2011); Love P.E.D., Haynes N.S., Sohal A.S., Chan A.P.C., Tam C.M., Key Construction Management Skills for Future Success, (2002); Melvin T., Practical Psychology in Construction Management, (1979); McKeon J.J., Becoming a Construction Manager: A Guide to Careers in Construction, (2011); Ribeirinho M.J., Mischke J., Strube G., Sjodin E., Biorck J., Anderson T., Blanco J.L., Palter R., Rockhill D., How Disruption is Reshaping the World’s Largest Ecosystem, McKinsay & Company, (2020); Arun Chandramohan B., Perera A.K.S., Dewagoda K.G., Diversification of professional quantity surveyors’ roles in the construction industry: The skills and competencies required, Int. J. Constr. 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Job J, 28, pp. 1-9, (2010); Jessy J., Study on the Nature of Impact of Soft Skills Training Programme on the Soft Skills Development of Management Students (17 September 2009). Pacific Business Review, pp. 19–27, October/December 2009; Zhang A., Peer Assessment of Soft Skills and Hard Skills, J. Inf. Technol. Educ. Res, 11, pp. 155-168, (2012); Andrews J., Higson H., Graduate employability, soft skills versus hard skills business knowledge: A European study, High. Educ. Eur, 33, pp. 411-422, (2008); Jefferis J., Hutchinson H., A New Perspective on the Soft Skills Hospitality Management Students Need to be Successful in the Hospitality Industry: Meeting the Gold Standard and the Soft Skills Index, (2020); Chala F.M., Bouranta N., Soft Skills Enhance Employee Contextual Performance: The Case of the Maritime Industry in Economies of the Balkan and Eastern European Countries, KnE Soc. Sci, pp. 126-138, (2021); Ahsan K., Ho M., Khan S., Recruiting Project Managers: A Comparative Analysis of Competencies and Recruitment Signals from Job Advertisements, Proj. Manag. J, 44, pp. 36-54, (2013); Nasirzadeh F., Rostamnezhad M., Carmichael D.G., Khosravi A., Aisbett B., Labour productivity in Australian building construction projects: A roadmap for improvement, Int. J. Constr. Manag, 22, pp. 2079-2088, (2022); Sheth M., Six Thinking Hats, Asian J. Manag. Res, 2, pp. 814-820, (2012); Atalah A., Comparison of Personality Traits among Estimators, Project Managers, and the Population, J. Manag. Eng, 30, pp. 173-179, (2014); Tyagi A., Personality Profiles Identification Using MBTI Test for Management Students: An Empirical Study, J. Indian Acad. Appl. Psychol, 34, pp. 151-162, (2008); Reddock C.M., Biderman M.D., Nguyen N.T., The Relationship of Reliability and Validity of Personality Tests to Frame-of-Reference Instructions and Within-Person Inconsistency, Int. J. Sel. Assess, 19, pp. 119-131, (2011); Mouton S., An Investigation into the First- and Second-Order Factor Structure of the South African Personality Inventory (SAPI) on a Relatively Large South African Sample, (2017); Van Aarde N., Meiring D., Wiernik B.M., The validity of the Big Five personality traits for job performance: Meta-analysis of South African studies, Int. J. Sel. Assess, 25, pp. 223-239, (2017); Affandi H.M., Hassan F., Ismail Z., Mustaffa Kamal M.F., Soft-skills implementation in construction-management program: A survey of Malaysian public universities, IEEE Symp. Humanit. Sci. Eng. Res, pp. 767-772, (2012); Wats R.K., Wats M., Developing Soft Skills in Students; Hurrell S., Scholarios D., Thompson P., More than a ‘humpty dumpty’ term: Strengthening the conceptualization of soft skills, Econ. Ind. Democr, 34, pp. 161-182, (2012); Grugulis I., Vincent S., Whose skill is it anyway? ‘soft’ skills and polarisation, Work Employ. Soc, 23, pp. 597-615, (2009); Weber M.R., Finley D.A., Crawford A., Rivera D., An Exploratory Study Identifying Soft Skill Competencies in Entry-Level Managers, Tour. Hosp. Res, 9, pp. 353-361, (2009); Jarad N.G.H., The Construction Manager Leading Characteristics for the Success of Construction Projects in the Gaza Strip. A Thesis Submitted in Partial Fulfilment of the Requirements for the Degree of Master of Science in Engineering Project Management, (2012); Malina M.A., Norreklit H.S., Selto F.H., Lessons learned: Advantages and disadvantages of mixed method research, Qual. Res. Account. Manag, 8, pp. 59-71, (2011); Firestone W.A., Meaning in method: The rhetoric of quantitative and qualitative research, Educ. Res, 16, pp. 16-21, (1987); Salomon G., Transcending the qualitative-quantitative debate: The analytic and systemic approaches to educational research, Educ. 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Syst, 47, pp. 28-33, (2006); Caeiro-Rodriguez M., Manso-Vazquez M., Mikic-Fonte F.A., Llamas-Nistal M., Fernandez-Iglesias M.J., Tsalapatas H., Heidmann O., De Carvalho C.V., Jesmin T., Terasmaa J., Et al., Teaching Soft Skills in Engineering Education: An European Perspective, IEEE Access, 9, pp. 29222-29242, (2021); Itani M., Srour I., Engineering Students’ Perceptions of Soft Skills, Industry Expectations, and Career Aspirations, J. Prof. Issues Eng. Educ. Pract, 142, (2016); Kumar S., Hsiao J.K., Engineers Learn “Soft Skills the Hard Way”: Planting a Seed of Leadership in Engineering Classes, Leadersh. Manag. Eng, 7, pp. 18-23, (2007); Nicola S., Pinto C., Mendonca J., The Role of Education on the Acquisition of 21st Century Soft Skills by Engineering Students, Proceedings of the 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE); Dolce V., Emanuel F., Cisi M., Ghislieri C., The soft skills of accounting graduates: Perceptions versus expectations, Account. Educ, 29, pp. 57-76, (2020); Turner J.R., Muller R., Choosing Appropriate Project Managers: Matching Their Leadership Style to the Type of Project, (2006); Hair J.F., Multivariate Data Analysis: A Global Perspective, (2010); Janssens W., De Pelsmacker P., Van Kenhove P., Marketing Research with SPSS, (2008); Cronbach L.J., Coefficient alpha and the internal structure of tests, Psychometrika, 16, pp. 297-334, (1951); Chakraborty T., Das S.K., Pathak V., Mukhopadhyay S., Occupational stress, musculoskeletal disorders and other factors affecting the quality of life in Indian construction workers, Int. J. Constr. Manag, 18, pp. 144-150, (2018); Bowen P., Akintoye A., Pearl R., Edwards P.J., Ethical behaviour in the South African construction industry, Constr. Manag. Econ, 25, pp. 631-648, (2007); Doree A.G., Collusion in the Dutch construction industry: An industrial organization perspective, Build. Res. Inf, 32, pp. 146-156, (2004); Liu J., Wang Y., Wang Z., Multidimensional drivers: Exploring contractor rule violations in the construction industry, Eng. Constr. Arch. Manag, (2022); Senaratne S., Rasagopalasingam V., The causes and effects of work stress in construction project managers: The case in Sri Lanka, Int. J. Constr. Manag, 17, pp. 65-75, (2016); Coetsee L.D., Peak Performance and Productivity: A Practical Guide for the Creation of a Motivating Climate, (2002); Sampath D., De Silva N., Withanage K.T., Entrepreneurial potentials in Sri Lankan quantity surveyors, Int. J. Constr. Manag, pp. 1-18, (2020); Othman A.A.E., Investigating the Competency of Property Development Graduates Towards Satisfying the Requirements of the Construction Industry in South Africa: The Case of the University of Kwazulu-Natal, Int. J. Constr. Manag, 13, pp. 75-102, (2013)","A. van Heerden; School of Built Environment, College of Science, Massey University, North Shore, Auckland, 0745, New Zealand; email: a.vanheerden@massey.ac.nz; M.B. Jelodar; School of Built Environment, College of Science, Massey University, North Shore, Auckland, 0745, New Zealand; email: m.b.jelodar@massey.ac.nz","","MDPI","","","","","","20755309","","","","English","Buildings","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85149221288"
"Khasni F.N.; Keshminder J.S.; Chuah S.C.; Ramayah T.","Khasni, Fatin Nadirah (57955775200); Keshminder, J.S. (57192984961); Chuah, Soo Cheng (57955326200); Ramayah, T. (57222416490)","57955775200; 57192984961; 57955326200; 57222416490","A theory of planned behaviour: perspective on rehiring ex-offenders","2023","Management Decision","61","1","","313","338","25","1","10.1108/MD-08-2021-1051","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141358220&doi=10.1108%2fMD-08-2021-1051&partnerID=40&md5=b33726d4efadf166bafb6606d5b1122e","Department of Economics and Financial Studies, Faculty of Business and Management, Universiti Teknologi Mara Cawangan Selangor, Kampus Puncak Alam, Malaysia; School of Management, Universiti Sains Malaysia, Minden, Malaysia; Daffodil International University, Dhaka, Bangladesh; Faculty of Economics and Business, Universiti Malaysia Sarawak (UNIMAS), Kota Samarahan, Malaysia; Pusat Kajian Penciptaan Nilai dan Kesejahteraan Insan (INSAN), Fakulti Ekonomi dan Pengurusan (FEP), Universiti Kebangsaan Malaysia (UKM), Bangi, Malaysia; Department of Management, Sunway University Business School (SUBS), Bandar Sunway, Malaysia; Faculty of Accounting and Management, Universiti Tunku Abdul Rahman (UTAR), Kajang, Malaysia","Khasni F.N., Department of Economics and Financial Studies, Faculty of Business and Management, Universiti Teknologi Mara Cawangan Selangor, Kampus Puncak Alam, Malaysia; Keshminder J.S., Department of Economics and Financial Studies, Faculty of Business and Management, Universiti Teknologi Mara Cawangan Selangor, Kampus Puncak Alam, Malaysia; Chuah S.C., Department of Economics and Financial Studies, Faculty of Business and Management, Universiti Teknologi Mara Cawangan Selangor, Kampus Puncak Alam, Malaysia; Ramayah T., School of Management, Universiti Sains Malaysia, Minden, Malaysia, Daffodil International University, Dhaka, Bangladesh, Faculty of Economics and Business, Universiti Malaysia Sarawak (UNIMAS), Kota Samarahan, Malaysia, Pusat Kajian Penciptaan Nilai dan Kesejahteraan Insan (INSAN), Fakulti Ekonomi dan Pengurusan (FEP), Universiti Kebangsaan Malaysia (UKM), Bangi, Malaysia, Department of Management, Sunway University Business School (SUBS), Bandar Sunway, Malaysia, Faculty of Accounting and Management, Universiti Tunku Abdul Rahman (UTAR), Kajang, Malaysia","Purpose: Using the theory of Planned Behaviour as the basis, the study investigates the impact of attitude, subjective norm and perceived behavioural control on rehiring intention. The predictors of attitude (i.e. organisational culture, risk and government incentives) and perceived behavioural control (i.e. skills and supporting documents) were examined by expanding the TPB model. Design/methodology/approach: A self-administered survey was used to gather data from Malaysian firms hiring ex-offenders. Partial Least Squares (PLS) structural equation modelling (SEM) was used to verify the study's proposed research model's hypothesis. Findings: The SEM analysis showed attitude and subjective norm as solid predictors of rehiring intention. For attitude, organisational culture and government incentives were proven to have an impact. Besides perceived behavioural control, the skill set was a significant predictor. Practical implications: This study suggests that active involvement of the government to engage employers with ex-offenders through incentives (tax deductions and wage and training subsidies) and prison job fairs can increase their employment opportunities. There is also a need for formal guidelines and practices on hiring ex-offenders in organisations to promote a positive hiring culture. Establishing an employment-based re-entry unit that provides ex-offenders with various transition skill programs, such as technical skills, job search skills and life skills, is crucial for their employment prospects. Originality/value: This study is among the pioneers in investigating ex-offenders’ rehiring agenda, specifically examining factors that influence employers' decision making. The results are relevant to managers, regulators, institutions and NGOs to structure the right interventions to ensure ex-offenders are successfully hired. It is found that Interventions aiming to increase job opportunities for ex-offenders require activities that expand community and ex-offender engagement since it reduces the social stigma and promotes more ex-offenders accepting behaviour. © 2022, Emerald Publishing Limited.","Employability; Ex-offenders; Hiring decisions; PLS-SEM; Theory of planned behaviour","","","","","","Ministry of Higher Education, Malaysia, MOHE, (RACER/1/2019/SS08/UiTM/1)","The authors are grateful to the Ministry of Higher Education Malaysia for supporting this research with the Fundamental Research Grant Scheme for Research Acculturation of Early Career Researchers (RACER/1/2019/SS08/UiTM/1). We are also equally thankful to the Malaysia Prison Department for sharing much of the valuable information with us. 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Examining the recidivism effects of the center for employment opportunities program on former prisoners at high, medium and low risk of reoffending’, Criminology and Public Policy, 10, 4, pp. 943-944, (2011)","J.S. Keshminder; Department of Economics and Financial Studies, Faculty of Business and Management, Universiti Teknologi Mara Cawangan Selangor, Kampus Puncak Alam, Malaysia; email: keshm967@uitm.edu.my","","Emerald Publishing","","","","","","00251747","","","","English","Manage. Decis.","Article","Final","","Scopus","2-s2.0-85141358220"
"Mendick H.; Peters A.-K.","Mendick, Heather (7801449305); Peters, Anne-Kathrin (55537101900)","7801449305; 55537101900","How post-Bologna policies construct the purposes of higher education and students’ transitions into Masters programmes","2023","European Educational Research Journal","22","2","","236","253","17","7","10.1177/14749041221076633","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125941350&doi=10.1177%2f14749041221076633&partnerID=40&md5=aff64bf611df5028b299b8594b5c54aa","Freelance, United Kingdom; KTH Royal Institute of Technology, Sweden","Mendick H., Freelance, United Kingdom; Peters A.-K., KTH Royal Institute of Technology, Sweden","In this article, we address the questions: How is the purpose of higher education constructed within policy texts from the European Higher Education Area (EHEA), England and Sweden? How does this position students in making the transition from Bachelor to Masters? We do this through analysis of two recent policy documents from each of the EHEA, England and Sweden, identifying key discourses including the meanings, oppositions, contradictions and logics that structure the texts. We look at what aspects of ‘global policyspeak’ are common across them, what are their particularities and how these are shaped by distinct histories. We argue that all the texts represent neoliberal policies in sharing an economic rationale for higher education and in individualising the benefits of university education. Students are, in their transition from Bachelor to Masters, expected to maximise their employability and their ability to contribute to the national and global knowledge economy. However, there are also differences between the policy documents, tensions within them and alternative discourses, such as a focus on dialogue and academic freedom that challenge the reduction of higher education to the economic. © The Author(s) 2022.","Bologna; education policy; England; European Union; marketisation; neoliberalism; Sweden; technocracy","","","","","","Danmarks Frie Forskningsfond, DFF, (DFF − 7013-00104)","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was partially supported by the Independent Research Fund Denmark under Grant DFF − 7013-00104. ","Amsler S., Facer K., Contesting anticipatory regimes in education: Exploring alternative educational orientations to the future, Futures, 94, pp. 6-14, (2017); Archer L., Hollingworth S., Mendick H., Urban Youth and Schooling, (2010); Ball S.J., The Education Debate, (2008); Barnett R., The university after postmodernism: An ecological approach, Educational Philosophy and Theory, 50, 14, pp. 1537-1538, (2018); Bonnett M., Normalizing catastrophe: Sustainability and scientism, Environmental Education Research, 19, 2, pp. 187-197, (2013); Bradley H., Abrahams J., Bathmaker A., Et al., The Paired Peers Project Year 3 Report, (2013); Brooks R., Young graduates and lifelong learning: The impact of institutional stratification, Sociology, 40, 6, pp. 1019-1037, (2006); Brooks R., Understanding the higher education student in Europe: A comparative analysis, Compare: A Journal of Comparative and International Education, 48, 4, pp. 500-517, (2018); Brooks R., The construction of higher education students within national policy: A cross-European comparison, Compare: A Journal of Comparative and International Education, 51, 2, pp. 161-180, (2019); Brooks R., Everett G., The impact of higher education on lifelong learning, International Journal of Lifelong Education, 27, 3, pp. 239-254, (2008); Byford K., Balancing the costs: The impact of the 2012 higher education funding regime on undergraduate decision-making in England, (2015); Davies B., Harre R., Positioning: The discursive production of selves, Journal for the Theory of Social Behaviour, 20, 1, pp. 43-63, (1990); Davies W., The Limits of Neoliberalism: Authority, Sovereignty and the Logic of Competition, (2014); En strategisk agenda för internationalisering, (2018); Ökad attraktionskraft för kunskapsnationen Sverige, (2018); Higher Education: Students at the Heart of the System, (2011); Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice, (2016); Education and Skills – Fourth Report, (2007); The European Higher Education Area in 2012: Bologna Process Implementation Report, (2012); The European Higher Education Area in 2018: Bologna Process Implementation Report, (2018); Facer K., The university as engine for anticipation: Stewardship, modelling, experimentation, and critique in public, Handbook of Anticipation, pp. 1-20, (2018); Fejes A., European citizens under construction: The Bologna process analysed from a governmentality perspective, Educational Philosophy and Theory, 40, 4, pp. 515-530, (2008); Fisher M., Capitalist Realism: Is There No Alternative?, (2009); Hallonsten O., Holmberg D., Analyzing structural stratification in the Swedish higher education system: Data contextualization with policy-history analysis, Journal of the American Society for Information Science and Technology, 64, 3, pp. 574-586, (2013); Holfelder A.K., Towards a sustainable future with education?, Sustainability Science, 14, 4, pp. 943-952, (2019); Jayadeva S., Brooks R., Gupta A., Et al., Are Spanish students customers? Paradoxical perceptions of the impact of marketisation on higher education in Spain, Sociological Research Online, 26, 1, pp. 185-204, (2020); Kogan M., Bauer M., Bleiklie I., Et al., Transforming Higher Education. A Comparative Study, (2006); Lawson S., Open access policy in the UK: From neoliberalism to the commons, (2018); Lemke J., Technical discourse and technocratic ideology, Learning, Keeping, and Using Language: Selected Papers From the 8th AILA World Congress of Applied Linguistics, Sydney 1987, (1990); Lockhart E., Nerd/Geek masculinity: Technocracy, rationality, and gender in nerd culture’s countermasculine hegemony, (2015); MacLure M., Discourse in Social and Educational Research, (2003); Marx K., Capital: A Critique of Political Economy, (2011); Mendick H., Masculinities in Mathematics. Maidenhead, (2006); Summary of Government Bill 2004/05:162 New World – New University, (2005); Moutsios S., The de-Europeanization of the university under the Bologna process, Thesis Eleven, 119, 1, pp. 22-46, (2013); Olssen M., Peters M.A., Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism, Journal of Education Policy, 20, 3, pp. 313-345, (2005); Osberg D., Taking care of the future? The complex responsibility of education and politics, Complexity Theory and the Politics of Education, pp. 157-170, (2010); Ostberg K., Was Sweden headed toward socialism in the 1970s?, (2019); A comprehensive review of the steering of and resource allocation to Swedish state Higher Education InstitutionsEn långsiktig, samordnad och dialogbaserad styrning av högskolan, (2019); Smoke B., The untold story of the 2010 student protests: A decade on, (2020); Internationalisation of Swedish Higher Education and Research - A Strategic Agenda, (2018); Wakeling P., Hampden-Thompson G., Hancock S., Is undergraduate debt an impediment to postgraduate enrolment in England?, British Educational Research Journal, 43, 6, pp. 1149-1167, (2017); Walkerdine V., Schoolgirl Fictions, (1990)","H. Mendick; Freelance, United Kingdom; email: heathermendick@yahoo.co.uk","","SAGE Publications Inc.","","","","","","14749041","","","","English","Eur. Educ. Res. J.","Article","Final","","Scopus","2-s2.0-85125941350"
"Astarita C.","Astarita, Claudia (23391804600)","23391804600","The Impact of International Education and Cultural Empowerment in the Global Job Market; [国际教育和文化赋权对全球就业市场的影响: 一项基于中国学生留学法国的研究]","2023","Journal of Chinese Overseas","19","2","","269","294","25","0","10.1163/17932548-12341491","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180465730&doi=10.1163%2f17932548-12341491&partnerID=40&md5=ea86135b0ae3c9db7aa424467822664c","Paris School of International Relations (PSIA) SciencesPo, Paris, France; Researcher, Institut d’Asie Orientale (IAO), Lyon, France","Astarita C., Paris School of International Relations (PSIA) SciencesPo, Paris, France, Researcher, Institut d’Asie Orientale (IAO), Lyon, France","This article challenges the idea that international education only has positive spillover effects on the students going through it, assessing students’ capacity to understand and, if possible, explore new working opportunities in the host country. It discusses to what extent an international education experience and regular exposure to an alternative educational, social, and working environment could provide opportunities for students to broaden and deepen their views and perceptions of the world, and to use cultural capital gained from international mobility to increase their employability in the global job market. Based on a study conducted among a small group of Chinese students based in France, this article highlights when, how, and under which circumstances students’ mobility capital is understood and explored as a new source of economic opportunities, discussing motivations and integration in the experiences of Chinese international students. © 2023 Brill Academic Publishers. All rights reserved.","China; employment; France; global workforce; international education","","","","","","","","Adam H., Obodaru O., Lu J., Maddux W., Galinsky A., The Shortest Path to Oneself Leads Around the World: Living Abroad Increases Self-Concept Clarity, Organizational Behavior and Human Decision Processes, 145, pp. 16-29, (2018); An M., COVID-19 Racism, Internalized Racism, and Psychological Outcomes Among East Asians/East Asian Americans, The Counseling Psychologist, 50, 3, pp. 359-383, (2022); Altbach P., Knight J., The Internationalization of Higher Education: Motivations and Realities, Journal of Studies in International Education, 11, 3-4, pp. 290-305, (2007); Arkoudis S., Baik C., Dollinger M., Patience A., International Students’ Experience in Australian Higher Education: Can We Do Better?, Higher Education, 77, pp. 799-813, (2019); Arkoudis S., Baik C., Crossing the Interaction Divide Between International and Domestic Students in Higher Education, HERDSA Review of Higher Education, 1, pp. 49-61, (2014); Astarita C., A New Frontier of West-China Competition: Academia and International Education, IAI Commentaries, 18, 62, pp. 1-5, (2018); Astarita C., Patience A., Chinese Students’ Access to Media Information in Australia and France: A Comparative Perspective, Media International Australia, 175, 1, pp. 65-78, (2020); Ball S., Global Education Inc: New Policy Networks and the Neo-Liberal Imaginary, (2012); Bao T., Les Conditions de Réussite et d’Adaptation des Etudiants Chinois en France (The Conditions of Success and Adaptation of Chinese Students in France), (2020); Bertron C., Des Enfants des Elites Post-Soviétiques dans les Pensions Suisses (Children of Post-Soviet Elites in Swiss Pensions), Actes de la Recherche en Sciences Sociales, 225, 5, pp. 14-27, (2018); Bodycott P., Choosing a Higher Education Study Abroad Destination: What Mainland Chinese Parents and Students Rate as Important, Journal of Research in International Education, 8, 3, pp. 349-373, (2009); Boltanski L., Chiapello E., Le Nouvel Esprit du Capitalisme (The New Spirit of Capitalism), (1999); Bourdieu P., The Forms of Capital, Handbook of Theory and Research for the Sociology of Education, pp. 241-258, (1986); Brown L., Holloway I., The Initial Stage of the International Sojourn: Excitement or Culture Shock?, British Journal of Guidance & Counselling, 36, 1, pp. 33-49, (2008); Campbell A., Developing Generic Skills and Attributes of International Students: The (ir) Relevance of the Australian University Experience, Journal of Higher Education Policy and Management, 32, 5, pp. 487-497, (2010); TheOverlookedMinority: Mental Health of International Students Worldwide Under the COVID-19 Pandemic and Beyond, Asian Journalof Psychiatry, 54, (2020); Chiffres Clés 2022 (Key Data 2022); Chirkov V., Vansteenkiste M., Tao R., Lynch M., The Role of Self-Determined Motivation and Goals for Study Abroad in the Adaptation of International Students, International Journal of Intercultural Relations, 31, 2, pp. 199-222; Chuang Y.-H., Les “Aventuriers” et les “Naufragés”: Deux Types d’Immigrés Chinois à Paris, ou Une Face Cachée du Miracle Chinois (The “Adventurers” and the “Naufragés”: Two Types of Chinese Immigrants in Paris, or A Hidden Side of the Chinese Miracle), Migrations Société, 149, 5, pp. 175-190, (2013); Fong V., Paradise Redefined: Transnational Chinese Students and the Quest for Flexible Citizenship in the Developed World, (2011); Guiheux G., Wang S., A Case of Double Socialisation in the Social Sciences, China Perspectives, 2018, 4, pp. 21-30, (2018); Haft S., Zhou Q., An Outbreak of Xenophobia: Perceived Discrimination and Anxiety in Chinese American College Students Before and During the COVID-19 Pandemic, International Journal of Psychology, 56, 4, pp. 522-531, (2021); Hari A., Nardon L., Zhang H., A Transnational Lens into International Student Experiences of the COVID-19 Pandemic, Global Networks, (2021); International Education: Financial and Organizational Impacts in Australian Universities, (2007); Juan G., Analysis of Acculturation of Chinese Students Studying in France, Journal of Jianghan University, 4, pp. 116-120, (2016); Jamid H., Kabbanji L., Levatino A., Mary K., Les Migrations Pour Etudes au Prisme des Mobilités Sociales (Migrations for Studies through the Prism of Social Mobilities), Migrations Société, 180, 2, pp. 19-35, (2020); Badiane K., Xu Y., The Learning Experience of Greater Chinese Students in French Universities: A Cross-Cultural Perspective, LITERA, 18, 3, pp. 343-360, (2019); Levy F., Li Y., Move Abroad to Move Forward? Self-Assessments of Chinese Students and Undocumented Migrants in France, Social Inclusion, 9, 1, pp. 163-173, (2021); Li Y., Le Paradoxe de la Mobilité. Les Evaluations Subjectives des Trajectoires Post Universitaires des Diplômés Chinois en France (The Paradox of Mobility. 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Academics’ Perceptions and Practices, Studies in Higher Education, 44, 6, pp. 920-931, (2019); Sklair L., The Transnational Capitalist Class, (2001); Skulmowski A., Rey G.D., COVID-19 as an Accelerator for Digitalization at a German University: Establishing Hybrid Campuses in Times of Crisis, Human Behavior and Emerging Technologies, 2, 3, pp. 212-216, (2020); Sun W., Leaving China: Media, migration, and transnational imagination, (2002); Teng C., Chien W., Narayanasamy S., Liow L., Hsiang C., Lee J.J.-M., Internships Before and During COVID-19: Experiences and Perceptions of Undergraduate Interns and Supervisors, Higher Education, Skills and Work-Based Learning, 12, 3, pp. 459-474, (2021); Tran L.T., Mobility as “Becoming”: A Bourdieuian Analysis of the Factors Shaping International Student Mobility, British Journal of Sociology of Education, 37, 8, pp. 1268-1289, (2016); Upadhya C., Rutten M., Migration, Transnational Flows, and Development in India, Economic and Political Weekly, 47, 19, pp. 54-62, (2012); Wang B., Time, Temporality and (im)Mobility: Unpacking the Temporal Experiences Amongst Chinese International Students During the COVID-19, Population, Space and Place, 28, 5, (2021); Wang S., La Resocialisation Politique de Migrants Tnternationaux et Leurs Prises de Parole Politiques: le Cas de Jeunes Chinois Qualifiés à Paris (The Political Resocialization of International Migrants and Their Political Speaking: The Case of Qualified Young Chinese in Paris), Participations, 17, 1, pp. 155-176, (2017); Wang S., Highly Skilled Chinese Immigrants in France: Career Choices, Marriage Behavior and Political Participation, Chinese Immigrants in Europe: Image, Identity and Social Participation, pp. 75-100, (2020); Wang S., Chen X., Li Y., Luu C., Yan R., Madrisotti F., ‘I’m More Afraid of Racism Than of the Virus!’: Racism Awareness and Resistance Among Chinese Migrants and Their Descendants in France During the Covid-19 Pandemic, European Societies, 48, 2, pp. 85-94, (2021); World Education News & Review, (2019); Yang M., What Attracts Mainland Chinese Students to Australian Higher Education, Studies in Learning, Evaluation Innovation and Development, 40, 2, pp. 1-12, (2007); Yildirim S., Bostanci S.H., Yildirim C., Erdogan F., Rethinking Mobility of International University Students During COVID-19 Pandemic, Higher EducationEvaluationandDevelopment15, 2, pp. 98-113, (2021); Yu Y., Chinese in Norway Motivations of Transnational Chinese Students to Study abroad in Norway, (2013); Zweig D., Educating a New Generation of Students: Transferring Knowledge and Norms from Hong Kong to the Mainland, China Perspectives, 1, 1, pp. 73-86, (2013)","C. Astarita; Paris School of International Relations (PSIA) SciencesPo, Paris, France; email: claudia.astarita@sciencespo.fr","","Brill Academic Publishers","","","","","","17930391","","","","English","J. Chin. Overs.","Article","Final","","Scopus","2-s2.0-85180465730"
"Binyamin G.; Brender-Ilan Y.","Binyamin, Galy (36503652900); Brender-Ilan, Yael (11440175000)","36503652900; 11440175000","Middle ageism: when social climate and perceived employability relate to attitudes and intent to hire middle-aged employees","2023","Equality, Diversity and Inclusion","42","1","","70","86","16","0","10.1108/EDI-09-2021-0234","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136522312&doi=10.1108%2fEDI-09-2021-0234&partnerID=40&md5=b0ddb3169e433bf19d7027176806dceb","Department of Economics and Business Management, Ariel University, Ariel, Israel","Binyamin G., Department of Economics and Business Management, Ariel University, Ariel, Israel; Brender-Ilan Y., Department of Economics and Business Management, Ariel University, Ariel, Israel","Purpose: As the global workforce ages, organizations face unprecedented challenges, especially managing effective communication between generations. The phenomenon of middle ageism (i.e. discriminating against middle-aged employees based on their age) has become more prevalent. The authors examined how contextual settings and communication affect attitudes toward middle-aged employees and hiring intentions. Design/methodology/approach: Data were collected from 537 employees from various organizations, via questionnaires. The moderated mediation model was analyzed using Hayes' PROCESS models. Findings: Results showed that attitudes toward middle-aged employees mediated the relationship between social climate of shared codes and language and hiring intentions. Social climate was positively related to attitudes toward their adaptability, but negatively to attitudes toward their ability. Also, decision-makers' own perceived employability moderated the relationship between attitudes toward employees' adaptability and hiring intentions, and the indirect relationship between social climate and hiring intentions. Practical implications: Since age diversity is expected to become one of the most dominant diversity classifications in the very near future, coping with middle ageism constitutes a growing challenge for managers and HR staff. The findings indicate that in order to enhance sustainable employment and prevent discrimination, organizations need not only maintain a supportive climate for older employees, as an affirmative action, but also ensure better communication in terms of sharing codes and language that enhance positive attitudes toward middle-aged colleagues. Originality/value: In an era where diversity and inclusion dominate human resource management decision making, this study contributes to the literature on the underexplored domain of age diversity. © 2022, Emerald Publishing Limited.","Age discrimination; Ageism; Attitudes; Diversity; Intent to hire; Middle-aged employees; Moderated mediation model; Older employees; Perceived employability; Relational communication; Social climate; Stereotypes","","","","","","","","Aaltio I., Mills A.J., Mills J.H., Introduction: why to study ageing in organisations?, Ageing, Organisations and Management, pp. 3-16, (2017); Allport G.W., The Nature of Prejudice, (1954); Avery D.R., McKay P.F., Wilson D.C., Engaging the aging workforce: the relationship between perceived age similarity, satisfaction with coworkers, and employee engagement, Journal of Applied Psychology, 92, 6, pp. 1542-1556, (2007); Axelrad H., Luski I., Malul M., Difficulties of integrating older workers into the labor market: exploring the Israeli labor market, International Journal of Social Economics, 40, 12, pp. 1058-1076, (2013); 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Van Dalen H.P., Henkens K., Schippers J., Dealing with older workers in Europe: a comparative survey of employers' attitudes and actions, Journal of European Social Policy, 19, 1, pp. 47-60, (2009); van Dam K., van Vuuren T., Kemps S., Sustainable employment: the importance of intrinsically valuable work and an age-supportive climate, The International Journal of Human Resource Management, 28, 17, pp. 2449-2472, (2017); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: a psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Wanous J.P., Hudy M.J., Single-item reliability: a replication and extension, Organizational Research Methods, 4, 4, pp. 361-375, (2001); Yeung D.Y., Zhou X., Chong S., Perceived age discrimination in the workplace: the mediating roles of job resources and demands, Journal of Managerial Psychology, 36, 6, pp. 505-519, (2021); Yeves J., Bargsted M., Cortes L., Merino C., Cavada G., Age and perceived employability as moderators of job Insecurity and job satisfaction: a moderated moderation model, Frontiers in Psychology, 12, pp. 1-12, (2019)","Y. Brender-Ilan; Department of Economics and Business Management, Ariel University, Ariel, Israel; email: yaelb@ariel.ac.il","","Emerald Publishing","","","","","","20407149","","","","English","Equal. Diversity Incl.","Article","Final","","Scopus","2-s2.0-85136522312"
"Luo Y.; Weng H.; Yang L.; Ding Z.; Wang Q.","Luo, Yuanyuan (58817366300); Weng, Huiting (57256485100); Yang, Li (57487336200); Ding, Ziwei (58817491000); Wang, Qin (57074256300)","58817366300; 57256485100; 57487336200; 58817491000; 57074256300","College Students’ Employability, Cognition, and Demands for ChatGPT in the AI Era Among Chinese Nursing Students: Web-Based Survey","2023","JMIR Formative Research","7","1","e50413","","","","0","10.2196/50413","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182567269&doi=10.2196%2f50413&partnerID=40&md5=d6d089403b74780d67f5249763c84f9c","Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China; Xiangya School of Nursing, Central South University, Hunan, Changsha, China","Luo Y., Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China, Xiangya School of Nursing, Central South University, Hunan, Changsha, China; Weng H., Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China; Yang L., Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China; Ding Z., Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China; Wang Q., Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, China","Background: With the rapid development of artificial intelligence (AI) and the widespread use of ChatGPT, nursing students’ artificial intelligence quotient (AIQ), employability, cognition, and demand for ChatGPT are worthy of attention. Objective: We aimed to investigate Chinese nursing students’ AIQ and employability status as well as their cognition and demand for the latest AI tool—ChatGPT. This study was conducted to guide future initiatives in nursing intelligence education and to improve the employability of nursing students. Methods: We used a cross-sectional survey to understand nursing college students’ AIQ, employability, cognition, and demand for ChatGPT. Using correlation analysis and multiple hierarchical regression analysis, we explored the relevant factors in the employability of nursing college students. Results: In this study, out of 1788 students, 1453 (81.30%) had not used ChatGPT, and 1170 (65.40%) had never heard of ChatGPT before this survey. College students’ employability scores were positively correlated with AIQ, self-regulation ability, and their home location and negatively correlated with school level. Additionally, men scored higher on college students’ employability compared to women. Furthermore, 76.5% of the variance was explained by the multiple hierarchical regression model for predicting college students’ employability scores. Conclusions: Chinese nursing students have limited familiarity and experience with ChatGPT, while their AIQ remains intermediate. Thus, educators should pay more attention to cultivating nursing students’ AIQ and self-regulation ability to enhance their employability. Employability, especially for female students, those from rural backgrounds, and students in key colleges, deserves more attention in future educational efforts. ©Yuanyuan Luo, Huiting Weng, Li Yang, Ziwei Ding, Qin Wang. Originally published in JMIR Formative Research (https://formative.jmir.org), 22.12.2023. This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Formative Research, is properly cited. The complete bibliographic information, a link to the original publication on https://formative.jmir.org, as well as this copyright and license information must be included.","AI; artificial intelligence; artificial intelligence quotient; ChatGPT; China; college student; college students’ employability; nursing students","","","","","","Natural Science Foundation of Hunan Province, (S2022JJKWLH0168); Xiangya Hospital, Central South University, (2021-HLKY-06)","This study was funded by the Clinical Nursing Research Fund Project of the Second Xiangya Hospital of Central South University (2021-HLKY-06) and the Hunan Provincial Natural Science Foundation (S2022JJKWLH0168).","Krittanawong C, Zhang H, Wang Z, Aydar M, Kitai T., Artificial intelligence in precision cardiovascular medicine, J Am Coll Cardiol, 69, 21, pp. 2657-2664, (2017); Stead WW., Clinical implications and challenges of artificial intelligence and deep learning, JAMA, 320, 11, pp. 1107-1108, (2018); Lorena C., ChatGPT sets record for fastest-growing user base-analyst note; 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Zhang X, Jiang C, Li L., A study on the difference between urban and rural employment of college students - based on the data of National College Sample Survey, J Lanzhou Uni (Social Sciences Edition), pp. 170-176, (2016); Emond K, Bish M, Savic M, Lubman DI, McCann T, Smith K, Et al., Characteristics of confidence and preparedness in paramedics in metropolitan, regional, and rural australia to manage mental-health-related presentations: a cross-sectional study, Int J Environ Res Public Health, 18, 4, (2021); Li T, Wang J, Qiu F, Xiao Z, Zhang Y., The effects of personality traits and emotional regulation self-efficacy on job-related anxiety of new nurses, ModernNurse, pp. 105-108, (2022); Bao C., Study on Influencing Factors of Employability of College Graduates in Shanghai, (2008); Mo J., Talent cultivation model of research universities in China: conceptual model and basic characteristics based on the investigation and analysis of students from 15 universities of 'Project 985' in China, China Higher Education Research, pp. 69-76, (2016); Zhu X., Discussion on training applied talents in vocational and technical colleges, Economic Research Guide, pp. 155-156, (2017); Luo J, Hou C, Jiang Y., The difference between applied and technical talents, HEED, pp. 13-22, (2022); Zhao F, Zhang J, Liu R, Song X, Wang Z., Correlation between perceptions of decent work and job embeddedness among male nurses, J Nurs Sci, 38, 6, pp. 88-91, (2023); Sun D., Study on career planning and development direction of male nurse, J Nurs Educ, pp. 1851-1853, (2014)","Q. Wang; Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, 139 Renming Middle Road of Furong District, 410011, China; email: wangqin3421@csu.edu.cn","","JMIR Publications Inc.","","","","","","2561326X","","","","English","JMIR Form.  Res.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85182567269"
"Roy R.; El Marsafawy H.","Roy, Rumpa (57223128087); El Marsafawy, Hesham (57841436000)","57223128087; 57841436000","University Campus Life and Activities Aligned with Students’ Preferences towards Designing Competency Model Framework","2023","International Journal of Learning, Teaching and Educational Research","22","2","","188","206","18","0","10.26803/ijlter.22.2.11","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151154527&doi=10.26803%2fijlter.22.2.11&partnerID=40&md5=de4020770ff03bfde831ada4222b26f4","Gulf University Administrative Science Department, College of Administrative and Financial Science, Gulf University, Sanad, 26489, Bahrain; Gulf University Architectural and Interior Design Engineering Department, College of Engineering, Gulf University, Sanad, 26489, Bahrain; Faculty of Applied Arts, Helwan University, Giza, Egypt","Roy R., Gulf University Administrative Science Department, College of Administrative and Financial Science, Gulf University, Sanad, 26489, Bahrain; El Marsafawy H., Gulf University Architectural and Interior Design Engineering Department, College of Engineering, Gulf University, Sanad, 26489, Bahrain, Faculty of Applied Arts, Helwan University, Giza, Egypt","Universities are keen to offer a holistic student experience, which is imparted through participation in activities, involvement in clubs, and community engagement. Campus life and activities contribute to skills and attributes enhance employability and interpersonal competencies. Within this context, this research aims to examine students’ preferences for features of campus life and activities to acquire life skills and competencies. The study explores the perceptions of the students at Gulf University, Bahrain about campus life and participation in activities for interpersonal and academic achievement. The research deployed both quantitative and qualitative methodology. The quantitative methodology relied on questionnaire, with responses from 405 students across the programs. The results were analysed to identify students’ preferences for activities and development of competencies. As part of the qualitative methodology, a focus group interview was conducted involving 10 students. The results of the questionnaire and content analysis of the focus group interview illustrated that students embrace campus life and appreciate the opportunity to participate in a wide range of events and activities. All the students were interested in sports activities. The role of activities in developing a range of competencies for employability and holistic learning was overlooked by a considerable number of students. The results were utilized to design a four-to five-year competency framework supporting universities to prepare graduates who stand out to employers because of their interpersonal competencies such as reflecting a distinguished character, passion for taking responsibility, and leading initiatives in their profession, community, and environment. The framework supports ongoing improvement in competency identification, redesigning campus life and activities, assessing the impact, and feeding back for the next cycle. © Authors.","community engagement; employability; interpersonal skills; social belongingness; student experience","","","","","","","","Ahyad N. A. A., Sharan S. N. A. M., Hamidon S. N. N. A., Zaimi N. H. M., Hwa T. L., Mohamad R., Rahim S. K. A., Discovering Students’ Preference on College’s Activity: Kolej Tuanku Canselor Case Study, International Conference on Student and Disable Student Development 2019 (ICoSD 2019), pp. 19-23, (2020); Al-Rawi Y., Al-Dayyeni W. S., Reda I., COVID-19 impact on education and work in the kingdom of Bahrain: Survey study, Information Sciences Letters, 10, 3, pp. 427-433, (2021); AlZgool M. R. H., Ahmed U., Pahi M. H., Ammar A., COVID-19 and work engagement: understanding the nexus of leaders emotional intelligence, self-efficacy and resilience in the banking sector of bahrain, Revista Argentina de Clínica Psicológica, 29, 3, (2020); Asare M., Ako M., Kwame S. O., Assessment of the influence of general orientation service on students adjustment to campus life at the Christ Apostolic University College and The University of Cape Coast in Ghana, (2021); Brooks D., Boyer E. L., Campus life: In search of community, (2019); Buckley P., Lee P., The impact of extra-curricular activity on the student experience, Active Learning in Higher Education, 22, 1, pp. 37-48, (2021); Christison C., The Benefits of Participating in Extracurricular Activities, BU Journal of Graduate Studies in Education, 5, 2, pp. 17-20, (2013); de Prada Creo E., Mareque M., Portela-Pino I., The acquisition of teamwork skills in university students through extra-curricular activities, Education+ Training, 63, 2, pp. 165-181, (2021); El Marsafawy H., Roy R., Ali F., Measuring learning outcomes: bridging accreditation requirements and LMS functionalities, Quality Assurance in Education, (2022); Gamage K. A., Wijesuriya D. I., Ekanayake S. Y., Rennie A. E., Lambert C. G., Gunawardhana N., Online delivery of teaching and laboratory practices: Continuity of university programmes during COVID-19 pandemic, Education Sciences, 10, 10, (2020); Greenbank P., Still focusing on the “essential 2: 1”: Exploring student attitudes to extra-curricular activities, Education+ Training, (2015); Gundumogula M., Importance of focus groups in qualitative research, The International Journal of Humanities & Social Studies, 8, 11, (2020); Hussein M. F., Distance education technology tools in interior design During COVID-19 Pandemic (UOP&UOG students as a case study), PalArch's Journal of Archaeology of Egypt/Egyptology, 17, 7, pp. 13184-13202, (2020); Iqbal S., Zikria A., Service Quality and Student Engagement in Higher Education, (2022); Jamal A. A., Developing interpersonal skills and professional behaviors through extracurricular activities participation: A perception of King Abdulaziz University medical students, JKAU: Med Sci, 19, 4, pp. 3-24, (2012); Kanar A., Bouckenooghe D., The role of extracurricular activities in shaping university students' employment self-efficacy perceptions, Career Development International, (2021); Massoni E., Positive effects of extra curricular activities on students, Essai, 9, 1, (2011); Milner S., Cousins W., McGowan I., Does All Work and No Play Make a Dull Graduate? Perceptions of Extra-curricular Activities and Employability, Journal of Perspectives in Applied Academic Practice, 4, 1, pp. 13-18, (2016); Mulrooney H. M., Exploring participation in co-curricular activities among undergraduate students, New Directions in the Teaching of Physical Sciences, 12, 1, (2017); Nguyen N. N., Research on the Impact of Extracurricular Activities on Academic Achievement of Students: A Case of Students Majoring in the Japanese Language of FPT University, Journal of Positive School Psychology, 6, 2, pp. 3808-3814, (2022); Nunn L. M., College belonging: How first-year and first-generation students navigate campus life, (2021); Otto E., On-Campus Facilities for Extra Curricular Activities: Their Use and Relationship to Academic Achievement, (1977); Reinders H., A framework for learning beyond the classroom Autonomy in Language Education, pp. 63-73, (2020); Russell B., Slater G. R., Factors that Encourage Student Engagement: Insights from a Case Study of ‘First Time’Students in a New Zealand University, Journal of University Teaching & Learning Practice, 8, 1, pp. 81-96, (2011); Tawalbeh A. M., El Marsafawy H., Roy R., Drama Scenes in Higher Education: A Method to Stimulate Students’ interest, Encourage Involvement and Develop Reflective Understanding, International Conference on New Approaches in Education, 3, (2019); Winstone N., Balloo K., Gravett K., Jacobs D., Keen H., Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extracurricular activities at university, Active Learning in Higher Education, 23, 2, pp. 81-96, (2022); Zeeman J. M., Bush A. A., Cox W. C., McLaughlin J. E., Assessing the co-curriculum by mapping student organization involvement to curricular outcomes using mixed methods, American Journal of Pharmaceutical Education, 83, 10, (2019); Щеглова И. А., Can Student Engagement in Extracurricular Activities Facilitate the Development of Their Soft Skills?, (2019)","R. Roy; Gulf University Administrative Science Department, College of Administrative and Financial Science, Gulf University, Sanad, 26489, Bahrain; email: dqa@gulfuniversity.edu.bh","","Society for Research and Knowledge Management","","","","","","16942116","","","","English","Intl. J. Learn. Teach. Edu. Res.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85151154527"
"Francis J.W.; Kyte J.; Bateman M.","Francis, John William (56269987800); Kyte, Jamie (58790929900); Bateman, Michael (57211215651)","56269987800; 58790929900; 57211215651","The role of the analyst: comparative analysis of applied performance analyst job advertisements in the UK and Ireland (2021-2022)","2023","International Journal of Performance Analysis in Sport","","","","","","","0","10.1080/24748668.2023.2299178","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181245139&doi=10.1080%2f24748668.2023.2299178&partnerID=40&md5=00b393815ebe8786d7a70b551d74a34a","School of Sport and Exercise Science, University of Worcester, Worcester, United Kingdom; School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, Birmingham, United Kingdom","Francis J.W., School of Sport and Exercise Science, University of Worcester, Worcester, United Kingdom; Kyte J., School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, Birmingham, United Kingdom; Bateman M., School of Sport and Exercise Science, University of Worcester, Worcester, United Kingdom","This study examined the key roles, responsibilities, and skills sought when advertising for the recruitment of Applied Performance Analysts (APAs) in UK and Irish professional sports settings. Deductive and inductive content analysis of the job descriptions and personal specifications of 130 job advertisements from 2021 to 2022 across the entire APA spectrum was undertaken. This encompassed 21 different specific role titles. Despite unified advertisement formats, noticeable variations emerged regarding length and content focus, regardless of First-team or Academy positions. The findings revealed a greater focus on Sports Performance Analysis (SPA), sports, and technical expertise coupled with professional behaviours in APA advertisements, with less priority shown to relationship-building skills. First-team positions particularly requested more skill-specific analysis expertise. Academy APAs were expected to focus on collecting data, facilitating feedback, in addition to creating and approving infrastructure for various age groups. Comparatively, First-team roles involved more complex data analysis tasks, including interrogating data, trend identification, and stakeholder reporting. The analysis not only highlights role discrepancies but also serves as a potential framework for employers when creating job advertisements, assists applicants in identifying the key skills to highlight, and informs curriculum and training programmes to cover the entire APA spectrum. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Advertisements; employability skills; performance analysis; professional practice; sports science","","","","","","","","Alfano H., Collins D., Good practice delivery in sport science and medicine support: Perceptions of experienced sport leaders and practitioners, Managing Sport and Leisure, pp. 1-16, (2020); Andersen L.W., Francis J.W., Bateman M., Danish association football coaches’ perception of performance analysis, International Journal of Performance Analysis in Sport, 22, 1, pp. 149-173, (2022); Bampouras T.M., Cronin C., Miller P.K., Performance analytic processes in elite sport practice: An exploratory investigation of the perspectives of a sport scientist, coach and athlete, International Journal of Performance Analysis in Sport, 12, 2, pp. 468-483, (2012); Bateman M., Jones G., Strategies for maintaining the coach–analyst relationship within professional football utilizing the COMPASS model: The performance analyst’s perspective, Frontiers in Psychology, 10, Article 2064, pp. 1-12, (2019); Bernal-Turnes P., Ernst R., More bang for your buck: Best-practice recommendations for designing, implementing, and evaluating job creation studies, Journal of the Knowledge Economy, pp. 1-24, (2023); Bruce L., Bellesini K., Aisbett B., Drinkwater E.J., Kremer P., A profile of the skills, attributes, development, and employment opportunities for sport scientists in Australia, Journal of Science and Medicine in Sport, 25, 5, pp. 419-424, (2022); Butterworth A., Professional practice in sport performance analysis, (2023); Butterworth A., Turner D., Becoming a performance analyst: Autoethnographic reflections on agency, and facilitated transformational growth, Reflective Practice: International and Multidisciplinary Perspectives, 15, 5, pp. 552-562, (2014); Callinan M.J., Connor J.D., Sinclair W.H., Leicht A.S., Senel E., Exploring rugby coaches perception and implementation of performance analytics, PLoS One, 18, 1, (2023); Carling C., Performance analysis: Working in football, Routledge handbook of elite sport performance, pp. 99-114, (2019); Dickey L., Ramsey C., Humphrey R., Middlemas S., Murray E., Spencer K., The working conditions of performance analysts in Oceania, International Journal of Sports Science and Coaching, 18, 2, pp. 532-538, (2022); EIS Competency Framework, (2015); Fellows I., CRAN - Package Wordcloud, (2018); Guillot-Soulez C., Soulez S., Parry E., Strohmeier S., On the heterogeneity of generation Y job preferences, Employee Relations, 36, 4, pp. 319-332, (2014); Harper R., The collection and analysis of job advertisements: A review of research methodology, Library and Information Research, 36, 112, pp. 29-54, (2012); Hounsell T., Oxenham P., Mulvenna C., The great balancing act-the art of performance analysis in academy soccer in England, Sport Performance and Science Report, 149, 1, pp. 1-3, (2021); Hughes M., Performance analysis–a 2004 perspective, International Journal of Performance Analysis in Sport, 4, 1, pp. 103-109, (2004); Hughes M., An overview of the development of notational analysis, The essentials of performance analysis: An introduction, pp. 54-88, (2015); Hughes M.T., James N., Hughes M., Accreditation, Essentials of performance analysis in sport, pp. 395-406, (2020); Lipovac I., Marina Bagic Babac M., Content analysis of job advertisements for identifying employability skills, Interdisciplinary Description of Complex Systems, 19, 4, pp. 511-525, (2021); Mackenzie R., Cushion C., Performance analysis in football: A critical review and implications for future research, Journal of Sport Sciences, 31, 6, pp. 639-676, (2013); Martin D., O Donoghue P.G., Bradley J., McGrath D., Developing a framework for professional practice in applied performance analysis, International Journal of Performance Analysis in Sport, 21, 6, pp. 845-888, (2021); Martin D., O'Donoghue P.G., Bradley J., Robertson S., McGrath D., Identifying the characteristics, constraints, and enablers to creating value in applied performance analysis, International Journal of Sports Science & Coaching, (2023); McKenna M., Cowan D.T., Stevenson D., Baker J.S., Neophyte experiences of football (soccer) match analysis: A multiple case study approach, Research in Sports Medicine, 26, 3, pp. 306-322, (2018); McKenzie R., Cushion C., Player and team assessment, Soccer science, pp. 541-543, (2016); Mehta S., Furley P., Raabe D., Memmert D., Examining how data becomes information for an upcoming opponent in football, International Journal of Sports Science and Coaching, (2023); Memmert D., Rein R., Match analysis, big data and tactics: Current trends in elite soccer, Deutsche Zeitschrift Fur Sportmedizin, 69, 3, pp. 65-72, (2018); Messum D., Wilkes L., Peters K., Jackson D., Content analysis of vacancy advertisements for employability skills: Challenges and opportunities for informing curriculum development, Journal of Teaching & Learning for Graduate Employability, 7, 1, pp. 72-86, (2016); Meyer D., Zeileis A., Hornik K., Gerber F., Friendly M., CRAN - Package Vcd, (2023); Mulvenna C., Identifying the characteristics, constraints and enablers to creating value in applied performance analysis: A commentary, International Journal of Sports Science & Coaching, (2023); Muskat B., Reitsamer B.F., Quality of work life and generation Y: How gender and organizational type moderate job satisfaction, Personnel Review, 49, 1, pp. 265-283, (2020); Ng E.S.W., Schweitzer L., Lyons S.T., New generation, great expectations: A field study of the millennial generation, Journal of Business and Psychology, 25, 2, pp. 281-292, (2010); O'Donoghue P., Hughes M., Reliability issues in sports performance analysis, Essentials of performance analysis in sport, pp. 143-160, (2020); Page T., A Critical Appraisal of Current Feedback Strategies Employed within Professional Football, (2021); Petry T., Treisch C., Peters M., Designing job ads to stimulate the decision to apply: A discrete choice experiment with business students, The International Journal of Human Resource Management, 33, 15, pp. 3019-3055, (2021); Pitt R., Mewburn I., Academic superheroes? A critical analysis of academic job descriptions, Journal of Higher Education Policy & Management, 38, 1, pp. 88-101, (2016); Elite Player Performance Plan - EPPP, (2021); Reeves M., Roberts S., Perceptions of performance analysis in elite youth football, International Journal of Performance Analysis in Sport, 13, 1, pp. 200-211, (2013); Robertson P.S., Man & machine: Adaptive tools for the contemporary performance analyst, Journal of Sports Sciences, pp. 1-9, (2020); Sarmento H., Clemente F.M., Araujo D., Davids K., McRobert A., Figueiredo A., What performance analysts need to know about research trends in association football (2012–2016): A systematic review, Sports Medicine, 48, 4, pp. 799-836, (2018); Stanway B., Boardman P., The analysis process: Applying the theory, Sports coaching: A theoretical and practical guide, pp. 93-108, (2020); Thompson A., Potrac P., Jones R., ‘I found out the hard way’: Micro-political workings in professional football, Sport, Education and Society, 20, 8, pp. 976-994, (2015); Verwaeren B., Van Hoye G., Baeten X., Getting bang for your buck: The specificity of compensation and benefits information in job advertisements, The International Journal of Human Resource Management, 28, 19, pp. 2811-2830, (2017); Wickham H., Chang W., Henry L., Pedersen T.L., Takahashi K., Wilke C., Woo K., Yutani H., Dunnington D., Posit P., CRAN - Package Ggplot2, (2023); Wickham H., Vaughan D., Girlich M., Ushey K., Posit P., CRAN - Package tidyr, (2023); Wiltshire H., Sport performance analysis for high performance managers, Routledge handbook of sports performance analysis, pp. 176-186, (2014); Worsfold P., Macbeth K., The reliability of television broadcasting statistics in soccer, International Journal of Performance Analysis in Sport, 9, 3, pp. 344-353, (2009); Wright C., Atkins S., Jones B., Todd J., The role of performance analysts within the coaching process: Performance analysts survey ‘the role of performance analysts in elite football club settings, International Journal of Performance Analysis in Sport, 13, 2, pp. 240-261, (2013); Wright C., Carling C., Collins D., The wider context of performance analysis and it application in the football coaching process, International Journal of Performance Analysis in Sport, 14, 3, pp. 709-733, (2014); Wright C., Carling C., Lawlor C., Collins D., Elite football player engagement with performance analysis, International Journal of Performance Analysis in Sport, 16, 3, pp. 1007-1032, (2016)","J.W. Francis; School of Sport and Exercise Science, University of Worcester, Worcester, United Kingdom; email: drjwfrancis@gmail.com","","Routledge","","","","","","14748185","","","","English","Int. J. Perform. Anal. Sport","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85181245139"
"Zhou J.; Jew L.","Zhou, Jifeng (58308824400); Jew, Lihjen (58180494300)","58308824400; 58180494300","Factors Influencing the Employability of Higher Vocational Students: A Case of Western China","2023","International Journal of Operations and Quantitative Management","29","1","","127","141","14","0","10.46970/2022.29.1.8","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161376671&doi=10.46970%2f2022.29.1.8&partnerID=40&md5=a96055fa3064b74b5e27e2280223ffd5","International College, Krirk University, Thanon Ranon Intra, Khwaeng Anusawari, Khet Bang Khen, Krung Thep Maha Nakhon, 10220, Thailand","Zhou J., International College, Krirk University, Thanon Ranon Intra, Khwaeng Anusawari, Khet Bang Khen, Krung Thep Maha Nakhon, 10220, Thailand; Jew L., International College, Krirk University, Thanon Ranon Intra, Khwaeng Anusawari, Khet Bang Khen, Krung Thep Maha Nakhon, 10220, Thailand","Over the past few years, there has been a growing emphasis on the importance of employability for students enrolled in higher education. The capacity of a student to obtain and maintain employment is what is meant by ""employability."" This capacity is influenced by several factors, including academic achievement, a perception of one's capability, and organizational encouragement, among others. However, there is a lack of research evaluating these factors as predictors of employability. Therefore, this research investigates the effects of self-efficacy, academic performance, and organizational support on the employability of Chinese students pursuing higher vocational degrees in the West. The present study employed a quantitative methodology, with 456 students from six provinces completing a questionnaire measuring various factors. The collected data was analyzed using the PLS-SEM and SmartPLS 3.0 programs. According to the findings, self-efficacy, organizational support, and academic achievement have a positive effect on the employability of higher vocational students. © 2023, International Forum of Management Scholars. All rights reserved.","academic achievement; employability; organizational support; self-efficacy","","","","","","","","Baert S., Neyt B., Siedler T., Tobback I., Verhaest D., Student internships and employment opportunities after graduation: A field experiment, Economics of Education Review, 83, (2021); Bandura A., Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review, 84, 2, pp. 191-215, (1977); Burns E.C., Martin A.J., Kennett R.K., Pearson J., Munro-Smith V., Optimizing science self-efficacy: A multilevel examination of the moderating effects of anxiety on the relationship between self-efficacy and achievement in science, Contemporary Educational Psychology, 64, (2021); Cai Y., Tang R., School support for teacher innovation: Mediating effects of teacher self-efficacy and moderating effects of trust, Thinking Skills and Creativity, 41, (2021); Chen C.-C., Hung C.-H., Plan and Then Act: The Moderated Moderation Effects of Profession Identity and Action Control for Students at Arts Universities during the Career Development Process, Healthcare, 10, 10, (2022); Diseth A., Mathisen F.K.S., Samdal O., A comparison of intrinsic and extrinsic motivation among lower and upper secondary school students, Educational Psychology, 40, 8, pp. 961-980, (2020); Eimer A., Bohndick C., How individual experiential backgrounds are related to the development of employability among university students, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 114-130, (2021); Eisenberger R., Huntington R., Hutchison S., Sowa D., Perceived organizational support, Journal of Applied Psychology, 71, 3, pp. 500-507, (1986); Elnadi M., Gheith M.H., Entrepreneurial ecosystem, entrepreneurial self-efficacy, and entrepreneurial intention in higher education: Evidence from Saudi Arabia, The International Journal of Management Education, 19, 1, (2021); Feng W., Optimization and Empirical Research on the Employability Structure of College Students Based on Supply and Demand Coupling, (Doctoral Dissertation). China University of Mining., (2018); Gilavand A., Gilavand M., Gilavand S., Investigating the impact of lighting educational spaces on learning and academic achievement of elementary students, International Journal of Pediatrics, 4, 5, pp. 1819-1828, (2016); Hair J.F., Risher J.J., Sarstedt M., Ringle C.M., When to use and how to report the results of PLS-SEM, European Business Review, 31, 1, pp. 2-24, (2019); Hayat A.A., Shateri K., Amini M., Shokrpour N., Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: A structural equation model, BMC Medical Education, 20, 1, pp. 1-11, (2020); Kar S.K., Bansal R., Mishra S., Variation in Brand Valuation: Indian IT Services Brands, International Journal of Instructional Cases, 5, (2021); Li K., Peng M.Y.-P., Du Z., Li J., Yen K.-T., Yu T., Do specific pedagogies and problem-based teaching improve student employability? A cross-sectional survey of college students, Frontiers in Psychology, 11, (2020); Li Z., Islam A.A., Entrepreneurial intention in higher vocational education: An empirically-based model with implications for the entrepreneurial community, Sage Open, 11, 4, pp. 1-14, (2021); Liu X., Peng M.Y.-P., Anser M.K., Chong W.-L., Lin B., Key teacher attitudes for sustainable development of student employability by social cognitive career theory: The mediating roles of self-efficacy and problem-based learning, Frontiers in Psychology, 11, (2020); Meepradit K., Auamnoy T., Leelakanok N., Factors Affecting GPA in Higher Education in Asia: A Systematic Review, International Journal of Early Childhood, 14, 1, pp. 1581-1595, (2022); Nordgren L., Soderlund A., Social support, self-rated health and low mood in people on sick leave due to heart failure: A cross-sectional study, Scandinavian Journal of Public Health, 46, 6, pp. 606-612, (2018); Ojapinwa A.F., Effects of self-efficacy on self-employment intention of recent graduates in Nigeria, LASU Journal of Employment Relations & Human Resource Management, 2, 1, pp. 158-171, (2020); Osmani M., Weerakkody V., Hindi N., Eldabi T., Graduates employability skills: A review of literature against market demand, Journal of Education for Business, 94, 7, pp. 423-432, (2019); Otache I., Edopkolor J.E., Work placement learning and student employability: Do student satisfaction, commitment and achievement matter?, Industry and Higher Education, 36, 6, pp. 730-741, (2022); Park J.-H., Lee I.H., Cooc N., The role of school-level mechanisms: How principal support, professional learning communities, collective responsibility, and group-level teacher expectations affect student achievement, Educational Administration Quarterly, 55, 5, pp. 742-780, (2019); Pinto L.H., Ramalheira D.C., Perceived employability of business graduates: The effect of academic performance and extracurricular activities, Journal of Vocational Behavior, 99, pp. 165-178, (2017); Qin W., Research on the relationship between organizational support, self-efficacy and job performance, Zhejiang University of Finance and Economics, (2018); Saunders V., Zuzel K., Evaluating employability skills: Employer and student perceptions, Bioscience Education, 15, 1, pp. 1-15, (2010); Setyoko P.I., Kurniasih D., The Role of perceived organizational support (POS), organizational virtuousness (OV) on performance and employee well-being (EWB) of non-profit organizations in the post-pandemic period, Journal of Pharmaceutical Negative Results, pp. 1940-1944, (2022); Shen Q., The Importance of Integrating Career Planning Education into High School Curriculum, In 2021 4Th International Conference on Humanities Education and Social Sciences (ICHESS 2021), pp. 2115-2120, (2021); Su A., He W., Exploring factors linked to the mathematics achievement of ethnic minority students in china for sustainable development: A multilevel modeling analysis, Sustainability, 12, 7, (2020); Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employers’ perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Sun X., Huang A., Research on the Efficacy of College Students’ Choosing Jobs from the Perspective of Family Education Investment, Open Journal of Social Sciences, 7, 6, pp. 36-50, (2019); Tentama F., Abdillah M.H., Student Employability Examined from Academic Achievement and Self-Concept, International Journal of Evaluation and Research in Education, 8, 2, pp. 243-248, (2019); Tus J., Academic stress, academic motivation, and its relationship on the academic performance of the senior high school students, Asian Journal of Multidisciplinary Studies, 8, 11, pp. 29-37, (2020); Wang X., Wang J., Research on the Academic Achievement Evaluation of Chinese College Students: A Review of Twenty Years (1998-2017), Journal of Soochow University, 3, pp. 62-74, (2018); Wang X., Yan L., The relationship between conscience and academic achievement of middle school students: The mediating role of learning engagement, Psychological Exploration, 39, 1, pp. 77-82, (2019); Xu Y., Peng M.Y.-P., Shi Y., Wong S.-H., Chong W.-L., Lee C.-C., A Conceptual Framework Toward Understanding of Knowledge Acquisition Sources and Student Well-Being, Frontiers in Psychology, 11, (2020); Zainuddin M., Rijal M.S., The Effect of Self-efficacy and Career Guidance Mediated by Work Competency on Job Readiness of Students of Smk Negeri 1 Selong Indonesia, Asian Journal of Economics, Business and Accounting, 22, 24, pp. 112-123, (2022); Hsieh Y.H., Wang H.H., Ma S.C., The mediating role of self-efficacy in the relationship between workplace bullying, mental health and an intention to leave among nurses in Taiwan, International Journal of Occupational Medicine and Environmental Health, 32, 2, pp. 245-254, (2019)","","","International Forum of Management Scholars","","","","","","10821910","","","","English","Int. J. Oper. Quant. Manage.","Article","Final","","Scopus","2-s2.0-85161376671"
"Padgett R.C.; Donald W.E.","Padgett, Rebecca C. (57798858100); Donald, William E. (57196032389)","57798858100; 57196032389","Enhancing self-perceived employability via a curriculum intervention: a case of “The global marketing professional” module","2023","Higher Education, Skills and Work-based Learning","13","1","","22","35","13","9","10.1108/HESWBL-03-2022-0073","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134072054&doi=10.1108%2fHESWBL-03-2022-0073&partnerID=40&md5=e22ee954b02df912fef353a73f33fcab","Leeds University Business School, University of Leeds, Leeds, United Kingdom; Southampton Business School, University of Southampton, Southampton, United Kingdom; Ronin Institute, Montclair, NJ, United States","Padgett R.C., Leeds University Business School, University of Leeds, Leeds, United Kingdom; Donald W.E., Southampton Business School, University of Southampton, Southampton, United Kingdom, Ronin Institute, Montclair, NJ, United States","Purpose: Drawing on human capital and sustainable career theory, this paper aims to explore university students' views regarding their self-perceived employability following participation in a mandatory module titled “The Global Marketing Professional”. Design/methodology/approach: Overall, 80 students studying a full-time postgraduate master's degree in international marketing management at a northern Russell Group university participated in a two-wave study by completing a questionnaire during Weeks 1 and 9 of the module in the 2021/2022 academic year. Descriptive statistics, paired samples t-tests and quantitative content analysis were subsequently applied to the data set. Findings: Students' confidence in their self-perceived employability rose from 37.5% to 92.5%. This was supported by the paired samples t-tests’ findings of increases at the item and composite scale levels. The quantitative content analysis found benefits of the module to include increased confidence, interactive classes, skills development, knowledge of the recruitment process, CV development, proactive career ownership, interview guidance and networking. Suggestions for improvement included increasing the amount of lecture time provided, increased accessibility via subtitles and opportunities for real-world experience. Originality/value: The contribution comes via the advancement of human capital and sustainable career theory by identifying empirically informed strategies for enhancing students' self-perceived employability within the university curriculum. Implications subsequently extend to universities, organisations and national economies. © 2022, Emerald Publishing Limited.","Career guidance; Human capital; Self-perceived employability; Sustainable careers","","","","","","","","Advance HE framework for internationalising higher education, (2020); Baker W., Fang F.G., So maybe I'm a global citizen: developing intercultural citizenship in English medium education, Language, Culture and Curriculum, 34, 1, pp. 1-17, (2021); Baruch Y., Bell M.P., Gray D., Generalist and specialist graduate business degrees: tangible and intangible value, Journal of Vocational Behavior, 67, 1, pp. 51-68, (2005); Becker G.S., Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, (1964); Bell A.R., Brooks C., Is there a ‘magic link’ between research activity, professional teaching qualifications and student satisfaction?, Higher Education Policy, 32, pp. 227-248, (2019); Bell K., Reed M., The tree of participation: a new tool for engagers in participatory decision-making, Community Development Journal, 2021, pp. 1-20, (2021); Bowman B., Bell K., Alexis-Martin B., Youth, climate and environmentalism, Diversity and Inclusion in Environmentalism, pp. 195-210, (2021); Byrne C., What determines perceived graduate employability? Exploring the effects of personal characteristics, academic achievements and graduate skills in a survey experiment, Studies in Higher Education, 47, 1, pp. 159-176, (2022); Cheng M., Adekola O., Albia J., Cai S., Employability in higher education: a review of key stakeholders' perspectives, Higher Education Evaluation and Development, 16, 1, pp. 16-31, (2022); Coetzee M., Engelbrecht L., How employability attributes mediate the link between knowledge workers' career adaption concerns and their self-perceived employability, Psychological Reports, 123, 4, pp. 1005-1026, (2020); Cole D., Coulson B., Through and beyond COVID-19, promoting whole person, lifelong and lifewide learning, Journal of Innovation in Polytechnic Education, 4, 1, pp. 81-90, (2022); Cole D., Donald W.E., Shifting the narrative: towards a more holistic approach for learning, GiLE Journal of Skills Development, 2, 1, pp. 3-4, (2022); Cook J.D., Hepworth S.I., Wall T.D., Warr P.T., The Experience of Work: a Compendium and Review of 249 Measures and Their Use, (1981); De Vos A., Van der Heijden B.I.J.M., Akkermans J., Sustainable careers: towards a conceptual model, Journal of Vocational Behavior, 117, (2020); Fulfilling our potential: teaching excellence, social mobility and student choice, (2015); Donald W.E., Content analysis of metadata, titles, and abstracts (CAMTA): application of the method to business and management research, Management Research Review, 45, 1, pp. 47-64, (2022); Donald W.E., Buckholtz T.J., Direct outcomes and win-win relationships between university careers advisors and graduate recruiters, GiLE Journal of Skills Development, 2, 1, pp. 9-25, (2022); Donald W.E., Ashleigh M.J., Baruch Y., Students' perceptions of education and employability: facilitating career transition from higher education into the labour market, Career Development International, 23, 5, pp. 513-540, (2018); Donald W.E., Baruch Y., Ashleigh M.J., The undergraduate self-perception of employability: human capital, careers advice and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Donald W.E., Baruch Y., Ashleigh M.J., Striving for sustainable graduate careers: conceptualization via career ecosystems and the new psychological contract, Career Development International, 25, 2, pp. 90-110, (2020); Donald W.E., Ashleigh M.J., Baruch Y., The university-to-work transition: responses of universities and organizations to the COVID-19 pandemic, Personnel Review, (2021); Draissi Z., Zhanyong Q., Raguindin P.Z.J., Knowledge mapping of skills mismatch phenomenon: a scientometric analysis, Higher Education, Skills and Work-Based Learning, 12, 2, pp. 271-293, (2022); Fakunle O., International students' perspectives on developing employability during study abroad, Higher Education Quarterly, 75, 4, pp. 575-590, (2021); Gu J., Zhao D., Wu J., Can curriculum help career success? An empirical research on the perceived employability of students, Higher Education Research and Development, 37, 5, pp. 966-983, (2018); Heffernan T., Sexism, racism, prejudice, and bias: a literature review and synthesis of research surrounding student evaluations of course and teaching, Assessment and Evaluation in Higher Education, 47, 1, pp. 144-154, (2022); Jakubik M., Enhancing human capital beyond university boundaries, Higher Education, Skills and Work-Based Learning, 10, 2, pp. 434-446, (2020); Jakubik M., Searching for practical wisdom in higher education with logos, pathos and ethos. Case: finnish Universities of Sciences, Philosophies, 6, 3, (2021); Kalfa S., Taksa L., Cultural capital in business higher education: reconsidering the graduate attributes movement and the focus on employability, Studies in Higher Education, 40, 4, pp. 580-595, (2015); Kim D., Wortham S., Borowiec K., Yatsu D.K., Ha S., Carroll S., Wang L., Kim J., Formative education online: teaching the whole person during the global COVID-19 pandemic, AERA Open, 7, (2021); Kornelakis A., Petrakaki D., Embedding employability skills in UK higher education: between digitalization and marketization, Industry and Higher Education, 34, 5, pp. 290-297, (2020); Krippendorff K., Content analysis, International Encyclopedia of Communication, pp. 403-407, (1989); Leach T., Satisfied with what? Contested assumptions about student expectations and satisfaction in higher education, Research in Post-Compulsory Education, 24, 2-3, pp. 155-172, (2019); Lent R.W., Brown S.D., Career decision making, fast and slow. Toward an integrative model of intervention for sustainable career choice, Journal of Vocational Behavior, 120, (2020); Luthans F., Luthans K.W., Luthans B.C., Positive psychological capital: beyond human and social capital, Business Horizons, 47, 1, pp. 45-50, (2004); Luthans F., Youssef M., Avolio B.J., Psychological Capital and beyond, (2015); McQuillan N., Wightman C., Moore C., McMahon-Beattie U., Farley H., Developing resilient graduates to be future workplace leaders, Higher Education, Skills and Work-Based Learning, 11, 1, pp. 214-227, (2021); Mncayi P., Meyer D.F., Evaluating the determinants of the perceptions of underemployment among young university graduates: a South African University case, Cogent Social Sciences, 8, 1, (2022); Nimmi P.M., Kuriakose V., Donald W.E., Nowfal M., HERO elements of psychological capital: fostering career sustainability via resource caravans, Australian Journal of Career Development, 30, 3, pp. 199-210, (2021); Nimmi P.M., Joseph G., Donald W.E., Is it all about perception? A sustainability viewpoint on psychological capital and life wellbeing of management graduates, Higher Education, Skills and Work-Based Learning, 12, 2, pp. 384-398, (2022); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Rothwell A., Arnold J., Self-perceived employability: development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Selvaratnam R., The link between learning spaces and employability outcomes, Journal of Learning Spaces, 10, 2, (2021); Small L., Shacklock K., Marchant T., Employability: a contemporary review for higher education stakeholders, Journal of Vocational Education and Training, 70, 1, pp. 148-166, (2018); Soares M., Mosquera P., Linking development of skills and perceptions of employability: the case of Erasmus students, Ekonomska Istrazivanja, 33, 1, pp. 2769-2786, (2020); Tomlinson M., Anderson V., Employers and graduates: the mediating role of signals and capitals, Journal of Higher Education Policy and Management, 43, 4, pp. 384-399, (2021); Useem M., Karabel J., Pathways to top corporate management, American Sociological Review, 51, 2, pp. 184-200, (1986); Van der Heijden B.I.J.M., De Vos A., Sustainable careers: introductory chapter, Handbook of Research on Sustainable Careers, pp. 1-19, (2015); Ward R., Personalised Learning for the Learning Person, (2020); Williams S., Karypidou A., Steele C., Dodd L., A personal construct approach to employability: comparing stakeholders' implicit theories, Education + Training, 61, 4, pp. 390-412, (2019)","W.E. Donald; Southampton Business School, University of Southampton, Southampton, United Kingdom; email: w.e.donald@soton.ac.uk","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85134072054"
"Koveshnikov A.; Ehrnrooth M.; Wechtler H.","Koveshnikov, Alexei (39761993300); Ehrnrooth, Mats (6504137294); Wechtler, Heidi (37040118700)","39761993300; 6504137294; 37040118700","Authoritarian and benevolent leadership: the role of follower homophily, power distance orientation and employability","2023","Personnel Review","52","1","","218","235","17","4","10.1108/PR-02-2021-0097","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122792623&doi=10.1108%2fPR-02-2021-0097&partnerID=40&md5=9000fb709cb5e5b567b8fbe5c9a84a3d","Aalto University School of Business, Espoo, Finland; Hanken School of Economics, Helsinki, Finland; Newcastle Business School, Newcastle, Australia","Koveshnikov A., Aalto University School of Business, Espoo, Finland; Ehrnrooth M., Hanken School of Economics, Helsinki, Finland; Wechtler H., Newcastle Business School, Newcastle, Australia","Purpose: Drawing on follower-centric leadership theory, the study examines the role of perceived homophily between the leader and the follower, follower's individual-level power distance orientation (PDO) and follower's perceived employability in moderating the effects of authoritarian and benevolent paternalistic leadership (BPL) on followers' turnover intentions. Design/methodology/approach: The study analyzes a sample of 403 white-collar Russian employees. Findings: Whereas both leadership styles generally decrease followers' turnover intentions, they operate differently. Authoritarian leadership (AL) is more effective among followers with higher follower-leader homophily and PDO, whereas BPL is effective only among followers with low perceived homophily and PDO, and more effective among followers with higher perceived employability. Originality/value: The study extends research on non-participative styles of leadership, their effects and boundary conditions. © 2022, Emerald Publishing Limited.","Authoritarian; Benevolent; Follower-centric leadership; Russia; Turnover intentions","","","","","","Marcus Wallenbergin Liiketaloudellinen Tutkimussäätiö; Academy of Finland, AKA, (299118)","Funding: The study was funded by Marcus Wallenbergin Liiketaloudellinen Tutkimussäätiö and the Academy of Finland (Award number: 299118).","Aycan Z., Schyns B., Sun J.M., Felfe J., Saher N., Convergence and divergence of paternalistic leadership: a cross-cultural investigation of prototypes, Journal of International Business Studies, 44, 9, pp. 962-969, (2013); Balabanova E., Efendiev A., Ehrnrooth M., Koveshnikov A., Job satisfaction, blat and intentions to leave among blue-collar employees in contemporary Russia, Baltic Journal of Management, 11, 1, pp. 21-43, (2016); Balabanova E., Rebrov A., Koveshnikov A., Managerial styles in privately owned domestic organizations in Russia: heterogeneity, antecedents, and organizational implications, Management and Organization Review, 14, 1, pp. 37-72, (2018); Balabanova E., Ehrnrooth M., Koveshnikov A., Efendiev A., Employee exit and constructive voice as behavioral responses to psychological contract breach in Finland and Russia: a within-and between-culture examination, The International Journal of Human Resource Management, pp. 1-32, (2019); Carsten M.K., Harms P., Uhl-Bien M., Exploring historical perspectives of followership: the need for an expanded view of followers and the follower role, Followership: what Is it and Why Do People Follow, pp. 3-25, (2014); Chan S.C.H., Paternalistic leadership and employee voice: does information sharing matter?, Human Relations, 67, pp. 667-693, (2013); Chan S.C., Huang X., Snape E., Lam C.K., The Janus face of paternalistic leaders: authoritarianism, benevolence, subordinates' organization‐based self‐esteem, and performance, Journal of Organizational Behavior, 34, 1, pp. 108-128, (2013); Chen X.P., Eberly M.B., Chiang T.J., Farh J.L., Cheng B.S., Affective trust in Chinese leaders: linking paternalistic leadership to employee performance, Journal of Management, 40, 3, pp. 796-819, (2014); Cheng B.S., Chou L.F., Farh J.L., A triad model of paternalistic leadership: the constructs and measurement, Indigenous Psychological Research in Chinese Societies, 14, pp. 3-64, (2000); Cheng B.S., Chou L.F., Wu T.Y., Huang M.P., Farh J.L., Paternalistic leadership and subordinate responses: establishing a leadership model in Chinese organizations, Asian Journal of Social Psychology, 7, pp. 89-117, (2004); Daniels M.A., Greguras G.J., Exploring the nature of power distance: implications for micro-and macro-level theories, processes, and outcomes, Journal of Management, 40, 5, pp. 1202-1229, (2014); De Cuyper N., Sulea C., Philippaers K., Fischmann G., Iliescu D., De Witte H., Perceived employability and performance: moderation by felt job insecurity, Personnel Review, 43, 4, pp. 536-552, (2014); De Hoogh A.H., Den Hartog D.N., Neuroticism and locus of control as moderators of the relationships of charismatic and autocratic leadership with burnout, Journal of Applied Psychology, 94, 4, pp. 1058-1067, (2009); De Hoogh A.H., Greer L.L., Den Hartog D.N., Diabolical dictators or capable commanders? 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Williams L.J., McGonagle A.K., Four research designs and a comprehensive analysis strategy for investigating common method variance with self-report measures using latent variables, Journal of Business and Psychology, 31, 3, pp. 339-359, (2016); Williams L.J., Cote J.A., Buckley M.R., Lack of method variance in self-reported affect and perceptions of work: reality or artifact?, Journal of Applied Psychology, 74, pp. 462-468, (1989); Zhang Y., Huai M.Y., Xie Y.H., Paternalistic leadership and employee voice in China: a dual process model, The Leadership Quarterly, 26, 1, pp. 25-36, (2015)","A. Koveshnikov; Aalto University School of Business, Espoo, Finland; email: alexei.koveshnikov@aalto.fi","","Emerald Publishing","","","","","","00483486","","","","English","Pers. Rev.","Article","Final","","Scopus","2-s2.0-85122792623"
"Daniel H.; Nicholas F.; Chavali K.; Gundala R.R.","Daniel, Hillary (58134892200); Nicholas, Fayola (57195564230); Chavali, Kavita (45160965000); Gundala, Raghava R. (57195572083)","58134892200; 57195564230; 45160965000; 57195572083","The Perceived Effects of Graduate Business Education on Personal and Professional Development: An Empirical Study","2023","TEM Journal","12","1","","341","350","9","0","10.18421/TEM121-43","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149684827&doi=10.18421%2fTEM121-43&partnerID=40&md5=17fa9d6153db92f0ab043b1a474e6956","Academic Center, Arthur Lok Jack Global School of Business, Trinidad and Tobago; Arthur Lok Jack Global School of Business, Trinidad and Tobago; Dhofar University, Sultanate of Oman, Oman; University of Wisconsin-Parkside, United States","Daniel H., Academic Center, Arthur Lok Jack Global School of Business, Trinidad and Tobago; Nicholas F., Arthur Lok Jack Global School of Business, Trinidad and Tobago; Chavali K., Dhofar University, Sultanate of Oman, Oman; Gundala R.R., University of Wisconsin-Parkside, United States","There is a debate around the world about the role of higher education institutions in emerging economies in producing employable graduates. With the industry's ever-changing requirements, do the graduates have the required knowledge, skills, values, attributes, and competency to cope with the job's requirements? Are the students able to contribute positively to the organization they work for? This paper examines the perceived effects of graduate business education in attaining personal and professional development like leadership skills, managerial capabilities, increase in salary, job status, job change, and overall standard of living of graduates. This study aims to understand the impact of graduate business education on graduates’ careers. Career impact is measured in terms of change in leadership positions, increase in salary, job status, job change, and standard of living. The study’s implication is to understand the expected unexpected industry accordingly, bring changes in the curriculum, and assist business schools in taking initiatives to increase the employability of graduates. © 2023 Paitoon Pimdee, Sawitree Pipitgool, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License","curriculum; employability; perception; professional development","","","","","","","","Ampaw F. D., Jaeger A. J., Completing the three stages of doctoral education: An event history analysis, Research in Higher Education, 53, pp. 640-660, (2012); Erickson R. A., Geography and the changing landscape of higher education, Journal of Geography in Higher Education, 36, pp. 9-24, (2012); Hennemann S., Liefner I., Employability of German geography graduates: The mismatch between knowledge acquired and competencies required, Journal of Geography in Higher Education, 34, pp. 215-230, (2010); Kong L., Geography’s place in higher education in Singapore, Journal of Geography in Higher Education, 31, pp. 39-56, (2007); Li X., Kong Y., Peng B., Development of geography in higher education in China since 1980, Journal of Geography in Higher Education, 31, (2007); Whalley W. B., Saunders A., Lewis R. A., Buenemann M., Sutton P. C., Curriculum development: Producing geographers for the 21st century, Journal of Geography in Higher Education, 35, pp. 379-393, (2011); King P.M., Baxter M.B., A development perspective on learning, Journal of College Student Development, 37, pp. 163-173, (1996); Ryan A., Tilbury D., Uncharted waters: voyages for education for sustainable development in the higher education curriculum, Curriculum Journal, 24, 2, pp. 272-294, (2013); Sterling S., Transformative learning and sustainability: sketching the conceptual ground, Learning, and Teaching in Higher Education, 5, (2011); Tilbury D., Education for Sustainable Development: An Expert Review of Processes and Learning, (2011); McCalla-Wriggins B., Integrating academic advising and career and life planning, Academic advising: A comprehensive handbook, (2000); Pascarella E. T., Terenzini P. T., How college affects students, (2005); Baruch Y., Peiperl M., Career Management Practices: An Empirical Survey and Implications, Human Resource Management, 39, 4, pp. 347-366, (2000); Carnall C. A., MBA Futures: Managing MBAs in the 1990s, (1992); Bedard K., Herman D. A., Who goes to graduate/professional school? The importance of economic fluctuations, undergraduate field, and ability, Economics of Education Review, 27, 2, (2008); Brown D., Introduction to theories of career development and choice, Career Choice and Development, (2002); Brown S.C., Where this path may lead: Understanding career decision making for postcollege life, Journal of College Student Development, 45, pp. 375-390, (2004); Eddy J., Wernick W., Tiedeman D.V., Bosdell B.J., Career education refocusing education for career development, College student personnel development, administration, and counseling, (1980); Muja N., Appelbaum S.H., Cognitive and affective processes are underlying career change, Career Development International, 17, 7, pp. 683-701, (2012); Barnett R., Learning for an unknown future, Higher Education Research and Development, 23, pp. 247-260, (2004); Luker A, Bowers M. R., Powers T. L., Factors Influencing Pursuit of the MBA degree: A Student and Employer Perspective, Journal of Marketing of Higher Education, 2, 2, (1989); Shimizu R., Higuchi Y., The Value of MBA Education in the Japanese Labor Market, Japanese Economy, 36, 4, pp. 61-104, (2009); Baruch Y., Leeming A., The Added Value of MBA Studies - Graduates' Perceptions, Personnel Review, 30, 5, pp. 589-602, (2001); Baartman L., Ruijs L., Comparing students’ perceived and actual competence in higher vocational education, Assessment & Evaluation in Higher Education, 36, 4, pp. 385-398, (2011); Bleiklie I., Enders J., Lepori B., Organizational Configurations of Modern Universities, Institutional Logics and Public Policies, Managing Universities: Palgrave Studies in Global Higher Education, (2017); Caspersen J., Frolich N., Muller J., Higher education learning outcomes - Ambiguity and change in higher education, European Journal of Education, 52, pp. 8-19, (2017); Mayhew M. J., Pascarella E. T., Bowman N. A., Rockenbach A. N., Seifert T.A., Terenzini P. T., Wolniak G. C., How college affects students: 21st-century evidence that higher education works, (2016); Lechuga V. M., Faculty-graduate student mentoring relationships: Mentors’ perceived roles and responsibilities, Higher Education, 62, pp. 757-771, (2011); Mihail D., Elefterie K., Perceived Effects of an MBA Degree on Employability and Career Advancement, Career Development International, 11, pp. 352-361, (2006); Zlatkin-Troitschanskaia Olga, Shavelson Richard, Kuhn Christiane, The international state of research on the measurement of competency in higher education, Studies in Higher Education, 40, (2015); Cotton D.R.E., Winter J., It’s not just bits of paper and light bulbs: a review of sustainability pedagogies and their potential use in higher education, Sustainability Education: Perspectives and Practice Across Higher Education, pp. 39-54, (2010); Basye Geoffrey, Firms Voice Increased Hiring Projections for MBA Graduates in 2021:Data points to recruiters keeping headcount stable in 2020 as employers exhibit caution in maintaining talent amidst downturn, (2021); Tilbury D., Student engagement and leadership in higher education for sustainability, Routledge Handbook of Higher Education for Sustainable Development, pp. 241-260, (2016)","K. Chavali; Dhofar University, Sultanate of Oman, Oman; email: kchavali@du.edu.om","","UIKTEN - Association for Information Communication Technology Education and Science","","","","","","22178309","","","","English","TEM J.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85149684827"
"Guillaume M.; Loufrani-Fedida S.","Guillaume, Myriam (57411896400); Loufrani-Fedida, Sabrina (55509635600)","57411896400; 55509635600","Stakeholder engagement in inclusive employability management for employees whose health at work is impaired: empirical evidence from a French public organisation","2023","Personnel Review","52","1","","121","144","23","0","10.1108/PR-06-2021-0404","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122778730&doi=10.1108%2fPR-06-2021-0404&partnerID=40&md5=553a5578dce40209a9fb51a138fe2dfb","Group of Research in Management (GRM), IAE Nice Graduate School of Management, Université Côte dʼAzur, Nice, France","Guillaume M., Group of Research in Management (GRM), IAE Nice Graduate School of Management, Université Côte dʼAzur, Nice, France; Loufrani-Fedida S., Group of Research in Management (GRM), IAE Nice Graduate School of Management, Université Côte dʼAzur, Nice, France","Purpose: This paper identifies the stakeholders engaged in inclusive employability management for employees whose health at work is impaired and examines how different mechanisms can be used to engage these stakeholders. The paper aims to explore the link between stakeholder engagement and inclusive employability management. Design/methodology/approach: The empirical study uses a qualitative approach to mobilise a case study in a French public organisation. Data collection combines four sources: 50 individual interviews, informal dialogues, 39 days of observations and 43 documents. Findings: The findings provide insights into the management of inclusive employability for vulnerable employees and reveal the multiplicity of stakeholders involved. Institutional, organisational and individual mechanisms are used to engage stakeholders in employability management for vulnerable employees. Furthermore, the implementation of inclusive structural and operational mechanisms promotes a policy that favours employability management. However, stakeholders are also faced with institutional, organisational and individual difficulties that limit their engagement. Practical implications: The findings have the potential to inform organisational stakeholders – human resources management (HRM) and managerial stakeholders in particular – of the support needed for employability management. The findings emphasise the value of ensuring that employability management policies and practices promote the full integration of vulnerable employees. Originality/value: The research fills an important gap in the HRM literature on managing employability for vulnerable employees. In doing so, the study makes a specific contribution to the literature on organisational inclusion with employability management. Our research contributes to extant knowledge of stakeholder engagement by including a bottom-up dimension to facilitate stakeholder engagement. © 2021, Emerald Publishing Limited.","Employability management; Impaired health at work; Inclusive organisations; Stakeholder engagement; Vulnerable employees","","","","","","","","Baruch Y., Bhaskar A.U., Mishra B., Career dynamics in India: a two-wave study of career orientations and employability of graduates, Personnel Review, 49, 3, pp. 825-845, (2019); Bolton R., Gold J., Career management: matching the needs of individuals with the needs of organizations, Personnel Review, 23, 1, pp. 6-24, (1994); Carmeli A., Reiter-Palmon R., Ziv E., Inclusive leadership and employee involvement in creative tasks in the workplace : the mediating role of psychological safety, Creativity Research Journal, 22, 3, pp. 250-260, (2010); Crisp R., Powell R., Young people and UK labour market policy: a critique of ‘employability’ as a tool for understanding youth unemployment, Urban Studies, 54, 8, pp. 1784-1807, (2017); De Cuyper N., Bernhard-Oettel C., Berntson E., Witte H.D., Alarco B., Employability and employees' well‐being: mediation by job insecurity, Applied Psychology, 57, 3, pp. 488-509, (2008); De Vos A., De Hauw S., Van der Heijden B.I., Competency development and career success: the mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); DeWall C.N., Maner J.K., Rouby D.A., Social exclusion and early-stage interpersonal perception: selective attention to signs of acceptance, Journal of Personality and Social Psychology, 96, 4, pp. 729-741, (2009); Dobusch L., How exclusive are inclusive organisations?, Equality, Diversity and Inclusion: An International Journal, 33, 3, pp. 220-234, (2014); Dobusch L., The inclusivity of inclusion approaches: a relational perspective on inclusion and exclusion in organizations, Gender Work and Organization, 28, 1, pp. 379-396, (2021); Forrier A., Sels L., Temporary employment and employability: training opportunities and efforts of temporary and permanent employees in Belgium, Work, Employment and Society, 17, 4, pp. 641-666, (2003); Forrier A., Sels L., The concept employability: a complex mosaic, International Journal of Human Resources Development and Management, 3, 2, pp. 102-124, (2003); Forrier A., De Cuyper N., Akkermans J., The winner takes it all, the loser has to fall: provoking the agency perspective in employability research, Human Resource Management Journal, 28, 4, pp. 511-523, (2018); Freeman R.E., Strategic Management: A Stakeholder Approach, (1984); Freeman R.E., Managing for stakeholders: trade-offs or value creation, Journal of Business Ethics, 96, 1, pp. 7-9, (2010); Fugate M., Kinicki A.J., Ashforth B.E., Employability: a psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gotsis G., Grimani K., The role of servant leadership in fostering inclusive organizations, Journal of Management Development, 35, 8, pp. 985-1010, (2016); Greenwood M., Stakeholder engagement: beyond the myth of corporate responsibility, Journal of Business Ethics, 74, 4, pp. 315-327, (2007); Guest D.E., Human resource management and employee well‐being: towards a new analytic framework, Human Resource Management Journal, 27, 1, pp. 22-38, (2017); Holck L., Spatially embedded inequality: exploring structure, agency, and ethnic minority strategies to navigate organizational opportunity structures, Personnel Review, 45, 4, pp. 643-662, (2016); Huang L.C., Ahlstrom D., Lee Amber Y.P., Chen, Hsieh M.J., High performance work systems, employee well-being, and job involvement: an empirical study, Personnel Review, 45, 2, pp. 296-314, (2016); James P., Cunningham I., Dibben P., Absence management and the issues of job retention and return to work, Human Resource Management Journal, 12, 2, pp. 82-94, (2002); Laplume A., Harrison J., Zhang Z., Yu X., Walker K., Evidence of an inverted U–shaped relationship between stakeholder management performance variation and firm performance, Business Ethics Quarterly, pp. 1-27, (2021); Laskin A.V., Kresic K., Inclusion as a component of CSR and a brand connection strategy, Public Relations for Social Responsibility, pp. 149-163, (2021); Loureiro S.M.C., Romero J., Bilro R.G., Stakeholder engagement in co-creation processes for innovation: a systematic literature review and case study, Journal of Business Research, 119, pp. 388-409, (2020); Matten D., Crane A., What is stakeholder democracy ? 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Guillaume; Group of Research in Management (GRM), IAE Nice Graduate School of Management, Université Côte dʼAzur, Nice, France; email: myriam.guillaume@univ-cotedazur.fr","","Emerald Publishing","","","","","","00483486","","","","English","Pers. Rev.","Article","Final","","Scopus","2-s2.0-85122778730"
"Yanes N.; Bououd I.; Jamel L.; Alturki N.","Yanes, Nacim (14827613900); Bououd, Ikram (54895154800); Jamel, Leila (56242043600); Alturki, Nazik (57226667238)","14827613900; 54895154800; 56242043600; 57226667238","Serious gaming for graduates employability enhancement","2023","Frontiers in Psychology","14","","1324397","","","","0","10.3389/fpsyg.2023.1324397","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180885137&doi=10.3389%2ffpsyg.2023.1324397&partnerID=40&md5=58275f305983fe326b392b2986eff821","College of Computer and Information Sciences, Jouf University, Sakaka, Saudi Arabia; RIADI Laboratory, La Manouba University, Manouba, Tunisia; Kedge Business School, Marseille, France; Department of Information Systems, College of Computer and Information Sciences, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia","Yanes N., College of Computer and Information Sciences, Jouf University, Sakaka, Saudi Arabia, RIADI Laboratory, La Manouba University, Manouba, Tunisia; Bououd I., Kedge Business School, Marseille, France; Jamel L., Department of Information Systems, College of Computer and Information Sciences, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia; Alturki N., Department of Information Systems, College of Computer and Information Sciences, Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia","Higher Education Institutions (HEIs) are blamed for being insouciant about the business world and not efficiently steeling students with employment abilities. As a reply to this exigency from business owners, HEIs have started to show commitment to graduate employability through developing and adopting new educational material, such Serious Games (SGs), to help students acquire these soft skills. This paper explores the students’ perceptions of the significance of SGs on soft skills and therefore boosting graduate employability. We carried out a quantitative and qualitative study with 322 students from business colleges in the aim to focus on the impact of user experience in SGs on critical thinking and teamwork. The results highlight the strong influence of SGs to acquire these soft skills. Copyright © 2023 Yanes, Bououd, Jamel and Alturki.","employability; graduates; higher education; qualitative; quantitative; serious games; soft skills","","","","","","Princess Nourah Bint Abdulrahman University, PNU, (43-PRFA-P-60); Deanship of Scientific Research, King Saud University","This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43-PRFA-P-60). ","Al Asefer M., Abidin N.S.Z., Soft skills and graduates’ employability in the 21st century from employers’ perspectives: a review of literature, Int. J. Infrastruct. Res. Manage, 9, pp. 44-59, (2021); Almeida F., Simoes J., The role of serious games, gamification and industry 4.0 tools in the education 4.0 paradigm, Contemp. Educ. 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Psychol.","Article","Final","","Scopus","2-s2.0-85180885137"
"Maer Matei M.M.; Zamfir A.-M.; Mocanu C.","Maer Matei, Monica Mihaela (36716642100); Zamfir, Ana-Maria (54406344700); Mocanu, Cristina (37023201100)","36716642100; 54406344700; 37023201100","Criteria Weights in Hiring Decisions—A Conjoint Approach","2023","Mathematics","11","3","728","","","","0","10.3390/math11030728","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147815846&doi=10.3390%2fmath11030728&partnerID=40&md5=5870ef33b61b0d763e9a6494d6870972","Department of Education, Training and Labour Market, National Scientific Research, Institute for Labour and Social Protection, Bucharest, 010643, Romania; Department of Economic Informatics and Cybernetics, Bucharest University of Economic Studies, Bucharest, 010552, Romania","Maer Matei M.M., Department of Education, Training and Labour Market, National Scientific Research, Institute for Labour and Social Protection, Bucharest, 010643, Romania, Department of Economic Informatics and Cybernetics, Bucharest University of Economic Studies, Bucharest, 010552, Romania; Zamfir A.-M., Department of Education, Training and Labour Market, National Scientific Research, Institute for Labour and Social Protection, Bucharest, 010643, Romania; Mocanu C., Department of Education, Training and Labour Market, National Scientific Research, Institute for Labour and Social Protection, Bucharest, 010643, Romania","Understanding human behavior in the decision-making process represents a challenge for researchers in the socio-economic field. The complexity comes from multiple criteria acting simultaneously. Hiring decisions are made on a set of criteria representing the attributes of the applicants. This study’s main objective is to investigate Romanian employers’ behavior when recruiting for jobs targeting graduates from economic studies. The method used to identify the weights employers assign to different skills was based on an experimental technique-choice based conjoint. A survey experiment was conducted to produce causal conclusions about the recruiting process. The estimation was performed with a methodology based on machine learning, which allows to investigate interactions between subjects’ characteristics and conjoint criteria. The findings of our experiment align with other studies pointing to the increased relevance of non-cognitive skills for employability. Additionally, our results show that criteria weights in hiring decisions depend on company size, ownership, activity sector or personal characteristics of the recruiter. Our research provides a mechanism for understanding employers’ perspectives. This is valuable for informing job seekers to adjust their job search strategies and to invest in the skills offering hiring opportunities. Moreover, universities can use the results to adapt their educational programs to labor market needs. © 2023 by the authors.","choice based conjoint; criteria; employability; skills","","","","","","Ministry of Research, Innovation and Digitalization, (PN 09-420308, PN 19130303)","This research was funded by Ministry of Research, Innovation and Digitalization, NUCLEU program, project number PN 09-420308. The APC was funded by Ministry of Research, Innovation and Digitalization, NUCLEU program, project number PN 19130303.","Bills D.B., Di Stasio V., Gerxhani K., The Demand Side of Hiring: Employers in the Labor Market, Annu. Rev. Sociol, 43, pp. 291-310, (2017); Rivera L., Employer Decision Making, Annu. Rev. Sociol, 46, pp. 215-232, (2020); Pedulla D., Making the Cut, Hiring Decisions, Bias, and the Consequences of Nonstandard, Mismatched, and Precarious Employment, (2020); Damelang A., Ebensperger S., Stumpf F., Foreign Credential Recognition and Immigrants’ Chances of Being Hired for Skilled Jobs—Evidence from a Survey Experiment Among Employers, Soc. Forces, 99, pp. 648-671, (2020); Neugebauer M., Daniel A., Higher education non-completion, employers, and labor market integration: Experimental evidence, Soc. Sci. Res, 105, (2022); Naven M., Whalen D., The signaling value of university rankings: Evidence from top 14 law schools, Econ. Educ. Rev, 89, (2022); Arkes J., What Do Educational Credentials Signal and Why Do Employers Value Credentials?, Econ. Educ. Rev, 18, pp. 133-141, (1999); Di Stasio V., Gerxhani K., Employers’ social contacts and their hiring behavior in a factorial survey, Soc. Sci. Res, 51, pp. 93-107, (2015); Fossati F., Wilson A., Bonoli G., What Signals Do Employers Use When Hiring? Evidence from a Survey Experiment in the Apprenticeship Market, Eur. Sociol. Rev, 36, pp. 760-779, (2020); Casoria F., Reuben E., Rott C., The Effect of Group Identity on Hiring Decisions with Incomplete Information, Manag. Sci, 68, pp. 6336-6345, (2022); Auer D., Bonoli G., Fossati F., Liechti F., The Matching Hierarchies Model: Evidence from a Survey Experiment on Employers’ Hiring Intent Regarding Immigrant Applicants, Int. Migr. Rev, 53, pp. 121-190, (2019); Luce R.D., Tukey J.W., Simultaneous conjoint measurement—A new type of fundamental measurement, J. Math. 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Econ, 20, pp. 227-239, (2013); Zhang J., Fukuda H., Wei X., Zhang L., Jiang J., Effects of urban environmental attributes on graduate job preferences in Northeastern China: An application of conjoint analysis and big data methods, Environ. Res. Lett, 16, (2021); Therneau T., A Package for Survival Analysis in R. R Package Version 3.5-0; Eggers F., Sattler H., Teichert T., Volckner F., Choice-Based conjoint analysis, Handbook of Market Research, pp. 781-819, (2022); Hainmueller J., Hopkins D.J., Yamamoto T., Causal inference in conjoint analysis: Understanding multidimensional choices via stated preference experiments, Political Anal, 22, pp. 1-30, (2014); Bansak K., Hainmueller J., Hopkins D.J., Yamamoto T., Using Conjoint Experiments to Analyze Election Outcomes: The Essential Role of the Average Marginal Component Effect (AMCE), Political Anal, pp. 1-19, (2022); Bansak K., Hainmueller J., Hopkins D.J., Yamamoto T., Druckman J.N., Green D.P., Conjoint survey experiments, Advances in Experimental Political Science, pp. 19-41, (2021); Abramson S.F., Kocak K., Magazinnik A., What do we learn about voter preferences from conjoint experiments?, Am. J. Political Sci, 66, pp. 1008-1020, (2022); Robinson T.S., Duch R.M., How to Detect Heterogeneity in Conjoint Experiments; Zhirkov K., Estimating and using individual marginal component effects from conjoint experiments, Political Anal, 30, pp. 236-249, (2022); Chipman H.A., George E.I., McCulloch R.E., BART: Bayesian additive regression trees, Ann. Appl. Stat, 4, pp. 266-298, (2010); Kapelner A., Bleich J., bartMachine: Machine learning with Bayesian additive regression trees, arXiv, (2013); Wittink D.R., Cattin P., Commercial use of conjoint analysis: An update, J. Mark, 53, pp. 91-96, (1989); Wittink D.R., Krishnamurthi L., Nutter J.B., Comparing derived importance weights across attributes, J. Consum. Res, 8, pp. 471-474, (1982); Aizaki H., Basic Functions for Supporting an Implementation of Choice Experiments in R, J. Stat. Softw. Code Snippets, 50, pp. 1-24, (2012); Aizaki H., Nishimura K., Design and Analysis of Choice Experiments Using R: A Brief Introduction, Agric. Inf. Res, 17, pp. 86-94, (2008); Harrigan P., Hulbert B., How can marketing academics serve marketing practice? The new marketing DNA as a model for marketing education, J. Mark. Educ, 33, pp. 253-272, (2011); Wallander L., 25 years of factorial surveys in sociology: A review, Soc. Sci. Res, 38, pp. 505-520, (2009); Hastie T., Tibshirani R., Bayesian backfitting (with comments and a rejoinder by the authors, Stat. Sci, 15, pp. 196-223, (2000); Hill J., Linero A., Murray J., Bayesian additive regression trees: A review and look forward, Annu. Rev. Stat. Its Appl, 7, pp. 251-278, (2020); Green D.P., Kern H.L., Modeling heterogeneous treatment effects in survey experiments with Bayesian additive regression trees, Public Opin. Q, 76, pp. 491-511, (2012); Wong J.C.Y., Blankenship B., Urpelainen J., Balani K., Ganesan K., Bharadwaj K., Understanding electricity billing preferences in rural and urban India: Evidence from a conjoint experiment, Energy Econ, 106, (2022); Tan Y.V., Flannagan C.A., Elliott M.R., Predicting human-driving behavior to help driverless vehicles drive: Random intercept Bayesian additive regression trees, Stat. Its Interface, 11, pp. 557-572, (2018); Anderson M.M., Garman A.N., Johnson T.J., Fogg L., Walton S.M., Kuperman D., How do Employers Judge the Quality of Applicants' Graduate Healthcare Management Education? A Conjoint Analysis Study, J. Health Adm. Educ, 38, (2021); Foerster-Metz U.S.F.P., Golowko N., The need for digital and soft skills in the Romanian business service industry, Manag. Mark. Chall. Knowl. Soc, 13, pp. 831-847, (2018); The Skills Employers Want! (Briefing Note), (2019); Gonzalez Vazquez I., Milasi S., Carretero Gomez S., Napierala J., Robledo Bottcher N., Jonkers K., Goenaga X., Arregui Pabollet E., Bacigalupo M., Biagi F., Et al., The Changing Nature of Work and Skills in the Digital Age, (2019); Di Gregorio A., Maggioni I., Mauri C., Mazzucchelli A., Employability skills for future marketing professionals, Eur. Manag. J, 37, pp. 251-258, (2019)","M.M. Maer Matei; Department of Education, Training and Labour Market, National Scientific Research, Institute for Labour and Social Protection, Bucharest, 010643, Romania; email: monica.maer@incsmps.ro","","MDPI","","","","","","22277390","","","","English","Mathematics","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85147815846"
"Roy T.; Roy S.","Roy, Tapas (54979676100); Roy, Sudas (57191763197)","54979676100; 57191763197","Engineering Education in India Problem of Assessment and Challenges of Employability","2023","Economic and Political Weekly","58","1","","13","16","3","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146512021&partnerID=40&md5=0d4b06cb87ce9ca06bf2dee6dceb9d73","St Thomas’ College of Engineering and Technology, Kolkata, India; the IIM Calcutta, India","Roy T., St Thomas’ College of Engineering and Technology, Kolkata, India; Roy S., the IIM Calcutta, India","Serious concerns have been raised from time to time about the efficacy of the engineering education in India in providing the skills to be employable. A study on summative questions asked in an engineering exam, of a state university, revealed that the questions lingered in the first three levels of lower order thinking skill. This article attempts to identify the weaknesses of the existing curriculum in the areas of pedagogy and assessment which are pertinent to improve the employability in the context of the New Education Policy, 2020. © 2023 Economic and Political Weekly. All rights reserved.","","","","","","","","","Ambrose S A, Undergraduate Engineering Curriculum: The Ultimate Design Challenge, The Bridge, 43, 2, (2013); National Employability Report: Engineers 2019, (2019); 2017–18 Dashboard, All India Council for Technical Education, (2022); 94% of Engineering Graduates Are Not Fit for Hiring, Says This IT Stalwart, (2018); Do We Really Need to Change Our Engineering Curriculum?, (2020); Hillage J, Et al., Employability: Developing a Framework for Policy Analysis, (1998); Express New Indian, NASSCOM-McKinsey Report Needs a 2011 Version, (2012); Shettar Ashok S, Et al., Examination Reform Policy, (2018); Tilak J B G, Et al., Paradoxes and Contradictions in the Growth of Engineering Education in India: Challenges and Prospects, (2021); Tilak J B, Private Sector in Higher Education: A Few Stylized Facts, Social Change, 39, 1, pp. 1-28, (2009); Upadhya C, Employment, Exclusion and ‘Merit’ in the Indian IT Industry, Economic & Political Weekly, 42, 20, (2007); International Comparative Study: Engineering Education in India, (2013)","","","Economic and Political Weekly","","","","","","00129976","","","","English","Econ. Polit. Wkly.","Article","Final","","Scopus","2-s2.0-85146512021"
"Potts D.; Kim J.","Potts, Davina (56900726200); Kim, Jeongeun (55938829800)","56900726200; 55938829800","Boosting Career and Employability Outcomes Through Multiple Learning Abroad Experiences","2023","Journal of Studies in International Education","27","1","","119","140","21","1","10.1177/10283153211052775","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121369321&doi=10.1177%2f10283153211052775&partnerID=40&md5=270e484687184a9ebea6f4b82eda27c2","The University of Melbourne, Australia; Mary Lou Fulton Teachers College, Arizona State University, United States","Potts D., The University of Melbourne, Australia; Kim J., Mary Lou Fulton Teachers College, Arizona State University, United States","While participation in learning abroad has increased rapidly over the last decade, short-term programs played an important role in boosting participation and widening access to learning abroad. The current study takes advantage of a new pattern of participation in learning abroad to examine self-reported career outcomes and employability development benefits based on program duration and the number of programs undertaken. Using a large-scale dataset of graduates of Australian universities, the study challenges conventional wisdom that a longer experience is better and explores the impact of multiple short-term program participation as a new intervention in graduate career outcomes. Although this study is based on the Australian higher education context, the results may be informative to educators and policy-makers from countries with comparable learning abroad programs in considering how short-term programs can be used more purposefully to foster positive careers and employability outcomes. © 2021 European Association for International Education.","careers; graduate outcomes; higher education policy; internationalisation","","","","","","","","Angrist J.D., Pischke J., Mostly harmless econometrics: An empiricist's Companion, (2008); Becker G.S., Human capital: A theoretical and empirical analysis with special reference to education, third edition, (1993); Berquist B., Moore A., Internationalisation and employment: The case of the kiwi overseas experience (OE), Internationalization and employability in higher education, pp. 129-138, (2019); Bracht O., Engel C., Janson K., Schomburg H., Teichler U., The professional value of ERASMUS mobility. Final report. Presented to the European Commission—DG education and culture, (2006); Bretag T., van der Veen R., ‘Pushing the boundaries’: Participant motivation and self-reported benefits of short-term international study tours, Innovations in Education and Teaching International, 54, 3, pp. 175-183, (2017); Chieffo L., Griffiths L., Large-Scale assessment of student attitudes after a short-term study abroad program, Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 1, pp. 165-177, (2004); Coker J.S., Heiser E., Taylor L., Book C., Impacts of experiential learning depth and breadth on student outcomes, Journal of Experiential Education, 40, 1, pp. 5-23, (2017); Crossman J.E., Clarke M., International experience and graduate employability: Stakeholder perceptions on the connection, Higher Education, 59, 5, pp. 599-613, (2010); Di Pietro G., Do study abroad programs enhance the employability of graduates?, Education Finance and Policy, 10, 2, pp. 223-243, (2015); Dwyer M.M., More Is better: The impact of study abroad program duration, Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 1, pp. 151-163, (2004); (2014); Farrugia C., Sanger J., Gaining an employment edge: The impact of study abroad on 21st century skills & career prospects, (2017); Gardner P., Gross L., Steglitz I., Unpacking your study abroad experience: Critical reflection for workplace competencies. Volume 1, issue 1. CERI research brief 1-2008, (2008); Gonyea R.M., (2008); Green W., King E., Gallagher J., How can international learning experiences enhance employability? Critical insights from new graduates and the people who employ them, Internationalization and employability in higher education, pp. 25-38, (2019); Harvey A., Sellar S., Molla T.M., Baroutsis A., Cakitaki B., Tellefson J., Luckman M., Szalkowicz G., Brett M., (2016); Open doors 2019, (2019); Johnson M., Anderson C., The impact of education abroad on competency development, Internationalization and employability in higher education, pp. 49-58, (2019); Kim J., Kim J., DesJardins S.L., McCall B.P., Completing algebra II in high school: Does it increase college access and success?, The Journal of Higher Education, 86, 4, pp. 628-662, (2015); Kolb D., Experiential learning: Experience As The source of learning and development (Vol. 1), (1984); Matherly C., Tillman M., Linking learning abroad and employability, Internationalization and employability in higher education, pp. 11-24, (2019); Mazzucato M., The value of everything, (2018); Mohajeri Norris E., Gillespie J., How study abroad shapes global careers: Evidence from the United States, Journal of Studies in International Education, 13, 3, pp. 382-397, (2009); Experiences that matter: Enhancing student learning and success (annual report 2007), (2007); Ogden A.C., Streitwieser B., Mol C.V., Education abroad: Bridging scholarship and practice, (2020); Oosterbeek H., Webbink D., Does studying abroad induce a brain drain?, Economica, 78, 310, pp. 347-366, (2011); Orosz K., Proteasa V., Craciun D., The use of instrumental variables in higher education research, Theory and method in higher education research, 6, pp. 61-80, (2020); Ota H., Shimmi Y., Recent trends in learning abroad in the context of a changing Japanese economy and higher education situation, Internationalization and employability in higher education, pp. 78-91, (2019); Pace C.R., The credibility of student self-reports, (1985); Petzold K., The role of international student mobility in hiring decisions: A vignette experiment among German employers, Journal of Studies in International Education, 30, 8, pp. 893-911, (2017); Porter S.R., Do college student surveys have any validity?, The Review of Higher Education, 35, 1, pp. 45-76, (2011); Potts D., Understanding the early career benefits of learning abroad programs, Journal of Studies in International Education, 19, 5, pp. 441-459, (2015); Potts D., (2019); Potts D., (2020); Potts D., (2021); Scharoun L., Short-term study tours as a driver for increasing domestic student mobility in order to generate global work-ready students and cultural exchange in Asia Pacific, Perspectives: Policy and Practice in Higher Education, 20, 2-3, pp. 83-89, (2016); Sutton R.S., Rubin D.L., (2010); Teichler U., Internationalisation trends in higher education and the changing role of international student mobility, Journal of International Mobility, 5, 1, (2017); Teichler U., Jahr V., Mobility during the course of study and after graduation, European Journal of Education, 36, 4, pp. 443-458, (2001); Teichler U., Janson K., The professional value of temporary study in another European country: Employment and work of former ERASMUS students, Journal of Studies in International Education, 11, 3-4, pp. 486-495, (2007); Teichler U., Maiworm F., Transition to work: The experiences of former ERASMUS students, (1994); Twombly S.B., Salisbury M.H., Tumanut S.D., Klute P., Study abroad in a new global century–renewing the promise, refining the purpose, ASHE Higher Education Report, 38, 4, pp. 1-152, (2012); Vande Berg M., Connor-Linton J., Paige M., The Georgetown consortium project: Interventions for student learning abroad, Frontiers: Interdisciplinary Journal of Study Abroad, 18, Fall, pp. 1-76, (2009); Waibel S., Petzold K., Ruger H., Occupational status benefits of studying abroad and the role of occupational specificity – A propensity score matching approach, Social Science Research, 74, pp. 45-61, (2018); Waibel S., Ruger H., Ette A., Sauer L., Career consequences of transnational educational mobility: A systematic literature review, Educational Research Review, 20, pp. 81-98, (2017); Weiss A., Human capital vs. Signalling explanation of wages, Journal of Economic Perspectives, 9, 4, pp. 133-154, (1995); Wiers-Jenssen J., Tillman M., Matherly C., Employability: How education abroad impacts the transition to graduate employment, Education abroad: Bridging scholarship and practice, pp. 135-150, (2020); (2016); Yorke M., Employability in higher education: What It Is, what It Is Not (learning and employability series 1), (2006); Zimmermann J., Neyer F.J., Do we become a different person when hitting the road? Personality development of sojourners, Journal of Personality and Social Psychology, 105, 3, pp. 515-530, (2013)","D. Potts; The University of Melbourne, Australia; email: Davina.potts@unimelb.edu.au","","SAGE Publications Inc.","","","","","","10283153","","","","English","J. Stud. Int. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85121369321"
"Crimmins G.; Casey S.","Crimmins, Gail (56444297400); Casey, Sarah (57218438964)","56444297400; 57218438964","How equity practices within universities facilitate women graduates' employability","2023","Education and Training","65","1","","44","57","13","0","10.1108/ET-02-2021-0064","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144035166&doi=10.1108%2fET-02-2021-0064&partnerID=40&md5=cf27d8362f7d4512a26f14e389051523","School of Business and Creative Industries, University of the Sunshine Coast, Sunshine Coast, Australia; School of Business and Creative Industries, University of the Sunshine Coast Sippy Downs Campus, Sippy Downs, Australia","Crimmins G., School of Business and Creative Industries, University of the Sunshine Coast, Sunshine Coast, Australia; Casey S., School of Business and Creative Industries, University of the Sunshine Coast Sippy Downs Campus, Sippy Downs, Australia","Purpose: This paper argues that universities can facilitate women graduates' employability by supporting gender equity within their institutions. It presents a rationale and strategy for addressing the gendered nature of career confidence which negatively impacts women graduates' entry into the workplace – a phenomenon that influences women graduates' career and life trajectories, and all industries' capacity to serve women stakeholders. Design/methodology/approach: The authors consider existing literature as “words to think with” (Kinsella and Shepherd, 2020), as a feminist methodology to contribute fresh ideas into the discourse arena of graduate employability and as a means to make social change possible (Phelan, 1994). Findings: The paper presents the feminist viewpoint that a reconfiguration of gender relations in the academy, through deploying gender equity quotas, and professional development activities designed to expose and help mitigate implicit gender bias are required to support women graduates' career confidence and employability. Research limitations/implications: The paper offers a viewpoint rather than an empirical evidence because of the difficulty in directly assessing a causal relationship between gendered education experience and graduates' self-efficacy and transition from college to work, “due to its longitudinal nature … [and] because cultural beliefs are … difficult to manipulate experimentally” (Sterling et al., 2020, p. 30,306). Also, while gender equity quotas have had some success, they can be disrupted by gendered bias within the workplace. Although the authors recommend a combination intervention of gender equity quotas and professional development to address gender bias, they acknowledge that the intervention is yet to be evaluated. Practical implications: Universities are tasked with supporting graduate employability, an inherent quality of which is graduate identity. The study offers a practical solution to increasing the number of women leaders within the academy by recommending the introduction of gender equity quotas, supported by professional development designed to develop leaders' gender insight and change agency, and combat all university workers' gender bias. This approach provides more equitable work structures within universities and increases the number and nature of women role models to support women's graduate identity development. Gender equity principles are presented as the key to facilitating women graduates' self-efficacy and work readiness. Social implications: Strategy designed to enhance women graduates' career confidence is critical because women's lower career confidence tends to inform their lower-level starting positions with lower-level pay, resulting in role and pay gaps that are sustained and magnified throughout the life cycle of their careers. Additionally, interventions to address gender bias in the academy are significant because providing gender equity quotas alongside facilitating women in leadership positions to be/come change agents move beyond what Cockburn (1989, p. 218) defines as supporting a short-term agenda of “equality for individual women … [to supporting a] project of transformation for organizations”. Originality/value: The novel contribution of this paper is the feminist conceptualisation that gender equity practices, most notably a composite of gender equity quotas and professional development, are located within universities' remit to support graduate employability. © 2022, Emerald Publishing Limited.","Gender equity; Graduate employability; Higher education; Implicit gender bias; Quotas","","","","","","","","Acker J., Hierarchies, jobs, bodies: a theory of gendered organizations, Gender and Society, 4, 2, pp. 139-145, (1990); Bailey A.H., LaFrance M., Dovidio J.F., Is man the measure of all things? 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The experiences of female early career researchers on the intersection of gender and ethnicity in the academic workplace, Gender Work and Organization, 28, 1, (2020); Bridgstock R., The university and the knowledge network: a new educational model for twenty-first century learning and employability, Graduate Employability in Context Theory, Research and Debate, pp. 339-358, (2017); Cech E.A., The self-expressive edge of occupational sex segregation, American Journal of Sociology, 119, 3, pp. 747-789, (2013); Cifre E., Vera M., Sanchez-Cardona I., de Cuyper N., Sex, gender identity, and perceived employability among Spanish employed and unemployed youngsters, Frontiers in Psychology, 9, (2018); Cislaghi B., Heise L., Gender norms and social norms: differences, similarities and why they matter in prevention science, Sociology of Health and Illness, 42, 2, pp. 407-422, (2020); Cockburn C., Equal opportunities: the short and long agenda, Industrial Relations Journal, 20, 3, pp. 213-225, (1989); Criado Perez C., Invisible Women: Exposing Data Bias in a World Designed for Men, (2019); Daniels J., Brooker J., Student identity development in higher education: implications for graduate attributes and work-readiness, Educational Research, 56, 1, pp. 65-76, (2014); De Vries J.A., van den Brink M., Transformative gender interventions: linking theory and practice using the 'Bifocal Approach, Equality, Diversity and Inclusion: An International Journal, 35, 7-8, pp. 429-448, (2016); Del Carpio L., Guadalupe M., More women in tech? 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Crimmins; School of Business and Creative Industries, University of the Sunshine Coast, Sunshine Coast, Australia; email: GCrimmin@usc.edu.au","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85144035166"
"Main S.; Byrne M.; Scott J.J.; Sullivan K.; Paolino A.; Slater E.V.; Boron J.","Main, S. (37005666400); Byrne, M. (57223097871); Scott, J.J. (56043008500); Sullivan, K. (55822574100); Paolino, A. (56037059000); Slater, E.V. (57202582900); Boron, J. (57362848700)","37005666400; 57223097871; 56043008500; 55822574100; 56037059000; 57202582900; 57362848700","Primary specialisations in Australia: graduates’ perceptions of outcome and impact","2023","Australian Educational Researcher","50","2","","371","390","19","0","10.1007/s13384-021-00496-y","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120612998&doi=10.1007%2fs13384-021-00496-y&partnerID=40&md5=0cb9e5d3c04a3fc34996d882674c5c6f","School of Education, Edith Cowan University, 2 Bradford St, Mount Lawley, 6050, WA, Australia; School of Education and Tertiary Access, University of Sunshine Coast, Sunshine Coast, QLD, Australia","Main S., School of Education, Edith Cowan University, 2 Bradford St, Mount Lawley, 6050, WA, Australia; Byrne M., School of Education, Edith Cowan University, 2 Bradford St, Mount Lawley, 6050, WA, Australia; Scott J.J., School of Education, Edith Cowan University, 2 Bradford St, Mount Lawley, 6050, WA, Australia, School of Education and Tertiary Access, University of Sunshine Coast, Sunshine Coast, QLD, Australia; Sullivan K., School of Education, Edith Cowan University, 2 Bradford St, Mount Lawley, 6050, WA, Australia; Paolino A., School of Education, Edith Cowan University, 2 Bradford St, Mount Lawley, 6050, WA, Australia; Slater E.V., School of Education, Edith Cowan University, 2 Bradford St, Mount Lawley, 6050, WA, Australia; Boron J., School of Education, Edith Cowan University, 2 Bradford St, Mount Lawley, 6050, WA, Australia","In 2014, the Australian Government established the Teacher Education Ministerial Advisory Group (TEMAG) to advise on how teacher education programmes could ensure new teachers were adequately prepared for the classroom. Following this, the Australian Government endorsed a key recommendation of the TEMAG Action Now: Classroom Ready Teachers report, the inclusion of specialisations in primary Initial Teacher Education (ITE). This research was conducted at an Australian public university that, in 2016, had embedded specialisations in a revised primary teacher programme structure and was one of the first ITE institutions in Australia to graduate primary teachers with a specialisation. Using a mixed-methods case study design with convenience sampling, this study sought to investigate these primary graduates’ perceptions of undertaking a specialisation in relation to the development of content knowledge and pedagogical knowledge in the specialist area, as well as perceived employment advantages. This research took place over 4 years with participants having completed a Bachelor of Education (Primary) at least three months prior to participating. The participants reported benefits to having completed a primary specialisation but expressed concerns about their preparedness to teach their specialisation and whether it would result in any advantages for employment. Recommendations from the participants included teaching practice in their area of specialisation, consideration of specialist skills and changing the timetabling of the specialisation in the programme. Ultimately, there is a need for ongoing research in this area to determine the extent to which primary specialisations deliver the intended outcomes and impacts at both the policy driver level and the university level. © 2021, The Author(s).","Employability; Initial teacher education; Primary; Specialisations","","","","","","","","Accreditation of Initial Teacher Education Programs in Australia, (2015); Barber M., . Mourshed. M., Mckinsey & Company., (2007); Bennett L., Nair C.S., Wayland C., Love it or hate it: Participation a key ingredient in closing the loop, Australian Universities Quality Forum, (2006); Bourke T., Mills R., Siostrom E., Origins of primary specialisation in Australian education policy: What’s the problem represented to be?, The Australian Educational Researcher, 47, 5, pp. 725-740, (2020); (2020); Cohen L., Manion L., Morrison K., Research methods in education, (2011); Craven G., Beswick K., Fleming J., Fletcher T., Green M., Jensen B., Leinonen E., Rickards F., Action Now: Classroom Ready teachers—Report of the Teacher Education Ministerial Advisory Group (TEMAG), (2014); Creswell J.W., Research design: Qualitative, quantitative, and mixed methods approaches, (2013); Contextual factors that influence the achievement of Australia’s Indigenous students: Results from PISA 2000–2006, Australian Council for Educational Research, (2010); Review to Achieve Educational Excellence in Australian Schools, (2017); National School Reform Agreement, Australian Government, (2020); Action now: Classroom ready teachers – Australian Government response, Department of Education, (2015); Even R., Subject-matter knowledge and pedagogical content knowledge: prospective secondary teachers and the function concept, Journal for Research in Mathematics Education, 24, 2, pp. 94-116, (1993); Halinen I., Managing the time-lag dilemma. 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On the relationship between teachers’ general pedagogical knowledge and instructional quality, European Journal of Teacher Education, 39, 4, pp. 419-436, (2016); Lamb S., Jackson J., Walstab A., Huo S., Educational opportunity in Australia 2015: Who succeeds and who misses out, Centre for International Research on Education Systems, (2015); Markworth K.A., Brobst J., Ohana C., Parker R., Elementary content specialization: Models, affordances, and constraints, International Journal of STEM Education, 3, 1, pp. 1-19, (2016); Miles M.B., Huberman A.M., Saldana J., Qualitative data analysis: A methods sourcebook, (2014); Mills R., Bourke T., Primary specialisation in Australian education: Pre-service teachers’ lived experiences, Teacher Education in Globalised Times., (2020); Neville S., Whitehead D., Analysing data in qualitative research, Nursing & midwifery research: Methods and appraisal for evidence-based practice, pp. 136-155, (2020); PISA 2018 results (Volume I), Organisation for Economic Cooperation and Development, (2019); Phillips D., Ochs K., Processes of policy borrowing in education: Some explanatory and analytical devices, Comparative Education, 39, 4, pp. 451-461, (2003); Porter S.R., Umbach P.D., Student questionnaire response rates across institutions: Why do they vary?, Research in Higher Education, 47, 2, pp. 229-247, (2006); Sahlberg P., Are Australian students receiving the school education they deserve?, (2020); Shaw R.D., Finding footprints: Analyzing arts education policy implementation, Arts Education Policy Review, 121, 1, pp. 1-9, (2020); Shulman L.S., Those who understand: Knowledge growth in teaching, Educational Researcher, 15, 2, pp. 4-14, (1986); Spillane J.P., Reiser B.J., Reimer T., Policy implementation and cognition: Reframing and refocusing implementation research, Review of Educational Research, 72, 3, pp. 387-431, (2002); Sullivan K., Perry L.B., McConney A., How do school resources and academic performance differ across Australia’s rural, regional and metropolitan communities?, The Australian Educational Researcher, 40, 3, pp. 353-372, (2013); Tanudjaja S.A., Chih H., Burns S., Crawford G., Hallett J., Jancey J., Alcohol consumption and associated harms among university students in Australia: Findings from a cross-sectional study, Health Promotion Journal of Australia, (2020); Accreditation Standards and Procedures., (2019); Thomson S., de Bortoli L., Exploring scientific literacy: How Australia measures up, Australian Council for Educational Research, (2008); Turner S.F., Cardinal L.B., Burton R.M., Research design for mixed methods: A triangulation-based framework and roadmap, Organizational Research Methods, 20, 2, pp. 243-267, (2017); Viennet R., Pont B., Education policy implementation: A literature review and proposed framework, Organisation for Economic Cooperation and Development, (2017); Weaver-Hightower M.B., An ecology metaphor for educational policy analysis: A call to complexity, Educational Researcher, 37, 3, pp. 153-167, (2008); Xaba V.M., The perspective of educationists in the adoption of a specialist approach in teaching at primary school level in Swaziland: Focus on the Manzini region, (2017)","S. Main; School of Education, Edith Cowan University, Mount Lawley, 2 Bradford St, 6050, Australia; email: s.main@ecu.edu.au","","Springer Science and Business Media B.V.","","","","","","03116999","","","","English","Aust. Educ. Res.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85120612998"
"Chaturvedi I.; Cambria E.; Welsch R.E.","Chaturvedi, Iti (12646151300); Cambria, Erik (56140547500); Welsch, Roy E. (8214812500)","12646151300; 56140547500; 8214812500","Teaching Simulations Supported by Artificial Intelligence in the Real World","2023","Education Sciences","13","2","187","","","","1","10.3390/educsci13020187","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148722427&doi=10.3390%2feducsci13020187&partnerID=40&md5=781372def79068f3f2ef69ca40475f2b","College of Science and Engineering, James Cook University, Townsville, 4811, QLD, Australia; School of Computer Science and Engineering, Nanyang Technological University, Singapore, 639798, Singapore; Sloan School of Management, MIT, Cambridge, 02139, MA, United States","Chaturvedi I., College of Science and Engineering, James Cook University, Townsville, 4811, QLD, Australia; Cambria E., School of Computer Science and Engineering, Nanyang Technological University, Singapore, 639798, Singapore; Welsch R.E., Sloan School of Management, MIT, Cambridge, 02139, MA, United States","Video conferencing has enabled synchronous communication in a classroom and created multi-sensory content to stimulate learners. Artificial intelligence involves complex equations that are better taught using a constructive pedagogy where students experiment with alternative ways of solving the same problem. Multiple-choice questions have high reliability and can easily reveal student skill levels in a quick way. The Australian Computer Society accreditation exercise ensures that the content for each subject serves as a flexible template for teaching. The geographical extent of the country requires the presence of multiple subordinate campuses affiliated to a main campus. Following the concept of strands, it was also necessary to show continuity in learning and assessments between the first- and second-year subjects. Student feedback for subjects with artificial intelligence-based simulations showed that several students found it difficult to understand lectures and assignments. Hence, to measure student learning, we introduced a Kahoot quiz during the recess of each lecture that students could join through their mobile phones from different campuses. Software project management is challenging for students with vision or attention-related disorders. We taught them how to use charts to visually observe variables and narrow down possible relationships before performing in-depth analysis. One of the main purposes of education is employability. Hence, greater context to real world industry examples was introduced into lectures. © 2023 by the authors.","data science; online learning; simulation","","","","","","College of Science and Engineering at James Cook University, Australia","This work was supported by the College of Science and Engineering at James Cook University, Australia. The authors would like to acknowledge the efforts of all teaching staff and students who have provided feedback about the subjects.","Chernikova O., Heitzmann N., Stadler M., Holzberger D., Seidel T., Fischer F., Simulation-Based Learning in Higher Education: A Meta-Analysis, Rev. Educ. Res, 90, pp. 499-541, (2020); Cambria E., Barnes I., Brooks E., Eckl C., WebSci@UHI: Teaching Web Science in a Web Science Fashion, Proceedings of the ICEL, pp. 505-509; Florez R., Mukherjee A., Solving open problems with students as a first research experience, Teach. Math. Appl, 37, pp. 163-169, (2018); Green D., Using Computer Simulation to Develop Statistical Concepts, Teach. Math. Appl. Int. J. Ima, 9, pp. 58-62, (1990); Gaspar Martins S., Weekly online quizzes to a mathematics course for engineering students, Teach. Math. Appl, 36, pp. 56-63, (2016); Oldknow A., Micromaths: Simulation for Statistics, Teach. Math. Appl. Int. J. Ima, 9, pp. 140-141, (1990); Heck A., Bringing reality into the classroom, Teach. Math. Appl, 28, pp. 164-179, (2009); Taimur S., Onuki M., Design thinking as digital transformative pedagogy in higher sustainability education: Cases from Japan and Germany, Int. J. Educ. Res, 114, (2022); Noguera I., Guerrero-Roldan A.E., Maso R., Collaborative agile learning in online environments: Strategies for improving team regulation and project management, Comput. Educ, 116, pp. 110-129, (2018); Janetzko H.D., CATO—A guided user interface for different CAS, Teach. Math. Appl, 36, pp. 232-239, (2017); Cambria E., Liu Q., Decherchi S., Xing F., Kwok K., SenticNet 7: A Commonsense-based Neurosymbolic AI Framework for Explainable Sentiment Analysis, Proceedings of the Thirteenth Language Resources and Evaluation Conference, pp. 3829-3839; Reyes-Rodriguez A., Santos-Trigo M., Barrera-Mora F., The construction of a square through multiple approaches to foster learners’ mathematical thinking, Teach. Math. Appl, 36, pp. 167-181, (2016); Oldknow A., Micromaths: Simulation, Matrices, Vectors and Markov chains, Teach. Math. Appl. Int. J. Ima, 5, pp. 147-150, (1986); van der Kleij F., Feskens R.C., Eggen T.J.H.M., Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes: A Meta-Analysis, Rev. Educ. Res, 85, pp. 475-511, (2015); Shmueli G., Bruce P.C., Gedeck P., Patel N.R., Data Mining for Business Analytics: Concepts, Techniques and Applications in Python, (2019); Lopez-Tocon I., Moodle Quizzes as a Continuous Assessment in Higher Education: An Exploratory Approach in Physical Chemistry, Educ. Sci, 11, (2021); Sobke H., Exploring (Collaborative) Generation and Exploitation of Multiple Choice Questions: Likes as Quality Proxy Metric, Educ. Sci, 12, (2022); Rutten N., van Joolingen W.R., van der Veen J.T., The learning effects of computer simulations in science education, Comput. Educ, 58, pp. 136-153, (2012); Chaturvedi I., Thapa K., Cavallari S., Cambria E., Welsch R.E., Predicting video engagement using heterogeneous DeepWalk, Neurocomputing, 465, pp. 228-237, (2021); Lin P.C., Hou H.T., Wu S.Y., Chang K.E., Exploring college students’ cognitive processing patterns during a collaborative problem-solving teaching activity integrating Facebook discussion and simulation tools, Internet High. Educ, 22, pp. 51-56, (2014); Tanes Z., Arnold K.E., King A.S., Remnet M.A., Using Signals for appropriate feedback: Perceptions and practices, Comput. Educ, 57, pp. 2414-2422, (2011); Yang W., Artificial Intelligence education for young children: Why, what, and how in curriculum design and implementation, Comput. Educ. Artif. Intell, 3, (2022)","I. Chaturvedi; College of Science and Engineering, James Cook University, Townsville, 4811, Australia; email: iti.chaturvedi@jcu.edu.au","","MDPI","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85148722427"
"Castro Pais M.D.; Mallo Rey M.M.; Otero I.B.","Castro Pais, María Dolores (57340695800); Mallo Rey, Marta María (58821153000); Otero, Isabel Belmonte (58819423200)","57340695800; 58821153000; 58819423200","Labour Market Insertion for University Graduates in the Field of Education Sciences: An Analysis of the Most Highly Valued Professional Competencies; [教育学领域大学毕业生的劳动力市场安置：最受重视的专业能力分析]; [Включение на рынок труда выпускников университетов в области наук об образовании: анализ наиболее высоко ценимых компетенций в их профессиональной деятельности]; [Inserción laboral de egresados universitarios de Ciencias de la Educación: un análisis de las competencias mejor valoradas en su desempeño professional]","2023","Publicaciones de la Facultad de Educacion y Humanidades del Campus de Melilla","53","1","","33","48","15","1","10.30827/publicaciones.v53i1.27984","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182678236&doi=10.30827%2fpublicaciones.v53i1.27984&partnerID=40&md5=8cfa7d8ef7d699542522c6e6cef92daa","Consortium Agency for the Quality, Galician University System (ACSUG), Spain","Castro Pais M.D., Consortium Agency for the Quality, Galician University System (ACSUG), Spain; Mallo Rey M.M., Consortium Agency for the Quality, Galician University System (ACSUG), Spain; Otero I.B., Consortium Agency for the Quality, Galician University System (ACSUG), Spain","For university graduates, employability is directly linked to the education they have received in specific competencies, because after completing their studies, they must demonstrate acquisition of the abilities, attitudes, values, and skills that will help them compete in the labour market. One of the strategies that universities use to enhance labour market insertion for their graduates is offering up to date education that can generate useful, dynamic knowledge. To do this, they need to understand the demands of the labour market, and studies that track former students after graduation are one of the most useful tools available for this purpose. The aim of the research reported here was to analyse the competencies that best improve graduate employability, using results from the 2021 Labour Market Insertion Study performed by the Agency for Quality in the Galician University System (ACSUG). That study had a quantitative methodological focus and applied a descriptive, non-experimental research design, with a questionnaire used to collect information. Stratified random sampling was applied based on particular degrees and campuses, for a total sample of 842 graduates in the field of Education Sciences. The most notable results include the observation that the most highly valued competencies are Learning abilities, Problem-solving ability, Motivation, and Adaptability, while those with the lowest average scores were Foreign language knowledge, Creativity, and Leadership ability. A discussion is presented comparing the study’s results with the existing perspectives summarised in the first part of the article, and the main conclusions are considered through an analysis of previous research. © 2023 University of Granada. All rights reserved.","competencies; employability; graduates; higher education","","","","","","Consejería de Universidad, Investigación e Innovación de la Junta de Andalucía, (2021-2023, BSEJ-554-UGR20); Cooperation for innovation, (618625-EPP-1 2020-1-ES-EPPKA2-CBHE-JP); Connecticut Innovations, CI","Funding text 1: The publication of this work has been mainly funded by the Project “ICT Innovation for the Analysis of the Training and Satisfaction of Students and Graduates of Early Childhood and Primary Education and the Assessment of their Employers. A Transnational Perspective (Innoteduc). R+D+i Project of the Operational Program FEDER-Andalusia. Consejería de Universidad, Investigación e Innovación de la Junta de Andalucía (Spain). Reference: BSEJ-554-UGR20. 2021-2023. It has also collaborated in the publication of the following project: ECALFOR “Evaluation of teacher training in Latin America and the Caribbean. Quality assurance of education degrees”. European Program EPPKA2 -Cooperation for innovation and the exchange of good practices, Action CBHE-JP- Capacity Building in higher education-Joint Projects. Reference: 618625-EPP-1 2020-1-ES-EPPKA2-CBHE-JP.; Funding text 2: The publication of this work has been mainly funded by the Project “ICT Innovation for the Analysis of the Training and Satisfaction of Students and Graduates of Early Childhood and Primary Education and the Assessment of their Employers. A Transnational Perspective (Innoteduc). R+D+i Project of the Operational Program FEDER-Andalusia. Consejería de Universidad, Investigación e Innovación de la Junta de Anda-lucía (Spain). Reference: BSEJ-554-UGR20. 2021-2023. It has also collaborated in the publication of the following project: ECALFOR “Evaluation of teacher training in Latin America and the Caribbean. Quality assurance of education degrees”. European Program EPPKA2 -Cooperation for innovation and the exchange of good practices, Action CBHE-JP-Capacity Building in higher education-Joint Projects. Reference: 618625-EPP-1 2020-1-ES-EPPKA2-CBHE-JP.","Akbulut Y., Sendag S., Gurkay B, Kilicer K., Sahin M. C., Odabasi H. F., Exploring the types and reasons of Internet-triggered academic dishonesty among turkish undergraduate students: Development of Internet-triggered academic dishonesty scale (ITADS), Computers & Education, 51, pp. 463-473, (2008); Framework for student learning: Competencies for engaged thinkers and ethical citizens with an entrepreneurial spirit, (2011); Almerich G., Diaz-Garcia I., Cebrian-Cifuentes S., Suarez-Rodriguez J.M., Estructura dimensional de las competencias del siglo XXI en alumnado universitario deeducación, RELIEVE, 24, 1, (2018); Alvarez Perez. A., Gonzalez Afonso M., Lopez Aguilar D., La Enseñanza Universitaria y la Formación para el Trabajo. 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"Khalid A.; Syed J.","Khalid, Afaf (57659467000); Syed, Jawad (23098868700)","57659467000; 23098868700","A relational perspective of schizophrenia at work","2023","Equality, Diversity and Inclusion","42","3","","321","345","24","2","10.1108/EDI-06-2022-0165","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140984599&doi=10.1108%2fEDI-06-2022-0165&partnerID=40&md5=bbb933dd3f79f7dc714674d2305bdc1e","Suleman Dawood School of Business, Lahore University of Management Sciences, Lahore, Pakistan","Khalid A., Suleman Dawood School of Business, Lahore University of Management Sciences, Lahore, Pakistan; Syed J., Suleman Dawood School of Business, Lahore University of Management Sciences, Lahore, Pakistan","Purpose: Despite a plethora of research on diversity and inclusion, workplace-related issues pertaining to individuals with schizophrenia (SCZ) remain grossly underexplored. This paper seeks to develop a relational, multilevel perspective of issues and challenges faced by individuals with SCZ in the work and career. Design/methodology/approach: The research draws on the findings from in-depth, qualitative interviews with schizophrenic individuals, individuals’ family members, healthcare professionals and nongovernmental organization (NGO) representatives. Findings: The findings highlight the interconnected nature of multilevel issues faced by schizophrenic individuals and indicate that at the societal level, social stigma, economic conditions and inadequate government policies are the key challenges faced by them. At the organizational level workplace support and job suitability and design affect individuals’ employment. At the individual level, self-stigma affects the employability in a negative way whereas personal motivation and resilience, family and social support and realization of illness are the facilitating factors. Originality/value: The study adds to disability and diversity literature by developing a relational perspective that holistically captures the issues faced by schizophrenic individuals and suggests that the work and employment-related issues may be simultaneously addressed at multiple levels. © 2022, Emerald Publishing Limited.","Mental illness; Multilevel; Relational perspective; Schizophrenia","","","","","","","","Abell J., Gruber H., Mautner G., Myers G., Qualitative Discourse Analysis in the Social Sciences, (2008); Ansari I., Schizophrenics can be high achievers, says expert, (2017); Bedford N.J., David A.S., Denial of illness in schizophrenia as a disturbance of self-reflection, self-perception and insight, Schizophrenia Research, 152, 1, pp. 89-96, (2014); Benioff M., Southwick K., Compassionate Capitalism: How Corporations Can Make Doing Good an Integral Part of Doing Well, (2004); Bonaccio S., Connelly C.E., Gellatly I.R., Jetha A., Martin Ginis K.A., The participation of people with disabilities in the workplace across the employment cycle: employer concerns and research evidence, Journal of Business and Psychology, 35, 2, pp. 135-158, (2020); Bond G.R., Lockett H., van Weeghel J., International growth of individual placement and support, Epidemiology and Psychiatric Sciences, 29, pp. 1-3, (2020); Boucher C., The roles of power, passing, and surface acting in the workplace relationships of female leaders with disability, Business and Society, 56, 7, pp. 1004-1032, (2017); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brouwers E.P., Social stigma is an underestimated contributing factor to unemployment in people with mental illness or mental health issues: position paper and future directions, BMC Psychology, 8, 1, pp. 1-7, (2020); Burke-Miller J.K., Cook J.A., Grey D.D., Razzano L.A., Blyler C.R., Leff H.S., Gold P.B., Goldberg R.W., Mueser K.T., Cook W.L., Demographic characteristics and employment among people with severe mental illness in a multisite study, Community Mental Health Journal, 42, 2, pp. 143-159, (2006); Burns J.K., Mental health and inequity: a human rights approach to inequality, discrimination, and mental disability, Health and Human Rights in a Changing World, 11, 2, pp. 449-464, (2013); Caltaux D., Internalized stigma: a barrier to employment for people with mental illness, British Journal of Therapy and Rehabilitaiton, 10, 12, pp. 539-544, (2003); Corbiere M., Brouwers E., Lanctot N., van Weeghel J., Employment specialist competencies for supported employment programs, Journal of Occupational Rehabilitation, 24, 3, pp. 484-497, (2014); Corrigan P., Watson A., The paradox of self‐stigma and mental illness, Clinical Psychology: Science and Practice, 9, 1, pp. 35-53, (2002); Corrigan P., Watson A.C., Barr L., The self–stigma of mental illness: implications for self–esteem and self–efficacy, Journal of Social and Clinical Psychology, 25, 8, pp. 875-884, (2006); Cox Edmondson V., Book review: Thomas, R.R. 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Khalid; Suleman Dawood School of Business, Lahore University of Management Sciences, Lahore, Pakistan; email: afaf.khalid@lums.edu.pk","","Emerald Publishing","","","","","","20407149","","","","English","Equal. Diversity Incl.","Article","Final","","Scopus","2-s2.0-85140984599"
"Aitken A.; Singh S.","Aitken, Andrew (57210196260); Singh, Shruti (58078035100)","57210196260; 58078035100","Time to change? Promoting mobility at older ages to support longer working lives","2023","Journal of the Economics of Ageing","24","","100437","","","","6","10.1016/j.jeoa.2022.100437","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140439397&doi=10.1016%2fj.jeoa.2022.100437&partnerID=40&md5=bb04ba4e7e18ae9975512191c23277cf","OECD, 2, rue André Pascal, Paris, 75016, France","Aitken A., OECD, 2, rue André Pascal, Paris, 75016, France; Singh S., OECD, 2, rue André Pascal, Paris, 75016, France","Extending working lives has been a major priority across the OECD to mitigate the adverse effects of population ageing and declines in the working-age population. Despite significant increases in labour force participation rates of older workers aged 55–64, a key challenge facing policymakers is to promote retention and job-to-job mobility of older workers. Job stability (as measured by job tenure) is falling across many OECD countries and older workers are less likely to change jobs than their younger counterparts. While there is no optimal level of job mobility or length of job tenure – and there are costs and benefits for workers and firms to both – structural changes such as technological change will exacerbate the need for mobility and flexibility at middle and older ages. At the same time, low retention rates and persistently high-long-term unemployment rates among this group illustrate greater need for employers and governments to do more to support older workers to keep their jobs. Achieving this will require a comprehensive approach by all stakeholders including better management of age-diverse workforces in the workplace, removing institutional barriers to continued employment and improving the employability of workers throughout their working lives by, for example, promoting better opportunities for lifelong learning and improving job quality. © 2022 Elsevier B.V.","Job mobility; Job quality; Population ageing; Workforce retention","","","","","","","","Acemoglu D., Training and Innovation in an Imperfect Labour Market, Rev. Econ. Stud., 64, pp. 445-464, (1997); Aksoy Y., Et al., Demographic structure and macroeconomic trends, Am. Econ. J. Macroecon., 11, 1, pp. 193-222, (2019); Allen S., (2019); Ameriks J., Et al., Older Americans Would Work Longer If Jobs Were Flexible, (2017); Autor D., Why are there still so many jobs? the history and future of workplace automation, J. Econ. Perspect., 29, 3, pp. 3-30, (2015); Bahn K., Cumming C., Improving U.S. labor standards and the quality of jobs to reduce the costs of employee turnover to U.S. companies – Equitable Growth, (2020); Barrero J., Et al., COVID-19 is a persistent reallocation shock, AEA Papers and Proceedings, 111, pp. 287-291, (2021); Bloom D., Canning D., Fink G., Implications of population ageing for economic growth, Oxf. Rev. Econ. Policy, 26, 4, pp. 583-612, (2010); Bovini G., Paradisi M., (2019); Farber H., Job loss and the decline in job security in the United States, Labor in the New Economy, (2010); Hahn J., Hyatt H., Janicki H., Job ladders and growth in earnings, hours, and wages, Eur. Econ. Rev., 133, (2021); Haskel J., Martin J., (2022); Jager S., Heining J., (2022); Kalwij A., Kapteyn A., pp. 341-359, (2010); Maestas N., Zissimopoulos J., How longer work lives ease the crunch of population aging, J. Econ. Perspect., 24, 1, pp. 139-160, (2010); Maestas N., Et al., (2018); Mohnen P., (2019); Moscelli G., Sayli M., Mello M., (2022); Neumark D., Burn I., Button P., Is it harder for older workers to find jobs? New and improved evidence from a field experiment, J. Polit. Econ., 127, 2, pp. 922-970, (2019); OECD, Back to work: Re-employment, earnings and skill use after job displacement, OECD Employment Outlook 2013, (2013); OECD, Pensions at a Glance 2017: OECD and G20 Indicators, (2017); OECD, OECD Employment Outlook 2019: The Future of Work, (2019); OECD, Working Better with Age, (2019); OECD, Promoting an Age-Inclusive Workforce: Living, Learning and Earning Longer, (2020); (2022); OECD, OECD Employment Outlook 2022: Building Back More Inclusive Labour Markets, (2022); OECD, Report on the Implementation of the OECD Recommendation on Ageing and Employment Policies, (2022); (2018); (2023); Sayli M., Et al., (2022); Scott A., Achieving a three-dimensional longevity dividend, Nat. Aging, 1, 6, pp. 500-505, (2021); Topel R., Ward M., Job mobility and the careers of young men, Q. J. Econ., 107, 2, pp. 439-479, (1992)","A. Aitken; OECD, Paris, 2, rue André Pascal, 75016, France; email: andrew.aitken@oecd.org","","Elsevier B.V.","","","","","","2212828X","","","","English","J. Econ. Ageing","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85140439397"
"Miller C.T.","Miller, Chad T. (14018481600)","14018481600","Classroom Trade Show: An Alternative to Traditional Classroom Presentations in an Undergraduate Plant Identification Course","2023","HortTechnology","33","1","","111","117","6","0","10.21273/HORTTECH05148-22","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146503825&doi=10.21273%2fHORTTECH05148-22&partnerID=40&md5=6be748157c3f32f8c33c324f86d442a4","Kansas State University, 1712 Claflin Road, Manhattan, 66506, KS, United States","Miller C.T., Kansas State University, 1712 Claflin Road, Manhattan, 66506, KS, United States","Students enrolled in a landscape plant identification course were assigned a plant project at the beginning of the semester that comprised a written portion and a presentation portion. During the Spring 2014 semester, an electronic slide presentation portion was replaced by a “trade show” display presentation format. The modification was implemented to provide a more meaningful and applicable learning experience because trade shows are important events in the horticulture industry. Using this format, students were required to present or sell their plant genus by constructing an informative display, similar to that used for a tradeshow. Groups of students presented on different days. Students who were not presenting or selling were the “customers,” and they perused the trade show to learn about the various genera. A postactivity assessment survey was administered to gain insight into the student learning experience. The activity was evaluated during five spring semesters. Students responded that they were more comfortable with the trade show style of presentation than with a traditional presentation style, with a Likert scale rating of 1.5 (1–5). When asked to rate their ability to be creative with this activity, students agreed (Likert scale rating of 4.2) that the trade show activity allowed them to be creative. Eighty-nine percent of the students liked the activity. When asked to rate the activity compared with a more traditional speech in front of the class, students gave it a rating of 1.4, which is between excellent and above average. During the five semesters, nearly all students (97%) recommended that the trade show activity should be implemented again in future classes. The trade show format was well-received by students and can assist with the professional skills development of students. © 2023, American Society for Horticultural Science. All rights reserved.","assessment; communication skills; creativity; employability skills; scholarship of teaching and learning","","","","","","","","Al-Jaroodi J., A case for bringing undergraduate research into the classroom, IEEE Integrated STEM Education Confer-ence (ISEC), pp. 268-271, (2018); Altintas NN, Suer AZ, Sari ES, Ulker MS., The use of poster projects as a motivational and learning tool in man-agerial accounting courses, J Educ Bus, 89, 4, pp. 196-201, (2014); Ariely D, Wertenbroch K., Procrasti-nation, deadlines, and performance: Self-control by precommitment, Psychol Sci, 13, 3, pp. 219-224, (2002); Arsenis P, Flores M, Petropoulou D., Enhancing graduate employability skills and student engagement through group video assessment, Assess Eval High Educ, 47, 2, pp. 245-258, (2022); Bronson P, Merryman A., The creativity crisis, (2010); Brosi SL, Huish RD., Aligning plant identification curricula to disciplinary stand-ards through the framework of student-centered learning, Innovative strategies for teaching in the plant sciences, pp. 83-100, (2014); Brown RT., Helping students con-front and deal with stress and procrastina-tion, J Coll Stud Psychother, 6, 2, pp. 87-102, (1992); Contreras RN, Velez JJ, Golembiewski R., Are learning styles, study habits, and performance correlated in woody plant identification students?, HortTech-nology, 23, 1, pp. 130-133, (2013); Crawford P, Fink W., From acade-mia to the workforce: Critical growth areas for students today, (2020); Crawford P, Lang S, Fink W, Dalton R, Fielitz L., Comparative analysis of soft skills: What is important for new graduates?, (2011); Easterly RG, Warner AJ, Myers BE, Lamm AJ, Telg RW., Skills students need in the real world: Competencies desired by agricultural and natural resources industry leaders, J Agric Educ, 58, 4, pp. 225-239, (2017); Ferreira Marinho AC, Mesquita de Medei-ros A, C^ortes Gama AC, Caldas Teixeira L., Fear of public speaking: Perception of college students and correlates, J Voice, 31, 1, pp. 7-11, (2017); Fitzpatrick GE, Vendrame WA., Use of the horticultural trade show as a guided learning experience in undergraduate horticulture courses (abstr), Hort-Science, 40, 4, (2005); Gallo C., Don’t abolish in-class pre-sentations, teach students to enjoy public speaking, (2018); Grieve R, Woodley J, Hunt SE, McKay A., Student fears of oral presentations and public speaking in higher edu-cation: A qualitative survey, J Furth High Educ, 45, 9, pp. 1281-1293, (2021); Hughes A., A poster project for an undergraduate sensation and perception course, Teach Psychol, 32, 1, pp. 58-59, (2005); Hunter KA., Poster presentations: An alternative to the traditional classroom lecture, Am J Pharm Educ, 61, pp. 78-80, (1997); Jackson N., Creativity in higher education, (2004); Jean-Pierre J, Hassan S, Sturge A., Enhancing the learning and teaching of public speaking skills, Coll Teach, (2021); Kawenski M., Encouraging creativity in design, J Creat Behav, 25, 3, pp. 263-266, (1991); Kim KH., The creativity crisis: The decrease in creative thinking scores on the Torrance tests of creative thinking, Creat Res J, 23, 4, pp. 285-295, (2011); Kirchoff BK, Delaney PF, Horton M, Dellinger-Johnston R., Optimizing learning of scientific category knowledge in the classroom: The case of plant identifica-tion, CBE Life Sci Educ, 13, 3, pp. 425-436, (2014); Likert R., A technique for the mea-surement of attitudes, Arch Psychol, 22, 140, pp. 5-55, (1932); Lynch MW., Using conferences poster presentations as a tool for student learning and development, Innov Educ Teach Int, 55, 6, pp. 633-639, (2018); Madzlan NA, Seng GH, Kesevan H., Use of video blogs in alleviating public speaking anxiety among ESL, Learners J Educ e-Learning Res, 7, 1, pp. 93-99, (2020); Pearson BJ, Moore K., Identification of industry needs and development of professional skills in students of horticulture, HortTechnology, 27, 5, pp. 580-582, (2017); Pritts M, Eames-Sheavly M., Foster-ing creativity in the horticulture class-room, HortTechnology, 26, 3, pp. 358-364, (2016); Randler C., Teaching species identifi-cation: A prerequisite for learning biodiver-sity and understanding ecology, Eurasia J Math Sci Technol Educ, 4, 3, pp. 223-231, (2008); Salem AAMS., A sage on a stage, to express and impress: TED talks for im-proving oral presentation skills, vocabulary retention and its impact on reducing speaking anxiety in ESP settings, Engl Lang Teach, 12, 6, pp. 146-160, (2019); Sherrer SM., Using scientific poster presentations to scaffold professional communication skill experiences into bio-chemistry courses, Integrating professional skills into undergraduate chemistry curricula, pp. 165-178, (2020); Taylor K., The marketing trade show: A new method for incorporating student projects into large classes, J Mark Educ, 20, 3, pp. 250-257, (1998); Wilson KR, Niewoehner-Green JE, Rodri-guez MT., What are employers looking for? A content analysis of job postings targeting recent graduates in ag-riculture and natural resources, NACTA J, 63, 1, pp. 188-192, (2019); VanDerZanden AM, Reinert M., Em-ployer attitudes and perceptions of job pre-paredness of recent Iowa State University horticulture graduates, HortTechnology, 19, 3, pp. 647-652, (2009)","C.T. Miller; Kansas State University, Manhattan, 1712 Claflin Road, 66506, United States; email: ctmiller@ksu.edu","","American Society for Horticultural Science","","","","","","10630198","","HORTF","","English","HortTechnology","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85146503825"
"Mezhoudi N.; Alghamdi R.; Aljunaid R.; Krichna G.; Düştegör D.","Mezhoudi, Nesrine (36617650900); Alghamdi, Rawan (57211884793); Aljunaid, Rim (57224685650); Krichna, Gomathi (57215304258); Düştegör, Dilek (12761647800)","36617650900; 57211884793; 57224685650; 57215304258; 12761647800","Employability prediction: a survey of current approaches, research challenges and applications","2023","Journal of Ambient Intelligence and Humanized Computing","14","3","","1489","1505","16","14","10.1007/s12652-021-03276-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108138168&doi=10.1007%2fs12652-021-03276-9&partnerID=40&md5=166de5526455d9058c3e2532c839e240","Computer Information Systems Department, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, Dammam, 31441, Saudi Arabia; Computer Science Department, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, Dammam, 31441, Saudi Arabia","Mezhoudi N., Computer Information Systems Department, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, Dammam, 31441, Saudi Arabia; Alghamdi R., Computer Information Systems Department, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, Dammam, 31441, Saudi Arabia; Aljunaid R., Computer Science Department, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, Dammam, 31441, Saudi Arabia; Krichna G., Computer Information Systems Department, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, Dammam, 31441, Saudi Arabia; Düştegör D., Computer Science Department, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, Dammam, 31441, Saudi Arabia","Student employability is crucial for educational institutions as it is often used as a metric for their success. The job market landscape, however, more than ever dynamic, is evolving due to the globalization, automation, and recent advances in Artificial Intelligence. Identifying the significant factors affecting employability, as well as the requirements of the new job market can tremendously help all stakeholders. Knowing their weaknesses and strengths, students might better plan their career. Instructors can focus on more appropriate skill sets to meet the requirements of rapidly evolving labor markets. Program managers can anticipate and improve their curriculum to build new competencies, both for educating, training and reskilling current and future workers. All these combined efforts certainly can contribute to increasing employability. Data driven and machine learning techniques have been extensively used in various fields of educational data mining. More and more studies are investigating data mining techniques for the prediction of employability. Yet, these studies show a lot of variation, for instance, with respect to the data used, the methods adopted, or even the research questions posed. In this paper, we aim to depict a clear picture of the art, clarifying for each standard step of data mining process, the differences, and similarities of these studies, along with further suggestions. Thus, this survey provides a comprehensive roadmap, enabling the application of data mining for employability. © 2021, The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.","Data mining; Employability; Machine learning; Prediction; Review","Commerce; Data mining; Employment; Human resource management; Machine learning; Personnel training; Students; Surveys; 'current; Educational institutions; Employability; Globalisation; Job market; Labour market; Machine-learning; Research applications; Research challenges; Skill sets; Forecasting","","","","","Deanship of Scientific Research at Imam Abdulrahman bin Faisal University; University of Dammam, UOD, (2019-387-CSIT); Deanship of Scientific Research, King Saud University","Funding text 1: Authors would like to recognize and thank the precious support from the Deanship of Scientific Research at Imam Abdulrahman bin Faisal University. ; Funding text 2: This study was supported by the Deanship of Scientific Research (DSR), Imam Abdulrahman Bin Faisal University (IAU) under the project number: 2019-387-CSIT. 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Policy Inst., (2020); COVID-19: Challenges for Student Recruitment - Institute of Student Employers | ISE., (2020); Jantawan B., Tsai C., The application of data mining to build classification model for predicting graduate employment, Int J Comput Sci Inf Secur, 11, 10, pp. 1-7, (2013); Kumar P., Anticipating placement status of students using machine learning, J Gujarat Res Soc, 21, 6, pp. 374-8588, (2019); Lankard B.A., Employability—The Fifth Basic Skill, ERIC Digest No, (1990); Layard R., Nickell S.J., Jackman R., The Unemployment Crisis, (1994); Mewburn I., Grant W.J., Suominen H., Kizimchuk S., A Machine learning analysis of the non-academic employment opportunities for Ph.D. graduates in Australia, High Educ Policy, 33, pp. 799-813, (2020); Mishra T., Kumar D., Jambheshwar G., Students’ performance and employability prediction through data mining: a survey, Int J Appl Eng Res, 11, pp. 2275-2282, (2016); Misra R.K., Khurana K., Analysis of employability skill gap in information technology professionals, Int J Hum Cap InfTechnol Prof, 9, pp. 53-69, (2018); Molner Domenech A., Guillen A., Ml-experiment: A Python framework for reproducible data science, Journal of Physics: Conference Series, (2020); Nisbet R., Elder J., Miner G., Chapter 11—Classification, Handbook of statistical analysis and data mining applications, pp. 235-258, (2009); Ntoutsi E., Fafalios P., Gadiraju U., Et al., Bias in data-driven artificial intelligence systems—an introductory survey, Wiley Interdiscip Rev Data Min KnowlDiscov, (2020); International Labour Organization (ILO) resolutions concerning economically active population, employment, unemployment and underemployment, Thirteenth International Conference of Labour Statisticians, (1982); Othman Z., Shan S.W., Yusoff I., Kee C.P., Classification techniques for predicting graduate employability, Int J Adv Sci Eng Inf Technol, 8, pp. 1712-1720, (2018); Patel A., Mascarenhas S., Thomas A., Varghese D., Student performance analysis and prediction of employable domains using machine learning, SSRN Electron J, (2020); Piad K.C., Dumlao M., Ballera M.A., Ambat S.C., Predicting IT employability using data mining techniques, In: 2016 3Rd International Conference on Digital Information Processing, Data Mining, and Wireless Communications, DIPDMWC 2016. Institute of Electrical and Electronics Engineers Inc, Pp, pp. 26-30, (2016); Potgieter I.L., Personality and psycho-social employability attributes as meta-capacities for sustained employability, In: Psycho-Social Career Meta-Capacities, pp. 35-54, (2020); Rahman N.A.A., Tan K.L., Lim C.K., Predictive analysis and data mining among the employment of fresh graduate students in HEI, AIP Conf Proc, 1891, (2017); Roslan S., Ping W.S., Sulaiman T., Jalil H.A., Siaw Y.L., Psychometric properties of graduate employability instrument among malaysian higher education institution students, Univ J Educ Res, 8, 1A, pp. 164-178, (2020); Saouabi M., Abdellah E., Proposition of an employability prediction system using data mining techniques in a big data environment, Int J Math Comput Sci, 14, 2, pp. 411-424, (2019); Sapaat M.A., Ai M., Ahmad J., Et al., A data mining approach to construct graduates employability model in Malaysia, Int J New ComputArchit Their Appl, 1, pp. 1086-1098, (2011); Shearer C., The CRISP-DM model: the new blueprint for data mining, J data warehousing, 5, pp. 4-15, (2000); Sood S.K., Singh K.D., Optical fog-assisted smart learning framework to enhance students’ employability in engineering education, ComputApplEngEduc, 27, pp. 1030-1042, (2019); Tapado B.M., Acedo G.G., Palaoag T.D., Evaluating information technology graduates employability using decision tree algorithm, ACM International Conference Proceeding Series. Association for Computing Machinery, New York, USA, pp. 88-93, (2018); Tatar A.E., Dustegor D., Prediction of academic performance at undergraduate graduation: course grades or grade point average?, Appl Sci, (2020); Thakar P., Mehta A., Manisha, A unified model of clustering and classification to improve students’ employability prediction, Int J IntellSystAppl, 9, pp. 10-18, (2017); Unemployment, total (% of total labor force) (modeled ILO estimate). International Labour Organization, ILOSTAT database; Wijayapala M.P., Premaratne H.L., Jayamanne I.T., Employability and related context prediction framework for university graduands: a machine learning approach, Int J Adv ICT EmergReg, 9, (2018)","N. Mezhoudi; Computer Information Systems Department, College of Computer Science and Information Technology, Imam Abdulrahman Bin Faisal University, Dammam, 31441, Saudi Arabia; email: nimezhoudi@iau.edu.sa","","Springer Science and Business Media Deutschland GmbH","","","","","","18685137","","","","English","J. Ambient Intell. Humanized Comput.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85108138168"
"Burland K.; Mellor L.; Bates C.","Burland, Karen (7801496860); Mellor, Liz (23668044000); Bates, Christine (55388953600)","7801496860; 23668044000; 55388953600","Employability ecosystems in music: (Re)navigating a life in music (in precarious times)","2023","Arts and Humanities in Higher Education","22","1","","26","44","18","1","10.1177/14740222221125629","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138265953&doi=10.1177%2f14740222221125629&partnerID=40&md5=8fa733c7e6c49b7f545dbb9a2bd4c853","University of Leeds, United Kingdom; York St John University, United Kingdom; Leeds College of Music, United Kingdom","Burland K., University of Leeds, United Kingdom; Mellor L., York St John University, United Kingdom; Bates C., Leeds College of Music, United Kingdom","Preparing students to navigate a life in music involves understanding how they develop awareness of their personal and professional identities, build networks, and reflect on practice in order to sustain and develop work which is meaningful. In a complex, uncertain and rapidly changing world, particularly following the Covid-19 pandemic, we explore the ways in which HEIs might support music students as they prepare for their futures. We argue that employability ecosystems may provide a useful frame for considering the ways in which students’ work transitions can be supported. We consider three vignettes of practice relating to the role of eportfolios and mentoring in scaffolding student reflections on how the intersections of passion, partnership and identity inform personal definitions of success. We suggest that there is a need to disrupt dominant working practices within the music industry and its institutions towards a more ethical, sustainable and culturally enriching employability ecosystem. © The Author(s) 2022.","Employability; ePortfolio; higher education; identity; music","","","","","","","","Employability Symposium: An Enterprising Mind-Set for Employability:Call for Papers, (2018); Pedagogy for Employability, (2019); Barnett R., Knowing and becoming in the higher education curriculum, Studies in Higher Education, 34, 4, pp. 429-440, (2009); Bartleet B.-L., Ballico C., Bennett D., Et al., Building sustainable portfolio careers in music: insights and implications for higher education, Music Education Research, 21, 3, pp. 282-294, (2019); Beech N., Gilmore C., Hibbert P., Et al., Identity-in-the-work and musicians’ struggles: the production of self-questioning identity work, Work, Employment and Society, 30, 3, pp. 506-522, (2016); Bennett D., Academy and the real world: developing realistic notions of careers in the performing arts, Arts and Humanities in Higher Education, 18, 3, pp. 309-327, (2009); Bennett D., The TILE Approach: Making the Link between Future Selves and Learning, (2013); Bennett D., Rowley J., Dunbar-Hall P., Et al., Electronic portfolios and learner identity: an ePortfolio case study in music and writing, Journal of Further Education and Higher Education, 40, 1, pp. 107-124, (2016); Blaj-Ward L., Matic J., Navigating assessed coursework to build and validate professional identities: the experiences of fifteen international students in the UK, Assessment and Evaluation in Higher Education, 46, 2, pp. 326-337, (2021); Bridgstock R., The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Brown S.D., Lent R.W., vocational psychology: agency, equity, and well-being, Annual Review of Psychology, 67, 1, pp. 541-565, (2016); Carson S., Greenhill Hannum G., Dehne C., Manhattanville college's atlas program: designing a road map to success in college and beyond, International Journal of ePortfolio, 8, 1, pp. 73-86, (2018); Cole D., Tibby M., Defining and Developing Your Approach to Employability: A Framework for Higher Education, (2013); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education and Training, 49, 4, pp. 277-289, (2007); Dawood S., Could a portfolio career be for you?, The Guardian, (2014); DeFillippi R.J., Arthur M.B., The boundaryless career: a competency-based perspective, Journal of Organizational Behavior, 15, 4, pp. 307-324, (1994); The Working Musician commissioned by the Musicians’ Union, (2012); Duffy R.D., Diemer M.A., Jadidian A., The development and initial validation of the work volition scale-student version, The Counseling Psychologist, 40, pp. 291-319, (2012); Duffy R.D., Allan B.A., Bott E.M., Et al., Does the source of a calling matter? External summons, destiny, and perfect fit, Journal of Career Assessment, 22, 4, pp. 562-574, (2014); Erikson E.H., Identity and the Life-Cycle, (1994); Forrier A., Sels L., Stynen D., Career mobility at the intersection between agent and structure: a conceptual model, Journal of Occupational and Organizational Psychology, 82, pp. 739-759, (2009); Fugate M., Kinicki A.J., Ashforth B.E., Employability: a psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gable O., Public Funding for Popular Musician: What is it good for? The case of Momentum, (2020); Garrison D.R., Vaughan X., Blended Learning in Higher Education, (2008); Gill R., Pratt A., In the social factory?: immaterial labour, precariousness and cultural work, Theory, Culture and Society, 25, 7-8, pp. 1-30, (2008); Gross S.A., Musgrave G., Can Music Make You Sick? Music and Depression: A Study Into the Incidence of Musicians’ Mental Health. Part 1: Pilot Survey Report, (2016); Gross S.A., Musgrave G., Can Music Make You Sick? Music and Depression : A Study Into the Incidence of Musicians’ Mental Health. Part 2: Qualitative Study and Recommendations, (2017); Hall D.T., The protean career: a quarter-century journey, Journal of Vocational Behavior, 65, pp. 1-13, (2004); Hartman T., ‘Strong multiplicity’: an interpretive lens in the analysis of qualitive interview narratives, Qualitative Research, 15, 1, pp. 22-38, (2015); The Heart of the School is Missing: Music Education in the COVID-19 Crisis, (2020); Jadidian A., Duffy R.D., Work volition, career decision self-efficacy, and academic satisfaction: an examination of mediators and moderators, Journal of Career Assessment, 20, 2, pp. 154-165, (2012); McKinlay A., Smith C., Creative Labour: Working in the Creative Industries, (2009); Markus H., Nurius P., Possible selves, American Psychologist, 41, 9, pp. 954-969, (1986); (2012); Neilson D., Class, precarity, and anxiety under neoliberal global capitalism: from denial to resistance, Theory & Psychology, 25, 2, pp. 184-201, (2015); Nelken R., Portfolio careers in the arts: one part pain, two parts pleasure, The Guardian, (2013); Nguyen C.F., The ePortfolio as a living portal: a medium for student learning, identity, and assessment, International Journal of ePortfolio, 3, 2, pp. 135-148, (2013); Page S., Trudgett M., Bodkin-Andrews G., Creating a degree-focused pedagogical framework to guide indigenous graduate attribute curriculum development, Higher Education, 78, pp. 1-15, (2019); Parutis V., Howson C., Failing to level the playing field: student discourses on graduate employability, Research in Post-compulsory Education, 25, 4, pp. 373-393, (2020); Peeters E., Nelissen J., De Cuyper N., Et al., Employability capital: a conceptual framework tested through expert analysis, Journal of Career Development, 46, 2, pp. 79-93, (2019); Pegg A., Waldock J., Hendy-Isaac S., Et al., Pedagogy for Employability, (2012); Quinn J., Learning Communities and Imagined Social Capital, (2010); Reid A., Rowley J., Bennett D., From expert student to novice professional: higher education and sense of self in the creative and performing arts, Music Education Research, 21, 4, pp. 399-413, (2019); Rhodes T., Lift every voice: ePortfolios for creating and integrating, International Journal of ePortfolio, 8, 2, pp. 87-88, (2018); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Savickas M.L., Career adaptability: an integrative construct for life-span, life-space theory, The Career Development Quarterly, 45, 3, pp. 247-259, (1997); Schrand T., Jones K., Hanson V., Reflecting on reflections”: curating ePortfolios for integrative learning and identity development in a general education senior capstone, International Journal of ePortfolio, 8, 1, pp. 1-12, (2018); Standing G., The Precariat: The New Dangerous Class, (2011); Tibby M., Norton S., Essential Frameworks for Enhancing Student Employability, (2020); What’s the Future of Live Events Post-Pandemic?, (2021); Wenger E., Communities of Practice, (1998); Weston D., The value of ‘soft skills’ in popular music education in nurturing musical livelihoods, Music Education Research, 22, 5, pp. 527-540, (2020); Wimpenny K., Lewis L., Roe S., Et al., Preparation for an uncertain world: international curriculum development for mental health occupational therapy, World Federation of Occupational Therapists Bulletin, 72, 1, pp. 5-15, (2016); Yancey K.B., The social life of reflection: notes toward an ePortfolio-based model of reflection, Teaching Reflective Learning in Higher Education, pp. 189-202, (2015); Yoong D., Don Z., Foroutan M., Prescribing roles in the employability of Malaysian graduates, Journal of Education and Work, 30, 4, pp. 432-444, (2017); Yorke M., Knight P.T., (2004)","K. Burland; University of Leeds, United Kingdom; email: K.burland@leeds.ac.uk","","SAGE Publications Ltd","","","","","","14740222","","","","English","Arts Humanit. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85138265953"
"Lucas K.; Grebing R.","Lucas, Kaneshya (58772554500); Grebing, Robin (58772938600)","58772554500; 58772938600","Hiring Managers’ Perceptions of the Employability of Career and Technical Education Graduates","2023","Community College Journal of Research and Practice","","","","","","","0","10.1080/10668926.2023.2293159","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180183809&doi=10.1080%2f10668926.2023.2293159&partnerID=40&md5=b687cad193f1397e4a0c98ef3d43f5cd","School of Integrated Studies, Stephens College, Columbia, MO, United States; Higher Education Leadership Doctorate Program, Maryville University of St Louis, St Louis, MO, United States","Lucas K., School of Integrated Studies, Stephens College, Columbia, MO, United States; Grebing R., Higher Education Leadership Doctorate Program, Maryville University of St Louis, St Louis, MO, United States","Community colleges serve as a pipeline to industry for students seeking jobs in technical fields. Despite community colleges’ contribution to the workforce, there is a stigma attached to their programs, specifically career and technical (CTE) programs. Due to public perception that certificate and associate degree programs lack rigor, employers may devalue the programs offered at community colleges and doubt the abilities of community college graduates. Since education background is an important factor of a candidate’s employability, more research is needed to understand how employers view CTE education today. This qualitative study explored hiring managers’ perceptions of community college graduates with associate degrees or certificates in a CTE program. Twelve hiring managers from health, insurance, education, and business sectors in a medium-sized city in the Midwest were interviewed. Analysis of the transcripts revealed three findings: (a) education programs prepare graduates to fulfill technical job responsibilities, (b) underdeveloped soft skills and critical thinking skills, and (c) hiring managers look for candidates who demonstrate passion. © 2023 Taylor & Francis Group, LLC.","","","","","","","","","Community college enrollment crisis? Historical trends in community college enrollment, (2019); Bailly F., The role of employers’ beliefs in the evaluation of educational output, Journal of Socio-Economics, 37, 3, pp. 959-968, (2008); Barrington K., How have community colleges changed the face of education?, Community College Review, (2019); Barrington K., Why do community college get a bad rap? Community college review, (2022); Brothwell P., An interview with owens community college president, Dr. Steve Robinson, creator of endccstigma, VirtualJobShadow.com, (2020); Cai Y., Graduate employability: A conceptual framework for understanding employers’ perceptions, Higher Education, 65, 4, pp. 457-469, (2012); Cai Y., Understanding employers’ perceptions of international graduates, (2012); Creswell J.W., Poth C.N., Qualitative inquiry & research design: Choosing among five approaches, (2018); Fain P., Alternative credentials on the rise, Inside Higher Ed, (2020); Gamage D.G.M.P.M., Henegedara R.H.G.W.P.K., Employability of university graduates; investigation of graduate’s and employer’s perspectives on employability, International Journal of Scientific and Research Publications, 9, 7, pp. 946-955, (2019); Gammill D.M., Time to give CTE what it deserves–RESPECT, Phi Delta Kappan, 96, 6, pp. 17-20, (2015); Gauthier T., Exploring employer perspectives of community college career and technical programs, Career and Technical Education Research, 45, 1, pp. 63-76, (2020); Gauthier T., A renewed examination of the stigma associated with community college career and technical education, Community College Journal of Research and Practice, 44, 10-12, pp. 870-884, (2020); Gauthier T., A survey of faculty perceptions of community college career and technical education, Journal of Research in Technical Careers, 5, 2, (2021); Hanson M., College enrollment & student demographic statistics, Education data organization, (2021); Howell D., Serignese M., Anderson S., Dodson R., McDowell J., Miller J., Newcomer D., Sanders R., Shehan B., Promoting the value of career education programs, Inquiry, 22, 1, (2019); How to become a community college teacher (with 6 steps), Indeed, (2023); Jacoby T., Community college career education: Scaling a new approach, (2019); Malkus N., The evolution of career and technical education, 1982-2013, (2019); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 40, 2, pp. 197-219, (2006); Merriam S.B., Tisdell E.J., Qualitative research: A guide to design and implementation, (2016); Privitera G.J., Ahlgrim-Delzell L., Research methods for education, (2019); Saldana J., The coding manual for qualitative researchers, (2021); Shivorois R.S., Shalyefu R.K., Kadhilaho N., A critical analysis of universal literature on graduate employability, Journal for Studies in Humanities and Social Sciences, pp. 248-268, (2019); Silverstein S., Educator teaches Leno a lesson, Los Angeles Times, (2005); Small L., Shacklock K., Marchant T., Employability: A contemporary review for higher education stakeholders, Journal of Vocational Education & Training, 70, 1, pp. 148-166, (2018); Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employers’ perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Swanger D., Community colleges partners in community development, Planning for Higher Education, 45, 1, pp. 13-49, (2016); Thayer-Bacon B.J., Redefining work and education in the technological revolution, Studies in Philosophy and Education, 38, 6, pp. 581-590, (2019); Tomlinson M., Conceptions of the value of higher education in a measured market, Higher Education, 75, 4, pp. 711-727, (2018); Tomlinson M., Employers and universities: Conceptual dimensions, research evidence and implications, Higher Education Policy, 34, 1, pp. 132-154, (2021); Williams M., Moser T., The art of coding and thematic exploration in qualitative research, International Management Review, 15, 1, (2019); Yuen V., The $78 billion community college funding shortfall, (2020)","R. Grebing; Higher Education Leadership Doctorate Program, St Louis, Maryville University of St Louis, St Louis, United States; email: rgrebing@maryville.edu","","Routledge","","","","","","10668926","","","","English","Community Coll. J. Res. Pract.","Article","Article in press","","Scopus","2-s2.0-85180183809"
"Aiello J.; Latorraca R.","Aiello, Jacqueline (56684939100); Latorraca, Rossella (57203398730)","56684939100; 57203398730","Stances toward translation training and the discipline: A study of future translators’ EFL retrospective reports","2023","Translation and Translanguaging in Multilingual Contexts","9","1","","111","134","23","0","10.1075/ttmc.00098.aie","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153613256&doi=10.1075%2fttmc.00098.aie&partnerID=40&md5=d7d32c3cc7c6644b099ac3bc591280c1","University of Salerno, Italy; DipSUm (Department of Humanities) University of Salerno, Room 3041, Italy","Aiello J., University of Salerno, Italy; Latorraca R., DipSUm (Department of Humanities) University of Salerno, Room 3041, Italy","Increased attention to professionalism and realism in translation classes at university has resulted in the development of a wide range of approaches to foster future translators’ construction of knowledge and identity pertaining to their upcoming professional career and community. This paper centres on a professionalizing seminar that shared these aims. Employing corpus, stance and discourse analysis, it examines the retrospective reports written by the future translators who participated in the seminar to unveil beliefs on their experience of the seminar, their university training, their perceived competence, and their present and future identities as translators. The results of the study suggest, on the one hand, that participants perceived that the seminar fostered awareness of the professional domain of translators, heightened cognizance of their skills, and gave them authentic practice as translators and, on the other, participants perceived lacunae in their training and gaps in their competences, with potential implications on their (perceived) employability. © 2023 John Benjamins Publishing Company.","editing; perceived competence; stance; translation revision; translation training","","","","","","","","Bistue B., Collaborative Translation and Multi-Version Texts in Early Modern Europe, (2013); Bramley P., Evaluation of Training Effectiveness: Benchmarking your Training Activity against Best Practice, (1996); Budwig N., Voice and Perspective: An Indexical Approach, The Proceedings of the Thirtieth Child Language Research Forum, pp. 23-31, (2000); Bushnell D.S., Input, Process, Output: A Model for Evaluating Training, Training and Development Journal, 44, 3, pp. 41-43, (1990); Chaves E.M., Didactic Knowledge in Construction: An Analysis of the Practices of an Accomplished Teacher, Letras de Hoje, 36, 1, pp. 227-249, (2001); Cordingley A., Manning C.F., What is Collaborative Translation?, Collaborative Translation: From the Renaissance to the Digital Age, pp. 1-30, (2017); De Palma D., Nataly K., Project Management for Crowdsourced Translation. How User-Translated Content Projects Work in Real Life, Translation and Localization Project Management: The Art of the Possible, pp. 379-408, (2011); De Palma D.A., Pielmeier H., Stewart R.G., The Language Services Market: 2018, Annual Review of the Services and Technology Industry That Supports Translation, Localization, and Interpreting, (2018); Delisle J., L’Analyse du Discours comme Méthode de Traduction: Initiation à la Traduction Française des Textes Pragmatiques Anglais, Théorie et Pratique, (1980); Diaz Cintas J., Sanchez P.M., Fansubs: Audiovisual Translation in an Amateur Environment, Journal of Specialised Translation, 6, pp. 37-52, (2006); Du Bois J.W., The Stance Triangle, Stancetaking in Discourse: Subjectivity, Evaluation, Interaction, pp. 139-182, (2007); Edwards R., Usher R., Globalisation and Pedagogy: Space, Place, and Identity, (2007); ELIS 2021. European Language Industry Survey 2021, Presentation at the T-UPDATE 21 Virtual Conference, (2021); Fitz-Enz J., Yes… You Can Weigh Training’s Value, Training, 31, 7, pp. 54-58, (1994); Gile D., Basic Concepts and Models for Interpreter and Translator Training, (2009); Gillen A., Carrico C., Grohs J., Matusovich H., Using an Applied Research-Practice Cycle: Iterative Improvement of Culturally Relevant Engineering Outreach, Journal of Formative Design in Learning, 2, pp. 121-128, (2018); Gouadec D., Translation as a Profession, (2007); Hamblin A.C., Evaluation and Control of Training, (1974); Hardeman R.R., Burgess D., Murphy K., Satin D.J., Nielsen J., Potter T.M., J'Mag Karbeah, Zulu-Gillespie M., Apolinario-Wilcoxon A., Reif C., Cunningham B.A., Developing a Medical School Curriculum on Racism: Multidisciplinary, Multiracial Conversations Informed by Public Health Critical Race Praxis (PHCRP), Ethnicity & Disease, 28, 1, pp. 271-278, (2018); Buysschaert J., Fernandez-Parra M., van Egdom G.-W., Professionalising the Curriculum and Increasing Employability through Authentic Experiential Learning: The Cases of INSTB, Current Trends in Translation Teaching and Learning E, 4, pp. 78-111, (2017); Jenkins H., Purushotma R., Weigel M., Clinton K., Robison A.J., Confronting the Challenges of Participatory Cultures, Digital Kompetanse, 2, 2, pp. 97-113, (2006); Karkkainen E., Stance Taking in Conversation: From Subjectivity to Intersubjectivity, Text & Talk, 26, 6, pp. 699-731, (2006); Kerremans K., van Egdom G.-W., Professionalisation in Translator Education through Virtual Teamwork, Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments, pp. 291-316, (2018); Kiesling S.F., Pavalanathan U., Fitzpatrick J., Han X., Eisenstein J., Interactional Stancetaking in Online Forums, Computational Linguistics, 44, 4, pp. 683-718, (2018); Kilgarriff A., Baisa V., Busta J., Jakubicek M., Kovar V., Michelfeit J., Rychly P., Suchomel V., The Sketch Engine: Ten Years on, Lexicography, 1, pp. 7-36, (2014); Kiraly D., A Social Constructivist Approach to Translator Education, Empowerment from Theory to Practice, (2000); Kirkpatrick D.L., Evaluation, Training & Development Handbook, pp. 294-312, (1996); Kockelman P., Stance and Subjectivity, Journal of Linguistic Anthropology, 14, 2, pp. 127-150, (2004); Kruger R., Piqueras J.S., Situated Translation in the Translation Classroom, Current Trends in Translation Teaching and Learning E, 2, pp. 5-30, (2015); Labov W., Waletzki J., Narrative Analysis: Oral Versions of Personal Experience, Journal of Narrative and Life History, 7, 1-4, pp. 3-38, (1997); Lafford B.A., Review of Evaluation in Text: Authorial Stance and the Construction of Discourse, Modern Language Journal, 85, 2, pp. 313-314, (2001); Liu C., Yu C., Understanding Students’ Motivation in Translation Learning: A Case Study from the Self-Concept Perspective, Asian-Pacific Journal of Second and Foreign Language Education, 4, 1, pp. 1-19, (2019); Long L.K., Du Bois C.Z., Faley R.H., Online Training: The Value of Capturing Trainee Reactions, Journal of Workplace Learning, 20, 1, pp. 21-37, (2008); Mahmud E., Community Engagement to Counter Misinformation in Rohingya Refugee Camps, Development Co-operation Report 2020: Learning from Crises, Building Resilience, pp. 87-90, (2020); Massardo I., Van der Meer J., The Translation Industry in 2022: A Report from the TAUS Industry Summit, (2017); Mohanty P.C., Dash M., Dash M., Das S., A Study on Factors Influencing Training Effectiveness, Revista Espacios, 40, pp. 7-15, (2019); Mossop B., Revising and Editing for Translators, (2014); Neubert A., Competence in Language, in Languages, and in Translation, Developing Translation Competence, pp. 3-18, (2000); Nord C., Text Analysis in Translation: Theory, Methodology, and Didactic Application of a Model for Translation-Oriented Text Analysis, (1991); O'Brien S., Collaborative Translation, The Routledge Handbook of Translation Studies, 2, pp. 17-20, (2011); O'Brien S., Schaler R., Next Generation Translation and Localization. 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Papers from the First Language International Conference, pp. 279-288, (1992); Pym A., Redefining Translation Competence in an Electronic Age., Defence of a Minimalist Approach.” Meta, 48, 4, pp. 481-497, (2003); Pym A., Translation Skill-Sets in a Machine-Translation Age, Meta, 58, 3, pp. 487-503, (2013); Rampton B., Displacing the Native speaker: Expertise, Mediation and Inheritance, ELT Journal, 44, 2, pp. 97-101, (1990); Risku H., Translation Process Research as Interaction Research, Minding Translation – MonTI Special Issue, 1, pp. 331-353, (2014); Risku H., Situated Learning in Translation Research Training: Academic Research as a Reflection of Practice, The Interpreter and Translator Trainer, 10, 1, pp. 12-28, (2016); Risku H., Windhager F., Extended Translation: A Sociocognitive Research Agenda, Target, 13, pp. 33-45, (2013); Russell J.A., Core Affect and the Psychological Construction of Emotion, Psychological Review, 110, 1, pp. 145-172, (2003); Scholz T., Digital Labour: The Internet as Playground and Factory, (2013); Strauss S., This, That, and It in Spoken American English: A Demonstrative System of Gradient Focus, Language Sciences, 24, 2, pp. 131-152, (2002); Thelen M., The Practice-oriented Translator Training Curriculum: An Example, Current Trends in Translation Teaching and Learning E, 3, pp. 163-200, (2016); Thelen M., Professionalisation in the Translator Training Curriculum, Translation and Meaning, pp. 117-141, (2016); Valero-Garces C., Interview with Aimee, Chief Director of Translators without Borders (TWB), FITISPos International Journal, 8, 1, pp. 155-159, (2021); Warr P., A Study of Psychological Well-Being, British Journal of Psychology, 69, pp. 111-121, (1978); Washbourne K., The Self-Directed Learner: Intentionality in Translator Training and Education, Perspectives, 22, 3, pp. 373-387, (2013); Wills W., Perspectives and Limitations of a Didactic Framework for the Teaching of Translation, Translation Applications and Research, pp. 117-137, (1976); Worthen B.R., Sanders J.R., Educational Evaluation, (1987)","J. Aiello; DiSPC (Department of Political and Communication Sciences), University of Salerno, Fisciano, Via Giovanni Paolo II, 132, SA, 84084, Italy; email: jaiello@unisa.it","","John Benjamins Publishing Company","","","","","","23521805","","","","English","Trans. Translang. Multilingual Contexts","Article","Final","","Scopus","2-s2.0-85153613256"
"McGowan N.; López-Serrano A.; Burgos D.","McGowan, Nadia (57216852753); López-Serrano, Aída (57666375000); Burgos, Daniel (8937994100)","57216852753; 57666375000; 8937994100","Serious Games and Soft Skills in Higher Education: A Case Study of the Design of Compete! †","2023","Electronics (Switzerland)","12","6","1432","","","","3","10.3390/electronics12061432","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152406939&doi=10.3390%2felectronics12061432&partnerID=40&md5=62303d21e3b5919243369db528eb7a57","Centro de Investigación, Transferencia e Innovación (CITEI), Universidad Internacional de La Rioja (UNIR), Madrid, 28224, Spain; Research Institute for Innovation & Technology in Education (UNIR iTED), Universidad Internacional de La Rioja (UNIR), Madrid, 28224, Spain","McGowan N., Centro de Investigación, Transferencia e Innovación (CITEI), Universidad Internacional de La Rioja (UNIR), Madrid, 28224, Spain; López-Serrano A., Research Institute for Innovation & Technology in Education (UNIR iTED), Universidad Internacional de La Rioja (UNIR), Madrid, 28224, Spain; Burgos D., Research Institute for Innovation & Technology in Education (UNIR iTED), Universidad Internacional de La Rioja (UNIR), Madrid, 28224, Spain","This article describes the serious game Compete!, developed within the European Erasmus+ framework, that aims to teach soft skills to higher education students in order to increase their employability. Despite the increasing relevance of soft skills for successful entry into the labour market, these are often overlooked in higher education. A participatory learning methodology based on a gamification tool has been used for this purpose. The game presents a series of scenarios describing social sustainability problems that require the application of soft skills identified as key competencies in a field study across different European countries. These competencies are creative problem-solving, effective communication, stress management, and teamwork. On completion of each game scenario and the game itself, students receive an evaluation of both their soft skills and the strategic and operational decisions they have made. In the evaluation of these decisions, both the economic and sustainability aspects of the decision are assessed. The teacher can then address the competencies and sustainability issues using the different game scenarios, thus creating higher motivation and deeper understanding amongst the students. This hybrid learning methodology incorporates digital tools for the cross-curricular teaching and learning of sustainability and soft skills. In conclusion, this article describes a possible method of incorporating soft skills in higher education; this complements students’ technical knowledge while helping to achieve Sustainable Development Goals. © 2023 by the authors.","Compete!; Erasmus+; game design; gamification; higher education; serious games; soft skills","","","","","","European Commission, EC, (GA 2019-1-IT02-KA203-062350)","This work has been partially co-funded by the European Union, through the Eramus+ Programme (GA 2019-1-IT02-KA203-062350).","Andrews J., Higson H., Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study, High. Educ. Eur, 33, pp. 411-422, (2008); Remedios R., The role of soft skills in employability, Int. J. Manag. Res. Rev, 2, (2012); Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employers’ perceptions, Stud. High. Educ, 45, pp. 1834-1847, (2020); Yong B.P.P., Ling Y.L., Skills Gap: The Importance of Soft Skills in Graduate Employability between the Perspectives of Employers and Graduates, Int. J. Soc. Humanit. Ext, 2, pp. 10-24, (2022); Gomez-Gamero M.E., Soft Skills Competencies for the new Millennium, DIVULGARE Bol. Cient. Esc. Super. Actopan, 6, pp. 1-5, (2019); Tang K.N., Beyond Employability: Embedding Soft Skills in Higher Education, Turkish Online J. Educ. Technol. TOJET, 18, pp. 1-9, (2019); Apandi A.M., Gamification Meets Mobile Learning: Soft-Skills Enhancement, Research Anthology on Developments in Gamification and Game-Based Learning, pp. 1290-1299, (2022); Takacs J.M., Pogastsnik M., Kersanszki T., Improving Soft Skills and Motivation with Gamification in Engineering Education, Mobility for Smart Cities and Regional Development-Challenges for Higher Education. ICL 2021, 389, (2022); Adhiatma A., Fachrunnisa O., Rahayu T., Gamified training: A new concept to improve individual soft skills, J. Siasat Bisnis, 23, pp. 127-141, (2019); Bellotti F., Kapralos B., Lee K., Moreno-Ger P., Berta R., Assessment in and of serious games: An overview, Adv. Hum.-Comput. Interact, 2013, (2013); Donthu N., Kumar S., Mukherjee D., Pandey N., Lim W.M., How to conduct a bibliometric analysis: An overview and guidelines, J. Bus. Res, 133, pp. 285-296, (2021); McGowan N., Repiso R., Montero-Diaz J., Las obras de mayor relevancia en el estudio científico del Cine y Fotografía, Foto-Cinema. Rev. Cient. Cine Y Fotogr, 11, pp. 381-410, (2022); Marin-Marin J.A., Moreno-Guerrero A.J., Duo-Terron P., STEAM in education: A bibliometric analysis of performance and co-words in Web of Science, Int. J. STEM Educ, 8, (2021); Archambault E., Campbell D., Gingras Y., Lariviere V., Comparing bibliometric statistics obtained from the Web of Science and Scopus, J. Am. Soc. Inf. Sci. Technol, 60, pp. 1320-1326, (2009); Zhang J., Yu Q., Zheng F., Long C., Lu Z., Duan Z., Comparing keywords plus of WOS and author keywords: A case study of patient adherence research, J. Assoc. Inf. Sci. Technol, 67, pp. 967-972, (2016); Naranjo A., Fernandez-Ramirez L., Netflix in Web of Science: A bibliometric approach, Commun. Soc, 35, pp. 133-145, (2022); Avila-Pesantez D., Rivera L.A., Alban M.S., Approaches for serious game design: A systematic literature review, ASEE Comput. Educ. CoED J, 8, pp. 1-11, (2017); Kalmpourtzis G., Educational Game Design Fundamentals: A Journey to Creating Intrinsically Motivating Learning Experiences, (2018); Barbosa A.F.S., Pereira P.N.M., Dias J.A.F.F., Silva F.G.M., A New Methodology of Design and Development of Serious Games, Int. J. Comput. Games Technol, 2014, (2014); Morrell B., Eukel H.N., Shocking Escape: A Cardiac Escape Room for Undergraduate Nursing Students, Simul. Gaming, 52, pp. 72-78, (2021); Bezard L., Debacq M., Rosso A., The carnivorous yoghurts: A “serious” escape game for stirring labs, Educ. Chem. Eng, 33, pp. 1-8, (2020); Clarke S.J., Peel D.J., Arnab S., Morini L., Keegan H., Wood O., EscapED: A Framework for Creating Educational Escape Rooms and Interactive Games to For Higher/Further Education, Int. J. Serious Games, 4, pp. 73-86, (2017); Sousa M., Serious board games: Modding existing games for collaborative ideation processes, Int. J. Serious Games, 8, pp. 129-146, (2021); Geithner S., Menzel D., Effectiveness of Learning Through Experience and Reflection in a Project Management Simulation, Simul. Gaming, 47, pp. 228-256, (2016); Prensky M., Digital Game Based Learning, (2001); Moreno-Ger P., Burgos D., Martinez-Ortiz I., Sierra J.L., Fernandez-Manjon B., Educational game design for online education, Comput. Hum. Behav, 24, pp. 2530-2540, (2008); (2020); (2022); Cardona P., Wilkinson H., Creciendo Como Líderes, (2009)","A. López-Serrano; Research Institute for Innovation & Technology in Education (UNIR iTED), Universidad Internacional de La Rioja (UNIR), Madrid, 28224, Spain; email: aida.lopez@unir.net","","MDPI","","","","","","20799292","","","","English","Electronics (Switzerland)","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85152406939"
"Ng A.H.; Reddy A.; Horvath D.; Larsen A.; Biesiekierski J.R.; Croxford S.; Bramley A.; McLeod S.; Stirling E.; Murray E.; Forsyth A.","Ng, Ashley H. (57205398829); Reddy, Anj (58171866200); Horvath, Deanna (34872291200); Larsen, Amy (23397134000); Biesiekierski, Jessica R. (36184914800); Croxford, Sharon (57195510651); Bramley, Andrea (23768236700); McLeod, Susan (57210217036); Stirling, Emma (57208165673); Murray, Emily (57202150415); Forsyth, Adrienne (35268223300)","57205398829; 58171866200; 34872291200; 23397134000; 36184914800; 57195510651; 23768236700; 57210217036; 57208165673; 57202150415; 35268223300","Undergraduate Student Perspectives on Employability: A Mixed Methods Exploration of Nutrition Student Career Awareness, Confidence, and Preparedness","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","282","297","15","0","10.21153/jtlge2023vol14no1art1638","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180585624&doi=10.21153%2fjtlge2023vol14no1art1638&partnerID=40&md5=7067950c4a4ca05dd3a7fd7985fd4842","School of Allied Health, Human Services and Sport, La Trobe University, Australia; Monash Partners Academic Health Science Centre, Australia; Monash Centre for Health Research and Implementation, Faculty of Medicine, Nursing and Health Sciences, Monash University, Australia; School of Life Sciences, La Trobe University, Australia; Department of Nutrition, Dietetics and Food, Monash University, Australia; School of Behaviour and Health Sciences, Australian Catholic University, Australia; Department of Workforce, Innovation, Strategy, Education and Research, Monash Health, Australia","Ng A.H., School of Allied Health, Human Services and Sport, La Trobe University, Australia, Monash Partners Academic Health Science Centre, Australia, Monash Centre for Health Research and Implementation, Faculty of Medicine, Nursing and Health Sciences, Monash University, Australia; Reddy A., School of Allied Health, Human Services and Sport, La Trobe University, Australia, Monash Centre for Health Research and Implementation, Faculty of Medicine, Nursing and Health Sciences, Monash University, Australia; Horvath D., School of Allied Health, Human Services and Sport, La Trobe University, Australia, School of Life Sciences, La Trobe University, Australia; Larsen A., School of Life Sciences, La Trobe University, Australia; Biesiekierski J.R., School of Allied Health, Human Services and Sport, La Trobe University, Australia, Department of Nutrition, Dietetics and Food, Monash University, Australia; Croxford S., School of Allied Health, Human Services and Sport, La Trobe University, Australia, School of Behaviour and Health Sciences, Australian Catholic University, Australia; Bramley A., School of Allied Health, Human Services and Sport, La Trobe University, Australia, Department of Workforce, Innovation, Strategy, Education and Research, Monash Health, Australia; McLeod S., School of Allied Health, Human Services and Sport, La Trobe University, Australia; Stirling E., School of Allied Health, Human Services and Sport, La Trobe University, Australia, School of Behaviour and Health Sciences, Australian Catholic University, Australia; Murray E., School of Allied Health, Human Services and Sport, La Trobe University, Australia; Forsyth A., School of Allied Health, Human Services and Sport, La Trobe University, Australia, School of Behaviour and Health Sciences, Australian Catholic University, Australia","There is a growing need for nutrition graduates to fill diverse roles that will address emerging health priorities including community-based chronic disease prevention, personalised nutrition, digital health, and innovations in food and agriculture. Little is known about how well universities are preparing nutrition students to fill these roles. The aim of this study was to explore undergraduate nutrition students’ career awareness, confidence, and preparedness. A secondary aim was to explore their perspectives regarding employability initiatives within the university curriculum. A mixed methods approach was used, including semi-structured focus groups to gain in-depth insights and surveys to expand and diversify the study population, enhancing validity and transferability of the findings. Results of the focus groups were analysed thematically using an inductive approach. Initial themes informed the survey with closed questions analysed using descriptive statistics and open questions analysed thematically. Seven students participated in focus groups and 73 completed the survey. Common themes arising from the focus group and survey responses included a lack of awareness of roles available to nutritionists, lack of placement experience seen as a link to understanding what nutritionists do and getting that first job, and life experiences and personal circumstances influencing career pathways. Practical opportunities for nutrition students to develop their career awareness, confidence, and preparedness should be a key consideration in the design of the undergraduate nutrition curricula. © 2023 Deakin University. All rights reserved.","career; curriculum; education; employment; nutrition; undergraduate; workforce","","","","","","La Trobe University, LTU","This work was supported by a 2016 La Trobe University Scholarship of Learning and Teaching Grant.","Amiet D., Choate J., Hoskin J., Dart J., Exploring attitudes, beliefs and practices of academic staff towards undergraduate career development in non-vocational courses, Higher Education Research & Development, 40, 5, pp. 885-900, (2021); An S., Lipscomb R., Instant mentoring: sharing wisdom and getting advice online with e-mentoring, Journal of the Academy of Nutrition and Dietetics, 113, 5, (2013); Australian Qualifications Framework, (2013); Bennett D., Richardson S., MacKinnon P., Enacting strategies for graduate employability: How universities can best support students to develop generic skills, (2016); Besnilian A., Goldenberg A., Plunkett S. W., Promoting diversity within the dietetics profession through a peer mentorship program, Journal of the Academy of Nutrition and Dietetics, 116, 2, pp. 198-202, (2016); Blackburn G., A university’s strategic adoption process of an PBL-aligned eLearning environment: An exploratory case study, Educational Technology Research and Development, 65, 1, pp. 147-176, (2017); Boak R., Palermo C., Beck E. J., Patch C., Pelly F., Wall C., Gallegos D., A qualitative exploration of the future of nutrition and dietetics in Australia and New Zealand: Implications for the workforce, Nutrition & Dietetics, 79, 4, pp. 427-437, (2022); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Croxford S., Stirling E., McLeod S., Biesiekierski J., Murray E., Ng A. H., Bramley A., Forsyth A., An exploratory study of industry perspectives to inform undergraduate nutrition employability initiatives, Nutrition & Dietetics, 79, 4, pp. 447-455, (2022); Deci E. L., Ryan R. M., Self-Determination Theory, Handbook of Theories of Social Psychology, 1, pp. 416-437, (2012); Deci E. L., Ryan R. M., The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behaviour, Psychological Inquiry, 11, 4, pp. 227-268, (2000); Doolan M., Piggott B., Chapman S., Rycroft P., The benefits and challenges of embedding work integrated learning: A case study in a university education degree program, Australian Journal of Teacher Education, 44, 6, pp. 91-108, (2019); Errington E. P., Mission possible: Using near-world scenarios to prepare graduates for the professions, International Journal of Teaching and Learning in Higher Education, 23, 1, pp. 84-91, (2011); Hayden J. K., Smiley R. A., Alexander M., Kardong-Edgren S., Jeffries P. R., The NCSBN national simulation study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education, Journal of Nursing Regulation, 5, 2, pp. S3-S40, (2014); Heafala A., Mitchell L. J., Williams L. T., Studying the transition from graduate to health practitioner: The Griffith Dietetics Graduate Outcomes Survey, Nursing & Health Sciences, 23, 3, pp. 723-732, (2021); Hickson M., Child J., Collinson A., Future dietitian 2025: informing the development of a workforce strategy for dietetics, Journal of Human Nutrition and Dietetics, 31, 1, pp. 23-32, (2018); Hughes R., Competency development in public health nutrition: reflections of advanced level practitioners in Australia, Nutrition & Dietetics: The Journal of the Dietitians Association of Australia, 60, 3, pp. 205-212, (2003); Hughes R., Desbrow B., Aspiring dietitians study: a pre-enrolment study of students motivations, awareness and expectations relating to careers in nutrition and dietetics, Nutrition & Dietetics, 62, 2-3, pp. 106-109, (2005); Jackson D., The contribution of work-integrated learning to undergraduate employability skill outcomes, Asia-Pacific Journal of Cooperative Education, 14, 2, pp. 99-115, (2013); Jackson D., Collings D., The influence of work-integrated learning and paid work during studies on graduate employment and underemployment, Higher Education, 76, pp. 403-425, (2018); Jorre de St Jorre T., Oliver B., Want students to engage? Contextualise graduate learning outcomes and assess for employability, Higher Education Research & Development, 37, 1, pp. 44-57, (2018); Lawlis T., Torres S. J., Coates A. M., Clark K., Charlton K. E., Sinclair A. J., Wood L. G., Devine A., Development of nutrition science competencies for undergraduate degrees in Australia, Asia Pacific Journal of Clinical Nutrition, 28, 1, pp. 166-176, (2019); Lexis L., Weaver W., Julien B. L., STEM students see the value of LinkedIn as a career development tool and continue to use it in the long-term post-assignment, The Journal of Teaching and Learning for Graduate Employability, 14, 1, pp. 53-70, (2023); McCall L., Palermo C., Wray N., Placements and their influence on Australian nutrition and dietetics students, Focus on Health Professional Education: A Multi-disciplinary Journal, 11, 1, pp. 14-21, (2009); McLennan B., Keating S., Work-integrated learning (WIL) in Australian universities: The challenges of mainstreaming WIL [Paper presentation], (2008); Mertens D. M., Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods, (2019); Morgan K., Kelly J. T., Campbell K. L., Hughes R., Reidlinger D. P., Dietetics workforce preparation and preparedness in Australia: A systematic mapping review to inform future dietetics education research, Nutrition & Dietetics, 76, 1, pp. 47-56, (2019); Murray E., McLeod S., Biesiekierski J., Ng A., Croxford S., Stirling E., Bramley A., Forsyth A., Employability initiatives in undergraduate education and application to human nutrition: A scoping review, Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 63-80, (2020); Nourishing Australia: A Decadal Plan for the Science of Nutrition, (2019); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Reddy A., Reid-Warne D., Ng A. H., Horvath D., Forsyth A., Graduates’ perspectives of the teaching and development of employability skills in undergraduate human nutrition programs, (2023); Rhea M., Bettles C., Future changes driving dietetics workforce supply and demand: Future scan 2012-2022, Journal of the Academy of Nutrition and Dietetics, 112, 3, pp. S10-S24, (2012); Sanders E. B.-N., Stappers P. J., Co-creation and the new landscapes of design, CoDesign, 4, 1, pp. 5-18, (2008); Taylor C., Angel L., Nyanga L., Dickson C., The process and challenges of obtaining and sustaining clinical placements for nursing and allied health students, Journal of Clinical Nursing, 26, 19-20, pp. 3099-3110, (2017); Work Integrated Learning in Universities: Final Report, (2019); Yorke M., Employability in higher education: what it is-what it is not, 1, (2006)","A.H. Ng; School of Allied Health, Human Services and Sport, La Trobe University, Australia; email: a.ng@latrobe.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85180585624"
"Scoupe R.; Römgens I.; Beausaert S.","Scoupe, Rémi (57209247647); Römgens, Inge (57209247740); Beausaert, Simon (36080307500)","57209247647; 57209247740; 36080307500","The development and validation of the student's employability competences questionnaire (SECQ)","2023","Education and Training","65","1","","88","105","17","1","10.1108/ET-12-2020-0379","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145167626&doi=10.1108%2fET-12-2020-0379&partnerID=40&md5=1dababde04de5ae4829e0a3b89c12b5f","Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands; Département Pédagogique et Social, Haute Ecole de Namur-Liege-Luxembourg, Namur, Belgium; Faculty of Science and Engineering, University College Maastricht, Maastricht, Netherlands","Scoupe R., Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands, Département Pédagogique et Social, Haute Ecole de Namur-Liege-Luxembourg, Namur, Belgium; Römgens I., Faculty of Science and Engineering, University College Maastricht, Maastricht, Netherlands; Beausaert S., Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands","Purpose: This paper aims to measure the extent to which students possess the necessary competences of an employable graduate, the authors explored the development and validation of a questionnaire that measures employability competences of students in higher education through combining insights from higher education and workplace learning literature. Design/methodology/approach: The paper aims to develop and validate the questionnaire a systematic literature review and factor analyses were conducted. The authors applied the questionnaire to two different groups of students. First, to undergraduate students in an applied sciences program in Belgium (N = 935). The dataset was randomly divided into two subsets to conduct an exploratory and a confirmatory factor analysis. Next, another confirmatory factor analysis was done to cross-validate the factor structure found. For this, the questionnaire was offered to a group of undergraduate and graduate students at a university in The Netherlands (N = 995). Findings: The results support a model of employability based on combined insights from higher education and workplace learning literature. The model consists of the following seven factors: social competences, e-literacy, efficacy beliefs, flexibility, healthy work–life balance, lifelong learning and oral and written communication. Originality/value: The questionnaire can be utilized to screen students' employability profiles and examine the relationship between teaching practices and students’ employability competences. © 2022, Emerald Publishing Limited.","(Under)graduate students; Competences; Employability; Higher education; Questionnaire","","","","","","","","Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W., Competencies for the contemporary career: development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Allen J., van der Velden R., Competencies and Early Labour Market Careers of Higher Education Graduates, (2009); Allen J., van der Velden R., The Flexible Professional in the Knowledge Society: General Results of the Reflex Project, (2011); Bandura A., Self-Efficacy: The Exercise of Control, (1997); Baumann I., Chau N., Psychological quality of life and its association with academic employability skills among newly-registered students from three European faculties, BMC Psychiatry, 11, (2011); Boahin P., Hofman A., A disciplinary perspective of competency-based training on the acquisition of employability skills, Journal of Vocational Education and Training, 65, 3, pp. 385-401, (2013); Brick N.K., Bolton L., Employability in health profession education: not resting on our laurels, Nurse Education Today, 33, 11, pp. 1272-1273, (2013); Bridgstock R., The graduate attributes we've overlooked: enhancing graduate employability through career management skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Brown R., Enhancing student employability?: current practice and student experiences in HE performing arts, Arts and Humanities in Higher Education, 6, 1, pp. 28-49, (2007); Byrne B.M., Structural Equation Modeling with EQS: Basic Concepts, Applications, and Programming, (2016); Caricati L., Chiesa R., Guglielmi D., Mariani M.G., Real and perceived employability: a comparison among Italian graduates, Journal of Higher Education Policy and Management, 38, 4, pp. 490-502, (2016); Costello A.B., Osborne J., Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis, Practical Assessment, Research, and Evaluation, 10, 1, pp. 1-9, (2005); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Dacre Pool L., Qualter P., Sewell P.J., Exploring the factor structure of the CareerEDGE employability development profile, Education + Training, 56, 4, pp. 303-313, (2014); DeFillippi R.J., Arthur M.B., The boundaryless career: a competency‐based perspective, Journal of Organizational Behavior, 15, 4, pp. 307-324, (1994); Finch D.J., Hamilton L.K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education + Training, 55, 7, pp. 681-704, (2013); Forrier A., Sels L., Stynen D., Career mobility at the intersection between agent and structure: a conceptual model, Journal of Occupational and Organizational Psychology, 82, 4, pp. 739-759, (2009); Forrier A., Verbruggen M., De Cuyper N., Integrating different notions of employability in a dynamic chain: the relationship between job transitions, movement capital and perceived employability, Journal of Vocational Behavior, 89, pp. 56-64, (2015); Fugate M., Kinicki A.J., Ashforth B.E., Employability: a psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Griffin M., Annulis H., Employability skills in practice: the case of manufacturing education in Mississippi, International Journal of Training and Development, 17, 3, pp. 221-232, (2013); Gross J.J., Emotion regulation: conceptual and empirical foundations, Handbook of Emotion Regulation, pp. 3-20, (2014); Gunstone R.F., Mitchell I.J., Chapter 5 - Metacognition and conceptual change, Teaching Science for Understanding, pp. 133-163, (2005); Hinchliffe G.W., Jolly A., Graduate identity and employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Hinkin T.R., A brief tutorial on the development of measures for use in survey questionnaires, Organizational Research Methods, 1, 1, pp. 104-121, (1998); Howard M.C., A review of exploratory factor analysis decisions and overview of current practices: what we are doing and how can we improve?, International Journal of Human-Computer Interaction, 32, 1, pp. 51-62, (2016); Jackson D., Business undergraduates' perceptions of their capabilities in employability skills: implications for industry and higher education, Industry and Higher Education, 26, 5, pp. 345-356, (2012); Jackson D., Testing a model of undergraduate competence in employability skills and its implications for stakeholders, Journal of Education and Work, 27, 2, pp. 220-242, (2014); Knight P., Yorke M., Learning, Curriculum and Employability in Higher Education, (2004); Le Deist F.D., Winterton J., What is competence?, Human Resource Development International, 8, 1, pp. 27-46, (2005); Monteiro S., Garcia-Aracil A., Almeida L.S., Adaptation and initial validation of the perceived employability scale, Paidéia (Ribeirão Preto), e2935, (2019); Nussbaum M.C., Creating Capabilities, (2011); Peeters E., Nelissen J., De Cuyper N., Forrier A., Verbruggen M., De Witte H., Employability capital: a conceptual framework tested through expert analysis, Journal of Career Development, 46, 2, pp. 79-93, (2019); Pitan O.S., Employability development opportunities (EDOs) as measures of students' enhanced employability, Higher Education Skills and Work-Based Learning, 6, 3, pp. 288-304, (2016); Qenani E., MacDougall N., Sexton C., An empirical study of self-perceived employability: improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, pp. 1-16, (2019); Rothwell A., Arnold J., Self perceived employability: development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Smith C., Ferns S., Russell L., Conceptualising and measuring ‘employability’ lessons from a National OLT Project, Work Integrated Learning: Building Capacity, pp. 139-148, (2014); Son L.K., Schwartz B.L., The relation between metacognitive monitoring and control, Applied Metacognition, pp. 15-38, (2002); Van Der Heijde C., Van Der Heijden B., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 43, 3, pp. 449-476, (2006); Yorke M., Knight P., Embedding employability into the curriculum, (2006); Yorke M., Knight P., Evidence-informed pedagogy and the enhancement of student employability, Teaching in Higher Education, 12, 2, pp. 157-170, (2007)","R. Scoupe; Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands; email: r.scoupe@maastrichtuniversity.nl","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85145167626"
"Burnett C.","Burnett, Cora (35883200400)","35883200400","Sport-for-employability as an innovative practice in addressing youth underemployment in sub-Saharan Africa","2023","Frontiers in Sports and Active Living","4","","1001435","","","","2","10.3389/fspor.2022.1001435","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148526064&doi=10.3389%2ffspor.2022.1001435&partnerID=40&md5=18c548977183341c99bc13d92442cc08","Department of Sport and Movement Studies, UJ Olympic Studies Centre, University of Johannesburg, Johannesburg, South Africa","Burnett C., Department of Sport and Movement Studies, UJ Olympic Studies Centre, University of Johannesburg, Johannesburg, South Africa","Youth unemployment reflects the lack of economic growth and prosperity for many nations in sub-Saharan Africa where the average age of the population is estimated to be 24 years in 2050. The study generates insights informed by preliminary findings of an ambitious 6-month government-funded “youth employment program” in South Africa. The paper reports on qualitative data emanating from two field visits per organization providing the baseline of this national project as the researcher had been tasked to develop the monitoring, evaluation, and learning (MEL) system. About 4,000 of this population are from Special Olympics and comprise of youth with complex needs, while the baseline focus on 45 youth as part of the unified leadership initiative (partnering with a mainstream individual). The MEL system allows for a mixed-method approach, but the paper draws on narrative data obtained during field visits where 10 managers were interviewed and 47 youth interns (42.5% men and 57.5% women) took part in focus group discussions. The interview and focus group questions explored their work-related histories and profiles, current involvement with a structured program, experiences, perceptions, expectations, and pragmatic recommendations. Emerging themes and analysis report five main themes that refer to (i) personal employment histories, (ii) local embeddedness, (iii) a typology of work, (iv) program benefits, and (v) enablers and goal setting. Contextual realities shaped the agency of all research participants, but promising results show positive outcomes of soft skills associated with the level of employability and job-seeking strategies. 2023 Burnett.","employability; nongovernment organizations; sport-for-development; sub-Saharan Africa; youth","","","","","","SSCNA","The logistical support of the SSCNA and collaboration of the organizations serving as case studies, as well as the research participants are acknowledged.","Meagher K., The scramble for Africans: demography, globalisation and Africa's informal labour markets, J Dev Stud, 52, 4, pp. 483-497, (2016); Cieslik K., Barford A., Vira B., Young people not in employment, education or training (NEET) in sub-Saharan Africa: sustainable development target 8.6 missed and reset, J Youth Stud, 25, 8, pp. 1126-1147, (2021); Oluwatayo I.B., Ojo A.O., Walking through a tightrope: the challenge of economic growth and poverty in Africa, J Dev Areas, 52, 1, pp. 59-69, (2018); Asiimwe G.B., Interrogating unemployment amid growth: tracking youth unemployment in neo-liberal Uganda, 1990–2019, J Asian Afr Stud, pp. 1-17, (2022); Zaalouk M., A human economy: a “third way” for the future of young people in the Middle East and North Africa, Int Rev Educ, 60, 3, pp. 339-359, (2014); Norman J., Mikhael A., Refugee youth, unemployment and extremism: countering the myth, Forced Migr Rev, 57, pp. 57-58, (2018); Pink M.A., Mahoney J.W., Saunders J.E., Promoting positive development among youth from refugee and migrant backgrounds: the case of kicking goals together, Psychol Sport Exerc, 51, (2020); Haudenhuyse R.P., Theeboom M., Coalter F., The potential of sports-based social interventions for vulnerable youth: implications for sport coaches and youth workers, J Youth Stud, 15, 4, pp. 437-454, (2012); Hayhurst L.M., Giles A.R., Wright J., Biopedagogies and indigenous knowledge: examining sport for development and peace for urban indigenous young women in Canada and Australia, Sport Educ Soc, 21, 4, pp. 549-569, (2016); Hart A., Psyllou A., Eryigit-Madzwamuse S., Heaver B., Rathbone A., Duncan S., Et al., Transitions into work for young people with complex needs: a systematic review of UK and Ireland studies to improve employability, Br J Guid Counc, 48, 5, pp. 623-637, (2020); Snowball J., Hadisi S., Do the cultural industries offer labour market opportunities for women and youth? A global south case study, Cultur Trends, 29, 4, pp. 267-286, (2020); Tutu R., Busingye J.D., Building resilient societies in Africa for the future: conceptual considerations and possible resilience constituents, J Futures Stud, 23, 1, pp. 55-75, (2018); Morgan H., Parker A., Marturano N., Community-based intervention and marginalised youth: inclusion, social mobility and life-course transition, J Educ Work, 33, 5–6, pp. 327-342, (2020); Morgan H., Parker A., Marturano N., Evoking hope in marginalised youth populations through non-formal education: critical pedagogy in sports-based interventions, Br J Sociol Educ, 42, 3, pp. 307-322, (2021); Miller J., McAuliffe L., Riaz N., Deuchar R., Exploring youths’ perceptions of the hidden practice of youth work in increasing social capital with young people considered NEET in Scotland, J Youth Stud, 18, 4, pp. 468-484, (2015); Putnam R.D., Bowling alone: the collapse and revival of American community, (2000); Bourdieu P., The forms of capital, Handbook of theory and research for the sociology of education, pp. 241-253, (1986); Kim Y., Schneider T., Fass E., Lochbaum M., Personal social capital and self-rated health among middle-aged and older adults: a cross-sectional study exploring the roles of leisure-time physical activity and socioeconomic status, BMC Public Health, 21, 1, pp. 1-11, (2021); Storr R., Spaaij R., I guess it’s kind of elitist”: the formation and mobilisation of cultural, social and physical capital in youth sport volunteering, J Youth Stud, 20, 4, pp. 487-502, (2017); Forsell T., Tower J., Polman R., Development of a scale to measure social capital in recreation and sport clubs, Leis Sci, 42, 1, pp. 106-122, (2020); Richardson K., Fletcher T., Community sport development events, social capital and social mobility: a case study of Premier League kicks and young black and minoritized ethnic males in England, Soccer Soc, 21, 1, pp. 79-95, (2020); Djobova S., Borukova M., Kirilova I., Building social capital through inclusive basketball, Trakia J Sci, 18, pp. 891-896, (2020); Corbin J., Strauss A., Basics of qualitative research: techniques and procedures for developing grounded theory, (2014); Charmaz K., Constructivist grounded theory, J Posit Psychol, 12, 3, pp. 299-300, (2017); Lune H., Berg B.L., Qualitative research methods for the social sciences, (2017); Kimchi J., Polivka B., Stevenson J.S., Triangulation operational definitions, Nurs Res, 40, 6, pp. 346-366, (1991); Gentles S.J., Charles C., Ploeg J., McKibbon K.A., Sampling in qualitative research: insights from an overview of the methods literature, Qual Rep, 20, 11, pp. 1772-1789, (2015); Best P., Badham J., McConnell T., Hunter R.F., Participatory theme elicitation: open card sorting for user led qualitative data analysis, Int J Soc Res Methodol, 25, 2, pp. 213-231, (2022); Burnett C., Employability pathways in a sport-for-development programme for girls in a sub-Saharan impoverished setting, J Phys Educ Sport, 22, 4, pp. 863-869, (2022); Painter E., Price M., Creating social capital on soccer fields: immigrant opportunities and gendered barriers in adult soccer leagues, J Ethn Migr Stud, 47, 7, pp. 1631-1648, (2011); Burchell B.J., Coutts A.P., The experience of self-employment among young people: an exploratory analysis of 28 low-to middle-income countries, Am Behav Sci, 63, 2, pp. 147-165, (2019); Dawson H.J., Making plans through people”: the social embeddedness of informal entrepreneurship in urban South Africa, Soc Dyn, 47, 3, pp. 389-402, (2021)","C. Burnett; Department of Sport and Movement Studies, UJ Olympic Studies Centre, University of Johannesburg, Johannesburg, South Africa; email: corab@uj.ac.za","","Frontiers Media S.A.","","","","","","26249367","","","","English","Frontier. Sport. Act. Living.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85148526064"
"Korneeva N.; Uvarina N.; Gnatyshina E.; Korneev D.","Korneeva, Natalya (57195528534); Uvarina, Natalya (57191512561); Gnatyshina, Elena (57220224181); Korneev, Dmitry (57194576257)","57195528534; 57191512561; 57220224181; 57194576257","Creative and Predictive Management of Vocational Education in the Context of Social Partnership Development","2023","Journal of Technical Education and Training","15","4","","23","36","13","0","10.30880/jtet.2023.15.04.003","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180876138&doi=10.30880%2fjtet.2023.15.04.003&partnerID=40&md5=7083fd235c3dc6ea6eb127d81947c0e1","Department of Training of Teachers of Vocational Training and Subject Methods, South Ural State Humanitarian and Pedagogical University, Chelyabinsk, 454080, Russian Federation; Department of Economics, Management and Law, South Ural State Humanitarian and Pedagogical University, Chelyabinsk, 454080, Russian Federation","Korneeva N., Department of Training of Teachers of Vocational Training and Subject Methods, South Ural State Humanitarian and Pedagogical University, Chelyabinsk, 454080, Russian Federation; Uvarina N., Department of Training of Teachers of Vocational Training and Subject Methods, South Ural State Humanitarian and Pedagogical University, Chelyabinsk, 454080, Russian Federation; Gnatyshina E., Department of Training of Teachers of Vocational Training and Subject Methods, South Ural State Humanitarian and Pedagogical University, Chelyabinsk, 454080, Russian Federation; Korneev D., Department of Economics, Management and Law, South Ural State Humanitarian and Pedagogical University, Chelyabinsk, 454080, Russian Federation","This research aims to theoretically substantiate the effectiveness of creative-prospective management in the professional training of contemporary youth in the context of developing social partnerships. Additionally, it aims to describe the functional model of creative-prospective management in professional education within the social partnership framework. The study involved 482 South Ural State Humanitarian-Pedagogical University students, the Russian State Vocational Pedagogical University, and the Shadrinsk State Pedagogical University. Furthermore, 100 graduates currently employed in secondary education institutions participated in the study. The following methodologies were employed in the experiment: the Mehrabian Achieving Tendency Scale (used by employers and social partners to determine the relationships between partners in social partnerships) and the modified Magomed-Eminov (1989, 2002) scale (utilized by employers and social partners to assess the quality of graduates' professional training). A multistage quota sampling technique and a review of the modification questionnaires were used to ensure the experiment's reliability. Respondents participated in the assessment of the effectiveness of professional education managers. The empirical research revealed synergistic connections between an expanded list of specialities and training directions associated with the differentiation of professional education and the employability of graduates in the Ural labour market. It was determined that creative and prospective management is necessary to prepare highly qualified and competitive graduates. This allowed for identifying key criteria for assessing the quality of higher education and their indicators, including the level of overall development and professional qualifications of graduates, as well as the employability of graduates in the labour market. Implementing creative and prospective management can serve as the basis for the dynamic expansion of international educational agglomerations. The development of social partnerships can increase the competitiveness of educational organisations involved in diversification processes within the international educational space. The analysed theoretical and practical positions emphasise the challenges and possible solutions associated with the system of social partnership. © Universiti Tun Hussein Onn Malaysia Publisher’s Office.","Creative and predictive management; digitalization; globalization; social partnership; vocational education","","","","","","Education and Science; National Development Goals of the Russian Federation; National Qualification System of the Russian Federation; Qualifications Council under the President of the Russian Federation, (12.03.2021); Scientific and Technological Development of the Russian Federation; Russian Foundation for Basic Research, РФФИ, (21-18-00139); Ministry of Education and Science, MES, (01/1753)","Funding text 1: Federal Law ""On Education in the Russian Federation"" of December 29, 2012 Strategy for the Development of the Information Society of the Russian Federation for 2017-2030"" Decree of the President of the Russian Federation of July 21, 2020, 7. No. 474 ""On the National Development Goals of the Russian Federation for the period up to 2030"" Strategy for the Scientific and Technological Development of the Russian Federation until 2035 National projects (programs) in the fields of Education and Science, including federal projects defining the main tasks of the development of science and the education system, Strategy for the Development of the National Qualification System of the Russian Federation for the period up to 2030 (approved by the National Professional Qualifications Council under the President of the Russian Federation (minutes of 12.03.2021, No. 51)) Order of the Ministry of Education and Science of the Chelyabinsk Region of June 29, 2021, No. 01/1753 ""On approval of the Concept of the system for ensuring and supporting the professional development of pedagogical and executive employees of educational organizations of the Chelyabinsk Region and the Roadmap for its implementation for 2021-2024. State program of December 29, 2018 ""The Development of education in the Chelyabinsk region for the period from 2018 to 2025"" Order of the Ministry of Education and Science of the Chelyabinsk Region No. 01/123 of January 22, 2021. ""On the implementation of the Concept of organizational and pedagogical support for professional self-determination of students of the Chelyabinsk region in 2021-2025"" The document analysis lasted for two weeks, during which participating teachers were asked to report the results of their analytical work at the end of the specified period. Ten teachers from the studied educational institutions participated in this stage. The analytical notes (in the form of correspondence tables) submitted by the participating teachers were consolidated by the authors. Each participant recorded the main points of the article separately and then summarized them. Since the provided regulatory documents define the process of education through various provisions, their analysis aimed to determine compliance from the perspective of social responsibility. The synthesis of the stated provisions was based on secondary sources of information.; Funding text 2: The research was supported by a grant from the Russian Foundation for Basic Research No. 21-18-00139.","Alsharari N. M., Alshurideh M. T., Student retention in higher education: The role of creativity, emotional intelligence and learner autonomy, International Journal of Educational Management, 35, 1, pp. 233-247, (2020); Ashytok N., Axiological approach as a methodological basis of pedagogy and educational practice improvement, Lubelski Rocznik Pedagogiczny, 37, 2, pp. 11-19, (2018); Ball S. J., The education debates, (2021); Bazavlutskaya L. M., Gnatyshina E. A., Korneev D. N., Korneeva N. 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Essays in Worldly Philosophy, (1988); Herrera-Pavo M. A., Collaborative learning for virtual higher education, Learning, Culture and Social Interaction, 28, (2021); Johannessen O. L., Skeie G., The relationship between religious education and intercultural education, Intercultural Education, 30, 3, pp. 260-274, (2019); Jones A. T., Government, Enhancing Partnerships in Special Education: Innovative Collaboration, Consultation, and Cooperation, pp. 119-136, (2017); Kalakov N. I., Neverkovich S. D., Strategy of the predictive development of society aimed at ensuring the security of the country, (2018); Karadag E., Ciftci S. K., Deepening the effects of the academic inbreeding: Its impact on individual and institutional research productivity, Research in Higher Education, 63, 6, pp. 1015-1036, (2022); Korneev D. N., Tyunin A. I., Management in education, (2021); Korneeva N. Y., Korneev D. N., Gnatyshina E. A., Gnatyshina E. I., Scheme ""Model of the system of project-based preparation of a rising lawyer for professional activity, (2019); Kuchumov A., Terentiev S., Gnezdova J., Strategic initiatives of education development in Russia in the conditions of development of digital technologies, 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019), pp. 850-853, (2019); Leal Filho W., Raath S., Lazzarini B., Vargas V. R., de Souza L., Anholon R., Quelhas O. L. G., Haddad R., Klavins M., Orlovic V. L., The role of transformation in learning and education for sustainability, Journal of Cleaner Production, 199, pp. 286-295, (2018); Magomed-Eminov M. S., Research report ""Psychological Service of the Union of Afghanistan Veterans"", (1989); Magomed-Eminov M. S., Narcissist stress, International conference dedicated to the memory of A.R. Luria, pp. 84-85, (2002); Mullis I. V. S., Martin M. O., PIRLS 2016 Assessment Framework, (2016); Mykhailyshyn H., Kondur O., Serman L., Innovation of education and educational innovations in conditions of modern higher education institution, Journal of Vasyl Stefanyk Precarpathian National University, 5, 1, pp. 9-16, (2019); Naeemi S., Tamam E., The relationship between emotional dependence on facebook and psychological well-being in adolescents aged 13–16, Child Indicators Research, 10, pp. 1095-1106, (2017); Nugent N., The government and politics of the European Union, (2017); Parashchenko L., Engineers M., Social partnership of services sector professionals in the entrepreneurship education, Journal of Entrepreneurship Education, 22, 4, pp. 1-6, (2019); Petrenko L., Kravets S., Bazeliuk O., Maiboroda L., Muzyka I., Analysis of the current state of distance learning in the vocational education and training institutions, The International Conference on Sustainable Futures: Environmental, Technological, Social and Economic Matters (ICSF 2020), 166, (2020); Pickering T., How to shift from education as content to education as context, Education-reimagined, (2019); Quang T. E., The Dynamics of Teacher Professionalism in an Asian Context, Asia Leadership Roundtable, (2016); Sherbill A., 4 New ‘Effective Teaching’ Methods to WOW Your Students, PowToon, (2018); Song J., Creating world-class Universities in China: Strategies and impacts at a renowned research university, Higher Education, 75, pp. 729-742, (2018); Official website, (2023); The margin of error calculator, Survey Monkey, (2021); Szabo Z. K., Kortesi P., Guncaga J., Szabo D., Neag R., Examples of problem-solving strategies in mathematics education support the sustainability of 21st-century skills, Sustainability, 12, 23, (2020); Tarkhov S. V., Minasov S. M., Minasova N. S., The method of integrated diagnostics of the level of professional training and personal qualities of personnel, Free Flight – 2018. Problems of Big Data Processing in Aviation. Materials of the III All-Russian Scientific and Practical Conference, pp. 102-104, (2018); Valunaite Oleskeviciene G., Puksas A., Gulbinskiene D., Mockiene L., Student experience on the development of transversal skills in university studies, Pedagogika, 133, pp. 63-77, (2019); Wang H., Shao X., Impact of the Media on Deconstruction and Reconstruction of college students’ ideological and moral outlook, EURASIA Journal of Mathematics, Science and Technology Education, 13, 12, pp. 8113-8119, (2017); Wilson L., The academic man: A study in the sociology of a profession, (2017); Zawacki-Richter O., Kerres M., Bedenlier S., Bond M., Buntins K., Systematic reviews in educational research: Methodology, perspectives, and application, (2020); Zhao Y., Llorente A. M. P., Gomez M. C. S., Digital competence in higher education research: A systematic literature review, Computers & Education, 168, (2021)","N. Korneeva; Department of Training of Teachers of Vocational Training and Subject Methods, South Ural State Humanitarian and Pedagogical University, Chelyabinsk, 454080, Russian Federation; email: nakorneeva37@rambler.ru","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85180876138"
"Brown J.L.","Brown, Jason L. (57212760468)","57212760468","A Process Model for Designing Employability Award Programs to Develop Graduate Employability","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","267","281","14","0","10.21153/jtlge2023vol14no1art1751","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180568871&doi=10.21153%2fjtlge2023vol14no1art1751&partnerID=40&md5=2848a781caecdc5d789cbf59fcf870b6","School of Education, University of Southern Queensland, Australia; Faculty of Business and Economics, The University of Melbourne, Australia","Brown J.L., School of Education, University of Southern Queensland, Australia, Faculty of Business and Economics, The University of Melbourne, Australia","Employability awards have been implemented within universities as a strategy to support student development of employability and ultimately attainment of employment. The extant research into employability awards lacks a theoretical approach to designing and evaluating the impact of employability awards on relevant outcomes including employability and employment. This paper, informed by career construction theory, proposes a learner-focused, process model for developing employability. It also paves the way for future research to evaluate the impact of employability award programs. © 2023 Deakin University. All rights reserved.","award; career adaptability; employability; employment; student; university","","","","","","","","Al-Saedi A., Bell J., Boorman A., Cameron E., Castleman Z., Flanagan C., Fraser C., Pearson J., Philp A., Robinson K., Silva F., Taki A., Tubeileh D., Vosters R., Mulrooney H. M., Public health teaching in practice, peer learning and partnership working: The cook school project, New Directions in the Teaching of Physical Sciences, 12, 1, (2019); Barrie S. C., Understanding what we mean by the generic attributes of graduates, Higher Education, 51, pp. 215-241, (2006); Bennett D., Knight E., Divan A., Kuchel L., Horn J., van Reyk D., Burke da Silva K., How do research-intensive universities portray employability strategies? A review of their websites, Australian Journal of Career Development, 26, 2, pp. 52-61, (2017); Bridgstock R., Graduate Employability 2.0: Learning for life and work in a socially networked world, Education for Employability (Volume 1): The employability agenda, (2019); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: Navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Bridgstock R., Jackson D., Lloyd K., Tofa M., Social connectedness and graduate employability: Exploring the professional networks of graduates from business and creative industries, Higher education and the future of graduate employability, (2019); Brown J. L., Dollinger M., Hammer S., McIlveen P., Career adaptability and career adaptive behaviors: A qualitative analysis of university students’ participation in extracurricular activities, Australian Journal of Career Development, 30, 3, pp. 189-198, (2021); Brown J. L., Hammer S., Perera H. N., McIlveen P., Relations between graduates’ learning experiences and employment outcomes: A cautionary note for institutional performance indicators, International Journal for Educational and Vocational Guidance, 22, pp. 137-156, (2022); Brown J. L., Healy M., Lexis L., Julien B., Connectedness learning in the life sciences: LinkedIn as an assessment task for employability and career exploration, Higher Education and the Future of Graduate Employability, pp. 100-119, (2019); Brown J. L., Healy M., McCredie T., McIlveen P., Career services in Australian higher education: Aligning the training of practitioners to contemporary practice, Journal of Higher Education Policy and Management, 41, 5, pp. 518-533, (2019); Brown S. D., Ryan Krane N. E., Brecheisen J., Castelino P., Budisin I., Miller M., Edens L., Critical ingredients of career choice interventions: More analyses and new hypotheses, Journal of Vocational Behavior, 62, 3, pp. 411-428, (2003); Buyukgoze-Kavas A., Predicting career adaptability from positive psychological traits, The Career Development Quarterly, 64, 2, pp. 114-125, (2016); Chilvers L., Waghorne J., Exploring PASS leadership beyond graduation, Journal of Peer Learning, 11, pp. 5-26, (2018); Clark G., Marsden R., Whyatt J. D., Thompson L., Walker M., ‘It’s everything else you do…’: Alumni views on extracurricular activities and employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); De Vos A., Forrier A., Van der Heijden B., De Cuyper N., Keep the expert! Occupational expertise, perceived employability and job search, Career Development International, 22, 3, pp. 318-332, (2017); Dean B. A., Ryan S., Glover-Chambers T., West C., Eady M. J., Yanamandram V., Moroney T., O'Donnell N., Career development learning in the curriculum: What is an academic’s role?, Journal of Teaching and Learning for Graduate Employability, 13, 1, pp. 142-154, (2022); Fernandez-Valera M. M., Meseguer de Pedro M., De Cuyper N., Garcia-Izquierdo M., Soler Sanchez M. I., Explaining job search behavior in unemployed youngsters beyond perceived employability: The role of psychological capital, Frontiers in Psychology, 11, (2020); Forrier A., Verbruggen M., De Cuyper N., Integrating different notions of employability in a dynamic chain: The relationship between job transitions, movement capital and perceived employability, Journal of Vocational Behavior, 89, pp. 56-64, (2015); Fugate M., Employability in the new millennium, Encyclopedia of Career Development, 1, pp. 267-270, (2006); Fugate M., Kinicki A. J., A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, 3, pp. 503-527, (2008); Fugate M., Kinicki A. J., Ashforth B. E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Greenbank P., Still focusing on the “essential 2:1”: Exploring student attitudes to extra-curricular activities, Education + Training, 57, 2, pp. 184-203, (2015); Griffin P., Coates H., McInnis C., James R., The development of an extended course experience questionnaire, Quality in Higher Education, 9, 3, pp. 259-266, (2003); Guan Y., Guo Y., Bond M. H., Cai Z., Zhou X., Xu J., Zhu F., Wang Z., Fu R., Liu S., Wang Y., Hu T., Ye L., New job market entrants’ future work self, career adaptability and job search outcomes: Examining mediating and moderating models, Journal of Vocational Behavior, 85, 1, pp. 136-145, (2014); Hammer S., Ayriss P., McCubbin A., Style or substance: How Australian universities contextualise their graduate attributes for the curriculum quality space, Higher Education Research & Development, 40, 3, pp. 508-523, (2021); Healy M., Hammer S., McIlveen P., Mapping graduate employability and career development in higher education research: A citation network analysis, Studies in Higher Education, 47, 4, pp. 799-811, (2022); Hirschi A., Herrmann A., Keller A. C., Career adaptivity, adaptability, and adapting: A conceptual and empirical investigation, Journal of Vocational Behavior, 87, pp. 1-10, (2015); Inceoglu I., Selenko E., McDowall A., Schlachter S., (How) Do work placements work? Scrutinizing the quantitative evidence for a theory-driven future research agenda, Journal of Vocational Behavior, 110, pp. 317-337, (2019); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Bridgstock R., What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work, Higher Education, 81, 4, pp. 723-739, (2021); Jackson D., Tomlinson M., The relative importance of work experience, extra-curricular and university-based activities on student employability, Higher Education Research & Development, 41, 4, pp. 1119-1135, (2021); Jiang Z., Proactive personality and career adaptability: The role of thriving at work, Journal of Vocational Behavior, 98, pp. 85-97, (2017); Johnston C. S., A systematic review of the career adaptability literature and future outlook, Journal of Career Assessment, 26, 1, pp. 3-30, (2018); Jorre de St Jorre T., Elliott J., Johnson E. D., Bisset S., Science students’ conceptions of factors that will differentiate them in the graduate employment market, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 27-41, (2019); Kinash S., Crane L., Judd M. M., Knight C., Discrepant stakeholder perspectives on graduate employability strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); Lent R. W., Ireland G. W., Penn L. T., Morris T. R., Sappington R., Sources of self-efficacy and outcome expectations for career exploration and decision-making: A test of the social cognitive model of career self-management, Journal of Vocational Behavior, 99, pp. 107-117, (2017); Lin-Stephens S., Kubicki J. M., Jones F., Whiting M. J., Uesi J., Bulbert M. W., Building student employability through interdisciplinary collaboration: An Australian case study, College & Undergraduate Libraries, 26, 3, pp. 234-251, (2019); Littman-Ovadia H., Lazar-Butbul V., Benjamin B. A., Strengths-based career counseling: Overview and initial evaluation, Journal of Career Assessment, 22, 3, pp. 403-419, (2014); Liu S., Huang J. L., Wang M., Effectiveness of job search interventions: A meta-analytic review, Psychological Bulletin, 140, 4, pp. 1009-1041, (2014); McIlveen P., Brooks S., Lichtenberg A., Smith M., Torjul P., Tyler J., Career development learning frameworks for work-integrated learning, Developing learning professionals: Integrating experiences in university and practice settings, pp. 149-165, (2011); Oliver B., Jorre de St Jorre T., Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers, Higher Education Research & Development, 37, 4, pp. 821-836, (2018); Big five personality test, (2019); Pajic S., Ulceluse M., Kismihok G., Mol S. T., den Hartog D. N., Antecedents of job search self-efficacy of Syrian refugees in Greece and the Netherlands, Journal of Vocational Behavior, 105, pp. 159-172, (2018); Perera H. N., McIlveen P., Profiles of career adaptivity and their relations with adaptability, adapting, and adaptation, Journal of Vocational Behavior, 98, pp. 70-84, (2017); Praskova A., Creed P. A., Hood M., Career identity and the complex mediating relationships between career preparatory actions and career progress markers, Journal of Vocational Behavior, 87, pp. 145-153, (2015); Pryor R., Bright J., The chaos theory of careers: A new perspective on working in the twenty-first century, (2011); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Rottinghaus P. J., Buelow K. L., Matyja A., Schneider M. R., The Career Futures Inventory-Revised: Measuring dimensions of career adaptability, Journal of Career Assessment, 20, 2, pp. 123-139, (2012); Rottinghaus P. J., Day S. X., Borgen F. H., The Career Futures Inventory: A measure of career-related adaptability and optimism, Journal of Career Assessment, 13, 1, pp. 3-24, (2005); Rottinghaus P. J., Eshelman A. J., Integrative approaches to career intervention, APA handbook of career intervention, 2, pp. 25-39, (2015); Rudolph C. W., Lavigne K. N., Katz I. M., Zacher H., Linking dimensions of career adaptability to adaptation results: A meta-analysis, Journal of Vocational Behavior, 102, pp. 151-173, (2017); Rudolph C. W., Lavigne K. N., Zacher H., Career adaptability: A meta-analysis of relationships with measures of adaptivity, adapting responses, and adaptation results, Journal of Vocational Behavior, 98, pp. 17-34, (2017); Russell L., Kay J., Building student employability from day one, Education for Employabilty, 2, pp. 133-142, (2019); Saks A. M., Zikic J., Koen J., Job search self-efficacy: Reconceptualizing the construct and its measurement, Journal of Vocational Behavior, 86, pp. 104-114, (2015); Salanova M., Ortega-Maldonado A., Psychological capital development in organizations: An integrative review of evidence-based intervention programs, Positive psychological intervention design and protocols for multi-cultural contexts, pp. 81-102, (2019); Santilli S., Marcionetti J., Rochat S., Rossier J., Nota L., Career adaptability, hope, optimism, and life satisfaction in Italian and Swiss Adolescents, Journal of Career Development, 44, 1, pp. 62-76, (2017); Savickas M. L., The theory and practice of career construction, Career development and counseling: Putting theory and research to work, pp. 42-70, (2005); Savickas M. L., Career construction theory and practice, Career development and counseling: Putting theory and research to work, (2013); Savickas M. L., Porfeli E. J., Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries, Journal of Vocational Behavior, 80, 3, pp. 661-673, (2012); Savickas M. L., Porfeli E. J., Hilton T. L., Savickas S., The Student Career Construction Inventory, Journal of Vocational Behavior, 106, pp. 138-152, (2018); 2020 Graduate Outcomes Survey methodological report, (2020); Spurk D., Kauffeld S., Meinecke A. L., Ebner K., Why do adaptable people feel less insecure? Indirect effects of career adaptability on job and career insecurity via two types of perceived marketability, Journal of Career Assessment, 24, 2, pp. 289-306, (2016); Spurk D., Volmer J., Orth M., Goritz A. S., How do career adaptability and proactive career behaviours interrelate over time? An inter- and intraindividual investigation, Journal of Occupational and Organizational Psychology, 93, 1, pp. 158-186, (2020); Strauss K., Griffin M. A., Parker S. K., Future work selves: How salient hoped-for identities motivate proactive career behaviors, Journal of Applied Psychology, 97, 3, pp. 580-598, (2012); Tomasson Goodwin J., Goh J., Verkoeyen S., Lithgow K., Can students be taught to articulate employability skills?, Education + Training, 61, 4, pp. 445-460, (2019); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., McCafferty H., Port A., Maguire N., Zabelski A. E., Butnaru A., Charles M., Kirby S., Developing graduate employability for a challenging labour market: The validation of the graduate capital scale, Journal of Applied Research in Higher Education, 14, 3, pp. 1193-1209, (2021); Watson R., A rationale for the development of an extracurricular employability award at a British university, Research in Post-Compulsory Education, 16, 3, pp. 371-384, (2011); Watts A. G., Career development learning and employability, (2006); Wendling E., Sagas M., Development and validation of the Career Identity Development Inventory, Journal of Career Assessment, 30, 4, pp. 678-696, (2022); Whiston S. C., Li Y., Mitts N. G., Wright L., Effectiveness of career choice interventions: A meta-analytic replication and extension, Journal of Vocational Behavior, 100, pp. 175-184, (2017); Yorke M., Knight P., Embedding employability into the curriculum, (2004)","J.L. Brown; School of Education, University of Southern Queensland, Australia; email: j.brown@unimelb.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85180568871"
"Radwan N.A.A.","Radwan, Nagat Ali Anham (58180153800)","58180153800","Incorporation of Employability Skills in English Language Courses: Integrated Course Perspective","2023","World Journal of English Language","13","2","","214","223","9","0","10.5430/wjel.v13n2p214","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152301682&doi=10.5430%2fwjel.v13n2p214&partnerID=40&md5=115d1d760e2d9470795b4f5b8415f4ce","Department of English Language and Translation, College of Science and Arts in Uglat Asugour, Qassim University, Buraydah, Saudi Arabia","Radwan N.A.A., Department of English Language and Translation, College of Science and Arts in Uglat Asugour, Qassim University, Buraydah, Saudi Arabia","Linking English language proficiency and employability skills together is supported by the general agreement in the language literature. Communication skills are highly valued as a graduate attribute for employability. For diagnosing the integration of employability skills in English courses, a survey questionnaire was presented to a panel of EFL instructors and EFL learners and graduates at the College of Sciences and Arts in Uglat Asugour, Qassim University. The results of the survey indicated that EFL students are lacking employability skills. Methodologies of instructors need to be developed to adhere to the integration of employability skills in English language courses. Moreover, it has been found that authentic assessment should replace traditional content assessment. © 2023 World Journal of English Language.","authentic assessment; communicative skills; employability skills; integrated course; language course","","","","","","","","Anderson R., Rustad M., Using Mincraft as an educational tool for supporting collaboration as a 21<sup>st</sup> century skill, Computers and education open, 3, 2022, (2022); Arkoudis S., Baik C., Bexley E., Doughney L., English language proficiency and employability framework, (2014); Beadle S., Humburg M., Smith R., Vale P., today on foreign language proficiency and employability: the final report, European commission, (2015); English skills for employability (ESFE) think tank, (2014); Canning J., A skill or a discipline? An examination of employability and the study of modern foreign languages, Journal of Employability and the Humanities, 3, (2009); Canning J., Enhancing employability: A guide for teaching staff in languages, linguistics and Area studies, (2016); Casteren, Et al., How can wellbeing at work and sustainable employability of gifted person be enhanced? A qualitative study from a capability approach perspective, BMC Public Health, 21, (2021); Integrating Employability Skills: A Framework for All Educators Handouts, (2016); Clement A., Murugavel T., English for employability: A case study of the English language training need analysis for engineering students in India, English Language Teaching, 8, 2, (2015); Dahinsi T., Graduate Employability and Communication Skills: An Investigation of Nigerian Graduates‟ Proficiencies and Areas of Deficiencies in Written English, World Journal of English Language, 7, 3, pp. 49-61, (2017); Hausen J., Mollar J., Greiff S., Neipal C. H., Students‟ personality and State academic self-concept: Predicting Differences in Mean Level and Within-Person Variability in Everyday School Life, Journal of Educational Psychology, 114, 6, pp. 1394-1411, (2022); Herbert L., Rothwell A., Glover J., Lambert S., Graduate employability, employment prospects and work-readiness in the changing field of professional work, The International Journal of Management Education, 18, 2, (2020); Lemay D., Et al., Instructional interventions for computational thinking: Examining the link between computational thinking and academic performance, Computers and Education Open, 2, 2021, (2021); Ng B., Higher Education and Job Employability, (2022); Symth J., Pit S., Hansen V., Can the work ability model provide a useful explanatory framework to understand sustainable employability amongst general practitioners: a qualitative study, Human resources for health, 16, (2018); Twining P., Et al., Developing a quality curriculum in a technological era, Association for Educational Communications and Technology, 69, pp. 2285-2308, (2021); Vos A., Jacobs S., Verbruggen M., Career Transitions and employability, Journal of Vocational Behavior, (2022); Whelan, Et al., EPPIC Enhancing Employability Through Positive Interventions for improving career potential, Trails, (2018)","N.A.A. Radwan; Department of English Language and Translation, College of Science and Arts in Uglat Asugour, Qassim University, Buraydah, Saudi Arabia; email: n.radwan@qu.edu.sa","","Sciedu Press","","","","","","19250703","","","","English","World J. English Lang.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85152301682"
"Qehaja D.; Gara A.; Hoti A.","Qehaja, Driton (57415855700); Gara, Atdhetar (57808593300); Hoti, Arber (54684239300)","57415855700; 57808593300; 54684239300","NAVIGATING THE NEXUS: ECONOMETRIC INSIGHTS INTO EDUCATION AND EMPLOYMENT IN THE WESTERN BALKANS","2023","InterEULawEast","10","2","","155","171","16","0","10.22598/iele.2023.10.2.8","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85182703497&doi=10.22598%2fiele.2023.10.2.8&partnerID=40&md5=58aff64f2354a7f2126612d796e3e4c6","Faculty of Economics, University of Prishtina, Prishtina, Kosovo; South East European University, North Macedonia","Qehaja D., Faculty of Economics, University of Prishtina, Prishtina, Kosovo; Gara A., South East European University, North Macedonia; Hoti A., Faculty of Economics, University of Prishtina, Prishtina, Kosovo","In the rapidly changing global economic environment, economic restructuring, innovation, and globalization have led to marked changes in labor markets, creating significant skill gaps and mismatches. The recent economic upheaval, deepened by the COVID-19 pandemic and geopolitical conflicts such as the Russia-Ukraine standoff, has accentuated the need for a new paradigm of growth, one relying more heavily on domestic resources. The Western Balkan region, blessed with abundant natural resources and a prolific agricultural sector, still counts human capital as its most valuable asset. In this context, the evolution of education and the improvement of workforce skills become key components for enhancing economic recovery and growth in the Western Balkan economies. This research paper offers a comprehensive econometric investigation of the dynamics between education, skills, and employment within Western Balkan countries. Utilizing an extensive dataset of 2905 observations from the Balkan Barometer, Regional Cooperation Council (RCC) database, the study delves into the complex roles of compulsory, tertiary, and adult education systems in enhancing employability across six Western Balkan nations-Bosnia and Herzegovina, Kosovo, North Macedonia, Montenegro, and Serbia. The research employs a robust ordinary least squares (OLS) model to examine the effect of varying education levels and skills on employment while factoring in additional socio-demographic variables such as age, gender, and geographical location. The study challenges the conventional wisdom that suggests educational attainment alone is sufficient in the current job market. It provides quantitative evidence of the significant influence of both education and skills in obtaining employment. The analysis reveals a positive correlation between education, skills, and the employment index, affirming their crucial roles in job acquisition. Furthermore, the study considers auxiliary variables like age, gender, and residence, unearthing their potential interrelations with education and employment. The findings suggest that increased employment prospects are associated with older age groups, higher education levels, and urban residency. However, a notable gender discrepancy in the job market is observed, with women showing lower employment levels. The research also uncovers country-specific employment-level disparities, with Macedonia displaying the lowest and Bosnia, Herzegovina, and Kosovo exhibiting the highest employment coefficients. This study underscores the need to incorporate practical training and internships into the education system to boost the employability of young individuals. It further emphasizes the necessity for adequate material, human, and financial resources to facilitate this transition. This study underscores the need to align education and skills development for future employment strategies by providing invaluable insights for policy-making in the Western Balkans. © 2023, University of Zagreb Faculty of Economics and Business. All rights reserved.","education; employment; labour market; skills; Western Balkans","","","","","","","","Abella M., Global competition for skilled workers and consequences, Competing for global talent, pp. 11-32, (2006); Angelopoulos K., Malley J., Philippopoulos A., Human capital accumulation and transition to skilled employment, Journal of Human Capital, 11, 1, pp. 72-105, (2017); Arandarenko M., Bartlett W., Labour market and skills in the Western Balkans, (2012); Bartlett W., Uvalic M., Kmezic M., Youth unemployment in Southeast Europe: Youth Guarantee in Practice, LSEE Research on South Eastern Europe, (2019); Bejakovic P., Mrnjavac Z., Labour Market in Croatia and the European Union, The Croatian Accession to the European Union, pp. 119-142, (2018); Bojadjieva D. M., Cvetanoska M., Kozheski K., Mujcinovic A., Gasparovic S., The impact of education on youth employability: The case of selected southeastern European countries, Youth & Society, 54, pp. 29S-51S, (2022); Boswell C., Stiller S., Straubhaar T., Forecasting labour and skills shortages: how can projections better inform labour migration policies?, pp. 21-38, (2004); Brunello G., Wruuck P., Skill shortages and skill mismatch: A review of the literature, Journal of Economic Surveys, 35, 4, pp. 1145-1167, (2021); Cappelli P. H., Skill gaps, skill shortages, and skill mismatches: Evidence and arguments for the United States, ILR review, 68, 2, pp. 251-290, (2015); Dadush U., The effect of low-skilled labor migration on the host economy, (2014); Fidrmuc J., Tena J. D. D., UK national minimum wage and labor market outcomes of young workers, Economics, 12, 1, (2018); Goodwin J., O'Connor H., Exploring complex transitions: Looking back at the ‘Golden Age’of from school to work, Sociology, 39, 2, pp. 201-220, (2005); Greene F. J., Saridakis G., The role of higher education skills and support in graduate self-employment, Studies in Higher Education, 33, 6, pp. 653-672, (2008); Hanushek E. A., Woessmann L., The Role of Cognitive Skills in Economic Development, Journal of Economic Literature, 46, 3, pp. 607-668, (2008); Helpman E., General purpose technologies and economic growth, (1998); Hershbein B., Kearney M. S., Major Decisions: What Graduates Earn Over Their Lifetimes, Hamilton Project, 4, pp. 1-20, (2020); Icoski M., Toward a New Youth Brain Drain Paradigm in the Western Balkans, (2022); Jakovljevic M., Zupan J., Coleman A., Model of incentive system for employees: A case of a manufacturing company in Croatia, South African Journal of Business Management, 49, 1, pp. 1-10, (2018); Jallade J. P., Youth unemployment and education, Economics of Education, pp. 166-172, (1987); Kaljoshevska S., Regional competitiveness and growth strategy in Western Balkan countries: the case of FYR Macedonia, (2018); Kriechel B., Vetter T., Skills Mismatch Measurement in ETF Partner Countries, (2019); Lochner L., Education and crime, The economics of education: A comprehensive overview, pp. 109-117, (2020); Mojsoska-Blazevski N., Petreski M., Impact evaluation of active labour market programs in FYR Macedonia: Key findings, (2015); Mojsoska-Blazevski N., Petreski M., Impact evaluation of active labour market programs in FYR Macedonia: key findings, (2015); Mortenson T. 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S., Henry A., Weeks G., Slinn H., Dumanova Y., Four accounts on’brain drain’in the Balkans, SEER: Journal for Labour and Social Affairs in Eastern Europe, 6, 4, pp. 13-26, (2004); Smith C., Trust and Total Factor Productivity: What Do We Know About Effect Size and Causal Pathways?, (2020); Sondergaard L., Murthi M., Abu-Ghaida D., Bodewig C., Rutkowski J., Managing for Results at the Pre-University Level of Education, Skills, not just diplomas. Managaing education for results in Eastern Europe and Central Asia, (2012); Yusnandar Y., Masbar R., Nazamuddin B. S., Jamal A., High-skilled workforce and productivity growth: The knowledge-based economics perspective, Proceedings of the 1st Aceh Global Conference (AGC 2018), pp. 549-552, (2019)","","","University of Zagreb Faculty of Economics and Business","","","","","","18493734","","","","English","InterEULawEast","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85182703497"
"Küsshauer A.; Baum M.","Küsshauer, Alexander (58069533500); Baum, Matthias (7402222705)","58069533500; 7402222705","The good, the bad and the uncertain: Employers' perceptions of former entrepreneurs","2023","Journal of Business Venturing","38","2","106270","","","","1","10.1016/j.jbusvent.2022.106270","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146464101&doi=10.1016%2fj.jbusvent.2022.106270&partnerID=40&md5=0f2d565279462fe3777341c3da4d25e1","Rheinische Friedrich-Wilhelms-Universität Bonn, Transfer Center enaCom, Brühler Straße 7, Bonn, 53119, Germany; Professor of Entrepreneurship and Digital Business Models, Faculty of Law and Economics, University of Bayreuth, Universitätsstraße 30, Bayreuth, 95447, Germany","Küsshauer A., Rheinische Friedrich-Wilhelms-Universität Bonn, Transfer Center enaCom, Brühler Straße 7, Bonn, 53119, Germany; Baum M., Professor of Entrepreneurship and Digital Business Models, Faculty of Law and Economics, University of Bayreuth, Universitätsstraße 30, Bayreuth, 95447, Germany","Do employers perceive former entrepreneurs as suitable candidates for paid employment? We argue that (positive and negative) stereotypes and uncertainty drive employability perceptions regarding former entrepreneurs; these perceptions are contingent upon job type and the background of both the applicant and the person evaluating them. Two empirical studies yield broad support for our predictions. In Study 1 (a vignette study), we find lower employability perceptions regarding former entrepreneurs compared to other applicants, which are significantly mediated by positive and negative stereotypes as well as uncertainty perceptions. In Study 2 (conjoint experiments with two separate samples: recruiters and executives), we substantiate the results of Study 1, revealing that when former entrepreneurs apply for a job involving personnel responsibility or when there is evidence of a failure in their vita, they are less likely to face devaluations. Further, we find evidence for similarity effects; more specifically, entrepreneurs do not suffer from employability devaluation when the recruiter is a part-time entrepreneur or the executive is the business owner. We discuss the implications as part of the employability debate about former entrepreneurs. © 2022 Elsevier Inc.","Entrepreneurial careers; Failure; Paid employment; Personnel responsibility; Similarity; Stereotypes; Uncertainty","","","","","","","","Agerstrom J., Rooth D.-O., The role of automatic obesity stereotypes in real hiring discrimination, J. Appl. Psychol., 96, 4, pp. 790-805, (2011); Aguinis H., Gottfredson R.K., Culpepper S.A., Best-practice recommendations for estimating cross-level interaction effects using multilevel modeling, J. Manag., 39, 6, pp. 1490-1528, (2013); Allport G.W., The Nature of Prejudice, (1954); Alvarez S.A., Busenitz L.W., The entrepreneurship of resource-based theory, J. 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Küsshauer; Rheinische Friedrich-Wilhelms-Universität Bonn, Transfer Center enaCom, Bonn, Brühler Straße 7, 53119, Germany; email: kuesshauer@uni-bonn.de","","Elsevier Inc.","","","","","","08839026","","JBVEE","","English","J. Bus. Venturing","Article","Final","","Scopus","2-s2.0-85146464101"
"Dinh N.T.; Dinh Hai L.; Pham H.-H.","Dinh, Ngoan Thi (57786359100); Dinh Hai, Luong (57788151300); Pham, Hiep-Hung (57190867974)","57786359100; 57788151300; 57190867974","A bibliometric review of research on employability: dataset from Scopus between 1972 and 2019","2023","Higher Education, Skills and Work-based Learning","13","1","","1","21","20","12","10.1108/HESWBL-02-2022-0031","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133563523&doi=10.1108%2fHESWBL-02-2022-0031&partnerID=40&md5=9793eb4010f3359a30d920b46587e9f4","Faculty of Business English, Foreign Trade University, Hanoi, Viet Nam; The Vietnam National Institute of Educational Sciences, Hanoi, Viet Nam; Center for Research and Practice on Education, Phu Xuan University, Hue, Viet Nam; Reduvation Research Group, Thanh Do University, Hanoi, Viet Nam","Dinh N.T., Faculty of Business English, Foreign Trade University, Hanoi, Viet Nam; Dinh Hai L., The Vietnam National Institute of Educational Sciences, Hanoi, Viet Nam; Pham H.-H., Center for Research and Practice on Education, Phu Xuan University, Hue, Viet Nam, Reduvation Research Group, Thanh Do University, Hanoi, Viet Nam","Purpose: Employability has long been a concern of scholars because of its complicated nature and changes in the requirements in labor markets to meet the new requirements of the Industrial Revolution 4.0 and globalization. However, there has not yet been much systematic investigation of the existing literature tracing the trends, changes and developments in employability research. This paper aims to fill this void by analyzing data obtained from the Scopus dataset from 1972 to 2019. Design/methodology/approach: A total of 1,703 Scopus-indexed articles were filtered from 7,885 documents. The results reflect a rapidly emerging literature on employability, given the worldwide interest in this topic. Using descriptive statistics and bibliometric analyses, the review identified trends in employability research, whose impact has been sustained for several decades. Findings: With science mapping, the conceptual structure of scientific disciplines was visualized, highlighting three main schools of thought including employers’ requirements and higher education institutions’ preparation; the antecedents of employability; and the role of work-integrated learning in enhancing employability. Originality/value: The paper calls for more integrative research focusing on personal agency with the development of career paths inside organizations as well as for a more focus on a multilevel perspective exploring both individuals' and organizations’ perceptions. © 2022, Emerald Publishing Limited.","Antecedents; Employability; Employers’ requirements; Science mapping; Work-integrated learning","","","","","","","","Abelha M., Fernandes S., Mesquita D., Seabra F., Ferreira-Oliveira A.T., Graduate employability and competence development in higher education-A systematic literature review using PRISMA, Sustainability, 12, 15, (2020); Akkermans J., Tims M., Crafting your career: how career competencies relate to career success via job crafting, Applied Psychology, 66, 1, pp. 168-195, (2017); Akkermans J., Seibert S.E., Mol S.T., Tales of the unexpected: integrating career shocks in the contemporary careers literature, SA Journal of Industrial Psychology, 44, 1, (2018); Alba J.M.D., Stucki V., Enhancing youth employability: a public private development partnership model to acquire industrial skills, International Journal of Economics and Business Research, 17, 1, pp. 1-17, (2019); 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Dinh; Faculty of Business English, Foreign Trade University, Hanoi, Viet Nam; email: ngoandt@ftu.edu.vn","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85133563523"
"Razmak J.; Pitzel J.W.; Belanger C.; Farhan W.","Razmak, Jamil (55820308400); Pitzel, Joseph William (57761436100); Belanger, Charles (9273057700); Farhan, Wejdan (57204125292)","55820308400; 57761436100; 9273057700; 57204125292","Brushing up on time-honored sales skills to excel in tomorrow’s environment","2023","Journal of Business and Industrial Marketing","38","4","","701","723","22","2","10.1108/JBIM-12-2020-0533","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132661578&doi=10.1108%2fJBIM-12-2020-0533&partnerID=40&md5=82a70ab685047d0cb8f0f71a759aba5f","Department of Management, Al Ain University, Abu Dhabi, United Arab Emirates; Department of Management, University of Fredericton, Fredericton, Canada; Department of Management, Laurentian University, Sudbury, Canada; Department of MIS, Al Ain University, Abu Dhabi, United Arab Emirates","Razmak J., Department of Management, Al Ain University, Abu Dhabi, United Arab Emirates; Pitzel J.W., Department of Management, University of Fredericton, Fredericton, Canada; Belanger C., Department of Management, Laurentian University, Sudbury, Canada; Farhan W., Department of MIS, Al Ain University, Abu Dhabi, United Arab Emirates","Purpose: Determining the skills required for salespersons to maximize their effectiveness was the main driver for conducting the present study. In order to identify those necessary skills, this study aims to review various research techniques drawn from multiple disciplines and applied that knowledge to salespersons. Design/methodology/approach: This study used a mixed-method methodology. This study began by conducting a literature review and then interviewed experienced salespersons with varied backgrounds to develop a comprehensive list of sales skills and themes and categorize them into competency categories. This study then conducted a quantitative analysis to determine the respective importance of the skills and themes by surveying a sample of internal stakeholders of a multinational company. Finally, this study calculated the reliability and validity of the themes. Findings: A total of 206 relevant skills (later reduced to 110) and 28 themes were identified and grouped into three competency categories: conceptual, human/interpersonal and technical. Survey respondents rated the skills and themes higher than the “somewhat important” score of 3 out of 5, with the overall mean importance for skills being in the “important” range (score of 4.27 out of 5). All identified skills were believed to be important to a salesperson’s success. Originality/value: This study’s expanded list of sales skills will improve employability, reduce turnover among employees and build better groundwork for fostering learning through work, resulting in better performance. These skills represent a 2020 updated list that could be used for future academic research and training and research in the business world. © 2022, Emerald Publishing Limited.","Mixed methods; Reliability; Sales research; Sales themes; Sales training; Validity","","","","","","","","Achtenhagen F., Baethge M., Competence diagnosis as large-scale assessment in the field of vocational education and training WET, Zeitschrift Fur Erziehungswissenschaft, 10, pp. 51-70, (2007); Achtenhagen F., Winther E., Large-scale assessment of vocational education and training, International Handbook of Research in Professional and Practice-Based Learning, pp. 1333-1354, (2014); Adamson B., Dixon M., Toman N., The End of Solution Sales, (2012); Agnihotri R., Krush M.T., Salesperson empathy, ethical behaviors, and sales performance: the moderating role of trust in one’s manager, Journal of Personal Selling & Sales Management, 35, 2, pp. 164-174, (2015); Agnihotri R., Rapp A., Trainor K., Understanding the role of information communication in the buyer-seller exchange process: antecedents and outcomes, Journal of Business & Industrial Marketing, 24, 7, pp. 474-486, (2009); Ahearne M., Schillewaert N., The effect of information technology on salesperson performance, (2001); Aidla A., Improving personal sales performance by considering customer personality traits, GSTF Journal on Business Review (GBR), 4, 4, pp. 39-46, (2016); Amor N.E.H.B., What skills make a salesperson effective? 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Razmak; Department of Management, Al Ain University, Abu Dhabi, United Arab Emirates; email: jamil.razmak@aau.ac.ae","","Emerald Publishing","","","","","","08858624","","","","English","J. Bus. Ind. Mark.","Article","Final","","Scopus","2-s2.0-85132661578"
"Schaap R.; Stevels V.A.; de Wolff M.S.; Hazelzet A.; Anema J.R.; Coenen P.","Schaap, R. (57200030329); Stevels, V.A. (57878493000); de Wolff, M.S. (8755319700); Hazelzet, A. (45561207700); Anema, J.R. (57212628785); Coenen, P. (49460920000)","57200030329; 57878493000; 8755319700; 45561207700; 57212628785; 49460920000","“I noticed that when I have a good supervisor, it can make a Lot of difference.” A Qualitative Study on Guidance of Employees with a Work Disability to Improve Sustainable Employability","2023","Journal of Occupational Rehabilitation","33","1","","201","212","11","0","10.1007/s10926-022-10063-6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137465924&doi=10.1007%2fs10926-022-10063-6&partnerID=40&md5=2faaf821bccf46032fc995d521a7ae53","Department of Public and Occupational Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam Public Health research institute, Amsterdam, Netherlands; Sustainable Productivity and Employability, Netherlands Organization for Applied Scientific Research TNO, Leiden, Netherlands","Schaap R., Department of Public and Occupational Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam Public Health research institute, Amsterdam, Netherlands; Stevels V.A., Department of Public and Occupational Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam Public Health research institute, Amsterdam, Netherlands; de Wolff M.S., Sustainable Productivity and Employability, Netherlands Organization for Applied Scientific Research TNO, Leiden, Netherlands; Hazelzet A., Sustainable Productivity and Employability, Netherlands Organization for Applied Scientific Research TNO, Leiden, Netherlands; Anema J.R., Department of Public and Occupational Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam Public Health research institute, Amsterdam, Netherlands; Coenen P., Department of Public and Occupational Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam Public Health research institute, Amsterdam, Netherlands","Purpose: For employees with a work disability adequate daily guidance from supervisors is key for sustainable employability. Supervisors often lack expertise to guide this group of employees. Mentorwijs (literal translation: Mentorwise) is a training for supervisors to improve the guidance of employees with a work disability. The aim of this study was to investigate the experiences of employees with a work disability regarding: (1) the guidance from their supervisors (who followed the Mentorwijs training), (2) which differences they notice in the guidance due to the Mentorwijs training, and (3) what kind of aspects they consider important in their guidance to achieve sustainable employability. Methods: A qualitative study was performed with semi-structured (group) interviews among twenty-one employees with a work disability. Thematic analysis was performed to analyze the data. Results: Themes that followed from the interviews were: (1) work tasks and conditions can facilitate or hinder sustainable employability: (2) relationships among employees and with supervisors can affect sustainable employability; (3) a desire for new opportunities and challenges; and (4) a need for supervisor skills to facilitate sustainable employability, i.e. appreciation, availability of help, dealing with problems, listening, attitude and communication. According to employees, changes were mainly noticed in supervisor skills. Conclusions: Employees with a work disability were very satisfied with the guidance of supervisors who followed the Mentorwijs training. To improve sustainable employability, training of supervisors should focus more on adequate work conditions, providing employees opportunities to learn new work tasks and improving supervisors’ skills regarding appreciation, attitude and communication. © 2022, The Author(s).","Employees; Qualitative study; Supervisors; Sustainable employability; Work disability","Communication; Disabled Persons; Humans; Qualitative Research; Sick Leave; Surveys and Questionnaires; disabled person; human; interpersonal communication; medical leave; qualitative research; questionnaire","","","","","ZonMw, (50-53500-98-205)","This study was funded by The Netherlands Organization for Health Research and Development (ZonMW), project no. 50-53500-98-205. The funder had no role in the design of the study, collection, analysis and interpretation of data and in writing the manuscript. ","Waddell G., Burton A.K., Is work good for your health and well-being? 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A systematic review, J Occup Rehabil, (2021); . Inclusief Werkgeversgedrag Helmond-De-Peel, (2021); Hammer L.B., Brady J.M., Perry M.L., Training supervisors to support veterans at work: Effects on supervisor attitudes and employee sleep and stress, J Occup Organ Psychol, 93, 2, pp. 273-301, (2020); Akkerman A., Janssen C.G.C., Kef S., Meininger H.P., Perspectives of Employees with Intellectual Disabilities on Themes Relevant to Their Job Satisfaction. An Explorative Study using Photovoice, J Appl Res Intellect Disabil, 27, 6, pp. 542-554, (2014); Pfister I.B., Jacobshagen N., Kalin W., Semmer N.K., How does appreciation lead to higher job satisfaction?, J Manag Psychol, 35, 6, pp. 465-479, (2020); Torre W., Verbiest S., Preenen P., Tooren M., Bergh R., Koopmans L., (2019); van Ooijen R., Koning P.W., Boot C.R., Brouwer S., The contribution of employer characteristics to continued employment of employees with residual work capacity: evidence from register data in The Netherlands, Scand J Work Environ Health, 47, 6, pp. 435-445, (2021)","R. Schaap; Department of Public and Occupational Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam Public Health research institute, Amsterdam, Netherlands; email: r.schaap@amsterdamumc.nl","","Springer","","","","","","10530487","","JOCTE","36066669","English","J. Occup. Rehabil.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85137465924"
"Zhou D.; Peng Z.; Zhou H.","Zhou, Daleng (58782677600); Peng, Zeyi (58782677700); Zhou, Hongling (58782677800)","58782677600; 58782677700; 58782677800","The influence of career decision-making self-efficacy on employability of higher vocational students: mediated by emotional intelligence","2023","Frontiers in Education","8","","1274430","","","","0","10.3389/feduc.2023.1274430","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85180665736&doi=10.3389%2ffeduc.2023.1274430&partnerID=40&md5=c8e3508eeceb835ed501569530093516","Foshan Polytechnic, Foshan, China; Dhurakij Pundit University, Bangkok, Thailand; Guangzhou University, Guangzhou, China","Zhou D., Foshan Polytechnic, Foshan, China, Dhurakij Pundit University, Bangkok, Thailand; Peng Z., Foshan Polytechnic, Foshan, China; Zhou H., Guangzhou University, Guangzhou, China","This study explored the relationship between career decision-making self-efficacy, employability, and emotional intelligence among senior vocational students in Guangdong, Hong Kong, and Macau Bay Area. A questionnaire was surveyed to 1,078 senior vocational students, the results showed that: career decision-making self-efficacy of senior vocational students had a significant positive effect on employability; emotional intelligence of senior vocational students had a significant positive effect on employability; career decision-making self-efficacy of senior vocational students had a significant positive effect on emotional intelligence; Emotional intelligence of senior vocational students mediates the relationship between career decision-making self-efficacy and employability. Copyright © 2023 Zhou, Peng and Zhou.","career decision-making self-efficacy; college student; emotional intelligence; employability; higher education","","","","","","China Vocational Education Society, (ZJS2023YB55); Foshan Vocational and Technical College, (KY2021Q03); Guangdong University Student Science and Technology Innovation Cultivation Special Fund Support Project; Social Science Planning Project of Foshan City, Guangdong, China, (2023-GJ145)","The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This research was funded by Guangdong University Student Science and Technology Innovation Cultivation Special Fund Support Project, grant number “pdjh2022b1004”; the 2023 planning entrusted project of China Vocational Education Society, grant number “ZJS2023YB55”; the Social Science Planning Project of Foshan City, Guangdong, China, grant number “2023-GJ145” and Foshan Vocational and Technical College school-level scientific research funding, grant number “KY2021Q03”. ","Abd Majid M.Z., Hussin M., Norman M.H., Kasavan S., The employability skills among students of public higher education institution in Malaysia, Geografia, 16, pp. 39-40, (2020); Andonian L., Emotional intelligence, self-efficacy, and occupational therapy students’ fieldwork performance, Occupational therapy in health care, 27, pp. 201-215, (2013); Baglama B., Uzunboylu H., The relationship between career decision-making self-efficacy and vocational outcome expectations of preservice special education teachers. 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Chinese Academy of Youth Politics, 3, pp. 91-92, (2002); Zheng X., Wang Z., Exploring the influence of self-efficacy on the employability of college students - taking Shaanxi University of Science and Technology as an example, Talent Resource Develop, 10, pp. 41-43, (2018); Zhou L.Y., Hua J.L., Research on the reform of career guidance courses in higher vocational institutions under the new situation, Modern Business Industry, 44, pp. 132-134, (2023)","H. Zhou; Guangzhou University, Guangzhou, China; email: zhhl2000@126.com","","Frontiers Media SA","","","","","","2504284X","","","","English","Front. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85180665736"
"Firat M.","Firat, Mehmet (23666804200)","23666804200","What ChatGPT means for universities: Perceptions of scholars and students","2023","Journal of Applied Learning and Teaching","6","1","","57","63","6","42","10.37074/jalt.2023.6.1.22","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162147078&doi=10.37074%2fjalt.2023.6.1.22&partnerID=40&md5=71d9c3fe2e311846b48292b969fe21f4","Department of Distance Education, Faculty of Open Education, Anadolu University, Turkey","Firat M., Department of Distance Education, Faculty of Open Education, Anadolu University, Turkey","This study investigates the implications of ChatGPT, an AI-powered language model, for students and universities by examining the perceptions of scholars and students. The responses of seven scholars and 14 PhD students from four countries – Turkey, Sweden, Canada and Australia – are analysed using a thematic content analysis approach. Nine key themes emerge from the findings. According to their frequency of recurrence, these themes are: “Evolution of learning and education systems”, “changing role of educators”, “impact on assessment and evaluation”, “ethical and social considerations”, “future of work and employability”, “personalized learning”, “digital literacy and AI integration”, “AI as an extension of the human brain”, and “importance of human characteristics”. The potential benefits of AI in education as well as the challenges and barriers that may arise from its integration are discussed in the context of existing literature. Based on these findings, suggestions for future research include further exploration of the ethical implications of AI for education, the development of strategies to manage privacy concerns, and the investigation of how educational institutions can best prepare for the integration of AI technologies. The paper concludes by emphasizing the importance of understanding the potential opportunities and challenges associated with AI in higher education and the need for continued research in this area. © 2023. Mehmet Firat.","AI; ChatGPT; GPT-4; scholars; students; universities","","","","","","","","Adiguzel T., Kaya M. H., Cansu F. K., Revolutionizing education with AI: Exploring the transformative potential of ChatGPT, Contemporary Educational Technology, 15, 3, (2023); Alotaibi R., Al-Shehri S., Al-Harbi R., Al-Mutairi M., Enhancing learning outcomes through chatbot technology in computer science education, Education and Information Technologies, 25, 6, pp. 5167-5183, (2020); Baidoo-Anu D., Owusu Ansah L., Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning, (2023); Biswas S., Role of ChatGPT in education, (2023); Bozkurt A., Generative artificial intelligence (AI) powered conversational educational agents: The inevitable paradigm shift, Asian Journal of Distance Education, 18, 1, pp. 198-204, (2023); Brown T., Mann B., Ryder N., Subbiah M., Kaplan J. D., Dhariwal P., Amodei D., Language models are few-shot learners, Advances in Neural Information Processing Systems, 33, pp. 1877-1901, (2020); Crawford J., Cowling M., Allen K. A., Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI), Journal of University Teaching & Learning Practice, 20, 3, (2023); Deng X., Yu Z., A meta-analysis and systematic review of the effect of chatbot technology use in sustainable education, Sustainability, 15, 4, (2023); D'Mello S., Olney A., Williams C., Hays P., Gaze tutor: A gaze-reactive intelligent tutoring system, International Journal of Human-Computer Studies, 70, 5, pp. 377-398, (2014); Firat M., How ChatGPT can transform autodidactic experiences and Open education?, OSF Prepints, (2023); Garcia-Penalvo F. J., The perception of Artificial Intelligence in educational contexts after the launch of ChatGPT: Disruption or Panic?, Education in the Knowledge Society, 24, (2023); Haque M. 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T., ChatGPT: A disruptive innovation or disrupting innovation in academia?, The Journal of the American Dental Association, (2023); Smith K., Jones L., Davis B., GPT-4 and beyond: Exploring the limits of language AI, Frontiers in Artificial Intelligence, 6, (2023); Sullivan M., Kelly A., McLaughlan P., ChatGPT in higher education: Considerations for academic integrity and student learning, Journal of Applied Learning and Teaching, 6, 1, (2023); Thorp H. H., ChatGPT is fun, but not an author, Science, 379, 6630, (2023); Van der Meijden H., Kirschner P. A., Kester L., Ethical implications of using artificial intelligence in education, Educational Technology Research and Development, 69, pp. 231-244, (2021); Willems J., ChatGPT at universities – the least of our concerns, (2023); Winkler R., Sollner M., Unleashing the potential of chatbots in education: A state-of-the-art analysis, Academy of management annual meeting (AOM), (2018); Xames M. D., Shefa J., ChatGPT for research and publication: Opportunities and challenges, Journal of Applied Learning and Teaching, 6, 1, (2023)","M. Firat; Department of Distance Education, Faculty of Open Education, Anadolu University, Turkey; email: mfirat@anadolu.edu.tr","","Kaplan Singapore","","","","","","2591801X","","","","English","J. Appl. Learn. Teach.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85162147078"
"Fang J.; O'Toole J.","Fang, Jim (57222181087); O'Toole, Jacqueline (57206665549)","57222181087; 57206665549","Embedding sustainable development goals (SDGs) in an undergraduate business capstone subject using an experiential learning approach: A qualitative analysis","2023","International Journal of Management Education","21","1","100749","","","","15","10.1016/j.ijme.2022.100749","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144079240&doi=10.1016%2fj.ijme.2022.100749&partnerID=40&md5=725e710b99f37d6bfba1af2cef602798","Monash Sustainable Development Institute, Monash University, Australia; Monash Business School, Monash University, Australia","Fang J., Monash Sustainable Development Institute, Monash University, Australia; O'Toole J., Monash Business School, Monash University, Australia","Universities have an important role in ensuring that business school graduates can address issues regarding sustainable development and the achievement of the UN Sustainable Development Goals (SDGs) by 2030. While business schools have been progressively growing understanding of the SDGs, many have an unclear conception of their importance to business or how to effectively embed them into their curriculum. This paper explores the outcomes of one university in applying the SDGs as a learning framework for understanding global sustainability. Qualitative methodology was used to explore student perceptions regarding the efficacy of industry collaboration and Experiential Education Project-based Learning (EEPBL) methods, to integrate learning of SDGs into a university course. Through thematic analysis of 375 reflective essays and 18 semi-structured interviews, students reported an enhanced awareness and knowledge of SDGs, acquisition of key employability skills and development of new global perspectives. They found value in industry collaboration and EEPBL for acquiring a comprehensive understanding of the SDGs in a business context, and many developed an appreciation of their own agency for sustainability action in the future. This research can be presented as an example of one approach to both teaching students about the SDGs and embedding sustainability into their business curriculum. © 2022 Elsevier Ltd","Business education; Collaborative learning; Management education; Project-based experiential learning; SDGs; Student learning; Sustainability","","","","","","","","Aarts H., Greijn H., Mohamedbhai G., Jowi J.O., The SDGs and African higher education, Africa and the sustainable development goals, pp. 231-241, (2020); Abdelgaffar H.A., A critical investigation of PRME integration practices of the third cycle champion group, International Journal of Management in Education, 19, 1, (2021); Afacan Y., Introducing sustainability to interior design students through industry collaboration, International Journal of Sustainability in Higher Education, (2014); Al-Balushi S.M., Al-Aamri S.S., The effect of environmental science projects on students' environmental knowledge and science attitudes, International Research in Geographical & Environmental Education, 23, 3, pp. 213-227, (2014); Albareda-Tiana S., Vidal-Ramentol S., Fernandez-Morilla M., Implementing the sustainable development goals at University level, International Journal of Sustainability in Higher Education, 19, 3, pp. 473-497, (2018); Alm K., Melen M., Aggestam-Pontoppidan C., Advancing SDG competencies in higher education: Exploring an interdisciplinary pedagogical approach, International Journal of Sustainability in Higher Education, (2021); Alvarez-Risco A., Del-Aguila-Arcentales S., Rosen M.A., Garcia-Ibarra V., Maycotte-Felkel S., Martinez-Toro G.M., Expectations and interests of university students in COVID-19 times about sustainable development goals: Evidence from Colombia, Ecuador, Mexico, and Peru, Sustainability, 13, 6, (2021); Annan-Diab F., Molinari C., Interdisciplinarity: Practical approach to advancing education for sustainability and for the sustainable development goals, International Journal of Management in Education, 15, 2, pp. 73-83, (2017); Avelar A.B.A., da Silva-Oliveira K.D., da Silva Pereira R., Education for advancing the implementation of the sustainable development goals: A systematic approach, International Journal of Management in Education, 17, 3, (2019); Avelar A.B.A., Farina M.C., da Silva Pereira R., Principles for responsible management education-PRME: Collaboration among researchers, International Journal of Management in Education, 20, 2, (2022); Barnett M.L., Book review: Are globalization and sustainability compatible?: A review of the debate between the world business Council for sustainable development and the international forum on globalization, Organization & Environment, 17, 4, pp. 523-532, (2004); Beddewela E., Warin C., Hesselden F., Coslet A., Embedding responsible management education–Staff, student and institutional perspectives, International Journal of Management in Education, 15, 2, pp. 263-279, (2017); Biggs J., Enhancing teaching through constructive alignment, Higher Education, 32, 3, pp. 347-364, (1996); Birdman J., Redman A., Lang D.J., Pushing the boundaries: Experience-based learning in early phases of graduate sustainability curricula, International Journal of Sustainability in Higher Education, (2020); Blumenfeld P.C., Soloway E., Marx R.W., Krajcik J.S., Guzdial M., Palincsar A., Motivating project-based learning: Sustaining the doing, supporting the learning, Educational Psychologist, 26, 3-4, pp. 369-398, (1991); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Chankseliani M., McCowan T., Higher education and the sustainable development goals, Higher Education, 81, 1, pp. 1-8, (2021); Chineme A., Herremans I., Wills S., Building leadership competencies for the SDGs through community/university experiential learning, Journal of Sustainability Research, 1, 2, (2019); Cole R., Snider B., Managing in turbulent times: The impact of sustainability in management education on current and future business leaders, Journal of Cleaner Production, 210, pp. 1622-1634, (2019); Cottafava D., Cavaglia G., Corazza L., Education of sustainable development goals through students' active engagement, Sustainability Accounting, Management and Policy Journal, (2019); David O., What is education for? 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A realistic approach to the reception of this UN program amongst the youth population, Sustainability, 11, 13, (2019)","J. Fang; Monash Sustainable Development Institute, Monash University, Clayton, 3800, Australia; email: jim.fang@monash.edu","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","","Scopus","2-s2.0-85144079240"
"Barkat W.; Waris I.; Ahmed R.; Dad M.","Barkat, Waseem (57202055152); Waris, Idrees (57208260456); Ahmed, Riaz (58094946800); Dad, Malik (57223866891)","57202055152; 57208260456; 58094946800; 57223866891","Transformational leadership and frontline managers work engagement, innovative work behavior, organizational citizenship behavior, and employee sustainability in the hotel industry in Pakistan","2023","Journal of Human Resources in Hospitality and Tourism","","","","","","","0","10.1080/15332845.2024.2282217","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177455933&doi=10.1080%2f15332845.2024.2282217&partnerID=40&md5=680af6f9b2ab700e1db09278c0ebf784","Department of Management Sciences, University of Turbat, Turbat, Pakistan","Barkat W., Department of Management Sciences, University of Turbat, Turbat, Pakistan; Waris I., Department of Management Sciences, University of Turbat, Turbat, Pakistan; Ahmed R., Department of Management Sciences, University of Turbat, Turbat, Pakistan; Dad M., Department of Management Sciences, University of Turbat, Turbat, Pakistan","The role of transformational leadership is vital in engaging employees to perform for the betterment of organization. This study intends to predict hospitality industry frontline managers work engagement, innovative work behavior, sustainable employability, and organizational citizenship behavior. Limited empirical research conducted on these behaviors in the context of hospitality industry. Two hundred and nine frontline managers of four and five-star hotels in six tourists’ city of Pakistan participated. The study results revealed that transformational leadership has positive influence on managers’ work engagement. Further, work engagement significantly mediates the relationship between transformational leadership and innovative work behavior, sustainable employability, and organizational citizenship behavior. © 2023 Taylor & Francis Group, LLC.","Employee sustainability; innovative work behavior; organizational citizenship behavior transformational leadership; work engagement","","","","","","","","Abas N.I., Sawitri H.S.R., Puspawati D., Transformational leadership, job performance, and organizational citizenship behavior: Mediating role of work engagement, Sriwijaya International Journal of Dynamic Economics and Business, 2, 4, pp. 363-376, (2019); Afsar B., Umrani W.A., Transformational leadership and innovative work behavior: The role of motivation to learn, task complexity and innovation climate, European Journal of Innovation Management, 23, 3, pp. 402-428, (2019); Afsar B., Badir Y.F., Saeed B.B., Transformational leadership and innovative work behavior, Industrial Management & Data Systems, 114, 8, pp. 1270-1300, (2014); 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Barkat; Department of Management Sciences, University of Turbat, Turbat, Ginnah, M-8 Road, Balochistan, 92600, Pakistan; email: wasim.barkat@uot.edu.pk","","Routledge","","","","","","15332845","","","","English","J. Hum. Resour. Hosp. Tour.","Article","Article in press","","Scopus","2-s2.0-85177455933"
"Taylor L.; Chandler C.; Jong S.","Taylor, Lisa (57199303193); Chandler, Charmaine (58683262500); Jong, Stephanie (57195939296)","57199303193; 58683262500; 57195939296","Equity and employability: A study into the challenges faced by healthcare learners with a disability and/or learners pursuing part-time work","2023","Journal of Teaching and Learning for Graduate Employability","14","2","","54","69","15","1","10.21153/jtlge2023vol14no2art1791","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175874736&doi=10.21153%2fjtlge2023vol14no2art1791&partnerID=40&md5=fe96546139fdda8bee763efd53a7cd62","School of Health Sciences, University of East Anglia, Norfolk, Norwich, United Kingdom","Taylor L., School of Health Sciences, University of East Anglia, Norfolk, Norwich, United Kingdom; Chandler C., School of Health Sciences, University of East Anglia, Norfolk, Norwich, United Kingdom; Jong S., School of Health Sciences, University of East Anglia, Norfolk, Norwich, United Kingdom","An increasing amount of evidence suggests that learners within Higher Education (HE), and graduates, are struggling with their transition into the workplace. With the increased prominence of workplace learning requirements, these challenges are becoming more evident for learners during HE studies. This study aimed to identify the challenges faced by learners and graduates transitioning into the healthcare workforce, and the challenges experienced by key groups such as healthcare employers and other influencers within HE. The key focus was on disability, part-time work and transitions into the workplace. Thirty-two individuals participated in an online survey focused on equity and employability. Questions were both quantitative and qualitative in nature. Participants were learners, graduates, academics, career advisory staff, and employers. Thematic analysis of the qualitative data identified eight themes. Challenges identified by participants included work-life balance, stigma and stereotypes, organisational and individual empowerment, navigating additional administrations tasks, information and signposting, consistency in language and messaging, advocacy, and exemplars for guidance. The study highlights the responsibilities of all involved with HE provision, and the importance of collaboration with employers to inform, educate and advocate for all learners to maximize employability opportunities and enhance transitions into employment. Policy and practice in this area should quality assure the robustness of the support, aiming to meet individual needs, including education to empower and facilitate individual agency, as well as reviewing the visibility and accessibility of resources. © 2023 Deakin University. All rights reserved.","disclosing; employability; Equity; part-time; stigma; student; transitions; university","","","","","","","","Aliu J., Aigbavboa C., Examining Pedagogical Approaches in Developing Employability Skills in the Wake of the COVID-19 Pandemic, Smart and Sustainable Technology for Resilient Cities and Communities, pp. 11-28, (2022); Andrewartha L., Harvey A., Employability and student equity in higher education: The role of university careers services, Australian Journal of Career Development, 26, 2, pp. 71-80, (2017); Areheart B. A., Stein M. A., The Disability–Employability Divide: Bottlenecks to Equal Opportunity Michigan Law Review, 113, 6, (2015); Bennett D., Graduate employability and higher education: Past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2019); Bonaccio S., Connelly C., Gellatly I., Jetha A., Ginis K., The Participation of People with Disabilities in the Workplace Across the Employment Cycle Employer Concerns and Research Evidence, Journal of Business and Psychology, 35, pp. 135-158, (2020); Persons with a disability: Labour force charateristices - 2022, (2023); Braun V., Clarke V., Gray D., Innovations in qualitative methods, The Palgrave handbook of critical social psychology, pp. 243-266, (2017); Braun V., Clarke V., Weate P., Using thematic analysis in sport and exercise research, Routledge handbook of qualitative research in sport and exercise, pp. 213-227, (2016); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: Navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Chung H., Gender, flexibility stigma and the perceived negative consequences of flexible working in the UK, Social Indicators Research, 151, 2, pp. 521-545, (2020); Chung H., Van der Lippe T., Flexible working, work–life balance, and gender equality: Introduction, Social Indicators Research, 151, 2, pp. 365-381, (2020); Dalrymple R., Macrae A., Pal M., Shipman S., Employability: A review of the literature 2016-2021, (2021); Deckoff-Jones A., Duell M. N., Perceptions of appropriateness of accommodations for university students: Does disability type matter?, Rehabilitation Psychology, 63, 1, pp. 68-76, (2018); The employment of disabled people 2021, (2022); Improving Working Lives in the NHS (IWL), (2001); Dollinger M., Finneran R., Ajjawi R., Exploring the experiences of students with disabilities in work-integrated learning, Journal of Higher Education Policy and Management, 45, 1, pp. 3-18, (2022); Ebrahim A., Lorenzo T., Kathard H., Traversing Disability: Employers’ Perspectives of Disability Inclusion, Disabilities, 2, 2, pp. 317-329, (2022); Galer D., Working towards equity: Disability rights activism and employment in late twentieth-century Canada, (2018); Gatto L. E., Pearce H., Plesca M., Antonie L., Students with Disabilities: Relationship between Participation Rates and Perceptions of Work-Integrated Learning by Disability Type, International Journal of Work-Integrated Learning, 22, 3, pp. 287-306, (2021); Heymann J., Stein M. A., Moreno G., Disability and equity at work, (2013); Jakovljevic M., Buckley S., Assistive technologies in a workplace environment: Barriers for the employment of persons with disabilities, Disability CBR & Inclusive Development, 22, 2, pp. 55-78, (2011); Jamieson M., Govaart G., Pownall M., Reflexivity in quantitative research: A rationale and beginner's guide, Social and Personality Psychology Compass, 17, 4, (2023); Knight P. T., Yorke M., Employability through the curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Kwan C. K., Helping people with disabilities in the workplace: Mezzo-level interventions targeting corporate culture, Social work, 66, 4, pp. 339-347, (2021); Lyonette C., Baldauf B., Behle H., 'Quality'Part-time Work: A Review of the Evidence, (2010); Manning A., Petrongolo B., The part-time pay penalty for women in Britain, The Economic Journal, 118, 526, pp. F28-F51, (2008); Morina A., Biagiotti G., Inclusion at university, transition to employment and employability of graduates with disabilities: A systematic review, International Journal of Educational Development, 93, (2022); Nightingale M., Looking beyond average earnings: why are male and female part-time employees in the UK more likely to be low paid than their full-time counterparts?, Work, Employment and Society, 33, 1, pp. 131-148, (2019); Nolan C., Gleeson C., Treanor D., Madigan S., Higher education students registered with disability services and practice educators: issues and concerns for professional placements, International Journal of Inclusive Education, 19, 5, pp. 487-502, (2015); Nolan C., Gleeson C. I., The transition to employment: the perspectives of students and graduates with disabilities, Scandinavian Journal of Disability Research, 19, 3, pp. 230-244, (2017); Coronovirus briefing note, (2020); Olney S., Inclusion, Work and Wellbeing: Shifting Perceptions of Disability and Employability Through the National Disability Insurance Scheme, The National Disability Insurance Scheme, pp. 285-304, (2021); Paz-Maldonado E., Silva-Pena I., Employability of people with disabilities in Latin America, Saúde e Sociedade, 29, (2021); Pham T., Soltani B., Enhancing Student Education Transitions and Employability: From Theory to Practice, (2021); Sing D., Promoting the employability and employment of people with disabilities in the South African public service, Public Personnel Management, 41, 1, pp. 161-171, (2012); Singh A., Singh S., Do Employability Skills Matter in Placement: An Exploratory Study of Private Engineering Institutions and IT Firms in Delhi NCR, The Indian Journal of Labour Economics, 64, 4, pp. 1093-1113, (2021); Smith B., McGannon K. R., Developing rigor in qualitative research: Problems and opportunities within sport and exercise psychology, International review of sport and exercise psychology, 11, 1, pp. 101-121, (2018); Stevens G. R., Employers' perceptions and practice in the employability of disabled people: a survey of companies in south east UK, Disability & Society, 17, 7, pp. 779-796, (2002); Stovell C., Besamusca J., Full-time hours, part-time work: questioning the sufficiency of working hours as a measure of employment status, Community, Work & Family, 25, 1, pp. 63-83, (2022); Tai J. H.-M., Dollinger M., Ajjawi R., Jorre de St Jorre T., Krattli S., McCarthy D., Prezioso D., Designing assessment for inclusion: an exploration of diverse students’ assessment experiences, Assessment & Evaluation in Higher Education, 48, 3, pp. 403-417, (2022); Taylor L. E., How to develop your healthcare career: A guide to employability and professional development, (2016); Thompson D., Brewster S., Inclusive placement learning for diverse higher education students: anxiety, uncertainty and opportunity, Educational Review, pp. 1-19, (2022); Toerien M., Wilkinson S., Exploring the depilation norm: a qualitative questionnaire study of women's body hair removal, Qualitative Research in Psychology, 1, 1, pp. 69-92, (2004); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education+ Training, 59, 4, pp. 338-352, (2017); Full time and part time employment. Ethnicity facts and figures, (2022); van Osch Y., Schaveling J., The effects of part-time employment and gender on organizational career growth, Journal of Career Development, 47, 3, pp. 328-343, (2020); Walsh J., Experiencing part-time work: Temporal tensions, social relations and the work–Family interface, British Journal of Industrial Relations, 45, 1, pp. 155-177, (2007); Wilkinson S., Kitzinger C., Representing the other: A feminism & psychology reader, (1996)","L. Taylor; School of Health Sciences, University of East Anglia, Norwich, Norfolk, United Kingdom; email: Lisa.Taylor@uea.ac.uk","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85175874736"
"Chan B.T.Y.","Chan, Benjamin Tak Yuen (7402687474)","7402687474","Driving the career readiness agenda in Hong Kong higher education","2023","Frontiers in Education","8","","1325592","","","","0","10.3389/feduc.2023.1325592","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179693605&doi=10.3389%2ffeduc.2023.1325592&partnerID=40&md5=557dab364d320c3527b1e9a50b6b82bf","Li Ka Shing School of Professional and Continuing Education, Hong Kong Metropolitan University, Hong Kong","Chan B.T.Y., Li Ka Shing School of Professional and Continuing Education, Hong Kong Metropolitan University, Hong Kong","The concept of “career readiness” can trace its origin to earlier studies about learning and employability in higher education as well as management of student life cycle. Since then, career readiness has evolved into a major concern for public funders and regulators of higher education. Policy researchers contend that following the expansion of higher education and subsequent institutional commitment to ensuring student success, the current stage is about emphasizing employability as the primary indicator of graduate outcomes. This policy shift projects the university-employer interface into the spotlight and creates a favorable condition for promoting work-based experiential learning in higher education. While all postsecondary education institutions in Hong Kong give due regard to graduate employment as a measure of successful “university to work transition,” most of them however do not offer structured courses to train their students in skills for lifetime employability. This leads to the question of whether the status quo is desirable and what would be an effective lever for effecting change. Should coaching students for career readiness remain the responsibility of career development office or can academic staff also have a role to play in supporting it? What are the different approaches for teaching about “work life” in the crowded undergraduate curriculum space? Answers to the above would depend on how much the higher education sector in Hong Kong is prepared to embark on a “whole-of-life” approach to develop “work conscious” and not just “work ready” graduates. The new direction will help to generate a positive effect on higher education institutions in Hong Kong for them to compete through curricular and pedagogical innovations in support of the career-readiness agenda. Copyright © 2023 Chan.","career readiness; employability; work conscious; work ready; work-based experiential learning; working life","","","","","","","","Bates L., Hayes H., Using the student lifecycle approach to enhance employability: an example from criminology and criminal justice, Asia Pac. J. Coop. Educ, 18, pp. 141-151, (2017); Belgutay J., Williamson: the purpose of education is skills for work, TES Magazine, (2021); Burnett B., Evans D., Designing your new work life: how to thrive and change and find happiness at work, (2021); Cameron R., Dhakal S., Burgess J., Transitions from education to work: workforce ready challenges in the Asia Pacific, (2017); Cole D., Employability course level heatmaps, Internal document employment services, (2022); Deegan J., Martin N., Demand driven education: merging work and learning to develop the human skills that matter, (2018); Green S., Sanczyk A., Chambers C., Mraz M., Polly D., College and career readiness: a literature synthesis, J. Educ, 203, pp. 222-229, (2023); Hassett B., Growing up human: the evolution of childhood, (2022); Hoffman N., Collins M.L., Teaching students about the world of work: a challenge to postsecondary educators, (2020); Want to get hired? Internship experience is key: research, (2022); Jackson D., Developing graduate career readiness in Australia: shifting from extracurricular internships to work-integrated learning, Int. J. Work Integr. Learn, 19, pp. 23-35, (2018); Kuh G.D., Why skills training can’t replace higher education, (2019); Loyalka P., Liu O.L., Li G., Kardanova E., Chirikov I., Hu S., Et al., Skill levels and gains in university STEM education in China, India, Russia and the US, Nat. Hum. Behav, 5, pp. 892-904, (2021); Yorke M., Employability in higher education: what it is – and what it is not, (2006); Mason P., Sunak’s ‘rip-off degree’ war deserves a first-class diploma in missing the point, The New European, (2023); Peasley A., The case for skills-based general education, (2021); Reed B., Re-imagining higher education through a career-readiness lens, The Evolllution, (2021); Schweinsberg A., Mundy M.E., Dyer K.R., Garivaldis F., Psychology education and work readiness integration: a call for research in Australia, Front. Psychol, 12, (2017); Small K., The conscious creative: practical ethics for purposeful work, (2020); Spanjaard D., Hall T., Stegemann N., Experiential learning: helping students to become career ready, Austr. Mark. J, 26, pp. 163-171, (2018); Tiessen R., Grantham K., Cameron J., The relationship between experiential learning and career outcomes for alumni of international development studies programs in Canada, Can. J. Higher Educ, 48, pp. 23-42, (2018); Verma P., Nankervis A., Priyono S., Mohd Salleh N., Connell J., Burgess J., Graduate work-readiness challenges in the Asia-Pacific region and the role of HRM, Equal. Divers. Incl Int. J, 37, pp. 121-137, (2018)","B.T.Y. Chan; Li Ka Shing School of Professional and Continuing Education, Hong Kong Metropolitan University, Hong Kong; email: btychan@hkmu.edu.hk","","Frontiers Media SA","","","","","","2504284X","","","","English","Front. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85179693605"
"Wake S.; Pownall M.; Harris R.; Birtill P.","Wake, Stephanie (57237645300); Pownall, Madeleine (57191110452); Harris, Richard (55533859900); Birtill, Pam (58642907600)","57237645300; 57191110452; 55533859900; 58642907600","Balancing pedagogical innovation with psychological safety?: Student perceptions of authentic assessment","2023","Assessment and Evaluation in Higher Education","","","","","","","0","10.1080/02602938.2023.2275519","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175423480&doi=10.1080%2f02602938.2023.2275519&partnerID=40&md5=c37069c7e5e3c9643d3d9321bbe1fd60","School of Psychology, University of Leeds, United Kingdom","Wake S., School of Psychology, University of Leeds, United Kingdom; Pownall M., School of Psychology, University of Leeds, United Kingdom; Harris R., School of Psychology, University of Leeds, United Kingdom; Birtill P., School of Psychology, University of Leeds, United Kingdom","Authentic assessments are designed to evaluate knowledge and skills that are relevant for students’ life beyond university, emphasising practical, applied skills. They offer an alternative to assessments that don’t explicitly foster transferability of skills. The present study examined undergraduate student perceptions of authentic and traditional assessments (N = 150). We used a qualitative story completion methodology to examine three domains: student’s emotional responses to authentic and traditional assessment forms, student’s perceptions of how different assessment types may benefit their employability, and student’s preferences for pedagogical support with authentic assessments. A qualitative content analysis revealed students generally perceive authentic, novel assessments to be exciting, motivating and inspirational; however, this was accompanied by feelings of uncertainty and unfamiliarity. More traditional assessments (e.g. essays and multiple-choice-question examinations) elicited feelings of comfort and preparedness, but students also felt worried, bored and unexcited by these assessments. Students appreciated creative freedom when lecturers set traditional assessments but would like more consideration of their feelings and need for support in authentic assessments. Hence, we argue, when advocating for authentic assessment, there is a balance to be struck between innovation and challenge, ensuring sufficient support for student’s psychological safety and feelings of comfort. Implications for practice are discussed. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","assessment; Authentic; psychological safety; undergraduate","","","","","","","","Abdel Meguid E., Collins M., Students’ Perceptions of Lecturing Approaches: Traditional versus Interactive Teaching, Advances in Medical Education and Practice, 8, pp. 229-241, (2017); Archbald D.A., Newmann F.M., Beyond Standardized Testing: Assessing Authentic Academic Achievement in the Secondary School, (1988); Arjanggi R., Kusumaningsih L.P.S., The Correlation between Social Anxiety and Academic Adjustment among Freshmen, Procedia–Social and Behavioral Sciences, 219, pp. 104-107, (2016); Arnold J., Cards to provoke discussion and reflection around authentic assessment approaches in higher and further education, (2022); Ashford-Rowe K., Herrington J., Brown C., Establishing the Critical Elements That Determine Authentic Assessment, Assessment & Evaluation in Higher Education, 39, 2, pp. 205-222, (2014); Assarroudi A., Heshmati Nabavi F., Armat M.R., Ebadi A., Vaismoradi M., Directed Qualitative Content Analysis: The Description and Elaboration of Its Underpinning Methods and Data Analysis Process, Journal of Research in Nursing, 23, 1, pp. 42-55, (2018); Avery P.G., Freeman C., Carmichael D., Developing Authentic Instruction in the Social Studies, Journal of Research in Education, 12, 1, pp. 50-56, (2012); Carless D., From Teacher Transmission of Information to Student Feedback Literacy: Activating the Learner Role in Feedback Processes, Active Learning in Higher Education, 23, 2, pp. 143-153, (2022); Clarke V., Braun V., Frith H., Moller N., Editorial Introduction to the Special Issue: Using Story Completion Methods in Qualitative Research, Qualitative Research in Psychology, 16, 1, pp. 1-20, (2019); Colthorpe K., Gray H., Ainscough L., Ernst H., Drivers for Authenticity: Student Approaches and Responses to an Authentic Assessment Task, Assessment & Evaluation in Higher Education, 46, 7, pp. 995-1007, (2021); Dawson A.F., Brown W.W., Anderson J., Datta B., Donald J.N., Hong K., Allan S., Mole T.B., Jones P.B., Galante J., Mindfulness-Based Interventions for University Students: A Systematic Review and Meta-Analysis of Randomised Controlled Trials, Applied Psychology, 12, 2, pp. 384-410, (2020); Deng J., Zhou F., Hou W., Silver Z., Wong C.Y., Chang O., Drakos A., Zuo Q.K., Huang E., The Prevalence of Depressive Symptoms, Anxiety Symptoms and Sleep Disturbance in Higher Education Students during the COVID-19 Pandemic: A Systematic Review and Meta-Analysis, Psychiatry Research, 301, (2021); Dokal K., Rampes S., Mukhammadaminov A., Divecha Y.A., Yousefi S., Reducing the Perceived Power Gap: A Practical Way to Achieve Psychological Safety in Undergraduate Education, Medical Education, 54, 10, (2020); Edmondson A., Psychological Safety and Learning Behavior in Work Teams, Administrative Science Quarterly, 44, 2, pp. 350-383, (1999); Edmondson A.C., Higgins M., Singer S., Weiner J., Understanding Psychological Safety in Health Care and Education Organizations: A Comparative Perspective, Research in Human Development, 13, 1, pp. 65-83, (2016); Edmondson A.C., Lei Z., Psychological Safety: The History, Renaissance, and Future of an Interpersonal Construct, Annual Review of Organizational Psychology and Organizational Behavior, 1, 1, pp. 23-43, (2014); Elo S., Kyngas H., The Qualitative Content Analysis Process, Journal of Advanced Nursing, 62, 1, pp. 107-115, (2008); Frank B., Simper N., Kaupp J., Formative Feedback and Scaffolding for Developing Complex Problem Solving and Modelling Outcomes, European Journal of Engineering Education, 43, 4, pp. 552-568, (2018); Forsyth R., Confident Assessment in Higher Education, (2022); Gulikers J., Bastiaens T., Kirschner P., Authentic Assessment, Student and Teacher Perceptions: The Practical Value of the Five-Dimensional Framework, Journal of Vocational Education & Training, 58, 3, pp. 337-357, (2006); Harris R., Pownall M., Thompson C., Newell S.J., Blundell-Birtill P., Students’ Understanding of Psychological Literacy in the UK Undergraduate Curriculum, Psychology Teaching Review, 27, 1, pp. 56-68, (2021); Holzinger A., Lettner S., Steiner-Hofbauer V., Capan Melser M., How to Assess? Perceptions and Preferences of Undergraduate Medical Students concerning Traditional Assessment Methods, BMC Medical Education, 20, 1, (2020); Ibrahim M.M., Malik M., Avianti R.A., Lecturers’ Perceptions of Authentic Assessment in Times of COVID-19 Pandemic: A Case of Indonesian Universities, Journal of Applied Research in Higher Education, (2022); Johnson C.E., Keating J.L., Molloy E.K., Psychological Safety in Feedback: What Does It Look like and How Can Educators Work with Learners to Foster It?, Medical Education, 54, 6, pp. 559-570, (2020); Knight S., Ferrell G., Principles of good assessment and feedback, (2022); Koudela-Hamila S., Smyth J., Santangelo P., Ebner-Priemer U., Examination Stress in Academic Students: A Multimodal, Real-Time, Real-Life Investigation of Reported Stress, Social Contact, Blood Pressure, and Cortisol, Journal of American College Health, 70, 4, pp. 1047-1058, (2022); Macaskill A., The Mental Health of University Students in the United Kingdom, British Journal of Guidance & Counselling, 41, 4, pp. 426-441, (2013); Mayring P., Qualitative Content Analysis, A Companion to Qualitative Research, 1, 2, pp. 159-176, (2004); McArthur J., Rethinking Authentic Assessment: Work, Well-Being, and Society, Higher Education, 85, 1, pp. 85-101, (2023); McConnell M.M., Eva K.W., The Role of Emotion in the Learning and Transfer of Clinical Skills and Knowledge, Academic Medicine, 87, 10, pp. 1316-1322, (2012); McClintock A.H., Kim S., Chung E.K., Bridging the Gap between Educator and Learner: The Role of Psychological Safety in Medical Education, Pediatrics, 149, 1, (2022); McDermott R., Zarb M., Daniels M., Nylen A., Pears A., Isomottonen V., Caspersen M., The Authenticity of ‘Authentic’ Assessment Some Faculty Perceptions, IEEE, pp. 1-9, (2017); Oaten M., Cheng K., Academic Examination Stress Impairs Self–Control, Journal of Social and Clinical Psychology, 24, 2, pp. 254-279, (2005); O'Donovan R., McAuliffe E., A Systematic Review Exploring the Content and Outcomes of Interventions to Improve Psychological Safety, Speaking up and Voice Behaviour, BMC Health Services Research, 20, 1, (2020); O'Donovan R., De Brun A., McAuliffe E., Healthcare Professionals Experience of Psychological Safety, Voice, and Silence, Frontiers in Psychology, 12, (2021); Raymond J.E., Homer C.S., Smith R., Gray J.E., Learning through Authentic Assessment: An Evaluation of a New Development in the Undergraduate Midwifery Curriculum, Nurse Education in Practice, 13, 5, pp. 471-476, (2013); Sambell K., Brown S., Covid-19 assessment collection, (2021); Scheinbennis E.H.W.G., Personal and Organizational Change through Group Methods: The Laboratory Approach, (1965); Schreier M., Qualitative Content Analysis in Practice, Qualitative Content Analysis in Practice, 2012, pp. 1-280, (2012); Schultz M., Young K., K. Gunning T., Harvey M.L., Defining and Measuring Authentic Assessment: A Case Study in the Context of Tertiary Science, Assessment & Evaluation in Higher Education, 47, 1, pp. 77-94, (2022); Sokhanvar Z., Salehi K., Sokhanvar F., Advantages of Authentic Assessment for Improving the Learning Experience and Employability Skills of Higher Education Students: A Systematic Literature Review, Studies in Educational Evaluation, 70, (2021); Sotiriadou P., Logan D., Daly A., Guest R., The Role of Authentic Assessment to Preserve Academic Integrity and Promote Skill Development and Employability, Studies in Higher Education, 45, 11, pp. 2132-2148, (2020); Tan C.P., Howes D., Tan R.K., Dancza K.M., Developing Interactive Oral Assessments to Foster Graduate Attributes in Higher Education, Assessment & Evaluation in Higher Education, 47, 8, pp. 1183-1199, (2022); Tsuei S.H.T., Lee D., Ho C., Regehr G., Nimmon L., Exploring the Construct of Psychological Safety in Medical Education, Academic Medicine, 94, 11S, pp. S28-S35, (2019); Villarroel V., Bloxham S., Bruna D., Bruna C., Herrera-Seda C., Authentic Assessment: Creating a Blueprint for Course Design, Assessment & Evaluation in Higher Education, 43, 5, pp. 840-854, (2018); Wanless S.B., The Role of Psychological Safety in Human Development, Research in Human Development, 13, 1, pp. 6-14, (2016); Wiewiora A., Kowalkiewicz A., The Role of Authentic Assessment in Developing Authentic Leadership Identity and Competencies, Assessment & Evaluation in Higher Education, 44, 3, pp. 415-430, (2019); Wu X.V., Heng M.A., Wang W., Nursing Students’ Experiences with the Use of Authentic Assessment Rubric and Case Approach in the Clinical Laboratories, Nurse Education Today, 35, 4, pp. 549-555, (2015)","S. Wake; School of Psychology, University of Leeds, United Kingdom; email: s.wake@leeds.ac.uk","","Routledge","","","","","","02602938","","","","English","Assess. Eval. High. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85175423480"
"Dascălu M.-I.; Hang A.; Puskás I.-F.; Bodea C.-N.","Dascălu, Maria-Iuliana (56919688600); Hang, Alexandru (57261423000); Puskás, Imola-Flóra (58246305900); Bodea, Constanța-Nicoleta (6507946894)","56919688600; 57261423000; 58246305900; 6507946894","CareProfSys : a job recommender system based on machine learning and ontology to support learners’ employability at regional level","2023","Issues in Information Systems","24","3","","71","82","11","0","10.48009/3_iis_2023_107","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174236845&doi=10.48009%2f3_iis_2023_107&partnerID=40&md5=4d61383a4f02f36a3a2d81132b31504f","National University of Science and Technology POLITEHNICA of Bucharest, Romania; Bucharest University of Economic Studies, “COSTIN C. KIRITESCU”, National Institute for Economic Research, Romanian Academy, Romania","Dascălu M.-I., National University of Science and Technology POLITEHNICA of Bucharest, Romania; Hang A., National University of Science and Technology POLITEHNICA of Bucharest, Romania; Puskás I.-F., National University of Science and Technology POLITEHNICA of Bucharest, Romania; Bodea C.-N., Bucharest University of Economic Studies, “COSTIN C. KIRITESCU”, National Institute for Economic Research, Romanian Academy, Romania","The inclusion of machine learning and ontology-based job recommender systems in the smart learning ecosystems may enhance the learners' employability in the regional context, by assisting learners to find jobs that match their skills and experience, and lead to a high level of professional satisfaction and high retention rates. The paper presents the CareProfSys job recommender system, developed by the authors, based on machine learning and ontology. The system analyses the learners' skills and interests and recommends suitable job opportunities, aligned with the regional occupational classifications. The recommendation generation mechanism is based on machine learning and ontology. The paper also presents the main further improvements in the system architecture and functionality. © 2023 International Association for Computer Information Systems.","career development; machine learning; ontology; recommender system; regional occupation classification","","","","","","Ministry of Research; Corporation for National and Community Service, CNCS; Unitatea Executiva pentru Finantarea Invatamantului Superior, a Cercetarii, Dezvoltarii si Inovarii, UEFISCDI, (TE 151)","This work was supported by a grant of the Ministry of Research, Innovation and Digitization, CNCS– UEFISCDI, project number TE 151 from 14/06/2022, within PNCDI III: “Smart Career Profiler based on a Semantic Data Fusion Framework”.","Agarwal SM., Go-Brown, Go-Green and smart initiatives implemented by the University of Delhi for environmental sustainability towards futuristic smart universities: Observational study, Heliyon, 9, 3, (2023); Getting started; Clasificarea ocupatiilor din Romania, (2023); Dascalu M.I., Bodea C.N., Moldoveanu A., Dragoi G., Towards a Smart University through the Adoption of a Social e-Learning Platform to Increase Graduates’ Employability, Innovations in Smart Learning, Lecture Notes in Educational Technology, pp. 23-28, (2017); Dascalu M.I., Marin I., Nemoianu I., Puskas I., Hang A., An ontology for educational and career profiling based on the romanian occupation classification framework: description and scenarios of utilization, The15th annual International Conference of Education, Research and Innovation, (2022); de Ruijt C., Bhulai S., Job Recommender Systems: A Review, (2021); Devlin J., Chang M-W., Lee K., Toutanova K., BERT: Pre-training of Deep Bidirectional Transformers for Language Understanding, (2018); European classification of occupations; Council recommendation of 16 June 2022 on learning for the green transition and sustainable development, (2022); Fallows S., Weller G., Transition from student to employee: a work-based programme for ‘graduate apprentices’ in small to medium enterprises, Journal of Vocational Education & Training, 52, 4, pp. 665-685, (2000); Fazel-Zarandi M., Fox M.S., Semantic matchmaking for job recruitment: An ontology-based hybrid approach, Proceedings of the 8th International Semantic Web Conference, (2009); George G., Lal A.M., Review of ontology-based recommender systems in e-learning, Computers & Education, (2019); Giabelli A., Malandi L., Mercorio F., Mezzanzanica M., Seveso A., Skills2Job: A recommender system that encodes job offer embeddings on graph databases, Applied Soft Computing, (2021); Hong W., Zheng S., Wang H., Shi J., A Job Recommender System Based on User Clustering, Journal of Computers, 8, 8, pp. 1960-1965, (2013); Jeladze E., Pata K., Quaicoe J.S., Factors Determining Digital Learning Ecosystem Smartness in Schools, Interaction Design and Architecture(s) Journal - IxD&A, 35, pp. 32-55, (2017); Jessy J., Study on the Nature of Impact of Soft Skills Training Programme on the Soft Skills Development of Management Students, Pacific Business Review, pp. 19-27, (2009); Koh M.F., Chew Y.C., Intelligent job matching with self-learning recommendation engine, Procedia Manufacturing, 2015, 3, pp. 1959-1965, (2015); Komotar M. H., Global university rankings and their impact on te internationalisation of higher education, European Journal of Education, pp. 299-310, (2019); Lee D.H., Brusilovsky P., Fighting information overflow with personalized comprehensive information access: A proactive job recommender, Proceedings of the Third International Conference on Autonomic and Autonomous Systems (ICAS’07), (2007); Liu J., Dolan P., Pedersen E.R., Personalized News Recommendation Based on Click Behavior, Intelligent user interface, (2009); Mhamdi D., Moulouki R., El Ghoumari M. Y., Azzouazi M., . Moussaid L, Job Recommendation based on Job Profile Clustering and Job Seeker Behavior Seeker Behavior, Procedia Computer Science, 175, 2020, pp. 695-699, (2020); Mogos R.I., Bodea C.N., Recommender systems for engineering education, Revue Roumaine des Sciences Techniques, Série Electrotechnique et Energétique, 64, 4, pp. 435-442, (2019); Musale D.V., Nagpure M.K., Patil K.S., Sayyed R.F., Job recommendation system using profile matching and web-crawling, International Journal of Advance Scientific Research and Engineering Trends, 1, 2, pp. 29-34, (2016); Ntioudis D., Masa P., Karakostas A., Meditskos G., Vrochidis S., Kompatsiaris I., Ontology-Based Personalized Job Recommendation Framework for Migrants and Refugees, Big Data and Cognitive Computing, 6, (2022); Get the Best RDF Database for Knowledge Graphs; Osmar Z., Building a recommender agent for e-learning systems, Proceedings of the International Conference on Computers in Education (ICCE’02), pp. 55-59, (2002); Parida B., KumarPatra P., Mohanty S., Prediction of recommendations for employment utilizing machine learning procedures and geo-area based recommender framework, Sustainable Operations and Computers, pp. 82-93, (2022); Puspasari D., Damayanti L. L., Pramono A., Darmawan A. K., Implementation K-Means Clustering Method in Job Recommendation System, The 7th International Conference on Electrical, Electronics and Information Engineering (ICEEIE), (2021); Ratiskaya L., Tikhonova E., Skills and Competencies in Higher Education and Beyond, Journal of Language and Education, pp. 4-8, (2019); The library for web and native user interfaces; Official React bindings for Redux; Ricci F., Rokach L., Shapira B., Introduction to Recommender Systems, Recommender System Handbook, (2011); Schafer J. B., Konstan J., Riedl J., Recommender Systems in E-Commerce, (2014); Stanica I., Hainagiu S., Neagu S., Litoiu N., Dascalu M.I., How to choose one’s career? a proposal for a smart career profiler system to improve practices from romanian educational institutions, The 15th annual International Conference of Education, Research and Innovation, (2022); Stanica I., Mitrea D. A., Bodea C. N., Dascalu M.I., Hang A., Building relevant electronic profiling for automated career recommendations, The 40th IBIMA (International Business Information Management Association) Conference, (2022); Wen L., Construction and evaluation of a smart learning ecosystem for college English, J. Phys.: Conf. Ser, 1629, (2020); Zhu C., Zhu H., Xions H., Ding P., Xie F., Recruitment Market Trend Analysis with Sequential Latent Variable Models, ACM SIGKDD International Conference on Knowledge Discovery and Data Mining, (2019)","","","International Association for Computer Information Systems","","","","","","15297314","","","","English","Issue. Inf. Syst.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85174236845"
"Moxey M.; Rooney K.; Lowe T.","Moxey, Maria (58701812800); Rooney, Kate (58708244700); Lowe, Tom (57211804094)","58701812800; 58708244700; 57211804094","Ensuring turing–lessons learned for international short-mobilities during a time of travel disruption","2023","Perspectives: Policy and Practice in Higher Education","","","","","","","0","10.1080/13603108.2023.2269914","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177211150&doi=10.1080%2f13603108.2023.2269914&partnerID=40&md5=72b3df10bcb6944e2480bca8660fd0b4","School of Management, University of Bristol, Bristol, United Kingdom; Department of Student Support and Success, University of Winchester, Winchester, United Kingdom; Department of Student and Graduate Success, University of Portsmouth, Portsmouth, United Kingdom","Moxey M., School of Management, University of Bristol, Bristol, United Kingdom; Rooney K., Department of Student Support and Success, University of Winchester, Winchester, United Kingdom; Lowe T., Department of Student and Graduate Success, University of Portsmouth, Portsmouth, United Kingdom","The ‘See the World–Winchester’ programme was funded by the UK Turing scheme in 2021–2022 and aimed to broaden the horizons of historically marginalised students who may not otherwise have had access to extracurricular opportunities such as international travel. The purpose of this article is twofold. Firstly, the authors reflect on the successes, failures and challenges involved with running internationalisation activities during a time of travel disruption. Secondly, this article presents findings from a small-scale evaluation that sought to measure the impact of short-term mobility with historically marginalised or under-represented students. The paper is useful for institutions looking to run international mobilities with students during a period of travel disruption using the COVID-19 pandemic as a case study. In addition, the findings highlight the experiences and benefits to students participating in short mobilities, which include, a cultural experience, opportunity for personal growth and development, enhanced employability, and ultimately, broader horizons. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","COVID-19; higher education; historically marginalised students; Internationalisation; short mobilities; turing","","","","","","European Commission, EC","The ‘See the World – Winchester’ project was funded in the first year of the UK Turing scheme in 2021–2022, being the first year of the UK’s alternative to Erasmus+ following the UK’s departure from the European Union in 2020. The scheme aimed to create accessible opportunities for historically marginalised students who represented either a lower-socioeconomic, minority or disabled demographic, as defined by the University of Winchester, who are often referred to as Widening Participation students in UK HE (University of Winchester ). The project aimed to to improve employability through greater self awareness of skills and open opportunities to international travel for students less likely to have experienced travel. The University of Winchester received funding to run three short-mobilities (excursions/trips) to three partner universities in India, Norway and the USA, where funding was confirmed in 2021 to take 20 students on each excursion for one week. The plan was to carry out risk assessment of these opportunities in autumn 2021 and deliver the excursions in April Spring Break in 2022. Although the funding was secured during the global pandemic with mobilities planned to run post partial/full vaccination roll out in the UK, the operations were not as optimistic as expected and will be outlined below. ","Bathmaker A.M., Thinking with Bourdieu: Thinking After Bourdieu. Using ‘Field’ to Consider in/Equalities in the Changing Field of English Higher Education, Cambridge Journal of Education, 45, 1, pp. 61-80, (2015); Bathmaker A.M., Ingram N., Waller R., Higher Education, Social Class and the Mobilisation of Capitals: Recognising and Playing the Game, British Journal of Sociology of Education, 34, 5-6, pp. 723-743, (2013); Braun V., Clarke V., Thematic Analysis, APA Handbook of Research Methods in Psychology: Quantitative, Qualitative, Neuropsychological, and Biological. Research Designs, (Volume 2), (2012); Breadena J., Dob T., Moreira dos Anjos-Santosaand L., Normand-Marconnet N., Student Empowerment for Internationalisation at a Distance: Enacting the Students as Partners Approach in Virtual Mobility, Higher Education Research and Development, 42, 5, pp. 1182-1196, (2023); Clark G., Marsden R., Whyatt J.D., Thompson L., Walker M., It’s Everything Else You Do … : Alumni Views on Extracurricular Activities and Employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Creswell J.W., Clark V.L.P., Designing and Conducting Mixed Methods Research, (2018); (2017); Flick U., Concepts of Triangulation, Managing Quality in Qualitative Research, pp. 38-54, (2007); Fowler F.J., Survey Research Methods, (2014); (2022); McCaig C., Access Agreements, Widening Participation and Market Positionality: Enabling Student Choice?, The Marketisation of Higher Education and Student as Consumer, pp. 115-128, (2010); Milburn-Shaw H., Walker D., The Politics of Student Engagement, Politics, 37, 1, pp. 52-66, (2017); Mittelmeier J., Lomer S., Furqani S.A., Huang D., Internationalisation and Students’ Outcomes or Experiences: A Review of the Literature 2011-2022, AdvanceHE [Online, (2022); Rainey L., An Evaluation of Resilience and Employability in Disadvantaged Adults, Australian Journal of Adult Learning, 46, 3, pp. 383-400, (2006); Sisavath S., Benefits of Studying Abroad for Graduate Employability: Perspectives of Exchange Students from Lao Universities, Journal of International Students, 11, 3, pp. 547-566, (2021); Stevenson J., Clegg S., Possible Selves: Students Orientating Themselves Towards the Future Through Extracurricular Activity, British Educational Research Journal, 37, 2, pp. 231-246, (2011); Stewart S., Lim D.H., Kim J., Factors Influencing College Persistence for First-Time Students, Journal of Developmental Education, 38, 3, pp. 12-20, (2015); Teng W., Ma C., Pahlevansharif S., Turner J.J., Graduate Readiness for the Employment Market of the 4th Industrial Revolution: The Development of Soft Employability Skills, Education + Training, 61, 5, pp. 590-604, (2019); (2023); (2023); Van Mol C., Perez-Encinas A., Inclusive Internationalisation: Do Different (Social) Groups of Students Need Different Internationalisation Activities?, Studies in Higher Education, 47, 12, pp. 2523-2538, (2022)","T. Lowe; Department of Student and Graduate Success, University of Portsmouth, Portsmouth, United Kingdom; email: tom.lowe@port.ac.uk","","Routledge","","","","","","13603108","","","","English","Perspect. Policy Pract. High. Educ.","Article","Article in press","","Scopus","2-s2.0-85177211150"
"Benesova N.","Benesova, Nathalie (58665943900)","58665943900","LEGO® Serious Play® in management education","2023","Cogent Education","10","2","2262284","","","","0","10.1080/2331186X.2023.2262284","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174940517&doi=10.1080%2f2331186X.2023.2262284&partnerID=40&md5=892cbba58f56cbec2e9be97a98b5e65f","Leeds University Business School, University of Leeds, Leeds, LS2 9JT, United Kingdom","Benesova N., Leeds University Business School, University of Leeds, Leeds, LS2 9JT, United Kingdom","The paper outlines the design of a LEGO Serious Play (LSP)-based undergraduate management module delivered to a diverse group of students, and consequently evaluates the LSP workshops. It argues for the importance of participatory and co-creational approaches to management education, and demonstrates that LSP is a method that has the potential to address these requirements. This paper is unique in outlining the use of LSP throughout an entire intensive management module, including the assessment. It also contributes by utilising music to enhance the benefits of the LSP method. Student reflections have been used to evaluate the learning experience; additionally, I draw on my positionality as a lecturer and LSP facilitator to reflect on the benefits and challenges of the LSP method. The reflections were analysed using Braun and Clarke’s (2006) thematic analysis. The findings identify LSP as a learning method where the benefits outweigh its limitations, and highlight that LSP also helped develop important management and employability skills. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","business management; higher education; innovation in education; LEGO serious play; management education; teaching and learning","","","","","","","","Abdullah N.L., Hanafiah M.H., Hashim N.A., Developing creative teaching module: Business simulation in teaching strategic management, International Education Studies, 6, 6, pp. 95-20, (2013); Alvarez-Huerta P., Muela A., Larrea I., Student engagement and creative confidence beliefs in higher education, Thinking Skills and Creativity, 40, 2021, pp. 1-10, (2021); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: A European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Avila L.V., Beuron T.A., Brandli L.L., Damke L.I., Pereira R.S., Klein L.L., Barriers to innovation and sustainability in universities: An international comparison, International Journal of Sustainability in Higher Education, 20, 5, pp. 805-821, (2019); Bassot B., The reflective journal, (2020); Bennett N., Lemoine J., What VUCA really means for you, Harvard Business Review, 92, 1-2, (2014); Ethical guidelines for educational Research, British Educational Research Association, (2018); Bjork R.A., Retrieval practice and the maintenance of knowledge, Practical aspects of memory II, pp. 396-401, (1988); Blackledge A., Problem-solving with Lego® SeriousPlay®, (2018); Blair S., Rillo M., SERIOUSWORK: How to facilitate meetings & workshops using the LEGO® serious Play® method, (2016); Boud D., Feletti G.E., The challenge of problem-based learning, (1997); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brewer D.J., Tierney W.G., Barriers to education in U.S. Higher education, (2010); Bruner G.C., Music, mood, and Marketing, Journal of Marketing, 54, 4, pp. 94-104, (1990); Cohen E.G., Lotan R.A., Designing Groupwork: Strategies for the heterogeneous classroom, (2014); Csikszentmihalyi M., Flow and the Psychology of discovery and invention, (1996); Dalton B.H., Behm D.G., Effects of noise and music on human and task performance, Occupational Ergonomics, 7, 3, pp. 143-152, (2007); Dann S., Facilitating co-creation experience in the classroom with lego serious Play, Australasian Marketing Journal, 26, 2, pp. 121-131, (2018); Edwards-Waller L., Using LEGO® serious Play® in higher education with law students: Encouraging playfulness and creativity within library workshops, Legal Information Management, 20, 4, pp. 222-226, (2020); Ferreri L., Verga L., Benefits of music on verbal learning and theory: How and when does it work?, Music Perception: An Interdisciplinary Journal, 34, 2, pp. 167-182, (2016); Gibbs G., Andrew C., Learning by doing: A Guide to teaching and learning methods, (2001); Gkogkidis V., Dacre N., Exploratory learning environments for responsible management education using lego serious Play, SBS Working Paper Series, (2020); Gottlieb J., Music everywhere, (2019); Harel I., Papert S., Constructionism, (1991); Hassanien A., Student experience of group work and group assessment in higher education, Journal of Teaching in Travel & Tourism, 6, 1, pp. 17-39, (2008); Healy M., McCutcheon M., Teaching with case studies: An Empirical Investigation of Accounting Lecturers’ experiences, Accounting Education, 19, 6, pp. 555-567, (2010); Hodges D.A., Wilkins R.W., How and why does music Move us? Awareness from Psychology and neuroscience, Music Educators Journal, 101, 4, pp. 41-47, (2015); Jafari M.J., Khosrowabadi R., Khodakarim S., Mohammadian F., The effects of noise exposure on cognitive performance and brain activity patterns, Open Access Macedonian Journal of Medical Sciences, 7, 17, pp. 2924-2931, (2019); James A., Lego serious Play: A three-dimensional approach to learning development, Journal of Learning Development in Higher Education, 6, 6, pp. 1-18, (2013); James A., Learning in three dimensions: Using lego serious Play for creative and critical reflection across time and space, Global Innovation of Teaching and learning in higher education, pp. 275-294, (2015); Jensen C.N., Seager T.P., Cook-Davis A., LEGO® SERIOUS PLAY® in multidisciplinary student teams, International Journal of Management and Applied Research, 5, 4, pp. 264-280, (2018); Juslin P.N., Barradas G., Eerola T., From sounds to significance: Exploring the mechanisms underlying emotional reactions to music, American Journal of Psychology, 128, 3, pp. 281-304, (2015); Kight C., Henderson H., Serious play: Building knowledge with LEGO bricks, (2021); Klatte M., Bergstrom K., Lachmann T., Does noise affect learning? 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Exploring Play in higher education, Exploring play in higher education, pp. 6-7, (2015); Moreira B.F.T., Pinto T.S.S., Starling D.S.V., Jaeger A., Retrieval practice in classroom settings: A review of applied research, Frontiers in Education, 4, 5, pp. 1-16, (2019); Murtagh L., Webster M., Scaffolding teaching, learning and assessment in higher education, Tean Journal, 1, 2, pp. 1-20, (2010); Nakamura J., Csikszentmihalyi M., Flow theory and research, Oxford handbook of positive psychology, pp. 195-206, (2011); Navarro J., Osiurak F., Reynaud E., Does the tempo of music impact human behavior behind the wheel?, Human Factors: The Journal of the Human Factors & Ergonomics Society, 60, 4, pp. 556-574, (2018); National student survey, (2022); Ortony A., Metaphor and thought, (1993); Papert S., Constructionism: A new opportunity for elementary science education, (1986); Peabody M.A., Noyes S., Reflective boot camp: Adapting LEGO® SERIOUS PLAY® in higher education, Reflective Practice, 18, 2, pp. 232-243, (2017); Peabody M.A., Turesky E.F., Shared leadership lessons: Adapting LEGO® SERIOUS PLAY® in higher education, International Journal of Management and Applied Research, 5, 4, pp. 210-223, (2018); Petriglieri G., Petriglieri J.L., Can business schools humanize leadership?, Academy of Management Learning & Education, 14, 4, pp. 625-647, (2015); Piaget J., The construction of reality in the child, (1954); Primus D.J., Sonnenburg S., Flow experience in design thinking and practical synergies with lego serious Play, Creativity Research Journal, 30, 1, pp. 104-112, (2018); Rillo M., What Companies Use LEGO® SERIOUS PLAY®? 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Benesova; Leeds University Business School, University of Leeds, Leeds, LS2 9JT, United Kingdom; email: N.H.Benesova@leeds.ac.uk","","Taylor and Francis Ltd.","","","","","","2331186X","","","","English","Cogent Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85174940517"
"Alao A.; Brink R.","Alao, Abiodun (58712051200); Brink, Roelien (44660917000)","58712051200; 44660917000","Information and Communication Technology Management for Sustainable Youth Employability in Underserved Society: Technology Use for Skills Development of Youths","2023","International Journal of Sociotechnology and Knowledge Development","15","1","","","","","1","10.4018/IJSKD.322100","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175305776&doi=10.4018%2fIJSKD.322100&partnerID=40&md5=8957cf73e86b2263b6c88269a1e34e06","University of Johannesburg, South Africa","Alao A., University of Johannesburg, South Africa; Brink R., University of Johannesburg, South Africa","The provision of information and communication technology (ICT) infrastructure is not eminent in many societies due to a lack of digital access and poverty. Therefore, there should be ICT provision in underserved communities to bridge digital literacy and contribute to human and indigenous knowledge development. This paper aims to investigate how ICT access can impact youth employability in underserved townships. The quantitative method was used for the data collection process, using a structured questionnaire to draft both close-ended and open-ended questions. These were drafted into Google forms and distributed on social media platforms. While the sustainable livelihood theory was used to guide the study. Results derived from this study depict the inherent environmental factors that hinder youth access to ICTs. This study recommends policymakers can implement measures to provide sufficient ICT development initiatives to support youths living in underserved communities. © 2023 Information Resources Management Association. All rights reserved.","Digital Divide; Digital Technology; ICTs; Sustainable Development; Youth Employability","","","","","","College of Business and Economics, University of Johannesburg; National Research Foundation, NRF, (138451); University of Johannesburg, UJ","The authors are grateful to Lawrence Mathebula from the University of Johannesburg for the statistical consultation of the research conducted. This research received grants from the National Research Foundation (NRF), South Africa grant number 138451, and the APC was funded by the College of Business and Economics, University of Johannesburg.","Acharya A. S., Prakash A., Saxena P., Nigam A., Sampling: Why and how of it, Indian Journal of Medical Specialties, 4, 2, pp. 330-333, (2013); Akinsola O., Herselman M., Jacobs S., ICT provision to underserved urban communities: A study in South Africa and Nigeria, International Journal of Education and Development Using ICT, 1, 3, pp. 19-41, (2005); Al-Heneiti S. A., Irtaimeh H. J. A., Entrepreneurial leadership and its impact on strategic ambidexterity: The mediating role of knowledge sharing, International Journal of Sociotechnology and Knowledge Development, 13, 1, pp. 22-37, (2021); Alao A., Brink R., Impact of ICTs for sustainable development of youth employability, Promoting Inclusive Growth in the Fourth Industrial Revolution, pp. 148-180, (2020); Alao A., Brink R., Strategies for using ICT skills in educational systems for sustainable youth employability in South Africa, Sustainability, 14, 24, (2022); Alao A., Brink R., Ohei K., Use of ICTs for women psychological empowerment in South Africa: Telecentres and empowerment of women, Perspectives on ICT4D and socio-economic growth opportunities in developing countries, pp. 62-98, (2021); Alexandra N., Maldonado A., Research Methods in Education, (2007); Attwood H., Diga K., Braathen E., May J., Telecentre functionality in South Africa: Re-enabling the community ICT access environment, The Journal of Community Informatics, 9, 4, (2013); Azmuk N., Unemployment and digital employment opportunities for reducing unemployment, Economics of Development, 79, 3, pp. 13-19, (2016); Blanas S., The distinct effect of information technologies and communication technologies on the age-skill composition of labor demand, (2019); Booi S. L., Chigona W., Maliwichi P., Kunene K., The influence of telecentres on the economic empowerment of the youth in underserved communities of South Africa, Proceedings of the International Conference on Social Implications of Computers in Developing Countries, pp. 152-167, (2019); Botha D., Self-perceived employability among undergraduate students at a South African university, SA Journal of Human Resource Management, 19, (2021); Bourenkov G. P., Popov A. N., A quantitative approach to data collection strategies, Acta Crystallographica. Section D, Biological Crystallography, 62, 1, pp. 58-64, (2006); Calitz A. P., Greyling J. H., Cullen M. D., South African industry ICT graduate skills requirements. Southern African Computer Lecturers’, Association, 1, pp. 25-26, (2014); Choung M. E., Manamela M. G., Digital Inequality in Rural and Urban Settings: Challenges of Education and Information in South African youth context, Bangladesh e-Journal of Sociology, 15, 2, (2018); The transformational use of information and communication technologies in Africa, (2012); Evans J. S. B. T., Dual-process theories of deductive reasoning: Facts and fallacies, The Oxford Handbook of Thinking and Reasoning, pp. 115-133, (2012); Evoh C. 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D., Success factors of the implementation of crowdfunding for start-ups, International Journal of Sociotechnology and Knowledge Development, 12, 4, pp. 89-105, (2020); Hilty L. M., Hercheui M. D., ICT and Sustainable Development, What Kind of Information Society? Governance, Virtuality, Surveillance, Sustainability, Resilience. HCC CIP 2010 2010. IFIP Advances in Information and Communication Technology, 328, pp. 227-235, (2010); 6 constraints on youth usage of Internet services in African countries, (2022); World employment and social outlook trends 2023, (2023); Khagram S., Clark W., Raad D. F., From the environment and human security to sustainable security and development, Journal of Human Development, 4, 2, pp. 289-313, (2003); Kyobe M., Investigating the key factors influencing ICT adoption in South Africa, Journal of Systems and Information Technology, 13, 3, pp. 225-267, (2011); Lediga M. M., Fombad M. 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M., The role of information and communication technology (ICT) in providing job opportunities for youth in the developing world, Journal of Emerging Trends in Engineering and Applied Sciences, 6, 7, pp. 174-179, (2015); Molema T. M., Quan-Baffour K. P., Participation in the ACET programs in Mashashane-Maraba area of Limpopo Province: Gender discriminatory?, Rethinking Teaching and Learning in the 21st Century, (2019); Mukherjee-Das M., Role of new media communication technologies en route information society-challenges and prospects, Global Media Journal-Indian Edition, 5, 1, pp. 1-10, (2014); Ogbonna A. E., Adediran I. A., Oloko T. F., Isah K. O., Information and communication technology (ICT) and youth unemployment in Africa, Quality & Quantity, pp. 1-23, (2022); Ojedokun A. 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A government initiative, International Journal of Sociotechnology and Knowledge Development, 14, 1, pp. 1-15, (2022); Willard T., Halder M., The information society and sustainable development, Proceedings of the International Institute for Sustainable Development, (2003); Information and communications for development 2012: Maximizing mobile, (2012); Yeo B., Impact of high-tech industries over time, International Journal of Sociotechnology and Knowledge Development, 14, 1, pp. 1-15, (2022); Yu T. K., Lin M. L., Liao Y. K., Understanding factors influencing information communication technology adoption behavior: The moderators of information literacy and digital skills, Computers in Human Behavior, 71, pp. 196-208, (2017); Zuma K. P., Mason R. B., Maharaj M., Awareness of the space industry as a career opportunity in South Africa, International Journal of Sociotechnology and Knowledge Development, 11, 1, pp. 29-51, (2019)","","","IGI Global","","","","","","19416253","","","","English","Int. J. Sociotechnology Knowl. Dev.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85175305776"
"Almassri A.N.","Almassri, Anas N. (57472828100)","57472828100","Learning for employability in contexts of economic despair: Empirical insight from the Gaza Strip","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","220","236","16","0","10.21153/JTLGE2023VOL14NO1ART1711","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178222400&doi=10.21153%2fJTLGE2023VOL14NO1ART1711&partnerID=40&md5=4deda41f789211f058454b7c008e3141","School of Education, Durham University, United Kingdom","Almassri A.N., School of Education, Durham University, United Kingdom","Literature on education for employment (EfE) predominantly focuses on the role of higher education institutions (HEIs) in preparing students for the workforce. This focus covers links between employability, on one hand, and teaching, curriculum, assessment, and extracurricular activities, on the other. The role of independent learning, broadly understood as students’ individual effort to enhance their employability, remains masked and is assigned secondary importance in the relevant literature. This scholarship deficit is arguably more pronounced in contexts of economic despair. In such contexts, an EfE logic still supersedes any logic of learning for employability (LfE) in efforts to train a high-calibre workforce for economic recovery and development. Yet, this logic is often accompanied by decontextualized views of HEIs, which often lead to suboptimal problem formulations and unfeasible solution proposals. The study is an attempt at addressing this deficit. It proposes a parallel, not alternative, logic of LfE, which centralizes students’ independent learning engagements to examine and develop support for their own pursuits of employability development. The study draws on original empirical data collected, through a questionnaire and in-depth interviews, from new graduates in the Gaza Strip. Through interpretive phenomenological analysis, the study findings suggest that the participants exerted significant, independent, and strategic effort in seizing employability development opportunities. Based on the findings, I contend that a learner-centred logic of linking education and employability is of compelling significance to various stakeholders in the education and market spheres, especially in contexts of protracted hardship. © 2023 Deakin University. All rights reserved.","contexts of economic despair; Education for employability; Gaza; learning for employability; new graduates","","","","","","","","Adely F., Haddad A., Al-Husban A. 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C., Kalina C.J., Cognitive and social constructivism: Developing tools for an effective classroom, Education, 130, 2, pp. 241-250, (2009); Rivituso J., Cyberbullying victimization among college students: An interpretive phenomenological analysis, Journal of Information Systems Education, 25, 1, (2014); Salehi-Isfahani D., Education, jobs, and equity in the Middle East and North Africa, Comparative Economic Studies, 54, pp. 843-861, (2012); Schwalje W., A Conceptual Model of National Skills Formation for Knowledge-Based Economic Development in the Arab World, (2013); Sen A., Development as freedom, (1999); Shirazi R., Being Late, Going with the Flow, Always Doing More: The cruel optimism of higher education in Jordan, International Journal of Qualitative Studies in Education, 33, 3, pp. 1-18, (2019); Smith J. A., Flowers P., Larkin M., Interpretative phenomenological analysis: Theory, method and research, (2009); Smith J. A., Osborn M., Interpretative phenomenological analysis, Qualitative Psychology: A Practical Guide to Methods, pp. 51-80, (2003); Sultan S., Moving from a traditional into an entrepreneurial university: Evidencing from Palestine, International Journal of Business and Social Science, 8, 2, pp. 207-214, (2017); Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Education Policy, 25, pp. 407-431, (2012); Turner M., Shweiki O., Decolonizing Palestinian political economy: De-development and beyond, (2014); Wright T., Jeffries-Watts S., Does it do what it says on the tin?: Evaluation of an established UK university employability enhancement award, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 152-171, (2017)","A.N. Almassri; School of Education, Durham University, United Kingdom; email: anas.n.almassri@durham.ac.uk","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85178222400"
"Mañas-Viniegra L.; Rodríguez-Fernández L.; Herrero-De-la-Fuente M.; Isabel Veloso A.","Mañas-Viniegra, Luis (57197747570); Rodríguez-Fernández, Leticia (57062278400); Herrero-De-la-Fuente, Mercedes (57210358557); Isabel Veloso, Ana (58666278900)","57197747570; 57062278400; 57210358557; 58666278900","New technologies applied to the inclusion of people with disabilities in the digital society: A challenge for communication, education and employability; [Novas tecnologias aplicadas à inclusão de pessoas com deficiência na sociedade digital: Um desafio para a comunicação, educação e empregabilidade]; [Nuevas tecnologías aplicadas a la inclusión de las personas con discapacidad en la sociedad digital: Un reto para la comunicación, la educación y la empleabilidad]","2023","Icono14","21","2","","","","","0","10.7195/ri14.v21i2.2047","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174933155&doi=10.7195%2fri14.v21i2.2047&partnerID=40&md5=8b01e90cc736d01f5d65bf24d860e432","Universidad Complutense de Madrid, Spain; Universidad de Cádiz, Spain; Universidad Antonio de Nebrija, Spain; Universidad de Aveiro, Portugal","Mañas-Viniegra L., Universidad Complutense de Madrid, Spain; Rodríguez-Fernández L., Universidad de Cádiz, Spain; Herrero-De-la-Fuente M., Universidad Antonio de Nebrija, Spain; Isabel Veloso A., Universidad de Aveiro, Portugal","The new technologies have contributed to increased autonomy for people with disabilities and to the reduction of their technological gap through the acquisition of digital skills, which has enhanced their dignity in society and reinforced inclusive social values. Moreover, there continues to be a gap between the personal identity of people with disabilities and their own social construction. Although the negative image conveyed by the media in the past has nearly disappeared, the dichotomous depiction of people with disabilities as either heroes or victims continues to obstruct their inclusion in the public sphere. Despite this situation, we see on social networks how the self-portrayal of people with disabilities is starting to promote diversity in the fields of beauty and fashion. These achievements, together with the additional impetus provided by both educational innovation programmes and corporate purpose initiatives of organisations, have led to new employment opportunities that go beyond the stereotyped professions traditionally assigned to people with disabilities. The acquisition of digital skills is vital in meeting the challenges that are work-related, cultural, and social, which are being posed by the current digital environment. © 2023 Scientific Association Icono14. All rights reserved.","Communication; disability; education; employability; inclusion; technology","","","","","","Ministerio de Ciencia e Innovación, MICINN; Agencia Estatal de Investigación, AEI","This research is part of the project entitled, “Disability and Digital Competences on Audio-visual Industry–COMPENSA” (project no. PID2019-105398RB-C21), funded by the Spanish Ministry of Science and Innovation and the Spanish State Research Agency.","Informe infoempleo Adecco, (2021); Tecnología y discapacidad, (2022); Tecnología y discapacidad, (2021); Baser Derya, Arslan-Ari Ismahan, Assistive Technology Education: Experiences of Preservice Special Education Teachers Within an Instructional Material Development Project, Journal of Special Education Technology, (2022); Berrigan Patrick, Scott Craig W. 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Comunicación en tiempos de desinformación, (2021); Rodriguez-Herrero Pablo, Izuzquiza-Gasset Dolores, Cabrera-Garcia Andres, Inclusive education at a Spanish University: the voice of students with intellectual disability, Disability & Society, 36, 3, pp. 376-398, (2021); Roulstone Alan, Disability and Technology: An Interdisciplinary and International Approach, (2016); Sainz-de-Vicuna Jose-Maria, Emprendimiento en la práctica: Cómo las amenazas permiten reinventarse, (2020); Sannicandro Thomas, Parish Susan L., Fournier Steve, Mitra Monika, Paiewonsky Maria, Employment, Income, and SSI Effects of Postsecondary Education for People With Intellectual Disability, American Journal of Intellectual and Developmental Disabilities, 123, 5, pp. 412-425, (2018); Scanlon Geraldine, Kamp Annelies, Cochrane Andy, Transition(s) to work: the experiences of people with disabilities in Ireland, Disability & Society, 35, 10, pp. 1556-1576, (2020); Informe del mercado de trabajo de las personas con discapacidad, (2023); Shioume Hiroyuki, Ito Naoya, Factors influencing the strategic frame-building of para-athletes in Japan from the public relations perspective, H-Ermes-Journal of Communication, 21, pp. 282-308, (2022); Shpigelman Carmit N., Mor Sagit, Sachs Dalia, Schreuer Naomi, Supporting the development of students with disabilities in higher education: access, stigma, identity, and power, Studies in Higher Education, 47, 9, pp. 1776-1791, (2022); Socarras-Garcia Humberto, Perfiles profesionales más demandados en 2023, (2022); Stewart Jennifer M., Schwartz Saul, Equal Education, Unequal Jobs: College and University Students with Disabilities, Relations Industrielles, 73, 2, pp. 369-394, (2018); Stewart Kim, Spurgeon Christina, Researching media participation by listening to people with disability, Media, Culture & Society, 42, 6, pp. 969-986, (2020); Formaremos en competencias digitales a personas vulnerables para impulsar sus oportunidades de empleo, (2002); Tsatsou Panayiota, Is digital inclusion fighting disability stigma? Opportunities, barriers, and recommendations, Disability & Society, 36, 5, pp. 702-729, (2021); Van-Mieghem Aster, Verschueren Karine, Petry Katja, Struf Elke, An analysis of research on inclusive education: a systematic search and meta review, International Journal of Inclusive Education, 24, 6, pp. 675-689, (2020); V-Talent: la inclusión de las personas con discapacidad SÍ es posible y es una realidad, (2022); Vornholt Katharina, Villotti Patrizia, Muschalla Beate, Bauer Jana, Colella Adrienne, Zijlstra Fred, Van-Ruitenbeek Gemma, Uitdewilligen Sjir, Corbiere Marc, Disability and employment - overview and highlights, European Journal of Work and Organizational Technology, 27, 1, pp. 40-55, (2018); Wailes Emily, Mackenzie Freya, Protecting people with communication disability from modern slavery: Supporting Sustainable Development Goals 8 and 16, International Journal of Speech-Language Pathology, 25, 1, pp. 42-46, (2023); Watts Gavin W., Davis Mariya T., Lopez Eric J., How are you doing?': college instructors' relationships and communication with students with intellectual disabilities, International Journal of Developmental Disabilities, (2023)","","","Scientific Association Icono14","","","","","","16978293","","","","English","Icono14","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85174933155"
"Shi Q.","Shi, Qin (57225662663)","57225662663","The Employment Management for College Students Based on Deep Learning and Big Data","2023","IEEE Access","11","","","115627","115634","7","0","10.1109/ACCESS.2023.3325753","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174800608&doi=10.1109%2fACCESS.2023.3325753&partnerID=40&md5=a275170f4e05cf1c12711956f75f4110","Xi'An Medical University, School of Public Health, Xi'an, 710021, China","Shi Q., Xi'An Medical University, School of Public Health, Xi'an, 710021, China","College graduates face increasing employment pressure due to the continuous expansion of colleges and universities' enrollment scales. It highlights the shortcomings of college students' employability, and these deficiencies can be improved and enhanced through the role of ideological and political education. Firstly, this paper summarizes the current situation of college students' employment management at this stage and finds countermeasures to improve their employability to help them correctly understand their employment situation. Secondly, the reasons for the lack of ideological and political education in cultivating college students' employability are emphasized to clarify the relationship between ideological and political education and college students' employment management. Besides, specific suggestions are put forward on the issue of cultivating college students' employability. Finally, the deep learning (DL) recommendation model is used to effectively connect the correlation between student data and enterprise information to improve the employment rate and employment satisfaction of colleges and universities, and the two are jointly trained. The experimental results show that: 1) The proposed model can mine the characteristics of students and enterprises and conduct feature interaction with a good hit rate; 2) The proposed model can interact with the two tasks and mine the relationship information to improve the performance of the recommended task. This paper aims to use DL methods to analyze and construct the portrait of college students' employability needs and study the accurate recommendation system based on the employment matching degree of college students to improve employment management and ideological and political education methods.  © 2013 IEEE.","deep learning; employment management; Employment of college students; ideological and political education; recommendation system","Big data; Deep learning; Education computing; Employment; Information management; Professional aspects; Students; College students; Colleges and universities; Deep learning; Employment management; Employment of college student; Engineering profession; Face; Ideological and political educations; Psychology; Recommender systems","","","","","","","An H.W., Moon N., Design of recommendation system for tourist spot using sentiment analysis based on CNN-LSTM, J. Ambient Intell. 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Services Comput., 13, 4, pp. 685-695, (2020); Deldjoo Y., Noia T.D., Merra F.A., A survey on adversarial recommender systems: From attack/defense strategies to generative adversarial networks, ACM Comput. Surveys, 54, 2, pp. 1-38, (2022); Ganaie M.A., Hu M., Malik A.K., Tanveer M., Suganthan P.N., Ensemble deep learning: A review, Eng. Appl. Artif. Intell., 115, (2022); Hawley S.R., Thrivikraman J.K., Noveck N., Romain T.S., Ludy M.J., Barnhart L., Tucker R.M., Concerns of college students during the COVID-19 pandemic: Thematic perspectives from the United States, Asia, and Europe, J. Appl. Learn. Teaching., 4, 1, pp. 11-20, (2021); Javed U., Shaukat K., Hameed I.A., Iqbal F., Alam T.M., Luo S., A review of content-based and context-based recommendation systems, Int. J. Emerg. Technol. Learn., 16, 3, pp. 274-306, (2021); Jin Y., Analysis of college students' entrepreneurship education and entrepreneurial psychological quality from the perspective of ideological and political education, Frontiers Psychol., 13, (2022); Ko H., Witherell P., Lu Y., Kim S., Rosen D.W., Machine learning and knowledge graph based design rule construction for additive manufacturing, Additive Manuf., 37, (2021); Lingling L., Practice of curriculum ideological and political education in specialized courses of English school under the guidance of optimization theory, J. Crit. Stud. Lang. Literature, 2, 4, pp. 14-19, (2021); Lin S.-S., Shen S.-L., Zhou A., Xu Y.-S., Risk assessment and management of excavation system based on fuzzy set theory and machine learning methods, Autom. Construct., 122, (2021); Liu G., The ways and methods of ideological and political education for postgraduates, Adv. Educ. Technol. 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Appl., 12, 8, (2021); Shambour Q., A deep learning based algorithm for multi-criteria recommender systems, Knowl.-Based Syst., 211, (2021); Shao B., Li X., Bian G., A survey of research hotspots and frontier trends of recommendation systems from the perspective of knowledge graph, Exp. Syst. Appl., 165, (2021); Tahmasebi H., Ravanmehr R., Mohamadrezaei R., Social movie recommender system based on deep autoencoder network using Twitter data, Neural Comput. Appl., 33, 5, pp. 1607-1623, (2021); Xiaoyang H., Junzhi Z., Jingyuan F., Xiuxia Z., Effectiveness of ideological and political education reform in universities based on data mining artificial intelligence technology, J. Intell. Fuzzy Syst., 40, 2, pp. 3743-3754, (2021); Yu Y., On the ideological and political education of college students in the new media era, Open J. Social Sci., 10, 1, pp. 1-14, (2022); Zhang Q., Lu J., Jin Y., Artificial intelligence in recommender systems, Complex Intell. Syst., 7, 1, pp. 439-457, (2021)","Q. Shi; Xi'An Medical University, School of Public Health, Xi'an, 710021, China; email: shiqin@xiyi.edu.cn","","Institute of Electrical and Electronics Engineers Inc.","","","","","","21693536","","","","English","IEEE Access","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85174800608"
"Carvajal A.I.A.","Carvajal, Andres Ignacio Arriagada (58692157700)","58692157700","AUTOMATION EFFECT ON LABOR MARKET: CHILEAN CASE; [EFECTO DE LA AUTOMATIZACION EN EL MERCADO LABORAL: EL CASO CHILENO]","2023","Revista de Analisis Economico","38","2","","3","38","35","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176450384&partnerID=40&md5=8b06620fafe4bb5248e1982ec1a87dfa","Economista y Magíster en Economía de la Universidad Alberto Hurtado, Chile","Carvajal A.I.A., Economista y Magíster en Economía de la Universidad Alberto Hurtado, Chile","This article shows how wages and employability varies according to the educational levels for Chile among labor industries due automation. For this, a DMP search-and-matching model is built introducing automation capital. It is found that the effect of automation is strongly linked to job destruction rate and low task ratio. When automation increases on all educational levels and labor industries, no effect is found on the labor market, existing only when automation increases on a specific educational level. Calibrating to Chilean Data, it is found that increasing in 50% the robotic capital on low educational levels leads to an 1.31% rise on low educational unemployment and 2.65% on the other level. In the other hand, increasing in 50% the robotic capital on high educational levels leads to an 1.95% fall on high educational unemployment and 1.72% on the other level. © (2023), (Universidad Alberto Hurtado). All Rights Reserved.","Automation; education level; human capital; job search","","","","","","","","ACEMOGLU D., Introduction to Modern Economic Growth, (2009); ACEMOGLU D., RESTREPO P., Low-skill and high-skill automation, Journal of Human Capital, 12, 2, pp. 204-232, (2018); ACEMOGLU D., RESTREPO P., The race between man and machine: Implications of technology for growth, factor shares, and employment, American Economic Review, 108, 6, pp. 1488-1542, (2018); ALMEIDA R. K., FERNANDES A. M., VIOLLAZ M., Does the Adoption of Complex Software Impact Employment Composition and the Skill Content of Occupations?, (2017); ARRIAGADA A., Probabilidad de Automatización de los empleos en Chile, (2019); AUTOR D., Skill Biased Technical Change and Rising Inequality: What is the Evidence? What are the Alternatives?, (2002); AUTOR D. H., KATZ L. F., KRUEGER A. B., Computing inequality: have computers changed the labor market?, The Quarterly journal of economics, 113, 4, pp. 1169-1213, (1998); BAUMOL W. J., Macroeconomics of unbalanced growth: the anatomy of urban crisis, The American economic review, 57, 3, pp. 415-426, (1967); BOWEN H. R., Report of the National Commission on Technology, Automation, and Economic Progress, Personnel Journal, (1966); BRYNJOLFSSON E., MCAFEE A., The second machine age: Work, progress, and prosperity in a time of brilliant technologies, (2014); CASS D., Optimum growth in an aggregative model of capital accumulation, The Review of economic studies, 32, 3, pp. 233-240, (1965); CHASSAMBOULLI A., PALIVOS T., A search-equilibrium approach to the effects of immigration on labor market outcomes, International Economic Review, 55, 1, pp. 111-129, (2014); CHILE L. 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J., On the efficiency of matching and related models of search and unemployment, The Review of Economic Studies, 57, 2, pp. 279-298, (1990); KEYNES J. M., Economic possibilities for our grandchildren, En Essays in persuasion, pp. 321-332, (1930); KOOPMANS T. C., On the concept of optimal economic growth, The Econometric Approach to Development Planning, (1965); KREMER M., The O-ring theory of economic development, The Quarterly Journal of Economics, 108, 3, pp. 551-575, (1993); LEDUC S., LIU Z., Robots or Workers? A Macro Analysis of Automation and Labor Markets, (2020); LIN J., Technological adaptation, cities, and new work, Review of Economics and Statistics, 93, 2, pp. 554-574, (2011); MOKYR J., VICKERS C., ZIEBARTH N. L., The history of technological anxiety and the future of economic growth: Is this time different?, Journal of economic perspectives, 29, 3, pp. 31-50, (2015); MORTIMER T., The Elements of Commerce, Politics and Finances, in Three Treatises, (1772); PETRONGOLO B., PISSARIDES C. A., Looking into the black box: A survey of the matching function, Journal of Economic literature, 39, 2, pp. 390-431, (2001); Desiguales. Orígenes, cambios y desafíos de la brecha social en Chile, (2017); PRATT G. A., Is a Cambrian explosion coming for robotics?, Journal of Economic Perspectives, 29, 3, pp. 51-60, (2015); PRETTNER K., A note on the implications of automation for economic growth and the labor share, Macroeconomic Dynamics, 23, 3, pp. 1294-1301, (2019); RIVERA T., Efectos de la automatización en el empleo en Chile, Revista de Análisis Económico, 34, 1, pp. 3-49, (2019); SACHS J. D., BENZELL S. G., LAGARDA G., Robots: Curse or blessing? A basic framework, (2015); SOCIAL O., Encuesta de caracterización socioeconómica nacional, (2017); SOLOW R. M., A contribution to the theory of economic growth, The quarterly journal of economics, 70, 1, pp. 65-94, (1956); STEIGUM E., Frontiers of Economics and Globalization: Economic Growth and Development, chapter 21: Robotics and Growth, (2011)","A.I.A. Carvajal; Economista y Magíster en Economía de la Universidad Alberto Hurtado, Chile; email: andres.arriagada.ca@gmail.com","","Universidad Alberto Hurtado","","","","","","07165927","","","","English","Rev. Anal. Econ.","Article","Final","","Scopus","2-s2.0-85176450384"
"Chen Y.","Chen, Yahan (58634624800)","58634624800","Exploring the career development issues of young musicians through participation in music festivals: A case study of the Youth Music Culture Guangdong Festival","2023","International Journal of Music Education","","","","","","","0","10.1177/02557614231197904","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173478862&doi=10.1177%2f02557614231197904&partnerID=40&md5=7784011e2d4262fa9fb216de1958b15f","City University of Macau, Macao","Chen Y., City University of Macau, Macao","Previous studies have highlighted that emerging musicians have a narrow understanding of their future careers due to the limitations of university education and therefore encourage them to engage in extra-curricular spaces such as music festivals. However, much research has focused on the external impacts of music festivals, neglecting its core stakeholders of participating musicians, especially the younger generation. This study, therefore, examines the impacts of participating in music festivals on the career awareness, employability and career development of young musicians by using a case study of the Youth Music Culture Guangdong (YMCG) festival in Guangzhou, China. The data collected from interviews with three festival organisers and eight participating young musicians were analysed through thematic analysis. The results reveal that the music festival has impacted young musicians’ careers in terms of stimulating creativity, motivating working passion, building transferable skills and expanding sustainable networks, horizons and industrial understandings. The multiple impacts of festival participation contribute to developing a learner identity, which was described by previous research as the key to young musicians’ careers in such a precarious industry. Different from university contexts, music festivals provide a more diverse, inclusive and uncompetitive environment for young musicians to explore the possibilities of the music industry. © The Author(s) 2023.","Career development; employability; inspiration; music festivals; young musicians; Youth Music Culture Guangdong festival","","","","","","","","Beeching A.M., Beyond talent: Creating a successful career in music, (2005); Belsey C., Textual analysis as a research method, Research methods for English studies, pp. 160-178, (2013); Bennett D., Utopia for music graduates: Is it achievable, and how should it be defined?, British Journal of Music Education, 24, pp. 179-189, (2007); Bennett D., Bridgstock R., The urgent need for career preview: Student expectations and graduate realities in music and dance, International Journal of Music Education, 33, 3, pp. 263-277, (2015); Bowdin G., Allen J., O'Toole W., Harris R., McDonnell I., Events. Management, (2011); Bracalente B., Chirieleison C., Cossignani M., Ferrucci L., Gigliotti M., Ranalli M.G., The economic impact of cultural events: The Umbria Jazz music festival’, Tourism Economics, 17, 6, pp. 1235-1255, (2011); Bryman A., Social research methods, (2016); Canham N., Living with liminality: Reconceptualising music careers education and research, Research Studies in Music Education, 45, 1, pp. 3-19, (2023); Caust J., Glow H., Festivals, artists and entrepreneurialism: The role of the Adelaide Fringe Festival. I, nternational Journal of Event Management Research, 6, 2, pp. 1-14, (2011); Comunian R., Temporary clusters and communities of practice in the creative economy: Festivals as temporary knowledge networks, Space and Culture, 20, 3, pp. 329-343, (2017); Comunian R., Faggian A., Jewell A., Exploring music careers: Music graduates and early career trajectories in UK, Social Networks and Music Worlds, (2014); Cudny W., Festivalisation of urban spaces: Factors, processes and effects, (2016); Dalagna G., Carvalho S., Welch G., Desired artistic outcomes in music performance, (2021); Deliege I., Wiggins G.A., Musical creativity: Multidisciplinary research in theory and practice, (2006); Denzin N.K., Lincoln Y.S., The SAGE handbook of qualitative research, (2011); Derrett R., Festivals, events, and the destination, Festival and events management: An international arts and culture perspective, pp. 32-50, (2003); Dowd T.J., Liddle K., Nelson J., Music festivals as scenes: Examples from serious music, womyn’s music, and SkatePunk, Music scenes: Local, trans-local, and virtual, pp. 149-167, (2004); Falassi A., Time out of Time: Essays on the festival, (1987); Getz D., Andersson T., Larson M., Managing festival stakeholders: Concepts and case studies, Event Management, 10, pp. 103-122, (2007); Gibson C., Music festivals and reginal development policy: Towards a festival ecology, Perfect Beat, 14, 2, pp. 140-157, (2013); Glow H., Caust J., Valuing participation: Artists and the Adelaide Fringe Festival, International Journal of the Humanities, 8, pp. 413-424, (2010); Holden J., The ecology of culture: A report commissioned by the arts and humanities research council’s cultural value project, (2015); Joffe H., Yardley L., Content and thematic analysis, Research methods for clinical and health psychology, pp. 56-68, (2004); Klickstein G., The musician’s way: A guide to practice, performance, and wellness, (2009); Liu X., The emotional value transmission of youth music culture Guangdong Festival: From the perspective of interactive experience, (2019); Lopez-Iniguez G., Bennett D., A lifespan perspective on multi-professional musicians: Does music education prepare classical musicians for their careers?, Music Education Research, 22, 1, pp. 1-14, (2019); Lopez-Iniguez G., Bennett D., Broadening student musicians’ career horizons: The importance of being and becoming a learner in higher education, International Journal of Music Education, 39, 2, pp. 134-150, (2021); Morse J.M., Barrett M., Mayan M., Olson K., Spiers J., Verification strategies for establishing reliability and validity in qualitative research, International Journal of Qualitative Methods, 1, 2, pp. 13-22, (2002); Myers D.E., Creativity, diversity, and integration: Radical change in the bachelor of music curriculum, Arts and Humanities in Higher Education, 15, 34, pp. 293-307, (2016); O'Sullivan D., Jackson M.J., Festival tourism: A contributor to sustainable local economic development?, Journal of Sustainable Tourism, 10, 4, pp. 325-342, (2002); Packer J., Ballantyne J., The impact of music festival attendance on young people’s psychological and social well-being, Psychology of Music, 39, 2, pp. 164-181, (2010); Pike P.D., The tapestry of leadership, creativity and advocacy: Weaving musicians core abilities into the curriculum, Leadership and Musician Development in Higher Music Education, pp. 130-148, (2019); Prokop R., Reitsamer R., The DIY careers of young classical musicians in neoliberal times, DIY, Alternative Cultures & Society, 1, 2, pp. 111-124, (2023); Quinn B., Problematizing ‘festival tourism’: Arts festivals and sustainable development in Ireland, Journal of Sustainable Tourism, 14, pp. 288-306, (2006); Artistic career in music: Stakeholders requirement report, (2021); Stake R.E., Qualitative case studies, The SAGE handbook of qualitative research, pp. 443-466, (2005); Strauss A., Corbin J., Basics of qualitative research: Techniques and procedures for developing grounded theory, (1998); Titov E., Virovere A., Kuimet K., Conflict in organization: Indicator for organizational values, Organizational conflict, pp. 19-36, (2018); Varvarigou M., Creech A., Hallam S., Partnership working and possible selves in music education, International Journal of Music Education, 32, 1, pp. 84-97, (2014); Vygotsky L.S., Mind and society. The development of higher psychological processes, (1978); Westerlund H., Lopez-Iniguez G., Professional education toward protean careers in music? Bigenerational Finnish composers’ pathways and livelihoods in changing ecosystems, Research Studies in Music Education, (2022); Yeoh B., The global cultural city? Spatial imagineering and politics in the (multi)cultural marketplaces of South-east Asia, Urban Studies, 42, 5-6, pp. 945-958, (2005); Proceedings, (2017); Festival programme brochure, (2020)","Y. Chen; City University of Macau, Macao; email: cyh0719@outlook.com","","SAGE Publications Ltd","","","","","","02557614","","","","English","Int. J. Music Educ.","Article","Article in press","","Scopus","2-s2.0-85173478862"
"Scandurra R.; Kelly D.; Fusaro S.; Cefalo R.; Hermannson K.","Scandurra, R. (55941798900); Kelly, D. (58728123100); Fusaro, S. (57220061109); Cefalo, R. (57200394537); Hermannson, K. (58663982000)","55941798900; 58728123100; 57220061109; 57200394537; 58663982000","Do employability programmes in higher education improve skills and labour market outcomes? A systematic review of academic literature","2023","Studies in Higher Education","","","","","","","1","10.1080/03075079.2023.2265425","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174826223&doi=10.1080%2f03075079.2023.2265425&partnerID=40&md5=74fba387767dc4889d6825d6c7987800","Department of Sociology, GEPS, Autonomous University of Barcelona, Bellaterra, Cerdanyola del Vallès, Spain; School of Education, University of Glasgow, Glasgow, United Kingdom; Department of Economics, Autonomous Universidad Loyola, Andalusia, Spain; Department of Sociology, University of Vienna, Vienna, Austria","Scandurra R., Department of Sociology, GEPS, Autonomous University of Barcelona, Bellaterra, Cerdanyola del Vallès, Spain; Kelly D., School of Education, University of Glasgow, Glasgow, United Kingdom; Fusaro S., Department of Economics, Autonomous Universidad Loyola, Andalusia, Spain; Cefalo R., Department of Sociology, University of Vienna, Vienna, Austria; Hermannson K., School of Education, University of Glasgow, Glasgow, United Kingdom","We conduct a systematic literature review of the academic literature on activities organised by Higher Education Institutions (HEIs) with the aim of improving skills associated with employability and facilitating labour market outcomes. The search resulted in 87 papers followed by an iterative evaluation of their relevance. Papers in the corpus were analysed using an evaluation research framework and classified in terms of the activities, outputs, and outcomes. The reviewed literature is centred on one of three stakeholders: HEIs, students or employers. It suggests all stakeholders value employability activities for similar reasons. Generally, they are seen as a vital part of HEI education programmes, facilitating the development of diverse skills that are desirable in the labour market as well as de-risking labour market entry for students and appointments for employers by alleviating information asymmetries. The evidence base is dominated by small-scale case studies and evaluations that are not sufficiently robust to infer about causal impacts of employability activities on students’ development and labour market outcomes. Moreover, the corpus is skewed towards studies of Work-Related Learning. We set out avenues for future research and argue for a comprehensive evidence base encompassing diverse forms of employability activities, such as larger scale ‘embedded employability’ activities; a more contextual understanding of employability as an interplay between individual and a particular labour market and education system; and a more robust evidence base tracking students from education into the labour market, allowing for selection effects and identifying heterogeneity of impacts across different activities and demographics. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Employability; graduate outcomes; higher education institutions; skills development; work-based learning","","","","","","","","Brown P., Hesketh A., Wiliams S., Employability in a Knowledge-Driven Economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Brynin M., Longhi S., Zwysen W., The Diversification of Inequality, British Journal of Sociology, 70, 1, pp. 70-89, (2019); Card D., Kluve J., Weber A., Active Labour Market Policy Evaluations: A Meta-Analysis, The Economic Journal, 120, 548, pp. F452-F477, (2010); Cheng M., Adekola O., Albia J., Cai S., Employability in Higher Education: A Review of Key Stakeholders’ Perspectives, Higher Education Evaluation and Development, 16, 1, (2022); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, (2017); (2016); Fortin N.M., Bell B., Bohm M., Top Earnings Inequality and the Gender pay Gap: Canada, Sweden, and the United Kingdom, Labour Economics, 47, pp. 107-123, (2017); Friedman S., Laurison D., The Class Ceiling: Why It Pays to Be Privileged, (2019); Gazier B., Employability—Definitions and Trends, Employability: Concepts and Policies, pp. 37-71, (1998); Gorard S., Griffin N., See B.H., Siddiqui N., (2019); Gough D., Oliver S., Thomas J., An Introduction to Systematic Reviews, (2012); Healy M., Hammer S., McIlveen P., Mapping Graduate Employability and Career Development in Higher Education Research: A Citation Network Analysis, Studies in Higher Education, 47, 4, pp. 799-811, (2022); Helyer R., Lee D., The Role of Work Experience in the Future Employability of Higher Education Graduates, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1998); Hodgson A., Spours K., Tackling the Crisis Facing Young People: Building High Opportunity Progression Eco-Systems, Oxford Review of Education, 39, 2, pp. 211-228, (2013); James A., Research Methods and Methodologies in Education, (2012); Lester S., Bravenboer D., Webb N., Work-integrated Degrees: Context, Engagement, Practice and Quality, (2016); Lester S., Costley C., Work-Based Learning at Higher Education Level: Value, Practice and Critique, Studies in Higher Education, 35, 5, pp. 561-575, (2010); Martin L., Lord G., Warren-Smith I., Juggling Hats: Academic Roles, Identity Work and New Degree Apprenticeships, Studies in Higher Education, 45, 3, pp. 524-537, (2020); Matherly C.A., Tillman M.J., Higher Education and the Employability Agenda, The Palgrave International Handbook of Higher Education Policy and Governance, (2015); McLaughlin J.A., Jordan G.B., Using Logic Models, Handbook of Practical Program Evaluation, pp. 62-87, (2015); McQuaid R.W., Lindsay C., The Concept of Employability, Urban Studies, 42, 2, pp. 197-219, (2005); Norton S., Dalrymple R., Enhancing Graduate Employability: A Case Study Compendium, (2020); Oakley A., Foreword, An Introduction to Systematic Reviews, pp. 7-10, (2012); Peeters E., Nelissen J., De Cuyper N., Forrier A., Verbruggen M., De Witte H., Employability Capital: A Conceptual Framework Tested Through Expert Analysis, Journal of Career Development, 46, 2, pp. 79-93, (2019); Philpott J., Behind the ‘Buzzword’: Employability, (1999); Powell J., Solga H., Analyzing the Nexus of Higher Education and Vocational Training in Europe: A Comparative-Institutional Framework, Studies in Higher Education, 35, 6, pp. 705-721, (2010); (2018); Romgens I., Scoupe R., Beausaert S., Unraveling the Concept of Employability, Bringing Together Research on Employability in Higher Education and the Workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Scandurra R., Cefalo R., Kazepov Y., Drivers of Youth Labour Market Integration Across European Regions, Social Indicators Research, 154, 3, pp. 835-856, (2021); Scandurra R., Hermannsson K., Cefalo R., Parreira Do Amaral M., Kovacheva S., Rambla X., Assessing Young Adults’living Conditions Across Europe using Harmonised Quantitative Indicators: Opportunities and Risks for Policy-Makers, Lifelong Learning Policies for Young Adults in Europe: Navigating between Knowledge and Economy, pp. 171-198, (2020); Strauss A., Qualitative Research for Social Scientists, (1987); Walker I., Zhu Y., The College Wage Premium and the Expansion of Higher Education in the UK, The Scandinavian Journal of Economics, 110, 4, pp. 695-709, (2008); Yorke M., Employability in Higher Education: What It Is–What It Is Not, (2006)","K. Hermannson; School of Education, University of Glasgow, Glasgow, United Kingdom; email: kristinn.hermannsson@glasgow.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Article in press","","Scopus","2-s2.0-85174826223"
"Coffey J.; Lovegrove E.","Coffey, Jane (57126845200); Lovegrove, Emma (58683731900)","57126845200; 58683731900","More Career Development Learning for Neurodivergent Tertiary Education Students: A Case Study","2023","Journal of Teaching and Learning for Graduate Employability","14","2","","1","15","14","1","10.21153/jtlge2023vol14no2art1790","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175844988&doi=10.21153%2fjtlge2023vol14no2art1790&partnerID=40&md5=75feabe29dc819094a112d9c84cfe59f","School of Management and Marketing, Faculty of Business and Law, Curtin University, Australia; Student Success team, Curtin University, Australia","Coffey J., School of Management and Marketing, Faculty of Business and Law, Curtin University, Australia; Lovegrove E., Student Success team, Curtin University, Australia","All adults, regardless of neurodivergent condition, should have the opportunity to engage in meaningful and sustainable work. However, there are a range of unique barriers facing those with neurodivergent conditions which are critical to understand to successfully facilitate the career development learning (CDL) strategies that will enable job market entry and success. In this paper, we will discuss a pilot CDL program, founded on the principles of social constructivism and Students as Partners (SaP), which was developed to provide neurodivergent tertiary students with the necessary skills and information to establish meaningful careers and employment options. Through our study, findings underscored the anxiety many neurodivergent students experience around career development and the need for specialised support to build confidence. Significantly, the most impactful outcomes from the program were the ability for neurodivergent students to hear authentic and relatable stories from their peers. The opportunity to discuss both successes and obstacles through the lens of neurodiversity was a powerful mechanism within which to build a learning environment as well as a sustainable community of practice. The experiences in both designing and conducting the Students as Partners driven CDL workshops for tertiary neurodivergent students adds significant value to the existing body of literature in not only how we define and label disability but also how employability is interpreted, both from academic and industry perspectives. The observations and findings of such an approach also challenge the existing narrative embodied in many university graduate capability programs for a changing future of work landscape. © 2023 Deakin University. All rights reserved.","career development learning; employability; equity; future of work; neurodivergent recruitment; Neurodiversity","","","","","","","","Anderson C., Butt C., Clare S, Young adults on the autism spectrum and early employment-related experiences: Aspirations and obstacles, Journal of Autism and Developmental Disorders, 51, 1, pp. 88-105, (2021); Austin R.D., Pisano G.P., Neurodiversity as a Competitive Advantage, Harvard Business Review, 95, 3, pp. 96-103, (2017); (2014); Balfe T, Bhroin O.N., A university supported social constructivist model of professional development, Professional Development in Education, 48, 2, pp. 254-272, (2022); Blustein D. L., Vocational psychology at the fork in the road: Staying the course or taking the road less traveled, Journal of Career Assessment, 19, 3, pp. 316-322, (2011); Bovill C., Breaking Down Staff-Student Barriers: Moving Towards Pedagogic Flexibility, Pedagogic Frailty and Resilience in the University, pp. 151-161, (2017); Bruyere S.M., Colella A., Neurodiversity in the Workplace: Interests, Issues and Opportunities, (2022); Cascio W. F., Montealegre R., How technology is changing work and organizations, Annual Review of Organizational Psychology and Organizational Behavior, 3, pp. 349-375, (2016); Chandler J. D., Teckchandani A., Using Social Constructivist Pedagogy to Implement Liberal Learning in Business Education, Decision Sciences Journal of Innovative Education, 13, 3, pp. 327-348, (2015); Technology and the Future of Australian Jobs: What will be the impact of AI on workers in every sector?, (2019); Davis G., Has the Future of Work Arrived? FACTBase Bulletin 70, (2020); Davies J., Heasman B., Livesey A., Walker A., Pellicano E., Remington A., Access to employment: A comparison of autistic, neurodivergent and neurotypical adults’ experiences of hiring processes in the United Kingdom, Autism, 27, 6, (2023); De Vos A., Van der Heijden B. I. J. M., Akkermans J., Sustainable careers: Towards a conceptual model, Journal of Vocational Behaviour, 117, (2018); The Path to Prosperity: Why the future of work is human, (2019); di Federico R., Dorigatti L., Small Firms and the Labour Market, Regulating Work in Small Firms, pp. 95-130, (2020); DiRenzo M. S., Greenhaus J. H., Weer C. H., Relationship between protean career orientation and work-life balance: A resource perspective, Journal of Organizational Behavior, 36, 4, pp. 538-560, (2015); Doyle N., McDowall A., Diamond in the rough? An ‘empty review’ of research into ‘neurodiversity’ and a road map for developing the inclusion agenda, Equality, Diversity and Inclusion, 41, 3, pp. 352-382, (2022); Dwyer P., Mineo E., Mifsud K., Lindholm C., Gurba A., Waisman T.C., Building Neurodiversity-Inclusive Postsecondary Campuses: Recommendations for Leaders in Higher Education, Austism in Adulthood, 5, 1, pp. 1-14, (2023); Technology Impacts on the Australian Workforce, (2020); Fenton A., Krahn T., Autism, neurodiversity, and equality beyond the ‘normal, Journal of Ethics in Mental Health, 2, 2, pp. 1-6, (2007); Fu C., Cai Y., Yang Q., Pan G., Xu D., Shi W., Career Adaptability Development in the School – To – Work Transition, Journal of Career Assessment, 31, 3, pp. 1-17, (2022); Gravett K, Kinchin I.M, Winstone N.E., ‘More than customers’: conceptions of students as partners held by students, staff, and institutional leaders, Studies in Higher Education, 45, 12, pp. 2574-2587, (2020); Healey M., Flint A, Harrington K., Engagement Through Partnership: Students as Partners in Learning and Teaching in Higher Education, (2014); Inkson K., Dries N., Arnold J., Understanding careers: The metaphors of working lives, (2014); Ju S., Zhang D., Pacha J., Employability Skills Valued by Employers as Important for Entry-Level Employees with and Without Disabilities, Career Development and Transition for Exceptional Individuals, 35, 1, pp. 29-38, (2012); Kirby A., Is Neurodiversity coming out in 2021?...and should we have to?, Neurodiversity, (2021); The Future of Work: The global talent crunch, (2018); Krahn H., Bowlby J.W., Good Teaching and Satisfied University Graduates, The Canadian Journal of Higher Education, 27, 2, pp. 157-180, (1997); Krzeminska A., Austin R. D., Bruyere S., Hedley D., The advantages and challenges of neurodiversity employment in organizations, Journal of Management and Organization, 25, 4, pp. 453-463, (2019); Lahdelma M., Pesonen H., Fabri M., Maun R., Good Practice Guide for Academics, (2022); Li I. W., Mahuteau S., Dockery A. M., Junankar P. N., Mavromaras K., Labour market outcomes of Australian university graduates from equity groups, (2016); The Future of Recruiting: How COVID-19 is transforming hiring, (2020); Maroto M., Pettinicchio D., Twenty-five years after the ADA: situating disability in America’s system of stratification, Disability Studies Quarterly, 35, 3, pp. 1-34, (2015); Mercer-Mapstone L., Bovill C., Equity and diversity in institutional approaches to student–staff partnership schemes in higher education, Studies in Higher Education, 45, 12, pp. 2541-2557, (2020); Mitran C.L., A paradigm shift: Examining the experiences, challenges, perceptions, and recommendations of licenced counsellors and mental health providers working with neurodiverse adults, (2021); Nelson L.L., Design and Deliver: Planning and teaching using universal design for learning, (2013); Nicholas D.B., Zwaigenbaum L., Zwicker J., Clarke M., Lamsal R., Stoddart K., Carroll C., Muskat B., Spoelstra M., Lowe K., Evaluation of employment support services for adults with autism spectrum disorder, Autism, 22, 6, pp. 693-702, (2017); Nicholas D.B., Mitchell W., Dudley C., Clarke M., Zulla R., An Ecosystem Approach to Employment and Autism Spectrum Disorder, Journal of Autism & Developmental Disorders, 48, pp. 264-275, (2018); The Australian student voice on the soft skills needed for the future: And how universities can integrate these skills into their teaching, (2020); Pennington A., Stanford J., The future of work for Australian graduates: The changing landscape of university-employment transitions in Australia, (2019); Pesce N.L., Most college grads with autism can’t find jobs. This group is fixing that, (2019); Pitman T., Roberts L., Bennett D., Richardson S., An Australian study of graduate outcomes for disadvantaged students, Journal of Further and Higher Education, 43, 1, pp. 45-57, (2017); Praskova A., McPeake L., Career Goal Discrepancy, Career Distress, and Goal Adjustment: Testing a Dual Moderated Process Model in Young Adults, Journal of Career Assessment, 30, 4, pp. 615-634, (2022); Priscott T., Allen R.A., Human capital neurodiversity: An examination of stereotype threat anticipation, Employee Relations, 43, 5, pp. 1067-1082, (2021); What do employers want from today’s graduates? Insights from the 2022 QS Global Employer Survey, (2022); Salvador R.O., The trolley problem: A social constructivist pedagogy approach, Journal of Education for Business, 94, 5, pp. 333-341, (2019); Savickas M. L., Porfeli E. J., Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries, Journal of Vocational Behavior, 80, 3, pp. 661-673, (2012); Scott M., Falkmer M., Girdler S., Falkmer T., Rodger S., The Integrated Employment Success Tool (IEST): An evidence-based guide for employers of autistic adults, (2021); Schreiber L.M., Valle B.E., Social Constructivist Teaching Strategies in the Small Group Classroom, Small Group Research, 44, 4, pp. 395-411, (2013); Silberman S., Neurodiversity Rewires Conventional Thinking About Brains, Wired, (2013); Singer J., Why can’t you be normal for once in your life? From a ‘problem with no name’ to the emergence of a new category of difference, Disability and Discourse, pp. 59-70, (1999); Steckley M., Fortin E., Minic A., Exploring representation (EDI) in Students as Partners (SaP) initiatives: a case study of equity, diversity and inclusion in the Students as Partners Program (SaPP) at Carleton University, International Journal of Inclusive Education, (2022); Szulc J. M., Davies J., Tomczak M. T., McGregor F-L., AMO perspectives on the well-being of neurodivergent human capital, Employee Relations, 43, 4, pp. 858-872, (2021); Tomczak M. T., Szulc J. M., Szczerska M., Inclusive communication model supporting the employment cycle of individuals with autism spectrum disorders, International Journal of Environmental Research and Public Health, 18, 9, (2021); Neurodiversity at Work, (2018); The New Work Smarts: Thriving in the New Work Order, (2017); Human Capability Standards Reference Model: The Complete Seven Level Framework, (2020); Umar N., Atan N.A., Majid U.M.A., Habiddin H., Farida N.M., Learning activities based on social constructivism theory to promote social interaction and student’s performance (EPSISM), American Institute of Physics Conference Proceedings Series, 2569, 1, (2023); Van der Heijden B. I. J. M., De Vos A., Sustainable careers: Introductory chapter, Handbook of research on sustainable careers, pp. 1-19, (2015); Willis C., Powell-Rudy T., Colley K., Prasad J., Examining the Use of Game-Based Assessments for Hiring Autistic Job Seekers, Journal of Intelligence, 9, 53, pp. 1-13, (2021)","J. Coffey; School of Management and Marketing, Faculty of Business and Law, Curtin University, Australia; email: Jane.Coffey@cbs.curtin.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85175844988"
"Qian T.; Bian J.; Chen J.","Qian, Tingting (57864616800); Bian, Jiale (57864798100); Chen, Jianing (58073122800)","57864616800; 57864798100; 58073122800","The status quo, causes, and countermeasures of employment difficulties faced by college graduates in China","2023","Labor History","","","","","","","0","10.1080/0023656X.2023.2283065","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176939016&doi=10.1080%2f0023656X.2023.2283065&partnerID=40&md5=423d4e9d6956cb46b5c4437492dc645a","School of Electrical and Electronic Engineering, Shanghai Institute of Technology, Shanghai, China; School of Economics and Management, Shanghai Institute of Technology, China","Qian T., School of Electrical and Electronic Engineering, Shanghai Institute of Technology, Shanghai, China; Bian J., School of Economics and Management, Shanghai Institute of Technology, China; Chen J., School of Economics and Management, Shanghai Institute of Technology, China","The employment of college graduates is related to social stability, and graduates with difficulties are at a disadvantage when seeking jobs, therefore they should be given greater concern. Based on defining the graduates with difficulties, this study analyzes the employment status of college graduates and the causes of employment difficulties from the perspective of fresh graduates and non-fresh graduates. Firstly, the questionnaire survey of fresh graduates is analyzed. Secondly, an in-depth interview analysis of fresh graduates and experts is conducted. Finally, the quantitative analysis of non-fresh graduates is carried out. The results show that the supply of fresh graduates does not match the job demand in the labor market and non-fresh graduates who are married find it difficult to return to work. Through further analysis of the causes, this study finds that fresh graduates are restricted by four aspects: high expectations and low abilities, less family pressure, insufficient in-depth school guidance, and inadequate support from employers. Non-fresh graduates are subjected to gender barriers that make it difficult for them to find jobs. This study provides a new perspective for understanding and has reference value for promoting the employment of college graduates. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","College graduates; employability; employment choice; employment difficulties; employment situation","","","","","","","","Aalbers R., Dolfsma W., Koppius O., Individual connectedness in innovation networks: On the role of individual motivation, Research Policy, 42, 3, pp. 624-634, (2013); Aronson P., Callahan T., Davis T., The transition from college to work during the great recession: Employment, financial, and identity challenges, Journal of Youth Studies, 18, 9, pp. 1097-1118, (2015); Bellas M.L., Investment in higher education: Do labor market opportunities differ by age of recent college graduates?, Research in Higher Education, 42, 1, pp. 1-25, (2001); Blaug M., Woodhall M., The causes of graduate unemployment in India (1969), Tackling unemployment, pp. 289-292, (1999); Cai Z., Stephens H.M., Winters J.V., Motherhood, migration, and self-employment of college graduates, Small Business Economics, 53, 3, pp. 611-629, (2019); Cao H., On the supply-side structural reform of college students’ employment, Academic Forum, 39, 5, pp. 159-163, (2016); Chen S., Zhang H., Five dimensions of the assistance to college students with employment difficulties, Heilongjiang Researches on Higher Education, 2016, 4, pp. 81-83, (2016); Cordon-Lagares E., Garcia-Ordaz F., Garcia-Del-Hoyo J.J., The transition from higher education to first employment in Spain, European Journal of Education, 57, 4, pp. 659-673, (2022); Gosta E.-A., Marino R., Why deregulate labour markets?, (2000); Harvey L., Defining and Measuring Employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, (1998); Hooley T., Dodd V., The economic benefits of career guidance, (2015); Huang J., Employment structure characteristics and quality evaluation of provincial college students: Based on an empirical survey of graduates from 47 colleges in 2015, Modern University Education, 2018, 1, pp. 79-84+99, (2018); Jun K., Go to graduate school or go to work: What factors determining college students’ selections?, The Anthropologist, 19, 3, pp. 773-780, (2015); Lai D., Education is more about listening to the labor market, China Economics of Education Review, 2, 2, pp. 3-6, (2017); Li C., Guo Y., Does competition at college rely on family background? — the effect of family background on human capital accumulation of college students, Sociological Studies, 36, 2, (2021); Liu L., Su C., An analysis of the psychological barriers of the students with academic difficulties in colleges and universities and the research on the help strategies, Comparative Study of Cultural Innovation, 4, 24, pp. 58-60, (2020); Lucio M.M., Stuart M., Partnership and modernization in employment relations, (2004); McDonnall M.C., Cmar J.L., McKnight Z., How degree major and demographic factors influence employment and earnings for college graduates with visual impairments, Rehabilitation Counseling Bulletin, (2023); Menon M.E., Pashourtidou N., Polycarpou A., Pashardes P., Students’ expectations about earnings and employment and the experience of recent university graduates: Evidence from Cyprus, International Journal of Educational Development, 32, 6, pp. 805-813, (2012); Nunley J.M., Pugh A., Romero N., Seals R.A., The effects of unemployment and underemployment on employment opportunities: Results from a correspondence audit of the labor market for college graduates, ILR Review, 70, 3, pp. 642-669, (2017); Peng Y., Lv S.B., Low S.R., Bono S.A., The impact of employment stress on college students: Psychological well-being during COVID-19 pandemic in China, Current Psychology, (2023); Qiu X., Reality capital and salary expectation: Comparative study on Shanghai and Taiwan university students, Contemporary Youth Research, 2020, 3, pp. 85-91, (2020); Qu Z., Luo W., Jing D., Xue Q., Wen D., Grasp the situation and accurately position to promote the employment of college students, China Higher Education Research, 2014, 7, pp. 4-7, (2014); Ruan C., Research on the influence of parental occupation types on college graduates’ employment performance: Based on the survey data of 2017 national college graduates employment situation, Journal of Jiangxi University of Finance and Economics, 2019, 6, pp. 16-25, (2019); Sun L., Exploration of employment assistance mechanism for graduates of special groups in colleges, China Adult Education, 2017, 20, pp. 71-73, (2017); Wei H., A brief analysis of the reasons for college students’ employment difficulties based on the perspective of labor economics, Modern Business, 2019, 10, pp. 187-188, (2019); Wen Z., Graduates’ career decision-making difficulties and the development of the career education, Research in Educational Development, 37, 5, pp. 18-24, (2017); Xie Q., On the relationship of self-authorship and stress of the students with academic difficulties—taking Xi’an Jiaotong Liverpool University as an example, Journal of Jiangsu Normal University (Philosophy and Social Sciences Edition), 43, 2, pp. 147-154, (2017); Xin F., Research on human capital, social capital, and employment of college students: Review and prospect, Chongqing Higher Education Research, 7, 1, pp. 102-111, (2019); Xue Z., Effects of social capital on the employment quality of the college graduates—an empirical study based on a survey of 14 universities in Beijing, Youth Studies, 2014, 3, (2014); Yuan M., Fu S., The influence of family background on college students’ career view — a case study of a college, Journal of Changchun University of Technology (Higher Education Study Edition), 35, 2, pp. 113-116, (2014); Zhang X., Study on long-term support mechanism for students with employment difficulties, Higher Agricultural Education, 2016, 3, pp. 97-100, (2016); Zhang Y., Family capital and postgraduate employment cognition: An empirical study based on ‘211’ colleges, Higher Education Exploration, 2018, 1, pp. 88-92, (2018); Zhao Y., Analysis of the current situation of employment difficulties in local colleges and countermeasures, People’s Tribune, 2012, 20, pp. 156-157, (2012); Zhao R., Hao H., Analysis and countermeasures of college students with employment difficulties, Forum on Contemporary Education, 2011, 11, pp. 49-51, (2011)","J. Bian; School of Economics and Management, Shanghai Institute of Technology, No. 120 Caobao Road, Xuhui District, China; email: 216121103@mail.sit.edu.cn","","Routledge","","","","","","0023656X","","","","English","Labor Hist.","Article","Article in press","","Scopus","2-s2.0-85176939016"
"Rossetti G.","Rossetti, Giulia (57224357360)","57224357360","APPLYING KOLB’S EXPERIENTIAL LEARNING THEORY TO AN EVENT MANAGEMENT COURSE: PRACTICAL GUIDELINES FOR EDUCATORS","2023","Event Management","27","7","","1025","1040","15","0","10.3727/152599523X16896548396752","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176225683&doi=10.3727%2f152599523X16896548396752&partnerID=40&md5=3a8687c6e34173acc04758d2596ee1ce","Oxford Brookes Business School, Oxford Brookes University, Oxford, United Kingdom","Rossetti G., Oxford Brookes Business School, Oxford Brookes University, Oxford, United Kingdom","While experiential learning is well established in higher education, several scholars called for more studies on how to embed it for event management students. This article aims to answer these calls by investigating student and instructor perspectives on delivering a live event for a postgraduate course in an English university. It uses primary as well as secondary data from previous studies to suggest how to plan an experiential learning course. Findings provide practical recommendations to educators in relation to four elements: teaching content; resources and support; assessment; and links to employability. While doing so, Kolb’s cycle is reviewed and a new model of experiential learning for event management students is suggested. Thus, this article expands the current debate on experiential learning and suggests practical guidelines for event management educators. © 2023 Cognizant, LLC","Assessment; Employability; Event management; Experiential learning; Kolb; Support; Teaching","","","","","","","","Andrews J., The value of reflective practice: A student case study, British Journal of Occupational Therapy, 63, 8, pp. 396-398, (2000); Barron D., Khosa D., Jones-Bitton A., Experiential learning in primary care: Impact on veterinary students’ communication confidence, Journal of Experiential Education, 40, 4, pp. 349-365, (2017); Bergsteiner H., Avery G. C., Neumann R., Kolb’s experiential learning model: Critique from a modelling perspective, Studies in Continuing Education, 32, 1, pp. 29-46, (2010); Bower G. G., Utilizing Kolb’s experiential learning theory to implement a golf scramble, International Journal of Sport Management, Recreation & Tourism, 12, 1, pp. 61-67, (2013); Bower G. G., Theory and practice: Utilizing Dewey’s experiential learning theory to implement a 5k road race, Journal of Hospitality, Leisure, Sport & Tourism Education, 15, pp. 61-67, (2014); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Byrd E. T., Howling wolves: Active experiential learning in event management, Schole: A Journal of Leisure Studies and Recreation Education, 24, 1, pp. 148-154, (2009); Canniford L. J., Fox-Young S., Learning and assessing competence in reflective practice: Student evaluation of the relative value of aspects of an integrated, interactive reflective practice syllabus, Collegian, 22, 3, pp. 291-297, (2015); Chapman S., McPhee P., Proudman B., What is experiential education?, The theory of experiential education, pp. 235-248, (1995); Cunliffe A. L., Easterby-Smith M., From reflection to practical reflexivity: Experiential learning as lived experience, Organizing reflection, pp. 44-60, (2017); Dewey J., Experience and education. Simon and Schuster. Dressier, S., Cedercreutz, K., & Pacheco, A. (2011). Strengthening curriculum through student learning outcome assessment in experiential learning, Journal of Hospitality & Tourism Education, 23, 2, pp. 41-47, (1938); Drummond C. N., Carl Rogers and the origin of experiential learning, Journal of Geoscience Education, 51, 5, pp. 1-2, (2003); Ebbini G. 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H., Cohort building through experiential learning, Journal of Experiential Education, 31, 2, pp. 209-224, (2008); Thomas G., How to do your case study, (2016); Venske E., Rising to the occasion: Experiential learning experiences of event management students at a South African University of Technology, Event Management, 22, 1, pp. 79-97, (2018); Walters T., Delivering employable event studies graduates: Student perspectives on the benefits of experiential learning, Event Management, 25, 5, pp. 521-533, (2021); Werner K., Junek O., Wang C., Event management skills in the post-COVID-19 world: Insights from China, Germany, and Australia, Event Management, 26, 4, pp. 867-882, (2022); Wright M. C., Getting more out of less: The benefits of short-term experiential learning in undergraduate sociology courses, Teaching Sociology, 28, 2, pp. 116-126, (2000); Wurdinger S., Carlson J., Teaching for experiential learning: Five approaches that work, (2010); Yin R. K., Qualitative research from start to finish, (2016); Zubizarreta J., The learning portfolio: Reflective practice for improving student learning, (2009)","G. Rossetti; Oxford Brookes Business School, Oxford Brookes University, Oxford, United Kingdom; email: grossetti@brookes.ac.uk","","Cognizant Communication Corporation","","","","","","15259951","","","","English","Event Manage.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85176225683"
"Souppez J.-B.R.G.","Souppez, Jean-Baptiste RG (57189898944)","57189898944","Engineering employability skills: Students, academics, and industry professionals perception","2023","International Journal of Mechanical Engineering Education","","","","","","","1","10.1177/03064190231214178","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177582143&doi=10.1177%2f03064190231214178&partnerID=40&md5=c6457b36f2207ea36478aeb807fba2b5","Mechanical, Biomedical and Design Engineering Department, School of Engineering and Technology, College of Engineering and Physical Sciences, Aston University, Birmingham, United Kingdom","Souppez J.-B.R.G., Mechanical, Biomedical and Design Engineering Department, School of Engineering and Technology, College of Engineering and Physical Sciences, Aston University, Birmingham, United Kingdom","Graduate employability is a major focal point of higher education. Designing curricula that equip graduates with the skills and attributes necessary to gain and retain employment is a challenge for Universities worldwide. This article investigates the perception differential between students, academics, and industry professionals. The aim is to identify the relevant skills and attributes to facilitate the transition of mechanical engineering graduates from education to employment. The results establish an upper second-class degree as the most desirable qualification. Studying a professional-body accredited course and being a student member of a professional institution are seen as crucial, despite the latter not being recognised as such by students. Significant differences are identified in the importance of Information Technology skills and software packages, with an institutional bias identified amongst academics. Lastly, the key skills and attributes to secure graduate employment are determined, with striking differences between industry professionals and students, the former desiring a personal and professional attitude and professional conduct above all else, the importance of which is underestimated by students. The findings provide novel insights into employability skills for mechanical engineers, and it is envisaged they may contribute to aligning engineering curricula with employer expectations, allowing graduates and academics to identify key employability skills and attributes, and improving graduate employment. © The Author(s) 2023.","Employability skills; engineering education; graduate employability; higher education; mechanical engineering","Curricula; Employment; Engineering education; Professional aspects; Employability skills; Engineering graduates; Focal points; Graduate employability; High educations; Industry professionals; Information technology skills; Professional institution; Professional perception; Second class; Students","","","","","","","Dearing R.; Hillage J., Pollard E.; Harvey L., Defining and measuring employability, Qual Higher Educ, 7, 2, pp. 97-109, (2001); Nabi G.R., Graduate employment and underemployment: opportunity for skill use and career experiences amongst recent business graduates, Educ + Train, 45, 7, pp. 371-382, (2003); Fallows S., Steven C., Building employability skills into the higher education curriculum: a university-wide initiative, Educ + Train, 42, 2, pp. 75-83, (2000); Harvey L., New realities: the relationship between higher education and employment, Tertiary Educ Manage, 6, 1, pp. 3-17, (2000); Knight P.T., Yorke M., Employability through the curriculum, Tertiary Educ Manage, 8, 4, pp. 261-276, (2002); Cassidy S., Developing employability skills: peer assessment in higher education, Educ Train, 48, 7, pp. 508-517, (2006); Kelley-Patterson D., George C., Securing graduate commitment: an exploration of the comparative expectations of placement students, graduate recruits and human resource managers within the hospitality, leisure and tourism industries, Int J Hosp Manag, 20, 4, pp. 311-323, (2001); Tomlison M., Graduate employability and student attitudes and orientations to the labour market, J Educ Work, 20, 4, pp. 285-304, (2007); Winberg C., Bramhall M., Greenfield D., Et al., Developing employability in engineering education: a systematic review of the literature, Europ J Eng Educ, 45, 2, pp. 165-180, (2020); The Global Competitiveness Report 2016–2017, (2016); The Africa Competitiveness Report 2017: Addressing Africa’s Demographic Dividend, (2017); Caballero G., Alvarez-Gonzalez P., Lopez-Miguens M.J., Which are the predictors of perceived employability? 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Souppez; Mechanical, Biomedical and Design Engineering Department, School of Engineering and Technology, College of Engineering and Physical Sciences, Aston University, Birmingham, United Kingdom; email: j.souppez@aston.ac.uk","","SAGE Publications Inc.","","","","","","03064190","","IMEEB","","English","Int. J. Mech. Eng. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85177582143"
"Chen T.-L.; Goodman D.; Morrison A.M.; Wang M.-J.","Chen, Tzu-Ling (7405539945); Goodman, David (35784164300); Morrison, Alastair M. (7402256956); Wang, Mei-Jung (7406688372)","7405539945; 35784164300; 7402256956; 7406688372","INTERNATIONAL INTERNSHIPS, LANGUAGE COMPETENCY, AND EMPLOYABILITY: PERCEPTIONS OF AND GAPS BETWEEN STUDENTS AND INDUSTRY STAKEHOLDERS","2023","Advances in Hospitality and Tourism Research","11","3","","371","391","20","0","10.30519/ahtr.1133594","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173645204&doi=10.30519%2fahtr.1133594&partnerID=40&md5=254fa54fb1e6f25c5d6c110901f1e737","Culinary Arts Department, National Kaohsiung University of Hospitality and Tourism, Taiwan; Applied English Department, National Kaohsiung University of Hospitality and Tourism, Taiwan; School of Management and Marketing, Greenwich Business School, University of Greenwich, United Kingdom","Chen T.-L., Culinary Arts Department, National Kaohsiung University of Hospitality and Tourism, Taiwan; Goodman D., Applied English Department, National Kaohsiung University of Hospitality and Tourism, Taiwan; Morrison A.M., School of Management and Marketing, Greenwich Business School, University of Greenwich, United Kingdom; Wang M.-J., Applied English Department, National Kaohsiung University of Hospitality and Tourism, Taiwan","This study systematically reviewed enhanced employability and language competency in the context of international hospitality internships. A multi-method research design was applied to analyze the perceptions of student interns and industry practitioners. Research methods included a questionnaire, interviews with practitioners, and focus group meetings with students. The quantitative techniques used were importance-performance analysis (IPA) and stepwise regression analysis, and the qualitative approach used was thematic analysis. Results showed that both groups' perceptions of employability were closely aligned, though gaps existed regarding perceptions of language competency: practitioners felt interns should improve language competency to strengthen employability; conversely, students perceived their language competency as adequate and emphasized their progress. The analysis also indicated that stress management skills and innovation capabilities significantly impacted students' willingness to remain in the industry. Educators are advised to make joint efforts with hospitality practitioners to help students in improving language competency, communication abilities, and professional knowledge, with the aim of increasing retention rates; as for students, they are advised to partake in language practice that is more interactive and grounded in contextually-relevant content, in order to enhance their professional knowledge and competencies, and to aid them in better navigating the international workplace. © 2023 Akdeniz University Publishing House. All rights reserved.","employability; hospitality education; Internships; language competency","","","","","","","","Chen T. L., Shen C. C., Today's intern, tomorrow's practitioner? The influence of internship programmes on students' career development in the hospitality industry, Journal of Hospitality, Leisure, Sport & Tourism Education, 11, 1, pp. 29-40, (2012); Chen T. L., Shen C. C., Gosling M., Does employability increase with internship satisfaction? 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P., Phillip A., English language and graduate employability, Education + Training, 61, 1, pp. 79-93, (2019); Zopiatis A., Papadopolos C., Theofanous Y., A systematic review of literature on hospitality, Journal of Hospitality, Leisure, Sport & Tourism Education, 28, (2021); Zou J. H., Ramirez S. I. M., Erazo M. A. C., Encalada M. A. R., The significance of English language development for future Asian tourism and hotel management professionals, Theory and Practice in Language Studies, 9, 1, pp. 11-17, (2019)","M.-J. Wang; Applied English Department, National Kaohsiung University of Hospitality and Tourism, Taiwan; email: sebrina@mail.nkuht.edu.tw","","Akdeniz University Publishing House","","","","","","21479100","","","","English","Adv.  Hosp.  Tour.  Res.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85173645204"
"Donald W.E.; Mouratidou M.; Nimmi P.M.; Ma Y.","Donald, William E. (57196032389); Mouratidou, Maria (58162028200); Nimmi, P.M. (57223862848); Ma, Yin (57211796765)","57196032389; 58162028200; 57223862848; 57211796765","Strategies for enhancing entrepreneurial intention and wellbeing in higher education students: a cross-cultural analysis","2023","Higher Education","","","","","","","0","10.1007/s10734-023-01133-6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176803328&doi=10.1007%2fs10734-023-01133-6&partnerID=40&md5=bd4bca23b9f3baed0ca8799dac6268b9","Southampton Business School, University of Southampton, Hampshire, United Kingdom; Ronin Institute, Montclair, NJ, United States; Institute of Business, Industry & Leadership, University of Cumbria, Lancashire, United Kingdom; Amrita School of Business, Amrita Vishwa Vidyapeetham, Coimbatore, India; School of Philosophy and Sociology, Lanzhou University, Gansu, China","Donald W.E., Southampton Business School, University of Southampton, Hampshire, United Kingdom, Ronin Institute, Montclair, NJ, United States; Mouratidou M., Institute of Business, Industry & Leadership, University of Cumbria, Lancashire, United Kingdom; Nimmi P.M., Amrita School of Business, Amrita Vishwa Vidyapeetham, Coimbatore, India; Ma Y., School of Philosophy and Sociology, Lanzhou University, Gansu, China","Entrepreneurs play a crucial role in fostering innovation and fuelling economic growth. China has recently sought to increase entrepreneurial intention in university students by providing entrepreneurship education based on the model deployed by universities in Western cultures. Additionally, a longstanding challenge for universities has been the wellbeing of their students. The COVID-19 pandemic exacerbated this issue, leading to enhancing the wellbeing of university students being declared a global priority. Consequently, by drawing on a framework of conservation of resources theory, the purpose of this paper is to conceptually develop and empirically validate a model for enhancing entrepreneurial intention and wellbeing in university students. The data were collected in December 2022 and January 2023. A total of 952 undergraduate students completed the questionnaire, with 476 responses from China and 476 from the UK. Findings indicate (i) positive associations between self-perceived academic performance and individual entrepreneurial intention, whereby self-perceived employability mediates the relationship, (ii) positive associations between serious leisure and wellbeing, whereby self-perceived employability mediates the relationship, and (iii) the country moderates the association between (a) serious leisure and wellbeing, and (b) serious leisure and self-perceived employability, whereby the association is stronger for China than for the UK. The theoretical contribution comes from constructing and empirically validating a model, evidencing alignment and divergence by country concerning acquiring specific personal resources via self-perceived academic performance, serious leisure, and self-perceived employability. Practical and policy implications arise from suggesting how higher education institutions can support their students to enhance individual entrepreneurial intention and wellbeing. © 2023, The Author(s), under exclusive licence to Springer Nature B.V.","Academic Performance; Entrepreneurial Intention; Self-Perceived Employability; Serious Leisure; Wellbeing","","","","","","University of Cumbria, UoC; Fundamental Research Funds for the Central Universities, (21lzujbkyjh011)","Partial financial support was received from the University of Cumbria, UK, and from the Fundamental Research Funds for the Central Universities [21lzujbkyjh011]. 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Donald; Southampton Business School, University of Southampton, Hampshire, United Kingdom; email: w.e.donald@soton.ac.uk","","Springer Science and Business Media B.V.","","","","","","00181560","","","","English","High. Educ.","Article","Article in press","","Scopus","2-s2.0-85176803328"
"Liu L.","Liu, Liu (58718780200)","58718780200","AI and big data-driven decision support for fostering student innovation in music education at private underground colleges","2023","Journal of Information Systems Engineering and Management","8","2","23646","","","","0","10.55267/iadt.07.13840","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177760167&doi=10.55267%2fiadt.07.13840&partnerID=40&md5=7933cb91b71a8f7ad0a825c198b8abf9","Krirk University, Bangkok, 10220, Thailand","Liu L., Krirk University, Bangkok, 10220, Thailand","This study investigates the transformative impact of AI-based Decision Support Systems (DSS) and Big Data Analytics (BDA) on student innovation and employability skills in an era of rapid technological advancement, with a focus on the mediating role of technological acceptance and the moderating role of resource availability. This study, which draws on a wide range of educational contexts and data sources, gives complete knowledge of the complex links between technology adoption, student results, and contextual factors. The results of this study show how AI-based DSS and BDA have a significant impact on musical education. These technological advancements enable tailored instruction and foster students' creative thinking. In order to prepare students for a work market that is rapidly changing, they act as a catalyst for improving employability skills. The study, however, emphasizes the complicated dynamics at work. Technological Acceptance emerges as a major mediating component, underlining the significance of students and instructors freely and effectively accepting technological tools. Furthermore, as a moderating factor, Resource Availability takes center stage, emphasizing the need for equitable access to educational resources to ensure that technology-driven advantages are accessible to all. The results of this study have broad repercussions. The adoption of AI and BDA by educational institutions is encouraged as transformative technologies for enhancing the learning process. Policymakers must create regulations that support equal access to technology and promote an innovative culture in the classroom. This study highlights for students how important it is to adopt new technologies, realizing how important they are in determining both their academic and career paths. Copyright © 2023 by Author/s and Licensed by IADITI.","AI-based Decision Support Systems; Big Data Analytics; Employability Skills; Resource Availability; Student Innovation; Technological Acceptance","","","","","","","","Aboelmaged M., Mouakket S., Influencing models and determinants in big data analytics research: A bibliometric analysis, Information Processing & Management, 57, 4, (2020); Ahaidous K., Tabaa M., Hachimi H., Towards IoTBig Data architecture for future education, Procedia Computer Science, 220, pp. 348-355, (2023); Al Ghatrifi M. O. M., Al Amairi J. S. S., Thottoli M. M., Surfing the technology wave: An international perspective on enhancing teaching and learning in accounting, Computers and Education: Artificial Intelligence, 4, (2023); Alshahrani S. M., Mohamed H., Mukhtar M., Mokhtar U. 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C., Corchado J. M., Mehmood R., Li R. Y. M., Artificial Intelligence Technologies and Related Urban Planning and Development Concepts: How Are They Perceived and Utilized in Australia?, Journal of Open Innovation: Technology, Market, and Complexity, 6, 4, (2020); Zahlan A., Ranjan R. P., Hayes D., Artificial intelligence innovation in healthcare: Literature review, exploratory analysis, and future research, Technology in Society, 74, (2023)","L. Liu; Krirk University, Bangkok, 10220, Thailand; email: 1968016338@qq.com","","IADITI ? International Association for Digital Transformation and Technological Innovation","","","","","","24684376","","","","English","J. Inf. Syst. Eng. Manag.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85177760167"
"Ismail S.; Potgieter I.L.; Coetzee M.","Ismail, Sadika (57195572869); Potgieter, Ingrid L. (56228212900); Coetzee, Melinde (36668183300)","57195572869; 56228212900; 36668183300","Self-regulatory employability attributes and competency: the strengthening role of grit","2023","Frontiers in Psychology","14","","1298299","","","","0","10.3389/fpsyg.2023.1298299","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179320745&doi=10.3389%2ffpsyg.2023.1298299&partnerID=40&md5=c38127806cab4ffa9ac376c13f1f33da","Department of Human Resource Management, University of South Africa, Pretoria, South Africa; Department of Industrial and Organisational Psychology, University of South Africa, Pretoria, South Africa","Ismail S., Department of Human Resource Management, University of South Africa, Pretoria, South Africa; Potgieter I.L., Department of Human Resource Management, University of South Africa, Pretoria, South Africa; Coetzee M., Department of Industrial and Organisational Psychology, University of South Africa, Pretoria, South Africa","Introduction: This study examines grit as psychological mindsets that explain the link between self-regulatory employability attributes and perceived employability competency expectations in a sample of South African adults (N = 308). Methods: A quantitative, cross-sectional research design approach was used to collect primary data. Results: Results of a mediation analysis through structural equation modelling revealed grit as an important mechanism to strengthen the association between employability attributes (career agility, cultural ingenuity, proactive career resilience) and employability competency expectations (autonomy/leadership skills and personal employability qualities). Discussion: This study makes an important contribution to the role of learning and training through understanding the role of grit in enhancing prospects of employability. This study further adds to the grit literature, highlighting the role that grit plays in the contemporary employment context. Practical implications include supportive practices that strengthen individual workers’ grit when confronted with the turbulent changes of today’s work world. Copyright © 2023 Ismail, Potgieter and Coetzee.","autonomy; career agility; consistency of interest; cultural ingenuity; perseverance of effort; proactive career resilience; self-regulation","","","","","","","","Abbe A., Gulick L.M., Herman J.L., Cross-cultural competence in Army leaders: A conceptual and empirical foundation. Study Report 2008-01, (2007); Ashcraft M.H., Kirk E.P., The relationships among working memory, math anxiety, and performance, J. Exp. Psychol. Gen, 130, pp. 224-237, (2001); Aspinwall L.G., Taylor S.E., A stitch in time: self-regulation and proactive coping, Psychol. Bull, 121, pp. 417-436, (1997); Baluku M.M., Mugabi E.N., Nansamba J., Matagi L., Onderi P., Otto K., Psychological capital and career outcomes among final year university students: the mediating role of career engagement and perceived employability, Int. J. App. Positive Psychol, 6, pp. 55-80, (2021); Bowman N.A., Hill P.L., Denson N., Bronkema R., Keep on Truckin’ or stay the course? 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"Gabrielli M.","Gabrielli, Mara (58481201300)","58481201300","Social practices with young refugees and asylum seekers: emergency policies and shortcomings of the Spanish reception system","2023","Journal of Ethnic and Cultural Diversity in Social Work","","","","","","","0","10.1080/15313204.2023.2263814","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173941780&doi=10.1080%2f15313204.2023.2263814&partnerID=40&md5=047edae6f12182f9912f3567f579643c","Department of Theories of Education and Social Pedagogy, UAB, Barcelona, Spain","Gabrielli M., Department of Theories of Education and Social Pedagogy, UAB, Barcelona, Spain","Young refugees and asylum seekers face obstacles in their socio-educational pathways and employability in Catalonia (Spain). This study analyzes the social practice of professionals who provide reception services to young people in not-for-profit organizations. The results show the lack of transformative capacity of social practice, the precariousness of resources, and increasingly restrictive policies weakening the objective of social intervention to promote the social inclusion of these young people in the host society. Therefore, professionals implement “invisible social practices” as strategic support for these young people when the constraints of the reception and integration programs prevent the provision of effective services and support. © 2023 Taylor & Francis Group, LLC.","intersectionality; reception system; situational and inherent vulnerability; social intervention; Young refugees and asylum seekers","","","","","","","","Allegri E., Eve M., Mazzola R., Perino M., Pogliano A., Other ‘lenses’: A training programme for social workers and others working with asylum seekers and migrants in Italy, European Journal of Social Work, 23, 3, pp. 529-540, (2020); Berger R., Now I see it, now I don’t: Researcher’s position and reflexivity in qualitative research, Qualitative Research, pp. 1-16, (2013); Boccagni P., Righard R., Social work with refugee and displaced populations in Europe: (dis)continuities, dilemmas, developments, European Journal of Social Work, 23, 3, pp. 375-383, (2020); Braun V., Clarke V., Thematic analysis: A practical guide, (2021); Bronfenbrenner U., Ecological models of human development, International encyclopedia of education, 3, pp. 37-43, (1994); Brown K., Ecclestone K., Emmel N., The many faces of vulnerability, Social Policy & Society, 16, 3, pp. 497-510, (2017); Informe 2021: las personas refugiadas en España y Europa, (2021); Collins P.H., Black feminist thought in the matrix of domination, Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment, pp. 221-238, (1990); Collins P.H., Bilge S., Intersectionality, (2020); Crenshaw K., Mapping the margins: Identity politics, intersectionality, and violence against women, Stanford Law Review, 43, 6, pp. 1241-1299, (1991); Diaz Rodriguez M., Menores refugiados: impacto psicológico y salud mental, Apuntes de Psicología, 35, 2, pp. 83-91, (2017); Federico V., Baglioni S., Migrants, refugees and asylum seekers’ integration in European labour markets: A comparative approach on legal barriers and enablers, (2021); Current migration situation in the EU: Education, (2017); Garces-Mascarenas B., Moreno Amador G.M., The multilevel governance of Refugee reception policies in Spain, CEASEVAL Research on the Common European Asylum System, (2019); Garces-Mascarenas B., Pasetti F., ¿A más solicitudes de asilo igual recepción? El sistema estatal de acogida en España desde 2015, Anuario CIDOB de la Inmigración 2019, 2019, pp. 114-126, (2019); Gustafsson K., Johansson J., A worthy reception? Ambivalences in social work with refugees and Migrants in Sweden, Advances in Social Work, 18, 3, pp. 983-1004, (2018); Heidbrink L., Anatomy of a crisis: Governing youth mobility through vulnerability, Journal of Ethnic and Migration Studies, 47, 5, pp. 988-1005, (2021); Iglesias-Martinez J., Estrada C., ¿Birds of Passage? La Integración Social de la Población Refugiada en España, Revista Iberoamericana de Estudios de Desarrollo, 7, 1, pp. 144-167, (2018); Kuran C.H.A., Morsut C., Kruke B.I., Kruger M., Segnestam L., Orru K., Naevestad T.O., Airola M., Keranen J., Gabel F., Hansson S., Torpan S., Vulnerability and vulnerable groups from an intersectionality perspective, International Journal of Disaster Risk Reduction, 50, pp. 101826-101850, (2020); Lacomba J., Una revisión del Trabajo Social con migrantes y refugiados. Construyendo nuevas bases teóricas y metodológicas, Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, 14, 14, pp. 293-332, (2020); La Spina E., Migrant vulnerability or asylum seeker/refugee vulnerability? More than complex categories, International Journal of Offshore and Polar Engineering, 11, 6S, pp. S82-S115, (2021); Lopez Cuesta B., Actualización del estudio España: Esperanza en la diversidad. Sobre los derechos de las niñas y niños migrantes y refugiados, (2021); Mackenzie C., Rogers W., Dodds S., Introduction: What is vulnerability and why does it matter for moral theory, Vulnerability: New Essays in Ethics and Feminist Philosophy, pp. 1-29, (2014); Mendola D., Parroco A.M., Li Donni P., Accounting for interdependent risks in vulnerability assessment of refugees, Book of short papers SIS 2020, pp. 1418-1423, (2020); Mendola D., Pera A., Vulnerability of refugees: Some reflections on definitions and measurement practices, International Migration, pp. 1-14, (2021); Instrucción SEM 6/2020 por la que se modifica el manual de gestión (versión 4.1) del sistema de acogida de protección internacional y el procedimiento de gestión del itinerario de protección internacional aprobados por la instrucción DGIAH 2020/05/13, en relación con los requisitos para el acceso a la segunda fase del sistema de acogida de solicitantes y beneficiarios de protección internacional, (2020); Sistema de acogida de Protección Internacional, (2020); Morrice L., Tip L.K., Brown R., Collyer M., Resettled refugee youth and education: Aspiration and reality, Journal of Youth Studies, 23, 3, pp. 388-405, (2020); O'Higgins A., Vulnerability and agency: Beyond an irreconcilable dichotomy for social service providers working with young refugees in the UK, Independent child migration—insights into agency, vulnerability, and structure, 136, pp. 79-91, (2012); Parada H., Limon Bravo F., Loewen R., El-Lahib Y., Exploring the practices of Refugee settlement practitioners in Toronto: An institutional ethnography, Journal of Immigrant & Refugee Studies, 19, 4, pp. 422-435, (2021); Pasetti F., Sanchez-Montijano E., Sobre los solicitantes y beneficiarios de protección internacional: informe nacional para España, NIEM National Integration Evaluation Mechanism, (2019); Robinson K., Voices from the front line: Social work with refugees and asylum seekers in Australia and the UK, British Journal of Social Work, 44, 6, pp. 1602-1620, (2014); Robinson K., Masocha S., Divergent practices in statutory and voluntary-sector settings? Social Work with Asylum Seekers, British Journal of Social Work, 47, 5, pp. 1517-1533, (2017); Uptin J., Wright J., Harwood V., Finding education: Stories of how young former refugees constituted strategic identities in order to access school, Race Ethnicity and Education, 19, 3, pp. 598-617, (2016); Viscarret Garro J.J., Ballestero Izquierdo A., Idareta Goldaracena F., Uriz Peman M.J., Tipologías actuales de los trabajadores sociales en España, Cuadernos de Trabajo Social, 29, 2, pp. 239-262, (2016); Yuval-Davis N., Situated intersectionality and social inequality, Raisons politiques, 58, 2, pp. 91-100, (2015)","M. Gabrielli; Department of Theories of Education and Social Pedagogy, UAB, Barcelona, Spain; email: mara.gabrielli13@gmail.com","","Routledge","","","","","","15313204","","","","English","J. Ethn. Cult. Diversity Soc. Work","Article","Article in press","","Scopus","2-s2.0-85173941780"
"Ahmid S.S.; Chun T.C.; Abdullah M.N.L.Y.","Ahmid, Suhailah Sahul (58635425000); Chun, Tiew Chia (57210636929); Abdullah, Melissa Ng Lee Yen (7103393488)","58635425000; 57210636929; 7103393488","The Influence of Innovative Characteristics, Work Readiness, and Vocational Self-Concept on Employability of Vocational College Students","2023","International Journal for Research in Vocational Education and Training","10","3","","288","317","29","0","10.13152/IJRVET.10.3.1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173500013&doi=10.13152%2fIJRVET.10.3.1&partnerID=40&md5=be616aeb878cd7ff9aceaf9aca57b69d","Universiti Sains Malaysia, Penang, Minden, 11800, Malaysia; Universiti Tunku Abdul Rahman, Jalan Universiti, Bandar Barat, Kampar, Perak, 31900, Malaysia","Ahmid S.S., Universiti Sains Malaysia, Penang, Minden, 11800, Malaysia; Chun T.C., Universiti Tunku Abdul Rahman, Jalan Universiti, Bandar Barat, Kampar, Perak, 31900, Malaysia; Abdullah M.N.L.Y., Universiti Sains Malaysia, Penang, Minden, 11800, Malaysia","Purpose: Vocational education and training is important to produce skilled and innovative labor to drive the country's development in the 4th industrial revolution (IR 4.0). The employability of vocational college students is crucial to meet the country's demand for 21st-century workers. This study aims to identify the influences of innovative characteristics, work readiness, and vocational self-concept on the employability of vocational college students. The study also examined the moderating role of gender. Methods: A quantitative correlational design was carried out to achieve the objectives of the study. The samples consisted of 395 vocational college students from five vocational colleges located in the states of Kedah and Penang, Malaysia. Data were collected through online questionnaire survey, which is made up of four instruments: Youth Innovation Skills Measurement Tool, the Work Readiness Scale, the Vocational Rational Scale and the Perceived Future Employability Scale. The validity and reliability of these instruments were well established. Descriptive and structural equation modelling (SEM) analyses were carried out. Findings: Innovative characteristics (β = 0.252, t = 5.041, p < 0.001), vocational self-concept (β = 0.386, t = 7.131, p < 0.001) and work readiness (β = 0.219, t = 3.787, p < 0.001) had significant effects on employability of vocational college students. The model explained 53% of the variance in employability. Gender, however, did not moderate any of the three direct significant relationships. Conclusion: This study found that innovative characteristics, work readiness, and vocational self-concept are factors that should be taken into consideration when developing education and career programs, interventions, and support services for vocational students. The graduate employment issues faced by vocational college students can be overcome if factors identified in this study can be enhanced. Similar approaches can be applied for both male and female students since gender is not a significant moderator. Overall, this study sheds light on the employability of vocational graduates and contributes towards improving career guidance and counseling practices for vocational students. © 2023 European Research Network Vocational Education and Training. All rights reserved.","Employability; Innovative Characteristics; VET; Vocational Education and Training; Vocational Self-Concept; Work Readiness","","","","","","","","Abdullah Q. A., Humaidi N., Shahrom M., Industry revolution 4.0: The readiness of graduates of higher education institutions for fulfilling job demands, Romanian Journal of Information Technology and Automatic Control, 30, 2, pp. 15-26, (2020); Aida A. S., Norhayati H., Industrial revolution 4.0 and education, International Journal of Academic Research in Business and Social Sciences, 8, 9, pp. 314-319, (2018); Aktas F., Pitts K., Richards J. 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W., Career and life planning education: Extending the self-concept theory and its multidimensional model to assess career-related self-concept of students with diverse abilities, Sage Publication, 3, 4, pp. 659-677, (2020); Zhang D., Impacts of credit constraints on innovation propensity and innovation performance: Evidence from China and India, Asia-Pacific Journal of Accounting & Economics, 30, 2, pp. 304-326, (2021); Zeng Q., He Y., Li J., Liang Z., Zhang M., Yi D., Quan J., Hope, future work self and life satisfaction among vocational high school students in China: The roles of career adaptability and academic self-efficacy, Personality and Individual Differences, 199, (2022)","S.S. Ahmid; Universiti Sains Malaysia, Minden, Penang, 11800, Malaysia; email: suhhaillah96@gmail.com","","European Research Network Vocational Education and Training","","","","","","21978638","","","","English","Inter. J. Res. Voc. Educ. Train.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85173500013"
"Ka Ho L.; Lau P.Y.F.","Ka Ho, Li (58739871300); Lau, Pui Yan Flora (56204911200)","58739871300; 56204911200","The influence of social class on internship participation and outcomes in higher education: the case of Hong Kong","2023","Asia Pacific Journal of Education","","","","","","","0","10.1080/02188791.2023.2288530","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178470603&doi=10.1080%2f02188791.2023.2288530&partnerID=40&md5=fec4a0aedbcc49428720928e3d7e37b4","Independent Researcher, Hong Kong; Department of Sociology, Hong Kong Shue Yan University, Hong Kong","Ka Ho L., Independent Researcher, Hong Kong; Lau P.Y.F., Department of Sociology, Hong Kong Shue Yan University, Hong Kong","Internships have been widely recognized as an effective channel for enhancing the employability of higher education (HE) students. Accordingly, any inequality in internship opportunities may lead to inequality in students’ employability and future social positioning. Using Bourdieu’s three forms of capital, this study explores how students’ understanding and engagement in internship is affected by the differential resources available in their respective social class position and thus, the implications for the persistence of social reproduction in the future. Through in-depth interviews with eight HE students and three alumni from HE institutions in HK, we found that middle-class respondents engage in HE with cultural and social capital that motivate and facilitate their disposition and capacity to involve in internship. For working-class respondents, while a mismatched cultural disposition curtails their sense of utility, a lack of social capital limits their capacity to participate in internship. This study contributes to ongoing discussion on the relationship between social classes and education via the lens of internship involvement by providing evidence for the unequal playing field of internship for students of different social class positions. © 2023 National Institute of Education, Singapore.","capital; Higher education; Hong Kong; internship; social class; social reproduction","","","","","","","","Armstrong E., Hamilton L., Paying for the party: How college maintains inequality, (2013); Bathmaker I., Ingram, Waller N., Waller R., Higher education, social class and the mobilisation of capitals: Recognising and playing the game, British Journal of Sociology of Education, 34, 5-6, pp. 723-743, (2013); Behtouia A., Neergaard A., Social capital and the educational achievement of young people in Sweden, British Journal of Sociology of Education, 37, 7, pp. 1-23, (2015); Blau P., Duncan O., The American occupational structure, (1967); Bolli T., Caves K., Oswald-Egg M.E., Valuable experience: How internships affect university graduates’ income, Working Paper, No. 459, (2019); Bourdieu P., Cultural reproduction and social reproduction, Knowledge, education, and cultural change, pp. 71-112, (1973); Bourdieu P., Outline of a theory of practice, (1977); Bourdieu P., Distinction: A social critique of the judgement of taste, (1984); Bourdieu P., The forms of capital, Handbook of theory and research for the sociology of education, pp. 241-258, (1986); Bourdieu P., The Forms of Capital, The Sociology of Economic Life, pp. 96-111, (2001); Bourdieu P., Accardo A., Balazs G., Beaud S., Bonvin F., Bourdieu E., The weight of the world: Social suffering in contemporary society, (1999); Bourdieu P., Passeron J.C., Reproduction in education, society and culture, (1977); Bourdieu P., Wacquant L., An invitation to reflexive Sociology, (1992); Brown M., LendEDU’s 2017 internship report, LendEDU, (2020); Brown P., Lauder H., Ashton D., The global auction, the broken promises of education, jobs, and incomes, (2011); Calarco M.J., Coached for the classroom: Parents’ cultural transmission and children’s reproduction of educational inequalities, American Sociological Review, 79, 5, pp. 1015-1037, (2014); Choi M., Ng K.C., University graduates face tough competition and low salaries as they enter Hong Kong’s crowded workforce, South China Morning Post, (2019); Cullinane C., Montacute R., Pay as you go? 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Ka Ho; email: jasonkh.li@gmail.com","","Routledge","","","","","","02188791","","","","English","Asia Pac. J. Educ.","Article","Article in press","","Scopus","2-s2.0-85178470603"
"Green M.; Malcolm C.","Green, Melissa (58662917600); Malcolm, Claire (58663876400)","58662917600; 58663876400","Degrees of change: the promise of anti-racist assessment","2023","Frontiers in Sociology","8","","972036","","","","0","10.3389/fsoc.2023.972036","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174825746&doi=10.3389%2ffsoc.2023.972036&partnerID=40&md5=5e8de8969d1114ea69458a0938acd997","Faculty of Wellbeing, Education and Language Studies, School of Education, Childhood and Youth Studies, The Open University, Milton Keynes, United Kingdom; Faculty of Arts and Social Sciences, School of Social Sciences and Global Studies, The Open University, Milton Keynes, United Kingdom","Green M., Faculty of Wellbeing, Education and Language Studies, School of Education, Childhood and Youth Studies, The Open University, Milton Keynes, United Kingdom; Malcolm C., Faculty of Arts and Social Sciences, School of Social Sciences and Global Studies, The Open University, Milton Keynes, United Kingdom","Assessment practices in Higher Education remain beholden to the twin pillars of neoliberal economic orthodoxy and White supremacy. The former has given rise to the modularization and commodification of education, wherein student performance is measured according to narrow and often meaningless metrics that foster and maintain ineffective assessment mechanisms. The latter imbues those metrics with a deference to, and valorization of, “Whiteness” as a marker of success, and this manifests in persistent awarding gaps across the sector. Critical Race Theory elucidates the ways in which the “banking model” of education and assessment is implicated in a history of colonial oppression that underpins contemporary experiences of marginalization for racially minoritized students. Furthermore, the rapid proliferation of Artificial Intelligence programs is now throwing into sharp relief the fact that traditional forms of assessment are no longer functional even on their own flawed terms. The authors argue that, at this critical juncture, Anti-Racist assessment, which not only exposes and problematizes racism itself but also embeds formative feedback, drafting, collaboration, and creativity into assessment practices, offers a practical solution that can reconceptualize ‘academic excellence’ and help to identify and support a different kind of ‘good student’, reshaping the employability agenda as a force for good and reclaiming the democratizing potential of Higher Education. Copyright © 2023 Green and Malcolm.","anti-racism; anti-racist assessment; critical race theory in education; degree awarding gaps; higher education; neoliberalism; racial inequity; whiteness","","","","","","University of Manchester, UoM","Many thanks to Penny Rabiger of Leeds Beckett University for her contribution to the sourcing materials and literature for review and inclusion. Additional thanks to Parise Carmichael-Murphy of the University of Manchester for reviewing previous drafts of this paper and providing constructive critique.","Equality in higher education: Statistical report 2020, (2020); Ahmed S., The non-performativity of anti-racism, Borderlands, 5, pp. 104-126, (2006); Almeida S., Race-based epistemologies: The role of race and dominance in knowledge production, Wagadu: A Journal of Transnational Women’s and Gender Studies, 13, pp. 79-105, (2015); Aronson B., Meyers L., Critical race theory and the teacher education curriculum: challenging understandings of racism, whiteness, and white supremacy, Whiteness Educ, 7, pp. 32-57, (2022); Bell D., Brown v. Board of Education and the interest-convergence dilemma, Harv. 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Educ, 48, pp. 283-298, (2023); Chat GPT and artificial intelligence in higher education: quick start guide, (2023); Webb D., Bolt-holes and breathing spaces in the system: on forms of academic resistance (or, can the university be a site of utopian possibility?), Rev. Educ. Pedag. Cult. Stud, 40, pp. 96-118, (2018); Yosso T.J., Whose culture has capital? A critical race theory discussion of community cultural wealth, Race Ethn. Educ, 8, pp. 69-91, (2005); Yosso T.J., Parker L., Solorzano D.G., Lynn M., Chapter 1: from Jim crow to affirmative action and Back again: a critical race discussion of racialized rationales and access to higher education, Rev. Res. Educ, 28, pp. 1-25, (2004)","M. Green; Faculty of Wellbeing, Education and Language Studies, School of Education, Childhood and Youth Studies, The Open University, Milton Keynes, United Kingdom; email: melissa.green@open.ac.uk; C. Malcolm; Faculty of Arts and Social Sciences, School of Social Sciences and Global Studies, The Open University, Milton Keynes, United Kingdom; email: claire.malcolm@open.ac.uk","","Frontiers Media SA","","","","","","22977775","","","","English","Front. sociol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85174825746"
"Taylor J.; Whitty M.","Taylor, Jacqui (56416586000); Whitty, Monica (6701599993)","56416586000; 6701599993","An Exploration of the Awareness and Attitudes of Psychology Students Regarding Their Psychological Literacy for Working in the Cybersecurity Industry","2023","Psychology Learning and Teaching","","","","","","","0","10.1177/14757257231214612","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177056092&doi=10.1177%2f14757257231214612&partnerID=40&md5=285aff0845003e8a5e10643435efb87f","Bournemouth University, United Kingdom; Monash University, Australia","Taylor J., Bournemouth University, United Kingdom; Whitty M., Monash University, Australia","We propose that psychology graduates are uniquely placed to work in the cybersecurity industry due to their understanding of human behavior and the possession of skills needed to address cybersecurity issues. However, there are challenges in attracting psychology graduates to the cybersecurity industry as they may not be fully aware of how skills developed in a psychology degree can be applied to a cybersecurity career. This small-scale evaluation explored psychology students' understanding of what working in cybersecurity entailed and what psychology skills and knowledge (their psychological literacies) they thought were needed for working in psychology and cybersecurity roles. Undergraduate psychology students (N = 66) answered two open-ended questions about skills needed to work in cybersecurity and then judged the importance of nine psychological literacy items for working in cybersecurity and psychology. A content analysis revealed that students recognized not just the technical aspects of cybersecurity work but also aspects relating to human behavior. Seven of the nine psychological literacy items were perceived as significantly more important for working in psychology than cybersecurity. This study is the first to link psychological literacy to working in cybersecurity. The implications of the results are discussed in terms of supporting students to recognize their psychological literacies for cybersecurity careers and suggestions are made for awareness-raising initiatives. © The Author(s) 2023.","careers; Cybersecurity; employability; human factors; psychological literacy; social engineering","","","","","","","","Andrade R.O., Yoo S.G., Cognitive security: A comprehensive study of cognitive science in cybersecurity, Journal of Information Security and Applications, 48, (2019); Banyard P., Hulme J.A., Giving psychology away: How George Miller's vision is being realised by psychological literacy, Psychology Teaching Review, 21, 2, pp. 93-101, (2015); Bauer T.N., Truxillo D.M., Jones M.P., Brady G., Privacy and cybersecurity challenges, opportunities, and recommendations: Personnel selection in an era of online application systems and big data, Big data in psychological research, pp. 393-409, (2020); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); 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Thackray H., Richardson C., Dogan H., Taylor J., McAlaney J., pp. 745-748, (2017); (2023); Vears D.F., Gillam L., Inductive content analysis: A guide for beginning qualitative researchers, Focus on Health Professional Education: A Multi-Disciplinary Journal, 23, 1, pp. 111-127, (2022); Whitty M.T., It’s just a game: Developing a framework to understand cyberfraud from a Nigerian cultural perspective, International Journal of Cyber Criminology, 12, 1, pp. 97-114, (2018); Whitty M.T., Predicting susceptibility to cyber-fraud victimhood, Journal of Financial Crime, 26, 1, pp. 277-292, (2019); Whitty M.T., Developing a conceptual model for insider threat, Journal of Management & Organization, 27, 5, pp. 911-929, (2021); Williams E.J., Beardmore A., Joinson A.N., Individual differences in susceptibility to online influence: A theoretical review, Computers in Human Behavior, 72, pp. 412-421, (2017)","J. Taylor; Bournemouth University, United Kingdom; email: jtaylor@bournemouth.ac.uk","","SAGE Publications Inc.","","","","","","14757257","","","","English","Psychol. Learn. Teach.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85177056092"
"Baartman L.K.J.; Quinlan K.M.","Baartman, Liesbeth K. J. (14057490900); Quinlan, Kathleen M. (55191584600)","14057490900; 55191584600","Assessment and feedback in higher education reimagined: using programmatic assessment to transform higher education","2023","Perspectives: Policy and Practice in Higher Education","","","","","","","0","10.1080/13603108.2023.2283118","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177695936&doi=10.1080%2f13603108.2023.2283118&partnerID=40&md5=3ee4c7656ace2506ae8736f06add7077","Research Group Vocational Education, Utrecht University of Applied Sciences, Utrecht, Netherlands; Centre for the Study of Higher Education, University of Kent, Canterbury, United Kingdom","Baartman L.K.J., Research Group Vocational Education, Utrecht University of Applied Sciences, Utrecht, Netherlands; Quinlan K.M., Centre for the Study of Higher Education, University of Kent, Canterbury, United Kingdom","We argue that assessment and feedback practices in higher education need to be transformed to better address three purposes: promoting learning, assuring assessment rigour, and communicating students’ employability. To address shortcomings in the current assessment and feedback culture, we propose programmatic assessment (PA), a new approach to assessment developed initially in medical education and now applied to a range of other professional fields. We outline eight recommendations that synthesise the key principles underpinning PA. Then, drawing on experience with PA in various professional fields in the Netherlands, we describe and illustrate four action steps for programme teams to take to implement programmatic assessment. We highlight implications of such a shift for leaders and professional services staff before concluding that PA can transform higher education by creating a more productive culture of assessment and feedback. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Assessment; employability; feedback; higher education; programmatic assessment","","","","","","","","Argyris C., Double-Loop Learning, Teaching, and Research, Academy of Management Learning and Education, 1, 2, pp. 206-218, (2002); Baartman L.K.J., Baukema H., Prins F.J., Exploring Students’ Feedback Seeking Behavior in the Context of Programmatic Assessment, Assessment & Evaluation in Higher Education, 48, 5, pp. 598-612, (2022); Baartman L.K.J., van Schilt-Mol T., van der Vleuten C.P.M., Programmatisch toetsen. Voorbeelden en ervaringen uit de praktijk, (2020); Baartman L.K.J., van Schilt-Mol T., van der Vleuten C.P.M., Programmatic Assessment Design Choices in Nine Programs in Higher Education, Frontiers in Education, 7, (2022); Biggs J., Enhancing Teaching through Constructive Alignment, Higher Education, 32, 3, pp. 347-364, (1996); Black P., Wiliam D., Classroom Assessment and Pedagogy, Assessment in Education: Principles, Policy and Practice, 25, 6, pp. 551-575, (2018); Boud D., Molloy E., Rethinking Models of Feedback for Learning: The Challenge of Design, Assessment and Evaluation in Higher Education, 38, 6, pp. 698-712, (2013); Carless D., Excellence in University Assessment. Learning from Award Winning Practice, (2015); Carless D., Boud D., The Development of Student Feedback Literacy: Enabling Uptake of Feedback, Assessment & Evaluation in Higher Education, 43, 8, pp. 1315-1325, (2018); Constantinou F., What is Synoptic Assessment? Defining and Operationalising an as Yet Non-mainstream Assessment Concept, Assessment in Education: Principles, Policy & Practice, 27, 6, pp. 670-686, (2020); De Jong L.H., Bok H.G.J., Kremer W.D.J., van der Vleuten C.P.M., Programmatic Assessment: Can We Provide Evidence for Saturation of Information?, Medical Teacher, 41, 6, pp. 678-682, (2019); De Vos M.E., Baartman L.K.J., Van der Vleuten C.P.M., De Bruijn E., Unravelling Workplace Educators’ Judgment Processes When Assessing Students’ Performance at the Workplace, Journal of Vocational Education & Training, pp. 1-20, (2022); Driessen E.W., van Tartwijk J., Govaerts M.J.B., Teunissen P., van der Vleuten C., The Use of Programmatic Assessment in the Clinical Workplace: A Maastricht Case Report, Medical Education, 34, pp. 226-231, (2012); Elkington S., Essential Frameworks for Enhancing Student Success: Transforming Assessment in Higher Education, A Guide to the Advance HE Framework, (2020); Farenga S.A., Quinlan K.M., Classifying University Employability Strategies: Three Case Studies and Implications for Practice and Research, Journal of Education and Work, 29, 7, pp. 767-787, (2016); Harland T., McLean A., Wass R., Miller E., Sim K.N., An Assessment Arms Race and its Fallout: High Stakes Grading and the Case for Slow Scholarship, Assessment and Evaluation in Higher Education, 40, 4, pp. 528-541, (2015); Harrison C.J., Konings K.D., Dannefer E.F., Schuwirth L.W., Wass V., van der Vleuten C.P., Factors Influencing Students’ Receptivity to Formative Feedback Emerging from Different Assessment Cultures, Perspectives. on Medical Education, 5, pp. 276-284, (2016); Healy M., Careers and Employability Learning: Pedagogical Principles for Higher Education, Studies in Higher Education, (2023); Heeneman S., de Jong L.H., Dawson L.J., Wilkinson T.J., Ryan A., Tait G.R., Rice N., Torre D., Freeman A., van der Vleuten C.P.M., Ottawa 2020 Consensus Statement for Programmatic Assessment–1. 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Implementation and Practice, Medical Teacher, 43, 10, pp. 1149-1160, (2021); Torre D.M., Schuwirth L.W.T., van der Vleuten C.P.M., Theoretical Considerations on Programmatic Assessment, Medical Teacher, 42, 2, (2020); Van der Vleuten C.P.M., Schuwirth L.W.T., Driessen E.W., Dijkstra J., Tigelaar D., Baartman L.K.J., Et al., A Model for Programmatic Assessment fit for Purpose, Medical Teacher, 34, 3, pp. 205-214, (2012); Van der Vleuten C.P.M., Schuwirth L.T.W., Scheele F., Driessen E.W., Hodges B., The Assessment of Professional Competence: Building Blocks for Theory Development, Best Pract. Res. Clin. Obstet. Gynaecol, 24, 6, pp. 703-719, (2010); Wilkinson T.J., Tweed M.J., Egan T.G., Ali A.N., McKenzie J.M., Moore M., Et al., Joining the Dots: Conditional Pass and Programmatic Assessment Enhances Recognition of Problems with Professionalism and Factors Hampering Student Progress, BMC Medical Education, 11, 1, (2011); Winstone N., Boud D., Exploring Cultures of Feedback Practice: The Adoption of Learning Focused Feedback Practices in the UK and Australia, Higher Education Research and Development, 38, 2, pp. 411-425, (2019)","K.M. Quinlan; Centre for the Study of Higher Education, University of Kent, Canterbury, United Kingdom; email: K.M.Quinlan@kent.ac.uk","","Routledge","","","","","","13603108","","","","English","Perspect. Policy Pract. High. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85177695936"
"Oosthuizen R.M.; van Niekerk A.; Coetzee M.","Oosthuizen, Rudolf M. (55631351800); van Niekerk, Annelize (58729569800); Coetzee, Melinde (36668183300)","55631351800; 58729569800; 36668183300","Industrial and organisational psychology Master’s coursework and internship as enabler of employability","2023","SA Journal of Human Resource Management","21","","a2262","","","","0","10.4102/sajhrm.v21i0.2262","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178882406&doi=10.4102%2fsajhrm.v21i0.2262&partnerID=40&md5=32a6a86a9131c094832a0e5f1e76811b","Department of Industrial and Organisational Psychology, College of Economic and Management Sciences, University of South Africa, Pretoria, South Africa","Oosthuizen R.M., Department of Industrial and Organisational Psychology, College of Economic and Management Sciences, University of South Africa, Pretoria, South Africa; van Niekerk A., Department of Industrial and Organisational Psychology, College of Economic and Management Sciences, University of South Africa, Pretoria, South Africa; Coetzee M., Department of Industrial and Organisational Psychology, College of Economic and Management Sciences, University of South Africa, Pretoria, South Africa","Orientation: The general goal of the professional industrial and organisational psychology (IOP) master’s coursework and internship programmes is to enable the qualifying student to contribute to organisational strategic and operational human resource practices and people behavioural dynamics, assessment, and intervention design. Research purpose: The study explored the perceived effectiveness of the professional IOP master’s coursework and internship programmes in qualifying intern psychologists as employable industrial and organisational psychologists (IOPs). Motivation for the study: Internships are a practical way for intern psychologists to operationalise their professional purpose, acquire key occupation-related skills and practise their professional capability in real-world work settings. Research approach/design and method: The sample involved South African intern psychologists specialising in IOP (n = 17). Qualitative research methods with thematic data analysis were employed. Main findings: Guided by self-determination theory, the findings suggested that the IOP master’s coursework and internship programmes promote holistic development and embed confidence in practical and theoretical competence on both a personal and a professional level. Intrinsic and autonomous motivation regarding the IOP’s role and identity are also crystallised while the importance of continuous personal and professional growth, as well as a good support network, are acknowledged. Practical/managerial implications: Understanding the intern IOPs experience and required competencies for employment may help to improve the design and development of the professional IOP master’s coursework and internship programmes. Contribution/value-add: The study especially emphasised the need to enhance the effectiveness and support offered within the professional IOP master’s coursework and internship programmes by incorporating the principles of self-determination theory. © 2023. The Authors.","applied competence; employability; industrial and organisational psychologist; intern psychologist; internship programme; master’s professional coursework degree; self-determination theory","","","","","","","","Al-Asfour A., Tlaiss H.A., Shield S.W., Work experiences of native Americans: A qualitative study, Journal of Career Development, 48, 2, pp. 105-119, (2021); Alexander R., Assessing the ability of the national innovation system of South Africa to facilitate the Fourth Industrial Revolution, (2022); Ali A., Muhammed A.K., Understanding the role of internships as an activity-based learning: A case study, Journal of Education and Educational Development, 5, 2, pp. 92-106, (2018); Anjum S., Impact of internship programs on professional and personal development of business students: A case study from Pakistan, Future Business Journal, 6, 2, pp. 1-13, (2020); Bates G.W., Rixon A., Carbone A., Pilgrim C., Beyond employability skills: Developing professional purpose, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 7-26, (2019); Bezuidenhout M., The development and evaluation of a measure of graduate employability in the context of the new world of work, (2011); Bisland C., Carter L., Wood L.N., Work integrated learning internships in transnational education: Alumni perspectives from Vietnam, Education + Training, 61, 3, pp. 359-373, (2019); Botha J., The relationship between adult learner self-directedness and employability attributes – An ODL perspective, (2014); Botha J., Coetzee M., Coetzee M., Exploring adult learners’ self-directedness in relation to their employability attributes in open distance learning, Journal of Psychology in Africa, 25, 1, pp. 65-72, (2015); Bowles M., Ghosh S., Thomas L., Future-proofing accounting professionals: Ensuring graduate employability and future readiness, The Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 1-21, (2020); Box-Steffensmeier J.M., Burgess J., Corbetta M., Crawford K., Duflo E., Fogarty L., Gopnik A., Hanafi S., Herrero M., Hong Y-y., Kameyama Y., Lee T.M.C., Leung G.M., Nagin D.S., Nobre A.C., Nordentoft M., Okbay A., Perfors A., Rival L.M., Sugimoto C.R., Et al., The future of human behaviour research, Nature Human Behaviour, 6, 1, pp. 15-24, (2022); Castelo-Branco I., Oliveira T., Simoes-Coelho P., Portugal J., Filipe I., Measuring the fourth industrial revolution through the industry 4.0 lens: The relevance of resources, capabilities and the value chain, Computers in Industry, 138, (2022); Chen J., May D.R., Schwoerer C.E., Augelli B., Exploring the boundaries of career calling: The moderating roles of procedural justice and psychological safety, Journal of Career Development, 45, 2, pp. 103-116, (2018); Clark M., Zukas M., A Bourdieusian approach to understanding employability: Becoming a ‘fish in water’, Journal of Vocational Education & Training, 65, 2, pp. 208-219, (2013); Coetzee M., A framework for developing student graduateness and employability in the economic and management sciences at the University of South Africa, Developing student graduateness and employability: Issues, provocations, theory and practical guidelines, pp. 119-152, (2012); Coetzee M., Psycho-social career preoccupations and employability capacities in the work context, Graduate employability in context: Research, theory and debate, pp. 295-315, (2017); Coetzee M., A framework for assessing and developing self-regulatory positive psychological career attributes for sustained employability, Positive psychological intervention design and protocols for multi-cultural contexts, pp. 217-237, (2019); Coetzee M., Beukes C., Employability, emotional intelligence and career preparation support satisfaction among adolescents in the school-to-work transition phase, Journal of Psychology in Africa, 20, 3, pp. 439-446, (2010); Coetzee M., Botha J., Undergraduate students’ self-directedness in relation to their examination preparation styles in Open Distance Learning, Progressio, 35, 2, pp. 34-57, (2013); Coetzee M., Engelbrecht L., How employability attributes mediate the link between knowledge workers’ career adaptation concerns and their self-perceived employability, Psychological Reports, 123, 4, pp. 1005-1026, (2020); Coetzee M., Ferreira N., Potgieter I.L., Employer requirements and employability mindsets influencing graduate workers’ self-confidence in gaining employment, African Journal of Career Development, 1, 1, (2019); 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Dobrow R.S., Heller D., Follow your heart or your head? A longitudinal study of the facilitating role of calling and ability in the pursuit of a challenging career, Journal of Applied Psychology, 100, 3, pp. 695-712, (2015); Dunne J., Work placement reflective assessment and employability enhanced through highlighting graduate attributes, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 40-59, (2017); Fugate M., Kinicki A., Ashforth B., Employability: A psycho-social construct, its dimensions and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Garnett J., Musician and teacher: Employability and identity, Music Education Research, 15, 1, pp. 1-18, (2013); Gault J., Leach E., Duey M., Effect of business internships on job marketability: The employers’ perspective, Education + Training, 52, 1, pp. 76-88, (2010); Gill R., Graduate employability skills through online internships and projects during the COVID-19 pandemic: An Australian example, The Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 146-158, (2020); Goss H., Student learning outcomes assessment in higher education and in academic libraries: A review of the literature, The Journal of Academic Librarianship, 48, 2, (2022); Guo Y., Guan Y., Yang X., Xu J., Zhou X., She Z., Jiang P., Wang Y., Pan J., Deng Y., Pan Z., Fu M., Career adaptability, calling and the professional competence of social work students in China: A career construction perspective, Journal of Vocational Behavior, 85, 3, pp. 394-402, (2014); Requirements in respect of internship programmes in industrial psychology: Guidelines for universities, internship training institutions and intern industrial psychologists, (2019); Minimum standards for the training of industrial psychology, (2019); Hurst J.L., Thye A., Wise C.L., Internships: The key to career preparation, professional development, and career advancement, Journal of Family & Consumer Sciences, 106, 2, pp. 58-62, (2014); Jackson D., Student perceptions of the importance of employability skill provision in business undergraduate programmes, Journal of Education & Business, 88, 5, pp. 271-279, (2013); Lewis J., Ritchie J., Ormston R., Morrell G., Generalising from qualitative research, Qualitative research practise: A guide for social students and researchers, pp. 347-362, (2014); Lysova E.I., Jansen P.G., Khapova S.N., Plomp J., Tims M., Examining calling as a double-edged sword for employability, Journal of Vocational Behaviour, 104, pp. 261-272, (2018); Morrison A., A class act? Lecturers’ views on undergraduates’ employability, British Journal of Sociology of Education, 31, 6, pp. 719-735, (2013); Nel H., Neale-Shuttle M., Examining the evidence: Graduate employability at NMMU, South African Journal of Higher Education, 27, 2, pp. 437-453, (2013); Newman A., Palgrave handbook of African education and indigenous knowledge, (2022); Nowell L.S., Norris J.M., White D.E., Moules N.J., Thematic analysis: Striving to meet the trustworthiness criteria, International journal of qualitative methods, 16, 1, (2017); Oraison H., Konjarski L., Howe S., Does university prepare students for employment? 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Bridging the conceptual, theoretical and methodological, (2016); Rothmann M., Sisman R., Internship impact on career consideration among business students, Education + Training, 58, 9, pp. 1003-1013, (2016); Sakka F., El Maknouzi M.E.H., Sadok H., Human resource management in the era of artificial intelligence: Future HR work practices, anticipated skill set, financial and legal implications, Academy of Strategic Management Journal, 21, 1, pp. 1-14, (2022); Sumarsi S., Rizal A., The effect of competence and quality of work life on organizational citizenship behavior (OCB) with organizational commitment mediation, International Journal of Social and Management Studies (IJOSMAS), 2, 6, pp. 69-88, (2022); Tang M., Wang D., Guerrien A., The contribution of basic psychological need satisfaction to psychological well-being via autonomous motivation among older adults: A cross-cultural study in China and France, Frontiers in Psychology, 12, pp. 1-14, (2021); Thompson J.A., Bunderson J.S., Research on work as a calling… and how to make it matter, Annual Review of Organizational Psychology and Organizational Behavior, 6, pp. 421-443, (2019); Van der Heijde C.M., Employability and self-regulation in contemporary careers, Psychosocial career meta-capacities: Dynamics of contemporary career development, pp. 7-18, (2014); Van Der Heijde C.M., Van Der Heijden J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Veldsman T.H., Industrial-organisational psychologists engaging with the new world of work: The unfolding challenge of future-fitness for the 4th Industrial Revolution, (2020); Velez G.S., Giner G.R., Effects of business internships on students, employers, and higher education institutions: A systematic review, Journal of Employment Counseling, 52, 3, pp. 121-130, (2015); Zull C., Open-ended questions (Version 2.0), (2016)","R.M. Oosthuizen; Department of Industrial and Organisational Psychology, College of Economic and Management Sciences, University of South Africa, Pretoria, South Africa; email: oosthrm@unisa.ac.za","","AOSIS (Pty) Ltd","","","","","","16837584","","","","English","SA J. Human Res.  Manag.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85178882406"
"du Toit C.; Mostert K.","du Toit, Charlize (58566908100); Mostert, Karina (15058079700)","58566908100; 15058079700","The relationship of university student’s proactive behaviour with demands, resources and outcomes","2023","SA Journal of Human Resource Management","21","","a2296","","","","0","10.4102/sajhrm.v21i0.2296","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178274980&doi=10.4102%2fsajhrm.v21i0.2296&partnerID=40&md5=5fdfd7a2d3ada27db5dcc19327fd3e8e","Department of Management Cybernetics, Faculty of Economic and Management Sciences, North-West University, Potchefstroom, South Africa","du Toit C., Department of Management Cybernetics, Faculty of Economic and Management Sciences, North-West University, Potchefstroom, South Africa; Mostert K., Department of Management Cybernetics, Faculty of Economic and Management Sciences, North-West University, Potchefstroom, South Africa","Orientation: This study investigated the presence and significance of the relationships between proactive behaviour towards strengths use (PBSU) and proactive behaviour towards deficit improvement (PBDI) and study demands, study resources and important student outcomes. Research purpose: To determine how students’ PBSU and PBDI relate to study demands, study resources, and student outcomes. Motivation for the study: This study aims to provide universities with insights into how study demands and resources affect students’ proactive behaviour to use their strengths and deficits, as well as the impact of these behaviours on student outcomes. Research approach/design and method: This study used a cross-sectional quantitative research approach with 511 participants from three campuses in a South African university. Correlation coefficients were calculated, and structural equation modelling was used to examine regression weights in the structural model. Main findings: PBSU and PBDI showed significant relationships with most study-related demands, resources, and outcomes. Overall, strengths use was stronger related to pace and amount of work, cognitive demands and family support, whereas deficit improvement had a stronger relationship with lecturer support, life satisfaction, satisfaction with studies and intention to drop out. Practical/managerial implications: Knowledge of the relationship between PBSU and PBDI and important student variables may aid HEIs in incorporating these behaviours into student support initiatives as a strategic imperative to enhance student success and graduate employability. Contribution/value-add: This study contributes to limited research on PBSU and PBDI among first-year students in South African universities and the Human Resource Management field in general. © 2023. The Authors. Licensee: AOSIS.","deficit improvement; higher education; proactive behaviour; strengths use; study demands; study resources; university students","","","","","","North-West University, NWU","The material described in this article is based on work supported by the office of the Deputy Vice-Chancellor: Teaching and Learning at the North-West University.","Allan B.A., Owens R.L., Kim K., Douglass R.P., Hintz J., Strengths and satisfaction in first year undergraduate students: A longitudinal study, The Journal of Positive Psychology, 16, 1, pp. 94-104, (2021); Antaramian S.P., The importance of very high life satisfaction for students’ academic success, Cogent Education, 4, 1, (2017); Atalay K.D., Can G.F., Erdem S.R., Muderrisoglu I.H., Assessment of mental workload and academic motivation in medical students, Journal of the Pakistan Medical Association, 66, 5, pp. 574-578, (2016); Bakker A.B., Demerouti E., Job demands–resources theory: Taking stock and looking forward, Journal of Occupational Health Psychology, 22, 3, pp. 273-285, (2017); Bakker A.B., Demerouti E., Multiple levels in job demands–resources theory: Implications for employee well-being and performance, Handbook of well-being, pp. 1-13, (2018); Bakker A.B., Demerouti E., Sanz-Vergel A., Job demands–resources theory: Ten years later, Annual Review of Organizational Psychology and Organizational Behaviour, 10, 1, pp. 25-53, (2023); Bakker A.B., Vergel A.I.S., Kuntze J., Student engagement and performance: A weekly diary study on the role of openness, Motivation and Emotion, 39, 1, pp. 49-62, (2015); Bernardo A., Galve-Gonzalez C., Nunez J.C., Almeida L.S., A path model of university dropout predictors: The role of satisfaction, the use of self-regulation learning strategies and students’ engagement, Sustainability, 14, 3, (2022); Botha C., Mostert K., A structural model of job resources, organisational and individual strengths use and work engagement, SA Journal of Industrial Psychology, 40, 1, (2014); Bowers K.M., Lopez S.J., Capitalizing on personal strengths in college, Journal of College and Character, 11, 1, pp. 1-11, (2010); Bowyer K., A model of student workload, Journal of Higher Education Policy and Management, 34, 3, pp. 239-258, (2012); Brubacher M.R., Silinda F.T., Enjoyment and not competence predicts academic persistence for distance education students, The International Review of Research in Open and Distributed Learning, 20, 3, pp. 166-179, (2019); Bryman A., Social research methods, (2012); Byrne B.M., Structural equation modelling with AMOS, (2010); Casali N., Meneghetti C., Tinti C., Re A.M., Sini B., Passolunghi M.C., Valenti A., Montesano L., Pellegrino G., Carretti B., Academic achievement and satisfaction among university students with specific learning disabilities: The roles of soft skills and study-related factors, Journal of Learning Disabilities, (2023); Cilliers J.R., Mostert K., Nel J.A., Study demands, study resources, and the role of personality characteristics in predicting the engagement of first-year university students, South African Journal of Higher Education, 32, 1, pp. 49-70, (2018); Clark M.R., Negotiating the freshman year: Challenges and strategies among first-year college students, Journal of College Student Development, 46, 3, pp. 296-316, (2005); Cohen J., Statistical power analysis for the behavioral sciences, (1988); Combrink H.M.V.E., Oosthuizen L.L., First-year student transition at the University of the Free State during COVID-19: Challenges and insights, Journal of Student Affairs in Africa, 8, 2, pp. 31-44, (2020); Demetriou C., Ozer B. 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Mostert; Department of Management Cybernetics, Faculty of Economic and Management Sciences, North-West University, Potchefstroom, South Africa; email: karina.mostert@nwu.ac.za","","AOSIS (Pty) Ltd","","","","","","16837584","","","","English","SA J. Human Res.  Manag.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85178274980"
"Fan Y.; Javadizadeh B.; Aguilar M.G.","Fan, Yifeng (57766259500); Javadizadeh, Bahar (57271941900); Aguilar, Mariya Gavrilova (56111194500)","57766259500; 57271941900; 56111194500","Human Resource Management Reimagined: A New Perspective on HR Courses for Contemporary Careers","2023","Journal of Management Education","","","","","","","0","10.1177/10525629231205604","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174457592&doi=10.1177%2f10525629231205604&partnerID=40&md5=646ba0588e4905e12d61aa5f0b7c0dc1","Fairfield University, CT, United States; San Francisco State University, CA, United States; University of North Texas, Denton, United States","Fan Y., Fairfield University, CT, United States; Javadizadeh B., San Francisco State University, CA, United States; Aguilar M.G., University of North Texas, Denton, United States","In the constantly evolving career landscape, knowledge about human resource management practices could prove very beneficial for undergraduate college students who want to construct protean careers. With its broad content coverage, the introductory HR course is best suited to teach students about key HR functions and practices instrumental to their career outcomes. The current introductory HR course at the undergraduate level may fall short of this promise as it primarily caters to aspiring HR professionals. We propose to re-imagine the undergraduate introductory HR course from the perspective of students as future employees instead and illustrate the role of HR functions in career progression and how students could use HR knowledge to advance their careers that align with their values. We offer a detailed framework with updated learning goals and sample experiential activities for each major HR topic. We believe that the new approach will make the course more relevant to all students, which could improve learning outcomes and help students construct and manage their protean careers. © The Author(s) 2023.","employability; experiential learning; human resource management; protean career","","","","","","","","Akkermans J., Brenninkmeijer V., Schaufeli W.B., Blonk R.W.B., It’s all about CareerSKILLS: Effectiveness of a career development intervention for young employees, Human Resource Management, 54, 4, pp. 533-551, (2015); Albanesi S., Kim J., Effects of the COVID-19 recession on the US labor market: Occupation, family, and gender, The Journal of Economic Perspectives, 35, 3, pp. 3-24, (2021); Ashforth B.K., Saks A.M., Socialization tactics: Longitudinal effects on newcomer adjustment, Academy of Management Journal, 39, pp. 149-178, (1996); Business Accreditation Standards, (2020); Bakke I.B., Hooley T., I don’t think anyone here has thought about career really: What the concept of “Career” means to Norwegian teenagers and school counsellors, Scandinavian Journal of Educational Research, 66, 1, pp. 73-87, (2022); Bakker A.B., Tims M., Derks D., Proactive personality and job performance: The role of job crafting and work engagement, Human Relations, 65, 10, pp. 1359-1378, (2012); Barhate B., Dirani K.M., Career aspirations of generation Z: A systematic literature review, European Journal of Training and Development, 46, 1-2, pp. 139-157, (2022); Bedell M.D., Floyd B.D., Nicols K.M., Ellis R., Enterprise resource planning software in the human resource classroom, Journal of Management Education, 31, 1, pp. 43-63, (2007); Benitez-Marquez M.D., Sanchez-Teba E.M., Bermudez-Gonzalez G., Nunez-Rydman E.S., Generation Z within the workforce and in the workplace: A bibliometric analysis, Frontiers in Psychology, 12, (2021); Bennett N., Lemoine J., What VUCA really means for you, Harvard Business Review, 92, 1-2, (2014); Berg J.M., Dutton J.E., Wrzesniewski A., Baker W.E., Job crafting exercise, (2013); Berg P., Pietrasz C., Turning classroom failure into student success: The value of integrating resiliency building activities in the academic classroom, Management Teaching Review, 2, 4, pp. 299-311, (2017); Berube N., Who gets time off? 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A data-driven exercise and discussion, Management Teaching Review, 8, pp. 180-196, (2023); Wesner B.S., Smith A.B., Salary negotiation: A role-play exercise to prepare for salary negotiation, Management Teaching Review, 4, 1, pp. 14-26, (2019); Wooten K.C., Elden M., Cogenerating a competency based HRM degree: A model and some lessons from experience, Journal of Management Education, 25, 2, pp. 231-257, (2001); Wright M.J., The decline of American unions is a threat to public health, American Journal of Public Health, 106, 6, pp. 968-969, (2016); Wrzesniewski A., Dutton J.E., Crafting a job: Revisioning employees as active crafters of their work, The Academy of Management Review, 26, 2, pp. 179-201, (2001); Yang M., Starbucks union organizing gave labor a jolt of energy in, (2022)","Y. Fan; Fairfield University, United States; email: yfan@fairfield.edu","","SAGE Publications Inc.","","","","","","10525629","","","","English","J. Manage. Educ.","Article","Article in press","","Scopus","2-s2.0-85174457592"
"Yepes Zuluaga S.M.; Granada W.F.M.","Yepes Zuluaga, Sara María (57224202377); Granada, Willer Ferney Montes (58730695800)","57224202377; 58730695800","Engineers’ self-perceived employability by gender and age: Implications for higher education","2023","Cogent Education","10","2","2287928","","","","0","10.1080/2331186X.2023.2287928","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178188640&doi=10.1080%2f2331186X.2023.2287928&partnerID=40&md5=970b56fe914ec35d36e8f7cdddb3697d","Faculty of Engineering, Instituto Tecnológico Metropolitano (ITM), Medellín, Colombia","Yepes Zuluaga S.M., Faculty of Engineering, Instituto Tecnológico Metropolitano (ITM), Medellín, Colombia; Granada W.F.M., Faculty of Engineering, Instituto Tecnológico Metropolitano (ITM), Medellín, Colombia","Due to the multiple barriers that prevent women from pursuing Science, Technology, Engineering, and Mathematics (STEM) careers, there is a persistent gender gap in these fields in many countries around the globe. Considering this, the purpose of this study was to compare the self-perceived employability among men and women, as well as to understand how it changes depending on age and employment status. For such purpose, an online questionnaire was administered to 505 senior students and recent graduates from five engineering programs offered by a higher education institution in Colombia. The relationships between the variables were examined using Pearson’s correlation test, data on women and men were compared using the t- Student test, and the interaction between gender and age was analyzed via factorial analysis of variance. According to the results, men had different and higher means than women, but these differences were not statistically significant. In terms of gender, the largest effect size was reported for the career resilience and optimism at work skills. Regarding employment status, employed respondents had different and higher means than unemployed respondents, and these differences were found to be statistically significant. These ground-breaking findings may help universities, organizations, and governments in the development of policies and strategies to draw and keep women in STEM careers. Importantly, it is imperative to focus on women’s career transition and advancement because their employability skills are just as strong as men’s, but they are less confident and less likely to achieve their career goals. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","age; gender; higher education; self-perceived employability; STEM","","","","","","Instituto Tecnológico Metropolitano, ITM","The work was supported by the Instituto Tecnológico Metropolitano [Educational Leave of Absence for Doctoral Study].","Alvarez-Aguilar N.T., Gonzalez-Duenez V.P., Castillo-Elizondo J.A., Women and engineering careers at the university Autónoma de Nuevo León, in Mexico: A view from the experiences of woman students, Formacion Universitaria, 12, 4, pp. 85-14, (2019); Ashford S.J., Taylor M.S., Adaptation to work transitions: An integrative approach Ferris, G. R., Rowland, K. 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Women in science, technology, engineering, and mathematics, (2010); Women at work: Trends 2016, (2016); Jenkins A., Women, lifelong learning and transitions into employment, Work, Employment and Society, 20, 2, pp. 309-328, (2006); Knight P.T., Yorke M., Employability through the curriculum, Tertiary Education & Management, 8, 4, pp. 261-276, (2002); Magdalene C.H.A., Graduate employability awareness: A Gendered perspective, Procedia - Social & Behavioral Sciences, 211, pp. 192-198, (2015); Magnarelli J., Stricker L., Fry D., Tahmaseb McConatha J., Schnell F., Kumar V.K., Ageism in the workplace: Ageing in the age of intolerance, (2020); Martin C.O., Santaolalla P.E., Munoz S.R.I., La brecha de género en la Educación STEM The gender gap in STEM Education, Revista de Educación, 396, pp. 127-150, (2022); Building workforce skills at scale to thrive during — and after — the COVID-19 crisis, Organizational Practices, pp. 1-8, (2021); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Monteiro S., Almeida L., Gomes C., Sinval J., Employability profiles of higher education graduates: A person-oriented approach, Studies in Higher Education, 47, 3, pp. 499-512, (2022); Nabi G.R., Bagley D., Graduates’ perceptions of transferable personal skills and future career preparation in the UK, (1998); O'Leary S., Graduates’ experiences of, and attitudes towards, the inclusion of employability-related support in undergraduate degree programmes; trends and variations by subject discipline and gender, Journal of Education & Work, 30, 1, pp. 84-105, (2017); O'Leary S., Gender and management implications from clearer signposting of employability attributes developed across graduate disciplines, Studies in Higher Education, 46, 3, pp. 437-456, (2021); Orellana N., Consideraciones sobre empleabilidad en educación superior, Calidad En La Educación, 48, 48, (2018); Puccini Martinez D.M., Diagnóstico de la brecha de género en la facultad de ingeniería de la universidad de los andes y propuesta de equidad basada en la metodología suave de sistemas, (2022); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Sandi A.C.L., Moreno Martinez A., Velazquez de Saldivar G.M.P., Sanchez Cascante J.C., Ortega Gomez J.C., Sosa Herrera M., Arriaga Villanueva N., Employability of industrial engineering students in universities in the Latin American context, Revista Científica de La UCSA, 9, 1, pp. 32-56, (2022); Sharma M., STEM education and gender income parity in USA, 2019, Social Sciences & Humanities Open, 8, 1, (2023); Thijssen J., Employability en employment: terminologie, modelvorming en opleidingspraktijk, Opleiding En Ontwikkeling, 10, 10, pp. 9-14, (1997); Mujeres en la educación superior: ¿la ventaja femenina ha puesto fin a las desigualdades de género?, (2021); Van der Heijde C.M., Van der Heijden B.I.J.M., The development and psychometric evaluation of a multi-dimensional measurement instrument of employability-and the impact of aging, International Congress Series, 1280, pp. 142-147, (2005); Verdugo-Castro S., Garcia-Holgado A., Sanchez-Gomez M.C., The gender gap in higher STEM studies: A systematic literature review, Heliyon, 8, 8, (2022)","S.M. Yepes Zuluaga; Faculty of Engineering, Instituto Tecnológico Metropolitano (ITM), Medellín, Calle 54a #30-01, 050032, Colombia; email: sarayepes@itm.edu.co","","Taylor and Francis Ltd.","","","","","","2331186X","","","","English","Cogent Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85178188640"
"Nuckols J.A.; Sirola A.; Ylilahti M.; Wilska T.-A.","Nuckols, Julia A. (57755255700); Sirola, Anu (56989964500); Ylilahti, Minna (57192838254); Wilska, Terhi-Anna (6507145068)","57755255700; 56989964500; 57192838254; 6507145068","Life course challenges in crises: transition from higher education to work during COVID-19 in Finland and Sweden","2023","Journal of Education and Work","36","7-8","","576","591","15","0","10.1080/13639080.2023.2292155","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179746878&doi=10.1080%2f13639080.2023.2292155&partnerID=40&md5=d5ec75c2bd2e6ee2804784d9d104bd11","Department of Social Sciences and Philosophy, University of Jyväskylä, Jyväskylä, Finland","Nuckols J.A., Department of Social Sciences and Philosophy, University of Jyväskylä, Jyväskylä, Finland; Sirola A., Department of Social Sciences and Philosophy, University of Jyväskylä, Jyväskylä, Finland; Ylilahti M., Department of Social Sciences and Philosophy, University of Jyväskylä, Jyväskylä, Finland; Wilska T.-A., Department of Social Sciences and Philosophy, University of Jyväskylä, Jyväskylä, Finland","The COVID-19 pandemic challenged the daily continuity of young people by causing financial insecurity, remote work/studies, loss of work, loneliness, stress, and unpredictability of the future. This study explores the experiences of pandemic-time graduates from Finland and Sweden in the transition from higher education to work. Finland and Sweden are culturally and socially rather similar Nordic welfare states, and while both utilised different pandemic strategies, education and work were both widely remote in both countries and social mobility limited due to travel restrictions. The data of this study include ten focus group discussions of university students who graduated during the first year of the pandemic. The data is analysed using thematic content analysis, particularly in the context of employability perceptions, professional agency, and financial solutions. The results revealed that the pandemic amplified inequalities and increased concerns regarding job security, with graduates in some disciplines impacted more than others. The findings raise questions regarding post-pandemic labour market trends and career decision making between secure and insecure fields. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Covid19; employment; higher education; life course; young adulthood","","","","","","Research Council of Finland, (335635); Göteborgs Universitet; Strategic Research Council, RSF, (327237, 352544)","The research was supported by the Research Council of Finland under grant #335635 and from the Strategic Research Council under grant #327237 and #352544. We would like to thank Linnea Koponen for assistance in conducting and transcribing the Swedish interviews, Mimi Vihavainen for assistance in mediating the interviews, and Dr. Viktor Elliot and Dr. Magnus Roos from the University of Gothenburg for general assistance in carrying out the interviews.","Anderson R., Thematic Content Analysis (TCA), Descriptive Presentation of Qualitative Data, pp. 1-4, (2007); Antonucci L., Student Lives in Crisis: Deepening Inequality in Times of Austerity, (2016); Arnett J.J., Emerging Adulthood: The Winding Road from the Late Teens Through the Twenties, (2014); Beck U., Individualization: Institutionalized Individualism and Its Social and Political Consequences, 13, (2002); Berntson E., Sverke M., Marklund S., Predicting Perceived Employability: Human Capital or Labour Market Opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Boguslaw J., Wadensjo E., Vilka är humanisterna? 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Recession, Resilience and Everyday Lives, Critical Social Policy, 33, 1, pp. 97-113, (2013); Ilmakunnas I., Trigger Events and Poverty Transitions Among Young Adults in Finland After Leaving the Parental Home, Social Science Research, 70, pp. 41-54, (2018); Ismail S., Ferreira N., Coetzee M., Young Emerging adults’ Graduateness and Career Adaptability: Exploring the Moderating Role of Self-Esteem, Journal of Psychology in Africa, 26, 1, pp. 1-10, (2016); Jacob M., Gerth M., Weiss F., Social Inequalities in Student Employment and the Local Labour Market, KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie, 72, 1, pp. 55-80, (2020); Jacob M., Gerth M., Weiss F., Student employment: social differentials and field-specific developments in higher education, Journal of Education and Work, 31, 1, pp. 87-108, (2018); Jacob M., Klein M., Social Origin, Field of Study and graduates’ Career Progression: Does Social Inequality Vary Across Fields?, The British Journal of Sociology, 70, 5, pp. 1850-1873, (2019); Jonung L., Kiander J., Vartia P., The Great Financial Crisis in Finland and Sweden: The Dynamics of Boom, Bust and Recovery 1985–2000, The Great Financial Crisis in Finland and Sweden, pp. 19-70, (2009); Juranek S., Paetzold J., Winner H., Zoutman F., Labor market effects of COVID-19 in Sweden and its neighbors: Evidence from novel administrative data, NHH Department of Business and Management Science Discussion Paper no. 2020/8, (2020); Kim A., Kim K.-W., Returns to Tertiary Education in Germany and the UK: Effects of Fields of Study and Gender, Mannheimer Zentrum für Europäische Sozialforschung Working Paper No. 62, (2003); Liamputtong P., Focus Group Methodology: Introduction and History, Focus Group Methodology: Principle and Practice, pp. 1-224, (2011); Mary A., The Illusion of the Prolongation of Youth-Transition to Adulthood Among Finnish and French Female University Students, (2012); Nghia T.L.H., Pham T., Tomlinson M., Medica K., Thompson C., Developing and Utilizing Employability Capitals: Graduates’ Strategies Across Labour Markets, (2020); Nurmi J.-E., Salmela-Aro K., Haavisto T., The Strategy and Attribution Questionnaire: Psychometric Properties, European Journal of Psychological Assessment, 11, 2, pp. 108-121, (1995); Peter M., Beccaria G., Burton L.J., Beyond Conscientiousness: Career Optimism and Satisfaction with Academic Major, Journal of Vocational Behavior, 83, 3, pp. 229-236, (2013); Presbitero A., Quita C., Expatriate career intentions: Links to career adaptability and cultural intelligence, Journal of Vocational Behavior, 98, pp. 118-126, (2017); Ranta M., Pathways to Adulthood: Developmental Tasks, Financial Resources and Agency, Jyväskylä Studies in Education, Psychology and Social Research, (2015); Ranta M., Chow A., Salmela-Aro K., Trajectories of Life Satisfaction and the Financial Situation in the Transition to Adulthood, Longitudinal & Life Course Studies, 4, 1, pp. 57-77, (2013); Ranta M., Silinskas G., Wilska T.-A., Young adults’ Personal Concerns During the COVID-19 Pandemic in Finland: An Issue for Social Concern, International Journal of Sociology & Social Policy, 40, 9-10, pp. 1201-1219, (2020); Robert H., Chamorro-Premuzic T., Kaiser R.B., Employability and Career Success: Bridging the Gap Between Theory and Reality, Industrial and Organizational Psychology, 6, 1, pp. 3-16, (2013); Rothwell A., Arnold J., Self‐Perceived Employability: Development and Validation of a Scale, Personnel Review, 36, 1, pp. 23-41, (2007); Salmela-Aro K., Nurmi J.-E., Goal Contents, Well-Being, and Life Context During Transition to University: A Longitudinal Study, International Journal of Behavioral Development, 20, 3, pp. 471-491, (1997); Schomburg H., Teichler U., “Higher Education and Graduate Employment in Europe: Results from Graduates Surveys from Twelve Countries”, (2006); Settersten R.A., Bernardi L., Harkonen J., Antonucci T.C., Dykstra P.A., Heckhausen J., Kuh D., Et al., “Understanding the Effects of COVID-19 Through a Life Course Lens, Current Perspectives on Aging and the Life Cycle, 45, (2020); Shanahan L., Steinhoff A., Bechtiger L., Murray A.L., Nivette A., Hepp U., Ribeaud D., Eisner M., Emotional Distress in Young Adults During the COVID-19 Pandemic: Evidence of Risk and Resilience from a Longitudinal Cohort Study, Psychological Medicine, pp. 1-10, (2020); Smithson J., Focus Groups, The Sage Handbook of Social Research Methods, pp. 357-370, (2008); Souto-Otero M., Bialowolski P., Graduate Employability in Europe: The Role of Human Capital, Institutional Reputation and Network Ties in European Graduate Labour Markets, Journal of Education & Work, 34, 5-6, pp. 611-631, (2021); Stein C.H., Abraham K.M., Bonar E.E., Leith J.E., Kraus S.W., Hamill A.C., Gumber S., Hoffmann E., Fogo W.R., Family Ties in Tough Times: How Young Adults and Their Parents View the US Economic Crisis, Journal of Family Psychology, 25, 3, (2011); Suorsa O., Sainio J., Osaamisesta yliopistojen maisteriseurantakyselyiden 2017–2019 pohjalta, Aarresaari Yliopistojen työelämä- ja urapalveluiden verkosto, (2020); Tomlinson M., Graduate Employability and Student Attitudes and Orientations to the Labour Market, Journal of Education & Work, 20, 4, pp. 285-304, (2007); Vahasantanen K., Vocational teachers’ Professional Agency in the Stream of Change, Jyväskylä Studies in Education, Psychology and Social Research, (2013); Yliopistosta valmistuneiden työllistyminen, Opetushallinnon tilastopalvelu, (2019); Wallace A., Jones A., Rhodes D., Financial Resilience and Security: Examining the Impact of Falling Housing Markets on Low Income Homeowners in Northern Ireland, York: Centre for Housing Policy, (2014); Weckstrom K., Korona pisti kulttuuri- ja viihdetoiminnan polvilleen”, Tilastokeskus: Tieto & Trendit, (2020); Wilska T.-A., Survival with Dignity? The Consumption of Young Adults During Economic Depression: A Comparative Study of Finland and Britain 1990-1994, (1999); Wilska T.-A., Oman elämänsä yrittäjät? Nuorisobarometri 2004 [LifeEntrepreneurs? Youth Barometer 2004, (2004); Wilska T.-A., Sirola A., Nuckols J., Nyrhinen J., YFI julkaisuja, (2021); Wood L., Kaczynski D., University Students in USA and Australia: Anticipation and Reflection on the Transition to Work, International Journal of Employment Studies, 15, 2, pp. 91-106, (2007); Global Health Workforce Statistics Database, (2023)","J.A. Nuckols; Department of Social Sciences and Philosophy, University of Jyväskylä, Jyväskylä, 40014, Finland; email: julia.a.nuckols@jyu.fi","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85179746878"
"Edwards S.; Sudlow-Haylett A.","Edwards, Shona (58682570200); Sudlow-Haylett, Alexandra (58682108200)","58682570200; 58682108200","Out of time: (Re)working disabled graduate employability","2023","Acoustical Science and Technology","44","6","","446","449","3","0","10.1250/ast.44.446","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176457958&doi=10.1250%2fast.44.446&partnerID=40&md5=f810bec1c59bba28edca58f5c6343104","School of Humanities, University of Adelaide, Australia","Edwards S., School of Humanities, University of Adelaide, Australia; Sudlow-Haylett A., School of Humanities, University of Adelaide, Australia","As interest in disability employment increases across the world following the COVID-19 pandemic, understanding the employability of disabled graduates becomes an imperative for governments, universities and employers alike. This article investigates employability through the lens of the lived experience of disabled graduates, with one author (Alexandra) serving as a case study. Alexandra’s experience in higher education has been defined by living in crip time, a unique disabled experience of time as non-linear. Alexandra’s story describes how surviving within institutions which operate on normative understandings of time as linear, chronological, and inextricably tied to productivity has caused harm to disabled students. Disabled students are made to feel as though they are ‘falling behind time,’ ‘wasting time,’ and ‘losing time,’ resulting in a struggle to ‘catch up time,’ which impacts upon their wellbeing, confidence, and their sense of self. This struggle disadvantages disabled students from spending time building their ‘employability skills’ throughout their degree. As disabled students complete their studies and seek graduate employment, they come into further contact with industry who further compound harm through placement experiences and the graduate hiring process by not accommodating for crip time. This case study poses conventional mentoring programmes as a site in which disabled students such as Alexandra face barriers to engagement. We argue for a co-designed model of accessible, non-hierarchical peer mentoring, where crip time is accommodated and supported. Such accessible mentoring may serve as an effective intervention and an opportunity for disabled students to develop essential employability skills. © 2023 Acoustical Society of Japan. All rights reserved.","crip time; disabled students; employability; higher education; mentoring","COVID-19; Education computing; Students; Case-studies; Crip time; Disabled students; Employability; Employability skills; High educations; Mentoring; Non linear; Through the lens; Up-time; Employment","","","","","","","Ashe F., Harnessing Political Theory to Facilitate Students’ Engagement with Graduate ‘Employability’: A Critical Pyramid Approach, Politics, 32, 2, pp. 129-137, (2012); The promise of co-design for public policy, (2020); (2019); Core Skills For Work Development Framework, (2013); Disability and Australia’s Disability Strategy 2021-2031, (2021); Individual Capacity Building, (2022); Barbarin I., Death by a Thousand Words: COVID-19 and the Pandemic of Ableist Media, (2021); Bennett A., Burke P. J., Re/conceptualising time and temporality: an exploration of time in higher education, Discourse: Studies in the Cultural Politics of Education, 39, 6, pp. 913-925, (2018); Brewer G., Disability in Higher Education: Investigating Identity, Stigma and Disclosure amongst Academics, (2022); Brown N., Leigh J., Ableism in Academia: Theorising experiences of disabilities and chronic illnesses in higher education, (2020); Browne V., Feminism, time, and nonlinear history, (2016); Cassiani C., Stinson J., Lindsay S., E-mentoring for youth with physical disabilities preparing for employment: a content analysis of support exchanged between participants of a mentored and non-mentored group, Disability and Rehabilitation, 42, 14, pp. 1963-1970, (2020); Chatzidakis A., Hakim J., Littler J., Rottenberg C., Segal L., The Care Manifesto: The politics of interdependence, (2020); (2022); Students Mentoring Staff, (2023); Dewidar O., Elmestekawy N., Welch V., Improving equity, diversity, and inclusion in academia, Research Integrity and Peer Review, 7, 1, pp. 1-10, (2022); Dollinger M., The projectification of the university: consequences and alternatives, Teaching in Higher Education, 25, 6, pp. 669-682, (2020); Edelman L., No future: Queer theory and the death drive, (2004); Griffiths E., ‘But you don’t look disabled’: Non-visible disabilities, disclosure and being an ‘insider’ in disability research and ‘other’ in the disability movement and academia, Ableism in Academia: Theorising experiences of disabilities and chronic illnesses in higher education, pp. 124-142, (2020); Halberstam J., In a Queer Time and Place: Transgender Bodies, Subcultural Lives, (2005); Hemphill E., Kulik C. T., Shaping attitudes to disability employment with a national disability insurance scheme, The Australian Journal of Social Issues, 51, 3, pp. 299-316, (2016); Jones G. E., Advancement opportunity issues for persons with disabilities, Human Resource Management Review, 7, 1, pp. 55-76, (1997); Why disability access is a rising focus for companies, (2022); Kafer A., Feminist, Queer, Crip, (2013); Kotzer A., Crip: Is this slur in the process of being reclaimed?, (2021); Levinson W., Kaufman K., Clark B., Tolle S. W., Mentors and role models for women in academic medicine, The Western journal of medicine, 154, 4, pp. 423-426, (1991); Lindsay S., Cagliostro E., Stinson J., Leck J., A 4-Week Electronic-Mentoring Employment Intervention for Youth With Physical Disabilities: Pilot Randomized Controlled Trial, JMIR Pediatrics and Parenting, 2, 1, (2019); Ljuslinder K., Ellis K., Vikstrom L., Cripping Time – Understanding the Life Course through the Lens of Ableism, Scandinavian Journal of Disability Research, 22, 1, pp. 35-38, (2020); Martin J. M., Stigma and student mental health in higher education, Higher Education Research & Development, 29, 3, pp. 259-274, (2010); McRuer R., Crip theory: Cultural signs of queerness and disability, (2006); McQuaid R., Lindsay C., The Concept of Employability, Urban Studies, 42, 2, pp. 197-219, (2005); Disability and Higher Education in Australia: Joint Position Statement & Research Report, (2022); Olney S., Inclusion, Work and Wellbeing: Shifting Perceptions of Disability and Employability Through the National Disability Insurance Scheme, The National Disability Insurance Scheme: An Australian public policy experiment, pp. 285-304, (2021); Piepzna-Samarasinha L., Care Work: Dreaming disability justice, (2021); Pitman T., Supporting persons with disabilities to succeed in higher education: Final report, (2022); Price M., The Bodymind Problem and the Possibilities of Pain, Hypatia, 30, 1, pp. 268-284, (2015); Graduate Outcomes Survey, (2021); Raghavan S., The value of ‘crip time’: Discarding notions of productivity and guilt, to listen to the rhythms of our bodies, (2020); Reid J., Redefining “Employability” as something to be achieved: Utilising Tronto’s conceptual framework of care to refocus the debate, Higher Education, Skills and Work-Based Learning, 6, 1, pp. 55-68, (2016); Reid E. R., Kelestyn B., Problem representations of employability in higher education: Using design thinking and critical analysis as tools for social justice in careers education, British Journal of Guidance & Counselling, 50, 4, pp. 631-646, (2022); Rice C., Chandler E., Rinaldi J., Changfoot N., Liddiard K., Mykitiuk R., Mundel I., Imagining Disability Futurities, Hypatia, 32, 2, pp. 213-229, (2017); Rodgers J., Thorneycroft R., Cook P. S., Humphrys E., Asquith N. L., Yaghi S. A., Foulstone A., Ableism in higher education: The negation of crip temporalities within the neoliberal academy, Higher Education Research & Development, 42, 6, pp. 1482-1495, (2022); Samuels E., Six Ways of Looking at Crip Time, Disability Studies Quarterly, 37, 3, (2017); Schumm D., It’s Time for ‘Crip Time.’ Inside Higher Ed, (2022); Sheppard E., Performing Normal But Becoming Crip: Living with Chronic Pain, Scandinavian Journal of Disability Research, 22, 1, pp. 39-47, (2020); Strindlund L., Abrandt-Dahlgren M., Stahl C., Employers’ views on disability, employability, and labor market inclusion: A phenomenographic study, Disability and Rehabilitation, 41, 24, pp. 2910-2917, (2019); PASS Recruitment: how to become a PASS leader, (2023); Williams S., Dodd L. J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016)","S. Edwards; School of Humanities, University of Adelaide, Australia; email: shona.edwards@adelaide.edu.au","","Acoustical Society of Japan","","","","","","13463969","","ASTCD","","English","Acoust. Sci. Technol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85176457958"
"Segbenya M.; Bervell B.; Frimpong-Manso E.; Otoo I.C.; Andzie T.A.; Achina S.","Segbenya, Moses (57209393653); Bervell, Brandford (56004832100); Frimpong-Manso, Evans (58758747700); Otoo, Isaac Christopher (57222008750); Andzie, Tahir Ahmed (58758747800); Achina, Sampson (58758985900)","57209393653; 56004832100; 58758747700; 57222008750; 58758747800; 58758985900","Artificial intelligence in higher education: Modelling the antecedents of artificial intelligence usage and effects on 21st century employability skills among postgraduate students in Ghana","2023","Computers and Education: Artificial Intelligence","5","","100188","","","","0","10.1016/j.caeai.2023.100188","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179484719&doi=10.1016%2fj.caeai.2023.100188&partnerID=40&md5=c9d214ab41a9ae704ed7a8bdfbd45da7","Department of Business Studies, College of Distance Education, University of Cape Coast. Cape Coast, Ghana; Department of Mathematics, Science and ICT Education, College of Distance Education, University of Cape Coast. Cape Coast, Ghana; Department of Accounting, School of Business, University of Cape Coast, Cape Coast, Ghana; Department of Finance, School of Business, University of Cape Coast, Cape Coast, Ghana; Department of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape Coast, Cape Coast, Ghana","Segbenya M., Department of Business Studies, College of Distance Education, University of Cape Coast. Cape Coast, Ghana; Bervell B., Department of Mathematics, Science and ICT Education, College of Distance Education, University of Cape Coast. Cape Coast, Ghana; Frimpong-Manso E., Department of Accounting, School of Business, University of Cape Coast, Cape Coast, Ghana; Otoo I.C., Department of Finance, School of Business, University of Cape Coast, Cape Coast, Ghana; Andzie T.A., Department of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape Coast, Cape Coast, Ghana; Achina S., Department of Accounting, School of Business, University of Cape Coast, Cape Coast, Ghana","The utilisation of Artificial Intelligence (AI) in higher education has been a contemporary issue attracting varied perspectives. However, the nuances among the antecedents of AI usage among postgraduate students and the acquisition of 21st-century employability skills are under-researched. This study sought to fill the chasm by adopting a concurrent integrated mixed method to collect data using a questionnaire with closed-ended and open-ended items from 294 postgraduate students in Ghana. Descriptive statistics and partial least squares structural equation modelling (PLS-SEM) techniques were employed for the quantitative data analyses while thematic pattern matching was used to analyse the qualitative data gathered. Results from the descriptive analysis revealed that the most prevalent AI platforms used by postgraduate students were ChartGPT and Quillbot. The two most important uses of such AI tools were just used for learning in general; and searching for literature. The PLS-SEM paths modelling showed that antecedents of postgraduate students' AI usage were benefits, challenges and platform availability. Finally, both AI usage and AI challenges were significant predictors of postgraduate students’ acquisition of 21stcentury employability skills. However, the relationship between AI challenges and the acquisition of 21st-century employability skills was fully mediated by AI usage. Based on the results, recommendations were made for policy and practice of AI usage in higher education. © 2023","Artificial intelligence; Employability skills; Higher education; PLS-SEM; Postgraduate students; Socio-technical; System theory","Least squares approximations; Pattern matching; Students; Contemporary issues; Descriptive statistics; Employability skills; High educations; Mixed method; Partial least square structural equation modeling; Partial least-squares; Postgraduate students; Sociotechnical; Structural equation models; Artificial intelligence","","","","","","","Ahmad S.F., Han H., Alam M.M., Rehmat M., Irshad M., Arrano-Munoz M., Et al., Impact of artificial intelligence on human loss in decision making, laziness and safety in education, Humanities and Social Sciences Communications, 10, 1, pp. 1-14, (2023); Ahmed S., Nashat N., Model for utilizing distance learning post COVID-19 using (PACT)™ a cross-sectional qualitative study, Research Square, pp. 1-25, (2020); Alattar A.A., McDowell M.M., The rise of AI co-authors: Navigating the future of scientific writing with ChatGPT, Journal of Neurosurgery, 1, aop, pp. 1-2, (2023); Atlas S., ChatGPT for higher education and professional development: A guide to conversational AI, (2023); Baidoo-Anu D., Ansah L.O., Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning, (2023); Berg C., The case for generative AI in scholarly practice, (2023); Bervell B., Umar I.N., Masood M., Kumar J.A., Armah J.K., Somuah B.A., Promoting voluntary use behavior of learning management systems among tutors for blended learning in distance higher education, Contemporary Educational Technology, 14, 4, (2022); Celik I., Towards Intelligent-TPACK: An empirical study on teachers' professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education, Computers in Human Behavior, 138, (2023); Chan C.K.Y., Hu W., Students' voices on generative AI: Perceptions, benefits, and challenges in higher education, (2023); Donkor J., Segbenya M., Modelling the relationship between dimensions of organisational justice and organisational citizenship behaviour in the Ghanaian workplaces, Employee Responsibilities and Rights Journal, pp. 1-22, (2023); Guan C., Mou J., Jiang Z., Artificial intelligence innovation in education: A twenty- year data-driven historical analysis, International Journal of Innovation Studies, 4, 4, pp. 134-147, (2020); Haleem A., Javaid M., Singh R.P., Suman R., Khan S., A review of Blockchain Technology applications for financial services, (2022); Hoehe M.R., Thibaut F., Going digital: How technology use may influence human brains and behaviour, Dialogues in Clinical Neuroscience, 22, 2, (2022); Kandasamy N., Hayes J.P., Murray B.T., Transparent recovery from intermittent faults in time-triggered distributed systems, IEEE Transactions on Computers, 52, 2, pp. 113-125, (2003); Kelly M., Kumar A., Smyth P., Steyvers M.; King M.R., A conversation on artificial intelligence, chatbots, and plagiarism in higher education, Cellular and Molecular Bioengineering, 16, 1, pp. 1-2, (2023); Kitamura F.C., ChatGPT is shaping the future of medical writing but still requires human judgment, Radiology, 307, 2, (2023); Kooli C., Chatbots in education and research: A critical examination of ethical implications and solutions, Sustainability, 15, 7, (2023); Lacka E., Wong T.C., Haddoud M.Y., Can digital technologies improve students' efficiency? Exploring the role of virtual learning environment and social media use in higher education, Computers & Education, 163, (2021); Mathew I.R., Ebelelloanya J., Open and distance learning: Benefits and challenges of technology usage for online teaching and learning in Africa, (2016); Mhlanga D., Artificial intelligence in industry and its impact on poverty, innovation, infrastructure development, and the sustainable development goals: Lessons from emerging economies?, Sustainability, 13, 11, (2021); Miao F., Yang W., Xie Y., Fan W., Preliminary study on data governance in data resource system, 2023 6th international conference on artificial intelligence and big data (ICAIBD), pp. 47-53, (2023); Molleman E., Broekhuis M., Sociotechnical systems: Towards an organizational learning approach, Journal of Engineering and Technology Management, 18, 3-4, pp. 271-294, (2001); Nawaz A., Li E., Irshad S., Xiong Z., Xiong H., Shahbaz H.M., Et al., Valorization of fisheries by-products: Challenges and technical concerns to food industry, Trends in Food Science & Technology, 99, pp. 34-43, (2020); An OECD learning framework 2030, (2019); Oppong N.Y., Segbenya M., Inter-sector managerial skills requirements in Ghana: Group interactive brainstorming approach, Social Sciences & Humanities Open, 8, 1, (2023); Ozdamli F., Cavus N., Knowledge sharing technologies in higher education: Preferences of CIS students in Cyprus, Education and Information Technologies, 26, pp. 1833-1846, (2021); Pence H.E., Artificial intelligence in higher education: New wine in old wineskins?, Journal of Educational Technology Systems, 48, 1, pp. 5-13, (2019); Ramos J.L., Cattaneo A.A., de Jong F.P., Espadeiro R.G., Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art, Journal of Research on Technology in Education, 54, 5, pp. 695-718, (2022); Schindler L.A., Burkholder G.J., Morad O.A., Marsh C., Computer-based technology and student engagement: A critical review of the literature, International journal of educational technology in higher education, 14, 1, pp. 1-28, (2017); Segbenya M., Aframea Dankyi L., Kwakyewaa Dankyi J., Owusu-Achiaw R., Modelling university students' preferences and interconnectedness among various careers/occupations in Ghana, Cogent Education, 10, 1, (2023); Segbenya M., Anokye F.A., Challenges and coping strategies among distance education learners: Implication for human resources managers, Current Psychology, 42, 31, pp. 27694-27708, (2023); Segbenya M., Atadika D., Aheto S.P.K., Nimo E.B., Modelling the relationship between teaching methods, assessment methods and acquisition of 21st employability skills among university graduates, (2023); Segbenya M., Bervell B., Minadzi V.M., Somuah B.A., Modelling the perspectives of distance education students towards online learning during COVID-19 pandemic, Smart Learning Environments, 9, 1, (2022); Segbenya M., Minadzi V.M., Post-Covid lockdown assessment of blended learning approach for distance education in Ghana: Implications for human resource managers and curriculum implementers., Education and Information Technologies, 28, 7, pp. 7955-7973, (2023); Segbenya M., Okorley E.N.A., Effect of teleworking on working conditions of workers: A post-COVID-19 lockdown evaluation, Human Behavior and Emerging Technologies, 2022, (2022); Segbenya M., Oppong N.Y., Intention for international assignment among workers in Ghana: Modelling the role of motivators, demotivators and cultural disposition, PLoS One, 18, 5, (2023); Segbenya M., Oppong N.Y., Nyarko E.A., Baafi-Frimpong S.A., Demographic characteristics and employability skills among tertiary graduates in Ghana: Evidence from the National Service Scheme, Cogent Economics & Finance, 11, 2, (2023); Seo K., Tang J., Roll I., Fels S., Yoon D., The impact of artificial intelligence on learner–instructor interaction in online learning, International journal of educational technology in higher education, 18, 1, pp. 1-23, (2021); Squicciarini M., Nachtigall H., Demand for AI skills in jobs: Evidence from online job postings, OECD science, technology and industry working papers, (2021); Stahl B.C., Leach T., Oyeniji O., Ogoh G., AI policy as a response to AI ethics? Addressing ethical issues in the development of AI policies in North Africa, Responsible AI in Africa: Challenges and opportunities, pp. 141-167, (2023); Yildiz D.H., Conversational agent-based guidance: Examining the effect of chatbot usage frequency and satisfaction on visual design self-efficacy, engagement, satisfaction, and learner autonomy, Education and Information Technologies, 28, 1, pp. 471-488, (2023); Zhao L., Sun Z.F., Zhang C.C., Nan J., Ren N.Q., Lee D.J., Et al., Advances in pretreatment of lignocellulosic biomass for bioenergy production: Challenges and perspectives, Bioresource Technology, 343, (2022)","M. Segbenya; Department of Business Studies, College of Distance Education, University of Cape Coast. Cape Coast, Ghana; email: moses.segbenya@ucc.edu.gh","","Elsevier B.V.","","","","","","2666920X","","","","English","Comput. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85179484719"
"Barnard N.B.; Rothmann S.; De Beer L.T.; Lubbe W.","Barnard, Neil B. (58303746000); Rothmann, Sebastiaan (9436886900); De Beer, Leon T. (55427352300); Lubbe, Welma (23013015300)","58303746000; 9436886900; 55427352300; 23013015300","Sustainable Employability of Emergency Nurses: The Effects of Precarious Work and Mental Toughness on Capabilities and Mental Health","2023","Journal of Nursing Management","2023","","8840756","","","","1","10.1155/2023/8840756","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176447008&doi=10.1155%2f2023%2f8840756&partnerID=40&md5=5f907110dfe610a79456065447059ba6","Optentia Research Unit, North-West University, Vanderbijlpark Campus, Vanderbijlpark, South Africa; WorkWell Research Unit, North-West University, Potchefstroom Campus, Potchefstroom, South Africa; Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway; NuMIQ Research Focus Area, North-West University, Potchefstroom Campus, Potchefstroom, South Africa","Barnard N.B., Optentia Research Unit, North-West University, Vanderbijlpark Campus, Vanderbijlpark, South Africa; Rothmann S., Optentia Research Unit, North-West University, Vanderbijlpark Campus, Vanderbijlpark, South Africa; De Beer L.T., WorkWell Research Unit, North-West University, Potchefstroom Campus, Potchefstroom, South Africa, Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway; Lubbe W., NuMIQ Research Focus Area, North-West University, Potchefstroom Campus, Potchefstroom, South Africa","Studying the sustainable employability of emergency nurses is important, given the precarious environment in which they work. This study used a cross-sectional survey of 204 emergency nursing professionals to investigate their sustainable employability in a South African context from the perspectives of precarious work, mental toughness, capabilities, and mental health. The Precarity Position Profile, Mental Toughness Questionnaire-Short Form, Capability Set for Work Questionnaire, and Flourishing-at-Work Scale-Short Form were administered. Three precarious work dimensions negatively predicted emergency nurses' capabilities. Significantly, precarious work conditions and professional development were associated with most work capabilities. Emergency nurses' capability set positively affected their mental health, with mental toughness moderating the effect of poor salary (a component of precarious work) on capabilities. Precariousness regarding salary, work conditions, and professional development affected emergency nurses' mental health indirectly and negatively through a poor capability set, while mental toughness indirectly and positively affected their mental health through a strong capability set. © 2023 Neil B. Barnard et al.","","","","","","","","","Labour Organization I., World Employment and Social Outlook: Trends 2019, (2019); Labour Organization I., Non-standard Employment Around the World: Understanding Challenges, Shaping Prospects, (2016); Wiengarten F., Pagell M., Durach C.F., Humphreys P., Exploring the performance implications of precarious work, Journal of Operations Management, 67, 8, pp. 926-963, (2021); Baart A., Hamington M., Flowers M., Precariousness, precarity, precariat, precarization, and social redundancy: A substantiated map for the ethics of care, Care Ethics in the Age of Precarity, (2021); Kalleberg A.L., Precarious work, insecure workers: Employment relations in transition, American Sociological Review, 74, 1, pp. 1-22, (2009); Allan B.A., Autin K.L., Wilkins-Yel K.G., Precarious work in the 21st century: A psychological perspective, Journal of Vocational Behavior, 126, (2021); Morphet J., Kent B., Plummer V., Considine J., The effect of Transition to Specialty Practice Programs on Australian emergency nurses' professional development, recruitment and retention, Australasian Emergency Nursing Journal, 18, 4, pp. 204-211, (2015); 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Version 2.3, (2022); Hair J.F., Anderson R.E., Babin B.J., Black W.C., Multivariate Data Analysis: A Global Perspective, (2010); Percy D.B., Streith L., Wong H., Ball C.G., Widder C.G., Widder S., Hameed M., Mental toughness in surgeons: Is there room for improvement?, Canadian Journal of Surgery, 62, 6, pp. 482-487, (2019); Barnard N.B., Rothmann S., Beer L.T., Lubbe W., Burnout of emergency nurses in a South African context: The role of job demands and resources, and capabilities, Frontiers in Psychology, 14, 1859, (2023); Barnard N.B., Rothmann S., Beer L.T., Lubbe W., Emergency Nurses' Job Demands-resources Profiles and Capabilities: Effects on Performance and Intention to Leave. Sustainability, 15, 6, (2023)","S. Rothmann; Optentia Research Unit, North-West University, Vanderbijlpark, Vanderbijlpark Campus, South Africa; email: ian@ianrothmann.com","","Wiley-Hindawi","","","","","","09660429","","JNMNE","","English","J. Nurs. Manage.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85176447008"
"Akotey S.C.; Fynn J.A.; Danful G.K.; Offei Y.N.; Amedofu G.K.","Akotey, Sesi Collins (57220891135); Fynn, Jemima Anowa (58039801000); Danful, George Kweku (58658025000); Offei, Yaw Nyadu (58262738200); Amedofu, Geoffrey K. (6602430953)","57220891135; 58039801000; 58658025000; 58262738200; 6602430953","Development of audiology in Ghana: past, present, and future","2023","International Journal of Audiology","","","","","","","0","10.1080/14992027.2023.2263813","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174623827&doi=10.1080%2f14992027.2023.2263813&partnerID=40&md5=4270fbe40d854e65189369f440388c81","Faculty of Health Sciences, School of Rehabilitation Sciences, University of Ottawa, Ottawa, ON, Canada; Korle-Bu Teaching Hospital, Hearing Assessment Center, Accra, Korle Bu, Ghana; Department of Special Education, University of Education, Winneba, Winneba, Ghana","Akotey S.C., Faculty of Health Sciences, School of Rehabilitation Sciences, University of Ottawa, Ottawa, ON, Canada; Fynn J.A., Korle-Bu Teaching Hospital, Hearing Assessment Center, Accra, Korle Bu, Ghana; Danful G.K., Faculty of Health Sciences, School of Rehabilitation Sciences, University of Ottawa, Ottawa, ON, Canada; Offei Y.N., Department of Special Education, University of Education, Winneba, Winneba, Ghana; Amedofu G.K., Korle-Bu Teaching Hospital, Hearing Assessment Center, Accra, Korle Bu, Ghana","Objectives: This paper provides an overview of Ghana's audiology journey, tracking its evolution since the 1970s. It explores the historical context, transitions, and current state of audiology in Ghana, highlighting the challenges and prospects. Design: Descriptive and analytic approach drawing from diverse qualitative and quantitative data sources. Study sample: The study encompasses various sources and data types, such as reports, academic literature, and statistical data. It also incorporates information related to developing audiology programmes in tertiary institutions, mobile van outreach units, cochlear implant surgeries and newborn hearing screening. Results: Ghana's audiology journey has transformed significantly since its inception in the 1970s. From its humble beginnings with few audiologists and limited facilities, audiology has transitioned from an unknown field to growing recognition. The emergence of audiology programmes in tertiary institutions signals progress. Challenges persist such as disparity in facility distribution, low professional employability, and limited access. Nevertheless, initiatives like cochlear implant surgeries, and newborn hearing screening programmes reflect proactive steps. Conclusion: Ghana's audiology journey is a testament to visionary thinking, dedication, and collaborative efforts. While the journey has been marked by significant developments, bridging disparities, ensuring equitable facility distribution, and formulating comprehensive policies are pivotal. © 2023 British Society of Audiology, International Society of Audiology, and Nordic Audiological Society.","audiology; cochlear implant; Ghana; newborn screening","","","","","","","","Adadey S.M., Awandare G., Amedofu G.K., Wonkam A., Public Health Burden of Hearing Impairment and the Promise of Genomics and Environmental Research: A Case Study in Ghana, Africa, Omics : A Journal of Integrative Biology, 21, 11, pp. 638-646, (2017); Adadey S.M., Manyisa N., Mnika K., de Kock C., Nembaware V., Quaye O., Amedofu G.K., Awandare G.A., Wonkam A., GJB2 and GJB6 Mutations in Non-Syndromic Childhood Hearing Impairment in Ghana, Frontiers in Genetics, 10, (2019); Adadey S.M., Quaye O., Amedofu G.K., Awandare G.A., Wonkam A., Screening for GJB2-R143W-Associated Hearing Impairment: Implications for Health Policy and Practice in Ghana, Public Health Genomics, 23, 5-6, pp. 184-189, (2020); Aidoo G., Taking audiology practice in Ghana to the next level, (2018); Akotey S.C.E.K., Adza J.B., Cobbinah K., Darko E.W., Ador L.P., Arckertson P., Dadzie-Bonney C., Adzoe B., Asamoahagomboka A.A., Significance of Ear Wax Impaction in School Children: A Case of Winneba West Circuit, Ghana, Journal of Health, Medicine and Nursing, 35, pp. 86-91, (2017); Amedofu G.K., Ocansey G., Antwi B.B., Characteristics of Hearing-Impairment Among Patients in Ghana, African Journal of Health Sciences, 13, 1, pp. 110-116, (2008); Ameyaw G.A., Ribera J., Anim-Sampong S., Interregional Newborn Hearing Screening Via Telehealth in Ghana, Journal of the American Academy of Audiology, 30, 3, pp. 178-186, (2019); Appiah S.O., Ardila A., The Question of School Language in Multilingual Societies: The Example of Ghana, RUDN Journal of Psychology and Pedagogics, 17, 2, pp. 263-272, (2020); Danful G.K., Hammond P.D., Career Decision Survey on Audiologists and Speech-Language Therapists in Ghana, West Africa, International Journal of All Research Writings, 1, April, pp. 86-91, (2020); Dzakpata F., Korle Bi Launches “game changer” Hearing Test for Babies, (2023); Fagan J.J., Jacobs M., Survey of ENT Services in Africa: Need for a Comprehensive Intervention, Global Health Action, 2, 1, (2009); (2021); Hamelmann C., Amedofu G.K., Albrecht K., Muntau B., Gelhaus A., Brobby G.W., Horstmann R.D., Pattern of Connexin 26 (GJB2) Mutations Causing Sensorineural Hearing Impairment in Ghana, Human Mutation, 18, 1, pp. 84-85, (2001); Koomson J.B., Korle Bu Undertakes First Cochlear Implant in Ghana–3 Patients Receives Treatment, (2021); Newborn Hearing Screening Launched in Korle Bu Teaching Hospital, (2023); Lartey N.L., Onuador medical vans for decorations, release them - Minority to gov’t, (2020); Mulwafu W., Ensink R., Kuper H., Fagan J., Survey of ENT Services in Sub-Saharan Africa: Little Progress Between 2009 and 2015, Global Health Action, 10, 1, (2017); Offei Y.N., Audiology in Ghana, Global Audiology., (2017); Osei A.O., Larnyo P.A., Azaglo A., Sedzro T.M., Torgbenu E.L., Screening for Hearing Loss Among School Going Children, International Journal of Pediatric Otorhinolaryngology, 111, pp. 7-12, (2018); Swanepoel D.W., Audiology in South Africa, International Journal of Audiology, 45, 5, pp. 262-266, (2006); (2015); Warner S.L., Warner C.T., Pioneering in audiology, (2012)","S.C. Akotey; Faculty of Health Sciences, School of Rehabilitation Sciences, University of Ottawa, Ottawa, Canada; email: scakotey@gmail.com","","Taylor and Francis Ltd.","","","","","","14992027","","IJANG","","English","Int. J. Audiol.","Article","Article in press","","Scopus","2-s2.0-85174623827"
"Mate S.; Ryan J.; Toh K.","Mate, Susan (56798070400); Ryan, J. (56559183700); Toh, K. (58676391400)","56798070400; 56559183700; 58676391400","Re-storying career practitioners’ professional identities as career and employability specialists through an online WIL capstone","2023","Higher Education Research and Development","","","","","","","0","10.1080/07294360.2023.2269872","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175492422&doi=10.1080%2f07294360.2023.2269872&partnerID=40&md5=b80bfaf1df181dc92b3ad6ba10b6cb71","Education Services, La Trobe University, Melbourne, Australia; School of Education, La Trobe University, Melbourne, Australia; School of Management, RMIT University, Melbourne, Australia","Mate S., Education Services, La Trobe University, Melbourne, Australia; Ryan J., School of Education, La Trobe University, Melbourne, Australia; Toh K., School of Management, RMIT University, Melbourne, Australia","Pedagogical partnerships are rarely used to explore how students develop agency through Work Integrated Learning (WIL). This study contributes to this gap by exploring how pedagogical partnerships between students, industry experts and subject leaders in a postgraduate online WIL capstone assisted students to gain clarity about their professional identities as careers practitioners. To further scholarly understanding and appreciation for pedagogical partnerships in WIL, we use narrative methods to provide insight into how careers counselling students learned the process of narrative counselling. We emphasise students’ learning as a re-storying of their professional identities as careers practitioners. We discuss the significant role pedagogical partnerships played in the development of co-constructed narratives that enabled student participants in this study to re-story their professional identities as careers practitioners. The paper concludes with observations about the implications of our findings, including resources needed for the pedagogical design. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","narratives; pedagogical partnerships; Professional identity; re-storying; WIL","","","","","","","","(2022); Ajjawi R., Tai J., Tran Le Huu N., Boud D., Johnson L., Patrick C.-J., Aligning assessment with the needs of work-integrated learning: The challenges of authentic assessment in a complex context, Assessment in Higher Education, 45, 2, pp. 304-316, (2020); Braun V., Clarke V., Reflecting on reflexive thematic analysis, Qualitative Research in Sport, Exercise and Health, 11, 4, pp. 589-597, (2019); Braun V., Clarke V., One size fits all? What counts as quality practice in (reflexive) thematic analysis?, Qualitative Research in Psychology, 18, 3, pp. 328-352, (2021); Braun V., Clarke V., Hayfield N., Terry G., Thematic analysis, Handbook of research methods in health social sciences, pp. 1-18, (2019); Campbell M., Zegwaard K., Values, ethics and empowering the self through co-operative education, Asia-Pacific Journal of Cooperative Education, (2011); Cook-Sather A., Bovill C., Felten P., Chapter 1: What are student-faculty partnerships? Our guiding principles and definition. Engaging students as partners in learning and teaching: A guide for faculty, (2014); Fern S., Rowe A., Zegwaard K., Advances in research, theory and practice in work-integrated learning enhancing employability for a sustainable future, (2022); Gubrium J., Holstein J., The SAGE handbook of interview research: The complexity of the craft, (2012); Guitman R., Acai A., Mercer-Mapstone L., Unlearning hierarchies and striving for relational diversity: A feminist manifesto for student-staff partnerships, The power of partnership, pp. 61-72, (2020); Harris A., Video as method, (2016); Healey M., Flint A., (2014); Healey M., Matthews K.E., Cook-Sather A., (2020); Heath C.C., Knoblauch H., Luff P., Technology and social interaction: The emergence of ‘workplace studies’, British Journal of Sociology, 58, 2, pp. 63-85, (2000); Jackson D., Re-conceptualising graduate employability: The importance of pre-professional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jackson D., Trede F., The role of reflection after placement experiences to develop self-authorship among higher education students, Enriching higher education students’ learning through post-work placement interventions, pp. 189-208, (2020); Lave J., Wenger E., Situated learning: Legitimate peripheral participation, (1991); Lee N., Loton D., Capstone curriculum across disciplines: Synthesising theory, practice and policy to provide practical tools for curriculum design, (2015); Lee N., Loton D., Capstone purposes across disciplines, Studies in Higher Education, 44, 1, pp. 134-150, (2019); Margolis E.M., Pauwels L., The SAGE handbook of visual research methods, (2012); Matthews K.E., Five propositions for genuine students as partners practice, International Journal for Students as Partners, 1, 2, (2017); Matthews K.E., Cook-Sather A., Acai A., Dvorakova S.L., Felten P., Marquis E., Mercer-Mapstone L., Toward theories of partnership praxis: An analysis of interpretive framing in literature on students as partners in teaching and learning, Higher Education Research & Development, 38, 2, pp. 280-293, (2019); McMahon M., Arthur N., Collins S., Social justice and career development: Looking back, looking forward, Australian Journal of Career Development, 17, 2, pp. 21-29, (2008); McMahon M., Patton W., Career counselling: Constructivist approaches, (2017); McMahon M., Watson M., Story crafting: Strategies for facilitating narrative career counselling, International Journal for Educational and Vocational Guidance, 12, 3, pp. 211-224, (2012); McNamara J., Kift S.M., Butler D., Field R.M., Brown C., Gamble N., Work integrated learning as a component of the capstone experience in undergraduate law, Asia-Pacific Journal of Cooperative Education, 13, 1, (2012); Meijers F., The development of a career identity, International Journal for the Advancement of Counselling, 20, 3, pp. 191-207, (1998); Mercer-Mapstone L., Bovill C., Equity and diversity in institutional approaches to student-staff partnerships schemes in higher education, Studies in Higher Education, 45, 12, pp. 2541-2557, (2020); Ollerenshaw J.A., Creswell J., Narrative research: A comparison of two re-storying data analysis approaches, Quantitative Inquiry, 8, 3, pp. 271-403, (2002); Penwarden S., Weaving threads into a basket, Narrative and metaphor in education: Look both ways, (2018); Riessman C., Twists and turns: Narrating my career, Catherine Kohle Riessman, Qualitative Social Work, 14, 1, pp. 10-17, (2015); Riessman C.K., Narrative methods for the human sciences, (2008); Sultana R.G., Career guidance for social justice in neoliberal times, Handbook of career development. International and cultural psychology, pp. 317-333, (2014); Trede F., Role of work-integrated learning in developing professionalism and professional identity, Asia-pacific Journal of Cooperative Education, 13, 3, pp. 159-167, (2012); Trede F., Macklin R., Bridges D., Professional identity development: A review of the higher education literature, Studies in Higher Education, 37, 3, pp. 365-384, (2011); Wenger E., Communities of practice: Learning, meaning, and identity, (2004); Wenger-Trayner E., Wenger-Trayner B., Learning in a landscape of practice: A framework, Learning in landscapes of practice: Boundaries, identity, and knowledgeability in practice-based learning, pp. 13-29, (2014); White M., Epston D., Narrative means to therapeutic ends, (1990); Winslade J., Storying professional identity, International Journal of Narrative Therapy and Community Work, 4, pp. 33-38, (2002); Zegwaard K., Pretti T.J., Rowe A., Ferns S.J., Defining work integrated learning, The Routledge international handbook of work-integrated learning, pp. 29-48, (2023)","S. Mate; Education Services, La Trobe University, Melbourne, Australia; email: s.mate@latrobe.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85175492422"
"Brosnan M.; Bennett D.; Kercher K.; Wilson T.; Keogh J.W.L.","Brosnan, Mark (58762040800); Bennett, Dawn (55574191781); Kercher, Kim (57191883255); Wilson, Tyler (58762040900); Keogh, Justin W.L. (7101791453)","58762040800; 55574191781; 57191883255; 58762040900; 7101791453","A multi-institution study of the impacts of concurrent work and study among university students in Australia","2023","Higher Education Research and Development","","","","","","","0","10.1080/07294360.2023.2287722","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179657557&doi=10.1080%2f07294360.2023.2287722&partnerID=40&md5=a6f1012b7b89e2f961064bac20f8729d","Bond Business School, Bond University, QLD, Australia; Office of the Provost, Bond University, QLD, Australia; Transformation CoLab, Bond University, QLD, Australia; Faculty of Health Sciences and Medicine, Bond University, QLD, Australia","Brosnan M., Bond Business School, Bond University, QLD, Australia; Bennett D., Office of the Provost, Bond University, QLD, Australia; Kercher K., Bond Business School, Bond University, QLD, Australia; Wilson T., Transformation CoLab, Bond University, QLD, Australia; Keogh J.W.L., Faculty of Health Sciences and Medicine, Bond University, QLD, Australia","A growing number of university students balance concurrent study and work. Previous studies highlight potential benefits including heightened career awareness alongside risks including decreased study time. This study asked to what extent paid work affects university students’ self-assessment of perceived employability. The study employed an online survey with 38,458 domestic students from Australian universities; students were not working full-time. The findings suggest that full-time students who hold part-time or casual work are significantly more confident in their perceived employability, and significantly more likely to understand the relevance of their studies to their future career. Practical and theoretical implications are discussed. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","career awareness; Employability; graduate employability; graduate outcomes; self-efficacy; study skills","","","","","","","","Applegate C., Daly A., The impact of paid work on the academic performance of students: A case study from the University of Canberra, The Australian Journal of Education, 50, 2, pp. 155-166, (2006); (2022); Bandura A., The explanatory and predictive scope of self-efficacy theory, Journal of Social and Clinical Psychology, 4, 3, pp. 359-373, (1986); Benati K., Fischer J., Beyond human capital: Student preparation for graduate life, Education + Training, 63, 1, pp. 151-163, (2020); Bennett D., (2020); Bennett D., Ananthram S., Development, validation and deployment of the EmployABILITY scale, Studies in Higher Education, 47, 7, pp. 1311-1325, (2022); Bennett D., Ananthram S., Lindsay S., Benati K., Jevons C., Employability beliefs of business students by gender and year of study: Implications for higher education, The International Journal of Management Education, 20, 2, (2022); Bennett D., Bawa S., Ananthram S., Gendered differences in perceived employability among higher education students in STEM and non-STEM disciplines, Perspectives: Policy and Practice in Higher Education, 25, 3, pp. 84-90, (2021); Bennett D., Knight E., Li I., The impact of pre-entry work experience on university students’ perceived employability, Journal of Further and Higher Education, 47, 8, pp. 1140-1154, (2023); Black J.P., Turner M., Why are fewer women than men from top UK universities still not securing Graduate Level Jobs?, Oxford Review of Education, 42, 1, pp. 55-70, (2016); Clark G., Marsden R., Whyatt J.D., Thompson L., Walker M., ‘It’s everything else you do … ’: Alumni views on extracurricular activities and employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Coates H., Working on a dream: Educational returns from off-campus paid work, Journal of Education and Work, 28, 1, pp. 66-82, (2015); Cronbach L.J., Coefficient alpha and the internal structure of tests, Psychometrika, 16, 3, pp. 297-334, (1951); Devlin M., McKay J., The financial realities for students from low SES backgrounds at Australian regional universities, Australian and International Journal of Rural Education, 28, 1, pp. 121-136, (2018); Donald W.E., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: Human capital, careers advice, and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Evans C., Gbadamosi G., Richardson M., Flexibility, compromise and opportunity: Students’ perceptions of balancing part-time work with a full-time business degree, The International Journal of Management Education, 12, 2, pp. 80-90, (2014); Gbadamosi G., Evans C., Richardson M., Ridolfo M., Employability and students’ part-time work in the UK: does self-efficacy and career aspiration matter?, British Educational Research Journal, 41, 6, pp. 1086-1107, (2015); Hall R., The work–study relationship: experiences of full-time university students undertaking part-time employment, Journal of Education and Work, 23, 5, pp. 439-449, (2010); Henderson A., Trede F., Strengthening attainment of student learning outcomes during work-integrated learning: A collaborative governance framework across academia, industry and students, Asia-Pacific Journal of Cooperative Education, 18, 1, pp. 73-80, (2017); Hogan R., Chamorro-Premuzic T., Kaiser R., Employability and career success: bridging the gap between theory and reality, Industrial and Organizational Psychology, 6, 1, pp. 3-16, (2015); Jackson D., Re-conceptualising graduate employability: the importance of pre-professional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jackson D., Student perceptions of the development of work readiness in Australian undergraduate programs, Journal of College Student Development, 60, 2, pp. 219-239, (2019); Jackson D., Bridgstock R., What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work, Higher Education, 81, 4, pp. 723-739, (2021); Jackson D., Chapman E., Non-technical competencies in undergraduate business degree programs: Australian and UK perspectives, Studies in Higher Education, 37, 5, pp. 541-567, (2012); Jackson D., Wilton N., Developing career management competencies among undergraduates and the role of work-integrated learning, Teaching in Higher Education, 21, 3, pp. 266-286, (2016); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Johnson I.Y., Muse W.B., Choice of academic major at a public research university: The role of gender and self-efficacy, Research in Higher Education, 58, 4, pp. 365-394, (2017); Lent R.W., Ezeofor I., Morrison M.A., Penn L.T., Ireland G.W., Applying the social cognitive model of career self-management to career exploration and decision-making, Journal of Vocational Behavior, 93, pp. 47-57, (2016); Muldoon R., Recognizing the enhancement of graduate attributes and employability through part-time work while at university, Active Learning in Higher Education, 10, 3, pp. 237-252, (2009); Neyt B., Omey E., Verhaest D., Baert S., Does student work really affect educational outcomes? A review of the literature, Journal of Economic Surveys, 33, 3, pp. 896-921, (2019); Norton A., (2021); Oonyu J.C., Does part-time job affect University Students’ academic progress?, Journal of Education and Work, 32, 5, pp. 518-535, (2019); Pitman T., Roberts L., Bennett D., Richardson S., An Australian study of graduate outcomes for disadvantaged students, Journal of Further and Higher Education, 43, 1, pp. 45-57, (2019); Richardson J.J., Kemp S., Malinen S., Haultain S.A., The academic achievement of students in a New Zealand university: Does it pay to work?, Journal of Further and Higher Education, 37, 6, pp. 864-882, (2013); Richardson M., Evans C., Gbadamosi G., Funding full-time study through part-time work, Journal of Education and Work, 22, 4, pp. 319-334, (2009); Robotham D., Student part-time employment: characteristics and consequences, Education + Training, 54, 1, pp. 65-75, (2012); Robotham D., Students’ perspectives on term-time employment: An exploratory qualitative study, Journal of Further and Higher Education, 37, 3, pp. 431-442, (2013); Sterling A.D., Thompson M.E., Wang S., Kusimo A., Gilmartin S., Sheppard S., The confidence gap predicts the gender pay gap among STEM graduates, Proceedings of the National Academy of Sciences, 117, 48, pp. 30303-30308, (2020); Suleman F., The employability skills of higher education graduates: insights into conceptual frameworks and methodological options, Higher Education, 76, 2, pp. 263-278, (2018); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Weber R.P., Basic content analysis, (1990)","M. Brosnan; Bond Business School, Bond University, Australia; email: mbrosnan@bond.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85179657557"
"Andresen M.; Apospori E.; Gunz H.; Cotton R.; Hall D.T.; Shen Y.; Bosak J.; Dickmann M.; Parry E.","Andresen, Maike (57196096871); Apospori, Eleni (6507581264); Gunz, Hugh (6602921144); Cotton, Richard (37022940500); Hall, Douglas T. (55448884900); Shen, Yan (35504214300); Bosak, Janine (23102242800); Dickmann, Michael (9038556200); Parry, Emma (14833220900)","57196096871; 6507581264; 6602921144; 37022940500; 55448884900; 35504214300; 23102242800; 9038556200; 14833220900","Individuals' career perceptions in different institutionalized contexts: A comparative study of career actors in liberal, coordinated, hierarchical and mediterranean market economies","2023","Human Resource Management Journal","","","","","","","0","10.1111/1748-8583.12541","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179334777&doi=10.1111%2f1748-8583.12541&partnerID=40&md5=ed61c6be7598e29bcb85a12ca24ba89a","University of Bamberg, Faculty of Social Sciences, Economics and Business Administration, Bamberg, Germany; Athens University of Economics and Business, Department of Marketing and Communication, Athens, Greece; University of Toronto, Institute for Management and Innovation, Mississauga, ON, Canada; University of Victoria, Gustavson School of Business, Victoria, BC, Canada; Boston University, Boston, MA, United States; Dublin City University, Business School, Glasnevin, Ireland; Cranfield School of Management, Bedfordshire, United Kingdom","Andresen M., University of Bamberg, Faculty of Social Sciences, Economics and Business Administration, Bamberg, Germany; Apospori E., Athens University of Economics and Business, Department of Marketing and Communication, Athens, Greece; Gunz H., University of Toronto, Institute for Management and Innovation, Mississauga, ON, Canada; Cotton R., University of Victoria, Gustavson School of Business, Victoria, BC, Canada; Hall D.T., Boston University, Boston, MA, United States; Shen Y., University of Victoria, Gustavson School of Business, Victoria, BC, Canada; Bosak J., Dublin City University, Business School, Glasnevin, Ireland; Dickmann M., Cranfield School of Management, Bedfordshire, United Kingdom; Parry E., Cranfield School of Management, Bedfordshire, United Kingdom","Leveraging Weiner's attribution theory of intrapersonal motivation at the micro level and varieties of capitalism theory at the macro level, we conduct a multi-country and cross-level study examining whether individuals' career goals (i.e., perceived importance of learning and development), behaviors (i.e., proactive career behaviors), and outcomes (i.e., perceived employability) as well as the relationships between these variables, differ between different market economies. We challenge extant literature that focuses on the agentic role of individuals and understates the role of context (i.e., market economy influence) in an individual's career development. Using multilevel structural equation modeling, we draw on a survey of 15,201 individuals between 2014 and 2016 from 22 countries representing four different varieties of capitalism. The results showed that workers in hierarchical (HME) and Mediterranean (MME) market economies systematically differed from individuals in coordinated (CME) and liberal (LME) market economies in proactive career behaviors and perceived employability. Moreover, while the positive relationship between perceived importance of learning and development and proactive career behaviors was stronger in CMEs and LMEs compared to HMEs and MMEs, the positive association between proactive career behaviors and perceived employability was weaker. Our study bridges the micro-macro gap in career studies, adding new insights into the ongoing conversation of contextual influence in individuals' career development. © 2023 The Authors. Human Resource Management Journal published by John Wiley & Sons Ltd.","attribution theory of intrapersonal motivation; career; market economy; perceived employability; perceived importance of learning and development; proactive career behaviors; varieties of capitalism theory","","","","","","","","Afonso A., Devitt C., Comparative political economy and international migration, Socio-Economic Review, 14, 3, pp. 591-613, (2016); Akkermans J., Hirschi A., Career proactivity: Conceptual and theoretical reflections, Applied Psychology, 72, 1, pp. 199-204, (2023); Akkermans J., Tims M., Crafting your career: How career competencies relate to career success via job crafting, Applied Psychology, 66, 1, pp. 168-195, (2017); Training and development, (2023); Almond P., Menendez M., Varieties of capitalism: The importance of political and social choices, Transfer, 12, 3, pp. 407-426, (2006); Alonso T., How ALDI became a global supermarket giant, (2022); Amable B., The diversity of modern capitalism, (2003); Andresen M., When at home, do as they do at home? 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Andresen; University of Bamberg, Faculty of Social Sciences, Economics and Business Administration, Bamberg, Germany; email: Maike.Andresen@uni-bamberg.de","","John Wiley and Sons Inc","","","","","","09545395","","","","English","Hum. Resour. Manage. J.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85179334777"
"Valks I.; Satrio D.; Reitsma A.; Wolthers K.; Dierickx K.; Benschop K.; Pajkrt D.","Valks, Ingrid (58703730800); Satrio, Dara (58640130300); Reitsma, Angelica (58640130400); Wolthers, Katja (6701327166); Dierickx, Kris (8675114200); Benschop, Kim (10939703100); Pajkrt, Dasja (57205068565)","58703730800; 58640130300; 58640130400; 6701327166; 8675114200; 10939703100; 57205068565","Humanizing science: seven actions for PhD students to become next generation, future-proof scientists","2023","Open Research Europe","2","","119","","","","0","10.12688/openreseurope.15083.2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177468252&doi=10.12688%2fopenreseurope.15083.2&partnerID=40&md5=205c43cec6b75f2ca958f7f0cd1fc2aa","Amsterdam Medical Centre, Amsterdam, Netherlands; KU Leuven University, Leuven, Belgium; Rijksinstituut voor Volksgezondheid en Milieu, Bilthoven, Netherlands","Valks I., Amsterdam Medical Centre, Amsterdam, Netherlands; Satrio D., Amsterdam Medical Centre, Amsterdam, Netherlands; Reitsma A., Amsterdam Medical Centre, Amsterdam, Netherlands; Wolthers K., Amsterdam Medical Centre, Amsterdam, Netherlands; Dierickx K., KU Leuven University, Leuven, Belgium; Benschop K., Rijksinstituut voor Volksgezondheid en Milieu, Bilthoven, Netherlands; Pajkrt D., Amsterdam Medical Centre, Amsterdam, Netherlands","PhD students, also referred to as the early stage researchers (ESRs), that were participating in the European Union’s Horizon 2020 consortium, OrganoVIR, have the ambition to become top scientists in virology with innovative, animal-free, research models; organoids. To achieve this ambition, developing more self-confidence and resilience was used to strengthen personal leadership needed in such professional role. Towards this purpose, seven actions have been selected that guide the ESRs through their PhD journey and help them elevate their career perspectives and employability in the international labor market. In this essay, we share the seven personal development actions that have been carried out by the ESRs in the OrganoVIR H2020 Innovative Training Network (ITN) project, with the goal of demonstrating how training human skills can contribute to innovation and collaboration in European research. This article is an effort by OrganoVIR’s Training and Education Committee to provide views on personal growth and leadership awareness. Copyright: © 2023 Valks I et al.","Early Stage Researchers; Innovative Training Network; Next Generation Scientists; Personal Development","","","","","","Horizon 2020 Framework Programme, H2020; H2020 Marie Skłodowska-Curie Actions, MSCA, (812673)","This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 812673.","Bateson G., Steps to an ecology of mind, (1972); Bonebright C.A., Clay D.L., Ankenmann R.D., The relationship of workaholism with work–life conflict, life satisfaction, and purpose in life, J Couns Psychol, 47, 4, pp. 469-477, (2000); Brassey J., De Smet A., Kothari A., Et al., Future proof: Solving the “adaptability paradox” for the long term, (2021); Carte P., Fox C., Bridging the culture gap: A practical guide to international business communication, (2008); Well-Being Concepts, (2018); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2017); Conley C.S., Durlak J.A., Kirsch A.C., A Meta-analysis of Universal Mental Health Prevention Programs for Higher Education Students, Prev Sci, 16, 4, pp. 487-507, (2015); Crossman J.E., Clarke M., International experience and graduate employability: stakeholder perceptions on the connection, Higher Education, 59, 5, pp. 599-613, (2010); Debats D.L., Van der Lubbe P.M., Wezeman F.R., On the psychometric properties of the Life Regard Index (LRI): A measure of meaningful life: An evaluation in three independent samples based on the Dutch version, Personality and Individual Differences, 14, 2, pp. 337-345, (1993); de Weert E., Graduate Employment in Europe: The Employers’ Perspective, pp. 225-246, (2007); Dhingra N., Samo A., Schaninger B., Et al., Help your employees find purpose-or watch them leave; Dilts R., Visionary Leadership Skills, (1996); (2020); Forrier A., Sels L., The Concept Employability: a Complex Mosaic, International Journal of Human Resources Development and Management, 3, 2, pp. 102-124, (2003); Frankl V.E., Man’s search for meaning: An introduction to logotherapy, (1963); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A Psycho-Social Construct, its Dimensions, and Applications, J Vocat Behav, 65, 1, pp. 14-38, (2004); Gao J., Yin Y., Myers K.R., Et al., Potentially long-lasting effects of the pandemic on scientists, Nat Commun, 12, 1, (2021); Guenther C.L., Wilton E., Fernandes R., Identity, Encyclopedia of Personality and Individual Differences, pp. 2136-2145, (2020); Harari Y.N., 21 Lessons for the 21st Century, pp. 29-30, (2019); Hofstede G., National Cultures Revisited, Behavior Science Research, 18, 4, pp. 285-305, (1983); Hougaard R., Carter J., The Mind of the Leader: How to Lead Yourself, Your People, and Your Organization for Extraordinary Results, (2018); Judith A., Wheels of life, (1987); Kashdan T.B., McKnight P.E., Origins of purpose in life: Refining our understanding of a life well lived, Psihologijske Teme, 18, 2, pp. 303-316, (2009); Kesberg R., Keller J., The Relation Between Human Values and Perceived Situation Characteristics in Everyday Life, Front Psychol, 9, (2018); Lauchlan E., Shift Learning Nature PhD Survey 2019, Nature, (2019); Levecque K., Anseel F., De Beuckelaer A., Et al., Work organization and mental health problems in PhD students, Research Policy, 46, 4, pp. 868-879, (2017); Loyens K., Maesschalck J., Wijnen T., Het bevorderen en ontwikkelen van een ethisch klimaat in de organisatie. De rol van dilemmatrainingen in een integriteitsbeleid, Praktijkboek kwaliteitszorg in welzijnsvoorzieningen, pp. 837-854, (2008); Mackie S.A., Bates G.W., Contribution of the doctoral education environment to PhD candidates’ mental health problems: A scoping review, Higher Education Research & Development, 38, 3, pp. 565-578, (2019); Meyer E., The culture map: breaking through the invisible boundaries of global business, (2014); Myers K.R., Tham W.Y., Yin Y., Et al., Unequal effects of the COVID-19 pandemic on scientists, Nat Hum Behav, 4, 9, pp. 880-883, (2020); Fit Mind, Fit Job: From Evidence to Practice in Mental Health at Work, (2015); Scharmer C.O., Theory U: Leading from the Future as It Emerges, 1, 2, (2009); Serrat O., Understanding and Developing Emotional Intelligence, Knowledge Solutions, pp. 329-339, (2017); Sinha S., Sinha D., EMOTIONAL INTELLIGENCE AND EFFECTIVE COMMUNICATION, (2007); Srivastava K., Emotional intelligence and organizational effectiveness, Ind Psychiatry J, 22, 2, pp. 97-99, (2013); Stirrett S., It’s human skills – not technical skills – that we need the most in today’s work force, (2017); Stoffel J.M., Cain J., Review of grit and resilience literature within health professions education, Am J Pharm Educ, 82, 2, (2018); Sung J., Chi Man M., Loke F., Et al., The Nature of Employability Skills: Empirical Evidence from Singapore, Int J Train Dev, 17, 3, pp. 176-193, (2008); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, High Educ Policy, 25, 4, pp. 407-431, (2012); Vasanthakumari S., Soft skills and its application in work place, World Journal of Advanced Research and Reviews, 3, 2, pp. 66-72, (2019); Vignoles V., Identity: personal AND social, (2018); Wyatt T., Oswalt S.B., Comparing mental health issues among undergraduate and graduate students, Am J Health Educ, 44, 2, pp. 96-107, (2013); Zhao G., Han Y., Zhang Y., The Influence of Cultural Values on International Business Management and Related Activities, Modern Management Forum, 4, 2, (2020); Zika S., Chamberlain K., On the relation between meaning in life and psychological well-being, Br J Psychol, 83, pp. 133-145, (1992)","I. Valks; Amsterdam Medical Centre, Amsterdam, Netherlands; email: ingrid@thepoweroftimeoff.com; D. Satrio; Amsterdam Medical Centre, Amsterdam, Netherlands; email: d.satrio@amsterdamumc.nl","","F1000 Research Ltd","","","","","","27325121","","","","English","Open. Res. Eur.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85177468252"
"Hussain T.; Namvar S.; Jones M.","Hussain, T. (35193993500); Namvar, S. (34977374000); Jones, M. (57916206800)","35193993500; 34977374000; 57916206800","Authentic Pathology Specimen Reception: A Valuable Resource for Developing Biomedical Science Student Competencies and Employability","2023","British Journal of Biomedical Science","80","","11731","","","","0","10.3389/bjbs.2023.11731","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173609129&doi=10.3389%2fbjbs.2023.11731&partnerID=40&md5=df04c17a0ef8d517da381d71e010d896","School of Science, Engineering and Environment, University of Salford, Manchester, United Kingdom; Biomedical Research Centre, School of Science, Engineering and Environment, University of Salford, Manchester, United Kingdom; Faculty of Biology Medicine and Health, School of Biological Sciences, Manchester Academic Health Science Centre, University of Manchester, Manchester, United Kingdom","Hussain T., School of Science, Engineering and Environment, University of Salford, Manchester, United Kingdom; Namvar S., School of Science, Engineering and Environment, University of Salford, Manchester, United Kingdom, Biomedical Research Centre, School of Science, Engineering and Environment, University of Salford, Manchester, United Kingdom, Faculty of Biology Medicine and Health, School of Biological Sciences, Manchester Academic Health Science Centre, University of Manchester, Manchester, United Kingdom; Jones M., School of Science, Engineering and Environment, University of Salford, Manchester, United Kingdom, Biomedical Research Centre, School of Science, Engineering and Environment, University of Salford, Manchester, United Kingdom","Background/Introduction: The pathology specimen reception is fundamental to the services provided by Biomedical Science laboratories worldwide. To ensure patient safety and that samples are of adequate quality to send for analysis, prospective Biomedical Scientists should have a robust knowledge of the processes involved and the acceptance criteria of the pathology specimen reception. This knowledge has been highlighted by employers as a current gap in Biomedical Science graduates and therefore needs to be addressed within higher education settings. To do this, this study aimed to 1) design a practical session to simulate the key processes of the pathology specimen reception and 2) to understand Biomedical Science students’ opinions on these activities and the development of transferable skills required for post-graduate employment. Methods: The practical session was designed based on industrial requirements and academic knowledge of student skill sets to ensure suitability. Qualitative information regarding participant demographics and career interests was acquired through open-answer or multiple-choice questions. Quantitative student feedback was acquired via questionnaires utilising a 5-point Likert scale (n = 77). Results: The scenario-based practical session provided students with a positive learning experience with 98.7% of participants enjoying the session, with 87.0% stating they learned a lot by completing the session. It was also identified that participants preferred this style of learning to that of conventional higher education teaching modalities with 97.4% stating they would prefer simulated employment focussed scenarios embedded into the curriculum more often. The majority of participants also thought this session was helpful for the development of their key transferrable skills including teamworking, communication, and confidence. When stratified based on demographic data, there was minimal difference between cohorts and in the majority of cases, those participants from non-traditional university entry backgrounds had a more positive experience and better transferable skill development following the completion of this style of learning experience. Conclusion: This study highlights simulation-based learning as a tool to develop core Biomedical Science knowledge, build student graduate capital, and ensure the preparedness of students for post-graduation employment. Copyright © 2023 Hussain, Namvar and Jones.","authentic education; biomedical science education; employability; graduate capital; specimen reception simulation","Humans; Prospective Studies; Students; adult; article; biomedicine; career; cohort analysis; controlled study; curriculum; demographics; education; employability; employment; female; human; human experiment; learning; Likert scale; major clinical study; male; multiple choice test; patient safety; postgraduate student; questionnaire; simulation; simulation training; skill; teaching; tertiary education; prospective study; student","","","","","","","Georgiou A., Westbrook J.I., Braithwaite J., Time Matters–A Theoretical and Empirical Examination of the Temporal Landscape of a Hospital Pathology Service and the Impact of E-Health, Soc Sci Med, 72, 10, pp. 1603-1610, (2011); Dasgupta A., Wahed A., Clinical Chemistry, Immunology and Laboratory Quality Control: A Comprehensive Review for Board Preparation, Certification and Clinical Practice, (2013); Patient Sample and Request Form Identification Criteria, (2016); Tachibana K., The Importance Of Specimen Reception And The Universal Challenges It Faces In Laboratory Flow: A Brief Overview, Lab Med, 50, 2, pp. e15-e17, (2019); O' Kane M., The Reporting, Classification and Grading of Quality Failures in the Medical Laboratory, Clinica Chim Acta, 404, 1, pp. 28-31, (2009); The Standards of Proficiency for Biomedical Scientists, (2023); Hussain T., Hicks M., Assessing Employability Skills. The Biomedical Scientist, (2022); Cheng M., Adekola O., Albia J., Cai S., Employability in Higher Education: A Review of Key Stakeholders' Perspectives, Higher Edu Eval Dev, 16, 1, pp. 16-31, (2022); Cant R.P., Cooper S.J., Simulation‐Based Learning in Nurse Education: Systematic Review, J Adv Nurs, 66, 1, pp. 3-15, (2010); Chernikova O., Heitzmann N., Stadler M., Holzberger D., Seidel T., Fischer F., Simulation-Based Learning in Higher Education: A Meta-Analysis, Rev Educ Res, 90, 4, pp. 499-541, (2020); Lateef F., Simulation-Based Learning: Just Like the Real Thing, J Emergencies, Trauma Shock, 3, 4, pp. 348-352, (2010); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education+ Train, 59, pp. 338-352, (2017); Sarfati L., Ranchon F., Vantard N., Schwiertz V., Larbre V., Parat S., Et al., Human‐Simulation‐Based Learning to Prevent Medication Error: A Systematic Review, J Eval Clin Pract, 25, 1, pp. 11-20, (2019); POLAR4 Classification, (2017); TUNDRA Methodology, (2019); Calculation of a New Adult HE Area-Based Measure, (2020); Subject Benchmark Statement: Biomedical Science and Biomedical Sciences, (2023); Richardson J.T.E., Mittelmeier J., Rienties B., The Role of Gender, Social Class and Ethnicity in Participation and Academic Attainment in Uk Higher Education: An Update, Oxford Rev Edu, 46, 3, pp. 346-362, (2020); Cotton D.R.E., Joyner M., George R., Cotton P.A., Understanding the Gender and Ethnicity Attainment gap in UK Higher Education, Innov Educ Teach Int, 53, 5, pp. 475-486, (2016); Claridge H., Stone K., Ussher M., The Ethnicity Attainment Gap Among Medical and Biomedical Science Students: A Qualitative Study, BMC Med Educ, 18, 1, pp. 325-312, (2018); Okay-Somerville B., Allison I., Luchinskaya D., Scholarios D., Disentangling the Impact of Social Disadvantage on ‘Becoming Employable’: Evidence From Stem Student University-To-Work Transitions, Stud Higher Edu, 47, 3, pp. 545-559, (2022); Wiggins G., A True Test: Toward More Authentic and Equitable Assessment, Phi Delta Kappan, 92, 7, pp. 81-93, (2011); Brannan J.D., White A., Bezanson J.L., Simulator Effects on Cognitive Skills and Confidence Levels, J Nurs Edu, 47, 11, pp. 495-500, (2008); Jeffries P., Simulation in Nursing Education: From Conceptualization to Evaluation, (2020); Taber K.S., Scaffolding Learning: Principles for Effective Teaching and the Design of Classroom Resources, Effective Teaching and Learning: Perspectives, Strategies and Implementation, pp. 1-43, (2018); Pitt S.J., Cunningham J.M., Biomedical Scientist Training Officers’ Evaluation of Integrated (Co-Terminus) Applied Biomedical Science Bsc Programmes: A Multicentre Study, Br J Biomed Sci, 68, 2, pp. 79-85, (2011); Boud D., Cohen R., Peer Learning in Higher Education: Learning From and With Each Other, (2014); Stigmar M., Peer-To-Peer Teaching in Higher Education: A Critical Literature Review, Mentoring Tutoring: partnership Learn, 24, 2, pp. 124-136, (2016); Aggarwal R., Mytton O.T., Derbrew M., Hananel D., Heydenburg M., Issenberg B., Et al., Training and Simulation for Patient Safety, BMJ Qual Saf, 19, 2, pp. i34-i43, (2010); Murphy S., Hartigan I., Walshe N., Flynn A.V., O'Brien S., Merging Problem-Based Learning and Simulation as an Innovative Pedagogy in Nurse Education, Clin Simulation Nurs, 7, 4, pp. e141-e148, (2011); Lame G., Dixon-Woods M., Using Clinical Simulation to Study How to Improve Quality and Safety in Healthcare, BMJ simulation Technol enhanced Learn, 6, 2, pp. 87-94, (2020); Smith S., Smith C., Caddell M., Can Pay, Should Pay? Exploring Employer and Student Perceptions of Paid and Unpaid Placements, Active Learn Higher Edu, 16, 2, pp. 149-164, (2015); Stewart A., Owens R., O'Higgins N., Hewitt A., Internships: A Policy and Regulatory Challenge, Internships, Employability and the Search for Decent Work Experience, pp. 2-16, (2021); Hewitt R., Getting on: Graduate Employment and its Influence on UK Higher Education, (2020); OfS Sets New Expectations for Student Outcomes, (2022); Takayesu J.K., Wong N., Gordon J.A., Education and Learning Theory, Comprehensive Healthcare Simulation: Emergency Medicine, pp. 13-19, (2021); Framework for Action on Interprofessional Education and Collaborative Practice, (2010); Bridges D., Davidson R.A., Soule Odegard P., Maki I.V., Tomkowiak J., Interprofessional Collaboration: Three Best Practice Models of Interprofessional Education, Med Educ Online, 16, 1, (2011); Karlgren K., Paavola S., Ligorio M.B., Introduction: What Are Knowledge Work Practices in Education? How Can We Study and Promote Them?, Res Pap Edu, 35, 1, pp. 1-7, (2020)","T. Hussain; School of Science, Engineering and Environment, University of Salford, Manchester, United Kingdom; email: t.hussain21@salford.ac.uk; M. Jones; School of Science, Engineering and Environment, University of Salford, Manchester, United Kingdom; email: t.hussain21@salford.ac.uk","","Institute of Biomedical Science (IBMS)","","","","","","09674845","","BJMSE","37818106","English","Br. J. Biomed. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85173609129"
"Suleman F.; Videira P.","Suleman, Fátima (56986030200); Videira, Pedro (36976336500)","56986030200; 36976336500","From Academic Autonomy to Close Collaboration: The Employability Strategies of Local Higher Education Institutions in Portugal","2023","Higher Education Policy","","","","","","","0","10.1057/s41307-023-00329-w","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173847532&doi=10.1057%2fs41307-023-00329-w&partnerID=40&md5=be30a05994308e83e52d280b02cc1458","DINÂMIA’CET, Instituto Universitário de Lisboa (ISCTE-IUL), Lisbon, Portugal","Suleman F., DINÂMIA’CET, Instituto Universitário de Lisboa (ISCTE-IUL), Lisbon, Portugal; Videira P., DINÂMIA’CET, Instituto Universitário de Lisboa (ISCTE-IUL), Lisbon, Portugal","Graduates’ employability has emerged as a measure of institutions’ success since recent higher education (HE) reforms and massification. A variety of strategies have been designed and implemented to ensure the smooth transition of graduates into the labour market. Our research compares the actions taken by two local higher education institutions (HEIs) to address the employability agenda in Portugal. The goal is to discuss whether these institutions have implemented a fully integrated employability strategy. Additionally, it explores the perceptions of local employers regarding the role of HEIs in mitigating their skill needs. The empirical analysis draws on qualitative data gathered through interviews with the academics responsible for employability actions and a sample of local employers in this specific regional setting. The findings suggest that HEIs have designed and implemented a varying set of employability actions and practices and are facing important challenges. The employers recognise HEIs’ endeavours, but still refer to barriers for further collaboration. Academics face challenges to implement a mostly externally driven employability agenda, even in those that essentially cater to the local labour market. © 2023, International Association of Universities.","academics; employability strategies; polytechnic; Portugal; university","","","","","","Fundação para a Ciência e a Tecnologia, FCT, (PTDC/SOC-SOC/30016/2017)","This work was financed by Portuguese funds through FCT - PTDC/SOC-SOC/30016/2017. ","Arranz N., Arroyabe M.F., Sena V., Arranz C.F., Fernandez de Arroyabe J.C., University-enterprise cooperation for the employability of higher education graduates: a social capital approach, Studies in Higher Education, 47, 5, pp. 990-999, (2022); Bacon C., Benton D., Gruneberg M.M., Employers' opinions of university and polytechnic graduates, The Vocational Aspect of Education, 31, 80, pp. 95-102, (1979); Basit T.N., Eardley A., Borup R., Shah H., Slack K., Hughes A., Higher education institutions and work-based learning in the UK: employer engagement within a tripartite relationship, Higher Education, 70, 6, pp. 1003-1015, (2015); Bennett D., Knight E., Kuchel L., Divan A., Horn J., van Reyk D., Burke da Silva K., How do research-intensive research universities portray employability strategies? A review of their websites, Australian Journal of Career Development, 26, 2, pp. 52-61, (2017); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Cavallone M., Ciasullo M.V., Manna R., Palumbo R., A tale of two stakeholders: achieving excellence by merging quality expectations in Higher Education institutions, Studies in Higher Education, 47, 2, pp. 244-258, (2022); Cheng M., Adekola O., Albia J., Cai S., Employability in higher education: a review of key stakeholders' perspectives, Higher Education Evaluation and Development, 16, 1, pp. 16-31, (2021); Di Stasio V., Education as a signal of trainability: Results from a vignette study with Italian employers, European Sociological Review, 30, 6, pp. 796-809, (2014); Doherty W.J., Citizen Professional: The Term and a Story, (2011); Standards and Guidelines for Quality Assurance in the European Higher Education Area, (2015); Farenga S.A., Quinlan K.M., Classifying university employability strategies: Three case studies and implications for practice and research, Journal of Education and Work, 29, 7, pp. 767-787, (2016); Harvey L., New Realities: The Relationship Between Higher Education and Employment, Tertiary Education & Management, 6, 1, pp. 3-17, (2000); Hillage J., Pollard E., Employability: developing a framework for policy analysis, (1998); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Hooley T.J., Bennett D., Knight E.B., Rationalities that underpin employability provision in higher education across eight countries, Higher Education, (2022); Jackson D., Employability skill development in work-integrated learning: barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Bridgstock R., What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work, Higher Education, 81, 4, pp. 723-739, (2021); Kinash S., Crane L., Judd M., Knight C., Discrepant stakeholder perspectives on graduate employability strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); Knight E., Massification, Marketisation and Loss of Differentiation in Pre-Entry Marketing Materials in UK Higher Education, Social Sciences, 8, 11, pp. 304-320, (2019); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: what effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); McArthur J., Reconsidering the social and economic purposes of higher education, Higher Education Research & Development, 30, 6, pp. 737-749, (2011); McQuaid R.W., Lindsay C., The Concept of Employability. Urban Studies, Higher Education Research & Development, 42, 2, pp. 197-219, (2011); Resourcing Higher Education in Portugal, (2022); Quinlan K.M., Developing the whole student: leading higher education initiatives that integrate mind and heart, (2011); Sin C., Amaral A., Academics’ and employers’ perceptions about responsibilities for employability and their initiatives towards its development, Higher Education, 73, pp. 97-111, (2016); Sin C., Neave G., Employability deconstructed: perceptions of Bologna stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016); Sin C., Tavares O., Amaral A., Accepting employability as a purpose of higher education? Academics’ perceptions and practices, Studies in Higher Education, 44, 6, pp. 920-931, (2019); Suleman F., Videira P., Araujo E., Higher Education and Employability Skills: Barriers and Facilitators of Employer Engagement at Local Level, Education Sciences, 11, 2, (2021); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Tomlinson M., Forms of graduate capital and their relationship to graduate employability’, Education Training, 59, 4, pp. 338-352, (2017); Urbano C., ‘A (Id) Entidade do Ensino Superior Politécnico em Portugal: da Lei de Bases do Sistema Educativo à Declaração de Bolonha’, Sociologia Problemas e Práticas, 66, pp. 95-115, (2011)","P. Videira; DINÂMIA’CET, Instituto Universitário de Lisboa (ISCTE-IUL), Lisbon, Portugal; email: Pedro.Videira@iscte-iul.pt","","Palgrave Macmillan","","","","","","09528733","","","","English","High. Educ. Policy","Article","Article in press","","Scopus","2-s2.0-85173847532"
"Nguyen H.L.","Nguyen, Huong Lan (58353382300)","58353382300","Individual stories of agency: an exploratory study into the pandemic impact on students' employability skills","2023","Higher Education, Skills and Work-based Learning","","","","","","","0","10.1108/HESWBL-05-2023-0111","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174221673&doi=10.1108%2fHESWBL-05-2023-0111&partnerID=40&md5=e2b6921236e1c388c5f12875683f8602","University of Eastern Finland, Joensuu, Finland","Nguyen H.L., University of Eastern Finland, Joensuu, Finland","Purpose: This paper aims to investigate the impact of the COVID-19 pandemic on university students' employability skills and give insights into preparation for future crises that may happen. Design/methodology/approach: Employing an interpretative phenomenological approach with the frame of social cognitive theory, the current study examined the changes in environmental, behavioral and personal elements of human functioning for employability skills being affected by the conditions during the pandemic. Findings: Findings based on ten in-depth semi-structured interviews with students at universities in Vietnam highlighted that the global pandemic performed as both challenge and an opportunity for employability skills development, yet the extent to which the students can benefit from the new studying conditions attributed to each individual's initiatives in taking advantages of resources and acting against difficulties. Originality/value: Whether the pandemic became a hindrance or a motivation for students' employability skills to develop and whether students effectively utilized an agency to overcome challenges and improved their skills after the pandemic have not yet been investigated. This study added to the body of literature regarding self-regulated learners by demonstrating agency in the learning process as well as how to manage careers and improve employability skills by making use of resources in disconnected settings. © 2023, Huong Lan Nguyen.","Employability; Self-directed learning; Skills development and mismatch; Transferable skills; Virtual learning environment; Work readiness","","","","","","","","Agu C.F., Stewart J., McFarlane-Stewart N., Rae T., COVID-19 pandemic effects on nursing education: looking through the lens of a developing country, International Nursing Review, 68, 2, pp. 153-158, (2021); Ali W., Online and remote learning in higher education institutes: a necessity in light of COVID-19 pandemic, Higher Education Studies, 10, 3, pp. 16-25, (2020); Anderson R., Thematic Content Analysis (TCA), pp. 1-4, (2007); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: a European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Aristeidou M., Cross S., Disrupted distance learning: the impact of Covid-19 on study habits of distance learning university students, Open Learning: The Journal of Open, Distance and E-Learning, 36, 3, pp. 263-282, (2021); Bandura A., Social Foundations of Thought and Action, 1986, 23-28, (1986); Bandura A., Social cognitive theory: an agentic perspective, Asian Journal of Social Psychology, 2, 1, pp. 21-41, (1999); Barakat E., Meler T., ‘As long as I'm at home, I don't feel like studying or paying attention in lectures’: difficulties and challenges of distance learning among Palestinian-Arab students in Israel during COVID-19, Diaspora, Indigenous, and Minority Education, pp. 1-15, (2022); Bejakovic P., Mrnjavac Z., The importance of digital literacy on the labour market, Employee Relations: The International Journal, 42, 4, pp. 921-932, (2020); Bennett D., Knight E., Rowley J., The role of hybrid learning spaces in enhancing higher education students' employability, British Journal of Educational Technology, 51, 4, pp. 1188-1202, (2020); Bhatti M., Alyahya M., Alshiha A.A., Qureshi M.G., Juhari A.S., Aldossary M., Exploring business graduates employability skills and teaching/learning techniques, Innovations in Education and Teaching International, 60, 2, pp. 207-217, (2023); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Capone V., Marino L., Park M.S.A., Perceived employability, academic commitment, and competency of university students during the COVID-19 pandemic: an exploratory study of student well-being, Frontiers in Psychology, 12, pp. 1-8, (2021); Damoah O.B.O., Peprah A.A., Brefo K.O., Does higher education equip graduate students with the employability skills employers require? 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Conceptualizing professional agency at work, Educational Research Review, 10, pp. 45-65, (2013); Faisal E., Learning challenges during the COVID-19 lockdown, motivation, and perseverance: a triadic model of Saudi students, Journal of Further and Higher Education, pp. 1-14, (2023); Flores M.A., Barros A., Simao A.M.V., Pereira D., Flores P., Fernandes E., Costa L., Ferreira P.C., Portuguese higher education students' adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors, Higher Education, 83, 6, pp. 1389-1408, (2022); Garcia-Aracil A., Monteiro S., Almeida L.S., Students' perceptions of their preparedness for transition to work after graduation, Active Learning in Higher Education, 22, 1, pp. 49-62, (2021); Gelles L.A., Lord S.M., Hoople G.D., Chen D.A., Mejia J.A., Compassionate flexibility and self-discipline: student adaptation to emergency remote teaching in an integrated engineering energy course during COVID-19, Education Sciences, 10, 11, (2020); Ghazali F.A., Challenges and opportunities of fostering learner autonomy and self-access learning during the COVID-19 pandemic, Studies in Self-Access Learning Journal, 11, 3, pp. 114-127, (2020); Gill R.J., Graduate employability skills through online internships and projects during the COVID-19 Pandemic: an Australian example, Journal of Teaching and Learning for Graduate Employability, 11, 1, (2020); Jackson D., An international profile of industry-relevant competencies and skill gaps in modern graduates, International Journal of Management Education, 8, 3, pp. 29-58, (2010); Jackson D., Employability skill development in work-integrated learning: barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Kinash S., Crane L., Judd M.M., Knight C., Discrepant stakeholder perspectives on graduate employability strategies, Higher Education Research and Development, 35, 5, pp. 951-967, (2016); Kumi-Yeboah A., Kim Y., Armah Y.E., Strategies for overcoming the digital divide during the COVID-19 pandemic in higher education institutions in Ghana, British Journal of Educational Technology, 54, 6, pp. 1441-1462, (2023); Lan Nguyen H., Zarra-Nezhad M., Enhancing sustainable lifelong learning in higher education for uncertain transitions: a mixed method investigation into Vietnamese undergraduates’ strategies, International Journal of Lifelong Education, 42, 4, pp. 389-405, (2023); Larkin M., Flowers P., Smith J.A., Interpretative Phenomenological Analysis: Theory, Method and Research, pp. 1-100, (2021); Mai T.Q.L., Skill gap from employers’ evaluation: the case of graduates from vietnam national university, hanoi, VNU Journal of Science: Education Research, 34, 2, pp. 1-13, (2018); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Mezhoudi N., Alghamdi R., Aljunaid R., Krichna G., Dustegor D., Employability prediction: a survey of current approaches, research challenges and applications, Journal of Ambient Intelligence and Humanized Computing, 14, 3, pp. 1489-1505, (2023); Mishra L., Gupta T., Shree A., Online teaching-learning in higher education during lockdown period of COVID-19 pandemic, International Journal of Educational Research Open, 1, (2020); Nghia T.L.H., The skills gap of Vietnamese graduates and final-year university students, Journal of Education and Work, 31, 7-8, pp. 579-594, (2018); Nickson D., Warhurst C., Commander J., Hurrell S.A., Cullen A.M., Soft skills and employability: evidence from UK retail, Economic and Industrial Democracy, 33, 1, pp. 65-84, (2012); Okay-Somerville B., Scholarios D., Position, possession or process? 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Nguyen; University of Eastern Finland, Joensuu, Finland; email: huongnguyen9696@gmail.com","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85174221673"
"Chima T.; Mkwinda E.; Kumwenda S.; Machaya T.","Chima, Teddie (58175187100); Mkwinda, Esmie (57193568063); Kumwenda, Stephen (42961939400); Machaya, Tendai (58562359600)","58175187100; 57193568063; 42961939400; 58562359600","A Tracer Study of Psychosocial Counselling Graduates Working in Different Healthcare Facilities Across Malawi","2023","Journal of Multidisciplinary Healthcare","16","","","2977","2992","15","0","10.2147/JMDH.S427513","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174240511&doi=10.2147%2fJMDH.S427513&partnerID=40&md5=8bcc907b0fa54868bc69332e291d7496","Library, Research and Information Resource Centre, Saint John of God College of Health Sciences, Mzuzu, Malawi; Nursing Department, Saint John of God College of Health Sciences, Mzuzu, Malawi; Monitoring and Evaluation Department, Saint John of God College of Health Sciences, Mzuzu, Malawi; Psychosocial Counselling Department, Saint John of God College of Health Sciences, Mzuzu, Malawi","Chima T., Library, Research and Information Resource Centre, Saint John of God College of Health Sciences, Mzuzu, Malawi; Mkwinda E., Nursing Department, Saint John of God College of Health Sciences, Mzuzu, Malawi; Kumwenda S., Monitoring and Evaluation Department, Saint John of God College of Health Sciences, Mzuzu, Malawi; Machaya T., Psychosocial Counselling Department, Saint John of God College of Health Sciences, Mzuzu, Malawi","Background: Graduate Tracer Studies plays a key role in informing higher education institutions worldwide about the effectiveness of their programs and preparing graduates for the job market. The study aimed to trace its psychosocial counselling graduates working in different healthcare facilities across Malawi. Methods: The tracer study employed a descriptive cross-sectional research design where the quantitative research method, specifically a survey was used. Data was gathered from Psychosocial counselling graduates of Saint John of God College of Health Sciences using a questionnaire. The data were analyzed using Statistical Package for Social Sciences (SPSS). Results: Out of 123 participants, 72 responded, yielding a response rate of 59%. Of these, there were 40 (55.6%) females and 32 (44.4%) males. Results indicated strong belief among participants that the program provided them with valuable skills. The majority of graduates reported successful employment outcomes, with an impressive 62 (86.1%) securing jobs, often within a short period. Many participants effectively utilized the knowledge and skills acquired during the program within their workplace settings. However, a subset of graduates faced challenges in applying their training. Recommendations for program improvement included the addition of courses such as Project Management and Monitoring and Evaluation. The identified key challenges encompassed low staffing levels and limited resources. Conclusion: The study confirms program effectiveness based on positive outcomes reported by graduates in job relevance, skill development, and knowledge use. Addressing identified gaps and implementing recommended improvements can enhance graduates’ employability, meet market demands, and improve the psychosocial counselling health sector in Malawi. The study recommends that the College should consider collaborating with industry partners, monitoring employment outcomes, and proactively adapting the curriculum is vital for program success and professional development. © 2023 Chima et al.","alumni; graduate tracer study; higher education; Malawi; psychotherapy; Saint John of God College of Health Sciences","adult; Article; clinical effectiveness; cross-sectional study; employment; female; graduate; health belief; health care facility; health program; human; job security; Malawi; male; outcome assessment; professional development; psychological counseling; psychosocial counselling; quantitative study; total quality management; workplace","","","","","","","Badiru EO, Wahome M., Conducting Graduate Tracer Studies for Quality Assurance in East African Universities: a Focus on Graduate Students Voices on Quality Culture, J Educ Pract, 7, 6, pp. 174-181, (2016); Ssembatya V, Ngobi R., Employability of Graduates: makerere University Tracer Study of The 2012 Graduates, Rep Qual, pp. 1-56, (2015); Mubuuke AG, Businge F, Kiguli-Malwadde E., Using graduates as key stakeholders to inform training and policy in health professions: the hidden potential of tracer studies, African J Heal Prof Educ, 6, 1, pp. 52-55, (2014); Kula-semos M, Aime F, Nasale P., Graduate Tracer Study 2020, (2020); Selamah AY, Muhamad Karimi S, Husna J, Zaireena WN., Balkumari College Tracer Study, Univ Grants Comm, 106, (2017); Schomburg H., Handbook for Graduate Tracer Studies, (2003); Senekal J, Munro N., Lessons learnt from two decades of Graduate Tracer Research: recommendations for the South African Context, South African J High Educ, 33, 2, pp. 230-248, (2019); Nyasulu C, Chawinga W, Chipeta G., A Tracer Study of ICT Graduate Students at Mzuzu University, Univ South Africa Press, 36, 3, (2019); Laguador J, Dotong C., Tracer Study of BS Computer Engineering Graduates of Lyceum of the Philippines University, Int J Manag IT Eng, 3, 8, pp. 387-401, (2013); Heidemann L, Only successful Graduates Respond to Tracer Studies: a Myth? 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Cochran W., Sampling Techniques, (1963); Babbie E, Mouton J., The Practice of Social Research, (2001); The Belgian Technical Corporation (BTC) and the Transport Education and Training Authority (TETA) Tracer study on candidates funded for Maritime and logistics studies, Int J Med, 2139, 2, pp. 1-45, (2016); Mainga W, Marlo M, Moxey R, Quddus A., administrative sciences Graduate Employability of Business Students, Adm Sci, 12, 72, pp. 1-35, (2022); Nulty DD., The adequacy of response rates to online and paper surveys: what can be done?, Assess Eval High Educ, 33, 3, pp. 301-314, (2008); Chima T, Utilisation of online databases by students at Saint John of God College of Health Sciences in Malawi, (2022); Chima T, Chawinga WD, Chipeta GT., Use of Online Databases by Undergraduate Students at a Health Sciences College in Malawi, Int Inf Libr Rev, pp. 1-18, (2023); Chima T, Mkwinda E, Kumwenda S., The need for health information management professionals in Malawi health facilities, Heal Inf Manag J, pp. 1-8, (2023); Du MR., A Tracer Study among Nursing Graduates of LPU, J Multidiscip Res, 3, 3, pp. 11-25, (2019); Chiranjivi A, Parbati T, Aditi G, Ramesh G, Santosh G., Tracer study report-2018: school of Health and Allied Sciences, Pokhara University, Univ Grants Comm, (2019); Mwakigonja AR., The Doctor of Medicine curriculum review at the School of Medicine, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania: a tracer study report from 2009, BMC Med Educ, 16, 1, pp. 1-15, (2016); Ng'oma M, Atif N, Meltzer-Brody S, Stewart RC, Chirwa E., Exploring the cultural appropriateness of a psychosocial intervention, the Thinking Healthy Programme-Peer delivered (THPP), for perinatal depression in Lilongwe, Malawi, Malawi Med J, 34, 2, pp. 87-94, (2022); Nsona DA., Counselling in the African Context: experiences from Malawi, Malawi Assoc Couns, (2017); Tutor M, Orbeta A, Miraflor J., The 4th Philippine Graduate tracer study: examining higher education as pathway to employment, citizenship, and life satisfaction from the learner’ s perspective, Philipp Inst Dev Stud, 2019, 26, pp. 1-80, (2020); Nakata S, Chowdhury ARC, Nagashima Y, Rahman MM, Rahman T, Rahman MA., Graduate Employability of Affiliated Colleges New Evidence from Bangladesh, World Bank, pp. 1-68, (2019); Vuksanovic N, Santa R, Moisander T, Mati Taskila V, Leen E, Student Advancement of Graduates Employability, Employability with Students’ Eyes, (2014); Ng'oma M, Atif N, Samatha M-B, Robert S, Chirwa E., Exploring the cultural appropriateness of a psychosocial intervention, the Thinking Healthy Programme-Peer delivered (THPP), for perinatal depression in Lilongwe, Malawi, Malawi Med J, 34, 2, pp. 87-94, (2022); Soundararajan G, Ravikumar A, Aro-Gordon S., Employers Perception on Graduate Skill Deficiency To Suit Productivity, Humanit Soc Sci Rev, 8, 3, pp. 1415-1421, (2020); Kanagavalli G, Gayathri M., Factor Affecting Employability and Hiring Decisions of Arts and Science Graduates: a Study of Employers Perceptions, Indian J Econ Bus, 21, 3, pp. 177-188, (2022); Gaite FTG, Arroyo RA, Lim PJ, Vergara PME, Doria JA., Employers’ Feedback on Job Performance of Hotel and Restaurant Management Graduates, Int J Acad Ind Res, 3, 4, pp. 129-144, (2022); Gomes Silva FJ, Kirytopoulos K, Pinto Ferreira L, JC S, Santos G, Cancela Nogueira MC., The three pillars of sustainability and agile project management: how do they influence each other, Corp Soc Responsib Environ Manag, 29, 5, pp. 1495-1512, (2022); Mohamud FI., Monitoring and Evaluation practice and performance of Health Projects in Isiolo County, Kenya, Int J Soc Sci Manag Entrep, 6, 2, pp. 278-287, (2023); Marshall JH, Suarez D., The flow of management practices: an analysis of NGO monitoring and evaluation dynamics, Nonprofit Volunt Sect Q, 43, 6, pp. 1033-1051, (2014); Basheka BC, Byamugisha AK., The state of monitoring and evaluation (M&E) as a discipline in Africa: from infancy to adulthood?, African J Public Aff, 8, 3, pp. 75-95, (2015); Sharma GD, Kraus S, Liguori E, Bamel UK, Chopra R., Entrepreneurial challenges of COVID-19: re-thinking entrepreneurship after the crisis, J Small Bus Manag, pp. 1-23, (2022); Lasisi JO., Medical Entrepreneurship and Triple Helix Model in the Nigeria Health Sector, Medical Entrepreneurship: Trends and Prospects in the Digital Age, 2023, pp. 275-286; Raimi L, Oreagba IA, Lukman FM., Medical Entrepreneurship: conceptualization, Perspectives, Scope, Dynamics, and Implications, Medical Entrepreneurship: Trends and Prospects in the Digital Age, 2023, pp. 13-23; Ahmed H, Tessma T., Employers’ Expectations and Perceptions of Business and Economics College Graduate’s Competencies in Ethiopia, IBMRD’s J Manage, 9, 2, pp. 37-50, (2020); Mainga W, Daniel RM, Alamil L., Perceptions of Employability Skills of Undergraduate Business Students in a Developing Country: an Exploratory Study, High Learn Res Commun, 12, 1, pp. 28-63, (2022); Ofoha D, Iwuchukwu O., Employers’ Perception and Expectations of Professional Competency of Distance Learning Graduates: a Tracer Study of Nursing Graduates of the National Open University of Nigeria (NOUN), Open Prax, 10, 3, (2018)","T. Chima; Library, Research and Information Resource Centre, Saint John of God College of Health Sciences, Mzuzu, P. O. Box 744, Malawi; email: teddiechima@gmail.com","","Dove Medical Press Ltd","","","","","","11782390","","","","English","J. Multidiscip.Healthc.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85174240511"
"Hockham D.; Wallis J.","Hockham, David (57221417359); Wallis, Jillian (58822465000)","57221417359; 58822465000","Operationalising the concept of recontextualisation: leveraging pedagogy and learning strategies in higher education practical courses","2023","Higher Education","","","","","","","0","10.1007/s10734-023-01136-3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178365101&doi=10.1007%2fs10734-023-01136-3&partnerID=40&md5=b3b6634aafdebbb0aef05698d7271a5b","University of Greenwich, Bathway, Woolwich, London, SE18 6QX, United Kingdom","Hockham D., University of Greenwich, Bathway, Woolwich, London, SE18 6QX, United Kingdom; Wallis J., University of Greenwich, Bathway, Woolwich, London, SE18 6QX, United Kingdom","This interdisciplinary paper brings together scholarship from the fields of education, psychology, sociology and performance to shed light on three pedagogy and learning strategies to support learners recontextualise knowledge between higher education and work contexts. These strategies include offering multiple different types of performance activities and modes of engagement with different types of people (learners/experts, different cultures, ages, etc.). Secondly, it provides spaces to fail and enables testing of personal strategies with limited risk. Finally, it supports students in connecting ideas and experiences from the past, across educational experiences of different performance practices and into wider contexts such as professional work. The research, which is a pilot, recognises the ways in which these strategies align with and operationalise Guile’s (2010) concept of recontextualisation, offering pedagogues tools to support learning in a similar way in which the concept of scaffolding might be seen to operationalise Vygotsky’s notion of the Zone of Proximal Development (ZPD). This pilot study uses semi-structured interviews and a thematic analysis approach with five graduates from an undergraduate drama degree programme in London. We recognise drama as a practical degree subject and as such consider our findings as generalisable to wider practical fields and disciplines, such as engineering and nursing education, and as having international relevance. The work offers a novel approach to conceptualising and evaluating the ways in which students deploy taught knowledge beyond the classroom, in work. It offers and augments arguments around the ways in which students bridge practice and learning from within the HEI and beyond it. © 2023, The Author(s).","Employability; Graduate; Performance; Practice-based education; Recontextualisation; Theatre","","","","","","","","Alvesson M., Beyond neopositivists, romantics and localists: A reflective approach to interviews in organizational research, Academy of Management Review, 28, 1, pp. 13-33, (2003); Dreier O., Personal trajectories of participation across contexts of social practice, Outlines Critical Social Studies, 1, pp. 5-32, (1999); Dreier O., Psychotherapy in everyday life, (2008); Ellis T., Et al., Becoming civic centred – A case study of the University of Greenwich’s Bathway Theatre based in Woolwich, Studies in Theatre and Performance. Routledge, 40, 3, pp. 316-327, (2020); Guile D., The learning challenge of the knowledge economy, (2010); Hockham D., Campbell J., Chambers A., Franklin P., Pollard I., Reynolds T., Ruddock S., Let our legacy continue: beginning an archival journey a creative essay of the digital co-creation and hybrid dissemination of Windrush Oral Histories at the University of Greenwich’s Stephen Lawrence Gallery, Research in Drama Education: The Journal of Applied Theatre and Performance, 27, 2, pp. 199-215, (2022); What are the implications for HEI Pedagogy and learning when production and technical theatre practices are re-orientated as practices of scenography?, Investigating Technical Theatre Training, in Higher Education Institutions (HEI) Levels 4-6 within the United Kingdom (UK). Doctoral Thesis (Ph.D)., (2022); Kolb D., Experiential learning. Experience as the source of learning and development, (1984); Koschmann T., Kuutti K., Hickman L., The concept of breakdown in Heidegger, Leont’ev, and Dewey and its implications for education, Mind, Culture, and Activity, 5, 1, pp. 25-41, (2009); Kvale S., InterViews: An introduction to qualitative research interviewing, (1996); Lattacher W., Wdowiak M.A., Entrepreneurial learning from failure. A systematic review, International Journal of Entrepreneurial Behavior & Research, (2020); Lave J., Wenger E., Situate learning: Legitimate peripheral participation. Cambridge: Cambridge University Press, Journal of Applied Arts & Health, 4, 2, pp. 191-205, (1991); Qu S., Dumay J., The qualitative research interview, Qualitative Research in Accounting and Management, 8, pp. 238-264, (2011); Schechner R., ‘Performance studies: An introduction’, in Performance studies: An introduction, (2013); Stretch E., Roehrig G., Framing failure: Leveraging uncertainty to launch creativity in STEM education, International Journal of Learning and Teaching, 7, 2, pp. 123-133, (2021); Vygotsky L., The collected works of L S Vygotsky: Problems of general psychology, 1, (1987); Wood D., Bruner J.S., Ross G., The role of tutoring in problem solving, Journal of Child Psychology and Psychiatry, 17, 2, pp. 89-100, (1976)","D. Hockham; University of Greenwich, London, Bathway, Woolwich, SE18 6QX, United Kingdom; email: dh2463x@gre.ac.uk","","Springer Science and Business Media B.V.","","","","","","00181560","","","","English","High. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85178365101"
"Pinzone M.; Fantini P.; Taisch M.","Pinzone, Marta (55514994900); Fantini, Paola (25122203900); Taisch, Marco (6508272039)","55514994900; 25122203900; 6508272039","Skills for Industry 4.0: a structured repository grounded on a generalized enterprise reference architecture and methodology-based framework","2023","International Journal of Computer Integrated Manufacturing","","","","","","","0","10.1080/0951192X.2023.2278105","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176910772&doi=10.1080%2f0951192X.2023.2278105&partnerID=40&md5=4a2ea179a06adb98f343df3b099e7173","Department of Management, Economics and Industrial Engineering, Politecnico di Milano, Milan, Italy; EIT Manufacturing, Paris-Saclay, Palaiseau, France","Pinzone M., Department of Management, Economics and Industrial Engineering, Politecnico di Milano, Milan, Italy; Fantini P., EIT Manufacturing, Paris-Saclay, Palaiseau, France; Taisch M., Department of Management, Economics and Industrial Engineering, Politecnico di Milano, Milan, Italy","This paper outlines a conceptual framework and a repository of skills for Industry 4.0 that manufacturing managers and other stakeholders can use for training, hiring and developing human resources. The framework and the repository of Industry 4.0 skills were developed by involving industrial practitioners, technology providers, recruitment agencies, research and education organizations in scenario-based focus groups and semi-structured interviews. The results of this study contribute to improving our current understanding of the skills required for Industry 4.0, and they can be used for the identification and assessment of workers’ skills as well as the design of skill development programs that match the needs of the industry and for the definition of policies that support the development of human capital to improve the employability of individuals and the performance of manufacturing companies. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","competency; foresight; human resource; Industry 4.0; skill; training","Industrial research; Industry 4.0; Personnel; Competency; Conceptual frameworks; Education organizations; Foresight; Industrial practitioners; Recruitment agencies; Reference architecture; Research organization; Skill; Technology providers; Personnel training","","","","","","","Akyazi T., Goti A., Oyarbide-Zubillaga A., Alberdi E., Carballedo R., Ibeas R., Garcia-Bringas P., Skills Requirements for the European Machine Tool Sector Emerging from Its Digitalization, Metals, 10, 12, (2020); Anderl R., Bauer K., Diegner B., Diemer J., Fay A., Aspects of the Research Roadmap in Application Scenarios, Plattform Industrie 4.0, (2016); Antonucci L., Fornasiero M., Kowalski R., Partners in Connection: MPG/UI LABS Digital Manufacturing and Design Job Roles Taxonomy and Success Profiles, (2017); Atzori L., Iera A., Morabito G., The Internet of Things: A Survey, Computer Networks, 54, 15, pp. 2787-2805, (2010); Bai C., Dallasega P., Orzes G., Sarkis J., Industry 4.0 Technologies Assessment: A Sustainability Perspective, International Journal of Production Economics, 229, (2020); Baker A., Pepe K., Hutchison N., Blackburn M., Khan R., Peak R., Wade J., Whitcomb C., Preparing the Acquisition Workforce: A Digital Engineering Competency Framework, 2020 IEEE International Systems Conference (SysCon), (2020); Bernus P., Goranson T., Gotze J., Jensen-Waud A., Kandjani H., Molina A., Noran O., Rabelo R.J., Romero D., Saha P., Turner P., Et al., Enterprise Engineering and Management at the Crossroads, Computers in Industry, 79, pp. 87-102, (2016); Bernus P., Martin R., Noran O., Molina A., IFIP WG5.12 Architectures for Enterprise Integration: Twenty-Five Years of the GERAM Framework, Advancing Research in Information and Communication Technology. 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Studies inComputational Intelligence 935, (2021); Martin B., Czesana V., Havlickova V., Kriechel B., Rasovec T., Wilson R.A., Developing Skills Foresights, Scenarios and Forecasts - Guide to Anticipating and Matching Skills and Jobs, 2, (2016); Mell P., Grance T., The NIST Definition of Cloud Computing Recommendations of the National Institute of Standards and Technology, NIST Special Publication, 145, pp. 1-7, (2011); Miles I., The Development of Technology Foresight: A Review, Technological Forecasting and Social Change, 77, 9, pp. 1448-1456, (2010); Milgram P., Kishino F., A Taxonomy of Mixed Reality Visual Displays, IEICE Transactions on Information and Systems, 77, 12, pp. 1321-1329, (1994); Moeuf A., Pellerin R., Lamouri S., Tamayo-Giraldo S., Barbaray R., The Industrial Management of SMEs in the Era of Industry 4.0, International Journal of Production Research, 7543, 3, pp. 1118-1136, (2017); Monostori L., Kadar B., Bauernhansl T., Kondoh S., Kumara S., Reinhart G., Sauer O., Schuh G., Sihn W., Ueda K., Cyber-Physical Systems in Manufacturing, CIRP Annals, 65, 2, pp. 621-641, (2016); Morteza G., Fathi M., Iranmanesh M., Morales P.M.M.E., Industry 4.0 ten Years On: A Bibliometric and Systematic Review of Concepts, Sustainability Value Drivers, and Success Determinants, Journal of Cleaner Production, 302, (2021); Muller J.M., Buliga O., Ingo Voigt K., Fortune Favors the Prepared: How SMEs Approach Business Model Innovations in Industry 4.0, Technological Forecasting and Social Change, 132, pp. 2-17, (2018); Murawski M., Bick M., Digital Competences of the Workforce–a Research Topic, Business Process Management Journal, 23, 2, pp. 721-734, (2017); Content Model, (2017); Papadopoulos T., Gunasekaran A., Dubey R., Fosso Wamba S., Big Data and Analytics in Operations and Supply Chain Management: Managerial Aspects and Practical Challenges, Production Planning & Control, 28, 11-12, pp. 873-876, (2017); Pedota M., Grilli L., Piscitello L., Technology Adoption and Upskilling in the Wake of Industry 4.0, Technological Forecasting & Social Change, 187, (2023); Pejic-Bach M., Bertoncel T., Mesko M., Krstic Z., Text Mining of Industry 4.0 Job Advertisements, International Journal of Information Management, 50, pp. 416-431, (2020); Pinzone M., Albe F., Orlandelli D., Barletta I., Berlin C., Johansson B., Taisch M., A Framework for Operative and Social Sustainability Functionalities in Human-Centric Cyber-Physical Production Systems, Computers & Industrial Engineering, 139, (2020); Pinzone M., Fantini P., Perini S., Garavaglia S., Taisch M., Miragliotta G., Jobs and Skills in Industry 4.0: An Exploratory Research, Advances in Production Management Systems. The Path to Intelligent, Collaborative and Sustainable Manufacturing. APMS 2017. IFIP Advances in Information and Communication Technology, 513, (2017); Romero D., Vernadat F., Enterprise Information Systems State of the Art: Past, Present and Future Trends, Computers in Industry, 79, pp. 3-13, (2016); Sahoo S., Lo C.-Y., Smart Manufacturing Powered by Recent Technological Advancements: A Review, Journal of Manufacturing Systems, 64, pp. 236-250, (2022); Sanchez M., Exposito E., Aguilar J., Industry 4.0: Survey from a System Integration Perspective, International Journal of Computer Integrated Manufacturing, 33, (2020); Shet S.V., Pereira V., Proposed Managerial Competencies for Industry 4.0–Implications for Social Sustainability, Technological Forecasting & Social Change, 173, (2021); Stock T., Seliger G., Opportunities of Sustainable Manufacturing in Industry 4.0, Procedia CIRP, 40, pp. 536-541, (2016); Sudakov D., Pavel L., Olga S.-I., Con G., Christine H., Liana K., Skills Technology Foresight Guide, (2016); Villani V., Pini F., Leali F., Secchi C., Survey on Human–Robot Collaboration in Industrial Settings: Safety, Intuitive Interfaces and Applications, Mechatronics, 55, pp. 248-266, (2018); Wang L., Torngren M., Onori M., Current Status and Advancement of Cyber-Physical Systems in Manufacturing, Journal of Manufacturing Systems, 37, pp. 517-527, (2015); Wan P.K., Langedahl Leirmo T., Human-Centric Zero-Defect Manufacturing: State-Of-The-Art Review, Perspectives, and Challenges, Computers in Industry, 144, (2023); Williams T.J., Hong L., PERA and GERAM - Enterprise Reference Architectures in Enterprise Integration, Information Infrastructure Systems for Manufacturing II IFIP TC5 WG5.3/5.7 Third International Working Conference on the Design of Information Infrastructure Systems for Manufacturing (DIISM’98) May 18–20, 1998, Fort Worth, Texas, pp. 3-29, (1999); Wilson R., Rasovec T., Kriechel B., Bakule M., Czesana V., Havlickova V., Developing Skills Foresights, Scenarios and Forecasts, 2, (2016); Yang L., Industry 4.0: A Survey on Technologies, Applications and Open Research Issues, Journal of Industrial Information Integration, 6, pp. 1-10, (2017)","M. Pinzone; Department of Management, Economics and Industrial Engineering, Politecnico di Milano, Milan, via lambruschini 4b, 20156, Italy; email: marta.pinzone@polimi.it","","Taylor and Francis Ltd.","","","","","","0951192X","","ICIME","","English","Int J Computer Integr Manuf","Article","Article in press","","Scopus","2-s2.0-85176910772"
"Keoy K.H.; Koh Y.J.; Iqbal J.; Anjum S.S.; Yeo S.F.; Cherukuri A.K.; Teoh W.Y.; Piut D.A.A.","Keoy, Kay Hooi (14054280900); Koh, Yung Jing (57828613900); Iqbal, Javid (58563731500); Anjum, Shaik Shabana (57021222700); Yeo, Sook Fern (56489745300); Cherukuri, Aswani Kumar (57396278900); Teoh, Wai Yee (58637458500); Piut, Dayang Aidah Awang (58688938200)","14054280900; 57828613900; 58563731500; 57021222700; 56489745300; 57396278900; 58637458500; 58688938200","Streamlining Micro-Credentials Implementation in Higher Education Institutions: Considerations for Effective Implementation and Policy Development","2023","Journal of Information and Knowledge Management","","","2350069","","","","0","10.1142/S0219649223500697","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176337652&doi=10.1142%2fS0219649223500697&partnerID=40&md5=bc807fc800ed9981be91ced7aa47a3b8","Graduate Business School, Ucsi University, Malaysia; Institute of Computer Science and Digital Innovation, Ucsi University, Malaysia; School of Computer Science, Faculty of Innovation and Technology, Taylor's University, Malaysia; Faculty of Business, Multimedia University, Malaysia; Department of Business Administration, Daffodil International University, Dhaka, 1207, Bangladesh; School of Computer Science Engineering and Information Systems, Vellore Institute of Technology, Vellore, India; Malaysian Communications and Multimedia Commission, Malaysia","Keoy K.H., Graduate Business School, Ucsi University, Malaysia; Koh Y.J., Graduate Business School, Ucsi University, Malaysia; Iqbal J., Institute of Computer Science and Digital Innovation, Ucsi University, Malaysia; Anjum S.S., School of Computer Science, Faculty of Innovation and Technology, Taylor's University, Malaysia, School of Computer Science Engineering and Information Systems, Vellore Institute of Technology, Vellore, India; Yeo S.F., Faculty of Business, Multimedia University, Malaysia, Department of Business Administration, Daffodil International University, Dhaka, 1207, Bangladesh; Cherukuri A.K., Institute of Computer Science and Digital Innovation, Ucsi University, Malaysia; Teoh W.Y., Graduate Business School, Ucsi University, Malaysia; Piut D.A.A., Malaysian Communications and Multimedia Commission, Malaysia","The rise of online learning has brought about a close connection between micro-credentials and lifelong learning, employability, and new models of digital education. Micro-credentials are considered instrumental in transforming higher education today. This study aims to examine the extent to which micro-credentials have been adopted in Malaysia, focussing on the viewpoint of Higher Education Providers (HEPs). It seeks to identify the challenges faced by HEPs when offering micro-credentials, encompassing technological, organisational, and people-related obstacles. By analysing empirical data, this research intends to propose a conceptual framework that can guide the successful adoption and implementation of micro-credentials within educational institutions. By addressing these recommendations, HEPs in Malaysia can successfully adopt and implement micro-credentials within their institutions. This will not only enhance the learning experience for students but also contribute to the overall transformation of higher education, keeping pace with the demands of the digital age and fostering a culture of continuous learning and skill development.  © 2023 Authors. All rights reserved.","adoption readiness; educational system; higher education providers; Micro-credentials; quality education; technological management","E-learning; Education computing; Adoption readiness; Educational systems; High education provider; High educations; Higher education institutions; Malaysia; Micro-credential; Policy development; Quality education; Technological management; Students","","","","","","","Ahsan K, Akbar S, Kam B, Abdulrahman MDA, Implementation of micro-credentials in higher education: A systematic literature review, Education and Information Technologies, pp. 1-36, (2023); Alsobhi HA, Alakhtar RA, Ubaid A, Hussain OK, Hussain FK, Blockchain-based micro-credentialing system in higher education institutions: Systematic literature review, Knowledge-Based Systems, 265, (2023); Barbera J, Naibert N, Komperda R, Pentecost TC, Clarity on Cronbach's alpha use, Journal of Chemical Education, 98, 2, pp. 257-258, (2020); Bideau Y-M, Kearns T, A European approach to micro-credentials for lifelong learning and employability, Journal of European CME, 11, 1, (2022); Brown M, Nic M, Mhichil G, Beirne E, Lochlainn CM, The global micro-credential landscape: Charting a new credential ecology for lifelong learning, Journal of Learning for Development, 8, 2, pp. 228-254, (2021); Che Ahmat NH, Bashir MAA, Razali AR, Kasolang S, Micro-credentials in higher education institutions: Challenges and opportunities, Asian Journal of University Education, 17, 3, pp. 281-290, (2021); Darling-Hammond L, Hyler ME, Preparing educators for the time of COVID and beyond, European Journal of Teacher Education, 43, 4, pp. 457-465, (2020); Desmarchelier R, Cary LJ, Toward just and equitable micro-credentials: An Australian perspective, International Journal of Educational Technology in Higher Education, 19, 1, pp. 1-12, (2022); Duklas J, Micro-credentials: Trends in credit transfer and credentialing, (2020); Ekolu SO, Quainoo H, Reliability of assessments in engineering education using Cronbach's alpha, KR and split-half methods, Global Journal of Engineering Education, 21, 1, pp. 24-29, (2019); El-Farra SA, Mohaidat JM, Aldajah SH, Alshamsi AM, Alternative digital credentials — UAE's frst adopters' quality assurance model and case study, Artifcial Intelligence in Education: Emerging Technologies, Models and Applications, Lecture Notes on Data Engineering and Communications Technologies, 104, pp. 339-359, (2022); Emmert-Streib F, Dehmer M, Understanding statistical hypothesis testing: The logic of statistical inference, Machine Learning and Knowledge Extraction, 1, 3, pp. 945-961, (2019); Fischer T, Oppl S, Stabauer M, Micro-credential development: Tools, methods and concepts supporting the European approach, Wirtschaftsinformatik 2022 Proceedings, 1, (2022); Fisher RM, Leder H, An assessment of micro-credentials in New Zealand vocational education, International Journal of Training Research, 20, 3, pp. 232-247, (2022); Franke G, Sarstedt M, Heuristics versus statistics in discriminant validity testing: A comparison of four procedures, Internet Research, 29, 3, pp. 430-447, (2019); Ghasia M, Machumu H, Smet E, Micro-credentials in higher education institutions: An exploratory study of its place in Tanzania, International Journal of Education and Development Using ICT, 15, 1, pp. 219-230, (2019); Green J, Liem GAD, Designing microcredentials for competency-based education: Insights from the feld, Journal of Competency-Based Education, 4, 1, pp. 1-11, (2019); Gujarati D, Econometrics by Example, (2011); Hair JF, Hult GTM, Ringle CM, Sarstedt M, Danks NP, Ray S, Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R, (2021); Henseler J, Ringle CM, Sarstedt M, A new criterion for assessing discriminant validity in variance-based structural equation modeling, Journal of the Academy of Marketing Science, 43, 1, pp. 115-135, (2015); Hernandez PR, Bodin R, Elliott JW, Ibrahim B, Rambo-Hernandez KE, Chen TW, de Miranda MA, Connecting the STEM dots: Measuring the efect of an integrated engineering design intervention, International Journal of Technology and Design Education, 24, 1, pp. 107-120, (2014); Howard E, Babb D, FLOC, Facilitating Learning Online Certifcation Workshop Part of the Micro-Credential series for online teaching certifcation, Online Journal of Distance Learning Administration, 25, 3, (2022); Huang C-C, Wang Y-M, Wu T-W, Wang P-A, An empirical analysis of the antecedents and performance consequences of using the Moodle platform, International Journal of Information Education Technology, 3, 2, pp. 217-221, (2013); Infante-Moro A, Infante-Moro JC, Gallardo-Perez J, The employment possibilities of the Internet of Things in the hotel sector and its training needs, (2020); Kiiskila P, Hanafy A, Pirkkalainen H, Features of micro-credential platforms in higher education, Proceedings of the 14th International Conference on Computer Supported Education, CSEDU, 1, pp. 81-91, (2022); Kizilcec RF, Piech C, Schneider E, Deconstructing disengagement: Analyzing learner subpopulations in massive open online courses, LAK '13: Proceedings of the Third International Conference on Learning Analytics and Knowledge, pp. 170-179, (2013); Kohl A, Establishing a program for teacher micro-credentials to support individual professional learning, (2019); Koronios K, Kriemadis A, Dimitropoulos P, Papadopoulos A, A values framework for measuring the infuence of ethics and motivation regarding the performance of employees, Business & Entrepreneurship Journal, 8, 1, pp. 2241-2312, (2019); Kumar JA, Richard RJ, Osman S, Lowrence K, Micro-credentials in leveraging emergency remote teaching: The relationship between novice users' insights and identity in Malaysia, International Journal of Educational Technology in Higher Education, 19, 1, pp. 1-23, (2022); Lakens D, Caldwell AR, Simulation-based power analysis for factorial analysis of variance designs, Association for Psychological Science, 4, 1, pp. 1-14, (2021); Lam LW, Impact of competitiveness on salespeople's commitment and performance, Journal of Business Research, 65, 9, pp. 1328-1334, (2012); Leaser D, Gallagher S, Convergence of credentials: How corporations and colleges are teaming to skill up the technology workforce, (2017); Lemoine PA, Richardson MD, Micro-credentials, nano degrees, and digital badges: New credentials for global higher education, International Journal of Technology and Educational Marketing, 5, 1, pp. 36-49, (2015); Lim CL, Nair PK, Keppell MJ, Hassan N, Ayub E, Developing a framework for the university-wide implementation of micro-credentials and digital badges: A case study from a Malaysian private university, 2018 IEEE 4th International Conference on Computer and Communications, ICCC 2018, pp. 1715-1719, (2018); Lockley A, Derryberry A, West D, Drivers, afordances and challenges of digital badges, Foundation of Digital Badges and Micro-Credentials: Demonstrating and Recognizing Knowledge and Competencies, pp. 55-70, (2016); Markowitz T, The seven deadly sins of digital badging in education, (2018); Mathur A, Wood ME, Cano A, Mastery of transferrable skills by doctoral scholars: Visualization using digital micro-credentialing, Change: The Magazine of Higher Learning, 50, 5, pp. 38-45, (2018); McGill T, Ross J, Schauder D, Factors that infuence learners' decisions to adopt and complete micro-credentials, Distance Education, 41, 2, pp. 239-255, (2020); McGreal R, Mackintosh W, Cox G, Olcott D, Bridging the gap: Micro-credentials for development: UNESCO Chairs Policy Brief Form — Under the III World Higher Education Conference (WHEC 2021) Type: Collective X, International Review of Research in Open and Distance Learning, 23, 3, pp. 288-302, (2022); McGreal R, Olcott D, A strategic reset: Micro-credentials for higher education leaders, Smart Learning Environments, 9, 1, pp. 1-23, (2022); About us. Malaysian Communications and Multimedia Commission, (2022); (2023); Mugayitoglu B, Borowczak M, Burrows AC, A university's developmental framework: Creating, implementing, and evaluating a K-12 teacher cybersecurity micro-credential course, Systemics, Cybernetics and Informatics, 19, 2, pp. 13-22, (2021); Oliver B, Making micro-credentials work for learners, employers and providers, (2019); Pollard V, Vincent A, Micro-credentials: A postdigital counternarrative, Postdigital Science and Education, 4, 3, pp. 843-859, (2022); Ramlall S, Cross T, The shift to virtual learning and the impact on higher education, Tackling Online Education: Implications of Responses to COVID-19 in Higher Education Globally, (2021); Resei C, Friedl C, Staubitz T, Rohlof T, Result 1.1c Micro-credentials in EU and global micro-credentials in EU and global, (2019); Rof A, Bikfalvi A, Marques P, Digital transformation in higher education: Intelligence in systems and business models, Lecture Notes in Networks and Systems, 549, pp. 429-452, (2023); Rossiter D, Tynan B, Designing and implementing micro-credentials: A guide for practitioners, (2019); Rottmann AK, Duggan MH, Micro-credentials in higher education, Handbook of Research on Innovations in Non-Traditional Educational Practices, pp. 223-236, (2021); Rubin A, Brown A, Unlocking the future of learning by redesigning educator learning, Sustainability, Human Well-Being, and the Future of Education, pp. 235-268, (2019); Sabtu A, Ismail SA, Using Malaysian Qualifcations Agency (MQA) Standards as a ""Wake-Up Call""to Information Resource Assessment: An early view, Environment-Behaviour Proceedings Journal, 7, SI9, pp. 365-372, (2022); Salloum SA, Al-Emran M, Shaalan K, The impact of knowledge sharing on information systems: A review, Communications in Computer and Information Science, 877, pp. 94-106, (2018); Schrepp M, On the usage of Cronbach's alpha to measure reliability of UX scales, Journal of Usability Studies, 15, pp. 247-258, (2020); Selvaratnam R, Sankey M, Micro-credentialing as a sustainable way forward for universities in Australia: Perceptions of the landscape, ACODE Whitepaper, (2019); Shanahan BW, Organ J, Harnessing the benefts of micro credentials for Industry 4.0 and 5.0: Skills training and lifelong learning, IFAC-PapersOnLine, 55, 39, pp. 82-87, (2022); Shorten A, Smith J, Mixed methods research: Expanding the evidence base, Evidence-Based Nursing, 20, 3, pp. 74-75, (2017); Shrestha N, Detecting multicollinearity in regression analysis, American Journal of Applied Mathematics and Statistics, 8, 2, pp. 39-42, (2020); Swedberg R, Exploratory research, The Production of Knowledge: Enhancing Progress in Social Science, (2020); Tavakol M, Dennick R, Making sense of Cronbach's alpha, International Journal of Medical Education, 2, (2011); Tham SY, Chong PY, Transforming Malaysia's higher education: Policies and progress, Asian Economic Policy Review, (2023); West RE, Cheng Z, Digital credential evolution how open microcredentials/badges support learning in micro-, meso-, macro-levels, Handbook of Open, Distance and Digital Education, pp. 1-20, (2022); Wheelahan L, Moodie G, Analysing micro-credentials in higher education: A Bernsteinian analysis, Journal of Curriculum Studies, 53, 2, pp. 212-228, (2021); Woods K, Woods JA, Less is more: Exploring the value of micro-credentials within a graduate program, The Journal of Continuing Higher Education, (2021)","S.F. Yeo; Faculty of Business, Multimedia University, Malaysia; email: yeo.sook.fern@mmu.edu.my","","World Scientific","","","","","","02196492","","","","English","J. Inf. Knowl. Manage.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85176337652"
"Crozier N.; Robinson E.; Murtagh N.C.; Coyne B.D.","Crozier, Nick (57391195700); Robinson, Elisa (58088541800); Murtagh, Nicole C. (58680745200); Coyne, Briana D. (58681420000)","57391195700; 58088541800; 58680745200; 58681420000","Analysis of Intervention Employability in Pharmacy-Related Medication Safety Reports at a Tertiary Medical Center","2023","Hospital Pharmacy","","","","","","","0","10.1177/00185787231207995","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175723342&doi=10.1177%2f00185787231207995&partnerID=40&md5=08365602b7e75f5ee9129a4060e0e008","University of New Mexico Comprehensive Cancer Center, Albuquerque, NM, United States; University of Washington, UW Medicine, Seattle Campus, Seattle, WA, United States; Wesley Medical Center, Wichita, KS, United States; University of New Mexico Hospital, Albuquerque, NM, United States","Crozier N., University of New Mexico Comprehensive Cancer Center, Albuquerque, NM, United States; Robinson E., University of Washington, UW Medicine, Seattle Campus, Seattle, WA, United States; Murtagh N.C., Wesley Medical Center, Wichita, KS, United States; Coyne B.D., University of New Mexico Hospital, Albuquerque, NM, United States","Background: The Institute for Safe Medication Practice (ISMP) suggests that patient safety reports be addressed with systematic, fail-safe, actions to prevent error recurrence. ISMP’s hierarchy of effectiveness of risk reduction strategies places education-related interventions as the least effective and fail-safes at the top. UNM Hospitals creates a positive environment for safety reporting, but often we are limited to education interventions due to resource and technology constraints. This study analyzes the intervention potential and quality of pharmacy-related medication safety reports. Methods: One thousand medication-related safety reports from selected time points between 2012 and 2022 were selected. Safety reports were included in our study if they were actionable by the pharmacy department. Each safety report was categorized by type of safety event and given an intervention potential score of 1 to 10 (1 indicating education-only, 10 being forcing function) by 2 student pharmacists and 1 pharmacy director based on their potential place on ISMP’s hierarchy. Safety report quality was graded based on professionalism, organization, clarity, and completeness. A standardized evaluation form was used for evaluation for all elements. Results: Six-hundred-sixty-five safety reports were pharmacy-related and evaluated by all 3 study team members for analysis. The 3 most common pharmacy-related safety reports were medication delivery, inappropriate order verification, and transcribing errors which accounted for over half of the reports (59.5%) and on average the intervention potential score of these types of safety reports was education only. Overall, safety reports were limited to a maximum actionability of education-only 75.4% of the time. Safety reports were found to be professionally written and well organized. Conclusion: The actionability of most pharmacy-related medication safety reports was limited to low leverage interventions likely because high leverage solutions were addressed with systematic change and did not recur. Errors limited to education interventions repeated and this increased relative counts of low leverage actionability of safety reports. The ISMP hierarchy of effectiveness of risk-reduction strategies is an important guide to intervening in medication-related safety events, but pharmacy staff should not be discouraged if most of the safety reports cannot be addressed through high-leverage interventions. © The Author(s) 2023.","adverse drug reactions reporting/monitoring; education; medication safety; pharmacists","article; case report; clinical article; drug safety; education; employability; genetic transcription; human; human experiment; patient safety; pharmacist; pharmacy student; professionalism; risk reduction","","","","","","","Pump up the volume: tips for increasing error reporting and decreasing patient harm, ISMP Medication Safety Alert! Acute Care Featured Article, 26, (2021); Hospital accreditation requirements, Medication Management (MM) (Standard No. MM.07.01.03), (2023); ASHP guidelines on preventing medication errors in hospitals, Am J Health-Syst Pharm, 75, pp. 1493-1517, (2018); Opinion 8.6 Promoting Patient Safety, Code of Medical Ethics; Patient Safety Incident Reporting and Learning Systems: Technical Report and Guidance, (2020); Westbrook J.I., Li L., Lehnbom E.C., Et al., What are incident reports telling us? A comparative study at two Australian hospitals of medication errors identified at audit, detected by staff and reported to an incident system, Int J Qual Health Care, 27, 1, pp. 1-9, (2015); Afaya A., Konlan K.D., Kim Do H., Improving patient safety through identifying barriers to reporting medication administration errors among nurses: an integrative review, BMC Health Serv Res, 21, 1, (2021); Gandhi T.K., Graydon-Baker E., Huber C.N., Whittemore A.D., Gustafson M., Closing the loop: follow-up and feedback in a patient safety program, Jt Comm J Qual Patient Saf, 31, 11, pp. 614-621, (2005); Education is “predictably disappointing” and should never be relied upon alone to improve safety, ISMP Medication Safety Alert! Acute Care Featured Article, 4, (2020); Soong C., Shojania K.G., Education as a low-value improvement intervention: often necessary but rarely sufficient, BMJ Qual Saf, 29, 5, pp. 353-357, (2020); Aronson J.K., Medication errors: definitions and classification, Br J Clin Pharmacol, 67, 6, pp. 599-604, (2009); Rutledge D.N., Retrosi T., Ostrowski G., Barriers to medication error reporting among hospital nurses, J Clin Nurs, 27, 9-10, pp. 1941-1949, (2018); Patient safety learning systems: a systematic review and qualitative synthesis, Ont Health Technol Assess Ser, 17, 3, pp. 1-23, (2017); Hewitt T.A., Chreim S., Fix and forget or fix and report: a qualitative study of tensions at the front line of incident reporting, BMJ Qual Saf, 24, 5, pp. 303-310, (2015); Shiima Y., Wong Z.S.-Y., Classification scheme for incident reports of medication errors, Stud Health Technol Inform, 265, pp. 113-118, (2019); Feeser V.R., Jackson A.K., Savage N.M., Et al., When safety event reporting is seen as punitive: “I’ve been PSN-ed!, Ann Emerg Med, 77, 4, pp. 449-458, (2021); Pump up the volume: how to prioritize events and analyze error data, ISMP Medication Safety Alert! Acute Care, 28, 3, pp. 1-4, (2023)","N. Crozier; University of New Mexico Comprehensive Cancer Center, Albuquerque, United States; email: ncrozier@salud.unm.edu","","SAGE Publications Ltd","","","","","","00185787","","HOPHA","","English","Hosp. Pharm.","Article","Article in press","","Scopus","2-s2.0-85175723342"
"Harris-Reeves B.","Harris-Reeves, Brooke (57206248242)","57206248242","From passion to profession: an employability framework in sport development","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","237","247","10","0","10.21153/JTLGE2023VOL14NO1ART1762","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178218596&doi=10.21153%2fJTLGE2023VOL14NO1ART1762&partnerID=40&md5=f6ecff786d06baf9c32738a334622914","Griffith Institute for Educational Research, Griffith University, Gold Coast, Australia","Harris-Reeves B., Griffith Institute for Educational Research, Griffith University, Gold Coast, Australia","Employers seek graduates with a broad skill set who can acquire and implement new skills to quickly adapt to changes in the workplace. To ensure graduates are well-equipped for the workforce, universities should prioritise not just delivery of discipline-specific coursework, but also provision of opportunities for students to cultivate their employability skills. Tailored employability initiatives across the lifecycle of a degree are presented in this paper. By examining a case study in Sport Development, the article showcases how structured employability curriculum can be effectively integrated into core subjects to provide students with the essential abilities and understanding required for graduate employment. This paper demonstrates that universities have the potential to further strengthen students’ employability skills by incorporating customised employability initiatives throughout the student lifecycle, encompassing both curricular and co-curricular activities. Universities are encouraged to work closely with alumni, industry, and other stakeholders to develop a degree-wide approach to employability activities that are tailored to the needs of students and their future profession. © 2023 Deakin University. All rights reserved.","career embedded curriculum; career readiness; employability framework; graduate preparedness; student experience; work integrated learning","","","","","","GU Careers and Employment; GU Learning Futures; Griffith Institute for Education Research; Health Group Executive; Orientation Events","Research collaborations (A. Pearson & H. Massa); Griffith Institute for Education Research; GU Careers and Employment (N. Perry, M. Bass, S. Hensby, P. Fitzmaurice, T. Dobson, M. Stead); GU Learning Futures (R. Bridgstock, A. Lizzio, M. Grant-Iramu); Placement Officer (E. Bailey); Industry nitrneship supervisors; Sport Development Alumni; Funding acquired through Health Group Learning and Teaching Grants; TAFE QLD; Go Griffith Go Health (Suzie Owen); Support from Health Group Executive (N. Buys); Orientation Events (J. Headrick); APP colleagues (S. Ames, J. Headrick, G. Sanger, A. Bialocerkowski, L. Foley); SAS colleagues (A. Pearson, H. Massa, B. Hadley, K. Cartwright, B. Dixon, K. Sharuni Ravikumaran, S. Ames, S. Burton).","Ajjawi R., Tai J., Huu Nghia T. L., Boud D., Johnson L., Patrick C. J., Aligning assessment with the needs of work-integrated learning: The challenges of authentic assessment in a complex context, Assessment & Evaluation in Higher Education, 45, 2, pp. 304-316, (2020); Bates G. W., Rixon A., Carbone A., Pilgrim C., Beyond employability skills: Developing professional purpose, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 7-26, (2019); Bates L., Hayes H., Using the Student Lifecycle Approach to Enhance Employability: An Example from Criminology and Criminal Justice, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 141-151, (2017); Bennett D., Fostering equitable access to employability development through an institution-wide, in-curricular strategy, Student Retention and Success in Higher Education: Institutional Change for the 21st Century, pp. 191-215, (2021); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Bridgstock R., Skills for creative industries graduate success, Education + Training, 53, 1, pp. 9-26, (2011); Bridgstock R., Grant-Iramu M., McAlpine A., Integrating career development learning into the curriculum: Collaboration with the careers service for employability, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 56-72, (2019); Bridgstock R., Hearn G., A conceptual model of capability learning for the twenty-first-century knowledge economy, Handbook on the knowledge economy, two, pp. 105-120, (2012); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: Navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Daubney K., Teaching employability is not my job!”: redefining embedded employability from within the higher education curriculum, Higher Education, Skills and Work-Based Learning, 12, 1, pp. 92-106, (2022); Dean B. A., Ryan S., Glover-Chambers T., West C., Eady M. J., Yanamandram V., Moroney T., O'Donnell N., Career development learning in the curriculum: What is an academic's role?, Journal of Teaching and Learning for Graduate Employability, 13, 1, pp. 142-154, (2022); Doll J. L., Structured interviews: Developing interviewing skills in human resource management courses, Management Teaching Review, 3, 1, pp. 46-61, (2018); Gore S., Kadish S., Aseltine R. H., Career centered high school education and post–high school career adaptation, American Journal of Community Psychology, 32, 1-2, pp. 77-88, (2003); The Griffith Employability and Career Success Framework, (2015); Harris-Reeves B., Pearson A., Massa H., Exploring the expectations and experiences of first year students undergoing a tailored transition initiative, Journal of University Teaching & Learning Practice, 19, 3, (2022); Kumar A., Personal, academic and career development in higher education: SOARing to success, (2007); Lizzio A., The student lifecycle: An integrative framework for guiding practice, (2011); Lizzio A., Wilson K., Early intervention to support the academic recovery of first-year students at risk of non-continuation, Innovations in Education and Teaching International, 50, 2, pp. 109-120, (2013); McBurnie J. E., Campbell M., West J., Avoiding the second year slump: A transition framework for students progressing through university, International Journal of Innovation in Science and Mathematics Education, 20, 2, pp. 14-24, (2012); Ostergaard S. F., Nordlund A. G., The 4 biggest challenges to our higher education model – and what to do about them, World Economic Forum, (2019); Patrick C. J., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The WIL (Work Integrated Learning) report: A national scoping study, (2008); Pedler M. L., Willis R., Nieuwoudt J. E., A sense of belonging at university: Student retention, motivation and enjoyment, Journal of Further and Higher Education, 46, 3, pp. 397-408, (2022); Pitan O. S., Muller C., Assessment of Strategies for Preparing Graduates for the Disruptive Workplace: Evidence from Nigeria and South Africa, Journal of Teaching and Learning for Graduate Employability, 14, 1, pp. 15-30, (2023); Tomasson Goodwin J., Goh J., Verkoeyen S., Lithgow K., Can students be taught to articulate employability skills?, Education + Training, 61, 4, pp. 445-460, (2019); Wilson K., Lizzio A., Buys N., Cowley K., Lindsay K., Allison K., Vervoort S., Facilitating commencing students’ success with early assessment, (2011)","B. Harris-Reeves; Griffith Institute for Educational Research, Griffith University, Gold Coast, Australia; email: b.harris-reeves@griffith.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85178218596"
"Setzen S.A.; Kollu T.; Uppal P.A.; Herzog A.A.; Ridler G.; Thomas M.; Luong D.; Rodriguez R.C.; Kayajian D.; Mortensen M.","Setzen, Sean A. (57205404453); Kollu, Tejas (57224000151); Uppal, Priya A. (57321476700); Herzog, Ava A. (58675714600); Ridler, Gillian (58830673400); Thomas, Melissa (57360731200); Luong, Diana (58676267300); Rodriguez, Rafael Cardona (58169577200); Kayajian, Daniel (26324955000); Mortensen, Melissa (14828095000)","57205404453; 57224000151; 57321476700; 58675714600; 58830673400; 57360731200; 58676267300; 58169577200; 26324955000; 14828095000","Voice Pathologies and the General Population's Perception","2023","Journal of Voice","","","","","","","0","10.1016/j.jvoice.2023.10.002","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175469559&doi=10.1016%2fj.jvoice.2023.10.002&partnerID=40&md5=5acabe649a1405bc048644236ce8ed2f","Department of Otolaryngology, Albany Medical College, Albany, New York, United States; Department of Otolaryngology, Albany Medical Center, Albany, New York, United States; Department of Biology, Rensselaer Polytechnic Institute, Troy, New York, United States","Setzen S.A., Department of Otolaryngology, Albany Medical College, Albany, New York, United States; Kollu T., Department of Otolaryngology, Albany Medical College, Albany, New York, United States; Uppal P.A., Department of Otolaryngology, Albany Medical College, Albany, New York, United States; Herzog A.A., Department of Biology, Rensselaer Polytechnic Institute, Troy, New York, United States; Ridler G., Department of Otolaryngology, Albany Medical College, Albany, New York, United States; Thomas M., Department of Otolaryngology, Albany Medical College, Albany, New York, United States; Luong D., Department of Otolaryngology, Albany Medical College, Albany, New York, United States; Rodriguez R.C., Department of Otolaryngology, Albany Medical Center, Albany, New York, United States; Kayajian D., Department of Otolaryngology, Albany Medical Center, Albany, New York, United States; Mortensen M., Department of Otolaryngology, Albany Medical Center, Albany, New York, United States","Objectives: To examine how the general population perceives voice pathology based on subjective qualities. Study design: Descriptive, cross-sectional, survey-based study. Methods: This is an IRB-approved Qualtrics survey on Amazon MTurk for respondents ages 18 and older. Ten subjects with voice pathologies supplied voice recordings of the Rainbow Passage to be assessed by the respondents. Respondents then assessed the voice conditions on perceived qualities of intelligence, leadership ability, and employability. One-way analysis of variance (ANOVA) and Dunnett's multiple comparison test with Sidak correction compared the mean scores of the samples (alpha = 0.05). Results: A total of 1754 responses were included in the final dataset. The female control voice was scored as more likely to be a Fortune 500 leader as well as more intelligent, friendly, attractive, and employable when compared to the female vocal fry and muscle tension dysphonia (MTD) recordings (P < 0.0001). Conversely, the male MTD was the only male pathology that received a significantly lower score on friendliness, attractiveness, Fortune 500 leader status and employability than the male control (P = 0.0102, P = 0.0007, P = 0.0338, and P = 0.0039, respectively). Conclusions: This study demonstrates the more critical appraisal of voice pathologies of female patients compared to their male counterparts. People with voice disorders are perceived as being less successful, a disadvantage to potential leadership and career opportunities. © 2023 The Voice Foundation","Crowd sourcing; Laryngology; Public perception; Voice disorders","","","","","","","","Mahrholz G., Belin P., McAleer P., Judgements of a speaker's personality are correlated across differing content and stimulus type, PLoS One, 13, (2018); Parker M.A., Borrie S.A., Judgments of intelligence and likability of young adult female speakers of American English: the influence of vocal fry and the surrounding acoustic-prosodic context, J Voice, 32, pp. 538-545, (2018); Schroeder J., Epley N., The sound of intellect: speech reveals a thoughtful mind, increasing a job candidate's appeal, Psychol Sci, 26, pp. 877-891, (2015); Babel M., McGuire G., King J., Towards a more nuanced view of vocal attractiveness, PLoS One, 9, 2, (2014); Titze I.R., Martin D.W., Principles of voice production, Acoust Soc Am, 104, (1998); Kreiman J., Sidtis D., Foundations of Voice Studies: An Interdisciplinary Approach to Voice Production and Perception, (2011); Roy N., Ford C.N., Bless D.M., Muscle tension dysphonia and spasmodic dysphonia: the role of manual laryngeal tension reduction in diagnosis and management, Ann Otol Rhinol Laryngol, 105, pp. 851-856, (1996); Gartling G.J., van Mersbergen M., Crow K., Et al., The patient experience: the relationship between vocal handicap, congruency, perceived present control, and mood across four voice disorders, J Voice, (2021); Altenberg E.P., Ferrand C.T., Perception of individuals with voice disorders by monolingual English, bilingual Cantonese-English, and bilingual Russian-English women, J Speech Lang Hear Res, 49, pp. 879-887, (2006); Pointer N.F., van Mersbergen M., Nanjundeswaran C.D., Listeners’ attitudes towards young women with glottal fry, J Voice, (2022); Blood G.W., Mahan B.W., Hyman M., Judging personality and appearance from voice disorders, J Commun Disord, 12, pp. 63-67, (1979); Klofstad C.A., Anderson R.C., Peters S., Sounds like a winner: voice pitch influences perception of leadership capacity in both men and women, Proc R Soc B, 279, pp. 2698-2704, (2012); Shimrock S., Ferrand C., Listener perceptions of women with voice disorders: vocal stereotyping and negative personality attribution, J Voice, 35, pp. 934.e1-934.e6, (2021); Ferdenzi C., Patel S., Mehu-Blantar I., Et al., Voice attractiveness: influence of stimulus duration and type, Behav Res Methods, 45, pp. 405-413, (2013); Nerriere E., Vercambre M.N., Gilbert F., Et al., Voice disorders and mental health in teachers: a cross-sectional nationwide study, BMC Public Health, 9, (2009); Siupsinskiene N., Razbadauskas A., Dubosas L., Psychological distress in patients with benign voice disorders, Folia Phoniatr Logop, 63, pp. 281-288, (2011); Ravi S., Lopez V., Carter K.V., Et al., Intersection of mental health and dysphonia: a scoping review, J Voice, (2023); Schroeder S.R., Rembrandt H.N., May S., Et al., Does having a voice disorder hurt credibility?, J Commun Disord, 87, (2020); Finstad K., Response interpolation and scale sensitivity: evidence against 5-point scales, J Usability Stud, 5, pp. 104-110, (2010); Sullivan G.M., Artino A.R., Analyzing and interpreting data from Likert-type scales, J Grad Med Educ, 5, pp. 541-542, (2013); Mortensen K., Hughes T.L., Comparing Amazon's Mechanical Turk platform to conventional data collection methods in the health and medical research literature, J Gen Intern Med, 33, pp. 533-538, (2018); Sescleifer A.M., Francoisse C.A., Webber J.C., Et al., Transforming assessment of speech in children with cleft palate via online crowdsourcing, PLos One, 15, (2020); Tse R.W., Oh E., Gruss J.S., Et al., Crowdsourcing as a novel method to evaluate aesthetic outcomes of treatment for unilateral cleft lip, Plast Reconstr Surg, 138, pp. 864-874, (2016); Wu C., Scott Hultman C., Diegidio P., Et al., What do our patients truly want? Conjoint analysis of an aesthetic plastic surgery practice using internet crowdsourcing, Aesth Surg J, 37, pp. 105-118, (2017); Anderson R.C., Klofstad C.A., Mayew W.J., Et al., Vocal fry may undermine the success of young women in the labor market, PLoS One, 9, (2014); Enver N., Doruk C., Kara E., Et al., A morphometric analysis of laryngeal anatomy: a cadaveric study, Turk J Ear Nose Throat, 28, pp. 71-77, (2018); Holmberg E.B., Hillman R.E., Perkell J.S., Glottal airflow and transglottal air pressure measurements for male and female speakers in soft, normal, and loud voice, J Acoust Soc Am, 84, pp. 511-529, (1988); (1983); Fraccaro P.J., O'Connor J.J., Re D.E., Et al., Faking it: deliberately altered voice pitch and vocal attractiveness, Anim Behav, 85, pp. 127-136, (2013); Wolk L., Abdelli-Beruh N.B., Slavin D., Habitual use of vocal fry in young adult female speakers, J Voice, 26, pp. 111-116, (2012); Chao M., Bursten J., (2016); (2017); Klofstad C.A., Anderson R.C., Peters S., Sounds like a winner: voice pitch influences perception of leadership capacity in both men and women, Proc Biol Sci., 279, pp. 2698-2704, (2012); Klofstad C.A., Anderson R.C., Nowicki S., Perceptions of competence, strength, and age influence voters to select leaders with lower-pitched voices, PLoS One, 10, (2015); Anderson R.C., Klofstad C.A., Preference for leaders with masculine voices holds in the case of feminine leadership roles, PLoS One, 7, (2012); Mottram C., Finding a pitch that resonates: an examination of gender and vocal authority in podcasting, Voice Speech Rev, 10, pp. 53-69, (2016); Borrie S.A., Delfino C.R., Conversational entrainment of vocal fry in young adult female American English speakers, J Voice, 31, pp. 513.e25-513.e32, (2017); Pennock B., The Changing Voice of Women, pp. 407-415, (2005); Yuasa I.P., Creaky voice: a new feminine voice quality for young urban-oriented upwardly mobile American women?, Am Speech, 85, pp. 315-337, (2010); Blum H., Totally fried: what do you need to know about vocal fry? Speech-language pathologists and a linguist weigh in on where cultural influence ends and clinical intervention begins, ASHA Leader, 21, pp. 50-56, (2016); Lewandowski T., Uptalk, vocal fry and, like, totally slang, Stylistyka, pp. 209-219, (2012); Development TFoCAPC, Central auditory processing: current status of research and implications for clinical practice, Am J Audiol, 5, pp. 41-52, (1996); Morton D.R.W., Valerie, Watson D.R., The impact of impaired vocal quality on children's ability to process spoken language, Logoped Phoniatr Vocol, 26, pp. 17-25, (2001); Ramos J.S., Feniman M.R., Gielow I., Et al., Correlation between voice and auditory processing, J Voice, 32, pp. 771.e25-771.e36, (2018); Gallese V., The'shared manifold'hypothesis. From mirror neurons to empathy, J Conscious Stud, 8, pp. 33-50, (2001); Gallese V., Being like me”: self-other identity, mirror neurons and empathy, Perspect Imitation, 1, pp. 101-118, (2005); Lamm C., Majdandzic J., The role of shared neural activations, mirror neurons, and morality in empathy–a critical comment, Neurosci Res, 90, pp. 15-24, (2015); Shamay-Tsoory S.G., The neural bases for empathy, Neuroscientist, 17, pp. 18-24, (2011)","S.A. Setzen; Albany, 50 New Scotland Avenue, 12208, United States; email: setzens@amc.edu","","Elsevier Inc.","","","","","","08921997","","JOVOE","","English","J. Voice","Article","Article in press","","Scopus","2-s2.0-85175469559"
"Steenkamp N.; Fisher R.; Nesbit T.","Steenkamp, Natasja (36239420100); Fisher, Richard (8309407800); Nesbit, Trevor (46161428600)","36239420100; 8309407800; 46161428600","Understanding accounting students’ intentions to use digital badges to showcase employability skills","2023","Accounting Education","","","","","","","0","10.1080/09639284.2023.2276200","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176743433&doi=10.1080%2f09639284.2023.2276200&partnerID=40&md5=1c7a9deaaec95667d2777f669a5cffa1","University of Canterbury, Christchurch, New Zealand","Steenkamp N., University of Canterbury, Christchurch, New Zealand; Fisher R., University of Canterbury, Christchurch, New Zealand; Nesbit T., University of Canterbury, Christchurch, New Zealand","By incorporating employability skills within the accounting curriculum, universities face the issue of how best to recognise students’ achievements. Digital badges are emerging as a potential means to recognise such achievements. Being shareable on social media sites, such as LinkedIn, and on other platforms, badges allow students to showcase their attainment of employability skills to potential employers. As student acceptance is a prerequisite to the success of this technology, this exploratory study examines accounting students’ perceptions of badge usefulness and ease of use, and whether these influence their intentions to use them for job applications. We also examine factors that contribute to these perceptions. A survey is undertaken of accounting students within a single university. Results suggest that both subjective norm and perceived usefulness directly influence intentions, while job application relevance and perceptions of external control have important indirect effects. Implications for universities are discussed and future research opportunities identified. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","digital badges; Employability skills; perception of badge usefulness; showcase competencies; student intention","","","","","","","","Abdullah F., Ward R., Developing a general extended technology acceptance model for E-learning (GETAMEL) by analysing commonly used external factors, Computers in Human Behavior, 56, pp. 238-256, (2016); Abdullah F., Ward R., Ahmed E., Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios, Computers in Human Behavior, 63, pp. 75-90, (2016); Abebe G., Caria S.S., Fafchamps M., Falco P., Franklin S., Quinn S., Anonymity or distance? 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Steenkamp; University of Canterbury, Christchurch, New Zealand; email: natasja.steenkamp@canterbury.ac.nz","","Routledge","","","","","","09639284","","","","English","Account. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85176743433"
"Noori M.I.; Azmi F.T.","Noori, Mohammad Idris (58667738800); Azmi, Feza Tabassum (8422022400)","58667738800; 8422022400","Measuring Perceived Employability among Higher Education Students: A Scale Development Study in Afghanistan","2023","Management and Labour Studies","","","","","","","0","10.1177/0258042X231191855","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175018215&doi=10.1177%2f0258042X231191855&partnerID=40&md5=a178ace8c6ab47a1e19c9d0fd40f68ae","Department of Business Administration, Faculty of Management Studies & Research, Aligarh Muslim University, Uttar Pradesh, Aligarh, India","Noori M.I., Department of Business Administration, Faculty of Management Studies & Research, Aligarh Muslim University, Uttar Pradesh, Aligarh, India; Azmi F.T., Department of Business Administration, Faculty of Management Studies & Research, Aligarh Muslim University, Uttar Pradesh, Aligarh, India","In higher education, students’ perceived employability (SPE) significantly attracted authors’ attention over the last decades. Several scholars have validated scales to measure the concept. Yet an inclusive model comprising multiple internal and external factors was found to be absent in the extant literature. This study thus provides an updated multi-indicator measurement model to assist in assessing SPE and its chief components in Afghanistan. Data were collected from 755 students from six registered universities. The scale’s reliability and validity was established using the AMOS’s confirmatory factor analysis capability. Using the structural equation model (SEM)-based method, the process adopted rigorous steps to assess content validity, data symmetry, unidimensionality, construct reliability, convergent and discriminant validity, nomological validity, and model fit indices. Model validation was confirmed after the goodness-of-fit patterns and its associated validity and reliability scores had been acceptably achieved. The study justified the validation of the multi-indicator model with nine main constructs in the Afghanistan context. Additional evidence for assessing SPE beyond the validation can be provided by assessing the effects of these validated sets of components on the SPE using the complete SEM. © 2023 XLRI Jamshedpur, School of Business Management & Human Resources.","Afghanistan; AMOS; multi-indicator measurement model; students perceived employability","","","","","","","","Abelha M., Fernandes S., Mesquita D., Seabra F., Ferreira-Oliveira A.T., Graduate employability and competence development in higher education-A systematic literature review using PRISMA, Sustainability, 12, 15, (2020); Ahire S.L., Golhar D.Y., Waller M.A., Development and validation of TQM implementation constructs, Decision Sciences, 27, 1, pp. 23-56, (1996); Ahmad S., Schroeder R.G., The impact of Human Resource Management Practices on operational performance: Recognising country and industry differences, Journal of Operations Management, 21, 1, pp. 19-43, (2002); Alam G.M., Parvin M., Can online higher education be an active agent for change?: Comparison of academic success and job-readiness before and during COVID-19, Technological Forecasting and Social Change, 172, (2021); Alam M.J., Employability skills-a study on the perception of the engineering students and their prospective employers in India, Information Technology in Industry, 9, 1, pp. 69-76, (2021); Alrifai A.A., Raju V., The employability skills of higher education graduates: A review of the literature, IARJSET, 6, 3, pp. 83-88, (2019); Arthur J.B., Boyles T., Validating the human resource system structure: A levels-based strategic HRM approach, Human Resource Management Review, 17, 1, pp. 77-92, (2007); Batistic S., Tymon A., Networking behaviour, graduate employability: A social capital perspective, Education + Training, 59, 4, pp. 374-388, (2017); Bentler P.M., Bonett D.G., Significance tests and goodness of fit in the analysis of covariance structures, Psychological Bulletin, 8, 3, pp. 588-606, (1980); Brannan D., Biswas-Diener R., Mohr C.D., Mortazavi S., Stein N., Friends and family: A cross-cultural investigation of social support and subjective well-being among college students, Journal of Positive Psychology, 8, 1, pp. 65-75, (2013); Campbell D.T., Fiske D.W., Convergent and discriminant validation by the multitrait-multimethod matrix, Psychological Bulletin, 56, 2, pp. 81-105, (1959); Cavana R.Y., Delahaye B.L., Sekaran U., Applied business research, Century, (2001); Chaturvedi S., Purohit S., Verma M., Effective teaching practices for success during COVID 19 pandemic: Towards phygital learning, Frontiers in Education, 6, (2021); Chaturvedi S., Purohit S., Verma M., Can new education Policy 2020 serve as a paradigm shift to the employability gap in India?: A viewpoint. 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Noori; Department of Business Administration, Faculty of Management Studies & Research, Aligarh Muslim University, Aligarh, Uttar Pradesh, India; email: m.idris.noori@gmail.com","","Sage Publications India Pvt. Ltd","","","","","","0258042X","","","","English","Manag. Labour Stud.","Article","Article in press","","Scopus","2-s2.0-85175018215"
"Bremner P.A.M.; Air C.","Bremner, Pauline A.M. (58698453300); Air, Carol (57205752659)","58698453300; 57205752659","Innovative interdisciplinary pedagogical approaches to enhance students' learning experiences and to benefit them in their future development","2023","Journal of Applied Research in Higher Education","","","","","","","0","10.1108/JARHE-07-2023-0290","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176947266&doi=10.1108%2fJARHE-07-2023-0290&partnerID=40&md5=0ef9ac29ba588850801ed20d7fdf2183","CCB, Robert Gordon University, Aberdeen, United Kingdom; ABS, Robert Gordon University, Aberdeen, United Kingdom","Bremner P.A.M., CCB, Robert Gordon University, Aberdeen, United Kingdom; Air C., ABS, Robert Gordon University, Aberdeen, United Kingdom","Purpose: This study adds to the existing body of knowledge on the benefits to learners of using an interdisciplinary design thinking (DT) pedagogical approach taking the form of a micro credential with an extra curricula workshop. Design/methodology/approach: The interpretivist research examined opinion via nine semi-structured interviews with learners who had participated in a workshop. The interviews focussed on demographic information, learning strategies, workshop interdisciplinary benefits and being taught via DT. The recorded interviews and transcriptions were analysed via NVivo and content analysis. Findings: The results are themed into development opportunities, future learning, making meaning and sense and practical application of knowledge and skills reflection for the students. The DT pedagogy worked well for the students who confirmed university learning should be this way, adding to the debate on embedding engaging interdisciplinary methods to embed entrepreneurship and innovation in the curriculum. Originality/value: The research is original as the use of DT has added value to the students' development and mindset. Developing graduates this way benefits the local and national economy, as the reach of graduates' transferability makes them fit for the future. © 2023, Emerald Publishing Limited.","Development; Employability; Innovation; Interdisciplinarity; Pedagogy; Wicked problems","","","","","","","","Al-Ansi A.M., Garad A., Al-Ansi A., ICT -Based learning during covid -19 outbreak: advantages, opportunities and challenges, Gagasan Pendidikan Indonesia, 2, 1, pp. 10-26, (2021); Al-Ansi A.M., Investigating characteristics of learning environments during the COVID-19 pandemic, A Systematic Review Canadian Journal and Learning and Technology, 48, 1, pp. 1-27, (2022); Al-Ansi A.M., Reinforcement of student-centred learning through social e-learning and e-assessment, SN Social Sciences, 2, 9, (2022); Al-Ansi A.M., Suprayogo I., Abidin M., Impact of information and communication (ICT) on different settings of learning process in developing countries, Science and Technology, 9, 2, pp. 19-28, (2019); Ali H., Grimaldi S., Biagioli M., Service design pedagogy and effective student engagement: generative tools and methods, The Design Journal, 20, 1, pp. S1304-S1322, (2017); Anderson A., Air C., Performing, learning and entrepreneuring; playing it by ear, The International Journal of Entrepreneurship and Innovation, 23, 3, pp. 163-175, (2022); Bacigalupo M., Kampylis P., Punie Y., Van den Brande G., EntreComp: the entrepreneurship competence framework, (2016); Baggen Y., Lans T., Gulikers J.T.M., Making entrepreneurship education available to all : design principles for educational programs stimulating an entrepreneurial mindset, Entrepreneurship Education and Pedagogy, 5, 3, pp. 347-374, (2022); Becerra I., The need for interdisciplinarity in higher education, (2023); Blessinger P., Making sense of pedagogy, (2023); Braun V., Clarke V., One size fits all? 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Thoring K., Luippold C., Mueller R., The impact of cultural differences in design thinking education, Design Research Society's Conference, (2014); Tuffee R., Little J., The entrepreneurial campus, the higher education sector as a driving force for the entrepreneurial ecosystem, Scottish Government, (2023); Vygotsky L.S., Mind In Society: The Development of Higher Psychological Processes, (1978); Weller M., The distance from isolation: why communities are the logical conclusion in e-learning, Computer and Education, 49, 2, pp. 148-159, (2007); What are the top 10 job skills for the future, (2022); Wu D.D., Online Learning in Postsecondary Education: A Review of the Empirical Literature (2013-2014), (2015); Yildirim M.C., Developing a scale for constructivist learning environment management skills, Eurasian Journal of Educational Research, 54, pp. 1-18, (2014)","P.A.M. Bremner; CCB, Robert Gordon University, Aberdeen, United Kingdom; email: p.bremner@rgu.ac.uk","","Emerald Publishing","","","","","","20507003","","","","English","J. Appl. Res. High. Edu.","Article","Article in press","","Scopus","2-s2.0-85176947266"
"Lasrado F.; Dean B.A.; Eady M.J.","Lasrado, Flevy (56483278100); Dean, Bonnie Amelia (55480837800); Eady, Michelle J. (57194206889)","56483278100; 55480837800; 57194206889","Inclusive work-integrated learning in higher education: a scoping review","2023","Studies in Higher Education","","","","","","","0","10.1080/03075079.2023.2271048","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174893012&doi=10.1080%2f03075079.2023.2271048&partnerID=40&md5=68e8de9097b2e3c88d541a7e6e209b6a","School of Business, University of Wollongong, Dubai, United Arab Emirates; Learning, Teaching & Curriculum, University of Wollongong, Wollongong, Australia; School of Education, University of Wollongong, Wollongong, Australia","Lasrado F., School of Business, University of Wollongong, Dubai, United Arab Emirates; Dean B.A., Learning, Teaching & Curriculum, University of Wollongong, Wollongong, Australia; Eady M.J., School of Education, University of Wollongong, Wollongong, Australia","This paper investigates how inclusive work-integrated learning (WIL) is being approached and addressed by examining current research that highlights the intersection of inclusion, WIL, and employability. It employs an inclusive pedagogies framework to analyse findings from a scoping review (between 2010 and 2022) that address or investigate inclusive WIL. Through this examination, the paper identifies common barriers and enablers of inclusive WIL and presents key recommendations to enhance WIL experiences for all students. This paper proposes an adapted theoretical framework that serves as a foundation for future research in the field of inclusive WIL. Overall, the paper aims to advance understanding of approaches to inclusive WIL in order to promote greater equitable access to and participation in these valuable learning opportunities. © 2023 Society for Research into Higher Education.","diversity; employability; equity; Inclusion; work-integrated learning","","","","","","","","Ainscow M., Developing Inclusive Education Systems: What are the Levers for Change?, Journal of Educational Change, 6, 2, pp. 109-124, (2005); Andrew L., Ensuring Equitable Work-Integrated Learning Opportunities for International Students, Journal of University Teaching and Learning Practice, 17, 4, pp. 153-161, (2020); Arksey H., O'Malley L., Scoping Studies: Towards a Methodological Framework, International Journal of Social Research Methodology, 8, 1, pp. 19-32, (2005); Bates M., Work-integrated Learning Workloads: The Realities and Responsibilities, International Journal of Work-Integrated Learning, 12, 2, (2011); Bell A., Bartimote K., Mercer-Mapstone L., Norman P., Equity and Online Work Integrated Learning: A Qualitative Research Synthesis, Teaching in Higher Education, pp. 1-17, (2022); Bennett D., Ananthram S., Development, Validation and Deployment of the EmployABILITY Scale, Studies in Higher Education, 47, 7, pp. 1311-1325, (2022); Boz M., Acevedo B., Middleton A., Scruton A., Hawkins C., Outteridge J., Kite L., Work-integrated Learning as an Inclusive Pedagogy for Employability: The Case of Live Briefs at Anglia Ruskin University, Employability: Breaking the Mould, 12, (2021); Brough M., Correa-Velez I., Crane P.R., Johnston E., Marston G., (2015); Cameron M., Rexe D., Community-Based Access to Apprenticeship: An Indigenous Work-Integrated Learning Model, International Journal of Work-Integrated Learning, 23, 2, pp. 203-218, (2022); Candy P.C., Knowledge Navigators and Lifelong Learners: Producing Graduates for the Information Society, Higher Education Research & Development, 19, 3, pp. 261-277, (2000); Costley C., Nottingham P., Nikolou-Walker E., Equality, Diversity and Inclusion for Work and Learning in Higher Education, Work Based Learning e-Journal International, 10, 2, pp. 42-52, (2021); Davis C., King O.A., Clemans A., Coles J., Crampton P.E., Jacobs N., Rees C.E., Student Dignity During Work-Integrated Learning: A Qualitative Study Exploring Student and Supervisors’ Perspectives, Advances in Health Sciences Education, 25, 1, pp. 149-172, (2020); Dollinger M., Finneran R., Ajjawi R., Exploring the Experiences of Students with Disabilities in Work-Integrated Learning, Journal of Higher Education Policy and Management, 45, 1, pp. 3-18, (2023); Duder E., Foster E., Hoskyn K., I Want to Work for My People–Towards a Specific Model for Indigenous, Work-Integrated Learning. 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Enhancing Employability for a Sustainable Future, (2022); Florian L., Spratt J., Enacting Inclusion: A Framework for Interrogating Inclusive Practice, European Journal of Special Needs Education, 28, 2, pp. 119-135, (2013); Frison D., Access to Career Education and Work-Related Learning: A Complex Literature Review on Equity and Inclusion, Form@re - Open Journal per la Formazione in Rete, 22, 1, pp. 245-261, (2022); Gajendran T., Tucker C., Ware S., Tose H.S., Integrating Indigenous Western and Inclusive Pedagogies for Work Integrated Learning Partnerships in Architecture and Design Disciplines, International Journal of Work-Integrated Learning, 23, 2, (2022); Gamage A., An Inclusive Multifaceted Approach for the Development of Electronic Work-Integrated Learning (eWIL) Curriculum, Studies in Higher Education, 47, 7, pp. 1357-1371, (2021); Harrison G., Ip R., Extending the Terrain of Inclusive Education in the Classroom to the Field: International Students on Placement, Social Work Education, 32, 2, pp. 230-243, (2013); Hopkins A.F., Kooken W.C., Winger E.N., Inclusive Clinical Practice and Policy for Muslim Nursing Students, Journal of Transcultural Nursing, 31, 1, pp. 100-106, (2020); Itano-Boase M., Wijesingha R., Cukier W., Latif R., Hon H., Exploring Diversity and Inclusion in Work-Integrated Learning: An Ecological Model Approach, International Journal of Work-Integrated Learning, 22, 3, pp. 253-269, (2021); Jackson D., Developing pre-Professional Identity in Undergraduates Through Work-Integrated Learning, Higher Education, 74, pp. 833-853, (2017); Jackson D., Dean B.A., The Contribution of Different Types of Work-Integrated Learning to Graduate Employability, Higher Education Research & Development, 42, 1, pp. 93-110, (2023); Jackson D., Dean B.A., Eady M., Equity and Inclusion in Work-Integrated Learning: Participation and Outcomes for Diverse Student Groups, Educational Review, pp. 1-22, (2023); Keen J., Eady M.J., Amplifying Indigenous Student Voice in Work-Integrated Learning, International Journal of Work-Integrated Learning, 23, 2, pp. 219-235, (2022); Leon L.C., Achieving Successful Work Integrated Learning (WIL) for Students with Disabilities: The Challenge of Social Inclusion, Statement of Review, 251, pp. 251-261, (2010); Lewis A., Norwich B., Special Teaching for Special Children? Pedagogies for Inclusion: A Pedagogy for Inclusion?, (2004); Mackaway J., Carter L., Winchester-Seeto T., Whiteford G., Inclusive PACE: An Experience for All Students, Learning Through Community Engagement, pp. 199-214, (2017); Mackaway J., Chalkley T., Student Access and Equity in Work-Integrated Learning: A Work in Progress, Advances in Research, Theory and Practice in Work-Integrated Learning, pp. 227-238, (2021); Mackaway J., Winchester-Seeto T., Carter L., Work-integrated Learning and the ‘Inclusive’ Challenge of Preparing a Diverse Student Cohort for the World Beyond the Academy, HERDSA Annual International Conference (37th: 2014), pp. 226-236, (2014); Male S.A., MacNish C., Pilot Exploration of Gender Inclusivity of Engineering Students’ Exposure to Engineering Practice in an Australian University, Australasian Journal of Engineering Education, 20, 2, pp. 135-144, (2015); Mallozzi R., Drewery D., Creating Inclusive co-op Workplaces: Insights from LGBTQ+ Students, International Journal of Work-Integrated Learning, 20, 3, pp. 219-228, (2019); Mogaji E., Nguyen N.P., Enhancing the Work Placement Experience of Students with Disabilities, Industry and Higher Education, 36, 6, pp. 768-783, (2022); Morina A., Biagiotti G., Inclusion at University, Transition to Employment and Employability of Graduates with Disabilities: A Systematic Review, International Journal of Educational Development, 93, (2022); Neall A.M., Cooney O., Oppert M.L., Enhancing Employment Outcomes for Psychology Graduates: Developing a Taxonomy of Work-Integrated Learning, International Journal of Work-Integrated Learning, 23, 4, (2022); Nielsen J., Livernoche R., Ramji K., The Indigenous Work-Integrated Learning Resource Hub: A Needs-Based Approach to Addressing Barriers and Opportunities for Indigenous Students, International Journal of Work-Integrated Learning, 23, 2, pp. 139-152, (2022); Patrick C., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The WIL (Work Integrated Learning) Report: A National Scoping Study, Final Report, (2009); Rawlinson S., Dewhurst P., How Can Effective University-Industry Partnerships be Developed?, Worldwide Hospitality and Tourism Themes, 5, 3, pp. 255-267, (2013); Razack N., Diversity and Difference in the Field Education Encounter: Racial Minority Students in the Practicum, Social Work Education, 20, 2, pp. 219-232, (2010); Silva P., Lopes B., Costa M., Melo A.I., Dias G.P., Brito E., Seabra D., The Million-Dollar Question: Can Internships Boost Employment?, Studies in Higher Education, 43, 1, pp. 2-21, (2018); Stentiford L., Koutsouris G., What are Inclusive Pedagogies in Higher Education? A Systematic Scoping Review, Studies in Higher Education, 46, 11, pp. 2245-2261, (2021); Stirling A., Kerr G., Banwell J., MacPherson E., Heron A., A Practical Guide for Work-Integrated Learning: Effective Practices to Enhance the Educational Quality of Structured Work Experiences Offered Through Colleges and Universities, (2016); Tai J., Ajjawi R., Bearman M., Boud D., Dawson P., Jorre de St Jorre T., Assessment for Inclusion: Rethinking Contemporary Strategies in Assessment Design, Higher Education Research & Development, 42, 2, pp. 483-497, (2023); Thompson D., Brewster S., Inclusive Placement Learning for Diverse Higher Education Students: Anxiety, Uncertainty and Opportunity, Educational Review, pp. 1-19, (2022); Ugiagbe-Green I., (2021); Valencia-Forrester F., The Commonwealth Games 2018 and Event WIL: Inclusive Action for Journalism Education, Asia Pacific Media Educator, 30, 1, pp. 92-107, (2020); Valencia-Forrester F., Backhaus B., Project Safe Space: Wise Practice in Journalism Education for Advocacy and Social Change, Australian Journalism Review, 40, 1, pp. 93-108, (2018); Valencia-Forrester F., Patrick C.J., Webb F., Backhaus B., Practical Aspects of Service Learning Make Work-Integrated Learning Wise Practice for Inclusive Education in Australia, International Journal of Work-Integrated Learning, 20, 1, pp. 31-42, (2019); Wake A., Sison M.D., Muir R., Supporting International Student Mobility Through Resourced International Internships, Asia Pacific Media Educator, 27, 2, pp. 249-263, (2017); Winchester-Seeto T., Mackaway J., Peach D., Moore K., Ferns S., Campbell M., (2015)","F. Lasrado; School of Business, University of Wollongong, Dubai, United Arab Emirates; email: flevylasrado@hotmail.com","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Article in press","","Scopus","2-s2.0-85174893012"
"Busbridge R.; Cunningham A.; Chou M.","Busbridge, Rachel (55776615400); Cunningham, Ashlee (57198149850); Chou, Mark (55966411300)","55776615400; 57198149850; 55966411300","Enhancing perceptions of employability amongst first-year arts students and implications for student belonging","2023","Higher Education Research and Development","","","","","","","0","10.1080/07294360.2023.2269864","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174826774&doi=10.1080%2f07294360.2023.2269864&partnerID=40&md5=5b3e6854b564dab507cece94ee2162e8","National School of Arts and Humanities, Australian Catholic University, Fitzroy, Australia; School of Humanities & Social Science, Deakin University, Burwood, Australia","Busbridge R., National School of Arts and Humanities, Australian Catholic University, Fitzroy, Australia; Cunningham A., School of Humanities & Social Science, Deakin University, Burwood, Australia; Chou M., National School of Arts and Humanities, Australian Catholic University, Fitzroy, Australia","Despite being a degree that leads to diverse employment in a wide range of industries, the Bachelor of Arts (BA) has long had a bad reputation when it comes to employment outcomes for graduates. The challenge of overcoming this disjuncture has significant implications for current and prospective BA students, especially with respect to attrition and student satisfaction. In this article, we examine whether interventions that highlight the professional outcomes of the BA have the potential to enhance students’ perceived job prospects and sense of belonging in their study. Specifically, we sought to explore whether careers-focused events that introduce Arts students to professionals with a BA qualification can enhance their perceptions of employability and whether these enhanced perceptions of employability help improve their sense of belonging. The findings confirmed that students enrolled in generalist degrees like the BA do have lower perceived future career prospects, but that careers-focused interventions can enhance perceived career prospects as well as produce a higher sense of student belonging. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","","","","","","","","","(2017); Ahn M.Y., Davis H.H., Four domains of students’ sense of belonging to university, Studies in Higher Education, 45, 3, pp. 622-634, (2020); Akoto Y., Nketsia W., Opoku M.P., Opoku E.K., Factors motivating students with disabilities to access and participate in university education in Ghana, Higher Education Research & Development, pp. 1-14, (2022); Armstrong S., Sanson M., From confusion to confidence: Transitioning to law school, QUT Law Review, 12, 2, pp. 21-44, (2012); Ashton D., Bennett D., Bulaitis Z., Tomlinson M., In the name of employability: Faculties and futures for the arts and humanities in higher education, Arts and Humanities in Higher Education, 22, 2, pp. 103-111, (2023); (2020); (2016); Baik C., Naylor R., Arkoudis S., (2015); Barnett R., Learning for an unknown future, Higher Education Research & Development, 23, 3, pp. 247-260, (2004); Bennet D., Bridgstock R., The urgent need for career preview: Student expectations and graduate realities in music and dance, International Journal of Music Education, 33, 3, pp. 263-277, (2014); Bennett D., Kapoor R., Rajinder K., Maynard N., First year engineering students: Perceptions of engineers and engineering work amongst domestic and international students, The International Journal of the First Year in Higher Education, 6, 1, pp. 89-105, (2015); Bennett D., Knight E., Bell K., Graduate employability and the career thinking of university STEMM students, Teaching in Higher Education: Critical Perspectives, 25, 6, pp. 750-765, (2020); Bowles T.V., Brindle K.A., Identifying facilitating factors and barriers to improving student retention rates in tertiary teaching courses: a systematic review, Higher Education Research & Development, 36, 5, pp. 903-919, (2017); Bozgeyikli H., Gorgulu Z., Bogazliyan E., Is motivation towards university sufficient? The three-way interaction among gender, socioeconomic status, and academic motivation on perceived employability, Higher Education Research & Development, 42, 2, pp. 801-815, (2023); Bridgeman A.J., (2019); Carr D., Revisiting the liberal and vocational dimensions of university education, British Journal of Educational Studies, 57, 1, pp. 1-17, (2009); Daniels L., Clifton R., Perry R., Mandzuk D., Hall N., Student teachers’ competence and career certainty: the effects of career anxiety and perceived control, Social Psychology of Education, 9, 4, pp. 405-423, (2006); (2018); (2018); Gannaway D., The Bachelor of Arts: slipping into the twilight or facing a new dawn?, Higher Education Research & Development, 34, 2, pp. 298-310, (2015); Harvey N., Shahjahan M., (2013); Horstmanhof L., Zimitat C., Future time orientation predicts academic engagement among first-year university students, British Journal of Educational Psychology, 77, 3, pp. 703-718, (2007); Jackson D., Re-conceptualising graduate employability: the importance of pre-professional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jackson D., Dean B., The contribution of different types of work-integrated learning to graduate employability, Higher Education Research & Development, 42, 1, pp. 93-110, (2022); Jackson D., Wilton N., Career choice status among undergraduates and the influence of career management competencies and perceived employability, Journal of Education and Work, 30, 5, pp. 552-569, (2017); Jorre De St De Jorre T., Beverley O., Want students to engage? Contextualise graduate learning outcomes and assess for employability, Higher Education Research & Development, 37, 1, pp. 44-57, (2018); Kahu E., Ashley N., Picton C., Exploring the complexity of first-year student belonging in higher education: Familiarity, interpersonal, and academic belonging, Student Success, 13, 2, pp. 10-20, (2022); Kift S., A decade of transition pedagogy: A quantum leap in conceptualizing the first-year experience, HERDSA Review of Higher Education, 2, pp. 51-86, (2015); Lock E., Kelly K., Ignorance is risk: An exploratory investigation of Australian higher education students’ perceptions of their education–employment pathways, Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 22-36, (2020); Lopez-Iniguez G., Bennett D., Broadening student musicians’ career horizons: The importance of being and becoming a learner in higher education, International Journal of Music Education, 39, 2, pp. 134-150, (2021); McCormack S., Baron P., The impact of employability on humanities, arts, and social sciences degrees in Australia, Arts and Humanities in Higher Education, 22, 2, pp. 164-182, (2023); Mestan K., Why students drop out of the Bachelor of Arts, Higher Education Research & Development, 35, 5, pp. 983-996, (2016); Moore T., Morton J., The myth of job readiness? Written communication, employability, and the ‘skills gap’ in higher education, Studies in Higher Education, 42, 3, pp. 591-609, (2017); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Pedler M.L., Willis R., Nieuwoudt J.E., A sense of belonging at university: student retention, motivation and enjoyment, Journal of Further and Higher Education, 46, 2, pp. 397-408, (2022); (2020); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Small L., McPhail R., Shaw A., Graduate employability: the higher education landscape in Australia, Higher Education Research & Development, 41, 3, pp. 919-933, (2022); Small L., Shacklock K., Marchant T., Employability: A contemporary review for higher education stakeholders, Journal of Vocational Education & Training, 70, 1, pp. 148-166, (2018); Thomas L., What works? Student retention and success: Summary report, (2012); Van Gijn-Grosvenor E.L., Huisman P., A sense of belonging among Australian university students, Higher Education Research & Development, 39, 2, pp. 376-389, (2020); Vanhercke D., Cuyper N.D., Peeters E., Witte H.D., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Wilcoxson L., Wynder M., The relationship between choice of major and career, experience of university and attrition, Australian Journal of Education, 54, 2, pp. 175-189, (2010); Yorke M., Knight P.T., Embedding employability into the curriculum: Learning & employability series 1, (2006)","R. Busbridge; National School of Arts and Humanities, Australian Catholic University, Fitzroy, Australia; email: rachel.busbridge@acu.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85174826774"
"Moulton J.F.G.","Moulton, Jeremy F. G. (57204771568)","57204771568","What is The Employability Value of a Degree in Politics and International Relations?","2023","Journal of Political Science Education","","","","","","","0","10.1080/15512169.2023.2284821","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177651667&doi=10.1080%2f15512169.2023.2284821&partnerID=40&md5=76d3ab07e7554077b2a259ddb7ffa6f9","University of York, United Kingdom","Moulton J.F.G., University of York, United Kingdom","Students entering contemporary higher education have the question of employability at the forefront of their minds, both when deciding which institution to study at and which subject to study. However, the notion of the “employability agenda” is not often welcomed by academics. Focusing on teaching and learning in the UK, this article draws on Daubney’s (2022) concept of “extracted employability” to ask what students of Politics and International Relations can expect in terms of employability outcomes from their degree and how that employability value can best be communicated. Highlighting resistance from academics and students to integrating employability into a demanding curriculum, this article, referencing the 2023 QAA Subject Benchmark Statement for Politics and International Relations, offers a subject-specific employability proposal. This suggestion could enhance Politics and International Relations degrees and be incorporated into institution-wide curricula and student recruitment activities. The Subject Benchmark Statement is utilized as a common understanding of the nature and standards of study in a subject area; one that can be applied in the delivery and promotion of degrees to help answer the call for those delivering Politics and International Relations teaching and learning to be more confident in their articulation of the employability value of a degree in the field. © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.","curriculum design; employability; Politics and international relations; UK higher education; undergraduate education","","","","","","","","“Embedding Employability in Higher Education.”, (2019); Barrow J., Innes T., Robertson K., “Transforming and Embedding Graduate Attributes and Skills at the University of Aberdeen.”, (2023); Blair A., Similar or Different?: A Comparative Analysis of Higher Education Research in Political Science and International Relations between the United States of America and the United Kingdom, Journal of Political Science Education, 11, 2, pp. 174-189, (2015); Bozward D., Rogers-Draycott M., Smith K., Mave M., Curtis V., Aluthgama-Baduge C., Moon R., Adams N., Exploring the Outcomes of Enterprise and Entrepreneurship Education in UK HEIs: An Excellence Framework Perspective, Industry and Higher Education, 37, 3, pp. 345-358, (2023); Breuning M., Parker P., Ishiyama J., The Last Laugh: Skill Building through a Liberal Arts Political Science Curriculum, Political Science & Politics, 34, 3, pp. 657-661, (2001); Broms R., de Fine Licht J., Preparing Political Science Students for a Non-Academic Career: Experiences from a Novel Course Module, Politics, 39, 4, pp. 514-526, (2019); Calma A., Dickson-Deane C., The Student as Customer and Quality in Higher Education, International Journal of Educational Management, 34, 8, pp. 1221-1235, (2020); Chaturvedi N.S., Guerrero M.A., Career Preparation and Faculty Advising: How Faculty Advising Can Improve Student Outcomes and Prepare Them for Life after Graduation, Journal of Political Science Education, 19, 1, pp. 34-47, (2022); Craig J., Practitioner-Focused Degrees in Politics, Journal of Political Science Education, 6, 4, pp. 391-404, (2010); Craig J., Teaching Politics to Practitioners, Handbook on Teaching and Learning in Political Science and International Relations, pp. 28-34, (2015); Craig J., The Emergence of Politics as a Taught Discipline at Universities in the United Kingdom, The British Journal of Politics and International Relations, 22, 2, pp. 145-163, (2019); Daubney K., Teaching Employability is Not my Job!: Redefining Embedded Employability from within the Higher Education Curriculum, Higher Education, Skills and Work-Based Learning, 12, 1, pp. 92-106, (2022); Ferrie J., Spreckelsen T., Teaching Methods: Pedagogical Challenges in Moving beyond Traditionally Separate Quantitative and Qualitative Classrooms, Open Scholarship of Teaching and Learning, 2, 2, (2023); Graham A.T., Academic Staff Performance and Workload in Higher Education in the UK: The Conceptual Dichotomy, Journal of Further and Higher Education, 39, 5, pp. 665-679, (2015); Hamann K., Pollock P.H., Wilson B.M., Who SoTLs Where? Publishing the Scholarship of Teaching and Learning in Political Science, Political Science & Politics, 42, 4, pp. 729-735, (2009); Hannon P.D., Philosophies of Enterprise and Entrepreneurship Education and Challenges for Higher Education in the UK, The International Journal of Entrepreneurship and Innovation, 6, 2, pp. 105-114, (2005); Harding L.H., Supporting Diverse Learning Styles: A Case Study in Student Led Syllabus Design, Journal of Political Science Education, 19, 1, pp. 83-90, (2023); Harrison L., Can Politics be Benchmarked, Teaching Politics and International Relations, pp. 38-50, (2012); Harvey L., Defining and Measuring Employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Hayton R., Teaching Politics: Graduate Students as Tutors, Politics, 28, 3, pp. 207-214, (2008); “What do HE Students Study?”, (2022); Student Development Survey 2020, (2020); Student Development Survey 2022, (2022); Ishiyama J., Breuning M., Lopez L., A Century of Continuity and (Little) Change in the Undergraduate Political Science Curriculum, American Political Science Review, 100, 4, pp. 659-665, (2006); Knight P., “Briefings on Employability 3: The Contribution of Learning, Teaching and Assessment and Other Curriculum Projects to Student Employability.”, (2003); Lee D., Foster E., Snaith H., Implementing the Employability Agenda: A Critical Review of Curriculum Developments in Political Science and International Relations in English Universities, Politics, 36, 1, pp. 95-111, (2016); Lightfoot S., Promoting Employability and Jobs Skills via the Political Science Curriculum, Handbook on Teaching and Learning in Political Science and International Relations, pp. 144-154, (2015); Lucas K.E., Internships for Credit: Linking Work Experience to Political Science Learning Objectives, Journal of Political Science Education, 2023, pp. 1-11, (2023); Marineau J.F., What is the Point of a Political Science Degree?, Journal of Political Science Education, 16, 1, pp. 101-107, (2020); Maurer H., Mawdsley J., Students Skills, Employability and the Teaching of European Studies: Challenges and Opportunities, European Political Science, 13, 1, pp. 32-42, (2014); Norton S., “The Trouble with Employability.”, (2019); Pal M., Employability as Exploitability: A Marxist Critical Pedagogy, Rethinking Neoliberalism: Alternative Societies, Transition, and Resistance, pp. 197-220, (2022); “Politics”, (2021); Enterprise and Entrepreneurship Education. Guidance for UK Higher Education Providers, (2012); Enterprise and Entrepreneurship Education. Guidance for UK Higher Education Providers, (2018); “Subject Benchmark Statement: Politics and International Relations: Fourth Edition”, (2019); Subject Benchmark Statement: Politics and International Relations: Fifth Edition” QAA, (2023); Robinson A.M., The Workplace Relevance of the Liberal Arts Politics Science BA and How It Might Be Enhanced: Reflections on an Exploratory Survey on the NGO Sector, Political Science & Politics, 46, 1, pp. 147-153, (2013); “Rishi Sunak Vows to End Low-Earning Degrees in Post-16 Education Shake-Up”, (2022); Thijssen J.G.L., Van der Heijden B.I.J.M., Rocco T.S., Toward the Employability–Link Model: Current Employment Transition to Future Employment Perspectives, Human Resource Development Review, 7, 2, pp. 165-183, (2008); Tymon A., The Student Perspective on Employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Williams G., Subject Benchmarking in the UK, Public Policy for Academic Quality: Higher Education Dynamics 30, pp. 157-182, (2010); Williams S., Dodd L.J., Steele C., Randall R., A Systematic Review of Current Understandings of Employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Wyman M., Lees-Marshment J., Herbet J., From politics past to politics future: Addressing the employability agenda through a professional politics curriculum, Teaching Politics and International Relations, pp. 236-254, (2012)","J.F.G. Moulton; Department of Politics, University of York, United Kingdom; email: jeremy.moulton@york.ac.uk","","Routledge","","","","","","15512169","","","","English","J. Polit. Sci. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85177651667"
"Peasland E.L.; Scott G.W.; Morrell L.J.; Henri D.C.","Peasland, Emma L. (57211580103); Scott, Graham W. (7402930532); Morrell, Lesley J. (6701780983); Henri, Dominic C. (51663600000)","57211580103; 7402930532; 6701780983; 51663600000","Student employability enhancement through fieldwork: purposefully integrated or a beneficial side effect?","2023","Journal of Geography in Higher Education","","","","","","","0","10.1080/03098265.2023.2267459","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174636042&doi=10.1080%2f03098265.2023.2267459&partnerID=40&md5=620e1baf25c126f6f5f7a0e04ecb3d96","School of Natural Sciences, University of Hull, Kingston-upon-Hull, United Kingdom","Peasland E.L., School of Natural Sciences, University of Hull, Kingston-upon-Hull, United Kingdom; Scott G.W., School of Natural Sciences, University of Hull, Kingston-upon-Hull, United Kingdom; Morrell L.J., School of Natural Sciences, University of Hull, Kingston-upon-Hull, United Kingdom; Henri D.C., School of Natural Sciences, University of Hull, Kingston-upon-Hull, United Kingdom","Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, discipline-specific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills outcomes of field courses, and, therefore, whether they are communicated to students is unknown. We investigated whether staff intentionally plan transferable skills development opportunities into fieldwork by interviewing academic staff responsible for planning and leading residential field courses at a UK university. We also conducted a thematic analysis of associated module specifications and teaching materials to understand whether transferable skills were signposted to colleagues and students. Our findings show that although most staff recognise that their field courses help students to develop transferable skills, staff awareness of skills and professional development outcomes is narrowly focused on technical skills and discipline-related careers. Furthermore, those transferable skills outcomes that staff are aware of are not fully translated into module specifications and infrequently signposted to students via teaching materials. These findings suggest that transferable skills form a hidden curriculum of fieldwork. To maximise the employability benefits of fieldwork, we recommend that all skills should be signposted to students both during field course teaching and also via the associated teaching materials. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","competency-based education; employability; Fieldwork; hidden curriculum; skills development","","","","","","","","Andelkovic S., Dedjanski V., Pejic B., Pedagogical benefits of fieldwork of the students at the faculty of Geography in the light of the bologna process, Journal of Geography in Higher Education, 42, 1, pp. 110-125, (2018); Arrowsmith C., Bagoly-Simo P., Finchum A., Oda K., Pawson E., Student employability and its implications for Geography curricula and learning practices, Journal of Geography in Higher Education, 35, 3, pp. 365-377, (2011); Artess J., Mellors-Bourne R., Hooley T., Employability: A review of the literature 2012-2016, (2017); Arum R., Roksa J., Academically adrift: Limited learning on college campuses, (2011); Bennett D., Graduate employability and higher education: Past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2019); Bennett D., Richardson S., Enacting strategies for graduate employability: How universities can best support students to develop generic skills, For Learning and …, (2016); Biggs J.B., The role of metalearning in study processes, The British Journal of Educational Psychology, 55, 3, pp. 185-212, (1985); Bos D., Miller S., Bull E., Using virtual reality (VR) for teaching and learning in geography: Fieldwork, analytical skills, and employability, Journal of Geography in Higher Education, 46, 3, pp. 479-488, (2022); Boud D., Keogh R., Walker D., Reflection: Turning Experience into Learning, (1985); Boyle A., Maguire S., Martin A., Milsom C., Nash R., Rawlinson S., Turner A., Wurthmann S., Conchie S., Fieldwork is good: The student perception and the affective Domain, Journal of Geography in Higher Education, 31, 2, pp. 299-317, (2007); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Cooke J., Araya Y., Bacon K.L., Bagniewska J.M., Batty L.C., Bishop T.R., Burns M., Charalambous M., Daversa D.R., Dougherty L.R., Dyson M., Teaching and learning in ecology: A horizon scan of emerging challenges and solutions, Oikos, 130, 1, pp. 15-28, (2021); Cotronei-Baird V.S., Academic hindrances in the integration of employability skills development in teaching and assessment practice, Higher Education, 79, 2, pp. 203-223, (2020); Cotton D., Winter J., Bailey I., Researching the hidden curriculum: Intentional and unintended messages, Journal of Geography in Higher Education, 37, 2, pp. 192-203, (2013); Cranmer S., Enhancing graduate employability: Best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); France D., Haigh M., Fieldwork@40: Fieldwork in geography higher education, Journal of Geography in Higher Education, 42, 4, pp. 498-514, (2018); France D., Powell V., Mauchline A.L., Welsh K., Julian Park W.B.W., Rewhorn S., Ability of students to recognize the relationship between using Mobile apps for learning during fieldwork and the development of graduate attributes, Journal of Geography in Higher Education, 40, 2, pp. 182-192, (2016); Frankham J., Employability and higher education: The follies of the “productivity challenge” in the teaching excellence framework, Journal of Education Policy, 32, 5, pp. 628-641, (2017); Fuller I., Edmondson S., France D., Higgitt D., Ratinen I., International perspectives on the effectiveness of Geography fieldwork for learning, Journal of Geography in Higher Education, 30, 1, pp. 89-101, (2006); Harden R.M., What is a spiral curriculum?, Medical Teacher, 21, 2, pp. 141-143, (1999); Henry T., Murray J., How does it feel? The affective domain and undergraduate student perception of fieldwork set in a broad pedagogical perspective, Tuning Journal for Higher Education, 5, 2, pp. 45-74, (2018); Hovorka A.J., Wolf P.A., Activating the classroom: Geographical fieldwork as pedagogical practice, Journal of Geography in Higher Education, 33, 1, pp. 89-102, (2009); Huxley-Binns R., Lawrence J., Scott G., Competence-based HE: Future proofing curricula, Integrative curricula: A multi-dimensional approach to pedagogy, 50, pp. 131-147, (2023); Ito H., Igano C., International fieldwork as skills development: An exploratory study, Journal of Geography in Higher Education, 45, 3, pp. 417-434, (2021); Jolley A., Hampton S.J., Brogt E., Kennedy B.M., Fraser L., Knox A., Student field experiences: Designing for different instructors and variable weather, Journal of Geography in Higher Education, 43, 1, pp. 71-95, (2019); Kavannagh J., Kearns A., McGarry T., The benefits and challenges of student-led clinics within an Irish context, The Journal of Practice Teaching and Learning, 13, 2-3, pp. 58-72, (2014); Kent M., Gilbertson D.D., Hunt C.O., Fieldwork in geography teaching: A critical review of the literature and approaches, Journal of Geography in Higher Education, 21, 3, pp. 313-332, (1997); Levy A., Second-order planned change: Definition and conceptualization, Organizational Dynamics, 15, 1, pp. 5-23, (1986); Li Y., Krause S., McLendon A., Jo I., Teaching a geography field methods course amid the COVID-19 pandemic: Reflections and lessons learned, Journal of Geography in Higher Education, 47, 2, pp. 339-348, (2023); Lowden K., Hall S., Elliot D., Lewin J., Employers’ perceptions of the employability skills of new graduates, (2011); Mak B., Lau C., Wong A., Effects of experiential learning on students: An Ecotourism service-learning course, Journal of Teaching in Travel & Tourism, 17, 2, pp. 85-100, (2017); Mauchline A.L., Peacock J., Park J.R., The future of Bioscience fieldwork in UK Higher Education, Bioscience Education, 21, 1, pp. 7-19, (2013); Maw S.J., Mauchline A.L., Park J.R., Biological fieldwork provision in Higher Education, Bioscience Education, 17, 1, pp. 1-14, (2011); McCune V., Hounsell J., Christie H., Cree V.E., Tett L., Mature and younger students’ reasons for making the transition from further education into higher education, Teaching in Higher Education, 15, 6, pp. 691-702, (2010); Mello L.V., Wattret G., Developing transferable skills through embedding reflection in the science curriculum, Biophysical Reviews, 13, 6, pp. 897-903, (2021); Mori K., Competence-based Education primer, (2023); Newing H., Eagle C., Puri R.K., Watson C.W., Conducting research in conservation: A social Science approach, (2011); Nowell L.S., Norris J.M., White D.E., Moules N.J., Thematic analysis: Striving to meet the trustworthiness criteria, International Journal of Qualitative Methods, 16, 1, (2017); Oron Semper J.V., Blasco M., Revealing the hidden curriculum in Higher Education, Studies in Philosophy and Education, 37, 5, pp. 481-498, (2018); Peacock J., Bacon K.L., Enhancing student employability through urban ecology fieldwork, Higher Education Pedagogies, 3, V2, pp. 440-450, (2018); Peacock J., Mewis R., Rooney D., The use of campus based field teaching to provide an authentic experience to all students, Journal of Geography in Higher Education, 42, 4, pp. 531-539, (2018); Pearson M.L., Hubball H.T., Curricular integration in pharmacy education, American Journal of Pharmaceutical Education, 76, 10, (2012); Peasland E.L., Henri D.C., Morrell L.J., Scott G.W., The influence of fieldwork design on student perceptions of skills development during field courses, International Journal of Science Education, 41, 17, pp. 2369-2388, (2019); (2020); Raath S., Golightly A., Geography Education students’ experiences with a problem-based learning fieldwork activity, The Journal of Geography, 116, 5, pp. 217-225, (2017); Rich J., Employability: Degrees of value, (2015); Sarkar M., Overton T., Thompson C.D., Rayner G., Academics’ perspectives of the teaching and development of generic employability skills in science curricula, Higher Education Research & Development, 39, 2, pp. 346-361, (2020); Sarkar M., Overton T., Thompson C., Rayner G., Graduate employability: Views of recent Science graduates and employers, International Journal of Innovation in Science and Mathematics Education, 24, 3, (2016); Scott I., Fuller I., Gaskin S., Life without fieldwork: Some lecturers’ perceptions of Geography and environmental Science fieldwork, Journal of Geography in Higher Education, 30, 1, pp. 161-171, (2006); Scott G.W., Goulder R., Wheeler P., Scott L.J., Tobin M.L., Marsham S., The value of fieldwork in life and environmental sciences in the context of higher education: A case study in learning about biodiversity, Journal of Science Education and Technology, 21, 1, pp. 11-21, (2012); Scott G.W., Humphries S., Henri D.C., Expectation, motivation, engagement and ownership: Using student reflections in the conative and affective domains to enhance residential field courses, Journal of Geography in Higher Education, 43, 3, pp. 280-298, (2019); Sibthorp J., Paisley K., Gookin J., Furman N., The pedagogic value of student autonomy in adventure Education, The Journal of Experiential Education, 31, 2, pp. 136-151, (2008); Sin C., Amaral A., Academics’ and employers’ perceptions about responsibilities for employability and their initiatives towards its development, Higher Education, 73, 1, pp. 97-111, (2017); Sin C., Neave G., Employability deconstructed: Perceptions of Bologna stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016); Sin C., Tavares O., Amaral A., Accepting employability as a purpose of higher education? academics’ perceptions and practices, Studies in Higher Education, 44, 6, pp. 920-931, (2019); Spronken-Smith R., McLean A., Smith N., Bond C., Jenkins M., Marshall S., Frielick S., A toolkit to implement graduate attributes in geography curricula, Journal of Geography in Higher Education, 40, 2, pp. 254-266, (2016); Stokes A., Boyle A.P., The undergraduate geoscience fieldwork experience: Influencing factors and implications for learning, Field Geology Education: Historical, 461, (2009); Stokes A., Magnier K., Weaver R., What is the use of fieldwork? Conceptions of students and staff in geography and geology, Journal of Geography in Higher Education, 35, 1, pp. 121-141, (2011); Suleman F., Employability skills of Higher Education graduates: Little consensus on a much-discussed subject, Procedia - Social & Behavioral Sciences, 228, pp. 169-174, (2016); Tavares O., The role of students’ employability perceptions on Portuguese higher education choices, Journal of Education & Work, 30, 1, pp. 106-121, (2017); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Wakeham W., Wakeham review of STEM degree provision and graduate employability, (2016); Walker S., Haines A., Fulfilling Our Potential: Teaching Excellence, Social Mobility and Student Choice, (2016); Wall G.P., Speake J., European Geography Higher Education fieldwork and the skills Agenda, Journal of Geography in Higher Education, 36, 3, pp. 421-435, (2012); Wang D., Liu D., Lai C., Zhang G., Expansion of higher education and the employment crisis: Policy innovations in China, On the Horizon, 20, 4, pp. 336-344, (2012); Wilson H., Leydon J., Wincentak J., Fieldwork in geography education: Defining or declining? The state of fieldwork in Canadian undergraduate geography programs, Journal of Geography in Higher Education, 41, 1, pp. 94-105, (2017); Wright P.N., Whitworth M., Tibaldi A., Bonali F., Nomikou P., Antoniou V., Vitello F., Becciani U., Krokos M., Van Wyk de Vries B., Student evaluations of using virtual reality to investigate natural hazard field sites, Journal of Geography in Higher Education, 47, 2, pp. 311-329, (2023); Yorke M., Employability in higher education: What it is-what it is not, 1, (2006)","D.C. Henri; School of Natural Sciences, University of Hull, Kingston-upon-Hull, Hardy Building, HU6 7RX, United Kingdom; email: d.henri@hull.ac.uk","","Routledge","","","","","","03098265","","","","English","J. Geogr. High. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85174636042"
"Mason R.A.; Brackenbury D.; Broady S.; Tsuro T.; Kane R.","Mason, Rachael Anne (57324569200); Brackenbury, Debra (58657942700); Broady, Sophie (58658289500); Tsuro, Trish (58114867400); Kane, Ros (7402265213)","57324569200; 58657942700; 58658289500; 58114867400; 7402265213","Evaluation of a process for allocating final placements to nursing students","2023","Journal of Practice Teaching and Learning","20","3","","67","89","22","0","10.1921/jpts.v20i3.1569","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174608916&doi=10.1921%2fjpts.v20i3.1569&partnerID=40&md5=03e0b3813884710e021978d299bcbe7b","Health and Social Care, University of Lincoln, United Kingdom; Four Seasons Future Planning, United Kingdom; Lincolnshire Partnership NHS Foundation Trust, United Kingdom; United Lincolnshire Hospitals NHS Trust, United Kingdom; Nursing and Public Health, University of Lincoln, United Kingdom","Mason R.A., Health and Social Care, University of Lincoln, United Kingdom; Brackenbury D., Four Seasons Future Planning, United Kingdom; Broady S., Lincolnshire Partnership NHS Foundation Trust, United Kingdom; Tsuro T., United Lincolnshire Hospitals NHS Trust, United Kingdom; Kane R., Nursing and Public Health, University of Lincoln, United Kingdom","This paper reports on the evaluation of a process developed over two years, intended to aid student nurses to enhance their job application writing skills and curriculum vitae development by inviting students to apply for their final practice placement thereby providing them with an element of choice. The evaluation of the process aimed to explore students’ perceptions on the strengths and limitations as well as suggested improvements and explore the perceived impact on application form and CV writing. A cross-sectional design using online questionnaires (year one and two) and a focus group (year one) gathered quantitative and qualitative data from a volunteer sample of final year adult and mental health student nurses. The majority of participants evaluated the process and their placement allocation with positive feedback. Three main themes in the qualitative data in both years were choice, process, and employability skills/ readiness for employment, with the addition of a fourth in the second year: fairness. The process allowed students to develop skills in applying for jobs which they felt were beneficial for their future. Choice enabled students to tailor their final experience to their career aspirations and specific skill development, ultimately smoothing the transition into their future positions. © 2023 Whiting and Birch. All rights reserved.","employability; final practice placement; graduate; nurse education; transition","","","","","","","","Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Broad P., Walker J., Boden R., Barnes A., Developing a ‘model of transition’ prior to preceptorship, British Journal of Nursing, 20, 20, pp. 1298-1301, (2011); Casey K., Fink R., Jaynes C., Campbell L., Cook P., Wilson V., Readiness for practice: The senior practicum experience, The Journal of Nursing Education, 50, 11, pp. 646-652, (2011); Croxon L., Maginnis C., Evaluation of clinical teaching models for nursing practice, Nurse Education in Practice, 9, 4, pp. 236-243, (2009); Glasper A., NMC launches new standards for undergraduate nurse programmes, British Journal of Nursing, 19, 20, pp. 1308-1309, (2013); Hart E., The experience of preparing for and transitioning to registered practice, British Journal of Nursing, 28, 6, pp. 362-368, (2019); Standards of proficiency: Physiotherapists, (2013); (2014); Standards of proficiency: Social workers in England, (2017); Higgins G, Spencer R, Kane R, A systematic review of the experiences and perceptions of the newly qualified nurse in the United Kingdom, Nurse Education Today, 30, 6, pp. 499-508, (2010); Kaihlanen A-M., Salminen L., Flinkman M., Haavisto E., Newly graduated nurses’ perceptions of a final clinical practicum facilitating transition: A qualitative descriptive study, Collegian, 26, pp. 55-61, (2019); Kelley K., Clark B., Brown V., Sitzia J., Good practice in the conduct and reporting of survey research, International Journal for Quality in Health Care, 15, 3, pp. 261-266, (2003); Kramer M., Reality shock: why nurses leave nursing, (1974); Kumaran S., Carney M., Role transition from student nurse to staff nurse: Facilitating the transition period, Nurse Education in Practice, 14, 6, pp. 605-611, (2014); Morrell N., Ridgway V., Are we preparing student nurses for final practice placement?, British Journal of Nursing, 23, 10, pp. 518-523, (2014); Standards for pre-registration midwifery education, (2009); Standards for pre-registration nursing education, (2010); Standards for Student Supervision and Assessment, (2018); Scammell J., Reflections on nurse education: Past, present, and future, British Journal of Nursing, 25, 21, pp. 1213-1213, (2016); Thomson R., Docherty A., Duffy R., Nursing students’ experiences of mentorship in their final placement, British Journal of Nursing, 26, 9, pp. 514-521, (2017); Williamson G. R., Rowe L-M., Knowles S., Kane A., Preparation and support for students in community placements: A mixed methods study, Nurse Education in Practice, 44, (2020); Woods C., West C., Mills J., Park T., Southern J., Usher K., Undergraduate student nurses’ self-reported preparedness for practice, Collegian, 22, 4, pp. 359-368, (2015)","R.A. Mason; Health and Social Care, University of Lincoln, United Kingdom; email: rmason@lincoln.ac.uk","","Whiting and Birch","","","","","","17595150","","","","English","J. Prac. Teach. Learn.","Article","Final","","Scopus","2-s2.0-85174608916"
"Lin Y.-S.; Lin Y.-H.","Lin, Yu-Sheng (58284558200); Lin, Yu-Hsuan (57195035350)","58284558200; 57195035350","The Relationship Between Self-Regulated Learning Behavior and Attitudes in Project-Based Learning Classes: A Case Study*","2023","International Journal of Engineering Education","39","6","","1308","1317","9","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179121735&partnerID=40&md5=ed564dc5476f267fcbde5e84b33c3f86","Department of Mechanical Engineering, Southern Taiwan University of Science and Technology, Tainan, 710301, Taiwan; Department of Economics, The Catholic University of Korea, Gyeonggi-do, 14662, South Korea","Lin Y.-S., Department of Mechanical Engineering, Southern Taiwan University of Science and Technology, Tainan, 710301, Taiwan; Lin Y.-H., Department of Economics, The Catholic University of Korea, Gyeonggi-do, 14662, South Korea","This study aims to explore the relationship between students’ learning behavior, perceptions of project-based learning (PjBL), and learning outcomes in the context of engineering education. The study presents a case study of PjBL implementation at a private university in Taiwan, offering valuable insights from the instructor’s perspective. A survey was conducted with 209 students in PjBL classes and 50 students in non-PjBL classes, focusing on six key learning indicators: learning attitude, participation attitude, academic integration, academic conscientiousness, application attitude, and satisfaction. The findings reveal that students’ self-regulated learning attitude has a significant impact on their satisfaction and application attitude, mediated by their participation attitude, academic integration, and academic conscientiousness. The study provides empirical evidence supporting the effectiveness of PjBL in enhancing self-regulated learning, student engagement, and satisfaction levels. Moreover, it suggests that fostering a self-regulated learning attitude can motivate students to actively participate in the learning process, enhance their academic integration skills, and ultimately influence their satisfaction and application attitudes. This study underscores the potential of PjBL in improving students’ employability and equipping them with the necessary skills to tackle challenges in the engineering profession. The insights gained from this research can inform educational practices and curriculum design to promote effective project-based learning experiences in engineering education. © 2023 TEMPUS Publications.","course implementations; mechanical engineering education; project-based learning; self-regulated learning behavior; Taiwan","Engineering education; Integration; Professional aspects; Academic integrations; Case-studies; Class A; Course implementation; Learning attitudes; Mechanical engineering education; Project based learning; Self-regulated learning; Self-regulated learning behaviors; Taiwan; Students","","","","","Ministry of Education of the People's Republic of China, MOE, (PEE1123023); Ministry of Education, MOE","–This study was supported by the Ministry of Education (MOE) in Taiwan for Teaching Project Practice Research Program (PEE1123023). The authors declare that there is no conflict of interest.","Bauters M., Holvikivi J., Vesikivi P., An overview of the situation of project-based learning in engineering education, SEFI 48th Annual Conference Engaging Engineering Education Proceedings, pp. 56-64, (2020); Lin S., Tan Z., Guo W., A bibliometric analysis of project-based learning research in and outside mainland China, International Journal of Engineering Education, 39, 2, pp. 376-396, (2023); Amini R., Setiawan B., Fitria Y., Ningsih Y., The difference of students learning outcomes using the project-based learning and problem-based learning model in terms of self-efficacy, Journal of Physics: Conference Series, (2019); Shekar A., Project-based learning in engineering design education: sharing best practices, 2014 ASEE Annual Conference & Exposition, (2014); Upadhye V., Madhe S., Joshi A., Project based learning as an active learning strategy in engineering education, Journal of Engineering Education Transformations, 36, 1; Foss M., Liu Y., Yarahmadian S., Project-based learning in a virtual setting: a case study on materials and manufacturing process and applied statistics, International Journal of Engineering Education, 38, 5, pp. 1377-1388, (2022); Vargas M., Nunez T., Alfaro M., Fuertes G., Gutierrez S., Ternero R., Sabattin J., Banguera I., Duran C., Peralta M. A., A project based learning approach for teaching artificial intelligence to undergraduate students, International Journal of Engineering Education, 36, 6, pp. 1773-1782, (2020); Martinez Fernandez S. J., Gomez Seoane C., Lenarduzzi V., Applying project-based learning to teach software analytics and best practices in data science, International Journal of Engineering Education, 39, 2, pp. 476-487, (2023); Kim S.-W., An Interdisciplinary Capstone Course on Creative Product Development with Cross-College Collaboration, International Journal of Engineering Education, 36, 3, pp. 919-928, (2020); Umar M., Ko I., E-learning: direct effect of student learning effectiveness and engagement through project-based learning, team cohesion, and flipped learning during the COVID-19 pandemic, Sustainability, 14, 3, (2022); Jabarullah N. H., Iqbal Hussain H., The effectiveness of problem-based learning in technical and vocational education in Malaysia, Education + Training, 61, 5, pp. 552-567, (2019); Aksela M., Haatainen O., Project-based learning (PBL) in practise: Active teachers’ views of its’ advantages and challenges, Integrated Education for the Real World, (2019); Sen H. S., The attitudes of university students towards learning, Procedia – Social and Behavioral Sciences, 83, pp. 947-953, (2013); Lovelace M., Brickman P., Best practices for measuring students’ attitudes toward learning science, CBE–Life Sciences Education, 12, 4, pp. 606-617, (2013); Panadero E., A review of self-regulated learning: six models and four directions for research, Frontiers in Psychology, 8, (2017); Pintrich P. R., De Groot E. V., Motivated strategies for learning questionnaire, Journal of Educational Psychology, (1991); Makany T., Kemp J., Dror I. E., Optimising the use of note-taking as an external cognitive aid for increasing learning, British Journal of Educational Technology, 40, 4, pp. 619-635, (2009); Cook E., Kennedy E., McGuire S. Y., Effect of teaching metacognitive learning strategies on performance in general chemistry courses, Journal of Chemical Education, 90, 8, pp. 961-967, (2013); Flanagan B., Majumdar R., Takii K., Ocheja P., Chen M., Ogata H., Identifying student engagement and performance from reading behaviors in open eBook assessment, Proceedings of the 28th International Conference on Computers in Education, pp. 235-244, (2020); Loyens S. M., Magda J., Rikers R. M., Self-directed learning in problem-based learning and its relationships with self-regulated learning, Educational Psychology Review, 20, 4, pp. 411-427, (2008); English M. 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D., Lin Y.-H., Factors mediating the link between engagement and satisfaction among online English-mediated Instruction learners during COVID-19, The Electronic Journal of e-Learning, 21, 3, pp. 158-174, (2023); Chen C.-M., An intelligent mobile location-aware book recommendation system that enhances problem-based learning in libraries, Interactive Learning Environments, 21, 5, pp. 469-495, (2013); Martin Nunez J. L., Diaz Lantada A., Artificial intelligence aided engineering education: State of the art, potentials and challenges, International Journal of Engineering Education, 36, 6, pp. 1740-1751, (2020); Chaparro-Pelaez J., Iglesias-Pradas S., Pascual-Miguel F. J., Hernandez-Garcia A., Factors affecting perceived learning of engineering students in problem based learning supported by business simulation, Interactive Learning Environments, 21, 3, pp. 244-262, (2013); Huang S.-H., Huang Y.-M., Wu T.-T., Chen H.-R., Chang S.-M., Problem-based learning effectiveness on micro-blog and blog for students: a case study, Interactive Learning Environments, 24, 6, pp. 1334-1354, (2016); Yadav A., Subedi D., Lundeberg M. A., Bunting C. F., Problem-based learning: Influence on students’ learning in an electrical engineering course, Journal of Engineering Education, 100, 2, pp. 253-280, (2011)","Y.-H. Lin; Department of Economics, The Catholic University of Korea, Gyeonggi-do, 14662, South Korea; email: yuhsuan.lin@catholic.ac.kr","","Tempus Publications","","","","","","0949149X","","","","English","Int. J. Eng. Educ.","Article","Final","","Scopus","2-s2.0-85179121735"
"LaGree D.; Olsen K.; Tefertiller A.; Vasquez R.","LaGree, Danielle (57210191565); Olsen, Katie (57217296401); Tefertiller, Alec (56719730800); Vasquez, Rosalynn (57218457369)","57210191565; 57217296401; 56719730800; 57218457369","Combatting the “great discontent”: the impact of employability culture and leadership empowerment on career growth, loyalty and satisfaction","2023","Corporate Communications","","","","","","","0","10.1108/CCIJ-04-2023-0058","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176427685&doi=10.1108%2fCCIJ-04-2023-0058&partnerID=40&md5=00ecb52d01742c4055f365930cbd7274","A.Q. Miller School of Media and Communication, Kansas State University, Manhattan, KS, United States; Department of Journalism, Public Relations and New Media, Baylor University, Waco, TX, United States","LaGree D., A.Q. Miller School of Media and Communication, Kansas State University, Manhattan, KS, United States; Olsen K., A.Q. Miller School of Media and Communication, Kansas State University, Manhattan, KS, United States; Tefertiller A., Department of Journalism, Public Relations and New Media, Baylor University, Waco, TX, United States; Vasquez R., Department of Journalism, Public Relations and New Media, Baylor University, Waco, TX, United States","Purpose: Motivated by the organizational challenge coined the great discontent, employees are dissatisfied with their jobs, see minimal opportunities for growth and are actively searching for new roles. This research aims to take a novel approach to internal communication strategy by introducing employability culture and leadership empowerment as mechanisms for supporting employees' career growth and additional positive workplace outcomes. Design/methodology/approach: An online survey was designed and administered in the United States. The final sample size includes 425 full-time employees working in a variety of roles, industries and work arrangements. Findings: Findings point to the inherent need for revised internal communication strategy that goes beyond managing and disseminating information. Organizations must develop cultures and their leaders in ways that empower employees and help them understand the meaning of their work. Employability culture, or an organization's support for developing employees' adaptive skills as work roles change, positively predicted employees' perceptions of their career growth opportunities at their current place of employment, employee loyalty and engagement, and job satisfaction. Leadership empowerment behaviors also positively predicted all previously listed workplace variables. These perceptions as influenced by work arrangement (onsite, hybrid, fully remote) and younger versus older generations were also analyzed. Originality/value: Research findings offer new strategies for internal communications. Internal communication teams can partner alongside executive leadership to develop a culture that helps employees envision how their skills and expertise translates to different areas of the organization, empowering them to find meaning in their work, and be driven to support organizational growth. © 2023, Emerald Publishing Limited.","Career growth; Employability culture; Employee loyalty; Internal communication; Job satisfaction; Leadership empowerment; The great discontent","","","","","","","","Aced Toledano C., Miguel Segarra S., Lopez-de-Ayala M.C., The impact of the Covid-19 pandemic. 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LaGree; A.Q. Miller School of Media and Communication, Kansas State University, Manhattan, United States; email: danilagree@ksu.edu","","Emerald Publishing","","","","","","13563289","","","","English","Corp. Commun.","Article","Article in press","","Scopus","2-s2.0-85176427685"
"Habicht I.M.","Habicht, Isabel M. (57221553460)","57221553460","Cross-country comparison: does social democratic party power increase an employee’s perceived employability?","2023","Frontiers in Sociology","8","","1212553","","","","0","10.3389/fsoc.2023.1212553","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174570735&doi=10.3389%2ffsoc.2023.1212553&partnerID=40&md5=c1d9426909a5c24de80ea824bcb91e39","Department of Sociology, University of Wuppertal, Wuppertal, Germany","Habicht I.M., Department of Sociology, University of Wuppertal, Wuppertal, Germany","Individuals strive to be highly employable, yet, we lack a uniform definition of ‘employability’. Within the labour market, employability can be seen as a product of individual human capital resources. However, this study argues that employability is also affected by the structure of the labour market and therefore also considers a country’s economic situation and political power to quantify employees’ perceived employability. Using data from the International Social Survey Programme, the Manifesto Project Dataset, and the International Labour Organization, this study uses a multilevel regression model with data from 30 countries. This paper disentangles the impact of individual careers and country policies (micro–macro linkage) on the perceived employability of their employees. At the individual level, initial education is the main predictor of employees’ current perceived employability, but vocational training is not. At the country level, the share of social democratic party power in each country, as a driver of active labour market policies, has a net effect on employee’s perceived employability, irrespective of their individual human capital investments. The generalisability of the findings is relevant to current debates about whether workers should become managers of their own careers or whether policymakers should take responsibility. Copyright © 2023 Habicht.","active labour market policies (ALMPs); employability; human capital investments; labour market insiders; social democratic parties","","","","","","","","Arthur M.B., Rousseau D.M., The boundaryless career: a new employment principle for a new organizational era (reprint), (2001); Becker G.S., Investment in human capital: a theoretical analysis, J. Polit. 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Rev, 99, pp. 61-74, (2005); Rueda D., Social democracy and active labour-market policies: insiders, outsiders and the politics of employment promotion, Br. J. Polit. Sci, 36, pp. 385-406, (2006); Schultz T.W., Investment in human capital, Am. Econ. Rev, 51, pp. 1-17, (1961); Sin C., Neave G., Employability deconstructed: perceptions of Bologna stakeholders, Stud. High. Educ, 41, pp. 1447-1462, (2016); Snijders T.A.B., Bosker R.J., Modeled variance in two-level models, Sociol. Methods Res, 22, pp. 342-363, (1994); Snijders T.A., Bosker R.J., Multilevel analysis: an introduction to basic and advanced multilevel modelling, (1999); Sullivan S.E., Baruch Y., Advances in career theory and research: a critical review and agenda for future exploration, J. Manag, 35, pp. 1542-1571, (2009); Thijssen J.G., van der Heijden B.I., Rocco T.S., Toward the employability—link model: current employment transition to future employment perspectives, Hum. Resour. Dev. Rev, 7, pp. 165-183, (2008); Volkens A., Lehmann P., Theres M., Merz N., Regel S., Wessels B., (2017); Walter S., Globalization and the welfare state: testing the microfoundations of the compensation hypothesis, Int. Stud. Q, 54, pp. 403-426, (2010); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, J. Educ. Work, 29, pp. 877-901, (2016); Zimmermann K.F., Biavaschi C., Eichhorst W., Giulietti C., Kendzia M.J., Muravyev A., Et al., Youth unemployment and vocational training, Foundat. Trends® Microeconom, 9, pp. 1-157, (2013)","I.M. Habicht; Department of Sociology, University of Wuppertal, Wuppertal, Germany; email: habicht@uni-wuppertal.de","","Frontiers Media SA","","","","","","22977775","","","","English","Front. sociol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85174570735"
"Augustin F.; Narad R.; Moran B.; Bahr K.","Augustin, Frankline (57006521500); Narad, Richard (6701699945); Moran, Brendan (58732250500); Bahr, Kaitlin (57201018067)","57006521500; 6701699945; 58732250500; 57201018067","The employability strengths American Millennials contribute to the health administration workforce: A workplace readiness study at two California public universities","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","248","266","18","0","10.21153/JTLGE2023VOL14NO1ART1701","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178204239&doi=10.21153%2fJTLGE2023VOL14NO1ART1701&partnerID=40&md5=eaaef16b2a7c49cdf09ca148a6f12172","Department of Health Sciences, California State University, Northridge, United States; Department of Public Health & Health Services Administration, California State University, Chico, United States","Augustin F., Department of Health Sciences, California State University, Northridge, United States; Narad R., Department of Public Health & Health Services Administration, California State University, Chico, United States; Moran B., Department of Health Sciences, California State University, Northridge, United States; Bahr K., Department of Health Sciences, California State University, Northridge, United States","This qualitative study examined employability, also referred to as workplace readiness strengths in this article, for American Millennial health administration baccalaureates. The primary researcher used data collected from focus groups and interviews conducted at two certified Association of University Programs in Health Administration (AUPHA) programs in California, USA. Participants (n = 71) belonged to one of 4 distinct groups: (a) health administration faculty, (b) internship preceptors, (c) alumni, and (d) undergraduate students (interns) enrolled in their internship program. Thematic content analysis was used to evaluate the collected qualitative data, after which descriptive statistics was applied to calculate the frequencies of emergent themes. The National Association of Colleges and Employers (NACE) Career Readiness Competencies, an employer and university validated list of Career Readiness Competencies for a Career-Ready Workforce, was used as a comparative framework for the workplace readiness strengths provided in the qualitative data. Six strength-based themes emerged, two of which comparatively aligned with two of the NACE Career Readiness Competencies. However, respondents indicated that the rest of the NACE Career Competencies were not overtly expressed by Millennials as workplace strengths and should be embedded into the health administration curriculum. This invaluable information can be used to update the AUPHA health administration curriculum and help their undergraduate students increase their employability index scores. © 2023 Deakin University. All rights reserved.","AUPHA; career readiness; employability; health administration; millennial; NACE; qualitative; workplace readiness","","","","","","California State University, CSU","Funding to support this study provided by California State University, Northridge Probationary Faculty Support Grant.","High-impact practices, (2023); Anderson A., The impact of the Affordable Care Act on the health care workforce, The Heritage Foundation, 2887, pp. 1-20, (2014); Certification documents, (2017); Bachelor’s programs, (2022); Certification overview, (2022); Vision, mission, values, philosophy, (2022); Augustin F., Stumpf S., Talent diversity pipeline, The Journal of Health Administration Education, 35, 3, pp. 371-393, (2018); Bauer-Wolf J., Overconfident students, dubious employers, (2018); Beal B., Feedback fears for the 'Me, me, me' generation, Human Resource Management International Digest, 24, 6, pp. 27-29, (2016); Multi-generational impacts on the workplace, (2017); Bialik K., Fry R., Millennial life: How young adulthood today compares with prior generations, (2019); Cappelli P., What employers really want? Workers they don’t have to train, The Washington Post, (2014); Carmichael S. G., Millennials are actually workaholics, according to research, Harvard Business Review, 22, (2016); Carlson S., Building tomorrow’s work force: What employers want you to know, (2022); Cohen R. A., Zammitti E. P., Martinez M. E., Health insurance coverage: Early release of estimates from the National Health Interview Survey, 2016, (2017); Creswell J. W., Research design: Qualitative and quantitative approaches, (2018); The Deloitte global Millennial survey 2019, (2019); DePaolo C. A., Wilkinson K., Get your head into the clouds: Using word clouds for analyzing qualitative assessment data, TechTrends, 58, 3, pp. 38-44, (2014); DeVaney S. A., Understanding the millennial generation, Journal of Financial Service Professionals, 69, 6, (2015); Dimock M., Defining generations: Where Millennials end and Generation Z begins, (2019); Economy P., The (Millennial) workplace of the future is almost here: These 3 things are about to change big time; Finley A., How college contributes to workforce success: Employer views on what matters most, (2021); Fischer K., The path from college to career, (2022); Flaherty E., Bartels S. J., Addressing the community-based geriatric healthcare workforce shortage by leveraging the potential of interprofessional teams, Journal of the American Geriatrics Society, 67, pp. S400-S408, (2019); Frey W. H., The Millennial generation: A demographic bridge to America’s diverse future, (2018); Friedman J., Study: More students are enrolling in online courses, (2018); Fry R., Millennials are the largest generation in the US labor force, (2018); Glandon G. L., AUPHA and globalization: A perspective on the future, Frontiers in Public Health, 7, (2019); Hansen M., The US Education system isn’t giving students what employers need, Harvard Business Review, (2021); Hirsch A., Why hiring managers’ expectations for new college graduates may be unrealistic, SHRM, (2019); Jayadeva R., Mentoring millennials: Perceptions and analysis, College and University, 93, 2, pp. 29-33, (2018); Jenkins R., This is why millennials care so much about work-life balance, (2018); Kolb D. A., Experiential learning: experience as the source of learning and development, (2015); Littlejohn L., Campbell J., Collins-McNeil J., Comparative analysis of nursing shortage, International Journal of Nursing, 1, 1, pp. 21-26, (2012); Lowell B. L., Gerova S. G., Immigrants and the healthcare workforce: Profiles and shortages, Work and Occupations, 31, 4, pp. 474-498, (2004); Lub X., Nije Bijvank M., Matthijs Bal P., Blomme R., Schalk R., Different or alike? Exploring the psychological contract and commitment of different generations of hospitality workers, International Journal of Contemporary Hospitality Management, 24, 4, pp. 553-573, (2012); Mathews D., Franzen-Castle L., Colby S., Kattelmann K., Olfert M., White A., Use of word clouds as a novel approach for analysis and presentation of qualitative data for program evaluation, Journal of Nutrition Education and Behavior, 47, 4, (2015); Matthews D., Guthrie B., Lindsay E., Graduate outlook 2015: The report of the 2015 graduate outlook survey: Perspectives on graduate recruitment, (2015); McKendrick J., What do employees want? They want digital skills, Forbes, (2018); The four career competencies employers value the most, (2019); Key attributes employers want to see on students’ resumes, (2020); What is NACE? About our association, (2022); Career readiness: development and validation of the NACE career readiness competencies, (2022); NACE strategic alliances, (2023); What is career readiness?, (2023); Ngotngamwong R., Working with Millennials, Human Behavior, Development and Society, 20, 2, pp. 62-73, (2019); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Employability skills; Post J., How to develop a positive attitude in the workplace, (2021); PwC’s NextGen: A global generational study, (2013); Ramlo S., Using word clouds to visually present Q methodology data and findings, Journal of Human Subjectivity, 9, 2, pp. 95-108, (2011); Reed T., New survey: Only 4 in 10 U.S. college students feel well-prepared for their future careers; perceptions of preparedness vary widely by gender, (2018); Rigoni B., Asplund J., Developing employees’ strengths boosts sales, profit, and engagement, Harvard Business Review, (2016); Sellars B. B., Sherrod D. R., Chappel-Aiken L., Using word clouds to analyze qualitative data in clinical settings, Nursing Management, 49, 10, pp. 51-53, (2018); Shwarting T., In defense of Millennials: Embracing their strengths for an inclusive work culture, (2018); Sorenson S., How employees’ strengths make your company stronger, Gallup Business Journal, (2014); The employment situation, (2022); Impact of the COVID-19 pandemic on the hospital and outpatient clinician workforce: Challenges and policy responses, (2022); Vrain E., Lovett A., Using word clouds to present farmers’ perceptions of advisory services on pollution mitigation measures, Journal of Environmental Planning and Management, 63, 6, pp. 1132-1149, (2020); Wilson A. B., Nowak A. P., Why a health administration internship, Research in Health Science, 4, 3, pp. 142-151, (2019); Free online Wordcloud generator, (2023); Wyman N., Hiring is on the rise, but are college grads prepared for the world of work? Forbes, (2018)","F. Augustin; Department of Health Sciences, California State University, Northridge, United States; email: fa@csun.edu","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85178204239"
"Edwards S.; Sudlow-Haylett A.","Edwards, Shona (58682570200); Sudlow-Haylett, Alexandra (58682108200)","58682570200; 58682108200","Out of time: (Re)working disabled graduate employability","2023","Journal of Teaching and Learning for Graduate Employability","14","2","","104","116","12","1","10.21153/jtlge2023vol14no2art1802","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175830396&doi=10.21153%2fjtlge2023vol14no2art1802&partnerID=40&md5=fba28b552489825b452ac31c4e5caf68","School of Humanities, University of Adelaide, Australia","Edwards S., School of Humanities, University of Adelaide, Australia; Sudlow-Haylett A., School of Humanities, University of Adelaide, Australia","As interest in disability employment increases across the world following the COVID-19 pandemic, understanding the employability of disabled graduates becomes an imperative for governments, universities and employers alike. This article investigates employability through the lens of the lived experience of disabled graduates, with one author (Alexandra) serving as a case study. Alexandra’s experience in higher education has been defined by living in crip time, a unique disabled experience of time as non-linear. Alexandra’s story describes how surviving within institutions which operate on normative understandings of time as linear, chronological, and inextricably tied to productivity has caused harm to disabled students. Disabled students are made to feel as though they are ‘falling behind time,’ ‘wasting time,’ and ‘losing time,’ resulting in a struggle to ‘catch up time,’ which impacts upon their wellbeing, confidence, and their sense of self. This struggle disadvantages disabled students from spending time building their ‘employability skills’ throughout their degree. As disabled students complete their studies and seek graduate employment, they come into further contact with industry who further compound harm through placement experiences and the graduate hiring process by not accommodating for crip time. This case study poses conventional mentoring programmes as a site in which disabled students such as Alexandra face barriers to engagement. We argue for a co-designed model of accessible, non-hierarchical peer mentoring, where crip time is accommodated and supported. Such accessible mentoring may serve as an effective intervention and an opportunity for disabled students to develop essential employability skills. © 2023 Deakin University. All rights reserved.","crip time; disabled students; employability; higher education; mentoring","","","","","","","","Ashe F., Harnessing Political Theory to Facilitate Students’ Engagement with Graduate ‘Employability’: A Critical Pyramid Approach, Politics, 32, 2, pp. 129-137, (2012); The promise of co-design for public policy, (2020); (2019); Core Skills For Work Development Framework, (2013); Disability and Australia’s Disability Strategy 2021-2031, (2021); Individual Capacity Building, (2022); Barbarin I., Death by a Thousand Words: COVID-19 and the Pandemic of Ableist Media, (2021); Bennett A., Burke P. J., Re/conceptualising time and temporality: an exploration of time in higher education, Discourse: Studies in the Cultural Politics of Education, 39, 6, pp. 913-925, (2018); Brewer G., Disability in Higher Education: Investigating Identity, Stigma and Disclosure amongst Academics, (2022); Brown N., Leigh J., Ableism in Academia: Theorising experiences of disabilities and chronic illnesses in higher education, (2020); Browne V., Feminism, time, and nonlinear history, (2016); Cassiani C., Stinson J., Lindsay S., E-mentoring for youth with physical disabilities preparing for employment: a content analysis of support exchanged between participants of a mentored and non-mentored group, Disability and Rehabilitation, 42, 14, pp. 1963-1970, (2020); Chatzidakis A., Hakim J., Littler J., Rottenberg C., Segal L., The Care Manifesto: The politics of interdependence, (2020); (2022); Students Mentoring Staff, (2023); Dewidar O., Elmestekawy N., Welch V., Improving equity, diversity, and inclusion in academia, Research Integrity and Peer Review, 7, 1, pp. 1-10, (2022); Dollinger M., The projectification of the university: consequences and alternatives, Teaching in Higher Education, 25, 6, pp. 669-682, (2020); Edelman L., No future: Queer theory and the death drive, (2004); Griffiths E., ‘But you don’t look disabled’: Non-visible disabilities, disclosure and being an ‘insider’ in disability research and ‘other’ in the disability movement and academia, Ableism in Academia: Theorising experiences of disabilities and chronic illnesses in higher education, pp. 124-142, (2020); Halberstam J., In a Queer Time and Place: Transgender Bodies, Subcultural Lives, (2005); Hemphill E., Kulik C. T., Shaping attitudes to disability employment with a national disability insurance scheme, The Australian Journal of Social Issues, 51, 3, pp. 299-316, (2016); Jones G. E., Advancement opportunity issues for persons with disabilities, Human Resource Management Review, 7, 1, pp. 55-76, (1997); Why disability access is a rising focus for companies, (2022); Kafer A., Feminist, Queer, Crip, (2013); Kotzer A., Crip: Is this slur in the process of being reclaimed?, (2021); Levinson W., Kaufman K., Clark B., Tolle S. W., Mentors and role models for women in academic medicine, The Western journal of medicine, 154, 4, pp. 423-426, (1991); Lindsay S., Cagliostro E., Stinson J., Leck J., A 4-Week Electronic-Mentoring Employment Intervention for Youth With Physical Disabilities: Pilot Randomized Controlled Trial, JMIR Pediatrics and Parenting, 2, 1, (2019); Ljuslinder K., Ellis K., Vikstrom L., Cripping Time – Understanding the Life Course through the Lens of Ableism, Scandinavian Journal of Disability Research, 22, 1, pp. 35-38, (2020); Martin J. M., Stigma and student mental health in higher education, Higher Education Research & Development, 29, 3, pp. 259-274, (2010); McRuer R., Crip theory: Cultural signs of queerness and disability, (2006); McQuaid R., Lindsay C., The Concept of Employability, Urban Studies, 42, 2, pp. 197-219, (2005); Disability and Higher Education in Australia: Joint Position Statement & Research Report, (2022); Olney S., Inclusion, Work and Wellbeing: Shifting Perceptions of Disability and Employability Through the National Disability Insurance Scheme, The National Disability Insurance Scheme: An Australian public policy experiment, pp. 285-304, (2021); Piepzna-Samarasinha L., Care Work: Dreaming disability justice, (2021); Pitman T., Supporting persons with disabilities to succeed in higher education: Final report, (2022); Price M., The Bodymind Problem and the Possibilities of Pain, Hypatia, 30, 1, pp. 268-284, (2015); Graduate Outcomes Survey, (2021); Raghavan S., The value of ‘crip time’: Discarding notions of productivity and guilt, to listen to the rhythms of our bodies, (2020); Reid J., Redefining “Employability” as something to be achieved: Utilising Tronto’s conceptual framework of care to refocus the debate, Higher Education, Skills and Work-Based Learning, 6, 1, pp. 55-68, (2016); Reid E. R., Kelestyn B., Problem representations of employability in higher education: Using design thinking and critical analysis as tools for social justice in careers education, British Journal of Guidance & Counselling, 50, 4, pp. 631-646, (2022); Rice C., Chandler E., Rinaldi J., Changfoot N., Liddiard K., Mykitiuk R., Mundel I., Imagining Disability Futurities, Hypatia, 32, 2, pp. 213-229, (2017); Rodgers J., Thorneycroft R., Cook P. S., Humphrys E., Asquith N. L., Yaghi S. A., Foulstone A., Ableism in higher education: The negation of crip temporalities within the neoliberal academy, Higher Education Research & Development, 42, 6, pp. 1482-1495, (2022); Samuels E., Six Ways of Looking at Crip Time, Disability Studies Quarterly, 37, 3, (2017); Schumm D., It’s Time for ‘Crip Time.’ Inside Higher Ed, (2022); Sheppard E., Performing Normal But Becoming Crip: Living with Chronic Pain, Scandinavian Journal of Disability Research, 22, 1, pp. 39-47, (2020); Strindlund L., Abrandt-Dahlgren M., Stahl C., Employers’ views on disability, employability, and labor market inclusion: A phenomenographic study, Disability and Rehabilitation, 41, 24, pp. 2910-2917, (2019); PASS Recruitment: how to become a PASS leader, (2023); Williams S., Dodd L. J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016)","S. Edwards; School of Humanities, University of Adelaide, Australia; email: shona.edwards@adelaide.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85175830396"
"Hains-Wesson R.; Ji K.; Wu E.; Pollard V.","Hains-Wesson, Rachael (37028620100); Ji, Kaiying (55972976900); Wu, Eliza (8693465100); Pollard, Vikki (16647476300)","37028620100; 55972976900; 8693465100; 16647476300","Improving employability skill attainment through a Theatre of the Board role play activity","2023","Issues in Educational Research","33","3","","992","1011","19","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174237079&partnerID=40&md5=44ce439c0c91c1a0e6f7c7966144e997","University of Sydney Business School, The University of Sydney, Australia; Australian Catholic University, Australia","Hains-Wesson R., University of Sydney Business School, The University of Sydney, Australia; Ji K., University of Sydney Business School, The University of Sydney, Australia; Wu E., University of Sydney Business School, The University of Sydney, Australia; Pollard V., Australian Catholic University, Australia","In this study, we investigate the benefits and barriers to postgraduate students’ employability skill attainment through an in-person, boardroom role play activity titled Theatre of the Board. We use a case study approach that incorporates mixed methods to analyse 157 pre-and post-survey student responses and twelve reflective logbooks. Over a two year period we measured students’ employability skill growth through a Theatre of the Board role play. Students play-acted boardroom positions, requiring highly spontaneous and creative solutions to collective problem solving. The results show that students improved their cultural awareness, reflective learning and problem-solving. On the other hand, students’ self-confidence with time management, interpersonal and oral communication skills decreased over time. Based on the findings, we present key recommendations to advance role play curriculum design while considering employability skill attainment as a key component to experiential learning outcomes. © 2023, Western Australian Institute for Educational Research Inc.. All rights reserved.","","","","","","","","","Aldrich C., 1996-2006 E-learning in the workplace, Training and Development, 60, 9, pp. 54-57, (2006); Alkaabi K., Applying the innovative approach of employing a business simulation game and prototype developing platform in an online flipped classroom of an entrepreneurial summer course: A case study of UAEU, Education Sciences, 13, 1, pp. 13-20, (2023); Avramenko A., Enhancing students’ employability through business simulation, Education + Training, 54, 5, pp. 355-367, (2012); Beaubien J. M., Baker D. P., The use of simulation for training teamwork skills in health care: How low can you go?, BMJ Quality and Safety, 13, pp. i51-i56, (2004); Bell R., Warren V., Illuminating a methodological pathway for doctor of business administration researchers: Utilizing case studies and mixed methods for applied research, Social Sciences & Humanities Open, 7, 1, (2023); Bezemer P. J., Nicholson G., Pugliese A., The influence of board chairs on director engagement: A case‐based exploration of boardroom decision‐making, Corporate Governance: An International Review, 26, 3, pp. 219-234, (2018); Bosco A. M., Ferns S., Embedding of authentic assessment in work-integrated learning curriculum, Asia-Pacific Journal of Cooperative Education, 15, 4, pp. 281-290, (2014); Chad P., Equitable work-integrated-learning: Using practical simulations in university marketing subjects, Australasian Marketing Journal, 28, 2, pp. 119-127, (2020); Chernikova O., Heitzmann N., Stadler M., Holzberger D., Seidel T., Fischer F., Simulation-based learning in higher education: A meta-analysis, Review of Educational Research, 90, 4, pp. 499-541, (2020); Cohen S., Portney K. E., Rehberger D., Thorsen C., Virtual decisions: Digital simulations for teaching reasoning in the social sciences and humanities, (2006); Cooper L., Orrell J., Bowden M., Work integrated learning: A guide to effective practice, (2010); Da Vinha L., Using hybrid simulations to enhance student learning of international relations theories, Issues in Educational Research, 31, 3, pp. 739-759, (2021); Dacre Pool L., Qualter P., Sewell J. P., Exploring the factor structure of the CareerEDGE employability development profile, Education + Training, 56, 4, pp. 303-313, (2014); Dean B., Eady M. J., Yanamandram V., Editorial 17.4: Advancing non-placement work-integrated learning across the degree, Journal of University Teaching & Learning Practice, 17, 4, (2020); DeFillippi R. J., Introduction: Project-based learning, reflective practices, and learning outcomes, Management Learning, 32, 1, pp. 5-10, (2001); Duchatelet D., Spooren P., Bursens P., Gijbels D., Donche V., Explaining self-efficacy development in an authentic higher education learning context of role-play simulations, Studies in Educational Evaluation, 68, (2021); Duchatelet D., Gijbels D., Bursens P., Donche V., Spooren P., Looking at role play simulations of political decision-making through a contextual lens: A state of the art, Educational Research Review, 27, pp. 126-139, (2019); Eisenhardt K. M., Building theories from case study research, Academy of Management Review, 14, 4, pp. 532-550, (1989); Farashahi M., Tajeddin M., Effectiveness of teaching methods in business education: A comparison study on the learning outcomes of lectures, case studies and simulations, The International Journal of Management Education, 16, 1, pp. 131-142, (2018); Flyvbjerg B., Five misunderstandings about case-study research, Qualitative research practice, pp. 390-404, (2004); Gautam M., Gender, subject choice and higher education in India: Exploring ‘choices’ and ‘constraints’ of women students, Contemporary Education Dialogue, 12, 1, pp. 31-58, (2015); Groysberg B., Bell D., Dysfunction in the boardroom: Understanding the persistent gender gap at the highest levels, Harvard Business Review, 91, 6, pp. 88-97, (2013); Hains-Wesson R., Ji K., Students’ perceptions of an interdisciplinary global study tour: Uncovering inexplicit employability skills, Higher Education Research and Development, 39, 4, pp. 657-671, (2020); Hains-Wesson R., Ji K., An interdisciplinary, short-term mobility, work-integrated learning experiment: Education for change, Issues in Educational Research, 31, 3, pp. 800-815, (2021); Hains-Wesson R., Pollard V., Campbell A., A three-stage process of improvisation for teamwork: Action research, Issues in Educational Research, 27, 1, pp. 82-98, (2017); Hill C., Miller K., Benson K., Handley G., Barriers and bias: The status of women in leadership, (2016); Jackson D., Re-conceptualising graduate employability: The importance of pre-professional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jackson D., Meek S., Embedding work-integrated learning into accounting education: The state of play and pathways to future implementation, Accounting Education, 30, 1, pp. 63-85, (2021); Jackson D., Dean B. A., Eady M., Equity and inclusion in work-integrated learning: Participation and outcomes for diverse student groups, Educational Review, (2023); Johnson K. E., Golombek P. R., The transformative power of narrative in second language teacher education, TESOL Quarterly, 45, 3, pp. 486-509, (2011); Joyner B., Young L., Teaching medical students using role play: Twelve tips for successful role plays, Medical Teacher, 28, 3, pp. 225-229, (2006); Kaider F., Hains-Wesson R., Enhancing Courses for Employability: Summary of report on research into authentic assessments, (2016); Kaider F., Hains-Wesson R., Young K., Practical typology of authentic WIL learning activities and assessments, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 153-165, (2017); Lord S. M., Camacho M. M., Layton R. A., Long R. A., Ohland M. W., Wasburn M. H., Who’s persisting in engineering? A comparative analysis of female and male Asian, black, Hispanic, Native American, and white students, Journal of Women and Minorities in Science and Engineering, 15, 2, pp. 167-190, (2009); Marsick V. J., Watkins K. E., Lessons from informal and incidental learning in the workplace, Management learning: Integrating perspectives in theory and practice, pp. 295-311, (1997); Masika R., Jones J., Building student belonging and engagement: Insights into higher education students’ experiences of participating and learning together, Teaching in Higher Education, 21, 2, pp. 138-150, (2016); Murphy S., Zombie university: Thinking under control, (2017); Niska M., Jockeying for position: University students’ employability constructions, Journal of Education and Work, 36, 4, pp. 284-298, (2023); O'Leary S., Graduates’ experiences of, and attitudes towards, the inclusion of employability-related support in undergraduate degree programmes; trends and variations by subject discipline and gender, Journal of Education and Work, 30, 1, pp. 84-105, (2017); O'Leary S., Gender and management implications from clearer signposting of employability attributes developed across graduate disciplines, Studies in Higher Education, 46, 3, pp. 437-456, (2021); Oliver B., Assuring graduate capabilities: Evidencing levels of achievement for graduate employability, (2015); Petruzziello G., Mariani M. G., Guglielmi D., van der Heijden B. I. J. M, de Jong J. 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M., Kelly J. P., Forse R. A., Turaga K. K., Can we continue to ignore gender differences in performance on simulation trainers?, Journal of Laparoendoscopic & Advanced Surgical Techniques, 21, 4, pp. 329-333, (2011); Tomlinson M., Graduate employability and student attitudes and orientations to the labour market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Travis T. A., From the classroom to the boardroom: The impact of information literacy instruction on workplace research skills, Education Libraries, 34, 2, pp. 19-31, (2011); Twyford E., Dean B. A., Inviting students to talk the talk: Developing employability skills in accounting education through industry-led experiences, Accounting Education, (2023); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Vishwanath T. P., Mummery J., Reflecting critically on the critical disposition within internationalisation of the curriculum (IoC): The developmental journey of a curriculum design team, Higher Education Research & Development, 38, 2, pp. 345-368, (2019); The future of jobs report 2020, (2020); Yin R. K., Case study research and applications: Design and methods, 5, (2009)","R. Hains-Wesson; University of Sydney Business School, The University of Sydney, Australia; email: rachael.hains-wesson@sydney.edu.au","","Western Australian Institute for Educational Research Inc.","","","","","","03137155","","","","English","Issues Educ. Res.","Article","Final","","Scopus","2-s2.0-85174237079"
"Valencia-Arias A.; Cardona-Cano R.; López-Sánchez J.; Herrera-Giraldo N.; Valencia J.","Valencia-Arias, Alejandro (55250034100); Cardona-Cano, Robinsson (58680776800); López-Sánchez, Jerri (58564691600); Herrera-Giraldo, Natalia (58680776900); Valencia, Jackeline (57191582243)","55250034100; 58680776800; 58564691600; 58680776900; 57191582243","Early labor insertion in Latin America: A perspective from business sector needs","2023","Cogent Social Sciences","9","2","2270717","","","","0","10.1080/23311886.2023.2270717","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175703226&doi=10.1080%2f23311886.2023.2270717&partnerID=40&md5=057b824fd7e5dc8bfcaacc2f9aee48dc","Escuela de Ingeniería Industrial, Universidad Señor de Sipán, Chiclayo, Peru; Vicerrectoría de Extensión - División de Innovación, Universidad de Antioquia, Medellín, Colombia; Facultad de Ciencias Económicas, Administrativas y Contables, Fundación Universitaria Católica del Norte, Medellín, Colombia; Instituto de Investigación y Estudios de la Mujer, Universidad Ricardo Palma, Lima, Peru","Valencia-Arias A., Escuela de Ingeniería Industrial, Universidad Señor de Sipán, Chiclayo, Peru; Cardona-Cano R., Vicerrectoría de Extensión - División de Innovación, Universidad de Antioquia, Medellín, Colombia; López-Sánchez J., Vicerrectoría de Extensión - División de Innovación, Universidad de Antioquia, Medellín, Colombia; Herrera-Giraldo N., Facultad de Ciencias Económicas, Administrativas y Contables, Fundación Universitaria Católica del Norte, Medellín, Colombia; Valencia J., Instituto de Investigación y Estudios de la Mujer, Universidad Ricardo Palma, Lima, Peru","This study analyzes the labor needs of companies in the Aburrá Valley, Colombia, and the skills required for recent graduates to enter the labor market successfully. The study aims to provide objective data for improving graduate outcomes. Employing an empirical mixed methods approach, the study administered questionnaires to companies to identify their expectations and needs regarding graduate competencies. Additionally, focus groups were conducted with higher education institutions to understand their perspective on student preparation. The study found that companies prioritize training graduates in soft skills, technology, data analysis, languages, and adaptability. Nonetheless, there is a significant deficit in proficiency regarding adaptation to change, office tool management, information analysis, and organizational trends. Additionally, there is a tendency for companies to overlook the necessity of continuous training for interns, which could bolster their professional skills. The study emphasizes the necessity for universities to revise the skill sets of graduates within their programs and harmonize them with pertinent job requirements. It is suggested that enhanced cooperation between universities and companies can foster early job placements, tackle curriculum concerns, and establish frameworks for fostering employability. Taken together, this study offers a unique and innovative solution for bridging the divide between academia and industry. The implications include heightened potential for employment among recent graduates and an overall economic boost for the Aburrá Valley region. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Colombia; data analysis; employability; graduates; job skills; labor insertion; soft skills","","","","","","","","Boletín de coyuntura Económica para Medellín A. M, (2020); Ayala E.M., Ayala M.G., Situaciones presentadas en la inserción laboral que enfrentaron los egresados del programa de contaduría pública de la Universidad del Valle sede Buga entre los años 2012 a 2017, (2021); Cabrera Jimenez M., Capital social e inserción laboral un diagnóstico en el contexto universitario, Avances en Investigación científica, pp. 185-118, (2020); Cohen-Granados J., Linares-Morales J., Briceno-Ariza L., Caracterización de la cultura innovativa en la cooperación universidad-empresa, IPSA Scientia, revista científica multidisciplinaria, 5, 1, pp. 46-53, (2020); Fatima Warraich N., Ameen K., Employability skills of LIS graduates in Pakistan: Needs and expectations, Library Management, 32, 3, pp. 209-224, (2011); Goldberg P.K., Pavcnik N., Distributional effects of globalization in developing countries, Journal of Economic Literature, 45, 1, pp. 39-82, (2007); Ishengoma E., Vaaland T.I., Can university-industry linkages stimulate student employability?, Education & Training, 58, 1, pp. 18-44, (2016); Jimenez A., Reflexiones sobre la necesidad de acercamiento entre universidad y mercado laboral, Revista Iberoamericana de Educación, 50, 1, pp. 1-8, (2009); Laguado R.I., Ramirez P., Hernandez F.Y., El aprendizaje basado en proyectos, una experiencia en las prácticas industriales del Programa de Ingeniería Industrial de la UFPS, BISTUA Revista de la Facultad de Ciencias Básicas, 17, 3, pp. 80-89, (2019); Lewis T.D., Shimerda T.A., Graham G., What the academic advisor needs to know about job placement, Journal of Accounting Education, 1, 2, pp. 135-142, (1983); Lopez-Varela A.A., Barahona Mora A.M., Gonzalez Echeverria J., Sharpe C., Pinero Gi E., Gonzalez-Rivas A., Abril Hernandez A., Saavedra E., Saponjic-Jovanovic E., Silvera Roig M., Sandoval D., Segura San Miguel J., Cabello Bravo A., Carrizo Zirit F., Oriana Bozzo S., Alea Parrondo C., Train the Trainers: Recurso online para alinear capacidades y competencias transversales en el marco de la agenda europea de capital humano, empleabilidad y competitividad, (2021); Maldonado H., Espinosa R., Dise S., Toda N., Editorial A., No H., Retos y propuestas en la transformación educativa (A. Editorial (ed.)), (2018); Martinez Gil L., Oyarvide Ibarra R.T., Rosales Cortes F.S., Bustos Gamez M.M., Proceso de gestión de la relación universidad-empresa en la Universidad Técnica «Luis Vargas Torres», Mendive Revista de Educación, 17, 3, pp. 373-392, (2019); Martinez P., Gonzalez C., Orientación, empleabilidad e inserción laboral en la universidad a través de un Modelo de Ecuaciones Estructurales, Revista Española de Pedagogía, 76, 2869, pp. 119-139, (2018); Matsouka K., Mihail D.M., Graduates’ employability: What do graduates and employers think?, Industry and Higher Education, 30, 5, pp. 321-326, (2016); Md Isa F., Noor S., Ahmdon M.A.S., Setiawati C.I., Tantasuntisakul W., Comparison of students’ perception about curriculum design versus employability in Malaysia, Indonesia and Thailand, International Journal of Management in Education, 14, 4, pp. 331-351, (2020); Mello L.V., Varga-Atkins T., Edwards S.W., A structured reflective process supports student awareness of employability skills development in a science placement module, FEBS Open Bio, 11, 6, pp. 1524-1536, (2021); Misra R.K., Khurana K., Employability skills among information technology professionals: A literature review, Procedia Computer Science, 122, pp. 63-70, (2017); Okoye K.R.E., Nkanu S.M., Employers’ identification of skills needed by technical and vocational Education graduates for Industrial work effectiveness, Journal of Education, Society and Behavioural Science, 33, 1, pp. 32-41, (2020); Panagiotis Arsenis M.F., Petropoulou D., Enhancing graduate employability skills and student engagement through group video assessment, Assessment & Evaluation in Higher Education, 47, 2, pp. 245-258, (2021); Pardo-Garcia C., Barac M., Promoting employability in Higher Education: A case study on boosting entrepreneurship skills, Sustainability, 12, 10, (2020); Pereira E.T., Vilas-Boas M., Rebelo C.F., University curricula and employability: The stakeholders’ views for a future agenda, Industry and Higher Education, 34, 5, pp. 321-329, (2020); Pineda R.D.C., Moreno-Bastidas G.R., Manciati-Alarcon R.X., Inserción Laboral de los Graduados de Ingeniería Comercial / Administración de Empresas de las Universidades Categorías A y B de la Provincia de Pichincha–Ecuador, Economía y Negocios UTE, 12, 1, pp. 96-106, (2020); Ricardo Cabrera H., Rodriguez Perez B., Leon Gonzalez J.L., Medina Leon A., Bases y oportunidades de la vinculación universidad-empresa, Revista Universidad y Sociedad, 13, 1, pp. 300-306, (2021); Rufai A.U., Bin Bakar A.R., Rashid A.M., Business, industry and Higher Education collaboration: A panacea in developing professional work-ready graduates, Mediterranean Journal of Social Sciences, 6, 6, pp. 512-518, (2015); Yanza- Chavez W., Sanandres-Alvarez L.G., Orna-Hidalgo L.A., Análisis de la inserción laboral de los profesionales en Contabilidad y Auditoría-ESPOCH periodo 2018-2020 en empresas de Riobamba, Dominio de las Ciencias, 6, 4, pp. 397-411, (2020); Yende S.J., Mugovhani G., Employability challenges facing vocal art graduates in South Africa: A case study of Tshwane University of technology, Muziki, 18, 1, pp. 110-126, (2021)","A. Valencia-Arias; Escuela de Ingeniería Industrial, Universidad Señor de Sipán, Chiclayo, Peru; email: valenciajho@crece.uss.edu.pe","","Cogent OA","","","","","","23311886","","","","English","Cogent Soc. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85175703226"
"Margherita G.; Caffieri A.; De Maio N.","Margherita, Giorgia (55702121000); Caffieri, Alessia (57219596851); De Maio, Nadia (58640032800)","55702121000; 57219596851; 58640032800","When the algorithm ‘matches’ us: The experiences of early-career psychologists on online platform services for psychotherapy and counselling in Italy","2023","Counselling and Psychotherapy Research","","","","","","","1","10.1002/capr.12704","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173789393&doi=10.1002%2fcapr.12704&partnerID=40&md5=2cbe343e681eb9f64c774166f2ac3b2e","Department of Humanistic Studies, University of Naples Federico II, Naples, Italy","Margherita G., Department of Humanistic Studies, University of Naples Federico II, Naples, Italy; Caffieri A., Department of Humanistic Studies, University of Naples Federico II, Naples, Italy; De Maio N., Department of Humanistic Studies, University of Naples Federico II, Naples, Italy","Introduction: The spread of online platform services offering psychological psychotherapy and counselling has been observed globally. In Italy, these services were aimed at young people and offered job opportunities to early-career clinical psychologists. Aim: The current study aimed to explore the professional experiences of early-career psychologists (age range: 29–35 years) in working on online platform services that deliver psychotherapy and counselling in Italy. Method: A total of 13 psychologists practising psychological interventions on online platform services were interviewed. Participants had a mean of 3 years' clinical experience. A thematic analysis, following the qualitative approach of interpretative phenomenological analysis (IPA), was performed. Results: From the analysis, four superordinate themes emerged: (1) a smart intervention; (2) professional identity; (3) a different and wide contact; and (4) grateful to the platform, loyal to the ‘company’. Discussion: The online platforms represented a ‘medium’ with a ‘third’ function on a double level. At one level, they mediated between the request of the client and the psychologist, using the suggestions of AI algorithms. At another level, they offered employability and a guide to online interventions to early-career psychologists. Some critical issues related to ethics emerged considering the difficulty in maintaining the psychologists' autonomy before the affiliation to the business model promoted by the company, which may not match the client's interests. Conclusion: The study highlights that online platforms promote a new culture of psychological health services, changing the representations and meanings attributed to the online intervention, the clinical profession and the psychologist–client relationship. © 2023 The Authors. 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Caffieri; Department of Humanistic Studies, University of Naples Federico II, Naples, 1 Via Porta di Massa, 80133, Italy; email: alessia.caffieri@unina.it","","John Wiley and Sons Inc","","","","","","14733145","","","","English","Couns. Psychother. Res.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85173789393"
"Ghimire B.; Dahal R.K.; Gurung R.; Joshi S.P.","Ghimire, Binod (58221816200); Dahal, Rewan Kumar (57220922606); Gurung, Rajesh (8374102000); Joshi, Surendra Prasad (58640336900)","58221816200; 57220922606; 8374102000; 58640336900","Self-directed learning and job exploration among Nepalese youth: South Asian perspective","2023","Knowledge and Performance Management","7","1","","127","137","10","0","10.21511/kpm.07(1).2023.10","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179820618&doi=10.21511%2fkpm.07%281%29.2023.10&partnerID=40&md5=000eb1a8b6c7a47d38a3b89fe3d3d966","Faculty of Management, Nepal Commerce Campus, Tribhuvan University, Nepal; Thames International College, Tribhuvan University, Nepal","Ghimire B., Faculty of Management, Nepal Commerce Campus, Tribhuvan University, Nepal; Dahal R.K., Faculty of Management, Nepal Commerce Campus, Tribhuvan University, Nepal; Gurung R., Faculty of Management, Nepal Commerce Campus, Tribhuvan University, Nepal; Joshi S.P., Thames International College, Tribhuvan University, Nepal","The study examined the Nepalese youth’s self-directed learning and job-seeking characteristics. It collected primary data from fresh graduates of Nepal’s leading universities to understand self-directed learning motivations and job search behavior. It focused on graduates enrolled in different job preparatory programs to improve their chances of securing employment in 2022. Using a five-point Likert scale, the survey covered general information, self-learning, and job-searching. The purposive sample field survey in Kathmandu Valley from July to December 2022 targeted 500 respondents and yielded 327 completed surveys for analysis. Data analysis shows a substantial correlation between self-directed learning and job-seeking among Nepalese young people (β = 0.877, CR = 18.203, p < 0.01). A substantial positive correlation was identified between self-monitoring, adaptability, and job-seeking activity (β = 0.927, p = 0.000). Likewise, this study found a substantial positive correlation between motivation and job-seeking activity (β = 0.887, p < 0.00), and goal setting and planning have a significant favorable effect on job-seeking behavior (β = 0.445, p < 0.00). Such findings contribute valuable insights into the interplay of self-learning elements and their implications for the job-seeking behavior of young individuals in the Nepalese context. The importance of promoting self-directed learning and emphasizing fundamental attributes has grown significantly as young individuals navigate the dynamic job marketplace and seek assistance in integrating into employment. © Binod Ghimire, Rewan Kumar Dahal, Rajesh Gurung, Surendra Prasad Joshi, 2023.","employability; goal setting; individual cognition; motivation; psychological influence","","","","","","University Grants Commission, UGC, (FRG-78/79-Mgmt 02)","The authors would like to express profound gratitude and appreciation to the University Grant Commission (UGC) Nepal for supporting this research (FRG-78/79-Mgmt 02).","Affum-Osei E., Chan D. K., Job search in a difficult labor market: linking goal orientation to job search strategies and outcomes with the moderating role of self-control, Current Psychology, pp. 1-18, (2023); Bagozzi R. 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Manag.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85179820618"
"Beekman E.M.","Beekman, Elizabeth M. (57900717400)","57900717400","I’m Sick of This: Prioritise A Sustainable Return-to-Work for Employees on Sick Leave","2023","Group and Organization Management","","","","","","","0","10.1177/10596011231216331","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176934752&doi=10.1177%2f10596011231216331&partnerID=40&md5=7b36e0abbba24452d3c067ce8287d92b","Radboud University, Nijmegen, Netherlands","Beekman E.M., Radboud University, Nijmegen, Netherlands","A focus on sustainable employability has recently become more prevalent in research and practice. The working population ages, and employers’ demand for work exceeds its supply, making the need for continued labour at later ages greater. Accordingly, the urgency of reducing sick leave is increasing. In this article the need for sustainable return-to-work trajectories is emphasised, as returning to work after sick leave can be challenging and often unsuccessful on the long term. I demonstrate the need for sustainable return-to-work trajectories by sketching the global issue of workplace absence and comparing how organisations in different countries respond to short-term and long-term sick leave. This comparison lays bare large gaps between theory and practice in recovery and return-to-work. Using insights from management science, industrial and organisational psychology, and occupational medicine, I reflect on ways to support a more sustainable (long-term) return-to-work, in which the emphasis is placed on sufficient time to recover and a contextualised, holistic approach to return-to-work. This approach is illustrated to be beneficial to both the employer and the employee. © The Author(s) 2023.","long-term illness; occupational health; return to work; sick leave; sustainable employability","","","","","","","","Adisa T.A., Aiyenitaju O., Adekoya O.D., The work–family balance of British working women during the COVID-19 pandemic, Journal of Work-Applied Management, 13, 2, pp. 241-260, (2021); Angeloni S., Borgonovi E., An ageing world and the challenges for a model of sustainable social change, The Journal of Management Development, 35, 4, pp. 464-485, (2016); Asfaw A., Rosa R., Pana-Cryan R., Potential economic benefits of paid sick leave in reducing absenteeism related to the spread of influenza-like illness, Journal of Occupational and Environmental Medicine, 59, 9, pp. 822-829, (2017); Aslam R., Shumaila S., Azhar M., Sadaqat S., Work-family conflicts: Relationship between work-life conflict and employee retention–A comparative study of public and private sector employees, Interdisciplinary Journal of Research in Business, 1, 2, pp. 18-29, (2011); Bjorlykhaug K.I., Karlsson B., Hesook S.K., Kleppe L.C., Social support and recovery from mental health problems: A scoping review, Nordic social work research, 12, 5, pp. 666-697, (2022); Boets I., Luyten S., Vandenbroeck S., Godderis L., Success rate and predictive factors of return to work after the implementation of a return-to-work trajectory: A retrospective cohort study, (2022); Boot C.R.L., Van Drongelen A., Wolbers I., Hlobil H., Van Der Beek A.J., Smid T., Prediction of long-term and frequent sickness absence using company data, Occupational Medicine, 67, 3, pp. 176-181, (2017); Brougham D., Haar J., Employee assessment of their technological redundancy, Labour & Industry: A Journal of the Social and Economic Relations of Work, 27, 3, pp. 213-231, (2017); Butow P., Laidsaar-Powell R., Konings S., Lim C.Y.S., Koczwara B., Return to work after a cancer diagnosis: A meta-review of reviews and a meta-synthesis of recent qualitative studies, Journal of cancer survivorship: Research and Practice, 14, 2, pp. 114-134, (2020); Cancelliere C., Donovan J., Stochkendahl M.J., Biscardi M., Ammendolia C., Myburgh C., Cassidy J.D., Factors affecting return to work after injury or illness: Best evidence synthesis of systematic reviews, Chiropractic & Manual Therapies, 24, pp. 23-32, (2016); Corbiere M., Charette-Dussault E., Lariviere N., Recognition during the return-to-work process in workers with common mental disorders, Journal of Occupational Rehabilitation, 33, 3, pp. 486-505, (2022); Dekkers-Sanchez P.M., Wind H., Sluiter J.K., Frings-Dresen M.H., What promotes sustained return to work of employees on long-term sick leave? 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Beekman; Radboud University, Nijmegen, Netherlands; email: liz.beekman@ru.nl","","SAGE Publications Inc.","","","","","","10596011","","","","English","Group Organ. Manage.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85176934752"
"Rachmawati D.; Suharno S.; Roemintoyo R.","Rachmawati, Dainita (58287300400); Suharno, Suharno (57201674461); Roemintoyo, Roemintoyo (58523731500)","58287300400; 57201674461; 58523731500","The Effects of Learning Design on Learning Activities Based on Higher Order Thinking Skills in Vocational High Schools","2023","Open Education Studies","5","1","20220202","","","","0","10.1515/edu-2022-0202","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173458112&doi=10.1515%2fedu-2022-0202&partnerID=40&md5=1b927b41ef223f8f85edcd2048e974cd","Faculty of Teacher Training and Education, Sebelas Maret University, Jl Ir Sutami 36A Surakarta, Central Java, Indonesia","Rachmawati D., Faculty of Teacher Training and Education, Sebelas Maret University, Jl Ir Sutami 36A Surakarta, Central Java, Indonesia; Suharno S., Faculty of Teacher Training and Education, Sebelas Maret University, Jl Ir Sutami 36A Surakarta, Central Java, Indonesia; Roemintoyo R., Faculty of Teacher Training and Education, Sebelas Maret University, Jl Ir Sutami 36A Surakarta, Central Java, Indonesia","The twenty-first century requires Vocational High School (VHS) graduates to have high-order thinking skills (HOTS). Although HOTS-based learning in VHS has been implemented in Indonesia, the graduates are less creative in complex work. Also, teachers have insufficient knowledge about this learning design. Therefore, the purpose of this study was to examine the relationship between learning implementation and planning, specifically focusing on the knowledge of teachers in planning lessons. To measure this knowledge, several aspects were established based on the concept of Anderson and Krathwohl's Taxonomy 2001. The concept was used to measure knowledge, which was categorized into the factual, conceptual, procedural, and meta-cognitive dimensions. To analyze each dimension, critical thinking, creativity, collaboration, and communication were employed as key elements. A quantitative approach with a survey design and a random sample of productive subject teachers was used. Cross-sectional analysis and F-test were applied to the primary data using multiple linear regression. According to the F-test results, planning aspects simultaneously affect the implementation of HOTS-based learning in VHS. This is because the calculated F-value was greater than the table F-value. HOTS-based learning activities can be easily achieved in case the lesson plan has the same basis.  © 2023 the author(s), published by De Gruyter.","employability; HOTS; knowledge dimension; learning design","","","","","","Universitas Sebelas Maret, UNS","Funding information: This research was funded by Sebelas Maret University. (Excellent Research/PU-UNS, Leading Field: Human Development and National Competitiveness). 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Suharno; Faculty of Teacher Training and Education, Sebelas Maret University, Central Java, Jl Ir Sutami 36A Surakarta, Indonesia; email: suharno_ptm@fkip.uns.ac.id","","Walter de Gruyter GmbH","","","","","","25447831","","","","English","Op. Educ. Stud.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85173458112"
"Ge Y.","Ge, Yun (57201968084)","57201968084","Career trajectory and cross-system mobility: Career planning of doctoral students in Macao","2023","Higher Education Quarterly","","","","","","","0","10.1111/hequ.12474","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174580650&doi=10.1111%2fhequ.12474&partnerID=40&md5=673407f4c41e6619599417bd217daf94","School of Education, University of Saint Joseph, Macao","Ge Y., School of Education, University of Saint Joseph, Macao","This study investigates career trajectory and work locations of doctoral students trained in Macao and analyses how their career paths are shaped by perceived macro-level factors. Respondents from four applied disciplinary areas were selected for semi-structured in-depth interviews. Research results show that doctoral students who graduated from Macao higher education institutions enjoy good career prospects in Mainland China. Their competitiveness in the research-related job market benefits from having a multi-level support system and a training mode that promotes government–university–industry collaboration. Policies and demand from industrial sectors are involved in students' learning experience through channels such as financial support, project collaboration and networks. Doctoral students in Macao are strategic planners and actors in leveraging their human capital. As Macao becomes an emerging destination for cultivating high-level research labour, findings from this study capture a model of human capital formation in China's cross-system context. © 2023 John Wiley & Sons Ltd.","career trajectory; cross-system mobility; doctoral education; employability; human capital formation","","","","","","Specialized Subsidy Scheme for Macao Higher Education Institutions, (DSEDJ/HSS/2021/03); Science and Technology Department of Ningxia Province","Funding text 1: Since I joined this university, I have been granted four to five project subsidies. One is a joint funding from National Science and Technology department, which is still going on now. Another is a project under the Guangdong and Macao collaboration fund. The rest were funded by the local government in Macao. The amount of fundings is often much bigger. … It (abundant funding) gives us great support in research. We can really achieve things from there. Our students benefit from this too. … We also have project with pharmaceutical companies and hospitals. (TCM_M02_01) ; Funding text 2: Doctoral supervisors and students all reported their satisfaction with the financial support. They usually enrolled in the programme with scholarships or subsidy from the university or research project grants. More importantly, their research experience benefited from a multi‐layered system of financial support. The Macao SAR government provided different streams of funding to universities through schemes such as the Science and Technology Development Fund, the Macao Foundation and the Humanity and Social Science Subsidy. For instance, the local government provides specific funding for gaming‐related research such as big data and problem gambling (BM_DS01). With the national agenda for regional integration, provincial and city‐level governments in Guangdong also offered funding specifically for research and development, encouraging collaborations with universities in SARs. One of the microelectronic doctoral students indicated that, with the increased national call for microcircuit development, the resources a doctoral student could receive maybe as much as that which a small department/unit could have in some of the universities in Mainland: ","Abel J.R., Deitz R., Do colleges and universities increase their region's human capital?, Journal of Economic Geography, 12, 3, pp. 667-691, (2012); Barry K.M., Woods M., Warnecke E., Stirling C., Martin A., Psychological health of doctoral candidates, study-related challenges and perceived performance, Higher Education Research & Development, 37, 3, pp. 468-483, (2018); Bernela B., Bouba-Olga O., Ferru M., Spatial patterns of PhDs' internal migration in France, 1970–2000, Journal of Innovation Economics Management, 1, pp. 33-56, (2018); Brucker H., Docquier F., Rapoport H., Brain drain and brain gain: The global competition to attract high-skilled migrants, (2012); Cardoso S., Tavares O., Sin C., Carvalho T., Structural and institutional transformations in doctoral education: Social, political and student expectations, (2020); 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D. Graduates and its implication for the development of higher education in the Greater Bay Area, Higher education, innovation and entrepreneurship from comparative perspectives: Reengineering China through the Greater Bay economy and development, pp. 213-230, (2022); Yang R., Transnational higher education in China: Contexts, characteristics and concerns, Australian Journal of Education, 52, 3, pp. 272-286, (2008); Zheng G., Shen W., Cai Y., Institutional logics of Chinese doctoral education system, Higher Education, 76, pp. 753-770, (2018); Zhou Y., Guo Y., Liu Y., High-level talent flow and its influence on regional unbalanced development in China, Applied Geography, 91, pp. 89-98, (2018)","Y. Ge; School of Education, University of Saint Joseph, West Hartford, United States; email: rochelle.ge@usj.edu.mo","","John Wiley and Sons Inc","","","","","","09515224","","","","English","Higer Educ. Q.","Article","Article in press","","Scopus","2-s2.0-85174580650"
"Alsadig M.; Zakariya A.","Alsadig, Mohammed (58666283000); Zakariya, Ahmad (57204953691)","58666283000; 57204953691","The Influence of Emotional Competencies on University Students' Perceived Employability: The Moderating Role of University Commitment","2023","Eurasian Journal of Educational Research","2023","105","","52","69","17","1","10.14689/ejer.2023.105.004","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174944407&doi=10.14689%2fejer.2023.105.004&partnerID=40&md5=dfb7bd20e3ae2c8d822b5c68e7c9dd69","College of Law, King Faisal University, P.O Box 400, Al-Ahsa, 31982, Saudi Arabia; Department of Management Sciences, National University of Modern Languages, Lahore Campus, Pakistan","Alsadig M., College of Law, King Faisal University, P.O Box 400, Al-Ahsa, 31982, Saudi Arabia; Zakariya A., Department of Management Sciences, National University of Modern Languages, Lahore Campus, Pakistan","The objective of this study was to examine the impact of emotional competencies among university students on their perception of employability while also exploring the potential moderating role of university commitment in this relationship. In order to achieve the objective of the study, quantitative data was gathered from a sample of 214 students enrolled in various universities in Saudi Arabia during the previous semester. The data that was gathered was subjected to regression analysis and processed using the Hayes macro in SPSS. of the analysis indicate that, with the exception of self-awareness and empathy, all of the emotional competencies developed during one's time in university, such as self-regulation, motivation, leadership, social skills, and cooperative learning, are significantly and positively correlated with perceived employability. Additionally, the relationship between self-awareness and perceived employability, self-regulation and perceived employability, leadership and perceived employability, social skills and perceived employability, and collaborative learning and perceived employability was found to be positively influenced by university commitment. The current investigation provided a thorough examination of the intricate relationship between emotional competencies, commitment to university, and perceived success in employment. Through an in-depth exploration of these complex dynamics, this study has contributed to a nuanced comprehension of the interconnections among these variables. The results of this study ultimately make a valuable contribution to the advancement of targeted interventions and strategies that can be utilised to improve outcomes in the domain of employment. © 2023 Ani Publishing Ltd. All rights reserved.","Collaborative Learning; Emotional Competency; Perceived Employability; Self-Regulation; University Commitment","","","","","","Vice Presidency for Graduate Studies and Scientific Research; Deanship of Scientific Research, King Saud University; King Faisal University, KFU, (GRANT4440)","This work was supported by the Deanship of Scientific Research, Vice Presidency for Graduate Studies and Scientific Research, King Faisal University, Saudi Arabia. (GRANT4440).","Abele A. E., Wojciszke B., Agency and communion from the perspective of self versus others, Journal of personality and social psychology, 93, 5, pp. 751-763, (2007); Aggarwal A., Chand P. 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An Investigation into the Relationship between Leader Emergence and Effectiveness, Psychology, 11, 9, pp. 1381-1400, (2020); Wang S., Mei M., Xie Y., Zhao Y., Yang F., Proactive personality as a predictor of career adaptability and career growth potential: a view from conservation of resources theory, Frontiers in psychology, 12, (2021); Wirajaya G., Suganda L. A., Zuraida Z., Indonesian students’ social-emotional competencies and their English academic achievement, Journal of Education and Learning (EduLearn), 13, 2, pp. 163-169, (2019); Wojcik N., Necka E., Regulation strategies and their impact on subsequent response inhibition: the moderating role of the self-control trait, Current Issues in Personality Psychology, 7, 2, pp. 132-141, (2019); Zacher H., Frese M., Action regulation theory: Foundations, current knowledge and future directions, The SAGE handbook of industrial, work & organizational psychology: Organizational psychology, pp. 122-144, (2018); Zhou R., Luo Z., Zhong S., Zhang X., Liu Y., The impact of social media on employee mental health and behavior based on the context of intelligence-driven digital data, International journal of environmental research and public health, 19, 24, (2022)","M. Alsadig; College of Law, King Faisal University, Al-Ahsa, P.O Box 400, 31982, Saudi Arabia; email: melsadig@kfu.edu.sa","","Ani Publishing","","","","","","1302597X","","","","English","Eurasian J. Educ. Res.","Article","Final","","Scopus","2-s2.0-85174944407"
"Taylor A.; Bobadilla Sandoval C.; Karim Jamal S.","Taylor, Alison (35546806800); Bobadilla Sandoval, Catalina (58555137800); Karim Jamal, Sameena (58657733700)","35546806800; 58555137800; 58657733700","Dreaming the life: international students and the temporal complexity of employability","2023","Journal of Youth Studies","","","","","","","0","10.1080/13676261.2023.2271869","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174618184&doi=10.1080%2f13676261.2023.2271869&partnerID=40&md5=9a2ab6a10ff68af65cbdafd345942138","Department of Educational Studies, University of British Columbia, Vancouver, Canada","Taylor A., Department of Educational Studies, University of British Columbia, Vancouver, Canada; Bobadilla Sandoval C., Department of Educational Studies, University of British Columbia, Vancouver, Canada; Karim Jamal S., Department of Educational Studies, University of British Columbia, Vancouver, Canada","Undergraduates today are required to make strategic decisions about where and what they study, and how they allocate time to studies, extra-curricular activities, and work. International students are likely to experience the pressure to capitalize on their time more intensely because of the high cost of their degree, the work required to acculturate, and the uncertainty of mobility aspirations. Drawing on multi-modal, longitudinal data from a small, diverse group of working international undergraduates at a Canadian university, this article examines how they respond to pressures to be planful, employable and productive. We find that students’ lived experiences contradict idealized discourses of youth mobility. While they feel pressure to make the most of opportunities, the cost of intensive work and constraints on choices are apparent. The effort required to acculturate makes it difficult for such students to be efficient in their use of time. Finally, attempting to keep mobility options open in multiple sites that are constantly changing requires that they invest a significant amount of time and energy. Socio-demographic differences and mobility histories influence students’ ability to choose and their experiences of term-time work, as well as their ideas about what constitutes an appreciable life. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Employability; international students; temporality; term-time work","","","","","","","","Adam B., Groves C., Future Matters: Action, Knowledge, Ethics, (2007); Ahmed S., A Killjoy Survival Kit, Living a Feminist Life, pp. 235-250, (2017); Alqudayri B., Gounko T., Studying in Canada: Experiences of Female Graduate Students from Saudi Arabia, Journal of International Students, 8, 4, pp. 1736-1747, (2018); Baas M., Yeoh B.S., Introduction: Migration Studies and Critical Temporalities, Current Sociology, 67, 2, pp. 161-168, (2019); Black R., Walsh L., Living the Dream? 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International Students’ Decision-Making about Staying in Canada, Journal of International Migration and Integration, 23, 1, pp. 43-60, (2022); Sondhi G., Indian International Students in Toronto: Exploring Young Men Resisting Their Family’s Expectations, South Asian Diaspora, 5, 2, pp. 223-235, (2013); (2021); (2022); Taylor A., Learning to Walk the Wire: Preparing Students for Precarious Life, British Journal of Sociology of Education, 43, 5, pp. 786-803, (2022); Taylor A., Raykov M., Sweet R., (2020); (2020); Waters J.L., Geographies of Cultural Capital: Education, International Migration and Family Strategies between Hong Kong and Canada, Transactions of the Institute of British Geographers, 31, 2, pp. 179-192, (2006); Waters J.L., Brooks R., Student Migrants and Contemporary Educational Mobilities, (2021)","A. Taylor; Department of Educational Studies, University of British Columbia, Vancouver, Canada; email: alison.taylor@ubc.ca","","Routledge","","","","","","13676261","","","","English","J. Youth Stud.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85174618184"
"Montero Barra R.; Garrido-Vásquez P.; Otto K.; Garrido Vásquez M.E.","Montero Barra, Rocío (58739426300); Garrido-Vásquez, Patricia (55022916300); Otto, Kathleen (56284625200); Garrido Vásquez, Mauricio E. (57193199193)","58739426300; 55022916300; 56284625200; 57193199193","Uncertainty against Industry 4.0 and job insecurity: the moderated role of perceived employability, age, and educational level","2023","International Journal for Educational and Vocational Guidance","","","","","","","0","10.1007/s10775-023-09636-5","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178487781&doi=10.1007%2fs10775-023-09636-5&partnerID=40&md5=98b4882264a125a2e129635c8a76696f","University of Concepción, Concepción, Chile; Department of Psychology, University of Concepción, Concepción, Chile; Department of Work and Organizational Psychology, University of Marburg, Marburg, Germany; Department of Psychology, Faculty of Social Sciences, Barrio Universitario, University of Concepción, Concepción, Chile","Montero Barra R., University of Concepción, Concepción, Chile; Garrido-Vásquez P., Department of Psychology, University of Concepción, Concepción, Chile; Otto K., Department of Work and Organizational Psychology, University of Marburg, Marburg, Germany; Garrido Vásquez M.E., Department of Psychology, University of Concepción, Concepción, Chile, Department of Psychology, Faculty of Social Sciences, Barrio Universitario, University of Concepción, Concepción, Chile","This article examines the relationship between uncertainty against Industry 4.0 and job insecurity. Additionally, it explores the moderating role of perceived employability, considering the age and education level of employees. We carried out a study on a sample of 224 Chilean workers. Correlational statistical analysis and a multiple regression analysis were conducted to establish the moderation relationship between the intervening variables. Results support the role of uncertainty against Industry 4.0 as a predictor of quantitative (i.e., risk of job loss) but not qualitative job insecurity (i.e., risk of losing valued job features). Further, we found evidence for the importance of the education level of workers in the previously posed relationship. These findings have theoretical and practical implications given that the higher the education level of the worker, the higher their perceived employability, which acts as a personal resource that moderates and decreases their job insecurity perception. Thus, organizations should consider these factors when implementing new technological changes to facilitate the adaptation of workers. © 2023, The Author(s), under exclusive licence to Springer Nature B.V.","Industry 4.0; Job insecurity; Perceived employability","","","","","","","","Anderson C.J., Pontusson J., Workers, worries and welfare states: Social protection and job insecurity in 15 OECD countries, European Journal of Political Research, 46, 2, pp. 211-235, (2007); ). 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Garrido Vásquez; Department of Psychology, University of Concepción, Concepción, Chile; email: mauriciogarrido@udec.cl","","Springer Science and Business Media B.V.","","","","","","18730388","","","","English","Int. J. Educ. Vocat. Guid.","Article","Article in press","","Scopus","2-s2.0-85178487781"
"Gamboa V.; Carvalho C.L.D.; Soares J.; Rodrigues S.; Taveira M.D.C.; Silva A.D.","Gamboa, Vítor (34968978100); Carvalho, Catarina Luzia de (57786271300); Soares, Joana (57202909282); Rodrigues, Suzi (58547796600); Taveira, Maria do Céu (6601998844); Silva, Ana Daniela (56041023900)","34968978100; 57786271300; 57202909282; 58547796600; 6601998844; 56041023900","Validation of a Portuguese version of the multidimensional measure of employability","2023","Journal of Employment Counseling","","","","","","","0","10.1002/joec.12216","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174314180&doi=10.1002%2fjoec.12216&partnerID=40&md5=9a8638f0b9bfb517231caaf8b52df600","Faculty of Human and Social Sciences, University of Algarve, Faro, Portugal; Research Center for Psychological Science, University of Lisbon, Lisbon, Portugal; School of Psychology, University of Minho, Braga, Portugal","Gamboa V., Faculty of Human and Social Sciences, University of Algarve, Faro, Portugal, Research Center for Psychological Science, University of Lisbon, Lisbon, Portugal; Carvalho C.L.D., School of Psychology, University of Minho, Braga, Portugal; Soares J., School of Psychology, University of Minho, Braga, Portugal; Rodrigues S., Faculty of Human and Social Sciences, University of Algarve, Faro, Portugal; Taveira M.D.C., School of Psychology, University of Minho, Braga, Portugal; Silva A.D., School of Psychology, University of Minho, Braga, Portugal","This study describes the validity and reliability evidence of the multidimensional measure of employability (MME) based on the internal structure and relations to career self-efficacy and career success. Two hundred forty seven Portuguese persons (75.7% women) aged from 21–73 years old (M = 39.9, SD = 10.9) participated. Confirmatory factor analysis suggested adequate fit in the correlational and hierarchical models. Measurement reliability was good for total score and each factor. Correlations with the additional measures provided evidence of validity. MME provides a tool for research and career counseling, enabling comprehensive employability assessment and personalized interventions, while recognising the interplay between employability dimensions. © 2023 by the American Counseling Association.","career self-efficacy; career success; employability; factor analysis; psychometric","","","","","","UIDB/01662/2020, (2020.06006); Fundação para a Ciência e a Tecnologia, FCT","This study was conducted at the Institute of Cognitive Psychology, Vocational and Social Development, University of Algarve, and at the Psychology Research Centre (PSI/01662) of University of Minho, financially supported by the Portuguese Foundation for Science and Technology (FCT) through the Portuguese State Budget (UIDB/01662/2020) and funds for PhD Studentships (2020.06006.BD.). 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A bridge for the school-to-work transition, Desenvolvimento de Carreira e Aconselhamento: Desenvolvimento e Bem-estar nos Contextos de Trabalho e de Formação, pp. 16-27, (2021); Lo Presti A., Ingusci E., Magrin M.E., Manuti A., Scrima F., Employability as a compass for career success: Development and initial validation of a new multidimensional measure, International Journal of Training and Development, 23, 4, pp. 253-275, (2019); Lo Presti A., Magrin M.E., Ingusci E., Employability as a compass for career success: A time-lagged test of a causal model, International Journal of Training and Development, 24, 4, pp. 301-320, (2020); Lo Presti A., Pluviano S., Looking for a route in turbulent waters, Organizational Psychology Review, 6, 2, pp. 192-211, (2016); Matias J.P.A., Os comportamentos de auto-gestão de carreira: Análise da relação direta, variáveis mediadoras e moderadoras [Career self-management behaviours: analysis of the direct relationship, mediating and moderating variables], (2013); Neneh B.N., An empirical study of personality traits, job market appraisal and self-perceived employability in an uncertain environment, Higher Education Skills and Work-Based Learning, 10, 1, pp. 255-274, (2019); Nunnally J.C., Introduction to psychological measurement, (1970); Oliveira I.M., Taveira M.C., Porfeli E.J., Grace R.C., Confirmatory study of the multidimensional scales of perceived self-efficacy with children, Universitas Psychologica, 17, 1, pp. 1-12, (2018); Patel L., Graham L., Chowa G., Evidence of non-economic indicators as markers of success for youth in youth employability programs: Insights from a South African study, Children and Youth Services Review, 118, pp. 105-404, (2020); Pinto J.C., do Taveira M.C., Candeias A., Araujo A., Análise fatorial confirmatória da Prova de Avaliação de Competência Social Face à Carreira, Psicologia, 26, 3, pp. 469-478, (2013); Praskova A., Johnston L., The role of future orientation and negative career feedback in career agency and career success in Australian Adults, Journal of Career Assessment, 29, 3, pp. 463-485, (2020); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Spurk D., Hirschi A., Dries N., Antecedents and outcomes of objective versus subjective career success: Competing perspectives and future directions, Journal of Management, 45, 1, pp. 35-69, (2019); Taveira M.C., Cardoso B., Marques C., Sociocognitive factors and results of career self-management in unemployed adults, Revista de Estudios e Investigación en Psicología y Educación, 7, pp. 113-117, (2017); Taveira M.C., Silva A.D., Pereira S., Coping with unemployment in COVID-19: The role of employability beliefs in exploration self-efficacy, Psihologija, (2023); Urbanaviciute I., Udayar S., Maggiori C., Rossier J., Precariousness profile and career adaptability as determinants of job insecurity, Journal of Career Development, 47, 2, pp. 146-161, (2018); Van Dam K., Antecedents and consequences of employability orientation, European Journal of Work and Organizational Psychology, 13, 1, pp. 29-51, (2004); Van der Heijden B.I.J.M., Notelaers G., Peters P., Stoffers J.M.M., De Lange A.H., Froehlich D.E., Van der Heijde C.M., Development and validation of the short-form employability five-factor instrument, Journal of Vocational Behavior, 106, pp. 236-248, (2018); Wujema B.K., Mohd Rasdi R., Zaremohzzabieh Z., Ahrari S., The role of self-efficacy as a mediating variable in CareerEDGE employability model: The context of undergraduate employability in the north-east region of Nigeria, Sustainability, 14, (2022)","A.D. Silva; School of Psychology, University of Minho, Braga, Building 14, Campus de Gualtar, 4710-057, Portugal; email: danielasilva@psi.uminho.pt","","John Wiley and Sons Inc","","","","","","00220787","","","","English","J. Employ. Couns.","Article","Article in press","","Scopus","2-s2.0-85174314180"
"Billett S.; Troth A.; Yan H.","Billett, Stephen (58708780100); Troth, Ashlea (6506970345); Yan, Hongmin (57216531048)","58708780100; 6506970345; 57216531048","Elaborating the Relations Amongst Workers’ Learning, Innovations and Well-Being","2023","Vocations and Learning","","","","","","","0","10.1007/s12186-023-09336-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173844125&doi=10.1007%2fs12186-023-09336-9&partnerID=40&md5=6e67d4fc9d23a7ac59cbf81d47169783","School of Education and Professional Studies Mt Gravatt campus, Griffith University, 176 Messines Ridge Road Mount Gravatt, Nathan, 4122, QLD, Australia","Billett S., School of Education and Professional Studies Mt Gravatt campus, Griffith University, 176 Messines Ridge Road Mount Gravatt, Nathan, 4122, QLD, Australia; Troth A., School of Education and Professional Studies Mt Gravatt campus, Griffith University, 176 Messines Ridge Road Mount Gravatt, Nathan, 4122, QLD, Australia; Yan H., School of Education and Professional Studies Mt Gravatt campus, Griffith University, 176 Messines Ridge Road Mount Gravatt, Nathan, 4122, QLD, Australia","Elaborating the relations amongst workers’ learning, innovations and well-being is essential for achieving two important and dual goals in contemporary work life. The first is individuals’ ongoing learning that underpins their employability and can respond to new challenges and emerging occupational and workplace requirements. The second comprises workers’ remaking and transforming workplace practices, processes and outcomes (i.e., workplace innovations) in response to these challenges, and through them sustaining workplaces’ productivity and viability. These dual processes of individuals’ learning and remaking of practice co-occur and warrant understanding and supporting and promoting to exercise them optimally in achieving these dual goals. We aim to illuminate and elaborate these dual learning and innovations from the results of two studies of small to medium size Singaporean enterprises using interviews and observations. Framed by considerations from cultural psychology, work practice and well-being theorising, the dualities of workplace affordances (i.e., opportunities provided by workplaces) and individual engagement (i.e., how workers elect to engage and learn from these opportunities) are used to propose how workers’ worklife learning and workplace innovations can arise reciprocally. In conclusion, sets of curriculum and pedagogic practices that can be exercised in work settings are advanced. © 2023, The Author(s).","Co-workers; Duality of innovation and learning; Innovation; Learning; Remaking work practice; Well-being; Workers’ agency; Worklife learning; Workplace discretion; Workplace learning","","","","","","","","Problem solving and learning, American Psychologist, 48, 1, pp. 35-44, (1993); Bauer J., Drechsel B., Types of engagement in learning from errors at work – a person-centered view Paper presented at the 91st AERA Annual Meeting, Denver (USA), (2010); Bauer J., Festner D., Gruber H., Harteis C., Heid H., The effects of epistemological beliefs on workplace learning, Journal of Workplace Learning, 16, 5, pp. 284-292, (2004); Billett S., Learning through work: Workplace affordances and individual engagement, Journal of Workplace Learning, 13, 5, pp. 209-214, (2001); Billett S., Learning throughout working life: A relational interdependence between social and individual agency british, Journal of Education Studies, 55, 1, pp. 39-58, (2008); Billett S., Workplace curriculum: Practice and propositions, Theories of Learning, pp. 17-36, (2011); Billett S., Mediating learning at work: Personal mediations of social and brute facts, Discourses On Professional Learning: On the Boundary between Learning and Working, pp. 75-93, (2014); Billett S., Smith R., Barker M., Understanding work, learning and the remaking of cultural practices, Studies in Continuing Education, 27, 3, pp. 219-237, (2005); Billett S., Noble C., Sweet L., Pedagogically-rich activities in hospital work: Handovers, ward rounds and team meetings, A Practical Guide for Learning and Teaching in a Clinical Context, (2017); Billett S., Harteis C., Gruber H., Developing occupational expertise through everyday work activities and interaction, Cambridge Handbook of Expertise and Expert Performance, pp. 105-126, (2018); Billett S., Le A.H., Choy S., Smith R., The kinds and character of changes adults negotiate across worklife transitions, International Journal of Lifelong Education doi:DoI, (2021); Billett S., Yang S., Chia A., Tai J.F., Lee M., Alhadad S., Remaking and transforming cultural practices: Exploring the co-occurrence of work, learning and innovation, Creativity and Learning: Contexts, Processes and Impact, pp. 219-244, (2021); Billett S., Tan J., Chan C., Chong W.H., Keat J., Employee-driven innovations: Zones of initiation, enactment and learning, International Handbook of Education Development in Asia Pacific, (2022); Deci E.L., Ryan R.M., The support of autonomy and the control of behavior, Journal of Personality and Social Psychology, 53, 6, pp. 1024-1037, (1987); Donald M., Origins of the Modern Mind: Three Stages in the Evolution of Culture and Cognition, (1991); Dornan T., Ashcroft D., Heathfield H., Lewis P., Miles J., Taylor D., Wass V., An In-Depth Investigation into Causes of Prescribing Errors by Foundation Trainees in Relation to Their Medical Education: EQUIP Study, pp. 1-215, (2009); Key recommendations, (2010); Ericsson K.A., The influence of experience and deliberate practice on the Development of Superior Expert performance, The Cambridge Handbook of Expertise and Expert Performance, pp. 685-705, (2006); Goody E., Learning, apprenticeship and division of labor, Apprenticeship: From Theory to Method and Back Again, pp. 233-256, (1989); Greeno J.G., Simon H.A., Problem solving and reasoning, Steven’s Handbook of Experimental Psychology and Education, 2, pp. 589-672, (1988); Guile D., Conceptualizing the transition from education to work as vocational practice: Lessons from the UK’s creative and cultural sector, British Educational Research Journal, 35, 5, pp. 761-779, (2009); Hoyrup S., Bonnafous-Boucher M., Hasse C., Lotz M., Molller K., Employee-Driven Innovation: A New Approach, (2012); Hu X., Yan H., Casey T., Wu C.H., Creating a safe haven during the crisis: How organizations can achieve deep compliance with COVID-19 safety measures in the hospitality industry, International Journal of Hospitality Management, 92, (2021); Hutchins E., Learning to navigate, Understanding Practice: Perspectives on Activity and Context, pp. 35-63, (1993); Keller C., Keller J.D., Thinking and acting with iron, Understanding Practice, pp. 125-143, (1993); Kirschner P.A., Cognitive load theory: Implications of cognitive load theory on the design of learning, Learning and Instruction, 12, pp. 1-10, (2002); Lave J., The practice of learning, Understanding Practice: Perspectives on Activity and Context, pp. 3-32, (1993); Lave J., Wenger E., Situated learning - legitimate peripheral participation, (1991); Mayer R.E., Thinking, problem solving, cognition, W H Freeman/Times Books/ Henry Holt & Co. a Series of Books in Psychology, (1992); Singapore PIAAC data, (2016); Newell A., Simon H.A., Human problem solving, (1972); OECD Skills Outlook 2013: First Results from the Survey of Adult Skills, (2013); Pelissier C., The anthropology of teaching and learning, Annual Review of Anthropology, 20, pp. 75-95, (1991); Plotkin H., Darwin Machines and the Nature of Knowledge, (1994); Ravenelle A.J., We’re not uber: Control, autonomy, and entrepreneurship in the gig economy, Journal of Managerial Psychology, 34, 4, pp. 269-285, (2019); Rogoff B., Apprenticeship in Thinking - Cognitive Development in Social Context, (1990); Rogoff B., Lave J., Everyday Cognition: Its Development in Social Context, (1984); Scribner S., Studying working intelligence, Everyday Cognition: Its Development in Social Context, pp. 9-40, (1984); Scribner S., Vygostky’s use of history, Culture, Communication and Cognition: Vygotskian Perspectives, pp. 119-145, (1985); Scribner S., Beach K., An activity theory approach to memory, Applied Cognitive Psychology, 7, pp. 185-190, (1993); Sennett R., The Craftsman, (2008); Singleton J., The Japanese folkcraft pottery apprenticeship: Cultural patterns of an educational institution, Apprenticeship: From Theory to Method and Back Again, pp. 13-30, (1989); Sommer M., Nja O., Learning amongst norwegian fire-fighters, Journal of Workplace Learning., (2011); Troth A.C., Guest D.E., The case for psychology in human resource management research, Human Resource Management Journal, 30, 1, pp. 34-48, (2020); Troth A.C., Rafferty A.E., Jordan P.J., Emotions and wellbeing at work: A multilevel perspective, The Sage Handbook of Organizational Wellbeing, pp. 56-71, (2021); Valsiner J., Culture and Human Development, (2000); Wrzesniewski A., Dutton J.E., Crafting a job: Revisioning employees as active crafters of their work, Academy of Management Review, 26, 2, pp. 179-201, (2001); Yan H., Fu L., Hu X., Harnessing service robots to increase frontline service employees’ safety and health: The critical role of CSR, Safety Science, 151, (2022); Yan H., Fu L., Hu X., Harnessing service robots to increase frontline service employees’ safety and health: The critical role of CSR, Safety Science, 151, (2022)","S. Billett; School of Education and Professional Studies Mt Gravatt campus, Griffith University, Nathan, 176 Messines Ridge Road Mount Gravatt, 4122, Australia; email: S.Billett@griffith.edu.au","","Springer Science and Business Media B.V.","","","","","","1874785X","","","","English","Vocat. Learn.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85173844125"
"Sunnemark L.; Sunnemark F.; Dahlquist K.; Gahnström E.; Assmo P.; Piper L.","Sunnemark, Ludvig (57377974200); Sunnemark, Fredrik (56163343400); Dahlquist, Karl (57202194948); Gahnström, Emil (58503487000); Assmo, Per (55824118600); Piper, Laurence (7005968314)","57377974200; 56163343400; 57202194948; 58503487000; 55824118600; 7005968314","Bridging theory and practice through Work-Integrated Learning (WIL): critical perspectives on the conceptualisations of WIL at a university in Sweden","2023","Critical Studies in Education","","","","","","","0","10.1080/17508487.2023.2294462","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179989827&doi=10.1080%2f17508487.2023.2294462&partnerID=40&md5=23ecbcb55f62c5b62e63c365f432bfc5","University of Oslo, Oslo, Norway; Högskolan Väst, Trollhättan, Sweden","Sunnemark L., University of Oslo, Oslo, Norway; Sunnemark F., Högskolan Väst, Trollhättan, Sweden; Dahlquist K., Högskolan Väst, Trollhättan, Sweden; Gahnström E., Högskolan Väst, Trollhättan, Sweden; Assmo P., Högskolan Väst, Trollhättan, Sweden; Piper L., Högskolan Väst, Trollhättan, Sweden","In this article we interrogate how University of Sweden (UoS), the leading Work-integrated learning (WIL) university in Sweden, represents WIL publicly, discussing this in relation to higher education’s changing role within an increasingly knowledge-based capitalism, in which knowledge and research become subsumed under demands for market utility and student employability. Through analysis of WIL literature we distil a theory-practice ‘gap’ with spatial, institutional, epistemological and pedagogical dimensions that WIL as a field of educational practice tries to ‘bridge’. We use this conception to deconstruct how (UoS) presents WIL to potential students, partners, employers, and society at large. We find that while the university at the central level presents WIL as a synergistic and multi-dimensional activity that bridges the theory/practice divide to produce ‘advanced knowledge’ and employable students, the actual educational programs articulate WIL in a manner which privileges practical usability and employability over theoretical knowledge, in line with an academic capitalist focus on utility. Further, there is a significant difference in how vocational and academic programmes implement WIL. Whereas WIL components seem relatively easily integrated into professional programs present, academic programs must undertake advanced discursive manoeuvres to incorporate WIL’s principles into what would otherwise be quite theory-focused programs. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","academic capitalism; deconstruction; employability; higher education; practice; theory; vocational; Work-integrated learning","","","","","","","","Allison D.B., Translator’s introduction, Speech and phenomena and other essays on Husserl’s theory of signs, pp. xxxi-xxlii, (1973); Antonacopoulou E., Jarvis P., Andersen V., Elkjaer B., Hojrup S., Learning, working and living: Mapping the terrain of working life learning, (2006); Ashwin P., Transforming university education. A manifesto, (2020); Barnett R., Learning for an unknown future, Higher Education Research & Development, 23, 4, pp. 247-260, (2004); Berndtsson I., Dahlborg E., Pennbrant S., Work-integrated learning as a pedagogical tool to integrate theory and practice in nursing education: An integrative literature review, Nurse Education in Practise, 42, 2, pp. 1-8, (2020); Biggs J., Teaching for quality learning at university, (1999); Billett S., Practice-based learning and professional education: Pursuing quality outcomes and sustainability, Practice-based education: Perspectives and strategies, pp. 101-112, (2013); Billett S., The practices of using and integrating practice-based learning in higher education, Practice-based learning in higher education: Jostling cultures, pp. 15-30, (2015); Billett S., Smith E., Apprenticeship as a mode of learning and model of education, Education + Training, 58, 6, pp. 613-628, (2016); Billett S., Valencia-Forrester F., Post-practicum project: Its educational purposes, importance, and roles, Enriching higher education students’ learning through post-work placement interventions, pp. 3-23, (2020); Bjorck V., The idea of academia and the real world and its ironic role in the discourse on work-integrated learning, Studies in Continuing Education, 42, 1, pp. 1-16, (2020); Bjorck V., Johansson K., Problematizing the theory-practice terminology: A discourse analysis of students’ statements on work-integrated learning, Journal of Further and Higher Education, 43, 10, pp. 1363-1375, (2019); Boud D., Cohen R., Walker D., Understanding learning from experience, Using experience for learning, pp. 1-17, (1993); Bowen T., Work-integrated learning placements and remote working: Experiential learning online, International Journal of Work-Integrated Learning, 21, 4, pp. 377-386, (2020); Castells M., The rise of the network society, (2011); Cooper L., Orrell J., Bowden M., Work integrated learning: A guide to effective practice, (2010); Cunningham W., Sherman W., Effective internships: Building bridges between theory and practice, The Educational Forum, 72, 4, pp. 308-318, (2008); Dahlstedt M., Fejes A., Shaping entrepreneurial citizens. A genealogy of entrepreneurship education in Sweden, Critical Studies in Education, 60, 4, pp. 462-476, (2019); Derrida J., Of grammatology, (1997); Dorland A.M., Finch D.J., Levallet N., Raby S., Ross S., Swiston A., An entrepreneurial view of universal work-integrated learning, Education + Training, 62, 4, pp. 393-411, (2020); Eacott S., Hodges K., The generative temporality of teaching under revision, Critical Studies in Education, 55, 3, pp. 289-302, (2014); Gannaway D., Sheppard K., WIL in liberal arts programs: New approaches,  century: Global perspectives on the future, pp. 51-63, (2017); Gellerstedt M., Johansson K., Winman T., Work-integrated learning: A marriage between academia and working life, Journal of Systemics Cybernetics and Informatics, 13, 6, pp. 38-46, (2015); Gibson E., Brodie S., Sharpe S., Wong D.K.Y., Deane E., Fraser S., Towards the development of a work integrated learning unit. celebrating teaching at Macquarie, (2002); Hardt M., Negri A., Empire, (2000); Harmse A., Goede R., Critical thinking perspectives on work integrated learning in information systems education, International Journal of Educational and Pedagogical Sciences, 6, 4, pp. 572-576, (2012); Higgs J., Professional and practice-based education at Charles Stuart university, (2011); Higgs J., Practice-based education: The practice-education-context-quality nexus, Practice-based education. Perspectives and strategies, pp. 3-12, (2012); Hill D.B., Morf M.E., Undoing theory/practice dualism: Joint action and knowing from within, Journal of Theoretical and Philosophical Psychology, 20, 2, pp. 208-224, (2000); Kolb D., Experimental learning as the science of learning and development, (1984); Kolb A., Fry D.A., Toward an Applied theory of experimental learning, Theories of group process, pp. 33-58, (1975); Konstantinou I., Miller I., Investigating work-integrated learning and its relevance to skills development in degree apprenticeships, Higher Education, Skills & Work-Based Learning, 10, 5, pp. 767-781, (2020); Lauder H., Young M., Daniels H., Balarin M., Lowe G., Educating for the knowledge economy. Critical perspectives, (2012); Marden B., Arbetsintegrerat lärande–bilder och motbilder, (2007); Marden B., Theliander J., Perspektiv på lärande i utbildning och arbetsliv, Arbetsintegrerat lärande, pp. 61-80, (2004); Marshall C., Rossman G., Designing qualitative research, (2016); Martin A.J., Fleming J., Ferkins L., Wiersma C., Coll R.K., Facilitating and integrating learning within sport studies cooperative education: Exploring the pedagogies employed by students, academics and workplace supervisors, Journal of Hospitality, Leisure, Sports and Tourism Education, 9, 1, pp. 24-38, (2010); McRae N., Exploring conditions for transformative learning in work-integrated education, Asia-Pacific Journal of Cooperative Education, 16, 2, pp. 137-144, (2015); Nehls E., Epistemologi för ett arbetsintegrerat lärande, Lärande i och för det nya arbetslivet, pp. 275-295, (2010); Olsson G., Arbetsintegration i högskolestudier och lärandeintegration i arbetslivet, Arbetsintegrerat lärande, pp. 43-60, (2004); Orrell J., Higgs J., Social and political change: Implications for professional and practice-based university education, Practice-based education. Perspectives and strategies, pp. 41-54, (2012); Rook L., Sloan T., Competing stakeholder understandings of graduate attributes and employability in work-integrated learning, International Journal of Work-Integrated Learning, 22, 1, pp. 41-56, (2021); Schuetze H.G., Sweet R., Integrating school and workplace learning in Canada: Principles and practices of alternation education and training, (2003); Sennett R., The corrosion of character: The personal consequences of work in the new capitalism, (1999); Slaughter S., Barrett J.T., Higher education, stratification, and workforce development: Competitive advantage in Europe, the U.S., and Canada, (2016); Slaughter S., Rhoades R., Academic capitalism and the new economy. Markets, state, and higher education, (2004); Sunnemark F., Arbetsintegrerat lärande och tvärvetenskap, Lärande i och för det nya arbetslivet, pp. 257-276, (2010); Sunnemark L., Sunnemark F., Samverkan, hållbarhet och demokrati: Konstruktioner och förståelser av samhällsansvar i svenska lärosätens visions- och strategidokument, (2004); Thang P.O., Om arbetsintegrerat lärande, Arbetsintegrerat lärande, pp. 13-34, (2004); (2021); Zinn D., Deidre G., Delport A., Jordaan C., Learning walks: Dialogic spaces for integrating theory and practice in a renewed bed foundation phase curriculum, South African Journal of Childhood Education, 4, 3, pp. 103-121, (2014)","L. Piper; Avdelningen för samhällsbyggnad och samhällsutveckling, Högskolan Väst, Trollhättan, Gustava Melins Gata 2, 461 32, Sweden; email: laurence.piper@hv.se","","Routledge","","","","","","17508487","","","","English","Crit. Stud. Educ.","Article","Article in press","","Scopus","2-s2.0-85179989827"
"González S.A.; Vásquez J.A.","González, Sergio A. (55427088400); Vásquez, Julio A. (7102883373)","55427088400; 7102883373","Higher education and professional performance: gaps and opportunities for developing professional skills in marine biologist graduates","2023","Journal of Biological Education","","","","","","","0","10.1080/00219266.2023.2255198","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174811453&doi=10.1080%2f00219266.2023.2255198&partnerID=40&md5=fc8b6fd1398894a51dd463bcbd0b7bf0","Departamento de Biología Marina, Facultad de Ciencias del Mar, Universidad Católica del Norte, Coquimbo, Chile; Núcleo UCN–Ciencia y Sociedad, Universidad Católica del Norte, Chile, Chile; Regional Explora Coquimbo (MinCiencia), Chile; Centro de Investigación y Desarrollo Tecnológico en Algas (CIDTA), Universidad Católica del Norte, Coquimbo, Chile","González S.A., Departamento de Biología Marina, Facultad de Ciencias del Mar, Universidad Católica del Norte, Coquimbo, Chile, Núcleo UCN–Ciencia y Sociedad, Universidad Católica del Norte, Chile, Chile; Vásquez J.A., Departamento de Biología Marina, Facultad de Ciencias del Mar, Universidad Católica del Norte, Coquimbo, Chile, Núcleo UCN–Ciencia y Sociedad, Universidad Católica del Norte, Chile, Chile, Regional Explora Coquimbo (MinCiencia), Chile, Centro de Investigación y Desarrollo Tecnológico en Algas (CIDTA), Universidad Católica del Norte, Coquimbo, Chile","Professional training plans play a pivotal role in higher education institutions, as they significantly impact employability, graduate performance, and meeting labour market demands. These aspects serve as crucial indicators in the selection processes for prospective candidates in higher education institutions and in accrediting the quality of both degree programmes and the institutions themselves. This study examines the perceptions of Marine Biology graduates from a university in northern Chile regarding the quality and relevance of the training they received during their undergraduate studies. The graduates express concerns about deficiencies in transferrable skills, such as ‘teamwork’, ‘effective communication’, and ‘conflict resolution’, as well as some technical skills that are vital for preparing graduates with social competences necessary for success in inter- and transdisciplinary contexts, essential in fostering positive interactions between society and the ocean. The study proposes curriculum updates and a strategy for establishing a bidirectional link with Marine Biology graduates, including mutual feedback, fostering graduate loyalty, strengthening ties to the working world, and implementing accountability processes. These aspects are critical in professional training, contributing to the optimisation of curricular plans, enhancing employability, and improving job performance across all disciplines and higher education institutions. © 2023 Royal Society of Biology.","engagement; graduates; marine biology; perception; Professional performance; professional skills","","","","","","Universidad Católica del Norte, UCN","The study was conducted at the Department of Marine Biology of the Faculty of Marine Sciences of the Universidad Católica del Norte, a private regional university funded by the State of Chile, located in the city of Coquimbo (30° S). The degree programme in marine biology, the third oldest in Chile, has been offered since 1981. After obtaining a bachelor’s degree in marine sciences (‘Licentiate’ in Chile), students can continue to obtain the professional title of Marine Biologist or pursue postgraduate studies such as a master’s degree in marine sciences, doctorate in Biology and Applied Ecology, or doctorate in Aquaculture in the same faculty or at other national or foreign universities. The marine biology career track has maintained the highest entrance scores compared to similar programmes in other Chilean universities for years. This study focused on Marine Biology graduates, who have completed their studies, obtained a bachelor’s degree and, for some years, are already inserted in the working world. While there is no universal agreement to refer to this group of people, according to Gallo () the word ‘graduate’ refers to an individual who has been trained by the university for something greater, prepared for the world of work and equipped with key competencies, this being the definition we adopted in our study. 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González; Departamento de Biología Marina, Facultad de Ciencias del Mar, Universidad Católica del Norte, Coquimbo, Chile; email: sgonzale@ucn.cl","","Routledge","","","","","","00219266","","","","English","J. Biol. Educ.","Article","Article in press","","Scopus","2-s2.0-85174811453"
"Asiedu E.; Malcalm E.; Boakye A.N.; Amoah C.K.K.","Asiedu, Esther (58686311500); Malcalm, Ebenezer (56000445500); Boakye, Afia Nyarko (57222468781); Amoah, Cornelius Kwarkoh Kwarkoh (58685423600)","58686311500; 56000445500; 57222468781; 58685423600","Graduate employability skills of business students: the moderating role of reflective practices","2023","Higher Education, Skills and Work-based Learning","","","","","","","1","10.1108/HESWBL-12-2022-0264","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176131433&doi=10.1108%2fHESWBL-12-2022-0264&partnerID=40&md5=94acfedd056ec08d376d19eabcad4fc3","Department of Management and Human Resource, Ghana Communication Technology University, Accra, Ghana; School of Graduate Studies and Research, Ghana Communication Technology University, Accra, Ghana","Asiedu E., Department of Management and Human Resource, Ghana Communication Technology University, Accra, Ghana; Malcalm E., Department of Management and Human Resource, Ghana Communication Technology University, Accra, Ghana; Boakye A.N., Department of Management and Human Resource, Ghana Communication Technology University, Accra, Ghana; Amoah C.K.K., School of Graduate Studies and Research, Ghana Communication Technology University, Accra, Ghana","Purpose: The purpose of this study is to examine the moderating effect of the reflective practice of business students on how it helps to develop their employability skills through various university strategies. Design/methodology/approach: The study employed a simple random sample to select undergraduate level 400 students from the Universities under study (the University of Ghana, University of Professional Studies Ghana, Lancaster University Ghana and Webster University Ghana). Only final-year students with an informed judgement on the reflective practice and various institutional practices to acquire graduate employability skills were participated. The independent variables of the study are institutional strategies (curriculum design, extra curriculum, work-integrated learning, career development centre, university collaboration with the industry, student engagement, internship job placement), the moderator is the reflective practice and the dependent variable of the study is graduate employability. Findings: The study found that the moderation role of reflective practice had a significant effect on institutional strategies (extracurriculum, career development centre, university collaboration with the industry, student engagement and internship job placement) and graduate employability. Research limitations/implications: The study was limited to only undergraduate business students from four universities ignoring other disciplines and postgraduate students. Practical implications: The practical implication is that reflective practice must be an integral tool for various universities if they want students to use their strategies to sharpen their employability skills. Social implications: The social implications of the study emphasise the reflective practice of graduate students in universities. This implies that firms and other institutions must consider reflective practice for the maximum output of their employees. Originality/value: The concept of employability is a bit complex as it concerns many stakeholders of the educational process; the students, academic staff, employers, policymakers and higher education; the private sector; and the government. Although examining students' employability development skills is of great importance, students' reflective practice tends to be overlooked in most studies. Therefore, the focus of this study examines how the reflective practice of graduate students promotes employability through the various university strategies, which had not been considered. © 2023, Emerald Publishing Limited.","Career development centre; Curriculum design; Extracurriculum; Graduate employability development skills; Institutional strategies; Reflective practices; Work-integrated learning","","","","","","","","Afthanorhan W.M.A.B.W., A comparison of partial least square structural equation modeling (PLS-SEM) and covariance based structural equation modeling (CB-SEM) for confirmatory factor analysis, International Journal of Engineering Science and Innovative Technology, 2, 5, pp. 198-205, (2013); Asiedu E., Malcalm E., Boakye A., Amoah C., Graduate employability skills of business students: the moderating role of reflective practices, Higher Education, (2023); Bahl A., Dietzen A., Work-based learning as a pathway to competence-based education, Education+Training, 60, 1, pp. 104-120, (2017); Baruah B., Biskupski-Mujanovic S., Closing the gender gaps in energy sector recruitment, retention and advancement, Research Handbook on Energy and Society, pp. 168-183, (2021); Bates L., Hayes H., Using the student lifecycle approach to enhance employability: an example from criminology and criminal justice, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 141-151, (2017); Becker G.S., Human capital: a theoretical and empirical analysis with special reference to education (3 ausg.), New York: NBER. 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Asiedu; Department of Management and Human Resource, Ghana Communication Technology University, Accra, Ghana; email: easaiedu011@gctu.edu.gh","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Article in press","","Scopus","2-s2.0-85176131433"
"Devesh S.; Nanjundaswamy A.","Devesh, Sonal (56910136900); Nanjundaswamy, Abhishek (57225153828)","56910136900; 57225153828","Cultivating a culture of inquiry: exploring the factors influencing the integration of research and teaching in higher education institutions","2023","Journal of Applied Research in Higher Education","","","","","","","0","10.1108/JARHE-06-2023-0227","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173515788&doi=10.1108%2fJARHE-06-2023-0227&partnerID=40&md5=f5f392563f166c38641be54fec699a26","Institute of Management and Commerce, Srinivas University, Mangaluru, India","Devesh S., Institute of Management and Commerce, Srinivas University, Mangaluru, India; Nanjundaswamy A., Institute of Management and Commerce, Srinivas University, Mangaluru, India","Purpose: To determine the factors influencing the perception of undergraduate students toward research–teaching nexus and also to examine its impact on the attitude of the students. Design/methodology/approach: The study used a quantitative design to examine the perceptions of students in higher education institutions in India. Descriptive and inferential statistics were used to describe the data and test the hypothesis. The data was collected using a structured questionnaire for a sample of 188 students from higher education institutions (HEIs). Further, in line with the purpose of the study and to test the hypotheses, the study used descriptive statistics, exploratory factor analysis and multivariate regression analysis. Findings: The study demonstrates that the factors influencing the perception of undergraduate students toward research teaching nexus were identified using principal component analysis (PCA) with varimax rotation, conducted on 27 measurement items. In addition, the results of the multivariate regression analysis indicated that research-based, research-tutored and research motivation dimensions, significantly impact the graduate students' perception of research–teaching nexus. Practical implications: The outcomes of this research may become valid input to HEI regulators, researchers and teachers while framing the policies and implementation of the same about the pertinent issues discussed in the paper. Further, it contributes to the existing theory that teaching–research quality and level of motivation are also the predominant factors influencing the teaching–research nexus among students. In addition, the outcome of this paper also supports HEIs to achieve the United Nations Sustainable Development Goals (UNSDGs) at large. Originality/value: This study contributes to the ongoing debate and scarce literature on research–teaching nexus at the higher education level. 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Rose H., McKinley J., Galloway N., Global Englishes and language teaching: a review of pedagogical research, Language Teaching, 54, 2, pp. 157-189, (2021); Schneider S.L., Education in OECD's PIAAC study: how well do different harmonized measures predict skills?, Methods, Data, Analyses: A Journal for Quantitative Methods and Survey Methodology (MDA), 12, 1, pp. 151-176, (2018); Uaciquete A.S., Valcke M., Strengthening the teaching and research nexus (TRN) in higher education (HE): systematic review of reviews, Sustainability, 14, 22, (2022); Vanner C., Quenneville Z., Baerstoen V., Tsangari V., Arsenault-Carter T., Doan T., De Rose S., Coristine S., Mastronardi S., Hryniw T., Gauci T., Multiculturalism in the classroom is the gateway to a richer learning environment. Classroom Practice in 2022, (2022); Wang Q., Zhang H., Promoting teacher autonomy through university–school collaborative action research, Language Teaching Research, 18, 2, pp. 222-241, (2014); Wathan J., Corti L., Online access to quantitative data resources, The SAGE Handbook of Online Research Methods, (2017)","A. Nanjundaswamy; Institute of Management and Commerce, Srinivas University, Mangaluru, India; email: abhishekalmighty93@gmail.com","","Emerald Publishing","","","","","","20507003","","","","English","J. Appl. Res. High. Edu.","Article","Article in press","","Scopus","2-s2.0-85173515788"
"Coney K.","Coney, Keren (58683033200)","58683033200","Autistic students as partners in the design of tailored employability provision","2023","Journal of Teaching and Learning for Graduate Employability","14","2","","16","32","16","1","10.21153/jtlge2023vol14no2art1793","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175853420&doi=10.21153%2fjtlge2023vol14no2art1793&partnerID=40&md5=4b821aae2925b706bee2d6eb1a74df55","Liverpool John Moores University, United Kingdom","Coney K., Liverpool John Moores University, United Kingdom","A recent study of the destinations of graduates found that of all disabled graduates, autistic individuals are least likely to be employed (AGCAS, 2022). These outcomes for autistic people in the UK are widely recognised in literature (Remington and Pellicano, 2019, Vincent, 2020,) and highlight the way in which these individuals are marginalised. This article outlines the participatory action research project conducted at a UK university over the past two years that explored how to provide effective careers and employability support for autistic students. Understanding that it would be important to involve individuals whom this employability support would seek to benefit, a careers practitioner recruited autistic volunteers to act as consultants. With the exception of the final analysis, these autistic student consultants were engaged in all stages of the project, from analysing an initial survey of all autistic students in the university, to co-designing the careers-related programme and evaluating the effectiveness of these activities. This participatory methodology not only provided the careers practitioner with a deeper appreciation of the lived experience of being autistic and real insights into what provision to include in the future, but was also perceived to have an emancipatory impact on some of participants involved, with signs of a ‘ripple effect’ within the university. This article concludes with recommendations for careers practitioners and researchers who are eager to bring about change at their own educational institutions, resulting in more positive employment outcomes for autistic individuals. © 2023 Deakin University. All rights reserved.","autism; careers co-creation; employability; higher education; participatory action research","","","","","","","","Artess J., Hooley T., Mellors-Bourne R., Employability: A review of the literature 2012 to 2016, (2017); What Happens Next? A report on the outcomes of 2019 disabled graduates, (2022); Bancroft K., Batten A., Lambert S, Madders T., The Way We Are: Autism in 2012, (2012); Beardon L., Martin N, Woolsey I., What Do Students with Asperger Syndrome or High Functioning Autism Want at College and University? (in their own words), (2009); Black M.H., Mahdi S., Milbourn B., Thompson C., D'Angelo A., Strom E., Falkmer M., Falkmer T., Lerner M., Halladay A., Gerber A., Esposito C., Girdler S., Bolt S., Perspectives of Key Stakeholders on Employment of Autistic Adults across the United States, Australia, and Sweden, Autism Research, 12, 11, pp. 1648-1662, (2019); Braun V, Clarke B., Thematic Analysis: A Practical Guide, (2022); Briel L.W., Getzel E.E., In their own words: The career planning experiences of college students with ASD, Journal of Vocational Rehabilitation, 40, 3, pp. 195-202, (2016); Bublitz D. J., Fitzgerald K., Alarcon M., D'Onofrio J., Gillespie-Lynch K., Verbal behaviors during employment interviews of college students with and without ASD, Journal of Vocational Rehabilitation, 47, 1, pp. 79-92, (2017); Cai R.Y., Richdale A.L., Educational Experiences and Needs of Higher Education Students with Autism Spectrum Disorder, Journal of Autism and Developmental Disorders, 46, pp. 31-41, (2016); Chen J.L., Leader G., Sung C., Leahy M., Trends in Employment for Individuals with Autism Spectrum Disorder: a Review of the Research Literature, Review Journal of Autism and Developmental Disorders, 2, pp. 115-127, (2015); Clifton D.O., Harter J.K., Investing in strengths, Positive organisational scholarship: foundations of a new discipline, (2003); Cohen L., Manion L., Morrison K., Research Methods in Education, (2018); Coney K., What should be done to ensure autistic graduates succeed in the workplace?, The Journal of Inclusive Practice in Further and Higher Education, 13, 1, (2021); Coney K., Embracing the voices of autistic individuals to develop employability, Phoenix, 164, pp. 30-32, (2022); Crane L., Hearst C., Ashworth M., Davies J., Hill E. L., Supporting newly identified or diagnosed autistic adults: An initial evaluation of an Autistic-Led Programme, Journal of Autism and Developmental Disorders, 51, pp. 892-905, (2021); Crompton C.J., Hallett S., Ropar D., Flynn E., Fletcher-Watson S., ‘I never realised everybody felt as happy as I do when I am around autistic people’: A thematic analysis of autistic adults’ relationships with autistic and neurotypical friends and family, Autism, 24, 6, pp. 1438-1448, (2020); Dacre Pool L., Sewell P.J., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Danieli A., Woodhams C., Emancipatory Research Methodology and Disability: A Critique, International Journal of Social Research Methodology, 8, 4, pp. 281-296, (2005); Davies J., Heasman B., Livesey A., Walker A., Pellicano E., Remington A., Access to employment: A comparison of autistic, neurodivergent and neurotypical adults’ experiences of hiring processes in the United Kingdom, Autism, 27, 6, pp. 1-18, (2023); Wakeham Review of STEM Degree Provision and Graduate employability, (2016); Dipeolu A.O., Storlie C., Johnson C., College Students With High-Functioning Autism Spectrum Disorder: Best Practices for Successful Transition to the World of Work, Journal of College Counselling, 18, 2, pp. 175-190, (2015); Elliott J., Action Research for Educational Change, (1991); Foucault M., Power/Knowledge: Selected interviews and other writings, (1980); Freire P., Pedagogy of the Oppressed, (1970); Gillespie-Lynch K., Bisson J.B., Saade S., Obeid R., Kofner B., Harrison A.J., Daou N., Tricarico N., Santos J.D., Pinkava W., Jordan A., If you want to develop an effective autism training, ask autistic students to help you, Autism, 26, 5, pp. 1082-1094, (2022); Gilson C.B., Carter E.W., Promoting Social Interactions and Job Independence for College Students with Autism or Intellectual Disability: A Pilot Study, Journal of Autism and Developmental Disorders, 46, pp. 3583-3596, (2016); Goddard H., Cook A., I Spent Most of Freshers in my Room'—A Qualitative Study of the Social Experiences of University Students on the Autistic Spectrum, Journal of Autism and Developmental Disorders, 52, pp. 2701-2716, (2021); Goldsmith D.J., Mom Blogging as Maternal Activism: How to Be an Ally for Autism Acceptance, Journal of the Motherhood Initiative, 12, 2, (2021); Habermas J., Knowledge and Human Interests, (1972); Hastwell J., Martin N., Baron-Cohen S., Harding J., Giving Cambridge University Students with Asperger Syndrome a Voice, Good Autism Practice, 13, 1, pp. 56-63, (2012); Hendricks D. R., Wehman P., Transition from school to adulthood for youth with autism spectrum disorders: Review and recommendations, Focus on Autism and Other Developmental Disabilities, 24, 1, pp. 78-88, (2009); Jones R.S.P., Zahl A., Huws J.C., First-hand accounts of emotional experiences in autism: A qualitative analysis, Disability & Society, 16, 3, pp. 393-401, (2001); Kemmis S., Action Research as a practice-based practice, Educational Action Research, 17, 3, pp. 463-474, (2009); Kemmis S., McTaggart R., Nixon R., The Action Research Planner: Doing Critical Participatory Action Research, (2014); Lee N.R., McQuaid G.A., Grosman H.E., Jayaram S., Wallace G.L., Vocational Outcomes in ASD: An Examination of Work Readiness Skills as well as Barriers and Facilitators to Employment Identified by Autistic Adults, Journal of Autism and Developmental Disorders, (2022); MacLeod A.G., Lewis A., Robertson C., CHARLIE: PLEASE RESPOND!’ Using a participatory methodology with individuals on the autism spectrum, International Journal of Research & Method in Education, 37, 4, pp. 407-420, (2014); Madriaga M., Goodley D., Moving beyond the minimum: socially just pedagogies and Asperger’s syndrome in UK higher education, International Journal of Inclusive Education, 14, 2, pp. 115-131, (2010); Martin N., REAL Services to Assist Students Who Have Asperger Syndrome, (2008); Martin N., Perspectives on UK university employment from autistic researchers and lecturers, Disability & Society, 36, 9, pp. 1510-1531, (2020); McAteer M., Action Research in Education, (2013); McNiff J., Action research: Principles and practice, (2013); Milton D.E.M., On the ontological status of autism: the ‘double empathy problem, Disability & Society, 27, 6, pp. 883-887, (2012); I’m not unemployable, I’m autistic, (2016); Parsons S., Yuill N., Good J., Brosnan M., ‘Whose agenda? Who knows best? Whose voice?’ Co-creating a technology research roadmap with autism stakeholders, Disability & Society, 35, 2, pp. 201-234, (2020); Pesonen H., Waltz M., Fabri M., Syurina E., Kruckels S., Algner M., Monthubert B., Lorenz T., Advances in Autism, 7, 1, pp. 16-27, (2020); Pesonen H.V., Tuononen T., Fabri M., Lahdelma M., Autistic graduates: graduate capital and employability, Journal of Education and Work, 35, 4, pp. 374-389, (2022); Reason P., Participation in Human Inquiry, (1994); Reason P., Bradbury H., The SAGE handbook of Action Research: Participative Inquiry and Practice, (2006); Remington A., Pellicano E., Sometimes you just need someone to take a chance on you: An internship programme for autistic graduates at Deutsche Bank, UK, Journal of Management & Organization, 25, 4, pp. 516-534, (2019); Robertson S.M., Ne'eman A.D., Autistic Acceptance, the College Campus, and Technology: Growth of Neurodiversity in Society and Academia, Disability Studies Quarterly, 28, 4, (2008); Scott M., Milbourn B., Flakmer M., Black M., Bolte S., Halladay A., Lerner M., Taylor J.L., Girdler S., Factors impacting employment for people with autism spectrum disorder: A scoping review, Autism, 23, 4, pp. 869-901, (2018); Searle K.A., Ellis L., Kourti M., Macleod A., Lear C., Duckworth C., Irvine D., Jones H., King M., Ling J., Simpson J., Participatory autism research with students at a UK university: evidence from a small-scale empirical project, Advances in Autism, 5, 2, pp. 84-93, (2019); Shayterman O., An exploratory study of the stigma associated with a diagnosis of Asperger's syndrome: The mental health impact on the adolescents an\d young adults diagnosed with a disability with a social nature, Journal of Human Behavior in the Social Environment, 19, 3, pp. 298-313, (2009); Smith M.J., Ginger E. J., Wright K., Wright M.A., Taylor J.L., Humm L.B., Olsen D.E., Bell M.D., Fleming M.F., Virtual Reality Job Interview Training in Adults with Autism Spectrum Disorder, Journal of Autism and Developmental Disorders, 44, pp. 2450-2463, (2014); Somekh B., Zeichner K., Action research for educational reform: remodelling action research theories and practices in local contexts, Educational Action Research, 17, 1, pp. 5-21, (2009); Strickland D.C., Coles C.D., Southern L.B., JobTIPS: A transition to employment program for individuals with autism spectrum disorders, Journal of Autism and Developmental Disorders, 43, 10, pp. 2472-2483, (2013); Thompson-Hodgetts S., Reflections on my experiences as a non-autistic autism researcher, Autism, 27, 1, pp. 259-261, (2022); Trickett E.J., Beehler S., Participatory action research and impact: an ecological ripples perspective, Educational Action Research, 25, 4, pp. 525-540, (2017); Van Bergeijk E., Klin A., Volkmar F., Supporting more able students on the autism spectrum: College and beyond, Journal of Autism and Developmental Disorders, 38, 7, pp. 1359-1370, (2008); Van Hees V., Moyson T., Roeyers H., Higher Education Experiences of Students with Autism Spectrum Disorder: Challenges, Benefits and Support Needs, Journal of Autism and Developmental Disorders, 45, 6, pp. 1673-1688, (2015); Vincent J., Potts M., Fletcher D., Hodges S., Howells J., Mitchell A., Mallon B., Ledger T., ‘I think autism is like running on Windows while everyone else is a Mac’: using a participatory action research approach with students on the autistic spectrum to rearticulate autism and the lived experience of university, Educational Action Research, 25, 2, pp. 300-315, (2017); Vincent J., It’s the fear of the unknown: Transition from higher education for young autistic adults, Autism, 23, 6, pp. 1575-1585, (2019); Vincent J., Employability for UK University Students and Graduates on the Autism Spectrum: Mobilities and Materialities, Scandinavian Journal of Disability Research, 22, 1, pp. 12-24, (2020); Wong P. S., Donelly M., Neck P.A., Boyd B., Positive Autism: Investigation of Workplace Characteristics Leading to a Strengths-Based Approach to Employment of People with Autism, Review of International Comparative Management, 19, 1, pp. 15-30, (2018)","K. Coney; Liverpool John Moores University, United Kingdom; email: k.a.coney@ljmu.ac.uk","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85175853420"
"Hong Nguyen N.T.H.I.; Singh M.","Hong Nguyen, Nhung T.H.I. (58632125800); Singh, Michael (55810426100)","58632125800; 55810426100","Preservice teachers’ workplace learning trajectories in language education","2023","International Journal of Work-Integrated Learning","24","3","","423","436","13","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173218358&partnerID=40&md5=e6834578468a6c15a1e4d43a6a3b156f","Ho Chi Minh City University of Technology, Ho Chi Minh City, Viet Nam; Western Sydney University, Sydney, Australia","Hong Nguyen N.T.H.I., Ho Chi Minh City University of Technology, Ho Chi Minh City, Viet Nam; Singh M., Western Sydney University, Sydney, Australia","This paper reports on a multi-site case study of work-integrated learning (WIL) in language teacher education. Using learning trajectories as a lens for understanding the connection between the workplace and campus-based learning, this study explores what preservice teachers learn from real-world work experience. The data used for this study comprised semi-structured interviews. The interviews engaged preservice teachers, and workplace supervisors involved in WIL programs for preservice teachers teaching English in Vietnam, and Chinese in Australia. The findings of the study show that preservice teachers make progress in learning transformation, engage in reciprocal learning with peers, and contribute to learners’ authentic learning experiences. The results highlight the features of preservice teachers’ learning trajectories including work readiness, critical thinking skills, and insights into working with learners of diverse backgrounds. The study has implications for research in initial teacher education programs, employability, internationalization of higher education, and equity/inclusivity. © 2023 International Journal of Work-Integrated Learning. All rights reserved.","learning transformation; peer learning; work readiness; Work-integrated learning","","","","","","Work-Integrated Learning New Zealand; University of Western Sydney, UWS; Bộ Giáo dục và Ðào tạo, MOET","Funding text 1: ACKNOWLEDGMENTS The research project reported in this paper was funded by Western Sydney University, Australia, and the Ministry of Education and Training of Vietnam.; Funding text 2: The Journal is financially supported by the Work-Integrated Learning New Zealand (WILNZ; www.wilnz.nz), and","Abery E., Drummond C., Bevan N., Work-integrated learning: What do the students want? 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Damianakis T., Barrett B., Archer-Kuhn B., Samson P., Matin S., Ahern C., Transformative learning in graduate education: Masters of Social Work students’ experiences of personal and professional learning, Studies in Higher Education, 45, 9, pp. 2011-2029, (2020); Du Plessis A., Professional support beyond initial teacher education, (2019); Evangelinou-Yiannakis A., A reflection on the methodology used for a qualitative longitudinal study, Issues in Educational Research, 27, 2, pp. 269-284, (2017); Ferns S., Dawson V., Howitt C., A collaborative framework for enhancing graduate employability, International Journal of Work-Integrated Learning, 20, 2, pp. 99-111, (2019); Ferns S., Rowe A., Zegwaard K., Advances in research, theory and practice in work-integrated learning, (2022); Fischetti J., Ledger S., Lynch D., Donnelly D., Practice before practicum: Simulation in initial teacher education, The Teacher Educator, 57, 2, pp. 155-174, (2022); Fleming J., Hickey C., Exploring cooperative education partnerships: A case study in sport tertiary education, Asia-Pacific Journal of Cooperative Education, 14, 3, pp. 209-221, (2013); Green J., Willis K., Hughes E., Small R., Welch N., Gibbs L., Daly J., Generating best evidence from qualitative research: The role of data analysis, Australian and New Zealand Journal of Public Health, 31, 6, pp. 545-550, (2007); Grima-Farrell C., Loughland T., Nguyen H., Theory to practice in teacher education: The critical challenge of translation, (2019); Hamilton K., Morrissey S., Farrell L., Ellu M., O'Donovan A., Weinbrecht T., O'Connor E., Increasing psychological literacy and work readiness of Australian psychology undergraduates through a capstone and work-integrated learning experience: Current issues and what needs to be done, Australian Psychologist, 53, 2, pp. 151-160, (2018); Harfitt G., Chow J., Employing community-based experiential learning in teacher education, (2020); Havnes A., Christiansen B., Bjork I., Hessevaagbakke E., Peer learning in higher education: Patterns of talk and interaction in skills centre simulation, Learning, Culture and Social Interaction, 8, pp. 75-87, (2016); Jackson D., Developing pre-professional identity in undergraduates through work-integrated learning, Higher Education, 74, 5, pp. 833-853, (2017); Jackson D., Developing graduate career readiness in Australia: Shifting from extra-curricular internships to work-integrated learning, International Journal of Work-Integrated Learning, 19, 1, pp. 23-35, (2018); Jackson D., Rowbottom D., Ferns S., McLaren D., Employer understanding of work-integrated learning and the challenges of engaging in work placement opportunities, Studies in Continuing Education, 39, 1, pp. 35-51, (2017); Jakhelln R., Postholm M., University–school collaboration as an arena for community-building in teacher education, Educational Research, 64, 4, pp. 457-472, (2022); Jeffries A., Milne L., Communication in WIL partnerships: The critical link, Journal of Education and Work, 27, 5, pp. 564-583, (2014); Johnson K., Language teacher education, Handbook of English language teaching, pp. 121-134, (2016); Jung J., Working to learn and learning to work: Research on higher education and the world of work, Higher Education Research & Development, 41, 1, pp. 92-106, (2022); Kaider F., Hains-Wesson R., Young K., Practical typology of authentic work-integrated learning activities and assessments, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 153-165, (2017); Kim J., Wong C., Lee Y., Transformative learning through an online global class project in teacher education, The Teacher Educator, 53, 2, pp. 190-207, (2018); Liu K., Critical reflection as a framework for transformative learning in teacher education, Educational Review, 67, 2, pp. 135-157, (2015); Loughland T., Bostwick K., Nguyen H., Durksen T., Looking to GROW: The absence of goal setting in post-lesson mentoring conversations on work-integrated learning placements, International Journal of Work-Integrated Learning, 22, 4, pp. 475-487, (2021); Manley J., Murfay K., Erwin H., Beighle A., Authentic learning through PEAK conditions in secondary physical education, Journal of Physical Education, Recreation & Dance, 93, 9, pp. 26-32, (2022); Meschitti V., Can peer learning support doctoral education? 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Hong Nguyen; Ho Chi Minh City University of Technology, Ho Chi Minh City, Viet Nam; email: nhung.instructor@gmail.com","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85173218358"
"Grant-Smith D.; Weiler T.","Grant-Smith, Deanna (54420128200); Weiler, Tanya (57191067569)","54420128200; 57191067569","Recognising the value of non-professional part-time work in assessing graduate employability: A challenge to employers","2023","Industry and Higher Education","","","","","","","0","10.1177/09504222231208435","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174452648&doi=10.1177%2f09504222231208435&partnerID=40&md5=2204c69ea5d0068c46538fc577a3b44e","Queensland University of Technology, Australia; University of South Australia, Australia","Grant-Smith D., Queensland University of Technology, Australia; Weiler T., University of South Australia, Australia","Enhancing graduate employability is an increasing focus within higher education, however, although part-time work is a majority experience for students the skills gained through non-professional employment are often treated as having limited value in constructions of graduate employability. This paper engages in dialogue with a series of viewpoint and research articles in this journal advocating the accreditation of this work by higher education institutions to increase its influence in graduate recruitment. Specifically, these articles challenge students to improve their employability by reflecting on and documenting their part-time work experiences in support of this accreditation approach. In doing so, it is assumed employers will value this work experience and that such accreditation will improve graduates’ employment prospects. In response, reflecting on a study of Australian business students (N = 92), this paper highlights tensions associated with students’ part-time work and the perceived employability-enhancing value of what is typically characterised by employers as non-relevant, and therefore non-valuable, work experience. The paper concludes by suggesting that shifting the challenge for recognising the value of non-professional work experience away from students and universities and toward industry and employers is more likely to yield improved graduate employment results for students transitioning from education to graduate employment. © The Author(s) 2023.","graduate careers; Graduate employability; part-time work; professional work experience; student worker; unpaid work experience","","","","","","","","Archer W., Davison J., Graduate Employability: What Do Employers Think and Want?, (2008); Ashton D., Media work and the creative industries: identity work, professionalism and employability, Education + Training, 53, 6, pp. 546-560, (2011); Atkins M.J., Oven-ready and self-basting: taking stock of employability skills, Teaching in Higher Education, 4, 2, pp. 267-280, (1999); Beban A., Trueman N., Student workers: the unequal load of paid and unpaid work in the neoliberal university, New Zealand Sociology, 33, 2, pp. 99-131, (2018); Bennett D., Richardson S., MacKinnon P., Enacting Strategies for Graduate Employability: How Universities Can Best Support Students, (2016); Blackman A., Benckendorff P., Learning from part-time employment: reflections from Australia, Handbook of Teaching and Learning in Tourism, pp. 218-230, (2017); Brown P., Hesketh A., Williams S., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Brown J.L., Hammer S.J., Perera H.N., Et al., Relations between graduates’ learning experiences and employment outcomes: a cautionary note for institutional performance indicators, International Journal for Educational and Vocational Guidance, 22, pp. 137-156, (2022); Campbell I., Price R., Precarious work and precarious workers: towards an improved conceptualisation, Economic and Labour Relations Review, 27, 3, pp. 314-332, (2016);  Century Leaders: Building Practice into the Curriculum to Boost Employability, (2014); Clark G., Marsden R., Whyatt J., Thompson L., Walker M., ‘It’s everything else you do…’: Alumni views on extracurricular activities and employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Coates H., Working on a dream: educational returns from off campus paid work, Journal of Education and Work, 28, 1, pp. 66-82, (2015); Cole M.S., Rubin R.S., Feild H.S., Et al., Recruiters’ perceptions and use of applicant résumé information: screening the recent graduate, Applied Psychology, 56, 2, pp. 319-343, (2007); Colley L., Price R., Future public service capacity: employment of young people into Australian public services during the GFC, Australian Journal of Public Administration, 74, 3, pp. 324-335, (2015); Curtis S., Williams J., The reluctant workforce: undergraduates’ part-time employment, Education + Training, 44, 1, pp. 5-10, (2002); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Davies L., Why kick the L out of learning? 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Grant-Smith; Queensland University of Technology, Australia; email: deanna.grantsmith@qut.edu.au","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85174452648"
"Pérez-García R.M.; Erro-Garcés A.; Aramendia-Muneta M.E.; López Peláez A.","Pérez-García, Raquel María (57197795308); Erro-Garcés, Amaya (14059989400); Aramendia-Muneta, Maria Elena (49662871200); López Peláez, Antonio (57201961065)","57197795308; 14059989400; 49662871200; 57201961065","Co-designing doctoral programs to enhance postgraduate students' employability: insights from industry stakeholders","2023","Higher Education, Skills and Work-based Learning","","","","","","","0","10.1108/HESWBL-04-2023-0097","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175046427&doi=10.1108%2fHESWBL-04-2023-0097&partnerID=40&md5=1406b15a2ca9cf08cdda42b582668357","UNED, Madrid, Spain; Universidad Pública de Navarra, Pamplona, Spain","Pérez-García R.M., UNED, Madrid, Spain; Erro-Garcés A., Universidad Pública de Navarra, Pamplona, Spain; Aramendia-Muneta M.E., Universidad Pública de Navarra, Pamplona, Spain; López Peláez A., UNED, Madrid, Spain","Purpose: Doctoral programs play a crucial role in promoting innovation and technology transfer in universities. To design these programs effectively and with a co-design perspective, it is essential to consider all stakeholders involved in the process, including teachers, students and employers. The main objective of this study is to enhance postgraduate programs to improve students' employability. Design/methodology/approach: This empirical study was conducted over a three-year period and employed semi-structured interviews as its primary research methodology. In the first phase, 21 in-depth semi-structured interviews were conducted with managers from various sectors. The second phase involved 20 interviews, and the final phase of the study included 18 interviews with the same managers from previous phases. Findings: The study's main results revealed that the international networks, language proficiency and analytical skills of doctoral students were highly valued by employers. The main findings come from companies with doctoral students. Therefore, the skills were identified during the learning experience of the PhD graduates in the companies. Practical implications: The study's results can guide improvements in postgraduate program curricula and design to enhance students' employability. Originality/value: This research presents a novel approach to its findings. On the one hand, the study's conclusions may provide valuable insights for business agents, encouraging them to hire PhD students. On the other hand, it aims to drive necessary changes that promote more PhD students' focus on non-academic careers, creating significant value for research and innovation in the private sector. © 2023, Emerald Publishing Limited.","Competencies; Curricula; Employers; Industry; PhD education; PhD students","","","","","","Ministerio de Ciencia e Innovación, MICINN, (PID2020-115018RB-C31)","This work was supported by the Ministerio de Ciencia e Innovación under Grant PID2020-115018RB-C31.","Balsmeier B., Pellens M., Who makes, who breaks: which scientists stay in academe?, Economics Letters, 122, 2, pp. 229-232, (2014); Benito Bonito M., Gil Torrubias P., Romera Ayllon M.R., El empleo de los doctores en España y su relación con la I+D+i y los estudios de doctorado, Colección de Consejos Sociales de las Universidades Españolas, (2014); Bonanno K., Enterprise skills and student learning, Education Technology Solutions, 69, pp. 56-59, (2016); Caparros-Ruiz A., Time to the doctorate and research career: some evidence from Spain, Research in Higher Education, 60, 1, pp. 111-133, (2019); Choe N.H., Borrego M., Master's and doctoral engineering students' interest in industry, academia, and government careers, Journal of Engineering Education, 109, 2, pp. 325-346, (2020); De Grande H., De Boyser K., Vandevelde K., Van Rossem R., From academia to industry: are doctorate holders ready?, Journal of the Knowledge Economy, 5, 3, pp. 538-561, (2014); Escardibul J.O., Afcha S., Determinants of the job satisfaction of PhD holders: an analysis by gender, employment sector, and type of satisfaction in Spain, Higher Education, 74, pp. 855-875, (2017); Etzkowitz H., Innovation Lodestar: the entrepreneurial university in a stellar knowledge firmament, Technological Forecasting and Social Change, 123, 4, pp. 122-129, (2017); Report of mapping exercise on doctoral training in Europe: towards a common approach, (2011); Fleiss J.L., Balanced incomplete block designs for inter-rater reliability studies, Applied Psychological Measurement, 5, 1, pp. 105-112, (1981); Garcia Juanatey A., Jordana J., Sancho D., Multi-level governance in quality assurance in Spain: the case of the national agency for quality assessment and accreditation (ANECA), HEAD'19. 5th International Conference on Higher Education Advances, pp. 1217-1224, (2019); Gartner W.B., Birley S., Introduction to the special issue on qualitative methods in entrepreneurship research, Journal of Business Venturing, 17, 5, pp. 387-395, (2002); Hale B., Wright C., The Reason’s Proper Study: Essays towards a Neo-Fregean Philosophy of Mathematics, (2001); Herrera L., Nieto M., The determinants of firms' PhD recruitment to undertake R&D activities, European Management Journal, 33, 2, pp. 132-142, (2015); Jahnke I., Meinke-Kroll M., Todd M., Nolte A., Exploring artifact-generated learning with digital technologies: advancing active learning with co-design in higher education across disciplines, Technology, Knowledge and Learning, 27, 1, pp. 335-364, (2022); Larkin M., Shaw R., Flowers P., Multiperspectival designs and processes in interpretative phenomenological analysis research, Qualitative Research in Psychology, 16, 2, pp. 182-198, (2019); Lutchen K.R., Why companies and universities should forge long-term collaborations, Harvard Business School Cases, 24, pp. 1-6, (2018); Mangematin V., PhD job market: professional trajectories and incentives during the PhD, Research Policy, 2, 6, pp. 741-756, (2000); Miller R.M., Chan C.D., Farmer L.B., Interpretative phenomenological analysis: a contemporary qualitative approach, Counselor Education and Supervision, 57, 4, pp. 240-254, (2018); Molla T., Cuthbert D., Calibrating the PhD for Industry 4.0: global concerns, national agendas and Australian institutional responses, Policy Reviews in Higher Education, 3, 2, pp. 167-188, (2019); Muscio A., Ramaciotti L., How does academia influence Ph.D. entrepreneurship? New insights on the entrepreneurial university, Technovation, 82-83, pp. 16-24, (2019); Pelta R., Lopez Pelaez A., What can co-design contribute to social work with groups?, Groupwork, 29, 3, pp. 5-23, (2021); Perkmann M., Walsh K., The two faces of collaboration: impacts of university-industry relations on public research, Industrial and Corporate Change, 18, 6, pp. 1033-1065, (2009); por el que se modifican los Reales Decretos 1393/2007, de 29 de octubre, por el que se establece la ordenación de las enseñanzas universitarias oficiales; 99/2011, de 28 de enero, por el que se regulan las enseñanzas oficiales de doctorado; y 1892/2008, de 14 de noviembre, por el que se regulan las condiciones para el acceso a las enseñanzas universitarias oficiales de grado y los procedimientos de admisión a las universidades públicas españolas, Boletín Oficial del Estado, 167, pp. 51159-52161; Sanchez Canizares S.M., Santos Roldan L.M., Fuentes Garcia F.J., Nunez Tabales J.M., Teaching-learning skills for higher education, development of business case studies, Educación XXI, 18, 1, pp. 237-258, (2015); Sauermann H., Cohen W.M., What makes them tick? Employee motives and firm innovation, Management Science, 56, 12, pp. 2134-2153, (2010); Waaijer C.J., Belder R., Sonneveld H., van Bochove C.A., van der Weijden I.C., Temporary contracts: effect on job satisfaction and personal lives of recent PhD graduates, Higher Education, 74, pp. 321-339, (2017); Wallgren L., Dahlgren L.O., Doctoral education as social practice for knowledge development: conditions and demands encountered by industry PhD students, Industry and Higher Education, 19, 6, pp. 433-443, (2005); Wenqin S., Yao G., Bin Z., Jin J., Academia or enterprises: gender, research outputs, and employment among PhD graduates in China, Asia Pacific Education Review, 19, 2, pp. 285-296, (2018); Yin R.K., Case Study Research: Design and Methods, (2009)","A. Erro-Garcés; Universidad Pública de Navarra, Pamplona, Spain; email: amaya.erro@unavarra.es","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Article in press","","Scopus","2-s2.0-85175046427"
"Papp I.C.; Molnar C.; Juhasz T.","Papp, Imola Cseh (58241687400); Molnar, Csilla (57209880274); Juhasz, Timea (55992596000)","58241687400; 57209880274; 55992596000","Soft skills of business students in relation to higher education internships","2023","Problems and Perspectives in Management","21","4","","113","126","13","0","10.21511/PPM.21(4).2023.09","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177880827&doi=10.21511%2fPPM.21%284%29.2023.09&partnerID=40&md5=1926ef590a928f12e4ead49717cfa86a","Faculty of Education and Psychology, Institute of Research on Adult Education and Knowledge Management, ELTE Eötvös Loránd University, Hungary; Department of Methodology for Social Studies, Faculty of International Management and Business FIMB, Budapest Business School, Hungary","Papp I.C., Faculty of Education and Psychology, Institute of Research on Adult Education and Knowledge Management, ELTE Eötvös Loránd University, Hungary; Molnar C.; Juhasz T., Department of Methodology for Social Studies, Faculty of International Management and Business FIMB, Budapest Business School, Hungary","University internship is the transition between higher education and the labor market. The study was motivated by the fact that research on the effectiveness of internships is on the rise in many countries but is less widespread in Hungary, especially from the students’ perspective. The aim is to determine how students in business education choose a workplace for their internship, whether they consider their own employability or the management aspects of the workplace. The questionnaire was conducted in Budapest, Hungary, covering covering higher education institutions of economics (7 in total), with 406 participants. The focus is to build a model of the interaction between different variables: the development of students’ skills at the university, the specific internship placement, and the desirable work students would like to do during their internship. The results show no correlation between the type of skills students develop during their studies and the type of work they want to do during their internship. Moreover, the correlation between the soft skills they develop at work and those they acquire at university is only coincidental, therefore not supporting their employability. These results can be important for workplace management to effectively lead and inspire their teams, manage conflict, and communicate. The study offers implications for education policy, i.e., recommendations for changes to output requirements, which will also allow for developing training structures that are more responsive to employer needs. © Imola Cseh Papp, Csilla Molnar, Timea Juhasz, 2023.","employability; higher education; market fit; soft skills; work experience","","","","","","","","Badinszky R. G., Fenyvesi E., Solyom A., A duális és a hagyományos képzési formában folytatott szakmai gyakorlat vizsgálata [Examination of professional practice in the form of dual and traditional training]. (In Hungarian), Educatio, 31, 4, pp. 680-690, (2022); Baird A. M., Parayitam S., Employers’ ratings of importance of skills and competencies college graduates need to get hired: Evidence from the New England region of USA, Education+Training, 61, 5, pp. 622-634, (2019); Choice E., Thomas S., Evaluation of undergraduate internship interprofessional experiences using the Jefferson teamwork observation guide (JTOG), Internet Journal of Allied Health Sciences and Practice, 21, 3, (2023); Craig T. R., Wikle T. A., Perceptions and practices: Employers, educators, and students on GIS internships, Transactions in GIS, 20, 6, pp. 948-961, (2016); Dagume M. A., Gyekye A., Determinants of youth unemployment in South Africa: Evidence from the Vhembe district of Limpopo province, Environmental Economics, 7, 4, pp. 59-67, (2016); Davey T., Meerman A., Galan Muros V., Orazbayeva B., Baaken T., The state of university-business cooperation in Europe, (2018); Deep S., Salleh B. M., Othman H., Study on problem-based learning towards improving soft skills of students in effective communication class, International Journal of Innovation and Learning, 25, 1, pp. 17-34, (2019); Degravel D., Hertz G., Koutroumanis D. A., Internships as a strategic tool for small business: A conceptual study, Small Business Institute Journal, 8, 1, pp. 30-46, (2012); Drobyazko S., Potyshniak O., Radionova N., Paranytsia S., Nehoda Y., Security of organizational changes via operational integration: Ensuring methodology, Journal of Security and Sustainability Issues, 9, 1, pp. 91-105, (2019); Fakhretdinova G. N., Osipov P., Dulalaeva L. P., Extracurricular activities as an important tool in developing soft skills, Educating Engineers for Future Industrial Revolutions, pp. 480-487, (2021); Farkasne Kurucz Z., Lorand B., Balogh G., Kölcsönös előnyökön alapuló kapcsolatok kialakítása a felsőoktatási intézmények és a munkaadók között [Establishing relationships based on mutual benefits between higher education institutions and employers]. (In Hungarian), Vezetéstudomány-Budapest Management Review, 41, 11, pp. 31-43, (2010); Feraco T., Resnati D., Fregonese D., Spoto A., Meneghetti C., An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions, European Journal of Psychology of Education, 38, 1, pp. 109-130, (2023); Fornell C., Larcker D. F., Evaluating structural equation models with unobservable variables and measurement error, Journal of Marketing Research, 18, 1, pp. 39-50, (1981); Garcia I., Pacheco C., Mendez F., Calvo-Manzano J. A., The effects of game‐based learning in the acquisition of “soft skills” on undergraduate software engineering courses: A systematic literature review, Computer Applications in Engineering Education, 28, 5, pp. 1327-1354, (2020); Gerken M., Rienties B., Giesbers B., Konings K. D., Enhancing the academic internship learning experience for business education – A critical review and future directions, Learning at the Crossroads of Theory and Practice: Research on Innovative Learning Practices, pp. 7-22, (2012); Griffin M., Coelhoso P., Business students’ perspectives on employability skills post internship experience: Lessons from the UAE, Higher Education, Skills and Work-Based Learning, 9, 1, pp. 60-75, (2019); Hair J. F., Hult G. T. M., Ringle C. M., Sarstedt M., Richter N. F., Hauff S., Partial Least Squares Strukturgleichungsmodllierung [Partial Least Squares Structural Equation Modeling], (2017); Hora M. T., Parrott E., Her P., How do students conceptualise the college internship experience? Towards a student-centred approach to designing and implementing internships, Journal of Education and Work, 33, 1, pp. 48-66, (2020); Horvath-Csikos G., Juhasz T., Hajeer A., The first experiences of the BEE Mentor Programme at the Faculty of International Management and Business of the Budapest Business School, University of Applied Sciences, BGE Szemelvények, pp. 239-245, (2022); Hulland J., Use of partial least squares (PLS) in strategic management research: A review of four recent studies, Strategic Management Journal, 20, 2, pp. 195-204, (1999); Kapareliotis I., Voutsina K., Patsiotis A., Internship and employability prospects: Assessing student’s work readiness, Higher Education, Skills and Work-Based Learning, 9, 4, pp. 538-549, (2019); Kun A. I., Hallgatói vélemények szakmai gyakorlatról és tanulás melletti munkavégzésről [Student opinions on professional practice and working while studying], International Journal of Engineering and Management Sciences, 2, 4, pp. 286-297, (2017); Liba N., Chernychko T., Rybchak V., Professional competence of future economists in the region, Journal of Tourism and Regional Development, 12, pp. 59-64, (2019); Logosha R., Bondarenko V., Samokhval O., Pavelkiv R., Petrenko O., Entrepreneurship education of future economists in the process of preparation, Journal of Entrepreneurship Education, 22, 6, pp. 1-7, (2019); Lysytsia N., Martynenko M., Prytychenko T., Gron O., Liakh I., Differentiation of employers as potential partners of higher educational institutions, Economics of Development, 18, 2, pp. 29-40, (2019); Maelah R., Muhammaddun Mohamed Z., Ramli R., Aman A., Internship for accounting undergraduates: Comparative insights from stakeholders, Education+ Training, 56, 6, pp. 482-502, (2014); Makedon V., Drobyazko S., Shevtsova H., Maslosh O., Kasatkina M., Providing security for the development of high-technology organizations, Journal of Security & Sustainability Issues, 8, 4, (2019); Margaryan S., Saniter N., Schumann M., Siedler T., Do internships pay off? The effects of student internships on earnings, Journal of Human Resources, 57, 4, pp. 1242-1275, (2022); Markos V., A munkaerőpiacra való belépés módjai felsőfokú tanulmányok folytatása mellett [Ways to enter the labor market while pursuing higher education, METSZETEKTársadalomtudományi Folyóirat – METSZETEK-Social Science Journal, 1, 2-3, pp. 93-101, (2012); Noah J. B., Aziz A. A., A systematic review on soft skills development among university graduates, EDUCATUM Journal of Social Sciences, 6, 1, pp. 53-68, (2020); O'Connor H., Bodicoat M., Exploitation or opportunity? Student perceptions of internships in enhancing employability skills, British Journal of Sociology of Education, 38, 4, pp. 435-449, (2017); OECD Learning Compass 2030, (2019); Orazbayeva B., Davey T., Pronay S., Meerman A., Galan Muros V., Melonari M., The state of Hungarian university-business cooperation: The business perspective, (2017); Papadimitriou A., Mardas D., Assessing an internship program by listening to students and employers, Assessment Update, 24, 3, pp. 6-14, (2012); Pereira E. T., Vilas-Boas M., Rebelo C. C., Graduates’ skills and employability: The view of students from different European countries, Higher Education, Skills and Work-Based Learning, 9, 4, pp. 758-774, (2019); Ramsoomair F., Howey R., The hard realities of soft skills, Problems and Perspectives in Management, 2, 4, pp. 231-239, (2004); Rogers S. E., Miller C. D., Flinchbaugh C., Giddarie M., Barker B., All internships are not created equal: Job design, satisfaction, and vocational development in paid and unpaid internships, Human Resource Management Review, 31, 1, (2021); Rubinstein A., Comments on economic models, economics, and economists: Remarks on economics rules by Dani Rodrik, Journal of Economic Literature, 55, 1, pp. 162-172, (2017); Sa M. J., Serpa S., Higher education as a promoter of soft skills in a sustainable society 5.0, Journal of Curriculum and Teaching, 11, 4, pp. 1-12, (2022); Sajtos L., Fache M., A strukturális egyenlőségek módszere és alkalmazása marketingkutatásban [The method and application of structural equations in marketing research], Marketing és Menedzsment – Marketing and Management, 39, 4-5, pp. 99-111, (2019); Sanahuja Velez G., Ribes Giner G., Effects of business internships on students, employers, and higher education institutions: A systematic review, Journal of Employment Counseling, 52, 3, pp. 121-130, (2015); Succi C., Wieandt M., Walk the talk: Soft skills’ assessment of graduates, European Journal of Management and Business Economics, 28, 2, pp. 114-125, (2019); Szabo-Balint B., Sipos N., A karriersikeresség vizsgálata a gazdálkodási területen frissen végzettek körében [Examination of career success among recent graduates in the field of management, Közgazdasági Szemle – Economic Review, 68, 5, pp. 515-539, (2021); Tang K. N., The importance of soft skills acquisition by teachers in higher education institutions, Kasetsart Journal of Social Sciences, 41, 1, pp. 23-27, (2018); Tarman B., Chigisheva O., Editorial for special issue: Transformation of educational policy, theory and practice in post-soviet social studies education, Journal of Social Studies Education Research, 8, 2, (2017); Vera F., Tejada E., Developing soft skills in undergraduate students: A case at a Chilean private university, Transformar Electronic Journal, 1, 1, pp. 57-67, (2020); Yiu M., Law R., A review of hospitality internship: Different perspectives of students, employers, and educators, Journal of Teaching in Travel & Tourism, 12, 4, pp. 377-402, (2012); Zagir T., Dorner H., Adult learning facilitators’ professional identity: An exploratory review based on a selection of empirical studies, Journal of Adult Learning, Knowledge and Innovation, 4, 2, pp. 44-51, (2022); Zehr S. M., Korte R., Student internship experiences: Learning about the workplace, Education+ Training, 62, 3, pp. 311-324, (2020)","","","LLC CPC Business Perspectives","","","","","","17277051","","","","English","Probl. Perspect. Manage.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85177880827"
"Szucs B.; Harpur P.","Szucs, Brooke (57698036000); Harpur, Paul (35299280500)","57698036000; 35299280500","Students with disabilities as ideal graduates: universities' obligations to support extracurricular involvement","2023","Journal of Teaching and Learning for Graduate Employability","14","2","","33","53","20","1","10.21153/jtlge2023vol14no2art1789","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175860227&doi=10.21153%2fjtlge2023vol14no2art1789&partnerID=40&md5=3378afb83a3f7c3dfdf96a5f2db59e67","TC Beirne School of Law, The University of Queensland, Australia","Szucs B., TC Beirne School of Law, The University of Queensland, Australia; Harpur P., TC Beirne School of Law, The University of Queensland, Australia","Extracurricular activities (ECAs) and their impact on student employability has become a focus of the higher education sector, with a recent emphasis on experiences such as global exchange and skill acquisition that prepares graduates for the workforce. Despite the initiatives and effort put into supporting the general student population, students with disabilities are underrepresented in these opportunities. This causes such students to have less access to employability opportunities that set them apart from their peers and leads to a distinct disadvantage when seeking to enter the workforce. The literature suggests that there are various benefits of participating in extracurricular activities for university students, including some literature about students with disabilities. However, there is a distinct lack of focus on how the scarcity of support for participation in these programs fails to address equality and discrimination legal obligations, as well as the failure of disability specific initiatives to include these activities as essential to their core mission. This paper aims to examine how Australian University strategic plans addressing disability inclusion and supports for students with disabilities extend to the extracurricular space, and what more can be done to include these students in all aspects of campus life. Through a search and policy analysis of University Strategic Plans, Disability Action Plans, and scholarships for students with disabilities to participate in extracurricular activities, it was revealed that this issue is not being sufficiently addressed through university strategic responses to disability inclusion. This paper provides practitioners and universities with recommendations to improve their compliance with antidiscrimination measures and address this deficit to improve student outcomes. © 2023 Deakin University. All rights reserved.","Convention on the Rights of Persons with Disabilities (CRPD); Disability; extracurricular activities; graduate outcomes; higher education; students; universities","","","","","","","","Alter N., The stranger’s gaze, Management and Diversity: Thematic Approaches, pp. 87-105, (2017); Adamovic M., Analyzing discrimination in recruitment: A guide and best practices for resume studies, International Journal of Selection and Assessment, 28, 4, pp. 445-464, (2020); (2020); Disability Standards for Education 2005, (2005); Disability Discrimination Act Action Plans: A Guide for the Tertiary Education Sector; Register of Disability Discrimination Act Action Plans; Disability discrimination; Measure 1.14: Disability, (2022); People with disability in Australia, (2022); Educational Attainment, (2022); Start an Internship; Annual Report 2017, (2017); Annual Report 2022, (2022); Bacchi C. L., Women, policy and politics: The construction of policy problems, (1999); Baglow L., Gair S., Australian social work students: Balancing tertiary studies, paid work and poverty, Journal of Social Work, 19, 2, pp. 276-295, (2019); Bennett D., Knight E., Kuchel L., Divan A., Horn J., van Reyk D., Burke da Silva K., How do research-intensive research universities portray employability strategies? A review of their websites, Australian Journal of Career Development, 26, 2, pp. 52-61, (2017); Booth A., Leigh A., Varganova E., Does Racial and Ethnic Discrimination Vary Across Minority Groups? Evidence From a Field Experiment [Research Investigation into Employment Practices], (2009); Burke V., Jones I., Doherty M., Analysing student perceptions of transferable skills via undergraduate degree programmes, Active learning in higher education, 6, 2, pp. 132-144, (2005); Cheng D. X., Alcantara L., Assessing working students' college experiences: a grounded theory approach, Assessment & Evaluation in Higher Education, 32, 3, pp. 301-311, (2007); Clark G., Marsden R., Whyatt J. D., Thompson L., Walker M., ‘It’s everything else you do…’: Alumni views on extracurricular activities and employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Cortese C., Truscott F., Nikidehaghani M., Chapple S., Hard-to-reach: the NDIS, disability, and socioeconomic disadvantage, Disability & Society, 36, 6, pp. 883-903, (2021); 2030 Strategic Plan, (2022); Disability Standards for Education 2005, (2022); Higher Education Participation and Partnerships Program (HEPPP), (2023); Advice to Applicants 2023; (1992); ECU Strategic Plan 2022-2026; Strategic Plan 2020-2025, (2020); Grimes S., Southgate E., Scevak J., Buchanan R., University student perspectives on institutional non-disclosure of disability and learning challenges: reasons for staying invisible, International Journal of Inclusive Education, 23, 6, pp. 639-655, (2018); Harpur P., Stein M., Universities as disability rights change agents, Northeastern University Law Review, 10, 2, pp. 542-582, (2018); Ingram N., Allen K., ‘Talent-spotting’ or ‘social magic’? Inequality, cultural sorting and constructions of the ideal graduate in elite professions, The Sociological Review, 67, 3, pp. 723-740, (2018); Kent M., Ellis K., Giles M., Students with Disabilities and eLearning in Australia: Experiences of Accessibility and Disclosure at Curtin University, Techtrends, 62, 6, pp. 654-663, (2018); King A. E., Mcquarrie F. A. E., Brigham S. M., Exploring the Relationship Between Student Success and Participation in Extracurricular Activities, SCHOLE: A Journal of Leisure Studies and Recreation Education, 36, 1-2, pp. 42-58, (2021); Lakoff G., Cognitive models and prototype theory, Concepts and conceptual development: ecological and intellectual factors in categorization, pp. 63-100, (1987); La Trobe University Strategic Plan 2020–2030, (2020); Universal Design and Inclusion Action Plan 2022-30, (2022); Luque-Suarez M., Olmos-Gomez M. D. C., Castan-Garcia M., Portillo-Sanchez R., Promoting Emotional and Social Well-Being and a Sense of Belonging in Adolescents through Participation in Volunteering, Healthcare, 9, 3, (2021); McDonald J., Kidd T., Ting Siew C., Hamilton J., Unwin L., Thompson C., Evans K., Black M., D'Arbrera J., Girdler S., Specialist Peer Mentoring Module: Program Coordinator Manual, (2016); Mellifont D., Hancock N., Scanlan J. N., Hamilton D., Barriers to applying to the NDIS for Australians with psychosocial disability: A scoping review, Australian Journal of Social Issues, 58, 2, pp. 262-278, (2022); Extracurricular definition and meaning, (2022); Milner S., Cousins W., McGowan I., Does All Work and No Play Make a Dull Graduate? Perceptions of Extra-curricular Activities and Employability, Journal of Perspectives in Applied Academic Practice, 4, 1, pp. 13-18, (2016); Minocha S., Hristov D., Reynolds M., From graduate employability to employment: policy and practice in UK higher education, International Journal of Training and Development, 21, 3, pp. 235-248, (2017); Participating, (2022); What can we fund if you’re in university or other training?, (2022); General comment No. 4, Article 24: Right to inclusive education, (2016); Oreopoulos P., Why Do Skilled Immigrants Struggle in the Labor Market? A Field Experiment with Thirteen Thousand Resumes, American Economic Journal: Economic Policy, 3, 4, pp. 148-171, (2011); Under the Radar: The mental health of Australian university students, (2017); O'Shea S., Groves O., Delahunty J., ‘…having people that will help you, that know the ropes and have walked that road before you’: How does first in family status impact graduates in the employment field?, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 36-50, (2021); Palmer A. N., Elliott W., Cheatham G. A., Effects of extracurricular activities on postsecondary completion for students with disabilities, The Journal of Educational Research, 110, 2, pp. 151-158, (2017); Papasotiriou M., Windle J., The social experience of physically disabled Australian university students, Disability & Society, 27, 7, pp. 935-947, (2012); Paull M., Holmes K., Omari M., Haski-Leventhal D., Maccallum J., Young S., Scott R., Myths and Misconceptions About University Student Volunteering: Development and Perpetuation, VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 33, 4, pp. 833-845, (2022); Symonds Quacquarelli, Rankings revealed: QS Graduate Employability Rankings 2022, (2021); (2021); Rosch E., Natural Categories, Cognitive Psychology, 4, 3, pp. 328-350, (1973); Samdanis M., Ozbilgin M., The Duality of an Atypical Leader in Diversity Management: The Legitimization and Delegitimization of Diversity Beliefs in Organisations, International Journal of Management Reviews, 22, 2, pp. 101-119, (2019); Santhanam S., Bellon-Harn M.L., Speech-Language Pathologist's Role in Understanding and Promoting Self-Advocacy in Autistic Adults, American Journal of Speech-Language Pathology, 31, 2, pp. 649-663, (2022); Job hunters change 'foreign sounding’ names, (2013); Who can get Austudy?, (2022); Stuart M., Lido C., Morgan J., Solomon L., May S., The impact of engagement with extracurricular activities on the student experience and graduate outcomes for widening participation populations, Active Learning in Higher Education, 12, 3, pp. 203-215, (2011); List of Australian Universities; AccessAbility Action Plan 2015-2020; Thompson L. J., Clark G., Walker M., Whyatt J. D., ‘It’s just like an extra string to your bow’: Exploring higher education students’ perceptions and experiences of extracurricular activity and employability, Active Learning in Higher Education, 14, 2, pp. 135-147, (2013); Convention on the Rights of Persons with Disabilities, (2006); Disability Inclusion Action Plan 2020 – 2024, (2020); Faculty of Arts Exchange Enabling Scholarships; 2025 Strategy: Update, (2020); Disability Action and Inclusion Plan 2022-2025, (2022); Short-Term Experiences Funding; Student-Staff Partnerships Resource Library; Toward 2032 UQ Strategic Plan 2022-2025; Disability Action Plan 2020 Annual Report, (2020); Staff with Disability Travel Support Fund - Procedural Guidance, (2022); Investigating the experiences of students with disability at the University of Queensland: Report of survey conducted April to July 2022 by the University of Queensland Union, (2022); Student Access Plan; University of the Southern Cross Disability Access and Inclusion Plan 2021-2024; Strategic Plan 2020-25, (2020); Van Deventer Iverson S., Camouflaging Power and Privilege: A Critical Race Analysis of University Diversity Policies, Educational Administration Quarterly, 43, 5, pp. 586-611, (2007); Wehman P., Schall C., Carr S., Targett P., West M., Cifu G., Transition From School to Adulthood for Youth With Autism Spectrum Disorder: What We Know and What We Need to Know, Journal of Disability Policy Studies, 25, 1, pp. 30-40, (2014)","B. Szucs; TC Beirne School of Law, The University of Queensland, Australia; email: Brooke.szucs@uq.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85175860227"
"McDowell M.L.","McDowell, Matthew L. (55429077000)","55429077000","Sport (Tourism and) Heritage, Undergraduate Sport Management Degrees, and Remote Teaching: A View From Scotland","2023","Sport Management Education Journal","17","2","","158","163","5","0","10.1123/smej.2022-0010","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178038693&doi=10.1123%2fsmej.2022-0010&partnerID=40&md5=baf3880e411e0bb7c53cb5d70288ef18","The Moray House School of Education and Sport, University of Edinburgh, Edinburgh, United Kingdom","McDowell M.L., The Moray House School of Education and Sport, University of Edinburgh, Edinburgh, United Kingdom","This essay examines the creation of a new undergraduate module on sport, tourism and heritage, at The University of Edinburgh, one based within the confines of a bachelor’s program in sport management. The author emphasizes that this is part of a growing trend toward integrating heritage (alongside history) into Scottish/U.K. sport management academia, as something which can potentially address skills and employability outcomes while still offering the opportunity to critically discuss issues in the sport industry. The creation, running, format, and content of this module is discussed, within the context of its first being offered remotely in September 2020 in between “lockdowns” during the COVID-19 pandemic. © 2023 North American Society for Sport Management.","higher education in Scotland; history of sport; sport tourism","","","","","","","","Argento M., Guess that Paterno statue isn’t coming back, York Daily Record, (2016); Brown G.A., Poo, potholes and park-ups: Why Highlanders are tired of Scotland’s North Coast 500 route, (2021); Butler R.W., Overtourism in rural areas, Overtourism: Causes, implications, and solutions, pp. 27-43, (2020); Collins T., The oval world: A global history of rugby, (2015); Corkill C., Moore R., “The island of blood”: Death and commemoration at the Isle of Man TT Races, World Archaeology, 44, 2, pp. 248-262, (2012); Denning A., Skiing into modernity: A cultural and environmental history, (2014); de Wilde A., Seifried C., Adelman M.L., The culture of history in sport management’s foundation: The intellectual influence of Harvard Business School on four founding sport management scholars, Quest, 62, 4, pp. 406-422, (2010); Hardy S., Loy J., Booth D., The material culture of sport: Toward a typology, Journal of Sport History, 36, 1, pp. 129-152, (2009); Haynes R., From sporting past to future well-being: Sport heritage and intergenerational learning in Glasgow, Sport in History, 40, 2, pp. 257-277, (2020); Hopkins D., Maclean K., Climate change perceptions and responses in Scotland’s ski industry, Tourism Geographies, 16, 3, pp. 400-414, (2014); Kohe G.Z., Running with the ball? Making a play for sport heritage archives in higher education contexts, International Journal of Heritage Studies, 24, 3, pp. 256-269, (2018); Kohe G.Z., Smith J., Hughson J., #hoops #basketballhistory @Hoops_Heritage: Examining possibilities for basketball heritage within the context of higher education, critical museology and digital redirections, Sport in History, (2021); Lorimer H., Guns, game and the grandee: The cultural politics of deerstalking in the Scottish Highlands, Ecumene, 7, 4, pp. 403-431, (2000); Lumpkin A., Online teaching: Pedagogical practices for engaging students synchronously and asynchronously, College Student Journal, 55, 2, pp. 195-207, (2021); Marchant B., Mottiar Z., Understanding lifestyle entrepreneurs and digging beneath the issue of profits: Profiling surf tourism lifestyle entrepreneurs in Ireland, Tourism Planning & Development, 8, 2, pp. 171-183, (2011); McDowell M.L., Towards a critical dialogue between the history of sport, management history, and sport management/organization studies in research and teaching, International Journal of the History of Sport, 32, 15, pp. 1750-1758, (2015); McDowell M.L., Scottish records, academic history, and higher education [Paper presentation], (2017); McDowell M.L., Teaching (the) history of/in sport in Scottish/UK undergraduate and postgraduate sport management degree pro-grammes: problems and possibilities [Paper presentation], Annual Conference of the North American Society of Sports History, (2019); Moore K., Sport history, public history, and popular culture: A growing engagement, Journal of Sport History, 40, 1, pp. 39-55, (2013); Pfleegor A.G., Seifried C.S., Is building new the only option? A teaching approach to heritage management, Sport Management Education Journal, 6, pp. 32-42, (2012); Phillips M.G., Introduction: Historians in sport museums, Representing the sporting past in museums and halls of fame, pp. 1-26, (2012); Ponting J., McDonald M.G., Performance, agency, and change in surfing tourist space, Annals of Tourism Research, 43, pp. 415-434, (2013); Ramshaw G., Sport, heritage, and tourism, Journal of Heritage Tourism, 9, 3, pp. 191-196, (2014); Ramshaw G., Gammon S., More than just nostalgia? Exploring the heritage/sport tourism nexus, Journal of Sport & Tourism, 10, 4, pp. 229-241, (2005); Ramshaw G., Gammon S.G., Towards a critical sport heritage: Implications for sport tourism, Journal of Sport & Tourism, 21, 2, pp. 115-131, (2017); Rayner M., Webb T., Implications and opportunities for sport management education in the COVID-19 era, Sport Management Education Journal, 15, 1, pp. 49-53, (2021); Reilly J., The development of sport in museums, International Journal of the History of Sport, 32, 15, pp. 1778-1783, (2015); Timeline of Coronavirus (COVID-19) in Scotland, (2022); Skillen F., Osborne C., It’s good to talk: Oral history, sports history and heritage, International Journal of the History of Sport, 32, 15, pp. 1883-1898, (2015); Smith J., Discredited class-war fable or priceless promotional asset? The duality of Rugby Union’s William Webb Ellis foundation myth, Sport, history, and heritage: Studies in public representation, pp. 19-32, (2013); Smith M.M., Frozen fists in speed city: The statue as twenty-first-century reparations, Journal of Sport History, 36, 3, pp. 393-414, (2009); Snyder A., Sue has it.” “Check the meat lab.” Searching for the Joe Paterno statue, (2020); Stride C., Wilson J.P., Thomas F., Honouring heroes by branding in bronze: Theorizing the UK’s football statuary, Sport in Society, 16, 6, pp. 749-771, (2013); Thompson C., Paterno statue comes down in a stealth move: Onlookers mourn peacefully, Patriot-News, (2012)","M.L. McDowell; The Moray House School of Education and Sport, University of Edinburgh, Edinburgh, United Kingdom; email: matthew.mcdowell@ed.ac.uk","","Human Kinetics Publishers Inc.","","","","","","19386974","","","","English","Sport Manag. Educ. J.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85178038693"
"Quigley M.; Smith C.; Stocker E.; Bradley A.","Quigley, Martyn (57195773989); Smith, Charlotte (58732949300); Stocker, Eloise (58723185800); Bradley, Alexander (57201434343)","57195773989; 58732949300; 58723185800; 57201434343","University students' perceptions of graduate employer selection tests","2023","Education and Training","","","","","","","0","10.1108/ET-05-2022-0188","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177853877&doi=10.1108%2fET-05-2022-0188&partnerID=40&md5=b88871c6636826fc8ba65fb87237bc97","Swansea University, Swansea, United Kingdom; University of Portsmouth, Portsmouth, United Kingdom","Quigley M., Swansea University, Swansea, United Kingdom; Smith C., Swansea University, Swansea, United Kingdom; Stocker E., Swansea University, Swansea, United Kingdom; Bradley A., University of Portsmouth, Portsmouth, United Kingdom","Purpose: The purpose of the current study was to examine university students' knowledge, confidence and experience of popular graduate employer selection tests. Design/methodology/approach: A cross-sectional self-report survey was administered to gather a sufficient number of quantitative responses from undergraduate students. A total of 241 students completed the survey with most of them being psychology students from Swansea University. Four key variables were examined: (1) students' experience, (2) confidence and (3) knowledge of selection tests and (4) their desire for more information about selection tests as part of their degree. An audit of selection tests used by the Times Top 100 graduate employers was also conducted. Findings: Students tended to misjudge how often selection tests were used by employers, and generally lacked experience with these tests. Students' confidence in completing each test varied as a function of the selection test; however, prior experience with these tests positively predicted confidence. Additionally, over 70% of students reported a desire for further information about selection tests as part of their degree. Practical implications: These novel findings suggest that students could benefit from further information about selection tests as part of their degree programme which would be of benefit to both students and universities. Originality/value: These findings are, to the authors knowledge, the first to explicitly assess second- and third-year undergraduate students' knowledge, experience and confidence with popular graduate employer selection tests and demonstrate that students would like more information about these tests on their programme. © 2023, Emerald Publishing Limited.","Careers; Graduate employability; Higher education; Selections tests","","","","","","","","Andrews G., Russell M., Employability skills development: strategy, evaluation and impact, Higher Education, Skills and Work-Based Learning, 2, 1, pp. 33-44, (2012); Benjamini Y., Hochberg Y., Controlling the false discovery rate: a practical and powerful approach to multiple testing, Journal Royal Statistics Society, 57, pp. 289-300, (1995); Bennett D., Knight E., Divan A., Kuchel L., Horn J., van Reyk D., Burke da Silva K., How do research-intensive universities portray employability strategies? A review of their websites, Australian Journal of Career Development, 26, 2, pp. 52-61, (2017); Bradley A., Beevers-Cowling F., Norton C., Hill C., Pelopida B., Quigley M., Falling at the first hurdle: undergraduate students' readiness to navigate the graduate recruitment process, Studies in Higher Education, 46, 9, pp. 1827-1838, (2020); Bradley A., Quigley M., Governments harnessing the power of data to get ‘value for money’: a simulation study of England's Office for Students B3 Proceed Metric, Studies in Higher Education, 48, 8, pp. 1289-1302, (2023); Bradley A., Quigley M., Bailey K., How well are students engaging with the careers services at university?, Studies in Higher Education, 46, 4, pp. 663-676, (2021); Bradley A., Priego-Hernandez J., Quigley M., Evaluating the efficacy of embedding employability into a second-year undergraduate module, Studies in Higher Education, 47, 11, pp. 1-13, (2022); Branine M., Graduate recruitment and selection in the UK, Career Development International, 13, 6, pp. 497-513, (2008); Brown M., Higher Education as a Tool of Social Mobility: Reforming the Delivery of HE and Measuring Professional Graduate Output Success, (2014); Calamia M., Markon K., Tranel D., Scoring higher the second time around: meta-analyses of practice effects in neuropsychological assessment, The Clinical Neuropsychologist, 26, 4, pp. 543-570, (2012); Resourcing and talent planning survey 2020, (2020); Connor H., Shaw S., Graduate training and development: current trends and issues, Education + Training, 50, 5, pp. 357-365, (2008); Cranmer S., Enhancing graduate employability: best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Department for Business Innovation and Skills, BIS research paper NO. 231: understanding employers' graduate recruitment and selection practices: main report, (2015); Dickinson J., What did Williamson say at HEPI conference?, (2021); Donald W.E., Ashleigh M.J., Baruch Y., Students' perceptions of education and employability: facilitating career transition from higher education into the labor market, Career Development International, 23, 5, pp. 513-540, (2018); Ekuma K.J., The importance of predictive and face validity in employee selection and ways of maximizing them: an assessment of three selection methods, International Journal of Business and Management, 7, 22, pp. 115-122, (2012); Fallows S., Steven C., Building employability skills into the higher education curriculum: a university‐wide initiative, Education + Training, 42, 2, pp. 75-83, (2000); High Fliers, The Graduate Market in 2021: annual review of graduate vacancies and starting salaries at the UK's leading employers, (2021); Fouad N.A., Guillen A., Harris-Hodge E., Henry C., Novakovic A., Terry S., Kantamneni N., Need, awareness, and use of career services for college students, Journal of Career Assessment, 14, 4, pp. 407-420, (2006); Garcia-Aracil A., Monteiro S., Almeida L.S., Students' perceptions of their preparedness for transition to work after graduation, Active Learning in Higher Education, 22, 1, pp. 49-62, (2021); Gedye S., Fender E., Chalkley B., Students' undergraduate expectations and post‐graduation experiences of the value of a degree, Journal of Geography in Higher Education, 28, 3, (2004); Hausknecht J.P., Halpert J.A., Di Paolo N.T., Moriarty Gerrard M.O., Retesting in selection: a meta-analysis of coaching and practice effects for tests of cognitive ability, Journal of Applied Psychology, 92, 2, pp. 373-385, (2007); Heaton N., McCracken M., Harrison J., Graduate recruitment and development: sector influence on a local market/regional economy, Education + Training, 50, 4, pp. 276-288, (2008); Hodgkinson G.P., Payne R.L., Graduate selection in three European countries, Journal of Occupational and Organizational Psychology, 71, 4, pp. 359-365, (1998); Jackson D., Bridgstock R., What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work, Higher Education, 81, pp. 723-739, (2021); Jackson D., Edgar S., Encouraging students to draw on work experiences when articulating achievements and capabilities to enhance employability, Australian Journal of Career Development, 28, 1, pp. 39-50, (2019); Jackson D., Riebe L., Macau F., Determining factors in graduate recruitment and preparing students for success, Education + Training, 64, 5, pp. 681-699, (2022); Johnson P., A bad time to graduate, (2020); Kandiko C.B., Mawer M., Student Expectations and Perceptions of Higher Education, (2013); Larson R.B., Controlling social desirability bias, International Journal of Market Research, 61, 5, pp. 534-547, (2019); Lyons R.M., Fox G., Stephens S., Gamification to enhance engagement and higher order learning in entrepreneurial education, Education+ Training, 65, 3, pp. 416-432, (2023); McKeown T., Lindorff M., The graduate job search process–a lesson in persistence rather than good career management, Education+ Training, 53, 4, pp. 310-320, (2011); Milkround, Do students feel that Covid-19 will impact their future careers?, (2020); Miller L., Biggart A., Newton B., Basic and employability skills, International Journal of Training and Development, 3, 17, pp. 173-175, (2013); Neroorkar S., A systematic review of measures of employability, Education + Training, 64, 6, pp. 844-867, (2022); No ordinary recovery: navigating the transition, (2021); O'Regan M., Carthy A., McGuinness C., Owende P., Employer collaboration in developing graduate employability: a pilot study in Ireland, Education+ Training, 65, 10, pp. 1-13, (2022); Education at a glance, (2019); New measure shows substantial differences in likely job and study outcomes for students, (2021); Preston V., Questionnaire survey, In International Encyclopedia of Human Geography, (2009); Rosenberg S., Heimler R., Morote E., Basic employability skills: a triangular design approach, Education + Training, 54, 1, pp. 7-20, (2012); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Taylor A.R., Hooley T., Evaluating the impact of career management skills module and internship programmeme within a university business school, British Journal of Guidance and Counselling, 42, 5, pp. 487-499, (2014); Top 100 Graduate Employers 2018-19, (2019); Watts A., Career Development Learning and Employability, (2006); Wellings P., Black R., Craven G., Freshwater D., Harding S., Performance-based funding for the Commonwealth grant scheme, (2019); Wickramasinghe V., Perera L., Graduates', university lecturers' and employers' perceptions towards employability skills, Education + Training, 52, 3, pp. 226-244, (2010); Yorke M., Employability in higher education: what it is-what it is not, 1, (2006); University and subject league tables methodology, (2021); Participation Rates in higher education: academic years 2006/2007-2017/2018 (provisional), (2019); QS world university Rankings – methodology; Williamson G., Guidance to the Office for students (OfS) — secretary of state's strategic priorities, (2021)","M. Quigley; Swansea University, Swansea, United Kingdom; email: m.c.quigley@swansea.ac.uk","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Article in press","All Open Access; Green Open Access","Scopus","2-s2.0-85177853877"
"Gjorgioski S.; Riley M.; Lee J.; Prasad N.; Tassos M.; Nexhip A.; Richardson S.; Robinson K.","Gjorgioski, Stephanie (57217166147); Riley, Merilyn (7203009777); Lee, Jenn (57391592800); Prasad, Natasha (57208445070); Tassos, Melanie (58642713200); Nexhip, Abbey (57845506200); Richardson, Sally (58609473800); Robinson, Kerin (55439665700)","57217166147; 7203009777; 57391592800; 57208445070; 58642713200; 57845506200; 58609473800; 55439665700","Workforce survey of Australian health information management graduates, 2017–2021: A 5-year follow-on study","2023","Health Information Management Journal","","","","","","","0","10.1177/18333583231197936","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173909484&doi=10.1177%2f18333583231197936&partnerID=40&md5=f42b497e25520d5a48230a4c25aecc2f","La Trobe University, Australia; Goulburn Valley Health, Australia","Gjorgioski S., La Trobe University, Australia; Riley M., La Trobe University, Australia; Lee J., La Trobe University, Australia; Prasad N., La Trobe University, Australia; Tassos M., La Trobe University, Australia; Nexhip A., La Trobe University, Australia, Goulburn Valley Health, Australia; Richardson S., La Trobe University, Australia; Robinson K., La Trobe University, Australia","Background: Employment outcomes of La Trobe University’s 2012–2016 health information manager (HIM) graduate cohort were reported previously. Objectives: To identify the 2017–2021 Australia-based, graduate HIMs’ early career employment experiences; identify employment roles and destinations; investigate knowledge and skill sets utilised in professional performance; and compare outcomes with the previous study. Method: A cross-sectional design was utilised. An online survey elicited: demographic data, position-related details and knowledge–skills applied in the workplace. Inter- and intra-cohort comparisons were calculated. Results: Of contactable graduates, 75% (n = 150) completed the survey; 90% (n = 132) had held at least one profession-related position postgraduation; 51% gained employment before final examinations and 92% within 6 months. In their first role, 87% joined the public healthcare sector, 47% had worked in two or more positions and 12.3% in three or more positions. Categorisation of position titles showed that 40% had undertaken “health information management” roles, 14.9% “health classification,” 16.6% “data management and analytics,” 17.4% “health ICT” and 11.1% “other,” roles. Almost two-thirds (64.1%) had utilised three or four of the four professional knowledge–skill domains. There was an increase, from the 2012 to 2016 cohort, in those undertaking “data management and analytics” and “health ICT” roles, and a decrease in “health classification” role uptake. Conclusion: Early-career HIMs have very high employability. They engage throughout health care, predominately in the public health sector. Their mobility reflects national workforce trends. The majority utilise all or most of the professional knowledge–skill domains studied at university. © The Author(s) 2023.","allied health occupations; health classification; health informatics; health information management; health information management profession; health information management workforce; health information manager; health manpower","article; career; controlled study; cross-sectional study; demographics; employability; employment; health care cost; health workforce; human; major clinical study; medical informatics; medical information system; occupation; professional knowledge; public health; skill; workplace","","","","","","","Ammenwerth E., Hackl W.O., Job profiles of biomedical informatics graduates. Results of a graduate survey, Methods of Information in Medicine, 54, 4, pp. 372-375, (2015); Job Mobility, (2022); The State of Australia’s Skills 2021: Now and Into the Future, (2021); Beesley K., McLeod A., Hewitt B., Et al., Health information management reimagined: Assessing current professional skills and industry demand, Perspectives in Health Information Management, 18, Winter, (2021); Bonello K., Riley M., McBain D., Et al., Implementation status of hospital EMRs: Findings from a survey of public hospitals in Victoria, Australia, pp. 23-36, (2021); Butler M., Teaching the new HIM: Educators integrating informatics, data analytics, and information governance into HIM programs, Journal of the American Health Information Management Association, 88, 5, pp. 16-19, (2017); Goldacre B., Bardsley M., Benson T., Et al., Bringing NHS data analysis into the 21st century, Journal of the Royal Society of Medicine, 113, 10, pp. 383-388, (2020); Health Information Manager (HIM) Entry-level Competency Standards, (2017); Hendry J., Vic govt commits $124m to e-health records, IT Nnews, (2018); Jackson K., Lower C.L., Rudman W.J., The crossroads between workforce and education, Perspectives in Health Information Management, 13, Spring, (2016); Kwan H., Riley M., Prasad N., Et al., An investigation of the status and maturity of hospitals’ health information governance in Victoria, Australia, Health Information Management Journal, 51, 2, pp. 89-97, (2022); Kyabaggu R., Marshall D., Ebuwei P., Et al., Health literacy, equity, and communication in the COVID-19 era of misinformation: Emergence of health information professionals in infodemic management, JMIR Infodemiology, 2, 1, (2022); Martin S.A., Sinsky C.A., The map is not the territory: Medical records and 21st century practice, The Lancet, 388, pp. 2053-2056, (2016); Riley M., Robinson K., Prasad N., Et al., Workforce survey of Australian graduate health information managers: Employability, employment, and knowledge and skills used in the workplace, Health Information Management Journal, 49, 2-3, pp. 88-98, (2020); Robinson K.M., The dynamics of health information management in Australia: the emergence and shaping of a profession, (2017); Robinson K., Lee C., Editorial: Light the candles! Happy 50th birthday HIMJ! Underpinning an agile, future-facing health information management profession, Health Information Management Journal, 50, 1-2, pp. 3-5, (2021); Sendelj R., Et al., Information technology and information management in healthcare. Ch. 5.1, Health Information Management: Empowering Public Health, 274, pp. 139-158, (2020); Smallwood N., Karimi L., Bismark M., Et al., High levels of psychosocial distress among Australian frontline healthcare workers during the COVID-19 pandemic: A cross-sectional survey, General Psychiatry, 34, 5, (2021); Smallwood N., Pascoe A., Karimi L., Et al., Occupational disruptions during the COVID-19 pandemic and their association with healthcare workers’ mental health, International Journal of Environmental Research and Public Health, 18, 17, (2021); Stanfill M.H., Marc D.T., Health information management: Implications of artificial intelligence on healthcare data and information management, Yearbook of Medical Informatics, 28, 1, pp. 56-64, (2019); Valerius J., Mohan V., Doctor D., Et al., Collaboration leads to enhanced curriculum, Applied Clinical Informatics, 6, 1, pp. 200-209, (2015); Wilkins R., Vera-Toscano E., Botha F., Et al., The Household, Income and Labour Dynamics in Australia Survey: Selected Findings From Waves 1 to 19, (2021); Zhou L., Parmanto B., Joshi J., Development and evaluation of a new security and privacy track in a health informatics graduate program: Multidisciplinary collaboration in education, JMIR Medical Education, 4, 2, (2018)","S. Gjorgioski; La Trobe University, Australia; email: s.gjorgioski@latrobe.edu.au","","SAGE Publications Inc.","","","","","","18333583","","","","English","Health Inf. Manage. J.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85173909484"
"Betari A.W.; Chowdhury R.","Betari, Asa Wisesa (58762237500); Chowdhury, Raqib (35175634200)","58762237500; 35175634200","Creating the ideal journalism graduate: Reconciling views from media employers, lecturers and students in Indonesia","2023","Issues in Educational Research","33","4","","1286","1307","21","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179712461&partnerID=40&md5=fc2478270378b735ec1046c6860a6c07","Politeknik Negeri Malang, Indonesia; Monash University, Australia","Betari A.W., Politeknik Negeri Malang, Indonesia; Chowdhury R., Monash University, Australia","The aim of this study was to identify potential gaps in Indonesian journalism education in relation to opportunities for graduate employability, through the perspectives of prospective employers, journalism lecturers and students. The study was undertaken to examine the specific graduate skills deemed most important by Indonesia’s three leading media outlets. Utilising Donsbach’s five journalistic competence features as well as Cheetham and Chivers’ four components of journalistic competency, the study adopted a constructivist-interpretive approach through an analysis of interview data from the three groups of participants to evaluate journalism courses vis-à-vis media companies’ expectations at the State Polytechnic of Malang. These interviews helped render participants’ perspectives on the factors that these major Indonesian media companies considered crucial when employing new journalists. In the context of vocational higher education in Indonesia, several issues were identified, including high unemployment rate, inconsistent policies, insufficient teaching qualifications, and minimal learning support. Specifically, the findings indicate how the contemporary multiplatform nature of the media industry has challenged journalism educators to question whether they should increase the use of digital media technology in the classroom, or continue traditional pedagogical practices that focus on writing and reporting skills. © 2023, Western Australian Institute for Educational Research Inc.. All rights reserved.","","","","","","","","","Arianty F., Purwanto T. S., A review of vocational education curriculum in accordance with industrial needs: Case study, KnE Social Sciences, 3, 11, pp. 15-36, (2018); Bennett D., Embedding employABILITY thinking across higher education, (2020); Bjornsen G., Hovden J. F., Ottosen R., Journalists in the making: Findings from a longitudinal study of Norwegian journalism students, Journalism Practice, 1, 3, pp. 383-403, (2007); Breithaupt H., Lies, damn lies and social media, EMBO reports, 21, 11, (2020); Briandana R., Pribadi E., Balaya S., Mapping the convergence trends of television broadcasting media in Indonesia: Bricolage, Jurnal Magister Ilmu Komunikasi, 6, 2, pp. 147-158, (2020); Calero Lopez I., Rodriguez-Lopez B., The relevance of transversal competences in vocational education and training: A bibliometric analysis, Empirical Research in Vocational Education and Training, 12, (2020); Callaghan J., A rational debate based on the facts’: Speech given at Ruskin College, Oxford, 18 October, Education in the UK, (1976); Cheetham G., Chivers G. E., Professions, competence, and informal learning, (2005); Deguchi A., Hirai C., Matsuoka H., Nakano T., Oshima K., Tai M., Tani S., What Is Society 5.0?, Society 5.0: A people-centric super-smart society, (2020); Dickson T., Brandon W., The gap between educators and professional journalists, Journalism and Mass Communication Educator, 55, 3, pp. 50-67, (2000); Donsbach W., Journalism as the new knowledge profession and consequences for journalism education, Journalism, 15, 6, pp. 661-677, (2014); Eriyanto, Mutmainnah N., Indonesia. Media landscapes, (2022); Ginanjar D., Gairah Koran, Persaingan Online dan Era Baru TV Digital, (2021); Grove M., Bob Gilworth on graduate employability and career planning, (2018); Guo L., Volz Y., Toward a new conceptualization of journalistic competency: An analysis of U.S. broadcasting job announcements, Journalism and Mass Communication Educator, 76, 1, pp. 91-110, (2021); Indrati I., Fiati R., Mani La, Aras M., Challenges to mass media posed by convergence in the Indonesian context, Global Media Journal, 16, 31, (2018); Indrawati S. M., Kuncoro A., Improving competitiveness through vocational and higher education: Indonesia’s vision for human capital development in 2019-2024, Bulletin of Indonesian Economic Studies, 57, 1, pp. 29-59, (2021); Kencana W. H., Meisyanti, The implementation of mass media digital platform in Indonesia, Jurnal Komunikator, 12, 2, pp. 59-70, (2020); Kiel D., The economics of emotional intelligence: Defining a hierarchy of soft skills, (2016); Nambiar D., Karki S., Rahardiani D., Putri M., Singh K., Study on skills for the future in Indonesia, (2019); About Polinema, (2021); Pham T., Saito E., Bao D., Chowdhury R., Employability of international students: Strategies to enhance their experience on work integrated learning (WIL) programs, Journal of Teaching and Learning for Graduate Employability, 9, 1, pp. 62-83, (2018); Poepsel M., Thematic analysis of journalism engagement in practice, International Symposium on Online Journalism, 11, 1, pp. 65-87, (2021); Brief summary PT Media Nusantara Citra Tbk, (2023); Rosser A., Higher education in Indonesia: The political economy of institution-level governance, Journal of Contemporary Asia, 53, 1, pp. 53-78, (2023); Shaukat S., Chowdhury R., Teacher educators’ perceptions of professional standards: Implementation challenges in Pakistan, Issues in Educational Research, 30, 3, pp. 1084-1104, (2020); Suharno, Pambudi N. A., Harjanto B., Vocational education in Indonesia: History, development, opportunities, and challenges, Children and Youth Services Review, 115, (2020); Tapsell R., Media power in Indonesia: Oligarchs, citizens and the digital revolution, (2017); Minister of Research, Technology and Higher Education Regulation No 53/2018 on Foreign Higher Education Institutions, (2018); Thomson T. J., Sternberg J., Journalism employability in the modern newsroom: Insights from applicant resumes and cover letters, Journalism and Mass Communication Educator, 77, 2, pp. 157-176, (2022); Tosepu Y. A., Arah perkembangan pendidikan tinggi Indonesia [The future development of Indonesian higher education], (2018); Vasilendiuc N., Sutu R. M., Journalism graduates versus media employers' views on profession and skills. Findings from a nine-year longitudinal study, Journalism Practice, 15, 5, pp. 704-721, (2020); Yusof N., Ismail A., Ismail R., Aripin N., Kassim A., Ishak M. S., Industry perspective on journalism education curriculum in Malaysia, Malaysian Journal of Learning and Instruction, 15, 1, pp. 149-172, (2018)","A.W. Betari; Politeknik Negeri Malang, Indonesia; email: awb4992@gmail.com","","Western Australian Institute for Educational Research Inc.","","","","","","03137155","","","","English","Issues Educ. Res.","Article","Final","","Scopus","2-s2.0-85179712461"
"Basir N.M.; Wahab D.A.; Zubair Y.Z.; Jani R.","Basir, Nora Mohd (56495064000); Wahab, Diana Abdul (57216544244); Zubair, Yong Zulina (58695668800); Jani, Rohana (35069593000)","56495064000; 57216544244; 58695668800; 35069593000","Determinants of Graduates’ Starting Salary Using CHAID Analysis; [Penentu Gaji Permulaan Graduan Menggunakan Analisis CHAID]","2023","Jurnal Ekonomi Malaysia","57","2","","","","","0","10.17576/JEM-2023-5702-10","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176776138&doi=10.17576%2fJEM-2023-5702-10&partnerID=40&md5=85e298ac4d360acee4e942524fd9b894","College of Computing, Informatics and Media, Universiti Teknologi MARA, Seremban Campus, Negeri Sembilan, Seremban, 70300, Malaysia; Faculty of Business and Economics, Universiti Malaya, Kuala Lumpur, 50603, Malaysia; Institute of Advance Studies, Universiti Malaya, Kuala Lumpur, 50603, Malaysia; Ungku Aziz Centre for Development Studies, Universiti Malaya, Kuala Lumpur, 50603, Malaysia","Basir N.M., College of Computing, Informatics and Media, Universiti Teknologi MARA, Seremban Campus, Negeri Sembilan, Seremban, 70300, Malaysia; Wahab D.A., Faculty of Business and Economics, Universiti Malaya, Kuala Lumpur, 50603, Malaysia; Zubair Y.Z., Institute of Advance Studies, Universiti Malaya, Kuala Lumpur, 50603, Malaysia; Jani R., Ungku Aziz Centre for Development Studies, Universiti Malaya, Kuala Lumpur, 50603, Malaysia","This study aims to identify the factors contributing to graduates' starting salaries. We used the data of 1,485 employed graduates from a Malaysian public university retrieved from a comprehensive 2018 Graduate Tracer Study by the Ministry of Higher Education Malaysia. We employed the CHAID predictive model to establish a relationship between starting salary and categorical predictor variables. We further used Chi-square statistics to determine the optimal splits. The study found that graduates' starting salaries are influenced by job sector, English proficiency, job group, academic performance, and field of study. The findings further revealed that only 40 per cent of the graduates received a monthly starting salary of at least RM2,500. This simple model successfully captures the essential patterns and relationships in the data without being overly influenced by irrelevant details. These findings provide valuable knowledge and insights for future graduates to secure a promising career. © 2023 Penerbit Universiti Kebangsaan Malaysia. All rights reserved.","academic performance; CHAID analysis; English proficiency; graduate employability; Malaysia; salary","","","","","","","","Ahmad R., Rashid B., Mohd Shariff N., Malaysian hospitality industry: Graduates' justifications for leaving the industry, International Journal of Management Studies (IJMS), 21, 2, pp. 1-20, (2014); Abendroth A.K., Melzer S., Kalev A., Tomaskovic-Devey D., Women at work: Women’s access to power and the gender earnings gap, ILR Review, 70, 1, pp. 190-222, (2017); Albrecht W.S., Sack R.J., Accounting education: Charting the course through a perilous future, Accounting Education Series, 16, (2000); Baral K.B., Employment status of the graduates and postgraduates of Janapriya multiple campus, Janapriya Journal of Interdisciplinary Studies, 7, 1, pp. 100-104, (2018); Bartual-Figueras M.T., Daza-Perez L., Purroy-Sanchez P., Sierra-Martinez F.J., Simo-Solsona M., Turmo-Garuz J., Choice of field of study and wage of insertion: Are there gender differences?, ICERI2019 Proceedings, pp. 3657-3661, (2019); Blank R.M., An analysis of workers' choice between employment in the public and private sectors, ILR Review, 38, 2, pp. 211-224, (1985); Brown D.K., Deardorff A., Stern R., The effects of multinational production on wages and working conditions in developing countries, Challenges to Globalisation: Analysing the Economics, pp. 279-330, (2004); Chia G., Miller P.W., Tertiary performance, field of study and graduate starting salaries, Australian Economic Review, 41, 1, pp. 15-31, (2008); Graduate Statistics 2019, (2020); Graduate Statistics 2021, (2022); (2021); Statistics: Glossary A - Z, (2021); Francesconi M., Parey M., Early gender gaps among university graduates, European Economic Review, 109, pp. 63-82, (2018); Gibson J., Stillman S., Why do big firms pay higher wages? Evidence from an international database, The Review of Economics and Statistics, 91, 1, pp. 213-218, (2009); ""How much does a Fresh Graduate make in Malaysia?, (2023); Hilmy I., Starting salaries are higher now, The Star, (2023); Hoffmann E., Scott M., The revised international classification of occupation (ISCO-88): A Short Presentation, (1993); Hojda P., Roszkowska S., Trojak M., What drives labour market success? Empirical analysis of university graduates in Poland, Education+ Training, 64, 5, pp. 619-641, (2022); 2018 Salary Report, (2018); Fact Sheet: Fresh Graduate Report 2018, (2018); JobStreet Salary Report 2022: What are the Best Paying Jobs in Malaysia?, (2022); Kadir J.M.A., Naghavi N., Subramaniam G., Unemployment among graduates-Is there a mismatch?, International Journal of Asian Social Science, 10, 10, pp. 583-592, (2020); Karl K.A., Sutton C.L., Job values in today's workforce: A comparison of public and private sector employees, Public Personnel Management, 27, 4, pp. 515-527, (1998); Kassim M.A., Damio S.M., Omar A. 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Census of Population, 2016, (2017)","D.A. Wahab; Faculty of Business and Economics, Universiti Malaya, Kuala Lumpur, 50603, Malaysia; email: diana.abdwahab@um.edu.my","","Penerbit Universiti Kebangsaan Malaysia","","","","","","01271962","","","","English","Jurnal Ekon. Malays.","Article","Final","","Scopus","2-s2.0-85176776138"
"Gerçek M.","Gerçek, Merve (57192644115)","57192644115","Serial multiple mediation of career adaptability and self-perceived employability in the relationship between career competencies and job search self-efficacy","2023","Higher Education, Skills and Work-based Learning","","","","","","","0","10.1108/HESWBL-02-2023-0036","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173549004&doi=10.1108%2fHESWBL-02-2023-0036&partnerID=40&md5=210503da672255e7bff131d40e147a30","Hereke Ömer İsmet Uzunyol Vocational School, Kocaeli University, İzmit, Turkey","Gerçek M., Hereke Ömer İsmet Uzunyol Vocational School, Kocaeli University, İzmit, Turkey","Purpose: This study aims to explore the relationships between career competencies and job search self-efficacy via the serial multiple mediation effect of career adaptability and self-perceived employability within multiple theoretical frameworks. Design/methodology/approach: This study adopts a cross-sectional design to collect data at a specific point in time and employs self-report questionnaires to collect data from participants. In total, 302 students from the “management and organization department” in a vocational school of a public university completed the survey forms. To test the hypothesized model, a serial multiple mediation analysis was performed using structural equation modeling (SEM) via SPSS (Statistical Package for Social Sciences) AMOS (Analysis of Moment Structures). Findings: The results indicated that career competencies, career adaptability, job search self-efficacy and self-perceived employability all had significant and positive relationships. Additionally, the relationship between career competencies and job search self-efficacy was serially mediated by career adaptability and self-perceived employability as anticipated. Practical implications: Considering the growing importance of the subject of how universities might better prepare their graduates for the job market, the study's findings have important policy implications. University students should also be provided with career management resources, specifically adaptation resources, to help them navigate their individual characteristics and transfer more successfully into the existing job market. This is the cause of the need for constant planning, adaptation, assessment and evaluation of career competencies in current labor markets. Originality/value: The study contributes to international career development and vocational education research by filling a gap in the literature by demonstrating that job search self-efficacy, which is a predictor of job search behavior, can be promoted by career competencies, career adaptability and self-perceived employability. These findings are particularly significant because they highlight the importance of career-related knowledge, skills and abilities in engaging university students seeking employment in a developing country with a highly competitive labor market. © 2023, Emerald Publishing Limited.","Career adaptability; Career competencies; Job search self-efficacy; Self-perceived employability","","","","","","","","Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W., Competencies for the contemporary career: development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Akkermans J., Paradnike K., Van der Heijden B.I., De Vos A., The best of both worlds: the role of career adaptability and career competencies in students' well-being and performance, Frontiers in Psychology, 9, (2018); Al-Jubari I., Shamsol Anuar S.N.B., Ahmad Suhaimi A.A.B., Mosbah A., The impact of career adaptability and social support on job search self-efficacy: a case study in Malaysia, The Journal of Asian Finance, Economics and Business, 8, 6, pp. 515-524, (2021); 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Gerçek; Hereke Ömer İsmet Uzunyol Vocational School, Kocaeli University, İzmit, Turkey; email: merve.gercek@kocaeli.edu.tr","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Article in press","","Scopus","2-s2.0-85173549004"
"Tai J.","Tai, Joanna (55603030800)","55603030800","Moving beyond reasonable adjustments: Supporting employability through inclusive assessment design","2023","Journal of Teaching and Learning for Graduate Employability","14","2","","70","86","16","1","10.21153/jtlge2023vol14no2art1785","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175871637&doi=10.21153%2fjtlge2023vol14no2art1785&partnerID=40&md5=294886848668d03d8aa13baa9857ef6e","Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Australia","Tai J., Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Australia","Higher education is moving towards being more inclusive. However, students with disabilities continue to report that their assessment experiences are less than optimal. In these situations, if an assessment format does not enable demonstration of achievement due to aspects irrelevant to the capabilities of interest, then such students are unfairly penalised. In this way, assessment impacts on students’ success at university and beyond. Assessment adjustments are required by law, but are only partially effective since they may impact on assessment validity and hence opportunities for students to accurately represent their learning and achievement. To ensure assessment supports, rather than detracts, from student success and employability, assessment design should be scrutinised in terms of inclusion, with consideration of future potential work environments and graduate attributes. This paper presents an analysis of 2860 assessment adjustments implemented for students with a range of conditions and students’ experiences of adjustments, to highlight possibilities for inclusive assessment design which promote graduate employability. Adjustments relating to exams were most common (71% of students), but group work and oral presentations were also problematic for inclusion. Redesigning exams, including formative opportunities and structures for oral and group tasks, offering flexibility in tasks, and involving students in understanding equivalence across assessment types could improve inclusion. Through supporting students in these ways, assessment design could also incorporate the development of graduate attributes, such as teamwork, global citizenship and communication. This is likely to have a positive impact on students’ success and employability. © 2023 Deakin University. All rights reserved.","assessment adjustments; assessment design; diversity; employability; inclusive education; students with disabilities","","","","","","Deakin University","Thanks to Eve Yueh-Ti for her work on the database, to Dr Mary Dracup and Dr Yasmin Mobayad for their contributions to the literature review and data analysis, and to Merrin McCracken for supporting the project and facilitating access to participants. This work was supported by a Deakin University Research for Education Impact (REDI) 2019 Small Grant.","Ashworth M., Bloxham S., Pearce L., Examining the tension between academic standards and inclusion for disabled students: the impact on marking of individual academics’ frameworks for assessment, Studies in Higher Education, 35, 2, pp. 209-223, (2010); Bearman M., Ajjawi R., Can a rubric do more than be transparent? 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L., Swartz L., Integration into higher education: experiences of disabled students in South Africa, Studies in Higher Education, 47, 2, pp. 367-377, (2020); Morris C., Milton E., Goldstone R., Case study: suggesting choice: inclusive assessment processes, Higher Education Pedagogies, 4, 1, pp. 435-447, (2019); Naylor R., Mifsud N., Structural inequality in higher education: Creating institutional cultures that enable all students, (2019); Nieminen J. H., Assessment for Inclusion: rethinking inclusive assessment in higher education, Teaching in Higher Education, pp. 1-19, (2022); O'Shea S., Lysaght P., Roberts J., Harwood V., Shifting the blame in higher education – social inclusion and deficit discourses, Higher Education Research and Development, 35, 2, pp. 322-336, (2016); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Oliver B., Jorre de St Jorre T., Graduate attributes for 2020 and beyond: recommendations for Australian higher education providers, Higher Education Research and Development, 37, 4, pp. 821-836, (2018); (2021); Ryan J., ‘Uni is a serious thing, why are you here if you’ve got learning difficulties?’: Access and exclusion in higher education, Melbourne Studies in Education, 46, 1, pp. 45-62, (2005); Schuwirth L. W. T., Van der Vleuten C. P. M., Programmatic assessment: From assessment of learning to assessment for learning, Medical Teacher, 33, 6, pp. 478-485, (2011); Smith J., Firth J., Qualitative data analysis: the framework approach, Nurse Researcher, 18, 2, pp. 52-62, (2011); Sridharan B., Tai J., Boud D., Does the use of summative peer assessment in collaborative group work inhibit good judgement?, Higher Education, 77, 5, pp. 853-870, (2019); Stentiford L., Koutsouris G., What are inclusive pedagogies in higher education? A systematic scoping review, Studies in Higher Education, 46, 11, pp. 2245-2261, (2021); Tai J., Ajjawi R., Bearman M., Boud D., Dawson P., Jorre de St Jorre T., Assessment for inclusion: rethinking contemporary strategies in assessment design, Higher Education Research & Development, 42, 2, pp. 483-497, (2023); Tai J., Ajjawi R., Boud D., Dawson P., Panadero E., Developing evaluative judgement: enabling students to make decisions about the quality of work, Higher Education, 76, 3, pp. 467-481, (2018); Tai J., Ajjawi R., Umarova A., How do students experience inclusive assessment? A critical review of contemporary literature, International Journal of Inclusive Education, pp. 1-18, (2021); Tai J., Dollinger M., Ajjawi R., Jorre de St Jorre T., Krattli S., McCarthy D., Prezioso D., Designing assessment for inclusion: an exploration of diverse students’ assessment experiences, Assessment & Evaluation in Higher Education, 48, 3, pp. 403-417, (2023); UK Quality Code for Higher Education 2013-18; What are inclusive assessment practices?; Assessing Inclusively, (2011); Inclusive assessment good practice guide, (2016); Waterfield J., West B., Inclusive Assessment in Higher Education: A Resource for Change, (2006)","J. Tai; Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Australia; email: Joanna.tai@deakin.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85175871637"
"Wilk A.","Wilk, Aleksandra (58823943000)","58823943000","CAREER CAPITAL AS A FACTOR CONTRIBUTING TO SUCCESS ON THE LABOR MARKET – A CASE STUDY OF A SELECTED PROFESSIONAL GROUP","2023","Acta Scientiarum Polonorum, Administratio Locorum","22","3","","433","446","13","0","10.31648/aspal.8725","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174628483&doi=10.31648%2faspal.8725&partnerID=40&md5=5f07c9d2d0aafab76ab456ee8ed7d07b","AGH University, Mickiewicza Avenue, 30, Cracow, 30-059, Poland","Wilk A., AGH University, Mickiewicza Avenue, 30, Cracow, 30-059, Poland","Motives: On a rapidly developing and unpredictable market, it is the employees who are responsible for building their professional position and furthering their career. The career capital accumulated during professional life is the main tool that increases employees’ competitive advantage on the market and determines their employability. Aim: The aim of this article was to identify the key factors that contribute to career capital on the example of a selected professional group of laboratory diagnosticians. In addition, an attempt was made to determine the impact of career capital on professional achievement and to identify the benefits of investing in career development. Results: Career capital consists of professional and personal (individual, private) resources. Investment in the development of career capital and the long-term process of accumulating its resources can generate numerous benefits for both the employee and the employer. Individual benefits can be both tangible and intangible. © Copyright by Wydawnictwo Uniwersytetu Warmińsko-Mazurskiego w Olsztynie.","career capital; career development; employability; labor market; professional career","","","","","","","","Akkermans J., Richardson J., Kraimer M. L., The Covid-19 crisis as a career shock: Implications for careers and vocational behavior, JournalofVocational Behavior, 119, pp. 1-6, (2020); Akkermans J., Seibert S. E., Mol S. T., Tales of the unexpected: Integrating career shocks in the contemporary careers literature, SA Journal of Industrial Psychology, 44, 1, pp. 1-10, (2018); Arthur M. B., Khapova S. N., Richardson J., An intelligent career: taking ownership of your work and your life, (2017); Banka A., Psychological career counseling, (2007); Bohdziewicz P., Professional careers in the knowledge-based economy (on the example of a professional group of IT specialists), (2008); Bohdziewicz P., The concept of professional career capital as a determinant of personal competitiveness on the modern labour market, Scientific works of the Wrocław University of Economics, 248, pp. 293-303, (2012); Brown C., Wond T., Career capital: Building our mobility within an evolving world of work, Career Matters, 6, 2, pp. 32-33, (2018); Christoph M., Krause E., Women’s Professional Career in Contemporary Organizations, Educational Studies, 53, pp. 187-208, (2019); Cybal-Michalska A., Proactivity in a career as an investment and renewability tool of a career capital of academic youth, Yearbook of Pedagogy, 37, pp. 93-107, (2014); DeFillippi R. J., Arthur M. B., The boundaryless career: A competencybased perspective, Journal of Organisational Behaviour, 15, pp. 307-324, (1994); Dickmann M., Suutari V., Brewster C., Makela L., Tanskanen I., Tornikoski C., The career competencies of self-initiated and assigned expatriates: Assessing the development of career capital over time, TheInternationalJournalofHuman Resource Management, 27, pp. 1-25, (2016); Greenhaus J. H., Callanan G. A., DiRenzo M., A boundaryless perspective on careers, Handbook of Organizational Behavior, 1, pp. 277-299, (2008); Hansen D. S., Identifying barriers to career progression for women in science: Is COVID-19 creating new challenges?, Trends in Parasitology, 36, 10, pp. 799-802, (2020); Heijde C. M., Heijden B. I., A competence‐based and multidimensional operationalization and measurement of employability, Human Resource Management: Published in Cooperation with the School of Business Administration, The University of Michigan and in alliance with the Society of Human Resources Management, 45, 3, pp. 449-476, (2006); Inkson K., Arthur M. B., How to be a successful career capitalist, Organisational Dynamics, 30, 1, pp. 48-61, (2001); Jarlstrom M., Brandt T., Rajala A., The relationship between career capital and career success among Finnish knowledge workers, Baltic Journal of Management, 15, 5, pp. 687-706, (2020); Kononiuk A., Pajak A., Gudanowska A., Kozlowska J., Magruk A., Rollnik-Sadowska E., Sacio-Szymanska A., Designing a professional career – the perspective of foresight research, (2020); List of medical diagnostic laboratories, (2023); Lamb M., Sutherland M., The components of career capital for knowledge workers in the global economy, The International Journal of Human Resource Management, 21, 3, pp. 295-312, (2010); Lanthaler W., Zugmann J., Action I. A new way of thinking about your career, (2000); Moser A., Korstjens I., Series: practical guidance to qualitative research. Part 4: trustworthiness and publishing, European Journal of General Practice, 24, 1, pp. 120-124, (2018); Myszka-Strychalska L., Investment in Career Capital as an Important Factor in the Individual’s Employability Development: Educational Challenges, Culture and Education, 4, 130, pp. 60-79, (2020); Pawlowska A., Employability of an employee in flexible people management, (2017); Pirog D., Professional Career of Teachers in the Context of Education System Changes: an Overview of Existing Research, Entrepreneurship – Education, 14, pp. 495-521, (2018); Market of laboratory diagnostic services in Poland 2020, (2020); Smolbik-Jeczmien A., Current changes in the approach to the professional career as a consequence of ensuing changes in the global economy, Management Forum, 3, 3, pp. 56-62, (2015); Smolbik-Jeczmien A., Accumulation of the capital career as a crucial factor of shaping own successful professional career, Journal of Management and Finance, 14, 2, pp. 337-349, (2016); Smolbik-Jeczmien A., Shaping one’s own professional career in the context of multi-generationalism, (2017); Swigon M., Employability of Polish students of Information Studies, INSTED: Interdisciplinary Studies in Education & Society, 66, 2, pp. 79-90, (2014); Turska E., Young people’s career capital. Conditions and consequences, (2014); Wisniewska S., Employability – Concept, Dimensions, Determinants, Education of Economists and Managers, 1, 35, pp. 11-24, (2015); Unemployed and vacancies and places of professional activation by occupations and specialties for 2021, (2023); Xu Q., Hou Z., Zhang C., Yu F., Li T., Career Capital and Well-Being: A Configurational Perspective, International Journal of Environmental Research and Public Health, 19, 16, pp. 1-10, (2022); Zacher H., Rudolph C. W., Todorovic T., Ammann D., Academic career development: A review and research agenda, Journal of Vocational Behavior, 110, pp. 357-373, (2019)","A. Wilk; AGH University, Cracow, Mickiewicza Avenue, 30, 30-059, Poland; email: alwilk@agh.edu.pl","","Publisher of the University of Warmia and Mazury in Olsztyn","","","","","","16440749","","","","English","Acta Sci. Polo.Administratio Locorum","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85174628483"
"Crawford V.; Brimble M.; Freudenberg B.","Crawford, Vanessa (58635753200); Brimble, Mark (57196740199); Freudenberg, Brett (35810211000)","58635753200; 57196740199; 35810211000","Can work integrated learning deliver employability? International post-graduate accounting students","2023","Accounting and Finance","","","","","","","0","10.1111/acfi.13182","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173555627&doi=10.1111%2facfi.13182&partnerID=40&md5=d8d96d156464f61737734005a3d1fa52","Department of Accounting, Finance and Economics, Griffith Business School, Griffith University, Brisbane, QLD, Australia","Crawford V., Department of Accounting, Finance and Economics, Griffith Business School, Griffith University, Brisbane, QLD, Australia; Brimble M., Department of Accounting, Finance and Economics, Griffith Business School, Griffith University, Brisbane, QLD, Australia; Freudenberg B., Department of Accounting, Finance and Economics, Griffith Business School, Griffith University, Brisbane, QLD, Australia","International students studying a Master of Professional Accountancy (MPA), or equivalent postgraduate degree in accounting, in Australia were designed to fill the skills shortage gap for accountants, but employability rates appear low at 25% compared to 75% for domestic graduates. University work integrated learning (WIL) programs have been implemented to provide opportunities to increase employability, yet participation rates for international students appear low. This study uses an exploratory, qualitative approach, with semi-structured interviews of industry and students, to explore the participation rates, experiences and expectations of stakeholders in relation to WIL. Implications of the findings for stakeholders include preparation programs and simulated WIL opportunities. © 2023 The Authors. Accounting & Finance published by John Wiley & Sons Australia, Ltd on behalf of Accounting and Finance Association of Australia and New Zealand.","Accounting; Australia; International students; WIL; Work integrated learning","","","","","","","","Abeysekera I., Issues relating to designing a work-integrated learning (WIL) program in an undergraduate accounting degree program and its implications for the curriculum, Asia-Pacific Journal of Cooperative Education, 7, pp. 7-15, (2006); The Australian education sector and the economic contribution of international students, (2009); A framework to support assurance of institution-wide quality in work integrated learning, (2019); Professional Accountants – the Future: Drivers of Change and Future Skills, (2016); Atchison M., Pollock S., Reeders E., Rizzetti J., Work-integrated learning paper, (2002); Atkinson G., Misko J., Stanwick J., Work integrated learning in STEM disciplines: employer perspectives, (2015); Australian Industry 2015–2016, (2017); NPILF Pilot (2022–24) Guidance Document, (2021); Australian universities accord, Interim Report, (2023); Banks M., Olsen A., Outcomes and impacts of international education: from international student to Australian graduate, the journey of a lifetime, (2008); Beard C., Wilson J.P., The power of experiential learning: a handbook for trainers and educators, (2002); Berg B., Qualitative research methods for the social sciences, (2001); Blackmore J., Gribble C., Farrell L., Rahimi M., Arber R., Devlin M., Australian international graduates and the transition to employment, (2014); Bogdan R., Biklen S., Qualitative research for education: an introduction to theories and methods, (2007); Brimble M., Freudenberg B., Will WIL'ing work?, B-HERT Newsletter, 28, pp. 2-4, (2010); Brownlee M., November 16, ‘Flood’ of new grads, job seekers missing the mark, (2016); Ciobo S., February 2, New record for International Education exports. [Media Release], (2017); Employability skills for accountants, (2017); Crebert G., Bates M., Bell B., Patrick C.J., Cragnolini V., Developing generic skills at university, during work placement and in employment: graduates' perceptions, Higher Education Research & Development, 23, pp. 147-165, (2004); Creswell J., Research design: qualitative, quantitative and mixed method approaches, (2008); Cull M., McLaren J., Freudenberg B., Vitale C., Castelyn D., Whait R., Et al., Work-integrated learning for international students: developing self-efficacy through the Australian National tax Clinic Program, Journal of Australasian Tax Teachers Association, 17, 1, pp. 22-56, (2022); Deller S., Uni fears accounting grads geared for ‘big corporates’, (2016); Growth and opportunity in Australian international education, (2015); Labour Market Research – Accountants, (2017); Skilled occupation list, (2019); Introduction of New Points Test, (2010); Easterby-Smith M., Thorpe R., Jackson P.R., Management research, (2012); Esterberg K., Qualitative methods in social research, (2002); Freudenberg B., Belle Isle M., Confidence in a pandemic: Students' self-efficacy when volunteering in an online tax clinic, New Zealand Journal of Taxation Law and Policy, 27, 4, pp. 279-307, (2021); Freudenberg B., Brimble M., Cameron C., The building of a professional: creating greater career identity within a degree, The International Journal of Learning, 16, pp. 253-266, (2009); Freudenberg B., Brimble M., Cameron C., The importance of self: developing students' self-efficacy through work integrated learning, The International Journal of Learning, 17, pp. 479-496, (2010); Freudenberg B., Brimble M., Cameron C., WIL and generic skill development: the development of business students' generic skills through work integrated learning, Asia-Pacific Journal of Cooperative Education, 12, pp. 79-93, (2011); Gribble C., Employment, work placements and work integrated learning of international students in Australia, readers digest series, (2014); Policy paper: international students in higher education and their role in the Australian economy, (2014); Han M., Mather J., Questions raised about why accountants are still on the 457 visa list, (2017); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, pp. 97-109, (2001); Hayes S., Freudenberg B., Delaney D., Role of tax knowledge and skills: what are the graduate skills required by small to medium accounting firms, Journal of Australasian Tax Teachers Association, 13, pp. 152-186, (2018); Hendricks V.M., Blanken P., Adriaans N., Snowball sampling: a pilot study on cocaine use, (1992); Hillage J., Pollard E., Employability: developing a framework for policy analysis, (1998); Jackling B., Natoli R., Employability skills of international accounting graduates: internship providers' perspectives, Education + Training, 57, pp. 757-773, (2015); Jackson D., Employability skill development in work-integrated learning: barriers and best practice, Studies in Higher Education, 40, pp. 350-367, (2015); Jones A., What role do professional year programs play in developing work-readiness attributes for Australian-educated international postgraduate students? Doctor of business administration Victoria graduate School of Business, (2018); Karmel T., Carroll D., Fitzpatrick D., How are new overseas graduates faring in the labour market?, (2016); Katula R.A., Threnhauser E., Experiential education in the undergraduate curriculum, Communication Education, 48, pp. 238-255, (1999); Kinash S., International education won't remain key Australian export industry if we don't solve graduate employability problems, (2015); Kramer M., Usher A., Work-integrated learning and career-ready students: examining the evidence, (2012); McLennan B., Keating S., Work-integrated learning (WIL) in Australian universities: the challenges of mainstreaming WIL, (2008); Merriam S., Qualitative research: a guide to design and implementation, (2009); Murray D., Blackmore J., Gribble C., Hall R., Internships and work placement opportunities for international students in Victoria, (2012); Defining generic skills. at a glance, (2003); Patrick C., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The work- integrated learning report: a National Scoping Study, (2008); Patton M., Qualitative research and evaluation methods, (2002); Graduate employability skills, (2007); Migrant Intake into Australia (Report No. 77), (2016); Robson C., Real word research: a resource for social scientists and practitioners, (2002); Saunders M., Lewis P., Thornhill A., Research methods for business students: Harlow, (2009); Smith R., Mackay D., Holt D., Challis D., Expanding the realm of best practices in cooperative industry-based learning in information systems and information technology: an inter-institutional investigation in Australian higher education information technology, Asia-Pacific Journal of Cooperative Education, 9, pp. 73-80, (2008); Stake R.E., The art of case study research, (1995); Stanley T., Jia X., Work-integrated learning in accountancy at Australian universities – forms, future role and challenges, Accounting Education, 28, pp. 1-24, (2019); Work-integrated learning: 5 great examples from Australian universities, (2019); Vogt W.P., Dictionary of statistics and methodology: a nontechnical guide for the social sciences, (1999); West M., STEM Education and the Workplace, (2012); Yap C., Ryan S., Yong J., Challenges facing professional accounting education in a commercialised education sector, Accounting Education: An International Journal, 23, pp. 562-581, (2014); Yin R.K., Case study research: design and methods, (2003); Yong J., Ryan S., Yap C., Goela N., A case study in the failure of graduate attributes in accounting education, Research and development in higher education: reshaping higher education, 34, pp. 383-394, (2011)","B. Freudenberg; Department of Accounting, Finance and Economics, Griffith Business School, Griffith University, Brisbane, Australia; email: b.freudenberg@griffith.edu.au","","John Wiley and Sons Inc","","","","","","08105391","","","","English","Account. Financ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85173555627"
"Ameri M.; Kurtzberg T.","Ameri, Mason (57193329854); Kurtzberg, Terri (6602206406)","57193329854; 6602206406","Neat Gizmo!/That Looks Scary: Employer Reactions to Assistive Technology","2023","Journal of Occupational Rehabilitation","","","","","","","0","10.1007/s10926-023-10145-z","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176115882&doi=10.1007%2fs10926-023-10145-z&partnerID=40&md5=f0beec1ae023400852a14d062200d8ef","Rutgers University, New Brunswick, United States","Ameri M., Rutgers University, New Brunswick, United States; Kurtzberg T., Rutgers University, New Brunswick, United States","Purpose: Accommodations are vital for protecting equal access and increasing the employment of people with disabilities. However, the evidence on whether employers are willing or resistant to provide accommodations is mixed. We explore reactions to accommodations specifically associated with Assistive Technologies (AT). While the presence of such a device should reassure hiring managers about the abilities of the candidate to do the job, they also risk raising new questions and uncertainties. Methods: Hypothetical job candidates with and without disabilities were presented to participants with hiring experience to examine perceptions of employability, risk, and trust. Several conditions included the candidate describing the use of AT (i.e., an exosuit) and requesting accommodations, with and without extra technical or enthusiastic language to explain the specific device. Results: Quantitative and qualitative results show that the request for accommodations, in general, is problematic. And while using the exosuit seems to benefit perceptions of trust, it still seems risky and does not categorically improve employability perceptions. Extra language provided by the candidate to explain the device did not improve outcomes but did (in the case of enthusiastic language) make people more open to seeing the positive aspects of the device. Conclusion: While using an AT is a positive advance for a job candidate with a disability, the perceptual risk and the salience of the disability are both increased. Future work is needed to explore the options for better reassuring hiring managers about such devices. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.","Accommodations; Assistive technologies; Disability; Employability","","","","","","National Science Foundation, NSF, (2026622)","This study was funded by the National Science Foundation (NSF) “Future of Work at the Human‐Technology Frontier” Grant [Award# 2026622]. The author would also like to thank Hao Su, Antonio Di Lallo, and Weibo Gao for photographing the PECASO wearable in use. 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Paetzold R.L., Garcia M.F., Colella A., Ren L.R., Del Triana M.C., Ziebro M., Perceptions of people with disabilities: when is accommodation fair?, Basic Appl Soc Psychol, 30, 1, pp. 27-35, (2008); Baldridge D.C., Swift M.L., Withholding requests for disability accommodation: the role of individual differences and disability attributes, J Manag, 39, 3, pp. 743-762, (2013); Kulkarni M., Baldridge D.C., The Ethics of Assistive Devices and the Shifting Boundaries of Disability, (2023); Gold P.B., Oire S.N., Fabian E.S., Wewiorski N.J., Negotiating reasonable workplace accommodations: perspectives of employers, employees with disabilities, and rehabilitation service providers, J Vocat Rehabil, 37, 1, pp. 25-37, (2012); Yeager P., Kaye H.S., Reed M., Doe T.M., Assistive technology and employment: experiences of Californians with disabilities, Work, 27, 4, pp. 333-344, (2006); Driscoll M.P., Rodger S.A., de Jonge D.M., Factors that prevent or assist the integration of assistive technology into the workplace for people with spinal cord injuries: perspectives of the users and their employers and co-workers, J Vocat Rehabil, 16, 1, pp. 53-66, (2001); 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P, pp. 563-568, (2016); Tagalakis V., Amsel R., Fichten C.S., Job interview strategies for people with a visible disability1, J Appl Soc Psychol, 18, 6, pp. 520-532, (1988); Lyons B.J., Martinez L.R., Ruggs E.N., Hebl M.R., Ryan A.M., O'Brien K.R., Et al., To say or not to say: different strategies of acknowledging a visible disability, J Manag, 44, 5, pp. 1980-2007, (2018); Ameri M., Kurtzberg T.R., The disclosure dilemma: requesting accommodations for chronic pain in job interviews, J Cancer Surviv, 16, 1, pp. 152-164, (2022); Cummings L.L., Bromileytrust In Organizations P., Frontiers of Theory and Research, In: Trust in Organizations: Frontiers of Theory and Research, pp. 302-330; Carpenter N.C., Paetzold R.L., An examination of factors influencing responses to requests for disability accommodations, Rehabil Psychol, 58, 1, pp. 18-27, (2013); Ameri M., Kurtzberg T.R., Leveling the playing field through remote work, MIT Sloan Manag Rev, 63, 1, (2022)","M. Ameri; Rutgers University, New Brunswick, United States; email: mason.ameri@rutgers.edu","","Springer","","","","","","10530487","","JOCTE","","English","J. Occup. Rehabil.","Article","Article in press","","Scopus","2-s2.0-85176115882"
"Wignall R.; Piquard B.; Joel E.; Mengue M.-T.; Ibrahim Y.; Sam-Kpakra R.; Obah I.H.; Ayissi E.N.; Negou N.","Wignall, Ross (57189270340); Piquard, Brigitte (36998731600); Joel, Emily (58494397600); Mengue, Marie-Thérèse (25722200700); Ibrahim, Yusuf (58733057800); Sam-Kpakra, Robert (57214674840); Obah, Ivan Hyannick (58733424500); Ayissi, Ernestine Ngono (58735244100); Negou, Nadine (58735244200)","57189270340; 36998731600; 58494397600; 25722200700; 58733057800; 57214674840; 58733424500; 58735244100; 58735244200","Imagining the future through skills: TVET, gender and transitions towards decent employability for young women in Cameroon and Sierra Leone","2023","Journal of the British Academy","11","S3","","121","151","30","2","10.5871/JBA/011S3.121","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178159479&doi=10.5871%2fJBA%2f011S3.121&partnerID=40&md5=9a885065ec1080dc2f1e0491461143b7","Oxford Brookes University, United Kingdom; Catholic University of Central Africa (UCAC), Cameroon; Njala University, Sierra Leone; World Bank, United States","Wignall R., Oxford Brookes University, United Kingdom; Piquard B., Oxford Brookes University, United Kingdom; Joel E., Oxford Brookes University, United Kingdom; Mengue M.-T., Catholic University of Central Africa (UCAC), Cameroon; Ibrahim Y., Njala University, Sierra Leone; Sam-Kpakra R., World Bank, United States; Obah I.H., Catholic University of Central Africa (UCAC), Cameroon; Ayissi E.N., Catholic University of Central Africa (UCAC), Cameroon; Negou N.","This article presents findings from the Upskilling for Future Generations Project (Gen-Up), a participatory, collaborative project designed with and for young women in Cameroon and Sierra Leone to understand the links between technical and vocational education and training (TVET) and sustainable employment. The aim of the project is to provide a model of gender mentoring that can help communities to challenge gender stereotypes and to empower young women to build careers in male-dominated labour sectors. The article calls for a deeper, gender-just understanding of ‘skills’ necessary to fulfil the United Nations’ ‘decent work’ goals in the context of deepening urban inequality and gender discrimination. The article situates gender at the centre of future TVET policy, arguing that without a gender-just and gender-sensitive approach, skills programming will continue to have limited success in rebal-ancing patriarchal and discriminatory labour markets. © The authors 2023.","aspirations; Cameroon; decent work; gender disparities; Sierra Leone; skills; transition to employment; TVET","","","","","","","","Goals & Priority Areas of Agenda 2063, (2022); Transforming Education in Africa: An evidence-based overview and recommendations for long-term improvements, (2021); Alpes M. 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Geographies of Children and Young People, 11, (2015); Carneiro P., Dearden L., Vignoles A., The economics of vocational education and training, International Encyclopaedia of Education, 8, pp. 255-261, (2010); Chant S., McIlwaine C., Cities, Slums and Gender in the Global South: Towards a Feminised Urban Future, (2016); Chant S., Klett-Davies M., Ramalho J., Challenges and potential solutions for adolescent girls in urban settings: a rapid evidence review, Gender and Adolescence: Global Evidence (GAGE), (2017); Chea L., Huijsmans R., Rural youth and urban-based vocational training: gender, space and aspiring to “become someone, Children’s Geographies, 16, 1, pp. 39-52, (2018); Cheruiyot S. K., Munyi F. W., Gender Inclusion in TVET: an examination of sustainable interventions in selected TVET institutions in Kenya, International Journal of Science, Technology, Education and Management Research, 4, 3, pp. 39-55, (2019); Chisamya G., DeJaeghere J., Kendall N., Aziz Khan M., Gender and education for all: progress and problems in achieving gender equity, International Journal of Educational Development, 32, pp. 743-755, (2012); Chun H. K., Comyn P., Moreno da Fonseca P., ILO: Skills development in the time of COVID-19: taking stock of the initial responses in technical and vocational education and training, (2021); Crea T.M., Refugee higher education: contextual challenges and implications for program design, delivery, and accompaniment, International Journal of Educational Development, 46, pp. 2-22, (2016); David A., How the quest for youth development claimed two lives in Sierra Leone, (2016); Bosco Don, Technical Vocational Education Training Center, (2022); Dowd C., Grievances, governance and Islamist violence in sub-Saharan Africa, Journal of Modern African Studies, 53, 4, pp. 505-531, (2015); Elder S., Kone K., Labour Market Transitions of Young Women and Men in Sub-Saharan Africa, (2014); Eyben R., Napier-Moore R., Choosing words with care? Shifting meanings of women’s empowerment in international development, Third World Quarterly, 30, 2, pp. 285-300, (2009); First Love International in Kenya, (2021); Baraka Women’s Center, (2021); Gaidzanwa R. B., Gender issues in technical and vocational education and training, Paper presented at Maputo, Mozambique at the Biennale on Education in Africa Conference: 5–9 May 2008: Beyond primary education: Challenges and approaches expanding learning opportunities in Africa, pp. 1-39, (2008); Harper C., Marcus R., What can a focus on gender norms contribute to girls’ empowerment?, Empowering Adolescent Girls in Developing Countries: Gender Justice and Norm Change, pp. 22-40, (2018); Harper C., Jones N., Presler-Marshall E., Walker D., Unhappily Ever After: The Fight Against Early Marriage, (2014); Hilal R., Vocational education and training for women and youth in Palestine: poverty reduction and gender equality under occupation, International Journal of Educational Development, 32, pp. 686-695, (2012); Idris A., Aluko R., Distance technical and vocational education and training: a panacea for gender equity and youth employment: the case of Nigeria, the 7th Pan-Commonwealth Forum on Open Learning, (2013); Facing the Growing Unemployment Challenges in Africa, (2016); Sierra Leone School-to-Work Transition Survey Country Brief, (2017); Jackson L. W., Educate the Women and You Change the World: Investing in the Education of Women Is the Best Investment in a Country’s Growth and Development, Forum on Public Policy, (2009); Kabeer N., Poverty, social exclusion and the MDGs: the challenge of “durable inequalities” in the Asian context, IDS Bulletin, 37, 3, pp. 64-78, (2006); King K., Palmer R., Skills Development and Poverty Reduction: The State of the Art, (2007); Langevang T. K., Gough P., Yankson G. O., Osei R., Bounded entrepreneurial vitality: the mixed embeddedness of female entrepreneurship, Economic Geography, 91, 4, pp. 449-473, (2015); Langthaler M., Bazafkan H., Digitalization, Education and Skills Development in the Global South: An Assessment of the Debate with a Focus on SubSaharan Africa, (2020); Lewin K. M., Beyond business as usual: Aid and financing education in Sub Saharan Africa, Int J Educ Dev, 78, (2020); Lopes Cardozo M., Higgins S., Maber E., Brandt C. O., Kusmallah N., Le Mat M., Literature Review: Youth Agency, Peacebuilding and Education, (2015); Maclure R., Denov M., Reconstruction versus transformation: post-war education and the struggle for gender equity in Sierra Leone, International Journal of Educational Development, 29, 6, pp. 612-620, (2009); Mang H. G., Christian perceptions of Islam and society in relation to Boko Haram and recent events in Jos and Northern Nigeria, Boko Haram: Islamism, Politics, Security and the State in Nigeria, pp. 85-109, (2014); Mairama R., Étude stylistique du sociolecte des normaliens de l’université de Maroua, Multilinguales, 4, pp. 113-133, (2014); Mansson A.B., Farnsveden U., Gender and Skills Development: A Review: Background Paper for the EFA Global Monitoring Report, (2012); Marcus R., Harper C., Gender Justice and Social Norms – Processes of Change for Adolescent Girls, (2014); Matsumoto M., Technical and vocational education and training and marginalised youths in post-conflict Sierra Leone: trainees’ experiences and capacity to aspire, Research in Comparative and International Education, 13, 4, pp. 534-550, (2018); Mawanda P., Females shun science-based courses at vocational institutions, (2020); McGrath S., Education and development: thirty years of continuity and change, International Journal of Educational Development, 30, pp. 537-543, (2010); McGrath S., Vocational education and training for development: a policy in need of a theory?, International Journal of Educational Development, 32, 5, pp. 623-631, (2012); McGrath S., Powell L., Alla-Mensah J., Hilal R., Suart R., New VET theories for new times: the critical capabilities approach to vocational education and training and its potential for theorising a transformed and transformational VET, Journal of Vocational Education & Training, 74, 4, pp. 1-22, (2020); McGrath S., Ramsarup P., Zeelen J., Wedekind V., Allais S., Lotz-Sisitka H., Monk H., Openjuru G., Russon J., Vocational education and training for African development: a literature review, Journal of Vocational Education & Training, 72, 4, pp. 465-487, (2020); McLean L., Modi A., Empowerment of adolescent girls and young women in Kinshasa: research about girls, by girls, Gender and Development, 24, 3, pp. 475-491, (2016); Meath S., Practical Guide for WITED Chapters and Individual Champions for Increasing Girls’ and Women’s Participation in STEM-TVET, (2021); Menzel A., Without education you can never become president: teenage pregnancy and pseudo-empowerment in post-Ebola Sierra Leone, Journal of Intervention and Statebuilding, 13, 4, pp. 440-458, (2019); Miller A., Development through vocational education: the lived experiences of young people at a vocational education training restaurant in Siem Reap, Cambodia, Science Direct: Heliyon, 6, (2020); Morton M., Klugman J., Hanmer L., Singer D., Gender at Work: A Companion to the World Development Briefing on Jobs, (2014); Mouchingam Mefire L., Public policies, programs and projects sensitive to gender: case of the Mandjara community in Cameroon, (2006); Najoli E. U., The effectiveness of Wited programme on enrolment of women in technical and vocational education and training (TVET), EURASIA Journal of Mathematics, Science and Technology Education, 15, 3, pp. 1-11, (2019); Newman S., Niemeyer B., Seddon T., Devos A., Understanding educational work: exploring the analytic borderlands around the labour that enables learning, Globalisation, Societies and Education, 12, 3, pp. 321-335, (2014); Ngathe-Kom P., Encouraging countries to invest in the skills development of trainers and entrepreneurs: Cameroon’s report, World Bank, (2015); Niemeyer B., Colley H., Why do we need (another) special issue on gender and VET?, Journal of Vocational Education & Training, 67, 1, pp. 1-10, (2015); North A., MDG 3 and the negotiation of gender in international education organisations, Compare, 40, 4, pp. 425-440, (2010); Nussbaum M., Creating Capabilities: The Human Development Approach, (2011); Odondi W., Mukiria F., Wawira B., Building resilient TVET institutions in Kenya amid the COVID-19 pandemic, Africa Journal of Technical and Vocational Education and Training, 7, 1, pp. 137-146, (2022); Oosterom M., Wignall R., Wilson S., Youth Responses to Fragility: Report for Plan International UK, (2017); Palmer R., Skills for work? From skills development to decent livelihoods in Ghana’s rural informal economy, International Journal of Educational Development, 27, 4, pp. 397-420, (2007); Parkes J., Ross F.J., Heslop J., The ebbs and flows of policy enactments on school-related gender-based violence: Insights from Ethiopia, Zambia, Côte d’Ivoire and Togo, International Journal of Educational Development, 72, (2020); Paulson J., TVET and community re-integration: exploring the connections in Sierra Leone’s DDR process, International Handbook of Education for the Changing World of Work: Bridging Academic and Vocational Learning, pp. 835-847, (2009); Peeters P., Cunningham W., Acharya G., Youth Employment in Sierra Leone: Sustainable Livelihood Opportunities in a Post-Conflict Setting, (2009); Pongo N. A., Effah B., Osei-Owusu B., Obinnim E., Sam F. K., The impact of TVET on Ghana’s socio-economic development: a case study of ICCES TVET skills training in two regions of Ghana, American International Journal of Contemporary Research, 4, 1, pp. 185-192, (2014); Porter G., Hampshire K., Abane A., Munthali A., Robson E., De Lannoy A., Tanle A., Owusu S., Mobile phones, gender, and female empowerment in sub-Saharan Africa: studies with African youth, Information Technology for Development, 26, 1, pp. 180-193, (2020); Tacoli C., Satterthwaite D., Editorial: gender and urban change, Environment and Urbanization, 25, 3, pp. 3-8, (2013); Tom P., Youth–traditional authorities’ relations in post-war Sierra Leone, Children’s Geographies, 12, 3, pp. 327-338, (2014); Assessing the Socioeconomic Impacts of Ebola Virus Disease in Guinea, Liberia and Sierra Leone, (2014); Convention on Technical and Vocational Education: 1989, (1989); Dakar Framework for Action—Education for All: Meeting Our Collective Commitments, World Education Forum, pp. 26-28, (2000); Gender and Education for All: The Leap to Equality Summary Report, (2003); A Guide for Gender Equality in Teacher Education Policy and Practices, (2015); Strategy for Technical and Vocational Education and Training (TVET) (2016–2021), (2016); Boosting Gender Equality in Science and Technology: A Challenge for TVET Programmes and Careers, (2020); Habitat III: The New Urban Agenda, (2016); Gender, Education and Peacebuilding Brief, (2016); Unterhalter E., ‘Gender and poverty reduction: the challenge of intersection, Agenda: Empowering Women for Gender Equity, 23, 81, pp. 14-24, (2009); A Transformative Stand-alone Goal on Achieving Gender Equality, Women’s Rights and Women’s Empowerment: Imperatives and Key Components, (2013); Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) for Youth, (2022); Every woman, every child, every adolescent: achievements and prospects: the final report of the independent Expert Review Group on Information and Accountability for Women´s and Children´s Health, (2015); Baraka Women’s Center, (2021); Reviving Urban Development, (2018)","","","British Academy","","","","","","20527217","","","","English","J. Br. Acad.","Article","Final","","Scopus","2-s2.0-85178159479"
"Kenyon S.","Kenyon, Susan (58715010400)","58715010400","Conceive-design-implement-operate: pedagogical innovation to enhance attainment, engagement, satisfaction and employability in political science","2023","Journal of Political Science Education","","","","","","","0","10.1080/15512169.2023.2284170","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177438722&doi=10.1080%2f15512169.2023.2284170&partnerID=40&md5=504814fae0d6e68f32968a1b7cdf9053","Canterbury Christ Church University, United Kingdom","Kenyon S., Canterbury Christ Church University, United Kingdom","This paper introduces a new pedagogic approach to the teaching of political science. In engineering education, the Conceive-Design-Implement-Operate (CDIO) pedagogy provides an active, experiential learning experience, structuring learning around four key phases in product development. Applied to the undergraduate Politics and International Relations (IR) classroom, this pedagogical innovation in learning, teaching and assessment is adapted to policy development. This design-build-test pedagogical approach has been highly successful in engineering education, supporting students to be “industry-ready engineers” on graduation. Results across 3 cohorts suggest that this pedagogical innovation is also highly successful when transferred to Politics and IR, supporting political science students develop “society-ready” attitudes, attributes and skills, greatly enhancing the student experience and increasing their attainment, engagement, inclusion and wider graduate outcomes. Civic engagement and the ability to understand and respond to a range of stakeholders are also improved. This paper presents the pedagogy and the module to which it was applied as a case study, before highlighting opportunities for political science educators to transfer the pedagogy to their own teaching context. © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.","active learning; CDIO; employability; engagement; experiential learning","","","","","","","","Baranowski M.K., Weir K.A., Political Simulations: What We Know, What We Think We Know, and What We Still Need to Know, Journal of Political Science Education, 11, 4, pp. 391-403, (2015); Bang N.H., Phu H.V., Yen T., Vinh N., Duc H.T., “CDIO-Based Syllabus Design in the Context of Teacher Education.”, Reykjavik University, (2022); Biswas B., Haufler V., What Can I Do with This Class? Building Employment-Related Skills in International Relations Courses, Journal of Political Science Education, 16, 1, pp. 67-78, (2020); Bradberry L., De Maio J., Learning by Doing: The Long Term Impact of Experiential Learning Programs on Student Success, Journal of Political Science Education, 15, 1, pp. 94-111, (2019); Castro A.B.R., Sandoval A.D.O., Odamtten G., Up around the Bend? How Transport Poverty Can Lead to Social Exclusion in a Low-Income Community in Lagos, Nigeria, Journal of Transport Geography, 102, (2022); Standards 3.0; Member Schools; Cheah S., Lim L.Y., Chao Y.C., “CDIO for Education for Sustainable Development using common core curriculum.”, Reykjavik University, (2022); Cooper A.C.G., Liote L., Colomer C., We Need to Talk about Engineering Policy, Technology in Society, 72, (2023); Cooper E., Vanoutrive T., Is Accessibility Inequality Morally Irrelevant? An Exploration Using Local Residents’ Assessments in Modesto, California, Journal of Transport Geography, 99, (2022); Craig J., What Have We Been Writing about? Patterns and Trends in the Scholarship of Teaching and Learning in Political Science, Journal of Political Science Education, 10, 1, pp. 23-36, (2014); Crawley E.F., Malmqvist J., Ostlund S., Brodeur D.R., Edstrom K., Rethinking Engineering Education: The CDIO Approach, (2007); 2020 UK Greenhouse Gas Emissions, Final Figures, (2022); Dionne K.Y., Teaching Political Science Using Design Thinking: Insights from “Contemporary African Politics” and “Elections around the World, Journal of Political Science Education, 19, 1, pp. 16-33, (2023); En D.A.W., Hoh R., Meng Y.S., Lim G., Hui H.S., “Solving Real-World Problems in Accounting Industry Using CDIO Framework.”, Reykjavik University, (2022); Disposable Packaging Coffee Cups. Second Report of Session 2017-2019, (2018); Franco J., Integrating the “Science” and “Practice” of Politics in a Single Course: A Proof of Concept, Journal of Political Science Education, 16, 3, pp. 277-299, (2020); Friere P., Pedagogy of the Oppressed, (2017); Glazier R., Bowman M., Teaching through Community-Based Research: Undergraduate and Graduate Collaboration on the 2016 Little Rock Congregations Study, Journal of Political Science Education, 17, 2, pp. 234-252, (2021); Glover R.W., Lewis D.C., Meagher R., Owens K.A., Advocating for Engagement: Do Experiential Learning Courses Boost Civic Engagement?, Journal of Political Science Education, 17, sup1, pp. 599-615, (2021); Hosman L., Jacobs G., From Active Learning to Taking Action: Incorporating Political Context into Project-Based, Interdisciplinary, International Service Learning Courses, Journal of Political Science Education, 14, 4, pp. 473-490, (2018); Imam A., Joyce N., Nortcliffe A., “Engineering learning of sustainable produce lifecycle through CDIO.”, NTNU, (2023); Isacoff J.B., Achieving What Political Science is For, Journal of Political Science Education, 10, 4, pp. 414-423, (2014); Jary C., Working with Ministers, (2015); Kenyon S., Development and Social Policy: The Role of Transport in the UK Context, International Handbook on Transport and Development, pp. 430-440, (2015); Kenyon S., Embedding the Social Sciences in Engineering Education: Collaboration with a Politics Degree, The 19Th CDIO Conference Proceedings – Full Papers. Trondheim: NTNU SEED, pp. 155-165, (2023); Kenyon S., Lyons G., Rafferty J., Transport and Social Exclusion: Investigating the Possibility of Promoting Inclusion through Virtual Mobility, Journal of Transport Geography, 10, 3, pp. 207-219, (2002); Kenyon S.R., Phillipsrobinson B., “Authentic Assessment: Supporting Community, Confidence, Engagement and Well-Being, Political Studies Association Teaching and Learning Network Blog Post, (2021); Knowles R.D., How the Journal of Transport Geography Has Evolved since 1993, Journal of Transport Geography, 81, (2019); Kulkarni S., Patil S., Pawar R., Adoption of the Conceive-Design-Implement-Operate Approach to a Third Year Project in a Team-Based Design-Build Environment, Procedia Computer Science, 172, pp. 559-567, (2020); Lamb M., Perry S., Steinberg A., From Classroom to Community: An Assessment and Potential Implications of an Undergraduate Civic Engagement Research and Learning Program, Journal of Political Science Education, 19, 2, pp. 250-269, (2023); Lauritsen A.B., “A Real CDIO Mechanical Engineering Project in 4th Semester.”, Technical University of Denmark, (2011); Lucas K., A New Evolution for Transport-Related Social Exclusion Research?, Journal of Transport Geography, 81, (2019); McMonagle R.J., Savitz R., Active Learning: Beyond Structured Debates in Political Science Pedagogy, Journal of Political Science Education, 19, 3, pp. 355-370, (2023); Malmqvist J., Huay H., Kontio J., Minh T., Paper presented at the 12th International CDIO Conference, (2016); Malmqvist J., Lundqvist U., Rosen A., Edstrom K., Gupta R., Leong H., Cheah S.M., Bennesden J., Hugo R., Kamp A., Leifler O., Gunnarson S., Roslof J., Spooner D., The CDIO Syllabus 3.0–An Updated Statement of Goals.” Paper presented at the 18th International CDIO Conference, (2022); Manna S.K., Joyce N., Nortcliffe A., “Integration of Graduate Employability Skills through Industry Outsourced CDIO Project.”, NTNU, (2023); Martin D.A., Conlon E., Bowe B., A Multi-Level Review of Engineering Ethics Education: Towards a Socio-Technical Orientation of Engineering Education for Ethics, Science and Engineering Ethics, 27, 5, (2021); Mitchell J.S., Virtual Integration in U.S. Senate Campaigns: An Active Learning Tool for Teaching American Government, Journal of Political Science Education, 15, 2, pp. 206-217, (2019); Ng S., Tan B., “Improving Teamwork with a Rotation Leadership Model.”, Reykjavik University, (2022); Ospina J.P., Duque J.C., Botero-Fernandez V., Brussel M., Understanding the Effect of Sociodemographic, Natural and Built Environment Factors on Cycling Accessibility, Journal of Transport Geography, 102, (2022); Perry T.J., Robichaud C., Teaching Ethics Using Simulations: Active Learning Exercises in Political Theory, Journal of Political Science Education, 16, 2, pp. 225-242, (2020); Reynolds M.L., High-Impact Teaching Practices and Undergraduates’ Political Efficacy, Journal of Political Science Education, 19, 1, pp. 107-118, (2023); Rinfret S.R., Pautz M.C., Understanding Public Policy Making through the Work of Committees: Utilizing a Student-Led Congressional Hearing Simulation, Journal of Political Science Education, 11, 4, pp. 442-454, (2015); Ritchie H., Roser M., Rosado P.,  and Greenhouse Gas Emissions, (2020); Ross W., Mobility and Accessibility: The Yin and Yang of Planning, World Transport Policy and Practice, 6, 2, pp. 13-19, (2000); Shaw C., Tiatia-Seath J., Travel Inequities Experienced by Pacific Peoples in Aotearoa/New Zealand, Journal of Transport Geography, 99, (2022); Solop F.I., Anderson H.N., Barsky C., Schnurr E., Witlacil E., Introducing Client-Focused Research (CFR) Projects into the Research Methods Curriculum: Key Considerations for Political Science Instructors, Journal of Political Science Education, 18, 3, pp. 284-300, (2022); Tangkijviwat U., Sunthorn W., Meeusah N., Paper presented at the 14th International CDIO Conference, (2018); Tholler S., Rian J., “Education for Engineers or Re-engineering Education? CDIO in Non-Engineering Programmes.”, Chalmers University, (2020); van Dulmen C., Simon M., Klarner A., Transport Poverty Meets Car Dependency: A GPS Tracking Study of Social Disadvantaged Groups in European Rural Peripheries, Journal of Transport Geography, 101, (2022); Wang B., Liu C., Zhang H., Where Are Equity and Service Effectiveness? A Tale from Public Transport in Shanghai, Journal of Transport Geography, 98, (2022); Wedel M.K., Goodhew P., Malmqvist J., “CDIO Applied in the Context of Materials Science.”, MIT, (2007); West L., Halvorson D., Student Engagement and Deep Learning in the First-Year International Relations Classroom: Simulating a UN Security Council Debate on the Syrian Crisis, Journal of Political Science Education, 17, 2, pp. 173-190, (2021)","S. Kenyon; School of Law, Politics and Social Sciences, Canterbury Christ Church University, Canterbury, United Kingdom; email: Susan.Kenyon@Canterbury.ac.uk","","Routledge","","","","","","15512169","","","","English","J. Polit. Sci. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85177438722"
"Yildiz D.; Bozbura F.T.; Tatoglu E.; Zaim S.","Yildiz, Didem (56677537500); Bozbura, F. Tunc (58698531200); Tatoglu, Ekrem (57226223582); Zaim, Selim (7004187773)","56677537500; 58698531200; 57226223582; 7004187773","Howdo organizational career management activities influence employees’ career outcomes? The mediating role of career capital","2023","International Journal of Organizational Analysis","","","","","","","0","10.1108/IJOA-06-2023-3817","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85176930888&doi=10.1108%2fIJOA-06-2023-3817&partnerID=40&md5=cc1da1ef90705e4d5fdbd72b501d05c1","Department of Engineering Management, Bahcesehir University, Istanbul, Turkey; Department of Industrial Engineering, Bahcesehir University, Istanbul, Turkey; Department of Business Administration, Gulf University for Science and Technology, Mishref, Kuwait; Istanbul Sabahattin Zaim University, Istanbul, Turkey; Department of Management, Ibn Haldun University, Istanbul, Turkey","Yildiz D., Department of Engineering Management, Bahcesehir University, Istanbul, Turkey; Bozbura F.T., Department of Industrial Engineering, Bahcesehir University, Istanbul, Turkey; Tatoglu E., Department of Business Administration, Gulf University for Science and Technology, Mishref, Kuwait, Department of Management, Ibn Haldun University, Istanbul, Turkey; Zaim S., Istanbul Sabahattin Zaim University, Istanbul, Turkey","Purpose: This study addresses a critical research gap by examining the pivotal role of organizational career management (OCM) in shaping employees’ career outcomes while also investigating the mediating influence of career capital in this relationship. This study aims to shed light on the importance of OCM as a strategic approach for enhancing employees’ career trajectories, filling a significant gap in the existing literature. Design/methodology/approach: Using a cross-sectional research design, primary data were gathered through a structured questionnaire administered to a diverse sample of 426 Turkish working adults representing various organizations. The study uses structural equation modelling with AMOS to analyse the direct and indirect relationships within the proposed research model. Findings: The study findings underscore the essential connection between OCM and employees’ career outcomes, revealing its positive influence on subjective career success, employability and innovative work behaviour. Moreover, career capital emerges as a critical intermediary mechanism that mediates the impact of OCM on these career outcomes, further highlighting the strategic significance of OCM practices. Research limitations/implications: It is important to note that this study relies on self-report surveys to gauge employees’ perceptions about their career outcomes and OCM. Additionally, the study data are confined to the Turkish context, which may influence the generalizability of the findings to other contexts. Practical implications: Organizations can bolster career outcomes through strategic investment in OCM. Industries can customize approaches, leveraging insights to optimize workforce potential. Policymakers should integrate career development principles, cultivating a culture of perpetual learning, thus fortifying organizational resilience and fostering sustainable success. Originality/value: This study adds substantial value to the current body of knowledge by investigating the mediating role of career capital in the relationship between OCM and individual career outcomes, particularly within the context of emerging economies like Turkey. The study’s comprehensive approach to understanding careers from both individual and organizational perspectives contributes to a more nuanced and holistic understanding of career dynamics. © 2023, Emerald Publishing Limited.","Career capital; Employability; Innovative work behaviour; Organizational career management; Resource-based view; Subjective career success; Turkey","","","","","","","","Amabile T.M., A model of creativity and innovation in organisations, Research in Organisational Behavior, 10, pp. 123-167, (1988); Ambrosius J., Strategic talent management in emerging markets and its impact on employee retention: evidence from Brazilian MNCs, Thunderbird International Business Review, 60, 1, pp. 53-68, (2018); Armstrong J.S., Overton T.S., Estimating nonresponse bias in mail surveys, Journal of Marketing Research, 14, 3, pp. 396-402, (1977); Armstrong M., Taylor S., Armstrong's Handbook of Human Resource Management Practice, (2014); Ashraf R., Merunka D., The use and misuse of student samples: an empirical investigation of European marketing research, Journal of Consumer Behaviour, 16, 4, pp. 295-308, (2017); 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The roles of protean career orientation, goal progress and organisational career management, Journal of Vocational Behavior, 118, (2020); Hussain T., Iren P., Rice J., Determinants of innovative behaviors among self-initiated expatriates, Personnel Review, 49, 2, pp. 349-369, (2019); Inkson K., Arthur M.B., How to be a successful career capitalist, Organizational Dynamics, 30, 1, pp. 48-61, (2001); Jain V., Chhabra B., Career Plateau and counterproductive work behaviour: a moderated moderation model of abusive supervision and job embeddedness, International Journal of Organizational Analysis, (2023); Janssen O., Job demands, perceptions of effort-reward fairness and innovative work behaviour, Journal of Occupational and Organizational Psychology, 73, 3, pp. 287-302, (2000); Jarlstrom M., Brandt T., Rajala A., The relationship between career capital and career success among Finnish knowledge workers, Baltic Journal of Management, 15, 5, pp. 687-706, (2020); Jokinen T., Brewster C., Suutari V., Career capital during international work experiences: contrasting self-initiated expatriate experiences and assigned expatriation, The International Journal of Human Resource Management, 19, 6, pp. 979-998, (2008); Koch M., Forgues B., Monties V., The way to the top: career patterns of fortune 100 CEOs, Human Resource Management, 56, 2, pp. 267-285, (2017); Kundi Y.M., Soomro S.A., Kamran M., Does social support at work enhance subjective career success? The mediating role of relational attachment, International Journal of Organizational Analysis, 30, 6, pp. 1491-1507, (2022); Luna-Arocas R., Danvila-Del Valle I., Lara F.J., Talent management and organizational commitment: the partial mediating role of pay satisfaction, Employee Relations: The International Journal, 42, 4, pp. 863-881, (2020); MacKinnon D.P., Lockwood C.M., Williams J., Confidence limits for the indirect effect: distribution of the product and resampling methods, Multivariate Behavioral Research, 39, 1, pp. 99-128, (2004); Malhotra N.K., Kim S.S., Patil A., Common method variance in is research: a comparison of alternative approaches and a reanalysis of past research, Management Science, 52, 12, pp. 1865-1883, (2006); Martini M., Cavenago D., The role of perceived workplace development opportunities in enhancing individual employability, International Journal of Training and Development, 21, 1, pp. 18-34, (2017); Mat Roni S., Introduction to SPSS, Edith Cowan University, (2014); Moon J.S., Choi S.B., The impact of career management on organizational commitment and the mediating role of subjective career success: the case of Korean R&D employees, International Journal of Human Resource Management, 28, 19, pp. 2779-2801, (2017); Mumford M.D., Managing creative people: strategies and tactics for innovation, Human Resource Management Review, 10, 3, pp. 313-351, (2000); Narayanan A., Rajithakumar S., Menon M., Talent management and employee retention: an integrative research framework, Human Resource Development Review, 18, 2, pp. 228-247, (2019); Ng T.W., Eby L.T., Sorensen K.L., Feldman D.C., Predictors of objective and subjective career success: a meta analysis, Personnel Psychology, 58, 2, pp. 367-408, (2005); Ngoma M., Dithan Ntale P., Psychological capital, career identity and graduate employability in Uganda: the mediating role of social capital, International Journal of Training and Development, 20, 2, pp. 124-139, (2016); Orpen C., The effects of organisational and individual career management on career success, International Journal of Manpower, 15, 1, pp. 27-37, (1994); Podsakoff P.M., MacKenzie S.B., Lee J.Y., Podsakoff N.P., Common method biases in behavioral research: a critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, 5, pp. 879-903, (2003); Quinn J.B., The intelligent enterprise a new paradigm, Academy of Management Perspectives, 6, 4, pp. 48-63, (1992); Schermelleh-Engel K., Moosbrugger H., Muller H., Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures, Methods of Psychological Research Online, 8, 2, pp. 23-74, (2003); Schooreel T., Shockley K.M., Verbruggen M., What if people's private life constrained their career decisions? Examining the relationship between home-to-career interference and career satisfaction, Career Development International, 22, 2, pp. 124-141, (2017); Schreiber J.B., Nora A., Stage F.K., Barlow E.A., King J., Reporting structural equation modeling and confirmatory factor analysis results: a review, The Journal of Educational Research, 99, 6, pp. 323-338, (2006); Scott S.G., Bruce R.A., Determinants of innovative behavior: a path model of individual innovation in the workplace, Academy of Management Journal, 37, 3, pp. 580-607, (1994); Singh S., Organisational career management practices, career satisfaction, and intention to quit among Indian employee: examining the moderation effect of ‘four types of work experience, Australian Journal of Career Development, 27, 3, pp. 150-159, (2018); Soares M.E., Mosquera P., Linking career management practices with individual outcomes: the mediating role of perceived employability, Journal of Business Research, 124, pp. 547-559, (2021); Taskiran E., The moderating role of organizational identification on the relationship between perceived organizational career management and intention to leave, Journal of Human Resources Management Research, 12, 11, pp. 73-86, (2017); Tempest S., Coupland C., Lost in time and space: temporal and spatial challenges facing older workers in a global economy from a career capital perspective, The International Journal of Human Resource Management, 28, 15, pp. 2159-2183, (2017); Torlak N.G., Kuzey C., Ragom M., Human resource management, commitment and performance links in Iran and Turkey, International Journal of Productivity and Performance Management, 67, 9, pp. 1994-2017, (2018); Valk R., van Engen M.L., van der Velde M., International careers and career success of Indian women in science and technology: the importance of career capital and organisational capital, South Asian Journal of Human Resources Management, 1, 2, pp. 175-205, (2014); Vlachos I.P., High‐performance workplace practices for Greek companies, EuroMed Journal of Business, 4, 1, pp. 21-39, (2009); Wang X.-H., Fang Y., Qureshi I., Janssen O., Understanding employee innovative behavior: integrating the social network and leader-member exchange perspectives, Journal of Organizational Behavior, 36, 3, pp. 403-420, (2015); Weer C.H., Greenhaus J.H., Managers' assessments of employees' organisational career growth opportunites: the role of extra-role performance, work engagement, and perceived organisational commitment, Journal of Career Development, 47, 3, pp. 280-295, (2020); Wickramasinghe V., Premachandra A., Organizational career growth: the mediating role of career management practices, SN Business and Economics, 1, 6, pp. 1-29, (2021); Wipulanusat W., Panuwatwanich K., Stewart R.A., Pathways to workplace innovation and career satisfaction in the public service: the role of leadership and culture, International Journal of Organizational Analysis, 26, 5, pp. 890-914, (2018); Duarte H., Lopes D., Career stages and occupations impacts on workers motivations, International Journal of Manpower, 39, 5, pp. 746-763, (2018)","E. Tatoglu; Department of Business Administration, Gulf University for Science and Technology, Mishref, Kuwait; email: tatoglu.e@gust.edu.kw","","Emerald Publishing","","","","","","19348835","","","","English","Int. J. Organ. Anal.","Article","Article in press","","Scopus","2-s2.0-85176930888"
"Baker S.; Rose M.; Due C.; Karan P.","Baker, Sally (7403307671); Rose, Megan (57211748102); Due, Clemence (36052601900); Karan, Prasheela (57192424239)","7403307671; 57211748102; 36052601900; 57192424239","Avoiding stuck places: Univ oiding stuck places: University educat ersity educators’ views on suppor ors’ views on supporting migr ting migrant and refugee students with transitioning through and out of higher education","2023","Journal of University Teaching and Learning Practice","20","6","","","","","1","10.53761/1.20.6.19","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175860474&doi=10.53761%2f1.20.6.19&partnerID=40&md5=c344b29ba8a4fbf5f860fca232a80ef1","University of New South Wales, Australia; University of Adelaide, Australia","Baker S., University of New South Wales, Australia; Rose M., University of New South Wales, Australia; Due C., University of Adelaide, Australia; Karan P., University of New South Wales, Australia","University student equity cohorts experience inequitable graduate/ employment outcomes. These challenges are magnified for Culturally and Linguistically Marginalised Migrant and/or Refugee students (CALMMR). Consequently, this study aimed to investigate the views of Australian university educators on the transitioning of CALMMR students from higher education into employment. Employing mixed methods, this study commenced with a survey of university educators (n=40) followed by semi-structured interviews (n=13). Findings highlighted that specialised, diverse support is needed for CALMMR students across studies and into careers. Specifically, students faced additional challenges, which are not being met in a fragmented university system. Universities need to provide support that is more holistic, targeted, trauma-informed, and culturally responsive, to address the inequity in graduate/employment outcomes experienced by CALMMR students. © 2023, University of Wollongong. All rights reserved.","equity; graduate employability; higher education; migrant and refugee students; stuck places; transitions","","","","","","","","Alfaro M.E, Martinez F., Challenges and opportunities of training teachers for plurilingual education, Integrating Content and Language in Higher Education Perspectives on Professional Practice, pp. 205-226, (2017); Andrewartha L, Harvey A., Employability and student equity in higher education: The role of University Careers Services, Australian Journal of Career Development, 26, 2, pp. 71-80, (2017); Baak M., Miller E., Ziersch A., Due C., Masocha S., Ziaian T., The Role of Schools in Identifying and Referring Refugee Background Young People Who Are Experiencing Mental Health Issues, Journal of School Health, 90, 3, pp. 172-181, (2019); Bajwa J, Kidd S., Couto S., Lidkea N., Abai M., Jackman A., McKenzie K., Support for the Transition of Refugees and Victims of Torture into the Labour Market through Access to Higher Education, Refugee Education:Integration and Acceptance of Refugees in Mainstream Society: Innovations in Higher Education Teaching and Learning, pp. 109-1234, (2018); Baker S., Due C., Rose M., Transitions from education to employment for culturally and linguistically diverse migrants and refugees in settlement contexts: what do we know?, Studies in Continuing Education, 43, 1, pp. 1-15, (2021); Baker S., Irwin E., Disrupting the dominance of ‘linear pathways’: how academic language and navigational confusion create ‘stuck places’ for refugee students’ transitions into higher education, Research Papers in Education, 36, 1, pp. 75-95, (2021); Baker S., Due C., Karan P., Rose M., Teaching for Diversity: University Educators’ Accounts of Care Work and Emotional Labour with CALD Students, Teaching in Higher Education, (2021); Braun V., Clarke V., Reflecting on reflexive thematic analysis, Qualitative Research in Sport, Exercise and Health, 11, 4, pp. 589-597, (2019); Carroll D., Li I., Work and further study after university degree completion for equity groups, Journal of Higher Education Policy and Management, 44, 1, pp. 21-38, (2022); Christie H., Cree V., Mullins E., Tett L., ‘University opened up so many doors for me’: the personal and professional development of graduates from non-traditional backgrounds, Studies in Higher Education, 43, 11, pp. 1938-1948, (2018); Croucher G., Woelert P., Administrative transformation and managerial growth: a longitudinal analysis of changes in the non-academic workforce at Australian universities, Higher Education, 84, pp. 159-175, (2021); Gale T., Parker S., Navigating change: A typology of student transition in higher education, Studies in Higher Education, 39, 5, pp. 734-753, (2014); Gravett K., Troubling transitions and celebrating becomings: from pathway to rhizome, Studies in Higher Education, 46, 8, pp. 1506-1517, (2021); Im H., Rodriquez C., Grujbine J., A multitier model of refugee mental health and psychosocial support in resettlement: Toward trauma-informed and culture-informed systems of care, Psychological Services, 18, 3, pp. 345-364, (2021); Kanno Y., Varghese M., Immigrant and Refugee ESL Students’ Challenges to Accessing Four-Year College Education: From Language Policy to Educational Policy, Journal of Language, Identity & Education, 9, 5, pp. 310-328, (2010); Kaplan I., Stolk Y., Valibhoy M., Tucker A., Baker J., Cognitive assessment of refugee children: Effects of trauma and new language acquisition, Transcultural Psychiatry, 53, 1, pp. 81-109, (2015); Lee E., Szkudlarek B., Nguyen D., Nardon L., Unveiling the canvas ceiling: A multidisciplinary literature review of refugee employment and workforce integration, International Journal of Management Reviews, 22, 2, pp. 193-216, (2020); Mazak C., Carroll K., Translanguaging in Higher Education: Beyond Monolingual Ideologies, (2016); Merrill B., Finnegan F., O'Neill J., Revers S., ‘When it comes to what employers are looking for, I don’t think I’m it for a lot of them’: class and capitals in, and after, higher education, Studies in Higher Education, 45, 1, pp. 163-175, (2020); Newman A., Baker S., Due C., Dunwoodie K., Career guidance for culturally and linguistically diverse migrants and/or refugees, (2021); Odeniyi V., Lazar G., Valuing the multilingual repertoires of students from African migrant communities at a London university, Language, Culture and Curriculum, 33, 2, pp. 157-171, (2020); Okay-Somerville B., Scholarios D., Position, possession or process? Understanding objective and subjective employability during university-to-work transitions, Studies in Higher Education, 42, 7, pp. 1275-1291, (2017); Oliver R., Rochecouste J., Bennell D., Anderson R., Cooper I., Forrest S., Exell M., Understanding Australian Aboriginal tertiary student needs, International Journal of Higher Education, 2, 4, pp. 52-64, (2013); Ollerhead S., Baker S., Is there any appetite for “linguistic hospitality” in monolingual educational spaces? The case for translanguaging in Australian higher education, Migration, Education & Translation, pp. 145-160, (2019); Pham T., Bao D., Saito E., Chowdhury R., Employability of international students: Strategies to enhance their experience on work integrated learning (WIL) programs, Journal of Teaching and Learning for Graduate Employability, 9, 1, pp. 62-83, (2018); Pitman T., Roberts L., Bennett D., Richardson S., An Australian study of graduate outcomes for disadvantaged students, Journal of Further and Higher Education, 43, 1, pp. 45-57, (2019); Preece S., Marshall S., Plurilingualism, teaching and learning, and Anglophone higher education: an introduction Anglophone universities and linguistic diversity, Language, Culture and Curriculum, 33, 2, pp. 117-125, (2020); Ramjattan V., Accenting racism in labour migration, Annual Review of Applied Linguistics, 42, pp. 87-92, (2022); Rice S., Social Justice in Career Guidance: A Fraserian Approach, Careers Guidance for Social Justice: Contesting Neoliberalism, pp. 127-141, (2017); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, pp. 407-431, (2012); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Anderson V., Employers and graduates: the mediating role of signals and capitals, Journal of Higher Education Policy and Management, 43, 4, pp. 384-399, (2021); Wong B, Chiu Y., University lecturers’ construction of the ‘ideal’ undergraduate student, Journal of Further and Higher Education, 44, 1, pp. 54-68, (2020)","","","University of Wollongong","","","","","","14499789","","","","English","J. Univ. Teach. Learn. Pract.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85175860474"
"Shen J.","Shen, Junxia (58550136300)","58550136300","A bilateral employment situation prediction model for college students using GCN and LSTM","2023","PeerJ Computer Science","9","","e1494","","","","0","10.7717/PEERJ-CS.1494","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168794457&doi=10.7717%2fPEERJ-CS.1494&partnerID=40&md5=45e83d3e974bf493bfb1959507cc03cd","Employment Guidance Division, Luohe Medical College, Henan, Luohe, China","Shen J., Employment Guidance Division, Luohe Medical College, Henan, Luohe, China","Due to the prevailing trend of globalization, the competition for social employment has escalated significantly. Moreover, the job market has become exceedingly competitive for students, warranting immediate attention. In light of this, a novel prognostic model employing big data technology is proposed to facilitate a bilateral employment scenario for graduates, aiding college students in promptly gauging the prevailing social employment landscape and providing precise employment guidance. Initially, the focus lies in meticulously analyzing pivotal aspects of college students’ employment by constructing a specialized employment platform. Subsequently, a classification model grounded in a graph convolution network (GCN) is built, leveraging big data technology to comprehensively comprehend graduates’ strengths and weaknesses in the employment milieu. Furthermore, based on the outcomes derived from the comprehensive classification of college students’ qualities, a college students’ employment trend prediction method employing long and short term memory (LSTM) is proposed. This method supplements the analysis of graduates’ employability and enables accurate forecasting of college students’ employment trends. Empirical evidence substantiates that my proposed methodology effectively evaluates graduates’ comprehensive qualities and successfully predicts their employment prospects. The achieved F-values, 82.45% and 69.89%, respectively, demonstrate the efficacy of anticipating the new paradigm in graduates’ dual-line employment. © Copyright 2023 Shen","Big data; Bilateral employment prediction; GCN and LSTM; New situation analysis","Big data; Employment; Long short-term memory; Quality control; Students; Bilateral employment prediction; College students; Data technologies; Employment situation; Employment trends; Graph convolution network and long and short term memory; Long and short term memory; New situation analyse; Situation analysis; Student employment; Forecasting","","","","","Luohe Social Science Planning Leading Group","This work was supported by the Luohe Social Science Planning Leading Group for the 2022 social science research project. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.","Ashaye OR, Mahmoud AB, Munna AS, Ali N., The role of social media engagement and emotional intelligence in successful employment, Higher Education, Skills and Work-Based Learning, (2023); Bastedo MN, Altbach PG, Gumport PJ., American higher education in the twenty-first century: social, political, and economic challenges, (2023); Boudarbat B., Job-search strategies and the unemployment of university graduates in Morocco, International Research Journal of Finance and Economics, 14, pp. 15-33, (2008); Cellini SR, Turner N., Gainfully employed? 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"Gafni R.; Leiba M.; Sherman S.","Gafni, Ruti (37088358300); Leiba, Moshe (24476542400); Sherman, Sofia (42962356100)","37088358300; 24476542400; 42962356100","LET’S GET READY FOR WORK – EMPLOYABILITY SKILLS DEVELOPMENT IN AN IS CAPSTONE PROJECT","2023","Journal of Information Technology Education: Research","22","","","235","261","26","0","10.28945/5157","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166324897&doi=10.28945%2f5157&partnerID=40&md5=f483a40da96200e5aa70ed1e6cbea623","The Academic College of Tel Aviv Yaffo, Tel Aviv, Israel","Gafni R., The Academic College of Tel Aviv Yaffo, Tel Aviv, Israel; Leiba M., The Academic College of Tel Aviv Yaffo, Tel Aviv, Israel; Sherman S., The Academic College of Tel Aviv Yaffo, Tel Aviv, Israel","Aim/Purpose This study aims to explore undergraduate IS students’ employability skills de-velopment while performing their final capstone project during their aca-demic studies. Background The importance of soft skills in the Information Systems industry is not an arguable fact and has been broadly discussed both in the industry and the ac-ademic literature. The ability of professionals to collaborate, communicate, manage time, negotiate, solve problems, make decisions, and self-learning, called employability skills, are essential skills needed in today’s industry. The development of these skills during undergraduate studies is essential for graduate students’ readiness for work. Methodology A mixed methods approach was employed using exploratory research design, including qualitative and quantitative approaches. First, a qualitative analysis of 156 reflections was performed, resulting in the conceptual framework of facets. Then, a quantitative analysis of the data was performed to examine the facets and the differences between the stages of the capstone project. Contribution This study contributes to both academy and industry. The former may use this study’s findings to upgrade academy courses and capstone projects in or-der to raise students’ readiness for the industry. The later may learn the ap-proaches the academy use and give appropriate feedback. Findings The results showed that students’ reflections on their motivation, knowledge, and skills (teamwork, time management, and inter-communication) demon-strate the importance of those facets in the process they underwent, espe-cially since the reflections collected were unstructured. Recommendations for Practitioners Information Systems undergraduate academic programs should develop structured capstone projects to provide the students with a better platform to learn and experience the employability skills the industry requires. Recommendations for Researchers The study presents a conceptual model based on students’ reflections on their experience performing a capstone project. The impact and influence of each of the model’s components should be further researched and measured. Impact on Society Moreover, it is very important to prepare the students for employability by including a “real-life” capstone project at the end of their undergraduate studies to prepare them to be valuable in the workforce, even at their start point as juniors. Future Research To evaluate the process of employability skills development, a further study can examine students’ perceptions prior to the capstone, during, and after to assess the progress and changes. To generalize the results, it would be valua-ble to investigate whether the findings of this study are consistent across different institutions and disciplines © (CC BY-NC 4.0) This article is licensed to you under a Creative Commons Attribution-NonCommercial 4.0 International License.","capstone projects; employability skills; information sys-tems studies; motivation; soft skills; student reflections","","","","","","","","Aasheim C. L., Williams S., Butler E. S., Knowledge and skill requirements for IT graduates, Journal of Computer Information Systems, 49, 3, pp. 48-53, (2009); Acuna S. T., Juristo N., Moreno A. 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"Salmon M.","Salmon, Michael (58289824800)","58289824800","Drivers of the global push for microcredentials in higher education: flexibility and employability in contemporary university systems","2023","Perspectives: Policy and Practice in Higher Education","27","4","","179","187","8","1","10.1080/13603108.2023.2229767","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164465982&doi=10.1080%2f13603108.2023.2229767&partnerID=40&md5=b8b8052f42473fc9428723c68ef9a691","School of Management, University of Bath, Bath, United Kingdom","Salmon M., School of Management, University of Bath, Bath, United Kingdom","The recent emergence of microcredentials, short courses leading to accreditation with an emphasis on work-aligned skills, is worthy of note due to its speed, scale and accompanying endorsement from governments and influential non-state actors worldwide. This paper analyses the reasons for this rapid growth which have been proposed in academic literature and policy documents, revealing a set of drivers associated with neoliberalism’s impact on higher education systems, such as the increasing demand for universities to offer vocational learning leading to improved employability outcomes. Beyond this, the global microcredentials landscape speaks to a wider conception of modern labour markets as markedly unstable and requiring great flexibility to navigate. The paper concludes with recommendations for higher education management practice in response to the microcredential boom in light of its underlying character. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","employability; flexibility; higher education; Microcredentials; neoliberalism","","","","","","","","Ashcroft K., Etmanski B., Fannon A.-M., Pretti T.J., Microcredentials and Work-Integrated Learning, International Journal of Work-Integrated Learning, 22, 3, pp. 423-432, (2021); Auld E., Morris P., Science by Streetlight and the OECD’s Measure of Global Competence: A new Yardstick for Internationalisation?, Policy Futures in Education, 17, 6, pp. 677-698, (2019); Bair R.A., Fox R.M., Bair B.T., Paris Message: One University’s Response, Journal of Education, pp. 1-6, (2021); Bamberger A., Morris P., Yemini M., Neoliberalism, Internationalisation and Higher Education: Connections, Contradictions and Alternatives, Discourse: Studies in the Cultural Politics of Education, 40, 2, pp. 203-216, (2019); 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Maina M.F., Ortiz L.G., Mancini F., Melo M.M., A Micro-Credentialing Methodology for Improved Recognition of HE Employability Skills, International Journal of Educational Technology in Higher Education, 19, 1, (2022); Marginson S., Nation-Building Universities in a Global Environment: The Case of Australia, Higher Education, 43, 3, pp. 409-428, (2002); Matherly C.A., Tillman M.J., Higher Education and the Employability Agenda, The Palgrave International Handbook of Higher Education Policy and Governance, pp. 281-299, (2015); McGreal R., Olcott D., A Strategic Reset: Micro-Credentials for Higher Education Leaders, Smart Learning Environments, 9, 1, (2022); Micro-credentials Linked to the Bologna Key Commitments, (2020); Challenges and Opportunities of Micro-Credentials in Europe. Briefing Paper on the Award, Recognition, Portability and Accreditation of Micro-Credentials: An Investigation Through Interviews with Key Stakeholders & Decision Makers, (2019); Mkansi M., Landman N., The Future of Work in Africa in the Era of 4IR–The South African Perspective, Africa Journal of Management, 7, sup1, pp. 17-30, (2021); Naidoo R., Jamieson I., Empowering Participants or Corroding Learning? Towards a Research Agenda on the Impact of Student Consumerism in Higher Education, Journal of Education Policy, 20, 3, pp. 267-281, (2005); Naidoo R., Williams J., The Neoliberal Regime in English Higher Education: Charters, Consumers and the Erosion of the Public Good, Critical Studies in Education, 56, 2, pp. 208-223, (2015); Nef J., Robles W., Globalization, Neoliberalism, and the State of Underdevelopment in the New Periphery, Journal of Developing Societies, 16, 1, pp. 27-48, (2000); Quality and Value of Micro-Credentials in Higher Education, (2021); Olcott D., Micro-Credentials: A Catalyst for Strategic Reset and Change in U.S. Higher Education, American Journal of Distance Education, 36, pp. 19-35, (2021); Oliver B., Micro-credentials: A Learner Value Framework: Provocation, Journal of Teaching and Learning for Graduate Employability, 12, 1, pp. 48-51, (2021); Olssen M., Neoliberal Competition in Higher Education Today: Research, Accountability and Impact, British Journal of Sociology of Education, 37, 1, pp. 129-148, (2016); Olssen M., Peters M.A., Neoliberalism, Higher Education and the Knowledge Economy: From the Free Market to Knowledge Capitalism, Journal of Education Policy, 20, 3, pp. 313-345, (2005); Ortiga Y.Y., The Flexible University: Higher Education and the Global Production of Migrant Labor, British Journal of Sociology of Education, 38, 4, pp. 485-499, (2017); Pechenkina E., Micro-Credentialing in Mobile Learning: Implications for Impactful Design, Handbook of Mobile Teaching and Learning, pp. 77-92, (2019); Penprase B.E., The Fourth Industrial Revolution and Higher Education, Higher Education in the Era of the Fourth Industrial Revolution, pp. 207-229, (2018); Philbeck T., Davis N., The Fourth Industrial Revolution: Shaping a New Era, Journal of International Affairs, 72, 1, pp. 17-22, (2018); Ralston S.J., Higher Education’s Microcredentialing Craze: A Postdigital-Deweyan Critique, Postdigital Science and Education, 3, 1, pp. 83-101, (2020); Reynoldson M., Marketing Micro-Credentials: An Analysis of Actors, Voices and Messages in Educational Innovation Discourse, Innovations in Education and Teaching International, pp. 1-11, (2022); Rizvi F., Lingard B., Globalizing Education Policy, (2010); Saunders D.B., Exploring a Customer Orientation: Free-Market Logic and College Students, The Review of Higher Education, 37, 2, pp. 197-219, (2014); Saunders D.B., Blanco Ramirez G., Resisting the Neoliberalization of Higher Education: A Challenge to Commonsensical Understandings of Commodities and Consumption, Cultural Studies ↔ Critical Methodologies, 17, 3, pp. 189-196, (2016); Selvaratnam R.M., Sankey M., An Integrative Literature Review of the Implementation of Micro-Credentials in Higher Education: Implications for Practice in Australasia, Journal of Teaching and Learning for Graduate Employability, 12, 1, pp. 1-17, (2021); Shields R., Globalization and International Student Mobility: A Network Analysis, Comparative Education Review, 57, 4, pp. 609-636, (2013); Sood I., Padron C.L., Pirkkalainen H., Camilleri A., D2.2 Future Impacts of Modularisation and Micro-Credentials on European Higher Education and List of Validated Scenarios, (2020); The Rise and Recognition of Micro-Credentials: Stacking Modules and the Future of the Qualification, (2022); Tomlinson M., ‘The Degree is Not Enough’: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Enders J., Naidoo R., The Teaching Excellence Framework: Symbolic Violence and the Measured Market in Higher Education, Critical Studies in Education, 61, 5, pp. 627-642, (2020); Thinking Higher and Beyond: Perspectives on the Futures of Higher Education to 2050, (2021); Wheelahan L., Moodie G., Analysing Micro-Credentials in Higher Education: A Bernsteinian Analysis, Journal of Curriculum Studies, 53, 2, pp. 212-228, (2021); Wheelahan L., Moodie G., Gig Qualifications for the Gig Economy: Micro-Credentials and the ‘Hungry Mile’, Higher Education, 83, pp. 1279-1295, (2021); Wheelahan L., Moodie G., Doughney J., Challenging the Skills Fetish, British Journal of Sociology of Education, 83, pp. 475-494, (2022); New Vision for Education: Unlocking the Potential of Technology, (2015); Yilik M.A., Micro-Credentials, Higher Education and Career Development: Perspectives of University Students, Higher Education Governance and Policy, 2, 2, pp. 126-139, (2021)","M. Salmon; School of Management, University of Bath, Bath, United Kingdom; email: mps61@bath.ac.uk","","Routledge","","","","","","13603108","","","","English","Perspect. Policy Pract. High. Educ.","Article","Final","","Scopus","2-s2.0-85164465982"
"Way C.","Way, Catherine (55234099300)","55234099300","Integrating the Achilles' heel sheet into assessing translator employability training","2023","Onomazein","","","","128","152","24","0","10.7764/onomazein.ne12.06","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165670646&doi=10.7764%2fonomazein.ne12.06&partnerID=40&md5=ea5cf751ea474bfa5ff103d52a8d7f3a","Departamento de Traducción e Interpretación, Universidad de Granada, Spain","Way C., Departamento de Traducción e Interpretación, Universidad de Granada, Spain","Since the Achilles' heel sheet (AHS) was first piloted in undergraduate translation courses at the University of Granada (UGR) in the early 2000s (Way, 2003, 2008), a considerable number of years have elapsed. During this time the AHS has been modified and refined to meet the growing needs of translator trainees. This article will describe the improvements made to the AHS over the last 14 years and also describe how, after initially being used in translation modules, it has also been used in the Translation Professions module of the Foundations of Professional Translation 1 subject1 of the postgraduate Master's Degree in Professional Translation. The introduction of the AHS in employability training has allowed us to align formative and summative assessment. By blending the use of diagnostic assessment, the AHS and the final summative assessment activity of the module, trainees are immersed in self-reflective situated learning. The activities not only guide them through an authentic first job application, but also promote self-regulated lifelong learning, critical thinking and introduce them to the importance of continuous professional development (CPD). © 2023 Pontificia Universidad Catolica de Chile. All rights reserved.","Achilles' heel sheet; continuous professional development; lifelong learning; self-reflection; self-regulated learning; situated learning","","","","","","","","Atkin J. Mayron, Black Paul, Coffey Janet E., Classroom Assessment and the National Science Education Standards, (2001); Brookfield Stephen D., Becoming a Critically Reflective Teacher, (1995); Calvo Elisa, Kelly Dorothy, Moron Marian, A project to boost and improve employability chances among translation and interpreting graduates in Spain, Teaching and Testing Interpreting and Translating, 2, pp. 209-226, (2010); Chouc Fanny, Calvo Elisa, Embedding employability in the curriculum and building bridges between academia and the work-place: a critical analysis of two approaches, La linterna del traductor, 4, (2011); Cuminatto Claire, Baines Roger, Drugan Joanna, Employability as an ethos in translator and interpreter training, The Interpreter and Translator Trainer, 11, 2-3, pp. 123-138, (2017); Ehrensberger-Dow Maureen, Heeb Andrea Hunziker, Massey Gary, Meidert Ursula, Neumann Silke, Becker Heidrun Karin, An international survey of the ergonomics of professional translation, ILCEA, 27, pp. 1-27, (2016); Ehrensberger-Dow Maureen, Massey Gary, Socio-technical issues in professional translation practice, Translation Spaces, 6, 1, pp. 104-121, (2017); Ehrensberger-Dow Maureen, Massey Gary, Translation workplace-based research, The Routledge Handbook of Translation and Technology, pp. 354-369, (2019); The EMT Translator Trainer Profile Competences of the Trainer in Translation, (2013); Employability, (2018); Evans Carol, Bunescu Luisa, Student Assessment: Thematic Peer Group Report, (2020); Garcia Canteli Ana, La gestión de proyectos de traducción: realidad académica vs realidad profesional [Translation Project Management: Academic versus Professional Reality], (2021); Haro-Soler Maria del Mar, Self-Confidence and its role in translator training: the students’ perspective, New Directions in Cognitive and Empirical Translation Process Research, pp. 131-160, (2018); Haro-Soler Maria del Mar, Teachers’ feedback, rubrics and translation students’ self-efficacy beliefs, Paper presented at the 2nd International Congress on Translation, Interpreting and Cognition Interdisciplinarity: the Way out of the Box, (2019); Hofstede Geert, Culture and Organizations. Software of the Mind. Intercultural Cooperation and its Importance for Survival, (1991); Kelly Dorothy, La traducción y la interpretación en España hoy: perspectivas profesionales, (2000); Kelly Dorothy, A Handbook for Translator Trainers, (2005); Kelly Dorothy, Translator competence contextualized. Translator training in the framework of higher education reform: in search of alignment in curricular design, Across Boundaries. 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Do ethics matter?, Third International Conference on Research into the Didactics of Translation, (2016); Conférence internationale permanente d'instituts universitaires de traducteurs et interprètes, (2013); Pietrzak Paulina, Students’ engagement in metacognitive activities as a source of feedback for the translation teacher, Journal of Translator Education and Translation Studies, 1, 1, pp. 45-67, (2016); Pietrzak Paulina, The role of self-assessment in balancing the distribution of power and control in translator training, Translation and Meaning, 2, pp. 173-190, (2016); Pietrzak Paulina, The effects of students’ self-regulation on translation quality, Babel, 64, 5-6, pp. 819-839, (2018); Pietrzak Paulina, The potential of reflective translator training, inTRAlinea Special Issue: New Insights into Translator Training, (2019); Pietrzak Paulina, Scaffolding student self-reflection in translator training”, Translation and Interpreting Studies, The Journal of the American Translation and Interpreting Studies Association, 4, 3, pp. 416-436, (2019); Pietrzak Paulina, Self-reflection as a strategy in metacognitive translator training, Metacognitive Translator Training, pp. 105-108, (2022); Pietrzak Paulina, Kornacki Michal, Focus on the translation trainee, Research in Language, 19, 2, pp. 107-115, (2021); Pintrich Paul. 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Royce, Formative Assessment and the Design of Instructional Systems, Instructional Science, 18, pp. 119-144, (1989); Schaeffner Christina, Translation Competence: Training for the Real World, Global Trends in Translator and Interpreter Training, pp. 30-45, (2012); Schaeffner Christina, Enhancing employability of graduates, (2014); Schon Donald A., The Reflective Practitioner: How Professionals Think in Action, (1983); Shreve Gregory M., The deliberate practice: translation and expertise, Journal of Translation Studies, 9, 1, pp. 27-42, (2006); Shreve Gregory M., Angelone Erik, Lacruz Isabel, Are expertise and translation competence the same? Psychological reality and the theoretical status of competence, Innovation and Expansion in Translation Process Research American Translators Association Scholarly Monograph Series XVIII, pp. 37-54, (2018); Way Catherine, Unpublished Teaching Project presented for promotion to Senior Lecturer, (2003); Way Catherine, Systematic assessment of translator competence: in search of Achilles’ heel, Translator and Interpreter Training: Issues, Methods and Debates, pp. 88-103, (2008); Way Catherine, Bringing professional practices into translation classrooms, The Changing Face of Translation, pp. 131-142, (2009); Way Catherine, Structuring a legal translation course: a framework for decision-making in legal translator training, Ashgate Handbook of Legal Translation, pp. 135-152, (2014); Way Catherine, Translator competence and beyond: new challenges for translator training, paper presented at the Second International Conference on Research into the Didactics of Translation DidTrad 2014; Way Catherine, A manageable combined assessment approach: competence and decision-making, the IATIS 5th International Conference, (2015); Way Catherine, Training and pedagogical implications, The Bloomsbury Companion to Language Industry Studies, pp. 179-207, (2019); Way Catherine, Fostering translator competence: the importance of effective feedback and motivation for translator trainees, Intralinea, (2019); Way Catherine, Beyond the classroom: transformative educational experiences through intra-university projects, Towards Authentic Experiential Learning in Translator Education, pp. 39-58, (2019); Way Catherine, Developing manageable individualised formative assessment of translator trainees through rubrics, Research in Language, 19, 2, pp. 135-154, (2021); Zimmerman Barry J., Becoming a self-regulated learner. An overview, Theory into Practice, 41, pp. 64-72, (2002)","C. Way; Departamento de Traducción e Interpretación, Universidad de Granada, Spain; email: cway@ugr.es","","Pontificia Universidad Catolica de Chile","","","","","","07171285","","","","English","Onomazein","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85165670646"
"Ibrahim K.; Oshodi O.S.; Osuizugbo I.C.; Owusu E.K.; Ibrahim A.; Shakantu K.K.","Ibrahim, Kabir (58157804100); Oshodi, Olalekan Shamsideen (56835686600); Osuizugbo, Innocent Chigozie (57217828830); Owusu, Emmanuel Kingsford (57194559605); Ibrahim, Abdulhafeez (58536187500); Shakantu, Kahilu Kajimo (58536103700)","58157804100; 56835686600; 57217828830; 57194559605; 58536187500; 58536103700","The usage of social media for learning and teaching in the built environment: a perspective from students","2023","International Journal of Construction Management","","","","","","","0","10.1080/15623599.2023.2239482","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85167901155&doi=10.1080%2f15623599.2023.2239482&partnerID=40&md5=241bc68771838066289e986b801ecd61","Department Quantity Surveying and Construction Management, University of Free State, Bloemfontein, South Africa; School of Engineering and Built Environment, Anglia Ruskin University, Chelmsford, United Kingdom; Department of Building Technology, Bells University of Technology, Ota, Nigeria; Department of Building and Real Estate, Hong Kong Polytechnic University, Hong Kong; Department of Building, Kaduna State University, Kaduna, Nigeria","Ibrahim K., Department Quantity Surveying and Construction Management, University of Free State, Bloemfontein, South Africa; Oshodi O.S., School of Engineering and Built Environment, Anglia Ruskin University, Chelmsford, United Kingdom; Osuizugbo I.C., Department of Building Technology, Bells University of Technology, Ota, Nigeria; Owusu E.K., Department of Building and Real Estate, Hong Kong Polytechnic University, Hong Kong; Ibrahim A., Department of Building, Kaduna State University, Kaduna, Nigeria; Shakantu K.K., Department Quantity Surveying and Construction Management, University of Free State, Bloemfontein, South Africa","Advancement in information and communication technologies has led to the emergence of Social Media (SM). SM platforms are used to facilitate information sharing and learning. Literature shows that SM platforms have been associated with effective learning and improved student academic performance. Despite the recorded successes, the use of SM platforms to support students’ learning in built environment programmes has not been fully investigated. To address this knowledge gap, the current study examines the barriers and drivers encouraging the use of SM technologies to support learning and teaching in built environment programmes based on the perspective of university students. The data for the study were collected using semi-structured interviews and questionnaires. The mean score (MS) was used to analyse the quantitative data, while the qualitative data were analysed using thematic analysis. The top-two drivers for using SM technologies are the need for collaboration among students and compatibility with a twenty-first-century education. The top-two barriers to using SM platforms are the cost of internet subscriptions and the quality of internet services available in a particular location. The result shows that students are willing to incorporate elements of online learning. The research contributes to the current body of knowledge by highlighting the drivers and barriers to using SM to support learning. Moreover, the outcome of this study may guide administrators in higher institutions and other education policymakers, specifically for developing countries, to make informed decisions regarding integrating SM technologies into learning and teaching. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","Built environment; fourth industrial revolution; learning and teaching; social media; students; technology innovation and graduate employability","","","","","","","","Adarkwah M.A., I’m not against online teaching, but what about us? 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Escamilla-Fajardo P., Alguacil M., Opez-Carril S., Sport & Tourism Education Incorporating TikTok in higher education: pedagogical perspectives from a corporal expression sport sciences course, J Hosp Leisure Sports Tourism Educ, 28, pp. 1-13, (2021); Evans C., Twitter for teaching: can social media be used to enhance the process of learning?, Br J Educ Technol, 45, 5, pp. 902-915, (2014); Farkas M., Participatory technologies, pedagogy 2.0 and information literacy, Library Hi Tech, 30, 1, pp. 82-94, (2012); Fasae J., Adegbilero-Iwari I., Use of social media by science students in public universities in Southwest Nigeria, Electron Lib, 34, 2, pp. 213-222, (2016); Fellows R., New research paradigms in the built environment, Constr Innovation, 10, 1, pp. 5-13, (2010); Gafni R., Deri M., Costs and benefits of Facebook for undergraduate students, IJIKM, 7, pp. 045-061, (2012); Gao F., Luo T., Zhang K., Tweeting for learning: a critical analysis of research on microblogging in education published in 2008–2011, Br J Educ Technol, 43, 5, pp. 783-801, (2012); 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A critical review of the literature on Facebook as a technology-enhanced learning environment, J Comput Assisted Learn, 29, 6, pp. 487-504, (2013); Manca S., Ranieri M., Facebook and the others. Potentials and obstacles of social media for teaching in higher education, Comput Educ, 95, pp. 216-230, (2016); Manca S., Snapping, pinning, liking or texting: investigating social media in higher education beyond Facebook, Internet Higher Educ, 44, (2020); Manning R., Keiper M., Jenny S., Pedagogical innovations for the millennial sport management student: socrative and Twitter, Sport Manage Educ J, 11, 1, pp. 45-54, (2017); Menzies R., Petrie K., Zarb M., A case study of Facebook use: outlining a multi-layer strategy for higher education, Educ Inf Technol, 22, 1, pp. 39-53, (2017); Mostafa R.B., Engaging students via social media: is it worth the effort?, J Market Educ, 37, 3, pp. 144-159, (2015); Munshi S.A., Mostafa G., Alam M., Uses of social networking sites among postgraduate students at University of Rajshahi, Bangladesh: a Study, DJLIT, 38, 1, pp. 34-40, (2018); Neier S., Zayer L.T., Students’ perceptions and experiences of social media in higher education, J Market Educ, 37, 3, pp. 133-143, (2015); Nhu P.P., Keong T., Wah L., Issues and challenges in using ICT for teaching English in Vietnam, CALL-EJ, 20, 3, pp. 140-155, (2019); Okai-Ugbaje S., Ardzejewska K., Imran A., Education sciences readiness, roles, and responsibilities of stakeholders for sustainable mobile learning adoption in higher education, Educ Sci, 10, 3, (2020); Ovaere S., Zimmerman D.D., Brady R.R., Social media in surgical training: opportunities and risks, J Surg Educ, 75, 6, pp. 1423-1429, (2018); Ozcan-Deniz G., Construction management education in cyberspace: a critical review and analysis, Int J Constr Manage, 22, 1, pp. 8-18, (2022); Poore M., Using social media in the classroom: a best practices guide, (2013); Rasiah R.R.V., Transformative higher education teaching and learning: using social media in a team-based learning environment, Procedia Soc Sci Behav, 123, pp. 369-379, (2014); Rodriguez J., Social media use in higher education: key areas to consider for educators, J Online Learn Teach, 7, 4, (2011); Shandraseharan A., Kulatunga U., Social media for disaster management: the Sri Lankan context, Int J Constr Manage, 23, 4, pp. 648-655, (2023); Skiera B., Hinz O., Spann M., Social media and academic performance: does the intensity of Facebook activity relate to good grades?, Schmalenbach Bus Rev, 67, 1, pp. 54-72, (2015); Sobaih A.E., Moustafa M., Ghandforoush P., Khan M., To use or not use? Social media in higher education in developing countries, Comput Hum Behav, 58, pp. 296-305, (2016); Sobaih A., Moustafa M., Speaking the same language: the value of social networking sites for hospitality and tourism higher education in Egypt, J Hosp Manage Tourism Educ, 28, 1, pp. 21-31, (2016); Tamal M.A., Antora M., Mohammed K., Abdul M., Miah P., Adverse impacts of social networking sites on academic result: investigation, cause identification and solution, IJACSA, 10, 12, pp. 542-553, (2019); Tang Q., Gu B., Whinston A.B., Content contribution for revenue sharing and reputation in social media: a dynamic structural model, J Manage Inform Syst, 29, 2, pp. 41-76, (2012); Tess P., The role of social media in higher education classes (real and virtual)–a literature review, Comput Hum Behav, 29, 5, pp. A60-A68, (2013); Tur G., Marin V.I., Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity, NApprEdR, 4, 1, pp. 46-43, (2014); Ulla M.B., Perales W., The adoption of Facebook as a virtual class whiteboard: promoting EFL students’ engagement in language tasks, Tesol J, 11, 3, pp. 1-4, (2020); Ursachi G., Horodnic I.A., Zait A., How reliable are measurement scales? External factors with indirect influence on reliability estimators, Procedia Econ Fin, 20, pp. 679-686, (2015); van den Beemt A., Thurlings M., Willems M., Towards an understanding of social media use in the classroom: a literature review, Technol Pedagogy Educ, 29, 1, pp. 35-55, (2020); van den Eijnden R.J., Lemmens J.S., Valkenburg P.M., The social media disorder scale, Comput Hum Behav, 61, pp. 478-487, (2016); Vicheanpanya J., E-learning management system model for Thai society, IJIET, 4, 1, pp. 67-70, (2014); Wickramanayake L., Jika S.M., Social media use by undergraduate students of education in Nigeria: a survey, EL, 36, 1, pp. 21-37, (2018); Wilken R., Places nearby: Facebook as a location-based social media platform, New Media Soc, 16, 7, pp. 1087-1103, (2014); Yussiff A.S., Ahmad W.F.W., Oxley A., An exploration of Social Media Technologies and their potential uses in higher educational institutions: a case study of Universiti Teknologi PETRONAS, IEEE Conference on E-Learning, E-Management and E-Service, pp. 7-12, (2013); Zhou H., Pan Q., Information, community, and action on Sina-Weibo: How Chinese philanthropic NGOs use social media, Voluntas Int J Volunt Nonprofit Organ, 27, pp. 2433-2457, (2016)","K. Ibrahim; Department Quantity Surveying and Construction Management, University of Free State, Bloemfontein, South Africa; email: ibrokb@yahoo.com","","Taylor and Francis Ltd.","","","","","","15623599","","","","English","Int. J. Constr. Manage.","Article","Article in press","","Scopus","2-s2.0-85167901155"
"Efeoğlu İ.E.; Kılınçarslan Ö.","Efeoğlu, İbrahim Efe (57189379615); Kılınçarslan, Ömür (57558907200)","57189379615; 57558907200","How do individuals with autism participate in work life? A study on inclusive employability","2023","Equality, Diversity and Inclusion","","","","","","","0","10.1108/EDI-09-2022-0254","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85170661627&doi=10.1108%2fEDI-09-2022-0254&partnerID=40&md5=a179f1311a0579eb0ea089378b395a4f","Faculty of Business Administration, Adana Alparslan Türkeş Science and Technology University, Adana, Turkey","Efeoğlu İ.E., Faculty of Business Administration, Adana Alparslan Türkeş Science and Technology University, Adana, Turkey; Kılınçarslan Ö., Faculty of Business Administration, Adana Alparslan Türkeş Science and Technology University, Adana, Turkey","Purpose: In studies considering the employment of individuals with autism, the organisational context – which consists of the behaviours and attitudes of employees – has frequently been neglected. This study investigates the employment of workers with autism, who have an intellectual disability (AID) in Türkiye. The study aims to understand the perspectives of managers and co-workers with regard to the employment of individuals with AID. Design/methodology/approach: The authors conducted interviews with 23 people who were the co-workers, managers and parents of workers with AID. They also reviewed performance documents concerning employees with AID and analysed the data using qualitative content analysis. Findings: The employment of individuals with AID has caused concern amongst employees within organisations. However, training activities have raised awareness of autism amongst those employees. This new awareness has overcome initial negative judgements about the employment of individuals with AID, turning these instead into positive ones. Thus, social interaction between workers with AID and their co-workers has increased. Practical implications: This research provides evidence of the positive impact of employees with AID on companies and shows that employing individuals with AID in inclusive contexts improves their quality of life. It also provides guidance for the design of training programmes for employees and the adaptation processes of people with disabilities in the workplace. Originality/value: This study emphasises the role of the organisational context in the successful employment of people with AID in supported employment settings. It could contribute to changing attitudes and negative expectations and guide interventions in these contexts. © 2023, Emerald Publishing Limited.","Autism; Employee relations; Intellectual disability; Managing diversity; Workers with autism; Workplace disability","","","","","","","","Allen K.D., Burke R.V., Howard M.R., Wallace D.P., Bowen S.L., Use of audio cuing to expand employment opportunities for adolescents with autism spectrum disorders and intellectual disabilities, Journal of Autism and Developmental Disorders, 42, 11, pp. 2410-2419, (2012); Allport G.W., The Nature of Prejudice, (1954); Bonaccio S., Connelly C.E., Gellatly I.R., Jetha A., Martin Ginis K.A., The participation of people with disabilities in the workplace across the employment cycle: employer concerns and research evidence, Journal of Business and Psychology, 35, 2, pp. 135-158, (2020); Carvalho-Freitas M., Stathi S., Reducing workplace bias toward people with disabilities with the use of imagined contact, Journal of Applied Social Psychology, 47, 5, pp. 256-266, (2017); Chan W., Smith L.E., Hong J., Greenberg J.S., Lounds Taylor J., Mailick M.R., Factors associated with sustained community employment among adults with autism and co-occurring intellectual disability, Autism, 22, 7, pp. 794-803, (2018); Cinar I., Cinar S., Sarikaya E., Yagizefe D., Economic burden of families in autism spectrum disorder/pervasive developmental disorder, Hacettepe Journal of Health Administration, 26, 1, pp. 49-64, (2023); Cohen L., Manion L., Morrison K., Research Methods in Education, (2017); Dreaver J., Thompson C., Girdler S., Adolfsson M., Black M.H., Falkmer M., Success factors enabling employment for adults on the autism spectrum from employers' perspective, Journal of Autism and Developmental Disorders, 50, 5, pp. 1657-1667, (2020); Dwertmann D.J.G., Gostautaite B., Kazlauskaite R., Buciuniene I., Receiving service from a person with a disability: stereotypes, perceptions of corporate social responsibility, and the opportunity for increased corporate reputation, Academy of Management Journal, 66, 1, pp. 133-163, (2023); 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Suri H., Purposeful sampling in qualitative research synthesis, Qualitative Research Journal, 11, 2, pp. 63-75, (2011); Down sendromu, otizm ve diğer gelişim bozukluklarının yaygınlığının tespiti ile i̇lgili bireylerin ve ailelerinin sorunlarının çözümü i̇çin alınması gereken tedbirlerin belirlenmesi amacıyla kurulan meclis araştırma komisyonu raporu, Türkiye Büyük Millet Meclisi Yayınları, (2020); Tongco M.D.C., Purposive sampling as a tool for informant selection, Ethnobotany Research and Applications, 5, pp. 147-158, (2007); Address Based Population Registration System, (2019); Vogus T.J., Taylor J.L., Flipping the script: bringing an organizational perspective to the study of autism at work, Autism, 22, 5, pp. 514-640, (2018); Vornholt K., Uitdewilligen S., Nijhuis F.J., Factors affecting the acceptance of people with disabilities at work: a literature review, Journal of Occupational Rehabilitation, 23, 4, pp. 463-475, (2013); Waisman-Nitzan M., Gal E., Schreuer N., Employers' perspectives regarding reasonable accommodations for employees with autism spectrum disorder, Journal of Management and Organization, 25, 4, pp. 481-498, (2019); Wilczynski S.M., Trammell B., Clarke L.S., Improving employment outcomes among adolescents and adults on the autism spectrum, Psychology in the Schools, 50, 9, pp. 876-887, (2013); Yidirim Ari I., Evaluation of employer's obligations to workers with autism spectrum disorder, Journal of Interdisciplinary Innovation Studies, 1, 2, pp. 163-168, (2021); Yin R.K., The case study crisis: some answers, Administrative Science Quarterly, 26, 1, pp. 58-65, (1981)","Ö. Kılınçarslan; Faculty of Business Administration, Adana Alparslan Türkeş Science and Technology University, Adana, Turkey; email: okilincarslan@atu.edu.tr","","Emerald Publishing","","","","","","20407149","","","","English","Equal. Diversity Incl.","Article","Article in press","","Scopus","2-s2.0-85170661627"
"Medforth N.; Boyle C.","Medforth, Nicholas (56826146900); Boyle, Caroline (56660384900)","56826146900; 56660384900","Challenges, Complexity, and Developments in Transition Services for Young People with Disabilities, Mental Health, and Long-Term Conditions: An Integrative Review","2023","Comprehensive Child and Adolescent Nursing","46","3","","180","200","20","1","10.1080/24694193.2023.2245473","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168974057&doi=10.1080%2f24694193.2023.2245473&partnerID=40&md5=728036b88e4884a535befa4a7f1c692b","Faculty of Health, Liverpool John Moores University, United Kingdom","Medforth N., Faculty of Health, Liverpool John Moores University, United Kingdom; Boyle C., Faculty of Health, Liverpool John Moores University, United Kingdom","Transition to adulthood for young people is complex and multi-faceted, with additional hurdles for young people who have disabilities, long-term, or life-limiting conditions or mental health problems. The challenges in providing effective transition support are not new; researchers, policymakers, commissioners, and service providers have been grappling with the problem for several decades, with varying degrees of success. The aims of this integrative review were firstly to build on previous research to synthesize and evaluate recently published evidence. Secondly to provide an overview of the effectiveness of interventions (in one or a combination of health, social care, and education transitions) designed to support transition to adulthood in these groups of young people. A search of a range of databases retrieved published literature from January 2015 to January 2021 demonstrating global interest in the topic. Fifty-one articles were included following an appraisal of quality and eligibility. Qualitative, quantitative, mixed methods studies, and evidence synthesis were included. Some studies were clinically orientated whilst others examined the impact of the transition process, or utilized participatory approaches which give young service-users and families a voice. Transition between children’s and adult health or care services as well as other life-course trajectories, such as life-skills development, education transitions, social inclusion and employability were evaluated. Thematic analysis and synthesis of articles retrieved in this review highlighted themes identified in previous reviews: timing of, and preparation for transition; perceptions and experience of transition; barriers and facilitators; transition outcomes. Additional themes included special considerations; dealing with complexity; advocacy, participation, autonomy, aspirations, and young people’s rights; future work, research, and evaluation. Novel perspectives and diverse data sources contributed to holistic understanding of an ongoing priority for international policy, service development, and research: the complexity of providing effective transition support and achieving positive outcomes for young people with long-term and life-limiting health conditions, disabilities, and mental health difficulties. © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.","disability; long term condition; mental health; Transition; young people","Adolescent; Adult; Child; Disabled Persons; Educational Status; Humans; Mental Health; Research Personnel; Social Support; adolescent; adult; child; disabled person; educational status; human; mental health; personnel; social support","","","","","","","Accardo A.L., Kuder S.J., Woodruff J., Accommodations and support services preferred by college students with autism spectrum disorder, Autism, 23, 3, pp. 574-583, (2018); Allcock A., Disability, poverty, and transitional support, ESS Outline, (2019); Allemang B., Allan K., Johnson C., Cheong M., Cheung P., Odame I., Ward R., Williams S., Mukerji G., Kuo K.H.M., Impact of a transition program with navigator on loss to follow‐up, medication adherence, and appointment attendance in hemoglobinopathies, Pediatric Blood & Cancer, 66, 8, (2019); Allemang B., Dimitropoulous G., Samuel S., Mackie A., Morgan-Maver E., Pinzon J.L., More than simply “letting go”: Stakeholder perspectives on parental roles in health care transition, Journal of Adolescent and Family Health, 10, 1, (2019); Allende Richter S., Ramirez M., Khoury Z., Bourgeois F., Epee-Bounya A., O'Hare K., Assessment of self-management skills towards transition readiness and patient portal use among Hispanic adolescent and young adult patients, BMJ Paediatrics Open, 4, 1, (2020); Baethge C., Goldbeck-Wood S., Mertens S., SANRA—a scale for the quality assessment of narrative review articles, Research Integrity and Peer Review, 4, 1, (2019); Bhawra J., Toulany A., Cohen E., Moore Hepburn C., Guttmann A., Primary care interventions to improve transition of youth with chronic health conditions from paediatric to adult healthcare: A systematic review, BMJ Open, 6, 5, (2016); Boyce D.M., Devinsky O., Meskis M.A., Barriers to transition from pediatric to adult care for patients with Dravet syndrome: A focus group study of caregivers, Epilepsy & Behavior, 109, (2020); Bratt E.L., Burstrom A., Hanseus K., Rydberg A., Berghammer M., Do not forget the parents-Parents’ concerns during transition to adult care for adolescents with congenital heart disease, Child: Care, Health and Development, 44, 2, pp. 278-284, (2017); Braun V., Clarke V., Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches, Counselling and Psychotherapy Research, 21, pp. 37-47, (2021); Broome M., Integrative literature reviews for the development of concepts, Concept development in nursing, pp. 231-250, (1993); Camfield P.R., Andrade D., Camfield C.S., Carrizosa-Moog J., Appleton R., Baulac M., Brown L., Menachem E.B., Cross H., Desguerre I., Grant C., How can transition to adult care be best orchestrated for adolescents with epilepsy?, Epilepsy & Behavior, 93, pp. 138-147, (2019); Campbell F., Biggs K., Aldiss S.K., O'Neill P.M., Clowes M., McDonagh J., While A., Gibson F., Transition of care for adolescents from paediatric services to adult health services, Cochrane Database of Systematic Reviews, (2016); From the pond into the sea: Children’s transition to adult health services, Care Quality Commission, (2014); Caton S., Kagan K., Comparing transition expectations of young people with moderate learning disabilities with other vulnerable youth and with their non‐disabled counterparts, Disability & Society, 22, 5, pp. 473-488, (2007); Recommendations to improve health of children and young people, Children and Young People’s Health Outcomes Forum, (2012); Colver A., McConachie H., Le Couteur A., Dovey-Pearce G., Mann K.D., McDonagh J.E., Pearce M.S., Vale L., Merrick H., Parr J.R., A longitudinal, observational study of the features of transitional healthcare associated with better outcomes for young people with long-term conditions, BMC Medicine, 16, 1, (2018); Colver A., Rapley T., Parr J.R., McConachie H., Dovey-Pearce G., Couteur A.L., McDonagh J.E., Bennett C., Hislop J., Maniatopoulos G., Mann K.D., Merrick H., Pearce M.S., Reape D., Vale L., Facilitating the transition of young people with long-term conditions through health services from childhood to adulthood: The transition research programme, Programme Grants for Applied Research, 7, 4, pp. 1-244, (2019); Cooper H., Synthesizing research: a Guide for literature reviews, (1998); Crowley R., Wolfe I., Lock K., McKee M., Improving the transition between paediatric and adult healthcare: A systematic review, Archives of Disease in Childhood, 96, 6, pp. 548-553, (2011); Dunn V., Young people, mental health practitioners and researchers co-produce a transition preparation programme to improve outcomes and experience for young people leaving Child and Adolescent MEntal Health Services (CAMHS), BMC Health Services Research, 17, 1, (2017); Gauthier-Boudreault C., Couture M., Gallagher F., How to facilitate transition to adulthood? Innovative solutions from parents of young adults with profound intellectual disability, Journal of Applied Research in Intellectual Disabilities, 31, pp. 215-223, (2017); Gonzalez F., Celin R., de Las Mercedes Roizen M., Mato M., Garcia Arrigoni R., Ugo P., Staciuk R., Fano V., Status of the transition/transfer process for adolescents with chronic diseases at a national pediatric referral hospital in Argentina, Archivos argentinos de pediatria, 115, 6, (2017); Gorter J.W., Stewart D., Cohen E., Hlyva O., Morrison A., Galuppi B., Nguyen T., Amaria K., Punthakee Z., Are two youth-focused interventions sufficient to empower youth with chronic health conditions in their transition to adult healthcare: A mixed-methods longitudinal prospective cohort study, BMJ Open, 5, 5, (2015); Greenhalgh T., How to read a paper: Papers that summarise other papers (systematic reviews and meta-analyses), BMJ, 315, (1997); Hall R., Brent Z., Franco J., Isaacs M., Shegro T., A toolkit for participatory action research, International Research Development Centre-Canada, (2017); Harris R., Complexities and challenges of transition to adult services in adolescents with vertically transmitted HIV infection, Journal of Family Planning and Reproductive Health Care, 41, 1, pp. 64-67, (2015); Hartman L.R., McPherson A.C., Maxwell J., Lindsay S., Exploring the ICF-CY as a framework to inform transition programs from paediatric to adult healthcare, Developmental Neurorehabilitation, 21, 5, pp. 312-325, (2017); Harun D., Che'din N., Mohd Rasdi H.F., Shamsuddin K., Employment experiences among young Malaysian adults with learning disabilities, International Journal of Environmental Research and Public Health, 17, 1, (2019); Hayward-Bell B., The experiences of young people who move from child to adult mental health services with support from a transition service, (2016); Hendrickx G., De Roeck V., Maras A., Dieleman G., Gerritsen S., Purper-Ouakil D., Tremmery S., Challenges during the transition from child and adolescent mental health services to adult mental health services, BJPsych Bulletin, 44, 4, pp. 163-168, (2020); Hepburn C.M., Cohen E., Bhawra J., Weiser N., Hayeems R.Z., Guttmann A., Health system strategies supporting transition to adult care, Archives of Disease in Childhood, 100, 6, pp. 559-564, (2015); Hilderson D., Moons P., Van der Elst K., Luyckx K., Wouters C., Westhovens R., The clinical impact of a brief transition programme for young people with juvenile idiopathic arthritis: Results of the DON’T RETARD project, Rheumatology, 55, 1, pp. 133-142, (2015); Hong Q.N., Pluye P., Fabregues S., Bartlett G., Boardman F., Cargo M., Vedel I., Mixed methods appraisal tool (MMAT), version 2018, (2018); Hopia H., Latvala E., Liimatainen L., Reviewing the Methodology of Integrative Review, Journal of the Caring Sciences, 30, 4, pp. 662-669, (2016); Hotez E., Shane-Simpson C., Obeid R., DeNigris D., Siller M., Costikas C., Gillespie-Lynch K., Designing a Summer transition program for incoming and Current college students on the autism spectrum: A participatory approach, Frontiers in Psychology, 9, (2018); 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An Italian longitudinal retrospective study, BMJ Open, 9, 11, (2019); Waldboth V., Patch C., Mahrer-Imhof R., Metcalfe A., Living a normal life in an extraordinary way: A systematic review investigating experiences of families of young people’s transition into adulthood when affected by a genetic and chronic childhood condition, International Journal of Nursing Studies, 62, pp. 44-59, (2016); Whittemore R., Knafl K., The integrative review: Updated methodology, Journal of Advanced Nursing, 52, 5, pp. 546-553, (2005); Williams H., Using a sociocultural framework to explore the experiences of visually impaired young people who leave school: their transition experiences, feelings of independence and sense of identity during the transition process: an interpretative phenomenological analysis, (2015); Young-Southward G., Philo C., Cooper S.-A., What effect does transition have on health and well-being in young people with intellectual disabilities? A systematic review, Journal of Applied Research in Intellectual Disabilities, 30, 5, pp. 805-823, (2016); Zhou H., Roberts P., Dhaliwal S., Della P., Transitioning adolescent and young adults with chronic disease and/or disabilities from paediatric to adult care services - an integrative review, Journal of Clinical Nursing, 25, 21-22, pp. 3113-3130, (2016)","N. Medforth; Faculty of Health, John Moores University, Liverpool, L2 2QP, United Kingdom; email: n.medforth@ljmu.ac.uk","","Taylor and Francis Ltd.","","","","","","24694193","","","37639678","English","Compr. Child  Adolesc. Nurs.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85168974057"
"Troje D.","Troje, Daniella (57203212322)","57203212322","Improving social value through facilities management: Swedish housing companies","2023","Buildings and Cities","4","1","","749","766","17","0","10.5334/bc.327","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172454671&doi=10.5334%2fbc.327&partnerID=40&md5=f9714b304aab451a9d8c32f30e99e6cc","Department of Real Estate and Construction Management, School of Architecture and the Built Environment, KTH Royal Institute of Technology, Stockholm, Sweden","Troje D., Department of Real Estate and Construction Management, School of Architecture and the Built Environment, KTH Royal Institute of Technology, Stockholm, Sweden","Housing companies create, maintain and develop an important part of the built environment. Besides their core activity of providing housing, they can increasingly also mitigate societal problems and contribute to social, environmental and financial sustainability. One contribution to sustainability by housing companies is to create meaningful activities for tenants that benefit their employability, skills, careers, and physical and mental wellbeing. These ‘activity interventions’ are used as a vehicle to create social value. However, it is unclear what sort of impact these interventions have, and how they affect housing companies’ financial value. This paper investigates: (1) Swedish housing companies’ initiatives to provide meaningful ‘activity interventions’ for tenants; (2) what value these interventions create; and (3) how social value creation relates to financial value. Observations and interviews (n = 23) with Swedish housing companies are mapped onto a social value creation framework. The findings reveal several types of employment, educational and leisure activities that have been created for tenants, and the areas in which these initiatives create the most social value. Social value creation is often used as risk management to mitigate issues related to criminality, welfare-dependent tenants and decreased property values. © 2023 The Author(s).","criminality; education; employment; facilities management; housing; social value; Sweden; tenants; wellbeing","","","","","","","","Alexander K., Brown M., Community-based facilities management, Facilities, 24, 7–8, pp. 250-268, (2006); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Dixon T., Measuring the social sustainability of new housing development: A critical review of assessment methods, Journal of Sustainable Real Estate, 11, 1, pp. 16-39, (2019); Elander I., Gustavsson E., From policy community to issue networks: Implementing social sustainability in a Swedish urban development programme, Environment and Planning C: Politics and Space, 37, 6, pp. 1082-1101, (2019); Etikan I., Musa S. A., Alkassim R. 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Troje; Department of Real Estate and Construction Management, KTH Royal Institute of Technology, Stockholm, Sweden; email: troje@kth.se","","Web Portal Ubiquity Press","","","","","","26326655","","","","English","Build. Cities.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85172454671"
"Pinto L.H.; Portugal R.; Viana P.","Pinto, Luisa Helena (37089361300); Portugal, Rita (58547724700); Viana, Patricia (58547104800)","37089361300; 58547724700; 58547104800","What is in your résumé? The effects of multiple social categories in résumé screening","2023","Personnel Review","","","","","","","0","10.1108/PR-04-2023-0290","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168680849&doi=10.1108%2fPR-04-2023-0290&partnerID=40&md5=a0f26026d1a047603e3ef4aa7a067791","School of Economics, University of Porto, Porto, Portugal","Pinto L.H., School of Economics, University of Porto, Porto, Portugal; Portugal R., School of Economics, University of Porto, Porto, Portugal; Viana P., School of Economics, University of Porto, Porto, Portugal","Purpose: Numerous studies have shown that minority workers are disadvantaged in the labour market due to stereotypes and discrimination. However, published research on résumé screening has overlooked the effects of multiple social categorisations pertaining to candidates' gender, education and origin. This study addresses this gap and examines whether the gender, the level of education and the national origin cues mentioned in the résumé affect the perceived employability of candidates. Design/methodology/approach: This study employs an experimental between-subjects factorial design in that 12 résumés varying in gender, education and national origin were rated by 373 Portuguese working adults. Findings: The results documented a gender premium as women were favoured in interpersonal and job skills but not in job suitability, and an education premium, since higher educated candidates were preferred despite their gender and origin. No meaningful interactions for gender × education × national origin were observed, which suggests that ingroup favouritism and outgroup discrimination in résumé screening can be averted. Originality/value: The findings endorse a multidimensional view of perceived employability by investigating candidates' skills and job suitability from the viewpoint of the decision-makers, which extends our understanding of résumé-screening discrimination. This is critical to prevent hiring discrimination at an earlier career stage, which can increase youth employment and enhance the integration in the labour market of local minorities such as women, inexperienced workers and second-generation immigrants. © 2023, Luisa Helena Pinto, Rita Portugal and Patricia Viana.","Hiring discrimination; Ingroup favouritism; Multiple social categorisation; Outgroup discrimination; Perceived employability; Quantitative; Résumé screening","","","","","","Fundação para a Ciência e a Tecnologia, FCT, (UIDB/04105/2020)","Funding: This research has been financed by Portuguese public funds through FCT - Fundação para a Ciência e a Tecnologia, I.P., in the framework of the project with reference UIDB/04105/2020.","Alecu A.I., Which doctors do we trust? 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Pinto L.H., Fernandes E., Xinyan L., The community of Chinese ‘expat-preneurs’: understanding the challenges of doing business abroad, Journal of Enterprising Communities: People and Places in the Global Economy, ahead-of-print, ahead-of-print, (2023); Piopiunik M., Schwerdt G., Simon L., Woessmann L., Skills, signals, and employability: an experimental investigation, European Economic Review, 123, (2020); Richardson J.T.E., Eta squared and partial eta squared as measures of effect size in educational research, Educational Research Review, 6, 2, pp. 135-147, (2011); Rotar L.J., Pamic R.K., Bojnec S., Contributions of small and medium enterprises to employment in the European Union countries, Economic Research-Ekonomska Istraživanja, 32, 1, pp. 3302-3314, (2019); Scott F.J., Connell P., Thomson L.A., Willison D., Empowering students by enhancing their employability skills, Journal of Further and Higher Education, 43, 5, pp. 692-707, (2019); Scurry T., Blenkinsopp J., Under‐employment among recent graduates: a review of the literature, Personnel Review, 40, 5, pp. 643-659, (2011); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers' perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2019); Tajfel H., Turner J.C., The social identity theory of intergroup behavior, Psychology of Intergroup Relation, pp. 276-293, (1986); Tsai W.C., Chi N.-W., Huang T.C., Hsu A.J., The effects of applicant résumé contents on recruiters' hiring recommendations: the mediating roles of recruiter fit perceptions, Applied Psychology, 60, 2, pp. 231-254, (2011); Vanhercke D., Cuyper N.D., Peeters E., Witte H.D., Defining perceived employability: a psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Wolgast S., Bjorklund F., Backstrom M., Applicant ethnicity affects which questions are asked in a job interview, Journal of Personnel Psychology, 17, 2, pp. 66-74, (2018); Wulff J.N., Villadsen A.R., Are survey experiments as valid as field experiments in management research? An empirical comparison using the case of ethnic employment discrimination, European Management Review, 17, 1, pp. 347-356, (2020); Zschirnt E., Ruedin D., Ethnic discrimination in hiring decisions: a meta-analysis of correspondence tests 1990-2015, Journal of Ethnic and Migration Studies, 42, 7, pp. 1115-1134, (2016)","L.H. Pinto; School of Economics, University of Porto, Porto, Portugal; email: lhpinto@fep.up.pt","","Emerald Publishing","","","","","","00483486","","","","English","Pers. Rev.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85168680849"
"Vrbančič F.; Kocijančič S.","Vrbančič, Franc (35175091300); Kocijančič, Slavko (6602616439)","35175091300; 6602616439","Strategy for learning microcontroller programming—a graphical or a textual start?","2023","Education and Information Technologies","","","","","","","0","10.1007/s10639-023-12024-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164827788&doi=10.1007%2fs10639-023-12024-9&partnerID=40&md5=dbe542179c25e23ac831fbae730d6e72","Faculty of Education, Ljubljana, University of Ljubljana, Kardeljeva ploščad 16, Sl, Ljubljana, 1000, Slovenia","Vrbančič F., Faculty of Education, Ljubljana, University of Ljubljana, Kardeljeva ploščad 16, Sl, Ljubljana, 1000, Slovenia; Kocijančič S., Faculty of Education, Ljubljana, University of Ljubljana, Kardeljeva ploščad 16, Sl, Ljubljana, 1000, Slovenia","Microcontroller programming competencies contribute to the sustainable employability of engineering graduates of both higher and secondary education. To develop the required programming skills, one of the challenges for educators is to determine which programming environments should be implemented in introductory programming courses. Conceptually, graphical (e.g. iconic or diagrammatic) environments appear to be very different from textual environments. Our study focused on a programming course in a mechatronics vocational training programme at the secondary school level in Slovenia. To investigate the expectations of potential employers towards our graduates, we surveyed local companies. Out of 104 respondents, 90 (86.5%) expected graduates to be able to use various programming environments, including upcoming ones. In our study, we divided 114 students into two groups of equal prior knowledge. Group A started the course with a textual programming environment and switched to a graphical one in the second sequence, while group B followed a reverse sequence. Group A achieved better test results after both sequences. Knowledge transfer, as measured by normalised learning gains, was also in favour of group A. We concluded that it is more efficient to start with the textual environment and then continue with the graphical environment. The results of this study open up some challenges for further research to investigate the effectiveness of introductory programming courses based on programmable electronics with students of similar ages. Further research should consider the specific requirements of the different courses but should also the effectiveness of knowledge transfer between different programming environments. © 2023, The Author(s).","Improving classroom teaching; Introductory programming; Secondary education; Teaching/learning strategies; Textual vs graphical environment","","","","","","","","Armoni M., Meerbaum-Salant O., Ben-Ari M., From Scratch to “real” programming, ACM Transactions on Computing Education, 14, 4, (2015); Bishop R.H., Mechatronics: An Introduction, Taylor & Francis Press, USA, (2006); Coban E., Korkmaz O., Cakir R., Ugur Erdogmus F., Attitudes of IT teacher candidates towards computer programming and their self-efficacy and opinions regarding to block-based programming, Education and Information Technologies, 25, 5, pp. 4097-4114, (2020); Which Environment is More Suitable for Novice Programmers: Editor/Command Line/Console Environment Vs. Integrated Development Environment? The University of Alabama TUSCALOOSA, (2009); Ericsson K.A., The Influence of Experience and Deliberate praxis on the Development of Superior Expert Performance. The Cambridge Handbook of Expertise and Expert Performance, pp. 685-706, (2006); Erol O., Cirak N.S., The effect of a programming tool scratch on the problem-solving skills of middle school students, Education and Information Technologies, pp. 1-22, (2021); Grover S., Pea R., Computational Thinking in K–12 A Review of the State of the Field, Educational Researcher, 42, 1, pp. 38-43, (2013); Hake R.R., Interactive-Engagement Versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses, American Journal of Physics, 66, 1, pp. 64-74, (1998); Hawi N., Causal attributions of success and failure made by undergraduate students in an introductory-level computer programming course, Computers & Education, 54, 4, pp. 1127-1136, (2010); Hu Y., Chen C.-H., Su C.-Y., Exploring the effectiveness and moderators of block-based visual programming on student learning: A meta-analysis, Journal of Educational Computing Research, 58, 8, pp. 1467-1493, (2021); International Standard Classification of Education, United Nations Educational, Scientific and Cultural Organization (UNESCO), (2011); Jakos F., Verber D., Learning Basic Programing Skills with Educational Games A Case of Primary Schools in Slovenia, Journal of Educational Computing Research, (2016); Kafai Y.B., Burke Q., Computer programming goes back to school, Phi Delta Kappan, 95, 1, pp. 61-65, (2013); SPSS tutorials: Independent samples t Test, (2020); Krathwohl D.R., A Revision of Bloom’s Taxonomy: An Overview, Theory into Praxis, 41, 4, pp. 212-218, (2002); Kuncic B., Zlender M., Mesko B., Analiza vprašalnika za ugotavljanje profilov poklicev na področju mehatronike (Poročilo), Institute of the Republic of Slovenia for Vocational Education and Training – Ljubljana, (2004); Louca T.L., Zacharia C.Z., The Use of Computer based Programming Environments as Computer Modelling Tools in Early Science Education: The cases of textual and graphical program languages, International Journal of Science Education, 30, 3, pp. 287-323, (2008); McKagan S., Sayre E., Madsen A., Normalized gain: What is it and when and how should I use it? 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The way forward for computing in UK schools, Royal Academy of Engineering, (2012); Tiernan P., Enhancing the learning experience of undergraduate technology students with LabVIEW™ software, Computers & Education, 55, 4, pp. 1579-1588, (2010); Topalli D., Cagiltay N.E., Improving programming skills in engineering education through problem-based game projects with Scratch, Computers & Education, 120, pp. 64-74, (2018); Tupac-Yupanqui M., Vidal-Silva C., Pavesi-Farriol L., Sanchez Ortiz A., Cardenas-Cobo J., Pereira F., Exploiting Arduino Features to Develop Programming Competencies, IEEE Access, 10, pp. 20602-20615, (2022); Didactic tool eProDas-Rob1 as a working main aim for gifted students, INFIRO Proceedings, pp. 77-83, (2013); Vygotsky L.S., Mind and Society. Chapter 6 – Interaction between Learning and Development. Cambridge, (1978); Weintrop D., Wilensky U., Comparing Block-Based and Text-Based Programming in HighSchool Computer Science Classrooms., 18, 1, (2017); Winslow L.E., Programming pedagogy – A psychological overview, SIGCSE Bulletin, 28, pp. 17-22, (1996)","F. Vrbančič; Faculty of Education, Ljubljana, University of Ljubljana, Ljubljana, Kardeljeva ploščad 16, Sl, 1000, Slovenia; email: Franc.Vrbancic@scptuj.si","","Springer","","","","","","13602357","","","","English","Educ. Inf. Technol.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85164827788"
"Edosomwan H.S.; Oguegbe T.M.; Joe-Akunne C.O.","Edosomwan, Henry Samuel (58071215600); Oguegbe, Tochukwu Matthew (57226554799); Joe-Akunne, Chiamaka O. (58071125000)","58071215600; 57226554799; 58071125000","Relationship between Perceived Employability and Sabotage Behavior: Moderating Roles of Perceived Organizational Support and Procedural Justice","2023","Contemporary Management Research","19","1","","27","54","27","1","10.7903/cmr.21892","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85171880387&doi=10.7903%2fcmr.21892&partnerID=40&md5=76a0d2ddaad1b0f7d7ce0fb3c597a7b1","Department of Psychology, Delta State University, Abraka, Nigeria; Department of Psychology, Nnamdi Azikiwe University, Awka, Nigeria","Edosomwan H.S., Department of Psychology, Delta State University, Abraka, Nigeria; Oguegbe T.M., Department of Psychology, Nnamdi Azikiwe University, Awka, Nigeria; Joe-Akunne C.O., Department of Psychology, Nnamdi Azikiwe University, Awka, Nigeria","Sabotage behavior is a significant challenge that can undermine an organization's performance and effectiveness. The mechanism connecting perceived employability to sabotage behavior is under-researched in organizational behavior literature. Based on mentioned above and drawing on the social exchange theory, this study examined the moderating roles of perceived organizational support (POS) and procedural justice (PJ) in the relationship between perceived employability and sabotage behavior among employees in manufacturing organizations. A correlational research design and quantitative approach for data collection were utilized. Simple random sampling was utilized for selecting 171 employees from the manufacturing organizations. Regression analysis (Hayes' PROCESS macro model 1) was used for testing the hypotheses. The results of the study indicated that there is a positive relationship between perceived employability and sabotage behavior. POS and PJ moderated the relationship between perceived employability and sabotage behavior. The study results highlighted the importance of POS and PJ in attenuating the effect of perceived employability on sabotage behavior. It was recommended that organizations ensure that employees are respected and recognized for their contributions, their well-being should be prioritized, and fairness should be visible and established in organizations. © 2023 National Taipei University. All rights reserved.","Manufacturing organizations; Perceived employability; Perceived organizational support; Procedural Justice; Sabotage behavior","","","","","","","","Afghan P. E. P., Arry H., Arry B., Mohd Saudi M. H., Sinaga H. O. C., Impact of distributive and procedural justice on turnover intention and counterproductive work behavior: Mediating role of organizational cynicism, Journal of Fundamental and Applied Sciences, 10, 6, pp. 1651-1678, (2018); Akinsola O. S., Alarape A. 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K., Ma J., Relationship between employability and turnover intention: The moderating effects of organizational support and career orientation, Journal of Management & Organization, 26, pp. 241-262, (2020); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, 3, pp. 279-292, (2007); Blau P., Exchange and power in social life, (1964); Celik A., Findik A., The effect of perceived organizational support on organizational identification, International Journal of Social, Behavioral, Educational, Economics, Business and Industrial Engineering, 6, 8, pp. 2089-2094, (2012); Chand P., Chand P. K., Emotional competencies towards counterproductive work behavior in banking sector, International Journal of Science and Research, 3, 12, pp. 459-467, (2012); Chen L. L., Fah B. C. Y., Jin T. C., Perceived organizational support and workplace deviance in the voluntary sector, Procedia Economics and Finance, 35, pp. 468-475, (2016); Chi N. 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S., Lubis Z., Personality traits and counterproductive work behavior: Moderator effects of perceived organizational support, Imperial Journal of Interdisciplinary Research, 2, 5, pp. 521-530, (2016); Yadav L. K., Job satisfaction, organizational citizenship behavior and procedural justice: An empirical study in hospitality industry, Ai Dar Research Journal for Sustainability, 2, 2, pp. 91-101, (2018); Yaves J., Bargsted M., Cortes L., Merino C., Cavada G., Age and perceived employability as moderators of job insecurity and job satisfaction: A moderated moderation model, Frontiers in Psychology, 10, (2019); Yu K., Liu C., Li Y., Beyond social exchange: Career adaptability linking work stressors and counterproductive work behavior, Frontier in Psychology, 10, pp. 1-12, (2019); Zhao H., Peng Z., Sheard G., Workplace ostracism and hospitality employees' counterproductive work behaviors: The joint moderating effect of proactive personality and political skill, International Journal of Hospitality Management, 33, pp. 219-227, (2013)","H.S. Edosomwan; Department of Psychology, Delta State University, Abraka, Nigeria; email: hsedosomwan@delsu.edu.ng","","Academy of Taiwan Information Systems Research","","","","","","18135498","","","","English","Contemp. Manag. Res.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85171880387"
"Zhong H.; Xu J.","Zhong, Haiyan (57571933200); Xu, Jingbo (58452203500)","57571933200; 58452203500","Precarious Employment and Subjective Career Success During the School-to-Work Transition","2023","Psychology Research and Behavior Management","16","","","2327","2339","12","0","10.2147/PRBM.S418017","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163930976&doi=10.2147%2fPRBM.S418017&partnerID=40&md5=1a1bff12451527e433f647678731d59c","School of Marxism, Northeast Agricultural University, Heilongjiang Province, Harbin City, China","Zhong H., School of Marxism, Northeast Agricultural University, Heilongjiang Province, Harbin City, China; Xu J., School of Marxism, Northeast Agricultural University, Heilongjiang Province, Harbin City, China","Purpose: The transition from school to work is an important stage in the career development of university students, and precarious employment during this period can significantly impact their early career success. In today’s unstable employment environment, this study examines how employment instability during the transition from school to work directly and indirectly affects college students’ subjective career success. This contributes to a thorough understanding of this transitional period and provides university students with the necessary resources to cope with a smooth transition from school to work. Patients and Methods: We recruited senior students at five universities in Harbin, China, from May to July 2022. After obtaining participants’ consent, questionnaires were distributed via social media, resulting in 967 valid questionnaires. Based on this sample, we examined the chain mediating effect of financial stress and occupational self-efficacy in the association between precarious employment and career success and the moderating effect of employability. Results: The study found that precarious employment hurts career success and can also affect career success by increasing financial stress and decreasing occupational self-efficacy among college students. At the same time, financial stress can also decrease students’ self-efficacy. Finally, employability can reduce the adverse effects of precarious employment on career success and occupational selfefficacy. Conclusion: The link between employment instability and subjective career success during the transition from school to work has been demonstrated for university students. Employment instability not only increases college students’ financial stress but also reduces career self-efficacy, which in turn affects college students’ perceptions of early subjective career success. Importantly, employability plays a positive role in the smooth school-to-work transition and subjective career success of university students. © 2023 Zhong and Xu. This work is published and licensed by Dove Medical Press Limited.","career success; financial stress; precarious employment; school-to-work transition","adult; article; career; China; college student; employability; employment; financial stress; human; perception; questionnaire; self concept; social media; university student","","","","","Civic Studies in Universities; Northeast Agricultural University, NEAU, (21SZJS23010224)","This study was supported by the National Studio of Master Teachers of Civic Studies in Universities (Northeast Agricultural University) (approval number: 21SZJS23010224).","Gonzalez-Roma V, Hernandez A, Gamboa JP., Instructional factors and over-education of university graduates over time, (2018); Wendlandt NM, Rochlen AB., Addressing the college-to-work transition: implications for university career counselors, J Career Dev, 35, 2, pp. 151-165, (2008); Bell DN, Blanchflower DG., US and UK labour markets before and during the Covid-19 crash, Natl Inst Econ Rev, 252, pp. R52-R69, (2020); 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Xu; Harbin City, No. 600 Changjiang Road, Xiangfang District, China; email: xujingbo1329@163.com","","Dove Medical Press Ltd","","","","","","11791578","","","","English","Psychol. Res. Behav. Manage.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85163930976"
"Martini M.; Riva E.; Marafioti E.","Martini, Mattia (56426774100); Riva, Egidio (55195553500); Marafioti, Elisabetta (14065220300)","56426774100; 55195553500; 14065220300","Sustainable HRM, training for employability and organizational outcomes: the moderating role of competitive intensity","2023","Employee Relations","45","7","","79","102","23","1","10.1108/ER-02-2022-0072","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165113305&doi=10.1108%2fER-02-2022-0072&partnerID=40&md5=965b6201b72fa639229a83d20d6a85e2","Department of Business and Law, University of Milan–Bicocca, Milan, Italy; Department of Sociology and Social Research, Università degli Studi di Milano - Bicocca, Milan, Italy","Martini M., Department of Business and Law, University of Milan–Bicocca, Milan, Italy; Riva E., Department of Sociology and Social Research, Università degli Studi di Milano - Bicocca, Milan, Italy; Marafioti E., Department of Business and Law, University of Milan–Bicocca, Milan, Italy","Purpose: The present study connects the literature on sustainable HRM with that on employability to investigate the relationship between sustainability-oriented human resource actions and organizational outcomes. More specifically, this study explores how training for employability affects the employer–employee relationship and employee retention. Furthermore, this study considers competitive intensity as a potential moderator in these relationships. Design/methodology/approach: The analyses draw on the fourth European Company Survey (ECS 2019) with a sample of 21?869 firms with more than ten employees. Two separate logistic regression models were used to test the hypothesis. Findings: The results show that training for employability contributes to improving the employer–employee relationship and that competitive intensity positively shapes this relationship. Contextually, training for employability reduces the overall employee retention of the firm. Originality/value: Although this study supports the potential win–win nature of employability support, especially for companies that operate in competitive markets and an uncertain environment, it also highlights the existence of paradoxical sustainability tensions that should be managed by employers. © 2023, Mattia Martini, Egidio Riva and Elisabetta Marafioti.","Competitive intensity; Employee retention; Employer/employee relationship; Sustainable HRM; Training for employability","","","","","","","","Acikgoz Y., Sumer H.C., Sumer N., Do employees leave just because they can? Examining the perceived employability–turnover intentions relationship, The Journal of Psychology, 150, 5, pp. 666-683, (2016); Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? 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Martini; Department of Business and Law, University of Milan–Bicocca, Milan, Italy; email: mattia.martini1@unimib.it","","Emerald Publishing","","","","","","01425455","","","","English","Employee Relat.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85165113305"
"Berástegui A.; Suárez G.; Gonzalez M.D.","Berástegui, Ana (25636568700); Suárez, Graciela (57226118874); Gonzalez, María Dolores (58355269900)","25636568700; 57226118874; 58355269900","Competencies and employment after a university program in young people with intellectual disabilities","2023","Journal of Intellectual Disabilities","","","","","","","0","10.1177/17446295231178107","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162989716&doi=10.1177%2f17446295231178107&partnerID=40&md5=5579e930d7fbb3967ecf422464256004","Cátedra de Familia y Discapacidad: Fundación Repsol-Down Madrid, Instituto Universitario de la Familia, Universidad Pontificia Comillas, Madrid, Spain","Berástegui A., Cátedra de Familia y Discapacidad: Fundación Repsol-Down Madrid, Instituto Universitario de la Familia, Universidad Pontificia Comillas, Madrid, Spain; Suárez G., Cátedra de Familia y Discapacidad: Fundación Repsol-Down Madrid, Instituto Universitario de la Familia, Universidad Pontificia Comillas, Madrid, Spain; Gonzalez M.D., Cátedra de Familia y Discapacidad: Fundación Repsol-Down Madrid, Instituto Universitario de la Familia, Universidad Pontificia Comillas, Madrid, Spain","This study analyzes the relationship between the employability competencies acquired after completing an employment training program at university and the subsequent access to employment of young people with intellectual disabilities. To do this, the employability competencies of 145 students were analyzed at the end of the program (T1) and information was gathered on their career path at the time of the study (T2) (n = 72). Sixty-two per cent of the participants have had at least one job since graduation. Job competencies increase the probability of accessing and retaining employment in students who graduated at least 2 years before (X2 = 17.598; p <.001; r2 =.583). These results compel us to complement employment training programs with new opportunities and greater job accessibility. © The Author(s) 2023.","employment; intellectual disability; job competencies; university","","","","","","","","Agran M., Hughes C., Thoma C.A., Scott L.A., Employment social skills: What skills are really valued?, Career Development and Transition for Exceptional Individuals, 39, 2, pp. 111-120, (2016); Barnard-Brak L., Richman D.M., Mutua K., Williamson A., Predictors of employment for adults with intellectual and developmental disabilities participating in a postsecondary transition program in the United States, Journal of Applied Research in Intellectual Disabilities, 36, 1, pp. 116-121, (2023); Berastegui A., Lopez-Rioboo E., Garcia N., Proyecto DEMOS. Una apuesta por la formación de las personas con discapacidad intelectual en el entorno universitario. Educación postsecundaria en entorno universitario para alumnos con discapacidad intelectual: Experiencias y resultados, pp. 31-44, (2015); Bush K.L., Tasse M.J., Employment and choice-making for adults with intellectual disability, autism, and down syndrome, Research in developmental disabilities, 65, pp. 23-34, (2017); Cabezas D., Florez J., La educación postsecundaria en entorno universitario para alumnos con discapacidad intelectual: experiencias y resultados [Post-secondary education in a university setting for students with intellectual disabilities: experiences and outcomes], (2015); Cerrillo R., Izuzquiza D., Desarrollo de competencias profesionales en la formación laboral [Development of professional competencies in job training]. En S. de Miguel & R. Cerrillo (coords), pp. 99-129, (2010); Creed P.A., Klisch J., Future outlook and financial strain: testing the personal agency and latent deprivation models of unemployment and well-being, Journal of occupational health psychology, 10, 3, (2005); Creed P.A., Macintyre S.R., The relative effects of deprivation of the latent and manifest benefits of employment on the well-being of unemployed people, Journal of occupational health psychology, 6, 4, (2001); Deci E.L., Ryan R.M., The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior, Psychological inquiry, 11, 4, pp. 227-268, (2000); De Souza D.E., Vongalis-Macrow A., Evaluating a pilot education-to-work program for adults with Down syndrome, Studies in Educational Evaluation, 70, (2021); Docampo G., Moran M.C., Evaluación de la competencia profesional en personas con discapacidad intelectual. Una propuesta de adaptación de la metodología e instrumentos INCUAL para la igualdad de oportunidades [Evaluation of professional competence of people with intellectual disability. A proposal of adaptation of the INCUAL methodology and instruments for equal opportunities], Revista Española de Discapacidad (REDIS), 2, 1, pp. 71-96, (2014); Dominguez-Lara S.A., El odds ratio y su interpretación como magnitud del efecto en investigación [Odds ratio and its interpretation as a magnitude of effect in research], Educación médica, 19, 1, pp. 65-66, (2018); Fullana J., Palliersa M., Martin R., Ferrer C., Puyalto C., La transición a la vida adulta de jóvenes con discapacidad intelectual. Evaluación de un programa de formación para la mejora de las competencias personales [Transition to adulthood of young people with intellectual disability. Evaluation of a Transition to Adulthood Programme to improve personal competencies], Revista de Investigación en Educación, 13, 1, pp. 53-68, (2015); Informe 5 del Observatorio sobre discapacidad y mercado de trabajo de la Fundación ONCE [Report 5 of the Observatory on disability and labor market of the ONCE Foundation], (2019); Hodapp R.M., Burke M.M., Urbano R.C., What’s age got to do with it? 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BIT), (2011); Kocman A., Fischer L., Weber G., The Employers’ perspective on barriers and facilitators to employment of people with intellectual disability: A differential mixed‐method approach, Journal of Applied Research in Intellectual Disabilities, 31, 1, pp. 120-131, (2018); Laborda Molla C., Jariot Garcia M., Gonzalez Fernandez H., Influencia de entornos laborales y prelaborales en el desarrollo de competencias en personas con discapacidad intelectual. [Influence of work and prework environments on skills development in people with intellectual disabilities], Revista de Educación Inclusiva, 14, 1, pp. 200-218, (2021); Langorgen E., Magnus E., ‘I have something to contribute to working life’–students with disabilities showcasing employability while on practical placement, Journal of Education and Work, 33, 4, pp. 271-284, (2020); Lucas S., Arias B., Ovejero A., Cruz F., Retortillo A., Rodriguez H., Orientación profesional e inserción sociolaboral de personas con discapacidad intelectual. [Professional orientation and social and labor insertion of people with intellectual disabilities], Revista universitaria de ciencias del trabajo, 6, pp. 393-414, (2005); Nevala N., Pehkonen I., Teittinen A., Vesala H.T., Portfors P., Anttila H., The effectiveness of rehabilitation interventions on the employment and functioning of people with intellectual disabilities: a systematic review, Journal of occupational rehabilitation, 29, pp. 773-802, (2019); O'Brien J., Dempsey I., Comparative analysis of employment services for people with disabilities in Australia, Finland, and Sweden, Journal of Policy and Practice in Intellectual Disabilities, 1, 3-4, pp. 126-135, (2004); Paredes M., Fernandez-Cid M., Ruiz M.J., Prevención de riesgos laborales entre las personas con discapacidad intelectual en los centros especiales de empleo [Occupational Risk Prevention among People with Intellectual Disabilities in Special Employment Centers], Cuadernos de Trabajo Social, 25, 1, pp. 249-260, (2012); Parrilla A., What if research on inclusion were not inclusive? Reflections from a biograpical-narrative research, Revista de educación, 39, pp. 101-117, (2009); Park J.Y., Park E.Y., Factors affecting the acquisition and retention of employment among individuals with intellectual disabilities, International Journal of Developmental Disabilities, 67, 3, pp. 188-201, (2019); Scheef A.R., Walker Z.M., Barrio B.L., Salient employability skills for youth with intellectual and developmental disabilities in Singapore: the perspective of job developers, International Journal of Developmental Disabilities, 65, 1, pp. 1-9, (2019); Selenko E., Batinic B., Paul K., Does latent deprivation lead to psychological distress? Investigating Jahoda's model in a four‐wave study, Journal of Occupational and Organizational Psychology, 84, 4, pp. 723-740, (2011); Stefansdottir G.V., Bjornsdottir K., ‘I am a college student’ postsecondary education for students with intellectual disabilities, Scandinavian Journal of Disability Research, 18, 4, pp. 328-342, (2016); Convention on the Rights of Persons with Disabilities, (2006); Vigna E., Beyer S., Meek A., A demographic and qualitative analysis of the determinants of success in a National Supported Employment project, Journal of Applied Research in Intellectual Disabilities, (2023); Wilson E., Campain R., Fostering employment for people with intellectual disability: the evidence to date, Hawthorn, Centre for Social Impact, (2020); Walsh E., Holloway J., Lydon H., An Evaluation of a Social Skills Intervention for Adults with Autism Spectrum Disorder and Intellectual Disabilities preparing for Employment in Ireland: A Pilot Study, J Autism Dev Disord, 48, pp. 1727-1741, (2018)","A. Berástegui; Cátedra de Familia y Discapacidad: Fundación Repsol-Down Madrid, Instituto Universitario de la Familia, Universidad Pontificia Comillas, Madrid, Spain; email: a.berastegui@comillas.edu","","SAGE Publications Ltd","","","","","","17446295","","","37217439","English","J. Intellect. Disabil.","Article","Article in press","","Scopus","2-s2.0-85162989716"
"Cadilhe M.; Almeida B.; Rodrigues A.I.; Santos M.","Cadilhe, Maria (57208015832); Almeida, Beatriz (57221444378); Rodrigues, Ana I. (57684837800); Santos, Marta (55959940400)","57208015832; 57221444378; 57684837800; 55959940400","Professional experience before a PhD. Does it pay off?","2023","Frontiers in Education","8","","1129309","","","","0","10.3389/feduc.2023.1129309","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168683140&doi=10.3389%2ffeduc.2023.1129309&partnerID=40&md5=b068ce47695bb018d48cd77dd951e9b3","Faculty of Psychology and Education Science of the University of Porto, Porto, Portugal; Center for Psychology at University of Porto (CPUP), Porto, Portugal","Cadilhe M., Faculty of Psychology and Education Science of the University of Porto, Porto, Portugal, Center for Psychology at University of Porto (CPUP), Porto, Portugal; Almeida B., Faculty of Psychology and Education Science of the University of Porto, Porto, Portugal; Rodrigues A.I., Faculty of Psychology and Education Science of the University of Porto, Porto, Portugal; Santos M., Faculty of Psychology and Education Science of the University of Porto, Porto, Portugal, Center for Psychology at University of Porto (CPUP), Porto, Portugal","The number of PhD graduates has been increasing yearly, but the job opportunities in Academia remain the same. This pattern will intensify the pressure on PhD students to look for other possible careers. Past work experiences, due to their developmental potential, occupy a prominent place in the career development paradigm. However, more is needed to know about the professional path of PhD students before they entered the PhD. This study aimed to explore PhD students’ previous professional experience, focusing on the extent to which previous experiences determine students’ perception and development of career expectations. A quantitative research approach was followed among 377 PhD students at a Portuguese Higher Education Institution (HEI). Results show that regardless of their previous work experiences, PhD students value career options related to research, preferably within Academia. However, in terms of career development, students who have diverse work experiences reported feeling more prepared to put into practice actions to prepare their career than students with professional experience in Academia or no professional experience. This study confirms that PhD students’ previous work experiences pay off by making a difference in the feeling of preparedness for career development, whereas in terms of student’s future career expectations after the PhD, it did not allow for a definite answer, as it seems that all professional groups prefer similar research-oriented paths. Intervention must be done simultaneously on an individual and contextual level, allowing students to have experiences during the PhD and promoting the reflection on these experiences so students may feel more prepared to develop their future careers. For companies, intervention should focus on showing the PhDs’ added value and also the potential of incorporating the R&D dimensions within their jobs. Failing to do so may contribute to enhancing the employability challenges faced by the growing number of PhD holders. Copyright © 2023 Cadilhe, Almeida, Rodrigues and Santos.","career development; career perspectives; employability challenges; PhD students; professional experience","","","","","","","","Afonja S., Salmon D.G., Quailey S.I., Lambert W.M., Postdocs’ advice on pursuing a research career in academia: a qualitative analysis of free-text survey responses, PLoS One, 16, (2021); Auriol L., Misu M., Freeman R.A., Careers of PhD holders: analysis of labour market and mobility indicators: OECD science, technology and industry working papers, (2013); Barnett R., Bengtsen S.S., Knowledge and the university: Re-claiming life, (2020); Barroca A., Meireles G., Neto C., A Empregabilidade dos Doutorados nas Empresas Portuguesas, (2015); Bersin J., Sanders Z., (2019); Bitusikova A., Borsekova K., Good practice recommendations for integration of transferable skills training in PhD programmes, (2020); Boman J., Baginskaite J., Sturtz T., Becker E., Brecko B., Berzelak N., 2017 career tracking survey of PhD holders, (2017); Boman J., Beeson H., Barrioluengo M., Rusitoru M., What comes after a PhD? 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Dr. Stud, 10, pp. 237-256, (2015); Volkoff S., Les éléments d’une nouvelle donne sociodémographique” in Transmission des savoirs et mutualisation des pratiques en situation de travail, pp. 9-18, (2011); Vygotski L., Pensée et langage, (1997); Watts S.W., Chatterjee D., Rojewski J.W., Shoshkes-Reiss C., Baas T., Gould K.L., Et al., Faculty perceptions and knowledge of career development of trainees in biomedical science: what do we (think we) know?, PLoS One, 14, (2019); (2019); Woolston C., Graduate survey: A love–hurt relationship, Nature, 550, pp. 549-552, (2017); Woolston C., Wheel Of Fortune: Uncertain Prospects For Postdocs, Nature, 588, pp. 181-184, (2020); Zhang Z., Yu X., Liu X., Do I decide my career? Linking career stress, career exploration, and future work self to career planning or indecision, Front. Psychol, 13, (2022)","M. Cadilhe; Faculty of Psychology and Education Science of the University of Porto, Porto, Portugal; email: mariacadilhe@fpce.up.pt","","Frontiers Media SA","","","","","","2504284X","","","","English","Front. Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85168683140"
"Kadam D.M.; Pusawale S.N.","Kadam, Dipali M. (57221603830); Pusawale, Swati N. (36998629400)","57221603830; 36998629400","Task Based Approach: An Approach to Develop Writing Skills in English of Engineering Students Leads to Effective Communication Skills","2023","Journal of Engineering Education Transformations","37","1","","62","69","7","0","10.16920/jeet/2023/v37i1/23132","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168093941&doi=10.16920%2fjeet%2f2023%2fv37i1%2f23132&partnerID=40&md5=d8bb51cbaa8cfb9631ef0f95b77c400c","Sciences and Humanities Department, Rajarambapu Institute of Technology, Maharashtra, Rajaramnagar, India","Kadam D.M., Sciences and Humanities Department, Rajarambapu Institute of Technology, Maharashtra, Rajaramnagar, India; Pusawale S.N., Sciences and Humanities Department, Rajarambapu Institute of Technology, Maharashtra, Rajaramnagar, India","21st century students are expecting an educational system that works for and with them. The teaching-learning process is shifted from teacher-centered to student-centered through innovative teaching-learning techniques. With the advancement of technology and globalization, communication skills in English language, as a life-long learning skill is an essential component in engineering education as an employability skill. Communication is one of 11 key outcomes designed by Accreditation Board for Engineering and Technology (ABET). Listening, speaki ng, readi ng, and wri t i ng (LSRW) are considered as four basic language skills, contributed major role in developing communication skills in English language. Though all skills are equally important, writing is the stepping stone in verbal communication yet difficult to acquire without knowledge or mastery on the remaining three skills. Currently teaching-learning process is shifted from chalk and talk to the implementation of various approaches based on cooperative and collaborative l earni ng and i nt egrat i on of Informat i on and Communication Technology in English Proficiency class. Some effective approaches are computer assisted language learning, mobile assisted language learning, technology enabled language learning, project based, problem based & puzzle-based language learning, flipped classroom based language learning, and task based language learning. The pr es ent paper ai ms t o s t udy t he e f f e ct i ve implementation of Task based approach in English language classroom to develop writing skills of F. Y. B. Tech students with other 21st century life skills by implementing various tasks-based activities as per need analysis of learners in order to ensure their active participation. Total 50 students were enrolled as an experimental group. The impact of selected approach was evaluated using quantitative and qualitative methodologies. The quantitative assessment was based on rating method whereas the qualitative was based on rubrics. The findings revealed that there is significant improvement not only in the writing skills of experimental group students but also listening, speaking, and reading skills, leading to effective communication skills in English Language. © 2023, Rajarambapu Institute Of Technology. All rights reserved.","Communication skills; Task based approach; Writing skills","","","","","","","","Breen M., Learner contributions to task design, Language learning tasks, 7, 1, pp. 23-46, (1987); Bygate M., Skehan P., Swain M., Researching pedagogic tasks: Second language learning, teaching, and testing, (2013); Hadi A., Perceptions of Task-Based Language Teaching: A Study of Iranian EFL Learners, English Language Teaching, 6, 1, pp. 103-111, (2013); Kadam D. M., Sawant S. Y., Modified Reciprocal Teaching: Cooperative Learning Technique for Enhancing Communication Skills of First Year Engineering Students, Journal of Engineering Education Transformations, 33, pp. 532-536, (2020); Motlagh F. A., Jafari A. S., Yazdani Z., A general overview of task-based language teaching (TBLT), from theory to practice, International Journal of Language and Linguistics, 2, 5-1, pp. 1-11, (2014); Norris J. M., 30 Task-Based Teaching and Testing, The handbook of language teaching, (2009); Nunan D., Task-based l anguage teaching, (2004); Prabhu N. S., Second l anguage pedagogy, 20, (1987); Saranraj L., Ebenezer Sam Paul R., Impact of Task-Based Language Learning Among Engineering Students: A Try-Out, Gedrag & Organisatie Review, 33, 2, pp. 1144-1149, (2020); Shantha S., Mekala S., The role of oral communicative tasks (OCT) in developing the spoken proficiency of engineering students, Advances in language and Literary studies, 8, 2, pp. 161-169, (2017); Wilkins D. A., Linguistics in language teaching, 111, (1972)","D.M. Kadam; Sciences and Humanities Department, Rajarambapu Institute of Technology, Rajaramnagar, Maharashtra, India; email: dipali.kadam@ritindia.edu","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85168093941"
"Yu J.; Jiang S.; Han J.; Li L.; Ke X.","Yu, Jinshen (58529252500); Jiang, Songyu (57291296500); Han, Jian (58529393300); Li, Lin (58086932100); Ke, Xiaojun (58528450600)","58529252500; 57291296500; 58529393300; 58086932100; 58528450600","Promoting digital employment intention among students of Chinese higher education institutions","2023","Problems and Perspectives in Management","21","3","","22","39","17","0","10.21511/ppm.21(3).2023.03","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85167442070&doi=10.21511%2fppm.21%283%29.2023.03&partnerID=40&md5=5b4330b8dc854fdea107762c5ffb973b","Lyceum of the Philippines University, Philippines; Rattanakosin International College of Creative Entrepreneurship, Rajamangala University of Technology, Rattanakosin, Thailand; School of Economics, Chongqing Technology and Business University, China; Guangzhou Institute of Science and Technology, China","Yu J., Lyceum of the Philippines University, Philippines; Jiang S., Rattanakosin International College of Creative Entrepreneurship, Rajamangala University of Technology, Rattanakosin, Thailand; Han J., School of Economics, Chongqing Technology and Business University, China; Li L., Lyceum of the Philippines University, Philippines; Ke X., Guangzhou Institute of Science and Technology, China","Digital employment is one of the critical concepts of the digital economy for sustainable development. Promoting digital employment intention of potential employees is indispensable for developing the digital economy. The study aims to explore how digital employment policies predict digital employment intentions and to construct a structural equation model. Based on an online survey of 470 students with digital work experience from Chinese higher education institutions, the data were processed using SPSS 26.0 and Amos 26.0. The results uncover that digital employment policies have a positive impact on digital employability (β = 0.538, p < 0.001), digital employment capital (β = 0.524, p < 0.001), and digital employment intentions (β = 0.257, p < 0.001). At the same time, digital employability (β = 0.216, p < 0.001) and digital employment capital (β = 0.505, p < 0.001) also have a positive impact on digital employment intentions. The structural equation model emphasizes the significant mediating effect of digital employability (0.116) and digital employment capital (0.265). Therefore, the government should actively promote digital policies to encourage and enhance digital employment capabilities, promoting digital employment intentions and behaviors. The support and development of digital employability by the entire society, especially schools, and families, is also significant.  © Jinshen Yu, Songyu Jiang, Jian Han, Lin Li, Xiaojun Ke, 2023.","digital economy; digital employment; employability; employment capital; employment policies; structural equation model","","","","","","","","Agner J., Pirkle C. M., Irvin L., Maddock J. E., Buchthal O. V., Yamauchi J., Starr R., Sentell T., The Healthy Hawai'i Initiative: Insights from two decades of building a culture of health in a multicultural state, BMC Public Health, 20, 1, (2020); Aitken A., Singh S., Time to change?. 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C., Molinos M., Janela D., Moulder R., Lains J., Bento V., Yanamadala V., Dias Correia F., Costa F., Engagement and utilization of a complete remote digital care program for musculoskeletal pain management in urban and rural areas across the United States: Longitudinal cohort study, JMIR mHealth and uHealth, 11, (2023); Schettino G., Marino L., Capone V., The impact of university-related variables on students' perceived employability and mental well-being: An Italian longitudinal study, Sustainability, 14, 5, (2022); Shah T. A., Khattak M. N., Zolin R., Shah S. Z. 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M., Davies J., Tomczak M. T., McGregor F.-L., AMO perspectives on the wellbeing of neurodivergent human capital, Employee Relations, 43, 4, pp. 858-872, (2021); Toth I., Heinanen S., Blomqvist K., Freelancing on digital work platforms - Roles of virtual community trust and work engagement on person-job fit, VINE Journal of Information and Knowledge Management Systems, 50, 4, pp. 553-567, (2020); Zaboski B. A., Joyce-Beaulieu D., Kranzler J. H., McNamara J. P., Gayle C., MacInnes J., Group exposure and response prevention for college students with social anxiety: A randomized clinical trial, Journal of Clinical Psychology, 75, 9, pp. 1489-1507, (2019)","","","LLC CPC Business Perspectives","","","","","","17277051","","","","English","Probl. Perspect. Manage.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85167442070"
"Adenaike O.; Olabanjo O.E.; Adedeji A.A.","Adenaike, Omolara (58497346900); Olabanjo, Olufemi Emmanuel (57221113459); Adedeji, Ayansewa Adeleke (58496396400)","58497346900; 57221113459; 58496396400","Integrating computational skills in undergraduate Microbiology curricula in developing countries","2023","Biology Methods and Protocols","8","1","bpad008","","","","0","10.1093/biomethods/bpad008","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165287567&doi=10.1093%2fbiomethods%2fbpad008&partnerID=40&md5=08194409e17ed954f7f26648f9cb053a","Department of Biological Sciences (Microbiology Unit), Oduduwa University, Ipetumodu, Nigeria; Department of Computer Science, Oduduwa University, Ipetumodu, Nigeria; University Library, Oduduwa University, Osun State, Ipetumodu, Nigeria","Adenaike O., Department of Biological Sciences (Microbiology Unit), Oduduwa University, Ipetumodu, Nigeria; Olabanjo O.E., Department of Computer Science, Oduduwa University, Ipetumodu, Nigeria; Adedeji A.A., University Library, Oduduwa University, Osun State, Ipetumodu, Nigeria","The employability of young graduates has gained increasing significance in the labour market of the 21st century. Universities turn out millions of graduates annually, but at the same time, employers highlight their lack of the requisite skills for sustainable employment. We live today in a world of data, and therefore courses that feature numerical and computational tools to gather and analyse data are to be sourced for and integrated into life sciences’ curricula as they provide a number of benefits for both the students and faculty members that are engaged in teaching the courses. The lack of this teaching in undergraduate Microbiology curricula is devastating and leaves a knowledge gap in the graduates that are turned out. This results in an inability of the emerging graduates to compete favourably with their counterparts from other parts of the world. There is a necessity on the part of life science educators to adapt their teaching strategies to best support students’ curricula that prepare them for careers in science. Bioinformatics, Statistics and Programming are key computational skills to embrace by life scientists and the need for training beginning at undergraduate level cannot be overemphasized. This article reviews the need to integrate computational skills in undergraduate Microbiology curricula in developing countries with emphasis on Nigeria. © The Author(s) 2023. Published by Oxford University Press.","bioinformatics; computational biology; computational skills; curricula; microbiology; R; SPSS; statistical packages","","","","","","","","Goodswen SJ, Barratt JLN, Kennedy PJ, Et al., Machine learning and applications in Microbiology, FEMS Microbiol Rev, 45, pp. 1-19, (2021); Cuccuru G, Orsini M, Pinna A, Et al., Orione, a web-based framework for NGS analysis in Microbiology, Bioinformatics, 30, pp. 1928-1929, (2014); Jiang S, Chen Y, Han S, Lv, Et al., Next-generation sequencing applications for the study of fungal pathogens, Microorganisms, 10, (2022); Hernandez-de-Diego R, de Villiers EP, Klingstrom T, Et al., The eBioKit, a stand-alone educational platform for bioinformatics, PLoS Comput Biol, 13, (2017); Sawant AP, Patil AS, Vijapurkar J, Et al., Is the undergraduate microbiology curriculum preparing students for careers in their field?: an assessment of biology majors’ conceptions of growth and control of microorganisms, Int J STEM Educ, 5, (2018); Galeotti G, Daddi D, Yinusa O, Et al., Higher education employability programmes and experiences: a comparative analysis of Italy, Nigeria and Palestine, J. 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Adenaike; Department of Biological Sciences (Microbiology Unit), Oduduwa University, Ipetumodu, Nigeria; email: adeoyelara2003@gmail.com","","Oxford University Press","","","","","","23968923","","","","English","Biol. Methods Protoc.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85165287567"
"Eppler-Hattab R.; Doron I.; Meshoulam I.","Eppler-Hattab, Raphael (57215335446); Doron, Israel (15756967800); Meshoulam, Ilan (6507757358)","57215335446; 15756967800; 6507757358","The Role of Organizational Ageism, Inter-Age Contact, and Organizational Values in the Formation of Workplace Age-Friendliness: A Multilevel Cross-Organizational Study","2023","Journal of Population Ageing","","","","","","","0","10.1007/s12062-023-09424-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164337897&doi=10.1007%2fs12062-023-09424-7&partnerID=40&md5=01ef9dd637440380924eed4a98037185","Department of Gerontology, Faculty of Social Welfare and Health Sciences, University of Haifa, 199 Aba Khoushy Ave, Haifa, 3498838, Israel; Faculty of Management, University of Haifa, Haifa, Israel","Eppler-Hattab R., Department of Gerontology, Faculty of Social Welfare and Health Sciences, University of Haifa, 199 Aba Khoushy Ave, Haifa, 3498838, Israel; Doron I., Department of Gerontology, Faculty of Social Welfare and Health Sciences, University of Haifa, 199 Aba Khoushy Ave, Haifa, 3498838, Israel; Meshoulam I., Faculty of Management, University of Haifa, Haifa, Israel","This study adopts the multidimensional concept of workplace age-friendliness as reflecting the extent to which organizations maintain age-related organizational values, policies, practices, and climates that support the employability needs of older workers. Using responses from 1,893 employees working in 32 organizations from seven economic sectors in Israel who evaluated their organizations, we examine a novel conceptual model of the joint role of organizational ageism, inter-age contact, and organizational values in the formation of workplace age-friendliness. Multilevel multivariate analysis using a general linear mixed model demonstrated differential involvement of these variables in the formation of workplace age-friendliness: A significant negative association was found between organizational ageism and all dimensions of workplace age-friendliness, while inter-age contact was found to have a positive albeit a moderate association with part of its dimensions. Of the types of organizational cultures examined, a significant positive linkage was found between clan culture and all dimensions of workplace age-friendliness, whereas its associations with other cultural environments were less prominent or comprehensive. The theoretical and practical implications of these findings discussed here may serve policymakers and enrich both age-related organizational research and approaches with an evolving positive organizational perspective towards work in older age. © 2023, The Author(s), under exclusive licence to Springer Nature B.V.","Ageing workforce; Multilevel analysis; Older workers; Organizational policy","","","","","","National Insurance Institute of Israel, NII, (16252)","This work was supported by the Research Foundation of the National Insurance Institute of Israel (grant number 16252). 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In S. W. J. Kozlowski (Ed.), The Oxford handbook of organizational psychology (vol. 1, pp. 643–666), Oxford University Press, (2012)","R. Eppler-Hattab; Department of Gerontology, Faculty of Social Welfare and Health Sciences, University of Haifa, Haifa, 199 Aba Khoushy Ave, 3498838, Israel; email: reppler@campus.haifa.ac.il","","Springer Science and Business Media B.V.","","","","","","18747884","","","","English","J. Popul. Ageing","Article","Article in press","","Scopus","2-s2.0-85164337897"
"Ahmad M.F.; Salamuddin N.; Surat S.; Safwan N.S.Z.; Latif R.A.; Basar A.; Azemi M.A.","Ahmad, Mohamad Firdaus (58573292200); Salamuddin, Norlena (36769123000); Surat, Shahlah (55372008400); Safwan, Nur Syazwani Zulaikha (58572690000); Latif, Rozita Abdul (56287762700); Basar, Annisa (58573406000); Azemi, Mohd Azharul (58572931100)","58573292200; 36769123000; 55372008400; 58572690000; 56287762700; 58573406000; 58572931100","LINKING HUMAN RESOURCES MANAGEMENT PRACTICES AND ORGANIZATIONAL COMMITMENT: THE MEDIATING ROLE OF EMPLOYABILITY; [VINCULAÇÃO ENTRE PRÁTICAS DE GESTÃO DE RECURSOS HUMANOS E COMPROMETIMENTO ORGANIZACIONAL: O PAPEL MEDIADOR DA EMPREGABILIDADE]","2023","Journal of Law and Sustainable Development","11","2","e0636","","","","1","10.55908/SDGS.V11I2.636","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169619745&doi=10.55908%2fSDGS.V11I2.636&partnerID=40&md5=663432b07eec943a223618080b82c8a3","Faculty of Sports Science and Recreation, UiTM Cawangan Negeri Sembilan, Kampus Seremban, Malaysia; Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia; Department of Educational Foundations and Humanities, Faculty of Education, University Malaya, Malaysia","Ahmad M.F., Faculty of Sports Science and Recreation, UiTM Cawangan Negeri Sembilan, Kampus Seremban, Malaysia; Salamuddin N., Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia; Surat S., Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia; Safwan N.S.Z., Faculty of Sports Science and Recreation, UiTM Cawangan Negeri Sembilan, Kampus Seremban, Malaysia; Latif R.A., Faculty of Sports Science and Recreation, UiTM Cawangan Negeri Sembilan, Kampus Seremban, Malaysia; Basar A., Department of Educational Foundations and Humanities, Faculty of Education, University Malaya, Malaysia; Azemi M.A., Faculty of Sports Science and Recreation, UiTM Cawangan Negeri Sembilan, Kampus Seremban, Malaysia","Purpose: The performance of a good organization can be evaluated through the effectiveness of human resource management practices on employees. However, the problem of employee turnover always occurs because of weaknesses in an organization's human resource management practices, which affect the employee’s employability and organizational commitment. Therefore, this study examines human resource management practices, employability, and organizational commitment among sports graduates. Design/methodology/approach: This survey study involved 370 Universiti Teknologi MARA (UiTM) sports graduates who have worked in the government and private sectors. This research instrument contains 57 items to measure human resource management practices, employability, and organizational commitment. Data were analyzed using descriptive, inferential, and structural equation model (SEM) analysis using Analysis of Moment Structures (AMOS) software. Findings: The study results show a direct and indirect effect between the variables studied. The study results show that employability partially mediates the relationship between human resource management practices and organizational commitment Practical implications: This study fills a gap in research by establishing and examining the relationship between the antecedents of human resource management practices, employability, and organizational commitment. The results of this study can be used by Higher Education institutions to regularly review the curriculum and co-curriculum syllabus to ensure that the graduates’ success can align with the needs of the industry and employers. Originality/value: This paper contributes to future research on sports graduates by considering a new method. From this, it can provide an overview to researchers on the importance of human resource management practices, employability, and organizational commitment. © 2023 The Author(s).","employability; human resources management; organizational commitment","","","","","","","","Aboramadan M., Albashiti B., Alharazin H., Dahleez K. A., Human resources management practices and organizational commitment in higher education: The mediating role of work engagement, International Journal of Educational Management, 10, (2019); Ahmad M. F., Salamuddin N., Surat S., The Marketability of UiTM Products: A Study of Employability Skills Among UiTM Perlis Sports Graduates, International Journal of Academic Research in Progressive Education and Development, 10, 1, (2021); Ali B. J., Anwar G., An Empirical Study of Employees’ Motivation and its Influence Job Satisfaction, International Journal of Engineering, Business and Management, 5, 2, pp. 21-30, (2021); Ali M., Lei S., Wei X. 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J., A three-component conceptualization of organizational commitment, Human resource management review, 1, 1, pp. 61-89, (1991); Minten S., Use them or lose them: A study of the employability of sport graduates through their transition into the sport workplace, Managing leisure, 15, pp. 67-82, (2010); Muna M.B., Produktiviti dan hubungannya dengan komitmen dan Kepuasan Kerja dalam Organisasi Pembinaan, Journal Design and Built, 6, (2013); Naz F., Aftab J., Awais M., Impact of human resource management practices (HRM) on performance of SMEs in Multan, Pakistan, International Journal of Management, Accounting and Economics, 3, 11, pp. 699-708, (2016); Nelissen J., Forrier A., Verbruggen M., Employee development and voluntary turnover: Testing the employability paradox, Human Resource Management Journal, 27, 1, pp. 152-168, (2017); Nwachukwu C. E., Chladkova H., Human resource management practices and employee satisfaction in microfinance banks in Nigeria, Trends Economics and Management, 11, 28, pp. 23-35, (2017); Oh I. S., Blau G., Han J. H., Kim S., Human capital factors affecting human resource (HR) managers' commitment to HR and the mediating role of perceived organizational value on HR, Human Resource Management, 56, 2, pp. 353-368, (2017); Pasaoglu D., Analysis of the relationship between human resources management practices and organizational commitment from a strategic perspective: Findings from the banking industry, Procedia-Social and Behavioral Sciences, 207, pp. 315-324, (2015); Piyasena K. G. C. C., Kottawatta H., Does engagement of employees affect to organizational commitment? Evidence from non-academics in Sri Lankan state universities, Human Resource Management Journal, 6, 2, (2018); Preacher K. J., Hayes A. F., Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models, Behavior research methods, 40, 3, pp. 879-891, (2008); Sahoo C. K., Behera N., Tripathy S. K., Employee empowerment and individual commitment: An analysis from integrative review of research, (2010); Seng L. C., Malaysia Public Universities’ Graduate Employability Policies: An Analysis of First Degree Graduates Unemployment and Underemployment Issues, International Journal of Social Science and Humanities Research, 6, 4, pp. 480-489, (2018); Sharma A., Managing diversity and equality in the workplace, Cogent Business & Management, 3, (2016); Shet S. V., Patil S. V., Chandawarkar M. R., Competency based superior performance and organizational effectiveness, International Journal of Productivity and Performance Management, 68, 4, pp. 753-773, (2019); Shila J. M., Sevilla A. V., The Impact of principal’s leadership style on teacher’s job satisfaction and organizational commitment: An Indian perspective, Indian Journal of Positive Psychology, 6, 1, pp. 37-43, (2015); Sichtmann C., Von Selasinsky M., Exporting services successfully: Antecedents and performance implications, (2010); Sihombing S., Astuti E. S., Al Musadieq M., Hamied D., Rahardjo K., The effect of servant leadership on rewards, organizational culture and its implication for employee’s performance, International Journal of Law and Management, (2018); Suifan T. S., The Effect of Human Resources Practices on Organizational Commitment: A Jordanian Study, Journal of Management Research, 7, 4, pp. 222-232, (2015); Tania A., Sutanto E. 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Dev.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85169619745"
"González-Navarro P.; Córdoba-Iñesta A.I.; Casino-García A.M.; Llinares-Insa L.I.","González-Navarro, Pilar (15822039900); Córdoba-Iñesta, Ana Isabel (57446093200); Casino-García, Ana María (57210944530); Llinares-Insa, Lucía Inmaculada (57191269159)","15822039900; 57446093200; 57210944530; 57191269159","Evaluating employability in contexts of change: validation of a scale","2023","Frontiers in Psychology","14","","1150008","","","","0","10.3389/fpsyg.2023.1150008","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168297401&doi=10.3389%2ffpsyg.2023.1150008&partnerID=40&md5=ff4c1834465a73bc71c44774cca53a22","Department of Social Psychology, IDOCAL, Universitat de València, Valencia, Spain; Department of Developmental and Educational Psychology, Universitat de València, Valencia, Spain; Department of Inclusive Education and Social-Community Development, Universidad Católica de Valencia San Vicente Mártir, Valencia, Spain; Department of Social Psychology, Universitat de València, Valencia, Spain","González-Navarro P., Department of Social Psychology, IDOCAL, Universitat de València, Valencia, Spain; Córdoba-Iñesta A.I., Department of Developmental and Educational Psychology, Universitat de València, Valencia, Spain; Casino-García A.M., Department of Inclusive Education and Social-Community Development, Universidad Católica de Valencia San Vicente Mártir, Valencia, Spain; Llinares-Insa L.I., Department of Social Psychology, Universitat de València, Valencia, Spain","Introduction: Employability is a crucial factor in managing to emerge and changing job demands. This study validates an expanded version of the Employability Appraisal Scale: EAS-60, as an instrument to identify and improve competencies for employability. Method: The EAS-60 was tested in a cross-sectional study in a Spanish population. An exploratory study was carried out using a sample of 188 workers, and the scale’s structure was analyzed and confirmed in two Confirmatory Factor Analyses using a sample of 527 workers. Finally, reliability and validity were evaluated. Results: Exploratory and confirmatory analyses provide evidence supporting the multi-dimensional structure. The scale presents good psychometric properties and criteria for interpreting the scores. Discussion: The EAS-60 is a reliable and valid instrument. It allows Human Resource Managers to offer career plans at work that include specific actions of job socialization, training, improvement of specific skills, etc. Furthermore, employees can increase their employability and develop their professional careers. Copyright © 2023 González-Navarro, Córdoba-Iñesta, Casino-García and Llinares-Insa.","employability; employment; human resource management; labor competences; scale development; soft skills","","","","","","Universitat de Valencia and Catholic University of Valencia","This paper was partially funded by Universitat de Valencia and Catholic University of Valencia “San Vicente Mártir” (Valencia, Spain). ","Alcover C.M., Mazzetti G., Vignoli M., Sustainable employability in the mid and late career: an integrative review, J. Work Organ. Psychol, 37, pp. 157-174, (2021); Bach C., Sulikova R., Competence development in theory and practice: competence, Meta-competence, transfer competence and competence development in their systematic context, Management, 14, pp. 289-304, (2019); Bagozzi R.P., Yi Y., On the evaluation of structural equation models, J. Acad. Mark. Sci, 16, pp. 74-94, (1988); Bartlett M.S., A note on the multiplying factors for various chi square approximations, J. R. Stat. 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Rev, 31, pp. 44-61, (2002); Van Harten J., Vermeeren B., Managing employees’ employability: employer and employee perspectives, Managing for public service performance: How people and values make a difference, pp. 278-296, (2021); van Wingerden J., Niks I.M.W., Construction and validation of the perceived opportunity to craft scale, Front. Psychol, 8, (2017); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, J. Educ. Work, 29, pp. 877-901, (2016); Williams S., Karypidou A., Steele C., Dodd L., A personal construct approach to employability: comparing stakeholders’ implicit theories, Educ. Train, 61, pp. 390-412, (2019); Wright T.A., Quick J.C., Hannah S.T., Hargrove M.B., Best practice recommendations for scale construction in organizational research: the development and initial validation of the character strength inventory (CSI), J. Organ. Behav, 38, pp. 615-628, (2017)","L.I. Llinares-Insa; Department of Social Psychology, Universitat de València, Valencia, Spain; email: lucia.llinares@uv.es","","Frontiers Media SA","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85168297401"
"Klein E.; Walton J.","Klein, Eve (57213567506); Walton, Jack (57897416800)","57213567506; 57897416800","Mapping future work skills in the bachelor of arts: findings from an Australian study","2024","Higher Education Research and Development","43","1","","104","118","14","0","10.1080/07294360.2023.2228218","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168087142&doi=10.1080%2f07294360.2023.2228218&partnerID=40&md5=40f7335f80676880348848f66935689e","School of Music, The University of Queensland, St Lucia, QLD, Australia","Klein E., School of Music, The University of Queensland, St Lucia, QLD, Australia; Walton J., School of Music, The University of Queensland, St Lucia, QLD, Australia","The strengthening employability paradigm within higher education has led to a situation where the practical value of liberal arts programmes is contested. While the potential for such programmes to develop valuable generic skills is recognised, critiques of liberal arts programmes centre around their loose structure and lack of clear alignment with distinct professional employment pathways. This paper focuses on the representation of recognised employability skills within liberal arts curricula. It details the use of a Students as Partners methodology to investigate the inclusion of employability skills defined by the Future Work Skills 2020 framework within a Bachelor of Arts curriculum at an Australian comprehensive university. Our findings suggest a substantial disparity in the representation of employability skills within the curriculum studied. They prompt us to question the dynamics underlying the uptake and explication of employability skills in liberal arts contexts, and implications for the design and communication of liberal arts programme designs are discussed. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Australia; bachelor of arts; Employability; future work skills; liberal arts","","","","","","UQ Institute for Teaching and Learning Innovation; University of Queensland, UQ","Funding text 1: This work was supported by University of Queensland.; Funding text 2: The findings we present in this paper were produced through part of a larger research project conducted at the University of Queensland (UQ). UQ is an Australian public university which maintains a world ranking within the top 50 of global institutions (UQ, ). The BA examined in this project is UQ’s largest degree programme studied by approximately 7,500 students annually (Duck, ). The UQ BA allows students to combine study areas in a flexible way. At the time this investigation was conducted, there were 43 major and minor programmes of study available in the BA across arts, humanities, and social science disciplines. This examination was prompted by a curriculum review of the BA and its related course and programme offerings. Two aims of this BA curriculum review were to consider how the BA developed employability skills as defined by Davies et al. (), and to investigate the opportunity for creating transdisciplinary learning experiences where students could collaborate across discipline specialisations. Research presented in this paper represents one component of a larger study investigating these two aims across the BA from both a student and staff perspective. Funding was provided by a UQ Institute for Teaching and Learning Innovation Fellowship. This research was commissioned as a way of achieving faculty-wide consultation with staff and students, with data collection taking place between 2017 and 2018. After this research was internally distributed in 2019, all programme areas in the BA were revised as part of a university-wide renewal process across 2020–2021. ","Al-Azri H.M., Al-Harrasi N.H., Al-Aufi A.S., Information literacy and relation to workplace: A review of the literature, Global Knowledge, Memory and Communication, (2023); Allais S., ‘Economics imperialism’, education policy and educational theory, Journal of Education Policy, 27, 2, pp. 253-274, (2012); Allais S., Raffe D., Young M., Researching NQFs: Some conceptual issues, (2009); Australian qualifications framework, (2013); Bernstein B., Pedagogy, symbolic control, and identity, (2000); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Qualified for the future: Quantifying demand for arts, humanities and social science skills, (2020); Cameron I., Birkett G., A curriculum design, modelling and visualization environment, 23rd annual conference of the australasian association for engineering education 2012: Profession of engineering education: Advancing teaching, research and careers, the, pp. 301-308, (2012); Carson J., ‘Re-thinking a bachelor of arts for the 21st-century precariat’, Studies in Higher Education, (2021); Cook-Sather A., Bovill C., Felten P., Engaging students as partners in learning and teaching: A guide for faculty, (2014); Davies A., Fidler D., Gorbis M., Future work skills 2020, (2011); Duck J., BA future directions: A discussion paper, (2016); Fraser K., Thomas T., Challenges of assuring the development of graduate attributes in a bachelor of arts, Higher Education Research & Development, 32, 4, pp. 545-560, (2013); Gannaway D., (2015); Gannaway D., The bachelor of arts: Slipping into the twilight or facing a new Dawn?, Higher Education Research & Development, 34, 2, pp. 298-310, (2015); Gannaway D., Shappard K., Pursuing employability through generalist and specialist degree programs: Australian perspectives, Education for employability: Learning for future possibilities, pp. 155-166, (2019); Harvey N., Shahjahan M., Employability of bachelor of arts graduates: Final report, (2013); Jackson D., Skill mastery and the formation of graduate identity in bachelor graduates: Evidence from Australia, Studies in Higher Education, 41, 7, pp. 1313-1332, (2016); Johnson A., Dey S., Nguyen H., Groth M., Joyce S., Tan L., Glozier N., Harvey S.B., A review and agenda for examining how technology-driven changes at work will impact workplace mental health and employee well-being, Australian Journal of Management, 45, 3, pp. 402-424, (2020); Kinash S., Crane L., Judd M.-M., Knight C., Discrepant stakeholder perspectives on graduate employability strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); Kinash S., Crane L., Judd M.-M., Mitchell K., McLean M., Knight C., Dowling D., Schulz M., Supporting graduate employability from generalist disciplines through employer and private institution collaboration: Final report 2015, (2015); Klein E., Lewandowski-Cox J., Music technology and future work skills 2020: An employability mapping of Australian undergraduate music technology curriculum, International Journal of Music Education, 37, 4, pp. 636-653, (2019); Luckett K., Hunma A., Making gazes explicit: Facilitating epistemic access in the humanities, Higher Education, 67, 2, pp. 183-198, (2014); Markauskaite L., Goodyear P., Epistemic fluency and professional education, (2017); Norton A., Cherastidtham I., Mackey W., Mapping Australian higher education 2018, (2018); Pham T., Saito E., Teaching towards graduate attributes: How much does this approach help Australian graduates with employability?, Innovate higher education to enhance graduate employability: Rethinking the possibilities, pp. 109-121, (2019); Probert B., The quality of Australia’s higher education system: How it might be defined, improved and assured, (2015); Graduate outcomes survey: Short-term graduate outcomes in Australia, (2019); Sadler D.R., The futility of attempting to codify academic achievement standards, Higher Education, 67, 3, pp. 273-288, (2014); Telling K., Selling the liberal arts degree in England: Unique students, generic skills and mass higher education, Sociology, 52, 6, pp. 1290-1306, (2018); The new work reality, (2018); (2021); University of Queensland student strategy 2016-2020 white paper, (2016)","E. Klein; School of Music, The University of Queensland, St Lucia, Australia; email: e.klein@uq.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85168087142"
"Arthur P.; Koomson S.","Arthur, Patrick (58485418800); Koomson, Samuel (57711111400)","58485418800; 57711111400","Is student internship still beneficial today? The views of multi-parties in Ghana","2023","PSU Research Review","","","","","","","0","10.1108/PRR-01-2022-0003","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164713091&doi=10.1108%2fPRR-01-2022-0003&partnerID=40&md5=de90d02eefe718ec04cc0bc2e6ed5714","Directorate of Public Affairs, Cape Coast Technical University, Cape Coast, Ghana; Department of Business Administration, Faculty of Management Studies, University of Professional Studies, Accra, Ghana","Arthur P., Directorate of Public Affairs, Cape Coast Technical University, Cape Coast, Ghana; Koomson S., Department of Business Administration, Faculty of Management Studies, University of Professional Studies, Accra, Ghana","Purpose: There is evidence of country-level contextual variations regarding the benefits of practical experience acquired by students during higher education. This paper, therefore, analyses the benefits of student internships in the Ghanaian context. Design/methodology/approach: In Study 1, two structured but distinct surveys were distributed to senior members and students of six specialised technical education institutions (TIs). Study 2 involved in-depth interviews with the heads of organisations in the tertiary education sector, including trade groups, industries and government agencies. Findings: Internship provides soft skills, confidence, career development, sense of responsibility, employability, income, knowledge sharing and networking for students/interns. For TIs, it contributes to the professional development of faculty supervisors and helps them to update the content they teach. For employers, it unveils talented and promising students who can be employed immediately after graduation at a relatively cheaper cost. Research limitations/implications: There is still the need for additional research in different contexts: both developed and developing economies to clear doubts on the controversies surrounding the relevance of internship in the 21st century. Practical implications: TIs should continue to champion student internship programmes. This study highlights the need for employers to place internship students in areas that relate to their fields of study. It also underscores the need for students to embrace internship since it is the cornerstone to their employability in the labour market. Social implications: Undeniably, student internships provide a critical platform for career beginners. Originality/value: This paper contributes to knowledge by offering contextual literature in Ghana on the benefits of student internship programme for interns/students, TIs and employers, all together. © 2023, Patrick Arthur and Samuel Koomson.","Benefits; Ghanaian context; Multiparty; Students' practical training; Tertiary education sector","","","","","","","","Adjei N.A.K., The Current Situation Regarding World of Work Programmes-Cape Coast Technical University in Perspective, (2018); Albert C., Davia M.A., Job search strategies and underemployment in recent graduates' first jobs in Spain, Revista de Economía Aplicada, 26, 78, pp. 21-41, (2018); Amponsah M.O., Milledzi E.Y., Kwarteng J.O.-M., Assessment of the relevance and experience of undergraduate internship programme: a focus on University of Cape Coast psychology student in Ghana, Journal of Education and Practice, 5, 34, pp. 69-78, (2014); Anjum S., Impact of internship programmes on professional and personal development of business students: a case study from Pakistan, Future Business Journal, 6, 2, pp. 1-13, (2020); 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An analysis of online job adverts and the implications for policy, Studies in Higher Education, 47, 11, pp. 1-23, (2021); Platform N.L., Market J., Exploring the implications of unpaid internships, NACE Journal, (2016); Routon P.W., Walker J.K., College internships, tenure gaps, and student outcomes: a multiple-treatment matching approach, Education Economics, 27, 4, pp. 383-400, (2019); Ruey J., Rosenstein E., Gouveia R., Widmer E., Le devenir professionnel des diplômés en sciences sociales entre 2005 et 2015, (2016); Sa C., Holt C., Profiles of entrepreneurship students: implications for policy and practice, Education+ Training, 61, 2, pp. 122-135, (2019); Sahrir M.S., Ismail T., Mustapha N.H., Bakar R.A., Man S., Ahmad M.A., Mokhtar M., An evaluation of internship programme in improving graduate skills and marketability among Arabic Language students International Islamic University-Malaysia from the perspective of Malaysian job market, Journal of Education and Human Development, 5, 1, pp. 206-212, (2016); Sanahuja-Velez G., Ribes-Giner G., Effects of business internships on students, employers, and higher education institutions: a systematic review, Journal of Employment Counseling, 52, 3, pp. 121-130, (2015); Sayeda S.A.S.T., Future career in hospitality industry based on internship experience: a principal component analysis, Future, 12, 3, pp. 181-188, (2020); Schuetze H.G., Slowey M., Higher education in the twenty-first century: new frontiers–old barriers, Inequality, Innovation and Reform in Higher Education, (2020); Scott D., Nottingham P., Wall T., A welcome to the ‘creativity in work-applied management’ special issue, Journal of Work-Applied Management, (2020); Silva P., Lopes B., Costa M., Seabra D., Melo A.I., Brito E., Dias G.P., Stairway to employment? 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A field experiment, Industrial Relations: A Journal of Economy and Society, 57, 3, pp. 361-388, (2018); Wall T., Hindley A., Work integrated learning for sustainability education, The Encyclopedia of Sustainability in Higher Education, (2018); Wall T., Tran L.T., Soejatminah S., Inequalities and agencies in workplace learning experiences: international student perspectives, Vocations and Learning, 10, 2, pp. 141-156, (2017); Rodriguez-Gomez D., Armengol C., Meneses J., La adquisición de las competencias profesionales a través de las prácticas curriculares de la formación inicial de maestros, Revista de Educación, 3, 76, pp. 229-251, (2017)","S. Koomson; Department of Business Administration, Faculty of Management Studies, University of Professional Studies, Accra, Ghana; email: skoomson68@gmail.com","","Emerald Publishing","","","","","","23991747","","","","English","PSU. Res. Rev.","Article","Article in press","All Open Access; Gold Open Access","Scopus","2-s2.0-85164713091"
"Martinussen M.; Mulcahy D.","Martinussen, Maree (57205185214); Mulcahy, Dianne (7103157857)","57205185214; 7103157857","Working-class student-hood and ‘job-readiness’: Affective relations of class, gender and employability policy in higher education","2023","Journal of Education Policy","","","","","","","0","10.1080/02680939.2023.2228755","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163009868&doi=10.1080%2f02680939.2023.2228755&partnerID=40&md5=d04f2cdfd6dcd37391f3c386f41591ed","Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia","Martinussen M., Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia; Mulcahy D., Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia","Past decades have seen increased emphasis on graduate employability as a driver of higher education policy. In the Australian context, employability discourses in the public domain have become inflected with anti-intellectual sentiment, serving to reproduce the perception that the humanities and social sciences are of less value to graduates’ employability than are science, technology, engineering, mathematics and medicine. Against this backdrop, and with particular reference to the Job-ready Graduates Package, we investigate how diverse notions of employability shape student-hood for working-class female students who are largely engaged in the social sciences. Attending to affective dynamics, we show how employability imperatives ‘land’ for these students, individually, and as an ‘equity group’. While employability policies are typically positioned as a salve for class inequalities, they can also discredit educational and employment endeavours of working-class students, and reproduce class tensions. To enhance employability policies, there is a need to move beyond reductionist models of job-readiness, towards responding to the complexities of policy as enacted through lived relations. We propose attending to the variability of both identity and value positions and recognising the contribution of affect and emotion to this complex set of policy dynamics. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","affect; employability; gender; higher education; postgraduate education; social class","","","","","","","","Abrahams J., Ingram N., The Chameleon Habitus: Exploring Local students’ Negotiations of Multiple Fields, Sociological Research Online, 18, 4, pp. 213-226, (2013); Ahmed S., Affective Economies, Social Text, 22, 2, pp. 117-139, (2004); Baglow L., Gair S., Australian Social Work Students: Balancing Tertiary Studies, Paid Work and Poverty, Journal of Social Work, 19, 2, pp. 276-295, (2019); Ball S., Subjectivity as a Site of Struggle: Refusing Neoliberalism?, British Journal of Sociology of Education, 37, 8, pp. 1129-1146, (2016); Ball S., Maguire M., Braun A., How Schools Do Policy: Policy Enactments in Secondary Schools, (2012); Bisley N., Why the Federal Government Must Ditch Jobs Ready Graduates Now, EduResearch Matters(blog), (2022); Blackmore J., Governing Knowledge in the Entrepreneurial University: A Feminist Account of Structural, Cultural and Political Epistemic Injustice, Critical Studies in Education, 63, 5, pp. 622-638, (2022); Boden R., Nedeva M., Employing Discourse: Universities and Graduate ‘Employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Braidotti R., Posthuman Feminism, (2021); Bunn M., Jane Burke P., Threadgold S., Classed Trajectories in Higher Education and the Graduate Labour Market: Affective Affinities in a ‘Meritocracy’, British Journal of Sociology of Education, 43, 8, pp. 1-15, (2022); Clegg S., Time Future - the Dominant Discourse of Higher Education, Time & Society, 19, 3, pp. 345-364, (2010); Cover R., Haw A., Thompson J.D., Introduction: Digital Cultures and Fake News, Fake News in Digital Cultures: Technology, Populism and Digital Misinformation, pp. 1-15, (2022); Craswell G., Deconstructing the Skills Training Debate in Doctoral Education, Higher Education Research and Development, 26, 4, pp. 377-391, (2007); Cuthbert D., Molla T., PhD Crisis Discourse: A Critical Approach to the Framing of the Problem and Some Australian ‘Solutions’, Higher Education, 69, 1, pp. 33-53, (2015); Daly A., Lewis P., The Proposed Job-Ready Graduate Package: A Misguided Arrow Missing Its Target, Australian Journal of Labour Economics, 23, 2, pp. 231-251, (2020); Deleuze G., Spinoza, Practical Philosophy, (1988); Deleuze G., Guattari F., A Thousand Plateaus: Capitalism and Schizophrenia, (1987); Job-Ready Graduates: Higher Education Reform Package 2020, (2020); Edwards D., Coates H., Monitoring the Pathways and Outcomes of People from Disadvantaged Backgrounds and Graduate Groups, Higher Education Research and Development, 30, 2, pp. 151-163, (2011); ACEs - Parent Fact sheet. Adverse Childhood Experiences (ACEs) Toolkit, (2022); EPHEA Submission to the Labour Government, (2022); Friedman S., The Price of the Ticket: Rethinking the Experience of Social Mobility, Sociology, 48, 2, pp. 352-368, (2014); Frunzaru V., Vatamanescu E.M., Gazzola P., Bolisani E., Challenges to Higher Education in the Knowledge Economy: Anti-Intellectualism, Materialism and Employability, Knowledge Management Research and Practice, 16, 3, pp. 388-401, (2018); Grant-Smith D., Irmer B., Mayes R., Equity in Postgraduate Education in Australia: Widening Participation or Widening the Gap?, (2020); Guzman-Valenzuela C., Darwin S., Flanagan A., Aguilera-Munoz A., Geldres A., (Un)limited Choice: Analysing the Strategic Choices of First-In-Generation Students in Neoliberal Higher Education, British Journal of Sociology of Education, 43, 6, pp. 930-949, (2022); Hartmann E., Komljenovic J., The Employability Dispositif, or the Re-Articulation of the Relationship Between Universities and Their Environment, Journal of Education Policy, 36, 5, pp. 708-733, (2021); Kalfa S., Taksa L., Cultural Capital in Business Higher Education: Reconsidering the Graduate Attributes Movement and the Focus on Employability, Studies in Higher Education, 40, 4, pp. 580-595, (2015); Kenway J., “Non-traditional” Pathways: Are They the Way to the Future?, Gender Matters in Educational Administration and Policy, pp. 81-100, (1993); Lingard B., Gale T., The Emergent Structure of Feeling: What Does It Mean for Critical Educational Studies and Research?, Critical Studies in Education, 48, 1, pp. 1-23, (2007); Loveday V., Working-Class Participation, Middle-Class Aspiration? 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Martinussen; Melbourne Graduate School of Education, University of Melbourne, Melbourne, 3010, Australia; email: maree.martinussen@unimelb.edu.au","","Routledge","","","","","","02680939","","","","English","J. Educ. Policy","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85163009868"
"Vo T.H.L.; Wyatt M.","Vo, Thi Hong Le (58566130400); Wyatt, Mark (36607039500)","58566130400; 36607039500","Involving company representatives in helping university learners to develop sociopragmatic competence in English for job interviews","2023","English Scholarship Beyond Borders","9","1","","35","54","19","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85170065576&partnerID=40&md5=214f17d806c91240f3258916fe2b5a6a","University of Economics, Ho Chi Minh City, Viet Nam; Khalifa University, Abu Dhabi, United Arab Emirates","Vo T.H.L., University of Economics, Ho Chi Minh City, Viet Nam; Wyatt M., Khalifa University, Abu Dhabi, United Arab Emirates","Graduates in the Vietnamese context seeking to enter the globalized workplace, where they will need to use English for business purposes in culturally appropriate ways, may be hindered not only by limited English proficiency in general, but also specifically by limited sociopragmatic competence. Sociopragmatic competence is really needed by candidates in job interviews in Vietnam and elsewhere when they present themselves positively at the beginning of the interview, engage in relational and transactional talk throughout, and answer interviewers’ questions at the end. Of the various strategies that may be employed at the university to support the development of such competence, one would be to involve local company representatives in helping English language teachers to prepare their students by simulating job interviews. This study reports on such an intervention in Vietnam. Drawing on observational data collected through notes and audio-recordings, the study provides insights into how the intervention utilized strategies that had the potential to enhance the employability of Vietnamese graduates. The study suggests that the real world expertise and professional guidance provided by company representatives could be utilized elsewhere in ways such as documented here to support teachers and university curriculum developers in designing teaching materials and tasks. Such partnerships between local companies and language teachers are likely to benefit learners needing to acquire sociopragmatic competence to be successful in situations such as job interviews. © 2023, Editorial Board English Scholarship Beyond Borders. All rights reserved.","communicative competence; industry-led curriculum; relational and transactional talk; simulated job interviews; sociopragmatic competence; Vietnamese graduates","","","","","","University of Economics","This research is funded by the University of Economics, Ho Chi Minh City, Vietnam.","Bachman L.F., Palmer A.S., Language Testing in Practice: Designing and Developing Useful Language Tests, (1996); Bardovi-Harlig K., Acquisition of L2 pragmatics, The Routledge Handbook of Instructed Second Language Acquisition, pp. 224-245, (2017); Cohen L., Manion L., Morrison K., Research Methods in Education, (2011); Common European Framework of Reference for Languages: Learning, Teaching, Assessment, (2011); Coupland J., Small talk: social functions, Research on Language and Social Interaction, 36, 1, pp. 1-6, (2003); Gatehouse K., Key issues in English for special purposes (ESP) curriculum development, The Internet TESL Journal, VII, 10, (2001); Gumperz J., On interactional sociolinguistic method, Talk, Work and Institutional Order: Discourse in Medical, Mediation and Management Settings, pp. 453-471, (1999); Grice P., Logic and Conversation, (1989); Holmes J., Doing collegiality and keeping control at work: Small talk in government departments, Small Talk, pp. 32-61, (2000); Holmes J., Riddiford N., From classroom to workplace: tracking socio-pragmatic development, ELT Journal, 65, 4, pp. 376-386, (2011); Iva V., Eliska K., Flexible graduate is successful graduate. Key factors of successful job interview: Results of a comparative analysis, Journal of Competitiveness, 8, 2, pp. 87-102, (2016); Johns A.M., Dudley-Evans T., English for specific purposes: International in scope, specific in purpose, Tesol Quarterly, 25, 2, pp. 297-314, (1991); Kerekes J.A., Winning an interviewer’s trust in a gatekeeping encounter, Language in Society, 35, pp. 27-57, (2006); Koester A., Investigating Workplace Discourse, (2006); Koester A., Workplace Discourse, (2010); Lazarus A., Preparation is key to successful job interviews, The Physician Executive, pp. 48-50, (2004); Leech G., Principles of Pragmatics, (1983); Lim C.H., Winter R., Chan C.C., Cross-cultural interviewing in the hiring process: Challenges and strategies, Career Development Quarterly, 54, (2006); Lincoln Y.S., Guba E.G., Naturalistic Inquiry, (1985); Lipovsky C., Candidates’ negotiation of their expertise in job interviews, Journal of Pragmatics, 38, pp. 1147-1174, (2006); Lipovsky C., Constructing affiliation and solidarity in job interviews, Discourse & Communication, 2, pp. 411-432, (2008); LoCastro V., Pragmatics for Language Educators: A Sociolinguistic Perspective, (2012); Louw K.J., Derwing T.M., Abbott M.L., Teaching pragmatics to L2 learners for the workplace. The job interview, The Canadian Modern Language Review, 66, 5, pp. 739-758, (2010); Mangubhai F., Marland P., Daswood A., Son J.B., Teaching a foreign language: one teacher’s practical theory, Teaching and Teacher Education, 20, pp. 291-311, (2007); Miller E.R., Positioning selves, doing relational work and constructing identities in interview talk, Journal of Politeness Research, 9, 1, pp. 75-95, (2013); Newton J., Kusmierczyk E., Teaching second languages for the workplace, Annual Review of Applied Linguistics, 31, pp. 74-92, (2011); Noor S.N.F.M., Tab F.M., Kamarulzaman R., Exploring job interview skills of future engineers: Application of appraisal analysis assessment and verbal impression management, Journal of Technical Education and Training, 9, 1, pp. 87-99, (2017); Nunn R., The pragmatics of cooperation and relevance for teaching and learning, Linguistics Journal, 1, 1, pp. 5-16, (2006); Nunn R., From defining to developing competence in EIL and intercultural communication, Journal of English as an International Language, 6, 1, pp. 21-45, (2007); Perez-Sabater C., Montero-Fleta B., Pragmatic competence and social power awareness: The case of written and spoken discourse in non-native English environments, International Journal of English Studies, 14, 2, pp. 21-38, (2014); Powell D., Generoso A., Clarifications and Strategic Responses in Job Interviews: A vocational ESL Class Unit, (2012); Richards K., Qualitative Inquiry in TESOL, (2003); Sarangi S., Roberts C., Discoursal (mis)alignments in professional gatekeeping encounters, Language Acquisition and Language Socialization, pp. 197-227, (2004); Silverman D., Doing Qualitative Research, (2005); Spencer-Oatey H., (Im)politeness, face and perceptions of rapport: Unpackaging their bases of interrelationships, Journal of Politeness Research: Language, Behavior, Culture, 1, pp. 95-119, (2005); Tomlinson B., Developing principled frameworks for materials development, Developing Materials for Language Teaching, pp. 107-129, (2003); van de Mieroop D., Schnurr S., Candidates’ humour and the co-construction of co-membership in job interviews, Language & Communication, 61, pp. 35-45, (2018); News of Vietnam Labour Market 18 (2-2018), (2018); Vo T.H.L., A Study of the Extent to Which University English Education Fulfills Workplace Requirements for Vietnamese Graduates and of the Extent to Which Action Research Can Lead to Improvements in University English Education, (2015); Vo T.H.L., Wyatt M., McCullagh M., Exploring the gap between Vietnamese workplace communication in English and English language teaching at a university, Asian ESP Journal, 12, 1, pp. 8-38, (2016); Wyatt M., Practical knowledge growth in communicative language teaching, TESL-EJ, 13, 2, pp. 1-23, (2009)","","","Editorial Board English Scholarship Beyond Borders","","","","","","24109096","","","","English","Engl. Scholarsh. Beyond Bord.","Article","Final","","Scopus","2-s2.0-85170065576"
"Peng F.; Sun Y.; Chen Z.; Gao J.","Peng, Fang (58247059700); Sun, Yuhui (57222553534); Chen, Zigen (56660035300); Gao, Jing (55702655700)","58247059700; 57222553534; 56660035300; 55702655700","An Improved Apriori Algorithm for Association Rule Mining in Employability Analysis","2023","Tehnicki Vjesnik","30","5","","1435","1442","7","0","10.17559/TV-20230327000481","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85171470683&doi=10.17559%2fTV-20230327000481&partnerID=40&md5=354effc3106ac45513f50d7ad4dac45f","School of Maritime Economics and Management, Dalian Maritime University, No. 1, Linghai Road, Liaoning, Dalian, China; UniSA STEM, University of South Australia, Mawson Lakes Blvd, Mawson Lakes, 5095, SA, Australia","Peng F., School of Maritime Economics and Management, Dalian Maritime University, No. 1, Linghai Road, Liaoning, Dalian, China; Sun Y., UniSA STEM, University of South Australia, Mawson Lakes Blvd, Mawson Lakes, 5095, SA, Australia; Chen Z., School of Maritime Economics and Management, Dalian Maritime University, No. 1, Linghai Road, Liaoning, Dalian, China; Gao J., UniSA STEM, University of South Australia, Mawson Lakes Blvd, Mawson Lakes, 5095, SA, Australia","The wide application of emerging advanced technologies causes significant changes in the development trend of the employment market. The lack of flexible and easy-to-implement analysis methods challenges general maritime education practitioners to understand the developing trends. This research proposed the improved Apriori algorithm to explore employment preference by identifying the association rule of the employability indicators and the employment status. The candidate generation methods are optimised based on the questionnaire design to generate fewer candidates. The minimum support value is automatically generated to reduce the reliance on analysis expertise and improve accuracy. To validate the algorithm, a questionnaire for the maritime graduate is used to collect employment data to test the efficiency and capability of the improved algorithm. The computation time for different data set sizes shows that the improvement could improve the algorithm's effectiveness. The algorithm also successfully identifies significant employment preference that certain employment types emphasise specific employability skills, such as responsibility and core professional skills. The results suggest that the improved A algorithm could reduce the computing burden and identify the employment preference from questionnaire data. This research provides easy-to-use and flexible analysis tools, which could reduce the computing expertise required for education practitioners. © 2023, Strojarski Facultet. All rights reserved.","apriori algorithm; association analysis; education analysis; employability","Association rules; Learning algorithms; Advanced technology; Analysis method; Apriori algorithms; Association analysis; Development trends; Education analyse; Employability; Employment market; Improved apriori algorithms; Maritime education; Employment","","","","","","","DeSombre E. 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S.-L., Cahoon S., Pateman H., Bhaskar P., Wang G., Parsons J., Employability skills of maritime business graduates: industry perspectives, WMU Journal of Maritime Affairs, 17, 2, pp. 267-292, (2018); Verma S. K., Thakur R., Fuzzy Association Rule Mining based Model to Predict Students' Performance, International Journal of Electrical & Computer Engineering (2088-8708), 7, 4, (2017); Garcia E., Romero C., Ventura S., Castro C. d., An architecture for making recommendations to courseware authors using association rule mining and collaborative filtering, User Modeling and User-Adapted Interaction, 19, 1, pp. 99-132, (2009); Clark E., Paran A., The employability of non-native-speaker teachers of EFL: A UK survey, System, 35, 4, pp. 407-430, (2007); Li T., Application of APRIORI correlation algorithm on music education curriculum association rules, Journal of Physics: Conference Series, (2021); Yuan X., An improved Apriori algorithm for mining association rules, AIP conference proceedings, (2017); Hegland M., The apriori algorithm-a tutorial, Mathematics and computation in imaging science and information processing, pp. 209-262, (2007); Pan T., An Improved Apriori Algorithm for Association Mining Between Physical Fitness Indices of College Students, International Journal of Emerging Technologies in Learning (IJET), 16, 9, pp. 235-246, (2021); Ibrahim C. A. M., Gaber C. E. M., Knowledge Management and itsInfluence on the Efficiency of Maritime Education and Training Institutes (A Case Study), International Association of Maritime Universities 17th Annual General Assembly 2016, pp. 144-157, (2016); Sencila V., Kalvaitiene G., Industry 4.0: Autonomous Shipping and New Challenges for Maritime Education and Training, Transport Means 2019-Sustainability: Research and Solutions-Proceedings of the 23rd International Scientific Conference, (2019); Ahvenjarvi S., Unmanned Ships And The Maritime Education And Training. Global perspectives in MET: Towards Sustainable, Green and Integrated Maritime Transport, (2017); Gilmartin T., Gal D., O'Connor E. A., VR training videos: Using immersive technologies to support experiential learning methods in maritime education, IAMUC 2019-20th Commemorative Annual General Assembly, AGA 2019-Proceedings of the International Association of Maritime Universities Conference, (2019); Alop A., The Challenges of the Digital Technology Era for Maritime Education and Training, 2019 European Navigation Conference (ENC), (2019); Psaraftis H. N., Kontovas C. A., Balancing the economic and environmental performance of maritime transportation, Transportation Research Part D: Transport and Environment, 15, 8, pp. 458-462, (2010); Linder A. J., CO2 Restrictions and Cargo Throughput Limitations at California Ports: A Closer Look at AB 32 and Port-to-Port Shipping, Public Works Management & Policy, 14, 4, pp. 374-391, (2010); Chang C. C., Jhang C. W., Reducing speed and fuel transfer of the Green Flag Incentive Program in Kaohsiung Port Taiwan, Transportation Research Part D: Transport and Environment, 46, pp. 1-10, (2016); Woo J.-K., Moon D. S.-H., The effects of slow steaming on the environmental performance in liner shipping, Maritime Policy & Management, 41, 2, pp. 176-191, (2013); Container Shipping in Europe Data for the Evaluation of the EU Consortia Block Exemption, (2019); Vasheghani M., Abtahi M., Strategic planning for multimodal transportation in ports, Maritime Policy & Management, pp. 1-23, (2022); Maritime Subsidies: Do they Provide Value for Money?, (2019); Sebastian S., Performance evaluation by artificial neural network using WEKA, International Research Journal of Engineering and Technology, 3, 3, pp. 1459-1464, (2016); Borkar S., Rajeswari K., Predicting students academic performance using education data mining, International Journal of Computer Science and Mobile Computing, 2, 7, pp. 273-279, (2013); Alangari N., Alturki R., Association rule mining in higher education: a case study of computer science students, Smart Infrastructure and Applications, pp. 311-328, (2020); Hashima A. S., Hamoud A. K., Awadh W. A., Analyzing students' answers using association rule mining based on feature selection, Journal of Southwest Jiaotong University, 53, 5, (2018); Jha J., Ragha L., Educational data mining using improved apriori algorithm, International Journal of Information and Computation Technology, 3, 5, pp. 411-418, (2013); Jovanoski V., Lavrac N., Classification rule learning with APRIORI-C, Portuguese conference on artificial intelligence, (2001); Pramod S., Vyas O., Data stream mining: A review on windowing approach, Global Journal of Computer Science and Technology Software & Data Engineering, 12, 11, pp. 26-30, (2012); Lakshmi K. S., Vadivu G., Extracting association rules from medical health records using multi-criteria decision analysis, Procedia Computer Science, 115, pp. 290-295, (2017); Altay E. V., Alatas B., Differential evolution and sine cosine algorithm based novel hybrid multi-objective approaches for numerical association rule mining, Information Sciences, 554, pp. 198-221, (2021)","Y. Sun; UniSA STEM, University of South Australia, Mawson Lakes, Mawson Lakes Blvd, 5095, Australia; email: Yuhui.sun@mymail.unisa.edu.au","","Strojarski Facultet","","","","","","13303651","","","","English","Teh. Vjesn.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85171470683"
"Wragg F.P.H.; Harris C.; Noyes A.; Vere K.","Wragg, F.P.H. (58490482900); Harris, C. (58728121400); Noyes, A. (14830339200); Vere, K. (10641596400)","58490482900; 58728121400; 14830339200; 10641596400","Technicians as teachers: the emerging role of technical staff within higher education teaching and learning environments","2023","Journal of Further and Higher Education","47","9","","1196","1210","14","0","10.1080/0309877X.2023.2231380","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164972175&doi=10.1080%2f0309877X.2023.2231380&partnerID=40&md5=8e0947a6422251dc8b4b4ea1573e14a1","Faculty of Engineering, University of Nottingham, Nottingham, United Kingdom; School of Education, University of Nottingham, Nottingham, United Kingdom","Wragg F.P.H., Faculty of Engineering, University of Nottingham, Nottingham, United Kingdom; Harris C., Faculty of Engineering, University of Nottingham, Nottingham, United Kingdom; Noyes A., School of Education, University of Nottingham, Nottingham, United Kingdom; Vere K., Faculty of Engineering, University of Nottingham, Nottingham, United Kingdom","Technicians and technical staff are making increasingly significant contributions to the teaching and learning of undergraduate and postgraduate students in the UK. This paper reports on a survey of 1766 technical staff regarding their roles within teaching and learning environments, and a series of follow-up focus groups with 44 technical staff further exploring the roles, visibility, and recognition of technical staff. Analysis suggests many technicians’ roles have transitioned to such an extent that traditional lines between academic and technical teaching responsibilities, expertise, and contributions are becoming increasingly blurred. This trend is particularly noticeable for disciplines within creative arts but is also found in other discipline areas. This is likely accelerated by a competitive higher education environment and global graduate job market which incentivise skills-based learning and graduate employability, with a general transition towards increased value of ‘know-how’ as well as ‘know-what’. Although this can greatly enhance students’ skills-based learning at the hands of experienced practitioners, there is a danger that under-valued ‘cheap labour’ could be used to replace under-resourced academic teaching communities, or that technical staff find expansion of their teaching responsibilities are not being matched with adjustments in value, recognition, or reward. Specific examples are explored, and the impact of COVID-19 related disruption is further used to highlight these overall themes. The authors advocate for common understanding and recognition of teaching roles throughout the higher education sector, regardless of job family. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","skills; status of teaching; teaching and learning; Technician; vocational knowledge","","","","","","Shift Learning Ltd","This work was supported by the Research England-funded Midlands Innovation TALENT programme under Grant SR-10585490 The authors would like to thank the research participants within the technical community, including survey respondents and focus group participants. Thanks also to Shift Learning Ltd, who we commissioned to test and host our e-survey and support its launch and delivery.","Advance H.E., Guild H.E., Universities U.K., The UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education, (2011); Andrews J., Higson H., Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Carless D., Exploring Learning-Oriented Assessment Processes, Higher Education, 69, 6, pp. 963-976, (2015); Dickinson J., Fowler A., Griffiths T.-L., Pracademics? Exploring Transitions and Professional Identities in Higher Education, Studies in Higher Education, 47, 2, pp. 290-304, (2022); Definition of ‘Technician’ in Higher Education: A Suggestion, (2018); Jensen M.B., Johnson B., Lorenz E., Ake Lundvall B., Forms of Knowledge and Modes of Innovation, Research Policy, 36, 5, pp. 680-693, (2007); Lewis P.A., A Collection of Paul Lewis/Gatsby Foundation Reports on Technicians within Science and Engineering Disciplines, (2010); Lewis P.A., Gospel H., Technicians under the Microscope: A Study of the Skills and Training of University Laboratory and Engineering Workshop Technicians, (2013); Lewis P.A., Gospel H., Technicians under the Microscope: A Study of the Skills and Training of University Laboratory and Engineering Workshop Technicians, SSRN Electronic Journal, (2011); Lundvall B.-A., Johnson B., The Learning Economy, Industry & Innovation, 1, 2, pp. 23-42, (1994); McCune V., Hounsell D., The Development of Students’ Ways of Thinking and Practising in 3 Final-Year Biology Courses, Higher Education, 49, 3, pp. 255-289, (2005); The Research and Technical Workforce in the UK (Policy Briefing), (2021); Savage T., Creative Arts Technicians in Academia: To Transition or Not to Transition?, Art Design & Communication in Higher Education, 17, 2, pp. 237-253, (2018); Savage T., Challenging HEA Fellowship: Why Should Technicians in Creative Arts He Be Drawn into Teaching?, Art Design & Communication in Higher Education, 18, 2, pp. 201-218, (2019); Equality, Diversity and Inclusion: A Technician Lens, (2019); The TALENT Commission: Technical Skills, Roles and Careers in UK Higher Education and Research, (2022); COVID-19: The Impact on Technicians in UK Higher Education and Research, (2020)","F.P.H. Wragg; University of Nottingham, Nottingham, United Kingdom; email: francis.wragg2@nottingham.ac.uk","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85164972175"
"Keogh B.; Hardwick T.","Keogh, Brendan (55902446900); Hardwick, Taylor (58352144900)","55902446900; 58352144900","Creative, Technical, Entrepreneurial: Formative Tensions in Game Development Higher Education","2023","Games and Culture","","","","","","","0","10.1177/15554120231176874","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163009421&doi=10.1177%2f15554120231176874&partnerID=40&md5=668d3ed46399dde98c05e2a55b8039f1","Digital Media Research Centre, School of Communication, Queensland University of Technology, Brisbane, QLD, Australia; Department of Media and Communication, School of Social Sciences, Media, Film and Education, Swinburne University, Hawthorn, VIC, Australia","Keogh B., Digital Media Research Centre, School of Communication, Queensland University of Technology, Brisbane, QLD, Australia; Hardwick T., Department of Media and Communication, School of Social Sciences, Media, Film and Education, Swinburne University, Hawthorn, VIC, Australia","Higher education (HE) has become a common pathway into game development careers. Previous research with students and educators has shown how game development HE exemplifies a “creative industries” approach that seemingly marries technical and creative skills, professionalism and passion, and individualistic entrepreneurism and interdisciplinary collaboration. However, little research has considered the varied institutional contexts such students and educators find themselves entrenched in. In this article, we argue that game development HE does not simply marry the technical and creative but is instead torn between different disciplinary cultures, ideologies, and aims. Drawing from data on 119 game development HE programs in Australia, we show that while game development HE is consistently positioned as a pathway toward student employability, just what skills and identities are emphasized as crucial for such employability varies pending on the program's institutional context—ultimately showing that combining creativity and technology is neither a straightforward nor neutral process. © The Author(s) 2023.","employability; game development; HASS; higher education; skills; STEM; university","","","","","","Australian Research Council, ARC, (DE180100973)","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Research for this article was funded by an Australian Research Council Discovery Early Career Research Award (DE180100973). ","Arsenault D., Super power, spoony bards, and silverware: The Super Nintendo Entertainment System, (2017); Ashton D., Making it professionally: Student identity and industry professionals in higher education, Journal of Education and Work, 22, 4, pp. 283-300, (2009); Banks M., The politics of cultural work, (2007); Barker D., The mighty spoon: Representing characters with chronic health conditions in videogames, PhD thesis, (2018); Bridges D., Transferable skills: A philosophical perspective, Studies in Higher Education, 18, 1, pp. 43-51, (1993); Bridgstock R., Skills for creative industries graduate success, Education + Training, 53, 1, pp. 9-26, (2011); Bridgstock R., Not a dirty word: Arts entrepreneurship and higher education, Arts and Humanities in Higher Education, 12, 2-3, pp. 122-137, (2013); Brown P., Hesketh A., Wiliams S., Employability in a knowledge-driven economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Bulut E., A precarious game: The illusion of dream jobs in the video game industry, (2020); Butt M.A., Gaming lifeworlds: Videogames in culture, PhD thesis, (2022); Carter J.T., A conceptual framework of game feel: An evolutionary approach, PhD thesis, (2022); Chandra Y., Shang L., Qualitative data analysis using RQDA, (2019); Consalvo M., Paul C.A., Real games: What’s legitimate and what’s not in contemporary videogames, (2019); Cunningham S., Hidden innovation: Policy, industry and the creative sector, (2013); Cunningham S., Flew S., A research agenda for creative industries, (2019); de Peuter G., Beyond the model worker: Surveying a creative precariat, Culture Unbound, 6, pp. 263-284, (2014); Doidge S., Doyle J., Australian Universities in the age of COVID, Educational Philosophy and Theory, 54, 6, pp. 668-674, (2022); Fairclough N., Critical discourse analysis and the marketization of public discourse: The universities, Discourse & Society, 4, 2, pp. 133-168, (1993); Flew T., From policy to curriculum: Drivers of the growth in creative industries courses in the UK and Australia, Creative Industries Journal, 12, 2, pp. 167-184, (2019); Harvey A., Becoming gamesworkers: Diversity, higher education, and the future of the game industry, Television & New Media, 20, 8, pp. 756-766, (2019); Harvey A., Making the grade: Feminine lack, inclusion, and coping strategies in digital games higher education, New Media & Society, 24, 9, pp. 1986-2002, (2022); Hearn G., Bridgstock R., Goldsmith B., Rodgers J., Creative work beyond the creative industries, (2014); Kennedy H.W., Game jam as feminist methodology: The affective labors of intervention in the ludic economy, Games and Culture, 13, 7, pp. 708-727, (2018); Keogh B., From aggressively formalised to intensely in/formalised: Accounting for a wider range of videogame development practices, Creative Industries Journal, 12, 1, pp. 14-33, (2019); Keogh B., The cultural field of video game production in Australia, Games and Culture, 16, 1, pp. 116-135, (2021); Keogh B., Situating the videogame maker’s agency through craft, Convergence: The International Journal of Research into New Media Technologies, 28, 2, pp. 374-388, (2022); Keogh B., The videogame industry does not exist, (2023); Kerr A., Global games: Production, circulation and policy in the networked era, (2017); Kerr A., Decoding and recoding game jams and independent game making spaces for inclusion, Independent videogames: Cultures, networks, techniques and politics, pp. 29-42, (2021); Kirkpatrick G., Computer games and the social imaginary, (2013); Kucklich J., Precarious playbour: Modders and the digital games industry, Fibreculture, 5, (2005); Langreo L., (2022); Lipkin N., Examining Indie’s Independence: The meaning of “Indie” games, the politics of production, and mainstream co-optation, Loading, 7, 11, pp. 8-24, (2013); Luckman S., Craft and the creative economy, (2015); McRobbie A., Be creative: Making a living in the new culture industries, (2016); Muscat A., Ambiguous worlds: Understanding the design of first-person Walker games, PhD thesis, (2018); Nudelman G., The hidden curriculum in two employability skills development courses in a South African electrical engineering degree programme, Journal of Education and Work, 33, 5-6, pp. 360-374, (2020); Oakley K., Good work? Rethinking cultural entrepreneurship, Handbook of management and creativity, pp. 145-159, (2014); Oakley K., O'Connor J., The Routledge companion to the cultural industries, (2015); O'Donnell C., Developer’s dilemma, (2014); Penney T., McCrea C., Lade J., Inabinet K., pp. 1-21, (2020); Pietsch T., A history of university income in the United Kingdom and Australia, 1922–2017, History of Education Review, 49, 2, pp. 229-248, (2020); Poell T., Nieborg D.B., Duffy B.E., Platforms and cultural production, (2022); Ruffino P., Independent videogames: Cultures, networks, techniques and politics, (2021); Salter A., Blodgett B., Toxic geek masculinity in media: Sexism, trolling, and identity policing, (2017); Shaw A., Do you identify as a gamer? Gender, race, sexuality, and gamer identity, New Media & Society, 14, 1, pp. 28-44, (2012); Szeman I., Entrepreneurship as the new common sense, South Atlantic Quarterly, 114, 3, pp. 471-490, (2015); Tsang D., Innovation in the British video game industry since 1978, Business History Review, 95, 3, pp. 543-567, (2021); Warner J., (2018); Whitson J.R., Voodoo software and boundary objects in game development: How developers collaborate and conflict with game engines and art tools, New Media & Society, 20, 7, pp. 2315-2332, (2018); Whitson J.R., Simon B., Parker F., The missing producer: Rethinking indie cultural production in terms of entrepreneurship, relational labor, and sustainability, European Journal of Cultural Studies, 24, 2, pp. 606-627, (2021); Woodcock J., Game workers unite: Unionization among independent developers, Independent videogames: Cultures, networks, techniques and politics, pp. 175-190, (2021); Wright S.T., (2018); Yang R., (2017); Zagal J., Bruckman A., Novices gamers and scholars: Exploring the challenges of teaching about games, Game Studies, 8, 2, (2008)","B. Keogh; Digital Media Research Centre, School of Communication, Queensland University of Technology, Brisbane, Australia; email: brendan.keogh@qut.edu.au","","SAGE Publications Inc.","","","","","","15554120","","","","English","Games Cult.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85163009421"
"Rana R.; Galligan L.; Fard R.; McCredie T.","Rana, Rajib (35318333200); Galligan, Linda (24831428900); Fard, Rouz (58519780600); McCredie, Tessa (57210592464)","35318333200; 24831428900; 58519780600; 57210592464","A novel employability embedding framework for three-year bachelor’s programs","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","104","118","14","1","10.21153/jtlge2023vol14no1art1604","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166538730&doi=10.21153%2fjtlge2023vol14no1art1604&partnerID=40&md5=43cda8abc54cc7afbc6a91f9f03881f2","University of Southern Queensland, Australia","Rana R., University of Southern Queensland, Australia; Galligan L., University of Southern Queensland, Australia; Fard R., University of Southern Queensland, Australia; McCredie T., University of Southern Queensland, Australia","Employability skills and capabilities are equally important as academic and technical knowledge in the current job market. Consequently, universities are increasingly focusing on providing employability skills to their students. While universities in Australia are experimenting with various methods for employability embedding, we could not find any framework for embedding employability at the course level. Mapping employability at the course level is non-trivial but necessary to scaffold employability. e-portfolios form an integral part of employability; however, it is not well defined in the literature how to embed and assess an e-portfolio into a tertiary academic program. Unless an e-portfolio is embedded and assessed in the academic program, the uptake by the students cannot be guaranteed; hence students miss out on the benefits of such an important tool. This paper addresses these two key challenges. It develops an employability embedding framework targeted for a three-year bachelor’s program. This framework also enables the embedding and assessment of e-portfolios. The framework is novel as it offers a scaffolded and organic way to embed employability. © 2023 Deakin University. All rights reserved.","e-portfolio; embedding; employability","","","","","","","","Essential frameworks for enhancing student success, (2019); Allison J., Harvey C., Nixon I., Enhancing employability: A long term strategic challenge, (2002); Artess J., Mellors-Bourne R., Hooley T., Employability: A review of the literature 2012-2016, (2017); Bennett D., Graduate employability and higher education: Past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2019); Buruk P., Simsek O. F., Kocayoruk E., Higher-order traits and happiness in the workplace: The importance of occupational project scale for the evaluation of characteristic adaptations, The Journal of general psychology, 144, 4, pp. 245-263, (2017); Carbone A., Hamilton M., Jollands M., Moving towards the future of teaching pedagogies and learning paradigms: Understanding the 21st century employability challenges in the ICT industry, the Proceedings of the 9th International Conference on Researching Work and Learning, (2015); Cox S., King D., Skill sets: an approach to embed employability in course design, Education + Training, 48, 4, pp. 262-274, (2006); NPILF Pilot (2022-24) (Guidance Document), (2021); The Australian blueprint for career development, (2010); Core skills for Work Developmental Framework, (2013); Embedding Employability Framework - A Guide for DkIT, (2021); Fugate M., Kinicki A. J., Ashforth B. E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational behavior, 65, 1, pp. 14-38, (2004); Harvey C., Bertolo E., Byrne L., Integrating research and knowledge exchange in the Science Undergraduate Curriculum: embedding employability through research-involved teaching, Global Voices in Higher Education, 111, (2017); Healy M., Hammer S., McIlveen P., Mapping graduate employability and career development in higher education research: A citation network analysis, Studies in Higher Education, 47, 4, pp. 799-811, (2022); Jackson D., Modelling graduate skill transfer from university to the workplace, Journal of education and work, 29, 2, pp. 199-231, (2016); Kemp S., Embedding employability and employer engagement into postgraduate teaching: a case study from ‘environmental management systems, Planet, 21, 1, pp. 47-52, (2009); Law B., Watts A. G., The DOTS analysis, (2003); Lees D., Graduate employability-literature review, (2002); Lent R. W., Brown S. D., Hackett G., Social cognitive career theory, Career choice and development, pp. 255-311, (2002); Lorenzo G., Ittelson J., An overview of e-portfolios, Educause Learning Initiative, 1, 1, pp. 1-27, (2005); McIlveen P., Defining employability for the new era of work: A submission to the Senate Select Committee on the Future of Work and Workers, (2018); Moumen A., Mejjad N., Graduates' employability: An exploratory Literature Review, 3rd International Conference on Quantitative and Qualitative Methods for Social Sciences (QQR’21), (2021); Muldoon R., Recognizing the enhancement of graduate attributes and employability through part-time work while at university, Active Learning in Higher Education, 10, 3, pp. 237-252, (2009); Nisha S. M., Rajasekaran V., Employability skills: A review, IUP Journal of Soft Skills, 12, 1, pp. 29-37, (2018); Owens J., Tibby M., Enhancing employability through enterprise education: Examples of good practice in higher education, (2014); Patton W., McMahon M., Career development and systems theory: Connecting theory and practice, (2014); Pillai S., Khan M. H., Ibrahim I. S., Raphael S., Enhancing employability through industrial training in the Malaysian context, Higher Education, 63, 2, pp. 187-204, (2012); Pool L. D., Qualter P., Sewell P. J., Exploring the factor structure of the CareerEDGE employability development profile, Education+ Training, 56, 4, pp. 303-313, (2014); Learning from ELIR 2003-07: Emerging Approaches to Employability and Personal Development Planning, (2009); Shivoro R., Shalyefu R. K., Kadhila N., Embedding graduate employability attributes in management sciences curricula: A case of two Namibian universities, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 123-136, (2017); Sumanasiri E. G. T., Yajid M., Khatibi A., Review of literature on graduate employability, Journal of Studies in Education, 5, 3, pp. 75-88, (2015); Tang K. N., Beyond Employability: Embedding Soft Skills in Higher Education, Turkish Online Journal of Educational Technology-TOJET, 18, 2, pp. 1-9, (2019); Tran T. T., Enhancing graduate employability and the need for university enterprise collaboration, Journal of Teaching and Learning for Graduate Employability, 7, 1, pp. 58-71, (2016); Careers and Employability Learning Toolkit (Version 2), (2020); Weligamage S. S., Graduates’ employability skills: Evidence from literature review, Proceedings of the Association of Southeast Asian Institutions of Higher Learning (ASAIHL), pp. p115-p125, (2009); White A., Embedding an employability skills framework into a postgraduate coursework program, Proceedings of The Australian Conference on Science and Mathematics Education, pp. 142-143, (2016); Williams S., Dodd L. J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of education and work, 29, 8, pp. 877-901, (2016); Winberg C., Bramhall M., Greenfield D., Johnson P., Rowlett P., Lewis O., Wolff K., Developing employability in engineering education: a systematic review of the literature, European Journal of Engineering Education, 45, 2, pp. 165-180, (2020); Woodley C., Sims R., EPortfolios, professional development and employability: some student perceptions, Campus-wide Information systems, 28, 3, pp. 164-174, (2011); Zainudden D., Broom M., Nousek-McGregor A., Stubbs F., Veitch N., Embedding 21st century employability into assessment and feedback practice through a student–staff partnership, Access Microbiology, 4, 3, (2022)","R. Rana; University of Southern Queensland, Australia; email: rajib.rana@usq.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85166538730"
"Pace F.; Sciotto G.","Pace, Francesco (55646019700); Sciotto, Giulia (57221280888)","55646019700; 57221280888","Undergraduate students’ career resources: Validation of the Italian version of the career resources questionnaire","2023","International Journal for Educational and Vocational Guidance","","","","","","","0","10.1007/s10775-023-09616-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168318417&doi=10.1007%2fs10775-023-09616-9&partnerID=40&md5=47ee4fbe4829ccb8ee3c0addde3ab952","Department of Economics, Business and Statistics, University of Palermo, Viale delle Scienze, Palermo, 90128, Italy; Department of Psychology, Educational Sciences and Human Movement, University of Palermo, Viale delle Scienze, Palermo, 90128, Italy","Pace F., Department of Economics, Business and Statistics, University of Palermo, Viale delle Scienze, Palermo, 90128, Italy; Sciotto G., Department of Psychology, Educational Sciences and Human Movement, University of Palermo, Viale delle Scienze, Palermo, 90128, Italy","In recent years, to better face university paths, the first approaches to the labor market, and then the actual university-to-work transition, university students are asked to have broader skills, such as the ability to network, to be involved in career-related issues, and to explore the characteristics of occupations as much as personal ones. This study aims to verify the psychometric properties of the Italian translation of the Career Resources Questionnaire–Adolescent version (CRQ-A; Marciniak et al., 2020) among two samples of undergraduate students (N1 = 270; N2 = 184). Differently from the original version, exploratory factor analysis and confirmatory factor analysis suggested a 10-factor structure. Reliability and validity were confirmed. The results indicate that the Italian version of CRQ-A is a valid multidimensional instrument for exploring undergraduate students’ career preparedness, consequently favoring universities in their role of preparing students for the decoding of the labor market and themselves as future workers. Résumé. Ces dernières années, pour mieux affronter les parcours universitaires, les premières approches du marché du travail, puis la transition université-travail proprement dite, on demande aux étudiants universitaires d'avoir des compétences plus larges, telles que la capacité à travailler en réseau, à s'impliquer dans les questions liées à la carrière et à explorer les caractéristiques des professions autant que les caractéristiques personnelles. Cette étude vise à vérifier les propriétés psychométriques de la traduction italienne du Career Resources Questionnaire-Adolescent version (CRQ-A ; Marciniak et al., 2020) auprès de deux échantillons d'étudiants de premier cycle (N1 = 270 ; N2 = 184). Contrairement à la version originale, l'analyse factorielle exploratoire et l'analyse factorielle confirmatoire ont suggéré une structure à 10 facteurs. La fiabilité et la validité ont été confirmées. Les résultats indiquent que la version italienne du CRQ-A est un instrument multidimensionnel valable pour explorer la préparation à la carrière des étudiants de premier cycle, ce qui favorise les universités dans leur rôle de préparation des étudiants au décodage du marché du travail et d'eux-mêmes en tant que futurs travailleurs. Zusammenfassung. In den letzten Jahren wird von Universitätsstudenten verlangt, dass sie über umfassendere Fähigkeiten verfügen, wie z. B. die Fähigkeit, sich zu vernetzen, sich mit berufsbezogenen Fragen zu befassen und die Merkmale von Berufen sowie persönliche Eigenschaften zu erkunden, um den Übergang von der Universität ins Berufsleben besser bewältigen zu können. Diese Studie zielt darauf ab, die psychometrischen Eigenschaften der italienischen Übersetzung des Career Resources Questionnaire-Adolescent Version (CRQ-A; Marciniak et al., 2020) unter zwei Stichproben von Studenten (N1 = 270; N2 = 184) zu überprüfen. Anders als bei der Originalversion ergaben die explorative Faktorenanalyse und die konfirmatorische Faktorenanalyse eine 10-Faktoren-Struktur. Reliabilität und Validität wurden bestätigt. Die Ergebnisse deuten darauf hin, dass die italienische Version des CRQ-A ein valides multidimensionales Instrument zur Erforschung der Berufsvorbereitung von Studenten ist und somit die Universitäten in ihrer Rolle unterstützt, Studenten auf die Entschlüsselung des Arbeitsmarktes und auf sich selbst als zukünftige Arbeitnehmer vorzubereiten. Resumen. En los últimos años, para afrontar mejor las trayectorias universitarias, los primeros acercamientos al mercado laboral y, posteriormente, la propia transición universidad-trabajo, se pide a los estudiantes universitarios que tengan habilidades más amplias, como la capacidad de establecer redes de contactos, de implicarse en cuestiones relacionadas con la carrera profesional y de explorar las características de las ocupaciones tanto como las personales. Este estudio tiene como objetivo verificar las propiedades psicométricas de la traducción italiana del Cuestionario de Recursos de Carrera-Versión para Adolescentes (CRQ-A; Marciniak et al., 2020) entre dos muestras de estudiantes universitarios (N1 = 270; N2 = 184). A diferencia de la versión original, el análisis factorial exploratorio y el análisis factorial confirmatorio sugirieron una estructura de 10 factores. Se confirmaron la fiabilidad y la validez. Los resultados indican que la versión italiana del CRQ-A es un instrumento multidimensional válido para explorar la preparación profesional de los estudiantes universitarios, favoreciendo en consecuencia a las universidades en su papel de preparar a los estudiantes para la decodificación del mercado laboral y a ellos mismos como futuros trabajadores. © 2023, The Author(s).","Career preparedness; Career resources; Employability","","","","","","","","Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W.B., Competencies for the contemporary career: Development and preliminary validation of the Career Competencies Questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Akkermans J., Paradnike K., Van der Heijden B.I.J.M., De Vos A., The best of both worlds: The role of career adaptability and career competencies in students’ well-being and performance, Frontiers in Psychology, 9, (2018); Akkermans J., Tims M., Crafting your career: How career competencies relate to career success via job crafting, Applied Psychology, 66, 1, pp. 168-195, (2017); 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Heijde C.M.V.D., Van Der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, pp. 449-476, (2006); Hirschi A., Career adaptability development in adolescence: Multiple predictors and effect on sense of power and life satisfaction, Journal of Vocational Behavior, 74, pp. 145-155, (2009); Hirschi A., The career resources model: An integrative framework for career counsellors, British Journal of Guidance & Counselling, 40, 4, pp. 369-383, (2012); Hirschi A., Freund P.A., Career engagement: Investigating intraindividual predictors of weekly fluctuations in proactive career behaviors, The Career Development Quarterly, 62, 1, pp. 5-20, (2014); Hirschi A., Herrmann A., Calling and career preparation: Investigating developmental patterns and temporal precedence, Journal of Vocational Behavior, 83, pp. 51-60, (2013); Hirschi A., Herrmann A., Keller A.C., Career adaptivity, adaptability, and adapting: A conceptual and empirical investigation, Journal of Vocational Behavior, 87, pp. 1-10, (2015); Hirschi A., Nagy N., Baumeler F., Johnston C.S., Spurk D., Assessing key predictors of career success: Development and validation of the career resources questionnaire, Journal of Career Assessment, 26, 2, pp. 338-358, (2018); Hirschi A., Niles S.G., Akos P., Engagement in adolescent career preparation: Social support, personality and the development of choice decidedness and congruence, Journal of Adolescence, 34, 1, pp. 173-182, (2011); Jiang Z., Newman A., Le H., Presbitero A., Zheng C., Career exploration: A review and future research agenda, Journal of Vocational Behavior, 110, pp. 338-356, (2019); Kleine A., Schmitt A., Wisse B., Students’ career exploration: A meta-analysis, Journal of Vocational Behavior, 131, (2021); Kossek E.E., Roberts K., Fisher S., Demarr B., Career self-management: A quasi-experimental assessment of the effects of a training intervention, Personnel Psychology, 51, pp. 935-960, (1998); Lent R.W., Brown S.D., Social cognitive model of career self-management: Toward a unifying view of adaptive career behavior across the life span, Journal of Counseling Psychology, 60, 4, pp. 557-568, (2013); Lent R.W., Ezeofor I., Morrison M.A., Penn L.T., Ireland G.W., Applying the social cognitive model of career self-management to career exploration and decision-making, Journal of Vocational Behavior, 93, pp. 47-57, (2016); Lo Presti A., Pace F., Mondo M., Nota L., Casarubia P., Ferrari L., Betz N.E., An examination of the structure of the Career Decision Self-Efficacy Scale (short form) among Italian high school students, Journal of Career Assessment, 21, 2, pp. 337-347, (2013); Malecki C.K., Elliot S.N., Adolescents' ratings of perceived social support and its importance: Validation of the Student Social Support Scale, Psychology in the Schools, 36, 6, pp. 473-483, (1999); Marciniak J., Hirschi A., Johnston C.S., Haenggli M., Measuring career preparedness among adolescents: Development and validation of the career resources questionnaire—adolescent version, Journal of Career Assessment, 29, 1, pp. 164-180, (2021); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, pp. 197-219, (2005); 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Personnel Psychology, 58, pp. 367-408, (2005); Praskova A., Creed P.A., Hood M., Career identity and the complex mediating relationships between career preparatory actions and career progress markers, Journal of Vocational Behavior, 87, pp. 145-153, (2015); Rigotti T., Schyns B., Mohr G., A short version of the Occupational Self-Efficacy Scale: Structural and construct validity across five countries, Journal of Career Assessment, 16, pp. 238-255, (2008); Santisi G., Magnano P., Platania S., Ramaci T., Psychological resources, satisfaction, and career identity in the work transition: An outlook on Sicilian college students, Psychology Research and Behavior Management, 11, pp. 187-195, (2018); Savickas M.L., Career construction: A developmental theory of vocational behavior, Career choice and development, (2002); Savickas M.L., Porfeli E.J., Career adapt-abilities scale: Construction, reliability, and measurement equivalence across 13 countries, Journal of Vocational Behavior, 80, pp. 661-673, (2012); Savickas M.L., Porfeli E.J., Hilton T.L., Savickas S., The student career construction inventory, Journal of Vocational Behavior, 106, pp. 138-152, (2018); Spurk D., Straub C., Flexible employment relationships and careers in times of the COVID-19 pandemic, Journal of Vocational Behavior, 119, (2020); Strauss K., Griffin M.A., Parker S.K., Future work selves: How salient hoped-for identities motivate proactive career behaviors, Journal of Applied Psychology, 97, 3, pp. 580-598, (2012); Stringer K., Kerpelman J.L., Skorikov V.B., Career preparation: A longitudinal, process-oriented examination, Journal of Vocational Behavior, 79, 1, pp. 158-169, (2011)","F. Pace; Department of Economics, Business and Statistics, University of Palermo, Palermo, Viale delle Scienze, 90128, Italy; email: francesco.pace@unipa.it","","Springer Science and Business Media B.V.","","","","","","18730388","","","","English","Int. J. Educ. Vocat. Guid.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85168318417"
"Wheeldon A.L.; Whitty S.J.; Van Der Hoorn B.","Wheeldon, Anita Louise (57728307400); Whitty, Stephen Jonathan (57208699565); Van Der Hoorn, Bronte (56401915300)","57728307400; 57208699565; 56401915300","Burnt out by underinvestment: Why university professional staff suffer amidst the Australian work-integrated learning system","2023","International Journal of Work-Integrated Learning","24","1","","99","115","16","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166422061&partnerID=40&md5=f54bc4456d43b46fa8f57f1a4d63e546","University of Southern Queensland, Toowoomba, Australia; University of Southern Queensland, Brisbane, Australia; University of Technology Sydney, Sydney, Australia","Wheeldon A.L., University of Southern Queensland, Toowoomba, Australia; Whitty S.J., University of Southern Queensland, Brisbane, Australia; Van Der Hoorn B., University of Technology Sydney, Sydney, Australia","Work-Integrated Learning (WIL) is perceived as important by universities and industry for equipping students with employability skills. This study contributes to the literature by using a methodological approach that visualises the sustained underinvestment in WIL by both universities and industry, which leaves professional staff who administer WIL placements with the burden of maintaining and stabilising the WIL system. Consequently, WIL administrators feel burnt out. Through a systems thinking methodology, extant literature is combined with empirical data collected from WIL administrative staff across multiple disciplines at 12 Australian universities. Influence diagramming visualises how WIL administrators are positioned in a burnout loop within a Growth and Underinvestment systems dynamic archetype. As such, no matter how hard WIL administrators strive to deliver quality WIL experiences, their efforts are systemically undermined by an underinvestment in job resources, insufficient industry placement opportunities, unproductive relationships with colleagues, and poor student preparedness for WIL. © 2023 International Journal of Work-Integrated Learning. All rights reserved.","Australian universities; burnout; Professional staff; systems thinking","","","","","","","","Akerman K., Invisible imposter: Identity in institutions, Perspectives: Policy and Practice in Higher Education, 24, 4, pp. 126-130, (2020); Aprile K. T., Knight B. A., The WIL to learn: Students' perspectives on the impact of work-integrated learning placements on their professional readiness, Higher Education Research & Development, 39, 5, pp. 869-882, (2019); Bakker A. B., Albrecht S. L., Leiter M. 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M., Daily job crafting and momentary work engagement: A self-determination and self-regulation perspective, Journal of Vocational Behavior, 112, pp. 417-430, (2019); Bates M., Work-integrated learning workloads: The realities and responsibilities, Asia-Pacific Journal of Cooperative Education, 12, 2, pp. 111-124, (2011); Birks M., Bagley T., Park T., Burkot C., Mills J., The impact of clinical placement model on learning in nursing: A descriptive exploratory study, The Australian Journal of Advanced Nursing, 34, 3, pp. 16-23, (2017); Boje D. 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The relative value of curricular, co-curricular, and extra-curricular learning and paid work, Higher Education, 81, 4, pp. 723-739, (2020); Jackson D., Collings D., The influence of work-integrated learning and paid work during studies on graduate employment and underemployment, Higher Education, 76, 3, pp. 403-425, (2017); Jackson D., Rowbottom D., Ferns S., McLaren D., Employer understanding of work-integrated learning and the challenges of engaging in work placement opportunities, Studies in Continuing Education, 39, 1, pp. 35-51, (2016); Karagol A., Kaya Z. T., Healthcare workers' burn-out, hopelessness, fear of COVID-19 and perceived social support levels, The European Journal of Psychiatry, 36, 3, pp. 200-206, (2022); Kay J., Ferns S., Russell L., Smith J., Winchester-Seeto T., The emerging future: Innovative models of work-integrated learning, International Journal of Work-Integrated Learning, 20, 4, pp. 401-413, (2019); Kim D. 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J., van der Hoorn B., Centralising professional staff: Is this another instrument of symbolic violence in the managerialised university?, Journal of Educational Administration and History, pp. 1-19, (2022); Whitchurch C., The rise of the blended professional in higher education: A comparison between the United Kingdom, Australia and the United States, Higher Education, 58, 3, pp. 407-418, (2009); Whitchurch C., Some implications of 'public/private' space for professional identities in higher education, Higher Education, 60, 6, pp. 627-640, (2010); Winchester-Seeto T., Piggott L., Workplace' or workforce: What are we preparing students for?, Journal of University Teaching and Learning Practice, 17, 4, (2020); Yepes-Rios M., Dudek N., Duboyce R., Curtis J., Allard R. J., Varpio L., The failure to fail underperforming trainees in health professions education: A BEME systematic review: BEME guide no. 42, Medical Teacher, 38, 11, pp. 1092-1099, (2016); Zegwaard K. E., Pretti T. J., Future directions for advancing work-integrated learning pedagogy, The Routledge international handbook of work-integrated learning","A.L. Wheeldon; University of Southern Queensland, Toowoomba, Australia; email: Anita.Wheeldon@usq.edu.au","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85166422061"
"Dollinger M.; Corcoran T.; Jackson D.; O’Shea S.","Dollinger, Mollie (57201722485); Corcoran, Tim (16306507800); Jackson, Denise (37053893700); O’Shea, Sarah (57271475900)","57201722485; 16306507800; 37053893700; 57271475900","Employability for inclusion: the urgent need for a biopsychosocial model perspective","2023","Journal of Higher Education Policy and Management","","","","","","","1","10.1080/1360080X.2023.2258324","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85170837959&doi=10.1080%2f1360080X.2023.2258324&partnerID=40&md5=1b4f4cf603503e5b7d40c26e5035579e","Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, Australia; Deakin Learning Futures, Deakin University, Melbourne, Australia; School of Education, Deakin University, Melbourne, Australia; School of Business and Law, Edith Cowan University, Perth, Australia; Office of the Deputy Vice Chancellor (Research), Charles Sturt University, Bathurst, Australia","Dollinger M., Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, Australia, Deakin Learning Futures, Deakin University, Melbourne, Australia; Corcoran T., School of Education, Deakin University, Melbourne, Australia; Jackson D., School of Business and Law, Edith Cowan University, Perth, Australia; O’Shea S., Office of the Deputy Vice Chancellor (Research), Charles Sturt University, Bathurst, Australia","Definitions of disability are changing, shifting from a narrow medical diagnosis to a biopsychosocial model of disability, where disability is conceptualised as a series of relational conditions that can potentially disadvantage individuals within environments. Implications of this new understanding of disability will have significant effects in the higher education sector, where there is increasing participation of disabled students. In this paper, we discuss one aspect of these implications through the topic of graduate employability. In doing so, we generate a new concept ‘Employability for Inclusion’ that can be utilised as an equity-focused lens for universities to consider how employability initiatives are inclusive to disabled and/or diverse students. To unpack this concept, we further illustrate how a biopsychosocial model of disability would impact key employability activities (e.g., work-integrated learning) and provide valuable insights into how the higher education sector can adopt emerging conceptualisations of disability and inclusion. © 2023 Association for Tertiary Education Management and the Melbourne Centre for the Study of Higher Education.","career development learning; disability; equity and inclusion; Graduate employability; inherent course requirements; work-integrated learning","","","","","","","","Student participation in work integrated learning in higher education–a three-year review, Australian Collaborative Education Network, (2023); Andrewartha L., Harvey A., Employability and student equity in higher education: The role of university careers services, Australian Journal of Career Development, 26, 2, pp. 71-80, (2017); Arthur N., Woodend J., Gust L., Dyrda A., Dang J., It’s not as easy as they say: International students’ perspectives about gaining Canadian work experience, Canadian Journal of Career Development, 21, 2, pp. 42-58, (2022); Disability discrimination act 1992, (1992); Australian universities accord. 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Heslington, the Higher Education Academy, (2006); Whitburn B., Corcoran T., Ontologies of inclusion and teacher education, Global perspectives on inclusive teacher education, pp. 1-15, (2019); Winchester-Seeto T., Mackaway J., Peach D., Moore K., Ferns S., Campbell M., Principles, guidelines and strategies for inclusive WIL, (2015); Yusof Y., Chan C.C., Hillaluddin A.H., Ahmad Ramli F.Z., Mat Saad Z., Improving inclusion of students with disabilities in Malaysian higher education, Disability & Society, 35, 7, pp. 1145-1170, (2020)","M. Dollinger; Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, Australia; email: mollie@deakin.edu.au","","Routledge","","","","","","1360080X","","","","English","J. High. Educ. Policy Manage.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85170837959"
"Iskhakova M.; Kosheleva S.","Iskhakova, Marina (57200654552); Kosheleva, Sofia (34768462300)","57200654552; 34768462300","Global vs local careers taxonomy for graduate employability: Through the lens of students’ typology and destination","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","187","204","17","0","10.21153/JTLGE2023VOL14NO1ART1744","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172779806&doi=10.21153%2fJTLGE2023VOL14NO1ART1744&partnerID=40&md5=ccdc694fef83c5dbcad3081acc316e7a","College of Business and Economics, Research School of Economics, Australian National University, Australia; Graduate School of Management, St. Petersburg State University, Russian Federation","Iskhakova M., College of Business and Economics, Research School of Economics, Australian National University, Australia; Kosheleva S., Graduate School of Management, St. Petersburg State University, Russian Federation","Career studies literature suggests that careers become more boundaryless and more global. Students, the agents of the choice of career, are not a homogeneous cohort anymore. We add to the discussion the students’ typology proposition for the career choice to further develop the graduate employability discourse. We make the first attempt to develop a student global vs local career taxonomy to contribute into understanding of graduate employability and career decision making. Our contribution offers a two-dimensional taxonomy, with one dimension being a type of student and another dimension being a career destination. The conceptual taxonomy is empirically tested with data from more than 400 business and economics students. We show that a global career choice would prevail above a local career choice for each of the student types. Our findings contribute into deeper understanding of career decision making and broadens our comprehension of the variety of global vs local careers for graduate employability. The study develops the future research agenda for career development researchers and multinational corporations’ (MNC) practitioners and practical agenda for teaching and learning in universities. © 2023 Deakin University. All rights reserved.","career intentions; career type; global vs local career; graduate employability; intention to work abroad; international students","","","","","","","","Adler N. 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Iskhakova; College of Business and Economics, Research School of Economics, Australian National University, Australia; email: Marina.Iskhakova@anu.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85172779806"
"Jangjarat K.; Jewjinda C.","Jangjarat, Kris (57808394500); Jewjinda, Chanchai (58537060600)","57808394500; 58537060600","IMPACT OF THE DIGITAL ECONOMY AND INNOVATION ON THE BUSINESSES OF SMALL AND MEDIUM ENTERPRISES","2023","Corporate and Business Strategy Review","4","3","","102","110","8","1","10.22495/cbsrv4i3art10","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168010632&doi=10.22495%2fcbsrv4i3art10&partnerID=40&md5=8f325e794d87afde3ce8c7f6c575712c","College of Social Innovation, Rangsit University, Pathum Thani, Thailand","Jangjarat K., College of Social Innovation, Rangsit University, Pathum Thani, Thailand; Jewjinda C., College of Social Innovation, Rangsit University, Pathum Thani, Thailand","The COVID-19 outbreak posed a significant economic threat to small and medium enterprises (SMEs). Despite its negative impact on the economy and SMEs, the pandemic also presented opportunities for reform to help the economy recover quickly. Moreover, the pandemic accelerated digitalization, which brought fundamental changes in competitiveness drivers, such as business models, business processes, and required skills and competencies for employability (Shafi et al., 2020; Ssenyonga, 2021). This study aimed to explore post-COVID-19 pandemic opportunities for SMEs in Krabi, Thailand, through digitization. In-depth interviews were conducted, and a purposive sampling of eight Thai SME business owners in Krabi, Thailand, was selected for the qualitative study. The data were analyzed using content analysis and NVivo software. The results indicated that there are opportunities for SMEs to benefit from the deployment of digital technologies and innovation in the post-pandemic era. Additionally, SMEs have incorporated digital technologies and innovation into their services and operations to achieve long-term development, as these advancements also provide substantial advantages to SMEs. © 2023 The Authors.","Digitization; Innovation; Opportunity; Post-COVID-19 Pandemic; SMEs","","","","","","","","Adam N. A., Alarifi G., Innovation practices for survival of small and medium enterprises (SMEs) in the COVID-19 times: The role of external support, Journal of Innovation and Entrepreneurship, 10, 1, (2021); Banna H., Alam M. 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Economics Edition, 19, pp. 165-170, (2014); Teece D. J., Profiting from innovation in the digital economy: Enabling technologies, standards, and licensing models in the wireless world, Research Policy, 47, 8, pp. 1367-1387, (2018); Terdpaopong K., Identifying an SME’s debt crisis potential by using logistic regression analysis, Rangsit Journal of Arts and Sciences, 1, 1, pp. 17-26, (2011); Terdpaopong K., Farooque O., Financial distress, restructuring and turnaround: Evidence from Thai SMEs, Rangsit Journal of Arts and Sciences, 2, 2, pp. 119-132, (2012); Utit C., Shah N. R. N. R., Saari M. Y., Maji I. K., Songsiengchai P., Reforming economy in post-COVID-19 periods by improving the inter-linkages between SMEs and large firms, International Journal of Economics & Management, 15, 2, pp. 205-217, (2021); Vrontis D., Chaudhuri R., Chatterjee S., Adoption of digital technologies by SMEs for sustainability and value creation: Moderating role of entrepreneurial orientation, Sustainability, 14, 13, (2022); Yousaf Z., Radulescu M., Sinisi C. I., Serbanescu L., Paunescu L. M., Towards sustainable digital innovation of SMEs from the developing countries in the context of the digital economy and frugal environment, Sustainability, 13, 10, (2021)","","","Virtus Interpress","","","","","","27089924","","","","English","Corp. Bus. Strateg. Rev.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85168010632"
"Ruiz-Talavera D.; De la Cruz-Aguero J.E.; García-Palomino N.; Calderón-Espinoza R.; Marín-Rodriguez W.J.","Ruiz-Talavera, Doris (58577350900); De la Cruz-Aguero, Jaime Enrique (58577713400); García-Palomino, Nereo (58577121200); Calderón-Espinoza, Renzo (58577472900); Marín-Rodriguez, William Joel (57222415761)","58577350900; 58577713400; 58577121200; 58577472900; 57222415761","Artificial intelligence and its impact on job opportunities among university students in North Lima, 2023","2023","EAI Endorsed Transactions on Scalable Information Systems","10","5","","1","8","7","0","10.4108/eetsis.3841","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85171306239&doi=10.4108%2feetsis.3841&partnerID=40&md5=58fcfc28acb9d54a0c730d484e9e80da","Universidad César Vallejo, Los Olivos, Lima, Peru","Ruiz-Talavera D., Universidad César Vallejo, Los Olivos, Lima, Peru; De la Cruz-Aguero J.E., Universidad César Vallejo, Los Olivos, Lima, Peru; García-Palomino N., Universidad César Vallejo, Los Olivos, Lima, Peru; Calderón-Espinoza R., Universidad César Vallejo, Los Olivos, Lima, Peru; Marín-Rodriguez W.J., Universidad César Vallejo, Los Olivos, Lima, Peru","Introduction: Artificial intelligence is a technology that replaces human activities, favors business productivity and raises concerns about job losses and economic and social challenges. Method: The research uses a quantitative approach and a non-experimental study design with correlational scope. It identifies two variables: artificial intelligence (AI) and job opportunity. It evaluates students of the Adult Education Program (PFA) of the Universidad César Vallejo. Data collection was done through a virtual survey with Likert scale questions. Results: The study conducted a descriptive analysis of two variables: artificial intelligence and job opportunities. A moderate and positive correlation was observed between both variables, suggesting a significant relationship between the level of artificial intelligence and job opportunities of the respondents. Discussion: The study reveals a positive and moderate correlation between the knowledge of artificial intelligence and the perception of job opportunities. It is important to adapt to this global technology to improve employability. Conclusion: The findings support that artificial intelligence transforms society and the labor market. Although 86% of students know AI, most need more training in this field, even in areas with projected growth in AI-related employment. © 2023 Ruiz-Talavera et al., licensed to EAI.","Artificial intelligence; business intelligence; job opportunities","Employment; Students; Business productivity; Business-intelligence; Economic challenges; Human activities; Job loss; Job opportunities; Quantitative approach; Research use; Social challenges; University students; Artificial intelligence","","","","","","","Oyetola SO, Oladokun BD, Maxwell CE, Akor SO., Artificial intelligence in the library: Gauging the potential application and implications for contemporary library services in Nigeria, Data & Metadata, 2, (2023); Silva LSM, Araujo GM, Use of artificial intelligence in the passenger list of the Brazilian international private air system, Advanced Notes in Information Science, 4, (2023); Guglialmelli M., Salud laboral, género e interdisciplina: el estudio del proceso de trabajo en un grupo de emprendedoras asociativas de la economía popular, Salud, Ciencia y Tecnología - Serie de Conferencias, 2, pp. 125-125, (2023); Shah H, Jayabalan B, Mery A., Utilización de la inteligencia artificial en la investigación de las ciencias de la vida y la asistencia sanitaria, Salud, Ciencia y Tecnología, 3, pp. 450-450, (2023); Thwaini MH., Anomaly Detection in Network Traffic using Machine Learning for Early Threat Detection, Data and Metadata, 1, pp. 34-34, (2022); Hernandez Gonzalez C., Inteligencia artificial y mercado de trabajo, (2019); Ziady H., Europa encabeza la carrera para regular a la inteligencia artificial. Esto es lo que hay que saber, (2023); M. Artificial intelligence act, (2023); Ley de IA de la UE: primera normativa sobre inteligencia artificial, Noticias Parlamento Euopeo 2023; Torres ER, Cano CAG, Castillo VS., Management information systems and their impact on business decision making, Data and Metadata, 1, pp. 21-21, (2022); Costa F., Tecnoceno; algoritmos, biohackers y nuevas formas de vida, (2021); Pacanchique Quilaguy N, Rodriguez Olaya R., El Impacto de la Inteligencia Artificial en el trabajo, (2021); Rojo DGS, Silveti LL, Padilla AMFM., Psicología y salud pública: revisión sistemática y caracterización de los procesos de trabajo, Salud, Ciencia y Tecnología - Serie de Conferencias, 2, pp. 189-189, (2023); Samuel AM, Garcia-Constantino M., User-centred prototype to support wellbeing and isolation of software developers using smartwatches, Advanced Notes in Information Science, 1, pp. 140-151, (2022); Corvalan JG., El impacto de la Inteligencia Artificial en el trabajo, Rev Direito Econ Socioambiental, 10, (2019); Miceli JE, Castro M, Cordova DD., When links build networks: brief history about the Antropocaos Group, AWARI, 1, (2020); Inteligencia artificial: 101 cosas que debes saber hoy sobre nuestro futuro, (2020); Moore PV., Inteligencia artificial en el entorno laboral, Desafíos para los trabajadores, (2019); Perez Leon E, Rojas Arevalo D., Impacto de la inteligencia artificial en las empresas con un enfoque global, (2019); Gonzalez YN, Troya ALC, Hernandez JIP., La orientación para la proyección individual y social en la educación de jóvenes y adultos: un estudio mixto sobre los proyectos de vida, Región Científica, 2, pp. 202389-202389, (2023); Garg RK, Thakkar H, Ganapathy K., Traslación de los avances tecnológicos para mejorar la seguridad del paciente mediante innovaciones de enfermería aplicadas en el punto de atención, Salud, Ciencia y Tecnología, 3, pp. 462-462, (2023); Zaina RZ, Ramos VFC, Araujo GM, Automated triage of financial intelligence reports, Advanced Notes in Information Science, 2, pp. 24-33, (2022); Silva-Sanchez CA., Psychometric properties of an instrument to assess the level of knowledge about artificial intelligence in university professors, Metaverse Basic and Applied Research, 1, pp. 14-14, (2022); Oliva M, Sandes ES, Romero S., Application of social network analysis to the institutional relations of the Higher Education System in the Rivera region-Livramento, AWARI, 3, (2022); Armas Morales CE., La Inteligencia Artificial en empresas peruanas e impactos laborales en los trabajadores, IBJ, 5, pp. 83-105, (2021); Fernandez LD, Parrado RP, Cisneros JDD., La gestión del componente laboral a través del acompañamiento a estudiantes en formación, Región Científica, 2, pp. 202383-202383, (2023); Felix Diaz I, Argomedo Sotelo G, Monzon Nanez J, Tuesta Izaguirre C., Impacto de la adopción de Inteligencia Artificial como estrategia de Negocio en las Empresas del sector servicios durante la época de pandemia en el Perú, (2021); Filho RK, Macedo DDJ, The Importance of Information Science in the definition of Public Policies, Advanced Notes in Information Science, 4, (2023); Tebar CR, Molpeceres C, Calderon G, Zulaica ML., Investigar en metodologías de participación ciudadana bajo un enfoque territorial. De la teoría al trabajo de campo, Salud, Ciencia y Tecnología - Serie de Conferencias, 2, pp. 128-128, (2023); Estevez E, Fillotrani P, Linares Lejarraga S., PROMETEA: Transformando la administración de justicia con herramientas de inteligencia artificial, (2020); Unima. fAIr LAC Banco Interamericano de Desarrollo 2023; Redacción. Peruanos inventan el primer robot-minero que detecta gases tóxicos, (2016); Kumar D, Haque A, Mishra K, Islam F, Mishra BK, Ahmad S., Exploring the Transformative Role of Artificial Intelligence and Metaverse in Education: A Comprehensive Review, Metaverse Basic and Applied Research, 2, pp. 55-55, (2023); Cubillos NA., Historia de la producción y sus retos en la era actual, Región Científica, 2, pp. 202315-202315, (2023); Macea-Anaya M, Baena-Navarro R, Carriazo-Regino Y, Alvarez-Castillo J, Contreras-Florez J., Designing a Framework for the Appropriation of Information Technologies in University Teachers: A Four-Phase Approach, Data and Metadata, 2, pp. 53-53, (2023); Luna GJJ., Study on the impact of artificial intelligence tools in the development of university classes at the school of communication of the Universidad Nacional José Faustino Sánchez Carrión, Metaverse Basic and Applied Research, 2, pp. 51-51, (2023); Cano CAG, Castillo VS., Estructura del conocimiento en rehabilitación dentro y fuera del área de la Medicina: Perspectivas Bibliométricas de las categorías «Physical Therapy, Sports Therapy and Rehabilitation» y «Rehabilitation», Interdisciplinary Rehabilitation / Rehabilitacion Interdisciplinaria, 2, pp. 22-22, (2022); Arumugam T, Pandurangan H, Panjaiyan K., Adopción de la Inteligencia Artificial en la Atención Sanitaria: Una perspectiva enfermera, Salud, Ciencia y Tecnología, 3, pp. 510-510, (2023); Chanes DV, Rivera PN., The importance of social ties in obtaining employment, AWARI, 3, (2022); Villarreal M., Romper con la endogamia universitaria. La extensión crítica como dispositivo de formación integral y política, Salud, Ciencia y Tecnología - Serie de Conferencias, 2, pp. 55-55, (2023); Catrambone R, Ledwith A., Enfoque interdisciplinario en el acompañamiento de las trayectorias académicas: formación docente y psicopedagógica en acción, Interdisciplinary Rehabilitation / Rehabilitacion Interdisciplinaria, 3, pp. 50-50, (2023); Campos HA., Estrategias pedagógicas basadas en aula invertida – Integración de las TIC en las tecnologías navales de la Escuela Naval de Suboficiales A.R.C. Barranquilla, Región Científica, 2, pp. 202397-202397, (2023); Zapata RE, Guerrero EC, Ortiz EG, Andrade JM., Decision-making in organizations: process and strategies, Data and Metadata, 1, pp. 19-19, (2022); Soto IBR, Leon NSS., How artificial intelligence will shape the future of metaverse. A qualitative perspective, Metaverse Basic and Applied Research, 1, pp. 12-12, (2022); Mejias M, Coronado YCG, Peralta ALJ., Inteligencia artificial en el campo de la enfermería. Implicaciones en la asistencia, administración y educación, Salud, Ciencia y Tecnología, 2, pp. 88-88, (2022); Xu G, Xue M, Zhao J., The Relationship of Artificial Intelligence Opportunity Perception and Employee Workplace Well-Being: A Moderated Mediation Model, Int J Environ Res Public Health, 20, (2023); Abuzaid MM, Elshami W, Fadden SM., Integration of artificial intelligence into nursing practice, Health Technol (Berl), 12, pp. 1109-1115, (2022); Castagno S, Khalifa M., Perceptions of Artificial Intelligence Among Healthcare Staff: A Qualitative Survey Study, Front Artif Intell, 3, (2020); Gutierrez E, Larrosa JMC., Digital networks, social capital, and poverty. An analysis for the city of Bahía Blanca, AWARI, 3, (2022); Saltos GDC, Oyarvide WV, Sanchez EA, Reyes YM., Análisis bibliométrico sobre estudios de la neurociencia, la inteligencia artificial y la robótica: énfasis en las tecnologías disruptivas en educación, Salud, Ciencia y Tecnología, 3, pp. 362-362, (2023); Huh S., Are ChatGPT's knowledge and interpretation ability comparable to those of medical students in Korea for taking a parasitology examination?: a descriptive study, J Educ Eval Health Prof, 20, (2023); Munoz G, Galati E, Torres C., Lineamientos epistemológicos y metodológicos del pensamiento transdisciplinario, Salud, Ciencia y Tecnología - Serie de Conferencias, 2, pp. 110-110, (2023); Jha N, Shankar PR, Al-Betar MA, Mukhia R, Hada K, Palaian S., Undergraduate Medical Students’ and Interns’ Knowledge and Perception of Artificial Intelligence in Medicine, Adv Med Educ Pract, 13, pp. 927-937, (2022); Gilson A, Safranek CW, Huang T, Socrates V, Chi L, Taylor RA, Et al., How Does ChatGPT Perform on the United States Medical Licensing Examination? The Implications of Large Language Models for Medical Education and Knowledge Assessment, JMIR Med Educ, 9, (2023); Doumat G, Daher D, Ghanem N-N, Khater B., Knowledge and attitudes of medical students in Lebanon toward artificial intelligence: A national survey study, Front Artif Intell, 5, (2022); Espinosa RDC, Caicedo-Erazo JC, Londono MA, Pitre IJ., Inclusive Innovation through Arduino Embedded Systems and ChatGPT, Metaverse Basic and Applied Research, 2, pp. 52-52, (2023); Mousavi Baigi SF, Sarbaz M, Ghaddaripouri K, Ghaddaripouri M, Mousavi AS, Kimiafar K., Attitudes, knowledge, and skills towards artificial intelligence among healthcare students: A systematic review, Health Sci Rep, 6, (2023)","","","European Alliance for Innovation","","","","","","20329407","","","","English","Endor. Trans. Scalable. Inf. Syst.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85171306239"
"Ngoepe L.L.; Wakelin-Theron N.","Ngoepe, Lehlogonolo L. (58490146000); Wakelin-Theron, Nicola (57198492119)","58490146000; 57198492119","Employability attributes of hospitality graduates and expectations of hotel managers","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","88","103","15","0","10.21153/JTLGE2023VOL14NO1ART1565","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164945947&doi=10.21153%2fJTLGE2023VOL14NO1ART1565&partnerID=40&md5=11e630e82b0a3090083592e72ffce8dc","School of Tourism and Hospitality, University of Johannesburg, South Africa","Ngoepe L.L., School of Tourism and Hospitality, University of Johannesburg, South Africa; Wakelin-Theron N., School of Tourism and Hospitality, University of Johannesburg, South Africa","Employers worldwide place the responsibility of ensuring that graduates are employable on institutions of higher learning. This study was conducted to determine the employability attributes of hospitality management students from private Higher education institutions. The study adopted a qualitative research approach using semi-structured interviews. Purposive, judgement sampling was used to gather hotel managers’ thoughts, knowledge and opinions. The findings suggest that hotel managers require eight knowledge sub-domains, and seven skill sub-domains, and a wide range of competencies from hospitality graduates from private Higher education institutions. However, private higher education institutions, hotel managers, hospitality graduates and human resources personnel have a great responsibility to ensure that graduates are competent, competitive and valuable and can make meaningful contributions to the hotel industry. Data was only gathered from hotel managers from 4 and 5-star hotels, therefore the findings cannot be generalised to all hotels in South Africa. Consequently, the findings cannot be generalised to all the tertiary institutions in South Africa. Suggestions are made that can assist higher education institutions, hotel managers, hospitality management graduates, students and future researchers, particularly now in this time of globalisation, knowledge economy, and rise of technological advancements. © 2023 Deakin University. All rights reserved.","Attributes; employability; hospitality graduates private higher education institutions","","","","","","","","Abas M. C., Imam O. A., Graduates’ competence on employability skills and job performance, International Journal of Evaluation and Research in Education, 5, 2, pp. 119-125, (2016); Adler H., Huang Y., Lalopa J., An analysis of entry level management requirements: Are there differences in perceptions of hospitality recruiters versus hospitality students?, Journal of Human Resources in Hospitality & Tourism, 15, 3, pp. 346-364, (2016); Ahmed A. E., Elkhatib S. M., El Refae G. A., Integrating employability competencies: A framework for accounting education, International Journal of Research in Business, Economics and Management, 1, 1, pp. 135-165, (2017); Technology in the hospitality industry exploring the very latest trends, (2020); Bezuidenhout G., De Jager J., Customer satisfaction at private higher education institutions in South Africa: An importance–performance analysis, Journal of Contemporary Management, 11, pp. 206-229, (2014); Bhandari P., What is qualitative research? Method and examples, Scribbr, (2020); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Cade B., How to improve the hospitality experience through empathy, Hospitality Net, (2015); Caiyod K.D., Escamillas B. C. B., Guarina K. L. C., Gesmundo J. J. G., Factors associated to fresh graduates’ employability in the hospitality industry, Laguna Journal of International Tourism & Hospitality Management, 3, 1, pp. 49-70, (2015); Caulfield J., How to do thematic analysis, Scribbr, (2020); Chetty Y., Developing student graduateness and employability: Issues, provocations, theory and practical guidelines, Graduate and employability with the higher education environment: A focus review of literature, pp. 1-38, (2012); Chhinzer N., Russo A.M., An exploration of employer perceptions of graduate student employability, Education + Training, 60, 1, pp. 104-120, (2018); Chidera U., The 10 skills you need in the Fourth Industrial Revolution, (2022); Chinyamurindi W., Harry T., Mjoli T., Perceptions of factors that affect employability amongst a sample of final-year students at a rural South African university, SA Journal of Industrial Psychology, 44, (2018); Cohen D., Crabtree B., Semi-structured interviews, (2008); Costa C., Breda Z., Pinho I., Bakas F., Durao M., Performing a thematic analysis: An exploratory study about managers’ perceptions on gender equality, The Qualitative Report, 21, 13, pp. 34-47, (2016); Crane L. H., Kinash S., Enhancing graduate employability of the 21st century learner, Proceedings of the International Mobile Learning Festival 2015: Mobile Learning, MOOCs and 21st Century Learning, pp. 148-171, (2015); Delahunt B., Maguire M., Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars, All Ireland Journal of Teaching and Learning in Higher Education, 9, 3, (2017); Statistics on post school education and training in South Africa, (2020); Doyle A., What are teamwork skills?, The Balance, (2019); Espellita S. R., Maravilla V. S., Employable skills for hospitality graduates as perceived among hotel supervisors in Cebu City, Journal of Economics and Business, 2, 2, pp. 515-530, (2019); Eurico S. T., Da Silva J. A. M., Do Valle P. O., A model of graduates’ satisfaction and loyalty in tourism higher education: The role of employability, Journal of Hospitality, Leisure, Sport, Tourism & Education, 16, pp. 30-42, (2015); Farooq M. B., Qualitative telephonic interviews: Strategies for success, (2015); Finch D. J., Foster W., Levallet N., Peacock M., A dynamic capabilities view of employability. Exploring the drivers of competitive advantage for university graduates, Education + Training, 58, 1, pp. 61-81, (2016); Fraser B. J., From hospitality classrooms to successful career: An appraisal of Australian hospitality higher education, (2017); Gao X., Cultivation of higher cognitive abilities of students majoring in hospitality under the guidance of Bloom’s educational objectives, Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019), (2019); Giannotti F, Top 10 and Hospitality and Tourism soft skills, (2020); Gill R., Building employability skills for higher education students: An Australian example, Journal of Teaching and Learning for Graduate Employability, 9, 1, (2018); Half R., 7 receptionist skills that can impact an entire company, (2023); Ivanov S., The impact of automation on tourism and hospitality jobs, Information Technology & Tourism, 22, 2, pp. 205-215, (2020); Jezard A., The 3 key skill sets for the workers of 2030, World Economic Forum, (2018); Jonck P., Minnaar R., Validating an employer graduate-employability skills questionnaire in the Faculty of Management Sciences, Mediterranean Journal of Social Sciences, 6, 2/S1, (2015); Kaushal V., Srivastava S., Hospitality and tourism industry amid COVID-19 pandemic: Perspectives on challenges and learnings from India, International Journal of Hospitality Management, 92, pp. 1-9, (2021); Kelly K., What is data analysis? Methods, process and types explained, (2023); Khatibi A., Sumanasiri E. G. T., Yajid M. S. A., Conceptualizing learning and employability “Learning and employability framework”, Journal of Education & Learning, 4, 2, pp. 53-63, (2015); Kleynhans L., Roberson J. R., Van der Merwe L., Expectations of role-players in the hospitality industry regarding entry level employment for Grade 12 learners, African Journal of Hospitality, Tourism and Leisure, 8, 4, (2019); How are social media apps impacting on hospitality?, (2020); Lie K., Mansur F., Pang V., Employer perceptions on graduate literacies in higher education in relation to the workplace, English for Specific Purposes World, 4, 20, pp. 1-15, (2008); Lowden K., Hall S., Elliot D., Lewin J., Employers’ Perceptions of the Employability Skills of New Graduates, (2011); Majid S., Eapen C. M., Aung E. M., Oo K. T., The importance of soft skills for employability and career development: Students and employers' perspectives, IUP Journal of Soft Skills, 13, 4, pp. 7-39, (2019); McFee A., Why do creative people become hospitality stars? EHL Insights, (2020); Mgaiwa S., Fostering graduate employability: Rethinking Tanzania’s university practices, (2021); Moolman H. J., Wilkinson A., Essential generic attributes for enhancing the employability of hospitality management graduates, Tourism, 62, 3, pp. 257-276, (2014); Neroorkar S., A systematic review of measures of employability, Education + Training, 64, 6, pp. 844-867, (2022); Panayotis G., Creativity is a drug the hotel industry cannot live without, (2017); Beginners guide to coding qualitative data [Video], (2019); Racer T., Qualitative analysis using Excel [Video], (2019); Rowe A. D., Zegwaard K. E., Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning, Asia-Pacific Journal of Cooperative Education, Special Issue, 18, 2, pp. 87-99, (2017); Sekaran U., Bougie R., Research methods for business: A skill building approach, (2016); Spowart J., Hospitality students’ competencies: Are they work ready?, Journal of Human Resources in Hospitality and Tourism, 10, 2, pp. 169-181, (2011); Tesone D.V., Ricci P., Toward a definition of entry-level competencies hospitality manager perspectives, International Journal of Hospitality & Tourism Administration, 7, 4, pp. 65-80, (2006); Tran T. T., Is graduate employability the ‘whole-of-higher-education-issue’?, Journal of Education and Work, 28, 3, (2015); Wakelin-Theron N., Ukpere W. I., Spowart J., Perception of tourism graduates and the tourism industry on the important knowledge and skills required in the tourism industry, African Journal of Hospitality, Tourism and Leisure, 7, 4, pp. 1-18, (2018); Wakelin-Theron N., Ukpere W. I., Spowart J., Attributes of tourism graduates: Comparison between employers' evaluation and graduates' perceptions, Tourism Review International, 23, 1, pp. 55-69, (2019); Wakelin-Theron N., Ukpere W. I., Spowart J., Determining tourism graduate employability, knowledge, skills and competencies in a VUCA world: Constructing a tourism employability model, African Journal of Hospitality, Tourism and Leisure, 8, 3, pp. 1-18, (2019); Wakelin-Theron N., Illustrating the perception of students towards autonomous service robots in the tourism industry: An exploratory study, Tourism and Hospitality Management, 27, 2, pp. 385-406, (2021); Wessels W., Du Plessis E., Slabbert E., Key competencies and characteristics of accommodation managers, SA Journal of Human Resource Management, 15, (2017); Williams S., Dodd L., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2015); The future of jobs report 2020, (2020)","L.L. Ngoepe; School of Tourism and Hospitality, University of Johannesburg, South Africa; email: lelophab@gmail.com","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85164945947"
"Jackson V.; O’Brien V.; Richards A.","Jackson, Victoria (57604829400); O’Brien, Vicki (58483174400); Richards, Anita (58596768800)","57604829400; 58483174400; 58596768800","Investigating the impact of experiential learning on employability skill development and employment outcomes: a UK case study of MBA students from the Indian Subcontinent","2023","Journal of Education and Work","36","6","","476","493","17","0","10.1080/13639080.2023.2231366","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164499699&doi=10.1080%2f13639080.2023.2231366&partnerID=40&md5=b22c4310d4e400012daec628430f983b","Liverpool Business School, Liverpool John Moores University, Merseyside, Liverpool, United Kingdom; Lancashire School of Business and Enterprise, University of Central Lancashire, Lancashire, Preston, United Kingdom","Jackson V., Liverpool Business School, Liverpool John Moores University, Merseyside, Liverpool, United Kingdom; O’Brien V., Lancashire School of Business and Enterprise, University of Central Lancashire, Lancashire, Preston, United Kingdom; Richards A., Lancashire School of Business and Enterprise, University of Central Lancashire, Lancashire, Preston, United Kingdom","Global economic events have had a profound effect upon both businesses and the available workforce. Industries need a more skilful and advanced labour market and individuals who complete tertiary-level education are afforded better protection against economic uncertainties. Consequently, demand for higher education worldwide is growing, due to a rising number of globally mobile students. However, return on investment is important and curriculums offering employability enhancement and work opportunities are motivating factors when international students make their study decisions. This paper details one UK university’s approach to enhancing international student employability skills and employment outcomes, using a 3-day experiential learning residential on an MBA programme. Employing a survey design, the research investigates the benefits of this residential to 182 international MBA students (all from the Indian subcontinent region). The findings report that the international students developed key employability skills via the residential which significantly increased their propensity to obtain subsequent employment. The results of this paper provide much needed insight into improving both the employability skills and employment outcomes of international students, especially students from the Indian subcontinent, via immersive experiential learning activities. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Employability; employment; experiential learning; Indian subcontinent; international postgraduate students","","","","","","","","Adams R., UK Graduate Jobs Outnumbered Graduates by 1m in 2020, Study Shows, The Guardian, (2022); Andy F., Discovering Statistics Using SPSS, (2017); Bandura A., Social Learning Theory, (1971); Get the Skills Employers Want, (2020); Dacre P., Lorraine, Developing Graduate Employability: The CareerEdge Model and the Importance of Emotional Intelligence, Graduate Employability in Context, pp. 317-338, (2017); Duttagupta I., Why Indian Students are Now Looking Beyond the US, The Economic Times, (2018); Fazackerley A., UK Universities Warn Tuition Fee Crisis Could Mean Home Student Cutbacks, The Guardian, (2022); Gokcen E., Furnham A., Mavrovelick S., Petrides K.V., A Cross-Cultural Investigation of Trait Emotional Intelligence in Hong Kong and the UK, 65, pp. 30-35, (2014); Goleman D., Emotional Intelligence: Why It Can Matter More Than IQ, (2020); Han Y., Gulanowski D., Sears G.J., International Student graduates’ Workforce Integration: A Systematic Review, International Journal of Intercultural Relations, 86, pp. 163-189, (2022); Paying More for Less? Careers and Employability Support for International Students at UK Universities, HEPI Report 142, (2022); Hicks R.E., Experiential learning in a postgraduate project management programme, Education + Training, 38, 3, pp. 28-38, (1996); Hooley T., Redefining the Employability Agenda in the Age of Covid-19, (2020); Huang R., International Experience and Graduate Employability: Perceptions of Chinese International Students in the UK, Journal of Hospitality, Leisure, Sport & Tourism Education, 13, pp. 87-96, (2013); Huang R., Turner R., International Experience, Universities Support and Graduate Employability–Perceptions of Chinese International Students Studying in UK Universities, Journal of Education & Work, 31, 2, pp. 175-189, (2018); Forecast Projects 1.8 Million Indian Students Abroad by 2024, (2022); Russia–Ukraine War: How Could It Affect the UK Economy?, (2022); Project Atlas: Global Mobility Trends, (2021); International Student Futures: Developing a World Class Experience from Application to Onward Career, (2022); Jackson D., Tomlinson M., The Relative Importance of Work Experience, Extra-Curricular and University-Based Activities on Student Employability, Higher Education Research and Development, 41, 4, pp. 1119-1135, (2021); Johnsen B.H., Meeus P., Meling J., Rogde T., Eid J., Espevik R., Sommerfelt-Pettersen J., Cultural Differences in Emotional Intelligence Among Top Officers on Board Merchant Ships, International Maritime Health, 63, 2, pp. 90-95, (2012); Kansal M., Chugh R., Weber A., Macht S., Grose R., Shah M., Alleviating Cross-Cultural Challenges of Indian Subcontinent Students: University Staff Perspectives, Tertiary Education and Management, 28, 2, pp. 171-185, (2022); Kolb D.A., Experiential Learning: Experience as the Source of Learning and Development, 1, (1984); Laverie D.A., In-Class Active Cooperative Learning: A Way to Build Knowledge and Skills in Marketing Courses, Marketing Education Review, 16, 2, pp. 59-76, (2006); Melinda C., Ferreira N., Potgieter I.L., Assessing Employability Capacities and Career Adaptability in a Sample of Human Resource Professionals, South African Journal of Human Resource Management, 13, 1, pp. 1-9, (2015); Morgan H., Houghton A.-M., Inclusive Curriculum Design in Higher Education. 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Learning and Employability: Series 1, (2006)","V. Jackson; Liverpool Business School, Liverpool John Moores University, Liverpool, Edgerton Court, Number 2 Rodney Street, Merseyside, L1 2UA, United Kingdom; email: V.L.Jackson@ljmu.ac.uk","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85164499699"
"Duggal H.K.; Khatri P.; Thomas A.; Pironti M.","Duggal, Harshleen Kaur (57452090300); Khatri, Puja (49963812100); Thomas, Asha (57205408191); Pironti, Marco (27568027900)","57452090300; 49963812100; 57205408191; 27568027900","Changing learning paradigms: an interplay of Digital Taylorism and technostress on perceived employability","2023","Journal of Management History","","","","","","","0","10.1108/JMH-12-2022-0089","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165934996&doi=10.1108%2fJMH-12-2022-0089&partnerID=40&md5=ba0150759112bee446abadfcec12ca43","University School of Management Studies, Guru Gobind Singh Indraprastha University, New Delhi, India; Department of Operations Research and Business Intelligence, Wroclaw University of Science and Technology, Wroclaw, Poland; ICxT Innovation Interdepartmental Center, University of Turin, Turin, Italy","Duggal H.K., University School of Management Studies, Guru Gobind Singh Indraprastha University, New Delhi, India; Khatri P., University School of Management Studies, Guru Gobind Singh Indraprastha University, New Delhi, India; Thomas A., Department of Operations Research and Business Intelligence, Wroclaw University of Science and Technology, Wroclaw, Poland; Pironti M., ICxT Innovation Interdepartmental Center, University of Turin, Turin, Italy","Purpose: Massive open online courses (MOOCs), a Taylorist attempt to automate instruction, help make course delivery more efficient, economical and better. As an implementation of Digital Taylorism Implementation (DTI), MOOCs enable individuals to obtain an occupation-oriented education, equipping them with knowledge and skills needed to stay employable. However, learning through online platforms can induce tremendous amounts of technology-related stress in learners such as complexity of platforms and fears of redundancy. Thus, the aim of this paper is to study how student perceptions of DTI and technostress (TS) influence their perceived employability (PE). The role of TS as a mediator between DTI and PE has also been studied. Design/methodology/approach: Stratified sampling technique has been used to obtain data from 305 students from 6 universities. The effect of DTI and TS on PE, and the role of TS as a mediator, has been examined using the partial least squares (PLS) structural equation modelling approach with SMART PLS 4.0. software. Predictive relevance of the model has been studied using PLSPredict. Findings: Results indicate that TS completely mediates the relationship between DTI and PE. The model has medium predictive relevance. Practical implications: Learning outcomes from Digitally Taylored programs can be improved with certain reforms that bring the human touch to online learning. Originality/value: This study extends Taylorism literature by linking DTI to PE of students via technostress as a mediator. © 2023, Emerald Publishing Limited.","Digital Taylorism; Human–machine interactions; MOOCs; Perceived employability; Technostress","","","","","","","","Al-Imarah A.A., Shields R., MOOCs, disruptive innovation and the future of higher education: a conceptual analysis, Innovations in Education and Teaching International, 56, 3, pp. 258-269, (2019); Altass P., Wiebe S., Re-imagining education policy and practice in the digital era, Journal of the Canadian Association for Curriculum Studies (JCACS), 15, 2, (2017); Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., In university students: developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Ayyagari R., Grover V., Purvis R., Technostress: technological antecedents and implications, MIS Quarterly, 35, 4, pp. 831-858, (2011); Baggaley J., MOOC rampant, Distance Education, 34, 3, pp. 368-378, (2013); Bagozzi R.P., Yi Y., On the evaluation of structural equation models, Journal of the Academy of Marketing Science, 16, 1, pp. 74-94, (1988); Bennett D., Ananthram S., Studies in higher education development, validation and deployment of the EmployABILITY scale, Studies in Higher Education, 47, 7, pp. 1-15, (2021); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work and Stress, 21, 3, pp. 279-292, (2007); Blake A.M., Moseley J.L., One hundred years after the principles of scientific management: Frederick Taylor’s life and impact on the field of human performance technology, Performance Improvement, 49, 4, pp. 27-34, (2010); Borle P., Reichel K., Voelter-Mahlknecht S., Is there a sampling bias in research on work-related technostress? 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Thomas; Department of Operations Research and Business Intelligence, Wroclaw University of Science and Technology, Wroclaw, Poland; email: asha.thomas@pwr.edu.pl","","Emerald Publishing","","","","","","17511348","","","","English","J. Manage. Hist.","Article","Article in press","","Scopus","2-s2.0-85165934996"
"Coetzee M.; Ngope M.M.","Coetzee, Melinde (36668183300); Ngope, Margaret Mosima (58567473600)","36668183300; 58567473600","Influence of career orientations and career guidance need on students’ employability attributes","2023","Journal of Psychology in Africa","33","4","","358","367","9","0","10.1080/14330237.2023.2240107","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85170237949&doi=10.1080%2f14330237.2023.2240107&partnerID=40&md5=b1aaa4e6d420996fbc2c79be70885ab8","Department of Industrial and Organisational Psychology, University of South Africa, South Africa","Coetzee M., Department of Industrial and Organisational Psychology, University of South Africa, South Africa; Ngope M.M., Department of Industrial and Organisational Psychology, University of South Africa, South Africa","This study explored the interplay between students’ career orientations and career guidance need in relation to their employability attributes of graduateness and personal employability qualities. Applying a cross-sectional design, 369 black South African students at a university of technology were sampled for the study. The students completed an adapted version of the Career Orientations Inventory and the Employer Employability Competency Expectations scale. Results following tests for significant mean differences and moderated regression analysis revealed that clarity on career orientation preferences is associated with a high need for career guidance. Career orientations predicted employability attributes more than the need for career guidance. Students with a high career orientation preference had significantly more positive perceptions of their graduateness and personal employability qualities than those with a low career orientation preference. Students with a low career orientation preference and weak desire for career guidance had a significantly weaker awareness of their employability attributes. Premised on the dispositional model of employability, the findings suggest the need for career guidance in employability learning and development to help students gain insight into their career orientation preferences and personal employability qualities. © 2023 Africa Scholarship Development Enterprize.","career guidance; career orientations; emerging adults; employability; graduateness; personal employability qualities","","","","","","","","Abessolo M., Hirschi A., Rossier J., Development and validation of a multidimensional career values questionnaire: A measure integrating work values, career orientations, and career anchors, Journal of Career Development, 48, 3, pp. 243-259, (2021); Abessolo M., Rossier J., Hirschi A., Basic values, career orientations, and career anchors: Empirical investigation of relationships, Frontiers in Psychology, 8, (2017); Ackerman P.L., Kanfer R., Work in the 21st century: New directions for aging and adult development, American Psychologist, 75, 4, pp. 486-498, (2020); Arnett J.J., Emerging adulthood: The winding road from the late teens through the twenties, (2015); Barrie S.C., A research-based approach to generic graduate attributes policy, Higher Education Research and Development, 23, 3, pp. 261-275, (2004); Bennett D., Graduate employability and higher education: Past, present and future, HERDSA Review of Higher Education, 5, pp. 31-36, (2018); Coetzee M., Measuring student graduateness: Reliability and construct validity of the Graduate Skills and Attributes Scale, Higher Education Research and Development, 33, 5, pp. 887-902, (2014); Coetzee M., (2018); Coetzee M., Career agility for purposive career exploration: Role of adult learners’ career orientations and digital-era world of work awareness, African Journal of Career Development, 4, 1, (2022); Coetzee M., Ferreira N., Potgieter I.L., Employer requirements and employability mindsets influencing graduate workers’ self-confidence in gaining employment, African Journal of Career Development, 1, 1, (2019); Connolly D., Dickinson L., Hellewell L., The development of undergraduate employability skills through authentic assessment in college-based higher education, Journal of Learning Development in Higher Education, 27, pp. 1-16, (2023); Damoah O.B.O., Peprah A.A., Brefo K.O., Does higher education equip graduate students with the employability skills employers require? The perceptions of employers in Ghana, Journal of Further and Higher Education, 45, 10, pp. 1311-1324, (2021); Detgen A., Fernandez F., McMahon A., Johnson L., Dailey C.R., Efficacy of a college and career readiness program: Bridge to employment, Career Development Quarterly, 69, pp. 231-247, (2021); Doga-Mirzac M., The promotion of young entrepreneurs for development of small and medium business, Valahian Journal of Economic Studies, 8, 2, pp. 49-56, (2017); Engelbrecht L., (2020); Feldt R., Bejar M., Lee J., Louison R., Vocational identity resources in emerging adulthood: Associations with facets of dispositional mindfulness, Career Development Quarterly, 69, 1, pp. 2-18, (2021); Fugate M., Kinicki A.J., A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organisational change, Journal of Occupational and Organisational Psychology, 81, pp. 503-527, (2008); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Hair J.H., Black W.C., Babin B.J., Anderson R.E., Multivariate data analysis, (2018); Hayes A.F., PROCESS Procedure for SPSS Version 3.4, (2018); (2021); Jackel-Visser M., Rabie S., Naidoo A.V., Van Schalkwyk I., Berg V.D., Streicher F.J., Developing a self-directed career guidance intervention for South African high school learners amidst severe COVID-19 restrictions, African Journal of Career Development, 3, 1, (2021); Kleine A., Schmitt A., Wisse B., Students’ career exploration: A meta-analysis, Journal of Vocational Behavior, 131, (2021); Lock E., Kelly K., Gateways, not pathways: Student expectations regarding undergraduate study and employability, Journal of Teaching and Learning for Graduate Employability, 13, 1, pp. 65-78, (2022); Matjie T., Coetzee M., Exploring the links between gender, dwelling, and career orientations of African emerging adults, Journal of Psychology in Africa, 28, 4, pp. 303-309, (2018); McIntyre M.M., Judging what others enjoy: Desirability and observability of interests, Journal of Career Assessment, 30, 3, pp. 557-572, (2022); Moxey M., Simpkin E., Harnessing the potential of extracurricular opportunities to enhance graduate employability in higher education, Journal of Learning Development in Higher Education, 21, pp. 1-22, (2021); Ngope M.M., Coetzee M., Internal career orientations guidance for emerging adults at a university of technology, African Journal of Career Development, 5, 1, (2023); Pang E., Wong M., Leung C.H., Coombes J., Competencies for fresh graduates’ success at work: Perspectives of employers, Industry and Higher Education, 33, 1, pp. 55-65, (2019); Pillay A.L., Prioritising career guidance and development services in post-apartheid South Africa, African Journal of Career Development, 2, 1, (2020); Pillay I., The impact of inequality and COVID-19 on education and career planning for South African children of rural and low-socioeconomic backgrounds, African Journal of Career Development, 3, 1, (2021); Presti A.L., Capone V., Aversano A., Akkermans J., Career competencies and career success: On the roles of employability activities and academic satisfaction during the school-to-work transition, Journal of Career Development, 49, 1, pp. 107-125, (2022); Schein E.H., Career anchors: Discovering your real values, (1990); Schlesinger J., O'Shea C., Blesso J., Undergraduate student career development and career center services: Faculty perspectives, Career Development Quarterly, 69, pp. 145-157, (2021); Stringer K., Kerpelman J., Skorikov V., Career preparation: A longitudinal, process-oriented examination, Journal of Vocational Behaviour, 79, 1, pp. 158-169, (2011); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education and Training, 59, 4, pp. 338-352, (2017); Tomlinson M., McCafferty H.E., Fuge H., Wood K., Resources and readiness: The graduate capital perspective as a new approach to graduate employability, Journal of the National Institute for Career Education and Counselling, 38, 1, pp. 28-35, (2017)","M. Coetzee; Department of Industrial and Organisational Psychology, University of South Africa, South Africa; email: drmelindecoetzee@gmail.com","","Taylor and Francis Ltd.","","","","","","14330237","","","","English","J. Psychol. Afr.","Article","Final","","Scopus","2-s2.0-85170237949"
"Allen K.; Finn K.","Allen, Kim (57221912428); Finn, Kirsty (55530970600)","57221912428; 55530970600","#GirlBossing the university side hustle: Entrepreneurial femininities, postfeminism and the veneer of ‘female success’ in times of crisis","2023","European Journal of Cultural Studies","","","","","","","0","10.1177/13675494231177160","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163015111&doi=10.1177%2f13675494231177160&partnerID=40&md5=32c61ca6b67171ebb9a42d2cd5f4ad5e","University of Leeds, United Kingdom; Manchester Metropolitan University, United Kingdom","Allen K., University of Leeds, United Kingdom; Finn K., Manchester Metropolitan University, United Kingdom","Against a backdrop of the growing crisis in higher education, the economic fallout of the COVID-19 pandemic and a longer-term precaritisation of the youth and graduate labour market, the last 2 years have witnessed an increased visibility and promotion of flexible, entrepreneurial and often digitally mediated forms of self-employment addressed at young women, including the ‘side hustle’. With media declarations such as ‘the university side hustle has come of age’, universities themselves have begun embedding initiatives that seemingly help students launch a ‘student side hustle’ as they turn passions into entrepreneurial projects. The student side hustle has been advocated as a feasible way of not only supplementing income while studying but also investing in one’s future employability in the context of increasingly uncertain graduate outcomes. In this article we connect the emergence of the student side hustle to a broader postfeminist landscape in which (young) women are invited to engage in entrepreneurial self-employment through the promise of ‘passionate work’, financial autonomy and time-freedom. We demonstrate that in the context of higher education, where women outnumber men and dominate the degree subjects increasingly badged as ‘low value’ due to declining graduate outcomes, institutional incitements to engage in the student side hustle are distinctly gendered. Crucially, we contend that this framing and promotion of the student side hustle – in which women become the ‘poster girls’ of entrepreneurialism – works to facilitate and sustain the myths and ideals of postfeminist success while masking the ongoing crises and gendered inequalities that underpin contemporary higher education and the graduate labour market. © The Author(s) 2023.","Entrepreneurialism; gender; postfeminism; side hustle; students","","","","","","","","Adamecz-Volgyi A., Henderson M., Shure N., The labor market returns to ‘first-in-family’ university graduates, Journal of Population Economics, (2022); Allen K., Top girls navigating austere times: Interrogating youth transitions since the ‘crisis’, Journal of Youth Studies, 19, 6, pp. 805-820, (2016); Anderson N., I started a business in my bedroom that made me six figures in a year, The Sun, (2022); Archer L., Hutchings M., ‘Bettering yourself?’ Discourses of risk, cost and benefit in ethnically diverse, young working-class non-participant constructions of higher education, British Journal of Sociology of Education, 21, 4, pp. 555-574, (2000); Banet-Weiser S., Empowered: Popular Feminism and Popular Misogyny, (2018); Beltrao A., Generation Hustle: Teens think they work harder than older generations – and want to turn passion projects into career, study reveals, The Sun, (2021); Berlant L., Cruel Optimism, (2011); Boden R., Nedeva M., Employing discourse: Universities and graduate ‘employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Boero G., Cook D., Nathwani T., Et al., The return to a degree: New evidence based on the birth cohort studies and the labour force survey, HESA report, (2019); Bolton P., Student loan statistics, (2022); Boztas S., How much does university cost in the UK – and is it worth it?, The Times, (2021); Britton J., Dearden L., Waltmann B., Et al., The Impact of Undergraduate Degrees on Lifetime Earnings, (2020); Brown L., Save the Student, (2022); Cohen R.L., Hardy K., Valdez Z., Introduction to the special issue: Everyday self-employment, American Behavioral Scientist, 63, 2, pp. 119-128, (2019); Cook S., Watson D., Webb R., ‘It’s just not worth a damn!’ Investigating perceptions of the value in attending university, Studies in Higher Education, 44, 7, pp. 1256-1267, (2019); Cornell B., Hewitt R., Bekhradnia B., Mind the (graduate gender) gap, (2020); Davis K., Couldn’t write it! I make an extra £4,000 a month doing side hustle – It’s easy and I do it while I study, The Sun, (2022); de Vries R., Earning by degrees. 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A Feminized Future?, (2008); Lincoln S., Young people and mediated private space, Mediated Youth Cultures, pp. 42-58, (2014); Littler J., Against Meritocracy: Culture, Power and Myths of Mobility, (2018); McMillan Cottom T., The hustle economy, Dissent Magazine, (2020); McRobbie A., Top girls?, Cultural Studies, 21, 4-5, pp. 718-737, (2007); McRobbie A., Be Creative: Making a Living in the New Culture Industries, (2016); McRobbie A., Garber J., Girls and subcultures: An exploration, Resistance Through Rituals: Youth Subcultures in Postwar Britain, pp. 177-188, (1977); McVinnie S., I’m a student – I make £100 extra cash a month with my trendy side hustle and you can too, The Sun, (2022); Moore A., How the university side-hustle has come of age in the year of Covid restrictions, The Daily Telegraph, (2020); Mullender R., From passion to profit: Why you should take your side hustle seriously, The Guardian, (2022); Cost of living rise sees 96% of students cutting back, (2022); Cost of living and higher education students, England: 30 January to 13 February 2023, (2023); Differences in student outcomes, (2019); Orgad S., Gill R., Confidence Culture, (2022); Parker S., ‘I’m gonna have to make my own money’: The rise of the side hustle, The Guardian, (2022); Parvazian S., Gill J., Chiera B., Higher education, women, and sociocultural change: A closer look at the statistics, SAGE Open, 7, 2, (2017); Ringrose J., Successful girls? Complicating post-feminist, neoliberal discourses of educational achievement and gender equality, Gender and Education, 19, pp. 471-489, (2007); Rottenberg C., The Rise of Neoliberal Feminism, (2018); Santander U.K., Over a quarter of students starting businesses at university and a third undeterred by the prospect of launching a business post pandemic, (2020); Scharff C., The psychic life of neoliberalism: Mapping the contours of entrepreneurial subjectivity, Theory, Culture & Society, 33, 6, pp. 107-122, (2016); Simpson J., Degrees on the side: Student employment and the neoliberal university, Soundings, 2020, 76, pp. 69-81, (2020); Summers J., Savvy student, 19, who is ‘obsessed’ with organising reveals she earns up to £500 per month decluttering strangers’ wardrobes, The Daily Mail, (2022); New polling on the impact of the cost of living crisis on students, (2023); Tholen G., Brown P., Higher Education and the Myths of Graduate Employability, (2017); Walker I., Zhu Y., University selectivity and the graduate wage premium: Evidence from the UK, (2017); Waltmann B., Student Living Cost Support Cut to Lowest Level in Seven Years, (2022); White P., Smith E., From subject choice to career path: Female STEM graduates in the UK labour market, Oxford Review of Education, 48, 6, pp. 693-709, (2021); Wilkinson L.C., Wilkinson M.D., Value for money and the commodification of higher education: Front-line narratives, Teaching in Higher Education, 28, pp. 406-422, (2023); Wilson A., BOSS BABE I lost my job & moved in with my parents – Then launched a beauty business and doubled my old monthly salary in ONE day, The Sun, (2021); Wilton N., Do employability skills really matter in the UK graduate labour market? The case of business and management graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011); Windle L., WORK IT! I started a secret side hustle aged 18 to get out of debt: I’ve now moved to London and have my own studio, The Sun, (2022); Yarrow E.L., Davies J., It’s time to scrap the student loans ‘motherhood penalty’, The Conversation, (2020)","K. Allen; University of Leeds, United Kingdom; email: k.allen1@leeds.ac.uk","","SAGE Publications Ltd","","","","","","13675494","","","","English","Eur. J. of Cult. Stud.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85163015111"
"Grosemans I.; Houben E.; Kyndt E.; De Cuyper N.","Grosemans, Ilke (56491156600); Houben, Ellen (57210322518); Kyndt, Eva (26654784300); De Cuyper, Nele (8355522100)","56491156600; 57210322518; 26654784300; 8355522100","Learning Goal Orientation and the Development of Perceived Employability of Young Workers: Does a Higher Education Degree Matter?","2023","Journal of Personnel Psychology","","","","","","","0","10.1027/1866-5888/a000328","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168599041&doi=10.1027%2f1866-5888%2fa000328&partnerID=40&md5=695e29228a30798af26cb3d6b766891a","Research Group for Occupational & Organizational Psychology and Professional Learning, Ku Leuven, Belgium; Department of Work and Organizational Psychology, Open Universiteit, Heerlen, Netherlands; Behavioral Science Institute, Radboud Universiteit, Nijmegen, Netherlands; Centre for Transformative Innovation, Swinburne University of Technology, Melbourne, VIC, Australia; Research Group for Occupational & Organizational Psychology and Professional Learning, Ku Leuven, Dekenstraat 2, Box 3725, Leuven, 3000, Belgium","Grosemans I., Research Group for Occupational & Organizational Psychology and Professional Learning, Ku Leuven, Belgium, Department of Work and Organizational Psychology, Open Universiteit, Heerlen, Netherlands; Houben E., Research Group for Occupational & Organizational Psychology and Professional Learning, Ku Leuven, Belgium, Behavioral Science Institute, Radboud Universiteit, Nijmegen, Netherlands, Research Group for Occupational & Organizational Psychology and Professional Learning, Ku Leuven, Dekenstraat 2, Box 3725, Leuven, 3000, Belgium; Kyndt E., Centre for Transformative Innovation, Swinburne University of Technology, Melbourne, VIC, Australia; De Cuyper N., Research Group for Occupational & Organizational Psychology and Professional Learning, Ku Leuven, Belgium","The current study probes the relation between learning and employability. First, we investigated the relationship between younger workers' work-domain learning goal orientation and perceived employability and its development over time. This portrays an agentic view: Effort is expected to open up new opportunities. Second, we explored whether agency is equally strong for everyone by investigating whether having a higher education degree associated with this relationship. Latent growth analyses (N = 792) demonstrated that work-domain learning goal orientation of younger workers only affected the initial value of perceived employability and only for workers without higher education degree. Furthermore, perceived employability of respondents without (vs. with) higher education degree started lower, but they seem to catch up over a 1-year period.  © 2023 Hogrefe Publishing.","educational level; latent growth analysis; perceived employability (PE); work-domain learning goal orientation (WDLGO); young workers","","","","","","","","Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W.B., Competencies for the contemporary career, Journal of Career Development, 40, 3, pp. 245-267, (2013); Antonakis J., Bendahan S., Jacquart P., Lalive R., On making causal claims: A review and recommendations, The Leadership Quarterly, 21, 6, pp. 1086-1120, (2010); Arnold J., Cohen L., The psychology of careers in industrial and organizational settings: A critical but appreciative analysis, International review of industrial and organizational psychology, pp. 1-44, (2008); Bagshaw M., Employability - creating a contract of mutual investment, Industrial and Commercial Training, 29, 6, pp. 187-189, (1997); Bask M., Bask M., Cumulative (dis)advantage and the Matthew effect in life-course analysis, PLoS ONE, 10, 11, (2015); Berglund T., Wallinder Y., Perceived employability in difficult economic times: The significance of education systems and labour market policies, European Societies, 17, 5, pp. 674-699, (2015); Bimrose J., Mulvey R., Brown A., Low qualified and low skilled: The need for context sensitive careers support, British Journal of Guidance and Counselling, 44, 2, pp. 145-157, (2016); Boermans S., Sanders J., Van Genabeek J., Educational needs, learning opportunities and employability: Differences between professional groups, Tijdschrift Voor Arbeidsvraagstukken, 2, 2, pp. 156-169, (2018); Briscoe J.P., Hall D.T., The interplay of boundaryless and protean careers: Combinations and implications, Journal of Vocational Behavior, 69, 1, pp. 4-18, (2006); Chin W.W., Commentary: Issues and opinion on structural equation modeling, Management Information Systems Quarterly, 22, 1, pp. vii-xvi, (1998); Cortellazzo L., Bonesso S., Gerli F., Batista-Foguet J.M., Protean career orientation: Behavioral antecedents and employability outcomes, Journal of Vocational Behavior, 116, PART A, (2020); De Beer P., Perspectieven voor de laagopgeleiden, Tijdschrift Voor Arbeidsvraagstukken, 22, 3, pp. 218-233, (2006); De Cuyper N., De Witte H., Perceived chance of alternative employment versus better employment: Associations with job satisfaction and well-being, Gedrag En Organisatie, 21, 4, pp. 475-492, (2008); De Cuyper N., De Witte H., Van Den Broeck A., De Meyer S., Predictors of the future employability of psychology students, Tijdschrift Voor Arbeidsmarktvraagstukken, 25, 1, pp. 110-122, (2008); De Vos A., Forrier A., Van Der Heijden B., De Cuyper N., Keep the expert! Occupational expertise, perceived employability and job search: A study across age groups, Career Development International, 22, 3, pp. 318-332, (2017); De Vos A., Van Der Heijden B., Current thinking on contemporary careers: The key roles of sustainable HRM and sustainability of careers, Current Opinion in Environmental Sustainability, 28, pp. 41-50, (2017); Desjardins R., Rubenson K., The impact of welfare state regimes on barriers to participation in adult education: A bounded agency model, Adult Education Quarterly, 59, 3, pp. 187-207, (2009); Donald W., Baruch Y., Ashleigh M., Graduate employability in context, Graduate employability in context, pp. 129-150, (2016); Dweck C.S., Motivational processes affecting learning, American Psychologist, 41, 10, pp. 1040-1048, (1986); Dweck C.S., Leggett E.L., A social-cognitive approach to motivation and personality, Psychological Review, 95, 2, pp. 256-273, (1988); Forrier A., De Cuyper N., Akkermans J., The winner takes it all, the loser has to fall: Provoking the agency perspective in employability research, Human Resource Management Journal, 28, 4, pp. 511-523, (2018); Forrier A., Sels L., Stynen D., Career mobility at the intersection between agent and structure: A conceptual model, Journal of Occupational and Organizational Psychology, 82, 4, pp. 739-759, (2009); Gesthuizen M., Solga H., Kunster R., Context matters: Economic marginalization of low-educated workers in cross-national perspective, European Sociological Review, 27, 2, pp. 264-280, (2011); Grosemans I., De Cuyper N., Career competencies in the transition from higher education to the labor market: Examining developmental trajectories, Journal of Vocational Behavior, 128, (2021); Grosemans I., Houben E., Kyndt E., De Cuyper N., Learning goal orientation and the development of perceived employability of young workers, (2023); Gunz H.P., Evans M.G., Jalland R.M., Rotman J.L., Career boundaries in a boundaryless world, Career frontiers: New conceptions of working lives, pp. 24-53, (2000); Hall D.T., Protean careers of the 21st century, Academy of Management Executive, 10, 4, pp. 8-15, (1996); Heslin P.A., Conceptualizing and evaluating career success, Journal of Organizational Behavior, 26, 2, pp. 113-136, (2005); Hobfoll S., Halbesleben J., Neveu J.-P., Westman M., Conservation of resources in the organizational context: The reality of resources and their consequences, Annual Review of Organizational Psychology and Organizational Behavior, 5, 1, pp. 103-130, (2018); Houben E., De Cuyper N., Kyndt E., Forrier A., Learning to be employability or being employable to learn: The reciprocal relation between perceived employability and work-related learning, Journal of Career Development, 48, 4, pp. 443-458, (2021); Hu L.T., Bentler P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling, 6, 1, pp. 1-55, (1999); Huang J.L., Liu M., Bowling N.A., Insufficient effort responding: Examining an insidious confound in survey data, The Journal of Applied Psychology, 100, 3, pp. 828-845, (2015); Juhdi N., Pa'wan F., Othman N.A., Moksin H., Factors influencing internal and external employability of employees, Business and Economics Journal, 11, pp. 1-10, (2010); Kirves K., De Cuyper N., Kinnunen U., Natti J., Perceived job insecurity and perceived employability in relation to temporary and permanent workers' psychological symptoms: A two samples study, International Archives of Occupational and Environmental Health, 84, 8, pp. 899-909, (2011); Kirves K., Kinnunen U., De Cuyper N., Makikangas A., Trajectories of perceived employability and their associations with well-being at work: A three-wave study, Journal of Personnel Psychology, 13, 1, pp. 46-57, (2014); Kogan I., Muller W., Quijano A., School-to-work transitions in Europe: Analyses of the EU LFS 2000 ad hoc module, Socialism and Democracy, 19, 3, pp. 55-78, (2003); Lin Y.-C., Are you a protean talent? 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Personal Psychol.","Article","Article in press","","Scopus","2-s2.0-85168599041"
"Creed P.A.; Hood M.; Bialocerkowski A.; Machin M.A.; Brough P.; Kim S.; Winterbotham S.; Eastgate L.","Creed, Peter A. (7003468262); Hood, Michelle (57204664129); Bialocerkowski, Andrea (6603607250); Machin, M. Anthony (6701665591); Brough, Paula (6701646898); Kim, Sujin (57855805000); Winterbotham, Sonya (57193127448); Eastgate, Lindsay (57223317878)","7003468262; 57204664129; 6603607250; 6701665591; 6701646898; 57855805000; 57193127448; 57223317878","Students managing work and study role boundaries: a person-centred approach","2023","Frontiers in Psychology","14","","1116031","","","","1","10.3389/fpsyg.2023.1116031","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164453775&doi=10.3389%2ffpsyg.2023.1116031&partnerID=40&md5=b5bc8cb136f4e0fa8f519e471b6ca30f","School of Applied Psychology, Griffith University, Southport, QLD, Australia; Centre for Work, Organisation, and Wellbeing, Griffith University, Nathan, QLD, Australia; Office of the Pro Vice Chancellor, Griffith Health, Griffith University, Southport, QLD, Australia; School of Psychology and Wellbeing, University of Southern Queensland, Toowoomba, QLD, Australia","Creed P.A., School of Applied Psychology, Griffith University, Southport, QLD, Australia, Centre for Work, Organisation, and Wellbeing, Griffith University, Nathan, QLD, Australia; Hood M., School of Applied Psychology, Griffith University, Southport, QLD, Australia, Centre for Work, Organisation, and Wellbeing, Griffith University, Nathan, QLD, Australia; Bialocerkowski A., Office of the Pro Vice Chancellor, Griffith Health, Griffith University, Southport, QLD, Australia; Machin M.A., School of Psychology and Wellbeing, University of Southern Queensland, Toowoomba, QLD, Australia; Brough P., School of Applied Psychology, Griffith University, Southport, QLD, Australia, Centre for Work, Organisation, and Wellbeing, Griffith University, Nathan, QLD, Australia; Kim S., School of Applied Psychology, Griffith University, Southport, QLD, Australia; Winterbotham S., School of Psychology and Wellbeing, University of Southern Queensland, Toowoomba, QLD, Australia; Eastgate L., School of Applied Psychology, Griffith University, Southport, QLD, Australia","To cope with demands of working while studying, students must structure the boundaries between these roles (e.g., integrate or segment them) to suit their preferences and circumstances. However, students differ on how well they do this, and we do not yet understand the factors that contribute to managing work and study well. We sought to determine if different student groups existed and if the groups reported different work, study, and wellbeing outcomes. Using latent profile analysis and assessing work-study boundary congruence and flexibility (N = 808; 76% female; MAge 19.6 years), we identified four groups of (a) “balanced” (65.4%; with moderate boundary congruence and flexibility); (b) “high work congruence and flexibility” (17.5%; working arrangements supportive of study role); (c) “low work congruence and flexibility” (9.7%; unsupportive workplace arrangements); and (d) “low study congruence” (7.3%; study arrangements unsupportive of work role). These groups reported different work/study demands, role conflict, study burnout, and perceived employability, with “balanced” and “high work congruence and flexibility” groups scoring more positively and “low work congruence and flexibility” and “low study congruence” groups scoring more negatively. Results supported that different student groups existed, and these will need different supports to manage their multiple role responsibilities. Copyright © 2023 Creed, Hood, Bialocerkowski, Machin, Brough, Kim, Winterbotham and Eastgate.","future employability; role boundary management; study burnout; work flexibility; work-study conflict; work-study demands","","","","","","Centre of Excellence for Environmental Decisions, Australian Research Council, CEED; Centre of Excellence for Core to Crust Fluid Systems, Australian Research Council, CCFS, ARC; Centre of Excellence for Integrative Brain Function, Australian Research Council, CIBF; Centre of Excellence for Coral Reef Studies, Australian Research Council; Australian Research Council, ARC, (DP180100930); Centre of Excellence for Particle Physics at the Terascale, Australian Research Council, CoEPP; Centre of Excellence in Cognition and its Disorders, Australian Research Council, CCD; Centre of Excellence in Plant Energy Biology, Australian Research Council, PEB; Centre of Excellence for Coherent X-Ray Science, Australian Research Council, CXS; Centre of Excellence for Electromaterials Science, Australian Research Council, ARC, ACES; Training Centre for Food and Beverage Supply Chain Optimisation, Australian Research Council; Australian Research Council Centre of Excellence in Advanced Molecular Imaging; Centre of Excellence in Future Low-Energy Electronics Technologies, Australian Research Council, FLEET; Centre of Excellence for Quantum Computation and Communication Technology, Australian Research Council, CQC2T","This project was funded by the Australian Research Council (grant: DP180100930). 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Rep, 125, pp. 3100-3125, (2022); Waterhouse P., Samra R., Lucassen M., Mental distress and its relationship to distance education students’ work and family roles, Distance Educ, 41, pp. 540-558, (2020); Winkel D.E., Clayton R.W., Transitioning between work and family roles as a function of boundary flexibility and role salience, J. Vocat. Behav, 76, pp. 336-343, (2010); Zhang C., Hirschi A., Li M., You X., Profiles of calling and their relation to university-to-work transition outcomes, J. Career Dev, 49, pp. 788-801, (2021)","P.A. Creed; School of Applied Psychology, Griffith University, Southport, Australia; email: p.creed@griffith.edu.au","","Frontiers Media SA","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85164453775"
"O'connor M.D.; Denejkina A.; Arvanitakis J.","O'connor, Michael D. (57203977276); Denejkina, Anna (57195922744); Arvanitakis, James (35075731000)","57203977276; 57195922744; 35075731000","Preparing doctoral candidates for employment: Delivering research and employability skills training in the PhD via work-integrated learning","2023","International Journal of Work-Integrated Learning","24","1","","19","42","23","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166431963&partnerID=40&md5=b08af78a92a5ac347ae00af9a59f8359","Western Sydney University, Sydney, Australia; Australian American Fulbright Commission, Australia","O'connor M.D., Western Sydney University, Sydney, Australia; Denejkina A., Western Sydney University, Sydney, Australia; Arvanitakis J., Australian American Fulbright Commission, Australia","Despite significant recent changes to the doctoral training environment, particularly provision of employability skills during candidature, there is a paucity of research investigating best practice in this area. This paper describes a case study in how various pedagogical theories, curriculum co-creation, lifelong learner, adult learning, cognitive load, spiral learning, reflective practice, and community of practice theories, were applied at an Australian university to develop and implement a Graduate Certificate aimed at increasing work readiness by delivering research and employability skills training to PhD candidates. Outlined are the rationale, student interest and theoretical basis underpinning this program, and its integrated suite of work-integrated learning (WIL) activities. Comparison against an emerging framework for high quality WIL demonstrated key alignments between the program and the quality WIL framework. These alignments highlight important considerations for comprehensive training of PhD candidates, together with recommendations for future research into WIL and employability training for PhD candidates. © 2023 International Journal of Work-Integrated Learning. All rights reserved.","curriculum co-creation; employability skills; innovation; PhD training; professional identity","","","","","","Australian Postgraduate Research Intern; National Priorities and Industry Linkage Fund","Research training institutions and broader professional bodies, such as the Australian Council of Learned Academies (ACOLA), have recognized the need to include broader skills training within research training degrees, to maximize successful candidate transition into post-academic employment. This includes incorporation of employability training activities within the PhD candidature. For example, the now defunct Commercialisation Training Scheme (ended 2011) enabled Australian universities to deliver research commercialization training to PhD candidates via graduate certificates. While student surveys indicated “98% of students were satisfied or very satisfied with the training”, concerns included “a lack of exposure to practical skills; difficulties balancing CTS training in conjunction with their research studies; and that some courses were not targeted to the needs of research students” (DESE, 2010; Howard, 2015, p. 13). Currently, the Australian Government supports inclusion of WIL activities within PhD candidatures in a number of ways: through support of the Australian Postgraduate Research Intern (APR.Intern) program; via changes to the Research Training Program to promote inclusion of a 60-day internship (DESE, 2021a); and through the National Priorities and Industry Linkage Fund that, amongst other goals, aims to “increase the number of internships, practicums, and other innovative approaches to work-integrated learning” (DESE, 2020, para. 2) including to PhD candidates (e.g., through HEIMS Code E593).","Abeysekera L., Dawson P., Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research, Higher Education Research & Development, 34, 1, pp. 1-14, (2015); Ali A., Kohun F., Dealing with isolation feelings in IS doctoral programs, International Journal of Doctoral Studies, 1, pp. 21-33, (2006); Ali A., Kohun F., Dealing with social isolation to minimize doctoral attrition - A four stage framework, International Journal of Doctoral Studies, 2, pp. 33-49, (2007); Anderson L. W., Krathwohl D. R., A taxonomy for learning, teaching, and assessing : A revision of Bloom's taxonomy of educational objectives, (2001); About APR.Intern, (2015); Australian Qualifications Framework, (2013); Atkinson R. C., Shiffrin R. M., Human memory: A proposed system and its control processes, Psychology of learning and motivation, 2, pp. 89-195, (1968); Beasy K., Emery S., Crawford J., Drowning in the shallows: An Australian study of the PhD experience of wellbeing, Teaching in Higher Education, 26, pp. 602-618, (2019); Bell A., Bartimote K., Mercer-Mapstone L., Moran G., Tognolini J., Dempsey N., Exploring benefits and challenges of online work integrated learning for equity students, (2021); Bentley D., Squelch J., Employer perspectives on essential knowledge, skills and attributes for law graduates to work in a global context, Legal Education Review, 24, 1, (2014); Bloom B. S., Taxonomy of educational objectives: The classification of educational goals, (1956); Bovill C., Co-creation in learning and teaching: The case for a whole-class approach in higher education, Higher Education, 79, pp. 1023-1037, (2020); Bragg A. K., The socialization process in higher education, (1976); Bridgstock R., Tippett N., Higher education and the future of graduate employability, (2019); Burnett P. C., The supervision of doctoral dissertations using a collaborative cohort model, Counselor Education and Supervision, 39, 10, pp. 46-52, (1999); Campbell M., Leoni R., Thomson K., Tunny R., Smith L., McAllister L., The construction and testing of a framework to assure the institutional quality of work-integrated learning, International Journal of Work-Integrated Learning, 22, 4, pp. 505-519, (2021); Vitae researcher development framework, (2011); Cyranoski D., Gilbert N., Ledford H., Nayar A., Yahia M., Education: The PhD factory, Nature, 472, pp. 276-279, (2011); Daniel J., Sampling essentials: Practical guidelines for making sampling choices, (2012); 2010 Commercialisation Training Scheme (CTS) Evaluation, (2013); Australian core skills framework, (2019); National Priorities and Industry Linkage Fund (NPILF), (2020); Growing industry internships for research PhD students through the research training program: Implementation paper, (2021); (2021); Research skills for an innovative future, (2011); Dollinger M., Lodge J., Coates H., Co-creation in higher education: Towards a conceptual model, Journal of Marketing for Higher Education, 28, 2, pp. 210-231, (2018); Edwards D., Bexley E., Richardson S., Regenerating the academic workforce: The careers, intentions and motivations of higher degree research students in Australia: Findings of the National Research Student Survey (NRSS), (2011); Fenge L.-A., Enhancing the doctoral journey: The role of group supervision in supporting collaborative learning and creativity, Studies in Higher Education, 37, pp. 401-414, (2012); Nature, 472, pp. 259-260, (2011); Gardner S. K., Fitting the mold of graduate school: A qualitative study of socialization in doctoral education, Innovative Higher Education, 33, 2, pp. 125-138, (2008); Gardner S. K., Faculty perspectives on doctoral student socialization in five disciplines, International Journal of Doctoral Studies, 5, pp. 39-53, (2010); Germain-Alamartine E., Ahoba-Sam R., Moghadam-Saman S., Evers G., Doctoral graduates' transition to industry: Networks as a mechanism? Cases from Norway, Sweden and the UK, Studies in Higher Education, 46, pp. 2680-2695, (2020); Gogus A., Bloom's taxonomy of learning objectives, Encyclopedia of the sciences of learning, pp. 469-473, (2012); Golde C. M., Beginning graduate school: Explaining first year doctoral attrition, New Directions for Higher Education, 1998, 101, pp. 55-64, (1998); Grebennikov L., Skaines I., Gender and higher education experience: A case study, Higher Education Research & Development, 28, pp. 71-84, (2009); Hattie J., Timperley H., The power of feedback, Review of Educational Research, 77, 1, pp. 81-112, (2007); Harden R. M., Stamper N., What is a spiral curriculum?, Medical Teacher, 21, 2, pp. 141-143, (1999); Honicke T., Broadbent J., The influence of academic self-efficacy on academic performance: A systematic review, Educational Research Review, 17, pp. 63-84, (2016); Horvath W. J., Review of the book] Jerome S. Bruner. The process of education. Harvard University Press, 1960, Behavioral Science, Journal of the Society for General Systems Research, 9, 1, pp. 56-57, (1964); Howard J., Translation of research for economic and social benefit: Measures that facilitate transfer of knowledge from publicly funded research organisations to industry, Securing Australia's Future - Project 9, (2015); Jackson D., The contribution of work-integrated learning to undergraduate employability skill outcomes, Asia-Pacific Journal of Cooperative Education, 14, 2, pp. 99-115, (2013); Jones M., Issues in doctoral studies - forty years of discussion: Where have we been and where are we going?, International Journal of Doctoral Studies, 8, pp. 83-104, (2013); Kehm B. M., Quo vadis doctoral education? New European approaches in the context of global changes, European Journal of Education, 42, 3, pp. 307-319, (2007); Kobayashi S., Changes in the S&T labour market and its future: Are there too many PhD graduates?, Mobilising human resources for innovation. Proceedings from the OECD workshop on science and technology labour markets, pp. 91-99, (1999); Future prospects of law graduates, (2014); Li M., Developing skills and disposition for lifelong learning: Acculturative issues surrounding supervising international doctoral students in New Zealand Universities, Journal of International Students, 6, pp. 740-761, (2016); McCarthy P. X., Wienk M., Who are the top PhD employers? Advancing Australia's knowledge economy, (2019); McGagh J., Marsh H., Western M. C., Thomas P., Hastings A., Mihailova M., Wenham M., Review of Australia's research training system, (2016); Merriam S. B., Adult learning theory for the twenty-first century, New Directions for Adult and Continuing Education, 2008, 119, pp. 93-98, (2008); Merriam S. B., Tisdell E. J., Qualitative research: A guide to design and implementation, (2016); Mewburn I., How to tame your PhD, (2019); Mewburn I., Grant W. J., Suominen H., Kizimchuk S., A machine learning analysis of the non-academic employment opportunities for PhD. graduates in Australia, Higher Education Policy, 33, pp. 799-813, (2018); Mewburn I., Suominen H., Grant W., Tracking trends in industry demands for Australia's advanced research workforce, (2017); NSW higher education strategy (2021-25), (2021); Knowledge management in the learning society, (2000); Osborne M., Houston M., Toman N., The pedagogy of lifelong learning: Understanding effective teaching and learning in diverse contexts, (2007); Sadlak J., Doctoral studies and qualifications in Europe and the United States: Status and prospects, (2004); Scott F. J., Willison D., Students' reflections on an employability skills provision, Journal of Further and Higher Education, 45, 8, pp. 1118-1133, (2021); Sibai O., Figueiredo B., Ferreira M. C., Overworked and isolated: The rising epidemic of loneliness in academia, The Conversation, (2019); Tadros E., Walsh K., Too many law graduates and not enough jobs, Australian Financial Review, (2015); Thompson N., Pascal J., Developing critically reflective practice, Reflective Practice, 13, pp. 311-325, (2012); Torka M., Change and continuity in Australian doctoral education: PhD completion rates and times (2005-2018), The Australian Universities' Review, 62, pp. 69-82, (2020); Trowler V., Student engagement literature review, The Higher Education Academy, 11, 1, pp. 1-15, (2010); UNESCO Institute for Lifelong Learning; Work integrated learning in universities: Final report, (2019); Courses and units: Graduate Certificate in Research, (2022); Law - Career information for your major, (2022); Valencia-Forrester F., Internships and the PhD: Is this the future direction of work-integrated learning in Australia?, International Journal of Work-Integrated Learning, 20, 4, pp. 389-400, (2019); Researcher development framework, (2011); Walker G. E., Golde C. M., Envisioning the future of doctoral education: Preparing stewards of the discipline-Carnegie essays on the doctorate, (2006); Whelan M. B., Academic work-integrated learning (WIL): Reengaging teaching-focused academics with industry, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 172-187, (2017)","M.D. O'connor; Western Sydney University, Sydney, Australia; email: m.oconnor@westernsydney.edu.au","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85166431963"
"Penet J.C.; Fernandez-Parra M.","Penet, J.C. (58523612200); Fernandez-Parra, Maria (57193576811)","58523612200; 57193576811","Dealing with students’ emotions: exploring trait EI theory in translator education","2023","Interpreter and Translator Trainer","17","3","","332","352","20","0","10.1080/1750399X.2023.2237327","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166754388&doi=10.1080%2f1750399X.2023.2237327&partnerID=40&md5=576985e44b1decffbaab307349137c10","School of Modern Languages, Newcastle University, Newcastle Upon Tyne, United Kingdom; School of Culture and Communication, Swansea University, Swansea, United Kingdom","Penet J.C., School of Modern Languages, Newcastle University, Newcastle Upon Tyne, United Kingdom; Fernandez-Parra M., School of Culture and Communication, Swansea University, Swansea, United Kingdom","Human emotions are profoundly social and this becomes particularly salient in the translation profession, where translators often need to withstand close scrutiny of their work by fellow translators, revisers, project managers, clients, etc. The emotions arising from those relationships can be remarkably diverse, from mild to intense, from negative to positive. Similar emotions arise amongst our students when we ask them to engage with authentic, project-based learning. Simulated Translation Bureaus (STBs), for instance, mimic the stresses and strains of the real workplace and therefore generate similarly strong emotions. How can we help our students manage these? Could emotional intelligence be a new dimension to introduce into translator training programmes around the world? According to Trait Emotional Intelligence theory (Trait EI), we cannot ‘enhance’ our students’ personalities, but knowing what kind of personality they have, and the behavioural dispositions they are prone to, may help them to develop coping strategies in the face of adversity. This paper explores the usefulness of Trait EI theory in translator education by applying it to students enrolled on STBs at Newcastle and Swansea universities. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","(trainee) translator wellbeing; authentic project-based learning; Emotions; employability; resilience; Trait EI","","","","","","","","Andrei F., Siegling A.B., Aloe A.M., Baldaro B., Petrides K.V., The Incremental Validity of the Trait Emotional Intelligence Questionnaire (TEIQue): A Systematic Review and Meta-Analysis, Journal of Personality Assessment, 98, 3, pp. 261-276, (2016); Angelone E., Documenting Adaptive Expertise, Diversification and Ill-Defined Tasks in the Language Industry, Paper presented at the 10th European Society for Translation Studies Congress, (2022); Bolanos-Medina A., Translation Psychology within the Framework of Translation Studies: New Research Perspectives, From the Lab to the Classroom and Back Again: Perspectives on Translation and Interpreting Training, pp. 59-99, (2016); Ethical Guidelines for Educational Research, (2018); Buysschaert J., Fernandez-Parra M., van Egdom G., Professionalising the Curriculum and Increasing Employability Through Authentic Experiential Learning: The Cases of INSTB, Current Trends in Translation Teaching and Learning-E (CTTL-E), 4, 1, pp. 78-111, (2017); Campo M., Laborde S., Mosley E., Emotional Intelligence Training in Team Sports, Journal of Individual Differences, 37, 3, pp. 152-158, (2016); Courtney J., Phelan M., Translators’ Experiences of Occupational Stress and Job Satisfaction, International Journal of Translation & Interpreting Research, 11, 1, pp. 100-113, (2019); Dave H.P., Keefer K., Snetsinger S.W., Holden R.R., Parker J.D.A., Stability and Change in Trait Emotional Intelligence in Emerging Adulthood: A Four-Year Population-Based Study, Journal of Personality Assessment, 103, 1, pp. 57-66, (2021); Competence Framework 2022, (2022); Fernando M., Pietro M.D., Alemeida L.S., Ferrandiz C., Bermejo R., Lopez-Pina J.A., Hernandez D., Et al., Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality, and Self-Concept, Journal of Psychoeducational Assessment, 29, 2, pp. 150-159, (2011); Fraser J., The Translator Investigated: Learning from Translation Process Analysis, The Translator, 2, 1, pp. 65-79, (1996); Gokcen E., Furnham A., Mavroveli S., Petrides K.V., A Cross-Cultural Investigation of Trait Emotional Intelligence in Hong Kong and the UK, Personality and Individual Differences, 65, pp. 30-35, (2014); Harzing A.-W., Response Styles in Cross-National Survey Research: A 26-Country Study, International Journal of Cross-Cultural Management, 6, 2, pp. 243-266, (2006); Hodzic S., Scharfen J., Ripoll P., Holling H., Zenasni F., How Efficient are Emotional Intelligence Trainings: A Meta-Analysis, Emotion Review, 10, 2, pp. 138-148, (2018); Holmes J., The Name and Nature of Translation Studies, The Translation Studies Reader, pp. 172-185, (1972); Hubscher-Davidson S., Translation and Emotion. A Psychological Perspective, (2018); Hubscher-Davidson S., Do Translation Professionals Need to Tolerate Ambiguity to Be Successful? A Study of the Links Between Tolerance of Ambiguity, Emotional Intelligence and Job Satisfaction, Innovation and Expansion in Translation Process Research, pp. 77-103, (2018); Hubscher-Davidson S., The Psychology of Sustainability and Psychological Capital: New Lenses to Examine Wellbeing in the Translation Profession, European Journal of Sustainable Development Research, 4, 4, (2020); Hubscher-Davidson S., Lehr C., Improving the Emotional Intelligence of Translators. A Roadmap for an Experimental Training Intervention, (2021); Jaaskelainen R., Tapping the Process: An Explorative Study of the Cognitive and Affective Factors Involved in Translating, (1999); Kerremans K., Fernandez-Parra M., Konttinen K., Loock R., Assessing Interpersonal Skills in Translator Training: The Cases of INSTB, Paper presented at the Fourth International Conference on Research into the Didactics of Translation, (2018); Kiraly D., Towards a View of Translator Competence as an Emergent Phenomenon: Thinking Outside the Box(es) in Translator Education, New Prospects and Perspectives for Educating Language Mediators, pp. 197-224, (2013); Koskinen K., Translation and Affect: Essays on Sticky Affects and Translational Affective Labour, (2020); Kotsou I., Mikolajczak M., Heeren A., Gregoire J., Leys C., Improving Emotional Intelligence: A Systematic Review of Existing Work and Future Challenges, Emotion Review, 11, 2, pp. 151-165, (2019); Laukkanen J., Affective and Attitudinal Factors in Translation Processes, Target, 8, 2, pp. 257-274, (1996); Mikolajczak M., Going Beyond the Ability-Trait Debate: The Three-Level Model of Emotional Intelligence, E-Journal of Applied Psychology, 5, 2, pp. 25-31, (2009); Mpofu E., Bracken B.A., van de Vijver F.J.R., Saklofske D.H., Teaching About Intelligence, Concept Information, and Emotional Intelligence, Internationalizing the Teaching of Psychology, pp. 281-295, (2017); Nelis D., Et al., Increasing Emotional Competence Improves Psychological and Physical Well-Being, Social Relationships, and Employability, Emotion, 11, 2, pp. 354-366, (2011); Nelis D., Quoidback J., Mikolajczak M., Hansenne M., Increasing Emotional Intelligence: (How) is It Possible?, Personality and Individual Differences, 47, 1, pp. 36-41, (2009); O'Brien S., Ehrensberger-Dow M., Connolly M., Hasler M.M., Irritating CAT Tool Features That Matter to Translators, HERMES - Journal of Language and Communication in Business, 56, 56, pp. 145-162, (2017); Perdikaki K., Georgiou N., Permission to Emote: Developing Coping Techniques for Emotional Resilience in Subtitling, The Psychology of Translation, pp. 58-80, (2022); Petrides K.V., J P., Saklofske D., Stough C., Psychometric Properties of the Trait Emotional Intelligence Questionnaire (TEIQue), In Assessing Emotional Intelligence, pp. 85-102, (2009); Petrides K.V., Trait Emotional Intelligence Theory, Industrial and Organizational Psychology, 3, 2, pp. 136-139, (2010); Petrides K.V., Trait Emotional Intelligence (TraitEi), (2021); Petrides K.V., Trait Emotional Intelligence (Trait EI), (2023); Petrides K.V., Frederickson N., Furnham A., The Role of Trait Emotional Intelligence in Academic Performance and Deviant Behaviour at School, Personality and Individual Differences, 36, 2, pp. 277-293, (2004); Petrides K.V., Niven L., Mouskounti T., Trait Emotional Intelligence of Ballet Dancers and Musicians, Psicothema, 18, supl, pp. 101-107, (2006); Petrides K.V., Pita R., Kokkinaki F., The Location of Trait Emotional Intelligence in Personality Factor Space, British Journal of Psychology, 98, 2, pp. 273-289, (2007); Risku H., Schlager D., Epistemologies of Translation Expertise, Contesting Epistemologies in Cognitive Translation and Interpreting Studies, pp. 11-31, (2021); Rojo Lopez A.M., Cifuentes Ferez P., Espin Lopez L., Bhattacharya J., The Influence of Time Pressure on Translation trainees’ Performance: Testing the Relationship Between Self-Esteem, Salivary Cortisol and Subjective Stress Response, Plos One, 16, 9, (2021); Saldanha G., O'Brien S., Research Methodologies in Translation Studies, (2013); Schmitt P., Translation 4.0. Evolution, Revolution, Innovation or Disruption?, Lebende Sprachen, 64, 2, pp. 193-229, (2019)","J.C. Penet; School of Modern Languages, Newcastle University, Newcastle Upon Tyne, United Kingdom; email: jc.penet@newcastle.ac.uk","","Taylor and Francis Ltd.","","","","","","1750399X","","","","English","Interpet Transl. Train.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85166754388"
"Nørgaard B.; Chen J.; Smink C.K.; Guerra A.; Du X.","Nørgaard, Bente (56765577100); Chen, Juebei (57195965286); Smink, Carla Kornelia (6507909077); Guerra, Aida (56769027600); Du, Xiangyun (35333877900)","56765577100; 57195965286; 6507909077; 56769027600; 35333877900","Engineering educators’ professional learning for educational change in a PBL-base and cross-institutional programme in Africa: a Q-study","2023","European Journal of Engineering Education","","","","","","","0","10.1080/03043797.2023.2250738","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168880325&doi=10.1080%2f03043797.2023.2250738&partnerID=40&md5=d572ef7558a1883d59fecfd1e77f8df2","Aalborg Centre for Problem-based Learning in Engineering Science and Sustainability, Aalborg University, Aalborg, Denmark; The Technical Faculty of IT and Design, Sustainability, Innovation and Policy, Aalborg University, Aalborg, Denmark","Nørgaard B., Aalborg Centre for Problem-based Learning in Engineering Science and Sustainability, Aalborg University, Aalborg, Denmark; Chen J., Aalborg Centre for Problem-based Learning in Engineering Science and Sustainability, Aalborg University, Aalborg, Denmark; Smink C.K., The Technical Faculty of IT and Design, Sustainability, Innovation and Policy, Aalborg University, Aalborg, Denmark; Guerra A., Aalborg Centre for Problem-based Learning in Engineering Science and Sustainability, Aalborg University, Aalborg, Denmark; Du X., Aalborg Centre for Problem-based Learning in Engineering Science and Sustainability, Aalborg University, Aalborg, Denmark","This study explored engineering educators’ perspectives on their professional learning in a pedagogical development programme with the ultimate goal of achieving educational change in African countries through the adoption of PBL methodology. This study was based on a three-year-long programme organised by a Danish university through an Erasmus programme with the participation of diverse institutions across Africa. Q methodology was adopted with 40 participants to explore both individual and collective subjective views of supporting factors for professional learning. Q-factor analysis resulted in three prevailing group-based opinions, which respectively emphasised 1) improvement of teaching competence and student benefits in terms of employability, 2) personal benefits in terms of job opportunities and 3) institutional support leading to confidence in PBL implementation. The results suggest that individual awareness and effort, as well as institutional support, is essential for the facilitation of educators’ learning as an outcome of pedagogical development. It is concluded that pedagogical development efforts should consider the complexity of engineering educators’ professional learning process and that this has implications for the future organisation of professional learning programmes in general and the format of cross-institutional collaboration in particular. © 2023 SEFI.","Africa; educational change; Engineering educators; PBL; professional learning; Q methodology","Engineering education; Learning systems; Q factor measurement; Africa; Development programmes; Educational change; Engineering educators; Erasmus programme; Institutional support; PBL; Professional learning; Q methodology; Supporting factors; Professional aspects","","","","","","","Abdi H., Asadi B., A Synopsis of Researches on Teachers’ and Students’ Beliefs About Language Learning, International Journal on Studies in English Language and Literature, 3, 4, pp. 104-114, (2015); Ajani O.A., Needs for In-service Professional Development of Teachers to Improve Students’ Academic Performance in Sub-Saharan Africa, Arts and Social Science Journal, 9, 330, (2018); Banasick S., KADE: A Desktop Application for Q Methodology, Journal of Open-Source Software, 4, 36, (2019); Bouwma-Gearhart J., Research University STEM Faculty Members’ Motivation to Engage in Teaching Professional Development: Building the Choir Through an Appeal to Extrinsic Motivation and Ego, Journal of Science Education and Technology, 21, 5, pp. 558-570, (2012); Brown S., Political Subjectivity: Applications of Q Methodology in Political Science, (1980); Carr-Hill R., Inequalities in Access to Higher Education in Africa: How Large Are They?” Do They Mirror the Situation in the Metropole 60 Years Ago?, International Journal of Educational Development, 72, (2020); Chaaban Y., Al-Thani H., Du X., A Narrative Inquiry of Teacher Educators’ Professional Agency, Identity Renegotiations, and Emotional Responses Amid Educational Disruption, Teaching and Teacher Education, 108, (2021); Chen J., Kolmos A., Du X., Forms of Implementation and Challenges of PBL in Engineering Education: A Review of Literature, European Journal of Engineering Education, 46, 1, pp. 90-115, (2021); Chen J., Kolmos A., Guerra A., Zhou C., Academic Staff’s Motivation, Outcomes and Challenges in a Pedagogical Training Programme of PBL, International Journal of Engineering Education, 37, pp. 900-914, (2021); Chimbunde P., Kgari-Masondo C.M., Curriculum Change and Teachers’ Representations of Challenges: The Case of the Social Studies Curriculum in Zimbabwe, Curriculum Perspectives, 41, 1, pp. 35-45, (2021); Chuchalin A., Malmqvist J., Tayurskaya M., Professional Development of Russian HEIs’ Management and Faculty in CDIO Standards Application, European Journal of Engineering Education, 41, 4, pp. 426-437, (2016); Cilliers P., Complexity and Postmodernism, (1998); Dahms M.-L., Stentoft D., Problem Based Learning in Engineering Education: a Development Option for Africa? Paper presented at The 4th African Regional Conference on Engineering Education (ARCE-2008): 'Capacity Builidng in Engineering Education for Sustainable Development', (2008); D'Andrea V.M., Gosling D., Improving Teaching and Learning: A Whole Institution Approach, (2005); Donner J.C., Using Q-sorts in Participatory Processes: An Introduction to the Methodology, Social Development Papers, 36, pp. 24-59, (2001); Donohue D.K., Bornman J., Academic Well-Being in Higher Education: A Cross-Country Analysis of the Relationship Between Perceptions of Instruction and Academic Well-Being, Frontiers in Psychology, 12, (2021); Du X.Y., Guerra A., Norgaard B., Chaaban Y., Lundberg A., Lyngdorf N.E., University Teachers’ Change Readiness to Implement Education for Sustainable Development Through Participation in a PBL-Based PD Program, Sustainability, 14, (2022); Du X.Y., Kolmos A., Ahmed M.A.H., Spliid C., Lyngdorf N., Ruan Y.J., Impact of a PBL-based Professional Learning Program in Denmark on the Development of the Beliefs and Practices of Chinese STEM University Teachers, International Journal of Engineering Education, 36, 3, pp. 940-954, (2020); Du X.Y., Lundberg A., Examining Emic Viewpoints on a Pedagogical Development Program’s Long-term Effects Using Q Methodology, Studies in Educational Evaluation, 71, (2021); Du X., Lundberg A., Ayari M.A., Naji K.K., Hawari A., Examining Engineering Students’ Perceptions of Learner Agency Enactment in Problem- and Project-Based Learning Using Q Methodology, Journal of Engineering Education, 111, 1, pp. 111-136, (2022); Du X.Y., Spliid C., Kolmos A., Lyngdorf N., Ruan Y.J., Chinese Engineering Instructors’ Development of Critical Reflection for Transformative Learning in a PBL Based Professional Learning Program in Denmark, International Journal of Engineering Education, 36, 40, pp. 1356-1371, (2020); Estes A.C., Ressler S.J., Saviz C.M., Barry B.E., Considine C.L., Dennis N., Nolen L.E., The ASCE ExCEEd Teaching Workshop: Assessing 20 Years of Instructional Development, International Journal of Engineering Education, 35, 6, pp. 1758-1786, (2019); Felder R.M., Brent R., The National Effective Teaching Institute: Assessment of Impact and Implications for Faculty Development, Journal of Engineering Education, 99, 2, pp. 121-134, (2010); Felder R.M., Brent R., Prince M.J., Engineering Instructional Development: Programs, Best Practices, and Recommendations, Journal of Engineering Education, 100, 1, pp. 89-122, (2015); Fluckinger C.D., Big Five Measurement via Q-Sort: An Alternative Method for Constraining Socially Desirable Responding, SAGE Open, 4, 3, (2014); Frantz J.M., Bezuidenhout J., Burch V.C., Mthembu S., Rowe M., Tan C., Van Heerden B., The Impact of a Faculty Development Programme for Health Professions Educators in Sub-Saharan Africa: An Archival Study, BMC Medical Education, 15, 1, pp. 1-8, (2015); Garner J.K., Kaplan A., A Complex Dynamic Systems Approach to the Design and Evaluation of Teacher Professional Development, Professional Development in Education, 47, 2-3, pp. 289-314, (2021); Guerra A., Spliid C.C.M., (2018); Hallinger P., Leading Educational Change: Reflections on the Practice of Instructional and Transformational Leadership, Cambridge Journal of Education, 33, 3, pp. 329-352, (2003); Henard F., Roseveare D., Fostering Quality Teaching in Higher Education: Policies and Practices, An IMHE Guide for Higher Education Institutions, 1, 1, pp. 7-11, (2012); Holgaard J.E., Skaaning C., Vestergaard J., Problem Based Learning and Entrepreneurship: A Guide to Facilitate Problem Based and Entrepreneurial Project Work, (2020); Hoy A.W., Hoy W.K., Davis H.A., Teachers’ Self-efficacy Beliefs, Handbook of Motivation at School, pp. 641-668, (2009); Kerst J.F., Pfershy H., DeMonbrun R.M., Finelli C.J., Long-Term Impact of a Faculty Development Program on Student Evaluations of Teaching, ASEE Annual Conference and Exposition, (2017); Kolmos A., Du X.Y., Dahms M., Qvist P., Staff Development for Change to Problem-based Learning, International Journal of Engineering Education, 24, 4, pp. 772-782, (2008); Kotlyarova I.O., Vaulin S.D., Voloshina I.A., Chuvashova A.D., (2021); Larsen-Freeman D., On Language Learner Agency: A Complex Dynamic Systems Theory Perspective, The Modern Language Journal, 103, S1, pp. 61-79, (2019); Leibowitz B., Bozalek V., Van Schalkwyk S., Winberg C., Institutional Context Matters: The Professional Development of Academics as Teachers in South African Higher Education, Higher Education, 69, 2, pp. 315-330, (2015); Leisyte L., Enders J., Boer H., The Balance Between Teaching and Research in Dutch and English Universities in the Context of University Governance Reforms, Higher Education, 58, 5, pp. 619-635, (2009); Lucas N., Goodman F.R., Well-being, Leadership, and Positive Organizational Scholarship: A Case Study of Project-based Learning in Higher Education, Journal of Leadership Education, 14, 4, pp. 138-152, (2015); Lundberg A., de Leeuw R., Aliani R., Using Q Methodology: Sorting Out Subjectivity in Educational Research, Educational Research Review, 31, (2020); Lyngdorf N.E., Ruan Y.J., Chen J.B., Du X.Y., Kolmos A., University Teachers’ Simplexity in Professional Learning and Role Identity Change in an Intercultural (Study-abroad) Study Programme, International Journal of Engineering Education, 38, 4, pp. 959-973, (2022); McComb V., Eather N., Exploring the Personal, Social and Occupational Elements of Teacher Professional Development, Journal of Education and Training Studies, 5, 12, pp. 60-66, (2017); Mercer S., The Complexity of Learner Agency, Journal of Applied Language Studies, 6, 2, pp. 41-59, (2012); Mkude D., Higher Education as an Instrument of Social Integration in Tanzania: Challenges and Prospects, Research in Comparative and International Education, 6, 4, pp. 366-373, (2011); Morrison K., Educational Philosophy and the Challenge of Complexity Theory, Educational Philosophy and Theory, 40, 1, pp. 19-34, (2008); Mushemeza E.D., Opportunities and Challenges of Academic Staff in Higher Education in Africa, International Journal of Higher Education, 5, 3, pp. 236-246, (2016); Myers C.G., Coactive Vicarious Learning: Toward a Relational Theory of Vicarious Learning in Organizations, Academy of Management Review, 43, 4, pp. 610-634, (2018); Nagabhushan P., Sohoni S., (2020); Ngubane N.I., Makua M., Intersection of ‘Ubuntu’ Pedagogy and Social Justice: Transforming South African Higher Education, Transformation in Higher Education, 6, (2021); Norgaard B., Bregnhoj H., Kira E., (2020); Provini O., Negotiating the Marketization of Higher Education in East Africa: A Comparative Analysis of Tanzania and Kenya, Higher Education, 77, 2, pp. 323-342, (2019); Quinn L., A Theoretical Framework for Professional Development in a South African University, International Journal for Academic Development, 8, 1-2, pp. 61-75, (2003); Retallick J., Fink D., Framing Leadership: Contributions and Impediments to Educational Change, International Journal of Leadership in Education, 5, 2, pp. 91-104, (2002); Sabah S., Du X., University Faculty’s Perceptions and Practices of Student Centered Learning in Qatar: Alignment or Gap?, Journal of Applied Research in Higher Education, 10, 4, pp. 514-533, (2018); Saroyan A., Trigwell K., Higher Education Teachers’ Professional Learning: Process and Outcome, Studies in Educational Evaluation, 46, pp. 92-101, (2015); Shemmings D., Ellingsen I.T., Using Q Methodology in Qualitative Interviews, The SAGE Handbook of Interview Research: The Complexity of the Craft, 2, pp. 415-426, (2012); Stenner P., Watts S., Worrell M., Q Methodology, The SAGE Handbook of Qualitative Research in Psychology, pp. 215-239, (2008); Stephenson W., (1953); Tschannen-Moran M., Hoy A.W., Teacher Efficacy: Capturing an Elusive Construct, Teaching and Teacher Education, 17, 7, pp. 783-805, (2001); Watts S., Stenner P., Doing Q Methodological Research: Theory, Method and Interpretation, (2012); Yidana M.B., Aboagye G.K., Management of Curriculum Change: A Mechanism for Ensuring Continuous Academic Improvement in Ghanaian Universities, International Journal for Innovation Education and Research, 6, 2, pp. 41-60, (2018); Zindi F., Zimbabwean Teachers’ Concerns Regarding the Implementation of the new Curriculum, Zimbabwe Journal of Educational Research, 30, 1, pp. 1-11, (2018)","J. Chen; Aalborg Centre for Problem-based Learning in Engineering Science and Sustainability, Aalborg University, Aalborg, Denmark; email: juebei@plan.aau.dk","","Taylor and Francis Ltd.","","","","","","03043797","","","","English","Eur. J. Eng. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85168880325"
"Gómez-Hombrados J.; Extremera N.","Gómez-Hombrados, Jorge (58545842000); Extremera, Natalio (6602380970)","58545842000; 6602380970","Emotional Intelligence, Mental Health, and Job Search Behaviors during Unemployment: The Mediating Role of Resilient Coping; [La inteligencia emocional, la salud mental y la búsqueda de empleo en desempleados: el papel mediador del afrontamiento resiliente]","2023","Revista de Psicologia del Trabajo y de las Organizaciones","39","2","","101","107","6","0","10.5093/jwop2023a12","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168612787&doi=10.5093%2fjwop2023a12&partnerID=40&md5=4f5829cc426cb3cff29df025811846d1","Universidad de Málaga, Málaga, Spain","Gómez-Hombrados J., Universidad de Málaga, Málaga, Spain; Extremera N., Universidad de Málaga, Málaga, Spain","The scientific literature has shown interest in identifying psychological strengths that predict mental health and job search behaviors in the unemployed population. Emotional intelligence (EI) and resilience are key psychological resources, although there is a lack of understanding of underlying mechanisms involved during unemployment. In this study we aimed to examine whether resilient coping serves as a mediator between EI and depressive symptoms, happiness, and job search behaviors in unemployed. To prove whether resilient coping mediates this link, we recruited 401 unemployed through LinkedIn and asked them to complete self-report questionnaires. Correlational results showed significant relationships in the expected way. The results of the mediation analyses showed that resilient coping mediated the link between EI and job search behaviors, happiness, and depressive symptoms. The findings suggest that career counseling units should incorporate EI and resilience modules into their employability programs to promote the mental health and employability of the unemployed. © 2023 Colegio Oficial de Psicologos de Madrid. All rights reserved.","Depressive symptoms; Emotional intelligence; Happiness; Job search behaviors; Resilience; Unemployment","","","","","","","","Armstrong A. R., Galligan R. F., Critchley C. R., Emotional intelligence and psychological resilience to negative life events, Personality and Individual Differences, 51, 3, pp. 331-336, (2011); Bados A., Solanas A, Andres R., Psychometric properties of the Spanish version of depression, anxiety and stress scales (DASS), Psicothema, 17, 4, pp. 679-683, (2005); Baron R. M., Kenny D. A., The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations, Journal of Personality and Social Psychology, 51, 6, pp. 1173-1182, (1986); Bartelink V. H., Zay Ya K., Guldbrandsson K., Bremberg S., Unemployment among young people and mental health: A systematic review, Scandinavian Journal of Public Health, 48, 5, pp. 544-558, (2020); Berrios M. P., Extremera N., Nieto-Flores M. 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M., Job search and employment: A personality-motivational analysis and meta-analytic review, Journal of Applied Psychology, 86, 5, (2001); Kassenboehmer S. C., Haisken-DeNew J. P., You’re fired! The causal negative effect of entry unemployment on life satisfaction, The Economic Journal, 119, 536, pp. 448-462, (2009); Keefer K. V., Parker J. D. A., Saklofske D. H., Emotional intelligence and health, Assessing emotional intelligence: Theory, research and applications, pp. 191-218, (2009); Kinman G., Grant L., Exploring stress resilience in trainee social workers: The role of emotional and social competencies, The British Journal of Social Work, 41, 2, pp. 261-275, (2010); Knopp K. A., Exploring the relationship of emotional intelligence with mental health status in polish unemployed persons-differences between men and women, Polish Psychological Bulletin, 47, 4, pp. 436-444, (2016); Kotsou I., Nelis D., Gregoire J., Mikolajczak M., Emotional plasticity: Conditions and effects of improving emotional competence in adulthood, Journal of Applied Psychology, 96, 4, pp. 827-839, (2011); Limonero J. T., Tomas-Sabado J., Gomez-Romero M. J., Mate-Mendez J., Sinclair V. G., Wallston K. A., Gomez-Benito J., Evidence for validity of the brief resilient coping scale in a young Spanish sample, The Spanish Journal of Psychology, 17, (2014); Liu S., Huang J. 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I., Moser K., Unemployment impairs mental health: Meta analyses, Journal of Vocational Behavior, 74, 3, pp. 264-282, (2009); Pelaez-Fernandez M. A., Rey L., Extremera N., Psychological distress among the unemployed: Do core self-evaluations and emotional intelligence help to minimize the psychological costs of unemployment?, Journal of Affective Disorders, 256, pp. 627-632, (2019); Pelaez-Fernandez M. A., Rey L., Extremera N., Pathways from emotional intelligence to well-being and health outcomes among unemployed: Mediation by health-promoting behaviours, Journal of Health Psychology, (2020); Pelaez-Fernandez M. 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D., Schul Y., The web of coping resources and pathways to reemployment following a job loss, Journal of Occupational Health Psychology, 7, 1, pp. 68-83, (2002); Wanberg C. R., The individual experience of unemployment, Annual Review of Psychology, 63, 1, pp. 369-396, (2012); Wanberg C. R., Song Z., Hough L. M., Predictive validity of a multidisciplinary model of reemployment success, Journal of Applied Psychology, 87, 6, pp. 1100-1120, (2002); Wanberg C. R., van Hooft E. A., Dossinger K., van Vianen A. E., Klehe U. C., How strong is my safety net? Perceived unemployment insurance generosity and implications for job search, mental health, and reemployment, Journal of Applied Psychology, 105, 3, pp. 209-229, (2020); Woolery A., Salovey P., Emotional intelligence and physical health, Emotional expression and health: Biobehavioral perspectives on health and disease prevention, pp. 154-168, (2004); Wong C. S., Law K. S., The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study, Leadersh Q, 13, 3, pp. 243-274, (2002); Zeidner M., Matthews G., Roberts R., Emotional intelligence, coping with stress, and adaptation, Emotional intelligence in everyday life, pp. 100-125, (2006); Zeidner M., Matthews G., Roberts R. D., The emotional intelligence, health, and well-being nexus: What have we learned and what have we missed?, Applied Psychology: Health and Well-Being, 4, 1, pp. 1-30, (2012)","J. Gómez-Hombrados; Universidad de Málaga, Málaga, Spain; email: jorgegh@uma.es","","Colegio Oficial de la Psicologia de Madrid","","","","","","15765962","","","","English","Rev. Psicol. Trab. Orga.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85168612787"
"Çal A.; Mearns T.; Admiraal W.","Çal, Akif (57226474491); Mearns, Tessa (55440938100); Admiraal, Wilfried (55499681000)","57226474491; 55440938100; 55499681000","Two Worlds Apart? Engineering Students’ Perceptions of Workplace English","2023","Business and Professional Communication Quarterly","","","","","","","0","10.1177/23294906231182613","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165156859&doi=10.1177%2f23294906231182613&partnerID=40&md5=fc22f941d54694ea82162a97b846271e","Sultan Qaboos University, Oman; Leiden University, Netherlands; Oslo Metropolitan University, Norway","Çal A., Sultan Qaboos University, Oman, Leiden University, Netherlands; Mearns T., Leiden University, Netherlands; Admiraal W., Oslo Metropolitan University, Norway","This study aims to explore to what extent engineering students’ perceptions of the role of English in the workplace are affected by their internship and field of study. Previous research revealed that employers value engineers’ English communication skills highly. However, mismatches between workplace expectations and engineers’ competencies affect engineers’ employability negatively. To explore this topic, a survey and interviews were conducted. Results suggest that neither internship experience nor field of study made any difference in engineering students’ perception of the role of English in the workplace, which led to a potential mismatch between their perceptions and workplace expectations. © 2023 by the Association for Business Communication.","engineering communication; engineering English; higher education; student perceptions; workplace English","","","","","","","","Afroze R., Eva T., Sarker A., Do soft skills matter? 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Maybe not!, Proceedings of the 76th annual convention of the Association for Business Communication, (2011); Sageev P., Romanowski C.J., A message from recent engineering graduates in the workplace: Results of a survey on technical communication skills, Journal of Engineering Education, 90, 4, pp. 685-693, (2001); Shatrova Z., Teaching English to engineering students in the contemporary world: A case study on a Ukranian and Turkish universities, Journal of Education and Practice, 5, 11, pp. 149-156, (2014); Spence P., Liu G., Engineering English and the high-tech industry: A case study of an English needs analysis of process integration engineers at a semiconductor manufacturing company in Taiwan, English for Specific Purposes, 32, pp. 97-109, (2013); Sulcas G., English J., A case for focus on professional communication skills at senior undergraduate level in Engineering and the Built Environment, Southern African Linguistics and Applied Language Studies, 28, 3, pp. 219-226, (2010); Zainuddin S.Z.B., Pillai S., Dumanig F.P., Phillip A., English language and graduate employability, Education + Training, 62, 1, pp. 79-93, (2019)","A. Çal; Sultan Qaboos University, Oman; email: a.cal@squ.edu.om","","SAGE Publications Inc.","","","","","","23294906","","","","English","Bus. Prof. Commun. Q.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85165156859"
"Lisá E.; Sokolová L.; Jablonická P.; Kardelisová L.","Lisá, Elena (34869979500); Sokolová, Lenka (55955559000); Jablonická, Paulína (58352073700); Kardelisová, Lea (58355355700)","34869979500; 55955559000; 58352073700; 58355355700","Motivation to succeed is not enough: motivated students need to know how to plan/organize their steps on their way to success","2023","Frontiers in Psychology","14","","1119409","","","","0","10.3389/fpsyg.2023.1119409","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163045393&doi=10.3389%2ffpsyg.2023.1119409&partnerID=40&md5=2bee62216d982e9b826bb120884e74bd","Institute of Applied Psychology, Faculty of Social and Economic Sciences, Comenius University in Bratislava, Bratislava, Slovakia","Lisá E., Institute of Applied Psychology, Faculty of Social and Economic Sciences, Comenius University in Bratislava, Bratislava, Slovakia; Sokolová L., Institute of Applied Psychology, Faculty of Social and Economic Sciences, Comenius University in Bratislava, Bratislava, Slovakia; Jablonická P., Institute of Applied Psychology, Faculty of Social and Economic Sciences, Comenius University in Bratislava, Bratislava, Slovakia; Kardelisová L., Institute of Applied Psychology, Faculty of Social and Economic Sciences, Comenius University in Bratislava, Bratislava, Slovakia","The study is based on dispositional (career motivation) and social-cognitive (generalized self-efficacy) theories of personality, further on the expectancy-value theory of achievement motivation and future time perspective theory (task value, time, and study environment). The study aimed to explain the mechanism of the prediction relationship between motivation and students’ performance. It was assumed that skills of planning and organizing (operationalized as generalized self-efficacy and learning strategies) mediate the prediction of motivation (career motivation and task value) on students’ success (operationalized as academic achievement and employability). In two studies (N = 313, N = 219), the hypotheses of the mediation models were supported by structural equation modeling. Generally, the skills of organizing/planning fully mediated the students’ performance, measured as academic achievement and employability (number of employers). The results show the importance of combining dispositional motivation characteristics with dynamic planning skills on the way to students’ success. Traditional psychological predictors of performance, like general mental ability and conscientiousness, were not controlled. Higher education institutions could support motivated students on their way to success by teaching them how to plan and organize specific steps on their way to success. Copyright © 2023 Lisá, Sokolová, Jablonická and Kardelisová.","academic achievement; employability; learning strategy; motivation; planning and organizing; self-efficacy","","","","","","Vedecká Grantová Agentúra MŠVVaŠ SR a SAV, VEGA, (1/0119/21)","This work was supported by VEGA 1/0119/21. ","Abbasianfard M., Bahrami H., Ahghar G.H., Relationship between self-efficacy with achievement motivation in pre-university girl students, J. Appl. Psychol, 4, pp. 95-109, (2010); Ahmed H., Nawaz S., Rasheed M.I., Self-efficacy, self-esteem, and career success: the role of perceived employability, J. Manag. 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Educ, 45, pp. 696-703, (2011); Wo M.C.M., Lim K.S., Choo W.Y., Tan C.T., Factors affecting the employability in people with epilepsy, Epilepsy Res, 128, pp. 6-11, (2016); Wouters S., Germeijs V., Colpin H., Verschueren K., Academic self-concept in high school: predictors and effects on adjustment in higher education: academic self-concept in high school, Scand. J. Psychol, 52, pp. 586-594, (2011); Yilmaz Bingol T., Determining the predictors of self-efficacy and cyber bullying, Int. J. High. Educ, 7, pp. 138-143, (2018); Yip M.C.W., Learning strategies and self-efficacy as predictors of academic performance: a preliminary study, Qual. High. Educ, 18, pp. 23-34, (2012); Yip M.C.W., The linkage among academic performance, learning strategies and self-efficacy of Japanese university students: a mixed-method approach, Stud. High. Educ, 46, pp. 1565-1577, (2021); Zhang Z.-J., Zhang C.-L., Zhang X.-G., Liu X.-M., Zhang H., Wang J., Et al., Relationship between self-efficacy beliefs and achievement motivation in student nurses, Chin. Nurs. Res, 2, pp. 67-70, (2015); Zhao W.X., Peng M.Y., Liu F., Cross-cultural differences in adopting social cognitive career theory at student employability in PLS-SEM: the mediating roles of self-efficacy and deep approach to learning, Front. Psychol, 12, (2021); Zhong L., Qian Z., Wang D., How does the servant supervisor influence the employability of postgraduates? Exploring the mechanisms of self-efficacy and academic engagement, Front. Bus. Res. China, 14, (2020)","E. Lisá; Institute of Applied Psychology, Faculty of Social and Economic Sciences, Comenius University in Bratislava, Bratislava, Slovakia; email: elena.lisa@fses.uniba.sk","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85163045393"
"Gürbüz S.; Bakker A.B.; Demerouti E.; Brouwers E.P.M.","Gürbüz, Sait (28767698300); Bakker, Arnold B. (57205383513); Demerouti, Evangelia (6701515523); Brouwers, Evelien P. M. (7003375603)","28767698300; 57205383513; 6701515523; 7003375603","Sustainable employability and work engagement: a three-wave study","2023","Frontiers in Psychology","14","","1188728","","","","1","10.3389/fpsyg.2023.1188728","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164402389&doi=10.3389%2ffpsyg.2023.1188728&partnerID=40&md5=cac2fea7f54e7d1bd813bd9baadf62e8","Tranzo, Scientific Center for Care and Wellbeing, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Netherlands; International Business School, Hanze University of Applied Sciences, Groningen, Netherlands; Center of Excellence for Positive Organizational Psychology, Erasmus University Rotterdam, Rotterdam, Netherlands; Department of Industrial Psychology and People Management, University of Johannesburg, Johannesburg, South Africa; Department of Industrial Engineering and Innovation Sciences, University of Eindhoven, Eindhoven, Netherlands","Gürbüz S., Tranzo, Scientific Center for Care and Wellbeing, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Netherlands, International Business School, Hanze University of Applied Sciences, Groningen, Netherlands; Bakker A.B., Center of Excellence for Positive Organizational Psychology, Erasmus University Rotterdam, Rotterdam, Netherlands, Department of Industrial Psychology and People Management, University of Johannesburg, Johannesburg, South Africa; Demerouti E., Department of Industrial Psychology and People Management, University of Johannesburg, Johannesburg, South Africa, Department of Industrial Engineering and Innovation Sciences, University of Eindhoven, Eindhoven, Netherlands; Brouwers E.P.M., Tranzo, Scientific Center for Care and Wellbeing, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Netherlands","Introduction: The recent concept of sustainable employability (SE), which refers to being able and enabled to achieve valuable work goals, has lately attracted substantial attention in many developed countries. Although limited cross-sectional studies found that SE in the form of capability set was positively associated with work outcomes, why and through which mechanism SE is related to crucial work outcomes remains still unexplored. Therefore, the present three-wave study aimed to (1) investigate the SE-work outcomes linkage over time, and (2) uncover the psychological pathway between SE and two work outcomes (i.e., task performance and job satisfaction) by proposing work engagement as a mediator. Methods: To test the mediation process, we approached CentERdata to collect data among a representative sample of 287 Dutch workers. We used a three-wave design with approximately a 2-month time lag. Results: The results of bootstrap-based path modeling indicated that SE was a significant predictor of task performance but not job satisfaction over time. Work engagement mediated the relationships between SE and (a) task performance and (b) job satisfaction. Discussion: These findings suggest that organizations may foster workers’ task performance and job satisfaction by configuring a work context that fosters SE–allowing workers to be able and be enabled to achieve important work goals. Copyright © 2023 Gürbüz, Bakker, Demerouti and Brouwers.","capability approach; job satisfaction; sustainable employability; task performance; work engagement","","","","","","Nederlandse Organisatie voor Wetenschappelijk Onderzoek, NWO; Universiteit van Tilburg, UvT","We thank utilize the LISS panel data in the present research, which were gathered by CentERdata (Tilburg University), supported by the Netherlands Organization for Scientific Research. For their financial assistance, we also thank the Tilburg University and Tilburg University Fund. ","Abma F.I., Brouwer S., de Vries H.J., Arends I., Robroek S.J., Cuijpers M.P., Et al., The capability set for work: development and validation of a new questionnaire, Scand. J. Work Environ. 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"Ren S.; Islam M.T.; Chadee D.","Ren, Shuang (51665996800); Islam, Mohammad Tarikul (57202145310); Chadee, Doren (7005906036)","51665996800; 57202145310; 7005906036","Careers in Disarray? COVID-19 and Self-Perceived Employability","2023","Journal of Career Assessment","","","","","","","2","10.1177/10690727231187096","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163349745&doi=10.1177%2f10690727231187096&partnerID=40&md5=c139d994f657023f60081012072d7be4","Queen’s Management School, Queen’s University Belfast, Belfast, United Kingdom; School of Business, Torrens University, Melbourne, VIC, Australia; Central Queensland University, Rockhampton, QLD, Australia","Ren S., Queen’s Management School, Queen’s University Belfast, Belfast, United Kingdom; Islam M.T., School of Business, Torrens University, Melbourne, VIC, Australia; Chadee D., Central Queensland University, Rockhampton, QLD, Australia","The COVID-19 pandemic has produced disruptions to the employment and higher education contexts, exacerbating complexities involved in one’s assessment of their opportunities of employment in these contexts. The career literature has largely overlooked a vulnerable population of potential job candidates (i.e., final-year MBA students) who are at a critical juncture in response to COVID-19 career shock. Drawing from the challenge-hindrance appraisal framework, this research aims to theorize and test a moderated-mediation model in terms of how COVID-19 career shock associates with self-perceived employability. We use a simple random sampling procedure to collect data from 301 final year MBA students in Australia at the peak of the COVID-19 pandemic. The findings show that COVID-19 career shock can be perceived both as a challenge and a hindrance, which in turn associates with self-perceived employability differently. Results further demonstrate that the extent to which COVID-19 career shock is perceived as a challenge or hindrance is moderated by one’s career networking behavior. This research is a timely response to research calls for understanding how the COVID-19 has an impact on people’s work and career with a particular focus on a vulnerable yet under-studied group of labor force in the career literature. © The Author(s) 2023.","career networking; career shock; cognitive appraisal; COVID-19 pandemic; self-perceived employability","","","","","","","","Akkermans J., Richardson J., Kraimer M.L., The Covid-19 crisis as a career shock: Implications for careers and vocational behavior, Journal of Vocational Behavior, 119, ahead of print, (2020); Akkermans J., Seibert S.E., Mol S.T., Tales of the unexpected: Integrating career shocks in the contemporary careers literature, SA Journal of Industrial Psychology, 44, 1, pp. 1-10, (2018); Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: Developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Aucejo E.M., French J., Ugalde Araya M.P., Zafar B., The impact of COVID-19 on student experiences and expectations: Evidence from a survey, Journal of Public Economics, 191, 3, (2020); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, 3, pp. 279-292, (2007); Berntson E., Sverke M., Marklund S., Predicting perceived employability: Human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Blokker R., Akkermans J., Tims M., Jansen P., Khapova S., Building a sustainable start: The role of career competencies, career success, and career shocks in young professionals’ employability, Journal of Vocational Behavior, 112, 3, pp. 172-184, (2019); Byrne C., What determines perceived graduate employability? 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Ren; Queen’s Management School, Queen’s University Belfast, Belfast, United Kingdom; email: spainecho@hotmail.com","","SAGE Publications Inc.","","","","","","10690727","","","","English","J. Career Assess.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85163349745"
"Zlatanović D.; Nikolić J.; Potočan V.; Erić Nielsen J.","Zlatanović, Dejana (56677810800); Nikolić, Jelena (57225422560); Potočan, Vojko (6508219981); Erić Nielsen, Jelena (57212501105)","56677810800; 57225422560; 6508219981; 57212501105","What drives innovativeness in higher education? Evidence from two emerging markets","2023","Kybernetes","","","","","","","0","10.1108/K-01-2023-0127","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168919184&doi=10.1108%2fK-01-2023-0127&partnerID=40&md5=35d6bde8263fa439e599c88be799068d","Faculty of Economics, University of Kragujevac, Kragujevac, Serbia; Faculty of Economics and Business, University of Maribor, Maribor, Slovenia","Zlatanović D., Faculty of Economics, University of Kragujevac, Kragujevac, Serbia; Nikolić J., Faculty of Economics, University of Kragujevac, Kragujevac, Serbia; Potočan V., Faculty of Economics and Business, University of Maribor, Maribor, Slovenia; Erić Nielsen J., Faculty of Economics, University of Kragujevac, Kragujevac, Serbia","Purpose: Prosperity and growth of emerging economies rely heavily on the innovativeness of higher education institutions (HEIs) and their ability to provide employable graduates with entrepreneurial competencies and flexibility in the assessment of their progress in gaining knowledge. The innovativeness of the higher education system is not always reflected through optimal educational content, innovative study programs, skills improvement, assessment methods, etc. The study aims to analyze and evaluate how selected internal factors, reflected in organizational support for innovativeness of HEIs, and external factors reflected in government support for innovativeness of HEIs determine the innovativeness of HEIs, as one of the key determinants of economic prosperity. Design/methodology/approach: The authors analyzed three facets of higher education innovativeness, i.e. graduates' employability, entrepreneurial competencies and new ways of assessment. The sample included 664 students from the University of Kragujevac, Serbia, and the University of Maribor, Slovenia. The authors applied structural equation modeling (SEM) to examine relations. Findings: The results clearly show that in order to become the driver of development in emerging economies, universities must act in different directions, focusing on different organizational drivers of innovativeness, such as academic autonomy of teachers, student participation in curricula design, enhancing new ideas and compensation system, provide resources etc. Organizational support and government for innovativeness of HEIs affect students' entrepreneurial and social skills, creative thinking, leadership, interactive competencies and knowledge-skill-attitude. Assessment tasks and associated learning should be redesigned to enable students to be involved in the evaluation of their work. Originality/value: The study strives to reduce the research gap identified in the field of researching the drivers of innovativeness in higher education and offers implications for emerging markets regarding various factors that determine the innovativeness of HEIs and consequently contribute to fostering innovation and entrepreneurship in emerging markets. Originality derives from the fact that even though the authors have explored HEIs in Serbia and Slovenia, the results are fully transferrable to other former socialist states, considering their similar socio-economic and educational background. Results of this research complement the understanding and provide new knowledge for further development of innovativeness in HE. © 2023, Emerald Publishing Limited.","Assessment methods; Employability; Entrepreneurship; Innovativeness of HEIs","Commerce; Curricula; Driver training; Assessment method; Emerging economies; Emerging markets; Employability; Entrepreneurship; High educations; Higher education institutions; Innovativeness; Innovativeness of high education institution; Organizational support; Students","","","","","Comparative Research and Exchange of Good Practices; Ministry of Education, Science and Sport of Republic of Slovenia; Javna Agencija za Raziskovalno Dejavnost RS, ARRS; Ministarstvo Prosvete, Nauke i Tehnološkog Razvoja, MPNTR","The bilateral project between Serbia and Slovenia entitled Innovativeness in Higher Education in Slovenia and Serbia: Comparative Research and Exchange of Good Practices (cycle 2018/19, project number 9), funded by: Ministry of Education, Science and Technological Development of Republic of Serbia; Ministry of Education, Science and Sport of Republic of Slovenia; Slovenian Research Agency. 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Erić Nielsen; Faculty of Economics, University of Kragujevac, Kragujevac, Serbia; email: ericjelena@gmail.com","","Emerald Publishing","","","","","","0368492X","","","","English","Kybernetes","Article","Article in press","","Scopus","2-s2.0-85168919184"
"Arrazola M.; de Hevia J.; Perrote I.; Sánchez Larrión R.","Arrazola, María (6601957446); de Hevia, José (6506571313); Perrote, Irene (58351282900); Sánchez Larrión, Raúl (57212026178)","6601957446; 6506571313; 58351282900; 57212026178","Who Gets a Better Job? Comparing the Employability of Public and Private University Graduates in Spain","2023","Higher Education Policy","","","","","","","0","10.1057/s41307-023-00325-0","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168358915&doi=10.1057%2fs41307-023-00325-0&partnerID=40&md5=9e2ba8463f8783ccad7c11d86cb93af1","University Rey Juan Carlos, Paseo Artilleros s/n, Madrid, Spain","Arrazola M., University Rey Juan Carlos, Paseo Artilleros s/n, Madrid, Spain; de Hevia J., University Rey Juan Carlos, Paseo Artilleros s/n, Madrid, Spain; Perrote I., University Rey Juan Carlos, Paseo Artilleros s/n, Madrid, Spain; Sánchez Larrión R., University Rey Juan Carlos, Paseo Artilleros s/n, Madrid, Spain","The aim of this study is to analyse the differences in employability among Spanish graduates from public or private universities. Private and public universities do not usually have the same profile. In a scenario in which private universities are becoming increasingly important, with mainly high-income students, a greater employability of their graduates could change the higher education system and reduce the role of tertiary education in social mobility. To assess whether the outcomes of the two university models are different, we use Probit models and Inverse Probability Weighting Regression Adjustment to analyse the probability of being employed, suffering job mismatch, or having higher wages with micro-data from a representative sample of Spanish graduates. We do not find large differences in employability between graduates of public and private universities. The small differences we see concern, generally, degrees in Social Sciences and are related to job quality. There is also evidence that the socioeconomic background of the graduate has different effects on students from public and private universities. Graduates from private universities of more disadvantaged backgrounds have a certain advantage in terms of their employability. © 2023, International Association of Universities.","employability; overeducation; private university; public university; wages","","","","","","Comunidad de Madrid, Spain, (H2019/HUM-5761); European Social Fund, ESF","Authors M.Arrazola and J. de Hevia has received financial support from Comunidad de Madrid, Spain (Grant: H2019/HUM-5761) and European Social Fund. ","Algaba Garrido E., Universidad Pública y Privada en España; dos modelos distintos con objetivos similares, Encuentros Interdisciplinares, 49, pp. 1-10, (2015); Alvarez M., Algunos cambios significativos en la evolución de la enseñanza terciaria en España, en Dos décadas de cambios de la universidad española, Monografía de la Fundación CYD, (2023); Assaad R., Krafft C., Salehi-Isfahani D., Does the type of higher education affect labor market outcomes? 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Evidence from Italy, European Journal of Education, 47, 2, pp. 260-276, (2012); Walker I., Zhu Y., University selectivity and the relative returns to higher education: evidence from the UK, Labour Economics, 53, pp. 230-249, (2018); Wee C., Monarca H., Educación Superior en contextos de cuasi mercados, Educación XX1, 22, 1, pp. 117-138, (2019); Witteveen D., Attewell P., The earnings payoff from attending a selective college, Social Science Research, 66, pp. 154-169, (2017); Zajac T., Jasinski M., Bozykowski M., Early careers of tertiary graduates in Poland: Employability, earnings, and differences between public and private higher education, Polish Sociological Review, 202, 2, pp. 187-208, (2018)","M. Arrazola; University Rey Juan Carlos, Madrid, Paseo Artilleros s/n, Spain; email: maria.arrazola@urjc.es","","Palgrave Macmillan","","","","","","09528733","","","","English","High. Educ. Policy","Article","Article in press","","Scopus","2-s2.0-85168358915"
"Vermeulen R.C.J.M.; van Leeuwen E.H.","Vermeulen, Renée Cornelia Josephina Maria (58537684500); van Leeuwen, Evelien Hanna (57219836985)","58537684500; 57219836985","Capturing dynamics in nursing: a diary study of nurses’ job characteristics and ability and willingness to continue working","2023","Frontiers in Psychology","14","","1112530","","","","1","10.3389/fpsyg.2023.1112530","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168005902&doi=10.3389%2ffpsyg.2023.1112530&partnerID=40&md5=1c55f1125e4a90e43fe9d90537630bfb","Utrecht University School of Governance, Utrecht University, Utrecht, Netherlands; University Medical Center Utrecht, Utrecht, Netherlands","Vermeulen R.C.J.M., Utrecht University School of Governance, Utrecht University, Utrecht, Netherlands; van Leeuwen E.H., Utrecht University School of Governance, Utrecht University, Utrecht, Netherlands, University Medical Center Utrecht, Utrecht, Netherlands","Objectives: This study aimed to gain insight into (1) the dynamics of job characteristics (demands and resources) of nurses and (2) how job characteristics relate to nurses’ ability and willingness to continue working (understood as employability). Job characteristics are profession-specific and vary over time, but studies often overlook these dynamics. Moreover, job characteristics relate to nurses’ employability, which is under pressure due to a rapidly changing work environment. It is necessary to gain insight into the dynamic job characteristics of nurses to develop targeted workplace interventions that help nurses remain employable. Methods: This study adopted a mixed methods diary approach, with a strong emphasis on qualitative analysis. 46 Nurses from two hospitals in a large Dutch city completed a structured diary at six points over 3 weeks, resulting in 225 diary entries in total. The nurses used a custom-made application on their mobile devices to describe in their own words what they experienced as demanding and resourceful throughout the shifts and how they experienced their employability. Prior to the diaries, nurses completed an intake survey. Results: A within-person analysis highlighted the day-to-day dynamics in the nursing profession. The job characteristics a nurse mentioned in the first diary entry often were completely different from the job characteristics the same nurse mentioned in the other diary entries. This analysis also showed variety within nurses’ employability, demonstrating that perceptions of employability vary over time. A between-person analysis highlighted links between job characteristics and nurses’ employability: social interactions strengthen a nurse’s employability, a strict task approach threatens it, and aspects such as a strong drive to care, professional development, and autonomy (clustered as aspects that enable to “act professionally”) create opportunities to enhance employability. Conclusion: Insights from this study show that job characteristics typical to the nursing profession can be linked to nurses’ perceptions of employability. Also, it stems from this research that not only job characteristics but also employability are dynamic in the short run. Understanding and enhancing employability in a nursing context requires capturing these dynamics, for instance by collecting data at several points in time or by using mixed-method studies to understand employability scores within their context. Copyright © 2023 Vermeulen and van Leeuwen.","diary study; employability; longitudinal research; nursing profession; work experiences","","","","","","","","Anwar M., Green J.A., Norris P., Bukhari N.I., Prospective daily diary study reporting of any and all symptoms in healthy adults in Pakistan: prevalence and response, BMJ Open, 7, (2017); Bakker A.B., Demerouti E., The job demands-resources model: state of the art, J. Manag. Psychol, 22, pp. 309-327, (2007); Bakker A.B., Sanz-Vergel A.I., Weekly work engagement and flourishing: the role of hindrance and challenge job demands, J. Vocat. Behav, 83, pp. 397-409, (2013); Bernards B., van der Voet J., van der Pas S., Groeneveld S., Organizational rules and cognitive uncertainty among public professionals: a daily diary study, Rev Public Person Admin, 41, pp. 792-813, (2021); Bolger N., Davis A., Rafaeli E., Diary methods: capturing life as it is lived, Annu. Rev. Psychol, 54, pp. 579-616, (2003); Braun V., Clarke V., Using thematic analysis in psychology, Qual. Res. Psychol, 3, pp. 77-101, (2006); Broetje S., Jenny G.J., Bauer G.F., The key job demands and resources of nursing staff: an integrative review of reviews, Front. Psychol, 11, (2020); Chan T.C., Yen T.J., Hu T.H., Fu Y.C., Hwang J.S., Detecting concurrent mood in daily contact networks: an online participatory cohort study with a diary approach, BMJ Open, 8, (2018); Chen J., Liu X., Wang D., Jin Y., He M., Ma Y., Et al., Risk factors for depression and anxiety in healthcare workers deployed during the COVID-19 outbreak in China, Soc. Psychiatry Psychiatr. Epidemiol, 56, pp. 47-55, (2021); De Lange A.H., Lovseth L.T., Teoh K.R.H., Christensen M., Healthy healthcare: empirical occupational health research and evidence-based practice, Front. Psychol, 11, (2020); De Vries H., Tummers L., Bekkers V., The benefits of teleworking in the public sector: reality or rhetoric?, Rev Public Person Admin, 39, pp. 570-593, (2019); Demerouti E., Bakker A.B., Nachreiner F., Schaufeli W.B., The job demands-resources model of burnout, J. Appl. Psychol, 86, pp. 499-512, (2001); Hasselhorn H.M., Mueller B.H., Tackenberg P., (2003); Herkes J., Churruca K., Ellis L.A., Pomare C., Braithwaite J., How people fit in at work: systematic review of the association between person–organisation and person–group fit with staff outcomes in healthcare, BMJ Open, 9, (2019); Knies E., Leisink P., Van de Schoot R., People management: developing and testing a measurement scale, Int. J. Hum. Resour. 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Health, 37, pp. 473-480, (2011); Noordegraaf M., Hybrid professionalism and beyond: (new) forms of public professionalism in changing organizational and societal contexts, J Profess Organ, 2, pp. 187-206, (2015); Noordegraaf M., Protective or connective professionalism? How connected professionals can (still) act as autonomous and authoritative experts, J Profess Organ, 7, pp. 205-223, (2020); Ohly S., Sonnentag S., Niessen C., Zapf D., Diary studies in organizational research, J. Pers. Psychol, 9, pp. 79-93, (2010); Oude Hengel K.M., Blatter B.M., Geuskens G.A., Koppes L.L., Bongers P.M., Factors associated with the ability and willingness to continue working until the age of 65 in construction workers, Int. Arch. Occup. Environ. 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Behav, 80, pp. 173-186, (2012); Utriainen K., Kyngas H., Hospital nurses' job satisfaction: a literature review, J. Nurs. Manag, 17, pp. 1002-1010, (2009); Vaismoradi M., Turunen H., Bondas T., Content analysis and thematic analysis: implications for conducting a qualitative descriptive study, Nurs. Health Sci, 15, pp. 398-405, (2013); Van der Heijden B.I., Houkes I., Van den Broeck A., Czabanowska K., I just can’t take it anymore”: how specific work characteristics impact younger versus older nurses’ health, satisfaction, and commitment, Front. Psychol, 11, (2020); Van Harten E.J., Employable ever after: Examining the antecedents and outcomes of sustainable employability in a hospital context, (2016); Van Harten J., de Cuyper N., Knies E., Forrier A., Taking the temperature of employability research: a systematic review of interrelationships across and within conceptual strands, Eur. J. Work Organ. Psy, 31, pp. 145-159, (2022); Van Leeuwen E.H., Menskrachtproblematiek in de tandheelkunde: aandacht voor duurzame inzetbaarheid, Tijdschrift voor HRM, 25, pp. 1-22, (2022); Van Leeuwen E.H., Knies E., Van Rensen E.L.J., Taris T.W., Lammers J.W.J., Positive impact of the Covid-19 pandemic? A longitudinal study on the impact of the Covid-19 pandemic on physicians’ work experiences and employability, BMJ Open, 11, pp. e050962-e050968, (2021); Van Leeuwen E.H., Kuyvenhoven J.P., Taris T.W., Verhagen M.A., Burn-out and employability rates are impacted by the level of job autonomy and workload among Dutch gastroenterologists, United Eur Gastroenterol J, 10, pp. 296-307, (2022); Van Leeuwen E.H., Taris T.W., Van den Heuvel M., Knies E., Van Rensen E.L.J., Lammers J., A career crafting training program: results of an intervention study, Front. Psychol, 12, (2021); Van Leeuwen E.H., Taris A.W., van Rensen E.L.J., Knies E., Lammers J.W.J., Positive impact of the COVID-19 pandemic? A longitudinal study on the impact of the COVID-19 pandemic on physicians’ work experiences and employability, BMJ Open, 11, (2021); Van Vuuren T., Caniels M.C., Semeijn J.H., Duurzame inzetbaarheid en een leven lang leren, Gedrag Organ, 24, (2011); Vindrola-Padros C., Andrews L., Dowrick A., Djellouli N., Fillmore H., Gonzalez E.B., Et al., Perceptions and experiences of healthcare workers during the COVID-19 pandemic in the UK, BMJ Open, 10, (2020); Webster C.S., Jowsey T., Lu L.M., Henning M.A., Verstappen A., Wearn A., Et al., Capturing the experience of the hospital-stay journey from admission to discharge using diaries completed by patients in their own words: a qualitative study, BMJ Open, 9, (2019)","R.C.J.M. Vermeulen; Utrecht University School of Governance, Utrecht University, Utrecht, Netherlands; email: c.j.m.vermeulen@uu.nl","","Frontiers Media SA","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85168005902"
"Nguyen D.T.; Nguyen T.N.H.; Luu V.B.; Bui V.K.; Nguyen T.M.","Nguyen, Duong Tuan (57202136511); Nguyen, Thi Ngoc Hoai (58405419100); Luu, Van Binh (58409698400); Bui, Van Khanh (58406832000); Nguyen, Tra My (58263777500)","57202136511; 58405419100; 58409698400; 58406832000; 58263777500","Self-perceived employability of undergraduate students during the COVID-19 pandemic: the role of traits, knowledge sharing and trust","2023","Journal of Applied Research in Higher Education","","","","","","","0","10.1108/JARHE-10-2022-0316","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163666233&doi=10.1108%2fJARHE-10-2022-0316&partnerID=40&md5=aa89a6d5bb9fafee913006d7e23e7674","Department of Business Management, College of Management, National Sun Yat-sen University, Kaohsiung, Taiwan; Foreign Trade University, Ho Chi Minh city, Viet Nam","Nguyen D.T., Department of Business Management, College of Management, National Sun Yat-sen University, Kaohsiung, Taiwan; Nguyen T.N.H., Foreign Trade University, Ho Chi Minh city, Viet Nam; Luu V.B., Foreign Trade University, Ho Chi Minh city, Viet Nam; Bui V.K., Foreign Trade University, Ho Chi Minh city, Viet Nam; Nguyen T.M., Foreign Trade University, Ho Chi Minh city, Viet Nam","Purpose: This study aims to explore the impact of personality traits on self-perceived employability (SPE) and test if the associations are mediated by knowledge sharing (KS) through online learning during the COVID-19 pandemic. In addition, the moderation effect of trust in the relationship between KS and SPE was examined. Design/methodology/approach: Based on Big Five Personality Trait Model and KS model, the authors proposed and tested the research framework with 341 samples collected from university students who experienced online learning during the social distancing caused by the COVID-19 pandemic. The measurement model was assessed to confirm the validity and reliability of the structure, then hypothesis testing was performed with the partial least square-structural equational model (PLS-SEM). Findings: The results showed that extraversion and agreeableness positively affected SPE through KS. Moreover, trust played a moderating role on the effect of KS on SPE. Practical implications: Based on the research findings, the authors suggest that academic institutions, especially universities, should provide opportunities for students to explore their personality traits. Second, the university should organize specific activities that promote knowledge sharing among students. Third, the university should encourage the creation of platforms aimed at sharing knowledge in a reliable way that increases trust in responsiveness. Originality/value: The present study contributes to the literature on SPE by presenting immediate empirical evidence on the relationship between personality traits and SPE, along with mediating and moderating effects. These findings provide meaningful implications for higher education institutions that implement online learning during challenging circumstances. © 2023, Emerald Publishing Limited.","Knowledge sharing; Online learning; Personality traits; Self-perceived employability; Trust","","","","","","","","Abidin N., Daud S., Personality traits: business versus technical graduates, Communications of the IBIMA, pp. 1-15, (2012); Adedoyin O.B., Soykan E., Covid-19 pandemic and online learning: the challenges and opportunities, Interactive Learning Environments, 31, 2, pp. 863-875, (2020); Akkermans J., Richardson J., Kraimer M.L., The Covid-19 crisis as a career shock: implications for careers and vocational behavior, Journal of Vocational Behavior, 119, (2020); Anwar M., Supporting privacy, trust, and personalization in online learning, International Journal of Artificial Intelligence in Education, 31, 4, pp. 769-783, (2021); Aucejo E.M., French J., Ugalde Araya M.P., Zafar B., The impact of COVID-19 on student experiences and expectations: evidence from a survey, Journal of Public Economics, 191, (2020); 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Hogan R., Reinventing personality, Journal of Social and Clinical Psychology, 17, pp. 1-10, (1998); Huang J., Nicol D., A formal-semantics-based calculus of trust, IEEE Internet Computing, 14, 5, pp. 38-46, (2010); Hulin C., Netemeyer R., Cudeck R., Can a reliability coefficient Be too high?, Journal of Consumer Psychology, 10, pp. 55-58, (2001); ILO monitor: COVID-19 and the world of work: updated estimates and analysis, (2020); Ismail I., Tajuddin N., Yunus N., Trust and intention to share as predictors of online knowledge-sharing behavior: social Sciences, pp. 57-67, (2019); Jami Pour M., Taheri F., Personality traits and knowledge sharing behavior in social media: mediating role of trust and subjective well-being, On the Horizon, 27, 2, pp. 98-117, (2019); Jer Yuen T., Shaheen Majid M., Knowledge‐sharing patterns of undergraduate students in Singapore, Library Review, 56, 6, pp. 485-494, (2007); Komarraju M., Karau S.J., Schmeck R.R., Role of the big five personality traits in predicting college students' academic motivation and achievement, Learning and Individual Differences, 19, pp. 47-52, (2009); Lee D., Watson S., Watson W., The relationships between self-efficacy, task value, and self-regulated learning strategies in massive open online courses, International Review of Research in Open and Distance Learning, 21, pp. 23-39, (2020); McDonald J., Measuring personality constructs: the advantages and disadvantages of self-reports, informant reports and behavioural assessments, Enquire, 1, (2008); McEvily B., Perrone V., Zaheer A., Trust as an organizing principle, Organization Science, 14, pp. 91-103, (2003); Memon M., Ting H., Hwa C., Ramayah T., Chuah F., Cham T.-H., Sample size for survey research: review and recommendations, 4, (2020); Monteiro S., Ferreira J.A., Almeida L.S., Self-perceived competency and self-perceived employability in higher education: the mediating role of career adaptability, Journal of Further and Higher Education, 44, 3, pp. 408-422, (2020); Neneh B.N., An empirical study of personality traits, job market appraisal and self-perceived employability in an uncertain environment, Higher Education, Skills and Work-Based Learning, 10, 1, pp. 255-274, (2020); Nestian S.A., Voda A.I., Tita S.M., Guta A.L., Turnea E.-S., Does individual knowledge management in online education prepare business students for employability in online businesses?, 13, 4, (2021); Niu Y., Xu X., Zhu Y., Hunter-Johnson Y.J.J.O.C., Education I.H., Exploring self-perceived employability and its determinants among international students in the United States, 14, 1, pp. 6-22, (2022); Ozguven N., Mucan B., The relationship between personality traits and social media use, Social Behavior and Personality: An International Journal, 41, 3, pp. 517-528, (2013); Pitan O.S., Muller C., Students' self-perceived employability (SPE), Higher Education, Skills and Work-Based Learning, 10, 2, pp. 355-368, (2020); Qureshi M.A., Khaskheli A., Qureshi J.A., Raza S.A., Yousufi S.Q., Factors affecting students’ learning performance through collaborative learning and engagement, Interactive Learning Environments, 31, 4, pp. 2371-2391, (2023); Rana S., Exploring the student perspectives on the barriers of online learning during the COVID-19 pandemic: a qualitative study using interpretative phenomenological analysis, Journal of Applied Research in Higher Education, 14, 4, pp. 1554-1566, (2022); Riege A., Three‐dozen knowledge‐sharing barriers managers must consider, Journal of Knowledge Management, 9, 3, pp. 18-35, (2005); Robins R., Noftle E., Trzesniewski K., Roberts B., Do people know how their personality has changed? Correlates of perceived and actual personality change in young adulthood, Journal of Personality, 73, pp. 489-522, (2005); Rosen B., Furst-Holloway S., Blackburn R., Overcoming barriers to knowledge sharing in virtual teams, Organizational Dynamics, 36, pp. 259-273, (2007); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Shih H.-F., Chen S.-H.E., Chen S.-C., Wey S.-C., The relationship among tertiary level EFL students' personality, online learning motivation and online learning satisfaction, Procedia - Social and Behavioral Sciences, 103, pp. 1152-1160, (2013); Staples D.S., Webster J., Exploring the effects of trust, task interdependence and virtualness on knowledge sharing in teams, 18, 6, pp. 617-640, (2008); Teh P.-L., Yong C.-C., Chong C., Yew S., Do the Big Five Personality Factors affect knowledge sharing behaviour? A study of Malaysian universities, Malaysian Journal of Library and Information Science, 16, 1, pp. 47-62, (2011); van den Hooff B., de Ridder J.A., Knowledge sharing in context: the influence of organizational commitment, communication climate and CMC use on knowledge sharing, Journal of Knowledge Management, 8, 6, pp. 117-130, (2004); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: a psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Yasir M., Majid A., Nexus of knowledge-management enablers, trust and knowledge-sharing in research universities, Journal of Applied Research in Higher Education, 9, 3, pp. 424-438, (2017); Zhan Z., Mei H., Academic self-concept and social presence in face-to-face and online learning: perceptions and effects on students' learning achievement and satisfaction across environments, Computers & Education, 69, pp. 131-138, (2013)","D.T. Nguyen; Department of Business Management, College of Management, National Sun Yat-sen University, Kaohsiung, Taiwan; email: tdnguyen@nsysu.edu.tw","","Emerald Publishing","","","","","","20507003","","","","English","J. Appl. Res. High. Edu.","Article","Article in press","","Scopus","2-s2.0-85163666233"
"Muthuswamy V.V.; Sudhakar B.","Muthuswamy, Vimala Venugopal (57654679600); Sudhakar, B. (57203010484)","57654679600; 57203010484","Analyzing the Efficacy of Digital Marketing Education in Augmenting the Employability of Graduates","2023","Eurasian Journal of Educational Research","2023","104","","184","204","20","0","10.14689/ejer.2023.104.011","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85171806128&doi=10.14689%2fejer.2023.104.011&partnerID=40&md5=03583ecc1c3f6f5dd2aad9bb6335d5ca","Department of Management, College of Business Administration, King Faisal University, Al-Ahsa, 31982, Saudi Arabia; Management Department, Hindustan College of Arts and Science, Coimbatore, India","Muthuswamy V.V., Department of Management, College of Business Administration, King Faisal University, Al-Ahsa, 31982, Saudi Arabia; Sudhakar B., Management Department, Hindustan College of Arts and Science, Coimbatore, India","The purpose of this study was to assess the efficacy of digital marketing education in augmenting the professional preparedness of business graduates. In order to accomplish this goal, data was collected from senior students attending business schools in Saudi Arabia. The data that was collected was subjected to analysis using the Statistical Package for the Social Sciences (SPSS). The findings of this analysis indicated that educational curriculum, third-party certifications, and experiential learning all have a positive impact on the preparedness of graduates for the workplace. This study has conceptualized employability by identifying four dimensions: job-specific skills, meta-skills, intellectual skills, and personality skills. The study's results demonstrated the significance of both formal academic courses provided by educational institutions and privately offered courses and certification programs in augmenting students' preparedness for the workforce. Additionally, the significance of internship programs has been highlighted. This study makes an important scholarly contribution by addressing the limited research on the impact of digital marketing education on workplace readiness. Specifically, it examines the effectiveness of academic curriculum enhancements, third-party certifications, and experiential learning in this domain. This study provides a significant contribution to the current literature by empirically investigating a comprehensive model that encompasses all three dimensions of knowledge and skill development. This study strives to examine the relationship between these dimensions and the employability of business graduates in the field of digital marketing. © 2023 Ani Publishing Ltd. All rights reserved.","academic coursework; certifications; digital marketing; Employability; internship; marketing skills","","","","","","Vice Presidency for Graduate Studies and Scientific Research; Deanship of Scientific Research, King Saud University; King Faisal University, KFU, (4056)","This work was supported through the Ambitious Funding track by the Deanship of Scientific Research, Vice Presidency for Graduate Studies and Scientific Research, King Faisal University, Saudi Arabia [Grant 4056].","Caballero C. L., Walker A., Work readiness in graduate recruitment and selection: A review of current assessment methods, Journal of teaching and learning for graduate employability, 1, 1, pp. 13-25, (2010); Chen C.-T., Hu J.-L., Wang C.-C., Chen C.-F., A study of the effects of internship experiences on the behavioural intentions of college students majoring in leisure management in Taiwan, Journal of Hospitality, Leisure, Sports and Tourism Education (Pre-2012), 10, 2, pp. 61-73, (2011); Chhinzer N., Russo A. M., An exploration of employer perceptions of graduate student employability, Education+ Training, 60, 1, pp. 104-120, (2017); Cho M.-H., Yang T., Niu Z., Kim J. K., Investigating what learners value in marketing MOOCs: a content analysis, Journal of Computing in Higher Education, (2022); Cicmil S., Gaggiotti H., Responsible forms of project management education: Theoretical plurality and reflective pedagogies, International Journal of Project Management, 36, 1, pp. 208-218, (2018); Cowley S., Humphrey W., Munoz C., Industry certifications in digital marketing and media education: An examination of perceptions and use among educators, Journal of Marketing Education, 43, 2, pp. 189-203, (2021); Daniels J., Brooker J., Student identity development in higher education: Implications for graduate attributes and work-readiness, Educational research, 56, 1, pp. 65-76, (2014); Di Gregorio A., Maggioni I., Mauri C., Mazzucchelli A., Employability skills for future marketing professionals, European management journal, 37, 3, pp. 251-258, (2019); Fawcett S. E., Rutner S. M., A longitudinal view of supply chain education: Assessing the challenge of retaining relevance in today's dynamic marketplace, The International Journal of Logistics Management, 25, 1, pp. 180-201, (2014); Finch D. J., Hamilton L. K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education+ Training, 55, 7, pp. 681-704, (2013); Finn K., Relational transitions, emotional decisions: New directions for theorising graduate employment, Journal of Education and Work, 30, 4, pp. 419-431, (2017); Hair J. F., Anderson R. E., Tatham R. L., Black W. C., Multivariate data analysis, (2007); Honea H., Castro I. A., Peter P., Evidence items as signals of marketing competencies and workplace readiness: A practitioner perspective, Journal of Marketing Education, 39, 3, pp. 145-161, (2017); Humphrey W., Laverie D., Munoz C., The use and value of badges: Leveraging salesforce trailhead badges for marketing technology education, Journal of Marketing Education, 43, 1, pp. 25-42, (2021); Jackson D., Skill mastery and the formation of graduate identity in Bachelor graduates: evidence from Australia, Studies in Higher education, 41, 7, pp. 1313-1332, (2016); Kapareliotis I., Voutsina K., Patsiotis A., Internship and employability prospects: assessing student’s work readiness, Higher Education, Skills and Work-Based Learning, 9, 4, pp. 538-549, (2019); Kerr G., Kelly L., IMC education and digital disruption, European Journal of Marketing, 51, 3, pp. 406-420, (2017); Key T. M., Czaplewski A. J., Ferguson J. M., Preparing workplace-ready students with digital marketing skills, Marketing Education Review, 29, 2, pp. 131-135, (2019); Kinsky E. S., Freberg K., Kim C., Kushin M., Ward W., Hootsuite University: Equipping academics and future PR professionals for social media success, Journal of Public Relations Education, 2, 1, pp. 1-18, (2016); Langan R., Cowley S., Nguyen C., The state of digital marketing in academia: An examination of marketing curriculum’s response to digital disruption, Journal of Marketing Education, 41, 1, pp. 32-46, (2019); Laverie D., Humphrey W., Manis K. T., Freberg K., The digital era has changed marketing: A guide to using industry certifications and exploration of student perceptions of effectiveness, Marketing Education Review, 30, 1, pp. 57-80, (2020); McArthur E., Kubacki K., Pang B., Alcaraz C., The employers’ view of “work-ready” graduates: A study of advertisements for marketing jobs in Australia, Journal of Marketing Education, 39, 2, pp. 82-93, (2017); Marketing Hiring Trends Report, (2019); Mishra K. E., Wilder K., Mishra A. K., Digital literacy in the marketing curriculum: Are female college students prepared for digital jobs?, Industry and Higher Education, 31, 3, pp. 204-211, (2017); O'Brien C., Missing the mark: The digital marketing skills gap in the USA, UK, & Ireland, (2016); Papageorgiou G., Mihai S., Ioannou M., Marouchou D., Marneros S., Towards the Development of a Digital Marketing (DM) Competencies Framework, 2020 IEEE Communication Strategies in Digital Society Seminar (ComSDS), pp. 145-149, (2020); Prikshat V., Kumar S., Nankervis A., Work-readiness integrated competence model: Conceptualisation and scale development, Education+ Training, 61, 5, pp. 568-589, (2019); Reid J. R., Anderson P. R., Critical thinking in the business classroom, Journal of Education for Business, 87, 1, pp. 52-59, (2012); Royle J., Laing A., The digital marketing skills gap: Developing a Digital Marketer Model for the communication industries, International Journal of Information Management, 34, 2, pp. 65-73, (2014); Sanahuja Velez G., Ribes Giner G., Effects of business internships on students, employers, and higher education institutions: A systematic review, Journal of employment counseling, 52, 3, pp. 121-130, (2015); Shebaro B., DeMuynck J. P., Hauser C., Holgado A., Thompson R., Walter P. J., Closing the gap: Building internship programs for career readiness, Journal of computing sciences in colleges, 37, 7, pp. 40-47, (2022); Spiller L., Tuten T., Assessing the pedagogical value of branded digital marketing certification programs, Journal of Marketing Education, 41, 2, pp. 77-90, (2019); Varghese M. E., Parker L. C., Adedokun O., Shively M., Burgess W., Childress A., Bessenbacher A., Experiential internships: understanding the process of student learning in small business internships, Industry and Higher Education, 26, 5, pp. 357-367, (2012); Wymbs C., Digital marketing: The time for a new “academic major” has arrived, Journal of Marketing Education, 33, 1, pp. 93-106, (2011); Zhao H., Liden R. C., Internship: A recruitment and selection perspective, Journal of Applied Psychology, 96, 1, pp. 221-229, (2011); Zopiatis A., Hospitality internships in Cyprus: a genuine academic experience or a continuing frustration?, International Journal of Contemporary Hospitality Management, 19, 1, pp. 65-77, (2007)","V.V. Muthuswamy; Department of Management, College of Business Administration, King Faisal University, Al-Ahsa, 31982, Saudi Arabia; email: fmuthuswamy@kfu.edu.sa","","Ani Publishing","","","","","","1302597X","","","","English","Eurasian J. Educ. Res.","Article","Final","","Scopus","2-s2.0-85171806128"
"Harding T.H.; Kimmons R.; Leary H.","Harding, Trina Hansen (58605406000); Kimmons, Royce (54581173100); Leary, Heather (23050937200)","58605406000; 54581173100; 23050937200","Understanding English graduates’ experiences entering the workforce","2023","English in Education","","","","","","","0","10.1080/04250494.2023.2255225","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85171639671&doi=10.1080%2f04250494.2023.2255225&partnerID=40&md5=3ad3dab6cde34068c744cce81275fbdd","English, Department, Brigham Young University, Provo, UT, United States; Instructional Psychology & Technology, Brigham Young University, Provo, UT, United States","Harding T.H., English, Department, Brigham Young University, Provo, UT, United States; Kimmons R., Instructional Psychology & Technology, Brigham Young University, Provo, UT, United States; Leary H., Instructional Psychology & Technology, Brigham Young University, Provo, UT, United States","As college degrees become more common and the cost of these degrees increases, so does the debate about the worthwhileness and value of a college education generally and of specific degrees in particular. Degrees in the humanities and liberal arts are particularly questioned, as data on starting salaries and unemployment rates are sometimes used to claim that such degrees do not provide a good return on investment. Responses to these critiques often claim that college preparation in such fields fosters the development of broad so-called “soft skills” that employers value. However, both sides of this debate have historically focused on job data and employer perceptions while neglecting the perspectives and self-reports of graduates themselves, particularly as graduating students transition from the university to the workforce. In this exploratory mixed-methods study we sought to understand the experiences of English graduates from a large U.S. university over the course of a decade, using semi-structured interviews (n = 8) and a follow-up quantitative survey to discover their experiences finding employment and transitioning to the workforce (n = 338). Results coalesced around four themes and showed that most graduates reported their degrees to have provided great benefit for employability and ongoing professional growth. © 2023 National Association for the Teaching of English.","college graduates; employment; English departments; humanities; liberal arts","","","","","","","","Almalki S., Integrating Quantitative and Qualitative Data in Mixed Methods Research—Challenges and Benefits, Journal of Education & Learning, 5, 3, pp. 288-296, (2016); Anders G., You Can Do Anything: The Surprising Power of a “Useless” Liberal Arts Education, (2017); Attride-Stirling J., Thematic Networks: An Analytic Tool for Qualitative Research, Qualitative Research, 1, 3, pp. 385-405, (2001); Bender T., Liberal Arts, Civic Life, and the Practicality Question, The Journal of General Education, 62, 2-3, pp. 112-119, (2013); Berrett D., All About the Money: What if Lawmakers and Students Used Starting Salaries to Evaluate Colleges and Their Programs?, The Chronicle of Higher Education, 59, 4, (2012); Birks M., Chapman Y., Francis K., Memoing in Qualitative Research: Probing Data and Processes, Journal of Research in Nursing, 13, 1, pp. 68-75, (2008); Bowen J.A., Nudges, the Learning Economy, and a New Three Rs: Relationships, Resilience, and Reflection, Liberal Education, 104, 2, pp. 28-35, (2018); Bridgstock R., Jackson D., Strategic Institutional Approaches to Graduate Employability: Navigating Meanings, Measurements and What Really Matters, Journal of Higher Education Policy & Management, 41, 5, pp. 468-484, (2019); Brown K., Employability and the Liberal Arts: A Career Readiness Initiative, Thought & Action, 31, 1, pp. 49-56, (2015); Carnevale A., Fasules M.L., Huie S.B., Troutman D.R., Majors Matter Most. The Economic Value of Bachelor’s Degrees from the University of Texas System, (2017); Carnevale A.P., Cheah B., Strohl J., Hard Times: College Majors, Unemployment and Earnings, (2012); Carnevale A.P., Cheah B., Van Der Werf M., First Try at ROI: Ranking 4, 500 Colleges, (2019); Carter N., Bryant-Lukosius D., Dicenso A., Blythe J., Neville A.J., The Use of Triangulation in Qualitative Research, Oncology Nursing Forum, 41, 5, pp. 545-547, (2014); Cohen P., A Rising Call to Promote STEM Education and Cut Liberal Arts Funding, The New York Times, (2016); Creswell J.W., Qualitative Inquiry and Research Design Choosing Among Five Traditions, (1998); Creswell J.W., Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (2008); Crouch M., McKenzie H., The Logic of Small Samples in Interview-Based Qualitative Research, Social Science Information, 45, 4, pp. 483-499, (2006); Deming D., In the Salary Race, Engineers Sprint but English Majors Endure, New York Times, (2019); Dorfman J., Surprise: Humanities Degrees Provide Great Return on Investment, Forbes, (2014); Fenesi B., Sana F., What is Your Degree Worth? The Relationship Between Post-Secondary Programs and Employment Outcomes, The Canadian Journal of Higher Education, 45, 4, pp. 383-399, (2015); Fram S.M., The Constant Comparative Analysis Method Outside of Grounded Theory, The Qualitative Report, 18, 1, pp. 1-25, (2013); Friedman Z., Student Loan Debt Statistics in 2019: A $1.5 Trillion Crisis, Forbes, (2019); Fusch P.I., Ness L.R., Are We There Yet? Data Saturation in Qualitative Research, The Qualitative Report, 20, 9, pp. 1408-1416, (2015); Gerber S., How Liberal Arts Colleges are Failing America, The Atlantic, (2012); Gray H.H., Searching for Utopia: Universities and Their Histories, (2012); Haskell T., Burrows M., Harrinton C., McCullough K., Schuh K., Sperberg A., The Value of a Psychology Major: Bridging the Gap Between Perceptions and Reality, Psychology Learning and Teaching, 11, 2, pp. 158-170, (2012); Hesse-Biber S., Qualitative Approaches to Mixed Methods Practice, Qualitative Inquiry, 16, 6, pp. 455-468, (2010); Hill C.B., Pisacreta E.D., The Economic Benefits and Costs of a Liberal Arts Education, (2019); Hollstein B., Mixed Methods Social Networks Research: An Introduction, Mixed Methods Social Networks Research. Design and Applications, pp. 3-35, (2014); Humphreys D., Kelly P., How Liberal Arts and Sciences Majors Fare in Employment: A Report on Earnings and Long-Term Career Paths, (2014); Jaschik S., Florida GOP Vs. Social Science, Inside Higher Ed, (2011); Kimmons R., Expansive Openness in Teacher Practice, Teachers College Record, 118, 9, pp. 1-34, (2016); Kornbluh M., Combatting Challenges to Establishing Trustworthiness in Qualitative Research, Qualitative Research in Psychology, 12, 4, pp. 397-414, (2015); Kuh G.D., High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, (2008); Mackay D.B., 23. No Dilemma at All: The Importance of Liberal Education in Developing Skills for Employability, Collected Essays on Learning and Teaching, 3, pp. 140-145, (2011); The Occupational Relevance of a College Education: An Examination of Education-Job Match Among Bachelor’s Degree Recipients, (2014); Morton S.M.B., Bandara D.K., Robinson E.M., Atatoa Carr P.E., In the 21st Century, What is an Acceptable Response Rate?, Australian and New Zealand Journal of Public Health, 36, 2, pp. 106-108, (2012); The Four Career Competencies Employers Value Most, (2019); It Takes More Than a Major: Employer Priorities for College Learning and Student Success, (2013); Ruel E., Wagner W.E.I., Gillespie B.J., Practice of Survey Research: Theory and Applications, (2016); Saldana J., The Coding Manual for Qualitative Researchers, (2009); Saldivar M.G., A Primer on Survey Response Rate, (2012); Saleh A., Bista K., Examining Factors Impacting Online Survey Response Rates in Educational Research: Perceptions of Graduate Students, Journal of MultiDisciplinaryevaluation, 13, 29, pp. 63-74, (2017); Seifert T., Goodman K., Lindsay N., Jorgensen J., Wolniak G., Pascarella E., Blaich C., The Effects of Liberal Arts Experiences on Liberal Arts Outcomes, Research in Higher Education, 49, 2, pp. 107-125, (2008); Smith A.J., Economic Precarity, Modern Liberal Arts and Creating a Resilient Graduate, Educational Philosophy and Theory, 50, 11, pp. 1037-1044, (2018); Svrluga S., Is College Worth It? A Georgetown Study Measures Return on Investment — with Some Surprising Results, The Washington Post, (2019); Thomas D.R., Feedback from Research Participants: Are Member Checks Useful in Qualitative Research?, Qualitative Research in Psychology, 14, 1, pp. 23-41, (2016); The Condition of Education, 2019, (2019); Digest of Education Statistics, 2017 (NCES 2018-070) Chapter 3, (2019); Williams D.D., Kimmons R., Qualitative Rigor: How do I approach qualitative research in a rigorous manner?, Education Research: Across Multiple Paradigms, (2020)","R. Kimmons; Instructional Psychology & Technology, Brigham Young University, Provo, United States; email: roycekimmons@byu.edu","","Taylor and Francis Ltd.","","","","","","04250494","","","","English","Engl. Educ.","Article","Article in press","","Scopus","2-s2.0-85171639671"
"Li H.; Cao F.; Dai W.","Li, Huan (57226405821); Cao, Fei (58581512500); Dai, Weiwei (58581955800)","57226405821; 58581512500; 58581955800","Major-based undergraduate curriculum as an obstacle to graduate employability development","2023","Higher Education Research and Development","","","","","","","0","10.1080/07294360.2023.2258844","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85171358573&doi=10.1080%2f07294360.2023.2258844&partnerID=40&md5=1c5e6564210c5f59873f663efd787fff","Faculty of Education, The University of Hong Kong, Hong Kong; University International College, Macau University of Science and Technology, Macao","Li H., Faculty of Education, The University of Hong Kong, Hong Kong; Cao F., Faculty of Education, The University of Hong Kong, Hong Kong; Dai W., University International College, Macau University of Science and Technology, Macao","To tackle the problem of graduate employability (GE), higher education researchers and practitioners are suggesting the inclusion of employability modules in university curricula. However, the orthodoxy of the major-based undergraduate curriculum (MBUC) has rarely been challenged in the GE literature. Drawing on Clarke’s (2018) [Clarke, M. (2018). Rethinking graduate employability: The role of capital, individual attributes and context. Studies in Higher Education, 43(11), 1923–1937. https://doi.org/10.1080/03075079.2017.1294152] integrated employability model, this paper explores how MBUC affects undergraduate students’ GE development. The data were 27 interviews with undergraduates majoring in Portuguese at six Chinese universities. Findings show that the MBUC weakens students’ perceived employability by cultivating a single rather than compound skill set, limiting their social circles and, therefore, horizons for action and delaying their career self-management. More directly, it affects GE in some cases by overproducing a homogeneously skilled workforce. We argue that in many fields of the current world of work, the MBUC may have contradicted its original, and once achieved, goal of enhancing GE for a particular profession; rather, in practice, it has become an obstacle to GE development. © 2023 HERDSA.","college major; graduate attribute; graduate employability; human capital; Undergraduate curriculum","","","","","","","","Andersen K.J., In defense of departments, Academic departments: Problems, variations, and alternatives, pp. 1-11, (1977); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: Navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Brown P., Keep E., Rethinking the race between education & technology, Issues in Science and Technology, 35, 1, pp. 31-39, (2018); Brown P., Souto-Otero M., The end of the credential society? An analysis of the relationship between education and the labour market using big data, Journal of Education Policy, 35, 1, pp. 95-118, (2020); Cai Y., Institutionalisation of employability capital in employment markets, Rethinking graduate employability in context, (2023); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Cotronei-Baird V.S., Academic hindrances in the integration of employability skills development in teaching and assessment practice, Higher Education, 79, 2, pp. 203-223, (2020); Green F., Henseke G., Should governments of OECD countries worry about graduate underemployment?, Oxford Review of Economic Policy, 32, 4, pp. 514-537, (2016); Hawkins A., (2023); (1998); Hutcheson P.A., Structures and practices, Handbook of the undergraduate curriculum: A comprehensive guide to purposes, structures, practices, and change, pp. 100-117, (1997); Jackson D., Bridgstock R., What actually works to enhance graduate employability? 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A history of the American undergraduate course of study since 1636, (1977); Saito E., Pham T., A comparative institutional analysis on strategies deployed by Australian and Japanese universities to prepare students for employment, Higher Education Research & Development, 40, 5, pp. 1085-1099, (2021); Skjott Linneberg M., Korsgaard S., Coding qualitative data: A synthesis guiding the novice, Qualitative Research Journal, 19, 3, pp. 259-270, (2019); Tomlinson M., Introduction: Graduate employability in context: Charting a complex, contested and multi-faceted policy and research field, Graduate employability in context, pp. 1-40, (2017); Wonham M., Derby-Talbot R., Questions instead of majors: Implementing a self-authored concentration program, Studies in Higher Education, 48, 4, pp. 582-594, (2023); Yang L., Higher education expansion and post-college unemployment: Understanding the roles of fields of study in China, International Journal of Educational Development, 62, pp. 62-74, (2018); Zheng Y., Zhang X., Zhu Y., Overeducation, major mismatch, and return to higher education tiers: Evidence from novel data source of a major online recruitment platform in China, China Economic Review, 66, (2021)","F. Cao; The University of Hong Kong, Room 525, Meng Wah Complex, Pokfulam, Hong Kong; email: caofei@connect.hku.hk","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Article in press","","Scopus","2-s2.0-85171358573"
"I George R.; Paul B.","I George, Ranjit (58617731500); Paul, Bino (23484225800)","58617731500; 23484225800","Unravelling the interplay between competencies, career preparedness, and perceived employability among postgraduate students: a structural model analysis","2023","Asia Pacific Education Review","","","","","","","0","10.1007/s12564-023-09896-4","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172212263&doi=10.1007%2fs12564-023-09896-4&partnerID=40&md5=7eecfd6bc1483ac6ab26835a45d06bb1","Department of Personnel Management, Loyola College of Social Sciences, Trivandrum, 695017, India; School of Management And Labour Studies, Tata Institute of Social Sciences, Mumbai, 400088, India","I George R., Department of Personnel Management, Loyola College of Social Sciences, Trivandrum, 695017, India; Paul B., School of Management And Labour Studies, Tata Institute of Social Sciences, Mumbai, 400088, India","There is an ever-increasing demand for Higher Education Institutions (HEIs) to engage with the challenges of the changing labour market contexts and trends, such as the Fifth Industrial Revolution and the new normal. However, a major criticism is that higher education institutions do not often prepare graduates for real-life contexts. For that reason, it is not surprising that graduate employability and the competencies required have become the primary concerns of HEIs. Often, we see the phrases ""competency"" and ""employability"" presented in the literature as essential requirements for graduates to attain gainful employment streams. Some studies also present them as interrelated concepts. However, we seldom find studies that unravel their intertwined relationships. This article tries to bridge this gap by looking into the role of HEIs in promoting the development of competencies for employability. We used a structured questionnaire to collect the quantitative data from 389 postgraduate students enrolled in a generic stream from an Indian State, Kerala. This paper proposes and tests a structural model of relationships between the perceived competencies of the postgraduates and their perceived career preparedness and, subsequently, perceived employability. This paper also highlights the need to reimagine tertiary education to suit the demands of changing times. © 2023, Education Research Institute, Seoul National University.","Career preparedness; Competencies; Employability; Higher education; Perceived employability; Postgraduate students","","","","","","","","Abas-Mastura M., Imam O.A., Osman S., Employability skills and task performance of employees in government sector, International Journal of Humanities and Social Science, 3, 4, pp. 150-162, (2013); Altbach P.G., Reisberg L., Rumbley L., Trends in global higher education: Tracking an academic revolution, (2009); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus hard businesss knowledge: A European study, Higher Education in Europe, 33, 4, pp. 422-441, (2008); Assessment O O.I.E., Coronavirus: The world economy at risk, Organisation for Economic Co-Operation and Development. 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I George; Department of Personnel Management, Loyola College of Social Sciences, Trivandrum, 695017, India; email: ranjitgeorgesj@loyolacollegekerala.edu.in","","Springer Science and Business Media B.V.","","","","","","15981037","","","","English","Asia Pac. Educ. Rev.","Article","Article in press","","Scopus","2-s2.0-85172212263"
"Ananthram S.; Bawa S.; Bennett D.; Gill C.","Ananthram, S. (55555424300); Bawa, S. (56549658700); Bennett, D. (55574191781); Gill, C. (58563118700)","55555424300; 56549658700; 55574191781; 58563118700","Perceived employability and career readiness among STEM students: does gender matter?","2023","Higher Education Research and Development","","","","","","","0","10.1080/07294360.2023.2240710","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169810599&doi=10.1080%2f07294360.2023.2240710&partnerID=40&md5=948a0dc5f60d2da3f8d5c0fdc1e40efe","Faculty of Business & Law, Curtin University, Perth, Australia; Chancellery, Bond University, Gold Coast, Australia; Bond Business School, Bond University, Gold Coast, Australia","Ananthram S., Faculty of Business & Law, Curtin University, Perth, Australia; Bawa S., Faculty of Business & Law, Curtin University, Perth, Australia; Bennett D., Chancellery, Bond University, Gold Coast, Australia; Gill C., Bond Business School, Bond University, Gold Coast, Australia","Gender equity is an area of concern within STEM, where women are underrepresented in education and career roles. Increasing the representation of women in STEM and removing negative gender stereotypes are necessary actions, both of which can be fostered during formal education through employability initiatives and in the workplace. This study focused on the university setting and explores the perceived employability beliefs of students in STEM (including medicine), particularly their career identity and commitment, learning mindset, awareness of career and how their learning relates to their future career. The 12,708 student responses to an online questionnaire illustrate significant gendered differences in employability beliefs. Female students in STEM have significantly higher confidence in career identity and commitment, and relevance of learning compared to males, although they feel less confident in their reconsideration of career commitment and occupational mobility. In comparison to non-STEM students, women in STEM report higher confidence in career identity and commitment, reconsideration of career commitment, willingness and ability to learn, relevance of learning, career exploration and awareness and occupational mobility. Employability interventions are needed within the STEM educational context to promote long-term equal opportunities for all genders in the workplace. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","career; confidence; employability; gender; STEM","","","","","","","","Ananthram S., Chan C.C.A., Religiosity, spirituality and ethical decision-making: Perspectives from executives in Indian multinational enterprises, Asia Pacific Journal of Management, 33, 3, pp. 843-880, (2016); Women in STEM decadal plan, (2019); (2020); Bandura A., Social cognitive theory of human development, International Encyclopedia of Education, 2, pp. 5513-5518, (1996); Baruch Y., Peiperl M., The impact of an MBA on graduate careers, Human Resource Management Journal, 10, 2, pp. 69-90, (2000); Bennett D., Graduate employability and higher education: Past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2019); Bennett D., Bawa S., Ananthram S., Gendered differences in perceived employability among higher education students in STEM and non-STEM disciplines, Perspectives: Policy and Practice in Higher Education, 25, 3, (2021); Bennett D., Bawa S., Ananthram S., Pitman S., (2022); Bennett D., Knight E., Bell K., Graduate employability and the career thinking of university STEMM students, Teaching in Higher Education, 25, 6, pp. 750-765, (2020); Bennett D., Knight E., Dockery A.M., Bawa S., Pedagogies for employability: Understanding the needs of STEM students through a new approach to employability development, Higher Education Pedagogies, 5, 1, pp. 340-359, (2020); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work and Stress, 21, 3, pp. 279-292, (2007); Betz N.E., Hackett G., The relationship of mathematics self-efficacy expectations to the selection of science-based college majors, Journal of Vocational Behavior, 23, 3, pp. 329-345, (1983); Bolzani D., Crivellaro F., Grimaldi R., Highly skilled, yet invisible. The potential of migrant women with a STEMM background in Italy between intersectional barriers and resources, Gender, Work & Organization, 28, 6, pp. 2132-2157, (2021); Catherine H., Christianne C., Andresse R., (2010); Coetzee M., Measuring student graduateness: Reliability and construct validity of the graduate skills and attributes scale, Higher Education Research & Development, 33, 5, pp. 887-902, (2014); Cronbach L.J., Coefficient alpha and internal structure of tests, Psychometrika, 16, 3, pp. 297-334, (1951); Cundiff J.L., Vescio T.K., Loken E., Lo L., Do gender–science stereotypes predict science identification and science career aspirations among undergraduate science majors?, Social Psychology of Education, 16, 4, pp. 541-554, (2013); DeLotell P.J., Millam L.A., Reinhardt M.M., The use of deep learning strategies in online business courses to impact student retention, American Journal of Business Education, 3, 12, pp. 49-56, (2010); Dockery A.M., Bawa S., Labour market implications of promoting women’s participation in STEM in Australia, Australian Journal of Labour Economics, 21, 2, pp. 125-152, (2018); Dockery A.M., Phillimore J., Bawa S., Changing demand for STEM skills in Australia and gender implications, Australian Journal of Labour Economics, 24, (2021); Donald W.E., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: Human capital, careers advice, and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Ertl B., Luttenberger S., Paechter M., The impact of gender stereotypes on the self-concept of female students in STEM subjects with an under-representation of females, Frontiers in Psychology, 8, (2017); Hair Jr J.F., Anderson R.E., Tatham R.L., Black W.C., Multivariate data analysis, (1998); Herman C., Returning to STEM: Gendered factors affecting employability for mature women students, Journal of Education and Work, 28, 6, pp. 1-21, (2015); Holman L., Stuart-Fox D., Hauser C.E., The gender gap in science: How long until women are equally represented?, PLoS Biology, 16, 4, (2018); Jo Y., Lee J.W., Lee D., Silent but damaging: Exploring the link between Air pollution and vocational and general well-being, Journal of Career Assessment, 30, 3, pp. 533-556, (2022); Johnson I.Y., Muse W.B., Choice of academic major at a public research university: The role of gender and self-efficacy, Research in Higher Education, 58, 4, pp. 365-394, (2017); Jones B., Ruff C., Paretti M., The impact of engineering identification and stereotypes on undergraduate women's achievement and persistence in engineering, Social Psychology of Education, 16, 3, pp. 471-493, (2013); Kaleva S., Pursiainen J., Hakola M., Rusanen J., Muukkonen H., Students’ reasons for STEM choices and the relationship of mathematics choice to university admission, International Journal of STEM Education, 6, 1, (2019); Kember D., Ho A., Hong C., The importance of establishing relevance in motivating student learning, Active Learning in Higher Education, 9, 3, pp. 249-263, (2008); Lent R.W., Brown S.D., Hackett G., Toward a unifying social cognitive theory of career and academic interest, choice, and performance, Journal of Vocational Behavior, 45, 1, pp. 79-122, (1994); Lent R.W., Ezeofor I., Morrison A., Penn L.T., Ireland G.W., Applying the social cognitive model of career self-management to career exploration and decision-making, Journal of Vocational Behavior, 93, pp. 47-57, (2016); Makarova E., Aeschlimann B., Herzog W., The gender Gap in STEM fields: The impact of the gender stereotype of math and science on secondary students’ career aspirations, Frontiers in Education, 4, (2019); Malau-Aduli B.S., Lee A.Y., Cooling N., Catchpole M., Jose M., Turner R., Retention of knowledge and perceived relevance of basic sciences in an integrated case-based learning (CBL) curriculum, BMC Medical Education, 13, pp. 1-8, (2013); Mancini T., Caricati L., Panari C., Tonarelli A., Personal and social aspects of professional identity. An extension of Marcia's identity status model applied to a sample of university students, Journal of Vocational Behavior, 89, pp. 140-150, (2015); Metcalf H., Stuck in the pipeline: A critical review of STEM workforce literature, InterActions: UCLA Journal of Education and Information Studies, 6, 2, (2010); Miller D.I., Eagly A.H., Linn M.C., Women's representation in science predicts national gender-science stereotypes: Evidence from 66 nations, Journal of Educational Psychology, 107, 3, pp. 631-644, (2015); Nosek B.A., Smyth F.L., Sriram N., Lindner N.M., Devos T., Ayala A., Greenwald A.G., National differences in gender-science stereotypes predict national sex differences in science and math achievement, Proceedings of the National Academy of Sciences, 106, 26, pp. 10593-10597, (2009); Nunnally J., Psychometric theory, (1978); O'Dea R.E., Lagisz M., Jennions M.D., Nakagawa S., Gender differences in individual variation in academic grades fail to fit expected patterns for STEM, Nature Communications, 9, 1, (2018); The ABC of gender equality in education: Aptitude, behaviour, confidence, (2015); The pursuit of gender equality: An uphill battle, (2017); (2020); (2018); Recommendations for strengthening American leadership in industries of the future, (2020); (2018); Renfrow D.G., Howard J.A., Social psychology of gender and race, Handbook of social psychology, pp. 491-531, (2013); Santos G.G., Career boundaries and employability perceptions: An exploratory study with graduates, Studies in Higher Education, 45, 3, pp. 538-556, (2020); Smith C., Ferns S., Russell L., (2014); van Veelen R., Derks B., Endedijk M.D., Double trouble: How being outnumbered and negatively stereotyped threatens career outcomes of women in STEM, Frontiers in Psychology, 10, (2019); Wang M.T., Educational and career interests in math: A longitudinal examination of the links between classroom environment, motivational beliefs, and interests, Developmental Psychology, 48, 6, pp. 1643-1657, (2012); Wang M.T., Degol J.L., Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions, Educational Psychology Review, 29, 1, pp. 119-140, (2017); Wang M.T., Eccles J.S., Kenny S., Not lack of ability but more choice: Individual and gender differences in choice of careers in science, technology, engineering, and mathematics, Psychological Science, 24, 5, pp. 770-775, (2013); Weber R.P., Basic content analysis, (1990); (2017); Wilkinson R., Changing interactional behaviour: Using conversation analysis in intervention programmes for aphasic conversation, Applied conversation analysis: Changing institutional practices, pp. 32-53, (2011); (2018); Zhang Z., He W., Park T.-Y., Xing Z., Wu X., The effects of between-group pay dispersion, Academy of Management Journal, (2022)","D. Bennett; Bond University, Gold Coast, Australia; email: dabennett@bond.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85169810599"
"Asgarova V.; Kan Y.; Reindl S.; Liu M.","Asgarova, Vafa (57668176900); Kan, Yue (56513338900); Reindl, Stefan (57551592900); Liu, Min (56174354200)","57668176900; 56513338900; 57551592900; 56174354200","What changes are university students seeking? Bringing employers to classrooms to facilitate post-graduation opportunities","2023","Irish Educational Studies","42","4","","825","840","15","0","10.1080/03323315.2023.2257671","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85170708681&doi=10.1080%2f03323315.2023.2257671&partnerID=40&md5=8daf611ce8d9924b2d08d254f4631906","College of Education, Zhejiang University, Hangzhou, China; Diversity Research Line, Nodes Research Group, Open University of Catalonia, Barcelona, Spain; Institute of International and Comparative Education, Beijing Normal University, Beijing, China","Asgarova V., College of Education, Zhejiang University, Hangzhou, China; Kan Y., College of Education, Zhejiang University, Hangzhou, China; Reindl S., Diversity Research Line, Nodes Research Group, Open University of Catalonia, Barcelona, Spain; Liu M., Institute of International and Comparative Education, Beijing Normal University, Beijing, China","University graduates not in employment and training in Azerbaijan lack relevant skills and knowledge that would make them eligible for post-graduation opportunities. The SABAH project aimed to address this problem. This article explores the perceived benefits of this advanced education program for students’ eligibility for post-graduation opportunities, such as employment. 25 undergraduate students majoring in the fields of human resource management, teaching English as a foreign language, business administration, law, economic science and earth sciences were interviewed for this research paper. Two key dimensions of perceptions were highlighted: the search for novelties in university training and the future-oriented advantages of education programs. Data analysis is based on the concept that the SABAH program emerges as a ‘change maker’ in educational practice due to its novelty of bringing business partners to classrooms and arranging job placements tailored to students’ personal and professional profiles. The study also concluded that integrating the international and intercultural dimensions of education in higher education delivery and engaging potential employers in teaching processes can help students develop the competencies needed for employment and facilitate graduates’ access to post-graduation opportunities. © 2023 Educational Studies Association of Ireland.","employability skills; employers as teachers; industry partnerships; internationalization at home; University education programs","","","","","","","","Abbas J., Sagsan M., Identification of key Employability Attributes and Evaluation of University Graduates’ Performance: Instrument Development and Validation, Higher Education, Skills and Work-Based Learning, 10, 3, pp. 449-466, (2020); Altbach P., Knight J., The Internationalization of Higher Education: Motivations and Realities, Journal of Studies in International Education, 11, 3-4, pp. 290-305, (2007); Amirova G., Valiyev A., Do University Graduate Competences Match Post-Socialist Labour Market Demands? Evidence from Azerbaijan, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 332-347, (2021); Asgarova V., Tsang K.K., Students’ Self-Determination in Azerbaijan, International Journal of Comparative Education and Development, 24, 2, pp. 69-85, (2022); Auerbach C., Silverstein L.B., Qualitative Data: An Introduction to Coding and Analysis, Qualitative Data: An Introduction to Coding and Analysis, pp. 31-77, (2003); Baker S., Due C., Rose M., Transitions from Education to Employment for Culturally and Linguistically Diverse Migrants and Refugees in Settlement Contexts: What do we Know?, Studies in Continuing Education, 43, 1, pp. 1-15, (2021); Belova N., Zowada C., Innovating Higher Education via Game-Based Learning on Misconceptions, Education Sciences, 10, 9, (2020); Brewer P.D., Brewer K.L., Knowledge Management, Human Resource Management, and Higher Education: A Theoretical Model, Journal of Education for Business, 85, 6, pp. 330-335, (2010); Brooks R., Waters J., Pimlott-Wilson H., International Education and the Employability of UK Students, British Educational Research Journal, 38, 2, pp. 281-298, (2012); Bryman A., Quantity and Quality in Social Research, pp. 45-70, (2004); Cheng M., Adekola O., Albia J., Cai S., Employability in Higher Education: A Review of key Stakeholders’ Perspectives, Higher Education Evaluation and Development, 16, 1, pp. 16-31, (2022); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Creswell J.W., Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (2012); Creswell J.W., Research Design: Qualitative, Quantitative and Mixed Method Aproaches., (2014); de Wit H., Altbach P.G., Internationalization in Higher Education: Global Trends and Recommendations for its Future, Policy Reviews in Higher Education, 5, 1, pp. 28-46, (2021); Donald W.E., Melanie A.J., Baruch Y., Students’ Perceptions of Education and Employability: Facilitating Career Transition from Higher Education Into the Labor Market, Career Development International, 23, 5, pp. 513-540, (2018); Dooley L.M., Case Study Research and Theory Building, Advances in Developing Human Resources, 4, 3, pp. 335-354, (2002); Eisenhardt K.M., Building Theories from Case Study Research, Academy of Management Review, 14, 4, pp. 532-550, (1989); Fagrell P., Fahlgren A., Gunnarsson S., Curriculum Development and Quality Work in Higher Education in Sweden: The External Stakeholder Perspective, Journal of Praxis in Higher Education, 2, 1, pp. 28-45, (2020); Fan K., See B.H., How do Chinese Students’ Critical Thinking Compare with Other Students?: A Structured Review of the Existing Evidence, Thinking Skills and Creativity, 46, (2022); Guardia L., Mancini F., Jacobetty P., Maina M., Graduates’ Employability Skills in East Africa, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 169-184, (2021); Guo P., Saab N., Post L.S., Admiraal W., A Review of Project-Based Learning in Higher Education: Student Outcomes and Measures, International Journal of Educational Research, 102, (2020); Hebert T.P., McBee M.T., The Impact of an Undergraduate Honors Program on Gifted University Students, Gifted Child Quarterly, 51, 2, pp. 136-151, (2007); Hutchinson J., Kettlewell K., Education to Employment: Complicated Transitions in a Changing World, Educational Research, 57, 2, pp. 113-120, (2015); Inceoglu I., Selenko E., McDowall A., Schlachter S., (How) Do Work Placements Work? Scrutinizing the Quantitative Evidence for a Theory-Driven Future Research Agenda, Journal of Vocational Behavior, 110, pp. 317-337, (2019); Isakhanli H., Pashayeva A., (2016); Isakhanli H., Pashayeva A., Higher Education Transformation, Institutional Diversity and Typology of Higher Education Institutions in Azerbaijan, 25 Years of Transformations of Higher Education Systems in Post-Soviet Countries, pp. 97-120, (2018); Jackson D., Fleming J., Rowe A., Enabling the Transfer of Skills and Knowledge Across Classroom and Work Contexts, Vocations and Learning, 12, 3, pp. 459-478, (2019); Jonbekova D., University Graduates’ Skills Mismatches in Central Asia: Employers’ Perspectives from Post-Soviet Tajikistan, European Education, 47, 2, pp. 169-184, (2020); Jonbekova D., Kuchumova G., Goodman B., Sparks J., Kerimkulova S., Employment of Master’s Degree Graduates in Kazakhstan: Navigating an Uncertain Labour Market, Central Asian Survey, 42, 2, pp. 1-19, (2022); Knight J., The International University: Models and Muddles, The Idea of the University - Volume 2. Contemporary Perspectives, pp. 99-119, (2017); Laguador J.M., Chavez-Prinsipe N.H., Castro E.D., Employability Skill Development Needs of Engineering Students and Employers’ Feedback on Their Internship Performance, Universal Journal of Educational Research, 8, 7, pp. 3097-3108, (2020); Leisyte L., Westerheijden D.F., Stakeholders and Quality Assurance in Higher Education, Drivers and Barriers to Achieving Quality in Higher Education, pp. 83-97, (2014); Li J., Xue E., Exploring the Epistemology of Internationalization at Home: A Scoping Review Approach, Educational Philosophy and Theory, 14, 13, pp. 356-365, (2021); Martin K., Catena M., Stephens S., Second Level Students’ Experiences of Creativity: An Irish Case Study, Irish Educational Studies, 42, 3, pp. 429-441, (2021); (2021); (2022); Okolie U.C., Nwajiuba C.A., Binuomote M.O., Ehiobuche C., Igu N.C.N., Ajoke O.S., Career Training with Mentoring Programs in Higher Education: Facilitating Career Development and Employability of Graduates, Education and Training, 62, 3, pp. 214-234, (2020); Ornellas A., Falkner K., Stalbrandt E.E., Enhancing Graduates’ Employability Skills Through Authentic Learning Approaches, Higher Education, Skills and Work-Based Learning, 9, 1, pp. 107-120, (2019); Pereira E.T., Vilas-Boas M., Rebelo C.F.C., University Curricula and Employability: The Stakeholders’ Views for a Future Agenda, Industry and Higher Education, 34, 5, pp. 321-329, (2020); Quarchioni S., Paternostro S., Trovarelli F., Knowledge Management in Higher Education: A Literature Review and Further Research Avenues, Knowledge Management Research and Practice, 1, 2, pp. 304-319, (2022); Rauer J.N., Kroiss M., Kryvinska N., Engelhardt-Nowitzki C., Aburaia M., Cross-university Virtual Teamwork as a Means of Internationalization at Home, International Journal of Management Education, 19, 3, (2021); Rinn A.N., Plucker J.A., High-Ability College Students and Undergraduate Honors Programs: A Systematic Review, Journal for the Education of the Gifted, 42, 3, pp. 187-215, (2019); (2018); (2018); (2014); Sadirkhanov R., Employment Pattern Pressure for Pragmatic Change in Universities: Azerbaijan Case Study, Higher Education in Europe, 34, 3-4, pp. 431-444, (2009); Shen Y., Incubating Future Scholars in the Humanities: A Case Study of an Honors Program at Peking University, Journal for the Education of the Gifted, 45, 3, pp. 292-313, (2022); Singh J.K.N., Fan S.X., International Education and Graduate Employability: Australian Chinese Graduates’ Experiences, Journal of Education and Work, 34, 5-6, pp. 663-675, (2021); (2021); Tymon A., The Student Perspective on Employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Valehov J., Streitwieser B., The “Entrepreneurial University”: A Catalyst for the Redevelopment of the Azerbaijani Higher Education System, Journal of Comparative & International Higher Education, 14, 2, pp. 26-46, (2022); Valiyev A., Babayev A., Azerbaijani Youth in Transition: Is the State Youth Policy Effective Enough?, Journal of Eurasian Studies, 12, 2, pp. 145-154, (2021); Wolfensberger M., Hogenstijn M., Slow Shift—Developing Provisions for Talented Students in Scandinavian Higher Education, Education Sciences, 6, 3, (2016); (2018); World Bank, Demand for Skills: Main Results of the Azerbaijan STEP Employer Survey, (2015); Zgheib R., Loan A.V., Changes in Internationalization at Home in Arab Higher Education Institutions: Is it Time to Really Beef Things up?, Contemporary Arab Affairs, 14, 1, pp. 91-112, (2021)","Y. Kan; College of Education, Zhejiang University, Hangzhou, Zijingang Campus. No. 866, Yuhangtang Road, Zhejiang, China; email: kanyue@zju.edu.cn","","Routledge","","","","","","03323315","","","","English","Ir. Educ. Stud.","Article","Final","","Scopus","2-s2.0-85170708681"
"Pilz M.; Zenner-Höffkes L.","Pilz, Matthias (7003332637); Zenner-Höffkes, Lea (57209910263)","7003332637; 57209910263","“There’s always someone else to blame”: a comparison of the political discourse surrounding “vocational maturity” in Germany and “employability” in the UK","2023","Journal of Vocational Education and Training","","","","","","","0","10.1080/13636820.2023.2229796","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163699754&doi=10.1080%2f13636820.2023.2229796&partnerID=40&md5=50fcbc6f936edaee6306c46ee4c98c13","Chair of business education, University of Cologne, Cologne, Germany; Vocational College Duisburg Mitte, Duisburg, Germany","Pilz M., Chair of business education, University of Cologne, Cologne, Germany; Zenner-Höffkes L., Vocational College Duisburg Mitte, Duisburg, Germany","There is considerable international interest in transitions from school to work. This article approaches the issue as part of the debate around ‘vocational maturity’ (Ausbildungsreife) in Germany and ‘employability’ in the United Kingdom. Vocational education and training systems in these two countries differ significantly, so the article takes a historical approach to analysing and comparing the discourse used, focusing primarily on which training policy actors make which arguments about Ausbildungsreife or employability under which social, economic and training conditions. Specifically, it uses trade union, employer association and government documents from the period 1977 to 2018, evaluating them using the heuristic tools of interpretative models to create an understanding of Ausbildungsreife and employability, phenomenological structure and narrative structure. The findings demonstrate differences over time in the way individual actors structure their arguments and major divergences between the discourse in the two countries. © 2023 The Vocational Aspect of Education Ltd.","actors; discourse analysis; employability; Germany; United Kingdom; Vocational maturity","","","","","","","","Achatz J., Jahn K., Schels B., On the Non-Standard Routes: Vocational Training Measures in the School-To-Work Transitions of Lower-Qualified Youth in Germany, Journal of Vocational Education & Training, 74, 2, pp. 289-310, (2022); Bartlett W., Pagliarello M.C., Agenda-Setting for VET Policy in the Western Balkans: Employability versus Social Inclusion, European Journal of Education, 51, 3, pp. 305-319, (2016); Skills for Business: More to Learn?, (2011); Brewer L., Enhancing Youth Employability: What? Why? And How? 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Apprenticeship Funding in England from May 2017, (2016); Dobischat R., Schurgatz R., “Mangelnde Ausbildungsreife”: ein Grund für den gescheiterten Übergang in die Ausbildung?, ARCHIV für Wissenschaft und Praxis der sozialen Arbeit, 3, pp. 48-58, (2015); Dunmire P.L., Political Discourse Analysis: Exploring the Language of Politics and the Politics of Language, Language and Linguistic Compass, 6, 11, pp. 735-751, (2012); Eberhard V., Das Konzept der Ausbildungsreife - ein ungeklärtes Konstrukt im Spannungsfeld unterschiedlicher Interessen. 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Making the Apprenticeship Levy Work, (2016); Research into Expanding Apprenticeships. Final Report, (2008); Marsal E., Frey U., Pilz M., “Problemfeld Ausbildungsreife: Förderung von Selbst- und Sozialkompetenz bei Hauptschülern“, berufsbildung - Zeitschrift für Praxis und Theorie in Betrieb und Schule, 63, 115, pp. 31-33, (2009); McQuaid R.W., Lindsay C., The Concept of Employability, Urban Studies, 42, 2, pp. 197-219, (2005); Miller L., Biggart A., Newton B., Basic and Employability Skills, International Journal of Training and Development, 17, 3, pp. 173-175, (2013); Mizrahi S., Krup D., Employability and Training: Public Attitudes, the Labour Market and Vocational Training Policies, Journal of Vocational Education & Training, pp. 1-20, (2022); Moller J., Hat das Modell Deutschland die Arbeitsmarktreformen überlebt?, Journal for Labour Market Research, 48, 2, pp. 151-168, (2015); Muehlemann S., Wolter S.C., Return on Investment of Apprenticeship Systems for Enterprises: Evidence from Cost-Benefit Analyses, IZA Journal of Labor Policy, 3, 1, (2014); Muehlemann S., Wolter S.C., Wuest A., Apprenticeship Training and the Business Cycle, Empirical Research in Vocational Education and Training, 1, 2, pp. 173-186, (2009); Newton B., Hurstfield J., Miller L., Page R., Akroyd K., What Employers Look for When Recruiting the Unemployed and Inactive: Skills, Characteristics and Qualifications, Research Report No 295, (2005); PISA 2009 Ergebnisse: Zusammenfassung, (2010); Pilz M., Initial Vocational Training from a Company Perspective: A Comparison of British and German In-House Training Cultures, Vocations and Learning, 2, 1, pp. 57-74, (2009); Pilz M., International Comparative Research into Vocational Training: Methods and Approaches, The Future of Vocational Education and Training in a Changing World, pp. 561-588, (2012); Pilz M., Typologies in Comparative Vocational Education. Existing Models and a New Approach, Vocations and Learning, 9, 3, pp. 295-314, (2016); Pilz M., Harris R., Zenner-Hoffkes L., Zirkle C., Undertaking Comparative VET Research in International Teams: The Example of Exploring Recruitment and Training Cultures in SMEs in Australia, Germany and the United States, Comparative Vocational Education Research: Enduring Challenges and New Ways Forward, pp. 291-309, (2020); Pilz M., Li J., Approaches to International Comparative Research in Learning and Work, The SAGE Handbook of Learning and Work, pp. 572-586, (2021); Pilz M., Schmidt-Altmann K., Eswein M., Problematic Transitions from School to Employment: Freeters and NEETs in Japan and Germany, Compare: A Journal of Comparative & International Education, 45, 1, pp. 70-93, (2015); Protsch P., Solga H., The Social Stratification of the German VET System, Journal of Education & Work, 29, 6, pp. 637-661, (2016); Ratschinski G., ‘Ausbildungsreife’. Kritische Betrachtung eines populären Begriffs, Zeitschrift für Jugendsozialarbeit, 6, 9, pp. 14-17, (2013); Ryan P., Backes-Gellner U., Teuber S., Wagner K., Apprentice Pay in Britain, Germany and Switzerland: Institutions, Market Forces and Market Power, European Journal of Industrial Relations, 19, 3, pp. 201-220, (2013); Ryan P., Unwin L., Apprenticeship in the British ‘Training Market’, National Institute Economic Review, 178, 1, pp. 99-114, (2001); Schmedes H.-J., Wirtschafts- und Verbraucherschutzverbände im Mehrebenensystem. Lobbyingaktivitäten britischer, deutscher und europäischer Verbände, (2008); Schneider S., Pilz M., Jugendarbeitslosigkeit als Gütekriterium für berufliche Bildungssysteme? - Eine kritische Analyse der zugrunde gelegten Objektbereiche und verwendeten Messinstrumente, Zeitschrift für Berufs- und Wirtschaftspädagogik, 97, 1, pp. 108-124, (2001); Schulte S., Ausbildungsreife: Bewertung eines Konstruktes. Die Indikatoren der Bundesagentur für Arbeit im mehrperspektivischen Vergleich, (2018); Schurgatz R., Die Debatte um “Ausbildungsreife”- Zur legitimatorischen Funktion eines bildungspolitischen Schlagwortes in der Tagespresse der Jahre 2003-2007, (2017); Soeffner H.-G., Social Science Hermeneutics, A Companion to Qualitative Research, pp. 95-100, (2004); Sung J., Ng M.C.M., Loke F., Ramos C., The Nature of Employability Skills: Empirical Evidence from Singapore, International Journal of Training and Development, 17, 3, pp. 176-193, (2013); Ulrich J.G., Wer ist Schuld an der Ausbildungsmisere? Diskussion der Lehrstellenprobleme aus attributionstheoretischer Sicht, Berufsbildung in Wissenschaft und Praxis (BWP), 33, 3, pp. 15-19, (2004); Wernet A., Hermeneutics and Objective Hermeneutics, The SAGE Handbook of Qualitative Data Analysis, pp. 234-246, (2014); Willig C., Discourses and Discourse Analysis, The SAGE Handbook of Qualitative Data Analysis, pp. 341-353, (2014); Winterton J., Building Social Dialogue Over Training and Learning: European and National Developments, European Journal of Industrial Relations, 13, 3, pp. 281-300, (2007); Wolter S.C., Joho E., Apprenticeship Training in the UK –A Cost-Effective Model for Firms?, (2018); World Development Report 2019. The Changing Nature of Work, (2019); Zenner-Hoffkes L., Das Klagelied vom schlechten Bewerber: Historische Wurzeln und aktuelle Bezüge der Diskussion um mangelnde Ausbildungsreife in Deutschland und England im Vergleich, (2021)","M. Pilz; Chair of business education, University of Cologne, Cologne, Germany; email: matthias.pilz@uni-koeln.de","","Routledge","","","","","","13636820","","","","English","J. Vocat. Educ. Train.","Article","Article in press","","Scopus","2-s2.0-85163699754"
"Rino; Sabrina D.; Ismail A.; Kurniawati T.; Darni M.","Rino (57193792824); Sabrina, Deva (58480566900); Ismail, Azman (35118858300); Kurniawati, Tri (57212313637); Darni, Mely (58098778500)","57193792824; 58480566900; 35118858300; 57212313637; 58098778500","Employability in the context of career change: Utilizing social cognitive career theory","2023","Problems and Perspectives in Management","21","2","","459","469","10","0","10.21511/PPM.21(2).2023.43","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164337591&doi=10.21511%2fPPM.21%282%29.2023.43&partnerID=40&md5=ad278da493300cb78d683cdf380db5c9","Department of Economics Education, Faculty of Economics, Padang State University, Indonesia; Administration Department, Faculty of Economics and Administrative Science, Suleyman Demirel University, Turkey","Rino, Department of Economics Education, Faculty of Economics, Padang State University, Indonesia; Sabrina D., Department of Economics Education, Faculty of Economics, Padang State University, Indonesia; Ismail A., Administration Department, Faculty of Economics and Administrative Science, Suleyman Demirel University, Turkey; Kurniawati T., Department of Economics Education, Faculty of Economics, Padang State University, Indonesia; Darni M., Department of Economics Education, Faculty of Economics, Padang State University, Indonesia","As organizations transform, they adapt to unstable, unpredictable, complex, and ambiguous conditions. This study intends to explore the influence of self-efficacy and work values in determining employability using the choice model of the social cognitive career theory. The purpose of this paper is to investigate affective commitment as an outcome variable in relation to self-efficacy and intrinsic and extrinsic value support mediated by perceived internal and external employability. This paper uses data from 286 employees; the hypotheses were evaluated using partial least squares structural equations modeling. The results of this study support the employability paradox that states that perceived internal employability mediates a positive effect between self-efficacy and affective commitment, while perceived external employability has a negative effect on affective commitment. This study provides further evidence in the literature on employability that self-efficacy and perceived external employability have a significant role in the context of a career change. Intrinsic values support has a detrimental influence on perceived external employability. Extrinsic work values positively affect perceived internal and external employability, while intrinsic work values negatively affect perceived external employability.  © Rino, Deva Sabrina, Azman Ismail, Tri Kurniawati, Mely Darni, 2023.","Employability paradox; Perceived employability; Selfefficacy; Work value support","","","","","","MBKM Project, Education and Higher Education Ministry","This study was funded by MBKM Project, Education and Higher Education Ministry, Indonesia. The Human Resources Management and Behavioural Research Group Faculty of Economy, Universitas Negeri Padang, also supported it.","Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? Examining employability as a mediator in the HRM - Commitment relationship, Frontiers in Psychology, 10, (2019); Al Draj F., Al Saed R., Mediating role of employee empowerment for transformational leadership and job satisfaction, Problems and Perspectives in Management, 21, 1, pp. 59-68, (2023); Allen N. J., Meyer J. P., The measurement and antecedents of affective, continuance, and normative commitment to organisation, Journal of Occupational Psychology, 63, 1, pp. 1-18, (1990); Andresen M., Lazarova M., Apospori E., Cotton R., Bosak J., Dickmann M., Kase R., Smale A., Does international work experience pay off? The relationship between international work experience, employability and career success: A 30-country, multi-industry study, Human Resource Management Journal, 32, 3, pp. 698-721, (2022); Anseel F., Lievens F., Schollaert E., Choragwicka B., Response rates in organisational science, 1995-2008: A metaanalytic review and guidelines for survey researchers, Journal of Business and Psychology, 25, 3, pp. 335-349, (2010); Bandura A., Social foundations of thought and action: A social cognitive theory, (1986); Baruch Y., Holtom B. C., Survey response rate levels and trends in organisational research, Human Relations, 61, 8, pp. 1139-1160, (2008); Benson G. 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S., Social exchange theory: An interdisciplinary review, Journal of Management, 31, 6, pp. 874-900, (2005); De Vos A., De Hauw S., Van der Heijden B. I. J. M., Competency development and career success: The mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); De Vos A., Jacobs S., Verbruggen M., Career transitions and employability, Journal of Vocational Behavior, 126, (2021); Deci E. L., Ryan R. M., The ""what"" and ""why"" of goal pursuits: Human needs and the self-determination of behavior, Psychological Inquiry, 11, 4, pp. 227-268, (2000); Direnzo M. S., Greenhaus J. H., Job search and voluntary turnover in a boundaryless world: A control theory perspective, Academy of Management Review, 36, 3, pp. 567-589, (2011); Forrier A., Sels L., The concept employability: A complex mosaic, International Journal of Human Resources Development and Management, 3, 2, (2003); Fugate M., Kinicki A. J., Ashforth B. E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gagne M., Deci E. L., Self-determination theory and work motivation, Journal of Organizational Behavior, 26, 4, pp. 331-362, (2005); Gazier B., Employability - The complexity of a policy notion, Employability, (2017); Hair J., Babin B. J., Anderson R. E., Black W. C., Multivariate data analysis, (2018); Heslin P. A., Keating L. A., Ashford S. J., How being in learning mode may enable a sustainable career across the lifespan, Journal of Vocational Behavior, 117, (2020); Hogan R., Chamorro-Premuzic T., Kaiser R. B., Employability and career success: Bridging the gap between theory and reality, Industrial and Organizational Psychology, 6, 1, pp. 3-16, (2013); Khan S., Analyzing the career development barriers faced by rural women in India, Problems and Perspectives in Management, 20, 1, pp. 143-152, (2022); Lent R. W., Brown S. D., Social cognitive career theory at 25: Empirical status of the interest, choice, and performance models, Journal of Vocational Behavior, 115, (2019); Lent R. W., Brown S. D., Hackett G., Toward a unifying social cognitive theory of career and academic interest, choice, and performance, Journal of Vocational Behavior, 45, 1, pp. 79-122, (1994); Lent R. W., Ezeofor I., Morrison M. A., Penn L. T., Ireland G. W., Applying the social cognitive model of career selfmanagement to career exploration and decision-making, Journal of Vocational Behavior, 93, (2016); Moreira A., Sousa M. J., Cesario F., Competencies development: The role of commitment and the perception of employability, Social Sciences, 11, 3, (2022); Nelissen J., Forrier A., Verbruggen M., Employee development and voluntary turnover: Testing the employability paradox, Human Resource Management Journal, 27, 1, pp. 152-168, (2017); Philippaers K., De Cuyper N., Forrier A., Employability and performance: The role of perceived control and affective organizational commitment, Personnel Review, 48, 5, pp. 1299-1317, (2019); Rhodes S. R., Doering M., An integrated model of career change, The Academy of Management Review, 8, 4, pp. 631-639, (1983); Rodrigues R., Butler C. L., Guest D., Antecedents of protean and boundaryless career orientations: The role of core self-evaluations, perceived employability and social capital, Journal of Vocational Behavior, 110, pp. 1-11, (2019); Rodrigues R., Butler C. L., Guest D., Evaluating the employability paradox: When does organizational investment in human capital pay off?, The International Journal of Human Resource Management, 31, 9, pp. 1134-1156, (2020); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale (Version 1), (2007); Sanders J., de Grip A., Training, task flexibility and the employability of lowskilled workers, International Journal of Manpower, 25, 1, pp. 73-89, (2004); Super D. E., Sverko B., Life roles, values, and careers: International findings of the work importance study, (1995); Ulrich D., Kryscynski D., Brockbank W., Ulrich M., Victory through organization: Why the war for talent is failing your company and what you can do about it, (2017); Van Dam K., Oreg S., Schyns B., Daily work contexts and resistance to organisational change: The role of leader-member exchange, development climate, and change process characteristics, Applied Psychology, 57, 2, pp. 313-334, (2008); Van den Broeck A., De Cuyper N., Baillien E., Vanbelle E., Vanhercke D., De Witte H., Perception of organization's value support and perceived employability: Insights from self-determination theory, The International Journal of Human Resource Management, 25, 13, pp. 1904-1918, (2014); Wang F., The perceived effectiveness of democratic management, job performance, and citizenship: Evidence from a large Chinese state-owned petrochemical company, Frontiers of Business Research in China, 12, 1, (2018); Wood R., Bandura A., Social cognitive theory of management, Academy of Management Review, 90, pp. 917-927, (1989); Yu H., Yan C., Zhang L., Dong Z., Cheng L., Zheng X., Zhao Z., Does the employability paradox exist or not? An inverted U-shaped model, Frontiers in Psychology, 12, (2021)","","","LLC CPC Business Perspectives","","","","","","17277051","","","","English","Probl. Perspect. Manage.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85164337591"
"Irfan S.M.; Qadeer F.; Sarfraz M.; Abdullah M.I.","Irfan, Syed Muhammad (55341399100); Qadeer, Faisal (55515779000); Sarfraz, Muddassar (57197751650); Abdullah, Muhammad Ibrahim (57197746343)","55341399100; 55515779000; 57197751650; 57197746343","Relational triggers of job crafting and sustainable employability: examining a moderated mediation model","2023","Current Psychology","","","","","","","3","10.1007/s12144-023-05088-w","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168577851&doi=10.1007%2fs12144-023-05088-w&partnerID=40&md5=208d61908514595795e018a502ae94a6","Department of Management Sciences, COMSATS University Islamabad-Lahore Campus, Lahore, Pakistan; Hailey College of Commerce, University of the Punjab, Lahore, Pakistan; School of Management, Zhejiang Shuren University, Hangzhou, China","Irfan S.M., Department of Management Sciences, COMSATS University Islamabad-Lahore Campus, Lahore, Pakistan; Qadeer F., Hailey College of Commerce, University of the Punjab, Lahore, Pakistan; Sarfraz M., School of Management, Zhejiang Shuren University, Hangzhou, China; Abdullah M.I., Department of Management Sciences, COMSATS University Islamabad-Lahore Campus, Lahore, Pakistan","Using the Job Demands and Resources Theory, this study examines whether relational job resources (co-worker relationship quality) trigger job crafting and sustainable employability. Further, we examine whether job crafting mediates co-worker relationship quality and sustainable employability relationships in a motivational process and to what extent work uncertainty moderates these relationships using moderated mediation approach. We tested the proposed hypothesis using a structural model and self-developed process macros for AMOS to test Hayes (2018) process models 1, 7, 14, and 58 using two-wave data of 483 knowledge workers. Results of this study indicate that co-worker relationship quality triggers job crafting and sustainable employability. Mediation results indicate co-worker relationship quality initiates a motivational process through job crafting, leading to sustainable employability as an outcome of the motivational process. Further, the relationships between co-worker support and sustainable employability mediated by job crafting are strengthened in high work uncertainty. This research adds to the work design and employability literature and addresses the three research gaps in job crafting literature regarding antecedents, consequences, and boundary conditions. Altogether results of this study show that work relationships trigger job crafting and sustainable employability, and these relationships are further strengthened in the presence of high work uncertainty. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.","Co-worker relationship quality; JD-R theory; Job crafting; Sustainable employability; Work uncertainty","","","","","","Zhejiang Shuren University, ZJSRU, (KXJ0122604)","This study is supported by the Scientific Research Start-up Fund of Zhejiang Shuren University, PR China (KXJ0122604). 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Luchman J.N., Gonzalez-Morales M.G., Demands, control, and support: A meta-analytic review of work characteristics interrelationships, Journal of Occupational Health Psychology, 18, 1, pp. 37-52, (2013); Morgeson F.P., Campion M.A., Minimizing tradeoffs when redesigning work: Evidence from a longitudinal quasi-experiment, Personnel Psychology, 55, 3, pp. 589-612, (2002); Nielsen I.K., Antino M., Sanz-Vergel A., Rodriguez-Munoz A., Validating the Job Crafting Questionnaire (JCRQ): A multi-method and multi-sample study, Work and Stress, 31, 1, pp. 82-99, (2017); Nunnally J., Psychometric Methods. 2Nd Edition, (1978); Oldham G.R., Fried Y., Job design research and theory: Past, present, and future, Organizational Behavior and Human Decision Processes, 136, pp. 20-35, (2016); Oldham G.R., Hackman J.R., Not what it was and not what it will be: The future of job design research, Journal of Organizational Behavior, 31, 2-3, pp. 463-479, (2010); Oude H., Karen M., Blatter B.M., Geuskens G.A., Koppes L.L., Bongers P.M., Factors associated with the ability and willingness to continue working until the age of 65 in construction workers, International Archives of Occupational and Environmental Health, 85, 7, pp. 783-790, (2012); Pak K., Kooij D.T., De Lange A.H., Van Veldhoven M.J., Human Resource Management and the ability, motivation and opportunity to continue working: A review of quantitative studies, Human Resource Management Review, 29, 3, pp. 336-352, (2019); Parker S.K., Wall T.D., Cordery J.L., Future work design research and practice: Towards an elaborated model of work design, Journal of Occupational and Organizational Psychology, 74, 4, pp. 413-440, (2001); Parker S.K., Bindl U.K., Strauss K., Making things happen: A model of proactive motivation, Journal of Management, 36, 4, pp. 827-856, (2010); Parker S.K., Morgeson F.P., Johns G., One hundred years of work design research: Looking back and looking forward, Journal of Applied Psychology, 102, 3, pp. 403-420, (2017); Petrou P., Demerouti E., Peeters M.C.W., Schaufeli W.B., Hetland J., Crafting a job on a daily basis: Contextual correlates and the link to work engagement, Journal of Organizational Behavior, 33, 8, pp. 1120-1141, (2012); Podsakoff P.M., MacKenzie S.B., Lee J.Y., Podsakoff N.P., Common method biases in behavioral research: A critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, 5, pp. 879-903, (2003); Preacher K., Rucker D., Hayes A., Addressing moderated mediation hypotheses: Theory and prescriptions, Multivariate Behavioral Research, 42, 1, pp. 37-41, (2007); Rai A., Job crafting intervention: Fostering individual job redesign for sustainable organisation, Industrial and Commercial Training, 50, 4, pp. 200-208, (2018); Rashmi K., Kataria A., The mediating role of work-life balance on the relationship between job resources and job satisfaction: Perspectives from Indian nursing professionals, International Journal of Organizational Analysis, (2021); Rofcanin Y., Bakker A.B., Berber A., Golgeci I., Las Heras M., Relational job crafting: Exploring the role of employee motives with a weekly diary study, Human Relations, 72, 4, pp. 859-886, (2019); Rogala A., Cieslak R., Positive emotions at work and job crafting: Results from two prospective studies [Original Research], Frontiers in Psychology, 10, pp. 1-13, (2019); Rudolph C.W., Katz I.M., Lavigne K.N., Zacher H., Job crafting: A meta-analysis of relationships with individual differences, job characteristics, and work outcomes, Journal of Vocational Behavior, 102, pp. 112-138, (2017); Schaufeli W.B., Bakker A.B., Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study, Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 25, 3, pp. 293-315, (2004); Sen C., Dulara S., Job characteristics and performance: The mediating role of job crafting, The International Journal of Indian Psychology, 5, 1, pp. 66-74, (2017); Settoon R.P., Mossholder K.W., Relationship quality and relationship context as antecedents of person-and task-focused interpersonal citizenship behavior, Journal of Applied Psychology, 87, 2, pp. 255-267, (2002); Shin Y., Hur W.-M., Choi W.-H., Coworker support as a double-edged sword: A moderated mediation model of job crafting, work engagement, and job performance, The International Journal of Human Resource Management, 31, 11, pp. 1417-1438, (2020); Sias P.M., Organizing relationships: Traditional and emerging perspectives on workplace relationships, (2008); Smith C.L., The relational context of employee engagement: An intrinsic perspective, (2014); Thijssen J.G., Van der Heijden B.I., Rocco T.S., Toward the employability—link model: Current employment transition to future employment perspectives, Human Resource Development Review, 7, 2, pp. 165-183, (2008); Tims M., Bakker A.B., Job crafting: Towards a new model of individual job redesign, South African Journal of Industrial Psychology, 36, 2, pp. 1-9, (2010); Tims M., Parker S.K., How coworkers attribute, react to, and shape job crafting, Organizational Psychology Review, 10, 1, pp. 29-54, (2020); Tims M., Bakker A.B., Derks D., Development and validation of the job crafting scale, Journal of Vocational Behavior, 80, 1, pp. 173-186, (2012); Tims M., Twemlow M., Fong C.Y.M., A state-of-the-art overview of job-crafting research: Current trends and future research directions, Career Development International, 27, 1, pp. 54-78, (2022); Van der Heijden B.I.J.M., Als het getij verloopt, verzet men de bakens'. Duurzaam inzetbaarheidsbeleid als onderdeel van Strategisch HRM [Sustainable employability policy as being part of Strategic Human Resource Management], Gedrag en Organisatie [Behavior and Organization], 25, 2, pp. 117-137, (2012); Van der Heijde C.M., Van der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management: Published in Cooperation with the School of Business Administration, the University of Michigan and in Alliance with the Society of Human Resources Management, 45, 3, pp. 449-476, (2006); Van der Klink J.J., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R., Abma F.I., Brouwer S., van der Wilt G.J., Sustainable employability—definition, conceptualization, and implications: A perspective based on the capability approach, Scandinavian Journal of Work, Environment & Health, 42, 1, pp. 71-79, (2016); Van Harten E.J., Employable ever after: Examining the antecedents and outcomes of sustainable employability in a hospital context, (2016); Van Emmerik I.H., Schreurs B., De Cuyper N., Jawahar I., Peeters M.C., The route to employability: Examining resources and the mediating role of motivation, Career Development International, 17, 2, pp. 104-119, (2012); Van Harten E.J., Knies E., Leisink P., Employer’s investments in hospital workers’ employability and employment opportunities, Personnel Review, 45, 1, pp. 84-102, (2016); Van Vuuren T., Caniels M.C., Semeijn J.H., Duurzame inzetbaarheid en een leven lang leren [Sustainable employability and lifelong learning], Gedrag & Organisatie, 24, 4, pp. 356-373, (2011); Vanbelle E., Van den Broeck A., De Witte H., Job Crafting: Autonomy and workload as antecedents and the willingness to continue working until retirement age as a positive outcome, Psihologia Resurselor Umane, 15, 1, pp. 25-41, (2017); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Wall T.D., Cordery J.L., Clegg C.W., Empowerment, performance, and operational uncertainty: A theoretical integration, Applied Psychology, 51, 1, pp. 146-169, (2002); Wang H., Li P., Chen S., The impact of social factors on job crafting: A meta-analysis and review, International Journal of Environmental Research and Public Health, 17, 21, (2020); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010); Wrzesniewski A., Dutton J.E., Crafting a job: Revisioning employees as active crafters of their work, Academy of Management Review, 26, 2, pp. 179-201, (2001); Xanthopoulou D., Bakker A.B., Demerouti E., Schaufeli W.B., Reciprocal relationships between job resources, personal resources, and work engagement, Journal of Vocational Behavior, 74, 3, pp. 235-244, (2009); Zhang F., Parker S.K., Reorienting job crafting research: A hierarchical structure of job crafting concepts and integrative review, Journal of Organizational Behavior, 40, 2, pp. 126-146, (2019)","M. Sarfraz; School of Management, Zhejiang Shuren University, Hangzhou, China; email: muddassar.sarfraz@gmail.com","","Springer","","","","","","10461310","","","","English","Curr. Psychol.","Article","Article in press","","Scopus","2-s2.0-85168577851"
"Fetahu E.; Lekli L.","Fetahu, Elvira (57495291600); Lekli, Lenida (58480937600)","57495291600; 58480937600","Developing Soft Skills, the Intangible Qualities Empowering Competitiveness and Success in the Labor Market, Case Study, Elbasan, Albania","2023","WSEAS Transactions on Business and Economics","20","","","965","976","11","0","10.37394/23207.2023.20.89","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164416426&doi=10.37394%2f23207.2023.20.89&partnerID=40&md5=8a8fa0c9e522766b95ef2cbc0c060677","Department of Marketing, Faculty of Economics, University of Elbasan, Rruga “Ismail Zyma”, Elbasan, Albania; Foreign Languages Department, Faculty of Humanities, University of Elbasan, Rruga “Ismail Zyma”, Elbasan, Albania","Fetahu E., Department of Marketing, Faculty of Economics, University of Elbasan, Rruga “Ismail Zyma”, Elbasan, Albania; Lekli L., Foreign Languages Department, Faculty of Humanities, University of Elbasan, Rruga “Ismail Zyma”, Elbasan, Albania","This paper aims at providing a general view of the world of entrepreneurship in Elbasan helping to understand the direction and skills workers should be trained for. Employees of a business characterized by a satisfactory level of vocational training and competencies, including soft skills help a lot in promoting and encouraging successful business competitiveness in the sector where it operates. However, creating such a competitive team is a real challenge nowadays in the context of many confrontations with problems of the external environment but also as a result of many other factors related to the employees' education, training, individual skills, etc. This research, focused on Elbasan, intends to present an extensive analysis of the data collected through a detailed and well-elaborated questionnaire for a sampling of 39 selected businesses in 5 main sectors. These businesses' data were collected about their employees, their soft skills' mastering, their professional training, internships, and future needs for professions in cases where businesses have anticipated their growth. Finally, the study presents its main findings highlighting the professional competencies currently required by the labor market, current workplaces, and the selected businesses. Furthermore, the paper provides recommendations for businesses, employees also the institutions involved in this process, whose applicability would create further improvements in business services, employability, and improvement of workers’ skills within the framework of soft ones. © 2023, World Scientific and Engineering Academy and Society. All rights reserved.","competencies; employability; soft skills; success competitiveness","","","","","","","","Kennedy Kerry J., Pavlova M., Lee J., Soft Skills and Hard Values, Meeting Education’s 21st Century Challenges, (2023); Bhatnagar N., Effective Communication and Soft Skills, (2012); Groh M., Mc.Kenzie D., Vishuanath T., Reducing Asymmetries in the Youth Labor market of Jordan with Psychometrics and Skill based tests 2015, OUP. Quinn, F.; Acquiring the ‘Right’ Skills, An Irish Quarterly Review, 101, (2012); Klaus P., The Hard Truth about Soft Skills, (2008); Rosenbaum James E., Person Ann E Person, Career Development and the Changing workplace, Professional School Counseling, 6, (2003); Wilde S., Customer Knowledge Management, (2014); Riggio Ron, Sherylle Tan J., Leader Interpersonal and Influence Skills, The Soft Skills of Leadership, (2014); Sodhi S. M., Son B., ASP, The Art, and Science of Practice: Skills Employers Want from Operations Research Graduates, (2008); Sparrow M. Sophie, Teaching and Assessing Soft Skills, Journal of Legal Education, 67, (2018); Scheerens J., Werf G., Boer H., Soft Skills in Education. Putting the evidence in perspective, (2020); Stazs, Et al., Assessing Skills for Work: Two perspectives, Oxford Economic Papers, 4, (2001); Gunarto Hardi Warsono, Kismartini Retno Sunu Astuti, Policy Implementation of the Elimination on Child Labor: Could Indonesia Be Achieve of Free Child Labor in 2022?, WSEAS Transactions on Environment and Development, 17, pp. 410-417, (2021); Radlo Mariusz-Jan, Tomeczek Artur F., Factors Influencing Labor Productivity in Modern Economies: a Review and Qualitative Text Analysis, WSEAS Transactions on Environment and Development, 18, pp. 291-314, (2022)","","","World Scientific and Engineering Academy and Society","","","","","","11099526","","","","English","WSEAS Trans. Busi. Econ.","Article","Final","","Scopus","2-s2.0-85164416426"
"McKenna D.J.","McKenna, Declan J. (35916087900)","35916087900","Non-Laboratory Project-Based Learning for Final Year Bioscience Students: Lessons From COVID-19","2023","British Journal of Biomedical Science","80","","11561","","","","1","10.3389/bjbs.2023.11561","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169684308&doi=10.3389%2fbjbs.2023.11561&partnerID=40&md5=23f7e86a97adc85541cd56bf4065b0fa","School of Biomedical Sciences, Ulster University, Coleraine, United Kingdom","McKenna D.J., School of Biomedical Sciences, Ulster University, Coleraine, United Kingdom","Background: Provision of “dry-lab” final year honours projects, based outside the laboratory, have been proposed as a viable alternative to traditional “wet-lab” projects in bioscience subjects, but their value has not been widely evaluated to date. In 2020–21, the COVID-19 pandemic meant all students in the School of Biomedical Sciences at Ulster University (UU) undertook dry-lab projects, due to campus lockdown. Therefore, this provided an ideal opportunity to evaluate the provision of dry-lab projects in a large student cohort. Methods: A pilot group of final year students (n = 4) studying Biomedical Science at UU were interviewed to evaluate their experience of conducting a dry-lab project. This evaluation and the themes that emerged were subsequently used to inform the co-creation of a survey to appraise student experience of dry-lab research project learning across the final year student cohort in School of Biomedical Sciences (n = 140). Quantitative and qualitative data was collected and analysed for trends and themes. Results: The results of this project identified four main themes related to dry-lab projects; expectations, skills & employability, quality of experience and choice. Student expectations about dry-lab projects were not dramatically changed, although initial negative opinions of some individuals were over-turned. Most students recognised that they had developed many useful employability skills through dry-lab projects, although lack of practical laboratory experience was still perceived as a drawback. Student experience was influenced by personal circumstances but students reporting poor project experience had significantly lower levels of communication with supervisor (p < 0.05). Most students agreed that choice of dry- and wet-lab projects would be valuable for future cohorts. Conclusion: This report concludes that dry-lab project provision can be a suitable and equitable alternative for wet-lab projects. Dry-lab projects can be valuable for learning new skills and may be an attractive option for some students and supervisors who prefer to work outside the laboratory setting. A choice of both dry-lab and wet-lab projects is highly recommended as it provides more choice for students to tailor their final year experience to their individual circumstances, strengths and future career aspirations. Copyright © 2023 McKenna.","bioscience; COVID-19; dry-lab; honours project; wet-lab","Communicable Disease Control; COVID-19; Humans; Laboratories; Pandemics; Students; Article; biomedicine; cohort analysis; controlled study; coronavirus disease 2019; decision making; employability; expectation; experience; human; information processing; interpersonal communication; interview; laboratory; learning; medical student; non laboratory project based learning; communicable disease control; pandemic; student","","","","","","","Healey M., Lannin L., Derounian J., Stibbe A., Bray S., Deane J., Et al., Rethinking Final Year Projects and Dissertations. York: The Higher Education Academy, (2012); Coward K., Gray J.V., Audit of Practical Work Undertaken by Undergraduate Bioscience Students across the UK Higher Education Sector, (2014); Munn M., Knuth R., Van Horne K., Shouse A.W., Levias S., How Do You like Your Science, Wet or Dry? How Two Lab Experiences Influence Student Understanding of Science Concepts and Perceptions of Authentic Scientific Practice, CBE Life Sci Educ, 16, 2, (2017); Frazzetto G., The Changing Identity of the Scientist, EMBO Rep, 5, 1, pp. 18-20, (2004); Lewis D., Choosing Your Bioscience Final Year Research, Honours or Capstone Project Guide for Students, (2020); Marina-Gonzalez N., Online Alternatives for Final Year Research Projects, (2020); Lynch T., Ghergulescu I., Review of Virtual Labs as the Emerging Technologies for Teaching Stem Subjects, International Technology, Education and Development Conference, pp. 6082-6091, (2017); Lewis D., The Pedagogical Benefits and Pitfalls of Virtual Tools for Teaching and Learning Laboratory Practices in the Biological Sciences, (2014); Grout I., Remote Laboratories as a Means to Widen Participation in STEM Education, Educ Sci, 7, 4, (2017); Elmer S.J., Durocher J.J., Moving Student Research Forward during the COVID-19 Pandemic, Adv Physiol Educ, 44, 4, pp. 741-743, (2020); eBiopracticals Database, (2023); Ulster University Strategy for Learning and Teaching Enhancement (SLaTE), (2023); Niemi R., Heikkinen H.L.T., Kannas L., Polyphony in the Classroom: Reporting Narrative Action Research Reflexively, Educ Action Res, 18, 2, pp. 137-149, (2010); Healey M., Flint A., Harrington K., Engagement through Partnership: Students as Partners in Learning and Teaching in Higher Education, (2014); Dunne E., Zandstra R., Students as Change Agents – New Ways of Engaging with Learning and Teaching in Higher Education, (2011); Jamshed S., Qualitative Research Method-Interviewing and Observation, J Basic Clin Pharm, 5, 4, pp. 87-88, (2014); Adams W.C., Conducting Semi-structured Interviews, Handbook of Practical Program Evaluation, pp. 492-505, (2015); Brennan J., Williams R., Collecting and Using Student Feedback, Learning and Teaching Support Network, (2004); Harris P.A., Taylor R., Thielke R., Payne J., Gonzalez N., Conde J.G., Research Electronic Data Capture (REDCap) – A Metadata-Driven Methodology and Workflow Process for Providing Translational Research Informatics Support, J Biomed Inform, 42, 2, pp. 377-381, (2009); Chun Tie Y., Birks M., Francis K., Grounded Theory Research: A Design Framework for Novice Researchers, SAGE open Med, 7, (2019); Braun V., Clarke V., Successful Qualitative Research for Beginners. A Practical Guide, (2013); Rosala M., How to Analyze Qualitative Data from UX Research: Thematic Analysis. Nielsen Norman Group, (2019); Platt A., Enhancement of Learning & Teaching Practices in a Challenging Context: Evaluating the Outcomes of a Refreshed Peer Supported Review Process, Innov Educ Teach Int, 57, 5, pp. 602-612, (2020); Thorpe K., Reflective Learning Journals: From Concept to Practice Reflective Practice, Int multidisciplinary Perspect, 5, 3, pp. 327-343, (2010); Schoenborn P., Osborne R., Toms N., Johnstone K., Milsom C., Muneer R., Et al., OncoSim and OncoWiki: an Authentic Learning Approach to Teaching Cancer Genomics, BMC Med Educ, 19, (2019); Dill-McFarland K.A., Konig S.G., Mazel F., Oliver D., McEwen L.M., Hong K.Y., Et al., An Integrated, Modular Approach to Data Science Education in the Life Sciences, bioRxiv, 7, (2020); Neary M., Winn J., The Student as Producer: Reinventing the Student Experience in Higher Education, The Future of Higher Education: Policy, Pedagogy and the Student Experience, pp. 192-210, (2009); Serrano-Perez J.J., Gonzalez-Garcia L., Flacco N., Taberner-Cortes A., Garcia-Arnandis I., Perez-Lopez G., Et al., Traditional vs. Virtual Laboratories in Health Sciences Education, J Biol Educ, 57, pp. 36-50, (2021); Lewis D.I., Allen J.T., Bailey S., Bevan R.M., Bevitt D., Coney A.M., Et al., Final Year Undergraduate Research Projects in the Biosciences: Student and Staff Expectations, Outcomes and Impact on Career Choices and Employability, (2017); Life Sciences 2030 Skills Strategy, (2020); Coleman S.K., Smith C.L., Evaluating the Benefits of Virtual Training for Bioscience Students, Higher Educ Pedagogies, 4, 1, pp. 287-299, (2019); Reguant M., Martinez-Olmo F., Contreras-Higuera W., Supervisors’ Perceptions of Research Competencies in the Final-Year Project, Educ Res, 60, 1, pp. 113-129, (2018); Levine A.G., Inclusivity for All: How to Make Your Research Group Accessible, (2020); Brancaccio-Taras L., Mawn M.V., Premo J., Ramachandran R., Teaching in a Time of Crisis: Editorial Perspectives on Adjusting STEM Education to the “New Normal” during the COVID-19 Pandemic, J Microbiol Biol Educ, 22, (2021); Healey M., Jordan F., Pell B., Short C., The Research–Teaching Nexus: a Case Study of Students' Awareness, Experiences and Perceptions of Research, Innov Educ Teach Int, 47, 2, pp. 235-246, (2010); Lindsay R., Breen R., Jenkins A., Academic Research and Teaching Quality: The Views of Undergraduate and Postgraduate Students, Stud Higher Educ, 27, pp. 309-327, (2002); Greenwood B., What Is Pedagogy? an Introduction to Learning Theories, (2020); Stafford P., Henri H., Turner I., Smith D., Francis N., Practical Thinking in a Pandemic, The Biologist, (2020); Jones S., Lewis D., Payne M., Reimagining the Final Year Project, The Biologist, (2020); McKenna D., What the Return to the Classroom Means for Students, (2020)","D.J. McKenna; School of Biomedical Sciences, Ulster University, Coleraine, United Kingdom; email: dj.mckenna@ulster.ac.uk","","Institute of Biomedical Science (IBMS)","","","","","","09674845","","BJMSE","37670798","English","Br. J. Biomed. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85169684308"
"Lishmah Dominic M.; Sowmiya S.; Venkateswaran P.S.","Lishmah Dominic, M. (58619137000); Sowmiya, S. (58619137100); Venkateswaran, P.S. (57197899030)","58619137000; 58619137100; 57197899030","A STUDY ON IMPORTANCE OF ENTREPRENEURSHIP SKILL DEVELOPMENT PROGRAMME (ESDP) FOR SUSTAINABLE GROWTH OF MSMEs IN INDIA","2023","Proceedings on Engineering Sciences","5","3","","553","564","11","1","10.24874/PES05.03.018","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172346607&doi=10.24874%2fPES05.03.018&partnerID=40&md5=1b3b038f01283d1de7b38fab4397f534","Annamalai University (MBA), Chidambaram, India; Department of Management, PSNA College of Engineering and Technology, Dindigul, India","Lishmah Dominic M., Annamalai University (MBA), Chidambaram, India; Sowmiya S., Annamalai University (MBA), Chidambaram, India; Venkateswaran P.S., Department of Management, PSNA College of Engineering and Technology, Dindigul, India","The Entrepreneurship and Skill Development Program (ESDP) was launched by the Ministry of Micro, Small and Medium Enterprises (MSME) to build the capacities and skills of Indian entrepreneurs, both current and future ones. One of the many initiatives offered by the Ministry of MSME, it aims to increase the capacity of young people to take on challenges and create successful businesses across the nation. There are various activities under the plan that are coordinated in Industrial Training Institutes (ITIs), Polytechnics, and other specialized institutions/business colleges where there is talent available to influence teenagers toward self-employment. One of the essential elements for the development of any area is having an adequate supply of skilled human resources. Today, the problem is fundamentally linked to the employability problem rather than the lack of employment opportunities. This is a major problem in many developing countries where young children are taught, but they need skills that will help them become prepared for the workforce. Hence, the current study has been done with a view to give an analytical outline of the importance of ESDP for the sustainable growth of MSMEs in India. © 2023 Published by Faculty of Engineering.","Employment Opportunities; Entrepreneurial Skill; ESDP; Programmes &Schemes and Government Initiatives; Skill Development; Sustainable Growth","","","","","","Department of Science and Technology, Ministry of Science and Technology, India, DST; National Science and Technology Entrepreneurship Development Board, NSTEDB","The National Science & Technology Entrepreneurship Development Board (NSTEDB): The Department of Science and Technology (DST) and the Government of India formed the NSTEDB in 1982 as an institutional mechanism to support the promotion of knowledge-driven and technology-intensive businesses. The Board, which has representatives from socioeconomic and scientific ministries/departments, seeks to use Science & Technology (S&T) interventions to change ""job-seekers"" into ""job-generators."" The NSTEDB's programmes have encouraged more S&T professionals to pursue entrepreneurship as a vocation. TBI, STED, STEP, EDC/IEDC, FDP, STST, EDP, TEDB, WEDP, and EAC are a few of the NSTEDB's extremely effective programmes. Academics and researchers have begun to show a strong interest in such socially significant jobs and have joined a number of NSTEDB programmes. About 100 organizations, the majority of which are academic institutions and nonprofit organizations have benefited from the NSTEDB's assistance with the goal of creating ED and jobs.","Innovation and Entrepreneurship Development Programme of Entrepreneurship Development and Innovation Institute in Tamil Nadu, (2022); Performance of Entrepreneurship Development and Innovation Institute in Tamil Nadu during 2015-16, (2022); Israr A., Entrepreneurship Development: Challenges Faced by Entrepreneurs of MSME Sector in J&K, (2017); Israr A., Shaukat H., Skill Development and Entrepreneurship through Green and Inclusive MSMEs in India, (2019); Kour M., Entrepreneurship in SMEs: A boon for development of India, (2014); Rajahusain Nadaf, Ravindrakumar Naik, Adiveppa Kadakol, Sustainable Development, Role and Growth of MSME's for Entrepreneurship Development in India, (2018); Olayiwola S., Kazeem B. L. O., Femi O., Entrepreneurship Development and the Growth of Micro, Small and Medium Enterprises in Nigeria, Acta Universitatis Sapientiae, Economics and Business, 15, pp. 30-42, (2019); Paramasivan M. P., Selvam, Progress and Performance of Micro, Small and Medium Enterprises in India, (2013); Rajamohan S., Rajamohan, Sathish A., Entrepreneurial Strategies of MSME for Sustainable Development in India, Science, Technology and Development, 8, (2019); Ravi S., Entrepreneurship Development in the Micro Small and Medium Enterprise Sector in India: A Policy Analysis, (2010); Roy H., MSME Incubation for Acceleration of India, (2021); Venkateswaran P.S, Women as an entrepreneur in 21st century,-Challenges and Opportunities, Proceedings of national seminar on Prospectus and Challenges of startups in India, (2020); Sarabu V., Role of Micro, Small & Medium Enterprises (MSMEs) in the Rural Development of India: A Way Forward, (2019); Sen, MSMEs: The Key to Entrepreneurship Development in India, Bonfring International Journal of Industrial Engineering and Management Science, 1, pp. 11-13, (2011); Senthilkumar, Krishnan Vetrivel, Development of MSMEs in India, VIII, pp. 1-6, (2018); Sharma R., Rana G., An overview of entrepreneurship development programmes in India, International Journal of Environmental Policy and Decision Making, 3, (2021); Socrates K., Gopalakrishna B. V., Indian Government Interventions in Micro, Small and Medium Enterprise Development: An Enterprise Life Cycle Perspective, Colombo Business Journal, 11, (2020); Sundram S., Venkateswaran P. S., Jain V., Yu Y., Yapanto L. M., Raisal I., Regin R., The impact of knowledge management on the performance of employees: The case of small medium enterprises, Productivity Management, 25, 1, pp. 554-567, (2020)","M. Lishmah Dominic; Annamalai University (MBA), Chidambaram, India; email: lishmahdominicm@gmail.com","","Faculty of Engineering, University of Kragujevac","","","","","","26202832","","","","English","Proc. Eng. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85172346607"
"van Engelenhoven A.M.; Geiger J.L.; Ünal A.B.; Spinder R.-N.; van der Zande I.S.E.","van Engelenhoven, Annelieke Michelle (58566184500); Geiger, Josefine L. (57209073307); Ünal, A. Berfu (54997257200); Spinder, Rowan-Niels (58565327800); van der Zande, Indira S.E. (57194242087)","58566184500; 57209073307; 54997257200; 58565327800; 57194242087","Student perceptions of Living Lab research internships in the COVID-19 pandemic – a Dutch case study","2023","Education and Training","65","10","","65","80","15","0","10.1108/ET-06-2022-0236","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85170072532&doi=10.1108%2fET-06-2022-0236&partnerID=40&md5=73dd82eaf9a417484c0543ccfac79d14","University of Groningen, Campus Fryslân, Groningen, Netherlands","van Engelenhoven A.M., University of Groningen, Campus Fryslân, Groningen, Netherlands; Geiger J.L., University of Groningen, Campus Fryslân, Groningen, Netherlands; Ünal A.B., University of Groningen, Campus Fryslân, Groningen, Netherlands; Spinder R.-N., University of Groningen, Campus Fryslân, Groningen, Netherlands; van der Zande I.S.E., University of Groningen, Campus Fryslân, Groningen, Netherlands","Purpose: To effectively generate solutions to today's complex challenges, cooperation between governments, industry, civil society and academia is essential. To adequately prepare students for collaboration across academic and non-academic disciplines and stakeholders, Living Labs (LLs), unique research internships have emerged in the educational systems, which are focused on generating insights for society while embedding student learning in both practice and academia. To legitimise the LLs as a method of education in the academic curriculum, it is necessary to evaluate the experience of and potential benefits for students with regard to the development of their academic, professional and personal skills. Hence, this paper aims to investigate the outcomes of participating in LLs from the student's perspective via a case study at the University of Groningen in the Netherlands. A secondary aim is to evaluate the influence of the COVID-19 pandemic on the learning experience of the students. Design/methodology/approach: The authors employed self-reported pre-and post-questionnaires into students' confidence levels with regard to their academic, professional and personal skills. A total of 35 questionnaires were conducted during the period February 2020–July 2021. The authors subsequently applied evaluation research, using a benchmarking approach, to analyse the data. Findings: This study firstly indicates that students are most confident in their personal skills, both before and after conducting the LL, and that they further developed these due to being pushed outside of their growth zone by the various challenges posed during the LL, including the COVID-19 pandemic. Secondly, while students seem to have become more aware of their professional skills in the LL, this was the aspect on which no improvement was reported after conducting the LL, potentially due to an increased awareness of one's own room for improving professional skills outside of academia. Thirdly, students' reported academic skills improved the most during the LL, which highlights the importance of embedding academic learning both in theory and practice. Lastly, the impact of COVID-19 changed the setting of the LL which led to challenges but also opportunities with respect to research design, time investment and communication. Practical implications: As LLs seem to contribute to transversal and academic skill development of students, we can legitimise their increasingly common place in higher education curricula. LLs are not only beneficial for stakeholders and society as they generate new insights into societal questions, they are also of added value to students who actively collaborate with the external organisations and researchers. The LLs can thus be seen as a method of education which contributes to students' preparation for future careers, which is one of the main tasks of higher education institutions. Due to the COVID-19 pandemic the LLs were conducted online, which resulted in disadvantages and advantages. Future LLs can be anticipated on more hybrid or even further online collaborations, which also opens the possibility of collaboration with international organisations located at different parts of the world. In this case, extra attention will need to be devoted to aligning expectations among the different stakeholders and specifically focussing on ways to ensure good communication. Originality/value: This case-study is one of the first studies that specifically looks at the newly emerging concept of LL research internships and the perception of the student while conducting LLs with societal partners. Previous literature on the topic is scarce and, if existing, has mainly focused on the benefit of the partner organisation or society. Instead, we purposefully reflect on how the collaboration contributes towards students' professional development and employability. By doing so, this paper is one of the first to shed light on the benefits accrued to students’ development by participating in an LL. In addition, as the case study, unexpectedly, took place at the height of the COVID-19 pandemic, we were also able to evaluate the influence of COVID-19 on the LLs and draw insightful lessons learned for future collaborations with local and international partners in an online setting. © 2023, Annelieke Michelle van Engelenhoven, Josefine L. Geiger, A. Berfu Ünal, Rowan-Niels Spinder and Indira S.E. van der Zande.","COVID-19; Living Lab; Research internship; Student experience; Transdisciplinarity","","","","","","","","Almeida F., Duarte Santos J., Augusto Monteiro J., The challenges and opportunities in the digitalization of companies in a post-COVID-19 world, IEEE Engineering Management Review, 48, 3, pp. 97-103, (2020); Alvarez A., Rogers J., Going ‘out there’: learning about sustainability in place, International Journal of Sustainability in Higher Education, 7, 2, pp. 176-188, (2006); Astin A., What Matters in College? Four Critical Years Revisited, (1993); Ballon P., Pierson J., Delaere S., Test and experimentation platforms for broadband innovation: examining European practice, (2005); Barrie S.C., Understanding what we mean by the generic attributes of graduates, Higher Education, 51, 2, pp. 215-241, (2006); Beck J., Halim H., Undergraduate internships in accounting: what and how do Singapore interns learn from experience?, Accounting Education: An International Journal, 17, 2, pp. 151-172, (2008); Blekkingh B.W., Authentic Leadership : Discover and Live Your Essential Mission, (2015); Bourgault M., Developing professional competencies using a Living Lab approach: an exploratory study in the field of management education, International Journal of Product Development, 17, 1-2, pp. 76-93, (2012); Bravo-Biosca A., Experimental innovation policy, Innovation Policy and the Economy, 20, 1, pp. 191-232, (2020); Carayannis E.G., Campbell D.F.J., ‘Mode 3’ and ‘Quadruple Helix’: toward a 21st century fractal innovation ecosystem, International Journal of Technology Management, 46, 3-4, pp. 201-234, (2009); Coll R., Taylor K.N., Nathan S., Using work-based learning to develop education for sustainability: a proposal, Journal of Vocational Education and Training, 55, 2, pp. 169-182, (2003); Cupps S., Olmosk K.E., Developing effective internships within public sector organizations, Public Personnel Management, 37, pp. 3 303-311, (2008); Elliott J., Sustainable society and environmental education: future perspectives and demands for the educational system, Cambridge Journal of Education, 29, 3, pp. 325-340, (1999); Eriksson M., Niitamo V.P., Kulkki S., State-of-the-art in utilizing Living Labs approach to user-centric ICT innovation – a European approach, (2005); Fahy C.I., Services of Living Labs and Their Networks. Expanding the Knowledge Economy: Issues, Applications, Case Studies, pp. 713-721, (2007); Finstad K., Response interpolation and scale sensitivity: evidence against 5-point scales, Journal of Usability Studies, 5, 3, pp. 104-110, (2010); Franz Y., Designing social Living Labs in urban research, Info, 4, pp. 53-66, (2015); Gardner P., Recruiting trends 2020-2021. Collegiate employment research institute, (2020); Gault J., Leach E., Duey M., Effects of business internships on job marketability: the employers’ perspective, Education and Training, 52, 1, pp. 76-88, (2010); Gault J., Redington J., Schlager T., Undergraduate business internships and career success: are they related?, Journal of Marketing Education, 22, 1, pp. 45-53, (2000); Gomez Zermeno M.G., Aleman de la Garza L.Y., Open laboratories for social innovation: a strategy for research and innovation in education for peace and sustainable, International Journal of Sustainability in Higher Education, 22, 2, pp. 344-362, (2020); Gonyea R.M., Self‐reported data in institutional research: review and recommendations, New Directions for Institutional Research, 127, pp. 73-89, (2005); Grad J.M., Van der Zande I.S.E., Cultivating global citizenship through higher education: a reflection on the development from civic to global engagement, Education Sciences, 12, 11, (2022); Harvey L., Knight P., Transforming Higher Education, (1996); Hawk N., Bartle G., Romine M., The Living Labs: innovation in real-life settings, Quarterly Review of Distance Education, 13, 4, pp. 225-231, (2012); Holyoak L., Are all internships beneficial learning experiences? 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Embedding Work Integrated Learning, (2018); Sa M., Serpa S., Transversal competences: their importance and learning processes by higher education students, Education Sciences, 8, 3, (2018); Saniter N., Siedler T., Door opener or waste of time? The effects of student internships on labor market outcomes, (2014); Silva P., Lopes B., Costa M., Melo A., Dias G., Brito E., Seabra D., The million-dollar question: can internships boost employment?, Studies in Higher Education, 72, pp. 703-721, (2016); Sroufe R., Business schools as Living Labs: advancing sustainability in management education, Journal of Management Education, 44, 6, pp. 726-765, (2020); Unesco, Educating for a Sustainable Future: Commitments and Partnerships, (2004); Weiss C.H., Evaluation: Methods for Studying Programs and Policies, (1998)","J.L. Geiger; University of Groningen, Groningen, Campus Fryslân, Netherlands; email: j.l.geiger@rug.nl","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85170072532"
"Sahu T.N.; Maity S.; Sen N.","Sahu, Tarak Nath (56654985400); Maity, Sudarshan (57209253861); Sen, Nabanita (57220575950)","56654985400; 57209253861; 57220575950","Harsh realities of migrant workers during COVID-19 epoch: an investigation from the backward remote districts in India","2023","International Journal of Services, Economics and Management","14","3","","301","320","19","1","10.1504/IJSEM.2023.132231","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166416178&doi=10.1504%2fIJSEM.2023.132231&partnerID=40&md5=63daac383db216da680228a87ed96353","Department of Commerce, Vidyasagar University, West Bengal, Midnapore, 721 102, India; The Institute of Cost Accountants of India, 12, Sudder Street, West Bengal, Kolkata, 700016, India; Department of Law, Bankura University, West Bengal, Bankura, 722155, India","Sahu T.N., Department of Commerce, Vidyasagar University, West Bengal, Midnapore, 721 102, India; Maity S., The Institute of Cost Accountants of India, 12, Sudder Street, West Bengal, Kolkata, 700016, India; Sen N., Department of Law, Bankura University, West Bengal, Bankura, 722155, India","The pandemic revealed horrifying striving truths with multiple hardships and bleak indications of improvements in the socio-economic condition, compelling migrant wage earners to return to their homeland in lieu of their lives at high risk. In the study, researchers have reflected the socio-economic milieu of the impoverished casual migrant labourers in the course of pandemic-induced curbs when they were unemployed and unwaged. The study takes into account 390 migrant workers from West Bengal, India. The pair sample t-test evaluates the socio-economic condition of the migrant workers in the course of pre-pandemic and pandemic periods. The study further evaluates the influencing factors of migrant work. The inference from ordered logistic reveals that the wage difference, standard of education, and if any other family members are engaged as migrant workers significantly predict migrant employability. The study infers that the elongated stern lockdown has significantly affected migrant workers economically and socially. Copyright © 2023 Inderscience Enterprises Ltd.","COVID-19; employability; India; migrant; pandemic; socio-economic","","","","","","Indian Council of Social Science Research, ICSSR","The scholars namely Tarak Nath Sahu and Sudarshan Maity are the awardees of ICSSR Research Programme. This paper is largely an outcome of the research project sponsored by the Indian Council of Social Science Research (ICSSR). However, the responsibility for the facts stated, opinions expressed, and the conclusions drawn is entirely that of the authors.","Abraham B., Migrant workers who lost jobs due to lockdown are becoming easy prey for human traffickers, The Times of India, (2020); Adhikari A., Goregaonkar N., Narayanan R., Et al., Manufactured maladies: lives and livelihoods of migrant workers during COVID-19 lockdown in India, The Indian Journal of Labour Economics, 63, 4, pp. 969-997, (2020); Bargal H., Patel V.K., Sharma A., Back to home: lockdown due to pandemic, International Journal of Advanced Science and Technology, 29, 11, pp. 463-466, (2020); Bhagat R.B., Reshmi R.S., Sahoo H., Et al., The COVID-19, migration and livelihood in India: challenges and policy issues, MigrLett, 17, 5, pp. 705-718, (2020); Bhuyan U.O., COVID-19: remittance dip over migrant workers’ wage theft, says World Bank, The Cheer News, (2020); Income inequality gets worse; India’s top 1% bag 73% of the country’s wealth, says Oxfam, (2019); Chaturvedi A., With few check-ins, many may have to check out, The Economic Times, (2020); Choudhari R., COVID 19 Pandemic: mental health challenges of internal migrant workers of India, Asian Journal of Psychiatry, (2020); Unemployment Rate in India, Centre for Monitoring Indian Economy (CMIE), (2020); Cochran W.G., Sampling Techniques, (2007); D'Souza E., Migrants and informal casual labour markets, The Indian Journal of Labour Economics, 62, 4, pp. 533-548, (2019); Das D., Regional disparities of growth and internal migrant workers in informal sectors in the age of COVID‐19, Journal of Public Affairs, 20, 4, (2020); Falkenhain M., Flick U., Hirseland A., Et al., Setback in labour market integration due to the COVID-19 crisis? An explorative insight on forced migrants’ vulnerability in Germany, European Societies, 23, pp. S448-S463, (2021); George D., Mallery M., Using SPSS for Windows Step by Step: A Simple Guide and Reference, (2003); Ghosal S., Gold Artisans want to return to work, but jewellers aren’t keen, The Economic Times, (2020); Kala V., Smaller non-industrial towns recovering faster: Tata Sons Dir, The Economic Times, (2020); Karim M.R., Islam M.T., Talukder B., COVID-19’s impacts on migrant workers from Bangladesh: in search of policy intervention, World Development, 136, (2020); Kumar K., Mehra A., Sahoo S., Et al., The psychological impact of COVID-19 pandemic and lockdown on the migrant workers: a cross-sectional survey, Asian Journal of Psychiatry, 53, (2020); Kumar S., Choudhury S., Migrant workers and human rights: a critical study on India’s COVID-19 lockdown policy, Social Sciences & Humanities Open, 3, 1, (2021); Lederberg J., Hamburg M.A., Smolinski M.S., Microbial Threats to Health: Emergence, Detection, and Response, (2003); Loiwal M., 20% increase in patients with mental illness since coronavirus outbreak: survey, India Today, (2020); Maity S., Sahu T.N., Biswas D., Does COVID-19 influence in reshaping the banking habits of the individual? An empirical investigation, International Journal of Electronic Finance, 11, 4, pp. 345-363, (2022); Maity S., Sahu T.N., Biswas D., Financial inclusion through banking for the poor: a study on cycle rickshaw pullers in West Bengal, Management and Labour Studies, 47, 4, pp. 431-447, (2022); Maity S., Sahu T.N., Sen N., Panoramic view of digital education in COVID-19: a new explored avenue, Review of Education, 9, 2, pp. 405-423, (2021); Maity S., Sahu T.N., Sen N., Context and implications document for: panoramic view of digital education in COVID-19: a new explored avenue, Review of Education, 9, 2, pp. 424-426, (2021); Maity S., Sen N., Sahu T.N., COVID-19: triggers fear psychosis among private sector employees, Journal of Labor and Society, 23, 4, pp. 503-513, (2020); Manel D.P.K., Perera S., Determinants of Employment Participation of Urban Migrant Women in the Kalutara District, (2007); Marchang R., Out-migration from north eastern region to cities: unemployment, employability and job aspiration, Journal of Economic & Social Development, 13, 2, pp. 43-53, (2017); MohdShariff N., ZainolAbidin A., Abdul Ghani N.S., Pull factors motivating migrant workers: the case of hotels in Kuala Lumpur, Malaysia, Geo Journal of Tourism and Geosites, 31, 3, pp. 991-995, (2020); Moukaddam N., Shah A., Psychiatrists beware! 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Sahu; Department of Commerce, Vidyasagar University, Midnapore, West Bengal, 721 102, India; email: taraknathsahu1982@gmail.com","","Inderscience Publishers","","","","","","17530822","","","","English","Int. J. Serv. Econ. Manag.","Article","Final","","Scopus","2-s2.0-85166416178"
"Finch D.J.; Levallet N.; McIntyre S.M.; Pyde K.","Finch, David J. (55632319800); Levallet, Nadège (56023009900); McIntyre, Sharon M. (57573054900); Pyde, Kelsey (58604784800)","55632319800; 56023009900; 57573054900; 58604784800","What makes a product manager? A dynamic capabilities view of product management","2023","International Journal of Product Development","27","3","","213","244","31","0","10.1504/IJPD.2023.133056","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85171621582&doi=10.1504%2fIJPD.2023.133056&partnerID=40&md5=daba6c0f5266d69b0b5a6e003ebdda4a","Mount Royal University, Calgary, AB, Canada; University of Maine, Orono, ME, United States; Bissett School of Business, Mount Royal University, Calgary, AB, Canada","Finch D.J., Mount Royal University, Calgary, AB, Canada; Levallet N., University of Maine, Orono, ME, United States; McIntyre S.M., Bissett School of Business, Mount Royal University, Calgary, AB, Canada; Pyde K., Mount Royal University, Calgary, AB, Canada","Today's dynamic environments require constant product innovation and have led to significant changes in product development processes and the Product Management (PM) function. Despite its strategic importance, we still lack clarity about the competencies needed to succeed in a PM role, and educational opportunities are limited in undergraduate academic and professional development contexts. Consequently, this study uses a content analysis method to examine the extent to which competency resources, as well as contextual factors (i.e., firm size, age, sector), impact the PM function. We explore our research questions through a dynamic capabilities' perspective. Findings demonstrate that an organisation's desired resources when recruiting PMs are indeed influenced by contextual factors and that meta-skill resources predominate, followed by PM task-specific and domain resources. We contribute to research and practice by providing guidance to PM educators and trainers as well as developing a conceptual model for future research.  © 2023 Inderscience Enterprises Ltd.","dynamic capabilities; employability; marketing; product management; skills.","Industrial management; Contextual factors; Dynamic environments; Dynamics capability; Employability; Management functions; Product development process; Product innovation; Product management; Product manager; Skill.; Enterprise resource management","","","","","","","Acs Z.J., Audretsch D.B., Innovation and Small Firms, (1990); Adner R., Helfat C.E., Corporate effects and dynamic managerial capabilities, Strategic Management Journal, 24, 10, pp. 1011-1025, (2003); Austin J., What it takes to become a great product manager, Harvard Business Review, (2017); Barney J., Firm resources and sustained competitive advantage, Journal of Management, 17, 1, pp. 99-120, (1991); Bekkers W., Van de Weerd I., Brinkkemper S., Mahieu A., The influence of situational factors in software PM: an empirical study, Proceedings of the 2nd International Workshop on Software PM, pp. 41-48, (2008); Bhaerman R., Spill R., A dialogue on employability skills: How can they be taught?, Journal of Career Development, 15, 1, pp. 41-52, (1988); Bierly P., Chakrabarti A., Determinants of technology cycle time in the US pharmaceutical industry, Brand Management, 26, 2, pp. 115-126, (1996); Bills D.B., Credentials, signals, and screens: explaining the relationship between schooling and job assignment, Review of Educational Research, 73, 4, pp. 441-469, (2003); Bustinza O.F., Parry G.C., Vendrell-Herrero F., Supply and demand chain management: the effect of adding services to product offerings, Supply Chain Management: An International Journal, 18, 6, pp. 618-629, (2013); Sales professional competency framework, (2017); Cartwright C., Using the project management competency development framework to improve project management capability, PMI® Global Congress 2008 -Asia Pacific, (2008); Chamorro-Premuzic T., Furnham A., The Psychology of Personnel Selection, (2010); CGMA competency framework guide: Generate value for long-term success, (2018); Chen S., Benedicktus R., Kim Y., Shih E., Teaching design thinking in marketing: linking product design and marketing strategy in a product development class, Journal of Marketing Education, 40, 3, pp. 176-187, (2018); Connolly K. 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An analysis of convergence and innovation of faculty recruiting practices in US business schools, Higher Education, 71, 5, pp. 699-717, (2016); Finch D., Nadeau J., O'Reilly N., The future of marketing education: a practitioner's perspective, Journal of Marketing Education, 35, 1, pp. 54-67, (2013); Finch D., Nadeau J., O'Reilly N., A survey of undergraduate marketing programs: an empirical analysis of knowledge areas and metaskills, Journal of Education for Business, 93, 2, pp. 23-32, (2018); Finch D., Peacock M., Levallet N., Foster W., A dynamic capabilities view of employability: exploring the drivers of competitive advantage for university graduates, Education+ Training, 58, 1, pp. 61-81, (2016); Fixson S.K., Teaching innovation through interdisciplinary courses and programs in product design and development: an analysis at 16 US schools, Creativity and Innovation Management, 18, 3, pp. 199-208, (2009); Ford J.A., The suitability of matrix management for development projects: a review, Project Management Quarterly, 13, 1, pp. 41-45, (1982); Galbreath J., Galvin P., Firm factors, industry structure and performance variation: new empirical evidence to a classic debate, Journal of Business Research, 61, pp. 109-117, (2008); Gaubinger K., Rabl M., Swan S., Werani T., Innovation and PM, (2015); Gemmill G.R., Wilemon D.L., The PM as an influence agent, The Journal of Marketing, pp. 26-30, (1972); Gnanasambandam C., Harrysson M., Srivastava S., Srivathsan V., The PM Talent Dilemma, McKinsey and Company, (2018); Gopalakrishnan S., Bierly P.E., The impact of firm size and age on strategies during product development: a study of the drug delivery industry, IEEE Transactions on Engineering Management, 53, 1, pp. 3-16, (2006); Gorchels L., The PM's Handbook, (2006); National social work competency framework, (2015); Gray P., Business Anthropology and the Culture of PMs, AIPMM, (2010); Griffin A., Hauser J. R., Integrating R and D and marketing: a review and analysis of the literature, Journal of Product Innovation Management, 13, 3, pp. 191-215, (1996); Harness D.R., The end stage of a financial service product, Journal of Financial Services Marketing, 7, 3, pp. 220-229, (2003); Helfat C.E., Martin J.A., Dynamic managerial capabilities: review and assessment of managerial impact on strategic change, Journal of Management, 41, 5, (2015); Hill R., Hlavacek J., The venture team: a new concept in marketing organization, Journal of Marketing, 36, 3, pp. 44-50, (1972); Howe J., The rise of crowdsourcing, Wired, 14, 6, (2006); Kahn K.B., Barczak G., Moss R., Perspective: establishing an NPD best practices framework, Journal of Product Innovation Management, 23, 2, pp. 106-116, (2006); Kaplan M.D., Piskin B., Bol B., Educational blogging: Integrating technology into marketing experience, Journal of Marketing Education, 32, 1, pp. 50-63, (2010); Katsanis L.P., Pitta D.A., Punctuated equilibrium and the evolution of the PM, Journal of Product and Brand Management, 4, 3, pp. 49-60, (1995); Katsanis L.P., Pitta D.A., The performance appraisal process of pharmaceutical PMs in Canada: an empirical study, Journal of Product and Brand Management, 8, 6, pp. 463-493, (1999); Knight G.A., Cavusgil S.T., Innovation, organizational capabilities, and the bornglobal firm, Journal of International Business Studies, 35, 2, pp. 124-141, (2004); Koufteros X.A., Cheng T.E., Lai K.H., Black-box' and 'gray-box' supplier integration in product development: antecedents, consequences and the moderating role of firm size, Journal of Operations Management, 25, 4, pp. 847-870, (2007); Leana C.R., Van Buren H.J., Organizational social capital and employment practices, Academy of Management Review, 24, 3, pp. 538-555, (1999); Lehmann D.R., Winer R.S., PM, (2002); Levinthal D.A., Random walks and organizational mortality, Administrative Science Quarterly, pp. 397-420, (1991); Levinthal D.A., March J.G., The myopia of learning, Strategic Management Journal, 14, S2, pp. 95-112, (1993); Lievens F., Sackett P.R., The validity of interpersonal skills assessment via situational judgment tests for predicting academic success and job performance, Journal of Applied Psychology, 97, 2, (2012); Maglyas A., Nikula U., Smolander K., What are the roles of software PMs? An empirical investigation, Journal of Systems and Software, 86, pp. 3071-3090, (2013); Martin J.A., Dynamic managerial capabilities and the multibusiness team: the role of episodic teams in executive leadership groups, Organization Science, 22, 1, pp. 118-140, (2011); Mazzarol T., Reboud S., Volery T., The influence of size, age and growth on innovation management in small firms, International Journal of Technology Management (IJTM), 52, 1, pp. 98-117, (2010); McElroy N.H., Brand Men, Proctor & Gamble, (1931); Meyer J.W., Rowan B., Institutionalized organizations: formal structure as myth and ceremony, American Journal of Sociology, 83, 2, pp. 340-363, (1977); Meyer M.W., Zucker L.G., Permanently Failing Organizations, (1989); Morgan N., Vorhies D., Mason C., Market orientation, marketing capabilities, and firm performance, Strategic Management Journal, 30, 8, pp. 909-920, (2009); Morris M.H., Webb J.W., Fu J., Singhal S., A competency_based perspective on entrepreneurship education: conceptual and empirical insights, Journal of Small Business Management, 51, 3, pp. 352-369, (2013); Mullen L.G., Larson L.R., Analyzing the impact of a sales shadowing program: process and outcomes, Journal for Advancement of Marketing Education, 24, (2016); Nagji B., Tuff G., Managing your innovation portfolio, Harvard Business Review, (2012); Nyce C.M., The Winter Getaway That Turned the Software World Upside Down, The Atlantic, (2017); Panigyrakis G.G., Veloutsou C.A., Brand managers' interfaces in different consumer goods industries, Journal of Product and Brand Management, 8, 1, pp. 19-37, (1999); Pefanis R., Harich K.R., and skill requirements for marketing jobs in the 21st century, Journal of Marketing Education, 32, 3, pp. 341-352, (2010); Pool L.D., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Putsis W.P., Bayus B.L., An empirical analysis of firms' product line decisions, Journal of Marketing Research, 38, 1, pp. 110-118, (2001); Rafferty A.E., Jimmieson N.L., Armenakis A.A., Change readiness: a multilevel review, Journal of Management, 39, 1, pp. 110-135, (2013); Ramirez R., Selsky J.W., Strategic planning in turbulent environments: a social ecology approach to scenarios, Long Range Planning, 49, 1, pp. 90-102, (2016); Reid J.R., Anderson P.R., Critical thinking in the business classroom, Journal of Education for Business, 87, 1, pp. 52-59, (2012); Roach D.C., The impact of PM on SME performance: evidence from Canadian firms, Journal of Small Business and Enterprise Development, 18, 4, pp. 695-714, (2011); Rothaermel F.T., Deeds D.L., Exploration and exploitation alliances in biotechnology: a system of new product development, Strategic Management Journal, 25, 3, pp. 201-221, (2004); Smith D., It's 70 Today, But Our Favourite Pen Just Keeps Rolling along, The Guardian, (2008); Postsecondary Enrolment and Graduation, (2009); Key small business statistics, (2019); Stevens G., Burley J., Swogger K., Dow Chemical Achieves Major Transformation of PO & E R&D Group, Personality-Oriented Approach Improves NPD Results, (2003); Strieter J., Gupta A.K., Raj S.P., Wilemon D., PM and the marketing of financial services, The International Journal of Bank Marketing, 17, 7, pp. 342-355, (1999); Stuckenbruck L.C., The matrix organization, Project Management Quarterly, 10, 3, pp. 21-33, (1979); Tallon P.P., Pinsonneault A., Competing perspectives on the link between strategic information technology alignment and organizational agility: insights from a mediation model, MIS Quarterly, 35, 2, pp. 463-486, (2011); Teece D.J., Explicating dynamic capabilities: the nature and microfoundations of (sustainable) enterprise performance, Strategic Management Journal, 28, 13, pp. 1319-1350, (2007); Teece D.J., Peteraf M., Leih S., Dynamic capabilities and organizational agility: risk, uncertainty, and strategy in the innovation economy, California Management Review, 58, 4, pp. 13-35, (2016); Teece D.J., Pisano G., Shuen A., Dynamic capabilities and strategic management, Strategic Management Journal, 18, 7, pp. 509-533, (1997); Tigelaar D.E., Dolmans D.H., Wolfhagen I.H., Van Der Vleuten C.P., The development and validation of a framework for teaching competencies in higher education, Higher Education, 48, 2, pp. 253-268, (2004); Tyagi R., Sawhney M., High-performance PM: the impact of structure, process, competencies and role definition, Journal of Product Innovation Management, 27, (2010); Van Oosterhout M., Waarts E., Van Hillegersberg J., Change factors requiring agility and implications for IT, European Journal of Information Systems, 15, 2, pp. 132-145, (2006); Veloutsou C.A., Panigyrakis G.G., Brand teams and the brand management structure in pharmaceutical and other fast-moving consumer goods companies, Journal of Strategic Marketing, 9, 3, pp. 233-251, (2001); Venkatesh A., Wilemon D.L., Interpersonal influence in PM, The Journal of Marketing, pp. 33-40, (1976); Vlaanderen K., Jansen S., Brinkkemper S., Jaspers E., The agile requirements refinery: applying SCRUM principles to software PM, Information and Software Technology, 53, 1, pp. 58-70, (2011); Von Hippel E., Lead users: a source of novel product concepts, Management Science, 32, pp. 791-805, (1986); Wong F.K.Y., Kember D., Chung L.Y.F., Yan L., Assessing the level of student reflection from reflective journals, Journal of Advanced Nursing, 22, 1, pp. 48-57, (1995); Wroblowska Z., Ruda T., Identification and comparison of the psychological requirements placed on product managers during the recruitment process, Journal of Competitiveness, 7, 3, pp. 110-125, (2015); Wynstra F., Axelsson B., Van Weele A., Driving and enabling factors for purchasing involvement in product development, European Journal of Purchasing and Supply Management, 6, 2, pp. 129-141, (2000); Zigarmi D., Nimon K., Houson D., Witt D., Diehl J., Beyond engagement: toward a framework and operational definition for employee work passion, Human Resource Development Review, 8, 3, pp. 300-326, (2009)","D.J. Finch; Mount Royal University, Calgary, Canada; email: dfinch@mtroyal.ca","","Inderscience Publishers","","","","","","14779056","","","","English","Int. J. Prod. Dev.","Article","Final","","Scopus","2-s2.0-85171621582"
"Pownall M.; Terry J.; Collins E.; Sladekova M.; Jones A.","Pownall, Madeleine (57191110452); Terry, Jenny (57207454819); Collins, Elizabeth (57318342000); Sladekova, Martina (57222301848); Jones, Abigail (58554670300)","57191110452; 57207454819; 57318342000; 57222301848; 58554670300","UK Psychology PhD researchers’ knowledge, perceptions, and experiences of open science","2023","Cogent Psychology","10","1","2248765","","","","0","10.1080/23311908.2023.2248765","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169097896&doi=10.1080%2f23311908.2023.2248765&partnerID=40&md5=dc7a541f5ef60fe89cbcf9f9ce6afcf5","School of Psychology, University of Leeds, Leeds, United Kingdom; School of Psychology, University of Sussex, Brighton, Falmer, United Kingdom; Division of Psychology, University of Stirling, Stirling, United Kingdom; School of Social Sciences, Birmingham City University, Birmingham, United Kingdom","Pownall M., School of Psychology, University of Leeds, Leeds, United Kingdom; Terry J., School of Psychology, University of Sussex, Brighton, Falmer, United Kingdom; Collins E., Division of Psychology, University of Stirling, Stirling, United Kingdom; Sladekova M., School of Psychology, University of Sussex, Brighton, Falmer, United Kingdom; Jones A., School of Social Sciences, Birmingham City University, Birmingham, United Kingdom","To advance the goals and values of open science, it is vital that the next generation of researchers, i.e. PhD researchers, is supported in adopting open science practices. However, to date, there is no comprehensive understanding of psychology PhD researchers’ knowledge, perceptions, and experiences with open science in a UK context. The present study used a pre-registered mixed methods design to fill this gap in the literature, by surveying psychology PhD students in the UK (n = 196) on their experiences with open science, perceptions of open science, and knowledge of open science tools and practices. Our findings demonstrate that while attitudes towards questionable research practices were consistently high, knowledge and perceptions of open science tools and practices varied considerably across PhD researchers. In particular, supervisory support and guidance with open science practices was mixed across participants. Perceived benefits of engaging with open science included benefits to employability, signalling researcher credibility, sharing learning and resources, building collaboration and relationships, and wider dissemination of PhD researchers’ work. Perceived barriers included lack of time, financial reasons, fear of scooping, fear of judgement or criticism, and incompatibility with research paradigms (e.g. qualitative research). Implications for policy, including British Psychological Society training and support, are discussed. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","open scholarship; open science; PhD researcher; science reform","","","","","","","","Allen C., Mehler D.M.A., Open science challenges, benefits and tips in early career and beyond, PLoS Biology, 17, 5, (2019); Arza V., Fressoli M., Systematizing benefits of open science practices, Information Services & Use, 37, 4, pp. 463-413, (2017); Azevedo F., Liu M., Pennington C.R., Pownall M., Evans T.R., Parsons S., Westwood S.J., Towards a culture of open scholarship: The role of pedagogical communities, BMC Research Notes, 15, 1, pp. 1-5, (2022); Bache S.M., Wickham H., magrittr: A Forward-pipe operator for R. R. package version 2.0.3, (2022); Bartlett J., Eaves J., Getting to grips with open science, Guide for psychology postgraduates: Surviving postgraduate study, pp. 85-89, (2019); Bosnjak M., Fiebach C.J., Mellor D., Mueller S., O'Connor D.B., Oswald F.L., Sokol R.I., A template for preregistration of quantitative research in psychology: Report of the joint psychological societies preregistration task force, American Psychologist, 77, 4, (2022); Branney P., Brooks J., Kilby L., Newman K.L., Norris E., Pownall M., Talbot C.V., Treharne G.J., Whitaker C., Three steps to open science for qualitative research in psychology, Social and Personality Psychology Compass, 17, 4, (2023); Registered reports, The Psychologist, (2018); Position statement on open data, (2020); Callaway E., Report finds massive fraud at Dutch universities, Nature, 479, 7371, (2011); Campbell H.A., Micheli-Campbell M.A., Udyawer V., Early career researchers embrace data sharing, Trends in Ecology & Evolution, 34, 2, pp. 95-98, (2019); Drisko J.W., Maschi T., Content analysis, (2016); Everett J.A., Earp B.D., A tragedy of the (academic) commons: Interpreting the replication crisis in psychology as a social dilemma for early-career researchers, Frontiers in Psychology, 6, (2015); Farnham A., Kurz C., Ozturk M.A., Solbiati M., Myllyntaus O., Meekes J., Pham T.M., Paz C., Langiewicz M., Andrews S., Kanninen L., Agbemabiese C., Guler A.T., Durieux J., Jasim S., Viessmann O., Frattini S., Yembergenova D., Hettne K., Early career researchers want open science, Genome Biology, 18, 1, pp. 221-224, (2017); Fiedler K., Schwarz N., Questionable research practices revisited, Social Psychological and Personality Science, 7, 1, pp. 45-52, (2016); Hitchcock S., The effect of open access and downloads (‘hits’) on citation impact: A bibliography of studies, (2004); Hobson H., Registered reports are an ally to early career researchers, Nature Human Behaviour, 3, 10, (2019); Jamieson M.K., Pownall M., Govaart G.H., Reflexivity in quantitative research: A rationale and beginner’s guide, Social and Personality Psychology Compass, 17, 4, (2023); John L.K., Loewenstein G., Prelec D., Measuring the prevalence of questionable research practices with incentives for truth-telling, Psychological Science, 23, 5, pp. 524-532, (2012); Kathawalla U.K., Silverstein P., Syed M., Easing into open science: A guide for graduate students and their advisors, Collabra: Psychology, 7, 1, (2021); Kowalczyk O.S., Lautarescu A., Blok E., Dall'aglio L., Westwood S.J., What senior academics can do to support reproducible and open research: A short, three-step guide, BMC Research Notes, 15, 1, pp. 1-9, (2022); Krishna A., Peter S.M., Wicherts J.M., Questionable research practices in student final theses–prevalence, attitudes, and the role of the supervisor’s perceived attitudes, PloS One, 13, 8, (2018); Kvetnaya T., Frank M., Brachem J., Hill M., Schramm L.F.F., Eiberger A., Questionable research practices and open science in undergraduate empirical projects: Results from a nationwide survey amongst German psychology students open practices in education (OPINE), Proceedings of the Open Practices in Education, (2019); McKiernan E.C., Point of view: How open science helps researchers succeed, eLife, (2016); Moran C., Richard A., Wilson K., Twomey R., Coroiu A., I know it’s bad, but I have been pressured into it: Questionable research practices among psychology students in Canada, Canadian Psychology/Psychologie canadienne, 64, 1, pp. 12-24, (2023); Moshontz H., Campbell L., Ebersole C.R., IJzerman H., Urry H.L., Forscher P.S., Grahe J.E., McCarthy R.J., Musser E.D., Antfolk J., Castille C.M., Evans T.R., Fiedler S., Flake J.K., Forero D.A., Janssen S.M.J., Keene J.R., Protzko J., Aczel B., Chartier C.R., The Psychological science accelerator: Advancing psychology through a distributed collaborative network, Advances in Methods and Practices in Psychological Science, 1, 4, pp. 501-515, (2018); Munafo M.R., Nosek B.A., Bishop D.V.M., Button K.S., Chambers C.D., Du Sert N.P., Simonsohn U., Wagenmakers E.J., Ware J.J., Ioannidis J.P.A., A manifesto for reproducible science, Nature Human Behaviour, 1, 1, pp. 0021-0029, (2017); Nicholas D., Boukacem-Zeghmouri C., Abrizah A., Rodriguez-Bravo B., Xu J., Swigon M., Herman E., Open science from the standpoint of the new wave of researchers: Views from the scholarly frontline, Information Services & Use, 39, 4, pp. 369-374, (2019); Norris E., O'Connor D.B., Science as behaviour: Using a behaviour change approach to increase uptake of open science, Psychology & Health, 34, 12, pp. 1397-1406, (2019); Nosek B.A., Alter G., Banks G.C., Borsboom D., Bowman S.D., Breckler S.J., Buck S., Chambers C.D., Chin G., Christensen G., Contestabile M., Dafoe A., Eich E., Freese J., Glennerster R., Goroff D., Green D.P., Hesse B., Humphreys M., Yarkoni T., Promoting an open research culture, Science, 348, 6242, pp. 1422-1425, (2015); Obels P., Lakens D., Coles N.A., Gottfried J., Green S.A., Analysis of open data and computational reproducibility in registered reports in psychology, Advances in Methods and Practices in Psychological Science, 3, 2, pp. 229-237, (2020); O'Connor D.B., Aggleton J.P., Chakrabarti B., Cooper C.L., Creswell C., Dunsmuir S., Fiske S.T., Gathercole S., Gough B., Ireland J.L., Jones M.V., Jowett A., Kagan C., Karanika-Murray M., Kaye L.K., Kumari V., Lewandowsky S., Lightman S., Malpass D., Wykes T., Armitage C.J., Research priorities for the COVID‐19 pandemic and beyond: A call to action for psychological science, British Journal of Psychology, 111, 4, pp. 603-629, (2020); Orben A., A journal club to fix science, Nature, 573, 7775, (2019); Pashler H., Wagenmakers E.J., Editors’ introduction to the special section on replicability in psychological science: A crisis of confidence?, Perspectives on Psychological Science, 7, 6, pp. 528-530, (2012); Pownall M., Talbot C.V., Henschel A., Lautarescu A., Lloyd K.E., Hartmann H., Siegel J.A., Navigating open science as early career feminist researchers, Psychology of Women Quarterly, 45, 4, pp. 526-539, (2021); R: A language and environment for statistical computing, (2021); Schopfel J., Prost H., Jacquemin B., Kergosien E., PhD training on open science in French universities, Cadernos BAD, 1, pp. 115-129, (2020); Sturmer S., Oeberst A., Trotschel R., Decker O., Early-career researchers’ perceptions of the prevalence of questionable research practices, potential causes, and open science, Social Psychology, 48, 6, pp. 365-371, (2017); Thibault R.T., Bailey-Rodriguez D., Bartlett J.E., Blazey P., Green R.J., Pownall M., Munafo M., A Delphi study to strengthen research methods training in undergraduate psychology programmes, PsyArXiv, (2023); Toribio-Florez D., Anneser L., de Oliveira-Lopes F.N., Pallandt M., Tunn I., Windel H., Where do early career researchers Stand on open science practices? A survey within the max Planck Society, Frontiers in Research Metrics and Analysis, 5, (2021); Whitaker T., Guest B., #bropenscience is broken science, The Psychologist, 33, 2, pp. 34-38, (2020); Wickham H., ggplot2: Elegant graphics for data analysis, (2016); Wickham H., Francois R., Henry L., Muller K., Dplyr: A grammar of data manipulation. R package version 1.0.9, (2022)","M. Pownall; School of Psychology, University of Leeds, Leeds, 4 Lifton Place, LS2 9JZ, United Kingdom; email: M.V.Pownall@leeds.ac.uk","","Cogent OA","","","","","","23311908","","","","English","Cogent Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85169097896"
"Cullen T.; Glitsos L.; Burns A.","Cullen, Trevor (56154040300); Glitsos, Laura (57192080575); Burns, Andrea (58409671600)","56154040300; 57192080575; 58409671600","Revisiting news editors’ evaluation of journalism courses and graduate employability","2023","Australian Journalism Review","45","1","","73","92","19","0","10.1386/ajr_00119_1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163646661&doi=10.1386%2fajr_00119_1&partnerID=40&md5=da7cd3aa2fbec9225a0866f82765df36","Edith Cowan University, 2 Bradford Street, Mt Lawley 6050, Perth, WA, Australia","Cullen T., Edith Cowan University, 2 Bradford Street, Mt Lawley 6050, Perth, WA, Australia; Glitsos L., Edith Cowan University, 2 Bradford Street, Mt Lawley 6050, Perth, WA, Australia; Burns A., Edith Cowan University, 2 Bradford Street, Mt Lawley 6050, Perth, WA, Australia","This research project deployed one-on-one, semi-structured interviews with news editors in Perth, Western Australia, to evaluate journalism courses and student employability across the five Perth-based universities that teach journalism (Edith Cowan, Murdoch, Curtin, University of Western Australia [UWA] and Notre Dame universities). The 2022 interviews were undertaken with a view to compare and contrast the results to similar interviews published in 2014. The findings indicate that industry practitioners still think universities are typically the best place to teach journalism, and that students are highly competent in digital tech-nologies. However, there is concern about the current state of graduate general and civil knowledge. Other trends include a growing sense that journalism students should be given training in public relations foundations and, additionally, that most editors would like to be involved with university curriculums. A major difference was an awareness during interviews in 2022 that tertiary staff cuts and financial pressures complicate the maintenance of high standards. © 2023 Intellect Ltd Article.","Australian landscape; curriculum development; industry skills; Perth; tertiary education; university students","","","","","","","","Alysen B., A strategy for vocational education in the news media at a time of industrial change: Bridging the contradiction in journalism educa-tion, The Australian Association for Research in Education (AARE) 2007 Conference, (2007); Margaret Simons: The Oz misrepresented me, Crikey, (2012); Asthana A., Stewart H., Brooks L., Theresa May visits Scotland to press case for “special union, The Guardian, (2016); Aumente J., From Ink on Paper to the Internet: Past Challenges and Future Transformations for New Jersey’s Newspapers, (2007); Bethell P., Journalism students’ experience of mobile phone techno-logy: Implications for journalism education, Asia Pacific Media Educator, 20, pp. 103-114, (2010); Bhuiyan S. I., Commentary: Teaching media convergence and its challenges, Asia Pacific Media Educator, 20, pp. 115-122, (2010); Birge E., Teaching convergence. But what is it?, The Quill, 92, 4, pp. 36-42, (2004); Birge E., The great divide, The Quill, (2006); Brown T., Collins S., What “they” want from “us”: Industry expectations of journalism graduates, Electronic News, 4, 1, pp. 68-82, (2010); Callaghan R., McManus J., Building the perfect graduate: What news employers want in new hires, Asia Pacific Media Educator, 20, 1, pp. 9-21, (2010); Castaneda L., Murphy S., Hether H. J., Teaching print, broadcast, and online journalism concurrently: A case study assessing a convergence curriculum, Journalism and Mass Communication Educator, 20, 1, pp. 57-70, (2005); Chung D., Klim E., Trammell K. D., Porter L. V., Uses and perceptions of blogs: A report on professional journalists and journalism educa-tors, Journalism and Mass Communication Educator, 62, 1, pp. 305-322, (2007); Cullen T., News editors evaluate journalism courses and graduate employability, Asia Pacific Media Educator, 24, 2, pp. 1-16, (2014); Cullen T., Callaghan R., Promises, promises: Are Australian universities deceiving journalism students, Australian Journalism Review, 32, 2, pp. 117-128, (2010); Dickson T., Brandon W., The gap between educators and professional journalists, Journalism and Mass Communication Educator, 55, 3, pp. 50-67, (2000); Fahmy S., How online journalists rank importance of news skills, Newspaper Research Journal, 29, 2, pp. 23-39, (2008); Glitsos L., World-ready: A journalism capstone unit model with international focus in a pandemic and post-pandemic landscape, Asia PacificMedia Educator, 31, 1, pp. 19-33, (2021); Hirst M., Treadwell G., Blogs bother me: Social media, journalism students and the curriculum, Journalism Practice, 5, 2, pp. 446-461, (2011); Huang E., Davidson K., Shreve S., Bettendorf E., Nair A., Bridging newsrooms and classrooms: Preparing the next generation of journalists for converged media, Journalism and Communication Monographs, 8, 1, pp. 221-262, (2006); Hubbard G. T., Crawford E. C., Filak V. F., Social identity and convergence: News faculty and student perspectives on web, print andbroadcast skills, Electronic News, 5, 1, pp. 20-40, (2011); Huntsberger M., Stavitsky A., Incorporating podcasting into journalism education, Journalism & Mass Communication Educator, 61, 4, pp. 397-410, (2006); Josephi B., Desired attributes for young journalists, Asia Pacific Media Educator, 16, 1, pp. 99-114, (2004); Educational Institution, (2023); Koutsoukos C., Biggins F., Putting the ‘i’ into Journalism Education: The Why and the How of the Re-Working of the Journalism Curriculum at theUniversity of Newcastle, (2010); Lewis S., Educating journalists for the 21st century: Constructing a student multimedia environment, The International Journal of Learning, 16, 5, pp. 101-109, (2009); Lin M., Multimedia journalism and social media journalism: A journalism instructor’s observation and thoughts, Mu Lin Blog, (2012); Marron M. B., It takes a team and optimism, Journalism and Mass Communication Educator, 69, 2, pp. 123-126, (2014); Martin F., State of the News Print Media in Australia, (2008); McLean C. D., Creating a curriculum unit of evaluation of social media, Knowledge Quest, 38, 3, pp. 18-27, (2010); Mensing D., Rethinking (again) the future of journalism education, Journalism Studies, 11, 4, pp. 511-523, (2010); Nankervis K., Skill needs for today’s television journalists: What Australia’s TV news chiefs want most from the new generation, Journalism Education Conference, pp. 1-11, (2005); Outing S., The all-digital newsroom of the not-so-distant future, (2009); Price J., Journalism education v profession: Who has lost touch?, ABC News, (2012); Reynolds F., Back to the future: It’s time to rethink the way we train journalists, The Canberra Times, (2020); Rollins L. L., Surveying undergraduates’ news consumption habits: Journalism educators in the age of media convergence, (2010); Schwartz D., Online turns on teenage minds: Advisors link media instruction to contemporary forms to wire journalism students for success, Communication: Journalism Education Today, 42, (2008); Simons Margaret, The Oz misrepresented me, Crikey, (2012); Solkin L., Journalism education in the 21st century: A thematic analysis of the research literature, Journalism, 23, 2, pp. 444-460, (2022); Stewart C., Finkelstein report: Media’s great divide, The Australian, (2012); Tanner S. J., Cullen T., O'Donnell M., Green K., Industry needs and tertiary journalism education: Views from news editors, 23rd Annual Western Australian Teaching Learning Forum, pp. 1-11, (2014); Model Curricula for Journalism Education for Developing Countries and Emerging Democracies, (2007); Wake A., In defence of journalism schools and underpinning civil society, Pacific Media Watch, (2020)","","","Intellect Ltd.","","","","","","08102686","","","","English","Australian Journal. Rev.","Article","Final","","Scopus","2-s2.0-85163646661"
"Garden C.L.P.","Garden, Claire L. P. (55237916300)","55237916300","Beyond the Advanced Therapies Skills Training Network: An Instrumental Case Study of Life Sciences Skills Development for Biomedical Science Graduates in Scotland","2023","British Journal of Biomedical Science","80","","11654","","","","0","10.3389/bjbs.2023.11654","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85171369003&doi=10.3389%2fbjbs.2023.11654&partnerID=40&md5=a9f0d01ff4373c84870fcbc50b298c85","School of Applied Sciences, Edinburgh Napier University, Edinburgh, United Kingdom","Garden C.L.P., School of Applied Sciences, Edinburgh Napier University, Edinburgh, United Kingdom","Biomedical sciences graduates are employed in a variety of different settings and form a significant part of the Life Sciences sector workforce in Scotland. Their degrees should equip them with the skills and knowledge to not only enter the workplace, but be adaptable in an environment that will inevitably change over the course of their careers. Industry and student feedback continue to identify perceived skills gaps, necessitating regular government-backed upskilling initiatives together with industry concerns about graduate readiness. For more than a decade, this Scottish Modern University has worked in partnership with industry and Scottish Government agencies to provide upskilling courses and incorporate relevant skills into the biomedical sciences curriculum, from problem solving and reflection to more applied, practical skills. Using the recent Advanced Therapies Skills Training Network collaboration as an instrumental case study this paper describes current best practice which has significantly impacted teaching and workplace training, ensuring biomedical sciences graduates have the knowledge and skills required for employment within the Life Science sector. Limits to the current life science skills model in Scotland are also identified (availability of placements, ad-hoc and inefficient collaborative structures, incompatible provider strategies) and recommendations made to ensure that biomedical sciences degrees continue to be part of a more sustainable, scalable solution to the skills gap. Recommendations include: better industry acknowledgement of accreditation, and more coherent, authentic and strategic collaboration which should improve skills advice and training, through a supported alliance between Industry and University Life Science Skills Committees and the establishment of regional training Centres of Excellence that would provide a focus for pooled resources and a simulated industry experience. Copyright © 2023 Garden.","employability; evaluation; life science; skills; training model","Biological Science Disciplines; Humans; Scotland; accreditation; article; biomedicine; curriculum; employability; employment; government; human; problem solving; Scotland; simulation; skill; teaching; workplace; Scotland","","","","","Janis MacCallum; Samantha Campbell Casey","The author wishes to thank the following individuals for their contribution to the design and implementation of the ATSTN course and the Skills Passport: John Cook, Samantha Campbell Casey, Janis MacCallum, Amy Dillon, Gemma Hunter, Nathan Barnett, George Chambers Samantha Donnellan, Sharron Vass, Catharina Alam, Giacomo Russo. The Cell and Gene Therapy Catapult are also thanked for funding the described upskilling initiative. The study was not funded as part of the initiative.","The Economic Contribution of the Pharmaceuticals Sector in Scotland - February 2023, (2023); 2021 UK Cell and Gene Therapy Skills Demand Survey Report, (2021); Sectoral Skills Assessment Life and Chemical Sciences, (2022); Higher Education Student Statistics: UK, 2020/21, (2022); Coates D., Editorial, J Biol Educ, 57, 1, pp. 1-2, (2022); Sustaining the Skills Pipeline in the Pharmaceutical and Biopharmaceutical Industries, (2005); Apprenticeships in the Life Sciences Sector: Improving the Supply and Utilisation of Skills in the Pharmaceutical Industry, (2021); MacCallum J., Campbell Casey S., Enhancing Skills Development and Reflective Practise in Students during Their Programme of Study, New Dir Teach Phys Sci, 12, 1, (2017); Campbell S.A., Durkin P., MacCallum J., MacNab A., Skills Passport’ for Life Sciences at Edinburgh Napier University: Helping Students to Help Themselves, QAA Enhancement and Innovation in Higher Education Conference, (2015); Creswell J.W., Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research, pp. 146-166, (2002); Advanced Therapies Skills Training Network, (2023); Coherence and Sustainability: A Review of Tertiary Education and Research, (2021); Gunn A., Metrics and Methodologies for Measuring Teaching Quality in Higher Education: Developing the Teaching Excellence Framework (TEF), Educ Rev, 70, 2, pp. 129-148, (2018); Scottish Universities Life Sciences Alliance, (2023); Industry Leadership Group Members, (2023); Scottish Cross Party Group Life Sciences Annual Report 2021-2022, (2023); Lombardi A., Seburn M., Conley D., Development and Initial Validation of a Measure of Academic Behaviors Associated With College and Career Readiness, J Career Assess, 19, 4, pp. 375-391, (2011); Biomedical Science and Biomedical Sciences, (2023); The Accreditation Handbook, (2019); Criteria and Requirements for the Accreditation of BSc (Hons) in Biomedical Science, (2021); Accreditation Process, (2023); Gazzard J., Developing Graduate Skills for the United Kingdom's Commercial Life Science Sector: Experiences from the ORBIS Internship Programme, J Commer Biotechnol, 17, pp. 135-150, (2011); Bridging the Skills gap in the Biopharmaceutical Industry - 2022, (2022); Scottish Government T., The Campbell Report: A Roadmap to Investment for Health Innovation Life Sciences and Healthtech in Scotland, (2021); Undergraduate Industrial Placements: Industry-Academia Links Survey, (2023); Logan M., Scottish Technology Ecosystem Review, (2020)","C.L.P. Garden; School of Applied Sciences, Edinburgh Napier University, Edinburgh, United Kingdom; email: c.garden@napier.ac.uk","","Institute of Biomedical Science (IBMS)","","","","","","09674845","","BJMSE","37727229","English","Br. J. Biomed. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85171369003"
"Sakamoto T.","Sakamoto, Takayuki (8859693900)","8859693900","Poverty, inequality, and redistribution: An analysis of the equalizing effects of social investment policy","2023","International Journal of Comparative Sociology","","","","","","","0","10.1177/00207152231185282","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165606454&doi=10.1177%2f00207152231185282&partnerID=40&md5=83fba6c24c8306ee12c684abe121ce50","Meiji Gakuin University, Japan","Sakamoto T., Meiji Gakuin University, Japan","Social investment (SI) policies have been implemented by governments of affluent countries in hopes of safeguarding against new social risks and mitigating social exclusion by encouraging employment and making it easier for parents to balance work and family. Governments hope that human capital investment (education and job training) will better prepare workers for jobs, promote their employment and social inclusion, and reduce poverty. This article investigates whether SI policies contribute to lower poverty and inequality by analyzing data from 18 Organization for Economic Cooperation and Development countries between 1980 and 2013. The analysis finds, first, that SI policies (education and active labor market policy (ALMP)) alone may be less effective in generating lower poverty and inequality without redistribution, but when accompanied and supported by redistribution, SI policies are more effective in creating lower poverty and inequality. I propose the explanation that SI policies create lower-income poverty and inequality by creating individuals and households that can be salvaged and lifted out of poverty with redistribution, because SI policies help improve their skills and knowledge and employability, although they may be not quite able to escape poverty or low income without redistribution. As partial evidence, I present the result that education is associated with a lower poverty gap in market income. The analysis also finds that education and ALMP produce lower poverty and/or inequality in interaction with social market economies that redistribute more, and that augments the equalizing effects of education and ALMP. The results, thus, suggest the complementary roles of SI policies and redistribution. © The Author(s) 2023.","Active labor market policy; education; family support; poverty and inequality; redistribution; social investment policy","","","","","","Japan Society for the Promotion of Science, KAKEN, (21K01300)","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by Grants-in-Aid for Scientific Research, Japan Society for the Promotion of Science (21K01300). 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Examining the interplay between active labour market policies, Social Policy & Administration, 55, pp. 1-17, (2021); Garritzmann J.L., Hausermann S., Palier B., The World Politics of Social Investment: Volume I: Welfare States in the Knowledge Economy, (2022); Ghysels J., Van Lancker W., The unequal benefits of activation: An analysis of the social distribution of family policy among families with young children, Journal of European Social Policy, 21, 5, pp. 472-485, (2011); Goldin C., Katz L.F., The Race between Education and Technology, (2008); Harkonen J., Single-mother poverty: How much do educational differences in single motherhood matter?, The Triple Bind of Single-Parent Families: Resources, Employment and Policies to Improve Wellbeing, pp. 31-50, (2018); Hemerijck A., The Uses of Social Investment, (2017); Hope D., Martelli A., The transition to the knowledge economy, labor market institutions, and income inequality in advanced democracies, World Politics, 71, 2, pp. 236-288, (2019); Huber E., Stephens J.D., Income inequality and redistribution in post-industrial democracies: Demographic, economic and political determinants, Socio-Economic Review, 12, 2, pp. 245-267, (2014); Huber E., Gunderson J., Stephens J.D., Private education and inequality in the knowledge economy, Policy and Society, 39, 2, pp. 171-188, (2020); Jackson K.C., Johnson R.C., Persico C., The effects of school spending on educational and economic outcomes: Evidence from school finance reforms, (2015); Kenworthy L., Progress for the Poor, (2011); Kenworthy L., Pontusson J., Rising inequality and the politics of redistribution in affluent countries, Perspectives on Politics, 3, 3, pp. 449-471, (2005); Kuitto K., From social security to social investment? 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The interplay between ALMP and ECEC in relation to women’s employment, unemployment and inactivity in 30 OECD countries, 1985–2018, Social Policy & Administration, 56, 5, pp. 808-826, (2022); Nieuwenhuis R., Maldonado L.C., Single-parent families and in-work poverty, LIS, (2017); Nieuwenhuis R., Maldonado L.C., The Triple Bind of Single-Parent Families: Resources, Employment and Policies to Improve Wellbeing, (2018); Nieuwenhuis R., Need A., Van Der Kolk H., Institutional and demographic explanations of women’s employment in 18 OECD countries, 1975–1999, Journal of Marriage and the Family, 74, 3, pp. 614-630, (2012); Nieuwenhuis R., Need A., Van Der Kolk H., Family policy as an institutional context of economic inequality, Acta Sociologica, 62, 1, pp. 64-80, (2019); Nikolai R., Towards social investment? Patterns of public policy in the OECD world. 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Version 2017–09, (2017); Seikel D., Spannagel D., Activation and in-work poverty, Handbook on In-Work Poverty, pp. 245-260, (2018); Thevenon O., Do “institutional complementarities” foster female labour force participation?, Journal of Institutional Economics, 12, 2, pp. 471-497, (2016); Thevenon O., Manfredi T., Govind Y., Et al., Child poverty in the OECD: Trends, determinants and policies to tackle it, (2018); Troeger V.E., Plumper T., Not so harmless after all: Fixed effects models, bias, and inference, Paper Prepared for the annual meeting the Midwest Political Science Association, Chicago, (2015); Van Lancker W., Does the use of reconciliation policies enable single mothers to work?, The Triple Bind of Single-Parent Families: Resources, Employment and Policies to Improve Wellbeing, pp. 239-261, (2018); Van Vliet O., Wang C., Social investment and poverty reduction: A comparative analysis across fifteen European Countries, Journal of Social Policy, 44, 3, pp. 611-638, (2015); Vandenbroucke F., Vleminckx K., Disappointing poverty trends: Is the social investment state to blame?, Journal of European Social Policy, 21, 5, pp. 450-471, (2011); Visser J., ICTWSS Database, (2013); Wallerstein M., Wage setting institutions and pay inequality in advanced industrial societies, American Journal of Political Science, 43, 3, pp. 649-680, (1999); Wang J., Caminada K., Leiden LIS budget incidence fiscal redistribution dataset on income inequality, Version 10, (2017); Wooldridge J., Introductory Econometrics: A Modern Approach, (2003)","T. Sakamoto; Meiji Gakuin University, Japan; email: tks@k.meijigakuin.ac.jp","","SAGE Publications Ltd","","","","","","00207152","","","","English","Int. J. Comp. Sociol.","Article","Article in press","","Scopus","2-s2.0-85165606454"
"Nanda S.; Jain V.; Purohit A.","Nanda, Satyajeet (57206234870); Jain, Vipin (57208404480); Purohit, Aseem (58499482400)","57206234870; 57208404480; 58499482400","The Importance of Mental Development in Addressing Youth Unemployment: A Psychological Case Study of Skill Retention in Development Programmes","2023","Journal for ReAttach Therapy and Developmental Diversities","6","7","","108","118","10","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165456404&partnerID=40&md5=fcc0b59e38f14c6c697ec3ac4db47fd8","Department of OB & HRM, JAIN (Deemed to-be University), Bangalore, India; Department of TMIMT, Teerthanker Mahaveer University, Uttar Pradesh, Moradabad, India; Department of Management Studies, Vivekananda Global University, Jaipur, India","Nanda S., Department of OB & HRM, JAIN (Deemed to-be University), Bangalore, India; Jain V., Department of TMIMT, Teerthanker Mahaveer University, Uttar Pradesh, Moradabad, India; Purohit A., Department of Management Studies, Vivekananda Global University, Jaipur, India","A person without a job and actively looking for one is unemployment. A person must be capable and willing to work without a job, of legal working age, and actively looking for employment to be considered jobless for lawful and statistical purposes. Youth Unemployment (YU) rates are often greater than adult rates in any nation on Earth. Assessing the youth retention rate in the state and corporate skill development (SD) programs is necessary for understanding mental development's function in reducing unemployment in Maharashtra and its influence on the state's economy. To gather information, turned to a variety of primary and secondary sources. The population of the state of Maharashtra is represented by a sample size of two hundred people. The state government of Maharashtra requires all of that to participate in SD programs. All of the procedures for cluster sampling were successful. The vast majority of participants agreed or strongly agreed that understanding the role of developing skills and its effects on unemployment in Maharashtra, as well as understanding the retention rate of Young People (YP) in such programs in comparison to Maharashtra, helps recognize that the government and businesses in Maharashtra run skills training programs. Cultivating skilled employees is one of the primary purposes served by SD programs that could assist companies in reaching goals. Because of this, the state's economy will suffer because skilled employees can adequately contribute to the expansion of multiple firms. © 2023, Journal for ReAttach Therapy and Developmental Diversities. All Rights Reserved.","Employability; Retention; Skill development initiatives; Youth psychology; Youth Unemployment","","","","","","","","Sonneveld J., Rijnders J., Metz J., Van Regenmortel T., Schalk R., The contribution of professional youth work to the development of socially vulnerable youngsters: A multiple case study, Children and Youth Services Review, 118, (2020); Kluve J., Puerto S., Robalino D., Romero J. M., Rother F., Stoterau J., Witte M., Do youth employment programs improve labor market outcomes? A quantitative review, World Development, 114, pp. 237-253, (2019); Catalano R. F., Skinner M. L., Alvarado G., Kapungu C., Reavley N., Patton G. C., Petroni S., Positive youth development programs in low-and middle-income countries: A conceptual framework and systematic review of efficacy, Journal of Adolescent Health, 65, 1, pp. 15-31, (2019); Lambovska M., Sardinha B., Belas J., Impact of the COVID-19 pandemic on youth unemployment in the European Union, Ekonomicko-manazerske spektrum, 15, 1, pp. 55-63, (2021); Maiga W. E., Porgo M., Zahonogo P., Amegnaglo C. J., Coulibaly D. A., Flynn J., Chimwaza G., A systematic review of employment outcomes from youth skills training programmes in agriculture in low-and middle-income countries, Nature Food, 1, 10, pp. 605-619, (2020); Kluve J., Puerto S., Robalino D., Romero J. M., Rother F., Stoterau J., Witte M., Do youth employment programs improve labor market outcomes? A quantitative review, World Development, 114, pp. 237-253, (2019); De Lannoy A., Graham L., Patel L., Leibbrandt M., Why is youth unemployment so intractable in South Africa? A synthesis of evidence at the micro-level, Journal of Applied Youth Studies, 3, pp. 115-131, (2020); Nakirijja D. S., Kasirye R., Nabulya A., Access to job market: Findings from A venture development program for marginalized unemployed Youth in Kampala Uganda, Advanced Journal of Social Science, 6, 1, pp. 26-37, (2020); Jackson M. S., Colvin A. D., Bullock A. N., Development of a pre-college program for foster Youth: Opportunities and challenges of program implementation, Child and Adolescent Social Work Journal, 37, pp. 411-423, (2020); Alfonsi L., Bandiera O., Bassi V., Burgess R., Rasul I., Sulaiman M., Vitali A., Tackling youth unemployment: Evidence from a labor market experiment in Uganda, Econometrica, 88, 6, pp. 2369-2414, (2020); Abe Ndjie A., Atangana Ondoa H., Ngoa Tabi H., Governance and youth unemployment in Africa, Labor History, 60, 6, pp. 869-882, (2019); Ebrahim A., Pirttila J., Can a wage subsidy system help reduce 50 per cent youth unemployment? Evidence from South Africa (No. 2019/28), (2019); Akanle O., Omotayo A., Youth, unemployment and incubation hubs in Southwest Nigeria, African Journal of Science, Technology, Innovation and Development, 12, 2, pp. 165-172, (2020); Ettekal A. V., Agans J. P., Positive youth development through leisure: Confronting the COVID-19 pandemic, Journal of Youth Development, 15, 2, pp. 1-20, (2020); Valiente O., Capsada-Munsech Q., G de Otero J. P., Educationalisation of youth unemployment through lifelong learning policies in Europe, European Educational Research Journal, 19, 6, pp. 525-543, (2020); Odumade A. S., Effects of Youth Unemployment and its Consequences on Economic Growth in Nigeria, KIU Journal of Humanities Kampala International University, 5, 3, pp. 33-40, (2020); Papadakis N., Amanaki E., Drakaki M., Saridaki S., Employment/unemployment, education and poverty in the Greek Youth, within the EU context, International Journal of Educational Research, 99, (2020); Mulema J., Mugambi I., Kansiime M., Chan H. T., Chimalizeni M., Pham T. X., Oduor G., Barriers and opportunities for the youth engagement in agribusiness: empirical evidence from Zambia and Vietnam, Development in Practice, 31, 5, pp. 690-706, (2021); Magagula B., Tsvakirai C. Z., Youth perceptions of agriculture: influence of cognitive processes on participation in agripreneurship, Development in practice, 30, 2, pp. 234-243, (2020); Onwuka E. M., Ugwu K. E., Chukwuma E. D., Implications of youth unemployment and violent crime on the economic growth (a case study of anambra state, Nigeria), Australian Journal of Commerce Study, (2020)","","","ReAttach Therapy International Foundation","","","","","","25897799","","","","English","J. Reattach Ther. Dev. Diver.","Article","Final","","Scopus","2-s2.0-85165456404"
"Cornish C.","Cornish, Carlene (57194273076)","57194273076","‘At the end of the course, where is their progression’? The paradox of progression for former so-called not in education, employment, and training youth","2023","Power and Education","","","","","","","0","10.1177/17577438231200350","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85170552939&doi=10.1177%2f17577438231200350&partnerID=40&md5=9a848e8f9e660c710698082b9011f242","Social Work, University of East Anglia, Norwich, United Kingdom","Cornish C., Social Work, University of East Anglia, Norwich, United Kingdom","It is often presumed that when students complete a particular entry course at college, the acquisition of that qualification should grant access to the next, higher level of study. There is a dearth of academic research on the actual progression outcomes for so-called not in education, employment, and training (NEET) and disengaged youth, enrolled on an employability course. Purportedly, the employability qualifications should enable students to progress towards higher levels of study, but do they? Adopting a case study approach, research was conducted with seven tutors and 26 students enrolled on the 2013 and 2014 Level 1 Achieving Skills Course, an employability course delivered at The Site, a FE college in the East Region. The college’s database was also accessed to review success and progression outcomes. Highlighting discrepancy and controversy, key findings revealed that most participants were unable to progress onto higher level courses at The Site. Instead, they were recorded as either NEET or destination unknown. This paper reveals key factors impeding progression and the reification of NEET identities on this course. It calls for political debate and a sharper inspection into the quality of re-engagement provisions for so-called NEET and disengaged youth. © The Author(s) 2023.","employability qualification; exclusion; further education; Not in education, employment, and training; progression","","","","","","","","Ainley P., Betraying a Generation: How Education Is Failing Young People, (2016); Allen M., Ainley P., Lost Generation? New Strategies for Youth and Education, (2010); Atkins L., Invisible Students, Impossible Dreams: Experiencing Vocational Education 14-19, (2009); Augar Report, Independent Panel Report to the Review of Post-18 Education and Funding, (2019); Author C., Keep them students busy’: ‘warehoused’ or taught skills to achieve?, Research in Post-Compulsory Education, 23, 1, pp. 100-117, (2018); Author C., Exclusion by design: uncovering systems of segregation and ‘ghettoization’ of so-called NEET and ‘disengaged’ youth on an employability course in a further education (FE) college, Journal of Youth Studies, 26, pp. 456-472, (2021); Author C., The paradox of BKSB assessments and functional skills: the experiences of ‘disengaged’ youth on an employability course in a further education college, Journal of Further and Higher Education, 45, 10, pp. 1411-1423, (2021); Author C., Educated or warehoused? The educational experiences of former NEET and So-called disengaged youth in a further education (FE) college in England, European Journal of Multidisciplinary Studies, 6, Sep-Dec, (2017); Avis J., Atkins L., Youth transitions, VET and the ‘making’ of class: changing Theorisations for Changing times?, Research in Post-Compulsory Education, 22, 2, pp. 165-185, (2017); Beck U., The Risk Society: Towards a New Modernity, (1992); Bell D.N.F., Blanchflower D.G., Youth unemployment in europe and the United States, Nordic Economic Policy Review, (2011); Bourdieu P., The School as a Conservative Force: Scholastic and Cultural Inequalities, (1974); Bourdieu P., Symbolic power, Critique of Anthropology, 4, 13-14, pp. 77-85, (1979); Bourdieu P., The forms of capital, Handbook of Theory and Research for the Sociology of Education, (1986); Bourdieu P., Passeron J.C., The Inheritors: French Students and Their Relation to Culture, (1979); Bradley S., Lenton P., A Longitudinal Analysis of the Decision to Drop Out of Post-compulsory Education, (2003); Bynner J., Participation and progression: use of birth cohort study data in illuminating the role of basic skills and other factors (nuffield review of 14-19), (2004); Clifton J., Cook W., A Long Division: Closing the Attainment Gap in England’s Secondary Schools, (2012); Cohen S., Folk Devils and Moral Panics, (1972); Coles B., Godfrey C., Keung A., Et al., Estimating the Life-Time Cost of NEET: 16-18 Year Olds Not in Education, Employment or Training, (2010); Colley H., Time in learning transitions through the lifecourse: a feminist perspective, Transitions and Learning through the Lifecourse, pp. 130-146, (2010); Conrad D., Rethinking ‘at-risk’ in drama education: beyond prescribed roles, Research in Drama Education, 10, 1, pp. 27-41, (2005); Cuervo H., Wyn J., Reflections on the use of spatial and relational metaphors in youth studies, Journal of Youth Studies, 17, 7, pp. 901-915, (2014); The Importance of Teaching, (2010); Raising Expectations: Staying in Education and Training Post-16, (2007); Fergusson R., Unwin L., Making better sense of post-16 destinations: a case study of an English county, Research Papers in Education, 11, 1, pp. 53-81, (1996); Finlay I., Sheridan M., McKay J., Et al., Young people on the margins: in need of more choices and more chances, British Educational Research Journal, 36, 5, pp. 851-867, (2010); Foucault M., The History of Sexuality, (1978); Furlong A., Goodwin J., O'Connor H., Et al., Young People in the Labour Market: Past, Present, Future, (2017); Gorard S., Education and Social Justice: The Changing Composition of Schools and its Implications, (2000); Harlan M., Constructing youth: reflecting on defining youth and impact on methods, School Libraries Worldwide, 22, 2, pp. 1-12, (2016); UK Strategy for Outward Mobility, (2013); Building Engagement, Building Futures: Our Strategy to Maximise the Participation of 16–24-Year-Olds in Education, Training and Work, (2011); Holroyd R.A., Amour K.M., Re-Engaging disaffected youth through physical activity programmes, Paper Presented to the British Educational Research Association (BERA) Annual Conference, 11–13 September 2003, (2003); Jones K., Martin P., Kelly A., Hidden Young People in Salford, (2018); Levitas R., The Inclusive Society: Social Exclusion and New Labour, (2005); Lincoln Y.S., Guba E.G., Naturalistic Inquiry, (1985); Lucas S.R., Effectively maintained inequality: education, transitions, track mobility, and social background effects, American Journal of Sociology, 106, pp. 1642-1690, (2001); Maguire S., Will raising the participation age (RPA) solve the NEET problem in England?, Research in Post-Compulsory Education, 18, 1-2, pp. 61-75, (2013); Mayhew K., Keep E., Industrial Strategy and the Future of Skills Policy: The High Road to Sustainable Growth, (2014); McPherson C., Between the rhetoric of employability and the reality of youth (Under) employment: NEET policy rhetoric in the UK and Scotland, JAYS, 4, pp. 135-152, (2021); Murray C., Losing Ground: American Social Policy 1950-80, (1984); Nudzor H., Depicting young people by what they are not: conceptualisation and usage of NEET as a deficit label, Educational futures, 2, 2, pp. 12-24, (2010); Young people not in education, employment or training (NEET) UK, (2021); Population estimates for the UK, England and wales, scotland and northern Ireland, (2018); GCSEs in 2019, All Entries in All Subjects, England Only, (2019); Unseen children: access and achievement 20 years on, (2013); Playford C.J., Gayle V., The concealed middle? An exploration of ordinary young people and school GCSE subject area attainment, Journal of Youth Studies, 19, pp. 149-168, (2016); Powell A., NEET: Young People Not in Education, Employment or Training, (2021); Rahmani H., Groot W., Risk factors of being a youth not in education employment and training: scoping review, International Journal of Educational Research, 120, (2023); Rasbash J., Children’s educational progress: partitioning family, school and area effects, Journal of the Royal Society, 173, 3, pp. 657-682, (2010); Roberts K., Generation equity and inequity: gilded and jilted generations in Britain since 1945, Journal of Youth Studies, 24, pp. 1-18, (2020); Simmons R., Thompson R., NEET Young People and Training for Work: Learning on the margins, (2011); Simmons R., Thompson R., Russell L., Self-esteem and social justice? Engaging young people on the margins of education and employment, Paper Presented at the Journal of Vocational Education and Training 10th International Conference, (2013); Simmons R., Thompson R., Russell L., Education, Work and Social Change, (2014); Strand S., Ethnicity, gender, social class and achievement gaps at age 16: intersectionality and ‘Getting it’ for the white working class, Research Papers in Education, 29, pp. 131-171, (2014); Sullivan A., Parsons S., Green F., Et al., Educational attainment in the short and long term: was there an advantage to attending faith, private, and selective schools for pupils in the 1980s, Oxford Review of Education, 44, 6, pp. 806-822, (2018); Taylor N., A job, any job: the UK benefits system and employment services in a age of austerity, Observatoire Soc Britannique, 19, pp. 1-18, (2017); Tomlinson S., Ignorant Yobs? Low Attainers in a Global Knowledge Economy, (2013); Webb S., Geographical dimensions of imagined futures: post school participation in education and work in peri-urban and regional Australia, Paper presented at the AVETRA Annual Conference, (2014); Williamson H., Status zero youth and the ‘underclass, Youth, the Underclass and Social Exclusion, pp. 70-82, (1997); Wolf A., Review of Vocational Education –The Wolf Report, (2011); Worthington R.L., Juntunen C.L., The vocational development of non-college-bound youth: counseling psychology and the school-to-work transition movement, The Counseling Psychologist, 25, 3, pp. 323-363, (1997)","C. Cornish; Social Work, University of East Anglia, Norwich, United Kingdom; email: C.Cornish@uea.ac.uk","","SAGE Publications Ltd","","","","","","17577438","","","","English","Power  Educ.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85170552939"
"Isbah M.F.; Kailani N.; Kustiningsih W.; Artosa O.A.; Zamjani I.","Isbah, M. Falikul (55566477400); Kailani, Najib (55566041500); Kustiningsih, Wahyu (57203864083); Artosa, Odam Asdi (58567950200); Zamjani, Irsyad (57201761916)","55566477400; 55566041500; 57203864083; 58567950200; 57201761916","Indonesia’s Recent University Graduates amidst the COVID-19 Pandemic: Employability and Resilience*","2023","Journal of Asian Sociology","52","2","","109","133","24","0","10.21588/dns.2023.52.2.001","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85170284746&doi=10.21588%2fdns.2023.52.2.001&partnerID=40&md5=76c0d3dec4b8dc987b441bd58300e263","Universitas Gadjah Mada, Indonesia; Sunan Kalijaga State Islamic University, Indonesia; Ministry of Education, Culture, Research and Technology, Indonesia","Isbah M.F., Universitas Gadjah Mada, Indonesia; Kailani N., Sunan Kalijaga State Islamic University, Indonesia; Kustiningsih W., Universitas Gadjah Mada, Indonesia; Artosa O.A., Universitas Gadjah Mada, Indonesia; Zamjani I., Ministry of Education, Culture, Research and Technology, Indonesia","This study investigates the experiences of Indonesia’s fresh university graduates during the COVID-19 pandemic and their efforts to enter the world of work. We discuss this issue by referring to the scholarly discussion of youths’ transition to work in the post-industrial era, during which traditional full-time and life-long employment has given way to a more contingent employment landscape. This article relies on data collected from an online survey involving 800 fresh university graduates, in-depth interviews with 16 informants, and focus group discussions with 24 participants. It shows that most fresh graduates have had difficulty finding the jobs they desire during the COVID-19 pandemic. Nonetheless, most of them have adapted resiliently through meaningful activities such as social networking, religious missions, and skill upgrading. We argue that fresh graduates in Indonesia have experienced multiple transitions without any order or regularity (i.e., fractured transitions), which has only been exacerbated by the COVID-19 pandemic. This study enriches our understanding of labor and employability by considering their noneconomic dimensions through an exploration of fresh graduates’ individual trajectories and socio-economic contexts, and echoes that youth transition is neither linear nor uniform. © (2023). All Rights Reserved.","COVID-19 pandemic; employability; fresh university graduates; Indonesia; resilience","","","","","","Center for Policy Research; Sociology Department of Universitas Gadjah Mada; Kementerian Pendidikan dan Kebudayaan, (2020-2021)","*The data collection for this article was funded by the Center for Policy Research, Indonesia’s Ministry of Education and Culture (2020-2021); and the writing process was supported by a publication grant from the Sociology Department of Universitas Gadjah Mada, Indonesia (2021). We gratefully thank all research assistants who helped us to reach all respondents and informants during the peak of the pandemic; and all respondents and informants who were willing to share their experiences and views with us.","Absor Muhammad Ulil, Utomo Iwu Dwisetyani, School-to-work transition of young people in Greater Jakarta: the determinants of success, Asian Population Studies, 13, 3, pp. 306-326, (2017); Akatiga, White Ben, Would I like to be a farmer?, Inside Indonesia, pp. 1-7, (2015); Artess Jane, Hooley Tristram, Mellors-Bourne Robin, Employability: A Review of the Literature 2012 to 2016, (2017); Aswicahyono Haryo, Hill Hal, Narjoko Dionisius, Industrialisation after a deep economic crisis: Indonesia, Journal of Development Studies, 46, 6, pp. 1084-1108, (2010); Bird Kelly, Lozano Cristina, Mendoza Teresa, Philippines' COVID-19 Employment Challenge: Labor Market Programs to the Rescue, (2021); Keadaan Ketenagakerjaan Indonesia Agustus 2020, (2020); Hasil Sensus Penduduk 2020, (2021); Bradley Harriet, Devadason Ranji, Fractured Transitions: Young Adults' Pathways into Contemporary Labour Markets, Sociology, 42, 1, pp. 119-136, (2008); van Breda Adrian D., Theron Linda C., A critical review of South African child and youth resilience studies, 2009-2017, Children and Youth Services Review, 91, pp. 237-247, (2018); Burt Keith B., Paysnick Amy A., Resilience in the transition to adulthood, Development and Psychopathology, 24, 2, pp. 493-505, (2012); Chang Sang-Soo, Returns to Women's Education in the Marriage Market: A Comparative Analysis of Japan, Korea, and Taiwan, Journal of Asian Sociology, 48, 4, pp. 559-584, (2019); Clarke Marilyn, Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Colby Anne, Ehrlich Thomas, Beaumont Elizabeth, Stephens Jason, Educating Citizens: Preparing Americas Undergraduates for Lives of Moral and Civic Responsibilities, (2003); Francisco San, Diprete Thomas A., Buchmann Claudia, Gender-specific trends in the value of education and the emerging gender gap in college completion, Demography, 43, 1, pp. 1-24, (2006); 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Aspirations, education and employment in Asia., Children's Geographies, 16, 1, pp. 1-14, (2018); Nilan Pam, Youth transitions to urban, middle-class marriage in Indonesia: Faith, family and finances, Journal of Youth Studies, 11, 1, pp. 65-82, (2008); Nilan Pam, Feixa Carles, Introduction: Youth hybridity and plural worlds, (2006); Nilan Pam, Parker Lyn, Robinson Kathryn, Bennett Linda, Contemporary Indonesian Youth Transitions: Trends and Inequalities, Him. 23-47 dalam Youth Identities and Social Transformations in Modern Indonesia, (2016); Nilan Pam, Parker Lynette, Bennett Linda, Robinson Kathryn, Indonesian youth looking towards the future, Journal of Youth Studies, 14, 6, pp. 709-728, (2011); Nino-Zarazua Miguel, Nina Torm, (2022); Students at work - OECD, (2012); Parker Lyn, Nilan Pam, Adolescents in Contemporary Indonesia, (2013); Robinson Kathryn, Youth Identities and Social Transformations in Modern Indonesia, (2016); Rodeheaver Dan, Zafirovski Milan, Sociology of Work, (2017); Resilience: Cultivating Emotional Resilience among Youth to Boost their Employment Prospects, (2021); Smith-Hefner Nancy J., The new Muslim romance: Changing patterns of courtship and marriage among educated Javanese youth, Journal of Southeast Asian Studies, 36, 3, pp. 441-459, (2005); Smith-Hefner Nancy J., Javanese women and the veil in post-soeharto Indonesia, Journal of Asian Studies, 66, 2, pp. 389-420, (2007); Standing Guy, The Precariat: The New Dangerous Class, (2011); Tadjoeddin Mohammad Zulfan, Chowdhury Anis, Employment and Re-industrialisation in Post Soeharto Indonesia, (2019); Weinert Patricia, Baukens Mechle, Bollerot Patrick, Pineschi-Gapenne Marina, Walwei Ulrich, Employ ability: from Theory to Practice, (2001); White Ben, Indonesia rural youth transitions: employment, mobility and the future of agriculture, Him. 243-263 dalam Land, Livelihood, The Economy and the Environment in Indonesia, (2012); White Ben, Generation and Social Change: Indonesian Youth in Comparative Perspective, Him. 4-22 dalam Youth Identities and Social Transformations in Modern Indonesia, (2016); Woodman Dan, Bennett Andy, Youth Cultures, Transitions, and Generations: Bridging the Gap in Youth Research, (2015); ASEAN Youth: Technology, Skills and the Future of Work, (2019); The future of job report 2020, (2020)","","","Institute of Social Development and Policy Research, Seoul National University","","","","","","26714574","","","","English","J.Asian Soci.","Article","Final","","Scopus","2-s2.0-85170284746"
"De P.; Bakhshi M.","De, Papiya (57455727700); Bakhshi, Medha (58482542500)","57455727700; 58482542500","An Experiential Learning Approach for Teaching Appropriate Assertiveness: An Example of Indian Management Students","2023","Journal of Teaching in International Business","34","1-2","","7","32","25","0","10.1080/08975930.2023.2213456","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164504735&doi=10.1080%2f08975930.2023.2213456&partnerID=40&md5=3ead4bce4c2b6ce242318af529b17577","NMIMS School of Business Management, NMIMS University, Mumbai, India; Indian Institute of Management Lucknow, Lucknow, India","De P., NMIMS School of Business Management, NMIMS University, Mumbai, India; Bakhshi M., Indian Institute of Management Lucknow, Lucknow, India","The paper underscores the need for including assertiveness skills training for international business students amidst the growing demand for other interpersonal skills such as empathetic communication, strong listening capabilities, conflict handling, and tackling difficult conversations. While these skills increasingly dominate the screening criteria of recruiters, making these the most “sought after” employability skills across the globe, the authors contend that appropriate assertiveness is a critical skill especially in cross-cultural communication contexts to establish strong interpersonal relationships and align communication to the globally accepted norms of organizational behavior. The paper provides practitioners with insights to design an assertiveness teaching module and outlines a portfolio of experiential learning activities and approaches including assignment design, module architecture, deliverables and rubrics, models and frameworks, and role-play resources that can be used to impart assertiveness training. It further discusses the implications for curriculum design and presents a case for adopting an integrative approach to teaching appropriate assertiveness, embedding it across other communication modules to strengthen the efficacy of learning. © 2023 Taylor & Francis Group, LLC.","Appropriate assertiveness; experiential learning; intercultural sensitivity; international business; pedagogy; role plays","","","","","","","","Aggarwal R., Student Characteristics and Pedagogies in Developing Global Mindsets: Introduction to This Issue, Journal of Teaching in International Business, 27, 4, pp. 143-146, (2016); Aggarwal R., Developing a Global Mindset: Integrating Demographics, Sustainability, Technology, and Globalization, Journal of Teaching in International Business, 22, 1, pp. 51-69, (2011); Aggarwal R., Yinglu W., Challenges in Implementing Experiential Learning in IB Education, Journal of Teaching in International Business, 30, 1, pp. 1-5, (2019); Aggarwal R., Zhan F., Course Design Considerations in International Business Education, Journal of Teaching in International Business, 29, 4, pp. 267-271, (2018); Akdeniz B.M., Zhang C., Tamer Cavusgil S., Innovative Pedagogical Approaches in Teaching International Business, Journal of Teaching in International Business, 30, 2, pp. 96-101, (2019); Alberti R.E., Assertiveness: Innovation, application, issues, (1997); Ambrose S.A., Bridges M.W., Lovett M.C., How Learning Works: Seven Research-Based Principles for Smart Teaching, (2010); Ames D.R., In Search of the Right Touch: Interpersonal Assertiveness in Organizational Life, Current Directions in Psychological Science, 17, 6, pp. 381-385, (2008); Ames D.R., Flynn F.J., What Breaks a Leader: The Curvilinear Relation Between Assertiveness and Leadership, Journal of Personality & Social Psychology, 92, pp. 307-324, (2007); Armstrong R.W., Krasnostein J., The Cultural Convergence of MBA Education Across Australia, Singapore and Malaysia, Journal of Teaching in International Business, (2010); Bakhshi M., Navigating Across Cultures: Cultural Competence Challenges for Budding Indian Managers, International Journal of Marketing and Business Communication, 8, 1, pp. 38-46, (2019); 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Zuercher N.T., Personnel &, Guidance Journal, 62, 2, (1983)","P. De; NMIMS School of Business Management, NMIMS University, Mumbai, India; email: papiya.de@sbm.nmims.edu","","Routledge","","","","","","08975930","","","","English","J. Teach. Int. Bus.","Article","Final","","Scopus","2-s2.0-85164504735"
"Abu Asabeh S.; Alzboon R.; Alkhalaileh R.; Alshurafat H.; Al Amosh H.","Abu Asabeh, Sally (58563805100); Alzboon, Raneem (58564694600); Alkhalaileh, Rahaf (58183856200); Alshurafat, Hashem (57214751576); Al Amosh, Hamzeh (57219696165)","58563805100; 58564694600; 58183856200; 57214751576; 57219696165","Soft skills and knowledge required for a professional accountant: Evidence from Jordan","2023","Cogent Education","10","2","2254157","","","","0","10.1080/2331186X.2023.2254157","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169903136&doi=10.1080%2f2331186X.2023.2254157&partnerID=40&md5=18ac06d5d2574270b202fd2b3a5efa8f","Department of Accounting, Business School, The Hashemite University, Zarqa, Jordan; Ministry of Education and Higher Education, Doha, Qatar; Faculty of Business and Management, University Sultan Zainal Abidin, Kuala Nerus, Malaysia","Abu Asabeh S., Department of Accounting, Business School, The Hashemite University, Zarqa, Jordan; Alzboon R., Department of Accounting, Business School, The Hashemite University, Zarqa, Jordan; Alkhalaileh R., Department of Accounting, Business School, The Hashemite University, Zarqa, Jordan; Alshurafat H., Department of Accounting, Business School, The Hashemite University, Zarqa, Jordan; Al Amosh H., Ministry of Education and Higher Education, Doha, Qatar, Faculty of Business and Management, University Sultan Zainal Abidin, Kuala Nerus, Malaysia","Due to the rapidly changing economic environment, increasing competition, and the pervasive influence of new technologies in businesses, the accounting profession is encountering challenges in adapting to these changes. Accountants worldwide face new market demands, leading to numerous organizations and individuals in many countries advocating for modifications in accounting curricula to equip students with the necessary skills and knowledge. This quantitative study aims to assess the soft skills possessed by Jordanian accounting graduates and evaluate their adequacy in meeting employer expectations, as employers play a crucial role in enhancing employability. It also investigates the extent to which accounting graduates perceive their university programs to have promoted soft skills and knowledge. A total of 101 students, 75 professionals, and 54 academics participated in the online questionnaire. The participants were asked to assess the importance of 45 skills, categorized into five groups: interpersonal and communication skills, intellectual skills, personal skills, technical and functional skills, and organizational skills/business management skills. The study uncovered disparities between students’ perceptions of skill importance and the perceptions of academics and employers. Moreover, the study’s findings align with existing literature, indicating that employers and academics emphasize interpersonal and communication skills, while graduates prioritize technical and functional skills. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","accountants; business management skills; interpersonal skills; organizational skills; soft skills; technical skills","","","","","","Qatar National Library, QNL","Open Access funding provided by the Qatar National Library.","Ahmad N.S., Gao S.S., Changes, problems and challenges of accounting education in Libya, Accounting Education, 13, 3, pp. 365-320, (2004); Al-Adwan A.S., Nofal M., Akram H., Albelbisi N.A., Al-Okaily M., Towards a Sustainable Adoption of E-Learning Systems: The Role of Self-Directed Learning, Journal of Information Technology Education Research, 21, pp. 245-267, (2022); Al-Akra M., Ali M.J., Marashdeh O., Development of accounting regulation in Jordan, The International Journal of Accounting, 44, 2, pp. 163-186, (2009); Al Amosh H., Khatib S.F., Environmental, social and governance performance disclosure and market value: Evidence from Jordan, Business Perspectives and Research, (2023); Al Amosh H., Khatib S.F., Ananzeh H., Environmental, social and governance impact on financial performance: Evidence from the Levant countries, Corporate Governance the International Journal of Business in Society, 23, 3, (2023); 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Al Amosh; Ministry of Education and Higher Education, Doha, 35111, Qatar; email: hamza_omosh@yahoo.com","","Taylor and Francis Ltd.","","","","","","2331186X","","","","English","Cogent Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85169903136"
"Steurer M.; Van der Vaart L.; Rothmann S.","Steurer, Marida (57734374400); Van der Vaart, Leoni (55864928900); Rothmann, Sebastiaan (9436886900)","57734374400; 55864928900; 9436886900","Managerial expectations of graduate employability attributes: An empirical study","2023","SA Journal of Industrial Psychology","49","","a2081","","","","0","10.4102/sajip.v49i0.2081","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85167685819&doi=10.4102%2fsajip.v49i0.2081&partnerID=40&md5=b31ba7b90e55abf8c8a3675b362659f4","Optentia Research Unit, Faculty of Humanities, North-West University, Vanderbijlpark, South Africa; Department of Industrial Psychology and Human Resource Management, Faculty of Economic and Management Sciences, North-West University, Vanderbijlpark, South Africa","Steurer M., Optentia Research Unit, Faculty of Humanities, North-West University, Vanderbijlpark, South Africa, Department of Industrial Psychology and Human Resource Management, Faculty of Economic and Management Sciences, North-West University, Vanderbijlpark, South Africa; Van der Vaart L., Optentia Research Unit, Faculty of Humanities, North-West University, Vanderbijlpark, South Africa, Department of Industrial Psychology and Human Resource Management, Faculty of Economic and Management Sciences, North-West University, Vanderbijlpark, South Africa; Rothmann S., Optentia Research Unit, Faculty of Humanities, North-West University, Vanderbijlpark, South Africa","Orientation: A lack of employability attributes is often suggested as one of the main reasons for the existing new graduate supply–demand gap. Research purpose: The study aimed to empirically explore managerial expectations of new graduate employability attributes and what managers are prepared to do to enable new graduates in this regard. Motivation for the study: Not being able to find qualified candidates hampers productivity. In addition, it also limits new graduates’ prospects of finding sustainable employment. Research approach/design and method: This study is based on responses of 17 respondents from the North West, Gauteng and Northern Free State provinces of South Africa. Responses were obtained through a qualitative online survey. The researchers analysed the data using qualitative content analysis. Main findings: Six main attributes were extracted from the data: Being self-determined (making choices and managing their own lives); harnessing knowledge and learning (using and developing knowledge and skills); having a positive attitude (solving problems and dealing with challenges and setbacks); believing in oneself (having humility and self-confidence); having good relationships with others (being sensitive towards the organisational culture and relating well to others) and managerial capacity building (managers’ coaching and mentor roles that are critical to enable new graduates). Practical/managerial implications: Understanding managerial expectations should guide industry, higher education institutions and government in developing evidence-based interventions focussing on the relevant aspects of new graduate employability attributes. Contribution/value-add: The findings of this study provides an empirically grounded description of six broad new graduate attributes that managers value. © 2023. The Authors.","attributes; capability; employability; managerial expectations; new graduate; qualitative descriptive design Introduction","","","","","","","","Abbas G., Nawaz A., Linking employee motivation with teamwork-spirit: The influence of social skills and self-confidence, Gomal University Journal of Research, 35, 2, pp. 87-97, (2019); Abma F.I., Brouwer S., De Vries H.J., Arends I., Robroek S.J., Cuijpers M.P., Van der Wilt G.J., Bultmann U., Van der Klink J.J., The capability set for work: Development and validation of a new questionnaire, Scandinavian Journal of Work, Environment & Health, 42, 1, pp. 34-42, (2016); Allden M., Niemann W., Kotze T., Industry expectations of supply chain management graduates: Perspectives from third-party logistics providers in South Africa, Journal of Transport and Supply Chain Management, 12, 1, pp. 1-14, (2018); Al-Shehab N., Al-Hashimi M., Madbouly A., Reyad S., Hamdan A., Do employability skills for business graduates meet the employers’ expectations? 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F., van Vuuren T., van Dam K., HR practices for enhancing sustainable employability: Implementation, use, and outcomes, The International Journal of Human Resource Management, 31, 7, pp. 886-907, (2020)","S. Rothmann; Optentia Research Unit, Faculty of Humanities, North-West University, Vanderbijlpark, South Africa; email: ian@ianrothmann.com","","AOSIS (pty) Ltd","","","","","","02585200","","","","English","SA J. Ind. Psychol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85167685819"
"Fakih A.; Kassab S.; Lizzaik Z.","Fakih, Ali (56478862100); Kassab, Sara (57939641800); Lizzaik, Zeina (57940502000)","56478862100; 57939641800; 57940502000","Employability of Syrian Refugees in Lebanon: The Role of Legal Residency","2023","Defence and Peace Economics","","","","","","","0","10.1080/10242694.2023.2228578","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165507668&doi=10.1080%2f10242694.2023.2228578&partnerID=40&md5=ca09ef05e6df427413025a90dfae9e87","Department of Economics, Lebanese American University, Beirut, Lebanon","Fakih A., Department of Economics, Lebanese American University, Beirut, Lebanon; Kassab S., Department of Economics, Lebanese American University, Beirut, Lebanon; Lizzaik Z., Department of Economics, Lebanese American University, Beirut, Lebanon","The onset of the Syrian crisis in 2011 has led people to flow to neighboring countries seeking protection. Syrian refugees have become a topic of interest for many researchers where studies have highlighted their vulnerability in their host countries, including finding a job. There have been papers addressing the factors influencing Syrian refugees’ employability, but very few have specifically focused on the role of legal residence and legal documentation. In this research, our main objective is to examine the correlation between Syrian refugees’ legal residency and their labor force participation in Lebanon. We use the Vulnerability Assessment of Syrian Refugees in Lebanon (VASyR) dataset and run a Probit model. The main finding of our empirical analysis is that Syrian refugees with legal residency are more likely to be employed in Lebanon. After dividing by educational levels, the results suggest that legal residency is positively associated with a higher probability of finding work among those with a school education or university education as the highest educational attainment. This paper also includes identity documentation factors (identification document (ID), national passport, family booklet) and some demographic factors (gender, marital status, education, age). Finally, the paper provides some policy recommendations regarding this issue. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","Demographic factors; Identity documentation; Legal residency; Probit; Work","","","","","","","","Abou Mrad G., ‘Refugees’ in Lebanon: Future Citizens?, Lebanon Law Review, (2020); Achilli L., Syrian Refugees in Jordan: A Reality Check, Migration Policy Centre, (2015); Alsharabati C., Nammour J., Survey on Perceptions of Syrian Refugees Full Report in Lebanon, INSTITUT DES SCIENCES POLITIQUES–USJ, (2017); Bakker L., Dagevos J., Engbersen G., Explaining the Refugee Gap: A Longitudinal Study on Labour Market Participation of Refugees in the Netherlands, Journal of Ethnic and Migration Studies, 43, 11, pp. 1775-1791, (2017); Baroud M., Zeidan N., Addressing Challenges Faced by Syrian Refugees Working in the Informal Economy, Issam Fares Institute for Public policy and International Affairs AUB, (2021); Bertinelli L., Comertpay R., Maystadt J.F., Refugees, Diversity and Conflict in Sub-Saharan Africa, (2022); Bertrand A.L., Refugees’ Trajectories in Switzerland: Impact of Residence Permits on Labour Market Integration, Quetelet Journal, 7, 1, pp. 71-99, (2019); Bloch A., Refugees in the UK Labour Market: The Conflict Between Economic Integration and Policy-Led Labour Market Restriction, Journal of Social Policy, 37, 1, pp. 21-36, (2008); Calderon V., Gafaro M., Ibanez A.M., Forced Migration, Female Labor Force Participation, and Intra-Household Bargaining: Does Conflict Empower Women?, Universidad de los Andes–Facultad de Economía–CEDE., (2011); Clemens M., Huang C., Graham J., The Economic and Fiscal Effects of Granting Refugees Formal Labor Market Access, Center for Global Development Working Paper, (2018); Codell J.D., Hill R.D., Woltz D.J., Gore P.A., Predicting Meaningful Employment for Refugees: The Influence of Personal Characteristics and Developmental Factors on Employment Status and Hourly Wages, International Journal for the Advancement of Counselling, 33, 3, pp. 216-224, (2011); Damelang A., Kosyakova Y., To Work or to Study? Postmigration Educational Investments of Adult Refugees in Germany–Evidence from a Choice Experiment, Research in Social Stratification and Mobility, 73, (2021); de Hoop T., Coombes A., Holla C., Employer Attitudes Towards Hiring University-Educated Refugees: Evidence from Rwanda, Journal of Development Effectiveness, pp. 1-11, (2022); De Vroome T., Van Tubergen F., The Employment Experience of Refugees in the Netherlands, International Migration Review, 44, 2, pp. 376-403, (2010); Dumper H., Missed Opportunities: A Skills Audit of Refugee Women in London from the Teaching, Nursing and Medical Professions, Greater London Authority (GLA), (2002); Fakhoury T., Ozkul D., Syrian refugees’ Return from Lebanon, Forced Migration Review, 62, pp. 26-28, (2019); Friedberg R.M., You Can’t Take It with You? Immigrant Assimilation and the Portability of Human Capital, Journal of Labor Economics, 18, 2, pp. 221-251, (2000); Hair J.F., Anderson R.E., Tatham R.L., Black W.C., Multivariate Data Analysis: With Readings, (1995); Hassan M.A., Makhlouf G., Hassan M.A., A New Implementation of EN1839 Method T Mixture Preparation to Prepare Calibration Gas Mixtures for Anesthetic Gas Monitors, Journal of Clinical Monitoring and Computing, 35, 5, pp. 1069-1076, (2021); Içduygu A., Millet E., Syrian Refugees in Turkey: Insecure Lives in and Environment of Pseudo-Integration, (2016); Assessment of the impact of Syrian refugees in Lebanon and their employment profile 2013, (2014); Janmyr M., Precarity in Exile: The Legal Status of Syrian Refugees in Lebanon, Refugee Survey Quarterly, 35, 4, pp. 58-78, (2016); Kaabel A., Losing Human (Itarian) Capital: Exploring Micro and Macro Determinants of Refugee Labour Market Integration, (2018); Kayaoglu A., Erdogan M.M., Labor Market Activities of Syrian Refugees in Turkey, (2019); Krahn H., Derwing T., Mulder M., Wilkinson L., Educated and Underemployed: Refugee Integration into the Canadian Labour Market, Journal of International Migration and Integration/Revue de l'integration et de la migration internationale, 1, pp. 59-84, (2000); Matsuoka A., Sorenson J., Eritrean Refugees in Canada, Engendering Forced Migration, (1999); Morrar R., Rios-Avila F., Discrimination Against Refugees in the Palestinian Labor Market, International Journal of Manpower, 42, 6, pp. 1002-1024, (2021); Nassar J., Stel N., Lebanon’s Response to the Syrian Refugee Crisis–Institutional Ambiguity as a Governance Strategy, Political Geography, 70, pp. 44-54, (2019); Reidy E., Will Lebanon Force a Million Syrian Refugees to Return to a War Zone?, The Nation, (2018); Rooth D.O., Refugee Immigrants in Sweden-Educational Investments and Labour Market Integration, (1999); Simoonga R.K., Towards Refugee Labour Market Integration: The Case of Sweden, (2020); Turner L., Explaining the (Non-) Encampment of Syrian Refugees: Security, Class and the Labour Market in Lebanon and Jordan, Mediterranean Politics, 20, 3, pp. 386-404, (2015); Protection in Focus December 2017, (2017); Protracted Refugee Situations Explained, (2020); Lebanon Fact Sheet May 2021, (2021); Syrian Refugee Crisis Explained February 2021, (2021); Figures at a Glance, (2022); Vulnerability Assessment of Syrian Refugees in Lebanon: Key Findings of the 2020 Vulnerability Assessment of Syrian Refugees in Lebanon, (2020); Zetter R., Ruaudel H., Refugees’ Right to Work and Access to Labor Markets–An Assessment. World Bank Global Program on Forced Displacement (GPFD) and the Global Knowledge Partnership on Migration and Development (KNOMAD) Thematic Working Group on Forced Migration, KNOMAD Working Paper, (2016); Zimmermann A., Dorschner J., Machts F., The 1951 Convention Relating to the Status of Refugees and Its 1967 Protocol : A Commentary, (2011)","A. Fakih; Department of Economics, Lebanese American University, Beirut, 13-5053, Lebanon; email: afakih@lau.edu.lb","","Routledge","","","","","","10242694","","","","English","Def. Peace Econ.","Article","Article in press","All Open Access; Bronze Open Access","Scopus","2-s2.0-85165507668"
"Obe I.P.; Ezeama O.A.; Oguejiofor I.V.; Ezeama N.R.; Akuchu B.G.","Obe, Ijeoma Pauline (58512934900); Ezeama, Osita Anthony (58511966800); Oguejiofor, Ikechukwu Victor (58335878600); Ezeama, Nneka Rita (58513185400); Akuchu, Besheng George (15052850700)","58512934900; 58511966800; 58335878600; 58513185400; 15052850700","Engineering work-integrated learning in transmission system auto-diagnostic skills for graduation employability and economic growth","2023","Indian Journal of Engineering","20","53","e15ije1631","","","","0","10.54905/disssi/v20i53/e15ije1631","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166269381&doi=10.54905%2fdisssi%2fv20i53%2fe15ije1631&partnerID=40&md5=8557fff5ff2d498dc0e59e45382e8aba","Department of Industrial Technical Education, University of Nigeria, Nsukka, Nigeria; Department of Mechatronic Engineering, University of Nigeria, Nsukka, Nigeria; Department of Education Economics, University of Nigeria, Nsukka, Nigeria; Department of Mathematics, University of Nigeria, Nsukka, Nigeria","Obe I.P., Department of Industrial Technical Education, University of Nigeria, Nsukka, Nigeria; Ezeama O.A., Department of Mechatronic Engineering, University of Nigeria, Nsukka, Nigeria; Oguejiofor I.V., Department of Industrial Technical Education, University of Nigeria, Nsukka, Nigeria; Ezeama N.R., Department of Education Economics, University of Nigeria, Nsukka, Nigeria; Akuchu B.G., Department of Mathematics, University of Nigeria, Nsukka, Nigeria","To achieve quality education in engineering, good jobs opportunities and reliable economic growth for automobile students upon graduation, the use of modern auto-diagnostic tools should come into play. The engineering theory and practice in auto-diagnostic towards public-great working, displaying the student’s ability capacities in the utilization of On-Board diagnostics version 2 (OBD II) for vehicle transmission system diagnosis and repair were investigated. The sample comprised 299 university fourth-year students of automobile engineering and then having a population of 1,521. The outcome uncovered a significant finding that one university had the most noteworthy mean score worth of 6.30 in the transmission system/framework explore, involving the OBD II convention as against 6.00 in the pre-test and with by and large raters all out mean scores of 76.31 and 71.51 in the pre-test and posttest separately. Such meant that the university has utilitarian exceptional present-day vehicle studio utilized for pragmatic works than others. Thusly, the speculations showed that there is a huge contrast in the auto-symptomatic employability abilities moved by students applying OBD II analytic convention to those utilizing customary techniques. In view of the discoveries, students ought to be commanded to do their modern connection/workintegrated learning (WIL) in automobile workshops, during the Students Industrial Work Experience Scheme (SIWES), where they are to be all around regulated by their relegated teacher. The study suggested that, the OBD II analytic convention ought to be used in the preparation of auto/mechanical students for vehicle diagnosis and support for powerful execution and ability, to guarantee employability in the advanced universe of work. © 2023, Discovery Scientific Society. All rights reserved.","Autodiagnostic skills; Employability; On-Board diagnostics version 2; Transmission system; Work-integrated learning","","","","","","","","Bjorck V., Taking issue with how the Work-integrated Learning discourse ascribes a dualistic meaning to graduate employability, High Educ, 82, pp. 307-322, (2021); Blackie M, Roux KL, Mc-Kenna S., Possible Futures for Science and Engineering Education, Hig Educ J, 71, pp. 755-756, (2016); Bobak CA, Barr PJ, O'Malley AJ., Estimation of an inter-rater intra-class correlation coefficient that overcomes common assumption violations in the assessment of health measurement scales, BMC Med Res Methodol, 18, (2018); Fracchia A., How to Use an Automotive Diagnostic Tool. The best way to interpret the trouble codes of a basic automotive diagnostic tool, (2019); Garsten C, Jacobsson K., Learning to be employable: An introduction, Learning to be employable: New agendas on work, responsibility and learning in a globalized world, pp. 1-22, (2004); Jackson D., Developing pre-professional identity in undergraduates through work-integrated learning, High Educ, 74, 5, pp. 833-853, (2017); Letts W., University employability agendas, targets and strategies, Education for employability: Learning for future possibilities, 2, pp. 21-36, (2019); Maboe KA, De-Villiers L., Computer Assisted Instruction in Nursing Education in South Africa, Afr J Nurs Midwifery, 13, 1, pp. 93-104, (2011); Quinlan KM, Renninger KA., Rethinking employability: How students build on interest in a subject to plan a career, High Educ, 84, 3, pp. 1-21, (2021); Sambo AA., Research Methods in Education, (2008); Science, Engineering & Technology Education Training Manual on Autotronics Demonstrator Systems for Higher Educational Institution (HEIs) and Technical Vocational Educational Training (TVET), (2015); Suleman F., The employability skills of higher education graduates: Insights into conceptual frameworks and methodological options, High Educ, 76, 2, pp. 263-278, (2018); Zegwaard KE, Rowe AD., Research-informed curriculum and advancing innovative practices in work-integrated learning, Int J Work-Integr Learn, 20, 4, pp. 323-334, (2019)","O.A. Ezeama; Department of Mechatronic Engineering, University of Nigeria, Nsukka, Nigeria; email: ezeamanneka23@gmail.com","","Discovery Scientific Society","","","","","","23197757","","","","English","Indian. J. Eng.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85166269381"
"Sameer S.K.; Priyadarshi P.","Sameer, Sanjeet Kumar (57220026397); Priyadarshi, Pushpendra (57191875296)","57220026397; 57191875296","How emotionally intelligent employees manage their internal employability through role-based job crafting?–evidence from public sector enterprises","2023","International Review of Public Administration","28","3","","265","287","22","0","10.1080/12294659.2023.2256099","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85170699033&doi=10.1080%2f12294659.2023.2256099&partnerID=40&md5=7354dc977cb727815d3aadb4d62f9cbb","School of Agribusiness and Rural Management, Dr. Rajendra Prasad Central Agricultural University, Samastipur, Pusa, India; Human Resource Management, Indian Institute of Management Lucknow, Mubarakpur, Lucknow, India","Sameer S.K., School of Agribusiness and Rural Management, Dr. Rajendra Prasad Central Agricultural University, Samastipur, Pusa, India; Priyadarshi P., Human Resource Management, Indian Institute of Management Lucknow, Mubarakpur, Lucknow, India","Acknowledging the relevance of work environment in influencing job-related choices, this paper examines the relationship between emotional intelligence, role-based job crafting i.e. task, relational and cognitive crafting, job autonomy and internal employability. The role of job autonomy as a moderator and role-based job crafting as mediator between emotional intelligence and internal employability has also been examined. The study was conducted on 296 managers working in Indian public sector enterprises and found interesting findings including a positive and direct effect of emotional intelligence on all three forms of role-based job crafting and internal employability. The results for mediation effect of job crafting and moderation effect of job autonomy varied depending upon the form of role-based job crafting. The paper discusses theoretical implications and practical relevance of these findings and may provide a direction for interlinking job demands-resources and conservation of resource theories. © 2023 The Korean Association for Public Administration.","autonomy; emotional intelligence; employability; public sector; Role-based job crafting","","","","","","","","Akkermans J., Huibers V., Brenninkmeijer M., Blonk R.W.B., The role of career competencies in the job demands — Resources model, Journal of Vocational Behavior, 83, 3, pp. 356-366, (2013); Akkermans J., Tims M., Crafting your career: How career competencies relate to career success via job crafting, Applied Psychology, 66, 1, pp. 168-195, (2017); Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? 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Sameer S.K., Priyadarshi P., Regulatory-focused job crafting, person-job fit and internal employability–examining interrelationship and underlying mechanism, Evidence-Based HRM, 11, 2, pp. 125-142, (2022); Sanchez-Manjavacas A., Saorin-Iborra M., Willoughby M., Internal employability as a strategy for key employee retention, Innovar, 24, 53, pp. 7-22, (2014); Shoss M.K., Job insecurity: An integrative review and agenda for future research, Journal of Management, 43, 6, pp. 1911-1939, (2017); Slemp G.S., Vella-Brodrick D.A., The job crafting questionnaire: A new scale to measure the extent to which employees engage in job crafting, International Journal of Wellbeing, 3, pp. 126-146, (2013); Srivastava N., Nair S.K., Emotional intelligence and managerial effectiveness: The moderating role of rational emotive behaviour, The Indian Journal of Industrial Relations, 46, 2, pp. 313-327, (2010); Sy T., Tram S., O'Hara L.A., Relation of employee and manager emotional intelligence to job satisfaction and performance, Journal of Vocational Behaviour, 68, 3, pp. 461-473, (2006); Tett R.P., Burnett D.D., A personality trait-based interactionist model of job performance, The Journal of Applied Psychology, 88, 3, pp. 500-517, (2003); Thory K., Developing meaningfulness at work through emotional intelligence training, International Journal of Training and Development, 20, 1, pp. 58-77, (2016); Tims M., Bakker A.B., Job crafting: Towards a new model of individual job redesign, South African Journal of Industrial Psychology, 36, 2, pp. 1-9, (2010); Torres-Coronas T., Vidal-Blasco M., Sanchez J.D., The role of emotional intelligence in entrepreneurial networking, Journal of Entrepreneurship: Research & Practice, (2015); Trigueros R., Sanchez-Sanchez E., Mercader I., Aguilar-Parra J.M., Lopez-Liria R., Morales-Gazquez M.J., Fernandez-Campoy J.M., Rocamora P., Relationship between emotional intelligence, social skills and peer harassment. A study with high school students, International Journal of Environmental Research and Public Health, 17, 12, (2020); Van Wingerden J., Derks D., Bakker A.B., The impact of personal resources and job crafting interventions on work engagement and performance, Human Resource Management, 56, 1, pp. 51-67, (2017); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Weseler D., Niessen C., How job crafting relates to task performance, Journal of Managerial Psychology, 31, 3, pp. 672-685, (2016); Wong C.S., Law K.S., The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study, The Leadership Quarterly, 13, 3, pp. 243-274, (2002); Wrzesniewski A., Dutton J.E., Crafting a job: Revisioning employees as active crafters of their work, The Academy of Management Review, 26, 2, pp. 179-201, (2001); Wrzesniewski A., LoBuglio N., Dutton J.E., Berg J.M., Job crafting and cultivating positive meaning and identity in work, Advances in positive organizational psychology, pp. 281-302, (2013)","S.K. Sameer; School of Agribusiness and Rural Management, Dr. Rajendra Prasad Central Agriultural University, Pusa, Samastipur, Bihar, 848125, India; email: sksameer@rpcau.ac.in","","Taylor and Francis Ltd.","","","","","","12294659","","","","English","Int. Rev. Public Adm.","Article","Final","","Scopus","2-s2.0-85170699033"
"Luo C.; Gao T.; Zou X.","Luo, Chuliang (24822406000); Gao, Tianyi (58508108900); Zou, Xianqiang (57367479900)","24822406000; 58508108900; 57367479900","Initial Labor Market Conditions and Individual Employability","2023","China Economist","18","3","","44","67","23","0","10.19602/j.chinaeconomist.2023.05.03","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165877273&doi=10.19602%2fj.chinaeconomist.2023.05.03&partnerID=40&md5=6235bf432de20409dafe841c9d219442","School of Labor and Human Resources, Renmin University of China, Beijing, China","Luo C., School of Labor and Human Resources, Renmin University of China, Beijing, China; Gao T., School of Labor and Human Resources, Renmin University of China, Beijing, China; Zou X., School of Labor and Human Resources, Renmin University of China, Beijing, China","Initial labor market conditions affect how individuals build their human capital and look for jobs and thus can have long-term effects on their income levels, work performance, and career development. Based on data from the Urban Household Survey (UHS) of urban households in China from 1986 to 2009, we perform an empirical test of how initial labor market conditions affect the employability of individuals. Our research shows that people’s future incomes suffer if they start out in an adverse job market. Each percentage point of increase in the unemployment rate at an individual’s entry into the labor market is associated with a two-percentage-point drop in his or her average annual income. Even after looking at different parts of the job market and sample groups, this conclusion still holds. In the context of global economic instability, our findings may assist government policymakers in addressing adverse labor market conditions. © 2023, China Economist editorial department. All rights reserved.","Initial labor market conditions; labor market frictions; long-term effects; short-term effects; unemployment","","","","","","National Natural Science Foundation of China, NSFC, (71973015); National Office for Philosophy and Social Sciences, NPOPSS; National Social Science Fund of China, NSSFC, (21ZDA098)","* CONTACT: Zou Xianqiang, email: zouxianqiang@gmail.com. Acknowledgement: This study was supported by the General Project of the National Natural Science Fund of China (NSFC) “China’s Labor Market Matching Efficiency and Economic Effects” (Grant No.71973015), the Major Project of the National Social Science Fund of China (NSSFC) “Study on Enhancing Employment Priority for Stable Job Growth” (Grant No.21ZDA098).","Altonji Joseph G., Kahn Lisa B., Speer Jamin D., Cashier or Consultant? Entry Labor Market Conditions, Field of Study, and Career Success, Journal of Labor Economics, 34, 1, pp. S361-S401, (2016); Arellano-Bover J., The Effect of Labor Market Cconditions at eEntry on Wworkers’ Llong-term Skills, Review of Economics and Statistics, 104, 5, pp. 1028-1045, (2022); Ben-Porath Y., The Production of Human Capital and the Life Cycle of Earnings, Journal of Political Economy, 75, 4, pp. 352-352, (1967); Brunner B., Kuhn A., The Impact of Labor Market Entry Conditions on Initial Job Assignment and Wages, Journal of Population Economics, 27, 3, pp. 705-738, (2014); Burdett K., A Theory of Employee Search and Quits, American Economic Review, 68, 1, pp. 212-220, (1978); Carneiro Pedro, Meghir Costas, Parey Matthias, Maternal Education, Home Environments, and the Development of Children and Adolescents, Journal of the European Economic Association, 11, pp. 123-160, (2013); Chen Yi, Fan Ziying, Gu Xiaomin, Zhou Li-An, Arrival of Young Talent: The Send-down Movement and Rural Education in China, American Economic Review, 110, 11, pp. 3393-3430, (2020); Choi Eleanor Jawon, Choi Jaewoo, Son Hyelim, The Long-term Effects of Labor Market Entry in a Recession: Evidence from the Asian Financial Crisis, Labour Economics, 67, (2020); Cockx B., Ghirelli C., Scars of Recessions in a Rigid Labor Market, Labour Economics, 41, pp. 162-176, (2016); Dai Mi, Huang Wei, Zhang Yifan, Persistent Effects of Initial Labor Market Conditions: The Case of China’s Tariff Liberalization after WTO Accession, Journal of Economic Behavior and Organization, 178, pp. 566-581, (2020); Du Fenglian, Cheng Rong, The Duration of Unemployment and the Income of the Re-employed, Southern Economy, 3, pp. 70-80, (2006); Feng Shuaizhang, Hu Yingyao, Moffitt Robert, Long Run Trends in Unemployment and Labor Force Participation in Urban China, Journal of Comparative Economics, 45, 2, pp. 304-324, (2017); Fernandez-Kranz D., Rodriguez-Planas N., The Perfect Storm: Graduating in a Recession in a Segmented Labor Market, Industrial Labor Relations Review, 71, 2, pp. 492-524, (2018); Forsythe E., Why Don’t Firms Hire Young Workers during Recessions?, The Economic Journal, 132, 645, pp. 1765-1789, (2021); Genda Yuji, Kondo Ayako, Ohta Souichi, Long-term Effects of a Recession at Labor Market entry in Japan and the United States, Journal of Human Resources, 45, 1, pp. 157-196, (2010); Gibbons R., Waldman M., Enriching a Theory of Wage and Promotion Dynamics inside Firms, Journal of Labor Economics, 24, 1, pp. 59-107, (2006); Haaland V. F., Ability Matters: Effects of Uouth Labor-market Opportunities on Long-term Labor-market Outcome, The Scandinavian Journal of Economics, 120, 3, pp. 794-825, (2018); Heckman James J., Moon Seong Hyeok, Pinto Rodrigo, Savelyev Peter A., Yavitz Adam, The Rate of Return to the High Scope Perry Preschool Program, Journal of Public Economics, 94, 1-2, pp. 114-128, (2010); Kahn L. B., The Long-term Labor Market Consequences of Graduating from College in a Bad Economy, Labour Economics, 17, 2, pp. 303-316, (2010); Kawaguchi D., Murao T., Labor-market Institutions and Long-term Effects of Youth Unemployment, Journal of Money Credit and Banking, 46, pp. 95-116, (2014); Kondo A., Does the First Job Really Matter? State Dependency in Employment Status in Japan, Journal of the Japanese and International Economies, 21, 3, pp. 379-402, (2007); Lareau A., Unequal Childhoods: Class, Race, and Family Life, (2011); Li Shi, Luo Chuliang, Re-estimation of the Income Gap between Urban and Rural Residents in China, Journal of Peking University (Philosophy and Social Sciences Edition), 2, pp. 111-120, (2007); Li Shi, Knight John, Three Types of Poverty in China City, Economic Research, 10, pp. 47-58, (2002); Li Shi, Deng Quheng, Re-estimation of Urban Unemployment Rate in China, Economic Dynamics, 4, pp. 44-47, (2004); Liu Kai, Salvanes Kjell G., Sorensen Erik O., Good Skills in Bad Times: Cyclical Skill Mismatch and the Long-term Effects of Graduating in a Recession, European Economic Review, 84, pp. 3-17, (2016); Lyu Jiawei, The Influence of Left-behind Experience on the Performance of Adult Labor Market, (2020); Manning A., Monopsony in Motion: Imperfect Competition in Labor Markets, (2003); Mavromaras Kostas, Sloane Peter, Zhang Wei, The Scarring Effects of Unemployment, Low Pay and Skills Under-utilization in Australia Compared, Applied Economics, 47, 23, pp. 2413-2429, (2015); McLaughlin K. J., Bils M., Interindustry Mobility and the Cyclical Upgrading of Labor, Journal of Labor Economics, 19, 1, pp. 94-135, (2001); Oreopoulos Philip, von Wachter Till, Heisz Andrew, The Short-and Long-term Career Effects of Graduating in a Recession, American Economic Journal-Applied Economics, 4, 1, pp. 1-29, (2012); Oyer P., Initial Labor Market Conditions and Long-term Outcomes for Economists, Journal of Economic Perspectives, 20, 3, pp. 143-160, (2006); Oyer P., The Making of an Investment Banker: Stock Market Shocks, Career Choice, and Lifetime Income, Journal of Finance, 63, 6, pp. 2601-2628, (2008); Raaum O., Roed K., Do Business Cycle Conditions at the Time of Labor Market Entry Affect Future Employment Prospects?, The Review of Economics and Statistics, 88, 2, pp. 193-210, (2006); Schwandt H., von Wachter T., Unlucky Cohorts: Estimating the Long-term Effects of Entering the Labor Market in a Recession in Large Cross-sectional Data Sets, Journal of Labor Economics, 37, pp. 161-198, (2019); Sylvia Sean, Warrinnier Nele, Luo Renfu, Yue Ai, Attanasio Orazio, Medina Alexis, Rozelle Scott, From Quantity to Quality: Delivering a Home-based Parenting Intervention through China’s Family Planning Cadres, Economic Journal, 131, 635, pp. 1365-1400, (2021); Taylor M. P., The Labour Market Impacts of Leaving Education When Unemployment Is High: Evidence from Britain, ISER Working Paper, (2013); Topel R. H., Ward M. P., Job Mobility and the Careers of Young Men, Quarterly Journal of Economics, 107, 2, pp. 439-479, (1992); Umkehrer M., Heterogenous Effects of Entering the Labor Market during a Recession—New Evidence from Germany, CESifo Economic Studies, 65, 2, pp. 177-203, (2019); von Wachter T., The Persistent Effects of Initial Labor Market Conditions for Young Adults and Their Sources, Journal of Economic Perspectives, 34, 4, pp. 168-194, (2020); Xu Chenggang, The Fundamental Institutions of China's Reforms and Development, Journal of Economic Literature, 49, 4, pp. 1076-1151, (2011); Xu Juan, The Long-term Effects of Short-term Unemployment, (2013); Yagan D., Employment Hysteresis from the Great Recession, Journal of Political Economy, 127, 5, pp. 2505-2558, (2019); Zhao Ying, Laid-off Employees, Family Resources and Children’s Education, Economic Research, 5, pp. 101-115, (2016)","X. Zou; School of Labor and Human Resources, Renmin University of China, Beijing, China; email: zouxianqiang@gmail.com","","China Economist editorial department","","","","","","16738837","","","","English","China Econ.","Article","Final","","Scopus","2-s2.0-85165877273"
"Seevaratnam V.; Gannaway D.; Lodge J.","Seevaratnam, Vijayakumari (58561559100); Gannaway, Deanne (35867798700); Lodge, Jason (56694060500)","58561559100; 35867798700; 56694060500","Design thinking-learning and lifelong learning for employability in the 21st century","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","167","186","19","1","10.21153/JTLGE2023VOL14NO1ART1631","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169676402&doi=10.21153%2fJTLGE2023VOL14NO1ART1631&partnerID=40&md5=a1a14a5db6e50378b674f3920b4129cd","School of Education, Faculty of Humanities and Social Sciences, The University of Queensland, Australia; Institute for Teaching and Learning Innovation, The University of Queensland, Australia","Seevaratnam V., School of Education, Faculty of Humanities and Social Sciences, The University of Queensland, Australia; Gannaway D., Institute for Teaching and Learning Innovation, The University of Queensland, Australia; Lodge J.","Surviving and thriving in this 21st century volatile, uncertain, complex, and ambiguous (VUCA) world caused by rapid digitalisation and changing work landscape, requires agile organisations with agile employees who are adaptable, resilient, and actively engaged in lifelong learning. A blended workforce encompassing full-time and 'gig' employees, working in tandem with smart machines, calls for an innovative and collaborative workforce capable of critical thinking and creative problem solving. This paper aims to highlight the potential of design thinking approaches to foster lifelong learning and graduate employability in a VUCA environment. The paper outlines an empirical study investigating the multiple benefits of incorporating design thinking process attributes in higher education. It argues that such processes can result in the development of 21st century skills and mindset and graduate capability themes that promote lifelong learning skills. Incorporating such strategies offers the potential to narrow the competency gap between workforce and work and enhance the employability and career development of graduates. The paper offers a Framework for Lifelong Learning in a VUCA environment that outlines the powerful traits that arise as payoffs from engaging in and practising design thinking. This framework can serve as a preliminary guide for higher education educators, learning organisations and individuals to inculcate and enhance lifelong learning. © 2023 Deakin University. All rights reserved.","design thinking; framework for lifelong learning; graduate capability themes; graduate employability; higher education; lifelong learning; VUCA","","","","","","","","Acemoglu D., Restrepo P., The race between man and machine: Implications of technology for growth, factor shares, and employment, American Economic Review, 108, 6, pp. 1488-1542, (2018); Bandura A., Self - efficacy, Encyclopedia of human behavior, 4, pp. 71-81, (1994); Bandura A., Toward a Psychology of Human Agency: Pathways and Reflections, Perspectives on Psychological Science, 13, 2, pp. 130-136, (2018); Bass R., The impact of Technology on the Future of Human Learning, Change: The Magazine of Higher Learning, 50, 3-4, pp. 34-39, (2018); Berlyne D. E., A theory of human curiosity, British Journal of Psychology, 45, 3, pp. 180-191, (1954); Bollington A., Business Brief: Why isn't everyone lifelong learning?, (2015); Brod G., Breitwieser J., Lighting the wick in the candle of learning: generating a prediction stimulates curiosity, npj Science of Learning, 4, pp. 1-7, (2019); Bundtzen H., Hinrichs G., The link between organizational agility and VUCA - An Agile Assessment Model, SocioEconomic Challenges, 5, 1, pp. 35-43, (2021); Candy P., Crebert G., O'Leary J., Developing Lifelong Learners through Undergraduate Education, (1994); Carlgren L., Elmquist M., Rauth I., The challenges of using design thinking in industry-experiences from five large firms, Creativity and Innovation Management, 25, 3, pp. 344-362, (2016); Cook E. J., Crane L., Kinash S., Bannatyne A., Crawford J., Hamlin G., Judd M.-M., Kelder J.-A., Partridge H., Richardson S., Australian postgraduate student experiences and anticipated employability: A national study from the students' perspective, The Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 148-168, (2021); Coorey J., Caldwell Rinnert G., Design Thinking for Preschoolers: Encouraging Empathy through Play [Paper presentation] International Association of Societies of Design Research Conference, (2019); Cousins B., Design Thinking: Organizational Learning in VUCA Environments, Academy of Strategic Management Journal, 17, 2, pp. 1-18, (2018); Creswell J., Educational research: Planning, conducting, and evaluating quantitative and qualitative research, (2020); Dall'Alba G., Barnacle R., An ontological turn for higher education, Studies in Higher Education, 32, 6, pp. 679-692, (2007); Duckworth A. L., Peterson C., Matthews M. D., Kelly D. R., Grit: Perseverance and passion for long -term goals, Journal of Personality and Social Psychology, 92, 6, pp. 1087-1101, (2007); Dweck C. S., Mindset: Changing the way you think to fulfil your potential, (2017); Dweck C. S., Leggett E. L., A Social - Cognitive Approach to Motivation and Personality, Psychological Review, 95, 2, pp. 256-273, (1988); Fulcher K. H., Curiosity: A Link to Assessing Lifelong Learning, Assessment Update, 20, 2, pp. 5-7, (2008); Horstmeyer A., How VUCA is changing the learning landscape - and how curiosity can help, Development and Learning in Organizations, 33, 1, pp. 5-8, (2019); Hsieh H.-F., Shannon S. E., Three Approaches to Qualitative Content Analysis, Qualitative Health Research, 15, 9, pp. 1277-1288, (2005); Hutchens G., Job vacancies are surging, and employers say it's hard to find suitable labour; Report: Global Employment Trends for Youth 2020 - Technology and the future of jobs, (2020); Jobst B., Koppen E., Lindberg T., Moritz J., The Faith - Factor in Design Thinking: Creative Confidence Through Education at the Design Thinking Schools Potsdam and Stanford?, Design Thinking Research Measuring Performance in Context, pp. 35-46, (2012); Jordan M. E., Kleinsasser R. C., Roe M. F., Wicked Problems: inescapable wickedity, Journal of Education for Teaching, 40, 4, pp. 415-430, (2014); Kelley T., Kelley D., Reclaim your Creative Confidence, Harvard Business Review, 95, 12, pp. 115-118, (2012); Lauff C., Schwartz D. K., Rentschler M. E., What is a Prototype?. What are the Roles of Prototypes in Companies?, Journal of Mechanical Design, 140, 6, pp. 1-12, (2018); Lawson M. J., Askell - Williams H., Murray - Harvey R., Report: The Attributes of the Lifelong Learner, (2006); LeBlanc P. J., Higher Education in a VUCA World, Change: The Magazine of Higher Learning, 50, 3 - 4, pp. 23-26, (2018); Liedtka J., Why Design Thinking Works, Harvard Business Review, 95, 5, (2018); Lindberg T., Gumienny R., Jobst B., Meinel C., Is There a Need for a Design Thinking Process?, Design Thinking Research Symposium 8 (Design 2010), (2010); Report: Solving the Talent Shortage: Build, Buy, Borrow and Bridge, (2018); Matthews K. E., Divan A., John-Thomas N., Lopes V., Ludwig L. O., Martini T. S., Motley P., Tomljenovic-Berube A. 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W., Expanding minds: Growth mindsets of self - regulation and the influences on effort and perseverance, Journal of Experimental Social Psychology, 79, pp. 164-180, (2018); Mwaikokesya M. J. D., Osborne M., Houston M., Mapping Lifelong Learning Attributes in the Context of Higher Education Institutions, Journal of Adult and Continuing Education, 20, 2, pp. 21-36, (2014); Nardo M., Forino D., Murino T., The evolution of man-machine interaction: the role of human in industry 4.0 paradigm, Production & Manufacturing Research, 8, 1, pp. 20-34, (2020); Ng B., The Neuroscience of Growth Mindset and Intrinsic Motivation, Brain Science, 8, 2, pp. 1-10, (2018); Education Policy Analysis 2001: Lifelong learning for all: Policy Directions, (2001); Orr D., Luebcke M., Schmidt J. P., Ebner M., Wannemacher K., Higher Education Landscape 2030; A trend analysis based on the AHEAD International Horizon Scanning, (2020); Osborne M. S., McPherson G. E., Miksza P., Evans P., Using a microanalysis intervention to examine shifts in musicians' self-regulated learning, Psychology of Music, 49, 4, pp. 972-988, (2021); Pande M., Bharathi S. V., Theoretical foundations of design thinking - A constructivism learning approach to design thinking, Thinkings Skills and Creativity, 36, pp. 1-17, (2020); Panke S., Design thinking in education: Perspectives, Opportunities and Challenges, Open Education Studies, 1, 1, pp. 281-306, (2019); Pavey L., Greitemeyer T., Sparks P., I Help Because I Want to, Not Because You Tell Me to"": Empathy Increases Autonomously Motivated Helping, Personality and Social Psychology Bulletin, 38, 5, pp. 681-689, (2012); Radovic S., Hummel H. G. K., Vermeulen M., The mARC instructional design model for more experential learnimng in higher education: theoretical foundations and practical guidelines, Teaching in Higher Education, pp. 1-18, (2021); Rae J., Design Value Index Exemplars Outperform the S & P 500 Index (Again) and a New Crop of Design Leaders Emerge, Design Management Institute, 27, 4, pp. 4-11, (2016); Reiter-Palmon R., Leone S., Facilitating creativity in interdisciplinary design teams using cognitive processes: A review, Proceedings of the Institution of Mechanical Engineers, Part C: Journal of Mechanical Engineering Science, 233, 2, pp. 385-394, (2019); Richards J., Dede C., The 60 - year Curriculum: A Strategic Response to a Crisis, Educause Review, 4, pp. 25-38, (2020); Rios J. A., Ling G., Pugh R., Becker D., Bacall A., Identifying Critical 21st - Century Skills for Workplace Success: A content Analysis of Job Advertisements, Educational Researcher, 49, 2, pp. 80-89, (2020); Ryan R. M., Deci E. 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Understanding the gig economy, Annual Review of Sociology, 46, pp. 273-294, (2020); Von Thienen J., Royalty A., Meinel C., Design Thinking in Higher Education : How students become Dedicated Creative Problem Solvers, Handbook of Research on Creative Problem - Solving Skill Development in Higher Education, pp. 306-328, (2017); Wade S., Kidd C., The role of prior knowledge and curiosity in learning, Psychonomic Bulletin & Review, 26, pp. 1377-1387, (2019); Report: Catalysing Education 4.0: Investing in the Future of Learning for a Human-Centric Recovery, (2022); Wright N., Wrigley C., Broadening design - led education horizons: conceptual insights and future research directions, International Journal of Technology and Design Education, 29, pp. 1-23, (2019); Zaber M. A., Karoly L. A., Whipkey K., Report: Reimagining the Workforce Development and Employment System for the 21st Century and Beyond, (2019); Zaki J., Making Empathy Central to Your Company Culture, Harvard Business Review, (2019); Zimmermann B. J., Self - Regulated Learning and Academic Achievement: An Overview, Educational Psychologist, 25, 1, pp. 3-17, (1990)","D. Gannaway; Institute for Teaching and Learning Innovation, The University of Queensland, Australia; email: d.gannaway@uq.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85169676402"
"El Sayed R.; Özgit H.","El Sayed, Ranim (58621946700); Özgit, Hale (36712273700)","58621946700; 36712273700","Is banking and finance education producing sector-relevant personnel? Stakeholders’ psychological perceptions toward employment","2023","E a M: Ekonomie a Management","26","3","","109","127","18","0","10.15240/tul/001/2023-3-007","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172460961&doi=10.15240%2ftul%2f001%2f2023-3-007&partnerID=40&md5=6060ffd7aa4a9d8fac8764e7a4f4c923","Cyprus International University, Department of Business Administration, Institute of Graduate Research and Studies, Cyprus; Cyprus International University, Faculty of Social Sciences, School of Tourism and Hotel Management, Cyprus","El Sayed R., Cyprus International University, Department of Business Administration, Institute of Graduate Research and Studies, Cyprus; Özgit H., Cyprus International University, Faculty of Social Sciences, School of Tourism and Hotel Management, Cyprus","While many studies have examined factors affecting graduate employability, few have examined the effects of stakeholders’ psychological perceptions. Uncovering the moderating effects of employability skills and experience becomes critical. This study examines the psychological perceptions of graduate programs, graduate employability modelling, interpersonal competencies, and the employability skills and experience required to produce sector-relevant personnel for the banking sector. Using structural equation modelling, we examine the relationships between the subject variables. 453 students and 33 lecturers were surveyed, and data sheets from a skills inventory were given to a random sample of 23 bank human resource managers in North Lebanon. The findings support the theory of beneficial interaction effects between interpersonal competencies and graduate employability. © 2023, Technical University of Liberec. All rights reserved.","banking graduates; Graduate employability; Lebanon; skills; stakeholders’ psychological perceptions; structural equation modelling","","","","","","","","Ab Hamid M. R., Sami W., Sidek M. M., Discriminant validity assessment: Use of Fornell & Larcker criterion versus HTMT criterion, Journal of Physics: Conference Series, 890, 1, (2017); Al-Mutairi A., Naser K., Saeid M., Employability factors of business graduates in Kuwait: Evidence from an emerging country, International Journal of Business and Management, 9, 10, (2014); Anderson V., Tomlinson M., Signaling standout graduate employability: The employer perspective, Human Resource Management Journal, 31, 3, pp. 675-693, (2021); Anho J., An evaluation of the quality and employability of graduates of Nigeria universities, African Journal of Social Sciences, 1, 1, pp. 179-185, (2011); Aviso K. B., Demeterio F., Janairo J., Lucas R. I. G., Promentilla M. A., Tan R., Yu D. E. 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Manage.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85172460961"
"Zhang H.; Khaskheli A.; Raza S.A.; Masood A.","Zhang, Hongyu (57898264600); Khaskheli, Asadullah (57218340803); Raza, Syed Ali (56784481100); Masood, Amna (58128022200)","57898264600; 57218340803; 56784481100; 58128022200","Linkage between Students’ Skills and Employability: Moderating Influence of University Reputation","2023","Corporate Reputation Review","","","","","","","1","10.1057/s41299-023-00169-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85171291689&doi=10.1057%2fs41299-023-00169-9&partnerID=40&md5=3a90825c11c9773aea5a72fa94b918c9","School of Economics and Management, Southwest Jiaotong University, Chengdu, China; School of Management, Hainan University, Haikou, China; Department of Business Administration, IQRA University, Karachi, 75300, Pakistan; Adnan Kassar School of Business, Lebanese American University, Beirut, Lebanon","Zhang H., School of Economics and Management, Southwest Jiaotong University, Chengdu, China; Khaskheli A., School of Management, Hainan University, Haikou, China; Raza S.A., Department of Business Administration, IQRA University, Karachi, 75300, Pakistan, Adnan Kassar School of Business, Lebanese American University, Beirut, Lebanon; Masood A., Department of Business Administration, IQRA University, Karachi, 75300, Pakistan","The primary aim of this study underlines the examination of underlying students' skills and their relationship to the employability of students of Pakistan. The current study also examines the moderating impact of ""University Reputation"" between students' skills and employability. The authors undertook a quantitative approach in the testing of hypotheses. The primary data collection of 265 respondents was carried out. Students and graduates of different higher educational institutes in Pakistan participated in the questionnaire about their employability perception based on their skills. ""Partial Least Square (PLS) based Structural Equation Model (SEM)"" has been utilized for the analysis of the relationship between students' skills and students' employability. The propelling findings reveal that students' soft skills, adaptability skills, and personal skills are positively associated with employability and consistent with previous studies, while teamwork skills affect negatively. On the other hand, social mobility skills, career skills, managerial skills, and technical skills do not seem to have a significant role in students' employability. Moreover, university reputation plays a role in the moderation of certain students' skills with employability. This current research makes some valuable contributions to developing the skillset amongst students and graduates of a developing country such as Pakistan. The research focused on the moderating role of university reputation between skill and employability, which was previously ignored, and utilized human capital theory. Finally, the study separately used soft skills, personal skills, adaptability, and managerial skills with employability. © 2023, The Author(s), under exclusive licence to Springer Nature Limited.","Employability; Human capital theory; Soft skills; Students' skills; University reputation","","","","","","China National Social Science, (20BSH103); Sichuan Wine Development Center, (CJY21-07, CJZ21-03); National Natural Science Foundation of China, NSFC, (NSFC 72172129); Natural Science Foundation of Fujian Province, (2022J01380)","This work was supported by the National Natural Science Foundation of China under Grant No. NSFC 72172129; Sichuan Wine Development Center under Grant No. CJZ21-03, CJY21-07; Fujian Natural Science Foundation under Grant No. 2022J01380; China National Social Science under Grant No. 20BSH103. 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Appl. 9 (6)(2010) 476–487], Electronic Commerce Research and Applications, 11, 4, (2012); Whitelaw P., Re-Conceptualising Hospitality Management: Analysing and Predicting Career Progression and Success in Hospitality, (2010); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Wintertonturner J.J.J., Preparing graduates for work readiness: An overview and agenda, Education+ Training, (2019); Xu X., Zhang W., Analysis of the influence factors of the ability of graduate employment based on the logistic regression model, International Journal of Control and Automation, 8, 9, pp. 405-412, (2015); Yorke M., Employability in higher education: What it is-what it is not, 1, (2006); Zia S.A., Khan S.B., Raja S.A., Ali A., An Analysis of the factor Responsible for unemployment among young graduates in Pakistan, (2011); Zinser R., Developing career and employability skills: A US case study, Education+Training, (2003)","S.A. Raza; Department of Business Administration, IQRA University, Karachi, 75300, Pakistan; email: syed_aliraza@hotmail.com","","Springer Nature","","","","","","13633589","","","","English","Corp. Reputation Rev.","Article","Article in press","","Scopus","2-s2.0-85171291689"
"Adamec P.","Adamec, Petr (58516987100)","58516987100","Teaching Vocational Subjects in Secondary School: A New Career or a Backup Plan?","2023","International Journal of Engineering Pedagogy","13","5","","142","160","18","0","10.3991/ijep.v13i5.37555","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166428636&doi=10.3991%2fijep.v13i5.37555&partnerID=40&md5=9d2e649b7f08dfae4af4de65f86dbaa9","Institute of Lifelong Learning, Mendel University in Brno, Brno, Czech Republic","Adamec P., Institute of Lifelong Learning, Mendel University in Brno, Brno, Czech Republic","For several years now, not only in the Czech Republic, we have been witnessing various discussions related to the issue of secondary vocational education, especially the shortage and decline of erudite and qualified teachers of vocational subjects. Another issue that increases the demand for new teachers is the ageing of the teaching staff of secondary vocational schools. The government and education policy are responding to this situation in various ways—by increasing salaries, mitigating qualification requirements, promoting qualification training, etc. The objective of this paper is to present a course aimed at qualifying teachers of vocational subjects for secondary schools and to report the results of a survey conducted among its participants. The results were compared according to selected socio-demographic characteristics. The new three-semester course has been implemented since 2020 at a public university in the Czech Republic, which has almost 60 years of experience in various forms of secondary school teachers of vocational subjects training within their fields of specialization. The survey was conducted via an electronic questionnaire and received responses from 100 respondents. The most interesting results include, for example, that about 60% of the respondents attended the course in order to obtain a qualification as a teacher of vocational subjects for secondary schools for possible future use—to strengthen their employability opportunities on the labour market, not because they are already working at a secondary school or because they currently need this qualification. © 2023 by the authors of this article.","secondary vocational schools; teacher of vocational subjects; teacher qualification","","","","","","","","Marsikova M., Jelen V., Hlavní výstupy z Mimořádného šetření ke stavu zajištění výuky učiteli v MŠ, ZŠ, SŠ a VOŠ” [Main outputs of the Exceptional inquiry into the state of teaching provision by teachers in kindergartens, primary, secondary schools and higher vocational schools], (2020); TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, (2019); Kanakova M., Teachers and trainers in a changing world – Czechia: Building up competences for inclusive, green and digitalised vocational education and training (VET), Cedefop ReferNet Czechia, (2022); Strategie vzdělávací politiky České republiky do roku 2020” [Strategy of the educational policy of the Czech Republic until 2020], (2014); Dlouhodobý záměr vzdělávání a rozvoje vzdělávací soustavy České republiky 2015–2020” [Long-term plan of education and development of the educational system of the Czech Republic 2015–2020], (2014); Dlouhodobý záměr vzdělávání a rozvoje vzdělávací soustavy České republiky 2019–2023” [Long-term plan of education and development of the educational system of the Czech Republic 2019–2023], (2019); Strategie digitálního vzdělávání do roku 2020” [Digital education strategy of the Czech Republic until 2020], (2014); Strategie vzdělávací politiky ČR do roku 2030” [Strategy of the educational policy of the Czech Republic until 2030], (2020); Kvalita a efektivita vzdělávání a vzdělávací soustavy ve školním roce 2021/2022 – Výroční zpráva České školní inspekce” [Quality and Efficiency of Education and the Education System in the School Year 2021/2022 – Annual Report of the Czech School Inspectorate], (2022); Zeman J., Et al., Analýza sporných bodů a způsobů argumentace k novele zákona o pedagogických pracovnících + stanovisko EDUinu” [Analysis of disputed points and methods of argumentation on the amendment to the Pedagogical Staff Act + EDUin’s opinion], (2023); Standardy a metodická doporučení” [Standards and methodological recommendations], (2022); Odborné vzdělávání v České republice. Zaostřeno na odborné vzdělávání – Česká republika” [Vocational education in the Czech Republic], (2014); Adamec P., Další vzdělávání učitelů středních škol v Jihomoravském kraji – vybrané výsledky” [Further education of secondary school teachers in the South Moravian Region – selected results], Proc. 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EDULEARN22, pp. 4116-4123, (2022); Study of Pedagogy”, the information about course; Vyhláška č. 317/2005 Sb., o dalším vzdělávání pedagogických pracovníků, akreditační komisi a kariérním systému pedagogických pracovníků, ve znění platných předpisů” [Decree No. 317/2005 Sb., on further education of pedagogical staff, accreditation commission and career system of teaching staff]; Shakirova A., Romanova G., Vlasova S., Development of Students’ Pedagogical Abilities through Socio-Psychological Training, International Journal of Emerging Technologies in Learning, 16, 16, pp. 79-90, (2021); Systém podpory profesního rozvoje učitelů a ředitelů (SYPO)” [Professional development support system for teachers and principals], (2022); Tamani S., Amad Z., Abouhanifa S., El-Khouzai E., Radid M., Analysis on the Actions of a Continuous Distance Training Session for Teachers and its Impact on their Actual Practices, International Journal of Interactive Mobile Technologies, 15, 17, pp. 119-140, (2021); Abukhalil T. A., Halawani S. M.-F., Daher W. M., School Principals’ Evaluation of the Effectiveness of Employing Distance Learning Tools by Teachers, International Journal of Interactive Mobile Technologies, 15, 19, pp. 64-78, (2021); Schols M., Factors that Foster Teacher Educators’ Engagement in Technology Learning in the Workplace, International Journal of Advanced Corporate Learning, 12, 2, pp. 36-49, (2019); Lafraxo M. A., Ouadoud M., El Madhi Y., Rehali M., Soulaymani A., Burnout Syndrome Prevention Measures among Nursing Staff: Implementing a Mobile Application based on MIT’s App Inventor Tool using the Scratch Programming Code, International Journal of Online and Biomedical Engineering, 17, 4, pp. 81-95, (2021); Tomory I., Cooperative Methods and Development of Social Competence in Training of Technical Teachers, International Journal of Engineering Pedagogy, 10, 5, pp. 49-61, (2020)","P. Adamec; Institute of Lifelong Learning, Mendel University in Brno, Brno, Czech Republic; email: petr.adamec@mendelu.cz","","International Association of Online Engineering","","","","","","21924880","","","","English","Int. J. Engi. Pedagogy","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85166428636"
"Habets O.; Peters P.; Van der Heijden B.; Stoffers J.; Blomme R.; Liao S.","Habets, Omar (57211535023); Peters, Pascale (7202363177); Van der Heijden, Beatrice (13406606600); Stoffers, Jol (56589821100); Blomme, Robert (24280469200); Liao, Shudi (56599666000)","57211535023; 7202363177; 13406606600; 56589821100; 24280469200; 56599666000","Do you really want to hurt me? The impact of contextual factors on the moderating role of dark leadership in the relationships between learning climate facilitation, employability and turnover intention in the Netherlands and China","2023","Frontiers in Psychology","14","","1148294","","","","0","10.3389/fpsyg.2023.1148294","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168283757&doi=10.3389%2ffpsyg.2023.1148294&partnerID=40&md5=f35e575514cdd1365b9d1530b8b8b7f0","Research Centre for Employability, Zuyd University of Applied Sciences, Sittard, Netherlands; Center for Strategy, Organization and Leadership, Nyenrode Business Universiteit, Breukelen, Netherlands; Department of Organisation, Leadership and Management, Inland School of Business and Social Sciences, Lillehammer, Norway; Institute for Management Research, Radboud University, Nijmegen, Netherlands; Faculty of Management, Open Universiteit, Heerlen, Netherlands; Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium; Business School, Hubei University, Wuhan, China; Kingston Business School, Kingston University, Kingston upon Thames, United Kingdom; Research Centre for Education and the Labour Market (ROA), Maastricht University, Maastricht, Netherlands; Hubei Center for Studies of Human Capital Development Strategy and Policy, Wuhan, China; Key Research Base of Humanities and Social Science of Hubei Province, Wuhan, China","Habets O., Research Centre for Employability, Zuyd University of Applied Sciences, Sittard, Netherlands; Peters P., Center for Strategy, Organization and Leadership, Nyenrode Business Universiteit, Breukelen, Netherlands, Department of Organisation, Leadership and Management, Inland School of Business and Social Sciences, Lillehammer, Norway; Van der Heijden B., Institute for Management Research, Radboud University, Nijmegen, Netherlands, Faculty of Management, Open Universiteit, Heerlen, Netherlands, Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium, Business School, Hubei University, Wuhan, China, Kingston Business School, Kingston University, Kingston upon Thames, United Kingdom; Stoffers J., Research Centre for Employability, Zuyd University of Applied Sciences, Sittard, Netherlands, Faculty of Management, Open Universiteit, Heerlen, Netherlands, Research Centre for Education and the Labour Market (ROA), Maastricht University, Maastricht, Netherlands; Blomme R., Center for Strategy, Organization and Leadership, Nyenrode Business Universiteit, Breukelen, Netherlands, Faculty of Management, Open Universiteit, Heerlen, Netherlands; Liao S., Business School, Hubei University, Wuhan, China, Hubei Center for Studies of Human Capital Development Strategy and Policy, Wuhan, China, Key Research Base of Humanities and Social Science of Hubei Province, Wuhan, China","Introduction: Both the Dutch and Chinese labor markets experience severe shortages of skilled personnel and high turnover rates, being distressing socio-economic factors. At the same time, large cross-cultural studies indicate that these national contexts are highly different from a socio-cultural perspective. When considering issues on employee development and retainment, the public debate opens for negative attributes as dark leadership, wondering if employees accept to be hurt. This study contributes to the employability research and, moreover, it contributes to the call for the ability to contextualize theories and to the convergence/divergence debate. We applied Western theories to investigate possible contextual differences in the relationships between learning climate facilitation and turnover intention, and to investigate whether this relationship is mediated by employability, and whether dark leadership is a possible moderator. Methods: To test our hypotheses, we collected data from 368 Dutch and 319 Chinese respondents who participate in an executive master’s program, which was analyzed using PLS-Structural Equation Modeling. Results: Employees in the Netherlands and China were found to interpret our study variables differently. Separate analyses revealed that, in both contexts, learning climate facilitation was both directly and indirectly, via the balance dimension of employability, negatively related to turnover intention. In addition, in the Dutch sample, dark leadership appeared to weaken the relationship between learning climate facilitation and the corporate sense dimension of employability, but the latter did not seem to be a mediator in the relationship with turnover intention. In the Chinese sample, no moderation effects were found. Discussion: Our results show that both learning climate facilitation and dark leadership are important factors in the development and retainment of personnel and that particularly focusing on ‘balancing group and individual goals’ is important to retain personnel, regardless of national context. The latter may indicate the need for convergence of HR practices. At the same time, however, the different interpretations of the study’s variables may indicate divergence in the meaning of HR concepts. In the discussion section, we elaborate on the study’s implications for HR-researchers and -practitioners in national and global business contexts. Copyright © 2023 Habets, Peters, Van der Heijden, Stoffers, Blomme and Liao.","cross-national; dark leadership; employability; learning climate facilitation; turnover intention","","","","","","","","Acikgoz Y., Sumer H.C., Sumer N., Do employees leave just because the can? Examining the perceived employability–turnover intentions relationship, J. Psychol, 150, pp. 666-683, (2016); Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? Examining employability as a mediator in the HRM-commitment relationship, Front. 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Behav, 106, pp. 236-248, (2018); Van der Heijden B.I.J.M., Spurk D., Moderating role of LMX and proactive coping in the relationship between learning value of the job and employability enhancement among academic staff employees, Career Dev. Int, 24, pp. 163-186, (2019); Van Dierendonck D., Lankester A., Zmyslona M., Rothweiler H., Linking HRM practices and institutional setting to collective turnover: an empirical exploration, Administ. Sci, 6, pp. 1-17, (2016); Van Harten J., Knies E., Leisink P., Employer’s investments in hospital workers’ employability and employment opportunities, Pers. Rev, 45, pp. 84-102, (2016); Verburg R.M., Drenth P.J., Koopman P.L., Muijen J.J.V., Wang Z.M., Managing human resources across cultures: a comparative analysis of practices in industrial enterprises in China and the Netherlands, Int. J. Hum. Resour. Manag, 10, pp. 391-410, (1999); Whetten D., An examination of the interface between context and theory applied to the study of Chinese organizations, Manag. Organ. Rev, 5, pp. 29-56, (2009); Xiao Q., Cooke F.L., Contextualizing employee perceptions of human resource management: a review of China-based literature and future directions, Asia Pacific J. Hum. Resour, 60, pp. 252-282, (2022); Zhang S.X., Wang Y., Rauch A., Wei F., Unprecedented disruption of lives and work: health, distress and life satisfaction of working adults in China one month into the COVID-19 outbreak, Psychiatry Res, 288, (2020); Zhu C.J., Warner M., The emergence of human resource management in China: convergence, divergence and contextualization, Hum. Resour. Manag. Rev, 29, pp. 87-97, (2019)","O. Habets; Research Centre for Employability, Zuyd University of Applied Sciences, Sittard, Netherlands; email: omar.habets@zuyd.nl","","Frontiers Media SA","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85168283757"
"Kearney K.; Torres A.; Quezada S.","Kearney, Kelly (57201553708); Torres, Ayse (57212417179); Quezada, Saurym (58613740000)","57201553708; 57212417179; 58613740000","Teaching young adults with visual impairment and intellectual/developmental disability how to determine appropriate job fit","2023","Journal of Vocational Rehabilitation","59","2","","207","220","13","0","10.3233/JVR-230038","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85171988138&doi=10.3233%2fJVR-230038&partnerID=40&md5=c35a2eaca6fd232d7d47efc7666a7c4e","Department of Special Education, Florida Atlantic University, Boca Raton, FL, United States; Department of Counselor Education, Florida Atlantic University, Boca Raton, FL, United States","Kearney K., Department of Special Education, Florida Atlantic University, Boca Raton, FL, United States; Torres A., Department of Counselor Education, Florida Atlantic University, Boca Raton, FL, United States; Quezada S., Department of Special Education, Florida Atlantic University, Boca Raton, FL, United States","BACKGROUND: Job seekers must know how to determine whether the jobs identified during a search are a good fit. Employment decision making requires problem-solving and choice-making skills. There is limited research on employment decision making skills. OBJECTIVE: The purpose of this study was to teach three young adults with dually diagnosed visual impairment and intellectual/developmental disability to determine appropriate job fit. The mnemonic 'ELSE' was paired with remote audio coaching to teach the participants how to determine if the education level, likes, skills, and earnings of each presented job were an appropriate fit for them. METHODS: This study used a single subject design to determine the effectiveness of the multicomponent intervention. The design was a multiple baseline across participant design. RESULTS: The results demonstrated all three participants were able to reach a pre-determined mastery criterion of the skill. Maintenance and generalization were variable across participants. CONCLUSIONS: All participants who received the intervention increased their ability to determine appropriate job fit. The results from this study are promising and demonstrate the potential and flexibility of the mnemonic ELSE on determining appropriate job fit by young adults with VI and IDD.  © 2023 - IOS Press. All rights reserved.","Employment; intellectual/developmental disability; mnemonic; remote audio coaching; visual impairment","adult; Article; clinical article; clinical effectiveness; developmental disorder; dual diagnosis; educational status; employability; follow up; human; intellectual impairment; job performance; male; skill; teaching; videoconferencing; visual impairment; work; workman compensation; young adult","","","","","","","Agran M., Krupp M., Providing choice making in employment programs: The beginning or end of self-determination?, Education and Training in Autism and Developmental Disabilities, 46, 4, pp. 565-575, (2011); Bambara L.M., Fostering choice-making skills: We've come a long way but still have a long way to go, Research and Practice for Persons with Severe Disabilities, 29, 3, pp. 169-171, (2004); Belfiore P.J., Browder D.M., Mace C., Assessing choice-making and preference in adults with profound mental retardation across community and center-based settings, Journal of Behavioral Education, 4, 2, pp. 217-225, (1994); Brady M.P., Kearney K.B., Downey A., Torres A., McDougall D., Using mnemonics, remote coaching, and the range-bound changing criterion design to teach college students with IDD to make employment decisions, Education and Training in Autism and Developmental Disabilities, pp. 303-319, (2022); Brady M.P., Rosenberg H., Frain M., Job Observationand Behavior Scale: Opportunity for Self Determination (JOBS: OSD), (2006); Brady M.P., Rosenberg H., Frain M.P., A selfevaluation instrument forwork performance and support needs, Career Development for Exceptional Individuals, 3, 31, pp. 175-185, (2008); Browder D.M., Cooper K.J., Lim L., Teaching adults with severe disabilities to express their choice of settings for leisure activities, Education and Training in Mental Retardation and Developmental Disabilities, 33, 3, pp. 228-238, (1998); Persons with a disability: Labor force characteristics [2017], (2018); Burke K.M., Shogren K.A., Antosh A.A., Raley S.K., LaPlante T., Wehmeyer M.L., Implementing evidence-based practices to promote self-determination: Lessons learned from a state-wide implementation of the self-determined learning model of instruction, Education and Training in Autism and Developmental Disabilities, 54, 1, pp. 18-29, (2019); 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2018 Red Book: Specialrules for persons who are blind, (2018); Southward J., Kyzar K., Predictors of competitive employment for students with intellectual and/or developmental disabilities, Education and Training in Autism and Developmental Disabilities, 52, 1, pp. 26-37, (2017); Stokes T.F., Baer D.M., An implicit technology of generalization, Journal of Applied Behavior Analysis, 10, 2, pp. 349-367, (1977); Torres A., Kearney K.B., Berlingo L., Brady M.P., What ELSE about this job?, Teaching job decision making to college students with intellectual and developmental disabilities, Journal of Developmental and Physical Disabilities. Advanced Online Publication, (2021); Vannest K.J., Parker R.I., Gonen O., Adiguzel T., Single case research: Web based calculators for SCR analysis (Version 2.0), (2016); Wehman P., Taylor J., Brooke V., Avellone L., Whittenburg H., Ham W., Brooke A.M., Carr S., Toward competitive employment for persons with intellectual and developmental disabilities: What progress have we made and where do we need to go?, Research and Practice for Persons with Severe Disabilities, 43, 3, pp. 131-144, (2018); Wehmeyer M.L., Field S.L., Self-determination: Instructional and assessment strategies, (2007)","K. Kearney; Department of Special Education, Florida Atlantic University, Boca Raton, 777 Glades Road, 33431, United States; email: kbrown65@fau.edu","","IOS Press BV","","","","","","10522263","","JVREF","","English","J. Vocat. Rehabil.","Article","Final","","Scopus","2-s2.0-85171988138"
"Rasmussen A.; Andreasen K.E.","Rasmussen, Annette (36739916500); Andreasen, Karen Egedal (56730455400)","36739916500; 56730455400","To and from the university: employability discourses and narratives of PhD graduates from the social sciences and humanities in Denmark","2023","Studies in Higher Education","48","10","","1551","1562","11","1","10.1080/03075079.2023.2253439","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85169592284&doi=10.1080%2f03075079.2023.2253439&partnerID=40&md5=44212b7284f6a502460b18c0acde0c36","Department of Culture and Learning, Aalborg University, Aalborg, Denmark","Rasmussen A., Department of Culture and Learning, Aalborg University, Aalborg, Denmark; Andreasen K.E., Department of Culture and Learning, Aalborg University, Aalborg, Denmark","For several years, Danish and other European countries have had political objectives for promoting higher education and research. As a result of this, there has been an increased supply of PhD graduates in all disciplines. From a socio-economic point of view, investment in the development of a highly educated work force is considered necessary to ensure competitiveness in the global knowledge economy. It is assumed that PhD graduates are requested outside of academia and that they will contribute to the dissemination of knowledge and skills outside of academia. However, within the social sciences and humanities, most PhD raduates are employed within academia and employment in other branches appears less frequent. This has led to an increased research interest in the strategies and competences of these PhD graduates vis-à-vis the structures of the labour market. The focus tends to be more on individualist perspectives of employability than on structuralist perspectives of social background and knowledge discourses, which constitute the focus of this article. Our focus is on analysing narratives of PhD graduates from the social sciences and humanities as to which career strategies they follow and how they apply competences and refer to knowledge acquired through their PhD. Based on data from universities in Denmark, we have analysed the implications of the policy discourses of employability and transferability and how they result in different knowledge discourses. © 2023 Society for Research into Higher Education.","discourse analysis; employability; labour market; Research and education policy; transferable competences","","","","","","Doctoral Schools of Social Sciences and Humanities at Aalborg University","The PhD Careers & Competences project was funded by the Doctoral Schools of Social Sciences and Humanities at Aalborg University, Denmark.","Ball S.J., The Education Debate, (2008); Ball S.J., Foucault, Power, and Education, (2013); Bourdieu P., The Forms of Capital, Education: Culture, Economy, and Society, pp. 46-58, (1997); Brogger K., Governing through Standards: The Faceless Masters of Higher Education: The Bologna Process, the EU and the Open Method of Coordination, Educational Governance Research, (2019); Brown P., Green A., Lauder H., High Skills: Globalisation, Competitiveness and Skill Formation, (2001); Brown P., Hesketh A., Williams S., Employability in a Knowledge-Driven Economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Bui B.C., Gonzalez E., Wilson-Stykes C., Translating Employability into Employment Outcomes: A Case Study of Ph.D. Graduates’ Experiences, Graduate Employability across Contexts, pp. 327-345, (2022); Burke C., Scurry T., Blenkinsopp J., Graley K., Critical Perspectives on Graduate Employability, Graduate Employability in Context, pp. 113-141, (2017); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Videnskabeligt personales karriereveje, (2018); (2014); (2015); Drejer I., Holm J.R., Ostergaard C.R., Where Do They Go? A Comparative Analysis of the Career Paths of PhD Graduates from Humanities and Social Sciences at Aalborg University, 1994–2012, (2016); Elken M., Hovdhaugen E., Wiers-Jenssen J., Higher Education in the Nordic Countries: Evaluation of the Nordic Agreement on Admission to Higher Education. TemaNord, 2015, (2015); (2016); Foucault M., Governmentality, The Foucault Effect: Studies in Governmentality, pp. 87-104, (1991); Friis-Nielsen C., Klindt M.P., Orum A.B., Nye veje for universiteternes employability-indsats, Samfundsøkonomen, 2021, 3, pp. 51-61, (2021); (2006); Golovushkina E., Milligan C., Employability Development in the Context of Doctoral Studies: Systemic Tensions and the Views of Key Stakeholders, International Journal of Training and Development, 17, 3, pp. 194-209, (2013); Granovetter M., The Impact of Social Structure on Economic Outcomes, Journal of Economic Perspectives, 19, 1, pp. 33-50, (2005); Illeris K., Kompetence, læring og uddannelse: hvordan læres kompetencer, og hvordan kan de udvikles gennem formaliseret uddannelse?, Nordic Studies in Education, 29, pp. 194-209, (2009); Johansen M.B., Vi kan ikke få øje på, hvad var meningen”: om professions-højskoleunderviseres oplevelse af mening og meningstab, Dansk Pædagogisk Tidsskrift, 3, pp. 49-69, (2021); Jones E., Internationalization and Employability: The Role of Intercultural Experiences in the Development of Transferable Skills, Public Money & Management, 33, 2, pp. 95-104, (2013); Lester S., Koniotaki A., Religa J., ComProCom: A Revised Model of Occupational Competence, Education + Training, 60, 4, pp. 290-302, (2018); Lindberg O., Rantatalo O., Graduate Employability as Social Suitability: Professional Competence from a Practice Theory Perspective, Graduate Employability in Context: Theory, Research and Debate, pp. 255-272, (2017); Lu V.N., Nghia T.L.H., Bui B.C., Singh J.K.N., Graduate Employability Agenda in Global Higher Education: Are We Moving in the Same Direction?, Graduate Employability across Contexts, pp. 1-17, (2022); Mewburn I., Grant W.J., Suominen H., Kizimchuk S., Machine Learning Analysis of the Non-Academic Employment Opportunities for PhD Graduates in Australia, Higher Education Policy, 33, 4, pp. 799-813, (2020); (2013); (1999); Transferable Skills Training for Researchers: Supporting Career Development and Research, (2012); Rakowska A., de Juana-Espinosa S., Ready for the Future? Employability Skills and Competencies in the Twenty-First Century: The View of International Experts, Human Systems Management, 40, 5, pp. 669-684, (2021); Rasmussen A., Terms of Talent in an Upper Secondary Danish School Context: Local Reactions to Standardisation of Educational Talent, Educational Standardisation in a Complex World, pp. 85-103, (2022); Rasmussen A., Andreasen K.E., PhD Careers & Competences. A Qualitative Analysis of PhD Graduates from the Social Sciences and Humanities at Aalborg University, (2017); Roll-Hansen N., (2009); Rose N., Governing ‘Advanced’ Liberal Democracies, Foucault and Political Reason: Liberalism, Neo-Liberalism and Rationalities of Government, pp. 37-64, (1996); Sperling L., (2020); Suleman F., The Employability Skills of Higher Education Graduates: Insights into Conceptual Frameworks and Methodological Options, Higher Education, 76, 2, pp. 263-278, (2018); Tomlinson M., Introduction: Graduate Employability in Context: Charting a Complex, Contested and Multi-Faceted Policy and Research Field, Graduate Employability in Context, pp. 1-40, (2017); (2014); (2015); (2017); (2022)","A. Rasmussen; Annette Rasmussen, Aalborg, Kroghstræde 3, 5-260, 9220, Denmark; email: anra@ikl.aau.dk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","","Scopus","2-s2.0-85169592284"
"Segbenya M.; Oppong N.Y.; Nyarko E.A.; Baafi-Frimpong S.A.","Segbenya, Moses (57209393653); Oppong, Nana Yaw (56712823800); Nyarko, Emmanuel Arthur (58418496000); Baafi-Frimpong, Sally Abena (57222002929)","57209393653; 56712823800; 58418496000; 57222002929","Demographic characteristics and employability skills among tertiary graduates in Ghana: Evidence from the National Service Scheme","2023","Cogent Economics and Finance","11","2","2225915","","","","1","10.1080/23322039.2023.2225915","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163818181&doi=10.1080%2f23322039.2023.2225915&partnerID=40&md5=bf318db09aa89e37ed855fd5f62ac2e4","Department of Business Studies, College of Distance Education, University of Cape Coast, Cape Coast, Ghana; Department of Human Resource Management, School Business, University of Cape Coast, Cape Coast, Ghana; Department of Maths, Science and ICT, College of Distance Education, University of Cape Coast, Cape Coast, Ghana; College of Distance Education, University of Cape Coast, Cape Coast, Ghana","Segbenya M., Department of Business Studies, College of Distance Education, University of Cape Coast, Cape Coast, Ghana; Oppong N.Y., Department of Human Resource Management, School Business, University of Cape Coast, Cape Coast, Ghana; Nyarko E.A., Department of Maths, Science and ICT, College of Distance Education, University of Cape Coast, Cape Coast, Ghana; Baafi-Frimpong S.A., College of Distance Education, University of Cape Coast, Cape Coast, Ghana","This study examined the effect of demographic characteristics on graduates’ perceptions of employability skills in Ghana. Three demographic characteristics—gender, educational level and sector of national service were used against nine employability skills. The explanatory sequential design from the pragmatists’ philosophical paradigm was adopted for the study. A sample of 2269 national service persons and 363 employers at workplaces where graduates had their national service was drawn from a study population of 77,962. Thirty participants, including 17 graduates and 13 employers, were also interviewed. Data were collected with the help of a questionnaire and a semi-structured interview guide. Data were analysed with descriptive and inferential statistics such as means, standard deviations, Pearson correlation matrix and independent sample t-test. The study found three most important employability skills to employers: the ability to work under pressure with less supervision, the application of computer and technical skills, and processing and interpreting numerical data. A novel finding of the study was that gender and academic qualification were found to have significantly influenced the application of computer and technical skills, numerical data, ability to work under pressure, and entrepreneurial skills. Male graduates had more appreciation for mathematical and information and communication technology (ICT)-related employability skills, while female graduates had a more positive inclination towards emotional intelligence skills and written and verbal communication skills. It was recommended that more attention be given to a partnership between academic institutions, the national service secretariat and the industry to avoid a mismatch between employability skills acquired by graduates and employers’ requirements. The findings of this study, therefore, have implications for teaching pedagogies at tertiary levels and training for job entrants by industry. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","demographic characteristics; educational level; Employability skills; gender; sector of national service","","","","","","Art and Social Science Unit; CODE","There was no funding for this research. We wish to express our profound appreciation to all respondents who took time off their busy schedules to respond to the instrument for data gathering. The support of the national service personnel (Raymond, Samuel, Edwina, Dennis) with the Art and Social Science Unit, CoDE, UCC During data analysis is also recognised and appreciated. God bless you all.","Aiyahya M.S., Norsiah B.M., Alharbi M.A., Review of theory of human resources development training (learning) participation, Journal of West East Institute Business and Economics, 2, 1, pp. 47-27, (2013); Ajayi K.F., National service and beyond, International Growth Centre, (2016); Ayentimi D.T., Burgess J., Dayaram K., Skilled labour shortage: A qualitative study of Ghana’s training and apprenticeship system, Human Resource Development International, 21, 5, pp. 406-424, (2018); Bariu T., Chun X., Boudouaia A., Rezvani E., Influence of teachers’ competencies on ICT Implementation in Kenyan Universities, Education Research International, 2022, pp. 1-11, (2022); Bhattacherjee A., Kukreja V., Aggarwal A., Stakeholders’ perspective towards employability: A hybrid fuzzy AHP-TOPSIS approach, Education and Information Technologies, pp. 1-25, (2023); Universities, employability and inclusive development: Repositioning higher education in Ghana, Kenyan, Nigeria and South Africa, (2016); Buheji M., Buheji A., Planning competency in the new Normal–employability competency in post-COVID-19 pandemic, International Journal of Human Resource Studies, 10, 2, pp. 237-251, (2020); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Cohen J., Statistical power analysis for the behavioural sciences, (1988); Creswell J.W., A concise introduction to mixed methods research, (2014); Damoah O.B.O., Peprah A.A., Brefo K.O., Does higher education equip graduate students with the employability skills employers require? 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Evidence from Australia, Journal for Labour Market Research, 2, 5, pp. 1-14, (2018); Gravetter F.J., Forzano L.B., Research methods for the behavioral sciences, (2014); Hair J.F., Matthews L.M., Matthews R.L., Sarstedt M., PLS-SEM or CB-SEM: Updated guidelines on which method to use, International Journal of Multivariate Data Analysis, 1, 2, pp. 107-123, (2017); Hayimro E.M., Mesfin T.B., Askalemariam A.D.E., Geng Y., Modelling the transition process from higher education to employment: The case of undergraduates from Debre Markos University, Hindawi Education Research International, 2022, pp. 1-13, (2022); Hoque N., Uddin M., Ahmad A., Mamun A., Uddin M.N., Chowdhury R.A., Noman Alam A.H.M., The desired employability skills and work readiness of graduates: Evidence from the perspective of established and well-known employers of an emerging economy, Industry and Higher Education, (2023); Ibna Seraj P.M., Oteir I., Oteir I., Playing with AI to investigate human-computer interaction technology and improving critical thinking skills to pursue 21 st century age, Education Research International, 2022, pp. 1-17, (2022); Ikutal A., IhekaugwuOtum N., Edet D.A., Facilities utilization and employability skills acquisition among undergraduates of vocational education in cross river state, Nigeria, UNIZIK Journal of Educational Research and Policy Studies, 15, 2, pp. 29-40, (2023); Jiang L., Chen Z., Lei C., Current college graduates’ employability factors based on university graduates in Shaanxi Province, China, Frontiers in Psychology, 13, (2023); Mesfin M.D., Adane H., Misganu L.B.B.M.Y., Birhanu H.A., Negash H.D., Mulugeta F.L., Lebeta M.F., Graduates’ unemployment and associated factors in Ethiopia: Analysis of higher education graduates’ perspectives, Education Research International, 2021, pp. 1-9, (2022); Mezhoudi N., Alghamdi R., Aljunaid R., Krichna G., Dustegor D., Employability prediction: A survey of current approaches, research challenges and applications, Journal of Ambient Intelligence and Humanized Computing, 14, 3, pp. 1489-1505, (2023); Naderi Mahdeei K., Zolikhaei Sayyar L., Pouya M., Employability of female university students: A new strategy for enhancing womenâ s presence in the labour market, Research and Planning in Higher Education, 21, 4, pp. 21-50, (2023); Deployment of National Service from 2017 to 2019, (2019); Prikshat V., Kumar S., Nankervis A., Work-readiness integrated competence model: Conceptualisation and scale development, Education+ Training, 61, 5, pp. 568-589, (2019); Rizvi S., Teckchandany S., Ahuja G., A study of competencies and skill sets needed by potential recruiters in the financial sector for management graduates, Management Dynamics, 13, 1, pp. 54-69, (2013); Santiana R., Inderawati S., Parmadi R., Putra B., Kasmaini P.P., Sari N.P., Preparing vocational high school students’ 21st century skills needed through pair work strategy and youtube channel integration, Education Research International, 2022, pp. 1-7, (2022); Sarkar M., Overton T., Thompson C.D., Rayner G., Academics’ perspectives of the teaching and development of generic employability skills in science curricula, Higher Education Research & Development, 39, 2, pp. 346-361, (2020); Schroyens M., Langer A., Meuleman B., Service to the nation: Prospective participants’ engagement with national service in Ghana, Nonprofit and Voluntary Sector Quarterly, 48, 4, pp. 859-884, (2019); Segbenya M., Importance of employee retention for attainment of organisational goals in Ghana Commercial Bank, Kumasi, (2012); Segbenya M., The effects of demographic variables on employees’ decisions to stay or quit in Ghana Commercial Bank, Kumasi, European Journal of Business and Management, 6, 12, pp. 145-153, (2014); Segbenya M., Aframea Dankyi L., Kwakyewaa Dankyi J., Owusu-Achiaw R., Modelling university students’ preferences and interconnectedness among various careers/occupations in Ghana, Cogent Education, 10, 1, (2023); Segbenya M., Baafi-Frimpong S.A., Oppong N.Y., Effect of COVID-19 on acquisition of employability skills among national service personnel in Ghana, Journal of Work-Applied Management, 13, 2, pp. 1-12, (2021); Segbenya M., Berisie T., The effect of training and development on the performance of senior administrative staff at the University of education, Winneba, Ghana, International Journal of Business & Management, 15, 2, pp. 49-61, (2020); Segbenya M., Oduro G.K.T., Peniana Ghansah F.K., Proximity and choice of College of Distance Education (CoDE) of the University of cape coast for further, (2019); Segbenya M., Okorley E.N.A., Yan Z., Effect of teleworking on working conditions of workers: A post-COVID-19 lockdown evaluation, Human Behavior and Emerging Technologies, 2022, pp. 1-14, (2022); Segbenya M., Oppong N.Y., Baafi-Frimpong S.A., The role of national service in enhancing employability skills of tertiary graduates in Ghana: A case of national service personnel in the central region, Higher Education, Skills & Work-Based Learning, 11, 5, pp. 1089-1105, (2021); Syed A.H.B., Hazem T.R., Mohammed F.A., Aga S.S., Evaluation of perceived competency of dental graduates of Saudi Arabia, Education Research International, 2022, pp. 1-7, (2022); Thyer B.A., Myers L.L., Social learning theory: An empirically-based approach to understanding human behavior in the social environment, Journal of Human Behavior in the Social Environment, 1, 1, pp. 33-52, (1998); Watching skills and labour market needs. Building social partnerships for better skills and better jobs, (2014); Xia X., Li X., Xia X., Li X., Artificial intelligence for higher education development and teaching skills, Wireless Communications and Mobile Computing, 2022, pp. 1-10, (2022); Yael F., Liron L., Hilton C., Role perception of occupational therapists in education systems: Self-Efficacy and employability skills, Occupational Therapy International, 2021, pp. 1-7, (2022); Yawson D.E., Yamoah F.A., Towards a framework for the promotion of business management graduate employability: An extended CareerEDGE model, Studies in Higher Education, pp. 1-18, (2023)","M. Segbenya; Department of Business Studies, College of Distance Education, University of Cape Coast, UCC Street, Cape Coast, P.O. BOX PMB, West Africa, Ghana; email: moses.segbenya@ucc.edu.gh","","Cogent OA","","","","","","23322039","","","","English","Cogent Econ. Finance","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85163818181"
"Seitz D.K.; Cockayne D.; Good R.Z.; Hannum K.L.; Kroepsch A.C.; Rhodes M.A., II; Swab J.; Worth N.","Seitz, David K. (56469030000); Cockayne, Daniel (56722892900); Good, Ryan Z. (55657605200); Hannum, Kathryn L. (57200547695); Kroepsch, Adrianne C. (56748135400); Rhodes, Mark Alan (57194411192); Swab, Jack (57875714300); Worth, Nancy (24491112200)","56469030000; 56722892900; 55657605200; 57200547695; 56748135400; 57194411192; 57875714300; 24491112200","Navigating STEMification for critical geography educators: finding leverage in classroom and institutional pedagogies","2023","Journal of Geography in Higher Education","","","","","","","0","10.1080/03098265.2023.2261863","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173084933&doi=10.1080%2f03098265.2023.2261863&partnerID=40&md5=09809706e5fb124a4d99a327fcb7a461","Department of Humanities, Social Science, and the Arts, Harvey Mudd College, Claremont, United States; Department of Geography and Environmental Management, University of Waterloo, Waterloo, Canada; School of Natural Resources & Environment, University of Florida, Gainesville, United States; Department of Social Sciences, Michigan Technological University, Houghton, United States; Department of Humanities, Arts & Social Sciences, Colorado School of Mines, Golden, United States; Department of Geography, University of Kentucky, Lexington, United States","Seitz D.K., Department of Humanities, Social Science, and the Arts, Harvey Mudd College, Claremont, United States; Cockayne D., Department of Geography and Environmental Management, University of Waterloo, Waterloo, Canada; Good R.Z., School of Natural Resources & Environment, University of Florida, Gainesville, United States; Hannum K.L., Department of Social Sciences, Michigan Technological University, Houghton, United States; Kroepsch A.C., Department of Humanities, Arts & Social Sciences, Colorado School of Mines, Golden, United States; Rhodes M.A., II, Department of Social Sciences, Michigan Technological University, Houghton, United States; Swab J., Department of Geography, University of Kentucky, Lexington, United States; Worth N., Department of Geography and Environmental Management, University of Waterloo, Waterloo, Canada","This paper grapples with the challenges posed to critical geography educators by STEMification, or the enshrinement of market-oriented forms of science and technology education as the normative ideal for education in general. In both reactionary and progressive contexts, STEMification decontextualizes scientific and technological activity and deepens existing hierarchies of knowledge based on quantification, perceived scientific rigour, commercialisation, and employability. Critical geographical knowledges often incur misrecognition, dismissal, and in some cases, outright prohibition under such conditions. Offering strategies for navigating and contesting STEMification, this paper draws on collective auto-methods, analysing narrative vignettes from our pedagogical practices as critical geography educators. We offer the notion of seeking leverage in the face of STEMification: protecting ourselves and seeking traction within our institutions by translating our goals into familiar or sanctioned forms, while using those forms to alternative ends. To that end, we highlight seven pedagogical strategies: (1) meeting students where they are, (2) using applied examples, (3) grappling with the limits of problem-based learning, (4) disalienating students from assessment, (5) integrating critique with alternatives, (6) anticipating both resistance to and desire for critical content from students and colleagues, and (7) recognising the limits of institutional environments. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","auto-methods; critical geography pedagogy; neoliberalism; STEM; Stemification","","","","","","","","Data snapshot: Contingent faculty in US higher education, (2018); Ahmed S., The promise of happiness, (2010); Alderman D., Perez R.N., Eaves L.E., Klein P., Munoz S., Reflections on operationalizing an anti-racism pedagogy: Teaching as a regional storytelling, Journal of Geography in Higher Education, 45, 2, pp. 186-200, (2019); Berlant L., Feminism and the institutions of intimacy, The politics of research, pp. 143-161, (1997); Berlant L., Cruel optimism, (2011); Blomley N., The spaces of critical geography, Progress in Human Geography, 32, 2, pp. 285-293, (2008); Britzman D.P., Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning, (1998); Brown W., Undoing the demos: Neoliberalism’s stealth revolution, (2015); Carter E.D., Housel J., Stand-alone geographers in the North American academy: A survey of perceptions and concerns, The Professional Geographer, 65, 2, pp. 230-246, (2013); Chavez K., Mitchell K.M.W., Exploring bias in student evaluations: Gender, race, and ethnicity, PS: Political Science & Politics, 53, 2, pp. 270-274, (2020); Clayton J., Griffin P., Mowl G., Experiencing (dis)comforting pedagogies: Learning critical geography beyond the here and now, Journal of Geography in Higher Education, pp. 1-17, (2023); Cockayne D., Learning to labor in high-technology: Experiences of overwork in university internships at digital media firms in North America, Social & Cultural Geography, 23, 4, pp. 559-577, (2020); 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Prescod-Weinstein C., Tone policing and the sound of equality in STEM, (2019); Rabbiosi C., Vanolo A., Are we allowed to use fictional vignettes in cultural geographies?, cultural geographies, 24, 2, pp. 265-278, (2017); Rose G., Situating knowledges: Positionality, reflexivities and other tactics, Progress in Human Geography, 21, 3, pp. 305-320, (1997); Ruez D., Strawser M.G., Hutchins F.T., Incorporating geography, contingently: Geographic pedagogies in a university without a geography department, Journal of Geography, 118, 3, pp. 117-129, (2019); Seitz D.K., Playing with Star Trek in the critical geography classroom: STEM education and otherwise possibilities, Journal of Geography in Higher Education, pp. 1-14, (2021); Weinstein M., Critiquing and transcending STEM, Journal for Activist Science and Technology Education, 7, 1, pp. 63-72, (2016); Worth N., Student-focussed assessment criteria: Thinking through best practices, Journal of Geography in Higher Education, 38, 3, pp. 361-372, (2014); Zielke J., Thompson M., Hepburn P., On the impossibilities of being a good enough researcher at a neoliberal university, Area, 55, 1, pp. 46-52, (2023)","D.K. Seitz; Department of Humanities, Social Science, and the Arts, Harvey Mudd College, Claremont, United States; email: dseitz@g.hmc.edu","","Routledge","","","","","","03098265","","","","English","J. Geogr. High. Educ.","Article","Article in press","","Scopus","2-s2.0-85173084933"
"Pham T.; Dai K.; Saito E.","Pham, Thanh (16032317300); Dai, Kun (57193678417); Saito, Eisuke (23020049800)","16032317300; 57193678417; 23020049800","Forms of agency enacted by international Ph.D. holders in Australia and Ph.D. returnees in China to negotiate employability","2023","Compare","","","","","","","2","10.1080/03057925.2023.2237885","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85166001121&doi=10.1080%2f03057925.2023.2237885&partnerID=40&md5=739c95ac752f5721c57ddb5423c915e7","Faculty of Education, Monash University, Clayton, Australia; Department of Educational Administration and Policy, Faculty of Education, The Chinese University of Hong Kong, Hong Kong","Pham T., Faculty of Education, Monash University, Clayton, Australia; Dai K., Department of Educational Administration and Policy, Faculty of Education, The Chinese University of Hong Kong, Hong Kong; Saito E., Faculty of Education, Monash University, Clayton, Australia","The notion of agency has been widely used in various disciplines but is relatively new in the field of employability of international graduates and returnees. This discussion paper addresses this gap by unpacking the determinants that influence the enactment of agency of international Ph.D. graduates in Australia and Ph.D. returnees in China. In essence, the key determinants in Australia include permanent residency, high expectations and discrimination from some local employers, and the development of multiple identities of international Ph.D. graduates. In contrast, the signifiers in China are Ph.D. returnees’ residency status, work experience, and the social networks that they establish with the authorities in organisations. To navigate these determinants, international Ph.D. graduates in Australia often enact three forms of agency: essential needs-response agency, structure-navigating agency, and strengths-based agency, whereas Ph.D. returnees in China are engaged with two forms of agency including extreme structure-navigating agency and social capital-based agency. © 2023 British Association for International and Comparative Education.","agency; employability; international graduates; Ph.D. holders; returnees","","","","","","","","Almeida S., Fernando M., Hannif Z., Dharmage S.C., Fitting the Mould: The Role of Employer Perceptions in Immigrant Recruitment Decision-Making, The International Journal of Human Resource Management, 26, 22, pp. 2811-2832, (2015); Archer M.S., Structure, Agency and the Internal Conversation, (2003); International Employment Outcomes. 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Donald W., Baruch Y., Ashleigh M., Striving for Sustainable Graduate Careers: Conceptualization via Career Ecosystems and the New Psychological Contract, Career Development International, 25, 2, pp. 90-110, (2020); Donald W.E., Baruch Y., Ashleigh M.J., Construction and Operationalisation of an Employability Capital Growth Model (ECGM) via a Systematic Literature Review (2016–2022), Studies in Higher Education, pp. 1-15, (2023); Duke D.C., Denicolo P.M., What Supervisors and Universities Can Do to Enhance Doctoral Student Experience (And How They Can Help Themselves), FEMS Microbiology Letters, 364, 9, (2017); Etelapelto A., Emerging Conceptualisations on Professional Agency and Learning, Agency at Work: An Agentic Perspective on Professional Learning and Development, pp. 183-201, (2017); Forrier A., De Cuyper N., Akkermans J., The Winner Takes It All, the Loser Has to Fall: Provoking the Agency Perspective in Employability Research, Human Resource Management Journal, 28, 4, pp. 511-523, (2018); 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Here’s how to rethink doctoral degrees, (2023); Singh J.K.N., Holmes H.-L., Gupa S., South Asian Postgraduate International students’ Employability Barriers: A Qualitative Study from Australia and the United Kingdom, British Journal of Educational Studies, pp. 1-19, (2023); Smith M., Bell K., Bennett D., McAlpine A., Employability in a Global Context: Evolving Policy and Practice in Employability, Work Integrated Learning, and Career Development Learning, (2018); Suleman F., The Employability Skills of Higher Education Graduates: Insights into Conceptual Frameworks and Methodological Options, Higher Education, 76, 2, pp. 263-278, (2018); Tang M., Contributions of Capitals to Chinese International graduates’ Employability in Australia, Journal of Comparative and International Higher Education, 14, 5A, pp. 52-57, (2023); Tang M., Jiang W., Chinese International Graduates in the Australian Labor Market: Employability Capitals and Wellbeing, Handbook of Research on Sustainable Career Ecosystems for University Students and Graduates, pp. 214-237, (2023); Tholen G., What Can Research into Graduate Employability Tell Us About Agency and Structure?, British Journal of Sociology of Education, 36, 5, pp. 766-784, (2015); Waaijer C.J., Belder R., Sonneveld H., van Bochove C.A., van der Weijden I.C., Temporary Contracts: Effect on Job Satisfaction and Personal Lives of Recent PhD Graduates, Higher Education, 74, 2, pp. 321-339, (2017); Welch A., Cai H., Enter the Dragon: The Internationalisation of China’ S Higher Education System, China’s Higher Education Reform and Internationalization, pp. 9-33, (2011); Welch A., Hao J., Returnees and Diaspora as Source of Innovation in Chinese Higher Education, Frontiers of Education in China, 8, 2, pp. 214-238, (2013); Zhao X., Kung M., What Does It Take to Find a Job Today? International Chinese Doctoral Student Perspectives on Domestic and International Employment, Critical Perspectives on Equity and Social Mobility in Study Abroad: Interrogating Issues of Unequal Access and Outcomes, pp. 97-114, (2021); Zweig D., Zoe G., How Chinese Students Who Return Home After Studying Abroad Succeed–and Why They Don’t, (2018)","T. Pham; Faculty of Education, Monash University, Clayton, 19 Ancora Imparo Way, Australia; email: thanh.t.pham@monash.edu","","Routledge","","","","","","03057925","","","","English","Compare","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85166001121"
"Bennett D.; Knight E.; Li I.","Bennett, Dawn (55574191781); Knight, Elizabeth (57209056399); Li, Ian (26423053000)","55574191781; 57209056399; 26423053000","The impact of pre-entry work experience on university students’ perceived employability","2023","Journal of Further and Higher Education","47","8","","1140","1154","14","1","10.1080/0309877X.2023.2220286","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164710084&doi=10.1080%2f0309877X.2023.2220286&partnerID=40&md5=9c7a03f82bc0abb799a991204d402fda","Office of the Provost, Transformation CoLab, Bond University, Gold Coast, Australia; Mitchell Institute, Victoria University, Melbourne, Australia; The Academy, James Cook University, Townsville, Australia; School of Population and Global Health, the University of Western Australia, Perth, Australia","Bennett D., Office of the Provost, Transformation CoLab, Bond University, Gold Coast, Australia; Knight E., Mitchell Institute, Victoria University, Melbourne, Australia, The Academy, James Cook University, Townsville, Australia; Li I., School of Population and Global Health, the University of Western Australia, Perth, Australia","Much research on the employability development of university students and the employability experience of graduates treats learners as experientially homogenous and ignores the potential impact of pre-entry work experience on either students’ confidence or their employability-related behaviours. This study explored the confidence of commencing students aged 17 to 21. The objective was to understand whether and how study and career confidence differs among commencing students according to whether they have never worked, are working whilst studying, or have worked previously and have stopped work. The impact of work experience including that gained prior to university entry is often overlooked when discussing students’ perceived employability. This largely quantitative study explores the perceived employability of commencing university students who began their studies soon after finishing high school and compares these self-perceptions relative to work experience. The study employed a self-measure of study and career confidence (Bennett, 2021) grounded in social cognitive career theory with 2,374 full-time students. Differences across the categories were explored using t-tests and multivariate analysis. The analysis concluded that 1,272 students (53.6%) were working at the time of the study, 1,025 students (46.4%) had previously worked but were not working at the time of the study and 77 students (3.2%) had never worked. The findings, illustrated by students’ text-based descriptions of their employability development activities, suggest a hierarchical relationship between pre-entry work-experience and more confident self-perceptions of employability. Implications for higher education employability development are discussed. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Career development; experience; higher education; part time work","","","","","","","","Anlezark A., Lim P., Does Combining School and Work Affect School and Post-School Outcomes? 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In M. Tomlinson & L. Holmes (Eds.), Graduate Employability in Context: Theory, Research and Debate (pp. 1–40). Palgrave Macmillan UK., (2017); Wainwright E., Watts M., Social Mobility in the Slipstream: First-Generation Students’ Narratives of University Participation and Family, Educational Review, pp. 1-17, (2019); Weber R.P., Basic Content Analysis, (1990); Wilkinson R., Changing Interactional Behaviour: Using Conversation Analysis in Intervention Programmes for Aphasic Conversation, Applied Conversation Analysis: Changing Institutional Practices, pp. 32-53, (2011)","E. Knight; Mitchell Institute, Victoria University, Melbourne, Australia; email: lizzie.knight@vu.edu.au","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85164710084"
"Axelrad H.; Kalev A.; Lewin-Epstein N.","Axelrad, Hila (55949265300); Kalev, Alexandra (14622669900); Lewin-Epstein, Noah (6701480567)","55949265300; 14622669900; 6701480567","Ambivalent Bias at Work: Managers’ Perceptions of Older Workers across Organizational Contexts","2023","Work, Employment and Society","","","","","","","0","10.1177/09500170231175790","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85170549955&doi=10.1177%2f09500170231175790&partnerID=40&md5=c85011d071b5cdae5fafd4a61da9a31f","Reichman University, Israel; Tel Aviv University, Israel","Axelrad H., Reichman University, Israel; Kalev A., Tel Aviv University, Israel; Lewin-Epstein N., Tel Aviv University, Israel","Managerial bias is a major source of workplace inequality and a central target of employer diversity efforts, yet we know little about the content of stereotypes and where they prevail. Stereotypes can be ambivalent, mixing negative and positive dimensions. Ambivalent stereotypes can rationalize discriminatory decision-making but they may also be more amenable to change. This article examines the prevalence of wholly negative and ambivalent age-based stereotypes across organizational contexts. Data on 551 managers reveals, first, that the modal manager holds ambivalent stereotypes about older workers, with positive perceptions of their personal attributes and negative perceptions regarding their employability. Second, both negative and ambivalent stereotypes are common in the presence of a labour union. Their prevalence declines, however, in different contexts: ambivalent stereotypes decline with increased intergroup contact and negative stereotypes decline when accountability triggers are implmented. Implications for research on work, organizations, older workers, and diversity management are discussed. © The Author(s) 2023.","ageism; diversity; equal opportunity; inclusion; intergroup contact; labour union; older workers; social closure; stereotype content","","","","","","Alfred P. Sloan Foundation, APSF; National Insurance Institute of Israel, NII, (3755/20); Israel Science Foundation, ISF, (2013-10-26, G-2019-12369); Ministry of Science and Technology, Israel","The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research was supported by Yitzhak Shamir Scholarship to Returning Scientists given to Hila Axelrad by the Israeli Ministry of Science & Technology; by The National Insurance Institute of Israel; by research grant 3755/20 from the Israel Science Foundation to Noah Lewin-Epstein; and by grant (2013-10-26, G-2019-12369) from the Alfred Sloan Foundation to Alexandra Kalev. 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What employers say versus what they do, American Sociological Review, 70, 3, pp. 355-380, (2005); Parkin F., Marxism and Class Theory: A Bourgeois Critique, (1979); Patel J., Tinker A., Corna L., Younger workers’ attitudes and perceptions towards older colleagues, Working with Older People, 22, 3, pp. 129-138, (2018); Pettigrew T.F., Tropp L.R., A meta-analytic test of intergroup contact theory, Journal of Personality and Social Psychology, 90, 5, pp. 751-783, (2006); Plant E.A., Devine P.G., Responses to other-imposed pro-Black pressure: acceptance or backlash?, Journal of Experimental Social Psychology, 37, 6, pp. 486-501, (2001); Prasad K.D.V., Vaidya R., Factors influencing the performance appraisal system among women and men: a comparative analysis using multinomial logistic regression approach, International Journal of Management, 7, 6, pp. 95-110, (2016); Radl J., Too old to work, or too young to retire? The pervasiveness of age norms in Western Europe, Work, Employment and Society, 26, 5, pp. 755-771, (2012); Reskin B.F., The proximate causes of employment discrimination, Contemporary Sociology, 29, 2, pp. 319-328, (2000); Ridgeway C.L., Interaction and the conservation of gender inequality: considering employment, American Sociological Review, 62, 2, pp. 218-235, (1997); Roberson Q.M., Disentangling the meanings of diversity and inclusion in organizations, Group and Organization Management, 31, pp. 212-236, (2006); Roscigno V.J., Mong S., Byron R., Tester G., Age discrimination, social closure and employment, Social Forces, 86, 1, pp. 313-334, (2007); Roscigno V.J., Zheng H., Crowley M., Workplace age discrimination and social-psychological well-being, Society and Mental Health, 12, 3, pp. 195-215, (2022); Shore L.M., Randel A.E., Chung B.G., Dean M.A., Ehrhart K.H., Singh G., Inclusion and diversity in work groups: a review and model for future research, Journal of Management, 37, 4, pp. 1262-1289, (2011); Smith R.A., Hunt M.O., White supervisor and subordinate beliefs about black/white inequality: implications for understanding and reducing workplace racial disparities, Social Problems, 68, 3, pp. 720-739, (2021); Smith-Doerr L., Flexibility and fairness: effects of the network form of organization on gender equity in life science careers, Sociological Perspectives, 47, 1, pp. 25-54, (2004); Stainback K., Tomaskovic-Devey D., Documenting Desegregation: Racial and Gender Segregation in Private Sector Employment since the Civil Rights Act, (2012); Steinberg M., Donald K., Najman J., Skerman H., Attitudes of employees and employers towards older workers in a climate of anti-discrimination, Australian Journal on Ageing, 15, 4, pp. 154-158, (1996); Tetlock P., Accountability: a social check on the fundamental attribution error, Social Psychology Quarterly, 48, 3, pp. 227-236, (1985); Tetlock P.E., Lerner J.S., The social contingency model: identifying empirical and normative boundary conditions on the error and bias portrait of human nature, Dual Process Theories in Social Psychology, pp. 571-585, (1999); Tilly C., Durable Inequality, (1998); Tomaskovic-Devey D., The gender and race composition of jobs and the male/female, white/black pay gaps, Social Forces, 72, 1, pp. 45-76, (1993); Tomaskovic-Devey D., Avent-Holt D., Relational inequalities: An Organizational Approach, (2019); Truxillo D.M., Finkelstein L.M., Pytlovany A.C., Jenkins J.S., Age discrimination at work: a review of the research and recommendations for the future, The Oxford Handbook of Workplace Discrimination, pp. 129-142, (2015); Turek K., Henkens K., How skill requirements affect the likelihood of recruitment of older workers in Poland: the indirect role of age stereotypes, Work, Employment and Society, 34, 4, pp. 550-570, (2020); Turek K., Mulders J.O., Stypinska J., Different shades of discriminatory effects of age stereotypes in the workplace: a multilevel and dynamic perspective on organizational behaviours, Work, Aging and Retirement, 8, 4, pp. 343-347, (2022); Van Dalen H.P., Henkens K., Do stereotypes about older workers change? A panel study on changing attitudes of managers, International Journal of Manpower, 41, 5, pp. 535-550, (2019); Vasconcelos A.F., Older workers as a source of wisdom capital: broadening perspectives, Revista de Gestão, 25, 1, pp. 102-118, (2018); Watkins M.W., Exploratory factor analysis: a guide to best practice, Journal of Black Psychology, 44, 3, pp. 219-246, (2018); Weber M., Economy and Society: An Outline of Interpretive Sociology, 2, (1978); Wilckens M.R., Wohrmann A.M., Deller J., Wang M., Organizational practices for the aging workforce: development and validation of the Later Life Workplace Index, Work, Aging and Retirement, 7, 4, pp. 352-386, (2021); Wohrmann A.M., Prill S., Deller J., Complementing AAI on the organizational level: an organizational index for work in retirement age (Silver Work Index), (2015); Yang B., Factor analysis methods, Research in Organizations: Foundations and Methods of Inquiry, pp. 181-199, (2005)","H. Axelrad; Reichman University, Israel; email: hila.axelrad@runi.ac.il","","SAGE Publications Ltd","","","","","","09500170","","","","English","Work Employ. Soc.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85170549955"
"Galán-Mañas A.; López-García P.; Gomes T.D.J.E.; Rodrigues R.D.C.H.","Galán-Mañas, Anabel (54941411500); López-García, Patricia (58546365900); Gomes, Tradução de José Ednilson (58545941900); Rodrigues, Revisão de Carlos Henrique (57204103062)","54941411500; 58546365900; 58545941900; 57204103062","TRANSVERSAL COMPETENCE IN THE TRANSLATION MARKET; [COMPETÊNCIAS TRANSVERSAIS NO MERCADO DE TRADUÇÃO]","2023","Cadernos de Traducao","43","1","e94169","","","","0","10.5007/2175-7968.2023.E94169","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168565544&doi=10.5007%2f2175-7968.2023.E94169&partnerID=40&md5=8ed54f605c4c7bb956d8f2d0660a5863","Universitat Autònoma de Barcelona, Spain; Universitat de València, Spain; Universidade Federal de Santa Catarina, Spain","Galán-Mañas A., Universitat Autònoma de Barcelona, Spain; López-García P., Universitat de València, Spain; Gomes T.D.J.E., Universitat Autònoma de Barcelona, Spain, Universidade Federal de Santa Catarina, Spain; Rodrigues R.D.C.H., Universidade Federal de Santa Catarina, Spain","Originally published in Spanish, the article presents a brief description of the concept and classifications of transversal competence, as well as their location in the translation market. With the aim of identifying which transversal competencies are most important in the process of professional translators selection, the study collected quantitative data from 31 companies that hire translation services regularly. The most outstanding skills were: motivation, creativity, initiative, communication, planning and teamwork. Finally, the research presents the need to use active teaching methodologies for the training of translators, as well as the use of authentic documents in full practical activities, and highlights the role of junior enterprises in this process. © Esta obra utiliza uma licença Creative Commons CC BY: http://creativecommons.org/licenses/by/4.0","employability; entrepreneurship; translation competence; translation training","","","","","","","","Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA): Libro blanco, (2004); Agència per a la Qualitat del Sistema Universitari de Catalunya (AQU): Lainserció laboral dels graduats i graduades de les universitats catalanes, (2017); Guia per a l’avaluació de competències en l’àrea d’humanitats, (2009); Bahl Manish, Cook Michael, Nerurkar Kshitij, Relearning How We Learn, from the Campus to the Workplace, (2018); Bacigalupo Margherita, Kampylis Panagiotis, Punie Yves, Van Den Brande Lieve, EntreComp: The Entrepreneurship Competence Framework, (2016); Cimatti Barbara, Definition, Development, Assessment of Soft Skills and their Role for the Quality of Organizations and Enterprises, International Journal for Quality Research, 10, 1, pp. 97-130, (2016); Cinque Maria, ‘Lost in Translation’. Soft Skills Developement in European Countries, Tuning Journal for Higher Education, 3, 2, pp. 389-427, (2016); European Master’s in Translation – EMT Competence Framework, (2017); Galan-Manas Anabel, Aprender a emprender en el grado de Traducción e Interpretación, Evaluación, direccionalidad y orientación profesional en los estudios de Traducción e Interpretación, pp. 33-55, (2018); Galan-Manas Anabel, Employment rate and market sector occupation of graduates in Translation and Interpreting at the Universitat Autònoma de Barcelona, Revista Sinalizar, 4, 1, (2019); Gonzalez Julia, Wagenaar Robert, Tuning educational structures in Europe, (2003); Decil de salarios del empleo principal, Encuesta de Población Activa (EPA), (2017); Estudio Manpowergroup sobre escasez de talento, (2015); Michavila Francisco, Martinez Jorge M., Martin-Gonzalez Martin, Garcia-Penalvo Francisco J., Cruz-Benito Juan, Barómetro de Empleabilidad yEmpleo de los Universitarios en España, 2015, (2016); PACTE Translation Competence Model: A Holistic, Dynamic Model of Translation, Researching Translation Competence by PACTE Group, pp. 35-42, (2017); Recomendación 2018/C 189/01 del Consejo relativa a las competencias clave para el aprendizaje permanente, (2018); Comunicación de la Comisión al Parlamento Europeo, al Consejo, al Comité Económico y Social Europeo y al Comité de las Regiones, (2016); The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, (2016)","A. Galán-Mañas; Universitat Autònoma de Barcelona, Spain; email: Isabel.Galan@uab.cat","","Universidade Federal de Santa Catarina","","","","","","1414526X","","","","English","Cadernos Traducao","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85168565544"
"Rooney D.","Rooney, Donna (10144162000)","10144162000","A two-stranded whole-of-course approach to postgraduate education","2023","Innovations in Education and Teaching International","","","","","","","0","10.1080/14703297.2023.2249440","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85168374866&doi=10.1080%2f14703297.2023.2249440&partnerID=40&md5=a2822e96543889cefe0852df63f2b693","School of International Studies and Education, Faculty of Arts and Social Sciences, University of Technology Sydney, Sydney, Australia","Rooney D., School of International Studies and Education, Faculty of Arts and Social Sciences, University of Technology Sydney, Sydney, Australia","Whole-of-course approaches have emerged as an important topic in the contemporary outcomes-based education environment. While research-informed accounts of whole-of-course approaches exist, most take undergraduate education as the default. Few examples feature postgraduate education where students seek career enhancement rather than entry. Employing case study methodology, this paper discusses an innovative whole-of-course approach taken in the design and delivery of an Australian postgraduate education course. What marks it as innovative, is that the whole-of-course approach consists of two interrelated strands: One follows a (more familiar) whole-of-course practice of scaffolding graduate attributes, course and subject learning outcomes and is primarily driven by university interests and academics. A second whole-of-course process works alongside the first but is driven by postgraduates’ professional practice and career goals. The paper concludes by suggesting that a whole-of-course approach to design combined with a whole-of-course student process can reconcile postgraduates’ learning needs with the interests of the university. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","capabilities; demonstrating learning; employability; personalised learning; postgraduate education; whole-of-course approach","","","","","","","","Ajjawi R., Boud D., Changing representations of student achievement: The need for innovation, Innovations in Education and Teaching International, pp. 1-11, (2023); Alexander S., Cutrupi J., Smout B., Taking a whole of university approach to employability, Education for employability, pp. 117-132, (2019); Bagnall R., Performance indicators and outcomes as a measure of educational quality: A cautionary critique, International Journal of Lifelong Education, 13, 1, pp. 19-32, (1994); Barnett R., Graduate attributes in an age of uncertainty, Graduate attributes, learning and employability, pp. 49-65, (2006); Berti M., Jarvis W., Nikolova N., Pitsis A., Embodied phronetic pedagogy: Cultivating ethical and moral capabilities in postgraduate business students, Academy of Management Learning & Education, 20, 1, pp. 6-29, (2021); Biggs J., Teaching for quality learning at university: What the student does, (2003); Biggs J., What the student does: Teaching for enhanced learning, Higher Education Research & Development, 31, 1, pp. 39-55, (2012); Billett S., Workplace curriculum: Practice and propositions, Theories of learning for the workplace: Building blocks for training and professional development programs, pp. 17-36, (2011); Boud D., Relocating reflection in the context of practice, Beyond reflective practice: New approaches to professional and lifelong learning, pp. 25-36, (2010); Boud D., Middleton H., Learning from others at work: Communities of practice and informal learning, Journal of Workplace Learning, 15, 5, pp. 194-202, (2003); Boud D., Rooney D., What can higher education learn from the workplace?, Transformative perspectives and processes in higher education, pp. 195-210, (2015); Boud D., Walker D., Making the most of experience, Studies in Continuing Education, 12, 2, pp. 61-80, (1993); Brookfield S., Becoming a critically reflective teacher, (2017); Clarke J.L., Boud D., Refocusing portfolio assessment: Curating for feedback and portrayal, Innovations in Education and Teaching International, 55, 4, pp. 479-486, (2018); Cohen L., Manion L., Morrison K., Research methods in education, (2011); Coneyworth L., Jessop R., Madden P., White G., The overlooked cohort?–improving the taught postgraduate student experience in higher education, Innovations in Education and Teaching International, 57, 3, pp. 262-273, (2020); Cook E.J., Cran L., Kinash L., Bannatyne A., Crawford J., Hamlin G., Judd M., Kelder J.A., Partridge A., Richardson S., Australian postgraduate student experiences and anticipated employability: A national study from the students’ perspective, Journal of Teaching & Learning for Graduate Employability, 12, 2, pp. 148-168, (2021); Crisp G., Higgs J., Letts W., The employability agenda, Education for employability, pp. 3-12, (2019); Dewey J., The school and society, (1900); Ferns S., Comfort J., ePortfolios as evidence of standards and outcomes in work-integrated learning, Asia-Pacific Journal of Cooperative Education, 15, 3, pp. 269-280, (2014); Goller M., Paloniemi S., Agency: Taking stock of workplace learning research, Research approaches on workplace learning: Professional and practice-based learning, pp. 3-28, (2022); Goodyear P., Afterwords: Considering the postgraduate, postdigital and postcritical, Online postgraduate education in a postdigital world: Beyond technology, pp. 233-256, (2021); Gouthro P., Taking time to learn: The importance of theory for adult education, Adult Education Quarterly, 69, 1, pp. 60-76, (2019); Griffith A., Guthrie B., Postgraduate destinations: Employment characteristics of Australia’s postgraduate completers, Australian Journal of Career Development, 17, 1, pp. 66-70, (2008); Haberberger C., A return to understanding: Making liberal education valuable again, Educational Philosophy and Theory, 50, 11, pp. 1052-1059, (2018); Ho A., Kember D., Motivating the learning of part-time taught-postgraduate students through pedagogy and curriculum design: Are there differences in undergraduate teaching?, International Journal of Lifelong Education, 37, 3, pp. 1-18, (2018); Ho A., Kember D., Hong C., What motivates an ever increasing number of students to enroll in part-time taught postgraduate awards?, Studies in Continuing Education, 34, 3, pp. 319-338, (2010); Ho A., Kember D., Hong C., What motivates an ever increasing number of students to enroll in part-time taught postgraduate awards?, Studies in Continuing Education, 34, 3, pp. 319-338, (2012); Jorre de St Jorre T., Boud D., Johnson E., Assessment for distinctiveness: Recognising diversity of accomplishments, Studies in Higher Education, 46, 7, pp. 1371-1382, (2019); Jorre de St Jorre T., Oliver B., Want students to engage? Contextualise graduate learning outcomes and assess for employability, Higher Education Research & Development, 37, 1, pp. 44-57, (2018); Lake N., Holt J., Designing quality engineering curricula to produce industry ready graduates: A whole of course approach, Ensuring quality in professional education volume, pp. 161-182, (2019); Lawson R., The curriculum design workbench–Showcasing a whole of degree design tool, (2015); Lemmetty S., Collin K., Self-directed learning as a practice of workplace learning: Interpretative repertoires of self-directed learning in ICT work, Vocations & Learning, 13, 1, pp. 47-70, (2020); Lyons K., Seini M., Coogan West C., Rashidi P., Freeman C., Ryan G., Chen S., Vu C., Postgraduate work-integrated learning: Using diversity to prepare graduates for a messy and uncertain world, International Journal of Work-Integrated Learning, 23, 4, pp. 595-605, (2022); Marvell R., ‘Walking through fog’: Social inequalities and the journey to postgraduate taught study in England, Studies in Higher Education, 47, 12, pp. 2392-2404, (2022); Education ar a glance 2022: OECD indicators, (2022); Oerther D., Oerther S., From interprofessional to convergence: Nurses educating V-shaped professionals, Nurse Education in Practice, 53, (2021); Oliver B., Jorre de St Jorre T., Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers, Higher Education Research & Development, 37, 4, pp. 821-836, (2018); Palmer N., Abrahams N., Pace M., De Rango E., Mind the cap?: Post graduate coursework degrees and tuition fees in Australia, Australian Universities Review, 60, 2, pp. 57-65, (2018); Rocco T., Smith C., Mizzi R., Merriweather L., The handbook of adult and continuing education, (2020); Schon D., The reflective practitioner: How professionals think in action, (1983); Stephenson J., Capability and quality in higher education, Quality in learning, pp. 1-6, (1992); Stephenson J., Ensuring a holistic approach to work-based learning: The capability envelope, Work-Based Learning: A new higher education, pp. 86-102, (2001); Tai J., Ajjawi R., Boud D., Dawson P., Pandaero E., Developing evaluative judgement: Enabling students to make decisions about the quality of work, Higher Education, 76, 3, pp. 467-481, (2017); Tam M., Outcomes-based approach to quality assessment and curriculum improvement in higher education, Quality Assurance in Education, 22, 2, pp. 158-166, (2011); Higher education standards framework (Threshold standards) 2021, (2021); Trede F., McEwen C., Trede F., McEwen C., Educating the deliberate professional : Preparing for future practices, (2016); van der Vleuten C., Revisiting ‘Assessing professional competence: From methods to programmes’, Medical Education, 50, 9, pp. 885-888, (2016); van der Vleuten C., Schuwirth L., Driessen E., Dijkstra J., Tigelaar D., Baartman L., van Tartwick J., A model for programmatic assessment fit for purpose, Medical Teacher, 34, 3, pp. 205-214, (2012); Wakeling P., Laurison D., Are postgraduate qualifications the ‘new frontier of social mobility’?, The British Journal of Sociology, 68, 3, pp. 533-555, (2017)","D. Rooney; School of International Studies and Education, Faculty of Arts and Social Sciences, University of Technology Sydney, Ultimo, Sydney, Building 10, Level 4, Jones St, 2007, Australia; email: Donna.Rooney@uts.edu.au","","Routledge","","","","","","14703297","","","","English","Innov. Educ. Teach. Int.","Article","Article in press","","Scopus","2-s2.0-85168374866"
"Adamu M.; Shakur M.B.M.A.","Adamu, Muhammad (56967984800); Shakur, Mahani Binti Mohammad Abdu (56811255500)","56967984800; 56811255500","Graduate employability and skill gap: relationships of vocational training and machinery/equipment in an effective new business start-up","2023","International Journal of Human Resources Development and Management","23","2","","115","126","11","0","10.1504/IJHRDM.2023.131633","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164021549&doi=10.1504%2fIJHRDM.2023.131633&partnerID=40&md5=876ff0cf6ea8756ba361612e4dbf136f","Department of Business Administration, Faculty of Management Sciences, Bauchi State University, Nigeria; Department of Business Management, Faculty of Economics and Business, Universiti Malaysia Sarawak, Malaysia","Adamu M., Department of Business Administration, Faculty of Management Sciences, Bauchi State University, Nigeria; Shakur M.B.M.A., Department of Business Management, Faculty of Economics and Business, Universiti Malaysia Sarawak, Malaysia","This research aims to examine the role that vocational training and use of relevant machinery/equipment perform in supplementing the entrepreneurial behaviour and motivation of potential entrepreneurs in a new business start-up. Quantitative technique approach was employed in this research. Questionnaires were distributed and primary data were collected for the study through a cross-sectional survey approach. PLS-SEM was used to analyse the data. Furthermore, this study theoretically incorporates two theories (i.e., the economic entrepreneurship theory and the vroom expectancy motivation theory) especially in developing the conceptual framework for the study. Merging the selected theories to develop the research framework uncovered the novelty of this study. In addition, value is added to self-employment literature by exploring the under-researched factors of self-employment determinants in the Nigeria context. The results confirm that vocational training applied through the necessary machinery/equipment has a significant impact in potential entrepreneurs' preparedness and motivation in self-employment start-up. Copyright © 2023 Inderscience Enterprises Ltd.","employability; machinery/equipment; potential entrepreneurs; self-employment (new business start-up); skills; vocational training","","","","","","","","Biavaschi C., Zimmermann K.F., Eichhorst W., Giulietti C., Kendzia M.J., Muravyev A., Schmidl R., Youth unemployment and vocational training, Foundations and Trends in Microeconomics, 9, 1-2, pp. 1-157, (2013); Desai P.B., Pawar P.S., Self-employment and empowerment of women: special reference to women vegetable vendors in Kolhapur City, Asian Journal of Research in Social Sciences and Humanities, 7, 6, pp. 35-54, (2017); Dike V.E., Technical and Vocational Education and Training: Understanding the Nigerian Experience, (2013); Edokpolor J.E., Owenvbiugie R.O., Technical and vocational education and training skills: an antidote for job creation and sustainable development of Nigerian economy, Problems of Education in the 21st Century, 75, 6, pp. 9-10, (2017); Elebute A., Shagaya O.M., Impact of vocational and technical education on livelihood sustenance and economic development in Nigeria: the art workshop experience, International Journal of Vocational and Technical Education Research, 2, 2, pp. 233-258, (2016); Hentschel J., Skills or Jobs: Which Comes First?, (2017); Jeremy K.H., Gregory A.D., Michael J.L., Sustainable development and entrepreneurship: past contributions and future directions author links open overlay panel, Journal of Business Venturing, 25, 5, pp. 439-448, (2010); Kabir M.S., Hou X., Akther R., Wang J., Wang L., Impact of small entrepreneurship on sustainable livelihood assets of rural poor women in Bangladesh, International Journal of Economics and Finance, 4, 3, (2012); Kirkpatrick C.T.T., Myanmar technical and vocational education training system and policy reform, Myanmar's Integration with the World, pp. 149-172, (2017); Kurtz E., Analysis on fashion design entrepreneurship: challenges and supporting models, Journal of Entrepreneurship Research, 75, 9, pp. 20-29, (2010); Luckman S., Andrew J., Online selling and the growth of home-based craft microenterprise: the 'new normal' of women's self-(under) employment, The New Normal of Working Lives, pp. 19-39, (2018); Ma S.H., Focus highlight in VPET: skills for entrepreneurship skills training and vocational education in Malaysia, Education in Malaysia, pp. 137-153, (2017); Maclean R., Jagannathan S., Sarvi J., Skills Development and Sustainable Growth in Developing Asia-Pacific; Technical and Vocational Education and Training Issues, Concerns and Prospects, pp. 181-194, (2012); Marticorena W.M., Sustainability of a community-based enterprise through shared value. Case: Mallay Communal Company, Journal of Evolutionary Studies in Business, 3, 1, pp. 167-197, (2018); Melia M.R., Perez A.B., Dobon S.R, The influence of innovation orientation on the internationalization of SMEs in the service sector, The Service Industries Journal, 30, 5, pp. 777-791, (2010); Mustapha D., Investigating the influential factors on small and medium-sized hospitality entrepreneurs at the start-up process: a preliminary study from Ipoh/Malaysia, Journal of Entrepreneurial Behaviour, 8, 12, pp. 13-22, (2017); Nabi G., Linan F., Graduate entrepreneurship in the developing world: intentions, education and development, Education and Training, 53, 5, pp. 325-334, (2016); Nashandi E.F.T., Exploring Key Drivers Enabling Skills Based Graduates and Artisans to Take Up Entrepreneurial Initiatives in Namibia: A Case Study of Windhoek, (2014); (2017); Oppong S., Sachs P.R., Managing graduate unemployment in emerging economies: critical analysis of the skills mismatch and oversupply theses, Business Excellence, 9, 1, (2015); Raina V., Sharma N., Khajuria S., Kumar K., Choudhary S., Hussain K., Training needs of dairy farmers, International Journal of Agriculture, Environment and Biotechnology, 10, 2, (2017); Scarpetta S., Sonnet A., Manfredi T., Rising Youth Unemployment during the Crisis, 2, pp. 195-212, (2010); Scott J.L., Sarkees-Wircenski M., Overview of Career and Technical Education, (2018); Sharmila S., Sutermaster S., Gill A., Volz J., Mehta K., Context-driven entrepreneurial education in vocational schools, International Journal for Research in Vocational Education and Training, 3, 2, pp. 106-126, (2016); Thomas M.A., Agarwal R., A study on entrepreneurship and skill training through vocational higher secondary schools in Kerala, International Education and Research Journal, 3, 3, (2017); (2015); van Lakerveld J.A., Vroonhof P., Broek S., Skills, Training and Knowledge Transfer: Traditional and Emerging Heritage Professions, 4, pp. 203-212, (2017); Woronkowicz J., Noonan D.S., Who goes freelance? The determinants of self-employment for artists, Entrepreneurship Theory and Practice, 2, 8, (2017)","M. Adamu; Department of Business Administration, Faculty of Management Sciences, Bauchi State University, Nigeria; email: majalamm@gmail.com","","Inderscience Publishers","","","","","","14656612","","","","English","Int. J. Hum. Resour. Dev. Manage.","Article","Final","","Scopus","2-s2.0-85164021549"
"Lan Nguyen H.; Zarra-Nezhad M.","Lan Nguyen, Huong (58353382300); Zarra-Nezhad, Maryam (26659283300)","58353382300; 26659283300","Enhancing sustainable lifelong learning in higher education for uncertain transitions: a mixed method investigation into Vietnamese undergraduates’ strategies","2023","International Journal of Lifelong Education","42","4","","389","405","16","1","10.1080/02601370.2023.2226346","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163018039&doi=10.1080%2f02601370.2023.2226346&partnerID=40&md5=e9b8a9d7bb51830cd736e02753fe47d1","School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland","Lan Nguyen H., School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland; Zarra-Nezhad M., School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland","Globally significant adversities have occurred, including the COVID−19 pandemic, which had an impact on all facets of society, such as the fields of employment and education. University students should be well-equipped with the skills, knowledge, and attitude required to adapt to and withstand employability challenges. A triangulation mixed-method approach was utilised in this study to measure and explore post-secondary students’ sustainable lifelong learning for future-oriented purposes. The study began with a quantitative phase to examine the relationship between the four self-regulated learning strategies and lifelong learning. A survey approach was utilised to execute the research among 152 university students in Vietnam. The results of structural equation modelling demonstrated a significant positive association between lifelong learning abilities and metacognitive knowledge, resource management, and motivating beliefs. Cognitive involvement, however, did not reveal a significant connection. Second, qualitative follow-up research with five undergraduates indicated students’ use of strategical (self-regulated learning strategies) and psychological preparation (self-understanding, adaptability, and flexibility) for the future. Significant implications were made for teachers and students in higher education to facilitate and enhance students’ lifelong learning abilities to cope with uncertainties prior to transitions. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","education-to-work transition; self-regulated learning strategies; Vietnamese higher education","","","","","","","","Abel J.R., Deitz R., Agglomeration and job matching among college graduates, Regional Science and Urban Economics, 51, pp. 14-24, (2015); Anthonysamy L., Koo A.C., Hew S.H., Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning, Education and Information Technologies, 25, 4, pp. 2393-2414, (2020); Becker L.L., Self-regulated learning interventions in the introductory accounting course: An empirical study, Issues in Accounting Education, 28, 3, pp. 435-460, (2013); Bembenutty H., Zimmerman B.J., The relation of motivational beliefs and self-regulatory processes to homework completion and academic achievement, (2003); Bich Diep P., Minh Phuong V., Van Chinh N., Thi Hong Diem N., Bao Giang K., Health science students’ use of social media for educational purposes: A sample from a medical university in Hanoi, Vietnam, Health Services Insights, 14, (2021); 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Lan Nguyen; School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland; email: huongnguyen9696@gmail.com","","Routledge","","","","","","02601370","","","","English","Int. J. Lifelong Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85163018039"
"Carter S.; Ferns S.; Bennett S.; Hawkins J.","Carter, Stacey (58103458600); Ferns, Sonia (55597864100); Bennett, Sarita (7403105644); Hawkins, Jacob (58631501500)","58103458600; 55597864100; 7403105644; 58631501500","Setting the scene: ePortfolios for students in agriculture/agribusiness disciplines","2023","International Journal of Work-Integrated Learning","24","3","","387","400","13","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85173144371&partnerID=40&md5=4b173a7f8771b2ad03825a7abb319a1e","Curtin University, Perth, Australia; LearnWork Consulting, Perth, Australia","Carter S., Curtin University, Perth, Australia; Ferns S., Curtin University, Perth, Australia, LearnWork Consulting, Perth, Australia; Bennett S., Curtin University, Perth, Australia; Hawkins J., Curtin University, Perth, Australia","ePortfolios are a collection of digital evidence demonstrating learning over time, and are a high-impact practice for students that can be curated for specific audiences. In multidisciplinary programs, such as agriculture/agribusiness, students often have nuanced learning journeys and graduate with a range of skills and work-integrated learning (WIL) experiences. It can be difficult for both students and potential employers to recognize the depth and breadth of the students’ individual learning journey, and the skills that they possess. Integrating ePortfolios into an agriculture/agribusiness program has the potential to improve outcomes for student, institution and employer by providing an innovative solution to this tension. It can encourage students to develop technological and reflective skills, as well as highlight their specific WIL experiences, knowledge and understanding. However, while ePortfolios can be a powerful tool, there are challenges to successful implementation. These are addressed via a series of research-driven recommendations. © 2023 International Journal of Work-Integrated Learning. All rights reserved.","agribusiness; agriculture; employability skills; ePortfolios; inductive study; technology-enhanced learning","","","","","","Work-Integrated Learning New Zealand","The Journal is financially supported by the Work-Integrated Learning New Zealand (WILNZ; www.wilnz.nz), and","Abrami P., Barrett H., Directions for research and development on electronic portfolios, Canadian Journal of Learning and Technology, 31, 3, (2005); Aguiar E., Ambrose G. A., Chawla N. V., Goodrich V., Brockman J., Engagement vs performance: Using electronic portfolios to predict first semester engineering student persistence, Journal of Learning Analytics, 1, 3, pp. 7-33, (2014); Andrade M., Ziegner S., Team ePortfolios in management education: Insights into students' skill development, E-journal of Business Education & Scholarship of Teaching, 15, 1, pp. 40-54, (2021); Andre K., EPortfolios for the aspiring professional, Collegian, 17, 3, pp. 119-124, (2010); Bassett K., Newsome L., Sheridan A., Azeem M. M., Characterizing the changing profile of employment in Australian agriculture, Journal of Rural Studies, 89, pp. 316-327, (2022); Bennett S. J., Low S. G., Student-led field trials for agronomic training [Paper Presentation], (2019); Bennett S. J., Low S. G., The value of student-led field trials for agronomic industry training, International Journal of Innovation in Science and Mathematics Education, 29, 4, pp. 22-29, (2021); Bolliger D. U., Shepherd C. E., Student perceptions of ePortfolio integration in online courses, Distance Education, 31, 3, pp. 295-314, (2010); Botwright Acuna T. L., Able A. J., Good practice guide: Threshold learning outcomes for agriculture, (2016); Buchem I., Digital badges as (parts of) digital portfolios: Design patterns for educational and personal learning practice, Foundation of digital badges and micro-credentials: Demonstrating and recognizing knowledge and competencies, pp. 343-367, (2016); Butler P., Anderson B., Brown M., Simpson M., Higgins A., Northover M., Meyer L., Connor M., Lamont M., Wyles R., A review of the literature on portfolios and electronic portfolios, ResearchGate, (2006); Buyarski C., Oaks S., Reynolds C., Rhodes T. 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W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Mikhailova E., Werts J., Post C., Ring G., Incorporating a soil science artifact into a university ePortfolio assessment tool, Natural Sciences Education, 43, 1, pp. 51-56, (2014); Mueller B., Oguro S., Closing the gap: Facilitating employability development in international internships, Advances in research, theory and practice in work-integrated learning: Enhancing employability for a sustainable future, pp. 191-200, (2022); Noel J., Qenani E., New age, new learners, new skills: What skills do agribusiness graduates need to succeed in the knowledge economy?, International Food and Agribusiness Management Review, 16, pp. 17-36, (2013); Peet M., Lonn S., Gurin P., Boyer K., Matney M., Marra T., Taylor S., Daley A., Fostering integrative knowledge through ePortfolios, International Journal of EPortfolio, 1, 1, pp. 11-31, (2011); Pratley J., Professional agriculture - A case of supply a case of supply and demand, (2012); Pratley J., Graduate supply for agriculture: A glimmer of hope, Agricultural Science, 28, 2, pp. 13-16, (2016); Ramsden P., Learning to teach in higher education, (2003); Richardson T. M., George K. W., Bollenback D., The ePortfolio selection committee—The quest for the perfect platform, Eportfolios@ edu: What we know, what we don't know, and everything in between, pp. 35-51, (2020); Ring G., Ramirez B., Brackett B., EPortfolios and faculty engagement: Measuring Change through structured experiences, International Journal of ePortfolio, 6, 1, pp. 23-31, (2016); Robinson J. S., Bryan L. G., Paul R. V., Becoming employable: A look at graduates' and supervisors' perceptions of the skills needed for employability, NACTA Journal, 51, 2, pp. 19-26, (2007); Robinson P., Josien L., Entrepreneurial education: Using “the challenge” in theory and practice, Journal of Entrepreneurship Education, 17, pp. 172-185, (2014); Schwartz M., Cognitive development and learning: Analyzing the building of skills in classrooms, Mind, Brain, and Education, 3, 4, pp. 198-208, (2009); Shadbolt N. M., Olubode-Awosola F., Resilience, risk and entrepreneurship, The International Food and Agribusiness Management Review, 19, 2, pp. 33-52, (2016); Sharifi M., Soleimani H., Jafarigohar M., E-portfolio evaluation and vocabulary learning: Moving from pedagogy to andragogy, British Journal of Educational Technology, 48, 6, pp. 1441-1450, (2017); Slade C., Murfin K., Readman K., Evaluating processes and platforms for potential eportfolio use: The role of the middle agent, International Journal of ePortfolio, 3, 2, pp. 177-188, (2013); Souitaris V., Zerbinati S., Al-Laham A., Do entrepreneurship programmes raise entrepreneurial intention of science and engineering students? The effect of learning, inspiration and resources, Journal of Business Venturing, 22, 4, pp. 566-591, (2007); Stefani L., Mason R., Pegler C., The educational potential of e-portfolios: supporting personal development and reflective learning, (2007); Summers T., Pederson J., Perry D., Kow R., Ulasewicz C., Wong C. O., Strategies for eportfolio adoption and sustainability across administrative, faculty, and student stakeholders, ePortfolios@edu: What we know, what we don't know, and everything in-between, pp. 169-192, (2020); Trede F., Macklin R., Bridges D., Professional identity development: A review of the higher education literature, Studies in Higher Education, 37, 3, pp. 365-384, (2012); Van Tartwijk J., Driessen E., Van der Vleuten C., Stokking K. M., Factors influencing the successful introduction of portfolios, Quality in Higher Education, 13, 1, pp. 69-79, (2007); Watson C. E., Kuh G. D., Rhodes T., Light T. P., Chen H. L., EPortfolios: The eleventh high-impact practice, International Journal of ePortfolio, 6, 2, pp. 65-69, (2016); Watty K., McKay J., Pedagogy and ePortfolios: Purpose aligned to design (or the why and how), International Journal of Pedagogies and Learning, 10, 3, pp. 194-207, (2015); Wilkes J., Burns A., A decade of agriculture graduates' employability and career pathways, International Journal of Innovation in Science and Mathematics Education, 27, 4, pp. 2-13, (2019); Willis L., Wilkie L., Digital career portfolios: Expanding institutional opportunities, Journal of Employment Counseling, 46, 2, pp. 73-81, (2009); Winne P. H., Hadwin A. F., The weave of motivation and self-regulated learning, Motivation and self-regulated learning: Theory, research, and applications, pp. 297-314, (2012); Winsor P. J. T., Ellefson B. A., Professional portfolios in teacher education: An exploration of their value and potential, The Teacher Educator, 31, 1, pp. 68-81, (1995); Yorke M., Employability in higher education: What it is, what it is not, (2006); Yorke M., Work-engaged learning: Towards a paradigm shift in assessment, Quality in Higher Education, 17, 1, pp. 117-130, (2011); Zainal-Abidin W., Uisimbekova A., Alias R., Post-implementation strategy for the adoption of e-portfolio among students in a Malaysian public university, Proceedings 2011 International Conference on Research and Innovation in Information Systems, pp. 1-5, (2011); Zeichner K., Wray S., The teaching portfolio in US teacher education programs: What we know and what we need to know, Teaching and Teacher Education, 17, 5, pp. 613-621, (2001); Zhou M., Helms M. M., Perceptions of preservice teachers’ e-portfolios for hiring decisions, Educational Researcher, 12, 1, (2015)","S. Carter; Curtin University, Perth, Australia; email: stacey.carter@curtin.edu.au","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85173144371"
"Lorenzo-Moledo M.; Ferraces-Otero M.J.; Mella-Núñez Í.; Núñez-García J.","Lorenzo-Moledo, Mar (55226621800); Ferraces-Otero, María José (57204808674); Mella-Núñez, Ígor (57217107091); Núñez-García, Jesica (57444452900)","55226621800; 57204808674; 57217107091; 57444452900","Development of graduates’ transversal competences: the mobility program Galeuropa; [Desarrollo de competencias transversales de los egresados universitarios: el programa de movilidad Galeuropa]","2023","Revista de Educacion","2023","400","","275","300","25","0","10.4438/1988-592X-RE-2023-400-579","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159907433&doi=10.4438%2f1988-592X-RE-2023-400-579&partnerID=40&md5=fbc05394c1286105732a043ffc80e1dc","Universidade de Santiago de Compostela, Spain","Lorenzo-Moledo M., Universidade de Santiago de Compostela, Spain; Ferraces-Otero M.J., Universidade de Santiago de Compostela, Spain; Mella-Núñez Í., Universidade de Santiago de Compostela, Spain; Núñez-García J., Universidade de Santiago de Compostela, Spain","The development of transversal skills, beyond those that are strictly academic, has become one of the central pillars of university education today. It is supported by the formation of the European Higher Education Area. This means that it is use-ful to identify all of the educational possibilities that help in the development of competences beyond the set curricula and activities in the university system, such as non-formal education programs. The objective of this study is to determine whether university students’ participation in a mobility program (Galeuropa) helps them to improve their transversal skills that are fundamental for employability. It also aims to identify the profile of university students who benefit the most from participation in this program. A questionnaire was applied to 439 young people (graduates participating in Galeuropa and final year university students). The results showed that the participants in the program demonstrated the greatest development of transversal competences (proactivity and personal adaptability, intercultural competence, and leadership). Non-formal education (particularly in mobility programs) helps reinforce academic education, especially in terms of youth employability. © 2023, Ministry Education and Science. All rights reserved.","employability; higher education; mobility; non-formal education; transversal competences","","","","","","Ministry of Social Policy; Xunta de Galicia","The development of transversal skills, beyond those that are strictly academic, has become one of the central pillars of university education today. It is supported by the formation of the European Higher Education Area. This means that it is useful to identify all of the educational possibilities that help in the development of competences beyond the set curricula and activities in the university system, such as non-formal education programs. The objective of this study is to determine whether","Almeida J., Fantini A. E., Simoes A. R., Costa N., Enhancing the intercultural effectiveness of exchange programmes: formal and non-formal educational interventions, Intercultural Education, 27, 6, pp. 517-533, (2016); Barrie S. C., Understanding what we mean by the generic attri-butes of graduates, Higher Education, 51, 2, pp. 215-241, (2006); Becker G. S., Investment in human capital: A theoretical analysis, Journal of Political Economy, 70, 5, pp. 9-49, (1962); Becker G. S., Human Capital: A theoretical and empirical analysis with special reference to education, (1994); Bracht O., Engel C., Janson K., Over A., Schomburg H., Teichler U., The professional value of ERASMUS mobility, (2006); Brown P., Hesketh A., The Mismanagement of Talent. Employability and Jobs in the Knowledge Economy, (2004); Cheng D. X., Zhao C. M., Cultivating multicultural competence through active participation: extracurricular activities and multicultural learning, Journal of Student Affairs Research and Practice, 43, 4, pp. 13-38, (2006); Colom A., Continuidad y complementariedad entre la educación formal y no formal, Revista de Educación, 338, pp. 9-22, (2005); The role of universities in the Europe of knowledge, (2003); An EU Strategy for Youth – Investing and Empowering. A renewed open method of coordi-nation to address youth challenges and opportunities, (2009); Council Recommendation of 28 June 2011 ‘Youth on the move’ — promoting the learning mobility of young people, (2011); Davis K. A., Knight D. B., Comparing students’ study abroad experiences and outcomes across global contexts, International Journal of Intercultural Relations, 83, pp. 114-127, (2021); Devlin M., Learning mobility, social inclusion and non-formal education: Access, processes and outcomes, (2017); Escamez J., Sanz J. R., La misión actual de la universidad en la construcción ética de la ciudadanía, Edu-cación para la vida ciudadana en una sociedad plural, pp. 145-150, (2017); Fernandez Garcia C. M., Rodriguez Menendez M. C., Educación formal, no formal e informal en el Espacio Europeo: nuevas exigen-cias para los procesos de formación en educación, Aula Abierta, 85, pp. 45-56, (2005); Freire M. J., Teijeiro M. M., Pais C., La adecuación entre las competencias adquiridas por los graduados y las requeridas por los empresarios, Revista de Educación, 362, pp. 13-41, (2013); Gargallo B., Suarez J., Garfella P. R., Fernandez March A., El cuestionario CEMEDEPU. Un instrumento para la evaluación de la metodología docente y evaluativa de los profesores universitarios, Estudios Sobre Educación, 21, pp. 9-40, (2011); Geudens T., Hagleitner W., Labadie F., Stevens F., Do international inclusion projects work? Yes, Learning mobility, social inclusion and non-formal education: Access, processes and outcomes, pp. 139-155, (2017); Giancaspro M. L., Manuti A., Learning to be employable through volunteering: a qualitative study on the development of employability capital of young people, Frontiers in Psychology, 12, pp. 1-12, (2021); Gonzalez J., Wagenaar R., Tuning Educational Structures in Europe, (2003); Haug J., La internacionalización de la educación superior: más allá de la movilidad europea, La Cuestión Universitaria, 6, pp. 20-29, (2010); Holloway S. L., Pimlott-Wilson H., Enriching children, insti-tutionalizing childhood? Geographies of play, extracurricular activi-ties, and parenting in England, Annals of the Association of American Geographers, 104, 3, pp. 613-627, (2014); Jacobone V., Moro G., Evaluating the impact of the Erasmus programme: skills and European identity, Assessment & Evaluation in Higher Education, 40, 2, pp. 309-328, (2015); Janssen L., Nuyens N., Sharing the mobility experience: creat-ing more effect. Comparison of the effects on young people of two Dutch learning mobility programmes, Learning mobility and non-formal learning in European contexts. Policies, approaches and examples, pp. 139-148, (2013); Jones E., Internationalization and employability: the role of inter-cultural experiences in the development of transferable skills, Public Money & Management, 33, 2, pp. 95-104, (2013); Presidency conclusions, (2000); Nuijten M. P. J., Poell R. F., Alfes K., Extracurricular activities of Dutch University students and their effect on employment oppor-tunities as perceived by both students and organizations, International Journal of Selection and Assessment, 25, 4, pp. 360-370, (2017); Ortega P., Romero E., El valor de la experiencia del alumno como contenido educativo. Teoría de la Educación, Revista Interuni-versitaria, 33, 1, pp. 89-110, (2021); Petzold K., Heterogeneous effects of graduates’ international mobility on employers’ hiring intentions-experimental evidence from Germany, Higher Education, 82, pp. 1093-1118, (2021); Potts D., Understanding the early career benefits of learning abroad programs, Journal of Studies in International Education, 19, 5, pp. 399-422, (2015); Potts D., Employability development and career outcomes from short-term learning abroad programmes, Higher Education Research & Development, 41, 4, pp. 1215-1230, (2022); Purcell K., Elias P., Atfield G., Behle H., Ellison R., Luchinskaya D., Snape J., Conaghan L., Tzanakou C., Futuretrack Stage 4: transitions into employment, further study and other outcomes, (2012); Ripolles M., Michavila F., Ambidexterity: the essence of entre-preneurial competencies and its non-formal learning, REDU. Revis-ta de Docencia Universitaria, 18, 1, pp. 71-89, (2020); Rodriguez-Izquierdo R. M., International experiences and the development of intercultural sensitivity among university students, Edu-cación XX1, 25, 1, pp. 93-117, (2022); Sa M. J., Sherpa S., Transversal competences: their importance and learning processes by higher education students, Education Sci-ences, 8, 126, pp. 1-12, (2018); Santos Rego M. A., Os programas de educación non formal e a empregabilidade da xuventude en Galicia, (2015); Santos Rego M. A., Sociedad del conocimiento, (2016); Santos Rego M. A., Lorenzo M., Educación no formal y emple-abilidad de la juventud. Un análisis centrado en la evaluación de pro-gramas, Revista de Estudios de Juventud, 124, pp. 15-34, (2019); Santos Rego M. A., Lorenzo M., Mella I., El aprendizaje-servicio y la educación universitaria, (2020); Santos Rego M. A., Lorenzo M., Vazquez Rodriguez A., Edu-cación no formal y empleabilidad de la juventud, (2018); Schultz T. W., Investment in Human Capital, The American Eco-nomic Review, 51, 1, pp. 1-17, (1961); enyuva O., Nicodemi S. G., I have a diploma, now I need a Youthpass»: European Voluntary Service as a shortcut to employ-ment?, Learning mobility, social inclusion and non-formal education: Access, processes and outcomes, pp. 181-195, (2017); Souto-Otero M., Young people's views of the outcomes of non-formal education in youth organisations: its effects on human, social and psychological capital, employability and employment, Journal of Youth Studies, 7, (2016); Souto-Otero M., Ulicna D., Schaepkens L., Bognar V., Study on the impact of Non-Formal Education in youth organisations on young people’s employability, (2013); Talbot J., Recognising non-formal and informal learning: modernis-ing Russian higher education or irrelevant?, The Education and Science Journal, 4, pp. 142-157, (2015); Tang S. Y. F., Wong A. K. Y., Li D. D. Y., Cheng M. M. H., The contribution of non-formal learning in higher education to student teachers’ profesional competence, Journal of Education for Teaching, (2017); Teichler U., Internationalisation of higher education: European experiences, Asia Pacific Educational Review, 10, 1, pp. 93-106, (2009); Tomlinson M., ‘The degree is not enough’: students’ perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Valimaa J., Hoffman D., Knowledge society discourse and higher education, Higher Education, 56, pp. 265-285, (2008); Van Mol C., Caarls K., Souto-Otero M., International student mobility and labour market outcomes: an investigation of the role of level of study, type of mobility, and international prestige hierarchies, Higher Education, 82, pp. 1145-1171, (2021); Vazquez Rodriguez A., Educación no formal y empleabilidad de la juventud. Algunas evidencias desde el análisis de dos programas, (2020); Vazquez-Rodriguez A., Garcia-Alvarez J., Santos Rego M. A., Movilidad internacional y empleabilidad: el impacto en el capital humano y social de la juventud, Educar, 57, 1, pp. 81-96, (2021); Vilcea M. A., Quality culture in universities and influences on formal and non-formal education, Procedia-Social and Behavioral Sciences, 163, pp. 148-152, (2014); Villa A., Poblete M., Aprendizaje basado en competencias. Una propuesta para la evaluación de las competencias genéricas, (2007); Wordelmann P., The German IdA programme: inclusión through learning mobility, Learning mobility, social inclusion and non-formal education: Access, processes and outcomes, pp. 157-166, (2017)","M. Lorenzo-Moledo; Facultad de Ciencias de la Educación, Santiago de Compostela, (Campus Vida). Rúa Xosé María Suárez Núñez, s/n, 15780, Spain; email: mdelmar.lorenzo@usc.es","","Ministry Education and Science","","","","","","00348082","","","","English","Revista Educ.","Article","Final","","Scopus","2-s2.0-85159907433"
"Zou H.; Ullah A.; Qazi Z.; Naeem A.; Rehan S.","Zou, Haobo (57223149251); Ullah, Asad (57613010800); Qazi, Zubaida (57284627500); Naeem, Amna (58311923000); Rehan, Sofia (58310751900)","57223149251; 57613010800; 57284627500; 58311923000; 58310751900","Impact of micro-credential learning on students' perceived employability: the mediating role of human capital","2023","International Journal of Educational Management","","","","","","","1","10.1108/IJEM-01-2023-0002","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161658671&doi=10.1108%2fIJEM-01-2023-0002&partnerID=40&md5=99b17db76fadee92bbb082845141807c","School of Economics and Management, Southwest Jiaotong University, Chengdu, China; School of Management, Suzhou University, Suzhou, China; President Pink Pakistan Trust, Karachi, Pakistan; IQRA University, Karachi, Pakistan","Zou H., School of Economics and Management, Southwest Jiaotong University, Chengdu, China; Ullah A., School of Management, Suzhou University, Suzhou, China; Qazi Z., President Pink Pakistan Trust, Karachi, Pakistan; Naeem A., IQRA University, Karachi, Pakistan; Rehan S., IQRA University, Karachi, Pakistan","Purpose: This paper examines the influence of micro-credential learning on students' perceived employability. In addition, the study aims to explore different components that will help students to gain knowledge, enhance their careers and develop their human capital (social, cultural and scholastic capital). Hence, the study also analyzed the mediating role of human capital on the aforementioned association. Design/methodology/approach: Explanatory research was conducted by utilizing a correlational research design. A questionnaire comprising of closed-ended items was utilized in the study. The data was analyzed by employing PLS-SEM technique. Findings: Our findings stipulate that micro-credential learning is an essential component to improve students' perceived employability. The study identified that micro-credential programs have a positive relationship with students' perceived employability. Moreover, the findings that micro-credential learning significantly impacts students' human capital, i.e. cultural, social and scholastic capital. Additionally, human capital acts as a significant mediator in the relationship between micro-credential learning and students' perceived employability. Moreover, participation in micro-credential learning can ensure that students can identify diverse career directions, seek information about the labor market and educational system, attain relevant qualifications for their vocations, and develop a plan for their future. Originality/value: Micro-credential programs are short and focused educational programs that offer specialized knowledge and skills in a particular area. These programs are becoming increasingly popular in the modern workforce to upskill or reskill quickly and efficiently. However, lack of empirical evidence is the ultimate gap in determining the importance of micro-credential learning; as the limited literature is unable to determine the importance of MCL on students' perceived employability. Thus, the study identifies the impact of micro-credential learning on students' perceived employability. © 2023, Emerald Publishing Limited.","Cultural capital; Micro-credential learning; Perceived employability; Scholastic capital; Social capital","","","","","","China National Social Science, (20BSH103); Sichuan Wine Development Center, (CJY21-07, CJZ21-03); National Natural Science Foundation of China, NSFC, (NSFC 72172129); Natural Science Foundation of Fujian Province, (2022J01380)","Funding: This work was supported by the National Natural Science Foundation of China under Grant No. NSFC 72172129; Sichuan Wine Development Center under Grant No. CJZ21-03, CJY21-07; Fujian Natural Science Foundation under Grant No. 2022J01380; China National Social Science under Grant No. 20BSH103.","Agnihotri S., Shiva A., Khan F.N., Investigating forms of graduate capital and their relationship to perceived employability: an application of PLS predict and IPMA, Higher Education, Skills and Work-Based Learning, 13, 1, pp. 179-197, (2022); Ahmat N.H.C., Bashir M.A.A., Razali A.R., Kasolang S., Micro-credentials in higher education institutions: challenges and opportunities, Asian Journal of University Education, 17, 3, pp. 281-290, (2021); Ahmed D., Jassim G., Micro-credentials life and employability skills: evaluating students' and teachers' attitudes towards implementing micro-credentials in higher education, (2021); Baluku M.M., Mugabi E.N., Nansamba J., Matagi L., Onderi P., Otto K., Psychological capital and career outcomes among final year university students: the mediating role of career engagement and perceived employability, International Journal of Applied Positive Psychology, 6, 1, pp. 55-80, (2021); Baruch Y., Bell M.P., Gray D., Generalist and specialist graduate business degrees: tangible and intangible value, Journal of Vocational Behavior, 67, 1, pp. 51-68, (2005); Batistic S., Tymon A., Networking behaviour, graduate employability: a social capital perspective, Education+ Training, 10, 4, (2017); Becker G.S., Human Capital; a Theoretical and Empirical Analysis, with Special Reference to Education, (1964); Bennett D., Richardson S., MacKinnon P., Enacting Strategies for Graduate Employability: How Universities Can Best Support Students to Develop Generic Skills, (2016); Bosch-Sijtsema P.M., Fruchter R., Vartiainen M., Ruohomaki V., A framework to analyze knowledge work in distributed teams, Group and Organization Management, 36, 3, pp. 275-307, (2011); Bourdieu P., Richardson J.G., Handbook of theory and research for the sociology of education, The Forms of Capital, 241, (1986); Braxton-Stewart B.M., A qualitative study of preservice teacher training in Pennsylvania inclusion programs, (2019); Bridgstock R., Grant-Iramu M., McAlpine A., Integrating career development learning into the curriculum: collaboration with the careers service for employability, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 56-72, (2019); Brown P., Lauder H., Cheung S.-Y., The Death of Human Capital? its Failed Promise and How to Renew it in an Age of Disruption, (2020); Byrne S., Do industries with high workplace flexibility see lower job losses due to COVID-19 than ones with less flexibility during the ‘great resignation’?, Honors Theses, (2022); Caballero G., Alvarez-Gonzalez P., Lopez-Miguens M.J., Which are the predictors of perceived employability? 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Alternative Micro-credentialing in a Digital Age, pp. 41-53, (2017); Ostergaard A., Marinova S.T., Human capital in the entrepreneurship ecosystem, International Journal of Entrepreneurship and Small Business, 35, 3, pp. 371-390, (2018); Phelan S.E., Glackin C.E., A cautionary note on microcredentialing in entrepreneurship education, Entrepreneurship Education and Pedagogy, (2020); Ringle C., Da Silva D., Bido D., Structural equation modeling with the SmartPLS, Bido, D., da Silva, D., & Ringle, C.(2014). Structural Equation Modeling with the Smartpls. Brazilian Journal of Marketing, 13, 2, pp. 1-18, (2015); Robinson H., Al-Freih M., Kilgore W., Designing with care: towards a care-centered model for online learning design, The International Journal of Information and Learning Technology, 37, 3, pp. 99-108, (2020); Rothwell A., Arnold J., Self-perceived employability: development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Ruddy C., Ponte F., Preparing students for university studies and beyond: a micro-credential trial that delivers academic integrity awareness, Journal of the Australian Library and Information Association, 68, 1, pp. 56-67, (2019); Pickard L., Analysis of 450 MOOC-based microcredentials reveals many options but little consistency, (2018); Schiliro D., Digital transformation, COVID-19, and the future of work, International Journal of Business Management and Economic Research, 12, 3, pp. 1945-1952, (2021); Schwab K., Zahidi S., Global Competitiveness Report: Special Edition 2020, (2020); Smith M., Brooks S., Lichtenberg A., McIlveen P., Torjul P., Tyler J., Career Development Learning: Maximising the Contribution of Work-Integrated Learning to the Student Experience, (2009); Steinfield C., Ellison N.B., Lampe C., Social capital, self-esteem, and use of online social network sites: a longitudinal analysis, Journal of Applied Developmental Psychology, 29, 6, pp. 434-445, (2008); Stiff C., Vugt M.V., The power of reputations: the role of third party information in the admission of new group members, Group Dynamics: Theory, Research, and Practice, 12, pp. 155-166, (2008); Straub D.W., Validating instruments in MIS research, MIS Quarterly, pp. 147-169, (1989); Tomlinson M., Anderson V., Employers and graduates: the mediating role of signals and capitals, Journal of Higher Education Policy and Management, 43, 4, pp. 384-399, (2021); Tomlinson M., McCaferty H., Port A., Maguire N., Zabelski A.E., Butnaru A., Charles M., Kirby S., Developing graduate employability for a challenging labour market the validation of the graduate capital scale, Journal of Applied Research in Higher Education, 14, 3, pp. 1193-1209, (2021); Trimble L.B., Kmec J.A., The role of social networks in getting a job, Sociology Compass, 5, 2, pp. 165-178, (2011); Walters D., The relationship between postsecondary education and skill: comparing credentialism with human capital theory, The Canadian Journal of Higher Education, 34, 2, pp. 97-124, (2004); Watts A.G., Career development learning and employability, The Higher Education Academy, (2006); Watts A.G., Sultana R.G., Career guidance policies in 37 countries: contrasts and common themes, International Journal for Educational and Vocational Guidance, 4, 2, pp. 105-122, (2004); Wei H.C., Chou C., Online learning performance and satisfaction: do perceptions and readiness matter?, Distance Education, 41, 1, pp. 48-69, (2020); Wheelahan L., Moodie G., Analysing micro-credentials in higher education: a Bernsteinian analysis, Journal of Curriculum Studies, 53, 2, pp. 212-228, (2021); Zamudio C., Moulard J.G., Scheinbaum A.C., The company they keep: how human brand managers and their social networks shape job market outcomes, SSRN Electronic Journal, (2014); DiMaggio P.J., Powell W.W., The iron cage revisited: institutional isomorphism and collective rationality in organizational fields, American Sociological Review, pp. 147-160, (1983); Folsom B., Peterson G.W., Reardon R.C., Mann B.A., Impact of a career planning course on academic performance and graduation rate, Journal of College Student Retention: Research, Theory & Practice, 6, 4, pp. 461-473, (2005); Hirschi A., The fourth industrial revolution: issues and implications for career research and practice, The Career Development Quarterly, 66, 3, pp. 192-204, (2018); Luke C., Young V.M., Integrating micro-credentials into professional learning: lessons from five districts, (2020); Mahajan R., Gupta P., Misra R., Employability skills framework: a tripartite approach, Education+ Training, 64, 3, (2022); Marsick V., Watkins K., Organizational learning, What Works: Assessment, Development, and Measurement, pp. 65-86, (1997); Morgan P., Trinh L.Q., Impacts of COVID-19 on households in ASEAN countries and their implications for human capital development, ADBI Working Paper 1226, pp. 1-34, (2021); Pishghadam R., Zabihi R., Parental education and social and cultural capital in academic achievement, International Journal of English Linguistics, 1, 2, (2011); Pitan O.S., Muller C., Student perspectives on employability development in higher education in South Africa, Education+ Training, 63, 3, pp. 453-471, (2020); Wong B.Y., Wong R., Lemare L., The effects of knowledge of criterion task on comprehension and recall in normally achieving and learning-disabled children, The Journal of Educational Research, 76, 2, pp. 119-126, (1982)","A. Ullah; School of Management, Suzhou University, Suzhou, China; email: asadecon1@gmail.com","","Emerald Publishing","","","","","","0951354X","","","","English","Int. J. Educ. Manage.","Article","Article in press","","Scopus","2-s2.0-85161658671"
"White A.","White, Alison (57211552429)","57211552429","The Transition In framework: Supporting the transition of students into postgraduate taught study","2023","Innovations in Education and Teaching International","","","","","","","0","10.1080/14703297.2023.2216682","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161991677&doi=10.1080%2f14703297.2023.2216682&partnerID=40&md5=5b3f651c806095b4d3c45b72563bbdac","School of Environment and Science, Griffith University, Nathan, Australia","White A., School of Environment and Science, Griffith University, Nathan, Australia","Postgraduate Taught study (PGT) students are often assumed to be confident and independent learners, and many possess a strong sense of professional identity and thus are perceived as not requiring support. This paper aims to address these perceptions. This paper presents a qualitative study of the experiences of PGT students at an Australian university who participated in a Transition In program that has been embedded in the curriculum. The primary aim was to explore the effectiveness of the Transition In program, which is the first step in a program-wide employability curriculum strategy. The findings of this study demonstrated that students’ levels of confidence and engagement as well as their connection with their profession increased as a direct result of feeling supported. This paper highlights the importance of, and benefits gained by providing PGT students structured support to enable them to successfully transition into their program of study. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","clinical physiology; employability; postgraduate taught; Transition In","","","","","","","","Aljezawi M., Albashtawy M., Quiz game teaching format versus didactic lectures, The British Journal of Nursing, 24, 2, pp. 86-92, (2015); Artess J., Hooley T., Towards a new narrative of postgraduate career, (2017); Education and work, Australia, (2021); Ayentimi D.T., Hinson R.E., Burgess J., Cultivating social capital: An exploratory analysis of business postgraduates in Ghana, Education+ Training, 63, 9, pp. 1225-1241, (2021); Bamber V., Choudhary C.J., Hislop J., Lane J., Postgraduate taught students and preparedness for master’s level study: Polishing the facets of the master’s diamond, Journal of Further and Higher Education, 43, 2, pp. 236-250, (2019); Bates L., Hayes H., Using the student lifecycle approach to enhance employability: An example from criminology and criminal justice, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 141-151, (2017); Becker S., Johnson D., Britton P., Mapping the challenges in making the transition to taught postgraduate study in psychology, Psychology Teaching Review, 25, 1, pp. 12-21, (2019); Borglin G., Promoting critical thinking and academic writing skills in nurse education, Nurse Education Today, 32, 5, pp. 611-613, (2012); Bownes J., Labrosse N., Forrest D., MacTaggart D., Senn H., Fischbacher-Smith M., Biletskaya T., McEwan M., Pringle Barnes G., Sheridan N., Biletskaya T., Supporting students in the transition to postgraduate taught study in stem subjects, Journal of Perspectives in Applied Academic Practice, 5, 2, pp. 3-11, (2017); Bunney D., Facilitating the transition to postgraduate studies: What can we learn from the first year experience?, Journal of Academic Language and Learning, 11, 1, pp. A23-A38, (2017); Chester A., Xenos S., Burton L., Elgar K., Empowering students in transition: Peer mentoring to support first and final year students, Proceedings of the 10th International Conference on Enhancement and Innovation in Higher Education 2013, pp. 1-8, (2013); Coneyworth L., Jessop R., Maden P., White G., The overlooked cohort?–Improving the taught postgraduate student experience in higher education, Innovations in Education and Teaching International, 57, 3, pp. 262-273, (2019); Crane L., Kinash S., Bannatyne A., Judd M.M., Eckersley W., Hamlin G., Smith J., Smith J., Engaging postgraduate students and supporting higher education to enhance the 21st century student experience, Final Report 2016, (2016); Donkin R., Rasmussen R., Student perception and the effectiveness of Kahoot!: A scoping review in histology, anatomy, and medical education, Anatomical Sciences Education, 14, 5, pp. 572-585, (2021); English P., de Villiers Scheepers M.J., Fleischman D., Burgess J., Crimmins G., Developing professional networks: The missing link to graduate employability, Education+ Training, 63, 4, pp. 661-664, (2021); Heussi A., Postgraduate student perceptions of the transition into postgraduate study, Student Engagement and Experience Journal, 1, 3, pp. 1-13, (2012); (cth) (‘threshold standards’), as enacted by tertiary education quality and standards agency act 2011 (cth) s 58(1) (‘teqsa act’), (2021); Hussin F., Khan A., Examining the relationship between social capital and self-efficacy: A study amongst postgraduate students, Journal of Information & Knowledge Management, 6, 1, pp. 1-10, (2016); Jepps O.G., Gregory M.S.J., Cresswell S., Engaging alumni: Remaining connected, not just reconnecting, Handbook & Proceedings of Students Transitions Achievement Retention & Success (STARS), pp. 1-5, (2019); Liu J., Pullinger D., STep up to masters: Supporting the academic skills transition for taught postgraduate students, Journal of Information Literacy, 15, 3, pp. 100-118, (2021); Macleod G., Barnes T., Huttly S.R.A., Teaching at master’s level: Between a rock and a hard place, Teaching in Higher Education, 24, 4, pp. 493-509, (2019); Matheson R., Transition through the student lifecycle, Transition in, through, and out of higher education: International case studies and best practice, pp. 5-16, (2018); Matheson R., Sutcliffe M., Belonging and transition: An exploration of international business students’ postgraduate experience, Innovations in Education and Teaching International, 55, 5, pp. 602-610, (2017); McPherson C., Punch S., Graham E.A., Transitions from undergraduate to taught postgraduate study: Emotion, integration and ambiguity, Journal of Perspectives in Applied Academic Practice, 5, 2, pp. 42-50, (2017); O'Donnell V.L., Tobbell J., The transition of adult students to higher education: Legitimate peripheral participation in a community of practice?, Adult Education Quarterly, 57, 4, pp. 312-328, (2007); O'Donnell V.L., Tobbell J., Lawthorn R., Zammit M., Transition to postgraduate study: Practice, participation and the widening participation agenda, Active Learning in Higher Education, 10, 1, pp. 26-40, (2009); Patrick S., Vishwakarma K., Giri V.P., Datta D., Kumawat P., Singh P., Matreja P.S., The usefulness of crossword puzzle as a self-learning tool in pharmacology, Journal of Advances in Medical Education & Professionalism, 6, 4, (2018); Robb L., Moffat S., Transition to postgradUate study at master’s level: Lessons learned from students’ evaluations of an online induction resource, Journal of Perspectives in Applied Academic Practice, 8, 1, pp. 41-51, (2020); Sitch M., Lowry R.G., Social influence on students’ experiences of transition into postgraduate study, Sport & Exercise Psychology Review, 15, 1, pp. 31-49, (2019); Stewart B.A., An empirical approach to identifying employability skills required of graduates in the environmental sciences, Industry and Higher Education, 35, 2, pp. 89-101, (2021); Storch N., Tapper J., The impact of an EAP course on postgraduate writing, Journal of English for Academic Purposes, 8, 3, pp. 207-223, (2009); Stuart M., Lido C., Morgan S., Solomon L., Akroyd K., Widening participation to postgraduate study: Decisions, deterrents, and creating success. project report, (2008); Symons M., Starting a coursework postgraduate degree: The neglected transition, Paper presented at the Australian Language and Academic Skills Conference, (2001); Thomas I., Day T., Hegarty K., Learning and teaching expectations of coursework postgraduate students: An Australian case-study, International Journal of Advancement in Education and Social Sciences, 2, 1, pp. 1-10, (2014); Tobbell J., O'Donnell V.L., Transition to postgraduate study: Postgraduate ecological systems and identity, Cambridge Journal of Education, 43, 1, pp. 123-138, (2013); Tobbell J., O'Donnell V., Zammit M., Exploring transition to postgraduate study: Shifting identities in interaction with communities, practice and participation, British Educational Research Journal, 36, 2, pp. 261-278, (2010); Library guide on academic writing, (2022); West A., Formative evaluation of the transition to postgraduate study for counselling and psychotherapy training: Students’ perceptions of assignments and academic writing, Counselling & Psychotherapy Research, 12, 2, pp. 128-135, (2012); Wozniak H., Mahony M.J., Lever T., Pizzica J., Stepping through the orientation looking glass: A staged approach for postgraduate students, Australasian Journal of Educational Technology, 25, 2, pp. 221-334, (2009)","A. White; School of Environment and Science, Griffith University, Nathan, 170 Kessels Road, 4111, Australia; email: alison.white@griffith.edu.au","","Routledge","","","","","","14703297","","","","English","Innov. Educ. Teach. Int.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85161991677"
"Rahman N.; Lakey E.","Rahman, Nira (58281268600); Lakey, Elizabeth (57200911279)","58281268600; 57200911279","Learning to learn: Empowering students to articulate the value of their HASS degree","2023","Journal of University Teaching and Learning Practice","20","4","04","","","","0","10.53761/1.20.4.04","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159792521&doi=10.53761%2f1.20.4.04&partnerID=40&md5=4e4fd0ffa16b0a41432f1abb653c4d6a","University of Melbourne, Australia","Rahman N., University of Melbourne, Australia; Lakey E., University of Melbourne, Australia","In an uncertain labour market, the questions around the employability of graduate students take on a new urgency. Fears about the graduate market in the coming years are acute and are compounded by a sense that there is a large disconnect between a university education and what is expected in the workplace. Australian labour market trends clearly demonstrate that the skills most in demand by Australian graduate employers are precisely the transferrable skills which are honed by doing a HASS degree at the university. However, HASS academics do not usually talk about the skills and attributes students are gaining during their university studies and how this is useful in the workplace. Creating this awareness in both staff and students is immensely important for future graduates to survive and excel beyond university. Based on focus groups, interviews, and student-led projects over the last three years, this paper explores how to balance the need to engage with deep disciplinary knowledge with the understanding that this knowledge is only useful in the real world if accompanied by explicit skills. By using a case study, this paper showcases how to articulate skills and knowledge to HASS students to prepare for workforce. Furthermore, it focusses on how graduate attributes and learning outcomes can be connected from assessment tasks to classroom teaching. © 2023, University of Wollongong. All rights reserved.","HASS degree; transferable skills","","","","","","","","Job read Graduates Package, (2022); Bennett D., Graduate employability and higher education: past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2018); Bennett L., Motivation: Connecting each student with the world, Social studies and the young learner, 19, 3, (2007); Bennett N., Dunne E., Carre C., Patterns of core and generic skill provision in higher education, Higher Education, 37, 1, pp. 71-93, (1999); Bishop D., More than just listening: The role of student voice in higher education, an academic perspective, IMPact: The University of Lincoln Journal of Higher Education Research, 1, 1, (2018); Bowden J. L. H., Tickle L., Naumann K., The four pillars of tertiary student engagement and success: a holistic measurement approach, Studies in Higher Education, 46, 6, pp. 1207-1224, (2021); Boyer E., Campus life: In search of community. A Special Report of The Carnegie Foundation for the Advancement of Teaching, (1990); Cheng D. X., Students’ sense of campus community: What it means, and what to do about it, NASPA journal, 41, 2, pp. 216-234, (2004); Crabtree R. 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W., Transformative learning in practice: Insights from community, workplace, and higher education, (2009); Enhancing Employability: Report Prepared for the G20 Employment Working Group, (2016); O'Gorman C. E., Addressing the Overall Dissatisfaction of the First-Year Student Experience in University Organisational Improvement Plan at Western University, (2020); O'Mahony J, Garga R, Thomas M, Kimber M., Valuing the Humanities, Australian Economic Review, 52, 2, pp. 226-235, (2019); Graduate Outcomes Survey, (2021); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers’ perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2019); Taylor E. W., Transformative learning theory, Transformative learning meets bildung, pp. 17-29, (2017); Solving Future Skills Challenges, (2018); VTAC application statistics 2020/2021; Yan L., Yinghong Y., Lui S. M., Whiteside M., Tsey. K., Teaching ‘Soft Skills’ to University Students in China: the Feasibility of an Australian Approach, Educational Studies, 45, 2, pp. 242-258, (2019)","","","University of Wollongong","","","","","","14499789","","","","English","J. Univ. Teach. Learn. Pract.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85159792521"
"Dollinger M.; Ajjawi R.; Finneran R.; O’Shea S.","Dollinger, Mollie (57201722485); Ajjawi, Rola (24070153000); Finneran, Rachel (57210313316); O’Shea, Sarah (57271475900)","57201722485; 24070153000; 57210313316; 57271475900","Conceptualising responsibility and hostility within work-integrated learning placements for students with disabilities","2023","Disability and Society","","","","","","","4","10.1080/09687599.2023.2209276","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158968338&doi=10.1080%2f09687599.2023.2209276&partnerID=40&md5=e4c07872b248a3bdc29f11085abb521c","Deakin Learning Futures; Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, Australia; Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, Australia; School of Education, Deakin University, Melbourne, Australia; National Centre for Student Equity in Higher Education (NCSEHE), Curtin University, Perth, Australia","Dollinger M., Deakin Learning Futures; Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, Australia; Ajjawi R., Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, Australia; Finneran R., School of Education, Deakin University, Melbourne, Australia; O’Shea S., National Centre for Student Equity in Higher Education (NCSEHE), Curtin University, Perth, Australia","The expectation for universities to support students’ employability through work-integrated learning placements demands investigation into how opportunities are inclusive to students from a diversity of backgrounds. In this paper, we explore the experiences of students with disabilities during work placements, drawing on qualitative data collected through six focus groups with students (n = 27). Analysed through the frame of stigma, the results show how students bear an unfair burden of responsibility in their placement experiences, as they shoulder consequential decisions to disclose and/or request accommodations to support their learning. In this study, work placement environments were often somewhat hostile, both in relation to their built environments but also through the bias and/or prejudice of others. The results shed light on the difficulties that students with disabilities face in their placements and underscore how educational equity is multi-layered, requiring scrutiny of the student life-course including access to opportunities in professional fields. Points of interest Despite work integrated placements often being positioned as opportunities for students to ‘try out’ authentic work experiences during their time at university, placements are not inclusive to students with disabilities. Students with disabilities shoulder an unfair responsibility in their work placement experiences, where they must negotiate the decision of disclosure and/or request for accommodations. Students reported hostile work placement environments, and cultures of exclusion, demanding more investigation into how universities can ensure safe and appropriate learning environments for students on placement. Students recommend greater education and training for placement teams (i.e., academic unit chairs, professional coordinators) and industry supervisors to reduce stigma and combat entrenched assumptions about disability. Universities themselves must also reflect and act on how to support inclusive cultures, including supporting training and policy that embed a strengths-based lens of disabilities. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","equity and inclusion; placements; stigma; students with a disabilities; work-integrated learning","","","","","","","","Adefila A., Broughan C., Phimister D., Opie J., Developing an Autonomous-Support Culture in Higher Education for Disabled Students, Disability and Health Journal, 13, 3, (2020); Aprile K.T., Knight B.A., The WIL to Learn: Students’ Perspectives on the Impact of Work-Integrated Learning Placements on Their Professional Readiness, Higher Education Research & Development, 39, 5, pp. 869-882, (2020); Atfield G., Hunt W., Luchinskaya D., (2021); (2015); (2021); Bell A., Bartimote K., Mercer-Mapstone L., Moran G., Tognolini J., (2021); Bellman S., Burgstahler S., Ladner R., Work-Based Learning Experiences Help Students with Disabilities Transition to Careers: A Case Study of University of Washington Projects, Work (Reading, Mass.), 48, 3, pp. 399-405, (2014); Botha M., Frost D.M., Extending the Minority Stress Model to Understand Mental Health Problems Experienced by the Autistic Population, Society and Mental Health, 10, 1, pp. 20-34, (2020); Brett M., Harvey A., Funston A., Spicer R., Wood A., The Role of Inherent Requirement Statements in Australian Universities., (2016); Cook L., Rumrill P.D., Tankersley M., Priorities and Understanding of Faculty Members regarding College Students with Disabilities, International Journal of Teaching and Learning in Higher Education, 21, 1, pp. 84-96, (2009); Corcoran T., Whitburn B., McCandless T., Higher Education and Inherent Requirements: Beyond Inherency to Coherency, Journal of Disability Studies in Education, 3, 1, pp. 79-101, (2022); Corcoran T., Whitburn B., Knight E., Inherent Requirements in Higher Education: Locating You in Us, Perspectives: Policy and Practice in Higher Education, 26, 2, pp. 69-75, (2022); Final Report of the 2020 Review of the Disability Standards for Education 2005, (2020); Dollinger M., Hanna L., Students with a Disability Mentoring Staff: A Model for Supporting Scalable Staff Training for Inclusive Education; Dollinger M., Finneran R., Ajjawi R., Exploring the Experiences of Students with Disabilities in Work Integrated Learning, Journal of Higher Education Policy and Management, 45, 1, pp. 3-18, (2023); Eckstein D., (2022); Farquhar C., Are focus groups suitable for ‘sensitive’ topics?, Developing Focus Group Research: Politics, Theory and Practice, pp. 47-63, (1999); Gatto L.E., Pearce H., Antonie L., Plesca M., Work Integrated Learning Resources for Students with Disabilities: Are Post-Secondary Institutions in Canada Supporting This Demographic to Be Career Ready?, Higher Education, Skills and Work-Based Learning, 11, 1, pp. 125-143, (2020); Gatto L.E., Pearce H., Plesca M., Antonie L., Students with Disabilities: Relationship between Participation Rates and Perceptions of Work-Integrated Learning by Disability Type, International Journal of Work-Integrated Learning, 22, 3, pp. 287-306, (2021); Gelbar N.W., Madaus J.W., Lombardi A., Faggella-Luby M., Dukes L., College Students with Physical Disabilities: Common on Campus, Uncommon in the Literature, Physical Disabilities: Education and Related Services, 34, 2, pp. 14-31, (2015); Goffman E., Stigma: Notes on the Management of Spoiled Identity, (1974); Goldsmith L.J., Using Framework Analysis in Applied Qualitative Research, Qualitative Report, 26, 6, pp. 2061-2076, (2021); Grimes S., Southgate E., Scevak J., Buchanan R., University Student Experiences of Disability and the Influence of Stigma on Institutional Non-Disclosure and Learning, Journal of Postsecondary Education and Disability, 33, 1, pp. 23-37, (2020); Hammer S., Werth S., Dunn P., (2009); Harvey A., Andrewartha L., Edwards D., Clarke J., Reyes K., (2017); Hill S., Roger A., The Experience of Disabled and Non-Disabled Students on Professional Practice Placements in the United Kingdom, Disability & Society, 31, 9, pp. 1205-1225, (2016); Hillier A., Goldstein J., Tornatore L., Byrne E., Johnson H.M., Outcomes of a Peer Mentoring Program for University Students with Disabilities, Mentoring & Tutoring: Partnership in Learning, 27, 5, pp. 487-508, (2019); Hughes K., Corcoran T., Slee R., Health-Inclusive Higher Education: Listening to Students with Disabilities or Chronic Illnesses, Higher Education Research & Development, 35, 3, pp. 488-501, (2016); Jackson D., Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Bridgstock R., What Actually Works to Enhance Graduate Employability? The Relative Value of Curricular, co-Curricular, and Extra-Curricular Learning and Paid Work, Higher Education, 81, 4, pp. 723-739, (2021); Jackson D., Collings D., The Influence of Work-Integrated Learning and Paid Work during Studies on Graduate Employment and Underemployment, Higher Education, 76, 3, pp. 403-425, (2018); Kay J., Ferns S., Russell L., Smith J., Winchester-Seeto T., The Emerging Future: Innovative Models of Work-Integrated Learning, International Journal of Work-Integrated Learning, 20, 4, pp. 401-413, (2019); Langorgen E., Kermit P., Magnus E., Gatekeeping in Professional Higher Education in Norway: Ambivalence among Academic Staff and Placement Supervisors towards Students with Disabilities, International Journal of Inclusive Education, 24, 6, pp. 616-630, (2020); Lee A., A Forgotten Underrepresented Group: Students with Disabilities’ Entrance into STEM Fields, International Journal of Disability, Development and Education, 69, 4, pp. 1295-1312, (2022); Leon L.C., Achieving Successful Work Integrated Learning (WIL) for Students with Disabilities: The Challenge of Social Inclusion, Statement of Review, (2010); 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Nolan C., Gleeson C., Treanor D., Madigan S., Higher Education Students Registered with Disability Services and Practice Educators: Issues and Concerns for Professional Placements, International Journal of Inclusive Education, 19, 5, pp. 487-502, (2015); Peach D., Moore K., Campbell M., Winchester-Seeto T., Ferns S., Mackaway J., Groundwater L., (2016); Perry E., Mandy W., Hull L., Cage E., Understanding Camouflaging as a Response to Autism-Related Stigma: A Social Identity Theory Approach, Journal of Autism and Developmental Disorders, 52, 2, pp. 800-810, (2022); Pitman T., Ellis K., Brett M., Knight E., McLaren D., (2022); Price R.A., A Review of Resilience in Higher Education: Toward the Emerging Concept of Designer Resilience, Studies in Higher Education, 48, 1, pp. 83-99, (2023); Ritchie J., Spencer L., Qualitative Data Analysis for Applied Policy Research, Analyzing Qualitative Data, pp. 305-329, (1994); Robey K.L., Beckley L., Kirschner M., Implicit Infantilizing Attitudes about Disability, Journal of Developmental and Physical Disabilities, 18, 4, pp. 441-453, (2006); 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Tsatsou P., Digital Inclusion of People with Disabilities: A Qualitative Study of Intra-Disability Diversity in the Digital Realm, Behaviour & Information Technology, 39, 9, pp. 995-1010, (2020); Vickerman P., Blundell M., Hearing the Voices of Disabled Students in Higher Education, Disability & Society, 25, 1, pp. 21-32, (2010); Winchester-Seeto T., Mackaway J., Peach D., Moore K., Ferns S., Campbell M., Principles, Guidelines and Strategies for Inclusive WIL, (2015); Zaussinger S., Terzieva B., Fear of Stigmatisation among Students with Disabilities in Austria, Social Inclusion, 6, 4, pp. 182-193, (2018)","M. Dollinger; Deakin Learning Futures; Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, Australia; email: mollie@deakin.edu.au","","Routledge","","","","","","09687599","","","","English","Disabil. Soc.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85158968338"
"Singh A.; Blessinger P.","Singh, Abhilasha (57201570685); Blessinger, Patrick (55907328600)","57201570685; 55907328600","The new future and the employment imperative: effectively aligning student interest, industry needs and university programmes","2023","Journal of Applied Research in Higher Education","","","","","","","0","10.1108/JARHE-09-2022-0285","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159643193&doi=10.1108%2fJARHE-09-2022-0285&partnerID=40&md5=b05ee86171276dd9f47c64d0f5fcfba6","American University in the Emirates, Dubai, United Arab Emirates; HETL Association, New York City, NY, United States; School of Education, St. John's University, New York City, NY, United States","Singh A., American University in the Emirates, Dubai, United Arab Emirates; Blessinger P., HETL Association, New York City, NY, United States, School of Education, St. John's University, New York City, NY, United States","Purpose: The purpose of this study is to investigate the differences between labour market requirements in the United Arab Emirates (UAE) in the 21st century and university graduates’ level of knowledge, skills and aspects of competence (KSAs) qualification benchmark. Design/methodology/approach: The study used a discourse analysis methodology, which is a qualitative and interpretive method of analysing texts. The content for the analysis was extracted from Scopus, Ebscohost, Proquest, Google Scholar, Web of Science, news, publications, thesis papers, dissertations and other research papers. A narrative approach for analysing the content was adopted. Findings: The findings reveal that new graduates often encounter difficulties in searching for jobs due to a lack of awareness of how to conduct an employment search that best aligns their KSA with the requirements and needs of the labour market. The study concludes that to increase the employability of graduates, higher education institutions should reduce the KSAs gap by collaborating with the private sector and providing students with relevant, industry-based job experience before graduation. Originality/value: This study investigates the gap between graduate KSAs and labour market requirements in the 21st-century UAE. The findings of the study encapsulate the weaknesses and shortcomings of the current educational systems amid the reform agenda in the UAE. It also deliberates upon the state-of-the-art recommendations regarding making the country a knowledge-based economy and society. © 2023, Emerald Publishing Limited.","Employment; Labour market; Students; UAE; University graduates","","","","","","","","Investing in Tomorrow's Talent: A Study on the College and Career Readiness of Arab Youth, (2018); Al-Ansi A.M., Garad A., Al-Ansi A., ICT-based learning during COVID-19 outbreak: advantages, opportunities and challenges, Gagasan Pendidikan Indonesia, 2, 1, pp. 10-26, (2021); Al-Harthi H.K., University student perceptions of the relationship between university education and the labour market in Egypt and Oman, Prospects, 41, 4, pp. 535-551, (2011); Anastasiu L., Anastasiu A., Dumitran M., Crizboi C., Holmaghi A., Roman M.N., How to align the university curricula with the market demands by developing employability skills in the civil engineering sector, Education Sciences, 7, 3, (2017); Annandale M.M., Vilyte M.G., Pretorius C., Stigma in functional seizures: a scoping review, Seizure, 99, pp. 131-152, (2022); Ashour S., Quality higher education is the foundation of a knowledge society: where does the UAE stand?, Quality in Higher Education, 26, 2, pp. 209-223, (2020); Bayt.com, Bayt.com Fresh Graduates in the Middle East and North Africa, (2016); Belwal R., Priyadarshi P., Al Fazari M.H., Graduate attributes and employability skills: graduates' perspectives on employers' expectations in Oman, International Journal of Educational Management, 31, 6, pp. 814-827, (2017); Blackmore P., Bulaitis Z.H., Jackman A.H., Tan E., Employability in higher education: a review of practice and strategies around the world, Report Commissioned by Pearson Efficacy and Research, (2016); Boden R., Nedeva M., Employing discourse: universities and graduate ‘employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Further Education and Skills: United Arab Emirates, (2016); Future fit Preparing graduates for the world of work CBI, (2009); Skills development: attitudes and perceptions. 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Blessinger; HETL Association, New York City, United States; email: patrickblessinger@gmail.com","","Emerald Publishing","","","","","","20507003","","","","English","J. Appl. Res. High. Edu.","Article","Article in press","","Scopus","2-s2.0-85159643193"
"Angheluță P.S.; Dobrea C.R.; Crețu F.R.; Ganea O.; Breaz T.O.; Popescu N.L.","Angheluță, Petrică Sorin (55619618500); Dobrea, Cătălin Răzvan (58283767500); Crețu, Florentina Raluca (58283604000); Ganea, Otilia (58284244500); Breaz, Teodora Odett (57366614300); Popescu, Nicoleta Luminița (58284407100)","55619618500; 58283767500; 58283604000; 58284244500; 57366614300; 58284407100","Educational fields of higher education graduates in European Union","2023","Frontiers in Environmental Science","11","","1108819","","","","0","10.3389/fenvs.2023.1108819","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159892811&doi=10.3389%2ffenvs.2023.1108819&partnerID=40&md5=415582c42ac26bd58b17ccf2268f5508","Bucharest University of Economic Studies, Bucharest, Romania; Legal Research Institute “Acad. Andrei Rădulescu”, Romanian Academy, Bucharest, Romania; Faculty of Economic Sciences, 1 Decembrie 1918 University, Alba Iulia, Romania","Angheluță P.S., Bucharest University of Economic Studies, Bucharest, Romania; Dobrea C.R., Bucharest University of Economic Studies, Bucharest, Romania; Crețu F.R., Bucharest University of Economic Studies, Bucharest, Romania; Ganea O., Legal Research Institute “Acad. Andrei Rădulescu”, Romanian Academy, Bucharest, Romania; Breaz T.O., Faculty of Economic Sciences, 1 Decembrie 1918 University, Alba Iulia, Romania; Popescu N.L., Bucharest University of Economic Studies, Bucharest, Romania","The processes of automation and globalization are resizing workplaces through their changes. A picture of the labor market can be provided by the educational fields of the graduates. Thus, depending on the educational field, the situation regarding the distribution of bachelor’s graduates is analyzed in the article. The importance of the quality of the education and vocational training processes can be considered to be the basis of addressing the major challenges that are manifesting worldwide. Economic and social pressures influence the development of skills and competencies even for higher education. Training for the purpose of employment also contributes to increasing employability. The degree of access to jobs is higher when the level of education is higher. For the age group 15 to 64, this article presents the share of graduates having an education level between 5 and 8. Quality education can contribute to sustainable development. Thus, to identify solutions to problems that may arise in a community, the contribution of education can increase by increasing the life quality of the members from that community. In this context, for the 30–34 age group, at European level, the evolution of graduates with a tertiary level of education is analyzed. For employers, it is very important to know both the level of education and especially the fields in which they are trained. This is one of the reasons why the authors of the study carried out this analysis. Taking into account the classification of graduates according to the educational field, the research presents the situation for each of the five fields for which in 2020 there were the most numerous bachelor’s graduates. Copyright © 2023 Angheluță, Dobrea, Crețu, Ganea, Breaz, Popescu (Groaznicu).","European Union; globalization; graduates; higher education; tertiary education","","","","","","","","Alpopi C., Burcea S.G., Popescu R.I., Burlacu S., Evaluation of Romania’s progress in achieving SDG 11: Sustainable cities and communities, Appl. Res. Adm. Sci, 3, 2, pp. 76-87, (2022); Androniceanu A., Burlacu S., Integration of educational technologies in universities and students'perception thereof, Int. Sci. Conf. eLearning Softw. 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Educ, 11, 4, pp. 380-390, (2010); Wals A., Jickling B., Sustainability in higher education: From doublethink and newspeak to critical thinking and meaningful learning, High. Educ. Policy, 15, pp. 121-131, (2002); Watson M.K., Lozano R., Noyes C., Rodgers M., Assessing curricula contribution to sustainability more holistically: Experiences from the integration of curricula assessment and students' perceptions at the Georgia Institute of Technology, J. Clean. Prod, 61, pp. 106-116, (2013); Xue Q., Increasing commitment to the sustainable development goals across universities worldwide, Sustain. Horizons, 2, (2022)","","","Frontiers Media S.A.","","","","","","2296665X","","","","English","Front. Environ. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85159892811"
"Vélez-Rolón A.M.; Pulido López A.; Méndez-Pinzón M.; Neira-Bermudez D.","Vélez-Rolón, Adela M. (57015469100); Pulido López, Alejandra (58283719500); Méndez-Pinzón, Manuel (57221206838); Neira-Bermudez, Diego (58283561400)","57015469100; 58283719500; 57221206838; 58283561400","Closing the academy–Business gap by building intellectual capital in professional formation","2023","Frontiers in Sociology","8","","969285","","","","0","10.3389/fsoc.2023.969285","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159922027&doi=10.3389%2ffsoc.2023.969285&partnerID=40&md5=68783bda25d5f8c8f5a7768efbbbbd47","School of Management, Colegio de Estudios Superiores de Administración, Bogotá, Colombia; School of Management and Business, Universidad del Rosario, Bogotá, Colombia; School of Management and Business, Politécnico Grancolombiano, Bogotá, Colombia; School of International Business, Fundación Universitaria del Área Andina, Bogotá, Colombia","Vélez-Rolón A.M., School of Management, Colegio de Estudios Superiores de Administración, Bogotá, Colombia; Pulido López A., School of Management and Business, Universidad del Rosario, Bogotá, Colombia; Méndez-Pinzón M., School of Management and Business, Politécnico Grancolombiano, Bogotá, Colombia; Neira-Bermudez D., School of International Business, Fundación Universitaria del Área Andina, Bogotá, Colombia","Introduction: The rapid advances in technology, market pressures, globalization, and, recently, the COVID-19 pandemic show the need to find educational models that respond to these realities while improving the employability levels of young people and promoting economic growth. This research analyzes how the professional formation model, where two learning spaces, the academy, and the company, are combined, promotes the closing of gaps and economic growth, through the development of intellectual capital that arises from this relationship, in an emerging economy such as Colombia. Methods: The methodology used corresponds to a qualitative approach, where the vision of the actors involved in the training process at the undergraduate level in Colombia is analyzed through semi-structured interviews, focus groups, and documentary analysis. Results and discussion: The results show five major elements to consider for the formation of the intellectual capital required for the success of the relationship and the reduction in the gaps between academia and business: decision-making mechanisms, inter-organizational coordination, knowledge. Copyright © 2023 Vélez-Rolón, Pulido López, Méndez-Pinzón and Neira-Bermudez.","decent work and economic growth; intellectual capital; knowledge management; professional formation; SDG 8","","","","","","","","Acevedo S., Midiendo el impacto del capital humano en el crecimiento económico de Corea del Sur, Ecos de Economía. Latin Am. J. Appl. Econom, 11, pp. 81-108, (2007); Bandura A., “Self-efficacy,”, The Corsini Encyclopedia of Psychology, pp. 1-3, (2010); Bikse V., Lusena-Ezera I., Rivza B., Volkova T., The transformation of traditional universities into entrepreneurial universities to ensure sustainable higher education, J. Teach. Educ. Sustain, 18, (2016); Bontis N., Intellectual capital: an exploratory study that develops measures and models, Manage. Decis, 36, pp. 63-76, (1998); Carayannis E., Rakhmatullin R., The quadruple/quintuple innovation helixes and smart specialisation strategies for sustainable and inclusive growth in europe and beyond, J. Knowl. 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Méndez-Pinzón; School of Management and Business, Politécnico Grancolombiano, Bogotá, Colombia; email: mmendez@poligran.edu.co","","Frontiers Media S.A.","","","","","","22977775","","","","English","Front. sociol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85159922027"
"Vanhove A.; Opdecam E.; Haerens L.","Vanhove, Amelie (58237793100); Opdecam, Evelien (54394021000); Haerens, Leen (15135602200)","58237793100; 54394021000; 15135602200","Fostering social skills in the Flemish secondary accounting education: perceived challenges, opportunities, and future directions","2023","Accounting Education","","","","","","","0","10.1080/09639284.2023.2208106","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158139359&doi=10.1080%2f09639284.2023.2208106&partnerID=40&md5=4bfc00f0fa35869426e567e1a295fc7c","Department of Accounting, Corporate Finance and Taxation, Ghent University, Ghent, Belgium; Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium","Vanhove A., Department of Accounting, Corporate Finance and Taxation, Ghent University, Ghent, Belgium; Opdecam E., Department of Accounting, Corporate Finance and Taxation, Ghent University, Ghent, Belgium; Haerens L., Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium","The accounting profession no longer merely accentuates hard accounting skills, but also increasingly soft social skills. Previous studies have shown that teamwork, communication, leadership, and critical thinking skills became indispensable. Because accounting education is no longer aligned with these needs of the profession, a skills gap has arisen between the competences graduates possess, and the competences employers demand. We will answer the call of scholars and policymakers to investigate social skills from early on, in secondary education. The research objective is twofold. First, it examines which types of social skills are being addressed in secondary accounting education. Second, it focuses on the challenges and opportunities experienced by accounting educators when addressing social skills. We answer this research objective via semi-structured interviews with 14 Flemish educational stakeholders who represented three educational levels (i.e. microlevel accounting teachers, mesolevel pedagogical counsellors, and macrolevel policymakers), hereby accommodating a multivocal perspective. Results revealed that teamwork and communication are emphasized more frequently than leadership and critical thinking. Second, teachers identified various challenges and opportunities, such as overcrowded curricula, student diversity, and complex social skills assessment. Important implications for accounting educators wanting to enhance students’ future employability by stimulating their social skills are discussed. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","Challenges; opportunities; secondary education; social skills; soft skills","","","","","","Universiteit Gent","This study was funded by grant E/02577/02 awarded to Ghent University to support the quality of the Educational Master Programs. 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Vanhove; Department of Accounting, Corporate Finance and Taxation, Ghent University, Ghent, Belgium; email: Amelie.Vanhove@UGent.be","","Routledge","","","","","","09639284","","","","English","Account. Educ.","Article","Article in press","","Scopus","2-s2.0-85158139359"
"Gouda-Vossos A.; Sarkar M.; Thompson C.; Overton T.; Ziebell A.","Gouda-Vossos, Amany (55837682700); Sarkar, Mahbub (36661398900); Thompson, Christopher (7404238816); Overton, Tina (7006092595); Ziebell, Angela (14062706700)","55837682700; 36661398900; 7404238816; 7006092595; 14062706700","An Evidence-Based Approach to Employability Curricula and Transferable Skill Development: A Mixed Methods Study","2023","Journal of University Teaching and Learning Practice","20","5","","","","","0","10.53761/1.20.5.04","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161269423&doi=10.53761%2f1.20.5.04&partnerID=40&md5=158f9f5df21f2487324e1ab577336793","Monash University, Australia; Deakin University, Australia","Gouda-Vossos A., Monash University, Australia; Sarkar M., Monash University, Australia; Thompson C., Monash University, Australia; Overton T., Monash University, Australia; Ziebell A., Deakin University, Australia","Within Science, Technology, Engineering and Mathematics (STEM), there is cross cultural evidence of gaps in transferrable skills between new graduates’ capabilities and employers’ expectations. These gaps hinder graduates’ ability to obtain employment. Herein we report the impact of an evidence-based approach to closing skills gaps in senior STEM students based on their self-perceived employability. A capstone-style, for-credit elective module was developed for STEM students based on the skills gaps found in prior research. The impact of this intervention was measured utilising a mixed-method design. Students’ self-perceived employability pre-and post-module completion were measured, along with post-module reflections collected via a series of open-ended questions. Overall, the module had a positive impact on student self-perceived employability, with the greatest impact in the areas of ‘awareness of opportunity’, ‘perceptions of future success’, and ‘confidence in skills’. A post hoc analysis indicated significant increases in post-module completion ‘confidence in skills’ for women, an important insight given the gender-based issues in career progress and retention in STEM. The qualitative analysis suggested that students highly valued the opportunity to develop job application and transferable skills. The results are discussed in the light of the importance of evidence-based, curriculum-embedded interventions in guiding students to employment. Practitioner Notes 1. Employer dissatisfaction with new graduates has been reported across multiple fields and studies in STEM, which has led to the discovery of skills gaps between graduate ability and desired employability skills. 2. There is a high demand for skilled STEM graduates, but low employer dissatisfaction and graduates report missing transferrable skills when they enter the workforce. This suggests that students need to further develop relevant transferable skills throughout their degree before they attempt to enter the workforce. 3. The curriculum for the described career development module was evidence-based and developed using the skills gaps found in prior research. 4. Students reported that the career development module built awareness around their transferable skills and enabled them to gain a stronger sense of self perceived employability. 5. The evidence-based approach to employability curricula has informed, prepared, and therefore likely empowered students to navigate an uncertain workforce. © 2023, University of Wollongong. All rights reserved.","Career Development Curriculum; Graduate Outcome; Self Perceived Employability; STEM Employability","","","","","","","","Akkermans J., Brenninkmeijer V., Schaufeli W. B., Blonk R. W., It's all about CareerSKILLS: Effectiveness of a career development intervention for young employees, Human Resource Management, 54, 4, pp. 533-551, (2015); Andrews J., Higson H., Graduate employability,‘soft skills’ versus ‘hard’business knowledge: A European study, Higher education in Europe, 33, 4, pp. 411-422, (2008); Archer E., Chetty Y., Graduate employability: conceptualisation and findings from the University of South Africa, Progressio, 35, 1, pp. 136-167, (2013); Bandaranaike S., From research skill development to work skill development, Journal of University Teaching & Learning Practice, 15, 4, (2018); Bench S. W., Lench H. C., Liew J., Miner K., Flores S. A., Gender Gaps in Overestimation of Math Performance, Sex roles, 72, 11-12, pp. 536-546, (2015); Bengtsson C., Persson M., Willenhag P., Gender and overconfidence, Economics letters, 86, 2, pp. 199-203, (2005); Bernoster I., Rietveld C. A., Thurik A. R., Torres O., Overconfidence, optimism and entrepreneurship, Sustainability, 10, 7, (2018); Berntson E., Employability perceptions: Nature, determinants, and implications for health and well-being, (2008); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Briel S., Osikominu A., Pfeifer G., Reutter M., Satlukal S., Gender differences in wage expectations: the role of biased beliefs [Original Paper], Empirical Economics, 62, 1, pp. 187-212, (2021); Brooks R., Youngson P. 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L., The nature of mixed methods research, (2011); Dacre Pool L., Qualter P., Emotional self‐efficacy, graduate employability, and career satisfaction: Testing the associations, Australian Journal of Psychology, 65, 4, pp. 214-223, (2013); Durham S., Jordan H., Naccarella L., Russell M., Work-integrated learning and skill development in a Master of Public Health program: Graduate perspectives, Journal of University Teaching & Learning Practice, 17, 4, (2020); Eldeen A. I. G., Abumalloh R. A., George R. P., Aldossary D. A., Evaluation of graduate students employability from employer perspective: Review of the literature, International Journal of Engineering & Technology, 7, 2, pp. 961-966, (2018); Fernandes A., Huber M., Vaccaro G., Gender differences in wage expectations [Report], PLoS ONE, 16, 6, (2021); Funk C., Parker K., Women and men in STEM often at odds over workplace equity, (2018); Gil-Perez D., Guisasola J., Moreno A., Cachapuz A., De Carvalho A. M. P., Torregrosa J. M., Salinas J., Valdes P., Gonzalez E., Duch A. G., Defending constructivism in science education, Science & Education, 11, 6, pp. 557-571, (2002); Gilbert R., Balatti J., Turner P., Whitehouse H., The generic skills debate in research higher degrees, Higher Education Research & Development, 23, 3, pp. 375-388, (2004); Goodwin J. T., Goh J., Verkoeyen S., Lithgow K., Can students be taught to articulate employability skills?, Education+ Training, (2019); Hanson S., Overton T., Skills Required by Chemistry Graduates and Their Developement in Degree Programmes, (2010); Harari M. B., McCombs K., Wiernik B. M., Movement Capital, RAW model, or circumstances? A meta-analysis of perceived employability predictors, Journal of vocational behavior, 131, (2021); Harvey L., Defining and measuring employability, Quality in higher education, 7, 2, pp. 97-109, (2001); Harvey L., Embedding and integrating employability, New directions for institutional research, 2005, 128, pp. 13-28, (2005); Hill M. A., Overton T. L., Thompson C. D., Evaluating the impact of reflecting on curriculum-embedded skill development: the experience of science undergraduates, Higher Education Research & Development, 39, 4, pp. 672-688, (2020); Hill M. A., Overton T. L., Thompson C. D., Kitson R. R., Coppo P., Undergraduate recognition of curriculum-related skill development and the skills employers are seeking, Chemistry Education Research and Practice, 20, 1, pp. 68-84, (2019); Holmes L., Reconsidering graduate employability: Beyond possessive-instrumentalism, The Seventh International Conference on HRD Research and Practice across Europe University of Tilburg, (2006); Holmes L. M., Reconsidering Graduate Employability: the'graduate identity'approach, Quality in higher education, 7, 2, pp. 111-119, (2001); Holmes L. M., Becoming a graduate: The warranting of an emergent identity, Education+ Training, (2015); Jackson D., Shan H., Meek S., Enhancing graduates’ enterprise capabilities through work-integrated learning in co-working spaces, Higher Education, 84, 1, pp. 101-120, (2022); Jackson D., Tomlinson M., Investigating the relationship between career planning, proactivity and employability perceptions among higher education students in uncertain labour market conditions, Higher Education, pp. 1-21, (2020); JOBS G., Stem and the american workforce, (2020); Khare M., Employment, employability and higher education in India: The missing links, Higher Education for the Future, 1, 1, pp. 39-62, (2014); Kinnunen U., Makikangas A., Mauno S., Siponen K., Natti J., Perceived employability: Investigating outcomes among involuntary and voluntary temporary employees compared to permanent employees, Career Development International, 16, 2, pp. 140-160, (2011); Kirschenbaum A., Mano-Negrin R., Underlying Labor Market Dimensions of 'Opportunities': The Case of Employee Turnover, 52, (1999); Knight P. T., Yorke M., Employability through the curriculum, Tertiary education and management, 8, 4, pp. 261-276, (2002); Kohl M., MKpower: Power analysis and sample size calculation, (2020); Lowden K., Hall S., Elliot D., Lewin J., Employers’ perceptions of the employability skills of new graduates, (2011); Matthews M. R., Constructivism and science education: Some epistemological problems, Journal of Science Education and Technology, 2, 1, pp. 359-370, (1993); McDonald K. S., Waite A. M., Future Directions: Challenges and Solutions Facing Career Readiness and Development in STEM Fields, Advances in Developing Human Resources, 21, 1, pp. 133-138, (2018); McGunagle D., Zizka L., Employability skills for 21st-century STEM students: the employers' perspective, Higher education, skills and work-based learning, (2020); McQuaid R. 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I., Rothwell A., Parra A., Self-perceived employability in Spain, Education+ Training, (2018); Wakeham W., Wakeham review of STEM degree provision and graduate employability, (2016); Wilcoxon F., Individual comparisons by ranking methods, Breakthroughs in statistics, pp. 196-202, (1992); Winchester-Seeto T., Piggott L., Workplace' or Workforce: What Are We Preparing Students For?, Journal of University Teaching and Learning Practice, 17, 4, (2020); Wust K., Beck H., I Thought I Did Much Better”-Overconfidence in University Exams, Decision Sciences Journal of Innovative Education, 16, 4, pp. 310-333, (2018)","","","University of Wollongong","","","","","","14499789","","","","English","J. Univ. Teach. Learn. Pract.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85161269423"
"Struan A.; Boyle J.; Ramsay S.","Struan, Andrew (57191028438); Boyle, Jennifer (57198329030); Ramsay, Scott (57212793740)","57191028438; 57198329030; 57212793740","Skills, Attributes, Literacies, and Capabilities: Developing Our Students at Every Level","2023","Journal of University Teaching and Learning Practice","20","4","01","","","","0","10.53761/1.20.4.01","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159926622&doi=10.53761%2f1.20.4.01&partnerID=40&md5=5ab76ddf144dda7bbe059b9b8d09b673","University of Glasgow, United Kingdom","Struan A., University of Glasgow, United Kingdom; Boyle J., University of Glasgow, United Kingdom; Ramsay S., University of Glasgow, United Kingdom","This Special Issue engages with the concept of ‘graduateness’ across Higher Education by looking at the skills, attributes, literacies, capabilities, and capacities we seek to foster and develop amongst those whom we teach. This discussion ranges from papers on pre-entry, through transition-in and undergraduate student skill enhancement, to developing academic colleagues’ teaching proficiencies and innovation in curricula. The challenge faced by contributing authors was to conceptualise the development of their students’ capabilities and capacities in the broadest and most practical senses. In the context of the global response of Higher Education to the COVID-19 pandemic, which has dramatically impacted the rate of change in teaching practice within institutions, but often without time, distance, and space for critical reflection, we provide space though a process of considered analysis and evaluation of practices, to consider what has worked, what has not worked, and what would benefit us to take forward. In so doing, we highlight several key themes that emerge: graduateness and employability; literacies and skills; access for all; and curricula design for skills development. © 2023, University of Wollongong. All rights reserved.","curricula development; Higher education; skills enhancement; student development","","","","","","","","Aitchison C., Harper R., Mirriahi N., Guerin C., Tensions for educational developers in the digital university: Developing the person, developing the product, Higher Education Research & Development, 39, 2, pp. 171-184, (2020); Alhawsawi H., Alhawsawi S., Sadeck O., Understanding resilience and coping in a digitally transformed educational environment during COVID-19, Journal of Further and Higher Education, 47, 2, pp. 242-254, (2023); Arsenis P., Flores M., Petropoulou D., Enhancing graduate employability skills and student engagement through group video assessment, Assessment & Evaluation in Higher Education, 47, 2, pp. 245-258, (2022); Baker Z., The vocational/academic divide in widening participation: The higher education decision making of further education students, Journal of Further and Higher Education, 44, 6, pp. 766-780, (2020); Barrett-Lennard S., Chalmers D., Longnecker N., Embedding communication skills across the curriculum: Helping students into their degrees and out into the workplace, pp. 1-5, (2012); Barrie S.C., A research-based approach to generic graduate attributes policy, Higher Education Research & Development, 23, 3, pp. 261-275, (2004); Barringer A., Papp L. M., Gu P., College students’ sense of belonging in times of disruption: Prospective changes from before to during the COVID-19 pandemic, Higher Education Research & Development, pp. 1-14, (2022); Bartolic S. K., Boud D., Agapito J., Verpoorten D., Williams S., Lutze-Mann L., Matzat U., Moreno M. M., Polly P., Tai J., Marsh H. L., Lin L., Burgess J.-L., Habtu S., Rodrigo M. M. M., Roth M., Heap T., Guppy N., A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19, Educational Review, pp. 1-17, (2021); Bearman M., Lambert S., O'Donnell M., How a centralised approach to learning design influences students: A mixed methods study, Higher Education Research & Development, 40, 4, pp. 692-705, (2021); Bennett D., Graduate Employability and Higher Education: Past, Present and Future, HERDSA Review of Higher Education, 5, pp. 31-61, (2018); Boyle J., Ramsay S., Struan A., The Academic Writing Skills Programme: A model for technology-enhanced, blended delivery of an academic writing programme, Journal of University Teaching & Learning Practice, 16, 4, pp. 1-12, (2019); Brown A., Lawrence J., Basson M., Redmond P., A conceptual framework to enhance student online learning and engagement in higher education, Higher Education Research & Development, 41, 2, pp. 284-299, (2022); Bryson C., Callaghan L., A whole cohort approach to working in partnership between students and staff: Problematising the issues and evaluating the outcomes, Student Engagement in Higher Education Journal, 3, 2, (2021); Buck E., Tyrrell K., Block and blend: A mixed method investigation into the impact of a pilot block teaching and blended learning approach upon student outcomes and experience, Journal of Further and Higher Education, 46, 8, pp. 1078-1091, (2022); Callaghan J., Speech on Education in the United Kingdom by the Prime Minister, the Rt/ Hon. James Callaghan, Higher Education in Europe, 2, 1, pp. 11-13, (1977); Connolly-Panagopoulos M., Centralisation: Placing Peer Assisted Study Sessions (PASS) within the wider work of learning developers, Journal of Learning Development in Higher Education, 21, (2021); Crawford J., Andrew M., Rudolph J., Lalani K., Butler-Henderson K., Editorial: The cross-cultural effects of COVID-19 on higher education learning and teaching practice, Journal of University Teaching and Learning Practice, 18, 5, (2021); Crisfield M. D., Making the transition to master’s dissertation writing: Evaluating the impact of a dissertation writing course on PGT students’ confidence, Journal of Learning Development in Higher Education, 17, (2020); Forde-Leaves N., Walton J., Tann K., A framework for understanding assessment practice in higher education, Assessment & Evaluation in Higher Education, pp. 1-16, (2023); Glover D., Law S., Youngman A., Graduateness and Employability: student perceptions of the personal outcomes of university education, Research in Post-Compulsory Education, 7, 3, pp. 293-306, (2002); Green W., Hammer S., Star C., Facing up to the challenge: Why is it hard to develop graduate attributes, Higher Education Research and Development, 28, pp. 17-29; Henderson J., What might the ‘art of critique’ in humanities and social sciences academic writing look like?, Teaching in Higher Education, 28, 1, pp. 35-50, (2023); Hill P., From Deficiency to Development: The evolution of academic skills provision at one UK university, Journal of Learning Development in Higher Education, 2, pp. 1-19, (2010); Howitt S. M., Wilson A. N., Higgins D. M., Unlearning, uncovering and becoming: Experiencing academic writing as part of undergraduate research, Teaching in Higher Education, pp. 1-16, (2022); Ipperciel D., ElAtia S., Assessing Graduate Attributes: Building a competency-based criteria model, International Journal of Higher Education, 3, 3, pp. 27-38, (2014); Kensington-Miller B., Knewstubb B., Longley A., Gilbert A., From invisible to SEEN: a conceptual framework for identifying, developing and evidencing unassessed graduate attributes, Higher Education Research and Development, 37, (2018); Klarare A., Rydeman I-B, Kneck A., Bos Sparen E, Winnberg E, Bisholt B., Methods and strategies to promote academic literacies in health professions: A scoping review, BMC Medical Education, (2022); Lea M. R., Street B. V., Student writing in higher education: An academic literacies approach, Studies in Higher Education, 23, 2, pp. 157-172, (1998); Lea M. R., Street B. V., The ‘Academic Literacies’ Model: Theory and Applications, Theory Into Practice, 45, 4, pp. 368-377, (2006); Lee N. Y., Wang Z., Lim B., The development of critical thinking: What university students have to say, Teaching in Higher Education, pp. 1-14, (2021); Leedham M., ‘Enjoyable’, ‘okay’, or ‘like drawing teeth’? Chinese and British Students’ Views on Writing Assignments in UK Universities, Journal of Academic Writing, 4, 1, pp. 1-11, (2014); Lonka K., Ahola K., Activating instruction: How to foster study and thinking skills in higher education, European Journal of Psychology of Education, 10, 4, pp. 351-368, (1995); Loton D., Stein C., Parker P., Weaven M., Introducing block mode to first-year university students: A natural experiment on satisfaction and performance, Studies in Higher Education, 47, 6, pp. 1097-1120, (2022); Mansfield S., Changing the face of academic skills workshops, Journal of Learning Development in Higher Education, 17, (2020); McGrath C., Academic developers as brokers of change: Insights from a research project on change practice and agency, International Journal for Academic Development, 25, 2, pp. 94-106, (2020); McKay F., Robson J., ‘Structured agency’, normalising power, and third space workers: Higher education professional services staff as regulatory policy actors, Journal of Further and Higher Education, pp. 1-14, (2023); McVitty D., Andrews M., Skills to Thrive—Academics’ perceptions of student skills development, (2021); Morgan A., Sibson R., Jackson D., Digital demand and digital deficit: Conceptualising digital literacy and gauging proficiency among higher education students, Journal of Higher Education Policy and Management, pp. 1-18, (2022); Mori Y., Harland T., Wald N., Academic developers’ professional identity: A thematic review of the literature, International Journal for Academic Development, pp. 1-14, (2021); Muller F. M., India: What Can it Teach Us?: A Course of Lectures Delivered Before the University of Cambridge, (1883); Nordmann E., Horlin C., Hutchison J., Murray J.-A., Robson L., Seery M. K., MacKay J. R. D., Ten simple rules for supporting a temporary online pivot in higher education, PLOS Computational Biology, 16, 10, (2020); Olwell R., Delph R., Implementing Assessment and Improving Undergraduate Writing: One Department’s Experience, The History Teacher, 38, 1, (2004); O'Toole S., O'Sullivan I., O'Brien E., Costelloe L., From nice to know to “newfound popularity”: Academic developers’ perceptions of how COVID-19 has changed their role, International Journal for Academic Development, pp. 1-5, (2022); Reilly D., Warren L., Kristandl G., Lin Y., An investigation into the self-efficacy of year one undergraduate students at a widening participation university, Teaching in Higher Education, pp. 1-18, (2021); Richards K., Pilcher N., Study Skills: Neoliberalism’s perfect Tinkerbell, Teaching in Higher Education, pp. 1-17, (2020); Schrum K., Bogdewiecz S., Cultivating research skills through scholarly digital storytelling, Higher Education Research & Development, pp. 1-13, (2021); Skene A., Winer L., Kustra E., Clouds in the silver lining of learning analytics: Ethical tensions for Educational Developers, International Journal for Academic Development, pp. 1-13, (2022); Sotardi V., Dutton H., First-year university students’ authentic experiences with evaluation anxiety and their attitudes toward assessment, Assessment & Evaluation in Higher Education, pp. 1-13, (2022); Strachan S. M., Marshall S., Murray P., Coyle E. J., Sonnenberg-Klein J., Using Vertically Integrated Projects to embed research-based education for sustainable development in undergraduate curricula, International Journal of Sustainability in Higher Education, 20, 8, pp. 1313-1328, (2019); Sugrue C., Englund T., Solbrekke T. D., Fossland T., Trends in the practices of academic developers: Trajectories of higher education?, Studies in Higher Education, 43, 12, pp. 2336-2353, (2018); Wadams M. L., Schick-Makaroff K., Teaching assistant development and contributions in online, MOOC and blended synchronous settings: An integrative review, Journal of Further and Higher Education, pp. 1-17, (2022); Wingate U., Doing away with ‘study skills’, Teaching in Higher Education, 11, 4, pp. 457-469, (2006); Wong B., Chiu Y.-L. T., Copsey-Blake M., Nikolopoulou M., A mapping of graduate attributes: What can we expect from UK university students?, Higher Education Research & Development, pp. 1-16, (2021); Wong B., DeWitt J., Chiu Y.-L. T., Mapping the eight dimensions of the ideal student in higher education, Educational Review, 75, 2, pp. 153-171, (2023); Wong B., Hoskins K., Ready, set, work? Career preparations of final-year non-traditional university students, Higher Education Pedagogies, 7, 1, pp. 88-106, (2022); Yeh H.-C., Yang S., Fu J. S., Shih Y.-C., Developing college students’ critical thinking through reflective writing, Higher Education Research & Development, 42, 1, pp. 244-259, (2023); Young E., Thompson R., Sharp J., Bosmans D., Emotional transitions? Exploring the student experience of entering higher education in a widening-participation HE-in-FE setting, Journal of Further and Higher Education, 44, 10, pp. 1349-1363, (2020); Zhao H., Promoting accessibility of assessment criteria: Shifting from a product-to a process-and future-oriented approach, Teaching in Higher Education, pp. 1-19, (2022)","","","University of Wollongong","","","","","","14499789","","","","English","J. Univ. Teach. Learn. Pract.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85159926622"
"Dane-Staples E.","Dane-Staples, Emily (57209272775)","57209272775","Aligning the Classroom and the Job through Team-Based Learning","2023","Sport Management Education Journal","17","1","","74","78","4","0","10.1123/smej.2022-0009","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153293388&doi=10.1123%2fsmej.2022-0009&partnerID=40&md5=200be41e3636e55865d23fe157c4eb8e","St. John Fisher University, Rochester, NY, United States","Dane-Staples E., St. John Fisher University, Rochester, NY, United States","A foundational component of sport management education is to prepare students for future employment. Research surveying employers indicated that they seek graduates with three broad types of skills: applied knowledge skills, effective relationship abilities, and workplace. Unfortunately, research also indicates that current employers are finding recent college graduates lacking in communication, interpersonal, and thinking skills. To better serve sport management students, faculty need to design opportunities to help students develop these desired skills. Using the pedagogical structure of team-based learning is one way that classrooms can be designed to assist students in the development of many of these skills while also learning how to work as part of a team. © 2023 North American Society for Sport Management.","employability; pedagogy; skill development","","","","","","","","Alonso-Nuez M.J., Gil-Lacruz A.I., Rosell-Martinez J., Assessing evaluation: Why student engages or resists to active learning?, International Journal of Technology and Design Education, 31, 5, pp. 1001-1017, (2021); Balan P., Clark M., Restall G., Preparing students for flipped or team-based learning methods, Education + Training, 57, 6, pp. 639-657, (2015); Buhler P.M., Changing organizational structures and their impact on managers, Supervision, 83, 5, pp. 14-16, (2022); Cotner S., Loper J., Walker J.D., Brooks D.C., “It’s not you, it’s the room” — Are the high-tech, active learning classrooms worth it?, Journal of College Science Teaching, 42, 6, pp. 82-88, (2013); Foster S.B., Pierce D.A., Improving experiential learning in sport management through work-integrated learning, Sport Management Education Journal, 15, 2, pp. 117-126, (2021); Jaschik S., Well-prepared in their own eyes, (2015); Kahveci A., Selahatdin A.Y., Different approaches—Common implications: Brain-based and constructivist learning from a paradigms and integral model perspective, Journal of Turkish Science Education, 5, 3, pp. 108-123, (2008); McCunn R., Polishing both sides of the coin: Hard skills versus soft skills, Sport & Exercise Scientist, 64, (2020); McGarry K., The skills gap: Employers expect more than what college grads offer, (2018); Michaelsen L.K., Knight A.B., Fink L.D., Team-based learning: A transformative use of small groups in college teaching, (2002); Key attributes employers want to see on students’ resumes, (2020); All content, (2022); Sweet M., Michaelsen L.K., Team-based learning in the social sciences and humanities: Group work that works to generate critical thinking and engagement, (2012); Walker N.A., Agyemang K.J.A., Washington M., Hindman L.C., MacCharles J., Getting an internship in the sport industry: The institutionalization of privilege, Sport Management Education Journal, 15, 1, pp. 20-33, (2021); Yew T.M., Dagwood F.K.P., Narayanganj K., Kampala M., Jen L.S., Hoya K.C., Stimulating deep learning using active learning techniques, Malaysian Online Journal of Educational Sciences, 4, 3, pp. 49-57, (2016); Yu Q., Yen D.A., Barnes B.R., Huang Y.-A., Enhancing firm performance through internal market orientation and employee organizational commitment, International Journal of Human Resource Management, 30, 6, pp. 964-987, (2019)","E. Dane-Staples; St. John Fisher University, Rochester, United States; email: edane-staples@sjf.edu","","Human Kinetics Publishers Inc.","","","","","","19386974","","","","English","Sport Manag. Educ. J.","Article","Final","","Scopus","2-s2.0-85153293388"
"Infante-Alcántara L.; Araiza-Vázquez M.D.J.; López-Pérez J.F.","Infante-Alcántara, Lizbeth (57642612600); Araiza-Vázquez, María de J. (57211030998); López-Pérez, Jesús F. (55376580200)","57642612600; 57211030998; 55376580200","Soft skills that influence the employability of professional engineering graduates from a university in Northern Mexico; [Competencias blandas que influyen en la empleabilidad laboral de profesionistas egresados de ingeniería de una universidad del Norte de México]","2023","Formacion Universitaria","16","2","","1","12","11","0","10.4067/S0718-50062023000200001","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153280474&doi=10.4067%2fS0718-50062023000200001&partnerID=40&md5=26a6d6e7d2152a32137f50702394ddc1","Facultad de Contaduría Pública y Administración, Universidad Autónoma de Nuevo León, Av. Universidad S/N San Nicolás de los Garza, Nuevo León, Mexico","Infante-Alcántara L., Facultad de Contaduría Pública y Administración, Universidad Autónoma de Nuevo León, Av. Universidad S/N San Nicolás de los Garza, Nuevo León, Mexico; Araiza-Vázquez M.D.J., Facultad de Contaduría Pública y Administración, Universidad Autónoma de Nuevo León, Av. Universidad S/N San Nicolás de los Garza, Nuevo León, Mexico; López-Pérez J.F., Facultad de Contaduría Pública y Administración, Universidad Autónoma de Nuevo León, Av. Universidad S/N San Nicolás de los Garza, Nuevo León, Mexico","The main objective of this study is to determine what soft skills most affect job employability from the perception of recent engineering graduates at a university in northeastern Mexico. The Organization for Economic Cooperation and Development (OECD) reports that employers warn that professionals have poor levels of soft skill development and that university academic training does not meet the knowledge and functions required, causing low job employability. The methodological design of the present study is quantitative, cross-sectional, and non-experimental. A validated instrument is applied through an electronic form to a total of 170 graduates. The results reveal a strong correlation between problem solving, decision-making, and leadership, with the dependent variable labor employability. In conclusion, problem solving, decision-making, and leadership positively influence job employability. © 2023,Formacion Universitaria. All Rights Reserved.","decision-making; engineering; graduates; labor employability; leadership; problem solving; soft skills","","","","","","","","Abayadeera N., Watty K., Generic skills in accounting education in a developing country: Exploratory evidence from Sri Lanka, Asian Review of Accounting, 23, 3, pp. 149-170, (2015); Albert-Gomez M. J., Garcia-Perez M., Perez-Molina C., Competencias, Formación y Empleo. Análisis de Necesidades en un Programa de Master en Ingeniería, Formación Universitaria, 10, 2, pp. 43-55, (2017); Almanza R., Vargas J., Las Competencias Profesionales y su relación con la empleabilidad de los Ingenieros en Gestión Empresarial egresados del ITLAC, Gestión de las Personas y Tecnología, 8, 22, pp. 17-28, (2015); Cerrato K., Argueta L., Zavala J., Determinantes de la empleabilidad en el mercado laboral, Economía y Administración (E&A), 7, 1, pp. 21-40, (2017); Collet C., Hine D., du Plessis K., Employability skills: perspectives from a knowledge-intensive industry.pdf, Education + Training, 57, 5, pp. 532-559, (2015); Ebrahimi M., Mohamad A., New approach to leadership skills development, Journal of Management Development, 34, 7, pp. 1-5, (2015); Galdeano C., Valiente A., Competencias profesionales, Educacion Quiímica, 21, 1, pp. 28-32, (2010); Garcia J., Moreno F., Uso de tecnologías TIC para implicar al alumnado en el proceso de enseñanza-aprendizaje en ingeniería, Revista de Innovación y Buenas Prácticas Docentes, 1, 1, pp. 23-29, (2017); Garcia J., Perez M. C., Espacio Europeo de Educación Superior, competencias profesionales y empleabilidad, Revista Iberoamericana de Educación, 46, 9, pp. 1-12, (2008); Giampaoli D., Ciambotti M., Bontis N., Knowledge management, problem solving and performance in top Italian firms, Journal of Knowledge Management, 21, 2, pp. 355-375, (2017); Gonzalez J., Martinez F., La percepción de los estudiantes acerca de la presencia de las TIC en la universidad. Un estudio en el ámbito de la Ingeniería en Colombia, Edutec. Revista Electrónica de Tecnología Educativa, 59, pp. 1-15, (2017); Gonzalez V., Mendoza J., La influencia de las competencias genéricas en la empleabilidad laboral inicial, Caso de Estudio UANL, Innovaciones de Negocios, 8, 16, pp. 391-413, (2011); Hair J., Anderson R. E., Tahtham R. L., Black W. C., Análisis Multivariado, 832, (1999); Hernandez I., Alvarado J. C., Luna S. M., Creatividad e innovación: competencias genéricas o transversales en la formación profesional, Revista Virtual Universidad Católica del Norte, 44, pp. 135-151, (2015); Hosain M. S., Mustafi M. A. A., Parvin T., Factors affecting the employability of private university graduates: an exploratory study on Bangladeshi employers, PSU Research Review, 5, 2, (2021); Jaca M., Viles E., Zarraga M., Desarrollo de la competencia de trabajo en equipo en un grado universitario, Memoria Investigaciones en Ingeniería, 14, 14, pp. 23-34, (2016); Jackson D., Sibson R., Riebe L., Undergraduate perceptions of the development of team-working skills, Education and Training, 56, 1, pp. 7-20, (2014); Johanne I.J., Plyphonic orchestration - facilitating creative knowledge processes for innovation, European Journal of Innovation Management, 20, 4, pp. 557-577, (2017); Kirstein M., Coetzee S., Schmulian A., Differences in accounting students’ perceptions of their development of professional skills: a South African case, Higher Education, Skills and Work-based Learning, 9, 1, pp. 41-59, (2019); Meyer G., Brunig B., Nyhuis P., Employee competences in manufacturing companies - An expert survey, Journal of Management Development, 34, 8, pp. 1004-1018, (2015); Murawski M., Bick M., Digital competences of the workforce - a research topic?, Business Process Management Journal, 23, 3, pp. 721-734, (2017); Higher Education in Mexico: Labour Market Relevance and Outcomes, (2019); Ropes D., Management competencies anno 2025: Consequences for higher education, Higher Education, Skills and Work-based Learning, 5, 3, pp. 258-270, (2015); Rositas J., Los tamaños de las muestras en encuestas de las ciencias sociales y su repercusión en la generación del conocimiento, Innovaciones de Negocios, 11, 22, pp. 235-268, (2014); Stojcic N., Hashi I., Orlic E., Creativity, innovation effectiveness and productive efficiency in the UK, European Journal of Innovation Management, 21, 4, pp. 564-580, (2018); Thieme C., El desarrollo de competencias de empleabilidad en dos universidades chilenas. Un estudio empírico, 11, 24, pp. 47-72, (2007); Towers-Clark J., Undergraduate accounting students: prepared for the workplace?, Journal of International Education in Business, 8, 1, pp. 37-48, (2015); van Deursen A., van Dijk J., Loss of labor time due to malfunctioning ICTs and ICT skill insufficiencies, International Journal of Manpower, 35, 5, pp. 703-719, (2014); Vergel M., Martinez J., Nieto J., Validez de instrumento para medir el aprendizaje creativo, Revista Comunicaciones en Estadística, 9, 2, pp. 239-254, (2016); Yizhong X., Baranchenko Y., The influences of transformational leadership on employee employability: evidence from China, Employee Relations, 41, 1, pp. 101-118, (2019)","L. Infante-Alcántara; Facultad de Contaduría Pública y Administración, Universidad Autónoma de Nuevo León, Nuevo León, Av. Universidad S/N San Nicolás de los Garza, Mexico; email: lizbeth.infantealc@uanl.edu.mx","","Centro de Informacion Tecnologica","","","","","","07185006","","","","English","Form. Univ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85153280474"
"Jerez Gomez M.P.; Bojica A.; Martínez-del-Río J.; Karaja R.","Jerez Gomez, Maria Pilar (58180221000); Bojica, Ana (35097165600); Martínez-del-Río, Javier (24468410600); Karaja, Reem (58180361600)","58180221000; 35097165600; 24468410600; 58180361600","Designing successful internships: exploring the role of duration, formalization and motivational practices","2023","Education and Training","","","","","","","0","10.1108/ET-12-2021-0480","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152251257&doi=10.1108%2fET-12-2021-0480&partnerID=40&md5=c958ced6bd3183b73ad7a0b559dfc127","Universidad de Almería, Almería, Spain; University of Granada, Granada, Spain","Jerez Gomez M.P., Universidad de Almería, Almería, Spain; Bojica A., University of Granada, Granada, Spain; Martínez-del-Río J., Universidad de Almería, Almería, Spain; Karaja R., Universidad de Almería, Almería, Spain","Purpose: This study aims to shed light on how internships' features drive employability outcomes and answers the question of how internships that maximize the employability of interns can be designed. The study assumes that the duration of an internship, degree of formalization and the use of internship-specific motivational practices by companies are likely to influence interns' perceptions of employability. Design/methodology/approach: A study among interns investigated the relationship between different internship features and interns' employability. Data on the duration of the internship, motivational practices specific to internships and the formalization of the internship process were collected from a large sample of 13,565 interns in 27 European countries from 15 to 35 years old. Findings: The findings suggest that internship duration has a curvilinear effect on employability with increasing effects on employability at the beginning of the internship, followed by a decrease over time. In addition, the use of practices specifically designed to motivate interns also favors the interns' employability. Finally, formalization of the internship placement moderates the effect of motivational practices on employability. 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Karaja; Universidad de Almería, Almería, Spain; email: reemkaraja@gmail.com","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Article in press","","Scopus","2-s2.0-85152251257"
"Murire O.; Cilliers L.; Chinyamurindi W.T.","Murire, Obrain (57200511513); Cilliers, Liezel (56381524000); Chinyamurindi, Willie T. (57003749700)","57200511513; 56381524000; 57003749700","Social media role in addressing employability challenges of graduates: An expert opinion analysis","2023","SA Journal of Human Resource Management","21","","a2047","","","","0","10.4102/sajhrm.v21i0.2047","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160416493&doi=10.4102%2fsajhrm.v21i0.2047&partnerID=40&md5=035cfe2dbc4baa0aa31f05f100897d5c","Department of Information Systems, , Faculty of Management and Commerce, University of Fort Hare, East London, South Africa; Department of Business Management, , Faculty of Management and Commerce, University of Fort Hare, East London, South Africa","Murire O., Department of Information Systems, , Faculty of Management and Commerce, University of Fort Hare, East London, South Africa; Cilliers L., Department of Information Systems, , Faculty of Management and Commerce, University of Fort Hare, East London, South Africa; Chinyamurindi W.T., Department of Business Management, , Faculty of Management and Commerce, University of Fort Hare, East London, South Africa","Orientation: South Africa is currently going through a graduate unemployment challenge. Calls exist for research that addresses this challenge. Research purpose: This research study aimed to establish social media tools’ role in addressing employability challenges faced by graduates after completing their tertiary education. Motivation for the study: Calls exist in the literature for nuanced ways of addressing challenges youths face after completing their studies. The role of social media in this remains an area of inquiry with noted importance. Research approach/design and method: The study utilised an interpretivist philosophy relying on a qualitative research approach using interview data with a sample of 15 experts within the human resources field. Thematic analysis was used as a means of data analysis. Main findings: Two primary outcomes emerged from the research study. Firstly, a need exists for unemployed graduates to use social media as a marketing utility for their skills and abilities. Secondly, social media can also be used as an information utility to enhance awareness about labour market issues. Practical/managerial implications: The findings offer insights into addressing the employability challenges faced by graduates when seeking employment opportunities. The role of social media in mitigating graduate challenges is proposed. Through the findings, graduates have the potential to enhance their portfolios to improve their integration into the labour market. Contribution/value add: The study proffers insights into how social media helps increase the employability prospects of graduates entering the job market. © 2023, AOSIS (Pty) Ltd. All rights reserved.","Graduates; Higher education; Human resource management; Social media; Youth; Youth unemployment","","","","","","University of Fort Hare, UFH","The research received funding from the Research Niche Area of the Faculty of Management and Commerce at the University of Fort Hare. 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Chinyamurindi; Department of Business Management, , Faculty of Management and Commerce, University of Fort Hare, East London, South Africa; email: chinyaz@gmail.com","","AOSIS (Pty) Ltd","","","","","","16837584","","","","English","SA J. Human Res.  Manag.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85160416493"
"Souto-Otero M.; García-Álvarez J.; Santos Rego M.A.","Souto-Otero, Manuel (56006130100); García-Álvarez, Jesus (57214824990); Santos Rego, Miguel Angel (6505558022)","56006130100; 57214824990; 6505558022","Subject choice motivation and students’ conceptions of employability: thin and thick","2023","British Journal of Sociology of Education","44","4","","606","630","24","0","10.1080/01425692.2023.2203364","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159900639&doi=10.1080%2f01425692.2023.2203364&partnerID=40&md5=d90aad36b71455ac9c8c91b7e4011e8f","School of Social Sciences, Cardiff University, Cardiff, United Kingdom; Departamento de Pedagogía y Didáctica, Universidade de Santiago de Compostela, Santiago de Compostela, Spain","Souto-Otero M., School of Social Sciences, Cardiff University, Cardiff, United Kingdom; García-Álvarez J., Departamento de Pedagogía y Didáctica, Universidade de Santiago de Compostela, Santiago de Compostela, Spain; Santos Rego M.A., Departamento de Pedagogía y Didáctica, Universidade de Santiago de Compostela, Santiago de Compostela, Spain","This study aims to fill a gap in our understanding of the relationship between two major topics in educational research: higher education choices and students’ conceptions of employability. It explores, first, the balance between vocational calling, instrumental considerations and chance in subject choice and, second, the relation between vocational calling and two alternative conceptions of employability (thin and thick) articulated in the article. Using survey data from ‘Education’ students in Spain, the results show an association between a strong vocational calling in subject choice and a ‘thick’ conception of employability that goes beyond credential performance and underlines the importance of an economy of experience. By contrast, students with lower vocational calling adopt a narrower (‘thin’) conception of employability, based on credential performance. The consequences of these results for theory and for practice are discussed, highlighting the need to better acknowledge the role of interests, and not only skills, in the employability agenda. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","careers; credentials; education; employability; higher education; Spain; Subject choice; vocation","","","","","","","","Estudio De la Inserción Laboral De Los Titulados En el Sistema Universitario De Galicia 2011-2012, (2016); Ahn J., Dik B.J., Hornback R., The Experience of Career Change Driven by a Sense of Calling: An Interpretative Phenomenological Analysis Approach, Journal of Vocational Behavior, 102, pp. 48-62, (2017); Akerlof G.A., Kranton R.E., Economics and Identity, Quarterly Journal of Economics, 115, 3, pp. 715-753, (2000); Akkermans J., Schaufeli W.B., Brenninkmeijer V., Blonk R.W.B., The Role of Career Competencies in the Job Demands—Resources Model, Journal of Vocational Behavior, 83, 3, pp. 356-366, (2013); Altonji J.G., Zimmerman S.D., (2017); Anastasiadis S., Zeyen A., Families under Pressure: The Costs of Vocational Calling, and What Can Be Done about Them, Work, Employment and Society, 36, 5, pp. 841-857, (2022); Arrow K., Higher Education as a Filter, Journal of Public Economics, 2, 3, pp. 193-216, (1973); Barone C., Triventi M., Assirelli G., Explaining Social Inequalities in Access to University: A Test of Rational Choice Mechanisms in Italy, European Sociological Review, 34, 5, pp. 554-569, (2018); Becker G., Human Capital, (1964); Bergmark U., Lundstrom S., Manderstedt L., Palo A., Why Become a Teacher? 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The role of education across structural–institutional labour market settings, Journal of Education and Work, 24, 5, pp. 521-548, (2011); van der Vleuten M., Jaspers E., Maas I., van der Lippe T., Intergenerational Transmission of Gender Segregation: How Parents’ Occupational Field Affects Gender Differences in Field of Study Choices, British Educational Research Journal, 44, 2, pp. 294-318, (2018); Vianello M., Galliani E.M., Rosa A.D., Anselmi P., The Developmental Trajectories of Calling: Predictors and Outcomes, Journal of Career Assessment, 28, 1, pp. 128-146, (2020); Wang H.H., Why Teach Science? Graduate Science Students’ Perceived Motivations for Choosing Teaching as a Career in Taiwan, International Journal of Science Education, 26, 1, pp. 113-128, (2004); Wiswall M., Zafar B., Determinants of College Major Choice: Identification Using an Information Experiment, The Review of Economic Studies, 82, 2, pp. 791-824, (2015); Wiswall M., Zafar B., Human Capital Investments and Expectations about Career and Family, Journal of Political Economy, 129, 5, pp. 1361-1424, (2021); Won Kim S., Zhang C., Chung H., Kim Y., Choi S.Y., Why Do Women Value Credentials? Perceptions of Gender Inequality and Credentialism in South Korea, International Journal of Educational Development, 73, (2020); Xie B., Xia M., Xin X., Zhou W., Linking Calling to Work Engagement and Subjective Career Success: The Perspective of Career Construction Theory, Journal of Vocational Behavior, 94, pp. 70-78, (2016)","M. Souto-Otero; School of Social Sciences, Cardiff University, Cardiff, United Kingdom; email: souto-oterom@cardiff.ac.uk","","Routledge","","","","","","01425692","","","","English","Br. J. Sociol. Educ.","Article","Final","","Scopus","2-s2.0-85159900639"
"Delis A.; Jones C.","Delis, A. (57195997672); Jones, C. (56921036800)","57195997672; 56921036800","The impact of work placements on graduate earnings","2023","Studies in Higher Education","48","11","","1708","1723","15","3","10.1080/03075079.2023.2211999","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159049526&doi=10.1080%2f03075079.2023.2211999&partnerID=40&md5=dbbe96f33fce863d34116aba89d54f49","Aston Business School, Aston University, Birmingham, United Kingdom","Delis A., Aston Business School, Aston University, Birmingham, United Kingdom; Jones C., Aston Business School, Aston University, Birmingham, United Kingdom","This study investigates whether the completion of an optional ‘sandwich’ work placement enhances graduate starting salaries. We use a variety of multivariate regression techniques to investigate this issue and find that the graduate starting salaries of students who took professional work placements were significantly higher by £1686 ($2105) compared to non-placement students. We make a methodological contribution to the literature by controlling for self-selection bias. That is, our analysis takes into consideration that certain students self-select in to work placements and that they would have had higher starting salaries regardless of whether choosing to take a work placement. Additional insights showed that placements may be detrimental in terms of alleviating class and gender pay inequality but may have helped to reduce ethnic pay inequality. Our results have important implications for graduate employability and its impact on wider society. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employability; Graduate earnings; pay inequality; self-selection; work placement","","","","","","","","Becker G.S., Investment in Human Capital: A Theoretical Analysis, The Journal of Political Economy, 70, pp. 9-49, (1962); Bennett D., Graduate Employability and Higher Education: Past, Present and Future, HERDSA Review of Higher Education, 5, pp. 31-61, (2019); Bhuller M., Mogstad M., Salvanes K.G., (2011); Birch E.R., Li I., Miller P.W., The Influences of Institution Attended and Field of Study on Graduates' Starting Salaries, Australian Economic Review, 42, 1, pp. 42-63, (2009); Black S.E., Devereux P.J., Salvanes K.G., The More the Merrier? The Effect of Family Size and Birth Order on Children's Education, The Quarterly Journal of Economics, 1202, pp. 669-700, (2005); Blackwell A., Bowes L., Harvey L., Hesketh A.J., Knight P.T., Transforming Work Experience in Higher Education, British Educational Research Journal, 27, 3, pp. 269-285, (2000); Blanden J., Gregg P., Macmillan L., Accounting for Intergenerational Income Persistence: Noncognitive Skills, Ability and Education, The Economic Journal, 117, 519, pp. C43-C60, (2007); Bobbitt-Zeher D., The Gender Income Gap and the Role of Education, Sociology of Education, 80, 1, pp. 1-22, (2007); Britton J., Dearden L., Shephard N., Vignoles A., (2016); Christie F., The Reporting of University League Table Employability Rankings: A Critical Review, Journal of Education and Work, 30, 4, pp. 403-418, (2017); Crawford I., Wang Z., The Impact of Placements on the Academic Performance of UK and International Students in Higher Education, Studies in Higher Education, 41, 4, pp. 712-733, (2016); Driffield N., Foster C., Higson H., (2011); Gomez S., Lush D., Clements M., Work Placements Enhance the Academic Performance of Bioscience Undergraduates, Journal of Vocational Education and Training, 56, 3, pp. 373-385, (2004); Green J.P., The Impact of a Work Placement or Internship Year on Student Final Year Performance: An Empirical Study, International Journal of Management Education, 9, 2, pp. 49-57, (2011); Healy M., Brown J.L., Ho C., Graduate Employability as a Professional Proto-Jurisdiction in Higher Education, Higher Education, 83, pp. 1125-1142, (2022); Healy M., Hammer S., McIlveen P., Mapping Graduate Employability and Career Development in Higher Education Research: A Citation Network Analysis, Studies in Higher Education, 47, 4, pp. 799-811, (2022); Inceoglu I., Selenko E., McDowall A., Schlachter S., (How) Do Work Placements Work? Scrutinizing the Quantitative Evidence for a Theory-Driven Future Research Agenda, Journal of Vocational Behaviour, 110, pp. 317-337, (2019); Jones C.M., Green J.P., Higson H.E., Do Work Placements Improve Final Year Academic Performance or do High-Calibre Students Choose to do Work Placements?, Studies in Higher Education, 42, 6, pp. 976-992, (2017); Laurison D., Friedman S., The Class Pay Gap in Higher Professional and Managerial Occupations, American Sociological Review, 81, 4, pp. 668-695, (2016); Lu Y., Li X., Vertical Education-Occupation Mismatch and Wage Inequality by Race/Ethnicity and Nativity Among Highly Educated US Workers, Social Forces, 100, 2, pp. 706-737, (2021); Mandilaras A., Industrial Placement and Degree Performance: Evidence from a British Higher Institution, International Review of Economics Education, 3, 1, pp. 39-51, (2004); Mansfield R., The Effect of Placement Experience Upon Final-Year Results for Surveying Degree Programmes, Studies in Higher Education, 36, 8, pp. 939-952, (2011); Mason G., Williams G., Cranmer S., Employability Skills Initiatives in Higher Education: What Effects do They Have on Graduate Labour Market Outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Mavromaras K., McGuinness S., O'Leary N., Sloane P., Wei Z., Job Mismatches and Labour Market Outcomes: Panel Evidence on University Graduates, Economic Record, 89, 286, pp. 382-395, (2013); McGuinness S., University Quality and Labour Market Outcomes, Applied Economics, 35, 18, pp. 1943-1955, (2003); Meager N., Speckesser S., Wages, Productivity and Employment: A Review of Theory and International Data, European Employment Observatory, pp. 1-73, (2011); Mincer J., Investment in Human Capital and Personal Income Distribution, The Journal of Political Economy, 66, pp. 281-302, (1958); Mincer J., Schooling, Experience and Earnings, (1974); Preston A., Where are we now with Human Capital Theory in Australia?, Economic Record, 73, 220, pp. 51-78, (1997); Reddy P., Moores E., Measuring the Benefits of a Psychology Placement Year, Assessment & Evaluation in Higher Education, 31, 5, pp. 551-567, (2006); Smith S., Taylor-Smith E., Smith C.F., Webster G., The Impact of Work Placement on Graduate Employment in Computing: Outcomes from a UK-Based Study, International Journal of Work-Integrated Learning, 19, 4, pp. 359-369, (2018); Smith J.A., Todd P.E., Does matching overcome LaLonde's critique of nonexperimental estimators?, Journal of econometrics, 125, 1-2, pp. 305-353, (2005); Surridge I., Accounting and Finance Degrees: Is the Academic Performance of Placement Students Better?, Accounting Education, 18, 4, pp. 471-485, (2008); Tinto V., (2004); Wilton N., The Impact of Work Placements on Skills Development and Career Outcomes for Business and Management Graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012)","C. Jones; Aston Business School, Aston University, Birmingham, B4 7ET, United Kingdom; email: c.jones2@aston.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85159049526"
"Tamrat W.","Tamrat, Wondwosen (37117914400)","37117914400","The shifting landscape of graduate employment in Ethiopia: changes, challenges and responses","2023","Policy Reviews in Higher Education","7","2","","211","228","17","0","10.1080/23322969.2023.2196552","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158821755&doi=10.1080%2f23322969.2023.2196552&partnerID=40&md5=8ec11b3c9696e3f873ca7f560f037c53","School of Graduate Studies, St. Mary’s University, Addis Ababa, Ethiopia","Tamrat W., School of Graduate Studies, St. Mary’s University, Addis Ababa, Ethiopia","The employment of graduates has become an important issue of policy direction and institutional consideration across the globe. Given this new development, this qualitative study explored the nature of graduate employment in Ethiopia by examining the profile of the labour market, employability patterns, policies, strategies and initiatives taken at national and sectoral levels. The findings revealed that while there are favourable policy directions, strategies, and initiatives towards addressing the challenges of graduate employment, current achievements leave much to be desired. In addition to strengthening efforts at the level of higher education institutions and employers, combating graduate unemployment requires a broader conceptualisation and coherent national employability framework that provides workable directions and sustainable strategies. It is recommended that the provision of appropriate solutions to existing challenges needs to be devised, delivered, and coordinated at all levels and with the required level of synergy and participation from all relevant stakeholders. © 2023 Society for Research into Higher Education.","employability; employment; Ethiopia; Graduate employability; unemployment","","","","","","","","Abebe G., Caria S., Fafchamps M., Paolo F., Franklin S., Quinn S., Anonymity or Distance: Job Search and Labor Market Exclusionj in a growing African city, (2017); Alemu G.T., (2018); Amare G., Education and Society in Pre-Revolutionary Ethiopia, Northeast African Studies, 6, 1-2, pp. 61-79, (1984); Asayehegn D., Socio-economic and Educational Reforms in Ethiopia (1942-1974): Correspondence and Contradiction. UNESCO IIEP Occasional Papers No. 50, (1979); Assefa B., Gebreyesus M., Weldeyes M., Alleviating the Barriers to Domestic Investment in Addis Ababa: Underlying Causes and Proposed Solutions, (2017); Behle H., Students’ and Graduates’ Employability. A Framework to Classify and Measure Employability Gain, Policy Reviews in Higher Education, 4, 1, pp. 105-130, (2020); Beyene B.M., Tekleselassie T.G., The State, Determinants and Consequences of Skills Mismatch in the Ethiopian Labour Market, Ethiopian Development Research Institute, EDRI Working Paper 21, (2018); Blackmore P., Bulaitis Z., Jackman A., Tan E., Pearson Efficacy and Research, (2016); Bowen G., Document Analysis as a Qualitative Research Method, Qualitative Research Journal, 9, 2, pp. 27-40, (2009); Braun V., Clarke V., Hayfield N., Terry G., Thematic Analysis, Handbook of Research Methods in Health Social Sciences, pp. 843-860, (2019); Inspiring Policy: Graduate Outcomes and Social Mobility, Bridge Group, (2016); Bridgstock R., Jackson D., Strategic Institutional Approaches to Graduate Employability: Navigating Meanings, Measurements and What Really Matters, Journal of Higher Education Policy and Management, 41, 2, pp. 1-17, (2019); Brown P., Et al., Employability in a Knowledge-Driven Economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Buntat Y., Khata M., Jabor B., Sukri M., Saud C., Mustaffa H., Employability Skills Elements: Difference Perspective Between Teaching Staff and Employers Industrial in Malaysia, Procedia - Social and Behavioral Sciences, 93, pp. 1531-1535, (2013); National Labor Survey, (2013); Central Statistical Agency C.S.A., The 2020 Urban Employment Unemployment Survey, (2020); Central Statistical Agency, CSA, (2018); Clarke M., Building Employability Through Graduate Development Programmes: A Case Study in an Australian Public Sector Organisation, Personnel Review, 46, 4, pp. 792-808, (2017); Urban Employment Unemployment Survey-Ethiopia, (2015); Higher Education: Students at the Heart of the System, (2011); Divan A., Knight E., Bennett D., Bell K., Journal of Higher Education Policy and Management, 41, 5, pp. 485-499, (2019); Constitution of the Federal Democratic Republic of Ethiopia, (1994); Fereday J., Muir-Cochrane E., Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development, International Journal of Qualitative Methods, (2006); 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Morgan H., Conducting a Qualitative Document Analysis, The Qualitative Report, 27, 1, pp. 64-77, (2022); Higher Education and Training Statistical Abstract Series I, (2021); Sarkar M., Overton T., Thompson C., Rayner G., Graduate Employability: Views of Recent Science Graduates and Employers, International Journal of Innovation in Science and Mathematics Education, 24, 3, pp. 31-48, (2016); Science and Technology Indicators Report 2014, (2014); Shivoro R.S., Shalyefu R.K., Kadhila N., Perspectives on Graduate Employability Attributes for Management Science Graduates, South African Journal of Higher Education, 32, 1, pp. 216-232, (2018); Smith E., Comyn P., The Role of Employers in the Development of Employability Skills in Novice Workers, Research in Post-Compulsory Education, 9, 3, pp. 319-336, (2004); Tamrat W., (2018); Tamrat W., (2018); Tamrat W., (2019); Tamrat W., (2021); Tamrat W., Graduate Employability and Responsiveness: The Need for Aligning Policy Directions and Institutional Readiness in Ethiopia, Graduate Employability Across Contexts, (2022); Teshome T., Higher Education Quality Assurance in Ethiopia: Achievements, Challenges and the Ways Forward, (2015); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Tomlinson M., Forms of Forms of Graduate Capital and Their Relationship to Graduate Employability, Education and Training, 59, 4, pp. 338-552, (2017); Wedekind V., Towards Responsiveness and Employability in the College Sector: A Review of the Field. Paper prepared for for DHET Labour Market Intelligence Report, (2012); Whiteley S., Graduate Destinations of Higher Education Students: A Revised Outcomes Model, Journal of Institutional Research in South East Asia, 14, 1, pp. 29-42, (2016); Skills Module Survey of Ethiopia, (2013); 5th Ethiopia Economic Update. Why so Idle? Wages and Employment in a Crowded Labor Market, (2016); Ethiopia Economic Update: Reform imperatives for Ethiopia's Services Sector, (2018); Ethiopia Economic Update: Ensuring Resilient Recovery from COVID-19, (2021); Yamada S., Otchia C.S., Taniguchi K., Explaining Differing Perceptions of Employees’ Skill Needs: The Case of Garment Workers in Ethiopia, International Journal of Training and Development, 22, 1, pp. 51-68, (2018)","W. Tamrat; School of Graduate Studies, St. Mary’s University, Addis Ababa, Ethiopia; email: preswond@smuc.edu.et","","Routledge","","","","","","23322969","","","","English","Policy. Rev. High. Educ.","Article","Final","","Scopus","2-s2.0-85158821755"
"Oppong N.Y.; Segbenya M.","Oppong, Nana Yaw (56712823800); Segbenya, Moses (57209393653)","56712823800; 57209393653","Inter-sector managerial skills requirements in Ghana: Group interactive brainstorming approach","2023","Social Sciences and Humanities Open","8","1","100594","","","","4","10.1016/j.ssaho.2023.100594","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162870810&doi=10.1016%2fj.ssaho.2023.100594&partnerID=40&md5=dfaef4a9afeea7d90c72f7171cb27415","Department of Human Resource Management, School of Business, University of Cape Coast, Cape Coast, Ghana; Department of Business Studies, College of Distance Education, University of Cape Coast, Cape Coast, Ghana","Oppong N.Y., Department of Human Resource Management, School of Business, University of Cape Coast, Cape Coast, Ghana; Segbenya M., Department of Business Studies, College of Distance Education, University of Cape Coast, Cape Coast, Ghana","This article investigates managerial skills requirements of Ghanaian business sectors, using six sectors. The authors adopted qualitative approach involving 48 Master of Business Administration students of the University of Cape Coast, Ghana. The aim is to investigate individual sector's managerial skills requirements and if there are common skills across the sectors. A four-stage group interactive brainstorming exercise was used as both the data collection technique and the data analytical tool, as data were presented and discussed as they were generated by the groups. The study found managerial skill common to all the industries studied; others are common to many sectors; while some were sector-specific, and these were both soft and hard skills. It is concluded that employees of varied sectors do not require the same set of managerial skills to function effectively but each required a different set of skills. It is recommended that skills development should focus more on the soft skills, as they are required to function across sectors. The study contributes fresh literature on inter-sector and sector-specific managerial skills requirements and utilisation in the Ghanaian context. © 2023 The Authors","Employability skills; Graduates students; Hard skills; Industry-specific skills; Interactive brainstorming; Soft skills","","","","","","","","Baan E.J., de Roos E.W., Engelkes M., de Ridder M., Pedersen L., Berencsi K., Verhamme K.M., Characterization of asthma by age of onset; a multi-database cohort study, The Journal of Allergy and Clinical Immunology, 2, 3, pp. 1-17, (2022); Barnard Y.F., Veldhuis G.J., van Rooij J.C., Evaluation in practice: Identifying factors for improving transfer of training in technical domains, Studies In Educational Evaluation, 27, 3, pp. 269-290, (2001); Boden R., Nedeva M., Employing discourse: Universities and graduate employabili ty, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Botha P.A., Botha A., Investigating the self-perceived acquired competencies of humanities graduates at a south african university, South African Journal of Higher Education, 36, 2, pp. 25-45, (2022); Bridgstock R., The graduate attributes we've overlooked: Enhancing graduate employability through career management skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Bringula R.P., Balcoba A.C., Basa R.S., Employable skills of information technology graduates in the Philippines: Do industry practitioners and Educators have the same view?, Proceedings of the 21st western Canadian conference on computing edu cation, pp. 1-6, (2016); Universities, employability and inclusive development: Repositioning higher education in Ghana, Kenyan, Nigeria and South Africa, (2016); Cimatti B., Definition, development, assessment of soft skills and their role in the quality of organizations and enterprises, International Journal for quality research, 10, 1, pp. 97-115, (2016); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Conrad D., Newberry R., Identification and instruction of important business communication skills for graduate business education, The Journal of Education for Business, 87, 2, pp. 112-120, (2012); Cotton D., It's not just bits of paper and light bulbs: A review of sustainability pedagogies and their potential for use in higher education, Sustainability education, pp. 39-54, (2000); Frimpong F.O., Dankwa H.R., Ababio K.A., Modelling the perceptions and challenges of the national service personnel in Kumasi Metropolis, Ghana, International Journal of Applied Science and Technology, 5, 3, pp. 1-23, (2015); Garca-Aracil A., Van der Velden R., Competencies for young European graduates: Labor market mismatches and their payof, Higher Educafion, 55, (2008); Gary N.M., Do the labour market returns to university degrees differ between high and low achieving youth? Evidence from Australia, Journal for Labour Market Research, 52, 5, pp. 1-14, (2018); Goswami R., Importance of soft skills in the employability of IT students, Proc eedings of national conference on emerging trends: Innovations and challenges in IT, 19, pp. 20-38, (2013); Gowsalya T.N., Kumar A., A study on identification of the employability skills level among arts and science college students in namakkal district, International Journal of Business and Management Invention, 1, 1, pp. 2-12, (2016); Guillermo M.S., Tucker M.S., Corona V., McFarlane F.R., Jacobs R., Pursuing graduation: Differences in work experience support for young SSI recipients pursuing diplomas or certificates, Career Development and Transition for Exceptional Individua ls, 44, 2, pp. 110-119, (2021); Henningsen G., Henningsen A., Henning C.H., Measuring the influence of networks on transaction costs using a non-parametric regression technique (No. 2013/11), (2013); Jonck P., Van der Walt F., Sobayeni N.C., A generational perspective on work values in a South African sample, SA Journal of Industrial Psychology, 43, 1, pp. 1-9, (2017); Kennedy J., Hard skills, soft skills important to career success, (2016); Langer A., Meuleman B., Service to the nation: Prospective participants' engagement with national service in Ghana, Nonprofit and Voluntary Sector Quarterly, 48, 4, pp. 859-884, (2019); Lolli J.C., Interpersonal communication skills and the young hospitality leader: Are they prepared?, International Journal of Hospitality Management, 32, pp. 295-298, (2013); McMurray S., Dutton M., McQuaid R., Richard A., Employer demands from business graduates, (2016); Nusrat M., Sultana N., Soft skills for sustainable employment of business graduates of Bangladesh, Higher Education, Skills and Work-based Learning, 5, 3, pp. 22-38, (2019); Oppong N.Y., Exploring the importance of human resource activities-strategies alignments: Interactive brainstorming groups approach, Cogent Business & Management, 4, 1, pp. 1-12, (2017); Packianathan S., Narayanan R., Employability skills: A conceptual framework, Internat ional Journal of Management, 5, 7, pp. 73-80, (2014); Patacsil F.F., Tablatin C.L.S., Exploring the importance of soft and hard skills as perceived by IT internship students and industry: A gap analysis, Journal of Technology and Science Education, 7, 3, pp. 347-368, (2017); Prikshat V., Kumar S., Nankervis A., Work-readiness integrated competence model: Conceptualisation and scale development, (2019); Radermacher A., Walia G., Knudson D., Investigating the skill gap between graduating students and industry expectations, InCompanion Proceedings of the 36th international conference on software engineering, 3, 2, pp. 291-300, (2014); Rahman R.A., Alsafouri S., Tang P., Ayer S.K., Comparing building information modeling skills of project managers and BIM managers based on social media analysis, Procedia Engineering, 145, pp. 812-819, (2016); Rasul M.S., Abd Rauf R.A., Mansor A.N., Yasin R.M., Mahamod Z., Graduate employability for manufacturing industry, Procedia-Social and Behavioral Sciences, 102, pp. 242-250, (2013); Robles M.M., Executive perceptions of the top 10 soft skills needed in today's workplace, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Saad M.S.M., Majid I.A., Employers' perceptions of important employability skills required from Malaysian engineering and information and communication technology (ICT) graduates, Global Journal of Engineering Education, 16, 3, pp. 110-115, (2014); Schermerhorn J., Management, (2008); Schroyens M., Langer A., Meuleman B., Service to the nation: Prospective particip ants' engagement with national service in Ghana, Nonprofit and Voluntary Sector Quarterly, 48, 4, pp. 859-884, (2019); Segbenya, Importance of employee retention for attainment of organisational goals in Ghana Commercial Bank, Kumasi, (2012); Segbenya M., Oppong N.Y., Baafi-Frimpong S.A., Effect of COVID-19 on the acquisition of employable skills among national service personnel in Ghana, Journal of Work-Applied Management, 13, 2, pp. 215-225, (2021); Segbenya M., Oppong N.Y., Nyieku I.E., Elements of working conditions and retention of course tutors in distance education in Ghana, Journal of Business and Enterprise Development, 10, pp. 29-49, (2021); Sisodia S., Agarwal N., Employability skills essential for healthcare industry, Procedia Computer Science, 122, pp. 431-438, (2017); Subbu N., Rajasekaran V., Employability skills: A review, IUP Journal of Soft Skills, 12, 1, pp. 29-37, (2018); Verecio R.L., Employability skills inventory of information technology graduates in the Philippines, International Journal of Educational Research, 4, 5, pp. 20-38, (2016); Whetten D.A., Cameron K.S., Developing management skills, (2012); Williams R., Politics and letters: Interviews with new left review, (2015); Yorke M., Employability in the undergraduate curriculum: Some student perspectives, European, European Journal of Education, 39, 4, pp. 409-427, (2004); Yorke M., Employability: Aligning the message, the medium and academic values, Journal of Teaching and Learning for Graduate Employability, (2010)","N.Y. Oppong; Department of Human Resource Management, School of Business, University of Cape Coast, Cape Coast, Ghana; email: noppong@ucc.edu.gh","","Elsevier Ltd","","","","","","25902911","","","","English","Soc. Sci. Humanit. Open","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85162870810"
"Hall T.; Millar M.; O’Regan C.","Hall, Tony (7402483513); Millar, Michelle (7102417520); O’Regan, Connie (57776862200)","7402483513; 7102417520; 57776862200","Designing futures through student engagement: A policy futures perspective","2023","Policy Futures in Education","","","","","","","0","10.1177/14782103231181617","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162655929&doi=10.1177%2f14782103231181617&partnerID=40&md5=b5ba911d83bda36b9b6cc742c2ac1d74","School of Education, University of Galway, Galway, Ireland; UNESCO Child and Family Research Centre, School of Political Science and Sociology, University of Galway, Galway, Ireland","Hall T., School of Education, University of Galway, Galway, Ireland; Millar M., UNESCO Child and Family Research Centre, School of Political Science and Sociology, University of Galway, Galway, Ireland; O’Regan C., UNESCO Child and Family Research Centre, School of Political Science and Sociology, University of Galway, Galway, Ireland","Futures research is gaining increased prominence in educational research and development (Tesar, 2021), and particularly now as we emerge from the global COVID-19 pandemic, which has provided a lever for change and an opportunity for innovation in learning, teaching and assessment (Hall et al., 2020; Jandrić et al., 2022; Tesar, 2020). Designing Futures (DF) is an initiative that aims to transform the student learning experience at university, including through promoting student entrepreneurship and enhanced interaction with enterprise, industry and the innovation sector, supported by a national employability policy agenda, and concomitant, significant government funding. Ireland’s Higher Education Authority has invested €7.57 m in the DF programme at University of Galway for a period of 5 years, 2020–2025. However, introducing such a programme as DF within higher education raises problematic tensions around the purpose of higher education today, as set amidst the current policy futures perspective. Specifically, how do we balance policy imperatives to work more closely with enterprise and industry, while at the same time protecting the essential role of higher education, which must be to provide a formative context for all students to reach their fullest potential as active citizens? This paper helps to position the concept of student engagement, taking DF as an exemplar initiative, and examining the concept as it is construed and deployed in an innovative, futures-oriented educational programme. This review is critical for DF, to ensure we remain fundamentally focused on education, and not just for the world of work, which is of course important, but beyond enterprise and industry: to ensure students’ readiness for the complex and challenging world of today and tomorrow. Furthermore, this constitutes an important contribution to the literature, at a time when the identity of the university and purpose of higher education are the focus of an educationally problematic neoliberal agenda (Mintz, 2021). © The Author(s) 2023.","design thinking; entrepreneurial education; higher education; student engagement; student success","","","","","","","","Bayne S., Gallagher M., Near future teaching: practice, policy and digital education futures, Policy Futures in Education, 19, 5, pp. 607-625, (2021); Brown T., Design thinking, Harvard business review, 86, pp. 84-92, (2008); Burnett B., Evans D., Designing your life: how to build a well-lived joyful life, (2021); Carstensen M.B., Emmenegger P., Education as social policy: new tensions in maturing knowledge economies, Social Policy & Administration, 57, 1, pp. 109-121, (2023); Census of Population 2016 – Profile 10 Education, Skills and the Irish Language, (2017); Chan C.K.Y., Fong E.T.Y., Luk L.Y.Y., Et al., A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum, International Journal of Educational Development, 57, pp. 1-10, (2017); Daniels J., Brooker J., Student identity development in higher education: implications for graduate attributes and work-readiness, Educational Research, 56, 1, pp. 65-76, (2014); Investment in Education: Report of the Survey Team Appointed bythe Minister for Education in October, 1962 (and) Annexes and Appendices, (1965); Ireland’s National Skills Strategy 2025, (2017); Technology Skills 2022- Ireland’s Third ICT Skills Action Plan, (2018); Project Ireland 2040 - Building Ireland’s Future, (2018); Hall T., Connolly C., O Gradaigh S., Burden K., Kearney M., Schuck S., Bottema J., Cazemier G., Hustinx W., Evens M., Koenraad T., Makridou E., Kosmas P., Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic, Information and Learning Sciences, 121, 5-6, pp. 433-442, (2020); National strategy for higher education to 2030, (2011); Future Ready: Improving Graduate Employability Skills, (2018); Jandric P., Hayes D., Truelove I., Et al., Teaching in the age of Covid-19, Postdigital Science and Education, 2, pp. 1069-1230, (2020); Jandric P., Hayes D., Levinson P., Et al., Teaching in the age of Covid-19—1 Year later, Postdigital Science and Education, 3, pp. 1073-1223, (2021); Jandric P., Martinez A.F., Reitz C., Et al., Teaching in the age of Covid-19—the new normal, Postdigital Science and Education, 4, pp. 877-1015, (2022); Kahu E.R., Nelson K., Student engagement in the educational interface: understanding the mechanisms of student success, Higher Education Research & Development, 37, 1, pp. 58-71, (2018); Lynch K., Et al., New managerialism in education: the organisational form of neoliberalism, Liberalism in Neoliberal Times: Dimensions, Contradictions, Limits, pp. 159-163, (2017); Mason O'Connor K., Lynch K., Owen D., Student-community engagement and the development of graduate attributes, Education + Training, 53, 2-3, pp. 100-115, (2011); Millar M., Hall T., O'Regan C., Designing Futures-Infrastructring Innovation in Irish Higher Education, pp. 267-271, (2022); Mintz B., Neoliberalism and the crisis in higher education: the cost of ideology, American Journal of Economics and Sociology, 80, pp. 79-112, (2021); Murphy A., Student experience and engagement in higher education in Ireland, Higher Education in Ireland: Practices, Policies and Possibilities, pp. 159-171, (2014); O'Farrell L., Understanding and Enabling Student Success in Irish Higher Education, (2019); O'Regan C., Walsh N., Hall T., Et al., Conceptualising student engagement as a theoretical framework for innovative higher education practices: a literature review, All Ireland Journal of Higher Education, (2023); Plavgo I., Education and active labour market policy complementarities in promoting employment: reinforcement, substitution and compensation, Social policy & administration, 57, 1, pp. 235-253, (2023); Sala A., Punie Y., Garkov V., Et al., LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence, (2020); Star C., Hammer S., Teaching generic skills: teaching generic skills: eroding the higher purpose of universities, or an opportunity for renewal?, Oxford Review of Education, 34, 2, pp. 237-251, (2008); Strachan S.M., Marshall S., Murray P., Et al., Using Vertically Integrated Projects to embed research-based education for sustainable development in undergraduate curricula, International Journal of Sustainability in Higher Education, 20, 8, pp. 1313-1328, (2019); Tesar M., Towards a post-Covid-19 ‘new normality? ’: Physical and Social Distancing, the Move to Online and Higher Education, Policy Futures in Education, 18, 5, pp. 556-559, (2020); Tesar M., Future studies: reimagining our educational futures in the post-Covid-19 world, Policy Futures in Education, 19, 1, pp. 1-6, (2021); Tight M., Twenty-first century skills: meaning, usage and value, European Journal of Higher Education, 11, 2, pp. 160-174, (2021); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Student engagement: towards A critical policy Sociology, Higher Education Policy, 30, 1, pp. 35-52, (2017); Trowler V., Allan R.L., Bryk J., Et al., Pathways to student engagement: beyond triggers and mechanisms at the engagement interface, Higher Education, 84, 4, pp. 761-777, (2022); Trowler V., Student Engagement Literature Review, (2010); Walsh J., The transformation of higher education in Ireland, 1945–80, Higher Education in Ireland: Practices, Policies and Possibilities, pp. 5-32, (2014); Wong B., Chiu Y.-L.T., Copsey-Blake M., Et al., A mapping of graduate attributes: what can we expect from UK university students?, Higher Education Research & Development, 41, 4, pp. 1340-1355, (2022); May 5) Statement on the fifteenth meeting of the IHR, (2023); Zepke N., Student Engagement in Neoliberal Times Theories and Practices for Learning and Teaching in Higher Education, (2017)","","","SAGE Publications Inc.","","","","","","14782103","","","","English","Policy Futures Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85162655929"
"Jamaludin K.A.; Ealangov S.; Saleh S.N.H.M.; Zabidi N.A.; Alias N.; Yasin M.H.M.; Alias B.S.","Jamaludin, Khairul Azhar (56712694800); Ealangov, Suganti (58196078200); Saleh, Siti Nur Haslinda Md (58195186500); Zabidi, Nor’Aqilah Ahmad (58195635300); Alias, Norlidah (55377732000); Yasin, Mohd Hanafi Mohd (55409507100); Alias, Bity Salwana (57210707157)","56712694800; 58196078200; 58195186500; 58195635300; 55377732000; 55409507100; 57210707157","Reshaping the Curriculum for Academy in Factory in Malaysia","2023","Frontiers in Psychology","14","","1120611","","","","0","10.3389/fpsyg.2023.1120611","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153521316&doi=10.3389%2ffpsyg.2023.1120611&partnerID=40&md5=e06fa6826bf44a88c04ec53be0d05a5d","Faculty of Education, Universiti Kebangsaan Malaysia, Selangor, Bangi, Malaysia; Faculty of Education, Universiti Malaya, Kuala Lumpur, Malaysia","Jamaludin K.A., Faculty of Education, Universiti Kebangsaan Malaysia, Selangor, Bangi, Malaysia; Ealangov S., Faculty of Education, Universiti Kebangsaan Malaysia, Selangor, Bangi, Malaysia; Saleh S.N.H.M., Faculty of Education, Universiti Kebangsaan Malaysia, Selangor, Bangi, Malaysia; Zabidi N.A., Faculty of Education, Universiti Kebangsaan Malaysia, Selangor, Bangi, Malaysia; Alias N., Faculty of Education, Universiti Malaya, Kuala Lumpur, Malaysia; Yasin M.H.M., Faculty of Education, Universiti Kebangsaan Malaysia, Selangor, Bangi, Malaysia; Alias B.S., Faculty of Education, Universiti Kebangsaan Malaysia, Selangor, Bangi, Malaysia","Academy in Factory (AiF) was recently introduced in Malaysia to cater to the talent development and education attainment for a future-ready workforce. Though ideally expected to be an effective initiative, a lack of a strong curriculum framework hinders its implementation. To date the literature on AiF is very limited. It was found that its vague definition and characteristics, non-harmonised interaction between industry and academia, and non-existing curriculum framework are among contributing factors to its ineffective implementation. Thus, this study is aimed at reshaping a curriculum framework that is responsive to its aims and objectives. Building upon an extensive review of literature on AiF, industry-based curriculum, employability and human capital development, and best practices in the international context, the proposed framework is hoped to serve as a reference to improve its current practice. Copyright © 2023 Jamaludin, Ealangov, Saleh, Zabidi, Alias, Yasin and Alias.","academy in factory; employability skills; industry-based curriculum; learning factory; teaching factory","","","","","","Geran Galakan Penyelidik Muda, (GGPM-2021-013)","This work was supported by Geran Galakan Penyelidik Muda (GGPM-2021-013). ","Abele E., Learning factory, CIRP Encyclopedia of Production Engineering, (2019); Abele E., Eichhorn N., Process learning factory – training students and management for excellent production processes, Advanced Manufacturing Systems and Technology, pp. 63-73, (2008); Abele E., Metternich J., Tisch M., Learning factories: Concepts, guidelines, best-practice examples, (2019); Abdullah N., Ab Malik A., Shaadan N., Mohd Lokman A., Developing an effective online based training questionnaire for higher education training provider: a pilot analysis, Asian J. Univ. 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"Lessa C.; Coelho A.","Lessa, Cláudia (58162733600); Coelho, Arnaldo (34771233500)","58162733600; 34771233500","Building Trust in Higher Education Institutions: Using Congruence to Overcome Scepticism and Increase Credibility, Reputation, and Student Employability Through CSR","2023","Corporate Reputation Review","","","","","","","0","10.1057/s41299-023-00159-x","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151129403&doi=10.1057%2fs41299-023-00159-x&partnerID=40&md5=28943427c44dde7b1f9b416e820a31a7","Faculty of Economics, University of Coimbra, Av. Dias da Silva, 165, Coimbra, 3004-512, Portugal; CEBER, Coimbra, Portugal","Lessa C., Faculty of Economics, University of Coimbra, Av. Dias da Silva, 165, Coimbra, 3004-512, Portugal; Coelho A., Faculty of Economics, University of Coimbra, Av. Dias da Silva, 165, Coimbra, 3004-512, Portugal, CEBER, Coimbra, Portugal","The purpose of this study is to understand how students perceive social responsibility in HEIs, based on scepticism and congruence, and how it impacts HEIs´ desired outcomes like credibility, reputation, and the employability of their students. Moreover, the importance of the impact on credibility is highlighted, investigating its influence on reputation and employability. The study is based on cross-sectional data collected through a structured questionnaire using two samples of HEIs students: one had 430 Brazilian students, and the other 321 Portuguese students enrolled in different public and private HEIs. Structural Equation Modelling (SEM) is used to test the proposed hypotheses. Results show that scepticism and congruence significantly influence the social responsibility perceptions of students. CSR perceptions significantly influence student employability, reinforced by their impact on reputation and credibility. The findings help to guide the marketing management actions of HEIs regarding building student preference, loyalty, and retention. The findings help to guide the marketing management actions of HEIs, especially regarding building student preference, loyalty, and retention. © 2023, The Author(s), under exclusive licence to Springer Nature Limited.","Congruence; Corporate credibility; CSR; Employability; HEIs; Reputation; Scepticism","","","","","","","","Alonso-Almeida M.M., Perramon J., Bagur-Femenias L., Leadership styles and corporate social responsibility management: Analysis from a gender perspective, Business Ethics: A European Review, 26, pp. 147-161, (2017); Alcaniz B., Caceres R.C., Perez R.C., Alliances between brands and social causes: The influence of company credibility on social responsibility image Enrique, Journal of Business Ethics, 96, pp. 169-186, (2010); Arikan A., Cetintas B.G., University study perceptions’ of social differences, and different social groups in Turkey: A pilot study. 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Applying Signalling Theory to the ISO 26000 Standard for Social Responsibility, Sustainability, 10, (2018); Nguyena P.-A., Kecskes A., Mansi S., Does Corporate Social Responsibility Create Shareholder Value? 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Lessa; Faculty of Economics, University of Coimbra, Coimbra, Av. Dias da Silva, 165, 3004-512, Portugal; email: claudiamlessa@outlook.com","","Springer Nature","","","","","","13633589","","","","English","Corp. Reputation Rev.","Article","Article in press","All Open Access; Bronze Open Access","Scopus","2-s2.0-85151129403"
"Colvin E.; Gaffey J.","Colvin, Emma (57202367460); Gaffey, John (57232489500)","57202367460; 57232489500","Implementing Interactive Oral Assessment in Criminal Justice Subjects: Reporting on Student Experiences of Novel Assessment Items","2023","Journal of Criminal Justice Education","","","","","","","0","10.1080/10511253.2023.2200465","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158150848&doi=10.1080%2f10511253.2023.2200465&partnerID=40&md5=8ec14badc139852272a3e10a981c6bb9","Centre for Law and Justice, Charles Sturt University, Bathurst, Australia","Colvin E., Centre for Law and Justice, Charles Sturt University, Bathurst, Australia; Gaffey J., Centre for Law and Justice, Charles Sturt University, Bathurst, Australia","A number of key challenges impact on contemporary assessment design and practice in the tertiary education sector. This study explores the implementation of interactive oral assessment in two criminal justice subjects at an Australian university. The assessment is a scenario based one on one conversation between student and marker, designed to assess students authentically. Students were surveyed on their experience of this novel assessment item. Key themes derived from the data include assessment design and appropriateness, academic skill development, academic integrity, authenticity and professional practice, stress and preparation; and, challenges and concerns. The study found that interactive orals are an engaging means to rigorously assess students on practice-based scenarios and may help to enhance criminal justice employability skills. © 2023 Academy of Criminal Justice Sciences.","academic integrity; assessment design; Criminal justice; interactive oral; policing","","","","","","","","Bacchus R., Colvin E., Knight E., Ritter L., When rubrics aren’t enough: Exploring exemplars and student rubric co-construction, Journal of Curriculum and Pedagogy, 17, 1, pp. 48-61, (2020); Bartels L., McGovern A., Richards K., Degrees of difference? A preliminary study of criminology degrees at Australian universities, Australian & New Zealand Journal of Criminology, 48, 1, pp. 119-146, (2015); Bates L., Walker S., Marchesi K., Hayes H., Scaffolding employability throughout undergraduate degrees: A case study in criminology, Conference Paper], Australian Collaborative Education Network National Conference, (2016); Bates L., Hayes H., Using the student lifecycle approach to enhance employability: An example from Criminology and Criminal Justice, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 141-151, (2017); Bearman M., Dawson P., O'Donnell M., Tai J., Jorre de St Jorre T., Ensuring Academic Integrity and Assessment Security with Redesigned Online Delivery, (2020); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bretag T., Harper R., Burton M., Ellis C., Newton P., Rozenberg P., van Haeringen K., Contract cheating: A survey of Australian university students, Studies in Higher Education, 44, 11, pp. 1837-1856, (2019); Bretag T., Harper R., Burton M., Ellis C., Newton P., van Haeringen K., Rozenberg P., Contract cheating and assessment design: Exploring the relationship, Assessment & Evaluation in Higher Education, 44, 5, pp. 676-691, (2019); Burgason K., Sefiha O., Briggs L., Cheating is in the eye of the beholder: An evolving understanding of academic misconduct, Innovative Higher Education, 44, 3, pp. 203-218, (2019); Dawson P., Structuring and designing assessment for security, (2021); Ellis C., van Haeringen K., Harper R., Bretag T., Zucker I., McBride S., Saddiqui S., Does authentic assessment assure academic integrity? Evidence from contract cheating data, Higher Education Research & Development, 39, 3, pp. 454-469, (2020); Harper R., Bretag T., Ellis C., Newton P., Rozenberg P., Saddiqui S., van Haeringen K., Contract cheating: A survey of Australian university staff, Studies in Higher Education, 44, 11, pp. 1857-1873, (2019); Hiatt B., WA Universities Exposed as Academic Ghost Writer Lifts Lid on Chinese Cheating Site, (2022); Jameson J., Strudwick K., Bond-Taylor S., Jones M., Academic principles versus employability pressures: A modern power struggle or a creative opportunity?, Teaching in Higher Education, 17, 1, pp. 25-37, (2012); Koh K., Authentic assessment, Oxford Research Encyclopaedia of Education, (2022); Logan D., Sotiriadou P., Daly A., Guest R., Interactive oral assessments: Pedagogical and policy considerations, Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, pp. 403-409, (2017); Milienos A., Ghostwriter Dubbed ‘The Kenyan’ Who Helped Thousands of Cashed-up Students Cheat Lifts the Lid on How Australian Universities are Being Rorted, (2022); Miner-Romanoff K., McCombs J., Chongwony L., Interactive and authentic e-learning tools for criminal justice education, American Journal of Distance Education, 31, 4, pp. 1-16, (2017); O'Donovan B., Price M., Rust C., Know what I mean? Enhancing student understanding of assessment standards and criteria, Teaching in Higher Education, 9, 3, pp. 325-335, (2004); O'Donovan B., Price M., Rust C., Developing student understanding of assessment standards: A nested hierarchy of approaches, Teaching in Higher Education, 13, 2, pp. 205-217, (2008); Palmer D., Meta review of recent scholarship on learning and teaching in criminology (SCOLATIC), Scholarship of Teaching and Learning in Criminology, Berlin, Germany, pp. 133-140, (2020); Picard M., Fudge A., Bilic S., Cooper S., Academic integrity: An educative and equitable approach in enabling pathway programs, Research and Development in Higher Education: (Re)Valuing Higher Education, (2018); Roggema R., Research by design: Proposition for a methodological approach, Urban Science, 1, 1, (2016); Scheele D., Krautloher A., Shaeri S., Craig M.-L., Crawford R., The value of a community of practice in the subject design process when embedding interactive oral assessments, Back to the Future - ASCILITE 2021: Proceedings ASCILITE 2021 in Armidale, Armidale, Australia, pp. 93-102, (2021); Shaeri S., Logan D., Krautloher A., Evaluating competency development using interactive oral assessments, Proceedings of AAEE 2021 Conference, pp. 1-10, (2021); Sokhanvar Z., Salehi K., Sokhanvar F., Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review, Studies in Educational Evaluation, 70, (2021); Sotiriadou P., Logan D., Daly A., Guest R., The role of authentic assessment to preserve academic integrity and promote skill development and employability, Studies in Higher Education, 45, 11, pp. 2132-2148, (2020); Stone M., Starkey M., The possible impact of university corruption on customers’ ethical standards, Journal of Database Marketing & Customer Strategy Management, 18, 3, pp. 154-170, (2011); Suskie L., Assessing Student Learning: A Common Sense Guide, (2018); Thomson R., Implementation of criteria and standards-based assessment: An analysis of first-year learning guides, Higher Education Research & Development, 32, 2, pp. 272-286, (2013); Thurgood M., Transforming pedagogy in criminology, Scholarship of Teaching and Learning in Criminology, Berlin, Germany, pp. 17-36, (2020); Villarroel V., Bloxham S., Bruna D., Bruna C., Herrera-Seda C., Authentic assessment: Creating a blueprint for course design, Assessment & Evaluation in Higher Education, 43, 5, pp. 840-854, (2018); Walker M., Townley C., Contract cheating: A new challenge for academic honesty?, Journal of Academic Ethics, 10, 1, pp. 27-44, (2012)","E. Colvin; Centre for Law and Justice, Charles Sturt University, Bathurst, 2795, Australia; email: ecolvin@csu.edu.au","","Routledge","","","","","","10511253","","","","English","J. Crim. Justice Educ.","Article","Article in press","","Scopus","2-s2.0-85158150848"
"Wodon Q.","Wodon, Quentin (55985641800)","55985641800","Catholic Universities in an Increasingly Competitive Environment","2023","Review of Faith and International Affairs","21","1","","36","43","7","0","10.1080/15570274.2023.2177454","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159034306&doi=10.1080%2f15570274.2023.2177454&partnerID=40&md5=b63ad521c4bd9cf5da53e12c51ce6a70","UNESCO’s International Institute for Capacity Building in Africa, Ethiopia","Wodon Q., UNESCO’s International Institute for Capacity Building in Africa, Ethiopia","Pope Francis’ vision for a global compact on education, including the role that Catholic universities should play, is in sharp contrast to the vision that dominates the higher education sector: that of producing graduates for gainful employment. Can Catholic colleges and universities rise to the challenge? This article provides a partial answer to that question by first considering four trends affecting higher education globally: (i) the impact of Covid; (ii) the technologization of higher education; (iii) the promise of employability; and (iv) the great unbundling towards micro-credentials. Thereafter, using data for the United States, the article provides a brief assessment of whether Catholic universities may be losing ground, while nevertheless keeping some sources of comparative advantage. The analysis remains explorative and tentative. What seems clear is that there is a lot of heterogeneity between institutions, with some struggling and others finding ways to maintain their comparative advantages. © 2023 Institute for Global Engagement.","Catholic universities; competition; employability; higher education; micro-credentials","","","","","","","","Amitabh U., How technology will transform learning in the COVID-19 era, (2020); Argarate T., Brosse R., Budani A., Bustamante R., Elesgaray L., Luft M., Pisano D., Et al., Service-learning in Catholic Universities: Results from a Global Mapping Survey, The Review of Faith & International Affairs, (2023); (2021); Fiske E., The Marketing of the Colleges, The Atlantic, 244, 4, pp. 93-98, (1979); Message for the Launch of the Global Compact on Education (September 12), (2019); Video-message at the Global Compact on Education Meeting (October 15), (2020); Address to Rectors of the Universities of the Lazio Region (May 16), (2022); McCowan T., Higher Education, Unbundling, and the End of the University as We Know It, Oxford Review of Education, 43, 6, pp. 733-748, (2017); Mellul C., The Post-Covid-19 World of Work and Study: IFCU 2020-2021 Report, (2021); Muller J.Z., The Tyranny of Metrics, (2018); Powell N., Wanic R., (2022); (2021); Whitford E., Schifrin M., (2022); Wize A., Universities Will Never Be the Same After the Coronavirus Crisis, Nature, 582, pp. 162-164, (2020); Wodon Q., Global Catholic Education Report 2021: Education Pluralism, Learning Poverty, and the Right to Education, (2021); Wodon Q., Directory of Catholic Colleges and Universities in the United States 2021, (2021); Wodon Q., (2021); Wodon Q., Responding to Pope Francis’ Call for a Global Compact on Education: Insights from Interviews by the Global Catholic Education Project, Journal of Global Catholicism, 6, 2, pp. 116-149, (2022); Wodon Q., Catholic Higher Education Globally: Enrollment Trends, Current Pressures, Student Choice, and the Promise of Service Learning, Religions, 13, (2022); Wodon Q., Catholic Higher Education in the United States: Exploring the Decision to Enroll from a Student’s (or Student Advisor’s) Point of View, Religions, 13, (2022)","","","Routledge","","","","","","15570274","","","","English","Rev. Faith Int. Aff.","Article","Final","","Scopus","2-s2.0-85159034306"
"Sargent J.; Rienties B.; Perryman L.-A.; Fitzgerald E.","Sargent, Julia (57206183124); Rienties, Bart (26656113500); Perryman, Leigh-Anne (37084619000); Fitzgerald, Elizabeth (57206382587)","57206183124; 26656113500; 37084619000; 57206382587","Investigating the Views and Use of Stackable Microcredentials within a Postgraduate Certificate in Academic Practice","2023","Journal of Interactive Media in Education","2023","1","9","","","","1","10.5334/jime.805","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160705368&doi=10.5334%2fjime.805&partnerID=40&md5=2839a4192645e609ac456493ee3b5922","The Open University, United Kingdom","Sargent J., The Open University, United Kingdom; Rienties B., The Open University, United Kingdom; Perryman L.-A., The Open University, United Kingdom; Fitzgerald E., The Open University, United Kingdom","There is increasing interest around the use of microcredentials for upskilling, employability, professional development, and reaching a wide range of learners. However, little discussion exists around the use of microcredentials to contribute towards broader qualifications and accreditation. This paper investigates the use of a series of microcredentials contributing towards a broader Postgraduate Certificate in Academic Practice (PGCAP) qualification. Using a descriptive case study approach, we explore the initial development of this qualification. We also discuss PGCAP learners’ experiences of microcredentials study, drawing on the results of a survey. In doing so, we present both the merits of microcredentials from the learners’ perspectives but also some of the pedagogical and practical considerations involved. © 2023 The Author(s).","FutureLearn; microcredentials; online learning; open; postgraduate","","","","","","","","Ashcroft K, Etmanski B, Fannon AM, Pretti TJ., Microcredentials and work-integrated learning, International Journal of Work-Integrated Learning, 22, 3, pp. 423-432, (2021); Baxter P, Jack S., Qualitative case study methodology: Study design and implementation for novice researchers, The Qualitative Report, 13, 4, pp. 544-559, (2008); Beer N., Designing a rubric to measure elements of transformative learning in online learning: A case study of a FutureLearn MOOC, Journal of Interactive Media in Education, 7, 1, pp. 1-11, (2019); Braun V, Clarke V., Thematic analysis: A practical guide, (2022); Brown M, Nic-Giolla-Mhichil M., Unboxing micro-credentials: An inside, upside and downside view, Culture and Education, 34, 4, pp. 938-973, (2022); Chadha D., Evaluating the impact of the graduate certificate in academic practice (GCAP) programme, International Journal for Academic Development, 20, 1, pp. 46-57, (2015); Clements K, West RE, Hunsaker E., Getting started with open badges and open microcredentials, The International Review of Research in Open and Distributed Learning, 21, 1, pp. 154-172, (2020); Desmarchelier R., Microcredentials: What are they, and will they really revolutionise education and improve job prospects?, The Conversation, (2021); Divjak B, Rienties B, Iniesto F, Vondra P, Zizak M., Flipped classrooms in higher education during the COVID-19 pandemic: Findings and future research recommendations, International Journal of Educational Technology in Higher Education, 19, 1, (2022); A European approach to micro-credentials – Output of the Micro-credentials Higher Education Consultation Group – Final Report, (2020); Gallagher SR., Educational credentials come of age: A survey on the use and value of educational credentials in hiring, (2018); Hall-Ellis SD., Stackable micro-credentials – A framework for the future, The Bottom line, 29, 4, pp. 233-236, (2016); Hernandez-de-Menendez M, Morales-Menendez R, Escobar CA, Ramirez Mendoza RA., Learning analytics: State of the art, International Journal on Interactive Design and Manufacturing (IJIDeM), 16, pp. 1209-1230, (2022); Hollands F, Kazi A., Benefits and costs of MOOC-based alternative credentials: 2018–2019 results from end-of-program surveys, (2019); Hunt T, Carter R, Zhang L, Yang S., Micro-credentials: The potential of personalized professional development, Development and Learning in Organizations, 34, 2, pp. 33-35, (2020); Iniesto F, Ferguson R, Weller M, Farrow R, Pitt R., Introducing a reflective framework for the assessment and recognition of microcredentials, Open Technology in Education, Society, and Scholarship Association (OTESSA) Journal, (2022); Jordan K, Goshtasbpour F., JIME virtual special collection – 2012 to 2022: The decade of the MOOC, Journal of Interactive Media in Education, 2022, 1, (2022); Kato S, Galan-Muros V, Weki T., The emergence of alternative credentials, (2020); Kirkpatrick DL., Evaluating training programs, (1975); Kirkpatrick DL, Kirkpatrick JD., Evaluating training programs, (2006); Liu X, Magjuka RJ, Bonk CJ, Lee SH., Does sense of community matter? An examination of participants’ perceptions of building learning communities in online courses, Quarterly Review of Distance Education, 8, 1, pp. 9-24, (2007); McGreal R, Olcott D., A strategic reset: Micro-credentials for higher education leaders, Smart Learning Environments, 9, 9, (2022); Merriam SB., Case study research in education: A qualitative approach, (1988); Njie B, Asimiran S., Case study as a choice in qualitative methodology, Journal of Research & Method in Education (IOSR-JRME), 4, 3, pp. 34-40, (2014); Oliver B., Making micro-credentials work for learners, employers and providers, (2019); Owen J., Microcredentials a ‘new frontier in higher learning’ report, Education Technology, (2022); Perkins J, Pryor M., Digital badges: Pinning down employer challenges, Journal of Teaching and Learning for Graduate Employability, 12, 1, pp. 24-38, (2021); Picard L., Analysis of 450 MOOC-based microcredentials reveals many options but little consistency, (2018); Pollard V, Vincent A., Micro-credentials: A postdigital counternarrative, Postdigital Science and Education, 4, pp. 843-859, (2022); Making use of credit: A companion to the higher education credit framework for England, (2021); Ralston S., Higher education’s micro credentialing craze: A postdigital-Deweyan critique, Postdigital Science and Education, 3, 1, pp. 83-101, (2021); Reimann N, Allin L., Engaging the wider academic community in a postgraduate certificate in academic practice: The issue of standards, International Journal for Academic Development, 23, 4, pp. 286-297, (2018); Rienties B, Kinchin I., Understanding (in)formal learning in an academic development programme: A social network perspective, Teaching and Teacher Education, 39, pp. 123-135, (2014); Rienties B, Calo F, Corcoran S, Chandler K, FitzGerald E, Haslam D, Harris C, Perryman LA, Sargent J, Suttle M, Wahga A., How and with whom do educators learn in an online professional development microcredential; Selvaratnam RM, Sankey M., An integrative literature review of the implementation of micro-credentials in higher education: Implications for practice in Australasia, Journal of Teaching and Learning for Graduate Employability, 12, 1, pp. 1-17, (2021); Sharples M., The pedagogy of FutureLearn: How our learners learn, (2018); Stake RE., The art of case study research, (1995); Thomas G., How to do your case study, (2011); Weller M., Metaphors of ed tech, (2022); West RE, Tawfik AA, Gishbaugher JJ, Gatewood J., Guardrails to constructing learning: The potential of open microcredentials to support inquiry-based learning, TechTrends, 64, 6, pp. 828-838, (2020); Wheelahan L, Moodie G., Analysing micro-credentials in higher education: A Bernsteinian analysis, Journal of Curriculum Studies, 53, 2, pp. 212-228, (2021); White S., Developing credit based micro-credentials for the teaching profession: An Australian descriptive case study.” (“(PDF) PERCEPTIONS AND READINESS OF EDUCATORS TOWARD … – ResearchGate”), Teachers and Teaching, Theory and Practice, 27, 7, pp. 696-711, (2021); Woods K, Woods JA., Less is more: Exploring the value of micro-credentials within a graduate program, The Journal of Continuing Higher Education, pp. 1-9, (2021); Yin RK., Case study research: design and methods, (2009)","J. Sargent; The Open University, United Kingdom; email: julia.sargent@open.ac.uk","","Ubiquity Press","","","","","","1365893X","","","","English","J. Interact. Media Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85160705368"
"Suarta I.M.; Suwintana I.K.; Sudiadnyani I.G.A.O.; Sintadevi N.P.R.","Suarta, I Made (57222594833); Suwintana, I Ketut (57206694824); Sudiadnyani, I Gusti Agung Oka (57219229439); Sintadevi, Ni Putu Rita (58182038500)","57222594833; 57206694824; 57219229439; 58182038500","Employability and digital technology: what skills employers want from accounting workers?","2023","Accounting Education","","","","","","","1","10.1080/09639284.2023.2196665","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152368381&doi=10.1080%2f09639284.2023.2196665&partnerID=40&md5=da6adaf9b1fb7f80ff5630c105a72415","Department of Accounting, Politeknik Negeri Bali, Bali, Indonesia; Department of Business Administration, Politeknik Negeri Bali, Bali, Indonesia","Suarta I.M., Department of Accounting, Politeknik Negeri Bali, Bali, Indonesia; Suwintana I.K., Department of Accounting, Politeknik Negeri Bali, Bali, Indonesia; Sudiadnyani I.G.A.O., Department of Accounting, Politeknik Negeri Bali, Bali, Indonesia; Sintadevi N.P.R., Department of Business Administration, Politeknik Negeri Bali, Bali, Indonesia","The purpose of this study is to assess the employability and digital technology skills needed by the world of work in the accounting field as required in the job advertisement. This study analyzed 532 job advertisements from four ASEAN countries. The employability skills framework is formulated as generic skills and personal attributes. Employers want accountants to have high proficiency in interpersonal and communication skills, self-management skills, and analytical and problem-solving abilities. Employees in the accounting field also need to have excellent attitudes and behaviors such as being honest and with integrity, working conscientiously, responsibly, and being able to work independently. This study found that advanced spreadsheet skills and the ability to operate accounting software, including enterprise resource planning systems and cloud-accounting, are demanded in the accounting job market. The findings of this study contribute to supporting the needs analysis to further develop and enhance the accounting education curriculum. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","Accounting job market; digital technology skills; employability skills; personal attributes","","","","","","","","(2016); (2020); (2002); Albring S.M., Elder R.J., Research initiatives in accounting education: Managing academic programs, Issues in Accounting Education, 35, 4, pp. 61-74, (2020); Berg B.L., Lune H., Quantitative research methods for social sciences, (2012); Bonnard C., What employability for higher education students?, Journal of Education and Work, 33, 5-6, pp. 425-445, (2020); Bowles M., Ghosh S., Thomas L., Future-proofing accounting professionals: Ensuring graduate employability and future readiness, The Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 1-21, (2020); (2000); Dondi M., Klier J., Panier F., Schubert J., (2021); Douglas S., Gammie E., An investigation into the development of non-technical skills by undergraduate accounting programmes, Accounting Education, 28, 3, pp. 304-332, (2019); (2017); Fulmer B.P., Fulmer S., Liu Y., Communication Roulette: Engaging students in the practice of tailored communication, Issues in Accounting Education, 36, 4, pp. 231-251, (2021); Gekara V., Snell D., Designing and delivering skills transferability and employment mobility: The challenges of a market-driven vocational education and training system, Journal of Vocational Education & Training, 70, 1, pp. 107-129, (2018); Gobble M.M., Digitalization, digitization, and innovation, Research-Technology Management, 61, 4, pp. 56-59, (2018); Goldstein E., (2020); Half R., (2020); Harper R., The collection and analysis of job advertisements: A review of research methodology, Library and Information Research, 36, 112, pp. 29-54, (2012); Herbert I.P., Rothwell A.T., Glover J.L., Lambert S.A., Does the changing world of professional work need a new approach to accounting education?, Accounting Education, 30, 2, pp. 188-212, (2021); Higgins M., (2021); (2019); Imene F., Imhanzenobe J., Information technology and the accountant today: What has really changed?, Journal of Accounting and Taxation, 12, 1, pp. 48-60, (2020); Jackson D., Michelson G., Munir R., (2020); Kotarba M., Digital transformation of business models, Foundations of Management, 10, 1, pp. 123-142, (2018); Kruskopf S., Lobbas C., Meinander H., Soderling K., Martikainen M., Lehner O., Digital accounting and the human factor: Theory and practice, ACRN Journal of Finance and Risk Perspectives, 9, 1, pp. 78-89, (2020); Lankard B.A., (1990); Mandl I., (2021); Marr B., (2018); Marsh E., (2018); McLaughlin M., (1995); Mourik G., Wilkin C.L., Educational implications and the changing role of accountants: A conceptual approach to accounting education, Journal of Vocational Education & Training, 71, 2, pp. 312-335, (2019); Neuendorf K.A., The content analysis guidebook, (2017); Osmani M., Weerakkody V., Hindi N., Eldabi T., Graduates employability skills: A review of literature against market demand, Journal of Education for Business, 94, 7, pp. 423-432, (2019); O'Sullivan M., (2021); Overtoom C., (2000); Pan G.P., Seow P.-S., Preparing accounting graduates for digital revolution: A critical review of information technology competencies and skills development, Journal of Education for Business, 91, 3, pp. 166-175, (2016); Pasewark W.R., Preparing accountants of the future: Five ways business schools struggle to meet the needs of the profession, Issues in Accounting Education, 36, 4, pp. 119-151, (2021); Roberts C.W., Semantic text analysis: On the structure of linguistic ambiguity in ordinary discourse, Text analysis for the social sciences: Methods for drawing statistical inferences from texts and transcripts, pp. 45-64, (2020); Ross P., Maynard K., Towards a 4th industrial revolution, Intelligent Buildings International, 13, 3, pp. 159-161, (2021); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Schreier M., Qualitative content analysis in practice, (2012); Small L., Shacklock K., Marchant T., Employability: A contemporary review for higher education stakeholders, Journal of Vocational Education & Training, 70, 1, pp. 148-166, (2018); Suleman F., The employability skills of higher education graduates: Insights into conceptual frameworks and methodological options, Higher Education, 76, 2, pp. 263-278, (2018); Taib A., Awang Y., Shuhidan S.M., Rashid N., Hasan M.S., Digitalization in accounting: Technology knowledge and readiness of future accountants, Universal Journal of Accounting and Finance, 10, 1, pp. 348-357, (2022); Tan L.M., Laswad F., Professional skills required of accountants: What do job advertisements tell us?, Accounting Education, 27, 4, pp. 403-432, (2018); Tsiligiris V., Bowyer D., Exploring the impact of 4IR on skills and personal qualities for future accountants: A proposed conceptual framework for university accounting education, Accounting Education, 30, 4, (2021); (2018); Webb C., (2020); Yorke M., (2006)","I.M. Suarta; Department of Accounting, Politeknik Negeri Bali, Bali, Indonesia; email: madesuarta@pnb.ac.id","","Routledge","","","","","","09639284","","","","English","Account. Educ.","Article","Article in press","","Scopus","2-s2.0-85152368381"
"Dunakhir S.; Osman I.","Dunakhir, Samirah (57218875445); Osman, Isnawati (58251622100)","57218875445; 58251622100","The Importance of Learning English Literacy for Accounting in Higher Education: Benefit and Drawbacks","2023","International Journal of Language Education","7","1","","171","184","13","1","10.26858/ijole.v1i1.45746","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159478143&doi=10.26858%2fijole.v1i1.45746&partnerID=40&md5=91a275aa0d2cb1f195aa14184c11ed8f","Universitas Negeri Makassar, Indonesia; Universitas Hasanuddin, Indonesia","Dunakhir S., Universitas Negeri Makassar, Indonesia; Osman I., Universitas Hasanuddin, Indonesia","This qualitative research aims to explore the importance of learning English literacy skills for English as a Foreign Language (EFL) accounting students in higher education. The data were collected through in-depth interviews, focus group discussions, and document analysis, and analyzed thematically. The findings indicate that developing English literacy skills offers numerous benefits for EFL accounting students, such as building literacy competence, enhancing employability, improving communication skills, facing globalization, understanding accounting terms and subjects, and identifying errors in accounting. However, the study also identified some drawbacks, time and effort including, Balancing Language Learning with Technical Accounting Skills Development and linguistic difficulties and frustration. The study suggests that educational institutions and policy makers should develop comprehensive strategies that support EFL accounting students in acquiring English literacy skills while addressing the potential challenges they may encounter. These findings have important implications for accounting education, highlighting the need to provide adequate resources and support to EFL accounting students to help them develop their English literacy skills and succeed in their academic and professional pursuits. © 2023, Universitas Negeri Makassar- Faculty of Languages and Literature. All rights reserved.","Accounting; English; Higher Education; Literacy","","","","","","","","Abduh A., Rosmaladewi R., Taking the Lextutor on-line tool to examine students’ vocabulary levelin business English students, World Transactions on Engineering and Technology Education, 15, pp. 283-286, (2017); Abduh A., Dunakhir S., The Challenges of Learning English for Accounting in an Indonesian University, Asian EFL Journal, 27, 3, pp. 162-176, (2020); Dourda K., Bratitsis T., Griva E., Papadopoulou P., Content and Language Integrated Learning through an online Game in Primary School: A case study, Electronic Journal of E-Learning, 12, 3, pp. 243-258, (2014); Dunakhir S., Abduh A., Student’s Views of the Accounting English in a Public Higher Education Institution, International Proceedings of ICSAT, LP2M UNM, pp. 698-702; Friginal E., English for Specific Purposes Evaluation of oral performance in outsourced call centres: An exploratory case study, English for Specific Purposes, 32, 1, pp. 25-35, (2013); Gall M. D., Borg W. R., Gall J. P., Educational Research: An introduction, (1996); Marwan A., ESP Teaching Challenges in An Indonesian Vocational Higher Institution, The English Teacher, 38, 1, pp. 1-12, (2016); Ockey G. J., English for Specific Purposes The potential of the L2 group oral to elicit discourse with a mutual contingency pattern and afford equal speaking rights in an ESP context, English For Specific Purposes, 35, pp. 17-29, (2014); Rose H., Curle S., Aizawa I., Thompson G., What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation, Studies in Higher Education, 45, 11, pp. 2149-2161, (2020); Samad S., Jabu B., Abduh A., Arham M., Challenges In Implementing Intercultural Counselling In Indonesian Educational Contexts: University Students’ Perceptions, Journal of Positive School Psychology, pp. 10177-10182, (2022); Suyadi S., English for Specific Purposes for Accounting Students, International Journal of Innovation and Research in Educational Sciences, 3, 2, pp. 144-148, (2016); Thi Ngu D., Huong D. T., Huy D. T. N., Thanh P. T., Dongul E. S., Language teaching application to English students at master's grade levels on history and macroeconomic-banking management courses in universities and colleges, Journal of Language and Linguistic Studies, 17, 3, pp. 1457-1468, (2021); Yin R., Case Study Research: Design and methods, (2013); Yin R. K., Case Study Methods, (2012)","","","Universitas Negeri Makassar- Faculty of Languages and Literature","","","","","","25488457","","","","English","Int. J. Lang. Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85159478143"
"Inoue M.; Waithaka E.; Ihara E.S.; Tompkins C.J.; Donnelly C.; Spinelli L.","Inoue, Megumi (57022152700); Waithaka, Eric (56325999700); Ihara, Emily S. (35755650300); Tompkins, Catherine J. (10039169400); Donnelly, Catherine (57226417101); Spinelli, Lily (58316034700)","57022152700; 56325999700; 35755650300; 10039169400; 57226417101; 58316034700","Exploring Students’ Experience of Study Abroad: Short Programs in Japan","2023","International Journal of Diversity in Education","23","2","","37","49","12","0","10.18848/2327-0020/CGP/v23i02/37-49","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162059413&doi=10.18848%2f2327-0020%2fCGP%2fv23i02%2f37-49&partnerID=40&md5=fbaf0cdb4792f39d9b41ddb744a9139c","Department of Social Work, College of Public Health, George Mason University, Fairfax, VA, United States; Faculty and Staff Affairs, Department of Social Work, College of Public Health, George Mason University, Fairfax, VA, United States; City of Winchester Department of Social Services, Winchester, VA, United States","Inoue M., Department of Social Work, College of Public Health, George Mason University, Fairfax, VA, United States; Waithaka E., Department of Social Work, College of Public Health, George Mason University, Fairfax, VA, United States; Ihara E.S., Department of Social Work, College of Public Health, George Mason University, Fairfax, VA, United States; Tompkins C.J., Faculty and Staff Affairs, Department of Social Work, College of Public Health, George Mason University, Fairfax, VA, United States; Donnelly C., City of Winchester Department of Social Services, Winchester, VA, United States; Spinelli L., Department of Social Work, College of Public Health, George Mason University, Fairfax, VA, United States","Participating in a study abroad program has been reported as having a positive impact on students in areas such as personal growth, intellectual development, and increased employability. It is a great opportunity to train students to become global citizens. Developing a broader perspective and cultural competency is critically important for future social workers. Therefore, the purpose of this study was to explore experiences of students who participated in short study abroad programs offered as a part of the social work curriculum. Focus group interviews with eight students identified two themes: 1) cultural exposure and 2) personal and professional growth. Students reported that they were able to adopt changes, improve their ability to understand and relate to a new culture and population, and learned new perspectives. They also expressed that participating in a study abroad program helped them reflect on themselves and their own background, which are critical components of cultural competence. The study findings indicate that study abroad programs offer a valuable opportunity to enhance skills that are necessary to become a competent social worker. © 2023 Common Ground Research Networks. All rights reserved.","Cultural Competency; Social Work Education; Study Abroad","","","","","","","","Barron Tom, Get Set for Study Abroad, (2006); Baxter Pamela, Jack Susan, Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers, Qualitative Report, 13, 4, pp. 544-559, (2008); Bell Karen, International Field Experience in Social Work: Outcomes of a Short-Term Study Abroad Programme to India, Social Work Education, 32, 8, pp. 1032-1047, (2012); Bell Karen, Moorhead Bernadette, Boetto Heather, Social Work Students’ Reflections on Gender, Social Justice and Human Rights During a Short-Term Study Programme to India, International Social Work, 60, 1, pp. 32-44, (2017); Cotton Christopher, Thompson Carla, High-Impact Practices in Social Work Education: A Short-Term Study Abroad Service-Learning Trip to Guatemala, Journal of Social Work Education, 53, 4, pp. 622-636, (2017); (2015); Denda Kayo, Study Abroad Programs: A Golden Opportunity for Academic Library Engagement, The Journal of Academic Librarianship, 39, 2, pp. 155-160, (2013); Ellinger Andrea D., McWhorter Rochell, Qualitative Case Study Research as Empirical Inquiry, International Journal of Adult Vocational Education and Technology, 7, 3, pp. 1-13, (2016); Engberg Mark Elliot, Jourian T. J., Davidson Lisa M., The Mediating Role of Intercultural Wonderment: Connecting Programmatic Components to Global Outcomes in Study Abroad, Higher Education, 71, 1, pp. 21-37, (2016); (2014); Fairchild Sherry R., Pillai Vijayan K., Noble Carolyn, The Impact of a Social Work Study Abroad Program in Australia on Multicultural Learning, International Social Work, 49, 3, pp. 390-401, (2006); Garran Ann Marie, Rozas Lisa Werkmeister, Cultural Competence Revisited, Journal of Ethnic & Cultural Diversity in Social Work, 22, 2, pp. 97-111, (2013); Gearing Robin E., Leung Patrick, Cheung Monit, Washburn Micki, Torres Luis R., The Impact of Learning Abroad Programs on Graduate Social Work Students’ Competency Development, Journal of Teaching in Social Work, 40, 3, pp. 276-294, (2020); Glaser Barney G., Theoretical Sensitivity: Advances in the Methodology of Grounded Theory, (1978); Kim Wook-Jin, Enhancing Social Work Students’ Multicultural Counseling Competency: Can Travel Abroad Substitute for Study Abroad?, International Social Work, 58, 1, pp. 88-96, (2015); Kortegast Carrie A., Boisfontaine Terral M., Beyond ‘It Was Good’: Students’ Post-Study Abroad Practices for Negotiating Meaning, Journal of College Student Development, 56, 8, pp. 812-828, (2015); (2015); (2017); Rubin Allen, Babbie Earl R., Research Methods for Social Work, (2017); Ryan Timothy J., Benefits of a Study Abroad Element in the Environmental Health Curriculum, Journal of Environmental Health, 80, 1, pp. 30-33, (2017); Sherman Paul, Preparing Social Workers for Global Gaze: Locating Global Citizenship Within Social Work Curricula, Social Work Education, 35, 6, pp. 632-642, (2016); Trower Holly, Lehmann Wolfgang, Strategic Escapes: Negotiating Motivations of Personal Growth and Instrumental Benefits in the Decision to Study Abroad, British Educational Research Journal, 43, 2, pp. 275-289, (2017); (2015)","M. Inoue; Department of Social Work, College of Public Health, George Mason University, Fairfax, United States; email: minoue2@gmu.edu","","Common Ground Research Networks","","","","","","23270020","","","","English","Int. J. Diversity Edu.","Article","Final","","Scopus","2-s2.0-85162059413"
"Giustini D.","Giustini, Deborah (57209711801)","57209711801","Digital work across the divide: Japan’s platform economy and labour market dualisation","2023","Contemporary Japan","","","","","","","0","10.1080/18692729.2023.2206339","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160026148&doi=10.1080%2f18692729.2023.2206339&partnerID=40&md5=2384141cda4fdb9057d4ebf8a0b3f4e9","College of Humanities and Social Sciences, Hamad Bin Khalifa University, Doha, Qatar; Humanities and Social Sciences Group, KU Leuven, Campus Antwerp, Belgium","Giustini D., College of Humanities and Social Sciences, Hamad Bin Khalifa University, Doha, Qatar, Humanities and Social Sciences Group, KU Leuven, Campus Antwerp, Belgium","While the platform economy in Japan has expanded rapidly, we have limited understanding of digital platform work at the crossroads of labour market dualisation, and how this impacts workers’ experiences. Guided by political economy and critical sociological approaches to dualisms, the paper investigates how platform work intersects with the increasing employment divide in Japan. Drawing upon secondary evidence and a qualitative study, the analysis reveals that the platform economy reinforces labour divides through inter- and intra-dualisation—a pattern that refers to practices and discourses promoting higher levels of work segmentation within and beyond the platform ecosystem. The study finds that the platform economy in Japan is strongly associated with a divide in skills, working conditions, employability, and experience portability that characterise workers’ experiences according to their profile. The study contributes to the literature on the platform economy and labour market dualisation by problematising platformisation as a promoter of dualisation, which widens the disjuncture in working conditions and labour rights between Japan’s regular (core) and non-regular (peripheral) workers. © 2023 German Institute for Japanese Studies.","dualisation; gig work; Japanese economy; labour market; Platform economy","","","","","","","","Discover the Power of PeoplePerhour, (2022); Acemoglu D., Autor D., Skills, Tasks and Technologies: Implications for Employment and Earnings, Handbook of Labor Economics, pp. 1043-1171, (2011); Asahina Y., Precarious Regular Workers in Japan, Japan Forum, 33, 4, pp. 633-657, (2021); Asao Y., Overview of Non-Regular Employment in Japan–Japan Institute for Labour Policy and Training (JILPT), (2012); Aso T., Rademacher C., Regulation of Digital Platforms and the Digital Economy in Japan, GRUR International, 71, 10, pp. 980-995, (2022); Berger S., Piore M.J., Dualism and Discontinuity in Industrial Societies, (1980); Bestor T.C., Steinhoff P.G., Bestor V.L., Doing Fieldwork in Japan, (2003); Biernacki P., Waldorf D., Snowball Sampling: Problems and Techniques of Chain Referral Sampling, Sociological Methods & Research, 10, 2, pp. 141-163, (1981); Bozzon R., Murgia A., Independent or Dependent? European Labour Statistics and Their (In)ability to Identify Forms of Dependency in Self-Employment, Social Indicators Research, 160, 1, pp. 199-226, (2022); De Stefano V., The Gig Economy and Labour Regulation: An International and Comparative Approach, Law Journal of Social and Labor Relations, 4, 2, pp. 68-79, (2018); Doellgast V., Lillie N., Pulignano V., Reconstructing Solidarity: Labour Unions, Precarious Work, and the Politics of Institutional Change in Europe, (2018); Doeringer P.B., Piore M.J., Internal Labor Markets and Manpower Analysis, (1971); Eichhorst W., Marx P., How Stable is Labour Market Dualism? Reforms of Employment Protection in Nine European Countries, European Journal of Industrial Relations, 27, 1, pp. 93-110, (2021); Emmenegger P., Hausermann S., Palier B., Seeleib-Kaiser M., The Age of Dualization: The Changing Face of Inequality in Deindustrializing Societies, (2012); Esteban-Pretel J., Fujimoto J., Non-Regular Employment Over the Life-Cycle: Worker Flow Analysis for Japan, Journal of the Japanese and International Economies, 57, (2020); ETUI Internet and Platform Work Survey (IPWS), (2022); Fereday J., Muir-Cochrane E., Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development, International Journal of Qualitative Methods, 5, 1, pp. 80-92, (2006); Giustini D., Matanle P., Revisiting the First and Second Sexism in Japan, International Institute for Asian Studies-The Newsletter, 82, (2019); Gordon A., New and Enduring Dual Structures of Employment in Japan: The Rise of Non-Regular Labor, 1980s–2010s, Social Science Japan Journal, 20, 1, pp. 9-36, (2017); Gran A.-B., Booth P., Bucher T., To Be or Not to Be Algorithm Aware: A Question of a New Digital Divide?, Information, Communication & Society, 24, 12, pp. 1779-1796, (2021); Hasegawa Y., Ido K., Kawai S., Kuroda S., Who Took Gig Jobs During the COVID-19 Recession? Evidence from Uber Eats in Japan, Transportation Research Interdisciplinary Perspectives, 13, (2022); Heinrich S., Imai J., Work and Employment: Inside, Outside and Beyond the Lifetime Employment Model, Routledge Handbook of Contemporary Japan, pp. 80-101, (2020); Herzog C., Ali C., Elite Interviewing in Media and Communications Policy Research, International Journal of Media & Cultural Politics, 11, 1, pp. 37-54, (2015); Hook G.D., Takeda H., “Self-responsibility” and the Nature of the Postwar Japanese State: Risk Through the Looking Glass, The Journal of Japanese Studies, 33, 1, pp. 93-123, (2007); Kalleberg A.L., Dunn M., Good Jobs, Bad Jobs in the Gig Economy, LERA for Libraries, 20, pp. 1-2, (2016); Keizer A.B., Non-Regular Employment in Japan: Continued and Renewed Dualities, Work, Employment and Society, 22, 3, pp. 407-425, (2008); Kenny M., Zysman J., The Rise of the Platform Economy, Issues in Science and Technology, 32, 3, pp. 61-69, (2016); Kim M.J., Crowd Work: The Rise of Unstable Work and Potential Measures to Prevent the Proliferation of the Working Poor, (2018); Kornelakis A., Inclusion or Dualization? The Political Economy of Employment Relations in Italian and Greek Telecommunications, British Journal of Industrial Relations, 54, 2, pp. 385-408, (2016); Lampinen A., Cheshire C., Hosting via Airbnb: Motivations and Financial Assurances in Monetized Network Hospitality, Proceedings of the 2016 CHI conference on human factors in computing systems, pp. 1669-1680, (2016); Furīransu jittai chōsa 2021, (2021); Lehdonvirta V., Kassi O., Hjorth I., Barnard H., Graham M., The Global Platform Economy: A New Offshoring Institution Enabling Emerging-Economy Microproviders, Journal of Management, 45, 2, pp. 567-599, (2019); Lincoln Y.S., Guba E., Ethics: The Failure of Positivist Science, The Review of Higher Education, 12, 3, pp. 221-240, (1989); Maxwell J.A., Chmiel M., Generalization in and from Qualitative Analysis, The SAGE Handbook of Qualitative Data Analysis, pp. 540-553, (2014); McCollum D., Findlay A., ‘Flexible’ workers for ‘Flexible’ jobs? The Labour Market Function of A8 Migrant Labour in the UK, Work, Employment and Society, 29, 3, pp. 427-443, (2015); Mendelson C., Recruiting Participants for Research from Online Communities, Computers, Informatics, Nursing, 25, 6, pp. 317-323, (2007); Mendez L.M., Regulating the Platform Economy: International Perspectives on New Forms of Work, (2020); Meyer-Ohle H., Working the Shopping Mall: Labour Shortages and the Dualities in Japan’s Labour Economy, Contemporary Japan, 34, 1, pp. 42-57, (2022); 2014 White Paper on Small- and Medium-Sized Firms, The Small and Medium Enterprise Agency, (2015); White Paper on Small Enterprises in Japan, (2016); White Paper on Small and Medium Enterprises in Japan: SME Life Cycle–Continuity in the Next Generation, (2017); 2019 White Paper on Small and Medium Enterprises in Japan - Small Enterprises in Japan, (2019); Furīransu to shite anshin shite hatarakeru kankyō o seibi suru tame no gaidorain [Create an environment where you can work as a freelancer with peace of mind - Guidelines for maintenance, (2021); Miura M., Welfare Through Work, (2012); Montgomery T., Baglioni S., Transformations of Work in the Era of the Gig Economy: Towards a New Paradigm of Worker Autonomy or Exploitation?, The Routledge Handbook of the Gig Economy, pp. 261-275, (2022); Morita Y., Kandabashi K., Kajiki S., Saito H., Muto G., Tabuchi T., Relationship Between Occupational Injury and Gig Work Experience in Japanese Workers During the COVID-19 Pandemic: A Cross-Sectional Internet Survey, Industrial Health, 60, 4, pp. 360-370, (2022); Nachtwey O., Schaupp S., The Service Platform as a Dualistic Meta-Organisation: An Ethnographic Account of Contingency Work and Its Organisational Cultures, SocArXiv, (2021); Nishimura I., Working Conditions of Crowdworkers: How Working Conditions of Crowdworkers Vary by Job Content, Japan Labor Issues, 32, 5, pp. 28-41, (2021); IT Roodo Map: Joho Tsushin Gijyutsu Ha Gonengo kō Kawaru, (2016); Palier B., Thelen K., Institutionalizing Dualism: Complementarities and Change in France and Germany, Politics & Society, 38, 1, pp. 119-148, (2010); Patton M.Q., Qualitative Research, (2005); Picot G., Tassinari A., Liberalization, Dualization, or Recalibration? Labor Market Reforms Under Austerity, Italy and Spain 2010–2012, (2014); Pulignano V., Doerflinger N., Expanding Social Actor-Based Explanations in Labour Market Dualisation Research: A Combined Macro-Micro and Micro-Macro Approach, Employee Relations, 40, 1, pp. 75-88, (2018); Pulignano V., Van Lancker W., Digital Cleavages and Risk in the Platform Economy in Belgium, Sociologia del lavoro, 159, pp. 1-18, (2021); Kuraudo Waakaa Ishiki Tyōsa Kekkani Tsuite [Survey on Gig Workers, (2016); Sako M., Sato H., Japanese Labour and Management in Transition: Diversity, Flexibility and Participation, (2013); Schor J.B., Attwood-Charles W., The “sharing” Economy: Labor, Inequality, and Social Connection on For‐profit Platforms, Sociology Compass, 11, 8, (2017); Shibata S., Resisting Japan’s Neoliberal Model of Capitalism: Intensification and Change in Contemporary Patterns of Class Struggle, British Journal of Industrial Relations, 54, 3, pp. 496-521, (2016); Shibata S., Paradoxical Autonomy in Japan’s Platform Economy, Science, Technology and Society, 24, 2, pp. 271-287, (2019); Shibata S., Gig Work and the Discourse of Autonomy: Fictitious Freedom in Japan’s Digital Economy, New Political Economy, 25, 4, pp. 535-551, (2020); Shibata S., Digitalization or Flexibilization? The Changing Role of Technology in the Political Economy of Japan, Review of International Political Economy, (2021); Shibata S., Fictitious Autonomy and Negotiated Consent: Gig Work in Japan, The Routledge Handbook of the Gig Economy, pp. 401-418, (2022); Song J., Young People, Precarious Work, and the Development of Youth Employment Policies in Japan, Japanese Journal of Political Science, 19, 3, pp. 444-460, (2018); Srnicek N., Platform Capitalism, (2017);  Japan Statistical Yearbook, (2022); Steinberg M., From Automobile Capitalism to Platform Capitalism: Toyotism as a Prehistory of Digital Platforms, Organization Studies, 43, 7, pp. 1069-1090, (2022); Streeck W., How Will Capitalism End?: Essays on a Failing System, (2016); Umer H., Illusory Freedom of Physical Platform Workers: Insights from Uber Eats in Japan, The Economic and Labour Relations Review, 32, 3, pp. 437-452, (2021); Vallas S., Schor J.B., What Do Platforms Do? Understanding the Gig Economy, Annual Review of Sociology, 46, 1, pp. 273-294, (2020); Watanabe H.R., Labour Market Deregulation in Japan and Italy: Worker Protection Under Neoliberal Globalisation, (2014); Watanabe H.R., Labour Market Dualism and Diversification in Japan, British Journal of Industrial Relations, 56, 3, pp. 579-602, (2018); Wood A.J., Graham M., Lehdonvirta V., Hjorth I., Good Gig, Bad Gig: Autonomy and Algorithmic Control in the Global Gig Economy, Work, Employment and Society, 33, 1, pp. 56-75, (2019); Global Gender Gap Report 2021, (2021); Business Process Outsourcing Market 2019-2020, (2021); Yun J.-W., The Setback in Political Entrepreneurship and Employment Dualization in Japan, 1998–2012, British Journal of Industrial Relations, 54, 3, pp. 473-495, (2016)","D. Giustini; Humanities and Social Sciences Group, KU Leuven, Antwerp, Leuven, Campus Antwerp, Sint-Jacobsmarkt 49-51, 2000, Belgium; email: deborah.giustini@kuleuven.be","","Routledge","","","","","","18692729","","","","English","Contemp. Japan","Article","Article in press","","Scopus","2-s2.0-85160026148"
"Ghom P.V.; George A.; Bharule S.","Ghom, Pashmeena Vikramjit (57445443200); George, Abraham (56948786000); Bharule, Shreyas (57216941252)","57445443200; 56948786000; 57216941252","SOCIO-ECONOMIC ASPECTS AFFECTING ARCHITECTURAL EDUCATION AND PROFESSION: STRATEGIES AND TACTICS","2023","New Design Ideas","7","1","","152","170","18","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159009892&partnerID=40&md5=dbe81cfbdec33a0dff2dbe64872f387e","Department of Architecture and Regional Planning, Indian Institute of Technology, West Bengal, Kharagpur, India; Department of Architecture and Regional Planning, West Bengal, Kharagpur, India","Ghom P.V., Department of Architecture and Regional Planning, Indian Institute of Technology, West Bengal, Kharagpur, India, Department of Architecture and Regional Planning, West Bengal, Kharagpur, India; George A., Department of Architecture and Regional Planning, Indian Institute of Technology, West Bengal, Kharagpur, India; Bharule S., Department of Architecture and Regional Planning, Indian Institute of Technology, West Bengal, Kharagpur, India","India had four architectural institutes after independence in 1947. However, the number has recently risen to 480. Although this is an optimistic scenario, the school vacancy rate has risen to 40%. Fresh graduates frequently complain of lower pay packages and lowered employability. There is inequality among Indian states and union territories in the number of architectural institutes and registered architects. A region’s population, economy, and living standards influence architectural expressions and employability, which may have an impact on the density of architectural institutes and registered architects there. This study depicts those aspects in order to aid the inevitable reformation of architecture education and practice. This study adopts an explanatory mixed-method approach, where the first two tasks adopt quantitative analysis, followed by task three, which adopts qualitative analysis. The first two tasks are regarding the demographic and co-relational studies. The last task is to comprehend trends and challenges in architectural education and practice, done through expert interviews (n = 40) and a questionnaire survey (n = 215). It is established that the societal aspects influencing architectural education and profession are geographic location, the construction market, real estate indicators, the economic development trend of the place, a stable political situation, demand vs. supply, proximity to employment, growth in urbanization and infrastructure, standard of living, research, and infrastructure facilities. © 2023, Jomard Publishing. All rights reserved.","construction market; economy; Employability skills; explanatory mixed method; Industry-worthiness; investment","","","","","","","","Abu Alatta R., Freewan A., Investigating the effect of employing immersive virtual environment on enhancing spatial perception within design process, Archnet-IJAR, 11, 2, pp. 219-238, (2017); All India Council For Technical Education-Approval Process Handbook 2021-22, (2021); Andreica C., Maricescu D.L., Foreign direct investment-support for development, Metalurgia International, 16, 11, pp. 95-97, (2011); Baker K., How many architects does our economy need?, Architect, 107, 1, pp. 60-64, (2018); Bhattacharjee S., Bose S., Comparative analysis of architectural education standards across the world, Arcc, 2015, pp. 579-589, (2015); Biber J., How many architects is too many architects? UX Collective, (2020); Council of Architecture: Annual Report 2017-2018, 2019, (2019); Council of Architecture: Annual Report 2018-19, 2020, (2020); Perspective Plan for Growth of Architectural Education, (2020); Council of Architecture: Annual Report 2019-20, 2021, (2021); Approval Process Handbook (2022-23), (2022); Council of Architecture, (2022); List of Approved Institutions, (2022); Gujarat: Only 60 % seats filled in B. Arch colleges. DNA, (2018); Not just engineering, even BArch draws little interest, (2020); Cowell Frank A., Measuring Inequality (Third Edit), (2011); Ghom P. V., George A., Scientific rationality in Vaastu purusha mandala: a case study of Desh and Konkan architecture, New Design Ideas, 5, 2, pp. 195-209, (2021); Ghom P.V., George A., View of Dynamics of Performing Aesthetics in Architecture: A Critical Study, Vitruvio-International Journal of Architecture Technology and Sustainability, 6, 2, pp. 82-101, (2021); Ghom P. V., George A., Gazing for a Cognition-based Curriculum in Architecture Education, FARU, 2020, pp. 3-13, (2020); 45% BArch seats go vacant in state, Hindustan Times, (2022); Khan S., Khan H., Nemesis in the genesis: Reforming architectural education in India, New Design Ideas, 3, 2, pp. 148-153, (2019); Lodico M.G., Spaulding D.T., Voegtle K.H., Methods in Educational Research, Education and Urban Society, 7, 3, (2006); Mandrup D., Architects in Europe, (2018); All India Survey on Higher Education 2019-20, (2020); Population Projections for India and States 2011-2036, Census of India 2011, (2019); National Education Policy 2020 Government of India, (2020); India Innovation Index, pp. 1-298, (2020); Panda S., Garg S., India, Open and Distance Education in Asia, Africa and the Middle East, (2019); Ray D., Development Economics, (1998); Shah K., Architecture practice and architecture education in India need a major rethink, New Design Ideas, 3, 2, pp. 171-174, (2019); Sharma K., Engineering seats in India hit 10-year low, while management seats continue to grow, (2021); Sitthiyot T., Holasut K., A simple method for measuring inequality, Palgrave Communications, 6, 1, pp. 1-9, (2020); (2019); Genesis, (2020); Rao Umamaheswara, Three of every four BArch seats go vacant in Andhra Pradesh, (2022); Architects-The Indivisual, (2018)","P.V. Ghom; Department of Architecture and Regional Planning, Indian Institute of Technology, Kharagpur, West Bengal, India; email: pashmeena@iitkgp.ac.in","","Jomard Publishing","","","","","","25224875","","","","English","New Des. Ideas","Article","Final","","Scopus","2-s2.0-85159009892"
"Monogaran M.; Subramaniam T.","Monogaran, Mythili (58193089700); Subramaniam, Thirunaukarasu (36798633600)","58193089700; 36798633600","Skills Acquisition and Employability Among Arts and Social Sciences Interns in a Malaysian Public University","2023","Institutions and Economies","15","2","","59","86","27","1","10.22452/IJIE.vol15no2.3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153342828&doi=10.22452%2fIJIE.vol15no2.3&partnerID=40&md5=da6af576b3ac58430c4369ca99ebfae1","Department of Southeast Asian Studies, Faculty of Arts and Social Sciences, Universiti Malaya, Kuala Lumpur, 50603, Malaysia","Monogaran M., Department of Southeast Asian Studies, Faculty of Arts and Social Sciences, Universiti Malaya, Kuala Lumpur, 50603, Malaysia; Subramaniam T., Department of Southeast Asian Studies, Faculty of Arts and Social Sciences, Universiti Malaya, Kuala Lumpur, 50603, Malaysia","Many Malaysian employers feel that university curricula inadequately prepare graduates for the realities of the job market. The present study attempts to rank skills acquisition among interns at a Malaysian public university and identify the gaps through skills gap and radar analyses. Respondents comprised students from an Arts and Social Sciences faculty in a Malaysian public university who had undergone internship as well as the employers who conducted trainings for them. Using a simple random sampling method, 164 students and 43 employers provided responses. The largest gap between employers’ expectations and interns’ performance is seen for ‘values, attitudes and professionalism’. Employers tend to emphasise ‘values, attitudes and professionalism’ as an essential skill for employability. Positive qualities, such as having good work habits and attitudes, are valuable assets that need to be inculcated. Another skill that requires improvement is ‘communication, leadership and team skills’, as poor communication skills can become a serious obstacle for employability. This study provides insights from a dual perspective analysis through the identification of gaps between actual and expected intern performance. This information will be a valuable guideline in redesigning university modules to meet the demands of potential employers. © 2023, Faculty of Economics and Administration. All rights reserved.","Employability; Employers; Graduate employability; Interns/internships; Skills gap","","","","","","","","Anjum S., Impact of internship programs on professional and personal development of business students: A case study from Pakistan, Future Business Journal, 6, 2, (2020); Azami Z., Yuzainee M. Y., Mohd Zaidi O., Azah M., Norhamidi M., Ramli M., Perceptions and expectation toward engineering graduates by employers: A Malaysian study case, WSEAS Transactions on Advances in Engineering Education, 9, 6, pp. 296-305, (2009); Azmi I. A. G., Hashim R. C., Yusoff Y. M., The employability skills of Malaysian university students, International Journal of Modern Trends in Social Sciences, 1, 3, pp. 1-14, (2018); Becker G. S., Human capital: A Theoretical and Empirical Analysis with Special Reference to Education, (1964); Becker G. S., Human capital and the economy, Proceedings of the American Philosophical Society, 136, 1, pp. 85-92, (1992); Bakar A. R., Mohamed S., Hanafi I., Employability skills: Malaysian employers perspectives, The International Journal of Interdisciplinary Social Sciences, 2, 1, pp. 263-274, (2007); Balakrishnan N., Malaysian fresh grads can’t get jobs because they have attitude problems, (2017); Bartlett M. S., A note on multiplying factors for various chi-squared approximations, Journal of the Royal Statistical Society, 16, 2, pp. 296-298, (1954); Baron-Puda M., Improving graduate employability through internship programs, Barometr Regionalny. Analizy i prognozy, 47, 1, pp. 107-114, (2017); Malaysia implements 5 initiatives to address drop in graduates’ marketability, New Straits Times, (2022); Britshi Z. A., Malaysian graduates lack skills in problem solving and communication, (2019); UK graduates and the impact of work experience, (2002); Cheong K. C., Hill C., Fernandez-Chung R., Leong Y. C., Employing the ‘unemployable’: Employer perceptions of Malaysian graduates, Studies in Higher Education, 41, 12, pp. 2253-2270, (2016); D'Silva V., More and more graduates are facing unemployment in Malaysia, (2020); Darusaman M.S., Graduate mismatch in the labour market, (2020); DeCoster J., Overview of factor analysis, (1998); DeKeyser R. M., Skill acquisition theory, Theories in second Language Acquisition: An Introduction, pp. 94-112, (2015); Graduate statistics 2020, (2021); Devadason E.S., Subramaniam T., Daniel E.G.S., Final year undergraduates’ perceptions of the integration of soft skills in the formal curriculum: A survey of Malaysian public universities, Asia Pacific Education Review, 11, 3, pp. 321-348, (2010); Diana A. W., Graduate labour market analysis in Malaysia, (2017); Tenth Malaysia Plan: 2011-2015, (2010); Fleming D., Soborg H., Are emerging South-East Asian Economies caught in a middle-income trap? Case: Malaysia. Paradoxes in provision of higher skilled labour, Forum for Development Studies, 41, 11, pp. 115-133, (2014); Franco A., Roach S. S., An assessment of the English proficiency of the Thai workforce and its implication for the Asean economic community: An empirical inquiry, Open Journal of Business and Management, 6, 3, pp. 658-677, (2018); Harvey L., Moon S., Geall V., Graduates work: Organisational change and students’ attributes, (1997); Ho R., Handbook of univariate and multivariate data analysis and interpretation with SPSS, (2006); Holyoak L., Are all internships beneficial learning experiences? An exploratory study, Education + Training, 55, 6, pp. 573-583, (2013); Hossain M. I., Yagamaran K. S. A., Afrin T., Limon N., Nasiruzzaman M., Karim A. M., Factors influencing unemployment among fresh graduates: A case study in Klang Valley, Malaysia, International Journal of Academic Research in Business and Social Sciences, 8, 9, pp. 1494-1507, (2018); Ilieva J., Labour shortfalls and employer demand for intercultural skills in selected Asean countries, (2012); What is skills mismatch and why should we care? A key question to ensure a decent future of work, (2020); Ismail Z., Benefits of internships for interns and host organisations, (2018); Jamaludin S., Said R., Ismail N. W., Nor N. M., Are jobs available in the market? A perspective from the supply side, Sustainability, 13, 4, (2021); Kadir J. M. A., Naghavi N., Subramaniam G., Unemployment among graduates—Is there a mismatch?, International Journal of Asian Social Science, 10, 10, pp. 583-592, (2020); Kaiser H. F., A second generation little jiffy, Psychometrika, 35, 4, pp. 401-415, (1970); Kaiser H. F., An index of factor simplicity, Psychometrika, 39, 1, pp. 31-36, (1974); Knekta E., Runyon C., Eddy S., One size doesn’t fit all: Using factor analysis to gather validity evidence when using surveys in your research, CBE Life Sciences Education, 18, 1, (2019); Levesque E. M., Understanding the skills gap—and what employers can do about it, (2019); Lowden K., Hall S., Elliot D., Lewin J., Employers’ perceptions of the employability skills of new graduates, (2011); Lyonette C., Hunt W., Baldauf B., Occupations and skills of arts, humanities and social sciences graduates and postgraduates, (2017); Ma'dan M., Ismail M. T., Daud S., Strategies to enhance graduate employability: Insight from Malaysian public university policy-makers, Malaysian Journal of Learning and Instruction, 17, 2, pp. 137-165, (2020); English proficiency critical to enhance employability of graduates, (2016); Metilda R. M., Neena P.C., Gap analysis of employability skills of entry level business graduates based on job-fit theory, International Journal of Social Sciences and Management, 3, 4, pp. 294-299, (2016); Md Shamsuri M. S., Izzaidin A. M., Employers’ perceptions of important employability skills required from Malaysian engineering and information and communication technology (ICT) graduates, Global Journal of Engineering Education, 16, 3, pp. 110-115, (2014); Mohd Sahar D., Graduate mismatch in the labour market, (2020); Malaysian Qualifications Framework, (2017); Nowicki H., Merenstein C., Radar chart, (2016); Mustapha R. B., Greenan J. P., The role of vocational education in economic development in Malaysia: Educators’ and employers’ perspectives, Journal of Industrial Teacher Education, 39, 2, pp. 58-73, (2002); Nabulsi N., McNally B., Khoury G., Improving graduateness: Addressing the gap between employer needs and graduate employability in Palestine, Education + Training, 63, 6, pp. 947-963, (2021); Nambiar D., Karki S., Rahardiani D., Putri M., Study on skills for the future in Indonesia, (2019); Nandini B., Malaysian fresh grads can’t get jobs because they have attitude problems, (2017); Nazron M. A., Lim B., Nga J. L., Soft skills attributes and graduate employability: A case in Universiti Malaysia Sabah, Malaysian Journal of Business and Economics, 4, 3, pp. 65-76, (2017); O'Higgins N., Pinedo L., Interns and outcomes: Just how effective are internships as a bridge to stable employment?, (2018); Pang E., Wong M., Leung C.H., Coombes J., Competencies for fresh graduates’ success at work: Perspectives of employers, Industry and Higher Education, 33, 1, pp. 55-65, (2019); Pavlou C., Skills gap analysis template: How to identify and cover training needs, Talent LMS, (2021); Pereira E., Vilas-Boas M., Rebelo C., University curricula and employability: The stakeholders’ views for a future agenda, Industry and Higher Education, 34, 5, pp. 321-329, (2020); Pillai S., Khan M. H., Ibrahim I. S., Raphael S., Enhancing employability through industrial training in the Malaysian context, Higher Education, 63, 2, pp. 187-204, (2012); The global skills gap in the 21st century, (2018); Razali N., Yap B. H., Power comparisons of Shapiro-Wilk, Kolmogorov-Smirnov, Lilliefors, and Anderson-Darling tests, Journal of Statistical Modeling and Analytics, 2, 1, pp. 21-33, (2011); Saary M. J., Radar plots: A useful way for presenting multivariate health care data, Journal of Clinical Epidemiology, 60, 4, pp. 311-317, (2008); Schnoes A. M., Caliendo A., Morand J., Dillinger T., Naffziger-Hirsch M., Moses B., Gibeling J. C., Yamamoto K. R., Lindstaedt B., McGee R., O'Brien T. C., Internship experiences contribute to confident career decision making for doctoral students in the life sciences, CBE Life Sciences Education, 17, 1, (2018); Seide S. E., Jensen K., Kieser M., Utilizing radar graphs in the visualization of simulation and estimation results in network meta-analysis, Research Synthesis Methods, 12, 1, pp. 96-105, (2021); The global skills shortage: Bridging the talent gap with education, training and sourcing, (2019); Subramaniam T., Baharumshah A. Z., Unemployment and speed of adjustment in Asean-3 Economies: A cointegration analysis, The Singapore Economic Review, 56, 3, pp. 327-347, (2011); Uddin M., Addressing employability challenges of business graduates in Bangladesh: Evidence from an emerging economy perspective, Australian Journal of Career Development, 30, 2, pp. 83-94, (2021); Walsh K. L., Cultural competence could be the key to your workplace success—or failure, (2018); Yang S., Berdine G., Normality tests, The Southwest Respiratory and Critical Care Chronicles, 9, 37, pp. 87-90, (2021); Zafira A., Graduates in six disciplines find it tough to get a job immediately, (2017)","T. Subramaniam; Department of Southeast Asian Studies, Faculty of Arts and Social Sciences, Universiti Malaya, Kuala Lumpur, 50603, Malaysia; email: stkarasu@um.edu.my","","Faculty of Economics and Administration","","","","","","22321640","","","","English","Inst. Econ.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85153342828"
"Vaishali; Thakur N.","Vaishali (57221782948); Thakur, Narender (57209088210)","57221782948; 57209088210","Re-Examining Vocational Education in Indian Education System on Reproducing Status quo among the Marginalized","2023","Diaspora, Indigenous, and Minority Education","17","3","","198","213","15","0","10.1080/15595692.2023.2193882","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152383684&doi=10.1080%2f15595692.2023.2193882&partnerID=40&md5=f79eb53d948aad50e803d19918f640ff","Department of Education, University of Delhi, New Delhi, India; Department of Economics, Bhim Rao Ambedkar College, University of Delhi, New Delhi, India","Vaishali, Department of Education, University of Delhi, New Delhi, India; Thakur N., Department of Economics, Bhim Rao Ambedkar College, University of Delhi, New Delhi, India","This paper examines the status of vocational education and training (VET) in India, amid the Indian government’s focus on vocational education in schools to increase their employability. The authors discuss the challenges associated with the VET through socioeconomic implications especially for the marginalized population. The paper highlights the gaps between the aims of VET and Sustainable Development Goals 4 to access equitable and quality education and Sustainable Development Goal-8 for achieving a decent job amid the contrasting development through reduced public funding in education including VET. The paper observes an overlapping of general and vocational education and lower employment. The paper suggests sincere engagement of public and private stakeholders to provide VET to aspirants irrespective of any discrimination. Finally, the paper recommends higher public funding to create a stronger robust VET system and to offer more inclusivity and quality education and training for all. © 2023 Taylor & Francis Group, LLC.","","","","","","","","","India Skill Report 2019, (2019); The Report of All India Council for Technical Education AICTE, (2022); FICCI Skill Development Forum 2012. Federation of Indian Chambers of Commerce and Indian Industry, (2012); GoI, Report of the Secondary Education Commission: Mudalier Commission Report, Ministry of Education, New Delhi, (1953); National Policy on Education 1968, (1968); National Policy of Education 1986, (1986); National education policy 2020, (2020); Budgets. New Delhi: Government of India, Ministry of Finance, (2022); Hyslop-Margison E.J., An assessment of the historical arguments in vocational education reform, Journal of Career and Technical Education, 17, 1, pp. 23-30, (2000); Iyengar R., Witenstein M., Amplifying Indian women’s voices and experiences to advance their access to technical and vocational education training, Interrogating and innovating comparative and international education research, pp. 72-85, (2020); Kilbrink N., Theory and practice in technical vocational education: Pupils’, teachers’ and supervisors’ experiences, (2012); Lopez-Fogues A., The discourses of vocational education and training: A developmental response from a European perspective, European Educational Research Journal, 11, 4, (2012); Mahrotra S., Technical & vocational education and training in India: Lacking vision, strategy and coherence, Working Paper #37, (2021); All India Survey on Higher Education 2019-20, (2020); Economic Survey 2021-22. New Delhi: Ministry of Finance, Government of India, (2022); Moodie G., Identifying vocational education and training, Journal of Vocational Education & Training, 54, 2, pp. 249-266, (2006); National Skill Development Policy 2009. New Delhi: Ministry of Skill Development and Entrepreneurship, (2010); National Skill Development Policy 2015, (2015); Press release, (2021); Count for ITIs, Trades available, total seats and trainees, (2022); Nanda P., India’s flagship skills mission struggles with lowly 20% placement rate for trainees, (2022); Pradhan Mantri Kaushal Vikas Yojana–Prime minister skill development program, (2022); Thakur N., Addressing (Un) Employment via Skill Development Programme: A Paradigm Shift in Neo-Liberal India, IASSI Quarterly, 36, 4, (2017); Thakur N., Vaishali, De Facto privatisation in education and populist budgets, Economic Polical Weekly, 57, 9, (2022); UDISE, (2022); Vaishali, Muslim Women Education in North East Delhi, (2018); Vasantha B.A., Vocational Courses my distract poor students, (2020)","Vaishali; Department of Education, University of Delhi, New Delhi, India; email: vaishaliniepa@gmail.com","","Routledge","","","","","","15595692","","","","English","Diaspora Indig. Minor. Educ.","Article","Final","","Scopus","2-s2.0-85152383684"
"Kreber C.","Kreber, Carolin (6603105044)","6603105044","On a pedagogy of authentic care in postgraduate research supervision","2023","Studies in Higher Education","48","12","","1796","1808","12","1","10.1080/03075079.2023.2215805","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159877917&doi=10.1080%2f03075079.2023.2215805&partnerID=40&md5=35290b9a5bbe0c924d1e82bc6720ce34","Education Department, School of Education and Health, Cape Breton University, Nova Scotia, Canada; University of Edinburgh, Edinburgh, United Kingdom","Kreber C., Education Department, School of Education and Health, Cape Breton University, Nova Scotia, Canada, University of Edinburgh, Edinburgh, United Kingdom","This conceptual study examines the challenges involved in a new context of postgraduate education that emphasizes timely degree completion, skill development and employability, while still seeking to uphold a commitment to a genuine education (‘Bildung’). Findings from two recent empirical studies set the scene for this inquiry since they raise questions about the extent to which care underpins contemporary postgraduate research supervision practice, and thus render an exploration of the meaning and importance of care in the current context of postgraduate supervision especially timely. The author then reviews four models of understanding postgraduate research supervision for their compatibility and the extent to which they address ‘care’, before concentrating on five concepts highlighted in one of these models: Functional, Enculturation, Critical Thinking, Emancipation and Care. Drawing on insights from social philosophy, the philosophy of education and the literature on the professions, the author proceeds to theorize the relationships between these concepts, building an argument for prioritizing care as the core category, and demonstrating that in a context of postgraduate research supervision that emphasises the ‘functional’, to care authentically means to promote a genuine education through emancipation (‘Bildung’). Developing the notion of authentic caring further by drawing on the ancient idea that one’s own flourishing is a genuine ethical concern, it is also proposed that understanding and reconciling the tension between care for self and care for others is important to meaningful postgraduate research supervision. The study concludes with some practical and reflective questions for supervisors and those supporting their development. © 2023 Society for Research into Higher Education.","authentic pedagogy; care; doctoral education; employability and Bildung; Postgraduate research supervision","","","","","","","","Amaral A., Carvalho T., From the Medieval Disputation to the Graduate School, Structural and Institutional Transformations in Doctoral Education. Issues in Higher Education, (2020); Amundsen C., McAlpine L., ‘Learning Supervision’: Trial by Fire, Innovations in Education and Teaching International, 46, 3, pp. 331-342, (2009); Barnett R., The Idea of Higher Education, (1990); Barnett R., Higher Education: A Critical Business, (1997); Barnett R., A Will to Learn, (2007); Biesta G., Becoming World-Wise: An Educational Perspective on the Rhetorical Curriculum, Journal of Curriculum Studies, 44, 6, pp. 815-826, (2012); Blankertz H., Berufsbildung und Utilitarismus [Vocational Education and Utilitarianism, (1963); Bonnett M., Authenticity and Education, Journal of Philosophy of Education, 12, pp. 51-61, (1978); Bonnett M., Cuypers S., Autonomy and Authenticity in Education, The Blackwell Guide to the Philosophy of Education, pp. 326-340, (2003); Boud D., Lee A., Peer Learning’ as Pedagogic Discourse for Research Education, Studies in Higher Education, 30, 5, pp. 501-516, (2005); Buber M., I and Though, (1970); Callaghan C., Do Benevolent and Altruistic Supervisors Have Higher Postgraduate Supervision Throughput? The Contributions of Individual Motivational Values to South African Postgraduate Supervision Throughput, South African Journal of Higher Education, 34, 6, pp. 27-51, (2020); Cardoso S., Santos S., Diogo S., Soares D., Carvalho T., The Transformation of Doctoral Education: A Systematic Literature Review, Higher Education, 84, pp. 885-908, (2022); Carter S., Kensington-Miller B., Courtney M., Doctoral Supervision Practice: What’s the Problem and How Can We Help Academics?, Journal of Perspectives in Applied Academic Practice, 5, 1, pp. 13-22, (2017); Chiang I., Learning Experiences of Doctoral Students in UK Universities, International Journal of Sociology and Social Policy, 23, pp. 4-32, (2003); Cranton P.A., Understanding and Promoting Transformative Learning, (1994); Cullen D., Pearson M., Saha L.J., Spear R.H., Establishing Effective PhD Supervision, (1994); Donald J.G., Saroyan A., Denison D., Graduate student supervision policies and procedures: A case study of issues and factors affecting graduate study, Canadian Journal of Higher Education, 25, 3, pp. 71-92, (1995); Freidson E., Professionalism: The Third Logic, (2001); Freire P., Pedagogy of the Oppressed, (1971); Gibbs B., Autonomy and Authority in Education, Journal of Philosophy of Education, 13, pp. 119-132, (1979); Golde C.M., Walker G.E., Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline, (2006); Grant B., Nerad M., Balaban C., Deem R., Grund M., Herman C., Mrcela A.K., Porter S., Rutledge J., Strugnell R., The Doctoral-Education Context in the Twenty-First Century: Change at Every Level, Towards a Global Core Value System in Doctoral Education, pp. 18-42, (2022); Green B., Lee A., Theorising Postgraduate Pedagogy, Australian Universities’ Review, 38, 2, pp. 40-45, (1995); Grimmet P., Neufeld J., Teacher Development and the Struggle for Authenticity. Professional Growth and Restructuring in the Context of Change, (1994); Halse C., Malfroy J., Retheorizing Doctoral Supervision as Professional Work, Studies in Higher Education, 35, 1, pp. 79-92, (2010); Herdt J.A., Forming Humanity: Redeeming the German Bildung Tradition, (2019); Higgins C., The Good Life of Teaching: An Ethics of Professional Practice, (2011); Holdaway E., Deblois C., Winchester I., Supervision of Graduate Students, Canadian Journal of Higher Education, 25, pp. 1-29, (1995); Horlacher R., The Educated Subject and the German Concept of Bildung–A Comparative Cultural History, (2015); Inouye K.S., McAlpine L., Developing Scholarly Identity: Variation in Agentive Responses to Supervisor Feedback, Journal of University Teaching and Learning Practice, 14, 2, (2017); Ives G., Rowley B., Supervisor Selection or Allocation and Continuity of Supervision: Ph.D. Students’ Progress and Outcomes, Studies in Higher Education, 30, 5, pp. 535-555, (2005); Kehm B.M., Freeman R.P.J., Locke W., Growth and Diversification of Doctoral Education in the United Kingdom, Doctoral Education for the Knowledge Society. Knowledge Studies in Higher Education, pp. 105-121, (2018); Klafki W., The Significance of Classical Theories of Bildung for a Contemporary Concept of Allgemeinbildung, Teaching As A Reflective Practice: The German Didaktik Tradition, pp. 85-108, (2000); Kreber C., Wealer C., Intentions, Concepts and Conceptions of Research Supervision: A Consideration of Three Disciplines, Teaching in Higher Education, (2021); Kreber C., Wealer C., Kanuka H., Similarities and Differences in how Supervisors at Canadian and UK Institutions Understand Doctoral Supervision, International Journal of Doctoral Studies, 16, pp. 657-688, (2021); Lee A., How Are Doctoral Students Supervised? Concepts of Doctoral Research Supervision, Studies in Higher Education, 33, 3, pp. 267-281, (2008); Lee A., How Can We Develop Supervisors For The Modern Doctorate?, Studies in Higher Education, 43, 5, pp. 878-890, (2018); Lee A., Successful Research Supervision: Advising Students Doing Research, (2020); Maatta K., A Good Supervisor–Ten Facts of Caring Supervision, International Education Studies, 8, 9, pp. 185-193, (2015); Mainhard T., van der Rijst R., van Tartwijk J., Wubbels T., A Model for the Supervisor-Doctoral Student Relationship, Higher Education, 58, pp. 359-373, (2009); Malfroy J., Doctoral Supervision, Workplace Research and Changing Pedagogic Practices, Higher Education Research & Development, 24, 2, pp. 165-178, (2005); McCallin A., Nayar S., Postgraduate Research Supervision: A Critical Review of Current Practice, Teaching in Higher Education, 17, 1, pp. 63-74, (2012); Mezirow J., Transformative Dimensions of Adult Learning, (1991); Murphy N., Bain J.D., Conrad L., Orientations to Research Higher Degree Supervision, Higher Education, 53, pp. 209-234, (2007); Nilsson S., Nystrom S., Adult Learning, Education, and the Labour Market Inthe Employability Regime, European Journal for Research on the Education and Learning of Adults, 4, 2, pp. 171-187, (2013); Noddings N., Caring: A Feminine Approach to Ethics and Moral Education, (2003); Nussbaum M., Cultivating Humanity: A Classical Defense of Reform in Liberal Education, (1997); Nussbaum M., Not for Profit: Why Democracy Needs the Humanities, (2010); Pearson M., Brew A., Research Training and Supervision Development, Studies in Higher Education, 27, 2, pp. 135-150, (2002); Romgens I., Scoupe R., Beausaert S., Unraveling the Concept of Employability, Bringing Together Research on Employability in Higher Education and the Workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Rossiter M., Caring and the Graduate Student, Journal of Adult Development, 6, 4, pp. 205-216, (1999); Sadlak J., (2004); Sjostroma J., Frerichs N., Zuin V.G., Eilks I., Use of the Concept of Bildungin the International Science Education Literature, its Potential, and Implications for Teaching and Learning, Studies in Science Education, 53, 2, pp. 165-192, (2017); Sullivan W., Work and Integrity: The Crisis and Promise of Professionalism in America, (2005); Sumarwati S., Yunos J.M., Ibrah B., Transferable Skills for Ph.D. Students to Finish the Journey, Journal of Computational and Theoretical Nanoscience, 23, 2, pp. 968-971, (2017); Taylor C., The Ethics of Authenticity, (1991); Walker G.E., Golde C.M., Jones L., Bueschel A.C., Hutchings P., The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century, (2008); Wisker G., Claesson S., The Impact of Cross-Disciplinary Culture on Student-Supervisor Perceptions, International Journal of Doctoral Studies, 8, pp. 021-037, (2013); Zimmerman M., Eclipse Of Self: The Development of Heidegger's Concept of Authenticity, (1986)","C. Kreber; Education Department, School of Education and Health, Cape Breton University, Nova Scotia, Canada; email: carolin_kreber@cbu.ca","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","","Scopus","2-s2.0-85159877917"
"McLoughlin S.; Pendrous R.; Henderson E.; Kristjansson K.","McLoughlin, Shane (57192700025); Pendrous, Rosina (57215092492); Henderson, Emerald (57929176100); Kristjansson, Kristján (7003893932)","57192700025; 57215092492; 57929176100; 7003893932","Moral Reasoning Strategies and Wise Career Decision Making at School and University: Findings from a UK-Representative Sample","2023","British Journal of Educational Studies","71","4","","393","418","25","0","10.1080/00071005.2023.2210653","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159132439&doi=10.1080%2f00071005.2023.2210653&partnerID=40&md5=ef08e57a47e18d20e2e1ea8fb1f6aa63","School of Education, University of Birmingham, United Kingdom","McLoughlin S., School of Education, University of Birmingham, United Kingdom; Pendrous R., School of Education, University of Birmingham, United Kingdom; Henderson E., School of Education, University of Birmingham, United Kingdom; Kristjansson K., School of Education, University of Birmingham, United Kingdom","Ofsted requires UK schools to help students understand the working world and gain employability skills. However, the aims of education are much broader: Education should enable flourishing long after leaving school. Therefore, students’ career decisions should be conducive to long-term flourishing beyond career readiness and educational attainment. In this mixed-methods study, we asked a representative sample of UK adults to reflect on their career decision-making processes at school and at university. We also measured current levels of self-reported objective (e.g., financial security) and subjective (e.g., subjective well-being) flourishing. The open-ended career decision reflections were coded for three moral reasoning strategies: virtue ethical, consequentialist, and deontological. Using correlations and structural equation modelling, we examined the association between the propensity for using each moral reasoning strategy in past career decisions and current flourishing. Virtue ethical moral reasoning in relation to career decision-making predicted aspects of flourishing most strongly and frequently. Consequentialist reasoning weakly and infrequently positively predicted aspects of flourishing. Deontological reasoning either did not predict flourishing at all, or negatively predicted flourishing. Our results suggest that the reasoning strategy behind career decisions people take in school or university is important to consider in UK careers provision, and current best practice. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","career choice; flourishing; Gatsby Benchmarks; moral reasoning; virtue ethics","","","","","","Society for Educational Studies","This project was funded by a grant awarded to Shane McLoughlin, Rosina Pendrous, and Kristján Kristjánsson by the Society for Educational Studies","Nicomachean Ethics (R. Crisp translation), (2014); Arthur J., The value of character-based judgement in the professional domain, Journal of Business Ethics, 169, 2, pp. 293-308, (2021); Augar P., Independent Panel Report to the Review of Post-18 Education and Funding, (2019); Bentham J., An introduction to the principles of morals and legislation (pp. i-xii), (1823); Brighouse H., On Education, (2006); Carr D., Where’s the educational virtue in flourishing?, Educational Theory, 71, 3, pp. 389-407, (2021); Cokelet B., Fowers B.J., Realistic virtues and how to study them: introducing the STRIVE-4 model, Journal of Moral Education, 48, 1, pp. 7-26, (2019); Contreras G.J., Siu K.W.M., Computer programming for all: a case-study in product design education, Procedia-Social and Behavioral Sciences, 182, pp. 388-394, (2015); Cronon W., “Only Connect … ” the goals of a liberal education, The American Scholar, 67, 4, pp. 73-80, (1998); Darnell C., Fowers B.J., Kristjansson K., A multifunction approach to assessing Aristotelian phronesis (practical wisdom), Personality & Individual Differences, 196, (2022); Darnell C., Gulliford E., Kristjansson K., Paris P., Phronesis and the knowledge-action gap in moral psychology and moral education: a new synthesis?, Human Development, 62, 3, pp. 101-129, (2019); Elias P., Ten Years On–The Futuretrack Graduates, (2021); Fowers B.J., Questioning contemporary universalist approaches to human flourishing, Review of General Psychology, (2022); Good Career Guidance, (2022); Hanson J., An Evaluation of the North East of England Pilot of the Gatsby Benchmarks of Good Career Guidance, (2021); Graduate Outcomes Survey Results, (2020); Hodkinson P., Sparkes A.C., Careership: a sociological theory of career decision making, British Journal of Sociology of Education, 18, 1, pp. 29-44, (1997); A Framework for Character Education in Schools, pp. 1-11, (2022); Kant I., Groundwork for the metaphysics of morals: with an updated translation, introduction, and notes, Groundwork for the Metaphysics of Morals, (2018); Kaye L.K., British Psychological Society, (2021); Kleinheksel A.J., Qualitative research in pharmacy education: Demystifying content analysis, American Journal of Pharmaceutical Education, 84, 1, pp. 127-137, (2020); Kristjansson K., Flourishing as the Aim of Education: A Neo-Aristotelian View, (2020); Long R., Hubble A., Careers guidance in schools, colleges and universities (England), (2022); McLoughlin S., Roche B.T., ACT: A process-based therapy in search of a process, Behavior Therapy, (2022); McLoughlin S., Stapleton A., Pendrous R., Oldham P., Hochard K., Development and preliminary validation of the value clarity questionnaire in adults and adolescents, PsyArxiv, (2022); Oates J., BPS Code of Human Research Ethics, (2021); School Inspection Handbook, UK Government, (2022); Peer E., Data quality of platforms and panels for online behavioral research, Behavior Research Methods, 54, 4, pp. 1643-1662, (2022); Roberts K., Dowell A., Nie J.B., Attempting rigour and replicability in thematic analysis of qualitative research data; a case study of codebook development, BMC Medical Research Methodology, 19, 1, (2019); Schreiber J.B., Reporting structural equation modeling and confirmatory factor analysis results: A review, The Journal of Educational Research, 99, 6, pp. 323-338, (2006); Singer P., Practical Ethics, (2011); Su R., Tay L., Diener E., The development and validation of the comprehensive inventory of thriving (CIT) and the brief inventory of thriving (BIT), Applied Psychology: Health and Well-Being, 6, 3, pp. 251-279, (2014); Character Education Framework Guidance, (2019); Skills for Jobs: Lifelong Learning for Opportunity and Growth, (2021); Weziak-Bialowolska D., Psychometric properties of flourishing scales from a comprehensive well-being assessment, Frontiers in Psychology, 12, (2021); White J.P., Exploring Well-Being in Schools: A Guide to Making Children’s Lives More Fulfilling, (2011); White M.D., Marsh E.E., Content analysis: A flexible methodology, Library Trends, 55, 1, pp. 22-45, (2006); Wolbert L.S., De Ruyter D.J., Schinkel A., What kind of theory should theory on education for human flourishing be?, British Journal of Educational Studies, 67, 1, pp. 25-39, (2019); Wright J.C., Warren M.T., Snow N.E., Understanding Virtue: Theory and Measurement, (2020)","S. McLoughlin; School of Education, University of Birmingham, 1235, Muirhead Tower, B15 2TT, United Kingdom; email: s.mcloughlin@bham.ac.uk","","Routledge","","","","","","00071005","","","","English","Br. J. Educ. Stud.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85159132439"
"Ribeiro N.; Malafaia C.; Neves T.; Menezes I.","Ribeiro, Norberto (55660968400); Malafaia, Carla (56073370300); Neves, Tiago (31767635100); Menezes, Isabel (8889137500)","55660968400; 56073370300; 31767635100; 8889137500","The impact of extracurricular activities on university students’ academic success and employability","2023","European Journal of Higher Education","","","","","","","0","10.1080/21568235.2023.2202874","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158905103&doi=10.1080%2f21568235.2023.2202874&partnerID=40&md5=69d8c982f14381489c32f6c31b15dc5e","CIIE – Centre for Research and Intervention in Education, University of Porto, Porto, Portugal","Ribeiro N., CIIE – Centre for Research and Intervention in Education, University of Porto, Porto, Portugal; Malafaia C., CIIE – Centre for Research and Intervention in Education, University of Porto, Porto, Portugal; Neves T., CIIE – Centre for Research and Intervention in Education, University of Porto, Porto, Portugal; Menezes I., CIIE – Centre for Research and Intervention in Education, University of Porto, Porto, Portugal","This study provides a narrative synthesis of the findings published in journal articles from a broad range of scientific fields about the impact of extracurricular activities (ECAs) on the academic success and employability of university students. The analysis included 39 articles from the Scopus and Web of Science databases, published over the period 2010–2021. Results show that the vast majority of ECAs have a positive impact on the academic success and employability of university students. ECAs showing a negative impact are residual. In light of these results, higher education institutions should promote activities with an educational purpose outside the strictly curricular objectives and beyond the classroom, fostering a more holistic development of students that combines academic success with a better capacity/preparation to enter the labour market. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","Academic success; employability; extracurricular activities; narrative synthesis; university students","","","","","","","","Al-Ansari A., Al-Harbi F., AbdelAziz W., AbdelSalam M., El Tantawi M.M., ElRefae I., Factors Affecting Student Participation in Extra-Curricular Activities: A Comparison Between two Middle Eastern Dental Schools, Saudi Dental Journal, 28, 1, pp. 36-43, (2016); Almeida L.S., Guisande M.A., Paisana J., Extra-curricular Involvement, Academic Adjustment and Achievement in Higher Education: A Study of Portuguese Students, Anales De Psicologia, 28, 3, pp. 860-865, (2012); Astin A.W., What Matters in College? Four Critical Years Revisited, (1993); Attri R., Kushwaha P., Enablers for Good Placements of Graduates: Fitting Industry’s Needs, Higher Education, Skills and Work-Based Learning, 8, 4, pp. 544-556, (2018); Baek W., Cho J., Identifying the Virtuous Circle of Humanity Education and Post-Graduate Employment: Evidence from a Confucian Country, Sustainability, 10, 1, pp. 1-15, (2018); Bergen-Cico D., Viscomi J., Exploring the Association Between Campus co-Curricular Involvement and Academic Achievement, Journal of College Student Retention: Research, Theory and Practice, 14, 3, pp. 329-343, (2012); Billingsley J.T., Hurd N.M., Discrimination, Mental Health and Academic Performance among Underrepresented College Students: The Role of Extracurricular Activities at Predominantly White Institutions, Social Psychology of Education, 22, 2, pp. 421-446, (2019); Bilsland C., Carter L., Wood L., Beyond the Degree: Graduate Transitions from a Transnational Campus in Vietnam, Higher Education, 80, 6, pp. 1103-1120, (2020); 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De Prada Creo E., Mareque M., Portela-Pino I., The Acquisition of Teamwork Skills in University Students Through Extra-Curricular Activities, Education and Training, 63, 2, pp. 165-181, (2021); Dixon-Woods M., Sutton A., Shaw R., Miller T., Smith J., Young B., Bonas S., Booth A., Jones D., Appraising Qualitative Research for Inclusion in Systematic Reviews: A Quantitative and Qualitative Comparison of Three Methods, Journal of Health Services Research & Policy, 12, 1, pp. 42-47, (2007); Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on a Renewed EU Agenda for Higher Education, (2017); Ferreira P.D., Azevedo C., Menezes I., The Developmental Quality of Participation Experiences: Beyond the Rhetoric That “Participation is Always Good!”, Journal of Adolescence, 35, 3, pp. 599-610, (2012); Folgueiras P., Aramburuzabala P., Opazo H., Mugarra A., Ruiz A., Service-learning: A Survey of Experiences in Spain, Education, Citizenship and Social Justice, 15, 2, pp. 162-180, (2018); 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Indicators of College Student Success and Satisfaction, Journal of College Student Development, 54, 6, pp. 591-611, (2013); Wilson D., Jones D., Kim M.J., Allendoerfer C., Bates R., Crawford J., Floyd-Smith T., Plett M., Veilleux N., The Link Between Cocurricular Activities and Academic Engagement in Engineering Education, Journal of Engineering Education, 103, 4, pp. 625-651, (2014); Winstone N., Balloo K., Gravett K., Jacobs D., Keen H., Who Stands to Benefit? Wellbeing, Belonging and Challenges to Equity in Engagement in Extra-Curricular Activities at University, Active Learning in Higher Education, 23, 2, pp. 81-96, (2022); Yin D., Lei S.A., Impacts of Campus Involvement on Hospitality Student Achievement and Satisfaction, Education, 128, 2, pp. 282-293, (2007); Yorke M., Knight P.T., (2006); Zhao C.M., Kuh G.D., Adding Value: Learning Communities and Student Engagement, Research in Higher Education, 45, 2, pp. 115-138, (2004); Zhu H., Arnold K., Understanding Student Engagement and Achievement in Chinese Universities: A Study of Beijing College Students, International Journal of Chinese Education, 2, 1, pp. 70-92, (2013)","N. Ribeiro; CIIE – Centre for Research and Intervention in Education, University of Porto, Porto, Rua Alfredo Allen, 4200-135, Portugal; email: norberto@fpce.up.pt","","Taylor and Francis Ltd.","","","","","","21568235","","","","English","Eur. Jour. High. Educ.","Article","Article in press","","Scopus","2-s2.0-85158905103"
"Victorino G.; Coelho P.S.; Henriques R.","Victorino, Guilherme (57194856569); Coelho, Pedro S. (14631828400); Henriques, Roberto (26428783400)","57194856569; 14631828400; 26428783400","The Value of Design Thinking for PhD Students: A Retrospective Longitudinal Study","2023","Emerging Science Journal","7","","","16","31","15","1","10.28991/ESJ-2023-SIED2-02","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152648389&doi=10.28991%2fESJ-2023-SIED2-02&partnerID=40&md5=27db5bc2d6f14bb8ed131536cbdf9bca","NOVA IMS, Universidade Nova de Lisboa, Lisbon, 1070-312, Portugal","Victorino G., NOVA IMS, Universidade Nova de Lisboa, Lisbon, 1070-312, Portugal; Coelho P.S., NOVA IMS, Universidade Nova de Lisboa, Lisbon, 1070-312, Portugal; Henriques R., NOVA IMS, Universidade Nova de Lisboa, Lisbon, 1070-312, Portugal","Doctoral studies are changing worldwide, with growing concerns about doctoral graduates' employability and ability to develop relevant links with industrial challenges. The present study aims examine the impact of Design Thinking skills on PhD students on their future academic and professional performance. Drawing on 7 years of pedagogical experimentation, we conducted a mixed methods longitudinal study to investigate the perceptions of students who attended a two-day Design Thinking workshop. Two questionnaires, with a total of 40 items measuring the quality and course impact dimensions, were given to 415 and 41 students, respectively. Finally, 12 students were chosen for in-depth interviews to learn more about how they applied their newly acquired design thinking skills in their research and work. Our findings show that developing Design Thinking skills impacts the professional lives of students of all fields of knowledge, ages, and stages of their PhD. The primary outcomes mentioned are associated with increased creative confidence and collaboration abilities. This study focuses on relevant dimensions for designing and delivering Design Thinking skills within doctoral programmes, as well as the impact of design thinking on the quality of PhD education and student employability opportunities. © 2023 by the authors.","Design Thinking; Doctoral Education; Employability; Integrative Learning; Learning; PhD Pedagogy; Teaching; Transferable Skills","","","","","","","","Golde C. M., The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments, The Journal of Higher Education, 76, 6, pp. 669-700, (2005); Gould J., How to build a better PhD, Nature, 528, 7580, pp. 22-25, (2015); Germain-Alamartine E., Moghadam-Saman S., Aligning doctoral education with local industrial employers’ needs: a comparative case study, European Planning Studies, 28, 2, pp. 234-254, (2020); Santos J. M., Horta H., Heitor M., Too many PhDs? An invalid argument for countries developing their scientific and academic systems: The case of Portugal, Technological Forecasting and Social Change, 113, pp. 352-362, (2016); Cedefop L., Future skill needs in Europe: Critical labour force trends, (2016); Durette B., Fournier M., Lafon M., The core competencies of PhDs, Studies in Higher Education, 41, 8, pp. 1355-1370, (2016); Nerad M., Evans B., Globalization and Its Impacts on the Quality of PhD Education, Globalization and Its Impacts on the Quality of PhD Education, pp. 5-30, (2014); Mantai L., Marrone M., Identifying skills, qualifications, and attributes expected to do a PhD, Studies in Higher Education, 47, 11, pp. 2273-2286, (2022); Lam C. K. C., Hoang C. H., Lau R. W. K., Cahusac de Caux B., Chen Y., Tan Q. Q., Pretorius L., Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration, Studies in Continuing Education, 41, 1, pp. 111-128, (2019); Bridges D., Transferable skills: A philosophical perspective, Studies in Higher Education, 18, 1, pp. 43-51, (1993); Nagele C., Stalder B.E., Competence and the Need for Transferable Skills. Competence-based Vocational and Professional Education, Technical and Vocational Education and Training: Issues, Concerns and Prospects, 23, (2017); Baldwin T. T., Ford J. K., Transfer of Training: a Review and Directions for Future Research, Personnel Psychology, 41, 1, pp. 63-105, (1988); Saks A. M., Burke-Smalley L. A., Is transfer of training related to firm performance?, International Journal of Training and Development, 18, 2, pp. 104-115, (2014); Hasgall A., Peneoasu A. 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A., Butler-Purry K., Transforming doctoral education: preparing multidimensional and adaptive scholars, Studies in Graduate and Postdoctoral Education, 11, 1, pp. 17-34, (2020); Chamorro-Premuzic T., Arteche A., Bremner A. J., Greven C., Furnham A., Soft skills in higher education: Importance and improvement ratings as a function of individual differences and academic performance, Educational Psychology, 30, 2, pp. 221-241, (2010); Gibb S., Soft skills assessment: theory development and the research agenda, International Journal of Lifelong Education, 33, 4, pp. 455-471, (2014); Tashakkori A., Teddlie C., SAGE Handbook of Mixed Methods in Social & Behavioral Research, (2015); Strachota E., The use of survey research to measure student satisfaction in online courses, Midwest Research to Practice Conference in Adult Continuing and Community Education, (2006); Joshi A., Kale S., Chandel S., Pal D., Likert Scale: Explored and Explained, British Journal of Applied Science & Technology, 7, 4, pp. 396-403, (2015); Tierney P., Farmer S. M., Creative self-efficacy: Its potential antecedents and relationship to creative performance, Academy of Management Journal, 45, 6, pp. 1137-1148, (2002); Orchard C. A., King G. A., Khalili H., Bezzina M. B., Assessment of Interprofessional Team Collaboration Scale (AITCS): Development and testing of the instrument, Journal of Continuing Education in the Health Professions, 32, 1, pp. 58-67, (2012); Guion L.A., Diehl D.C., McDonald D., Conducting an In-depth Interview: FCS6012/FY393, Rev. 8/2011, pp. 1-3, (2011); Drummond I., Nixon I., Wiltshire J., Personal transferable skills in higher education: The problems of implementing good practice, Quality Assurance in Education, 6, 1, pp. 19-27, (1998); Scheer A., Noweski C., Meinel C., Transforming constructivist learning into action: Design thinking in education, Design and Technology Education: An International Journal, 17, 3, pp. 8-19, (2012)","G. Victorino; NOVA IMS, Universidade Nova de Lisboa, Lisbon, 1070-312, Portugal; email: gmvictorino@novaims.unl.pt","","Ital Publication","","","","","","26109182","","","","English","Emerg. Sci. J.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85152648389"
"Nuis W.; Segers M.; Beausaert S.","Nuis, Wendy (57327065400); Segers, Mien (7004861099); Beausaert, Simon (36080307500)","57327065400; 7004861099; 36080307500","Measuring mentoring in employability-oriented higher education programs: scale development and validation","2023","Higher Education","","","","","","","2","10.1007/s10734-023-01042-8","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159130258&doi=10.1007%2fs10734-023-01042-8&partnerID=40&md5=2b8322017f47f540e87dc2bbe1a81218","Department of Educational Research and Development, School of Business and Economics, Maastricht University, Tongersestraat 53, Maastricht, 6211 LM, Netherlands","Nuis W., Department of Educational Research and Development, School of Business and Economics, Maastricht University, Tongersestraat 53, Maastricht, 6211 LM, Netherlands; Segers M., Department of Educational Research and Development, School of Business and Economics, Maastricht University, Tongersestraat 53, Maastricht, 6211 LM, Netherlands; Beausaert S., Department of Educational Research and Development, School of Business and Economics, Maastricht University, Tongersestraat 53, Maastricht, 6211 LM, Netherlands","To keep up with technological advances and macro-economic trends, higher education has increasingly focused on developing students’ employability competences through mentoring programs. However, measuring the effectiveness of such mentoring programs has remained difficult, because many mentoring measurements are not validated or grounded in theory. Furthermore, existing questionnaires have mostly focused on one or two types of support, ignoring the wide variety of support types offered by a mentor. Therefore, the current study’s aim was to develop and validate a new questionnaire measuring various types of mentoring support. Based on a systematic literature review, a 35-item questionnaire was developed and data were collected from mentoring programs at four higher education institutions. Data were analyzed through exploratory factor analysis (n = 225), confirmatory factor analysis (n = 208), and cross-validation (n = 101). The results support a 6-factor model (21 items) that is statistically valid and reliable for use in universities (of applied sciences). The model includes the following factors, referring to types of support and their features: trust and availability, emotional support, networking support, autonomy support, similarity, and empathy. This questionnaire makes an original contribution insofar as (1) it is based on a sound, theoretical framework, and (2) it was demonstrated to be valid and reliable across different sub-populations in higher education. The questionnaire provides educational practitioners with a sound and valid tool to evaluate the quality of their mentoring program. It can also be used to assess what types of support could be offered to a greater extent. © 2023, The Author(s).","Competences; Employability; Higher education; Mentoring; Questionnaire","","","","","","","","Allen T.D., McManus S.E., Russell J.E.A., Newcomer socialization and stress: Formal peer relationships as a source of support, Journal of Vocational Behavior, 54, 3, pp. 453-470, (1999); Armsden G., Greenberg M., The inventory of parent and peer attachment: Individual differences and their relationship to psychological well-being in adolescence, Journal of Youth and Adolescence, 16, 5, pp. 427-454, (1987); Ayoobzadeh M., The impact of frequency of contact on protégé mentoring outcomes: The moderating effects of protégé general self-efficacy and face-to-face interaction, Human Resource Development International, 22, 4, pp. 385-404, (2019); Bartlett M., Significance test for sphericity of a normal n-variate distribution, Journal of the Royal Statistical Society, 16, pp. 296-298, (1954); 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The number of indicators per factor in confirmatory factor analysis, Multivariate Behavioral Research, 33, 2, pp. 181-220, (1998); Martin A., Rees M., Edwards M., Work integrated learning. 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Nuis; Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Tongersestraat 53, 6211 LM, Netherlands; email: w.nuis@maastrichtuniversity.nl","","Springer Science and Business Media B.V.","","","","","","00181560","","","","English","High. Educ.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85159130258"
"Bradley A.; Quigley M.","Bradley, Alex (57201434343); Quigley, Martyn (57195773989)","57201434343; 57195773989","Governments harnessing the power of data to get ‘value for money’: a simulation study of England’s Office for Students B3 Proceed Metric","2023","Studies in Higher Education","48","8","","1289","1302","13","1","10.1080/03075079.2023.2196292","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152460562&doi=10.1080%2f03075079.2023.2196292&partnerID=40&md5=79201ecaf4d9a8adcfc25b04190e282f","School of Education and Sociology, University of Portsmouth, Portsmouth, United Kingdom; School of Psychology, Swansea University, United Kingdom","Bradley A., School of Education and Sociology, University of Portsmouth, Portsmouth, United Kingdom; Quigley M., School of Psychology, Swansea University, United Kingdom","The mass participation in higher education has led to greater spending by governments and students which has increased the focus on graduate outcomes. In England, the Office for Students (OfS) is planning to take regulatory action, using the Proceed metric, against universities and their courses which do not have 60% of students with positive outcomes within 15 months of graduation. This study uses simulations to explore how effectively the Proceed metric can (a) identify the true population level of positive outcomes, (b) explore the precision of those estimates, and (c) accurately classify courses below the 60% threshold. The simulation varied: level of positive outcomes within the population (20–90%), sample size (40–1000), and the percentage of the population sampled (30–90%). The bias (difference between sample and population estimate), coverage probability (proportion of true population estimates within the intervals), and precision of confidence intervals (average range of confidence intervals) were calculated. Three main findings were (a) the Proceed metric is accurate in terms of bias and coverage probability, (b) the estimates lack precision, especially with small sample sizes, and (c) the imprecision will impact the Proceed metric ability to correctly classify courses below the 60% threshold. Governments seeking to collect graduate survey data and use it to regulate universities should make every effort to maximise sample size and should resist the temptation to regulate at a micro-level (i.e. courses) since classification will likely be inaccurate, especially for those just below the threshold. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","B3 regulations; Employability; graduate outcomes; OfS; proceed metric","","","","","","","","Agresti A., Coull B.A., Approximate Is Better Than “Exact” for Interval Estimation of Binomial Proportions, American Statistician, 52, 2, pp. 119-126, (1998); Angeloni S., A Policy Reform Aimed at Improving the Job Quality of Graduates, Higher Education Policy, 34, 4, pp. 861-880, (2021); (2020); Boer H.D., Jongbloed B., Benneworth P., Cremonini L., Kolster R., Kottmann A., Lemmens-Krug K., Vossensteyn H., (2015); Bondar T.I., Telychko N.V., Tovkanets H.V., Shcherban T.D., Kobal V.I., Trends in Higher Education in EU Countries and Non-EU Countries: Comparative Analysis, Revista Romaneasca Pentru Educatie Multidimensionala, 12, 1Sup1, pp. 77-92, (2020); Boulesteix A.L., Groenwold R.H.H., Abrahamowicz M., Binder H., Briel M., Hornung R., Morris T.P., Rahnenfuhrer J., Sauerbrei W., Introduction to Statistical Simulations in Health Research, BMJ Open, 10, 12, pp. 1-11, (2020); Britton J., Dearden L., van der Erve L., Waltmann B., (2020); Brown L., Cai T., Dasgupta A., Interval Estimation for a Binomial Proportion, Statistical Science, 16, 2, pp. 101-133, (2001); (2015); (2018); Church A.H., Estimating the Effect of Incentives on Mail Survey Response Rates: Meta-Analysis, Public Opinion Quarterly, 57, 62, pp. 62-79, (1993); Dean N., Pagano M., Evaluating Confidence Interval Methods for Binomial Proportions in Clustered Surveys, Journal of Survey Statistics and Methodology, 3, 4, pp. 484-503, (2015); (2017); Dolton P., Vignoles A., The Incidence and Effects of Overeducation in the U.K. Graduate Labour Market, Economics of Education Review, 19, 2, pp. 179-198, (2000); Dominguez J., Gutierrez C., Bologna Process and Its Impact on Spanish Graduates Employability: Good News Yet to Come, Higher Education Policy, 1000, (2022); (2021); (2018); Franco C., Little R.J.A., Louis T.A., Slud E.V., Comparative Study of Confidence Intervals for Proportions in Complex Sample Surveys, Journal of Survey Statistics and Methodology, 7, 3, pp. 334-364, (2019); (2022); (2022); Holland D., Liadze I., Rienzo C., Wilkinson D., (2013); (2022); James S., Warhurst C., Tholen G., Commander J., What We Know and What We Need to Know About Graduate Skills, Work, Employment and Society, 27, 6, pp. 952-963, (2013); Ma J., Pender M., Welch M., (2016); Montori V.M., Kleinbart J., Newman T.B., Keitz S., Wyer P.C., Moyer V., Guyatt G., Tips for Learners of Evidence-Based Medicine: 2. Measures of Precision (Confidence Intervals), Canadian Medical Association Journal, pp. 611-615, (2004); Morris T.P., White I.R., Crowther M.J., Using Simulation Studies to Evaluate Statistical Methods, Statistics in Medicine, 38, 11, pp. 2074-2102, (2019); Nghia T.L.H., Pham T., Tomlinson M., Medica K., Thompson C.D., The Way Ahead for the Employability Agenda in Higher Education, Developing and Utilizing Employability Capitals: Graduates’ Strategies Across Labour Markets, pp. 256-276, (2020); (2017); What Is the Total Public Spending on Education?, Education at a Glance, pp. 268-281, (2021); (2022); (2022); (2022); (2022); (2021); (2022); Quintano C., Castellano R., D'Agostino A., Graduates in Economics and Educational Mismatch: The Case Study of the University of Naples “Parthenope”, Journal of Education and Work, 21, 3, pp. 249-271, (2008); Schomburg H., Employability and Mobility of Bachelor Graduates: The Findings of Graduate Surveys in Ten European Countries on the Assessment of the Impact of the Bologna Reform, Employability and Mobility of Bachelor Graduates in Europe, pp. 253-273, (2011); Singer E., van Hoewyk J., Gebler N., Raghunathan T., Mcgonagle K., The Effect of Incentives on Response Rates in Interviewer-Mediated Surveys, Journal of Official Statistics, 15, 2, pp. 217-230, (1999); Tomlinson M., “The Degree Is Not Enough”: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Universities U.K., ‘Higher Education in Numbers’, Insight and Analysis, 28, (2022)","A. Bradley; School of Education and Sociology, University of Portsmouth, Portsmouth, PO1 2HY, United Kingdom; email: alexander.bradley@port.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85152460562"
"Yang Q.; Yu C.","Yang, Qi (58165453600); Yu, Chao (57311630600)","58165453600; 57311630600","Fusion of Emotional Thinking and Mental Health of Students in Vocal Music Teaching","2023","Occupational Therapy International","2023","","4604885","","","","0","10.1155/2023/4604885","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151348394&doi=10.1155%2f2023%2f4604885&partnerID=40&md5=37e0e15bb5faeb809be43984796b2595","School of Art, Guangxi Normal University for Nationalities, Chongzuo, 532200, China; Student Affairs Office, Anhui University of Technology, Ma'anshan, 243002, China","Yang Q., School of Art, Guangxi Normal University for Nationalities, Chongzuo, 532200, China; Yu C., Student Affairs Office, Anhui University of Technology, Ma'anshan, 243002, China","Vocal psychology belongs to the branch of music psychology, which is the cross-study of vocal art and psychology, and is also a new discipline with both theory and application. Vocal singing uses a thinking, conscious person as an instrument that is necessarily governed by the psyche over the physiology, relying on the brain to direct the movement of the singing muscles and the coordination of the vocal organs. The purpose of this thesis is to explore the application of vocal psychology in vocal singing and teaching, to explain the generation and development of various psychological phenomena in singing activities, to reveal the role and significance of various psychological factors, to provide singers with a theoretical basis for psychological aspects, and to correctly understand the scientific laws of the inner psychology of vocal singing. The effectiveness of classroom teaching is reflected in effective and efficient aspects. The effectiveness of a vocal lesson can be measured by the criteria of whether the teaching is oriented, scientific, artistic, and efficient. Effective teaching design is the basis of teaching effectiveness, elaborate teaching organization is the guarantee of teaching effectiveness, and flexible teaching methods are the root of teaching effectiveness; all three need to be closely combined and organically unified. Effective teaching design is a holistic thinking before the implementation of teaching; all factors related to teaching, practice, and evaluation should be fully considered in the teaching design; teachers should take the learning effect of students and the cultivation of employability as the starting point for effective teaching design; and the classroom teaching of ""vocal music""is a ""process""and teachers should teach in accordance with the teaching design. They should focus on guiding students to experience and cultivate their abilities in a series of ""processes""such as the emotion of vocal music, the teaching situation, the effect of listening, the creation of expression, and the aesthetic value. In addition, teachers should combine the teaching methods of transmission and inspiration, classroom teaching, and after-school training and combine relatively fixed teaching methods with flexible teaching methods to maximize the effectiveness of teaching.  © 2023 Qi Yang and Chao Yu.","","Emotions; Humans; Mental Health; Music; Occupational Therapy; Students; Voice Quality; article; controlled study; emotion; employability; esthetics; human; human experiment; learning; mental health; music; psychological aspect; psychology; singing; teacher; teaching; theoretical study; thinking; mental health; occupational therapy; student; voice","","","","","","","Awais M., Raza M., Singh N., Bashir K., Manzoor U., Islam S.U., Rodrigues J.J., LSTM-based emotion detection using physiological signals: IoT framework for healthcare and distance learning in COVID-19, IEEE Internet of Things Journal, 8, 23, pp. 16863-16871, (2021); Aydin Y., Aydin G., Acceptance and commitment therapy based psychoeducation group for test anxiety: A case study of senior high school students, Pamukkale Üniversitesi Eǧitim Fakültesi Dergisi, 50, pp. 180-200, (2020); Cravero A., Exceptional students in the voice studio: Understanding and training students with Asperger's syndrome, Journal of Singing, 77, 2, pp. 159-173, (2020); Daly D.K., Creativity, autonomy and Dalcroze eurhythmics: An arts practice exploration, International Journal of Music Education, 40, 1, pp. 105-117, (2022); Fan J., Research on piano education from the perspective of music eco-environment psychology, Ekoloji, 28, 107, pp. 3281-3289, (2019); Fidyk A., Trauma-sensitive practice for new teacher standards: Addressing the epidemic of our times, In Education, 25, 1, pp. 51-76, (2019); Fishbach A., Woolley K., The structure of intrinsic motivation, Annual Review of Organizational Psychology and Organizational Behavior, 9, 1, pp. 339-363, (2022); Hartley J., Vulnerability in a crisis: Pedagogy, critical reflection and positionality in actor training, Fusion Journal, 17, pp. 6-19, (2020); Hess J., Finding the ""both/and"": Balancing informal and formal music learning, International Journal of Music Education, 38, 3, pp. 441-455, (2020); Holmgren C., The conditions for learning musical interpretation in one-to-one piano tuition in higher music education, Nordic Research in Music Education, 1, 1, pp. 103-131, (2020); Joseph D., Southcott J., Meanings of leisure for older people: An Australian study of line dancing, Leisure Studies, 38, 1, pp. 74-87, (2019); Lee D., Kim Y., Development of self-expression activity class program for elementary school students to cultivate AI literacy, Fourth Industrial Review, 2, 1, pp. 9-17, (2022); Qian K., Schmitt M., Zheng H., Koike T., Han J., Liu J., Ji W., Duan J., Song M., Yang Z., Ren Z., Liu S., Zhang Z., Yamamoto Y., Schuller B.W., Computer audition for fighting the SARS-CoV-2 corona crisis-introducing the multitask speech corpus for COVID-19, IEEE Internet of Things Journal, 8, 21, pp. 16035-16046, (2021); Savage S., Oliver E., Gordon E., Tutton L., Addressing social polarization through critical thinking: Theoretical application in the ""living well with difference""course in secondary schools in England, Journal of Social and Political Psychology, 9, 2, pp. 490-505, (2021); Schaefer E.E., Using neurofeedback and mindfulness pedagogies to teach open listening, Computers and Composition, 50, pp. 78-104, (2018); Sydykova R.S., Yussupova A.A., Berekeshev G.K., Smailova T.A., Kuldanov N.T., Psychosocial foundations for pedagogical skills formation of future specialists in the special educational environment, Journal of Intellectual Disability-Diagnosis and Treatment, 8, 3, pp. 485-496, (2020); Ye J., Yu Y., Wang Q., Li W., Liang H., Zheng Y., Fu G., Multi-modal depression detection based on emotional audio and evaluation text, Journal of Affective Disorders, 295, pp. 904-913, (2021); Zhao S., Jia G., Yang J., Ding G., Keutzer K., Emotion recognition from multiple modalities: Fundamentals and methodologies, IEEE Signal Processing Magazine, 38, 6, pp. 59-73, (2021); Zheng J., Zhang Q., Xu S., Peng H., Wu Q., Cognition-based context-aware cloud computing for intelligent robotic systems in mobile education, IEEE Access, 6, pp. 49103-49111, (2018); Zhou Y., Analysis and research of core technology in wisdom libraries, Review of Educational Theory, 2, 2, pp. 1-7, (2019)","C. Yu; Student Affairs Office, Anhui University of Technology, Ma'anshan, 243002, China; email: yc8307@ahut.edu.cn","","Hindawi Limited","","","","","","09667903","","OTICA","37007280","English","Occup. Ther. Int.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85151348394"
"Grooters S.; Zaal E.; Ongena Y.; Gerkema M.","Grooters, Saskia (57224518525); Zaal, Emma (57224502418); Ongena, Yfke (15065635700); Gerkema, Menno (6601993101)","57224518525; 57224502418; 15065635700; 6601993101","Do alumni practise what you teach? Impact of Science master-tracks: preparation for academic careers versus preparation for societal-oriented careers","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","119","135","16","0","10.21153/jtlge2023vol14no1art1666","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162883322&doi=10.21153%2fjtlge2023vol14no1art1666&partnerID=40&md5=16ac6b7f60f28b9e24fbba39581f14fe","Faculty of Science and Engineering, Rijksuniversiteit Groningen, Groningen, Netherlands; Faculty of Arts, Rijksuniversiteit Groningen, Groningen, Netherlands","Grooters S., Faculty of Science and Engineering, Rijksuniversiteit Groningen, Groningen, Netherlands; Zaal E., Faculty of Arts, Rijksuniversiteit Groningen, Groningen, Netherlands; Ongena Y., Faculty of Arts, Rijksuniversiteit Groningen, Groningen, Netherlands; Gerkema M., Faculty of Science and Engineering, Rijksuniversiteit Groningen, Groningen, Netherlands","Career development of Science students seems dependent on more than disciplinary education, such as the nature and focus of career preparation. In this study we compare graduate outcomes of science students at the University of Groningen, completing two master-level program streams with different focal points, by using career progress surveys from alumni (n=242) with self-reported societal development data. The first program is a classical research-oriented master (ROM), that aims to prepare students for a career within academia. The second program, called Science, Business and Policy (SBP) focusses on a societal profile and aims to prepare for a career outside academia. SBP is different from ROM because it has a practical and multidisciplinary orientation (vs a theoretical and mono-disciplinary orientation in ROM) and it includes a long work-placement outside academia, a form of work based learning. The differences in the tracks translate to differences in career paths. Both profiles resulted in good but distinct career opportunities, corresponding to alumni's discipline and sector. Although ROM-alumni felt especially prepared for an academic career, only a quarter actually continued in academia and many we employed in education. In contrast, most SBP-alumni were employed in business or policy. Targeting specific job preparation seems more successful with a societal profile. Reflecting on skills, in both groups research-related skills decreased during careers while soft skills increased. Alumni were generally satisfied with their first job and also with their current job, with SBP-alumni scoring significantly higher on satisfaction with income, status, appreciation and perspective. It can be concluded that diversification in educational profiles changes the societal career paths of science students. © 2023 Deakin University. All rights reserved.","alumni satisfaction; career development; employability; master track impact; Science and society","","","","","","","","Ali M., Ishamuddin M., Osman S., Hassan U., University social responsibility: A review of conceptual evolution and its thematic analysis, Journal of Cleaner Production, 286, (2021); Allen J., van der Velden R., Educational mismatches versus skill mismatches: effects on wages, job satisfaction, and on-the-job search, Oxford Economic Papers, 53, 3, pp. 434-452, (2001); Andersen T., Shapiro Futures H., Nedergaard Larsen K., A European approach to micro-credentials, Output of the Micro-credentials higher education consultation group final report Directorate-General for Education, Youth, Sport and Culture of European Commission, (2021); Beatty P. 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P., Knowledge transfer in university-industry research partnerships: A review, Journal of Technology Transfer, 44, 4, pp. 1236-1255, (2019); Dijkstra W., Ongena Y.P., Loosveldt G., Onderzoek doen met vragenlijsten: een praktische handleiding, (2014); Egerton M., Higher education and civic engagement, The British Journal of Sociology, 53, 4, pp. 603-620, (2002); Enders J., Research training and careers in transition: a European perspective on the many faces of the Ph.D, Studies in Continuing Education, 26, 3, pp. 419-429, (2004); Etzkowitz H., Webster A., Gebhardt C., Terra B.R.C., The future of the university and the university of the future: evolution of ivory tower to entrepreneurial paradigm, Research Policy, 29, 2, pp. 313-330, (2000); Annual report 2007, (2008); Gemme B., Gingras Y., Academic careers for graduate students: a strong attractor in a changed environment, Higher Education, 63, pp. 667-683, (2012); Gimenez A.M.N., Bonacelli M.B.M., A Terminological Study About University-society Relations: Third Mission, Socioeconomic Surroundings and the Evolution of the Role of Academia, Revista Tecnologia e Sociedade, 17, 46, (2021); Goransson B, Maharajh R., Schmoch U., Introduction: New challenges for universities beyond education and research, Science and Public Policy, 36, 2, pp. 83-84, (2009); Green W., Hammer S., Star C., Facing up to the challenge: why is it so hard to develop graduate attributes?, Higher Education Research & Development, 28, 1, pp. 17-29, (2009); Grooters S., Zaal E.L., Gerkema M.P., Science, Business and Policy: a long-term reflection on multidisciplinary work-based learning in a master's track for societal integration of Science, Tuning Journal for Higher Education, 8, 2, pp. 119-164, (2021); Grooters S., Zaal E.L, Ongena Y., Gerkema M.P., Appreciation of an alternative: Dutch alumni look back on their science master, a work-based learning vs a research-oriented approach, Cogent Education, 9, 1, (2021); Hammer S., Ayriss P., McCubbin A., Style or substance: how Australian universities contextualise their graduate attributes for the curriculum quality space, Higher Education Research & Development, 40, 3, pp. 508-523, (2021); Project of the European Union, (2018); Keeling R., The Bologna Process and the Lisbon Research Agenda: the European Commission's expanding role in higher education discourse, European Journal of Education, 41, 2, pp. 203-223, (2006); Kensington-Miller B., Knewstubb B., Longley A., Gilbert A., From invisible to SEEN: a conceptual framework for identifying, developing and evidencing unassessed graduate attributes, Higher Education Research & Development, 37, 7, pp. 1439-1453, (2018); Leyman A., De Grande H., Jidkova S., Van der Goten G., Jacobs S., De Boyser K., Vandevelde K., OnderZOEKEN = OnderVINDEN. Resultaten van de 'Survey of Junior Researchers' aan de UA, (2009); Matthews K.E., Hodgson Y., The Science Students Skills Inventory: Capturing Graduate Perceptions of Their Learning Outcomes, International Journal of Innovation in Science and Mathematics Education, 20, 1, pp. 24-43, (2012); Mavromaras K., McGuinness S., O'Leary N., Sloane P., Wei Z., Job Mismatches and Labour Market Outcomes: Panel Evidence on Australian University Graduates, The Economic Record, 89, 286, pp. 382-395, (2013); Olesen K.B., Christensen M.K., O'Neill L.D., What do we mean by “transferable skills”? A literature review of how the concept is conceptualized in undergraduate health sciences education, Higher Education, Skills and Work-Based Learning, 11, 3, pp. 616-634, (2020); Oliver B., De St Jorre T., Graduate attributes for 2020 and beyond: recommendations for Australian higher education providers, Higher Education Research & Development, 37, 4, pp. 821-836, (2018); Enhancing Staff Research and Innovation Capacity in Professional Higher Education, (2021); Santos P., Veloso L., Urze P., Students matter: the role of doctoral students in university-industry collaborations, Higher Education Research & Development, 40, 7, pp. 1530-1545, (2020); Siegel D.S., Wright M., Academic Entrepreneurship: Time for a Rethink?, British Journal of Management, 26, 4, pp. 582-595, (2015); Think Bold. Strategisch Plan Rijksuniversiteit Groningen 2015-2020; Usher R., A Diversity Of Doctorates: Fitness for the knowledge economy?, Higher Education Research & Development, 21, 2, pp. 143-153, (2002); Premie voor PAWW in 2020 naar 0, 4%, (2019); Hoe hoog is mijn vakantiegeld?, (2021); Waaijer C.J.F., Perceived career prospects and their influence on the sector of employment of recent PhD graduates, Science and Public Policy, 44, 1, pp. 1-12, (2017); Integrating work based learning and entrepreneurship in higher education, (2020)","S. Grooters; Faculty of Science and Engineering, Rijksuniversiteit Groningen, Groningen, Netherlands; email: s.grooters@rug.nl","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85162883322"
"Iqbal J.; Masroor F.","Iqbal, Javid (58237765600); Masroor, Farzana (57195955690)","58237765600; 57195955690","Projecting the Chinese Language as a Power Tool in the Discourse on the China-Pakistan Economic Corridor (CPEC)","2023","International Journal of Strategic Communication","17","4","","363","380","17","0","10.1080/1553118X.2023.2204295","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158111009&doi=10.1080%2f1553118X.2023.2204295&partnerID=40&md5=ed9c6735b2cccd724dde14fe5f915ad9","Department of English, Faculty of Social Sciences, Air University, Islamabad, Pakistan","Iqbal J., Department of English, Faculty of Social Sciences, Air University, Islamabad, Pakistan; Masroor F., Department of English, Faculty of Social Sciences, Air University, Islamabad, Pakistan","Vision and mission statements are mostly studied with a focus on organizations. This study moves away from the traditional approach by integrating the knowledge of vision/mission/value statements and ads on the same designated object. The organizations involved in the discourse of the China-Pakistan Economic Corridor (CPEC discourse) use an emergent hybrid strategy of utilizing vision/mission/value statements and ads under the umbrella of economic incentives to project the Chinese language as a power-tool in the context of CPEC. Based on the criteria/drivers for strategic communication in Zerfass et al. (2018), CPEC discourse fulfills 6/7 criteria/drivers mentioned: it is resource-driven, competition-driven, environment-driven, innovation-driven, engagement-driven, and operationally-driven. Power theory has been applied, linking the statements and ads to power discourse to find out how different themes carry an underlying power structure exercised by the stakeholders. Using thematic analysis supported by word-clouds as an analytical tool, this study finds out that the intended signaling-effect of the Chinese language in CPEC projects is received willingly by the consumers and stakeholders who, in turn, learn and promote this language as a skill/resource for employability and exertion of power. The findings show that these communicative sources can be utilized strategically in a competition-driven environment. © 2023 Taylor & Francis Group, LLC.","","","","","","","","","Abelman R., Reviewing and revising the institutional vision of US higher education, Review of Communication Research, 2, 1, pp. 30-67, (2014); Aggerholm H.K., Thomsen C., Strategic communication: The role of polyphony in management team meetings, The Routledge handbook of strategic communication, pp. 172-189, (2015); Allen K., Kern P., Vella-Brodrick D., Waters L., School values: A comparison of academic motivation, mental health promotion, and school belonging with student achievement, Educational and Developmental Psychologist, 34, 1, pp. 31-47, (2017); Allen K., Kern P., Vella-Brodrick D., Waters L., Understanding the priorities of Australian secondary schools through an analysis of their mission and vision statements, Educational Administration Quarterly, 54, 2, pp. 249-274, (2018); Angermuller J., Maingueneau D., Wodak R., The discourse studies reader, (2014); Camelia G., Marius P., Mission statements in higher education: Context analysis and research propositions, Annals of the University of Oradea, Economic Science Series, 22, pp. 653-663, (2013); Carstensen M.B., Schmidt V.A., Power through, over and in ideas: Conceptualizing ideational power in discursive institutionalism, Journal of European Public Policy, 23, 3, pp. 318-337, (2016); Cayla J., Bhatnagar K., Language and power in India’s “new services”, Journal of Business Research, 72, pp. 189-198, (2017); Cook G., The Discourse of Advertising, (2006); Cynthia D.S., Dennis T.J., Glenn R.T., Organizational Vision, Values and Mission, (1993); Dacko S., The Advanced Dictionary of Marketing, Putting Theory to Use, (2008); David F.R., David F.R., Strategic management: Concepts and cases, (2011); Diaz A., Cochran K., Karlin N., The influence of teacher power on English language learners’ self-perceptions of learner empowerment, College Teaching, 10, 10, pp. 1-10, (2016); Duygulu E., Ozeren E., Isildar P., Appolloni A., The sustainable strategy for small and medium sized enterprises: The relationship between mission statements and performance, Sustainability, 8, pp. 1-16, (2016); Dwivedi P., Review of Schnurr, Stephanie (2012) Exploring professional communication: Language in action, Review of the book Exploring Professional Communication, (2013); Farwell J.P., Persuasion and power: The art of strategic communication, (2012); Faulconbridge J., Beaverstock J., Nativel C., Taylor P., The Globalization of Advertising: Agencies, cities and spaces of creativity, (2011); Ganu J., Institutional mission statements and attitudinal outcomes of selected faith-based tertiary institutions in Ghana, The Journal of Applied Business and Economics, 14, 2, pp. 20-30, (2013); Gioia D.A., Nag R., Corley K.G., Visionary ambiguity and strategic change: The virtue of vagueness in launching major organizational change, Journal of Management and Inquiry, 21, 4, pp. 364-375, (2012); Goddard A., The Language of Advertising—Written Texts, (1998); Hallahan K., Holtzhausen D., van Ruler B., Vercic D., Sriramesh K., Defining strategic communication, International Journal of Strategic Communication, 1, 1, pp. 3-35, (2007); 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Paul C., Strategic communication: Origins, concepts, and current debates, (2011); Peyrefitte J., The relationship between stakeholder communication in mission statements and shareholder value, Journal of Leadership, Accountability and Ethics, 9, 3, pp. 28-40, (2012); Pillay H., Hwa Y.P., Language and empowerment: The role of the first language (L1) in the teaching of English, Third International Conference on Language in Development: Access, Empowerment, Opportunity, (1997); Saldana J., The coding manual for qualitative researchers, (2013); Shuaib S., Dauda A., Leadership challenge facing bank managers in Zaria: Chicken ‘vision’ or egg ‘mission’ which comes first?, Lapai Journal of Management Science, 6, 3, pp. 221-234, (2015); Smith K.N., The communicative function of language in organizational mission statements, (2006); Sufi T., Lyons H., Mission statements exposed, International Journal of Contemporary Hospitality Management, 15, 5, pp. 255-262, (2003); Tench R., Yeomans L., Exploring public relations: Global strategic communication, (2017); Tenzer H., Pudelko M., The influence of language differences on power dynamics in multinational teams, Journal of World Business, 52, 1, pp. 45-61, (2017); Thomas G.F., Stephens K.J., An introduction to strategic communication, International Journal of Business Communication, 52, 1, pp. 3-11, (2015); Vaara E., Tienari J., Piekkari R., Santti R., Language and the circuits of power in a merging multinational corporation, Journal of Management Studies, 42, 3, pp. 595-623, (2005); Van Dijk T.A., Structures of discourse and structures of power, Communication Yearbook, 12, 1, pp. 18-59, (1989); Veronelli G.A., The coloniality of language: Race, expressivity, power and the darker side of modernity, Wagadu: A Journal of Transnational Women’s and Gender Studies, 13, pp. 108-134, (2015); Werder K.P., A theoretical framework for strategic communication messaging, The Routledge handbook of strategic communication, pp. 269-284, (2015); Wilmot N.V., Language and the faces of power: A theoretical approach, International Journal of Cross Cultural Management, 17, 1, pp. 85-100, (2017); Wodak R., Language, power and identity, Language Teaching, 45, 2, pp. 215-233, (2012); Zerfass A., Vercic D., Nothhaft H., Werder K.P., Strategic communication: Defining the field and its contribution to research and practice, International Journal of Strategic Communication, 12, 4, pp. 487-505, (2018)","J. Iqbal; Department of English, Faculty of Social Sciences, Air University, Islamabad, Pakistan; email: javidiqbalemail@gmail.com","","Routledge","","","","","","1553118X","","","","English","Int. J. Strateg. Commun.","Article","Final","","Scopus","2-s2.0-85158111009"
"Spurava G.; Kotilainen S.","Spurava, Guna (56500713500); Kotilainen, Sirkku (35173063400)","56500713500; 35173063400","Digital literacy as a pathway to professional development in the algorithm-driven world","2023","Nordic Journal of Digital Literacy","18","1","","48","59","11","1","10.18261/NJDL.18.1.5","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158131653&doi=10.18261%2fNJDL.18.1.5&partnerID=40&md5=a5d81cae40f2cfd6c79a9e9a8c385e5f","Tampere University, Faculty of Information Technology and Communication Sciences, Finland","Spurava G., Tampere University, Faculty of Information Technology and Communication Sciences, Finland; Kotilainen S., Tampere University, Faculty of Information Technology and Communication Sciences, Finland","Previous studies revealed a statistically significant correlation between citizens’ digital literacy and employment rates. It is unclear, however, what types of digital literacy employees need in the modern, fast-changing, algorithm-driven world. As part of the European ySKILLS project (yskills.eu), the study discussed in this paper explored how digital literacy is perceived from a professional perspective, and how it relates to professional development. Expert interview as a qualitative research method was used for empirical data gathering, and labour market experts from Finland and Latvia were interviewed. The results were in linewith previous discussions suggesting that digital literacy in the professional context should be approached in light of technological and societal changes, emphasising the need for employees to have the capacity to adapt to constantly changing digital environments. The answers given by interviewed experts indicated that professional digital literacy from their perspective ranges from basic techno-practical skills to an in-depth critical understanding of the digital landscape. The critical dimension of digital literacy in this study was highlighted in the context of changes in information and communication technology. Critical evaluation of information was described by labour market experts as the most important digital literacy skill for workers. According to findings ability to engage effectively and wisely with information is crucial in decision-making situations and should be developed together with comprehension of the operational and business logic of algorithm-driven digital media platforms as information infrastructure. Thereby the study highlights the need to combine digital literacy and media literacy studies with platform studies in the future to inform strategies for promoting employees’ critical awareness in the digital world predominated by algorithmic digital media platforms © Copyright 2023 Author(s). This is an open access article distributed under the terms of the Creative Commons CC-BY 4.0 License (https://creativecommons.org/licenses/by/4.0/)","algorithmic platforms; digital literacy; digital skills; employability; professional development","","","","","","European Union’s Horizon 2020’s Research and Innovation Programme","This study is a part of the ySKILLS (yskills.eu) research project funded by the European Union’s Horizon 2020’s Research and Innovation Programme (2020–2024). Among other focuses, ySKILLS has a focus on the digital skills needed by young people in the labour market (Donoso et al., 2020).","Anderson J., Rainie L., The future of digital spaces and their role in democracy, (2021); Atchoarena D., Selwyn N., Chakroun B., Miao F., West M., de Coligny C., Working group in education: Digital skills for life and work, (2017); Bejakovic P., Mrnjavac Z., The importance of digital literacy on the labour market, Employee Relations: The International Journal, 42, 4, pp. 921-932, (2020); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Buckingham D., Epilogue: Rethinking digital literacy: Media education in the age of digital capitalism, Digital Learning: Distraction or Default for the Future, 37, pp. 230-239, (2020); Carlsson U., MIL in the cause of social justice and democratic rule, Understanding media and information literacy (MIL) in the digital age: A question of democracy, pp. 11-24, (2019); Carretero Gomez S., Vuorikari R., Punie Y., DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use, (2017); Centeno C., Vuorikari R., Punie Y., O'Keeffe W., Kluzer S., Vitorica A., Lejarzegi R., Martinez de Soria I., Bartolome J., Developing digital competence for employability: Engaging and supporting stakeholders with the use of DigComp, (2019); Cotter K., Reisdorf B. C., Algorithmic knowledge gaps: A new dimension of (digital) inequality, International Journal of Communication, 14, pp. 745-765, (2020); Donoso V., Pyzalski J., Walter N., Retzmann N., Iwanicka A., d'Haenens L., Bartkowiak K., Report on interviews with experts on digital skills in schools and on the labour market, Zenodo, (2020); (2020); Vuorikari R., Kluzer S., Punie Y., DigComp 2.2, The Digital Competence framework for citizens: with new examples of knowledge, skills and attitudes, (2022); Gillespie T., Content moderation, AI, and the question of scale, Big Data & Society, 7, 2, (2020); Gilster P., Digital literacy, Information literacy challenges in digital culture: conflicting engagements of trust and doubt. Information, Communication & Society, 25, pp. 1176-1191, (1997); Hobbs R., Media and meaning-making in the fake news age [Interview], 29, (2018); Hobbs R., Propaganda in an age of algorithmic personalization: Expanding literacy research and practice, Reading Research Quarterly, 55, 3, pp. 521-533, (2020); Hobbs R., Coiro J., Design features of a professional development program in digital literacy, Journal of Adolescent & Adult Literacy, 62, 4, pp. 401-409, (2019); Howard C., Addressing learning theories through professional development, Musicworks: Journal of the Australian Council of Orff Schulwerk, 21, pp. 25-33, (2016); Khuraisah M. N., Khalid F., Husnin H., Preparing Graduates with Digital Literacy Skills Toward Fulfilling Employability Need in 4IR Era: A Review, International Journal of Advanced Computer Science and Applications, 11, 6, (2020); Knowles M. S., The modern practice of adult education: From andragogy to pedagogy, (1980); Knowles M. S., Holton E. F., Swanson R. A., The adult learner, (2005); Lankshear C., Knobel M., Digital literacy and digital literacies: Policy, pedagogy and research considerations for education, Nordic Journal of Digital Literacy, 1, pp. 12-24, (2006); Lund A., Furberg A., Gudmundsdottir G. B., Expanding and embedding digital literacies: Transformative agency in education, Media and Communication, 7, 2, pp. 47-58, (2019); Nichols T., Stornaiuolo A., Assembling “digital literacies”: Contingent pasts, possible futures, Media and Communication, 7, 2, pp. 14-24, (2019); Potzsch H., Critical digital literacy: Technology in education beyond issues of user competence and labour-market qualifications. TripleC: Communication, Capitalism & Critique, Open Access Journal for a Global Sustainable Information Society, 17, 2, pp. 221-240, (2019); Spante M., Hashemi S. S., Lundin M., Algers A., Digital competence and digital literacy in higher education research: Systematic review of concept use, Cogent Education, 5, 1, pp. 1-21, (2018); Spurava G., Kotilainen S., Holma B., The Role and Readiness of Librarians in Promoting Digital Literacy: A Case Study from Latvia, Culture Crossroads, 20, 1, pp. 71-87, (2022)","G. Spurava; Tampere University, Faculty of Information Technology and Communication Sciences, Finland; email: guna.spurava@tuni.fi","","Universitetsforlaget AS","","","","","","1891943X","","","","English","Nord. J. Digit. Lit.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85158131653"
"Underdahl L.; Akojie P.; Magabo M.A.; Reed R.R.; Haynes S.; Marzano M.; Navarro M.; Patterson M.S.","Underdahl, Louise (6508159171); Akojie, Patricia (57211885825); Magabo, Myrene Agustin (58242277200); Reed, Rheanna Rae (58242941800); Haynes, Shawishi (58242277300); Marzano, Maureen (58241589600); Navarro, Mar (58243162800); Patterson, Margo S. (58241589700)","6508159171; 57211885825; 58242277200; 58242941800; 58242277300; 58241589600; 58243162800; 58241589700","A FRAMEWORK TO ENHANCE GRADUATE EMPLOYABILITY","2023","International Journal of Doctoral Studies","18","","","55","75","20","0","10.28945/5090","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158911331&doi=10.28945%2f5090&partnerID=40&md5=a2f961fddf4eea9cbbf4d58a05ec9f94","University of Phoenix, Lenora, KS, United States; University of Phoenix, College of Doctoral Studies, Paducah, KY, United States; University of Phoenix, Philadelphia, PA, United States; University of Phoenix, Prescott, AZ, United States; University of Phoenix College of Doctoral Studies, Reseda, CA, United States; University of Phoenix, Orlando, FL, United States; University of Phoenix, Phoenix, United States","Underdahl L., University of Phoenix, Lenora, KS, United States; Akojie P., University of Phoenix, College of Doctoral Studies, Paducah, KY, United States; Magabo M.A., University of Phoenix, Philadelphia, PA, United States; Reed R.R., University of Phoenix, Prescott, AZ, United States; Haynes S., University of Phoenix College of Doctoral Studies, Reseda, CA, United States; Marzano M., University of Phoenix, Orlando, FL, United States; Navarro M., University of Phoenix, Orlando, FL, United States; Patterson M.S., University of Phoenix, Phoenix, United States","Aim/Purpose: Alignment of academic curricula and employer needs is widely discussed yet implementation lags. Research on EdD curricula has universality for other aca-demic programs and may catalyze pedagogical innovation to promote employa-bility in other disciplines. Background: This study contributes evidence-based data to strengthen career relevance of academic programs, align curriculum content with industry requirements, pre-pare students for the workforce, and improve job placement rates, defined as degree-related employment. Methodology: In this mixed method study, current Doctor of Education (EdD) students and employers of Doctor of Education (EdD) graduates commented on the align-ment of the EdD curriculum with industry-specific needs. Contribution: Results may promote corporate and academic partnership to optimize align-ment of curricula and industry needs. Findings: Partnerships between educators and employers in developing curricula can bridge the industry specific skills gap and enhance students' understanding of the professional workplace and capacity to communicate, be empathetic, and solve problems. Recommendations for Practitioners: Educators can strengthen capacity for the adaptability and continuous learning associated with mastering new skills as technology evolves. Employers can pro-vide skilling, reskilling, and upskilling opportunities, offer job shadowing and in-ternships, and participate in collaborative research. Recommendations for Researchers: Researchers can develop pedagogy targeting interpersonal, communication, par-ticipative, and organizational competencies. Impact on Society: Improving graduate employability creates positive outcomes for graduates, edu-cators, employers, and the global economy. Future Research: Perceived employability is a powerful motivator. Research is needed to reframe curricula to synthesize discipline-specific skills with generic skills, such as team-work, communication, and critical thinking, that enhance students' self-confi-dence and self-perceptions of employability. © 2023 Informing Science Institute. All rights reserved.","career competence; curriculum; employer; Graduate employability","","","","","","","","Aasheim C. L., Li L., Williams S., Knowledge and skill requirements for entry-level information technology workers: A comparison of industry and academia, Journal of Information Systems Education (JISE), 20, 3, pp. 349-356, (2009); Abelha M., Fernandes S., Mesquita D., Seabra F., Ferreira-Oliveira A. T., Graduate employability and competence development in higher education-A systematic literature review using PRISMA, Sustain-ability, 12, 15, (2020); Abeysiriwardhane A., Lutzhoft M., Learning and learning-to-learn by doing: An experiential learning approach for integrating human factors into maritime design education, Maritime Technology and Research, 3, 1, pp. 31-48, (2021); Alam M. J., Ogawa K., Islam S. R. B., Importance of skills development for ensuring graduates em-ployability: The case of Bangladesh, Social Sciences, 11, 8, (2022); Allen J., van der Velden R., Skills for the 21st century: Implications for education, (2012); Ambler K., Herskowitz S., Maredia M. K., Are we done yet? Response fatigue and rural livelihoods, Journal of Development Economics, 153, (2021); Bandura A., Self-efficacy: Towards a unifying theory of behavioral change, Psychological Review, 84, pp. 191-215, (1977); Bandura A., Barbaranelli C., Caprara G. 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[Review of the book Higher expectations: Can colleges teach students what they need to know in the 21st century? by D. Bok], College and University, 96, 2, pp. 71-74, (2021); Herbert I. P., Rothwell A. T., Glover J. L., Lambert S. A., Graduate employability, employment pro-spects and work-readiness in the changing field of professional work, The International Journal of Management Education, 18, 2, (2020); Jeong D., Aggarwal S., Robinson J., Kumar N., Spearot A., Park D. S., Exhaustive or exhausting? Evidence on respondent fatigue in long surveys, Journal of Development Economics, 161, (2023); Jollands M., Jolly L., Molyneaux T., Project-based learning as a contributing factor to graduates' work readiness, European Journal of Engineering Education, 37, 2, pp. 143-154, (2012); King A., From sage on the stage to guide on the side, College Teaching, 41, 1, pp. 30-35, (1993); Landry L., 8 careers you can pursue with a doctorate in education, (2019); Lent R. W., Brown S. D., Hackett G., Contextual supports and barriers to career choice: a social cog-nitive analysis, Journal of Counseling Psychology, 47, pp. 36-49, (2000); Llopis G., University of Phoenix study reveals employees lack the skills to be successful, Forbes, (2022); Integrating work and learning in the new talent economy, (2022); Mainga W., Murphy-Braynen M. B., Moxey R., Quddus S. A., Graduate employability of business students, Administrative Sciences, 12, 3, pp. 72-107, (2022); Mitchell L., Campbell C., Somerville M., Cardell E., Williams L., Enhancing graduate employability through targeting ePortfolios to employer expectations: A systematic scoping review, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 82-98, (2021); Monteiro S., Almeida L., Garcia-Aracil A., It's a very different world"": Work transition and employ-ability of higher education graduates, Higher Education, Skills and Work-Based Learning, 11, 1, (2020); Monteiro S., Almeida L., Gomes C., Sinval J., Employability profiles of higher education graduates: A person-oriented approach, Studies in Higher Education, 47, 3, pp. 499-512, (2022); Morris T. H., Adaptivity through self-directed learning to meet the challenges of our ever-changing world, Adult Learning, 30, 2, pp. 56-66, (2019); Nagy E., A leader has to keep saying the same things over and over again, Fast Company Magazine, pp. 39-40, (2014); Development and validation of the NACE career readiness competencies, (2022); New college graduates and employers agree on key competencies, but at odds about new grad proficiency, (2022); Early career doctorates survey questionnaire for a web-based survey, (2017); Otache I., Enhancing graduates' employability through polytechnic-industry collaboration, Industry and Higher Education, 36, 5, pp. 604-614, (2022); Percy W. H., Kostere K., Kostere S., Generic qualitative research in psychology, The Qualitative Report, 20, 2, pp. 76-85, (2015); Pham T., Communication competencies and international graduates' employability outcomes: Strategies to navigate the host labour market, Journal of International Migration and Integration, 23, 2, pp. 733-749, (2022); Pinquart M., Juang L. P., Silbereisen R. K., Self-efficacy and successful school-to-work transition: A longitudinal study, Journal of Vocational Behavior, 63, 3, pp. 329-346, (2003); Sahin Y. G., Celikkan U., Information technology asymmetry and gaps between higher education in-stitutions and industry, Journal of Information Technology Education: Research, 19, pp. 339-365, (2020); Saks A. M., Longitudinal field investigation of the moderating and mediating effects of self-efficacy on the relationship between training and newcomer adjustment, Journal of Applied Psychology, 80, 2, pp. 211-225, (1995); Seymour S., Gallup-Purdue Index 2015 Report now available, (2015); Small L., McPhail R., Shaw A., Graduate employability: The higher education landscape in Australia, Higher Education Research & Development, 41, 3, pp. 919-933, (2022); Suarta I. M., Suwintana I. K., Sudhana I. F. P., Hariyanti N. K. D., Employability skills required by the 21st century workplace: A literature review of labour market demand, Proceedings of the 1st International Conference on Technology and Vocational Teachers (ICTVT 2017), pp. 337-342, (2017); Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employ-ers' perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Tran L. T., Ngo N. T. H., Nguyen H. T. M., Le T. T. T., Ho T. T. H., Employability in context"": graduate employability attributes expected by employers in regional Vietnam and implications for career guidance, International Journal for Educational and Vocational Guidance, pp. 1-21, (2022); Vitale C., Bowyer D., Bayerlein L., Developing and presenting a framework for meeting industry, student and educator expectations in university degrees, E-Journal of Business Education & Scholarship of Teaching, 14, 1, pp. 57-65, (2020); Wolff R., Booth M., Bridging the gap: Creating a new approach for assuring 21st century employabil-ity skills, Change: The Magazine of Higher Learning, 49, 6, pp. 51-54, (2017)","L. Underdahl; University of Phoenix, Lenora, United States; email: lunderdahl@email.phoenix.edu","","Informing Science Institute","","","","","","15568881","","","","English","Int. J. Doctoral Studies","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85158911331"
"Crew T.; Märtins O.","Crew, Teresa (57205220271); Märtins, Olivia (58304066400)","57205220271; 58304066400","Students' views and experiences of blended learning and employability in a post-pandemic context","2023","Social Sciences and Humanities Open","8","1","100583","","","","2","10.1016/j.ssaho.2023.100583","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161043546&doi=10.1016%2fj.ssaho.2023.100583&partnerID=40&md5=fd69283ff18cc6ed88f4913df62cf611","School of History, Law and Social Sciences, Bangor University, United Kingdom; School of Human and Behavioural Sciences, Bangor University, United Kingdom","Crew T., School of History, Law and Social Sciences, Bangor University, United Kingdom; Märtins O., School of Human and Behavioural Sciences, Bangor University, United Kingdom","Existing research has investigated university students' experiences of learning during restrictive lockdowns (e.g. Ela et al., 2021; Khan, 2021) as well as their perceptions of their own employability (Haekal et al., 2021; Plakhotnik et al., 2021). This study addresses a research gap, by exploring these topics from a post-pandemic perspective. Our research collected data with a cohort of university students at a UK institution, otherwise known as ‘NorthSea’, in relation to their views and experiences of both ‘blended learning’ (BL) and employability. The study had a multi-method design comprising of an online focus group (OFG) with n.18 respondents, n.10 semi structured interviews (SSI) and anecdotal data collected from n.6 students. Students were generally supportive of the continuation of BL due to its flexibility. Anecdotal data, collected six months after the original research study, noted further support for BL due to financial concerns about the cost of living crisis. Although other respondents preferred face to face teaching as they observed a disconnect between lectures being delivered online and in person. In terms of employability, respondents were complimentary of the support provided by the Employability Service, (ES), although mature did not always avail themselves of this support, and international students did not perceive that the service was available to them. Respondents also talked of wanting tailored information, advice and guidance (IAG) that considered their degree subject. Recommendations included further research in the shape of an action research project that focused on tailored IAG and included student unions, and for ES to take proactive steps such faculty endorsements, peer ambassadors (who have successfully used the employability service) and a university incentive scheme. © 2023","Attendance; Blended learning; Employability; Pandemic; Remote; Student; University","","","","","","","","Ajjawi R., Fischer J., Tai J., Bearman M., Jorre de St Jorre T., “Attending lectures in your pyjamas”: Student agency in constrained circumstances, Higher Education, (2022); Bradley A., Quigley M., Bailey K., How well are students engaging with the careers services at university?, Studies in Higher Education, 46, 4, pp. 663-676, (2021); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Crew T., Regional capital and 'local' graduate employment, Understanding graduate careers: Research, policy and practice in context, (2018); Dziuban C.D., Hartman J.L., Moskal P.D., Blended learning, EDUCAUSE Research Bulletin, 7, pp. 1-12, (2004); Ela M., Shohel T., Khan L., Jahan N., Hossain M.T., Islam M.N., Prolonged lockdown and academic uncertainties in Bangladesh: A qualitative investigation during the COVID-19 pandemic, Heliyon, 7, 2, (2021); Gill R.J., Graduate employability skills through online internships and projects during the COVID-19 Pandemic: An Australian example, J. Teach. Learn. Graduate Employabil., 11, 1, pp. 146-158, (2020); Haekal M., Muttaqien A.A., Fitri A., Students' perspectives on future employment: A qualitative study on Indonesian higher education institutions during the COVID-19 pandemic, AL-ISHLAH: Jurnal Pendidikan, 13, 1, pp. 417-424, (2021); Higginbottom G.M.A., Sampling issues in qualitative research, Nurse Researcher, 12, pp. 7-19, (2004); Paying more for less? Careers and employability support for international students at UK universities. [Online, available from, (2021); Holt-White E., Montacute R., COVID-19 and social mobility impact brief# 5. Graduate recruitment and access to the workplace, (2020); Hubble S., Bolton P., Mature higher education students in England, (2020); Kelly S., Qualitative interviewing techniques and styles, The sage handbook of qualitative methods in health research, (2010); Khan M.A., The impact of COVID-19 on UK higher education students: Experiences, observations and suggestions for the way forward, Corporate Governance: Int. J. Bus. Soci., (2021); Marginson S., Including the other: Regulation of the human rights of mobile students in a nation-bound world, Higher Education, 63, pp. 497-512, (2012); Minocha S., Hristov D., Reynolds M., From graduate employability to employment: Policy and practice in UK higher education, International Journal of Training and Development, 21, 3, pp. 235-248, (2017); Neves J., Hewitt R., Student academic experience survey 2021, (2021); O'Connell S., Virtual recruitment will remain post-covid, The HR Director., (2020); O'Neill D.K., Reinhardt S., Jayasundera K., What undergraduates say about choosing an online or in-person course: Qualitative results from a large-sample, multi-discipline survey, Higher Education Research and Development, 41, 4, pp. 1199-1214, (2022); Peterson C., Park N., Pole N., D'Andrea W., Seligman M., Strengths of character and posttraumatic growth, Journal of Traumatic Stress, 21, 2, pp. 214-217, (2008); Plakhotnik M., Volkova N., Jiang C., Yahiaoui D., Pheiffer G., McKay K., Reissig-Thust S., The perceived impact of COVID-19 on student well-being and the mediating role of the university support: Evidence from France, Germany, Russia and the UK, Frontiers in Psychology, 12, (2021); Prati G., Mancini, The psychological impact of COVID-19 pandemic lockdowns: A review and meta-analysis of longitudinal studies and natural experiments, Psychological Medicine, 51, 2, pp. 201-211, (2021); Sam C., Post-COVID-19 and higher education, J. Appl. Learn. Teach., 5, 1, pp. 156-164, (2022); Saumure K., Given L., Convenience sample, The sage encyclopedia of qualitative research methods, pp. 124-125, (2008); Soares M.E., Mosquera P., Fostering work engagement: The role of the psychological contract, Journal of Business Research, 101, pp. 469-476, (2019); Steimle L.N., Sun Y., Johnson L., Besedes T., Mokhtarian P., Nazzal D., Students' preferences for returning to colleges and universities during the COVID-19 pandemic: A discrete choice experiment, (2022); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Villa F.G., Litago J.D.U., Sanchez-Fdez A., Perceptions and expectations in the university students from adaptation to the virtual teaching triggered by the covid-19 pandemic, Revista Latina de Comunicación Social, 78, pp. 99-119, (2020); Williams L., Rollins L., Young D., Fleming L., Grealy M., Janssen X., Kirk A., MacDonald B., Flowers P., What have we learned about positive changes experienced during COVID-19 lockdown? Evidence of the social patterning of change. Ortega JA, PLoS One, 16, 1, (2021)","T. Crew; Bangor University, School of History, Law and Social Sciences, Main Arts, Bangor University, Gwynedd, Wales, United Kingdom; email: t.f.crew@bangor.ac.uk","","Elsevier Ltd","","","","","","25902911","","","","English","Soc. Sci. Humanit. Open","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85161043546"
"O’Connor R.","O’Connor, Rachael (57217681803)","57217681803","Supporting students to better support themselves through reverse mentoring: the power of positive staff/student relationships and authentic conversations in the law school","2023","Law Teacher","57","3","","253","270","17","0","10.1080/03069400.2023.2206738","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160050887&doi=10.1080%2f03069400.2023.2206738&partnerID=40&md5=be9b01be82fe5382ef00092c2adebe28","University of Leeds, Leeds, United Kingdom","O’Connor R., University of Leeds, Leeds, United Kingdom","The impact of the COVID 19 pandemic on student wellbeing and mental health should not be understated. Interventions seeking to improve cultures in law schools to challenge stigmas surrounding support access are consequently vital. This paper draws on an innovative staff/student reverse mentoring scheme within a Russell Group university where law school staff were mentored by international undergraduate law students. It explores the use of reverse mentoring as a tool to develop self-awareness and positive identity formation in law students through authentic and reciprocal relationships with staff, facilitating empowered approaches to support which are anticipatory, as opposed to existing in crisis management mode. To demonstrate this, the stages of self-authorship theory are used to thematically organise interview data collected from student mentors. The paper also explores specific areas of student support (employability and personal tutoring) where the impact of reverse mentoring and its self-authorship generating capacity may be particularly useful. This paper argues that reverse mentoring in the law school and beyond provides a positive opportunity for students to adopt more self-authored and authentic approaches to their support needs, identifying a novel intersection between diversity and inclusion initiatives and the practical accessing of support as a law student. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","reverse mentoring; self-authorship; staff/student relationships; Student support; wellbeing","","","","","","Association of Law Teachers; Leeds Institute for Teaching Excellence","This pilot project was funded by the Leeds Institute for Teaching Excellence and the Association of Law Teachers.","","R. O’Connor; School of Law, University of Leeds, Leeds, LS2 9JT, United Kingdom; email: r.e.oconnor@leeds.ac.uk","","Routledge","","","","","","03069400","","","","English","Law Teach.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85160050887"
"Strømhaug L.B.S.; Halvorsen K.","Strømhaug, Liv Bente Schellenberg (58309138100); Halvorsen, Kristin (35147840700)","58309138100; 35147840700","Ambivalence in digital social work: giving advice about welfare-to-work programmes to unemployed clients","2023","Nordic Social Work Research","","","","","","","1","10.1080/2156857X.2023.2218391","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161392516&doi=10.1080%2f2156857X.2023.2218391&partnerID=40&md5=a5e0af53531e0a3476fdbf5dec4a9b14","Department of Language and Literature, Norwegian University of Science and Technology, Trondheim, Norway","Strømhaug L.B.S., Department of Language and Literature, Norwegian University of Science and Technology, Trondheim, Norway; Halvorsen K., Department of Language and Literature, Norwegian University of Science and Technology, Trondheim, Norway","In contemporary welfare systems, employability-oriented approaches and welfare-to-work (WtW) programmes place activation and client responsibility at the heart of social services. WtW is a frequently discussed topic in frontline workers’ interaction with unemployed clients; however, it also represents a source of ambivalence. With the increased digitalization of social work, counselling related to WtW often take place on digital platforms instead of face-to-face meetings. This study examines written interaction between counsellors and unemployed clients and analyses sequences in which the counsellors present WtW-related advice. A discourse analytic approach was adopted, focusing on the sequential design and framing of the advice. Three recurring advice-giving formats were identified: information as advice, interrogative advice, and assessment as advice. The three formats differ sequentially, in terms of normative pressure to respond and comply, but generally approach the topic of WtW participation cautiously and frame the decision as clients’ autonomous choice, frequently presupposing a high level of institutional knowledge. Clients tend to be reluctant to respond to WTW advice, which impedes counsellors’ ability to tailor the advice. The advice-giving sequences are short with few message turns, limiting the shared exploration of alternatives and potentially clients’ active participation in decision-making. The study sheds light on the interactional challenges of addressing the potentially ambivalent topic of WtW in a digital counselling context but also raises questions regarding the realization of welfare policies through digital frontline work. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","advice-giving; client–counsellor interaction; digital social work; discourse analysis; written counselling","","","","","","NAV Legal Department; NTNU Data Protection Officer","Co: Hi [name]Too bad with the job. Maybe you did nothing wrong, but there were many good applicants.You’ll receive work assessment allowance as a jobseeker until 20 July.[Ten lines about COVID-19 rules and financial support from NAV were removed.]Would you like to participate in a work programme called job club? It’s about job searching and the like. You can read more here: https://www.nav.no/[address ].The course is digital in these corona times, but maybe it can give you some tips when job searching. I’ll check what directly registered positions we’ve received and whether any may be relevant to you.Regards, [name] ","Andreassen T.A., Measures of Accountability and Delegated Discretion in Activation Work: Lessons from the Norwegian Labour and Welfare Service, European Journal of Social Work, 22, 4, pp. 664-675, (2019); Antaki C., Wetherell M., Show Concessions, Discourse Studies, 1, 1, pp. 7-27, (1999); Asheim H., Aktivitetsplan som styringsverktøy [Activity plan as a governance tool], Søkelys på Arbeidslivet, 35, 4, pp. 242-258, (2018); Asheim H., Du Vil Ha Behov for Ytterligere arbeidstrening». En Studie Av Begrunnelser I Arbeidsavklaringsprosess [“You Will Need Further Work practice». A Study of Justifications in Work Assessment Processes], Norsk Sosiologisk Tidsskrift, 3, 4, pp. 238-253, (2019); Breit E., Egeland C., Loberg I.B., Rohnebaek M.T., Digital Coping: How Frontline Workers Cope with Digital Service Encounters, Social Policy & Administration, 55, 5, pp. 833-847, (2021); Butler C.W., Potter J., Danby S., Emmison M., Hepburn A., Advice-Implicative Interrogatives: Building “Client-centered” Support in a Children’s Helpline, Social Psychology Quarterly, 73, 3, pp. 265-287, (2010); Caswell D., Talking Policy into Being—How Street-Level Bureaucrats and Vulnerable Unemployed Talk About Labor Market Participation, European Policy Analysis, 6, 1, pp. 23-37, (2020); Danneris S., Ready to Work (Yet)? Unemployment Trajectories Among Vulnerable Welfare Recipients, Qualitative Social Work, 17, 3, pp. 355-372, (2018); Danneris S., Dall T., Expressing and Responding to Self-Efficacy in Meetings Between Clients and Social Work Professionals, Nordic Social Work Research, 7, 2, pp. 115-140, (2017); Drew P., Heritage J., Talk at Work: Interaction in Institutional Settings, (1992); Emmison M., Butler C.W., Danby S., Script Proposals: A Device for Empowering Clients in Counselling, Discourse Studies, 13, 1, pp. 3-26, (2011); Fugletveit R., Lofthus A.-M., From the Desk to the Cyborg’s Faceless Interaction in the Norwegian Labour and Welfare Administration, Nordisk välfärdsforskning | Nordic Welfare Research, 6, 2, pp. 77-92, (2021); Gjersoe H.M., Getting Sick and Disabled People off Temporary Benefit Receipt: Strategies and Dilemmas in the Welfare State’s Frontline, Nordic Journal of Working Life Studies, 6, S1, pp. 129-145, (2016); Graf E.-M., Sator M., Spranz-Fogasy T., Discourses of Helping Professions, (2014); Hagelund A., The Activating Profession: Coaching and Coercing in the Welfare Services, International Journal of Public Sector Management, 29, 7, pp. 725-739, (2016); Hall C., Slembrouck S., Advice-Giving, Analysing Social Work Communication: Discourse in Practice, pp. 98-116, (2014); Hansen H.-T., Lundberg K., Syltevik L.J., Digitalization, Street-Level Bureaucracy and Welfare users’ Experiences, Social Policy & Administration, 52, 1, pp. 67-90, (2018); Harrison S., Barlow J., Politeness Strategies and Advice-Giving in an Online Arthritis Workshop, Journal of Politeness Research, 5, 1, pp. 93-111, (2009); Heritage J., Sefi S., Dilemmas of Advice: Aspects of the Delivery and Reception of Advice in Interactions Between Health Visitors and First-Time Mothers, Talk at Work. Interaction in Institutional Settings, pp. 359-417, (1992); Juhila K., Hall C., Gunther K., Raitakari S., Saario S., Accepting and Negotiating Service users’ Choices in Mental Health Transition Meetings, Social Policy & Administration, 49, 5, pp. 612-630, (2015); Kinnell A.M.K., Maynard D.W., The Delivery and Receipt of Safer Sex Advice in Pretest Counseling Sessions for HIV and AIDS, Journal of Contemporary Ethnography, 24, 4, pp. 405-437, (1996); Kouper I., The Pragmatics of Peer Advice in a LiveJournal Community, Language@internet, 7, 1, (2010); Loberg I.B., Efficiency Through Digitalization? How Electronic Communication Between Frontline Workers and Clients Can Spur a Demand for Services, Government Information Quarterly, 38, 2, (2021); Lodemel I., Moreira A., Lodemel I., Moreira A., Activation or Workfare? Governance and the Neo-Liberal Convergence, (2014); Maynor N., 7. The Language of Electronic Mail: Written Speech?, The Publication of the American Dialect Society, 78, 1, pp. 48-54, (1994); Mishna F., Bogo M., Root J., Sawyer J.-L., Khoury-Kassabri M., “It Just Crept in”: The Digital Age and Implications for Social Work Practice, Clinical Social Work Journal, 40, 3, pp. 277-286, (2012); Nordesjo K., Scaramuzzino G., Ulmestig R., The Social Worker-Client Relationship in the Digital Era: A Configurative Literature Review, European Journal of Social Work, 25, 2, pp. 303-315, (2022); Olesen E.S.B., Medbestemmelse Og umyndiggørelse. Psykisk Sårbare Unges Erfaringer Med Aktivitetsplanen I Nav [User Participation and Disempowerment. Mentally Vulnerable Young People’s Experiences with the Activity Plan in NAV], Tidsskrift for velferdsforskning, 21, 4, pp. 330-346, (2018); Olsen G., Ambivalence in Activation Encounters, European Journal of Social Work, 25, 4, pp. 564-576, (2022); Investing in Youth: Norway, (2018); Pelaez A.L., Marcuello-Servos C., Editorial: E-Social Work and Digital Society: Re-Conceptualizing Approaches, Practices and Technologies, European Journal of Social Work, 21, 6, pp. 801-803, (2018); Pilnick A., Patient counseling” by Pharmacists: Advice, Information, or Instruction?, The Sociological Quarterly, 40, 4, pp. 613-622, (1999); Pomerantz A., Agreeing and Disagreeing with Assessments: Some Features of Preferred/Dispreferred Turn Shapes, Structures of Social Action, pp. 57-101, (1984); Raeymaeckers P., Dierckx D., To Work or Not to Work? The Role of the Organisational Context for Social workers’ Perceptions on Activation, British Journal of Social Work, 43, 6, pp. 1170-1189, (2013); Raitakari S., Saario S., Juhila K., Gunther K., Client Participation in Mental Health: Shifting Positions in Decision-Making, Nordic Social Work Research, 5, 1, pp. 35-49, (2015); Schou J., Pors A.S., Digital by Default? A Qualitative Study of Exclusion in Digitalised Welfare, Social Policy & Administration, 53, 3, pp. 464-477, (2019); Senghaas M., Freier C., Kupka P., Practices of Activation in Frontline Interactions: Coercion, Persuasion, and the Role of Trust in Activation Policies in Germany, Social Policy & Administration, 53, 5, pp. 613-626, (2019); Shaw C., Potter J., Hepburn A., Advice-Implicative Actions: Using Interrogatives and Assessments to Deliver Advice in Mundane Conversation, Discourse Studies, 17, 3, pp. 317-342, (2015); Silverman D., Discourses of Counselling: HIV Counselling as Social Interaction, (1997); Smithson J., Sharkey S., Hewis E., Jones R., Emmens T., Ford T., Owens C., Problem Presentation and Responses on an Online Forum for Young People Who Self-Harm, Discourse Studies, 13, 4, (2011); Spicker P., Social Work and Self-Determination, British Journal of Social Work, 20, pp. 221-236, (1990); Stommel W.J.P., Lamerichs J., Communication in Online Support Groups: Advice and Beyond, Handbook of Language and Health Communication, pp. 198-211, (2014); Suoninen E., Jokinen A., Persuasion in Social Work Interviewing, Qualitative Social Work, 4, 4, pp. 469-487, (2005); Tannen D., Framing in Discourse, (1993); Toerien M., Shaw R., Reuber M., Initiating Decision-Making in Neurology Consultations: ‘Recommending’ versus ‘Option-listing’ and the Implications for Medical Authority, Sociology of Health & Illness, 35, 6, pp. 873-890, (2013); van Berkel R., Making Welfare Conditional: A Street-Level Perspective, Social Policy & Administration, 54, 2, pp. 191-204, (2020); van de Luitgaarden G., van der Tier M., Establishing Working Relationships in Online Social Work, Journal of Social Work, 18, 3, pp. 307-325, (2018); Vayreda A., Antaki C., Social Support and Unsolicited Advice in a Bipolar Disorder Online Forum, Qualitative Health Research, 19, 7, pp. 931-942, (2009); Vepsalainen H., Responses to Advice-Seeking on Reddit That Do Not Give Advice, Journal of Pragmatics, 191, pp. 143-155, (2022); Zhu H., Andersen S.T., ICT-Mediated Social Work Practice and Innovation: Professionals’ Experiences in the Norwegian Labour and Welfare Administration, Nordic Social Work Research, 11, 4, pp. 346-360, (2021)","L.B.S. Strømhaug; Department of Language and Literature, Norwegian University of Science and Technology, Trondheim, Norway; email: liv.b.s.stromhaug@ntnu.no","","Routledge","","","","","","2156857X","","","","English","Nord. Soc. Work. Res.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85161392516"
"Richardson T.; Lumsden E.","Richardson, Tanya (57191157937); Lumsden, Eunice (56003604000)","57191157937; 56003604000","“It’s ok not to know what I want to do”: An exploration into the aspirations of Early Childhood Studies students","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","1","14","13","0","10.21153/jtlge2023vol14no1art1462","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151320149&doi=10.21153%2fjtlge2023vol14no1art1462&partnerID=40&md5=4f95abb39a22fd40d1d54537931c922c","Faculty of Health, Education and Society, University of Northampton, United Kingdom","Richardson T., Faculty of Health, Education and Society, University of Northampton, United Kingdom; Lumsden E., Faculty of Health, Education and Society, University of Northampton, United Kingdom","The importance of embedding employability skills in English Higher Education has received increased attention since the introduction of tuition fees and employers claiming that graduates lack the necessary skills for the workforce. This paper considers how these employability skills align with students’ aspirations, when there is uncertainty around their career trajectory, an area that appears unexplored in current literature. Using an interpretative approach this small-scale study (n=25) sought views of first year students within an HE institution in the East Midlands of England. This paper reports on students’ career aspirations and motivations for studying, and working in, the field of Early Childhood, at the commencement of their studies. Through questionnaires and semi-structured interviews, students reflected on their aspirations and motivations to follow this degree trajectory. This paper purports that students embark on this degree with a generic interest in working with children but are uncertain about career directions. They welcome the breadth of opportunities the degree could lead to. It is therefore argued that “it’s ok not to know what I want to do”. It is the role of academic and professional staff to embed a breath of opportunities for exposure to the range of career pathways available. © 2023 Deakin University. All rights reserved.","aspirations; careers; Early Childhood Studies; graduate employability; higher education institution","","","","","","","","Andrews J, Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: A European study, Higher Education in Europe, 33, 4, pp. 413-422, (2008); Artess J., Hooley T., Mellors-Bourne R., Employability: A review of the literature 2012 to 2016, (2017); Bonetti S., The early years workforce: A fragmented picture, (2018); Ethical guidelines for educational research, (2018); Brooks R., Transitions from Education to Work: New Perspectives from Europe and Beyond, (2009); Bury J., Mayer M., Gogescu F., Bristow T., Husain F., Understanding the early years workforce: Qualitative research findings, NatSen Social Research, (2020); Cage E., Jones E., Ryan G., Hughes G., Spanner L., Student mental health and transitions into, through and out of university: student and staff perspectives, Journal of Further and Higher Education, 45, 8, pp. 1076-1089, (2021); Campbell-Barr V., Bonetti S., Bunting F., Gulliver K., A systematic review of Early Years degrees and employment pathways, (2020); The graduate employment gap: Expectations vs reality, (2017); Work ready graduates: Building employability skills for a hybrid world, (2021); Cheng M., Adekola O., Albia J., Cai S., Employability in higher education: A review of key stakeholders' perspectives, Higher Education Evaluation and Development, 16, 1, pp. 16-31, (2022); Christie E., Kruk E., Choosing to become a social worker: Motives, incentives, concerns and disincentives, Social Work Education, 17, 1, pp. 21-34, (1998); Cohen L., Manion L., Morrison K., Research methods in education, (2002); Education and learning for the modern world: CBI/Pearson Education skills survey report 2019, (2019); Future Fit: Preparing Graduates for the World of Work, (2009); Cumming J., Contextualised performance: Reframing the skills debate in research education, Studies in Higher Education, 35, 4, pp. 405-419, (2010); Donald W., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: Human capital, careers advice, and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Early Childhood Graduate Practitioner Competencies, (2019); Ethical code for early childhood researchers, (2015); Foucault M., The order of things: an archaeology of the human sciences, (1989); Gillham B., Developing a questionnaire, (2007); Gray D., Doing research in the real world, (2018); Gunn V., Bell S., Kafmann K., Thinking strategically about employability and graduate attributes: Universities and enhancing learning for beyond university, (2011); Harvey L., Embedding and integrating employability, New Directions for Institutional Research, 128, 1, pp. 13-28, (2005); Holman K., Richardson T., Perceptions of placement experiences of Early Childhood Studies students: The fluency of knowledge and skills, Journal of Further and Higher Education, 45, 3, pp. 324-336, (2020); Hood J., Teaching against the text: The case of qualitative methods, Teaching Sociology, 34, 3, pp. 207-223, (2006); Irwin A., Nordmann E., Simms K., Stakeholder perception of student employability: Does the duration, type and location of work experience matter?, Higher Education, 78, pp. 761-781, (2019); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research and Development, 36, 4, pp. 747-762, (2016); Lave J., Wenger E., Situated learning: Legitimate peripheral participation, (1991); Leadsom A., Field F., Burstow P., Lucas C., The 1001 critical days: The importance of the conception to age two period: A cross party manifesto, (2013); Lumsden E., Mcbryde-Wilding H., Rose H., Collaborative practice in enhancing first year student experience in Higher Education, Enhancing the Learner Experience in Higher Education, 2, 1, pp. 12-24, (2010); Manning-Morton J., The Personal is Professional: Professionalism and the birth to threes practitioner, Contemporary Issues in Early Childhood, 7, 1, pp. 42-52, (2006); Ng T.W.H., Feldman D., How broadly does education contribute to job performance?, Personnel Psychology, 62, 1, pp. 89-134, (2009); Early years career progression map, (2019); Norton S., Embedding employability in higher education for student success, (2016); Teachers matter: Attracting, developing and retaining effective teachers, (2005); O'Sullivan J., What does it say about the value of care when low skills are aligned to low salaries? LEYF Nurseries, (2020); Peteranetz M., Flanigan A., Shell D., Soh L., Career aspirations, perceived instrumentality, and achievement in undergraduate computer science courses, Contemporary Educational Psychology, 53, 1, pp. 27-44, (2018); What do graduates do? Offers a glimpse of the graduate labour market in 2021, (2020); Subject benchmark statement: Early Childhood Studies, (2022); Focus on graduate skills: Key findings from ‘sharing practice’ and ‘shaping strategy’ events, (2019); QAA Viewpoint: How universities and employers can work together to improve graduate outcomes: evidence from QAA reviews, (2017); Robson C., Real world research, (2011); Romgens I., Scoupe R., Beausaert S., Unravelling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Scott F., Connell P., Thomson L., Willison D., Empowering students by enhancing their employability skills, Journal of Further and Higher Education, 43, 5, pp. 692-707, (2019); Scott F., Willison D., Students’ reflections on an employability skills provision, Journal of Further and Higher Education, 45, 8, pp. 1118-1133, (2021); Silberfeld C., Mitchell H., Graduates’ perspectives on their Early Childhood Studies programmes and employment opportunities, Early years, 41, 1, pp. 5-22, (2018); Silverman D., Doing qualitative research, (2017); Solas J., Why enter social work? Why on earth do they want to do it? Recruits ulterior motives for entering social work, Issues in Social Work Education, 14, 2, pp. 51-63, (1994); Suryani A, George S., Teacher education is a good choice, but I don’t want to teach in schools.” An analysis of university students’ career decision making, Journal of Education for Teaching, 47, 4, pp. 590-604, (2021); Norton S., Essential frameworks for enhancing student success: embedding employability: A guide to the advance HE framework, (2020); Vardy A., Early years foundation degrees: Improving social mobility and promoting children’s outcomes through the professionalism of the workforce or a tokenistic substitute for proper education, Journal of Further and Higher Education, 46, 4, pp. 427-440, (2021); Vincent C., Braun A., And Hairdressers are Quite Seedy…’: The Moral Worth of Childcare Training, Contemporary Issues in Early Childhood, 11, 2, pp. 203-214, (2010); Vygotsky L.S., Mind in society: Development of higher psychological processes, (1978); Wats M., Wats R., Developing soft skills in students, International Journal of Learning, 15, 12, pp. 1-10, (2009); Woods M., Thurtle V., Silberfeld C., A report on the post course destinations, reflections and career aspirations of the Early Childhood Studies students who graduated from Suffolk College in 1996, Journal of Further and Higher Education, 23, 1, pp. 17-30, (1999); Yin R., Case study research: Design and methods, (2014); Yong B., Teacher trainees’ motives for entering into a teaching career in Brunei Darussalam, Teaching and Teacher Education, 11, 3, pp. 275-280, (1995); Yorke M., Knight P., Embedding Employability into the Curriculum: Learning & Employability Series 1, (2006)","T. Richardson; Faculty of Health, Education and Society, University of Northampton, United Kingdom; email: tanya.richardson@northampton.ac.uk","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85151320149"
"Arrazola M.; de Hevia J.; Perrote I.; Sánchez-Larrión R.","Arrazola, María (6601957446); de Hevia, José (6506571313); Perrote, Irene (58351282900); Sánchez-Larrión, Raúl (57212026178)","6601957446; 6506571313; 58351282900; 57212026178","Discrimination in access to employment for graduates with disabilities: proposals for improvement","2023","Disability and Society","","","","","","","0","10.1080/09687599.2023.2227332","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162979315&doi=10.1080%2f09687599.2023.2227332&partnerID=40&md5=2005d57cf1143869df8c6007b9b0cbce","Department of Applied Economics, Rey Juan Carlos University, Madrid, Spain","Arrazola M., Department of Applied Economics, Rey Juan Carlos University, Madrid, Spain; de Hevia J., Department of Applied Economics, Rey Juan Carlos University, Madrid, Spain; Perrote I., Department of Applied Economics, Rey Juan Carlos University, Madrid, Spain; Sánchez-Larrión R., Department of Applied Economics, Rey Juan Carlos University, Madrid, Spain","Although the number of graduates with disabilities is increasing worldwide, few studies have examined their transition to employment. This study analysed the difficulties they find in their labour insertion compared with their peers without disabilities and offers proposals to improve their employability. We used a representative sample of Spanish graduates, with and without disabilities. Our results showed that the main problem for graduates with disabilities is their access to the labour market. There is, however, no evidence of differences in the quality of employment between graduates with and without disabilities. We found that the difficulties in accessing employment among graduates with disabilities are related to discriminatory institutional factors in the labour market. Therefore, it is important to implement policies focused on the removal of institutional barriers that may prevent employers from hiring graduates with disabilities. Our results provide empirical evidence for policies that can improve their employability. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","discrimination; employment; Graduates with disabilities; job mismatch; quality of employment; wages","","","","","","","","Inclusive Teaching. Understanding Disability. Higher Education Statistics, (2021); Allen J., Van der Velden R., Educational Mismatches versus Skill Mismatches: Effects on Wages, Job Satisfaction, and on-the-Job Search, Oxford Economic Papers, 53, 3, pp. 434-452, (2001); (2017); Baert S., Cockx B., Verhaest D., Overeducation at the Start of the Career: Stepping Stone or Trap?, Labour Economics, 25, C, pp. 123-140, (2013); Baker N.A., Jacobs K., The Nature of Working in the United States: An Occupational Therapy Perspective, Work, 20, 1, pp. 53-61, (2003); Bauer T.K., Sinning M., An Extension of the Blinder–Oaxaca Decomposition to Nonlinear Models, AStA Advances in Statistical Analysis, 92, 2, pp. 197-206, (2008); Bell D.N.F., Blanchflower D.G., Young People and the Great Recession, Oxford Review of Economic Policy, 27, 2, pp. 241-267, (2011); Bellacicco R., Pavone M., After Higher Education: Exploring the Transition to Employment for Graduates with Disabilities, Alter, 14, 3, pp. 159-174, (2020); Bentolila S., Felgueroso F., Jansen M., Jimeno J.F., “Lost in Recession: Youth Employment and Earnings in Spain, (2021); Blazquez M., Malo M.A., Educational Mismatch and Labour Mobility of People with Disabilities: The Spanish Case, Revista de Economía Laboral, 2, 1, pp. 31-55, (2005); Boccuzzo G., Maron L., Understanding Equity in Work through Job Quality: A comparative Analysis between Disabled and Not Disabled Graduates by Means of a New Composite Indicator, Advances in Latent Variables: Methods, Models and Applications, pp. 263-275, (2015); Bruyere S.M., Barrington L., Albrecht G.L., Employment and Work: Disability Key Issues and Future Directions, (2012); Dalmau M., Llinares M., Salas I., Gine C., Integración laboral de los universitarios españoles con discapacidad. Detección de las fortalezas y debilidades en el momento del acceso al mercado laboral español. Percepción de los universitarios y percepción de las empresas, (2010); (2011); Dutta A., Gervey R., Chan F., Chou C.-C., Ditchman N., Vocational Rehabilitation Services and Employment Outcomes for People with Disabilities: A United States Study, Journal of Occupational Rehabilitation, 18, 4, pp. 326-334, (2008); Espada-Chavarria R., Diaz-Vega M., Gonzalez-Montesino R.H., Open Innovation for an Inclusive Labor Market for University Students with Disabilities, Journal of Open Innovation: Technology, Market, and Complexity, 7, 4, (2021); 2019 SBA Fact Sheet Spain, (2019); Disability Statistics - Access to Education and Training, (2018); Fichten C.S., Jorgensen S., Havel A., Barile M., Ferraro V., Landry M., Fiset D., Et al., What Happens after Graduation? 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Economic Review, 89, 3, pp. 25-40, (2004); Hubble S., Bolton P., Support for Disabled Students in Higher Education in England, (2021); Huber M.J., Oswald G.R., Webb T., Avila-John A., Degree Completion and Employment Outcomes among Graduates with Disabilities, Journal of Vocational Rehabilitation, 45, 3, pp. 241-247, (2016); Encuesta de Discapacidad, Autonomía Personal y Situaciones de Dependencia, (2008); Encuesta de Discapacidad, Autonomía Personal y Situaciones de Dependencia, (2020); Jang Y., Wang Y.T., Lin M.H., Factors Affecting Employment Outcomes for People with Disabilities Who Received Disability Employment Services in Taiwan, Journal of Occupational Rehabilitation, 24, 1, pp. 11-21, (2014); Jones M.K., Does Part-Time Employment Provide a Way of Accommodating a Disability?, The Manchester School, 75, 6, pp. 695-716, (2007); Jones M.K., Disability and the Labour Market: A Review of the Empirical Evidence, Journal of Economic Studies, 35, 5, pp. 405-424, (2008); Jones M.K., Sloane P.J., Disability and Skill Mismatch, Economic Record, 86, s1, pp. 101-114, (2010); Kaye H.S., Stuck at the Bottom Rung: Occupational Characteristics of Workers with Disabilities, Journal of Occupational Rehabilitation, 19, 2, pp. 115-128, (2009); Kim M.M., Williams B.C., Lived Employment Experiences of College Students and Graduates with Physical Disabilities in the United States, Disability & Society, 27, 6, pp. 837-852, (2012); Lombardi A., Gelbar N., Dukes L.L., Kowitt J., Wei Y., Madaus J., Lalor A.R., Faggella-Luby M., Higher Education and Disability: A Systematic Review of Assessment Instruments Designed for Students, Faculty, and Staff, Journal of Diversity in Higher Education, 11, 1, pp. 34-50, (2018); McAlpine D.D., Alang S.M., Employment and Economic Outcomes of Persons with Mental Illness and Disability: The Impact of the Great Recession in the United States, Psychiatric Rehabilitation Journal, 44, 2, pp. 132-141, (2021); Retrato de la PYME, (2021); (2010); Mitra S., Kruse D., Are Workers with Disabilities More Likely to Be Displaced?, The International Journal of Human Resource Management, 27, 14, pp. 1550-1579, (2016); Moreno-Rodriguez R., Tejada Cruz A., El emprendimiento como alternativa laboral de las personas con discapacidad: Importancia de la actividad productiva sobre la calidad de vida, Libro de actas I Congreso nacional sobre el empleo de las personas con discapacidad “Hacia la plena inclusión laboral”, pp. 50-57, (2016); Nolan C., Gleeson C.I., The Transition to Employment: The Perspectives of Students and Graduates with Disabilities, Scandinavian Journal of Disability Research, 19, 3, pp. 230-244, (2017); Sickness, Disability and Work: Breaking the Barriers (Vol. 2)–Australia, Luxembourg, Spain and the United Kingdom, (2007); Pagan R., Is Part-Time Work a Good or Bad Opportunity for People with Disabilities? A European Analysis, Disability and Rehabilitation, 29, 24, pp. 1910-1919, (2007); Pagan R., Self-Employment among People with Disabilities: Evidence for Europe, Disability & Society, 24, 2, pp. 217-229, (2009); Saunders S.L., Nedelec B., What Work Means to People with Work Disability: A Scoping Review, Journal of Occupational Rehabilitation, 24, 1, pp. 100-110, (2014); Schur L., Barriers or Opportunities? The Causes of Contingent and Part-Time Work among People with Disabilities, Industrial Relations: A Journal of Economy and Society, 42, 4, pp. 589-622, (2003); Schur L., Kruse D., Blasi J., Blanck P., Is Disability Disabling in All Workplaces? Workplaces Disparities and Corporate Culture, Industrial Relations: A Journal of Economy and Society, 48, 3, pp. 381-410, (2009); Shantz A., Wang J., Malik A., Disability Status, Individual Variable Pay, and Pay Satisfaction: Does Relational and Institutional Trust Make a Difference?, Human Resource Management, 57, 1, pp. 365-380, (2018); Sundar V., O'Neill J., Houtenville A.J., Phillips K.G., Keirns T., Smith A., Katz E.E., Striving to Work and Overcoming Barriers: Employment Strategies and Successes of People with Disabilities, Journal of Vocational Rehabilitation, 48, 1, pp. 93-109, (2018); Tejada Cruz A., Moreno-Rodriguez R., Aspectos de relieve en el emprendimiento de las personas con discapacidad: situación actual, factores de interés y resultados de la Cátedra de Investigación Fundación Konecta, Avances académicos sobre empleo, autoempleo y emprendimiento de las personas con discapacidad, 20, pp. 25-37, (2020); Education and Disability: Analysis of Data from 49 Countries, (2018); Uppal S., Disability, Workplace Characteristics and Job Satisfaction, International Journal of Manpower, 26, 4, pp. 336-349, (2005); Vornholt K., Villotti P., Muschalla B., Bauer J., Colella A., Zijlstra F., Van Ruitenbeek G., Uitdewilligen S., Corbiere M., Disability and Employment–Overview and Highlights, European Journal of Work and Organizational Psychology, 27, 1, pp. 40-55, (2018); World Report on Disability, (2011); Witte R.H., Philips L., Kakela M., Job Satisfaction of College Graduates with Learning Disabilities, Journal of Learning Disabilities, 31, 3, pp. 259-265, (1998)","M. Arrazola; Department of Applied Economics, Rey Juan Carlos University, Madrid, Spain; email: maria.arrazola@urjc.es","","Routledge","","","","","","09687599","","","","English","Disabil. Soc.","Article","Article in press","","Scopus","2-s2.0-85162979315"
"Stahl G.; Wang J.","Stahl, Garth (55383489800); Wang, Jianing (58349576500)","55383489800; 58349576500","Where there’s a WIL, there’s a way: upwardly mobile young men pursuing non-formal WIL opportunities to enhance employability","2023","Journal of Education and Work","36","5","","366","380","14","0","10.1080/13639080.2023.2226074","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162932303&doi=10.1080%2f13639080.2023.2226074&partnerID=40&md5=62efa3ef8ed7b60b8a297e35950959d4","School of Education, University of Queensland, Brisbane, Australia","Stahl G., School of Education, University of Queensland, Brisbane, Australia; Wang J., School of Education, University of Queensland, Brisbane, Australia","Historically, males from low socio-economic backgrounds have been a difficult demographic for educators to reach and engage. Despite efforts to widen participation in Australia, males who would be considered ‘first-in-family’, remain severely underrepresented in higher education. For those who do attend, they often encounter significant barriers and are at a higher risk of attrition. Experiences with employment can be a determiner of their success at university both in terms of informing or reaffirming their prospects for future employment. While recent policies in Australia have sought to integrate working-integrated learning (WIL) into university studies, these are not available to all students thus opportunities to develop skills and attributes through WIL remains a fragmented picture. As a result, we are witnessing many young people who are concerned about their future employability seeking out non-formal WIL opportunities to bolster their CVs. This paper explores the motivations of first-in-family males to pursue non-formal WIL opportunities and the effects these endeavours had upon their aspirations. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","aspirations; case study; employability; first-in-family males; Work-integrated learning (WIL)","","","","","","Australian Research Council, ARC, (DE170100510)","The work was supported by the Australian Research Council [DE170100510]. We would like to thank the annonymous reviewers for their helpful comments and useful suggestions which led to an improvement of this paper.","Aprile K.T., Knight B.A., The WIL to Learn: Students’ Perspectives on the Impact of Work-Integrated Learning Placements on Their Professional Readiness, Higher Education Research & Development, 39, 5, pp. 869-882, (2020); Archer L., Pratt S.D., Phillips D., Working-Class Men's Constructions of Masculinity and Negotiations of (Non) Participation in Higher Education, Gender and Education, 13, 4, pp. 431-449, (2001); Arsenis P., Flores M., Confidence and Gender Differences within a Work-Integrated Learning Programme: Evidence from a UK Higher Education Institution, Higher Education Research & Development, 40, 5, pp. 947-963, (2021); AIG Survey: Skilling Business in Tough Times, (2009); Bartlett L., Vavrus F.K., Rethinking Case Study Research a Comparative Approach, (2017); Bottero W., Class in the 21st Century, Who Cares About the White Working Class?, pp. 7-15, (2009); Bowen T., Examining students’ Perspectives on Gender Bias in Their Work-Integrated Learning Placements, Higher Education Research & Development, 39, 3, pp. 411-424, (2020); Bowman J.M., Filar C.D., Bowman J.M., Filar D.C., Masculinity and Student Success in Higher Education, (2018); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability Through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Brown P., Education, Opportunity, and the Prospects for Social Mobility, British Journal of Sociology of Education, 34, 5-6, pp. 678-700, (2013); Burke P.J., Men Accessing Education: Masculinities, Identifications and Widening Participation, British Journal of Sociology of Education, 28, 4, pp. 411-424, (2007); Carnevale A.P., Smith N., Workplace Basics: The Skills Employees Need and Employers Want, Human Resource Development International, 16, 5, pp. 491-501, (2013); Chikeleze M., Johnson I., Gibson T., Let’s Argue: Using Debate to Teach Critical Thinking and Communication Skills to Future Leaders, Journal of Leadership Education, 17, 2, pp. 123-137, (2018); Chopra S., Khan A., Mirsafian M., Golab A., Gender Differences in Work-Integrated Learning Experiences of Stem Students: From Applications to Evaluations, International Journal of Work-Integrated Learning, 21, 3, pp. 253-274, (2020); Creswell J., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, (2013); Davies B., Bansel P., Neoliberalism and Education, International Journal of Qualitative Studies in Education, 20, 3, pp. 247-256, (2007); Edwards M., Brooks R., Kay J., The Impact of Placements on students’ Self-Efficacy, Higher Education, Skills & Work-Based Learning, 4, 3, pp. 228-241, (2014); Harper S.R., The Measure of a Man: Conceptualizations of Masculinity Among High-Achieving African American Male College Students, Berkeley Journal of Sociology, 48, pp. 89-107, (2004); Heron C., Boys Will Be Boys: Working-Class Masculinities in the Age of Mass Production, International Labor and Working-Class History, 69, 1, pp. 6-34, (2006); Jackson D., Students’ and Their Supervisors’ Evaluations on Professional Identity in Work Placements, Vocations and Learning, 12, 2, pp. 245-266, (2019); Jackson D., Shan H., Meek S., Enhancing graduates’ Enterprise Capabilities Through Work-Integrated Learning in Co-Working Spaces, Higher Education, 84, 1, pp. 101-120, (2021); Jackson D., Tomlinson M., The Relative Importance of Work Experience, Extra-Curricular and University-Based Activities on Student Employability, Higher Education Research & Development, 41, 4, pp. 1119-1135, (2021); Jackson D., Wilton N., Developing Career Management Competencies Among Undergraduates and the Role of Work-Integrated Learning, Teaching in Higher Education, 21, 3, pp. 266-286, (2016); Kay J., Ferns S., Russell L., Smith J., Expanding Work-Integrated Learning (WIL) Possibilities: Enhancing Student Employability Through Innovative WIL Models, (2018); Keddie A., Children of the Market: Performativity, Neoliberal Responsibilisation and the Construction of Student Identities, Oxford Review of Education, 42, 1, pp. 108-122, (2016); Kenway J., Hickey-Moody A., Life Chances, Lifestyle and Everyday Aspirational Strategies and Tactics, Critical Studies in Education, 52, 2, pp. 151-163, (2011); Kenway J., Kraack A., Hickey-Moody A., Masculinity Beyond the Metropolis, (2006); Lloyd N.A., Paull M., Clerke T., Male S.A., Access, Quality and Wellbeing in Engineering Work Integrated Learning Placements: Implications for Equity and Diversity, (2019); McDowell L., Masculinity, Identity and Labour Market Change: Some Reflections on the Implications of Thinking Relationally About Difference and the Politics of Inclusion, Geografiska Annaler. Series B, Human Geography, 86, 1, pp. 45-56, (2004); McDowell L., Post-Crisis, Post-Ford and Post-Gender? Youth Identities in an Era of Austerity, Journal of Youth Studies, 15, 5, pp. 573-590, (2012); Miles M.B., Huberman M.A., Qualitative Data Analysis: An Expanded Sourcebook, (1994); O'Shea S., May J., Delahunty J., First-In-Family Students, University Experience and Family Life Motivations, Transitions and Participation, (2017); Phoenix A., Neoliberalism and Masculinity: Racialization and the Contradictions of Schooling for 11-To 14-Year-Olds, Youth and Society, 36, 2, pp. 227-246, (2004); Powell K.M., Takayoshi P., Accepting Roles Created for Us: The Ethics of Reciprocity, College Composition and Communication, 54, 3, (2003); Rose N., Inventing Our Selves, (1996); Shuker L., ‘It’ll Look Good on Your Personal statement’: Self-Marketing Amongst University Applicants in the United Kingdom, British Journal of Sociology of Education, 35, 2, pp. 224-243, (2014); Simmons R., Connelly D., Thompson R., ‘Education Ain’t for us’: Using Bourdieu to Understand the Lives of Young White Working-Class Men Classified as Not in Education, Employment or Training, Research in Post-Compulsory Education, 25, 2, pp. 193-213, (2020); Smith M., Brooks S., Lichtenberg A., McIlveen P., Torjul P., Tyler J., Career Development Learning: Maximising the Contribution of Work-Integrated Learning to the Student Experience. Final Project Report June 2009, (2009); Stahl G., Working-Class Masculinities in Australian Higher Education: Policies, Pathways and Progress (Routledge Research in Educational Equality and Diversity), (2021); Stahl G., Self-Made Men: Widening Participation, Selfhood and First-In-Family Males, (2022); Stahl G., McDonald S., Social Capital and Self-Crafting: Comparing Two Case Studies of First-In-Family Males Navigating Elite Australian Universities, International Journal of Inclusive Education, 26, 1, pp. 93-108, (2019); Stahl G., McDonald S., Gendering the First-In-Family Experience, (2022); Stahl G., McDonald S., Loeser C., Feminine Subjectivities and Aspirational Learner Identities: Asian–Australian Young Women Navigating Possible Selves in the First Year of University, Gender and Education, 33, 7, pp. 914-929, (2020); Stahl G., McDonald S., Young J., Possible Selves in a Transforming Economy: Upwardly Mobile Working-Class Masculinities, Service Work and Negotiated Aspirations in Australia, Work, Employment & Society, 35, 1, pp. 97-115, (2021); Stake R.E., The Art of Case Study Research, (1995); Stake R.E., Multiple Case Study Analysis, (2006); Stanley T., Xu J., Work-Integrated Learning in Accountancy at Australian Universities–Forms, Future Role and Challenges, Accounting Education, 28, 1, pp. 1-24, (2019); Tolson A., The Limits of Masculinity, (1977); Tolson A., Work-Integrated Learning in Universities: Final Report, (2019); A National Internship Scheme: Enhancing the Skills and Work-Readiness of Australian University Graduates, (2008); Work-integrated Learning in Universities: Final Report, (2019); Van der Veer P., Gibson T., The Value of Comparison, (2016)","G. Stahl; School of Education, University of Queensland, Brisbane, Australia; email: garth.stahl@gmail.com","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85162932303"
"Lloyd S.; Vasandani M.; Salvacion J.O., III","Lloyd, Sheree (57198092534); Vasandani, Minalli (58242160000); Salvacion, Jose Oscar (58243046000)","57198092534; 58242160000; 58243046000","GRADUATE EMPLOYMENT OUTCOMES OF HEALTH SERVICE MANAGEMENT WORK INTEGRATED LEARNING PLACEMENTS","2023","Asia Pacific Journal of Health Management","18","1","i1639","","","","0","10.24083/apjhm.v18i1.1639","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158889121&doi=10.24083%2fapjhm.v18i1.1639&partnerID=40&md5=1ddcf30079fe517a15894007919754a4","University of Tasmania, Australia; Griffith University, QLD, Australia","Lloyd S., University of Tasmania, Australia; Vasandani M., Griffith University, QLD, Australia; Salvacion J.O., III, Griffith University, QLD, Australia","INTRODUCTION Australian universities are increasingly focused on graduate employability outcomes. Industry and government are also seeking job-ready graduates. Employment outcomes for degree programs are measured by national surveys. Understanding employment outcomes for health service management university programs however are not able to be determined by these surveys as the data are not sufficiently granular. Universities embed a range of employability activities into their degrees to promote and support job-ready graduates such as work-integrated learning placements. STUDY DESIGN This study employed a novel approach to measuring employability outcomes for graduates who had completed a health service management work integrated learning placement. FINDINGS AND RESEARCH OUTCOMES Our study shows that graduates of a health service management progr am who complete a work-integrated learning placement have good employability outcomes and are gaining employment in roles related to their degree. Further research is needed to understand the impact of the placement and other embedded approaches in health service management degree programs to determine the role of each and other possible contributing factors. © The Author(s) 2023.","employment; health service management; industry placement; international students; LinkedIn; work integrated learning","article; employability; employment; health service; human; learning; outcome assessment; social media","","","","","","","Work Integrated Learning in Universities: Final Report, (2019); The Griffith Employability and Career Success Framework, (2022); Palmer S, Young K, Campbell M., Developing an institutional evaluation of the impact of work-integrated learning on employability and employment, International Journal of Work-Integrated Learning, 19, pp. 371-383, (2018); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, pp. 350-367, (2015); Bates L, Sampford K., Building a bridge between university and employment: Work-integrated learning Queensland Parliamentary Library Research Publications and Resources Section, (2005); National strategy on work integrated learning in university education, (2015); Ferns SJ, Rowe AD, Zegwaard KE., Advances in research, theory, and practice in work-integrated learning: Enhancing employability for a sustainable future, (2021); Chowdhury F., Work integrated learningat tertiarylevel to enhance graduate employability in Bangladesh, International Journal of Higher Education, 9, pp. 61-68, (2020); Ferns S, Lilly L., Driving institutional engagement in WIL: Enhancing graduate employability, Journal of Teaching and Learning for Graduate Employability, 6, pp. 116-133, (2016); Tran L, Rahimi M, Tan G., Temporary Graduatification: Impacts of Post-Study Work Rights Policy in Australia, Research for Educational Impact, pp. 1-52, (2019); Komljenovic J., Linkedin, platforming labour, and the new employability mandate for universities, Globalisation, Societies and Education, 17, pp. 28-43, (2019); Matthews D, Radloff A, Doyle J, Clarke L., International Graduate Outcomes Survey - 2018, (2019); McConnell D, Linwood R, Day G, Avery M., A Descriptive Analysis of a Health Management Work Integrated Learning Course: moving from Health Services Management learning to employment readiness, Asia-Pacific Journal of Health Management, 14, pp. 56-67, (2019); Gribble C, Blackmore J, Rahimi M., Higher Education, Skills and Work-Based Learning Article information: Higher Education, Skills and Work-Based Learning, 5, pp. 401-416, (2015); What is LinkedIn and how can I use it?, (2020); The Human Capital Report (Insight Report), (2015); Zide J, Elman B, Shahani-Denning C., Linkedin and recruitment: How profiles differ across occupations, Employee Relations, 36, pp. 583-604, (2014); Garg R, Telang R., To be or not to be linked: Online social networks and job search by unemployed workforce, Manage Sci, 64, pp. 3926-3941, (2018); Davydoff D., Don’t Overlook Linkedin as a Corporate Security Risk, Security Magazine, (2019); Heydenrych H, Case JM., Researching graduate destinations using LinkedIn: an exploratory analysis of South African chemical engineering graduates, European Journal of Engineering Education, 43, pp. 693-705, (2018); Liamputtong P., Research methods in health: foundations for evidence-based practice, (2013); Understanding pragmatic research n.d; Long KM, McDermott F, Meadows GN., Being pragmatic about healthcare complexity: Our experiences applying complexity theory and pragmatism to health services research, BMC Med, 16, (2018); Oxford English Dictionary Online, (2015); 2021 Graduate Outcomes Survey – Longitudinal; Kay J, Ferns S, Russell L, Winchester-Seeto T., The emerging future: Innovative models of work-integrated learning, International Journal of Work Integrated Learning, 20, pp. 401-413, (2019); Ferns S, Russell L., Enhancing industry engagement with work-integrated learning: Capacity building for industry partners, Asia-Pacific Journal of Cooperative Education, Special Issue, 17, pp. 349-375, (2016); Sotiriadou P, Logan D, Daly A, Guest R, Sotiriadou P, Logan D, Et al., Studies in Higher Education The role of authentic assessment to preserve academic integrity and promote skill development and employability, (2020); Australian Collaborative Education Network - 2021 Summary Report for Graduate Outcomes Survey items 2021; Jackson D, Collings D., The influence of Work-Integrated Learning and paid work during studies on graduate employment and underemployment, High Educ (Dordr), 76, pp. 403-425, (2018); Wilton N., The impact of work placements on skills development and career outcomes for business and management graduates, Studies in Higher Education, 37, pp. 603-620, (2012)","S. Lloyd; University of Tasmania, Australia; email: Sheree.lloyd@utas.edu.au","","Australasian College of Health Service Management","","","","","","22043136","","","","English","Asia Pacific J. Heal. Manag.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85158889121"
"Sowmia K.R.; Poonkuzhali S.","Sowmia, K.R. (57218571642); Poonkuzhali, S. (57211329849)","57218571642; 57211329849","EMPLOYABILITY PREDICTION MODEL USING ACADEMIC PERFORMANCE IN HIGHER EDUCATION THROUGH DEEP LEARNING TECHNIQUES","2023","Journal of Environmental Protection and Ecology","24","2","","671","686","15","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161978517&partnerID=40&md5=2b2bab681a1eb4ce16eca8159ea50bef","Department of Information Technology, Rajalakshmi Engineering College, Chennai, 602 105, India; Department of Computer Science and Engineering, Rajalakshmi Engineering College, Chennai, 602 105, India","Sowmia K.R., Department of Information Technology, Rajalakshmi Engineering College, Chennai, 602 105, India; Poonkuzhali S., Department of Computer Science and Engineering, Rajalakshmi Engineering College, Chennai, 602 105, India","Students’ employability is a major concern in each Higher Educational Institution. This work proposes the Employability Prediction Model (EPM) that guides the students to know their competency and to identify the skill sets to be improvised which will increase the employability of university students. This prediction model could help the Educational Institutions in Higher Education, arduously, to upgrade the employability skills of students which will directly influence the quality of the Teaching-Learning Process. This work proposes a method for applying Artificial Neural Networks (ANN) to EPM using data from mathematical and programming subjects. This EPM can be used as a recommendation model to guide the students in employability based on Student involvement in Academics. To validate the introduced EPM, the system adopted machine learning algorithms (Logistic Regression, Decision Tree Classifier, KNN Classifier, Random Forest Classifier, Naive Bayes Classifier and Support Vector Machine) and deep learning algorithms (ANN, CNN and RNN). Finally, experimental analysis showed among the Machine Learning Algorithms, the Support Vector Machine achieved best accuracy of 75% for Placement Prediction and KNN provided test accuracy of 55.88% for Categorical (Tier1/Tier2/Tier3) Placements. Similarly, ANN performed than the other Deep Learning Techniques with the test accuracy of 98.52% for Placement Prediction and test accuracy of 92.64% Categorial Placements. © 2023, Scibulcom Ltd.. All rights reserved.","artificial neural network; data classification; employability; employability prediction model; higher education; hypothesis; teaching-learning process","academic performance; artificial neural network; employment; higher education; learning; prediction; teaching","","","","","Rajalakshmi Engineering College, Chennai","The authors present sincere thanks towards “The Centre for Data Science”, Rajalakshmi Engineering College, Chennai, Tamil Nādu, India for extending support to the research work by providing necessary infrastructure and software facilities.","LINSEY S., HUGO: Predicting Employment through Machine Learning, Nace Journal, pp. 27-30, (2019); MAHMUD RAFSAN, Learning in the Shadows: Parents’ Investments, Family Burden, and Stu-dents’ Workload in Dhaka, Bangladesh, Asia Pacific Education Review (APER), 22, (2021); SULEMAN F., The Employability Skills of Higher Education Graduates: Insights into Conceptual Frameworks and Methodological Options, High Educ, 76, (2018); HAILIKARI TELLE, VIRTANEN VIIVI, VESALAINEN MARJO, LIISA POSTAREFF, Student Perspectives on How Different Elements of Constructive Alignment Support Active Learning, Active Learning in Higher Education, SAGE Journals, (2021); HAZEL DURU, OSMAN SONER, FEYZA NUR SINAN, The Predictors of Career Decision-making Difficulties Among High School Students: Career Decision Self-efficacy and Personal Traits – Turkey Case, Educ Sci: Theory Pract, 21, (2021); KONG JIE, MENG REN, TING LU, WANG CONGYING, Analysis of College Students’ Em-ployment, Unemployment and Enrollment with Self-organizing Maps, Edutainment: E-Learning and Games, pp. 318-321, (2018); TENG GUO, FENG XIA, ZHEN SHIHAO, XIAOMEI BAI, ZHANG DONGYU, Et al., Graduate Employment Prediction with Bias, Association for the Advancement of Artificial Intelligence, 34, (2020); PARDO-GARCIA CRISTINA, BARAC MAJA, Promoting Employability in Higher Education: a Case Study on Boosting Entrepreneurship Skills, Sustainability, 12, 10, (2020); ZARING OLOF, GIFFORD ETHAN, McKELVEY MAUREEN, Strategic Choices in the Design of Entrepreneurship Education: an Explorative Study of Swedish Higher Education Institutions, Stud High Educ, 46, 2, (2021); EKAWATI A. D., Predictive Analytics in Employee Churn: a Systematic Literature Review, Journal of Management Information and Decision Sciences (JMIDS), 22, 4, (2019); KONG JIE, JIAXIN HAN, JUNPING DING, HAIYANG XIA, XIN HAN, Analysis of Students’ Learning and Psychological Features by Contrast Frequent Patterns Mining on Academic Per-formance, Neural Comput Appl, 32, 5, (2020); JANE FRASER CATH, DUIGNAN GERARD, STEWART DEB, AGUSTILIA RODRIGUES, Overt and Covert: Strategies for Building Employability Skills of Vocational Education Gradu-ates, J Teach Learn Grad Employab, 10, 1, (2019); AZZIATY ABDUL RAHMAN NOR, KIAN LAM TAN, CHEN KIM LIM, Predictive Analysis and Data Mining among the Employment of Fresh Graduate Students in HEI, AIP Conference Proceedings, 1891, (2017); OLADOKUN V. O., ADEBANJO A. T., CHARLES-OWABA O. E., Predicting Students’ Academic Performance Using Artificial Neural Network: a Case Study of an Engineering Course, The Pacific Journal of Science and Technology, 9, 1, (2008); SOWMIA K. R., POONKUZHALI S., Artificial Intelligence in the Field of Education: a Systematic Study of Artificial Intelligence Impact on Safe Teaching Learning Process with Digital Technology, J Green Eng, 10, 4, (2020); MISHRA TRIPTI, KUMAR DHARMINDER, SANGEETA GUPTa, Students’ Employability Prediction Model through Data Mining, Int J Appl Eng Res, 11, 4, (2016); UMA G. V., KUMAR R., POONKUZHALI S., KISHORE KUMAR R., SARUKESI K., Col-lapsed Concept Map Game: an Innovative Online Formative Knowledge Assessment Method, Society for Development of Teaching and Business Processes in New Net Environment in B & H, 9, 4, (2014)","K.R. Sowmia; Department of Information Technology, Rajalakshmi Engineering College, Chennai, 602 105, India; email: sowmia.kr@rajalakshmi.edu.in","","Scibulcom Ltd.","","","","","","13115065","","","","English","J. Environ. Prot. Ecol.","Article","Final","","Scopus","2-s2.0-85161978517"
"Papp I.C.; Karácsony P.; Juhász T.","Papp, Imola Cseh (58241687400); Karácsony, Péter (25825158100); Juhász, Tímea (55992596000)","58241687400; 25825158100; 55992596000","Study Preferences in Higher Education","2023","Acta Polytechnica Hungarica","20","4","","229","248","19","2","10.12700/aph.20.4.2023.4.13","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158862058&doi=10.12700%2faph.20.4.2023.4.13&partnerID=40&md5=7a093559fbf2fed864ee9ad40062dc9b","Institute of Research on Adult Education and Knowledge Management, ELTE Eötvös Loránd University, Kazinczy u. 23-27, Budapest, 1075, Hungary; Keleti Károly Faculty of Business and Management, Óbuda University, Tavaszmező u. 15-17, Budapest, 1086, Hungary; Faculty of International Management and Business, Budapest Business School, Diósy L. 22-24, Budapest, 1165, Hungary","Papp I.C., Institute of Research on Adult Education and Knowledge Management, ELTE Eötvös Loránd University, Kazinczy u. 23-27, Budapest, 1075, Hungary; Karácsony P., Keleti Károly Faculty of Business and Management, Óbuda University, Tavaszmező u. 15-17, Budapest, 1086, Hungary; Juhász T., Faculty of International Management and Business, Budapest Business School, Diósy L. 22-24, Budapest, 1165, Hungary","It is a well-known fact that in modern societies educational systems are inseparably tied to the labour market. Individuals invest in their own economic potential through education and training; therefore, they increase their labour market value and their future earnings, according to human capital theory. The primary objective of this paper was to examine the decisions made by young people studying in Hungary on continuing their education and selecting the appropriate institution and degree programme, as well as their expectations for their degree. The examination was conducted by means of a questionnaire in seven Hungarian higher education institutions. The findings revealed that students' decisions on going on to higher education are largely influenced by the prospect of a better job in the future, as well as the likelihood of career and financial success. © 2023, Budapest Tech Polytechnical Institution. All rights reserved.","decisions; employability; expectations; higher education; labour market; youth","","","","","","","","Halasz G., The education system, (2001); Toth P., Learning strategies and styles in vocational education, Acta Polytechnica Hungarica, 9, 3, pp. 195-216, (2012); Ritookne M., Personality development and career choice, (1986); Ritookne M., Career development-career development counselling, (2008); Galasi P., Have higher education diplomas really been devalued?, Budapest Labour Economics Notebooks, 3, pp. 1-14, (2004); Hetesi E., Kurtosi Zs., Hetesi Zs., Who judges the performance of higher education services and how? A student satisfaction measurement models, empirical research results among active and graduate students, Management Science, 39, 6, pp. 2-17, (2008); Hofmesiter-Toth A., Consumer behaviour, (2006); Ryan M. R., Deci E. 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P., Students' preferences for university: a conjoint analysis, The International Journal of Educational Management, 16, 1, pp. 40-45, (2002); Shanka T., Quintal V., Taylor R., Factors Influencing International Students' Choice of an Education Destination –A Correspondence Analysis, Journal of Marketing for Higher Education, 15, 2, pp. 31-46, (2005); Yost M., Tucker S., Tangible evidence in marketing a service: The value of a campus visit in choosing a college, Journal of Marketing for Higher Education, 6, 1, pp. 47-67, (1995); Kotler P., Fox K., Strategic Marketing for Educational Institutions, (1995); Smith L., Cavusgil T., Marketing planning for colleges and universities, Long Range Planning, 17, 6, pp. 104-117, (1994); Chen L. H., East-Asian Students’ Choice of Canadian Graduate Schools, International Journal of Educational Advancement, 7, 4, pp. 271-306, (2007); Galotti K. M., Mark M. C., How do high school students structure an important life decision? 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G., Career development learning and employability, Learning and Employability Series Two, The Higher Education Academy, (2006); Csehne Papp I., expectations and reality in theworld of work, TAYLOR Journal of Management and Organizational Sciences, 2, pp. 5-11, (2016); Juhasz Cs., Terjek L., Examining expectations for Generation Y, Publications of the Virtual Institute for Central European Research, 6, 25, pp. 221-226, (2014); Martin J., Schmidt C., How to Keep Your Top Talent, Harward Business Review, 88, 5, pp. 54-61, (2010); Kiss Zs., Job search time: the indicator of employability, Quest Journals, Journal of Research in Business and Management, 2, 4, pp. 1-9, (2014); Yue C., Liu Y., Impact of education on the income of different social groups, Frontiers of Education in China, 2, 2, pp. 191-200, (2007); Bauer T. K., Educational mismatch and wages: A panel analysis, Economics of Education Review, 21, 3, pp. 221-229, (2000); Pascarella E., Terenzini P., How College Affects Students, (1991); Murphy K., Welch F., Wage Premiums for College Graduates, Educational Researcher, 18, 4, pp. 17-26, (1989); Naguib C., Baruffini M., Maggi R., Do wages and job satisfaction really depend on educational mismatch? Evidence from an international sample of master graduates, Education + Training, 61, 2, pp. 201-221, (2019); Sellami A. L., Parental Influence on Student Educational Expectations: Results from the 2012 Qatar Education Study, International Journal of Higher Education, 8, 4, (2019); Georgiou S. N., Tourva A., Parental attributions and parental involvement, Social Psychology of Education, 10, 4, pp. 473-482, (2007); Grum D. K., Senicar M., Academic Motivation, Competitive Attitude and Self-esteem among University Students in Slovenia, Learning and Teaching, 7, 1, pp. 5-23, (2014); Gal K., Szekedi L., Digital Literacy at the Partium Christian University, Communicative Space—Political Space, pp. 59-70, (2000); Garai-Fodor M., The Impact of the Coronavirus on Competence, from a Generation-Specific Perspective, Acta Polytechnica Hungarica, 19, 8, pp. 111-125, (2022); Gogh E., Racsko R., Kovari A., Experience of Self-Efficacy Leraning among Vocational Secondary School Students, Acta Politechnica Hungarica, 18, pp. 101-120, (2021); Juhasz T., Horvath-Csikos G., The emergence of soft skill in agriculture, Probles and Perspectives in Management, 19, pp. 453-466, (2021); Forret M. L., Dougherty T. W., Networking behaviors and career outcomes: Differences for men and women?, Journal of Organizational Behavior, 25, pp. 419-437, (2004); Langford P. H., Importance of relationship management for the career success of Australian managers, Australian Journal of Psychology, 52, pp. 163-168, (2000); De Jong A., De Ruyter K., Wetzels M., Linking Employee Confidence to Performance: A Study of Self-Managing Service Teams, Journal of the Academy of Marketing Science, 34, 4, pp. 576-587, (2006)","P. Karácsony; Keleti Károly Faculty of Business and Management, Óbuda University, Budapest, Tavaszmező u. 15-17, 1086, Hungary; email: karacsony.peter@uni-obuda.hu","","Budapest Tech Polytechnical Institution","","","","","","17858860","","","","English","Acta Polytech. Hung.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85158862058"
"O’Neill G.; Short A.","O’Neill, Geraldine (58318276900); Short, Angela (57224400518)","58318276900; 57224400518","Relevant, practical and connected to the real world: what higher education students say engages them in the curriculum","2023","Irish Educational Studies","","","","","","","0","10.1080/03323315.2023.2221663","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162205921&doi=10.1080%2f03323315.2023.2221663&partnerID=40&md5=573a38067ac42983456c717552f99294","UCD Teaching & Learning, University College Dublin, Dublin, Ireland; Centre for Excellence in Learning and Teaching (CELT), Dundalk Institute of Technology, Dundalk, Ireland","O’Neill G., UCD Teaching & Learning, University College Dublin, Dublin, Ireland; Short A., Centre for Excellence in Learning and Teaching (CELT), Dundalk Institute of Technology, Dundalk, Ireland","The discourse on preparing job-ready graduates has led to calls for more authentic methods of teaching and learning that allow higher education students to enhance their employability. The literature identifies authentic approaches to teaching as those that situate learning in contexts that correspond to the ‘real world’. However, little is known about whether, or how, students in Irish higher education view their learning as authentic. Drawing on Ireland’s national survey of student engagement, this paper examined the free text responses of 93,743 students over a five-year period when asked what their institutions could do to improve engagement in their learning. Using both an automatic content and manual analysis, it was found that the theme of ‘work’ was strongly represented in the data. Strongly connected to ‘work’ were the concepts ‘real world’, ‘real life’ and ‘group’ with students requesting learning that was relevant, practical, and job- or career-related. While group learning was seen in a positive light, students valued projects that were connected to the world of work. In contrast to the literature, these students don’t frame their narratives in terms of ‘authentic’ learning, rather they speak of learning that has real-world relevance. The paper concludes with suggestions for institutions. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","authentic; engagement; group-work; practical; Real-world learning","","","","","","","","(2020); Ajjawi R., Jorre de St Jorre T., Johnson L., Authentic Assessment Design for Work-Integrated Learning, Advances in Research, Theory and Practice in Work-Integrated Learning: Enhancing Employability for a Sustainable Future, pp. 37-46, (2022); Ambler T., Solomonides I., Smallridge A., Students’ Experiences of a First-Year Block Model Curriculum in Higher Education, The Curriculum Journal, 32, 3, pp. 533-558, (2021); Ashford-Rowe K., Herrington J., Brown C., Establishing the Critical Elements That Determine Authentic Assessment, Assessment & Evaluation in Higher Education, 39, 2, pp. 205-222, (2013); Bae C.L., Lai M.H.C., Opportunities to Participate in Science Learning and Student Engagement: A Mixed Methods Approach to Examining Person and Context Factors, Journal of Educational Psychology, 112, 6, pp. 1128-1153, (2020); Bennett D., Knight E., Dockery A.M., Bawa S., Pedagogies for Employability: Understanding the Needs of STEM Students Through a New Approach to Employability Development, Higher Education Pedagogies, 5, 1, pp. 340-359, (2020); Bjorck V., The Idea of Academia and the Real World and Its Ironic Role in the Discourse on Work-Integrated Learning, Studies in Continuing Education, 42, 1, pp. 1-16, (2018); Blackmore P., Bulaitis Z., Jackman A., Tan E., (2016); Bosco A., Ferns S., Embedding of Authentic Assessment in Work-Integrated Learning Curriculum, Asia-Pacific Journal of Cooperative Education, 15, 4, pp. 281-290, (2014); Boud D., Keogh R., Walker D., Reflection: Turning Experience Into Learning, (1985); Bovill C., Students and Staff Co-Creating Curricula: An Example of Good Practice in Higher Education?, The Student Engagement Handbook: Practice in Higher Education, pp. 461-476, (2013); Bovill C., Bulley C.J., Morss K., Engaging and Empowering First-year Students through Curriculum Design: Perspectives from the Literature, Teaching in Higher Education, 16, pp. 197-209, (2011); Bridgstock R., Educating for Digital Futures: What the Learning Strategies of Digital Media Professionals Can Teach Higher Education, Innovations in Education and Teaching International, 53, 3, pp. 306-315, (2014); Cheng M., Edwards D., A Comparative Automated Content Analysis Approach on the Review of the Sharing Economy Discourse in Tourism and Hospitality, Current Issues in Tourism, 22, 1, pp. 35-49, (2017); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2017); Cook-Sather A., Student-faculty Partnership in Explorations of Pedagogical Practice: a Threshold Concept in Academic Development, International Journal for Academic Development, 19, 3, pp. 186-198, (2014); DeFillippi R., Wankel C., Introduction: Real-World Projects and Project Based Pedagogies, Educating Managers Through Real-World Projects, pp. vii-xi, (2005); National Strategy for Higher Education to 2030, (2011); Ireland’s National Skills Strategy 2025, (2016); (2014); Ferns S.J., Rowe A.D., Zegwaard K.E., Advances in Research, Theory and Practice in Work-Integrated Learning, (2021); Forsyth H., Evans J., Authentic Assessment for a More Inclusive History, Higher Education Research & Development, 38, 4, pp. 748-761, (2019); Grayson A., (2022); Gulikers J.T.M., Bastiaens T.J., Kirschner P.A., A Five-Dimensional Framework for Authentic Assessment, Educational Technology Research and Development, 52, 3, pp. 67-86, (2004); Harvey L., New Realities: The Relationship Between Higher Education and Employment, Tertiary Education and Management, 6, 1, pp. 3-17, (2000); Hassanien A., Student Experience of Group Work and Group Assessment in Higher Education, Journal of Teaching in Travel & Tourism, 6, 1, pp. 17-39, (2006); Herrington J., Reeves T.C., Oliver R., Woo Y., Designing Authentic Activities in Web-Based Courses, Journal of Computing in Higher Education, 16, 1, pp. 3-29, (2004); (2018); (2023); Johnston S., Stewart B., The Open Page: A Case Study of Partnership as Open Pedagogy, International Journal for Students As Partners, 4, 2, pp. 81-89, (2020); Jonassen D.H., Evaluating Constructivist Learning, Educational Technology, 31, 9, pp. 28-33, (1991); Jopp R., A Case Study of a Technology Enhanced Learning Initiative That Supports Authentic Assessment, Teaching in Higher Education, 25, 8, pp. 942-958, (2020); Kahn P., Higher Education Policy on Student Engagement: Thinking Outside the Box, Higher Education Policy, 30, 1, pp. 53-68, (2017); Kaider F., Hains-Wesson R., Young K., Practical Typology of Authentic Work-Integrated Learning Activities and Assessments, Asia-Pacific Journal of Cooperative Education, Special Issue, 18, 2, pp. 153-165, (2017); Knight P.T., Yorke M., Employability Through the Curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); (2021); Macfarlane B., Tomlinson M., Critical and Alternative Perspectives on Student Engagement, Higher Education Policy, 30, 1, pp. 1-4, (2017); Matherly C.A., Tillman M.J., Higher Education and the Employability Agenda, The Palgrave International Handbook of Higher Education Policy and Governance, pp. 281-299, (2015); Maxwell T.W., Assessment in Higher Education in the Professions: Action Research as an Authentic Assessment Task, Teaching in Higher Education, 17, 6, pp. 686-696, (2012); McArthur J., Rethinking Authentic Assessment: Work, Well-Being, and Society, Higher Education, 85, pp. 85-101, (2022); Morley D.A., Jamil M.G., Introduction: Real World Learning—Recalibrating the Higher Education Response Towards Application to Lifelong Learning and Diverse Career Paths, Applied Pedagogies for Higher Education, pp. 1-18, (2020); (2019); (2023); Newman D., Noh Y., Talley E., Karimi S., Baldwin T., (2010); Nunez-Mir G.C., Iannone B.V., Pijanowski B.C., Kong N., Fei S., Automated Content Analysis: Addressing the Big Literature Challenge in Ecology and Evolution, Methods in Ecology and Evolution, 7, 11, pp. 1262-1272, (2016); Oliver B., Redefining Graduate Employability and Work-Integrated Learning: Proposals for Effective Higher Education in Disrupted Economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, (2015); O'Neill G., (2022); Pallant J.I., Pallant J.L., Jopp R., The Case for Scaling Authentic Learning Across Undergraduate and Postgraduate Research Skills Courses, Teaching in Higher Education, pp. 1-18, (2022); Pegg A., Waldock J., Hendy_Isaac S., Lawton R., (2012); Pitchford A., Owen D., Stevens E., A Handbook for Authentic Learning in Higher Education, (2020); Poort I., Jansen E., Hofman A., Does the Group Matter? Effects of Trust, Cultural Diversity, and Group Formation on Engagement in Group Work in Higher Education, Higher Education Research & Development, 41, 2, pp. 511-526, (2020); Popov V., Brinkman D., Biemans H.J.A., Mulder M., Kuznetsov A., Noroozi O., Multicultural Student Group Work in Higher Education, International Journal of Intercultural Relations, 36, 2, pp. 302-317, (2012); Radovic S., Firssova O., Hummel H.G.K., Vermeulen M., Strengthening the Ties Between Theory and Practice in Higher Education: An Investigation Into Different Levels of Authenticity and Processes of Re- and De-Contextualisation, Studies in Higher Education, 46, 12, pp. 2710-2725, (2020); Sotiriadou P., Logan D., Daly A., Guest R., The Role of Authentic Assessment to Preserve Academic Integrity and Promote Skill Development and Employability, Studies in Higher Education, 45, 11, pp. 2132-2148, (2019); (2021); (2022); Swaffield S., Getting to the Heart of Authentic Assessment for Learning, Assessment in Education: Principles, Policy & Practice, 18, 4, pp. 433-449, (2011); Tai J., Ajjawi R., Boud D., Dawson P., Panadero E., Developing Evaluative Judgement: Enabling Students to Make Decisions About the Quality of Work, Higher Education, 76, 3, pp. 467-481, (2017); Taylor L., Parsons J., Improving Student Engagement, Current Issues in Education, 14, 1, pp. 1-32, (2011); Thomas D.A., (2018); Tymon A., The Student Perspective on Employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Villarroel V., Bloxham S., Bruna D., Bruna C., Herrera-Seda C., Authentic Assessment: Creating a Blueprint for Course Design, Assessment & Evaluation in Higher Education, 43, 5, pp. 840-854, (2017); Wald N., Harland T., A Framework for Authenticity in Designing a Research-Based Curriculum, Teaching in Higher Education, 22, 7, pp. 751-765, (2017); Wiggins G., A True Test: Toward More Authentic and Equitable Assessment, Phi Delta Kappan, 92, 7, pp. 81-93, (2011); Wiggins G., The Case for Authentic Assessment, Practical Assessment, Research, and Evaluation, 2, 1, (2019); Woodside J.M., Real-World Rigour, Industry and Higher Education, 32, 5, pp. 285-289, (2018); Yorke M., Employability in Higher Education: What It Is - What It Is Not, (2006); Zepke N., Student Engagement in Neoliberal Times, (2017); Zyngier D., (Re)Conceptualising Risk: Left Numb and Unengaged and Lost in a No-Man’s-Land or What (Seems To) Work for At-Risk Students, International Journal of Inclusive Education, 15, 2, pp. 211-231, (2011)","G. O’Neill; UCD Teaching & Learning, University College Dublin, Dublin, F308, Newman Building, Ireland; email: geraldine.m.oneill@ucd.ie","","Routledge","","","","","","03323315","","","","English","Ir. Educ. Stud.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85162205921"
"Abdeljaoued M.","Abdeljaoued, Marii (57216855564)","57216855564","English-medium instruction in Tunisia: Perspectives of students","2023","Frontiers in Psychology","14","","1112255","","","","0","10.3389/fpsyg.2023.1112255","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152576600&doi=10.3389%2ffpsyg.2023.1112255&partnerID=40&md5=9cea6236e6ebd905881240e223f5d903","Laboratory of Approaches to Discourse, Faculty of Arts and Humanities of Sfax, University of Sfax, Sfax, Tunisia","Abdeljaoued M., Laboratory of Approaches to Discourse, Faculty of Arts and Humanities of Sfax, University of Sfax, Sfax, Tunisia","This article gives a Tunisian perspective to the ongoing debate on the adoption of English-medium instruction (EMI) across the globe and notably in the Middle East and North Africa (MENA). It explores the attitudes of students toward EMI, especially in relation to French, the default medium of instruction at Tunisian universities. It also investigates the challenges that students encounter in courses mediated through English. Finally, it reports on the current EMI practices as they are conducted in the classroom setting. The article uses a mixed approach involving quantitative data collected via an online survey and qualitative data via classroom observation and note-taking. It was found that students typically held a positive attitude toward English and an awareness of its importance. They displayed a pragmatic stance as they associated English with research, technology, mobility, employability, and career prospects. While English is used as the language of the curriculum and documentation, students engage in translanguaging practices to ensure an effective dialog with content teachers and better acquisition of academic content. Given their multilingual repertoire and the status of French, students used French and English in parallel and, to a lesser extent, Tunisian Arabic. They tended to switch to French to ensure a more effective classroom exchange, especially when English fails them. Teachers used translanguaging in order to promote students’ engagement in the academic content. Copyright © 2023 Abdeljaoued.","attitudes; EMI; Higher education; internationalization; students; translanguaging; Tunisia","","","","","","","","Abdeljaoued M., English in education and academic research in Tunisia: in memory of the late professor Tahar Labassi, Arab J. Appl. Linguist, 6, pp. 71-94, (2021); Abdeljaoued M., Pejman Habibie and ken Hyland (eds): novice writers and scholarly publication: authors, mentors, gatekeepers, Appl. Linguist, 43, pp. 218-221, (2022); Abdeljaoued M., English in Tunisia. Wiley Blackwell encyclopedia of world Englishes, (2023); Abdeljaoued M., Labassi T., English as the lingua franca of ademic publishing in Tunisia, World English, 40, pp. 245-258, (2021); Aizawa I., Rose H., High school to university transitional challenges in English medium instruction in Japan, System, 95, (2020); Ali H.I.H., Lecture comprehension difficulties experienced by Omani students in an English-medium engineering programme, Cogent Arts Humanit, 7, (2020); Alhassan A., Ali N.A., Ali H.I.H., EFL students' challenges in English-medium business programmes: perspectives from students and content teachers, Cogent Educ, 8, (2021); Bach Baoueb S.L., Toumi N., Code-switching in the classroom: a case study of economics and management students at the University of Sfax, Tunisia, J. Lang. Identity Educ, 11, pp. 261-282, (2012); Badwan K., Exploring the potential of English as a medium of instruction in higher education in Tunisia, (2019); Bolton K., Botha W., Bacon-Shone J., English-medium instruction in Singapore higher education: policy, realities and challenges, J. Multiling. Multicult. Dev, 38, pp. 913-930, (2017); Brown H., Cooperation and collaboration in undergraduate EMI: adapting EAP to the emergence of blended academic norms and practices in a Japanese university, Integrating content and language in higher education: Perspectives on professional practice, pp. 151-166, (2017); Chang Y.Y., English-medium instruction for subject courses in tertiary education: reactions from Taiwanese undergraduate students, Taiwan Int. ESP J, 2, pp. 55-84, (2010); Curle S., Developing and validating a Japanese English medium of instruction attitude scale (JEMIAS), J. Asia TEFL, 15, pp. 1195-1221, (2018); Denman C.J., Al-Mahrooqi R., English medium instruction, Arabic and identity in Oman's higher education institutions: teacher and student attitudes, English Teach. Learn, 43, pp. 317-335, (2019); Doiz A., Lasagabaster D., Teachers' and Students' L2 motivational self system in English-medium instruction: a qualitative approach, TESOL Q, 52, pp. 657-679, (2018); Doiz A., Lasagabaster D., Sierra J.M., Internationalisation, multilingualism and English-medium instruction, World Englishes, 30, pp. 345-359, (2011); Dornyei Z., Questionnaires in second language research: construction, administration, and processing, (2003); Dornyei Z., Taguchi T., Questionnaires in second language research: Construction, administration, and processing, (2009); Findlow S., Higher education and linguistic dualism in the Arab Gulf, British J. Sociol. Educ, 27, pp. 19-36, (2006); Galloway N., Kriukow J., Numajiri T., Internationalization, higher education and the growing demand for English: An investigation into the English medium of instruction (EMI) movement in China and Japan, (2017); Garcia O., Wei L., Translanguaging: Language, bilingualism and education, pp. 46-62, (2014); Hellekjaer G.O., Lecture comprehension in English-medium higher education, HERMES J. Lang. Commun. Bus, 45, pp. 11-34, (2010); Hamid M.O., Nguyen H.T.M., Baldauf R.B., Medium of instruction in Asia: Context, processes and outcomes, Current Issues in Language Planning, 14, (2013); He J.J., Chiang S.Y., Challenges to English-medium instruction (EMI) for international students in China: A learners’ perspective: English-medium education aims to accommodate international students into Chinese universities, but how well is it working?, English today, 32, pp. 63-67, (2016); Humphreys P., EMI in Anglophone nations: contradiction in terms or cause for consideration?, English medium instruction in higher education in Asia-Pacific, pp. 93-114, (2017); Kamasak R., Sahan K., Rose H., Academic language-related challenges at an English medium university, J. Engl. Acad. Purp, 49, (2021); Kim E.G., Kweon S.O., Kim J., Korean engineering students' perceptions of English-medium instruction (EMI) and L1 use in EMI classes, J. Multiling. Multicult. Dev, 38, pp. 130-145, (2017); Kleyn T., Garcia O., Translanguaging as an act of transformation: restructuring teaching and learning for emergent bilingual students, The handbook of TESOL in K-12, pp. 69-82, (2019); Knight J., Updated internationalization definition, Int. High. Educ, 33, pp. 2-3, (2003); Kong M., Wei R., EFL learners' attitudes toward English-medium instruction in China: the influence of sociobiographical variables, Linguist. Educ, 52, pp. 44-51, (2019); Kuteeva M., Hynninen N., Haslam M., It's so natural to mix languages: attitudes towards English medium instruction in Sweden, Attitudes towards English in Europe, pp. 193-212, (2015); Hu G., Li L., Lei J., English-medium instruction at a Chinese university: rhetoric and reality, Lang. Policy, 13, pp. 21-40, (2014); Lasagabaster D., English-medium instruction in higher education, (2022); Lei J., Hu G., Research on English-medium instruction in the Asia Pacific: trends, foci, challenges, and strategies, International handbook on education development in Asia-Pacific, (2022); Lewis G., Jones B., Baker C., Translanguaging: developing its conceptualisation and contextualisation, Educ. Res. Eval, 18, pp. 655-670, (2012); Li W., Translanguaging as a practical theory of language, Appl. Linguist, 39, pp. 9-30, (2018); Macaro E., English medium instruction: Content and language in policy and practice, (2018); Macaro E., Akincioglu M., Turkish university students' perceptions about English medium instruction: exploring year group, gender and university type as variables, J. Multiling. Multicult. Dev, 39, pp. 256-270, (2018); Macaro E., Curle S., Pun J., An J., Dearden J., A systematic review of English medium instruction in higher education, Lang. Teach, 51, pp. 36-76, (2017); Mondada L., Multiple temporalities of language and body in interaction: challenges for transcribing multimodality, Res. Lang. Soc. Interact, 51, pp. 85-106, (2018); Oraif I., Alrashed M., Using English medium instruction to teach a general course in a College of Business and Management, Front. Psychol, 13, (2022); Orfan S.N., Seraj M.Y., English medium instruction in Higher Education of Afghanistan: students’ perspective, Lang. Learning Higher Educ, 12, pp. 291-308, (2022); Pecorari D., Malmstrom H., At the crossroads of TESOL and English medium instruction, TESOL Q, 52, pp. 497-515, (2018); Perez Canado M.L., Addressing the research gap in teacher training for EMI: An evidence-based teacher education proposal in monolingual contexts, J. Engl. Acad. Purp, 48, (2020); Querol-Julian M., Multimodal interaction in English-medium instruction: how does a lecturer promote and enhance students' participation in a live online lecture?, J. Engl. Acad. Purp, 61, (2022); Rakhshandehroo M., EMI and internationalization: the experiences of Iranian international students in Japanese universities, Electron. J. Contemp. Jpn. Stud, 17, (2017); Reynolds A., EMI through virtual exchange at Bordeaux University, J. Virtual Exch, 5, pp. 49-60, (2022); Sabate-Dalmau M., Whispers of resistance to EMI policies: the management of Englishisation through alternative local multilingual practices and dissenting identities 1, The secret life of English-medium instruction in higher education, pp. 70-95, (2020); Sahan K., Galloway N., McKinley J., English-only' English medium instruction: mixed views in Thai and Vietnamese higher education, Lang. Teach. Res, 1, (2022); Salomone R., The rise of global English: challenges for English-medium instruction and language rights, Lang. Problems Lang. Plann, 39, pp. 245-268, (2015); Shohamy E., Language policy: Hidden agendas and new approaches, (2006); Shohamy E., A critical perspective on the use of English as a medium of instruction at universities, English-medium instruction at universities: Global challenges, pp. 196-213, (2012); Solloway A., (2016); Tang Y., Hu J., The impact of teacher attitude and teaching approaches on student demotivation: disappointment as a mediator, Front. Psychol, 13, (2022); Tri D., Moskovsky C., Language use in English-medium instruction programs in Vietnamese higher education: From policy to practice, Asian Englishes, pp. 1-17, (2021); Volchenkova K.N., Al-Darraji H.M.A., Вестник Южно Уральского государственного университета, 14, pp. 65-75, (2022)","M. Abdeljaoued; Laboratory of Approaches to Discourse, Faculty of Arts and Humanities of Sfax, University of Sfax, Sfax, Tunisia; email: abdeljaouedmarii@gmail.com","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85152576600"
"Alpaugh T.","Alpaugh, Tamera (58299283100)","58299283100","Medical Laboratory Sciences Student Perceptions of Their Affective Development","2023","Journal of Allied Health","52","2","","136","140","4","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160890848&partnerID=40&md5=683866a56e248cade1cdbdc3523f933a","Medical Laboratory Sciences Program, University of Minnesota, Minneapolis, MN, United States","Alpaugh T., Medical Laboratory Sciences Program, University of Minnesota, Minneapolis, MN, United States","AIMS: The affective and professional development of healthcare professionals, including medical laboratory scientists (MLS), is important for employability, resilience, and provision of effective patient care. Affective domain development is also critical to the quality of care provided in healthcare settings, yet there is limited research about which activities and experiences are perceived by MLS students as beneficial for their affective development. The purpose of this study was to understand, through semi-structured interviews, how MLS students value program learning activities and experiences in support of their affective development within the framework of social cognitive and emotional intelligence (EI) theories. METHODS: Twelve MLS program graduates from one large Midwestern university were interviewed using semi-structured interviews. Data were analyzed using open manual coding to identify emergent themes. RESULTS: Findings indicate that students’ affective domain development was influenced by interactions with different types of people through a variety of learning experiences and activities in diverse settings integrated during the program coursework. CONCLUSION: Developing program coursework activities that enhance and are supportive of student affective development may be beneficial to graduate employability, helping reduce the workforce shortage of MLS professionals, and promote a better quality of care for patients in healthcare settings. © 2023 Assoc. of Schools Advancing Health Professions, Wash., DC.","","Delivery of Health Care; Humans; Learning; Medical Laboratory Science; Students; Universities; adult; article; clinical laboratory personnel; emotional intelligence; employability; human; learning; medical technology; perception; personnel shortage; semi structured interview; health care delivery; student; university","","","","","","","Clinical laboratory personnel shortage, (2022); Occupational outlook handbook: Clinical laboratory technologists and technicians job outlook; Larin H, Benson G, Wessel J, Et al., Changes in emotional-social intelligence, caring, leadership and moral judgment during health science education programs, J Scholarsh Teach Learn, 14, 1, pp. 26-41, (2013); Bandaranaike S, Willison J., Building capacity for work-readiness: bridging the cognitive and affective domains, Asia-Pacific J Coop Educ, 16, 3, pp. 223-233, (2015); Shafakhah M, Molazem Z, Khademi M, Sharif F., Facilitators and inhibitors in developing professional values in nursing students, Nurs Ethics, 25, 2, pp. 153-164, (2018); Price T., Emotional intelligence in medical laboratory science, Clin Lab Sci, 28, 3, pp. 178-185, (2015); Codier E, Codier D., Could emotional intelligence make patients safer?, Am J Nurs, 117, 7, pp. 58-62, (2017); Enns A, Eldridge G, Montgomery C, Gonzalez V., Perceived stress, coping strategies, and emotional intelligence: a cross-sectional study of university students in helping disciplines, Nurse Educ Today, 68, pp. 226-231, (2018); Jensen D, Jetten J., The importance of developing students’ academic and professional identities in higher education, J Coll Stud Dev, 57, 8, pp. 1027-1042, (2016); Kadar G, Thompson G., Assumed or assessed?: the affective domain in healthcare education, J Nutr Health Food Eng, 6, 4, pp. 1-3, (2017); Welp A, Johnson A, Nguyen H, Perry L., The importance of reflecting on practice: how personal professional development activities affect perceived teamwork and performance, J Clin Nur, 27, 21–22, pp. 3988-3999, (2018); Henry T, Murray J., How does it feel?: the affective domain and undergraduate student perception of fieldwork set in a broad pedagogical perspective, Tuning J High Educ, 5, 2, pp. 45-74, (2018); Langendyk V, Mason G, Wang S., How do medical educators design a curriculum that facilitates student learning about professionalism?, Int J Med Educ, 2016, 7, pp. 32-43, (2016); Rizzolo S, DeForest A, DeCino D, Et al., Graduate student perceptions and experiences of professional development activities, J Career Dev, 43, 3, pp. 195-210, (2015); Maxwell W, Grant A, Fabel P, Et al., Impact of the Birkman method assessment on pharmacy student self-confidence, self-perceptions, and self-awareness, Am J Pharm Educ, 80, 9, pp. 1-11, (2016); Poirier T, Stamper-Carr C, Newman K., A course for developing interprofessional skills in pre-professional honor students using humanities and media, Curr Pharm Teach Learn, 9, 5, pp. 874-880, (2017); Bandura A., Social cognitive theory of self-regulation, Org Behav Hum Decis Process, 50, 2, pp. 248-287, (1991); Goleman D., Emotional Intelligence: Why It Can Matter More Than IQ, (1995); Saldana J., The Coding Manual for Qualitative Researchers, (2016)","T. Alpaugh; Medical Laboratory Sciences Program, University of Minnesota, Center for Allied Health Programs MMC, Minneapolis, 714 Mayo, 420 Delaware St. SE, 55455, United States; email: talpaugh@umn.edu","","Association of Schools of Allied Health Professions","","","","","","00907421","","","37269032","English","J. Allied Health","Article","Final","","Scopus","2-s2.0-85160890848"
"Krishnan S.R.G.; Meena B.P.","Krishnan, S. Rama Gokula (57856459400); Meena, B. Preethi (58194119300)","57856459400; 58194119300","Working with adults with intellectual challenges to enhance their employability skills","2023","Journal of Intellectual Disabilities","","","","","","","0","10.1177/17446295231171198","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153375098&doi=10.1177%2f17446295231171198&partnerID=40&md5=7d46ffb958fb034db83f6cdfbeebd4d8","Faculty, School of Social Work, St. Joseph’s University, Bengaluru, India; Diya Foundation, Bengaluru, India","Krishnan S.R.G., Faculty, School of Social Work, St. Joseph’s University, Bengaluru, India; Meena B.P., Diya Foundation, Bengaluru, India","The employability of the intellectually challenged has received little attention in the past. In order to fill this research gap, the present study was undertaken. The study is centered on the experiences of six intellectually challenged individuals who received employability training at a non-governmental organization. A focus group discussion along with a case study was conducted. The researchers employed the Rigorous and Accelerated Data Reduction (RADaR) technique to analyze the data from the focus group discussion. Results from both the focus group discussion and the case study revealed that the training program has had a significant impact on the lives of the participants and has aided them in becoming economically empowered and independent. © The Author(s) 2023.","employability; employment; empowerment; intellectual disability","","","","","","","","Ahluwalia M.S., India’s Economic Reforms: Achievements and Next Steps, Asian Economic Policy Review, 14, 1, pp. 46-62, (2019); Alanazi A., Transition from school to work for young males with learning disabilities in Riyadh, Saudi Arabia, (2019); Almalki S., A qualitative study of supported employment practices in Project SEARCH, International Journal of Developmental Disabilities, 67, 2, pp. 140-150, (2021); Breman J., The Pandemic in India and Its Impact on Footloose Labour, The Indian Journal of Labour Economics, 63, 4, pp. 901-919, (2020); Carter I., Munro S., Matin S., Exploring Autonomy in Group Work Practice with Persons with Intellectual Disabilities, Social Work with Groups, 36, 2-3, pp. 236-248, (2013); Unemployment, (2022); Das D.K., Erumban A.A., Mallick J., Economic Growth in India During 1950–2015: Nehruvian Socialism to Market Capitalism, Journal of Economic Surveys, 35, 3, pp. 926-951, (2021); Diener E., Lucas R.E., Oishi S., Advances and Open Questions in the Science of Subjective Well-Being, Collabra: Psychology, 4, 1, (2018); Ditchman N., Werner S., Kosyluk K., Jones N., Elg B., Corrigan P.W., Stigma and intellectual disability: Potential application of mental illness research, Rehabilitation Psychology, 58, pp. 206-216, (2013); About Us | Diya Foundation, (2019); Hanaysha J.R., Hussain S., An Examination of the Factors Affecting Employee Motivation in the Higher Education Sector, Asia-Pacific Journal of Management Research and Innovation, 14, 1-2, pp. 22-31, (2018); Goli S., Rammohan A., Singh D., The Effect of Early Marriages and Early Childbearing on Women’s Nutritional Status in India, Maternal and Child Health Journal, 19, 8, pp. 1864-1880, (2015); Guest G., Namey E., McKenna K., How Many Focus Groups Are Enough? Building an Evidence Base for Nonprobability Sample Sizes, Field Methods, 29, 1, pp. 3-22, (2017); Methot J.R., Rosado-Solomon E.H., Downes P.E., Gabriel A.S., Office Chitchat as a Social Ritual: The Uplifting Yet Distracting Effects of Daily Small Talk at Work, Academy of Management Journal, 64, 5, pp. 1445-1471, (2021); Reedy A.K., Guerrero Farias M.L., Reyes L.H., Pradilla D., Improving employability skills through non-placement work-integrated learning in chemical and food engineering: A case study, Education for Chemical Engineers, 33, pp. 91-101, (2020); Lee K., Cascella M., Marwaha R., Intellectual Disability, StatPearls, (2022); Li L., Reskilling and Upskilling the Future-ready Workforce for Industry 4.0 and Beyond, Information Systems Frontiers, (2022); Lim Y.M., Lee T.H., Yap C.S., Ling C.C., Employability skills, personal qualities, and early employment problems of entry-level auditors: Perspectives from employers, lecturers, auditors, and students, Journal of Education for Business, 91, 4, pp. 185-192, (2016); Lord R., Lorimer R., Babraj J., Et al., The role of mock job interviews in enhancing sport students’ employability skills: An example from the UK, Journal of Hospitality, Leisure, Sport & Tourism Education, 25, (2019); Malekoff A., A Flexible Organizing Framework for Group Work with Adolescents, Social Work with Groups, 30, 3, pp. 85-102, (2007); Masi A., DeMayo M.M., Glozier N., Guastella A.J., An Overview of Autism Spectrum Disorder, Heterogeneity and Treatment Options, Neuroscience Bulletin, 33, 2, pp. 183-193, (2017); Schemes for Physically Challenged Persons, (2013); Persons with Disabilities in India: NSS 76th Round, (2018); NSS report no. 583: Persons with Disabilities in India NSS 76th round, (2019); Modini M., Tan L., Brinchmann B., Wang M.J., Killackey E., Glozier N., Mykletun A., Harvey S.B., Supported employment for people with severe mental illness: Systematic review and meta-analysis of the international evidence, The British Journal of Psychiatry, 209, 1, pp. 14-22, (2016); Motulsky S.L., Is member checking the gold standard of quality in qualitative research?, Qualitative Psychology, 8, pp. 389-406, (2021); Mullins D., Hays J.R., Personality Characteristics and Employability of Mentally Retarded Adults, Psychological Reports, 47, 3_suppl, pp. 1063-1067, (1980); Nambiar P., Jangam K., Roopesh B., Bhaskar A., Peer victimization and its relationship to self-esteem in children with mild intellectual disability and borderline intellectual functioning in regular and special schools: An exploratory study in urban Bengaluru, Journal of Intellectual Disabilities, 24, 4, pp. 474-488, (2020); Narayan C.L., John T., The Rights of Persons with Disabilities Act, 2016: Does it address the needs of the persons with mental illness and their families, Indian Journal of Psychiatry, 59, 1, pp. 17-20, (2017); Olusanya B.O., Wright S.M., Nair M.K.C., Boo N.Y., Halpern R., Kuper H., Abubakar A.A., Almasri N.A., Arabloo J., Arora N.K., Backhaus S., Berman B.D., Breinbauer C., Carr G., de Vries P.J., del Castillo-Hegyi C., Eftekhari A., Gladstone M.J., Hoekstra R.A., Global Burden of Childhood Epilepsy, Intellectual Disability, and Sensory Impairments, Pediatrics, 146, 1, (2020); O Nyumba T., Wilson K., Derrick C.J., Et al., The use of focus group discussion methodology: Insights from two decades of application in conservation, Methods in Ecology and Evolution, 9, 1, pp. 20-32, (2018); Osabiya B.J., The effect of employees motivation on organizational performance, Journal of Public Administration and Policy Research, 7, 4, pp. 62-75, (2015); Pandey A., Unequal Representation of Differently-Abled People in Economic Activity: Socioeconomic Implications for a Modern India, (2022); Quinlan K.M., Renninger K.A., Rethinking employability: how students build on interest in a subject to plan a career, Higher Education, 84, pp. 863-883, (2022); Santana M.J., Manalili K., Jolley R.J., Zelinsky S., Quan H., Lu M., How to practice person-centred care: A conceptual framework, Health Expectations, 21, 2, pp. 429-440, (2018); Schalock R.L., Intellectual Disability, The Encyclopedia of Clinical Psychology, pp. 1-7, (2015); Schoop-Kasteler N., Muller C.M., Peer relationships of students with intellectual disabilities in special needs classrooms – a systematic review, Journal of Research in Special Educational Needs, 20, 2, pp. 130-145, (2020); Sigelman C.K., Elias S.F., Danker-Brown P., Interview behaviors of mentally retarded adults as predictors of employability, Journal of Applied Psychology, 65, 1, pp. 67-73, (1980); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Vitrikas K., Savard D., Bucaj M., Developmental Delay: When and How to Screen, American Family Physician, 96, 1, pp. 36-43, (2017); Vijayan K., S D., Indurajani R., Socio-Economic Conditions Of Differently-Abled Persons In India – An Emperical Study Based On Secondary Data, (2020); Voermans M.A.C., Taminiau E.F., Giesbers S.A.H., Embregts P.J.C.M., The value of competitive employment: In-depth accounts of people with intellectual disabilities, Journal of Applied Research in Intellectual Disabilities, 34, 1, pp. 239-249, (2021); Wang Q., Su M., Li R., Toward to economic growth without emission growth: The role of urbanization and industrialization in China and India, Journal of Cleaner Production, 205, pp. 499-511, (2018); Watkins D.C., Rapid and Rigorous Qualitative Data Analysis: The “RADaR” Technique for Applied Research, International Journal of Qualitative Methods, 16, 1, (2017); Population, total - India | Data, (2022)","S.R.G. Krishnan; Faculty, School of Social Work, St. Joseph’s University, Bengaluru, India; email: ramagokulakrishnan@gmail.com","","SAGE Publications Ltd","","","","","","17446295","","","37062809","English","J. Intellect. Disabil.","Article","Article in press","","Scopus","2-s2.0-85153375098"
"Reid K.; Butler D.L.; Comfort C.; Potter A.D.J.","Reid, Kristen (57196050203); Butler, Diane L. (57204966606); Comfort, Catherine (58250252900); Potter, Andrew D. J. (58248847100)","57196050203; 57204966606; 58250252900; 58248847100","Virtual internships in open and distance learning contexts: Improving access, participation, and success for underrepresented students","2023","Distance Education","44","2","","267","283","16","1","10.1080/01587919.2023.2209029","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159283931&doi=10.1080%2f01587919.2023.2209029&partnerID=40&md5=35795da482ad50678e734742907d25f7","Faculty of Business and Law, Open University, Milton Keynes, United Kingdom; Faculty of Science, Technology, Engineering and Mathematics, Open University, Milton Keynes, United Kingdom","Reid K., Faculty of Business and Law, Open University, Milton Keynes, United Kingdom; Butler D.L., Faculty of Science, Technology, Engineering and Mathematics, Open University, Milton Keynes, United Kingdom; Comfort C., Faculty of Business and Law, Open University, Milton Keynes, United Kingdom; Potter A.D.J., Faculty of Science, Technology, Engineering and Mathematics, Open University, Milton Keynes, United Kingdom","This study at The Open University in the United Kingdom examined the effectiveness of specifying internship opportunities for underrepresented student groups in two faculties. Our data, gathered through intern focus groups and supervisor interviews, demonstrate that the virtual internship scheme has been successful from both intern and supervisor perspectives, providing flexible and supportive opportunities which help interns to develop transferable skills and confidence. The virtual internship approach therefore provides opportunities for large-scale distance learning institutions to routinely offer work experience to their students, supported by the further development of effective remote working practices. Unexpected benefits of this program emerged through the staff-student partnerships developed in university-based internships. Future research will focus on mechanisms to further improve and scale up the virtual internship program to enhance access for underrepresented students and to explore how virtuality contributes to new perspectives of employability. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employability skills; post-pandemic working practices; student-staff partnerships; underrepresented groups; virtual internships; widening access and participation","","","","","","The Open University","The research project for this paper was supported partially by eSTEeM, The Open University center for STEM pedagogy. ","Bayerlein L., Curriculum innovation in undergraduate accounting degree programmes through “virtual internships, Education + Training, 57, 6, pp. 673-684, (2015); Bennett R., Eagle L., Mousley W., Ali-Choudhury R., Reassessing the value of work‐experience placements in the context of widening participation in higher education, Journal of Vocational Education and Training, 60, 2, pp. 105-122, (2008); Bovill C., Cook-Sather A., Felten P., Millard L., Moore-Cherry N., Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships, Higher Education, 71, 2, pp. 195-208, (2016); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Briant S., Crowther P., Reimagining internships through online experiences: Multi-disciplinary engagement for creative industries students, International Journal of Work-Integrated Learning, 21, 5, pp. 617-628, (2020); Cook-Sather A., Respecting voices: How the co-creation of teaching and learning can support academic staff, underrepresented students, and equitable practices, Higher Education, 79, 5, pp. 885-901, (2020); Cotronei-Baird V.S., Academic hindrances in the integration of employability skills development in teaching and assessment practice, Higher Education, 79, pp. 203-223, (2017); Creswell J.W., Research design: Qualitative, quantitative and mixed methods approaches, (2014); Fitzgerald R., Huijser H., Meth D., Neilan K., Student-staff partnerships in academic development: the course design studio as a model for sustainable course-wide impact, International Journal for Academic Development, 25, 2, pp. 134-146, (2020); Forsyth J., Cowap L., In-house, university-based work experience vs off-campus work experience, Higher Education, Skills and Work-Based Learning, 7, 3, pp. 229-239, (2017); Gill R.J., Graduate employability skills through online internships and projects during the COVID-19 pandemic: An Australian example, Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 146-158, (2020); Haddara M., Skanes H., A reflection on cooperative education: From experience to experiential learning, Asia-Pacific Journal of Cooperative Education, 8, 1, pp. 67-76, (2007); Halcomb E.J., Gholizadeh L., DiGiacomo M., Phillips J., Davidson P.M., Literature review: Considerations in undertaking focus group research with culturally and linguistically diverse groups, Journal of Clinical Nursing, 16, 6, pp. 1000-1011, (2007); Hall J., MacDonnell J., McConnell C., Jones J., Student-staff partnerships for diversifying and decolonising the higher education curriculum, Equity in Education and Society, 1, 3, pp. 327-341, (2022); Hollander J.A., The social contexts of focus groups, Journal of Contemporary Ethnography, 33, 5, pp. 602-637, (2004); Hora M., Chen Z., Parrott E., Her P., Problematizing college internships: Exploring issues with access, program design and developmental outcomes, International Journal of Work-Integrated Learning, 21, 3, pp. 235-252, (2020); Hruska A.M., Cawood A., Lohan K.M.P., Ogburn M.B., Komatsu K.J., Going remote: Recommendations for normalizing virtual internships, Ecosphere, 13, 3, (2022); Hughes D.L., DuMont K., Using focus groups to facilitate culturally anchored research, Ecological research to promote social change, pp. 775-806, (2002); Irwin A., Perkins J., Hillari L.L., Wischerath D., Is the future of internships online? An examination of stakeholder attitudes towards online internships, Higher Education, Skills and Work-Based Learning, 12, 4, pp. 629-644, (2022); Jackson D., Developing graduate career readiness in Australia: Shifting from extra-curricular internships to work-integrated learning, International Journal of Work-Integrated Learning, 19, 1, pp. 23-35, (2018); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Jeske D., Axtell C., e-Internships: Prevalence, characteristics and role of student perspectives, Internet Research, 24, 4, pp. 457-473, (2014); Jeske D., Linehan C., Mentoring and skill development in e-internships, Journal of Work-Applied Management, 12, 2, pp. 245-258, (2020); Kay J., Ferns S., Russell L., Smith J., Winchester-Seeto T., The emerging future: Innovative models of work integrated learning, International Journal of Work-Integrated Learning, 20, 4, pp. 401-413, (2019); King M.A., Sweitzer H.F., Towards a pedagogy of internships, Journal of Applied Learning in Higher Education, 6, pp. 37-59, (2014); Kraft C., Jeske D., Bayerlein L., Seeking diversity? Consider virtual internships, Strategic HR Review, 18, 3, pp. 133-137, (2019); Kuh G.D., High-impact educational practices: What they are, who has access, and why they matter, (2008); Martz W.B., Repka T., Kramer J., Reale F., On-campus electronic internships: Implementation and experience, Journal of Cooperative Education, 34, 3, pp. 18-24, (1999); McHugh P.P., The impact of compensation, supervision and work design on internship efficacy: Implications for educators, employers and prospective interns, Journal of Education and Work, 30, 4, pp. 367-382, (2017); Mercer-Mapstone L., Banas K., Davila Y., Huston W., Meier P., Mekonnen B., I'm not alone’: Outcomes of a faculty-wide initiative for co-creating inclusive science curricula through student-staff partnership, International Journal for Academic Development. 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A systematic scoping review, Studies in Higher Education, 46, 11, pp. 2245-2261, (2021); Twining P., Heller R., Nussbaum M., Tsai C.-C., Some guidance on conducting and reporting qualitative studies, Computers & Education, 106, pp. A1-A9, (2017); Waizenegger L., McKenna B., Cai W., Benz T., An affordance perspective of team collaboration and enforced working from home during COVID-19, European Journal of Information Systems, 29, 4, pp. 429-442, (2020); Ward C., Topham T., Dixon H., Peterson A., Rieder J., Duffin B., Coburn J., Culturally inclusive STEM learning: Mentored internships for Native American undergraduates at a tribal college and a university, Journal of Diversity in Higher Education. Advance online publication, (2022)","K. Reid; Faculty of Business and Law, Open University, Milton Keynes, United Kingdom; email: Kristen.Reid@open.ac.uk","","Routledge","","","","","","01587919","","","","English","Distance Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85159283931"
"Butler P.; Payne J.","Butler, Peter (57202481202); Payne, Jonathan (7403334710)","57202481202; 7403334710","Employer Engagement with Third-Sector Activation Programmes for Vulnerable Groups: Interrogating Logics and Roles","2023","Journal of Social Policy","","","","","","","0","10.1017/S0047279423000211","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161840832&doi=10.1017%2fS0047279423000211&partnerID=40&md5=47cbdf4d0c03322046a842ea71a6c190","Reader in Employment Relations, De Montfort University, United Kingdom; Professor of Work, Employment and Skills, De Montfort University, United Kingdom","Butler P., Reader in Employment Relations, De Montfort University, United Kingdom; Payne J., Professor of Work, Employment and Skills, De Montfort University, United Kingdom","Employer engagement with active labour market programmes (ALMPs) and related employability projects is seen as vital to their 'success'. However, the role of employers remains under-researched - a gap which widens in relation to non-governmental programmes led by not-for-profit, third-sector organisations (TSOs). Recent studies suggest that engaging employers may depend on addressing both human resource (HR) and corporate social responsibility (CSR) 'logics' and linking the roles of 'gatekeeper to jobs' and 'proactive strategic partner'. A key question is whether TSO-led programmes are better placed to combine these logics and roles in engaging employers to help vulnerable groups into decent sustainable employment. The article explores this through a case study of two projects in England. The findings highlight the challenges that TSOs face in having to appeal almost exclusively to a CSR logic and explores why this is the case.  © The Author(s), 2023. Published by Cambridge University Press.","ALMPs; decent sustainable employment; employer engagement; third-sector; unemployed; vulnerable groups","","","","","","","","Beck V., Capabilities and choices of vulnerable, long-term unemployed individuals, Work, Employment and Society, 32, 1, pp. 3-19, (2018); Bredgaard T., Employers and active labour market policies: Typologies and evidence, Social Policy and Society, 17, 3, pp. 365-377, (2018); Bredgaard T., Halkjaer J.L., Employers and the implementation of active labor market Policies, Nordic Journal of Working Life Studies, 6, 1, pp. 47-59, (2016); Carre F., Findlay P., Tilly C., Warhurst C., Warhurst C., Carre F., Findlay P., Tilly C., Job quality: Scenarios, Analysis and Interventions, Are Bad Jobs Inevitable? 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Blending social policy and HRM research in promoting vulnerable groups' labour market participation, Human Resource Management Journal, 27, 4, pp. 503-511, (2017); Van Der Aa P., Van Berkel R., Innovating job activation by involving employers, International Social Security Review, 67, 2, pp. 11-26, (2014); Wright S., Fletcher D.R., Stewart A.B.R., Punitive benefit sanctions, welfare conditionality, and the social abuse of unemployed people in Britain: Transforming claimants into offenders?, Social Policy and Administration, 54, 2, pp. 278-294, (2020)","P. Butler; Reader in Employment Relations, De Montfort University, United Kingdom; email: pabutler@dmu.ac.uk","","Cambridge University Press","","","","","","00472794","","","","English","J. Soc. Policy","Article","Article in press","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85161840832"
"Paolantonio P.; Cavalli S.; Biasutti M.; Eiholzer H.; Williamon A.","Paolantonio, Paolo (57220577423); Cavalli, Stefano (7006681863); Biasutti, Michele (6603982003); Eiholzer, Hubert (56100213200); Williamon, Aaron (6602890097)","57220577423; 7006681863; 6603982003; 56100213200; 6602890097","Building community through higher music education: a training program for facilitating musical engagement among older adults","2023","Frontiers in Psychology","14","","1102446","","","","1","10.3389/fpsyg.2023.1102446","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159909010&doi=10.3389%2ffpsyg.2023.1102446&partnerID=40&md5=4217c648585b56b927a5c3fe35911bc8","Department of Research and Development, Conservatory of Southern Switzerland, Lugano, Switzerland; Centre for Performance Science, Royal College of Music, London, United Kingdom; Department of Business Economics, Health and Social Care, University of Applied Sciences and Arts of Southern Switzerland, Manno, Switzerland; FISPPA Department, University of Padua, Padua, Italy; Faculty of Medicine, Imperial College London, London, United Kingdom","Paolantonio P., Department of Research and Development, Conservatory of Southern Switzerland, Lugano, Switzerland, Centre for Performance Science, Royal College of Music, London, United Kingdom; Cavalli S., Department of Business Economics, Health and Social Care, University of Applied Sciences and Arts of Southern Switzerland, Manno, Switzerland; Biasutti M., FISPPA Department, University of Padua, Padua, Italy; Eiholzer H., Department of Research and Development, Conservatory of Southern Switzerland, Lugano, Switzerland; Williamon A., Department of Research and Development, Conservatory of Southern Switzerland, Lugano, Switzerland, Centre for Performance Science, Royal College of Music, London, United Kingdom, Faculty of Medicine, Imperial College London, London, United Kingdom","Preparing music students to design and carry out community-based initiatives can be an effective way to enhance their employability and their wellbeing. With a large body of evidence now pointing to the benefits of musical engagement for older adults, both for individuals and for society as a whole, there is considerable opportunity and value in training aspiring professional musicians to work with and on behalf of those in their third and fourth age. This article describes a seminar designed by a Swiss conservatoire in collaboration with local nursing homes involving residents and music university students in a 10-week group music making program. On the basis of the positive results to emerge in terms of health, wellbeing and career preparation, we aim to provide information relevant for colleagues to replicate this seminar in other higher music education institutions. Moreover, this paper aims to shed light on the complexity of designing music students’ training so that they acquire the competences needed to deliver meaningful, community-based initiatives alongside their other professional training commitments, and to provide directions for future research. The development and implementation of these points could foster the increase and sustainability of innovative programs beneficial for older adults, musicians and local communities. Copyright © 2023 Paolantonio, Cavalli, Biasutti, Eiholzer and Williamon.","fourth age; health and wellbeing; higher music education; music; nursing homes","","","","","","Gebert Rüf Stiftung, (GRS-064/14)","This work was supported by the Gebert Rüf Stiftung under grant GRS-064/14. 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Williamon; Department of Research and Development, Conservatory of Southern Switzerland, Lugano, Switzerland; email: aaron.williamon@rcm.ac.uk","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85159909010"
"Song K.Y.; Kim H.J.","Song, Kirsten Younghee (55544923900); Kim, HaeJung (57191717393)","55544923900; 57191717393","The influence of immigration regulations on career outcome expectations among international students","2023","International Journal for Educational and Vocational Guidance","","","","","","","0","10.1007/s10775-023-09606-x","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162975644&doi=10.1007%2fs10775-023-09606-x&partnerID=40&md5=4c1978d417ecd3a0dae297b3afe6dd53","Department of Sociology and Anthropology, West Virginia University, P.O. BOX 6830, Morgantown, 26506, WV, United States; Graduate School of Public Policy and Civic Engagement, Kyung Hee University, 26 Kyungheedae-ro, Dongdaemun-gu, Seoul, 02447, South Korea","Song K.Y., Department of Sociology and Anthropology, West Virginia University, P.O. BOX 6830, Morgantown, 26506, WV, United States; Kim H.J., Graduate School of Public Policy and Civic Engagement, Kyung Hee University, 26 Kyungheedae-ro, Dongdaemun-gu, Seoul, 02447, South Korea","Building on the social cognitive career theory, this study examined relationships between immigration regulations as a career barrier, social support, information about immigration regulations, and career outcome expectations among international students in the USA (N = 219). The results show that immigration regulations had a negative effect on career outcome expectations, whereas social support and information had positive effects. Additionally, the negative relationship between the perceived barrier and career outcome expectations was stronger among the respondents who were very well informed about immigration regulations than those moderately well informed. These findings suggest that providing information about immigration regulations can discourage students from having a positive career outlook when such information is not accompanied by proper guidance about how to respond to legal restrictions. On-campus services should focus on assisting international students navigate their school-to-work transition despite the influence of immigration regulations constraining their career pursuits and employability. © 2023, The Author(s), under exclusive licence to Springer Nature B.V.","Career outcome expectations; Immigration regulations; International students","","","","","","","","Arnett J., Conceptions of the transition to adulthood in American ethnic groups, New Directions for Child and Adolescent Development, 100, pp. 63-75, (2003); Arthur N., Flynn S., International students’ views of transition to employment and immigration, Canadian Journal of Career Development, 12, 1, pp. 28-37, (2013); Astin H.S., The meaning of work in women's lives: A sociopsychological model of career choice and work behavior, The Counseling Psychologist, 12, pp. 117-126, (1984); Azeem N., Omar M.K., Rashid A.M., Abdullah A., The role of perceived social support, vocational self-efficacy and vocational outcome, Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12, 14, pp. 3228-3235, (2021); Bandura A., Social foundations of thought and action: A social cognitive theory, (1986); Betz N., Voyten K.K., Efficacy and outcome expectation influence career exploration, Career Development Quarterly, 46, pp. 189-197, (1997); Blanco A., Applying social cognitive career theory to predict interests and choice goals in statistics among Spanish psychology students, Journal of Vocational Behavior, 78, pp. 49-58, (2011); Cadaret M., Hartung P., Subich L., Weigold I., Stereotype threat as a barrier to women entering engineering careers, Journal of Vocational Behavior, 99, pp. 40-51, (2017); Chiang C., Lai Y., Chang F., The relationships among social support, self-efficacy, outcome expectations, interest, and career intention of early childhood care and education department students, Chinese Journal of Guidance and Counseling, 45, pp. 123-148, (2016); Fouad N.A., Santana M.C., SCCT and underrepresented populations in STEM fields: Moving the needle, Journal of Career Assessment, 25, 1, pp. 24-39, (2017); Franco M., Hsiao Y., Gnilka P.B., Acculturative stress, social support, and career outcome expectations among international students, International Journal for Educational and Vocational Guidance, 19, pp. 275-291, (2019); Frost S.H., Academic advising for student success: A system of shared responsibility, ASHE-ERIC Higher Education Report, 3, (1991); Gushue G.V., Whitson M.L., The relationship among support, ethnic identity, career decision self-efficacy, and outcome expectations in African American high school students: Applying social cognitive career theory, Journal of Career Development, 33, 2, pp. 112-124, (2006); Hamamci Z., Hamurlu M.K., Relationship between level of knowledge and attitudes of parents about helping their children for career development and career indecision of their children, İnönü University Education Faculty Journal, 6, 10, pp. 55-69, (2005); Hayes A.F., Partial, conditional, and moderated moderated mediation: Quantification, inference, and interpretation, Multivariate Behavioral Research, 50, pp. 1-22, (2018); Hazen H.D., Alberts H.C., Visitors or immigrants? 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Kim; Graduate School of Public Policy and Civic Engagement, Kyung Hee University, Seoul, 26 Kyungheedae-ro, Dongdaemun-gu, 02447, South Korea; email: haejungkim@khu.ac.kr","","Springer Science and Business Media B.V.","","","","","","18730388","","","","English","Int. J. Educ. Vocat. Guid.","Article","Article in press","","Scopus","2-s2.0-85162975644"
"Geletu G.M.; Adige A.Y.","Geletu, Girma Moti (57969734600); Adige, Aklilu Yihun (58281889000)","57969734600; 58281889000","Effectiveness of teaching-learning, research and innovative actions in Hawassa University, Ethiopia","2023","Cogent Education","10","1","2214222","","","","0","10.1080/2331186X.2023.2214222","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159820956&doi=10.1080%2f2331186X.2023.2214222&partnerID=40&md5=92e505702d0e7493062ce2e9cb16e1fa","College of Education, Hawassa University, Bari, Ethiopia","Geletu G.M., College of Education, Hawassa University, Bari, Ethiopia; Adige A.Y., College of Education, Hawassa University, Bari, Ethiopia","The study examined the effectiveness of teaching-learning, research and innovative actions in Hawassa University. The study employed a mixed method research, with concurrent triangulation design. A researcher selected the samples of the study from target population using convenience, purposive, stratified and simple random sampling techniques. Then, a researcher collected data from 421 participants using open-and-closed ended self-constructed questionnaires, unstructured interview and document examination. The data were analyzed using descriptive and inferential statistics. Although exposing students to research contents and process aids understanding of knowledge construction, deep learning, networking and employability, the integration of teaching, learning, research and innovative actions inadequately contributed to technological, administrative, instructional and pedagogical innovations. The conceptualization and contextualization of the nexus between teaching learning, research and innovative actions in higher education institutions are important to promote students’ knowledge construction, deep learning and self-confidence. The study recommended that the academic staffs and postgraduates should participate in integration of teaching, learning, research and community services to improve their academic and professional capital. Instructors should use research-informed and research-based teaching and learning strategies while planning, implementing and evaluating instruction. Hawassa University should conduct tracer studies to evaluate graduates employability and improve technological, administrative, instructional and pedagogical innovations. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Academic and professional capital; innovative action; research -informed teaching and learning; research-based-teaching and learning","","","","","","","","Abraham T., Girma M., Solomon W., Practices, successes and challenges of postgraduate diploma in teaching in Hawassa University, Journal of Humanities & Social Science, 24, 2-2, pp. 54-20, (2019); Adane T., Bahir Dar teachers college instructors’ involvement in educational research, Current issues of educational research in Ethiopia: proceedings of the national conference. 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Higher education research and development, (2016); Healey M., Jenkins A., Developing undergraduate research and inquiry, (2009); Koul L., Methodology of educational research, (2008); Marsh H.W., Hattie J., The relation between research productivity and teaching effectiveness; complementary, antagonistic, or independent constructs, The Journal of Higher Education, 73, 5, pp. 603-641, (2002); McIntyre D., Bridging the gaps between research and practices, Cambridge Journal of Education, 35, 3, pp. 357-382, (2005); McLoughlin C., Lee M.J.W., The three P’s of pedagogy for the networked society: Personalization, participation& productivity, International Journal of Teaching & Learning in Higher Education, 20, 1, pp. 10-27, (2008); Noaman A.Y., Madbouly A.H., Khedra A.I., Fayoumi A.G., Higher education quality assessment model: Towards achieving educational quality standard, Studies in Higher Education, 42, 1, pp. 23-46, (2015); Pacheco A.Q., Reflective practice and its impacts on foreign language teaching, actualities of investigations in education, 5, 3, pp. 1-12, (2005); Pavel A.P., The importance of quality in higher education in an increasingly knowledge-driven society, International Journal of Academic Research in Accounting, Finance & Management Sciences, 2, 1, pp. 120-127, (2012); Rubdy R., Diffusion of innovation: A plea for indigenous models, TESL-EJ, 12, 3, pp. 126-133, (2008); Schwab K., The global competitiveness report 2010-2011, (2010); Shamai S., Kifir D., Research activity and research culture in academic teachers’ colleges in Israel, Teaching in Higher Education, 7, 4, pp. 397-410, (2002); Walkington H., Students as researchers: Supporting undergraduate research in the disciplines in higher education, Academy, (2015); Wariyo G.L., Higher education quality assessment in Ethiopia: A comparative study, department of curriculum and instruction. Addis Ababa University, College of Education, Ethiopia, Multidisciplinary Journal for Education, Social and Technological Science, 7, 1, pp. 1-31, (2020)","G.M. Geletu; College of Education, Hawassa University, Bari, 05, Ethiopia; email: girmam2015@gmail.com","","Taylor and Francis Ltd.","","","","","","2331186X","","","","English","Cogent Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85159820956"
"Twyford E.; Dean B.A.","Twyford, Erin (57223868272); Dean, Bonnie Amelia (55480837800)","57223868272; 55480837800","Inviting students to talk the talk: developing employability skills in accounting education through industry-led experiences","2023","Accounting Education","","","","","","","4","10.1080/09639284.2023.2191288","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150971782&doi=10.1080%2f09639284.2023.2191288&partnerID=40&md5=359424b8bd893b65a317b6d0599627f9","School of Business, University of Wollongong, Wollongong, Australia; Learning, Teaching & Curriculum, University of Wollongong, Wollongong, Australia","Twyford E., School of Business, University of Wollongong, Wollongong, Australia; Dean B.A., Learning, Teaching & Curriculum, University of Wollongong, Wollongong, Australia","Universities are increasingly focused on preparing graduates with strong disciplinary and interdisciplinary skills to increase student employability. In accounting education however, the development of employability skills remains a concern among graduates and employers. One strategy for enhancing employability is to engage students in industry-based experiences through work-integrated learning (WIL). This paper introduces a novel, industry-led WIL experience embedded in an Australian university’s accounting and financial planning curriculum and investigates students’ perceptions of employability skills developed through this intervention. In this WIL experience, industry professionals workshopped multidisciplinary skills and provided feedback to students following a simulated work-based scenario. Data was analysed from student surveys and reflections and showed that students perceived this approach as effective for developing employability skills such as teamwork and communication and for aligning theory to praxis. This paper supports endorsing alternative WIL models and industry collaborations in accounting education to enhance graduate employability skills. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","communication; Employability; industry-led experiences; teamwork; WIL; work-integrated learning","","","","","","","","(2013); (2021); Albrecht W.S., Sack R.J., Accounting education: Charting the course through a perilous future, (2000); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus hard’ business knowledge: A European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Artess J., Hooley T., Mellors-Bourne R., Employability: A review of the literature 2021 to 2016, (2017); Asonitou S., Impediments and pressures to incorporate soft skills in Higher Education accounting studies, Accounting Education, 31, 3, pp. 243-272, (2021); Ballantyne R., Bothwick J., Packer J., Beyond student evaluation of teaching: Identifying and addressing academic staff development needs, Assessment & Evaluation in Higher Education, 25, 3, pp. 221-236, (2000); Barac K., Plant K., Kunz R., Kirstein M., Generic skill profiles of future accountants and auditors–moving beyond attributes, Higher Education, Skills and Work-Based Learning, 11, 4, pp. 908-928, (2021); Bayerlein L., Hora M.T., Dean B.A., Perkiss S., Developing skills in higher education for post-pandemic work, Labour & Industry: A journal of the social and economic relations of work, 31, 4, pp. 418-429, (2021); Boyatzis R., Transforming qualitative information: Thematic analysis and code development, (1998); Bui B., Porter B., The expectation-performance gap in accounting education: An exploratory study, Accounting Education, 19, 1-2, pp. 23-50, (2010); Australia C.A.A.N.Z.-., Zealand N., (2020); Carr S., Chua F., Perera H., University accounting curricula: The perceptions of an alumni group, Accounting Education, 15, 4, pp. 359-376, (2006); Cord B.A., Bowrey G., Clements M., Towards accounting student’s workplace preparedness: A unique internship approach, Proceedings of the Australian Collaborative Education Network national conference, pp. 83-91, (2010); (2018); Daff L., De Lange P., Jackling B., A comparison of generic skills and emotional intelligence in accounting education, Issues in Accounting Education, 27, 3, pp. 627-645, (2012); Dean B.A., Eady M.J., Yanamandram V., Advancing non-placement work-integrated learning across the degree, Journal of University Teaching & Learning Practice, 17, 4, pp. 1-4, (2020); De Lange P., Jackling B., Gut A., Accounting graduates’ perceptions of skills emphasis in undergraduate courses: An investigation from two victorian universities, Accounting and Finance, 46, 3, pp. 365-386, (2006); Divan A., Knight E., Bennett D., Bell K., Marketing graduate employability: Understanding the tensions between institutional practice and external messaging, Journal of Higher Education Policy and Management, 41, 5, pp. 485-499, (2019); Dolce V., Emanuel F., Cisi M., Ghislieri C., The soft skills of accounting graduates: Perceptions versus expectations, Accounting Education, 29, 1, pp. 57-76, (2019); Gardner P.D., Liu W.Y., Prepared to perform? 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Sykes C., Dean B.A., A practice-based approach to student reflection in the workplace during a Work-Integrated Learning placement, Studies in Continuing Education, 35, 2, pp. 179-192, (2013); Tsiligiris V., Bowyer D., Exploring the impact of 4IR on skills and personal qualities for future accountants: A proposed conceptual framework for university accounting education, Accounting Education, 30, 6, pp. 621-649, (2021); Webb J., Chaffer C., The expectation performance gap in accounting education: A review of generic skills development in UK accounting degrees, Accounting Education, 25, 4, pp. 349-367, (2016); Winterton J., Turner J., Preparing graduates for work readiness: An overview and agenda, Education + Training, 61, 5, pp. 536-551, (2019); Yin R.K., Applications of case study research, (2003); Yin R.K., Case study research design and methods, (2014)","E. Twyford; School of Business, University of Wollongong, Wollongong, Australia; email: etwyford@uow.edu.au","","Routledge","","","","","","09639284","","","","English","Account. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85150971782"
"Kulal A.; Dinesh S.; Abhishek N.; Ur Rahiman H.","Kulal, Abhinandan (57226139938); Dinesh, Sahana (58190864100); Abhishek, N. (57225153828); Ur Rahiman, Habeeb (57224953070)","57226139938; 58190864100; 57225153828; 57224953070","Transversal competences and employability: comparing in-person learning and distance education","2023","Cogent Education","10","1","2204716","","","","0","10.1080/2331186X.2023.2204716","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159027256&doi=10.1080%2f2331186X.2023.2204716&partnerID=40&md5=75673c9fb4b7d372edfba427e59c5bb2","Department of Commerce, University Evening College, Mangalore, India; Department of Commerce, FMKMC, Madikeri, India; Department of Commerce, Srinivas University, Mangalore, India; Department of Business Administration, Kingdom University, Bahrain","Kulal A., Department of Commerce, University Evening College, Mangalore, India; Dinesh S., Department of Commerce, FMKMC, Madikeri, India; Abhishek N., Department of Commerce, Srinivas University, Mangalore, India; Ur Rahiman H., Department of Business Administration, Kingdom University, Bahrain","The demand for distance education has been increasing over the years, and this has gained momentum especially in the post-pandemic period. This development has caused a debate among the academicians as to whether distance education mode serves the real purpose of education as In-person learning does. Even though the method of schooling is not a consideration in most firms’ hiring decisions, the level of employability skills and competency are critical to landing a job in any sector. The primary goal of this study was to determine whether the mode of education caused a substantial difference in the competency and employability skills of the graduates/students. For this purpose, a sample of 350 In-person learning course students and 112 distance education students from Karnataka, India, was used in the study. Employability skills were measured using standard instrument with 10 dimensions and competency levels were measured using standard SLC Self-Evaluation Measurement with eight dimensions. This study found that the education method significantly impacts students’ competency and employability skills. Further, it demonstrates that distance education students have a higher competency level than In-person learning students. Conversely, students with In-person learning showed a higher level of employability skills. Distance education, however, is lacking in developing employability skills for various reasons. Nevertheless, using the right ed-Tech tools and software in distance education could boost effectiveness and keep the learners engaged and motivated. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","competence level; Distance education; employability skill; In-person learning course; transversal competencies","","","","","","","","Abas M.C., Imam O.A., Graduates’ competence on employability skills and job performance, International Journal of Evaluation and Research in Education, 5, 2, pp. 119-139, (2016); Abd Majid M.Z., Hussin M., Norman M.H., Kasavan S., The employability skills among students of public higher education institution in Malaysia, Geografia, 16, 1, (2020); Abrantes P., Silva A.P., Backstrom B., Neves C., Fale I., Jacquinet M., Ramos M.D.R., Magano O., Henriques S., Transversal competences and employability: The impacts of distance learning university according to graduates’ follow-up, Education Sciences, 12, 2, (2022); Ali A., Elfessi A., Examining students’ performance and attitudes towards the use of information technology in a virtual and conventional setting, Journal of Interactive Online Learning, 2, 3, pp. 1-9, (2004); 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Kulal; Department of Commerce, University Evening College, Mangalore, India; email: kulalabhinandan@gmail.com","","Taylor and Francis Ltd.","","","","","","2331186X","","","","English","Cogent Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85159027256"
"Boyd V.; Wilson C.; Smith C.","Boyd, Vic (39361038000); Wilson, Colin (57214227967); Smith, Christopher (8059481400)","39361038000; 57214227967; 8059481400","Building a risky-safe-space: Using reflective pedagogies and values to support writing development in work based learning","2023","Journal of University Teaching and Learning Practice","20","4","06","","","","0","10.53761/1.20.4.06","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159871123&doi=10.53761%2f1.20.4.06&partnerID=40&md5=e5706fbf932b82bb1b6a39be398e9f4e","Glasgow Caledonian University, United Kingdom","Boyd V., Glasgow Caledonian University, United Kingdom; Wilson C., Glasgow Caledonian University, United Kingdom; Smith C., Glasgow Caledonian University, United Kingdom","The concepts of ‘graduateness’ and graduate attributes became contested terrain before COVID-19 destabilised even the most assured of shared learning constructions. Indeed, for those of us immersed in the delivery of work-based learning (WBL), this has long been the case. Promotion of reductive notions of ‘skills’ acquisition to comply neatly with an employability agenda holds little relevance for those students already engaged in full time careers, and with a wealth of professional experience. What can hold influence and interest, however, is the opportunity to engage in meaningful, agentic, professionally-aligned reflective practices as a scaffolded route to promoting self-awareness and developing confidence in mapping competences from the professional domain to the academic (and vice versa). This paper shares an account of taking an embedded approach to supporting the development of academic literacies amongst work-based learners in one UK HEI. In particular, it will consider the use of reflective pedagogical tools and values in supporting work-based learners to become confident and adaptable writers. Discussion considers how work-based pedagogies and approaches may have far-reaching relevance in a post-pandemic landscape, where reskilling and professional agility are likely to become more prolific aspects of education and work. Writing itself is framed as an integrated communication practice that encompasses literature retrieval, reading, evaluation, synthesis and articulation of argument. The paper will describe pre-pandemic academic support activities and share qualitative survey data in which students consider their confidence as both professional and academic writers. It concludes with consideration of how some of the approaches outlined may have relevance for the wider academic community. © 2023, University of Wollongong. All rights reserved.","academic literacies; reflective pedagogies; work-based learning","","","","","","","","Adnan M., Anwar K., Online learning amid the COVID-19 pandemic: Students' perspectives, Journal of Pedagogical Sociology and Psychology, 2, 1, pp. 45-51, (2020); Blaschke L., Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning, The International Review of Research in Open and Distributed Learning, 13, 1, pp. 56-71, (2012); Boud D., Costley C., From project supervision to advising: new conceptions of the practice, Innovations in Education and Teaching International, 44, 2, pp. 119-130, (2007); Boud D., Solomon N., Work-based learning, graduate attributes and lifelong learning, Graduate Attributes, Learning and Employability, (2007); Boyd V., Work-based Learning for Enabling Social Responsibility: The Benefits of University-to-Business Education – A Case Study, Civil Society and Social Responsibility in Higher Education: International Perspectives on Curriculum and Teaching Development, pp. 183-194, (2020); Canning N., Playing with heutagogy: Exploring strategies to empower mature learners in higher education, Journal of Further and Higher Education, 34, 1, pp. 59-71, (2010); Canton U., Govan M., Zahn D., Rethinking academic literacies. 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Written communication, employability, and the ‘skills gap’ in higher education, Studies in Higher Education, 42, 3, pp. 591-609, (2017); Nordmann E, Horlin C, Hutchison J, Murray J-A, Robson L, Seery MK, Et al., Ten simple rules for supporting a temporary online pivot in higher education, PLoS Comput Biol, 16, 10, (2020); Rapanta C., Botturi L., Goodyear P., Guardia L., Koole M., Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity, Postdigital Science and Education, 2, pp. 923-945, (2020); Trehan K., Rigg C., Enacting critical learning: power, politics and emotions at work, Studies in Higher Education, 40, 5, pp. 791-805, (2015); Wald N., Harland T., Graduate attributes frameworks or powerful knowledge?, Journal of Higher Education Policy and Management, 41, 4, pp. 361-374, (2019); Wall T., Diversity through negotiated higher education, Inclusive Higher Education: An International Perspective on Access and the Challenge of Student Diversity, pp. 87-98, (2013); Wall T., Jarvis M., Business schools as educational provocateurs of productivity via interrelated landscapes of practice, (2015); Wall T., Perrin D., Slavoj Žižek: A Žižekian Gaze at Education, (2015); Wall T., A manifesto for higher education, skills and work-based learning: Through the lens of the Manifesto for Work, Higher Education, Skills and Work-Based Learning, 7, 3, pp. 304-314, (2017); Wall T., Hindley A., Hunt T., Peach J., Preston M., Hartley C., Fairbank A., Work-based learning as a catalyst for sustainability: a review and prospects, Higher Education, Skills and Work-Based Learning, 7, 2, pp. 211-224, (2017)","","","University of Wollongong","","","","","","14499789","","","","English","J. Univ. Teach. Learn. Pract.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85159871123"
"Vuuren T.V.; Van der Heijden B.I.J.M.; Semeijn J.H.","Vuuren, Tinka Van (56826133500); Van der Heijden, Beatrice I. J. M. (13406606600); Semeijn, Judith H. (57214226145)","56826133500; 13406606600; 57214226145","With a little help from my friends: adopting a P-E fit perspective in understanding the value of organizational learning climate for sustainable employability","2023","Frontiers in Psychology","14","","1128535","","","","1","10.3389/fpsyg.2023.1128535","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159904497&doi=10.3389%2ffpsyg.2023.1128535&partnerID=40&md5=0880dd1cc797ae5e4ebbf790d7c4e19e","Loyalis Kennis & Consult, Heerlen, Netherlands; Institute for Management Research, Radboud University, Nijmegen, Netherlands; Faculty of Management, Open Universiteit, Heerlen, Netherlands; Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium; School of Business, Hubei University, Wuhan, China; Kingston Business School, Kingston University, London, United Kingdom; Research Centre for Education and the Labour Market (ROA), Maastricht University, Maastricht, Netherlands","Vuuren T.V., Loyalis Kennis & Consult, Heerlen, Netherlands, Faculty of Management, Open Universiteit, Heerlen, Netherlands; Van der Heijden B.I.J.M., Institute for Management Research, Radboud University, Nijmegen, Netherlands, Faculty of Management, Open Universiteit, Heerlen, Netherlands, Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium, School of Business, Hubei University, Wuhan, China, Kingston Business School, Kingston University, London, United Kingdom; Semeijn J.H., Faculty of Management, Open Universiteit, Heerlen, Netherlands, Research Centre for Education and the Labour Market (ROA), Maastricht University, Maastricht, Netherlands","Purpose: The objective of our study was to investigate how organizational learning climate (measured as developmental opportunities and team support for learning), career commitment, and age are related to employees’ self-perceived employability, vitality and work ability (e.g., their sustainable employability). Our study adopted a P-E fit perspective building upon the notion that sustainable employability is a function of both the person (P) and the environment (E) and tests a three-way interaction between organizational learning climate, career commitment, and age. Design: In total, 211 members of the support staff of a Dutch university completed a survey. Hierarchical stepwise regression analysis was used to analyze the data. Findings: Only one of the two dimensions of organizational learning climate that we measured, namely the developmental opportunities, appeared to be associated with all indicators of sustainable employability. Career commitment only had a direct positive relationship with vitality. Age was negatively related to self-perceived employability and to work ability, but not to vitality. The relationship between developmental opportunities and vitality was negatively influenced by career commitment (a negative two-way interaction effect), while a positive three-way interaction effect was found between career commitment, age, and development opportunities, and with self-perceived employability as the outcome. Theoretical and practical implications: Our findings confirmed the relevance of adopting a P-E fit perspective on sustainable employability, and of considering the possible role of age in this. It requires more detailed analyses in future research to unravel the role of age in the shared responsibility for sustainable employability. In practice, the results of our study imply that organizations should provide all employees with a working context that facilitates learning, however, with a special focus on older employees, for whom it is a particular challenge to protect their sustainable employability, possibly due to age-related stereotyping. Originality: Our study adopted a P-E fit perspective on sustainable employability and examined the association between organizational learning climate and all three components of sustainable employability: self-perceived employability, vitality and work ability. Moreover, it investigated whether and how the employee’s career commitment and age influence this relationship. 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Geriatrie, 52, pp. 188-205, (2019); Westman M., Hobfoll S.E., Chen S., Davidson O.B., Laski S., Organizational stress through the lens of conservation of resources (COR) theory, Exploring Interpersonal Dynamics, pp. 167-220, (2004); Wiese B.S., Freund A.M., Baltes P.B., Subjective career success and emotional well-being: longitudinal predictive power of selection, optimization, and compensation, J. Vocat. Behav, 60, pp. 321-335, (2002); Williams van Rooij S., Training older employees: lessons learned, unlearned, and relearned from the field of instructional design, Hum. Resour. Manag, 51, pp. 281-298, (2012); Zinsmeister J., Meerman M.G.M., The deployment of enriched capacities: rights of older employees, J. Workplace Rights, 17, pp. 303-318, (2014)","T.V. Vuuren; Loyalis Kennis & Consult, Heerlen, Netherlands; email: tinka.vanVuuren@OU.nl","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85159904497"
"Peón D.; Martínez-Filgueira X.-M.; Rodríguez-Gómez J.-L.","Peón, David (55441535400); Martínez-Filgueira, Xosé-Manuel (56644907000); Rodríguez-Gómez, José-Luís (58186084700)","55441535400; 56644907000; 58186084700","Professional Certifications of a University Master’s Degree and Employability: Impact on Students’ Perception","2023","European Journal of Educational Research","12","1","","173","188","15","0","10.12973/eu-jer.12.1.173","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152693835&doi=10.12973%2feu-jer.12.1.173&partnerID=40&md5=6d5d392872f37ba3a95c544c9388b86e","Universidade da Coruña, Spain; Toronto Metropolitan University, Canada","Peón D., Universidade da Coruña, Spain, Toronto Metropolitan University, Canada; Martínez-Filgueira X.-M., Universidade da Coruña, Spain; Rodríguez-Gómez J.-L., Universidade da Coruña, Spain","Professional certifications represent for many university degrees, especially postgraduate degrees, a recognition of their academic quality and the future employability of the graduates. This article contributes to the analysis of the impact of external accreditations on students' perception of employability and satisfaction. We offer a case of study, a Master of Science (MSc) in Banking and Finance that became the first academic degree in Spain to obtain the two professional accreditations required for employees in financial institutions since 2019. A survey to a sample of students who graduated two academic years before and two years after the MSc was recognised is used to measure students' motivations for enrolment and satisfaction. The results provide significant evidence that professional accreditation became a key motivation for students to enrol the master, is associated with a more diverse geographical origin of students, and students highlight the higher quality and better coordination of the teaching staff. © 2023 The Author(s).","Educational innovation; postgraduate degree; professional certification","","","","","","","","Bergner J., Chen Y., Simerly M., Accounting faculty's pursuit of professional certifications: Pre-and post-terminal degree comparison, Journal of Accounting Education, 61, (2022); Birch C., Lichy J., Mulholland G., Kachour M., An enquiry into potential graduate entrepreneurship: Is higher education turning off the pipeline of graduate entrepreneurs?, Journal of Management Development, 36, 6, pp. 743-760, (2017); Brown J. L., Hammer S. J., Perera H. N., McIlveen P., Relations between graduates' learning experiences and employment outcomes: A cautionary note for institutional performance indicators, International Journal for Educational and Vocational Guidance, 22, pp. 137-156, (2022); Bush T., Preparing headteachers in England: Professional certification, not academic learning, Educational Management Administration and Leadership, 41, 4, pp. 453-465, (2013); Cheng P.-Y., Hsu P.-K., Chiou W.-B., Undergraduates' intentions to take examinations for professional certification: Examinations of four competing models, Asia Pacific Education Review, 13, 4, pp. 691-700, (2012); Cohen J., Statistical power analysis for the behavioral sciences, (1988); Cumberland D. M., Petrosko J. M., Jones G. D., Motivations for pursuing professional certification, Performance Improvement Quarterly, 31, 1, pp. 57-82, (2018); De Los Rios-Carmenado I., Lopez F. R., Garcia C. P., Promoting professional project management skills in engineering higher education: Project-based learning (PBL) strategy, International Journal of Engineering Education, 31, 1, pp. 184-198, (2015); Dougherty S. M., Ecton W. G., Bonilla S., McGuinness S., The effects of the COVID-19 pandemic and recession on career preparation during high school, Peabody Journal of Education, 97, 3, pp. 326-343, (2022); Feng L., Sass T. R., Teacher quality and teacher mobility, Education Finance and Policy, 12, 3, pp. 396-418, (2017); Fernandez-Sainz A., Garcia-Merino J. D., Urionabarrenetxea S., Has the Bologna process been worthwhile? An analysis of the learning society-adapted outcome index through quantile regression, Studies in Higher Education, 41, 9, pp. 1579-1594, (2016); Gallagher S., Villwock-Witte N. M., An example from construction safety: Professional certifications as potential drivers of degree program enhancements [Paper presentation], 125th ASEE Annual Conference and Exposition, (2018); Garcia-Alvarez J., Vazquez-Rodriguez A., Quiroga-Carrillo A., Priegue-Caamano D., Transversal competencies for employability in university graduates: A systematic review from the employers' perspective, Education Sciences, 12, 3, (2022); Gerhardt M. G., The importance of being social? Instructor credibility and the millennials, Studies in Higher Education, 41, 9, pp. 1533-1547, (2016); Healy M., Hammer S., McIlveen P., Mapping graduate employability and career development in higher education research: A citation network analysis, Studies in Higher Education, 47, 4, pp. 799-811, (2022); Huq A., Gilbert D. H., Enhancing graduate employability through work-based learning in social entrepreneurship: A case study, Education and Training, 55, 6, pp. 550-572, (2013); Jackson D., Skill mastery and the formation of graduate identity in Bachelor graduates: Evidence from Australia, Studies in Higher Education, 41, 7, pp. 1313-1332, (2016); Jackson D., Michelson G., Factors influencing the employment of Australian PhD graduates, Studies in Higher Education, 40, 9, pp. 1660-1678, (2015); Jackson D., Tomlison M., The relative importance of work experience, extra-curricular and university-based activities on student employability, Higher Education Research & Development, 41, 4, pp. 1119-1135, (2022); Johnston J., Loyalka P., Chu J., Song Y., Yi H., Huang X., The impact of vocational teachers on student learning in developing countries: Does enterprise experience matter?, Comparative Education Review, 60, 1, pp. 131-150, (2016); Knapp K. J., Maurer C., Plachkinova M., Maintaining a cybersecurity curriculum: Professional certifications as valuable guidance, Journal of Information Systems Education, 28, 2, pp. 101-114, (2017); Kucel A., Robert P., Buil M., Masferrer N., Entrepreneurial skills and education-job matching of higher education graduates, European Journal of Education, 51, 19, pp. 73-89, (2016); Lagoa-Varela D., Alvarez-Garcia B., Boedo Vilabella L., Recent changes in the role of Spanish lecturers in economics and business: An empirical analysis based on their own perspectives, Studies in Higher Education, 43, 8, pp. 1321-1333, (2018); Laguador J. M., Refozar R. F. G., Five-year declining performance of private and public schools in the Philippine certified public accountant licensure examination, European Journal of Educational Research, 9, 3, pp. 995-1007, (2020); Professional certifications offer workers with no college degree a pathway to good jobs, (2020); Lupak N. M., Kopotun I. M., Hamza A. V., Albul S. V., Panova S. O., Creation of clusters and tools for improving the professional competence of future educators, European Journal of Educational Research, 9, 2, pp. 709-716, (2020); Mahajan R., Gupta P., Misra R., Employability skills framework: A tripartite approach, Education + Training, 64, 3, pp. 360-379, (2022); Maringe F., University and course choice, International Journal of Educational Management, 20, 6, pp. 466-479, (2006); Moreo A., Green A. J., O'Halloran R., What certifications are important in the hospitality industry?, Journal of Human Resources in Hospitality and Tourism, 17, 1, pp. 121-135, (2018); Nowell L., Laventure A., Raisanen A., Strzalkowski N., Kenny N., Postdoctoral scholars' perceptions of a university teaching certificate program, Studies in Graduate and Postdoctoral Education, 11, 3, pp. 233-248, (2020); Papadakos J., D'souza A., Masse A., Boyko S., Clarke S., Giuliani M., MacKinnon K., McBain S., McCallum M., MacVinnie J., Papadakos T., Development of a professional certification in cancer patient education, Journal of Cancer Education, 34, 4, pp. 749-754, (2019); Peon D., Guntin X., Bank credit and trade credit after the financial crisis: Evidence from rural Galicia, Journal of Business Economics and Management, 22, 3, pp. 616-635, (2021); Petruzziello G., Mariani M. G., Guglielmi D., van der Heijden B. I., de Jong J. P., Chiesa R., The role of teaching staff in fostering perceived employability of university students, Studies in Higher Education, (2022); Quevedo-Blasco R., Ariza T., Buela-Casal G., Evaluación de la satisfacción del profesorado de ciencias con la adaptación al espacio europeo de educación superior [Assessment of science teachers' satisfaction with the adaptation to the European Higher Education Area], Educacion XX1, 18, 1, pp. 45-70, (2015); Regehr C., Trends in higher education in Canada and implications for social work education, Social Work Education, 32, 6, pp. 700-714, (2013); Ruiz-Molina M.-E., Gil-Saura I., Berenguer-Contri G., Determinants of behavioral intentions towards a professional certification scheme at European level, European Journal of Training and Development, 43, 7, pp. 719-735, (2019); Sabater-Sempere V., Tari-Guillo J. J., Andreu-Guerrero R., De Juana-Espinosa S., Fernandez-Sanchez J. A., Gonzalez-Ramirez M. R., Manresa-Marhuenda E., Rienda-Garcia L., Valdes Conva J., Students' perception of European Higher Education Area, Proceedings of the 3rd International Conference on Education and New Learning Technologies, pp. 3241-3249, (2011); Schneider M., Preckel F., Variables associated with achievement in higher education: A systematic review of meta-analyses, Psychological Bulletin, 143, 6, pp. 565-600, (2017); Tomlinson M., Graduate employability and student attitudes and orientations to the labour market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Tomlison M., McCafferty H., Port A., Maguire N., Zabelski A. E., Burnaru A., Charles M., Kirby S., Developing graduate employability for a challenging labour market: The validation of the graduate capital scale, Journal of Applied Research in Higher Education, 14, 3, pp. 1193-1209, (2022); Tsai C.-W., Shen P.-D., Tsai M.-C., Developing an appropriate design of blended learning with web-enabled self-regulated learning to enhance students' learning and thoughts regarding online learning, Behaviour and Information Technology, 30, 2, pp. 261-271, (2011); Valdes R. M. T., Soriano A. S., Alvarez C. L., Resignification of educational e-innovation to enhance opportunities for graduate employability in the context of new university degrees, Journal of New Approaches in Educational Research, 7, 1, pp. 70-78, (2018)","D. Peón; Universidade da Coruña, Spain; email: david.peon@udc.gal","","Eurasian Society of Educational Research","","","","","","21658714","","","","English","European J Educ. Res.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85152693835"
"Trinh G.T.T.","Trinh, Giang Thi Thu (58241707900)","58241707900","Examining the impacts of out-of-class student engagement on student competencies in the context of business students in Vietnam – evidence from universities in Hanoi","2023","Journal of Applied Research in Higher Education","","","","","","","0","10.1108/JARHE-09-2022-0297","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158829973&doi=10.1108%2fJARHE-09-2022-0297&partnerID=40&md5=1ad4b7630aaeb6ce3f4b075bf2927be9","International School of Management and Economics, National Economics University, Hanoi, Viet Nam","Trinh G.T.T., International School of Management and Economics, National Economics University, Hanoi, Viet Nam","Purpose: The topic of student engagement (SE) has received considerable attention in the literature for its robust correlation with many positive educational outcomes in higher education (HE). However, among these desirable outcomes, student competencies have rarely been examined despite their importance in employability. While universities are expected to improve graduates' competencies and prepare them to adapt in an uncertain and complex workplace, the results are still limited. Therefore, this study attempts to examine the impacts of SE on student competencies in HE in Vietnam, focusing on the out-of-class environment. It also aims at developing a measurement instrument for out-of-class SE. Design/methodology/approach: Based on student self-reports, this study collected two different datasets of 492 and 490 undergraduate business students in Hanoi to implement separate exploratory and confirmatory factor analyses. The measurement instrument of out-of-class engagement was adapted from the literature review and developed based on qualitative research, which combined the four subconstructs of participatory, emotional, cognitive and agentic engagement. Findings: Findings confirms four subconstructs of SE in the out-of-class context where agentic engagement is a valid and distinct aspect. Findings further show that, among these four subconstructs, cognitive and agentic engagement have significant impacts on all four important student competencies for business students, while participatory and emotional engagement do not. Research limitations/implications: This study confirmed out-of-class SE has significant positive impacts on student competencies in HE, especially with out-of-class cognitive and agentic engagement. The findings show evidence of different impacts between participatory and agentic engagement, in which while participatory has no impacts on student competencies, agentic engagement significantly contributes to competencies of managing self, communicating and managing people and tasks. This implies different outcomes can be expected from different levels of engagement. Practical implications: From a managerial point of view, the findings of this study strongly suggest that higher education institutions (HEIs) should view the out-of-class environment as an important extended learning context for students' complete development. Besides, as student out-of-class participatory engagement is not sufficient to the formation of student competencies, HEIs should strengthen out-of-class cognitive and agentic engagement among students. From the leadership perspective, building a good campus environment with various opportunities to involve students in diversified extra-curricular activities is beneficial to university students. Originality/value: This paper contributes to the body of knowledge in SE by establishing a theoretical linkage between out-of-class engagement and student competencies and provides sufficient statistical significance. In addition, it validated out-of-class agentic engagement as a separate and distinct subcomponent of out-of-class SE and confirmed the positive impact of out-of-class engagement on student competencies for business students. © 2023, Emerald Publishing Limited.","Agentic engagement; Business student; Higher education; Out-of-class engagement; Student competencies; Student engagement","","","","","","Đại học Kinh tế Quốc dân, NEU","This research was funded by National Economics University, Hanoi, Vietnam. The funder’s role is solely to provide financial support for data collection and data coding and is not involved in the research process. 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Pinto L.H., Ramalheira D.C., Perceived employability of business graduates: the effect of academic performance and extracurricular activities, Journal of Vocational Behavior, 99, pp. 165-178, (2017); Prensky M., Digital natives, digital immigrants, On the Horizon, 9, 5, pp. 29-31, (2001); Reeve J., A self-determination theory perspective on student engagement, Handbook of Research on Student Engagement, pp. 149-172, (2012); Reschly A.L., Christenson S.L., Jingle, jangle, and conceptual haziness: evolution and future directions of the engagement construct, Handbook of Research on Student Engagement, pp. 3-19, (2012); Shernoff D.J., Csikszentmihalyi M., Schneider B., Shernoff E.S., Student engagement in high school classrooms from the perspective of flow theory, Applications of Flow in Human Development and Education, pp. 475-494, (2014); Williams J., Cappuccini-Ansfield G., Fitness for purpose? National and institutional approaches to publicising the student voice, Quality in Higher Education, 13, 2, pp. 159-172, (2007); Zhoc K.C., Webster B.J., King R.B., Li J.C., Chung T.S., Higher education student engagement scale (HESES): development and psychometric evidence, Research in Higher Education, 60, 2, pp. 219-244, (2019)","G.T.T. Trinh; International School of Management and Economics, National Economics University, Hanoi, Viet Nam; email: giangttt@neu.edu.vn","","Emerald Publishing","","","","","","20507003","","","","English","J. Appl. Res. High. Edu.","Article","Article in press","","Scopus","2-s2.0-85158829973"
"Gomez S.M.; De Luna A.B.M.","Gomez, Sonia Martin (57997724300); De Luna, Angel Bartolomé Muñoz (58234655600)","57997724300; 58234655600","Competence Training and Employability","2023","Journal of Educational and Social Research","13","1","","1","11","10","0","10.36941/jesr-2023-0001","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158035525&doi=10.36941%2fjesr-2023-0001&partnerID=40&md5=bccbf3f59c6e179e698dc15562cc382e","Universidad San Pablo-CEU, CEU Universities, Vice President for Students and University Life, Spain","Gomez S.M., Universidad San Pablo-CEU, CEU Universities, Vice President for Students and University Life, Spain; De Luna A.B.M., Universidad San Pablo-CEU, CEU Universities, Vice President for Students and University Life, Spain","The member countries of the European Union decided, two decades ago, to initiate a reform of university education, promoting the mobility and employability of students and emphasizing professional skills over the purely technical skills of each degree. Although the movement of university students between countries has been successful, there is still a significant gap between the demand for skills from the labor market and the university supply. Therefore, there is a need to investigate this fact and review from the employer's point of view, whether the skills training currently received by graduates of a Spanish university in the last three academic years is adequate to the demands of the labor market. For this, 367 interviews have been carried out from a database of 3,332 companies that have incorporated graduates of the university under study, either as interns or as employees; A mixed methodology is applied with online interviews and telephone interviews given the census nature of the study for those degrees with less demand. The research has a clear vocation for continuity, which will allow the analysis of the data to facilitate the guidelines towards a positive evolution of employability and skills training in future courses of different degrees, managing to reduce the existing gap between the labor demand of training in competencies and skills studies offered by higher education institutions © 2023 Sonia Martin Gomez and Angel Bartolomé Muñoz De Luna.","employment; learning; skills; university, labor market","","","","","","","","Adecco report on the future of work in Spain, (2016); The work of the future, (2017); Alonso L. E., Fernandez Rodriguez C. J., Nyssen J. 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Analysis of stakeholder survey on skill needs assessment and anticipation, (2017); Catalogue of transversal key competences for employability; Llinares Insa L., Employability indicators: from inclusion to career development, Revista Jurídica de Economía Social y Cooperativa, 36, pp. 365-387, (2020); Skills Strategy Diagnostic Summary Report Spain 2015, (2015); Education at a Glance 2019: OECD Indicators, (2019); OECD Skills Outlook 2021: Learning for Life, (2021); The Assessment Frameworks for Cycle 2 of the Programme for the International Assessment of Adult Competencies, (2021); Working in 2033, (2013); Santiago P., Tremblay K., Basri E., Arnal E., Tertiary Education for the Knowledge Society, OECD Thematic Review of Tertiary Education: Synthesis Report, 3, (2008); Schomburg H., Teichler U., Match between education and employment, Higher Education and Graduate Employment in Europe. Higher Education Dynamics, 15, (2006); Shackleton J., Messenger S., Reflecting real-world skills in transversal skills, Journal of Supranational Policies of Education, 13, pp. 168-190, (2021); The GlobalSkills Academy, (2021); The Future of Jobs Report 2020, (2020)","","","Richtmann Publishing Ltd","","","","","","2239978X","","","","English","J. Edu. Soc. Res.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85158035525"
"Healy M.","Healy, Michael (57207348618)","57207348618","Careers and employability learning: pedagogical principles for higher education","2023","Studies in Higher Education","48","8","","1303","1314","11","4","10.1080/03075079.2023.2196997","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152406560&doi=10.1080%2f03075079.2023.2196997&partnerID=40&md5=147269573441cf8b0eb72140d86808c1","University of Southern Queensland, Toowoomba, Australia","Healy M., University of Southern Queensland, Toowoomba, Australia","Increasingly, universities prioritise employability as a primary purpose of personal and public investment into higher education and target graduate employability in their teaching, learning, assessment, and student support strategies. However, despite its emergence as a central concern in higher education, graduate employability lacks coherent and robust theoretical or pedagogical foundations. In particular, limited conceptualisations of career development learning applied in most graduate employability scholarship do not include key theories from the field of career development. Rather than continuing to approach graduate employability and career development as different things, the higher education community should recognise their congruence and compatibility and instead adopt a more integrated and critical understanding of careers and employability learning. This article offers a curricular vision of an integrative pedagogy of careers and employability learning, based on six pedagogical principles that can inform efforts to deliver high quality, equitable, and empowering careers and employability learning for students. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","career development; careers and employability learning; employability pedagogies; Graduate employability; student success","","","","","","","","Akkermans J., Collings D.G., da Motta Veiga S.P., Post C., Seibert S., Toward a Broader Understanding of Career Shocks: Exploring Interdisciplinary Connections with Research on Job Search, Human Resource Management, Entrepreneurship, and Diversity, Journal of Vocational Behavior, 126, (2021); Bennett D., Ananthram S., Development, Validation and Deployment of the Employability Scale, Studies in Higher Education, 47, 7, pp. 1311-1325, (2022); Blustein D.L., Olle C., Connors-Kellgren A., Diamonti A.J., Decent Work: A Psychological Perspective, Frontiers in Psychology, 7, (2016); Bridgstock R., Grant-Iramu M., McAlpine A., Integrating Career Development Learning Into the Curriculum: Collaboration with the Careers Service for Employability, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 56-72, (2019); Bridgstock R., Jackson D., Strategic Institutional Approaches to Graduate Employability: Navigating Meanings, Measurements and What Really Matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Bridgstock R., Tippett N., Higher Education and the Future of Graduate Employability: A Connectedness Learning Approach, (2019); Caballero G., Alvarez-Gonzalez P., Lopez-Miguens M.J., How to Promote the Employability Capital of University Students? 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Holmes L.M., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Hooley T., Sultana R., Thomsen R., Career Guidance for Social Justice: Contesting Neoliberalism, (2018); Krumboltz J.D., The Happenstance Learning Theory, Journal of Career Assessment, 17, 2, pp. 135-154, (2009); Law B., Career-Learning Space: New-DOTS Thinking for Careers Education, British Journal of Guidance & Counselling, 27, 1, pp. 35-54, (1999); Lent R.W., Career Development and Counselling: A Social Cognitive Framework, Career Development and Counseling: Putting Theory and Research to Work, pp. 129-164, (2021); Lo Presti A., Pluviano S., Looking for a Route in Turbulent Waters: Employability as a Compass for Career Success, Organizational Psychology Review, 6, 2, pp. 192-211, (2016); McCash P., We’re All Career Researchers Now: Breaking Open Career Education and DOTS, British Journal of Guidance & Counselling, 34, 4, pp. 429-449, (2006); McCash P., Hooley T., Robertson P.J., Introduction: Rethinking Career Development, The Oxford Handbook of Career Development, (2021); McWhirter E.H., McWha-Hermann I., Social Justice and Career Development: Progress, Problems, and Possibilities, Journal of Vocational Behavior, 126, (2021); Monteiro S., Almeida L.S., Employability of Higher Education Graduates: Reflections and Pedagogical Implications, Revista Lusófona de Educação, 51, (2021); Monteiro S., Almeida L., Gomes C., Sinval J., Employability Profiles of Higher Education Graduates: A Person-Oriented Approach, Studies in Higher Education, 47, 3, pp. 499-512, (2022); Nghia T.L.H., Pham T., Tomlinson M., Medica K., Thompson C., Developing and Utilizing Employability Capitals: Graduates’ Strategies Across Labour Markets, (2020); Pryor R., Bright J., The Chaos Theory of Careers: A New Perspective on Working in the Twenty-First Century, (2011); Reid E.R., Kelestyn B., Problem Representations of Employability in Higher Education: Using Design Thinking and Critical Analysis as Tools for Social Justice in Careers Education, British Journal of Guidance & Counselling, 50, 4, pp. 631-646, (2022); Romgens I., Scoupe R., Beausaert S., Unraveling the Concept of Employability, Bringing Together Research on Employability in Higher Education and the Workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Rossier J., Cardoso P.M., Duarte M.E., The Narrative Turn in Career Development Theories: An Integrative Perspective, The Oxford Handbook of Career Development, pp. 169-180, (2021); Savickas M.L., Career Construction Theory and Counseling Model, Career Development and Counseling: Putting Theory and Research to Work, pp. 165-200, (2021); Small L., Shacklock K., Marchant T., Employability: A Contemporary Review for Higher Education Stakeholders, Journal of Vocational Education & Training, 70, 1, pp. 148-166, (2018); Spurk D., Vocational Behavior Research: Past Topics and Future Trends and Challenges, Journal of Vocational Behavior, 126, (2021); Stead G.B., LaVeck L.M., Hurtado Rua S.M., Career Adaptability and Career Decision Self-Efficacy: Meta-Analysis, Journal of Career Development, 49, 4, pp. 951-964, (2021); Sultana R.G., Authentic Education for Meaningful Work: Beyond “Career Management Skills”, The Oxford Handbook of Career Development, pp. 79-94, (2021); Tang M., Montgomery M.L.T., Collins B., Jenkins K., Integrating Career and Mental Health Counseling: Necessity and Strategies, Journal of Employment Counseling, 58, 1, pp. 23-35, (2021); Tomlinson M., Anderson V., Employers and Graduates: The Mediating Role of Signals and Capitals, Journal of Higher Education Policy and Management, 43, 4, pp. 384-399, (2021); Watts A.G., (2006); Yorke M., Knight P., (2006)","M. Healy; Toowoomba, West Street, 4350, Australia; email: michael.healy@usq.edu.au","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85152406560"
"Santos H.S.D.; De Lima Y.O.; Barbosa C.E.; De Oliveira Lyra A.; Argolo M.M.; De Souza J.M.","Santos, Herbert Salazar Dos (58160782600); De Lima, Yuri Oliveira (57204859273); Barbosa, Carlos Eduardo (55422519000); De Oliveira Lyra, Alan (58161006300); Argolo, Matheus Margarido (57746667300); De Souza, Jano Moreira (7103050923)","58160782600; 57204859273; 55422519000; 58161006300; 57746667300; 7103050923","A Framework for Assessing Higher Education Courses Employability","2023","IEEE Access","11","","","25318","25328","10","0","10.1109/ACCESS.2023.3256722","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151056134&doi=10.1109%2fACCESS.2023.3256722&partnerID=40&md5=d95cf085ae3ce382bf2cca3d4f609314","Cidade Universitária da Universidade Federal do Rio de Janeiro, Graduate School and Research in Engineering (COPPE), Centro de Tecnologia-Rua Horácio Macedo, Rio de Janeiro, 21941, Brazil; Center of Analysis of Naval Systems (Brazilian Navy) (CASNAV), Rio de Janeiro, 20091, Brazil","Santos H.S.D., Cidade Universitária da Universidade Federal do Rio de Janeiro, Graduate School and Research in Engineering (COPPE), Centro de Tecnologia-Rua Horácio Macedo, Rio de Janeiro, 21941, Brazil; De Lima Y.O., Cidade Universitária da Universidade Federal do Rio de Janeiro, Graduate School and Research in Engineering (COPPE), Centro de Tecnologia-Rua Horácio Macedo, Rio de Janeiro, 21941, Brazil; Barbosa C.E., Cidade Universitária da Universidade Federal do Rio de Janeiro, Graduate School and Research in Engineering (COPPE), Centro de Tecnologia-Rua Horácio Macedo, Rio de Janeiro, 21941, Brazil, Center of Analysis of Naval Systems (Brazilian Navy) (CASNAV), Rio de Janeiro, 20091, Brazil; De Oliveira Lyra A., Cidade Universitária da Universidade Federal do Rio de Janeiro, Graduate School and Research in Engineering (COPPE), Centro de Tecnologia-Rua Horácio Macedo, Rio de Janeiro, 21941, Brazil; Argolo M.M., Cidade Universitária da Universidade Federal do Rio de Janeiro, Graduate School and Research in Engineering (COPPE), Centro de Tecnologia-Rua Horácio Macedo, Rio de Janeiro, 21941, Brazil; De Souza J.M., Cidade Universitária da Universidade Federal do Rio de Janeiro, Graduate School and Research in Engineering (COPPE), Centro de Tecnologia-Rua Horácio Macedo, Rio de Janeiro, 21941, Brazil","The 4th Industrial Revolution is causing profound and accelerated changes to work, bringing new opportunities and challenges as new technologies impact practically all occupations. The transformations in the labor market were accelerated even more due to the COVID-19 pandemic. In the scenario where old careers cease to exist, and new occupations are being created, Higher Education Institutions (HEIs) need to be prepared to educate professionals capable of getting and keeping qualified jobs. To do so, HEIs need tools to evaluate their undergraduate courses in the face of the changing demands of the labor market. We propose a novel approach to employability from the perspective of HEIs, creating a framework- called Higher Education Courses Employability (HECE). The framework can help HEI decision-makers to make decisions based on employability data. The framework allows for mitigating the reported gap between the theory taught in HEIs and the labor market demands. We evaluated the HECE framework as useful and relevant by HEI decision-makers and Employability experts from Brazil, a continental country with great social differences between and within its regions, and where the unemployment and underemployment rates demonstrate the mismatch between the labor market demands and the undergraduate course's curricula. The applicability of HECE in different Brazillian regions provides evidence that we can apply the framework in most contexts. This study provides tools to facilitate the implementation of the framework by HEIs. The evaluators reported the innovative nature of the approach of this research.  © 2013 IEEE.","courses employability; Employability; HEIs; higher education; undergraduate employability","Commerce; Curricula; Decision making; Employment; Course employability; Decision makers; Education course; Employability; High educations; Higher education institutions; Labour market; Market demand; Undergraduate Courses; Undergraduate employability; COVID-19","","","","","Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES; Conselho Nacional de Desenvolvimento Científico e Tecnológico, CNPq","This work was supported in part by the Laboratory of the Future, in part by the Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior-Brazil (CAPES), and in part by the Conselho Nacional de Desenvolvimento Cientifico e Tecnologico (CNPq) under Grand 001.","Jones S.E., Against Technology: From the Luddites to Neo-Luddism., (2006); Barbosa C.E., Working in 2050: A View of How Changes on the Work Will Affect Society., (2017); Kapareliotis I., Voutsina K., Patsiotis A., Internship and employability prospects: Assessing student's work readiness, Higher Educ., Skills Work-Based Learn., 9, 4, pp. 538-549, (2019); Lima Y., Barbosa C.E., Dos Santos H.S., De Souza J.M., Understanding technological unemployment: A review of causes consequences and solutions, Societies, 11, 2, (2021); Coibion O., Gorodnichenko Y., Weber M., Labor Markets during the COVID-19 Crisis: A Preliminary View., (2020); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis., (1999); The Absent Student-COVID-19 Will Be Painful for Universities, but Also Bring Change., (2020); Feldmann L., Considerations in the design of WBL settings to enhance students' employability: A synthesis of individual and contextual perspectives, Higher Educ., SkillsWork-Based Learn., 6, 2, pp. 131-145, (2016); Rossin D., Hyland T., Group work-based learning within higher education: An integral ingredient for the personal and social development of students, Mentoring Tutoring, Partnership Learn., 11, 2, pp. 153-162, (2003); Sehgal N., Nasim S., Total interpretive structural modelling of predictors for graduate employability for the information technology sector, Higher Educ., Skills Work-Based Learn., 8, 4, pp. 495-510, (2018); Waltmann B., Erve Van Der L., Dearden L., Britton J., The Impact of Undergraduate Degrees on Lifetime Earnings., (2020); Abbas J., Sagsan M., Identification of key employability attributes and evaluation of university graduates' performance: Instrument development and validation, Higher Educ., Skills Work-Based Learn., 10, 3, pp. 449-466, (2019); Andrews G., Russell M., Employability skills development: Strategy, evaluation and impact, Higher Educ., Skills Work-Based Learn., 2, 1, pp. 33-44, (2012); Healy M., Hammer S., McIlveen P., Mapping graduate employability and career development in higher education research: A citation network analysis, Stud. Higher Educ., 47, 4, pp. 799-811, (2022); Okolie U.C., Nwosu H.E., Mlanga S., Graduate employability: How the higher education institutions can meet the demand of the labour market, Higher Educ., Skills Work-Based Learn., 9, 4, pp. 620-636, (2019); Wilton N., Employability is in the eye of the beholder: Employer decision-making in the recruitment of work placement students, Higher Educ., Skills Work-Based Learn., 4, 3, pp. 242-255, (2014); Ornellas A., Falkner K., Stalbrandt E.E., Enhancing graduates' employability skills through authentic learning approaches, Higher Educ., Skills Work-Based Learn., 9, 1, pp. 107-120, (2019); Panagiotakopoulos A., Employability skills development in Greek higher education institutions (HEIs): Implications for policy makers, Higher Educ., Skills Work-Based Learn., 2, 2, pp. 141-150, (2012); Gatbonton T.M.C., Aguinaldo B.E., Employability predictive model evaluator using PART and JRip classifier, Proc. 6th Int. Conf. Inf. 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Higher Educ., 43, 11, pp. 1923-1937, (2018); Pouratashi M., Zamani A., University and graduates employability: Academics' views regarding university activities (the case of Iran), Higher Educ., Skills Work-Based Learn., 9, 3, pp. 290-304, (2019); Alpek L., Tesits R., Measuring regional differences in employability in Hungary, Appl. Spatial Anal. Policy, 13, 2, pp. 329-347, (2020); Heijde C.M.V.D., Van Der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Hum. Resource Manage., 45, 3, pp. 449-476, (2006); Lima Y., Strauch J.C.M., Esteves M.G.P., De Souza J.M., Chaves M.B., Gomes D.T., Exploring the future impact of automation in Brazil, Employee Relations, Int. J., 43, 5, pp. 1052-1066, (2021); Lima B., Gerbelli L.G., No Brasil, 40% Dos Jovens Com Ensino Superior Não Têm Emprego Qualificado., (2020); Mercado de Trabalho: O Dilema Entre Recrutamento, Qualificação E Desemprego em 2020, (2020); DeCarlo M., Scientific Inquiry in Social Work., (2018); Harvey L., MacDonald M., Doing Sociology: A Practical Introduction., (1993); Afolabi A., Ojelabi R., Tunji-Olayeni P., Omuh I., Oyeyipo O., Critical factors influencing building graduates' employability in a developing economy, Proc. 10th Int. Struct. Eng. Construct. Conf., pp. 1-7, (2019); Mishra T., Kumar D., Gupta S., Students' employability prediction model through data mining, Int. J. Appl. Eng. Res., 11, 4, pp. 2275-2282, (2016); Sapaat M.A., Mustapha A., Ahmad J., Chamili K., Muhamad R., A classification-based graduates employability model for tracer study by MOHE, Proc. Int. Conf. Digit. Inf. Process. Commun., 188, pp. 277-287, (2011); Thakar P., Mehta A., A unified model of clustering and classification to improve students' employability prediction, Int. J. Intell. Syst. Appl., 9, 9, pp. 10-18, (2017); Zakaria M.H., Yatim B., Ismail S., A new approach in measuring graduate employability skills, Proc. Aip Conf., pp. 1202-1208, (2014); Reid J., Redefining 'employabilit, ' as something to be achieved: Utilising Tronto's conceptual framework of care to refocus the debate, Higher Educ., Skills Work-Based Learn., 6, 1, pp. 55-68, (2016); Caballero G., Alvarez-Gonzalez P., Lopez-Miguens M.J., How to promote the employability capital of university students? Developing and validating scales, Stud. Higher Educ., 45, 12, pp. 2634-2652, (2020); Smith J., McKnight A., Naylor R., Graduate employability: Policy and performance in higher education in the U.K, Econ. J., 110, 464, pp. F382-F411, (2000); Freire-Seoane M.J., Pais-Montes C., Lopez-Bermudez B., Grade point average vs competencies: Which are most influential for employability?, Higher Educ., Skills Work-Based Learn., 9, 3, pp. 418-433, (2019); Laranjeiro A.C., Suleman F., Botelho M.D.C., A empregabilidade dos graduados: Competências procuradas nos anúncios de emprego, Sociologia, Problemas e Práticas, 93, pp. 49-69, (2020); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Stud. Higher Educ., 45, 12, pp. 2588-2603, (2020); Monteiro S., Almeida L., Gomes C., Sinval J., Employability profiles of higher education graduates: A person-oriented approach, Stud. Higher Educ., 47, 3, pp. 499-512, (2022); Okay-Somerville B., Allison I., Luchinskaya D., Scholarios D., Disentangling the impact of social disadvantage on 'becoming employable': Evidence from STEM Student university-To-work transitions, Stud. Higher Educ., 47, 3, pp. 545-559, (2022); Al-Shehab N., Al-Hashimi M., Madbouly A., Reyad S., Hamdan A., Do employability skills for business graduates meet the employers' expectations? the case of retail Islamic banks of Bahrain, Higher Educ., Skills Work-Based Learn., 11, 2, pp. 349-366, (2021); Pitan O.S., Employability development opportunities (EDOs) as measures of students' enhanced employability, Higher Educ., Skills Work-Based Learn., 6, 3, pp. 288-304, (2016); Campos K.C.D.L., Construção de uma escala de empregabilidade: Definições e variáveis psicológicas, Estudos de Psicologia (Campinas), 28, 1, pp. 45-55, (2011); Pigden L., Moore A.G., Educational advantage and employability of U.K. University graduates, Higher Educ., Skills Work-Based Learn., 9, 4, pp. 603-619, (2019); Cranmer S., Enhancing graduate employability: Best intentions and mixed outcomes, Stud. Higher Educ., 31, 2, pp. 169-184, (2006); Jackson D., Employability skill development inwork-integrated learning: Barriers and best practice, Stud. Higher Educ., 40, 2, pp. 350-367, (2015); Laughton D.J., CETL for employability: Identifying and evaluating institutional impact, Higher Educ., Skills Work-Based Learn., 1, 3, pp. 231-246, (2011); Arranz N., Arroyabe M.F., Sena V., Arranz C.F.A., De Arroyabe J.C.F., University-enterprise cooperation for the employability of higher education graduates: A social capital approach, Stud. Higher Educ., 47, 5, pp. 990-999, (2022); Bradley A., Priego-Hernandez J., Quigley M., Evaluating the efficacy of embedding employability into a second-year undergraduate module, Stud. Higher Educ., 47, 11, pp. 2161-2173, (2021); Gedye S., Beaumont E., The ability to get a Jo, ': Student understandings and definitions of employability, Educ. Training, 60, 5, pp. 406-420, (2018); Thijssen J.G.L., Van Der Heijden B.I.J.M., Rocco T.S., Toward the employability-Link model: Current employment transition to future employment perspectives, Hum. Resource Develop. Rev., 7, 2, pp. 165-183, (2008); Grip A., Loo J., Sanders J., The industry employability index: Taking account of supply and demand characteristics, Int. Labour Rev., 143, 3, pp. 211-233, (2004); Boudreau J.W., Boswell W.R., Judge T.A., Effects of personality on executive career success in the United States and Europe, J. Vocational Behav., 58, 1, pp. 53-81, (2001); Falta de Trabalhador Qualificado., (2020); Nota Oficial Sobre a Recomposição Do Orçamento da Educação., (2021); Governo Libera Parte de Orçamento, Mas Previsão é Que Ufrj Só Consiga Funcionar Até Setembro., (2021); Carranca T., Doutor em Engenharia Espacial Vende Doces: O Desperdício de Qualificados No Brasil da Pandemia., (2021); Likert R., A technique for the measurement of attitudes, Arch. Psychol., 22, 140, pp. 1-55, (1932); Sorenson H.W., Least-squares estimation: From Gauss to Kalman, Ieee Spectr., 7, 7, pp. 63-68, (1970); Bennett D., Ananthram S., Development, validation and deployment of the EmployABILITY scale, Stud. Higher Educ., 47, 7, pp. 1311-1325, (2022); Griffiths D.A., Inman M., Rojas H., Williams K., Transitioning student identity and sense of place: Future possibilities for assessment and development of student employability skills, Stud. Higher Educ., 43, 5, pp. 891-913, (2018)","H.S.D. Santos; Cidade Universitária da Universidade Federal do Rio de Janeiro, Graduate School and Research in Engineering (COPPE), Centro de Tecnologia-Rua Horácio Macedo, Rio de Janeiro, 21941, Brazil; email: herbertsds@cos.ufrj.br","","Institute of Electrical and Electronics Engineers Inc.","","","","","","21693536","","","","English","IEEE Access","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85151056134"
"Amini N.; Sefri Y.; Chakli A.; Mahiri F.; Aassoul A.; Radid M.","Amini, Najia (58002095400); Sefri, Youssef (58002316800); Chakli, Abdelhak (58304947400); Mahiri, Fadwa (57219553666); Aassoul, Abderrahim (58305353500); Radid, Mohamed (6508217773)","58002095400; 58002316800; 58304947400; 57219553666; 58305353500; 6508217773","University Changes in the 4.0 Educational Era: A Study into Moroccan Students' Interests","2023","Journal of Curriculum and Teaching","12","3","","100","107","7","0","10.5430/JCT.V12N3P100","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161243881&doi=10.5430%2fJCT.V12N3P100&partnerID=40&md5=8cfaeedb680bd0d711ba88c6e07196cb","Laboratory of Chemistry and Physics of Materials, Faculty of Sciences Ben M'sik, Hassan II University, Casablanca, Morocco; Signals, Distributed Systems, and Artificial Intelligence Laboratory, Hassan II University, Casablanca, Morocco; Political Communication Laboratory, Ain Chock Faculty of Law, Hassan II University, Casablanca, Morocco","Amini N., Laboratory of Chemistry and Physics of Materials, Faculty of Sciences Ben M'sik, Hassan II University, Casablanca, Morocco; Sefri Y., Laboratory of Chemistry and Physics of Materials, Faculty of Sciences Ben M'sik, Hassan II University, Casablanca, Morocco; Chakli A., Laboratory of Chemistry and Physics of Materials, Faculty of Sciences Ben M'sik, Hassan II University, Casablanca, Morocco; Mahiri F., Signals, Distributed Systems, and Artificial Intelligence Laboratory, Hassan II University, Casablanca, Morocco; Aassoul A., Political Communication Laboratory, Ain Chock Faculty of Law, Hassan II University, Casablanca, Morocco; Radid M., Laboratory of Chemistry and Physics of Materials, Faculty of Sciences Ben M'sik, Hassan II University, Casablanca, Morocco","Faced with the challenges presented by the transition to Industry 4.0, deep and rapid transformation is required for higher education to meet the demands of the fourth industrial revolution. This article aims to investigate students' perceptions of various components of their academic ecosystem. our study is interested in examining the preferred teaching models, competencies, and fields of study that higher education should develop and national/international mobility. A questionnaire survey was conducted using a quantitative approach to collect students' perceptions; 97 students from Hassan 2 University participated in the study. The findings indicate that students are interested in blended learning, that they require programs to build their managerial and employability skills, that mobility is a fundamental element of education 4.0, and that its impact on employability development is recognized. The study enhances our understanding of higher education students' interactions within their university ecosystem. This study might be beneficial for policymakers and educational decision-makers in the transformation toward a university 4.0. © 2023 Authors. All rights reserved.","education 4.0; higher education; industry 4.0 skills; student's perceptions","","","","","","","","Almeida F., Simoes J., The role of serious games, gamification and industry 4.0 tools in the education 4.0 paradigm, Contemporary Educational Technology, 10, 2, pp. 120-136, (2019); Bali S., Liu M. C., Students' perceptions toward online learning and face-to-face learning courses, Journal of Physics: Conference Series, 1108, 1, (2018); Cevik Onar S., Ustundag A., Kadaifci C., Oztaysi B., The Changing Role of Engineering Education in Industry 4.0 Era, Industry 4.0: Managing the Digital Transformation, pp. 137-151, (2018); Goel P., Kumar P., Johri P., Srivastava S. K., Suhag S., A Comparative Study of Industry 4.0 with Education 4.0, (2020); Gueye M. L., Exposito E., University 4.0: The Industry 4.0 paradigm applied to Education, IX Congreso Nacional de Tecnologías en la Educación, (2020); Heilporn G., Lakhal S., Belisle M., An examination of teachers' strategies to foster student engagement in blended learning in higher education, International Journal of Educational Technology in Higher Education, 18, (2021); Hernandez-de-Menendez M., Morales-Menendez R., Escobar C. A., McGovern M., Competencies for Industry 4.0, International Journal on Interactive Design and Manufacturing, 14, 4, pp. 1511-1524, (2020); Karacsony P., Pasztoova V., Vinichenko M., Huszka P., The Impact of the Multicultural Education on Students' Attitudes in Business Higher Education Institutions, Education Sciences, 12, 3, (2022); Katyeudo K. K., de Souza R. A. C., Digital Transformation towards Education 4.0, Informatics in Education, 21, 2, pp. 283-309, (2022); Kumalawati R., Murliawan K. H., Yuliarti A., Tuveri M., Zurru A., Lastariwati B., Komariah K., Mulyatiningsih E., Kartika M. G., Online learning mediated by social teaching platforms: an experience from a flipped undergraduate physics course in renewable energies Exploration of the determining factors of successful online learning in the industrial revolution 4.0 era, J. Phys, (2021); Kusmin K.-L., Tammets K., Ley T., University-industry Interoperability Framework for Developing the Future Competences of Industry 4.0, IxD&A, 38, pp. 28-45, (2018); Low S. P., Gao S., Ng E. W. L., Future-ready project and facility management graduates in Singapore for industry 4.0: Transforming mindsets and competencies, Engineering, Construction and Architectural Management, 28, 1, pp. 270-290, (2021); Mahiri F., Najoua A., Souda S., 5G-Enabled IIoT Framework Architecture Towards Sustainable Smart Manufacturing, International Journal of Online and Biomedical Engineering, 18, 4, pp. 4-20, (2022); Miranda J., Navarrete C., Noguez J., Molina-Espinosa J. M., Ramirez-Montoya M. S., Navarro-Tuch S. A., Bustamante-Bello M. R., Rosas-Fernandez J. B., Molina A., The core components of education 4.0 in higher education: Three case studies in engineering education, Computers and Electrical Engineering, 93, (2021); Mourtzis D., Vlachou E., Dimitrakopoulos G., Zogopoulos V., Cyber- Physical Systems and Education 4.0 -The Teaching Factory 4.0 Concept, Procedia Manufacturing, 23, pp. 129-134, (2018); Mourtzis D., Vlachou E., Dimitrakopoulos G., Zogopoulos V., Cyber- Physical Systems and Education 4.0 -The Teaching Factory 4.0 Concept, Procedia Manufacturing, 23, pp. 129-134, (2018); Ota H., Internationalization of Higher Education: Global Trends and Japan's Challenges, Educational Studies in Japan: International Yearbook, 12, pp. 91-105, (2018); Potts D., Employability development and career outcomes from short-term learning abroad programmes, Higher Education Research and Development, 41, 4, pp. 1215-1230, (2022); Rifqi H., Zamma A., Souda S., Hansali M., Positive Effect of Industry 4.0 on Quality and Operations Management, International Journal of Online and Biomedical Engineering, 17, 9, pp. 133-147, (2021); Shamsuddin N., Kaur J., Students' learning style and its effect on blended learning, does it matter?, International Journal of Evaluation and Research in Education, 9, 1, pp. 195-202, (2020); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers' perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Sudibjo N., Idawati L., Retno Harsanti H., Characteristics of Learning in the Era of Industry 4.0 and Society 5.0, Advances in Social Science, Education and Humanities Research, 372, pp. 276-278, (2019); Xu L. da, Xu E. L., Li L., Industry 4.0: State of the art and future trends, International Journal of Production Research, 56, 8, pp. 2941-2962, (2018)","","","Sciedu Press","","","","","","19272677","","","","English","J. Curric. Teach.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85161243881"
"Lexis L.; Weaver D.; Julien B.L.","Lexis, Louise (12775794400); Weaver, Debbi (7403128694); Julien, Brianna L. (55914243400)","12775794400; 7403128694; 55914243400","STEM students see the value of LinkedIn as a career development tool and continue to use it in the long-term post-assignment","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","53","70","17","1","10.21153/JTLGE2023VOL14NO1ART1510","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153734711&doi=10.21153%2fJTLGE2023VOL14NO1ART1510&partnerID=40&md5=9ee615b54aaa90755a2da3b718c83695","Department of Physiology Anatomy and Microbiology, School of Life Sciences, La Trobe University, Melbourne, VIC, Australia; La Trobe Education Services, La Trobe University, Melbourne, VIC, Australia","Lexis L., Department of Physiology Anatomy and Microbiology, School of Life Sciences, La Trobe University, Melbourne, VIC, Australia; Weaver D., La Trobe Education Services, La Trobe University, Melbourne, VIC, Australia; Julien B.L., Department of Physiology Anatomy and Microbiology, School of Life Sciences, La Trobe University, Melbourne, VIC, Australia","Some empirical case studies provide support for using LinkedIn as a 21st century career development tool; however, little is known about the long-term impact on students’ use of LinkedIn. A LinkedIn assignment was implemented in a third-year subject taken by students in non-specialist science, technology, engineering and mathematics (STEM) degrees. The study aimed to determine: 1) Student use of LinkedIn prior to, and during the four months after the assignment was completed; 2) Student intentions to use LinkedIn as a career development tool in the long-term future; 3) Student perceptions of a LinkedIn assignment and associated employability skills; 4) Changes to students’ LinkedIn profiles and professional connections in the two years following completion of the assignment. Four months after the assignment, students completed an anonymous and voluntary questionnaire comprised of open-ended and Likert-scale questions. Descriptive statistical analysis was conducted on the Likert-scale responses and content analysis was conducted on the open-ended responses. Students’ LinkedIn profiles were analysed upon completion of the assignment and two years post-assignment to determine changes during this time. Students saw value in the assignment and LinkedIn as a career development tool, and many thought they had developed skills in building a connected identity and social network literacy. Students were less confident in their ability to build and engage with professional networks, although they thought this was important. Most students continued to use LinkedIn in the two years post-assignment. In conclusion, a LinkedIn assignment is an effective career development tool for students in non-specialist STEM degrees. © 2023 Deakin University. All rights reserved.","career development learning; connectedness capabilities; employability; higher education; pre-professional identity; STEM education","","","","","","","","Adams K., Hean S., Sturgis P., Clark J. M., Investigating the factors influencing professional identity of first-year health and social care students, Learning in health and social care, 5, 2, pp. 55-68, (2006); Amabile T. M., Kramer S. J., The power of small wins, Harvard business review, 89, 5, pp. 70-80, (2011); Badoer E., Hollings Y., Chester A., Professional networking for undergraduate students: a scaffolded approach, Journal of Further and Higher Education, 45, 2, pp. 197-210, (2021); Benson V., Morgan S., Filippaios F., Social career management: Social media and employability skills gap, Computers in Human Behavior, 30, pp. 519-525, (2014); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Bridgstock R., Graduate employability 2.0: Social networks for learning, career development and innovation in the digital age, (2016); Bridgstock R., Employability and career development learning through social media: Exploring the potential of LinkedIn, Challenging future practice possibilities, pp. 143-152, (2019); Bridgstock R., Graduate Employability 2.0 Enhancing the connectedness of learners, programs and higher education institutions (1761140361), (2020); Bridgstock R., Grant-Iramu M., McAlpine A., Integrating Career Development Learning into the Curriculum: Collaboration with the Careers Service for Employability, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 56-72, (2019); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Brown J. L., Healy M., Lexis L., Julien B. L., Connectedness learning in the life sciences: LinkedIn as an assessment task for employability and career exploration, Higher Education and the Future of Graduate Employability, pp. 100-119, (2019); Byers A., How to Cold Connect on LinkedIn, LinkedIn, (2018); Campbell M., Cooper B., Rueckert C., Smith J., Reimagining student employability: a case study of policy and practice transformation, Journal of Higher Education Policy and Management, 41, 5, pp. 500-517, (2019); Carmack H. J., Heiss S. N., Using the theory of planned behavior to predict college students’ intent to use LinkedIn for job searches and professional networking, Communication Studies, 69, 2, pp. 145-160, (2018); Carr C. T., Hayes R. A., Social media: Defining, developing, and divining, Atlantic journal of communication, 23, 1, pp. 46-65, (2015); Colbeck K., Navigating the social landscape: An exploration of social networking site usage among emerging adults (Publication No. 29242638), (2015); Creswell J. W., Plano Clark V., Gutmann M. L., Hanson W. E., An expanded typology for classifying mixed methods research into designs, Handbook of mixed methods in social and behavioral research, pp. 209-240, (2003); Daniels R. A., Pemble S. D., Allen D., Lain G., Miller L. A., LinkedIn blunders: A mixed method study of college students’ profiles, Community College Journal of Research and Practice, 47, 2, pp. 1-16, (2021); Deschenes E. P., Longitudinal Research Designs, Measurement Issues in Criminology, pp. 152-166, (1990); Fowlie J., Forder C., Pre-professional identity formation through connections with alumni and the use of LinkedIn, Employability via Higher Education: Sustainability as Scholarship, pp. 331-345, (2019); Fowlie J., Forder C., Using LinkedIn in the curriculum: How pre-professional identity development and celebrating success enhances graduates’ work-readiness, Proceedings of the Learning, Teaching & Student Experience 2021 (LTSE 2021), pp. 68-73, (2021); Fugate M., Kinicki A. J., Ashforth B. E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational behavior, 65, 1, pp. 14-38, (2004); Gerard J. G., Linking in with LinkedIn®: Three exercises that enhance professional social networking and career building, Journal of Management Education, 36, 6, pp. 866-897, (2012); Hooley T., Developing your career: harnessing the power of the internet for “digital career management”, Development and Learning in Organizations: An International Journal, 31, 1, pp. 9-11, (2017); Hsieh H.-F., Shannon S. E., Three approaches to qualitative content analysis, Qualitative health research, 15, 9, pp. 1277-1288, (2005); Jackson D., Re-conceptualising graduate employability: The importance of pre-professional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); 2021 Recruiter Nation Report, (2021); Khapova S., Arthur M., Wilderom C., Svensson J., Professional identity as the key to career change intention, Career Development International, 12, pp. 584-595, (2007); What is LinkedIn and How Can I Use It?, (2020); LinkedIn Higher Education, (2021); McCabe M. B., Social media marketing strategies for career advancement: An analysis of LinkedIn, Journal of Business and Behavioral Sciences, 29, 1, (2017); McCorkle D. E., McCorkle Y. L., Using LinkedIn in the marketing classroom: Exploratory insights and recommendations for teaching social media/networking, Marketing education review, 22, 2, pp. 157-166, (2012); McMahon M., Patton W., Tatham P., Managing life, learning and work in the 21st century: Issues informing the design of an Australian Blueprint for Career Development, (2003); Minocha S., Hristov D., Reynolds M., From graduate employability to employment: policy and practice in UK higher education, International Journal of Training and Development, 21, 3, pp. 235-248, (2017); Employers' insights on the Australian labour market, (2020); Peterson R. M., Dover H. F., Building student networks with LinkedIn: The potential for connections, internships, and jobs, Marketing education review, 24, 1, pp. 15-20, (2014); Social media use in 2021, (2021); Pozzi M., Create a Better Online You': designing online learning resources to develop undergraduate social media skills, International Journal of Social Media and Interactive Learning Environments, 3, 4, pp. 305-321, (2015); Russ K. R., Building professional social capital among minority business students, Academy of Educational Leadership Journal, 19, 3, (2015); Slone A. R., Gaffney A. L., Assessing students’ use of LinkedIn in a business and professional communication course, Communication Teacher, 30, 4, pp. 206-214, (2016); Starcic A. I., Barrow M., Zajc M., Lebenicnik M., Students' Attitudes on Social Network Sites and their Actual Use for Career Management Competences and Professional Identity Development, International Journal of Emerging Technologies in Learning, 12, 5, (2017); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education+ Training, 59, 4, pp. 338-352, (2017); Connecting on LinkedIn: The 5-Point Email, (2019); Vaismoradi M., Snelgrove S., Theme in qualitative content analysis and thematic analysis, Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 20, 3, (2019); Wetsch L. R., A personal branding assignment using social media, Journal of advertising Education, 16, 1, pp. 30-36, (2012)","B. Julien; email: B.Julien@latrobe.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85153734711"
"Niska M.","Niska, Miira (55330627600)","55330627600","Jockeying for position: university students’ employability constructions","2023","Journal of Education and Work","36","4","","284","298","14","1","10.1080/13639080.2023.2197643","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152271213&doi=10.1080%2f13639080.2023.2197643&partnerID=40&md5=45334972818d4dd7caa4e66ce7dc1d95","Faculty of Social Sciences, University of Helsinki, Helsinki, Finland","Niska M., Faculty of Social Sciences, University of Helsinki, Helsinki, Finland","As governments and international organisations have pressured universities to demonstrate the value and effectiveness of tertiary education, universities have started to highlight graduate employability as a key driver and measure of university outcomes. This paper contributes to the underutilised processual employability studies by applying the framework of critical discursive psychology to analyse university students’ employability construction. Following this framework, employability is something students do rather than something they have. The empirical study was based on interviews of Finnish students of social science. Analysis of the interviews demonstrated notable variation in the ways in which university students talk about their employability. While some students constructed their employability by positioning themselves as traditional bureaucrats, others constructed their employability by positioning themselves as entrepreneurial agents. Nevertheless, the central point is that some students related ambiguously to both positions and tried to manage the ideological dilemma between stability and security of the bureaucrat position, and variability and risk of the entrepreneurial position. The study calls for better understanding of ways in which students and graduates deal with the dilemmatic nature and requirements of the labour market. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","critical discursive psychology; employability; new work; processual approach; Tertiary education","","","","","","Suomen Kulttuurirahasto, SKR","The work was supported by the Finnish Cultural Foundation. The author is grateful to M.Soc.Sci. Jonna Korhonen for her invaluable contribution to data collection.","’Korkeakoulutettujen työttömyys vähenee hitaammin kuin työttömyys yhteensä.’, Työttömyyskatsaus 11/20, (2020); Billig M., Condor S., Edwards D., Gane M., Middleton D., Radley A., Ideological Dilemmas. A Social Psychology of Everyday Thinking, (1988); Byrne C., What Determines Perceived Graduate Employability? 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Opiskelijat uusliberalistisessa yliopistossa, Sukupuolentutkimus, 27, 4, pp. 5-16, (2014); Yorke M., Employability in Higher Education: What It is–What It is Not, (2006)","M. Niska; Faculty of Social Sciences, University of Helsinki, Helsinki, Post Box 54, FI-000014, Finland; email: miira.niska@helsinki.fi","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85152271213"
"Wang G.","Wang, Geng (57226171710)","57226171710","Upskilling the workforce? A critical analysis of national skills policies in China’s Reform Era","2023","British Journal of Sociology of Education","44","6","","978","995","17","1","10.1080/01425692.2023.2219405","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161386583&doi=10.1080%2f01425692.2023.2219405&partnerID=40&md5=3f562e5ea3e7f2a44c163a7de69608f7","School of Education, Tianjin University, Tianjin, China","Wang G., School of Education, Tianjin University, Tianjin, China","Government reports and documents claim that building a high skill society is critical for national success in China. In this paper, eight policies in relation to the government’s espoused priorities of upskilling are examined. Applying the principles of critical policy analysis, the paper aims to expose the ideological presuppositions made in these policies. The findings in this paper reveal that the Chinese government may have focused on upgrading the credentials, rather than the actual skills that these credentials signal, thus reinforced forms of consciousness that maintain the academic-focus, credential-driven hegemony. The new policies have vigorously invested in the ‘model schools’, yet further excluding non-model schools and the marginalised learners. This investment, emphasising the ‘supply-side’ of skills provision, has also led to a more fragmented connection between the training system and industry. The promotion of ‘entrepreneurial talent training’, with an intention of enhancing young people’s employability and building a knowledge-based economy, may act as a technique for ‘self-government’ under the influence of a neoliberal ideology. The responsibility of skill acquisition may have shifted to individual students, who will encounter increased precarity on their routes into work. Drawing on Gramsci’s concept of hegemonic power, the paper highlights China’s national skills policies may further facilitate the reproduction of current forms of inequality in training as well as contribute to construct and manage the neoliberal subjects required by the Reform Era. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","critical analysis; Skills policy; upskilling; vocational education and training","","","","","","","","Allman P., Revolutionary Social Transformation: Democratic Hopes, Political Possibilities and Critical Education, (1999); Anderson P., Renewals, New Left Review, 1, pp. 5-24, (2000); Apple M., Ideology and Curriculum, (2019); Ashton D., Sung J., Turbin J., Towards a Framework for the Comparative Analysis of National Systems of Skill Formation, International Journal of Training and Development, 4, 1, pp. 8-25, (2000); Bacchi C., Analysing Policy: What’s the Problem Represented to Be?, (2009); Bai L., Graduate Unemployment: Dilemmas and Challenges in China’s Move to Mass Higher Education, The China Quarterly, 185, pp. 128-144, (2006); Ball S.J., Foucault, Power, and Education, (2013); Bauman Z., The Individualized Society, (2001); Beck U., Risk Society: Towards a New Modernity, (1992); Boggs C., Gramsci’s Marxism, (1976); Bray D., Social Space and Governance in Urban China: The Danwei System from Origins to Reform, (2005); Brockling U., The Entrepreneurial Self Fabricating a New Type of Subject, (2015); Buchanan J., Yu S., Marginson S., Wheelahan L., Education, Work and Economic Renewal, (2009); Cai Y., Skilled Workers Are Demanded by Industry, Jiaoyu Yu Zhiye, 1, pp. 14-15, (1997); Connell R., The Neoliberal Cascade and Education: An Essay on the Market Agenda and Its Consequences, Critical Studies in Education, 54, 2, pp. 99-112, (2013); Cooke F.L., Human Resource Management in China, (2012); Dawson M., Late Modernity, Individualization and Socialism an Associational Critique of Neoliberalism, (2013); Ding X., A Comparison on the Labor Market Position of Graduates from Colleges and Universities in China, Peking University Education Review, 2, 2, pp. 43-49, (2004); Edwards R., Miller K., Academic Drift in Vocational Qualifications? 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Advance online publication., (2023); Weber I., China and Neoliberalism: Moving beyond the China is/is Not Neoliberal Dichotomy, The SAGE Handbook of Neoliberalism, (2018); Wheelahan L., Moodie G., Doughney J., Challenging the Skills Fetish, British Journal of Sociology of Education, 43, 3, pp. 475-494, (2022); Williams G., The Concept of Egemonia in the Thought of Antonio Gramsci: Some Notes on Interpretation, Journal of the History of Ideas, 21, 4, (1960); Williams R., Base and Superstructure in Marxist Cultural Theory, Schooling and Capitalism, (1976); Woronov T., Class Work: Vocational Schools and China’s Urban Youth, (2015); Wright E., Feng S., Zheng Y., Unemployed Graduate to the Next Jack Ma? A Counter-Narrative to the Entrepeneurship Movement in Higher Education, Higher Education, 83, 4, pp. 863-880, (2022); Xing H., Guo J., Policy Evolution, Practice Exploration and Path Strategy of Vocational Undergraduate Education, Journal of National Academy of Education Administration, 5, pp. 34-41, (2021); Yang P., School-Firm Collaboration and VET Development, (2019); Yang P., Skill Formation and Regional Innovation: Functional Analysis of School-Firm Collaboration in Vocational Education., (2020); Yu L., Suen H., Historical and Contemporary Exam-Driven Education Fever in China, KEDI Journal of Educational Policy, 2, 1, pp. 17-33, (2005); Zha Q., Understanding China’s Move to Mass Education from a Policy Perspective, Portraits of 21st Century Chinese Universities, (2012); Zhang N., The Choice of Vocational and Technical Education for Senior Secondary Students in Urban China, The International Journal of Learning, 15, 4, pp. 205-217, (2008)","G. Wang; School of Education, Tianjin University, Tianjin, China; email: geng.wang0313@hotmail.com","","Routledge","","","","","","01425692","","","","English","Br. J. Sociol. Educ.","Article","Final","","Scopus","2-s2.0-85161386583"
"Tavitiyaman P.; Tsui B.; Ng P.M.L.","Tavitiyaman, Pimtong (26323912000); Tsui, Bruce (57202019974); Ng, Peggy Mei Lan (57118921300)","26323912000; 57202019974; 57118921300","Effect of Hospitality and Tourism Students’ Perceived Skills on Career Adaptability and Perceived Employability","2023","Journal of Hospitality and Tourism Education","","","","","","","1","10.1080/10963758.2023.2200003","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152364402&doi=10.1080%2f10963758.2023.2200003&partnerID=40&md5=495ce980de3a391f8867502135f14d0f","College of Professional and Continuing Education, The Hong Kong Polytechnic University, Hong Kong","Tavitiyaman P., College of Professional and Continuing Education, The Hong Kong Polytechnic University, Hong Kong; Tsui B., College of Professional and Continuing Education, The Hong Kong Polytechnic University, Hong Kong; Ng P.M.L., College of Professional and Continuing Education, The Hong Kong Polytechnic University, Hong Kong","This study compared students’ perceived skills in the classroom and during their internship. It also assessed the effect of students’ perceived skills on career adaptability and perceived employability. A self-administered survey was sent out to hospitality and tourism undergraduate majors. Results showed that students perceived different skills in working under pressure, written communication, numeracy, planning and coordinating, and using new technology between internship set-ups and the classroom. It also indicated a positive relationship between soft skills and career adaptability, and between career adaptability and perceived employability. However, technical skills had no effect on career adaptability. Practical implications of complementing both classroom and internship experiences and enhancing soft skills of communication, problem-solving, and teamwork were discussed. © 2023 ICHRIE.","career adaptability; classroom; internship; perceived employability; Skills","","","","","","","","Alkhemeiri A.K., Khalid K., Musa N., The role of career competencies and proactive personality in early-career employee career adaptability, European Journal of Training and Development, 45, 4-5, pp. 285-300, (2021); Amballa L., Mary J.F., Empirical study on competency mapping and employability skills–A students’ perspective, Academy of Strategic Management Journal, 20, 6, pp. 1-6, (2021); Baird A.M., Parayitam S., Employers’ ratings of importance of skills and competencies college graduates need to get hired: Evidence from the New England region of USA, Education + Training, 65, 5, pp. 623-634, (2019); Bist S.S., Mehta N., Mehta D., Meghrajani I., Employers’ perception regarding employability skills of management students undergoing internship, International Journal of Work-Integrated Learning, 21, 2, pp. 145-161, (2020); 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Zopiatis A., Constanti P., “And never the twain shall meet” Investigating the hospitality industry-education relationship in Cyprus, Education + Training, 49, 5, pp. 391-407, (2007)","P. Tavitiyaman; College of Professional and Continuing Education, The Hong Kong Polytechnic University, N1208 12/F North Tower, PolyU West Kowloon Campus, 9 Hoi Ting Road, Yau Ma Tei, Kowloon, Hong Kong; email: pimtong.t@cpce-polyu.edu.hk","","Routledge","","","","","","10963758","","","","English","J. Hosp. Tour. Educ.","Article","Article in press","","Scopus","2-s2.0-85152364402"
"Thi Ngoc Ha N.","Thi Ngoc Ha, Nguyen (35770708300)","35770708300","Implementation of on-campus work-integrated learning activities in Vietnamese universities: ‘don’t rely on lecturers’","2023","Journal of Further and Higher Education","47","8","","1124","1139","15","0","10.1080/0309877X.2023.2217648","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161958675&doi=10.1080%2f0309877X.2023.2217648&partnerID=40&md5=94e7bb55ba85258a9cce4252d1dbc467","School of Education, La Trobe University, Melbourne, Australia","Thi Ngoc Ha N., School of Education, La Trobe University, Melbourne, Australia","This article explores the rationale behind the ineffectiveness of on-campus Work-Integrated Learning (WIL) activities in three Vietnamese universities. An exploratory sequential mixed-methods approach that included six in-depth interviews with lecturers and 461 responses to a student survey was employed to investigate challenges facing lecturers in implementing on-campus WIL activities and student perspectives on on-campus WIL practices. Findings revealed six obstacles associated with university stakeholders facing lecturers when organising and implementing on-campus WIL activities. Survey responses underscored student preferences in experiential and project-based learning and highlighted the importance of industry engagement to on-campus WIL effectiveness. This article calls for more awareness among university department leaders, lecturers and students about the values of on-campus WIL and suggests that further work in the areas of relevant policy and practice is required for university initiatives relating to on-campus WIL to happen. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","higher education; non-placement WIL; on-campus WIL; student employability; Vietnam; work-integrated learning","","","","","","La Trobe University, LTU","This work was supported by a La Trobe University (Melbourne, Australia) Postgraduate Research Scholarship and a La Trobe University Full Fee Research Scholarship. I appreciate the voluntary participation of lecturers and students in the interviews and survey.","Allen P., Bennett K., Heritage B., SPSS Statistics Version 22: A Practical Guide, (2014); Ankrah S.N., Burgess T.F., Grimshaw P., Shaw N.E., Asking Both University and Industry Actors about Their Engagement in Knowledge Transfer: What single-group Studies of Motives Omit, Technovation, 33, 2-3, pp. 50-65, (2013); National Statement on Ethical Conduct in Human Research 2007 (Updated 2018), (2018); Avramenko A., Enhancing Students’ Employability through Business Simulation, Education + Training, 54, 5, pp. 355-367, (2012); Bilsland C., Carter L., Wood L.N., Work Integrated Learning Internships in Transnational Education: Alumni Perspectives from Vietnam, Education + Training, 61, 3, pp. 359-373, (2019); Bretz S.L., Evidence for the Importance of Laboratory Courses, Journal of Chemical Education, 96, pp. 193-195, (2019); Coll R.K., Eames C.W., Paku L.K., Lay M.C., Hodges D., Bhat R., Ram S., Ayling D., Fleming J., Ferkins L., An Exploration of the Pedagogies Employed to Integrate Knowledge in work-integrated Learning, Journal of Co-operative Education and Internship, 43, 1, pp. 14-35, (2009); Creasey R., Improving Students’ Employability, Engineering Education, 8, 1, pp. 16-30, (2013); Creswell J.W., A Concise Introduction to Mixed Methods Research, (2015); Creswell J.W., David Creswell J., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, (2017); Creswell J.W., Plano Clark V.L., Designing and Conducting Mixed Methods Research, (2017); Cribbie R.A., Keselman H.J., The Effects of Nonnormality on Parametric, Nonparametric, and Model Comparison Approaches to Pairwise Comparisons, Educational and Psychological Measurement, 63, 4, pp. 615-635, (2003); D'Este P., Perkmann M., Why Do Academics Engage with Industry? 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Perspectives from Multiple Stakeholders, Education + Training, 56, 6, pp. 562-581, (2014); Riebe L., Sibson R., Roepen D., Meakins K., Impact of Industry Guest Speakers on Business Students’ Perceptions of Employability Skills Development, Industry and Higher Education, 27, 1, pp. 55-66, (2013); Rowe A., Zegwaard K., Developing Graduate Employability Skills and Attributes: Curriculum Enhancement through Work-Integrated Learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 87-99, (2017); Sue V.M., Ritter L.A., Conducting Online Surveys, (2016); Tran L.H.N., Game of Blames: Higher Education Stakeholders’ Perceptions of Causes of Vietnamese Graduates’ Skills Gap, International Journal of Educational Development, 62, pp. 302-312, (2018); Tran T.T., Is the Learning Approach of Students from the Confucian Heritage Culture Problematic?, Educational Research for Policy and Practice, 12, 1, pp. 57-65, (2013); Tran T.T., Limitation on the Development of Skills in Higher Education in Vietnam, Higher Education, 65, 5, pp. 631-644, (2013); Tran L., Marginson S., Do H., Do Q., Le T., Nguyen N., Vu T., Pham T., Nguyen H., Higher Education in Vietnam: Flexibility, Mobility and Practicality in the Global Knowledge Economy, (2014); Tran L.H.N., Thi Tran L., Students’ Experiences of Teaching and Learning Reforms in Vietnamese Higher Education, (2020); Van Dao K., Key Challenges in the Reform of Governance, Quality Assurance, and Finance in Vietnamese Higher Education–A Case Study, Studies in Higher Education, 40, 5, pp. 745-760, (2015); Van Le C., Great Expectations: The TESOL Practicum as a Professional Learning Experience, TESOL Journal, 5, 2, pp. 199-224, (2014); Wenger E., Communities of Practice and Social Learning Systems: The Career of a Concept, Social Learning Systems and Communities of Practice, pp. 179-198, (2010)","N. Thi Ngoc Ha; School of Education, La Trobe University, Melbourne, Plenty Road, 3086, Australia; email: nguyenthingocha24@gmail.com","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85161958675"
"Kovačević M.; Dekker T.J.; van der Velden R.","Kovačević, Milan (57490443400); Dekker, Teun J. (24398389400); van der Velden, Rolf (6602657796)","57490443400; 24398389400; 6602657796","Employability development in undergraduate programmes: how different is liberal arts education?","2023","Teaching in Higher Education","","","","","","","0","10.1080/13562517.2023.2212602","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159931843&doi=10.1080%2f13562517.2023.2212602&partnerID=40&md5=cf9c7f4db172caf6f008fd0c6bbbb2e0","University College Maastricht, Maastricht University, Maastricht, Netherlands; Research Centre for Education and the Labour Market (ROA), Maastricht University, Maastricht, Netherlands","Kovačević M., University College Maastricht, Maastricht University, Maastricht, Netherlands; Dekker T.J., University College Maastricht, Maastricht University, Maastricht, Netherlands; van der Velden R., Research Centre for Education and the Labour Market (ROA), Maastricht University, Maastricht, Netherlands","This paper examines how students’ employability develops during undergraduate studies at a Dutch liberal arts college compared to a conventional bachelor’s programme in law at the same university. Drawing on the graduate capital model, the study focuses on six skills that enhance employability: creativity, lifelong learning, career decidedness, self-efficacy, resilience, and personal initiative. To measure employability growth, a cross-sectional pseudo-cohort research design is adopted, comparing first-, second-, and third-year student cohorts. The results show that liberal arts students make significant progress in five out of the six examined employability-related skills. Compared to the conventional programme, the gains in creativity and personal initiative particularly stand out, reflecting the differences between interdisciplinary and monodisciplinary learning, and self-tailored and fixed curriculum structures. This refutes the stereotype that a liberal arts degree does not prepare students for the labour market and points to the relevance of programme-specific features for employability development in higher education. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employability skills; Graduate employability; learning environment; liberal arts education; skill development; undergraduate students","","","","","","","","Allen J., van der Velden R., The role of self-assessment in measuring skills, REFLEX Working Paper, 2, pp. 1-24, (2005); Arts J., Gijselaers W., Boshuizen H., Understanding managerial problem-solving, knowledge use and information processing: Investigating stages from school to the workplace, Contemporary Educational Psychology, 31, 4, pp. 387-410, (2006); Bandura A., Exercise of personal and collective efficacy in changing societies, Self-Efficacy in Changing Societies, pp. 1-45, (1995); Becker G.S., Human capital: A theoretical and empirical analysis, with special reference to education, (1964); Binkley M., Erstad O., Herman J., Raizen S., Ripley M., Miller-Ricci M., Rumble M., Defining twenty-first century skills,  century skills, pp. 17-66, (2012); Bledow R., Frese M., A situational judgment test of personal initiative and its relationship to performance, Personnel Psychology, 62, 2, pp. 229-258, (2009); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Claus J., Meckel T., Patz F., The new spirit of capitalism in European liberal arts programs, Educational Philosophy and Theory, 50, 11, pp. 1011-1019, (2018); Cooper N., Evaluating the liberal arts model in the context of the Dutch University College, Educational Philosophy and Theory, 50, 11, pp. 1060-1067, (2018); Dekker T., Liberal arts in Europe, Encyclopedia of educational philosophy and theory, pp. 1-6, (2017); Dekker T., The value of curricular choice through student eyes, The Curriculum Journal, 32, 2, pp. 198-214, (2021); Fearon C., Nachmias S., McLaughlin H., Jackson S., Personal values, social capital, and higher education student career decidedness: A new ‘protean’-informed model, Studies in Higher Education, 43, 2, pp. 269-291, (2018); Fisher D.M., Law R.D., How to choose a measure of resilience: An organizing framework for resilience measurement, Applied Psychology, 70, 2, pp. 643-673, (2021); Flowers L., Osterlind S.J., Pascarella E.T., Pierson C.T., How much do students learn in college?, The Journal of Higher Education, 72, 5, pp. 565-583, (2001); Frese M., Fay D., Personal initiative: An active performance concept for work in the 21<sup>st</sup> century, Research in Organizational Behavior, 23, pp. 133-187, (2001); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Guilford J.P., The nature of human intelligence, (1967); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Hirschi A., The career resources model: An integrative framework for career counsellors, British Journal of Guidance & Counselling, 40, 4, pp. 369-383, (2012); Hoareau McGrath C., Guerin B., Harte E., Frearson M., Manville C., Learning gain in higher education, (2015); Holdsworth S., Turner M., Scott-Young C.M., … Not drowning, waving. 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The potential double benefit of proactivity for business graduates, Teaching in Higher Education, 21, 8, pp. 915-932, (2016); (2017); van Damme D., Transcending boundaries: Educational trajectories, subject domains, and skills demands, Experiences in liberal arts and science education from America, Europe, and Asia, pp. 127-142, (2016); van der Wende M.C., The emergence of liberal arts and sciences education in Europe: A comparative perspective, Higher Education Policy, 24, 2, pp. 233-253, (2011); van Dinther M., Dochy F., Segers M., Factors affecting students’ self-efficacy in higher education, Educational Research Review, 6, 2, pp. 95-108, (2011); Virtanen A., Tynjala P., Factors explaining the learning of generic skills: A study of university students’ experiences, Teaching in Higher Education, 24, 7, pp. 880-894, (2019); Wielkiewicz R.M., Meuwissen A.S., A lifelong learning scale for research and evaluation of teaching and curricular effectiveness, Teaching of Psychology, 41, 3, pp. 220-227, (2014); Wilton N., Do employability skills really matter in the UK graduate labour market? The case of business and management graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011); Yorke M., Employability in higher education: What it is–what it is not, (2006)","M. Kovačević; University College Maastricht, Maastricht University, Maastricht, P.O. Box 616, 6200 MD, Netherlands; email: m.kovacevic@maastrichtuniversity.nl","","Routledge","","","","","","13562517","","","","English","Teach. High. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85159931843"
"Barnard N.B.; Rothmann S.; De Beer L.T.; Lubbe W.","Barnard, Neil B. (58303746000); Rothmann, Sebastiaan (9436886900); De Beer, Leon T. (55427352300); Lubbe, Welma (23013015300)","58303746000; 9436886900; 55427352300; 23013015300","Burnout of emergency nurses in a South African context: the role of job demands and resources, and capabilities","2023","Frontiers in Psychology","14","","1119063","","","","3","10.3389/fpsyg.2023.1119063","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160292401&doi=10.3389%2ffpsyg.2023.1119063&partnerID=40&md5=18be7d45047cb68e9e92d434dd6592c9","Optentia Research Unit, North-West University, Vanderbijlpark, South Africa; WorkWell Research Unit, North-West University, Potchefstroom, South Africa; Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway; Quality in Nursing and Midwifery Research Focus Area, North-West University, Potchefstroom, South Africa","Barnard N.B., Optentia Research Unit, North-West University, Vanderbijlpark, South Africa; Rothmann S., Optentia Research Unit, North-West University, Vanderbijlpark, South Africa; De Beer L.T., WorkWell Research Unit, North-West University, Potchefstroom, South Africa, Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway; Lubbe W., Quality in Nursing and Midwifery Research Focus Area, North-West University, Potchefstroom, South Africa","Emergency nurses are prone to burnout due to the nature of their profession and working environment, potentially putting their sustainable employability at risk and so too the care provided by and success of emergency departments. Psychological research has predominantly focused on samples drawn from western, educated, industrialized, rich, and democratic (WEIRD) societies, concerning a small part of the world population. Consequently, this study investigated emergency nurses' burnout in a non-WEIRD society and assessed the role of job demands-resources and work capabilities on their burnout levels. A total of 204 emergency nurses in a South African context participated in a cross-sectional survey. The Job Demands-Resources Scale, the Capability Set for Work Questionnaire, and the Burnout Assessment Tool—Short Form were administered. Using and developing knowledge and skills and building and maintaining meaningful relationships were the strongest work capabilities of emergency nurses. In contrast, earning a good income, involvement in important decisions, and contributing to something valuable were the weakest capabilities. Latent class analysis resulted in three capability sets: a robust capability set, an inadequate capability set, and a weak capability set. Regarding job resources, emergency nurses with a robust capability set reported better relationships with their supervisors and higher job autonomy than the inadequate and weak capability sets. In addition, emergency nurses with a robust capability set reported better co-worker relationships and better access to good equipment than those with a weak capability set. Nurses with an inadequate capability set experienced significantly more challenging job demands than the other two sets. Finally, nurses with a weak capability set (compared to the robust capability set) experienced significantly higher levels of exhaustion and mental distance. Improving emergency nurses' job resources (especially relationships with co-workers and supervisors, job autonomy, and equipment sufficiency) would increase their capabilities, decreasing their burnout levels, especially exhaustion and mental distance. Copyright © 2023 Barnard, Rothmann, De Beer and Lubbe.","burnout; emergency nurse; job demands; job resources; person-centered; South Africa; sustainable employability; work capabilities","","","","","","","","Abellanoza A., Provenzano-Hass N., Gatchel R.J., Burnout in ER nurses: review of the literature and interview themes, J. Appl. Biobehav. Res, 23, (2018); Abma F.I., Brouwer S., de Vries H.J., Arends I., Robroek S.J.W., Cuijpers M.P.J., Et al., The capability set for work: development and validation of a new questionnaire, Scand. J. Work Environ. Health, 42, pp. 34-42, (2016); Adriaenssens J., De Gucht V., Maes S., Determinants and prevalence of burnout in emergency nurses: a systematic review of 25 years of research, Int. J. Nurs. 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Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85160292401"
"Montano S.; Gill-Simmen L.; Lee D.; Walsh L.; Duffy D.; Newman N.","Montano, S. (58164664600); Gill-Simmen, L. (57222593834); Lee, D. (57201671386); Walsh, L. (54977899800); Duffy, D. (58309846000); Newman, N. (55201277000)","58164664600; 57222593834; 57201671386; 54977899800; 58309846000; 55201277000","Assessing authentically–learnings from marketing educators","2023","Journal of Marketing Management","39","17-18","","1677","1709","32","1","10.1080/0267257X.2023.2217826","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161613744&doi=10.1080%2f0267257X.2023.2217826&partnerID=40&md5=0a82bda6cd00dc4a0b4a4349014f7b10","Department of Marketing, University of Birmingham, Birmingham, United Kingdom; Department of Marketing, School of Business and Management, Royal Holloway, University of London, London, United Kingdom; School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong; Faculty of Business, School of Marketing & Entrepreneurship, Technological University Dublin, Dublin, Ireland","Montano S., Department of Marketing, University of Birmingham, Birmingham, United Kingdom; Gill-Simmen L., Department of Marketing, School of Business and Management, Royal Holloway, University of London, London, United Kingdom; Lee D., School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong; Walsh L., Faculty of Business, School of Marketing & Entrepreneurship, Technological University Dublin, Dublin, Ireland; Duffy D., Faculty of Business, School of Marketing & Entrepreneurship, Technological University Dublin, Dublin, Ireland; Newman N., Department of Marketing, University of Birmingham, Birmingham, United Kingdom","This paper demonstrates the importance and role of authentic assessments, that replicate industry practice, within Higher Education marketing programmes. We answer the call from employers, that students need to gain much-needed employability skills, and we illustrate how such assessments can be created to enable the development of employability skills. We provide an overview of four case studies, to illustrate different forms of authentic assessments, the theory which was used to underpin the designs, the skills developed during the assessments, and the outcomes of the assessments. As we emerge from the COVID-19 pandemic, which forced a move to online assessments, it is timely that we reflect on the value of authentic assessments and adjust our practice. © 2023 Westburn Publishers Ltd.","Authentic assessments; case study; digital literacy; employability skills; marketing","","","","","","","","Abelha M., Fernandes S., Mesquita D., Seabra F., Ferreira-Oliveira A., Graduate employability and competence development in higher education - a systematic literature review using PRISMA, Sustainability, 12, 15, (2020); Aitken N., Pungur L., Literature synopsis: Authentic assessment, (2005); Ajjawi R., Tai J., Huu Nghia T.L., Boud D., Johnson L., Patrick C.J., Aligning assessment with the needs of work-integrated learning: The challenges of authentic assessment in a complex context, Assessment & Evaluation in Higher Education, 45, 2, pp. 304-316, (2020); Akister J., Bannon A., Mullender-Lock H., Poster presentations in social work education assessment: A case study, Innovations in Education and Training International, 37, 3, pp. 229-233, (2000); The European code of conduct for research integrity, (2011); Ashford-Rowe K., Herrington J., Brown C., Establishing the critical elements that determine authentic assessment, Assessment & Evaluation in Higher Education, 39, 2, pp. 205-222, (2014); Avelar A.B.A., da Silva-Oliveira K.D., da Silva Pereira R., Education for advancing the implementation of the sustainable development goals: A systematic approach, The International Journal of Management Education, 17, 3, (2019); Barber M., Donnelly K., Rizvi S., Summers L., An avalanche is coming: Higher education and the revolution ahead, (2013); Barker B., Employability skills: Maintaining relevance in marketing education, The Marketing Review, 14, 1, pp. 29-48, (2014); Baskarada S., Qualitative case study guidelines, The Qualitative Report, 19, 40, pp. 1-25, (2014); Becker S.A., Cummins M., Davis A., Freeman A., Hall C.G., Ananthanarayanan V., NMC horizon report: 2017 Higher education edition, (2017); Benner P., Sutphen M., Leonard V., Day L., Educating nurses: A call for radical transformation, (2009); Bianchi G., Pisiotis U., Cabrera Giraldez M., GreenComp the European sustainability competence framework, (2022); Birenbaum M., Breuer K., Cascallar E., Dochy F., Dori Y., Ridgway J., Wiesemes R., Nickmans G., A learning integrated assessment system, Educational Research Review, 1, 1, pp. 61-67, (2006); Borich G.D., Tombari M.L., Educational assessment for the elementary and middle school classroom, (2004); Boss S., It’s 2019. 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"An N.; Vesty G.; Cheong C.","An, Nancy (58204989500); Vesty, Gillian (25224367700); Cheong, Chris (56275125000)","58204989500; 25224367700; 56275125000","Defining Digital Wellbeing Literacy in Remote Work Integrated Learning","2023","Australasian Journal of Information Systems","27","","","","","","0","10.3127/ajis.v27i0.3969","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85154045051&doi=10.3127%2fajis.v27i0.3969&partnerID=40&md5=0b6fd24458f790c97bb3333c39d6faf0","RMIT University, Melbourne, Australia; Brimbank City Council, Sunshine, VIC, Australia","An N., RMIT University, Melbourne, Australia; Vesty G., RMIT University, Melbourne, Australia; Cheong C., Brimbank City Council, Sunshine, VIC, Australia","The pandemic has accelerated the adoption of remote Work-Integrated Learning (WIL) programs for Higher Education (HE) students, fostered by advances in digital technologies. Emerging as a new post-covid normal, the ‘remote workplace’ and remote WIL brings further challenges with students expressing anxiety in dealing with this new form of working environment. Having the capacity to talk about wellbeing issues with others is an important wellbeing literacy (WL) skill. This paper addresses the need for a better understanding of wellbeing literacy (WL) skills in remote WIL workplaces. Interpreting WL in remote settings can further the definition of WL by extending it to a digital context. In contributing to Computer-Supported Cooperative Work (CSCW) research and the emerging field of WL, this paper explores how WIL students develop WL skills in a remote setting, which we define as Digital Wellbeing Literacy (DWL). In-depth interviews were held with WIL academics, WIL professionals, WIL students and wellbeing experts on digital and pedagogical factors that support WL in remote work. We found that students proactively use digital communication tools and social media to communicate wellbeing concerns, which in turn helps them practice DWL. We propose four strategies toward improving DWL in HE WIL offerings. © 2023 authors. 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An; RMIT University, Melbourne, Australia; email: Anle1001.super@gmail.com","","Australasian Association for Information Systems","","","","","","14498618","","","","English","Australas. J. Inf. Syst.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85154045051"
"Julien B.L.; Lexis L.; Church J.","Julien, Brianna L. (55914243400); Lexis, Louise (12775794400); Church, Jarrod (9237189500)","55914243400; 12775794400; 9237189500","A career research module promotes career exploration and understanding of the labour market and transferable skills","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","31","52","21","1","10.21153/JTLGE2023VOL14NO1ART1498","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153197042&doi=10.21153%2fJTLGE2023VOL14NO1ART1498&partnerID=40&md5=6b1d597edafc19f8fce12fa91335a1b8","Department of Physiology Anatomy and Microbiology, School of Life Sciences, La Trobe University, Melbourne, VIC, Australia","Julien B.L., Department of Physiology Anatomy and Microbiology, School of Life Sciences, La Trobe University, Melbourne, VIC, Australia; Lexis L., Department of Physiology Anatomy and Microbiology, School of Life Sciences, La Trobe University, Melbourne, VIC, Australia; Church J., Department of Physiology Anatomy and Microbiology, School of Life Sciences, La Trobe University, Melbourne, VIC, Australia","Students, the public, and government expect university graduates to find meaningful employment and contribute to the economic and social prosperity of society. Universities have a responsibility to support students to develop their career management skills. An assessed career research module was embedded into a second-year human physiology subject taken by students in health-science related undergraduate STEM degrees. Students conducted research on the logistics of entering their preferred career, the Australian labour market for this career, and the transferable skills and personal attributes required. They communicated their learnings in a video and completed reflection activities comprised of Likert-scale and open-ended questions. The aims of this study were to determine students’: 1) ability to research the logistics of entering their preferred career and the labour market; 2) perceptions of the most important skills and attributes for their preferred career, and development of these; 3) perceptions of module activities and career planning, and perceived career management skills. To address the aims of the study, 265 student videos and reflection activities were analysed. Results indicate that the module supported students in gaining career management skills that were a focus of the curriculum. Most students identified their current university course as the main way they were developing important skills and attributes, with their course, volunteering and further study the main ways they planned to continue skill and attribute development. In conclusion, a career research module is an effective career development tool for students in a range of undergraduate courses. © 2023 Deakin University. All rights reserved.","career development learning; career exploration; employability; health education; higher education; STEM education","","","","","","","","Amiet D., Choate J., Hoskin J., Dart J., Exploring attitudes, beliefs and practices of academic staff towards undergraduate career development in non-vocational courses, Higher Education Research & Development, 40, 5, pp. 885-900, (2021); Baluku M. M., Mugabi E. 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E., Career counseling and career choice goal attainment: A meta-analytically derived model for career counseling practice Loyola University, (1999); Sethi A., Schofield S., McAleer S., Ajjawi R., The influence of postgraduate qualifications on educational identity formation of healthcare professionals, Advances in Health Sciences Education, 23, 3, pp. 567-585, (2018); Spokane A., Rarick S., Intervention-process research: The next step in our progress toward a clinical science of career intervention, Career counseling, process and outcome, (1998); Thomas E. E., Haydon H. M., Mehrotra A., Caffery L. J., Snoswell C. L., Banbury A., Smith A. C., Building on the momentum: Sustaining telehealth beyond COVID-19, Journal of Ttelemedicine and Telecare, 28, 4, pp. 301-308, (2020); Uchiyama K. P., Radin J. L., Curriculum mapping in higher education: A vehicle for collaboration, Innovative Higher Education, 33, 4, pp. 271-280, (2009); Vaismoradi M., Snelgrove S., Theme in qualitative content analysis and thematic analysis, Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 20, 3, (2019); Whiston S. C., Li Y., Mitts N. G., Wright L., Effectiveness of career choice interventions: A meta-analytic replication and extension, Journal of Vocational Behavior, 100, pp. 175-184, (2017)","B.L. Julien; Department of Physiology Anatomy and Microbiology, School of Life Sciences, La Trobe University, Melbourne, Australia; email: B.Julien@latrobe.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85153197042"
"Nachatar Singh J.K.; Holmes H.-L.; Gupta S.","Nachatar Singh, Jasvir Kaur (56392929200); Holmes, Hannah-louise (58195969200); Gupta, Sabrina (56945916100)","56392929200; 58195969200; 56945916100","South Asian Postgraduate International Students’ Employability Barriers: A Qualitative Study from Australia and the United Kingdom","2023","British Journal of Educational Studies","71","4","","373","391","18","1","10.1080/00071005.2023.2197989","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153534735&doi=10.1080%2f00071005.2023.2197989&partnerID=40&md5=33d885572e45a462b5f59733a1faffe2","Department of Management and Marketing, La Trobe University, Melbourne, Australia; Faculty of Business and Law, Manchester Metropolitan University, United Kingdom; Deparment of Public Health, La Trobe University, Melbourne, Australia","Nachatar Singh J.K., Department of Management and Marketing, La Trobe University, Melbourne, Australia; Holmes H.-L., Faculty of Business and Law, Manchester Metropolitan University, United Kingdom; Gupta S., Deparment of Public Health, La Trobe University, Melbourne, Australia","There is significant research on the motivations and migration experiences of South Asian international students in Australia and the United Kingdom (UK); however, the employability journeys of this group are not well understood. This article addresses this gap, illuminating the specific employability challenges experienced and perceived by South Asian postgraduate international students enrolled in Australia and the UK. Drawing on qualitative research comprising semi-structured interviews with 30 South Asian postgraduate international students studying at a university in Australia and in the UK, the findings highlight significant barriers to employability along four key axes: time pressures from study and adjustment issues (micro); lack of internship opportunities offered at the universities (meso); lack of culturally tailored university career services (meso) and perceptions of employers’ as well as Government policy implications (macro). Acknowledging and understanding these findings are important for universities to support South Asian international student employability experiences and graduate outcomes to remain competitive in the global job market. The findings suggest recommendations to enhance the employability of South Asian students in the UK and Australia. © 2023 Society for Educational Studies.","Australia; employability; postgraduate international students; South Asian; the United Kingdom","","","","","","La Trobe University, LTU","La Trobe University","Arkoudis S., Dollinger M., Baik C., Patience A., International students’ experience in Australian higher education: can we do better?, Higher Education, 77, 5, pp. 799-813, (2019); Atlay M., Harris R., An institutional approach to developing students’ ‘transferable’ skills, Innovations in Education and Training International, 37, 1, pp. 76-84, (2000); Bartkus K.R., Nemelka B., Nemelka M., Gardner P., Clarifying the meaning of extracurricular activity: a literature review of definitions, American Journal of Business Education, 5, 6, pp. 693-704, (2012); Birt L., Scott S., Cavers D., Campbell C., Walter F., Member checking: a tool to enhance trustworthiness or merely a nod to validation?, Qualitative Health Research, 26, 13, pp. 1802-1811, (2016); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Buckley P., Lee P., The impact of extra-curricular activity on the student experience, Active Learning in Higher Education, 22, 1, pp. 37-48, (2018); Calder M.J., Richter S., Mao Y., Kovacs Burns K., Mogale R.S., Danko M., International students attending Canadian universities: their experiences with housing, finances, and other issues, The Canadian Journal of Higher Education, 46, 2, pp. 92-110, (2016); Cameron R., Farivar F., Coffey J., International graduates host country employment intentions and outcomes: evidence from two Australian universities, Journal of Higher Education Policy and Management, 41, 5, pp. 550-568, (2019); Campbell A.C., Kelly-Weber E., Lavallee C., University teaching and citizenship education as sustainable development in Ghana and Nigeria: insight from international scholarship program alumni, Higher Education, 81, 1, pp. 129-144, (2020); Chan J.K.L., Enhancing the employability of and level of soft skills within tourism and hospitality graduates in Malaysia: the issues and challenges, Journal of Tourism, 12, 1, pp. 1-16, (2011); Cheong A.L.H., Yahya N., Shen Q.L., Yen A.Y., Internship experience: an in-depth interview among interns at a business school of a Malaysian private higher learning institution, Procedia-Social and Behavioral Sciences, 123, pp. 333-343, (2014); Crawford I., Wang Z., The impact of placements on the academic performance of UK and international students in higher education, Studies in Higher Education, 41, 4, pp. 712-733, (2016); Comparison between the UK’s and Australia’s international education sector, (2020); Education export income by country 2019, (2020); End of year summary of international student data 2020, (2021); Fakunle O., Pirrie A., International students’ reflections on employability development opportunities during a one-year Masters-level program in the UK, Journal of International Students, 10, S2, pp. 86-100, (2020); Goodwin K., Mbah M., Enhancing the work placement experience of international students: towards a support framework, Journal of Further and Higher Education, 43, 4, pp. 521-532, (2019); Gribble C., Employment, work placements & work integrated learning of international students in Australia, International Education Association of Australia, Research Digest, (2014); Gribble C., McRae N., Creating a climate for global WIL: barriers to participation and strategies for enhancing international students’ involvement in WIL in Canada and Australia, Professional Learning in the Work Place for International Students, pp. 35-55, (2017); Hawthorne L., Indian students and the evolution of the study‐migration pathway in Australia, International Migration, 52, 2, pp. 3-19, (2014); Hawthorne L., To A., Australian employer response to the study‐migration pathway: the quantitative evidence 2007‐2011, International Migration, 52, 3, pp. 99-115, (2014); Hebbani A., Colic-Peisker V., Communicating one’s way to employment: a case study of African settlers in Brisbane, Australia, Journal of Intercultural Studies, 33, 5, pp. 529-547, (2012); International students are worth £28.8 billion to the UK, (2021); Hillman N., International students need more relevant careers support if UK is to remain a destination of choice, (2021); Huang R., International experience and graduate employability: perceptions of Chinese international students in the UK, Journal of Hospitality, Leisure, Sport & Tourism Education, 13, pp. 87-96, (2013); Huang R., Turner R., International experience, universities support and graduate employability–perceptions of Chinese international students studying in UK universities, Journal of Education and Work, 31, 2, pp. 175-189, (2018); Huang R., Turner R., Chen Q., Chinese international students’ perspective and strategies in preparing for their future employability, Journal of Vocational Education & Training, 66, 2, pp. 175-193, (2014); Jackson D., Exploring the challenges experienced by international students during work-integrated learning in Australia, Asia Pacific Journal of Education, 37, 3, pp. 344-359, (2017); Jackson D., Developing graduate career readiness in Australia: shifting from extra-curricular internships to work-integrated learning, International Journal of Work-Integrated Learning, 19, 1, pp. 23-35, (2018); Johnson R., Kumar M., The monsoon wedding phenomenon: understanding Indian students studying in Australian universities, Higher Education Research & Development, 29, 3, pp. 215-227, (2010); Khoo E., Zegwaard K., Adam A., Employer and lecturer perceptions of science and engineering graduate competencies: implications for curricular and pedagogical practice, 29th Australasian Association for Engineering Education Conference 2018 (AAEE 2018), (2018); King R., Sondhi G., International student migration: a comparison of UK and Indian students’ motivations for studying abroad, Globalisation, Societies and Education, 16, 2, pp. 176-191, (2018); Kvale S., Doing Interviews, (2007); Li J., Wang Y., Xiao F., East Asian international students and psychological well-being: a systematic review, Journal of International Students, 4, 4, pp. 301-313, (2014); Minichiello V., Aroni R., Hays T.N., In-Depth Interviewing: Principles, Techniques, Analysis, (2008); Nghia T.L.H., Building Soft Skills for Employability: Challenges and Practices in Vietnam, (2019); Nicholas J.M., Handley M.H., Employability development in business undergraduates: a qualitative inquiry of recruiter perceptions, Journal of Education for Business, 95, 2, pp. 67-72, (2019); Oliver B., Redefining graduate employability and work-integrated learning: proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Pham T., Reconceptualising employability of returnees: what really matters and strategic navigating approaches, Higher Education, 81, 6, pp. 1329-1345, (2021); Pham T., Tomlinson M., Thompson C., Forms of capital and agency as mediations in negotiating employability of international graduate migrants, Globalisation, Societies and Education, 17, 3, pp. 394-405, (2019); Plummer K., Symbolic interactionism in the twentieth century, The Blackwell Companion to Social Theory, (1996); Singh J.K.N., What are the Factors That Contribute to Postgraduate International Students’ Academic Success? A Malaysian Qualitative Study, Higher Education Research & Development, 37, 5, pp. 1035-1049, (2018); Singh J.K.N., Challenges in obtaining employment in China: lived experiences of Australian Chinese graduates, Australian Journal of Career Development, 29, 3, pp. 153-163, (2020); Singh J.K.N., Why do Chinese international students studying in Australia repatriate? Australian Chinese graduates tell it all, Journal of Further and Higher Education, 44, 9, pp. 1207-1219, (2020); Singh J.K.N., Unequal opportunities in accessing employability-related programs: south Asian graduates’ experiences in Australia, Higher Education Quarterly, pp. 1-14, (2023); Singh J.K.N., Fan S., International education and graduate employability: Australian Chinese graduates’ experiences, Journal of Education and Work, 34, 5-6, pp. 663-675, (2021); Singh J.K.N., Jack G., The benefits of overseas study for international postgraduate students in Malaysia, Higher Education, 75, 4, pp. 607-624, (2018); Singh J.K.N., Jack G., The role of language and culture in postgraduate international students’ academic adjustment and academic success: qualitative insights from Malaysia, Journal of International Students, 12, 2, pp. 444-466, (2022); Tharenou P., Seet P.S., China’s reverse brain drain: regaining and retaining talent, International Studies of Management & Organization, 44, 2, pp. 55-74, (2014); Tomlinson M., ‘The degree is not enough’: students’ perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education+ Training, 59, 4, pp. 338-352, (2017); Tran T.T., Enhancing graduate employability and the need for university-enterprise collaboration, Journal of Teaching and Learning for Graduate Employability, 7, 1, pp. 58-71, (2016); Tran L.H.N., Developing generic skills for students via extra-curricular activities in Vietnamese universities: practices and influential factors, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 22-39, (2017); International student recruitment data, Universities UK, (2021); Vyas P.R.I.T.I., Chauhan G.S., The preeminence of soft skills: need for sustainable employability, International Journal of Social Science & Interdisciplinary Research, 2, 5, pp. 124-131, (2013); Yang E., Wong S.C., Hwang M.H., Heppner M.J., Widening our global view: the development of career counseling services for international students, Journal of Career Development, 28, 3, pp. 203-213, (2002)","J.K. Nachatar Singh; Department of Management and Marketing, La Trobe University, Bundoora, Melbourne, Plenty Road, 3086, Australia; email: J.NachatarSingh@latrobe.edu.au","","Routledge","","","","","","00071005","","","","English","Br. J. Educ. Stud.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85153534735"
"De Martino M.; Alonzi R.; Isidori E.","De Martino, Mario (57192676503); Alonzi, Roberta (57208396397); Isidori, Emanuele (55629929700)","57192676503; 57208396397; 55629929700","Pedagogy of Work in Postmodern Society: Between Job Insecurity and Digital Revolution","2023","RUDN Journal of Philosophy","27","1","","94","107","13","0","10.22363/2313-2302-2023-27-1-94-107","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153292835&doi=10.22363%2f2313-2302-2023-27-1-94-107&partnerID=40&md5=f442e6be0f9c5b21a59189f88ff549a1","Peoples’ Friendship University of Russia (RUDN University), 6, Miklukho-Maklaya St., Moscow, 117198, Russian Federation; Department of Movement, Human and Health Sciences, Foro Italico University of Rome, 6, Piazza L. De Bosis, Rome, 00135, Italy","De Martino M., Peoples’ Friendship University of Russia (RUDN University), 6, Miklukho-Maklaya St., Moscow, 117198, Russian Federation; Alonzi R., Peoples’ Friendship University of Russia (RUDN University), 6, Miklukho-Maklaya St., Moscow, 117198, Russian Federation; Isidori E., Department of Movement, Human and Health Sciences, Foro Italico University of Rome, 6, Piazza L. De Bosis, Rome, 00135, Italy","This article aims to analyze how the so-called ‘pedagogy of work’ attempts to answer the challenges of unemployment and job insecurity characterizing the labor market in contemporary society. The authors reflect on the concepts of nihilist pedagogies and the ‘end of work’ by distinguishing two approaches: an active and a passive nihilist pedagogy. The passive approach, based on resignation, is opposed to an active attitude in which labor pedagogy offers tools to address current challenges. The authors support the idea that pedagogy as a human-improving science cannot adopt the position of passive nihilism in interpreting work in contemporary society. To better understand the dynamics related to job insecurity and corrective solutions by pedagogy, the authors analyzed the thoughts of three contemporary philosophers: Zygmunt Bauman, Jeremy Rifkin, and Dominique Méda. These authors redefined the concept of work in connection with the transformations because of globalization, the advent of new communication technologies, and digital work. These changes have redefined not only the concept of work but also the models of work pedagogy in the Western world: capitalism and Marxism. Considering the current challenges, the pedagogy of work needs to be rethought, starting from the problem of employability and focusing on the new occupations in demand in the Internet age. By integrating ideas on interpreting work from the theories of Bauman, Rifkin, and Méda, it is possible to propose a pedagogy of work in the age of change and to outline possible values of education inspired by it. © De Martino M., Alonzi R., Isidori E., 2023.","digital technologies; education; job instability; nihilism; pedagogy of work; postmodernism","","","","","","","","Alessandrini G., Pedagogia delle risorse umane e delle organizzazioni, (2004); Alessandrini G., La pedagogia del lavoro, Education Sciences & Society, 3, 2, pp. 55-72, (2012); Apple M, Kenway J, Singh M., Globalizing education: Policies, pedagogies, & politics, (2005); Giroux H., Public Pedagogy and the Politics of Resistance: Notes on a critical theory of educational struggle, Educational Philosophy and Theory, 35, 1, pp. 5-16, (2003); Rifkin J., The end of work, (2004); Rifkin J., The Age of Access: The New Culture of Hypercapitalism, where All of Life is a Paid-for Experience, (2000); Means A., Learning to save the future: Rethinking education and work in an era of digital capitalism, (2018); Fraile J, Vera C., Un nuevo modelo de formación para el siglo XXI: la enseñanza basada en competencias, (2008); Diez Gutierrez E., La globalización neoliberal y sus repercusiones en educación, Revista electrónica interuniversitaria de formación del profesorado, 13, 2, pp. 23-38, (2010); Ritzer G., The McDonaldization of Society: Into the Digital Age, (2020); Bocca G., Pedagogia del lavoro, (1998); Bauman Z., Liquid Modernity, (2000); Bauman Z., Work, consumerism and the new poor, (2005); Bauman Z., Globalizzazione e glocalizzazione, (2005); Bauman Z., Postmodern Ethics, (1993); Serres M., Petite poucette, (2012); Pignalberi C., Le employability e le soft skills per orientarsi e dirigersi nel lavoro del futuro: il contributo della pedagogia del lavoro, Education Sciences & Society, 2, pp. 155-176, (2020); Meda D., Au-delà du PIB. Pour une autre mesure de la richesse, (2008); Meda D., Travail, la révolution nécessaire; Larrouturou P, Meda D., Einstein avait raison: il faut réduire le temps de travail, (2016); De Masi D., Lavorare gratis, lavorare tutti, (2017); Schaub H, Zenke K., Wörterbuch zur Pädagogik, (2007); Manici S., Per una pedagogia del soggetto: la centralità della persona negli interventi educativi, Ricerca Psicoanalitica, 33, 1, pp. 55-67, (2022); Cegolon A., Oltre la disoccupazione. Per una nuova pedagogia del lavoro, (2020); Reyero Garcia D., Pensar educativamente el trabajo, Revista Complutense de Educación, 10, 1, pp. 93-104, (1999); Cegolon A., Lavoro e pedagogia del lavoro: origine, sviluppo, prospettive, (2020); Alessandrini G, Pignalberi C., Le sfide dell’educazione oggi. Nuovi habitat tecnologici, reti e comunità, (2012); Palma M., Verso una pedagogia del lavoro: spunti di riflessione per pensare il rapporto tra formazione e lavoro, Ricerche di Pedagogia e Didattica Journal of Theories and Research in Education, 13, 3, pp. 27-54, (2018); Smith D., Grassroots associations, (2000); Stebbins R., Personal Decisions in the Public Square: Beyond Problem Solving into a Positive Sociology, (2009); Stebbins R., The Idea of Leisure: First Principles, (2012); Kenzo M., Dialectic of Sedimentation and Innovation: Paul Ricoeur on Creativity After the Subject. New York: Peter Lang; 2009. Stebbins R. Homo otiousus: Who is this creature, does it exist, should it matter?, Leisure Studies Association Newsletter, 94, 3, pp. 19-21; Souza K., ‘Flores da revolução’: notas para uma pedagogia do trabalho em Paulo Freire, Trabalho, Educação e Saúde, 20, pp. 1-15, (2022); Trend D., Cultural pedagogy: art, education, politics, (1992)","M. De Martino; Peoples’ Friendship University of Russia (RUDN University), Moscow, 6, Miklukho-Maklaya St., 117198, Russian Federation; email: de-martino-m@rudn.ru","","RUDN UNiversity","","","","","","23132302","","","","English","RUDN. J.  Philos.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85153292835"
"Furnham A.; Horne G.","Furnham, Adrian (36045985300); Horne, George (57217218420)","36045985300; 57217218420","The perceived usefulness of a degree as a function of discipline","2023","British Journal of Guidance and Counselling","","","","","","","0","10.1080/03069885.2023.2174951","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158846877&doi=10.1080%2f03069885.2023.2174951&partnerID=40&md5=ea4a5e2eab3b8f7b5e968402ef26db8c","BI: Norwegian Business School, Oslo, Norway; Department of Psychology, University of Bath, Bath, United Kingdom","Furnham A., BI: Norwegian Business School, Oslo, Norway; Horne G., Department of Psychology, University of Bath, Bath, United Kingdom","Over 500 British respondents rated the extent to which a degree in 35 different subjects/disciplines (Anthropology to Zoology) would lead to useful skills acquisition and thence a well-paid job. These ratings factored into five groups: Social/Applied Natural Sciences and Humanities; Professional and Applied STEM; Languages; People and Information Management; and Pure Science. These ratings were then related to eight individual difference variables (demography, ideology, self-evaluations) through correlational and regression analysis. Applied STEM and Pure Science factors were considered the most useful (with minimal disagreement), whereas there were a number of demographic correlates on the factors considered to be less useful. Speculations are made about the origin and validity of these beliefs. Implications of these results, and limitations are acknowledged. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","degree; Discipline; employability; job; subject; vocational guidance","","","","","","","","Bakshi A.J., Child career development in developing world contexts, Career exploration and development in childhood, pp. 128-140, (2016); Bakshi A.J., Goss S., Trends related to ethics, technology, counselling and careers, British Journal of Guidance & Counselling, 47, 3, pp. 265-273, (2019); Blustein D.L., Kenny M.E., Di Fabio A., Guichard J., Expanding the impact of the psychology of working: Engaging psychology in the struggle for decent work and human rights, Journal of Career Assessment, 27, pp. 3-28, (2019); Boehm J.K., Lyubomirsky S., Does happiness promote career success?, Journal of Career Assessment, 16, 1, pp. 101-116, (2008); Browne M.W., Cudeck R., Alternative ways of assessing model fit, Testing structural equation models, pp. 136-162, (1993); de Winter J.C.F., Gosling S.D., Potter J., Comparing the Pearson and spearman correlation coefficients across distributions and sample sizes: A tutorial using simulations and empirical data, Psychological Methods, 21, 3, pp. 273-290, (2016); Dik B.J., Duffy R.D., Eldridge B.M., Calling and vocation in career counseling: Recommendations for promoting meaningful work, Professional Psychology: Research and Practice, 40, 6, pp. 625-632, (2009); Duffy R.D., Dik B.J., Research on calling: What we have learned and where are we going?, Journal of Vocational Behavior, 83, 3, pp. 428-436, (2013); Durbin J., Watson G.S., Testing for serial correlation in least squares regression. II, Biometrika, 38, 1-2, pp. 159-177, (1951); Field A., Miles J., Field Z., Discovering statistics using R, (2012); Furnham A., Losing your faculties: Tax payers’ perceptions of the value of university faculties, Higher Education Review, 34, 2, pp. 43-50, (2002); Furnham A., The engaging manager, (2012); Furnham A., Crump J., The sensitive: imaginative, articulate art student and conservative, cool, numerate science student: Individual differences in art and science students, Learning & Individual Differences, 25, pp. 150-155, (2013); Furnham A., Grover S., Correlates of self-estimated intelligence, Journal of Intelligence, 8, 1, (2020); Furnham A., Horne G., Grover S., Correlates of the militant extremist mindset, Frontiers in Psychology, 11, (2020); Furnham S., Sisterson G., Closing university departments: The perception of tax payers, Higher Education Review, 32, 2, pp. 45-52, (2000); Gough J., Educating career guidance practitioners in the twenty-first century, British Journal of Guidance & Counselling, 45, 2, pp. 199-207, (2017); Haase C.M., Poulin M.J., Heckhausen J., Happiness as a motivator: Positive affect predicts primary goal striving for career and educational goals, Personality and Social Psychology Bulletin, 38, 8, pp. 1093-1104, (2012); Hirschi A., Callings in career: A typological approach to essential and optional components, Journal of Vocational Behaviour, 79, 1, pp. 60-73, (2011); Hooley T., Rice S., Ensuring quality in career guidance: A critical review, British Journal of Guidance & Counselling, 47, 4, pp. 472-486, (2019); Hu L., Bentler P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling, 6, 1, pp. 1-55, (1999); Li C.-H., The performance of ML,: DWLS, and ULS estimation with robust corrections in structural equation models with ordinal variables, Psychological Methods, 21, 3, pp. 369-387, (2016); Mindrila D., Maximum likelihood (ML) and diagonally weight least squares (DWLS) estimation procedures: A comparison of estimation bias with ordinal and multivariate Non-normal data, International Journal of Digital Society, 1, 1, pp. 60-66, (2010); Muthen B., Kaplan D., A comparison of some methodologies for the factor analysis of non-normal Likert variables, British Journal of Mathematical and Statistical Psychology, 38, 2, pp. 171-189, (1985); Myers R., Classical and modern regression with applications, (1990); Ozbilgin M., Kusku F., Erdogmus N., Explaining influences on career ‘choice’: The case of MBA students in comparative perspective, The International Journal of Human Resource Management, 16, 11, pp. 2000-2021, (2005); Palmer T.-A., Burke P., Aubusson P., Why school students choose and reject science: A study of the factors that students consider when selecting subjects, International Journal of Science Education, 39, 6, pp. 645-662, (2017); Park-Taylor J., Reynolds J.D., Jackson M.A., Ponterotto J.G., Careerography in career counseling practice,: research, and training, Journal of Career Development, 48, 1, pp. 33-43, (2021); Pizzolitto E., Vocational identity and students’ college degree choices: A preliminary study, British Journal of Guidance & Counselling, pp. 1-13, (2021); Puth M.-T., Neuhauser M., Ruxton G.D., Effective use of Spearman’s and Kendall’s correlation coefficients for association between two measured traits, Animal Behaviour, 102, pp. 77-84, (2015); Revelle W., (2020); Rodrigues S., Tytler R., Darby L., Hubber P., Symington D., Edwards J., The usefulness of a science degree: The “lost voices” of science trained professionals, International Journal of Science Education, 29, 11, pp. 1411-1433, (2007); Rosseel Y., Jorgensen T.D., Oberksi D., Byrnes J., Vanbrabant L., Savalei V., Merkle E., Hallquist M., Rhemtulia M., Katsikatsou M., Barendse M., Scharf F., Du H., (2019); Studenmund A.H., Cassidy H.J., Using econometrics: A practical guide, (1987); Swami V., Furnham A., Haubner T., Stieger S., Voracek M., The correspondence of public perceptions of graduates’ life chances and university funding, Higher Education, 59, 1, pp. 105-113, (2010); Van Buuren S., (2020); Velicer W.F., Determining the number of components from the matrix of partial correlations, Psychometrika, 41, 3, pp. 321-327, (1976); Wolins L., A Monte Carlo study of constrained factor analysis using maximum likelihood and unweighted least squares, Educational and Psychology Management, 55, 4, pp. 545-557, (1995); Zhang Z., Multiple imputation with multivariate imputation by chained equation (MICE) package, Annals of Translational Medicine, 4, 2, (2016)","A. Furnham; BI: Norwegian Business School, Oslo, Nydalsveien 37, 0484, Norway; email: adrian@adrianfurnham.com","","Routledge","","","","","","03069885","","","","English","Br. J. Guid. Couns.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85158846877"
"Li B.","Li, Bin (58168910100)","58168910100","The innovation and development of university international trade teaching reform under the background of big data","2023","Journal of Computational Methods in Sciences and Engineering","23","2","","1043","1051","8","0","10.3233/JCM-226618","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151490846&doi=10.3233%2fJCM-226618&partnerID=40&md5=8d985d9c26d1ff3f91e98472c931a577","Jiaozuo University, Jiaozuo, Henan, 454000, China","Li B., Jiaozuo University, Jiaozuo, Henan, 454000, China","The rapid development of information technology is changing people's social life all the time. The big data that entered people's vision in the new century, after just over ten years of development, has penetrated into everywhere of social life. People have unconsciously used big data analysis as the main research reference in the research of various activities. The development of this research is also based on this currently most popular model. Use big data integration to analyze the challenges and opportunities faced by colleges and universities in international trade teaching. In order to better understand the status quo, this study uses a combination of questionnaire surveys and interview methods to grasp the opinions of students of the major on teaching development using questionnaire survey methods, and use interview methods to understand the impressions and actual needs of some foreign trade enterprises on graduates. Then, based on the analysis of the current situation, the existing problems and the countermeasures to be solved are found. The study found that in the context of big data, international trade students pay more attention to the practical value of the knowledge they have learned and the improvement of their own employability, which is also the ability that foreign trade companies look to professional talents most. Therefore, our teaching in the new era should firmly focus on both to ensure the pertinence and effectiveness of innovative work. The development of this research will help to effectively promote the reform of the international trade curriculum system, and to study it in the context of the development of cross-border e-commerce will highlight the practical significance of the curriculum reform. © 2023 - IOS Press. All rights reserved.","Big data; international trade major; practicality; teaching reform","Big data; Curricula; Data integration; Colleges and universities; Current situation; Foreign trade enterprise; International trade major; Practicality; Questionnaire surveys; Social life; Status quo; Survey methods; Teaching reforms; International trade","","","","","Henan in 2020, (JYB2020422)","This work funded by research on employment and entrepreneurship in colleges and universities of Henan in 2020 (No. JYB2020422).","Zhen L., Chen X., Analysis of the current situation of foreign trade English correspondence teaching reform based on informatization, Edu Modernization, 7, 4, pp. 8-10, (2020); Lin L., New thinking on the teaching model of international trade based on the new normal economic situation, Teach Method Innovation Pract, 3, 7, (2020); Zhu S.S., Analysis and interpretation of foreign trade document teaching strategy based on modern apprenticeship, Arts Lovers: Education and Teaching, (2019); Gao Y., Practice and exploration of research-based teaching methods in the teaching of international trade theory courses, Mech Vocational Edu., 12, pp. 53-55+59, (2019); Deng L., Innovative application of simulation experiment teaching in international trade theory courses-Integrated model based on GTAP model, Contemp Edu Pract Teaching Res, 2, pp. 202-203, (2020); Sun C.X., Bi D.Q., Difficulties and breakthroughs: The dilemma and solution strategies of enterprise modern apprenticeship pilot implementation-Based on the analysis of 17 modern apprenticeship enterprise pilots, Vocational Edu Forum, 3, pp. 31-39, (2019); Guo Y., Research on foreign trade correspondence teaching under the Internet + education background-Taking the application of flipped classroom as an example, Mod Commun, 24, pp. 34-35, (2018); Jin Y.L., On the teaching reform of foreign trade documents under the background of the transformation and development of undergraduate colleges and universities, Mod SOE Res, 4, (2017); Li Y.L., Exploring the reform and optimization strategy of computer courses in higher vocational colleges under the background of Internet +-Taking ""foreign Trade Documents"" as an example, Teenagers? Diary (Education and Teaching Research, (2019); Zhang Y.Y., Exploration of higher vocational curriculum reform aiming at cultivating innovation consciousness under the background of Internet +-Taking the Course of ""web Design"" as an Example, Think Tank Times, 37, (2019); Liang Y.L., Exploration on the construction of the teaching mode of the Foreign Trade Document Service course in higher vocational colleges combining ""mOOC"" and ""flipped classroom, Changjiang ser, 488, 23, pp. 149-150, (2020); Li J., Research on the teaching reform of English for Cross-border E-commerce Professionals under the background of ""internet + Innovation and Entrepreneurship""-Taking Zhejiang Dongfang Vocational and Technical College as an example, Sci Technol Vision, 6, pp. 72-74, (2020); Luo W.Y., The influence of skill competition on international trade teaching in higher vocational colleges, Theor Obs, 12, pp. 138-140, (2019); Cheng F., Analysis of international trade practice based on Internet + International Trade Comprehensive Skills Competition, Reg Governance, 31, (2019); Gong W.Y., Analysis of the application of the dual master model in the teaching of international trade, Econ Outlook Bohai Sea, 8, pp. 175-176, (2020); Ma G.W., Teaching system of English for textile foreign trade from the perspective of core literacy, Cotton Textile Technol, 49, 10, (2021); Wang Q.Y., Chen Z., Tian M.L., Li Y.L., Wang P.Y., Research on the practical teaching system based on the cultivation of local foreign trade talents, Consume Guide, 7, (2021); Ye Y., Ye W., Research on practical teaching reform of international trade majors in colleges and universities in the era of big data, Comp Res Cultural Innovation, 4, 32, pp. 101-103, (2020); Meng S.X., Shang A.Y., Research on practical teaching reform of international trade specialty based on the perspective of mass entrepreneurship and innovation, Knowl Econ, 3, (2020); Ju B., Tang L., Research on the reform and practice of business English curriculum system for international trade majors based on school-enterprise cooperation, J Xiangyang Vocational Tech Coll, 20, 4, pp. 57-60, (2021); Xiao J., Research on the path of teaching reform of international trade majors in higher vocational colleges based on the cultivation of students? core literacy, Univ, 50, pp. 123-126, (2021); Liao J., Research on teaching dilemma and countermeasures of international trade practice course, Foreign Econ Trade, 5, pp. 128-130, (2020); Huang X.X., Practice teaching reform of international trade major under the background of cross-border e-commerce, Shandong Textile Econ, 12, pp. 48-51, (2020)","B. Li; Jiaozuo University, Henan, Jiaozuo, 454000, China; email: libin_vip@outlook.com","","IOS Press BV","","","","","","14727978","","","","English","J. Comput. Methods Sci. Eng.","Article","Final","","Scopus","2-s2.0-85151490846"
"Jakobsen T.S.; Sæther I.","Jakobsen, Thomas Sætre (56445054900); Sæther, Inga (58319074700)","56445054900; 58319074700","Labour Migration, Employer Preferences and Symbolic Boundary Work","2023","Nordic Journal of Migration Research","13","2","2","","","","0","10.33134/njmr.485","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162218863&doi=10.33134%2fnjmr.485&partnerID=40&md5=865ffaa6dbea0136427c83ca4d4400bb","Norwegian University of Science and Technology (NTNU), Trondheim, Norway; University of Oslo, Oslo, Norway","Jakobsen T.S., Norwegian University of Science and Technology (NTNU), Trondheim, Norway; Sæther I., University of Oslo, Oslo, Norway","A critical stream of scholarship from North America and Europe, on employer preferences for low-wage labour migrants, suggest that the discourse of ‘the migrant work ethic’ works as a euphemism for the exploitability of this mobile, flexible and deferent workforce. In this article, we combine the literature on employer preference and the symbolic boundary approach, to tackle the question of how employer preference for the ‘migrant work ethic’ gains legitimacy. Drawing upon in-depth interviews and ethnographic fieldwork within the fruit and vegetable industry in Norway, we detail how employers narrate the declining employability of the domestic working class, and how migrant workers ascend into the ‘good worker’ category. The recruitment and hiring decisions of the employers form part of a broader moral economy of establishing boundaries to the categories of desirable and undesirable workers. We document how employers establish legitimacy for their recruitment preferences through this boundary work. We argue that this boundary work gains its legitimacy as part of a wider moral economy of ‘employability.’. © 2023 The Author(s).","Employability; Horticulture; Low-wage migration; Moral economy; Norway; Symbolic boundaries","","","","","","Universitetet i Oslo, UiO; Norges Forskningsråd, (261854/F10)","Funding text 1: The research has been enabled by funding from the Norwegian Research Council; Funding text 2: We would like to thank the guest editors for constructive comments to an early draft of this paper. Furthermore, we appreciate the detailed comments from Arnfinn H. Midtbøen at a seminar with the department of Sociology and Human Geography, University of Oslo. We would also like to thank the rest of the seminar attendees for their suggestions. The research has been enabled by funding from the Norwegian Research Council (grant no: 261854/F10).","Anderson B., Doing the dirty work? 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Hvem har jobbene og hvor lenge er folk i slike jobber, Tall som forteller, 2021, 1, (2021); Haakestad H, Friberg JH., Deskilling revisited: Labour migration, neoTaylorism and the degradation of craft work in the Norwegian construction industry, Economic and Industrial Democracy, 41, pp. 630-651, (2017); Holmes S., Fresh fruit, broken bodies: Migrant farmworkers in the United States, (2013); Isaksen LW., Transnational spaces of care: Migrant nurses in Norway, Social Politics: International Studies in Gender, State & Society, 19, 1, pp. 58-77, (2012); Jordhus-Lier D, Underthun A., A hospitable world? Organising work and workers in hotels and tourist resorts, (2014); Lamont M., The dignity of working men: Morality and the boundaries of race, class and immigration, (2000); Lamont M, Beljean S, Clair M., What is missing? 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A decade of proletarisation of labour in the Norwegian horticulture industry, European Countryside, 10, 4, pp. 528-542, (2018); Sayer A., Moral economy and political economy, Studies in Political Economy, 61, 1, pp. 79-103, (2000); Sayer A., The moral significance of class, (2005); Sayer A., Why things matter to people: Social science, values and ethical life, (2011); Scott JC., The moral economy of the peasant: Rebellion and subsistence in Southeast Asia, (1977); Scott S., Migrant–local hiring queues in the UK food industry, Population, Space and Place, 19, 5, pp. 459-471, (2013); Scott S., Migration and the employer perspective: Pitfalls and potentials for a future research agenda, Population, Space and Place, 19, 6, pp. 703-713, (2013); Scott S., Labour, migration and the spatial fix, Antipode, 45, 5, pp. 1090-1109, (2013); Scott S, Jakobsen TS., Migration and the Spatial Fix: Geographies of Low-Waged Labour Migration to Core Economies, Handbook of Labour Geography, pp. 1-14, (2023); Skeggs B., Seeing differently: Ethnography and explanatory power, The Australian Educational Researcher, 26, 1, pp. 33-53, (1999); Skeggs B., Class, self, culture, (2004); Stachowski J., Processes of socio-spatial exposures and isolations among Polish labour migrants in rural Norway: Exploring social integration as a lived experience, European Urban and Regional Studies, 27, 4, pp. 379-397, (2020); Thompson EP., The moral economy of the English crowd in the eighteenth century, Past & Present, 50, pp. 76-136, (1971); Underthun A, Jordhus-Lier D., Liminality at work in Norwegian hotels, Tourism Geographies, 20, 1, pp. 11-28, (2018); van Riemsdijk M., Neoliberal reforms in elder care in Norway: Roles of the state, Norwegian employers, and Polish nurses, Geoforum, 41, 6, pp. 930-939, (2010); Waldinger R., The making of an immigrant niche, International Migration Review, 28, 1, pp. 3-30, (1994); Waldinger R, Lichter MI., How the other half works: Immigration and the social organisation of labour, (2003); Weiss RS., Learning from strangers: The art and methods of qualitative interview studies, (1994); Wills J, Et al., Global cities at work: New migrant divisions of labour, (2010); Wimmer A., Elementary strategies of ethnic boundary making, Ethnic and Racial Studies, 31, 6, pp. 1025-1055, (2008)","T.S. Jakobsen; Norwegian University of Science and Technology (NTNU), Trondheim, Norway; email: thomsjak@gmail.com","","Helsinki University Press","","","","","","1799649X","","","","English","Nord. J. Migr. Res.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85162218863"
"Spagnoli D.; Kinash S.; de St Jorre T.J.; Male S.; Mouat C.M.; McDougall K.","Spagnoli, Dino (8363550500); Kinash, Shelley (36023802700); de St Jorre, Trina Jorre (24338263700); Male, Sally (6603753705); Mouat, Clare M. (25028297200); McDougall, Kevin (7004163381)","8363550500; 36023802700; 24338263700; 6603753705; 25028297200; 7004163381","From we ask to iASK: a self-reflection strategy enabling students to connect assessment and employability","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","71","87","16","0","10.21153/jtlge2023vol14no1art1654","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85162124140&doi=10.21153%2fjtlge2023vol14no1art1654&partnerID=40&md5=5a1a11893a8d6d5ca5b837f695506f10","School of Molecular Sciences, The University of Western Australia, Perth, WA, Australia; Student Experience, University of New England, Armidale, NSW, Australia; Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, VIC, Australia; Teaching and Learning Laboratory, Faculty of Engineering and IT, The University of Melbourne, Melbourne, VIC, Australia; School of People, Environment and Planning, Massey University, Aotearoa, Palmerston North, New Zealand; School of Surveying and Built Environment, University of Southern Queensland, Toowoomba, QLD, Australia; School of Social Sciences, The University of Western Australia, Perth, WA, Australia","Spagnoli D., School of Molecular Sciences, The University of Western Australia, Perth, WA, Australia; Kinash S., Student Experience, University of New England, Armidale, NSW, Australia; de St Jorre T.J., Student Experience, University of New England, Armidale, NSW, Australia, Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, VIC, Australia; Male S., Teaching and Learning Laboratory, Faculty of Engineering and IT, The University of Melbourne, Melbourne, VIC, Australia; Mouat C.M., School of People, Environment and Planning, Massey University, Aotearoa, Palmerston North, New Zealand, School of Social Sciences, The University of Western Australia, Perth, WA, Australia; McDougall K., School of Surveying and Built Environment, University of Southern Queensland, Toowoomba, QLD, Australia","Most students acknowledge shared responsibility, with the university, for their employability development. Many academics use assessments as the main driver for motivating students to learn. At the intersection between employability, assessment and learning, the emergent research question is - what are the mechanisms by which course-based employability is fostered? Prior research reveals that although academics identified course-based assessment as the key employability mechanism, neither students nor employers registered this conceptualisation, and thus purpose of assessment. The aim of this research was to stimulate and communicate the direct connection between assessment and employability to students and interpret their response. Over 100 first-year students, across a metropolitan and regional Australian university, participated. Students were directed to use a simple reflective tool, dubbed iASK by the researchers, that probed employability elements of identity, Attributes, Skills, and Knowledge. The research revealed the resulting student view that regular course-based assessment can develop their employability skills in communication and independence, but not in critical thinking and global citizenship. © 2023 Deakin University. All rights reserved.","assessment; Employability; first-year experience; reflective practice","","","","","","University of Western Australia Community of Practice; School of Agriculture and Environment, University of Western Australia","The authors would like to thank the staff who assisted with participant recruitment and the students who agreed to take part in this study. The authors would also like to thank the University of Western Australia Community of Practice funding scheme, which was administered through the Education Enhancement Unit, and the School of Agricultural and Environment, University of Western Australia, which initiated the collaboration between authors in this study.","Aasheim C. 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D., Spagnoli D., The impact of several demographic factors on chemistry laboratory anxiety and self-efficacy in students’ first year of university, Student Success, 10, 1, pp. 87-98, (2019); Sadler D. R., Beyond feedback: developing student capability in complex appraisal, Assessment & Evaluation in Higher Education, 35, 5, pp. 535-550, (2010); Sambell R., Andrew L., Devine A., Darby J., Beatty S., Godrich S., Opportunities to identify and develop people skills: What university students need early in their degree journey, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 348-365, (2021); Sarkar M., Gibson S., Karim N., Rhys-Jones D., Ilic D., Exploring the use of self-assessment to facilitate health students’ generic skills development, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 65-81, (2021); Sarkar M., Overton T., Thompson C. D., Rayner G., Academics’ perspectives of the teaching and development of generic employability skills in science curricula, Higher Education Research & Development, 39, 2, pp. 346-361, (2020); Schech S., Kelton M., Carati C., Kingsmill V., Simulating the global workplace for graduate employability, Higher Education Research & Development, 36, 7, pp. 1476-1489, (2017); Springer L., Stanne M. E., Donovan S. S., Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis, Review of Educational Research, 69, 1, pp. 21-51, (1999); Star C., Hammer S., Teaching generic skills: eroding the higher purpose of universities, or an opportunity for renewal?, Oxford Review of Education, 34, 2, pp. 237-251, (2008); Steur J. M., Jansen E. P. W. A., Hofman W. H. A., Graduateness: an empirical examination of the formative function of university education, Higher Education, 64, 6, pp. 861-874, (2012); Tomlinson M., ‘The degree is not enough’: students’ perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Volkov A., Volkov M., Teamwork benefits in tertiary education, Education + Training, 57, 3, pp. 262-278, (2015); Walker J. P., Sampson V., Zimmerman C. O., Argument-Driven Inquiry: An Introduction to a New Instructional Model for Use in Undergraduate Chemistry Labs, Journal of Chemical Education, 88, 8, pp. 1048-1056, (2011); Wass R., Harland T., Mercer A., Scaffolding critical thinking in the zone of proximal development, Higher Education Research & Development, 30, 3, pp. 317-328, (2011)","D. Spagnoli; School of Molecular Sciences, The University of Western Australia, Perth, Australia; email: dino.spagnoli@uwa.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85162124140"
"Khan M.L.; Salleh R.; Shamim A.; Hemdi M.A.","Khan, Muhammad Latif (58263168200); Salleh, Rohani (35811399800); Shamim, Amjad (56556312500); Hemdi, Mohamad Abdullah (23099805300)","58263168200; 35811399800; 56556312500; 23099805300","Role-play of employees' protean career and career success in affective organizational commitment","2023","Asia-Pacific Journal of Business Administration","","","","","","","1","10.1108/APJBA-07-2021-0337","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160712213&doi=10.1108%2fAPJBA-07-2021-0337&partnerID=40&md5=a6c362d02d25fcfbae7d2119edebb369","Global College of Engineering and Technology, Muscat, Oman; Management and Humanities Department, Universiti Teknologi PETRONAS, Seri Iskandar, Malaysia; Faculty of Hotel and Tourism Management, Universiti Teknologi MARA, Shah Alam, Malaysia","Khan M.L., Global College of Engineering and Technology, Muscat, Oman; Salleh R., Management and Humanities Department, Universiti Teknologi PETRONAS, Seri Iskandar, Malaysia; Shamim A., Management and Humanities Department, Universiti Teknologi PETRONAS, Seri Iskandar, Malaysia; Hemdi M.A., Faculty of Hotel and Tourism Management, Universiti Teknologi MARA, Shah Alam, Malaysia","Purpose: This paper aims to investigate the role-play of Protean Career Attitude (PCA) and Career Success (CS) in Affective Organizational Commitment (AOC). Design/methodology/approach: A cross-sectional study on 376 employees from 55 hotels in Malaysia were conducted. The co-variance-based structural equation modeling was employed to analyze the data to test the direct and indirect relationships of PCA and CS with AOC. Findings: The findings reveal that self-directed career attitude (SDCA) has a positive direct influence on AOC as well as indirect influence through the mediation of OCS and SCS. However, the value-driven career attitude (VDCA) neither influences AOC nor the OCS. Originality/value: This is a first paper to body of knowledge in Asian context which identify mediating role of career success (SCA and OCS) to PCA and AOC. The findings of this research are the workplace learning in hospitality management. The authors argue that hotels should not assume spontaneously PCA with diminishing AOC, but rather hotels' attention is required to identify the most important preferences of these butterfly career attitudes such as OCS and SCS. Most importantly the research negates many negative labels of PCA and adds new perception to the contemporary career literature. Higher education institutions, government, and primary, secondary, and post-secondary education departments can play a significant role in developing PCA dispositions like SDCA and VDCA toward career success. Therefore, further study should examine PCA and their relevance to career outcome like job searching and employability of students in Malaysia. The paper is the first, to one's knowledge, to assess organizational commitment with specific measures of PCA. While the results are simple, they refute many stereotypes of the new career and, in that sense, add an important perspective to the career literature. © 2023, Emerald Publishing Limited.","Attitudes; Employees; Hospitality; Hotels; Organizational behavior; Tourism","","","","","","","","Abbott G.N., White F.A., Charles M.A., Linking values and organizational commitment: a correlational and experimental investigation in two organizations, Journal of Occupational and Organizational Psychology, 78, 4, pp. 531-551, (2005); Abid M.F., Shamim A., Khan Z., Khan I., Value creation or value destruction: conceptualizing the experiential nature of value‐in‐use, Journal of Consumer Behaviour, 21, 3, pp. 583-601, (2022); Alonderiene R., Simkeviciute I., Linking protean and boundaryless career with organizational commitment: the case of young adults in finance sector, Baltic Journal of Management, (2018); Amin M., Chan K.W., Shamim A., Ghazali Z.B., Lai F.W., Engaging employees in value cocreation: interplay among firm, employee, and supervisor, The Service Industries Journal, pp. 1-28, (2022); Anderson J.C., Gerbing D.W., Structural equation modeling in practice: a review and recommended two-step approach, Psychological Bulletin, 103, 3, (1988); Baker K., Huyton J., Hospitality Management: an Introduction, (2001); Baruch Y., Wordsworth R., Mills C., Wright S., Career and work attitudes of blue-collar workers, and the impact of a natural disaster chance event on the relationships between intention to quit and actual quit behaviour, European Journal of Work and Organizational Psychology, 25, 3, pp. 459-473, (2016); Becker H.S., Notes on the concept of commitment, American Journal of Sociology, 66, 1, pp. 32-40, (1960); Blau P.M., Social exchange theory, Retrieved September, 3, 2007, (1964); Bozionelos N., Bozionelos G., Kostopoulos K., Polychroniou P., How providing mentoring relates to career success and organizational commitment: a study in the general managerial population, Career Development International, 16, 5, pp. 446-468, (2011); Briscoe J.P., Finkelstein L.M., The ‘new career’ and organizational commitment, Career Development International, (2009); Briscoe J.P., Hall D.T., The protean orientation: creating the adaptable workforce necessary for flexibility and speed, Paper presented at the annual meeting of the Academy of Management, (2002); Briscoe J.P., Hall D.T., The interplay of boundaryless and protean careers: combinations and implications, Journal of Vocational Behavior, 69, 1, pp. 4-18, (2006); Briscoe J.P., Hall, Douglas T., DeMuth R.L.F., Protean and boundaryless careers: an empirical exploration, Journal of Vocational Behavior, 69, 1, pp. 30-47, (2006); Briscoe J.P., Henagan, Stephanie C., Burton J.P., Murphy W.M., Coping with an insecure employment environment: the differing roles of protean and boundaryless career orientations, Journal of Vocational Behavior, 80, 2, pp. 308-316, (2012); Cakmak-Otluoglu K.O., Protean and boundaryless career attitudes and organizational commitment: the effects of perceived supervisor support, Journal of Vocational Behavior, 80, 3, pp. 638-646, (2012); Cerdin J.-L., Le Pargneux M., The impact of expatriates' career characteristics on career and job satisfaction, and intention to leave: an objective and subjective fit approach, The International Journal of Human Resource Management, 25, 14, pp. 2033-2049, (2014); Chan K.Y., Marilyn A., Moon-Ho R.H., Sam Y.L., Chernyshenko O.S., Yu K.-Y.T., Comparing two career adaptability measures for career construction theory: relations with boundaryless mindset and protean career attitudes, Journal of Vocational Behavior, 87, pp. 22-31, (2015); Chang W., Busser J.A., Hospitality employees promotional attitude: findings from graduates of a twelve-month management training program, International Journal of Hospitality Management, 60, pp. 48-57, (2017); Chew Y.T., Wong S.K., Effects of career mentoring experience and perceived organizational support on employee commitment and intentions to leave: a study among hotel workers in Malaysia, International Journal of Management, 25, 4, (2008); Choong Y.-O., Lau T.-C., Wong K.-L., Intrinsic motivation and organizational commitment in the Malaysian private higher education institutions: an empirical study, Researchers World, 2, 4, (2011); Cross S.E., Markus H.R., The cultural constitution of personality, (1999); Enache M., Fernandez S., Jose M., Simo P., Fernandez V., Can organizational commitment be experienced by individuals pursuing contemporary career paths?, (2011); Farrukh M., Ying C.W., Mansori S., Organizational commitment: an empirical analysis of personality traits, Journal of Work-Applied Management, 9, 1, pp. 18-34, (2017); Gasteiger R.M., Self-directed career management: the protean approach to career success-Empirical study of German executives and professionals, Paper presented at the Proc. 2009 Quant. 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Shamim; Management and Humanities Department, Universiti Teknologi PETRONAS, Seri Iskandar, Malaysia; email: amjadshamim@gmail.com","","Emerald Publishing","","","","","","17574323","","","","English","Asia-Pac. J. Bus. Adm.","Article","Article in press","","Scopus","2-s2.0-85160712213"
"Palacios-Hidalgo F.J.; Gómez-Parra M.E.; Espejo-Mohedano R.; Huertas-Abril C.A.","Palacios-Hidalgo, Francisco Javier (57212648712); Gómez-Parra, María Elena (57202977022); Espejo-Mohedano, Roberto (55505646700); Huertas-Abril, Cristina A. (57202977267)","57212648712; 57202977022; 55505646700; 57202977267","Employment, work abroad and bilingual education: Spanish bilingual graduates' self-perceived employability, mobility and intercultural competence","2023","Journal of Teaching and Learning for Graduate Employability","12","2","","279","298","19","2","10.21153/jtlge2021vol12no2art1077","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153484148&doi=10.21153%2fjtlge2021vol12no2art1077&partnerID=40&md5=51a331938924c1b1e97352c7e23556a2","Department of English and German Philologies, University of Córdoba, Córdoba, Spain; Department of Statistics, University of Córdoba, Córdoba, Spain","Palacios-Hidalgo F.J., Department of English and German Philologies, University of Córdoba, Córdoba, Spain; Gómez-Parra M.E., Department of English and German Philologies, University of Córdoba, Córdoba, Spain; Espejo-Mohedano R., Department of Statistics, University of Córdoba, Córdoba, Spain; Huertas-Abril C.A., Department of English and German Philologies, University of Córdoba, Córdoba, Spain","Bilingual programs have become more common in higher education around the world in an attempt to provide learners with the education they need to face today's world. These programs can provide academic, linguistic, intercultural, and professional benefits to students. Consequently, countries like Spain have developed bilingual education to help students become proficient in foreign languages and develop essential competences for their professional futures. Research has analysed how Spanish bilingual education is implemented, and how teachers are trained. However, few studies examine how bilingual programs impact graduates' employability, mobility, and intercultural awareness, and how graduates perceive their skill development. Moreover, little has been studied about bilingual graduates' work situation and whether participating in these programs has helped them find work abroad. This paper analyses whether a combination of participation in Spanish bilingual programs, employment, and experiences working abroad affects bilingual education graduates' selfperceived employability, mobility, and intercultural awareness. This study adopts a quantitative approach, in which 741 respondents participated. Findings show that bilingual graduates who are currently working have higher self-perceived employability and better perceptions of their mobility and employability competences than those who followed monolingual studies, even when they have not worked abroad. © 2023 Deakin University. All rights reserved.","bilingual education graduates; employability; Employment; intercultural competence; international mobility; linguisticsuccess; Spanish bilingual education; work abroad","","","","","","Formación Profesional y Universidades; Secretaría de Estado de Educación; Ministerio de Educación, Cultura y Deporte, MECD","This paper was supported by the Project?‘Facing?Bilinguals:?Study?of?Bilingual?Education?Programmes’? Results through Social?Data?Analysis’?(Ref.?no.?EDU2017-84800-R), granted by a competitive call of the Spanish Ministry of Science and Innovation. Moreover, it was also supported by the Spanish Ministry of Education (Resolución de 5 de diciembre de 2017, de la Secretaría de Estado de Educación, Formación Profesional y Universidades, por la que se convocan ayudas para la formación de profesorado universitario, de los Subprogramas de Formación y de Movilidad incluidos en el Programa Estatal de Promoción del Talento y su Empleabilidad, en el marco del Plan Estatal de Investigación Científica y Técnica y de Innovación 2013-2016).","Althubaiti A., Information bias in health research: Definition, pitfalls, and adjustment methods, Journal of Multidisciplinary Healthcare, 9, pp. 211-217, (2016); Barrios E., Milla-Lara M. D., CLIL methodology, materials and resources, and assessment in a monolingual context: An analysis of stakeholders' perceptions in Andalusia, The Language Learning Journal, 48, 1, pp. 60-80, (2020); Bower K., Content and language integrated learning in England: Missed opportunities and ways forward, Language learning in Anglophone countries, pp. 267-287, (2021); Bozdogan D., Karlidag B., A case of CLIL practice in the Turkish context: Lending an ear to students, Asian EFL Journal Research Articles, 15, 4, pp. 89-110, (2013); Callahan R. M., Gandara P. C., The bilingual advantage: Language, literacy and the US labor market, Multilingual Matters, (2014); Cenoz J., Content-based instruction and content and language integrated learning: The same or different?, Language, Culture and Curriculum, 28, 1, pp. 8-24, (2015); Cenoz J., Genesee F., Gorter D., Critical analysis of CLIL: Taking stock and looking forward, Applied Linguistics, 35, 3, pp. 243-262, (2014); Cenoz J., Gorter D., Minority languages, national state languages, and English in Europe: Multilingual education in the Basque Country and Friesland, Journal of Multilingual Education Research, 9, pp. 61-77, (2019); Chumbay J., Quito-Ochoa J. F., Language-driven CLIL: Developing written production at the secondary school level, English Language Teaching, 13, 8, pp. 74-90, (2020); Common European framework of reference for languages: Learning, teaching, assessment, (2001); Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors, (2018); Council Recommendation of 22 May 2019 on a comprehensive approach to the teaching and learning of languages, Official Journal of the European Union, 62, 5, pp. 15-22, (2019); Coyle D., Hood P., Marsh D., CLIL: Content and language integrated learning, (2010); Custodio-Espinar M., CLIL teacher education in Spain, Content and language integrated learning in Spanish and Japanese contexts, pp. 313-337, (2019); Dalton-Puffer C., Discourse in content and language integrated learning (CLIL) classrooms, (2007); Dalton-Puffer C., Smit U., Content and language integrated learning: A research agenda, Language Teaching, 46, 4, pp. 545-559, (2013); Devaux M., Sassi F., Social disparities in hazardous alcohol use: Self-report bias may lead to incorrect estimates, European Journal of Public Health, 26, 1, pp. 129-134, (2016); Dockrell J. E., Papadopoulos T. C., Mifsud C. L., Bourke L., Vilageliu O., Besic E., Seifert S., Gasteiger-Klicpera B., Ralli A., Dimakos I., Karpava S., Martins M., Sousa O., Castro S., Sondergaard-Knudsen H., Donau P., Haznedar B., Mikulajova M., Gerdzhikova N., Teaching and learning in a multilingual Europe: Findings from a cross-European study, European Journal of Psychology of Education, pp. 1-28, (2021); Dos Santos L. M., Bilingual English education: Expectation of parents who enrol their children in bilingual primary schools, International Journal of Instruction, 12, 4, pp. 747-766, (2019); White paper on education and training - Teaching and learning - Towards the learning society, (1995); Promoting language learning and linguistic diversity: An action plan 2004 -2006, (2003); The European Union: What it is and what it does, (2020); Content and Language Integrated Learning (CLIL) at school in Europe, (2006); Field A., Discovering statistics using IBM SPSS Statistics, (2013); Fries-Tersch E., Jones M., Sioland L., Social Europe annual report on intra-EU labour mobility 2020, (2021); Garcia-Calvo S., Banegas D. L., Salaberri Ramiro M. S., Satisfaction's study in bilingual physical education after applying a schedule based on content and language integrated learning, Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 5, 2, pp. 305-322, (2019); Garcia O., Bilingual education in the 21st century: A global perspective, (2009); Gomez-Parra M. E., Bilingual and intercultural education (BIE): Meeting 21st century educational demands, Theoria et Historia Scientiarum, 15, pp. 85-99, (2018); Gomez-Parra M. E., Measuring intercultural learning through CLIL, Journal of New Approaches in Educational Research, 9, 1, pp. 43-56, (2020); Gomez-Parra M. E., Huertas-Abril C. A., Espejo-Mohedano R., Key factors to evaluate the impact of bilingual programs: Employability, mobility and intercultural awareness, Porta Linguarum, 35, pp. 93-109, (2021); Goris J., Denessen E., Verhoeven L., The contribution of CLIL to learners' international orientation and EFL confidence, The Language Learning Journal, 47, 2, pp. 246-256, (2019); Hipfner-Boucher K., Lam K., Chen X., The effects of bilingual education on the English language and literacy outcomes of Chinese-speaking children, Written Language & Literacy, 17, 1, pp. 116-138, (2014); Hsieh Y.-J. T., Learning language and gaining employment: Problems for refugee migrants in Australia, Equality, Diversity and Inclusion: An International Journal; Hus V., Hegedis P. J., Attitudes of primary education students toward intercultural and bilingual education in primary schools, New Horizons in Education and Social Studies, 9, pp. 118-127, (2021); Kirsch C., Aleksic G., Mortini S., Andersen K., Developing multilingual practices in early childhood education through professional development in Luxembourg, International Multilingual Research Journal, 14, 1, pp. 1-19, (2020); Li P., Grant A., Second language learning success revealed by brain networks, Bilingualism: Language and Cognition, 19, 4, pp. 657-664, (2016); Lorenzo F., Granados A., Rico N., Equity in bilingual education: Socioeconomic status and Content and Language Integrated Learning in monolingual Southern Europe, Applied Linguistics, 42, 3, pp. 393-413, (2021); Lundberg A., Multilingual educational language policies in Switzerland and Sweden. A meta-analysis, Language Problems and Language Planning, 42, 1, pp. 45-69, (2018); Mancebo-Perez L., CLIL in pre-primary education: Total physical response through storytelling, (2020); Marza A., Meta-CLIL: When methodology and aim meet in initial teacher training, Teaching language and content in multicultural and multilingual classrooms, pp. 253-292, (2021); Mendez M., del C., The intercultural turn brought about by the implementation of CLIL programmes in Spanish monolingual areas: A case study of Andalusian primary and secondary schools, Language Learning Journal, 41, 3, pp. 268-283, (2013); Mitchell R., Language and student mobility in Europe, Language, mobility and study abroad in the contemporary European context, pp. 3-12, (2021); Moore S. C. K., A history of bilingual education in the US: Examining the politics of language policymaking, (2021); Muijs D., Doing quantitative research in education with SPSS, (2010); Nance C., Bilingual language exposure and the peer group: Acquiring phonetics and phonology in Gaelic Medium Education, International Journal of Bilingualism, 24, 2, pp. 360-375, (2020); The definition and selection of key competences, (2005); Ozfidan B., Toprak M., Cultural awareness on a bilingual education: A mixed method study, Multicultural Learning and Teaching, 15, 1, pp. 1-10, (2020); Palacios-Hidalgo F. J., Gomez-Parra M. E., Huertas-Abril C. A., Formación inicial del docente AICLE en España: Retos y claves, Estudios Franco-Alemanes, 10, pp. 141-161, (2018); Perez-Murillo M. D., The internationalization of Spanish higher education: An interdisciplinary approach to initial teacher education for CLIL, Content and language integrated learning in Spanish and Japanese contexts, pp. 339-371, (2019); Perez-Vidal C., Roquet H., The linguistic impact of a CLIL science programme: An analysis measuring relative gains, System, 54, pp. 80-90, (2015); Porras D. A., Ee J., Gandara P., Employer preferences: Do bilingual applicants and employees experience an advantage?, The bilingual advantage: Language, literacy and the US labor market, pp. 234-257, (2014); Rascon-Moreno D., Student perspectives on dual immersion in California: A comparison with the perceptions of CLIL learners in Madrid, Linguistics and Education, 61, 3, pp. 1-10, (2021); Renau-Renau M. L., Mas-Marti S., A CLIL approach: Evolution and current situation in Europe and in Spain, International Journal of Science and Research, 8, 12, pp. 1110-1119, (2019); Romanowski P., CLIL's role in facilitating intercultural learning, Applied Linguistics Papers, 25, 2, pp. 71-87, (2018); Sasajima S., Teacher development: J-CLIL, Content and language integrated learning in Spanish and Japanese contexts, pp. 287-312, (2019); Sokal R. R., Rohlf F. J., Biometry: The principles and practice of statistics in biological research, (2001); Taber K. S., The use of Cronbach's alpha when developing and reporting research instruments in science education, Research in Science Education, 48, 6, pp. 1273-1296, (2018); Terra S. E. L., Bilingual education in Mozambique: A case-study on educational policy, teacher beliefs, and implemented practices, International Journal of Bilingual Education and Bilingualism, 24, 1, pp. 16-30, (2018); Theobald M., Scaffolding storytelling and participation with a bilingual child in a culturally and linguistically diverse preschool in Australia, Research on Children and Social Interaction, 3, 1-2, pp. 224-247, (2019); Thierry G., Neurolinguistic relativity: How language flexes human perception and cognition, Language Learning, 66, 3, pp. 690-713, (2016); Tudor I., The language challenge for higher education institutions in Europe, and the specific case of CLIL, El Multilingüisme a les universitats en l'espai Europeu d'educació superior, pp. 41-64, (2008); Turner M., Drawing on students' diverse language resources to facilitate learning in a Japanese-English bilingual program in Australia, Language Teaching Research, 25, 1, pp. 61-80, (2021); Valdes-Sanchez L., Espinet M., Coteaching in a science-CLIL classroom: Changes in discursive interaction as evidence of an English teacher's science-CLIL professional identity development, International Journal of Science Education, 42, 14, pp. 2426-2452, (2020); Van Buuren S., Flexible imputation of missing data, (2018); Watson R., Quantitative research, Nursing Standard, 29, 31, pp. 1-7, (2015); Yang W., Tuning university undergraduates for high mobility and employability under the content and language integrated learning approach, International Journal of Bilingual Education and Bilingualism, 20, 6, pp. 607-624, (2017); Yang W., Developing tertiary level CLIL learners' intercultural awareness with a self-produced coursebook integrating content and language, Journal of Teaching English for Specific and Academic Purposes, 7, 3, pp. 329-347, (2019)","F.J. Palacios-Hidalgo; Department of English and German Philologies, University of Córdoba, Córdoba, Spain; email: francisco.palacios@uco.es","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85153484148"
"Emmanouil E.; Chatzichristos G.; Herod A.; Gialis S.","Emmanouil, Effie (57827680600); Chatzichristos, Georgios (57211820809); Herod, Andrew (7006220232); Gialis, Stelios (25929854100)","57827680600; 57211820809; 7006220232; 25929854100","In what way a ‘Guarantee for youth’? NEETs entrapped by labour market policies in the European Union","2023","Journal of Youth Studies","","","","","","","4","10.1080/13676261.2023.2211943","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159340556&doi=10.1080%2f13676261.2023.2211943&partnerID=40&md5=32f509efef1bec50d0bb08418f364a69","Department of Geography, University of the Aegean, Mytilene, Greece; School of Political Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece; Department of Geography, University of Georgia, Athens, GA, United States","Emmanouil E., Department of Geography, University of the Aegean, Mytilene, Greece; Chatzichristos G., Department of Geography, University of the Aegean, Mytilene, Greece, School of Political Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece; Herod A., Department of Geography, University of Georgia, Athens, GA, United States; Gialis S., Department of Geography, University of the Aegean, Mytilene, Greece","Following the economic crisis of 2008/2009, the European Union developed the Youth Guarantee (YG) Action Plan to tackle youth labour market disengagement by ‘fostering employability’ and ‘removing barriers’ to employment. The current study adopts a Geographical Political Economy approach to analysing the YG's underpinnings and the conditions that differentiate its application on a regional level to explore whether–and, if so, how–the YG helps young people in the Southern EU to enter the labour market. The article introduces the first comparative, cross-regional investigation of the YG programme, targeting the NUTS-II regions of Spain and Italy. It uses mixed methods, supplementing quantitative analysis with in-depth interviews with key informants. We show that in Spanish and Italian regions the YG is closely entwined with socio-spatial inequality and labour precarity, which is reflected in the growing rates of temporary employment and inactive youth. Crucially, we conclude, such outcomes are not simply the result of the institutional/operational misapplications of the YG, as is often assumed. Rather, these misapplications are systematically reinforced by the mechanics of labour flexibilisation within a recessionary and crisis-prone environment, one whose geographical unevenness means that the YG is playing out in quite different ways in different places. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","labour flexibilisation; labour precarity; socio-spatial inequalities; temporary employment; Youth guarantee","article; economic aspect; European Union; human; interview; Italy; job market; juvenile; quantitative analysis; Spain; temporary employment","","","","","Norway grants fund for Youth Employment; European Commission, EC; European Environment Agency, EEA; European Social Fund, ESF","This article has been prepared in the framework of the project ‘A Place for Youth in Mediterranean EEA: Resilient and Sharing Economies for NEETs (YOUTHShare)’, which is funded by Iceland, Liechtenstein and Norway through the EEA and Norway grants fund for Youth Employment (http://www.youthshare–project.org, 2018–2022).The first author acknowledges the contribution of the Act ‘Strengthening human resources through the implementation of doctoral research - Sub-Action 2: Granting of the IKY (State Scholarship Foundation) scholarships to doctoral candidates of the Universities of Greece’ through the Operational Programme ‘Human Resources Development, Education and Lifelong Learning’, 2014–2020, funded by Greece and the European Union (European Social Fund), to the finalisation of this article. ","Alonso P., Sanchez M., Iniesta Martinez A., Youth Guarantee: Looking for Explanations, Sustainability, 13, 10, pp. 5561-5513, (2021); Avagianou A., Kapitsinis N., Papageorgiou I., Strand A.H., Gialis S., Being NEET in Youthspaces of the EU South: A Post-Recession Regional Perspective, YOUNG, 30, 5, pp. 425-454, (2022); Avis J., Beyond NEET: Precariousness, Ideology and Social Justice–The 99%, Power and Education, 6, 1, pp. 61-72, (2014); Avis J., Comfort Radicalism and NEETs: A Conservative Praxis, International Studies in Sociology of Education, 24, 3, pp. 272-289, (2014); Ayllon S., Ferreira-Batista N.N., (2017); Balls E., Gregg P., (1993); Benedetti I., Crescenzi F., Laureti T., Measuring Uncertainty for Poverty Indicators at Regional Level: The Case of Mediterranean Countries, Sustainability, 12, 19, (2020); Bryman A., Social Research Methods, (2017); Calcagnini G., Marin G., Perugini F., Labour Flexibility, Internal Migration and Productivity in Italian Regions, Structural Change and Economic Dynamics, 57, pp. 308-320, (2021); Cappellini E., Maitino M., Patacchini V., Sciclone N., Are Traineeships Stepping-Stones for Youth Working Careers in Italy?, International Journal of Manpower, 40, 8, pp. 1389-1410, (2019); Card D., Kluve J., Weber A., Active Labour Market Policy Evaluations: A Meta-Analysis, The Economic Journal, 120, 548, pp. F452-F477, (2010); Cerulli-Harms A., Generation Internship: The Impact of Internships on Early Labour Market Performance, SSRN Electronic Journal, (2017); Coyne I.T., Sampling in Qualitative Research. Purposeful and Theoretical Sampling; Merging or Clear Boundaries?, Journal of Advanced Nursing, 26, 3, pp. 623-630, (1997); Crisp R., Powell R., Young People and UK Labour Market Policy: A Critique of ‘Employability’ as a Tool for Understanding Youth Unemployment, Urban Studies, 54, 8, pp. 1784-1807, (2017); De Rose A., Vignoli D., Families “all’italiana”: 150 Years of History, Rivista Italiana di Demografia, Economia e Statistica, 65, 2, pp. 121-144, (2011); Escudero V., Lopez Mourelo E., (2017); (2013); (2013); (2018); (2020); (2020); (2020); Fana M., Guarascio D., Cirillo V., Did Italy Need More Labour Flexibility?, Intereconomics, 51, 2, pp. 79-86, (2016); Fratesi U., Percoco M., Selective Migration, Regional Growth and Convergence: Evidence from Italy, Regional Studies, 48, 10, pp. 1650-1668, (2014); Furlong A., Cartmel F., Young People and Social Change: New Perspectives, (2007); Garofoli G., Modelli Locali di Sviluppo, (1991); Gialis S., Gourzis K., Underthun A., ‘Going Under-Employed’: Industrial and Regional Effects, Specialization and Part-Time Work Across Recession-hit Southern European Union Regions, European Urban and Regional Studies, 25, 3, pp. 300-319, (2018); Gialis S., Leontidou L., Antinomies of Flexibilization and Atypical Employment in Mediterranean Europe: Greek, Italian and Spanish Regions During the Crisis, European Urban and Regional Studies, 23, 4, pp. 716-733, (2016); Glaser B.G., Strauss A.L., The Discovery of Grounded Theory: Strategies for Qualitative Research, Volume 1, (1967); Gonzalez Gago E., El acceso de la juventud en situación de exclusión a los programas de empleo juvenil, (2017); Gourzis K., Gialis S., Dismantled Spatial Fixes in the Aftermath of Recession: Capital Switching and Labour Underutilization in the Greek Capital Metropolitan Region, International Journal of Urban and Regional Research, 43, 4, pp. 741-759, (2019); Hadjimichalis C., Hudson R., Contemporary Crisis Across Europe and the Crisis of Regional Development Theories, Regional Studies, 48, 1, pp. 208-218, (2014); Harvey D., From Managerialism to Entrepreneurialism: The Transformation in Urban Governance in Late Capitalism, Geografiska Annaler: Series B, Human Geography, 71, 1, pp. 3-17, (1989); Harvey D., Social Justice and the City, (2010); Hillage J., Pollard E., ‘Employability: Developing a Framework for Policy Analysis, (1998); Hudson R., Global Production Systems and European Integration: De-Regionalizing, Re-Regionalizing and Re-Scaling Production Systems in Europe, Remaking the Global Economy: Economic-Geographical Perspectives, pp. 216-230, (2003); Hudson R., Regions and Regional Uneven Development Forever? 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The School-To-Work Transition in Italy, Studies in Higher Education, 44, 8, pp. 1358-1371, (2019); Patton M.Q., Qualitative Research and Evaluation Methods, (2015); Peck J., Work-Place: The Social Regulation of Labor Markets, (1996); Peck J., Theodore N., Beyond ‘employability’, Cambridge Journal of Economics, 24, 6, pp. 729-749, (2000); Pique C., Vea P., Strecker T., The EU Youth Guarantee–A Critical Analysis of its Implementation in Spain, Journal of Youth Studies, 19, 5, pp. 684-704, (2016); Rodriguez-Soler J., Verd J.M., The Design and Deployment of the Youth Guarantee System in Spain. A Documentary Analysis, Revista Española de Sociología, 27, 3, pp. 395-412, (2018); Samers M., Towards a Critical Economic Geography of Workfare, The SAGE Handbook of Economic Geography, pp. 202-214, (2011); Serrano Pascual A., Martin Martin P., From ‘Employab-ility’ to ‘Entrepreneurial-ity’ in Spain: Youth in the Spotlight in Times of Crisis, Journal of Youth Studies, 20, 7, pp. 798-821, (2017); Sinfield A., Benefits and Research in the Labour Market, European Journal of Social Security, 3, 3, pp. 209-235, (2001); Strecker T., Lopez J., Cabases M.A., Examining NEET Situations in Spain: Labour Market, Discourses and Policies, Journal of Applied Youth Studies, 4, 2, pp. 119-134, (2021); Thurby-Campbell I., Bell L., Agency, Structure and the NEET Policy Problem: The Experiences of Young People, (2017); Tirado D.A., Diez-Minguela A., Martinez-Galarraga J., Regional Inequality and Economic Development in Spain, 1860-2010, Journal of Historical Geography, 54, pp. 87-98, (2016); Tsekoura M., A Case Study Analysis of the Youth Guarantee Scheme Implementation in Italy (Lombardy Region), Young, 27, 5, pp. 486-501, (2019); Vancea M., Utzet M., School-to-work Transition: The Case of Spanish NEETs, Journal of Youth Studies, 21, 7, pp. 869-887, (2018); Vesan P., Lizzi R., The Youth Guarantee in Italy and the New Policy Design Approach: Expectations, Hopes and Delusions, World Political Science, 13, 2, pp. 247-271, (2017); Wacquant L., Class, Ethnicity and State in the Making of Marginality: Revisiting “Urban Outcasts”, Dansk Sociologi, 24, 1, pp. 33-47, (2013); Wright E.O., Working-Class Power, Capitalist-Class Interests, and Class Compromise, American Journal of Sociology, 105, 4, pp. 957-1002, (2000); Yates S., Payne M., Not so NEET? A Critique of the Use of ‘NEET’ in Setting Targets for Interventions with Young People, Journal of Youth Studies, 9, 3, pp. 329-344, (2006)","S. Gialis; Department of Geography, University of the Aegean, Mytilene, Greece; email: stgialis@aegean.gr","","Routledge","","","","","","13676261","","","","English","J. Youth Stud.","Article","Article in press","","Scopus","2-s2.0-85159340556"
"Wan Sulaiman W.S.; bin Shariff M.I.A.; Khairudin R.","Wan Sulaiman, Wan Shahrazad (58081260700); bin Shariff, Mohammad Izzat Akmal (58311185800); Khairudin, Rozainee (36632279100)","58081260700; 58311185800; 36632279100","The role of psychological capital in flourishing among job seekers: Grit as a mediator","2023","Psikohumaniora","8","1","","119","136","17","0","10.21580/pjpp.v8i1.14939","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161639704&doi=10.21580%2fpjpp.v8i1.14939&partnerID=40&md5=b11e64270739a45c09d579419b28b43e","Centre for Research in Psychology and Human Well-being, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Selangor, Bangi, Malaysia","Wan Sulaiman W.S., Centre for Research in Psychology and Human Well-being, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Selangor, Bangi, Malaysia; bin Shariff M.I.A., Centre for Research in Psychology and Human Well-being, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Selangor, Bangi, Malaysia; Khairudin R., Centre for Research in Psychology and Human Well-being, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Selangor, Bangi, Malaysia","Psychological resources are crucial in enhancing individual potential, yet few studies have focused on positive psychological variables among job seekers. Therefore, the objective of this study is to examine the influence of psychological capital on flourishing, with grit as a mediator. A cross-sectional survey method was employed, with data collected using questionnaires involving 226 participants. Three instruments were included in the questionnaire: the Psychological Capital Questionnaire (PCQ), the Flourishing Scale, and the Short Grit Scale. The data were analyzed using bootstrapping mediation analysis via PROCESS software. The results show that all the psychological capital dimensions (hope, efficacy, resilience, and optimism) significantly influenced grit, with β ranging from .21 to .57 (p <.000), and also significantly influenced flourishing, with β ranging from .23 to .40 (p <.000). Grit also significantly mediated the psychological capital dimensions and flourishing. These findings indicate that psychological capital, grit, and flourishing are important in developing individuals’ potential. It is hoped that they will be useful in designing employability training which incorporates positive psychology resources as intervention modules to assist graduates seeking job opportunities. Copyright © 2023 Psikohumaniora: Jurnal Penelitian Psikologi.","flourishing; grit; job seeker, predictor; psychological capital","","","","","","","","Argyle M., The psychology ofhappiness, (2001); Artess J., Hooley T., Mellors-Bourne R., Employability: A review of the literature 2012-2016, (2017); Asebedo S. D., Seay M. C., From functioning to flourishing: Applying positive psychology to financial planning, Journal of Financial Planning, 28, 11, pp. 50-58, (2015); Aswini S., Deb A., Flourishing among postgraduate students: The role of resilience, meaningfulnessandgrit, IndianJournalofCommunityPsychology, 13, 1, pp. 24-38, (2017); Avey J. B., Luthans F., Jensen S. M., Psychological capital: A positive resource for combating employee stress and turnover, Human Resource Management, 48, 5, pp. 677-693, (2009); Avey J. B., Luthans F., Smith R. M., Palmer N. F., Impact of positive psychological capital on employee well-being over time, Journal of Occupational Health Psychology, 15, 1, pp. 17-28, (2010); Avey J. B., Luthans F., Youssef C. M., The additive value of positive psychological capital in predicting work attitudes and behaviors, Journal of Management, 36, 2, pp. 430-452, (2010); Avey J. B., Patera J. L., West B. J., The implications of positive psychological capital on employee absenteeism, Journal of Leadership & Organizational Studies, 13, 2, pp. 42-60, (2006); Avey J. B., Reichard R. J., Luthans F., Mhatre K. H., Meta-analysis of the impact of positive psychological capital on employee attitudes, behaviors, and performance, Human Resource DevelopmentQuarterly, 22, 2, pp. 127-152, (2011); Avey J. B., Wernsing T. S., Luthans F., Can positive employees help positive organizational change? Impact of psychological capital and emotions on relevant attitudes and behaviors, The Journal of Applied Behavioral Science, 44, 1, pp. 48-70, (2008); Bakari H., Hunjra A. I., Attiq S., Measuring access to higher education: Development and validationofscale, (2017); Bakari H., Khoso I., Psychological determinants of graduate employability: A comparative study of business and agriculture students across Pakistan, Business & Economic Review, 9, 4, pp. 113-140, (2017); Bandura A., Self-efficacy: The exercise of control, (1997); Bandura A., Barbaranelli C., Caprara G. V., Pastorelli C., Self-efficacy beliefs as shapers of children’s aspirations and career trajectories, Child Development, 72, 1, pp. 187-206, (2001); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, 3, pp. 279-292, (2007); Bowman N. A., Hill P. L., Denson N., Bronkema R., Keep on truckin’ or stay the course? Exploring grit dimensions as differential predictors of educational achievement, satisfaction, and intentions, Social Psychological and Personality Science, 6, 6, pp. 639-645, (2015); Carver C. S., Smith R. G., Antoni M. H., Petronis V. M., Weiss S., Derhagopian R. P., Optimistic personality and psychosocial well-being during treatment predict psychosocial well-being among long-term survivors of breast cancer, Health Psychology, 24, 5, pp. 508-516, (2005); Chen D. J. Q., Lim V. K. G., Strength in adversity: The influence of psychological capital on job search, Journal of Organizational Behavior, 33, 6, pp. 811-839, (2012); Cochran W. G., Sampling techniques, (1977); Conroy M., A qualitative study of the psychological impact of unemployment on individuals [Doctoralthesis], (2010); Coomer T. L., Personality, grit, and psychological capital they relate to sales performance, (2016); Curry L. A., Snyder C. R., Cook D. L., Ruby B. C., Rehm M., Role of hope in academic and sport achievement, Journal of Personality and Social Psychology, 73, 6, pp. 1257-1267, (1997); De Cuyper N., Van der Heijden B. I. J. M., De Witte H., Associations between perceived employability, employee well-being, and its contribution to organizational success: A matter of psychological contracts?, The International Journal of Human Resource Management, 22, 7, pp. 1486-1503, (2011); Diener E., Subjective well-being, Psychological Bulletin, 95, 3, pp. 542-575, (1984); Diener E., Biswas-Diener R., Wirtz D., Tov W., Kim-Prieto C., Oishi S., Choi D., New well-being measures: Short scales to assess flourishing and positive and negative feelings, Social Indicators Research, 97, 2, pp. 143-156, (2010); Duckworth AngelaL., Peterson C., Matthews M.D., Kelly D.R., Grit:Perseveranceandpassion for long-term goals, Journal of Personality and Social Psychology, 92, 6, pp. 1087-1101, (2007); Duckworth Angela Lee, Quinn P. D., Development and validation of the short grit scale (Grit–S), Journal of Personality Assessment, 91, 2, pp. 166-174, (2009); Duckworth Angela Lee, Quinn P. D., Seligman M. E. P., Positive predictors of teacher effectiveness, The Journal of Positive Psychology, 4, 6, pp. 540-547, (2009); Faust L. E., A study of grit and self-efficacy in students in developmental placements, (2017); Georgiou K., Gouras A., Nikolaou I., Gamificationinemployeeselection:Thedevelopmentofa gamified assessment, International Journal of Selection and Assessment, 27, 2, pp. 91-103, (2019); Giblett A., Hodgins G., Flourishing or languishing? The relationship between mental health, health locus of control and generalised self-efficacy, Psychological Reports, 126, 1, pp. 94-116, (2023); Goodman F. R., Disabato D. J., Kashdan T. B., Kauffman S. B., Measuring well-being: A comparisonofsubjectivewell-beingandPERMA, TheJournalofPositivePsychology, 13, 4, pp. 321-332, (2018); Green S. B., How many subjects does it take to do a regression analysis, Multivariate Behavioral Research, 26, 3, pp. 499-510, (1991); Hayes A. F., Introduction to mediation, moderation, and conditional process analysis: A regression-based approach, (2013); He M., Construction of dynamic balance model of supply and demand in labor market under flexible employment, Security and Communication Networks, 2022, pp. 1-10, (2022); Hodge B., Wright B., Bennett P., The role of grit in determining engagement and academic outcomes for university students, Research in Higher Education, 59, 4, pp. 448-460, (2018); A skilled workforce for strong, sustainable and balanced growth: A G20 Training Strategy, (2011); Irving L. M., Snyder C. R., Crowson J. J., Hope and coping with cancer by college women, JournalofPersonality, 66, 2, pp. 195-214, (1998); Jain S., Sunkarapalli G., Relationship between grit and flourishing among NCC and non-NCC students, International Journal of Indian Psychology, 7, 2, pp. 560-570, (2019); Kasler J., Zysberg L., Harel N., Hopes for the future: Demographic and personal resources associated with self-perceived employability and actual employment among senior year students, Journal of Education and Work, 30, 8, pp. 881-892, (2017); Keyes C. L. M., The mental health continuum: From languishing to flourishing in life, Journal of Health and Social Behavior, 43, 2, pp. 207-222, (2002); Larson M., Luthans F., Potential added value of psychological capital in predicting work attitudes, Journal of Leadership & Organizational Studies, 13, 2, pp. 75-92, (2006); Lippman L. H., Anderson Moore K., Guzman L., Ryberg R., McIntosh H., Ramos M. F., Caal S., Carle A., Kuhfeld M., Flourishing children: Defining and testing indicators of positive development, (2014); Luthans B. C., Luthans K. W., Jensen S. M., The impact of business school students’ psychological capital on academic performance, Journal of Education for Business, 87, 5, pp. 253-259, (2012); Luthans F., Avolio B. J., Avey J. B., Norman S. M., Positive psychological capital: Measurement and relationship with performance and satisfaction, Personnel Psychology, 60, 3, pp. 541-572, (2007); Luthans F., Vogelgesang G. R., Lester P. B., Developing the psychological capital of resiliency, Human Resource Development Review, 5, 1, pp. 25-44, (2006); Luthans F., Youssef C., Avolio B. J., Psychological capital and beyond, (2015); Luthans F., Youssef C. M., Emerging positive organizational behavior, Journal of Management, 33, 3, pp. 321-349, (2007); Luthans K., Luthans B., Chaffin D., The relationship between psychological capital and grit: Implications for business students, (2018); Lyubomirsky S., King L., Diener E., The benefits of frequent positive affect: Does happiness lead to success?, Psychological Bulletin, 131, 6, pp. 803-855, (2005); Ma'dan M., Ismail M. T., Daud S., Strategies to enhance graduate employability: Insights from Malaysian public university policy-makers, Malaysian Journal of Learning and Instruction, 17, 2, pp. 137-165, (2020); Machell K. A., Well-being in middle to late adolescence: The role of grit and life events, (2017); Maulida D., Shaleh A. R., Pengaruh modal psikologis dan totalitas kerja terhadap kesejahteraan subjektif, Psikohumaniora: Jurnal Penelitian Psikologi, 2, 2, pp. 107-124, (2017); Statistik pendidikan tinggi 2020, (2021); Muenks K., Wigfield A., Yang J. S., O'Neal C. R., How true is grit? 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E., van Wingerden J., Developing gritty job seekers: A need-supportive approach to grit interventions, Multidisciplinary perspectives on grit, pp. 239-260, (2021); Von Culin K. R., Tsukayama E., Duckworth A. L., Unpacking grit: Motivational correlates of perseverance and passion for long-term goals, The Journal of Positive Psychology, 9, 4, pp. 306-312, (2014); Wandeler C. A., Lopez S. J., Baeriswyl F. J., Hope, mental health, and competency development in the workplace, Empirical Research in Vocational Education and Training, 3, 2, pp. 129-146, (2011); Weisskirch R. S., Psychosocial intimacy, relationships with parents, and well-being among emerging adults, Journal of Child and Family Studies, 27, 11, pp. 3497-3505, (2018); Yorke M., Knight P. T., Embedding employability into the curriculum, (2006); Younes M.S., Alzahrani M.R., Couldresilienceandflourishingbemediatorsintherelationship between mindfulness and life satisfaction for Saudi college students? A psychometric and exploratory study, Journal of Educational and Psychological Studies [JEPS], 12, 4, (2018); Zechmann A., Paul K. I., Why do individuals suffer during unemployment? Analyzing the role of deprived psychological needs in a six-wave longitudinal study, Journal of Occupational Health Psychology, 24, 6, pp. 641-661, (2019)","W.S. Wan Sulaiman; Centre for Research in Psychology and Human Well-being, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Bangi, Selangor, 43600, Malaysia; email: shara@ukm.edu.my","","State Islamic University Walisongo Semarang Faculty of Psychology and Health","","","","","","25029363","","","","English","Psikohumaniora.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85161639704"
"Gil-Galván R.; Martín-Espinosa I.","Gil-Galván, Rosario (54787524800); Martín-Espinosa, Inmaculada (57219928490)","54787524800; 57219928490","The influence of the parents’ socio-educational level and parental encouragement on university students’ motivational profile for learning English","2023","Journal of Social Studies Education Research","14","1","","17","46","29","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151897220&partnerID=40&md5=37055817d839333885128114d968549b","University of Seville, Spain","Gil-Galván R., University of Seville, Spain; Martín-Espinosa I., University of Seville, Spain","Fluency in other languages has become essential for proper integration and communication with other communities, societies, and cultures. Hence, it is of major importance to understand the factors which impact on English language learning, including the influence of parents on their children's learning during the higher education years, last stage before labor market. To this effect, this descriptive survey study with a sample of 689 students from the University of Seville describes the influence of the parents’ socio-educational level and parental encouragement on the university motivational profile of future preschool and primary school teachers, doctors, and computer engineers to learn languages according to their academic goals for a successful socio-occupational integration. For this purpose, a descriptive data analysis of percentages, means, and standard deviations, Kruskall-Wallis tests and Pearson correlations have been carried out. The results show the prevalence of learning goals over the performance goals in their motivation, as well as a notable impact of the socio-educational level of parents on the parental support. In conclusion, parental encouragement, undergraduate degree programme, and the student's expected professional career are key factors in achieving a successful apprenticeship which facilitates their employability. © 2023, Association for Social Studies Educa. All rights reserved.","academic achievement; English language learners; higher education; parental encouragement; socio-educational level","","","","","","","","Aguiar G., Demothenes Y., Campos I., La participación familiar en la inclusión socioeducativa de los educandos con necesidades educativas especiales, Mendive. Revista de Educación, 18, 1, pp. 120-133, (2020); Al-Mubireek S., An Attitude/Motivation Test Battery (AMTB) of English Language Learning among Students Across Genders, Tracks and Proficiency Levels at a Leading Saudi university, The Asian EFL Journal Quarterly, 24, 4, pp. 26-50, (2020); Alsubaie M., Stain H., Webster L., Wadman R., The Role of Sources of Social Support on Depression and Quality of Life for University Students, International Journal of Adolescence and Youth, 24, 1, pp. 1-13, (2019); Alvarez S., La autonomía personal y la autonomía relacional, Análisis Filosófico, 35, 1, pp. 13-26, (2015); Arellano A., Peralta F., El Enfoque Centrado en la Familia, en el campo de la discapacidad intelectual. ¿Cómo perciben los padres su relación con los profesionales?, Revista de Investigación Educativa, 33, 1, pp. 119-132, (2015); Arib A., Do Family Backgrounds Control Students’ Motivation and Achievement in Learning a Foreign Language? 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D.H., Motivación en contextos educativos, (2006); Ramos Y., Gonzalez M.A., Un acercamiento a la función educativa de la familia, Revista Cubana de Medicina General Integral, 33, 1, pp. 100-114, (2017); Rendon L., Ferreira Y., Perfil motivacional y actitud hacia el aprendizaje de la lengua Aymara, Ajayu, 11, 1, pp. 100-120, (2013); Richardson M., Abraham C., Bond R., Psychological Correlates of University Students' Academic Performance: A Systematic Review and Meta-analysis, Psychol Bull, 138, 2, pp. 353-387, (2012); Ruiz C., Factores familiares vinculados al bajo rendimiento, Revista Complutense de Educación, 12, 1, (2001); Sadiku G.S., Sylaj V., Factors That Influence the Level of the Academic Performance of the Students, Journal of Social Studies Education Research, 10, 3, pp. 17-38, (2019); Saito K., Dewaele J.M., Abe M., In'nami Y., Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study, Language Learning, 68, 3, pp. 709-743, (2018); Sartoriuys N., Kuyken W., Translation of health status instruments, Quality of Life Assessment: International Perspectives, pp. 3-18, (1994); Serrano B.F., De la Herran A., Creación de una red socioeducativa en espacios de exclusión social: una experiencia en el Distrito de Tetuán (Madrid), Revista Electrónica Interuniversitaria de Formación del Profesorado, 21, 1, pp. 1-16, (2018); Tian H., Sun Z., Academic Achievement Assessment: Principles and Methodology, (2018); Torres L., Rodriguez N., Rendimiento académico y contexto familiar en estudiantes universitarios, Revista Enseñanza e investigación en psicología, 11, 2, pp. 255-270, (2006); Valle A., Regueiro B., Rodriguez S., Pineiro I., Freire C., Ferradas M., Suarez N., Perfiles motivacionales como combinación de expectativas de autoeficacia y metas académicas en estudiantes universitarios, European Journal of Education and Psychology, 8, 1, pp. 1-8, (2015); Van der Zanden P.J., Denessen E., Cillessen A.H., Meijer P.C., Domains and Predictors of First-year Student Success: A Systematic Review, Educational Research Review, 23, pp. 57-77, (2018)","","","Association for Social Studies Educa","","","","","","13099108","","","","English","J. Soc. Stud. Educ. Res.","Article","Final","","Scopus","2-s2.0-85151897220"
"Haverila M.; Haverila K.; McLaughlin C.","Haverila, Matti (36456769400); Haverila, Kai (55809406500); McLaughlin, Caitlin (57202043194)","36456769400; 55809406500; 57202043194","Competence-based appraisal of the quality of higher education using the importance-performance (IPMA) analysis","2023","Journal of Marketing for Higher Education","","","","","","","0","10.1080/08841241.2023.2219207","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161452708&doi=10.1080%2f08841241.2023.2219207&partnerID=40&md5=33ddaa8d7ceed6ea8182a4436365db04","School of Business and Economics, Thompson Rivers University, Kamloops, Canada; John Molson School of Business, Concordia University, Montreal, Canada","Haverila M., School of Business and Economics, Thompson Rivers University, Kamloops, Canada; Haverila K., John Molson School of Business, Concordia University, Montreal, Canada; McLaughlin C., School of Business and Economics, Thompson Rivers University, Kamloops, Canada","The paper assesses the importance and performance of education service quality. Career preparation is a key part of the school experience. Thus, the study conducted an importance-performance analysis with career preparation as the key variable of interest. A survey instrument was used to collect responses at a Canadian University (N = 394), and the data were analyzed with PLS-SEM. Findings indicate that assessment and service quality are less critical in developing core competencies (and preparing students for their future careers). Relationship quality, however, is essential in developing these competencies, but the performance was low in the IPMA. Thus, universities should enhance this weakness to improve graduates’ employability. The indicator variable level analysis enables more managerial action. A contribution is made to an understudied area of education research that focuses upon students as the products, not just the customers, of higher educational institutions. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","Assessment; importance-performance (IPMA) theory; program goals/competencies; relationship quality; service quality education","","","","","","","","(2020); (2022); Abbott S., (2015); Al-Asfour A., Examining student satisfaction of online statistics courses, Journal of College Teaching & Learning (TLC), 9, 1, pp. 33-38, (2012); Algozzine B., Gretes J., Flowers C., Howley L., Beattie J., Spooner F., Mohanty G., Bray M., Student evaluation of college teaching: A practice in search of principles, College Teaching, 52, 4, pp. 134-141, (2004); Alijanzadeh M., Fattahi H., Veisi F., Alizadeh B., Khedmatgozar Z., Gholami S., Assessment of educational service quality gap: The students’ perspectives, Educational Research in Medical Sciences, 7, 1, (2018); Armstrong G., Kotler P.T., Trifts V., Buchwitz L.A., Marketing: An introduction, (2021); Athiyama A., O'Donnell B., Antecedents and consequences of educational service quality, Australasian Association for Institutional Research, 4, 1, (1995); Azzopardi E., Nash R., A critical evaluation of importance–performance analysis, Tourism Management, 35, pp. 222-233, (2013); Bennett L., (2021); Boud D., Falchikov N., Redesigning assessment for learning beyond higher education, Proceedings of the 2005 HERDSA Annual Conference, pp. 34-41, (2005); Bunce L., Baird A., Jones S., The student-as-consumer approach in higher education and its effects on academic performance, Studies in Higher Education, 42, 11, pp. 1958-1978, (2017); Chapagain D.P., How students’ quality circles are evolving in the world?, Students’ quality circles, pp. 117-134, (2022); Chen Y.-C., Applying importance-performance analysis to assess student employability in Taiwan, Journal of Applied Research in Higher Education, 10, 1, pp. 76-86, (2018); Cladera M., An application of importance-performance analysis to students’ evaluation of teaching, Educational Assessment, Evaluation and Accountability, 33, 4, pp. 701-715, (2021); Cochran W.G., Sampling techniques, (1977); Cook K., Cheshire C., Rice E., Nakagawa S., Social exchange theory, Handbook of social psychology, (2013); Cornelius-White J., Learner-Centered teacher-student relationships are effective: A meta-analysis, Review of Educational Research, 77, 1, pp. 113-143, (2007); Cuthbert R., Students as customers?, Higher Education Review, 42, 3, pp. 3-25, (2010); Dash G., Paul J., CB-SEM vs PLS-SEM methods for research in social sciences and technology forecasting, Technological Forecasting and Social Change, 173, (2021); Davis H., Conceptualizing the role and influence of student-teacher relationships on children’s social and cognitive development, Educational Psychologist, 38, 4, pp. 207-234, (2003); Dawes J.G., Do data characteristics change according to the number of scale points used? 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Haverila; School of Business and Economics, Thompson Rivers University, Kamloops, Canada; email: haverila@gmail.com","","Routledge","","","","","","08841241","","","","English","J. Mark. High. Educ.","Article","Article in press","","Scopus","2-s2.0-85161452708"
"Tung D.A.O.; Huong B.U.I.T.T.","Tung, D.A.O. (58197696100); Huong, BUI Thi Thanh (57991969800)","58197696100; 57991969800","The role of social self-efficacy and psychological capital in IT graduates’ employability and subjective career success","2023","Cogent Social Sciences","9","1","2204630","","","","1","10.1080/23311886.2023.2204630","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153601395&doi=10.1080%2f23311886.2023.2204630&partnerID=40&md5=a79b3a648248f36ab786747fee97ddcc","International Francophone Institute, Vietnam National University (VNU), Hanoi, Viet Nam; VNU School of Interdisciplinary Studies, Vietnam National University Hanoi (VNU), Hanoi, Viet Nam","Tung D.A.O., International Francophone Institute, Vietnam National University (VNU), Hanoi, Viet Nam; Huong B.U.I.T.T., VNU School of Interdisciplinary Studies, Vietnam National University Hanoi (VNU), Hanoi, Viet Nam","This study aims to assess the impact of Social Self-Efficacy and Psychological Capital on Employability and Subjective Career Success of IT graduates in Vietnam. An empirical research using a questionnaire was carried out from April to August 2022 in big cities in the North and Center of Vietnam. The sample includes 336 university graduates (within 6 years after graduation) who were undertaking IT-related jobs. Research results show that both Social Self-Efficacy and Psychological Capital have a positive impact on Employability and Subjective Career Success (which includes Job Satisfaction and Career Satisfaction). The study’s findings are significant for both educational institutions that offer IT training and human resource management activities for IT staff in organizations and enterprises in Vietnam. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","graduate employability; IT graduates; psychological capital; social self-efficacy; subjective career success","","","","","","VNU, (QG.19.51); Đại học Quốc gia Hà Nội, ĐHQGHN","This research was funded by Vietnam National University, Hanoi (VNU) under the project number QG.19.51: “Investigation of factors affecting Employability and Career success of Information Technology graduates at Vietnam National University Hanoi”.","Abele A.E., Spurk D., The longitudinal impact of self-efficacy and career goals on objective and subjective career success, Journal of Vocational Behavior, 74, 1, pp. 53-17, (2009); Al-Ghazali B.M., Sohail M.S., Jumaan I.A.M., CSR perceptions and career satisfaction: The role of psychological capital and moral identity, Sustainability, 13, 12, pp. 67-86, (2021); Anderson S.L., Betz N.E., Sources of Social Self-Efficacy Expectations: Their Measurement and Relation to Career Development, Journal of Vocational Behavior, 58, 1, pp. 98-117, (2001); 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Tung; International Francophone Institute, Vietnam National University, Hanoi (VNU), Hanoi, Building E5, 144 Xuan Thuy Road, Dich Vong Hau Ward, Cau Giay, Viet Nam; email: tungd@vnu.edu.vn","","Cogent OA","","","","","","23311886","","","","English","Cogent Soc. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85153601395"
"Shah M.","Shah, Muzammel (57206181005)","57206181005","The desire for employability and self-exploitation: concretizing Lacan's psychoanalysis on employability","2023","Evidence-based HRM","","","","","","","1","10.1108/EBHRM-06-2022-0151","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159336469&doi=10.1108%2fEBHRM-06-2022-0151&partnerID=40&md5=d7158ef42c2a5425f712cc425cffc469","School of Management (AUSOM), Air University, Islamabad, Pakistan","Shah M., School of Management (AUSOM), Air University, Islamabad, Pakistan","Purpose: Although commitment and employability are legitimized in the current world of work, they also have a dark side that has been ignored in the extant literature. To tackle this gap, the study developed and examined a comprehensive theoretical framework including learning, motivation, commitment, employability and self-exploitation. Limited research exists that explicitly examines this relationship or explores its potential implications. The author theorizes employability as a cultural fantasy that ends up in self-exploitation. Design/methodology/approach: The study concretizes Lacan's (1977; 1981 and 1988) psychoanalysis, utilizing a sample of 658 subjects from eight industries. The hypothesized relationships were examined using structural equation modeling (SEM) in AMOS. Findings: The findings provided support for the hypothesized relationships. Employability escorts to self-exploitation. Those employees who try to remain relevant to their firms continue to engage in employability activities end up being exploited in this process. Research limitations/implications: The study provides a new roadmap to scholars of employability who wish to explore the domain further. Practical implications: The theoretical knowledge from this research will inform practice. It will influence managers and policymakers in the organization as well as politicians. Although the macroaspects of the organizational environment are beyond the control of an organization, the development efforts of the organization should be real and should not estrange individuals from their true nature. The real intent should be to unite the individual with its true nature. This way, it will be real development and will empower individuals rather than exploitation. Social implications: The finding that commitment is linked to self-exploitation via employability has implications for managers and policymakers. To avoid estrangement and exploitation, the organization should focus on employee real development. To have an ideal workplace, where employees unite with their nature, the organization should invest in employees, focus on their real needs, emphasize their career prospects and constantly provide them with learning and growth opportunities. In addition to material compensation, the organization should connect people with their true spirit. An organization that is concerned with people's real needs and real development will have a pool of human capital that will create real value for the organization and society as well. Originality/value: The dark side of employability has been ignored in the extant literature. Limited research exists that explicitly examines this relationship or explores its potential implications. This study is an initiative for such debate. © 2023, Emerald Publishing Limited.","Commitment; Concretization; Employability; Learning; Psychoanalysis; Self-exploitation","","","","","","","","Aliu J., Aigbavboa C., Thwala W., A 21st Century Employability Skills Improvement Framework for the Construction Industry, (2021); Arthur M.B., Rousseau D.M., A career lexicon for the 21st century, Academy of Management Perspectives, 10, 4, pp. 28-39, (1996); Aryani R., Widodo W., Exploring the effect of employability and job characteristics on contextual performance: mediating by organizational commitment, Management Science Letters, 10, 9, pp. 2071-2076, (2020); Awang Z., Structural Equation Modeling Using AMOS Graphic, pp. 83-102, (2012); Bates G.W., Rixon A., Carbone A., Pilgrim C., Beyond employability skills: developing professional purpose, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 7-26, (2019); Blau P.M., Exchange and Power in Social Life, (2017); Blegur J., Tlonaen Z., Lumba A., Leko J., The importance of self-esteem to students learning responsibilities and group learning commitment of physical education students, JETL (Journal of Education, Teaching and Learning, 6, 1, (2021); Bloom P., Fight for your alienation: the fantasy of employability and the ironic struggle for self-exploitation, Ephemera: Theory and Politics in Organizations, 13, 4, pp. 785-807, (2013); Boomaars C., Yorks L., Shetty R., Employee learning motives, perceived learning opportunities, and employability activities, Journal of Workplace Learning, 30, 5, pp. 335-350, (2018); Byrne B.M., Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming, (2016); Carbery R., Garavan T.N., Conceptualizing the participation of managers in career-focused learning and development: a framework, Human Resource Development Review, 6, 4, pp. 394-418, (2007); Chandrawaty C., Widodo W., The mediation mechanism effect of self-efficacy and achievement motivation on job satisfaction: the personality perspective, Journal of Xi’an University of Architecture and Technology, 12, pp. 258-266, (2020); Chin W.W., Gopal A., Salisbury W.D., Advancing the theory of adaptive structuration: the development of a scale to measure faithfulness of appropriation, Information Systems Research, 8, 4, pp. 342-367, (1997); Chowdhury M.A.M., Impact of university commitment and student ambition on graduate employability: a study on selected private universities in Sylhet, Bangladesh Journal of Multidisciplinary Scientific Research, 3, 2, pp. 41-47, (2021); Chukwuedo S.O., Mbagwu F.O., Ogbuanya T.C., Motivating academic engagement and lifelong learning among vocational and adult education students via self-direction in learning, Learning and Motivation, 74, (2021); Chukwuedo S.O., Onwusuru I.M., Agbo N.M., Practitioners’ vocational guidance with direct learning model: influencing career commitment and employability in electrical/electronic technology education, International Journal for Educational and Vocational Guidance, 22, pp. 23-48, (2022); Clancy A., Vince R., Theory as fantasy: emotional dimensions to grounded theory, British Journal of Management, 30, 1, pp. 203-216, (2019); Clarke N., The workplace learning environment and its relationship with learning outcomes in healthcare organizations, Human Resource Development International, 8, 2, pp. 185-205, (2005); Colquitt J.A., LePine J.A., Noe R.A., Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research, Journal of applied psychology, 85, 5, pp. 678-707, (2000); Cook K.S., Cheshire C., Rice E.R.W., Nakagawa S., Social exchange theory, Handbook of Social Psychology. 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Shah; School of Management (AUSOM), Air University, Islamabad, Pakistan; email: muzammel.shah@mail.au.edu.pk","","Emerald Publishing","","","","","","20493983","","","","English","Evid.-Based HRM","Article","Article in press","","Scopus","2-s2.0-85159336469"
"do Céu Taveira M.; Silva A.D.; Pereira S.","do Céu Taveira, Maria (58082238900); Silva, Ana Daniela (56041023900); Pereira, Soraia (57826017000)","58082238900; 56041023900; 57826017000","Coping with Unemployment in COVID-19: The Role of Employability Beliefs in Exploration Self-Efficacy","2023","Psihologija","56","3","","347","369","22","4","10.2298/PSI210515034C","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151269053&doi=10.2298%2fPSI210515034C&partnerID=40&md5=faf0a24e3606b369bcb07837ac895a59","School of Psychology, University of Minho, Braga, Portugal","do Céu Taveira M., School of Psychology, University of Minho, Braga, Portugal; Silva A.D., School of Psychology, University of Minho, Braga, Portugal; Pereira S., School of Psychology, University of Minho, Braga, Portugal","The new coronavirus global pandemic has caused accelerated and emerging changes in the labor market, including increased unemployment. We examined the associations between employability beliefs and career exploration self-efficacy of 1585 unemployed adult workers, in Portugal, who lost their job after COVID-19. Participants completed measures of employability beliefs consistent with striving, proactivity, flexibility, acceptance of challenges, optimism and autonomy dispositions, and of career exploration self-efficacy. Using multiple linear regression analyses, we found that employability dispositional beliefs established significant positive associations with career exploration self-efficacy, especially autonomy, striving and optimism. Implications of these findings for future research and practice are considered. © 2023 by authors","career exploration selfefficacy; COVID-19 pandemic; employability; unemployment","","","","","","UIDB/01662/2020; Fundação para a Ciência e a Tecnologia, FCT","Correspoding author: ceuta@psi.uminho.pt Acknowledgements. This study was conducted at the Psychology Research Centre (CIPsi/ UMinho) School of Psychology, University of Minho, supported by the Foundation for Science and Technology (FCT) through the Portuguese State Budget (UIDB/01662/2020). The authors wish to express their gratitude to the Southern Regional Delegation of the Portuguese Institute of Employment and Vocational Training for their support in data collection.","Abele A. E., Spurk D., The longitudinal impact of self-efficacy and career goals on objective and subjective career success, Journal of Vocational Behavior, 74, pp. 53-62, (2009); Akkermans J., Richardson J., Kraimer M. L., The Covid-19 crisis as a career shock: Implications for careers and vocational behavior, Journal of Vocational Behavior, 119, (2020); Barros A., Inventário de Crenças de Carreira e Empregabilidade [Career and Employability Beliefs Inventory], Avaliação Psicológica, 19, 1, pp. 78-86, (2020); Bartley D. 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M., Job search and social cognitive theory: The role of careerrelevant activities, Journal of Vocational Behavior, 74, pp. 117-127, (2009)","M. do Céu Taveira; School of Psychology, University of Minho, Braga, Portugal; email: ceuta@psi.uminho.pt","","Serbian Psychological Society","","","","","","00485705","","","","English","Psihologija","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85151269053"
"McLachlan K.; Tippett N.","McLachlan, Katrina (58261061200); Tippett, Neil (23986547900)","58261061200; 23986547900","Kickstarting creative collaboration: placing authentic feedback at the heart of online digital media education","2023","Assessment and Evaluation in Higher Education","","","","","","","1","10.1080/02602938.2023.2209295","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159705054&doi=10.1080%2f02602938.2023.2209295&partnerID=40&md5=43bb74ec12fa9c07561a7342f02cec08","UniSA Online, University of South Australia, Adelaide, Australia; Centre for Research in Educational and Social Inclusion, University of South Australia, Adelaide, Australia","McLachlan K., UniSA Online, University of South Australia, Adelaide, Australia; Tippett N., Centre for Research in Educational and Social Inclusion, University of South Australia, Adelaide, Australia","Despite unprecedented demand for digital media skills many digital media graduates struggle to transition into employment because of the gap between university pedagogy and real-world professional practice. Traditionally, studio-based learning has been used to give students authentic experiences of the non-linear, interactive cycle of feedback, reflection and integration that occurs in creative professional practice; however, this approach is hard to implement in asynchronous, online environments and subsequently students miss out on the experience of creative collaboration that can help them to succeed in their future workplace. This study documents a pedagogical alternative where an online digital media capstone project course was redesigned around a formative feedback process using Padlet to facilitate ‘work-in-progress’ discussions to mirror the cycle of creative collaboration in the workplace. Students’ experiences of the formative feedback suggested that it developed both their content knowledge and their collaborative capabilities, with the timely and personal nature of the feedback, coupled with the industry-derived knowledge of the feedback providers, and the use of authentic, workplace relevant-technology, supporting students’ confidence to collaborate creatively. The findings can assist researchers, educators and academic developers looking to use authentic, formative feedback as a way of supporting students’ creativity, experimentation and collaborative capabilities. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","authentic feedback; creative collaboration; curriculum design; employability; Online education","","","","","","","","Digital Media, (2021); Bilton C., Creativity 2.0: New Approaches to Creative Economy Work and Education in the Creative Industries, The Future of Creative Work, pp. 212-228, (2020); Blair B., At the End of a Huge Crit in the Summer, It Was “Crap”–I Had Worked Really Hard but All She Said Was “Fine” and I Was Gutted, Art, Design & Communication in Higher Education, 5, 2, pp. 83-95, (2007); Blasco-Arcas L., Buil I., Hernandez-Ortega B., Sese F.J., Using Clickers in Class. 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Fleischmann K., Hutchison C., Creative Exchange: An Evolving Model of Multidisciplinary Collaboration, Journal of Learning Design, 5, 1, pp. 23-31, (2012); Fleischmann K., Collaboration through Flickr & Skype: Can Web 2.0 Technology Substitute the Traditional Design Studio in Higher Design Education?, Contemporary Educational Technology, 5, 1, pp. 39-52, (2014); Fleischmann K., From Studio Practice to Online Design Education: Can we Teach Design Online?, Canadian Journal of Learning and Technology, 45, 1, pp. 1-19, (2019); Fleischmann K., Online Design Education: Searching for a Middle Ground, Arts and Humanities in Higher Education, 19, 1, pp. 36-57, (2020); Fritz R., Vandermause R., Data Collection via in-Depth Email Interviewing: Lessons from the Field, Qualitative Health Research, 28, 10, pp. 1640-1649, (2018); Gabaree L., Rodeghiero C., Presicce C., Rusk N., Jain R., Designing Creative and Connected Online Learning Experiences, Information and Learning Sciences, 121, 7-8, pp. 655-663, (2020); 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Kurt S., Definitions of the Addie Model, Educational Technology, (2017); Marshalsey L., Sclater M., Together but apart: Creating and Supporting Online Learning Communities in an Era of Distributed Studio Education, International Journal of Art & Design Education, 39, 4, pp. 826-840, (2020); McCarthy S., de Almeida C.M., Self-Authored Graphic Design: A Strategy for Integrative Studies, Journal of Aesthetic Education, 36, 3, pp. 103-116, (2002); McCarthy J., Student Perceptions of Screencast Video Feedback for Summative Assessment Tasks in the Creative Arts, Technology-Enhanced Formative Assessment Practices in Higher Education, pp. 177-192, (2019); Miceli L., Zeeng L., Reconstructing the Critique. Using Inclusive Formative Feedback in Face-to-Face and Online Communities of Practice to Improve Knowledge Acquisition in Design Education, The Design Journal, 20, sup1, pp. S1250-S1259, (2017); Naylor R., Baik C., Asmar C., Watty K., “Good Feedback Practices Prompts and guidelines for reviewing and enhancing feedback for students.”, (2014); O'Shea S., Delahunty J., Getting through the Day and Still Having a Smile on my Face! How Do Students Define Success in the University Learning Environment?, Higher Education Research & Development, 37, 5, pp. 1062-1075, (2018); Pak B., Verbeke J., Design Studio 2.0: Augmenting Reflective Architectural Design Learning, 17, pp. 502-519, (2012); Park J., Design Education Online: Learning Delivery and Evaluation, International Journal of Art & Design Education, 30, 2, pp. 176-187, (2011); Payne L., Student Engagement: Three Models for Its Investigation, Journal of Further and Higher Education, 43, 5, pp. 641-657, (2019); Price M., Handley K., Millar J., O'Donovan B., Feedback: All That Effort, but What is the Effect?, Assessment & Evaluation in Higher Education, 35, 3, pp. 277-289, (2010); Sawyer R.K., Creativity Research and Cultural Context: Past, Present, and Future, The Journal of Creative Behavior, 51, 4, pp. 352-354, (2017); Sawyer R.K., The Iterative and Improvisational Nature of the Creative Process, Journal of Creativity, 31, (2021); Shreeve A., Wareing S., Drew L., Key Aspects of Teaching and Learning in the Visual Arts, Chap. 22 in a Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, pp. 345-362, (2008); Steen-Utheim A., Wittek A., Dialogic Feedback and Potentialities for Student Learning, Learning, Culture and Social Interaction, 15, pp. 18-30, (2017); Swan D., Hearn G., Creative Digital Services in Education, Mining and Manufacturing: Pursuing Innovation through Interoperability, Chap. 4 in Creative Work beyond the Creative Industries, pp. 61-77, (2014); van Laar E., van Deursen A., van Dijk J., de Haan J., Twenty-First Century Digital Skills for the Creative Industries Workforce: Perspectives from Industry Experts, First Monday, 24, 1, (2019); Vilches I., Independent creators and engaged communities are the future of journalism. Impact Director, Latam4 and Global Shaper, (2021); Villarroel V., Bloxham S., Bruna D., Bruna C., Herrera-Seda C., Authentic Assessment: Creating a Blueprint for Course Design, Assessment & Evaluation in Higher Education, 43, 5, pp. 840-854, (2018); Winstone N.E., Nash R.A., Parker M., Rowntree J., Supporting Learners’ Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes, Educational Psychologist, 52, 1, pp. 17-37, (2017); Winstone N.E., Mathlin G., Nash R.A., Building Feedback Literacy: Students’ Perceptions of the Developing Engagement with Feedback Toolkit, Frontiers in Education, 4, pp. 1-11, (2019); Winstone N.E., Boud D., The Need to Disentangle Assessment and Feedback in Higher Education, Studies in Higher Education, 47, 3, pp. 656-667, (2022); Winstone N.E., Boud D., Dawson P., Heron H., From Feedback-as-Information to Feedback-as-Process: A Linguistic Analysis of the Feedback Literature, Assessment & Evaluation in Higher Education, 47, 2, pp. 213-230, (2022); Winstone N.E., Balloo K., Carless D., Discipline-Specific Feedback Literacies: A Framework for Curriculum Design, Higher Education, 83, 1, pp. 57-77, (2022); Wrigley C., Mosely G., Tomitsch M., Design Thinking Education: A Comparison of Massive Open Online Courses, She Ji: The Journal of Design, Economics and Innovation, 4, 3, pp. 275-292, (2018)","K. McLachlan; UniSA Online, University of South Australia, Adelaide, Australia; email: katrina.mclachlan@unisa.edu.au","","Routledge","","","","","","02602938","","","","English","Assess. Eval. High. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85159705054"
"Pham T.","Pham, Thanh (16032317300)","16032317300","What really contributes to employability of PhD graduates in uncertain labour markets?","2023","Globalisation, Societies and Education","","","","","","","3","10.1080/14767724.2023.2192908","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151163410&doi=10.1080%2f14767724.2023.2192908&partnerID=40&md5=5e92d7be42a4d75418a61358bed8544f","Faculty of Education, Monash University, Clayton, Australia","Pham T., Faculty of Education, Monash University, Clayton, Australia","The increasing number of PhD holders has led to increased attention to the employability outcomes of this cohort. This study addressed the current gap in knowledge concerning what contributes to PhD holders’ employability via a qualitative approach using in-depth interviews with 23 PhD graduates in Australia. The findings revealed that the extent to which the graduates could use human capital for their post-study career depends on the expertise acquired from their previous degrees, the amount of time that has elapsed since graduation, and the positions they held at their workplaces. Social capital was also found to be a significant factor contributing to graduates’ career success. Finally, employability agency was reported as an important contributor. The findings advance what has been found about agency by providing support for how agency was facilitated and constrained by both structural and personal resources. The implications of these findings are also discussed. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","agency; doctoral education; Employability; higher education; social capital","","","","","","","","Archer M.S., Being Human: The Problem of Agency, (2000); Bandura A., Social Cognitive Theory: An Agentic Perspective, Annual Review of Psychology, 52, 1, pp. 1-26, (2001); Biesta G., Priestley M., Robinson S., The Role of Beliefs in Teacher Agency, Teachers and Teaching, 21, 6, pp. 624-640, (2015); Biesta G., Tedder M., Agency and Learning in the Lifecourse: Towards an Ecological Perspective, Studies in the Education of Adults, 39, 2, pp. 132-149, (2007); Billett S., Workplace Participatory Practices: Conceptualising Workplaces as Learning Environments, Journal of Workplace Learning, 16, 6, pp. 312-324, (2004); Billett S., Promoting Graduate Employability: Key Goals, and Curriculum and Pedagogic Practices for Higher Education, Graduate Employability and Workplace-Based Learning Development: Insights from Sociocultural Perspectives, pp. 11-29, (2022); Borrell-Damian L., Brown T., Dearing A., Font J., Hagen S., Metcalfe J., Smith J., Collaborative Doctoral Education: University-Industry Partnerships for Enhancing Knowledge Exchange, Higher Education Policy, 23, 4, pp. 493-514, (2010); Bourdieu P., The Forms of Capital, Handbook of Theory and Research for the Sociology of Education, pp. 241-259, (1986); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability Through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Bridgstock R., The University and the Knowledge Network: A New Educational Model for Twenty-first Century Learning and Employability, Graduate Employability in Context: Theory, Research and Debate, pp. 339-358, (2017); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Collin K., Sintonen T., Paloniemi S., Auvinen T., Work, Power and Learning in a Risk Filled Occupation, Management Learning, 42, 3, pp. 301-318, (2011); (2022); Etelapelto A., Vahasantanen K., Hokka P., Paloniemi S., What is Agency? Conceptualizing Professional Agency at Work, Educational Research Review, 10, pp. 45-65, (2013); Harman G., Producing PhD Graduates in Australia for the Knowledge Economy, Higher Education Research & Development, 21, 2, pp. 179-190, (2002); Jackson D., Bridgstock R., What Actually Works to Enhance Graduate Employability? The Relative Value of Curricular, Co-curricular, and Extra-curricular Learning and Paid Work, Higher Education, 81, 4, pp. 723-739, (2021); Jackson D., Michelson G., Factors Influencing the Employment of Australian PhD Graduates, Studies in Higher Education, 40, 9, pp. 1660-1678, (2015); Jones M., Issues in Doctoral Studies–Forty Years of Journal Discussion: Where Have We Been and Where are We Going?, International Journal of Doctoral Studies, 8, pp. 083-104, (2013); Jones H.M., Warnock L.J., When a PhD is not Enough: A Case Study of a UK Internship Programme to Enhance the Employability of Doctoral Researchers, Higher Education, Skills and Work-Based Learning, 5, 3, pp. 212-227, (2015); Lincoln S., Robards B., Editing the Project of the Self: Sustained Facebook Use and Growing Up Online, Journal of Youth Studies, 20, 4, pp. 1-14, (2016); Lipura S.J., Collins F., Towards an Integrative Understanding of Contemporary Educational Mobilities: A Critical Agenda for International Student Mobilities Research, Globalisation, Societies and Education, 18, 3, pp. 343-359, (2020); Maclean M., Harvey C., The Continuing Diversity of Corporate Governance Regimes: France and Britain Compared, International Business and Corporate Governance, pp. 23-32, (2008); Manathunga C., Pitt R., Critchley C., Graduate Attribute Dveelopment and Employment Outcomes: Tracking PhD Graduates, Assessment and Evaluation in Higher Education, 34, 1, pp. 91-103, (2009); Neumann R., Tan K.K., From PhD to Initial Employment: The Doctorate in a Knowledge Economy, Studies in Higher Education, 36, 5, pp. 601-614, (2011); The Knowledge-Based Economy, (1996); Passaretta G., Trivellato P., Triventi M., Between Academia and Labour Market—the Occupational Outcomes of PhD Graduates in a Period of Academic Reforms and Economic Crisis, Higher Education, 77, 3, pp. 541-559, (2019); Pham T., Reconceptualising Employability of Returnees: What Really Matters and Strategic Navigating Approaches, Higher Education, 81, 6, pp. 1329-1345, (2020); Pham T., Communication Competencies and International Graduates’ Employability Outcomes: Strategies to Navigate the Host Labour Market, Journal of International Migration and Integration, 23, pp. 733-749, (2021); Pham T., (2021); Pham T., Jackson D., Employability and Determinants of Employment Outcomes, Developing and Utilizing Employability Capitals: Graduates’ Strategies Across Labour Markets, pp. 237-255, (2020); Pham T., Soltani B., Enhancing Student Education Transitions and Employability: From Theory to Practice, (2021); Pham T., Tomlinson M., Thompson C., Forms of Capital and Agency as Mediations in Negotiating Employability of International Graduate Migrants, Globalisation, Societies and Education, 17, 3, pp. 394-405, (2019); Platow M.J., PhD Experience and Subsequent Outcomes: A Look at Self-Perceptions of Acquired Graduate Attributes and Supervisor Support, Studies in Higher Education, 37, 1, pp. 103-118, (2012); Popadiuk N.E., Arthur N.M., Key Relationships for International Student University-to-Work Transitions, Journal of Career Development, 41, 2, pp. 122-140, (2014); Purcell K., Elias P., Atfield G., Behle H., Ellison R., Luchinskaya D., Transitions into Employment, Further Study and Other Outcomes, (2013); Ross C., Moore S., Utilising Biographical Narrative Interpretive Methods: Rich Perspectives on Union Learning Journeys and Learner Motivations, Journal of Education and Work, 29, 4, pp. 450-469, (2016); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Jackson D., Professional Identity Formation in Contemporary Higher Education Students, Studies in Higher Education, 46, 4, pp. 885-900, (2021)","T. Pham; Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton, Australia; email: thanh.t.pham@monash.edu","","Routledge","","","","","","14767724","","","","English","Globalisation Soc. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85151163410"
"McConnell S.","McConnell, Siobhan (57863519600)","57863519600","Commercial awareness and the law student journey into the legal profession–definitional challenges and the lived experience of the graduate interview","2023","International Journal of the Legal Profession","30","2","","189","215","26","0","10.1080/09695958.2023.2215443","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85161905397&doi=10.1080%2f09695958.2023.2215443&partnerID=40&md5=9d448aeda7488037091517d893936931","Northumbria Law School, Newcastle upon Tyne, United Kingdom","McConnell S., Northumbria Law School, Newcastle upon Tyne, United Kingdom","Commercial awareness is a graduate employability skill that is highly valued by law firms, particularly the larger commercial law firms that dominate recruitment into the legal profession. However, it is a skill that students may struggle to understand and to demonstrate during the graduate recruitment process. This article examines the role of commercial awareness at a crucial point in the law student journey into the legal profession–the law firm graduate interview. This article presents data collected from an innovative two year mixed-methods research study involving law students at a post-92 university who were undergoing interviews with law firms. It provides insight into the “lived experience” of the law firm interview from a student perspective by considering how and when commercial awareness is assessed and the challenges and opportunities assessment presents. This study furthers our limited understanding of how law students define commercial awareness, comparing those definitions to those employed by the legal profession and considering the disconnect between students and law firms. This article argues that, in the context of commercial awareness, there is more that law firms and law schools can do to better support law students seeking employment in the legal profession. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","","","","","","","Northumbria University","The author would like to thank all of the students at Northumbria University (past and present) who participated in this research study.","Ashdown J., Shaping diversity and inclusion policy with research, Fordham Law Review, 83, 5, pp. 2249-2275, (2015); Ashley L., Empson L., Differentiation and discrimination: understanding social class and social exclusion in leading law firms, Human Relations, 66, 2, pp. 219-244, (2013); Blackhurst C., Stoakes C., Clients rank London’s law firms, International Financial Law Review, 4, pp. 15-23, (1985); Bleasdale L., Francis A., Great expectations: millennial lawyers and the structures of contemporary legal practice, Legal Studies, 40, 3, pp. 276-396, (2020); Bowley R., Enabling law students to understand business concepts: reflections on developing a business case study for corporate law, The Law Teacher, 54, 2, pp. 169-193, (2020); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, pp. 77-101, (2006); Braun V., Clarke V., One size fits all? What counts as quality practice in (reflexive) thematic analysis, Qualitative Research in Psychology, 18, 3, pp. 328-352, (2021); Brett B., Wheeler K., How to do Qualitative Interviewing, (2022); (2017); Brown C., McGirk T., The leading Euromarket law firm, International Financial Law Review, 1, 6, pp. 4-9, (1982); Collier R., Be smart, be successful, be yourself … ’? representations of the training contract and trainee solicitor in advertising by large law firms, International Journal of the Legal Profession, 12, 1, pp. 51-92, (2005); Dunne N., Liberalisation and the legal profession in England and Wales, Cambridge Law Journal, 80, 2, pp. 274-307, (2021); Etherington L., Public professions and private practices: access to the solicitors’ profession in the twenty-first century, Legal Ethics, 19, 1, pp. 5-29, (2016); Evans C., Richardson M., Enhancing graduate prospects by recording and reflecting on part-time work: A challenge to students and universities, Industry and Higher Education, 31, 5, pp. 283-288, (2017); Francis A., Legal education, social mobility, and employability: possible selves, curriculum intervention, and the role of legal work experience, Journal of Law and Society, 42, 2, pp. 173-201, (2015); Francis A., Sommerlad H., Access to legal work experience and its role in the (re)production of legal professional identity, International Journal of the Legal Profession, 16, 1, pp. 63-86, (2009); Gebreiter F., Making up ideal recruits graduate recruitment, professional socialization and subjectivity at big four accountancy firms, Accounting, Auditing and Accountability Journal, 33, 1, pp. 233-255, (2020); Guest G., Bunce A., Johnson L., How many interviews are enough? An experiment with data saturation and variability, Field Methods, 18, 1, pp. 59-82, (2006); Handley K., Anticipatory socialization and the construction of the employable graduate: a critical analysis of employers’ graduate careers websites, Work, Employment and Society, 32, 2, pp. 239-256, (2018); Hanlon G., A profession in transition? Lawyers, the market and significant others, Modern Law Review, 60, 6, pp. 798-822, (1997); Hanlon G., Lawyers, the State and the Market: Professionalism Revisited, (1999); Hanlon G., Jackson J., Last orders at the Bar? Competition, choice and justice for all–the impact of solicitor-advocacy, Oxford Journal of Legal Studies, 19, pp. 555-582, (1999); Huxley-Binns R., What is the Q for?, The Law Teacher, 45, 3, pp. 294-309, (2011); (2020); (2021); (2022); (2020); (2020); (2022); (2013); McConnell S., A systematic review of commercial awareness in the context of the employability of law students in England and Wales, European Journal of Legal Education, 3, pp. 127-175, (2022); McConnell S., A study of supervisor and student views on the role of clinical legal education in developing commercial awareness, International Journal of Clinical Legal Education, 29, pp. 4-67, (2022); McConnell S., How do law students develop commercial awareness? Listening to the student voice on the roles of the law school and the law student in developing commercial awareness, Liverpool Law Review, 44, pp. 107-136, (2023); Mitchard P., Professional training in legal education: the case of Hong Kong, The Law Teacher, 56, pp. 1-14, (2022); Moorhead R., Hinchly V., Professional minimalism? The ethical consciousness of commercial lawyers, Journal of Law and Society, 42, 3, pp. 387-412, (2015); Nicholson A., The value of a law degree–part 2: a perspective from UK providers, The Law Teacher, 55, 2, pp. 241-257, (2021); Nicholson A., The value of a law degree–part 4: a perspective from employers, The Law Teacher, 56, 2, pp. 171-185, (2022); Nicolson D., Legal education, ethics and access to justice: forging warriors for justice in a neo-liberal world, International Journal of the Legal Profession, 22, 1, pp. 51-69, (2015); Oakley E., Vaughan S., In dependence: the paradox of professional independence and taking seriously the vulnerabilities of lawyers in large corporate law firms, Journal of Law and Society, 46, 1, pp. 83-111, (2019); Paterson A., Farmer L., Stephen F., Love J., Competition and the market for legal services, Journal of Law and Society, 15, pp. 361-373, (1988); (2021); (2023); Sommerlad H., The commercialisation of law and the enterprising legal practitioner: continuity and change, International Journal of the Legal Profession, 18, 1, pp. 73-108, (2011); (2023); (2023); Stratton J., Quality street, New Law Journal, 142, (1992); Strevens C., Welch C., Welch R., On-line legal services and the changing legal market: preparing law undergraduates for the future, The Law Teacher, 45, 3, pp. 328-347, (2011); (2022); Thomas L., It puts the law they’ve learnt in theory into practice: exploring employer understandings of clinical legal education, Reimagining Clinical Legal Education, pp. 139-154, (2018); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Employers and universities: conceptual dimensions, research evidence and implications, Higher Education Policy, 34, pp. 132-154, (2021); Turner J., Bone A., Ashton J., Reasons why law students should have access to learning law through a skills-based approach, The Law Teacher, 52, 1, pp. 1-16, (2018); Wilkinson D., Aspinall S., An Exploration of the Term ‘Commercial Awareness’: What it Means to Employers and Students, (2007); Williams M., Buzzeo J., Cockett J., Capuano S., Takala H., (2019)","S. McConnell; Northumbria Law School, Newcastle upon Tyne, United Kingdom; email: siobhan.mcconnell@northumbria.ac.uk","","Routledge","","","","","","09695958","","","","English","Int. J. Leg. Prof.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85161905397"
"Pitan O.S.; Muller C.","Pitan, Oluyomi Susan (57190404406); Muller, Colette (56272971400)","57190404406; 56272971400","Assessment of Strategies for Preparing Graduates for the Disruptive Workplace: Evidence from Nigeria and South Africa","2023","Journal of Teaching and Learning for Graduate Employability","14","1","","15","30","15","2","10.21153/JTLGE2023VOL14NO1ART1576","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158840766&doi=10.21153%2fJTLGE2023VOL14NO1ART1576&partnerID=40&md5=c7244ace7fd1b1ce1227143049438fa8","Department of Arts & Social Science Education, Faculty of Education, Lead City University, Ibadan, Nigeria; School Accounting, Economics and Finance, College of Law and Management Studies, University of KwaZulu-Natal, Durban, South Africa","Pitan O.S., Department of Arts & Social Science Education, Faculty of Education, Lead City University, Ibadan, Nigeria, School Accounting, Economics and Finance, College of Law and Management Studies, University of KwaZulu-Natal, Durban, South Africa; Muller C., School Accounting, Economics and Finance, College of Law and Management Studies, University of KwaZulu-Natal, Durban, South Africa","This study examined the extent to which experiential learning and career guidance activities, as strategies for equipping students with transferable skills, are used by Higher Education (HE) in two African countries, Nigeria and South Africa to prepare students for the volatile labour market. The contributions of the two strategies to students' preparedness for work, after controlling for the possible effects of gender and type of university, were also determined. Perceptions of students (n=865) from six universities in the two countries, on their level of exposure to the two strategies, were analysed. Hierarchical regression was used to control for the influence of gender and type of university, while findings from the two countries were compared using Mann-Whitney U tests. Students from both countries agreed that the two strategies jointly and individually have significant positive influences on their preparedness for work. However, the students alleged that their universities are not exposing them adequately to these strategies. Students from Nigeria believed they are exposed adequately only to experiential learning, while those from South Africa demonstrated inadequate exposure to both strategies. The effects of gender and type of university on students' responses were significant only among South African students. This study has highlighted the extent to which sampled universities adopt the two strategies in preparing their students for work and has offered suggestions on how to address the identified inadequacies in students' exposure to the strategies. Also, results of the differences in students' perceptions have established the role of dominant contextual differences in employability development, which should be acknowledged when making quantitative comparisons in Higher Education between countries. © 2023 Deakin University. All rights reserved.","Career guidance activities; Employability; Experiential Learning; Gender; Hierarchical regression; Higher Education; Mann-Whitney U tests of comparisons; skills; Type of university attended; Transferable","","","","","","","","Al-Harthi H.K., University student perceptions of the relationship between university education and the labour market in Egypt and Oman, Prospects, 41, pp. 535-551, (2011); Amenduni F., Ryymin E., Maetoloa K., Cattaneo A., Facing Disruptive Changes with Informal Workplace Learning Strategies: The Experience of European Companies, Frontiers in Psychology, 13, (2022); Anand R., Kothari S., Kumar N., South Africa: Labor market dynamics and inequality, International Monetary Fund Working Papers, 137, (2016); Bandura A., Caprara G. V., Barbaranelli C., Gerbino M., Pastorelli C., Role of affective selfregulatory efficacy in diverse spheres of psychosocial functioning, Child development, 74, 3, pp. 769-782, (2003); Bridgstock R., Grant-Iramu M., McAlpine A., Integrating career development learning into the curriculum: Collaboration with the careers service for employability, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 56-72, (2019); Student perceptions of employability and inclusive development: South Africa, (2015); Claiborne L., Morrell J., Bandy J., Bruff D., Smith G., Fedesco H., Teaching Outside the Classroom, (2020); Dacre Pool L., Revisiting the CareerEDGE model of graduate employability, Journal of the National Institute for Career Education and Counselling, 44, 1, pp. 51-56, (2020); Dacre Pool L., Qualter P., Sewell P., Exploring the factor structure of the CareerEDGE employability development profile, Education + Training, 56, 4, pp. 303-313, (2014); Donald W.E., Ashleigh M.J., Baruch Y., Students' perceptions of Education and employability: Facilitating career transition from higher education into the labour market, Career Development International, 23(5), 513-540, (2018); Ergun M., Sesen H., A Comprehensive Study on University Students' Perceived Employability: Comparative Effects of Personal and Contextual Factors, SAGE Open, 11, 3, (2021); Fraser C. J., Duignan G., Stewart D., Rodrigues A., Overt and covert: Strategies for building employability skills of vocational education graduates, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 157-172, (2019); Granger R. C., Bazaz P., The Art of Disruption. Creative learning and disruption in the higher education sector, (2018); Garcia-Aracil A., Monteiro S., Almeida L. S., Students' perceptions of their preparedness for transition to work after graduation, Active Learning in Higher Education, 22, 1, pp. 49-62, (2021); Hayes S., Freudenberg B., Delany D., Work-ready graduates for Australian small and medium Accounting firms, Journal of Teaching and Learning for Graduate Employability, 13, 1, pp. 1-19, (2022); Imhonopi D., Urim U. M., Youth employment in Nigeria and the impregnable but artificial walls: The urgency of a new and inclusive country [Paper presentation], XIX World Congress of Sociology, International Sociological Association and Responsibilities, (2018); Jackson D., Tomlinson M., Investigating the relationship between career planning, proactivity and employability perceptions among higher education students in uncertain labour market conditions, Higher Education, 80, 3, pp. 435-455, (2020); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research and Development, 36, 4, pp. 747-762, (2017); Jorre de St Jorre T., Oliver B., Want students to engage? Contextualise graduate learning outcomes and assess for employability, Higher Education Research & Development, 37, 1, pp. 44-57, (2018); Law B., Watts A.G., The dots analysis, (2003); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: what effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Monteiro S., Almeida L., Aracil A.G., Graduates' perceptions of competencies and preparation for labour market transition: the effect of gender and work experience during higher education, Higher Education, Skills and Work-Based Learning, 6, 2, pp. 208-220, (2016); Morris T. H., Experiential learning-a systematic review and revision of Kolb's model, Interactive Learning Environments, 28, 8, pp. 1064-1077, (2020); Muller C, Changes in Labour Market Policy and the Gender Wage Gap among Part-Time and Full-Time Workers in South Africa, Interdisciplinary Journal of Economics and Business Law, 8, 3, pp. 25-51, (2019); Ngwane K., Work-Integrated Learning as a Fundamental Tool to be used for University-Industry Cooperation: A Case of a Selected Higher Education Institution in South Africa, Proceedings of 11th International Technology, Education and Development Conference, pp. 4325-4332, (2017); Ohei K.N., Brink R., Investigating the prevailing issues surrounding ICT graduate employability in South Africa: a case study of a South African university, The Independent Journal of Teaching and Learning, 14, 2, pp. 29-42, (2019); Okay-Somerville B., Scholarios D., Position, possession or process? Understanding objective and subjective employability during university-to-work transitions, Studies in Higher Education, 42, 7, pp. 1275-1291, (2017); Oke A., Fernandes F.A.P., Innovations in Teaching and Learning: Exploring the Perceptions of the Education Sector on the 4th Industrial Revolution (4IR), Journal of Open Innovation: Technology, Market and Complexity, 6, 2, pp. 1-22, (2020); Okolie U.C., Nwajiuba C.A., Binuomote M.A., Ehiobuche C., Igu N.C.N., Ajoke O.S., Career training with mentoring programs in higher education: Facilitating career development and employability of graduates, Education + Training, 62, 3, pp. 214-234, (2020); Okolie U.C., Nwajiuba C.A., Eneje B., Binuomote M.O., Ehiobuche C., Hack-Polay D., A critical perspective on industry involvement in higher education learning: Enhancing graduates' knowledge and skills for job creation in Nigeria, Industry and Higher Education, 35, 1, pp. 61-72, (2021); Oliver B., Tucker, Editorial, Journal of Teaching and Learning for Graduate Employability, 11, 1, (2020); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Oluwajodu F., Blaauw D., Greyling L., Kleynhans E. P., Graduate unemployment in South Africa: Perspectives from the banking sector, SA Journal of Human Resource Management, 13, 1, pp. 1-9, (2015); Ostergaard S.F., Nordlund A.G., The 4 biggest challenges to our higher education model-and what to do about them, World Economic Forum, (2019); Pallant J., SPSS survival manual: A step-by-step guide to data analysis using the SPSS program, (2013); Panchanathan S., How universities can prepare their students for the fourth industrial revolution, (2019); Pitan O.S., Towards enhancing university graduate employability in Nigeria, Journal of Sociology and Social Anthropology, 7, 1, pp. 1-11, (2016); Pitan O.S., Adedeji S.O., Demographic Characteristics as Determinants of Unemployment among University Graduates in Nigeria, Africa Education Review, 13, 3-4, pp. 157-171, (2016); Pitan O.S., Atiku O.S., Structural determinants of students' employability: Influence of career guidance activities, South African Journal of Education, 37, 4, pp. 1-13, (2017); Pitan O.S, Muller C., University reputation and undergraduates' self-perceived employability: mediating influence of experiential learning activities, Higher Education Research & Development, 38, 6, pp. 1269-1284, (2019); Pitan O.S., Muller C., Students' self-perceived employability (SPE): Main effects and interactions of gender and field of study, Higher Education, Skills and Work-Based Learning, 10, 2, pp. 355-368, (2020); Sub-Saharan Africa, (2023); Roberts J., From the editor: The possibilities and limitations of experiential learning research in higher education, Journal of Experiential Education, 41, 1, pp. 3-7, (2018); Seeber M., Framework and operationalisation challenges for quantitative comparative research in higher education, Higher Education Quarterly, 74, 2, pp. 162-175, (2020); Seet P. S., Jones J., Spoehr J., Hordacre A. L., The Fourth Industrial Revolution: the implications of technological disruption for Australian VET, NCVER, (2018); Unemployment rate in Nigeria in the 4th quarter of 2020, by educational level, (2022); Youth graduate unemployment rate increases in Q1: 2019, (2019); Teng W., Ma C., Pahlevansharif S., Turner J.J., Graduate readiness for the employment market of the 4th industrial revolution. The development of soft employability skills, Education + Training, 61, 5, pp. 590-604, (2019); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Walker M., Fongwa S., Universities, Employability and Human Development, (2017); The Future of Jobs Report 2018, (2018)","O.S. Pitan; Department of Arts & Social Science Education, Faculty of Education, Lead City University, Ibadan, Nigeria; email: pitan.oluyomi@lcu.edu.ng","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85158840766"
"Shamsudin A.; Mamat S.N.; Pauzi N.F.M.; Karim M.S.","Shamsudin, Adriana (57577147900); Mamat, Siti Nurulhuda (58046740100); Pauzi, Nur Farahah Mohd (56940581600); Karim, Mohd Syazwan (56939934900)","57577147900; 58046740100; 56940581600; 56939934900","Adapting to Changing Expectations: Accounting Students in the Digital Learning Environment","2023","International Journal of Information and Education Technology","13","1","","166","175","9","3","10.18178/ijiet.2023.13.1.1792","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145901487&doi=10.18178%2fijiet.2023.13.1.1792&partnerID=40&md5=4a80f167368df14f2decd5966f59e3ff","Universiti Teknologi Mara (UiTM), Malaysia","Shamsudin A., Universiti Teknologi Mara (UiTM), Malaysia; Mamat S.N., Universiti Teknologi Mara (UiTM), Malaysia; Pauzi N.F.M., Universiti Teknologi Mara (UiTM), Malaysia; Karim M.S., Universiti Teknologi Mara (UiTM), Malaysia","As a developing nation, Malaysia is looking forward to transforming its direction towards the Industrial Revolution 5.0. Aligned with the transformation process that is mainly driven by the rapid modern industrial transformation, Malaysian education system is faced with a variety of challenges especially in equipping young adults with innovative, digitally literate, and high critical thinking skills to make them future-ready. Additionally, the growing digital world economy has resulted in the loss and transformation of jobs which necessitates the transformation of Malaysian education for future employability. Moreover, the ongoing global COVID-19 pandemic has accelerated the digitalization of the education sector. Hence, this study aims to explore, analyze, and evaluate first-year Bachelor in Accountancy students’ perspectives with regard to their online learning experiences in digitalized classrooms by looking at six dimensions: 1) Self-Directed Learning, 2) Learner Readiness toward Online Learning, 3) Learner Control, 4) Online Communication, 5) Computer/Internet Self-Efficacy, and 6) Motivation for Learning. Using a qualitative research design, online interviews via Google Meet involving 43 first-year students were conducted. The recorded interviews were then transcribed and analyzed using ATLAS.ti 8. The results of the study suggest that online learning has its advantages and disadvantages based on the respondents’ perspectives and experiences. A majority of the respondents reported that they enjoyed online learning and were well prepared for it while some of them perceived online learning as a complicated approach due to some factors. It can be concluded that these students were ready for online learning. © 2023 by the authors.","Digitalized classrooms; educational transformations; first year-students; online learning","","","","","","Universiti Teknologi MARA Melaka Branch, (GDT2022/1-10)","The research was supported by Universiti Teknologi MARA Melaka Branch through TEJA Internal Grant 2022 (GDT2022/1-10).","Langthaler, Bazafkan H., Digitalization, education and skills development in the global south: An assessment of the debate with a focus on sub-Saharan Africa, Austrian Foundation for Development Research, 28, pp. 1-24, (2020); Anaelka A. H., Education 4.0 made simple: Ideas for teaching, International Journal of Education and Literacy Studies, 6, 3, (2018); Rahim M. N., Chandran S. S. C., Investigating EFL students‘ perceptions on e-learning paradigm-shift during Covid-19 pandemic. Elsya, Journal of English Language Studies, 3, 1, pp. 56-66, (2021); Frolova E. V., Rogach O. V., Ryabova T. M., Digitalization of education in modern scientific discourse: New trends and risks analysis, European Journal of Contemporary Education, 9, 2, pp. 313-336, (2020); Heyne S., Gebel M., Education effects on the school-to-work transition in Egypt: A cohort comparison of labor market entrants, Research in Social Stratification and Mobility, 46, (2016); Khan I., Islam M. S., Accounting and auditing through the lens of non-accountants: An emerging economy experience, Asia-Pacific Management Accounting Journal, 15, 2, pp. 65-91, (2020); Muda S., Hussin A. H., Johari H., Sapari J. M., Jamil N., The key contributing factors of non-accounting students‘ failure in the introduction to financial accounting course, Procedia-Social and Behavioral Sciences, 90, pp. 712-719, (2013); Malagwi C. A., Discerning accounting and non-accounting students‘ perceptions in the first course in accounting as a proxy for separate course delivery, Global Perspectives on Accounting Education, 3, pp. 67-91, (2006); Lucas U., Contradictions and uncertainties: Lecturers‘ conceptions of teaching introductory accounting, British Accounting Review, 34, 3, pp. 183-203, (2002); Thoring A., Rudolph D., Vogl R., Digitalization of higher education from a student‘s point of view, EUNIS 2017 — Shaping the Digital Future of Universities, pp. 279-288, (2017); Radina N., Balakina J., Challenges for education during the pandemic: An overview of literature, Mir Rossii, 30, 1, pp. 178-194, (2021); Rahim M. N., Post-pandemic of Covid-19 and the need for transforming education 5.0 in Afghanistan higher education, Utamax: Journal of Ultimate Research and Trends in Education, 3, 1, pp. 29-39, (2021); Petrusevich D. A., Modern trends in the digitalization of education, Journal of Physics: Conference Series, 1691, 1, (2020); Sousa R. D., Karimova B., Gorlov S., Digitalization as a new direction in education sphere, E3S Web of Conferences, 159, (2020); Nesterchuk O. A., Grishin O. E., Chepurnaya A. M., Digitalization as the ‟new normal‖ of higher education, Journal of Physics: Conference Series, 1691, 1, (2020); Rastogi H., Digitalization of education in India — An analysis, International Journal of Research and Analytical Reviews, 6, 1, pp. 1273-1282, (2019); Patil A., Digital transformation in financial services and challenges and opportunities, Conference on Digital Economy and Its Challenges and Opportunities, (2018); Crittenden W. F., Biel I. K., Lovely W. A., Embracing digitalization: student learning and new technologies, Journal of Marketing Education, 41, 1, pp. 5-14, (2019); Subhani H., Khatri M., Understanding the digitalization of education: A literature review, International Journal of Modern, 10, 2, pp. 4412-4418; Tunmibi S., Aregbesola A., Adejobi P., Ibrahim O., Impact of e-learning and digitalization in primary and secondary schools, Journal of Education and Practice, 6, 17, pp. 53-58, (2015); Chiu T. K. F., Digital support for student engagement in blended learning based on self-determination theory, Computers in Human Behavior, 124; Strogetskaya E. V., Betiger I. B., Timofeev A. V., Zamotin M. P., Digitalization of Modern High School in the Perspective of the Paradigm of Smart Education, 437, pp. 605-613, (2020); Perevalov V. D., Novgorodtseva A. N., Sivkova N. I., Korelin A. V., Korelina E. V., Digitalization of Russian higher education: Educational process technologies (experience of universities of the Ural Federal District of Russian Federation), Perspektivy Nauki i Obrazovania, 46, 4, pp. 36-46, (2020); Hung M. L., Chou C., Chen C. H., Own Z. Y., Learner readiness for online learning: Scale development and student perceptions, Computers and Education, 55, 3, pp. 1080-1090, (2010); Benos N., Karagiannis S., Do education quality and spillovers matter? Evidence on human capital and productivity in Greece, Economic Modelling, 54, pp. 563-573, (2016); Herman E., Education‘s impact on the Romanian labour market in the European context, Procedia-Social and Behavioral Sciences, 46, pp. 5563-5567, (2012); Heisig J. P., Gesthuizen M., Solga H., Lack of skills or formal qualifications? New evidence on cross-country differences in the labor market disadvantage of less-educated adults, Social Science Research, (2019); Hall M., Ramsay A., Raven J., Changing the learning environment to promote deep learning approaches in first-year accounting students, Accounting Education, 13, 4, pp. 489-505, (2004); Lloyd C. B., Abbey A., To Non-accounting Majors, 2, 2, pp. 23-30, (2009); Yong S., A reflective commentary about teaching international non-accounting postgraduates amid COVID-19, Pacific Accounting Review, 33, 5, pp. 616-624, (2021); Salem M. S. M., The Journal of Human Resource and Adult Learning, 9, 2, (2013); Dawkins M. T., The future of accounting education, The CPA Journal, (2021); Ibrahim S. N. S., Shamsudin A., Ibrahim M. T., Jaaffar M. Y., Abdullah S., Bani H., Voluntary disclosure of digitalisation-related information by malaysian public listed companies, Management and Accounting Review, 21, 1, pp. 151-180, (2022); Mohd Ali N. A., Shafii Z., Shahimi S., Competency model for Shari‘ah auditors in Islamic banks, Journal of Islamic Accounting and Business Research, 11, 2, pp. 377-399, (2020); Cresswell J. W., Qualitative Inquiry and Research Design: Choosing among Five Approaches, (2007); Yin R. K., Case Study Research Design and Methods, (2014); Mohd Pauzi N. F., Bustamam K. S., Shamsudin A., Roslan N., Ahmad K., Karim M. S., Accounting graduates‘ mindset towards career in auditing profession, International Journal of Academic Research in Accounting, Finance and Management Sciences, 11, 3, pp. 364-376","A. Shamsudin; Universiti Teknologi Mara (UiTM), Malaysia; email: Adriana416@uitm.edu.my","","International Journal of Information and Education Technology","","","","","","20103689","","","","English","Int. J. Inf.  Educ. Technol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85145901487"
"Tran L.T.; Tan G.; Bui H.; Rahimi M.","Tran, Ly Thi (35335429400); Tan, George (57189639323); Bui, Huyen (57219381996); Rahimi, Mark (56903767700)","35335429400; 57189639323; 57219381996; 56903767700","International graduates on temporary post-graduation visas in Australia: Employment experiences and outcomes","2023","Population, Space and Place","29","1","e2602","","","","2","10.1002/psp.2602","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135857162&doi=10.1002%2fpsp.2602&partnerID=40&md5=18a9b7945289472863f8c97801c97d08","Research for Educational Impact, Strategic Research Centre in Education, Deakin University, Geelong, Australia; Northern Institute, Charles Darwin University, Casuarina, Australia","Tran L.T., Research for Educational Impact, Strategic Research Centre in Education, Deakin University, Geelong, Australia; Tan G., Northern Institute, Charles Darwin University, Casuarina, Australia; Bui H., Research for Educational Impact, Strategic Research Centre in Education, Deakin University, Geelong, Australia; Rahimi M., Research for Educational Impact, Strategic Research Centre in Education, Deakin University, Geelong, Australia","While a growing body of literature focuses on international students, their post-study experiences and employment outcomes when they are on temporary graduate visas in the host country are under-researched. The article addresses this critical gap by investigating international graduates' employment experiences and outcomes. It is derived from a study that includes 50 in-depth interviews with employers, graduates and related stakeholders, and a survey with 1156 international graduates from 35 Australian universities. The study widens the lens of the discourse around international student graduates operating in a labour market which is overgeneralised by high-skilled and low/unskilled segments. It shows that international graduates engage with a complex labour market which can see them work in or out of their professional disciplines in multiple forms of full-time, part-time, and casual jobs. In particular, the findings indicate that international graduates on post-graduation visas who studied Information and Technology are more likely to secure employment in their field of study and spend less time to gain the first job in their area of expertise than those in Business and Engineering. This finding underscores the various effects of the structural conditions in different industries on international graduates' employability. The study also provides substantial insights into the increased vulnerability, deskilling, and precarity experienced by international graduates as migrant workers on temporary visas in the host country. It highlights a concern not only for the students, who place a premium on the acquisition of work experience, but also for host institutions and key destination countries and their delivery on promise in such a competitive international education market. © 2022 The Authors. Population, Space and Place published by John Wiley & Sons Ltd.","employment outcomes; graduate employability; host country; international education; international graduates; international students; post-study work; temporary visas","Australia; education; employment; labor market; stakeholder; student; survey; university sector","","","","","Australian University Librarians; Deakin University","We would like to acknowledge the very helpful comments from the Reviewers, which help us significantly improve the article, and the valuable contributions of the participants to the study. Open access publishing facilitated by Deakin University, as part of the Wiley - Deakin University agreement via the Council of Australian University Librarians.","2016 Census of Population and Housing, (2016); Employee earning and hours, (2018); Australian Census and Temporary Entrants Integrated Dataset (ACTEID) 2016, (2019); Graduate outcomes survey 2018, (2019); (2020); Ballarino G., Bratti M., Field of study and university graduates' early employment outcomes in Italy during 1995–2004, Labour, 23, 3, pp. 421-457, (2009); Berquist B., Hall R., Morris-Lange S., Shields H., Stern V., Tran L., (2019); Birrell B., Migration: The Australian experience, Immigration regulation in Federal states, pp. 139-158, (2014); Blackmore J., Gribble C., Farrell L., Rahimi M., Arber R., Devlin M., (2014); Blackmore J., Gribble C., Rahimi M., International education, the formation of capital and graduate employment: Chinese accounting graduates' experiences of the Australian labour. market, Critical Studies in Education, 58, 1, pp. 69-88, (2017); Brotherhood T., Consolidating regulatory and personal accounts of student migration: A mixed methods study in the UK and Japan, Globalisation, Societies and Education, pp. 1-22, (2021); Cai Y., Graduate employability: A conceptual framework for understanding employers' perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Cai Y., Mehari Y., The use of institutional theory in higher education research, Theory and Method in Higher Education Research, 1, pp. 1-25, (2015); Campbell I., Tham J.C., Labour market deregulation and temporary migrant labour schemes: An analysis of the 457 visa program, Australian Journal of Labour Law, 25, 3, (2013); Chew J., (2019); Clemens E.S., Cook J.M., Politics and institutionalism: Explaining durability and change, Annual Review of Sociology, 25, pp. 441-466, (1999); Coffey J., Farivar F., Cameron R., The job seeking experiences of international graduates in the host country: Australia's lost opportunity? The, International Journal of Human Resource Management, 32, 4, pp. 846-870, (2021); Collins F.L., Ho K.C., Ishikawa M., Ma A.H.S., International student mobility and after-study lives: The portability and prospects of overseas education in Asia, Population, Space and Place, 23, 4, (2017); Creswell J.W., A concise introduction to mixed methods research, (2014); Csizmadia T., Enders J., Westerheijden D., Quality management in Hungarian higher education: Organisational responses to governmental policy, The International Journal of Higher Education and Educational Planning, 56, 4, pp. 439-455, (2008); Davies S., Aurini J., Rethinking ‘macro’ and ‘meso’ levels of new institutional analysis: the case of international education corporations, The Impact of Comparative Education Research on Institutional Theory, pp. 121-136, (2006); Davies S., Guppy N., Fields of study, college selectivity, and student inequalities in higher education, Social Forces, 75, 4, pp. 1417-1438, (1997); Denzin N.K., Lincoln Y.S., Handbook of qualitative research, (2000); (2018); Dimaggio P.J., Powell W.W., The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields, American Sociological Review, 48, 2, (1983); (2019); (2019); Hawthorne L., Attracting and retaining international students as skilled migrants, High-Skilled Migration, pp. 195-221, (2018); Hodgson G.M., What are institutions?, Journal of Economic Issues, 40, 1, pp. 1-25, (2006); Huang R., Turner R., International experience, universities support and graduate employability–perceptions of Chinese international students studying in UK universities, Journal of Education and Work, 31, 2, pp. 175-189, (2018); Jackling B., De Lange P., Do accounting graduates' skills meet the expectations of employers? A matter of convergence or divergence, Accounting Education, 18, 4-5, pp. 369-385, (2009); Lai S.L., Pham H.H., Le A.V., Toward sustainable overseas mobility of Vietnamese students: Understanding determinants of attitudinal and behavioral loyalty in students of higher education, Sustainability, 11, 2, pp. 1-17, (2019); Lewis P., Withers G., Abelson P., (2015); McKinnon M., The absence of evidence of the effectiveness of Australian gender equity in STEM initiatives, Australian Journal of Social Issues, (2020); Merriam S.B., Qualitative research and case study applications in education, (1998); Norton A., Cherastidtham I., Mackey W., (2016); (2016); Pop O.M., Leroi-Werelds S., Roijakkers N., Andreassen T.W., Institutional types and institutional change in healthcare ecosystems, Journal of Service Management, 29, pp. 593-614, (2018); Robertson S., Runganaikaloo A., Lives in limbo: Migration experiences in Australia's education–migration nexus, Ethnicities, 14, 2, pp. 208-226, (2014); Sassler S., Glass J., Levitte Y., Michelmore K.M., The missing women in STEM? Assessing gender differentials in the factors associated with transition to first jobs, Social Science Research, 63, pp. 192-208, (2017); Sa C.M., Sabzalieva E., The politics of the great brain race: Public policy and international student recruitment in Australia, Canada, England and the USA, Higher Education, 75, 2, pp. 231-253, (2018); Scott W.R., Institutional theory, Encyclopedia of social theory, pp. 408-414, (2005); Scott W.R., Institutions and organizations: Ideas and interests, (2008); Sondhi G., King R., Gendering international student migration: an Indian case-study, Journal of Ethnic and Migration Studies, 43, 8, pp. 1308-1324, (2017); Spinks H., Overseas students: Immigration policy changes 1997–2015. Department of Parliamentary Services, Parliamentary Library Research Paper Series, pp. 2015-2016, (2016); Stojanova H., Blaskova V., The role of graduates' field of study and its impact on the transition to working life, Procedia Economics and Finance, 12, pp. 636-643, (2014); Tan G., Hugo G., The transnational migration strategies of Chinese and Indian students in Australia, Population, Space and Place, 23, (2017); Tashakkori A., Teddlie C., Handbook of mixed methods in social and behavioral research, (2003); (2019); Tran L.T., Teaching international students in vocational education and training: New pedagogical approaches, (2013); Tran L.T., Teaching and engaging international students: People-to-people empathy and people-to-people connections, Journal of International Students, (2020); Tran L.T., Bui H., Tan G., Rahimi M., Post-graduation work visas and loopholes: Insights into support provision for international graduates from the perspectives of migration agents, universities, and international graduates, Evaluation Review, (2022); Tran L.T., Phan H., Tan G., Rahimi M., ‘I changed my strategy and looked for jobs on Gumtree’: The ecological circumstances and international graduates’ agency and strategies to navigate the Australian labour market, Compare: A Journal of Comparative and International Education, (2020); Tran L., Rahimi M., Tan G., (2019); Tran L.T., Rahimi M., Tan G., Dang X.T., Le N., Post-study work for international graduates in Australia: Opportunity to enhance employability, get a return on investment or secure migration, Globalisation, Societies and Education, 18, 5, pp. 495-510, (2020); Tran L.T., Soejatminah S., ‘Get foot in the door’: International students’ perceptions of work-integrated learning, British Journal of Educational Studies, 64, 3, pp. 337-355, (2016); Tran L.T., Soejatminah S., Integration of work experience and learning for international students: From harmony to inequality, Journal of Studies in International Education, 21, 3, pp. 261-277, (2017); Unni J., Skill gaps and employability: Higher education in India, Journal of Development Policy and Practice, 1, 1, pp. 18-34, (2016); (2019); (2019); Temporary migrant workers in Australia: Issues paper, UNSW, (2015); Valentine G., ‘Tell me about…: Using interviews as a research methodology’, Methods in Human Geography, pp. 110-127, (2005); Walters D., A comparison of the labour market outcomes of postsecondary graduates of various levels and fields over a four-cohort period, The Canadian Journal of Sociology, 29, 1, pp. 1-27, (2004); Winchester H., Qualitative research and its place in Human Geography, Qualitative Methods in Human Geography, (2005); Yan K., Berliner D.C., An examination of individual level factors in stress and coping processes: Perspectives of Chinese international students in the United States, Journal of College Student Development, 52, 5, pp. 523-542, (2011); Ziguras C., Law S.F., Recruiting international students as skilled migrants: The global ‘skills race’ as viewed from Australia, Globalisation, Societies and Education, 4, 1, pp. 59-76, (2006)","L.T. Tran; Research for Educational Impact, Strategic Research Centre in Education, Deakin University, Australia; email: ly.tran@deakin.edu.au","","John Wiley and Sons Ltd","","","","","","15448444","","","","English","Popul. Space Place","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85135857162"
"Amegah A.","Amegah, Alice (57869675300)","57869675300","‘Business without social responsibility is business without morality’: employer engagement in upper secondary technical and vocational education and training schools in Ghana","2023","Journal of Vocational Education and Training","75","2","","391","415","24","2","10.1080/13636820.2021.1879904","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132759856&doi=10.1080%2f13636820.2021.1879904&partnerID=40&md5=4a1b1835dbe765ca8c88c3b651dc16a2","Department of Education, University of Oxford, Oxford, United Kingdom","Amegah A., Department of Education, University of Oxford, Oxford, United Kingdom","Technical and vocational education and training (TVET) have both an educational and professional function. Although employer engagement is necessary to execute the latter function effectively, employer engagement remains a problem for most TVET institutions. This research investigates employer engagement in upper secondary TVET schools in Ghana. The analysis of this paper is based on existing employer engagement literature and empirical data collected through semi-structured interviews with three employers, two headmasters and two policymakers. The analysis reveals two key themes: ‘Not engaging with Upper Secondary TVET Schools’, which discusses how some multinational food and consumer products manufacturing industries did not engage with upper secondary TVET schools, and ‘Engaging with Upper Secondary TVET Schools’, which discusses seven identified employer engagement activities. Overall, the findings are worrying and, if not rectified, will render upper secondary TVET school learners disadvantaged in advanced technical, technological and employability skills desirable in the labour market. To rectify these concerns, the Government of Ghana should establish and implement a robust national employer engagement-oriented education framework. Second, there is an urgent need for further empirical qualitative and quantitative research in Ghana to inform the design and implementation of a national employer engagement in education framework. © 2021 The Vocational Aspect of Education Ltd.","employer engagement; Ghana; secondary TVET schools; skills development; technical and vocational education and training (TVET)","","","","","","German Development Agency; World Bank Group, WBG; Asian Development Bank, ADB; Japan International Cooperation Agency, JICA; Deutsche Gesellschaft für Internationale Zusammenarbeit, GIZ","Upper secondary TVET schools are different from other secondary level school-based TVET providers in Ghana. For example, unlike other technical-vocational institutes like the that National Vocational Training Institutes (NVTIs) that prepare students for artisan trades in the informal sector (UNESCO-UNEVOC ), upper secondary TVET schools are the primary routes to technical universities and, in some cases, the labour market (Oketch ). Thus, after completing an upper secondary TVET school successfully (passing all necessary examinations), students can receive two certifications. The first is the West Africa Senior School Certificate Examination (WASSCE) or the Technical Examination Unit Certificate II, which technical universities accept for admissions. The second is the National Board for Professional and Technician Examination Certificate (NABPTEC), which some employers recognise for employment (UNESCO-UNEVOC ). The strength of dual certification in TVET is what Winch () articulates as ‘TVET training and qualifications have dual value; as passports through education and as accreditation in the labour market’. Moreso, to increase and widen access to TVET opportunities for Ghanaian youth especially school-dropouts, young women and persons with disabilities, the Government of Ghana with the support of multilateral agencies like the World Bank and African Development Bank and other development agencies including Japan International Cooperation Agency (JICA) and the German Development Agency (GIZ) continue to implement short-term and long-term TVET projects such as the ‘Youth Inclusive Entrepreneurial Development Initiative for Employment (YIEDIE), the Ghana TVET Voucher Project, and the Apprenticeship to Entrepreneurship Project implemented by the National Board for Small Scale Industries (NBSSI)’ (Dadzie, Fumey, and Namara , 28). ","Allison J., Gorringe S., Lacey J., Building Learning Communities: Partnerships, Social Capital and VET Performance, (2006); Ansah S.K., Reform of Educational Systems in Ghana: The Case of Polytechnic Education, Journal of Education and Practice, 3, 16, pp. 136-141, (2012); Arthur-Mensah N., Alagaraja M., Exploring Technical Vocational Education and Training Systems in Emerging Markets: A Case Study on Ghana, European Journal of Training and Development, 37, 9, pp. 835-850, (2013); Bolli T., Caves K.M., Renold U., Buergi J., Beyond Employer Engagement: Measuring Education-Employment Linkage in Vocational Education and Training Programmes, Journal of Vocational Education and Training, 70, 4, pp. 1-40, (2018); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Why Does Employer Engagement Matter? A Tool Kit for Managing Employer Activities in Schools and Colleges, (2014); Chankseliani M., Keep E., Wilde S., People and Policy: A Comparative Study of Apprenticeship across Eight National Contexts, (2017); Cohen L., Manion L., Morrison K., Research Methods in Education, (2007); National TVET Strategic Plan, (2016); Dadzie C.E., Fumey M., Namara S., Youth Employment Programs in Ghana Options for Effective Policy Making and Implementation, (2020); Darvas P., Palmer R., Demand and Supply of Skills in Ghana: How Can Training Programs Improve Employment and Productivity?, (2014); Deloitte L.L.P., Deloitte Volunteer Impact Survey, (2011); Etikan I., Bala K., Sampling and Sampling Methods, Biometric&Biostatistics International Journal, 5, 6, pp. 1-3, (2017); Ferns S., Russell L., Kay J., Enhancing Industry Engagement with Work-Integrated Learning: Capacity Building for Industry Partners, Asia-Pacific Journal of Cooperative Education, 17, 4, pp. 363-375, (2016); Foster P.J., The Vocational School Fallacy in Development Planning, Education and Economic Development, pp. 142-166, (1966); Foster R., Greevy H., Johnson C., Sanders-Earley A., Tweddle M., Employer Engagement and Capacity to Support T Level Industry Placements, (2018); Frazer G., Learning the Master’s Trade: Apprenticeship and Human Capital in Ghana, Journal of Development Economics, 81, 2, pp. 259-298, (2006); Gyimah-Brempong K., Education in Ghana Access, Quality and Prospect for Reforms, The Economy of Ghana Sixty Years after Independence, 15, pp. 583-605, (2017); Harris M., Chisholm C., Burns G., Using the Knowledge Transfer Partnership Approach in Undergraduate Education and Practice‐based Training to Encourage Employer Engagement, Education + Training, 55, 2, pp. 174-190, (2013); Huddleston P., Su-Ann O., The Magic Roundabout: Work‐related Learning within the 14–19 Curriculum, Oxford Review of Education, 30, 1, pp. 83-103, (2004); Huddleston P., Su-Ann O., The Magic Roundabout: Work-Related Learning within the 14-19 Curriculum, Oxford Review of Education, 30, 1, pp. 83-103, (2007); Ismail S., Mohamad M.M., Omar N., Heong Y.M., Kiong T.T., A Comparison of the Work-Based Learning Models and Implementation in Training Institutions, Procedia - Social and Behavioral Sciences, 204, 2015, pp. 282-289, (2015); Jones S., Mann A., Morris K., The ‘Employer Engagement Cycle’ in Secondary Education: Analysing the Testimonies of Young British Adults, Journal of Education and Work, 29, 7, pp. 834-856, (2015); Kashefpakdel E., (2019); Kashefpakdel E.T., Percy C., Career Education that Works: An Economic Analysis Using the British Cohort Study, Journal of Education and Work, 30, 3, pp. 217-234, (2017); Kean O., Professional Development through School Governance, (2019); Laczik A., Mayhew K., Labour Market Developments and Their Significance for VET in England: Current Concerns and Debates, Research in Comparative & International Education, 10, 4, pp. 558-575, (2015); Lee K., “Investigating How Benefits of an Industry-School Partnership Vary between Industry Sectors.”, pp. 8-23, (2019); Lumley-Sapanski A., Callahan N.J., Mutual Benefit: How Vocational Training Programs Utilize Employer Engagement and Refugee Strengths to Facilitate Integration, Social Sciences, 8, 5, (2019); Mann A., Stanley J., Louise A., Introduction, Understanding Employer Engagement in Education: Theories and Evidence, pp. 1-247, (2014); Mann A., Virk B., Profound Employer Engagement in Education: What It Is and Options for Scaling It Up, (2014); Mann A., Rehill J., Kashefpakdel E., Employer Engagement in Education: Insights from International Evidence for Effective Practice and Future Research, (2018); Milio S., Garnizova E., Shkreli A., Assessment Study of Technical and Vocational Education and Training (TVET) in Myanmar, ILO Asia-Pacific Working Paper Series, (2014); Education Strategic Plan 2010–2020, (2012); Report on Basic Statistics and Planning Parameters for Senior High Schools in Ghana-2017/2018, (2018); Musset P., Kurekova L.M., Working It Out: Career Guidance and Employer Engagement, OECD Education Working Papers, (2018); Odora R.J., Employers’ Perceptions regarding the Quality of Technical Education and Training in Southern Africa : A Case of the Botswana Technical Education Programme, Journal for New Generation Sciences, 9, 2, pp. 87-100, (2011); Engaging Employers in Apprenticeship Opportunities: Making It Happen Locally, (2017); Okae-Adjei S., Public Perception Towards Technical and Vocational Education and Training (TVET) in Ghanaian Polytechnics, Asian Research Journal of Arts & Social Sciences, 2, 3, pp. 1-10, (2017); Oketch M.O., To Vocationalise or Not to Vocationalise? Perspectives on Current Trends and Issues in Technical and Vocational Education and Training (TVET) in Africa, International Journal of Educational Development, 27, 2007, pp. 220-234, (2007); Percy C., Mann A., School-Mediated Employer Engagement and Labour Market Outcomes for Young Adults: Wage Premia, NEET Outcomes and Career Confidence, Understanding Employer Engagement in Education : Theories and Evidence, pp. 205-235, (2014); Percy C., “Insiders or Outsiders, Who Do You Trust?” Engaging Employers in School-Based Career Activities, pp. 187-201, (2018); Perrin D., Lucas M., Minton A., Work-Based Learning Futures, Work-Based Learning Futures Conference, pp. 53-64, (2007); Phillips R., The Politics of History: Some Methodological and Ethical Dilemmas in Élite-based Research, British Educational Research Journal, 24, 1, pp. 5-19, (1998); Priest S., What Is Social Capital and How Can Vocational Education and Training Help Develop It?, Paper presented at the Australian Learning Communities Network, pp. 27-28, (2008); Rageth L., Renold U., The Linkage between the Education and Employment Systems: Ideal Types of Vocational Education and Training Programs, Journal of Education Policy, pp. 1-26, (2019); Remington T.F., Public-Private Partnerships in TVET: Adapting the Dual System in the United States, Journal of Vocational Education & Training, 70, 4, pp. 497-523, (2018); Renold U., Rageth L., Caves K., Buergi J., Theoretical and Methodological Framework for Measuring the Robustness of Social Institutions in Education and Training, KOF Working Papers, (2019); Rhodri T., Parsons D., Barry J., Rowe V., Employer Co-Funded Training in the UK: Current Practice and Policy Considerations, Education and Training, 49, 2, pp. 112-125, (2007); Stanley J., Mann A., A Theoretical Framework for Employer Engagement, Understanding Employer Engagement in Education: Theories and Research, pp. 36-52, (2014); Stasz C., Stern D., Work-Based Learning for Students in High Schools and Community Colleges, Centerpoint, 1, pp. 1-13, (1998); World TVET Database Ghana, (2016); Warwick D., Linking Schools and Industry, (1989); Webster N., Sausner E., A Focused Analysis of TVET: Unique Opportunities and Strategies for Investing in and Engaging Youth in Nicaraguan Society, Journal of Vocational Education & Training, 69, 4, pp. 451-472, (2017); Wheelahan L., The Problem with CBT (And Why Constructivism Makes Things Worse), Journal of Education and Work, 22, 3, pp. 227-242, (2009); Wilson A., Hicks F., Volunteering-The Business Case: The Benefits of Corporate Volunteering Programmes in Education, (2010); Winch C., Education, Work, and Social Capital : Towards a New Conception of Vocational Training, (2000); Winch C., The Attractiveness of TVET, Revisiting Global Trends in TVET: Reflections on Theory and Practice, pp. 85-122, (2013); Wojcichowsky A., Needs Assessment of the TVET System in Ghana as It Relates to the Skill Gaps that Exist in the Extractive Sector, (2016); Woldetsadik D.A., Lumadi M.W., Missing Link: Partnership of Technical Vocational Education and Training (TVET) Colleges and Industries in Addis Ababa, Journal of Economics, 6, 1, pp. 74-78, (2015)","A. Amegah; Department of Education, University of Oxford, Oxford, United Kingdom; email: aa2052@cam.ac.uk","","Routledge","","","","","","13636820","","","","English","J. Vocat. Educ. Train.","Article","Final","","Scopus","2-s2.0-85132759856"
"D’Silva S.M.; Pugh S.L.","D’Silva, Sinead Marian (57256653600); Pugh, Samantha Louise (7005573595)","57256653600; 7005573595","The role of emotional geography in graduate transitions from higher education in England; [Entreposage ambivalent, générosité multiscalaire et difficultés de/pour la consommation courante]; [El papel de la geografía emocional en las transiciones de graduados desde la educación superior en Inglaterra]","2023","Social and Cultural Geography","24","5","","814","830","16","0","10.1080/14649365.2021.1975163","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114796262&doi=10.1080%2f14649365.2021.1975163&partnerID=40&md5=17f0a898b29cf41ffd20f21086c38803","School of Physics and Astronomy, University of Leeds, Leeds, United Kingdom; Instituto de Ciências Sociais da Universidade de Lisboa, Lisbon, Portugal","D’Silva S.M., School of Physics and Astronomy, University of Leeds, Leeds, United Kingdom, Instituto de Ciências Sociais da Universidade de Lisboa, Lisbon, Portugal; Pugh S.L., School of Physics and Astronomy, University of Leeds, Leeds, United Kingdom","This paper presents the ways in which students from a Science, Technology Engineering and Mathematics (STEM) discipline at a Northern Urban English university narrate their decisions as they navigate their transition from degrees to their career futures. Contrary to the managerial expectations of universities and policy that students ‘fill the STEM skills gap’, the process through which students and graduates make decisions about their future trajectories includes responding to concerns brought about by personal and social factors of influence, one of which is place relating to their emotional relationship with past, present and future geographical location. This paper aims to make two inter-related arguments: Firstly, that geography can act as a determining, emotional factor of influence in the decision-making process of young people during the process of transitioning from their degrees. Secondly, the subsequent movement in spatial terms is an attempt to influence as well as construct their own futures, whether or not this is the ‘right’ decision. Employment futures of young people must take into account the ways in which this manifests to better understand the decision-making process. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","geographies of higher education; geographies of work; Graduate employability; stem skills gap; youth and employment in society; youth futures","England; United Kingdom; employment; higher education; human geography; skilled labor; student; young population","","","","","","","Allen K., Hollingworth S., “Sticky subjects” or “Cosmopolitan Creatives”? Social class, place and urban young people’s aspirations for work in the knowledge economy, Urban Studies, 50, 3, pp. 499-517, (2013); Archer M., Decoteau C., Gorski P., Little D., Porpora D., Rutzou T., Smith C., Steinmetz G., Vandenberghe F., pp. 4-9, (2016); Archer M.S., Structure, agency and the internal conversation, (2003); Archer M.S., Making our way through the world: Human reflexivity and social mobility, (2007); Archer M.S., The reflexive imperative in late modernity, (2012); Archer M.S., Morphogenesis versus structuration: On combining structure and action, British Journal of Sociology, 61, pp. 225-252, (2010); Ashton D., Maguire M., Spilsbury M., Restructuring the labour market: The implications for youth, (1990); Baker Z., Reflexivity, structure and agency: Using reflexivity to understand further education students’ higher education decision-making and choices, British Journal of Sociology of Education, 40, 1, pp. 1-16, (2019); Beech S.E., Negotiating the complex geographies of friendships overseas: Becoming, being and sharing in student mobility, Geoforum, 92, pp. 18-25, (2018); Success as a knowledge economy: Teaching excellence, social mobility and student choice, (2016); Brooks R., The construction of higher education students in English policy documents, British Journal of Sociology of Education, 39, 6, pp. 745-761, (2018); Brooks R., Gupta A., Jayadeva S., Abrahams J., Students’ views about the purpose of higher education: A comparative analysis of six European countries, Higher Education Research and Development, pp. 1-14, (2020); Brown P., Hesketh A., Williams S., Employability in a knowledge-driven economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Chatterton P., University students and city centres - the formation of exclusive geographies. The case of Bristol, UK, Geoforum, 30, 2, pp. 117-133, (1999); Chatterton P., The student city: An ongoing story of neoliberalism, gentrification, and commodification introduction: The student city grows up, Environment and Planning A, 42, 3, pp. 509-514, (2010); Chatterton P., Goddard J., The response of higher education institutions to regional needs, European Journal of Education, 35, 4, pp. 475-496, (2003); Christie F., The reporting of university league table employability rankings: A critical review, Journal of Education and Work, 30, 4, pp. 403-418, (2017); Cranmer S., Enhancing graduate employability: Best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Crilly E., Many believe ‘Physics is hard’ - You succeeded !! What are the factors of success?’ Oral Bites B, August, VICEPHEC conference, (2018); D'Silva S., Pugh S., Transitioning from higher education: Stories from students in a STEM discipline, Understanding contemporary issues in higher education, (2020); Donnelly M., Evans C., Framing the geographies of higher education participation: Schools, place and national identity, British Educational Research Journal, 42, 1, pp. 74-92, (2016); Duke-Williams O., The geographies of student migration in the UK, Environment and Planning A, 41, 8, pp. 1826-1848, (2009); Faggian A., Mccann P., Universities, agglomerations and graduate human capital mobility, Tijdschrift Voor Economische En Sociale Geografie, 100, 2, pp. 210-223, (2009); Farenga S.A., Quinlan K.M., (2016); Machin S., Vignoles A., What’s the good of education?: The economics of education in the UK, (2018); Mayhew K., Deer C., Dua M., The move to mass higher education in the UK: Many questions and some answers, Oxford Review of Education, 30, 1, pp. 65-82, (2004); Millot B., International rankings: Universities vs. higher education systems, International Journal of Educational Development, 40, pp. 156-165, (2015); Moreau M.P., Leathwood C., Graduates’ employment and the discourse of employability: A critical analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); Naidoo R., Jamieson I., Empowering participants or corroding learning? Towards a research agenda on the impact of student consumerism in higher education, Journal of Education Policy, 20, 3, pp. 267-281, (2005); Naidoo R., Williams J., The neoliberal regime in English higher education: Charters, consumers and the erosion of the public good, Critical Studies in Education, 56, 2, pp. 208-223, (2015); Nakazawa T., Expanding the scope of studentification studies, Geography Compass, 11, 1, pp. 1-13, (2017); Olssen M., Peters M.A., Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism, Journal of Education Policy, 20, 3, pp. 313-345, (2005); Patiniotis J., Holdsworth C., “Seize that chance!” Leaving home and transitions to higher education, Journal of Youth Studies, 8, 1, pp. 81-95, (2005); Prazeres L., International and intra-national student mobility: Trends, motivations and identity, Geography Compass, 7, 11, pp. 804-820, (2013); Sin C., Neave G., Employability deconstructed: perceptions of Bologna stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016)","S.M. D’Silva; University of Leeds, Leeds, United Kingdom; email: sinead.dsilva@gmail.com","","Routledge","","","","","","14649365","","","","English","Soc. Cult. Geogr.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85114796262"
"Sambell R.; Andrew L.; Devine A.; Darby J.; Beatty S.; Godrich S.","Sambell, Ros (57208034279); Andrew, Lesley (55506004700); Devine, Amanda (7006200551); Darby, Jill (12775653600); Beatty, Shelley (14053559200); Godrich, Stephanie (56582360100)","57208034279; 55506004700; 7006200551; 12775653600; 14053559200; 56582360100","Opportunities to identify and develop people skills: What university students need early in their degree journey","2023","Journal of Teaching and Learning for Graduate Employability","12","2","","348","365","17","2","10.21153/jtlge2021vol12no2art1481","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147515803&doi=10.21153%2fjtlge2021vol12no2art1481&partnerID=40&md5=515efbc223dd82add33e965ab1c65d55","School of Medical and Health Sciences, Edith Cowan University, Australia","Sambell R., School of Medical and Health Sciences, Edith Cowan University, Australia; Andrew L., School of Medical and Health Sciences, Edith Cowan University, Australia; Devine A., School of Medical and Health Sciences, Edith Cowan University, Australia; Darby J., School of Medical and Health Sciences, Edith Cowan University, Australia; Beatty S., School of Medical and Health Sciences, Edith Cowan University, Australia; Godrich S., School of Medical and Health Sciences, Edith Cowan University, Australia","Employability skills can be categorised as 'people' or 'soft skills' and 'technical' or 'industry specific' skills. Australian employers are increasingly seeking to employ university graduates with well-developed people skills. Evidence from industry suggests these skills, in particular communication skills are lacking in today's graduates. The aim of this study was to raise student awareness of the importance of people skills, assess their perception of personal competence across a range of these skills and support them to develop plans that will help them strengthen these skills in preparation for graduation. An online survey was emailed to 222 first year undergraduate students; 99 were completed. Analysis of quantitative data revealed students perceived themselves to be highly competent across a range of people skills. However, qualitative data found students also identified people skills that they needed to develop further. The study findings suggest that first-year students may have inflated and unrealistic perceptions of their people skills and highlights the importance of the introduction of these employability skills early in the curriculum. Recommendations from this study include the introduction of curriculum activities in the first year of their degree that raise student awareness of industry expectations of people skills upon graduation. The implementation of a people skills self-assessment tool for these students is also recommended as a benchmarking activity. Use of this tool can motivate students to engage with university support and industry opportunities that further strengthen these important skills. © 2023 Deakin University. All rights reserved.","career planning; Employability; first year; people skills; selfassessment; soft skills; student; university","","","","","","","","Abbasi Farhad K., Ali A., Bibi N., Analysis of skill gap for business graduates: managerial perspective from banking industry, Education + Training, 60, 4, pp. 354-367, (2018); Al-Samarraie H., Saeed N., A systematic review of cloud computing tools for collaborative learning: Opportunities and challenges to the blended-learning environment, Computers & Education, 124, pp. 77-91, (2018); Andrade H. L., A Critical Review of Research on Student Self-Assessment [Systematic Review], Frontiers in Education, 4, 87, (2019); Andrew L., Ensuring Equitable Work-Integrated Learning Opportunities for International Students, Journal of University Teaching & Learning Practice, 17, 4, (2020); Bandura A., Self-efficacy in changing societies, (1995); Bruce E., Hamp-Lyons L., Opposing tensions of local and international standards for EAP writing programmes: Who are we assessing for?, Journal of English for Academic Purposes, 18, pp. 64-77, (2015); Campbell M., Russell L., Smith L., McAllister L., Tunny R., Thomson K., Barrett M., A framework for assuring quality in Work Integrated Learning, (2019); Soft skills for business success, (2017); Department of Industry Innovation Climate Change Science Research and Tertiary Education [DIICSRTE]; Core skills for work developmental framework, (2013); Australian Jobs 2019, (2019); Transferability of Skills across Economic Sectors, (2011); Garcia-Perez L., Garcia-Garnica M., Olmedo-Moreno E. M., Skills for a Working Future: How to Bring about Professional Success from the Educational Setting, Education Sciences, 11, 1, (2021); Gawrycka M., Kujawska J., Tomczak M. T., Competencies of graduates as future labour market participants - preliminary study, Economic Research-Ekonomska Istraživanja, 33, 1, pp. 1095-1107, (2020); Gill R., Building employability skills for higher education students: An Australian example, 9, (2018); Green C. A., Tindall-Ford S. K., Eady M. J., School-university partnerships in Australia: a systematic literature review, Asia-Pacific Journal of Teacher Education, 48, 4, pp. 403-435, (2020); Gribble C., Enhancing the employability of international graduates: A guide for Australian education providers, (2015); Griffin M., Coelhoso P., Business students' perspectives on employability skills post internship experience, Higher Education, Skills and Work-Based Learning, 9, 1, pp. 60-75, (2019); Gruzdev M. V., Kuznetsova I. V., Tarkhanova I. Y., Kazakova E. I., University Graduates' Soft Skills: The Employers' Opinion, European journal of contemporary education, 7, 4, pp. 690-698, (2018); Harris-Reeves B., Mahoney J., Brief work-integrated learning opportunities and first-year university students' perceptions of employability and academic performance, Australian Journal of Career Development, 26, 1, pp. 32-37, (2017); Hayes C., Jackson D., Davidson P. M., Daly J., Power T., Pondering practice: Enhancing the art of reflection, J Clin Nurs, 27, 1-2, pp. e345-e353, (2018); Hill M. A., Overton T., Kitson R. R., Thompson C. D., Brookes R. H., Coppo P., Bayley L., They help us realise what we're actually gaining': The impact on undergraduates and teaching staff of displaying transferable skills badges, Active Learning in Higher Education, pp. 1-18, (2020); Hirudayaraj M., First-generation students in higher education: Issues of employability in a knowledge based economy, Online Journal for Workforce Education and Development, 5, 3, (2011); Ibarra-Saiz M. S., Rodriguez-Gomez G., Boud D., Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement, Higher Education, 80, 1, pp. 137-156, (2020); Ishengoma E., Vaaland T. I., Can university-industry linkages stimulate student employability?, Education+ Training, 58, 1, pp. 18-44, (2016); Jackson D., Business Undergraduates' Perceptions of Their Capabilities in Employability Skills:Implications for Industry and Higher Education, Industry and Higher Education, 26, 5, pp. 345-356, (2012); Jackson D., Chapman E., Non-technical skill gaps in Australian business graduates, Education + Training, 54, 2, pp. 95-113, (2012); Jassal K., Clark H., The new learning economy and the rise of the working learner: An anthology of recent evidence, (2016); Levinson E., Stop calling them soft skills, (2020); Mattern K., Radunzel J., Westrick P., Development of STEM Readiness Benchmarks to Assist Educational and Career Decision Making, 3, (2015); McDonald J. H., Handbook of Biological Statistics, (2014); McEachan R., Taylor N., Harrison R., Lawton R., Gardner P., Conner M., Meta-Analysis of the Reasoned Action Approach (RAA) to Understanding Health Behaviors, Annals of Behavioral Medicine, 50, 4, pp. 592-612, (2016); McNair R., Griffiths L., Reid K., Sloan H., Medical students developing confidence and patient centredness in diverse clinical settings: a longitudinal survey study, BMC Medical Education, 16, 1, (2016); Montano D. E., Kasprzyk D., Theory of reasoned action, theory of planned behavior, and the integrated behavioral model, Health behavior: Theory, research and practice, (2015); Munn J., Coutts R. A., Knopke J., Grant A. F., Bartlett E. J., Munn J., The academic skill needs and competency of first year health science students: Views of educators, Journal of Academic Language and Learning, 10, 2, pp. A32-A47, (2016); Pennington A., Stanford J., The future of work for australian graduates: The changing landscape of university employment transitions in Australia, (2019); Future skills and work (Ch. 3), Shifting the Dial: 5 year productivity review, (2017); NVivo qualitative data analysis software, (2018); Qualtrics: Online Survey Software and Insight Platform, (2013); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Employability Skills Self-Assessment Tool, (2015); Sambell R., Devine A., Lo J. S., Lawlis T., Work-integrated learning builds student identification of employability skills: Utilizing a food literacy education strategy, International Journal of Work-Integrated Learning, 21, 1, pp. 63-87, (2020); Sanchez-Caballe A., Gisbert Cervera M., Esteve-Mon F. M., The digital competence of university students: a systematic literature review, Aloma, 38, 1, pp. 63-74, (2020); Scott F. J., Connell P., Thomson L. A., Willison D., Empowering students by enhancing their employability skills, Journal of Further and Higher Education, 43, 5, pp. 692-707, (2019); Sisodia S., Agarwal N., Employability skills essential for healthcare industry, Procedia computer science, 122, pp. 431-438, (2017); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers' perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Suneela E., Soft skills are employability skills; with special reference to communication skills, Journal of Humanities and Social Sciences, 19, 8, pp. 59-61, (2014); Terpstra-Tong J. L. Y., Ahmad A., High school-university disconnect: a complex issue in Malaysia, International Journal of Educational Management, 32, 5, pp. 851-865, (2018); The new basics: Big data reveals the skills young people need for the new work order, (2016); The new basics: The new work mindset: 7 new job clusters to help young people navigate the new work order, (2017); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Work-integrated learning in universities: Final report, (2019); Watts A. G., Career development learning and employability. Learning and employability, Series 2, (2006); Wilson K. L., Murphy K. A., Pearson A. G., Wallace B. M., Reher V. G., Buys N., Understanding the early transition needs of diverse commencing university students in a health faculty: informing effective intervention practices, Studies in Higher Education, 41, 6, pp. 1023-1040, (2016); The Future of Jobs Report 2020, (2020)","R. Sambell; School of Medical and Health Sciences, Edith Cowan University, Australia; email: r.sambell@ecu.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85147515803"
"Ajjawi R.; Boud D.","Ajjawi, Rola (24070153000); Boud, David (10140788900)","24070153000; 10140788900","Changing representations of student achievement: The need for innovation","2023","Innovations in Education and Teaching International","","","","","","","1","10.1080/14703297.2023.2192513","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150841081&doi=10.1080%2f14703297.2023.2192513&partnerID=40&md5=dc24a4c2d7efcbff54305b1133c95dda","Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, Australia; Faculty of Arts and Social Sciences, University of Technology Sydney, Sydney, Australia; Work and Learning Research Centre, Middlesex University, London, United Kingdom","Ajjawi R., Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, Australia; Boud D., Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, Australia, Faculty of Arts and Social Sciences, University of Technology Sydney, Sydney, Australia, Work and Learning Research Centre, Middlesex University, London, United Kingdom","Transcripts and testamurs serve to confirm the award of a degree but offer limited information on what a student can actually do. This conceptual paper considers the problem of how graduate achievements are represented by universities in typically reductive and limited ways that do not enable student achievements and distinctiveness to be communicated to future employers, communities and students themselves. It argues that refinements to existing methods for the design and development of assessment are needed to encompass both university validated and contextualised credentials along with student-constructed portrayals of achievement and personas. Significant change is needed to assessment design, data capture and storage and the ways in which learning outcomes are tracked across a program and over time. Innovations in assessment representation should strengthen employer trust in the value of degrees, student trust in assessment processes and scaffold student agency in curating their employability narratives. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","achievement; Assessment; persona; portfolio; testamur","","","","","","","","Ajjawi R., Bearman M., Boud D., Performing standards: A critical perspective on the contemporary use of standards in assessment, Teaching in Higher Education, 26, 5, pp. 728-741, (2021); Ajjawi R., Boud D., Marshall D., Repositioning assessment-as-portrayal: What can we learn from celebrity and persona studies?, Re-imagining university assessment in a digital world, pp. 65-78, (2020); Bloxham S., Boyd P., Accountability in grading student work: Securing academic standards in a twenty-first century accountability context, British Educational Research Journal, 38, 4, pp. 615-634, (2012); Boud D., Standards-based assessment for an era of increasing transparency, Scaling up assessment for learning in higher education, pp. 19-31, (2017); Boud D., Ajjawi R., The place of student assessment in pursuing employability, Education for employability: Learning for future possibilities, 2, pp. 167-178, (2019); Buchanan J., Harb G., Fitzgerald T., Implementing a teaching performance assessment: An Australian case study, Australian Journal of Teacher Education, 45, 5, (2020); Burgess R., Beyond the honours degree classification: The burgess group final report, (2007); Butler D., Coe S., Field R., McNamara J., Kift S., Brown C., Embodying life-long learning: Transition and capstone experiences, Oxford Review of Education, 43, 2, pp. 194-208, (2017); Cai Y., Graduate employability: A conceptual framework for understanding employers’ perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Clarke J.L., Boud D., Refocusing portfolio assessment: Curating for feedback and portrayal, Innovations in Education and Teaching International, 55, 4, pp. 479-486, (2018); Corliss M.C., Daly A., Lewis P., Is a university degree still a worthwhile financial investment in Australia?, Australian Journal of Education, 64, 1, pp. 73-90, (2020); Dawson P., Cognitive offloading and assessment, Re-imagining university assessment in a digital world, pp. 37-48, (2020); Elias K., Drea C., The co-curricular record: Enhancing a postsecondary education, College Quarterly, 16, 1, (2013); Farrell O., From portafoglio to e-portfolio: The evolution of portfolio in higher education, Journal of Interactive Media in Education, 2020, 1, pp. 1-14, (2020); Flournoy E.L., Bauman L.C., Collaborative assessment: Using self-assessment and reflection for student learning and program development, The Canadian Journal for the Scholarship of Teaching and Learning, 12, 1, (2021); Green T., Parnell A., Comprehensive student record project: Final report AACRAO and NASPA, (2017); Habib L., Wittek L., The portfolio as artifact and actor, Mind, Culture, and Activity, 14, 4, pp. 266-282, (2007); Bringing it all together: introducing the higher education achievement report. The final report of the burgess implementation steering group, (2012); Johinke R., Social production as authentic assessment: Wikipedia, digital writing, and hope labour, Studies in Higher Education, 45, 5, pp. 1015-1025, (2020); Jorre de St Jorre T., Boud D., Johnson E.D., Assessment for distinctiveness: Recognising diversity of accomplishments, Studies in Higher Education, 46, 7, pp. 1371-1382, (2021); Jorre de St Jorre T., Johnson L., Oliver B., Deakin hallmarks: Principles for employability credentials, ASCILITE 2016: Shaping the future of tertiary education: Proceedings of the Australasian Society for Computers in Learning in Tertiary Education 2016 conference, pp. 305-311, (2016); Kohnke L., Jarvis A., Ting A., Digital multimodal composing as authentic assessment in discipline-specific english courses: Insights from ESP learners, TESOL Journal, 12, 3, (2021); Lee N., Loton D., Capstone purposes across disciplines, Studies in Higher Education, 44, 1, pp. 134-150, (2019); Lizcano D., Lara J.A., White B., Aljawarneh S., Blockchain-based approach to create a model of trust in open and ubiquitous higher education, Journal of Computing in Higher Education, 32, 1, pp. 109-134, (2020); Marshall P.D., Henderson N., Political persona 2016 - an introduction, Persona Studies, 2, 2, pp. 1-18, (2016); McGreal R., Olcott D., A strategic reset: Micro-credentials for higher education leaders, Smart Learning Environments, 9, 1, (2022); Miller K.K., Jorre de St Jorre T., Digital micro-credentials in environmental science: An employer perspective on valued evidence of skills, Teaching in Higher Education, pp. 1-17, (2022); Mulcahy D., Re-thinking teacher professional learning: A more than representational account, Reconceptualising professional learning: Sociomaterial knowledges, practices and responsibilities, pp. 52-66, (2014); Nieminen J.H., Bearman M., Ajjawi R., Designing the digital in authentic assessment: Is it fit for purpose?, Assessment & Evaluation in Higher Education, pp. 1-15, (2022); Orr S., Assessment moderation: Constructing the marks and constructing the students, Assessment & Evaluation in Higher Education, 32, 6, pp. 645-656, (2007); Sadler D.R., The futility of attempting to codify academic achievement standards, Higher Education, 67, 3, pp. 273-288, (2014); Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employers’ perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Tran T.T., Is graduate employability the ‘whole-of-higher-education-issue’?, Journal of Education and Work, 28, 3, pp. 207-227, (2015)","R. Ajjawi; Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, 727 Collins Street, Tower 2, Level 13, 3008, Australia; email: rola.ajjawi@deakin.edu.au","","Routledge","","","","","","14703297","","","","English","Innov. Educ. Teach. Int.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85150841081"
"Gao T.","Gao, Tingting (55387965300)","55387965300","Employability of college students in the new digital era: which thinking skills are optimal?","2023","Interactive Learning Environments","31","10","","7029","7039","10","0","10.1080/10494820.2022.2059521","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129155091&doi=10.1080%2f10494820.2022.2059521&partnerID=40&md5=0f7466be2f8994c57e27ed7463ab3a2d","School of Construction Machinery, Chang’an University, Xi’an, China","Gao T., School of Construction Machinery, Chang’an University, Xi’an, China","Research objectives: identify which thinking skills are optimal for employment in the new digital era; determine the impact of digital learning technologies on the development of critical thinking skills of college students, and provide effective recommendations for developing critical thinking skills. The study was conducted among third-year students from Chang'an University in China. Other necessary professional skills have been identified. Analysis of ANCOVA data showed that members of the experimental group successfully completed more tasks on the test (74.71%) than students in the control group (65.90%). In summary, cutting-edge interactive learning technologies can significantly improve students’ critical thinking as compared to the traditional approach to learning. Recommendations for developing critical thinking skills among students have been provided. The findings may be relied upon when developing an action plan to streamline the learning process, so that students’ professional skills may be developed in an effective way. The research findings: provide some knowledge about improving students’ critical thinking skills in a digital interactive environment; can help instructors address this issue, as well as validate the findings of other studies of the positive impact of digital learning technology tools on students’ critical thinking. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","Critical thinking; digital learning; interactive environment; optimal employability skills; professional skills development","","","","","","","","(2021); Ahrari S., Samah B.A., Hassan M.S.H.B., Wahat N.W.A., Zaremohzzabieh Z., Deepening critical thinking skills through civic engagement in Malaysian higher education, Thinking Skills and Creativity, 22, pp. 121-128, (2016); Al-Zou'bi R., The impact of media and information literacy on acquiring the critical thinking skill by the educational faculty’s students, Thinking Skills and Creativity, 39, (2021); Ardianti S., Sulisworo D., Pramudya Y., Raharjo W., The impact of the use of STEM education approach on the blended learning to improve student’s critical thinking skills, Universal Journal of Educational Research, 8, 3B, pp. 24-32, (2020); A'yun Q., Rusilowati A., Lisdiana L., Improving students’ critical thinking skills through the STEM digital book, Journal of Innovative Science Education, 9, 2, pp. 237-243, (2020); Belyakova O.V., Pyrkina N.A., Chuikova E.S., Critical thinking in professional education: Digital options for teachers and learners, International scientific Conference “Digital Transformation of the Economy: Challenges, Trends, New Opportunities”, pp. 783-792, (2021); Beyer B.K., Improving student thinking: A comprehensive approach, (1997); Broadbear J.T., Essential elements of lessons designed to promote critical thinking, Journal of Scholarship of Teaching and Learning, 3, 3, pp. 1-8, (2003); Brodie P., Irving K., Assessment in work-based learning: Investigating a pedagogical approach to enhance student learning, Journal of Assessment & Evaluation in Higher Education, 32, 1, pp. 11-19, (2007); Brunt B.A., Models, measurement, and strategies in developing critical-thinking skills, The Journal of Continuing Education in Nursing, 36, 6, pp. 255-262, (2005); Budimansyah D., Fitriasari S., Development of critical thinking skills through the citizenship education course in the era of industrial Revolution 4.0, Advances in Social Science, Education and Humanities Research, volume 418. 2nd Annual Civic Education Conference (ACEC 2019), pp. 256-261, (2020); Carmichael M., Reid A., Karpicke J.D., Assessing the impact of educational video on student engagement, critical thinking and learning, (2018); Changwong K., Sukkamart A., Sisan B., Critical thinking skill development: Analysis of a new learning management model for Thai high schools, Journal of International Studies, 11, 2, pp. 37-48, (2018); Chen H.L., Chuang Y.C., The effects of digital storytelling games on high school students’ critical thinking skills, Journal of Computer Assisted Learning, 37, 1, pp. 265-274, (2021); Cheung C.K., Jhaveri A.D., Developing students’ critical thinking skills through visual literacy in the new secondary school curriculum in Hong Kong, Asia Pacific Journal of Education, 36, 3, pp. 379-389, (2016); Cottrell S., Critical thinking skills: Effective analysis, argument and reflection, (2017); Fadhlullah A., Ahmad N., Thinking outside of the box: Determining students’ level of critical thinking skills in teaching and learning, Asian Journal of University Education, 13, 2, pp. 51-70, (2017); Gotoh Y., Development of critical thinking with metacognitive regulation, 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016), pp. 353-356, (2016); Hidayati N., Zubaidah S., Suarsini E., Praherdhiono H., Examining the relationship between creativity and critical thinking through integrated problem-based learning and digital mind maps, Universal Journal of Education Research, 7, 9A, pp. 171-179, (2019); Hidayati N., Zubaidah S., Suarsini E., Praherdhiono H., The relationship between critical thinking and knowledge acquisition: The role of digital mind maps-PBL strategies, International Journal of Information and Education Technology, 10, 2, pp. 140-145, (2020); Hursen C., The effect of problem-based learning method supported by web 2.0 tools on academic achievement and critical thinking skills in teacher education, Technology, Knowledge and Learning, 26, 3, pp. 515-533, (2021); Ivanova T., Leontiev D., Osin E., Rasskazova E., Kosheleva N., Contemporary issues in the research of personality resources at work, Organizatsionnaya Psikologiya, 8, 1, pp. 85-121, (2018); Jahn D., Kenner A., Critical thinking in higher education: How to foster it using digital media, The digital turn in higher education, pp. 81-109, (2018); Kang N., Howren C., Teaching for conceptual understanding, Science and Children, 42, 1, pp. 28-32, (2004); Kong S.C., Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy, Computers & Education, 78, pp. 160-173, (2014); Kong S.C., An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support, Computers & Education, 89, pp. 16-31, (2015); 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McLean C.L., Evaluating critical thinking skills: Two conceptualizations, Journal of Distance Education, 20, 2, pp. 1-20, (2005); Murphy S., MacDonald A., Danaia L., Wang C., An analysis of Australian STEM education strategies, Policy Futures in Education, 17, 2, pp. 122-139, (2019); Persky A.M., Medina M.S., Castleberry A.N., Developing critical thinking skills in pharmacy students, American Journal of Pharmaceutical Education, 83, 2, (2019); Rudskoy A.I., Borovkov A.I., Romanov P.I., Kolosova O.V., Ways to reduce risks when building the digital economy in Russia. Educational aspect, Vysshee obrazovanie v Rossii = Higher Education in Russia, 28, 2, pp. 9-22, (2019); Samruayruen B., Enriquez J., Natakuatoong O., Samruayruen K., Self-regulated learning: A key of a successful learner in online learning environments in Thailand, Journal of Educational Computing Research, 48, 1, pp. 45-69, (2013); Scriven M., Paul R., (2007); Thayer-Bacon B.J., Transforming critical thinking: Thinking constructively, (2000); Wong D., Beyond control and rationality: Dewey, aesthetics, motivation and educative experiences, Teachers College Record, 109, 1, pp. 192-220, (2007); Yang Y., Newby T., Bill R., Using Socratic questioning to promote critical thinking skills through asynchronous discussion forums in distance learning environments, The American Journal of Distance Education, 19, 3, pp. 163-181, (2005); Yang Y.T.C., Wu W.C.I., Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study, Computers & Education, 59, 2, pp. 339-352, (2012); Zhou Q., Huang Q., Tian H., Developing students’ critical thinking skills by task-based learning in chemistry experiment teaching, Creative Education, 4, 12, pp. 40-45, (2013)","T. Gao; School of Construction Machinery, Chang’an University, Xi’an, China; email: gaotingting325@chd.edu.cn","","Routledge","","","","","","10494820","","","","English","Interact. Learn. Environ.","Article","Final","","Scopus","2-s2.0-85129155091"
"Szpakowicz D.","Szpakowicz, Dorota (57726764800)","57726764800","Problematising engagement with technologies in transitions of young people identified as ‘Not in Education, Employment or Training’ (NEET) in Scotland","2023","Journal of Youth Studies","26","9","","1200","1218","18","2","10.1080/13676261.2022.2080538","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131298258&doi=10.1080%2f13676261.2022.2080538&partnerID=40&md5=0218eb70bfcf53fe30da20dd883301e9","School of Social Work and Social Policy, University of Strathclyde, Glasgow, United Kingdom","Szpakowicz D., School of Social Work and Social Policy, University of Strathclyde, Glasgow, United Kingdom","Dominant debates and digital upskilling strategies in Scotland have been long underpinned by the notion that engagement with technologies can transform young people’s lives. This paper offers a critique of such dominant understandings and contributes to the scarce research on the impact of technologies on disadvantaged young people’s life chances. It reports on qualitative fieldwork exploring everyday lives, transitions and technology use amongst 22 NEET-identified Scottish young people aged 16–24, drawing on thinking tools from Bourdieu. Findings show that participants followed ‘accelerated’ transitions towards vocational pathways, whilst technologies played a liminal role in making occupational choices. Furthermore, processes underpinning the post-16 transitions policy field were found to strongly shape the young people’s trajectories, directing them towards the least valuable options in terms of work and training. Concurrently, uncertainties about how to navigate the realm of work and perform the self in relation to the labour force constituted a common feature of participants labouring subjectivities and these were reflected in the ways they used technologies while looking for opportunities. However, even when the young people acquired digital employability skills, these had little impact on their transitions as the old social divisions were a much stronger influence. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","digital employability skills; NEET; technologies; theory of practice; young people; youth transitions","adolescent; adult; article; drawing; employability; female; field work; human; human experiment; juvenile; male; NEET status; Scotland; Scotsman; skill; theory-practice relationship; thinking; uncertainty; vocation; workforce","","","","","University of Strathclyde","This work was supported by University of Strathclyde partnership with Capita PhD Scholarship. The author would like to thank participants and the three organisations and their dedicated teams for making this fieldwork possible. The author would also like to thank Daniela Sime and Claire Lightowler, for their ongoing support and invaluable feedback.","Attride-Stirling J., Thematic Networks: An Analytic Tool for Qualitative Research, Qualitative Research, 1, 3, pp. 385-405, (2001); Barkhuizen G., A Narrative Approach to Exploring Context in Language Teaching, ELT Journal, 62, 3, pp. 231-239, (2008); Bourdieu P., Outline of a Theory of Practice, 16, (1977); Bourdieu P., Distinction: A Social Critique of the Judgement of Taste, (1984); Bourdieu P., The Logic of Practice, (1990); Bourdieu P., The Peasant and His Body, Ethnography, 5, 4, pp. 579-599, (2004); Braun V., Clarke V., Successful Qualitative Research: A Practical Guide for Beginners, (2013); Bussi M., Going Beyond Work-First and Human Capital Approaches to Employability: The Added-Value of the Capability Approach, Social Work & Society, 12, 2, pp. 1-15, (2014); Standout skills, BT Skills for Tomorrow, (2021); Clandinin D.J., Connelly F.M., Narrative Inquiry: Experience and Story in Qualitative Research, (2000); Coffey A., Atkinson P., Making Sense of Qualitative Data: Complementary Research Strategies, (1996); Colley H., Hodkinson P., Problems with Bridging the Gap: The Reversal of Structure and Agency in Addressing Social Exclusion, Critical Social Policy, 21, 3, pp. 335-359, (2001); Connolly P., Healy J., Symbolic Violence, Locality and Social Class: The Educational and Career Aspirations of 10–11-Year-Old Boys in Belfast, Pedagogy, Culture and Society, 12, 1, pp. 15-33, (2004); Costa C., Burke C., Murphy M., Capturing Habitus: Theory, Method and Reflexivity, International Journal of Research & Method in Education, 42, 1, pp. 19-32, (2019); Creswell J.W., Qualitative Inquiry and Research Design: Choosing among Five Approaches, (2013); Davies H., Challenging Orthodoxies in Digital Literacy: Young People’s Practices Online, PhD Thesis, (2015); Davies H.C., Learning to Google: Understanding Classed and Gendered Practices When Young People use the Internet for Research, New Media & Society, 20, 8, pp. 2764-2780, (2018); Davies H.C., Redefining Filter Bubbles as (Escapable) Socio-Technical Recursion, Sociological Research Online, 23, 3, pp. 637-654, (2018); Davies H.C., Eynon R., Is Digital Upskilling the Next Generation Our ‘Pipeline to Prosperity’?, New Media & Society, 20, 11, pp. 3961-3979, (2018); Davies H.C., Eynon R., Wilkin S., Neoliberal Gremlins? 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Technology, Inequality and the Political Economy of Hope, (2021); Hine C., Ethnography for the Internet: Embedded, Embodied and Everyday, (2015); Ignatow G., Robinson L., Pierre Bourdieu: Theorizing the Digital, Information, Communication & Society, 20, 7, pp. 950-966, (2017); Lee L., The Impact of Young People's Internet Use on Class Boundaries and Life Trajectories, Sociology, 42, 1, pp. 137-153, (2008); Livingstone S., On the Mediation of Everything: Ica presidential Address 2008, Journal of Communication, 59, 1, pp. 1-18, (2009); MacDonald R., Shildrick T., Biography, History and Place: Understanding Youth Transitions in Teesside, Transitions to Adulthood Through Recession: Youth and Inequality in a European Comparative Perspective, pp. 74-96, (2018); MacDonald R., Shildrick T., Furlong A., In Search of ‘Intergenerational Cultures of Worklessness’: Hunting the Yeti and Shooting Zombies, Critical Social Policy, 34, 2, pp. 199-220, (2014); Matli W., Ngoepe M., Extending the Unified Theory of Acceptance and use of Technology with the Problems of Digital Access to (re)Connect the Disconnected NEETs, Innovation: The European Journal of Social Science Research, pp. 1-20, (2021); McDowell L., Working Bodies: Interactive Service Employment and Workplace Identities, (2009); McDowell L., Post-Crisis, Post-Ford and Post-Gender? Youth Identities in an Era of Austerity, Journal of Youth Studies, 15, 5, pp. 573-590, (2012); McPherson C., Between the Rhetoric of Employability and the Reality of Youth (Under)Employment: NEET Policy Rhetoric in the UK and Scotland, Journal of Applied Youth Studies, 4, pp. 135-152, (2021); Prensky M., Digital Natives, Digital Immigrants, Part 1, On the Horizon, 9, 5, pp. 1-6, (2001); Slipping Through the Net: Are Disadvantaged Young People Being Left Further Behind in the Digital era?, (2016); Raffe D., Participation in Post-Compulsory Learning in Scotland, School Dropout and Completion: International Comparative Studies in Theory and Policy, pp. 137-154, (2011); Robinson L., Information Channel Preferences and Information Opportunity Structures, Information, Communication & Society, 14, 4, pp. 472-494, (2011); The Life Chances of Young People in Scotland: An Evidence Review for the First Minister’s Independent Advisor on Poverty and Inequality, (2017); Selwyn N., The Digital Native–Myth and Reality, Aslib Proceedings, 61, 4, pp. 364-379, (2009); Selwyn N., Making Sense of Young People, Education and Digital Technology: The Role of Sociological Theory, Oxford Review of Education, 38, 1, pp. 81-96, (2012); Shildrick T., MacDonald R., Webster C., Garthwaite K., Poverty and Insecurity: Life in Low-Pay, No-Pay Britain, (2012); Simmons R., Thompson R., NEET Young People and Training for Work: Learning on the Margins, (2011); Skeggs B., Imagining Personhood Differently: Person Value and Autonomist Working-Class Value Practices, The Sociological Review, 59, 3, pp. 496-513, (2011); (2017); Thompson R., Reclaiming the Disengaged? A Bourdieusian Analysis of Work-Based Learning for Young People in England, Critical Studies in Education, 52, 1, pp. 15-28, (2011); Thompson R., Russell L., Simmons R., Space, Place and Social Exclusion: An Ethnographic Study of Young People Outside Education and Employment, Journal of Youth Studies, 17, 1, pp. 63-78, (2014); Thornham H., Gomez Cruz E., [Im] Mobility in the Age of [im] Mobile Phones: Young NEETs and Digital Practices, New Media & Society, 19, 11, pp. 1794-1809, (2017); Treanor M., Can We Put the ‘Poverty of Aspiration’ Myth to Bed Now?, (2017); Turkle S., Alone Together: Why We Expect More from Technology and Less from Each Other, (2012); Valiente O., Lowden K., Capsada-Munsech Q., Lifelong Learning Policies for Vulnerable Young Adults in Post-Recession Scotland, British Journal of Sociology of Education, 41, 2, pp. 218-233, (2020); van Deursen A.J., van Dijk J.A., The Digital Divide Shifts to Differences in Usage, New Media & Society, 16, 3, pp. 507-526, (2014); Wacquant L., A Concise Genealogy and Anatomy of Habitus, The Sociological Review, 64, 1, pp. 64-72, (2016); Wolf A., Review of Vocational Education–The Wolf Report, (2011)","D. Szpakowicz; School of Social Work and Social Policy, University of Strathclyde, Glasgow, United Kingdom; email: szpakowiczd@yahoo.com","","Routledge","","","","","","13676261","","","","English","J. Youth Stud.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85131298258"
"Xie M.; Wang G.; Wu Y.J.; Shi H.","Xie, Mengying (58077131200); Wang, Guorui (58077696400); Wu, Yenchun Jim (57216986834); Shi, Haohua (58076857900)","58077131200; 58077696400; 57216986834; 58076857900","How Does Organizational Career Management Benefit Employees? The Impact of the “Enabling” and “Energizing” Paths of Organizational Career Management on Employability and Job Burnout","2023","International Journal of Environmental Research and Public Health","20","2","1259","","","","0","10.3390/ijerph20021259","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146774890&doi=10.3390%2fijerph20021259&partnerID=40&md5=67e40621f9ebe53f3b7106e1adba988f","Faculty of Business Administration, School of Business Administration, Southwestern University of Finance and Economics, Chengdu, 611130, China; Graduate Institute of Global Business and Strategy, National Taiwan Normal University, Taipei, 106, Taiwan; Department of Hospitality Management, Ming Chuan University, Taipei, 111, Taiwan","Xie M., Faculty of Business Administration, School of Business Administration, Southwestern University of Finance and Economics, Chengdu, 611130, China; Wang G., Faculty of Business Administration, School of Business Administration, Southwestern University of Finance and Economics, Chengdu, 611130, China; Wu Y.J., Graduate Institute of Global Business and Strategy, National Taiwan Normal University, Taipei, 106, Taiwan, Department of Hospitality Management, Ming Chuan University, Taipei, 111, Taiwan; Shi H., Faculty of Business Administration, School of Business Administration, Southwestern University of Finance and Economics, Chengdu, 611130, China","Organizational career management (OCM) is believed to be a useful practice to stimulate the potential of employees. However, how this can be achieved is still under investigation. This research aims to explore the mechanisms that explain the effects of OCM by clarifying its impact on employees’ psychological states and their capability, based on a socially embedded model of thriving. To examine our hypotheses, we conducted a three-wave survey study with 272 full-time employees in China from diverse industries. The study lasted for three months and there was a one-month interval after each wave. We asked the participants to report OCM, career plateau and demographic variables at Time 1, their appraisal of learning and vitality at Time 2, and their self-perceived employability and job burnout at Time 3. We utilized regression analysis to examine our theoretical model and path analysis using the bias-corrected bootstrap method to test the significance of the indirect and moderation effects. The findings showed that OCM positively affected employees’ learning and vitality at work, which increased their self-perceived employability and subsequently decreased job burnout. Furthermore, the effects of OCM were found to be weaker for employees with a high degree of career plateau. These findings demonstrate that OCM benefits employees by “enabling” and “energizing” them to better themselves in terms of their employment and they shed light on the boundary condition of the career plateau. Therefore, organizations may provide OCM to facilitate employees’ capability and their motivation to engage in self-development, and to further enhance the effects by decreasing their perception of a career plateau. © 2023 by the authors.","career plateau; job burnout; learning; organizational career management; self-perceived employability; vitality","Burnout, Professional; China; Employment; Humans; Occupations; China; learning; occupation; psychology; regression analysis; research work; survey; adult; article; bootstrapping; burnout; career; China; demography; employability; employee; employment; human; learning; motivation; organization; path analysis; perception; theoretical study; employment; occupation; psychology","","","","","National Science and Technology Council, NSTC, (111-2410-H-003-072-MY3); Southwestern University of Finance and Economics, SWUFE","Funding was received from the Guanghua Junior Faculty Development Program, Southwestern University of Finance and Economics, National Science and Technology Council, Taiwan (111-2410-H-003-072-MY3).","Baruch Y., Peiperl M., Career management practices: An empirical survey and implications, Hum. 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Psychol, 33, pp. 229-242, (2018); Podsakoff P.M., MacKenzie S.B., Lee J.-Y., Podsakoff N.P., Common method biases in behavioral research: A critical review of the literature and recommended remedies, J. Appl. Psychol, 88, pp. 879-903, (2003); Brislin R.W., The wording and translation of research instrument, Field Methods in Cross-Cultural Research, pp. 137-164, (1986); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Pers. Rev, 36, pp. 23-41, (2007); Muthen L.K., Muthen B.O., Mplus [Statistical Software], (2011); Edwards J.R., Lambert L.S., Methods for integrating moderation and mediation: A general analytical framework using moderated path analysis, Psychol. Methods, 12, pp. 1-22, (2007); De Vos A., and Cambré, B. Career management in High-Performing Organizations: A Set-Theoretic Approach, Hum. Resour. Manag, 56, pp. 501-518, (2017); Rozkwitalska M., Thriving in mono-and multicultural organizational contexts, Int. J. Contemp. Manag, 17, pp. 233-247, (2018); Clarke M., The organizational career: Not dead but in need of redefinition, Int. J. Hum. Resour. Man, 24, pp. 684-703, (2013); Xie B.G., Lu X., Zhou W., Does double plateau always lead to turnover intention? Evidence from China with indigenous career plateau scale, J. Career Dev, 42, pp. 540-553, (2015); Tomlinson J., Baird M., Berg P., Cooper R., Flexible careers across the life course: Advancing theory, research and practice, Hum. Relat, 71, pp. 4-22, (2018); Koch M., Forgues B., Monties V., The way to the top: Career patterns of Fortune 100 CEOs, Hum. Resour. Manag, 56, pp. 267-285, (2017); McCleese C.S., Eby L.T., Scharlau E.A., Hoffman B.H., Hierarchical, job content, and double plateaus: A mixed-method study of stress, depression and coping responses, J. Vocat. Behav, 71, pp. 282-299, (2007); Lentz E., Allen T.D., The role of mentoring others in the career plateauing phenomenon, Group Organ. Manag, 34, pp. 358-384, (2009)","Y.J. Wu; Graduate Institute of Global Business and Strategy, National Taiwan Normal University, Taipei, 106, Taiwan; email: wuyenchun@gmail.com","","MDPI","","","","","","16617827","","","36674011","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85146774890"
"Alexander J.","Alexander, Jill (57207189813)","57207189813","Modelling employability through clinical legal education: building confidence and professional identity","2023","Law Teacher","57","2","","135","154","19","0","10.1080/03069400.2023.2179306","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150643374&doi=10.1080%2f03069400.2023.2179306&partnerID=40&md5=fb6a712dc9e0e9f8bbc9055408714a35","School of Law, Northumbria University, Newcastle upon Tyne, United Kingdom","Alexander J., School of Law, Northumbria University, Newcastle upon Tyne, United Kingdom","As the graduate recruitment market becomes increasingly competitive, gaining insight into the types of activity valued by students and employers to enhance employability is crucial to shape the employability agenda. This article reports on the findings of an innovative empirical study, designed to answer the research question, “What are the perceptions of alumni and employers of the impact of clinical legal education (CLE) on employability?”. This research makes an original and significant contribution to knowledge and academic practice from its novel conclusions and through capturing and articulating stakeholder voices that are underrepresented in the literature, namely alumni from less privileged backgrounds studying at a post-1992 university and employers who recruit and employ graduates with CLE experiences. From analysis of 22 semi-structured interviews, the data revealed that the alumni lacked confidence prior to engaging with CLE and evidenced for the first time that CLE enhanced employability by increasing confidence and inculcating a professional identity. This article makes recommendations and reveals a bespoke employability model to be used with CLE students to instruct them on the impact of CLE on employability. The model can be used to enrich the student experience through clear signposting of the benefits and purpose of CLE from an employability perspective. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","clinical legal education; Graduate employability; law firms; law schools; professional identity","","","","","","","","","J. Alexander; School of Law, Northumbria University, Newcastle upon Tyne, NE41 8ST, United Kingdom; email: jill.alexander@northumbria.ac.uk","","Routledge","","","","","","03069400","","","","English","Law Teach.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85150643374"
"Littleton C.; Townsin L.; Beilby J.","Littleton, Clare (57189711599); Townsin, Louise (57193574361); Beilby, Justin (19833339200)","57189711599; 57193574361; 19833339200","The motivations of stakeholders when developing university industry collaborations in an Australian university: three case studies","2023","Journal of Higher Education Policy and Management","45","5","","481","494","13","0","10.1080/1360080X.2023.2191608","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150857393&doi=10.1080%2f1360080X.2023.2191608&partnerID=40&md5=b3a00cbcc2c7cacd94196cbed6cbbe3f","Torrens University Australia, Adelaide, SA, Australia","Littleton C., Torrens University Australia, Adelaide, SA, Australia; Townsin L., Torrens University Australia, Adelaide, SA, Australia; Beilby J., Torrens University Australia, Adelaide, SA, Australia","The need for universities and industry to collaborate has been well established. In this paper, we present three cases studies, including 14 semi-structured interviews, across a range of disciplines. In the design and analysis of the study, we apply management and political science theories to better understand how stakeholder’s motivations influence the development of university industry collaboration within an Australian university environment. We present our findings across cases, and through five emerging themes: (a) stakeholder–trust and respect; (b) business alignment; (c) employability–mutual benefits; (d) commitment to cause–alignment of values; and (e) innovation/research focus. This study provides real-world insight into influencing the development of university industry collaborations enhancing the student experience, and potentially impacting employability after graduation. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employability; motivation; University industry collaboration (UIC); work-integrated learning (WIL)","","","","","","","","Ankrah S., AL-Tabbaa O., Universities-industry collaboration: A systematic review, Scandinavian Journal of Management, 31, pp. 387-408, (2015); Aswasthy R., Flint S., Sankarnarayana R., Jones R., A framework to improve university–industry collaboration, Journal of Industry-University Collaboration, 2, 1, pp. 49-62, (2019); Azman N., Sirat M., Pang V., Lai Y., Govindasamy A., Din W., Promoting university–industry collaboration in Malaysia: Stakeholders’ perspectives on expectations and impediments, Journal of Higher Education Policy and Management, 41, 1, pp. 86-103, (2019); Cotronei-Baird V.S., Academic hindrances in the integration of employability skills development in teaching and assessment practice, Higher Education, 79, 2, pp. 203-223, (2020); University research commercialisation: Action plan, (2022); De Wit-de Vries E., Dolfsma W.A., van der Windt H.J., Gerkema M.P., Knowledge transfer in university–industry research partnerships: A review, The Journal of Technology Transfer, 44, 4, pp. 1236-1255, (2019); Ferns S., Lilly L., Driving institutional engagement in WIL: Enhancing graduate employability, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 116-133, (2016); Fleming J., Hickey C., Exploring cooperative education partnerships: A case study in sport tertiary education, Special Issue: WIL–Investing in the Future. Papers from the Australian Collaborative Education Network Annual Conference, (2013); Hanlon C., King B., Orbell S., A University-Sports Partnership: Towards a Model of Sustainable Knowledge Transfer, Australiasian Journal of University-Community Engagement, (2012); Howard J., Renthinking higher education: Towards a diversified system for the 21st century, (2021); Jackson C., Ferns S., Rowbottom D., Mclaren D., Improving the work-integrated learning experience through a third-party advisory service, International Journal of Training Research, 15, 2, pp. 160-178, (2017); Jackson D., Ferns S., Rowbottom D., McLaren D., Improving the work-integrated learning experience through a third-party advisory service, International Journal of Training Research, 15, 2, pp. 160-178, (2017); Kingdon J.W., Agendas, Alternatives, and Public Policies, (2011); Lewis J.M., Health Policy and Politics: Networks, Ideas and Power, (2005); Value Creation in University-firm research collaboration: A matching approach, Strategic Management Journal, 34, pp. 644-665, (2013); Determinants Of Interorganizational Relationships, The Academy of Management Review, 15, (1990); Patton M.Q., Qualitative Research & Evaluation Methods: Integrating Theory and Practice, (2015); Ritchie J., Spencer L., Qualitative data analysis for applied policy research, pp. 173-194, (1994); Rybnicek R., Konigsgruber R., What makes industry–university collaboration succeed? A systematic review of the literature, Journal of Business Economics, 89, pp. 221-250, (2019); Saks M., Allsop J., Researching Health, Qualitative, Quantitative and Mixed Methods, (2007); Shiffman J., Smith S., Generation of political priority for global health initiatives: A framework and case study of maternal mortality, Lancet (London, England), 370, 9595, pp. 1370-1379, (2007); Tabbaa O.A., Ankrah S., Social capital to facilitate ‘engineered’ university–industry collaboration for technology transfer: A dynamic perspective, pp. 104 1-10415, (2016); Vick T., Robertson M., A systematic literature review of UK university–industry collaboration for knowledge transfer: A future research agenda, Science & Public Policy, 45, 4, pp. 579-590, (2017)","C. Littleton; Torrens University Australia, Adelaide, 88 Wakefield St, 5000, Australia; email: clare.littleton@torrens.edu.au","","Routledge","","","","","","1360080X","","","","English","J. High. Educ. Policy Manage.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85150857393"
"Xu W.; Stahl G.; Cheng H.","Xu, Wen (57216412616); Stahl, Garth (55383489800); Cheng, Hao (57221418484)","57216412616; 55383489800; 57221418484","The promise of Chinese: African international students and linguistic capital in Chinese higher education","2023","Language and Education","37","4","","516","528","12","10","10.1080/09500782.2022.2074797","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130602027&doi=10.1080%2f09500782.2022.2074797&partnerID=40&md5=b8033a0e00fd71db8a27f5ff31cbdbc0","Faculty of Education, East China Normal University, Shanghai, China; School of Education, The University of Queensland, St. Lucia, QLD, Australia","Xu W., Faculty of Education, East China Normal University, Shanghai, China; Stahl G., School of Education, The University of Queensland, St. Lucia, QLD, Australia; Cheng H., Faculty of Education, East China Normal University, Shanghai, China","The proportion of international students in Chinese higher education is increasing, however, there remains little research that explores their motivations and how their learning of Chinese influences their identities and imagined futures. In this paper, we address the need for research on South-South migration—specifically Sino-African relations—and draw on the concept of linguistic capital to explore what it means for 15 self-funded international students from six different African countries. The findings highlight African youths’ negotiation of power matrices in different fields and their desire for Chinese linguistic capital. The acquisition of such capital would position themselves advantageously in terms of employability and social prestige within the geopolitical and geo-economic context of China-Africa relations. In documenting their investment in Chinese language learning, the study compels us to reflect on the intersection of identity, ideology and capital within the language acquisition process and what Chinese language learning has come to mean for those from the peripheral nation-states. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","African international students; China; Chinese language learning; higher education; Linguistic capital","","","","","","Ministry of Education—Center for Language Education and Cooperation, (21YH53D); The Peak Discipline Construction Project of Education at East China Normal University; China Postdoctoral Science Foundation, (2021M701218)","This work was supported by The Ministry of Education—Center for Language Education and Cooperation (early career researcher programme) [grant number: 21YH53D], China Postdoctoral Science Foundation (general program) [grant number: 2021M701218] and The Peak Discipline Construction Project of Education at East China Normal University.","An R., Chiang S.-Y., International Students’ Culture Learning and Cultural Adaptation in China, Journal of Multilingual and Multicultural Development, 36, 7, pp. 661-676, (2015); Ayling P., Distinction, Exclusivity and Whiteness: Elite Nigerian Parents and the International Education Market, (2019); Bourdieu P., The Economics of Linguistic Exchanges, Social Science Information, 16, 6, pp. 645-668, (1977); Bourdieu P., Outline of a Theory of Practice, (1977); Bourdieu P., Distinction: A Social Critique of the Judgement of Taste, (1984); Bourdieu P., The Forms of Capital, Handbook of theory and research for the sociology of education, pp. 241-258, (1986); Bourdieu P., The Logic of Practice, (1990); Bourdieu P., Language and Symbolic Power, (1991); Bourdieu P., Wacquant L.J., An Invitation to Reflexive Sociology, (1992); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brooks R., Waters J.L., Student Mobilities, Migration and the Internationalization of Higher Education, (2011); Byrd D., Uncovering Hegemony in Higher Education: A Critical Appraisal of the Use of ‘Institutional Habitus’ in Empirical Scholarship, Review of Educational Research, 89, 2, pp. 171-210, (2019); Callahan W.A., China’s ‘Asia Dream’: The Belt Road Initiative and the New Regional Order, Asian Journal of Comparative Politics, 1, 3, pp. 226-243, (2016); Carrington V., Luke A., Literacy and Bourdieu’s Sociological Theory: A Reframing, Language and Education, 11, 2, pp. 96-112, (1997); Chiang S.-Y., Cultural Adaptation as a Sense-Making Experience: International Students in China, Journal of International Migration and Integration, 16, 2, pp. 397-413, (2015); Corson D., Language, Minority Education, and Gender: Linking Social Justice and Power, (1993); Darvin R., Norton B., Identity and a Model of Investment in Applied Linguistics, Annual Review of Applied Linguistics, 35, pp. 36-56, (2015); Dervin F., Harkonen A., Du X., International Students in China: A Dream Come True, International Students in China: Education, Student Life and Intercultural Encounters, pp. 1-14, (2018); du Gay P., Consumption and Identity at Work, (1996); Flynn N., Linguistic Capital and the Linguistic Field for Teachers Unaccustomed to Linguistic Difference, British Journal of Sociology of Education, 34, 2, pp. 225-242, (2013); Gil J., Soft Power and the Worldwide Promotion of Chinese Language Learning: The Confucius Institute Project, (2021); Gomes C., Footloose Transients: International Students in Australia and Their Aspirations for Transnational Mobility after Graduation, Crossings: Journal of Migration & Culture, 6, 1, pp. 41-57, (2015); Gray D., Doing Research in the Real World, (2014); Grenfell M., Bourdieu, Language and Linguistics, (2011); Grenfell M., Bourdieu, Language, and Education, Language, Ethnography, and Education: Bridging New Literacy Studies and Bourdieu, pp. 50-70, (2012); Haugen H.O., China’s Recruitment of African University Students: Policy Efficacy and Unintended Outcomes, Globalisation, Societies and Education, 11, 3, pp. 315-334, (2013); Ho E.L.E., The Geo-Social and Global Geographies of Power: Urban Aspirations of ‘Worlding’ African Students in China, Geopolitics, 22, 1, pp. 15-33, (2017); Ho E.L.E., African Student Migrants in China: Negotiating the Global Geographies of Power through Gastronomic Practices and Culture, Food, Culture, & Society, 21, 1, pp. 9-24, (2018); Hodzi O., Bridging the Asymmetries? African Students’ Mobility to China, Asian Ethnicity, 21, 4, pp. 566-584, (2020); Jayaram K., Kassiri O., Sun Y., Dance of the Lions and Dragons, (2017); King K., China’s Aid & Soft Power in Africa the Case of Education & Training, (2013); Knight J., Is Internationalisation of Higher Education Having an Identity Crisis, The Forefront of International Higher Education: A Festschrift in Honor of Philip G. Altbach, pp. 75-88, (2014); Lee C.S., Global Linguistic Capital, Global Cultural Capital: International Student Migrants in China’s Two-Track International Education Market, International Journal of Educational Development, 67, pp. 94-102, (2019); Lipura S.J., Collins F.L., Towards an Integrative Understanding of Contemporary Educational Mobilities: A Critical Agenda for International Student Mobilities Research, Globalisation, Societies and Education, 18, 3, pp. 343-359, (2020); Marginson S., Global Field and Global Imagining: Bourdieu and Worldwide Higher Education, British Journal of Sociology of Education, 29, 3, pp. 303-315, (2008); Marginson S., The Worldwide Trend to High Participation Higher Education: Dynamics of Social Stratification in Inclusive Systems, Higher Education, 72, 4, pp. 413-434, (2016); Matondo J.P.M., Cross-cultural values comparison between Chinese and Sub-Saharan Africans, International Journal of Business and Social Science, 3, 11, (2012); McCabe J.L., Holmes D., Reflexivity, Critical Qualitative Research and Emancipation: A Foucauldian Perspective, Journal of Advanced Nursing, 65, 7, pp. 1518-1526, (2009); MoE Announcement of the Study in China Plan, (2010); National Outline for Medium and Long-Term Education Reform and Development (2010–2020, (2010); 2018 [Statistics on International Students Studying in China in 2018, (2019); Morrison K., Lui I., Ideology, Linguistic Capital and the Medium of Instruction in Hong Kong, Journal of Multilingual and Multicultural Development, 21, 6, pp. 471-486, (2000); Mulvey B., International Higher Education and Public Diplomacy: A Case Study of Ugandan Graduates from Chinese Universities, Higher Education Policy, 33, 3, pp. 459-477, (2020); Mulvey B., Conceptualizing the Discourse of Student Mobility between ‘Periphery’ and ‘Semi-Periphery’: The Case of Africa and China, Higher Education, 81, 3, pp. 437-451, (2021); Mulvey B., Decentring’ International Student Mobility: The Case of African Student Migrants in China, Population, Space and Place, 27, 3, (2021); Mulvey B., Lo W.Y.W., Learning to ‘Tell China’s Story Well’: The Constructions of International Students in Chinese Higher Education Policy, Globalisation, Societies and Education, 19, 5, pp. 545-557, (2021); Norton B., Identity and Language Learning: Gender, Ethnicity, and Educational Change, (2000); Park J.S.Y., The Promise of English: Linguistic Capital and the Neoliberal Worker in the South Korean Job Market, International Journal of Bilingual Education and Bilingualism, 14, 4, pp. 443-455, (2011); Piller I., Cho J., Neoliberalism as Language Policy, Language in Society, 42, 1, pp. 23-44, (2013); Saldana J., The Coding Manual for Qualitative Researchers, (2016); Tang X., Does Chinese employment benefit Africans? Investigating Chinese enterprises and their operations in Africa, African Studies Quarterly, 16, (2016); Wang W., Curdt-Christiansen X.L., Teaching Chinese to International Students in China: Political Rhetoric and Ground Realities, The Asia-Pacific Education Researcher, 25, 5-6, pp. 723-734, (2016); Waters J.L., Geographies of Cultural Capital: Education, International Migration and Family Strategies between Hong Kong and Canada, Transactions of the Institute of British Geographers, 31, 2, pp. 179-192, (2006); Wen W., Hu D., The Emergence of a Regional Education Hub: Rationales of International Students’ Choice of China as the Study Destination, Journal of Studies in International Education, 23, 3, pp. 303-325, (2019); Xu W., Knijnik J., Critical Chinese as an Additional Language Education in Australia: A Journey to Voices, Courage and Hope, British Educational Research Journal, 47, 6, pp. 1635-1651, (2021); Xu W., Stahl G., Working-Class Girls’ Construction of Learner Identities and Aspirations through Engagement in Chinese Language Education in Australia, Discourse: Studies in the Cultural Politics of Education, pp. 1-13, (2021); Yang P., Commentary: International Students in China—What We Know, What We Don’t, and What Next, International Students in China: Education, Student Life and Intercultural Encounters, pp. 249-255, (2018)","W. Xu; Faculty of Education, East China Normal University, Shanghai, China; email: xuwen0826@gmail.com","","Routledge","","","","","","09500782","","","","English","Lang. Educ.","Article","Final","","Scopus","2-s2.0-85130602027"
"Reynoldson M.","Reynoldson, Miriam (57729230200)","57729230200","Marketing micro-credentials: An analysis of actors, voices and messages in educational innovation discourse","2023","Innovations in Education and Teaching International","60","6","","953","963","10","4","10.1080/14703297.2022.2083657","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131436996&doi=10.1080%2f14703297.2022.2083657&partnerID=40&md5=0ec987ac020b877f9c932282cfd7ddad","Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia","Reynoldson M., Melbourne Graduate School of Education, University of Melbourne, Melbourne, VIC, Australia","Much has been written about the potential of micro-credentials to revitalise and modernise Australian higher education offerings, and to create forms of educational credit linked more meaningfully with industry. Proponents of micro-credentials speak from a range of standpoints: public education institutions, private companies, industry associations, governments, educational technology businesses and more. This review examines the neoliberal reasoning inherent in micro-credential-promoting discourse, both in Australia and globally. It shows that micro-credentials are conceived as a form of product innovation which increase the provider pool to include private companies and technology intermediaries, while students are cast as independent consumers, perpetually responsible for self-managing their own employability education, but this analysis finds student voices and perspectives are absent from the discourse. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","credentialism; employability; lifelong learning; neoliberalism; students as consumers; Unbundled education","","","","","","","","Amsler M., Shore C., Responsibilisation and leadership in the neoliberal university: A New Zealand perspective, Discourse: Studies in the Cultural Politics of Education, 38, 1, pp. 123-137, (2017); Apple M.W., Official knowledge: Democratic education in a conservative age, (2014); Apple M.W., What is present and absent in critical analyses of neoliberalism in education, Peabody Journal of Education, 92, 1, pp. 148-153, (2017); Ball S.J., The teacher’s soul and the terrors of performativity, Education Policy, 18, 2, pp. 215-228, (2003); Biesta G., Beyond learning, 25, (2006); Brown W., Neo-liberalism and the end of liberal democracy, Theory & Event, 7, 1, (2003); Brown D., Research and educator micro-credentials, (2019); Brown M., Mhichil M.N.G., Mac Lochlainn C., Pirkkalainen H., Wessels O., Paving the road for the micro-credentials movement: ECIU university white paper on micro-credentials, (2021); Callaghan R., The surge in micro credentials, Australian Financial Review, (2019); Chaktsiris M., McCallum K., Luke R., Cukier W., Patterson L., Garreffa N., Gooch E., Is the future micro? Unbundling learning for flexibility & access, (2021); Chastney R., The common microcredential framework, (2019); Crow T., Pipkin H., Micro-credentials for impact: Holding professional learning to high standards, (2017); Davies B., Bansel P., Neoliberalism in education, International Journal of Qualitative Studies in Education, 20, 3, pp. 247-259, (2007); Workplace credentials; Deem R., ‘New managerialism’ and higher education: The management of performances and cultures in universities in the United Kingdom, International Studies in Sociology of Education, 8, 1, pp. 47-70, (1998); National microcredentials framework, (2021); Fong J., Janzow P., Peck K., Demographic shifts in educational demand and the rise of alternative credentials, (2016); Foucault M., Discipline and punish: The birth of the prison, (1979); Foucault M., 14 March 1979, The birth of biopolitics: Lectures at the collège de France, 1978-1979, pp. 215-237, (2008); Gauthier T., The value of microcredentials: The employer’s perspective, The Journal of Competency-Based Education, 5, 2, (2020); Hall-Ellis S.D., Stackable micro-credentials–A framework for the future, The Bottom Line, 29, 4, pp. 233-236, (2016); Hood C., A public management for all seasons?, Public Administration, 69, 1, pp. 3-19, (1991); IMS global, mozilla foundation, and LRNG announce next steps to accelerate the evolution of the open badges standard, (2016); Earn, (2021); James N., A critical evaluation of micro-credentialing and stacking in legal education, Sino-Australian law deans conference, (2018); Keddie A., Children of the market: Performativity, neoliberal responsibilisation and the construction of student identities, Oxford Review of Education, 42, 1, pp. 108-122, (2016); Levidow L., Marketizing higher education: Neoliberal strategies and counter-strategies, The virtual university? Knowledge, markets and management, pp. 227-248, (2002); Lorenz C., If you’re so smart, why are you under surveillance? Universities, neoliberalism, and new public management, Critical Inquiry, 38, 3, pp. 599-629, (2012); Lynch K., New managerialism: The impact on education, Concept, 5, 3, pp. 1-11, (2014); Milligan S., Kennedy G., To what degree? Alternative micro-credentialling in a digital age, Visions for Australian tertiary education, pp. 41-54, (2017); Milligan S., Luo R., Hassim E., Johnston J., Future-proofing students: What they need to know and how educators can assess and credential them, (2020); Noonan P., Blagaich A., Kift S., Lilly M., Loble L., More E., Persson M., Review of the Australian qualifications framework, (2019); Oliver B., Better 21C credentials: Evaluating the promise, perils and disruptive potential of digital credentials, (2016); Oliver B., Making micro-credentials work for learners, employers and providers, (2019); Olssen M., Peters M.A., Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism, Journal of Education Policy, 20, 3, pp. 313-345, (2005); Olssen M., Understanding the mechanisms of neoliberal control: Lifelong learning, flexibility and knowledge capitalism, International Journal of Lifelong Education, 25, 3, pp. 213-230, (2006); Patrick F., Neoliberalism, the knowledge economy, and the learner: Challenging the inevitability of the commodified self as an outcome of education, International Scholarly Research Notices Table of Contents, (2013); Where next for skills? How business-led upskilling can reboot Australia, (2020); Selingo J.J., The future of the degree: How colleges can survive the new credential economy, (2017); Shapiro Futures H., Anderson T., Nedergaard Larsen K., AEuropean approach to micro-credentials. European commission, (2020); Standish P., Skepticism, acknowledgment, and the ownership of learning, Stanley Cavell and the education of grownups, pp. 73-87, (2012); Swinnerton B., Coop T., Ivancheva M., Czerniewicz L., Morris N.P., Swartz R., Walji S., Cliff A., The unbundled university: Researching emerging models in an unequal landscape, Mobility, data and learner agency in networked learning, pp. 19-34, (2020); Tehan D., Cash M., Marketplace for online microcredentials, Media release, (2020); Digital credentialing: Implications for the recognition of learning across borders, (2018)","M. Reynoldson; University of Melbourne, Melbourne, 2/120 Warrandyte Rd, Ringwood VIC, Australia; email: miriam.reynoldson@student.unimelb.edu.au","","Routledge","","","","","","14703297","","","","English","Innov. Educ. Teach. Int.","Article","Final","","Scopus","2-s2.0-85131436996"
"Skakni I.; Maggiori C.; Masdonati J.; Akkermans J.","Skakni, I. (38762265800); Maggiori, C. (22958565300); Masdonati, J. (23493166500); Akkermans, J. (35219518700)","38762265800; 22958565300; 23493166500; 35219518700","Ready for careers within and beyond academia? Assessing career competencies amongst junior researchers","2023","Higher Education Research and Development","42","4","","968","983","15","2","10.1080/07294360.2022.2120855","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139072678&doi=10.1080%2f07294360.2022.2120855&partnerID=40&md5=f1621e5abcfd7435abb7ce5d00e0f9e8","Research and Innovation Division, University of Applied Sciences and Arts, Delémont, Switzerland; HETS-FR, University of Applied Sciences and Arts, Delémont, Switzerland; Institute of Psychology, University of Lausanne, Lausanne, Switzerland; School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands","Skakni I., Research and Innovation Division, University of Applied Sciences and Arts, Delémont, Switzerland; Maggiori C., HETS-FR, University of Applied Sciences and Arts, Delémont, Switzerland; Masdonati J., Institute of Psychology, University of Lausanne, Lausanne, Switzerland; Akkermans J., School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands","This study examines the extent to which career competencies (knowledge, skills, and abilities necessary to manage one’s own work and learning experiences to achieve the desired career progression) are prevalent amongst early career researchers (ECRs). We adapted the Career Competencies Questionnaire [Akkermans, J., Brenninkmeijer, V., Huibers, H., & Blonk, R. W. (2013). Competencies for the contemporary career: Development and preliminary validation of the career competencies questionnaire. Journal of Career Development, 40(3), 245–267] to ECRs’ training and career specificities, considering the two career tracks facing them: within and outside academia. This questionnaire was sent to PhD students and junior PhD holders in 16 countries (n = 727). Our results show that career competencies for within and outside academia are clearly contrasted. Furthermore, compared with their female counterparts, male participants generally reported stronger career competencies in preparation for careers both within and outside academia, while PhD students perceived having more career competencies in preparation for careers outside academia than PhD holders did. We also found a positive link between ECRs’ career competencies and their perceived employability, and those who perceived themselves as having strong career competencies were more likely to consider their current work meaningful. While most PhD holders pursue careers beyond academia, the concept of career competencies offers an innovative theoretical contribution to the field of ECRs’ development, by highlighting how this population perceives their preparedness for diverse professional paths. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","academic careers; Career competencies; career development; careers beyond academia; early career researchers","","","","","","","","Akkermans J., Brenninkmeijer V., Huibers H., Blonk R.W., Competencies for the contemporary career: Development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Akkermans J., Brenninkmeijer V., Schaufeli W.B., Blonk R.W., It's all about CareerSKILLS: Effectiveness of a career development intervention for young employees, Human Resource Management, 54, 4, pp. 533-551, (2015); Akkermans J., Tims M., Crafting your career: How career competencies relate to career success via job crafting, Applied Psychology, 66, 1, pp. 168-195, (2017); Bleidorn W., Arslan R.C., Denissen J.J., Rentfrow P.J., Gebauer J.E., Potter J., Gosling S.D., Age and gender differences in self-esteem. A cross-cultural window, Journal of Personality and Social Psychology, 111, 3, pp. 396-410, (2016); Blokker R., Akkermans J., Tims M., Jansen P., Khapova S., Building a sustainable start: The role of career competencies, career success, and career shocks in young professionals’ employability, Journal of Vocational Behavior, 112, pp. 172-184, (2019); Blustein D.L., Chaves A.P., Diemer M.A., Gallagher L.A., Marshall K.G., Sirin S., Bhati K.S., Voices of the forgotten half: The role of social class in the school-to-work transition, Journal of Counseling Psychology, 49, 3, pp. 311-323, (2002); Broms R., de Fine Licht J., Preparing political science students for a non-academic career: Experiences from a novel course module, Politics, 39, 4, pp. 514-526, (2019); Browning L., Thompson K., Dawson D., From early career researcher to research leader: Survival of the fittest?, Journal of Higher Education Policy and Management, 39, 4, pp. 361-377, (2017); Cappellen T., Janssens M., Global managers’ career competencies, Career Development International, 3, 6, pp. 514-537, (2008); Cattell R.B., The screen test for the number of factors, Multivariate Behavioral Research, 1, 2, pp. 245-276, (1966); Coates H., Croucher G., Moore K., Weerakkody U., Dollinger M., Grosemans I., Bexley E., Kelly P., Contemporary perspectives on the Australian doctorate: Framing insights to guide development, Higher Education Research & Development, 39, 6, pp. 1122-1139, (2020); De Cuyper N., De Witte H., Temporary employment and perceived employability: Mediation by impression management, Journal of Career Development, 37, 3, pp. 635-652, (2010); De Vos A., Akkermans J., Van Der Heijden B.I.J.M., From occupational choice to career crafting, The Routledge companion to career studies, pp. 28-142, (2019); Dumulescu D., Balazsi R., Opre A., Calling and career competencies among Romanian students: The mediating role of career adaptability, Procedia-Social and Behavioral Sciences, 209, pp. 25-32, (2015); Etikan I., Musa S.A., Alkassim R.S., Comparison of convenience sampling and purposive sampling, American journal of theoretical and applied statistics, 5, 1, pp. 1-4, (2016); Gardner S.K., Holley K.A., Those invisible barriers are real: The progression of first-generation students through doctoral education, Equity & Excellence in Education, 44, 1, pp. 77-92, (2011); Gokhberg L., Meissner D., Shmatko N., Myths and realities of highly qualified labor and what it means for PhDs, Journal of the Knowledge Economy, 8, 2, pp. 758-767, (2017); Guarino P., Lamping D.L., Elbourne D., Carpenter J., Peduzzi P., A brief measure of perceived understanding of informed consent in a clinical trial was validated, Journal of Clinical Epidemiology, 59, 6, pp. 608-614, (2006); Guerin C., Jayatilaka A., Ranasinghe D., Why start a higher degree by research? An exploratory factor analysis of motivations to undertake doctoral studies, Higher Education Research & Development, 34, 1, pp. 89-104, (2015); Hall D.T., Yip J., Doiron K., Protean careers at work: Self-direction and values orientation in psychological success, Annual Review of Organizational Psychology and Organizational Behavior, 5, 1, pp. 129-156, (2018); Herbst T.H., Gender differences in self-perception accuracy: The confidence gap and women leaders’ underrepresentation in academia, SA Journal of Industrial Psychology, 46, 1, pp. 1-8, (2020); Kiley M., Cumming J., The impact of changing government policies and institutional practices on master’s by coursework students in Australia: A viable pathway to the PhD?, Journal of Higher Education Policy and Management, 36, 1, pp. 99-111, (2014); Kong H., Relationships among work-family supportive supervisors, career competencies, and job involvement, International Journal of Hospitality Management, 33, pp. 304-309, (2013); Kong H., Sun N., Yan Q., New generation, psychological empowerment, International Journal of Contemporary Hospitality Management, 8, 1, pp. 2553-2569, (2016); Kuijpers M., Meijers F., Learning for now or later? Career competencies among students in higher vocational education in the Netherlands, Studies in Higher Education, 37, 4, pp. 449-467, (2012); Kuijpers M.A., Meijers F., Gundy C., The relationship between learning environment and career competencies of students in vocational education, Journal of Vocational Behavior, 78, 1, pp. 21-30, (2011); Kuijpers M.A., Schyns B., Scheerens J., Career competencies for career success, The Career Development Quarterly, 55, 2, pp. 168-178, (2006); (2018); Manfredi S., Increasing gender diversity in senior roles in HE: Who is afraid of positive action, Administrative Sciences, 7, 2, (2017); Mullen A.L., Goyette K.A., Soares J.A., Who goes to graduate school? Social and academic correlates of educational continuation after college, Sociology of Education, 76, 2, pp. 143-169, (2003); O'Connor B.P., SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test, Behavior Research Methods, Instruments, & Computers, 32, 3, pp. 396-402, (2000); Reducing the precarity of academic research careers. OECD science, technology and industry policy papers, 113, (2021); Plomp J., Tims M., Akkermans J., Khapova S.N., Jansen P.G.W., Bakker A.B., Career competencies and job crafting: How proactive employees influence their well-being, Career Development International, 21, 6, pp. 587-602, (2016); Presti A.L., Capone V., Aversano A., Akkermans J., Career competencies and career success: On the roles of employability activities and academic satisfaction during the school-to-work transition, Journal of Career Development, 49, 1, pp. 107-125, (2021); Skakni I., Reasons, motives and motivations for completing a PhD: A typology of doctoral studies as a quest, Studies in Graduate and Postdoctoral Education, 9, 2, pp. 197-212, (2018); Skakni I., Calatrava Moreno M., Seuba M., McAlpine L., Hanging tough: Post-PhD researchers dealing with career uncertainty, Higher Education Research & Development, 38, 7, pp. 1489-1503, (2019); Skakni I., Inouye K., McAlpine L., Phd holders entering non-academic workplaces: Organisational culture shock, Studies in Higher Education, 47, 6, pp. 1271-1283, (2021); Steger M.F., Dik B.J., Duffy R.D., Measuring meaningful work: The work as meaning inventory (WAMI), Journal of Career Assessment, 20, 3, pp. 322-337, (2012); Sturges J., Simpson R., Altman Y., Capitalising on learning: An exploration of the MBA as a vehicle for developing career competencies, International Journal of Training and Development, 7, 1, pp. 53-66, (2003); Sullivan S.E., Al Ariss A., Making sense of different perspectives on career transitions: A review and agenda for future research, Human Resource Management Review, 31, 1, pp. 414-440, (2021); Tims M., Akkermans J., Core self-evaluations and work engagement: Testing a perception, action, and development path, PloS One, 12, 8, (2017); Urbanaviciute I., Bagdziuniene D., Lazauskaite-Zabielske J., Vander Elst T., De Witte H., The role of career factors in qualitative and quantitative job insecurity: A study in different organizational contexts, International Journal of Psychology: A Biopsychosocial Approach, 16, pp. 23-45, (2015); Van Weijden I., Teelken C., Boer M., Drost M., Career satisfaction of postdoctoral researchers in relation to their expectations for the future, Higher Education, 72, 1, pp. 25-40, (2016); (2016); Woolston C., Phds: The tortuous truth, Nature, 575, 7782, pp. 403-406, (2019)","I. Skakni; Research and Innovation Division, University of Applied Sciences and Arts, Delémont, Route du Moutier, 2800, Switzerland; email: Isabelle.Skakni@hes-so.ch","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85139072678"
"Jonbekova D.; Kuchumova G.; Goodman B.; Sparks J.; Kerimkulova S.","Jonbekova, Dilrabo (57204241253); Kuchumova, Gulfiya (56095011800); Goodman, Bridget (56049301600); Sparks, Jason (56406106800); Kerimkulova, Sulushash (57194236108)","57204241253; 56095011800; 56049301600; 56406106800; 57194236108","Employment of master’s degree graduates in Kazakhstan: navigating an uncertain labour market","2023","Central Asian Survey","42","2","","402","420","18","1","10.1080/02634937.2022.2141690","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142626519&doi=10.1080%2f02634937.2022.2141690&partnerID=40&md5=fdc722cd05c141702ab83da641045215","Graduate School of Education, Nazarbayev University, Astana, Kazakhstan; School of Liberal Arts, M. Narikbayev Kazguu University, Astana, Kazakhstan","Jonbekova D., Graduate School of Education, Nazarbayev University, Astana, Kazakhstan; Kuchumova G., School of Liberal Arts, M. Narikbayev Kazguu University, Astana, Kazakhstan; Goodman B., Graduate School of Education, Nazarbayev University, Astana, Kazakhstan; Sparks J., Graduate School of Education, Nazarbayev University, Astana, Kazakhstan; Kerimkulova S., Graduate School of Education, Nazarbayev University, Astana, Kazakhstan","This article explores the employment experiences of government scholarship graduates from one master’s degree programme at a flagship university in Kazakhstan. Analysis of interviews with graduates of a master’s degree programme designed in response to a national policy agenda shows that graduates encountered numerous challenges transitioning from university to work despite obtaining a degree from a top Kazakhstani university. The key challenges included limited employment opportunities, hostile attitudes toward younger graduates, difficult working conditions and employers’ misunderstanding of the new master’s programmes. We argue that despite significant government financial investment in education, a weak enabling support system hinders graduates’ career advancement and results in job mismatch and underutilization of skills. We suggest that policymakers need to shift debates on human capital development and graduate employability from supply-side factors to a more comprehensive model in which graduate employment is supported through the collaboration of the higher education system, industry, policymakers and graduates themselves. © 2022 Global South Ltd.","graduate employment; higher education; international education; Kazakhstan; labour market; master’s degree","Kazakhstan; educational attainment; employment generation; financial system; governance approach; higher education; human capital; labor market; uncertainty analysis","","","","","","","Allen J., Belfi B., Educational Expansion in the Netherlands: Better Chances for All?, Oxford Review of Education, 46, 1, pp. 44-62, (2020); Bahry S., Language, Globalization, and Education in Central Asia, Globalization on the Margins: Education and Post-Socialist Transformations in Central Asia, pp. 191-206, (2020); Behle H., Students’ and Graduates’ Employability. A Framework to Classify and Measure Employability Gain, Policy Reviews in Higher Education, 4, 1, pp. 105-130, (2020); Berg T., Bowen T., Smith C., Smith S., Visualising the Future: Surfacing Student Perspectives on Post-Graduation Prospects Using Rich Pictures, Higher Education Research and Development, 36, 7, pp. 1339-1354, (2017); Bizhanova A., (2020); Blackmore J., Gribble C., Rahimi M., International Education, the Formation of Capital and Graduate Employment: Chinese Accounting Graduates’ Experiences of the Australian Labour Market, Critical Studies in Education, 58, 1, pp. 69-88, (2017); Canal Dominguez J., Gutierrez R.C., University Education and Transition Into the Labour Market During the Financial Crisis, Spanish Evidence. Quality in Higher Education, 25, 2, pp. 155-170, (2019); Carroll D., Tani M., Over-education of Recent Higher Education Graduates: New Australian Panel Evidence, Economics of Education Review, 32, 1, pp. 207-218, (2013); Chen S., Education and Transition to Work: Evidence from Vietnam, Cambodia and Nepal, International Journal of Educational Development, 61, pp. 92-105, (2018); Cheng I., Re-modelling and Reconceptualising Skills Development in Cambodia: How are Social Enterprises Preparing Young People for Successful Transitions Between Learning and Work?, International Journal of Educational Development, 43, pp. 134-141, (2015); Cheong K.C., Hill C., Fernandez-Chung R., Leong Y.C., Employing the ‘Unemployable’: Employer Perceptions of Malaysian Graduates, Studies in Higher Education, 41, 12, pp. 2253-2270, (2016); Choi M.J., Urbanski P., Fortune A.E., Rogers C., Early Career Patterns for Social Work Graduates, Journal of Social Work Education, 51, 3, pp. 475-493, (2015); DeYoung A.J., Lost in Transition: Redefining Students and Universities in the Contemporary Kyrgyz Republic, (2011); Fursova V.V., Shakirova A.Y., Nikitina T.N., Spirchagova T.A., Syzdykova M., Employment of University Graduates Across the Post-Soviet Space: Problems and Solutions (The Example of Kazakhstan), Journal of History Culture and Art Research, 6, (2017); (2015); (2018); Holmes C., Mayhew K., (2015); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Johnson M., Trends in Secular Educational Development in Azerbaijan and Central Asia: Implications for Social Stability and Regional Security, National Bureau of Asian Research Analysis, 15, 4, pp. 7-58, (2004); Jonbekova D., University Graduates’ Skills Mismatch in Post-Soviet Tajikistan: Employers’ Perspectives, European Education, 47, 2, (2015); Jonbekova D., The Diploma Disease in Central Asia: Students’ Views About Purpose of University Education in Kazakhstan and Tajikistan, Studies of Higher Education, 45, 6, (2020); Jonbekova D., Kim T., Kerimkulova S., Ruby A., Sparks J., Employment of International Education Graduates: Issues of Economy and Resistance to Change, Higher Education Quarterly, (2021); Jonbekova D., Serkova Y., Mazbulova Z., Jumakulov Z., Ruby A., How International Higher Education Graduates Contribute to Their Home Country: An Example from Government Scholarship Recipients in Kazakhstan, Higher Education Research & Development, (2022); Kasimova D., The Relationship Between Higher Education and Youth Labor Market in Uzbekistan, Journal of Management Value & Ethics, 7, 2, pp. 18-29, (2011); Kazistayev E., (2020); Koda Y., Yuki T., The Labor Market Outcomes of two Forms of Cross-Border Higher Education Degree Programs Between Malaysia and Japan, International Journal of Educational Development, 33, 4, pp. 367-379, (2013); Kovesi K., Kalman A., How to Manage the Study-to-Work Transition? a Comparative Study of Hungarian and French Graduate Engineering Students’ Perception of Their Employability, European Journal of Engineering Education, 45, 4, pp. 516-533, (2020); Kuzhabekova A., Almukhambetova A., Women’s Progression Through the Leadership Pipeline in the Universities of Kazakhstan and Kyrgyzstan, Compare, 51, 1, pp. 99-117, (2019); Li S., Whalley J., Xing C., China’s Higher Education Expansion and Unemployment of College Graduates, China Economic Review, 30, (2014); Li T., Zhang J., What Determines Employment Opportunity for College Graduates in China After Higher Education Reform?, China Economic Review, 21, 1, pp. 38-50, (2010); Li Z., A Critical Account of Employability Construction Through the Eyes of Chinese Postgraduate Students in the UK, Journal of Education and Work, 26, 5, pp. 473-493, (2013); McKeown T., Lindorff M., The Graduate Job Search Process – A Lesson in Persistence Rather Than Good Career Management?, Education and Training, 53, 4, pp. 310-320, (2011); Mehisto P., Kambatyrova A., Nurseitova K., Three in One? Trilingualism in Policy and Education Practice, Educational Reform and Internationalization: The Case of School Reform in Kazakhstan, pp. 152-173, (2014); Menon M., Argyropoulou E., Stylianou A., Managing the Link between Higher Education and the Labour Market: Perceptions of Graduates in Greece and Cyprus, Tertiary Education and Management, 24, 4, pp. 298-310, (2018); Mok K H., Massification of Higher Education, Graduate Employment and Social Mobility in the Greater China Region, British Journal of Sociology of Education, 37, 1, pp. 51-71, (2016); Monteiro S., Ferreira J., Almeida L., Self-perceived Competency and Self-Perceived Employability in Higher Education: The Mediating Role of Career Adaptability, Journal of Further and Higher Education, (2018); Nazarbayev N., (1997); Nazarbayev N., (2012); Nghia T., Giang H., Quyen V., At-home International Education in Vietnamese Universities: Impact on Graduates’ Employability and Career Prospects, Higher Education, 78, 5, pp. 817-834, (2019); Okahana H., Hao Y., Are They Worth It?: Master’s Degrees and Labor Market Outcomes in the STEM Workforce, Innovative Higher Education, 44, 3, pp. 165-185, (2019); Osipian A., (2018); Osseiran G., Higher Education Massification and the Changing Graduate Labour Market in the Spanish Retail Banking Industry: A Case Study, Oxford Review of Education, 46, 1, pp. 63-78, (2020); Paterson R., From Employment to Employability: Uzbekistan and the Higher Education Skills Agenda, Silk Road: A Journal of Eurasian Development, 1, 1, pp. 1-22, (2019); Perna L.W., Jumakulov Z., Kishkentayeva M., Ashirbekov A., Understanding the Programmatic and Contextual Forces That Influence Participation in a Government-Sponsored International Student-Mobility Program, Higher Education, 69, 2, pp. 173-188, (2015); Perna L.W., Orosz K., Gopaul B., Jumakulov Z., Ashirbekov A., Kishkentayeva M., Promoting Human Capital Development: A Typology of International Scholarship Programs in Higher Education, Educational Researcher, 43, 2, pp. 63-73, (2014); Pirog D., Job Search Strategies of Recent University Graduates in Poland: Plans and Effectiveness, Higher Education, 71, 4, pp. 557-573, (2016); Pomfret R., Kazakhstan’s Economy Since Independence: Does the oil Boom Offer a Second Chance for Sustainable Development?, Europe–Asia Studies, 57, 6, pp. 859-876, (2005); Ren S., Zhu Y., Warner M., Dilemmas Concerning the Employment of University Graduates in China, Studies in Higher Education, 42, 3, pp. 551-571, (2017); Santos G., Career Boundaries and Employability Perceptions: An Exploratory Study with Graduates, Studies in Higher Education, 45, 3, pp. 538-556, (2020); Shashkina A., (2018); Sin C., Neave G., Employability Deconstructed: Perceptions of Bologna Stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016); Sokhareva E., (2019); Sondergaard L., Murthi M., Abu-Ghaida D., Bodewig C., Rutkowski J., Skills, not Just Diplomas: Managing Education for Results in Eastern Europe and Central Asia, (2011); Storen A., Wiers-Jenssen J., Transition from Higher Education to Work: Are Master Graduates Increasingly Over-Educated for Their Jobs?, Tertiary Education and Management, 22, 2, pp. 134-148, (2016); Tashtanova M., (2019); Trotsenco P., (2018); Vaal T., (2019); (2018); (2019); Yorke M., Employability in the Undergraduate Curriculum: Some Student Perspectives’, European Journal of Education, 39, 4, pp. 409-427, (2004); Zamfir A., Militaru E., Mocanu C., Et al., School-to-work Transition of Higher Education Graduates in Four European Countries, Compare, 50, 1, pp. 36-52, (2020); Zharbulova N., (2020)","D. Jonbekova; Graduate School of Education, Nazarbayev University, Astana, Kazakhstan; email: dilrabo.jonbekova@nu.edu.kz","","Routledge","","","","","","02634937","","","","English","Cent. Asian Surv.","Article","Final","","Scopus","2-s2.0-85142626519"
"Ezeuduji I.O.; Nzama A.T.; Nkosi G.S.; Kheswa T.P.; Shokane A.L.","Ezeuduji, Ikechukwu O. (54681708800); Nzama, Antonia T. (57195603607); Nkosi, Gugulethu S. (57195605880); Kheswa, Thembekile P. (57973351900); Shokane, Allucia L. (57211386225)","54681708800; 57195603607; 57195605880; 57973351900; 57211386225","Stakeholder perceptions of university-industry collaboration on tourism and business students’ employability in two continents","2023","Journal of Teaching in Travel and Tourism","23","3","","330","353","23","2","10.1080/15313220.2022.2147121","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142384914&doi=10.1080%2f15313220.2022.2147121&partnerID=40&md5=e4883640b80d00fb1737551fc737f068","Faculty of Humanities and Social Sciences, University of Zululand, KwaDlangezwa, South Africa; Agriculture and Engineering, University of Zululand, KwaDlangezwa, South Africa","Ezeuduji I.O., Faculty of Humanities and Social Sciences, University of Zululand, KwaDlangezwa, South Africa; Nzama A.T., Faculty of Humanities and Social Sciences, University of Zululand, KwaDlangezwa, South Africa; Nkosi G.S., Faculty of Humanities and Social Sciences, University of Zululand, KwaDlangezwa, South Africa; Kheswa T.P., Agriculture and Engineering, University of Zululand, KwaDlangezwa, South Africa; Shokane A.L., Faculty of Humanities and Social Sciences, University of Zululand, KwaDlangezwa, South Africa","This study explored whether the teaching environment of six universities across Finland, United Kingdom, and South Africa are currently producing the competencies required by the industry. It also assessed the effects of university-industry collaboration activities on students’ work readiness and employability. The research adopted mixed method approach to data collection. Structured questionnaire survey was used to collect quantitative data from students, and semi-structured interviews were used to collect qualitative data from lecturers and industry representatives. Findings from the University of Zululand (UNIZULU) were compared with findings from the other universities in South Africa. UNIZULU students had the highest ratings compared to the students from the other universities across the dimensions of career preparation, desirable graduate competencies and work readiness. In contrast, UNIZULU students had the lowest ratings in terms of industry engagement and student engagement, for which this study provided management implications. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","graduate employability; service learning; university-enterprise cooperation; work integrated learning; Work readiness","","","","","","European Commission, EC, (610189-EPP-1-2019-1-FI-EPPKA2-CBHE-JP)","The work was supported by the Erasmus+ Programme of the European Union [610189-EPP-1-2019-1-FI-EPPKA2-CBHE-JP].","Bektas C., Tayauova G., A model suggestion for improving the efficiency of higher education: University–industry cooperation, Procedia - Social and Behavioral Sciences, 116, pp. 2270-2274, (2014); Bhatt G.D., Organizing knowledge in the knowledge development cycle, Journal of Knowledge Management, 4, 1, pp. 15-26, (2000); Bishop J.L., Verleger M.A., The flipped classroom: A survey of the research,  American Society for Engineering Education Annual Conference & Exposition, (2013); Blitzer E., Botha N., Curriculum inquiry in South African higher education, (2011); Brekelmans S., Petropoulos G., Artificial intelligence’s great impact on low and middle-skilled jobs, Bruegel Blog, (2020); Brown R., Enhancing student employability? 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Lewandowska A., Stopa M., The impact of innovative professional qualifications on the sense of employment security: Evidence from Poland, Journal of Scientific Papers Economics and Sociology, 13, 3, pp. 72-83, (2020); Lubbe B., Letsholo R., Engelbrecht J., Strengthening university-enterprise cooperation in South Africa to support regional development by enhancing lifelong learning skills, social innovations and inclusivity/SUCSESS–Work Package 1–Gap analysis and benchmarking, (2020); Luckin R., Holmes W., Griffiths M., Forcier L.B., Intelligence Unleashed: An argument for AI in Education, (2016); Marais M., du Plessis E., Saayman M., A review on critical success factors in tourism, Jjournal of Hospitality and Tourism Management, 31, 1, pp. 1-12, (2017); Mirza H., Al Sinawi H., Al-Balushi N., Al-Alawi M., Panchatcharam S.M., Barriers to university-industry collaboration in an academic university department in London, United Kingdom, International Journal of Pharmaceutical and Healthcare Marketing, 14, 3, pp. 445-460, (2020); Mseleku Z., Local government internship and youth graduate employability: Perspectives of interns, mentors and HR managers, Commonwealth Youth and Development, 19, 2, (2021); Nwokorie E.C., Adiukwu K.I., Hospitality and tourism entrepreneurship: Administrative barriers in Imo State, Nigeria, Turizam, 24, 1, pp. 13-32, (2020); Nzama N., Ezeuduji I.O., Nuanced gender perceptions on the influences of formal education and business networks on tourism-related business operations: KwaZulu-Natal, South Africa, EuroEconomica, 39, 2, pp. 70-84, (2020); Oranye N., Disrupting Africa: The rise and rise of African innovation, (2016); Owoc M.L., Sawicka A., Weichbroth P., Artificial intelligence technologies in education: Benefits, challenges and strategies of implementation, IFIP International Workshop on Artificial Intelligence for Knowledge Management, pp. 37-58, (2019); Rahman M.S., The advantages and disadvantages of using qualitative and quantitative approaches and methods in language “testing and assessment” research: A literature review, Journal of Education and Learning, 6, 1, pp. 102-112, (2016); Ramnund-Mansingh A., Reddy N., South African specific complexities in aligning graduate attributes to employability, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 206-221, (2021); Rees C., Forbes P., Kubler B., Student employability profiles: A guide for higher education practitioners, York: The Higher Education Academy, in Association with the Council for Industry and Higher Education (CIHE) and Graduate Prospects, (2006); Rice S., Winter S.R., Doherty S., Milner M., Advantages and disadvantages of using internet-based survey methods in aviation-related research, Journal of Aviation Technology and Engineering, 7, 1, pp. 58-65, (2017); Riebe L., Jackson D., The use of rubrics in benchmarking and assessing employability skills, Journal of Management Education, 38, 3, pp. 319-344, (2014); Rithalahti J., Inquiry learning in tourism: Haaga-Helia Porvoo Campus, Tourism Education: Global issues and trends: (Tourism social sciences series, vol. 21), pp. 135-151, (2015); Robinson K., What value do stakeholders place on the academic standards and grading practices in work-integrated learning Griffith University, Brisbane, Australia, International Journal of Work-Integrated Learning, 19, 4, pp. 349-357, (2018); Sampson S.E., A strategic framework for task automation in professional services, Journal of Service Research, 24, 1, pp. 122-140, (2021); Saunders V., Zuzel K., Evaluating employability skills: Employer and student perceptions, Bioscience Education, 15, 1, pp. 1-15, (2010); Secolsky C., Denison D.B., Handbook on Measurement, Assessment, and Evaluation in Higher Education, (2012); Seppo M., Lilles A., Indicators measuring university–industry collaboration, Discussions on Estonia Economic Policy, 20, 1, pp. 204-225, (2012); Quarterly labour force survey Q4, (2019); Suleman F., Videira P., Araujo E., Higher education and employability skills: Barriers and facilitators of employer engagement at local level, Education Science, 11, 2, pp. 11-51, (2021); Tavakol T., Dennick R., Making sense of Cronbach’s Alpha, International Journal of Medical Education, 2, 1, pp. 53-55, (2011); Tezcan N., Durakovic I., Lloyd E., D'Arcy S., Scaffolded, simulated work-integrated learning in design education: Beyond the live project, International Journal of Work-Integrated Learning, 21, 5, pp. 521-529, (2020); South Africa unemployment rate, (2020); South Africa unemployment rate, (2022); Tran T.T., Enhancing graduate employability and the need for university enterprise collaboration, Journal of Teaching and Learning for Graduate Employability, 7, 1, pp. 58-71, (2016); Unger M., Plot W., The Knowledge Triangle between research, education and innovation–a conceptual Discussion, Foresight and STI Governance, 11, 2, pp. 10-26, (2017); Vecchiato R., Strategic planning and organizational flexibility in turbulent environments, Foresight, 17, 3, pp. 257-273, (2015); Walker M., Fongwa S., Universities, employability and human development, (2017); Yorke M., Knight P.T., Embedding employability into the curriculum, Learning & Employability Series 1, (2006); Zhao Y., Watterson J., The changes we need: Education post Covid-19, Journal of Educational Change, 22, 1, pp. 3-12, (2021); Zheyu L., Weijin C., Jihui Z., Yuan W., Ghani U., Zhai X., Investigating the influence of tacit knowledge transformation approach on students’ learning ability, Frontiers in Psychology, 12, (2021)","I.O. Ezeuduji; Faculty of Humanities and Social Sciences, University of Zululand, Private Bag X1001, KwaDlangezwa, 3886, South Africa; email: ezeudujii@unizulu.ac.za","","Routledge","","","","","","15313220","","","","English","J. Teach Travel Tour.","Article","Final","","Scopus","2-s2.0-85142384914"
"Bhatti M.; Alyahya M.; Alshiha A.A.; Qureshi M.G.; Juhari A.S.; Aldossary M.","Bhatti, Muhammad (36459514700); Alyahya, Mansour (57220010475); Alshiha, Ahmed Abdulaziz (57416834100); Qureshi, Madeeha Gohar (57536736700); Juhari, Ariff Syah (57202500712); Aldossary, Mohammed (57209235177)","36459514700; 57220010475; 57416834100; 57536736700; 57202500712; 57209235177","Exploring business graduates employability skills and teaching/learning techniques","2023","Innovations in Education and Teaching International","60","2","","207","217","10","9","10.1080/14703297.2022.2049851","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126642545&doi=10.1080%2f14703297.2022.2049851&partnerID=40&md5=57d69188f9684873dbac8d5697c87962","School of Business, King Faisal University, Al-Ahsa, Saudi Arabia; Department of Management, College of Business, King Faisal University, Al-Ahsa, Saudi Arabia; Department of Tourism and Hotel Management, College of Tourism and Archaeology, King Saud University, Riyadh, Saudi Arabia; Pakistan Institute of Development Archaeology, Islamabad, Pakistan; College of Business Administration, Prince Sultan University, Riyadh, Saudi Arabia","Bhatti M., School of Business, King Faisal University, Al-Ahsa, Saudi Arabia; Alyahya M., Department of Management, College of Business, King Faisal University, Al-Ahsa, Saudi Arabia; Alshiha A.A., Department of Tourism and Hotel Management, College of Tourism and Archaeology, King Saud University, Riyadh, Saudi Arabia; Qureshi M.G., Pakistan Institute of Development Archaeology, Islamabad, Pakistan; Juhari A.S., College of Business Administration, Prince Sultan University, Riyadh, Saudi Arabia; Aldossary M., Department of Management, College of Business, King Faisal University, Al-Ahsa, Saudi Arabia","The purpose of this study is to identify a set of employability skills required for business graduates. The study also sets to determine teaching/learning techniques that are effective in acquiring these employability skills. Data were collected using a questionnaire consisting of 5-point Likert-scale questions. Respondents are from 43 industry professionals, including human resource managers, 44 faculty members working in higher educational institutions, and 450 graduates working in various organisations. Findings indicated that, although ranked differently, overall graduates and industry professionals are on the same page in terms of required employability skills. The respondents also regard organisational skills, entry-level digital skills, problem-solving skills, teamwork, subject-related skills, goal-oriented characteristics, communication capabilities, decision-making abilities and creativity as highly required employability skills. In contrast, graduates and faculty members have different views about teaching/learning techniques required to gain the targeted employability skills. The findings of this study would be useful to policy makers in understanding the required employability skills for business graduates and also, the teaching/learning techniques that are suitable in achieving these employability skills. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","business graduates; Employability skills; human development; teaching/learning techniques","","","","","","Vice Presidency for Graduate Studies and Scientific Research; Deanship of Scientific Research, King Saud University; King Faisal University, KFU, (AN00059)","This work was supported through the Annual Funding track by the Deanship of Scientific Research, Vice Presidency for Graduate Studies and Scientific Research, King Faisal University, Saudi Arabia (Project No. AN00059)","Abou-Setta A., Towards more employable Egyptian HE graduates–A case study, Education Business and Society, Contemporary Middle Eastern Issues, 7, 4, pp. 229-244, (2014); Asonitou S., Employability skills in higher education and the case of Greece, Procedia Social and Behavioral Science, 17, 5, pp. 283-290, (2015); Ayoubi R., Alzarif K., Khalifa B., The employability skills of business graduates in Syria: Do policymakers and employers speak the same language?, Education & Training, 59, 1, pp. 61-75, (2017); Bhatti M.A., Veera Sundram Kaiani V.P., Business research: Quantitative and qualitative methods, (2015); Bodewig C., Badliani-Magnusson R., Skills for current and future jobs, Skilling up Vietnam: Preparing the workforce for a modern market economy, pp. 49-88, (2014); Cinque M., “Lost in translation”. Soft skills development in European countries, Tuning Journal for Higher Education, 3, 2, pp. 389-427, (2016); Cotton K., Developing employability skills, Northwest regional education research laboratory, (2001); Cox S., King D., Skills sets: An approach to embed employability in course design, Education & Training, 48, 4, pp. 262-274, (2006); Devadason E.S., Subramaniam T., Daniel E.G.S., Final year undergraduate perceptions of the integration of soft skills in the formal curriculum: A survey of Malaysian public universities, Asia Pacific Education Review, 11, 3, pp. 321-348, (2010); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Hesketh A., Recruiting an elite? Employer perceptions of graduates employment and training, Journal of Education and Work, 13, 3, pp. 245-271, (2000); Kamaliah S., Roslan S., Bakar A.B., Ghiami Z., The effects of supervised work experience on the acquisition of employability skills among Malaysian students, Higher Education, Skills and Work-Based Learning, 8, 4, pp. 354-364, (2018); Kim K., Sharma P., Land S.M., Furlong K.P., Effects of active learning on enhancing student critical thinking in an undergraduate general science course, Innovative Higher Education, 38, 3, pp. 223-235, (2012); Ladd P.D., Ruby R., Learning styles and adjustment issues of international students, Journal of Education in Business, 74, 6, pp. 363-367, (1999); McHardy P., Allan T., Closing the gap between what industry needs and HE provides, Education & Training, 42, 9, pp. 496-508, (2000); Ornellas A., Falkner K., Stalbrandt E.E., Enhancing graduates employability skills through authentic learning approaches, Higher Education, Skills and Work-Based Learning, 9, 1, pp. 107-120, (2019); Rodrigues C.A., Culture as a determinant of the importance level business students place on ten teaching/learning techniques: A survey of university students, Journal of Management Development, 24, 7, pp. 608-621, (2005); Rothwell A., Arnold J., Self-perceived employability: Development and validation of scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rule A.C., The components of authentic learning, Journal of Authentic Learning, 3, 1, pp. 1-10, (2006); Taylor L., What is employability and what does it mean for you?, (2016); Thang Phan V.M., Wongsurawat W., Enhancing the employability of IT graduates in Vietnam, Higher Education, Skills and Work-Based Learning, 6, 2, pp. 146-161, (2016); Tiwari A., Lai P., So M., Yuen K., A comparison of the effects of problem-based learning and lecturing on the development of student critical thinking, Medical Education, 40, 6, pp. 547-554, (2006); Tran T.T., Limitations on the development of skills in higher education in Vietnam, Higher Education, 65, 5, pp. 631-644, (2013); Tran T.T., Is graduate employability the whole of higher education issue, Journal of Education and Work, 28, 3, pp. 207-227, (2015); Travid A., The effectiveness of access restriction to higher education in decreasing over education, Economic Analysis and Policy, 45, 1, pp. 11-26, (2015); Trung T.Q., Swierczed F.W., Skills development in higher education in Vietnam, Asia Pacific Business Review, 15, 4, pp. 565-586, (2009); Wilton N., Business graduates and management jobs: An employability match made in heaven?, Journal of Education and Work, 21, 2, pp. 143-158, (2008); Yao C.W., Tuliao M.D., Soft skills development for employability: A case study of stem graduate students at a Vietnamese transactional university, Higher Education, Skills and Work-Based Learning, 9, 3, pp. 250-263, (2019); Yorke M., Employability in higher education: What it is–What it is not?, Learning and Employability Series 1, 1, (2006)","M. Bhatti; Department of Management, School of Business, King Faisal University, Al-Ahsa, Saudi Arabia; email: awaisbhatti_786@yahoo.com","","Routledge","","","","","","14703297","","","","English","Innov. Educ. Teach. Int.","Article","Final","","Scopus","2-s2.0-85126642545"
"Dollinger M.; Finneran R.; Ajjawi R.","Dollinger, Mollie (57201722485); Finneran, Rachel (57210313316); Ajjawi, Rola (24070153000)","57201722485; 57210313316; 24070153000","Exploring the experiences of students with disabilities in work-integrated learning","2023","Journal of Higher Education Policy and Management","45","1","","3","18","15","8","10.1080/1360080X.2022.2129317","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141158814&doi=10.1080%2f1360080X.2022.2129317&partnerID=40&md5=36bdaba81b882f7a17a1ac04ecc6ad05","Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, VIC, Australia","Dollinger M., Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, VIC, Australia; Finneran R., Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, VIC, Australia; Ajjawi R., Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Melbourne, VIC, Australia","Work-integrated learning (WIL) or university placements are valuable opportunities for students to apply their knowledge in an authentic work setting and help support their transition from university to employment. However, as our study evidenced, students with disability face significant and unique barriers to securing and completing WIL placements. In this study, we surveyed students with disability at an Australian university (n = 132) to explore their experiences and perceptions of WIL placements. Our findings indicate that while many students are motivated to participate in placements, they have concerns about how their disability, medical or mental health condition(s) will be accepted by the organisations and whether their requests for accommodations will be facilitated without judgement from supervisors. The findings from our study are relevant to the fields of disability/inclusion and employability, as the results showcase that current policies and practices do not adequately support diverse students. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employability; higher education; inclusion; placements; Students with disabilities; work integrated learning","","","","","","National Career Development Learning Hub; National Careers Institute","This project received funding from the National Careers Institute to conduct the research. Our study was part of a wide project led by Professor Sarah O’Shea titled, ‘National Career Development Learning Hub for Students with Disability.’","Atfield G., Hunt W., Luchinskaya D., Employability programmes and work placements in UK hIgher education, Research Report, (2021); Disability dIscrimination act 1992, (1992); Bazeley P., Analysing qualitative data: More than ‘identifying themes’, Malaysian Journal of Qualitative Research, 2, 2, pp. 6-22, (2009); Bell A., Bartimote K., Mercer-Mapstone L., Moran G., Tognolini J., Exploring benefits and challenges of online Work Integrated Learning for equity students. Research Fellowship final report, (2021); Bell A., Bartimote K., Mercer-Mapstone L., Moran G., Tognolini J., Exploring benefits and challenges of online Work Integrated Learning for equity students, (2021); Bellman S., Burgstahler S., Ladner R., Work-Based learning experiences help students with disabilities transition to careers: A case study of university of Washington projects, Work, 48, 3, pp. 399-405, (2014); Black M.H., Mahdi S., Milbourn B., Scott M., Gerber A., Esposito C., Girdler S., Multi‐informant international perspectives on the facilitators and barriers to employment for autistic adults, Autism Research, 13, 7, pp. 1195-1214, (2020); Brett M., Harvey A., Funston A., Spicer R., Wood A., The Role of Inherent Requirement Statements in Australian Universities: Final Report, (2016); Deckoff-Jones A., Duell M.N., Perceptions of appropriateness of accommodations for university students: Does disability type matter?, Rehabilitation Psychology, 63, 1, (2018); Final report of the 2020 review of the disability standards for education 2005, (2020); National Priorities and Industry Linkage Fund (NPILF), (2020); Eckstein D., Meaningful jobs for students with disability From luck to business as usual. Research Fellowship final report, (2022); Gatto L.E., Pearce H., Plesca M., Antonie L., Students with disabilities: Relationship between participation rates and perceptions of work-integrated learning by disability type, International Journal of Work-Integrated Learning, 22, 3, pp. 287-306, (2021); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Developing graduate career readiness in Australia: Shifting from extra-curricular internships to work-integrated learning, International Journal of Work-Integrated Learning, 19, 1, pp. 23-35, (2018); Jackson D., Bridgstock R., What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work, Higher Education, 81, 4, pp. 723-729, (2021); Jackson D., Collings D., The influence of work-integrated learning and paid work during studies on graduate employment and underemployment, Higher Education, 76, 3, pp. 403-425, (2018); Kilpatrick S., Johns S., Barnes R., Fischer S., McLennan D., Magnussen K., Exploring the retention and success of students with disability in Australian higher education, International Journal of Inclusive Education, 21, 7, pp. 747-762, (2017); Lloyd N., Paull M., Clerke T., Male S., Access, quality and wellbeing in engineering Work Integrated Learning placements: Implications for equity and diversity, (2019); McCarthy P., Swayn M., Higher education and employment in Australia: The impact of internships, CSIRO Data61, (2019); Morgan M., Effective career development services for young people (15-24) with disability, (2012); Nations U., Universal declaration of Human Rights, (1948); National dashboard, National Centre for Student Equity in Higher Education, (2020); Nolan C., Gleeson C., Treanor D., Madigan S., Higher education students registered with disability services and practice educators: Issues and concerns for professional placements, International Journal of Inclusive Education, 19, 5, pp. 487-502, (2015); Palmer S., Young K., Campbell M., Developing an institutional evaluation of the impact of work-integrated learning on employability and employment, International Journal of Work-Integrated Learning, 19, 4, pp. 371-383, (2018); Patrick C.-J., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The WIL (Work Integrated Learning) report: A national scoping study, (2008); Peach D., Moore K., Campbell M., Winchester-Seeto T., Ferns S., Mackaway J., Groundwater L., Building institutional capacity to enhance access participation and progression in work integrated learning (WIL), Final Report 2015, (2016); Pitman T., Supporting persons with disabilities to succeed in higher education. Research Fellowship final report, (2022); 2021 Graduate Outcomes Survey, (2021); Smith C., Evaluating the quality of work-integrated learning curricula: A comprehensive framework, Higher Education Research & Development, 31, 2, pp. 247-262, (2012); Tai J.-H.-M., Dollinger M., Ajjawi R., Jorre de St Jorre T., Krattli S., McCarthy D., Prezioso D., Designing assessment for inclusion: An exploration of diverse students’ assessment experiences, Assessment & Evaluation in Higher Education, pp. 1-15, (2022); Tanaka Y., Zegwaard K.E., An international comparison of cooperative and work-integrated education in East and South East Asia, 3rd International Research Symposium on Cooperative and Work-Integrated Education, (2018); Work integrated learning in universities, (2019); Vornholt K., Villotti P., Muschalla B., Bauer J., Colella A., Zijlstra F., Van Ruitenbeek G., Disability and employment–overview and highlights, European Journal of Work and Organizational Psychology, 27, 1, pp. 40-55, (2018); Winchester-Seeto T., Mackaway J., Peach D., Moore K., Ferns S., Campbell M., Principles, guidelines and strategies for inclusive WIL, (2015); Yerbury H., Darcy S., Burridge N., Almond B., Bringing order or creating exclusion: Systems for managing disability in a university, Journal of Documentation, 78, 3, pp. 529-545, (2021)","M. Dollinger; Centre for Research in Assessment and Digital Learning (CRADLE), Melbourne, Deakin University, Melbourne, Australia; email: mollie@deakin.edu.au","","Routledge","","","","","","1360080X","","","","English","J. High. Educ. Policy Manage.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85141158814"
"Chen W.; Shao K.; Xiao Q.; Mai Y.","Chen, Wanyu (58137243300); Shao, Kaixu (58138591700); Xiao, Qiuye (58137013100); Mai, Yilan (58137468000)","58137243300; 58138591700; 58137013100; 58137468000","Development and validation of Chinese college students’ future employability scale","2023","Frontiers in Psychology","14","","1063437","","","","0","10.3389/fpsyg.2023.1063437","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149830467&doi=10.3389%2ffpsyg.2023.1063437&partnerID=40&md5=8915a2e66b36d63ac10232eccbaf3bf3","Department of Psychology, Faculty of Education, Guangxi Normal University, Guilin, China; Guangxi University, College Key Laboratory of Cognitive Neuroscience and Applied Psychology, Guilin, China","Chen W., Department of Psychology, Faculty of Education, Guangxi Normal University, Guilin, China, Guangxi University, College Key Laboratory of Cognitive Neuroscience and Applied Psychology, Guilin, China; Shao K., Department of Psychology, Faculty of Education, Guangxi Normal University, Guilin, China, Guangxi University, College Key Laboratory of Cognitive Neuroscience and Applied Psychology, Guilin, China; Xiao Q., Department of Psychology, Faculty of Education, Guangxi Normal University, Guilin, China, Guangxi University, College Key Laboratory of Cognitive Neuroscience and Applied Psychology, Guilin, China; Mai Y., Department of Psychology, Faculty of Education, Guangxi Normal University, Guilin, China, Guangxi University, College Key Laboratory of Cognitive Neuroscience and Applied Psychology, Guilin, China","COVID-19 and the pandemic-induced lockdowns juxtaposed against the surge in the number of college graduates have made the dilemma of “fierce competition and difficult employment” more real. The employment of college students has become a topic of serious concern in society. This study aimed to develop a Future Employability Scale for Chinese college students and evaluate its reliability and validity. Based on the analysis of the literature, the study developed the initial measurement scale of the college students’ future employability and calibrated the initial measurement and question volume based on experts’ feedback. First, the students’ group was measured, and data from 389 university students were collected and analyzed. Second, the data collection and verification factor analysis of 387 university students were collected and verified, and the internal consistency reliability, split-half reliability, and validity of the scale were evaluated. Further, 68 college students were selected to evaluate their test-retest reliability after an interval of one month. The Future Employability Scale of college students had 28 items covering four dimensions: knowledge skill, personality quality, interpersonal network, and career development. The reliability test found that the total scale of the Future Employability Scale and the internal consistency reliability, split-half reliability, and retest reliability of each dimension were good, and the validity test suggested that the scale had good content validity, structural validity, and calibration correlation validity. With a clear structure, good reliability, and validity, the Future Employability Scale is a good tool to measure the future employability of college students. Copyright © 2023 Chen, Shao, Xiao and Mai.","college students; future employability; reliability; scale development; validity","","","","","","Guangxi Zhuang Autonomous Region Postgraduate Innovation and Entrepreneurship; Guangxi Normal University, GXNU","In 2020 the Theoretical and Practical Research Topic of Ideological and Political Education for College Students in Guangxi “Study on Employment Hope of College Graduates and its Relief Mechanism of Employment Anxiety under Epidemic Situation” (Project No. 2020LSZ044). This project was funded by the Guangxi Zhuang Autonomous Region Postgraduate Innovation and Entrepreneurship and Joint Training Base: 2022 Guangxi Normal University Master’s Degree in Psychology “Duxiu” Scientific Research Article Cultivation Program (The structure, influencing factors and influencing mechanism of college students’ future employability: a cross-sectional and longitudinal study). ","Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W.B., Competencies for the contemporary career: Development and preliminary validation of the career competencies questionnaire, J. Career Dev, 40, pp. 245-267, (2013); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work Stress, 21, pp. 279-292, (2007); Bowen T., Depicting the possible self: Work-integrated learning students’ narratives on learning to become a professional, Asia Pacific J. Cooperat. Educ, 17, pp. 399-411, (2016); Buchmann M., Labour market entry and beyond: Some reflections on the changing structure of work, Educ. Train, 44, pp. 217-223, (2002); Chen P., Wang M., A review of the reversal of skill demand in the labor market, Hum. Resour. Dev. China, 39, pp. 110-121, (2022); Comrey A.L., Lee H.B., A first course in factor analysis, (2013); Cross S., Markus H., Possible selves across the life-span, Hum. Dev, 34, pp. 225-230, (1991); Curran P.G., Methods for the detection of carelessly invalid responses in survey data, J. Exp. Soc. Psycho, 66, pp. 4-19, (2016); Dai H.Q., Psychometrics, (2015); De Cuyper N., Mauno S., Kinnunen U., Makikangas A., The role of job resources in the relation between perceived employability and turnover intention: Aprospective two-sample study, J. Vocat. Behav, 78, pp. 253-263, (2011); De Cuyper N., Raeder S., Van der Heijden B.I.J.M., Wittekind A., The association between workers’ employability and burnout in a reorganization context: Longitudinal evidence building upon the conservation of resources theory, J. Occup. Health Psychol, 17, pp. 162-174, (2012); Ellen P.S., Wiener J.L., Fitzgerald M.P., Encouraging people to save for their future: Augmenting current efforts with positive visions of the future, J. Public Policy Mark, 31, pp. 58-72, (2012); Fugate M., Kinicki A.J., A dispositional approach to employability: Development of a measure and tests of implications for employee reactions to organizational change, J. Occup. Organ. Psychol, 81, pp. 503-527, (2008); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, J. Vocat. Behav, 65, pp. 14-38, (2004); Guilbert L., Bernaud J., Gouvernet B., Rossier J., Employability: Review and research prospects, Int. J. Educ. Vocat. Guid, 16, 6989, (2016); Gunawan W., Creed P.A., Glendon A.I., Development and initial validation of a perceived future employability scale for young adults, J. Career Assess, 27, pp. 610-627, (2018); Gunawan W., Creed P., Glendon A., Young adults’ perceived future employability: Antecedents and consequences, Int. J. Educ. Vocat. Guid, 21, pp. 101-122, (2020); Higgins E.T., Self-discrepancy-a theory relating self and affect, Psychol. 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Distance Educ, pp. 64-74, (2018); Wang M., Latent variable modeling using Mplus, (2014); Wang T., Investigation and research on influencing factors of employment quality of Chinese college graduates, Explor. High. Educ, pp. 104-109, (2015); Xiong M., Ye Y., Compilation and validity verification of the psychological capital scale for Chinese adolescents, Res. Exp. Educ, pp. 91-96, (2020); Xu Y., Li C., Validation of the Chinese version of the multidimensional workaholism scale, J. Career Assess, 29, pp. 608-623, (2021); Yu H., Zheng X., Xu C., Yan C., The relationship between college students’ employability and subjective and objective employment performance: Linear and inverted U-shaped relationship, Acta Psychol. Sin, 46, pp. 807-822, (2014); Yu H., Xu C., Zhou X., Yan C., Measuring the employability of college students and its impact on job-hunting behavior and performance, Fut. Dev, 9, pp. 91-95, (2010); Zhang X., He L., Zheng X., Structure and scale of adolescent student life satisfaction, Psychol. Sci, pp. 1257-1260, (2004); Zhou W., Sun J., Guan Y., Li Y., Pan J., Criteria of career success among chinese employees: Developing a multidimensional scale with qualitative and quantitative approaches, J. Career Assess, 21, pp. 265-277, (2013)","K. Shao; Department of Psychology, Faculty of Education, Guangxi Normal University, Guilin, China; email: psykelly@163.com","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85149830467"
"Ramakrishnan M.; Gregor S.; Shrestha A.; Soar J.","Ramakrishnan, Muralidharan (57210841864); Gregor, Shirley (55885477900); Shrestha, Anup (55583586400); Soar, Jeffrey (7004721575)","57210841864; 55885477900; 55583586400; 7004721575","Achieving Industry-aligned Education through Digital-Commons: A Case Study","2023","Journal of Computer Information Systems","63","4","","950","964","14","2","10.1080/08874417.2022.2115955","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137825210&doi=10.1080%2f08874417.2022.2115955&partnerID=40&md5=6d5fb0fd194423bf58b9e7ae3f06bfcf","University of Southern Queensland, Toowoomba, Australia; The Australian National University, Canberra, Australia","Ramakrishnan M., University of Southern Queensland, Toowoomba, Australia; Gregor S., The Australian National University, Canberra, Australia; Shrestha A., University of Southern Queensland, Toowoomba, Australia; Soar J., University of Southern Queensland, Toowoomba, Australia","Aligning student skills with industry practices in the current fast-changing digital economy is one of the many challenges faced by higher education institutions. In this paper, we present a novel approach in which we developed a digital commons to serve as a bridge between emerging industry practices and academic curricula. In a digital commons, knowledge is created and shared online. This case study describes the motivation for, and the design, development and evaluation of, an industry practice digital commons (IPDC) to assist students in developing industry relevant knowledge. The target students were pursuing a course on IT Governance and Service Management (IGSM) at an Australian university. The development of the digital artifact followed the design science research (DSR) paradigm. Feedback from 78 students and 26 practitioners, and the visitor analytics totaling 122,360 users, indicated that both student and practitioner communities considered the IPDC to be valuable. © 2022 International Association for Computer Information Systems.","case study; connectivism learning theory; design science research (DSR); digital commons; Employability; industry-aligned education; knowledge commons theory","Design; E-learning; Case-studies; Connectivism; Connectivism learning theory; Design science research; Design-science researches; Digital common; Employability; Industry-aligned education; Knowledge common theory; Learning Theory; Students","","","","","","","Kumar A., Personal, academic and career development in higher education: Soaring to success; Leonard L., Jones K., Lang G., Information system curriculum versus employer needs: a gap analysis, J Inf Syst Educ, 17, (2019); Tan Y.L., Nakata K., Paul D., Aligning is masters programs with industry, J Inf Syst Educ, 29, pp. 169-182, (2018); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Stud High Educ, 45, 12, pp. 2588-2603, (2020); DeFillippi R.J., Arthur M.B., The boundaryless career: a competency‐based perspective, J Organ Behav, 15, 4, pp. 307-324, (1994); Mancha R., Shankaranarayanan G., Educating an innovative workforce for the digital economy, AMCIS 2017 Proceedings, (2017); Luke A., Sefton-Green J., Graham P., Kellner D., Ladwig J., Digital ethics, political economy, and the curriculum: this changes everything, Handbook of Writing, Literacies, and Education in Digital Cultures, (2018); Hwang D., Ma Z., Wang M., The information systems core: a study from the perspective of is core curricula in the us, J Inf Syst Educ, 13, 6, (2015); Cummings J., Janicki T., Survey of technology and skills in demand: 2020 update, J Inf Syst Educ, 32, pp. 150-159, (2021); Siemens G., Connectivism: a learning theory for the digital age, (2004); 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Berger D., Shashidhar N., Varol C., Using ITIL 4 in security management, 2020 8th International Symposium on Digital Forensics and Security (ISDFS), (2020); De Haes S., Van Grembergen W., Debreceny R.S., Cobit 5 and enterprise governance of information technology: building blocks and research opportunities, J Inf Syst, 27, 1, pp. 307-324, (2013); Leidig P., Salmela H., Is 2020:A competency model for undergraduate programs in information systems, (2021); Proehl T., Langkau T.F., Erek K., Kolbe L.M., Zarnekow R., It service management within the is curriculum: comparing two German experiences, Proceedings of the Nineteenth Americas Conference on Information Systems, (2013); Cater-Steel A., Hine M.J., Grant G., Embedding it service management in the academic curriculum: a cross-national comparison, J Glob Inf Manag, 13, 4, pp. 64-92, (2010); Lin-Stephens S., Smith S., Peso M., Pang V., The career information literacy learning framework: a case study of information systems, information technology and engineering capstone units of an Australian university, 20th Pacific Asia Conference on Information Systems, PACIS 2016, (2016); 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Ramakrishnan M., Shrestha A., Soar J., Innovation centric knowledge commons—a systematic literature review and conceptual model, J Open Innov: Technol Mark Complex, 7, 1, (2021); Allarakhia M., Walsh S., Analyzing and organizing nanotechnology development: application of the institutional analysis development framework to nanotechnology consortia, Technovation, 32, 3-4, pp. 216-226, (2012); Shrestha A., Cater-Steel A., Toleman M., Behari S., Rajaeian M.M., Development and evaluation of a software-mediated process assessment method for it service management, Inf Manag, 57, 4, (2020); Clara M., Barbera E., Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology, Distance Educ, 34, 1, pp. 129-136, (2013); Von Alan R.H., March S.T., Park J., Ram S., Design science in information systems research, MIS Q, 28, 1, pp. 75-105, (2004); Peffers K., Tuunanen T., Rothenberger M.A., Chatterjee S., A design science research methodology for information systems research, Manag Inf Syst, 24, 3, pp. 45-77, (2007); 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Cater-Steel A., Toleman M., Tan W.-G., Transforming it service management-the ITIL impact, Proceedings of the 17th Australasian Conference on Information Systems (ACIS 2006), (2006); Marrone M., Gacenga F., Cater-Steel A., Kolbe L., It service management: a cross-national study of ITIL adoption, Commun Assoc Inf Syst, 34, (2014); Peffers K., Rothenberger M., Tuunanen T., Vaezi R., Design science research evaluation, International Conference on Design Science Research in Information Systems, pp. 398-410, (2012); Venable J., Pries-Heje J., Baskerville R., Feds: a framework for evaluation in design science research, Eur J Inf Syst, 25, 1, pp. 77-89, (2016); Boegh J., A new standard for quality requirements, IEEE Softw, 25, 2, pp. 57-63, (2008); Holmes A., Illowsky B., Dean S., Introductory business statistics, (2017); Reichheld F.F., The one number you need to grow, Harv Bus Rev, 81, pp. 46-55, (2003); Lee S., Net promoter score: using nps to measure it customer support satisfaction, Proceedings of the 2018 ACM SIGUCCS Annual Conference, pp. 63-64, (2018); Plaza B., Google analytics for measuring website performance, Tour Manag, 32, 3, pp. 477-481, (2011); Saura J.R., Palos-Sanchez P., Cerda Suarez L.M., Understanding the digital marketing environment with KPIs and web analytics, Future Internet, 9, 4, (2017); Studente S., Ellis S., Enhancing the online student experience through creating learning communities—the benefits of chatbots in higher education, Tertiary online teaching and learning, (2020)","M. Ramakrishnan; School of Business, University of Southern Queensland, Toowoomba, Australia; email: Muralidharan.Ramakrishnan@usq.edu.au","","Taylor and Francis Ltd.","","","","","","08874417","","","","English","J. Comput. Inf. Syst.","Article","Final","","Scopus","2-s2.0-85137825210"
"Kim S.; Creed P.A.; Hood M.; Bath D.","Kim, Sujin (57855805000); Creed, Peter A. (7003468262); Hood, Michelle (57204664129); Bath, Debra (12139902700)","57855805000; 7003468262; 57204664129; 12139902700","Protean career processes in young adults: Relationships with perceived future employability, educational performance, and commitment","2023","International Journal for Educational and Vocational Guidance","","","","","","","0","10.1007/s10775-023-09584-0","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149468416&doi=10.1007%2fs10775-023-09584-0&partnerID=40&md5=98b05985a8bd879fd9868a10e7910b00","School of Applied Psychology, Griffith University, Parklands Drive, Southport, 4215, QLD, Australia; Centre for Work and Organisation Wellbeing, Griffith University, Southport, Australia","Kim S., School of Applied Psychology, Griffith University, Parklands Drive, Southport, 4215, QLD, Australia; Creed P.A., School of Applied Psychology, Griffith University, Parklands Drive, Southport, 4215, QLD, Australia, Centre for Work and Organisation Wellbeing, Griffith University, Southport, Australia; Hood M., School of Applied Psychology, Griffith University, Parklands Drive, Southport, 4215, QLD, Australia, Centre for Work and Organisation Wellbeing, Griffith University, Southport, Australia; Bath D., School of Applied Psychology, Griffith University, Parklands Drive, Southport, 4215, QLD, Australia","Protean career processes of vocational identity awareness, career adaptability, and career agency have been hypothesized to mediate the relationships between protean career orientation and career-related outcomes. To date, the role of these process mechanisms has not been assessed directly in young adults, and little attention has been paid to educational outcomes, which are important career-related goals for young people on the way to their desired career. To address this gap, we tested this indirect-effects model in a sample of young adult undergraduates (N = 396; Mage = 20.19, SD = 2.99; 72.2% women) and included career-related goals (perceived future employability, educational performance, and commitment) as outcomes. Identity awareness and career adaptability partially explained the relationship between protean career orientation and perceived future employability and completely explained the relationships with educational performance and commitment. Contrary to protean career theory, there were no significant indirect paths via career agency to any of the outcomes. © 2023, The Author(s).","Career adaptability; Career agency; Educational performance; Future employability; Protean career processes; University commitment; Vocational identity","","","","","","","","Adler N.E., Epel E., Castellazzo G., Ickovics J., Relationship of subjective and objective social status with psychological and physical health, Health Psychology, 19, 6, pp. 586-592, (2000); Akkermans J., Paradnike K., Van der Heijden B., De Vos A., The best of both worlds, Frontiers in Psychology, 9, 1678, pp. 1-13, (2018); Aleni Sestito L., Sica L.S., Ragozini G., Porfeli E., Weisblat G., Di Palma T., Vocational and overall identity, Journal of Vocational Behavior, 91, 16, pp. 157-169, (2015); Alonderiene R., Simkeviciute I., Linking protean and boundaryless career with organizational commitment, Baltic Journal of Management, 13, 4, pp. 471-487, (2018); Avram E., Burtaverde V., Zanfirescu A.-S., The incremental validity of career adaptability in predicting academic performance, Social Psychology of Education, 22, 4, pp. 867-882, (2019); Baruch Y., Bhaskar A.U., Mishra B., Career dynamics in India, Personnel Review, 49, 3, pp. 825-845, (2019); Bennett N., Lemoine G.J., What a difference a word makes: Understanding threats to performance in a VUCA world, Business Horizons, 57, 3, pp. 311-317, (2014); Bentler P.M., Chou C.P., Practical issues in structural modeling, Sociological Methods & Research, 16, 1, pp. 78-117, (1987); Bernardo A.B., Salanga M.G., Validating the protean and boundaryless career attitudes scales with Filipino young adults, Cogent Psychology, 6, 1, (2019); Briscoe J.P., Hall D.T., Frautschy DeMuth R.L., Protean and boundaryless careers, Journal of Vocational Behavior, 69, 1, pp. 30-47, (2006); Briscoe J.P., Henagan S.C., Burton J.P., Murphy W.M., Coping with an insecure employment environment, Journal of Vocational Behavior, 80, 2, pp. 308-316, (2012); Cakmak-Otluoglu K.O., Protean and boundaryless career attitudes and organizational commitment, Journal of Vocational Behavior, 80, 3, pp. 638-646, (2012); Carney T., The dimensions of insecure work: A factbook. 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Kim; School of Applied Psychology, Griffith University, Southport, Parklands Drive, 4215, Australia; email: sujin.kim2@griffithuni.edu.au","","Springer Science and Business Media B.V.","","","","","","18730388","","","","English","Int. J. Educ. Vocat. Guid.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85149468416"
"Yawson D.E.; Yamoah F.A.","Yawson, David Eshun (57219927424); Yamoah, Fred Amofa (56054713800)","57219927424; 56054713800","Towards a framework for the promotion of business management graduate employability: an extended CareerEDGE model","2023","Studies in Higher Education","48","7","","1007","1024","17","1","10.1080/03075079.2023.2176481","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147719007&doi=10.1080%2f03075079.2023.2176481&partnerID=40&md5=f5001d270d2f7fcdcbadcd36f3c0b124","Business School, Ghana Institute of Management and Public Administration (GIMPA), Accra, Ghana; Department of Management, Birkbeck University of London, London, United Kingdom","Yawson D.E., Business School, Ghana Institute of Management and Public Administration (GIMPA), Accra, Ghana; Yamoah F.A., Department of Management, Birkbeck University of London, London, United Kingdom","This paper builds on the dominant employability model by Dacre Pool and Sewell–CareerEDGE model by developing an extended CareerEDGE model for embedding, evaluating and monitoring employability skills relevant to undergraduate students. Drawing on the current literature on employability, the ‘Extended CareerEDGE Model’ is developed by formulating a measurement framework. Elements of the extended model and framework are discussed and their inclusion is justified on the basis of existing research. The model extends the CareerEDGE model by facilitating the inclusion of entrepreneurship knowledge and skills as student entrepreneurial orientation to engender the requisite entrepreneurial mindset to address the need for intrapreneurial and entrepreneurial skills required to operate in the business environment. The study validates the Extended CareerEDGE Model of graduate employability with responses from 947 students engaged in a core employability-embedded business school undergraduate programme. The study confirms a positive relationship between student entrepreneurial orientation with employability reflection and evaluation. Also, the results confirm a positive relationship between Students’ Achievement Orientation with Career Development Learning. A similar positive relationship was established between Students’ Achievement Orientation and Degree Subject Knowledge as well as the acquisition of Generic Skills. Additionally, student Learning Orientation positively influences Career Development Learning, Degree Subject Knowledge and Generic Skills acquisition. The extended CareerEDGE model succinctly informs the planning of programmes and structured interventions on employability essentials for students, administrators and academics. © 2023 Society for Research into Higher Education.","CareerEDGE model; entrepreneurial orientation; Graduate employability; higher education; structural equation modelling","","","","","","","","(2015); Artess J., Hooley T., Mellors-Bourne R., Employability: A Review of the Literature 2012–2016, (2017); Babbie E., Mouton J., The Practice of Social Research, (2007); Becker J.M., Klein K., Wetzels M., Hierarchical Latent Variable Models in PLS-SEM: Guidelines for Using Reflective-Formative Type Models, Long Range Planning, 45, 5-6, pp. 359-394, (2012); Boateng J.K., Eghan A., Adu M.O., Quality Assurance and Employability of Graduates in a Ghanaian University, Journal of Education and e-Learning Research, 2, 3, pp. 42-51, (2014); Bolton D.L., Lane M.D., Individual Entrepreneurial Orientation: Development of a Measurement Instrument, Education + Training, 54, pp. 219-233, (2012); (2015); Brown P., Hesketh A., Williams S., (2002); Chin W.W., Issues and opinion on structural equation modeling, MIS Q, 22, 1, pp. 7-16, (1998); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Cole D., Tibby M., (2013); Covin J.G., Slevin D.P., A Conceptual Model of Entrepreneurship as Firm Behavior, Entrepreneurship Theory and Practice, 16, pp. 7-26, (1991); Dacre Pool L., Revisiting the CareerEDGE Model of Graduate Employability, Journal of the National Institute for Career Education and Counselling, 44, 1, pp. 51-56, (2022); Dacre Pool L., Qualter P., Improving Emotional Intelligence and Emotional Self-Efficacy Through a Teaching Intervention for University Students, Learning and Individual Differences, 22, pp. 306-312, (2012); Dacre Pool L., Qualter P., Sewell P.J., Exploring the Factor Structure of the CareerEDGE Employability Development Profile, Education + Training, 56, 4, pp. 303-313, (2014); Dacre Pool L., Sewell P., The Key to Employability: Developing a Practical Model of Graduate Employability, Education + Training, 49, 4, pp. 277-289, (2007); Davies B., Gore K., Shury J., Vivian D., Winterbotham M., Constable S., (2012); Dearing R., Higher Education in the Learning Society. 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NICEC Project Report, (1992); Williams S., Dodd L.J., Steele C., Randall R., A Systematic Review of Current Understandings of Employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Yawson D.E., Yamoah F.A., Understanding Pedagogical Essentials of Employability Embedded Curricula for Business School Undergraduates: A Multi-Generational Cohort Perspective, Higher Education Pedagogies, 5, 1, pp. 360-380, (2020); Yawson D.E., Yamoah F.A., Sarpong F.O., Abban-Ampiah G., Inculcating Employability Skill Sets in Undergraduates Through Employability Embedded Courses: Students Experience Anatomisation, Archives of Business Research, 8, 6, pp. 165-179, (2020); Yorke M., Employability in Higher Education: What it is–What it is not, (2006); Yorke M., Employability: Aligning the Message, the Medium and Academic Values, Journal of Teaching and Learning for Graduate Employability, 1, 1, pp. 2-12, (2010); Yorke M., Knight P.T., Embedding Employability into the Curriculum, (2004)","D.E. Yawson; Business School, Ghana Institute of Management and Public Administration (GIMPA), Accra, Ghana; email: dyawson@gimpa.edu.gh","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","","Scopus","2-s2.0-85147719007"
"Jackson D.; Lambert C.","Jackson, Denise (37053893700); Lambert, Claire (56808760100)","37053893700; 56808760100","Adolescent parent perceptions on sustainable career opportunities and building employability capitals for future work","2023","Educational Review","","","","","","","1","10.1080/00131911.2023.2182763","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150807706&doi=10.1080%2f00131911.2023.2182763&partnerID=40&md5=7fa8c77901625faaa6a492b8170bd3a2","School of Business and Law, Edith Cowan University, Joondalup, Australia","Jackson D., School of Business and Law, Edith Cowan University, Joondalup, Australia; Lambert C., School of Business and Law, Edith Cowan University, Joondalup, Australia","As primary career influencers, parents must support adolescent children in navigating evolving and increasingly challenging employment landscapes. Using a capitals lens, this study explores secondary school parents’ capacity to provide informed career advice and their perceptions on factors known to enhance youth employability and employment prospects. Survey data were collected from 301 Australian secondary school parents to examine their understanding of sustainable youth career opportunities, what can aid youth’s employment prospects, and their utilisation of available resources to support career advice for adolescents. While parents’ perceptions of opportunities by sector and industry aligned with wider thinking, many lacked awareness of contemporary trends impacting on youth career progression, did not engage with external career resources, and were not confident in their understanding of youth labour markets. Some recognised the importance of cultural and psychological capital for securing and sustaining employment, yet undervalued aspects of human capital (work experience) and social capital (networks). Variations in parent perspectives by education level and their own career experiences highlights the need for targeted strategies to better support parents in providing informed career advice for future adolescents’ success. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","adolescent career development; capital resources; career advice; Employability; parent career advisors","","","","","","","","Acemoglu D., Restrepo P., Automation and new tasks: How technology displaces and reinstates labor, Journal of Economic Perspectives, 33, 2, pp. 3-30, (2019); Akkermans J., Brenninkmeijer V., Schaufeli W., Blonk R., It's all about CareerSKILLS: Effectiveness of a career development intervention for young employees, Human Resource Management, 54, 4, pp. 533-551, (2015); Angeles J., Youth unemployment statistics and outlook, (2021); Artess J., Hooley T., Mellors-Bourne R., Employability: A review of the literature 2012-2016, (2017); Austin K., O'Shea S., Groves O., Lamanna J., Best-practice principles for career development learning for students from low socioeconomic backgrounds, (2021); Australian jobs 2016, (2016); 2022 skills priority list. 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OHiggins N., Pinedo L., Interns and outcomes: Just how effective are internships as a bridge to stable employment? (Employment working paper N° 241). Employment Policy Department, (2018); Parola A., Marcionetti J., Career decision-making difficulties and life satisfaction, Journal of Career Development, (2022); Pennington A., Stanford J., The future of work for Australian graduates, (2019); Podsakoff P., MacKenzie S., Lee J., Podsakoff N., Common method biases in behavioral research, Journal of Applied Psychology, 88, 5, pp. 879-903, (2003); Porfeli E., Lee B., Vondracek F., Identity development and careers in adolescents and emerging adults, Handbook of vocational psychology, pp. 133-154, (2013); Rivera L., Hiring as cultural matching: The case of elite professional service firms, American Sociological Review, 77, 6, pp. 999-1022, (2012); Rogers M., Creed P., Praskova A., Parent and adolescent perceptions of adolescent career development tasks and vocational identity, Journal of Career Development, 45, 1, pp. 34-49, (2018); Rossier J., Ginevra M., Bollmann G., Nota L., The importance of career adaptability, career resilience, and employability in designing a successful life, Psychology of career adaptability, employability and resilience, pp. 65-82, (2017); Santilli S., Grossen S., Nota L., Career adaptability, resilience, and life satisfaction among Italian and Belgian middle school students, The Career Development Quarterly, 68, 3, pp. 194-207, (2020); Sattler L., Report into parental engagement in career education, (2021); Savickas M., Porfeli E., The career adapt-abilities scale, Journal of Vocational Behavior, 80, 3, pp. 661-673, (2012); Staff J., Harris A., Sabates R., Briddell L., Uncertainty in early occupational aspirations, Social Forces, 89, 2, pp. 659-683, (2010); Suryadi B., Sawitri D., Hayat B., Putra M., The influence of adolescent-parent career congruence and counselor roles in vocational guidance on the career orientation of students, International Journal of Instruction, 13, 2, pp. 45-60, (2020); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education+ Training, 38, 4, pp. 450-467, (2017); Tomlinson M., Jackson D., Professional identity formation in contemporary higher education students, Studies in Higher Education, 46, 4, pp. 885-900, (2021); Tomlinson M., Nghia T., An overview of the current policy and conceptual landscape of graduate employability, Developing and utilizing employability capitals. Graduates’ strategies across labour markets, pp. 1-18, (2020); Vernon L., Drane C., Influencers: The importance of discussions with parents, teachers and friends to support vocational and university pathways, International Journal of Training Research, 18, 2, pp. 155-173, (2020); Watson S., Vernon L., Seddon S., Andrews Y., Wang A., Parents influencing secondary students’ university aspirations: A multilevel approach using school-SES, Issues in Educational Research, 26, 4, pp. 673-693, (2016); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Wilton N., Do employability skills really matter in the UK graduate labour market? The case of business and management graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011); Woodhouse J., Thorpe J., The long-term impact of Being “Not in employment, education or training” on our young people, (2021); The future of jobs report 2020, (2020)","D. Jackson; School of Business and Law, Edith Cowan University, Joondalup, Australia; email: d.jackson@ecu.edu.au","","Routledge","","","","","","00131911","","","","English","Educ. Rev.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85150807706"
"AlZaabi A.; AlMaskari S.; AalAbdulsalam A.","AlZaabi, Adhari (57890842300); AlMaskari, Saleh (58085584200); AalAbdulsalam, Abdulrahman (58085100000)","57890842300; 58085584200; 58085100000","Are physicians and medical students ready for artificial intelligence applications in healthcare?","2023","Digital Health","9","","","","","","3","10.1177/20552076231152167","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147168720&doi=10.1177%2f20552076231152167&partnerID=40&md5=baada435fd666870d9d868ccc392e624","Human and Clinical Anatomy Department, College of Medicine and Health Science, Muscat, Oman; College of Science, Sultan Qaboos University, Muscat, Oman","AlZaabi A., Human and Clinical Anatomy Department, College of Medicine and Health Science, Muscat, Oman; AlMaskari S., Human and Clinical Anatomy Department, College of Medicine and Health Science, Muscat, Oman; AalAbdulsalam A., College of Science, Sultan Qaboos University, Muscat, Oman","Background: Artificial intelligence (AI) Healthcare applications are listed in the national visions of some Gulf Cooperation Council countries. A successful use of AI depends on the attitude and perception of medical experts of its applications. Objective: To evaluate physicians and medical students’ attitude and perception on AI applications in healthcare. Method: A web-based survey was disseminated by email to physicians and medical students. Results: A total of 293 (82 physicians and 211 medical students) individuals have participated (response rate is 27%). Seven participants (9%) reported knowing nothing about AI, while 208 (69%) were aware that it is an emerging field and would like to learn about it. Concerns about AI impact on physicians’ employability were not prominent. Instead, the majority (n=159) agreed that new positions will be created and the job market for those who embrace AI will increase. They reported willingness to adapt AI in practice if it was incorporated in international guidelines (30.5%), published in respected scientific journals (17.1%), or included in formal training (12.2%). Almost two of the three participants agreed that dedicated courses will help them to implement AI. The most commonly reported problem of AI is its inability to provide opinions in unexpected scenarios. Half of the participants think that both the manufacturer and physicians should be legally liable for medical errors occur due to AI-based decision support tools while more than one-third (36.77%) think that physicians who make the final decision should be legally liable. Senior physicians were found to be less familiar with AI and more concerned about physicians’ legal liability in case of a medical error. Conclusion: Physicians and medical students showed positive attitudes and willingness to learn about AI applications in healthcare. Introducing AI learning objectives or short courses in medical curriculum would help to equip physicians with the needed skills for AI-augmented healthcare system. © The Author(s) 2023.","Artificial intelligence; attitude; familiarity; medical students; perception; physician","adult; article; artificial intelligence; curriculum; decision support system; e-mail; employability; female; health care system; human; human experiment; job market; learning; legal liability; major clinical study; male; medical error; medical student; perception; physician; practice guideline; skill","","","","","","","Guan J., Artificial intelligence in healthcare and medicine: promises, ethical challenges and governance, Chinese Med Sci J, 34, pp. 76-83, (2019); Benjamens S., Dhunnoo P., Mesko B., The state of artificial intelligence-based FDA-approved medical devices and algorithms: an online database, NPJ Digit Med, (2020); Labovitz D.L., Shafner L., Reyes Gil M., Et al., Using artificial intelligence to reduce the risk of nonadherence in patients on anticoagulation therapy, Stroke, 48, pp. 1416-1419, (2017); Wang T., Outpatient clinic process enhancement at children’s hospital: empowered by information technology, Chin J Hosp Adm, 34, pp. 753-755, (2018); Sheth D., Giger M.L., Artificial intelligence in the interpretation of breast cancer on MRI, J Magn Reson Imaging, 51, pp. 1310-1324, (2020); McKinney S.M., Sieniek M., Godbole V., Et al., International evaluation of an AI system for breast cancer screening, Nature, 577, pp. 89-94, (2020); Arora N., Banerjee A.K., Narasu M.L., The role of artificial intelligence in tackling COVID-19, Future Virol, 15, pp. 717-724, (2020); Kelly C.J., Karthikesalingam A., Suleyman M., Et al., Key challenges for delivering clinical impact with artificial intelligence, BMC Med, 17, (2019); Blease C., Bernstein M.H., Gaab J., Et al., Computerization and the future of primary care: A survey of general practitioners in the UK, PLoS One, 13, (2018); Oh S., Kim J.H., Choi S.W., Et al., Physician confidence in artificial intelligence: An online mobile survey, J Med Internet Res, 21: e12422, (2019); Sarwar S., Dent A., Faust K., Et al., Physician perspectives on integration of artificial intelligence into diagnostic pathology, NPJ Digit Med, 2, (2019); Masters K., Artificial intelligence developments in medical education: a conceptual and practical framework, MedEdPublish, 9, (2020); Goh P.-S., Sandars J., A vision of the use of technology in medical education after the COVID-19 pandemic, MedEdPublish, 9, (2019); Karaca O., Caliskan S.A., Demir K., Medical artificial intelligence readiness scale for medical students (MAIRS-MS) – development, validity and reliability study, BMC Med Educ, 21, pp. 1-9, (2021); Ejaz H., McGrath H., Wong B.L.H., Et al., Artificial intelligence and medical education: a global mixed-methods study of medical students’ perspectives, Digit Heal, (2022); Sit C., Srinivasan R., Amlani A., Et al., Attitudes and perceptions of UK medical students towards artificial intelligence and radiology: a multicentre survey, Insights Imaging, 11, (2020); Shinners L., Aggar C., Grace S., Et al., Exploring healthcare professionals’ perceptions of artificial intelligence: validating a questionnaire using the e-Delphi method, Digit Heal, (2021); 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Fritsch S.J., Blankenheim A., Wahl A., Et al., Attitudes and perception of artificial intelligence in healthcare: a cross-sectional survey among patients, Digit Heal, 8, (2022); Alsadan M., Metwally A.E., Ali A., Et al., Health information technology (HIT) in Arab countries: a systematic review study on HIT progress, J Heal Informatics Dev Ctries, 9, pp. 32-49, (2015); Abdulrahman A., Williams R., Tarafdar M., Professional identity and electronic health record systems resistance, Pacific Asia Conference on Information Systems 2022; Frey C.B., Osborne M.A., The future of employment: how susceptible are jobs to computerisation?, Technol Forecast Soc Change, 114, pp. 254-280, (2017); Verghese A., Shah N.H., Harrington R.A., What this computer needs is a physician humanism and artificial intelligence, JAMA, 319, pp. 19-20, (2018); Romero-Brufau S., Wyatt K.D., Boyum P., Et al., What’s in a name? A comparison of attitudes towards artificial intelligence (AI) versus augmented human intelligence (AHI), BMC Med Inform Decis Mak, 20, (2020)","A. AlZaabi; Human and Clinical Anatomy Department, College of Medicine and Health Science, Muscat, Oman; email: a.aalabdulsalam@squ.edu.om","","SAGE Publications Inc.","","","","","","20552076","","","","English","Digit. Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85147168720"
"Peck S.","Peck, Sarah (57226482882)","57226482882","Beyond knowledge exchange: doctoral training, collaborative research and reflective pedagogies in human geography","2023","Journal of Geography in Higher Education","47","1","","29","36","7","3","10.1080/03098265.2021.1956882","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111675351&doi=10.1080%2f03098265.2021.1956882&partnerID=40&md5=e1759822c2af6f7e8fd7ed8d8d5cdf13","Centre for International Development, Northumbria University, Newcastle upon Tyne, United Kingdom","Peck S., Centre for International Development, Northumbria University, Newcastle upon Tyne, United Kingdom","This paper examines the pedagogies of collaborative doctoral education. Collaborative doctoral studentships link the academy to wider societal concerns and aim to address unease about employability post-PhD. Dominant discourses of collaboration by UK Research and Innovation (UKRI), and its associated research councils, give primacy to importance of knowledge exchange within doctoral education. By drawing on my own experiences of undertaking a collaborative studentship this paper articulates the benefits of a reflective pedagogical approach to collaborative studentships. This reflective pedagogy is both a way in which collective aims are potentially accomplished and an opportunity to understand more about the institutions, systems and environments in which the research relationship is embedded. This approach resonates with participatory geographies literature and this body of work can be drawn on to support collaborative students to explore the relational dynamics of the research process and reflect on the role of the university. A reflective approach highlights the importance of the relationships that are produced through collaborative research and it is by attending to these relationships that collaborative students can understand more about the inner socio-political worlds of both the academy and their non-academic partners. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Collaboration; knowledge exchange; participatory geographies; PhD; reflective learning","education; human geography; knowledge; learning; training","","","","","Economic and Social Research Council, ESRC, (ES/J500215/1)","Funding text 1: Whilst there is substantial literature on the often-interchangeable terms collaboration, co-production and participation, this paper focuses on collaborative PhD studentships in the UK funded by UK Research and Innovation (UKRI) through their associated research councils, of which the triadic relationship between a higher education institution and an external organization to guide a student to complete a piece of research that supports the work of the partner organization is a key feature (Hill & Meek, ). This differentiates collaborative studentships from “standard studentships”, in which students develop their own research project and apply for funding (Hill & Meek, ). ; Funding text 2: This work was supported by the Economic and Social Research Council [grant number ES/J500215/1]. My thanks go to Dr. Daniel Hammett, Professor Jean Grugel and Dr. Chasca Twyman for their support, advice and guidance. My thanks also go to the Editors of the Journal of Geography in Higher Education and the anonymous reviewers for their supportive, thoughtful and insightful comments, which substantially improved this piece.","Askins K., Participatory geographies, (2017); Bos D., Finlay R., Hopkins P., Lloyd J., Richardson M., Reflections on the ESRC internship scheme for postgraduates, Journal of Geography in Higher Education, 41, 1, pp. 106-118, (2017); Brockbank A., McGill I., Facilitating reflective learning in higher education, (2013); Collini S., What are universities for?, (2012); Craggs R., Geoghegan H., Keighren I., Introducing collaborative geographies, Collaborative geographies: The politics, practicalities, and promise of working together, pp. 5-11, (2013); Demeritt D., Commentary. 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(Original work published, (2005); Gibbs G., Learning by doing: A guide to teaching and learning methods, (1988); Golubchikov O., Negotiating critical geographies through a “feel-trip”: Experiential, affective and critical learning in engaged fieldwork, Journal of Geography in Higher Education, 39, 1, pp. 143-157, (2015); Haigh M., Constructing Gaia: Using journals to foster reflective learning, Journal of Geography in Higher Education, 25, 2, pp. 167-189, (2001); Harrison M., Short C., Roberts C., Reflecting on reflective learning: The case of geography, earth and environmental sciences, Journal of Geography in Higher Education, 27, 2, pp. 133-152, (2003); Hill J., Meek A., AHRC-funded collaborative studentships: Their impact on partners, subject areas and students, (2019); Kolb D., Experiential learning: Experience as the source of learning and development, (1984); Lucas B., Towards a theory of pedagogy for co-production: Rethinking the role of learning in contributing to health, wellness and success in life, Vinnvård Improvement Science Conference, (2018); Macmillan R., Scott A., On the case? 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Peck; Centre for International Development, Northumbria University, Newcastle upon Tyne, United Kingdom; email: Sarah.peck@northumbria.ac.uk","","Routledge","","","","","","03098265","","","","English","J. Geogr. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85111675351"
"Yagmur A.; Koksal K.","Yagmur, Ayten (57769693700); Koksal, Kemal (56630067300)","57769693700; 56630067300","Distance Education Effectiveness and Employability during and Post-COVID-19: A Longitudinal Study among University Students","2023","American Journal of Distance Education","37","2","","96","118","22","0","10.1080/08923647.2022.2157628","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145478601&doi=10.1080%2f08923647.2022.2157628&partnerID=40&md5=923767c89ee5d7a43f4db2b8a5e0488e","Faculty of Economics and Administrative Sciences, Akdeniz University, Antalya, Turkey; Faculty of Business Administration, Akdeniz University, Antalya, Turkey","Yagmur A., Faculty of Economics and Administrative Sciences, Akdeniz University, Antalya, Turkey; Koksal K., Faculty of Business Administration, Akdeniz University, Antalya, Turkey","The current longitudinal study investigated distance education efficiency (DEE) through two specific objectives. The first objective is to examine whether the DEE perception differs according to demographic factors and having the necessary infrastructure. The second aim is to explore the effect of DEE on employability with two different and complex models. Time one sample included students in the emerging remote education period in 2020 in Turkey. Time two had the same 382 students in the hybrid education period in 2021. Using PROCESS, we examined the mediating effect of DEE on unemployment worries and the employability relationship in the first study and the causal impact of DEE on employability, the mediating effect of environmental uncertainty, and the moderating role of courage in the second study. Providing the necessary infrastructure and educational content and the readiness of trainers and students increases DEE. Unemployment worries were negatively related to employability, and DEE mediated this relationship. DEE was especially necessary for low-courageous students to decrease environmental uncertainty and increase employability. Longitudinal analysis indicated that suitable learning materials, required resources, practice, and knowledge from previous failures improved DEE perception. © 2022 Taylor & Francis Group, LLC.","","","","","","","","","Akkoc I., Caliskan A., Turunc O., Gelişim ve Rasyonel Alt Kültürlerinin Girişimci Davranışa Etkisi: Algılanan Çevresel Belirsizliğin Aracılık Rolü, Anadolu Üniversitesi Sosyal Bilimler Dergisi, 12, 4, pp. 65-84, (2012); Al Miskry A.S.A., Hamid A.A.M., Darweesh A.H.M., The impact of COVID-19 pandemic on university faculty, staff, and students and coping strategies used during the lockdown in the United Arab Emirates, Frontiers in Psychology, 12, (2021); Andrade M.S., Teaching online: A theory-based approach to student success, Journal of Education and Training Studies, 3, 5, pp. 1-9, (2015); Baggaley J., Educational distancing, Distance Education, 41, 4, pp. 582-588, (2020); Bartolic S.K., Boud D., Agapito J., Verpoorten D., Williams S., Lutze-Mann L., Guppy N., A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19, Educational Review, pp. 1-17, (2021); Bates A.W., Technology, e-learning and distance education, (2005); Bauer D.J., Curran P.J., Probing interactions in fixed and multilevel regression: Inferential and graphical techniques, Multivariate Behavioral Research, 40, 3, pp. 373-400, (2005); Bennett D., Graduate employability and higher education: Past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2018); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work and Stress, 21, 3, pp. 279-292, (2007); Berntson E., Naswall K., Sverke M., Investigating the relationship between employability and self-efficacy: A cross-lagged analysis, European Journal of Work and Organizational Psychology, 17, 4, pp. 413-425, (2008); Black D., Bissessar C., Boolaky M., Online education as an opportunity equalizer: The changing canvas of online education, Interchange, 50, 3, pp. 423-443, (2019); Bozkurt A., Jung I., Xiao J., Vladimirschi V., Schuwer R., Egorov G., Paskevicius M., A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis, Asian Journal of Distance Education, 15, 1, pp. 1-126, (2020); Chatterjee R., Correia A.-P., Online students’ attitudes toward collaborative learning and sense of community, American Journal of Distance Education, 34, 1, pp. 53-68, (2020); Chen L., Zeng S., The relationship between intolerance of uncertainty and employment anxiety of graduates during COVID-19: The moderating role of career planning, Frontiers in Psychology, (2021); Chiesa R., Fazi L., Guglielmi D., Mariani M., Enhancing substainability: Psychological capital, perceived employability, and job insecurity in different work contract conditions, Sustainability, 10, 7, (2018); Clements A.J., Kamau C., Understanding students’ motivation towards proactive career behaviours through goal-setting theory and the job demands–resources model, Studies in Higher Education, 43, 12, pp. 2279-2293, (2018); Di Fabio A., A review of empirical studies on employability and measures of employability, Psychology of Career Adaptability, Employability and Resilience, pp. 107-123, (2017); Douglas M., Katikireddi S.V., Taulbut M., McKee M., McCartney G., Mitigating the wider health effects of covid-19 pandemic response, BMJ, 369, April, (2020); Duckworth A.L., Peterson C., Matthews M.D., Kelly D.R., Grit: Perseverance and passion for long-term goals, Journal of Personality and Social Psychology, 92, 6, pp. 1087-1101, (2007); Ersoy-Kart M., Erdost H.E., Unemployment worries among Turkish university students, Social Behavior and Personality: An International Journal, 36, 2, pp. 275-288, (2008); Feng S., Han Y., Heckman J.J., Kautz T., Comparing the reliability and predictive power of child, teacher, and guardian reports of noncognitive skills, Proceedings of the National Academy of Sciences, 119, 6, pp. 1-8, (2022); Fornell C., Larcker D.F., Evaluating structural equation models with unobservable variables and measurement error, Journal of Marketing Research, 18, 1, (1981); Gill R., Graduate employability skills through online internships and projects during the COVID-19 Pandemic: An Australian example, Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 146-158, (2020); Ginevra M.C., Magnano P., Lodi E., Annovazzi C., Camussi E., Patrizi P., Nota L., The role of career adaptability and courage on life satisfaction in adolescence, Journal of Adolescence, 62, May 2017, pp. 1-8, (2018); Ginevra M.C., Santilli S., Camussi E., Magnano P., Capozza D., Nota L., The Italian adaptation of courage measure, International Journal for Educational and Vocational Guidance, 20, 3, pp. 457-475, (2020); Goyette K.A., Mullen A.L., Who studies the arts and sciences? Social background and the choice and consequences of undergraduate field of study, The Journal of Higher Education, 77, 3, pp. 497-538, (2006); Hair J., Black W., Babin B., Anderson R., Multivariate data analysis: A global perspective, 7, (2014); Hambleton R.K., Patsula L., Increasing the validity of adapted tests: myths to be avoided and guidelines for improving test adaptation practices, Journal of Physics A: Mathematical and Theoretical, 44, 8, pp. 1-12, (1999); Hannah S.T., Sweeney P.J., Lester P.B., Toward a courageous mindset: The subjective act and experience of courage, The Journal of Positive Psychology, 2, 2, pp. 129-135, (2007); Hannah S.T., Sweeney P.J., Lester P.B., The courageous mind-set: A dynamic personality system approach to courage, The psychology of courage : Modern research on an ancient virtue, pp. 125-148, (2010); Hassler B., Khalayleh A., McBurnie C., Adam T., Allier-Gagneur Z., Who has what? Assessing who has access to what devices in the education response to the COVID-19 pandemic, (2020); Heckman J.J., Rubinstein Y., The importance of noncognitive skills: Lessons from the GED testing program, American Economic Review, 91, 2, pp. 145-149, (2001); Heckman J.J., Stixrud J., Urzua S., The effects of cognitive and noncognitive abilities on labor market outcomes and social behavior, Journal of Labor Economics, 24, 3, pp. 411-482, (2006); Henseler J., Ringle C.M., Sarstedt M., A new criterion for assessing discriminant validity in variance-based structural equation modeling, Journal of the Academy of Marketing Science, 43, 1, pp. 115-135, (2015); Howard M.C., Holmes P.E., Social courage fosters both voice and silence in the workplace: A study on multidimensional voice and silence with boundary conditions, Journal of Organizational Effectiveness, 7, 1, pp. 53-73, (2019); Hu L., Bentler P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6, 1, pp. 1-55, (1999); 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Lessons For Education during the COVID-19 Crisis: Guidance Notes, (2020); Yorke M., Knight P., Evidence-informed pedagogy and the enhancement of student employability, Teaching in Higher Education, 12, 2, pp. 157-170, (2007)","K. Koksal; Faculty of Business Administration, Akdeniz University, Antalya, Turkey; email: kemalkoksal@akdeniz.edu.tr","","Routledge","","","","","","08923647","","","","English","Am. J. Distance Educ.","Article","Final","","Scopus","2-s2.0-85145478601"
"Kosonen T.; Annala J.; Penttinen L.; Mäkinen M.","Kosonen, Toni (57408463600); Annala, Johanna (57056011400); Penttinen, Leena (6503876043); Mäkinen, Marita (55597520900)","57408463600; 57056011400; 6503876043; 55597520900","University Students’ Approaches to Making the Most of Their Study Time","2023","Scandinavian Journal of Educational Research","67","3","","377","390","13","0","10.1080/00313831.2021.2021440","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122666479&doi=10.1080%2f00313831.2021.2021440&partnerID=40&md5=378bc99150b64c2eb3b3ed174073efaf","School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, Finland; Uppsala University, Swedish Collegium for Advanced Study, Uppsala, Sweden; Faculty of Education and Culture, Tampere University, Tampere, Finland; Student and Academic Services, University of Jyväskylä, Jyväskylä, Finland","Kosonen T., School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, Finland; Annala J., Uppsala University, Swedish Collegium for Advanced Study, Uppsala, Sweden, Faculty of Education and Culture, Tampere University, Tampere, Finland; Penttinen L., Student and Academic Services, University of Jyväskylä, Jyväskylä, Finland; Mäkinen M., Faculty of Education and Culture, Tampere University, Tampere, Finland","This article explores university students’ approaches to and positions with regard to making the most of their study time. The article discusses how various normative societal expectations around students’ use and management of time feature in their talk about how they organise their everyday lives. The research is based on thematic interviews (n = 28) that focused in detail on students’ day-to-day activities that were generated with students from two sets of generalist study fields in three regional Finnish universities. The results of a discursive analysis of students’ positionings reveal three discursive positions that represent of a variety in students’ approaches to make sense of the temporal organisation of their everyday lives as students. The identified discursive positions draw on broader societal discourses and ideals about fast completion of studies, significance of academic immersion in becoming an expert, and optimising one’s time use to enhance employability. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","discursive positions; student life; study time; temporality; University students","","","","","","Finnish Ministry of Education and Culture and Stiftelsen Riksbankens Jubileumsfond","This work was supported by the Finnish Ministry of Education and Culture and Stiftelsen Riksbankens Jubileumsfond.","Bamberg M., Positioning between structure and performance, Journal of Narrative and Life History, 7, 1-4, pp. 335-342, (1997); Becher T., Trowler P.R., Academic tribes and territories. 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Temporality and cultural politics, (2014); Siivonen P., Who Is to Be positioned as employable? Adult graduates’ Educational and working life pathways, Graduate employability in context, pp. 237-254, (2017); Siivonen P., Filander K., Non-traditional” and “traditional” students at a regional Finnish university: Demanding customers and school pupils in need of support, International Journal of Lifelong Education, 39, 3, pp. 247-262, (2020); Siivonen P., Isopahkala-Bouret U., Adult graduates’ negotiations of age(ing) and employability, Journal of Education and Work, 29, 3, pp. 352-372, (2016); Stevenson J., Clegg S., Possible selves: Students orientating themselves towards the future through extracurricular activity, British Educational Research Journal, 37, 2, pp. 231-246, (2011); Ulriksen L., The implied student, Studies in Higher Education, 34, 5, pp. 517-532, (2009); Ulriksen L., Nejrup C., Balancing time–university students’ study practices and policy perceptions of time, Sociological Research Online, 26, 1, pp. 166-184, (2021); Vostal F., Academic life in the fast lane: The experience of time and speed in British academia, Time & Society, 24, 1, pp. 71-95, (2015); Wild S., Heuling L.S., Student dropout and retention: An event history analysis among students in cooperative higher education, International Journal of Educational Research, 104, (2020); Ylijoki O.-H., Mantyla H., Conflicting time perspectives in academic work, Time & Society, 12, 1, pp. 55-78, (2003)","T. Kosonen; School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, Finland; email: toni.kosonen@uef.fi","","Routledge","","","","","","00313831","","","","English","Scan. J. Educ. Res.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85122666479"
"Heron M.; Baker S.; Gravett K.; Irwin E.","Heron, Marion (57202415973); Baker, Sally (7403307671); Gravett, Karen (57202866748); Irwin, Evonne (56953529000)","57202415973; 7403307671; 57202866748; 56953529000","Scoping academic oracy in higher education: knotting together forgotten connections to equity and academic literacies","2023","Higher Education Research and Development","42","1","","62","77","15","4","10.1080/07294360.2022.2048635","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127114832&doi=10.1080%2f07294360.2022.2048635&partnerID=40&md5=08fdf59e3d61ff9e9796a00779dcdb5f","Surrey Institute of Education, University of Surrey, Guildford, United Kingdom; School of Education, University of New South Wales, Sydney, Australia; Pathways and Academic Learning Support Centre, University of Newcastle, Newcastle, Australia","Heron M., Surrey Institute of Education, University of Surrey, Guildford, United Kingdom; Baker S., School of Education, University of New South Wales, Sydney, Australia; Gravett K., Surrey Institute of Education, University of Surrey, Guildford, United Kingdom; Irwin E., Pathways and Academic Learning Support Centre, University of Newcastle, Newcastle, Australia","Although the importance of developing students’ academic literacies has been well-established, academic oracy has been forgotten. There is a paucity of attention to oracy in higher education, despite the key role played by students’ oral communication in academic achievement and graduate employability. This study offers a scoping review of the international scholarly literature that does exist, to explore how oracy has been framed and discussed in higher education, and whether connections have been made with the equity agenda to widen participation to traditionally under-represented groups. Following Arksey and O’Malley’s framework for scoping studies, the 31 papers reviewed suggest that oracy is framed in disparate ways, reflecting disconnected understandings of the range, breadth and possibilities for oracy teaching. An oracy as product perspective prevails in the studies, with oracy predominantly explored through monologic, monoglossic activities, assessments, and graduate attributes. The review has highlighted the need to recognise an oracy for learning perspective; to establish shared understandings of the features of oracy; and to embed the teaching of oracy practices that support all students, regardless of linguistic and educational background, within their disciplinary learning. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Academic oracy; equity; higher education; scoping review; widening participation","","","","","","","","Indicates Those Included in the Scoping Review; Bennett D., Robertson R., Preparing students for diverse careers: Developing career literacy with final-year writing students, Journal of University Teaching & Learning Practice, 12, 3, (2015); Bhati S., The effectiveness of oral presentation assessment in a finance subject: An empirical examination, Journal of University Teaching & Learning Practice, 9, 2, (2012); Bobkina J., Dominguez Romero E., Exploring the perceived benefits of self-produced videos for developing oracy skills in digital media environments, Computer Assisted Language Learning, pp. 1-23, (2020); Bond B., Making language visible in the university: English for academic purposes and internationalisation, (2020); Braun M., Comparative evaluation of online and in-class student team presentations, Journal of University Teaching & Learning Practice, 14, 3, (2017); Caspersz D., Stasinska A., Can we teach effective listening? An exploratory study, Journal of University Teaching & Learning Practice, 12, 4, (2015); Compton J., Speaking of speech with the disciplines, Arts and Humanities in Higher Education, 9, 2, pp. 243-255, (2010); de Grez L., Valcke M., Roozen I., How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments?, Active Learning in Higher Education, 13, 2, pp. 129-142, (2012); Dippold D., Heron M., Gravett K., International students’ linguistic transitions into disciplinary studies: A rhizomatic perspective, Higher Education, 83, pp. 527-545, (2022); Dippold D., Bridges S., Eccles S., Mullen E., Taking ELF off the shelf: Developing HE students’ speaking skills through a focus on English as a lingua franca, Linguistics and Education, 54, pp. 1-10, (2019); Doherty C., Kettle M., May L., Caukill E., Talking the talk: Oracy demands in first year university assessment tasks, Assessment in Education: Principles, Policy & Practice, 18, 1, pp. 27-39, (2011); Doherty C.A., Doing business: Knowledges in the internationalised business lecture, Higher Education Research & Development, 29, 3, pp. 245-258, (2010); Elfering A., Grebner S., Wehr S., Loss of feedback information given during oral presentations, Psychology Learning & Teaching, 11, 1, pp. 66-76, (2012); Emerick M.R., Explicit teaching and authenticity in L2 listening instruction: University language teachers’ beliefs, System, 80, pp. 107-119, (2019); Ferst P., Orienting oracy: Empowerment or enslavement, Journal of Further and Higher Education, 23, 2, pp. 257-267, (1999); Fraser H., Speaking and listening in the multicultural university: A reflective case study, Journal of Academic Language and Learning, 5, 1, pp. A110-A128, (2011); Gourlay L., Student engagement ‘and the tyranny of participation, Teaching in Higher Education, 20, 4, pp. 402-411, (2015); Gravett K., Making learning happen: Students’ development of academic and information literacies, Engaging student voices in higher education: Diverse perspectives and expectations in partnership, pp. 297-313, (2019); Harman K., Innovations in co-ordinating undergraduate students’ oral tutorial presentations, Journal of University Teaching & Learning Practice, 7, 1, (2010); Heron M., Making the case for oracy skills in higher education: practices and opportunities, Journal of University Teaching and Learning Practice, 16, 2, (2019); Heron M., Dippold D., Hosein A., Khan Sullivan A., Aksit T., Aksit N., McKeown K., Talking about talk: Tutor and student expectations of oracy skills in higher education, Language and Education, 35, 4, pp. 285-300, (2021); Hill B., It’s good to talk: Speaking up for oracy in the management classroom, The International Journal of Management Education, 19, 2, (2021); Hora M.T., Smolarek B.B., Martin K.N., Scrivener L., Exploring the situated and cultural aspects of communication in the professions: Implications for teaching, student employability, and equity in higher education, American Educational Research Journal, 56, 6, pp. 2221-2261, (2019); Lanning S.K., Brickhouse T.H., Gunsolley J.C., Ranson S.L., Willett R.M., Communication skills instruction: An analysis of self, peer-group, student instructors and faculty assessment, Patient Education and Counselling, 83, 2, pp. 145-151, (2011); Lea M.R., Street B.V., Student writing in higher education: An academic literacies approach, Studies in Higher Education, 23, 2, pp. 157-172, (1998); Leung C., Lewkowicz J., Language communication and communicative competence: A view from contemporary classrooms, Language and Education, 27, 5, pp. 398-414, (2013); Levac D., Colquhoun H., O'Brien K.K., Scoping studies: Advancing the methodology, Implementation Science, 5, 1, pp. 1-9, (2010); Lillis T., Scott M., Defining academic literacies research: Issues of epistemology, ideology and strategy, Journal of Applied Linguistics, 4, 1, pp. 5-32, (2008); MacLure M., Introduction: Oracy: Current trends in context, Oracy matters: The development of talking and listening in education, pp. 1-9, (1988); Mah A.S.H., Oracy is as important as literacy: Interview with Christine CM Goh, RELC Journal, 47, 3, pp. 399-404, (2016); Malouff J.M., Emmerton A.J., Students can give psychology away: Oral presentations on YouTube, Psychology Learning & Teaching, 13, 1, pp. 38-42, (2014); Marey T., Baker S., Williams L., Tzelios K., International Journal of Inclusive Education, (2021); Mercer N., Language and the joint creation of knowledge: The selected works of Neil Mercer, (2019); Mercer N., Warwick P., Ahmed A., An oracy assessment toolkit: Linking research and development in the assessment of students’ spoken language skills at age 11–12, Learning and Instruction, 48, pp. 51-60, (2017); Millard W., Menzies L., The state of speaking in our schools, (2016); Murray N., Widening participation and English language proficiency: A convergence with implications for assessment practices in higher education, Studies in Higher Education, 38, 2, pp. 299-311, (2013); Owen S., Davis G., Catering for student diversity: Building academic skills in graduate attributes learning and assessment opportunities through collaborative work, Journal of University Teaching & Learning Practice, 8, 2, (2011); Parris M., Pye P., Tackling language barriers in the social work seminar, Widening Participation and Lifelong Learning, 17, 1, pp. 73-85, (2015); Preece S., Posh talk: Language and identity in higher education, (2009); Richards K., Pilcher N., Academic literacies: The word is not enough, Teaching in Higher Education, 23, 2, pp. 162-177, (2018); Sleigh M.J., Assessment of a brief oral presentation assignment in biopsychology, Psychology Learning & Teaching, 12, 3, pp. 246-252, (2013); Tapp J., Framing the curriculum for participation: A bernsteinian perspective on academic literacies, Teaching in Higher Education, 20, 7, pp. 711-722, (2015); (2017); Tsang A., Enhancing learners’ awareness of oral presentation (delivery) skills in the context of self-regulated learning, Active Learning in Higher Education, 21, 1, pp. 39-50, (2020); Vygotsky L.S., Thought and language, (1986); Wilkinson A., The concept of oracy, Educational Review, 17, 4, pp. 11-15, (1965); Wilson K., Collins G., Couchman J., Li L., Co-constructing academic literacy: Examining teacher-student discourse in a one-to-one consultation, Journal of Academic Language and Learning, 5, 1, pp. A139-A153, (2011); Wingate U., Doing away with ‘study skills’, Teaching in Higher Education, 11, 4, pp. 457-469, (2006)","M. Heron; Surrey Institute of Education, University of Surrey, Guildford, United Kingdom; email: m.heron@surrey.ac.uk","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85127114832"
"Hunt W.; Scott P.","Hunt, Wil (57203024596); Scott, Peter (22938894400)","57203024596; 22938894400","Stepping stones or trapdoors? Paid and unpaid graduate internships in the creative sector","2023","British Journal of Sociology of Education","44","4","","585","605","20","0","10.1080/01425692.2023.2187309","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149966319&doi=10.1080%2f01425692.2023.2187309&partnerID=40&md5=dfbb4c6d51ebb30e502c291af4576d63","University of Sussex Business School, University of Sussex, BHA, Falmer, United Kingdom; Organisational Studies and Human Resource Management Subject Group, Faculty of Business and Law, University of Portsmouth, NH, Portsmouth, United Kingdom","Hunt W., University of Sussex Business School, University of Sussex, BHA, Falmer, United Kingdom; Scott P., Organisational Studies and Human Resource Management Subject Group, Faculty of Business and Law, University of Portsmouth, NH, Portsmouth, United Kingdom","Policy discourse on graduate internships rests on the assumption that, paid or unpaid, they improve the employability of interns. Employing data from a survey of UK creative and mass communications graduates, surveyed two to six years after graduation, this article examines the impact of graduate internships on subsequent job prospects. While paid internships are associated with better pay and increased chances of having a creative or graduate-level job, unpaid internships are not, and are associated with lower pay in the short to medium term. Findings contribute to theory by challenging the ‘stepping stone’ view of unpaid internships and much policy discussion about these. Results reinforce, with enhanced specificity about the role internships play in the graduate labour market, theories that characterise the graduate labour market as a ‘positional’ hierarchy of opportunities rather than a labour market that is essentially meritocratic in nature. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Creative industries; graduate labour market; internships; pay","","","","","","Portsmouth Business School of the University of Portsmouth; Economic and Social Research Council, ESRC, (ES/S012532/1)","This work was supported by a Faculty research project grant and PhD studentship bursary from Portsmouth Business School of the University of Portsmouth, UK. Author time preparing this research note was also supported by the UK Economic and Social Research Council through the Digital Futures at Work Research Centre (Digit) [grant number ES/S012532/1].","Allen K., Hollingworth S., Sticky Subjects’ or ‘Cosmopolitan Creatives’? Social Class, Place and Urban Young People’s Aspirations for Work in the Knowledge Economy, Urban Studies, 50, 3, pp. 499-517, (2013); Allen K., Quinn J., Hollingworth S., Rose A., Becoming Employable Students and ‘Ideal’ Creative Workers: Exclusion and Inequality in Higher Education Work Placements, British Journal of Sociology of Education, 34, 3, pp. 431-452, (2013); Ball L., Pollard E., Stanley N., Dumelow I., Hunt W., Oakley J., Creative Graduates Creative Futures. Council for Higher Education in Art and Design, (2010); Bathmaker A., Ingram N., Waller R., Higher Education, Social Class and the Mobilisation of Capitals: Recognising and Playing the Game, British Journal of Sociology of Education, 34, 5-6, pp. 723-743, (2013); Bathmaker A.-M., Ingram N., Abrahams J., Hoare A., Waller R., Bradley H., Higher Education, Social Class and Social Mobility: The Degree Generation, (2016); Belfield C., Britton J., Buscha F., Dearden L., Dickson M., van de Erve L., Sibieta L., Vignoles A., Walker I., Zhu Y., The Relative Labour Market Returns to Different Degrees, (2018); Learning from Futuretrack: The impact of work experiences on higher education student outcomes, (2013); Boliver V., Expansion, Differentiation and the Persistence of Social Class Inequalities in British Higher Education, Higher Education, 61, 3, pp. 229-242, (2011); Bourdieu P., Distinction: A Social Critique of the Judgement of Taste, (1984); Brook O., O'Brien D., Taylor M., There’s No Way That You Get Paid to Do the Arts’: Unpaid Labour across the Cultural and Creative Life Course, Sociological Research Online, 24, 4, pp. 571-588, (2020); Brooks R., Youngson P.L., Undergraduate Work Placements: An Analysis of the Effects on Career Progression, Studies in Higher Education, 41, 9, pp. 1563-1578, (2016); Brown P., Education, Opportunity and the Prospects for Social Mobility, British Journal of Sociology of Education, 34, 5-6, pp. 678-700, (2013); Brown P., Hesketh A., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Brown P., Power S., Tholen G., Allouch A., Credentials, Talent and Cultural Capital: A Comparative Study of Educational Elites in England and France, British Journal of Sociology of Education, 37, 2, pp. 191-211, (2014); Brown P., Souto-Otero M., The End of the Credential Society? An Analysis of the Relationship between Education and the Labour Market Using Big Data, Journal of Education Policy, 35, 1, pp. 95-118, (2020); Cerulli-Harms A., Generation Internship: The Impact of Internships on Early Labour Market Performance, (2017); Internships That Work: A Guide for Employers, (2015); Cullinane C., Montacute R., Pay as You Go? Internship Pay, Quality and Access in the Graduate Jobs Market, (2018); Curtin R., Presser S., Singer E., The Effects of Response Rate Changes on the Index of Consumer Sentiment, Public Opinion Quarterly, 64, 4, pp. 413-428, (2000); Davis A., (2021); De Vries R., Earning by Degrees: Differences in the Career Outcomes of UK Graduates, (2014); Elias P., Purcell K., Classifying Graduate Occupations for the Knowledge Society, (2012); Frenette A., Making the Intern Economy: Role and Career Challenges of the Music Industry Intern, Work and Occupations, 40, 4, pp. 364-397, (2013); Common Best Practice Code for High-Quality Internships, (2013); Grant-Smith D., McDonald P., Ubiquitous yet Ambiguous: An Integrative Review of Unpaid Work, International Journal of Management Reviews, 20, 2, pp. 559-578, (2018); Green F., Henseke G., The Changing Graduate Labour Market: Analysis Using a New Indication of Graduate Jobs, (2014); Grugulis I., Stoyanova D., Social Capital and Networks in Film and TV: Jobs for the Boys?, Organization Studies, 33, 10, pp. 1311-1331, (2012); Hesmondhalgh D., User-Generate Content, Free Labour and the Cultural Industries.”, Ephemera, 10, 3-4, pp. 267-284, (2010); Higdon R.D., From Employability to ‘Complexability’: Creatour–A Construct for Preparing Students for Creative Work and Life, Industry and Higher Education, 32, 1, pp. 33-46, (2018); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, (1998); Holford A., Access to and Returns from Unpaid Graduate Internships, (2017); Holmes L., ” Questioning the Skills Agenda, Integrating Key Skills in Higher Education, pp. 201-214, (2010); Hunt W., Internships and the Graduate Labour Market, (2017); Hunt W., Paid, unpaid and ‘hidden’ internships at six months after graduation: Are some graduates excluded?, (2020); Hunt W., Scott P., Participation in Paid and Unpaid Internships among Creative and Communications Graduates: Does Class Advantage Play a Part, Higher Education and Social Inequalities: University Admissions, Experiences and Outcomes, pp. 190-207, (2018); Hunt W., Scott P., Paid and Unpaid Graduate Internships: Prevalence, Quality and Motivations at Six Months after Graduation, Studies in Higher Education, 45, 2, pp. 464-476, (2020); Hunt W., Tzanakou C., The (Non)Instrumental Character of Unpaid Internships: Implications for Regulating Internships, Internships, Employability and the Search for Decent Work Experience, pp. 91-111, (2020); Hunt W., Ball L., Pollard E., Crafting Futures, (2010); Jacobson J., Shade L.R., Stringtern: Springboarding or Stringing along Young Interns’ Careers?, Journal of Education and Work, 31, 3, pp. 320-337, (2018); James S., Warhurst C., Tholen G., Commander J., What we Know and What we Need to Know about Graduate Skills, Work, Employment and Society, 27, 6, pp. 952-963, (2013); Keeter S., Miller C., Kohut A., Groves R.M., Presser S., Consequences of Reducing Nonresponse in a National Telephone Survey, Public Opinion Quarterly, 64, 2, pp. 125-148, (2000); Lain D., Hadjivassiliou K., Corral Alza A., Isusi I., O'Reilly J., Richards V., Will S., Evaluating Internships in Terms of Governance Structures: Contract, Duration and Partnership, European Journal of Training and Development, 38, 6, pp. 588-603, (2014); Lawton K., Potter D., Why Interns Need a Fair Wage, (2010); Leonard P., Halford S., Bruce K., The New Degree?’ Constructing Internships in the Third Sector, Sociology, 50, 2, pp. 383-399, (2016); McLeod C., O'Donohoe S., Townley B., Pot Noodles, Placements and Peer Regard: Creative Career Trajectories and Communities of Practice in the British Advertising Industry, British Journal of Management, 22, 1, pp. 114-131, (2011); Mellors-Bourne R., Day E., Evaluation of the Graduate Talent Pool Scheme, (2011); Meterko M., Restuccia J.D., Stolzmann K., Mohr D., Brennan C., Glasgow J., Kaboli P., Response Rates, Nonresponse Bias, and Data Quality, Public Opinion Quarterly, 79, pp. 130-144, (2015); Milburn A., Unleashing Aspiration: Final Report of the Panel on Fair Access to the Professions, (2009); Milburn A., State of the Nation 2014: Social Mobility and Child Poverty in Great Britain. Social Mobility and Child Poverty Commission, (2014); Montacute R., Internships–Unpaid, Unadvertised, Unfair, (2018); Moores E., Reddy P., No Regrets? Measuring the Career Benefits of a Psychology Placement Year, Assessment and Evaluation in Higher Education, 37, 5, pp. 535-554, (2012); Increasing Opportunities for High Quality Higher Education Work Experience, (2011); Standard Occupational Classification 2010 (Volume 1): Structure and Descriptions of Unit Groups, (2010); O'Higgins N., Pinedo L., Interns and Outcomes: Just How Effective Are Internships as a Bridge to Stable Employment?, (2018); Perlin R., Intern Nation: How to Earn Nothing and Learn Little in the Brave New Economy, (2012); Pollard E., Hirsh W., Williams M., Buzzeo J., Marvel R., Tassinari A., Ball C., Understanding Employers’ Recruitment and Selection Practices: Main Report, (2015); Purcell K., Elias P., Atfield G., Behle H., Ellison R., Luchinskaya D D., Snape J., Conaghan L., Tzanakou C., Futuretrack Stage 4: Transitions into Employment, Further Study and Other Outcomes (Full Report), (2012); Roberts C., The Inbetweeners: The New Role of Internships in the Graduate Labour Market, (2017); Roberts K., Socio-Economic Reproduction, Handbook of Youth and Young Adulthood: New Perspectives and Agendas, pp. 14-21, (2009); Roberts K., Expansion of Higher Education and the Implications for Demographic Class Formation in Britain, Twenty-First Century Society, 5, 3, pp. 215-228, (2010); Saniter N., Siedler T., Door Opener or Waste of Time? The Effects of Student Internships on Labour Market Outcomes, (2014); Shade L.R., Jacobson J., Hungry for the Job: Gender, Unpaid Internships, and the Creative Industries, The Sociological Review, 63, S1, pp. 188-205, (2015); Shorthouse R., Disconnected: Social Mobility and the Creative Industries, (2010); Siebert S., Wilson F., All Work and No Pay: Consequences of Unpaid Work in the Creative Industries, Work, Employment and Society, 27, 4, pp. 711-721, (2013); Socio-Economic Diversity and Inclusion. Toolkit: Creative Industries, (2021); Smith V., Review Article: Enhancing Employability: Human, Cultural, and Social Capital in an Era of Turbulent Unpredictability, Human Relations, 63, 2, pp. 279-303, (2010); Tholen G., The Social Construction of Competition for Graduate Jobs: A Comparison between Great Britain and The Netherlands, Sociology, 47, 2, pp. 267-283, (2013); Tholen G., Brown P., Higher Education and the Myths of Graduate Employability, Higher Education and Social Inequalities: University Admissions, Experiences and Outcomes, pp. 153-166, (2018); Tholen G., Brown P., Power S., Allouch A., The Role of Networks and Connections in Educational Elites’ Labour Market Entrance, Research in Social Stratification and Mobility, 34, pp. 142-145, (2013); Thompson P., Financialization and the Workplace: Extending and Applying the Disconnected Capitalism Thesis, Work, Employment and Society, 27, 3, pp. 472-488, (2013); Tomlinson M., The Degree is Not Enough: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Walker I., Zhu Y., The Impact of University Degrees on the Lifecycle of Earnings: Some Further Analysis, (2011); Wilton N., The Impact of Work Placements on Skills Development and Labour Market Outcomes for Business and Management Graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012); Wright E., Mulvey B., Internships and the Graduate Labour Market: how Upper-Middle-Class Students Get Ahead, British Journal of Sociology of Education, 42, 3, pp. 339-356, (2021)","W. Hunt; University of Sussex Business School, University of Sussex, Falmer, BHA, United Kingdom; email: w.hunt@sussex.ac.uk","","Routledge","","","","","","01425692","","","","English","Br. J. Sociol. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85149966319"
"Stamati K.; Willmott L.","Stamati, Konstantina (57835756500); Willmott, Lucy (55049175200)","57835756500; 55049175200","Preparing UK PhD students towards employability: a social science internship programme to enhance workplace skills","2023","Journal of Further and Higher Education","47","2","","151","166","15","4","10.1080/0309877X.2022.2102411","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135616179&doi=10.1080%2f0309877X.2022.2102411&partnerID=40&md5=d8ef076e06b3a3e8d09a1581002404ff","University of Cambridge School of the Humanities and Social Sciences, Cambridge, United Kingdom; University of Cambridge Institute of Criminology, Cambridge, United Kingdom","Stamati K., University of Cambridge School of the Humanities and Social Sciences, Cambridge, United Kingdom; Willmott L., University of Cambridge Institute of Criminology, Cambridge, United Kingdom","Employability is rapidly becoming a primary aim of PhD programmes. Internships have been shown to maximise students’ chances of employment; however, there is limited evidence for how relevant this approach is to social science PhD students. This article reports on a mixed methods study, designed to utilise secondary and primary programme evaluation data collected through student (n = 18) and partner (n = 15) questionnaires, student (n = 30) case study reports and interviews with partners (n = 7) in the first five years of an internship programme running at a UK Russell Group university. The study found that the social science PhD internship programme surpassed the high expectations of both PhD students and partners. The key implication of the study is that the programme boosted student employability, demonstrating to students and employers that traditional PhD social science study provides transferable workplace skills and internships enhance these skills and illuminate a wide range of non-academic employment pathways. The study provided the evidence needed to engage future students and partners in the programme, and to improve the framework for programme evaluation. An expansion of the programme is recommended, alongside ongoing monitoring and alignment of non-academic partner, university and student needs. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Employability; internship; non-academic partners; PhD study; skills; social sciences","","","","","","","","Anjum S., Impact of Internship Programs on Professional and Personal Development of Business Students: A Case Study from Pakistan, Future Business Journal, 6, 1, pp. 1-13, (2020); Annan R., Research Internships and Graduate Education: How Applied Learning Provides Valuable Professional Skills and Development for, (2012); Ashcroft L.E., Quinn D.A., Brownson R.C., Strategies for Effective Dissemination of Research to United States Policymakers: A Systematic Review, Implementation Science, 15, 1, pp. 1-17, (2020); Binder J.F., Baguley T., Crook C., Miller F., The Academic Value of Internships: Benefits across Disciplines and Student Backgrounds, Contemporary Educational Psychology, 41, pp. 73-82, (2015); Bote J.J., Termens M., Reusing Data: Technical and Ethical Challenges, DESIDOC Journal of Library & Information Technology, 39, 6, pp. 329-337, (2019); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Briggs L., Daly R., Why Internships and Placements are a Popular Route to Employment, The Independent, 21, 3, (2012); Bryman A., Integrating Quantitative and Qualitative Research: How Is It Done?, Qualitative Research, 6, 1, pp. 97-113, (2006); The CBI Education and Skills Survey, (2011); The Impact of Doctoral Careers, Final Report, (2014); Cuyler A.C., Hodges A.R., From the Student Side of the Ivory Tower: An Empirical Study of Student Expectations of Internships in Arts and Cultural Management, International Journal of Arts Management, 17, 3, pp. 68-79, (2015); Elarde J.V., Chong F.F., The Pedagogical Value Of” Eduployment” Information Technology Internships in Rural Areas, Proceedings of the 13th annual conference on Information technology education, pp. 189-194, (2012); Gault J., Leach E., Duey M., Effects of Business Internships on Job Marketability: The Employers’ Perspective, Education & Training, 52, 1, pp. 76-88, (2010); Glogowska M., Young P., Lockyer L., Propriety, Process and Purpose: Considerations of the Use of the Telephone Interview Method in an Educational Research Study, Higher Education, 62, 1, pp. 17-26, (2011); Green J., Thorogood N., Qualitative Methods for Health Research, (2004); Greene J.C., Caracelli V.J., Graham W.F., Toward a Conceptual Framework for mixed-method Evaluation Designs, Educational Evaluation and Policy Analysis, 11, 3, pp. 255-274, (1989); Haasler S.R., Employability Skills and the Notion of ‘Self’, International Journal of Training and Development, 17, 3, pp. 233-243, (2013); Hancock S., A Future in the Knowledge Economy? Analysing the Career Strategies of Doctoral Scientists through the Principles of Game Theory, Higher Education, 78, 1, pp. 33-49, (2019); Hubble S., Bolton P., Higher Education Tuition, House of Commons Library Briefing Paper, No. 8151, (2018); Hurst J.L., Good L.K., A 20-year Evolution of Internships: Implications for Retail Interns, Employers and Educators, The International Review of Retail, Distribution and Consumer Research, 20, 1, pp. 175-186, (2010); Hynie M., Jensen K., Johnny M., Wedlock J., Phipps D., Student Internships Bridge Research to Real World Problems, Education and Training, 53, 1, pp. 45-46, (2011); Ismail Z., Benefits of Internships for Interns and Host Organisations, K4D Helpdesk Report, (2018); Jackson C., Data Snapshot, (2019); Kwok R., Flexible Working: Science in the Gig Economy, Nature, 550, 7676, pp. 419-421, (2017); Major L.E., £100K Price Tag for a PhD, Study Reveals, The Guardian, (2001); McDonald J., Birch C., Hitchman A., Fox P., Lido C., Developing Graduate Employability through Internships: New Evidence from a UK University, Proceedings of the 17th EDINEB Conference: Crossing borders in education and work-based learning, pp. 349-358, (2010); Miller L., Biggart A., Newton B., Basic and Employability Skills, International Journal of Training and Development, 3, 17, pp. 173-175, (2013); Minocha S., Hristov D., Reynolds M., From Graduate Employability to Employment: Policy and Practice in UK Higher Education, International Journal of Training and Development, 21, 3, pp. 235-248, (2017); Molla T., Cuthbert D., The Issue of Research Graduate Employability in Australia: An Analysis of the Policy Framing (1999–2013), The Australian Educational Researcher, 42, 2, pp. 237-256, (2015); Moreau M.P., Leathwood C., Graduates’ Employment and the Discourse of Employability: A Critical Analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); Okahana H., Kinoshita T., Closing gaps in our knowledge of PhD career pathways: How well did a humanities PhD prepare them?, (2018); Park C., New Variant PhD: The Changing Nature of the Doctorate in the UK, Journal of Higher Education Policy and Management, 27, 2, pp. 189-207, (2005); Raddon A., Sung J., The career choices and impact of PhD graduates in the UK: A synthesis review, Economic and Social Research Council (ESRC) and Research Councils UK (RCUK), (2009); Ritchie J., Spencer L., Bryman A., Burgess R.G., Qualitative Data Analysis for Applied Policy Research, Analyzing Qualitative Data, pp. 173-194, (1994); Robson C., McCartan K., Real World Research, (2016); Sankar P., Jones N.L., Semi-structured Interviews in Bioethics Research. In Advances in bioethics: Empirical methods for bioethics: A primer, ed. L. J. Siminoff and L. A. Siminoff, 11. Oxford: Elsevier, (2007); Schnoes A.M., Caliendo A., Morand J., Dillinger T., Naffziger-Hirsch M., Moses B., Gibeling J.C., Et al., Internship Experiences Contribute to Confident Career Decision Making for Doctoral Students in the Life Sciences, CBE—Life Sciences Education, 17, 1, pp. 1-14, (2018); Sharmini S., Spronken-Smith R., The PhD–is It Out of Alignment?, Higher Education Research & Development, 39, 4, pp. 821-833, (2020); Shoenfelt B., Kottke J., Stone N., Master’s and Undergraduate Industrial/ Organizational Internships: Data-based Recommendations for Successful Experiences, Teaching of Psychology, 39, 2, pp. 100-106, (2012); Wilson T., A Review of Business–University Collaboration, (2012); Wilton N., Do Employability Skills Really Matter in the UK Graduate Labour Market? the Case of Business and Management Graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011); Young S., Kelder J.A., Crawford J., Doctoral Employability: A Systematic Literature Review and Research Agenda, Journal of Applied Learning & Teaching, 3, 1, pp. 1-11, (2020)","K. Stamati; University of Cambridge School of the Humanities and Social Sciences, Cambridge, Second Floor, 17 Mill Lane, CB2 1RX, United Kingdom; email: ks712@cam.ac.uk","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","","Scopus","2-s2.0-85135616179"
"Henry C.","Henry, Colette (8626979600)","8626979600","Is there a Role for Entrepreneurship Education in Veterinary Medicine? A UK Study","2023","Entrepreneurship Education and Pedagogy","6","1","","161","186","25","1","10.1177/25151274211040423","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142276829&doi=10.1177%2f25151274211040423&partnerID=40&md5=24ef0b549ce72bbfb052e0d7ddf12c8b","Dundalk Institute of Technology, Louth, Dundalk, Ireland; Griffith University, Nathan, QLD, Australia","Henry C., Dundalk Institute of Technology, Louth, Dundalk, Ireland, Griffith University, Nathan, QLD, Australia","This article examines entrepreneurship education (EE) provision within UK veterinary schools. Applying institutional theory as a critical lens, the core research question centers on whether there is a defined role for EE within veterinary curricula. Qualitative data gathered from veterinary educators, students, and employers are critically analyzed. Areas where veterinary entrepreneurship educators might enhance their offering to improve graduate employability and increase entrepreneurial activity within the sector are identified. The article contributes to extant scholarship by: identifying the challenges associated with introducing EE into Science, Technology, Engineering, Arts, and Mathematic (STEAM) discipline areas such as veterinary medicine; highlighting the value of institutional theory in critiquing EE within veterinary curricula; furthering understanding of how veterinary EE is perceived amongst key veterinary stakeholder groups/“institutions,” and identifying a potential role for veterinary EE. Novel avenues worthy of future research attention are also highlighted. © The Author(s) 2021.","entrepreneurship education; institutional theory; STEAM; veterinary","","","","","","","","Aitken M.M., Women in the veterinary profession, The Veterinary Record, 134, pp. 546-551, (1994); Bachynsky E.A., Dale V.H.M., Kinnison T., Gazzard J., Baillie S., A survey of the opinions of recent veterinary graduates and employers regarding early career business skills, Veterinary Record, 172, 23, (2013); Baillie S., Rhind S., A guide to assessment methods in veterinary medicine, (2008); Barron E., Amoros J.E., When science meets the market: a multidisciplinary approach of entrepreneurship education, (2019); Berglund K., Hytti U., Verduijn K., Unsettling entrepreneurship education, Entrepreneurship Education & Pedagogy, 3, 3, pp. 208-213, (2020); Boocock G., Frank R., Warren L., Technology-based entrepreneurship education: Meeting educational and business objectives, Entrepreneurship & Innovation, 10, 1, pp. 43-53, (2009); Bruton G.D., Ahlstrom D., Li H., Institutional theory and entrepreneurship: Where are we now and where do we need to move in the future? Entrepreneurship Theory & Practice, 34, 3, pp. 421-440, (2010); Creswell J.W., Plano Clark V.L., Designing and conducting mixed method research, (2011); Cummins D., Joseph-Richard P., Morgan M., Harbs S., Kerber F., Integrated, not inserted: A pedagogic framework for embedding entrepreneurship education across disciplines, Innovation in global entrepreneurship education: Teaching entrepreneurship in practice, pp. 32-51, (2021); Curran J., Storey D.J., Small business policy in the United Kingdom: The inheritance of the small business service and implications for its future effectiveness, Environment and Planning C: Government and Policy, 20, pp. 163-177, (2002); Deveci I., Cepni S., The effect of entrepreneurship education modules integrated with science education on the entrepreneurial characteristics of pre-service science teachers, Socialinis Darbas Social Work, 15, 2, pp. 56-85, (2017); Douval-Couteil N., Ladisch M., Yi S., Addressing academic researcher priorities through science and technology entrepreneurship education, The Journal of Technology Transfer, 48, pp. 288-318, (2021); Eisenhardt K.M., Building theories from case study research, Academy of Management Review, 14, 4, pp. 223-244, (1989); Etzkowitz H., The entrepreneurial university, Encyclopedia of international higher education systems and institutions, (2017); Fayolle A., Personal views on the future of entrepreneurship education, Entrepreneurship & Regional Development, 25, 7-8, pp. 692-701, (2013); Fayolle A., Gailly B., The impact of entrepreneurship education on entrepreneurial attitudes and intention: Hysteresis and persistence, Journal of Small Business Management, 53, 1, pp. 75-93, (2015); Fiore E., Sansone G., Paolucci E., Entrepreneurship education in a multidisciplinary environment: Evidence from an entrepreneurship programme held in Turin, Administrative Sciences, 9, 28, pp. 1-28, (2019); Fleming R.S., Developing a strategic (entrepreneurship) mindset in engeineeing graduates, Annals of Entrepreneurship Education and Pedagogy, pp. 390-395, (2021); Hannon P., Teaching pigeons to dance: Sense and meaning in entrepreneurship education, Education + Training, 48, 5, pp. 296-308, (2006); Hannon P.D., On becoming and being an entrepreneurship educator: A personal reflection, Entrepreneurship & Regional Development, 30, 7-8, pp. 698-721, (2018); Henry C., Reconceptualizing the role of the future entrepreneurship educator: An exploration of the content challenge, Entrepreneurship & Regional Development, 32, 9-10, pp. 657-676, (2020); Henry C., Jackson E.J., Women’s entrepreneurship and the future of the veterinary profession, E-O&P - Journal of the Association for Management Education, 22, 3, pp. 34-42, (2015); Ho C.S., Entrepreneurship education: The missing links of STEM education in Hong Kong, (2017); Hylton J.B., Mikesell D., Yoder J.D., Leblanc H., Working to instill the entrepreneurial mindset across the curriculum, Entrepreneurship Education & Pedagogy, 3, 1, pp. 86-106, (2019); Ilgen D.R., Skills, knowledge, aptitudes and interests for veterinary practice management: Fitting personal characteristics to situational demands, Journal of Veterinary Medical Education, 29, 3, pp. 153-156, (2002); Isenberg D., How to start an entrepreneurial revolution, Harvard Business Review, 88, 6, pp. 40-50, (2010); Jamieson I., Education for enterprise, pp. 19-27, (1984); Johannisson B., Limits to and prospects of entrepreneurship education in the academic context, Entrepreneurship & Regional Development, 28, 5-6, pp. 403-423, (2015); Jones C., English J., A contemporary approach to entrepreneurship education, Education + Training, 46, 8-9, pp. 416-423, (2004); Kleine K., Giones F., Tegtmeier S., The learning process in technology entrepreneurship education: Insights from an engineering degree, Journal of Small Business Management, 57, S1, pp. 94-110, (2019); Kogan L.R., McConnell S.L., Schoenfeld-Tacher R., Perspectives in professional education: Response of a veterinary college to career development needs identified in the KPMG LLP study, Journal of the American Veterinary Medical Association, 226, 7, pp. 1070-1076, (2005); Lackeus M., Entrepreneurship in education: What, why, when and how. Entrepreneurship360 background paper, (2015); Liguori E., Winkler C., Winkel D., Marvel M.R., Keels J.K., van Gelderen M., Noyes E., The entrepreneurship education imperative: Introducing EE&P, Entrepreneurship Education and Pedagogy, 1, 1, pp. 5-7, (2018); Matthews C.H., Liguori E.W., Annals of Entrepreneurship Education and Pedagogy, (2021); Miles M., Huberman A.M., Qualitative data analysis, (1994); Nabi G., Linan F., Fayolle A., Krueger N., Walmsley A., The impact of entrepreneurship education in higher education: A systematic review and research agenda, Academy of Management Learning & Education, 16, 2, pp. 277-299, (2017); Neck H.M., Corbett A.C., The scholarship of teaching and learning entrepreneurship, Entrepreneurship Education and Pedagogy, 1, 1, pp. 8-41, (2018); North D.C., Institutions, institutional change and economic performance, (1990); Onjewu A.E., Haddoud M.Y., Nowinski W., The effect of entrepreneurship education, Industry and Higher Education, (2021); Ozdemir D., Dabic M., Daim T., Entrepreneurship education from a Croatian medical student’s perspective, Technology in Society, 58, (2019); Perez-Ruiz P., Current trends in veterinary medicine: A closer look at large-group consolidation, (2019); Phillips N., Tracey P., Karra N., Building entrepreneurial tie portfolios through strategic homophily: The role of narrative identity work in venture creation and early growth, Journal of Business Venturing, 28, pp. 134-150, (2013); Pittaway L., Cope J., Entrepreneurship education: A systematic review of the evidence, International Small Business Journal, 25, 5, pp. 479-510, (2007); Enterprise and entrepreneurship education: Guidance for higher education providers in England, Wales and Northern Ireland, (2012); Summary of findings from the 2019 survey of the veterinary profession, (2020); Scott W.R., Institutions and organizations, (1995); Scott W.R., Approaching adulthood: The maturing of institutional theory, Theory and society, 37, pp. 427-442, (2008); Stam E., van der Ven A., Entrepreneurial ecosystem elements, Small Business Economics, 56, pp. 809-832, (2021); Stolze A., Sailer K., Advancing HEIs’ third-mission through dynamic capabilities: The role of leadership and agreement on vision and goals, Journal of Technology Transfer, (2021); Turner T., Gianiodis P., Entrepreneurship unleashed: Understanding entrepreneurial education outside of the business school, Journal of Small Business Management, 56, 1, pp. 131-149, (2017); Vanevenhoven C., Vanevenhoven J., The art of teaching arts entrepreneurship, Annals of entrepreneurship education and pedagogy, pp. 285-298, (2021); Verduijn K., Berglund K., Pedagogical invention in entrepreneurship education: Adopting a critical approach in the classroom, International Journal of Entrepreneurial Behavior & Research, 26, 5, pp. 973-988, (2020); Welsh D.H.B., Cross-disciplinary entrepreneurship education, World Encyclopedia of Entrepreneurship, pp. 69-71, (2021); Welter F., Baker T., Audretsch D.B., Gartner W.B., Everyday entrepreneurship—A call for entrepreneurship research to embrace entrepreneurial diversity, Entrepreneurship Theory and Practice, 41, 3, pp. 311-321, (2017); Winkler C., Winkel D., Shields J., Barber D., Levin D., Zane L.J., Editorial: Special issue on interdisciplinary and experiential entrepreneurship education, Entrepreneurship Education and Pedagogy, 4, 2, pp. 96-99, (2021); Wong P.K., Ho Y.P., Autio E., Entrepreneurship, innovation and economic growth: Evidence from GEM data. Small Business Economics, 24, 3, pp. 335-350, (2005)","C. Henry; Dundalk Institute of Technology, Dundalk, Louth, Ireland; email: colette.henry@dkit.ie","","SAGE Publications Inc.","","","","","","25151274","","","","English","Entrep. educ. Pedag.","Article","Final","","Scopus","2-s2.0-85142276829"
"Hojeij Z.; Al Marzouqi A.","Hojeij, Zeina (57203330148); Al Marzouqi, Ali (12244135400)","57203330148; 12244135400","Emirati female students pursuing Technical and Vocational Education and Training (TVET): Perceptions from the UAE","2023","International Journal of Training Research","21","1","","36","56","20","0","10.1080/14480220.2022.2094449","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133956217&doi=10.1080%2f14480220.2022.2094449&partnerID=40&md5=d63b3bde8ce0c3e6c857fefd49d62e4c","College of Interdisciplinary Studies, Zayed University, Dubai, United Arab Emirates; Emirates Skills, ACTVET, Abu Dhabi Center for Technical and Vocational Education and Training (ACTVET), Abu Dhabi, United Arab Emirates","Hojeij Z., College of Interdisciplinary Studies, Zayed University, Dubai, United Arab Emirates; Al Marzouqi A., Emirates Skills, ACTVET, Abu Dhabi Center for Technical and Vocational Education and Training (ACTVET), Abu Dhabi, United Arab Emirates","One way the United Arab Emirates uses to increase the employability skills of its nationals is by promoting and encouraging students to pursue technical and vocational education and training (TVET). This goal includes both female and male Emirati youth. However, studies show that females are still under-represented in TVET. Therefore, this study aims at exploring Emirati female students’ perceptions of their educational experiences in TVET, the challenges they faced, and their future expectations. The study followed a mixed methods design with data collected through an online survey. Findings revealed that participants have an overall positive educational experience despite the academic and cultural challenges they experience. They believe their vocational education enables them to have a better future be it a career or in continuing their education. Despite these positive influences, additional efforts are needed to improve vocational training and alter the mindset and perception of vocational education. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","employability skills; female students; skills development; Technical and vocational education; TVET","","","","","","","","Abdulla F., Ridge N., Where are all the men? Gender participation and higher education in the United Arab Emirates, (2011); Al Hamad M., Exporting Finnish vocational education and training to the United Arab Emirates: Opportunities and challenges, (2020); Al Hammadi A.R.J., Mohiuddin S.S., Growing trends of the vocational education in UAE, International Journal of Scientific Engineering and Research (IJSER), 5, 1, pp. 101-105, (2017); Aldossari A.S., Vision 2030 and reducing the stigma of vocational and technical training among Saudi Arabian students, Empirical Research in Vocational Education and Training, 12, 3, pp. 1-24, (2020); Alshamsi M., Development and reform of technical and vocational education in the UAE: The role and vision of the UAE leadership, (2020); Alsuwaidi H., Technology-enhanced learning, reflective practices and collaborative learning for a better employability of vocational education students in the UAE, (2016); Ansari B., Wu X., Development of Pakistan’s technical and vocational education and training (TVET): An analysis of skilling Pakistan reforms, Journal of Technical Education and Training, 5, 2, pp. 152-164, (2013); Assi R., Women at work: Job opportunities in the Middle East set to double with the fourth industrial revolution, pp. 1-48, (2020); Baldauf B., Hogarth T., Hoyos M., Going global? UK FE/TVET: Opportunities in the international market, Warwick Institute for Employment Research, (2008); Constant L., Culbertson S., Stasz C., Vernez G., Improving technical vocational education and training in the Kurdistan region, (2020); Creswell J.W., Plano Clark V.L., Designing and conducting mixed methods research, (2017); Creswell J.W., Creswell J.D., Research design: Qualitative, quantitative, and mixed methods approaches, (2018); DeBoer J., Kranov A., Key factors in the tertiary educational trajectories of women in engineering: Trends and opportunities in Saudi Arabia, the GCC, and comparative national settings, Science and technology development in the Gulf States: Economic diversification through regional collaboration, pp. 56-88, (2017); Dedousis E., An analysis of mission statements of tertiary institutions: Business colleges in UAE, The e-Journal of Business Education & Scholarship of Teaching, 12, 1, pp. 31-51, (2018); Reforming technical and vocational education and training: A gateway for building a skilled youth workforce in the Arab region, Unescwa, pp. 1-28, (2020); Euler D., Germany’s dual vocational training system: A model for other countries?, (2013); Foster H., Women and TVET Report of the UNESCO-UNEVOC online conference, (2011); Friedman T.L., The world is flat: A brief history of the twenty-first century, (2005); Gallagher K., Education in the United Arab Emirates: Innovation and transformation, (2019); Glykas M., Bailey O., Al Maery M., Maery N., Process and quality management in vocational education & training (VET), International Journal of Management Sciences and Business Research, 4, 10, pp. 149-177, (2016); Technical and vocational education, (2018); Hammadi A.R.J.A., An Overview - Indicators of the vocational education sector in UAE, International Journal of Scientific & Engineering Research, 7, 6, pp. 995-1001, (2016); Hellwig S., Competency-based training: Different perceptions in Australia and Germany, Australian Journal of Adult Learning, 46, 1, pp. 51-74, (2006); United Arab Emirates, (2020); Houjeir R., Al-Kayyali R.A.A., Alzyoud S., Ahmad-Derweesh B., UAE females in STEM higher education, 2019 Advances in Science and Engineering Technology International Conferences (ASET), pp. 1-6, (2019); ATHS Curriculum, (2022); Jabeen F., Faisal M.N., Imperatives for improving entrepreneurial behavior among females in the UAE: An empirical study and structural model, Gender in Management, 33, 3, pp. 234-252, (2018); Khan F., Walid Aradi W., Schwalje W., Buckner E., Fernandez-Carag M., Women’s participation in technical and vocational education and training in the Gulf States, International Journal of Training Research, 15, 3, pp. 229-244, (2017); Khan F., Female participation in technical and vocational education and training (TVET): Lessons from the Gulf States (GCC), (2018); Dubai encouraging vocational training and practical skills education, (2015); About technical and vocational education and Training, TVET, (2020); Liu G., Clayton J., Measuring technical vocational education and training (TVET) efficiency: Developing a framework, Journal of Open, Flexible, and Distance Learning, 20, 2, pp. 45-54, (2016); Maclean R., Fien J., Introduction and overview: TVET in the Middle East–issues, concerns, and prospects, International Journal of Training Research, 15, 3, pp. 197-203, (2017); Madsen S.R., Cook B.J., Transformative learning: UAE, women, and higher education, Journal of Global Responsibility, 1, 1, pp. 127-148, (2010); Marimo A., Comparing vocational education in India, South Africa and United Arab Emirates to develop guidelines for South Africa, (2020); Matherly L., Amin N., Al Nahyan S., The impact of generation and socioeconomic status on the value of higher education in the UAE: A longitudinal study, International Journal of Educational Development, 55, pp. 1-10, (2017); Merriam S., Tisdell E., Qualitative research: A Guide to design and implementation, (2015); (2021); Mohiuddin M.Q., Role of a women entrepreneur in a GCC (Arab Gulf cooperation council) women empowerment, AU eJournal of Interdisciplinary Research, 1, 2, pp. 1-15, (2016); Moodie G., Identifying vocational education and training, Journal of Vocational Education and Training, 54, 2, pp. 249-266, (2002); TVET in the UAE, (2019); (2021); Okoli N., Kannike A., Asuru I., John F., Politics and technical vocational education and training in Nigeria, Journal for Studies in Management and Planning, 2, 2, pp. 278-287, (2016); Owais A., Alabidi S., Hatamleh Z., Hussein E., Technical and vocational education and training in the UAE, International Journal of Emerging Technologies in Learning, 15, 13, pp. 264-288, (2020); Raven J., Emiratizing the education sector in the UAE: Contextualization and challenges, Education, Business and Society: Contemporary Middle Eastern Issues, 4, 2, pp. 134-141, (2011); Runde D., Bandura R., Hammond M., The future of global stability: The world of work in developing countries, (2018); Rutledge E., Madi M., Parental influence on female vocational intentions in the Arabian Gulf, International Journal of Manpower, 38, 2, pp. 145-159, (2017); Ryan J., Leading diverse schools: Headteachers and inclusion, Springer Science & Business Media, 6, pp. 43-62, (2003); Samans R., Zahidi S., The future of jobs and skills in the Middle East and North Africa: Preparing the region for the fourth industrial revolution, World Economic Forum, (2017); Schwab K., Zahidi S., The Global Competitiveness Report. How countries are performing on the road to recovery, (2020); Shamsudin M.F., Perumal V., Anuar A., Chew L.M., Care 21 Proceedings, 2021 International Conference on Advancing and Redesigning Education. Thriving in Time of Global Change, (2021); Sigisbert L., Factors influencing women participation in vocational education Masasi District, (2017); Sukumaran S., Women enrolled in postgraduate education in technical and science subjects: A case study of 10 UAE national students, Dissertation, (2013); Tansel A., General versus vocational high schools and labor market outcomes in Turkey, Economic Research Forum, (1998); The United Arab Emirates’ Governmental Portal, (2021); Thomas D.R., A general inductive approach for qualitative data analysis, (2003); Tremblay M.S., Barnes J.D., Gonzalez S.A., Ktazmarzyk P.T., Onywera V.O., Reilly J.J., Tomkinson G.R., Global matrix 2.0: Report card grades on the physical activity of children and youth comparing 38 countries, Journal of Physical Activity & Health, 13, s2, pp. S343-S366, (2016); Tripney J., Hombrados J., Newman M., Hovish K., Brown C., Steinka-Fry K., Wilkey E., Technical and vocational education and training (TVET) interventions to improve the employability and employment of young people in low- and middle-income countries: A systematic review, Campbell Systematic Reviews, 9, 1, pp. 1-171, (2013); (2021); Human development report: Beyond income, beyond averages, beyond today, (2019); UNESCO and education. Everyone has the right to education, (2011); The world’s women 2015: Trends and statistics, (2015); The world’s women 2020: Trends and statistics, (2020); Vardhan J., Hameed G.S., Transition of higher education system in UAE: An internationalization perspective, International Journal of Arab Culture, Management and Sustainable Development, 2, 4, pp. 292-308, (2012); Waxin M.F., Lindsay V., Belkhodja O., Zhao F., Workforce localization in the UAE: Recruitment and selection challenges and practices in private and public organizations, The Journal of Developing Areas, 52, 4, pp. 99-113, (2018); Wells M., Honan E., Becoming a “Full” woman: Emirati women’s experience of postgraduate studies, US-China Education Review, 164, (2014); Wheeler L., TVET and the UNESCO global network of learning cities: Relevance for countries in the Middle East, International Journal of Training Research, 15, 3, pp. 245-254, (2017); Wilkins S., Human resource development through vocational education in the United Arab Emirates: The case of Dubai polytechnic, Journal of Vocational Education and Training, 54, 1, pp. 5-26, (2002); Zelloth H., Technical and vocational education and training (TVET) and career guidance: The interface technical and vocational education and training in the UAE, Handbook of career development: International and cultural psychology, pp. 271-290, (2014)","Z. Hojeij; College of Interdisciplinary Studies, Zayed University, Dubai, United Arab Emirates; email: zeina.hojeij@zu.ac.ae","","Routledge","","","","","","14480220","","","","English","Int. J. Train. Res.","Article","Final","","Scopus","2-s2.0-85133956217"
"Neupane S.; P.k.c; Kyrönlahti S.; Siukola A.; Kosonen H.; Lumme-Sandt K.; Nikander P.; Nygård C.H.","Neupane, S. (57215632313); P.k.c (58286609700); Kyrönlahti, S. (57222664102); Siukola, A. (13407033900); Kosonen, H. (57214217509); Lumme-Sandt, K. (6507408909); Nikander, P. (26531599600); Nygård, C.H. (57214982838)","57215632313; 58286609700; 57222664102; 13407033900; 57214217509; 6507408909; 26531599600; 57214982838","Development and validation of sustainable employability index among older employees","2023","Occupational Medicine","73","1","","19","25","6","0","10.1093/occmed/kqac120","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148114065&doi=10.1093%2foccmed%2fkqac120&partnerID=40&md5=9c8dbaed27e73c42a2a57839e617f659","Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, FI-33014, Finland; Gerontology Research Center, Tampere University, Tampere, FI-33014, Finland; Department of Public Health, University of Turku, Turku University Hospital, Turku, FI-20014, Finland; Stress Research Institute, Department of Psychology, Stockholm University, Stockholm, SE-10691, Sweden; Clinical Medicine, Faculty of Medicine and Health Technology, Tampere University, Tampere, FI-33014, Finland","Neupane S., Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, FI-33014, Finland, Gerontology Research Center, Tampere University, Tampere, FI-33014, Finland; P.k.c, Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, FI-33014, Finland, Gerontology Research Center, Tampere University, Tampere, FI-33014, Finland, Department of Public Health, University of Turku, Turku University Hospital, Turku, FI-20014, Finland, Stress Research Institute, Department of Psychology, Stockholm University, Stockholm, SE-10691, Sweden; Kyrönlahti S., Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, FI-33014, Finland, Gerontology Research Center, Tampere University, Tampere, FI-33014, Finland; Siukola A., Gerontology Research Center, Tampere University, Tampere, FI-33014, Finland, Clinical Medicine, Faculty of Medicine and Health Technology, Tampere University, Tampere, FI-33014, Finland; Kosonen H., Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, FI-33014, Finland, Gerontology Research Center, Tampere University, Tampere, FI-33014, Finland; Lumme-Sandt K., Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, FI-33014, Finland, Gerontology Research Center, Tampere University, Tampere, FI-33014, Finland; Nikander P., Gerontology Research Center, Tampere University, Tampere, FI-33014, Finland; Nygård C.H., Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, FI-33014, Finland, Gerontology Research Center, Tampere University, Tampere, FI-33014, Finland","Background: Sustainable employability (SE) has become an important factor for keeping people in the labour market and enabling the extension of working life. Aims: We developed and validated an SE index to predict assured workability in 2 years. Additionally, we developed a scoring tool to use in practice. Methods: A questionnaire survey of postal employees aged ≥50 years was conducted in 2016 and followed up in 2018 (n = 1102). The data were divided into training and validation sets. The outcome was defined as whether the employees had an assured workability after 2 years or not. Multivariable log-binomial regression was used to calculate the SE index. The area under the curve (AUC) was calculated to assess the discriminative power of the index. Results: The probability of assured workability increased with increasing quintiles of the SE index. The highest quintiles of the SE index showed the highest observed and expected assured workability in 2 years. The predictive ability, area under the curve (AUC) for training was 0.79 (95% CI 0.75-0.83) and for validation data was 0.76 (95% CI 0.73-0.80). In the scoring tool, the self-rated health, workability, job satisfaction and perceived employment had the highest contribution to the index. Conclusions: The SE index was able to distinguish the employees based on whether they had assured workability after 2 years. The scoring method could be used to calculate the potentiality of future employability among late midlife postal employees.  © 2023 The Author(s).","","Employment; Humans; Job Satisfaction; Occupations; Surveys and Questionnaires; area under the curve; article; controlled study; employability; employee; employment; human; human experiment; job satisfaction; major clinical study; probability; questionnaire; validation process; employment; job satisfaction; occupation","","","","","","","Kuhn S, Milasi S, Yoon S., Population ageing and future labour market challenges, World Employment Soc Outlook, 2018, pp. 45-50, (2018); Van Dam K, Van Vuuren T, Kemps S., Sustainable employment: the importance of intrinsically valuable work and an agesupportive climate, Int J Human Resour Manag, 28, pp. 2449-2472, (2017); Fleuren BP, de Grip A, Jansen NW, Kant I, Zijlstra FR., Unshrouding the sphere from the clouds: towards a comprehensive conceptual framework for sustainable employability, Sustainability, 12, (2020); Van der Klink JJ, Bultmann U, Burdorf A, Et al., Sustainable employability- definition, conceptualization, and implications: a perspective based on the capability approach, Scand J Work Environ Health, 1, pp. 71-79, (2016); Fleuren BPI, de Grip A, Jansen NWH, Kant I, Zijlstra FRH., Critical reflections on the currently leading definition of sustainable employability, Scand J Work Environ Health, 42, pp. 557-560, (2016); Nilsson K., A sustainable working life for all ages-the swAgemodel, Appl Ergon, 86, (2020); Le Blanc PM, Van der Heijden BI, Van Vuuren T., I will survive"": a construct validation study on the measurement of sustainable employability using different age conceptualizations, Front Psychol, 8, (2017); Ybema JF, Geuskens GA, van den Heuvel SG, Et al., Study on Transitions in Employment, Ability and Motivation (STREAM): the design of a four-year longitudinal cohort study among 15, 118 persons aged 45 to 64 years, Br J Med Med Res, 4, pp. 1383-1399, (2014); Alcover CM, Mazzetti G, Vignoli M., Sustainable employability in the mid and late career: an integrative review, Rev Psicol Trab Las Organ, 37, pp. 157-174, (2021); Fleuren BPI, van Amelsvoort LGPM, de Grip A, Zijlstra FRH, Kant I., Time takes us all? A two-wave observational study of age and time effects on sustainable employability, Scand J Work Environ Health, 44, pp. 475-484, (2018); Neupane S, Kyronlahti S, Prakash KC, Et al., Indicators of sustainable employability among older employees: a longitudinal study of age and time effect, Sustainability, 14, (2022); Jaaskelainen A, Kausto J, Seitsamo J, Et al., Work ability index and perceived work ability as predictors of disability pension: a prospective study among Finnish municipal employees, Scand J Work Environ Health, 1, pp. 490-499, (2016); Gould R, Ilmarinen J, Jarvisalo J, Koskinen S, Dimensions of Work Ability. Results of the Health 2000 Survey, (2008); Ilmarinen V, Ilmarinen J, Huuhtanen P, Louhevaara V, Nasman O., Examining the factorial structure, measurement invariance and convergent and discriminant validity of a novel self-report measure of work ability: work ability-personal radar, Ergonomics, 58, pp. 1445-1460, (2015); Ilmarinen J, Tuomi K, Klockars M., Changes in work ability of active employees over an 11-year period, Scand J Work Environ Health, 23, pp. 49-57, (1997); Tuomi K, Ilmarinen J, Martikainen R, Aalto L, Klockars M., Aging, work, lifestyle and work ability among Finnish municipal workers in 1981-1992, Scand J Work Environ Health, 23, pp. 58-65, (1997); Ahlstrom L, Grimby-Ekman A, Hagberg M, Dellve L., The work ability index and single-item question: associations with sick leave, symptoms, and health-a prospective study of women on long-term sick leave, Scand J Work Environ Health, 1, pp. 404-412, (2010); Kinnunen U, Mauno S, Irtiottoja työstä. Työkuormituksesta palautumisen psykologia, (2009); Kauppinen T, Mattila-Holappa P, Perkio-Makela M, Et al., TyÖja terveys Suomessa 2012-Seurantatietoa työoloista ja työhyvinvoinnista, (2013); Hakansson C, Gard G, Lindegard A., Perceived work stress, overcommitment, balance in everyday life, individual factors, selfrated health and work ability among women and men in the public sector in Sweden-a longitudinal study, Arch Public Health, 78, (2020); Bostrom M, Sluiter JK, Hagberg M, Grimby-Ekman A., Opportunities for recovery at work and excellent work ability-a cross-sectional population study among young workers, BMC Public Health, 16, pp. 1-1, (2016); Pursio H, Siukola A, Savinainen M, Kosonen H, Huhtala H, Nygard CH., Associations between work resources and work ability among forestry professionals, Sustainability, 13, (2021); Busch V, Dittrich D, Lieberum U., Determinants of work motivation and work ability among older workers and implications for the desire for continued employment, Comparative Population Studies, 35, pp. 931-958, (2010); von Bonsdorff ME, Shultz KS, Leskinen E, Tansky J., The choice between retirement and bridge employment: a continuity and life course perspective, Int J Aging Human Dev, 69, pp. 79-100, (2009); Deller J, Maxin L., Silver Work: Zum Stand berufl icher Aktivitäten im Ruhestand in Deutschland, Informationsdienst Altersfragen, 37, pp. 3-8, (2010); Neupane S, Nygard C-H., Sustainable work ability during midlife and old age functional health and mortality, Transitioning to Good Health and Wellbeing. Transitioning to Sustainability Series 3, pp. 155-175, (2021); Ilmarinen J., From work ability research to implementation, Int J Environ Res Public Health, 16, (2019); Del Priore G, Zandieh P, Lee MJ., Treatment of continuous data as categoric variables in obstetrics and gynecology, Obstet Gynecol, 89, pp. 351-354, (1997); Hernandez B, Reilly RB, Kenny RA., Investigation of multimorbidity and prevalent disease combinations in older Irish adults using network analysis and association rules, Sci Rep, 9, pp. 1-2, (2019); Walker-Bone K, D'Angelo S, Linaker CH, Et al., Morbidities among older workers and work exit: the HEAF cohort, Occup Med (Lond), 72, pp. 470-477, (2022); Rindfuss RR, Choe MK, Tsuya NO, Bumpass LL, Tamaki E., Do low survey response rates bias results? Evidence from Japan, Demogr Res, 32, pp. 797-828, (2015)","S. Neupane; Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, FI-33104, Finland; email: subas.neupane@tuni.fi","","Oxford University Press","","","","","","09627480","","OCMEE","36637864","English","Occup. Med.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85148114065"
"Kee D.M.H.; Anwar A.; Gwee S.L.; Ijaz M.F.","Kee, Daisy Mui Hung (55617247900); Anwar, Aizza (57216803470); Gwee, Sai Ling (57204877703); Ijaz, Muhammad Fazal (57189886891)","55617247900; 57216803470; 57204877703; 57189886891","Impact of Acquisition of Digital Skills on Perceived Employability of Youth: Mediating Role of Course Quality","2023","Information (Switzerland)","14","1","42","","","","3","10.3390/info14010042","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146798019&doi=10.3390%2finfo14010042&partnerID=40&md5=6022124ff9ad3fac2a752e3712ee2970","School of Management, Universiti Sains Malaysia, Penang, George Town, 11800, Malaysia; Penang Youth Development Corporation, Jelutong, Penang, 11800, Malaysia; Department of Intelligent Mechatronics Engineering, Sejong University, Seoul, 05006, South Korea","Kee D.M.H., School of Management, Universiti Sains Malaysia, Penang, George Town, 11800, Malaysia; Anwar A., School of Management, Universiti Sains Malaysia, Penang, George Town, 11800, Malaysia; Gwee S.L., Penang Youth Development Corporation, Jelutong, Penang, 11800, Malaysia; Ijaz M.F., Department of Intelligent Mechatronics Engineering, Sejong University, Seoul, 05006, South Korea","Penang Youth Development Corporation took the “Penang Young Digital Talent Program” initiative to bridge the gap between Malaysian youth’s current digital skills and emerging technologies market demands. The program comprises different online courses such as web design, digital marketing, etc. The objective of this study is to understand the level of participants’ digital competency and, secondly, investigate the impact of participants’ digital competency on their perceived employability and examine the mediating role of course quality. This study employed a cross-section design method, and data were collected using purposive sampling. The participants (Nn= 385) of this program range from 18 to 22 years old, either born in Penang or have resided in Penang for a minimum of 3 years. The data were analyzed using Smart PLS 3.0. Post-online course findings show that digital content creation, information and data literacy, and problem-solving have a significant and positive relationship with perceived employability. Moreover, course quality significantly mediates the impact of communication and collaboration, digital safety and information and data literacy on the perceived employability of Malaysian youth. The findings of this research have implications for policymakers responsible for education, emphasizing youth’s acquisition of digital skills to help them succeed in the current workplace. © 2023 by the authors.","course quality; digital competency; digital skills; perceived employability","Commerce; Curricula; 'current; Course qualities; Digital competency; Digital skills; Emerging technology market; Malaysians; Market demand; Mediating roles; Online course; Perceived employability; E-learning","","","","","Penang Youth Development Corporation, (304/PMGT/6501158/P164)","This research was funded by Penang Youth Development Corporation, grant number 304/PMGT/6501158/P164. The funding source did not play a role in the study design, the collection, analysis, and interpretation of data, the writing of the report, or the decision to submit this manuscript for publication.","Palvia S., Aeron P., Gupta P., Mahapatra D., Parida R., Rosner R., Sindhi S., Online Education: Worldwide Status, Challenges, Trends, and Implications, J. Glob. Inf. Technol. Manag, 21, pp. 233-241, (2018); Al Seghayer K., Investigating the Adequacy of EFL Learners’ L2 Digital Literacy Skills, Consistency of Self-Assessed Competence, and Actual Performance, Int. J. Comput. Lang. Learn. Teach, 10, pp. 1-22, (2020); Lyons A.C., Zucchetti A., Kass-Hanna J., Cobo C., Bridging the Gap Between Digital Skills and Employability for Vulnerable Populations, G20 2019 Japan, 1, (2019); Lee S.H., Skills Development Driven by Labor Market Demand, Education in the Asia-Pacific Region, 55, pp. 271-277, (2020); Pettersson F., On the issues of digital competence in educational contexts—A review of literature, Educ. Inf. Technol, 23, pp. 1005-1021, (2018); Lucas M., Bem-haja P., Santos S., Figueiredo H., Ferreira Dias M., Amorim M., Digital proficiency: Sorting real gaps from myths among higher education students, Br. J. Educ. Technol, 53, pp. 1885-1914, (2022); Pitan O.S., Muller C., Students’ self-perceived employability (SPE): Main effects and interactions of gender and field of study, High Educ. Ski. Work Learn, 10, pp. 355-368, (2020); Petruzziello G., Mariani M.G., Guglielmi D., van der Heijden B.I.J.M., de Jong J.P., Chiesa R., The role of teaching staff in fostering perceived employability of university students, Stud. High. Educ, 48, pp. 20-36, (2023); Kertechian K.S., Ismail H.N., Karkoulian S., How employable do students perceive themselves to be in the future? Evidence from the Middle East, Ind. High. Educ, 12, (2022); Ferrari A., Digital Competence in Practice: An Analysis of Frameworks, (2013); Van Laar E., van Deursen A.J.A.M., van Dijk J.A.G.M., de Haan J., Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review, SAGE Open, 10, (2020); Almaiah M.A., Alyoussef I.Y., Analysis of the Effect of Course Design, Course Content Support, Course Assessment and Instructor Characteristics on the Actual Use of E-Learning System, IEEE Access, 7, pp. 171907-171922, (2019); Van Laar E., van Deursen A.J.A.M., van Dijk J.A.G.M., de Haan J., The relation between 21st-century skills and digital skills: A systematic literature review, Comput. Hum. Behav, 72, pp. 577-588, (2017); Fonseca P., Picoto W.N., The competencies needed for digital transformation, Online J. Appl. Knowl. Manag, 8, pp. 53-70, (2020); Rahmat A.M., Mohd I.H., Omar M.K., Kamalludeen R., Zulhafiz W.M., Zahari W., Azmy N., Adnan A.H.M., Integrating Socio-Digital Skills in the Industry 4.0 era for graduates’ employability: An employers’ perspective, J. Posit. Sch. Psychol, 6, pp. 8493-8507, (2022); Behle H., Students’ and graduates’ employability. A framework to classify and measure employability gain, Policy Rev. High. Educ, 4, pp. 105-130, (2020); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, J. Vocat. Behav, 73, pp. 1-12, (2008); McGunagle D., Zizka L., Employability skills for 21st-century STEM students: The employers’ perspective, High. Educ. Ski. Work Learn, 10, pp. 591-606, (2020); Novakova L., The impact of technology development on the future of the labour market in the Slovak Republic, Technol. Soc, 62, (2020); Cham K., Edwards M.L., Kruesi L., Celeste T., Hennessey T., Digital preferences and perceptions of students in health professional courses at a leading Australian university: A baseline for improving digital skills and competencies in health graduates, Australas. J. Educ. Technol, 38, pp. 69-86, (2021); Ilin V., The role of user preferences in engagement with online learning, E-Learn. Digit. Media, 19, pp. 189-208, (2022); Cavanaugh C., Distance Education Quality, The Design and Management of Effective Distance Learning Programs, pp. 171-189, (2002); Southard S., Mooney M., A Comparative Analysis of Distance Education Quality Assurance Standards, Q. Rev. Distance Educ, 16, pp. 55-68, (2015); Vlachopoulos D., Assuring quality in e-learning course design: The roadmap, Int. Rev. Res. Open Distance Learn, 17, pp. 183-205, (2016); Cheng Y.M., Students’ satisfaction and continuance intention of the cloud-based e-learning system: Roles of interactivity and course quality factors, Educ. Train, 62, pp. 1037-1059, (2020); Guillen-Gamez F.D., Mayorga-Fernandez M.J., Alvarez-Garcia F.J., A Study on the Actual Use of Digital Competence in the Practicum of Education Degree, Technol. Knowl. Learn, 25, pp. 667-684, (2020); James M., Yun D., Exploring student satisfaction and future employment intentions: A case study examination: Is there a link between satisfaction and getting a job?, High. Educ. Ski. Work Learn, 8, pp. 117-133, (2018); Al Khateeb A.A.M., Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia, Int. Educ. Stud, 10, (2017); Hoyle R.H., The Structural Equation Modeling Approach. 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Rev, 31, pp. 2-24, (2019); Geisser S., A Predictive Approach to the Random Effect Model, Biometrika, 61, pp. 101-107, (1974); Stone M., Cross-Validation and Multinomial Prediction, Biometrika, 61, pp. 509-515, (1974); Guitert M., Romeu T., Colas J.F., Basic digital competences for unemployed citizens: Conceptual framework and training model, Cogent. Educ, 7, (2020); Bhatti M., Alyahya M., Alshiha A.A., Qureshi M.G., Juhari A.S., Aldossary M., Exploring business graduates employability skills and teaching/learning techniques, Innov. Educ. Teach. Int, pp. 1-11, (2022)","D.M.H. Kee; School of Management, Universiti Sains Malaysia, George Town, Penang, 11800, Malaysia; email: daisy@usm.my; M.F. Ijaz; Department of Intelligent Mechatronics Engineering, Sejong University, Seoul, 05006, South Korea; email: fazal@sejong.ac.kr","","MDPI","","","","","","20782489","","","","English","Information","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85146798019"
"Ntshangase S.D.; Ezeuduji I.O.","Ntshangase, Sibusiso D. (16068986800); Ezeuduji, Ikechukwu O. (54681708800)","16068986800; 54681708800","The impact of entrepreneurship education on tourism students’ entrepreneurial intention in South Africa","2023","Journal of Teaching in Travel and Tourism","23","3","","287","305","18","3","10.1080/15313220.2022.2132343","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139911471&doi=10.1080%2f15313220.2022.2132343&partnerID=40&md5=0a459c1c8d0deb53aa7705746528ca15","Department of Recreation and Tourism, University of Zululand, KwaDlangezwa, South Africa","Ntshangase S.D., Department of Recreation and Tourism, University of Zululand, KwaDlangezwa, South Africa; Ezeuduji I.O., Department of Recreation and Tourism, University of Zululand, KwaDlangezwa, South Africa","This paper explores the impact of entrepreneurship education on tourism students’ entrepreneurial intention, and insights of the desirability and feasibility of starting a tourism-related business upon graduation. A structured questionnaire survey was used to collect data from 154 randomly selected tourism students in a comprehensive University in South Africa. Data analyses included descriptive, bivariate, and multivariate analyses to address research objectives. The results indicate that entrepreneurship education influences tourism students’ entrepreneurial intentions, including students’ perceptions of the desirability and feasibility of starting tourism-related businesses. The findings further suggest that some respondent profile variables have influences on how tourism students perceive entrepreneurship education and entrepreneurial behaviour. The study recommends that the university that is studied implement a variety of reform programmes aimed at increasing employability or self-employment among university tourism graduates. Among them is the addition of a new entrepreneurship track to the undergraduate curriculum. Students, as from their first year of study should be invited to apply for the entrepreneurship education track, which includes business training as well as individualised coaching sessions with industry mentors. This will aid in the formation of professional networks, increased entrepreneurship process knowledge base, and self-efficacy among tourism students who want to become tourism entrepreneurs. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","entrepreneurial desirability; entrepreneurial feasibility; entrepreneurial intention; entrepreneurship education; L26; Tourism entrepreneurship; Z32","","","","","","","","Abbasi F., Ghahremani L., Nazari M., Fararouei M., Khoramaki Z., Lifestyle in female teachers: Educational intervention based on self-efficacy theory in the South of fars province, Iran, 2021, (2021); Adusei M., Does Entrepreneurship promote economic growth in Africa?, African Development Review, 28, 2, pp. 201-214, (2016); Ahmad S.Z., Bakar A.R.A., Ahmad N., An evaluation of teaching methods of entrepreneurship in hospitality and tourism programs, The International Journal of Management Education, 16, 1, pp. 14-25, (2018); Amore M.D., Garofalo O., Martin-Sanchez V., Failing to learn from failure: How optimism impedes entrepreneurial innovation, Organisation Science, 32, 4, pp. 940-964, (2021); Ayeh J.K., Bondzi-Simpson A., Baah N.G., Predicting students’ response to entrepreneurship in hospitality and tourism education: An application of the theory of planned behavior, Journal of Hospitality & Tourism Education, (2022); Badi O.A.A., Khan F.R., Examining challenging factors of tourism entrepreneurship in Oman using PLS-SEM, International Journal of Research in Entrepreneurship & Business Studies, 1, 1, pp. 48-64, (2020); Bandura A., Social-learning theory of identicatory processes, Handbook of Socialisation Theory and Research, pp. 213-262, (1969); Bell R., Bell H., Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education, Journal of Small Business and Enterprise Development, 27, 6, pp. 987-1004, (2020); Binti Othman N., Othman S.H., The perceptions of public university students of entrepreneurship education in Malaysia, International Business Management, 11, 4, pp. 865-873, (2017); Bird B., Implementing entrepreneurial ideas: The case for intention, Academy of Management Review of Educational Research, 13, 3, pp. 442-453, (1988); Blimpo M.P., Pugatch T., Entrepreneurship education and teacher training in Rwanda, Journal of Development Economics, 149, C, pp. 1-24, (2021); Bolboaca S.D., Jantschi L., Sestras A.F., Sestras R.E., Pamfil D.C., Pearson-fisher chi-square statistic revisited, Information, 2, 3, pp. 528-545, (2011); Botha M., Taljaard A., The bidirectional relationship between entrepreneurial intention and entrepreneurial competencies for nascent and existing entrepreneurs, South African Journal of Economic and Management Sciences, 22, 1, pp. 1-12, (2019); Boyd N.G., Vozikis G.S., The influence of self-efficacy on the development of entrepreneurial intentions and actions, Entrepreneurship Theory and Practice, 18, 4, pp. 63-77, (1994); Chowdhary N., Tiwari P., Kainthola S., PRME: The way forward to deal with overtourism and related perverse impacts, Overtourism. 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Charting the knowledge base through bibliometric analysis, GeoJournal of Tourism and Geosites, 34, 1, pp. 140-146, (2021); Urban B., Chantson J., Academic entrepreneurship in South Africa: Testing for entrepreneurial intentions, The Journal of Technology Transfer, 44, 3, pp. 948-980, (2019); Veal A.J., Research methods for leisure and tourism: A practical guide, (2011)","I.O. Ezeuduji; Department of Recreation and Tourism, University of Zululand, Private Bag X1001, KwaDlangezwa, 3886, South Africa; email: ezeudujii@unizulu.ac.za","","Routledge","","","","","","15313220","","","","English","J. Teach Travel Tour.","Article","Final","","Scopus","2-s2.0-85139911471"
"Hao Y.; Pym A.","Hao, Yu (57223095023); Pym, Anthony (24312917300)","57223095023; 24312917300","Where do translation students go? A study of the employment and mobility of Master graduates","2023","Interpreter and Translator Trainer","17","2","","211","229","18","5","10.1080/1750399X.2022.2084595","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131646846&doi=10.1080%2f1750399X.2022.2084595&partnerID=40&md5=0f8e8dc858cb9f79d16c75778e74422a","School of Languages and Linguistics, University of Melbourne, Melbourne, Australia","Hao Y., School of Languages and Linguistics, University of Melbourne, Melbourne, Australia; Pym A., School of Languages and Linguistics, University of Melbourne, Melbourne, Australia","Faced with technological disruption, the employability of translation graduates demands careful analysis. Interpretations of major previous surveys suggest that only about one third of graduates find employment as translators or interpreters, although about half of them tend to find employment using multilingual communication skills in various capacities. This reality check has major implications for any attempt to adjust training programmes to the demands of translation companies: it becomes very important to assess the wider range of jobs and the transferable skills that they require. A survey of graduates from the Chinese-English Master of Translation at the University of Melbourne offers detailed insight into the wider range of employment but differs from previous surveys in two respects. First, the international mobility of students means that multiple national differences have to be taken into account. And second, the 20% of graduates that undertook further study after the Master justifies part of the training being to meet the criteria of academic institutions. These two aspects may be generalisable to other training programmes and should help revise the way curricula are conceptualised. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","Chinese-English translation; graduate employability; mobility; Translator training","","","","","","","","Libro blanco. Título de Grado en Traducción e Interpretación, (2004); Bond E., The Stunning Variety of Job Titles in the Language Industry, Slator, (2018); 2016 China Language Service Industry Development Report, (2016); 2019 China Language Service Industry Development Report, (2019); 2018 China Language Service Industry Development Report, (2018); Common European Framework of Reference for Languages: Learning, Teaching, Assessment, (2001); Competence Framework 2017, (2017); FIT Position Paper on the Future for Professional Translators, (2017); Hao Y., Pym A., Translation Skills Required by Master Graduates for Employment: Which are Needed, Which are Not?, Across Languages and Cultures, 22, 2, pp. 158-175, (2021); Holz-Manttari J., Translatorisches Handeln: Theorie Und Methode, (1984); Horbacauskiene J., Translation Studies: Translator Training Vs Employers’ Expectations, Journal of Language and Cultural Education, 5, 1, pp. 145-159, (2017); Katan D., Occupation or Profession: A Survey of the Translators’ World, Translation and Interpreting Studies, 4, 2, pp. 187-209, (2009); Li D., Translator Training: What Translation Students Have to Say, Meta, 47, 4, pp. 513-531, (2002); Liu H., Foreword, The Bloomsbury Companion to Language Industry Studies, pp. viii-xi, (2020); Pokorn N.K., The Dictates of the Market. 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MA Angewandte Linguistik: Vertiefungen Fachübersetzen Und Konferenzdolmetschen, Unpublished Document, (2020)","Y. Hao; School of Languages and Linguistics, University of Melbourne, Melbourne, Australia; email: haoyh2@unimelb.edu.au","","Taylor and Francis Ltd.","","","","","","1750399X","","","","English","Interpet Transl. Train.","Article","Final","","Scopus","2-s2.0-85131646846"
"Cásedas L.; Funes M.J.; Ouellet M.; de Quesada M.G.","Cásedas, Luis (57212411183); Funes, María J. (8978940500); Ouellet, Marc (24471696300); de Quesada, Mercedes García (57192901663)","57212411183; 8978940500; 24471696300; 57192901663","Training transversal competences in a bachelor’s degree in translation and interpreting: preliminary evidence from a clinical trial","2023","Interpreter and Translator Trainer","17","2","","193","210","17","3","10.1080/1750399X.2022.2148964","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142680057&doi=10.1080%2f1750399X.2022.2148964&partnerID=40&md5=7756b011677cd981084db468353f0f2b","Department of Experimental Psychology, University of Granada, Campus Universitario de Cartuja, Granada, Spain; Mind, Brain and Behaviour Research Centre (CIMCYC), University of Granada, Campus Universitario de Cartuja, Granada, Spain; Department of Translation and Interpreting, University of Granada, Granada, Spain","Cásedas L., Department of Experimental Psychology, University of Granada, Campus Universitario de Cartuja, Granada, Spain, Mind, Brain and Behaviour Research Centre (CIMCYC), University of Granada, Campus Universitario de Cartuja, Granada, Spain; Funes M.J., Department of Experimental Psychology, University of Granada, Campus Universitario de Cartuja, Granada, Spain, Mind, Brain and Behaviour Research Centre (CIMCYC), University of Granada, Campus Universitario de Cartuja, Granada, Spain; Ouellet M., Department of Experimental Psychology, University of Granada, Campus Universitario de Cartuja, Granada, Spain, Mind, Brain and Behaviour Research Centre (CIMCYC), University of Granada, Campus Universitario de Cartuja, Granada, Spain; de Quesada M.G., Department of Translation and Interpreting, University of Granada, Granada, Spain","Transversal competences are now essential not only for employability but for the well-being of students, and thus for society as a whole. However, these competences are not commonly taught or researched as part of higher education degree programmes. This evidently leads to a gap between ideal teaching goals and what students actually learn in their undergraduate studies. To meet this need, a psychoeducational intervention was designed and implemented in an undergraduate programme in translation and interpreting within the framework of a teaching innovation project. The impact of this intervention was tested on transversal competences such as emotional intelligence and regulation, creativity, psychological distress, and cultural intelligence, among others. This parallel exploratory study compared the effectiveness of two mindfulness-based programmes. In both mindfulness-based training programmes, the preliminary results seemed to indicate an improvement in these transversal competences. Limitations of the study were the design, sample size, and the restrictions imposed by the COVID-19 pandemic. The results of our study led to recommendations for degree programme design as well as a platform for discussion and debate on the relationship between higher education, competence-based training, and social demands. The clinical trial was registered with www.clinicaltrials.gov (NCT04392869). © 2022 Informa UK Limited, trading as Taylor & Francis Group.","clinical trial; curriculum design; employability; translator and interpreter training; Transversal competences","","","","","","CIMCYC; Department of Translation and Interpreting; Mind, Brain and Behaviour Research Centre; Universidad de Granada, UGR; ‘la Caixa’ Foundation, (100010434, LCF/BQ/DE18/11670002)","The authors received financial support for the research from the Plan for Teacher Training and Innovative Teaching Practice (FIDO), 2018-2020, Quality, Teaching Innovation and Planning Unit (UCIDP), and from the former Chair in Conscience and Development., both from the University of Granada (Spain). LC was supported by a doctoral fellowship from ‘la Caixa’ Foundation (ID 100010434; fellowship code LCF/BQ/DE18/11670002). The authors would like to thank Elvira Cámara and Inmaculada Soriano, from the Department of Translation and Interpreting, for the assistance in the administration of the creativity questionnaire and help in the 4 ECTS credit validation process, respectively. They would also like to thank Concepción Castellanos, from the Mind, Brain and Behaviour Research Centre (CIMCYC), for her contribution in the randomization schedule and Pamela Faber, from the Department of Translation and Interpreting, for proofreading the final version of this paper.","Alvarez-Alvarez S., Arnaiz-Uzquiza V., Translation and Interpreting Graduates under Construction: Do Spanish Translation and Interpreting Studies Curricula Answer the Challenges of Employability?, The Interpreter and Translator Trainer, 11, 2-3, (2017); Atkinson D., Developing Psychological Skill for the Global Language Industry. 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Defining the Impact of Positive and Negative Emotions on Translation Performance, Reembedding Translation Process Research, pp. 107-130, (2016); Rongjie Y., Interpreters Vs Machines: Can Interpreters Survive in an AI-dominated World?, The Interpreter and Translator Trainer, 15, 2, pp. 282-285, (2021); Rosario C., Miguel Salguero J., Fernandez-Berrocal P., Gross J.J., A Spanish Adaptation of the Emotion Regulation Questionnaire, European Journal of Psychological Assessment, 29, 4, pp. 234-240, (2013); Saladino V., Algeri D., Auriemma V., The Psychological and Social Impact of Covid-19: New Perspectives of Well-Being, Frontiers in Psychology, 11, (2020); Scott-Hamilton J., Schutte N., Brown R., Effects of a Mindfulness Intervention on Sports-Anxiety, Pessimism, and Flow in Competitive Cyclists, Applied Psychology: Health and Well-Being, 8, 1, pp. 85-103, (2016); Selingo J., Sigelman M., Good Jobs in Bad Times, Burning Glass Technologies, (2021); Sellman E., Buttarazzi G., Adding Lemon Juice to Poison–Raising Critical Questions about the Oxymoronic Nature of Mindfulness in Education and Its Future Direction, British Journal of Educational Studies, 68, 1, pp. 61-78, (2019); Semple R., Does Mindfulness Meditation Enhance Attention? 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Self-selection and Aptitude, Interpreting, 13, 1, pp. 31-52, (2011); Valero-Mora P., Pareja I., Pons D., Sanchez M., Montes S., Ledesma R., Mindfulness, Inattention and Performance in a Driving Simulator, IET Intelligent Transport Systems, 9, 7, pp. 690-693, (2015); Wagenaar R., REFORM! TUNING the Modernisation Process of Higher Education in Europe: A Blueprint for Student-Centred Learning, (2019); Xiangdong L., The First Step to Incorporate Intercultural Competence into a Given Translation Curriculum: A micro-level Survey of Students’ Learning Needs, The Interpreter and Translator Trainer, 10, 3, pp. 285-303, (2016); Yarosh M., Serbati A., Seery A., Developing generic competencies outside the University classroom, (2017); Zhenming H., Zheng B., Wang X., The Impact of a Metacognitive self-regulation Inventory in Translator self-training: A pre-post Study with English-Chinese Translation Students, The Interpreter and Translator Trainer, 15, 4, pp. 430-449, (2021)","M.G. de Quesada; Department of Translation and Interpreting, University of Granada, Granada, Spain; email: gquesada@ugr.es","","Taylor and Francis Ltd.","","","","","","1750399X","","","","English","Interpet Transl. Train.","Article","Final","","Scopus","2-s2.0-85142680057"
"Brennan A.; Dempsey M.; McAvoy J.; O’Dea M.; O’Leary S.; Prendergast M.","Brennan, Attracta (7102229392); Dempsey, Mary (56349905100); McAvoy, John (16230660500); O’Dea, Majella (58097257600); O’Leary, Sharon (57202290052); Prendergast, Margaret (58096926700)","7102229392; 56349905100; 16230660500; 58097257600; 57202290052; 58096926700","How COVID-19 impacted soft skills development: The views of software engineering students","2023","Cogent Education","10","1","2171621","","","","4","10.1080/2331186X.2023.2171621","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147776072&doi=10.1080%2f2331186X.2023.2171621&partnerID=40&md5=ee959332d959c4cd3d406c932f4c2713","School of Computer Science, University of Galway, Galway, Ireland; School of Engineering, University of Galway, Galway, Ireland; Business Information Systems, University College Cork, Ireland; Department of Nursing, Health Sciences and Integrated Care, ATU, Ireland","Brennan A., School of Computer Science, University of Galway, Galway, Ireland; Dempsey M., School of Engineering, University of Galway, Galway, Ireland; McAvoy J., Business Information Systems, University College Cork, Ireland; O’Dea M., School of Computer Science, University of Galway, Galway, Ireland; O’Leary S., School of Computer Science, University of Galway, Galway, Ireland; Prendergast M., Department of Nursing, Health Sciences and Integrated Care, ATU, Ireland","Since a pandemic was declared in 2020, Irish higher education institutions transitioned from on-campus to online delivery. This disruption created challenges to students’ acquisition of hard and soft skills. With greater employee mobility, there is an increased emphasis on soft skills development, especially those skills that enhance employability, i.e., creativity, leadership, communication, innovation, teamwork, adaptability, resilience, time management, organization, self motivation, ability to work under pressure, critical thinking and problem solving and organizational ability. The purpose of this study was to understand the effects of COVID-19 on fears for the future and on soft skills development. In this study, 111 Software Engineering university students were surveyed. The results show heightened fears for the future with regard to job opportunities, the loss of time and the lack of control. While females reported to being more fearful, they also reported enhanced empathy and strengthened resilience. Postgraduate students were less fearful about the future compared to undergraduate students whilst also reporting better time management and organization skills. This study showed that despite disruptions to education, the Software Engineering students self-reported enhancements to resilience, empathy, time management and organizational skills, with the greatest impact on resilience and time management. © 2023 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.","COVID-19; empathy; resilience; soft skills; software engineering students; time and organization management","","","","","","","","Akpinar E., The effect of online learning on tertiary level students mental health during the Covid-19 Lockdown, The European Journal of Social & Behavioural Sciences, 30, 1, pp. 52-15, (2021); Ali A., Siddiqui A.A., Arshad M.S., Iqbal F., Arif T.B., Effects of COVID-19 pandemic and lockdown on lifestyle and mental health of students: A retrospective study from Karachi, Pakistan, Annales Médico-psychologiques, revue psychiatrique, (2021); Almojali A.I., Almalki S.A., Alothman A.S., Masuadi E.M., Alaqeel M.K., The prevalence and association of stress with sleep quality among medical students, Journal of Epidemiology and Global Health, 7, 3, pp. 169-174, (2017); Altiner S., Ayhan M.B., An approach for the determination and correlation of diversity and efficiency of software development teams, South African Journal of Science, 114, 3-4, pp. 1-9, (2018); Arat M., Acquiring soft skills at university, Journal of Educational and Instructional Studies in the World, 4, 3, pp. 46-51, (2014); Barros F.L., Bittencourt R.A., Evaluating the influence of PBL on the development of soft skills in a computer engineering undergraduate program, In 2018 IEEE Frontiers in Education Conference (FIE), pp. 1-9, (2018); Beard D., Schweiger D., Surendran K., Integrating soft skills assessment through university, college, and programmatic efforts at an AACSB accredited institution, Journal of Information Systems Education, 19, 2, pp. 229-240, (2008); Blau I., Shamir-Inbal T., Avdiel O., How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?, The Internet and Higher Education, 45, (2020); Brennan A., Dempsey M., P-PAC (partnership in pedagogy, accreditation, and collaboration): A framework to support student transition to employability in industry. 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Brennan; School of Computer Science, University of Galway, Galway, Ireland; email: attracta.brennan@universityofgalway.ie","","Taylor and Francis Ltd.","","","","","","2331186X","","","","English","Cogent Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85147776072"
"Sánchez-Martín M.; Corral-Robles S.; Bastida M.C.L.; González-Gijón G.","Sánchez-Martín, Micaela (55490821800); Corral-Robles, Silvia (57193517800); Bastida, María Concepción Llamas (58068032800); González-Gijón, Gracia (56246669000)","55490821800; 57193517800; 58068032800; 56246669000","Academic determinants and motivations according to the gender of vocational training students; [Determinantes académicos y motivacionales en función del género del alumnado de Formación Profesional]","2023","Revista de Educacion","2023","399","","11","37","26","2","10.4438/1988-592X-RE-2023-399-560","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146389096&doi=10.4438%2f1988-592X-RE-2023-399-560&partnerID=40&md5=42d41d713deb63dd923cb95bf6ef4f33","Universidad de Murcia, Spain; Universidad de Granada, Facultad de Ciencias de la Educación, Dpto. Pedagogía. Campus de Cartuja, Granada, C. P. 18071, Spain","Sánchez-Martín M., Universidad de Murcia, Spain; Corral-Robles S., Universidad de Granada, Facultad de Ciencias de la Educación, Dpto. Pedagogía. Campus de Cartuja, Granada, C. P. 18071, Spain; Bastida M.C.L., Universidad de Murcia, Spain; González-Gijón G., Universidad de Granada, Facultad de Ciencias de la Educación, Dpto. Pedagogía. Campus de Cartuja, Granada, C. P. 18071, Spain","A great number of elements can influence the academic and professional choices of students during their adolescence. Moreover, the extensive number of training itineraries they are offered increases the difficulty of decision making. It is for this reason that it is necessary to know about their vocational interests, motivation, preferences or personal identities in order to plan adequately their Professional and Life Project. Simultaneously, gender differences, which appear in the socialization processes, shape their behaviour and expectations of both sexes. Thus, academic decision-making in youth seems to be subordinated to the gender stereotypes existing in our society. Therefore, this research analyses the academic and motivational determinants for choosing a training and professional path according to the gender variable. To do so, we have used the survey methodology, with a quantitative approach. The selection of participants has been made through an intentional sample, among students in the first year of Intermediate and Advanced Vocational Training, from three secondary schools in the Region of Murcia (Spain), with a total of 192 students. The results show the influence of gender in the choice of the professional field of the Training Cycle, as well as the modality of access to these studies. Besides, women present higher averages in the motivational determinants except for the “Employability” dimension. Therefore, it can be concluded that the gender variable influences both the academic and motivational determinants of the students in Vocational Training, for the decision-making process of choosing a career. © 2023, Ministry Education and Science. All rights reserved.","Academic Motivation; Gender; Higher Education; Vocational Categories; Vocational Training","","","","","","","","Aguaded E. M., Análisis de la presencia de sexismo en alumnado universitario, ENSAYOS, Revista de la Facultad de Educación de Albacete, 32, 1, pp. 127-143, (2017); Alemany-Arrebola I., Gonzalez-Gijon G., Ruiz-Garzon F., Ortiz-Gomez M. D. M., La percepción de los adolescentes de las prácticas parentales desde la perspectiva de género. Pedagogía social, Revista universitaria, 33, pp. 125-136, (2019); Cascales-Martinez A., Gomariz-Vicente M. A., Acción Tutorial en Formación Profesional: perspectiva del profesorado, Revista Electrónica Interuniversitaria de Formación del Profesorado, 24, 2, pp. 51-65, (2021); Leaving education early: Putting vocational education and training centre stage. Volume I: Investigating causes and extent, (2016); Cepero A. B., Intervención psicopedagógica diferenciada por género en el proceso de orientación vocacional/profesional, Revista Gallego-Portuguesa de Psicología e Educación, 1, 1, pp. 377-386, (1997); Cepero A. B., Las preferencias profesionales y vocacionales del alumnado de secundaria y formación profesional específica, (2009); Cerda-Navarro A., Abandono educativo temprano en la formación profesional de grado medio, (2019); Cerda-Navarro A., Sureda-Garcia I., Salva-Mut F., Intención de abandono y abandono durante el primer curso de Formación Profesional de Grado Medio: un análisis tomando como referencia el concepto de implicación del estudiante (student engagement), Estudios Sobre Educación, 39, pp. 33-57, (2020); Comas D., Granado O., El rey desnudo: componentes de género en el fracaso escolar, (2002); Echeverria B., Martinez-Clares P., Perspectiva Internacional de la investigación sobre Formación Profesional en España, Educación XX1, 24, 2, pp. 231-256, (2021); Esteban B., Fernandez P., ¿Actitudes sexistas en jóvenes?: Exploración del sexismo ambivalente y neosexismo en población universitaria, Femeris, 2, 2, pp. 137-153, (2017); Fargas M., Alternativas. Mujeres, género e historia, (2020); Fernandez-Rotaeche P., Jaureguizar Alboniga-Mayor J., Idoiaga Mondragon N., Representaciones sobre sexismo en Educación Superior y Formación Profesional, Educación XX1, 24, 2, pp. 421-440, (2021); Fonseca F., Corospum M., La escuela y la construcción de proyectos profesionales: escolarización, imágenes del trabajo y de los géneros, En Conferencia Internacional Orientación, Inclusión Social y Desarrollo de la Carrera, (2004); Fuente de la J., Justicia F., Diferencias de género en las técnicas de aprendizaje utilizadas por los alumnos universitarios, Revista Gallego-Portuguesa de Psicología e Educación, 7, 5, pp. 38-45, (2001); Gamez E., Marrero H., Diaz J. M., Urrutia M., ¿Qué esperan encontrar los alumnos en los estudios de Psicología? Metas y motivos personales de los estudiantes en su primer año en la universidad, Anales de Psicología, 31, 2, pp. 589-599, (2015); Garcia-Cavazos R. A., Motivos en la elección de carrera en las profesiones de alta y baja demanda, (2003); Garcia M., Sanchez M. F., Risquez A., Perfiles motivacionales de elección de estudios en estudiantes universitarios de nuevo ingreso, Universitas Psychologica, 17, 3, pp. 1-12, (2018); Gonzalez A., Donolo D., Rinaudo C., Paoloni V., Relaciones entre motivación, emoción y rendimiento académico en universitarios, Estudios de Psicología, 32, 2, pp. 257-270, (2011); Gonzalez C., Gonzalez N., Enseñar a transitar desde la Educación Primaria: el proyecto profesional y vital, Revista Electrónica Interuniversitaria de Formación del Profesorado, 18, 2, pp. 29-41, (2015); Herrera M. E., Nieto S., Rodriguez M. J., Sanchez M. C., Factores implicados en el rendimiento académico de los alumnos Universidad de Salamanca, Revista de Investigación Educativa, 17, 2, pp. 413-421, (1999); SPSS Statistics para Windows, (2017); Klotz V. K., Billett S., Winther E., Promoting workforce excellence: Formation and relevance of vocational identity for vocational educational training, Empirical Research in Vocational Education and Training, 6, 6, pp. 1-20, (2014); Lombardo E., Mergaert L., Gender mainstreaming and resistanceto gender training: A framework for studying implementation, Nordic Journal of Feministand Gender Research, 21, 4, pp. 296-311, (2013); Martinez-Martinez A., Castro-Sanchez M., Zurita-Ortega F., Lucena-Zurita M., La elección de estudios superiores universitarios en función de la modalidad de estudios, la nota media y el género, Magister, 27, pp. 18-25, (2015); Martinez-Martinez A., Zurita-Ortega F., Castro-Sanchez M., Chacon-Cuberos R., Hinojo-Lucena M. A., Espejo-Garces T., La elección de estudio superiores universitarios en estudiantes de último curso de bachillerato y ciclos formativos, Revista Electrónica Educare, 20, 1, pp. 1-18, (2016); Martinez-Rodriguez F. N., Carmona G., Test de factores sociopersonales para la inserción laboral de los jóvenes: un instrumento para la evaluación y la formación, ESE. Estudios sobre Educación, 18, pp. 115-138, (2010); Masjuan J. M., Progresos en los aprendizajes, características de los estudios y motivaciones de los estudiantes, Revista de Sociología. Papers, 76, pp. 97-133, (2005); Mayobre Rodriguez P., La formación de la Identidad de Género. Una mirada desde la filosofía, Education Social e Igualdad de Género, (2006); Merino R., Martinez J. S., Valls O., Efectos secundarios y motivaciones de las personas jóvenes para escoger Formación Profesional, Revista de Sociología. Papers, 105, 2, pp. 259-277, (2020); Moreno-Marques A., Género, formación profesional e inserción laboral, Asparkía, 38, pp. 83-104, (2021); Mosteiro M. J., Porto A. M., Análisis de los estereotipos de género en alumnado de formación profesional: diferencias según sexo, edad y grado, Revista de Investigación Educativa, 35, 1, pp. 151-165, (2017); Informe del Mercado de Trabajo de las Mujeres Estatal, (2019); Queiruga O., Garcia-Alvarez J., Santos-Gonzalez M. C., Análisis de la eficacia de los planes de formación profesional para el empleo desde el punto de vista del mercado laboral, Revista Fuentes, 24, 1, pp. 90-103, (2022); Rivas F., Psicología vocacional: Enfoques del asesoramiento, (1998); Rodriguez M. C., Torio S., Fernandez C. M., El impacto del género en las elecciones académicas de los estudiantes asturianos que finalizan la ESO, REOP, 17, 2, pp. 239-260, (2016); Salva-Mut F., Ruiz-Perez M., Psifidou I., Oliver-Trobat M. F., Formación Profesional de Grado Medio y abandono temprano de la educación y la Formación en España: Una aproximación territorial, Bordón, 72, 4, pp. 95-116, (2020); Sanchez-Martin M., Influencias socio-familiares en la elección de los estudios de formación profesional, Revista Latinoamericana de Estudios de Familia, 12, 1, pp. 44-62, (2020); Sanchez-Martin M., Contreras Mateo A, Construction and validation of an instrument to measure the determinant factors that influence the students’ decision to choose a superior training cycle, The International Journal of Diversity in Organizations, Communities & Nations, 18, 2, pp. 1-9, (2018); Sanchez-Martin M., Martinez-Juarez M., Gonzalez-Lorente C., Perez-Cuso J., Gonzalez-Morga N., Martinez-Clares P., Satisfacción vocacional con la elección del ciclo de Formación Profesional, Revista de Estudios e Investigación en Psicología y Educación, 7, pp. 36-40, (2017); Santana L. E., Feliciano L., Jimenez A. B., Toma de decisiones y género en el bachillerato, Revista de Educación, 359, pp. 357-387, (2012); Subirats M., Brullet C., Rosa y azul. La transmisión de los géner-os en la escuela mixta, (1988); Torres L. L., Interiorización de los estereotipos de género en la sociedad argentina y el ideal de belleza en los mensajes publicitarios. Estudio transversal en 4 rangos de edad que abarca de los 18 a los 49 años, (2018); Vazquez A., Manassero M. A., Patrones actitudinales de la vocación científica y tecnológica en chicas y chicos de secundaria, Revista Iberoamericana de Educación, 50, 4, pp. 1-15, (2009); Vazquez I. M., Blanco-Blanco A., Factores sociocognitivos asociados a la elección de estudios científico-matemáticos. Un análisis diferencial por sexo y curso en la Educación Secundaria, Revista de Investigación Educativa, 37, 1, pp. 269-286, (2019); Vazquez J. C., El género en perspectiva. 30 años de El Género en Disputa de Judith Butler, Revista Estudios, 40, pp. 1-21, (2020); Vidal L., Merino R., Desigualdades de género y formación profesional: Elecciones, abandono y expectativas, Revista de Sociología de la Educación-RASE, 13, 3, pp. 392-414, (2020)","G. González-Gijón; Universidad de Granada, Facultad de Ciencias de la Educación, Dpto. Pedagogía. Campus de Cartuja, Granada, C. P. 18071, Spain; email: graciag@ugr.es","","Ministry Education and Science","","","","","","00348082","","","","English","Revista Educ.","Article","Final","","Scopus","2-s2.0-85146389096"
"Aliu J.; Aghimien D.; Aigbavboa C.; Oke A.; Ebekozien A.; Temidayo O.","Aliu, John (57202873480); Aghimien, Douglas (57202153831); Aigbavboa, Clinton (54956705100); Oke, Ayodeji (57193062077); Ebekozien, Andrew (57208104712); Temidayo, Osunsanmi (58035229200)","57202873480; 57202153831; 54956705100; 57193062077; 57208104712; 58035229200","Empirical Investigation of Discipline-Specific Skills Required for the Employability of Built Environment Graduates","2023","International Journal of Construction Education and Research","19","4","","460","479","19","2","10.1080/15578771.2022.2159589","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145106241&doi=10.1080%2f15578771.2022.2159589&partnerID=40&md5=214a9c1461267081a51845fe6d51cf3b","Institute for Resilient Infrastructure Systems, College of Engineering, University of Georgia, Athens, GA, United States; School of Art, Design and Architecture, Faculty of Arts, Design and Humanities, De Montfort University, Leicester, United Kingdom; CIDB Centre of Excellence, Faculty of Engineering and the Built Environment, University of Johannesburg, Johannesburg, South Africa; Department of Quantity Surveying, Federal University of Technology Akure, Akure, Nigeria; CIDB centre of Excellence, University of Johannesburg, South Africa; Department of Construction Management and Quantity Surveying, University of Johannesburg, Johannesburg, South Africa; School of Social Sciences, Universiti Sains Malaysia, Gelugor, Malaysia; Department of Quantity Surveying, Auchi Polytechnic, Auchi, Nigeria; School of Computing, Engineering and Built Environment, Edinburgh Napier University, United Kingdom","Aliu J., Institute for Resilient Infrastructure Systems, College of Engineering, University of Georgia, Athens, GA, United States; Aghimien D., School of Art, Design and Architecture, Faculty of Arts, Design and Humanities, De Montfort University, Leicester, United Kingdom; Aigbavboa C., CIDB Centre of Excellence, Faculty of Engineering and the Built Environment, University of Johannesburg, Johannesburg, South Africa; Oke A., Department of Quantity Surveying, Federal University of Technology Akure, Akure, Nigeria, CIDB centre of Excellence, University of Johannesburg, South Africa; Ebekozien A., Department of Construction Management and Quantity Surveying, University of Johannesburg, Johannesburg, South Africa, School of Social Sciences, Universiti Sains Malaysia, Gelugor, Malaysia, Department of Quantity Surveying, Auchi Polytechnic, Auchi, Nigeria; Temidayo O., School of Computing, Engineering and Built Environment, Edinburgh Napier University, United Kingdom","As the world continues to experience significant and dynamic changes, the concept of graduate employability remains a well-discussed subject in the body of knowledge. Consequently, the concept has attracted the interest of educators, policymakers, researchers and graduates themselves. As a vital cog in the employability conversation, the quality of present-day graduates is highly dependent on the effectiveness of training received from higher education institutions. This formal training provides learners with discipline-specific skills (academic skills) and knowledge which helps them obtain a firm foundation in their chosen discipline or profession. This study seeks to unearth the various discipline-specific skills (DSS) that built-environment graduates need to possess to thrive in the labor market after graduation. A quantitative research approach was adopted to achieve this study’s objective with close-ended questionnaires developed and administered to built environment professionals based in the Gauteng province of South Africa. Retrieved data were analyzed using several statistical tools such as percentage, frequency, Mean Item Score, One-Sample T-test and Exploratory Factor Analysis. Findings revealed four clusters highlighting the key DSS required by built environment graduates. These include lifelong learning, hands-on experience, digital literacy and knowledge of the subject area. The outcomes of this study will be beneficial to several stakeholders involved in construction education and employability skills discussion. © 2022 Associated Schools of Construction.","Built environment; construction education; discipline-specific skills; employability; employability skills; engineering education; graduateness; pedagogy","","","","","","","","Aghimien D., Aigbavboa C., Matabane K., Dynamic capabilities for construction organisations in the fourth industrial revolution era, International Journal of Construction Management, pp. 1-10, (2021); Aghimien D.O., Aigbavboa C.O., Oke A.E., Thwala W.D., Construction digitalisation–a capability maturity model for construction organisations, (2021); Ahmed S.M., Yaris C., Farooqui R.U., Saqib M., Key attributes and skills for curriculum improvement for undergraduate construction management programs, International Journal of Construction Education and Research, 10, 4, pp. 240-254, (2014); Ahn Y.H., Annie R.P., Kwon H., Key competencies for US construction graduates: Industry perspective, Journal of Professional Issues in Engineering Education and Practice, 138, 2, pp. 123-130, (2012); 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Aliu; Institute for Resilient Infrastructure Systems, College of Engineering, University of Georgia, Athens, United States; email: Ajseries77@gmail.com","","Routledge","","","","","","15578771","","","","English","Int. J. Constr. Educ. Res.","Article","Final","","Scopus","2-s2.0-85145106241"
"Wołodźko E.; Grochalska M.; Wasilewska E.","Wołodźko, Elżbieta (36560868000); Grochalska, Monika (57297389700); Wasilewska, Emilia (57298808600)","36560868000; 57297389700; 57298808600","The advantages and disadvantages of Polish dual vocational education from the perspective of students, school representatives and employers","2023","Journal of Vocational Education and Training","75","5","","929","948","19","0","10.1080/13636820.2021.1989619","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117183107&doi=10.1080%2f13636820.2021.1989619&partnerID=40&md5=0d57f6f2a80f9b9c3371bac6f6f3e67e","Faculty of Social Science, University of Warmia and Mazury, Olsztyn, Poland","Wołodźko E., Faculty of Social Science, University of Warmia and Mazury, Olsztyn, Poland; Grochalska M., Faculty of Social Science, University of Warmia and Mazury, Olsztyn, Poland; Wasilewska E., Faculty of Social Science, University of Warmia and Mazury, Olsztyn, Poland","The idea of dual vocational education and training (VET) has developed almost since VET education in Poland was established when the nation became a sovereign country in 1919. VET reforms–during the 20 years before the Second World War and after 1945–were carried out to support rising industry and other developing areas of the economy. Recent reforms (passed in 2015 and 2017) strengthen significantly the meaning of the dual character of vocational education in Poland. This article presents Polish data from the international project ‘Improving Expertise on Labour Relations’ Impact on Youth Employability in Central and South-Eastern Europe’ (EaSI grant VS/2016/0104). The research concerned the improvement of vocational education and the employability of students and young workers, especially regarding the idea and practice of dual VET education. The data were gathered using individual semi-structured and focus group interviews. The use of SWOT analysis has highlighted the multilevel nature of the VET learning environment and its advantages and disadvantages perceived from the perspective of many stakeholders–school representatives, employers and also students. The central question of the analysis is about the possible pathways of changes that could improve the existing system. © 2021 The Vocational Aspect of Education Ltd.","Dual vocational education; learning environment; multi-perspective approach; reform dynamics","","","","","","EaSI; European Commission, EC","This work was supported by the European Union Programme for Employment and Social Innovation [VS/2016/0104]. The research of the Polish VET system was conducted within the project titled “Improving Expertise on Labour Relations' Impact on Youth Employment and Employability in Central and South Eastern Europe” (VS/2016/0104) financed within Employment and Social Innovation (EaSI) programme - financing instrument at EU level.","Adamski W., Baethge M., Bertrand O., Grootgings P., Jozefowicz A., Edukacja W Okresie Transformacji. Analiza Porównawcza I Propozycje Modernizacji Kształcenia Zawodowego W Polsce [Education in Transition. Comparative Analysis and Proposals for the Modernization of Vocational Training in Poland, (1993); Bartnik J., In My Opinion [Moim Zdaniem], Edukacja I Dialog [Education and Dialogue, 5-6, pp. 26-30, (2014); Binswanger E., So that the Profession Would Not Disappoint [Żeby Zawód Nie Zawiódł], Edukacja I Dialog [Education and Dialogue, 5-6, pp. 56-59, (2014); Bondyra K., Jagodzinski W., Swidurska A., Special Report: Why Dual Education? [Raport Specjalny. Dlaczego Kształcenie Dualne?], My Zawodowcy [We Professionals, 1, pp. 22-31, (2016); Bura A., Baranska M., Cieslik W., Dual Education System, the Example of the Poznań University of Technology [Dualny System Kształcenia Na Przykładzie Politechniki Poznańskiej], Logistyka [Logistics, 6, pp. 2475-2482, (2014); Chlon-Dominczak A., Debowski H., Drogosz-Zablocka E., Dybas M., Holzer-Zelazewska D., Maliszewska A., Paczynski W., Vocational Education in Poland [Edukacja Zawodowa W Polsce].”, Raport O Stanie Edukacji 2011. Kontynuacja Przemian [Report on the State of Education 2011. Continuation of Changes, pp. 169-238, (2012); Clarke L., Westerhuis A., Winch C., Comparative VET European Research since the 1980s: Accommodating Changes in VET Systems and Labour Markets, Journal of Vocational Education & Training, 73, 2, pp. 295-315, (2021); Czyz A., Vocational Education in Poland, the Great Return? [Szkolnictwo Zawodowe W Polsce, Czy Zapowiada Się Wielki Powrót?], Edukacja I Dialog [Education and Dialogue, 5-6, pp. 51-54, (2014); Davis B., Sumara D., Complexity and Education. Inquiries into Learning, Teaching and Research, (2006); Dziewulak D., Kształcenie Zawodowe W Polsce I W Wybranych Państwach Unii Europejskiej [Vocational Education Systems in Poland and Selected EU Member States], Analizy Biura Analiz Sejmowych [Analyzes of the Parliament Analyzes Office, 6, (2013); Vocational Education and Training in Poland. Short Description, (2011); Fenwick T., Landri P., Materialities, Textures and Pedagogies: Sociomaterial Assemblages in Education. Introduction, Materialities, Textures and Pedagogies, pp. 1-7, (2014); Fenwick T., Complexity Science and Professional Learning for Collaboration: A Critical Reconsideration of Possibilities and Limitations, Journal of Education and Work, 25, 1, pp. 141-162, (2012); Fenwick T., Knowledge Circulation in Inter-Para/Professional Practice, Journal of Vocational Education and Training, 66, 3, pp. 37-41, (2014); Flaszynska E., Labor Market Policy Towards Educational Processes [Polityka Rynku Pracy Wobec Procesów Edukacyjnych], Edukacja Ustawiczna Doroslych [Polish Journal of Continuing Education, 3, pp. 11-23, (2018); Hoidn S., Stastny V., Labour Market Success of Initial Vocational Education and Training Graduates: A Comparative Study of Three Education Systems in Central Europe, Journal of Vocational Education & Training, pp. 1-25, (2021); Jacobson M.J., Kapur M., Learning Environment as Emergent Phenomena. Theoretical and Methodological Implications of Complexity, Theoretical Foundation of Learning Environments, pp. 303-334, (2012); Kabaj M., Projekt Programu Wdrożenia Systemu Kształcenia Dualnego W Polsce [The Project of the Dual Education System Implementation Program in Poland, (2012); Kabaj M., The Main Barriers to Implementing the Dual Vocational System in Poland [Główne Bariery Wdrażania Dualnego Systemu Kształcenia Zawodowego W Polsce], Polityka Spoleczna [Social Policy, 9, pp. 15-23, (2016); Kular E., Vocational Education in Great Britain and Poland [Kształcenie Zawodowe W Wielkiej Brytanii I W Polsce], Edukacja I Dialog [Education and Dialogue, 5-6, pp. 66-72, (2014); Lechman E., Ekspertyza. Dualny System Kształcenia Zawodowego W Polsce–Szanse I Bariery Wdrożenia [Expertise. Dual System of Vocational Education in Poland - Opportunities and Barriers to Implementation, (2012); Levin J.A., Jacobson M.J., Education as a Complex System: Implications for Educational Research and Policy, Paper presented at the annual meeting of the American Educational Research Association, (2017); Maleszyk P., Cooperation between Vocational Schools and Business in Poland: Schools’ Vs. Employers’ Perspective, International Journal of Synergy and Research, 6, pp. 91-104, (2017); Mason M., What Is Complexity Theory and What are Its Implications for Educational Change?, Complexity Theory and the Philosophy of Education, pp. 32-35, (2008); Morrison K., Educational Philosophy and the Challenge of Complexity Theory, Complexity Theory and the Philosophy of Education, pp. 16-31, (2008); Ortega L., Han Z., Complexity Theory and Language Development: In Celebration of Diane Larsen-Freeman, (2017); Kształcenie Dualne W Polskim Systemie Oświaty [Dual Education in the Polish Education System], Presentation of the Department of VET Education of the Ministry of Education, (2015); Rusinek B., Vocational Education Yesterday and Today [Kształcenie Zawodowe Wczoraj I Dziś], Kwartalnik Edukacyjny [Educational Quarterly, 2, 93, pp. 3-15, (2018); Sadowska K., Sadowski T., Kształcenie Zawodowe W Polsce W Latach 1945–1999 (Próba Syntezy) [Vocational Training in Poland in the Years 1945–1999 (Attempted Synthesis)], Edukacja Zawodowa–Wybrane Problemy I Konteksty [Vocational Education - Selected Problems and Contexts, pp. 6-23, (2014); Sandal A.K., Vocational Teachers` Professional Development in Assessment for Learning, Journal of Vocational Education & Training, pp. 1-23, (2021); Stepnikowski A., Vocational Education - Challenges and Development Trends in the World [Kształcenie Zawodowe- Wyzwania I Treny Rozwojowe Na Świecie], Polityka Spoleczna [Social Policy, 9, pp. 36-40, (2016); Tomaszewski A., Dual Education in Technical School - Organization in Polish Conditions [Kształcenie Dualne W Technikum–Organizacja W Warunkach Polskich], Kwartalnik Edukacyjny [Educational Quarterly, 2, 93, pp. 41-55, (2018); Warger T., Dobbin G., Learning Environments: Where Space, Technology and Culture Converge, (2009); Wroczynski R., Dzieje Oświaty Polskiej [History of Polish Education, (1996); Zahorska M., Successes and Failures of Education Reform [Sukcesy I Porażki Reformy Edukacji], Przeglad Socjologiczny: Kwartalnik Polskiego Instytutu Socjologicznego [Sociological Review: Quarterly of the Polish Sociological Institute, 58, 3, pp. 119-142, (2009)","M. Grochalska; Faculty of Social Science, University of Warmia and Mazury, Olsztyn, Poland; email: monika.grochalska@uwm.edu.pl","","Routledge","","","","","","13636820","","","","English","J. Vocat. Educ. Train.","Article","Final","","Scopus","2-s2.0-85117183107"
"Perez-Encinas A.; Berbegal-Mirabent J.","Perez-Encinas, Adriana (57193200370); Berbegal-Mirabent, Jasmina (54790613600)","57193200370; 54790613600","Who gets a job sooner? Results from a national survey of master’s graduates","2023","Studies in Higher Education","48","1","","174","188","14","5","10.1080/03075079.2022.2124242","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138322210&doi=10.1080%2f03075079.2022.2124242&partnerID=40&md5=e32ec44167fdf97b39dbc33d2b42e246","Department of Business Organisations, Universidad Autónoma de Madrid, Spain; Department of Management, Universitat Politècnica de Catalunya, Vilanova i la Geltrú, Spain","Perez-Encinas A., Department of Business Organisations, Universidad Autónoma de Madrid, Spain; Berbegal-Mirabent J., Department of Management, Universitat Politècnica de Catalunya, Vilanova i la Geltrú, Spain","This study investigates the factors that influence how long it takes for master’s-level graduate students to find employment. The original contribution stems from questioning whether the structure and content of university programmes play a role in graduates’ ability to secure jobs. To this end, we focus on three dimensions at three points in time after graduation: competence acquisition, teaching methods and programme characteristics. The dataset comes from a large-scale study on graduates’ employability by the Observatory for University Employability and Employment (OEEU) and contains detailed information about master’s degree graduates in Spain. A multinomial logit estimated by the maximum likelihood method is used to identify the critical factors influencing the likelihood of acquiring a job sooner. The findings indicate that educational programmes fail to provide the necessary competencies to ensure a smooth transition from the university to the job market and that study programme initiatives related to active learning and internships make a difference in this transition. We believe that these results shed light on specific characteristics of academic programmes and should be considered during programme design to enhance graduates’ employability and faster labour market insertion. © 2022 Society for Research into Higher Education.","competence development; graduate employability; Higher education; master’s graduates; study programme; teaching method","","","","","","","","(2020); Becker G.S., Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, (2009); Berbegal-Mirabent J., Gil-Domenech D., Ribeiro-Soriano D.E., Fostering University-Industry Collaborations Through University Teaching, Knowledge Management Research & Practice, 18, 3, pp. 263-275, (2020); Bittmann F., Zorn V.S., When Choice Excels Obligation: About the Effects of Mandatory and Voluntary Internships on Labour Market Outcomes for University Graduates, Higher Education, 80, pp. 75-93, (2020); Bridgstock R., Graduate Employability 2.0: Learning for Life and Work in a Socially Networked World, Education for Employability (Volume 1), pp. 97-106, (2019); Brooks R., Waters J., Student Mobilities, Migration and the Internationalization of Higher Education, (2011); Brown P., Souto-Otero M., The end of the Credential Society? An Analysis of the Relationship Between Education and the Labour Market Using big Data, Journal of Education Policy, 35, 1, pp. 95-118, (2020); Byrne C., What Determines Perceived Graduate Employability? Exploring the Effects of Personal Characteristics, Academic Achievements and Graduate Skills in a Survey Experiment, Studies in Higher Education, 47, 1, pp. 159-176, (2022); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); (2019); Di Meglio G., Barge-Gil A., Camina E., Moreno L., Knocking on Employment’s Door: Internships and job Attainment, Higher Education, 83, 1, pp. 137-161, (2022); Fuller A., Heath S., Johnston B., Rethinking Widening Participation in Higher Education: The Role of Social Networks, (2011); Hausman J., Mcfadden D., Specification Tests for the Multinomial Logit Model, Econometrica: Journal of the Econometric Society, 52, 5, pp. 1219-1240, (1984); Heckman J.J., Policies to Foster Human Capital, Research in Economics, 54, 1, pp. 3-56, (2000); Hyun J., Ediger R., Lee D., Students’ Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms, International Journal of Teaching and Learning in Higher Education, 29, 1, pp. 108-118, (2017); Iriondo I., Evaluation of the Impact of Erasmus Study Mobility on Salaries and Employment of Recent Graduates in Spain, Studies in Higher Education, 45, 4, pp. 925-943, (2020); Jackson D., Developing Graduate Career Readiness in Australia: Shifting from Extra-Curricular Internships to Work-Integrated Learning, International Journal of Work-Integrated Learning, 19, 1, pp. 23-35, (2018); Jackson D., Bridgstock R., Evidencing Student Success in the Contemporary World-of-Work: Renewing our Thinking, Higher Education Research & Development, 37, 5, pp. 984-998, (2018); Jackson D., Bridgstock R., What Actually Works to Enhance Graduate Employability? The Relative Value of Curricular, co-Curricular, and Extra-Curricular Learning and Paid Work, Higher Education, 81, 4, pp. 723-739, (2021); Kelly A.F., Bell J., Dicker R., Garcia M., Kelly E., Streich R., Mulrooney H., Active Learning Across Disciplines: Opportunities to Develop Employability Skills and Leadership Potential in Undergraduate Students. A Student and Staff Perspective, New Directions in the Teaching of Physical Sciences, 14, 1, pp. 1-12, (2019); Lindberg M.E., ‘At the Frontier of Graduate Surveys’, Higher Education, 53, 5, pp. 623-644, (2007); Livanos I., The Relationship Between Higher Education and Labour Market in Greece: The Weakest Link?, Higher Education, 60, 5, pp. 473-489, (2010); (2019); (2014); (2017); Osmani M., Weerakkody V., Hindi N.M., Al-Esmail R., Eldabi T., Kapoor K., Irani Z., Identifying the Trends and Impact of Graduate Attributes on Employability: A Literature Review, Tertiary Education and Management, 21, 4, pp. 367-379, (2015); Petzold K., Heterogeneous Effects of Graduates’ International Mobility on Employers’ Hiring Intentions—Experimental Evidence from Germany, Higher Education, 82, 6, pp. 1093-1118, (2021); Pinto F., The Effect of University Graduates’ International Mobility on Labour Outcomes in Spain, Studies in Higher Education, 47, 1, pp. 26-37, (2022); Roderick I., Recontextualising Employability in the Active Learning Classroom, Discourse: Studies in the Cultural Politics of Education, (2019); Rohanai R., Daud K.A.M., Omar N.H., Ismail M.E., Sulaiman A., Concept of Correlation Between Active Learning and Employability Skills in TVET, Online Journal for TVET Practitioners, 5, 1, pp. 15-22, (2020); Salas-Velasco M., Do Higher Education Institutions Make a Difference in Competence Development? A Model of Competence Production at University, Higher Education, 68, 4, pp. 503-523, (2014); Sarkar M., Overton T., Thompson C.D., Rayner G., Academics’ Perspectives of the Teaching and Development of Generic Employability Skills in Science Curricula, Higher Education Research & Development, 39, 2, pp. 346-361, (2020); (2019); Silva P., Lopes B., Costa M., Seabra D., Melo A.I., Brito E., Dias G.P., Stairway to Employment? Internships in Higher Education, Higher Education, 72, 6, pp. 703-721, (2016); Spence M., Job Market Signaling, The Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Storen A.L., Wiers-Jenssen J., Transition from Higher Education to Work: Are Master Graduates Increasingly Over-Educated for Their Jobs?, Tertiary Education and Management, 22, 2, pp. 134-148, (2016); Succi C., Canovi M., Soft Skills to Enhance Graduate Employability: Comparing Students and Employers’ Perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Tran T.T., Is Graduate Employability the ‘Whole-of-Higher-Education-Issue’?, Journal of Education and Work, 28, 3, pp. 207-227, (2015); Van Mol C., Caarls K., Souto-Otero M., International Student Mobility and Labour Market Outcomes: An Investigation of the Role of Level of Study, Type of Mobility, and International Prestige Hierarchies, Higher Education, 82, 6, pp. 1145-1171, (2021); Wickramasinghe V., Perera L., Graduates’, University Lecturers’ and Employers’ Perceptions Towards Employability Skills, Education + Training, 52, 3, pp. 226-244, (2010); Wiers-Jenssen J., Does Higher Education Attained Abroad Lead to International Jobs?, Journal of Studies in International Education, 12, 2, pp. 101-130, (2008); Wiers-Jenssen J., Storen L.A., International Student Mobility and the Transition from Higher Education to Work in Norway, Higher Education, 82, 6, pp. 1119-1143, (2021); Wilton N., The Impact of Work Placements on Skills Development and Career Outcomes for Business and Management Graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012); Yorke M., (2006)","J. Berbegal-Mirabent; Department of Management, Universitat Politècnica de Catalunya, Vilanova i la Geltrú, Spain; email: jasmina.berbegal@upc.edu","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85138322210"
"Benati K.; Lindsay S.; O'Toole J.; Fischer J.","Benati, Kelly (57219867407); Lindsay, Sophie (55811283400); O'Toole, Jacqueline (57206665549); Fischer, Juan (57219868165)","57219867407; 55811283400; 57206665549; 57219868165","Career planning and workforce preparation during economic downturn: perceptions of graduating business students","2023","Education and Training","","","","","","","0","10.1108/ET-10-2021-0389","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148850447&doi=10.1108%2fET-10-2021-0389&partnerID=40&md5=a0f0eebeb6a4021aae5b68f8ad160594","Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Australia; Monash Business School, Monash University, Melbourne, Australia; St Mary’s University, London, United Kingdom","Benati K., Monash Business School, Monash University, Melbourne, Australia; Lindsay S., St Mary’s University, London, United Kingdom; O'Toole J., Monash Business School, Monash University, Melbourne, Australia; Fischer J., Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne, Australia","Purpose: To gather insight into how graduating business students are preparing for the workplace and their future careers and how this has been impacted by COVID-19. Design/methodology/approach: In total, 144 business students at an Australian university who had recently completed an internship and were nearing graduation took part in the study. Group A was surveyed before COVID-19 had emerged and Group B undertook their internships during a COVID-19 lockdown when the related economic downturn had become apparent. The responses were analysed using career construction theory (CCT). Findings: This study concludes that graduating students do not generally place greater emphasis on career planning in times of economic downturn. However, they do devote more effort to job search and networking activities. They also display more career decisiveness and are less willing to seek out information about potential careers or their suitability for them. Their confidence in embarking on a career was not impacted. Research limitations/implications: This enables us to form a more complete picture of how graduating students perceive their work-readiness and the action they feel is important in order to improve their employability. Practical implications: This has implications for career practitioners and employers of graduates as it adds to the knowledge of employability and the decision-making process in times of economic crisis and is particularly important for the tertiary education sector as it seeks to better target initiatives to aid employability in graduates. Originality/value: The results increase the understanding of the impact of COVID-19 on early career development and argue that early-career decision-making is a specific area requiring investigation. © 2023, Emerald Publishing Limited.","Career construction theory; Career planning; COVID-19; Employabilty; Graduates; Internships","","","","","","","","Aronson P., Callahan T., Davis T., The transition from college to work during the great recession: employment, financial, and identity challenges, Journal of Youth Studies, 18, 9, pp. 1097-1118, (2015); Blokker R., Akkermans J., Tims M., Jansen P., Khapova S., Building a sustainable start: the role of career competencies, career success, and career shocks in your professionals' employability, Journal of Vocational Behaviour, 112, pp. 172-184, (2019); Bodewits, Why you should craft multiple plans for your career, (2020); Bowen T., Drysdale M., Work Integrated Learning in the 21st Century, (2017); Bridgstock R., Grant-Imaru M., McAlpine A., Integrating career development learning into the curriculum: collaboration with the careers service for employability, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 56-72, (2019); Chisholm J., Edmunds A., Career decision making in the shadow of economic downturn: a study of cape Breton high school students, Canadian Journal of Counselling, 35, 4, pp. 277-287, (2001); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Coates N., Koerner R., How market oriented are business studies degrees?, Journal of Marketing Management, 12, 5, pp. 455-475, (1996); Del Corso J., The theory of career adaptability, The Psychology of Career Counseling: New Challenges for a New Era, pp. 117-130, (2013); Donthu N., Gustafsson A., Effects of COVID-19 on business and research, Journal of Business Research, 117, pp. 284-289, (2020); Gault J., Leach E., Duey M., Effects of business internships on job marketability: the employer's perspective, Education + Training, 52, 1, pp. 76-88, (2010); Gault J., Redington J., Schlager T., Undergraduate business internships and career success are they related?, Journal of Marketing Education, 22, 1, pp. 45-53, (2000); Gedye S., Beaumont E., ‘The ability to get a job’: student understandings and definitions of employability, Education+ Training, 60, 5, pp. 406-420, (2018); Gray M., Kim M., Seungyeon L., Simplifying the measurement of college students’ career planning: the development of career student planning scale during the COVID-19 Pandemic, Experimental Results, 2, E4, (2021); Gunkel M., Schlaegel C., The influence of personality on students' career decisiveness – a comparison between Chinese and German economics and management students, Management Revue, 21, 3, pp. 229-243, (2010); Hergert M., Student perceptions of the value of internships in business education, American Journal of Business Education, 2, 8, pp. 9-14, (2009); Hite L., McDonald K., Careers after COVID-19: challenges and changes, Human Resource Development International, 23, 4, pp. 427-437, (2020); Jackson D., Using work-integrated-learning to enhance career planning among business undergraduates, Australian Journal of Career Development, 26, 3, pp. 153-164, (2017); Jackson D., Tomlinson M., Career values and proactive career behaviour among contemporary higher education students, Journal of Education and Work, 32, 5, pp. 449-464, (2019); Jackson D., Tomlinson M., Investigating the relationship between career planning, proactivity and employability perceptions among higher education students in uncertain labour market conditions, Higher Education, (2020); Jackson D., Tomlinson M., The relative importance of work experience, extra-curricular and university based activities on student employability, Higher Education Research and Development, (2021); Jackson D., Wilton N., Career choice status among undergraduates and the influence of career management competencies and perceived employability, Journal of Education and Work, 30, 5, pp. 552-569, (2017); Johnson K.W., Business and Management Internships, (2021); McCowan T., Should universities promote employability?, Theory and Research in Education, 13, 3, pp. 267-285, (2015); Mitchell K.E., Al Levin S., Krumboltz J.D., Planned happenstance: constructing unexpected career opportunities, Journal of Counseling and Development, 77, 2, pp. 115-124, (1999); Modestino A., Sugiyama K., Ladge J., Careers in construction: an examination of the career narratives of young professionals and their emerging career self-concepts, Journal of Vocational Behavior, 115, (2019); Coronavirus and your career: job seeking during the COVID-19 crisis, (2020); Niles S.G., Harris-Bowlsbey J., Career Development Interventions in the 21st Century, (2013); Parola A., Novel coronavirus outbreak and career development: a narrative approach into the meaning for Italian University graduates, Frontiers in Psychology, (2020); Pennington A., Stanford J., The future of work for Australian graduates: the changing landscape of university employment transitions in Australia, A Report by the Centre for Future Work at the Australia Institute, (2019); Pool L.D., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); (2022); Rothman M., Sisman R., Internship impact on career consideration among business students, Education + Training, 58, 9, pp. 1003-1013, (2016); Rudolph C., Hirschi A., Zacher H., Empirical developments in career construction theory, Journal of Vocational Behaviour, 111, pp. 1-6, (2019); Sanahuja Velez G., Ribes Giner G., Effects of business internships on students, employers, and higher education institutions: a systematic review, Journal of Employment Counselling, 52, 3, pp. 121-130, (2015); Savickas M.L., Career construction: a developmental theory of vocational behavior, Career Choice and Development, pp. 149-205, (2002); Savickas M.L., The theory and practice of career construction, Career Development and Counselling, pp. 42-70, (2005); Savickas M.L., Career construction theory and practice, Career Development and Counselling: Putting Theory and Research to Work, pp. 147-183, (2013); Savickas M.L., Porfeli E.J., Career adapt-abilities scale: construction, reliability, and measurement equivalence across 13 countries, Journal of Vocational Behavior, 80, pp. 661-673, (2012); Savickas M., Nota L., Rossier J., Dauwalder J.-P., Duarte M., Guichard J., Soresi S., Van Esbroek R., van Vienen A., Life designing a paradigm for career construction in the 21st century, Journal of Vocational Behaviour, 75, 3, pp. 239-250, (2009); Siebert S.E., Kraimer M.L., Holton B.C., Pierotti A.J., Even the best laid plans sometimes to askew: career self-management processes, career shocks and the decision to pursue graduate education, Journal of Applied Psychology, 98, 1, (2013); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Walmsley A., Thomas R., Jameson S., Internships in SMEs and career intentions, Journal of Education and Work, 25, 2, pp. 185-204, (2012); Wilton N., The impact of work placements on skills development and career outcomes for business and management graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012)","K. Benati; Monash Business School, Monash University, Melbourne, Australia; email: kelly.benati@monash.edu","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Article in press","","Scopus","2-s2.0-85148850447"
"André G.","André, Géraldine (57218891770)","57218891770","To be or not to be NEET? The complexity of school-to-work transitions in Brussels; [Wel of niet NEET? De complexiteit van de transitie van onderwijs naar arbeidsmarkt in Brussel]; [Être ou ne pas être NEET ? La complexité des transitions études-marché de l’emploi à Bruxelles]","2023","Brussels Studies","","175","","","","","0","10.4000/brussels.6404","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150771360&doi=10.4000%2fbrussels.6404&partnerID=40&md5=4997c94682024c1aac537558c0836b2f","UCLouvain, Belgium","André G., UCLouvain, Belgium","In the wake of the European Union's recommendations, the public authorities in Brussels have put strategies in place to combat early school leaving and youth unemployment. Nevertheless, these programmes aimed at the “NEET” category (not in education, employment or training) have a standardised approach and end up reducing the problem to a question of individual employability. This paper presents a critical analysis of the NEET category, which we propose to break down into several subcategories, whose use in Brussels public policies would allow a better targeting of the young people who need it most. Based on ethnographic material collected from young people in the working-class neighbourhoods of Brussels, we propose a sociological approach which allows us to identify a more refined typology of NEET/non-NEET situations. Our analysis contributes to deconstructing the statistical category of NEET into diversified social situations, and shows how much NEET situations are the result of paths shaped by structural dynamics as well as by processes of inequality, whether they are related to class and/or migratory origin. © 2023 Authors. All rights reserved.","employment policies; immigration; racism; social and professional integration; social inequalities","","","","","","","","ANDRE G., CROSBY A., The NEET category from the perspective of inequalities: toward a typology of school-to-work transitions among youth from lower class neighborhoods in the Brussels region (Belgium), Journal of Youth Studies, (2022); BOURDIEU P., PASSERON J.-C., Les héritiers. Les étudiants et la culture, (1964); CAMPBELL C., High School Dropouts After They Exit School: Challenges and Directions for Sociological Research, Sociology Compass, 9, 7, pp. 619-629, (2015); DANHIER J., JACOBS D., DEVLEESHOUWER P., MARTIN E., ALARCON A., Vers des écoles de qualités pour tous ? Analyse des résultats à l’enquête PISA 2012 en Flandre et en, (2014); DE GROOF S., ELCHARDUS M., Dealing with early school leaving and youth unemployment: An Introduction, Early school leaving & youth unemployment, pp. 7-19, (2013); DE WITTE K., MAZREKAJ D., Vroegtijdig schoolverlaten – Evidence based beleidsaanbevelingen, (2015); FRANSSEN A., CARLIER D., BENCHEKROUN A., Les transitions des jeunes entre l’enseignement et l’emploi à Bruxelles: défis pour la gouvernance, Brussels Studies, (2014); GALLAND O., Sociologie de la jeunesse, (1997); GALLAND O., LEMEL Y., Sociologie des inégalités, (2018); JACOBS D., REA A., Les jeunes Bruxellois, entre diversité et adversité, Brussels Studies, (2007); MILLET M., CROIZET J.-C., L’école des incapables. La maternelle, un apprentissage de la domination, (2016); NICAISE I., DE WITTE K., LAVRIJSEN J., LAMOTE C., VAN LANDEGHEM G., Towards a Basic Qualification for All in the EU. A Social, Educational and Economic Agenda, (2013); Aperçus du non-recours aux droits sociaux et de la sous-protection sociale en Région bruxelloise. Cahier thématique du Rapport bruxellois sur l’état de la pauvreté 2016, (2017); OLIVIER DE SARDAN J.-P., Anthropologie et développement: essai en socio-anthropologie du changement social, (1995); PORTES A., ZHOU M., The Second Generation: Segmented assimilation and its Variants, Annals of the American Academy of Political and Social Science, 530, 1, pp. 74-96, (1993); PSACHAROPOULOS G., The Costs of School Failure – A Feasibility Study, (2007); REA A., NAGELS C., CHRISTIAENS J., Les jeunesses bruxelloises: inégalité sociale et diversité culturelle, Brussels Studies, (2009); SACCO M., SMITS W., KAVADIAS D., SPRUYT B., D'ANDRIMONT C., Jeunesses bruxelloises: entre diversité et précarité, Brussels Studies, (2016); VAN DE VELDE C., Sociologie des âges de la vie, pp. 42-60, (2015); VAN HAMME G., GRIPPA T., VAN CRIEKINGEN M., Mouvements migratoires et dynamiques des quartiers à Bruxelles, Brussels Studies, (2016); WAYENS B., JANSSENS R., VAESEN J., L’enseignement à Bruxelles: une gestion de crise complexe, (2013); WHYTE W. F., Street Corner Society. The social structure of an Italian Slum, (1943); WILLIS P., Learning to labour, (2016); WOLBERS M. H.J., Introduction: Research on school-to-work transitions in Europe, European Societies, 16, 2, pp. 167-174, (2014)","G. André; UCLouvain, Belgium; email: geraldine.andre@uclouvain.be","","Universite Saint-Louis Bruxelles","","","","","","20310293","","","","English","Brussels Stud.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85150771360"
"Castelló M.L.; Barrera C.; Seguí L.","Castelló, M.L. (7006148277); Barrera, C. (7005659403); Seguí, L. (13408636000)","7006148277; 7005659403; 13408636000","Bridging the academia-industry gap in the food sector through collaborative courses and internships","2023","Education for Chemical Engineers","42","","","33","43","10","1","10.1016/j.ece.2022.11.003","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145664037&doi=10.1016%2fj.ece.2022.11.003&partnerID=40&md5=fba8b14bd6e65d5324a25c1193bbdf83","Institute of Food Engineering for Development (IIAD), Universitat Politècnica de València, Camino de Vera, s/n, Valencia, 46022, Spain","Castelló M.L., Institute of Food Engineering for Development (IIAD), Universitat Politècnica de València, Camino de Vera, s/n, Valencia, 46022, Spain; Barrera C., Institute of Food Engineering for Development (IIAD), Universitat Politècnica de València, Camino de Vera, s/n, Valencia, 46022, Spain; Seguí L., Institute of Food Engineering for Development (IIAD), Universitat Politècnica de València, Camino de Vera, s/n, Valencia, 46022, Spain","Experience is an important requirement to apply for a qualified job. While employers need to find workers with the required skills, education institutions must design curricula which provide the skills demanded by the job market. Besides, along their careers, workers need to make good choices on continuing education courses. Current Bachelor and Master degrees follow programs which attempt to offer a practical perspective, but still from the academia point of view. To bridge the gap between academia and industry, University Extension Diploma in Food Technology (DEUTA) deepens into the Food sector seeking professional capacitation of participants. This is achieved by both first-hand know-how of food sector professionals and academics, along with an internship period in a food company. This paper reports the experience for more than fifteen years of this Diploma. Curriculum, students background, food sectors where internships are taken, student's opinion on the course management as well as on issues related to employability, development of professional skills and life-long learning are discussed. The analysis demonstrates how collaborative courses strengthen academia-industry bonds, and employability is boosted thanks to internships and the network created. This experience may be extrapolated to many sectors other than food, such as the chemical, environmental or biotechnological, and may help lecturers and institutions organize similar courses or diplomas to prepare competent and efficient technical workers, as well as help students and professionals orient their training and continuing education choices. © 2022 The Authors","Employability; Food sector; Internships; Labour market; Lifelong learning; Professional skills","Commerce; Curricula; Employment; Engineering education; Professional aspects; Technology transfer; Continuing education; Design curricula; Education institutions; Employability; Food sector; Internship; Labour market; Life long learning; Professional skills; Workers'; Students","","","","","Euskal Herriko Unibertsitatea, EHU","The authors would like to thank lecturers and professionals involved in University Extension Diploma in Food Technology (DEUTA), as well as the Office of Lifelong Learning of UPV for its support in students’ enrolment and other administrative issues. Authors would like to especially mention IIAD and DEUTA managers, and other people involved in launching and supporting this Diploma throughout these years.","Baroutian S., Kensington-Miller B., Wicaksana F., Young B.R., Bridging theory with real world research experience: co-teaching engineering Biotechnology with R&D professionals, Educ. Chem. Eng., 16, 2006, pp. 9-16, (2016); PoliformaT U.P.V., (2003); (2021); (2021); (2021); (2020); (2018); FAO and the 17 Sustainable Development Goals, (2015); (2021); Feijoo G., Arce A., Bello P., Carballa M., Freire M.S., Garrido J.M., Gomez-Diaz D., Gonzalez-Alvarez J., Gonzalez-Garcia S., Mauricio M., Mendez R., Moreira M.T., Mosquera-Corral A., Navaza J.M., Palacios M.C., Roca E., Rodil E., Rodriguez H., Rodriguez O., Moreira R., Potential impact on the recruitment of chemical engineering graduates due to the industrial internship, Educ. Chem. Eng., 26, pp. 107-113, (2019); (2017); (2020); Prácticas en Empresas: UPV, (2021); Ismail Z., Benefits of Internships for Interns and Host Organisations. Knowledge, Evidence and Learning for Development, K4D Helpdesk Report, (2018); Kavanagh J., Special issue on current trends in industry linked education, Educ. Chem. Eng., 35, 2020, (2021); Leite F., Cho Y., Behzadan A.H., Lee S., Choe S., Fang Y., Akhavian R., Hwang S., Visualization, information modeling, and simulation: grand challenges in the construction industry, J. Comput. Civ. Eng., 30, 6, (2016); Mahasneh J., Thabet W., (2015); Matusovich H., Carrico C., Harris A., Sheppard S., Brunhaver S., Streveler R., McGlothlin Lester M.B., Internships and engineering: beliefs and behaviors of academics, Educ. Train., 61, 6, pp. 650-665, (2019); Peters D.L., Lucietto A.M., A Survey of Types of Industry-Academia Collaboration, (2016); Prado G.H.C., A new food engineering elective course for chemical engineering students, Educ. Chem. Eng., 35, pp. 105-115, (2021); (2015); Reina-Paz M.D., Rodriguez-Oromendia A., Sevilla-Sevilla C., The impact of the current economic crisis on the demand for higher education: An analysis of Spanish distance education universities, pp. 359-367, (2012); Sanahuja Velez G., Ribes Giner G., Effects of business internships on students, employers, and higher education institutions: a systematic review, J. Employ. Couns., 52, 3, pp. 121-130, (2015); Shallcross D.C., Career preferences for undergraduate chemical engineering students, Results Int. Surv. Educ. Chem. Eng., 1, 1, pp. 30-38, (2006); ShanghaiRanking's global ranking of academic subjects, ShanghaiRanking, (2021); Smith N.M., Smith J.M., Battalora L.A., Teschner B.A., Industry-university partnerships: engineering education and corporate social responsibility, J. Prof. Issues Eng. Educ. Pract., 144, 3, (2018); Suleman F., The employability skills of higher education graduates: insights into conceptual frameworks and methodological options, High. Educ., 76, 2, pp. 263-278, (2018); Tayeh R., Issa R.R.A., Developing construction information systems courses based on collaboration between industry and academia, J. Archit. Eng., 27, 3, pp. 1-11, (2021); (2017)","L. Seguí; email: lusegil@upvnet.upv.es","","Elsevier B.V.","","","","","","17497728","","","","English","Educ. Chem. Eng.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85145664037"
"Wang J.; Lim X.-J.; Ng S.I.","Wang, Jing (58462839400); Lim, Xin-Jean (57205262966); Ng, Siew Imm (15726394600)","58462839400; 57205262966; 15726394600","Why can’t I get a job? Exploring the drivers of perceived employability among fine art graduates","2023","Current Psychology","","","","","","","1","10.1007/s12144-023-04561-w","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150656521&doi=10.1007%2fs12144-023-04561-w&partnerID=40&md5=80b3805b4a1a8c3e4a7da2eb62954ae6","Guilin University of Electronic Technology, Guangxi, Guilin, China; Centre of Value Creation and Human Well-being Studies, Faculty of Economics and Management, Universiti Kebangsaan Malaysia, Selangor, Bangi, Malaysia; School of Business and Economics, Universiti Putra Malaysia, Selangor, Serdang, Malaysia","Wang J., Guilin University of Electronic Technology, Guangxi, Guilin, China; Lim X.-J., Centre of Value Creation and Human Well-being Studies, Faculty of Economics and Management, Universiti Kebangsaan Malaysia, Selangor, Bangi, Malaysia; Ng S.I., School of Business and Economics, Universiti Putra Malaysia, Selangor, Serdang, Malaysia","As a newly rising economic power, China is considered to have a huge job market. However, many graduates in China experience substantial pressure in getting a job upon graduation, as a university degree is no longer a “golden ticket” to employment. In this study, we aim to understand the underlying factors that influences fine arts graduates’ perceived employability, by incorporating the human capital theory and self-determination theory. Using an online survey, data was collected from 430 final year fine arts students from Guangxi, China. The findings showed that self-directed learning and career adaptability positively impacts perceived employability. While these relationships are found stronger when if graduates continue to receive advice and assistance from their lecturers. Altogether, these outcomes offer several implications that useful for academics and practitioners to manage employability issues more effectively. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.","Career adaptability; China; Employability; Lecturer role; Self-directed learning readiness","","","","","","","","Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: Developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Baker D.P., Forward and backward, horizontal and vertical: Transformation of occupational credentialing in the schooled society, Research in Social Stratification and Mobility, 29, 1, pp. 5-29, (2011); Bamfo B.A., Dogbe C.S.K., Mingle H., Abusive customer behaviour and frontline employee turnover intentions in the banking industry: The mediating role of employee satisfaction, Cogent Business & Management, 5, 1, (2018); Barnes K., Marateo R., Ferris S., Teaching and learning with the net generation, Innovate: Journal of Online Education, 3, 4, pp. 1-8, (2007); Baruch Y., Bell M.P., Gray D., Generalist and specialist graduate business degrees: Tangible and intangible value, Journal of Vocational Behavior, 67, 1, pp. 51-68, (2005); Bauer C., Viola K., Strauss C., Management skills for artists:‘learning by doing’?, International Journal of Cultural Policy, 17, 5, pp. 626-644, (2011); Baumgartner H., Weijters B., Pieters R., The biasing effect of common method variance: Some clarifications, Journal of the Academy of Marketing Science, 49, 2, pp. 221-235, (2021); Becker G., Human capital: A theoretical and empirical analysis with special reference to education, (1964); Becker J.M., Klein K., Wetzels M., Hierarchical latent variable models in PLS-SEM: Guidelines for using reflective-formative type models, Long Range Planning, 45, 5-6, pp. 359-394, (2012); Becker J.M., Ringle C.M., Sarstedt M., Volckner F., How collinearity affects mixture regression results, Marketing Letters, 26, 4, pp. 643-659, (2015); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, 3, pp. 279-292, (2007); Berntson E., Sverke M., Marklund S., Predicting perceived employability: Human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Bolliger D.U., Martin F., Factors underlying the perceived importance of online student engagement strategies, Journal of Applied Research in Higher Education, 13, 2, pp. 404-419, (2020); Boon C., Eckardt R., Lepak D.P., Boselie P., Integrating strategic human capital and strategic human resource management, The International Journal of Human Resource Management, 29, 1, pp. 34-67, (2018); Botha J.A., Coetzee M., Coetzee M., Exploring adult learners’ self-directedness in relation to their employability attributes in open distance learning, Journal of Psychology in Africa, 25, 1, pp. 65-72, (2015); Bridgstock R., Goldsmith B., Rodgers J., Hearn G., Creative graduate pathways within and beyond the creative industries, Journal of Education and Work, 28, 4, pp. 333-345, (2015); Brislin R.W., Back-translation for cross-cultural research, Journal of Cross-cultural Psychology, 1, 3, pp. 185-216, (1970); Employability in focus: Exploring employee’s perceptions of overseas graduates returning to China, (2018); Brown A., Bimrose J., Barnes S.A., Hughes D., The role of career adaptabilities for mid-career changers, Journal of Vocational Behavior, 80, 3, pp. 754-761, (2012); Campbell M., Cooper B., Rueckert C., Smith J., Reimagining student employability: A case study of policy and practice transformation, Journal of Higher Education Policy and Management, 41, 5, pp. 500-517, (2019); Cascone S., Considering an MFA? 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Lim; Centre of Value Creation and Human Well-being Studies, Faculty of Economics and Management, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia; email: lim.xinjean@yahoo.com","","Springer","","","","","","10461310","","","","English","Curr. Psychol.","Article","Article in press","","Scopus","2-s2.0-85150656521"
"Tran Huy P.; Vu Hoang N.","Tran Huy, Phuong (57214472218); Vu Hoang, Ngan (58111009400)","57214472218; 58111009400","Career Impact of High-Performance Work System: A Kaleidoscope Perspective","2023","Psychological Reports","","","","","","","2","10.1177/00332941231159607","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148517289&doi=10.1177%2f00332941231159607&partnerID=40&md5=be6bda2af8761ffa23d052d10fee3ed9","Faculty of Human Resource Economics and Management, National Economics University, Hanoi, Viet Nam","Tran Huy P., Faculty of Human Resource Economics and Management, National Economics University, Hanoi, Viet Nam; Vu Hoang N., Faculty of Human Resource Economics and Management, National Economics University, Hanoi, Viet Nam","High-performance work system (HPWS) is considered a solid predictor of individual outcomes, but there is less evidence about the impact HPWS on subjective career success (SCS). The current study examines the direct impact of HPWS on SCS through the lens of the Kaleidoscope Career Model. In addition, employability orientation is expected to mediate the relationship while employees’ HPWS attribution is hypothesized to moderate the HPWS-SCS linkage. A quantitative research design with two-wave survey collected data from 365 employees working in 27 firms in Vietnam. Partial least square structural equation modelling (PLS-SEM) is used to test the hypotheses. Results indicate that HPWS is significantly associated with SCS through the achievements of career parameters. In addition, employability orientation mediates the above relationship while HPWS external attribution moderates the relationship between HPWS and SCS. This research suggests that HPWS may influence employees’ outcomes beyond the current employment, such as career success. HPWS fosters employability orientation which may encourage the employees to seek career advancements outside the current employer. Therefore, HPWS-implementing organizations should provide career opportunities to the employees. In addition, attention should be paid to employees’ evaluative reports of HPWS implementation. © The Author(s) 2023.","employability orientation; high performance work system; high-performance work system attribution; partial least square structural equation modelling; subjective career success; Vietnam","","","","","","Đại học Kinh tế Quốc dân, NEU, (CBQT1.2022.09)","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the National Economics University, Vietnam (CBQT1.2022.09).","Agarwal P., High-performance work systems and burnout: The moderating role of mindset and the need for achievement, International Journal of Organizational Analysis, 30, 6, pp. 1803-1818, (2021); Agarwal P., Farndale E., High-performance work systems and creativity implementation: The role of psychological capital and psychological safety, Human Resource Management Journal, 27, 3, pp. 440-458, (2017); Akkermans J., Kubasch S., #Trending topics in careers: A review and future research agenda, The Career Development International, 22, 6, pp. 586-627, (2017); Akter S., Fosso Wamba S., Dewan S., Why PLS-SEM is suitable for complex modelling? 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Tran Huy; Faculty of Human Resource Economics and Management, National Economics University, Hanoi, Viet Nam; email: phuongth@neu.edu.vn","","SAGE Publications Inc.","","","","","","00332941","","PYRTA","","English","Psychol. Rep.","Article","Article in press","","Scopus","2-s2.0-85148517289"
"Preece C.; Whittaker L.","Preece, Chloe (56478660200); Whittaker, Laryssa (56147600700)","56478660200; 56147600700","Towards glitch pedagogy","2023","Journal of Marketing Management","39","1-2","","68","91","23","2","10.1080/0267257X.2023.2174165","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147717878&doi=10.1080%2f0267257X.2023.2174165&partnerID=40&md5=fb6507038f0e4a6be8036e5d0c1fc8c9","ESCP Business School, London, United Kingdom; Royal Holloway, University of London, Egham, United Kingdom","Preece C., ESCP Business School, London, United Kingdom; Whittaker L., Royal Holloway, University of London, Egham, United Kingdom","Borrowing from computing via media art, we introduce the concept of ‘glitch’ pedagogy to insert unexpected tension into the marketing curriculum, offering learners a glimpse into the underlying ideological structures of neoliberal higher education and opening up spaces of resistance and affirmation. We draw on neoliberal, marketised educational discourses and the bureaucratic systems they engender to illustrate glitches within the employability agenda, providing students conceptual space to leverage the contradictions and inequalities implicit in this agenda. As a genre of post-critical pedagogy, we argue that glitch pedagogy can move us beyond some of the noted dualisms of critical pedagogy to recognise the complexity of students’ emotional investments, in particular socio-cultural and political positions by way of affective relations. © 2023 Westburn Publishers Ltd.","affect; employability; ideology; neoliberalism; person branding; Post-critical pedagogy","","","","","","","","Ahmed S., Affective economies, Social Text, 22, 2, pp. 117-139, (2004); Ahmed S., The cultural politics of emotion, (2014); Althusser L., On the reproduction of capitalism, (2014); Arruda W., Dixson K., Career distinction: Stand out by building your brand, (2007); Ashe F., Harnessing political theory to facilitate students’ engagement with graduate ‘employability’: A critical pyramid approach, Politics, 32, 2, pp. 129-137, (2012); Ashley L., Organisational social mobility programmes as mechanisms of power and control, Work, Employment and Society, 36, 3, pp. 427-444, (2021); Atkins M.J., Oven-ready and self-basting: Taking stock of employability skills, Teaching in Higher Education, 4, 2, pp. 267-280, (1999); Atkins S., Schutz S., Developing skills for reflective practice, Reflective practice in nursing, pp. 23-52, (2013); Bandinelli C., Arvidsson A., Brand yourself a changemaker!, Journal of Macromarketing, 33, 1, pp. 67-71, (2012); Betancourt M., Glitch art in theory and practice: Critical failures and post-digital aesthetics, (2016); Boden R., Nedeva M., Employing discourse: Universities and graduate ‘employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Bowers C., Re-thinking Freire: Globalization and the environmental crisis, (2004); Boyd R.N., Metaphor and theory change, Metaphor and thought, (1993); Brady N., Bates A., The standards paradox: How quality assurance regimes can subvert teaching and learning in higher education, European Educational Research Journal, 15, 2, pp. 155-174, (2016); Briz N., Thoughts on glitch[Art]v.20, (2015); Browne J., Securing a sustainable future for higher education: An independent review of higher education funding and student finance, (2010); Brown P., Hesketh A., Williams S., The mismanagement of talent: Employability and jobs in the knowledge economy, (2004); Bulman C., An introduction to reflection, Reflective practice in nursing, pp. 1-22, (2013); Catterall M., Maclaran P., Stevens L., Critical marketing in the classroom: Possibilities and challenges, Marketing Intelligence & Planning, 17, 7, pp. 344-353, (1999); Catterall M., Maclaran P., Stevens L., Critical reflection in the marketing curriculum, Journal of Marketing Education, 24, 3, pp. 184-192, (2002); Cloninger C., GltchLnguistx: The Machine in the Ghost/Static Trapped in Mouths, (2010); Cloninger C., Briz N., Sabotage! glitch politix Man[ual/ifesto, (2014); Dearing R., The Dearing report: Report for the National Committee of Inquiry into Higher Education, (1997); Dewey J., How we think: A restatement of the relation of reflective thinking to the educative process, (1933); Dion D., Borraz S., Managing status: How luxury brands shape class subjectivities in the service encounter, Journal of Marketing, 81, 5, pp. 67-85, (2017); Door V.M., Critical pedagogy and reflexivity: The issue of ethical consistency, The International Journal of Critical Pedagogy, (2014); Firat A.F., Dholakia N., Bagozzi R.P., Philosophical and radical thought in marketing, (1987); Fischer C., Gender and the politics of shame: A twenty‐first‐century feminist shame theory, Hypatia, 33, 3, pp. 371-383, (2018); Freire P., Pedagogy of the oppressed, (1972); Gershon I., Hailing the US job-seeker: Origins and neoliberal uses of job applications, Culture, Theory and Critique, 60, 1, pp. 84-97, (2019); Grant-Smith D., Osborne N., Resisting the ‘employability’ doctrine through anarchist pedagogies and prefiguration, The Australian Universities’ Review, 59, 2, pp. 59-69, (2017); Grey C., Reinventing business schools: The contribution of critical management education, Academy of Management Learning & Education, 3, 2, pp. 178-186, (2004); Gross N., Laamanen M., ‘Hey, you there! marketing!’ on ideology and (mis) interpellation of the marketing educator as subject, Journal of Marketing Management, 34, 13-14, pp. 1172-1195, (2021); Hackley C., Crap detecting. Autoethnographic reflections on critical practice in marketing pedagogy, Journal of Marketing Management, (2022); Hargreaves A., Earl L., Schmidt M., Perspectives on alternative assessment reform, American Educational Research Journal, 39, 1, pp. 69-95, (2002); Higgins D., Smith K., Mirza M., Entrepreneurial education: Reflexive approaches to entrepreneurial learning in practice, The Journal of Entrepreneurship, 22, 2, pp. 135-160, (2013); Hill D., Lewis C., Maisuria A., Yarker P., Carr J., Neoliberal and neoconservative immiseration capitalism in England: Policies and impacts on society and on education, Journal for Critical Education Policy Studies, 14, 2, pp. 38-82, (2015); Hobbs V., Faking it or hating it: Can reflective practice be forced?, Reflective Practice, 8, 3, pp. 405-417, (2007); Hodgson N., Vlieghe J., Zamojski P., Manifesto for a post-critical pedagogy, (2017); Jackson S., Freire re‐viewed, Educational Theory, 57, 2, pp. 199-213, (2007); Johns C., Reflective practice, effective practice, reflections on nursing leadership, (2007); Kapferer J.-N., The new strategic brand management: Creating and sustaining brand equity long term, (2008); Keel A., Nataraajan R., Celebrity endorsements and beyond: New avenues for celebrity branding, Psychology & Marketing, 29, 9, pp. 690-703, (2012); Keller K.L., Conceptualizing, measuring, and managing customer-based brand equity, Journal of Marketing, 57, 1, pp. 1-22, (1993); Khedher M., Personal branding phenomenon, International Journal of Information, Business and Management, 6, 2, pp. 29-40, (2014); Kimberley A., Reflexivity as a vital skill for future researchers and professionals, Electronic Journal of Business Research Methods, 19, 1, pp. 14-26, (2021); Kornelakis A., Petrakaki D., Embedding employability skills in UK higher education: Between digitalization and marketization, Industry and Higher Education, 34, 5, pp. 290-297, (2020); Lair D.J., Sullivan K., Cheney G., Marketization and the recasting of the professional self: The rhetoric and ethics of personal branding, Management Communication Quarterly, 18, 3, pp. 307-343, (2005); Leitch S., Prosperity for all in the global economy–world class skills, Final report of the Leitch review of skills, (2006); Lorente E., Kirk D., Alternative democratic assessment in PETE: An action-research study exploring risks, challenges and solutions, Sport, Education and Society, 18, 1, pp. 77-96, (2013); Manon H.S., Temkin D., Notes on glitch, World Picture, 6, (2011); Marginson S., Ordorika I., ‘El central volumen de la fuerza‘: Global hegemony in higher education and research, Knowledge matters: The public mission of the research university, pp. 64-129, (2011); Mclaren P., The future of critical pedagogy, Educational Philosophy and Theory, 52, 12, pp. 1243-1248, (2020); Menkman R., The glitch moment (um), (2011); Minocha S., Hristov D., Reynolds M., From graduate employability to employment: Policy and practice in UK higher education, International Journal of Training and Development, 21, 3, pp. 235-248, (2017); Molesworth M., Nixon E., Scullion R., Having, being and higher education: The marketisation of the university and the transformation of the student into consumer, Teaching in Higher Education, 14, 3, pp. 277-287, (2009); Moten F., Harney S., The university and the undercommons: Seven theses, Social Text, 22, 2, pp. 101-115, (2004); Motta S.C., Pedagogies of possibility. In, against and beyond the imperial patriarchal subjectivities of higher education, Acts of knowing: Critical pedagogy in, against and beyond the university, pp. 85-124, (2013); Mountz A., Bonds A., Mansfield B., Lloyd J., Hyndman J., Walton-Roberts M., Basu R., Whitson R., Hawkins R., Hamilton T., Curran W., For slow scholarship: A feminist politics of resistance through collective action in the neoliberal university, ACME: An International E-Journal for Critical Geographies, 14, 4, pp. 1235-1259, (2015); O'Malley L., Ryan A., Pedagogy and relationship marketing: Opportunities for frame restructuring using African drumming, Journal of Marketing Management, 22, 1-2, pp. 195-214, (2006); Orta A., Imagining the unmanageable: MBAs at the limits of neoliberalism, Culture, Theory and Critique, 60, 1, pp. 50-65, (2019); Paget T., Reflective practice and clinical outcomes: Practitioners’ views on how reflective practice has influenced their clinical practice, Journal of Clinical Nursing, 10, 2, pp. 204-214, (2001); Peltier J.W., Hay A., Drago W., The reflective learning continuum: Reflecting on reflection, Journal of Marketing Education, 27, 3, pp. 250-263, (2005); Pena E., James K., A glitch pedagogy: Exquisite error and the appeal of the accidental, Journal of the Canadian Association for Curriculum Studies, 14, 1, pp. 108-127, (2016); Peters T., The brand called you, (1997); Preece C., Rodner V., Rojas-Gaviria P., Landing in affective atmospheres, Marketing Theory, 22, 3, (2022); Rampersad H., Authentic personal branding: A new blueprint for building and aligning a powerful leadership brand, (2009); Rees S., Re-imagining employability: An ontology of employability best practice in higher education institutions, Teaching in Higher Education, 26, 5, pp. 663-678, (2021); Rottinghaus A.R., Upgrade culture and technological change: The business of the future, (2022); Russell L., Glitch Feminism, (2020); Schutz S., Assessing and evaluating reflection, Reflective practice in nursing, pp. 201-224, (2013); Shankar A., Zurn P., On teaching curiosity, Curiosity studies: A new ecology of knowledge, pp. 269-289, (2020); Singleton P., Remodelling Barbie, making justice: An autoethnography of craftivist encounters, Feminism & Psychology, 31, 3, pp. 326-344, (2021); Slack J.D., Wise M.J., Culture + technology: A primer, (2015); Tadajewski M., On being critically oriented in precarious times: For resistant curiosity, Journal of Marketing Management, (2022); Thompsett F., Learning by doing by learning, Australian Universities’ Review, 58, 2, pp. 59-66, (2016); Tomlinson M., Student perceptions of themselves as ‘consumers’ of higher education, British Journal of Sociology of Education, 38, 4, pp. 450-467, (2017); Turner M., Scott-Young C., Holdsworth S., Developing the resilient project professional: Examining the student experience, International Journal of Managing Projects in Business, 12, 3, pp. 716-729, (2019); Urciuoli B., Skills and selves in the new workplace, American Ethnologist, 35, 2, pp. 211-228, (2008); Urciuoli B., Introduction. Neoliberalizing Undergraduate Experience, The experience of neoliberal education, 4, pp. 1-16, (2018); Valenzuela F., On employability in higher education and its relation to quality assurance: Between dis-identification and de-throning, Ephemera: Theory & Politics in Organization, 13, 4, pp. 861-873, (2013); Varman R., Saha B., Skalen P., Market subjectivity and neoliberal governmentality in higher education, Journal of Marketing Management, 27, 11-12, pp. 1163-1185, (2011); Varman R., Sreekumar H., Locating the past in its silence: History and marketing theory in India, Journal of Historical Research in Marketing, 7, 2, pp. 272-279, (2015); Veblen T., The higher education in America, (1918); Wilcox K., Interrogating the discourses of ‘teaching excellence’ in higher education, European Educational Research Journal, 20, 1, pp. 42-58, (2021); Wium A.M., Du Plessis S., The usefulness of a tool to assess reflection in a service-learning experience, African Journal of Health Professions Education, 8, 2, pp. 178-183, (2016); Zembylas M., Reinventing critical pedagogy as decolonizing pedagogy: The education of empathy, Review of Education, Pedagogy, and Cultural Studies, 40, 5, pp. 404-421, (2018); Zwick D., No longer violent enough?: Creative destruction, innovation and the ossification of neoliberal capitalism, Journal of Marketing Management, 34, 11-12, pp. 913-931, (2018)","C. Preece; Department of Marketing, ESCP Business School, London, 527 Finchley Rd, NW3 7BG, United Kingdom; email: cpreece@escp.eu","","Routledge","","","","","","0267257X","","","","English","J. Mark. Manage.","Article","Final","","Scopus","2-s2.0-85147717878"
"Monteiro S.; Almeida L.S.; Sánchez T.G.; Quintela N.R.; Uzquiano M.P.","Monteiro, Sílvia (55535083900); Almeida, Leandro S. (7102247228); Sánchez, Tania Gómez (57214743624); Quintela, Nuria Rebollo (57076932900); Uzquiano, Manuel Peralbo (57447080400)","55535083900; 7102247228; 57214743624; 57076932900; 57447080400","Career resources among higher education students: a mixed-method study; [Recursos de carrera en estudiantes de educación superior: un estudio de métodos mixtos]","2023","Educacion XX1","26","1","","93","115","22","1","10.5944/educxx1.31544","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145890902&doi=10.5944%2feducxx1.31544&partnerID=40&md5=ad15987eb964c09b2e3e60c95d0fefc4","Universidade do Minho, Portugal; Universidade da Coruña, Spain","Monteiro S., Universidade do Minho, Portugal; Almeida L.S., Universidade do Minho, Portugal; Sánchez T.G., Universidade da Coruña, Spain; Quintela N.R., Universidade da Coruña, Spain; Uzquiano M.P., Universidade da Coruña, Spain","Increased attention has been paid to the way Higher Education institutions contribute to the development of graduates’ employability. Such issue is particularly relevant in the light of the current uncertainty experienced in the labour market, particularly among younger people, that was recently exacerbated by the Covid-19 pandemic crisis. Building on the career resources framework, which integrates a set of resources that are expected to predict career success, including human capital resources, social capital, psychological resources and career identity resources, this study aims to explore the development of student’s career resources over their graduation courses and students’ perceptions about the contribution of their higher education degree for career success. For this purpose, a mixed-method explanatory sequential design was conducted. The career resources questionnaire was applied to 339 Spanish higher education students from a public university, and then 18 interviews were conducted. The results obtained allow us to conclude that career resources are generally malleable and developed throughout higher education studies. It is also possible to identify dimensions where students present more fragilities, namely those related to the exploration of knowledge related to future professional opportunities in their surrounding environment, and to establish some relation between individual characteristics and educational experiences and the development of career resources. Thus, this research adds knowledge to the identification of specific career resources that need more attention in higher education programs. Implications from this study are discussed, taking its potential to higher education institutions in interventions, in terms of curriculum, pedagogical and/or career counselling actions. © 2023, Univ Nacional de Educacion a Distancia (UNED). All rights reserved.","career development; employability; higher education; mixed-methods research","","","","","","Fundação para a Ciência e a Tecnologia, FCT, (PTDC/ CED-EDG/0122/2020, UIDB/01661/2020, UIDP/01661/2020)","This research is financially supported by national funds through the Portuguese Foundation for Science and Technology (FCT), within the scope of the project PTDC/ CED-EDG/0122/2020 and the projects UIDB/01661/2020 and UIDP/01661/2020.","Bennion A., Scesa A., Williams R., The benefits of part-time undergraduate study and UK Higher Education policy: A literature review, Higher Education Quarterly, 65, 2, pp. 145-163, (2011); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Brine J., Waller R., Working-class women on an access course: Risk, opportunity and (re)constructing identities, Gender and Education, 16, 1, pp. 97-113, (2004); Chan Z., Fung Y., Chien W., Bracketing in Phenomenology: Only undertaken in the data collection and analysis process, The Qualitative Report, 18, pp. 1-9, (2015); Clark G., Marsden R., Whyatt J. D., Thompson L., Walker M., ‘It’s everything else you do…’: Alumni views on extracurricular activities and employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Creswell J. W., Creswell J. D. L. A., Research design: qualitative, quantitative & mixed methods approaches, (2018); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Diaz-Iso A., Eizaguirre A., Garcia-Olalla A. M., Una revisión sistemática del concepto de actividad extracurricular en Educación Superior, Educación XX1, 23, 2, (2020); di Meglio G., Barge-Gil A., Camina E., Moreno L., The impact of internships on job attainment: An applied analysis of economics and business administration degrees, Educacion XX1, 22, 2, pp. 235-266, (2019); Edwards M., The impact of placements on students’ self-efficacy, Higher Education, Skills and Work-Based Learning, 4, 3, pp. 228-241, (2014); Eimer A., Bohndick C., How individual experiential backgrounds are related to the development of employability among university students, The Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 114-130, (2021); Erola J., Jalonen S., Lehti H., Parental education, class and income over early life course and children’s achievement, Research in Social Stratification and Mobility, 44, pp. 33-43, (2016); Education and Training 2020, (2021); Garcia-Aracil A., Monteiro S., Almeida L. S., Students’ perceptions of their preparedness for transition to work after graduation, Active Learning in Higher Education, 22, 1, pp. 1-14, (2018); Haenggli M., Hirschi A., Career adaptability and career success in the context of a broader career resources framework, Journal of Vocational Behavior, 119, (2020); Healy M., Hammer S., McIlveen P., Mapping graduate employability and career development in higher education research: a citation network analysis, Studies in Higher Education, 7, 4, pp. 799-811, (2020); Hilts A., Part R., Bernacki M. L., The roles of social influences on student competence, relatedness, achievement, and retention in STEM, Science Education, 102, 4, pp. 744-770, (2018); Your Career Resources. Workbook for in-depth knowledge on the Career Resources Questionnaire, (2017); Hirschi A., Nagy N., Baumeler F., Johnston C. S., Spurk D., Assessing key predictors of career success, Journal of Career Assessment, 26, 2, pp. 338-358, (2018); Hirudayaraj M., First-generation students in higher education: Issues of employability in a knowledge based economy, Online Journal for Workforce Education and Development, 5, 3, pp. 1-10, (2011); Jackson D., Re-conceptualising graduate employability: the importance of pre-professional identity, Higher Education Research and Development, 35, 5, pp. 925-939, (2016); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Jackson D., Bridgstock R., What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work, Higher Education, (2020); Krathwohl D. R., A revision of Bloom’s taxonomy: An overview, Theory Into Practice, 41, 4, pp. 212-218, (2002); Monteiro S., Almeida L. S., Gomes C., Sinval J., Employability profiles of higher education graduates: a person-oriented approach, Studies in Higher Education, 47, 3, pp. 499-512, (2020); Monteiro S., Almeida L. S., Garcia-Aracil A., “It’s a very different world”: Transition to work and perceived employability of Higher Education graduates, Higher Education, Skills and Work-Based Learning, 11, 1, pp. 164-181, (2020); Munson W. W., Savickas M. L., Relation between leisure and career development of college students, Journal of Vocational Behavior, 53, 2, pp. 243-253, (1998); Pan J., Zaff J. F., Donlan A. E., Social support and academic engagement among reconnected youth: Adverse life experiences as a moderator, Journal of Research on Adolescence, 27, 4, pp. 890-906, (2017); Phillips S. D., Blustein D. L., Jobin-Davis K., White S. F., Preparation for the school-to-work transition: The views of high school students, Journal of Vocational Behavior, 61, 2, pp. 202-216, (2002); Potts D., Understanding the early career benefits of learning abroad programs, Journal of Studies in International Education, 19, 5, pp. 441-459, (2015); Qenani E., MacDougall N., Sexton C., An empirical study of self-perceived employability: Improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Sin C., Tavares O., Amaral A., Accepting employability as a purpose of higher education? Academics’ perceptions and practices, Studies in Higher Education, 44, 6, (2019); Sousa V. D., Rojjanasrirat W., Translation, adaptation and validation of instruments or scales for use in cross-cultural health care research: A clear and user-friendly guideline, Journal of Evaluation in Clinical Practice, 17, 2, pp. 268-274, (2011); Timonen V., Greene J., Emon A., ‘We’re Meant to Be Crossing Over … but the Bridge Is broken’: 2020 University Graduates’ Experiences of the Pandemic in Ireland, Young, 29, 4, pp. 349-365, (2021); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education and Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Graduate employability in context, Graduate Employability in Context: Theory, Research and Debate, (2017); Tuononen T., Parpala A., Lindblom-Ylanne S., Graduates’ evaluations of usefulness of university education, and early career success – a longitudinal study of the transition to working life, Assessment & Evaluation in Higher Education, 44, 4, (2019); Ubeda M., Cabases M. A., Sabate M., Strecker T., The deterioration of the Spanish youth labour market (1985–2015): An interdisciplinary case study, Young, 28, 5, pp. 544-563, (2020); Vanhercke D., de Cuyper N., Peeters E., de Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Yvonne Feilzer M., Doing mixed methods research pragmatically: Implications for the rediscovery of pragmatism as a research paradigm, Journal of Mixed Methods Research, 4, 1, pp. 6-16, (2010)","S. Monteiro; Universidade do Minho, Portugal; email: silviamonteiro@ie.uminho.pt","","Univ Nacional de Educacion a Distancia (UNED)","","","","","","1139613X","","","","English","Educ. XX1","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85145890902"
"Al-Hooti M.; Al-Barwani T.; Al-Mekhlafi A.","Al-Hooti, Muzna (58101494500); Al-Barwani, Thuwaiba (16461945900); Al-Mekhlafi, Abdo (56055595300)","58101494500; 16461945900; 56055595300","Alignment of 21st century oral English curriculum and communication skills with labor market and higher education in Oman: The stakeholders' perspective","2023","International Journal of English Language and Literature Studies","12","1","","60","73","13","0","10.55493/5019.v12i1.4722","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147964117&doi=10.55493%2f5019.v12i1.4722&partnerID=40&md5=9566ff11a2cb858a795a27f0d43df81a","Sultan Qaboos University, Muscat, Oman","Al-Hooti M., Sultan Qaboos University, Muscat, Oman; Al-Barwani T., Sultan Qaboos University, Muscat, Oman; Al-Mekhlafi A., Sultan Qaboos University, Muscat, Oman","Graduates from Omani schools are currently struggling at higher education institutions (HEIs) and in the labor market, mainly due to their lack of oral English communication skills, a 21st century skill that is in high demand. It is common knowledge that the rate of unemployment has increased and that the number of college students enrolling in English general foundation programs (GFP) is high. This study aimed at examining the perspectives of different stakeholders, such as secondary students, secondary English language teachers, curriculum officers, GFP academics and selected representatives from the business sector. The current study adopted a mixed-method research design to collect and analyze the data. Firstly, questionnaires were distributed to secondary students, teachers and curriculum officers and, then interviews with academics and business/industry officials were conducted. The results revealed that the students and teachers were satisfied with the curriculum, while the curriculum officers, academics and business officials were not. These results suggest that the Ministry of Education (MoE) needs to consider some adaptations to the oral English communication skills taught in the current curriculum to meet the needs of Higher Education (HE) and the labor market. © 2023 AESS Publications. All Rights Reserved.","21<sup>st</sup> century skills; Employability; English curriculum; Higher education; Labor market; Oral English communication; skills","","","","","","","","Al-Ani W., Alternative education needs in Oman: Accommodating learning diversity and meeting market demand, International Journal of Adolescence and Youth, 22, 3, pp. 322-336, (2017); Al-Barwani T., Bridging the gap between secondary education, higher education and the world of work, the Muscat: International Conference about Secondary Education Development, (2002); Al-Issa A., The role of English language culture in the Omani language education system: An ideological perspective, Language, Culture and Curriculum, 18, 3, pp. 258-270, (2005); Al-Issa A., Ideologies governing teaching the language skills in the Omani ELT system, Journal of Language and Learning, 4, 2, pp. 218-231, (2006); Al-Mahrooqi R., A student perspective on low English proficiency in Oman, International Education Studies, 5, 6, pp. 263-271, (2012); Al-Mahrooqi R., Denman C., English language proficiency and communicative competence in Oman: Implications for employability and sustainable development, English Language Education, 15, pp. 181-193, (2018); Al-Mahrooqi R., Denman C. J. T., Omani graduates' English-language communication skills in the workforce: Employees' perspectives, International Journal of Applied Linguistics and English Literature, 5, 4, pp. 172-182, (2016); Al-Mahrooqi R., Tuzlukova V., English communication skills and employability in the Arabian Gulf: The case of Oman, Social Sciences and Humanities, 22, 2, pp. 473-488, (2014); Al-Mahrooqi R. H., English communication skills: How are they taught at schools and universities in Oman?, English Language Teaching, 5, 4, pp. 124-130, (2012); Al-Najar N., View of education development in Oman, International Journal of Academic Research in Education and Review, 4, 1, pp. 10-18, (2016); Al-Saadi S., Tonawanik P., Al Harthy S., Perspective speaking difficulties faced by Omani students: Empirical data on self-perception, Arab World English Journal, 4, 3, pp. 77-88, (2013); Al Busaidi K., English in the labor market in multilingual Oman with special reference to Omani employees, (1995); Al Hooti M., Post basic education curriculum's (PBEC) oral English communication learning outcomes' effectiveness on employability: Bridging the gap, (2020); Al Hosni S., Curriculum ideologies: Ideologies of English curriculum in Oman, International Journal of English Language, Literature and Humanities, 4, 9, pp. 501-507, (2016); Al Seyabi F., Tuzlukova V., Writing problems and strategies: An investigative study in the Omani school and university context, Asian Journal of Social Sciences & Humanities, 3, 4, pp. 37-48, (2014); Bolton K., English in Asia, Asian Englishes, and the issue of proficiency, English Today, 24, 2, pp. 3-12, (2008); Butarbutar R., Leba S. M. R., Teachers' perspectives on teaching EFL speaking virtually: A case study of COVID-19 pandemic survival, American Journal of Social Sciences and Humanities, 8, 1, pp. 46-54, (2023); El-Sakran T. M., Awad A., Voices from the United Arab Emirates: Engineering graduates' labour market requisite competencies, American Journal of Engineering Education, 3, 2, pp. 105-114, (2012); Farooqui S., Developing speaking skills of adult learners in private universities in Bangladesh: Problems and solutions, Australian Journal of Adult Learning, 47, 1, pp. 94-110, (2007); Ghailani J. S., Khan S. A., Quality of secondary education and labour market requirement, Journal of Services Research, 4, 1, pp. 161-172, (2004); Harvey L., New realities: The relationship between higher education and employment, Tertiary Education & Management, 6, 1, pp. 3-17, (2000); Hashemi M., Language stress and anxiety among the English language learners, Procedia-Social and Behavioral Sciences, 30, pp. 1811-1816, (2011); Oman demographics profile, (2021); Issan S., Gomaa N., Post basic education reforms in Oman: A case study, Literacy Information and Computer Education Journal, 1, 1, pp. 19-27, (2010); Lenard D. B., Pintaric L., Comparison of employers' and students' perceptions regarding communication skills, The Journal of Teaching English for Specific and Academic Purposes, 6, 1, pp. 63-82, (2018); Maclean R., Jagannathan S., Sarvi J., Skills development issues, challenges, and strategies in Asia and the pacific. Skills development for inclusive and sustainable growth in developing Asia-pacific, Technical and vocational education and training: Issues, concerns and prospects, pp. 3-28, (2013); Martinez-Fernandez C., Choi K., Skills development pathways in Asia, Skills development for inclusive and sustainable growth in developing Asia-pacific. Technical and vocational education and training: Issues, concerns and prospects, pp. 43-66, (2013); Oman vision 2040, (2020); The English language curriculum framework, (2010); Pavlova M., Maclean R., Vocationalisation of secondary and tertiary education: Challenges and possible future directions, Skills development for inclusive and sustainable growth in developing Asia-Pacific. Technical and vocational education and training: Issues, concerns and prospects, pp. 43-66, (2013); Radwan D. M., Education for employment: Omani graduates' perspective toward the 'work readiness' competencies needed in the labour market, (2014); Singh J. D., Concept, need and issues in developing oral communication skills, (2012); Singh V. S., Vocationalising English for employability of Indian graduates: An investigative study, (2019); Thao L. T., Yen P. H., Khang N. D., Khoi V. T. M., Quyen B. N., Digital drama technique in English as a foreign language teaching and learning: From viewers' and actors' perspectives, Nurture, 16, 2, pp. 65-74, (2022); The national strategy for education 2040, (2018); Thomas A., Piquette C., McMaster D., English communication skills for employability: The perspectives of employers in Bahrain, Learning and Teaching in Higher Education: Gulf Perspectives, 13, 1, pp. 36-52, (2016); Tuzlukova V., Inguva M., Sancheti P., Oman's general foundation programs: Focus on general education principles and standards, Theory and Practice in Language Studies, 9, 4, pp. 480-486, (2019); Weligamage S. S., Graduates' employability skills: Evidence from literature review, the Conference Proceeding, (2009); Widodo H. P., Language policy in practice: Reforming the English language curriculum in the Indonesian secondary education sector, English Language Education Policy in Asia In, pp. 127-151, (2016); World bank report, (2000)","M. Al-Hooti; Sultan Qaboos University, Muscat, Oman; email: mihooti@gmail.com","","Asian Economic and Social Society","","","","","","23069910","","","","English","Int. J. Engl. Lang. Lit. Stud.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85147964117"
"van Zanten A.","van Zanten, Agnès (15726999100)","15726999100","Is ‘diversity’ a liability or an asset in elite labour markets? The case of graduates who have benefited from a French positive discrimination scheme","2023","Journal of Education and Work","36","1","","65","78","13","0","10.1080/13639080.2022.2162016","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145326896&doi=10.1080%2f13639080.2022.2162016&partnerID=40&md5=db8e47d4ec06cca8f0702fb37650a569","Observatoire Sociologique du Changement, Science Po/CNRS, 27 rue St Guillaume, Paris, France","van Zanten A., Observatoire Sociologique du Changement, Science Po/CNRS, 27 rue St Guillaume, Paris, France","This article analyses the obstacles faced by graduates who benefited from a positive discrimination scheme at an elite French higher education institution. It adopts a Bourdieusian perspective enriched by research on the barriers encountered by socially mobile individuals from disadvantaged and stigmatised categories and studies the experiences of graduates who lack the economic, cultural, and social capital necessary to compete with traditional holders of elite positions and who, due to their ascribed characteristics and/or the positive discrimination label itself, are prone to self-eliminate from elite positions or be subjected to discriminatory practices. Using data collected through interviews with 42 beneficiaries of this scheme still in the early stages of their professional careers, the article shows that the graduates’ disadvantages and ways of coping with them, as well their chances of being stigmatised and reactions to this process, vary considerably. This variation can be explained by different family backgrounds and ethnoracial characteristics but also by axiological positions towards employability and social mobility, with ‘purists’ more likely to invest in increasing their technical cultural capital to make up for ‘handicaps’ and ‘players’ more likely to put forward ‘soft skills’ including, in some cases, those associated with their ‘diversity’. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","categorical inequality; diversity; Employability; non-traditional graduates; positive discrimination","","","","","","","","Abrahams J., Honourable Mobility or Shameless Entitlement? Habitus and Graduate Employment, British Journal of Sociology of Education, 38, 5, pp. 625-640, (2017); Abrahams J., Ingram N., The Chameleon Habitus: Exploring Local Students’ Negotiations of Multiple Fields, Sociological Research Online, 18, 4, (2013); Acker J., Inequality Regimes: Gender, Class, and Race in Organizations, Gender & Society, 20, 4, pp. 441-464, (2006); Allouch A., Les Nouvelles Portes des Grandes Écoles, (2022); Amadieu J.F., Le Poids des Apparences. Beauté, Amour et Gloire, (2005); Attewell P., Lavin D.E., Passing the Torch. 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The Sociology of Pierre Bourdieu, (1997); Tholen G., Degree Power: Educational Credentialism Within Three Skilled Occupations, British Journal of Sociology of Education, 41, 3, pp. 283-298, (2020); Tomaskovic-Devey D., Avent-Holt D., Relational Inequalities. An Organizational Approach, (2019); Truong F., Jeunesses Françaises. Bac + 5 Made in Banlieue, (2017); van Zanten A., A Family Affair: Reproducing Elite Positions and Preserving the Ideals of Meritocratic Competition and Youth Autonomy, World Yearbook of Education 2015. Elites, Privilege, and Excellence: The National and Global Redefinition of Educational Advantage, pp. 29-42, (2015); van Zanten A., Maxwell C., Elite Education and the State in France: Durable Ties and New Challenges, British Journal of Sociology of Education, 36, 1, pp. 71-94, (2015); Warikoo N.K., The Diversity Bargain. And Other Dilemmas of Race, Admissions, and Meritocracy at Elite Universities, (2016)","A. van Zanten; Observatoire Sociologique du Changement, Science Po/CNRS, Paris, 27 rue St Guillaume, France; email: agnes.vanzanten@sciencespo.fr","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85145326896"
"Guleria P.; Sood M.","Guleria, Pratiyush (56703064900); Sood, Manu (7006559768)","56703064900; 7006559768","Explainable AI and machine learning: performance evaluation and explainability of classifiers on educational data mining inspired career counseling","2023","Education and Information Technologies","28","1","","1081","1116","35","13","10.1007/s10639-022-11221-2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134397366&doi=10.1007%2fs10639-022-11221-2&partnerID=40&md5=a5e0efde3bfade9b255c7fadd7718b8c","National Institute of Electronics and Information Technology (NIELIT), Himachal Pradesh, Shimla, India; Department of Computer Science, Himachal Pradesh University, Himachal Pradesh, Shimla, India","Guleria P., National Institute of Electronics and Information Technology (NIELIT), Himachal Pradesh, Shimla, India; Sood M., Department of Computer Science, Himachal Pradesh University, Himachal Pradesh, Shimla, India","Machine Learning concept learns from experiences, inferences and conceives complex queries. Machine learning techniques can be used to develop the educational framework which understands the inputs from students, parents and with intelligence generates the result. The framework integrates the features of Machine Learning (ML), Explainable AI (XAI) to analyze the educational factors which are helpful to students in achieving career placements and help students to opt for the right decision for their career growth. It is supposed to work like an expert system with decision support to figure out the problems, the way humans solve the problems by understanding, analyzing, and remembering. In this paper, the authors have proposed a framework for career counseling of students using ML and AI techniques. ML-based White and Black Box models analyze the educational dataset comprising of academic and employability attributes that are important for the job placements and skilling of the students. In the proposed framework, White Box and Black Box models get trained over an educational dataset taken in the study. The Recall and F-Measure score achieved by the Naive Bayes for performing predictions is 91.2% and 90.7% that is best compared to the score of Logistic Regression, Decision Tree, SVM, KNN, and Ensemble models taken in the study. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.","Artificial intelligence; Career counseling; Educational data mining; Explainable AI; Machine learning","","","","","","","","Aamodt A., Plaza E., Case-based reasoning: Foundational issues, methodological variations, and system approaches, AI Communications, 7, 1, pp. 39-59, (1994); Abidi S.M.R., Hussain M., Xu Y., Zhang W., Prediction of confusion attempting algebra homework in an intelligent tutoring system through machine learning techniques for educational sustainable development, Sustainability, 11, 1, (2019); Al-Sudani S., Palaniappan R., Predicting students’ final degree classification using an extended profile, Education and Information Technologies, 24, 4, pp. 2357-2369, (2019); Alaokazeem A., Ibamonwuka E., Development of a Web-Based Intelligent Career Guidance System for Pre-Tertiary Science Students in Nigeria., (2017); Alexitch L.R., Page S., Evaluation of academic and career counseling information and its relation to students' educational orientation, Canadian Journal of Counseling, 31, 3, pp. 205-218, (1997); Alonso J.M., Casalino G., Explainable artificial intelligence for human-centric data analysis in virtual learning environments, International workshop on higher education learning methodologies and technologies online, pp. 125-138, (2019); Apley D.W., Zhu J., Visualizing the effects of predictor variables in black box supervised learning models, Journal of the Royal Statistical Society: Series B (statistical Methodology), 82, 4, pp. 1059-1086, (2020); Bardick A.D., Bernes K.B., Magnusson K.C., Witko K.D., Junior high career planning: What students want, Canadian Journal of Counseling and Psychotherapy, 38, 2, (2004); Benjamini Y., Hochberg Y., Controlling the false discovery rate: A practical and powerful approach to multiple testing, Journal of the Royal Statistical Society: Series B (methodological), 57, 1, pp. 289-300, (1995); Bilon A., Career Counseling: Current Trends in Research and Theory, (2013); Bimrose J., Brown J., Barnes S.A., A systematic literature review of research into career-related interventions for higher education., (2005); Bunt A., Lount M., Lauzon C., Are explanations always important? 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Guleria; National Institute of Electronics and Information Technology (NIELIT), Shimla, Himachal Pradesh, India; email: pratiyushguleria@gmail.com","","Springer","","","","","","13602357","","","","English","Educ. Inf. Technol.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85134397366"
"Cordell A.T.","Cordell, Alexandria T. (58150117500)","58150117500","Creating a Vocational Training Site for Individuals With Autism Spectrum Disorder","2023","Intervention in School and Clinic","","","","","","","2","10.1177/10534512231156882","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150521252&doi=10.1177%2f10534512231156882&partnerID=40&md5=4d7bfb271f3b9deb4c5396b31130129e","Mercer University, Atlanta, GA, United States","Cordell A.T., Mercer University, Atlanta, GA, United States","Individuals with disabilities often have difficulties transitioning to employment after the completion of high school. This is especially true for individuals with autism spectrum disorder, as many of the soft skills needed for employment (e.g. communication, flexibility, teamwork) are characteristically difficult. Employment training in community-based vocational instruction sites at the secondary level can ease this transition, as well as serve as an environment that teaches technical and soft employability skills. In addition, community-based vocational instruction sites contribute to success in obtaining and maintaining integrated and inclusive employment. This column outlines a seven-step process for educators to successfully create community-based vocational partnerships, meeting the transition needs of individuals with autism spectrum disorder. © Hammill Institute on Disabilities 2023.","autism spectrum disorder (ASD); community-based vocational instruction (CBVI); employment; soft skills; technical skills; transition","","","","","","","","Barczak M.A., Simulated and community-based instruction: Teaching students with intellectual and developmental disabilities to make financial transactions, Teaching Exceptional Children, 51, 4, pp. 313-321, (2019); Persons with a disability: Labor force characteristics- 2019, (2020); Cannella-Malone H.I., Bumpus E.C., Sun X., Using a job-matching assessment to inform skills to target with video prompting, Advances in Neurodevelopmental Disorders, 4, pp. 471-479, (2020); Carlos R., Dwyer R.J., The impact of vocational training on transition-aged adults, The Journal of Mental Health Training, Education, and Practice, 13, 6, pp. 307-317, (2018); Carter S., Abawi L., Leadership, inclusion, and quality education for all, Australasian Journal of Special and Inclusive Education, 42, 1, pp. 49-64, (2018); Choiseul-Praslin B., McConnell A., Increasing work skills for students with significant disabilities: A six-step model for transition worksite programs, Career Development and Transition for Exceptional Individuals, 43, 3, pp. 89-96, (2020); Crane K., Gramlich M., Luecking R.G., Gold P.B., Morris T., Staff capacity building and accountability in transition services, Career Development and Transition for Exceptional Individuals, 44, 2, pp. 89-96, (2021); Curtiss S.L., Lee G.K., Chun J., Lee H., Kuo H.J., Ami-Narh D., Autistic young adults’, parents’, and practitioners’ expectations of the transition to adulthood, Career Development for Exceptional Individuals, 44, 3, pp. 174-185, (2021); Corporate partners; Eastman K., Zahn G., Ahnupkana W., Havumaki B., Small town transition services model: Postsecondary planning for students with autism spectrum disorder, Rural Special Education Quarterly, 40, 3, pp. 157-166, (2021); Fernandes P.R.S., Jardim J., Lopes M.C.D., The soft skills of special education teachers: Evidence from the literature, Education Sciences, 11, 3, (2021); Harackiewicz J.M., Smith J.L., Priniski S.J., Interest matters: The importance of promoting interest in education, Policy Insights from the Behavioral and Brain Sciences, 3, 2, pp. 220-227, (2016); Hatfield M., Falkmer M., Falkmer T., Ciccarelli M., Effectiveness of the BOOST-A online transition planning program for adolescents on the autism spectrum: A quasi-randomized trial, Child and Adolescent Psychiatry and Mental Health, 11, 54, pp. 307-317, (2017); Idol L., Toward inclusion of special education students in general education: A program evaluation of eight schools, Remedial and Special Education, 27, 2, pp. 77-94, (2006); (2004); Malik S.A., Wiseman A.W., Revisiting and re-representing scaffolding: The two-gradient model, Cogent Education, 4, 1, (2017); Morningstar M., Zagona A., Uyanik H., Xie J., Mahal S., Implementing college and career readiness: Critical dimensions for youth with severe disabilities, Research and Practice for Persons with Severe Disabilities, 42, 3, pp. 187-204, (2017); Nicholas D.B., Mitchell W., Dudley C., Clarke M., Zulla R., An ecosystem approach to employment and autism spectrum disorder, Journal of Autism and Developmental Disorders, 48, 1, pp. 264-275, (2017); Pickens J.L., Dymond S.K., Special education directors’ views of community-based vocational instruction, Research and Practice for Persons with Severe Disabilities, 39, 4, pp. 290-304, (2014); Core model fidelity; Qvortrup A., Qvortrup L., Inclusion: Dimensions of inclusion in education, International Journal of Inclusive Education, 22, 7, pp. 803-817, (2018); Rooney-Kron M., Dymond S.K., Teacher perceptions of barriers to providing work-based learning experiences, Career Development for Exceptional Individuals, 44, 4, pp. 229-240, (2021); Ruder S.M., Stanford C., Gandhi A., Scaffolding STEM classrooms to integrate key workplace skills: Development of resources for active learning environments, Journal of College Science Teaching, 47, 5, pp. 29-35, (2018); Smith M.J., Sherwood K., Blajeski S., Ross B., Smith J.D., Jordan N., Dawalt L., Bishop L., Atkins M.S., Job interview and vocational outcomes among transition-age youth receiving special education pre-employment transition services, American Journal in Intellectual and Developmental Disabilities, 59, 5, pp. 405-421, (2021); Taylor J.P., Whittenburg H.N., Rooney-Kron M., Gokita T., Lau S.J., Thoma C.A., Scott L.A., Implementation of pre–employment transition services: A content analysis of Workforce Innovation and Opportunity Act state plans, Career Development and Transition for Exceptional Individuals, 45, 2, pp. 60-70, (2021); Tomlinson C.A., The differentiated classroom: Responding to the needs of all learners, (2014); Individuals with Disabilities Education Act, Sec. 300.43 Transition services, (2017); (2014); Career one stop, (2022); Wehman P., Workplace inclusion: Persons with disabilities and coworkers working together, Journal of Vocational Rehabilitation, 18, 2, pp. 131-141, (2003); Pre-employment transition services","A.T. Cordell; Mercer University, Atlanta, United States; email: Alexandria.taylor.cordell@live.mercer.edu","","SAGE Publications Ltd","","","","","","10534512","","","","English","Intervention Sch. Clin.","Article","Article in press","","Scopus","2-s2.0-85150521252"
"Qin H.; Koong K.; Wen H.; Liu L.","Qin, Hong (35759109900); Koong, Kai (11339941900); Wen, Haoyu (7202983708); Liu, Lai (57937696800)","35759109900; 11339941900; 7202983708; 57937696800","Mapping business analytics skillsets with industries: empirical evidence from online job advertisements","2023","Journal of Business Analytics","6","3","","167","179","12","1","10.1080/2573234X.2022.2136541","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140386829&doi=10.1080%2f2573234X.2022.2136541&partnerID=40&md5=5534953fcbab228c25dcb79f0d30ba93","Department of Information Systems, Robert C. Vackar College of Business & Entrepreneurship, The University of Texas Rio Grande Valley, Edinburg, United States; Brimmer College of Business and Information Science, Tuskegee University, Tuskegee, AL, United States; School of Economics and Management, Xidian University, Shaanxi, China","Qin H., Department of Information Systems, Robert C. Vackar College of Business & Entrepreneurship, The University of Texas Rio Grande Valley, Edinburg, United States; Koong K., Brimmer College of Business and Information Science, Tuskegee University, Tuskegee, AL, United States; Wen H., School of Economics and Management, Xidian University, Shaanxi, China; Liu L., Department of Information Systems, Robert C. Vackar College of Business & Entrepreneurship, The University of Texas Rio Grande Valley, Edinburg, United States","As a large accumulation of data is captured and contained, organisations find that the invaluable information can be used to improve company performance, leverage competitive advantages, and create business values. Using business analytics (BA) job advertisements collected from a recruiting website, this study identified knowledge domains and skillsets of BA professionals. Additionally, it examined the relative importance of these BA skills in different industries such as Financial and Information Technology services. The results of Text mining analysis indicate that data modelling, statistical software, visualisation, forecasting, and database are the top ranked BA technical skills. In addition, process skills such as communication, project management, and financial techniques are crucial. The association rules analysis recognises the relative importance of BA skillsets across different industries. The findings contribute to the employability and professional development of new graduates; additionally, they provide insights to BA academic curriculum design and human resources management. © 2022 The Operational Research Society.","association rules; Business analytics; capabilities; job distributions; skillsets; text mining","Association rules; Competition; Curricula; Business analytics; Business value; Capability; Company performance; Competitive advantage; Information technology services; Job distribution; Knowledge domains; Skill sets; Text-mining; Project management","","","","","","","Alam G.M., Does online technology provide sustainable HE or aggravate diploma disease? Evidence from Bangladesh–A comparison of conditions before and during COVID–19, Technology in Society, 66, (2021); Alam G.M., Giacosa E., Mazzoleni A., Does MBA’s paradigm transformation follow business education’s philosophy? A comparison of academic and job-performance and SES among five types of MBAian, Journal of Business Research, 139, pp. 881-892, (2022); Alam G.M., Parvin M., Can online higher education be an active agent for change?–Comparison of academic success and job-readiness before and during COVID-19, Technological Forecasting and Social Change, 172, (2021); Alam G.M., Parvin M., Ayub A., Kader R., Rahman M.M., Does an MBA degree advance business management skill or in fact create horizontal and vertical mismatches?, Business Process Management Journal, 27, 4, pp. 1238-1255, (2021); Altaf W., Shahbaz M., Guergachi A., Applications of association rule mining in health informatics: A survey, Artificial Intelligence Review, 47, 3, pp. 313-340, (2017); Occupational employment projections to 2024, (2015); Cegielski C.G., Jones-Farmer L.A., Knowledge, skills, and abilities for entry‐level business analytics positions: A multi‐method study, Decision Sciences Journal of Innovative Education, 14, 1, pp. 91-118, (2016); Chen H., Chiang R.H., Storey V.C., Business intelligence and analytics: From big data to big impact, MIS Quarterly, 36, 4, pp. 1165-1188, (2012); Delen D., Zolbanin H.M., The analytics paradigm in business research, Journal of Business Research, 90, pp. 186-195, (2018); De Vos A., Jacobs S., Verbruggen M., Career transitions and employability, Journal of Vocational Behavior, 126, 2021, (2021); Fahey W., Jeffers P., Carroll P., A business analytics approach to augment six sigma problem solving: A biopharmaceutical manufacturing case study, Computers in Industry, 116, (2020); Fernandes M., Canito A., Bolon-Canedo V., Conceicao L., Praca I., Marreiros G., Data analysis and feature selection for predictive maintenance: A case-study in the metallurgic industry, International Journal of Information Management, 46, pp. 252-262, (2019); Fink L., Yogev N., Even A., Business intelligence and organizational learning: An empirical investigation of value creation processes, Information & Management, 54, 1, pp. 38-56, (2017); Eight trends predicted to define Data Analytics in 2022, (2022); Ghasemaghaei M., Kapoor B., Turel O., Impact of MBA programs’ business analytics breadth on salary and job placement: The role of university ranking, Communications of the Association for Information Systems, 44, 1, (2019); Hayajneh J.A.M., Elayan M.B.H., Abdellatif M.A.M., Abubakar A.M., Impact of business analytics and π-shaped skills on innovative performance: Findings from PLS-SEM and fsQCA, Technology in Society, 68, (2022); Hindle G., Kunc M., Mortensen M., Oztekin A., Vidgen R., Business analytics: Defining the field and identifying a research agenda, European Journal of Operational Research, 281, 3, pp. 483-490, (2020); Holsapple C.W., Hsiao S.H., Pakath R., Business social media analytics: Characterization and conceptual framework, Decision Support Systems, 110, pp. 32-45, (2018); Holsapple C.W., Lee-Post A., Pakath R., A unified foundation for business analytics, Decision Support Systems, 64, pp. 130-141, (2014); IBM SPSS statistics for windows, version 24.0, (2020); Isik O., Jones M.C., Sidorova A., Business intelligence success: The roles of BI capabilities and decision environments, Information & Management, 50, 1, pp. 13-23, (2013); Jena R.K., Understanding academic achievement emotions towards business analytics course: A case study among business management students from India, Computers in Human Behavior, 92, pp. 716-723, (2019); Kraus M., Feuerriegel S., Oztekin A., Deep learning in business analytics and operations research: Models, applications and managerial implications, European Journal of Operational Research, 281, 3, pp. 628-641, (2020); Krishnamoorthi S., Mathew S.K., Business analytics and business value: A comparative case study, Information & Management, 55, 5, pp. 643-666, (2018); Lau R.Y., Liao S.S., Wong K.F., Chiu D.K., Web 2.0 environmental scanning and adaptive decision support for business mergers and acquisitions, MIS Quarterly, 36, 4, pp. 1239-1268, (2012); Lepenioti K., Bousdekis A., Apostolou D., Mentzas G., Prescriptive analytics: Literature review and research challenges, International Journal of Information Management, 20, pp. 57-70, (2020); Liberatore M., Luo W., ASP, the art and science of practice: A comparison of technical and soft skill requirements for analytics and OR professionals, Interfaces, 43, 2, pp. 194-197, (2013); About LinkedIn, (2020); Mamonov S., Misra R., Jain R., Business analytics in practice and in education: A competency-based perspective, Information Systems Education Journal, 13, 1, (2015); Mikalef P., Pappas I., Krogstie J., Pavlou P.A., Big data and business analytics: A research agenda for realizing business value, (2020); Muller O., Fay M., Vom Brocke J., The effect of big data and analytics on firm performance: An econometric analysis considering industry characteristics, Journal of Management Information Systems, 35, 2, pp. 488-509, (2018); Nam D., Lee J., Lee H., Business analytics adoption process: An innovation diffusion perspective, International Journal of Information Management, 49, pp. 411-423, (2019); Nghia T.L.H., Giang H.T., Quyen V.P., At-home international education in Vietnamese universities: Impact on graduates’ employability and career prospects, Higher Education, 77, 4, pp. 817-834, (2019); Oesterreich T.D., Anton E., Teuteberg F., What translates big data into business value? A meta-analysis of the impacts of business analytics on firm performance, Information & Management, 59, 6, (2022); Oztekin A., Khan M.R., A business-analytic approach to identify critical factors in quantitative disciplines, Journal of Computer Information Systems, 54, 4, pp. 60-70, (2014); Ozturk P., Hartzel K.S., Business analytics: Addressing the real skill requirements of Employers, Proceedings of the EDSIG conference, (2020); Pena L., Curado C., Oliveira M., The contribution of LinkedIn use to career outcome expectations, Journal of Business Research, 144, pp. 788-796, (2022); Popovic A., Hackney R., Coelho P.S., Jaklic J., Towards business intelligence systems success: Effects of maturity and culture on analytical decision making, Decision Support Systems, 54, 1, pp. 729-739, (2012); Radovilsky Z., Hegde V., Acharya A., Uma U., Skills requirements of business data analytics and data science jobs: A comparative analysis, Journal of Supply Chain and Operations Management, 16, 1, pp. 82-101, (2018); Ranjan J., Foropon C., Big data analytics in building the competitive intelligence of organizations, International Journal of Information Management, 56, (2021); Smaldone F., Ippolito A., Lagger J., Pellicano M., Employability skills: Profiling data scientists in the digital labour market, European Management Journal, (2022); Telikani A., Gandomi A.H., Shahbahrami A., A survey of evolutionary computation for association rule mining, Information Sciences, 524, pp. 318-352, (2020); Tim Y., Hallikainen P., Pan S.L., Tamm T., Actualizing business analytics for organizational transformation: A case study of Rovio entertainment, European Journal of Operational Research, 281, 3, pp. 642-655, (2020); Turel O., Kapoor B., A business analytics maturity perspective on the gap between business schools and presumed industry needs, Communications of the Association for Information Systems, 39, 1, (2016); Verma A., Lamsal K., Verma P., An investigation of skill requirements in artificial intelligence and machine learning job advertisements, Industry and Higher Education, (2021); Verma A., Yurov K.M., Lane P.L., Yurova Y.V., An investigation of skill requirements for business and data analytics positions: A content analysis of job advertisements, Journal of Education for Business, 94, 4, pp. 243-250, (2019); Vidgen R., Shaw S., Grant D.B., Management challenges in creating value from business analytics, European Journal of Operational Research, 261, 2, pp. 626-639, (2017); Wang Z., Wang N., Su X., Ge S., An empirical study on business analytics affordances enhancing the management of cloud computing data security, International Journal of Information Management, 50, pp. 387-394, (2020); Wang S., Yeoh W., Richards G., Wong S.F., Chang Y., Harnessing business analytics value through organizational absorptive capacity, Information & Management, 56, 7, (2019); Wixom B., Ariyachandra T., Goul M., Gray P., Kulkarni U., Phillips-Wren G., The current state of business intelligence in academia, Communications of the Association for Information Systems, 29, 1, (2011); Xu W.X., Xu L., Liu X.M., Jones J.D., A new approach to decision-making with key constraint and its application in enterprise information systems, Enterprise Information Systems, 2, 3, pp. 287-308, (2008)","H. Qin; Department of Information Systems, Robert C. Vackar College of Business & Entrepreneurship, The University of Texas Rio Grande Valley, Edinburg, United States; email: hong.qin@utrgv.edu","","Taylor and Francis Ltd.","","","","","","2573234X","","","","English","J. Bus.  Anal.","Article","Final","","Scopus","2-s2.0-85140386829"
"Isopahkala-Bouret U.; Siivonen P.; Haltia N.","Isopahkala-Bouret, Ulpukka (23485411500); Siivonen, Päivi (55845527400); Haltia, Nina (57204912121)","23485411500; 55845527400; 57204912121","‘Some people may feel socially excluded and distressed’: finnish business students’ participation in extracurricular activities and the accumulation of cultural capital","2023","Journal of Education and Work","36","1","","52","64","12","3","10.1080/13639080.2022.2162017","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145029069&doi=10.1080%2f13639080.2022.2162017&partnerID=40&md5=0fdbf0e68f38aeda298aaac719b159cb","Department of Education, University of Turku, Turku, Finland","Isopahkala-Bouret U., Department of Education, University of Turku, Turku, Finland; Siivonen P., Department of Education, University of Turku, Turku, Finland; Haltia N., Department of Education, University of Turku, Turku, Finland","A growing number of scholars have investigated how extracurricular activities (ECA) are intimately tied to graduates’ positional competition and enhancement of employability. Prior studies have shown that the strategic tendency towards ECA especially applies to privileged, high-achieving students from a high-status university. Yet studies considering ECA as a site of gendered practices have been scarce. We explore how graduates have accumulated cultural capital through their lived experiences in ECA and how ECA practices construct classed and gendered dispositions and distinctions among graduates. We draw on Bourdieu’s conception of cultural capital, as well as contemporary feminist debates over gender and capital. Analysing 32 graduate interviews from four business schools in Finland, we found that through participation in student associations’ ECA, our interviewees learned distinctive values, preferences and behaviours. In addition to ‘instrumental’ cultural capital, such as leadership skills that enhance CV, ECA provided opportunities to accumulate embedded cultural capital and confirm membership/learning to become a member in the professional middle class. Moreover, especially the female interviewees learned to adjust to masculine business culture and develop aspirations towards prestigious job positions. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","cultural capital; employability; Extracurricular activities; gender; positional competition","","","","","","National Natural Science Foundation of China, NSFC, (91935305, U22A20460); Academy of Finland, AKA, (315797); National Key Research and Development Program of China, NKRDPC, (2016YFD0100404); Fundamental Research Funds for the Central Universities, (2022ZKPY002)","Funding text 1: We thank Prof. David Jackson (Cold Spring Harbor Laboratory) for providing the and transgenic lines. This work was supported by the National Natural Science Foundation of China (91935305, U22A20460), the National Key Research and Development Program of China (2016YFD0100404), and the Fundamental Research Funds for the Central Universities of China (2022ZKPY002). ZmPIN1a‐YFP DR5‐RFP ; Funding text 2: This work was supported by the Academy of Finland under Grant 315797.","Bathmaker A.-M., Ingram N., Waller R., Higher Education, Social Class and the Mobilization of Capitals: Recognising and Playing the Game, British Journal of Sociology of Education, 34, 5-6, pp. 723-743, (2013); Binder A., David D., Bloom N., Career Funneling: How Elite Students Learn to Define and Desire ‘Prestitious’ Jobs, Sociology of Education, 89, 1, pp. 20-39, (2016); Bourdieu P., Distinction: A Social Critique of the Judgement of Taste, (1984); Bourdieu P., The Forms of Capital, Handbook of Theory and Research for the Sociology of Education, pp. 241-258, (1986); Brooks R., Byford K., Sela K., The Changing Role of Students’ Unions Within Contemporary Higher Education, Journal of Education Policy, 30, 2, pp. 165-181, (2015); Brown P., Hesketh A., Williams S., Employability in Knowledge-Driven Society, Journal of Education and Work, 16, 2, pp. 107-1126, (2003); Brown P., Lauder H., Ashton D.N., The Global Auction: The Broken Promises of Education, Jobs and Incomes, (2011); Brown P., Power S., Tholen G., Allouch A., Credentials, Talent and Cultural Capital: A Comparative Study of Educational Elites in England and France, British Journal of Sociology of Education, 37, 2, pp. 191-211, (2016); Dickinson J., Griffiths T.-L., Bredice A., ‘It’s Just Another Thing to Think About’: Encouraging Students’ Engagement in Extracurricular Activities, Journal of Further and Higher Education, 45, 6, pp. 744-757, (2020); Eder D., Parker S., The Cultural Production and Reproduction of Gender: The Effect of Extracurricular Activities on Peer-Group Culture, Sociology of Education, 60, 3, pp. 200-214, (1987); Greenbank P., Still Focusing on the ‘Essential 2:1’: Exploring Student Attitudes to Extra-Curricular Activities, Education Training, 57, 2, pp. 184-203, (2015); Gubrium J., Holstein J., Narrative Ethnography, Handbook of Emergent Methods, pp. 241-264, (2008); Jackson D., Tomlinson M., The Relative Importance of Work Experience, Extra-Curricular and University-Based Activities on Student Employability, Higher Education Research & Development, 41, 4, pp. 1119-1135, (2021); Kalfa S., Taksa L., Cultural Capital in Business Higher Education: Reconsidering the Graduate Attributes Movement and the Focus on Employability, Studies in Higher Education, 40, 4, pp. 580-595, (2015); Kivijarvi M., ‘Stop whining and be a badass’: A postfeminist analysis of university students’ responses to gender themes, Equality, Diversity and Inclusion: An International Journal, 40, 6, pp. 690-707, (2021); Lamont M., Lareau A., Cultural Capital: Allusions, Gaps and Glissandos in Recent Theoretical Developments, Sociological Theory, 6, 2, pp. 153-168, (1988); Lamsa A.-M., Vehkapera M., Puttonen T., Pesonen H.-L., Effect of Business Education on Women and Men Students’ Attitudes on Corporate Responsibility in Society, Journal of Business Ethics, 82, 1, pp. 45-58, (2008); Lehmann W., Extra-Credential Experiences and Social Closure: Working-Class Students at University, British Educational Research Journal, 38, 2, pp. 203-218, (2012); Liu D., Habitus, Campus Experience, and Graduate Employment: Personal Advancement of Middle-Class Students in China, Journal of Education and Work, 34, 3, pp. 344-355, (2021); McLeod J., Feminists Re-Reading Bourdieu: Old Debates and New Questions About Gender Habitus and Gender Change, Theory and Research in Education, 3, 1, pp. 11-30, (2005); McNay L., Gender, Habitus and the Field, Theory, Culture & Society, 16, 1, pp. 95-117, (1999); Nori H., Keille Yliopiston Portit Avautuvat? Tutkimus Suomalaisiin Yliopistoihin Ja Eri Tieteenaloille Valikoitumisesta 2000-Luvun Alussa [For Whom Will the University Gates Open? A Study of the Selection for Admission to Finnish Universities and Fields of Study in the Beginning of the 21st Century, (2011); Padilla-Angulo L., Student Associations and Entrepreneurial Intentions, Studies in Higher Education, 44, 1, pp. 45-58, (2019); Reay D., David M., Ball S., Making a Difference? Institutional Habituses and Higher Education Choice, Sociological Research Online, 5, 4, (2001); Riessman C.K., Narrative Methods for the Human Sciences, (2007); Ross-Smith A., Huppatz K., Management, Women and Gender, Gender, Work, and Organization, 17, 5, pp. 547-566, (2010); Siivonen P., Isopahkala-Bouret U., Adult Graduates’ Negotiations of Age(ing) and Employability, Journal of Education and Work, 29, 3, pp. 352-372, (2016); Siivonen P., Peura K., Hytti U., Kasanen K., Komulainen K., “The Making of Collective Entrepreneurial Identity in Student Entrepreneurship Societies.” International, Journal of Entrepreneurial Behaviour and Research, 26, 3, pp. 521-538, (2020); Skeggs B., Formations of Class and Gender: Becoming Respectable, (1997); Stevenson J., Clegg S., Possible Selves: Students Orientating Themselves Towards the Future Through Extracurricular Activity, British Educational Research Journal, 37, 2, pp. 232-246, (2011); Stevenson J., Clegg S., Who Cares? Gender Dynamics in the Valuing of Extra-Curricular Activities in Higher Education, Gender and Education, 24, 1, pp. 41-55, (2012); Tholen G., Symbolic Closure: Towards a Renewed Sociological Perspective on the Relationship Between Higher Education, Credentials and the Graduate Labour Market, Sociology, 51, 5, pp. 1067-1083, (2017); Tholen G., Brown P., Power S., Allouch A., The Role of Networks and Connections in Educational Elites’ Labour Market Entrance, Research in Social Stratification and Mobility, 34, pp. 142-154, (2013); Tomlinson M., ‘The Degree is Not Enough’: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education Training, 59, 4, pp. 338-352, (2017); Tran L.H.N., Developing Employability Skills via Extra-Curricular Activities in Vietnamese Universities: Student Engagement and Inhibitors of Their Engagement, Journal of Education and Work, 30, 8, pp. 854-867, (2017); Wulff E., Bridges D., Bamberry L., Krivokapic-Skoko B., Women Who ‘Talk the Tools’ and ‘Walk the Work’: Using Capital to Do Gender Differently and Re-Gender the Skilled Trades, Journal of Sociology, 58, 1, pp. 26-44, (2021)","U. Isopahkala-Bouret; Department of Education, University of Turku, Turku, Assistentinkatu 5, 20014, Finland; email: ulpukka.isopahkala-bouret@utu.fi","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85145029069"
"Whyatt D.; Davies G.; Clark G.","Whyatt, Duncan (57210733440); Davies, Gemma (36811362900); Clark, Gordon (54407860100)","57210733440; 36811362900; 54407860100","Going solo: students’ strategies for coping with an independent GIS project","2023","Journal of Geography in Higher Education","47","3","","381","398","17","2","10.1080/03098265.2022.2065668","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129126840&doi=10.1080%2f03098265.2022.2065668&partnerID=40&md5=f798c0fad89b9bc594b9dad714de6991","Lancaster Environment Centre, Lancaster University, Lancaster, United Kingdom","Whyatt D., Lancaster Environment Centre, Lancaster University, Lancaster, United Kingdom; Davies G., Lancaster Environment Centre, Lancaster University, Lancaster, United Kingdom; Clark G., Lancaster Environment Centre, Lancaster University, Lancaster, United Kingdom","A GIS project is an effective means of linking learning about GIS and learning with GIS, and it can enhance students’ employability. However, individual project work creates challenges that could result in failed assessment. Here we adopt a mixed-methods approach to examine how students of mixed abilities cope with GIS problems and to reveal the variety of support mechanisms they adopt. We also highlight the moral dilemmas of achieving academic success independently. We conclude that more research needs to be conducted into the way staff promote the graduate attribute of independence while still supporting their students. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","coping strategies; graduate attributes; moral responsibilities; risk minimisation; Sources of help","coping strategy; curriculum; GIS; higher education; morality; risk assessment; student; university sector","","","","","Lancaster University","This study was funded by Lancaster University Faculty of Science Technology Teaching Development Grant. The authors would like to thank the 20 anonymous students who were interviewed as part of this study and other students who have provided critical reflections with their project write-ups in recent years. They would also like to thank the 2 reviewers for their constructive comments. ","Argles T., Teaching practical science online using GIS: A cautionary tale of coping strategies, Journal of Geography in Higher Education, 41, 3, pp. 341-352, (2017); Barros J., Introducing GIS across levels: Designing for diversity, Journal of Geography in Higher Education, 41, 3, pp. 353-367, (2017); Bearman N., Jones N., Andre I., Herculano A., DeMers M., The future role of GIS education in creating critical spatial thinkers, Journal of Geography in Higher Education, 40, 3, pp. 394-408, (2016); Bowlick F.J., Bednarz S.W., Goldberg D.W., Student Learning in an Introductory GIS Course: Using a Project-Based Approach, Transactions in GIS, 20, 2, pp. 182-202, (2016); Carlson T., Scaffolding Instruction in a University-level GIS Course, Journal of Planning Education and Research, 28, 2, pp. 258-262, (2008); Chen X.M., Integrating GIS Education with Training: A Project-Oriented Approach, Journal of Geography, 97, 6, pp. 261-268, (1998); Clark G., Jasaw G., Evaluating project-work using triangulation: Lessons from communities in northern Ghana, Journal of Geography in Higher Education, 38, 4, pp. 511-524, (2014); DeMers M.N., Kerski J.J., Sroka C.J., The Teachers Teaching Teachers GIS Institute: Assessing the Effectiveness of a GIS Professional Development Institute, Annals of the American Association of Geographers, 111, 4, pp. 1160-1182, (2021); Hill J., Walkington H., France D., Graduate Attributes: Implications for Higher Education Practice and Policy, Journal of Geography in Higher Education, 40, 2, pp. 155-163, (2016); Madsen L.M., Nielsen T.T., Learning to do geography? University students posing questions in GIS laboratory exercises, Norsk Geografisk Tidsskrift, 67, 3, pp. 157-161, (2013); Madsen L.M., Rump C., Considerations of How to Study Learning Processes when Students use GIS as an Instrument for Developing Spatial Thinking Skills, Journal of Geography in Higher Education, 36, 1, pp. 97-116, (2012); Martin A.P., Ivory M.Y., Slabosky B., Megraw R., How Helpful is Help? Use and Satisfaction with User Assistance, Paper presented at the 3rd International Conference on Universal Access in Human-Computer Interaction, (2005); National Education Standards Project 1994: Geography for life, (1994); Subject Benchmark Statement for Geography, (2019); Read J.M., Teaching Introductory Geographic Information Systems through Problem-based Learning and Public Scholarship, Journal of Geography in Higher Education, 34, 3, pp. 379-399, (2010); Rickles P., Ellul C., Haklay M., A suggested framework and guidelines for learning GIS in interdisciplinary research, Geo: Geography and Environment, 4, 2, (2017); Seremet M., Chalkley B., Student perspectives on the teaching of geographical information systems (GIS) in geography degrees, Journal of Geography in Higher Education, 39, 1, pp. 18-36, (2015); Vasilescu B., Serebrenik A., Devanbu P., Filkov V., How Social Media Sites are Changing Knowledge Sharing in Open-Source Software Communities, Proceedings of the 17thACM Conference on Computer Supported Cooperative Work and Social Computing, (2014); Walford N., The changing nature of GIS and the provision of formal GIS education in the UK: A case study, Journal of Geography in Higher Education, 41, 3, pp. 310-326, (2017); Whyatt J.D., Clark G., Davies G., Teaching GIS in Geography Degrees: A Critical Reassessment of Vocationalism, Journal of Geography in Higher Education, 35, 2, pp. 233-244, (2011); Wong B., Chiu Y.L.T., Copsey-Blake M., Nikolopoulou M., A mapping of graduate attributes: What can we expect from UK university students?, Higher Education Research and Development, pp. 1-16, (2021)","D. Whyatt; Lancaster Environment Centre, Lancaster University, Lancaster, United Kingdom; email: d.whyatt@lancaster.ac.uk","","Routledge","","","","","","03098265","","","","English","J. Geogr. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85129126840"
"Petruzziello G.; Mariani M.G.; Guglielmi D.; van der Heijden B.I.J.M.; de Jong J.P.; Chiesa R.","Petruzziello, Gerardo (57191036530); Mariani, Marco Giovanni (55014427300); Guglielmi, Dina (23993451800); van der Heijden, Beatrice I. J. M. (13406606600); de Jong, Jeroen P. (8518796300); Chiesa, Rita (55175826600)","57191036530; 55014427300; 23993451800; 13406606600; 8518796300; 55175826600","The role of teaching staff in fostering perceived employability of university students","2023","Studies in Higher Education","48","1","","20","36","16","18","10.1080/03075079.2022.2105830","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134823361&doi=10.1080%2f03075079.2022.2105830&partnerID=40&md5=7201e23cea51b4c3cec8203ff262e942","Department of Psychology “Renzo Canestrari”, University of Bologna, Bologna, Italy; Department of Education Studies “Giovanni Maria Bertin”, University of Bologna, Bologna, Italy; Institute for Management Research, Radboud University of Nijmegen, Nijmegen, Netherlands; School of Management, Open Universiteit of the Netherlands, Heerlen, Netherlands; Faculty of Economics and Business Administration, Ghent University, Ghent, Belgium; Hubei Business School, Hubei University, Wuhan, China; Kingston Business School, Kingston University, London, United Kingdom","Petruzziello G., Department of Psychology “Renzo Canestrari”, University of Bologna, Bologna, Italy; Mariani M.G., Department of Psychology “Renzo Canestrari”, University of Bologna, Bologna, Italy; Guglielmi D., Department of Education Studies “Giovanni Maria Bertin”, University of Bologna, Bologna, Italy; van der Heijden B.I.J.M., Institute for Management Research, Radboud University of Nijmegen, Nijmegen, Netherlands, School of Management, Open Universiteit of the Netherlands, Heerlen, Netherlands, Faculty of Economics and Business Administration, Ghent University, Ghent, Belgium, Hubei Business School, Hubei University, Wuhan, China, Kingston Business School, Kingston University, London, United Kingdom; de Jong J.P., Institute for Management Research, Radboud University of Nijmegen, Nijmegen, Netherlands; Chiesa R., Department of Psychology “Renzo Canestrari”, University of Bologna, Bologna, Italy","For university students, perceived employability is gaining growing importance in dealing with occupational uncertainty. However, how perceived employability is shaped in the university setting is still under-researched. This study examines how support from university teaching staff influences perceived employability in a sample of Italian final-year university students. We draw on Conservation on Resources Theory to hypothesise a positive impact of support from teaching staff on students’ perceived employability. In addition, we contend that perceived employability predicts students’ psychological well-being. To test our hypotheses, one hundred twenty-seven university students completed a survey three times over a 10-month period. The results confirm that support from teaching staff enhances students’ perceived employability. Moreover, a positive effect of perceived employability on students’ psychological well-being emerges. Perceived employability also appears to mediate the relationship between support from teaching staff and psychological well-being. Using a time-lagged approach, this study enhances the empirical knowledge about antecedents and outcomes of students’ perceived employability. This scholarly work underlines universities’ responsibility in refining teachers’ roles and didactical practices to equip their students with career resources. © 2022 Society for Research into Higher Education.","graduate employability; psychological well-being; self-perceived employability; support from teaching staff; University students","","","","","","","","Abbass J., HEISQUAL: A Modern Approach to Measure Service Quality in Higher Education Institutions, Studies in Educational Evaluation, 67, (2020); Allan B.A., Rolniak J.R., Bouchard L., Underemployment and Well-Being: Exploring the Dark Side of Meaningful Work, Journal of Career Development, 47, 1, pp. 111-125, (2020); Alvarez-Gonzalez P.M., Lopez-Miguens M.J., Caballero G., Perceived Employability in University Students: Developing an Integrated Model, Career Development International, 22, 3, pp. 280-299, (2017); Ayala Calvo J.C., Garcia G.M., The Influence of Psychological Capital on Graduates’ Perception of Employability: The Mediating Role of Employability Skills, Higher Education Research & Development, pp. 293-308, (2020); Bech P., Gudex C., Johansen K.S., The WHO (Ten) Weil-Being Index: Validation in Diabetes, Psychotherapy and Psychosomatics, 65, 4, pp. 183-190, (1996); Berntson E., Marklund S., The Relationship Between Perceived Employability and Subsequent Health, Work & Stress, 21, 3, pp. 279-292, (2007); Bridgstock R., Jackson D., Strategic Institutional Approaches to Graduate Employability: Navigating Meanings, Measurements and What Really Matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Briody E.K., Wirtz E., Goldstein A., Berger E.J., Breaking the Tyranny of Office Hours: Overcoming Professor Avoidance, European Journal of Engineering Education, 44, 5, pp. 666-687, (2019); Caricati L., Chiesa R., Guglielmi D., Mariani M.G., Real and Perceived Employability: A Comparison among Italian Graduates, (2016); Cheung R., Jin Q., Cheung C.K., Perceived Employability of Nonlocal Chinese University Students in Hong Kong, (2018); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, (2018); Cortellazzo L., Bonesso S., Gerli F., Batista-Foguet J.M., Protean Career Orientation: Behavioral Antecedents and Employability Outcomes, Journal of Vocational Behavior, 116, (2020); Dacre Pool L., Sewell P., The key to Employability: Developing a Practical Model of Graduate Employability, Education + Training, 49, 4, pp. 277-289, (2007); De Schepper J., Sotiriadou P., A Framework for Critical Reflection in Sport Management Education and Graduate Employability, Annals of Leisure Research, 21, 2, pp. 227-245, (2018); Dickerson C., Jarvis J., Stockwell L., Staff–Student Collaboration: Student Learning from Working Together to Enhance Educational Practice in Higher Education, Teaching in Higher Education, 21, 3, pp. 249-265, (2016); Di Fabio A., Kenny M.E., The Contributions of Emotional Intelligence and Social Support for Adaptive Career Progress Among Italian Youth, Journal of Career Development, 42, 1, pp. 48-59, (2015); Donald W.E., Ashleigh M.J., Baruch Y., Students’ Perceptions of Education and Employability: Facilitating Career Transition from Higher Education into the Labor Market, Career Development International, 23, 5, pp. 513-540, (2018); Ehiyazaryan E., Barraclough N., Enhancing Employability: Integrating Real World Experience in the Curriculum, Education + Training, 51, 4, pp. 292-308, (2009); Elvira Q., Beausaert S., Segers M., Imants J., Dankbaar B., Development and Validation of a Supportive Learning Environment for Expertise Development Questionnaire (SLEED-Q), Learning Environments Research, 19, 1, pp. 17-41, (2016); (2021); (2018); Fornell C., Larcker D.F., Evaluating Structural Equation Models with Unobservable Variables and Measurement Error, Journal of Marketing Research, 18, 1, pp. 39-50, (1981); Forrier A., De Cuyper N., Akkermans J., The Winner Takes it all, the Loser has to Fall: Provoking the Agency Perspective in Employability Research, Human Resource Management Journal, 28, 4, pp. 511-523, (2018); Forrier A., Verbruggen M., De Cuyper N., Integrating Different Notions of Employability in a Dynamic Chain: The Relationship Between job Transitions, Movement Capital and Perceived Employability, Journal of Vocational Behavior, 89, pp. 56-64, (2015); Froehlich D.E., Segers M., Beausaert S., Kremer M., On the Relation Between Task-Variety, Social Informal Learning, and Employability, Vocations and Learning, 12, 1, pp. 113-127, (2019); Fugate M., Angelo Kinicki J., Ashforth B.E., Employability: A Psycho-Social Construct, its Dimensions, and Applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Fugate M., Van der Heijden B.I.J.M., De Vos A., Forrier A., De Cuyper N., Is What's Past Prologue? 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Career Competencies among Students in Higher Vocational Education in the Netherlands, Studies in Higher Education, 37, 4, pp. 449-467, (2012); Kulikowski K., Przytula S., Sulkowski L., E-Learning? Never Again! 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Zacher H., Rudolph C.W., Individual Differences and Changes in Subjective Well-Being During the Early Stages of the COVID-19 Pandemic, American Psychologist, 76, 1, pp. 50-62, (2021)","G. Petruzziello; Department of Psychology ‘Renzo Canestrari’, University of Bologna, Bologna, Italy; email: gerardo.petruzziell2@unibo.it","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85134823361"
"Roberts L.J.; Neyland P.J.; Devine A.P.; Harris W.E.; Bull J.C.; Froyd C.A.; Eastwood D.C.; Forman D.W.; Elias O.H.","Roberts, Laura J (26636629100); Neyland, Penny J (56162667700); Devine, Aisling P (56480246200); Harris, Wendy E (57655018700); Bull, James C (8937618100); Froyd, Cynthia A (8234510900); Eastwood, Daniel C (8270470800); Forman, Daniel W (7101730000); Elias, Osian H (57363612100)","26636629100; 56162667700; 56480246200; 57655018700; 8937618100; 8234510900; 8270470800; 7101730000; 57363612100","You said, we did! Employer led work-simulated learning framework for enhancing ecology graduate employability","2023","Journal of Biological Education","57","4","","746","765","19","2","10.1080/00219266.2021.1979624","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120633908&doi=10.1080%2f00219266.2021.1979624&partnerID=40&md5=2d18d9657e56d74d1927c886cfed9e48","School of Biosciences, Geography and Physics, Swansea University, Swansea, United Kingdom","Roberts L.J., School of Biosciences, Geography and Physics, Swansea University, Swansea, United Kingdom; Neyland P.J., School of Biosciences, Geography and Physics, Swansea University, Swansea, United Kingdom; Devine A.P., School of Biosciences, Geography and Physics, Swansea University, Swansea, United Kingdom; Harris W.E., School of Biosciences, Geography and Physics, Swansea University, Swansea, United Kingdom; Bull J.C., School of Biosciences, Geography and Physics, Swansea University, Swansea, United Kingdom; Froyd C.A., School of Biosciences, Geography and Physics, Swansea University, Swansea, United Kingdom; Eastwood D.C., School of Biosciences, Geography and Physics, Swansea University, Swansea, United Kingdom; Forman D.W., School of Biosciences, Geography and Physics, Swansea University, Swansea, United Kingdom; Elias O.H., School of Biosciences, Geography and Physics, Swansea University, Swansea, United Kingdom","This study aims to reduce the skills redundancy in ecology graduates by developing an employer-tailored work-simulated learning curriculum. Furthermore, we evaluate the overall potential of work-simulated learning (WSL) as a key pedagogic component of a work-integrated learning (WIL) framework. We employed the DACUM (Developing a Curriculum) approach that encompassed i) surveying ecology-facing employers and job descriptions, ii) creating a programme of WSL, iii) a comprehensive review (student questionnaire and Industrial Steering Group workshop). A two-tiered curriculum was created; 15-credit FHEQ-5 residential field course and a 20-credit work-simulated learning FHEQ-6 module. Simulations included Phase I Habitat mapping, protected species surveys, and Preliminary Ecological Appraisals. Students developed greater knowledge of employment opportunities, enhanced technical skills, and improved their CV and employability. The steering group substantiated and validated the WSL strategy, supporting the high relevance for enhancing graduate employability, while identifying curriculum gaps and areas for refinement. These outcomes highlight the wide-reaching benefits of practice-driven WSL opportunities as a key component of a wider WIL framework. HIE–employer interactions are also critical in ensuring content relevance; however, we recommend the faculty exercise pragmatism by employing suitable pedagogic strategies to ensure they conform to the constraints of HEI while satisfying employer needs. © 2021 Royal Society of Biology.","conservation; fieldwork; graduate skills; stem; Work-integrated learning","","","","","","","","Allan D., Conceptualising Work Learning: Exploring the Educational Discourse on Work-based, Work-related, and Workplace Learning, Work Based Learning e-Journal International, 5, pp. 1-20, (2015); Alsharif N.Z., Qi Y., A Three-year Study of the Impact of Instructor Attitude, Enthusiasm, and Teaching Style on Student Learning in A Medicinal Chemistry Course, American Journal of Pharmaceutical Education, 78, 7, pp. 132, 1-13, (2014); Atkinson R.D., Mayo M., Refuelling the US Innovation Economy: Fresh Approaches to Science Technology Engineering and Math (STEM) Education, (2011); Work Integrated Learning in STEM in Australian Universities, (2015); Blickley J.L., Deiner K., Garback K., Lacher I., Meek M.H., Porensky L.M., Wilkerson M.L., Winford E.M., Schwartz M.W., Graduate Student’s Guide to Necessary Skills for Nonacademic Conservation Careers, Conservation Biology, 27, (2012); Blume B., Ford J., Baldwin T., Huang J., Transfer of Training: A Meta-analytic Review, Journal of Management, 36, 4, pp. 1065-1105, (2010); Bolden R., Connor H., Duquemin A., Hirsh W., Petrov G., Employer Engagement with Higher Education: Defining, Sustaining and Supporting Higher Skills Provision, A Higher Skills Research Report for HERDA South West and HEFCE, pp. 1-58, (2009); Bosworth D., Lyonette C., Wilson R., Bayliss M., Fathers S., The Supply of and Demand for High-level STEM Skills, Evidence Report 77, (2013); Rooting for a Career in Environmental Management, (2007); Brown C.A., Calvert J., Charman P., Newton C., Wiles K., Hughes I., Skills and Knowledge Needs among Recent Bioscience Graduates — How Do Our Courses Measure Up?, Bioscience Education, 6, 1, pp. 1-19, (2005); Bullock K., Gould V., Hejmadi M., Lock G., Work Placement Experience: Should I Stay or Should I Go?, Higher Education Research and Development, 28, 5, pp. 481-494, (2009); Burke A., Group Work: How to Use Groups Effectively, The Journal of Effective Teaching, 11, 2, pp. 87-95, (2011); An Effective Regulatory Framework for Higher Education: A Policy Paper, (2015); (2020); Crawford I., Wang Z., The Impact of Placements on the Academic Performance of UK and International Students in Higher Education, Studies in Higher Education, 41, 4, pp. 712-733, (2016); Careers Strategy: Making the Most of Everyone’s Skills and Talents, (2017); Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice (White Paper), (2016); Most Wanted. 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Learning and Employability Series 1, The Higher Education Academy, (2006)","L.J. Roberts; School of Biosciences, Geography and Physics, Swansea University, Swansea, United Kingdom; email: L.j.roberts@swansea.ac.uk","","Routledge","","","","","","00219266","","","","English","J. Biol. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85120633908"
"Dowsett J.; Lacey S.","Dowsett, Julie (7004105922); Lacey, Seán (58117090300)","7004105922; 58117090300","Optimising online transversal skills delivery in STEM doctoral education","2023","Irish Educational Studies","","","","","","","0","10.1080/03323315.2023.2174574","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148371614&doi=10.1080%2f03323315.2023.2174574&partnerID=40&md5=f65332cdf8a6b24a3a5e86b74fb18e8a","School of Agriculture and Food Science, University College, Dublin, Ireland; Research Integrity & Compliance Officer, Munster Technological University, Cork, Ireland","Dowsett J., School of Agriculture and Food Science, University College, Dublin, Ireland; Lacey S., Research Integrity & Compliance Officer, Munster Technological University, Cork, Ireland","Transversal skills development is an essential component of doctoral education. The COVID-19 pandemic required the adaptation of five transversal skills modules to online delivery. Instructional design was used to create synchronous and asynchronous teaching to a Virtual Learning Environment. Feedback surveys were used to analyse student perceptions as to whether learning outcomes (LOs) were met and student satisfaction with the online format with a view to optimising future delivery of these modules. Of the 168 students surveyed, 84 (50.0%) responded. Based on 84 responses across five modules, students perceived that 394 (97.0%) of the LOs were met (p < 0.001). Statistically significant advantages to online delivery were found to be convenience, easy visibility of materials, timing of delivery and learning at own pace (p < 0.001). Importantly, 40 (47.6%) students would have struggled to achieve the necessary credits without this online training. 77 (91.7%) students found the online modules very useful or useful for their current research and 78 (92.9%) students reported them as being very useful or useful for their future career. A majority found online delivery more effective for their needs than the face-to-face format. These findings support the effectiveness of online delivery of transversal skills modules in doctoral programmes. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","doctoral education; instructional design; online education; Postgraduate employability; professional skills; transferrable skills; transversal skills","","","","","","","","Adedoyin O.B., Soykan E., Covid-19 Pandemic and Online Learning: The Challenges and Opportunities, Interactive Learning Environments, 9, pp. 1-13, (2020); Allan D.G., Rowsell G.D., (2017); Allen W.C., Overview and Evolution of the ADDIE Training System, Advances in Developing Human Resources, 8, 4, pp. 430-441, (2006); Anderson L.W., Krathwohl D.R., A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, (2001); Babatope A.A., Samuel T.M., Ajewole P.I., Anyanwu O.M., Competence-driven Engineering Education: A Case for T-Shaped Engineers and Teachers, International Journal of Evaluation and Research in Education (IJERE), 9, 1, pp. 32-38, (2020); Baber H., Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning During the Pandemic of COVID19, Journal of Education and E-Learning Research, 7, 3, pp. 285-292, (2020); Bangert A.W., The Seven Principles of Good Practice: A Framework for Evaluating on-Line Teaching, Internet and Higher Education, 7, pp. 217-232, (2004); Bao W., COVID-19 and Online Teaching in Higher Education: A Case of Peking University, Human Behavior and Emerging Technologies, 2, 2, pp. 113-115, (2020); Biggs J., Tang C., Constructive Alignment: An Outcomes-based Approach to Teaching Anatomy, pp. 31-38, (2007); Brown S., Krzic M., Lessons Learned Teaching During the COVID-19 Pandemic: Incorporating Change for Future Large Science Courses, Natural Sciences Education, 2021, 50, (2021); Casacchia M., Cifone M.G., Giusti L., Fabiani L., Gatto R., Lancia L., Cinque B., Et al., Distance Education During COVID 19: An Italian Survey on the University Teachers’ Perspectives and Their Emotional Conditions, BMC Medical Education, 21, 1, (2021); Cates S.V., Doyle S., Gallagher L., Shelton G., Broman N., Escudier B., Making the Case for Virtual Competency-Based Education: Building a Twenty-First Century Small Business Workforce, Higher Education, Skills and Work-Based Learning, 11, 1, pp. 282-295, (2020); (2016); Cesco S., Zara V., De Toni A.F., Lugli F., Betta G., Evans A.C.O., Orzes G., Higher Education in the First Year of COVID-19: Thoughts and Perspectives for the Future, International Journal of Higher Education, 10, pp. 285-294, (2021); Cheng L., Ritzhaupt A.D., Antonenko P., Effects of the Flipped Classroom Instructional Strategy on Students’ Learning Outcomes: A Meta-Analysis, Educational Technology Research and Development, 67, pp. 793-824, (2019); Chickering A.W., Gamson Z.F., Seven Principles for Good Practice in Undergraduate Education, AAHE Bulletin, 39, 7, pp. 3-7, (1987); Chien-Yuan S., Guo Y., Factors Impacting University Students’ Online Learning Experiences During the COVID-19 Epidemic, Journal of Computer Assisted Learning, 37, 6, pp. 1578-1590, (2021); De Janasz S.C., Forret M., Learning the art of Networking: A Critical Skill for Enhancing Social Capital and Career Success, Journal of Management Education, 32, pp. 629-650, (2008); Doyumgac I., Tanhan A., Kiymaz M.S., Understanding the Most Important Facilitators and Barriers for Online Education During COVID-19 Through Online Photovoice Methodology, International Journal of Higher Education, 10, 1, (2021); (2005); (2009); (2010); (2005); (2009); Frawley D., Harvey V., Pigott V., Mawarie M., (2020); Germain-Alamartine E., Ahoba-Sam R., Moghadam-Saman S., Evers G., Doctoral Graduates’ Transition to Industry: Networks as a Mechanism? 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Dowsett; School of Agriculture and Food Science, University College, Dublin, Ireland; email: julie.dowsett@ucd.ie","","Routledge","","","","","","03323315","","","","English","Ir. Educ. Stud.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85148371614"
"Paulsson A.; Macheridis N.","Paulsson, Alexander (56108794300); Macheridis, Nikos (35730385300)","56108794300; 35730385300","The policy unconscious: educational labor, the research-and-teaching relationship and the unquestioned meaning of higher education","2023","Critical Policy Studies","17","2","","241","257","16","1","10.1080/19460171.2022.2064889","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129168524&doi=10.1080%2f19460171.2022.2064889&partnerID=40&md5=9e8e347062cb4170b6a1fe47bf8191b8","School of Economics and Management, Lund University, Lund, Sweden","Paulsson A., School of Economics and Management, Lund University, Lund, Sweden; Macheridis N., School of Economics and Management, Lund University, Lund, Sweden","Recent developments in higher education have shown that policies that promote employability tend to be at odds with policies that aim to ensure a close relationship between teaching and research. In this article, we explore how university teachers enact a policy demanding a close relationship between research and teaching. Based on a conceptualization of educational labor practices as policy enactment, we show that teachers enact the policy by using scientific papers in class; by teaching students how to attain a ‘scientific attitude’; by drawing upon one’s own research experiences; and finally, by emphasizing formal competence. As the policy is enacted through educational labor practices, and those practices give higher education its meaning, the policy enactment is enabled by what we term the policy unconscious. This term denotes not only the educational labor practices by which the policy is enacted, but also the dialectics between the particular labor practices and the general meaning ascribed to higher education. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","educational labor; higher education; policy enactment; policy unconscious; Research and teaching relationship","","","","","","","","Bacchi C., Policy as Discourse: What Does It Mean? Where Does It Get Us?, Discourse: Studies in the Cultural Politics of Education, 21, 1, pp. 45-57, (2000); Ball S.J., What Is Policy? Texts, Trajectories and Toolboxes, Discourse: Studies in the Cultural Politics of Education, 13, 2, pp. 10-17, (1993); Ball S.J., What Is Policy? 21 Years Later: Reflections on the Possibilities of Policy Research, Discourse: Studies in the Cultural Politics of Education, 36, 3, pp. 306-313, (2015); Bienenstock A., Schaag S.S., Benner M., Lidgard A., Utbildning, forskning, samverkan Vad kan svenska universitet lära av Stanford och Berkeley, (2014); Boyer E.L., Scholarship Reconsidered: Priorities of the Professoriate. 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Educ, 26, 5, pp. 449-465, (2007); Visser-Wijnveen G.J., van Driel J.H., van der Rijst R.M., Visser A., Verloop N., Relating Academics´ Ways of Integrating Research and Teaching to Their Students´ Perceptions, Studies in Higher Education, 37, 2, pp. 219-234, (2012); Webb P.T., Policy Problematization, International Journal of Qualitative Studies in Education, 27, 3, pp. 364-376, (2014); Welsh J., Ranking Academics: Toward a Critical Politics of Academic Rankings, Critical Policy Studies, 13, 2, pp. 153-173, (2019); Yanow D., How Does a Policy Mean? Interpreting Policy and Organizational Actions, (1996); Yanow D., Conducting Interpretive Policy Analysis, (1999); Yanow D., Interpretation in Policy Analysis: On Methods and Practice, Critical Policy Studies, 1, 1, pp. 110-122, (2007); Yanow D., Making Sense of Policy Practices: Interpretation and Meaning, Handbook of Critical Policy Studies, pp. 401-421, (2015)","A. Paulsson; School of Economics and Management, School of Economics and Management, Lund University, Lund, PO Box 7080, 220 07, Sweden; email: alexander.paulsson@fek.lu.se","","Routledge","","","","","","19460171","","","","English","Crit. Policy Stud.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85129168524"
"Donald W.E.; Ford N.","Donald, William E. (57196032389); Ford, Neil (55926451500)","57196032389; 55926451500","Fostering social mobility and employability: the case for peer learning","2023","Teaching in Higher Education","28","3","","672","678","6","11","10.1080/13562517.2022.2145467","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143126479&doi=10.1080%2f13562517.2022.2145467&partnerID=40&md5=9d194d0f103303f11bc5cfafb4f4cd49","Southampton Business School, University of Southampton, Southampton, United Kingdom; Ronin Institute, Montclair, NJ, United States; Centre for Higher Education Practice (CHEP), University of Southampton, Southampton, United Kingdom","Donald W.E., Southampton Business School, University of Southampton, Southampton, United Kingdom, Ronin Institute, Montclair, NJ, United States; Ford N., Centre for Higher Education Practice (CHEP), University of Southampton, Southampton, United Kingdom","Higher education institutions continue to face challenges in fostering social mobility and preparing their students for the world of work. The COVID-19 pandemic exacerbated these challenges via disruption to education and reduced opportunities for work-integrated learning. Framing this as our point of departure, we propose that peer learning can play an integral part in reducing the attainment gap by promoting learner autonomy. Our essay uses the example of Supplemental Instruction to highlight the benefits and challenges of peer learning. We end with a call for empirical research and knowledge sharing to advance peer learning in an impactful way. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","access and participation; attainment gap; employability; higher education; learner autonomy; Peer learning; social mobility; Supplemental Instruction","","","","","","","","Adachi C., Tai J.H.M., Dawson P., Academics’ Perceptions of the Benefits and Challenges of Self and Peer Assessment in Higher Education, Assessment & Evaluation in Higher Education, 43, 2, pp. 294-306, (2018); Ajjawi R., Bould D., Researching Feedback Dialogue: An Interactional Analysis Approach, Assessment & Evaluation in Higher Education, 42, 2, pp. 252-265, (2017); Arendale D.R., Annotated Bibliography of Postsecondary Peer Cooperative Learning Programs Available Online, Journal of Peer Learning, 7, 2014, pp. iv-vi, (2014); Beauchamp G., Chapman S., Risquez A., Becaas S., Ellis C., Empsen M., Farr F., Et al., Moving Beyond the Formal: Developing Significant Networks and Conversations in Higher Education: Reflections from an Interdisciplinary European Project Team, Teaching in Higher Education, (2022); Boud D., Developing Student Autonomy in Learning, (1988); Brewer R., Movahedazarhouligh S., Successful Stories and Conflicts: A Literature Review on the Effectiveness of Flipped Learning in Higher Education, Journal of Computer Assisted Learning, 34, 4, pp. 409-416, (2018); Buchanan R., Herakova L., Hakkola L., Ruben M., Breathing in, Breathing out: The Structure of Conversational Sense-Making Around Equity in Higher Education Teaching, Teaching in Higher Education, pp. 1-20, (2022); Bukodi E., Cumulative Inequalities Over the Life-Course: Life-Long Learning and Social Mobility in Britain, Journal of Social Policy, 46, 2, pp. 367-404, (2017); Chilvers L., Communities of Practice for International Students: The Role of Peer Assisted Study Sessions in Supporting Transition and Learning in Higher Education, Supplemental Instruction Journal, 1, 1, pp. 90-115, (2014); Cole D., Donald W.E., Shifting the Narrative: Towards a More Holistic Approach to Learning, GiLE Journal of Skills Development, 2, 1, pp. 3-4, (2022); Daniel J., Education and the COVID-19 Pandemic, Prospects, 49, pp. 91-96, (2020); Donald W.E., Ashleigh M.J., Baruch Y., Students’ Perceptions of Education and Employability: Facilitating Career Transition from Higher Education into the Labor Market, Career Development International, 23, 5, pp. 513-540, (2018); Donald W.E., Ashleigh M.J., Baruch Y., The University-to-Work Transition: Responses of Universities and Organizations to the COVID-19 Pandemic, Personnel Review, (2021); Donald W.E., Baruch Y., Ashleigh M.J., Striving for sustainable graduate careers, Career Development International, 25, 2, pp. 90-110, (2019); Donald W.E., Baruch Y., Ashleigh M.J., The Undergraduate Self-Perception of Employability: Human Capital, Careers Advice and Career Ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Donald W.E., Jackson D., Subjective Wellbeing among University Students and Recent Graduates: Evidence from the United Kingdom, International Journal of Environmental Research and Public Health, 19, 11, (2022); Dougherty S.M., Ecton W.G., Bonilla S., McGuinness S., The Effects of the COVID-19 Pandemic and Recession on Career Preparation During High School, Peabody Journal of Education, pp. 326-343, (2022); Ford N., Thackeray C., Barnes P., Hendrickx K., Peer Learning Leaders: Developing Employability Through Facilitating the Learning of Other Students, Journal of Learning Development in Higher Education, (2015); Haelermans C., Et al., Sharp Increase in Inequality in Education in Times of the COVID-19-Pandemic, PLOS ONE, (2022); Hall A.A., DuFrene D.D., Best Practices for Launching a Flipped Classroom, Business and Professional Communication Quarterly, 79, 2, pp. 234-242, (2016); (2022); Hockings C., Thomas L., Ottaway J., Jones R., Independent Learning–What we do When You’re not There, Teaching in Higher Education, 23, 2, pp. 145-161, (2018); Hoiland S.L., Reyes S., Varelas A., The Impact of a Supplemental Instruction Program on Diverse Peer Leaders at a two-Year Institution, Journal of Peer Learning, 13, 1, pp. 5-20, (2020); 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Student Retention and Success Programme, (2017); Timmis S., Munoz-Chereau B., Under-represented Students’ University Trajectories: Building Alternative Identities and Forms of Capital Through Digital Improvisations, Teaching in Higher Education, 27, 1, pp. 1-17, (2022); Tomlinson M., Anderson V., Employers and Graduates: The Mediating Role of Signals and Capitals, Journal of Higher Education Policy and Management, 43, 4, pp. 384-399, (2021); Topping K.J., Thurston A., McGavock K., Conlin N., Outcomes and Process in Reading Tutoring, Educational Research, 54, 3, pp. 239-258, (2012); Tymms P., Merrell C., Andor J., Topping K.J., Thurston A., Improving Attainment Across a Whole District: School Reform Through Peer Tutoring in a Randomized Controlled Trial, School Effectiveness and School Improvement, 22, 3, pp. 265-289, (2011)","W.E. Donald; Southampton Business School, University of Southampton, Southampton, United Kingdom; email: w.e.donald@soton.ac.uk","","Routledge","","","","","","13562517","","","","English","Teach. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85143126479"
"Smekalova L.; Chaloupkova P.; Nemejc K.; Ny V.","Smekalova, Lucie (57207046714); Chaloupkova, Petra (39260941700); Nemejc, Karel (57207038437); Ny, Veit (57211356413)","57207046714; 39260941700; 57207038437; 57211356413","Satisfaction with acquired transferable competences among university students in Cambodia","2023","Asia Pacific Education Review","","","","","","","1","10.1007/s12564-023-09821-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146580687&doi=10.1007%2fs12564-023-09821-9&partnerID=40&md5=138ee55f3ee6d069a609f63b8db3fae0","Department of Lifelong Learning and Study Support, Institute of Education and Communication, Czech University of Life Sciences Prague, V Lázních 3, Prague 5, Malá Chuchle, 159 00, Czech Republic; Department of Economics and Development, Faculty of Tropical AgriSciences, Czech University of Life Sciences Prague, Kamýcká 129, Prague, Suchdol, 165 00, Czech Republic; Department of Pedagogy, Institute of Education and Communication, Czech University of Life Sciences Prague, V Lázních 3, Prague 5, Malá Chuchle, 159 00, Czech Republic; Department of Animal Science and Food Processing, Faculty of Tropical AgriSciences, Czech University of Life Sciences Prague, Kamýcká 129, Prague, Suchdol, 165 00, Czech Republic","Smekalova L., Department of Lifelong Learning and Study Support, Institute of Education and Communication, Czech University of Life Sciences Prague, V Lázních 3, Prague 5, Malá Chuchle, 159 00, Czech Republic; Chaloupkova P., Department of Economics and Development, Faculty of Tropical AgriSciences, Czech University of Life Sciences Prague, Kamýcká 129, Prague, Suchdol, 165 00, Czech Republic; Nemejc K., Department of Pedagogy, Institute of Education and Communication, Czech University of Life Sciences Prague, V Lázních 3, Prague 5, Malá Chuchle, 159 00, Czech Republic; Ny V., Department of Animal Science and Food Processing, Faculty of Tropical AgriSciences, Czech University of Life Sciences Prague, Kamýcká 129, Prague, Suchdol, 165 00, Czech Republic","Improving the quality of higher education is one of the priority areas worldwide. Transferable competences acquired during studies play a key role in student employment in the labor market. This study aims to compare, through transversal research, the eight transferable competences required by the labor market across occupational sectors, with the degree of satisfaction with their acquisition by university students in agricultural fields of study in Cambodia. This aim makes it possible, in particular, to identify the educational gap in university preparation for the profession. The data were collected from 439 respondents using a self-evaluation questionnaire. The Kruskal–Wallis test was used to test the significant difference of each transferable competence associated with respondents’ sociodemographic characteristics (gender, field of study, and year of study). The results showed that the highest levels of student satisfaction with sense of responsibility and teamwork and least recognized working with digital technologies and communicating in foreign languages as competences. Additionally, the degree of satisfaction with transferable competences increases among students of later years. This is the first study of transferable competences in Cambodia, allowing a clearer view of education in an Asian environment. Implementing transferable competences in curricula will increase graduates’ employability and strengthen the country’s economic growth. © 2023, The Author(s).","Agricultural education; Asia; Higher education; Skills and competences","","","","","","Czech Development Agency, (22/2017/10); Faculty of Tropical AgriSciences; National Technical Library in Prague; Ministry of Agriculture, Forestry and Fisheries, MAFF; Česká Zemědělská Univerzita v Praze, (20223114); Royal University of Agriculture, RUA","Funding text 1: Open access publishing supported by the National Technical Library in Prague. ; Funding text 2: Agricultural education is mainly supported by the Ministry of Agriculture, Forestry and Fisheries. However, there are only three educational institutions under this Ministry and four comprehensive universities under the Ministry of Education, Youth and Sport (MoEYS), each having a faculty of agriculture and related life sciences (MoEYS, ). Despite the low HEI enrollment, stakeholders often blame the skills and knowledge taught in these institutions for their irrelevance to local labor market needs. In recent years, MoEYS has set out an educational strategic plan that links education to national economic planning. This plan focuses on expanding early childhood education and increasing access to quality secondary, postsecondary, nonformal, technical, and vocational education (Reinsch et al., ). Clear accreditation and quality assurance systems, which should link the education system to the labor market, are very limited (MoEYS, ). ; Funding text 3: This work was supported by the Faculty of Tropical AgriSciences, Czech University of Life Sciences Prague [Grant Number: 20223114] and by the project “Enhancing the Quality of Science and Research at the Royal University of Agriculture” funded by the Czech Development Agency [Grant Number: 22/2017/10]. 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Career competencies among students in higher vocational education in the Netherlands, Studies in Higher Education, 37, 4, pp. 449-467, (2012); Lindner J.R., Baker M., Agricultural education competencies: A comparison of master’s students at Texas Tech and Texas A&M Universities, Journal of Agricultural Education, 44, 2, pp. 50-60, (2003); Mistina J., Jurinova J., Hrmo R., Kristofiakova L., Design, development and implementation of e-learning course for secondary technical and vocational schools of electrical engineering in Slovakia, Teaching and Learning in a Digital World, pp. 915-925, (2018); Education Statistics and Indicators 2013–2014, (2014); Ministry of education, youth and sport, (2019); Development of soft skills for Institutions of Higher Learning, Mohe of Malaysia, (2006); Murakami K., Murray L., Sims D., Chedzey K., Learning on work placement: The narrative development of social competence, Journal of Adult Development, 16, 1, pp. 13-24, (2009); Nguon S., Information, communication and technology and higher education in Cambodia, Human Behavior, Development and Society, 11, 1, pp. 58-63, (2015); Nicolaides A., Innovative teaching and learning methodologies for higher education Institutions, Educational Research, 3, 8, pp. 620-626, (2012); Njura H.J., Kaberia I.K., Taaliu S.T., Teaching secondary school agriculture at the psychomotor domain: A conceptual framework for enhanced skills development for food security, Journal of Agricultural Education and Extension, (2020); No TitlBetter skills, better jobs, better lives: A strategic approach to skills Policiese, (2012); Peou C., Lwin M., Integrating the internet into Cambodian higher education: Exploring students’ internet uses, attitudes & academic utilisation, Australian Journal of Emerging Technologies and Society, 9, 2, pp. 95-115, (2011); Poon J., Do real estate courses sufficiently develop graduates’ employability skills? 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International Labour Organization, World Bank, (2020); Ylonen A., Student ambassador experience in higher education: Skills and competencies for the future?, British Educational Research Journal, 38, 5, pp. 801-811, (2012); Yorke M., Employability in Higher Education, (2006)","P. Chaloupkova; Department of Economics and Development, Faculty of Tropical AgriSciences, Czech University of Life Sciences Prague, Prague, Suchdol, Kamýcká 129, 165 00, Czech Republic; email: chaloupkova@ftz.czu.cz","","Springer Science and Business Media B.V.","","","","","","15981037","","","","English","Asia Pac. Educ. Rev.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85146580687"
"Choe C.; Kim Y.B.; Choi K.","Choe, Chung (55969978500); Kim, Yoo Bin (58094483700); Choi, Koangsung (57216484218)","55969978500; 58094483700; 57216484218","Do Internships Matter?: the Impact of Internship Participation on Employability","2023","Singapore Economic Review","","","","","","","0","10.1142/S0217590823500133","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150699482&doi=10.1142%2fS0217590823500133&partnerID=40&md5=e33eb95af4184777e7436759d461d240","Department of Economics, Konkuk University, 120 Neungdong-Ro, Gwangjin-Gu, Seoul, 05029, South Korea; Korea Labor Institute, #531 C Bldg., Sejong National Research Complex, 370 Sicheong-Daero, Sejong, 30147, South Korea; Korea Research Institute for Vocational Education and Training, #932 D Bldg., Sejong National Research Complex, 370 Sicheong-Daero, Sejong, 30147, South Korea","Choe C., Department of Economics, Konkuk University, 120 Neungdong-Ro, Gwangjin-Gu, Seoul, 05029, South Korea; Kim Y.B., Korea Labor Institute, #531 C Bldg., Sejong National Research Complex, 370 Sicheong-Daero, Sejong, 30147, South Korea; Choi K., Korea Research Institute for Vocational Education and Training, #932 D Bldg., Sejong National Research Complex, 370 Sicheong-Daero, Sejong, 30147, South Korea","This study aims to analyze the effect of internship participation on university graduates' overall employability and uses Korea's Graduate Occupational Mobility Survey data in order to track university graduates' employment prospects. Our findings reveal that participation in internships increases the employability of young adults, and that this impact is slightly greater for male college graduates than for female college graduates. Meanwhile, in order to supplement the reliability of our results, we conducted additional analytical tests, including a placebo test and an intensive sensitivity analysis test. It turns out that the estimated treatment effects on the placebo outcomes are of a small magnitude, with no statistical significance. In the analysis which includes simulated confounders, it appears that the risk of omitting relevant confounders does not threaten the baseline estimates.  © 2023 World Scientific Publishing Company.","employability; Internship programs; propensity score matching method; sensitivity analysis; young adults; youth labor force","","","","","","","","Alpert F, Heaney J-G, Kuhn K, Internships in marketing: Goals, structures and assessment - Student, company and academic perspectives, Australasian Marketing Journal, 17, 1, pp. 36-45, (2009); Cook S, Parker S, Pettijohn C, The perceptions of interns: A longitudinal case study, The Journal of Education for Business, 79, pp. 179-185, (2004); Dehejia H, Wahba S, Causal effects in non-experimental studies: Reevaluating the evaluation of training programs, Journal of the American Statistical Association, 94, 448, pp. 1053-1062, (1999); Divine R, Linrud J, Miller R, Wilson H, Required internship programs in marketing: Benefits, challenges and determinants of fit, Marketing Education Review, 17, 2, pp. 45-52, (2007); Frolich M, Finite-sample properties of propensity-score matching and weighting estimators, Review of Economics and Statistics, 86, 1, pp. 77-90, (2004); Garcia-Aracil A, Velden R, Competencies for young European higher education graduates: Labor market mismatches and their payoffs, Higher Education, 55, 2, pp. 219-239, (2007); Ham J, Li X, Reagan P, Matching and semi-parametric IV estimation, a distance-based measure of migration, and the wages of young men, Journal of Econometrics, 161, pp. 208-227, (2011); Heckman J, Hotz J, Choosing among alternative nonexperimental methods for estimating the impact of social programs: The case of manpower training, Journal of the American Statistical Association, 84, 408, pp. 862-880, (1989); Heckman J, Ichimura H, Todd P, Matching as an econometric evaluation estimator: Evidence from evaluating a job training programme, Review of Economic Studies, 64, 4, pp. 605-654, (1997); Heckman J, Ichimura H, Todd P, Matching as an econometric evaluation estimator, Review of Economic Studies, 65, 2, pp. 261-294, (1998); Hong J, Lee J, The adoption and implementation of employment-linked internship: Antecedents and the impact on employment performance, Quarterly Journal of Labor Policy, 18, 3, pp. 37-73, (2018); Hong W, Kim W, Kim S, The effect of definite increase in expected wages on turnover of workers, Korean Journal of Public Finance, 12, 3, pp. 1-32, (2019); Hunt W, Scott P, Paid and unpaid graduate internships: Prevalence, quality and motivations at six months after graduation, Studies in Higher Education, 45, 2, pp. 464-476, (2020); Ichino A, Mealli F, Nannicini T, From temporary help jobs to permanent employment: What can we learn from matching estimators and their sensitivity?, Journal of Applied Econometrics, 23, pp. 305-327, (2008); Irwin A, Nordmann E, Simms K, Stakeholder perception of student employability: Does the duration, type and location of work experience matter?, Higher Education, 78, pp. 761-781, (2019); Kim D, The study on the effectiveness of the employment success package program for youth in Korea, Quarterly Journal of Labor Policy, 20, 1, pp. 29-63, (2020); Klein M, Weiss F, Is forcing them worth the effort? 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The effects of student internships on earnings, Journal of Human Resources, 57, 4, pp. 1242-1275, (2022); Morrow E, An intern can help you, Life and Insurance Sales, 138, pp. 60-70, (1995); Nannicini T, Simulation-based sensitivity analysis for matching estimators, The Stata Journal, 7, 3, pp. 334-350, (2007); The conditional of education: College enrolment rates, (2016); Nunley J, Pugh A, Romero N, Seals A, College major, internship experience, and employment opportunities: Estimates from a resume audit, Labour Economics, 28, pp. 37-46, (2016); Education attainment, (2019); Pinto L, Pereira P, I wish to do an internship (abroad) (tm): Investigating the perceived employability of domestic and international business internships, Higher Education, 78, pp. 443-461, (2019); Rosenbaum P, Sensitivity analysis to certain permutation inferences in matched observational studies, Biometrika, 74, 1, pp. 13-26, (1987); Rosenbaum P, Rubin D, The central role of the propensity score in observational studies for causal effects, Biometrika, 70, 1, pp. 41-55, (1983); Seifert B, Gasser T, Finite-sample variance of local polynomials: Analysis and solutions, Journal of the American Statistical Association, 91, 433, pp. 267-275, (1996); Seifert B, Gasser T, Data adaptive ridging in local polynomial regression, Journal of Computational and Graphical Statistics, 9, 2, pp. 338-360, (2000); Silva P, Lopes B, Costa M, Seabra D, Melo A, Brito E, Dias G, Stairway to employment? Internships in higher education, Higher Education, 72, pp. 703-721, (2016); Silva P, Lopes B, Costa M, Melo A, Dias G, Brito E, Seabra D, The million-dollar question: Can internship boost employment?, Studies in Higher Education, 42, 1, pp. 2-21, (2018); Teichler U, Higher education and the world of work: Conceptual frameworks, Comparative Perspectives and Empirical Findings, (2009); Participation rates in higher education: Academic years 2006/2007-2017/2018, (2019); Velez G, Giner G, Effects of business internships on students, employers, and higher education institutions: A systematic review, Journal of Employment Counseling, 52, pp. 121-130, (2015)","K. Choi; Korea Research Institute for Vocational Education and Training, Sejong, #932 D Bldg., Sejong National Research Complex, 370 Sicheong-Daero, 30147, South Korea; email: k.choi@krivet.re.kr","","World Scientific","","","","","","02175908","","","","English","Singap. Econ. Rev.","Article","Article in press","","Scopus","2-s2.0-85150699482"
"Moy J.H.; Van Dyne A.; Hattrup K.","Moy, Jason H. (58001887200); Van Dyne, Angelina (57486836500); Hattrup, Kate (6602699300)","58001887200; 57486836500; 6602699300","An Investigation of the Moderating Effects of National Culture Values on the Interaction Between Job Insecurity and Employability on Employee Outcomes","2023","Journal of Cross-Cultural Psychology","54","1","","114","141","27","1","10.1177/00220221221119720","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143781560&doi=10.1177%2f00220221221119720&partnerID=40&md5=663e132538844782d7f5ab5ce2243e1c","University of California San Diego, La Jolla, United States; San Diego State University, CA, United States","Moy J.H., University of California San Diego, La Jolla, United States; Van Dyne A., San Diego State University, CA, United States; Hattrup K., San Diego State University, CA, United States","This study investigated the combined effects of national culture and perceptions of employability on relationships between job insecurity and work and non-work outcomes for individual employees. Data from 28,674 participants in 35 nations were obtained from the 2015 European Working Conditions Survey. Results showed that nation-level differences in individualism/collectivism (I/C), uncertainty avoidance (UA), and masculinity/femininity (M/F) accounted for variation in the degree to which perceptions of employability buffered the negative effects of job insecurity on job satisfaction, work engagement, and subjective well-being. Among more collectivist cultures, employability did less to minimize the effects of job insecurity on job satisfaction than in more individualistic cultures. Employability also had a weaker effect on buffering the consequences of job insecurity for job satisfaction and work engagement when cultural uncertainty avoidance was higher. And across all three outcome measures, higher levels of job insecurity combined with lower perceptions of employability were consistently more detrimental to individuals in more masculine cultures. Results support the prevailing theory regarding the mechanisms underlying the effects of job insecurity on individuals and suggest several important practical implications for managing a global workforce. © The Author(s) 2022.","employability; job insecurity; national culture","adult; article; avoidance behavior; emotional well-being; employability; employee; female; femininity; human; human experiment; individuality; job satisfaction; major clinical study; male; masculinity; outcome assessment; perception; uncertainty; work engagement; work environment","","","","","","","Arnold H.J., Feldman D.C., A multivariate analysis of the determinants of job turnover, Journal of Applied Psychology, 67, 3, pp. 350-360, (1982); Ashford S.J., Lee C., Bobko P., Content, causes, and consequences of job insecurity: A theory-based measure and substantive test, Academy of Management Journal, 32, 4, pp. 803-829, (1989); Barling J., Kelloway E.K., Job insecurity and health: The moderating role of workplace control, Stress Medicine, 12, 4, pp. 253-259, (1996); Bech P., Gudex C., Staehr Johansen K., The WHO (Ten) Well-Being Index: Validation in diabetes, Psychotherapy and Psychosomatics, 65, 4, pp. 183-190, (1996); Bernhard-Oettel C., De Cuyper N., Schreurs B., De Witte H., Linking job insecurity to well-being and organizational attitudes in Belgian workers: The role of security expectations and fairness, International Journal of Human Resource Management, 22, 9, pp. 1866-1886, (2011); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work and Stress, 21, 3, pp. 279-292, (2007); Berntson E., Naswall K., Sverke M., The moderating role of employability in the association between job insecurity and exit, voice, loyalty and neglect, Economic and Industrial Democracy, 31, 2, pp. 215-230, (2010); Beugelsdijk S., Maseland R., Van Hoorn A., Are scores on Hofstede’s dimensions of national culture stable over time? 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Hattrup; San Diego State University, United States; email: khattrup@sdsu.edu","","SAGE Publications Inc.","","","","","","00220221","","","","English","J. Cross-Cult. Psychol.","Article","Final","","Scopus","2-s2.0-85143781560"
"Wang W.","Wang, Wei (57563078800)","57563078800","The method of cultivating employability of computer majors in colleges and universities based on data mining","2023","Journal of Control and Decision","10","1","","99","111","12","0","10.1080/23307706.2022.2056094","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127631364&doi=10.1080%2f23307706.2022.2056094&partnerID=40&md5=7c7a19ffebfcdafa42d6a4ca5c7aea7f","Department of Materials Engineering, Inner Mongolia Vocational College of Chemical Engineering, Hohhot, China","Wang W., Department of Materials Engineering, Inner Mongolia Vocational College of Chemical Engineering, Hohhot, China","Employability is a set of achievements–skills, understandings, and personal attributes–that makes graduate students more going to benefit from work. It well values it for several students to get a degree in computer science. For decades, traditional information sources and methodologies were too expensive and cumbersome to obtain the finer details of learning processes that digital trace amounts of student behavior could provide, and decision-making skills are the basic challenges. Hence the proposed model Amalgamation of Computer Majors based on Data Mining (ACM-DM) is employed to satisfy the challenges discussed above. Training investigators in instructional data science methodologies and balancing the need to protect personal information with sharing data are challenges. As a result, the proposed model helps achieve data, performance, accuracy, interoperability, and security analysis compared to other majors if included in colleges based on data mining. © 2022 Northeastern University, China.","computer; Data mining; education; employment; evaluation","Decision making; Education computing; Metals; Students; Colleges and universities; Decisions makings; Evaluation; Graduate students; Information methodology; Information sources; Learning process; Personal attributes; Students' behaviors; Trace amounts; Data mining","","","","","","","Basu K., Basu T., Buckmire R., Lal N., Predictive models of student college commitment decisions using machine learning, Data, 4, 2, (2019); Casuat C.D., Festijo E.D., Identifying the most predictive attributes among employability signals of undergraduate students, 2020 16th IEEE international colloquium on signal processing & its applications (CSPA), pp. 203-206, (2020); Charitopoulos A., Rangoussi M., Koulouriotis D., On the use of soft computing methods in educational data mining and learning analytics research: A review of years 2010–2018, International Journal of Artificial Intelligence in Education, 30, 3, pp. 371-430, (2020); Chen T., Rong J., Peng L., Yang J., Cong G., Fang J., Analysis of social effects on employment promotion policies for college graduates based on data mining for online use review in China during the COVID-19 pandemic, Healthcare, 9, 7, (2021); Ejemeyovwi J.O., Osabuohien E.S., Investigating the relevance of mobile technology adoption on inclusive growth in West Africa, Contemporary Social Science, 15, pp. 48-61, (2018); Fischer C., Pardos Z.A., Baker R.S., Williams J.J., Smyth P., Yu R., Slater S., Baker R., Warschauer M., Mining big data in education: Affordances and challenges, Review of Research in Education, 44, 1, pp. 130-160, (2020); Gamazo A., Martinez-Abad F., An exploration of factors linked to academic performance in PISA 2018 through data mining techniques, Frontiers in Psychology, 11, (2020); Gao S.S., Jing C.H.I., Exploration on the cultivation of compound innovative talents for graduate students majoring in computer in colleges of finance and economics, DEStech transactions on economics, business and management, (eeim), (2020); Jiang Z., The application of big data analysis in college computer education, Data processing techniques and applications for cyber-physical systems (DPTA 2019), pp. 1599-1605, (2020); Jin M., Construction and optimization of university teaching management system based on data mining technology, EAI international conference, BigIoT-EDU, pp. 448-458, (2021); Jones K.M., Rubel A., LeClere E., A matter of trust: Higher education institutions as information fiduciaries in an age of educational data mining and learning analytics, Journal of the Association for Information Science and Technology, 71, 10, pp. 1227-1241, (2020); Karkar A.J., Fatlawi H.K., Al-Jobouri A.A., Highlighting E-learning adoption challenges using dataanalysis techniques: University of kufa as a case study, Electronic Journal of e-Learning, 18, 2, pp. 136-149, (2020); Lei K., Wen C., Wang X., Research on the coordinated development of tourism economy based on embedded dynamic data, Microprocessors and Microsystems, 82, (2021); Li X., Fan X., Qu X., Sun G., Yang C., Zuo B., Liao Z., Curriculum reform in big data education at applied technical colleges and universities in China, IEEE Access, 7, pp. 125511-125521, (2019); Liao D., He Q., Jiao H., Mapping background variables with sequential patterns in problem-solving environments: An investigation of United States adults’ employment status in PIAAC, Frontiers in Psychology, 10, (2019); Mezhoudi N., Alghamdi R., Aljunaid R., Krichna G., Dustegor D., Employability prediction: A survey of current approaches, research challenges and applications, Journal of Ambient Intelligence and Humanized Computing, pp. 1-17, (2021); Nieto Y., Garcia-Diaz V., Montenegro C., Crespo R.G., Supporting academic decision making at higher educational institutions using machine learning-based algorithms, Soft Computing, 23, 12, pp. 4145-4153, (2019); Rajendran K., Jayabalan M., Thiruchelvam V., Sivakumar V., Feasibility study on data mining techniques in diagnosis of breast cancer, International Journal of Machine Learning and Computing, 9, 3, pp. 328-333, (2019); Sarra A., Fontanella L., Di Zio S., Identifying students at risk of academic failure within the educational data mining framework, Social Indicators Research, 146, 1, pp. 41-60, (2019); Sedahmed Z.M., Noureldien N.A., Factors influencing student’s decisions to enrollment in Sudanese higher education institutions, Intelligent Information Management, 11, 4, pp. 61-76, (2019); Tarmizi S.S.A., Mutalib S., Hamid N.H.A., Rahman S.A., A review on student attrition in higher education using big data analytics and data mining techniques, International Journal of Modern Education and Computer Science, 11, 8, pp. 1-14, (2019); Verma A., Lamsal K., Verma P., An investigation of skill requirements in artificial intelligence and machine learning job advertisements, Industry and Higher Education, (2021); Wang X., College English teaching innovation under artificial intelligence, The Sixth International Conference on Information Management and Technology, pp. 1-4, (2021); Williams P., Does competency-based education with blockchain signal a new mission for universities?, Journal of Higher Education Policy and Management, 41, 1, pp. 104-117, (2019); Xiaoyang H., Junzhi Z., Jingyuan F., Xiuxia Z., Effectiveness of ideological and political education reform in universities based on data mining artificial intelligence technology, Journal of Intelligent & Fuzzy Systems, 40, 2, pp. 3743-3754, (2021); Xiaoying W., The construction of employment and entrepreneurship service system for university students based on big data, Asia-pacific Journal of Convergent Research Interchange, 6, 10, pp. 203-213, (2020)","W. Wang; Department of Materials Engineering, Inner Mongolia Vocational College of Chemical Engineering, Hohhot, 010070, China; email: wangwei9252021@163.com","","Taylor and Francis Ltd.","","","","","","23307706","","","","English","J. Control and Decis.","Article","Final","","Scopus","2-s2.0-85127631364"
"Barwood D.; O’Rourke J.; Penney D.; Jones A.; Thomas J.","Barwood, Donna (57193138005); O’Rourke, John (15751444100); Penney, Dawn (7102675975); Jones, Andrew (56900039900); Thomas, Jordan (57209208714)","57193138005; 15751444100; 7102675975; 56900039900; 57209208714","Professional teaching standards and inclusion in teacher education: insights from a hearing-impaired Health and Physical Education pre-service teacher’s professional experience","2023","Sport, Education and Society","28","2","","173","187","14","0","10.1080/13573322.2021.2004394","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121122904&doi=10.1080%2f13573322.2021.2004394&partnerID=40&md5=5c51e48b6f7be98e38fa696096dcc672","School of Education, Edith Cowan University, Perth, Australia","Barwood D., School of Education, Edith Cowan University, Perth, Australia; O’Rourke J., School of Education, Edith Cowan University, Perth, Australia; Penney D., School of Education, Edith Cowan University, Perth, Australia; Jones A., School of Education, Edith Cowan University, Perth, Australia; Thomas J., School of Education, Edith Cowan University, Perth, Australia","Initial Teacher Education (ITE) is a critical arena for advancing inclusion in Health and Physical Education (HPE). This paper reports research that is engaging with the diversity of the HPE profession and practitioners. It centres on a unique case study that critically explored the school-based professional experience of an Australian secondary HPE Pre-service Teacher (PsT) who has a hearing impairment. Specifically, to enable PST success in HPE professional experiences as defined by the professional standards for teachers in Australia and to which, PSTs’ must evidence to graduate and attain teacher registration. Drawing on documentary and interview data the paper focuses on tensions identified between the bureaucratic environment of ITE and the legislation of ‘reasonable adjustments’ for students with additional needs. Discussion highlights the expertise that PsTs with additional needs can bring to inform institutional and sector-wide work to advance equity and inclusion in ITE. Our research shows that graduate employability of peoples with additional needs in HPE teacher education relies on the inclusive interpretation and application of the professional standards for teachers. We advocate further research to increase knowledge(s) supporting (i) the representation of people with additional needs in HPE teaching and (ii) inclusive practice in HPE ITE courses. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","disability; equity; hearing-impaired; legislation; professional standards; teacher education","","","","","","","","Adefila A., Broughan C., Phimister D., Opie J., Developing an autonomous-support culture in higher education for disabled students, Disability and Health Journal, 13, 3, pp. 1-6, (2020); Albertini J., Kelly R., Matchett M., Personal factors that influence deaf college students’ academic success, Journal of Deaf Studies and Deaf Education, 17, 1, pp. 85-101, (2012); 2010 report on the review of disability standards for education, (2012); Australian professional standards for teachers, (2011); Accreditation of initial teacher education programs in Australia (updated), (2019); Barwood D., Sanbrook C., O'Rourke J., Jones A., Thomas J., Blowing a whistle, how hard can it be? An exploration of practicum experiences for a pre-service health and physical education teacher with a hearing impairment, Curriculum Studies in Health and Physical Education, 9, 3, pp. 270-285, (2018); Barwood D., Spears L., O'Hara E., Penney D., Deconstructing health and physical education teacher education: A mapping and analysis of programme structure and content in Australia, Physical Education and Sport Pedagogy, 26, 4, pp. 417-432, (2021); Disability standards for education 2005, (2005); Disability standards for education 2005 plus guidance notes, (2006); Access to real learning: The impact of policy, funding and culture on students with disability, (2016); Creswell J.W., Research design: Qualitative, quantitative, and mixed methods approaches, (2014); Darling-Hammond L., Teacher education around the world: What can we learn from international practice?, European Journal of Teacher Education, 40, 3, pp. 291-309, (2017); Davies M., Heyward P., Between a hard place and a hard place: A study of ethical dilemmas experienced by student teachers while on practicum, British Educational Research Journal, 45, 2, pp. 372-387, (2019); Ferndale D., (2015); Flyvbjerg B., Five misunderstandings about case-study research, Qualitative Inquiry, 12, 2, pp. 219-245, (2006); Foster S., Long G., Snell K., Inclusive instruction and learning for deaf students in postsecondary education, Journal of Deaf Studies and Deaf Education, 4, 3, pp. 225-235, (1999); Hyde M., Punch R., Power D., Hartley J., Neale J., Brennan L., The experiences of deaf and hard of hearing students at a Queensland university: 1985–2005, Higher Education Research and Development, 28, 1, pp. 85-98, (2009); (2020); Keane E., Heinz M., Eaton P., Fit(ness) to teach?: Disability and initial teacher education in the Republic of Ireland, International Journal of Inclusive Education, 22, 8, pp. 819-838, (2018); Komesaroff L., Category politics: Deaf students’ inclusion in the ‘hearing university’, International Journal of Inclusive Education, 9, 4, pp. 389-403, (2005); Lane H., Constructions of deafness, The disability studies reader, pp. 79-92, (2006); Lokomski P., Deaf college students’ perceptions of their social-emotional adjustment, Journal of Deaf Studies and Deaf Education, 12, 4, pp. 486-494, (2007); Maher A.J., ‘Disable them all’: SENCO and LSA conceptualisations of inclusion in physical education, Sport, Education and Society, 23, 2, pp. 149-161, (2018); Maher A.J., Williams D., Sparkes A.C., Teaching non-normative bodies: Simulating visual impairments as embodied pedagogy in action, Sport, Education and Society, 25, 5, pp. 530-542, (2020); Marschark M., Sapere P., Convertino C., Seewagen R., Access to postsecondary education through sign language interpreting, Journal of Deaf Studies and Deaf Education, 10, 1, pp. 38-50, (2005); McDonald D., Joining the diaspora of deaf memoirists: A personal account of writing deafness, American Annals of the Deaf, 159, 2, pp. 77-86, (2014); Equity student participation in Australian higher education 2012–2017, (2018); (2020); Oliver M., The politics of disablement, (1990); Oliver M., Understanding disability: From theory to practice, (2009); Powell D., Hyde M., Punch R., Inclusion in postsecondary institutions with small numbers of deaf and hard-of-hearing students: Highlights and challenges, Journal of Deaf Studies and Deaf Education, 19, 1, pp. 126-140, (2014); Punch K., Introduction to research methods in education, (2009); Riddell S., Tinklin T., Wilson A., New labour, social justice and disabled students in higher education, British Educational Research Journal, 31, 5, pp. 623-643, (2005); Spradbrow G., Power D., Slipping through the cracks? The support of hard of hearing students in a university program, Educating deaf students: Global perspectives, pp. 206-212, (2004); Stinton M.S., Foster S., Socialization of deaf children and youths in schools, The deaf child in the family and at school, pp. 191-210, (2000); Szymanski C.A., An open letter to training directors regarding accommodations for deaf interns, Association of Psychology Postdoctoral and Internship Centers e-Newsletter, 3, 2, pp. 16-17, (2020); Traynor N., Harrington F., BSL/English interpreting in higher education: Is access to the university curriculum a reality for deaf students?, Deafness and education in the UK: Research perspectives, pp. 205-239, (2003); Quality physical education. Guidelines for policy-makers, (2015); A guide for ensuring inclusion and equity in education, (2017); The right to education for persons with disabilities, (2019); 2015 review of the disability standards for education 2005, (2015); Vickerman P., Perspectives on the training of physical education teachers for the inclusion of children with special education needs: Is there an official line view?, Bulletin of Physical Education, 38, 2, pp. 79-98, (2002); Wenger E., A social theory of learning, Contemporary theories of learning: Learning theorists … in their own words, pp. 209-218, (2008); Xu W., Zammit K., Applying thematic analysis to education: A hybrid approach to interpreting data in practitioner research, International Journal of Qualitative Methods, January 2020, (2020); Yeigh T., Lynch D., Reforming initial teacher education: A call for innovation, Australian Journal of Teacher Education, 42, 12, pp. 112-127, (2017); Yin R.K., Case study research and applications: Design and methods, (2018)","D. Barwood; School of Education, Edith Cowan University, Joondalup, Perth, 270 Joondalup Drive, 6027, Australia; email: d.barwood@ecu.edu.au","","Routledge","","","","","","13573322","","","","English","Sport Educ. Soc.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85121122904"
"Sánchez-Queija M.I.; Sánchez-García L.; Rothwell A.T.; Parra Á.","Sánchez-Queija, María Inmaculada (6504810011); Sánchez-García, Laura (58044423200); Rothwell, Andrew T. (9037632900); Parra, Águeda (23480486200)","6504810011; 58044423200; 9037632900; 23480486200","Differences in self-perceived employability between university and VET students: an analysis of emerging adults in Spain","2023","Education and Training","65","10","","14","28","14","0","10.1108/ET-09-2022-0366","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145717238&doi=10.1108%2fET-09-2022-0366&partnerID=40&md5=4a7b809bf5414856ea61cdf723511506","Department of Psicología Evolutiva y de la Educación (Developmental and Educational Psychology), Universidad de Sevilla, Seville, Spain; School of Business and Economics, Loughborough University, Loughborough, United Kingdom","Sánchez-Queija M.I., Department of Psicología Evolutiva y de la Educación (Developmental and Educational Psychology), Universidad de Sevilla, Seville, Spain; Sánchez-García L., Department of Psicología Evolutiva y de la Educación (Developmental and Educational Psychology), Universidad de Sevilla, Seville, Spain; Rothwell A.T., School of Business and Economics, Loughborough University, Loughborough, United Kingdom; Parra Á., Department of Psicología Evolutiva y de la Educación (Developmental and Educational Psychology), Universidad de Sevilla, Seville, Spain","Purpose: The present study analyzes differences in self-perceived employability (SPE) among Spanish university and vocational education and training (VET) students. It also aims to determine whether factors such as gender, work experience and perceptions of the precariousness of the job market have a differential effect on SPE in accordance with the training pathway chosen by emerging adults. Design/methodology/approach: A total of 1,715 university students (64.7% women) and 488 VET students (37.1% women) aged between 18 and 29 years completed a self-administered questionnaire that included measures of perceived employability and precarious employment. Findings: The results indicate higher SPE among VET students than among their university counterparts. Female university students scored lower also than their male colleagues, an effect that was not observed among VET students. Prior work experience improved internal SPE among students on both training pathways. However, among university students, work experience and precarious employment reduced external SPE, an affect that was not observed among VET students. Practical implications: The analysis of differences in SPE between university and VET students highlights the importance of an educational curriculum that includes practical competences for enhancing employability. The results also reflect the negative consequences of precarious employment on feelings of employability during this life stage, particularly among those studying at university. Originality/value: This is one of the first studies to analyze the perceived employability of emerging adults on two different training pathways in Spain. © 2022, María Inmaculada Sánchez-Queija, Laura Sánchez-García, Andrew T. Rothwell and Águeda Parra.","Emerging adulthood; Precarious work; Self-perceived employability; University studies; VET studies","","","","","","Spanish Ministry for Science and Innovation; European Regional Development Fund, ERDF, (EDU2013-45687-R, RTI2018-097405-B-I00)","Funding: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was carried out thanks to funding from the Spanish Ministry for Science and Innovation and the European Regional Development Fund (EDU2013-45687-R and RTI2018-097405-B-I00). ","Aguado i Hernandez J.A., Cano Montero F.J., Sanchez Perez M.J., Segregación por género y Formación Profesional: aportaciones al debate sobre la situación actual [Gender segregation and vocational education and training: contributions to the debate on the current situation], Revista Sociología de la Educación, 13, 3, pp. 308-327, (2020); Arrazola M., Galan S., de Hevia J., Desempleo juvenil en España: situación, consecuencias e impacto sobre la vida laboral de los adultos [Youth unemployment in Spain: situation, consequences and impact on the working life of adults], Papeles de economía española, 156, pp. 62-75, (2018); Ayala J.C., Manzano G., The influence of psychological capital on graduates' perception of employability: the mediating role of employability skills, Higher Education Research and Development, 40, 2, pp. 293-308, (2021); Bolli T., Caves K.M., Renold U., Buergi J., Beyond employer engagement: measuring education-employment linkage in vocational education and training programmes, Journal of Vocational Education and Training, 70, 4, pp. 524-563, (2018); From Education to Working Life: the Labour Market Outcomes of Vocational Education and Training, (2012); Over-qualification rate (of tertiary graduates), (2022); Choi S.J., Jeong J.C., Kim S.N., Impact of vocational education and training on adult skills and employment: an applied multilevel analysis. 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"Jackson D.; Dean B.A.","Jackson, Denise (37053893700); Dean, Bonnie Amelia (55480837800)","37053893700; 55480837800","The contribution of different types of work-integrated learning to graduate employability","2023","Higher Education Research and Development","42","1","","93","110","17","15","10.1080/07294360.2022.2048638","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129217875&doi=10.1080%2f07294360.2022.2048638&partnerID=40&md5=73dd4044171ee91ded5274bf839d1828","School of Business & Law, Edith Cowan University, Joondalup, Australia; Learning, Teaching & Curriculum, University of Wollongong, Wollongong, Australia","Jackson D., School of Business & Law, Edith Cowan University, Joondalup, Australia; Dean B.A., Learning, Teaching & Curriculum, University of Wollongong, Wollongong, Australia","Work-integrated learning (WIL) is widely recognised as significantly contributing to enhancing graduate employability. Empirical evaluation of its impact and value is often confined to work-based WIL (internships/placements/practicums), known to pose challenges with scalability and equitable access. Through the lens of experiential learning, this large-scale study draws on national graduate survey data (n = 76,261) to investigate the impact of three different types of WIL (work-based/non-workplace/global) on perceptions of employability and skill outcomes across undergraduate and postgraduate (coursework and research) programmes and disciplines. Findings support the widely evidenced link between work-based WIL and perceived improvements in skills (foundation/adaptive/collaborative) yet show greater gains from WIL not based in the workplace, particularly for collaborative skills and among postgraduates. Further, global WIL appears to provide an important opportunity for developing highly sought-after adaptive skills in new graduates. In contrast, work-based WIL was particularly effective in enhancing graduates’ perceptions of overall preparedness for employment, although varying by discipline. Findings therefore demonstrate the value of embedding and scaffolding various forms of WIL throughout study programmes to support perceived employability. © 2022 HERDSA.","Employability; Graduate Outcomes Survey; perceived employability; skills; work-integrated learning","","","","","","Australian Collaborative Education Network, ACEN","This work was supported by Australian Collaborative Education Network. We thank ACEN for including WIL items in the GOS, and the 30 member universities who participated in the study.","1272.0 Australian standard classification of education, (2001); Artess J., Mellors-Bourne R., Hooley T., Employability: A review of the literature 2012-2016, (2012); National priorities and industry linkage fund pilot (2022–2024), (2021); Baluku M., Mugabi E., Nansamba J., Matagi L., Onderi P., Otto K., Psychological capital and career outcomes among Final year University students: The mediating role of career engagement and perceived employability, International Journal of Applied Positive Psychology, 6, 2, pp. 55-80, (2021); Bayerlein L., Hora M., Dean B.A., Perkiss S., Developing skills in higher education for post-pandemic work, Labour & Industry, (2021); Becker G., Human capital: A theoretical and empirical analysis, (1964); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work and Stress, 21, 3, pp. 279-292, (2007); Billett S., Curriculum and pedagogical bases for effectively integrating practice-based experience, (2011); Bridgstock R., Graduate employability 2.0: Enhancing the connectedness of learners, teachers and higher education institutions, (2020); Campbell M., Russell L., McAllister L., Smith L., Tunny R., Thomson K., Barrett M., A framework to support assurance of institution-wide quality in WIL, (2019); Cantor J., Experiential learning in higher education: Linking classroom and community, (1995); Chiesa R., Van der Heijden B., Mazzetti G., Mariani M.G., Guglielmi D., “It is all in the game!”: The role of political skill for perceived employability enhancement, Journal of Career Development, 47, 4, pp. 394-407, (2020); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Dean B.A., Eady M.J., Yanamandram V., Advancing non-placement WIL across the degree, Journal of University Teaching & Learning Practice, 17, 4, pp. 1-6, (2020); Fenwick T.J., Expanding conceptions of experiential learning: A review of the five contemporary perspectives on cognition, Adult Education Quarterly, 50, 4, pp. 243-272, (2000); The new work standard, (2020); Green W., King E., Gallagher J., How can international learning experiences enhance employability?, Internationalization and employability in higher education, pp. 25-38, (2019); Helyer R., Lee D., The role of work experience in the future employability of higher education graduates, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Jackson D., Business graduate employability–where are we going wrong?, Higher Education Research & Development, 32, 5, pp. 776-790, (2013); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Bridgstock R., What actually works to enhance graduate employability? 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A comparative analysis of 31 countries, Geoforum; Journal of Physical, Human, and Regional Geosciences, 78, pp. 52-60, (2017)","D. Jackson; School of Business & Law, Edith Cowan University, Australia; email: d.jackson@ecu.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85129217875"
"Jackson D.; Dean B.A.; Eady M.","Jackson, Denise (37053893700); Dean, Bonnie Amelia (55480837800); Eady, Michelle (57194206889)","37053893700; 55480837800; 57194206889","Equity and inclusion in work-integrated learning: participation and outcomes for diverse student groups","2023","Educational Review","","","","","","","6","10.1080/00131911.2023.2182764","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150937480&doi=10.1080%2f00131911.2023.2182764&partnerID=40&md5=d2b9fcc9e104b4409617d6ebad8d999f","School of Business and Law, Edith Cowan University, Joondalup, Australia; Learning, Teaching & Curriculum, University of Wollongong, Wollongong, Australia; School of Education, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, Australia","Jackson D., School of Business and Law, Edith Cowan University, Joondalup, Australia; Dean B.A., Learning, Teaching & Curriculum, University of Wollongong, Wollongong, Australia; Eady M., School of Education, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, Australia","Universities support students in their transition to work and future career through programmes such as work-integrated learning (WIL). WIL engages students in authentic industry-based experiences and is considered valuable for preparedness for work, including professional socialisation and developing skills prioritised by graduate employers. Research shows, however, that access and participation in WIL is not equal among all student groups. This paper reports on the responses of over 151,000 recent graduates in an Australian-wide survey. It investigates participation in different types of WIL and its influence on self-perceptions of employability and the employment outcomes of graduates from different backgrounds. Findings show how access to diverse forms of WIL is not uniform, urging universities to carefully consider barriers and challenges for different student cohorts. Those that do access WIL largely experience significant positive outcomes, highlighting WIL’s instrumental role in preparing students for future work. The paper highlights the need for tailored approaches to WIL that enable access and optimise outcomes for all students to best prepare them for career pathways. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","equity; inclusion; internship; placement; Work-integrated learning","","","","","","","","Ammigan R., Jones E., Improving the student experience: Learning from a comparative study of international student satisfaction, Journal of Studies in International Education, 22, 4, pp. 283-301, (2018); Andrewartha L., Harvey A., Student voice and influence on employability in Australian higher education, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 202-214, (2017); Disability standards for education, (2005); Final report for performance-based funding for the Commonwealth grant scheme, (2019); National priorities and industry linkage fund (NPILF), (2020); Australian strategy for international education 2021–2030, (2021); Basit T.N., Earley A., Borup R., Shah H., Slack K., Hughes A., Higher education institutions and work-based learning in the UK: Employer engagement within a tripartite relationship, Higher Education, 70, 6, pp. 1003-1015, (2015); Bell A., Bartimote K., Mercer-Mapstone L., Moran G., Tognolini J., Exploring benefits and challenges of online work integrated learning for equity students, (2021); Bellman S., Burgstahler S., Ladner R., Work-based learning experiences help students with disabilities transition to careers: A case study of University of Washington projects, Work, 48, 3, pp. 399-405, (2014); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, 3, pp. 279-292, (2007); Bilsland C., Carter L., Wood L.N., Work integrated learning internships in transnational education, Education + Training, 61, 3, pp. 359-373, (2019); Bowen T., Examining students’ perspectives on gender bias in their work-integrated learning placements, Higher Education Research & Development, 39, 3, pp. 411-424, (2020); Boye T., Accessibility of work-integrated learning in engineering, IT, and computer science for students with disabilities, The Conference on Research in Equity and Sustained Participation in Engineering, Computing, and Technology, (2021); Bradley H., Waller R., Gendered and classed graduate transitions to work: How the unequal playing field is constructed, maintained and experienced, Higher education and social inequalities: University admissions, experiences and outcomes, pp. 210-230, (2018); Burke C., Scurry T., Blenkinsopp J., Navigating the graduate labour market: The impact of social class on student understandings of graduate careers and the graduate labour market, Studies in Higher Education, 45, 8, pp. 1711-1722, (2020); Byrne C., What determines perceived graduate employability? 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Ward C., Topham T., Dixon H., Peterson A., Rieder J., Diffin B., Coburn J., Culturally inclusive STEM learning: Mentored internships for native American undergraduates at a tribal college and a university, Journal of Diversity in Higher Education, (2022); Winchester-Seeto T., Mackaway J., Peach D., Moore K., Ferns S., Campbell M., Principles, guidelines and strategies for inclusive WIL, (2015); Wolfgram M., Vivona B., Akram T., On the intersectional amplification of barriers to college internships: A comparative case study analysis, Harvard Educational Review, 91, 4, pp. 457-481, (2021)","D. Jackson; School of Business and Law, Edith Cowan University, 270 Joondalup Drive, Joondalup, 6027, Australia; email: d.jackson@ecu.edu.au","","Routledge","","","","","","00131911","","","","English","Educ. Rev.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85150937480"
"Donald W.E.; Hughes H.P.N.","Donald, William E (57196032389); Hughes, Helen PN (36133296700)","57196032389; 36133296700","How academics can play a more influential role during a year-in-industry placement: A contemporary critique and call for action","2023","Industry and Higher Education","","","","","","","5","10.1177/09504222231162059","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150429268&doi=10.1177%2f09504222231162059&partnerID=40&md5=a66743b14736ef97c7defa8251a68fd9","Southampton Business School, University of Southampton, Southampton, United Kingdom; Ronin Institute, Montclair, NJ, United States; Leeds University Business School, University of Leeds, Leeds, United Kingdom","Donald W.E., Southampton Business School, University of Southampton, Southampton, United Kingdom, Ronin Institute, Montclair, NJ, United States; Hughes H.P.N., Leeds University Business School, University of Leeds, Leeds, United Kingdom","Universities worldwide are tasked with producing employable graduates capable of operating in evolving, complex, and global labour markets. Research into the effectiveness of year-in-industry placements to facilitate such objectives often portrays the dominant actors as students, employers, managers, and (de)centralised placement teams. Framing this as our point of departure, we propose that academics can play a more influential role. Our essay discusses the challenges for academics of designing, delivering, and assessing a year-in-industry placement module. Next, we consider the opportunities for students to enhance their self-perceived employability. We conclude with a call for innovative thinking, knowledge sharing, and empirical research. © The Author(s) 2023.","academics; assessment; Curriculum; higher education; module design; placement; self-perceived employability; students; year-in-industry","","","","","","","","Bennet D., Knight E., Bell K., Graduate employability and the career thinking of university STEMM students, Teaching in Higher Education, 25, 6, pp. 750-765, (2020); Buckholtz T.J., Donald W.E., Direct outcomes and win-win relationships between university careers advisors and graduate recruiters, GiLE Journal of Skills Development, 2, 1, pp. 9-25, (2022); Case J.M., Agrawal A., Abdalla A., Et al., Students’ experiences of the value of lectures for their learning: a close-up comparative study across four institutions, Teaching in Higher Education, pp. 1-19, (2022); De Vos A., Van der Heijden B.I.J.M., Akkermans J., Sustainable careers: towards a conceptual model, Journal of Vocational Behavior, 117, (2020); Dewi R., Adapted work placement delivery method under COVID-19 towards students’ job preparatory behaviours, Industry and Higher Education, 36, 6, pp. 716-729, (2022); Donald W.E., Ford N., Fostering social mobility and employability: the case for peer learning, Teaching in Higher Education, pp. 1-7, (2022); Donald W.E., Jackson D., Subjective wellbeing among university students and recent graduates: evidence from the United Kingdom, International Journal of Environmental Research and Public Health, 19, 11, (2022); Donald W.E., Ashleigh M.J., Baruch Y., Students’ perceptions of education and employability: facilitating career transition from higher education into the labor market, Career Development International, 23, 5, pp. 513-540, (2018); Donald W.E., Ashleigh M.J., Baruch Y., The university-to-work transition: responses of universities and organizations to the COVID-19 pandemic, Personnel Review, 51, 9, pp. 2201-2221, (2022); Donald W.E., Baruch Y., Ashleigh M.J., The undergraduate self-perception of employability: human capital, careers advice and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Franco M., Silva R., Rodrigues M., Partnerships between higher education institutions and firms: the role of students’ curricular internships, Industry and Higher Education, 33, 3, pp. 172-185, (2019); Greenwood-Hau J., Teaching facts or teaching thinking? The potential of hooks’ ‘engaged pedagogy’ for teaching politics in a ‘post-truth’ moment, Teaching in Higher Education, pp. 1-18, (2021); Hughes H.P.N., Understanding the Value of Internships, (2020); Hughes H.P.N., The Work-Integrated Opportunity and Development Tool (WIODT): a practical approach to maximise the value of work-integrated learning, International Journal of Teaching and Learning in Higher Education, (2022); Hughes H.P.N., Davis M.C., Starting Your Career during a Pandemic: The Experience of Remote and Hybrid Working, (2021); Hughes H.P.N., Davis M.C., Robinson M.A., Et al., The pursuit of organizational impact: hits, misses, and bouncing back, European Journal of Work and Organizational Psychology, 30, 3, pp. 339-354, (2021); Inceoglu I., Selenko E., McDowall A., Et al., How) do work placements work? Scrutinizing the quantitative evidence from a theory-driven future research agenda, Journal of Vocational Behavior, 110, B, pp. 317-337, (2019); Jackson D., Applying academic selection criteria to work-integrated learning programmes: risk management or perpetuating inequality?, Teaching in Higher Education, 25, 1, pp. 98-115, (2020); Jones C., Wang Y., The performance effects of international study placements versus work placements, Higher Education, 85, pp. 689-710, (2023); Langan A.M., Harris W.E., National student survey metrics: where is the room for improvement?, Higher Education, 78, pp. 1075-1089, (2019); Manville G., Donald W.E., Eves A., Can embedding authentic assessment into the curriculum enhance the employability of business school students?, GiLE Journal of Skills Development, 2, 2, pp. 73-87, (2022); Mooney R., Dark triad traits, engagement with learning, and perceptions of employability in undergraduate students, Industry and Higher Education, (2022); Narayanan V.K., Olk P.M., Fukami C.V., Determinants of internship effectiveness: an exploratory model, Academy of Management Learning and Education, 9, 1, pp. 61-80, (2010); Otache I., Edopkolor J.E., Work placement learning and student employability: do student satisfaction, commitment and achievement matter?, Industry and Higher Education, 36, 6, pp. 730-741, (2022); Perusso A., Baaken T., Assessing the authenticity of cases, internships and problem-based learning as managerial learning experiences: concepts, methods and lessons for practice, The International Journal of Management Education, 18, 3, (2020); Rogers S., University Tuition Fees and Financial Support in England, (2022); Salvador R., Challenges and opportunities for problem-based learning in higher education: lessons from a cross-program industry 4.0 case, Industry and Higher Education, 37, 1, pp. 3-21, (2022); Sherwood G., Am I missing something by not using story-telling? Why we should ask university students to use story-telling to evaluate their learning experiences, Teaching in Higher Education, 25, 3, pp. 321-333, (2020); Vanhercke D., De Cuyper N., Peeters E., Et al., Defining perceived employability: a psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Velez G.S., Giner G.R., Effects of business internships on students, employers, and higher education institutions: a systematic review, Journal of Employment Counseling, 52, 3, pp. 121-130, (2015); Walentynowicz M., Schneider S., Stone A.A., The effects of time frames on self-report, PLoS One, 13, (2018)","W.E. Donald; Southampton Business School, University of Southampton, Southampton, United Kingdom; email: w.e.donald@gmail.com","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85150429268"
"Jackson D.; Rowe A.","Jackson, Denise (37053893700); Rowe, Anna (37361395400)","37053893700; 37361395400","Impact of work-integrated learning and co-curricular activities on graduate labour force outcomes","2023","Studies in Higher Education","48","3","","490","506","16","7","10.1080/03075079.2022.2145465","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142173783&doi=10.1080%2f03075079.2022.2145465&partnerID=40&md5=31b5d9f6a35484f32fc21d77c66c3408","School of Business and Law, Edith Cowan University, Joondalup, Australia; University of New South Wales, Kensington, Australia","Jackson D., School of Business and Law, Edith Cowan University, Joondalup, Australia; Rowe A., University of New South Wales, Kensington, Australia","The explicit linking of institutional funding to in-curricular industry engagement and graduate employment affirms the strategic importance of enhancing graduate employability in Australia. Key strategies to enhance graduate employability and employment outcomes are work-integrated learning (WIL) (where students engage with industry as part of their formal learning and assessment) and co-curricular activities (e.g. volunteering, leadership/award, and mentoring programmes), which are facilitated by the university but not embedded into curricula. While WIL is widely recognised for enhancing different aspects of student employability, the impact of co-curricular activities is less well-known. Further, there is a lack of empirical analysis on the nuanced impact of different forms of WIL and co-curricular activities on graduate outcomes. This research sought to explore the impact of a range of WIL and co-curricular activities on labour force outcomes among new higher education graduates. Findings are informed by national survey data for 51,883 domestic graduates of both coursework and research degrees in Australia. They point to a strong labour market advantage from work-based WIL for Bachelor graduates, while undergraduate participation in co-curricular activities appeared to have less effect on labour force outcomes. However, there were consistent, positive results for industry mentoring and leadership/award programmes for increasing the chances of securing full-time work and reducing the likelihood of perceived overqualification among Bachelor and postgraduate coursework graduates. Implications for stakeholders and practice are discussed, as well as directions for future research. © 2022 Society for Research into Higher Education.","co-curricular activities; graduate employment; overqualification; underemployment; Work-integrated learning","","","","","","Government of Canada","While Australian HE funding now encourages providers to increase student participation in WIL (Australian Government ), where are the incentives for industry? Unlike support offered to employers by the Government of Canada (), Australia has not delivered on the recommendations for financial assistance (e.g. tax incentives) in the National Strategy for WIL in University Education (Universities Australia et al. ). Similarly, there are no requirements for employers to commit to developing future graduate talent, such as the degree apprenticeship levy scheme in the UK (Department for Education ). Without funding to support work-based WIL, it appears unlikely that employers, industries bodies and professional associations will engage sufficiently to upscale offerings and ensure equitable access for all students across disciplines. ","Aina C., Casalone G., Raitano M., Age at Graduation and its Reflections in Early Career Prospects, Studies in Higher Education, 45, 6, pp. 1121-1132, (2020); 1272.0 Australian Standard Classification of Education, (2001); NPILF Pilot (2022-24) Guidance Document, (2021); Growing Industry Internships for Research PhD Students, (2021); Baert S., Cockx B., Verhaest D., Overeducation at the Start of the Career: Stepping Stone or Trap?, Labour Economics, 25, pp. 123-140, (2013); Bennett D., Fostering Equitable Access to Employability Development Through an Institution-Wide, In-Curricular Strategy, Student Retention and Success in Higher Education, pp. 191-215, (2021); Birch E., Li I., Miller P., The Influences of Institution Attended and Field of Study on Graduates' Starting Salaries, Australian Economic Review, 42, 1, pp. 42-63, (2009); Bradley A., Quigley M., Bailey K., How Well are Students Engaging with the Careers Services at University?, Studies in Higher Education, 46, 4, pp. 663-676, (2021); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability Through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Bridgstock R., Graduate Employability 2.0: Learning for Life and Work in a Socially Networked World, Education for Employability (Volume 2), pp. 97-106, (2019); Burke C., Scurry T., Blenkinsopp J., Navigating the Graduate Labour Market: The Impact of Social Class on Student Understandings of Graduate Careers and the Graduate Labour Market, Studies in Higher Education, 45, 8, pp. 1711-1722, (2020); Cook S., Watson D., Webb R., ‘It’s Just Not Worth a Damn!’ Investigating Perceptions of the Value in Attending University, Studies in Higher Education, 44, 7, pp. 1256-1267, (2019); Cranmer S., Enhancing Graduate Employability: Best Intentions and Mixed Outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); De la Harpe B., David C., Major Influences on the Teaching and Assessment of Graduate Attributes, Higher Education Research & Development, 31, 4, pp. 493-510, (2012); Apprenticeship Funding in England, (2021); Engaging Employers in WIL: Current State and Future Priorities, (2014); Douglass J., Thomson G., Zhao C., The Learning Outcomes Race: The Value of Self-Reported Gains in Large Research Universities, Higher Education, 64, 3, pp. 317-335, (2012); Edwards D., Coates H., Monitoring the Pathways and Outcomes of People from Disadvantaged Backgrounds and Graduate Groups, Higher Education Research & Development, 30, 2, pp. 151-163, (2011); Erdogan B., Tomas I., Valls V., Gracia F., Perceived Overqualification, Relative Deprivation, and Person-Centric Outcomes: The Moderating Role of Career Centrality, Journal of Vocational Behavior, 107, pp. 233-245, (2018); Fugate M., Kinicki A., A Dispositional Approach to Employability: Development of a Measure and Test of Implications for Employee Reactions to Organizational Change, Journal of Occupational and Organizational Psychology, 81, 3, pp. 503-527, (2008); (2021); Green F., Henseke G., Europe’s Evolving Graduate Labour Markets: Supply, Demand, Underemployment and pay, Journal for Labour Market Research, 55, 1, pp. 1-13, (2021); Gribble C., Blackmore J., Rahimi M., Challenges to Providing Work Integrated Learning to International Business Students at Australian Universities, Higher Education, Skills and Work-Based Learning, 5, 4, pp. 401-416, (2015); Hardie G., Almeida S., Ross P., Value of Industry Mentoring and Resource Commitment to the Success of an Undergraduate Internship Program, International Journal of Work-Integrated Learning, 19, 2, pp. 155-168, (2018); Graduate Outcomes Survey Questions, (2018); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Hordosy R., Clark T., Vickers D., Lower Income Students and the ‘Double Deficit’ of Part-Time Work: Undergraduate Experiences of Finance, Studying and Employability, Journal of Education and Work, 31, 4, pp. 353-365, (2018); COVID-19: Global Impacts on Graduate Recruitment, (2020); Jackson D., Factors Influencing Job Attainment in Recent Bachelor Graduates: Evidence from Australia, Higher Education, 68, 1, pp. 135-153, (2014); Jackson D., Re-conceptualising Graduate Employability: The Importance of pre-Professional Identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jackson D., Bridgstock R., Evidencing Student Success in the Contemporary World-of-Work: Renewing our Thinking, Higher Education Research & Development, 37, 5, pp. 984-998, (2018); Jackson D., Bridgstock R., What Actually Works to Enhance Graduate Employability? The Relative Value of Curricular, co-Curricular, and Extra-Curricular Learning and Paid Work, Higher Education, 81, 4, pp. 723-739, (2021); Jackson D., Collings D., The Influence of Work-Integrated Learning and Paid Work During Studies on Graduate Employment and Underemployment, Higher Education, 76, 3, pp. 403-425, (2018); Jackson D., Li I., “Transition to work, mismatch, and underemployment among graduates: An Australian longitudinal study”, International Journal of Manpower, (2021); Jackson D., Fleming J., Rowe A., Enabling the Transfer of Skills and Knowledge Across Classroom and Work Contexts, Vocations and Learning, 12, 3, pp. 459-478, (2019); Jackson D., Meek S., Embedding Work-Integrated Learning Into Accounting Education: The State of Play and Pathways to Future Implementation, Accounting Education, 30, 1, pp. 63-85, (2021); Jackson D., Tomlinson M., The Relative Value of Work Experience, Extra-Curricular and University-Based Activities on Student Employability, Higher Education Research and Development, 41, 4, pp. 1119-1135, (2021); Karmel T., Carroll D., Has the Graduate Labour Market Been Swamped?, (2016); Kay J., Ferns S., Russell L., Smith J., Expanding WIL Possibilities: Enhancing Student Employability Through Innovative WIL Models, (2018); Khampirat B., Pop C., Bandaranaike S., The Effectiveness of WIL in Developing Student Work Skills: A Case Study of Thailand, International Journal of Work-Integrated Learning, 20, 2, pp. 126-146, (2019); Kinash S., Crane L., Judd M., Knight C., Discrepant Stakeholder Perspectives on Graduate Employability Strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); Li I., Carroll D., Employment and Study Outcomes After Graduation: An Australian Higher Education Equity Perspective, (2019); Li I., Miller P., The Absorption of Recent Graduates Into the Australian Labour Market: Variations by University Attended and Field of Study, Australian Economic Review, 46, 1, pp. 14-30, (2013); Lowden K., Hall S., Elliot D., Lewin J., Employers’ Perceptions of the Employability of New Graduates, (2011); Maynard D., Joseph T., Maynard A., Underemployment, job Attitudes, and Turnover Intentions, Journal of Organizational Behavior, 27, 4, pp. 509-536, (2006); McManus L., Rook L., Mixed Views in the Academy: Academic and Student Perspectives About the Utility of Developing Work-Ready Skills Through WIL, Studies in Higher Education, 46, 2, pp. 270-284, (2021); Mihut G., Does University Prestige Lead to Discrimination in the Labor Market? Evidence from a Labor Market Field Experiment in Three Countries, Studies in Higher Education, 47, 6, pp. 1227-1242, (2021); Monteiro S., Almeida L., Gomes C., Sinval J., Employability Profiles of HE Graduates: A Person-Oriented Approach, Studies in Higher Education, 47, 3, pp. 499-512, (2020); Oliver B., Jorre de St Jorre T., Graduate Attributes for 2020 and Beyond: Recommendations for Australian Higher Education Providers, Higher Education Research & Development, 37, 4, pp. 821-836, (2018); Peach D., Moore D., Campbell M., Winchester-Seeto T., Ferns S., Mackaway J., Groundwater L., Building Institutional Capacity to Enhance Access, Participation and Progression in WIL, (2016); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., (2012); Pinto L., Pereira P., ‘I Wish to do an Internship (Abroad)’: Investigating the Perceived Employability of Domestic and International Business Internships, Higher Education, 78, 3, pp. 443-461, (2019); Pitman T., Roberts L., Bennett D., Richardson S., An Australian Study of Graduate Outcomes for Disadvantaged Students, Journal of Further and Higher Education, 43, 1, pp. 45-57, (2019); Scerri M., Presbury R., Goh E., An Application of the Mentoring Framework to Investigate the Effectiveness of Mentoring Programs Between Industry Mentors and Student Mentees in Hospitality, Journal of Hospitality and Tourism Management, 45, pp. 143-151, (2020); Seibert S., Kraimer M., Heslin P., Developing Career Resilience and Adaptability, Organizational Dynamics, 45, 3, pp. 245-257, (2016); Sin C., Neave G., Employability Deconstructed: Perceptions of Bologna Stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016); Sin C., Tavares O., Amaral A., Accepting Employability as a Purpose of Higher Education? Academics’ Perceptions and Practices, Studies in Higher Education, 44, 6, pp. 920-931, (2019); Skalicky J., Warr Pedersen K., van der Meer J., Fuglsang S., Dawson P., Stewart S., A Framework for Developing and Supporting Student Leadership in Higher Education, Studies in Higher Education, 45, 1, pp. 100-116, (2020); Smith M., Bell K., Bennett D., McAlpine A., Employability in a Global Context, (2018); Smith C., Ferns S., Russell L., The Impact of WIL on Student Work-Readiness, (2014); 2020 Graduate Outcomes Survey, (2020); Stevenson J., Clegg S., Possible Selves: Students Orientating Themselves Towards the Future Through Extracurricular Activity, British Educational Research Journal, 37, 2, pp. 231-246, (2011); Thompson L., Clark G., Walker M., Whyatt J., ‘It’s Just Like an Extra String to Your Bow’: Exploring Higher Education Students’ Perceptions and Experiences of Extracurricular Activity and Employability, Active Learning in Higher Education, 14, 2, pp. 135-147, (2013); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education + Training, 59, 4, pp. 338-352, (2017); Work Integrated Learning in Universities: Final Report, (2019); Valencia-Forrester F., Internships and the PhD: Is This the Future Direction of Work-Integrated Learning in Australia?, International Journal of Work-Integrated Learning, 20, 4, pp. 389-400, (2019); Virick M., McKee-Ryan F., Reemployment Quality, Underemployment, and Career Outcomes, The Oxford Handbook of Job Loss and Job Search, pp. 359-375, (2018); Watts A., Careers Education in Higher Education: Principles and Practice, British Journal of Guidance & Counselling, 5, 2, pp. 167-184, (1977); Wilton N., The Impact of Work Placements on Skills Development and Career Outcomes for Business and Management Graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012)","D. Jackson; School of Business and Law, Edith Cowan University, Joondalup, 270 Joondalup Drive, 6027, Australia; email: d.jackson@ecu.edu.au","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","","Scopus","2-s2.0-85142173783"
"Bloch C.; Fuglsang S.; Glavind J.G.; Bendtsen A.-K.","Bloch, Carter (16401018800); Fuglsang, Simon (57317124100); Glavind, Johanne Grøndahl (57202914609); Bendtsen, Anna-Kathrine (57219463927)","16401018800; 57317124100; 57202914609; 57219463927","Quality work in higher education: a multi-stakeholder study","2023","Quality in Higher Education","29","3","","340","357","17","4","10.1080/13538322.2022.2123267","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139100524&doi=10.1080%2f13538322.2022.2123267&partnerID=40&md5=3eda5db135f2bb0e41ddc23b4a290faa","Department of Political Science, Danish Centre for Studies in Research and Research Policy, Aarhus University, Aarhus, Denmark; Research Centre for Quality of Education, Profession Policy and Practice, VIA University College, Aarhus, Denmark","Bloch C., Department of Political Science, Danish Centre for Studies in Research and Research Policy, Aarhus University, Aarhus, Denmark; Fuglsang S., Department of Political Science, Danish Centre for Studies in Research and Research Policy, Aarhus University, Aarhus, Denmark; Glavind J.G., Research Centre for Quality of Education, Profession Policy and Practice, VIA University College, Aarhus, Denmark; Bendtsen A.-K., Department of Political Science, Danish Centre for Studies in Research and Research Policy, Aarhus University, Aarhus, Denmark","Quality in higher education has been at the top of the political agenda for years, motivating discussion of how to define quality and how standards and assessment can promote quality. However, the literature tends to overlook the processes and practices constituting ‘every-day’ quality. To improve quality, it is important to know how quality is perceived and enacted by the key stakeholders, namely the students, teachers, administrative staff and managers. Informed by the findings of a survey, this article aims to identify and compare the local practices of quality work at higher education institutions in Denmark. The analysis reveals that students, teachers and managers across sectors to a large extent share views on quality work highlighting practices that help develop students’ academic skills, the ability to apply these to practice and the continuous development of teaching practices. Some differences are however also apparent, for example, concerning employability orientation in higher education. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","delphi study; higher education; Quality; quality conceptualisation; quality work","","","","","","Danish Agency for Science and Higher Education, (7118-00001B)","This work is part of the project Pathways to Improve Quality in Higher Education (PIQUED), which was supported by the Danish Agency for Science and Higher Education under Grant [7118-00001B].","Aamodt P.O., Graversen E.K., Hovdhaugen E., Kalpazidou Schmidt E., Maassen P., Stensaker B., The relationship between external quality assurance and the work of study programme leaders: a comparative study’, Quality Work in Higher Education. Organisational and pedagogical dimensions, pp. 43-56, (2020); Barandiaran-Galdos M., Barrenetxea-Ayesta M., Cardona-Rodriguez A., Mijangos-Del-Campo J.J., Olaskoaga-Larrauri J., Attitudes of Spanish university teaching staff to quality in education’, Journal of Higher Education Policy and Management, 34, 6, pp. 647-658, (2012); Bendtsen A.-K., Fuglsang S., Haase S., Bloch C., Glavind J.G., (2020); Biggs J., Tang C., Teaching for Quality Learning at University: What the student does, (2007); Bloch C., Degn L., Nygaard S., Haase S., Does quality work work? A systematic review of academic literature on quality initiatives in higher education’, Assessment & Evaluation in Higher Education, 46, 5, pp. 701-718, (2020); Brennan J., Shah T., Quality assessment and institutional change: experiences from 14 countries’, Higher Education, 40, 3, pp. 331-349, (2000); Cardoso S., Rosa M.J., Stensaker B., Why is quality in higher education not achieved? The view of academics’, Assessment & Evaluation in Higher Education, 41, 6, pp. 950-965, (2016); D'Andrea V.M., Improving teaching and learning in higher education: can learning theory add value to quality reviews, Quality Assurance in Higher Education: Trends in regulation, translation and transformation, pp. 209-223, (2007); Damsa C., Wittek A.L., Making Group Learning Work. Processes and pedagogical designs in higher education, (2020); Damsgaard H.L., Studielivskvalitet, (2019); Dicker R., Garcia M., Kelly A., Mulrooney H., What does ‘quality’ in higher education mean? Perceptions of staff, students and employers, Studies in Higher Education, 44, 8, pp. 1425-1441, (2019); Elken M., Stensaker B., Conceptualising ‘quality work’ in higher education’, Quality in Higher Education, 24, 3, pp. 189-202, (2018); Elken M., Stensaker B., Researching ‘quality work’ in higher education, Quality Work in Higher Education. 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Organisational and pedagogical dimensions, pp. 97-113, (2020); Pechmann P., Haase S., How policy makers employ the term quality in higher education policymaking’, Scandinavian Journal of Educational Research, 66, 2, pp. 355-366, (2022); Pratasavitskaya H., Stensaker B., Quality management in higher education: towards a better understanding of an emerging field’, Quality in Higher Education, 16, 1, pp. 37-50, (2010); Schindler L., Puls-Elvidge S., Welzant H., Crawford L., ‘Definitions of quality in higher education: a synthesis of the literature’, Higher Learning Research Communications, 5, 3, pp. 3-13, (2015); Stensaker B., Quality as fashion: exploring the translation of a management idea into higher education’, Quality Assurance in Higher Education: Trends in regulation, translation and transformation, pp. 99-118, (2007); Tam M., Measuring quality and performance in higher education, Quality in Higher Education, 7, 1, pp. 47-54, (2001); Teelken C., Lomas L., How to strike the right balance between quality assurance and quality control in the perceptions of individual lecturers: a comparison of UK and Dutch higher education institutions’, Tertiary Education and Management, 15, 3, pp. 259-275, (2009); Van Kemenade E., Pupius M., Hardjono T.W., More value to defining quality, Quality in Higher Education, 14, 2, pp. 175-185, (2008)","C. Bloch; Department of Political Science, Danish Centre for Studies in Research and Research Policy, Aarhus University, Aarhus, Denmark; email: carter.bloch@ps.au.dk","","Routledge","","","","","","13538322","","","","English","Qual. High. Educ.","Article","Final","","Scopus","2-s2.0-85139100524"
"Fontenele A.B.G.; Souza L.E.C.D.; Fasoli F.","Fontenele, Ana Beatriz Gomes (57211334147); Souza, Luana Elayne Cunha de (54419809400); Fasoli, Fabio (47860925700)","57211334147; 54419809400; 47860925700","Who Does Discriminate Against gay-Sounding Speakers? The Role of Prejudice on Voice-Based Hiring Decisions in Brazil","2023","Journal of Language and Social Psychology","42","1","","119","130","11","2","10.1177/0261927X221077243","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133315686&doi=10.1177%2f0261927X221077243&partnerID=40&md5=3a50cecc9818b5e4d5ee6bf1352058f1","Universidade de Fortaleza, Fortaleza, Brazil; University of Surrey, Guildford, United Kingdom","Fontenele A.B.G., Universidade de Fortaleza, Fortaleza, Brazil; Souza L.E.C.D., Universidade de Fortaleza, Fortaleza, Brazil; Fasoli F., University of Surrey, Guildford, United Kingdom","Vocal cues are used to categorize speakers’ sexual orientation. Hearing a gay-sounding speaker can elicit discrimination. This study investigated whether gay-sounding speakers were discriminated against when applying for a job in Brazil and whether prejudice moderated such an effect. Heterosexual participants listened to a gay- or heterosexual-sounding applicant, rating him in terms of personality traits and employability. The results showed that gay-sounding candidates were discriminated against compared to heterosexual-sounding candidates, but this was true only among highly prejudiced participants. © The Author(s) 2022.","discrimination; employability; gaydar; sexual orientation; voice","adult; article; Brazil; controlled study; employability; female; heterosexuality; human; human experiment; male; personality; prejudice; sexual orientation; voice","","","","","Howard Giles; Conselho Nacional de Desenvolvimento Científico e Tecnológico, CNPq; Ministry of Science and Technology, MOST, (408611/2016-2); Fundação Cearense de Apoio ao Desenvolvimento Científico e Tecnológico, FUNCAP","Funding text 1: The authors would like to thank the editor, Howard Giles, and the two anonymous reviewers for the constructive comments on previous drafts of this article. Their feedback was appreciated and helped to improve this work. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was partially supported by a grant from Fundação Cearense de Apoio ao Desenvolvimento Científico e Tecnológico and by a grant from CNPQ, Ministry of Science and Technology (Grant number 408611/2016-2).; Funding text 2: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was partially supported by a grant from Fundação Cearense de Apoio ao Desenvolvimento Científico e Tecnológico and by a grant from CNPQ, Ministry of Science and Technology (Grant number 408611/2016-2). ","Alt N.P., Lick D.J., Johnson K.L., The straight categorization bias: A motivated and altruistic reasoning account, Journal of Personality and Social Psychology, 119, 6, pp. 1266-1289, (2020); Bainha A., Silva F.A., Homofobia nas organizações e a legislação aplicada [Homophobia in organizations and applied legislation], Revista Borges: Estudos contemporâneos em Ciências Sociais e Aplicadas, 6, 1, pp. 50-69, (2016); Blashill A.J., Powlishta K.K., Gay stereotypes: The use of sexual orientation as a cue for gender-related attributes, Sex Roles, 61, 11, pp. 783-793, (2009); Brambilla M., Sacchi S., Rusconi P., Cherubini P., Yzerbyt V.Y., You want to give a good impression? Be honest! Moral traits dominate group impression formation, British Journal of Social Psychology, 51, 1, pp. 149-166, (2012); Carrieri A.P., Souza E.M., Aguiar A.R.C., Trabalho, violência e sexualidade: Estudo de lésbicas, travestis e transexuais [Work, violence and sexuality: A study of lesbian, transvestites and transexual people], Revista de Administração Contemporânea, 18, 1, pp. 78-95, (2014); Correa-Ribeiro R., Iglesias F., Camargos E.F., Attitudes toward lesbians and Gay Men scale: validation in Brazilian physicians, Einstein (São Paulo, 17, 2, pp. 1-6, (2019); Dovidio J.F., Gaertner S.L., Affirmative action, unintentional racism biases, and intergroup relations, Journal of Social Issues, 52, 4, pp. 51-75, (1996); Dragojevic M., Berglund C., Blauvelt T.K., Figuring out who’s who: The role of social categorization in the language attitudes process, Journal of Language and Social Psychology, 37, 1, pp. 28-50, (2018); Dragojevic M., Fasoli F., Cramer J., Rakic T., Toward a century of language attitudes research: looking back and moving forward, Journal of Language and Social Psychology, 40, 1, pp. 60-79, (2021); Dragojevic M., Giles H., Beck A.C., Tatum N.T., The fluency principle: Why foreign accent strength negatively biases language attitudes, Communication Monographs, 84, 3, pp. 385-405, (2017); Dragojevic M., Goatley-Soan S., Americans’ attitudes toward foreign accents: Evaluative hierarchies and underlying processes, Journal of Multilingual and Multicultural Development, pp. 1-15, (2020); Fasoli F., Hegarty P., A leader doesn’t sound lesbian!: The impact of sexual orientation vocal cues on heterosexual persons’ first impression and hiring decision, Psychology of Women Quarterly, 44, 2, pp. 234-255, (2020); Fasoli F., Hegarty P., Frost D.M., Stigmatization of ‘gay-sounding’ voices: The role of heterosexual, lesbian, and gay individuals’ essentialist beliefs, British Journal of Social Psychology, 60, 3, pp. 826-850, (2021); Fasoli F., Maass A., Paladino M.P., Sulpizio S., Gay-and lesbian-sounding auditory cues elicit stereotyping and discrimination, Archives of Sexual Behavior, 46, 5, pp. 1261-1277, (2017); Fasoli F., Maass A., Sulpizio S., Communication of the “invisible”: The case of sexual orientation, Advances in intergroup communication, pp. 193-204, (2016); Faul F., Erdfelder E., Lang A.G., Buchner A., G*power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences, Behavior Research Methods, 39, 2, pp. 175-191, (2007); Fuertes J.N., Gottdiener W., Martin H., Gilbert T.C., Giles H., A meta-analysis of the effects of speakers’ accents on interpersonal evaluations, European Journal of Social Psychology, 42, 1, pp. 120-133, (2012); Giles H., Wilson P., Conway T., Accent and lexical diversity as determinants of impression formation and perceived employment suitability, Language Sciences, 3, 1, pp. 91-103, (1981); Hansen K., Dovidio J.F., Social dominance orientation, nonnative accents, and hiring recommendations, Cultural Diversity and Ethnic Minority Psychology, 22, 4, pp. 544-551, (2016); Hansen K., Rakic T., Steffens M.C., When actions speak louder than words: preventing discrimination of nonstandard speakers, Journal of Language and Social Psychology, 33, 1, pp. 68-77, (2014); Hansen K., Rakic T., Steffens M.C., Foreign-looking native-accented people: more competent when first seen rather than heard, Social Psychological and Personality Science, 9, 8, pp. 1001-1009, (2018); Hayes A.F., Partial, conditional, and moderated moderated mediation: quantification, inference, and interpretation, Communication Monographs, 85, 1, pp. 4-40, (2018); Herek G.M., The attitudes toward lesbians and gay men (ATLG) scale, Sexuality-related measures: A compendium, pp. 392-394, (1998); Junior A.C., Galvao C.R., The first impression is what remains: discrimination in the selection of LGBTQIA+workers in Brazilian organizations, Brazilian Journal of Development, 7, 1, pp. 1996-2008, (2021); Kachel S., Simpson A.P., Steffens M.C., Do I sound straight?”: acoustic correlates of actual and perceived sexual orientation and masculinity/femininity in men’s speech, Journal of Speech, Language, and Hearing Research, 61, 7, pp. 1560-1578, (2018); Kachel S., Steffens M.C., Preuss S., Simpson A.P., Gender (conformity) matters: cross-dimensional and cross-modal associations in sexual orientation perception, Journal of Language and Social Psychology, 39, 1, pp. 40-66, (2021); Kranz D., Probstle K., Evidis A., Are all the nice guys gay? The impact of sociability and competence on the social perception of male sexual orientation, Psychology of Men & Masculinity, 18, 1, pp. 32-39, (2017); Lick D.J., Johnson K.L., Rule N.O., Stroessner S.J., Perceivers infer base rates from social context to judge perceptually ambiguous social identities, Social Cognition, 37, 6, pp. 596-623, (2019); Magno L., Dourado I., Leal A.F., Knauth D., Guimaraes M.D.C., Bermudez X.P.D., Rocha G.M., Veras M.A., Kendal C., Brito A.M., Kerr L., Discrimination due to sexual orientation and associated factors among men who have sex with men in 12 Brazilian cities: A respondent-driven sampling survey, Research Square, pp. 1-22, (2020); Miller A.E., Searching for gaydar: blind spots in the study of sexual orientation perception, Psychology & Sexuality, 9, 3, pp. 188-203, (2018); Munson B., McDonald E.C., DeBoe N.L., White A.R., The acoustic and perceptual bases of judgments of women and men’s sexual orientation from read speech, Journal of Phonetics, 34, 2, pp. 202-240, (2006); Park B., Judd C.M., Rethinking the link between categorization and prejudice within the social cognition perspective, Personality and Social Psychology Review, 9, 2, pp. 108-130, (2005); Pereira A.S.L.S., Dia S.M.P.S., Lima T.J.S., Souza L.E.C., As crenças sobre a homossexualidade e o preconceito contra homossexuais no ambiente de trabalho [beliefs about homosexuality and the prejudice against homosexuals in the workplace], Temas Em Psicologia, 25, 2, pp. 563-575, (2017); Rakic T., Steffens M.C., Mummendey A., Blinded by the accent! The minor role of looks in ethnic categorization, Journal of Personality and Social Psychology, 100, 1, pp. 16-29; Rakic T., Steffens M.C., Mummendey A., When it matters how you pronounce it: The influence of regional accents on job interview outcome, British Journal of Psychology, 102, 4, pp. 868-883; Roessel J., Schoel C., Zimmermann R., Stahlberg D., Shedding new light on the evaluation of accented speakers: basic mechanisms behind nonnative listeners’ evaluations of nonnative accented job candidates, Journal of Language and Social Psychology, 38, 1, pp. 3-32, (2019); Souza L.E.C., Pereira C.R., Camino L., Lima T.J.S., Torres A.R.R., The legitimizing role of accent on discrimination against immigrants, European Journal of Social Psychology, 46, 5, pp. 609-620, (2016); Stern C., West T.V., Jost J.T., Rule N.O., The politics of gaydar: ideological differences in the use of gendered cues in categorizing sexual orientation, Journal of Personality and Social Psychology, 104, 3, pp. 520-541, (2013); Sulpizio S., Fasoli F., Maass A., Paladino M.P., Vespignani F., Eyssel F., Bentler D., The sound of voice: voice-based categorization of speakers’ sexual orientation within and across languages, PLoS ONE, 10, 7, pp. 1-38, (2015); Woolery L.M., Gaydar: A social-cognitive analysis, Journal of Homosexuality, 53, 3, pp. 9-17, (2007)","A.B.G. Fontenele; Universidade de Fortaleza, Fortaleza, Brazil; email: anabeatrizgf@edu.unifor.br","","SAGE Publications Inc.","","","","","","0261927X","","","","English","J. Lang. Soc. Psychol.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85133315686"
"O’Neil S.; Davel N.J.; Holtzhausen N.","O’Neil, Sumari (57190428034); Davel, Nadia J. (58066051400); Holtzhausen, Natasja (57579764900)","57190428034; 58066051400; 57579764900","A short report of the value of learnerships from an organisational stakeholder point of view","2023","SA Journal of Human Resource Management","21","","a2006","","","","0","10.4102/sajhrm.v21i0.2006","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146302764&doi=10.4102%2fsajhrm.v21i0.2006&partnerID=40&md5=75335247256d149b074d9e83e0d9d71d","Department of Human Resource Management, Faculty of Economic and Management Science, University of Pretoria, Pretoria, South Africa; School of Public Management and Administration, Faculty of Economic and Management Science, University of Pretoria, Pretoria, South Africa","O’Neil S., Department of Human Resource Management, Faculty of Economic and Management Science, University of Pretoria, Pretoria, South Africa; Davel N.J., Department of Human Resource Management, Faculty of Economic and Management Science, University of Pretoria, Pretoria, South Africa; Holtzhausen N., School of Public Management and Administration, Faculty of Economic and Management Science, University of Pretoria, Pretoria, South Africa","Orientation: Learnerships has been operationalised in South Africa as part of the National Skills Development Strategy (NSDS). The success of a learnership programme is influenced by stakeholder involvement. Research purpose: This study set out to explore the value of learnerships from an organisational stakeholder point of view. Motivation for the study: The stakeholder theory perspective posits the importance of stakeholders buy-in and involvement in learnership implementation. Research approach/design and method: Semi-structured interviews with three key stakeholders in a specific learnership programme were conducted in 2020. Data were analysed by means of thematic analysis using Atlas.ti 8.1. Main findings: Although the primary objective of learnerships is to develop vocational skills, the organisation and even larger community also reap benefits from hosting a learnership. These benefits include lower recruitment costs, capacity building with employees that understands the culture of the organisation, simplified onboarding, and community involvement. Practical/managerial implications: Skills development in the learnerships is largely facilitated by means of social and informal learning. Although formal training opportunities are an important part of learnership, it should be designed to include interaction and collaboration with employees in the organisation. Contribution/value added: Skills development as operationalised in the NSDS is part of the learner benefit of the learnership programme in South Africa. This article highlights how external stakeholders can reap greater benefits in terms of capacity building if the learners are engaged in meaningful organisational contribution. © 2023. The Authors. Licensee: AOSIS.","employability; learnerships; training and development; vocational training; work-based learning","","","","","","","","Aigbavboa C.O., Thwala W.D., Assessment of the effectiveness of learnerships programmes in the South African construction industry, Applied Research Conference in Africa, ARCA, 7–9 August 2014, pp. 141-147, (2014); Al-Sharafi A.G., Al-Rubai'ey F., Managing stakeholder conflicting expectations in higher education: A hybrid approach, Journal of Educational and Psychological Studies, 14, 4, pp. 627-641, (2020); Akbar K., Vajeth T., Wissink H., The relevance and effectiveness of learnership programs in South Africa: A survey of trainees from within a SETA, International Journal of Educational Sciences, 14, 1–2, pp. 110-120, (2016); Allais S., Will skills save us? Rethinking the relationships between vocational education, skills development policies, and social policy in South Africa, International Journal of Educational Development, 32, 5, pp. 632-642, (2012); Bailur S., Using stakeholder theory to analyze telecenter projects, Information Technologies and International Development, 3, 3, pp. 61-80, (2007); Beukes L., An investigation into the antecedents of intention and learnership performance in the agricultural sector of South Africa, (2013); Blandin De Chalain M.M., Learnerships in South Africa: the role of workplace adjustment as a mediator between social support and learner performance and satisfaction, (2015); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Braun V., Clarke V., Successful qualitative research: A practical guide for beginners, (2013); Braun V., Clarke V., (Mis)conceptualising themes, thematic analysis, and other problems with Fugard and Potts’ (2015) sample-size tool for thematic analysis, International Journal of Social Research Methodology, 19, 6, pp. 739-743, (2016); Braun V., Clarke V., One size fits all? What counts as quality practice in (reflexive) thematic analysis?, Qualitative Research in Psychology, 18, 3, pp. 328-335, (2020); Clarke N., HRD and the challenges of assessing learning in the workplace, International Journal of Training and Development, 8, 2, pp. 140-156, (2004); Clarke V., Braun V., Using thematic analysis in counselling and psychotherapy research: A critical reflection, Counselling and Psychotherapy Research, 18, 2, pp. 107-110, (2018); Cross J., Informal Learning: Rediscovering the Natural Pathways that Inspire Innovation and Performance, (2007); Crouse P., Doyle W., Young J.D., Workplace learning strategies, barriers, facilitators and outcomes: a qualitative study among human resource management practitioners, Human Resource Development International, 14, 1, pp. 39-55, (2011); Davel N.J., The impact of learnerships on human capital development in South Africa, (2022); Davis K., An empirical investigation into different stakeholder groups perception of project success, International Journal of Project Management, 35, 4, pp. 604-617, (2017); Davies T.A., Farquharson F., The learnership model of workplace training and its effective management: Lessons learnt from a Southern African case study, Journal of Vocational Education and Training, 56, 2, pp. 181-203, (2004); De Jager S., Hattingh S., Huster E., How to implement a learnership: A guide for employers and training providers, (2002); De Louw L.A., Efficacy of learnership programmes: an exploratory investigation of learner perceptions in the Cape Peninsula, (2009); Learnership Regulations of April 2011, (2011); The National Skills Development Strategy, (2001); National Skills Development Strategy (NSDS), (1997); Donald W.E., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: Human capital, careers advice, and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Ebrahim A., Pirttila J., Can a wage subsidy system help reduce 50 per cent youth unemployment? 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Where to from here?, Civil Engineering, 10, 5, pp. 8-11, (2002); Gibb V., Grow skills and productivity through learnerships – Feature, HR Future, 2014, 10, (2014); Grewe M., Ukpere W., Rust A., The performance of employed and unemployed learners on learnership programmes, African Journal of Business Management, 6, 44, pp. 11128-11144, (2012); Groener Z., Skills development and structural change: Possibilities for and limitations of redressing structural racial inequalities in South Africa, International Review of Education, 59, 6, pp. 723-749, (2014); Helyer R., Learning through reflection: The critical role of reflection in work-based learning (WBL), Journal of Work-Applied Management, 7, 1, pp. 15-27, (2015); Huq A., Gilbert D.H., Enhancing graduate employability through work‐based learning in social entrepreneurship: A case study, Education and Training, 55, 6, pp. 550-572, (2013); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Karlsson J., Berger M., Well-grounded and prepared new teachers: Reflecting on the promise of learnerships, Perspectives in Education, 24, 1, pp. 53-64, (2006); Komariah K., The role of work-based learning in building employability skills of vocational education students, The 3rd UPI International Conference on Technical and Vocational Education and Training, 13th-14th November 2014, pp. 110-113, (2015); Konstantinou I., Miller E., Self-managed and work-based learning: problematising the workplace–classroom skills gap, Journal of Work-Applied Management, 13, 1, pp. 6-18, (2021); Koyana S., Mason R.B., Rural entrepreneurship and transformation: The role of learnerships, International Journal of Entrepreneurial Behavior & Research, 23, 50, pp. 734-751, (2017); Kraak A., A critical review of the National Skills Development Strategy in South Africa, Journal of Vocational Education and Training, 60, 1, pp. 1-18, (2008); Kruss G., Wildschut A., Janse Van Rensburg D., Visser M., Haupt G., Roodt J., Developing skills and capabilities through the learnership and apprenticeship pathway systems, (2012); Lohman M.C., Factors influencing teachers’ engagement in informal learning activities, Journal of Workplace Learning, 18, 3, pp. 141-156, (2006); Marais D.L., Petersen I., Quayle M., Policymaking through a knowledge lens: Using the embodied-enacted-inscribed knowledge framework to illuminate the transfer of knowledge in a mental health policy consultation process – A South African case study, PLoS One, 16, (2021); Mathenjwa I.L., An evaluation of the implementation of the learnership programme within the Public Service Commission, (2011); Mayombe C., Needs assessment for vocational skills training for unemployed youth in eThekwini Municipality, South Africa, Higher Education, Skills and Work-Based Learning, 11, 1, pp. 18-33, (2020); Mummenthey C., Du Preez R., Implementing efficient and effective learnerships in the construction industry, SA Journal of Industrial Psychology, 36, 1, pp. 1-11, (2010); Naidu K., Learners’ experiences of learnership programmes in an information technology organisation, (2019); Pitan O.S., Muller C., Student perspectives on employability development in higher education in South Africa, Education + Training Journal, 63, 3, pp. 453-471, (2020); Plack M.M., The development of communication skills, interpersonal skills, and a professional identity within a community of practice, Journal of Physical Therapy Education, 20, 1, pp. 37-46, (2006); Potgieter F., Phantom ship or ferryboat? Understanding the mystery of learnerships and assessing the realities: Conversations, Perspectives in Education, 21, 1, pp. 167-187, (2003); Rankin N., Roberts G., Schoer V., The success of learnerships? Lessons from South Africa’s training and education programme, (2014); Skills Development Levies Act 9 of 1999, (1998); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Smith M.J., Jennings R., Solanki G., Perspectives on learnerships: A critique of South Africa’s transformation of apprenticeships, Journal of Vocational Education and Training, 57, 4, pp. 537-561, (2005); Annual Report 2021/2022 – Book 1, (2021); Subekti S., The implementation of work-based learning for the development of employability skills of vocational secondary school students through teamwork activity, INVOTEC, 15, 1, pp. 35-42, (2019); Swartz S., Soudien C., Developing young people’s capacities to navigate adversity, South African child gauge, pp. 92-97, (2015); Trede F., Role of work-integrated learning in developing professionalism and professional identity, International Journal of Work-Integrated Learning, 13, 3, (2012); Visser M., Kruss G., Learnerships and skills development in South Africa: A shift to prioritise the young unemployed, Journal of Vocational Education and Training, 61, 3, pp. 357-374, (2009); Wenger-Trayner E., Wenger-Trayner B., Learning in a landscape of practice: A framework, Learning in landscapes of practice, pp. 13-29, (2014); Wildschut A., An assessment of skills development interventions in South Africa: Skills development through structured qualifications: Learnerships and apprenticeships: Journey through the learnership system mired by past, HSRC Review, 10, 1, pp. 20-21, (2012); Young M.R., Reflection fosters deep learning: The ‘reflection page and relevant to you’ intervention, Journal of Instructional Pedagogies, 20, pp. 1-17, (2018)","S. O’Neil; Department of Human Resource Management, Faculty of Economic and Management Science, University of Pretoria, Pretoria, South Africa; email: sumari.oneil@up.ac.za","","AOSIS OpenJournals Publishing AOSIS (Pty) Ltd","","","","","","16837584","","","","English","SA J. Human Res.  Manag.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85146302764"
"Quinlan K.M.; Corbin J.","Quinlan, Kathleen M. (55191584600); Corbin, James (58069427100)","55191584600; 58069427100","How and why do students’ career interests change during higher education?","2023","Studies in Higher Education","48","6","","771","783","12","1","10.1080/03075079.2023.2166916","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146477498&doi=10.1080%2f03075079.2023.2166916&partnerID=40&md5=0637c0d698ec5632253197736bf13df7","Centre for the Study of Higher Education, University of Kent, Canterbury, United Kingdom; Careers and Employability Service, University of Kent, Canterbury, United Kingdom","Quinlan K.M., Centre for the Study of Higher Education, University of Kent, Canterbury, United Kingdom; Corbin J., Careers and Employability Service, University of Kent, Canterbury, United Kingdom","With increasing emphasis on employability in higher education (HE), there is an urgent need to understand how HE influences students’ career interests. Vocational psychological interest literature has assumed that career interest is stable from adolescence to adulthood. Newer conceptions of interest, drawn from developmental-educational perspectives, instead emphasise the mutability of interest and the ways in which the environment can support its development. This study makes a novel contribution by extending a developmental-educational theory of interest to illuminate how students’ career interests develop during university and influences on those career interests, suggesting ways to enhance development. We surveyed the 2019 bachelor’s graduating class (n = 663) at a mid-ranked UK university offering both applied and pure programmes. Graduates indicated whether their career interests had changed during university, described their career interests ‘when they started university’ and what they were ‘now’, and explained what had affected their career interest during university. Most (61%), regardless of pure or applied studies, reported that their career interests had changed. Consistent with interest theory, the most common type of change was refinement within a Standard Industrial Classification (30%), followed by shifts to a different SIC (19%), becoming more decided (12%), or rejecting a plan, leaving them unsure (5%). The most common influences on career interests were the curriculum (46%), placements (14%), work experiences (7%), and co-curricular activities (6%). We conclude that career practitioners and academics need to consider the central role of disciplinary curricula in career learning and emphasise opportunities for work experiences in and outside the curriculum. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Career development; career exploration; college; employability; interest development","","","","","","Higher Education Careers Services Unit, HECSU","This work was supported by Higher Education Careers Services Unit [grant number 2019 Research Fund]. We thank the Higher Education Careers Services Unit 2019 grant that supported this research. We thank Jonathan Rathmill for providing access to data, and to Sarah Sodimu, Dawn Chai Wi Ting, and Sara Beyllignont for their research assistance with the wider project. We also thank anonymous reviewers for their helpful feedback on previous versions.","First-year Career Readiness Survey Report, (2017); Azevedo F.S., Sustaining Interest-Based Participation in Science, Interest in Mathematics and Science Learning, pp. 281-296, (2015); Biglan A., Relationships Between Subject Matter Characteristics and the Structure and Output of University Departments, Journal of Applied Psychology, 57, 3, pp. 204-213, (1973); Bimrose J., Barnes S.-A., Brown J., A Systematic Review of Research into Career-Related Interventions for Higher Education, (2005); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brisbin L.A., Savickas M.L., Career Indecision Scales Do Not Measure Foreclosure, Journal of Career Assessment, 2, 4, pp. 352-363, (1994); Cobb F., Winter D., Careers Registration Learning Gain Project: Interim Findings, (2018); Dalyrimple R., Macrae A., Pal M., Shipman S., Employability: A Review of the Literature 2016-2021, (2021); Daubney K., (2019); Farenga S.A., Quinlan K.M., Classifying University Employability Strategies: Three Case Studies and Implications for Practice and Research, Journal of Education and Work, 29, 7, pp. 767-787, (2016); Feldman K.A., Smart J.C., Ethington C.A., What Do College Students Have To Lose? Exploring the Outcomes of Differences in Person-Environment Fits, The Journal of Higher Education, 75, 5, pp. 528-555, (2004); Greenbank P., “‘I’d Rather Talk to Someone I Know Than Somebody Who Knows’”– The Role of Networks in Undergraduates’ Career Decision-Making, Research in Post-Compulsory Education, 16, 1, pp. 31-45, (2011); Hidi S., Renninger K.A., The Four-Phase Model of Interest Development, Educational Psychologist, 41, 2, pp. 111-127, (2006); Holland J.L., Making Vocational Choices: A Theory of Vocational Personalities and Work Environments, (1997); Horn J., Values at Work: A Qualitative Study of Careers Education in Higher Education, (2009); Jackson D., Bridgstock R., Evidencing Student Success in the Contemporary World-of-Work: Renewing our Thinking, Higher Education Research & Development, 37, 5, pp. 984-998, (2018); Jiang Z., Alexander Newman A., Le H., Presbitero A., Zheng C., Career Exploration: A Review and Future Research Agenda, Journal of Vocational Behavior, 110, pp. 338-356, (2019); Khampirat B., The Relationship Between Paternal Education, Self-Esteem, Resilience, Future Orientation, and Career Aspirations, Plos One, 15, 12, (2020); Low K.S.D., Yoon M., Roberts B.W., Rounds J., The Stability of Vocational Interests from Early Adolescence to Middle Adulthood: A Quantitative Review of Longitudinal Studies, Psychological Bulletin, 131, 5, pp. 713-737, (2005); (2007); Patton L., Renn K.A., Guido F.M., Quaye S.J., Student Development in College: Theory, Research, and Practice (Third Edition), (2016); Quinlan K.M., (2011); Quinlan K.M., What Triggers Students’ Interest During Higher Education Lectures? Personal and Situational Variables Associated with Situational Interest, Studies in Higher Education, 44, 10, pp. 1781-1792, (2019); Quinlan K.M., Corbin J., Gentry N.W., Cameron L., (2021); Quinlan K.M., Renninger K.A., Rethinking Employability: How Students Build on Interest in a Subject to Plan a Career, Higher Education, (2022); Renninger K.A., Hidi S., The Power of Interest for Motivation and Engagement, (2016); Renninger K.A., Hidi S., Interest: A Unique Affective and Cognitive Motivational Variable That Develops, Advances in Motivation Science, 9, pp. 179-239, (2022); Rosenzweig E.Q., Harackiewicz J.M., Hecht C.A., Priniski S.J., Canning E.A., Tibbetts Y., Asher M.W., Hyde J.S., College Students’ Reasons for Leaving Biomedical Fields: Disenchantment with Biomedicine or Attraction to Other Fields?, Journal of Educational Psychology, (2020); Rotgans J.I., Schmidt H.G., The Role of Teachers in Facilitating Situational Interest in an Active-Learning Classroom, Teaching and Teacher Education, 27, 1, pp. 37-42, (2011); Schultz L.H., Connolly J.J., Garrison S.M., Leveille M.M., Jackson J.J., Vocational Interests Across 20 Years of Adulthood: Stability, Change, and the Role of Work Experiences, Journal of Research in Personality, 71, pp. 46-56, (2017); Shury J., Vivian D., Turner C., Downing C., Planning for Success: Graduates’ Career Planning and its Effect on Graduate Outcomes, (2017); Su R., The Three Faces of Interests: An Integrative Review of Interest Research in Vocational, Organizational and Educational Psychology, Journal of Vocational Behavior, 116, (2018); Vulperhorst J.P., Koen R.W., Bakker A., Akkerman S.F., How do STEM-Interested Students Pursue Multiple Interests in Their Higher Educational Choice?, International Journal of Science Education, 40, 8, pp. 828-846, (2018); Vulperhorst J.P., Rijst R.M., Akkerman S.F., Dynamics in Higher Education Choice: Weighing One’s Interests in Light of Available Programmes, Higher Education, 79, pp. 1001-1021, (2020); Xu H., Tracey T.J.G., Stability and Change in Interests: A Longitudinal Examination of Grades 7 Through College, Journal of Vocational Behavior, 93, pp. 129-138, (2016)","K.M. Quinlan; Centre for the Study of Higher Education, University of Kent, Canterbury, United Kingdom; email: K.M.Quinlan@kent.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85146477498"
"Tran L.T.; Bui H.; Nguyen M.N.","Tran, Ly Thi (35335429400); Bui, Huyen (57219381996); Nguyen, Minh Nguyet (57386309700)","35335429400; 57219381996; 57386309700","Youth agency in public diplomacy: Australian youth participation in outbound mobility and connection building between Australia and the Indo-Pacific region","2023","International Studies in Sociology of Education","32","2","","409","433","24","3","10.1080/09620214.2021.2017784","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121840256&doi=10.1080%2f09620214.2021.2017784&partnerID=40&md5=e28618afe87a21677ad00ad976a3a276","School of Education, Deakin University, Geelong, Australia","Tran L.T., School of Education, Deakin University, Geelong, Australia; Bui H., School of Education, Deakin University, Geelong, Australia; Nguyen M.N., School of Education, Deakin University, Geelong, Australia","The Australian government has considered youth mobility to the Indo-Pacific to be crucial in building Australia’s connection with the region. Despite a growing trend of Australian student mobility to the Indo-Pacific, there has been a dearth of research on mobility youth’s agency in public diplomacy. This article makes an original contribution to the literature by elucidating the four main forms of youth agency in public diplomacy in which Australian students have engaged: fostering regional understandings, people-to-people connections, people-to-opportunity connections and country-to-country connections with the Indo-Pacific. It shows that these understandings and connections were created not only during the students’ in-country experiences but also upon their return, and the youth-led connections are not limited within the host and home countries. The article suggests a critical need to have a systemic approach to supporting mobility youth’s capacity for regional engagement, beyond the traditional student experience in learning abroad, which is concerned largely with academic outcomes, cultural enhancement and employability development. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Indo-Pacific; international education; Student mobility; youth activism; youth agency","","","","","","Australian Research Council, ARC, (FT170100101)","This work was supported by the Australian Research Council [FT170100101].","Allison A., The cool brand, affective activism and Japanese youth, Theory Culture Society, 26, 2-3, pp. 89-111, (2017); Asada S.R., Study abroad and knowledge diplomacy: Increasing awareness and connectivity to the host country, host region, and world, Compare: A Journal of Comparative and International Education, 51, 4, pp. 580-595, (2021); Public diplomacy strategy 2014-2016, (2016); Australia Awards Global Strategy, (2016); 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Tran; School of Education, Deakin University, Geelong, Australia; email: ly.tran@deakin.edu.au","","Routledge","","","","","","09620214","","","","English","Int. Stud. Sociol. Educ.","Article","Final","","Scopus","2-s2.0-85121840256"
"Sartori R.; Tommasi F.; Ceschi A.; Noventa S.; Zene M.","Sartori, Riccardo (55977791600); Tommasi, Francesco (57193405141); Ceschi, Andrea (36522629800); Noventa, Stefano (36615569000); Zene, Mattia (58148685900)","55977791600; 57193405141; 36522629800; 36615569000; 58148685900","Learning in the workplace: evidence on the role of behavioural job crafting on fostering self-perceived employability","2023","European Journal of Training and Development","47","10","","133","146","13","2","10.1108/EJTD-11-2022-0119","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150420450&doi=10.1108%2fEJTD-11-2022-0119&partnerID=40&md5=4e36d0ec28d762ad61eaaefd3f4f259a","Department of Human Sciences, University of Verona, Verona, Italy; Department of Social Sciences, Faculty of Economics and Social Sciences, University of Tübingen, Tübingen, Germany","Sartori R., Department of Human Sciences, University of Verona, Verona, Italy; Tommasi F., Department of Human Sciences, University of Verona, Verona, Italy; Ceschi A., Department of Human Sciences, University of Verona, Verona, Italy; Noventa S., Department of Social Sciences, Faculty of Economics and Social Sciences, University of Tübingen, Tübingen, Germany; Zene M., Department of Human Sciences, University of Verona, Verona, Italy","Purpose: Given the instability and volatility of the labour market and the global talent scarcity, placing more attention on job employability is fundamental. In this context, the literature has already extensively examined employability as a crucial individual aspect, identifying some significant antecedents, including the applicability of training on the job. The present study aims to examine the impact that teaching employees to craft their job may have on the levels of applicability of training and if, in turn, this improves self-perceived employability. Design/methodology/approach: The authors involved three private organizations that followed three workshops on job crafting behaviour. To empirically assess the intervention, the authors asked participants of the workshop to complete four quantitative diaries on a weekly basis, i.e. one per week, one before the intervention and three after the intervention. The diaries comprised measures of job crafting behaviours, applicability of training and self-perceived employability. Findings: Multi-level analysis of data collected provided support to the positive associations between job crafting behaviour and self-perceived employability with the mediating effect of applicability of training. Notably, the applicability of training improves when individuals search for challenges, which indirectly affects perceived employability in terms of organizational sense. Research limitations/implications: In the present study, no control group was used with which the results of our intervention could be compared. However, this does not affect the overall results, given the amount of intraindividual variability. Originality/value: The paper proposes initial avenues for promoting employability at work via the use of behavioural job crafting intervention. © 2023, Riccardo Sartori, Francesco Tommasi, Andrea Ceschi, Stefano Noventa and Mattia Zene.","Applicability of training; Employability; Intervention; Job crafting; Multi-level modelling","","","","","","","","Aberg R., Equilibrium unemployment, search behaviour and unemployment persistency, Cambridge Journal of Economics, 25, 2, pp. 131-147, (2001); Akkermans J., Kubasch S., Trending topics in careers: a review and future research agenda, Career Development International, 22, 6, pp. 586-627, (2017); Arthur M.B., Khapova S.N., Wilderom C.P., Career success in a boundaryless career world, Journal of Organizational Behavior, 26, 2, pp. 177-202, (2005); Baruch Y., Employability: a substitute for loyalty?, Human Resource Development International, 4, 4, pp. 543-566, (2001); Bates D., Machler M., Bolker B., Walker S., Fitting linear mixed-effects models using lme4, (2014); Blume B.D., Ford J.K., Baldwin T.T., Huang J.L., Transfer of training: a meta-analytic review, Journal of Management, 36, 4, pp. 1065-1105, (2010); Chen C.-Y., Yen C.-H., Tsai F.C., Job crafting and job engagement: the mediating role of person-job fit, International Journal of Hospitality Management, 20, 8, pp. 21-28, (2014); Costantini A., Demerouti E., Ceschi A., Sartori R., Implementing job crafting behaviors: exploring the effects of a job crafting intervention based on the theory of planned behavior, The Journal of Applied Behavioral Science, 58, 3, pp. 369-376, (2020); Costantini A., Demerouti E., Ceschi A., Sartori R., Evidence on the hierarchical, multidimensional nature of behavioural job crafting, Applied Psychology, 70, 1, pp. 311-341, (2021); Dascalu M.I., Tesila B., Nedelcu R.A., Enhancing employability through e-learning communities: from myth to reality, State-of-the-Art and Future Directions of Smart Learning, pp. 309-313, (2016); De Cuyper N., Sulea C., Philippaers K., Fischmann G., Iliescu D., De Witte H., Perceived employability and performance: moderation by felt job insecurity, Personnel Review, 43, 4, pp. 536-552, (2014); De Lange A.H., Kompier M.A., Taris T.W., Geurts S.A., Beckers D.G., Houtman I.L., Bongers P.M., A hard day’s night: a longitudinal study on the relationships among job demands and job control, sleep quality and fatigue, Journal of Sleep Research, 18, 3, pp. 374-383, (2009); De Vos A., De Hauw S., Van der Heijden B.I., Competency development and career success: the mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); Demerouti E., Design your own job through job crafting, European Psychologist, 19, 4, (2014); Drange I., Bernstrom V.H., Mamelund S.E., Are you moving up or falling short? 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Tommasi; Department of Human Sciences, University of Verona, Verona, Italy; email: francesco.tommasi@univr.it","","Emerald Publishing","","","","","","20469012","","","","English","Eur. J. Train. Dev.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85150420450"
"Isopahkala-Bouret U.; Ojala K.","Isopahkala-Bouret, Ulpukka (23485411500); Ojala, Kristiina (57221678742)","23485411500; 57221678742","‘You can be taken more seriously’: Finnish business graduates’ perceptions of the employability and social prestige of their degrees","2023","Journal of Further and Higher Education","47","3","","351","363","12","1","10.1080/0309877X.2022.2130196","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139941683&doi=10.1080%2f0309877X.2022.2130196&partnerID=40&md5=a9a52684ab6f1347cf9fa56c63442ea9","Centre for Research on Lifelong Learning and Education, University of Turku, Turku, Finland","Isopahkala-Bouret U., Centre for Research on Lifelong Learning and Education, University of Turku, Turku, Finland; Ojala K., Centre for Research on Lifelong Learning and Education, University of Turku, Turku, Finland","This article focuses on the university graduates’ perceptions of their employability, and particularly how the social prestige of degrees relates to such perceptions. It defines employability in terms of positional conflict and makes an argument that perceptions of the employability and prestige are socially mediated and require social recognition; therefore, this study is drawing on current theories on social valuing and the social construction of prestige, which is a novel approach in the field of employability research. Based on 48 graduate interviews, this study aims to investigate how recent graduates themselves interpret rank differences and the social standing of their own degrees. The focus is on business degrees from Finnish universities and universities of applied sciences. Our findings demonstrate how graduates mobilise various valuation criteria, such as (1) the formal level of a degree (bachelor’s or master’s level), (2) selectivity of degree programmes, (3) orientation of studies, and (4) work-readiness. Moreover, graduates assign commonly shared values and beliefs within these criteria. The results contribute to a growing scholarly interest not only in studying established rank orders but also in focussing on the social aspects of valuation which create stratification. Overall, the theory and findings of this study suggest a need to focus on the meaning patterns and social valuation in the future research on employability. It is important for universities, employers and policymakers to understand how the processes of prestige accumulation enhance graduate employability and (re)produce societal and occupational inequalities. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","business degree; Employability; prestige; social valuation; valuation criteria","","","","","","Academy of Finland, AKA, (315797)","This work was supported by the Academy of Finland, Grant 315797. We would like to thank our research team for conducting the research interviews together with us. We would like to thank the anonymous reviewers for their feedback.","Aula H.-M., Tienari J., Waeraas A., The University Branding Game. Players, Interests, Politics, International Studies of Management & Organizations, 45, 2, pp. 164-179, (2015); Bloch R., Mitterle A., Paradeise C., Peter T., Introduction: Universities and the Production of Elites, Universities and the Production of Elites: Discourses, Policies, and Strategies of Excellence and Stratification in Higher Education, pp. 1-29, (2018); Boltanski L., Thevenot L., On Justification: Economies of Worth, (1991); Bourdieu P., Distinction: A Social Critique of the Judgement of Taste, (1984); Brown P., Hesketh A., Williams S., Employability in Knowledge-driven Economy, Journal of Education and Work, 16, pp. 107-1126, (2003); Brown P., Lauder H., Ashton D.N., The Global Auction: The Broken Promises of Education, Jobs and Incomes, (2011); Brown P., Power S., Tholen G., Allouch A., Credentials, Talent and Cultural Capital: A Comparative Study of Educational Elites in England and France, British Journal of Sociology of Education, 37, 2, pp. 191-211, (2016); Brown P., Souto-Otero M., The End of the Credential Society? an Analysis of the Relationship between Education and the Labour Market Using Big Data, Journal of Education Policy, 35, 1, pp. 95-118, (2020); Cantwell B., Marginson S., Smolentseva A., High Participation Systems of Higher Education, (2018); Duemmler K., Caprani I., Felder A., The Challenge of Occupational Prestige for Occupational Identities: Comparing Bricklaying and Automation Technology Apprentices in Switzerland, Vocations and Learning, 13, 3, pp. 369-388, (2020); Figueiredo H., Biscaia R., Rocha V., Teixeira P., Should We Start Worrying? Mass Higher Education, Skill Demand and the Increasingly Complex Landscape of Young Graduates’ Employment, Studies in Higher Education, 42, 8, pp. 1401-1420, (2017); Helgesson C.-F., Muniesa F., For What It’s Worth: An Introduction to, Valuation Studies, 1, 1, pp. 1-10, (2013); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?” Studies in Higher Education, 384, pp. 538-554, (2013); Isopahkala-Bouret U., ‘It’s Considered a Second Class Thing’. The Differences in Status between Traditional and Newly Established Higher Education Credentials, Studies in Higher Education, 40, 7, pp. 1291-1306, (2015); Isopahkala-Bouret U., Stratification through a Binary Degree Structure in Finnish Higher Education, Universities and the Production of Elites: Discourses, Policies, and Strategies of Excellence and Stratification in Higher Education, pp. 83-101, (2018); Isopahkala-Bouret U., Aro M., Ojala K., Positional Competition in a Binary System: The Case of Finnish Higher Education, Tertiary Education and Management, 27, 2, pp. 143-159, (2021); Kandiko Howson C., Coate K., de St Croix T., Mid-career Academic Women and the Prestige Economy, Higher Education Research and Development, 37, 3, pp. 533-548, (2018); Lamont M., Money, Morals, and Manners: The Culture of the French and the American Upper-Middle Class, (1992); Lamont M., How Professors Think: Inside the Curious World of Academic Judgment, (2009); Lamont M., Toward a Comparative Sociology of Valuation and Evaluation, Annual Review of Sociology, 38, 1, pp. 201-221, (2012); Lynna F., Ellerbach G., A Position with A View: Educational Status and the Construction of the Occupational Hierarchy, American Sociological Review, 82, 1, pp. 32-58, (2017); Marginson S., The Impossibility of Capitalist Markets in Higher Education, Journal of Education Policy, 28, 3, pp. 353-370, (2013); Myers M., Bhopal K., Cosmopolitan Brands: Graduate Students Navigating the Social Space of Elite Global Universities, British Journal of Sociology of Education, 42, 5, pp. 701-716, (2021); Ojala K., Ylemmät ammattikorkeakoulututkinnot työmarkkinoilla Ja korkeakoulujärjestelmässä, The University of Applied Sciences Master’s Degree In The Labor Market And Higher Education System, (2017); Rivera L.A., Ivies, Extracurriculars, and Exclusion: Elite Employers’ Use of Educational Credentials, Research in Social Stratification and Mobility, 29, 1, pp. 71-90, (2011); Tholen G., Symbolic Closure: Towards a Renewed Sociological Perspective on the Relationship between Higher Education, Credentials and the Graduate Labour Market, Sociology, 51, 5, pp. 1067-1083, (2017); Tholen G., Degree Power: Educational Credentialism within Three Skilled Occupations, British Journal of Sociology of Education, 41, 3, pp. 283-298, (2020); Tomlinson M., ‘The Degree Is Not Enough’: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Conceptions of the Value of Higher Education in a Measured Market, Higher Education, 75, 4, pp. 711-727, (2017); Valentino L., The Segregation Premium: How Gender Shapes the Symbolic Valuation Process of Occupational Prestige Judgments, Social Forces, 99, 1, pp. 31-58, (2020); Van Zanten A., Ball S., Darchy-Koechlin B., Elites, Privilege and Excellence. The National and Global Redefinition of Educational Advantage, (2015); Weber M., Economy and Society: An Outline of Interpretive Sociology, (1978); Wegener B., Concepts and Measurement of Prestige, Annual Review of Sociology, 18, 1, pp. 253-280, (1992); Zhou X., The Institutional Logic of Occupational Prestige Ranking: Reconceptualization and Reanalyses, American Journal of Sociology, 111, 1, pp. 90-140, (2005)","U. Isopahkala-Bouret; Centre for Research on Lifelong Learning and Education, University of Turku, Turku, Assistentinkatu 5, 20014, Finland; email: ulpukka.isopahkala-bouret@utu.fi","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85139941683"
"de Lange P.; O’Connell B.T.; Tharapos M.; Beatson N.; Oosthuizen H.","de Lange, Paul (14071276200); O’Connell, Brendan T. (57219377470); Tharapos, Meredith (56045452600); Beatson, Nicola (57189254744); Oosthuizen, Heinrich (57202353655)","14071276200; 57219377470; 56045452600; 57189254744; 57202353655","Accounting graduate employability: employer perspectives on skills and attributes of international graduates","2023","Accounting Education","32","3","","249","277","28","5","10.1080/09639284.2022.2059383","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128751060&doi=10.1080%2f09639284.2022.2059383&partnerID=40&md5=ae7b5bfc8e07de252878cc83bbe29f94","College of Business and Economics, University of Tasmania, Hobart, Australia; School of Accounting, Information Systems and Supply Chain, RMIT University, Melbourne, Australia; School of Accounting, University of Otago, Otago, New Zealand","de Lange P., College of Business and Economics, University of Tasmania, Hobart, Australia; O’Connell B.T., School of Accounting, Information Systems and Supply Chain, RMIT University, Melbourne, Australia; Tharapos M., School of Accounting, Information Systems and Supply Chain, RMIT University, Melbourne, Australia; Beatson N., School of Accounting, University of Otago, Otago, New Zealand; Oosthuizen H., College of Business and Economics, University of Tasmania, Hobart, Australia","This study investigates employers’ perceptions of, and recruitment approaches for, accounting professionals using a survey of small to medium sized public accounting firms in Australia. We find that firms experience significant difficulties in sourcing high quality graduates and tend to hire a low proportion of international students. To explain the latter, we employ Bourdieu’s notions of habitus, together with the concepts of social and cultural capital, to examine the challenges faced by international students. A key finding of our study is that many international students are at a disadvantage in seeking professional employment because of a lack of habitus, that is, a ‘feel for the game’ and an understanding of what is needed to succeed in the accounting field. Our findings add to the accounting literature by highlighting that demonstrated potential to excel at business development activities and possession of strong social and cultural capital were paramount in obtaining employment. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","Bourdieu; cultural capital; Graduate employability; graduate skills and attributes; international students; social capital","","","","","","","","Adler S.P., Kwon S.K., Social capital: Prospects for a new concept, Academy of Management Review, 27, 1, pp. 17-40, (2002); Almeida S., Fernando M., Sheridan A., Revealing the screening: Organisational factors influencing the recruitment of immigrant professionals, The International Journal of Human Resource Management, 23, 9, pp. 1950-1965, (2012); Andrews J.D., Sigband N.B., How effectively does the new accountant communicate? 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Parry N., Jackling B., How do professional financial services firms understand their skill needs and organise their recruitment practices?, Accounting Education, 24, 6, pp. 514-538, (2015); Pham T., Thompson C., (2019); Putnam R.D., Social capital: Measurement and consequences, Canadian Journal of Policy Research, 2, Spring, pp. 41-51, (2001); Radcliffe V.S., Discussion of “The world has changed—have analytical procedure practices?”, Contemporary Accounting Research, 27, 2, pp. 701-709, (2010); Richardson A.J., Accounting as a legitimating institution, Accounting, Organizations and Society, 12, 4, pp. 341-355, (1987); Rivera L., Hiring as cultural matching: The case of elite professional service firms, American Sociological Review, 77, 6, pp. 999-1022, (2012); Robinson N., (2018); Robinson R., Garnier M., Class reproduction among men and women in France: Reproduction theory on its home ground, Pierre Bourdieu Volume I, pp. 144-153, (1986); Sadaka S., Stoner G., (2019); Sander T., (2015); (2019); Sekaran U., Research methods for business: A skill-building approach, (1992); Sidaway S., De Lange P., Bouilheres F., Sangster A., Professional accounting body affiliation: Shifting priorities in the transition from student to practitioner, Accounting Education, 22, 6, pp. 605-617, (2013); Spence C., Carter C., An exploration of the professional habitus in the Big 4 accounting firms, Work, Employment and Society, 28, 6, pp. 946-962, (2014); Spence C., Zhu J., Endo T., Matsubara S., Money, honour and duty: Global professional service firms in comparative perspective, Accounting, Organizations and Society, 62, pp. 82-97, (2017); Stenning A., Dawley S., Poles to Newcastle: Grounding New migrant flows in peripheral regions, European Urban and Regional Studies, 16, 3, pp. 273-294, (2009); Suryani A.W., Helliar C., Carter A.J., Medlin J., Shunning careers in public accounting firms: The case of Indonesia, The British Accounting Review, 50, 5, pp. 463-480, (2018); Tempone I., Kavanagh M., Segal N., Hancock P., Howieson B., Kent J., Desirable generic attributes for accounting graduates into twenty-first century: The views of employers, Accounting Research Journal, 25, 1, pp. 41-55, (2012); Tharapos M., Opportunity in an uncertain future: Reconceptualising accounting education for the post-COVID-19 world, Accounting Education, pp. 1-12, (2021); Tharapos M., Marriott N., Beauty is in the eye of the beholder: Research quality in accounting education, The British Accounting Review, 52, 5, (2020); Tharapos M., O'Connell B., Dellaportas S., Basioudis I., Are accounting academics culturally intelligent?: An empirical investigation, The British Accounting Review, 51, 2, pp. 111-129, (2019); Udah H., Singh P., Hiruy K., Mwanri L., African immigrants to Australia: Barriers and challenges to labor market success, Journal of Asian and African Studies, 54, 8, pp. 1159-1174, (2019); Walker S., The criminal upperworld and the emergence of a disciplinary code in the early Chartered accountancy profession, Accounting History, 1, 2, pp. 7-35, (1996); Wells J.C., Wells J.C., Accents of English: Volume 1, (1982); Wells P., Gerbic P., Kranenburg I., Bygrave J., Professional skills and capabilities of accounting graduates: The New Zealand expectation gap?, Accounting Education, 18, 4, pp. 1-31, (2009); Worthington E., O'Neill S., Selvaratnam N., (2019); Zaid O.A., Abraham A., Communication skills in accounting education: Perceptions of academics, employers and graduate accountants, Accounting Education, 3, 3, pp. 205-221, (1994); Zikmund W., Babin B.J., Business research methods, (2009); Zugravu-Soilita N., Kafrouni R., Bouard S., Apithy L., Do cultural capital and social capital matter for economic performance? An empirical investigation of tribal agriculture in New Caledonia, Ecological Economics, 18217, (2020)","P. de Lange; College of Business and Economics, University of Tasmania, Hobart, Australia; email: Pa.delange@utas.edu.au","","Routledge","","","","","","09639284","","","","English","Account. Educ.","Article","Final","","Scopus","2-s2.0-85128751060"
"D’Eramo L.R.; Bordoni N.E.; Cotelo L.; Perez M.B.; Sánchez M.L.; Salgado P.A.; Beltran-Aguilar E.; Squassi A.F.","D’Eramo, Luciana Raquel (58307534100); Bordoni, Noemi Emma (6701338390); Cotelo, Lourdes (58105363000); Perez, Marìa Belen (58105429500); Sánchez, Marìa Laura (58144499200); Salgado, Pablo Andres (57197086716); Beltran-Aguilar, Eugenio (6603572356); Squassi, Aldo Fabián (6507653975)","58307534100; 6701338390; 58105363000; 58105429500; 58144499200; 57197086716; 6603572356; 6507653975","Is self-perception of oral health associated with expectations of employability?","2023","Brazilian Oral Research","37","","e014","","","","0","10.1590/1807-3107BOR-2023.VOL37.0014","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148250665&doi=10.1590%2f1807-3107BOR-2023.VOL37.0014&partnerID=40&md5=f1aa4f86d00d9256ae394270d14d030b","Universidad de Buenos Aires, UBA, School of Dentistry, Department of Preventive and Community Dentistry, Buenos Aires, Argentina; New York University, College of Dentistry, New York, NY, United States","D’Eramo L.R., Universidad de Buenos Aires, UBA, School of Dentistry, Department of Preventive and Community Dentistry, Buenos Aires, Argentina; Bordoni N.E., Universidad de Buenos Aires, UBA, School of Dentistry, Department of Preventive and Community Dentistry, Buenos Aires, Argentina; Cotelo L., Universidad de Buenos Aires, UBA, School of Dentistry, Department of Preventive and Community Dentistry, Buenos Aires, Argentina; Perez M.B., Universidad de Buenos Aires, UBA, School of Dentistry, Department of Preventive and Community Dentistry, Buenos Aires, Argentina; Sánchez M.L., Universidad de Buenos Aires, UBA, School of Dentistry, Department of Preventive and Community Dentistry, Buenos Aires, Argentina; Salgado P.A., Universidad de Buenos Aires, UBA, School of Dentistry, Department of Preventive and Community Dentistry, Buenos Aires, Argentina; Beltran-Aguilar E., New York University, College of Dentistry, New York, NY, United States; Squassi A.F., Universidad de Buenos Aires, UBA, School of Dentistry, Department of Preventive and Community Dentistry, Buenos Aires, Argentina","The aim of this study was to develop and validate a questionnaire that allows a systematic evaluation of the impact of self-perceived oral health on expectations of getting a job on adult population seeking dental care, and to describe its associations with demographic characteristics, job related, and health coverage variables. We designed a descriptive cross-sectional study including men and women aged 18 to 65 years from a population seeking dental services in a walk-in clinic. In a first stage we design and validated an instrument on a sample of 100 subjects. The questionnaire was registered in a Likert scale, with higher scores represented higher impact of the oral status self-perception on employability. We calculated internal consistency, construct validity, and domains validation. The final instrument consisted in an 18-item questionnaire (Cronbach α = 0.814), grouped into two domains based on exploratory and confirmatory factor analysis. The total variance explained with values >1 was 66 percent, grouping questions into six components. One domain refers to oral health status and importance of dental aesthetics, while the other refers to specific job-seeking elements. In a second stage we applied the questionnaire on 800 participants from the same population of reference. Women, people who intended to change jobs, those younger than 40 years old, having health insurance, and higher educational level showed statistically significant higher scores than their counterparts (p<0.001). We developed a tool that enables evaluating the impact of self-perceived oral health on expectations of getting a job for adults seeking emergency care in a dental clinic © 2023, Brazilian Oral Research. All rights reserved","Diagnostic Self Evaluation; Employment; Global Health; Health Status Disparities; Oral Health; Quality of Life","Adult; Cross-Sectional Studies; Female; Humans; Male; Motivation; Oral Health; Psychometrics; Quality of Life; Reproducibility of Results; Self Concept; Surveys and Questionnaires; adult; aged; article; confirmatory factor analysis; construct validity; controlled study; Cronbach alpha coefficient; cross-sectional study; demographics; dental clinic; dental procedure; educational status; emergency care; employability; employment; expectation; female; global health; health; health disparity; health insurance; human; human experiment; internal consistency; Likert scale; major clinical study; male; perception; quality of life; questionnaire; self evaluation; motivation; psychometry; quality of life; reproducibility; self concept","","","","","School of Dentistry of the University of Buenos Aires; Universidad de Buenos Aires, UBA, (PIDAE 2018-2019, UBACYT 20020120100324BA)","This study was funded by Universidad de Buenos Aires - Grant UBACYT 20020120100324BA, PIDAE 2018-2019, and by the School of Dentistry of the University of Buenos Aires PAIIO 2019-2024 Authors want to thank to the Emergency and Patient Guidance Service of the School of Dentistry of the University of Buenos Aires.","Hall JP, Chapman SL, Kurth NK., Poor oral health as an obstacle to employment for Medicaid beneficiaries with disabilities, J Public Health Dent, 73, 1, pp. 79-82, (2013); Cambridge Dictionary. Employability, (2020); Pool LD, Sewell P., The key to employability: developing a practical model of graduate employability, Educ Train, 49, 4, pp. 277-289, (2007); Schouten JW., Selves in transition: symbolic consumption in personal rites of passage and identity reconstruction, J Consum Res, 17, 4, pp. 412-425, (1991); Hutson DJ., Your body is your business card”: bodily capital and health authority in the fitness industry, Soc Sci Med, 90, pp. 63-71, (2013); Bale C, Archer J., Self-perceived attractiveness, romantic desirability and self-esteem: a mating sociometer perspective, Evol Psychol, 11, 1, pp. 68-84, (2013); Montemurro B, Gillen MM., Wrinkles and sagging flesh: exploring transformations in women’s sexual body image, J Women Aging, 25, 1, pp. 3-23, (2013); Meyer-Marcotty P, Stellzig-Eisenhauer A., Dentofacial self-perception and social perception of adults with unilateral cleft lip and palate, J Orofac Orthop, 70, 3, pp. 224-236, (2009); Tatarunaite E, Playle R, Hood K, Shaw W, Richmond S., Facial attractiveness: a longitudinal study, Am J Orthod Dentofacial Orthop, 127, 6, pp. 676-682, (2005); Eli I, Bar-Tal Y, Kostovetzki I., At first glance: social meanings of dental appearance, J Public Health Dent, 61, 3, pp. 150-154, (2001); Johnson SK, Podratz KE, Dipboye RL, Gibbons E., Physical attractiveness biases in ratings of employment suitability: tracking down the “beauty is beastly” effect, J Soc Psychol, 150, 3, pp. 301-318, (2010); Furnham A, Swami V., Occupational and economic consequences of physical attractiveness, Encyclopedia of body image and human appearance, 2, pp. 581-587, (2012); Almedlej R, Aldosary R, Barakah R, Alkhalifah A, Adlan A, AlSaffan AD, Et al., Dental esthetic and the likelihood of finding a job in Saudi Arabia: a cross-sectional study, J Family Med Prim Care, 9, 1, pp. 276-281, (2020); Maharani DA, Adiatman M, Rahardjo A, Burnside G, Pine C., An assessment of the impacts of child oral health in Indonesia and associations with self-esteem, school performance and perceived employability, BMC Oral Health, 17, 1, (2017); Davis LG, Ashworth PD, Spriggs LS., Psychological effects of aesthetic dental treatment, J Dent, 26, 7, pp. 547-554, (1998); Pithon MM, Nascimento CC, Barbosa GC, Coqueiro RS., Do dental esthetics have any influence on finding a job?, Am J Orthod Dentofacial Orthop, 146, 4, pp. 423-429, (2014); Rankin M, Borah GL., Perceived functional impact of abnormal facial appearance, Plast Reconstr Surg, 111, 7, pp. 2140-2146, (2003); Ortiz FR, Ardenghi TM, Maroneze MC, Paiva SM, Pordeus IA., Structuring adolescent’s oral health effects on labour market entry in a cohort study, Int J Paediatr Dent, 31, 2, pp. 262-269, (2021); Promoting oral health 2000-2004: strategic directions and framework for action, (1999); Bedos C, Levine A, Brodeur JM., How people on social assistance perceive, experience, and improve oral health, J Dent Res, 88, 7, pp. 653-657, (2009); Lorenzo GL, Biesanz JC, Human LJ., What is beautiful is good and more accurately understood. Physical attractiveness and accuracy in first impressions of personality, Psychol Sci, 21, 12, pp. 1777-1782, (2010); Clifford MM, Walster E., The effect of physical attractiveness on teacher expectations, Sociol Educ, 46, 2, pp. 248-258, (1973); Kutys JM., Juror decision making: the impact of attractiveness and socioeconomic status on criminal sentencing and an examination of motivated reasoning in mock jurors, (2013); Lev-On A, Waismel-Manor I., Looks That Matter: The effect of physical attractiveness in low- and high-information elections, Am Behav Sci, 60, 14, pp. 1756-1771, (2016); Berger J, Fisek MH., Diffuse status characteristics and the spread of status value: a formal theory, Am J Sociol, 111, 4, pp. 1038-1079, (2006); Link BG, Phelan JC., Conceptualizing stigma, Annu Rev Sociol, 27, 1, pp. 363-385, (2001); Newton JT., Psychology of dental esthetics, Principles and practice of esthetic dentistry: Essentials of esthetic dentistry, pp. 93-102, (2015); Gordon RA, Crosnoe R, Wang X., Physical attractiveness and the accumulation of social and human capital in adolescence and young adulthood: assets and distractions, Monogr Soc Res Child Dev, 78, 6, pp. 1-137, (2013); Singhal S, Correa R, Quinonez C., The impact of dental treatment on employment outcomes: a systematic review, Health Policy, 109, 1, pp. 88-96, (2013); Klages U, Claus N, Wehrbein H, Zentner A., Development of a questionnaire for assessment of the psychosocial impact of dental aesthetics in young adults, Eur J Orthod, 28, 2, pp. 103-111, (2006); Klages U, Bruckner A, Zentner A., Dental aesthetics, self-awareness, and oral health-related quality of life in young adults, Eur J Orthod, 26, 5, pp. 507-514, (2004); Alanko OM, Svedstrom-Oristo AL, Tuomisto MT., Patients’ perceptions of orthognathic treatment, well-being, and psychological or psychiatric status: a systematic review, Acta Odontol Scand, 68, 5, pp. 249-260, (2010); Miguel JA, Palomares NB, Feu D., Life-quality of orthognathic surgery patients: the search for an integral diagnosis, Dental Press J Orthod, 19, 1, pp. 123-137, (2014); Bersezio C, Martin J, Herrera A, Loguercio A, Fernandez E., The effects of at-home whitening on patients’ oral health, psychology, and aesthetic perception, BMC Oral Health, 18, 1, (2018); Meireles SS, Goettems ML, Dantas RV, Bona AD, Santos IS, Demarco FF., Changes in oral health related quality of life after dental bleaching in a double-blind randomized clinical trial, J Dent, 42, 2, pp. 114-121, (2014); Larsson P., Methodological studies of orofacial aesthetics, orofacial function and oral health-related quality of life, Swed Dent J Suppl, 204, pp. 11-98, (2010)","A.F. Squassi; Universidad de Buenos Aires, UBA, School of Dentistry, Department of Preventive and Community Dentistry, Buenos Aires, Argentina; email: aldo.squassi@odontologia.uba.ar","","Sociedade Brasileira de Hematologia e Hemoterapia","","","","","","18068324","","","36790255","English","Braz. Oral Res.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85148250665"
"Clark K.A.; Konrad M.; Test D.W.","Clark, Kelly A (57194446773); Konrad, Moira (14063276800); Test, David W (6603912516)","57194446773; 14063276800; 6603912516","The effects of UPGRADE your performance on employment soft skills of students with intellectual and developmental disabilities: A pilot study of generalization","2023","Journal of Intellectual Disabilities","","","","","","","0","10.1177/17446295231163263","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150235095&doi=10.1177%2f17446295231163263&partnerID=40&md5=6210d444b241a275368b9a99481edf47","Department of Reading Education and Special Education, Appalachian State University, Boone, NC, United States; Department of Educational Studies, The Ohio State University, Columbus, OH, United States; Department of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, NC, United States","Clark K.A., Department of Reading Education and Special Education, Appalachian State University, Boone, NC, United States; Konrad M., Department of Educational Studies, The Ohio State University, Columbus, OH, United States; Test D.W., Department of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, NC, United States","Previous research has identified UPGRADE Your Performance as a method for teaching employment soft skills to students with disabilities. UPGRADE Your Performance instruction is a multicomponent intervention including self-evaluation, self-graphing, goal setting, and technology-aided instruction. This pilot study investigated the generalized effects of UPGRADE Your Performance on soft skills of secondary students with intellectual and other developmental disabilities participating in an 18-21 transition program located on a university campus. Results indicated that when students improved in two targeted soft skill areas, generalization occurred to three non-targeted soft skill areas. Implications for practice and suggestions for future research are included. © The Author(s) 2023.","employability; generalization; intellectual and developmental disabilities; Soft skills","","","","","","","","Arndt S.A., Konrad M., Test D.W., Effects of the self-directed IEP on student participation in planning meetings, Remedial and Special Education, 27, 4, pp. 194-207, (2006); Bouck E.C., Savage M., Meyer N.K., Taber-Doughty T., Hunley M., High-tech or low-tech? Comparing self-monitoring systems to increase task independence for students with autism, Focus on Autism and Other Developmental Disabilities, 29, 3, pp. 156-167, (2014); Brady M., Rosenberg H., Job observation and behavior scale: A supported employment assessment instrument, Education and Training in Mental Retardation and Developmental Disabilities, 37, pp. 427-433, (2002); Clark K.A., Konrad M., Test D.W., UPGRADE your performance: Improving soft skills of students with disabilities, Journal of Vocational Rehabilitation, 49, pp. 351-365, (2018); Clark K.A., Test D.W., Konrad M., Teaching soft skills to students with disabilities with UPGRADE your performance instruction, Education and Training in Autism and Developmental Disabilities, 54, pp. 41-56, (2019); Cooper J.O., Heron T.E., Heward W.L., Applied Behavior Analysis, (2020); Coyne M.D., Cook B.G., Therrien W.J., Recommendations for replication research in special education: A framework of systematics, conceptual replications, Remedial and Special Education, 37, pp. 244-253, (2016); Cunningham W., Villasenor P., Employer voices, employer demands, and implications for public skills development policy. (World Bank Policy Research Working Paper No. 6853, (2014); Davies D.M., Stock S., Wehmeyer M.L., Enhancing independent task performance for individuals with mental retardation through use of a handheld self-directed visual and audio prompting system, Education and Training in Mental Retardation and Developmental Disabilities, 37, pp. 209-218, (2002); Davis C.A., Brady M.P., Williams R.E., Burta M., The effects of self-operated auditory prompting tapes on the performance fluency of persons with severe mental retardation, Education and Training in Mental Retardation, pp. 39-50, (1992); Devlin P., Enhancing the job performance of employees with disabilities using the self-determined career development model, Education and Training in Developmental Disabilities, 43, pp. 502-513, (2008); Gentry T., Krimer R., Sima A., McDonough J., Wehmen P., Reducing the need for personal supports among workers with autism using an iPod touch as an assistive technology: Delayed randomized control trial, Journal of Autism and Developmental Disorders, 45, pp. 669-684, (2015); Kagohara D.M., Achmadi D., van der Meer L., Lancioni G.E., O'Reilly M.F., Lang R., Sigafoos J., Teaching two students with Asperger syndrome to greet adults using social stories™ and video modeling, Journal of Developmental and Physical Disabilities, 25, 2, pp. 241-251, (2013); Kellems R.O., Morningstar M.E., Using video modeling delivered through iPods to teach vocational tasks to young adults with autism spectrum disorders, Career Development and Transition for Exceptional Individuals, 35, 3, pp. 155-167, (2012); McDowell L., Working bodies: Interactive service employment and workplace identities, (2009); Mechling L.C., Gast D.L., Seid N.H., Evaluation of a personal digital assistant as a self-prompting device for increasing multi-step task completion by students with moderate intellectual disabilities, Education and Training in Autism and Developmental Disabilities, pp. 422-439, (2010); Morgan R.L., Salzberg C.L., Effects of video‐assisted training on employment‐related social skills of adults with severe mental retardation, Journal of Applied Behavior Analysis, 25, 2, pp. 365-383, (1992); Newman L., Wagner M., Knokey A.M., Marder C., Nagle K., Shaver D., Schwarting M., The post-high school outcomes of young adults with disabilities up to 8 years after high school (A report from the National Longitudinal Transition Study–2 [NLTS2; NCSER 2011-3005]), (2011); Nittrouer C.L., Shogren K.A., Pickens J.L., Using a collaborative process to develop goals and self-management interventions to support young adults with disabilities at work, Rehabilitation Research, Policy, and Education, 30, pp. 110-128, (2016); Peterson L.D., Young K.R., Salzberg C.L., West R.P., Hill M., Using self-management procedures to improve classroom social skills in multiple general education settings, Education and Treatment of Children, 29, pp. 1-21, (2006); Riesen T., Schultz J., Morgan R., Kupferman S., School-to-work barriers as identified by special educators, vocational rehabilitation counselors, and community rehabilitation professionals, Journal of Rehabilitation, 80, pp. 33-44, (2014); Simoes C., Santos S., Comparing the quality of life of adults with and without intellectual disability, Journal of Intellectual Disability Research, 60, pp. 378-388, (2016); Smith K.A., Ayres K.A., Alexander J., Ledford J.R., Shepley C., Shepley S.B., Initiation and generalization of self-instructional skill sin adolescents with autism and intellectual disability, Journal of Autism and Developmental Disorders, 46, 4, pp. 1196-1209, (2016); Snyder E.P., Teaching students with combined behavioral disorders and mental retardation to lead their own IEP meetings, Behavioral Disorders, 27, pp. 340-357, (2002); Steed S.E., Lutzker J.R., Recorded audio prompts: A strategy to increase independent prevocational task completion in individuals with dual diagnosis, Behavior Modification, 23, 1, pp. 152-168, (1999); Stokes T.F., Osnes P.G., The developing applied technology of generalization and maintenance, Generalization and maintenance: Lifestyle changes in applied settings, pp. 5-19, (1988); Sulewski J.S., Zalewska A., Butterworth J., Migliore A., Trends in employment outcomes of young adults with intellectual and developmental disabilities in eight states, 2004–2011, (2013); Taber T.A., Alberto P.A., Fredrick L.D., Use of self-operated auditory prompts by workers with moderate mental retardation to transition independently through vocational tasks, Research in Developmental Disabilities, 19, 4, pp. 327-345, (1998)","K.A. Clark; Department of Reading Education and Special Education, Appalachian State University, Boone, United States; email: Clarkka4@appstate.edu","","SAGE Publications Ltd","","","","","","17446295","","","36917779","English","J. Intellect. Disabil.","Article","Article in press","","Scopus","2-s2.0-85150235095"
"Upton A.; Sporton D.","Upton, Abigail (57895907100); Sporton, Deborah (6602896597)","57895907100; 6602896597","The role of social enterprise in student employability: the case of SIDshare, a co-curricular student led social enterprise","2023","Journal of Geography in Higher Education","47","4","","553","568","15","0","10.1080/03098265.2022.2122031","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138297304&doi=10.1080%2f03098265.2022.2122031&partnerID=40&md5=b00de34e2a6163709946d31aacbe1678","Department of Urban Studies and Planning, University of Sheffield, Sheffield, United Kingdom; Department of Geography, University of Sheffield, Sheffield, United Kingdom","Upton A., Department of Urban Studies and Planning, University of Sheffield, Sheffield, United Kingdom; Sporton D., Department of Geography, University of Sheffield, Sheffield, United Kingdom","Within Geography, as in other disciplines, the neoliberalisation of Higher Education has led to an increasing curriculum focus on graduate attributes with student employability as an outcome. The multiple and competing discourses of employability that shape pedagogies can at times ignore social enterprise and enterprising skills that are too often neglected within geography curricula. In this contribution we draw on our experience working with SIDshare, a co-curricula student run social enterprise operating as an NGO (non-governmental organisation), to show how enterprising skills nurtured through student communities of practice have enhanced employability. Drawing on a series of semi-structured interviews undertaken with graduates who previously participated in SIDshare we analyse how their engagement contributed to graduate employment outcomes. SIDshare had increased not only the development of enterprising skills and entrepreneurialism but also encouraged the development of transferable, so-called “softer skills”. These included strong interpersonal skills, team skills and good working relationships as well as professionalism developed through participation in an extracurricular student community of practice alongside engagement with external partners. Effectual and causal reasoning skills were developed further encouraging entrepreneurialism. Graduate interviewees clearly demonstrated that their career success had been aided by their involvement in the co-curricular student led social enterprise, SIDshare. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","communities of practice; Employability; enterprising skills; international development; social enterprise","employment; entrepreneur; higher education; nongovernmental organization; student","","","","","","","Arrowsmith C., Bagoly-Simo P., Finchum A., Oda K., Pawson E., Student employability and its implications for geography curricula and learning practices, Journal of Geography in Higher Education, 35, 3, pp. 365-377, (2011); Ashwin P., Boud D., Coate K., Hallett F., Keane E., Krause K., Leibowitz B., McLaren I., McArthur J., McCune V., Tooher M., Reflective teaching in higher education, (2015); Ayres C., 23 Advantages and disadvantages of qualitative research, (2019); Fulfilling our potential, (2015); Boden R., Nedeva M., Employing discourse: Universities and graduate ‘employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Caballero G., Alvarez-Gonzalez P., Lopez-Miguens M.J., How to promote the employability capital of university students? Developing and validating scales, Studies in Higher Education, 45, 12, pp. 2634-2652, (2020); Calvo S., Connecting social enterprise and higher education: Universities as drivers in the support of social enterprises in the United Kingdom, Handbook of research on entrepreneurial success and its impact on regional development, pp. 600-630, (2016); Dew N., Read S., Sarasvathy S.D., Wiltbank R., Microfoundations for new market creation: Differences between expert entrepreneurs and expert managers, International Review of Entrepreneurship, 16, 1, pp. 1-28, (2018); DiDomenico M., Tracey P., Haugh H., The dialectic of social exchange: Theorizing corporate—social enterprise collaboration, Organization Studies, 30, 8, pp. 887-907, (2009); Dobele L., A new approach in higher education: Social entrepreneurship education, Management, Enterprise and Benchmarking in the 21st Century, 1, 1, (2016); Gibb A., Price A., Compendium of pedagogies for teaching entrepreneurship, (2014); Giroux H.A., Bare pedagogy and the scourge of neoliberalism: Rethinking higher education as a democratic public sphere, The Educational Forum, 74, 3, (2010); Grassl W., Business models of social enterprise: A design approach to hybridity, ACRN Journal of Entrepreneurship Perspectives, 1, 1, pp. 37-60, (2012); Henry C., Doing well by doing good: Opportunity recognition and the social enterprise partnership, Journal of Social Entrepreneurship, 6, 2, pp. 137-160, (2015); Hill J., Walkington H., France D., Graduate attributes: Implications for higher education practice and policy, Journal of Geography in Higher Education, 40, 2, pp. 155-163, (2016); Holdsworth C., Quinn J., The epistemological challenge of higher education student volunteering: “Reproductive” or “deconstructive, Volunteering? Antipode, 44, 2, pp. 386-405, (2011); Joffe H., Thematic analysis, Qualitative research methods in mental health and psychotherapy, 1, (2012); Kozlinska I., Mets T., Roigas K., Measuring learning outcomes of entrepreneurship education using structural equation modeling, Administrative Sciences, 10, 3, (2020); Lave J., Situating learning in communities of practice, Perspectives on socially shared cognition, 1, 8, pp. 63-82, (1991); Lave J., Wenger E., Learning and pedagogy in communities of practice, Learners and Pedagogy, 1, 1, pp. 21-33, (1999); Learning to analyse qualitative data, (2008); Li Y.A., Whalley J., Zhang S., Zhao X., The higher educational transformation of China and its global implications, The World Economy, 34, 4, pp. 516-545, (2011); Lorelli S., Cabot A., Sundarprasad N., Boekema C., Frustration in condensed matter and protein folding, APS March Meeting Abstracts, (2017); Lowden K., Hall S., Elliot D., Lewin J., Employer’s perceptions of the employability of new graduates, (2011); Molesworth M., Haywood H., Jenkins R., A degree will make all your dreams come true: Higher education as the management of consumer desires, The Marketisation of Higher Education and the Student as Consumer, 1, 1, pp. 183-196, (2011); Murta J., Willetts J., Incentives for enterprise engagement in timor-leste, Private and social enterprise engagement in water and sanitation for the poor–Working Paper 2c, (2014); Olitsky S., Promoting student engagement in science: Interaction rituals and the pursuit of a community of practice, Journal of Research in Science Teaching, 44, 1, pp. 33-56, (2007); Pool L.D., Sewell P., The key to employability: Developing a practical model of graduate employability, (2007); Semi-structured interviews, (2008); Unni J., Skill gaps and employability: Higher education in India, Journal of Development Policy and Practice, 1, 1, pp. 18-34, (2016); Yorke M., Employability in the undergraduate curriculum: Some student perspectives, European Journal of Education, 39, 4, pp. 409-427, (2004); Yorke M., Knight P., Employability through the curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Zainal Z., Case study as a research method, Jurnal Kemanusiaan, 9, 1, (2007)","A. Upton; Department of Urban Studies and Planning, University of Sheffield, Sheffield, S10 2TN, United Kingdom; email: abigailupton98@gmail.com","","Routledge","","","","","","03098265","","","","English","J. Geogr. High. Educ.","Article","Final","","Scopus","2-s2.0-85138297304"
"Aliu J.; Aigbavboa C.","Aliu, John (57202873480); Aigbavboa, Clinton (54956705100)","57202873480; 54956705100","Reviewing the roles of extracurricular activities in developing employability skills: a bibliometric review","2023","International Journal of Construction Management","23","10","","1623","1632","9","2","10.1080/15623599.2021.1995807","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118574644&doi=10.1080%2f15623599.2021.1995807&partnerID=40&md5=65ee6e01cfdd7cffc77b10bdd867c50d","cidb Centre of Excellence, University of Johannesburg, Johannesburg, South Africa","Aliu J., cidb Centre of Excellence, University of Johannesburg, Johannesburg, South Africa; Aigbavboa C., cidb Centre of Excellence, University of Johannesburg, Johannesburg, South Africa","The process of employability skills improvement is reflected in the pedagogical approaches employed by institutions of higher learning (HEIs). While several studies have discussed these approaches, very few have microscoped them and examined their learning outcomes. The purpose of this paper is to review the concept of extracurricular activities (ECA) research published on the Elsevier Scopus database from 1990 to 2020 using a sequence of bibliometric analysis to identify the status, research trends and focus areas in recent ECA studies within the built environment context. Keywords such as ‘extracurricular activity’ OR ‘extracurricular activities’ OR ‘co-curricular activity’ OR ‘co-curricular activities’ OR ‘out of school activity’ OR ‘out of school activities’ AND ‘employability’ AND ‘built environment’ were used to extract papers from the database. Through the sequencing of cluster analysis, the results of this study revealed that the focus on ECA studies is placed on employability skills, academic performance, overall human development, parental involvement and improving cultural diversity. More so, the current research focus is tending towards the knowledge and adoption of problem-based learning (PBL) which is a key component of built environment education. This study provides a basis for encouraging ECA as a key pedagogical approach in developing the future workforce of the construction industry. Despite the novelty of this article, generalizations of the results must be done cautiously due to the use of a single database, which in this case is Elsevier’s Scopus. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Bibliometric review; employability skills; extracurricular activities; human development; pedagogical approach","","","","","","","","Aghimien D.O., Aigbavboa C.O., Oke A.E., Thwala W.D., Mapping out research focus for robotics and automation research in construction-related studies: a bibliometric approach, JEDT, 18, 5, pp. 1063-1079, (2019); Akinlolu M., Haupt T.C., Edwards D.J., Simpeh F., A bibliometric review of the status and emerging research trends in construction safety management technologies, Int J Constr Manag, pp. 1-13, (2020); Akinrinmade B.I., Ayeni A.O., Influence of extra-curricular involvement on graduate employability, Mojem: Malaysian Online J Educ Manag, 5, 3, pp. 19-31, (2017); Aliu J., Aigbavboa C., Key generic skills for employability of built environment graduates, Int J Constr Manag, pp. 1-19, (2021); Aliu J., Aigbavboa C.O., Employers’ perception of employability skills among built-environment graduates, J Eng Des Technol, (2019); Aliu J., Aigbavboa C.O., Structural determinants of graduate employability: impact of university and industry collaborations, J Eng Des Technol, (2020); Aliu J., Aigbavboa C., Thwala W., A 21st century employability skills improvement framework for the construction industry, (2021); Altun M., The effect of extra-curricular activities in Hizmet movement schools on students’ personal growth: a case study in kurdistan region, Iraq, Int J Acad Res Bus Soc Sci, 9, 2, (2019); Ashbourne D., Andres L., Athletics, music, languages, and leadership: how parents influence the extracurricular activities of their children, Can J Educ/Revue Canadienne de L’éducation, 38, 2, (2015); Baier-Fuentes H., Cascon-Katchadourian J., Sanchez A.M., Herrera-Viedma E., Merigo J., A bibliometric overview of the international journal of interactive multimedia and artificial intelligence, Int J Interact Multimed Artif Intell, 5, 3, (2018); Bartkus K.R., Nemelka B., Nemelka M., Gardner P., Clarifying the meaning of extra-curricular activity: a literature review of definitions, Am J Bus Educ, 5, 6, pp. 693-704, (2012); Belikova L.F., Students’ attitudes toward extra-curricular activity in an institution of higher learning, Russ Educ Soc, 44, 2, pp. 73-85, (2002); Campion M.A., Identification of variables most influential in determining interviewers’ evaluations of applicants in a college placement center, Psychol Rep, 42, 3, pp. 947-952, (1978); Chan A.P., Tetteh M.O., Nani G., Drivers for international construction joint ventures adoption: a systematic literature review, Int J Constr Manag, pp. 1-13, (2020); Chia Y.M., Job offers of multi-national accounting firms: the effects of emotional intelligence, extra-curricular activities, and academic performance, Account Educ Int J, 14, 1, pp. 75-93, (2005); Chmielewski-Raimondo D.A., McKeown W., Brooks A., The field as our classroom: applications in a business-related setting, J Account Educ, 34, pp. 41-58, (2016); Christensen T.E., Fogarty T.J., Wallace W.A., The association between directional accuracy and self-efficacy and accounting course performance, Issues Account Educ, 17, 1, pp. 1-26, (2002); Cole M.S., Rubin R.S., Feild H.S., Giles W.F., Recruiters’ perceptions and use of applicant résumé information: screening the recent graduate, Appl Psychol Int Rev, 56, 2, pp. 319-343, (2007); Donovan J., Manzin G., Savage T., Lee C., Integrating domestic field trips into international business education: exploring pedagogical issues behind a practical implementation, J Int Bus Educ, 5, (2010); Eccles J.S., Barber B.L., Stone M., Hunt J., Extracurricular activities and adolescent development, J Soc Issues, 59, 4, pp. 865-889, (2003); Eiris Pereira R., Gheisari M., Site visit application in construction education: a descriptive study of faculty members, Int J Constr Educ Res, 15, 2, pp. 83-99, (2019); Esa A., Yunus J., Kaprawi N., The implementation of the generic skills through cocurricular at the polytechnics to fulfil the industrial needs in Malaysia, Athens, (2012); Falk J.H., Ballantyne R., Packer J., Benckendorff P., Travel and learning: a neglected tourism research area, Ann Tour Res, 39, 2, pp. 908-927, (2012); Hou L., Tan Y., Luo W., Xu S., Mao C., Moon S., Towards a more extensive application of off-site construction: a technological review, Int J Constr Manag, pp. 1-12, (2020); Kahne J., Sporte S., Developing citizens: the impact of civic learning opportunities on students’ commitment to civic participation, Civic education and youth political participation, pp. 159-186, (2009); Keenan L., The effect of extra-curricular activities on career outcomes: literature review, Stud Psychol J, 1, pp. 149-162, (2010); Kinash S., 8 ways to enhance your students’ graduate employability, Teach Bond Way, 2, pp. 1-14, (2015); Kinicki A.J., Lockwood C.A., The interview process: an examination of factors recruiters use in evaluating job applicants, J Vocat Behav, 26, 2, pp. 117-125, (1985); Lau H.H., Hsu H.Y., Acosta S., Hsu T.L., Impact of participation in extra-curricular activities during college on graduate employability: an empirical study of graduates of Taiwanese business schools, Educ Stud, 40, 1, pp. 26-47, (2014); Mahoney J.L., Cairns B.D., Farmer T.W., Promoting interpersonal competence and educational success through extra-curricular activity participation, J Educ Psychol, 95, 2, pp. 409-418, (2003); Martin A.J., Dowson M., Interpersonal relationships, motivation, engagement, and achievement: yields for theory, current issues, and educational practice, Rev Educ Res, 79, 1, pp. 327-365, (2009); McFarland D.A., Thomas R.J., Bowling young: how youth voluntary associations influence adult political participation, Am Sociol Rev, 71, 3, pp. 401-425, (2006); Ming Chia Y., Job offers of multi-national accounting firms: the effects of emotional intelligence, extra-curricular activities, and academic performance, Account Educ, 14, 1, pp. 75-93, (2005); Moody J., Race, school integration, and friendship segregation in America, Am J Sociol, 107, 3, pp. 679-716, (2001); Nelson I.T., Vendrzyk V.P., Quirin J.J., Allen R.D., No, the sky is not falling: evidence of accounting student characteristics at FSA schools, 1995–2000, Issues Account Educ, 17, 3, pp. 269-287, (2002); Perez Serrano G., Anta Cabreros C., De Miguel Badesa S., Garcia Llamas J., Perez De Guzman Puya M., Perez Serrano M., Sarrate Capdevila M., Alumbreras P., Morales Munoz E., Munilla Isidro L., Bibliometric analysis in education: impact on university quality”: research project subsidized by the general subdirectorate for studies and analysis, Reference: EA, 7, (2003); Saheb T., Saheb M., Analyzing and visualizing knowledge structures of health informatics from 1974 to 2018: a bibliometric and social network analysis, Health Inform Res, 25, 2, pp. 61-72, (2019); Sanchez-Miguel P.A., Leo F.M., Sanchez-Oliva D., Amado D., Garcia-Calvo T., The importance of parents’ behavior in their children’s enjoyment and motivation in sports, J Hum Kinet, 36, 1, pp. 169-177, (2013); Stirrup J., Duncombe R., Sandford R., Intensive mothering’ in the early years: the cultivation and consolidation of (physical) capital, Sport Educ Soc, 20, 1, pp. 89-106, (2015); Stuart M., Lido C., Morgan J., May S., Student diversity, extra-curricular activities and perceptions of graduate outcomes, (2009); Sun Q., Zhang S., Ke Y., Ma X., Galvin S., Comparative analysis on the PPP research in Chinese and international journals: a bibliometric perspective, Int J Constr Manag, pp. 1-21, (2020); Svobodova L., Bednarska-Olejniczak D., SMART city and economy: bibliographic coupling and co-occurrence, Springer, pp. 102-113, (2020); Syakir R., Soft skills at the Malaysian institutes of higher learning” dalam Asia Pacific education review, 10, ms. 309-315 [versi elektronik]. Tersedia [online] juga dalam, (2009); Van Eck N.J., Waltman L., VOSviewer manual, 1, pp. 1-53, (2013); Wilson N., Impact of extra-curricular activities on students [master’s thesis, (2009); Wurdinger S., Qureshi M., Enhancing college students’ life skills through project based learning, Innov High Educ, 40, 3, pp. 279-286, (2015); Xu J., Students’ engagement and parents’ involvement in extracurricular activities, (2017); Zhao F., Du F., Shi D., Zhou W., Jiang Y., Ma L., Mapping research trends of retinal vein occlusion from 2009 to 2018: a bibliometric analysis, PeerJ, 7, (2019)","C. Aigbavboa; cidb Centre of Excellence, University of Johannesburg, Johannesburg, South Africa; email: Ajseries77@gmail.com","","Taylor and Francis Ltd.","","","","","","15623599","","","","English","Int. J. Constr. Manage.","Article","Final","","Scopus","2-s2.0-85118574644"
"Baker S.; Xavier A.; Due C.; Dunwoodie K.; Newman A.","Baker, Sally (7403307671); Xavier, Anna (58127259600); Due, Clemence (36052601900); Dunwoodie, Karen (57205206607); Newman, Alex (38862449600)","7403307671; 58127259600; 36052601900; 57205206607; 38862449600","Disrupting assumptions about graduate employability: exploring culturally and linguistically diverse university students’ graduate capitals in Australia","2023","Journal of Higher Education Policy and Management","45","2","","174","191","17","0","10.1080/1360080X.2023.2180165","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149380257&doi=10.1080%2f1360080X.2023.2180165&partnerID=40&md5=c1d6f5b4e3ba4ef2197c20212e769588","School of Education, University of New South Wales, Sydney, Australia; Research Assistant, School of Education, University of New South Wales, Sydney, Australia; School of Psychology, University of Adelaide, Adelaide, Australia; Centre for Refugee Education, Advocacy, Training, and Employment (CREATE), Deakin University, Melbourne, Australia; Department of Management and Professor of Management, Deakin University, Melbourne, Australia","Baker S., School of Education, University of New South Wales, Sydney, Australia; Xavier A., Research Assistant, School of Education, University of New South Wales, Sydney, Australia; Due C., School of Psychology, University of Adelaide, Adelaide, Australia; Dunwoodie K., Centre for Refugee Education, Advocacy, Training, and Employment (CREATE), Deakin University, Melbourne, Australia; Newman A., Department of Management and Professor of Management, Deakin University, Melbourne, Australia","Employability is a powerful discourse in higher education, yet as a driver for policy and practice it has not translated into an uplift in graduate outcomes for all student groups. In particular, Culturally and Linguistically Diverse Migrant and/or Refugee (CALDMR) students experience inequitable graduate outcomes and access to meaningful employment opportunities. Drawing on a national study of career advisors and CALDMR students’ experiences of how Australian universities support their career development, we examine CALDMR students’ employability through the conceptual framework of graduate capitals. We make two key contributions: firstly, we offer insights into staff and student perceptions of university approaches with CALDMR. Secondly, we identify a lack of linguistic and cultural diversity conceptualisations of employability by examining the experiences of CALDMR students and staff through the lens of graduate capitals. We disrupt the assumptions and presumed familiarity with cultural knowledge. © 2023 Association for Tertiary Education Management and the Melbourne Centre for the Study of Higher Education.","Australia; culturally and linguistically diverse migrant and/or refugee students; Employability; graduate capital; higher education; monolingual bias","","","","","","Curtin University of Technology, (2019/07); National Centre for Student Equity in Higher Education, Curtin University, NCSEHE","The work was supported by the National Centre for Student Equity in Higher Education, Curtin University [2019/07]. We thank Dr Phillipa Bellemore for her critical eye and her wonderful editing work on this article.","Almeida S., Fernando M., Hannif Z., Dharmage S., Fitting the mould: The role of employer perceptions in immigrant recruitment decision-making, The International Journal of Human Resource Management, 26, 22, pp. 2811-2832, (2015); Andrewartha L., Harvey A., Employability and student equity in higher education: The role of university careers services, Australian Journal of Career Development, 26, 2, pp. 71-80, (2017); Baker S., Due C., Karan P., Rose M., Teaching for diversity: University educators’ accounts of care work and emotional labour with CALD students, Teaching in Higher Education, pp. 1-17, (2021); Baker S., Due C., Rose M., Transitions from education to employment for culturally and linguistically diverse migrants and refugees in settlement contexts: What do we know?, Studies in Continuing Education, 43, 1, pp. 1-15, (2021); Baker S., Ramsay G., Irwin E., Miles L., ‘Hot’, ‘cold’ and ‘warm’ supports: Towards theorising where refugee students go for assistance at university, Teaching in Higher Education, 23, 1, pp. 1-16, (2018); Bradley A., Quigley M., Bailey K., How well are students engaging with the careers services at university?, Studies in Higher Education, 46, 4, pp. 663-676, (2021); Braun V., Clark V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: Navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Carroll D., Li I., Work and further study after university degree completion for equity groups, Journal of Higher Education Policy and Management, 44, 1, pp. 21-38, (2022); Christie F., Careers guidance and social mobility in UK higher education: Practitioner perspectives, British Journal of Guidance & Counselling, 44, 1, pp. 72-85, (2016); Christie H., Cree V., Mullins E., Tett L., University opened up so many doors for me: The personal and professional development of graduates from non-traditional backgrounds, Studies in Higher Education, 43, 11, pp. 1938-1948, (2018); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Clyne M., Australia’s language potential, (2005); Croucher G., Woelert P., Administrative transformation and managerial growth: A longitudinal analysis of changes in the non-academic workforce at Australian universities, Higher Education, 84, 1, pp. 159-175, (2022); Divan A., Knight E., Bennett D., Bell K., Marketing graduate employability: Understanding the tensions between institutional practice and external messaging, Journal of Higher Education Policy and Management, 41, 5, pp. 485-499, (2019); Dunwoodie K., Due S., Baker C., Newman A., Tran C., Supporting (or not) the career development of culturally and linguistically diverse migrants and refugees in universities: Insights from Australia, International Journal for Educational and Vocational Guidance, 22, 2, pp. 467-490, (2022); Gilani D., Creating connections: The role of universities in enhancing graduates’ social capital and challenging nepotism, Perspectives: Policy and Practice in Higher Education, 24, 1, pp. 14-18, (2020); Harvey A., Mallman M., Beyond cultural capital: Understanding the strengths of new migrants within higher education, Policy Futures in Education, 17, 5, pp. 657-673, (2019); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Hugo G., The economic contribution of humanitarian settlers in Australia, International Migration, 52, 2, pp. 31-52, (2014); Lee E., Szkudlarek B., Nguyen D., Nardon L., Unveiling the canvas ceiling: A multidisciplinary literature review of refugee employment and workforce integration, International Journal of Management Reviews, 22, 2, pp. 193-216, (2020); Li I.W., Mahuteau S., Dockery A.M., Junankar P.N., Mavromaras K., Labour market outcomes of Australian university graduates from equity groups, Report submitted to the National Centre for Student Equity in Higher Education (NCSEHE), (2016); Losoncz I., The connection between racist discourse, resettlement policy and outcomes in Australia, Social Alternatives, 36, 1, pp. 37-42, (2017); Merrill B., Finnegan F., O'neill J., Revers S., When it comes to what employers are looking for, I don’t think I’m it for a lot of them: Class and capitals in, and after, higher education, Studies in Higher Education, 45, 1, pp. 163-175, (2020); 2022 Skills priority list key findings report, (2022); Newman A., Baker S., Due C., Dunwoodie K., Career guidance for culturally and linguistically diverse migrants and/or refugees, National Centre for Student Equity in Higher Education, (2021); Parutis V., Kandiko Howson C., Failing to level the playing field: Student discourses on graduate employability, Research in Post-Compulsory Education, 25, 4, pp. 373-393, (2020); Pham T., Tomlinson M., Thompson C., Forms of capital and agency as mediations in negotiating employability of international graduate migrants, Globalisation, Societies and Education, 17, 3, pp. 394-405, (2019); Phillimore J., Refugee-integration-opportunity-structures: Shifting the focus from refugees to context, Journal of Refugee Studies, 34, 2, pp. 1946-1966, (2021); Pitman T., Roberts L., Bennett D., Richardson S., An Australian study of graduate outcomes for disadvantaged students, Journal of Further and Higher Education, 43, 1, pp. 45-57, (2019); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Anderson V., Employers and graduates: The mediating role of signals and capitals, Journal of Higher Education Policy and Management, 43, 4, pp. 384-399, (2021); Tomlinson M., Jackson D., Professional identity formation in contemporary higher education students, Studies in Higher Education, 46, 4, pp. 885-900, (2021); Wheelahan L., Moodie G., Doughney J., Challenging the skills fetish, British Journal of Sociology of Education, 43, 2, pp. 475-494, (2022)","S. Baker; School of Education, University of New South Wales, Australia; email: sally.baker@unsw.edu.au","","Routledge","","","","","","1360080X","","","","English","J. High. Educ. Policy Manage.","Article","Final","","Scopus","2-s2.0-85149380257"
"Milne E.; Wotherspoon T.","Milne, Emily (56642437300); Wotherspoon, Terry (25123262000)","56642437300; 25123262000","‘Success is different in our eyes’: reconciling definitions of educational success among Indigenous families and education systems in Alberta, Canada","2023","Critical Studies in Education","64","5","","428","447","19","0","10.1080/17508487.2023.2173266","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147555797&doi=10.1080%2f17508487.2023.2173266&partnerID=40&md5=465782491688a175d7ff16b836ad1102","Department of Sociology, MacEwan University, Edmonton, Canada; Department of Sociology, University of Saskatchewan, Saskatoon, Canada","Milne E., Department of Sociology, MacEwan University, Edmonton, Canada; Wotherspoon T., Department of Sociology, University of Saskatchewan, Saskatoon, Canada","Notions of ‘student success’ feature prominently in emerging educational discourses and policy orientations. Current policy frameworks focusing on equity, performance, and reconciliation claim to offer validation for perspectives of Indigenous peoples and other racialized communities, but they are simultaneously raising the stakes for individual responsibility and performance. This paper explores these developments by examining how Indigenous students and family members understand and experience educational success in relation to the notions of success advanced by school systems. We present a case study conducted in Alberta, Canada, drawing on data from ten focus groups with 77 Indigenous youth and parents of Indigenous children connected to one school division. Highlighting the ways that social and educational policy frameworks related to employability and performance exacerbate contradictions inherent in settler colonial societies, we reveal how school systems, despite claims to the contrary, continue to adopt practices that undermine the capacity for many Indigenous people to achieve their aspirations. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","Education reform; equity; indigenous perspectives; reconciliation; school success","","","","","","","","Ainscow M., Diversity and equity: A global education challenge, New Zealand Journal of Educational Studies, 51, 2, pp. 143-155, (2016); First Nations, Métis and Inuit education policy framework, (2002); Teacher quality standards, (2020); Education for reconciliation, (2021); FNMI, (2022); Required Alberta education assurance measures - overall summary spring 2021 province: Alberta, (2022); Anderson P.J., Yip S.Y., Diamond Z.M., Getting schools ready for Indigenous academic achievement: A meta-synthesis of the issues and challenges, Australian Schools, International Studies in Sociology of Education, pp. 1-24, (2022); Apple M.W., Education and Power, (2013); Arriagada P., The achievements, experiences and labour market outcomes of First Nations, Métis and Inuit women with bachelor’s degrees or higher, (2021); Q'um Xiiem J., Indigenous education in Canada, (2020); Ball S.J., Foucault, power, and education, (2013); Barker A.J., Rollo T., Lowman E.B., Settler colonialism and the consolidation of Canada in the 20<sup>th</sup> century, The Routledge handbook of the history of settler colonialism, pp. 153-168, (2016); Battiste M., Reclaiming Indigenous voice and vision, (2000); Battiste M., Maintaining Aboriginal identity, language, and culture in modern society, Reclaiming Indigenous voice and vision, pp. 192-208, (2000); Battiste M., Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations, (2002); Battiste M., Decolonizing education: Nourishing the learning spirit, (2013); Battiste M., Henderson J.S.Y., Compulsory schooling and cognitive imperialism: A case for cognitive justice and reconciliation with indigenous peoples, The Palgrave handbook of education law for schools, pp. 567-583, (2018); Biden J.R., Executive order on the White House initiative on advancing educational equity, excellence, and economic opportunity for Native Americans and strengthening tribal colleges and universities, (2021); Braun A., Maguire M., Doing without believing–enacting policy in the English primary school, Critical Studies in Education, 61, 4, pp. 433-447, (2020); Brody J., Reforming social justice in neoliberal times, Studies in Social Justice, 1, 2, pp. 93-107, (2007); Cajete G., Indigenous education and the development of Indigenous community leaders, Leadership, 12, 3, pp. 364-376, (2016); Campbell C., Educational equity in Canada: The case of Ontario’s strategies and actions to advance excellence and equity for students, School Leadership & Management, 41, 4-5, pp. 408-428, (2021); Redefining How Success is Measured in First Nations, Inuit and Métis Learning, (2007); Cantillon B., Van Lancker W., Three Shortcomings of the social investment perspective, Social Policy and Society, 12, 4, pp. 553-564, (2013); CMEC Indigenous education plan 2019–22, (2019); Cui D., Teachers’ racialized habitus in school knowledge construction: A Bourdieusian analysis of social inequality beyond class, British Journal of Sociology of Education Education, 38, 8, pp. 1-12, (2017); Canadians’ views on race relations, (2020); Race relations in Canada 2019: A survey of Canadian public opinion and experience, (2019); Fischer A.M., The dark sides of social policy: From neoliberalism to resurgent right-wing populism, Development and Change, 51, 2, pp. 371-397, (2020); Foley D., Indigenous epistemology and Indigenous standpoint theory, Social Alternatives, 22, 1, pp. 44-52, (2003); Gaudry A., Lorenz D., Indigenization as inclusion, reconciliation, and decolonization: Navigating the different visions for indigenizing the Canadian academy, AlterNative: An International Journal of Indigenous Peoples, 14, 3, pp. 218-227, (2018); Giddens A., The third way: The renewal of social democracy, (1998); Annual review: Education 2019-2020, (2020); Guenther J., Bat M., Osborne S., Red dirt thinking on educational disadvantage, Australian Journal of Indigenous Education, 42, Special Issue 02, (2013); Guenther J., Disbray S., Osborne S., Building on “Red Dirt” perspectives: What counts as important for remote education?, Australian Journal of Indigenous Education, 44, 2, (2015); Guenther J., Dwyer A., Wooltorton S., Wilks J., Aboriginal student engagement and success in Kimberley tertiary education, Australian Journal of Indigenous Education, 50, 2, (2021); Jensen J., Saint-Martin D., New routes to social cohesion? Citizenship and the social investment state, Canadian Journal of Sociology, 28, 1, pp. 77-99, (2003); Kirkness V., Barnhardt R., First Nations and higher education: The four R’s-respect, relevance, reciprocity, responsibility, Knowledge across cultures: A contribution to dialogue among civilizations, pp. 75-91, (2001); Lamb D., Aboriginal early school leavers on-and off-reserve: An empirical analysis, Canadian Public Policy, 40, 2, pp. 156-165, (2014); Lawrence B., Dua E., Decolonizing antiracism, Social Justice, 32, 4, pp. 120-143, (2005); Lingard B., Creagh S., Vass G., Education policy as numbers: Data categories and two Australian cases of misrecognition, Journal of Education Policy, 27, 3, pp. 315-333, (2012); MacIver M., Aboriginal students’ perspectives on the factors influencing high school completion, Multicultural Perspectives, 14, 3, pp. 156-162, (2012); Madjidi K.S., Restoule J.-P., Comparative Indigenous ways of knowing and learning, Comparative and international education: Issues for teachers, pp. 155-182, (2017); McKinley E.A., Smith L.T., Handbook of Indigenous education, (2019); Milne E., ‘I Have the Worst Fear of Teachers’: Moments of Inclusion and Exclusion in Family/School Relationships among Indigenous Families in Southern Ontario, Canadian Review of Sociology, 53, 3, pp. 270-289, (2016); Milne E., Wotherspoon T., ‘Alignment-Plus’: Alignment with Schooling Requirements and Cultural-Bridging among Indigenous Middle-Class Parents, British Journal of Sociology of Education, 41, 1, pp. 127-143, (2020); Milne E., Wotherspoon T., Schools as ‘Really Dangerous Places’ for Indigenous Children and Youth: Schools, Child Welfare and Contemporary Challenges to Reconciliation, Canadian Review of Sociology, 57, 1, pp. 34-52, (2020); Action plan for pacific education, (2020); Nakata M., The Cultural Interface, Australian Journal of Indigenous Education, 36, S1, pp. 7-14, (2007); Ng-A-Fook N., Spinning curriculum designs at a crossroads big ideas, conversations, and reconciliation, Journal of the Canadian Association for Curriculum Studies, 12, 1, pp. 97-118, (2014); Nikolai R., Towards social investment? Patterns of public policy in the OECD world, Towards a social investment welfare state? Ideas, policies and challenges, pp. 91-116, (2012); Promising practices in supporting success for Indigenous students, (2017); The future we want: The future of education and skills, education 2030, (2018); Partridge C., Residential schools: The intergenerational impacts on Aboriginal Peoples, Native Social Work Journal, 7, pp. 33-62, (2010); Pechenkina E., Persevering, education and influencing a change: A case study of Australian Aboriginal and Torres Strait Islander narratives of academic success, Critical Studies in Education Critical Studies in Education, 60, 4, pp. 496-512, (2017); Peng I., Social investment policies in Canada, Australia, Japan, and South Korea, International Journal of Child and Education Policy, 5, 1, pp. 41-53, (2011); Schissel B., Wotherspoon T., The Legacy of School for Aboriginal People: Education, Oppression, and Emancipation, (2003); Smith A., Indigenous Peoples and boarding schools: A comparative study, (2009); Smith L.T., Tuck E., Yang K.W., Indigenous and decolonizing studies in education: Mapping the long view, (2019); Aboriginal Peoples: Fact sheet for Alberta, (2016); St. Denis V., A Study of Aboriginal Teachers' Professional Knowledge and Experience in Canadian Public Schools, (2010); St. Denis V., Silencing Aboriginal curricular content and perspectives through multiculturalism: “There are Other Children Here, Review of Education, Pedagogy, and Cultural Studies Review of Education, Pedagogy, and Cultural Studies, 33, 4, pp. 306-317, (2011); Street C., Guenther J., Smith J., Robertson K., Ludwig W., Motlap S., Woodroffe T., Ober R., Gillan K., Larkin S., Do numbers speak for themselves? Exploring the use of quantitative data to measure policy ‘success’ in historical Indigenous higher education in the Northern Territory, Australia, Race Ethnicity and Education, 25, 3, pp. 309-330, (2022); Toulouse P.R., Beyond Shadows: First Nations, Métis and Inuit Student Success, (2013); Honouring the Truth, Reconciling for the Future: Summary of the Final Report of the Truth and Reconciliation Commission of Canada, (2015); Tuck E., Yang K.W., Decolonization is not a metaphor, Decolonization: Indigeneity, Education & Society, 1, 1, pp. 1-40, (2012); Veracini L., The settler colonial present, (2015); Whitley J., Supporting educational success for Aboriginal students: Identifying key influences, McGill Journal of Education/Revue Des Sciences De L’éducation De McGill, 49, 1, pp. 155-181, (2014); Wotherspoon T., The Sociology of Education in Canada: Critical Perspectives, (2018); Wotherspoon T., Milne E., What Do Indigenous Education Policy Frameworks Reveal about Commitments to Reconciliation in Canadian School Systems?, International Indigenous Policy Journal, 11, 1, (2020)","E. Milne; Department of Sociology, MacEwan University, Edmonton, Canada; email: milnee4@macewan.ca","","Routledge","","","","","","17508487","","","","English","Crit. Stud. Educ.","Article","Final","","Scopus","2-s2.0-85147555797"
"Parrella J.A.; Esquivel C.; Leggette H.R.; Murphrey T.P.","Parrella, Jean A. (57221696355); Esquivel, Christina (58126865700); Leggette, Holli R. (55860321700); Murphrey, Theresa Pesl (14037533500)","57221696355; 58126865700; 55860321700; 14037533500","Preparing agricultural leaders: an assessment of agricultural students’ perceived importance and development of employability skills","2023","Journal of Agricultural Education and Extension","","","","","","","1","10.1080/1389224X.2023.2179086","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149328024&doi=10.1080%2f1389224X.2023.2179086&partnerID=40&md5=da3a8be9d9227845c036dd777a56aec6","Department of Agricultural Leadership, Education and Communications, Texas AM University, College Station, TX, United States; Department of Agriculture, Blinn College, Bryan, TX, United States; McLennan Community College, Division Chair, Business Programs, Waco, TX, United States","Parrella J.A., Department of Agricultural Leadership, Education and Communications, Texas AM University, College Station, TX, United States; Esquivel C., Department of Agriculture, Blinn College, Bryan, TX, United States, McLennan Community College, Division Chair, Business Programs, Waco, TX, United States; Leggette H.R., Department of Agricultural Leadership, Education and Communications, Texas AM University, College Station, TX, United States; Murphrey T.P., Department of Agricultural Leadership, Education and Communications, Texas AM University, College Station, TX, United States","Purpose: We sought to determine the perceived importance and development of agricultural students’ employability skills, and the factors and experiences that influence their development. Design/Methodology/Approach: We used a cross-sectional survey research design and conducted a census of Texas A&M University College of Agriculture and Life Sciences students by distributing a researcher-developed instrument to all students following the tailored design method. We collected 991 usable responses. Findings: Students believed communication and decision-making skills were most important, but their teamwork skills and self-management skills were most developed. Seven types of professional experiences significantly and positively influenced students’ perceived development of employability skills. Students who knew the type of career they wanted to pursue believed their employability skills were statistically significantly better developed than students who did not. Practical implications: Agricultural educators should help students identify career interests early in their academic pursuit and encourage their participation in professional experiences to improve their perceived employability skills development. Theoretical implications: Increased frequency of participating in teamwork, leadership, project management, community engagement, cross-disciplinary, international, and internship experiences can increase agricultural students’ perceived general human capital. Knowledge regarding the type of career they want to pursue can also increase perceived human capital. Originality/Value: We identified novel characteristics of agricultural students across academic departments and at varying levels of their degree program. © 2023 Wageningen University.","Career readiness; human capital; postsecondary education; skill development; survey design","","","","","","","","Abbey L., Dowsett E., Sullivan J., Use of Problem-Based Learning in the Teaching and Learning of Horticultural Production, The Journal of Agricultural Education and Extension, 23, 1, pp. 61-78, (2017); Alston A.J., Cromartie W., English C.W., Wakefield D., Employer Perceptions of Graduates of the United States Land Grant University System's Workforce Preparation, Online Journal for Workforce Education and Development, 3, 4, pp. 1-11, (2009); Alston A.J., Roberts R., English C.W., Toward a Holistic Agricultural Student Recruitment Model: A National Analysis of the Factors Affecting Students’ Decision to Pursue an Agricultural Related Degree, Journal of Research in Technical Careers, 4, 1, pp. 1-23, (2020); Artavia-Rojas K.J., (2019); (2009); Becker G.S., Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, (1964); Bruderl J., Preisendoerfer P., Ziegler R., Survival Chances of Newly Founded Business Organizations, American Sociological Review, 57, 2, pp. 227-242, (1992); Colclasure B.C., Entry-Level Workplace Competencies Needed by Graduates of a Community College Agriculture Program: A Midwest Case Study Using the Delphi Technique, Journal of Research in Technical Careers, 4, 2, pp. 3-23, (2020); Cole L., Thompson G., Satisfaction of Agribusiness Employers with College Graduates They Have Hired, NACTA Journal, 46, 1, pp. 34-39, (2002); Cooper A.C., Gimeno-Gascon J.F., Woo C.T., Initial Human and Financial Capital as Predictors of New Venture Performance, Journal of Business Venturing, 9, 5, pp. 371-395, (1994); (2015); Crawford P., Fink W., Employability Skills and Students Critical Growth Areas, NACTA Journal, 64, pp. 122-131, (2019); Crawford P., Lang S., Fink W., Dalton R., Fielitz L., Comparative Analysis of Soft Skills: What is Important for New Graduates?, (2011); Davis J.A., Elementary Survey Analysis, (1971); de Guzman A.B., Choi K.O., The Relations of Employability Skills to Career Adaptability Among Technical School Students, Journal of Vocational Behavior, 82, 3, pp. 199-207, (2013); Deming D.J., The Growing Importance of Decision-Making on the Job, (2021); Dillman D.A., Smyth J.D., Christian L.M., Internet, Phone, Mail, and Mixed-Mode Surveys, (2014); Duke C.R., Reese R.M., A Case Study in Curriculum Evaluation Using Strategic and Tactical Assessments, Journal of Education for Business, 70, 6, pp. 344-347, (1995); Dymnicki A., Sambolt M., Kidron Y., Improving College and Career Readiness by Incorporating Social and Emotional Learning, (2013); Easterly T.R.G., Warner A.J., Myers B.E., Lamm A.J., Telg R.W., Skills Students Need in the Real World: Competencies Desired by Agricultural and Natural Resources Industry Leaders, Journal of Agricultural Education, 58, 4, pp. 225-239, (2017); Elias M.J., Tobias S.E., Problem Solving/Decision Making for Social and Academic Success, (1990); English C.W., Simpson C., Alston A.J., The Perceived Impact of Life Experiences and Selected Growth Areas Upon the Employability Preparation of Land-Grant College Graduates, Journal of Southern Agricultural Education Research, 69, pp. 1-13, (2019); Fan W., Yan Z., Factors Affecting Response Rates of the Web Survey: A Systematic Review, Computers in Human Behavior, 26, 2, pp. 132-139, (2010); Feldpausch J.A., Bir C.L., Olynk Widmar N.J., Zuelly S.M., Richert B.T., Agricultural Student Perceptions of Career Success Factors: Ranking Attributes of Collegiate Experiences, Journal of Agricultural Education, 60, 1, pp. 234-267, (2019); Foreman E.A., Retallick M.S., Undergraduate Involvement in Extracurricular Activities and Leadership Development in College of Agriculture and Life Sciences Students, Journal of Agricultural Education, 53, 3, pp. 111-123, (2012); Fraenkel J.R., Wallen N.E., Hyun H., How to Design and Evaluate Research in Education, (2019); Francis C., King J., Lieblein G., Breland T.A., Salomonsson L., Sriskandarajah N., Porter P., Wiedenhoeft M., Open-Ended Cases in Agroecology: Farming and Food Systems in the Nordic Region and the US Midwest, The Journal of Agricultural Education and Extension, 15, 4, pp. 385-400, (2009); Garton B.L., Robinson S.J., Career Paths, Job Satisfaction, and Employability Skills of Agricultural Education Graduates, NACTA Journal, 50, 4, pp. 31-36, (2006); Gerhardt M., Teaching Self-Management: The Design and Implementation of Self-Management Tutorials, Journal of Education for Business, 83, 1, pp. 11-18, (2007); Gliem J.A., Gliem R.R., (2003); Griffin M., Coelhoso P., Business Students’ Perspectives on Employability Skills Post Internship Experience: Lessons from the UAE, Higher Education, Skills, and Work-Based Learning, 9, 1, pp. 60-75, (2019); Harun H., Salleh R., Baharom M.N.R., Memon M.A., Employability Skills and Attributes of Engineering and Technology Graduates from Employers’ Perspective: Important vs, Satisfaction.” Global Business and Management Research: An International Journal, 9, 1, pp. 573-581, (2017); Hendrix R., Morrison C.C., Student Perceptions of Workforce Readiness in Agriculture, Journal of Agricultural Education, 59, 3, pp. 213-228, (2018); Holden R.R., Face Validity, The Corsini Encyclopedia of Psychology (4th ed.), pp. 637-638, (2010); Hughes R.L., Jones S.K., Developing and Assessing College Student Teamwork Skills, New Directions for Institutional Research, 2011, 149, pp. 53-64, (2011); Juhasz T., Horvath-Csikos G., The Emergence of Soft Skills in Agricultural Education, Problems and Perspectives in Management, 19, 3, pp. 453-466, (2021); Knobloch N.A., Charoenmuang M., Cooperstone J.L., Patil B.S., Developing Interdisciplinary Thinking in a Food and Nutritional Security, Hunger, and Sustainability Graduate Course, The Journal of Agricultural Education and Extension, 26, 1, pp. 113-127, (2020); Leighton M., Speer J.D., Labor Market Returns to College Major Specificity, European Economic Review, 128, pp. 1-25, (2020); Mahmudah U., Fatimah S., Bootstrap Approach for Analyzing the Influence of Interpersonal Communication Skills on Science Performances, International Journal of Social Sciences & Educational Studies, 8, 1, pp. 137-148, (2021); Mettas A., The Development of Decision-Making Skills, Eurasia Journal of Mathematics, Science & Technology Education, 7, 1, pp. 63-73, (2011); Nafukho F.M., Hairston N., Brooks K., Human Capital Theory: Implications for Human Resource Development, Human Resource Development International, 7, 4, pp. 545-551, (2004); Norris S.L., Murphrey T.P., Leggette H.R., Do They Believe They Can Communicate? Assessing College Students’ Perceived Ability to Communicate About Agricultural Sciences, Journal of Agricultural Education, 60, 4, pp. 53-70, (2019); Parrella J.A., Murphrey T.P., Leggette H.R., Esquivel C., Anna Bates A., (2022); Phillips A.W., Durning S.J., How to Calculate a Survey Response Rate: Best Practices, Academic Medicine, 92, 2, (2017); Rateau R.J., Kaufman E.K., Cletzer D.A., Innovative Classroom Strategies That Prepare College Graduates for Workplace Success, Journal of Agricultural Education, 56, 3, pp. 52-68, (2015); Rauch A., Rijsdijk S.A., The Effects of General and Specific Human Capital on Long-Term Growth and Failure of Newly Founded Businesses, Entrepreneurship Theory and Practice, 37, 4, pp. 923-941, (2013); Ricketts C., Ricketts J., Leadership Categories and Styles, Leadership: Personal Development and Career Success, pp. 2-41, (2010); Roberts G.T., Raulerson B., Telg R., Harder A., Stedman N., The Impacts of a Short Term Study Abroad on Critical Thinking of Agriculture Students, NACTA Journal, 62, 2, pp. 168-174, (2018); Robinson S.J., (2006); Robinson S.J., Garton B.L., An Assessment of the Employability Skills Needed by College of Agriculture, Food and Natural Resources Graduates at the University of Missouri-Columbia, Journal of Agricultural Education, 34, 4, pp. 96-105, (2008); Rodriguez J., Fox H., McCambly H., (2016); Ross S., (2021); Rowley C., (2014); Scott V., (2001); Seong-O B., Patterson L., Comparison and Implications of Human Capital Theory at the Individual, Organization, and Country Levels, Journal of Organizational Culture, Communications and Conflict, 18, 1, pp. 11-28, (2014); Stephens C.M., Beatty C.C., Leading and Thriving: How Leadership Education Can Improve First-Year Student Success, Journal of Leadership Education, 14, pp. 119-131, (2015); Suvedi M., Ghimire R.P., Millenbah K.F., How Prepared are Undergraduates for a Career?, NACTA Journal, 60, 1a, pp. 13-20, (2016); Sweetland S.R., Human Capital Theory: Foundations of a Field of Inquiry, Review of Educational Research, 66, 3, pp. 341-359, (1996); Student Enrollment by College, (2019); Graduate Degree Search; Truax T.F., (2020); (2015); Vetter A., Wingenbach G., Self-Perceived Employability Skills from Agricultural Study Abroad Experiences, NACTA Journal, 63, 1a, pp. 164-172, (2019); (2021); Westhead P., Solesvik M.Z., Entrepreneurship Education and Entrepreneurial Intention: Do Female Students Benefit?, International Small Business Journal, 34, 8, pp. 979-1003, (2016); Yaghmaie F., Content Validity and Its Estimation, Journal of Medical Education, 3, 1, pp. 25-27, (2003); York M., (2006); Zimmerman B.J., Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis, Self-Regulated Learning and Academic Achievement: Theoretical Perspectives, pp. 1-37, (2001)","J.A. Parrella; Texas AM University College Station, Agricultural Leadership, Education and Communications, College Station, 600 John Kimbrough Blvd., 77843, United States; email: jparrella@tamu.edu","","Routledge","","","","","","1389224X","","","","English","J. Agric. Educ. Ext.","Article","Article in press","","Scopus","2-s2.0-85149328024"
"Nyarko S.C.; Petcovic H.L.","Nyarko, Samuel Cornelius (57212107771); Petcovic, Heather L. (10340785600)","57212107771; 10340785600","Do students develop teamwork skills during geoscience fieldwork? A case study of a hydrogeology field course","2023","Journal of Geoscience Education","71","2","","145","157","12","2","10.1080/10899995.2022.2107368","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137057548&doi=10.1080%2f10899995.2022.2107368&partnerID=40&md5=8c640c327d86f4335f72e40f2fa280fd","STEM Education Innovation and Research Institute, Indiana University-Purdue University Indianapolis, Indianapolis, IN, United States; Department of Geological and Environmental Sciences and The Mallinson Institute for Science Education, Western Michigan University, Kalamazoo, MI, United States","Nyarko S.C., STEM Education Innovation and Research Institute, Indiana University-Purdue University Indianapolis, Indianapolis, IN, United States; Petcovic H.L., Department of Geological and Environmental Sciences and The Mallinson Institute for Science Education, Western Michigan University, Kalamazoo, MI, United States","Teamwork has been identified as an essential employability skill and learning outcome in the geosciences, especially during fieldwork. Although specific teamwork skills have been identified in prior research, few studies to date have addressed how students develop or use these skills during their educational preparation in science, technology, engineering and mathematics (STEM) disciplines, including the geosciences. In this paper, we use a descriptive, qualitative embedded, single-case study to explore how geoscience students develop teamwork skills during a hydrogeology field course in the absence of any explicit instruction about teamwork, using a theoretical lens of input-process-output taxonomy of teamwork skills. We collected data using the Geoscience Teamwork Observation (GTO) protocol and verified findings against focus group discussions held after each week of team observations. We identified that students do use a wide range of teamwork skills in the absence of instruction on teamwork, and these skills changed across different teams and under different contexts during fieldwork. Student teams most frequently used skills of communication, leadership, peer-mentoring and teaching, and coordination. Skills related to goal identification, information synthesis and organizational management were utilized least often. We recommend instructional strategies that explicitly treat teamwork skills as learning outcomes, prior teaching of teamwork as part of fieldwork, and using observations as a strategy for teaching and assessing teamwork during fieldwork. We also provide a shared approach for evaluating teamwork skills to enhance workforce preparation and draw attention to key issues relating to creating effective teamwork outcomes during fieldwork. © 2022 National Association of Geoscience Teachers.","case study; fieldwork; students’ skills development; Teamwork","fieldwork; hydrogeology; leadership; student; teaching","","","","","Geothermal Technologies Office, GTO","We thank Dr. Matt Reeves and Tom Howe for arranging access to the field course, and for their feedback on the initial development of the GTO. We are also grateful to Dr. Megan Kowalske and Dr. Cody Williams for their expert suggestions in the conduct of the research and the development of the GTO. We express our gratitude to Kristen Foley, Oluwarotimi Popoola, and Christopher Woodley for helping with coding. Finally, we would like to express our sincere gratitude to all summer 2021 cohorts of the hydro field course.","Adair J., Functional leadership, NHRD Network Journal, 2, 5, pp. 2-7, (2009); Alwin A., Geleta Y., Mourad T., Toward conceptualizing student outcomes in undergraduate field programs and employer expectations for field positions, The Bulleting of the Ecological Society of America, 102, 2, (2020); Amos R., Reiss M., The benefits of residential fieldwork for school science: Insights from a five-year initiative for inner-city students in the UK, International Journal of Science Education, 34, 4, pp. 485-511, (2012); Boyle A., Maguire S., Martin A., Milsom C., Nash R., Rawlinson S., Turner A., Wurthmann S., Conchie S., Fieldwork is good: The student perception and the affective domain, Journal of Geography in Higher Education, 31, 2, pp. 299-317, (2007); Butler R., Teaching geoscience through fieldwork. GEES teaching and learning guide, (2008); Creswell J.W., Research design: Qualitative, quantitative, and mixed methods approaches, (2003); Dunne E., Rawlins M., Bridging the gap between industry and higher education: Training academics to promote student teamwork, Innovations in Education and Training International, 37, 4, pp. 361-371, (2000); Eisele P., Effects of individual planning prior to teamwork on generation of ideas and goals, Baltic Journal of Psychology, 12, pp. 46-58, (2011); Emerson R.M., Fretz R.I., Shaw L.L., Writing ethnographic fieldnotes, (2011); Favaloro T., Mantey P.E., Petersen S.C., Vesecky J.F., Preparation of the professional engineer: Outcomes from 20 years of a multidisciplinary and cross-sectoral capstone course, 2018 ASEE Annual Conference & Exposition, (2018); Feig A.D., Methodology and location in the context of qualitative data and theoretical frameworks in geoscience education research, Geological Society of America Special Papers, 474, pp. 1-10, (2011); Fetterman D.M., Ethnography step by step, (1989); Fleischner T.L., Espinoza R.E., Gerrish G.A., Greene H.W., Kimmerer R.W., Lacey E.A., Pace S., Parrish J.K., Swain H.M., Trombulak S.C., Weisberg S., Winkler D.W., Zander L., Teaching biology in the field: Importance, challenges, and solutions, BioScience, 67, 6, pp. 558-567, (2017); Ghannam R., Ahmad W., Teaching teamwork to transnational students in engineering and technology, Compass, 13, 2, pp. 1-16, (2020); Lundmark A.M., Augland L.E., Jorgensen S.V., Digital fieldwork with Fieldmove–How do digital tools influence geoscience students’ learning experience in the field?, Journal of Geography in Higher Education, 44, 3, pp. 427-440, (2020); Marks M.A., Mathieu J.E., Zaccaro S.J., A temporally based framework and taxonomy of team processes, Academy of Management Review, 26, 3, pp. 356-376, (2001); Marshall A.M.S., Evaluation of academic and social engagement in a technology-based collaborative approach to inclusive geoscience field learning, (2018); 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Wilson L., Ho S., Brookes R.H., Student perceptions of teamwork within assessment tasks in undergraduate science degrees, Assessment & Evaluation in Higher Education, 43, 5, pp. 786-799, (2018); Yin R.K., Case study research design and methods, (2018)","S.C. Nyarko; STEM Education Innovation and Research Institute, Indiana University, Purdue University, Indianapolis, 755 West Michigan Street, 46202, United States; email: snyarko@iu.edu","","Routledge","","","","","","10899995","","","","English","J. Geosci. Educ.","Article","Final","","Scopus","2-s2.0-85137057548"
"Abdullateef S.T.; Musa Alsheikh R.; Khalifa Ibrahim Mohammed B.","Abdullateef, Shifan Thaha (57219912336); Musa Alsheikh, Rabab (58131054000); Khalifa Ibrahim Mohammed, Bahia (58131163700)","57219912336; 58131054000; 58131163700","Making Saudi vision 2030 a reality through educational transformation at the university level","2023","Labour and Industry","33","2","","231","246","15","0","10.1080/10301763.2023.2184166","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149451256&doi=10.1080%2f10301763.2023.2184166&partnerID=40&md5=52ae9bb34fd3c6fcf5263e5770278c62","Department of English, College of Sciences and Humanities, Prince Sattam bin Abdulaziz University, Saudi Arabia; Department of English, Preparatory college, Prince Sattam bin Abdulaziz University, Saudi Arabia; Department of English, College of Sciences and Humanities, Saudi Arabia","Abdullateef S.T., Department of English, College of Sciences and Humanities, Prince Sattam bin Abdulaziz University, Saudi Arabia; Musa Alsheikh R., Department of English, Preparatory college, Prince Sattam bin Abdulaziz University, Saudi Arabia; Khalifa Ibrahim Mohammed B., Department of English, College of Sciences and Humanities, Saudi Arabia","One of the major aims of Saudi Vision 2030 is to create a dynamic, diverse and sustainable economy by generating employment opportunities for young Saudis. As Education sector plays a pivotal role in boosting economy of a country, the National Transformation Program (“NTP”) has laid down objectives to transform the education system with special focus on: 1. Improving recruitment, training and development of teachers, 2. Improving curricula and teaching methods. 3. Improving values and core skills and 4. Enhancing creativity and innovation. Based on the objectives laid by the NTP, the study aims to find the existing gaps between the present curricula and teaching methods in five major private and public universities of Saudi Arabia. It aims to identify the labour market needs with consideration to the six gigaprojects introduced by Saudi Arabia under economic diversification program and, provide guidelines for skills matching. The study adopts a triangular approach: interviews, documentation analysis and, Survey. Based on the results obtained and gaps identified, the researchers recommend taking into account, employers’ needs and the learners’ skill enhancement capabilities while formulating future educational programs to empower Saudi young generation to compete with international labor force and retain their monopoly in the saudi market. © 2023 AIRAANZ.","Employability skills; Graduates; Saudi Arabia; Transformation; Vision 2030","","","","","","Prince Sattam bin Abdulaziz University, PSAU, (2021/02/19162); Deanship of Scientific Research, King Saud University","This project was supported by the Deanship of Scientific Research at Prince Sattam Bin Abdulaziz University Under the research project # 2021/02/19162.","Al-Hattami H.M., University Accounting Curriculum, IT, and Job Market Demands: Evidence from Yemen, SAGE Open, 11, 2, (2021); Alkraiji A., Eidaroos A., Trends and Issues in Educational Technology Research in Saudi Higher Education: A Meta-Analysis Review, Journal of Education and Practice, 7, 36, pp. 62-79, (2016); Almoaibed H.A., Choosing a career in Saudi Arabia: the role of structure and agency in young people’s perceptions of technical and vocational education, (2020); Almusawi A.S., Current Aspects and Prospects of ICT in the Arab Higher Education Sector: Literature Review, Information Systems Applications in the Arab Education Sector, pp. 1-22, (2013); Alnahdi G.H., Educational Change in Saudi Arabia, Journal of International Education Research (JIER), 10, 1, pp. 1-6, (2014); Al-Zahrani N.O.A., Rajab H., Attitudes and Perceptions of Saudi EFL Teachers in Implementing Kingdom of Saudi Arabia’s Vision 2030, International Journal of English Language Education, 5, 1, pp. 83-99, (2017); Carpenter J.P., Pease J.S., Preparing Students to Take Responsibility for Learning: The Role of Non-Curricular Learning Strategies, Journal of Curriculum and Instruction, 7, 2, pp. 38-55, (2013); Chowdhury F., Skills Gap of Business Graduates in the Banking Sector of Bangladesh: Employers’ Expectation versus Reality, International Education Studies, 13, 12, pp. 48-57, (2020); Chowdhury T.A., Miah M.K., Perceptions of Students and Employers Regarding Employability Skills for Entry-Level Positions in Marketing and Sales, Australian Journal of Career Development, 28, 1, pp. 3-13, (2019); Damoah O., Berko O., Peprah A.A., Brefo K.O., Does Higher Education Equip Graduate Students with the Employability Skills Employers Require? 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Mwelwa K., Lebeloane L.D., Mawela A.S., Relevance of Selected Social Science Degree Programs on Skills Development and Graduate Employability in Zambia.Journal of Teaching and Learning for Graduate Employability, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 131-147, (2021); Nimmi P.M., Zakkariya K., Rahul P.R., Channelling Employability Perceptions Through Lifelong Learning: An Empirical Investigation, Journal of Education and Training, (2021); Nurunnabi M., Transformation from an Oil-Based Economy to a Knowledge-Based Economy in Saudi Arabia: The Direction of Saudi Vision 2030, Journal of the Knowledge Economy, 8, 2, pp. 536-564, (2017); Ortiz L.A., Region-Sebest M., MacDermott C., Employer Perceptions of Oral Communication Competencies Most Valued in New Hires as a Factor in Company Success, Business Communication Quarterly, 79, 3, pp. 317-330, (2016); Osmani M., Weerakkody V., Hindi N., Eldabi T., Graduates Employability Skills: A Review of Literature Against Market Demand.Journal of Education for Business, 94, 7, pp. 423-432, (2019); 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Stehle S., Peters-Burton E., Developing Student 21st Century Skills in Selected Exemplary Inclusive STEM High Schools, International Journal of STEM Education, 6, 1, (2019); Sutthipornphalangkoon C., A Study on the Relationship Between Company Characteristics, Demography of Engineers, and Their Perception of the AEC and Its Environment Inﬂuencing the Decision to Develop Their Foreign Language Skills, in Bang Poo Industrial Area, Samuthprak Thailand, International Journal of Humanities, Arts and Social Sciences, 2, 1, pp. 13-27, (2016); van der Baan N., Raemdonck I., Bastiaens E., Beausaert S., Employability Competences of Workers in Health Care and Finance. The Role of Self-Directed Learning Orientation and Job Characteristics, International Journal of Training and Development, 26, 3, pp. 427-447, (2022); Vitalaru B., Public Service Interpreting and Translation: Employability, Skills, and Perspectives on the Labour Market in Spain, Interpreter and Translator Trainer, 16, 2, pp. 247-269, (2022); Global Competitiveness Report, pp. 2015-2016, (2015)","S.T. Abdullateef; Department of English, College of Sciences and Humanities, Prince Sattam bin Abdulaziz University, Saudi Arabia; email: abdullateef@psau.edu.sa","","Informa UK Ltd","","","","","","10301763","","","","English","Lab. Indust.","Article","Final","","Scopus","2-s2.0-85149451256"
"Farashah A.; Blomquist T.; Al Ariss A.; Guo G.C.","Farashah, Ali (55880791500); Blomquist, Tomas (56624699600); Al Ariss, Akram (36132711500); Guo, Grace Chun (57020615000)","55880791500; 56624699600; 36132711500; 57020615000","Perceived employability of skilled migrants: a systematic review and future research agenda","2023","International Journal of Human Resource Management","34","3","","478","528","50","10","10.1080/09585192.2022.2099226","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134151849&doi=10.1080%2f09585192.2022.2099226&partnerID=40&md5=b2797aeb44800aa868889d0003f3025c","Management and Organization Department, The School of Society, Business & Engineering, Mälardalen University, Västerås, Sweden; Umeå School of Business and Economics, Umeå University, Umeå, Sweden; TBS Education, Toulouse, France; Sacred Heart University, Fairfield, CT, United States","Farashah A., Management and Organization Department, The School of Society, Business & Engineering, Mälardalen University, Västerås, Sweden; Blomquist T., Umeå School of Business and Economics, Umeå University, Umeå, Sweden; Al Ariss A., TBS Education, Toulouse, France; Guo G.C., Sacred Heart University, Fairfield, CT, United States","This review examines the perceived employability of skilled migrants (SMs) through an analysis of 88 management and organisational research articles published over 2009-2019 period. We find the extant literature characterised by context-specific studies featuring considerable variety in terms of levels of analysis, theory, and content. Using the notion of perceived employability, key themes in the literature are identified and presented in an integrative framework. The framework encompasses individual, organisational, occupational, and institutional components of the perceived employability of SMs, different forms of work transition and associated mediators (broadening strategies) and moderators (transition conditions). Proposing adoption of process thinking for future research, suggestions regarding the interaction of individual and contextual components of perceived employability and the mediation and moderation mechanisms in the process of work transition are outlined. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Employability; immigration; migrant worker; skilled migrant; work transition","","","","","","Per & Eivor Wikströms Foundation; Forskningsrådet om Hälsa, Arbetsliv och Välfärd, FORTE, (2017-00285)","This research was supported by the Swedish Research Council for Health, Working life and Welfare (FORTE) under grant Dnr: 2017-00285 and the Per & Eivor Wikströms Foundation. The funding sources had no involvement in study design or analysis. The author would like to thank three anonymous reviewers for their constructive remarks during the review process.","Adhikari R., Melia K.M., The (mis)management of migrant nurses in the UK: A sociological study, Journal of Nursing Management, 23, 3, pp. 359-367, (2015); Al Ariss A., Modes of engagement: Migration, self-initiated expatriation, and career development, Career Development International, 15, 4, pp. 338-358, (2010); Al Ariss A., Syed J., Capital mobilization of skilled migrants: A relational perspective, British Journal of Management, 22, 2, pp. 286-304, (2011); Al Ariss A., Vassilopoulou J., Ozbilgin M.F., Game A., Understanding career experiences of skilled minority ethnic workers in France and Germany, The International Journal of Human Resource Management, 24, 6, pp. 1236-1256, (2013); Alfarhan U.F., Al-Busaidi S., A ""catch-22"": Self-inflicted failure of GCC nationalization policies, International Journal of Manpower, 39, 4, pp. 637-655, (2018); Allmen P., Leeds M., Malakorn J., Victims or beneficiaries? 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Farashah; Management and Organization Department, The School of Society, Business & Engineering, Mälardalen University, Västerås, Sweden; email: ali.farashah@mdu.se","","Routledge","","","","","","09585192","","","","English","Int. J. Hum. Resour. Manage.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85134151849"
"Thompson D.; Brewster S.","Thompson, D. (57220895402); Brewster, S. (7006514146)","57220895402; 7006514146","Inclusive placement learning for diverse higher education students: anxiety, uncertainty and opportunity","2023","Educational Review","75","7","","1406","1424","18","5","10.1080/00131911.2021.2023470","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125414653&doi=10.1080%2f00131911.2021.2023470&partnerID=40&md5=900928a69b33ebedc56026871a0ebcfa","School of Education, University of Wolverhampton, Walsall, United Kingdom","Thompson D., School of Education, University of Wolverhampton, Walsall, United Kingdom; Brewster S., School of Education, University of Wolverhampton, Walsall, United Kingdom","There is an increasing policy emphasis on supporting diversity and inclusive practice, as well as graduate employability for higher education students. Work-based learning (WBL), placement learning, or work integrated learning (WIL) is a key component of many undergraduate degree programmes. However, for many students, factors such as disability, ill-health, caring or work responsibilities can impact on their placement experience. This paper presents research based upon students’ experiences and staff members’ views of placement learning. It offers a wider discussion of inclusion and inclusive practice that goes beyond a single focus on disability. Firstly, the paper addresses the challenges that a diverse range of students face when considering placement and then discusses the experiences of staff in support of this activity. These are conceptualised within the three themes of anxiety, uncertainty, but also opportunity. As researchers and reflective practitioners, the authors present discussion that aims to develop our understanding of inclusive practice, inclusive placement learning, and meeting the needs of diverse groups of students. These are universal requirements, relating to themes of social justice, reaching across different institutions, subject disciplines, and international boundaries. © 2022 Educational Review.","disability; Diversity; higher education; inclusion; placement; work-based learning","","","","","","","","(2018); Basit T., Earley A., Borup R., Shah H., Slack K., Hughes A., Higher education institutions and work-based learning in the UK: Employer engagement with a tripartite relationship, Higher Education, 70, 6, pp. 1003-1015, (2015); Blackwell A., Bowes L., Harvey L., Hesketh A.J., Knight P.T., Transforming work experience in higher education, British Educational Research Journal, 27, 3, pp. 269-285, (2001); Blundell R., Joyce R., Costa Dias M., Xiaowei X., (2020); Botham K.A., Nicholson J., Supporting the transition of disabled students from university to practice placement, Disability & Society, 29, 3, pp. 460-476, (2014); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brewster S., Thompson D., Disability, diversity and inclusive placement learning, Understanding contemporary issues in higher education, pp. 132-144, (2020); (2018); Byrom T., Aiken V., Doing it differently. Redesigning the curriculum to face the challenges of student work-based learning opportunities, Higher Education, Skills and Work-Based Learning, 4, 3, pp. 271-283, (2014); Cohen L., Manion L., Morrison K., Research methods in education, (2011); Cunnah W., Disabled students: Identity, inclusion and work-based placements, Disability & Society, 30, 2, pp. 213-226, (2015); (2017); (2002); (2016); (2010); Fuller M., Bradley A., Healey M., Incorporating disabled students within an inclusive higher education environment, Disability & Society, 19, 5, pp. 455-468, (2004); Fuller M., Healey M., Bradley A., Hall T., Barriers to learning: A systematic study of the experience of disabled students in one university, Studies in Higher Education, 29, 3, pp. 303-318, (2004); Georgiou C.E., Espahbodi S., De Souza L.H., Preparing for the world of work: An exploratory study of disabled students’ experiences of work placement, Journal of Education and Work, 25, 5, pp. 523-536, (2012); Gordon S., Reid A., Petocz P., Educators’ conceptions of student diversity in their classes, Studies in Higher Education, 35, 8, pp. 961-974, (2010); Hill S., Roger A., The experience of disabled and non-disabled students on professional practice placements in the United Kingdom, Disability & Society, 31, 9, pp. 1205-1225, (2016); Hockings C., (2010); Hubble S., Bolton P., (2019); Kottmann A., Vossensteyn J.J., Kolster R., Veidemane A., Blasko Z., Biagi F., Sanchez-Barrioluengo M., (2019); Leon L.C., (2010); Jones A., Hopkins C., Able student, disabled person: Access to courses in higher education by students with physical disabilities, Special teaching in higher education: Successful strategies for access and inclusion, pp. 96-111, (2003); Lester S., Costley C., Work-based learning at higher education level: Value, practice and critique, Studies in Higher Education, 35, 5, pp. 561-575, (2010); Mackaway J., (2016); Macleod G., Cebula K.R., Experiences of disabled students in initial teacher education, Cambridge Journal of Education, 39, 4, pp. 457-472, (2009); Maguire D., Morris D., (2018); Matthews N., Teaching the ‘invisible’ disabled students in the classroom: Disclosure, inclusion and the social model of disability, Teaching in Higher Education, 14, 3, pp. 229-239, (2009); Moreau P., Leathwood C., Graduates’ employment and the discourse of employability: A critical analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2007); Osho Y.I.; Peach D., Moore K., Campbell M., (2015); (2018); Shaw A.J., The value of work experience in outcomes for students: An investigation into the importance of work experience in the lives of female undergraduates and postgraduate job seekers, Journal of Vocational Education & Training, 64, 2, pp. 155-168, (2012); Smith D., (2016); Smith M., Bennett D., Bell K., McAlpine A., (2018); Thorley C., Not by degrees. Improving student mental health in the UK’s universities, (2017); Wall T., A manifesto for higher education, skills and work-based learning, Higher Education, Skills and Work-Based Learning, 7, 3, pp. 304-214, (2017); Wilson J., Et al., (2013); Yorke M., Employability: Aligning the message, the medium and academic values, Journal of Teaching and Learning for Graduate Employability, 1, 1, pp. 2-12, (2010)","D. Thompson; School of Education, University of Wolverhampton, Walsall, United Kingdom; email: d.w.thompson@wlv.ac.uk","","Routledge","","","","","","00131911","","","","English","Educ. Rev.","Article","Final","","Scopus","2-s2.0-85125414653"
"Velu S.R.","Velu, Shubashini Rathina (57539190300)","57539190300","Design Thinking Approach for Increasing Innovative Action in Universities: ICT’s Mediating Effect","2023","Sustainability (Switzerland)","15","1","24","","","","4","10.3390/su15010024","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145572620&doi=10.3390%2fsu15010024&partnerID=40&md5=919c2a29b1c3e5f3cfa62d7379f370e3","MIS Department, Prince Mohammad Bin Fahd University, Khobar, 34754, Saudi Arabia","Velu S.R., MIS Department, Prince Mohammad Bin Fahd University, Khobar, 34754, Saudi Arabia","Introduction: The spread of the COVID-19 virus and the supremacy of digital technologies have amplified global market volatility in all industries. This circumstance will have a lasting impact on students’ employability, so the education sector, particularly universities, should refocus its learning objectives. Design thinking (DT) is a collaborative and resourceful approach to problem-solving in which the demands of end-users and content creators take precedence. Objectives: In this study, the author seeks to comprehend how design thinking procedures in higher learning institutions inspire innovative behavior among undergraduate students. In light of the extensive literature regarding the adoption of Information and Communication Technology (ICT) in terms of innovative actions, this study integrates two theoretical foundations (i.e., activity theory to mediate the nature of human activity and how its internalization affects mental development) and constructive learning theory to enhance students’ innovative action. Methods: The data for this quantitative investigation were acquired using an online survey. A total of 300 questionnaires were delivered to undergraduate university students in the eastern part of Saudi Arabia, of whom 208 responded. SmartPLS was utilized to analyze the data. The methodology proposed in this study aims to cultivate in university undergraduate students the sensibility and techniques of designers that are compatible with technological feasible innovative action. Results: This study addresses technology-assisted education in the context of Saudi Arabia. Students’ innovative learning experiences are characterized by autonomy and are supported by design thinking processes mediated by information and communication technology (ICT). On the basis of the findings of this study, the role of empathy and prototype in the DT process appears to be crucial to innovativeness, whereas the roles of define and ideate are detrimental to innovativeness. It has also been determined that ICT indirectly promotes innovative student behavior. Conclusions: Students valued the incorporation of design thinking and ICT in the creation of inventive action to foster creativity in problem-solving skills throughout the digital acceleration. To evaluate the transferability of these findings, future study might be undertaken in other education sectors, such as schools, vocational institutes, and the industry itself. In addition, future data should be analyzed through in-depth interviews or root cause analysis from the perspective of educators and instructional designers. © 2022 by the author.","design thinking; designer’s sensibility; information and communication technology (ICT); innovative action; innovative learning experiences; problem-solving","design method; information and communication technology; innovation; social problem; university sector","","","","","","","Iivari N., Sharma S., Venta-Olkkonen L., Digital transformation of everyday life—How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care?, Int. J. Inf. Manag, 55, (2020); Daniel S.J., Education and the COVID-19 pandemic, Prospect. 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Open, 4, (2021); Toumi K., Girandola F., Bonnardel N., Technologies for Supporting Creativity in Design: A View of Physical and Virtual Environments with Regard to Cognitive and Social Processes, Creativity, 8, pp. 189-212, (2021); Chai C.S., Kong S.-C., Professional learning for 21st century education, J. Comput. Educ, 4, pp. 1-4, (2017); Martin Garcia T., Almaraz Menendez F., University hackathons: New ways of educational and social innovation. the experience of the university of Salamanca, J. High Educ. Theory Pract, 21, pp. 56-62, (2021); Yaghmaie P., Vanhaverbeke W., Identifying and describing constituents of innovation ecosystems: A systematic review of the literature, EuroMed J. Bus, 15, pp. 283-314, (2020); Noh S.C., Karim A.M.A., Design thinking mindset to enhance education 4.0 competitiveness in Malaysia, Int. J. Eval. Res. Educ, 10, (2021)","S.R. Velu; MIS Department, Prince Mohammad Bin Fahd University, Khobar, 34754, Saudi Arabia; email: svelu@pmu.edu.sa","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85145572620"
"O’Shea S.","O’Shea, Sarah (57271475900)","57271475900","‘It was like navigating uncharted waters’: exposing the hidden capitals and capabilities of the graduate marketplace","2023","Journal of Higher Education Policy and Management","45","2","","126","139","13","0","10.1080/1360080X.2023.2180161","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149336447&doi=10.1080%2f1360080X.2023.2180161&partnerID=40&md5=13d23cd157b5fd22c74ed988f5f9cb35","National Centre for Student Equity in Higher Education, Technology Park, Curtin University, Bentley, Australia","O’Shea S., National Centre for Student Equity in Higher Education, Technology Park, Curtin University, Bentley, Australia","Differentials in graduate employment outcomes are pervasive across Australian higher education. Workforce participation is not evenly distributed across student cohorts, and learners disadvantaged by material resources or geographic location remain under-represented in overall employment rates. This inequity demands in-depth and systematic analysis that considers lived experience of navigating the transition between university and the workplace. This article reports on findings from a 2019 study with Australian graduates, which focused on those learners who were the first in their immediate family to participate in university. The findings point to the diversity of capitals and capabilities that participants drew upon to successfully navigate the postgraduate market. Drawing upon a capital/capability theoretical framing provides insight into the ways in which university staff and policymakers can recognise and leverage the existing strengths of learners to better prepare individuals to achieve their ‘fertile’ functioning within the contemporary graduate landscape. © 2023 Association for Tertiary Education Management and the Melbourne Centre for the Study of Higher Education.","capability theory; Capitals; employability; equity; first generation alumni; first generation graduates; first in family graduates","","","","","","Curtin University of Technology; National Centre for Student Equity in Higher Education, Curtin University, NCSEHE","The work was supported by the National Centre for Student Equity in Higher Education, Curtin University.","Abrahams J., Honourable mobility or shameless entitlement? Habitus and graduate employment, British Journal of Sociology of Education, 38, 5, pp. 625-640, (2017); Aljohani O., A review of contemporary international literature on student retention in higher education, International Journal of Education and Literary Studies, 4, 1, pp. 40-52, (2016); Allen K., Quinn J., Hollingworth S., Rose A., Becoming employable students and ‘ideal’ creative workers: Exclusion and inequality in higher education work placements, British Journal of Sociology of Education, 34, 3, pp. 431-452, (2013); The class ceiling: Increasing access to the leading professions, (2017); Ashley L., Duberley J., Sommerlad H., Scholarios D., A qualitative evaluation of non-educational barriers to the elite professions, (2015); Engaging university students with AND programs, (2021); Ball S.J., Vincent C., ‘I heard it on the grapevine’: ‘Hot’ knowledge and school choice, British Journal of Sociology of Education, 27, 1, pp. 377-400, (1998); Bamber J., Tett L., Transforming the learning experiences of non-traditional students: A perspective from higher education, Studies in Continuing Education, 22, 1, pp. 57-75, (2000); Bathmaker A.-M., Ingram N., Waller R., Higher education, social class and the mobilisation of capitals: Recognising and playing the game, British Journal of Sociology of Education, 34, 5-6, pp. 723-743, (2013); Black S., Chow E., Job mobility in Australia during the COVID-19 pandemic, (2022); Boden R., Nedeva M., Employing discourse: Universities and graduate ‘employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Bourdieu P., The forms of capital, Handbook of theory and research for the sociology of education, pp. 241-257, (1986); Bui B.C., Nghia T.L.H., Using Bourdieu’s concepts of social field, habitus, and capital for employability-related research, Graduate employability across contexts, (2022); Caballero G., Alvarez-Gonzalez P., Lopez-Miguens M.J., How to promote the employability capital of university students? 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Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Unterhalter E., Crossing disciplinary boundaries: The potential of Sen’s capability approach for sociologists of education, British Journal of Sociology of Education, 24, 5, pp. 665-669, (2003); Wacquant L.J.D., Towards a reflexive sociology, Sociological Theory, 7, 1, pp. 26-63, (1989); Wilson-Strydom M., University access and success: Capabilities, diversity, and social justice, (2015); Yosso T., Whose culture has capital? A critical race theory discussion of community cultural wealth, Race Ethnicity and Education, 8, 1, pp. 69-91, (2005)","S. O’Shea; National Centre for Student Equity in Higher Education, Technology Park, Curtin University, Bentley, Perth, Australia; email: Sarah.oshea@curtin.edu.au","","Routledge","","","","","","1360080X","","","","English","J. High. Educ. Policy Manage.","Article","Final","","Scopus","2-s2.0-85149336447"
"Chapman G.; Emambocus W.; Obembe D.","Chapman, Gary (57197757938); Emambocus, Washad (58086817000); Obembe, Demola (55835177400)","57197757938; 58086817000; 55835177400","Higher education student motivations for extracurricular activities: evidence from UK universities","2023","Journal of Education and Work","36","2","","138","152","14","1","10.1080/13639080.2023.2167955","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147203766&doi=10.1080%2f13639080.2023.2167955&partnerID=40&md5=14fc19147a3a256cfb9d886dabbf37da","Haydn Green Institute for Innovation and Entrepreneurship, Nottingham University Business School, University of Nottingham, Nottingham, United Kingdom; School of Leadership, Management and Marketing, De Montfort University, Leicester, United Kingdom","Chapman G., Haydn Green Institute for Innovation and Entrepreneurship, Nottingham University Business School, University of Nottingham, Nottingham, United Kingdom; Emambocus W., School of Leadership, Management and Marketing, De Montfort University, Leicester, United Kingdom; Obembe D., School of Leadership, Management and Marketing, De Montfort University, Leicester, United Kingdom","Higher education students are required to demonstrate value beyond their curricula achievements to secure jobs in increasingly competitive labour markets. Focusing on extracurricular activities as one-way students can do so, this paper uses a motivation perspective to examine what drives students to engage in extracurricular activities, and how student motivation varies between early and late-stage students. We conducted 46 in-depth interviews with students in a post-92 widening-participation university and found that four motivations–extrinsic, intrinsic, social, and pro-social–explained extracurricular participation. The motivations varied across types of extracurricular activities; extrinsic motivation was prominent for employment, academic, society and volunteering extracurriculars; intrinsic and social motivations were vital for sports and societies; and pro-social motivation for academic, volunteering, and society extracurriculars. Moreover, we found important differences between the motivations of early-year and final-year students, suggesting that motivations vary across the university journey. Our paper contributes to the literature on extracurricular activities within higher education by providing new evidence on the motivations that propel students to engage in (different) activities in the current marketised higher education environment and by identifying the level of study as an important boundary condition shaping motivations for extracurricular participation. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employability; Extracurricular activities; motivation; skill development; UK higher education","","","","","","Centre for Enterprise and Innovation Research Fund; De Montfort University, DMU","The work was supported by the Centre for Enterprise and Innovation Research Fund (De Montfort University).","Allen K., Bullough S., Cole D., Shibli S., Wilson J., The Impact of Engagement in Sport on Graduate Employability, British Universities and Colleges Sport, 2013, pp. 1-59, (2013); Bathmaker A.M., Ingram N., Waller R., Higher Education, Social Class and the Mobilisation of Capitals: Recognising and Playing the Game, British Journal of Sociology of Education, 34, 5-6, pp. 723-743, (2013); Bonnard C., What Employability for Higher Education Students?, Journal of Education and Work, 33, 5-6, pp. 425-445, (2020); Botvinick M., Braver T., Motivation and Cognitive Control: From Behavior to Neural Mechanism, Annual Review of Psychology, 66, pp. 83-113, (2015); Brown P., Hesketh A., Williams S., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Helping the UK Thrive: CBI/Pearson Education and Skills Survey 2017, (2017); Chapman G., Lucena A., Afcha S., R&D Subsidies & External Collaborative Breadth: Differential Gains and the Role of Collaboration Experience, Research Policy, 47, 3, pp. 623-636, (2018); Christie F., The Reporting of University League Table Employability Rankings: A Critical Review, Journal of Education and Work, 30, 4, pp. 403-418, (2017); Clark G., Marsden R., Whyatt J.D., Thompson L., Walker M., ‘It’s Everything Else You Do … ’: Alumni Views on Extracurricular Activities and Employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Clegg S., Stevenson J., Willott J., Staff Conceptions of Curricular and Extracurricular Activities in Higher Education, Higher Education, 59, 5, pp. 615-626, (2010); Deci E.L., Ryan R.M., The General Causality Orientations Scale: Self-Determination in Personality, Journal of Research in Personality, 19, 2, pp. 109-134, (1985); Deci E.L., Ryan R.M., The“what” And“why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior, Psychological Inquiry, 11, 4, pp. 227-268, (2000); Demir M., Close Relationships and Happiness Among Emerging Adults, Journal of Happiness Studies, 11, 3, pp. 293-313, (2010); Dickinson J., Griffiths T.L., Bredice A., ‘It’s Just Another Thing to Think About’: Encouraging Students’ Engagement in Extracurricular Activities, Journal of Further and Higher Education, 45, 6, pp. 744-757, (2021); Duda J.L., Motivation in Sport, A Handbook of Competence and Motivation, 318, (2005); Eisenhardt K.M., Building Theories from Case Study Research, Academy of Management Review, 14, 4, pp. 532-550, (1989); Froiland J.M., Worrell F.C., Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School, Psychology in the Schools, 53, 3, pp. 321-336, (2016); Graebner M.E., Martin J.A., Roundy P.T., Qualitative Data: Cooking Without a Recipe, Strategic Organization, 10, 3, pp. 276-284, (2012); Grant A.M., Does Intrinsic Motivation Fuel the Prosocial Fire? Motivational Synergy in Predicting Persistence, Performance, and Productivity, The Journal of Applied Psychology, 93, 1, (2008); Griffiths T.L., Dickinson J., Day C.J., Exploring the Relationship Between Extracurricular Activities and Student Self-Efficacy Within University, Journal of Further and Higher Education, 45, 9, pp. 1294-1309, (2021); Hinchliffe G.W., Jolly A., Graduate Identity and Employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Holdsworth C., Why Volunteer? Understanding Motivations for Student Volunteering, British Journal of Educational Studies, 58, 4, pp. 421-437, (2010); Janke S., Prospective Effects of Motivation for Enrolment on Well-Being and Motivation at University, Studies in Higher Education, 45, 12, pp. 2413-2425, (2020); Kim J., Bastedo M.N., Athletics, Clubs, or Music? The Influence of College Extracurricular Activities on Job Prestige and Satisfaction, Journal of Education and Work, 30, 3, pp. 249-269, (2017); Kornelakis A., Petrakaki D., Embedding Employability Skills in UK Higher Education: Between Digitalization and Marketization, Industry and Higher Education, 34, 5, pp. 290-297, (2020); Locke E.A., Latham G.P., What Should We Do About Motivation Theory? Six Recommendations for the Twenty-First Century, Academy of Management Review, 29, 3, pp. 388-403, (2004); Marris P., The Experience of Higher Education, 17, (2018); Mason G., Williams G., Cranmer S., Employability Skills Initiatives in Higher Education: What Effects Do They Have on Graduate Labour Market Outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Neves J., UK Engagement Survey 2016, (2016); Neves J., UK Engagement Survey 2018, (2018); Neves J., UK Engagement Survey 2020, (2020); English Higher Education 2019: The Office for Students Annual Review, (2019); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., Pedagogy for employability, (2012); Penner L.A., Dovidio J.F., Piliavin J.A., Schroeder D.A., Prosocial Behavior: Multilevel Perspectives, Annual Review of Psychology, 56, pp. 365-392, (2005); Roulin N., Bangerter A., Students’ Use of Extra-Curricular Activities for Positional Advantage in Competitive Job Markets, Journal of Education and Work, 26, 1, pp. 21-47, (2013); Rubin R.S., Bommer W.H., Baldwin T.T., Using Extracurricular Activity as an Indicator of Interpersonal Skill: Prudent Evaluation or Recruiting Malpractice?, Human Resource Management, 41, 4, pp. 441-454, (2002); Ryan R.M., Deci E.L., Intrinsic and Extrinsic Motivation from a Self-Determination Theory Perspective: Definitions, Theory, Practices, and Future Directions, Contemporary Educational Psychology, 61, (2020); Seow P.S., Pan G., A Literature Review of the Impact of Extracurricular Activities Participation on Students’ Academic Performance, Journal of Education for Business, 89, 7, pp. 361-366, (2014); Souitaris V., Zerbinati S., Liu G., Which Iron Cage? Endo-And Exoisomorphism in Corporate Venture Capital Programs, Academy of Management Journal, 55, 2, pp. 477-505, (2012); Stevenson J., Clegg S., Possible Selves: Students Orientating Themselves Towards the Future Through Extracurricular Activity, British Educational Research Journal, 37, 2, pp. 231-246, (2011); Stevenson J., Clegg S., Who Cares? Gender Dynamics in the Valuing of Extra-Curricular Activities in Higher Education, Gender and Education, 24, 1, pp. 41-55, (2012); Thompson L.J., Clark G., Walker M., Whyatt J.D., ‘It’s Just Like an Extra String to Your Bow’: Exploring Higher Education Students’ Perceptions and Experiences of Extracurricular Activity and Employability, Active Learning in Higher Education, 14, 2, pp. 135-147, (2013)","G. Chapman; Haydn Green Institute for Innovation and Entrepreneurship, Nottingham University Business School, University of Nottingham, Nottingham, NG7 2RD, United Kingdom; email: gary.chapman@nottingham.ac.uk","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85147203766"
"Vu T.; Bennett D.; Ananthram S.","Vu, Thai (57347627000); Bennett, Dawn (55574191781); Ananthram, Subramaniam (55555424300)","57347627000; 55574191781; 55555424300","Learning in the workplace: newcomers’ information seeking behaviour and implications for education","2023","Studies in Continuing Education","45","2","","208","227","19","5","10.1080/0158037X.2022.2041593","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125411707&doi=10.1080%2f0158037X.2022.2041593&partnerID=40&md5=aaa382a26b4c2bd9136724fe24377903","School of Management and Marketing, Curtin University, Perth, Australia; Office of the Provost, Bond University, Gold Coast, Australia","Vu T., School of Management and Marketing, Curtin University, Perth, Australia; Bennett D., Office of the Provost, Bond University, Gold Coast, Australia; Ananthram S., School of Management and Marketing, Curtin University, Perth, Australia","Information seeking is integral to the workplace learning of organisational newcomers including new recruits, graduates in study-to-work transition, and students on work-integrated learning (WIL) placements. Despite the importance of information seeking in newcomers’ workplace learning, previous research findings are fragmented and inconsistent. This indicates a need to inform research and practice by mapping the extant literature through a scoping review. This review synthesised and analysed findings from 25 empirical studies published in peer-reviewed journals during 2000-2021 and relating to factors influencing organisational newcomers’ information seeking behaviour (ISB). The key theoretical contribution of the review is a model of organisational newcomers’ ISB and its antecedents. Through untangling complicated dynamics involved in workplace learning among newcomers, the model has implications for employers in enhancing newcomers’ learning and adaptation and for educators in preparing students for WIL placements and subsequent study-to-work transition. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","employability; Information seeking; organisational newcomer; scoping review; study-to-work transition; workplace learning","","","","","","","","References Marked with an Asterisk Indicate Studies Included in the Review; Information Literacy Competency Standards for Higher Education, (2000); (2008); Arksey H., O'Malley L., Scoping Studies: Towards a Methodological Framework, International Journal of Social Research Methodology, 8, 1, pp. 19-32, (2005); Ashford S.J., Cummings L.L., Feedback as an Individual Resource: Personal Strategies of Creating Information, Organizational Behavior and Human Performance, 32, 3, pp. 370-398, (1983); Bauer T.N., Bodner T., Erdogan B., Truxillo D.M., Tucker J.S., Newcomer Adjustment During Organizational Socialization: A Meta-Analytic Review of Antecedents, Outcomes, and Methods, Journal of Applied Psychology, 92, 3, pp. 707-721, (2007); Bennett D., A Creative Approach to Exploring Student Identity, IJCPS-International Journal of Creativity and Problem Solving, 22, 1, pp. 27-41, (2012); Bennett D., (2020); Bennett D., Ananthram S., Development, Validation and Deployment of the EmployABILITY Scale, Studies in Higher Education, pp. 1-15, (2021); Benzinger D., Organizational Socialization Tactics and Newcomer Information Seeking in the Contingent Workforce, Personnel Review, 45, 4, pp. 743-763, (2016); Billett S., Integrating Practice-Based Experiences Into Higher Education, (2015); Bjorck V., The Idea of Academia and the Real World and Its Ironic Role in the Discourse on Work-Integrated Learning, Studies in Continuing Education, 42, 1, pp. 1-16, (2020); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Case D.O., Looking for Information: A Survey of Research on Information Seeking, Needs, and Behavior, (2007); Colquhoun H.L., Levac D., O'Brien K.K., Straus S., Tricco A.C., Perrier L., Kastner M., Moher D., Scoping Reviews: Time for Clarity in Definition, Methods, and Reporting, Journal of Clinical Epidemiology, 67, 12, pp. 1291-1294, (2014); Dalkin S., Forster N., Hodgson P., Lhussier M., Carr S.M., Using Computer Assisted Qualitative Data Analysis Software (CAQDAS; NVivo) to Assist in the Complex Process of Realist Theory Generation, Refinement and Testing, International Journal of Social Research Methodology, 24, 1, pp. 123-134, (2021); De Vos A., Buyens D., Schalk R., Making Sense of a New Employment Relationship: Psychological Contract-Related Information Seeking and the Role of Work Values and Locus of Control, International Journal of Selection and Assessment, 13, 1, pp. 41-52, (2005); De Vos A., Freese C., Sensemaking During Organizational Entry: Changes in Newcomer Information Seeking and the Relationship with Psychological Contract Fulfilment, Journal of Occupational and Organizational Psychology, 84, 2, pp. 288-314, (2011); Ellis A.M., Nifadkar S.S., Bauer T.N., Erdogan B., Newcomer Adjustment: Examining the Role of Managers’ Perception of Newcomer Proactive Behavior During Organizational Socialization, Journal of Applied Psychology, 102, 6, pp. 993-1001, (2017); Fetherston M., Information Seeking and Organizational Socialization: A Review and Opportunities for Anticipatory Socialization Research, Annals of the International Communication Association, 41, 3-4, pp. 258-277, (2017); Gaunt A., Markham D.H., Pawlikowska T.R.B., Exploring the Role of Self-Motives in Postgraduate Trainees’ Feedback-Seeking Behavior in the Clinical Workplace: A Multicenter Study of Workplace-Based Assessments from the United Kingdom, Academic Medicine, 93, 10, pp. 1576-1583, (2018); Gaunt A., Patel A., Fallis S., Rusius V., Mylvaganam S., Royle T.J., Almond M., Markham D.H., Pawlikowska T.R.B., Surgical Trainee Feedback-Seeking Behavior in the Context of Workplace-Based Assessment in Clinical Settings, Academic Medicine, 92, 6, pp. 827-834, (2017); Gruman J.A., Saks A.M., Zweig D.I., Organizational Socialization Tactics and Newcomer Proactive Behaviors: An Integrative Study, Journal of Vocational Behavior, 69, 1, pp. 90-104, (2006); Harrison S.H., Sluss D.M., Ashforth B.E., Curiosity Adapted the Cat: The Role of Trait Curiosity in Newcomer Adaptation, Journal of Applied Psychology, 96, 1, pp. 211-220, (2011); International Journal of Work-Integrated Learning [IJWIL; Jackson D., Rowbottom D., Ferns S., McLaren D., Employer Understanding of Work-Integrated Learning and the Challenges of Engaging in Work Placement Opportunities, Studies in Continuing Education, 39, 1, pp. 35-51, (2017); Johns G., The Essential Impact of Context on Organizational Behavior, Academy of Management Review, 31, 2, pp. 386-408, (2006); Johnson J.D., An Impressionistic Mapping of Information Behavior with Special Attention to Contexts, Rationality, and Ignorance, Information Processing and Management, 45, 5, pp. 593-604, (2009); Kammeyer-Mueller J.D., Wanberg C.R., Unwrapping the Organizational Entry Process: Disentangling Multiple Antecedents and Their Pathways to Adjustment, Journal of Applied Psychology, 88, 5, pp. 779-794, (2003); Kim K., Moon H.K., How do Socialization Tactics and Supervisor Behaviors Influence Newcomers’ Psychological Contract Formation? The Mediating Role of Information Acquisition, The International Journal of Human Resource Management, 32, 6, pp. 1312-1338, (2021); Korte R., Lin S., Getting on Board: Organizational Socialization and the Contribution of Social Capital, Human Relations, 66, 3, pp. 407-428, (2013); Moring C., Newcomer Information Seeking: The Role of Information Seeking in Newcomer Socialization and Learning in the Workplace, Information Research, (2017); Mornata C., Cassar I., The Role of Insiders and Organizational Support in the Learning Process of Newcomers During Organizational Socialization, Journal of Workplace Learning, 30, 7, pp. 562-575, (2018); Morrison E.W., Newcomer Information Seeking: Exploring Types, Modes, Sources, and Outcomes, Academy of Management Journal, 36, 3, pp. 557-589, (1993); Morrison E.W., Information Seeking Within Organizations, Human Communication Research, 28, 2, pp. 229-242, (2002); Morrison E.W., Newcomers’ Relationships: The Role of Social Network Ties During Socialization, Academy of Management Journal, 45, 6, pp. 1149-1160, (2002); Morrison E.W., Chen Y.R., Salgado S.R., Cultural Differences in Newcomer Feedback Seeking: A Comparison of the United States and Hong Kong, Applied Psychology-an International Review-Psychologie Appliquee-Revue Internationale, 53, 1, pp. 1-22, (2004); Morrison E.W., Vancouver J.B., Within-person Analysis of Information Seeking: The Effects of Perceived Costs and Benefits, Journal of Management, 26, 1, pp. 119-137, (2000); Nifadkar S.S., Filling in the “Blank Slate”: Examining Newcomers’ Schemas of Supervisors During Organizational Socialization, Journal of Management, 46, 5, pp. 666-693, (2020); Nifadkar S.S., Bauer T.N., Breach of Belongingness: Newcomer Relationship Conflict, Information, and Task-Related Outcomes During Organizational Socialization, Journal of Applied Psychology, 101, 1, pp. 1-13, (2016); Nordsteien A., Handling Inconsistencies Between Information Modalities - Workplace Learning of Newly Qualified Nurses, Information Research, (2017); Nordsteien A., Bystrom K., Transitions in Workplace Information Practices and Culture: The Influence of Newcomers on Information use in Healthcare, Journal of Documentation, 74, 4, pp. 827-843, (2018); Ostroff C., Kinicki A.J., Muhammad R.S., Organizational Culture and Climate, Handbook of Psychology, Second Edition, pp. 643-676, (2013); Ostroff C., Kozlowski S.W.J., Organizational Socialization as a Learning Process: The Role of Information Acquisition, Personnel Psychology, 45, 4, pp. 849-874, (1992); Page M.J., McKenzie J.E., Bossuyt P.M., Boutron I., Hoffmann T.C., Mulrow C.D., Shamseer L., Tetzlaff J.M., Akl E.A., Brennan S.E., The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews, Bmj, 372, pp. 1-9, (2021); Saldana J., The Coding Manual for Qualitative Researchers, (2016); Sin S.-C.J., Towards Agency–Structure Integration: A Person-in-Environment (PIE) Framework for Modelling Individual-Level Information Behaviours and Outcomes’, New Directions in Information Behaviour (Library and Information Science, Volume 1), pp. 181-209, (2011); Spagnoli P., Caetano A., Tanucci G., Lourenco de Sousa V., Information-seeking Behaviour: Implicit and Explicit Strategies During the Organizational Entry Process, Management Research, 10, 1, pp. 6-28, (2012); Strauss A., Corbin J., Basics of Qualitative Research: Grounded Theory Procedures and Techniques, (1990); Sykes C., Dean B.A., A Practice-Based Approach to Student Reflection in the Workplace During a Work-Integrated Learning Placement, Studies in Continuing Education, 35, 2, (2013); Tidwell M., Sias P., Personality and Information Seeking: Understanding how Traits Influence Information-Seeking Behaviors, The Journal of Business Communication (1973), 42, 1, pp. 51-77, (2005); Tomprou M., Nikolaou I., Exploring the Role of Social Influence in Promise Beliefs and Information Acquisition among Newcomers, European Journal of Work and Organizational Psychology, 22, 4, pp. 408-422, (2013); Tran L.H.N., Nguyen T.M.D., Internship-related Learning Outcomes and Their Influential Factors: The Case of Vietnamese Tourism and Hospitality Students, Education & Training, 60, 1, pp. 69-81, (2018); Vu T., Ferns S., Ananthram S., Challenges to International Students in Work-Integrated Learning: A Scoping Review, Higher Education Research & Development, pp. 1-17, (2021); Wanberg C.R., Facilitating Organizational Socialization: An Introduction, The Oxford Handbook of Organizational Socialization, pp. 17-21, (2012); Wanberg C.R., Kammeyer-Mueller J.D., Predictors and Outcomes of Proactivity in the Socialization Process, Journal of Applied Psychology, 85, 3, pp. 373-385, (2000); Wang M.X., Kammeyer-Mueller J., Liu Y., Li Y., Context, Socialization, and Newcomer Learning, Organizational Psychology Review, 5, 1, pp. 3-25, (2015); Willson R., Given L.M., I'm in Sheer Survival Mode"": Information Behaviour and Affective Experiences of Early Career Academics, Library & Information Science Research, 42, 2, (2020); Wilson T.D., On User Studies and Information Needs, Journal of Documentation, 37, 1, pp. 3-15, (1981); Wilson T.D., Models in Information Behaviour Research, Journal of Documentation, 55, 3, pp. 249-270, (1999); Zheng Y., Zheng X., Wu C.-H., Yao X., Wang Y., Newcomers’ Relationship-Building Behavior, Mentor Information Sharing and Newcomer Adjustment: The Moderating Effects of Perceived Mentor and Newcomer Deep Similarity, Journal of Vocational Behavior, 125, (2021); Zou W.-C., Tian Q., Liu J., The Role of Work Group Context and Information Seeking in Newcomer Socialization: An Interactionist Perspective, Journal of Management & Organization, 21, 2, pp. 159-175, (2015)","D. Bennett; Office of the Provost, Bond University, Gold Coast, Australia; email: dabennet@bond.edu.au","","Routledge","","","","","","0158037X","","","","English","Stud. Cont. Educ.","Article","Final","","Scopus","2-s2.0-85125411707"
"Borsellino V.; Carta V.; Varia F.","Borsellino, Valeria (14420740200); Carta, Valentina (57218381746); Varia, Francesca (57195228466)","14420740200; 57218381746; 57195228466","Skills for competitiveness: an empirical analysis of the educational provision for oenologists offered by Italian universities","2023","Journal of Agricultural Education and Extension","29","2","","217","245","28","0","10.1080/1389224X.2022.2039245","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125622108&doi=10.1080%2f1389224X.2022.2039245&partnerID=40&md5=da4a7c9f56d05fcab56f7e9423c92988","Department of Agricultural, Food and Forest Sciences, Università degli Studi di Palermo, Palermo, Italy; CREA Research Centre for Agricultural Policies and Bioeconomy, Rome, Italy","Borsellino V., Department of Agricultural, Food and Forest Sciences, Università degli Studi di Palermo, Palermo, Italy; Carta V., CREA Research Centre for Agricultural Policies and Bioeconomy, Rome, Italy; Varia F., CREA Research Centre for Agricultural Policies and Bioeconomy, Rome, Italy","Purpose: Whilst operating in the context of a high-income economy, the Italian labour market is affected by the considerable challenges of vertical mismatch, skill gaps and skill shortages. In such a context, the aim of this empirical study is to explore current university provision regarding the formal qualification of the oenologist, in order to assess its alignment with the professionalism demands from the wine sector. Design/Methodology/Approach: The following was deployed to analyse university provision with a mixed method approach including social network analysis, cluster analysis and desk analyses based on descriptive statistics. Findings: The comparative analysis outlined in the research on the basis of different educational activities shows that some degree courses would appear to be interchangeable. Furthermore, the study also shows a partial alignment between university educational provision and the skills required by stakeholders, thereby demonstrating the need to make changes in study programmes. Practical implications: The authors hope that the evidence-based suggestions proffered herein may be used as a scientific basis to support the formulation of education policy at the ministerial level and as a guideline to plan and update academic curricula. Theoretical implications: This research contributes to the scientific debate relating to the educational preparation of university graduates and their employability according to the requirements of the professional wine sector. It enriches the theoretical framework of evidence-based educational research, offering alternative avenues for interpretation about the similarity profiles of educational provision. Originality/Values: To the best of our knowledge, the research laid out in this paper is innovative in the field of educational literature due to its use of different methodologies and techniques to obtain results, thereby proposing a wider and alternative use of well known analytical methods. © 2022 Wageningen University.","cluster analysis; competence; mixed-method; skills mismatch; social network analysis; stakeholders; Wine sector","","","","","","","","Akerlof G.A., The Market for “Lemons”: Quality Uncertainty and the Market Mechanism, The Quarterly Journal of Economics, 84, 3, (1970); Akerlof G.A., (2001); Anderson K., (2020); Anderson K., Wittwer G., Asia’s Evolving Role in Global Wine Markets, China Economic Review, 35, pp. 1-14, (2015); Arrow K.J., Higher Education as a Filter, Journal of Public Economics, 2, 3, pp. 193-216, (1973); Atkin T., Thach L., Millennial Wine Consumers: Risk Perception and Information Search, Wine Economics and Policy, 1, 1, pp. 54-62, (2012); Becker G.S., Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, (1964); Bejinaru R., Universities in the Knowledge Economy, Management Dynamics in the Knowledge Economy, 5, 2, pp. 251-271, (2017); Bezzi C., Il nuovo disegno della ricerca valutativa, (2016); Borgatti S.P., Netdraw Network Visualization. Analytic Technologies, (2002); Borgatti S.P., Everett M.G., Johnson J.C., Analyzing Social Networks, (2018); Borgatti S.P., Grosser T.J., Structural Equivalence: Meaning and Measures, International Encyclopedia of the Social & Behavioral Sciences, pp. 621-625, (2015); Boulton G., Lucas C., What are Universities for?, Chinese Science Bulletin, 56, 23, pp. 2506-2517, (2011); Bresciani P.G., Valutare Le Competenze: Presupposti e Implicazioni, Piano Nazionale Orientamento Risorsa per l’innovazione e per Il Governo Della Complessità, (2011); Bresciani P.G., Capire La Competenza. 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Aggiornamento 2000, (2000); Dressler M., Strategic Profiling and the Value of Wine & Tourism Initiatives, International Journal of Wine Business Research, 29, 4, pp. 484-502, (2017); Ellstrom P.-E., Kock H., Competence Development in the Workplace: Concepts, Strategies and Effects, Asia Pacific Education Review, 9, 1, pp. 5-20, (2008); (2015); Francioni B., Vissak T., Musso F., Small Italian Wine Producers’ Internationalization: The Role of Network Relationships in the Emergence of Late Starters, International Business Review, 26, 1, pp. 12-22, (2017); Frega R., Dalla Competenza Alla Navigazione Professionale. Riflessioni Su Alcune Tesi Di Guy Le Boterf, Capire La Competenza. 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"Hirci N.","Hirci, Nataša (55428538700)","55428538700","Translation Work Placement in Slovenia: a key to successful transition to professional workplace settings?","2023","Perspectives: Studies in Translation Theory and Practice","31","5","","900","918","18","0","10.1080/0907676X.2022.2055482","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129217257&doi=10.1080%2f0907676X.2022.2055482&partnerID=40&md5=4a584c0a9dc7dcc405554f64d060aba9","Department of Translation Studies, Faculty of Arts, University of Ljubljana, Ljubljana, Slovenia","Hirci N., Department of Translation Studies, Faculty of Arts, University of Ljubljana, Ljubljana, Slovenia","Following the Bologna reform, Translation Work Placement, designed as a practical, hands-on experience in translation, has become a compulsory part of EMT translator training at the University of Ljubljana, Slovenia. Combined with courses entailing Situated Learning and professional aspects of translation, it offers an insight into real-life translation practices enabling MA-level trainee translators to gain new skills and experience. This paper explores the work-readiness of future translators from the perspective of Language Service Providers (LSPs) offering work placement to trainees from the University of Ljubljana. Our study investigates the expectations and impressions of Slovene LSPs on trainee translators’ profession-related knowledge, skills and competences. The findings of the survey with LSPs in Slovenia reveal that Translation Work Placement is a contributing factor in bridging the gap between the educational and workplace settings. However, the results of the study also show that in addition to the development of disciplinary knowledge, skills and competences, translator training could place more efforts into the acquisition of those transferable skills and competences which foster professional development and enhance employability in the ever-changing professional workplace settings. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employability; employers’ expectations and perceptions; hands-on translation experience; Translation Work Placement; workplace settings","","","","","","Javna Agencija za Raziskovalno Dejavnost RS, ARRS, (P6-0215)","This work was supported by Slovenian Research Agency [grant number P6-0215 (Core Funding)].","Al-Batineh M., Bilali L., Translator training in the Arab world: Are curricula aligned with the language industry [Special issue]?, The Interpreter and Translator Trainer, 11, 2, pp. 187-203, (2017); Alvarez-Alvarez S., Arnaiz-Uzquiza V., Translation graduates under construction: Do Spanish translation and interpreting studies curricula answer the challenges of employability [Special issue]?, The Interpreter and Translator Trainer, 11, 2, pp. 139-159, (2017); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: A European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Archer W., Davison J., Graduate employability. 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Transl.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85129217257"
"Bozgeyikli H.; Görgülü Z.; Boğazlıyan E.E.","Bozgeyikli, Hasan (35768862100); Görgülü, Zeynep (57918637800); Boğazlıyan, Emre Emrullah (57918838100)","35768862100; 57918637800; 57918838100","Is motivation towards university sufficient? The three-way interaction among gender, socioeconomic status, and academic motivation on perceived employability","2023","Higher Education Research and Development","42","4","","801","815","14","2","10.1080/07294360.2022.2128076","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139445906&doi=10.1080%2f07294360.2022.2128076&partnerID=40&md5=0b5869343dd5faeb4aac9b6f295d6f01","Department of Educational Sciences, Selcuk University, Konya, Turkey; Department of Educational Sciences, Ankara University, Ankara, Turkey; Career Development Application and Research Center, Kahramanmaraş Istiklal University, Kahramanmaraş, Turkey","Bozgeyikli H., Department of Educational Sciences, Selcuk University, Konya, Turkey; Görgülü Z., Department of Educational Sciences, Ankara University, Ankara, Turkey; Boğazlıyan E.E., Career Development Application and Research Center, Kahramanmaraş Istiklal University, Kahramanmaraş, Turkey","Socioeconomic and gender-bound barriers may be considered risk factors for the youth, barring them from a hopeful future. This study aims to investigate how university students’ motivation for higher education and perceived employability are related to the interaction with these barriers. Therefore, this study examined the interaction between gender, perceived socioeconomic status (PSES), and academic motivation on perceived employability. Subsequently, three-way interactions between intrinsic and extrinsic motivations were analysed. The sample consists of 417 undergraduate students (261 women and 156 men), and the data were collected using online forms. The results showed that the strength of the relationship between extrinsic motivation and perceived employability varied depending on the level of interaction between PSES and gender. This relationship was weaker for women with low PSES and stronger for both men with low PSES and women with high PSES. However, the interaction of gender and PSES did not have a significant moderator effect on intrinsic motivation and perceived employability. These findings were discussed in the context of gender and socio-economic inequalities, and implications for career guidance and higher education policies were presented. © 2022 HERDSA.","academic motivation; Employability; gender; perceived socioeconomic status; university students","","","","","","","","Akkermans J., Kubasch S., #Trending topics in careers: A review and future research agenda, Career Development International, 22, 6, pp. 586-627, (2017); Akoto Y., Nketsia W., Opoku M.P., Opoku E.K., Factors motivating students with disabilities to access and participate in university education in Ghana, Higher Education Research & Development, pp. 1-14, (2022); Alkin S., Korkmaz O., ve Celik S.B., Algılanan gelecekteki istihdam edilebilirlik ölçeğinin Türkçeye uyarlanması [Turkish Adaptation of Perceived Future Employability Scale], İş ve İnsan Dergisi, 7, 1, pp. 33-47, (2020); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, 3, pp. 279-292, (2007); Berntson E., Sverke M., Marklund S., Predicting perceived employability: Human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Calvo J.C.A., Garcia G.M., The influence of psychological capital on graduates’ perception of employability: The mediating role of employability skills, Higher Education Research & Development, 40, 2, pp. 293-308, (2020); Capone V., Marino L., Park M.S.A., Perceived employability, academic commitment, and competency of university students during the Covid-19 pandemic: An exploratory study of student well-being, Frontiers in Psychology, 12, (2021); Cifre E., Vera M., Sanchez-Cardona I., de Cuyper N., Sex, gender identity, and perceived employability among Spanish employed and unemployed youngsters, Frontiers in Psychology, 9, (2018); Consiglio C., Menatta P., Borgogni L., Alessandri G., Valente L., Caprara G.V., How youth may find jobs: The role of positivity, perceived employability, and support from employment agencies, Sustainability, 13, 16, (2021); Deci E.L., Ryan R.M., The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior, Psychological Inquiry, 11, 4, pp. 227-268, (2000); De Hoog N., Dinther S., Bakker E., Socioeconomic status and health-compromising behaviour: Is it all about perception?, Europe’s Journal of Psychology, 16, 3, pp. 498-513, (2020); Dogan U., Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance, The Anthropologist, 20, 3, pp. 553-561, (2015); Ergun M., Sesen H., A comprehensive study on university students’ perceived employability: Comparative effects of personal and contextual factors, SAGE Open, 11, 3, (2021); Forrier A., Sels L., The concept employability: A complex mosaic, International Journal of Human Resources Development and Management, 3, 2, (2003); Fortier M.S., Vallerand R.J., Guay F., Academic motivation and school performance: Toward a structural model, Contemporary Educational Psychology, 20, 3, pp. 257-274, (1995); Fugate M., Kinicki A.J., A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, 3, pp. 503-527, (2008); Goodman E., Huang B., Schafer-Kalkhoff T., Adler N.E., Perceived socioeconomic status: A new type of identity that influences adolescents’ self-rated health, Journal of Adolescent Health, 41, 5, pp. 479-487, (2007); Gordon D.A., Employability and social class in the graduate labour market, Doctoral dissertation, (2013); Grotkowska G., Wincenciak L., Gajderowicz T., Ivory-tower or market-oriented enterprise: The role of higher education institutions in shaping graduate employability in the domain of science, Higher Education Research & Development, 34, 5, pp. 869-882, (2015); Gunawan W., Creed P.A., Glendon A.I., Development and initial validation of a perceived future employability scale for young adults, Journal of Career Assessment, 27, 4, pp. 610-627, (2019); Harari M.B., McCombs K., Wiernik B.M., Movement capital, RAW model, or circumstances? 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Lecturers’ views on undergraduates’ employability, British Journal of Sociology of Education, 35, 4, pp. 487-505, (2014); Ngo H., Liu H., Cheung F., Perceived employability of Hong Kong employees: Its antecedents, moderator and outcomes, Personnel Review, 46, 1, pp. 17-35, (2017); COVID-19 and well-being: Life in the pandemic, (2021); OECD employment outlook 2021: Navigating the COVID-19 crisis and recovery, (2021); Petruzziello G., Chiesa R., Mariani M.G., The storm doesn't touch me!—The role of perceived employability of students and graduates in the pandemic era, Sustainability, 14, 7, (2022); Pico-Saltos R., Carrion-Mero P., Montalvan-Burbano N., Garzas J., Redchuk A., Research trends in career success: A bibliometric review, Sustainability, 13, 9, (2021); Pitan O.S., Muller C., Students’ self-perceived employability (SPE), Higher Education, Skills and Work-Based Learning, 10, 2, pp. 355-368, (2019); Qenani E., MacDougall N., Sexton C., An empirical study of self-perceived employability: Improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Raty H., Hytti U., Kasanen K., Komulainen K., Siivonen P., Kozlinska I., Perceived employability and ability self among Finnish university students, European Journal of Psychology of Education, 35, 4, pp. 975-993, (2020); Resch K., Alnahdi G., Schwab S., Exploring the effects of the COVID-19 emergency remote education on students’ social and academic integration in higher education in Austria, Higher Education Research & Development, pp. 1-15, (2022); Revelle W., Psych: Procedures for personality and psychological research, (2021); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Rothwell A., Jewell S., Hardie M., Self-perceived employability: Investigating the responses of post-graduate students, Journal of Vocational Behavior, 75, 2, pp. 152-161, (2009); RStudio: Integrated development environment for R. RStudio, (2021); Rump M., Esdar W., Wild E., Individual differences in the effects of academic motivation on higher education students’ intention to drop out, European Journal of Higher Education, 7, 4, pp. 341-355, (2017); Schoon I., Lyons-Amos M., A socio-ecological model of agency: The role of psycho-social and socioeconomic resources in shaping education and employment transitions in England, Longitudinal and Life Course Studies, 8, 1, (2017); Svedberg P., Nygren J.M., Staland-Nyman C., Nyholm M., The validity of socioeconomic status measures among adolescents based on self-reported information about parents occupations, FAS and perceived SES; implication for health related quality of life studies, BMC Medical Research Methodology, 16, 1, (2016); Vallerand R.J., Pelletier L.G., Blais M.R., Briere N.M., Senecal C., Vallieres E.F., The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education, Educational and Psychological Measurement, 52, 4, pp. 1003-1017, (1992); van Emmerik I.H., Schreurs B., De Cuyper N., Jawahar I.M., Peeters M.C., The route to employability: Examining resources and the mediating role of motivation, Career Development International, 17, 2, pp. 104-119, (2012); Vanhercke D., Cuyper N.D., Peeters E., Witte H.D., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Vanhercke D., De Cuyper N., De Witte H., Perceived employability and well-being: An overview, Psihologia Resurselor Umane, 14, 1, pp. 8-18, (2020); Vargas R., Sanchez-Queija M.I., Rothwell A., Parra A., Self-perceived employability in Spain, Education + Training, 60, 3, pp. 226-237, (2018); Wickham H., Ggplot2: Elegant graphics for data analysis, (2016)","Z. Görgülü; Department of Educational Sciences, Ankara, Ankara University Cebeci Campus, Çankaya, 06590, Turkey; email: zgorgulu@ankara.edu.tr","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85139445906"
"Olischläger D.L.T.; den Boer L.X.Y.; de Heus E.; Brom L.; Dona D.J.S.; Klümpen H.-J.; Stapelfeldt C.M.; Duijts S.F.A.","Olischläger, Daphne L. T. (57804456800); den Boer, Li Xiang Y. (57804456900); de Heus, Eline (57224324152); Brom, Linda (56090819900); Dona, Desiree J. S. (57196185678); Klümpen, Heinz-Josef (6506371048); Stapelfeldt, Christina M. (54388418100); Duijts, Saskia F. A. (8579349500)","57804456800; 57804456900; 57224324152; 56090819900; 57196185678; 6506371048; 54388418100; 8579349500","Rare cancer and return to work: experiences and needs of patients and (health care) professionals","2023","Disability and Rehabilitation","45","16","","2585","2596","11","2","10.1080/09638288.2022.2099589","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134223370&doi=10.1080%2f09638288.2022.2099589&partnerID=40&md5=b41f4de1cf136888918a5df04ae2984e","Department of Research and Development, Netherlands Comprehensive Cancer Organisation (IKNL), Utrecht, Netherlands; Department of Medical Oncology, Radboud University Medical Center, Nijmegen, Netherlands; Netherlands Association for Palliative Care (PZNL), Utrecht, Netherlands; Department of Human Resources, Radboud University Medical Center, Nijmegen, Netherlands; Department of Medical Oncology, Amsterdam University Medical Centers (location VUmc), Amsterdam, Netherlands; Department of Public Health, Aarhus University, Aarhus, Denmark; Department of Medical Psychology, Amsterdam UMC location Vrije Universiteit, Amsterdam, Netherlands; Cancer Center Amsterdam, Cancer treatment and Quality of life, Amsterdam, Netherlands","Olischläger D.L.T., Department of Research and Development, Netherlands Comprehensive Cancer Organisation (IKNL), Utrecht, Netherlands; den Boer L.X.Y., Department of Research and Development, Netherlands Comprehensive Cancer Organisation (IKNL), Utrecht, Netherlands; de Heus E., Department of Research and Development, Netherlands Comprehensive Cancer Organisation (IKNL), Utrecht, Netherlands, Department of Medical Oncology, Radboud University Medical Center, Nijmegen, Netherlands; Brom L., Department of Research and Development, Netherlands Comprehensive Cancer Organisation (IKNL), Utrecht, Netherlands, Netherlands Association for Palliative Care (PZNL), Utrecht, Netherlands; Dona D.J.S., Department of Human Resources, Radboud University Medical Center, Nijmegen, Netherlands; Klümpen H.-J., Department of Medical Oncology, Amsterdam University Medical Centers (location VUmc), Amsterdam, Netherlands; Stapelfeldt C.M., Department of Public Health, Aarhus University, Aarhus, Denmark; Duijts S.F.A., Department of Research and Development, Netherlands Comprehensive Cancer Organisation (IKNL), Utrecht, Netherlands, Department of Medical Psychology, Amsterdam UMC location Vrije Universiteit, Amsterdam, Netherlands, Cancer Center Amsterdam, Cancer treatment and Quality of life, Amsterdam, Netherlands","Purpose: Patients with a rare cancer often face delays in their diagnostic and treatment trajectory, which may affect their work. In this study, we explored experiences and needs of: 1) patients with a rare cancer regarding return to work (RTW) and work retention, and 2) (health care) professionals (HCPs) regarding work-related support of patients with a rare cancer, throughout their disease trajectory. Methods: Semi-structured, in-depth interviews with working-age patients with a rare cancer (n = 16), and HCPs (n = 9) were conducted. During the interviews, a predefined topic list was used. Interviews were transcribed verbatim and analysed by means of thematic analysis. Results: In total, three themes emerged from the interviews: 1) Awareness in patients and HCPs as a first step towards work, 2) Being/becoming an expert is a tough job, and 3) Enhancing employability through early personalized guidance. Conclusions: Patients with a rare cancer are confronted with uncertainties regarding work, due to an overall lack of knowledge and experience with these types of cancer. Raising awareness among patients, HCPs and employers about rare cancer and its implications, and providing timely individualized, supportive occupational care are required to improve rare cancer patients’ ability to work.Implications for rehabilitation Recognizing and paying attention to the work-related consequences of a rare cancer diagnosis and its treatment is essential to facilitate rare cancer patients’ occupational rehabilitation process. Multidisciplinary collaboration and involvement of HCPs specialized in rare cancer are required to provide suitable work-related support. A personalized approach is necessary to adequately address rare cancer patients’ RTW and work retention needs. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","experiences; needs; Netherlands; Qualitative research; rare cancer; return to work","Delivery of Health Care; Health Personnel; Humans; Neoplasms; Qualitative Research; Return to Work; health care delivery; health care personnel; human; neoplasm; qualitative research; return to work","","","","","","","Gatta G., Van der Zwan J., Casali P., Et al., Rare cancers are not so rare: the rare cancer burden in Europe, Eur J Cancer, 47, 17, pp. 2493-2511, (2011); Gatta G., Capocaccia R., Botta L., Burden and centralised treatment in Europe of rare tumours: results of RARECAREnet - a population-based study, Lancet Oncol, 18, 8, pp. 1022-1039, (2017); Komatsubara K.M., Carvajal R.D., The promise and challenges of rare cancer research, Lancet Oncol, 17, 2, pp. 136-138, (2016); Heus E., Zwan J.M., Husson O., Et al., Unmet supportive care needs of patients with rare cancer: a systematic review, Eur J Cancer Care, 30, 6, (2021); Duijts S.F.A., van Egmond M.P., Spelten E., Et al., Physical and psychosocial problems in cancer survivors beyond return to work: a systematic review, Psychooncology, 23, 5, pp. 481-492, (2014); Duijts S.F.A., Kieffer J.M., van Muijen P., Et al., Sustained employability and health-related quality of life in cancer survivors up to four years after diagnosis, Acta Oncol, 56, 2, pp. 174-182, (2017); de Boer A., Torp S., Popa A., Et al., Long-term work retention after treatment for cancer: a systematic review and Meta-analysis, J Cancer Surviv, 14, 2, pp. 135-150, (2020); Butow P., Laidsaar-Powell R., Konings S., Et al., Return to work after a cancer diagnosis: a Meta-review of reviews and a Meta-synthesis of recent qualitative studies, J Cancer Surviv, 14, 2, pp. 114-134, (2020); de Boer A., Taskila T., Ojajarvi A., Et al., Cancer survivors and unemployment: a Meta-analysis and Meta-regression, JAMA, 301, 7, pp. 753-762, (2009); Torp S., Nielsen R.A., Gudbergsson S.B., Et al., Sick leave patterns among 5-year cancer survivors: a registry-based retrospective cohort study, J Cancer Surviv, 6, 3, pp. 315-323, (2012); Paltrinieri S., Fugazzaro S., Bertozzi L., Et al., Return to work in european cancer survivors: a systematic review, Support Care Cancer, 26, 9, pp. 2983-2994, (2018); Blinder V.S., Gany F.M., Impact of cancer on employment, J Clin Oncol, 38, 4, pp. 302-309, (2020); Chaker L., Falla A., van der Lee S.J., Et al., The global impact of non-communicable diseases on macro-economic productivity: a systematic review, Eur J Epidemiol, 30, 5, pp. 357-395, (2015); de Heus E., Engelen V., Dingemans I., Et al., Differences in health care experiences between rare cancer and common cancer patients: results from a national cross-sectional survey, Orphanet J Rare Dis, 16, 1, (2021); Jain R., Menzin J., Lachance K., Et al., Travel burden associated with rare cancers: the example of merkel cell carcinoma, Cancer Med, 8, 5, pp. 2580-2586, (2019); Blaauwgeers H., Ho V., Kwast A., Et al., Kankerzorg in beeld: Zeldzame kanker [cancer care: Rare cancer, (2018); Bergerot C., Bergerot P., Philip E., Et al., Assessment of distress and quality of life in rare cancers, Psychooncology, 27, 12, pp. 2740-2746, (2018); Fernandez C.V., Our moral obligations in caring for patients with orphan cancers, CMAJ, 176, 3, (2007); Popa A.E., Popa R., Working as a cancer survivor in Romania: an overview of the statutory policies for return to work, Disabil Rehabil, 42, 19, pp. 2679-2686, (2020); Tamminga S.J., Braspenning A.M., Haste A., Et al., Barriers to and facilitators of implementing programs for return to work (RTW) of cancer survivors in four european countries: a qualitative study, J Occup Rehabil, 29, 3, pp. 550-559, (2019); Stergiou-Kita M., Grigorovich A., Tseung V., Et al., Qualitative Meta-synthesis of survivors' work experiences and the development of strategies to facilitate return to work, J Cancer Surviv, 8, 4, pp. 657-670, (2014); Wells M., Williams B., Firnigl D., Et al., Supporting 'work-related goals' rather than 'return to work' after cancer? A systematic review and Meta-synthesis of 25 qualitative studies, Psychooncology, 22, 6, pp. 1208-1219, (2013); Yagil D., Eshed-Lavi N., Carel R., Et al., Health care professionals' perspective on return to work in cancer survivors, Psychooncology, 27, 4, pp. 1206-1212, (2018); Yagil D., Eshed-Lavi N., Carel R., Et al., Return to work of cancer survivors: Predicting healthcare professionals' assumed role responsibility, J Occup Rehabil, 29, 2, pp. 443-450, (2019); Campbell S., Greenwood M., Prior S., Et al., Purposive sampling: complex or simple? Research case examples, J Res Nurs, 25, 8, pp. 652-661, (2020); Casali P.G., Trama A., Rationale of the rare cancer list: a consensus paper from the joint action on rare cancers (JARC) of the european union (EU), ESMO Open, 5, 2, (2020); Tong A., Sainsbury P., Craig J., Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups, Int J Qual Health Care, 19, 6, pp. 349-357, (2007); Hiltrop K., Heidkamp P., Halbach S., Et al., Occupational rehabilitation of male breast cancer patients: Return patterns, motives, experiences, and implications - A qualitative study, Eur J Cancer Care, 30, 4, (2021); Persoon S., Buffart L.M., Chinapaw M.J.M., Et al., Return to work experiences of patients treated with stem cell transplantation for a hematologic malignancy, Support Care Cancer, 27, 8, pp. 2987-2997, (2019); McEwen S., Rodriguez A.M., Martino R., Et al., I didn't actually know there was such a thing as rehab"": survivor, family, and clinician perceptions of rehabilitation following treatment for head and neck cancer, Support Care Cancer, 24, 4, pp. 1449-1453, (2016); Beesley V.L., Burge M., Dumbrava M., Et al., Perceptions of care and patient-reported outcomes in people living with neuroendocrine tumours, Support Care Cancer, 26, 9, pp. 3153-3161, (2018); Fauske L., Bondevik H., Ahlberg K., Et al., Identifying bone sarcoma survivors facing psychosocial challenges. A study of trajectories following treatment, Eur J Cancer Care, 28, 5, (2019); Granstrom B., Ehrsson Y.T., Holmberg E., Return to work after oropharyngeal cancer treatment - Highlighting a growing working-age population, Head Neck, 42, 8, pp. 1893-1901, (2020); Dewa C.S., Trojanowski L., Tamminga S.J., Et al., Work-related experiences of head and neck cancer survivors: an exploratory and descriptive qualitative study, Disabil Rehabil, 40, 11, pp. 1252-1258, (2018); Braun V., Clarke V., Using thematic analysis in psychology, Qual Res Psych, 3, 2, pp. 77-101, (2006); (2020); Schaefer R., Rare cancers in Europe: joining forces to tackle a common problem, Rare Tumors, 4, 2, (2012); Pillai R.K., Jayasree K., Rare cancers: Challenges & issues, Indian J Med Res, 145, 1, pp. 17-27, (2017); Miller R.C., Problems in rare tumor study: a call for papers, Rare Tumors, 2, 1, pp. e16-e47, (2010); Feuerstein M., Todd B.L., Moskowitz M.C., Et al., Work in cancer survivors: a model for practice and research, J Cancer Surviv, 4, 4, pp. 415-437, (2010); Shilling V.S., Starkings R., Jenkins V., Et al., The pervasive nature of uncertainty - a qualitative study of patients with advanced cancer and their informal caregivers, J Cancer Surviv, 11, 5, pp. 590-603, (2017); Ladd D.L., Information needs and information sources of patients diagnosed with rare cancers, (2016); Husson O., Mols F., Oranje W., Et al., Unmet information needs and impact of cancer in (long-term) thyroid cancer survivors: results of the PROFILES registry, Psychooncology, 23, 8, pp. 946-952, (2014); Rietveld M.J., Husson O., Vos M., Et al., Association between information provision and supportive care needs among ovarian cancer survivors: a cross-sectional study from the PROFILES registry, Psychooncology, 27, 8, pp. 1922-1929, (2018); Oberoi D.V., White V.M., Seymour J.F., Et al., Distress and unmet needs during treatment and quality of life in early cancer survivorship: a longitudinal study of haematological cancer patients, Eur J Haematol, 99, 5, pp. 423-430, (2017); Zegers A.D., Coenen P., van Belzen M., Et al., Cancer survivors' experiences with conversations about work-related issues in the hospital setting, Psychooncology, 30, 1, pp. 27-34, (2021); Greidanus M.A., de Boer A.G.E.M., de Rijk A.E., Et al., Perceived employer-related barriers and facilitators for work participation of cancer survivors: a systematic review of employers' and survivors' perspectives, Psychooncology, 27, 3, pp. 725-733, (2018); van Egmond M., Duijts S.F.A., Loyen A., Et al., Barriers and facilitators for return to work in cancer survivors with job loss experience: a focus group study, Eur J Cancer Care, 26, 5, (2017); de Boer A.G., Taskila T.K., Tamminga S.J., Et al., Interventions to enhance return-to-work for cancer patients, Cochrane Database Syst Rev, 9, (2015); Zegers A.D., Coenen P., Bultmann U., Et al., Supporting participation in paid work of cancer survivors and their partners in The Netherlands: protocol of the SusTained employability in cancer patients and their partnerS (STEPS) multi-Centre randomized controlled trial and cohort study, BMC Public Health, 21, 1, (2021)","S.F.A. Duijts; Research and Development, Netherlands Comprehensive Cancer Organisation (IKNL), Utrecht, Godebaldkwartier 419, DT, 3511, Netherlands; email: s.duijts@iknl.nl","","Taylor and Francis Ltd.","","","","","","09638288","","DREHE","35850601","English","Disabil. Rehabil.","Article","Final","","Scopus","2-s2.0-85134223370"
"Charlton N.; Newsham-West R.","Charlton, Nicholas (57610878400); Newsham-West, Richard (16024902600)","57610878400; 16024902600","Program-level assessment planning in Australia: the considerations and practices of university academics","2023","Assessment and Evaluation in Higher Education","48","6","","820","833","13","0","10.1080/02602938.2022.2134553","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140326723&doi=10.1080%2f02602938.2022.2134553&partnerID=40&md5=68032dc4945134c5d3114184a3051569","Griffith University, Brisbane, Australia; La Trobe University, Melbourne, Australia","Charlton N., Griffith University, Brisbane, Australia; Newsham-West R., La Trobe University, Melbourne, Australia","Quality assessment in higher education needs to drive learning to produce graduates with disciplinary knowledge and employable skills. Performance-based funding requires universities to focus on graduate outcomes and future employment status. Research was conducted to investigate how program-level assessment planning is occurring within Australian universities, to determine academics understanding what aspects they consider and the assessment practice they identify as essential at the program-planning level. Constructivist grounded theory underpins the methodological approach and 18 academics were interviewed. Participants included Associate Deans and Program Directors (or equivalent roles) from seven Australian universities, in the accredited disciplines of dietetics and physiotherapy and non-accredited degrees in biomedical science and science. The results indicate that academics consider a myriad of factors including policies, curriculum, skills, and accreditation. Assessment practices identified as essential incorporate constructive alignment, a range of assessment tasks, authentic, and continuous assessments. The goal of program-level assessment planning is to holistically sequence assessment tasks to enhance students’ employability, so they become successful graduates and secure employment, which enables universities to acquire future funding. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","Assessment; employability; holistic; program-level planning; programmatic assessment","","","","","","","","Performance-Based Funding for the Commonwealth Grant Scheme, (2019); Baird J.-A., Andrich D., Hopfenbeck T.N., Stobart G., Assessment and Learning: Fields Apart?, Assessment in Education: Principles, Policy & Practice, 24, 3, pp. 317-350, (2017); Barrie S.C., A Research-Based Approach to Generic Graduate Attributes Policy, Higher Education Research & Development, 23, 3, pp. 261-275, (2004); Bearman M., Dawson P., Bennett S., Hall M., Molloy E., Boud D., Joughin G., How University Teachers Design Assessments: A Cross-Disciplinary Study, Higher Education, 74, 1, pp. 49-64, (2017); Black P., Wiliam D., Assessment and Classroom Learning, Assessment in Education: principles, Policy & Practice, 5, 1, pp. 7-74, (1998); Black P., Wiliam D., Developing the Theory of Formative Assessment, Educational Assessment, Evaluation and Accountability, 21, 1, pp. 5-31, (2009); Boud D., Molloy E., Rethinking Models of Feedback for Learning: The Challenge of Design, Assessment & Evaluation in Higher Education, 38, 6, pp. 698-712, (2013); Boud D., Assessment and the Promotion of Academic Values, Studies in Higher Education, 15, 1, pp. 101-111, (1990); Bridgstock R.S., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Bryant A., Critical Approaches to Qualitative Research, The Oxford Handbook of Qualitative Research, pp. 116-136, (2014); Carless D., Excellence in University Assessment, (2015); Charlton N., Weir K., Newsham-West R., Assessment Planning at the Program-Level: A Higher Education Policy Review in Australia, Assessment & Evaluation in Higher Education, pp. 1-14, (2022); Charmaz K., Constructing Grounded Theory: A Practical Guide through Qualitative Analysis, (2006); Corbin J.M., Strauss A.L., Basics of Qualitative Research: techniques and Procedures for Developing Grounded Theory, (2015); Dijkstra J., Van der Vleuten C.P., Schuwirth L.W., A New Framework for Designing Programmes of Assessment, Advances in Health Sciences Education: Theory and Practice, 15, 3, pp. 379-393, (2010); Eva K.W., Bordage G., Campbell C., Galbraith R., Ginsburg S., Holmboe E., Regehr G., Towards a Program of Assessment for Health Professionals: From Training into Practice, Advances in Health Sciences Education: Theory and Practice, 21, 4, pp. 897-913, (2016); Fernandes E.L., Flores M.A., Assessment in Higher Education: Voices of Programme Directors, Assessment & Evaluation in Higher Education, 47, 1, pp. 45-60, (2022); Glaser B.G., Strauss A.L., The Discovery of Grounded Theory: Strategies for Qualitative Research, (1967); Gordon S., Smith E., Who Are Faculty Assessment Leaders?, Assessment & Evaluation in Higher Education, 47, 6, pp. 928-941, (2022); Hammer S., Ayriss P., McCubbin A., Style or Substance: How Australian Universities Contextualise Their Graduate Attributes for the Curriculum Quality Space, Higher Education Research & Development, 40, 3, pp. 508-523, (2021); Hartley P., Whitfield R., Programme Assessment Strategies (PASS) Final Report, (2012); Hoda R., Noble J., Becoming Agile a Grounded Theory of Agile Transitions in Practice, IEEE/ACM 39th International Conference on Software Engineering (ICSE), (2017); Ibarra-Saiz M.S., Rodriguez-Gomez G., Boud D., The Quality of Assessment Tasks as a Determinant of Learning, Assessment & Evaluation in Higher Education, 46, 6, pp. 943-955, (2021); James L.T., Casidy R., Authentic Assessment in Business Education: Its Effects on Student Satisfaction and Promoting Behaviour, Studies in Higher Education, pp. 1-15, (2018); Jessop T., Tomas C., The Implications of Programme Assessment Patterns for Student Learning, Assessment & Evaluation in Higher Education, 42, 6, pp. 990-999, (2017); Johnson L., Program Assessment Not in My Backyard, American Journal of Business Education, 5, 6, pp. 705-708, (2012); Lawson R., Curriculum design for assuring learning—leading the way -final report, (2015); Lizzio A., Wilson K., First-Year Students’ Appraisal of Assessment Tasks: Implications for Efficacy, Engagement and Performance, Assessment & Evaluation in Higher Education, 38, 4, pp. 389-406, (2013); Mason T., de la Harpe B., The State of Play of Associate Deans, Learning and Teaching, in Australian Universities, 30 Years on, Higher Education Research & Development, 39, 3, pp. 532-545, (2020); Masters G.N., Assessment: Getting to the essence, (2014); Medland E., Assessment in Higher Education: Drivers, Barriers and Directions for Change in the UK, Assessment & Evaluation in Higher Education, 41, 1, pp. 81-96, (2016); Naderifar M., Goli H., Ghaljaie F., Snowball Sampling: A Purposeful Method of Sampling in Qualitative Research, Strides in Development of Medical Education, 14, 3, (2017); O'Toole J., Beckett D., Educational Research: creative Thinking & Doing, (2010); Panigrahi J., Das B., Tripathy S., Paving the Path from Education to Employment, Parikalpana: KIIT Journal of Management, 11, 1, pp. 113-119, (2015); Simper N., Martensson K., Berry A., Maynard N., Assessment Cultures in Higher Education: Reducing Barriers and Enabling Change, Assessment & Evaluation in Higher Education, 47, 7, pp. 1016-1029, (2022); Sproule W., Content Anaysis, Social Research Methods, pp. 323-350, (2010); Stark J.S., Lowther M.A., Sharp S., Arnold G.L., Program-Level Curriculum Planning: An Exploration of Faculty Perspectives on Two Different Campuses, Research in Higher Education, 38, 1, pp. 99-130, (1997); Tomas C., Jessop T., Struggling and Juggling: A Comparison of Student Assessment Loads across Research and Teaching-Intensive Universities, Assessment & Evaluation in Higher Education, 44, 1, pp. 1-10, (2019); Tranter B., Sampling, Social Research Methods an Australian Perspective, pp. 123-150, (2010); Van der Vleuten C.P.M., Schuwirth L.W.T., Driessen E.W., Dijkstra J., Tigelaar D., Baartman L.K., van Tartwijk J., A Model for Programmatic Assessment Fit for Purpose, Medical Teacher, 34, 3, pp. 205-214, (2012); van der Vleuten C.P.M., Heeneman S., Schut S., Programmatic Assessment: An Avenue to a Different Assessment Culture, Assessment in Health Professions Education, (2020); Wald N., Harland T., Graduate Attributes Frameworks or Powerful Knowledge?, Journal of Higher Education Policy and Management, 41, 4, pp. 361-374, (2019); Weir K., Understanding Rubrics, Facilitating Student Learning and Engagement in Higher Education through Assessment Rubrics, pp. 9-23, (2020); Whitfield R., Hartley P., Assessment Strategy: Enhancement of Student Learning through a Programme Focus (Employability via Higher Education: Sustainability as Scholarship), pp. 237-253, (2019); Willis K., Analysing Qualitative Data, Social Research Methods, (2010); Winstone N.E., Nash R.A., Rowntree J., Parker M., It’d Be Useful, but I Wouldn’t Use It’: Barriers to University Students’ Feedback Seeking and Recipience, Studies in Higher Education, 42, 11, pp. 2026-2041, (2017)","N. Charlton; Griffith University, Brisbane, Australia; email: n.charlton@griffith.edu.au","","Routledge","","","","","","02602938","","","","English","Assess. Eval. High. Educ.","Article","Final","","Scopus","2-s2.0-85140326723"
"Wong P.W.C.; Su X.; Yu R.W.M.; Li T.M.H.","Wong, Paul W. C. (13607861800); Su, Xuebing (57201582037); Yu, Rose W. M. (57209003306); Li, Tim M. H. (55728881700)","13607861800; 57201582037; 57209003306; 55728881700","Reengaging Youth with Prolonged Social Withdrawal Behaviours in Hong Kong: Efficacy of an Intervention Programme Involving Human and Non-human Partners","2023","Child and Youth Services","44","3","","231","249","18","0","10.1080/0145935X.2022.2100756","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134735936&doi=10.1080%2f0145935X.2022.2100756&partnerID=40&md5=36a31cba7523d27502ecffae254a2906","Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong; Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong; Department of Psychiatry, The Chinese University of Hong Kong, Hong Kong","Wong P.W.C., Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong; Su X., Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong; Yu R.W.M., Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong; Li T.M.H., Department of Psychiatry, The Chinese University of Hong Kong, Hong Kong","This study examined the efficacy of a multicomponent intervention program for reengaging youth with prolonged social withdrawal behaviors (YPSW) in Hong Kong. Highlighting the involvement of more approachable others encompassing human and non-human partners, the intervention program included case work, group work, and transitional support activities for re-connecting YPSW to community. It turned out that 125 participants, counting as 75% of all participants, who were not in education or employment before enrolling into the program, have managed to find a full-time (i.e. 28.8% of all participants) or part-time (11.2%) job, or resume schooling (35.2%) after going through the program. Significant pre-post changes were identified in terms of reduced socially withdrawn behaviors and social interaction anxiousness, and enhanced self-esteem and perceived self-employability. The paper discussed the implications for informing multi-component intervention work and research study for reengaging YPSWs accordingly. © 2022 Taylor & Francis Group, LLC.","animal-assisted intervention; Hikikomori; human and non-human partners; more approachable others; youth with prolonged social withdrawal behaviors","","","","","","Animals Asia Foundation; Hong Kong Animal Therapy Foundation","We thank all the volunteer non-human animals and guardians of the animals participating in the programme. And most importantly, we thank all the colleagues from the Chinese Evangelical Zion Church who made this research possible. In delivering these services, the RM programme also worked in partnership with several NGOs: the Richmond Fellowship of Hong Kong providing clinical psychology services, the Hong Kong Animal Therapy Foundation and Fat Fat the therapy dog providing AAT supervision intervention and the Animals Asia Foundation, and the Mongrel Club providing non-human animal visitations.","Barad K., On touching—The inhuman that therefore I am, Differences, 23, 3, pp. 206-223, (2012); Chan G.H.Y., Lo T.W., Hidden youth services: What Hong Kong can learn from Japan, Children and Youth Services Review, 42, pp. 118-126, (2014); Chan G.H.Y., Lo T.W., Quality of life of the hidden youth in Hong Kong, Applied Research in Quality of Life, 9, 4, pp. 951-969, (2014); Chan G.H.Y., Lo T.W., Do friendship and intimacy in virtual communications exist? An investigation of online friendship and intimacy in the context of hidden youth in Hong Kong, Revista de Cercetare si Interventie Sociala, 47, 1, pp. 117-136, (2014); Chan G.H.Y., Lo T.W., Family relationships and the self-esteem of hidden youth: A power dynamics perspective, Journal of Family Issues, 37, 9, pp. 1244-1266, (2016); Coe J.B., Adams C.L., Bonnett B.N., Prevalence and nature of cost discussions during clinical appointments in companion animal practice, Journal of the American Veterinary Medical Association, 234, 11, pp. 1418-1424, (2009); Cruz J., Goff M.H., Marsh J.P., Building the mentoring relationship: Humanism and the importance of storytelling between mentor and mentee, Mentoring & Tutoring: Partnership in Learning, 28, 2, pp. 104-125, (2020); Daniels J., D'Andrea M., Gaughen K.J.S., Testing the validity and reliability of the Perceived Employability Scale (PES) among a culturally diverse population, Journal of Employment Counseling, 35, 3, pp. 114-123, (1998); Dimolareva M., Dunn T.J., Animal-assisted interventions for school-aged children with autism spectrum disorder: A meta-analysis, Journal of Autism and Developmental Disorders, 51, 7, pp. 2436-2414, (2021); Hayakawa K., Kato T.A., Watabe M., Teo A.R., Horikawa H., Kuwano N., Shimokawa N., Sato-Kasai M., Kubo H., Ohgidani M., Sagata N., Toda H., Tateno M., Shinfuku N., Kishimoto J., Kanba S., Blood biomarkers of Hikikomori, a severe social withdrawal syndrome, Scientific Reports, 8, 1, (2018); Kato T.A., Kanba S., Teo A.R., Hikikomori: Experience in Japan and international relevance, World Psychiatry, 17, 1, pp. 105-106, (2018); Koyama A., Miyake Y., Kawakami N., Tsuchiya M., Tachimori H., Takeshima T., World Mental Health J., Survey G., Lifetime prevalence, psychiatric comorbidity and demographic correlates of “Hikikomori” in a community population in Japan, Psychiatry Research, 176, 1, pp. 69-74, (2010); Krieg A., Dickie J.R., Attachment and Hikikomori: A psychosocial developmental model, The International Journal of Social Psychiatry, 59, 1, pp. 61-72, (2013); Kruger K.A., Serpell J.A., Animal-assisted interventions in mental health: Definitions and theoretical foundations, Handbook on animal-assisted therapy, pp. 33-48, (2010); Lee Y.S., Lee J.Y., Choi T.Y., Choi J.T., Home visitation programme for detecting, evaluating and treating socially withdrawn youth in Korea, Psychiatry and Clinical Neurosciences, 67, 4, pp. 193-202, (2013); Li T.M.H., Wong P.W.C., Youth social withdrawal behavior (Hikikomori): A systematic review of qualitative and quantitative studies, The Australian and New Zealand Journal of Psychiatry, 49, 7, pp. 595-609, (2015); Li T.M.H., Wong P.W.C., Editorial perspective: Pathological social withdrawal during adolescence: a culture-specific or a global phenomenon?, Journal of Child Psychology and Psychiatry, and Allied Disciplines, 56, 10, pp. 1039-1041, (2015); Matuszek S., Animal-facilitated therapy in various patient populations: Systematic literature review, Holistic Nursing Practice, 24, 4, pp. 187-203, (2010); Nimer J., Lundahl B., Animal-assisted therapy: A meta-analysis, Anthrozoös, 20, 3, pp. 225-238, (2007); Nishida M., Kikuchi S., Fukuda K., Kato S., Jogging therapy for Hikikomori social withdrawal and increased cerebral hemodynamics: A case report, Clinical Practice and Epidemiology in Mental Health, 12, pp. 38-42, (2016); Perry D., Rubinstein D., Austin J., Animal-assisted group therapy in mental health settings: An initial model, Alternative and Complementary Therapies, 18, 4, pp. 181-185, (2012); Pozza A., Coluccia A., Kato T., Gaetani M., Ferretti F., The ‘Hikikomori’ syndrome: worldwide prevalence and co-occurring major psychiatric disorders: A systematic review and meta-analysis protocol, BMJ Open, 9, 9, (2019); Robinson J.R., Shaver P.R., Wrightsman L.S., Measures of personality and social psychological attitudes, Academic Press Limited, (1991); Rooksby M., Furuhashi T., McLeod H.J., Hikikomori: a hidden mental health need following the COVID-19 pandemic, World Psychiatry, 19, 3, pp. 399-400, (2020); Rosenberg M., The association between self-esteem and anxiety, Journal of Psychiatric Research, 1, 2, pp. 135-152, (1962); Saito T., Angles J., Hikikomori: Adolescence without end, (2013); Simonato M., De Santis M., Contalbrigo L., De Mori B., Ravarotto L., Farina L., The three Rs as a framework for considering the ethics of animal assisted interventions, Society & Animals, 28, 4, pp. 395-325, (2020); Su X., Li T.M., Wong P.W., Expanding sources of recognition: Towards an experience-driven framework for reengaging Hikikomori and semi-Hikikomori, Child and Adolescent Social Work Journal, (2021); Su X., Wong V., Enhancing the career capabilities of NEET youth in Hong Kong: an experience-driven framework, International Journal for Educational and Vocational Guidance, (2022); Su X., Wong V., To S.M., Factor structure of the Chinese Career Adapt-Abilities Scale in youth with a longer spell of status of not in education, employment, or training, Child & Youth Services, 42, 3, pp. 250-218, (2020); Su X., Wong V., To S.M., Amotivation, career engagement, and the moderating role of career adaptability of youth not in education, employment, or training, Asia Pacific Career Development Journal, 3, 2, pp. 1-18, (2020); Tateno M., Teo A.R., Ukai W., Kanazawa J., Katsuki R., Kubo H., Kato T.A., Internet addiction, smartphone addiction, and Hikikomori trait in Japanese young adult: Social isolation and social network, Frontier in Psychiatry, 10, (2019); Teo A.R., Gaw A.C., Hikikomori, a Japanese culturebound syndrome of social withdrawal?: A proposal for DSM-5, The Journal of Nervous and Mental Disease, 198, 6, pp. 444-449, (2010); Teo A.R., Nelson S., Strange W., Kubo H., Katsuki R., Kurahara K., Kanba S., Kato T.A., Social withdrawal in major depressive disorder: a case-control study of Hikikomori in Japan, Journal of Affective Disorders, 274, pp. 1142-1146, (2020); Toivonen T., Norasakkunkit V., Uchida Y., Unable to conform, unwilling to rebel? Youth, culture, and motivation in globalising Japan, Frontier in Psychology, 2, (2011); Vygotsky L.S., Mind in society: The development of higher psychological processes, (1978); Wong P.W.C., Potential changes to the Hikikimori phenomenon in the wake of the Covid-19 pandemic, Asian Journal of Psychiatry, 54, (2020); Wong V., Youth locked in time and space? Defining features of social withdrawal and practice implications, Journal of Social Work Practice, 23, 3, pp. 337-352, (2009); Wong V., Social withdrawal as invisible youth disengagement: Government inaction and NGO responses in Hong Kong, International Journal of Sociology and Social Policy, 32, 7-8, pp. 415-430, (2012); Wong V., Social work with youth in social withdrawal: In home and beyond-home intervention modalities, China Journal of Social Work, 7, 2, pp. 161-174, (2014); Wong P.W.C., Li T.M.H., Chan M., Law Y.W., Chau M., Cheng C., Fu K.W., Bacon-Shone J., Yip P.S.F., The prevalence and correlates of severe social withdrawal (Hikikomori) in Hong Kong: A cross-sectional telephone-based survey study, The International Journal of Social Psychiatry, 61, 4, pp. 330-342, (2015); Wong J.C.M., Wan M.J.S., Kroneman L., Kato T.A., Lo T.W., Wong P.W., Chan G.H., Hikikomori phenomenon in East Asia: Regional perspectives, challenges, and opportunities for social health agencies, Frontiers in Psychiatry, 10, (2019); Wong P.W.C., Yu R.W.M., Li T.M.H., Lai S.L.H., Ng H.Y.H., Fan W.T.W., Efficacy of a multicomponent intervention with animal-assisted therapy for socially withdrawn youth in Hong Kong, Society & Animals, 27, 5-6, pp. 614-627, (2019); Wu A.F., Catmur C., Wong P.W., Lau J.Y., The presence, characteristics and correlates of pathological social withdrawal in Taiwan: An online survey, The International Journal of Social Psychiatry, 66, 1, pp. 84-92, (2020); Yuen J.W.M., Yan Y.K.Y., Wong V.C.W., Tam W.W.S., So K.W., Chien W.T., A physical health profile of youths living with a “Hikikomori” lifestyle, International Journal of Environmental Research and Public Health, 15, 2, (2018)","X. Su; Department of Applied Social Sciences, The Hong Kong Polytechnic University, 11 Yuk Choi Road, Hung Hom, Kowloon, Hong Kong; email: sabrina-xuebing.su@polyu.edu.hk","","Routledge","","","","","","0145935X","","","","English","Child Youth Serv.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85134735936"
"Alharbi W.","Alharbi, Wael (58114758300)","58114758300","Students' Perceptions and Challenges in Learning Business English: Understanding Students’ Needs and Job Market Requirements","2022","International Journal of Learning, Teaching and Educational Research","21","12","","65","87","22","1","10.26803/ijlter.21.12.4","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148702833&doi=10.26803%2fijlter.21.12.4&partnerID=40&md5=fcf7b2fda5b1c9ae56fc1e0aeac3ff8f","Yanbu English Language & Prep. Year Institute Royal Commission, Yanbu, Saudi Arabia","Alharbi W., Yanbu English Language & Prep. Year Institute Royal Commission, Yanbu, Saudi Arabia","English for specific purposes (ESP) is intrinsically a student-centered subject. Learners’ perspectives are the fundamental determinants of the learning outcomes of ESP students. Research shows that the distinction between ‘General English’ and ESP is that the latter focuses on understanding the learners’ wants, needs, and necessities. To address this gap in the literature, this paper undertakes an exploratory, mixed-methods study of 120 senior, ESP Saudi Business and Management college students, with the objective of formulating strategies for improving ESP programs to enhance students’ employability. The participants’ perceptions regarding the importance of Business English in preparing them for the job market, along with a self-assessment of their language needs, were gathered via a 16-item close-ended questionnaire, followed by interviews with some students. The results indicate that senior college students are fully aware of their language needs and can make decisions regarding the particular language skills that are needed for their own success in the job market. The results also show that students hold very positive attitudes towards Business English and believe that success in the job market is dependent on proper and adequate Business English provision at college level. ©Author.","Business English; Employability; English as a Second language (ESL); English for Specific Purposes (ESP); Learning Outcomes; Linguistic Needs for the Job Market","","","","","","","","Ahmad M.A., Kumaravadivelu’s Framework as a Basis for Improving English Language Teaching in Saudi Arabia: Opportunities and Challenges, English Language Teaching, 7, 4, pp. 96-120, (2014); Ahmed M. A., Attitudes of Medical Sciences’ Students towards English Language Learning: A Case Study of Health Sciences Colleges in Saudi Arabia, International Journal of Linguistics and Translation Studies, 3, 1, pp. 10-19, (2022); Al Zumor A., Abdesslem H., EMI in Saudi Higher Education, English-Medium Instruction in Higher Education in the Middle East and North Africa: Policy, Research and Pedagogy, (2022); Al-Asmari A. M., Khan M., World Englishes in the EFL teaching in Saudi Arabia, Arab World English Journal, 5, 1, pp. 316-325, (2014); Albadry H., An Investigation into the Role of Tablet Devices in Facilitating Collaborative Learning in EFL Language Course, International Journal of Emerging Technologies in Learning (iJET), 12, pp. 39-52, (2017); Albiladi W. S., English teaching and learning in Saudi Arabia: Emerging practices and strategies for achieving the educational objectives of the Saudi vision 2030, Journal of Language Teaching and Research, 13, 4, pp. 781-789, (2022); Alhaisoni E., Language Learning Strategy Use of Saudi EFL Students in an Intensive English Learning Context, Asian Social Science, 8, 13, pp. 115-123, (2012); Alhamdan B., Honan E., Obaidul H. M., The construction of the universality of English within Saudi Arabian education contexts, Discourse: Studies in Cultural Politics of Education, 38, 5, pp. 627-641, (2017); Alharbi H. A., Improving students’ English speaking proficiency in Saudi public schools, International Journal of Instruction, 8, 1, pp. 105-116, (2015); Alhawsawi S., Investigating Student Experiences of Learning English as a Foreign Language in a Preparatory Programme in a Saudi University (Doctoral dissertation), (2013); Al-Hazmi S., Current issues in English language education in the Kingdom of Saudi Arabia, Journal of Modern Languages, 17, 1, pp. 129-150, (2017); Ali J. K. M., Shamsan M., Guduru R., Yemmela N., Attitudes of Saudi EFL Learners towards Speaking Skills, Arab World English Journal, 10, 2, pp. 253-364, (2019); Aljumah H.F., Saudi Learner Perceptions and Attitudes towards the Use of Blogs in Teaching English Writing Course for EFL Majors at Qassim University, English Language Teaching, 5, 1, (2012); Al-Khairy H.M., English as a Foreign Language Learning Demotivational Factors as Perceived by Saudi Undergraduates, European Scientific Journal, 9, 32, pp. 365-382, (2013); Alkhairy M. A., Saudi English-Major Undergraduates’ Academic Writing Problems: A Taif University Perspective, English Language Teaching, 6, 6, pp. 1-12, (2013); Alkhatnai M., Learning styles of EFL Saudi college-level students in online and traditional educational environments (Doctoral Thesis), (2011); Alkubaidi M. A., The relationship between Saudi English major university students’ writing performance and their learning style and strategy use, English Language Teaching, 7, 4, pp. 83-95, (2014); Al-Malki E. A. A., Javid C. Z., Farooq M. U., Algethami G. F., Al-Harthi A. A., Analysis of the English Language Needs of the Saudi Tourism Workforce: A First Step into Designing ESP Teaching Materials, International Journal of Learning, Teaching and Educational Research, 21, 2, (2022); Almathkuri J. H., Challenges Encountered By Saudi ESP Students: A Case Study Of Taif University, Journal of Positive School Psychology, 6, 2s, pp. 300-312, (2022); Almegren R., Politics and foreign language learning: A study of Saudis' motivations to learn English following the announcement of Saudi Vision 2030, Journal of Language and Linguistic Studies, 18, 1, pp. 135-158, (2022); Al-Nasser A. S., Problems of English language acquisition in Saudi Arabia: An exploratory-cum-remedial study, Theory and Practice in Language Studies, 5, 8, pp. 1612-1619, (2015); Alnasser S., A new form of peer feedback technique: An investigation into the impact of focusing Saudi ESL learners on macro level writing features (Unpublished doctoral dissertation), (2013); Alrabai F., Factors Underlying Low Achievement of Saudi EFL Learners, International Journal of English Linguistics, 6, 3, pp. 21-37, (2016); Alrashidi O., Phan H., Education context and English teaching and learning in the Kingdom of Saudi Arabia: An overview, English Language Teaching, 8, 5, pp. 33-44, (2015); Al-Seghayer K., The four most common constraints affecting English teaching in Saudi Arabia, International Journal of English Linguistics, 4, 5, pp. 17-26, (2014); Al-Tamimi R., Policies and Issues in Teaching English to Arab EFL Learners: A Saudi Arabian Perspective, Arab World English Journal, 10, 2, pp. 68-76, (2019); Alzaharani A., Saudi Students’ Experiences of Learning English in English as a Foreign and Second Language Settings, (2016); Al-Zahrani A., Rajab H., Attitudes and Perceptions of Saudi EFL Teachers in Implementing Kingdom of Saudi Arabia’s Vision 2030, International Journal of English Language Education, 5, 1, pp. 83-100, (2017); Ashraf A.T., Teaching English as a Foreign Language in Saudi Arabia: Struggles and Strategies, International Journal of English Language Education, 6, 1, pp. 133-155, (2018); Bartram B., Attitudes to modern foreign language learning: Insights from comparative education, (2010); Benhania A., Teaching writing to EFL/ESP Arab learners: A socioculturally based approach, Sino-US English Teaching, 13, 4, pp. 267-276, (2016); Bolarinwa O.A., Principles and Methods of Validity and Reliability Testing of Questionnaires Used in Social and Health Science Researches, Nigerian Postgraduate Medical Journal, 22, 4, pp. 195-201, (2015); Combs J., ESL International Students’ Perceptions of Their Academic Readiness For US Higher Education, (2017); Elyas T., The Attitude and the Impact of the American English as A Global Language within the Saudi Education System, Novitas-ROYAL, 2, 1, pp. 28-48, (2008); Elyas T., Badawood O., English language educational policy in Saudi Arabia post 21stcentury: Enacted curriculum, identity, and modernisation: A critical discourse analysis approach, Forum for International Research in Education, 2, 3, pp. 21-33, (2016); Elyas T., Picard M., Saudi Arabian educational history: Impacts on English language teaching, Education, Business and Society: Contemporary Middle Eastern Issues, 3, 2, pp. 136-145, (2010); Faruk G.S., Saudis’ Attitude Towards English: Trend and Rationale, Professional Communication and Translation Studies, 7, 1-2, pp. 173-179, (2014); Faruk S., English language teaching in Saudi Arabia: A world system perspective, Scientific Bulletin of the Politehnica University of Timişoara Transactions on Modern Languages, 12, 1–2, pp. 73-80, (2013); Fatima BENDOUKHA, Louafia BOUKRERIS, The Implementation of ESP in the Algerian Hydrocarbon Sector, Revue Organisation & Travail Volume, 11, 1, (2022); Griffiths C., The strategy factor in successful language learning, (2013); Huwari I. F., Al-Khasawneh F. M., The reasons behind the weaknesses of writing in English among pre-year students’ at Taibah University, English for Specific Purposes World, 38, 14, pp. 1-9, (2013); Ismail S. A. A., Exploring Students' Perceptions of ESL Writing, English Language Teaching, 4, 2, pp. 73-83, (2011); Jaliyya F. G., Idrus F., EFL Students' Attitudes and Perception Towards English Language Learning and Their English Language Proficiency: a Study From Assa'adah Islamic Boarding School, Indonesia, Journal of Education and Learning, 11, 3, pp. 219-228, (2017); Javid C. Z., Umer M., Investigating English Language Needs: Medical Undergraduates Perspective in a Saudi Context, Pakistan Journal of Social Sciences (PJSS), 33, 2, (2013); Jenkins J., English as a lingua franca in the international university: The politics of academic English language policy, (2013); Jenkins J., Wingate U., Staff and students’ perceptions of English language policies and practices in international universities: a case study from the UK, Higher Education Review, 47, 2, pp. 47-73, (2015); Jimenez P. K., Exploring Students' Perceptions About English Learning in a Public University, How, 25, 1, pp. 69-91, (2018); Khan I. A., Learning difficulties in English: Diagnosis and pedagogy in Saudi Arabia, Educational Research, 2, 7, pp. 1248-1257, (2011); Mahboob A., Elyas T., English in the Kingdom of Saudi Arabia, World Englishes, 33, 1, pp. 128-142, (2014); Mahdi M., Undergraduate Students' Perceptions toward Social Media Usage and Academic Performance: A Study from Saudi Arabia, International Journal of Emerging Technologies in Learning, 14, 3, (2019); Moratinos-Johnston S., Juan-Garau M., Salazar-Noguera J., The effects of English medium instruction in higher education on students’ perceived level and self-confidence in ELF, Learning context effects: Study abroad, formal instruction and international immersion classrooms, pp. 75-99, (2018); Moskovsky C., Alrabai F., Intrinsic Motivation in Saudi Learners of English as a Foreign Language, The Open Applied Linguistics Journal, 2, 1, pp. 1-10, (2009); Muhammad A., Clementking A., Shah A., Ahmad F., Technology based learning analysis of CBCS model at KKU-Case study of College of Computer Science King Khalid University, Saudi Arabia, International Journal of Emerging Technologies in Learning (iJET), 8, 3, pp. 8-12, (2013); Nair S.K.G., Setia R., Mohamad R., Abdul Kadir Z., Luqman A., Vadeveloo T., Ngah H., Attitude, Parental Encouragement and Perception of the Importance of English in English Language Learning, Asian Social Science, 10, 3, pp. 1-7, (2014); Naveed Q. N., Muhammed A., Sanober S., Qureshi M. R. N., Shah A., Barriers Effecting Successful Implementation of E-Learning in Saudi Arabian Universities, International Journal of Emerging Technologies in Learning, 12, 6, (2017); Nouraldeen S.A., Learning English in Saudi Arabia: A Sociocultural Perspective, International Journal of English Language and Linguistics Research, 2, 3, pp. 56-78, (2014); O'Brien B.C., Harris I., Beckman T., Standards for Reporting Qualitative Research: A Synthesis of Recommendations, Academic Medicine: Journal of the Association of American Medical Colleges, 89, 9, pp. 1-7, (2014); Phakiti A., Hirsh D., Woodrow L., It’s not only English: Effects of other individual factors on English language learning and academic learning of ESL international students in Australia, Journal of Research in International Education, 12, 3, pp. 239-258, (2013); Rahman M. M., Alhaisoni E., Teaching English in Saudi Arabia: prospects and challenges, Academic Research International, 4, 1, (2013); Shafie L. A., Yaacob A., Singh P. K. K., The Roles of English Language and Imagined Communities of a Facebook Group, International Journal of Emerging Technologies in Learning (iJET), 10, 6, pp. 21-26, (2015); Singh A., Singh H. P., Alam F., Agrawal V., Role of education, training, and E-learning in sustainable employment generation and social empowerment in Saudi Arabia, Sustainability, 14, 14, (2022); Storch N., Tapper J., The impact of an EAP course on postgraduate writing, Journal of English for Academic Purposes, 8, 3, pp. 207-223, (2009); Warren C.A.B., Discovering qualitative methods: field research, interviews, and analysis, (2010); Widodo H. P., Fang F., Elyas T., Designing English language materials from the perspective of Global Englishes, Asian Englishes, pp. 1-13, (2022); Zrekat Y., Al-Sohbani Y., Arab EFL University learners' perceptions of the factors hindering them to speak English fluently, Journal of Language and Linguistic Studies, 18, 1, pp. 775-790, (2022)","W. Alharbi; Yanbu English Language & Prep. Year Institute Royal Commission, Yanbu, Saudi Arabia; email: alharbiwa@rcyci.edu.sa","","Society for Research and Knowledge Management","","","","","","16942116","","","","English","Intl. J. Learn. Teach. Edu. Res.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85148702833"
"Gasparello G.G.; Júnior S.L.M.; Hartmann G.C.; Meira T.M.; Camargo E.S.; Pithon M.M.; Tanaka O.","Gasparello, Gil Guilherme (57222294229); Júnior, Sergio Luiz Mota (55151496700); Hartmann, Giovani Ceron (57210209550); Meira, Thiago Martins (36344025300); Camargo, Elisa Souza (7102485545); Pithon, Matheus Melo (8925573700); Tanaka, Orlando (23968279800)","57222294229; 55151496700; 57210209550; 36344025300; 7102485545; 8925573700; 23968279800","The influence of malocclusion on social aspects in adults: study via eye tracking technology and questionnaire","2022","Progress in Orthodontics","23","1","4","","","","11","10.1186/s40510-022-00399-3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123489061&doi=10.1186%2fs40510-022-00399-3&partnerID=40&md5=0108bf1e79970afbce5f5a7b03a4fecc","School of Life Sciences, Pontifícia Universidade Católica Do Paraná, Curitiba, Brazil; Juiz de Fora Federal University, Minas Gerais, Juiz de Fora, Brazil; Graduate Dentistry Program in Orthodontics, School of Life Sciences, Pontifícia Universidade Católica Do Paraná, R. Imaculada Conceição, 115, PR, Curitiba, 80215-901, Brazil; Diplomate of the Brazilian Board of Orthodontics – BBO, Southwest Bahia State University – UESB, Bahia, Jequié, Brazil","Gasparello G.G., School of Life Sciences, Pontifícia Universidade Católica Do Paraná, Curitiba, Brazil; Júnior S.L.M., Juiz de Fora Federal University, Minas Gerais, Juiz de Fora, Brazil; Hartmann G.C., School of Life Sciences, Pontifícia Universidade Católica Do Paraná, Curitiba, Brazil; Meira T.M., School of Life Sciences, Pontifícia Universidade Católica Do Paraná, Curitiba, Brazil; Camargo E.S., Graduate Dentistry Program in Orthodontics, School of Life Sciences, Pontifícia Universidade Católica Do Paraná, R. Imaculada Conceição, 115, PR, Curitiba, 80215-901, Brazil; Pithon M.M., Diplomate of the Brazilian Board of Orthodontics – BBO, Southwest Bahia State University – UESB, Bahia, Jequié, Brazil; Tanaka O., Graduate Dentistry Program in Orthodontics, School of Life Sciences, Pontifícia Universidade Católica Do Paraná, R. Imaculada Conceição, 115, PR, Curitiba, 80215-901, Brazil","Background: Smile esthetics has a strong influence on perception, attractiveness, and personal characteristics. It is unknown how malocclusions may influence the appearance of the individual's smile. This study aimed to investigate whether malocclusion affects the visual perception of esthetics, age, employability, honesty, intelligence and to meet its obligation in time in middle-aged adults. Facial frontal smiling photographs of a male and a female middle-aged adult with 3 different malocclusions were shown to and evaluated by 90 laypeople (non-dentists), divided into groups: young adults (14–44 years), middle-aged adults (45–59 years), and elders (over 60 years). The index of treatment need (IOTN) was used, and IOTN 1, 5, and 8 images were created in Photoshop using the male and female photographs. In total, 6 photographs were evaluated, 3 areas of interest (AOI)—eyes, nose, and mouth—were created for statistical comparison. The Ogama and Eye Tribe tracker were used in conjunction to measure eye tracking. A visual analog scale (VAS) was employed with a questionnaire surveying individuals’ perception of age, employability, honesty, intelligence, and ability to meet obligations. Kruskal–Wallis, one-way analysis of variance, Pearson’s—chi-squared, and Pearson correlation test were applied. Results: No statistical difference was found in complete fixation time and time until the first fixation for each AOI for eye-tracking. VAS showed statistical differences in the male and female IOTN 1 images when compared with the IOTN 5 and 8 for both models, and there was no difference between genders in the IOTN 1. As the perceived age of the model increased, the chances of getting hired decreased. Employability, honesty, intelligence, and ability to meet obligations showed higher values for IOTN 1. There were significant differences between age ranges; perception of intelligence in the female IOTN 1 model (p = 0.002) and IOTN 8 model (p < 0.001) and honesty between young adults and middle-aged adults in the male IOTN 1 and 8 images (p < 0.001). Conclusions: There was a difference between age groups in the perception of honesty and intelligence. A well-balanced and attractive was perceived as more youthful and attractive in both genders and may increase the chance of being selected for a job interview or being hired. © 2022, The Author(s).","Age perception; Eye-tracking; IOTN; Job; Visual perception","Aged; Esthetics, Dental; Eye-Tracking Technology; Female; Humans; Male; Malocclusion; Middle Aged; Smiling; Surveys and Questionnaires; Young Adult; adult; Article; employability; esthetics; eye-tracking technology; female; groups by age; honesty; human; human experiment; job interview; Kruskal Wallis test; layperson; male; malocclusion; middle aged; mouth; nose; photography; questionnaire; social aspect; vision; visual analog scale; aged; dental procedure; facial expression; questionnaire; young adult","","","","","","","Eli L., Bar-Tat Y., Kostovetzki I., At first glance: social meanings of dental appearance, J Public Health Dent, 61, 3, pp. 150-154, (2001); Pithon M.M., Nascimento C.C., Barbosa G.C.G., da Silva Coqueiro R., Do dental esthetics have any influence on finding a job?, Am J Orthod Dentofac Orthop, 146, 4, pp. 423-429, (2014); Vauclair C.-M., Lima M.L., Abrams D., Swift H.J., Bratt C., What do older people think that others think of them, and does it matter? The role of meta-perceptions and social norms in the prediction of perceived age discrimination, Psychol Aging, 31, 7, (2016); Stypinska J., Turek K., Hard and soft age discrimination: the dual nature of workplace discrimination, Eur J Ageing, 14, 1, pp. 49-61, (2017); Jackson S.E., Hackett R.A., Steptoe A., Associations between age discrimination and health and wellbeing: cross-sectional and prospective analysis of the English longitudinal study of aging, Lancet Public Health, 4, 4, pp. e200-e208, (2019); Henson S.T., Lindauer S.J., Gardner W.G., Shroff B., Tufekci E., Best A.M., Influence of dental esthetics on social perceptions of adolescents judged by peers, Am J Orthod Dentofac Orthop, 140, 3, pp. 389-395, (2011); Christensen L., Luther F., Adults seeking orthodontic treatment: expectations, periodontal and TMD issues, Br Dent J, 218, 3, (2015); Razak P.A., Richard K.J., Thankachan R.P., Hafiz K.A., Kumar K.N., Sameer K., Geriatric oral health: a review article, J Int Oral Health, 6, 6, (2014); Berger E.D., Managing age discrimination: an examination of the techniques used when seeking employment, Gerontologist, 49, 3, pp. 317-332, (2009); Zhang L., Van Iddekinge C.H., Arnold J.D., Roth P.L., Lievens F., Lanivich S.E., Et al., What's on job seekers' social media sites? 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Performance evaluation of several cost variant eye trackers. In: Proceedings of the human factors and ergonomics society annual meeting, Los Angeles, CA: SAGE Publications Sage CA, (2016); Vosskuhler A., Nordmeier V., Kuchinke L., Jacobs A.M., OGAMA (Open Gaze and Mouse Analyzer): open-source software designed to analyze eye and mouse movements in slideshow study designs, Behav Res Methods, 40, 4, pp. 1150-1162, (2008); Paul-Dauphin A., Guillemin F., Virion J.-M., Briancon S., Bias and precision in visual analogue scales: a randomized controlled trial, Am J Epidemiol, 150, 10, pp. 1117-1127, (1999); Ahmad O.B., Boschi-Pinto C., Lopez A.D., Murray C.J., Lozano R., Inoue M., Age standardization of rates: a new WHO standard, 9, (2001); Farkas J.P., Pessa J.E., Hubbard B., Rohrich R.J., The science and theory behind facial aging, Plast Reconstr Surg Glob Open, 1, (2013); Alam M., Walter A.J., Geisler A., Roongpisuthipong W., Sikorski G., Tung R., Et al., Association of facial exercise with the appearance of aging, JAMA Dermatol, 154, 3, pp. 365-367, (2018); Windhager S., Mitteroecker P., Rupic I., Lauc T., Polasek O., Schaefer K., Facial aging trajectories: a common shape pattern in male and female faces is disrupted after menopause, Am J Phys Anthropol, 169, 4, pp. 678-688, (2019); Matarese G., Isola G., Ramaglia L., Dalessandri D., Lucchese A., Alibrandi A., Et al., Periodontal biotype: characteristic, prevalence and dimensions related to dental malocclusion, Minerva Stomatol, 65, 4, pp. 231-238, (2016); Brosens V., Ghijselings I., Lemiere J., Fieuws S., Clijmans M., Willems G., Changes in oral health-related quality of life reports in children during orthodontic treatment and the possible role of self-esteem: a follow-up study, Eur J Orthod, 36, 2, pp. 186-191, (2014); Malik O.H., Stevenson H., Mandall N., Alsaeed M.A., Effectiveness of photographs of study models for IOTN scoring, Australas Orthod J, 32, 2, (2016); Almedlej R., Aldosary R., Barakah R., Alkhalifah A., Adlan A., AlSaffan A.D., Et al., Dental esthetic and the likelihood of finding a job in Saudi Arabia. A cross-sectional study, J Fam Med Primary Care, 9, 1, (2020); Liao D., Ishii L.E., Chen J., Chen L.W., Kumar A., Papel I.D., Et al., How old do I look? Exploring the facial cues of age in a tasked eye-tracking study, Facial Plast Surg Aesthet, 22, 1, pp. 36-41, (2020); Cochrane S., Perceptions of facial appearance by orthodontists and the general public, J Clin Orthod, 31, 3, pp. 164-168, (1997); Einy S., Miri T., Katzhendler E., Aizenbud D., Emanuela K., Zaslansky P., Orthodontists and lay people rate masculine soft tissue profiles similarly but feminine soft tissue profiles differently, Quintessence In, 52, pp. 2-9, (2020); Ioi H., Kang S., Shimomura T., Kim S.S., Park S.B., Son W.S., Et al., Effects of buccal corridors on smile esthetics in Japanese and Korean orthodontists and orthodontic patients, Am J Orthod Dentofac Orthop, 142, 4, pp. 459-465, (2012); Thai J.K., Araujo E., McCray J., Schneider P.P., Kim K.B., Esthetic perception of clear aligner therapy attachments using eye-tracking technology, Am J Orthod Dentofac Orthop, 158, 3, pp. 400-409, (2020); Springer N.C., Chang C., Fields H.W., Beck F.M., Firestone A.R., Rosenstiel S., Et al., Smile esthetics from the layperson's perspective, Am J Orthod Dentofac Orthop, 139, 1, pp. e91-e101, (2011); Ageing A., A policy framework, (2002); An H.-Y., Chen W., Wang C.-W., Yang H.-F., Huang W.-T., Fan S.-Y., The relationships between physical activity and life satisfaction and happiness among young, middle-aged, and older adults, Int J Environ Res Public Health, 17, 13, (2020); Lacerda-Santos R., Pereira T.B., Pithon M.M., Esthetic perception of the buccal corridor in different facial types by laypersons of different ages, Biosci J, 31, (2015); Sriphadungporn C., Chamnannidiadha N., Perception of smile esthetics by laypeople of different ages, Prog Orthod, 18, 1, pp. 1-8, (2017); Pithon M.M., Bastos G.W., Miranda N.S., Sampaio T., Ribeiro T.P., do Nascimento L.E.A.G., Et al., Esthetic perception of black spaces between maxillary central incisors by different age groups, Am J Orthod Dentofac Orthop, 143, 3, pp. 371-375, (2013)","O. Tanaka; Graduate Dentistry Program in Orthodontics, School of Life Sciences, Pontifícia Universidade Católica Do Paraná, Curitiba, R. Imaculada Conceição, 115, PR, 80215-901, Brazil; email: tanakaom@gmail.com","","Springer Science and Business Media Deutschland GmbH","","","","","","17237785","","","35067765","English","Prog. Orthod.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85123489061"
"Guay K.; Simpson C.L.","Guay, Kyle (58002407100); Simpson, Carey L. (58002492800)","58002407100; 58002492800","Work-Integrated Learning in the Development of a Kinesiology Degree","2022","Kinesiology Review","11","4","","316","322","6","1","10.1123/kr.2022-0024","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143873341&doi=10.1123%2fkr.2022-0024&partnerID=40&md5=cedb54468ae8cb4696c69eece17a1fd5","School of Kinesiology, Capilano University, North Vancouver, BC, Canada","Guay K., School of Kinesiology, Capilano University, North Vancouver, BC, Canada; Simpson C.L., School of Kinesiology, Capilano University, North Vancouver, BC, Canada","Preparing kinesiology undergraduates with the foundational knowledge required by professional organizations is no longer enough when considering the skills students are required to demonstrate upon entering the job market. Work-integrated learning, embedded through curricular and cocurricular activities, has seen extensive growth in the posteducation landscape of Canadian institutions. With increasing expectations from future employers, graduates in the field of kinesiology require more experiential opportunities to meet these expectations. The aim of this paper is to provide commentary on how the Bachelor of Kinesiology program at Capilano University underwent the necessary changes to incorporate a required professional practice stream to align with industry expectations. The authors discuss the development of laddering course learning outcomes, course content, reflection, and student evaluation. Additionally, they provide rationale for its inclusion in the second year of the program.  © 2022 American Kinesiology Association.","curriculum; employability skills; exercise science; field placements; learning outcomes","","","","","","","","Section 2: Learning outcomes, (2013); Anderson L.W., Krathwohl D.R., A taxonomy for learning, teaching, and assessing, A revision of Bloom's taxonomy of educational objectives, (2001); Billett S., Choy S., Learning through work: Emerging perspectives and new challenges, Journal of Workplace Learning, 25, 4, pp. 264-276, (2012); Bulot J., Johnson C., Costs of faculty involvement in intergenerational service-learning, Educational Gerontology, 32, 8, pp. 633-645, (2006); What are the requirements for affiliation?, (2022); CUSC Survey of firstyear students (2019), (2019); Envisioning 2030, (2020); Currie K., A qualitative review of student learning after workintegrated learning placements from a faculty perspective, The practice of co-op and work- integrated learning in the Canadian context, pp. 41-47, (2021); Drewery D.W., Pretti T.J., Number of work experiences and student employability, The practice of co-op and work-integrated learning in the Canadian context, pp. 48-57, (2021); Fane J., Baichoo M., Loken T., A structured approach to developing faculty capacity for course-based curricular workintegrated learning opportunities in under-represented disciplinary areas, The practice of co-op and work-integrated learning in the Canadian context, pp. 148-158, (2021); Finnie R., Miyairi M., The earnings outcomes of post-secondary co-op graduates: Evidence from tax-linked administrative data. Ontario human capital research and innovation fund, (2017); Grant M., Aligning skills development with labor market need, (2016); Inceoglu I., Selenko E., McDowall A., Schlachter S., (How) do work placements work?. Scrutinizing the quantitative evidence for a theory-driven future research agenda, Journal of Vocational Behavior, 110, pp. 317-337, (2019); Jackson D., Contribution of WIL to undergrad employability, Asia-Pacific Journal of Cooperative Education, 14, 2, pp. 99-115, (2013); Kolb D.A., Experiential learning: Experience as the source of learning and development, (1984); Kuh G.D., High impact educational practices: What they are, who has access to them, and why they matter, (2008); Kumar A., Personal, academic & career development in higher education, (2007); Maher A., Graves S., Graduate employability: Can higher education deliver?, (2008); McRae N., Church D., Woodside J.M., Drewery D., Fannon A., Pretti J., Toward a future-ready talent framework for co-operative and work-integrated learning [Paper presentation], Fifth International Conference on Higher Education Advances, (2019); McRae N., Pretti T.J., Church D., Work-integrated learning quality framework, (2018); Ng N., Ascension of work-integrated learning in Canada: Influence on post-secondary education and governmental priorities, The practice of co-op and workintegrated learning in the Canadian context, pp. 15-20, (2021); Peters J., Faculty experiences with and perceptions of Work-Integrated Learning (WIL) in the Ontario postsecondary sector, (2012); Reddan G., The role of work-integrated learning in developing students' perceived work self-efficacy, Asia-Pacific Journal of Cooperative Education, 17, 4, pp. 423-436, (2016); Reddan G., Enhancing employability of exercise science students, Asia-Pacific Journal of Cooperative Education, 18, 1, pp. 25-41, (2017); The coming skills revolution, humans wanted. How Canadian youth can thrive in the age of disruption, (2018); Smigiel H., Macleod C., Stephenson H., Managing competing demands in the delivery of Work-Integrated learning: An institutional case study, Practice-based learning in higher education, pp. 159-172, (2015); Smith C., Ferns S., Russell L., Designing work-integrated learning placements that improve student employability: Six facets of the curriculum that matter, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 197-211, (2016); Stirling A., Kerr G., Banwell J., Heron A., A practical guide to WIL: Effective practices to enhance the educational quality of structured work experience offered through colleges and universities, (2016); Tynjala P., Perspectives into learning at the workplace, Educational Research Review, 3, 2, pp. 130-154, (2008); Wenger E., Communities of practice: Learning, meaning, and identity, (1998); Wheeler W., Van Mullem H., High-impact educational practices in kinesiology: Examples of curricular advancement to prepare students for the future of work, Kinesiology Review, 10, 4, pp. 419-427, (2021); Wyonch R., Working to create work-ready graduates: Successful transition to the labor market and the role of co-op, Journal of Organizational Psychology, 19, 6, pp. 68-90, (2019); Yorke M., Harvey L., Graduate attributes and their development, New Directions for Institutional Research, 2005, 128, pp. 41-58, (2005)","K. Guay; School of Kinesiology, Capilano University, North Vancouver, Canada; email: kyleguay@capilanou.ca","","Human Kinetics Publishers Inc.","","","","","","21630453","","","","English","Kinesiol. Rev.","Article","Final","","Scopus","2-s2.0-85143873341"
"Putra F.K.K.; Saepudin; Utami N.G.M.K.","Putra, Fajar Kusnadi Kusumah (57209455552); Saepudin (58034617600); Utami, Ni Gusti Made Kerti (58034283000)","57209455552; 58034617600; 58034283000","Preferred Competencies for Tourism and Hospitality Graduates: Evidence from Longitudinal Tracer Studies","2022","Journal of Technical Education and Training","14","3","","94","104","10","0","10.30880/jtet.2022.14.03.009","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144930313&doi=10.30880%2fjtet.2022.14.03.009&partnerID=40&md5=911d8a4bda6611e5dd88e54db82ba190","NHI Bandung Tourism Polytechnic, Dr Setiabudhi 186, West Java, Bandung, Indonesia","Putra F.K.K., NHI Bandung Tourism Polytechnic, Dr Setiabudhi 186, West Java, Bandung, Indonesia; Saepudin, NHI Bandung Tourism Polytechnic, Dr Setiabudhi 186, West Java, Bandung, Indonesia; Utami N.G.M.K., NHI Bandung Tourism Polytechnic, Dr Setiabudhi 186, West Java, Bandung, Indonesia","This paper reports on the multi-cohort tracer studies about graduates' perception (inserted) on employability, competencies, and job-specific skills in the field of tourism and hospitality management. Mixed-methods research was designed to explore graduates' perceptions on the preferred competencies using online surveys. 1694 tourism and hospitality graduates participated in this study, data collected using longitudinal design involving three cohorts. The results of this study show that three competencies constitute the critical skills required in future employment for tourism and hospitality management graduates namely fundamental, functional and professional competencies. The findings shed new light on the vocational education and training (VET) preferred competencies, especially from the perspective of the graduates in the field of tourism and hospitality management. This study also suggested that preferred graduates' job competencies for the tourism and hospitality sectors can integrate with collaboration strategy during internship and industry-related certification programs. In the context of learning experiences, this study also found that tracer studies play a crucial role as the initial stage for developing higher education curriculum relevant to the tourism and hospitality management courses. © Universiti Tun Hussein Onn Malaysia Publisher’s Office.","Competencies; job skills; tourism and hospitality graduates; tracer study; vocational education and training","","","","","","NHI Bandung Tourism Polytechnic","Authors would like to thank the quality assurance centre, NHI Bandung Tourism Polytechnic who involved in this research.","Akomaning E., Voogt J. M., Pieters J. M., Internship in vocational education and training: stakeholders’ perceptions of its organisation, Journal of Vocational Education & Training, 63, 4, pp. 575-592, (2011); Albina A. C., Sumagaysay L. P., Employability tracer study of Information Technology Education graduates from a state university in the Philippines, Social Sciences & Humanities Open, 2, 1, (2020); Arutyunyants T., Handbook Online-QTAFI for the administration of online surveys and online questionnaires, (2015); Awang Ngah Z., Edzan N. N., Abdul Rahman S. S., Tracing graduates to ascertain curriculum relevance, Malaysian Journal of Library & Information Science, 9, 1, pp. 27-37, (2004); Banjarnahor A. R., Simanjuntak M., Revida E., Purba S., Purba B., Simarmata J., Harizahayu H., Strategi Bisnis Pariwisata. [Tourism Business Strategy], (2021); Baum T., Skills and training for the hospitality sector: A review of issues, J. of Vocational Edu. & Training, 54, 3, pp. 343-36, (2002); Bharwani S., Jauhari V., An exploratory study of competencies required to co‐create memorable customer experiences in the hospitality industry, International Journal of Contemporary Hospitality Management, 25, 6, pp. 823-843, (2013); Cohen L., Manion L., Morrison K., Research methods in education, (2018); Cuffy V., Tribe J., Airey D., Lifelong learning for tourism, Annals of Tourism research, 39, 3, pp. 1402-1424, (2012); De Castro G. L., Tracer Study of Hotel and Restaurant Management Graduates of One State College in the Philippines from 2014-2016, Asia Pacific Journal of Education, Arts and Sciences, 4, 1, pp. 41-47, (2017); Deaconu A., Dedu E. M., Igret R. S., Radu C., The Use of Information and Communications Technology in Vocational Education and Training—Premise of Sustainability, Sustainability, 10, 5, (2018); Rencana Strategis Direktorat Jenderal Pendidikan Vokasi Tahun 2020-2024, (2020); Disas E. P., Link and match sebagai kebijakan pendidikan kejuruan. [Link and Match as a Vocational Education Policy], Jurnal Penelitian Pendidikan, 18, 2, pp. 231-242, (2018); Duke C. R., Reese R. M., A Case Study in Curriculum Evaluation Using Strategic and Tactical Assessments, Journal of Education for Business, 70, 6, pp. 344-347, (1995); Elsharnouby T. H., Elbanna S., Change or perish: Examining the role of human capital and dynamic marketing capabilities in the hospitality sector, Tourism Management, 82, (2021); Gonzales R. D., Bautista A. S., Gelido R. T., Work Status of Alumni and Their Satisfaction on Selected Indicators in the School of Advanced Studies (SAS), World Journal of Education, 9, 2, pp. 56-64, (2019); Gursoy D., Rahman I., Swanger N., Industry's Expectations from Hospitality Schools: What has changed?, Journal of Hospitality & Tourism Education, 24, 4, pp. 32-42, (2012); Haryana A., Economic and Welfare Impacts of Indonesia's Tourism Sector, The Indonesian Journal of Development Planning, 4, 3, pp. 300-311, (2020); Helmy A., Managing the challenges of VET in Indonesia, Asean Journal of Applied Learning, 1, 1, pp. 7-12, (2021); Heriyadi B., Tracer Study Analysis for the Reconstruction of the Mining Vocational Curriculum in the Era of Industrial Revolution 4.0, Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12, 3, pp. 3013-3019, (2021); Kardoyo K., Nurkhin A., Analisis kepuasan pelayanan perguruan tinggi (kasus pada Prodi Magister Pendidikan Ekonomi Unnes). [Analysis towards universities' services satisfaction (case in the Unnes Economic Education Masters Study Program)], Jurnal Cakrawala Pendidikan, 35, 2, pp. 164-175, (2016); Krisnawati N., La Are R., Mbouw E., Common Asean Tourism Curriculum (CATC)–A Perspective from Academia and Industry, Journal of Tourism and Hospitality Management, 8, 1, pp. 110-119, (2020); Landrum R. E., Hettich P. I., Wilner A., Alumni Perceptions of Workforce Readiness, Teaching of Psychology, 37, 2, pp. 97-106, (2010); Madera J. M., Dawson M., Guchait P., Belarmino A. M., Strategic human resources management research in hospitality and tourism, International Journal of Contemporary Hospitality Management, 29, 1, pp. 48-67, (2017); Marais M., Plessis E. D., Saayman M., Critical success factors of a business tourism destination: supply side analysis, Acta Commercii, 17, 1, pp. 1-12, (2017); Kepmendikbud RI No.754/P/2020 Indikator kinerja utama perguruan tinggi negeri dan lembaga layanan pendidikan tinggi di lingkungan Kementrian Pendidikan dan Kebudayaan tahun 2020, (2020); Nayak M. S. D. P., Narayan K. A., Strengths and weaknesses of online surveys, Technology, 6, 7, pp. 31-38, (2019); Nurdin I., Hartati S., Metodologi penelitian sosial. [Social research methods], (2019); Oktadiana H., Chon K., Vocational Versus Academic Debate on Undergraduate Education in Hospitality and Tourism: The Case of Indonesia, Journal of Hospitality & Tourism Education, 29, 1, pp. 13-24, (2017); Oktadiana H., Chon K., Differentiating academic and vocational hospitality and tourism education: The Milieu of Indonesia, Tourism Education and Asia. Perspectives on Asian Tourism, pp. 15-33, (2019); Mutu Pusat Penjaminan, Tracer Study Sekolah Tinggi Pariwisata Bandung Cohort 2017, (2018); Mutu Pusat Penjaminan, Tracer Study Sekolah Tinggi Pariwisata Bandung Cohort 2018, (2019); Mutu Pusat Penjaminan, Tracer Study Sekolah Tinggi Pariwisata Bandung Cohort 2019, (2020); Raybould M., Wilkins H., Overqualified and under experienced, International Journal of Contemporary Hospitality Management, 17, 3, pp. 203-216, (2005); Riggs M. W., Hughey A. W., Competing Values in the Culinary Arts and Hospitality Industry: Leadership Roles and Managerial Competencies, Industry and Higher Education, 25, 2, pp. 109-118, (2011); Schomburg H., Handbook for tracer studies, (2003); Schomburg H., Carrying out tracer studies: guide to anticipating and matching skills and jobs, 6, (2016); Sigala M., Baum T., Trends and Issues in Tourism and Hospitality Higher Education: Visioning the Future, Tourism and Hospitality Research, 4, 4, pp. 367-376, (2003); Simatupang E., Yuhertiana I., Merdeka Belajar Kampus Merdeka terhadap Perubahan Paradigma Pembelajaran pada Pendidikan Tinggi: Sebuah Tinjauan Literatur. [Merdeka Learning Merdeka Campus on Changes in Learning Paradigm in Higher Education: A Literature Review], Jurnal Bisnis, Manajemen, dan Ekonomi, 2, 2, pp. 30-38, (2021); Sisson L. G., Adams A. R., Essential Hospitality Management Competencies: The Importance of Soft Skills, Journal of Hospitality & Tourism Education, 25, 3, pp. 131-145, (2013); Verawardina U., Jalinus N., Asnur L., Kurikulum pendidikan vokasi pada era revolusi industri 4.0. [Vocational education curriculum in the era of the industrial revolution 4.0.], Jurnal Pendidikan, 20, 1, pp. 82-90, (2019); Wang J., Ayres H., Huyton J., Is Tourism Education Meeting the Needs of the Tourism Industry? An Australian case study, Journal of Hospitality & Tourism Education, 22, 1, pp. 8-14, (2010); Wang Y.-F., Tsai C.-T., Employability of hospitality graduates: Student and industry perspectives, Journal of Hospitality & Tourism Education, 26, 3, pp. 125-135, (2014); Wong S., Cooper P., Reliability and validity of the explanatory sequential design of mixed methods adopted to explore the influences on online learning in Hong Kong bilingual cyber higher education, International Journal of Cyber Society and Education, 9, 2, pp. 45-64, (2016); Yiu M., Law R., A Review of Hospitality Internship: Different Perspectives of Students, Employers, and Educators, Journal of Teaching in Travel & Tourism, 12, 4, pp. 377-402, (2012); Zehrer A., Mossenlechner C., Key Competencies of Tourism Graduates: The Employers' Point of View, Journal of Teaching in Travel & Tourism, 9, 3-4, pp. 266-287, (2009)","F.K.K. Putra; NHI Bandung Tourism Polytechnic, Bandung, Dr Setiabudhi 186, West Java, Indonesia; email: fap@stp-bandung.ac.id","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85144930313"
"Buarki H.J.; Alomar M.; Abdulhadi M.","Buarki, Hanadi Jumah (54405562000); Alomar, Mashael (57288412500); Abdulhadi, Munirah (56289558600)","54405562000; 57288412500; 56289558600","Sustainable relevancy in the changing library job market in Kuwait","2022","Global Knowledge, Memory and Communication","71","8-9","","800","836","36","0","10.1108/GKMC-03-2021-0037","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116662707&doi=10.1108%2fGKMC-03-2021-0037&partnerID=40&md5=a16b6620ad214c8ff8c28d73a584f87a","Department of Library and Information Science, Public Authority for Applied Education and Training, Al-Ardiya, Kuwait","Buarki H.J., Department of Library and Information Science, Public Authority for Applied Education and Training, Al-Ardiya, Kuwait; Alomar M., Department of Library and Information Science, Public Authority for Applied Education and Training, Al-Ardiya, Kuwait; Abdulhadi M., Department of Library and Information Science, Public Authority for Applied Education and Training, Al-Ardiya, Kuwait","Purpose: The Library and Information Science (LIS) discipline face challenges such as technology applications and information overload in its effort to remain relevant in the challenging job market. This study aims to determine the skills and knowledge needed for LIS professionals in the job market to rethink the current syllabus and offer better future employability. Design/methodology/approach: The research used a survey method to collect data concerning personal information, LIS employment opportunities, job titles and skills needed. Content analysis followed to determine librarianship job listings and the need for LIS graduate jobs in Kuwait. Findings: The findings suggested difficulties and challenges; they also compiled a comprehensive list of skills needed and recommended courses and institutions hiring LIS graduates. The research improves decision-making in syllabus development and experiences recommended by employers. Practical implications: Academic departments can follow this research to develop and update their syllabuses according to the requirements of the job market, thus offering better future job opportunities. Social implications: As LIS graduates are provided with better education, the updating of their employability skills will help them socially by recognising their employment status and economically by raising their pay. Originality/value: The research is the first in Kuwait to collect LIS job titles and analyse employability needs. © 2021, Emerald Publishing Limited.","Content analysis; Graduate employment; Information and communication technologies; Job market; Job title; Kuwait; Library and information science; Syllabus development","","","","","","Public Authority for Applied Education and Training, PAAET","Funding: This research was partially funded by the Public Authority for Applied Education and Training. ","Raising the Bar: Employers’ Views on College Learning in the Wake of Economic Downturn, (2010); Antunez M.Y., Perspectives in hiring academic librarians with frequent job changes, Journal of Library Administration, 58, 3, pp. 205-229, (2018); Ashiq M., Rehman S.U., Batool S.H., Academic library leaders' challenges, difficulties and skills: an analysis of common experiences, Libri, 68, 4, pp. 301-313, (2018); Awan W.A., Ameen K., What do the business employers want? A sequential mixed methods exploration of information professionals' competencies, Global Knowledge, Memory and Communication, 69, 8-9, (2020); Beile P.M., Adams M.M., Other duties as assigned: emerging trends in the academic library job market, College and Research Libraries, 61, 4, pp. 336-347, (2000); Bettinger P., Merry K., Follow-up study of the importance of mapping technology knowledge and skills for entry-level forestry job positions, as deduced from recent job adverts, Mathematical and Computational Forestry and Natural-Resource Sciences (MCFNS), 10, 1, pp. 15-23, (2018); Bradshaw A.K., Strengthening the pipeline talent management for libraries: a human resources perspective, Where are all the Librarians of Color? The experiences of people of color in academia, (2015); Buarki H., Al-Omar M., Library and information science as a career in Kuwait, Journal of Librarianship and Information Science, 52, 3, pp. 764-780, (2019); Buarki H., Hepworth M., Murray I., LIS students' ICT skills in Kuwait: perspectives of employers, teaching staff and students, US-China Education Review, 8, 6, pp. 89-97, (2011); Cheng J., Hoffman P.S., Librarians and administrators on academic library impact research: characteristics and perspectives, College and Research Libraries, 81, 3, (2020); Conover W.J., Iman R.L., Rank transformations as a bridge between parametric and non-parametric statistics, The American Statisticia, 35, 3, pp. 124-129, (1981); Dempsey L., Malpas C., Academic library futures in a diversified university system, Higher Education in the Era of the Fourth Industrial Revolution, pp. 65-89, (2018); Denda K., Hunter J., Building 21st century skills and creating communities: a team-based engagement framework for student employment in academic libraries, Journal of Library Administration, 56, 3, pp. 251-265, (2016); Eckard M., Rosener A., Scripps-Hoekstra L., Factors that increase the probability of a successful academic library job search, The Journal of Academic Librarianship, 40, 2, pp. 107-115, (2014); Goodsett M., Koziura A., Are library science programs preparing new librarians? Creating a sustainable and vibrant librarian community, Journal of Library Administration, 56, 6, pp. 697-721, (2016); Museums, libraries and 21st century skills, (2009); Kaba A., Online library job advertisement in United Arab Emirates: a content analysis of online sources, Library Management, 38, 2-3, pp. 131-141, (2017); Lynch B.P., Smith K.R., The changing nature of work in academic libraries, College and Research Libraries, 62, 5, pp. 407-420, (2001); McClelland T., What exactly do you do here? Marketing-related jobs in public and academic libraries, Journal of Library Administration, 54, 5, pp. 347-367, (2014); Jobs Available for Appointment for Years 2016-2026 (Alwathaef Almoqtaraha Liltaieen Lilaawam 2016-2026), (2016); Mustafa G., Ansari M.N., Job openings for library professionals in Pakistan: a content analysis, Library Philosophy and Practice, July, 1, (2012); Paradis E., O'Brien B., Nimmon L., Bandiera G., Martimianakis M.A., Design: selection of data collection methods, Journal of Graduate Medical Education, 8, 2, pp. 263-264, (2016); Schwartz M., How to become a 21st century librarian, Library Journal, (2013); Tait E., Martzoukou K., Reid P., Libraries for the future: the role of IT utilities in the transformation of academic libraries, Palgrave Communications, 2, 1, pp. 1-9, (2016); Tella A., Repackaging LIS professionals and libraries for the fourth industrial revolution, Library Hi Tech News, 37, 8, pp. 1-6, (2020); Tella A., Titus F., Segun S., ICT knowledge and skills needed for recruitment of academic librarians of the digital age, (2018); Triumph T.F., Beile P.M., The trending academic library job market: an analysis of library position announcements from 2011 with comparisons to 1996 and 1988, College and Research Libraries, 76, 6, pp. 716-730, (2015); Ur Rehman S., Developing new competencies among LIS professionals: challenges for educators, Pakistan Journal of Information Management and Libraries (PJIM&L), 9, 1, pp. 67-81, (2016); Encyclopaedia of Research Design, 1, (2010)","H.J. Buarki; Department of Library and Information Science, Public Authority for Applied Education and Training, Al-Ardiya, Kuwait; email: hj.buarki@paaet.edu.kw","","Emerald Publishing","","","","","","25149342","","","","English","Glob. Knowl.,  Mem. Commun.","Article","Final","","Scopus","2-s2.0-85116662707"
"Alao A.; Brink R.","Alao, Abiodun (58712051200); Brink, Roelien (44660917000)","58712051200; 44660917000","Strategies for Using ICT Skills in Educational Systems for Sustainable Youth Employability in South Africa","2022","Sustainability (Switzerland)","14","24","16513","","","","2","10.3390/su142416513","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144933941&doi=10.3390%2fsu142416513&partnerID=40&md5=1d737becf859425b4934b656af121c74","Applied Information Systems Department, School of Consumer Intelligence, and Information Systems, College of Business and Economics, University of Johannesburg, Johannesburg, 2028, South Africa","Alao A., Applied Information Systems Department, School of Consumer Intelligence, and Information Systems, College of Business and Economics, University of Johannesburg, Johannesburg, 2028, South Africa; Brink R., Applied Information Systems Department, School of Consumer Intelligence, and Information Systems, College of Business and Economics, University of Johannesburg, Johannesburg, 2028, South Africa","Information and Communication Technology (ICT) can play a significant role in the socioeconomic development of many countries. Digitisation in South Africa has increased, and ICT skills are pivotal in the sustainability of youth employability in the labour market. Hence, ICT skills, soft, hard, and technical skills are required in government, private organisations, and businesses. This study aims to investigate possible ways educational systems can adopt ICT skills to improve youth employability in South Africa. This study examines the factors that affect youth employability such as lack of ICT skills, access, income, affordability, infrastructure, poverty gap, inequality, lack of education, lack of access to information, and high demand for IT skills expectations in organisations as among the challenges that hinder youth employability in the South African economy. We propose that educational institutions should incorporate practical pedagogy to prepare qualified youths for the labour market. This study focuses on using ICTs for the sustainable development of youth employability in South Africa. The Sustainable Livelihood Theory was used as the study framework while the quantitative method was used for the data collection process. The researchers used close-ended and open-ended questions to draft a questionnaire to gather data from 49 respondents. We triangulated the received data from youths living in the East Rand of Johannesburg. Results derived from the study show the significance of ICT skills in educational systems on youth employability. The practical implication of the study recommends that policymakers implement ICT skill strategies to support educational institutions to prepare youths for the labour market. © 2022 by the authors.","educational systems; ICT devices; ICT skills; labour market; youth employability","Gauteng; Johannesburg; South Africa; educational development; employment; information and communication technology; labor market; sustainable development","","","","","National Research Foundation, NRF, (138451)","This research was funded by National Research Foundation (NRF) South Africa grant number “138451” and “The APC was funded by the College of Business and Economics”.","Jaap B., Van Doorn M., Duivestein S., Excoffier D., Maas R., Van Ommeren E., The fourth industrial revolution, Things Tighten, 8, pp. 11-15, (2014); Calitz A.P., Margaret J.H.G., Cullen D.M., South African industry ICT graduate skills requirements, South. Afr. Comput. Lect. Assoc. (SACLA), 1, pp. 25-26, (2014); Zamanzima M.-M., Kraemer-Mbula E., Leap 4.0. African Perspectives on the Fourth Industrial Revolution: African Perspectives on the Fourth Industrial Revolution, (2021); Vyas-Doorgapersad S., The use of digitalization (ICTs) in achieving sustainable development goals, Glob. J. Emerg. Mark. Econ, 14, pp. 265-278, (2022); Xiao L., Seevers R., Lin H., Employability skills for MICE management in the context of ICTs, PLoS ONE, 17, (2022); Quarterly Labour Force Survey, Quarter 1. QLFS Q1:2019, (2019); (2022); Quarterly Labour Force Survey (QLFS)Q2:2021; The Vulnerability of Youth in the South African labour Market, (2020); Statistical Release P0211: Mid-Year Population Estimates 2019, (2019); Thapa D., Karki Y., Exploring the Link Between Digitalization and Sustainable Development: Research Agendas, Conference on e-Business, e-Services and e-Society, pp. 330-341, (2021); Hamilton M., Carbone A., Gonsalvez C., Jollands M., Breakfast with ICT Employers: What do they want to see in our graduates?, Proceedings of the 17th Australasian Computing Education Conference 2015 (ACE 2015), 27; Twinomurinzi H., Msweli N., Digital Natives Still Need Intentional Digital Skills in the 41R: Comparing the General and ICT Self-Efficacy of South African Youth, Development, 12, pp. 15-20, (2019); Krish C., The Future of Work in South Africa: The Road to 2030, (2018); Alao A., Brink R., Impact of ICTs for Sustainable Development of Youth Employability, Promoting Inclusive Growth in the Fourth Industrial Revolution, pp. 148-180, (2020); Tzafilkou K., Maria P., Economides A.A., Development and validation of students’ digital competence scale (SDiCoS), Int. J. Educ. Technol. High. Educ, 19, (2022); Ohei K.N., Roelien B., Alao A., Information and Communication Technology (ICT) graduates and challenges of employability: A conceptual framework for enhancing employment opportunities in South Africa, Gend. Behav, 17, pp. 13500-13521, (2019); Kirlidog M., van der Vyver C., Zeeman M., Coetzee W., Unfulfilled need: The reason or insufficient ICT skills in South Africa, Inf. Dev, 34, pp. 5-19, (2018); Information, Communication Technologies, & infoDev (Program), Information and Communications for Development 2012: Maximizing Mobile, (2012); Vinichenko M.V., Makushkin S.A., Melnichuk A.V., Frolova E.V., Kurbakova S.N., Student employment during college studies and after career start, Int. Rev. Manag. Mark, 6, pp. 23-29, (2016); Yu K., Waiting for a Hero: Dramatism Analysis of South Africa’s ICT Development, South Afr. Rev. Sociol, 52, pp. 92-111, (2022); Patacsil F.F., Tablatin C.L., Exploring the importance of soft and hard skills perceived by IT internship students and industry: A gap analysis, J. Technol. Sci. Educ, 7, pp. 347-368, (2017); Radermacher A., Walia G., Knudson D., Investigating the skill gap between graduating students and industry expectations, Proceedings of the 36th International Conference on Software Engineering, pp. 291-300; Anita C., Youth unemployment in South Africa—A theological reflection through the lens of human dignity, Mission. South. Afr. J. Mission. Stud, 43, pp. 513-525, (2015); Alao A., How Telecentres Contribute to Women Empowerment in Rural Communities: Case of Western Cape, South Africa, Ph.D. Thesis, (2019); Gillwald A., Mothobi O., Rademan B., The State of ICT in South Africa, (2018); Mavunda P.T., An Analysis of the Effectiveness of Graduate Training Programmes on Youth Unemployment in South Africa, Ph.D. Thesis, (2022); De Lannoy A., Graham L., Patel L., Leibbrandt M., What Drives Youth Unemployment and What Interventions Help, (2018); Nuria G., Bustamante S., ICT for Youth Employability: Evaluation Report, (2019); Lotriet H., Matthee M.C., Alexander P.M., Challenges in ascertaining ICT skills requirement in South Africa, South Afr. Comput. J, 46, pp. 38-48, (2010); 4 Initiatives Providing ICT Skills Training to SA Youth, 2019. Retrieved from ngopulse.org; Alao A., Roelien B., Ohei K., Use of ICTs for women psychological empowerment in South Africa: Telecentres and empowerment of women, Perspectives on ICT4D and Socio-Economic Growth Opportunities in Developing Countries, pp. 62-98, (2021); Kelley K., Clark B., Brown V., Sitzia J., Good practice in the conduct and reporting of survey research, Int. J. Qual. Health Care, 15, pp. 261-266, (2003); Sincero S.M., Methods of Survey Sampling, 2020. Retrieved from Explorable.com, (2020); Murray J., How to Use LinkedIn to Get a Job in 2020; Coopersmith J., Why Do People Still Use Fax Machines (2019)?; Gupta S., Jain M., Nagpal A., An Empirical Investigation on the Associated Linkage between Human Development and ICT: A South Asian Perspective, (2019); Statistics on Post-School Education and Training in South Africa: 2017. Published by Department of Higher Education and Training, (2019); Adu E.O., Galloway G., Information and Communication Technologies (ICT) and teacher education preparation in South Africa: Implications for 21st century classroom-based practice, J. Commun, 6, pp. 242-247, (2015)","A. Alao; Applied Information Systems Department, School of Consumer Intelligence, and Information Systems, College of Business and Economics, University of Johannesburg, Johannesburg, 2028, South Africa; email: alaoa@uj.ac.za","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85144933941"
"Shiyuan Y.; Jinxiu Y.; Jingfei X.; Yuling Z.; Longhua Y.; Houjian L.; Wei L.; Hao C.; Guorong H.; Juan C.","Shiyuan, Yang (58040432400); Jinxiu, Yang (58040432500); Jingfei, Xu (58040725500); Yuling, Zhao (58040432600); Longhua, Yue (58040532300); Houjian, Li (57196035227); Wei, Li (58040432700); Hao, Cheng (58041111900); Guorong, He (58040820800); Juan, Chen (58040628200)","58040432400; 58040432500; 58040725500; 58040432600; 58040532300; 57196035227; 58040432700; 58041111900; 58040820800; 58040628200","Impact of human capital and social capital on employability of Chinese college students under COVID-19 epidemic—Joint moderating effects of perception reduction of employment opportunities and future career clarity","2022","Frontiers in Psychology","13","","1046952","","","","2","10.3389/fpsyg.2022.1046952","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145465799&doi=10.3389%2ffpsyg.2022.1046952&partnerID=40&md5=40565cf9c14eb8bea52b525b48b34d1d","School of Humanities, Sichuan Agricultural University, Ya’an, China","Shiyuan Y., School of Humanities, Sichuan Agricultural University, Ya’an, China; Jinxiu Y., School of Humanities, Sichuan Agricultural University, Ya’an, China; Jingfei X., School of Humanities, Sichuan Agricultural University, Ya’an, China; Yuling Z., School of Humanities, Sichuan Agricultural University, Ya’an, China; Longhua Y., School of Humanities, Sichuan Agricultural University, Ya’an, China; Houjian L., School of Humanities, Sichuan Agricultural University, Ya’an, China; Wei L., School of Humanities, Sichuan Agricultural University, Ya’an, China; Hao C., School of Humanities, Sichuan Agricultural University, Ya’an, China; Guorong H., School of Humanities, Sichuan Agricultural University, Ya’an, China; Juan C., School of Humanities, Sichuan Agricultural University, Ya’an, China","This research constructed a relationship model between human capital, social capital, and the employability of college students. With two moderating variables introduced, the perception reduction of employment opportunities under the COVID-19 epidemic and future career clarity, this research studied the direct impact of human capital and social capital on the employability of college students and boundary conditions. Research data from 810 employed Chinese college graduates shows that both human capital and social capital have a positive and significant impact on the employability; the perception reduction of employment opportunities under the COVID-19 epidemic negatively regulates the relationship between human capital and the employability of college students; the future career clarity positively regulates the relationship between human capital and the employability of college students; the perception reduction of employment opportunities under COVID-19 epidemic and the future career clarity jointly regulate the relationship between human capital, social capital and the employability of college students. These conclusions enrich the relevant theoretical and practical research on the employability of college students under the COVID-19 epidemic. Copyright © 2022 Shiyuan, Jinxiu, Jingfei, Yuling, Longhua, Houjian, Wei, Hao, Guorong and Juan.","COVID-19 epidemic; employability; future career clarity; human capital; perception reduction of employment opportunities; social capital","","","","","","China Academic Degree and Graduate Education Society, (2021-NLZX-YB94); Sichuan Agricultural University Social Science Association, (2020PTZD02); Sichuan County Economic Development Research Center, (XY2021022); Sichuan Revolutionary Old Area Development Research Center, (SLQ2021SB-05); Ministry of Education of the People's Republic of China, MOE, (22XJC630008); Education Department of Sichuan Province, (CJSFZ21-09); Sichuan University, SCU, (CSZ21004)","This research was supported by Humanities and Social Sciences Research of the Ministry of Education (22XJC630008); China Academic Degree and Graduate Education Society (2021-NLZX-YB94); Sichuan Provincial Department of Education (CJSFZ21-09); Sichuan University Students’ Ideological and Political Research Center (CSZ21004); Sichuan Agricultural University Social Science Association (2020PTZD02); Sichuan County Economic Development Research Center (XY2021022); Sichuan Revolutionary Old Area Development Research Center (SLQ2021SB-05). ","Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work Stress, 21, pp. 279-292, (2007); Bourdieu P., Le capital social: Notes provisoires, Actes de la recherche en sciences sociales, 32, pp. 3-14, (1980); Chen J., The impact of the COVID-19 epidemic on employment is more serious than expected, (2021); Chen C., Tan R., On social capital and the employment of graduates, J. High. Educ, 25, (2004); Cheng W., Empirical research on college Students' employability and its improvement——based on effective sample analysis of 64 colleges and universities in China, Higher Education Exploration, pp. 98-105, (2017); Coleman J.S., Social Capital in the Creation of human capital, Am. J. Sociol, 94, pp. S95-S120, (1988); Dawson J.F., Moderation in management research: what, why, when, and how, J. Bus. Psychol, 29, pp. 1-19, (2014); Folkman S., Dynamics of a stressful encounter: cognitive appraisal, coping, and encounter outcomes, J. Pers. Soc. 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Sci, pp. 100-105, (2016); Wang F., The structural optimization of college Students' employability based on the coupling of supply and demand and its empirical study, (2018); Wang T., The influence mechanism of the Graduates' high quality employment: from the perspective of human capital and social capital, Higher Educ. Expl, pp. 108-114, (2020); Wang A., Cheng L., The influence of college Students' proactive personality on their career choice anxiety: chain mediating role of career decision-making self-efficacy and job search clarity, Heilongjiang Research. High. Educ, 40, pp. 132-137, (2022); Wang X., Sun B., The present situation and Progress study of foreign college Students' employability during last three decades, Educ. Econ, (2018); Xin F., Research on human capital, social capital and college Students' employment: review and Prospect, Chongqing Higher Educ. Res, 7, pp. 102-111, (2019); Xu X., Dual mechanisms in the process of college Students' employment: human capital and social capital, Youth Studies, pp. 9-14, (2002); Yang X., On the structure of college Students' employability in my country and its influence on employment outcomes, Continuing Educ. Res, pp. 95-97, (2017); Yang S., Yue L., Gao R., Analysis on employment pressure and influence factors of college students, China University Students Career Guide, pp. 55-64, (2022); Ye B., Zheng Q., Dong S., Fang X., Liu L., The effect of calling on employability of college students: the mediating role of job searching clarity and job searching self-efficacy, Psychol. Dev. Educ, 33, pp. 37-44, (2017); Yue C., Wen D., Ding X., Job search and starting salary: an empirical analysis of the employment competitiveness of college graduates, Manage. World, pp. 53-61, (2004); Zeng X., Labor Economics, (2019); Zhang L., Research on Dual Mechanism of Human Capital and Social Capital under Students' Job Hunting--taking Three Northwestern Universities in China as Example, (2007); Zhang L., Nie T., Social Workers' social service experience, occupational efficacy and employability, Nankai Journal (Philosophy, Literature and Social Science Edition), 2015, pp. 106-113, (2015); Zhong Y., Wang J., Nagative impact of epidemic situation on employment of college graduates and countermeasures, China University Students Career Guide, pp. 40-44, (2020); Zhou R., Contemporary college Students' employment mentality: the new Normal and its countermeasures from the perspective of social ecology, Contemp. Youth Res, pp. 94-101, (2022)","Y. Longhua; School of Humanities, Sichuan Agricultural University, Ya’an, China; email: 12452828@qq.com","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85145465799"
"Peng J.; Deng C.","Peng, Jiao (58017445400); Deng, Chao (58018546100)","58017445400; 58018546100","Research on the relationship between college students' employability and IT skills training based on mixed research methods","2022","Frontiers in Psychology","13","","1054134","","","","0","10.3389/fpsyg.2022.1054134","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144295661&doi=10.3389%2ffpsyg.2022.1054134&partnerID=40&md5=79fdbbb2f66102aa52d80b02cb78345d","Data Science and Big Data Technology, Guangdong University of Science and Technology, Dongguan, China; Information Management and Information System, Guangdong University of Science and Technology, Dongguan, China","Peng J., Data Science and Big Data Technology, Guangdong University of Science and Technology, Dongguan, China; Deng C., Information Management and Information System, Guangdong University of Science and Technology, Dongguan, China","In the Internet era, there is a mismatch between the skill demands of the IT industry in China and the employment prospects of computer science graduates. The COVID-19 pandemic has particularly highlighted co-existing challenges for industry recruitment and student employment. Many education institutions see IT skills training as a way to solve this conflict. The present paper employs a mixed methods approach to explore factors regarding computer science students' employability. The study used a questionnaire informed by an indepth literature review, full scale development theory and the theory of competency-based education. Reliability analysis and factor analysis methods were used to assess component reliability and structural validity. A total of 323 valid questionnaires were collected and subjected to mean and variance analyses to explore significant differences, including in terms of gender, in student employability. The results show that: (1) employability is divided into nine factors; (2) IT skills training can improve employability; (3) the employability level of computer science students who participate in IT skills training is high; (4) there are significant gender differences in professional ethics, scientific spirit and job-seeking skills, but no significant gender differences in humanistic qualities, computer cognition and operation skills, software design and development skills, system use and innovation skills, sustainable development capacity and teamwork skills. The identification of student employability factors can help education institutions to improve their training and can be used as a standard for students' self-evaluation and selfimprovement. The paper also provides suggestions for education institutions about how to set up IT skills training programmes to enhance students' future employment prospects in the IT industry. Copyright © 2022 Peng and Deng.","employability; factor analysis; IT skills training; reliability analysis; t-test","","","","","","Guangdong University of Science and Technology, GUST, (GKY-2019KYYB-33, GKY-2020CQPT-2, GKY-2020KYZDK-11)","This work was supported by Guangdong University of Science and Technology, Intelligent Computing Innovation and Application Research Platform, GKY-2020CQPT-2 and Research Project of Guangdong University of Science and Technology: Analysis and Research of College Students' Online Learning Behavior in the Environment of Big Data, GKY-2020KYZDK-11 and Product Recommendation Algorithm Optimization based on Spark Technology, GKY-2019KYYB-33. ","Cai K.S., Factors influencing college students' employability and its improvement, Sci. Educ. Liter. 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Coll, 9, pp. 56-63, (2021); Zhou S.Q., The role of vocational skills training in promoting the employability of local college students, Old District Constr, 22, pp. 93-96, (2018); Zhou X.L., Liao Z.P., On the cultivation of scientific spirit in college computer experiment teaching, Lab. Res. Explor, 8, pp. 97-100, (2012); Zong Y.Y., Developing the Humanistic Skills of Contemporary College Students, (2016); Zou D.D., Liang L.B., Zhao J., Wang C., Tao S.Y., Liu W., Et al., Analysis of gender differences in interpersonal relationship status of college students, Health Vocat. Educ, 11, pp. 144-146, (2021)","C. Deng; Information Management and Information System, Guangdong University of Science and Technology, Dongguan, China; email: dengchao@gdust.edu.cn","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85144295661"
"Kaļķe B.; Baranova S.; Āboltiņa L.","Kaļķe, Baiba (57195516411); Baranova, Sanita (57291118600); Āboltiņa, Līga (57954968500)","57195516411; 57291118600; 57954968500","Self-Assessment of the Professional Competence of Preschool Teaching Student; [Būsimų ikimokyklinio ugdymo pedagogų profesinės kompetencijos įsivertinimas]","2022","Acta Paedagogica Vilnensia","48","","","116","128","12","0","10.15388/ActPaed.2022.48.7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141435415&doi=10.15388%2fActPaed.2022.48.7&partnerID=40&md5=568657f11ebad0322cf9f4f88f3f520b","University of Latvia, Latvia","Kaļķe B., University of Latvia, Latvia; Baranova S., University of Latvia, Latvia; Āboltiņa L., University of Latvia, Latvia","One of the objectives of the European Higher Education Area is to promote the development of compe-tences, with an emphasis on those competences that people need to maintain their current quality of life and high level of employability in the face of a changing society and labor market. This study analyzed the self-assessment of student preschool teachers’ professional competence, using a tool (survey) for assessing teachers’ professional competence. A structure of preschool teachers’ professional competence was analyzed. The results indicate that the developed survey can be used as a tool for the self-assessment of teachers’ professional competence. The most highly evaluated sub-competences were general tasks of ensuring professional activity; implementation of learning process; and improvement of professional competence. The data analysis revealed that the question “Is the work related to the field of study?” with the statements included in the survey sections “Implementation of the learning process” and “Improvement of professional competence” is an important indicator in the self-assessment of professional competence among student preschool teachers for the material situation. © Baiba Kaļķe, Sanita Baranova, Līga Āboltiņa, 2022. Published by Vilnius University Press.","competence assess-ment; competence self-assessment; preschool teachers’ professional competence; teachers’ professional competence","","","","","","","","Akoglu H., User’s guide to correlation coefficients, Turkish Journal of Emergency Medicine, 18, 3, pp. 91-93, (2018); Bennett B., Curriculum issues in national policy-making, European Early Childhood Education Research Journal, 13, 2, pp. 5-23, (2005); Bykov V., Osnovy standartyzatsii informatsiino-komunikatsiinykh competentnostei v systemi osvity Ukrainy [Basics of Standardization of Information and Communication Competences in the Education System of Ukraine], (2010); Czepil M., Professional Competence of Preschool Teachers in the Works of Ukrainian Scholars, Annales Universitatis Mariae Curie-Skłodowska. Sectio J, Paedagogia-Psychologia, 34, 1, pp. 25-34, (2021); Competency framework for teachers, (2004); Early D. M., Maxwell K. L., Skinner D., Kraus S., Hume K., Pan Y., Georgia’s Pre-K professional development evaluation: Final report, (2014); Epstein R. M., Hundert E. M., Defining and assessing professional competence, JAMA, 287, pp. 226-235, (2002); Pamatdati par bērnu agrīno izglītību un aprūpi Eiropā, 2019, (2019); Hachfeld A., Hahn A., Schroeder S., Anders Y., Kunter M., Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers’ professional competence for teaching in diverse classrooms, Teaching and Teacher Education, 48, 2015, pp. 44-55, (2015); Hamre B. K., Downer J. T., Jamil F. M., Pianta R. C., Enhancing teachers’ intentional use of effective interactions with children: Designing and testing professional development interventions, Handbook of early childhood education, pp. 507-532, (2012); Ilanlou M., Zand M., Competencies of Teachers and the qualitative evaluation, Procedia-Social and Behavioral Sciences, 29, pp. 1143-1150, (2011); Klieme E., Hartig J., Rauch D., The concept of competence in educational contexts, Assessment of competencies in educational contexts, pp. 3-22, (2008); Kunter M., Klusmann U., Baumert J., Richter D., Voss T., Hachfeld A., Professional competence of teachers: Effects on instructional quality and student development, Journal of Educational Psycho-logy, 105, pp. 805-820, (2013); Latkovska E., Topošo skolotāju pedagoģiskās darbības pašizvērtēšana [Self-assessment of student teachers’ pedagogical activity], (2015); Lillvist A., Sandberg A., Sheridan S., Williams P., Preschool teacher competence viewed from the perspective of students in early childhood teacher education, Journal of Education for Teaching: International research and pedagogy, 40, 1, pp. 3-19, (2014); Kolektīva monogrāfija [Collective monograph], (2018); Mashburn A. 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C., Teacher and classroom characterist-ics associated with teachers’ ratings of prekindergartners’ relationships and behaviors, Journal of Psy-choeducational Assessment, 24, pp. 367-380, (2006); McNally S., Slutsky R., Teacher–child relationships make all the difference: constructing quality interactions in early childhood settings, Early Child Development and Care, 5, (2018); Reference framework for professional competencies for teachers, (2021); Nasiopoulou P., Williams P., Lantz-Andersson A., Preschool teachers’ work with curriculum content areas in relation to their professional competence and group size in preschool: A mixed-methods ana-lysis, Scandinavian Journal of Educational Research, (2021); Pirmskolas mācību programma [Preschool curriculum], (2019); Latvijas Vēstnesis, 213/215, 30.06.1999, (1999); Siraj I., Kingston D., Neilsen-Hewett C., The role of professional development in improving quality and supporting child outcomes in early education and care, Asia-Pacific Journal of Research, 13, 2, pp. 49-68, (2019); Skolotāja profesijas standarts [Teacher Professional Standards], (2020); Steinberga A., Kazaka D., Structure and content of teacher competencies [in Latvian], SO-CIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, II, pp. 487-494, (2018); Sylva K., Melhuish E., Sammons P., Siraj-Blatchford I., Taggart B., Early childhood matters: Evidence from the effective Pre-school and primary education project, (2010); Urban M., Vandenbroek M., Lazzari A., Peeters J., Van Laere K., Competence requirements in early childhood education and care (CoRe), (2011); Wilkins J. L. M., The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices, Journal of Mathematics Teacher Education, 2, 11, pp. 139-164, (2008); Wimmers P. 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"Eppler-Hattab R.","Eppler-Hattab, Raphael (57215335446)","57215335446","From lifelong learning to later life self-employment: a conceptual framework and an Israeli enterprise perspective","2022","Journal of Enterprising Communities","16","6","","948","966","18","4","10.1108/JEC-01-2021-0014","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109285639&doi=10.1108%2fJEC-01-2021-0014&partnerID=40&md5=6b6ce9c7c83fee21d66b38c2e8bd4f0e","Department of Gerontology, University of Haifa, Haifa, Israel","Eppler-Hattab R., Department of Gerontology, University of Haifa, Haifa, Israel","Purpose: The purpose of this paper is to highlight important aspects of adopting a lifelong learning mindset as a way to improve entrepreneurial employability and self-employment capabilities among older workers, and to examine their practicality in enterprise services. Design/methodology/approach: This paper takes a two-method research approach that synthesizes an original conceptual framework based on current gerontological and work psychology literature with qualitative organizational case study in the Israeli labor market. Findings: The process of lifelong learning and accumulation of employability underpins a fulfilling career in self-employment later in life, through continuous self-acquisition of necessary knowledge and complementary skills. Adopting a lifelong learning mindset may contribute to older workers developing lifelong employability by self-realizing their meaningful life wisdom alongside becoming lifelong learners, and consequently, by becoming protean career owners capable of acquiring entrepreneurial competencies and skills. Program analysis of social and business enterprises established in Israel to meet the demand for the acquisition of later life skills demonstrates the various ways in which they play a role in supporting this process. Research limitations/implications: The need for future research and practice on the conceptual framework presented in this paper is analyzed and discussed in the Israeli context. Originality/value: This paper contributes to the ongoing discussion on third-age entrepreneurship, by conceptually linking the core concept of lifelong learning to entrepreneurial employability, and demonstrating its application in the Israeli work culture. © 2021, Emerald Publishing Limited.","Entrepreneurial skills; Later life; Older entrepreneurs; Training enterprises","","","","","","Alex Kaplun; JDC Israel","The author would like to thank Professor Jacquelyn B. James, Director of the Sloan Research Network on Aging and Work, for conducting the collaborative framework that led to the writing of this article; Dr Zvi Lanir for his wise advise and inspiration; and to executives of third-age enterprises for sharing their knowledge: Nitzanit Dembitz, Head of Independents Domain, JDC Israel; Tali Bender, Co-CEO, A New Beginning; Efrat David-Sasson, Manager of the Hub for Senior Entrepreneurs; Udi Keshet, Founder, Gray-Haired Club; and Alex Kaplun, Co-founder and CEO, Futuring Up.","Agmon M., Doron I., Ergon-Karlin S., Gerontological activism: an example of an intergenerational academic course within a university–community partnership, Educational Gerontology, 44, 7, pp. 447-458, (2018); Ariely D., Life equilibrium model, (2018); Aspin D.N., Chapman J.D., Lifelong learning: concepts and conceptions, International Journal of Lifelong Education, 19, 1, pp. 2-19, (2000); Axelrad H., Perception versus official data: employers’ knowledge about the aging workforce, Journal of Aging and Social Policy, 33, 2, pp. 1-23, (2020); Bailey C.A., A Guide to Qualitative Field Research, (2018); Beck U., The Brave New World of Work, (2000); Bersin J., Chamorro-Premuzic T., The case for hiring older workers, (2019); Biron D., St-Jean E., A scoping study of entrepreneurship among seniors: overview of the literature and avenues for future research, Handbook of Research on Elderly Entrepreneurship, pp. 17-41, (2019); Bugajska B.E., The ninth stage in the cycle of life – reflections on E, Ageing and Sociaety, 37, 6, pp. 1095-1110, (2017); Bughin J., Hazan E., Lund S., Dahlstrom P., Wiesinger A., Subramaniam A., Skill Shift: Automation and the Future of the Workforce, (2018); Burmeister A., Deller J., Knowledge retention from older and retiring workers: what do we know, and where do we go from here?, Work, Aging and Retirement, 2, 2, pp. 87-104, (2016); Burnett N., The Delors report: a guide towards education for all, European Journal of Education, 43, 2, pp. 181-187, (2008); Caines V., Earl J.K., Bordia P., Self-employment in later life: how future time perspective and social support influence self-employment interest, Frontiers in Psychology, 10, (2019); Cappelli P., Novelli B., Managing the Older Worker: How to Prepare for the New Organizational Order, (2010); Chell E., Review of skill and the entrepreneurial process, International Journal of Entrepreneurial Behavior and Research, 19, 1, pp. 6-31, (2013); Chen M.K.L., Gardiner E., Supporting older workers to work: a systematic review, Personnel Review, 48, 5, pp. 1318-1335, (2019); Creswell J.W., Miller D.L., Determining validity in qualitative inquiry, Theory into Practice, 39, 3, pp. 124-131, (2000); Dagan M., Multi-age employment: a concept guide (in Hebrew), (2018); Dana L.P., Small business in Israel, Journal of Small Business Management, 37, 4, pp. 73-79, (1999); Dede C., Comparing frameworks for 21st century skills, 21st Century Skills, pp. 51-76, (2010); Delors J., Learning: The Treasure Within. Report to UNESCO of the International Commission on Education for the Twenty-First Century, (1996); Dychtwald K., Morison R., What Retirees Want: A Holistic View of Life's Third Age, (2020); Eppler-Hattab R., Meshoulam I., Doron I., Conceptualizing age-friendliness in workplaces: proposing a new multidimensional model, The Gerontologist, 60, 1, pp. 12-21, (2020); Eppler-Hattab R., Doron I., Meshoulam I., Development and validation of a workplace age-friendliness measure, Innovation in Aging, 4, 4, pp. 1-13, (2020); Erez M., Nouri R., Creativity: the influence of cultural, social, and work contexts, Management and Organization Review, 6, 3, pp. 351-370, (2010); Erikson E.H., Erikson J.M., The Life Cycle Completed (Extended Version), (1997); Findsen B., Formosa M., Lifelong Learning in Later Life: A Handbook on Older Adult Learning, (2011); Fischer G., Lifelong learning – more than training, Journal of Interactive Learning Research, 11, 3, pp. 265-294, (2000); Fuchs H., Weiss A., Israel’s labor market: an overview, (2018); Gimmon E., Yitshaki R., Hantman S., How to foster older adults’ entrepreneurial motivation: the Israeli case, Handbook of Research on Elderly Entrepreneurship, pp. 211-226, (2019); Hall D.T., Protean careers of the 21st century, Academy of Management Perspectives, 10, 4, pp. 8-16, (1996); Hall D.T., Yip J., Doiron K., Protean careers at work: self-direction and values orientation in psychological success, Annual Review of Organizational Psychology and Organizational Behavior, 5, 1, pp. 129-156, (2018); Halvorsen C.J., Morrow-Howell N., A conceptual framework on self-employment in later life: toward a research agenda, Work, Aging and Retirement, 3, 4, pp. 313-324, (2017); Harari Y.N., 21 Lessons for the 21st Century, (2018); Harley D.A., Teaster P.B., LGBT intersection of age and sexual identity in the workplace, Handbook of LGBT Elders, pp. 551-562, (2016); Harris K., Krygsman S., Waschenko J., Laliberte Rudman D., Ageism and the older worker: a scoping review, The Gerontologist, 58, 2, pp. 1-14, (2017); Higgs P., Gilleard C., Rethinking Old Age: Theorizing the Fourth Age, (2015); Hipple S.F., Hammond L.A., BLS Spotlight on Statistics: Self-Employment in the United States, (2016); Innovation in Israel – Overview, (2019); IPRO skills – a skills and qualifications model for a changing world of work (in Hebrew), (2018); Jeste D.V., Lee E.E., The emerging empirical science of wisdom: definition, measurement, neurobiology, longevity, and interventions, Harvard Review of Psychiatry, 27, 3, pp. 127-140, (2019); Kautonen T., Down S., South L., Enterprise support for older entrepreneurs: the case of PRIME in the UK, International Journal of Entrepreneurial Behavior and Research, 14, 2, pp. 85-101, (2008); Kenny B., Rossiter I., Transitioning from unemployment to self-employment for over 50s, International Journal of Entrepreneurial Behavior and Research, 24, 1, pp. 234-255, (2018); Kerr G., A portrait of the older entrepreneur: factors toward transformation and persistence, Handbook of Research on Elderly Entrepreneurship, pp. 189-210, (2019); Kerr G., Armstrong-Stassen M., The bridge to retirement: older workers’ engagement in post-career entrepreneurship and wage-and-salary employment, The Journal of Entrepreneurship, 20, 1, pp. 55-76, (2011); Kibler E., Wainwright T., Kautonen T., Blackburn R., Can social exclusion against ‘older entrepreneurs’ be managed?, Journal of Small Business Management, 53, 51, pp. 193-208, (2015); Kim N., Hall D.T., Protean career model and retirement, The Oxford Handbook of Retirement, pp. 102-116, (2012); Lanir Z., The Wisdom Years: Unleashing Your Potential in Later Life, (2019); Lewis K., Walker E., Third age self‐employment: a business assistance perspective, Journal of Small Business and Enterprise Development, 20, 2, pp. 399-419, (2013); McKenzie P., Wurzburg G., Lifelong learning and employability, The OECD Observer, 209, pp. 13-16, (1997); Martin B.C., McNally J.J., Kay M.J., Examining the formation of human capital in entrepreneurship: a meta-analysis of entrepreneurship education outcomes, Journal of Business Venturing, 28, 2, pp. 211-224, (2013); Matos C.S., Amaral M., Baptista R., Senior entrepreneurship: a selective review and a research agenda, Foundations and Trends in Entrepreneurship, 14, pp. 427-554, (2018); Work in Retirement: Myths and Motivations, (2014); Mitchelmore S., Rowley J., Entrepreneurial competencies: a literature review and development agenda, International Journal of Entrepreneurial Behavior and Research, 16, 2, pp. 92-111, (2010); Morgan-Klein B., Osborne M., The Concepts and Practices of Lifelong Learning, (2007); Muller W., Arum R., Self-employment dynamics in advanced economies, The Reemergence of Self-Employment: A Comparative Study of Self-Employment Dynamics and Social Inequality, pp. 1-35, (2004); Ng E.S.W., Law A., Keeping up! Older workers’ adaptation in the workplace after age 55, Canadian Journal on Aging / La Revue Canadienne du Vieillissement, 33, 1, pp. 1-14, (2014); Lifelong learning for all: policy direction, Education Policy Analysis, pp. 9-42, (2001); Entrepreneurship at a Glance, (2013); Entrepreneurship at a Glance, (2016); The Missing Entrepreneurs 2015: Policies for Self-Employment and Entrepreneurship, (2015); Phillipson C., ‘Fuller’ or ‘extended’ working lives? Critical perspectives on changing transitions from work to retirement, Ageing and Society, 39, 3, pp. 629-650, (2019); Ratten V., Older entrepreneurship: a literature review and research agenda, Journal of Enterprising Communities: People and Places in the Global Economy, 13, 1-2, pp. 178-195, (2019); Schuetze H.G., International concepts and agendas of lifelong learning, Compare: A Journal of Comparative and International Education, 36, 3, pp. 289-306, (2006); Senor D., Singer S., Startup Nation: The Story of Israel Economic Miracle, (2009); Shapira Bar-Or R., Doron I., Business entrepreneurship in old age (in Hebrew), (2013); Skrzek-Lubasinska M., Szaban J.M., Nomenclature and harmonized criteria for the self-employment categorization: an approach pursuant to a systematic review of the literature, European Management Journal, 37, 3, pp. 376-386, (2019); Stake R.E., Qualitative case studies, Strategies of Qualitative Inquiry, pp. 119-149, (2005); Strauch B., The Secret Life of the Grown-up Brain: The Surprising Talents of the Middle-Aged Mind, (2010); Swirski S., Ophir A., Self-employed workers in Israel, (2014); Taylor P., Earl C., The social construction of retirement and evolving policy discourse of working longer, Journal of Social Policy, 45, 2, pp. 251-268, (2016); Tikkanen T., The learning society as a greying society: perspectives for older workers and lifelong learning, Modernizing Vocational Education and Training, 2, pp. 195-238, (2009); Trilling B., Fadel C., 21st Century Skills: Learning for Life in Our Times, (2009); Ulman A., Breaking Boundaries: How to Live the Life You Always Wanted, (2019); van Dam N., Learn to Lose, (2016); Verheul I., Thurik R., Grilo I., Van der Zwan P., Explaining preferences and actual involvement in self-employment: gender and the entrepreneurial personality, Journal of Economic Psychology, 33, 2, pp. 325-341, (2012); Wilckens M., Wohrmann A.M., Deller J., Wang M., Organizational practices for the aging workforce: development and validation of the later life workplace index, Work, Aging and Retirement, (2020); Williamson A., ‘You’re never too old to learn!': third‐age perspectives on lifelong learning, International Journal of Lifelong Education, 16, 3, pp. 173-184, (1997); Yanai D., Silver Ace: The Intelligences Team, (2015)","R. Eppler-Hattab; Department of Gerontology, University of Haifa, Haifa, Israel; email: raphi@epplerconsulting.com","","Emerald Publishing","","","","","","17506204","","","","English","J. Enterprising Communities","Article","Final","","Scopus","2-s2.0-85109285639"
"Maina M.F.; Guàrdia Ortiz L.; Mancini F.; Martinez Melo M.","Maina, Marcelo Fabián (55696968400); Guàrdia Ortiz, Lourdes (55696915700); Mancini, Federica (57219469780); Martinez Melo, Montserrat (55303696600)","55696968400; 55696915700; 57219469780; 55303696600","A micro-credentialing methodology for improved recognition of HE employability skills","2022","International Journal of Educational Technology in Higher Education","19","1","10","","","","11","10.1186/s41239-021-00315-5","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125481248&doi=10.1186%2fs41239-021-00315-5&partnerID=40&md5=9ca178a85eddaeb9227a5fbadc4a1457","Universitat Oberta de Catalunya, Rambla de Poblenou 156, Barcelona, 08020, Spain","Maina M.F., Universitat Oberta de Catalunya, Rambla de Poblenou 156, Barcelona, 08020, Spain; Guàrdia Ortiz L., Universitat Oberta de Catalunya, Rambla de Poblenou 156, Barcelona, 08020, Spain; Mancini F., Universitat Oberta de Catalunya, Rambla de Poblenou 156, Barcelona, 08020, Spain; Martinez Melo M., Universitat Oberta de Catalunya, Rambla de Poblenou 156, Barcelona, 08020, Spain","Increasingly, among international organizations concerned with unemployment rates and industry demands, there is an emphasis on the need to improve graduates’ employability skills and the transparency of mechanisms for their recognition. This research presents the Employability Skills Micro-credentialing (ESMC) methodology, designed under the EPICA Horizon 2020 (H2020) project and tested at three East African universities, and shows how it fosters pedagogical innovation and promotes employability skills integration and visibility. The methodology, supported by a competency-based ePortfolio and a digital micro-credentialing system, was evaluated using a mixed-method design, combining descriptive statistics and qualitative content analysis to capture complementary stakeholder perspectives. The study involved the participation of 13 lecturers, 169 students, and 24 employers. The results indicate that the ESMC methodology is a promising approach for supporting students in their transition from academia to the workplace. The implementation of the methodology and the involvement of employers entails rethinking educational practices and academic curricula to embed employability skills. It enables all actors to broaden their understanding of the relationship between higher education and the business sector and to sustain visibility, transparency, and reliability of the recognition process. These findings indicate that there are favourable conditions in the region for the adoption of the approach, which is a meaningful solution for the stakeholder community to address the skills gap. © 2022, The Author(s).","Badge; Employability skills; Employers; ePortfolio; Higher education; Micro-credential; Micro-credentialing methodology; Skill articulation; Skills recognition; Social integrative pedagogy","","","","","","EPICA H2020; Horizon 2020 Research and Innovation Programme of the European Union; Horizon 2020 Framework Programme, H2020, (780435); Horizon 2020","Funding text 1: The present study was carried out in compliance with the ethics requirements included in the project grant agreement and in the ‘ethics deliverables’, as required in all activities funded under Horizon 2020. The participation of the stakeholders in the study was approved by the legal, ethical and data protection officer appointed by the consortium who also monitored the compliance of their involvement with the ethics, data protection and privacy management plan drawn up at the beginning of the project and validated by the European Commission. ; Funding text 2: Our research was undertaken as part of the EPICA H2020 project, a new strategic partnership between Europe and Africa, co-funded by the Horizon 2020 Research and Innovation Programme of the European Union (Project No. 780435). ","African Development Bank. (2019), (2019); The Africa we want—a shared strategic framework for inclusive growth and sustainable development, (2015); Ambrose A., Anthony E., Clark C., (2016); Using an ePortfolio to showcase students’ employability skills. The case of the Master in Education and ICT (e-learning) at UOC, L. Gómez Chova, A. López Martínez, & I. Candel Torres, pp. 1872-1879, (2020); Branka J., Understanding the Potential Impact of Skills Recognition Systems on Labour Markets: Research Report, (2016); ). 7 Things You Should Know about Digital Badges., (2019); Clark V.L.P., Ivankova N.V., Mixed methods research: A guide to the field, (2016); Creswell J.W., Poth C.N., Qualitative inquiry & research design, (2018); Elo S., Kyngas H., The qualitative content analysis process, Journal of Advanced Nursing, 62, 1, pp. 107-115, (2008); A European Approach to Micro-Credentials. Output of the Micro-Credentials Higher Education Consultation Group, (2020); Eynon B., Gambino L.M., High-impact e-portfolio practice: A catalyst for student, faculty, and institutional learning, (2017); Gallagher S.R., Educational Credentials Come of Age: A Survey on the Use and Value of Educational Credentials in Hiring, (2018); Gauthier T., The value of microcredentials: The employer's perspective, The Journal of Competency-Based Education, (2020); Gibson D., Ostashewski N., Flintoff K., Grant S., Knight E., Digital badges in education, Education and Information Technologies, 20, pp. 403-410, (2015); Green T., Parnell A., Comprehensive student record project: Final report, AACRAO, (2017); Increasing the Visibility of Graduate Students' Employability Skills: An ePortfolio Solution Addressing the Skills Gap, Cases on Active Blended Learning in Higher Education, pp. 253-275, (2021); Report on Employment in Africa (Re-Africa). Tackling the Youth Employment Challenge, (2020); Deakin Hallmarks: Principles for Employability Credentials, (2016); Kato S., Galan-Muros V., Weko T., The emergence of alternative credentials (Education Working Paper No., 216, (2020); Kilsby K., Goode C., Taking the college to the company, Scope: (learning Teaching), 7: Credentials, (2019); Leopold T.A., Ratcheva V., Zahidi S., The future of jobs and skills in Africa: Preparing the region for the Fourth Industrial Revolution, World Economic Forum., (2017); McConnell K.D., Horan E.M., Zimmerman B., Rhodes T.L., We have a rubric for that: The VALUE approach to assessment, (2019); Micro-credentials linked to the Bologna Key Commitments, Desk Research Report., (2020); Milligan S., Kennedy G., To what degree? Alternative micro-credentialing in a digital age, Visions for Australian Tertiary Education, pp. 41-53, (2017); Nikusekela E., Pallangyo E.M., Nicholaus, Analysis of supply side factors influencing employability of fresh higher learning graduates in Tanzania, Global Journal of Human-Social Science Research, 16, pp. 21-27, (2016); The why, what and how of competency-based curriculum reforms: The Kenyan experience. In-Progress Reflection No, UNESCO., 11, (2017); Oliver B., Making micro-credentials work: For learners, employers and providers, (2019); Towards an OECD skills strategy, (2011); (2021), (2021); Ornellas A., Falkner K., Edman Stalbrandt E., Enhancing graduates’ employability skills through authentic learning approaches, Higher Education, Skills and Work-Based Learning, 9, 1, pp. 107-120, (2019); Orr D., Pupinis M., Kirdulyte G., Towards a European approach to micro-credentials: A study of practices and commonalities in offering micro-credentials in European higher education, (2020); Ritzhaupt A.D., Ndoye A., Parker M.A., Validation of the electronic portfolio student perspective instrument (EPSPI): Conditions under a Different Integration Initiative, Journal of Digital Learning in Teacher Education, 26, 3, pp. 111-119, (2010); Schreier M., Qualitative content analysis in practice, (2012); Selingo J.J., The future of degree: How Colleges can survive the new credential economy, (2017); Sokhanvar Z., Salehi K., Sokhanvar F., Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review, Studies in Educational Evaluation, 70, (2021); Suleman F., The employability skills of higher education graduates: Insights into conceptual frameworks and methodological options, Higher Education, 76, 2, pp. 263-278, (2018); Syed M., Nelson S.C., Guidelines for establishing reliability when coding narrative data, Emerging Adulthood, 3, 6, pp. 375-387, (2015); Tomasson Goodwin J., Goh J., Verkoeyen S., Lithgow K., Can students be taught to articulate employability skills?, Education Training, 61, 4, pp. 445-460, (2019); Tomasson Goodwin J., Lithgow K., ePortfolio, professional identity, and twenty-first century employability skill, Catalyst in action: Case studies of high-impact ePortfolio practice, pp. 154-171, (2018); Evidence of Learning: The Case for an Integrated Competency Management System, (2015); Watkins E.K., McKeown J., The inside story on skills: The student perspective, F. Deller, J. Pichette, & E.K. Watkins, pp. 81-92, (2018); Watson C.E., Kuh G.D., Rhodes T., Light T.P., Chen H.L., ePortfolios—The eleventh high impact practice, International Journal of ePortfolio, 6, 2, pp. 65-69, (2016); Wienhausen G., Elias K., Beyond the transcript: The need to showcase more, Change: the Magazine of Higher Learning, 49, 4, pp. 14-19, (2017); Graduate skills for employability in East Africa: Evolution of a skills matrix for course redesign, (2020)","M.F. Maina; Universitat Oberta de Catalunya, Barcelona, Rambla de Poblenou 156, 08020, Spain; email: mmaina@uoc.edu","","Springer Science and Business Media Deutschland GmbH","","","","","","23659440","","","","English","Int. j. educ. technol. high. educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85125481248"
"Dyer C.; Luke A.; Sanjaa N.","Dyer, Caroline (7202510810); Luke, Anne (58346145800); Sanjaa, Narantuya (57969858300)","7202510810; 58346145800; 57969858300","Boarding schools in transition: A post-socialist analysis of “relevance” as an education policy problem in Mongolia","2022","Journal of Childhood, Education and Society","3","3","","308","321","13","0","10.37291/2717638X.202233208","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142197897&doi=10.37291%2f2717638X.202233208&partnerID=40&md5=0fab91309840d64bdda6c14a3d7fb2a2","University of Leeds, School of Politics and International Studies, United Kingdom; University of Leeds, School of Education, United Kingdom; Mongolian University of Science and Technology, Faculty of Education to Open Education Center, Mongolia","Dyer C., University of Leeds, School of Politics and International Studies, United Kingdom; Luke A., University of Leeds, School of Education, United Kingdom; Sanjaa N., Mongolian University of Science and Technology, Faculty of Education to Open Education Center, Mongolia","The rural boarding schools that were established in the socialist era to serve children in Mongolia’s herding communities remain integral to national policy for ensuring universal access to formal education. Education policy actors demonstrate commitment to the socialist legacy of the schooled herder child, while at the same posing legitimate questions as to boarding schools’ quality and contemporary relevance. This questioning is framed with reference to a globally-orientated discourse of standards, outcomes measurement and skills for employability. The paper argues from a post-socialist perspective that this orientation forecloses a nuanced, contextualised understanding of “relevance” as a complex educational policy problem. Drawing on policy documents and secondary literature, it develops and applies a post-socialist conceptual framework to explore the temporal and spatial orientations of rural boarding schools and their “relevance”. The analysis evidences multiple, intersecting layers of change which situate the schooled herder child and constitute Mongolia”s “unfinished business of socialism” in education. The paper concludes that the layering revealed in this analysis needs to be more visible to educational policy; and that to resist oversimplifying the complex problem of education”s relevance is an ontological imperative. © 2022, Journal of Childhood, Education and Society. All rights reserved.","Boarding schools; Education policy; Mongolia; Nomadic herders; Post-socialist childhood","","","","","","","","Ahearn A., Winters without women: Social change, split households and gendered labour in rural Mongolia, Gender, Place and Culture, 25, 3, pp. 399-415, (2018); Ahearn A., The New Mongolian State Herder: Examining invocations and improvisations of the state in rural Mongolia, Annals of the American Association of Geographers, 110, 3, pp. 882-898, (2020); Ahearn A., Bumochir D., Contradictions in schooling children among Mongolian pastoralists, Human Organization, 75, 1, pp. 87-96, (2016); Allemann L., “I do not know if Mum knew what was going on”: Social reproduction in boarding schools in Soviet Lapland, Acta Borealia, 35, 2, pp. 115-142, (2018); Batbaatar M., Bold Ts., Marshall J., Oyuntsetseg D., Tamir Ch., Tumennast G., Children on the move Rural-urban migration and access to education in Mongolia, (2005); Bat-Erdene R., Costa V., Yeager J., The impact on structural adjustment in the Ministry of Science and Education, Mongolia, Comparative and International Education Society Conference, (1996); Batkhyuyag B., Dondogdulan T., Mongolia case study: The evolving education needs and realities of nomads and pastoralists, (2018); Caskey B., The pedagogical theories of A. 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Internally migrating children and the ontological crisis of formal education systems in South Asia, Compare: A Journal of Comparative and International Education, (2021); Engel J., Prizzon A., Amgaabazar G., From decline to recovery Post-primary education in Mongolia, (2014); Golubev A., The things of life: materiality in late Soviet Russia, (2020); Hendrick H., Constructions and reconstructions of British childhood: An interpretive survey, 1800 to the present, Constructing and reconstructing childhood, (1997); Mongolia: Internal Migration Study, (2018); Jelaca D., Lugaric D., The “radiant future” of spatial and temporal dis/orientations, The future of (post)socialism: Eastern European perspectives, pp. 1-16, (2018); Kelly C., Children’s world: Growing up in Russia 1890-1991, (2007); Kojanic O., Theory from the peripheries: What can the anthropology of postsocialism offer to European anthropology?, Anthropological Journal of European Cultures, 29, 2, pp. 49-66, (2020); Kraftl P., After childhood: Re-thinking environment, materiality and media in children’s lives, (2020); Kratli S., Dyer C., Mobile pastoralists and education: Strategic options, IIED, (2009); Luke A., Youth and the Cuban revolution: Youth culture and politics in 1960s Cuba, (2018); Maruyama A., Blondal N., Yondonjamts N., Tseveen A., Purevsambuu T., Danzan N., Bayansan M., Impact Evaluation Baseline Survey of School Dormitory Environment in Mongolia, (2019); Marzluf P., The pastoral home school: Rural, vernacular and grassroots literacies in early Soviet Mongolia, Central Asian Survey, 34, 2, pp. 204-218, (2015); Marzluf P., Literacy under authority: The Mongolian cultural campaigns, The Journal of Asian Studies, 76, 1, pp. 135-157, (2017); Towards Mongolia’s Long-term Development Policy Vision 2050: Advancing education equity, efficiency and outcomes. A synthesis report, (2020); Education Sector Medium-Term Development Plan 2021-2030, (2020); Education in Mongolia: A country background study, (2019); Morris E., Bruun O., Promoting employment opportunities in rural Mongolia, (2005); Penn H., Culture and childhood in pastoralist communities: The example of Outer Mongolia, Conceptualising child-adult relations, pp. 86-98, (2001); Penn H., Quality in early childhood services: An international perspective, (2011); Pohrib C., The afterlives of communist things: Archiving feeling in post-communist Romania, European Journal of Cultural Studies, 19, 6, pp. 724-743, (2016); Prout A., The future of childhood: Towards the interdisciplinary study of children, (2005); Prout A., James A., A new paradigm for the sociology of childhood? Provenance, promise and problems, Constructing and reconstructing childhood, pp. 7-33, (1997); Sanjaa N., Mongolia: Improving school dormitory environment for primary students in Mongolia, (2015); Child rights situation analysis in Mongolia, (2015); Shore C., Trnka S., Peripheral vision as anthropological critique: How perspectives from the margins can illuminate the exploits of twenty-first-century global capitalism, Focaal, 2015, 71, pp. 29-39, (2015); Silova I., Comparing Post-socialist Transformations: dead ends, new pathways and unexpected openings, Comparing Post-Socialist Transformations: purposes, policies and practices in education, pp. 193-206, (2018); Stearns P., Childhood in world history, (2021); Steiner-Khamsi G., Stolpe I., Non-traveling “best practices” for a traveling population: The case of nomadic education in Mongolia, European Educational Research Journal, 4, 1, pp. 22-35, (2005); Stenning A., Horschelmann K., History, geography and difference in the post-socialist world: Or, do we still need post-socialism, Antipode, 40, 2, pp. 312-335, (2008); Mongolia, education policy review: Towards a lifelong learning system, (2020); TVET policy review: Mongolia, (2019); Mining-related in-migration and the impact on children in Mongolia, (2017); Reaching the Marginalized. Education For All Global Monitoring Report, (2010); Wells K., Childhood in global perspective (3. Edition), (2021); Wyness M., Childhood and society (2. Edition), (2012); Yembuu B., Munkh-Erdene K., Literacy country study: Mongolia. Background paper prepared for the Education for All Global Monitoring Report 2006 Literacy for Life, (2006)","","","Journal of Childhood, Education and Society","","","","","","2717638X","","","","English","J. Child. Educ. Soc.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85142197897"
"Cacho R.M.; Abenes R.D.; Dejapa R.R.; Mapula H.R.D.","Cacho, Reynald Maravilla (57193090434); Abenes, Rodrigo D. (57443220500); Dejapa, Ryan R. (57918786300); Mapula, Hannah Rose D. (57918385600)","57193090434; 57443220500; 57918786300; 57918385600","Employability of technology and livelihood education graduates","2022","International Journal of Evaluation and Research in Education","11","4","","2165","2173","8","2","10.11591/ijere.v11i4.23207","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139409662&doi=10.11591%2fijere.v11i4.23207&partnerID=40&md5=60e32724c758d8e28bcf81000044c4d7","Philippine Normal University South Luzon, Lopez, Philippines; Faculty of Education Sciences, Philippine Normal University, Manila, Philippines","Cacho R.M., Philippine Normal University South Luzon, Lopez, Philippines; Abenes R.D., Faculty of Education Sciences, Philippine Normal University, Manila, Philippines; Dejapa R.R., Philippine Normal University South Luzon, Lopez, Philippines; Mapula H.R.D., Philippine Normal University South Luzon, Lopez, Philippines","This paper examines the job-seeking experiences of the 2019 Bachelor of Technology and Livelihood Education (BTLE) graduates from a teacher education university. Identifying these graduates’ employability is vital to the field of educational research, particularly in determining the impact of a higher education institution’s BTLE program. Employing quantitative research design through a survey of 50 graduates, this research revealed that great majority of them have been employed, with majority securing education-related jobs within a year after graduation, while some having chosen careers unrelated to their pre-service education. Strategies for job search and reasons for job offer acceptance vary from traditional, economic concerns, to complexities of work opportunities and requirements. They have also reported that the pre-service courseworks they undertaken have, to a great extent, relevance to the improvement of their skills in problem-solving, communication, critical thinking, human relations, knowledge/technical, leadership, research, and information technology thus making it aligned with current employment and/or self-employment demands. Apart from presenting the reasons of their employment acceptance and post-college education undertakings, this paper also outlines the challenges in securing employment. Thus, such issues forwarded by the paper, arising from academic training vis-à-vis actual industry works, are strong points for pre-service BTLE program enhancements. © 2022, Institute of Advanced Engineering and Science. All rights reserved.","Career mismatch; Curriculum; Employability; Industry needs; Program relevance; Skills","","","","","","","","Ulla M., Barrera K., Acompanado M., Philippine classroom teachers as researchers: Teachers’ perceptions, motivations, and challenges, Australian Journal of Teacher Education, 42, 11, pp. 52-64, (2017); Fhaeizdhyall A., Nazamuddin A., Sabbir F., Ibrahim S., The effectiveness of teacher education program: Identifying the difficulties and challenges faced by the pre-service English teachers, International Journal of English Language Teaching, 6, 1, pp. 1-17, (2018); Tran T. T., Enhancing graduate employability and the need for university-enterprise collaboration, Journal of Teaching and Learning for Graduate Employability, 7, 1, pp. 58-71, (2016); Brown P., Hesketh A., Williams S., The mismanagement of talent: Employability and jobs in the knowledge economy, (2004); Dumlao L. A., Employability and earnings of graduates of degree and non-degree program and job relevance to their schooling, Quezon City, Philippines. The Search Journal, (2006); Boholano H. B., Employability of teacher education graduates of an Asian public university, JPAIR Multidisciplinary Research, 9, 1, pp. 106-122, (2012); Abarro J., Employability of BSE and BEE graduates of University of Rizal system, Antipolo City, International Journal of Advanced Research, 5, 12, pp. 1499-1504, (2017); Aclan E., Ann Saban G., Fameronag J., Francisco R., Tracer Study of AUP BEED and BSED graduates from 2012-2016, Journal of Education, Psychology, and Humanities, 1, 1, pp. 15-19, (2018); Kalaw M. T. B., Tracer study of bachelor of science in mathematics, International Journal of Evaluation and Research in Education (IJERE), 8, 3, pp. 537-548, (2019); Oboza J. V, A tracer study of the first batch of teacher education graduates of Pangasinan State University, Alaminos City Campus, Southeast Asian Journal of Science and Technology, 2, 1, pp. 66-73, (2017); Pardo C. G., Pichay J. P., A tracer study on the college of teacher education graduates of a University in Northern Philippines, XXVIII, pp. 15-32, (2019); Woya A. A., Employability among statistics graduates: Graduates’ attributes, competence, and quality of education, Education Research International, 2019, pp. 1-7, (2019); Schomburg H., Handbook for graduate tracer studies, (2003); Sito L. R., Et al., Tracer study of the bachelor of science in secondary education graduates of Benguet state University, Mountain Journal of Science and Interdisciplinary Research (formerly Benguet State University Research Journal), 59, 1–5, pp. 31-42, (2008); Aquino A. B., Punongbayan E. J., Macalaguim L. P., Bauyon S. M., Rodriguez R. a, Quizon G. R., Teacher education graduate tracer study from 2010 to 2014 in one state university in Batangas, Philippines, Part II Asia Pacific Journal of Multidisciplinary Research, 3, 5, pp. 45-50, (2015); Navida G. S., Employability of the bachelor of secondary education graduates of Pangasinan State University Alaminos City campus, Journal of Education, Management and Social Sciences, 2, 1, pp. 1-6, (2017); Antiojo L. P., Employability of education graduates of Cavite state University Naic, Social Science and Humanities Journal, 2, 4, pp. 423-431, (2018); Diana R. A., Tracer study of 2009-2011 Pnu Bse-Pe major graduates, JIPES-Journal of Indonesian Physical Education and Sport, 1, 2, pp. 38-55, (2015); Basagre R.-M. G., Employability status of bachelor of elementary education graduates of school year 2014-2018, International Journal of Education and Research, 8, 10, pp. 147-154, (2020); Gines A. C., Tracer study of PNU graduates, American International Journal of Contemporary Research, 4, 3, pp. 81-98, (2014); Creswell J. W., Educational research: Planning, conducting, and evaluating quantitative and qualitative research, (2002); Goss-Sampson M. A., Statistical analysis in JASP: A guide for students, (2020); Albina A. C., Sumagaysay L. P., Employability tracer study of information technology education graduates from a state university in the Philippines, Social Sciences & Humanities Open, 2, 1, pp. 1-6, (2020); Low M., Botes V., Dela Rue D., Allen J., Accounting employers’ expectations-the ideal accounting graduates, Journal of Business Education & Scholarship of Teaching, 10, 11, pp. 36-57, (2016); Pollard E., Et al., Understanding employers’ graduate recruitment and selection practices: main report, Institute For Employment Studies (IES), (2015); Abraham M., Auspurg K., Bahr S., Frodermann C., Gundert S., Hinz T., Unemployment and willingness to accept job offers: Results of a factorial survey experiment, Journal for Labour Market Research, 46, 4, pp. 283-305, (2013); Ahmad K., Zainal N. F. A., Idris S., Rahmat M., Relationship between employability and program outcomes achievement, Procedia-Social and Behavioral Sciences, 59, pp. 254-263, (2012); Teijeiro M., Rungo P., Freire M. J., Graduate competencies and employability: The impact of matching firms’ needs and personal attainments, Economics of Education Review, 34, pp. 286-295, (2013); Cacho R. M., Villamor B. B., Teacher training candidates’ profile and preferences: Implications for recruitment programs, admission policy and curricular management, International Journal of Research Studies in Management, 7, 2, pp. 57-69, (2018); Rane D. B., Good listening skills make efficient business sense, IUP Journal of Soft Skills, 5, 4, pp. 43-51, (2011); Olenski S., Five communication skills that make good leaders great, Forbes, (2016); Williams A.-M. C., Soft skills perceived by students and employers as relevant employability skills; Radermacher A., Walia G., Knudson D., Investigating the skill gap between graduating students and industry expectations, Companion Proceedings of the 36th International Conference on Software Engineering, pp. 291-300, (2014); Bhattacharyya E., Md Nordin S., Salleh R., Internship students’ workplace communication skills: Workplace practices and university preparation, The International Journal of Learning: Annual Review, 16, 11, pp. 439-452, (2009); Desai M. S., Berger B. D., Higgs R., Critical thinking skills for business school graduates as demanded by employers: A strategic perspective and recommendations, Academy of Educational Leadership Journal, 20, 1, pp. 10-32, (2016); Problem solving, skills you need–helping you develop life skills, Skillsyouneed, (2020); Rausch A., Schley T., Warwas J., Problem solving in everyday office work—a diary study on differences between experts and novices, International Journal of Lifelong Education, 34, 4, pp. 448-467, (2015); Schley T., van Woerkom M., Reflection and reflective behaviour in work teams, Discourses on Professional Learning, pp. 113-139, (2014); Patacsil F., Tablatin C. L. S., Exploring the importance of soft and hard skills as perceived by IT internship students and industry: A gap analysis, Journal of Technology and Science Education, 7, 3, pp. 347-368, (2017); The Editors of New Word City, Leadership lessons: Sam Walton, (2011); Wrenn J., Wrenn B., Enhancing learning by integrating theory and practice, International Journal of Teaching and Learning in Higher Education, 21, 2, pp. 258-265, (2009); Sokoloff J., Information literacy in the workplace: Employer expectations, Journal of Business & Finance Librarianship, 17, 1, pp. 1-17, (2012)","R.M. Cacho; Philippine Normal University South Luzon, Lopez, Quezon, Philippines; email: cacho.rm@pnu.edu.ph","","Institute of Advanced Engineering and Science","","","","","","22528822","","","","English","Int. J. Eval. Res. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85139409662"
"Olsson A.; Shanks R.","Olsson, Annabelle (57928921100); Shanks, Rachel (55344382000)","57928921100; 55344382000","Employability and school uniform policies: Projecting the employer’s gaze","2022","Childhood","29","4","","628","645","17","1","10.1177/09075682221108838","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138374130&doi=10.1177%2f09075682221108838&partnerID=40&md5=daa05746f9c687d627a1049fa7c3fddf","THIS Institute, The Healthcare Improvement Studies Institute, University of Cambridge, Cambridge Biomedical Campus, Clifford Allbutt Building, Cambridge, CB2 0AH, United Kingdom; School of Education, University of Aberdeen, United Kingdom","Olsson A., THIS Institute, The Healthcare Improvement Studies Institute, University of Cambridge, Cambridge Biomedical Campus, Clifford Allbutt Building, Cambridge, CB2 0AH, United Kingdom; Shanks R., School of Education, University of Aberdeen, United Kingdom","This article examines employability discourse within school uniform policies as a way to justify uniform. The uniform policy of every publicly funded secondary school in Scotland (n = 357) was studied using content and discourse analysis. Employability discourse was grouped into three themes: School as preparation for work; school to replicate a work environment; and young people creating a good impression for employers. The rationale of the uniform is revealed as a technology through which the employer’s gaze is projected onto pupils. © The Author(s) 2022.","Employability; Foucault; school dress code; school uniform; secondary school","article; discourse analysis; employability; employer; gaze; high school; human; human experiment; major clinical study; pupil; Scotland; work environment","","","","","","","Aghasaleh R., Oppressive curriculum: sexist, racist, classist, and homophobic practice of dress codes in schooling, J Afr Am St, 22, pp. 94-108, (2018); Arora B., A Gramscian analysis of the employability agenda, British Journal of Sociology of Education, 36, 4, pp. 635-648, (2015); Bazeley P., Jackson K., Qualitative Data Analysis with NVivo, (2019); Biesta G., Good education in an age of measurement: on the need to reconnect with the question of purpose in education, Edu Asse Eval Acc, 21, pp. 33-46, (2009); Bodine A., School uniforms and discourses on childhood, Childhood, 10, 1, pp. 43-63, (2003); Bodine A., School uniforms, academic achievement, and uses of research, The Journal of Educational Research, 97, 2, pp. 67-71, (2003); Bowles S., Gintis H., Schooling in capitalist America revisited, Sociology of Education, 75, 1, pp. 1-18, (2001); Carlile A., School surveillance, control, and resistance in the United Kingdom, The Palgrave International Handbook of School Discipline, Surveillance, and Social Control, pp. 17-42, (2018); Cost of the School Day, (2015); Cohen L., Manion L., Morrison K., Research Methods in Education, (2018); Courtois A., From ‘academic concern’ to work readiness: student mobility, employability and the devaluation of academic capital on the year abroad, British Journal of Sociology of Education, 40, 2, pp. 190-206, (2019); Craik J., The cultural politics of the uniform, Fashion Theory, 7, 2, pp. 127-147, (2003); Cuzzocrea V., Young People and Employability, Handbook of Children and Youth Studies, (2015); Doherty R., Critically framing education policy: Foucault, discourse and governmentality, Why Foucault? New Directions in Educational Research, pp. 193-204, (2007); Dussel I., Fashioning the schooled self through uniforms: a foucauldian approach to contemporary school policies, Dangerous Coagulations?: The Uses of Foucault in the Study of Education, pp. 85-116, (2004); Education (School and Placing Information) (Scotland) Regulations 2012 (2012/130), (2012); Edwards T.K., Marshall C., Undressing policy: a critical analysis of North Carolina (USA) public school dress codes, Gender and Education, 32, 6, pp. 732-750, (2020); Fairclough N., Critical discourse analysis and the marketization of public discourse: the universities, Discourse and Society, 4, 2, pp. 133-168, (1993); Fejes A., Lifelong learning and employability, Challenging the ‘European Area of Lifelong Learning’, pp. 99-107, (2014); Fotiadou M., Denaturalising the discourse of competition in the graduate job market and the notion of employability: a corpus-based study of UK university websites, Critical Discourse Studies, 17, 3, pp. 260-291, (2020); Foucault M., Power/Knowledge: Selected Interviews and Other Writings, (1980); Foucault M., Discipline and Punish: The Birth of the Prison, (1975); Freeburg B.W., Workman J.E., Dress Codes and Uniforms. In: Levesque R (ed), Encyclopedia of Adolescence, (2016); Freire P., Pedagogy of the Oppressed, (1996); Friedrich J., Shanks R., ‘The prison of the body’: school uniforms between discipline and governmentality, Discourse: Studies in the Cultural Politics of Education, (2021); Gentile E., Imberman S.A., Dressed for success? The effect of school uniforms on student achievement and behavior, Journal of Urban Economics, 71, 1, pp. 1-17, (2012); Gereluk D., Symbolic Clothing in Schools, (2008); Godwin R., The New Workwear: Has the Suit Finally Died?, (2019); Graham K., Treharne G., Nairn K., Using Foucault’s theory of disciplinary power to critically examine the construction of gender in secondary schools, Social and Personality Psychology Compass, 11, 2, (2017); Guerra S., Uniforming the corporate body in the City of London, Uniform. Clothing and Discipline in the Modern World, pp. 161-178, (2019); Han S., A mandatory uniform policy in urban schools: findings from the school survey on crime and safety: 2003-04, International Journal of Education Policy and Leadership, 5, 8, pp. 1-13, (2010); Happel A., Ritualized girling: school uniforms and the compulsory performance of gender, Journal of Gender Studies, 22, 1, pp. 92-96, (2013); Hardy C., Harley B., Phillips N., Discourse analysis and content analysis: two solitudes?, Qualitative Methods, 2, pp. 19-22, (2004); Lopez R.A., The long beach unified school district uniform initiatives: a prevention intervention strategy for urban schools, The Journal of Negro Education, 72, 4, pp. 396-405, (2003); MacDonald R., Youth transitions, unemployment and underemployment: plus ça change, plus c’est la même chose?, Journal of Sociology, 47, 4, pp. 427-444, (2011); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Meadmore D., Symes C., Of uniform appearance: a symbol of school discipline and governmentality, Discourse: Studies in the Cultural Politics of Education, 17, 2, pp. 209-225, (1996); OECD Skills Outlook 2015: Youth, Skills and Employability, (2015); Paulus T.M., Lester J.N., Dempster P.G., Digital Tools for Qualitative Research, (2014); Peluchette J.V., Karl K., The impact of workplace attire on employee self-perceptions, Human Resource Development Quarterly, 18, pp. 345-360, (2007); Pomerantz S., Cleavage in a tank top: bodily prohibition and the discourses of school dress codes, The Alberta Journal of Educational Research, 53, 4, pp. 371-386, (2007); Raby R., Polite, well‐dressed and on time: secondary school conduct codes and the production of docile citizens, Canadian Review of Sociology/Revue canadienne de sociologie, 42, 1, pp. 71-91, (2005); Raby R., Domitrek J., Slippery as fishbut already caught? Secondary students’ engagement with school rules, Canadian Journal of Education, 30, 3, pp. 931-958, (2007); Raby R., ‘Tank tops are ok but i don’t want to see her thong’: girls’ engagements with secondary school dress codes, Youth & Society, 41, 3, pp. 333-356, (2010); Reay D., Miseducation. Inequality, Education and the Working Classes, (2017); Reidy J., Reviewing school uniform through a public health lens: evidence about the impacts of school uniform on education and health, Public Health Reviews, 42, (2021); Saldana J., The Coding Manual for Qualitative Researchers, (2016); Sanchez J.E., Yoxsimer A., Hill G.C., Uniforms in the middle school: student opinions, discipline data, and school police data, Journal of School Violence, 11, 4, pp. 345-356, (2012); Opportunities for All. Supporting All Young People to Participate in Post-16 Learning, Training or Work, (2012); Education Working for All! Commission for Developing Scotland’s Young Workforce, (2014); School Contact Details, (2019); Local Authority Summary Statistics - Secondary Schools, (2020); Shanks R., Affordability of Secondary School Uniform in Scotland: Policy Briefing, (2020); Swain J., How young schoolboys become somebody: the role of the body in the construction of masculinity, British Journal of Sociology of Education, 24, 3, pp. 299-314, (2003); Synott J., Symes C., The genealogy of the school: an iconography of badges and mottoes, British Journal of Sociology of Education, 16, 2, pp. 139-152, (1995); The Wrong Blazer 2020: Time for Action on School Uniform Costs, (2020); Thorsen D.E., Lie A., What Is Neoliberalism?, pp. 1-21, (2006); Tomlinson M., Graduate employability: a review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Wade K.K., Stafford M.E., Public school uniforms: effect on perceptions of gang presence, school climate, and student self-perceptions, Education and Urban Society, 35, 4, pp. 399-420, (2003); Willis P., Learning to Labour: How Working Class Get Working Class Jobs, (1977); Workman J.E., Studak C.M., Use of the means/ends test to evaluate public school dress-code policies, Educational Policy, 22, 2, pp. 295-326, (2008); Yeung R., Are school uniforms a good fit? Results from the ECLS-K and the NELS, Educational Policy, 23, 6, pp. 847-874, (2009)","R. Shanks; School of Education, University of Aberdeen, United Kingdom; email: r.k.shanks@abdn.ac.uk","","SAGE Publications Ltd","","","","","","09075682","","","","English","Childhood","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85138374130"
"Han J.; Park D.; Hua M.; Childs P.R.N.","Han, Ji (57190442322); Park, Dongmyung (57195754500); Hua, Min (57192004852); Childs, Peter R. N. (7005221457)","57190442322; 57195754500; 57192004852; 7005221457","Is group work beneficial for producing creative designs in STEM design education?","2022","International Journal of Technology and Design Education","32","5","","2801","2826","25","8","10.1007/s10798-021-09709-y","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116311850&doi=10.1007%2fs10798-021-09709-y&partnerID=40&md5=fa9334e2e3c3ea67b965373c02a66249","School of Engineering, University of Liverpool, Liverpool, L69 3BX, United Kingdom; Division of Design, Incheon National University, Incheon, 22012, South Korea; USC-SJTU Institute of Cultural and Creative Industry, Shanghai Jiao Tong University, Shanghai, 200240, China; Dyson School of Design Engineering, Imperial College London, London, SW7 2DB, United Kingdom","Han J., School of Engineering, University of Liverpool, Liverpool, L69 3BX, United Kingdom; Park D., Division of Design, Incheon National University, Incheon, 22012, South Korea; Hua M., USC-SJTU Institute of Cultural and Creative Industry, Shanghai Jiao Tong University, Shanghai, 200240, China; Childs P.R.N., Dyson School of Design Engineering, Imperial College London, London, SW7 2DB, United Kingdom","Creativity is a significant element in design education, and frequently a significant competency during recruitment for design professions. Group work and individual work are widely employed in higher education. Many studies have highlighted the merits of employing group work in design education, cultivating collaborative design abilities and fostering sought-after employability skills. Although the benefits of group work in design practice and education are widely recognised, few studies have shown evidence that group work outperforms individual work regarding creative design activities in higher education contexts. Therefore, the aim of this research is to explore whether group or individual work is more beneficial for fostering students in generating creative designs in STEM design education. A case study, involving two cohorts of second-year undergraduate students studying a UK Engineering degree Industrial Design programme, is reported. The case study compares the design outputs produced by the two cohorts tackling the same design challenge in a product design module but employing individual and group work, respectively. The case study results show that no significant differences have been found between the design outputs produced by group work and individual work, considering novelty, usefulness and overall creativity. Further analysis reveals that a student’s academic performance is not significantly related to the level of creativity of the design produced. This research indicates design educators should employ both group and individual work to complement each other in design education, and suggests potential solutions to enhance students’ design creativity. © 2021, The Author(s).","Creativity; Design education; Group work; Idea evaluation; Idea generation; Idea selection; Individual work","Engineering education; Engineering research; Students; Case-studies; Creative design; Creativity; Design Education; Group work; High educations; Idea evaluations; Idea generation; Idea selection; Individual work; Product design","","","","","","","Ahmed S., Christensen B.T., An in situ study of analogical reasoning in novice and experienced design engineers, Journal of Mechanical Design, (2009); Ahmed S., Wallace K.M., Blessing L.T., Understanding the differences between how novice and experienced designers approach design tasks, Research in Engineering Design, 14, pp. 1-11, (2003); Algashaam N.M., Teamwork vs. Individual responsibility, International Journal of Scientific & Engineering Research, (2015); Almond R.J., Group assessment: Comparing group and individual undergraduate module marks, Assessment & Evaluation in Higher Education, 34, pp. 141-148, (2009); Altshuller G.S., Creativity as an exact science: The theory of the solution of inventive problems, (1984); Amabile T.M., Social psychology of creativity: A consensual assessment technique, Journal of Personality and Social Psychology, 43, pp. 997-1013, (1982); Amabile T.M., The social psychology of creativity, (1983); Atman C.J., Adams R.S., Cardella M.E., Turns J., Mosborg S., Saleem J., Engineering design processes: A comparison of students and expert practitioners, Journal of Engineering Education, 96, pp. 359-379, (2007); Bacon D.R., The effect of group projects on content-related learning, Journal of Management Education, 29, pp. 248-267, (2005); Bandura A., Social cognitive theory: An agentic perspective, Annual Review of Psychology, 52, pp. 1-26, (2001); Beebe S.A., Masterson J.T., Communicating in Small Groups, (2003); Bissola R., Imperatori B., Organizing individual and collective creativity: Flying in the face of creativity clichés, Creativity and Innovation Management, 20, pp. 77-89, (2011); Boud D., Cohen R., Sampson J., Peer learning and assessment, Assessment & Evaluation in Higher Education, 24, pp. 413-426, (1999); Bozkurt Altan E., Tan S., Concepts of creativity in design based learning in STEM education, International Journal of Technology and Design Education, (2020); Bruton D., Learning creativity and design for innovation, International Journal of Technology and Design Education, 21, pp. 321-333, (2011); Burke A., Group work: How to use groups effectively, Journal of Effective Teaching, 11, pp. 87-95, (2011); Buzan T., Mind Mapping. 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Emerald Group Publishing Limited, pp. 57-85, (2009); Wong Y.L., Siu K.W.M., A model of creative design process for fostering creativity of students in design education, International Journal of Technology and Design Education, 22, pp. 437-450, (2012); Woolard N.A., Rethinking management group projects with the adaptive leadership model: The lesson is the process, Journal of Education for Business, 93, pp. 392-402, (2018); Xu M., Williams P.J., Gu J., Zhang H., Hotspots and trends of technology education in the international journal of technology and design education: 2000–2018, International Journal of Technology and Design Education, 30, pp. 207-224, (2020); Yang M.-Y., You M., Chen F.-C., Competencies and qualifications for industrial design jobs: Implications for design practice, education, and student career guidance, Design Studies, 26, pp. 155-189, (2005); Yilmaz S., Daly S.R., Seifert C.M., Gonzalez R., Evidence-based design heuristics for idea generation, Design Studies, 46, pp. 95-124, (2016); Zhai L.-Y., Khoo L.-P., Zhong Z.-W., Design concept evaluation in product development using rough sets and grey relation analysis, Expert Systems with Applications, 36, pp. 7072-7079, (2009); Zhang W., Zhang Q., Song M., How do individual-level factors affect the creative solution formation process of teams?, Creativity and Innovation Management, 24, pp. 508-524, (2015); Zheng X., Miller S.R., Out in the field versus inside in the lab: A comparison of design professionals' concept screening practices, Journal of Mechanical Design, (2020); Zwicky F., Discovery, invention, research through the morphological approach, (1969)","J. Han; School of Engineering, University of Liverpool, Liverpool, L69 3BX, United Kingdom; email: Ji.Han@liverpool.ac.uk","","Springer Science and Business Media B.V.","","","","","","09577572","","IJDEE","","English","Int J Technol Des Educ","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85116311850"
"Qiang Z.; Kenny C.S.L.; Xuanfang J.","Qiang, Zhao (58002830200); Kenny, Cheah S.L. (58002748200); Xuanfang, Jin (58002748300)","58002830200; 58002748200; 58002748300","A Bibliometric Review of Career Education from Contemporary Literature with Vosviewer and Biblioshiny","2022","Journal of Curriculum and Teaching","11","8","","259","272","13","0","10.5430/jct.v11n8p259","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143878123&doi=10.5430%2fjct.v11n8p259&partnerID=40&md5=d2c634746694bb1049e33d6de9b9fc7b","Peking Practitioner Institute of Educational Technology for Career Development, No. 88 Nongda South Road, Haidian District, Beijing, China; Department of Education Management Planning and Policy, Faculty of Education, University Malaya, Kuala Lumpur, Malaysia","Qiang Z., Peking Practitioner Institute of Educational Technology for Career Development, No. 88 Nongda South Road, Haidian District, Beijing, China; Kenny C.S.L., Department of Education Management Planning and Policy, Faculty of Education, University Malaya, Kuala Lumpur, Malaysia; Xuanfang J., Peking Practitioner Institute of Educational Technology for Career Development, No. 88 Nongda South Road, Haidian District, Beijing, China","In recent years, career education has been an important topic for research due to its impact on student's personal development, especially on their decision-making and future employability. The need for present education systems to revamp themselves to suit the needs at different levels from adult education, higher education, schools, and various fields of research. However, there is much to be described in the body of knowledge from the perspective of bibliometric analysis. This article examines the term 'career education from the Web of Science (WoS) database between the years 2018 and 2021. The bibliometric analysis results have indicated the trends of career education as data is scooped up from the Web of Science database. In terms of selective content analysis on highly cited articles, this section will discuss the trends of career education in higher education, in schools, in adult education, and the impact of the Covid-19 pandemic. There will also be some discussions on limitations and challenges in career education and some future suggestions for research. © 2022 by the Author(s).","bibliometric analysis with biblioshiny; bibliometric analysis with vosviewer; career education; content analysis on career education; trends of career education","","","","","","","","Afanasiev V., Vrazhnova M., Nechaev M., Frolova S., Shypovskaia L., Directions of Increasing the Effectiveness of Career Guidance System for Students in Russia, Astra Salvensis, (2018); Arghode V., Heminger S., McLean G. N., Career self-efficacy and education abroad: Implications for future global workforce, European Journal of Training and Development, (2020); Balin E., Mbodj A., Global Trends in Career Education and the Needs of International Students, Mapping the Future of Undergraduate Career Education, pp. 85-103, (2022); Bargmann C., Thiele L., Kauffeld S., Motivation matters: predicting students' career decidedness and intention to drop out after the first year in higher education, Higher Education, 83, 4, pp. 845-861, (2022); Barnes N., du Plessis M., Frantz J., Institutional culture and academic career progression: Perceptions and experiences of academic staff, SA Journal of Industrial Psychology, 47, 1, pp. 1-13, (2021); Boat A. A., Miranda A., Syvertsen A. K., Enhancing Education and Career Pathways Through Peer and Near-Peer Social Capital, Journal of Youth and Adolescence, 51, 7, pp. 1287-1304, (2022); Bohn S., McConville S., Strengthening Career Education, (2019); Bridgstock R., Grant-Iramu M., McAlpine A., Integrating career development learning into the curriculum: Collaboration with the careers service for employability, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 56-72, (2019); Buford M. V., Sharp M. J., Stebleton M. J., Mapping the Future of Undergraduate Career Education: Equitable Career Learning, Development, and Preparation in the New World of Work, (2022); Cadenas G. A., Cantu E. A., Spence T., Ruth A., Integrating critical consciousness and technology in entrepreneurship career development with diverse community college students, Journal of Career Development, 47, 2, pp. 162-176, (2020); Chen P. S. L., Cahoon S., Pateman H., Bhaskar P., Wang G., Parsons J., Employability skills of maritime business graduates: industry perspectives, WMU Journal of Maritime Affairs, 17, 2, pp. 267-292, (2018); Cho M., Li S. H., Study of Relation Between Beauty Curriculum Awareness, Career Education Satisfaction and Career Decision Efficacy, Journal of Convergence for Information Technology, 11, 7, pp. 210-222, (2021); Cousins B., Design thinking: Organizational learning in VUCA environments, Academy of Strategic Management Journal, 17, 2, pp. 1-18, (2018); D'Angelo B., Dollinger M., Provision of equitable careers education in Australia: The case for middle years outreach programmes, Journal of Vocational Education & Training, pp. 1-21, (2021); Duran A., Bitton A. L., Barnes A. C., Mobilizing critical perspectives on leadership: Narratives of early-career professionals' self-efficacy in translating leadership theory to practice, College Student Affairs Journal, 40, 2, pp. 33-46, (2022); Gragnano A., Simbula S., Miglioretti M., Work-life balance: weighing the importance of work-family and work-health balance, International journal of environmental research and public health, 17, 3, (2020); Hahn F. T., Bush A. A., Zhang K., Patel A., Lewis K., Jackson A., McLaughlin J. E., Exploring the Career Engagement, Interests, and Goals of Pharmacy Students Identifying as Underrepresented Racial Minorities, American Journal of Pharmaceutical Education, 85, 4, (2021); Helens-Hart R., The employability self-assessment: Identifying and appraising career identity, personal adaptability, and social and human capital, Management Teaching Review, 4, 1, pp. 6-13, (2019); Ingusci E., Spagnoli P., Zito M., Colombo L., Cortese C. G., Seeking challenges, individual adaptability and career growth in the relationship between workload and contextual performance: A two-wave study, Sustainability, 11, 2, (2019); Lau S. S., Wan K., Tsui M., Evaluation of a blended career education course during the COVID-19 pandemic on students' career awareness, Sustainability, 13, 6, (2021); Lee Y., Lee G., Kim J., Lee M., Equity in career development of high school students in South Korea: The role of school career education, Education Sciences, 11, 1, (2021); Mahat M., Dollinger M., D'Angelo B., Naylor R., Harvey A., Co-designing a curriculum model for career education: perspectives from regional communities in Australia, The Australian Educational Researcher, pp. 1-23, (2022); Moore T. L., Leffingwell C. J., Nelson M. S., Recalibrating student affairs practice and preparation to graduate career-ready citizen professionals, New Directions for Higher Education, 2021, 195-196, pp. 163-170, (2021); Morrow-Howell N., Galucia N., Swinford E., Meyer T., Challenges and opportunities of age diverse universities: Perspectives from admissions and career services, Gerontology & Geriatrics Education, 43, 3, pp. 328-345, (2022); Okolie U. C., Nwajiuba C. A., Binuomote M. O., Ehiobuche C., Igu N. C. N., Ajoke O. S., Career training with mentoring programs in higher education: facilitating career development and employability of graduates, (2020); Park N., An exploration of the national document design of Korean career education in elementary schools: A case on career education curriculum of British Columbia, Journal of Curriculum Evaluation, 25, 1, pp. 25-52, (2022); Rocha J., Castillo-Lavergne C. M., Byrd M. J., Carnethon M. R., Miller R., Lin M., Yancy C. W., Reimagining educational equity through strategic alliance partnerships in response to the USA STEM-M diversity gap, Health Promotion International, 37, 2, (2022); Shi Z., Wu Z., Zhang Z., Chen Y., Liu X., Learning Path Planning Algorithm Based on Career Goals and Artificial Intelligence, International Journal of Emerging Technologies in Learning, 17, 10, (2022); Smith M., Bell K., Bennett D., McAlpine A., Employability in a global context: Evolving policy and practice in employability, work integrated learning, and career development learning, Faculty of Social Sciences - Papers, (2018); Suditu M., Personal Development and Career Education Elements: Values, Training, Interests during University Studies, The Fifth International Conference on Adult Education, (2018); Viola M., Daniel N., Influence of parental occupation on career development of youths with intellectual disabilities in selected skills training institution in Zambia, International Journal of Humanities Social Sciences and Education, 6, 1, pp. 66-74, (2019)","C.S.L. Kenny; Faculty of Education, University of Malaya, Kuala Lumpur, 50603, Malaysia; email: kennycheah@um.edu.my","","Sciedu Press","","","","","","19272677","","","","English","J. Curric. Teach.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85143878123"
"Opiniano J.; Christine Estorque J.; Joshua Gutierrez B.; Martin Urmenita J.","Opiniano, Jeremaiah (8709049800); Christine Estorque, Joanna (57223934163); Joshua Gutierrez, Benjamin (57223930607); Martin Urmenita, Jacob (57223936332)","8709049800; 57223934163; 57223930607; 57223936332","The More Prepared, the Better: Analysing the Internship Performance of Filipino Journalism Students","2023","Journalism Practice","17","3","","624","646","22","1","10.1080/17512786.2021.1929413","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106531239&doi=10.1080%2f17512786.2021.1929413&partnerID=40&md5=ae8740280b5fc8ed5fb2af8427edc21a","Department of Communication and Media Studies, University of Santo Tomas (UST), Manila, Philippines; Department of Geography, Environment and Population, The University of Adelaide, Adelaide, Australia","Opiniano J., Department of Communication and Media Studies, University of Santo Tomas (UST), Manila, Philippines, Department of Geography, Environment and Population, The University of Adelaide, Adelaide, Australia; Christine Estorque J., Department of Communication and Media Studies, University of Santo Tomas (UST), Manila, Philippines; Joshua Gutierrez B., Department of Communication and Media Studies, University of Santo Tomas (UST), Manila, Philippines; Martin Urmenita J., Department of Communication and Media Studies, University of Santo Tomas (UST), Manila, Philippines","Internships in journalism frequently gauge the technical skills of students. The employability of journalism students in the news media industry rests on applying industry-aligned news work skills. However there have been few studies or assessments of the seamless integration of journalism students' technical or hard skills and their soft skills, the latter referring to personality skills that are also required of modern-day workers and of journalists. This mixed methods study determined how editors and mentors of interns quantitatively and qualitatively assessed the technical (hard) and soft skills of journalism students from a comprehensive university in the Philippines. This study integrated feedback as a word cloud and as thematised qualitative statements, as well as numeric assessments of 299 internship evaluation forms through structural equation modelling. It was found that the more that journalism students were prepared for on-the-job training, and the more that classroom lessons were applied, the better the students' performance during the internship sortie. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Internship; journalism education; mixed methods; technical and soft skills; the Philippines; work placement","","","","","","University of Santo Tomas, UST","The authors thank the journalism program of the University of Santo Tomas for the permission granted to access the data from the internship evaluation forms. This paper was also presented and commented at the Fifth World Journalism Education Congress (July 2019, Paris).","Alysen B., Tertiary Journalism Education: Its Value in Cadet Selection at Metropolitan Media, Asia-Pacific Media Educator, 1, 10, pp. 100-111, (2001); Anderson C., The Sociology of the Professions and the Problem of Journalism Education, Radical Teacher, 99, pp. 62-68, (2014); Arriola J., (2016); Bakker P., Mr. Gates Returns: Curation, Community Management and Other New Roles for Journalists, Journalism Studies, 15, 5, pp. 596-606, (2014); Balcar J., Homolova E., Karasek Z., Et al., Transferable Competences Across Economic Sectors: Role and Importance for Employment at European Level, (2011); Bazeley P., Integrating Analysis in Mixed Methods Research, (2018); Beard F., Morton L., Effects of Internship Predictors on Successful Field Experience, Journalism & Mass Communication Educator, 53, 4, pp. 42-53, (1998); Bigi H., Disciplined and Employable for News Production: Swiss Journalists, Off-the-Job Training and Journalism Practice, Doctoral thesis, (2011); Bletzer K., Visualizing the Qualitative: Making Sense of Written Comments from an Evaluative Satisfaction Survey, Journal of Educational Evaluation for Health Professions, 12, (2015); Bugeja M., Garrett M., ‘Making the Connection’: Aggregate Internship Data as Direct and Indirect Measure Informing Curricula and Assessment, Journalism & Mass Communication Educator, 74, 1, pp. 17-30, (2018); Carlos J.M., Cadiz M.C., Centers of Excellence in Youth Media Education in ASEAN: The Philippine Perspective, (2003); Cohen G., Blumberg P., Ryan N., Sullivan P., Do Final Grades Reflect Written Qualitative Evaluations of Student Performance?, Teaching and Learning in Medicine: An International Journal, 5, 1, pp. 10-15, (1993); Creswell J., A Concise Introduction to Mixed Methods Research, (2014); Cullen T., News Editors Evaluate Journalism Courses and Graduate Employability, Asia Pacific Media Educator, 24, 2, pp. 209-224, (2015); Dabke D., Soft Skills as a Predictor of Perceived Internship Effectiveness and Permanent Placement Opportunity, The IUP Journal of Soft Skills, 9, 4, pp. 26-42, (2015); De Haan Y., Bakker P., Preparing Journalism Students for Internships: Tech-Savvy, Analytical Skills and Entrepreneurial Attitude, Presented at the seminar-workshop Studying Journalist interns, (2014); De Haan Y., Bakker P., Critical and Creative Entrepreneurs: Is the Journalism Internship Model Future Proof?, Presented at the Fifth biennial future of journalism conference, (2015); De Jesus M., The Philippine Press, Whither the Philippines in the 21st Century?, pp. 127-141, (2007); Discenna T.A., The Discourses of Free Labor: Career Management, Employability, and the Unpaid Intern, Western Journal of Communication, 80, 4, pp. 435-452, (2016); Eldersveld D., (2015); Eschenfelder C., But Can They Write? Television News Industry Assessment of the Skills of Broadcast Journalism Students and Recent Graduates, Journalism & Mass Communication Educator, 75, 2, pp. 226-232, (2019); Forde S., Meadows M., Industry Placements in Journalism Education: Exploring Enhanced Learning and Professional Growth for Interns, JRE Journal, 4, pp. 1-26, (2011); Gale A., Duffey M., Park-Gates S., Peek P.F., Soft Skills Versus Hard Skills: Practitioners’ Perspectives on Interior Design Interns, Journal of Interior Design, 42, 4, pp. 45-63, (2017); Garcia-Borrego M., Gomez-Calderon B., Farias P., Journalism Internship Regulations of Spain’s Public Universities: Between Guaranteeism and Deregulation [Las Normativas de Prácticas de las Universidades Públicas Españolas con Grado en Periodismo: Entre el Garantismo y la Desregulación.], Estudios Sobre El Mensaje Periodístico, 26, 3, pp. 963-974, (2020); Garcia-Borrego M., Gomez-Calderon B., Fernandez-Sande M., Media Internships Within the Journalism Degree: Professional Routines, Conditioning Factors and Level of Satisfaction of the Spanish Students [Prácticas Extracurriculares en el Grado en Periodismo: Rutinas Profesionales, Condicionantes Ynivel de Satisfacción de los Alumnos.], Profesional De La Información, 28, 6, pp. 1-11, (2019); Getz J., Interns in the Workplace: How Students Perceive the Value of Field Experience in Journalism Education, Doctoral dissertation, (2001); Gibbs G., Analyzing Qualitative Data, (2007); Ginsburg S., Van der Vleuten C., Eva K., Lingard L., Cracking the Code: Residents’ Interpretations of Written Assessment Comments, Medical Education, 51, 4, pp. 401-410, (2017); Gollmitzer M., Precariously Employed Watchdogs? Perceptions of Working Conditions among Freelances and Interns, Journalism Practice, 8, 6, pp. 826-841, (2014); Grady D., Indirect Measures: Internships, Competitions, and Careers, Assessing Media Education: A Resource Handbook for Educators and Administrators, pp. 349-371, (2006); Gravengaard G., Rimestad L., Socializing Journalist Trainees in the Newsroom: On How to Capture the Intangible Parts of the Process, Nordicom Review, 36, 2, pp. 81-96, (2015); Horowitz E.M., (1996); Hu L.-T., Bentler P., Cutoff Criteria for Fit Indices in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives, Structural Equation Modeling, 6, 1, pp. 1-55, (1999); Jaakkola M., Searching for Transferable Skills Between Journalism Training and Work Life: A Skill-Based Approach to Journalism Interns’ Workplace Learning, Presented at the seminar-workshop Studying Journalist interns, (2014); Jaakkola M., S(t)Imulating Journalism in the Classroom: A Structured Comparison of the Design of Pedagogical Newsrooms in Nordic Academic Journalism Training, Journalism and Mass Communication Educator, 73, 2, pp. 182-199, (2017); Johnson R., Grove A., Clarke A., Pillar Integration Process: A Joint Display Technique to Integrate Data in Mixed Methods Research, Journal of Mixed Methods Research, 13, 3, pp. 301-320, (2017); Kline R., Methodology in the Social Sciences. Principles and Practice of Structural Equation Modeling, (2005); Losekoot E., Lasten E., Lawson A., Chen B., The Development of Soft Skills During Internships: The Hospitality Student’s Voice.”, Research in Hospitality Management, 8, 2, pp. 155-159, (2018); Madison E., Training Digital Age Journalists: Blurring the Distinction Between Students and Professionals, Journalism & Mass Communication Educator, 69, 3, pp. 314-324, (2014); McDonough K., Rodriguez L., Prior-Miller M., A Comparison of Student Interns and Supervisors Regarding Internship Performance Ratings, Journalism & Mass Communication Educator, 64, 2, pp. 139-155, (2009); McKee S., (2014); Mensing D., Realigning Journalism Education, Journalism Education, Training and Employment, pp. 15-32, (2011); O'Connor H., Bodicoat M., Exploitation or Opportunity? Student Perceptions of Internships in Enhancing Employability Skills, British Journal of Sociology of Education, 38, 4, pp. 435-449, (2017); Ojomo O., Journalism Trainers’ and Newspaper Editors’ Assessment of University and Polytechnic Journalism Graduates, Benin Mediacom Journal, 8, pp. 97-111, (2014); Ornebring H., Karlsson M., Fast K., Lindel J., The Space of Journalistic Work: A Theoretical Model, Journalism: Theory, Practice and Criticism, 19, 2, pp. 165-181, (2018); Salamon E., (De)Valuing Intern Labour: Journalism Internship Pay Rates and Collective Representation in Canada, tripleC: Communication, Capitalism & Critique, 13, 2, pp. 438-458, (2015); Saldana J., The Coding Manual for Qualitative Researchers, (2013); Sharma V., Soft Skills: An Employability Enabler, The IUP Journal of Soft Skills, 12, 2, pp. 25-32, (2018); Sweitzer H.F., King M., The Successful Internship: Personal, Professional and Civic Development, (2009); Teddlie C., Tashakkori A., Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences, (2009); Thilakeranthe P., Madurapperuma W., An Examination of Accounting Internship on Subsequent Academic Performance, International Journal of Economics, Finance and Management Sciences, 2, 1, pp. 8-15, (2014); Thornham S., O'Sullivan T., Chasing the Real: ‘Employability’ and the Media Studies Curriculum, Media, Culture & Society, 26, 5, pp. 717-736, (2004); Thornton L.-J., The Changing Role of Internships as Newsrooms Shrink and Evolve: Collaboration and Intern-as-Teacher, Journalism Education, Training and Employment, pp. 130-142, (2011); Tsymbal N., Savchuk N., Avramenko V., Svitlana S., Denysiuk I., Mass Media Internships in Vocational Training of Students Majoring in Journalism, International Journal of Learning, Teaching and Educational Research, 19, 6, pp. 238-250, (2020); Valencia-Forrester F., Models of Work-Integrated Learning in Journalism Education, Journalism Studies, 21, 5, pp. 697-712, (2020); Warinda T., Accounting Students’ Evaluation of Internship Experiences from a Skills Perspective, International Journal of Asian Social Science, 3, 3, pp. 783-799, (2013); Williams L., Assessment of Student Learning Through Journalism and Mass Communication Internships, Journal of Applied Learning in Higher Education, 2, pp. 23-38, (2010)","J. Opiniano; Department of Communication and Media Studies, University of Santo Tomas (UST), Manila, Philippines; email: jmopiniano@ust.edu.ph","","Routledge","","","","","","17512786","","","","English","J. Pract.","Article","Final","","Scopus","2-s2.0-85106531239"
"Basir N.M.; Zubairi Y.Z.; Jani R.; Wahab D.A.","Basir, Nora Mohd (56495064000); Zubairi, Yong Zulina (35801612900); Jani, Rohana (35069593000); Wahab, Diana Abdul (57216544244)","56495064000; 35801612900; 35069593000; 57216544244","Soft Skills and Graduate Employability: Evidence from Malaysian Tracer Study","2022","Pertanika Journal of Social Sciences and Humanities","30","4","","1975","1989","14","0","10.47836/pjssh.30.4.26","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146167247&doi=10.47836%2fpjssh.30.4.26&partnerID=40&md5=8337e855de3e41a78af2183a04aa98ab","Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA, UiTM Seremban Campus, Negeri Sembilan, Seremban, 70300, Malaysia; Centre for Foundation Studies in Science, Universiti Malaya, Kuala Lumpur, 50603, Malaysia; Ungku Aziz Centre for Development Studies, Universiti Malaya, Kuala Lumpur, 50603, Malaysia; Faculty of Economics and Administration, Universiti Malaya, Kuala Lumpur, 50603, Malaysia","Basir N.M., Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA, UiTM Seremban Campus, Negeri Sembilan, Seremban, 70300, Malaysia; Zubairi Y.Z., Centre for Foundation Studies in Science, Universiti Malaya, Kuala Lumpur, 50603, Malaysia; Jani R., Ungku Aziz Centre for Development Studies, Universiti Malaya, Kuala Lumpur, 50603, Malaysia; Wahab D.A., Faculty of Economics and Administration, Universiti Malaya, Kuala Lumpur, 50603, Malaysia","Recent trends in graduate employment have raised concerns among higher education providers and other stakeholders. Issues concerning the soft skills gap have been constantly raised so that industries and universities can adopt various initiatives to address this situation. In addition, employment has shifted from production to service, increasing the importance of soft skills. This study aims to map graduates’ soft skills and employment status after graduation. The Ministry of Higher Education repository was used to select 100,413 first-degree graduates who had completed their studies. Logistic regression analysis created the graduate employability predictive model, which yielded a 77% accuracy. The findings show that 85.5% of graduates were employed during data collection. The predictive model suggests that graduate employability status is affected by factors such as gender, family income, the field of study, MUET, CGPA, internship, entrepreneurship course, working experience, communication skills, analytical skills, teamwork, positive values, and general knowledge. © Universiti Putra Malaysia Press.","Employability; graduate; higher education; logistic regression; soft skills","","","","","","Universiti Malaya, UM, (BKS005-2019)","Funding text 1: The authors thank the University of Malaya (BKS005-2019) for the research grant.; Funding text 2: (BKS005-2019) for the research grant.","Chavan M., Carter L., Management students – Expectations and perceptions on work readiness, International Journal of Educational Management, 32, 5, pp. 825-850, (2018); Cheong K.-C., Hill C., Fernandez-Chung R., Leong Y.-C., Employing the ‘‘unemployable’: Employer perceptions of Malaysian graduates, Studies in Higher Education, 41, 12, pp. 2253-2270, (2016); Press release: Key statistics of labour force in Malaysia, (2020); Gault J., Leach E., Duey M., Effects of business internships on job marketability: The employers’ perspective, Education+Training, 52, 1, pp. 76-88, (2010); Hairi F., Toee M. N. A., Razzaly W., Employers’ perception on soft skills of graduates: A study of Intel elite soft skill training, International Conference on Teaching & Learning in Higher Education, pp. 1-8, (2011); He S., Li X., Chen J., Application of data mining in predicting college graduates employment, 2021 4th International Conference on Artificial Intelligence and Big Data (ICAIBD), pp. 65-69, (2021); Hossain M. I., Yagamaran K. S. A., Afrin T., Limon N., Nasiruzzaman M., Karim A. M., Factors influencing unemployment among fresh graduates: A case study in Klang Valley, Malaysia, International Journal of Academic Research in Business and Social Sciences, 8, 9, pp. 1494-1507, (2018); Ibrahim A., Mistree A. A., Preparing graduates for the world of competition: A normative role of higher education, International JournalofAcademicResearchandDevelopment, 2, 5, pp. 371-374, (2019); World employment and social outlook: Trends 2020, (2020); Jamaludin K. A., Alias N., DeWitt D., Kenayathulla H. B., Razzaq A. R. A., Employability skills valued by employers in Malaysia, Jurnal Kurikulum & Pengajaran Asia Pasifik, 7, 2, pp. 30-37, (2019); Jayasingha D. G. M. S., Suraweera S. M. B. L., An analysis of the factors affecting the graduates’ employability in case of Rajarata University of Sri Lanka, IRE Journals, 3, 12, pp. 10-24, (2020); Juhdi N., Jauhariah A., Yunus S., A study on employability skills of university graduates, The Business Wallpaper, 2, 1, pp. 1-6, (2007); Koe W. L., Individual entrepreneurial orientation and perceived employability among university graduates, Proceedings of the Regional Conference on Science, Technology and Social Sciences (RCSTSS 2016), pp. 69-77, (2019); Malaysia Education Blueprint 2015-2025, (2020); Nafi M. N. A., Ghani I. A., Modelling employability of graduates using logistic regression, Journal of Statistical Modeling and Analytics, 2, 1, pp. 45-51, (2011); Nguyen Q. H., Ly H. B., Ho L. S., Al-Ansari N., Le H. V., Tran V. Q., Prakash I., Pham B. T., Influence of data splitting on performance of machine learning models in prediction of shear strength of soil, Mathematical Problems in Engineering, 2021, (2021); Executive summary, Education at a glance 2017: OECD Indicators, (2017); Othman Z., Shan S. W., Yusoff I., Kee C. P., Classification techniques for predicting graduate employability, International Journal on Advanced Science, Engineering and Information Technology, 8, 4-2, pp. 1712-1720, (2018); Passaretta G., Triventi M., Working experience during higher education and post-graduation occupational outcomes: A comparative study on four European countries, International Journal of Comparative Sociology, 56, 3-4, pp. 232-253, (2015); Piad K. C., Dumlao M., Ballera M. A., Ambat S. C., Predicting IT employability using data mining techniques, 2016 Third International Conference on Digital Information Processing, Data Mining, and Wireless Communications (DIPDMWC), pp. 26-30, (2016); Pinto L. H., Ramalheira D. C., Perceived employability of business graduates: The effect of academic performance and extracurricular activities, Journal of Vocational Behavior, 99, pp. 165-178, (2017); Rashid A. M. Z, Strategies to reduce unemployment among graduate and youth, (2003); Razak M. I. M., Ahmad I., De Mello G., Factors influencing unemployment among graduates in Malaysia, (2014); Nagaraj S., Goh K. L., Cheong K. C., Tey N. P., Jani R., Gender imbalance in educational attainment and labour market dynamics: Evidence from Malaysia, Malaysian Journal of Economic Studies, 51, pp. 127-145, (2014); Seng L. C., Malaysia public universities’ graduate employability policies: An analysis of first degree graduates unemployment and underemployment issues, International Journal of Social Science and Humanities Research, 6, 4, pp. 480-489, (2018); Are bachelor’s degree holders finding jobs that match their studies?, (2017); Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employers’ perceptions, Studies in Higher Education, 45, pp. 1834-1847, (2020); Teng W., Ma C., Pahlevansharif S., Turner J. J., Graduate readiness for the employment market of the 4th industrial revolution: The development of soft employability skills, Education and Training, 61, 5, pp. 590-604, (2019); Ting S. H., Marzuki E., Chuah K. M., Misieng J., Jerome C., Employers’ views on the importance of English proficiency and communication skill for employability in Malaysia, Indonesian Journal of Applied Linguistics, 7, 2, pp. 315-327, (2017); Yang S., Berdine G., The receiver operating characteristic (ROC) curve, The Southwest Respiratory and Critical Care Chronicles, 5, 19, pp. 34-36, (2017); Yorke M., Employability in higher education: what it is-what it is not, 1, (2006); Yunus F., Skills development in higher education and employment [Paper presentation], Seminar on Higher Education and Graduate Employability: New Direction, Trends and Challenges, (2007); Zainuddin S. Z. B., Pillai S., Dumanig F. P., Phillip A., English language and graduate employability, Education + Training, 61, 1, pp. 79-93, (2019)","Y.Z. Zubairi; Centre for Foundation Studies in Science, Universiti Malaya, Kuala Lumpur, 50603, Malaysia; email: yzulina@um.edu.my","","Universiti Putra Malaysia","","","","","","01287702","","","","English","Pertanika J. Soc. Sci. Humanit.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85146167247"
"Ho S.S.-H.; Lin H.-C.; Hsieh C.-C.; Chen R.J.-C.","Ho, Sophia Shi-Huei (57161821100); Lin, Hsin-Chih (57206694697); Hsieh, Chuan-Chung (56804206600); Chen, Robin Jung-Cheng (57190128342)","57161821100; 57206694697; 56804206600; 57190128342","Importance and performance of SDGs perception among college students in Taiwan","2022","Asia Pacific Education Review","23","4","","683","693","10","6","10.1007/s12564-022-09787-0","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137020924&doi=10.1007%2fs12564-022-09787-0&partnerID=40&md5=bfdfc3f1d6ea7e482841d620950cdf0b","Institute of Educational Administration and Evaluation, University of Taipei, Taipei, Taiwan; Department of Education and Learning Techonology, National Tsing Hua University, Hsinchu City, Taiwan; Department of Education, National Chengchi University, Taipei City, Taiwan","Ho S.S.-H., Institute of Educational Administration and Evaluation, University of Taipei, Taipei, Taiwan; Lin H.-C., Institute of Educational Administration and Evaluation, University of Taipei, Taipei, Taiwan; Hsieh C.-C., Department of Education and Learning Techonology, National Tsing Hua University, Hsinchu City, Taiwan; Chen R.J.-C., Department of Education, National Chengchi University, Taipei City, Taiwan","This study explores Taiwanese college students’ awareness and action on UN’s Sustainable Development Goals (SDGs) launched in 2015. These goals define key dimensions wherein youth’s recognition, appreciation, and implementations ignite global citizenship, therefore enhancing both employability and mobility. The SDGs have set a strong presence in higher education, but perhaps not enough as most studies have not assessed a holistic view of undergraduates’ SDGs perception. In a well-globalized Chinese society where undergraduate degrees are as widespread as in Taiwan, this study aims to uncover whether higher education institutions (HEIs) in Taiwan have served as enabling environments for the growth of global citizens. Building on the government’s educational reforms and individual policies, it asks: on which aspects have Taiwan excelled or receded, why, and what can our example offer the global community in sowing global citizens? The Importance–Performance Analysis (IPA) grid was conducted to assess college students’ recognition and implementation of each goal. A list of 17 goals and 68 items were identified from literature reviews and each item was rated using a five-point Likert scale. On the scale, the online survey enables the 1238 college students from HEIs, ranging from research to non-research ones, to rate the relative importance of the items, followed by another performance rating. We aspire analysis of the responses to allow reflection on the implementation of professional and general education, as results indicate the factors contributing to students’ cognition of the SDGs. Echoing current policy in Taiwan, we intend to offer insights and recommendations to extend students’ SDGs vision, ultimately enhancing youth’s international understanding and mobility. © 2022, Education Research Institute, Seoul National University.","Education policy; Higher education; IPA; SDGs; Taiwan","","","","","","","","Albareda-Tiana S., Vidal-Ramentol S., Fernandez-Morilla M., Implementing the sustainable development goals at university level, International Journal of Sustainability in Higher Education, 19, 3, pp. 473-497, (2018); Alm K., Melen M., Aggestam-Pontoppidan C., Advancing SDG competencies in higher education: Exploring an interdisciplinary pedagogical approach, International Journal of Sustainability in Higher Education, 22, 6, pp. 1450-1466, (2021); Avila L.V., Beuron T.A., Brandli L.L., Damke L.I., Pereira R.S., Klein L.L., Barriers to innovation and sustainability in universities: An international comparison, International Journal of Sustainability in Higher Education, 20, 5, pp. 805-821, (2019); Boni A., Calabuig C., Education for global citizenship at universities, Journal of Studies in International Education, 21, pp. 22-38, (2017); Boni A., Lopez-Fogues A., Walker M., Higher education and the post-2015 Agenda: A contribution from the human development approach, Journal of Global Ethics, 12, pp. 17-28, (2016); Brissett N., Mitter R., For function or transformation? A critical discourse analysis of education under the sustainable development goals, The Journal of Critical Education Policy Studies, 15, pp. 181-204, (2017); University social responsibility projects, (2019); Barometer January 2019, (2019); Comrey A.L., Factor analytic methods of scale development in personality and clinical psychology, Journal of Consulting and Clinical Psychology, 56, pp. 754-761, (1988); Crow M., Organizing teaching and research to address the grand challenges of sustainable development, BioScience, 60, pp. 488-489, (2010); Demaidi M.N., Al-Sahili K., Integrating SDGs in higher education—case of climate change awareness and gender equality in a developing country according to REMI-target strategy, Sustainability, 13, 6, (2021); Dillman D.A., Mail and Internet surveys, (2000); Dlouha J., Pospisilova M., Education for sustainable development goals. In public debate: The importance of. 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Appraisal and recommendations, Research in Nursing & Health, 30, pp. 459-467, (2007); Purcell W.M., Henriksen H., Spengler J.D., Universities as the engine of transformational sustainability toward delivering the sustainable development goals: “Living labs” for sustainability, International Journal of Sustainability in Higher Education, 20, 8, pp. 1343-1357, (2019); Sanchez-Martin J., Zamora-Polo F., Moreno-Losada J., Including ethical learning and moral reasoning aspects in higher education: A proposal for developing ethical competences in the university, (2015); Sen A., Inequality Reexamined, (1992); Shephard K., Higher education for sustainability: Seeking affective learning outcomes, International Journal of Sustainability in Higher Education, 9, 1, pp. 87-98, (2008); Early survey research on the Internet: Review, illustration and evaluation, Proceedings of the American Marketing Association Winter Educators’ Conference, (1996); Tinsley H.E., Tinsley D.J., Uses of factor analysis in counseling psychology, Journal of Counseling Psychology, 34, pp. 414-424, (1987); Trencher G., Yarime M., McCormick K., Doll C., Kraines S., Beyond the third mission: Exploring the emerging university function of co-creation for sustainability, Science and Public Policy, 41, 2, pp. 151-179, (2014); Veiga Avila L., Beuron T.A., Brandli L.L., Damke L.I., Pereira R.S., Klein L.L., Barriers to innovation and sustainability in universities: An international comparison, International Journal of Sustainability in Higher Education, 20, 5, pp. 805-821, (2019); Wals A.E.J., Sustainability in higher education in the context of the UNDESD: A review of learning and institutionalization processes, Journal of Cleaner Production, 62, pp. 8-15, (2014); Wals A.E.J., Jickling B., Sustainability” in higher education: From doublethink and newspeak to critical thinking and meaningful learning, International Journal of Sustainability in Higher Education, 3, 3, pp. 221-232, (2002); Weybrecht G., From challenge to opportunity—Management education’s crucial role in sustainability and the. Sustainable Development Goals—An overview and framework, Management in Education, 15, pp. 84-92, (2017); Zamora-Polo F., Corrales-Serrano M., Sanchez-Martin J., Espejo-Antunez L., Nonscientific university students training in general science using an active-learning merged pedagogy: Gamification in a flipped classroom, Education Sciences, 9, 4, (2019); Zamora-Polo F., Sanchez-Martin J., Hipolito-Ojalvo F., Using moral dilemma for ethical skills development in engineering degrees. Application to mechanical engineering, DYNA Ingenieria e Industria, 91, pp. 495-497, (2016)","R.J.-C. Chen; Department of Education, National Chengchi University, Taipei City, Taiwan; email: robin@nccu.edu.tw","","Springer Science and Business Media B.V.","","","","","","15981037","","","","English","Asia Pac. Educ. Rev.","Article","Final","","Scopus","2-s2.0-85137020924"
"Torres-Coronas T.; Vidal-Blasco M.-A.; Simón-Olmos M.-J.","Torres-Coronas, Teresa (37662352600); Vidal-Blasco, María-Arántzazu (37662251700); Simón-Olmos, María-José (56111574900)","37662352600; 37662251700; 56111574900","CAREER MANAGEMENT TRAINING IN THE UNIVERSITY ENVIRONMENT; [Formación para la gestión de la carrera profesional en el ámbito universitario]","2022","Human Review. International Humanities Review / Revista Internacional de Humanidades","11","","","","","","0","10.37467/revhuman.v11.3852","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143637989&doi=10.37467%2frevhuman.v11.3852&partnerID=40&md5=62feedc61fc6f6ca470eb3cd465615f7","Universitat Rovira i Virgili, School of Engineering, Department of Business Management, Spain; Universitat Rovira i Virgili, Faculty of Business and Economics, Department of Business Management, Spain; Universitat Rovira i Virgili, School of Engineering, Department of Mechanical Engineering, Spain","Torres-Coronas T., Universitat Rovira i Virgili, School of Engineering, Department of Business Management, Spain; Vidal-Blasco M.-A., Universitat Rovira i Virgili, Faculty of Business and Economics, Department of Business Management, Spain; Simón-Olmos M.-J., Universitat Rovira i Virgili, School of Engineering, Department of Mechanical Engineering, Spain","In this paper we evaluate and confirm the effectiveness of including curriculum training on career management as a component of university studies. The behaviour of the students in this study was modified by the uncertainty created by the crisis in the labour market due to the pandemic. Our results confirm that universities need to develop the generic and academic skills demanded by the labour market in order to provide their students with comprehensive training while also taking joint responsibility for developing their students’ career management skills. © GKA Ediciones, authors.","Career management competencies; Comprehensive training; COVID-19; Curricular training; Economic crisis; Employability; Higher education","","","","","","","","2013 AAGE Employer Survey, (2013); Alberich Gonzalez N., Fabra Anton S., Sala Torrent M., Serracant Melendres P., Joventut, COVID-19 i desigualtats. Situació actual i prospectiva, (2020); Ali J., Aigbavboa C.O., Employer’s perception of employability skills among built-environment graduates, Journal of Engineering, Design and Technology, (2019); Alshehri A., Gutub S. A., Ebrahim M. A. B., Shafeek H., Integration between industry and university: Case study, Faculty of Engineering at Rabigh, Saudi Arabia, Education for Chemical Engineers, 14, pp. 24-34, (2016); Bennett D., A creative approach to exploring student identity, International Journal of Creativity and Problem Solving, 22, 1, pp. 27-41, (2012); Berdrow I., Evers F. T., Bases of competence: A framework for facilitating reflective learner-centered educational environments, Journal of management education, 35, 3, pp. 406-427, (2011); Bozionelos G., Bozionelos N., Employability and key outcomes in times of severe economic crisis: The role of career orientation, Human Resource Management, 107, 6, pp. 11-35, (2015); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Budiarto A., Gunawan G., Kadiyono A. L., Andriani E., Predicting graduate employability through personal development training in digitalization context. Association of Industrial & Organizational Psychology (Apio) West Java, Journal of Legal, Ethical and Regulatory Issues, pp. 1-8, (2021); Clares P. M., Morga N. G., El dominio de competencias transversales en Educación Superior en diferentes contextos formativos, Educação e Pesquisa, 45, (2019); Clarke M., Understanding and managing employability in changing career contexts, Journal of European Industrial Training, 32, 4, pp. 258-284, (2008); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in higher education, 43, 11, pp. 1923-1937, (2017); Coetzee M., Beukes C. J., Employability, emotional intelligence and career preparation support satisfaction among adolescents in the school-to-work transition phase, Journal of Psychology in Africa, 20, 3, pp. 43-446, (2010); Cotronei-Baird V., Academic hindrances in the integration of employability skills development in teaching and assessment practice, Higher Education, 79, 2, pp. 203-223, (2019); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); De Janasz S. C., Forret M. L., Learning the art of networking: A critical skill for enhancing social capital and career success, Journal of management education, 32, 5, pp. 629-650, (2007); Donald W., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: Human capital, careers advice, and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Eby L. T., Butts M., Lockwood A., Predictors of success in the era of the boundaryless career, Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 24, 6, pp. 689-708, (2003); Feijoo G., Arce A., Bello P., Carballa M., Freire M. S., Garrido J. M., Moreira R., Potential impact on the recruitment of chemical engineering graduates due to the industrial internship, Education for Chemical Engineers, 26, pp. 107-113, (2019); Gerard J. G., Linking in with LinkedIn®: Three exercises that enhance professional social networking and career building, Journal of Management Education, 36, 6, pp. 866-897, (2012); Harris-Reeves B., Mahoney J., Brief work-integrated learning opportunities and first-year university students’ perceptions of employability and academic performance, Australian Journal of Career Development, 26, 2, pp. 32-37, (2017); Harvey L., Defining and measuring employability, Quality in higher education, 7, 2, pp. 97-109, (2001); Healy M., Hammer S., McIlveen P., Mapping graduate employability and career development in higher education research: A citation network analysis, Studies in Higher Education, pp. 1-13, (2020); Helyer R., Lee D., The role of work experience in the future employability of higher education graduates, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Hernanz V., Jimeno J. F., Youth Unemployment in the EU, Ifo Institut – Leibniz-Institut für Wirtschaftsforschung an der Universität München, CESifo Forum, 18, 2, pp. 3-10, (2017); Hogan R., Chamorro-Premuzic T., Kaiser R. B., Employability and career success: Bridging the gap between theory and reality, Industrial and Organizational Psychology, 6, 1, pp. 3-16, (2013); Holdsworth C., Quinn J., Student volunteering in English higher education, Studies in Higher Education, 35, 1, pp. 113-127, (2010); Holmes L., Competing perspectives on graduate employability: possession, position or process?, Studies in higher education, 38, 4, pp. 538-554, (2013); Humburg M., De Grip A., Van der Velden R., Which skills protect graduates against a slack labour market?, International Labour Review, 156, 1, pp. 25-43, (2017); Idkhan A. M., Syam H., Sunardi S., Hasim A. H., The Employability Skills of Engineering Students’: Assessment at the University, International Journal of Instruction, 14, 4, pp. 119-134, (2021); Irwin A., Nordmann E., Simms K., Stakeholder perception of student employability: does the duration, type and location of work experience matter?, Higher Education, 78, 5, pp. 761-781, (2019); Jackson D., Wilton N., Developing career management competencies among undergraduates and the role of work-integrated learning, Teaching in Higher Education, 21, 3, pp. 266-286, (2016); Jain R., Jain S., Conceptualization, measure development and empirical assessment of career oriented attitudes and employability of technology graduates, Vision, 17, 2, pp. 143-157, (2013); Kinash S., Crane L., Judd M. M., Knight C., Discrepant stakeholder perspectives on graduate employability strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); King Z., Career self-management: Its nature, causes and consequences, Journal of vocational behavior, 65, 1, pp. 112-133, (2004); Lau S.S.S., Wan K., Tsui M., Evaluation of a Blended Career Education Course during the COVID-19 Pandemic on Students’ Career Awareness, Sustainability, 13, 6, (2021); Likhitkar P., Verma P., HR value proposition using predictive analytics: an overview, New Paradigm in Decision Science and Management, pp. 165-171, (2020); Llanes J., Figuera P., Torrado M., Desarrollo de la empleabilidad y gestión personal de la carrera de graduados en Pedagogía, Revista Española de Orientación y Psicopedagogía, 28, 2, pp. 46-60, (2017); Lo P., So S., Liu Q., Allard B., Chiu D., Chinese students’ motivations for overseas versus domestic MLIS education: a comparative study between university of Tsukuba and Shanghai university, College & Research Libraries, 80, 7, pp. 1013-1035, (2019); Lowden K., Hall S., Elliot D., Lewin J., Employers’ perceptions of the employability skills of new graduates, (2011); Martinez A. R., Pascual A. C., Blasco S. V., Análisis de la mejora del nivel de empleabilidad de los universitarios mediante la mejora de competencias transversales y habilidades, Revista Española de Orientación y Psicopedagogía, 30, 3, pp. 102-119, (2019); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: what effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Meissner D., Shmatko N., Integrating professional and academic knowledge: The link between researchers skills and innovation culture, The Journal of Technology Transfer, 44, 4, pp. 1273-1289, (2019); Mok K. H., Wen Z., Dale R., Employability and mobility in the valorisation of higher education qualifications: The experiences and reflections of Chinese students and graduates, Journal of Higher Education Policy and Management, 38, 3, pp. 264-281, (2016); Monteiro S., Almeida L., Gomes C., Sinval J., Employability profiles of higher education graduates: a person-oriented approach, Studies in Higher Education, pp. 1-14, (2020); Moreno-Murcia L. M., Quintero-Pulgar Y. A., Relación entre la formación disciplinar y el ciclo profesional en el desarrollo de las habilidades blandas, Formación universitaria, 14, 3, pp. 65-74, (2021); Nunley J. M., Pugh A., Romero N., Seals R. A., College major, internship experience, and employment opportunities: estimates from a résumé audit, Labour Economics, 38, pp. 37-46, (2016); Informe OIE sobre jóvenes y mercado laboral: el camino del aula a la empresa, (2014); Orrell J., Good Practice Report, Work-Integrated Learning, (2011); Parker S. K., Collins C. G., Taking stock: Integrating and differentiating multiple proactive behaviors, Journal of Management, 36, 3, pp. 633-662, (2009); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., Pedagogy for Employability, (2012); Praskova A., Johnston L., The role of future orientation and negative career feedback in career agency and career success in Australian adults, Journal of Career Assessment, 29, 3, pp. 463-485, (2021); Purcell K., Elias P., Atfield G., Behle H., Ellison R., Luchinskaya D., Transitions into employment, further study and other outcomes, Futuretrack Stage, 4, (2013); Rae D., Connecting enterprise and graduate employability: challenges to the higher education culture and curriculum?, Education + Training, 49, 8, pp. 605-619, (2007); Raelin J. A., Bailey M., Hamann J., Pendleton L., Raelin J., Reisberg R., Whitman D., The effect of cooperative education on change in self-efficacy among undergraduate students: Introducing work self-efficacy, Journal of Cooperative Education and Internships, 45, 2, pp. 17-35, (2011); Raty H., Hytti U., Kasanen K., Komulainen K., Siivonen P., Kozlinska I., Perceived employability and ability self among Finnish university students, European Journal of Psychology of Education, 35, 4, pp. 975-993, (2019); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Rothwell A., Arnold J., Self-perceived employability: development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rouvrais S., Remaud B., Saveuse M., Work-based learning models in engineering curricula: insight from the French experience, European Journal of Engineering Education, 45, 1, pp. 89-102, (2020); Saulite M., Andersone R., Career education as a set of planned actions integrated in the study process, The Proceedings of The International Scientific Conference Rural Environment Education Personality (REEP), 12, pp. 303-308, (2019); Saunders V., Zuzel K., Evaluating employability skills: employer and student perceptions, Bioscience Education, 15, 1, pp. 1-15, (2010); Sin C., Neave G., Employability deconstructed: perceptions of Bologna stakeholders. Studies in higher education, 41(8), 1447-1462, (2014); Stan C., The formative impact of the career plan on the students’ professional path, European Proceedings of Social and Behavioural Sciences, 27, pp. 744-752, (2017); Strauss K., Griffin M. A., Parker S. K., Future work selves: How salient hoped-for identities motivate proactive career behaviors, Journal of Applied Psychology, 97, 3, pp. 580-598, (2012); Terzaroli C., Oyekunle Y., Career service as a measure to support employability: A comparison between the university of Florence and the University of Lagos, Andragoška spoznanja, 25, 1, pp. 89-110, (2019); Usher A., Measuring work integrated learning: The development of the meta-competency test, Journal of Cooperative Education & Internships, 46, 1, pp. 5-15, (2012); Watts A. G., Career development learning and employability, (2006); Yorke M., Employability in higher education: What it is-what it is not, (2006)","","","Eagora Science","","","","","","26959623","","","","English","Hum. Rev.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85143637989"
"Arsenis P.; Flores M.","Arsenis, Panagiotis (56446883300); Flores, Miguel (56740155800)","56446883300; 56740155800","Determinants of students’ salaries in the professional training year","2023","Teaching in Higher Education","28","4","","758","771","13","0","10.1080/13562517.2020.1863345","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098572121&doi=10.1080%2f13562517.2020.1863345&partnerID=40&md5=50e1d62a315e6031fc8118a2d6cadf63","School of Economics, University of Surrey, Guildford, United Kingdom","Arsenis P., School of Economics, University of Surrey, Guildford, United Kingdom; Flores M., School of Economics, University of Surrey, Guildford, United Kingdom","This paper studies the main determinants of salaries for economics students in their year-long industrial placements. Using three different sources of data on three cohorts of economics placement students, including demographic characteristics, academic performance, programme of studies and employability-related characteristics, we find that academic performance, job location and industry type are the main determinants of placement salaries. We show not only that students’ academic performance can increase the returns of the placement year due to the possibility of high salaries, but such returns significantly increase at the top of the salary distribution. Students’ previous job experience also matters for high-paying placements. Conversely, demographic characteristics, such as age, nationality and ethnic background, do not appear to determine placement salaries. Finally, we find no evidence of gender differences in wages. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","Academic performance; economics; employability; placement; salaries","","","","","","University of Surrey","We would like to thank Jo Blanden, Matthias Parey and João Santos Silva for their invaluable contributions, as well as participants at the School of Economics Seminar 2018, University of Surrey, and at The Developments in Economics Education Conference, University of Warwick 2019. The authors remain responsible for any possible errors.","Albrecht J., Bjorklund A., Vroman S., Is There a Glass Ceiling in Sweden?, Journal of Labor Economics, 21, 1, pp. 145-177, (2003); Albrecht J., Bronsona M.A., Thoursiec P.S., Vroman S., The Career Dynamics of High-Skilled Women and Men: Evidence from Sweden, European Economic Review, 105, pp. 83-102, (2018); Arsenis P., Flores M., Student Academic Performance and Professional Training Year, International Review of Economics Education, 30, (2019); Arulampalam W., Booth A.L., Bryan M.L., Is There a Glass Ceiling Over Europe? Exploring the Gender pay gap Across the Wage Distribution, ILR Review, 60, 2, pp. 163-186, (2007); Blau F.D., Kahn L.M., The Gender Wage Gap: Extent, Trends, and Explanations, Journal of Economic Literature, 55, 3, pp. 789-865, (2017); Britton J., Dearden L., Shephard N., Vignoles A., (2016); Chevalier A., Subject Choice and Earnings of UK Graduates, Economics of Education Review, 30, 6, pp. 1187-1201, (2011); Crawford C., van der Erve L., Does Higher Education Level the Playing Field? Socio-Economic Differences in Graduate Earnings, Education Sciences, 5, pp. 380-412, (2015); Di Pietro G., Degree Classification and Recent Graduates’ Ability: Is There any Signalling Effect?, Journal of Education and Work, 30, 5, pp. 501-514, (2017); Feng A., Graetz G., A Question of Degree: The Effects of Degree Class on Labor Market Outcomes, Economics of Education Review, 61, pp. 140-161, (2017); Francesconi M., Parey M., Early Gender Gaps among University Graduates, European Economic Review, 109, pp. 63-82, (2018); Jackson D., Applying Academic Selection Criterion to Work-Integrated Learning Programmes: Risk Management or Perpetuating Inequality?, Teaching in Higher Education, (2018); Klein M., Weiss F., Is Forcing Them Worth the Effort? Benefits of Mandatory Internships for Graduates from Diverse Family Backgrounds at Labour Market Entry, Studies in Higher Education, 36, 8, pp. 969-987, (2011); Knight P., Yorke M., Learning, Curriculum and Employability in Higher Education, (2004); Knouse S.B., Fontenot G., Benefits of College Business Internships: A Review of the Literature, Journal of Employment Counseling, 45, 2, pp. 61-66, (2008); Knouse S.B., Tanner J., Harris E.W., The Relation of College Internships, College Performance, and Subsequent Job Opportunity, Journal of Employment Counseling, 36, 1, pp. 35-43, (1999); Manning A., Swaffield J., The Gender Gap in Early-Career Wage Growth, The Economic Journal, 118, pp. 983-1024, (2008); Nunley J.M., Pugha A., Romero N., Seals R.A., College Major, Internship Experience, and Employment Opportunities: Estimates from a Résumé Audit, Labor Economics, 38, pp. 37-46, (2016); Education at a Glance 2017: OECD Indicators, (2017); (2018); Pomorina I., (2012); Reddy P., Moores E., Placement Year Academic Benefit Revisited: Effects of Demographics, Prior Achievement and Degree Programme, Teaching in Higher Education, 17, 2, pp. 153-165, (2012); Rickard W., Work-Based Learning in Health: Evaluating the Experience of Learners, Community Agencies and Teachers, Teaching in Higher Education, 7, 1, pp. 47-63, (2002); Silva P., Lopes B., Costa M., Melo A.I., Paiva Dias G., Brito E., Seabra D., The Million-Dollar Question: Can Internships Boost Employment?, Studies in Higher Education, 43, 1, pp. 2-21, (2018); Wang Z., Crawford I., Who are Gaining the Highly Paid Elite Placements in UK Higher Education?, Studies in Higher Education, (2018); Wooldridge J.M., (2014)","M. Flores; School of Economics, University of Surrey, Guildford, United Kingdom; email: miguel.flores@ncirl.ie","","Routledge","","","","","","13562517","","","","English","Teach. High. Educ.","Article","Final","","Scopus","2-s2.0-85098572121"
"Aguilar-Mediavilla E.; Salvà-Mut F.; Imbernon F.; Oliver-Trobat M.F.","Aguilar-Mediavilla, Eva (6507678291); Salvà-Mut, Francisca (56308465800); Imbernon, Francesc (55909336900); Oliver-Trobat, Miquel F. (55763599900)","6507678291; 56308465800; 55909336900; 55763599900","Influence of qualifications in initial training on the professional development and motivation of primary teachers in the Balearic Islands","2023","European Journal of Teacher Education","46","2","","308","330","22","1","10.1080/02619768.2021.1912005","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103875592&doi=10.1080%2f02619768.2021.1912005&partnerID=40&md5=4cd61769cd2ad786757c858001fdc982","Department of Applied Pedagogy and Education Psychology, Institute for Educational Research and Innovation, University of the Balearic Islands, Palma, Spain; Department of Didactics and Educational Organisation, University of Barcelona, Barcelona, Spain","Aguilar-Mediavilla E., Department of Applied Pedagogy and Education Psychology, Institute for Educational Research and Innovation, University of the Balearic Islands, Palma, Spain; Salvà-Mut F., Department of Applied Pedagogy and Education Psychology, Institute for Educational Research and Innovation, University of the Balearic Islands, Palma, Spain; Imbernon F., Department of Didactics and Educational Organisation, University of Barcelona, Barcelona, Spain; Oliver-Trobat M.F., Department of Applied Pedagogy and Education Psychology, Institute for Educational Research and Innovation, University of the Balearic Islands, Palma, Spain","This paper analyses, using a cross-sectional design, the relationship between academic qualifications during the initial training of primary school teachers and their professional development. Among all graduates of 13 promotions, from year 2004 to 2016, we selected the 15% of those students with the best qualifications and the 15% with the worst ones from each promotion. All participants answered the same questionnaire on employability, participation in induction programmes, participation in continuing education programmes, and professional motivation. Analyses performed included distribution analyses using chi-square and independent group comparisons with Student’s t-test. Participants with better grades showed higher employability rates, increased participation in initial education programmes, and more motivation towards their profession. Continuing education programmes were only slightly affected by initial grades. These results support academic positions in Spain that defend the need to apply measures to select those candidates with the best grades to become teachers. © 2021 Association for Teacher Education in Europe.","academic achievement; primary education; professional development; professional motivation; Teacher education","","","","","","","","Adame Obrador T., Verger S., La Formació Inicial del Mestre en la Facultat d’Educació de la Universitat de les Illes Balears [The Initial Training of the Master in the Faculty of Education of the University of the Balearic Islands], Innovib: Recursos I Recerca Educativa De Les Illes Balears, 2, pp. 88-98, (2011); Libro Blanco. Título de Grado en Magisterio [White Book. Teacher Training Degree, 1-2, (2004); Albarran-Diego J., From the «desarrollismo» to the «enthusiasm»: Notes on Spanish Art InTransition Times, Foro De Educación, 6, 10, pp. 167-184, (2008); Ausubel D.P., Fitzgerald D., Meaningful Learning and Retention: Intrapersonal Cognitive Variables, Review of Educational Research, 31, 5, pp. 500-510, (1961); Avila A., Holgado J., Formación del Magisterio en España. La Legislación Normalista Como Instrumento de Poder y Control [Teacher Training in Spain. The Normalist Legislation as an Instrument of Power and Control, (2008); Barber M., Mourshed M., How the World’s Best-Performing School Systems Come Out on Top, McKinsey Company, (2007); Barbieri G., Rossetti C., Sestito P., Teacher Motivation and Student Learning, Politica Economica, 33, 1, pp. 59-72, (2017); Boric E., Teachers’ Job Satisfaction, Work Motivation, and Encouragement of Competences among Pupils, Metodicki Ogledi, (2017); Boyd D.J., Grossman P.L., Lankford H., Loeb S., Wyckoff J., Teacher Preparation and Student Achievement, Educational Evaluation and Policy Analysis, 31, 4, pp. 416-440, (2009); Brouwer N., Korthagen F., Can Teacher Education Make a Difference?, American Educational Research Journal, 42, 1, pp. 153-224, (2005); Cabezas V., Paredes R., Bogolasky F., Rivero R., Zarhi M., First Job and the Unequal Distribution of Primary School Teachers: Evidence for the Case of Chile, Teaching and Teacher Education, 64, May, pp. 66-78, (2017); Caena F., Literature Review Quality in Teachers’ Continuing Professional Development, Brussel, (2011); Carmel R., Badash M., Who Is the Effective Teacher? Perceptions of Early Career English Teachers in Israel, The Language Learning Journal, pp. 1-16, (2019); Clegg S., Tan J., Saeidi S., Reflecting or Acting? Reflective Practice and Continuing Professional Development in Higher Education, Reflective Practice, 3, 1, pp. 131-146, (2002); Coldwell M., Exploring the Influence of Professional Development on Teacher Careers: A Path Model Approach, Teaching and Teacher Education, 61, January, pp. 189-198, (2017); Gestió de la Nómina del Professorat dels Centres Concertats-Taules Salarials 2010, 2011, 2012, 2013 I 2014 [Management of the Salary of Semi-Private Teachers- Salary Tables 2010, 2011, 2012, 2013 and 2014, (2015); Resolution of the Director General of Teaching Staff of 11th March 2016 Approving the General Bases of the Procedure for Selecting Temporary Teaching Staff to Fill Vacancies and Replacements in Public Non-University Educational Centers, Illes Balears, (2016); Damar E.A., Identifying Motivational Factors of Pre-Service EFL Teachers, Academic Journal of Interdisciplinary Studies, 7, 1, pp. 147-151, (2018); Darling-Hammond L., Teacher Quality and Student Achievement, Education Policy Analysis Archives, 8, 2, (2000); Darling-Hammond L., Bransford J., Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do, (2005); De Sevilla F., El Profesorado y Su Formación Como Actores Necesarios y Comprometidos Con la Educación Pública [Teachers and Their Training as Necessary Actors and Committed to Public Education], Web Log Post]. 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Aguilar-Mediavilla; Department of Applied Pedagogy and Education Psychology, University of the Balearic Islands, Palma, Ctra. Valldemossa Km. 7,5, 07122, Spain; email: eva.aguilar@uib.es","","Routledge","","","","","","02619768","","","","English","Eur. J. Teach. Educ.","Article","Final","","Scopus","2-s2.0-85103875592"
"Bonnet C.; Garbinti B.; Solaz A.","Bonnet, Carole (16033080200); Garbinti, Bertrand (56453544600); Solaz, Anne (57203548882)","16033080200; 56453544600; 57203548882","Does Part-Time Mothering Help Get a Job? The Role of Shared Custody in Women’s Employment","2022","European Journal of Population","38","5","","885","913","28","1","10.1007/s10680-022-09625-4","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132859476&doi=10.1007%2fs10680-022-09625-4&partnerID=40&md5=94ad007bcf3c1d1481bac986b47ff25b","The French Institute for Demographic Studies (INED), Aubervilliers, France; CREST–ENSAE-Institut Polytechnique Paris, Paris, France","Bonnet C., The French Institute for Demographic Studies (INED), Aubervilliers, France; Garbinti B., CREST–ENSAE-Institut Polytechnique Paris, Paris, France; Solaz A., The French Institute for Demographic Studies (INED), Aubervilliers, France","Though child shared physical custody arrangements after divorce are much more frequent and parents who use it more diverse in many European countries, little is known about their economic consequences for parents. By relaxing family time constraints, does shared custody help divorced mothers return to or stay on work more easily? Since lone mothers are one of the least-employed groups, and they face high unemployment rates, the type of child custody arrangement adopted after divorce is of particular interest for their employability. This article analyses to what extent the type of child custody arrangement affects mothers’ labour market patterns after divorce. Using a large sample of divorcees from an exhaustive French administrative income tax database, and taking advantage of the huge territorial discrepancies observed in the proportion of shared custody, we correct for the possible endogeneity of shared custody. Results show that not repartnered mothers with shared custody arrangements are 24 percentage points more likely to work one year after divorce compared to those having sole custody, while no significant effect is found for repartnered mothers. Among lone mothers, we also highlight huge heterogeneous effects: larger positive effects are observed for previously inactive women, for those belonging to the lowest income quintiles before divorce, for those with a young child, and for those who have three or more children. Thus, shared physical custody arrangements may reduce work–family conflict by diminishing childcare expenses and enlarge the possibilities to find a suitable job because of more relaxed time constraints for lone mothers. © 2022, The Author(s).","Child arrangement; Divorce; Employment; Lone mother; Separation; Shared custody","Europe; child care; divorce; labor market; womens employment; womens status","","","","","Agence Nationale de la Recherche, ANR","This research has received funds from the French Research Agency (ANR). 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European Studies of Population, (2021); Whitworth A., Lone parents and welfare-to-work in england: A spatial analysis of outcomes and drivers, Social Policy and Administration, 47, 7, pp. 1467-9515, (2013)","A. Solaz; The French Institute for Demographic Studies (INED), Aubervilliers, France; email: solaz@ined.fr","","Springer Science and Business Media B.V.","","","","","","01686577","","","","English","Eur. J. Popul.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85132859476"
"He S.Y.; Chen X.; Es M.; Guo Y.; Sun K.K.; Lin Z.","He, Sylvia Y. (49561213400); Chen, Xueying (57221425709); Es, Murat (56851800500); Guo, Yuanyuan (57216255416); Sun, Ka Kit (57226612832); Lin, Zeli (57222634195)","49561213400; 57221425709; 56851800500; 57216255416; 57226612832; 57222634195","Liveability and migration intention in Chinese resource-based economies: Findings from seven cities with potential for population shrinkage","2022","Cities","131","","103961","","","","4","10.1016/j.cities.2022.103961","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138067371&doi=10.1016%2fj.cities.2022.103961&partnerID=40&md5=1f91338cd3a1b6023acd1c1d0e98ff82","Department of Geography and Resource Management, The Chinese University of Hong Kong, NT, Shatin, Hong Kong; Department of Human Geography and Urban Planning, School of Geography and Planning, Nanning Normal University, Nanning, China; Department of Urban and Rural Planning, School of Architecture, Tianjin University, Tianjin, China; Department of Sociology, The Chinese University of Hong Kong, NT, Shatin, Hong Kong","He S.Y., Department of Geography and Resource Management, The Chinese University of Hong Kong, NT, Shatin, Hong Kong; Chen X., Department of Human Geography and Urban Planning, School of Geography and Planning, Nanning Normal University, Nanning, China; Es M., Department of Geography and Resource Management, The Chinese University of Hong Kong, NT, Shatin, Hong Kong; Guo Y., Department of Urban and Rural Planning, School of Architecture, Tianjin University, Tianjin, China; Sun K.K., Department of Geography and Resource Management, The Chinese University of Hong Kong, NT, Shatin, Hong Kong; Lin Z., Department of Sociology, The Chinese University of Hong Kong, NT, Shatin, Hong Kong","Resource-based economies often face the challenge of resource depletion and population shrinkage. After reaching a production peak, cities confront slower economic development and the inability to attract skilled workers, often leading many resource-based cities to experience urban shrinkage. This prompts questions regarding whether residents of resource-based cities are concerned about liveability indicators beyond job opportunities and whether residents would stay if a city were more liveable. This research has employed a mixed-methods approach to examine the relationship between urban liveability and migration intention. We collected data via a questionnaire survey and in-depth interviews in seven resource-based cities in the Northeast and Northwest regions of China characterised by slow or negative population growth. Our mixed-methods approach identifies five main dimensions of factors affecting an individual's migration intention: job opportunities, employability and prospects with the mining industry; transport; public facilities; age, life cycle stage and family consideration; income and financial considerations. Our findings confirm that certain aspects of liveability significantly affect migration intention. Our subsequent analysis suggests that there is a skills gap between newly created employment opportunities and the labour force in resource-based cities. These issues call for government action to improve the liveability of resource-based cities and retain skilled workers. © 2022 Elsevier Ltd","Liveability; Migration intention; Mining industry; Population shrinkage; Resource-based cities; Shrinking cities","China; governance approach; labor migration; migrants experience; migration; mining industry; population dynamics; skilled labor","","","","","Regional Studies Association, RSA","We would like to thank the Editor and the anonymous reviewers for their constructive comments and suggestions. This research was supported by a research grant (Early Career Research Grant Scheme) from the Regional Studies Association.","Adhya A., Shrinking cities and first suburbs: The case of Detroit and Warren, Michigan, (2017); Ajzen I., The theory of planned behavior, Organizational Behavior and Human Decision Processes, 50, 2, pp. 179-211, (1988); Bailey N., Turok I., Adjustment to job loss in Britain's major cities, Regional Studies, 34, pp. 631-653, (2000); Bartik T.J., Butler J.S., Liu J.-T., Maximum score estimates of the determinants of residential mobility: Implications for the value of residential attachment and neighborhood amenities, Journal of Urban Economics, 32, pp. 233-256, (1992); Bernard A., Bell M., Charles-Edwards E., Improved measures for the cross-national comparison of age profiles of internal migration, Population Studies, 68, 2, pp. 179-195, (2014); Bernard A., Bell M., Zhu Y., Migration in China: A cohort approach to understanding past and future trends, Population, Space and Place, 25, 6, (2019); 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He; Department of Geography and Resource Management, The Chinese University of Hong Kong, Shatin, NT, Hong Kong; email: sylviahe@cuhk.edu.hk","","Elsevier Ltd","","","","","","02642751","","","","English","Cities","Article","Final","","Scopus","2-s2.0-85138067371"
"Chan C.K.Y.; Tsi L.H.Y.; Yeung N.C.J.","Chan, Cecilia Ka Yuk (55086149300); Tsi, Louisa H.Y. (57860746800); Yeung, Nai Chi Jonathan (57205561234)","55086149300; 57860746800; 57205561234","An adapted 3P (precursor-process-product) framework for the development of holistic competencies – “Approach to develop” in out of classroom learning","2022","Studies in Educational Evaluation","75","","101205","","","","1","10.1016/j.stueduc.2022.101205","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136671819&doi=10.1016%2fj.stueduc.2022.101205&partnerID=40&md5=714a3401f58af262a9e53bde72542b07","Centre for the Enhancement of Teaching and Learning (CETL), Room CPD-1.81, Centennial Campus, University of Hong Kong, Hong Kong; Department of Psychology, University of Hong Kong, Hong Kong","Chan C.K.Y., Centre for the Enhancement of Teaching and Learning (CETL), Room CPD-1.81, Centennial Campus, University of Hong Kong, Hong Kong; Tsi L.H.Y., Centre for the Enhancement of Teaching and Learning (CETL), Room CPD-1.81, Centennial Campus, University of Hong Kong, Hong Kong; Yeung N.C.J., Department of Psychology, University of Hong Kong, Hong Kong","The development of students’ holistic competencies is a key imperative of higher education. This study formulated and tested a conceptual framework that models (a) the acquisition of holistic competencies as the outcomes of students’ approach to develop the competencies in out-of-classroom contexts and (b) the approach as in turn affected by the characteristics and perceptions of the learners. The term “approach to develop” is coined for the development of competencies in out-of-classroom settings as distinguished from the approach to learn in academic contexts. Self-report measures were developed for the framework's variables, and the data collected from 207 participants on the measures allowed the framework to be tested as a structural model. The model was supported by good data fit, and the results suggested that students’ approach to develop is a critical outcome determinant, quantifiable as an overall engagement level and is affected by learners’ characters and perceptions of the environments. © 2022 Elsevier Ltd","Approach to develop; Employability skills; Holistic competencies; Out-of-classroom settings; Soft skills","","","","","","General Research Fund of the Hong Kong Research Grants Council, (17200720, 17602122)","This work was supported by the General Research Fund of the Hong Kong Research Grants Council , project reference numbers 17602122 and 17200720 . 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Chan C.K.Y., Luk Y.Y.L., Academics’ beliefs towards holistic competency development and assessment: A case study in engineering education., Studies in Educational Evaluation, (2021); Chan C.K.Y., Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method, European Journal of Engineering Education, 37, 4, pp. 405-415, (2012); Chan C.K.Y., Identifying and understanding the graduate attributes learning outcomes in a case study of community service experiential learning project, International Journal of Continuing Engineering Education and Life-Longest Learning, 22, 1-2, pp. 148-159, (2012); Chan C.K.Y., Luk Y.Y.L., Eight years after the 3-3-4 curriculum reform: The current state of undergraduates’ holistic competency development in Hong Kong, Studies in Educational Evaluation, (2022); Chan C.K.Y., Wong Y.H.H., Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development., Active Learning in Higher Education, (2021); 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Chan; Centre for the Enhancement of Teaching and Learning (CETL), Room CPD-1.81, Centennial Campus, University of Hong Kong, Hong Kong; email: Cecilia.Chan@cetl.hku.hk","","Elsevier Ltd","","","","","","0191491X","","","","English","Stud. Educ. Eval.","Article","Final","","Scopus","2-s2.0-85136671819"
"Akdur D.","Akdur, Deniz (56426452200)","56426452200","Analysis of Software Engineering Skills Gap in the Industry","2022","ACM Transactions on Computing Education","23","1","16","","","","2","10.1145/3567837","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148003388&doi=10.1145%2f3567837&partnerID=40&md5=2bbbbbe10a804dc7b27751f408911f74","Aselsan Inc., P.K. 1, Yenimahalle, Ankara, 06200, Turkey","Akdur D., Aselsan Inc., P.K. 1, Yenimahalle, Ankara, 06200, Turkey","Many practitioners might struggle with becoming productive in different software engineering (SE) roles due to misalignment of the skills learnt during the university time with what is expected in the industry. Companies spend significant resources to train the personnel, whose academic backgrounds are not only based on ""computing disciplines"". Hiring properly trained practitioners allows employers to spend less time while incorporating them more efficiently into the workforce; for employees, knowing the most important skillset is helpful to increase their chance of employability. On the other hand, for academia, understanding the necessary skillset is critical to make curriculum updates. To achieve these objectives, we conducted a survey, which was responded to by 628 software practitioners, who completed their undergraduate degree in Turkey, working in 13 countries. This paper sheds light on the most important (hard and soft) skills in the industry by presenting various cross-factor analyses as well as their coverage in the academic curriculum (mostly in Turkish universities). The results showed that the most important skills are related to various factors such as profiles of the practitioners (e.g., SE role(s), work experience) and the characteristics of the product developed by the practitioner. The findings revealed that both academia and industry should invest in skills improvement: academia can make necessary educational updates according to industrial needs; whereas industry can provide practical experiences to students. By creating the awareness of the expected skillset, both practitioners and academics will benefit from the results, which help close the gaps that can and should be achieved through more Industry Academia Collaborations (IACs). © 2022 Association for Computing Machinery.","Hard skills; industry-academia collaboration; knowledge area; practitioner survey; soft skills; software engineering education; software industry","Engineering education; Personnel; Software engineering; Students; Engineering skills; Hard skill; Industry-academia collaboration; Knowledge areas; Practitioner surveys; Skill sets; Skills gaps; Soft skills; Software engineering education; Software industry; Curricula","","","","","","","Akdur D., Garousi V., Demirors O., A survey on modeling and model-driven engineering practices in the embedded software industry, Journal of Systems Architecture, 91, pp. 62-82, (2018); Akdur D., Demirors O., Say B., Towards modeling patterns for embedded software industry: Feedback from the field, 44th Euromicro Conference on Software Engineering and Advanced Applications (SEAA), (2018); Garousi V., Giray G., Tuzun E., Catal C., Felderer M., Aligning software engineering education with industrial needs: A meta-analysis, Journal of Systems and Software, 156, pp. 65-83, (2019); Akdur D., The design of a survey on bridging the gap between software industry expectations and academia, 8th Mediterranean Conference on Embedded Computing (MECO), Montenegro 2019, (2019); Lethbridge T.C., A survey of the relevance of computer science and software engineering education, Proceedings 11th Conference on Software Engineering Education, pp. 56-66, (1998); Lethbridge T.C., What knowledge is important to a software professional?, Computer, 33, pp. 44-50, (2000); Cappel J.J., Entry-level IS job skills: A survey of employers, Journal of Computer Information Systems, 42, pp. 76-82, (2002); Fang X., Lee S., Koh S., Transition of knowledge/skills requirement for entry-level IS professionals: An exploratory study based on recruiters' perception, Journal of Computer Information Systems, 46, pp. 58-70, (2005); Kitchenham B., Budgen D., Brereton P., Woodall P., An investigation of software engineering curricula, Journal of Systems and Software, 74, pp. 325-335, (2005); Yongbeom K., Hsu J., Stern M., An update on the IS/IT skills gap, Journal of Information Systems Education, 17, pp. 395-402, (2006); Surakka S., What subjects and skills are important for software developers?, Commun. 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In Learning at Work: Excellent Practice from Best Theory, pp. 48-63, (2005); Akdur D., Garousi V., Model-driven engineering in support of development, test and maintenance of communication middleware: An industrial case-study, International Conference on Model-Driven Engineering and Software Development (MODELSWARD), (2015); Torngren M., Asplund F., Magnusson M., The role of competence networks in the era of cyber-physical systems-promoting knowledge sharing and knowledge exchange, IEEE Design & Test, 37, pp. 8-15, (2020); Brunhaver S., Korte R., Barley S., Sheppard S., Bridging the gaps between engineering education and practice, U.S. Engineering in a Global Economy, (2017); The Council of Higher Education in Turkey, (2019); Demirors O., Coskuncay A., Software development in Turkey, IT Professional, (2015); Wohlin C., Runeson P., Host M., Ohlsson M.C., Regnell B., Wesslen A., Experimentation in Software Engineering, (2012); Tulgan B., Bridging the Soft Skills Gap: How to Teach the Missing Basics to Today's Young Talent, (2015)","D. Akdur; Aselsan Inc., P.K. 1, Yenimahalle, Ankara, 06200, Turkey; email: denizakdur@aselsan.com.tr","","Association for Computing Machinery","","","","","","19466226","","","","English","ACM J. Trans. Comput. Educ.","Article","Final","","Scopus","2-s2.0-85148003388"
"Sincharoenkul K.; Witthayasirikul C.","Sincharoenkul, Kris (57215688800); Witthayasirikul, Chotima (58019138400)","57215688800; 58019138400","Can online learners obtain sufficient competencies in the hospitality and tourism industries?","2022","Frontiers in Education","7","","996377","","","","0","10.3389/feduc.2022.996377","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144148166&doi=10.3389%2ffeduc.2022.996377&partnerID=40&md5=c7075770b26aca24ef8ef58ba07efd51","Faculty of Hospitality and Tourism, Prince of Songkla University, Phuket, Thailand","Sincharoenkul K., Faculty of Hospitality and Tourism, Prince of Songkla University, Phuket, Thailand; Witthayasirikul C., Faculty of Hospitality and Tourism, Prince of Songkla University, Phuket, Thailand","The educational sector has been affected by the COVID-19 pandemic, such as the forced adaptation to online classes and students' lack of interaction and experience in practical classes. Because the hospitality and tourism industries require professional operations between guests and employees, this may cause concern among students who had to adapt to online classes during the pandemic about whether they have sufficient competencies to be recruited into the workplace. However, the internship benefits higher education institutions, industries, and students by examining the sufficiency of students' competencies in the workplace. Thus, this study aimed to determine the competencies of online learners that influence satisfaction in the employability of the hospitality and tourism industries post-COVID-19. The logistic regression models were established to predict the likelihood of competencies toward each satisfaction attribute. The empirical results showed that among five recruitment attributes, the competencies provided a predictor likelihood on three attributes: foundation, employability, and adaptability, while it had no likelihood on knowledge. The collaboration attribute reported the insignificant regression model. Moreover, only internship experience provided a significant result for the adaptive attribute. Moreover, the discussion and practical implications were provided in this study. Copyright © 2022 Sincharoenkul and Witthayasirikul.","COVID-19; employability; higher education; hospitality and tourism education; internship; online learning; Phuket; tourism competency","","","","","","Faculty of Hospitality and Tourism; Prince of Songkla University, PSU; Faculty of Medicine, Prince of Songkla University","The Faculty of Hospitality and Tourism, Prince of Songkla University supported this research project under the Research Fund. ","Asonitou S., Employability skills in higher education and the case of Greece, Proc. Soc. Behav. Sci, 175, pp. 283-290, (2015); Barbour M.K., LaBonte R., Hodges C., Moore S., Lockee B., Trust T., Et al., Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching, pp. 1-24, (2020); Blackwell A., Bowes L.L., Harvey A.H., Knight P., Transforming work experience in higher education, Br. Educ. Res. J, 27, pp. 269-285, (2001); Chen T.L., Shen C.C., Gosling M., Does employability increase with internship satisfaction? Enhanced employability and internship satisfaction in a hospitality program, J. Hospit. Leisure Sport Tour. Educ, 22, pp. 88-99, (2018); Chuenniran A., Phuket Sandbox' bags B66bn, (2022); Collins A., Gateway to the real world, industrial training: Dilemmas and problems, Tour. Manag, 23, pp. 93-96, (2002); Divine R., Miller R., Wilson J.H., Linrud J., Key philosophical decisions to consider when designing an internship program, J. Manag. Market. Res, 12, pp. 1-8, (2008); Eagly A., Carli L., Finding gender advantage and disadvantage: Systematic research integration is the solution, Leadership Quart, 14, pp. 851-859, (2003); (2019); Hospitality, Tourism, and Events Competency Model. Retrieved from CareerOneStop, (2017); Finch D., Hamilton L., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Educ. Train, 55, pp. 681-704, (2013); Fuchs K., Advances in Tourism Education: A Qualitative Inquiry about Emergency Remote Teaching in Higher Education, J. Environ. Manag. Tourism, 12, pp. 538-543, (2021); Fuchs K., Emergency remote teaching during COVID-19: A comparison of student perception, Educ. Quart. Rev, (2021); Giannotti F., (n.d.). Top 10 hospitality tourism soft skills; Harvey L., Defining and measuring employability, Quality Higher Educ, 7, pp. 97-109, (2001); Hui Q., Yao C., Li M., You X., Upward social comparison sensitivity on teachers' emotional exhaustion: A moderated moderation model of self-esteem and gender, J. Affect. Disor, 299, pp. 568-574, (2022); Jack K., Stansbie P., Sciarini M., An examination of the role played by internships in nurturing management competencies in Hospitality and Tourism Management (HTM) students, J. Teach. Travel Tour, 17, pp. 17-33, (2017); Jacob S., Huui L.M., Ing S., “Employer satisfaction with graduate skills - a case study from malaysian business enterprises,”, International Conference on Business and Information (BAI 2006), (2006); Kilduff M., Angelmar R., Mehra A., Top management-team diversity and firm performance: Examining the role of cognitions, Organizat. Sci, 11, pp. 21-34, (2000); Kolb D., Experiential Learning: Experience as the Source of Learning and Development (Vol 1), (1984); Lam T., Ching L., An exploratory study of an internship program: The case of Hong Kong students, Int. J. Hospit. Manage, 26, pp. 336-351, (2007); Maelah R., Aman A., Mohamed Z., Ramli R., Enhancing soft skills of accounting undergraduates through industrial training, Procedia-Soc. Behav. Sci, 59, pp. 541-549, (2012); Maqableh M., Alia M., Evaluation online learning of undergraduate students under lockdown amidst COVID-19 Pandemic: The online learning experience and students' satisfaction, Child. Youth Serv. Rev, 128, (2021); Marinakou E., Giousmpasoglou C., An investigation of student satisfaction from hospitality internship programs in Greece, J. Tour. Hospit. Manag, 1, pp. 103-112, (2013); Misra R., Mishra P., Employability skills: The conceptual framework and scale development, Indian J. Ind. Relat, 46, pp. 650-660, (2011); Moolman H., Wilkinson A., Essential generic attributes for enhancing the employability of hospitality management graduates, Turizam: znanstveno-stručni časopis, 62, pp. 257-276, (2014); Muftahu M., Higher education and covid-19 pandemic: Matters arising and the challenges of sustaining academic programs in developing African universities, Int. J. Educ. Res. Rev, 5, pp. 417-423, (2020); Gross Regional and Provincial Product Chain Volume Measure 2019 Edition, (2019); Oliver R., “Theoretical bases of consumer satisfaction research: review, critique, and future direction,”, Theoretical Development in Marketing, pp. 203-210, (1980); Pool L., Sewell P., The key to employability: Developing a practical model of graduate employability, Educ. Train, 49, pp. 277-289, (2007); Employer Satisfaction Survey, (2021); Ring A., Dickinger A., Wober K., Designing the ideal undergraduate program in tourism: Expectations from industry and educators, J. Travel Res, 48, pp. 106-121, (2008); Robinson R., Ruhanen L., Breakey N., Tourism and hospitality internships: Influences on student career aspirations, Curr. Issues Tour, 19, pp. 513-527, (2016); Phuket Sandbox, (2021); Ruhanen L., Robinson R., Breakey N., A foreign assignment: Internships and international students, J. Hospit. Tour. Manage, 20, pp. 1-4, (2013); Rutherford B.N.W., Marshall G., Park J., The moderating effects of gender and inside versus outside sales role in multifaceted job satisfaction, J. Business Res, 67, pp. 1850-1856, (2014); Saunders M.N., Lewis P., Thornhill A., Research Methods for Business Students (8 ed.), (2019); Schlesselman L.S., Perspective from a Teaching and Learning Center during Emergency Remote Teaching, Am. J. Pharmac. Educ, (2020); Stansbie P., Nash R., Chang S., Linking internships and classroom learning: A case study examination of hospitality and tourism management students, J. Hospit. Leisure Sport Tour. Educ, 19, pp. 19-29, (2016); Szadvari L., “Management buy-in: The most crucial component of successful internship programs,”, NACE Journal, (2008); Van Nuland S.E., Hall E., Langley N.R., STEM crisis teaching: Curriculum design with e-learning tools, FASEB BioAdv, 2, pp. 631-637, (2020); Verney T.P., Holoviak S.J., Winter A.S., Enhancing the reliability of internship evaluations, J. Appl. Bus. Econ, 9, pp. 1-12, (2009); Wang Y.F., Chiang M.H., Lee Y.J., The relationships amongst the intern anxiety, internship outcomes, and career commitment of hospitality college students, J. Hospit. Leisure Sport Tour. Educ, 15, pp. 86-93, (2014); Wang Y.F., Tsai C.T., Employability of hospitality graduates: Student and industry perspectives, J. Hospit. Tour. Educ, 26, pp. 125-135, (2014); Xhelili P., Ibrahimi E., Rruci E., Sheme K., Adaptation and perception of online learning during COVID-19 pandemic by Albanian university students, Int. J. Stud. Educ, 3, pp. 103-111, (2021); Yang H., Cheung C., Fang C., An empirical study of hospitality employability skills: Perceptions of entry-level hotel staff in China, J. Hosp. Tour. Educ, 27, pp. 161-170, (2015)","K. Sincharoenkul; Faculty of Hospitality and Tourism, Prince of Songkla University, Phuket, Thailand; email: kris.s@phuket.psu.ac.th; C. Witthayasirikul; Faculty of Hospitality and Tourism, Prince of Songkla University, Phuket, Thailand; email: chotima.w@phuket.psu.ac.th","","Frontiers Media S.A.","","","","","","2504284X","","","","English","Front. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85144148166"
"Khan F.; Ali M.","Khan, Falak (57350524900); Ali, Mohammad (57210030604)","57350524900; 57210030604","Exploring the Gap Between Expected and Actual Return on Investment of Business Graduates from employability: Evidence from a Developing Country","2022","International Journal of Management Education","20","3","100717","","","","0","10.1016/j.ijme.2022.100717","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139843126&doi=10.1016%2fj.ijme.2022.100717&partnerID=40&md5=9ffc80e6afdc80369037381332130a99","Fast School of Management, National University of Computer and Emerging Sciences, Islamabad, Pakistan; Fast School of Management, National University of Computer and Emerging Sciences, Islamabad, Pakistan","Khan F., Fast School of Management, National University of Computer and Emerging Sciences, Islamabad, Pakistan; Ali M., Fast School of Management, National University of Computer and Emerging Sciences, Islamabad, Pakistan","Mismatched graduate to-job ratio, raised school fees, and industry-academia gap has caused uncertainty among business graduates. Ever since the global revolution, academia has been struggling to equip its students with diversified proficient skills and portfolios needed for today's competitive industry. Subsequently, students avail the first job offer they receive, this highly risky investment of students in business schools for higher returns has become a widespread question for the stakeholders. This study attempts to address the issue by exploring the expected and actual Return on Investment of business graduates and the reasons behind it, through mixed methods approach. The study concludes that increasing industry-academia linkages, redesigning the curriculum to make it more industry-driven, and introducing pedagogical reforms towards innovative and technological skills development can maximize return on investment of students. © 2022 Elsevier Ltd","Accounting and finance students' success; Business academicians vs. practitioners; Business curriculum; Business education; Business theory vs. practice; Skills","","","","","","California Postsecondary Education Commission, CPEC, (P-3); Higher Education Commission, Pakistan, HEC","Funding text 1: With this prevalent critique on HEC , some good initiatives by HEC are indigenous namely international scholarship programs, research grants, exchange programs, funded projects offered to faculty members, and collaboration with international agencies and bodies for the higher education of students. With their regulatory role, curriculums for business schools are designed by a board led by deans of all such schools. ; Funding text 2: Business schools all over the world are different due to the differences in their respective cultures and practices (Usunier, 1990) (Halibas et al., 2020). Initially, many schools jumped on the bandwagon by opening up their business school windows but cutting corners on public/government spending resulted in incompetent faculty hiring and lack of infrastructure (Kozlova & Puffer, 1994; Usunier, 1990). The need for ethical reasoning, globalization, and rise in ranking and accreditation (D. Bennett, 2019; Gijselaers & Milter, 2010; Roos, 2017) have made it hard to cut the mustard. Unless universities join hands with the administration, student body, and alumni, academic excellence cannot be achieved (Kaplan, 2018). By creating five scenarios of knowledge creation, from leading (Raihan & Azad, 2021)to responding, and from government funding to no funding, issues like changing environment, student intake, international business (Schworm et al., 2017), decrease in funding by government, and the role of media are becoming the hot potato in UK which the higher education sector needs to address (Blass, Jasman, & Shelley, 2010).Other than this, some of the highlighted issues faced by the business education system can be explained through examples of courses being taught at a business school. Old courses such as Corporate Finance, Business Policy and Strategy are still being taught in many business institutes. Hence the need for a fresh perspective is needed, “The curriculum needs major revisions like developing Corporate Finance to Strategic Finance. Additionally, the need for relevant courses like Mergers and Acquisition, Mutual Funds, Financial Modeling, and International Finance is necessary nowadays in Pakistan due to the development of CPEC which only a few schools are teaching” (T-11). An employer said, “Business schools are required to see the job requirements for fresher graduates and match them with the curriculum. I have hardly seen students handle LOOKUP excel functions for that matter, as many are far from technology. In this, students are equally responsible, so how do you expect a return on investment when you are not updated? Academia is not to be blamed here, I blame inefficient students. If I am a businessman and I require an accountant, why would I hire someone to know about the airy-fairy definitions of receivables, payables, accruals, cash, and standards when I need him to manage all my accounts, file tax for me, give me updates, if my accounts are in a bad situation, and suggest how to get out of it? (P-3).With this prevalent critique on HEC, some good initiatives by HEC are indigenous namely international scholarship programs, research grants, exchange programs, funded projects offered to faculty members, and collaboration with international agencies and bodies for the higher education of students. 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Muduli A., Kaura V., Quazi A., Pedagogy or andragogy? 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Khan; Fast School of Management, National University of Computer and Emerging Sciences, Islamabad, Pakistan; email: falak.khan@nu.edu.pk","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","","Scopus","2-s2.0-85139843126"
"Gürbüz S.; Joosen M.C.W.; Kooij D.T.A.M.; Bakker A.B.; van der Klink J.J.L.; Brouwers E.P.M.","Gürbüz, Sait (28767698300); Joosen, Margot C. W. (25823808800); Kooij, Dorien T. A. M. (24166660700); Bakker, Arnold B. (57205383513); van der Klink, Jac J. L. (6603920310); Brouwers, Evelien P. M. (7003375603)","28767698300; 25823808800; 24166660700; 57205383513; 6603920310; 7003375603","Measuring sustainable employability: psychometric properties of the capability set for work questionnaire","2022","BMC Public Health","22","1","1184","","","","12","10.1186/s12889-022-13609-8","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132126233&doi=10.1186%2fs12889-022-13609-8&partnerID=40&md5=35c253eede9ce6657f14b6755deee9eb","Tranzo, Scientific Center for Care and Wellbeing, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Netherlands; International Business School, Hanze University of Applied Sciences, Zernikeplein 7, Groningen, 9747 AS, Netherlands; Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands; Center of Excellence for Positive Organizational Psychology, Erasmus University Rotterdam, Rotterdam, Netherlands; Department of Industrial Psychology and People Management, University of Johannesburg, Johannesburg, South Africa; Optentia, North West University of South Africa, Vanderbijlpark, South Africa","Gürbüz S., Tranzo, Scientific Center for Care and Wellbeing, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Netherlands, International Business School, Hanze University of Applied Sciences, Zernikeplein 7, Groningen, 9747 AS, Netherlands; Joosen M.C.W., Tranzo, Scientific Center for Care and Wellbeing, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Netherlands; Kooij D.T.A.M., Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands; Bakker A.B., Center of Excellence for Positive Organizational Psychology, Erasmus University Rotterdam, Rotterdam, Netherlands, Department of Industrial Psychology and People Management, University of Johannesburg, Johannesburg, South Africa; van der Klink J.J.L., Tranzo, Scientific Center for Care and Wellbeing, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Netherlands, Optentia, North West University of South Africa, Vanderbijlpark, South Africa; Brouwers E.P.M., Tranzo, Scientific Center for Care and Wellbeing, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Netherlands","Background: The capability set for work questionnaire (CSWQ) is being used to measure the new model of sustainable employability building on the capability approach. However, previous studies on the psychometric properties of the instrument are limited and cross-sectional. This two-way study aimed to (1) evaluate the convergent validity of the CSWQ with the theoretically related constructs person-job fit, strengths use, and opportunity to craft and (2) test the predictive and incremental validity of the questionnaire for the well-established work outcomes, including work ability, work engagement, job satisfaction, and task performance. Methods: A representative sample of 303 Dutch workers, chosen with probably random sampling, were surveyed using a one-month follow-up, cross-lagged design via the Longitudinal Internet Studies for the Social Sciences panel. The convergent validity was assessed by exploring the strength of associations between the capability set for work questionnaire and the theoretically related constructs using Pearson’s correlations. The predictive and incremental validity was evaluated by performing a series of linear hierarchical regression analyses. Results: We found evidence of the convergent validity of the capability set score by moderate correlations with person-job fit, strengths use, and opportunity to craft (r = 0.51–0.52). A series of multiple regression analyses showed that Time 1 capability set score and its constituents (i.e., importance, ability, and enablement) generally had predictive and incremental validity for work ability, work engagement, job satisfaction, and task performance measured at Time 2. However, the incremental power of the CSWQ over and above conceptually related constructs was modest. Conclusions: The findings support the convergent, predictive, and incremental validity of the capability set for work questionnaire with not previously investigated work constructs. This provided further evidence to support its utility for assessing a worker’s sustainable employability for future research and practical interventions. © 2022, The Author(s).","Capability set for work questionnaire; CSWQ; Sustainable employability; Validity; Work engagement","Cross-Sectional Studies; Humans; Job Satisfaction; Psychometrics; Reproducibility of Results; Surveys and Questionnaires; adult; article; convergent validity; employability; female; follow up; human; human experiment; Internet; job satisfaction; male; multiple regression; questionnaire; sociology; task performance; work engagement; worker; cross-sectional study; job satisfaction; psychometry; questionnaire; reproducibility","","","","","Nederlandse Organisatie voor Wetenschappelijk Onderzoek, NWO; Universiteit van Tilburg, UvT","Funding text 1: This research is funded by Tilburg University and Tilburg University Fund. ; Funding text 2: In this paper, we make use of the LISS panel data were collected by CentERdata (Tilburg University, The Netherlands) through its MESS project funded by the Netherlands Organization for Scientific Research. We want to thank the Tilburg University and Tilburg University Fund for their financial support. ","Population Division, World Population Ageing 2019, (2020); Employment - Annual Statistics, (2022); de Jonge J., Peeters M.C.W., The vital worker: towards sustainable performance at work, Int J Environ Res Public Health, 16, pp. 910-916, (2019); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work Stress, 21, pp. 279-292, (2007); Le Blanc P.M., van der Heijden B.I.J.M., van Vuuren T., I will survive”: A construct validation study on the measurement of sustainable employability using different age conceptualizations, Front Psychol, 8, pp. 1-12, (2017); Deng J., Liu J., Deng W., Yang T., Duan Z., redefinition and measurement dimensions of sustainable employability based on the swAge-model, Int J Environ Res, 18, 24, (2021); Fleuren B.P., de Grip A., Jansen N.W., Kant I., Zijlstra F.R., Unshrouding the sphere from the clouds: Towards a comprehensive conceptual framework for sustainable employability, Sustainability, 12, (2020); van der Klink J.J., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R., Abma F.I., Et al., Sustainable employability-definition, conceptualization, and implications: a perspective based on the capability approach, Scand J Work Environ Health, 42, pp. 71-79, (2016); 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Kristof Brown A.L., Zimmerman R.D., Johnson E.C., Consequences of individuals fit at work: a meta-analysis of person-job, person-organization, person-group, and person-supervisor fit, Pers Psychol, 58, 2, pp. 281-342, (2005); Wood A.M., Linley P.A., Maltby J., Kashdan T.B., Hurling R., Using personal and psychological strengths leads to increases in well-being over time: a longitudinal study and the development of the strengths use questionnaire, Personal Individ Differ, 50, pp. 15-19, (2011); Wrzesniewski A., Dutton J.E., Crafting a job: revisioning employees as active crafters of their work, Acad Manag Rev, 26, pp. 179-201, (2001); van Wingerden J., Niks I.M.W., Construction and validation of the perceived opportunity to craft scale, Front Psychol, 8, (2017); Scherpenzeel A.C., Das M. “True” Longitudinal and Probability-Based Internet Panels: Evidence From the Netherlands, Social and Behavioral Research and the Internet: Advances in Applied Methods and Research Strategies, pp. 77-104, (2010); Demerouti E., Bakker A.B., Fried Y., Work orientations in the job demands-resources model, J Manag Psychol, 27, 6, pp. 557-575, (2012); Sagie A., Elizur D., Koslowski M., Work values: a theoretical overview and a model of their effects, J Organ Behav, 17, pp. 503-514, (1996); Faul F., Erdfelder E., Buchner A., Lang A.G., Statistical power analyses using G*power 3.1: tests for correlation and regression analyses, Behav Res Methods, 41, pp. 1149-1160, (2009); Cohen J., Statistical power analysis for the behavioral sciences, (1988); Cable D.M., DeRue D.S., The convergent and discriminant validity of subjective fit perception, J Appl Psychol, 87, 5, pp. 875-884, (2002); van Woerkom M., Mostert M., Els C., Bakker A.B., de Beer L., Rothmann R., Strengths use and deficit correction in organizations: development and validation of a questionnaire, Eur J Work Org Psychol, 25, 6, pp. 960-975, (2016); Tuomi K., Ilmarinen J., Jahkola A., Katajarinne L., Tulkki A., Work Ability Index, (1998); Ahlstrom L., Grimby-Ekman A., Hagberg M., Dellve L., The work ability index and single-item question: associations with sick leave, symptoms, and health—a prospective study of women on long-term sick leave, Scand J Work Environ Health, 36, 5, pp. 404-408, (2010); 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Pak K., Kooij D.T.A.M., De Lange A.H., van den Heuvel S., Van Veldhoven M.J.P.M., The influence of human resource practices on perceived work ability and the preferred retirement age: a latent growth modelling approach, Hum Resour Manag J, 31, 1, pp. 311-325, (2021); Abraham C., Roni R.P., Enbal Z., Inclusive leadership and employee involvement in creative tasks in the workplace: the mediating role of psychological safety, Creat Res J, 22, pp. 250-260, (2020)","S. Gürbüz; International Business School, Hanze University of Applied Sciences, Groningen, Zernikeplein 7, 9747 AS, Netherlands; email: s.g.gurbuz@tilburguniversity.edu","","BioMed Central Ltd","","","","","","14712458","","","35701811","English","BMC Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85132126233"
"Abdullah W.F.W.; Salleh K.M.; Sulaiman N.L.; Kamarrudin M.","Abdullah, Wan Fadzilah Wan (57772455500); Salleh, Kahirol Mohd (57191190515); Sulaiman, Nor Lisa (56608853000); Kamarrudin, Mahazrul (57772620700)","57772455500; 57191190515; 56608853000; 57772620700","Competency and Readiness of Trainers in Integrating the Employability Skills Into the TVET Training Program","2022","Journal of Higher Education Theory and Practice","22","17","","82","93","11","0","10.33423/jhetp.v22i17.5659","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143829524&doi=10.33423%2fjhetp.v22i17.5659&partnerID=40&md5=7d4c2e5139069845b3b103c91b5cc316","Universiti Tun Hussein Onn Malaysia, Malaysia","Abdullah W.F.W., Universiti Tun Hussein Onn Malaysia, Malaysia; Salleh K.M., Universiti Tun Hussein Onn Malaysia, Malaysia; Sulaiman N.L., Universiti Tun Hussein Onn Malaysia, Malaysia; Kamarrudin M., Universiti Tun Hussein Onn Malaysia, Malaysia","This study aims at exploring the competency and readiness of TVET trainers in embedding employability skills in the skill training program. In the implementation of technical and vocational training programs, trainers are the key player at either workplaces or training institutions. Trainers are expected to play an important role as facilitators to develop the employability skills required by the trainees. The findings showed that the experienced trainers and novice trainers who took part in this study showed a high level of readiness and competency in integrating employability skills. The findings suggest that the competencies and readiness of TVET trainers regarding employability skills integration imply the improvement in the development and performance of TVET graduates in their workplace. There is evidence that re-evaluation of curricula could contribute to improving the employability and productivity of TVET graduates by increasing trainer competency in the learning achievement of TVET students based on attitude, knowledge, skills, and institutional support. © 2022, North American Business Press. All rights reserved.","competency; employability skills; readiness; TVET trainer program","","","","","","","","Abdullah Z., Hoque K.E., Ramlan N.H., Shafee S., Designing the structural model of TVET lecturers’ professionalism and generic skills based on an empirical study in Malaysia, Sage Open, 9, 3, (2019); Aliyu M., Idris A.M., Abdullahi A.K., Abdulrahman M.E., Competencies Needed by Automobile Technology Teachers towards the Development of ICT for Teaching-learning Purposes, 2016: Proceedings of the International Conference on Information and Communication, (2016); Anindo J., Institutional factors influencing the acquisition of employable skills by students in public technical and vocational education and training institutions in Nairobi County, Kenya, (2016); Attakorn K., Tayut T., Pisitthawat K., Kanokorn S., Soft skills of new teachers in the secondary schools of Khon Kaen Secondary Educational Service Area 25, Thailand, Procedia-Social and Behavioral Sciences, 112, pp. 1010-1013, (2014); Baartman L.K., De Bruijn E., Integrating knowledge, skills, and attitudes: Conceptualising learning processes towards vocational competence, Educational Research Review, 6, 2, pp. 125-134, (2011); Babu S., Mendro R., Teacher accountability: HLM-based teacher effectiveness indices in the investigation of teacher effects on student achievement in a state assessment program, At the annual meeting of the American Educational Research Association (AERA), (2003); Bakar A.R., Hanafi I., Assessing employability skills of technical-vocational students in Malaysia, Journal of Social Sciences, 3, 4, pp. 202-207, (2007); Cranmer S., Enhancing graduate employability: Best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Hart S.L., Milstein M.B., Creating sustainable value, The Academy of Management Executive, 17, 2, pp. 56-67, (2003); Hassan A., Maharoff M., Abiddin N.Z., The readiness of lecturers in embedding soft skills in the bachelor’s degree program in Malaysia’s Teachers Education Institute, Arts Social Sci J, 5, (2014); Hatfield B.E., Burchinal M.R., Pianta R.C., Sideris J., Thresholds in the association between quality of teacher-child interactions and preschool children’s school readiness skills, Early Childhood Research Quarterly, 36, pp. 561-571, (2016); Kamarudin N., Teh H., Polytechnic S.H.A.S., Enhancing TVET Graduates’ 21st Century Skills Through an Integrated Curriculum-the Malaysian Polytechnics’ Experience, International Conference on Skills for the Future World of Work and For Global Competitiveness, pp. 27-29, (2017); Kleickmann T., Richter D., Kunter M., Elsner J., Besser M., Krauss S., Baumert J., Teachers’ content knowledge and pedagogical content knowledge: The role of structural differences in teacher education, Journal of Teacher Education, 64, 1, pp. 90-106, (2013); Lucas B., Schools will teach ‘soft skills’ from 2017 but assessing them presents a challenge, The Conversation, (2016); Lynch D., Smith R., Provost S., Yeigh T., Turner D., The correlation between ‘Teacher Readiness’ and student learning improvement, International Journal of Innovation, Creativity, and Change, 3, 1, pp. 1-12, (2017); Majid S., Liming Z., Tong S., Raihana S., Importance of soft skills for education and career success, International Journal for Cross-Disciplinary Subjects in Education, 2, 2, pp. 1037-1042, (2012); McGrath S., Vocational education and training for development: A policy in need of a theory?, International Journal of Educational Development, 32, 5, pp. 623-631, (2012); Mohammed I., Mohamed W.A.B.W., An Analysis of the Impact of Soft Skills on Malaysian Technical Institutions, Advanced Science Letters, 23, 9, pp. 8984-8987, (2017); Morris T.H., Vocational education of young adults in England: A systemic analysis of teaching– learning transactions that facilitate self-directed learning, Journal of Vocational Education & Training, 70, 4, pp. 619-643, (2018); Mustafa M.N., Professional Competency Differences among High School Teachers in Indonesia, International Education Studies, 6, 9, pp. 83-92, (2013); Norazman A., Nor'ain M.T., Nur-Fazliana R., Kualiti Pengajaran dan Pembelajaran Guru Matematik, Discovering Mathematics, 34, 1, pp. 105-112, (2012); Quek A.H., Learning for the workplace: a case study in graduate employees’ generic competencies, Journal of Workplace Learning, 17, 4, pp. 231-242, (2005); Rasul M.S., Ashari Z.H., Azman N., Rauf R.A., Transforming TVET in Malaysia: Harmonizing the governance structure in a multiple stakeholder setting, TVET-Online. Asia, 4, pp. 1-13, (2015); Robinson J.P., What Are employability skills? Community workforce development specialist, Alabama Cooperative Extension System, 1, 3, (2000); Robinson J.S., Garton B.L., Vaughn P.R., Becoming employable: A look at graduates and supervisors’ perceptions of the skills needed for employability, North American Colleges and Teachers of Agriculture (NACTA) Journal, 51, 2, pp. 19-26, (2007); Saedah S., Mohammed Sani I., Standard kompetensi guru Malaysia, Prosiding Seminar Kebangsaan Majlis Dekan Pendidikan Malaysia, (2012); Salleh K.M., Sulaiman N.L., Technical skills evaluation based on competency model for human resource development in technical and vocational education, Asian Social Science, 11, 16, pp. 74-79, (2015); Salleh K.M., Sulaiman N.L., The impact of organization and professional development on human resource development practitioners in Malaysian organization, Journal of Social Science Research, 5, 3, pp. 683-689, (2019); Salleh K.M., Ibrahim W.N.H., Sulaiman N.L., Ibrahim B., Mustafa M.Z., Kemahiran Employability Dalam Kalangan Mahasiswa Dan Pensyarah: Perbandingan Dengan Industri, Prosiding Skiks, 8, pp. 431-441, (2008); Salleh K.M., Sulaiman N.L., Gloeckner G.W., The development of the competency model is perceived by Malaysia human resource practitioners’ perspectives, Asian Social Science, 11, 10, pp. 175-185, (2015); Seetha N., Are soft skills important in the workplace? A preliminary investigation in Malaysia, International Journal of Academic Research in Business and Social Sciences, 4, 4, pp. 44-45, (2014); Shakir R., Soft skills at the Malaysian institutes of higher learning, Asia Pacific Education Review, 10, 3, pp. 309-315, (2009); Simona G., Teacher training for embedding life skills into vocational teaching, Procedia-Social and Behavioral Sciences, 180, pp. 814-819, (2015); Spottl G., Standardization in TVET teacher education: Teacher education for TVET in Europe and Asia: The comprehensive requirements, (2009); Subramaniam I., Teachers’ perception of their readiness in integrating soft skills in the teaching and learning, OSR Journal of Research & Method in Education, 2, 5, pp. 19-29, (2013); Tang K.N., The importance of soft skills acquisition by teachers in higher education institutions, Kasetsart Journal of Social Sciences, 41, 1, pp. 22-27, (2020); Tang K.N., Tan C.C., Vetriveilmany U.D., Critical issues of soft skills development in teaching professional training: Educators’ perspective, Procedia Social and Behavioral Sciences, 205, pp. 123-133, (2015); Teh H., The practice of technical and vocational education and training in a developing country: An evaluative case study, (2011); Tekian A., Hodges B.D., Roberts T.E., Schuwirth L., Norcini J., Assessing competencies using milestones along the way, Medical Teacher, 37, 4, pp. 399-402, (2015); Weinert F.E., Concept of competence: A conceptual clarification, (2001); Yorke M., Knight P.T., Embedding employability in the curriculum, Learning and Employability Series, 3, (2004)","","","North American Business Press","","","","","","21583595","","","","English","J. High. Educ. Theory Pract.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85143829524"
"Ryder M.; Downs C.","Ryder, Mike (57218246172); Downs, Carolyn (36442287600)","57218246172; 36442287600","Rethinking reflective practice: John Boyd's OODA loop as an alternative to Kolb","2022","International Journal of Management Education","20","3","100703","","","","2","10.1016/j.ijme.2022.100703","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137649967&doi=10.1016%2fj.ijme.2022.100703&partnerID=40&md5=b794f6652a0779b070493506deffd917","Lancaster University, Lancaster, LA1 4YW, United Kingdom","Ryder M., Lancaster University, Lancaster, LA1 4YW, United Kingdom; Downs C., Lancaster University, Lancaster, LA1 4YW, United Kingdom","The world is changing and business schools are struggling to keep up. Theories of reflective practice developed by the likes of Schon (1983), Gibbs (1988), Driscoll (1994, 2007) and Kolb (1984, 2015) are outdated and unfit for current purposes. Problems include the chronology of events, the orientation of the observer, the impact of external inputs, and the fact that neither education nor the workplace follow a structured, linear path. In response to these challenges, we propose a new ‘solution’: John Boyd's OODA loop. We argue that OODA loops offer the chance to reshape reflective practice and work-based learning for a world in which individuals must cope with ‘an unfolding evolving reality that is uncertain, ever changing and unpredictable’ (Boyd, 1995, slide 1). By embracing the philosophy of John Boyd and his OODA loop theory, business schools can develop greater resilience and employability in graduates, preparing them to embrace change while also embedding the concept of life-long learning to make them better equipped to face the uncertainty that the modern world brings. © 2022 The Authors","Business education; Employability; Experiential learning; OODA; Reflective practice; Work-based learning","","","","","","","","Alden J.R., Observe, orient, decide, act: The OODA loop, Fire Engineering, 175, 4, (2022); Ashwin P., Reflective teaching in higher education, (2020); Biggs J., Tang C., Teaching for quality learning at university: What the student does, (2011); Bonchek M., Fussell C., Decision making, top gun style, Harvard Business Review, (2013); Borton T., Reach, touch and teach, (1970); Boud D., Walker D., Promoting reflection in professionals courses: The challenge of context, Studies in Higher Education, 23, 2, pp. 191-206, (1998); Bousquet A., The scientific way of war: Order and chaos on the battlefields of modernity, (2009); Boyd J., The strategic game of ? And ?, (1987); Boyd J., The essence of winning and losing, (1995); Brookfield S., Becoming a critically reflective teacher, (2017); Bureau S.P., Komporozos-Athanasiou A., Learning subversion in the business school: An ‘improbable’ encounter, Management Learning, 48, 1, pp. 39-56, (2017); Burgoyne J., Reynolds M., Management learning, (1997); Dea Roglio K.D., Light G., Executive MBA programs: The development of the reflective executive, The Academy of Management Learning and Education, 8, 2, pp. 156-173, (2009); Dewey J., How we think: A restatement of the relation of reflective thinking to the educative process, (1933); Driscoll J., Reflective practice for practise – a framework of structured reflection for clinical areas, Senior Nurse, 14, 1, pp. 47-50, (1994); Driscoll J., Practising clinical supervision: A reflective approach for healthcare professionals, (2007); Dyer S., Hurd F., ‘What's going on?’ Developing reflexivity in the management classroom: From surface to deep learning and everything in between, The Academy of Management Learning and Education, 15, 2, pp. 287-303, (2016); 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Greenwood J., Reflective practice: A critique of the work of Argyris and Schon, Journal of Advanced Nursing, 19, pp. 1183-1187, (1993); Gunawan W., Creed P.A., Glendon A.I., Development and initial validation of a perceived future employability scale for young adults, Journal of Career Assessment, 27, 4, pp. 610-627, (2019); Gunawan W., Creed P.A., Glendon A.I., Young adults' perceived future employability: Antecedents and consequences, International Journal for Educational and Vocational Guidance, 21, 1, pp. 101-122, (2020); Huang Y., Modeling and simulation method of the emergency response systems based on OODA, Knowledge-Based Systems, 89, pp. 527-540, (2015); Jasper M., Beginning reflective practice, (2013); Jeffreys I., Agility training for team sports—running the OODA loop, Prof Strength Cond, 42, pp. 15-21, (2016); Kolb D.A., Experiential learning: Experience as the source of learning and development, (1984); Kolb D.A., Experiential learning: Experience as the source of learning and development, (2015); Laurillard D., Teaching as a design science building pedagogical patterns for leaning and technology, (2012); Maccuish D.A., Orientation: The key to the OODA loop, Journal of Defense Resources Management, 2, 2, (2011); Mahmood A.M., Assessing the influence of external environment factors on higher education sector through means-end theory of decision making : The case of Bahrain, (2018); Muller F.A., Wulf T., Blended learning environments that work: An evidence-based instructional design for the delivery of qualitative management modules, International Journal of Management in Education, 19, 3, (2021); Olsen J.A., Boyd revisited: A great mind with a touch of madness, Air Power History, 63, 4, pp. 7-16, (2016); Osinga F., Science, strategy and war: The strategic theory of John Boyd, (2007); Perusso A., Baaken T., Assessing the authenticity of cases, internships and problem-based learning as managerial learning experiences: Concepts, methods and lessons for practice, International Journal of Management in Education, 18, 3, (2020); 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Schon D.A., The reflective practitioner: How professionals think in action, (1983); Seaman J., Experience, reflect, critique: The end of the ‘learning cycles’ era, Journal of Experiential Education, 31, 1, pp. 3-18, (2008); Sweet J., Beyond reflection dogma, Beyond reflective practice: New approaches to professional lifelong learning, pp. 182-190, (2010); Thomas L., Ambrosini V., The future role of the business school: A value cocreation perspective, The Academy of Management Learning and Education, 20, 2, pp. 249-269, (2021); Tomkins L., Ulus E., Oh, was that “experiential learning”?! Spaces, synergies and surprises with Kolb's learning cycle, Management Learning, 47, 2, pp. 158-178, (2016); Tourish D., Management studies in crisis: Fraud, deception and meaningless research, (2019); Tourish D., The triumph of nonsense in management studies, The Academy of Management Learning and Education, 19, 1, pp. 99-109, (2020); Von Lubitz D.K., Beakley J.E., Patricelli F., ‘All hazards approach’ to disaster management: The role of information and knowledge management, Boyd's OODA Loop, and network-centricity, Disasters, 32, pp. 561-585, (2008); Walsh K., Henry V.E., Compstat, OODA loops and police performance management, Policing: Journal of Policy Practice, 2, 3, pp. 349-358, (2008); Wright A., Hibbert P., Strong R., Edwards M., Exposing practical, psychological, and pedagogical shadow sides of experiential learning, Journal of Management Education, 42, 6, pp. 761-771, (2018); Yeo R.K., Building commitment through reflective practice: An inside-out approach, Industrial & Commercial Training, 45, 1, pp. 3-11, (2013)","M. Ryder; Lancaster University, Lancaster, LA1 4YW, United Kingdom; email: m.ryder@lancaster.ac.uk","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85137649967"
"Jackson D.; Riebe L.; Meek S.; Ogilvie M.; Kuilboer A.; Murphy L.; Collins N.; Lynch K.; Brock M.","Jackson, Denise (37053893700); Riebe, Linda (36490217300); Meek, Stephanie (57204031277); Ogilvie, Madeleine (55194524100); Kuilboer, Alf (57190573482); Murphy, Laurie (18437436900); Collins, Nathalie (55905353900); Lynch, Karina (57221221028); Brock, Mandy (57221232002)","37053893700; 36490217300; 57204031277; 55194524100; 57190573482; 18437436900; 55905353900; 57221221028; 57221232002","Using an industry-aligned capabilities framework to effectively assess student performance in non-accredited work-integrated learning contexts","2023","Teaching in Higher Education","28","4","","802","821","19","14","10.1080/13562517.2020.1863348","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098546323&doi=10.1080%2f13562517.2020.1863348&partnerID=40&md5=5a2916b09e941dc0bd9adbdbab758be5","School of Business and Law, Edith Cowan University, Joondalup, Australia; College of Business, Law and Governance, James Cook University, Townsville, Australia","Jackson D., School of Business and Law, Edith Cowan University, Joondalup, Australia; Riebe L., School of Business and Law, Edith Cowan University, Joondalup, Australia; Meek S., School of Business and Law, Edith Cowan University, Joondalup, Australia; Ogilvie M., School of Business and Law, Edith Cowan University, Joondalup, Australia; Kuilboer A., College of Business, Law and Governance, James Cook University, Townsville, Australia; Murphy L., College of Business, Law and Governance, James Cook University, Townsville, Australia; Collins N., School of Business and Law, Edith Cowan University, Joondalup, Australia; Lynch K., College of Business, Law and Governance, James Cook University, Townsville, Australia; Brock M., College of Business, Law and Governance, James Cook University, Townsville, Australia","This study recognises how Industry 4.0 is influencing labour market demands of graduating students and how ongoing discord between employers and educators regarding their preparation is driving work-integrated learning across the sector. Stakeholder involvement in capability development requires expected performance standards to benchmark students for learning and assessment purposes, especially in non-accredited contexts which lack defined standards of competency. Industry stakeholders were engaged to review, validate and extend an established capabilities framework to reflect mega-trends posed by contemporary work and to define dimensions of standardised assessment for the purpose of work-integrated learning. Findings highlighted the need for graduates that are digitally literate, resilient, adaptable, and able to collaborate and communicate with others from diverse backgrounds in virtual and face-to-face settings. The resultant framework provides specific, clear and measurable behaviours that reflect industry expectations of graduating students, translating to authentic assessment criteria for multi-stakeholder evaluation of student performance during work-integrated learning. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","assessment; Employability; future work; graduate capabilities; work-integrated learning","","","","","","Australian Business Deans Council","This work was supported by Australian Business Deans Council.","Preparing Graduates for the new World of Work, (2018); Realising Potential: Solving Australia’s Tertiary Education Challenge, (2019); Employability Skills for the Future, (2002); Core Skills for Work, (2013); Performance-based Funding for the Commonwealth Grant Scheme, (2019); Azevedo A., Shane M., A new Training Program in Developing Cultural Intelligence Can Also Improve Innovative Work Behavior and Resilience, International Journal of Management Education, 17, 3, pp. 1-20, (2019); Baker D., Teaching Empathy and Ethical Decision Making in Business Schools, Journal of Management Education, 41, 4, pp. 575-598, (2017); Bakhshi H., Downing J., Osborne M., Schneider P., The Future of Skills: Employment in 2030, (2017); Batistic S., Tymon A., Networking Behaviour, Graduate Employability: A Social Capital Perspective, Education + Training, 59, 4, pp. 374-388, (2017); Bennett D., Richardson S., MacKinnon P., Enacting Strategies for Graduate Employability, (2016); Bernard J., Goodyear R., Fundamentals of Clinical Supervision, (2013); Braun V., Clarke V., Thematic Analysis, APA Handbook of Research Methods in Psychology, 2, pp. 57-71, (2012); Breen J., Leadership Resilience in a VUCA World, Visionary Leadership in a Turbulent World, pp. 39-56, (2017); Bridgstock R., Graduate Employability 2.0: Learning for Life and Work in a Socially Networked World, Education for Employability (Volume 1): The Employability Agenda, pp. 97-107, (2019); Cascio W., Training Trends: Macro, Micro, and Policy Issues, Human Resource Management Review, 29, 2, pp. 284-297, (2019); Cavanagh J., Burston M., Southcombe A., Bartram T., Contributing to a Graduate-Centred Understanding of Work Readiness, International Journal of Management Education, 13, 3, pp. 278-288, (2015); Future fit: Preparing Graduates for the World of Work, (2009); Chhinzer N., Russo A., An Exploration of Employer Perceptions of Graduate Student Employability, Education & Training, 60, 1, pp. 104-120, (2018); Cole D., Tibby M., Defining and Developing Your Approach to Employability, (2013); Collet C., Hine D., Du Plessis K., Employability Skills: Perspectives from a Knowledge-Intensive Industry, Education + Training, 57, 5, pp. 532-559, (2015); Coulson D., Harvey M., Scaffolding Student Reflection for Experience-Based Learning: A Framework, Teaching in Higher Education, 18, 4, pp. 401-413, (2013); Soft Skills for Business Success, (2017); Skills gap and the Future of Work, (2018); Global Human Capital Trends, (2018); Frey C., Osborne M., Technology at Work. The Future of Innovation and Employment, (2015); Gonsalvez C., Freestone I., Field Supervisors’ Assessments of Trainee Performance: Are They Reliable and Valid?, Australian Psychologist, 42, 1, pp. 23-32, (2007); Hajkowicz S., Reeson A., Rudd L., Bratanova A., Hodgers L., Mason C., Boughen N., Tomorrow’s Digitally Enabled Workforce, (2016); Falling Short? College and Career Success, (2015); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Jackson D., Re-conceptualising Graduate Employability: The Importance of pre-Professional Identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jackson D., Challenges and Strategies for Assessing Student Workplace Performance During Work-Integrated Learning, Assessment & Evaluation in Higher Education, 43, 4, pp. 555-570, (2018); Jackson D., Chapman E., Empirically Derived Competency Profiles for Australian Business Graduates and Their Implications for Industry and Business Schools, The International Journal of Management Education, 10, 2, pp. 112-128, (2012); Jackson D., Michelson G., Munir R., The Impact of Technology on the Desired Skills of Early Career Accountants, (2020); Jackson D., Sibson R., Riebe L., Delivering Work-Ready Business Graduates - Keeping our Promises and Evaluating our Performance, Journal of Teaching and Learning for Graduate Employability, 4, 1, pp. 2-22, (2013); Jackson D., Wilton N., Developing Career Management Competencies among Undergraduates and the Role of Work-Integrated Learning, Teaching in Higher Education, 21, 3, pp. 266-287, (2016); Jansen W., Otten S., van der Zee K., Being Part of Diversity: The Effects of an all-Inclusive Multicultural Diversity Approach on Majority Members’ Perceived Inclusion and Support for Organizational Diversity Efforts, Group Processes & Intergroup Relations, 18, 6, pp. 817-832, (2015); Khazanchi S., Sprinkle T., Masterson S., Tong N., A Spatial Model of Work Relationships: The Relationship-Building and Relationship-Straining Effects of Workspace Design, Academy of Management Review, 43, 4, pp. 590-609, (2018); Kraiger K., Looking Back and Looking Forward: Trends in Training and Development Research, Human Resource Development Quarterly, 25, 4, pp. 401-408, (2014); Leong R., Kavanagh M., A Work-Integrated Learning Framework to Develop Graduate Skills and Attributes in an Australian University’s Accounting Program, Asia-Pacific Journal of Cooperative Education, 14, 1, pp. 1-14, (2013); Majumdar D., Banerji P., Chakrabarti S., Disruptive Technology and Disruptive Innovation: Ignore at Your Peril!, Technology Analysis & Strategic Management, 30, 11, pp. 1247-1255, (2018); Manuti A., Pastore S., Scardigno A., Giancaspro M., Morciano D., Formal and Informal Learning in the Workplace: A Research Review, International Journal of Training and Development, 19, 1, pp. 1-17, (2015); McGovern M., Thriving in the gig Economy: How to Capitalize and Compete in the New World of Work, (2017); McMurray S., Dutton M., McQuaid R., Richard A., Employer Demands from Business Graduates, Education + Training, 58, 1, pp. 112-132, (2016); McNamara J., The Challenge of Assessing Professional Competence in Work Integrated Learning, Assessment & Evaluation in Higher Education, 38, 2, pp. 183-197, (2013); Milne L., Caldicott J., Exploring Differences in Industry Supervisors’ Ratings of Student Performance on WIL Placements and the Relative Importance of Skills: Does Remuneration Matter?, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 175-186, (2016); Job Outlook 2019, (2018); Pearse N., Change Management in a VUCA World, Visionary Leadership in a Turbulent World, pp. 81-105, (2017); Pennington A., Stanford J., The Future of Work for Australian Graduates, (2019); Rees S., Re-imagining Employability: An Ontology of Employability Best Practice in Higher Education Institutions, Teaching in Higher Education, (2019); Rich J., Employability: Degrees of Value, (2015); Sadler D., The Futility of Attempting to Codify Academic Achievement Standards, Higher Education, 67, 3, pp. 273-288, (2014); Schuelke-Leech B., A Model for Understanding the Orders of Magnitude of Disruptive Technologies, Technological Forecasting and Social Change, 129, pp. 261-274, (2018); Seet P.-S., Jones J., Spoehr J., Hordacre A., The Fourth Industrial Revolution: The Implications of Technological Disruption for Australian VET, (2018); Seibert S., Kraimer M., Heslin P., Developing Career Resilience and Adaptability, Organizational Dynamics, 45, 3, pp. 245-257, (2016); Sin C., Neave G., Employability Deconstructed: Perceptions of Bologna Stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016); Sin C., Tavares O., Amaral A., Accepting Employability as a Purpose of Higher Education? Academics’ Perceptions and Practices, Studies in Higher Education, 44, 6, pp. 920-931, (2019); Sivunen A., Putnam L., The Dialectics of Spatial Performances: The Interplay of Tensions in Activity-Based Organizing, Human Relations, 73, 8, pp. 1129-1156, (2020); Sumsion J., Goodfellow J., Identifying Generic Skills Through Curriculum Mapping: A Critical Evaluation, Higher Education Research & Development, 23, 3, pp. 329-346, (2004); Trede F., Smith M., Workplace Educators’ Interpretations of Their Assessment Practices: A View Through a Critical Practice Lens, Assessment & Evaluation in Higher Education, 39, 2, pp. 154-167, (2014); Work-Integrated Learning in Universities, (2019); National Strategy on Work Integrated Learning in University Education, (2015); The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, (2016); Wolf K., Leniency and Halo Bias in Industry-Based Assessments of Student Competencies: a Critical, Sector-Based Analysis, Higher Education Research & Development, 34, 5, pp. 1045-1059, (2015); Yorke M., Employability in Higher Education: What it is, What it is not, (2006)","D. Jackson; School of Business and Law, Edith Cowan University, Joondalup, 270 Joondalup Drive, 6027, Australia; email: d.jackson@ecu.edu.au","","Routledge","","","","","","13562517","","","","English","Teach. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85098546323"
"van Elk F.; Robroek S.J.W.; Smits-de Boer S.; Kouwenhoven-Pasmooij T.A.; Burdorf A.; Oude Hengel K.M.","van Elk, Fleur (57605980600); Robroek, Suzan J. W. (23025931100); Smits-de Boer, Sonja (57605225600); Kouwenhoven-Pasmooij, Tessa A. (56734482900); Burdorf, Alex (7006306977); Oude Hengel, Karen M. (57205054382)","57605980600; 23025931100; 57605225600; 56734482900; 7006306977; 57205054382","Study design of PerfectFit@Night, a workplace health promotion program to improve sleep, fatigue, and recovery of night shift workers in the healthcare sector","2022","BMC Public Health","22","1","779","","","","3","10.1186/s12889-022-13206-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128551296&doi=10.1186%2fs12889-022-13206-9&partnerID=40&md5=2f41b18b6f51ff338883f481c350c23c","Department of Public Health, Erasmus University Medical Center, PO Box 2040, Rotterdam, 3000 CA, Netherlands; Occupational Health Service, Erasmus University Medical Center, Rotterdam, Netherlands; VitAll, Rotterdam, Netherlands; Department of Work Health Technology, Netherlands Organisation for Applied Scientific Research TNO, Leiden, Netherlands","van Elk F., Department of Public Health, Erasmus University Medical Center, PO Box 2040, Rotterdam, 3000 CA, Netherlands; Robroek S.J.W., Department of Public Health, Erasmus University Medical Center, PO Box 2040, Rotterdam, 3000 CA, Netherlands; Smits-de Boer S., Occupational Health Service, Erasmus University Medical Center, Rotterdam, Netherlands; Kouwenhoven-Pasmooij T.A., VitAll, Rotterdam, Netherlands; Burdorf A., Department of Public Health, Erasmus University Medical Center, PO Box 2040, Rotterdam, 3000 CA, Netherlands; Oude Hengel K.M., Department of Public Health, Erasmus University Medical Center, PO Box 2040, Rotterdam, 3000 CA, Netherlands, Department of Work Health Technology, Netherlands Organisation for Applied Scientific Research TNO, Leiden, Netherlands","Background: Healthcare workers need to be at work 24 h a day to ensure continuity of care in hospitals. However, shift work - particularly night shifts - can have negative acute and long-term effects on health and productivity due to disturbances in the circadian rhythm. Shift work is also associated with unhealthy lifestyle behaviors such as poor sleep hygiene and diet. The PerfectFit@Night intervention aims to improve sleep and recovery, and reduce fatigue, and therewith contribute to sustainable employability of healthcare workers. The current study describes the intervention and the evaluation and implementation. Methods: The study population will consist of healthcare workers, nurses and physicians, with night shifts in a large Dutch academic hospital. The intervention consists of individual and environmental intervention elements: i) an e-learning for healthcare workers to increase knowledge and awareness on a healthy lifestyle during night shifts, ii) a powernap bed to take powernaps during night shifts, iii) the availability of healthy food at the department during night shifts, iv) a workshop on healthy rostering at the level of the department, and v) individual sleep coaching among the high risk group. In a longitudinal prospective study, data will be collected 1 month before the start of the intervention, in the week before the start of the intervention, and three and 6 months after the start of the intervention. The primary outcomes are sleep, fatigue, and need for recovery. The implementation process will be evaluated using the framework of Steckler and Linnan. Cost-benefit analyses from the employers perspective will be conducted to understand the possible financial consequences or benefits of the implementation of PerfectFit@Night. Discussion: The feasibility and effectiveness of this workplace health promotion program will be investigated by means of an effect, process and economic evaluation. If proven effective, PerfectFit@Night can be implemented on a larger scale within the healthcare sector. Trial registration: Netherlands Trial Register trial number NL9224. Registered 17 January 2021. © 2022, The Author(s).","Environment; Healthcare; Individual; Lifestyle; Night shift; Sleep; Workplace","Circadian Rhythm; Fatigue; Health Care Sector; Health Promotion; Humans; Prospective Studies; Sleep; Work Schedule Tolerance; Workplace; circadian rhythm; fatigue; health care cost; health promotion; human; prospective study; sleep; work schedule; workplace","","","","","Netherlands Organization for Health Research and Development; ZonMw, (555002010)","This paper is based on work funded by The Netherlands Organization for Health Research and Development (ZonMw project number: 555002010). The funding body has had no role in the design of the study, data collection, analysis, interpretation of data, and in writing the manuscript. Contact information: Anne Ballering, phone number + 31 70 3495 287, e-mail ballering@zonmw.nl. 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Roenneberg T., Wirz-Justice A., Merrow M., Life between clocks: daily temporal patterns of human chronotypes, J Biol Rhythm, 18, 1, pp. 80-90, (2003); Karasek R., Brisson C., Kawakami N., Houtman I., Bongers P., Amick B., The job content questionnaire (JCQ): an instrument for internationally comparative assessments of psychosocial job characteristics, J Occup Health Psychol, 3, 4, (1998); Kristensen T.S., Hannerz H., Hogh A., Borg V., The Copenhagen psychosocial questionnaire-a tool for the assessment and improvement of the psychosocial work environment, Scand J Work Environ Health, 31, pp. 438-449, (2005); Linnan L., Steckler A., Process evaluation for public health interventions and research, (2002); Linnan L., Steckler A., Process evaluation for public health interventions and research, (2002); Meerding W.J., Ijzelenberg W., Koopmanschap M.A., Severens J.L., Burdorf A., Health problems lead to considerable productivity loss at work among workers with high physical load jobs, J Clin Epidemiol, 58, 5, pp. 517-523, (2005)","F. van Elk; Department of Public Health, Erasmus University Medical Center, Rotterdam, PO Box 2040, 3000 CA, Netherlands; email: f.vanelk@erasmusmc.nl","","BioMed Central Ltd","","","","","","14712458","","","35436871","English","BMC Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85128551296"
"Belmonte Z.J.A.; Prasetyo Y.T.; Ong A.K.S.; Chuenyindee T.; Yuduang N.; Kusonwattana P.; Nadlifatin R.; Persada S.F.; Buaphiban T.","Belmonte, Zachariah John A. (57422331000); Prasetyo, Yogi Tri (57204827000); Ong, Ardvin Kester S. (57221675282); Chuenyindee, Thanatorn (57212447514); Yuduang, Nattakit (57226483503); Kusonwattana, Poonyawat (57217079099); Nadlifatin, Reny (56287886900); Persada, Satria Fadil (56286959500); Buaphiban, Thapanat (57192555812)","57422331000; 57204827000; 57221675282; 57212447514; 57226483503; 57217079099; 56287886900; 56286959500; 57192555812","How important is the tuition fee during the COVID-19 pandemic in a developing country? Evaluation of filipinos’ preferences on public university attributes using conjoint analysis","2022","Heliyon","8","11","e11205","","","","4","10.1016/j.heliyon.2022.e11205","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142456744&doi=10.1016%2fj.heliyon.2022.e11205&partnerID=40&md5=d7fad0509fa5e97f0a4910b5db88ec07","School of Industrial Engineering and Engineering Management, Mapúa University, 658 Muralla St., Intramuros, Manila, 1002, Philippines; School of Graduate Studies, Mapúa University, 658 Muralla St., Intramuros, Manila, 1002, Philippines; Mechanical Engineering & Allied Department, Technological University of the Philippines, Western Bicutan Taguig, 1630, Philippines; International Program in Engineering for Bachelor, Yuan Ze University, 135 Yuan-Tung Road, Chung-Li, 32003, Taiwan; Department of Industrial Engineering and Management, Yuan Ze University, 135 Yuan-Tung Road, Chung-Li, 32003, Taiwan; Department of Industrial Engineering and Aviation Management, Navaminda Kasatriyadhiraj Royal Air Force Academy, Bangkok, 10220, Thailand; Department of Information Systems, Institut Teknologi Sepuluh Nopember, Kampus ITS Sukolilo, Surabaya, 60111, Indonesia; Entrepreneurship Department, BINUS Business School Undergraduate Program, Bina Nusantara University, Jakarta, 11480, Indonesia","Belmonte Z.J.A., School of Industrial Engineering and Engineering Management, Mapúa University, 658 Muralla St., Intramuros, Manila, 1002, Philippines, School of Graduate Studies, Mapúa University, 658 Muralla St., Intramuros, Manila, 1002, Philippines, Mechanical Engineering & Allied Department, Technological University of the Philippines, Western Bicutan Taguig, 1630, Philippines; Prasetyo Y.T., School of Industrial Engineering and Engineering Management, Mapúa University, 658 Muralla St., Intramuros, Manila, 1002, Philippines, International Program in Engineering for Bachelor, Yuan Ze University, 135 Yuan-Tung Road, Chung-Li, 32003, Taiwan, Department of Industrial Engineering and Management, Yuan Ze University, 135 Yuan-Tung Road, Chung-Li, 32003, Taiwan; Ong A.K.S., School of Industrial Engineering and Engineering Management, Mapúa University, 658 Muralla St., Intramuros, Manila, 1002, Philippines; Chuenyindee T., Department of Industrial Engineering and Aviation Management, Navaminda Kasatriyadhiraj Royal Air Force Academy, Bangkok, 10220, Thailand; Yuduang N., School of Industrial Engineering and Engineering Management, Mapúa University, 658 Muralla St., Intramuros, Manila, 1002, Philippines, School of Graduate Studies, Mapúa University, 658 Muralla St., Intramuros, Manila, 1002, Philippines; Kusonwattana P., School of Industrial Engineering and Engineering Management, Mapúa University, 658 Muralla St., Intramuros, Manila, 1002, Philippines, School of Graduate Studies, Mapúa University, 658 Muralla St., Intramuros, Manila, 1002, Philippines; Nadlifatin R., Department of Information Systems, Institut Teknologi Sepuluh Nopember, Kampus ITS Sukolilo, Surabaya, 60111, Indonesia; Persada S.F., Entrepreneurship Department, BINUS Business School Undergraduate Program, Bina Nusantara University, Jakarta, 11480, Indonesia; Buaphiban T., Department of Industrial Engineering and Aviation Management, Navaminda Kasatriyadhiraj Royal Air Force Academy, Bangkok, 10220, Thailand","In a developing country like the Philippines, it is critical to understand the important factors which lead college students to their current colleges and universities, especially during the COVID-19 pandemic. This study utilized the conjoint analysis approach with an orthogonal design for evaluating understudy's inclination in choosing a college with the various attributes such as the tuition fee, distance or location, employability, academic reputation, recommended by friends and peers, recommended by family or relatives, and the availability to transfer was assessed. A total of 518 Filipino students studying at public and state universities participated in answering the 16 combined attributions about university preference using purposive sampling approach. Based on the utilities estimate, the most important attribute was the tuition fee of the preferred university with an importance value of about 32.839%, followed by the employability rate of the university with about 6% gap difference. The mid-concerned attributes were the distance/location with an estimated of 11.139%, recommendation of friends or peers with approximately 11.689% tying together, and the academic reputation with an estimated of 10.638%. The two least important attributes were identified to be the availability to transfer, having with only about 2.713%, and the recommendation of parents with only 2% difference at approximately 4.453%. The outcomes of this study can aid college chairmen and enrolment specialists tweak their advertising procedures by giving significant data to the chief gatherings engaged with settling college decision choices. © 2022 The Author(s)","College students; Conjoint analysis; COVID-19; Tuition fee; University preference","","","","","","Mapúa University","This research was funded by Mapúa University Directed Research for Innovation and Value Enhancement (DRIVE). ","A I., Online Classes and Learning in the Philippines during the Covid-19 Pandemic, (2021); Anderson M.M., Garman A.N., Johnson T.J., Fogg L., Walton S.M., Kuperman D., Understanding student preferences in the selection of a graduate allied health program: a conjoint analysis study, J. Allied Health, 49, 3, pp. 208-217, (2020); Aljedaani W., Aljedaani M., AlOmar E.A., Mkaouer M.W., Ludi S., Khalaf Y.B., I cannot see you—the perspectives of deaf students to online learning during COVID-19 pandemic: Saudi arabia case study, Educ. Sci., 11, 11, (2021); Basha N.K., Sweeney J.C., Soutar G.N., Evaluating students’ preferences for university brands through conjoint analysis and market simulation, Int. J. Educ. Manag., (2019); Belmonte Z.J., Bandola C., Decapia R., Gonzaga E.C., Do technological developments reduce unemployment in the Philippines?, 2021 62nd International Scientific Conference on Information Technology and Management Science of Riga Technical University (ITMS), pp. 1-5, (2021); Boyer, Factors Influencing Student's Choice for a Senior High School Academic Track, (1987); Canterbury R.M., Higher education marketing: a challenge, J. Market. High Educ., 9, 3, pp. 15-24, (2000); Conard M.J., Conard M.A., An analysis of academic reputation as perceived by consumers of higher education, J. Market. High Educ., 9, 4, pp. 69-80, (2000); Cuaton G.P., Philippines higher education institutions in the time of COVID-19 pandemic, Revista Românească pentru Educaţie Multidimensională, 12, 1 Sup2, pp. 61-70, (2020); Dunnett A., Moorhouse J., Walsh C., Barry C., Choosing a university: a conjoint analysis of the impact of higher fees on students applying for university in 2012, Tert. Educ. Manag., 18, 3, pp. 199-220, (2012); Factor E.M.R., de Guzman A.B., Explicating Filipino student nurses' preferences of clinical instructors' attributes: a conjoint analysis, Nurse Educ. Today, 55, pp. 122-127, (2017); Fees I.C., Analysis of UCAS Applications for 2012/13 Admissions, (2012); Fees I.C., Finances: the Biggest Reason Young People Aren't Going to University, Despite High Levels of HE Aspiration, (2012); Fox S., Rainie L., Larsen E., Horrigan J., Lenhart A., Spooner T., Carter C., Wired Seniors.the Pew Internet and American Life Project, (2001); Frenette M., Access to college and university: does distance to school matter?, Canadian Public Policy/Analyse de Politiques, pp. 427-443, (2004); Stress Management And Social Solidarity Vital To Pandemic Response, (2020); New Research Highlights Top Factors Students Consider when Choosing a university, (2016); Gracia-Perez M.L., Gil-Lacruz M., The impact of a continuing training program on the perceived improvement in quality of health care delivered by health care professionals, Eval. Progr. Plann., 66, pp. 33-38, (2018); Green P.E., Rao V.R., Conjoint measurement-for quantifying judgmental data, J. Market. Res., 8, 3, pp. 355-363, (1971); Harden D., Mengersen, The Tertiary Debate: A Case Study Analysis of Factors Considered when Applying for University Entry by Traditional Age School Leavers in Brisbane, (2014); Harvey L., Employability Audit Toolkit, (1999); Harvey L., Defining and measuring employability, Qual. High Educ., 7, 2, pp. 97-109, (2001); Hooley, Lynch, Thinking about Going to university? Segmenting Undergraduates, (1981); Jen E., Hoogeveen L., Design an international blended professional development model for gifted education: an evaluation study, Eval. Progr. Plann., (2021); Kusumawati A., Understanding Student Choice Criteria for Selecting an Indonesian Public university: A Conjoint Analysis Approach, (2011); Lim M.A., Lomer S., Millora C., Universal access to quality tertiary education in the Philippines, Int. Higher Educ., 94, pp. 19-21, (2018); Liu S.L., Student interaction experiences in distance learning courses: a phenomenological study, Online J. Dist. Learn. Adm., 11, 1, (2008); Macindo J.R.B., Danganan M.P.B., Soriano C.A.F., Kho N.S.R., Bongar M.V.V., A conjoint analysis of the acute and critical care experiential learning preferences of Baccalaureate student nurses, Nurse Educ. Pract., 36, pp. 125-131, (2019); Meixner O., Katt F., Assessing the impact of COVID-19 on consumer food safety perceptions—a choice-based willingness to pay study, Sustainability, 12, 18, (2020); Mirela B., Carpente Y.C., Continuing and Transfer Students: Exploring Retention and Second-Year Success, (2017); Mok M.S., Sohn S.Y., Ju Y.H., Conjoint analysis for intellectual property education, World Patent Inf., 32, 2, pp. 129-134, (2010); Moogan Y.J., Baron S., An analysis of student characteristics within the student decision making process, J. Furth. High. Educ., 27, 3, pp. 271-287, (2003); An act promoting Universal Access to Quality Tertiary education by providing for free tuition of 2017, (2017); Ong A.K.S., Prasetyo Y.T., Young M.N., Diaz J.F.T., Chuenyindee T., Kusonwattana P., Redi A.A.N.P., Students’ preference analysis on online learning attributes in industrial engineering education during the covid-19 pandemic: a conjoint analysis approach for sustainable industrial engineers, Sustainability, 13, 15, (2021); Ong A.K.S., Prasetyo Y.T., Libiran M.A.D.C., Lontoc Y.M.A., Lunaria J.A.V., Manalo A.M., Et al., Consumer preference analysis on attributes of milk tea: a conjoint analysis approach, Foods, 10, 6, (2021); Oztok M., Zingaro D., Brett C., Hewitt J., Exploring asynchronous and synchronous tool use in online courses, Comput. Educ., 60, 1, pp. 87-94, (2013); Paris J., LIST: 27 Local Universities, 4 Colleges Now Covered by Free Tuitions, (2019); Peimani N., Kamalipour H., Online education in the post COVID-19 era: students’ perception and learning experience, Educ. Sci., 11, 10, (2021); Phan T., Bremer P., Mirosa M., Vietnamese consumers’ preferences for functional milk powder attributes: a segmentation-based conjoint study with educated consumers, Sustainability, 12, 13, (2020); Philippines C., LIST: Universities and Colleges with Free Tuition Starting 2018, (2017); Pummell B., Harwood C., Lavallee D., Jumping to the next level: a qualitative examination of within-career transition in adolescent event riders, Psychol. Sport Exerc., 9, 4, pp. 427-447, (2008); Ranada P., Duterte Signs Law for Free Tuition in State Colleges, (2017); Research N.F.F.E., Prospective University Students Are Reconsidering Their Options, (2011); Ryan Y.J., Rotich T., Korir B., Mutai K., Kosgei M., Koech J., Factors influencing the choice of college among undergraduate students in public Universities in Kenya. A case study of the University of Eldoret, Austr. J. Commerce Study, 3, 2, pp. 1-11, (2010); Saavedra J., MacLeod W.B., Riehl E., Urquiola M., Why College Reputation Matters So Much To Students and Employers. USCDornsife, (2016); Saysay K.-L., A Qualitative Study on Pilipino American Students Relative to Their High School success and Career Choices, (2011); Seanehia J., Treibich C., Holmberg C., Muller-Nordhorn J., Casin V., Raude J., Mueller J.E., Quantifying population preferences around vaccination against severe but rare diseases: a conjoint analysis among French university students, 2016, Vaccine, 35, 20, pp. 2676-2684, (2017); Seashore R.H., Your Goals and You: A Guidance Handbook, (1962); Sethuraman R., Kerin R.A., Cron W.L., A field study comparing online and offline data collection methods for identifying product attribute preferences using conjoint analysis, J. Bus. Res., 58, 5, pp. 602-610, (2005); Soutar G.N., Turner J.P., Students’ preferences for university: a conjoint analysis, Int. J. Educ. Manag., (2002); Star T.P., Only 1 Out of 3 GRADUATES Employable, Study Shows, (2017); Statistics, Republic of the Philippines Office of the President Commission on Higher Education, (2020); Tavares R.S., Angulo-Meza L., Sant'Anna A.P., A proposed multistage evaluation approach for higher education institutions based on Network Data Envelopment Analysis: a Brazilian experience, Eval. Progr. Plann., 89, (2021); TRUST S., Initial Response to the Independent Review of Higher Education Funding and Student Finance, (2010); 1.3 Billion Learners Are Still Affected by School or university Closures, as Educational Institutions Start Reopening Around the World, Says UNESCO, (2020); Virola R., Free Education in the Philippines: the Continuing Saga “A Nation Cannot Be Built without Education, (2019); Wilbur S., Assessing a university's Image for Short-Term and Long-Term Enrollment Planning, (1988); Yaacob N.A., Osman M.M., S B., Factors Influencing Parents’ Decision in Choosing Private Schools, (2014); Zaichkowsky J.L., Measuring the involvement construct, J. Consum. Res., 12, 3, pp. 341-352, (1985)","Y.T. Prasetyo; School of Industrial Engineering and Engineering Management, Mapúa University, Manila, 658 Muralla St., Intramuros, 1002, Philippines; email: ytprasetyo@mapua.edu.ph","","Elsevier Ltd","","","","","","24058440","","","","English","Heliyon","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85142456744"
"Kumar N.; Achari P.D.; Sharma R.; Saxena S.; Jain V.","Kumar, Nitesh (58075618900); Achari, Prakash D (58074563600); Sharma, Rajeev (57216813746); Saxena, Swati (57198613335); Jain, Vipul (58073769900)","58075618900; 58074563600; 57216813746; 57198613335; 58073769900","The Impact of Skill Development Schemes, Retention, Employability, And Skilled Employees on the Psychology of Maharashtra's Youth","2022","Journal for ReAttach Therapy and Developmental Diversities","5","SpecialIssue2","","40","44","4","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146671128&partnerID=40&md5=1bf538345573754550aac60d58e2f747","Faculty of Business Management & Commerce, Usha Martin University, Jharkhand, Ranchi, India; Department of Business & Management, Himalayan University, Arunachal Pradesh, Itanagar, India; Department of Management, Mangalayatan University, Uttar Pradesh, Aligarh, India; Department of Management, Mangalayatan University, Madhya Pradesh, Jabalapur, India; Department of Management, Sikkim Professional University, Sikkim, Gangtok, India","Kumar N., Faculty of Business Management & Commerce, Usha Martin University, Jharkhand, Ranchi, India; Achari P.D., Department of Business & Management, Himalayan University, Arunachal Pradesh, Itanagar, India; Sharma R., Department of Management, Mangalayatan University, Uttar Pradesh, Aligarh, India; Saxena S., Department of Management, Mangalayatan University, Madhya Pradesh, Jabalapur, India; Jain V., Department of Management, Sikkim Professional University, Sikkim, Gangtok, India","Understanding the role of mental development and its impact on unemployment in Maharashtra needs a look at the rate of youth retention in state and business skill development programmes. To acquire information, both primary and secondary sources were used. The sample size is 200 Maharashtra residents who are compelled to participate in skill development programmes provided by the Maharashtra government. Cluster sampling protocols worked well. The majority of participants agreed or strongly agreed that comparing the retention rate of young people in such programmes in comparison to Maharashtra, as well as understanding the role of developing skills and its effects on unemployment in Maharashtra, are useful in understanding how the government and businesses in Maharashtra run skills training programmes. Skill development programmes can assist you in meeting your goals by nurturing talented staff. The state's economy will suffer because only qualified individuals can effectively contribute to the growth of numerous businesses © 2022, Journal for ReAttach Therapy and Developmental Diversities.All Rights Reserved.","And youth psychology; Employability; Retention; Skill development initiatives; Skill workers","","","","","","","","Parkhi S., Joshi S., Gupta S., Sharma M., A Study of Evolution and Future of Supply Chain Management, Supply Chain Management, 9, 2, pp. 95-106, (2015); Wang H., Gupta S., Green Supply Chain Management, Product Life cycle approach, (2011); Bachok S., Khuzzan S.M.S., Jaafar S., Baharudin H., Construction Supply Chain Management and Coordinated Design Drawings: An outlook of the construction industry and sustainable urban planning, 9th International Symposition on Planning & IT, pp. 67-84, (2004); Christopher Martin L., Logistics and Supply Chain Management, (1992); Beamon B. M., Designing the green supply chain, Logistics information management, 12, 4, pp. 332-342, (1999); Guide V. D. R., Van Wassenhove L. N., Closed-loop supply chains, (2000); Zhu Q., Sarkis J., An intersectoral comparison of green supply chain management in China: drivers and practices, Journal of Cleaner Production, 14, 5, pp. 472-486, (2006); Xu L., Mathiyazhagan K., Govindan K., Haq A. N., Ramachandran N. V., Ashokkumar A., Multiple comparative studies of green supply chain management: pressures analysis, Resources, Conservation and Recycling, 78, pp. 26-35, (2013); Yuan H., A model for evaluating the social performance of construction waste management, Waste management, 32, 6, pp. 1218-1228, (2012); Begum R. A., Siwar C., Pereira J. J., Jaafar A. H., A benefit–cost analysis on the economic feasibility of construction waste minimisation: the case of Malaysia, Resources, Conservation and Recycling, 48, 1, pp. 86-98, (2006); Ortiz O., Castells F., Sonnemann G., Sustainability in the construction industry: A review of recent developments based on LCA, Construction and Building Materials, 23, 1, pp. 28-39, (2009); Vrijhoef R., Koskela L., The four roles of supply chain management in construction, European Journal of Purchasing & Supply Management, 6, pp. 169-178, (2000); Council U. G. B., Leadership in energy and environmental design (LEED), (2001); Terekli G., Ozkan O., BAYIN G., Çevredostuhastaneler: Hastanedenyeşilhastaneye, (2013); Ulusal Geri DönüşümStratejiBelgesiVeEylemPlani 2014-2017; Istanbul Metropolitan Municipality Directorate of Environmental Protection, personal communication, (2015); Solis-Guzman J., Marrero M., MontesDelgado M. V., Ramirez-de-Arellano A., A Spanish model for quantification and management of construction waste, Waste Management, 29, pp. 2542-2548, (2009); Pires A., Martinho G., Chang N., Solid waste management in European countries: A review of systems analysis techniques, Journal of Environmental Management, 92, pp. 1033-1050, (2011); Directive 2008/98/EcOf The European Parliament And Of The Council of 19 November 2008; Chowdhury M., Upadhyay A., Briggs A., Belal M., An overview of green supply chain management practices in Bangladesh construction industries, pp. 1-10, (2016); Balasubramanian S., Shukla V., Green supply chain management: an empirical investigation on the construction sector, Supply Chain Management: An International Journal, 22, 1, (2017)","","","ReAttach Therapy International Foundation","","","","","","25897799","","","","English","J. Reattach Ther. Dev. Diver.","Article","Final","","Scopus","2-s2.0-85146671128"
"Ravinskaya M.; Verbeek J.H.; Langendam M.W.; Madan I.; Verstappen S.M.M.; Kunz R.; Hulshof C.T.J.; Hoving J.L.","Ravinskaya, Margarita (57217058384); Verbeek, Jos H. (7005575160); Langendam, Miranda W. (6603972665); Madan, Ira (18634566400); Verstappen, Suzanne M. M. (6603191436); Kunz, Regina (56840000300); Hulshof, Carel T. J. (57204594319); Hoving, Jan L. (7003378870)","57217058384; 7005575160; 6603972665; 18634566400; 6603191436; 56840000300; 57204594319; 7003378870","Preferred Methods of Measuring Work Participation: An International Survey Among Trialists and Cochrane Systematic Reviewers","2022","Journal of Occupational Rehabilitation","32","4","","620","628","8","6","10.1007/s10926-022-10031-0","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127283978&doi=10.1007%2fs10926-022-10031-0&partnerID=40&md5=269b209d7c4a15f3c702fb2ce4c2fa85","Amsterdam UMC, Academic Medical Center, University of Amsterdam, Coronel Institute of Occupational Health, Amsterdam Public Health Research Institute, Amsterdam, Netherlands; Amsterdam UMC, Location Academic Medical Center, University of Amsterdam, Coronel Institute of Occupational Health, Amsterdam Public Health Research Institute, Amsterdam, Netherlands; Amsterdam UMC, Location Academic Medical Center, University of Amsterdam, Department Epidemiology and Data Science, Amsterdam Public Health Research Institute, Amsterdam, Netherlands; Guy’s and St Thomas’ NHS Trust and Faculty of Life Sciences and Medicine, King’s College London, Centre for Musculoskeletal Health and Work, London, United Kingdom; Academic Unit EbIM, Evidence Based Insurance Medicine, Department of Clinical Research, University of Basel, Basel, Switzerland; Centre for Epidemiology Versus Arthritis, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, United Kingdom; NIHR Manchester Biomedical Research Centre, Manchester University NHS Foundation Trust, Manchester Academic Health Science Centre, Manchester, United Kingdom; MRC Versus Arthritis Centre for Musculoskeletal Health and Work, University of Southampton, Southampton, United Kingdom","Ravinskaya M., Amsterdam UMC, Academic Medical Center, University of Amsterdam, Coronel Institute of Occupational Health, Amsterdam Public Health Research Institute, Amsterdam, Netherlands; Verbeek J.H., Amsterdam UMC, Location Academic Medical Center, University of Amsterdam, Coronel Institute of Occupational Health, Amsterdam Public Health Research Institute, Amsterdam, Netherlands; Langendam M.W., Amsterdam UMC, Location Academic Medical Center, University of Amsterdam, Department Epidemiology and Data Science, Amsterdam Public Health Research Institute, Amsterdam, Netherlands; Madan I., Guy’s and St Thomas’ NHS Trust and Faculty of Life Sciences and Medicine, King’s College London, Centre for Musculoskeletal Health and Work, London, United Kingdom; Verstappen S.M.M., Centre for Epidemiology Versus Arthritis, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, United Kingdom, NIHR Manchester Biomedical Research Centre, Manchester University NHS Foundation Trust, Manchester Academic Health Science Centre, Manchester, United Kingdom, MRC Versus Arthritis Centre for Musculoskeletal Health and Work, University of Southampton, Southampton, United Kingdom; Kunz R., Academic Unit EbIM, Evidence Based Insurance Medicine, Department of Clinical Research, University of Basel, Basel, Switzerland; Hulshof C.T.J., Amsterdam UMC, Location Academic Medical Center, University of Amsterdam, Coronel Institute of Occupational Health, Amsterdam Public Health Research Institute, Amsterdam, Netherlands; Hoving J.L., Amsterdam UMC, Location Academic Medical Center, University of Amsterdam, Coronel Institute of Occupational Health, Amsterdam Public Health Research Institute, Amsterdam, Netherlands","Purpose Heterogeneity in work participation (WP) outcomes measurements hampers large scale evidence synthesis in systematic reviews of trials. In this survey we explore authors’ reasons for choosing specific WP outcomes and their measurement methods, including employment status, absence from work, at-work productivity loss, and employability. Methods We contacted authors of 260 trials and 69 systematic reviews and asked closed and open-ended questions about previously used WP outcomes and measurement methods as well as their opinion on the best way to measure WP. Results In total, 91 authors from a wide range of professional backgrounds completed the survey. The majority of authors (86%) chose WP outcomes based on their use in previous similar studies. In most studies (88%), patients had not been involved in the process of selecting the WP outcome. Authors judged feasibility to be an important factor for choosing a measurement instrument (67%). Additionally, valid measurement tools should be available, easy to administer and not too time consuming. Although authors preferred registry data for long term follow-up, the availability and validity of registries was seen as a barrier. Most of the reviewers (72%) struggled to pool data because of variation in follow-up times and cut off points and varying definitions of work outcomes. Almost all (92%) respondents support the use of a Core Outcome Set for Work. Conclusions There is strong support from authors of trials and systematic reviews to develop a core outcome set on work participation outcomes for the evaluation of interventions. © 2022, The Author(s).","Outcome studies; Return-to-work; Survey; Vocational rehabilitation; Worker participation","Employment; Humans; Physical Therapy Modalities; Surveys and Questionnaires; Systematic Reviews as Topic; adult; article; employability; employment status; feasibility study; female; follow up; human; male; outcome assessment; productivity; return to work; synthesis; systematic review; validity; vocational rehabilitation; worker; employment; physiotherapy; questionnaire","","","","","Manchester Biomedical Research Centre, BRC; Versus Arthritis, (20380, 20385)","SV is supported by Versus Arthritis (Grant Numbers 20385, 20380) and the NIHR Manchester Biomedical Research Centre. ","Hoving J.L., Lacaille D., Urquhart D.M., Hannu T.J., Sluiter J.K., Frings-Dresen M.H., Non-pharmacological interventions for preventing job loss in workers with inflammatory arthritis, Cochrane Database Syst Rev, 11, (2014); de Boer A.G., Taskila T.K., Tamminga S.J., Feuerstein M., Frings-Dresen M.H., Verbeek J.H., Interventions to enhance return-to-work for cancer patients, Cochrane Database Syst Rev, 2015, 9, (2015); Nieuwenhuijsen K., Faber B., Verbeek J.H., Neumeyer-Gromen A., Hees H.L., Verhoeven A.C., Et al., Interventions to improve return to work in depressed people, Cochrane Database Syst Rev, (2014); Kirkham J.J., Gargon E., Clarke M., Williamson P.R., Can a core outcome set improve the quality of systematic reviews? A survey of the co-ordinating editors of Cochrane Review Groups, Trials, (2013); Ravinskaya M., Verbeek J.H., Langendam M., Daams J.G., Hulshof C.T.J., Madan I., Verstappen S.M.M., Hagendijk M., Kunz R., Hoving J.L., Extensive variability of work participation outcomes measured in randomized controlled trials: a systematic review, J Clin Epidemiol, 142, pp. 60-99, (2021); Clarke M., Williamson P.R., Core outcome sets and systematic reviews, Syst Rev, 5, 1, pp. 1-4, (2016); Verstappen S.M., Fautrel B., Dadoun S., Symmons D.P., Boonen A., Methodological issues when measuring paid productivity loss in patients with arthritis using biologic therapies: an overview of the literature, Rheumatology, 51, 2, pp. 216-229, (2012); Mathieu S., Boutron I., Moher D., Altman D.G., Ravaud P., Comparison of registered and published primary outcomes in randomized controlled trials, JAMA, 302, 9, pp. 977-984, (2009); Llewellyn-Bennett R., Edwards D., Roberts N., Hainsworth A.H., Bulbulia R., Bowman L., Post-trial follow-up methodology in large randomised controlled trials: a systematic review, Trials, 19, 1, pp. 1-12, (2018); Higgins J.P., Thomas J., Chandler J., Cumpston M., Li T., Page M.J., Et al., Cochrane handbook for systematic reviews of interventions, (2019); Amick B.C., Lerner D., Rogers W.H., Rooney T., Katz J.N., A review of health-related work outcome measures and their uses, and recommended measures, Spine (Phila Pa 1976), 25, 24, pp. 3152-3160, (2000); Dijkers M.P., Issues in the conceptualization and measurement of participation: an overview, Arch Phys Med Rehabil, 91, pp. S5-S16, (2010); Young A.E., Wasiak R., Roessler R.T., McPherson K.M., Anema J., Van Poppel M.N., Return-to-work outcomes following work disability: stakeholder motivations, interests and concerns, J Occup Rehabil, 15, 4, pp. 543-556, (2005); Williamson P.R., Altman D.G., Blazeby J.M., Clarke M., Devane D., Gargon E., Et al., Developing core outcome sets for clinical trials: issues to consider, Trials, 13, 1, pp. 1-8, (2012); How to use the ICF: a practical manual for using the International Classification of Functioning, Disability and Health (ICF). Exposure draft for comment, (2013); Javed U., Job characteristics, family support and wellbeing: testing an expanded version of the karasek model, J Contemp Issues Bus Govern, 27, 2, pp. 4781-4810, (2021); Ilmarinen J., Work ability—a comprehensive concept for occupational health research and prevention, Scand J Work Environ Health, 35, 1, pp. 1-5, (2009); Craske M.G., Cognitive–behavioral therapy, (2010); Bandura A., Freeman W., Lightsey R., Self-efficacy: the exercise of control, (1999); Ajzen I., The theory of planned behavior, Organ Behav Hum Decis Process, 50, 2, pp. 179-211, (1991); Heymans M.W., De Vet H.C., Knol D.L., Bongers P.M., Koes B.W., Van Mechelen W., Workers’ beliefs and expectations affect return to work over 12 months, J Occup Rehabil, 16, 4, pp. 685-695, (2006); Prochaska J.O., Redding C.A., Evers K.E., The transtheoretical model and stages of change, Health Behav, 97, 1, pp. 38-48, (2015); Chiarotto A., Deyo R.A., Terwee C.B., Boers M., Buchbinder R., Corbin T.P., Et al., Core outcome domains for clinical trials in non-specific low back pain, Eur Spine J, 24, 6, pp. 1127-1142, (2015); Beaton D.E., Dyer S., Boonen A., Verstappen S.M., Escorpizo R., Lacaille D.V., Et al., OMERACT filter evidence supporting the measurement of at-work productivity loss as an outcome measure in rheumatology research, J Rheumatol, 43, 1, pp. 214-222, (2016); Turk D.C., Dworkin R.H., Allen R.R., Bellamy N., Brandenburg N., Carr D.B., Et al., Core outcome domains for chronic pain clinical trials: IMMPACT recommendations, Pain, 106, 3, pp. 337-345, (2003); Sheehan K.B., E-mail survey response rates: a review, J Comput-Mediat Commun, 6, 2, (2001); Tamminga S.J.H., Frings-Dresen M.H., de Boer A.G., Cancer@Work - a nurse-led, stepped-care, e-health intervention to enhance the return to work of patients with cancer: study protocol for a randomized controlled trial, Trials, 17, 1, (2016); Dalgaard V.L.A., Andersen J.H., Glasscock D.J., Willert M.V., Carstensen O., Biering K., Return to work after work-related stress: a randomized controlled trial of a work-focused cognitive behavioral intervention, Scand J Work Environ Health, 43, 5, pp. 436-446, (2019); Chopp-Hurley E.C., Wiebenga E.G., Bulbrook B., Keir P.J., Maly M.R., Randomized controlled trial investigating the role of exercise in the workplace to improve work ability, performance, and patient-reported symptoms among older workers with osteoarthritis, J Occup Environ Med, 59, 6, pp. 550-556, (2017); AlHeresh R.A., Keysor J.J., The work activity and participation outcomes framework: a new look at work disability outcomes through the lens of the ICF, Int J Rehabil Res, 38, 2, pp. 107-112, (2015); Hensing G., Alexanderson K., Allebeck P., Bjurulf P., How to measure sickness absence? Literature review and suggestion of five basic measures, Scand J Soc Med, 26, 2, pp. 133-144, (1998); Krause N., Frank J.W., Dasinger L.K., Sullivan T.J., Sinclair S.J., Determinants of duration of disability and return-to-work after work-related injury and illness: challenges for future research, Am J Ind Med, 40, 4, pp. 464-484, (2001); Arienti C., Armijo-Olivo S., Minozzi S., Tjosvold L., Lazzarini S.G., Patrini M., Et al., A methodological issues in rehabilitation research: a scoping review, Arch Phys Med Rehabil, 102, 8, pp. 1614-1622, (2021); van Rosmalen B.V., Alldinger I., Cieslak K.P., Wennink R., Clarke M., Ali U.A., Et al., Worldwide trends in volume and quality of published protocols of randomized controlled trials, PLoS ONE, 12, 3, (2017); Boonen A., Putrik P., Marques M.L., Alunno A., Abasolo L., Beaton D., Et al., EULAR Points to Consider (PtC) for designing, analysing and reporting of studies with work participation as an outcome domain in patients with inflammatory arthritis, Ann Rheum Dis, 80, 9, pp. 1116-1123, (2021); Hees H.L., Nieuwenhuijsen K., Koeter M.W., Bultmann U., Schene A.H., Towards a new definition of return-to-work outcomes in common mental disorders from a multi-stakeholder perspective, PLoS ONE, 7, 6, (2012); Pransky G., Gatchel R., Linton S.J., Loisel P., Improving return to work research, J Occup Rehabil, 15, 4, pp. 453-457, (2005)","M. Ravinskaya; Amsterdam UMC, Academic Medical Center, University of Amsterdam, Coronel Institute of Occupational Health, Amsterdam Public Health Research Institute, Amsterdam, Netherlands; email: m.ravinskaya@amsterdamumc.nl","","Springer","","","","","","10530487","","JOCTE","35347539","English","J. Occup. Rehabil.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85127283978"
"Cook P.","Cook, Paul (57734374100)","57734374100","Look at Our Journey: Prompting the Marginalism of Superior Utility with a Higher Subjective Value to Motivate Management Student Meta-Learning Processes","2022","Journal of Management Education","46","6","","1024","1051","27","1","10.1177/10525629221106873","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132407581&doi=10.1177%2f10525629221106873&partnerID=40&md5=85b0254425a7a86dcace14c06216e227","Northumbria University, Newcastle Upon Tyne, United Kingdom","Cook P., Northumbria University, Newcastle Upon Tyne, United Kingdom","Improving perceptions of graduate utility is fundamental to Higher Education’s employability and skills agenda. However, utility enhancement is a ubiquitous consequence of all learning. Therefore, motivating students to engage in deep learning to improve their utility is problematic. Using the student voice, in this article, I explain how prompts endorsing marginalism as a benefit of attaining superior utility with higher subjective value informed and motivated meta-learning approaches. Drawing on data from an ethnography and interpretive phenomenology situated in the unique learning environment of the COVID-19 pandemic, findings reveal students were motivated to seek utility attainment opportunities that marginally enhanced self-perceptions, transferability of learning, and employability. This article is among the first to explain why the attainment of knowledge and can-do competencies associated with marginalism, superior utility, and higher subjective value, motivates learners’ present and future time perspectives. © The Author(s) 2022.","critical pedagogy; employability; marginalism; meta-learning strategies; motivation; sport event management; student voice","","","","","","","","Anderson J., Talking whilst walking: A geographical archaeology of knowledge, Area, 36, 3, pp. 254-261, (2004); Berube J., Gendron Y., Through students’ eyes: Case study of a critical pedagogy initiative in accounting education, Accounting Education, (2022); Biggs J.B., The role of meta-learning in study processes, British Journal of Educational Psychology, 55, 3, pp. 185-212, (1985); Biggs J.B., The study process questionnaire (SPQ) manual, (1987); Biggs J.B., Teaching for quality learning at university. What the student does, (2011); Boud D., Reframing assessment as if learning were important, Rethinking assessment in higher education: Learning for the longer term, pp. 14-25, (2007); Boud D., Falchikov N., Introduction: Assessment for the longer term, Rethinking assessment in higher education: Learning for the longer term, pp. 3-13, (2007); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Chin C., Brown D.E., Learning in science: A comparison of deep and surface approaches, Journal of Research in Science Teaching, 37, 2, pp. 109-138, (2000); Coffee P., Lavallee D., Winning students are employable students: Executive report final, (2014); Costello M.L., Brunner P.W., Hasty K., Preparing students for the empowered workplace: The risks and rewards in a management classroom, Active Learning in Higher Education, 3, 2, pp. 117-127, (2002); Currie G., Knights D., Reflecting on critical pedagogy in MBA education, Management Learning, 34, 1, pp. 27-49, (2003); Damianidou E., Phtiaka H., A critical pedagogy of empathy: Making a better world achievable, Pedagogies: An International Journal, 11, 3, pp. 235-248, (2016); Davis L., The adaptation of the live PDC darts event during the COVID-19 lockdown, Managing Sport and Leisure, 27, 3, pp. 247-253, (2022); Fahrner M., Schuttoff U., Analyzing the context-specific relevance of competencies – sport management alumni perspectives, European Sport Management Quarterly, 20, 3, pp. 344-363, (2020); Filipic P., The legitimacy of increasing marginal utility in social services: The case of university examinations, Economic Annals, LV, 186, pp. 67-87, (2010); Freire P., Pedagogy of the oppressed, (1970); Herbert I.P., Rothwell A.T., Glover J.L., Lambert S.A., Graduate employability, employment prospects and work readiness in the changing field of professional work, The International Journal of Management Education, 18, 2, (2020); Iwu C.G., Opute P.A., Nchu R., Eresia-Eke C., Tengeh R.K., Jaiyeoba O., Aliyu O.A., Entrepreneurship education, curriculum, and lecturer-competency as antecedents of student entrepreneurial intention, The International Journal of Management Education, 19, 1, (2021); Jackson D., Self-assessment of employability skill outcomes among undergraduates and alignment with academic ratings, Assessment & Evaluation in Higher Education, 39, 1, pp. 53-72, (2014); Jerolmack C., Khan S., The analytic lenses of ethnography, Socius, 3, pp. 1-11, (2017); Kashef T.E., What is the value of event management education? The views of six industry practitioners, Event Management, 19, 1, pp. 1-13, (2015); Katz J., Csordas T.J., Phenomenological ethnography in sociology and anthropology, Ethnography, 4, 3, pp. 275-288, (2003); Kauffman D.F., Husman J., Effects of time perspective on student motivation: Introduction to a special issue, Educational Psychology Review, 16, 1, pp. 1-7, (2004); Kolb A.Y., Kolb D.A., Experiential learning theory: A dynamic, holistic approach to management learning, education, and development, The SAGE handbook of management learning, education and development, pp. 42-68, (2009); Kolb D.A., Experiential learning: Experience as the source of learning and development, (2015); Kvale S., Contradictions of assessment for learning in institutions of higher learning, Rethinking assessment in higher education: Learning for the longer term, pp. 57-71, (2007); Lincoln Y., Guba E., Naturalistic inquiry, (1985); Maggs-Rapport F., Combining methodological approaches in research: Ethnography and interpretive phenomenology, Journal of Advanced Nursing, 31, 1, pp. 219-225, (2000); McLoughlin C., Luca J., A learner-centered approach to developing team skills through web-based learning and assessment, British Journal of Educational Technology, 33, 5, pp. 571-582, (2002); Menger C., Principles of economics, (1976); Menger C., Investigations into the method of the social sciences with special reference to economics, (2009); Miles M.B., Huberman A.M., Saldana J., Qualitative data analysis: A methods sourcebook, (2014); Parnell D., Widdop P., Bond A., Wilson R., COVID-19, networks and sport, Managing Sport and Leisure, 27, 1-2, pp. 72-78, (2020); Patton M.Q., Qualitative evaluation and research methods, (1990); Quick L., Managing events: Real challenges, real outcomes, (2020); Ratten V., Coronavirus disease (COVID-19) and sport entrepreneurship, International Journal of Entrepreneurial Behavior & Research, 26, 6, pp. 1379-1388, (2020); Ryan W.G., How do you “do” event management education (EME)? A case study of event management higher education awards, Event Management, 20, 1, pp. 69-80, (2016); Sealy W., Vocationalizing event management degrees, Event Management, 22, 3, pp. 469-482, (2018); Serrano M.M., O'Brien M., Roberts K., Whyte D., Critical Pedagogy and assessment in higher education: The ideal of ‘authenticity’ in learning, Active Learning in Higher Education, 19, 1, pp. 9-21, (2018); Simons J., Dewitte S., Lens W., Wanting to have vs. wanting to be: The effect of perceived instrumentality on goal orientation, British Journal of Psychology, 91, pp. 335-351, (2000); Spencer H., Spencer: Political writings, Political writings, (1994); Vygotsky L.S., Mind in society: Development of higher psychological processes, (1978); Wing Yan Man T., Exploring the behavioral patterns of entrepreneurial learning: A competency approach, Education + Training, 48, 5, pp. 309-321, (2006)","P. Cook; Northumbria University, Newcastle Upon Tyne, United Kingdom; email: paul.cook@northumbria.ac.uk","","SAGE Publications Inc.","","","","","","10525629","","","","English","J. Manage. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85132407581"
"Picco E.; Houkes I.; De Rijk A.; Miglioretti M.","Picco, Eleonora (57209343007); Houkes, Inge (6602249669); De Rijk, Angelique (6602074444); Miglioretti, Massimo (24465583300)","57209343007; 6602249669; 6602074444; 24465583300","The MAastricht Instrument for Sustainable Employability – Italian version (MAISE-IT): a validation study","2022","BMC Public Health","22","1","541","","","","4","10.1186/s12889-022-12872-z","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126664420&doi=10.1186%2fs12889-022-12872-z&partnerID=40&md5=76436bb53aa44101a3ba818ff37b9f01","Department of Psychology, Bicocca Center for Applied Psychology – BiCApP, University of Milano-Bicocca, Milan, 20126, Italy; Department of Social Medicine, Faculty of Health, Medicine and Life Sciences, CAPHRI Care and Public Health Research Institute, Maastricht University, PO Box 616, MD, Maastricht, 6200, Netherlands","Picco E., Department of Psychology, Bicocca Center for Applied Psychology – BiCApP, University of Milano-Bicocca, Milan, 20126, Italy; Houkes I., Department of Social Medicine, Faculty of Health, Medicine and Life Sciences, CAPHRI Care and Public Health Research Institute, Maastricht University, PO Box 616, MD, Maastricht, 6200, Netherlands; De Rijk A., Department of Social Medicine, Faculty of Health, Medicine and Life Sciences, CAPHRI Care and Public Health Research Institute, Maastricht University, PO Box 616, MD, Maastricht, 6200, Netherlands; Miglioretti M., Department of Psychology, Bicocca Center for Applied Psychology – BiCApP, University of Milano-Bicocca, Milan, 20126, Italy","Background: Governments and employers aim to promote sustainable employability (SE) in aging societies. In the Netherlands, an instrument for capturing the employee perspective on SE, the MAastricht Instrument for Sustainable Employability (MAISE-NL), has recently been developed. This study seeks to validate the Italian version of the MAISE (MAISE-IT). Methods: The MAISE-IT (a translated and culturally adapted version of the MAISE for the Italian population), the Work-Health Balance questionnaire and a demographic survey (age, gender, education, and occupational activity) were completed online by 455 respondents (328 public administration workers and 127 respondents recruited from social networks). Construct and criterion validity were tested by CFA; reliability, correlational analyses and subgroup differences with ANOVAs. Results: The CFA analysis revealed that the MAISE-IT consists of 12 scales distributed in four areas: (1) Meaning of SE; (2) Level and Factors affecting SE; (3) Overall responsibility for SE; and (4) Responsibility for factors affecting SE. Construct and criterion validity and reliability were good. Italian workers reported a moderately high level of SE. They regarded employers to be somewhat more responsible for SE than employees. Conclusions: This study showed the validity of the MAISE-IT in the Italian context. The MAISE-IT is valuable for tapping employees’ needs in order to develop SE interventions tailored to the employee perspective. © 2022, The Author(s).","Occupational health psychology; Questionnaire; Sustainable employability; Work-health balance; Workers’ well-being","Aging; Educational Status; Humans; Netherlands; Reproducibility of Results; Surveys and Questionnaires; adult; article; demography; education; employability; employee; employer; female; gender; human; human experiment; Italian (citizen); major clinical study; male; occupational health; psychology; questionnaire; reliability; responsibility; social network; validation study; validity; wellbeing; worker; aging; educational status; Netherlands; questionnaire; reproducibility","","","","","","","Joint report on Towards age-friendly work in Europe: a life-course perspective on work and ageing from EU Agencies, (2017); Commission E., Draft joint employment report from the commission and the council accompanying the Communication from the Commission on the Annual Growth Survey, 2018, (2017); 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Software of the mind. Intercultural Cooperation and Its Importance for Survival, (2010)","E. Picco; Department of Psychology, Bicocca Center for Applied Psychology – BiCApP, University of Milano-Bicocca, Milan, 20126, Italy; email: e.picco1@campus.unimib.it","","BioMed Central Ltd","","","","","","14712458","","","35303849","English","BMC Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85126664420"
"Mahdavimoghaddam J.; Bahuguna A.; Bagheri E.","Mahdavimoghaddam, Jalehsadat (57311979700); Bahuguna, Ayush (57219634486); Bagheri, Ebrahim (20435297000)","57311979700; 57219634486; 20435297000","Exploring the Utility of Social Content for Understanding Future In-Demand Skills","2022","Proceedings of the ACM on Human-Computer Interaction","6","","389","","","","0","10.1145/3555114","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146350217&doi=10.1145%2f3555114&partnerID=40&md5=4c12eaa44cdbe6f4c801bb975b5ebb20","Ryerson University, Toronto, ON, Canada; Royal Bank of Canada, Toronto, ON, Canada","Mahdavimoghaddam J., Ryerson University, Toronto, ON, Canada; Bahuguna A., Royal Bank of Canada, Toronto, ON, Canada; Bagheri E., Ryerson University, Toronto, ON, Canada","Rapid technological innovations, especially in the information technology space, demand the workforce to be vigilant by acquiring new skills to remain relevant and employable. The workforce needs to be engaged in a continuous lifelong learning process by educating themselves about skills that will be in demand in the future. To do so, it is essential for students, job seekers, and even recruiters to know which skills will be in demand in the future and to invest time and resources in developing these skills. On this basis, the main objective of this paper is to investigate whether social content can offer insight into potential future in-demand skills in the IT job market. Based on the analysis of social content from Reddit and job posting data from Dice and Monster websites, we find that social content related to job skills is a strong indicator for future in-demand skills. We further find that specific social content associated with recruitment-related topics are stronger indicators of future skills. Our findings encourage learners and job seekers to pay close attention to online social content to strategically plan new skills and maximize their employability.  © 2022 ACM.","future of work; lifelong learning; Reddit; social media; text classification; user engagement","Classification (of information); Engineering education; Social networking (online); Text processing; Future of works; Job seekers; Learning process; Life long learning; Reddit; Social contents; Social media; Technological innovation; Text classification; User engagement; Students","","","","","","","Aborisade O., Anwar M., 2018. Classification for authorship of tweets by comparing logistic regression and naive bayes classifiers, 2018 Ieee International Conference on Information Reuse and Integration (IRI). Ieee, pp. 269-276; Adhikari A., Ram A., Tang R., Lin J., Docbert: Bert for Document Classification, 2019, (2019); Khalil Aldous K., An J., Jansen B.J, 2019. 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Trend-Aware Tensor Factorization for Job Skill Demand Analysis, Ijcai, pp. 3891-3897; Xu T., Zhu H., Zhu C., Li P., Xiong H., Measuring the Popularity of Job Skills in Recruitment Market: A Multi-criteria Approach, 2017, (2017); Yang K., Shahabi C., On the stationarity of multivariate time series for correlation-based data analysis, Fifth Ieee International Conference on Data Mining (ICDM05), (2005); Yang Z., Dai Z., Yang Y., Carbonell J., Salakhutdinov R., Le Q.V, Xlnet: Generalized Autoregressive Pretraining for Language Understanding, 2019, (2019); Yao Z., Weden S., Emerlyn L., Zhu H., Kraut R.E, 2021 Together but Alone: Atomization and Peer Support among Gig Workers, Proceedings of the Acm on Human-Computer Interaction, 5, pp. 1-29, (2021); Zhu C., Zhu H., Xiong H., Ding P., Xie F., 2016. Recruitment market trend analysis with sequential latent variable models, Proceedings of the 22nd Acm Sigkdd International Conference on Knowledge Discovery and Data Mining, pp. 383-392","","","Association for Computing Machinery","","","","","","25730142","","","","English","Proc. ACM Hum. Comput. Interact.","Article","Final","","Scopus","2-s2.0-85146350217"
"Murangi A.; Rothmann S.; Nel M.","Murangi, Annelisa (57778192800); Rothmann, Sebastiaan (9436886900); Nel, Mirna (36610604500)","57778192800; 9436886900; 36610604500","Capabilities and work functionings of special education teachers in Namibia","2022","SA Journal of Industrial Psychology","48","","a2046","","","","1","10.4102/sajip.v48i0.2046","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144842265&doi=10.4102%2fsajip.v48i0.2046&partnerID=40&md5=e965a251c68189d506360541c4b200a1","Optentia Research Unit, Faculty of Humanities, North-West University, Vanderbijlpark, South Africa","Murangi A., Optentia Research Unit, Faculty of Humanities, North-West University, Vanderbijlpark, South Africa; Rothmann S., Optentia Research Unit, Faculty of Humanities, North-West University, Vanderbijlpark, South Africa; Nel M., Optentia Research Unit, Faculty of Humanities, North-West University, Vanderbijlpark, South Africa","Orientation: Special schools cannot execute their mandate if teachers lack emotional well-being and meaning in their work, perform poorly and quit their jobs. Research purpose: This study aimed to investigate the work capabilities of Namibian special education teachers and the effects thereof on their functionings. Motivation for the study: The capability approach offers a framework to study employees’ capabilities. No studies have been found regarding Namibian special education teachers’ capabilities and functionings. Research approach/design and method: A convenience sample (n = 200) of Namibian special education teachers participated in the study. The Capability Set for Work Questionnaire, Work and Meaning Inventory, Negative Affect Scale, Performance at Work Questionnaire and Intention to Leave Questionnaire were administered. Main findings: A lack of the following capabilities presented the highest risk for the sustainable employability of teachers: earning a good income, involvement in important decisions, contributing to something valuable and developing new knowledge and skills. Teachers with a range of capabilities (compared with limited capabilities) found their work more meaningful, rated their performance more highly and were less inclined to think about leaving their jobs. Practical/managerial implications: Managers should focus on implementing interventions that address four capabilities: earning a good income, involvement in decision-making, contributing to the creation of something valuable, and knowledge and skills to deal with disabilities. Contribution/value-add: This study contributes to knowledge regarding the capabilities of special education teachers that affect their functionings. © 2022. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.","capabilities; intention to leave; meaningful work; Namibia; performance; special education; teacher","","","","","","","","Abma F.I., Brouwer S., De Vries H.J., Arends I., Robroek S.J.W., Cuijpers M.P.J., Van der Wilt J.G., Bultmann U., Van der Klink J.J.L., The capability set for work: Development and validation of a new questionnaire, Scandinavian Journal of Work, Environment and Health, 42, 1, pp. 34-42, (2016); Amutenya R., Factors contributing to secondary school teachers’ attrition in Khomas region, Namibia, (2016); Asparouhov T., Muthen B., Auxiliary variables in mixture modeling: Using the BCH method in Mplus to estimate a distal outcome model and an arbitrary secondary model, Mplus Web Notes, 21, 2, pp. 1-22, (2014); Billingsley B., Bettini E., Special education teacher attrition and retention: review of the literature, Review of Educational Research, 89, 5, pp. 697-744, (2019); Bolck A., Croon M.A., Hagenaars J.A., Estimating latent structure modewith categorical variables: One-step versus three-step estimators, PoliticaAnalysis, 12, 1, pp. 3-27, (2004); Chamberlin M., Newton D.W., LePine J.A., A meta‐analysis of empowerment and voice as transmitters of high‐performance managerial practices to job performance, Journal of Organizational Behavior, 39, 10, pp. 1296-1313, (2018); Chitiyo M., Hughes E.M., Chitiyo G., Changara D.M., Itimu-Phiri A., Haihambo C., Taukeni S.G., Dzenga C.G., Exploring teachers’ special and inclusive education professional development needs in Malawi, Namibia, and Zimbabwe, International Journal of Whole Schooling, 15, 1, pp. 28-49, (2019); Claassen R., Capabilities in a just society: A theory of navigational agenCambridge, (2018); De Crom N., Rothmann S., Demands–abilities fit, work beliefs, meaningful work and engagement in nature-based jobs, SA Journal of Industrial Psychology/ SA Tydskrif vir Bedryfsielkunde, 44, (2018); DeHaan C.R., Hirai T., Ryan R.M., Nussbaum’s capabilities and seldetermination theory’s basic psychological needs: Relating some fundamentals ohuman wellness, Journal of Happiness Studies, 17, 5, pp. 2037-2049, (2016); De Wet T., Rothmann S., Toward perceived sustainable employability: Capabilities of secondary school teachers in a South African context, Frontiers in Psychology, 13, (2022); Durrani T., Factors affecting teacher’s performance: Evidence from private secondary schools of Karachi, RADS Journal of Business Management, 1, 2, pp. 67-77, (2019); Ebersold S., Rahm T., Heise E., Autonomy support and well-being in teachers: Differential mediations through basic psychological need satisfaction and frustration, Social Psychology of Education, 22, 4, pp. 921-942, (2019); Ehrlich C., Evaluation of the Happiness Through Goal-Setting TrainPsychological Reports, (2022); Fouche E., Rothmann S., Van der Vyver C., Antecedents and outcomes of meaningful work among school teachers, SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 43, (2017); Gurbuz S., Joosen M.C., Kooij D.T., Bakker A.B., Van der Klink J.J., Brouwers E.P., Measuring sustainable employability: Psychometric properties of the capability set for work questionnaire, BMC Public Health, 22, 1, pp. 1-10, (2022); Hayes A.F., Coutts J.J., Use omega rather than Cronbach’s alpha for estimating reliability. 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Interpersonal work experiences, work-related conversations during after-work hours, and daily affect, Work & Stress, 33, 3, pp. 247-267, (2019); Vandenberg R.J., Nelson J.B., Disaggregating the motives underlying turnover intentions: When do intentions predict turnover behavior?, Human Relations, 52, pp. 1313-1336, (1999); Van der Klink J.J.L., Cutting stone or building a cathedral, (2019); Van der Klink J.J.L, Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R.H., Abma F.I., Brouwer S., Van der Wilt G.J., Sustainable employability – Definition, conceptualization, and implications: A perspective based on the capability approach, Scandinavian Journal of Work, Environment and Health, 42, 1, pp. 71-79, (2016); Vittek J., Promoting special educator teacher retention: A critical review of tliterature, SAGE Open, 5, 2, pp. 1-6, (2015); Wang J., Wang X., Structural equation modeling: Applications using Mplus, (2020)","M. Nel; Optentia Research Unit, Faculty of Humanities, North-West University, Vanderbijlpark, South Africa; email: mirna.nel@nwu.ac.za","","AOSIS (pty) Ltd","","","","","","02585200","","","","English","SA J. Ind. Psychol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85144842265"
"Fertig J.; O’Neill B.S.; Wells P.; Bassil C.B.","Fertig, Jason (23392584600); O’Neill, Bonnie S. (57211646538); Wells, Pamela (57195202613); Bassil, Carelle B. (57556200900)","23392584600; 57211646538; 57195202613; 57556200900","Who they are versus what they want: How dominance, influence, steadiness, and compliance profiles can aid in developing employability","2022","Industry and Higher Education","36","6","","795","806","11","1","10.1177/09504222211070950","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127344244&doi=10.1177%2f09504222211070950&partnerID=40&md5=423fe432d9c980f7dc507f877313d8c8","University of Southern Indiana, Evansville, NC, United States; Marquette University, Milwaukee, WI, United States; San Jose State University, San Jose, CA, United States; Baruch College, NY, United States","Fertig J., University of Southern Indiana, Evansville, NC, United States; O’Neill B.S., Marquette University, Milwaukee, WI, United States; Wells P., San Jose State University, San Jose, CA, United States; Bassil C.B., Baruch College, NY, United States","This paper draws attention to a behavior-based assessment instrument that is frequently utilized in industry settings but less utilized in the academic classroom. The authors argue that this instrument, the dominance, influence, steadiness, and compliance (DISC) profile, can be useful in training and developing soft skills desired by employers. They also examine the effects of gender and work experience on the various DISC patterns to better understand how this instrument may be useful for coaching and mentoring in those academic and organizational contexts. In this study, DISC pattern data were gathered from 1547 undergraduate and graduate students across multiple universities in the USA. A multivariate analysis of variance was performed on the data and the results show males scoring higher on Dominance and females scoring higher on Steadiness, as predicted. Females scored higher on Compliance, contrary to predictions. Graduate students scored higher on Dominance and undergraduates scored higher in Steadiness, as hypothesized. Undergraduates also scored higher on Influence than did graduate students. Such differences in DISC profiles suggest that, as a behavior-based instrument, DISC may be helpful for students in understanding their behavioral tendencies as well as identifying workplace behaviors needed to bridge the gap between the soft skills employers want and the competencies students possess. © The Author(s) 2022.","DISC profile; soft skills; student motivation; student success; vocational education","","","","","","","","Aguinis H., Cummings C., Ramani R.S., Et al., An a is an a”: the new bottom line for valuing academic research, Academy of Management Perspectives, 34, 1, pp. 135-154, (2020); Al-Hashimi M., Razzaque A., Hamdan A., Et al., Alumni Assessment of Management Information Systems Job Skills and Skill Gaps, (2019); Bartunek J.M., Rynes S.L., Academics and practitioners are alike and unlike, Journal of Management, 40, 5, pp. 1181-1201, (2014); Blau I., Shamir-Inbal T., Re-designed flipped learning model in an academic course: the role of co-creation and co-regulation, Computers & Education, 115, pp. 69-81, (2017); Burke L.A., Rau B., The research-teaching gap in management, Academy of Management Learning & Education, 9, 1, pp. 132-143, (2010); Buunk B.P., Zurriaga R., Peiro J.M., Et al., Social comparisons at work as related to a cooperative social climate and to individual differences in social comparison orientation, Applied Psychology, 54, 1, pp. 61-80, (2005); Cain S., Quiet: The Power of Introverts in a World that Can't Stop Talking, (2013); Cole P., Tuzinski K., The DiSC Indra Research Report, (2003); Consiglio C., Alessandri G., Borgogni L., Et al., Framing work competencies through personality traits, European Journal of Psychological Assessment, 29, 3, pp. 162-170, (2013); Dai G., De Meuse K.P., Peterson C., Impact of multi-source feedback on leadership competency development: a longitudinal field study, Journal of Managerial Issues, 22, 2, pp. 197-219, (2010); Davidson K., employers find ‘soft skills’ like critical thinking in short supply, The Wall Street Journal, 30, (2016); Davis H., Brown D., Owen C., Et al., DISC Encyclopedia, (2011); Davis H., Klassen P., DISCFlex Technical Report, (2012); Denison C., Preparing students for real accounting, Strategic Finance, 100, 4, pp. 37-43, (2018); Denson N., Chang M., Dynamic relationships: Identifying moderators that maximize benefits associated with diversity, The Journal of Higher Education, 86, 1, pp. 1-37, (2015); Dieter H., C-suite Strategies (A Special Report): Diversity and Inclusion—PepsiCo Looks to the Military, (2019); Dixon J., Belnap C., Albrecht C., Et al., The importance of soft skills, Corporate Finance Review, 14, 6, pp. 35-38, (2010); Donaldson S.I., Grant-Vallone E.J., Understanding self-report bias in organizational behavior research, Journal of Business and Psychology, 17, 2, pp. 245-260, (2002); Eagly A.H., Sex differences in social behavior, comparing social role theory and evolutionary psychology, American Psychologist, 52, 12, pp. 1380-1383, (1987); Eagly A.H., Joahnnessen-Schmidt M.C., The leadership styles of women and men, Journal of Social Issues, 57, 4, pp. 781-797, (2001); Eagly A.H., Karau S.J., Role congruity theory of prejudice toward female leaders, Psychological Review, 109, 3, pp. 573-598, (2002); Eagly A.H., Wood W., Diekman A.B., Social role theory of sex differences and similarities: a current appraisal, The Developmental Social Psychology of Gender, pp. 123-174, (2000); Feffer M., Going soft on talent, HR Magazine, 61, 3, pp. 54-60, (2016); Fernandez F., Liu H., Examining relationships between soft skills and occupational outcomes among U.S. adults with—and without—university degrees, Journal of Education and Work, 32, 8, pp. 650-664, (2019); Fertig J., Milewicz C., Exploring millennial’s career aspirations through the lens of personality profiles, Millennials: Trends, Characteristics and Perspectives, pp. 127-146, (2018); Fettes T., Evans K., Kashefpakdel E., Putting skills to work: it’s not so much the what, or even the why, but how, Journal of Education and Work, 33, 2, pp. 184-196, (2020); Forsyth B., Davis H.C., Maranga K., Et al., Emotional intelligence related to university students and managers: a qualitative study, Journal of Higher Education Theory and Practice, 20, 8, pp. 11-19, (2020); Forsyth B., Davis H.C., Mitchell B., Et al., DISCFlex leadership/team performance model (DLTPM), Journal of Organizational Psychology, 16, 2, pp. 75-87, (2016); Fowler S., Toward a new curriculum of leadership competencies: advances in motivation science call for rethinking leadership development, Advances in Developing Human Resources, 20, 2, pp. 182-196, (2018); George J.M., Emotions and leadership: the role of emotional intelligence, Human Relations, 53, 8, pp. 1027-1055, (2000); The 4 trends transforming your workplace. 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Fertig; University of Southern Indiana, Evansville, United States; email: jfertig@usi.edu","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85127344244"
"Richie K.; Pragman C.; Bowyer S.","Richie, Kathy (58002182600); Pragman, Claudia (6506110475); Bowyer, Shane (57221542918)","58002182600; 6506110475; 57221542918","Comparison of Perceived Needed Soft Skills of Undergraduate, Non-Traditional, Online Business Students to Employers’ Desired Soft Skills of Employees","2022","Journal of Higher Education Theory and Practice","22","17","","174","189","15","0","10.33423/jhetp.v22i17.5667","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143797761&doi=10.33423%2fjhetp.v22i17.5667&partnerID=40&md5=09e64892affc24be58a870d52304e9ea","Minnesota State University, Mankato, United States","Richie K., Minnesota State University, Mankato, United States; Pragman C., Minnesota State University, Mankato, United States; Bowyer S., Minnesota State University, Mankato, United States","Soft skills development contributes to life-long learning and may help develop resilience and retention for long-term career success. The purpose of this research is to ascertain if adult learners with work experience have the requisite soft skills to advance their careers post-graduation. Human resource professionals’ priorities during the hiring process are also evaluated. Two questionnaires were completed with 805 combined adult learners and human resource professionals. The study suggests the balance of work experience and business program curriculum is the right foundation, combined with hard skills knowledge, to adequately prepare students for the right level of professional qualifications. © 2022, North American Business Press. All rights reserved.","adult learners; employability; hard skills; human resource managers; organizational behavior; soft skills","","","","","","","","Allam Z., Emotional intelligence at workplace: A psychological review, Global Management Review, 5, 2, pp. 71-80, (2011); (2016); Blaszczynski C., Green D., Effective strategies and activities for developing soft skills, Journal of Applied Research for Business Instruction, 10, 1, pp. 1-6, (2012); Chattoraj A., Shabnam S., Importance of Soft Skills in Business, Anusandhanika, VII, pp. 105-110, (2015); Clark T., Emotional intelligence during the pandemic: 5 tips for leaders, (2020); Crawford M., Seeking Soft Skills: Empathy, communication, and emotional intelligence as must haves for effective leaders, Credit Union Magazine, 87, pp. 32-36, (2021); Dean S., East J., Soft Skills Needed for the 21<sup>st</sup> Century Workforce, International Journal of Applied Management & Technology, 18, 1, pp. 17-32, (2019); Dubrin A., Leadership, Research Findings, Practice and Skills, (2010); 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Who is the Adult Learner; Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employers’ perceptions, Studies in Higher Education, (2019); Tseng H., Yi X., Yeh H., Learning-related soft skills among online business students in higher education: Grade level and managerial role differences in self-regulation, motivation, and social skill, Computers in Human Behavior, 95, 1, pp. 179-186, (2018); Valera O., Teaching core soft skills into business curriculum: Can we teach longitudinally?, Journal of Education for Business, 95, 3, pp. 180-192, (2020); Van Deuren J., How does empathy effect integrity to values?Balancedlifeskills.com, (2018); Vasanthakumari S., Soft skills and its application in the workplace, World Journal of Advanced Research and Reviews, 3, 2, pp. 66-72, (2019); Wilton N., Employability is in the eye of the beholder, Higher Education, Skills and Work – Based Learning, 4, 3, pp. 242-255, (2014); Winstead A., Adams B., Sillah M., Teaching the “Soft Skills”: A Professional Development Curriculum to Enhance the Employability Skills of Business Graduates, American Journal of Business Education, 2, 5, pp. 35-44, (2009)","","","North American Business Press","","","","","","21583595","","","","English","J. High. Educ. Theory Pract.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85143797761"
"Van der Heijden B.I.J.M.; Davies E.M.M.; van der Linden D.; Bozionelos N.; De Vos A.","Van der Heijden, Beatrice I. J. M. (13406606600); Davies, Eleanor M. M. (25645914300); van der Linden, Dimitri (6602552096); Bozionelos, Nikos (6701650986); De Vos, Ans (8206252400)","13406606600; 25645914300; 6602552096; 6701650986; 8206252400","The relationship between career commitment and career success among university staff: The mediating role of employability","2022","European Management Review","19","4","","564","580","16","9","10.1111/emre.12503","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124142638&doi=10.1111%2femre.12503&partnerID=40&md5=b0d8b40b0b6004687e470fffd16a9f99","Institute for Management Research, Radboud University, Nijmegen, Netherlands; Faculty of Management, Open Universiteit, Heerlen, Netherlands; Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium; Business School, Hubei University, Wuhan, China; Kingston Business School, Kingston University, London, United Kingdom; Huddersfield Business School, University of Huddersfield, Huddersfield, United Kingdom; Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, Rotterdam, Netherlands; The Business School, Emlyon Business School, Lyon, France; Next Generation Work Center, Antwerp Management School, Antwerp, Belgium; Faculty of Business and Economics, University of Antwerp, Antwerp, Belgium","Van der Heijden B.I.J.M., Institute for Management Research, Radboud University, Nijmegen, Netherlands, Faculty of Management, Open Universiteit, Heerlen, Netherlands, Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium, Business School, Hubei University, Wuhan, China, Kingston Business School, Kingston University, London, United Kingdom; Davies E.M.M., Huddersfield Business School, University of Huddersfield, Huddersfield, United Kingdom; van der Linden D., Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, Rotterdam, Netherlands; Bozionelos N., The Business School, Emlyon Business School, Lyon, France; De Vos A., Next Generation Work Center, Antwerp Management School, Antwerp, Belgium, Faculty of Business and Economics, University of Antwerp, Antwerp, Belgium","Across Europe, ongoing changes in higher education, such as the stagnating (even decreasing) percentage of permanent or tenure-track jobs, and the reduced government budgets impress on us the need to conduct empirical research on the dynamics of the careers in this sector. In this study, we focussed on career success in higher education, and specifically examined the relationship of career commitment with objective and subjective career success, and the mediating role of employability in this relationship. Participants were drawn from across occupational roles including academic and support staff (N = 354) in a large Dutch university. Process macro's for SPSS were used to test our hypothesized model. We found that career commitment was particularly related to three out of the five dimensions of employability (i.e., anticipation and optimisation, personal flexibility, and corporate sense). There also was positive association between employability and objective and subjective career success. Furthermore, personal flexibility and corporate sense fully mediated the relationship between career commitment and objective career success. Corporate sense partially mediated the relationship between career commitment and subjective career success. Unexpectedly, staff status was not a moderator. Different explanatory mechanisms seem to operate between career commitment and forms of career success. Our study implies that for university staff, it is important to actively invest in their employability, with a special focus on one's corporate sense, and to be supported in this by their surrounding stakeholders (i.e., their family, friends, peers, direct supervisor, and employer). In this way, they will be able to increase their career success and add to the sustained competitive advantage of their employers. © 2022 The Authors. European Management Review published by John Wiley & Sons Ltd on behalf of European Academy of Management (EURAM).","academic staff; career commitment; employability; objective career success; subjective career success; support staff; universities","","","","","","Ministry of Social Affairs and Employment; Ministerie van Sociale Zaken en Werkgelegenheid, SZW","This work was funded by Ministry of Social Affairs and Employment in the Netherlands.","Aarnikoivu M., Nokkala T., Siekkinen K., Pekkola E., Working outside academia? 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Van der Heijden; Institute for Management Research, Radboud University, Nijmegen, Netherlands; email: Beatrice.vanderHeijden@ru.nl","","John Wiley and Sons Inc","","","","","","17404754","","","","English","Euro. Manage. Rev.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85124142638"
"Hou A.Y.C.; Hill C.; Justiniano D.; Lin A.F.Y.; Tasi S.","Hou, Angela Yung Chi (36677361200); Hill, Christopher (57213750890); Justiniano, Dewin (57223844980); Lin, Arianna Fang Yu (57402060000); Tasi, Sandy (57402631000)","36677361200; 57213750890; 57223844980; 57402060000; 57402631000","Is employer engagement effective in external quality assurance of higher education? A paradigm shift or QA disruption from quality assurance perspectives in Asia","2022","Higher Education","84","5","","935","954","19","3","10.1007/s10734-021-00808-2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122350222&doi=10.1007%2fs10734-021-00808-2&partnerID=40&md5=e5db6df34e408004b2cdee7b1b285c39","College of Education, National Chengchi University, Taipei, Taiwan; Faculty of Education, British University in Dubai, Dubai, United Arab Emirates","Hou A.Y.C., College of Education, National Chengchi University, Taipei, Taiwan; Hill C., Faculty of Education, British University in Dubai, Dubai, United Arab Emirates; Justiniano D., College of Education, National Chengchi University, Taipei, Taiwan; Lin A.F.Y., College of Education, National Chengchi University, Taipei, Taiwan; Tasi S., College of Education, National Chengchi University, Taipei, Taiwan","Due to global attention on student employability, employers are expected to be involved in institutional governance in higher education and quality assurance (QA). Due to the difficulties in recruiting motivated employers to participate in external QA governance and process, this has become a challenging issue in many Asian nations. The paper aims to explore employer legitimacy in Asian national higher education regulations and EQA system according to a four-dimensional diagram of institutional governance model. There are two major findings. First, Asian governments developed QA policies with a focus on employer engagement but the emerging practice is still ineffective. Second, approaches of employer engagement in QA governance vary context to context, such as HK and Malaysia in the excellence mode; Taiwan, Indonesia, Australia, New Zealand belong to advanced type; and China, Thailand, and Vietnam fall in the intermediate category. © 2021, The Author(s), under exclusive licence to Springer Nature B.V.","Employer engagement; Higher education; Quality assurance","","","","","","Ministry of Science and Technology, Taiwan, MOST; Institute for Information Industry, Ministry of Science and Technology, Taiwan, III, (108-2410-H-004-102-MY2)","","Outcomes- getting to the core of programmatic education and accreditation, (2017); Users’ guide to the standards for RTOs 2015, (2015); Autor D., Skills, education, and the rise of earnings inequality among the “other 99 percent, Science, 344, 6186, pp. 843-850, (2014); Bazeley P., Jackson K., Qualitative data analysis with NViv, (2013); Bloxham S., Hudson J., den Outer B., Price M., External peer review of assessment: An effective approach to verifying standards?, Higher Education Research & Development, 34, 6, pp. 1069-1082, (2015); Bolden R., Petrov G., Employer engagement with higher education: A literature review, (2008); Bowen G.A., Document analysis as a qualitative research method, Qualitative Research Journal, 9, 2, pp. 27-40, (2009); Cheung J.C.M., Professionalism, profession and quality assurance practitioners in external quality assurance agencies in higher education, Quality in Higher Education, 21, 2, pp. 151-170, (2015); Cohen L., Manion L., Morrison K., Research methods in education, (2007); CHEA at a glance, (2019); Deephouse D.L., Suchman M., Legitimacy in organizational institutionalism, The Sage Handbook in Organizational Institutionalism, pp. 49-77, (2008); Derrick G., Peer review of impact: Could it work?, The Evaluators’ Eye, pp. 21-55, (2018); Elken M., Stensaker B., Conceptualising ‘quality work’ in higher education, Quality in Higher Education, 24, 3, pp. 189-202, (2018); Standards and guidelines for quality assurance in the European higher education area (ESG), (2015); Employment Rates of Recent Graduates, (2019); Grasgreen A., Ready Or Not. inside Higher Ed, (2014); Henard F., Principle 3: Quality and society’, The CIQG International Quality Principles: Toward a shared understanding of quality, pp. 21-30, (2016); Articles of Association, (2005); Hodder I., The interpretation of documents and material culture, Handbook of qualitative research, pp. 703-715, (2000); Ordinance, (2007); Hou A.Y.C., Hill C., Guo C.Y., Tsai S., Castillo D.R.J., A comparative study of relationship between the government and national quality assurance agencies in Australia, Japan, Malaysia and Taiwan: Policy change, governance models, emerging roles?, Quality in Higher Education, 26, 3, pp. 284-306, (2020); Hou A.Y.C., Kuo C.Y., Chen K.H.J., Hill C., Lin S.R., Chih J.C.C., Chou H.C., The implementation of self-accreditation policy in Taiwan higher education and its challenges to university internal quality assurance capacity building, Quality in Higher Education, 24, 3, pp. 238-259, (2018); Hou A.Y.C., Is the Asian quality assurance system for higher education going Glonacal? assessing the impact of three types of program accreditation on Taiwanese universities, Studies in Higher Education, 40, 1, pp. 83-105, (2015); Hou A.Y.C., Hill C., Justiniano D., Yang C., Gong Q., Relationship between ‘employability’ and ‘higher education’ from global ranker and accreditor’s perspectives—does a gap exist between institutional policy making and implementation in Taiwan higher education?, Journal of Education and Work, (2021); International Network for Quality Assurance Agencies in Higher Education (INQAAHE) (2020). Glossary. Retrieved From, (2020); INQAAHE Guidelines of Good Practice, (2016); Kvilhaugsvik H., Bridging higher education and the world of work? 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Hou; College of Education, National Chengchi University, Taipei, Taiwan; email: yungchi@nccu.edu.tw","","Springer Science and Business Media B.V.","","","","","","00181560","","","","English","High. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85122350222"
"Froese F.J.; Hong L.-Y.","Froese, Fabian Jintae (18436467600); Hong, Lin-Ya (57201285537)","18436467600; 57201285537","Employability skills of the next generation of Chinese factory workers","2022","Career Development International","27","6-7","","657","679","22","2","10.1108/CDI-05-2021-0117","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141778366&doi=10.1108%2fCDI-05-2021-0117&partnerID=40&md5=62c10f25435ef39911c5ba61cf2b04f7","Chongqing Technology and Business University, Chongqing, China; University of Goettingen, Goettingen, Germany","Froese F.J., Chongqing Technology and Business University, Chongqing, China, University of Goettingen, Goettingen, Germany; Hong L.-Y., University of Goettingen, Goettingen, Germany","Purpose: The main purpose of this study was to develop and test an employability scale in a Chinese context. Moreover, the authors investigated how socioeconomic status indicators (education and occupation of parents, household income and hukou, i.e. household registration location) affect the endowment and development of adolescents' employability skills in China. Design/methodology/approach: Data were collected via paper-based surveys from 1,146 vocational school students in rural and urban areas in China at two points in time one year apart. The authors developed a scale to measure employability skills in China and conducted general linear modeling to test the hypotheses. Findings: The findings indicate that adolescents whose parents have more education, highly skilled occupations, relatively affluent household income and urban hukou are more likely to attain higher employability skills than those from lower socioeconomic status backgrounds. Moreover, adolescents with these background characteristics tend to improve their employability skills more than those without such characteristics. This suggests that social capital may further widen the inequality gap among adolescents. Research limitations/implications: The framework of employability skills focuses on the general basic transferable employability skills of vocational students. Future studies could develop measures of employability skills for college graduates and widen the measurements of social capital based on the study’s findings. The findings suggest that higher education institutions should be encouraged to integrate resources to improve education inequality between rural and urban regions to the disparity in adolescents' employability skills development. Originality/value: Building on Western frameworks, the study defines and develops an employability scale in the Chinese context that can be a practical measurement tool for researchers, educators and policymakers. The authors investigated the endowment and development of employability skills in relation to social capital. Exposure to social capital tends to affect an individual's skills and capability development at an early stage, and in the long term, this calls attention to access to quality education between rural and urban youth. © 2022, Emerald Publishing Limited.","Adolescent; China; Employability skills; hukou; Social capital; Socioeconomic status; Vocational school students","","","","","","","","Abraham S.E., Karns L., Do business schools value the competencies that businesses value?, Journal of Education for Business, 84, 6, pp. 350-356, (2009); Ademiluyi L.F., Employability skills needed by business education graduates as perceived by business teachers and employers of labour in two Southwestern Nigerian states, Business Education Innovation Journal, 11, 1, pp. 57-65, (2019); Adler P.S., Kwon S.W., Social capital: prospects for a new concept, Academy of Management Review, 27, 1, pp. 17-40, (2002); Aikens N.L., Barbarin O., Socioeconomic differences in reading trajectories: the contribution of family, neighborhood, and school contexts, Journal of Educational Psychology, 100, 2, pp. 235-251, (2008); Akkermans J., Brenninkmeijer V., Bossche S.N.J., Blonk R.W.B., Schaufeli W.B., Young and going strong? 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An investigation of the employment situation of college graduates in China between 2003 and 2009, Tsinghua Journal of Education, 33, 1, pp. 72-80, (2012); Weible R., Mcclure R., An exploration of the benefits of student internships to marketing departments, Marketing Education Review, 21, 3, pp. 229-240, (2011); Wen H., Liang K., Liu X., Effect of family environment on reading ability: the mediating effects of reading engagement and reading interest among junior high school students, Acta Psychologica Sinica, 48, 3, pp. 248-257, (2016); Wu Z., Hu B.Y., Wu H., Winsler A., Chen L., Family socioeconomic status and Chinese preschoolers' social skills: examining underlying family processes, Journal of Family Psychology, 34, 8, pp. 969-979, (2020); Xia X., Family income, parental education and Chinese preschooler's cognitive school readiness: authoritative parenting and parental involvement as chain mediators, Frontier in Psychology, 13, (2022); Yan F., Mao D., The impact of social capital on the employment of college graduates, Chinese Education and Society, 48, 1, pp. 59-75, (2015); Yang S., What should economists know about the current Chinese hukou system?, China Economic Review, 29, pp. 200-212, (2014); Yang J., Huang X., Liu X., An analysis of education inequality in China, International Journal of Education Development, 37, pp. 2-10, (2014); Yeung W.J., Linver M.R., Brooks-Gunn J., How money matters for young children's development: parental investment and family processes, Child Development, 73, 6, pp. 1861-1879, (2002); Yu H., Empirical study on reasons of students selecting secondary vocational school, Vocational and Technical Education, 31, 22, pp. 40-43, (2010); Zhang D., Li X., Xue J., Education inequality between rural and urban areas of the People's Republic of China, migrants' children education and some implications, Asian Development Review, 32, 1, pp. 196-224, (2015)","F.J. Froese; Chongqing Technology and Business University, Chongqing, China; email: fabian.froese@gmail.com","","Emerald Publishing","","","","","","13620436","","","","English","Career Dev. Int.","Article","Final","","Scopus","2-s2.0-85141778366"
"Pandita A.; Kiran R.","Pandita, Alka (57220954806); Kiran, Ravi (22985431500)","57220954806; 22985431500","Employee experience through academic culture emerges as a strongest predictor of overall performance of higher education institutes","2022","Journal of Public Affairs","22","4","e2672","","","","1","10.1002/pa.2672","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103222314&doi=10.1002%2fpa.2672&partnerID=40&md5=cc13eeca49be90ae5e509cbf7c9d4b40","School of Humanities and Social Science, Thapar Institute of Engineering and Technology, Patiala, India","Pandita A., School of Humanities and Social Science, Thapar Institute of Engineering and Technology, Patiala, India; Kiran R., School of Humanities and Social Science, Thapar Institute of Engineering and Technology, Patiala, India","This research has been undertaken to examine the role of critical success factors (CSFs) for sustainability in quality of Higher Education Institutes in India. Sustainable development requires a holistic view being taken of all interests. The aspects considered here are: Branding, employability, employee experience, and student experience. The study tries to analyze their impact on overall performance. The results highlight that academic culture mediates between student experience and overall performance. The current research also indicates that academic culture mediates between employee experience and overall performance. Employee experience through academic culture emerges as a strongest predictor of overall performance. Student experience through academic culture emerges as an another important predictor of overall performance. Employability was next to follow. The beta values were low for branding. The results highlight that for improving performance, Indian higher educational Institutes need to focus on branding. Implementing this model will enable educational Institutions to focus on these predictors to boost overall performance and equip engineers with requisite skills through academic culture. © 2021 John Wiley & Sons Ltd.","academic culture; employability; employee experience; HEIs; higher education quality; student experience; sustainability","","","","","","","","Allen S., ‘Warming’ the climate for learning. The Teaching Professor, (2008); Altbach P., Franchising: The McDonaldization of higher education, International Higher Education, 66, (2015); Anderson J.C., Rungtusanatham M., Schroeder R.G., A theory of quality management underlying the deming management method, The Academy of Management Review, 19, 3, (1994); Ashok Pandit S., Wallack D.C., Towards understanding employability in the indian context: A preliminary study, Psychology and Developing Societies, 27, 1, pp. 81-103, (2016); Asif M., Awan M.U., Khan M.K., Ahmad N., A model for total quality management in higher education, Quality and Quantity, 47, 4, pp. 1883-1904, (2013); Bayraktar E., Tatoglu E., Zaim S., An instrument for measuring the critical factors of TQM in Turkish higher education, Total Quality Management and Business Excellence, 19, 6, pp. 551-574, (2008); Burli S., Bagodi V., Kotturshettar B., TQM dimensions and their interrelationships in ISO certified engineering institutes of India, Benchmarking: An International Journal, 19, 2, pp. 177-192, (2012); Bush B., Imperialism and postcolonialism, (2006); Butts M.M., Vandenberg R.J., DeJoy D.M., Et al., Individual reactions to high involvement work processes: Investigating the role of empowerment and perceived organizational support, Journal of Occupational Health Psychology, 14, 2, pp. 122-136, (2009); Cavallone M., Ciasullo M.V., Douglas J., Et al., Framing higher education quality from a business perspective: Setting the conditions for value co-creation, Studies in Higher Education, pp. 1-13, (2019); Cavallone M., Ciasullo M.V., Manna R., Et al., A tale of two stakeholders: Achieving excellence by merging quality expectations in Higher Education institutions, Studies in Higher Education, pp. 1-15, (2020); DeShields O.W., Kara A., Kaynak E., Determinants of business student satisfaction and retention in higher education: Applying Herzberg's two-factor theory, International Journal of Educational Management, 19, 2, pp. 128-139, (2005); Elliott C.J., Reynolds M., Participative pedagogies, group work and the international classroom: An account of students' and tutors' experiences, Studies in Higher Education, 39, 2, pp. 307-320, (2014); Frambach J.M., Driessen E.W., Beh P., van der Vleuten C.P.M., Quiet or questioning? 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Vattoy K.D., Gamlem S.M., Rogne W.M., Examining students' feedback engagement and assessment experiences: A mixed study, Studies in Higher Education, pp. 1-13, (2020); Venkatraman S., A framework for implementing TQM in higher education programs, Quality Assurance in Education, 15, 1, pp. 92-112, (2007); Quality assurance in education article information, Quality Assurance in Education, 14, 3, pp. 251-267, (2015); Viswanadhan K.G., Quality indicators of engineering education programmes: A multi-criteria analysis from India, International Journal of Industrial and Systems Engineering, 4, 3, (2009); Vroeijenstijn A.I., Quality assurance in medical education, Academic Medicine: Journal of the Association of American Medical Colleges, 70, 7, pp. S59-S67, (1995)","A. Pandita; School of Humanities and Social Science, Thapar Institute of Engineering and Technology, Patiala, India; email: apandita@thapar.edu","","John Wiley and Sons Ltd","","","","","","14723891","","","","English","J. Public Aff.","Article","Final","","Scopus","2-s2.0-85103222314"
"Ogba F.N.; Okolie U.C.; Udu D.A.; Idike I.M.","Ogba, Francisca Ngozi (57208452978); Okolie, Ugochukwu Chinonso (57195417537); Udu, David Agwu (57218859219); Idike, Ifeanyi Matthew (57844965900)","57208452978; 57195417537; 57218859219; 57844965900","How do work placement learning instructional methods enhance students’ learning experiences?","2022","Industry and Higher Education","36","6","","705","715","10","1","10.1177/09504222221129180","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139117540&doi=10.1177%2f09504222221129180&partnerID=40&md5=78019b6e6fecb630a852624bcfee31c7","Alex Ekwueme Federal University, Nigeria; Ebonyi State University, Nigeria","Ogba F.N., Alex Ekwueme Federal University, Nigeria; Okolie U.C., Alex Ekwueme Federal University, Nigeria; Udu D.A., Alex Ekwueme Federal University, Nigeria; Idike I.M., Ebonyi State University, Nigeria","This study focuses on identifying the most effective instructional methods of work placement learning (WPL) delivery that industry-based instructors can adopt to enhance students’ learning experiences. Employing interview and focus group methods, the authors learned from 39 participants, including 21 higher education students who had undertaken WPL in various industries and 18 industry-based instructors who have been providing placement learning tasks (instructions) to students. Focusing on the four most effective methods identified from the thematic analysis – namely, exploration, elaboration, engagement and evaluation (operationalised as the 4E instructional methods) – the authors analyse how the 4E instructional methods contribute to facilitating students’ learning experience during work placements. Drawing on experiential learning theory and the findings of the study, recommendations are offered for the adoption of the 4E instructional methods for the effective delivery of WPL tasks to facilitate students’ work-related knowledge, skills and attitudes for their future career development and employability. © The Author(s) 2022.","4E instructional methods; experiential learning; learning experience; student learning; Work placement learning","","","","","","","","Abadi B., Mahdavian S., Fattahi F., The waste management of fruit and vegetable in wholesale markets: Intention and behavior analysis using path analysis, Journal of Cleaner Production, 279, pp. 1-13, (2021); Billett S., Valencia-Forrester F., Et al., Post-practicum Project: Its Educational Purposes, Importance, and Roles, Enriching Higher Education Students' Learning through Post-work Placement Interventions, (2020); Bittmann F., Zorn V.S., When choice excels obligation: about the effects of mandatory and voluntary internships on labour market outcomes for university graduates, (2019); Bowen T., Examining students’ perspectives on gender bias in their work-integrated learning placements, (2019); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, pp. 77-101, (2006); Bybee R., Achieving Scientific Literacy: From Purposes to Practices, (1997); Bybee R., Landes N.M., Science for life and living: An elementary school science program from Biological Sciences Improvement Study (BSCS), The American Biology Teacher, 52, 2, pp. 92-98, (1990); Chukwuedo S.O., Ementa C.N., Students’ Work Placement Learning and Employability Nexus: Reflections from Experiential Learning and Social Cognitive Career Theories, (2022); Creswell J.W., Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (2015); Epstein M.J., Yuthas K., Scaling effective education for the poor in developing countries: A report from the field, Journal of Public Policy & Marketing, 31, 1, pp. 102-114, (2012); Etheredge S., Rudnitsky A., Introducing Students to Scientific Inquiry: How Do We Know what We Know?, (2003); 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Industry and Higher Education, (2022); Palinkas L.A., Horwitz S.M., Green C.A., Et al., Purposeful sampling for qualitative data collection and analysis in mixed method implementation research, Adm. Policy Mental Health, 42, 5, pp. 533-544, (2015); Pittaway L., Edwards C., Assessment: examining practice in entrepreneurship education, Education + Training, 54, 8-9, pp. 778-800, (2012); Poulter E., Smith B., A work placement review from an undergraduate’s perspective, Planet, 16, 1, pp. 43-45, (2006); Ranabahu N., Almeida S., Kyriazis E., University-led internships for innovative thinking: a theoretical framework, Education + Training, 62, 3, pp. 235-254, (2020); Smarandache I.G., Maricutoiu I.P., Ilie M.D., Et al., Students’ approach to learning: Evidence regarding the importance of the interest-to-effort ratio, Higher Education Research & Development, 41, 2, pp. 546-561, (2022); Silva P., Lopes B., Costa M., Et al., Stairway to employment? Internships in higher education, Higher Education, 72, 6, pp. 703-721, (2016); Tennant S., Murray M., Gilmour B., Et al., Industrial work placement in higher education, Industry and Higher Education, 32, 2, pp. 108-118, (2018); Wiles J., Rosenburg M., Kearns R., Narrative analysis as a strategy for understanding interview talk in geographic research, Area, 37, 1, pp. 89-99, (2005)","U.C. Okolie; Alex Ekwueme Federal University, Nigeria; email: nonyeck@gmail.com","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85139117540"
"Otache I.; Edopkolor J.E.","Otache, Innocent (56613519800); Edopkolor, James Edomwonyi (57223329322)","56613519800; 57223329322","Work placement learning and student employability: Do student satisfaction, commitment and achievement matter?","2022","Industry and Higher Education","36","6","","730","741","11","8","10.1177/09504222221091989","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129620712&doi=10.1177%2f09504222221091989&partnerID=40&md5=1c46032f07ea6be79648766dfd7bf460","The Federal Polytechnic, Idah, Nigeria; Benson Idahosa University, Benin, Nigeria","Otache I., The Federal Polytechnic, Idah, Nigeria; Edopkolor J.E., Benson Idahosa University, Benin, Nigeria","While the extant literature generally suggests a positive relationship between work placement learning (WPL) and student employability, the mechanisms underlying this relationship remain unclear and under-researched. Against this background, this study draws on insights from experiential learning and self-determination theories to explore the mediating effects of student satisfaction, commitment and achievement on the relationship between WPL and student employability. The study adopted a quantitative approach, gathering data from 294 students in two public higher education institutions (HEIs) in Nigeria using a structured questionnaire. A serial mediation analysis was performed to test the study hypotheses. The results show that WPL is positively associated with student satisfaction, commitment, achievement and employability. The results also indicate that student satisfaction, commitment and achievement have strong positive impacts on student employability. Further analysis reveals that student satisfaction, commitment and achievement individually and sequentially mediate the relationship between WPL and student employability. This research demonstrates that student satisfaction, commitment and achievement help to maximize the positive impact of WPL on employability. The findings offer policy and practical implications for HEIs, policymakers, students and industry. © The Author(s) 2022.","Experiential learning; student achievement; student commitment; student employability; student satisfaction; work placement learning","","","","","","","","Aloysius O.I., Ismail I.A., Suandi T., Et al., Enhancing university’s and industry’s employability-collaboration among Nigeria graduates in the labor market, International Journal of Academic Research in Business and Social Sciences, 8, 7, pp. 32-47, (2018); Alshehri A.F., Student satisfaction and commitment towards a blended learning finance course: evidence from Saudi Arabia using an investment model, Research in International Business and Finance, 41, pp. 423-433, (2012); Andrewartha L., Harvey A., Employability and student equity in higher education: The role of university careers services, Australian Journal of Career Development, 26, 2, pp. 71-80, (2017); Arif S., Ilyas M., Hameed A., Student satisfaction and impact of leadership in private universities, The TQM Journal, 25, 4, pp. 399-416, (2015); Asatryan V.S., Slevitch L., Larzelere R.E., Et al., Effects of psychological ownership on student commitment and satisfaction, Journal of Hospitality and Tourism Education, 25, 4, pp. 169-179, (2013); Baker S.R., Intrinsic, extrinsic, and amotivational orientations: their role in university adjustment, stress, well-being, and subsequent academic performance, Current Psychology, 23, 3, pp. 189-202, (2004); Baron R.M., Kenny D.A., The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations, Journal of Personality and Social Psychology, 51, 6, pp. 1173-1182, (1986); Bilal A.R., Fatima T., Dost K.B., Et al., I am engaged, therefore my students are satisfied! 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A structural equation model, Iranian Evolutionary and Educational Psychology Journal, 1, 3, pp. 196-203, (2019); Riley J.M., Collins D., Collins J., Nursing student commitment and the mediating effect of stress, Nurse Education Today, 76, 2, pp. 172-177, (2019); Ryan R.M., Deci E.L., Intrinsic and extrinsic motivations: classic definitions and new directions, Contemporary Educational Psychology, 25, 1, pp. 54-67, (2000); Ryan R.M., Deci E.L., Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being, American Psychologist, 55, 1, pp. 68-78, (2000); Saleh S.D., John H., Intrinsic vs extrinsic motivation orientation and job atisfaction, Occupational Psychology, 43, pp. 47-53, (1967); Setiawan R., Aprillia A., Magdalena N., Analysis of antecedent factors in academic achievement and student retention, Asian Association of Open Universities Journal, 15, 1, pp. 37-47, (2020); Sobel M.E., Asymptotic confidence intervals for indirect effects in structural equation models, Sociological Methodology, 13, pp. 290-312, (1982); Sodipo O.O., Employability of tertiary education graduates in Nigeria: closing the skills-gap, Global Journal of Human Resource Management, 2, 3, pp. 28-36, (2014); Sriyalatha K., Appuhamilage M., The impact of loyalty on the student satisfaction in higher education a structural equation modeling analysis, Higher Education Evaluation and Development, 13, 2, pp. 82-96, (2019); Sutherland D., Warwick P., Anderson J., What factors influence student satisfaction with module quality? A comparative analysis in a UK business school context, The International Journal of Management Education, 17, 3, pp. 1-13, (2019); Tentama F., Abdillah M.H., Student employability examined from academic achievement and self-concept, International Journal of Evaluation and Research in Education, 8, 2, pp. 243-248, (2019); Thang P.V.M., Wongsurawat W., Enhancing the employability of IT graduates in Vietnam, Higher Education, Skills and Work-Based Learning, 6, 2, pp. 146-161, (2016); Uline C., Tschannen-moran M., The walls speak: the interplay of quality facilities, school climate, and student achievement, Journal of Educational Administration, 46, 1, pp. 55-73, (2009); Wilkins S., Butt M.M., Kratochvil D., Et al., The effects of social identification and organizational identification on student commitment, achievement and satisfaction in higher education, Studies in Higher Education, 41, 12, pp. 2232-2252, (2015); Wond T., Rambukwella S., Measuring the value of placements to employers: a cost–benefit approach, Industry and Higher Education, 32, 2, pp. 93-107, (2018); Yaoyuneyong G.S., Pollitte W.A., Foster J.K., Et al., Virtual dressing room media, buying intention and mediation, Journal of Research in Interactive Marketing, 12, 1, pp. 125-144, (2018); Yorke M., Knight P.T., Embedding Employability Into the Curriculum, (2006)","I. Otache; The Federal Polytechnic, Idah, Nigeria; email: otache2@gmail.com","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85129620712"
"Ghosh P.; Goel G.; Bhongade A.","Ghosh, Piyali (57211236338); Goel, Geetika (57200811794); Bhongade, Ankita (57443153200)","57211236338; 57200811794; 57443153200","Skilling the Indian youth: a State-level analysis","2022","Benchmarking","29","10","","3379","3395","16","0","10.1108/BIJ-06-2021-0315","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124240272&doi=10.1108%2fBIJ-06-2021-0315&partnerID=40&md5=8d2400228749622ee33683cc8dfa9fda","Indian Institute of Management Ranchi, Ranchi, India; MNNIT Allahabad, Prayagraj, India; Deloitte USI, Hyderabad, India","Ghosh P., Indian Institute of Management Ranchi, Ranchi, India; Goel G., MNNIT Allahabad, Prayagraj, India; Bhongade A., Deloitte USI, Hyderabad, India","Purpose: Market-driven skill development initiatives are essential in India as a large segment of its educated workforce is unemployed or unemployable, with little or no job skills. The “Skill India Mission” aims at endowing the youth with skills that can increase their employability and productivity in jobs. The success of the Mission depends on State-level initiatives in tandem with the Mission. This paper analyzes the impact of job offers extended to the youth of Jharkhand State as an outcome of State-level skill development initiatives. Its broad objective is to assist the Government in the delivery of skill-based training programs. Design/methodology/approach: Data were collected through a structured questionnaire administered across various districts of Jharkhand to capture the perceptions of trainees and training centers. The final sample of 498 had attended training in apparel, retail, security, automotive, food and beverage service, IT/ITES, electronics and construction. Findings: Statistical analysis reveals a significant increase in the economic status of trainees after joining jobs. Other findings include apathy toward migration, a mismatch between skills gained and jobs, and a dearth of qualified trainers. Practical implications: The authors recommend counseling and attitudinal restructuring of the youth, designing multi-skill training programs and promoting entrepreneurial spirit. The authors also propose a stakeholder-based approach for curriculum development to fill the demand–supply gap of training and ensure better trainee retention. The Government could benefit by focusing the skilling programs on the career adaptability of trainees. Skill development and vocational education and training may not operate in silos. Training programs could be planned to be conducted jointly through ITIs and State-level training institutions under the Skill India Mission. Originality/value: This research could increase the effectiveness of skill development initiatives across India, thereby improving the socioeconomic status of the youth thus trained. The authors emphasize developing a people-centric perspective in skilling, shifting attention from the existing industry-driven approach, to strike a balance between the demand and supply sides. This perspective can optimize skill development initiatives by reducing the gap between employment demand and skill development. © 2022, Emerald Publishing Limited.","Jharkhand; Ministry of Skill Development and Entrepreneurship; Skill development; Skill India Mission; Skill-based training program","","","","","","Jharkhand Skill Development Mission Society","This study was funded by Jharkhand Skill Development Mission Society, Government of Jharkhand, India.","Ahmed T., Socio-economic impact of VET: are students interested in joining vocational education and training in India – in the context of skilling mission in India, India: Preparation for the World of Work, pp. 331-344, (2016); Ajithkumar U., Pilz M., Attractiveness of industrial training institutes (ITI) in India: a study on ITI students and their parents, Education + Training, 61, 2, pp. 153-168, (2019); Bandura A., Social Foundations of Thought and Action: A Social Cognitive Theory, (1986); Bandura A., Self-efficacy: the Exercise of Control, (1997); Bhattacharya S., Momaya K.S., Iyer K.C., Benchmarking enablers to achieve growth performance: a conceptual framework, Benchmarking: An International Journal, 27, 4, pp. 1475-1501, (2020); Bisht N., Pattanaik F., Youth labour market in India: education, employment, and sustainable development goals, International Perspectives on the Youth Labor Market: Emerging Research and Opportunities, pp. 172-196, (2020); Skills assessment in India, (2014); Cabral C., Dhar R.L., Skill development research in India: a systematic literature review and future research agenda, Benchmarking: An International Journal, 26, 7, pp. 2242-2266, (2019); Chaudhary S., A study of dynamics of rural labour market in Jharkhand, Jharkhand Journal of Social Development, 10, 1 and 2, pp. 33-38, (2017); De D., Issues and challenges in implementing the skill India movement: training partner perspective, Worldwide Hospitality and Tourism Themes, 11, 1, pp. 54-67, (2019); Haldar T., Abraham V., Development, displacement and labour market marginalisation: the case of Jharkhand tribal population, Social Change, 45, 1, pp. 45-66, (2015); Skill development in India, (2015); Kolb D.A., Experiential Learning: Experience as the Source of Learning and Development, (1984); Lahiri S., Impact of internal migration on left behind youth's labour force participation in India, Economics Bulletin, 40, 3, pp. 2165-2178, (2020); Lauder H., Human capital theory, the power of transnational companies and a political response in relation to education and economic development, Compare: A Journal of Comparative and International Education, 45, 3, pp. 490-493, (2015); Lin Y., Flores L.Y., Job search self-efficacy of East Asian international graduate students, Journal of Career Development, 40, 3, pp. 186-202, (2011); Meethal R.E., Towards building a skill based society in India, International Journal of Sociology and Social Policy, 34, 3-4, pp. 181-195, (2014); Mehrotra S., The national skills qualification framework in India: the promise and the reality, (2020); Mittal A., Dhiman R., Lamba P., Skill mapping for blue-collar employees and organisational performance: a qualitative assessment, Benchmarking: An International Journal, 26, 4, pp. 1255-1274, (2019); Ningthoujam S., Bansal V.M., Singh T., Devi O.H., Imran M., Career aspirations among youth in Manipur: studying the barriers to aspiration in a conflict region, Journal of Career Development, 48, 5, pp. 751-766, (2021); Palanithurai P., Other official/governmental programmes: government initiatives for preparing youth for the world of work, India: Preparation for the World of Work, pp. 141-168, (2016); Rajeev M., Globalization and labour market flexibility: a study of contractual employment in India, International Journal of Development Issues, 8, 2, pp. 168-183, (2009); Saini V., Skill development in India: need, challenges and ways forward, Abhinav National Monthly Refereed Journal of Research in Arts and Education, 4, 4, pp. 1-9, (2015); Savickas M.L., Adaptability: an integrative construct for life-span, life-space theory, Career Development Quarterly, 45, pp. 247-259, (1997); Shrotriya S., Dhir S., Sushil, Innovation driven ecosystem for quality skill development in India, Benchmarking: An International Journal, 25, 8, pp. 2997-3020, (2018); Tee K.F., Suitability of performance indicators and benchmarking practices in UK universities, Benchmarking: An International Journal, 23, 3, pp. 584-600, (2016); Xie D., Kong N., Skaggs S., Yang A., An ecological perspective on youth career education in transitioning societies: China as an example, Journal of Career Development, 46, 6, pp. 651-664, (2019); Chaturvedi S., Thakkar J.J., Shankar R., Labor productivity in the construction industry: an evaluation framework for causal relationships, Benchmarking: An International Journal, 25, 1, pp. 334-356, (2018)","P. Ghosh; Indian Institute of Management Ranchi, Ranchi, India; email: piyali.ghosh@iimranchi.ac.in","","Emerald Publishing","","","","","","14635771","","BQMTF","","English","Benchmarking","Article","Final","","Scopus","2-s2.0-85124240272"
"Elsey V.; Van der Heijden B.; Smith M.A.; Moss M.","Elsey, Vicki (57209310252); Van der Heijden, Beatrice (13406606600); Smith, Michael A. (24291392800); Moss, Mark (7201429002)","57209310252; 13406606600; 24291392800; 7201429002","Examining the role of employability as a mediator in the relationship between psychological capital and objective career success amongst occupational psychology professionals","2022","Frontiers in Psychology","13","","958226","","","","2","10.3389/fpsyg.2022.958226","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145045045&doi=10.3389%2ffpsyg.2022.958226&partnerID=40&md5=67476163042583d214d2d81777bd15a4","Applied Work Psychology Group, Department of Psychology, Northumbria University, Newcastle upon Tyne, United Kingdom; Institute for Management Research, Radboud University, Nijmegen, Netherlands; School of Management, Open Universiteit Nederland, Heerlen, Netherlands; Faculty of Economics and Business Administration, Ghent University, Ghent, Belgium; Hubei Business School, Hubei University, Wuhan, China; Kingston Business School, Kingston University, London, United Kingdom","Elsey V., Applied Work Psychology Group, Department of Psychology, Northumbria University, Newcastle upon Tyne, United Kingdom; Van der Heijden B., Institute for Management Research, Radboud University, Nijmegen, Netherlands, School of Management, Open Universiteit Nederland, Heerlen, Netherlands, Faculty of Economics and Business Administration, Ghent University, Ghent, Belgium, Hubei Business School, Hubei University, Wuhan, China, Kingston Business School, Kingston University, London, United Kingdom; Smith M.A., Applied Work Psychology Group, Department of Psychology, Northumbria University, Newcastle upon Tyne, United Kingdom; Moss M., Applied Work Psychology Group, Department of Psychology, Northumbria University, Newcastle upon Tyne, United Kingdom","Employability is core to our understanding of career sustainability, and at an individual level, identifying the personal resources that support employability in the achievement of career success is warranted. This study builds on the conservation of resources theory, examining the role of employability as a mediator in the relationship between psychological capital and objective career success. To test our hypotheses, we utilised a context-specific practitioner sample of 135 individuals with UK-accredited occupational psychology qualifications. Employability was conceptualised using the competence-based model, underpinned by occupational expertise. Psychological capital and employability were measured using self-report questionnaires, whilst career success was determined via gross annual salary and practitioner status, ensuring objective measures of this outcome variable. Structural equation modelling identified that the relationship between psychological capital and objective career success was fully mediated by employability. These novel findings have important theoretical and practical implications for the role of psychological capital as a personal resource in achieving career success via its influence on employability. Copyright © 2022 Elsey, Van der Heijden, Smith and Moss.","employability; objective career success; occupational psychology; psychological capital; sustainable careers","","","","","","","","Abele A.E., Spurk D., The longitudinal impact of self-efficacy and career goals on objective and subjective career success, J. Vocat. Behav, 74, pp. 53-62, (2009); Abele A.E., Wiese B.S., The nomological network of self-management strategies and career success, J. Occup. Organ. Psychol, 81, pp. 733-749, (2008); Ahmad B., Latif S., Bilal A.R., Hai M., The mediating role of career resilience on the relationship between career competency and career success, Asia-Pac. J. Bus. 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"Hâncean M.-G.; Lerner J.; Perc M.; Oană I.; Bunaciu D.-A.; Stoica A.A.; Ghiţă M.-C.","Hâncean, Marian-Gabriel (56085260100); Lerner, Jürgen (8313864100); Perc, Matjaž (6505878570); Oană, Iulian (57210414327); Bunaciu, David-Andrei (57278082000); Stoica, Adelina Alexandra (57210414696); Ghiţă, Maria-Cristina (57277264000)","56085260100; 8313864100; 6505878570; 57210414327; 57278082000; 57210414696; 57277264000","Occupations and their impact on the spreading of COVID-19 in urban communities","2022","Scientific Reports","12","1","14115","","","","17","10.1038/s41598-022-18392-5","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136103183&doi=10.1038%2fs41598-022-18392-5&partnerID=40&md5=ed37beca361cf283d7ab289bc06729c3","Department of Sociology, University of Bucharest, Panduri 90-92, Bucharest, 050663, Romania; Department of Computer and Information Science, University of Konstanz, Konstanz, 78457, Germany; Human Technology Center, RWTH Aachen University, Aachen, 52062, Germany; Faculty of Natural Sciences and Mathematics, University of Maribor, Koroška cesta 160, Maribor, 2000, Slovenia; Department of Medical Research, China Medical University Hospital, China Medical University, Taichung, 404332, Taiwan; Alma Mater Europaea, Slovenska ulica 17, Maribor, 2000, Slovenia; Complexity Science Hub Vienna, Josefstädterstraße 39, Vienna, 1080, Austria","Hâncean M.-G., Department of Sociology, University of Bucharest, Panduri 90-92, Bucharest, 050663, Romania; Lerner J., Department of Computer and Information Science, University of Konstanz, Konstanz, 78457, Germany, Human Technology Center, RWTH Aachen University, Aachen, 52062, Germany; Perc M., Faculty of Natural Sciences and Mathematics, University of Maribor, Koroška cesta 160, Maribor, 2000, Slovenia, Department of Medical Research, China Medical University Hospital, China Medical University, Taichung, 404332, Taiwan, Alma Mater Europaea, Slovenska ulica 17, Maribor, 2000, Slovenia, Complexity Science Hub Vienna, Josefstädterstraße 39, Vienna, 1080, Austria; Oană I., Department of Sociology, University of Bucharest, Panduri 90-92, Bucharest, 050663, Romania; Bunaciu D.-A., Department of Sociology, University of Bucharest, Panduri 90-92, Bucharest, 050663, Romania; Stoica A.A., Department of Sociology, University of Bucharest, Panduri 90-92, Bucharest, 050663, Romania; Ghiţă M.-C., Department of Sociology, University of Bucharest, Panduri 90-92, Bucharest, 050663, Romania","The current pandemic has disproportionally affected the workforce. To improve our understanding of the role that occupations play in the transmission of COVID-19, we analyse real-world network data that were collected in Bucharest between August 1st and October 31st 2020. The data record sex, age, and occupation of 6895 patients and the 13,272 people they have interacted with, thus providing a social network from an urban setting through which COVID-19 has spread. Quite remarkably, we find that medical occupations have no significant effect on the spread of the virus. Instead, we find common transmission chains to start with infected individuals who hold jobs in the private sector and are connected with non-active alters, such as spouses, siblings, or elderly relatives. We use relational hyperevent models to assess the most likely homophily and network effects in the community transmission. We detect homophily with respect to age and anti-homophily with respect to sex and employability. We note that, although additional data would be welcomed to perform more in-depth network analyses, our findings may help public authorities better target under-performing vaccination campaigns. © 2022, The Author(s).","","Aged; COVID-19; Humans; Occupations; Pandemics; aged; epidemiology; human; occupation; pandemic","","","","","Romanian Ministry of Health; California Department of Public Health, CDPH; Deutsche Forschungsgemeinschaft, DFG, (321869138); Javna Agencija za Raziskovalno Dejavnost RS, ARRS, (J1-2457, P1-0403); Unitatea Executiva pentru Finantarea Invatamantului Superior, a Cercetarii, Dezvoltarii si Inovarii, UEFISCDI, (PN-III-P4-ID-PCE-2020–2828); Universitatea din București, UNIBC","Funding text 1: This study was supported in part by the grants from the Executive Unit for Financing Higher Education, Research, Development and Innovation (UEFISCDI) (PN-III-P4-ID-PCE-2020–2828 to M.-G.H.); Deutsche Forschungsgemeinschaft (DFG) (321869138 to J.L.); and Slovenian Research Agency (P1-0403 and J1-2457 to M.P.). ; Funding text 2: We are grateful to the Romanian Ministry of Health, the Department of Public Health Bucharest, and the Rector of the University of Bucharest (Prof. Marian Preda) for the support provided for this study. 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Hâncean; Department of Sociology, University of Bucharest, Bucharest, Panduri 90-92, 050663, Romania; email: gabriel.hancean@sas.unibuc.ro","","Nature Research","","","","","","20452322","","","35982107","English","Sci. Rep.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85136103183"
"Gilbert G.; Turner M.; Haass O.","Gilbert, Guinevere (57208049166); Turner, Michelle (36166001000); Haass, Omid (57204426640)","57208049166; 36166001000; 57204426640","Working up to work: Perceived employability of students commencing a project management degree","2022","Project Leadership and Society","3","","100048","","","","2","10.1016/j.plas.2022.100048","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130396750&doi=10.1016%2fj.plas.2022.100048&partnerID=40&md5=35d3a5560a24ac0450b06ac5c13bdcd6","School of Property, Construction and Project Management, RMIT University, Melbourne, Australia","Gilbert G., School of Property, Construction and Project Management, RMIT University, Melbourne, Australia; Turner M., School of Property, Construction and Project Management, RMIT University, Melbourne, Australia; Haass O., School of Property, Construction and Project Management, RMIT University, Melbourne, Australia","The successful acquisition of employment is influenced by a number of parameters, including the individual's perception that they are employable. This research uses sequential mixed methods to measure the perceived employability of commencing undergraduate students of a project management degree at an Australian university. Participants had lower scores on all employability dimensions in comparsion to students who had already commenced their degree, with the exception of collaboration. Gender differences emerged, with females having lower levels than males on the commencement readiness and lifelong learning dimensions. Students did not link previous work experience to perceived employability, and employability was not framed within a project management context for commencing students. Findings suggest that universities should include career education early in the qualification so that preparatory skills and knowledge are developed. Findings also highlight the importance of perceived employability in relation to project management, and how employability differs across industries and project types. © 2022 The Authors","Employability; Higher education; Project management; Students; Work-readiness","","","","","","","","Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: developing an integrated model, Career Dev. Int., 22, 3, pp. 280-299, (2017); Australian Bureau of Statistics, Australian and New Zealand Standard Industrial Classification ANZSIC 2006, Revision 2.0, (2013); Project Management Endorsed Course Directory, (2021); Akkermans J., Keegan A., Huemann M., Ringhofer C., Crafting project managers' careers: integrating the fields of careers and project management, Proj. Manag. 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Psychol., 13, 1, pp. 29-51, (2004); Van der Heijden B.I., de Lange A.H., Demerouti E., Van der Heijde C.M., Age effects on the employability–career success relationship, J. Vocat. Behav., 74, 2, pp. 156-164, (2009); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: a psychological approach, Person. Rev., 43, 4, pp. 592-605, (2014); Veld M., Semeijn J., van Vuuren T., Enhancing perceived employability: an interactionist perspective on responsibilities of organizations and employees, Person. Rev., 44, 6, pp. 866-882, (2015); Verma V.K., Conflict management, The Project Management Institute: Project Management Handbook, pp. 353-364, (1998); Walker M., Fongwa S., Employability and conversion factors, Universities, Employability and Human Development, pp. 79-108, (2017)","G. Gilbert; School of Property, Construction and Project Management, RMIT University, Melbourne, Australia; email: Guinevere.gilbert@rmit.edu.au","","Elsevier Ltd","","","","","","26667215","","","","English","Proj. Leadersh. Soc.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85130396750"
"Marley S.A.; Siani A.; Sims S.","Marley, Sarah A. (55796471800); Siani, Alessandro (57206466552); Sims, Stuart (57211680792)","55796471800; 57206466552; 57211680792","Real-life research projects improve student engagement and provide reliable data for academics","2022","Ecology and Evolution","12","12","e9593","","","","1","10.1002/ece3.9593","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145275425&doi=10.1002%2fece3.9593&partnerID=40&md5=b222b9d104ec6cbd4bd6f1605bd93860","Scotland's Rural College (SRUC), Aberdeen, United Kingdom; School of Biological Sciences, University of Portsmouth, Portsmouth, United Kingdom; Academic & Learning Enhancement, Information & Library Services, University of Greenwich, London, United Kingdom","Marley S.A., Scotland's Rural College (SRUC), Aberdeen, United Kingdom, School of Biological Sciences, University of Portsmouth, Portsmouth, United Kingdom; Siani A., School of Biological Sciences, University of Portsmouth, Portsmouth, United Kingdom; Sims S., Academic & Learning Enhancement, Information & Library Services, University of Greenwich, London, United Kingdom","Student engagement can have a positive influence on student success. Many methods exist for fostering engagement but tend to be generic and require tailoring to specific contexts, subjects, and students. In the case of undergraduate science students, practical classes are a popular tool for increasing engagement. However, despite strong potential for improvement via links with “real life” research projects (RLRPs), few academic staff incorporate research participation with teaching activities. This is potentially due to poor time availability and low opinions of students' ability to collect reliable data. This study aims to examine whether involvement with RLRPs can generate reliable scientific data and also act as a motivational tool for engaging tertiary science students. A preexisting core activity for first-year biology and marine biology students was modified to include a short RLRP component. Student-based data collection and a questionnaire about experiences were used to examine the reliability of student-collected data and student perceptions of RLRPs. Results indicated that error rate in student-collected data was minimal. Irrespective of participating in a “normal” practical class or a class with a RLRP component, students collected equally accurate data. However, when the topic aligned specifically with their degree subject, student accuracy was higher. All students surveyed reported high motivation with the idea of RLRP participation, placing high importance on this from an educational and employability perspective. Yet, students were not confident about participating in RLRPs until they had engaged with one, suggesting that introducing such projects into taught sessions early-on may encourage students to seek further opportunities in the future. In conclusion, incorporating RLRPs into the curriculum of undergraduate science courses has considerable potential benefits for both students and academic staff. © 2022 The Authors. Ecology and Evolution published by John Wiley & Sons Ltd.","higher education; practical work; real-life research projects; student engagement","","","","","","","","Abrahams I., Millar R., Does practical work really work? 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Marley; Scotland's Rural College (SRUC), Aberdeen, United Kingdom; email: sarah.marley@sruc.ac.uk","","John Wiley and Sons Ltd","","","","","","20457758","","","","English","Ecology and Evolution","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85145275425"
"Hazelzet E.; Houkes I.; Bosma H.; de Rijk A.","Hazelzet, Emmelie (57209338950); Houkes, Inge (6602249669); Bosma, Hans (7003678505); de Rijk, Angelique (6602074444)","57209338950; 6602249669; 7003678505; 6602074444","How a steeper organisational hierarchy prevents change—adoption and implementation of a sustainable employability intervention for employees in low-skilled jobs: a qualitative study","2022","BMC Public Health","22","1","2373","","","","0","10.1186/s12889-022-14754-w","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144221277&doi=10.1186%2fs12889-022-14754-w&partnerID=40&md5=a1c0da09fac2337c28e8734da12bde69","Department of Social Medicine, Faculty of Health, Medicine and Life Sciences, CAPHRI Care and Public Health Research Institute, Maastricht University, Maastricht, 6200 MD, Netherlands","Hazelzet E., Department of Social Medicine, Faculty of Health, Medicine and Life Sciences, CAPHRI Care and Public Health Research Institute, Maastricht University, Maastricht, 6200 MD, Netherlands; Houkes I., Department of Social Medicine, Faculty of Health, Medicine and Life Sciences, CAPHRI Care and Public Health Research Institute, Maastricht University, Maastricht, 6200 MD, Netherlands; Bosma H., Department of Social Medicine, Faculty of Health, Medicine and Life Sciences, CAPHRI Care and Public Health Research Institute, Maastricht University, Maastricht, 6200 MD, Netherlands; de Rijk A., Department of Social Medicine, Faculty of Health, Medicine and Life Sciences, CAPHRI Care and Public Health Research Institute, Maastricht University, Maastricht, 6200 MD, Netherlands","Background: Adoption and implementation are prerequisites for the effectiveness of organisational interventions, but successful implementation is not self-evident. This article provides insights into the implementation of the organisational intervention ‘Healthy Human Resources’ (HHR). HHR is developed with Intervention Mapping and aims at improving sustainable employability (SE) of employees in low-skilled jobs. Methods: Qualitative data on adoption and implementation were collected by interviews with three employees and seven middle managers in five Dutch organisations and by extensive notes of observations and conversations in a logbook. Data triangulation was applied and all data were transcribed and analysed thematically using the qualitative analysis guide of Leuven (QUAGOL). Results: All organisations adopted HHR, but three failed during the transition from adoption to implementation, and two implemented HHR only partially. The steepness of the organisational hierarchy emerged as an overarching barrier: steeper hierarchical organisations faced more difficulties with implementing HHR than flatter ones. This was reflected in middle managers’ lack of decision-making authority and being overruled by senior management. Middle managers felt incapable of remedying the lack of employees’ voice. Subsequently, ‘us-versus-them’ thinking patterns emerged. These power imbalances and ‘us-versus-them’ thinking reinforced each other, further strengthening the hierarchical steepness. Both processes could be the result of wider socio-political forces. Conclusions: This study improved the understanding of the difficulties to adopt and implement such organisational intervention to contribute to the sustainable employability of employees in low-skilled jobs. Practical implications are given for future implementation of organisational interventions. © 2022, The Author(s).","Adoption; Implementation; Intervention; Organisational hierarchy; Power; Sustainable employability","Humans; Occupations; Organizations; Qualitative Research; adoption; article; case report; clinical article; conversation; decision making; employability; employee; genetic transcription; human; human experiment; interview; manager; organization; qualitative analysis; qualitative research; thinking; voice; occupation; organization; qualitative research","","","","","ZonMw, (531001405)","This work was supported by ZonMw, The Netherlands; Project: The MAISE-toolkit: a dialogue-based approach to improve the health of workers with a low socio-economic status under Grant number: 531001405. 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Hazelzet; Department of Social Medicine, Faculty of Health, Medicine and Life Sciences, CAPHRI Care and Public Health Research Institute, Maastricht University, Maastricht, 6200 MD, Netherlands; email: e.hazelzet@maastrichtuniversity.nl","","BioMed Central Ltd","","","","","","14712458","","","36528559","English","BMC Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85144221277"
"Ma J.; Peng W.; Pan J.","Ma, Jingjing (57758170000); Peng, Wentao (57192101135); Pan, Jihong (57758296200)","57758170000; 57192101135; 57758296200","Investigation into the correlation between humanistic care ability and emotional intelligence of hospital staff","2022","BMC Health Services Research","22","1","839","","","","8","10.1186/s12913-022-08227-4","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133243809&doi=10.1186%2fs12913-022-08227-4&partnerID=40&md5=67f27dab22290e763fa5384c62af91e9","Department of Pediatric Hematology Oncology Nursing, West China Second University Hospital, Sichuan University/West China School of Nursing, Sichuan University, Sichuan, Chengdu, China; Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Sichuan, Chengdu, China; Department of Nursing, West China Second University Hospital, Sichuan University/West China School of Nursing, Sichuan University, Sichuan, Chengdu, China","Ma J., Department of Pediatric Hematology Oncology Nursing, West China Second University Hospital, Sichuan University/West China School of Nursing, Sichuan University, Sichuan, Chengdu, China, Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Sichuan, Chengdu, China; Peng W., Department of Nursing, West China Second University Hospital, Sichuan University/West China School of Nursing, Sichuan University, Sichuan, Chengdu, China; Pan J., Department of Nursing, West China Second University Hospital, Sichuan University/West China School of Nursing, Sichuan University, Sichuan, Chengdu, China","Background: There are different degrees of flaws in the knowledge structure of humanistic medicine of medical staff. The level of emotional intelligence of medical staff affects their career development as well as their relationship with patients. Currently, the research on humanistic care ability (HCA) and emotional intelligence of medical staff in China and other countries is rare. This study aimed to investigate the correlation between the level of HCA and level of emotional intelligence of the whole hospital staff. Methods: The questionnaire survey employed contained self-designed questions on the hospital staff members’ socio-demographic background, Caring Ability Inventory, and Wong and Law Emotional Intelligence Scale. The survey was conducted with the staff of West China Second University Hospital, Sichuan University in April 2020. Results: The hospital staff’s average CAI score was 197.77 ± 20.30, and their average WLEIS score was 84.21 ± 13.48. The CAI and WLEIS scores of the hospital staff who chose their college majors on their own interests were higher than those who chose their majors for other reasons (employability, suggestions from family or others, etc.). The CAI and WLEIS scores of the hospital staff who had received more comprehensive and in-depth humanistic care training were higher than those who did not. The CAI score of the hospital staff who had participated in volunteer service activities was higher than those who did not. The WLEIS score of the Pediatrics Department staff was higher than that of the Outpatient and Emergency Department staff, and the difference was statistically significant (P < 0.05). The scores of emotional intelligence, self-emotion assessment and expression, self-emotion management, self-emotion utilization, emotion recognition of others, and HCA of the hospital staff were positively correlated (P < 0.001). Conclusion: There were different levels of development of internal factors of emotional intelligence among the hospital staff, and their humanistic care ability was at a low level. Emotional intelligence was positively correlated to humanistic care ability. The findings suggest in-service training and education by healthcare institutions to enhance healthcare staff’s emotional intelligence for promoting the general health of the population. © 2022, The Author(s).","Emotional intelligence; Hospital staff; Humanistic care ability","Child; Emotional Intelligence; Emotions; Humans; Personnel, Hospital; Surveys and Questionnaires; Universities; adult; article; care behavior; China; controlled study; demography; education; emergency ward; emotion; emotion assessment; emotional intelligence; employability; hospital personnel; human; in service training; outpatient; pediatrics; questionnaire; university hospital; child; emotion; hospital personnel; university","","","","","","","Warelow P., Edward K.L., Caring as a resilient practice in mental health nursing, Int J Ment Health Nurs, 16, 2, pp. 132-135, (2007); Chen Y., Caring ability among Chinese nursing students: a cross-sectional study and educational intervention, (2017); Shin S., Kang J., Development and validation of a person-centered perioperative nursing scale, Asian Nurs Res, 13, 3, pp. 221-227, (2019); Chen Y.X., Liu H., Investigation on the cognition of knowledge structure of humanistic medicine, Med Philos, 36, 2a, pp. 20-23, (2015); Kovner C., Brewer C., Wu Y.W., Chen Y., Suzuki M., Factors associated with work satisfaction of registered nurses, J Nurs Scholarsh, 38, 1, pp. 71-79, (2006); Lv H.J., Han C.X., Wang D.J., Meta analysis of the influence of leader’s emotional intelligence on leadership effectiveness, Adv Psychol Sci Exhibition, 26, 2, pp. 204-220, (2018); Salovey P., Mayer J.D., Emotional intelligence, Imagin Cogn Pers, 9, 3, pp. 185-211, (1990); Landa J.M.A., Lopez-Zafra E., The impact of emotional intelligence on nursing: an overview, Psychology, 1, 1, pp. 50-58, (2010); Rochester S., Kilstoff K., Scott G., Learning from success: improving undergraduate education through understanding the capabilities of successful nurse graduates, Nurse Educ Today, 25, 3, pp. 181-188, (2005); Bai J.M., The Effect about positive and negative emotion, emotional intelligence to emotional labor strategies for medical students, (2014); Weng H.C., Does the physician’s emotional intelligence matter? 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Peng; Department of Nursing, West China Second University Hospital, Sichuan University/West China School of Nursing, Sichuan University, Chengdu, Sichuan, China; email: 27084847@qq.com","","BioMed Central Ltd","","","","","","14726963","","","35773661","English","BMC Health Serv. Res.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85133243809"
"Santos-Jaén J.M.; Iglesias-Sánchez P.P.; Jambrino-Maldonado C.","Santos-Jaén, José Manuel (57214997516); Iglesias-Sánchez, Patricia P. (57070482500); Jambrino-Maldonado, Carmen (57070358800)","57214997516; 57070482500; 57070358800","The role of gender and connections between entrepreneurship and employability in higher education","2022","International Journal of Management Education","20","3","100708","","","","10","10.1016/j.ijme.2022.100708","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138588236&doi=10.1016%2fj.ijme.2022.100708&partnerID=40&md5=b6e480cda9e0b9274f62bd1c4d2955c8","Department of Accounting and Finance, Universidad de Murcia, Spain; Department of Business Administration, Universidad de Málaga, Spain","Santos-Jaén J.M., Department of Accounting and Finance, Universidad de Murcia, Spain; Iglesias-Sánchez P.P., Department of Business Administration, Universidad de Málaga, Spain; Jambrino-Maldonado C., Department of Business Administration, Universidad de Málaga, Spain","A global concern about youth employment and the challenges to better connect companies' needs and professional and labour profiles of graduates is shared by policy makers and higher education institutions. The recognition of entrepreneurship as an integral and sustainable part of the solution is a source of motivation for the incorporation of entrepreneurial competencies onto university curricula. The driving force of this study is to analyse how and to what extent the employability weighs on entrepreneurship. A Partial Least Squares Structural Equation Modeling (PLS-SEM) is applied using a survey that links Employability and Entrepreneurial Intention positively and highlights the moderating effect of gender. Our study contributes to research showing the interconnection between both and provides an insight from a gender approach. Women feel competences related to entreprising people are useful beyond business creation and they reinforce their self-confidence about their skills facing both entrepreneurial or employment objectives. © 2022","Employability; Entrepreneurial intention; Gender; Higher education; PLS-SEM","","","","","","CBUA; PAIDI, (PY20_00407); Universidad de Málaga, UMA; Junta de Andalucía; Consejería de Conocimiento, Investigación y Universidad, Junta de Andalucía","This work was supported by the Programme PAIDI Andalucía under grant number PY20_00407 (Junta de Andalucía/Universidad de Málaga) and Funding for Open Access Charge: Universidad de Málaga/CBUA ; Consejería de Conocimiento, Investigación y Universidad, Junta de Andalucía .","Ajzen I., The theory of planned behavior, Organizational Behavior and Human Decision Processes, 50, 2, pp. 179-211, (1991); Aledo-Ruiz M.D., Martinez-Caro E., Santos-Jaen J.M., The influence of corporate social responsibility on students' emotional appeal in the HEIs: The mediating effect of reputation and corporate image, (2021); Alexandre-Leclair L., Aloulou W., Redien-Collot R., New directions for Saudi women entrepreneurial intentions, Conference proceedings ICIE, pp. 4-5, (2013); Alfonso C.M., Et al., The moderator role of gender in the unified theory of acceptance and use of technology (utaut): A study on users of electronic document management systems,” 7th international Conference on partial least Squares and related methods, (2012); Andrew A., Challenging boundaries to ‘employability’: Women apprentices in a non-traditional occupation, Social Policy and Society, 8, 3, pp. 347-359, (2009); Bae T.J., Et al., The relationship between entrepreneurship education and entrepreneurial intentions: A meta–analytic review, Entrepreneurship: Theory and Practice, 38, 2, pp. 217-254, (2014); Baek Y.-M., The effects of entrepreneurship on employability of the college student-Focusing on the moderating effects of gender, Journal of Convergence for Information Technology, 8, 2, pp. 113-120, (2018); Barclay D., Higgins C., Thompson R., The partial least squares (PLS) approach to casual modeling: Personal computer adoption ans use as an illustration, (1995); Birch C., Et al., An enquiry into potential graduate entrepreneurship, The Journal of Management Development, 36, 6, pp. 743-760, (2017); Cepeda Carrion G., Et al., Prediction-oriented modeling in business research by means of PLS path modeling: Introduction to a JBR special section, Journal of Business Research, 69, 10, pp. 4545-4551, (2016); Chin W.W., Dibbern J., Handbook of partial least squares,” Handbook of partial least squares, (2010); Chung D., Im J., Chae Y., The structural relationship among personality traits, employability and entrepreneurship of the college student, and moderating effect of gender, Korea Association of Business Education, 32, 3, pp. 249-269, (2017); Cifre E., Et al., Sex, gender identity, and perceived employability among Spanish employed and unemployed youngsters, Frontiers in Psychology, 9, (2018); Cohen J., Statistical power analysis for the behavioral sciences, (1988); Dempsey D., Jennings J., Gender and entrepreneurial self-efficacy: A learning perspective, (2014); Diaz-Casero J.C., Et al., Influence of institutional environment on entrepreneurial intention: A comparative study of two countries university students, The International Entrepreneurship and Management Journal, 8, 1, pp. 55-74, (2012); Diaz-Garcia M.C., Jimenez-Moreno J., Entrepreneurial intention: The role of gender, The International Entrepreneurship and Management Journal, 6, 3, pp. 261-283, (2010); Eid R., Et al., Entrepreneurship education and employability of UAE higher education business students, Proc., 10th annual int. 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Jambrino-Maldonado; Department of Business Administration, Universidad de Málaga, Spain; email: mcjambrino@uma.es","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85138588236"
"Zhang C.; Liu L.","Zhang, Chunyu (57216757069); Liu, Liping (57216832407)","57216757069; 57216832407","The Influence of Health-Promoting Leadership on Employees’ Positive Workplace Outcomes: The Mediating Role of Employability and the Moderating Role of Workplace Civility","2022","International Journal of Environmental Research and Public Health","19","22","15300","","","","1","10.3390/ijerph192215300","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142450386&doi=10.3390%2fijerph192215300&partnerID=40&md5=2e2e1b1f9675ee086b9fa37468b62a40","School of Economics and Management, Guangxi Normal University, Guilin, 541004, China","Zhang C., School of Economics and Management, Guangxi Normal University, Guilin, 541004, China; Liu L., School of Economics and Management, Guangxi Normal University, Guilin, 541004, China","The COVID-19 pandemic has severely accelerated the transformation and rapid organisational change in the workplace. The impact of the COVID-19 pandemic on the hotel industry will not fade in a short time, and the long-term coexistence with the COVID-19 pandemic pressure is a real dilemma for the hotel industry. The topic of How to create employee positive workplace outcomes (task performance and innovative work behaviour) during the COVID-19 pandemic has garnered increasing interest in both practical and academic fields. Leaders play a critical role in influencing employee workplace outcomes, yet few studies have explored the predicting role of health-promoting leadership. Drawing upon the conservation of resources (COR) theory, this study aims to examine the employability mediator effect and workplace civility as the moderator effect in the relationship between health-promoting leadership and employee-positive workplace outcomes (task performance and innovative work behaviour). We conducted a two-wave survey of 421 participants from the hotel industry in China and formulated a series of hypotheses that were tested with structural equation modelling. The results showed that health-promoting leadership has a significant positive effect on employees’ employability (β = 0.479, p < 0.001), task performance (β = 0.250, p < 0.001), and innovative work behaviour (β = 0.446, p < 0.001). Employability has a significant positive effect on task performance (β = 0.438, p < 0.001) and innovative work behaviour (β = 0.296, p < 0.001). This study makes certain contributions to the extant hotel industry employees’ positive workplace outcomes literature by attending to the healthy leadership styles that promote employability during the COVID-19 pandemic, and its novel point is to evaluate the workplace civility moderating effect between the above model. It also provides practical insight that mutual transformation in workplace relationships inspire those positive outcomes. © 2022 by the authors.","employability; health-promoting leadership; positive workplace outcomes; workplace civility","COVID-19; Creativity; Humans; Leadership; Pandemics; Workplace; COVID-19; employment; epidemic; health impact; health risk; hotel industry; occupational exposure; public health; workplace; adult; Article; behavior; China; civility; coronavirus disease 2019; employability; employee attitude; employee positive workplace outcome; female; health promotion; hotel industry; hotel staff; human; industry; innovative work behavior; leadership; male; prediction; structural equation modeling; task performance; work engagement; workplace; creativity; epidemiology; leadership; pandemic","","","","","Guangxi Philosophy and Social Science Planning; Guangxi Promotion Project for Young and Middle-Aged Teachers in University, (2022KY0019); Guangxi’s new occupational groups, (22FSH019); The innovation and entrepreneurship special project of Guangxi Humanities and Social Sciences Development Research Center, Research on the effect evaluation and mechanism of innovation and entrepreneurship education in Guangxi universities, (CXCY2019002)","The work was supported by the Guangxi Promotion Project for Young and Middle-Aged Teachers in University, Research on the influencing factors and management countermeasures of employees’ low-carbon behaviour in Guangxi enterprises (grant numbers 2022KY0019); Guangxi Philosophy and Social Science Planning Research Project in 2022, Research on the forming mechanism and realizing path of harmonious labor relations among Guangxi’s new occupational groups (grant numbers 22FSH019); The innovation and entrepreneurship special project of Guangxi Humanities and Social Sciences Development Research Center, Research on the effect evaluation and mechanism of innovation and entrepreneurship education in Guangxi universities (grant numbers CXCY2019002).","Der Kinderen S., Valk A., Khapova S.N., Tims M., Facilitating eudaimonic well-being in mental health care organizations: The role of servant leadership and workplace civility climate, Int. 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Rev, (2022); van Harten J., Knies E., Leisink P., Employer’s investments in hospital workers’ employability and employment opportunities, Pers. Rev, 45, pp. 84-102, (2016); Liu L., Fang C.-C., Effects of health-promoting leadership on employee engagement through workplace ostracism, moderated by employability, Int. J. Manag, 11, pp. 393-401, (2020)","L. Liu; School of Economics and Management, Guangxi Normal University, Guilin, 541004, China; email: lipinglau@gxnu.edu.cn","","MDPI","","","","","","16617827","","","36430021","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85142450386"
"Han X.; Xue M.; Zhang Q.; Dong X.","Han, Xiao (57198534004); Xue, Mengxiao (57368625200); Zhang, Qi (58375059400); Dong, Xiaotian (57976586000)","57198534004; 57368625200; 58375059400; 57976586000","Impact of COVID-19 Risk Perception on Emotional Exhaustion among Chinese Hospitality Employees: The Mediating Effect of Job Insecurity","2022","International Journal of Environmental Research and Public Health","19","22","15146","","","","0","10.3390/ijerph192215146","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142435553&doi=10.3390%2fijerph192215146&partnerID=40&md5=ae87f2d1b890c8e5c8ade2fd000577de","School of Business, Qingdao University, Qingdao, 266071, China","Han X., School of Business, Qingdao University, Qingdao, 266071, China; Xue M., School of Business, Qingdao University, Qingdao, 266071, China; Zhang Q., School of Business, Qingdao University, Qingdao, 266071, China; Dong X., School of Business, Qingdao University, Qingdao, 266071, China","This study aims to investigate the levels of COVID-19 risk perception (CVRP), job insecurity (JI), and emotional exhaustion (EE) among Chinese hospitality employees to examine the mediating effect of JI on the relationship between CVRP and EE. The moderating role of employee mindfulness (MF) and perceived employability (PE) have also be examined. Data were collected from 652 hospitality employees in Shandong and Jiangsu Province, China. We used structural equation modeling (SEM) to test the hypothesized relationship among the variables. Significant relationships were found between hospitality employees’ CVRP and EE (β = 0.103, p < 0.01), CVRP and JI (β = 0.168, p < 0.001), and JI and EE (β = 0.378, p < 0.001). According to the results, the higher level of the CVRP of hospitality employees, the higher level of the EE. In addition, results showed mediating effects of JI on the relationship between CVRP and EE. This study also found that MF buffered the positive relationship between CVRP and EE. Therefore, in the era of COVID-19, an effective support system at the organizational level is necessary to reduce JI and EE of hospitality employees. © 2022 by the authors.","conservation of resources theory; COVID-19; emotional exhaustion; hospitality employees; job insecurity; mindfulness; risk perception","China; COVID-19; Emotions; Employment; Humans; Perception; China; Jiangsu; Shandong; COVID-19; hospitality industry; mental health; numerical model; risk perception; adult; Article; China; Chinese; coronavirus disease 2019; correlation analysis; cross-sectional study; emotional stress; employability; female; hospitality employee; human; job security; male; mindfulness; nonmedical occupations; psychological aspect; psychosocial care; risk perception; structural equation modeling; emotion; employment; epidemiology; perception; psychology","","","","","Shandong Social Science Foundation, (19CQXJ06); Natural Science Foundation of Shandong Province, (ZR2020QG037)","This work was supported by Shandong Social Science Foundation, China, grant number 19CQXJ06 and Shandong Provincial Natural Science Foundation, China, grant number ZR2020QG037. 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Psychol, 97, pp. 690-698, (2012); Malik S., Ullah I., Irfan M., Fear of COVID-19 and workplace phobia among Pakistani doctors: A survey study, BMC Public Health, 21, (2021); Hassamal S., Dong F., Hassamal S., Lee C., Ogunyemi D., Neeki M., The psychological impact of COVID-19 on hospital staff, West. J. Emerg. Med, 22, (2021); Labrague L.J., de Los Santos J.A.A., Fear of COVID-19, psychological distress, work satisfaction and turnover intention among frontline nurses, J. Nurs. Manag, 29, pp. 395-403, (2021); Liu Q., Liu Z., Kang T., Zhu L., Zhao P., Transport inequities through the lens of environmental racism: Rural-urban migrants under COVID-19, Transp. Policy, 122, pp. 26-38, (2022); Liu Q., Liu Z., Lin S., Zhao P., Perceived accessibility and mental health consequences of COVID-19 containment policies, J. Transp. Health, 25, (2022); Delgado L.C., Guerra P., Perakakis P., Vera M.N., del Paso G.R., Vila J., Treating chronic worry: Psychological and physiological effects of a training programme based on mindfulness, Behav. Res. Ther, 48, pp. 873-882, (2010)","X. Dong; School of Business, Qingdao University, Qingdao, 266071, China; email: dongxiaotian@qdu.edu.cn","","MDPI","","","","","","16617827","","","36429868","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85142435553"
"Rowe A.D.; Jackson D.; Fleming J.","Rowe, Anna D. (37361395400); Jackson, Denise (37053893700); Fleming, Jenny (55419568400)","37361395400; 37053893700; 55419568400","Exploring university student engagement and sense of belonging during work-integrated learning","2023","Journal of Vocational Education and Training","75","3","","564","585","21","9","10.1080/13636820.2021.1914134","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104890886&doi=10.1080%2f13636820.2021.1914134&partnerID=40&md5=6a68b432705198f1c6e2cbd37840c3d3","Office of the Pro-Vice Chancellor (Education) and School of Education, University of New South Wales, Sydney, Australia; School of Business and Law, Edith Cowan University, Perth, Australia; School of Sport and Recreation, Auckland University of Technology, Auckland, New Zealand","Rowe A.D., Office of the Pro-Vice Chancellor (Education) and School of Education, University of New South Wales, Sydney, Australia; Jackson D., School of Business and Law, Edith Cowan University, Perth, Australia; Fleming J., School of Sport and Recreation, Auckland University of Technology, Auckland, New Zealand","Work-integrated learning (WIL) is recognised as a valuable pedagogical strategy for developing graduate employability, increasing employment prospects and contributing to a range of other learning outcomes. The purpose of this exploratory study was to determine the degree to which WIL students in higher education, felt they fully engaged in workplace activities and experienced a sense of belonging to their workplace environment. Further aims were to identify factors that facilitated and inhibited their engagement and belonging. Data were collected using an online survey of 151 students undertaking WIL as part of a university degree, in the contexts of business, sociology and sport, in one New Zealand and two Australian universities. Students generally felt they engaged effectively in the WIL placement environment and experienced a sense of belonging by their workplace colleagues. Qualitative responses provided insights into what facilitated and enabled engagement, with confidence identified as a key facilitator and inhibitor. Belonging was associated more with relationships and the workplace environment. When preparing university students and workplace supervisors for WIL, it is important to be aware of (and address) factors, such as confidence, that facilitate engagement and belonging in order to create opportunities that fully immerse students in the workplace community. © 2021 The Vocational Aspect of Education Ltd.","Belonging; confidence; employability; higher education; student engagement; transition-to-work; work-integrated learning","","","","","","","","Arsenis P., Flores M., Confidence and Gender Differences within a Work-integrated Learning Programme: Evidence from a UK Higher Education Institution, Higher Education Research and Development, pp. 1-17, (2020); Bandura A., Social Learning Theory, (1977); Bandura A., Social Foundations of Thought and Action: A Social Cognitive Theory, (1986); Bandura A., Self-Efficacy: The Exercise of Control, (1997); Bandura A., Social Cognitive Theory: An Agentic Perspective, Annual Review of Psychology, 52, 1, pp. 1-26, (2001); Billett S., Relational Interdependence between Social and Individual Agency in Work and Working Life, Mind, Culture, and Activity, 13, 1, pp. 53-69, (2006); Billett S., Curriculum and Pedagogic Bases for Effectively Integrating Practice-Based Experiences: Final Report, (2011); Billett S., Pedagogic Practices Supporting the Integration of Experiences, Integrating Practice-based Experiences into Higher Education. Professional and Practice-based Learning, 13, pp. 195-223, (2015); Billett S., Augmenting Post-Practicum Experiences: Purposes and Practices, Augmenting Health and Social Care Students’ Clinical Learning Experiences, pp. 3-25, (2019); Bridgstock R., Graduate Employability 2.0: Enhancing the Connectedness of Learners, Teachers and Higher Education Institutions, (2016); Cascio W., Training Trends: Macro, Micro, and Policy Issues, Human Resource Management Review, 29, 2, pp. 284-297, (2019); \Chan S., “Belonging to a Workplace”, First-year Apprentices’ Perspectives on Factors Determining Engagement and Continuation Through Apprenticeship. 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Eames C., Cates C., Theories of Learning in Cooperative and Work Integrated Education, International Handbook for Cooperative and Work-Integrated Education, pp. 41-52, (2011); Feise R.J., Do Multiple Outcome Measures Require P-Value Adjustment?, BMC Medical Research Methodology, 2, 8, (2002); Fenwick T.J., Expanding Conceptions of Experiential Learning: A Review of the Five Contemporary Perspectives on Cognition, Adult Education Quarterly, 50, 4, pp. 243-272, (2000); Filstad C., “Learning and Knowledge as Interrelations Between CoPs and NoPs.”, The Learning Organization, 21, 2, pp. 70-82, (2014); Filstad C., Traavik L., Gorli M., Belonging at Work: The Experiences, Representations and Meanings of Belonging, Journal of Workplace Learning, 31, 2, pp. 116-142, (2019); Fleming J., Exploring Stakeholders’ Perspectives of the Influences on Student Learning in Cooperative Education, Asia-Pacific Journal of Cooperative Education, 16, 2, pp. 109-119, (2015); Fleming J., Haigh N.J., Using Sociocultural Insights to Enhance Work-integrated Learning, Higher Education, Skills and Work-Based Learning, 8, 4, pp. 395-407, (2018); Freudenberg B., Brimble M., Cameron C., WIL and Generic Skill Development: The Development of Business Students’ Generic Skills through Work-integrated Learning, Asia-Pacific Journal of Cooperative Education, 12, 2, pp. 79-93, (2011); Garraway J., Volbrecht T., Wicht M., Ximba B., Transfer of Knowledge between University and Work, Teaching in Higher Education, 16, 5, pp. 529-540, (2011); Grobecker P.A., A Sense of Belonging and Perceived Stress among Baccalaureate Nursing Students in Clinical Placements, Nurse Education Today, 36, pp. 178-183, (2016); Hagerty B.M.K., Lynch-Sauer J., Patusky K.L., Bouwsema M., Collier P., Sense of Belonging: A Vital Mental Health Concept, Archives of Psychiatric Nursing, 6, 3, pp. 172-177, (1992); Ibrahim H.I., Jaafar A.H., The Outcomes of Work-integrated Learning Programmes: The Role of Self-Confidence as Mediator between Interpersonal and Self-Management Skills and Motivation to Learn, Social Sciences and Humanities, 25, 2, pp. 931-948, (2017); Jackson D., The Contribution of Work-integrated Learning to Undergraduate Employability Skill Outcomes, Asia-Pacific Journal of Cooperative Education, 14, 2, pp. 99-115, (2013); 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Student Retention and Success Programme, (2012); Tinto V., From Theory to Action: Exploring the Institutional Conditions for Student Retention, Higher Education: Handbook of Theory and Research, 25, pp. 51-89, (2010); Trede F., Jackson D., Educating the Deliberate Professional and Enhancing Professional Agency through Post-WIL Peer Reflection, Active Learning in Higher Education, (2019); Tymon A., Harrison C., Batistic S., Sustainable Graduate Employability: An Evaluation of ‘Brand Me’ Presentations as a Method for Developing Self-Confidence, Studies in Higher Education, (2019); Work-Integrated Learning in Universities: Final Report, (2019); National Strategy on Work-Integrated Learning in University Education, (2015); Van Dinther M., Dochy F., Segers M., Factors Affecting Students’ Self-Efficacy in Higher Education, Educational Research Review, 6, 2, pp. 95-108, (2011); Van Gijn-grosvenor E.L., Huisman P., A Sense of Belonging among Australian University Students, Higher Education Research and Development, 39, 2, pp. 376-389, (2020); Walker S., Dwyer T., Broadbent M., Moxham L., Sander T., Edwards K., Constructing a Nursing Identity within the Clinical Environment. The Student Nurse Experience, Journal for the Australian Nursing Profession, 49, 1, pp. 103-112, (2014); Zegwaard K.E., Pretti T.J., Rowe A.D., International Journal of Work-Integrated Learning, (2020); Zegwaard K.E., Pretti T.J., Rowe A.D., Responding to an International Crisis: The Adaptability of the Practice of Work-integrated Learning, International Journal of Work-Integrated Learning, 21, 4, pp. 317-330, (2020)","A.D. Rowe; Office of the Pro-Vice Chancellor (Education) and School of Education, University of New South Wales, Sydney, Australia; email: a.rowe@unsw.edu.au","","Routledge","","","","","","13636820","","","","English","J. Vocat. Educ. Train.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85104890886"
"Heijkants C.H.; van Hooff M.L.M.; Geurts S.A.E.; Boot C.R.L.","Heijkants, Ceciel H. (57211578993); van Hooff, Madelon L. M. (9839076800); Geurts, Sabine A. E. (6603763246); Boot, Cécile R. L. (6603541603)","57211578993; 9839076800; 6603763246; 6603541603","A team level participatory approach aimed at improving sustainable employability of long-term care workers: a study protocol of a randomised controlled trial","2022","BMC Public Health","22","1","984","","","","2","10.1186/s12889-022-13312-8","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130104555&doi=10.1186%2fs12889-022-13312-8&partnerID=40&md5=695ee1acb0e3ea9fd1c3cb234f885cdf","Radboud University, Behavioural Science Institute, Thomas van Aquinostraat 4, Nijmegen, 6525GD, Netherlands","Heijkants C.H., Radboud University, Behavioural Science Institute, Thomas van Aquinostraat 4, Nijmegen, 6525GD, Netherlands; van Hooff M.L.M., Radboud University, Behavioural Science Institute, Thomas van Aquinostraat 4, Nijmegen, 6525GD, Netherlands; Geurts S.A.E., Radboud University, Behavioural Science Institute, Thomas van Aquinostraat 4, Nijmegen, 6525GD, Netherlands; Boot C.R.L., Radboud University, Behavioural Science Institute, Thomas van Aquinostraat 4, Nijmegen, 6525GD, Netherlands","Background: Staff currently working in long-term care experience several difficulties. Shortage of staff and poor working conditions are amongst the most prominent, which pose a threat to staff’s sustainable employability. To improve their sustainable employability it is important to create working conditions that fulfil workers’ basic psychological need for autonomy, relatedness and competence in line with Self-Determination Theory. Since many long-term care organisations work with self-managing teams, challenges exist at team level. Therefore, there is a need to implement an intervention aimed at maintaining and improving the sustainable employability of staff on team level. Methods: We developed a participatory workplace intervention, the Healthy Working Approach. In this intervention teams will uncover what problems they face related to autonomy, relatedness and competence in their team, come up with solutions for those problems and evaluate the effects of these solutions. We will evaluate this intervention by means of a two-arm randomized controlled trial with a follow-up of one year. One arm includes the intervention group and one includes the waitlist control group, each consisting of about 100 participants. The primary outcome is need for recovery as proxy for sustainable employability. Intervention effects will be analysed by linear mixed model analyses. A process evaluation with key figures will provide insight into barriers and facilitators of the intervention implementation. The Ethical Committee Social Sciences of the Radboud University approved the study. Discussion: This study will provide insight in both the effectiveness, and the barriers/facilitators of the implementation process of the Healthy Working Approach. The approach is co-created with long-term care workers, focuses on team-specific challenges, and is rooted in the evidence-based participatory workplace approach and Self-Determination Theory. First results are expected in 2022. Trial registration: Netherlands Trial Register, NL9627. Registered 29 July 2021 - Retrospectively registered. © 2022, The Author(s).","Autonomy; Basic psychological needs; Competence; Need for recovery; Participatory workplace intervention; Randomised controlled trial; Relatedness; Self-managing teams; Study protocol","Humans; Long-Term Care; Netherlands; Population Groups; Randomized Controlled Trials as Topic; Workplace; adult; article; controlled study; employability; female; follow up; human; human experiment; long term care; major clinical study; male; Netherlands; organization; outcome assessment; randomized controlled trial; sociology; worker; workplace; population group; randomized controlled trial (topic)","","","","","Foundation Joannes de Deo, (24001506, 243207)","This work was supported by the Foundation Joannes de Deo, 24001506 (ID 243207) . This foundation aims to support research activities contributing to knowledge and quality of long-term care. This funding source did not peer review the study, had no role in the design of this study and will not have any role during its execution, analyses, interpretation of the data, or decision to submit results. ","Who Cares? Attracting and Retaining Elderly Care Workers, OECD; 2020 [Cited 2020 Dec 3]. (OECD Health Policy Studies).; Brannon D., Barry T., Kemper P., Schreiner A., Vasey J., Job Perceptions and Intent to Leave Among Direct Care Workers: Evidence From the Better Jobs Better Care Demonstrations, The Gerontologist, 47, 6, pp. 820-829, (2007); Ejaz F.K., Noelker L.S., Menne H.L., Bagaka's J.G., The Impact of Stress and Support on Direct Care Workers’ Job Satisfaction, The Gerontologist, 48, pp. 60-70, (2008); Franzosa E., Tsui E.K., Baron S., Who’s Caring for Us?”: Understanding and Addressing the Effects of Emotional Labor on Home Health Aides’ Well-being. 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Methodologie], Available From, (2021); Burr H., Berthelsen H., Moncada S., Nubling M., Dupret E., Demiral Y., Et al., The Third Version of the Copenhagen Psychosocial Questionnaire, Saf Health Work, 10, 4, pp. 482-503, (2019); Naring G., van Scheppingen A., Using health and safety monitoring routines to enhance sustainable employability, Work., 70, 3, pp. 959-966, (2021); Vyvey K., Reliability and validity of COPSOQ III, (2016); De Croon E.M., Psychometric properties of the Need for Recovery after work scale: test-retest reliability and sensitivity to detect change, Occup Environ Med, 63, 3, pp. 202-206, (2006); Kuijer P.P.F.M., Van der Beek A.J., Van Dieen J.H., Visser B., Frings-Dresen M.H.W., Effect of job rotation on need for recovery, musculoskeletal complaints, and sick leave due to musculoskeletal complaints: A prospective study among refuse collectors: Effectiveness of Job Rotation, Am J Ind Med, 47, 5, pp. 394-402, (2005); Kelder S.H., Jacobs D.R., Jeffery R.W., McGovern P.G., Forster J.L., The worksite component of variance: design effects and the Healthy Worker Project, Health Educ Res, 8, 4, pp. 555-566, (1993); Martinson B.C., Murray D.M., Jeffery R.W., Hennrikus D.J., Intraclass Correlation for Measures from a Worksite Health Promotion Study: Estimates, Correlates, and Applications, Am J Health Promot, 13, 6, pp. 347-357, (1999); Murray D.M., Blitstein J.L., Methods To Reduce The Impact Of Intraclass Correlation In Group-Randomized Trials, Eval Rev, 27, 1, pp. 79-103, (2003); Linnan L., Steckler A., Process Evaluation for Public Health Interventions and Research. San Francisco: Jossey-Bass, (2002); McCambridge J., Kypri K., Elbourne D., In randomization we trust? There are overlooked problems in experimenting with people in behavioral intervention trials, J Clin Epidemiol, 67, 3, pp. 247-253, (2014)","C.H. Heijkants; Radboud University, Behavioural Science Institute, Nijmegen, Thomas van Aquinostraat 4, 6525GD, Netherlands; email: Ceciel.Heijkants@ru.nl","","BioMed Central Ltd","","","","","","14712458","","","35578213","English","BMC Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85130104555"
"Calma A.; Cotronei-Baird V.; Chia A.","Calma, Angelito (35241983700); Cotronei-Baird, Valeria (57209300393); Chia, Austin (57207817084)","35241983700; 57209300393; 57207817084","Grammarly: An instructional intervention for writing enhancement in management education","2022","International Journal of Management Education","20","3","100704","","","","4","10.1016/j.ijme.2022.100704","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139222374&doi=10.1016%2fj.ijme.2022.100704&partnerID=40&md5=15d568b5f50657c862c8122d0a4f399d","Williams Centre for Learning Advancement, Faculty of Business and Economics, The University of Melbourne, Level 6, FBE Building, 111 Barry St Carlton VIC, Melbourne, 3053, Australia; Centre for Wellbeing Science, Melbourne Graduate School of Education, Faculty of Business and Economics, The University of Melbourne, 234 Queensberry St, Parkville VIC, Melbourne, 3053, Australia","Calma A., Williams Centre for Learning Advancement, Faculty of Business and Economics, The University of Melbourne, Level 6, FBE Building, 111 Barry St Carlton VIC, Melbourne, 3053, Australia; Cotronei-Baird V., Williams Centre for Learning Advancement, Faculty of Business and Economics, The University of Melbourne, Level 6, FBE Building, 111 Barry St Carlton VIC, Melbourne, 3053, Australia; Chia A., Centre for Wellbeing Science, Melbourne Graduate School of Education, Faculty of Business and Economics, The University of Melbourne, 234 Queensberry St, Parkville VIC, Melbourne, 3053, Australia","To ensure that graduates are adequately prepared for the workplace, writing skills is increasingly regarded as an important outcome of management education; hence, there is a need to improve students' writing skills alongside giving ongoing scholarly attention to providing pedagogical and practical guidance for management educators. In this paper, we present the findings of a study that examined the usefulness of Grammarly – a digital writing assistance tool – for supporting management educators and students. Using a sample of one hundred 2000-word group reports from a masters business analysis subject, we examine feedback from Grammarly to determine its usefulness as an instructional tool for improving students' written work. While Grammarly detects twelve types of writing issues (i.e. formality, variety in vocabulary, concision, clarity, conventions, grammar, sensitivity, fluency, readability, punctuation, and spelling) our results demonstrate that the breadth and depth of feedback provided by Grammarly can be used as more than an error detection tool. We discuss some of the implications for higher education arising from this, and offer suggestions for incorporating Grammarly as an instructional tool in management education to enhance students' writing skills. © 2022 Elsevier Ltd","Business education; Communication skills; Employability skills; Management education; Written communication","","","","","","","","Business standards, (2021); Andrews J., Higson H., Graduate employability,‘soft skills’ versus ‘hard ‘business knowledge: A European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); The AQF second edition January 2013, (2013); Arkoudis S., Integrating English language communication skills into disciplinary curricula: Options and strategies, (2014); Asbaugh D.L., Improving writing skills while increasing understanding of management course content, Journal of Management Education, 18, 3, pp. 369-374, (1994); Ashley S., Schaap H., De Bruijn E., Illustrating conceptual understanding in international business undergraduate writing, Research Papers in Education, 1-21, (2022); Attan A., Raof A.H.A., Hamzah M., Abdullah K.I., Omar N.A.M., Developing a profile of workplace written communication, Procedia-Social and Behavioral Sciences, 70, pp. 969-978, (2013); Bacon D.R., Anderson E.S., Assessing and enhancing the basic writing skills of marketing students, Business Communication Quarterly, 67, pp. 443-454, (2004); Barnett E., Why is communication important? 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The contextual shaping of academic language and learning practice, Journal of Academic Language and Learning, 1, 1, pp. A44-A54, (2007); Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employers' perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Tarasovich B.M., Boyer B.N., Introducing a writing skills intervention into an undergraduate financial accounting course, Journal of Academy of Business and Economics, 14, Spring, pp. 85-96, (2013); Wang L., Fan J., Understanding business English writing: A genre perspective, Working towards a proficiency scale of business English writing: A mixed-methods approach, pp. 33-44, (2021); Wardrope W.J., Department chairs' perceptions of the importance of business communication skills, Business Communication Quarterly, 65, 4, pp. 60-72, (2002); Watty K., Quality in accounting education and low English standards among overseas students: Is there a link?, People and Place, 15, 1, (2007)","A. Calma; Williams Centre for Learning Advancement, Faculty of Business and Economics, The University of Melbourne, Melbourne, Level 6, FBE Building, 111 Barry St Carlton VIC, 3053, Australia; email: calmaa@unimelb.edu.au","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","","Scopus","2-s2.0-85139222374"
"Habiyaremye A.; Habanabakize T.; Nwosu C.","Habiyaremye, Alexis (47061493000); Habanabakize, Thomas (57204729795); Nwosu, Chijioke (57194639828)","47061493000; 57204729795; 57194639828","Bridging the labour market skills gap to tackle youth unemployment in South Africa","2022","Economic and Labour Relations Review","33","4","","786","805","19","1","10.1177/10353046221138400","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142758170&doi=10.1177%2f10353046221138400&partnerID=40&md5=12658df3fd0ff45e078fe2b6b6d53794","University of Johannesburg, South Africa; University of the Free State, South Africa","Habiyaremye A.; Habanabakize T., University of Johannesburg, South Africa; Nwosu C., University of the Free State, South Africa","South Africa has one of the world’s highest youth unemployment rates despite a high demand for skilled labour, because employability remains severely hampered by a persistent vertical skills mismatch. The flagship upskilling programme deployed by the government to enhance job readiness and enterprise development capabilities among rural youth has, however, shown mixed results. The slow uptakes of alumni calls into question the adequacy of the programme’s skills composition in resolving the labour market mismatch. Using the Outcome Mapping approach and probit estimation on self-reported skills improvements among programme participants, this study finds perceived improvements in non-technical skills to be associated with a higher likelihood of success in comparison to technical skills, both in securing a stable job and in launching a viable enterprise after completion of the programme. These findings confirm the growing importance of ‘soft skills’ in bolstering employability when jobs are scarce. They suggest the need for a stronger emphasis on this set of skills in upskilling programmes aimed to address unemployment challenges. JEL Codes: H42, H57, L26, O31, P37, C35. © The Author(s) 2022.","Enterprise development; Outcome Mapping; skills gap; youth unemployment","","","","","","Department of Land Reform and Rural Development; World Bank Group, WBG","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Data collection for this study was funded by The World Bank and The Department of Land Reform and Rural Development, South Africa.","Andreoni A., Tregenna F., Escaping the middle-income technology trap: A comparative analysis of industrial policies in China, Brazil and South Africa, Structural Change and Economic Dynamics, 54, pp. 324-340, (2020); Asaad R., Roudi-Fahimi F., Youth in the Middle East and North Africa: Demographic opportunity or challenge? Population Reference Bureau Policy Brief, (2007); Asai K., Breda T., Rain A., Et al., Education, skills and skill mismatch. 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Habiyaremye; email: habiyaremye@merit.unu.edu","","SAGE Publications Ltd","","","","","","10353046","","","","English","Econ. Labour Relat. Rev.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85142758170"
"Li X.; Pu R.; Liao H.","Li, Xiang (57938234600); Pu, Ruihui (57608185300); Liao, Hong (57991417500)","57938234600; 57608185300; 57991417500","The impacts of innovation capability and social adaptability on undergraduates’ employability: The role of self-efficacy","2022","Frontiers in Psychology","13","","954828","","","","1","10.3389/fpsyg.2022.954828","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143229859&doi=10.3389%2ffpsyg.2022.954828&partnerID=40&md5=24ca2aa1619d740d73da87bd0888595e","School of Foreign Languages and Cultures, Panzhihua University, Panzhihua, China; Faculty of Economics, Srinakharinwirot University, Bangkok, Thailand","Li X., School of Foreign Languages and Cultures, Panzhihua University, Panzhihua, China; Pu R., Faculty of Economics, Srinakharinwirot University, Bangkok, Thailand; Liao H., School of Foreign Languages and Cultures, Panzhihua University, Panzhihua, China","Introduction: As the world is consistently driven by the infusion of new-generation information technology and the knowledge economy, college students are placed under mounting pressure in developing occupation-related competencies. Their employability has been receiving growing concerns from stakeholders such as higher education institutions, governments, employers, parents, and even student groups themselves as it plays a decisive role in occupational success, social stability, and economic prosperity. Under the theoretical guidance of social cognitive theory, this study set out to investigate the cognitive and psychological mechanisms through which innovation capability, social adaptability, and self-efficacy influence the employability of college students. It also attempts to analyze the mediating role of self-efficacy in the relations between innovation capability, social adaptability, and employability which has been rarely studied in academia. Methods: A quantitative approach was employed in this study. Data was collected from 726 undergraduates from 9 higher education institutions in the mainland of China by questionnaire survey method. The research model showed a good fit (χ2/df=4.46, RMSEA=0.069, SRMR=0.049, GFI=0.934, CFI=0.965, NFI=0.955, TLI=0.955). Structural equation modeling (SEM) was applied to this study for data analysis. Results: The findings showed that innovation capability, social adaptability, and self-efficacy significantly and positively correlates with undergraduates’ employability. University students with stronger innovation capability, social adaptability, and self-efficacy tend to be more employable in the job market. Model 4 of SPSS PROCESS Macro revealed that self-efficacy played a mediating role in the correlation between innovation capability, social adaptability, and employability. Discussion: Undergraduates with higher levels of innovation capability and social adaptability are more confident in their abilities to take specific actions and achieve expected goals, which in turn intensifies their employability. The study suggests the possibility of improving undergraduates’ employability through positive interference of innovation capability, social adaptability, and self-efficacy in the era of information technology and knowledge-based economy. Copyright © 2022 Li, Pu and Liao.","employability; higher education; innovation capability; self-efficacy; social adaptability; undergraduates","","","","","","Soft Science Project of the Science and Technology Department of Sichuan Province, (22RKX0624)","This research was funded by the Soft Science Project of the Science and Technology Department of Sichuan Province (grant no.: 22RKX0624). ","Acar O.A., Tuncdogan A., Using the inquiry-based learning approach to enhance student innovativeness: a conceptual model, Teach. High. Educ, 24, pp. 895-909, (2019); Al-Jubari I., Shamsol Anuar S.N.B., Ahmad Suhaimi A.A.B., Mosbah A., The impact of career adaptability and social support on job search self-efficacy: a case study in Malaysia, J. Asian Fin. Econ. 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"Burland K.; Bennett D.; López-Íñiguez G.","Burland, Karen (7801496860); Bennett, Dawn (55574191781); López-Íñiguez, Guadalupe (55787046700)","7801496860; 55574191781; 55787046700","Validation of the Musical Identity Measure: Exploring musical identity as a variable across multiple types of musicians","2022","Musicae Scientiae","26","4","","704","728","24","3","10.1177/10298649221108576","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130598270&doi=10.1177%2f10298649221108576&partnerID=40&md5=ca579d91522257c7eba678774ddaae95","University of Leeds, United Kingdom; Bond University, Australia; University of the Arts Helsinki, Finland","Burland K., University of Leeds, United Kingdom; Bennett D., Bond University, Australia; López-Íñiguez G., University of the Arts Helsinki, Finland","This article introduces the validation of a Musical Identity Measure (MIM), developed to support individuals’ self-conceptions in relation to their musical activities (e.g., performance, composition, music technology). Initial model validation was carried out using a principal axis factor analysis with a diverse and international sample of 336 musicians. The factor analysis revealed a four-factor measure: Musical Calling, Musical Self-Efficacy, Emotional Attachment, and Growth Mindset. Confirmatory factor analysis with the 25-item measure suggested that the model fit would be improved with the removal of three items, resulting in the same four-factor model with 22 items. Further validation with a different dataset confirmed MIM as a strong fit as a bifactor model. Measurement invariance tests confirmed that the bifactor structure was the same for male and female participants; individual measurement invariance in relation to age could not be fully examined due to variance in group sizes. Subsequent analysis of variance (ANOVA) calculations suggested gender differences in musical self-efficacy and highlighted possible changes in MIM factors across the lifespan. MIM has the potential to provide individuals with insights into their motivations to engage with musical activities, to help identify areas requiring additional support or guidance, and to support future-oriented decision making. The measure may also support educators and researchers wishing to understand and support the processes of musical development and skill acquisition. © The Author(s) 2022.","arts; career identity; careers; creative industries, bifactor model, Confirmatory Factor Analysis; employability; music; musician","","","","","","","","Amir A., My music is me”: Musical presentation as a way of forming and sharing identity in music therapy group, Nordic Journal of Music Therapy, 21, 2, pp. 176-193, (2012); Austin J.R., The relationship of music self-esteem to degree of participation in school and out-of-school music activities among upper-elementary students, Contributions to Music Education, 17, pp. 20-31, (1990); Bailey B.A., Davidson J.W., Effects of group singing and performance for marginalized and middle-class singers, Psychology of Music, 33, pp. 269-303, (2005); Baltes B.B., Dickson M.W., Using life-span models in industrial-organizational psychology: The theory of selective optimization with compensation, Applied Developmental Science, 5, pp. 51-62, (2001); 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Burland; University of Leeds, United Kingdom; email: K.burland@leeds.ac.uk","","SAGE Publications Ltd","","","","","","10298649","","","","English","Musicae Scientiae","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85130598270"
"Fukuura Y.; Shigematsu Y.; Mizuochi Y.; Kakuma T.","Fukuura, Yoshitomo (57275238500); Shigematsu, Yukako (57274653400); Mizuochi, Yumi (57979521100); Kakuma, Tatsuyuki (7005355397)","57275238500; 57274653400; 57979521100; 7005355397","Assessing Continued Employability among People with Mental Illnesses: Development of a Scale in Japan","2022","International Journal of Environmental Research and Public Health","19","22","14786","","","","0","10.3390/ijerph192214786","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142539806&doi=10.3390%2fijerph192214786&partnerID=40&md5=cb19c03178044306daaacef3c48a10f5","Department of Nursing, Kurume University Graduate School of Medicine, 777-1 Higashikushiharamachi, Fukuoka, Kurume-shi, 830-0003, Japan; School of Nursing, Kurume University, 777-1 Higashikushiharamachi, Fukuoka, Kurume-shi, 830-0003, Japan; The Biostatistics Center, Kurume University, 777-1 Higashikushiharamachi, Fukuoka, Kurume-shi, 830-0003, Japan","Fukuura Y., Department of Nursing, Kurume University Graduate School of Medicine, 777-1 Higashikushiharamachi, Fukuoka, Kurume-shi, 830-0003, Japan; Shigematsu Y., School of Nursing, Kurume University, 777-1 Higashikushiharamachi, Fukuoka, Kurume-shi, 830-0003, Japan; Mizuochi Y., Department of Nursing, Kurume University Graduate School of Medicine, 777-1 Higashikushiharamachi, Fukuoka, Kurume-shi, 830-0003, Japan; Kakuma T., The Biostatistics Center, Kurume University, 777-1 Higashikushiharamachi, Fukuoka, Kurume-shi, 830-0003, Japan","Continued employment enables people with mental illnesses to maintain and improve their mental health, and its mutual understanding between them and their workplaces can help provide specific support and improve the work environment. Hence, this study developed a Continued Employability Scale to provide people with mental illnesses solutions for achieving continued employment and examined the scale’s reliability and validity. It is based on a conceptual analysis of the skills necessary for continued employment and comprises items related to continued employability and the consequences of continued employment. We performed conceptual analyses to prepare the item list, conducted the study using a questionnaire survey, and examined its content validity and reliability using factor analyses. The results showed that the developed scale, which can determine self-management, dedication to work, environmental adjustments, and expression of sincerity necessary for continued employment, was reliable and valid. This can be a potentially helpful tool for assessing the ability to continue working and help people with mental illnesses visualise their continued employability, clarify what is being assessed, and improve the self-management ability necessary for continued employment. Further, it can help people who support them at work and enable existing support and programs to function effectively. © 2022 by the authors.","assessment; continued employability; mental illness; scale development","Employment; Humans; Japan; Mental Disorders; Mental Health; Reproducibility of Results; Japan; assessment method; employment; mental health; workplace; adult; Article; content validity; employability; employment; female; human; human experiment; human relation; job stress; male; mental disease; questionnaire; self care; skill; team building; work capacity; work environment; Japan; mental health; psychology; reproducibility","","","","","Japan Society for the Promotion of Science, KAKEN, (JP20K02317)","Funding text 1: This work was supported by JSPS KAKENHI Grant Number JP20K02317. The funder had no role in study design, data collection, analysis, or writing.; Funding text 2: The authors are grateful to all the participants in the study. In addition, this study was supported by JSPS KAKENHI. ","Marwaha S., Johnson S., Schizophrenia and employment: A review, Soc. Psychiatry Psychiatr. Epidemiol, 39, pp. 337-349, (2004); Bond G.R., Drake R.E., Becker D.R., Generalizability of the Individual Placement and Support (IPS) model of supported employment outside the US, World Psychiatry, 11, pp. 32-39, (2012); Prior S., Maciver D., Aas R.W., Kirsh B., Lexen A., Van Niekerk L., Irvine Fitzpatrick L., Forsyth K., An enhanced individual placement and support (IPS) intervention based on the Model of Human Occupation (MOHO); A prospective cohort study, BMC Psychiatry, 20, (2020); Boardman J., Grove B., Perkins R., Shepherd G., Work and employment for people with psychiatric disabilities, Br. J. Psychiatry, 182, pp. 467-468, (2003); Liljeholm U., Bejerholm U., Work identity development in young adults with mental health problems, Scand. J. Occup. Ther, 27, pp. 431-440, (2020); Shaw W.S., Main C.J., Pransky G., Nicholas M.K., Anema J.R., Linton S.J., Employer Policies and Practices to Manage and Prevent Disability: Foreword to the Special Issue, J. Occup. Rehabil, 26, pp. 394-398, (2016); Tsang W.H.H., Pearson V., A conceptual framework for work-related social skills in psychiatric rehabilitation, J. Rehabil, 62, pp. 61-67, (1996); Lehman A.F., Goldberg R., Dixon L.B., McNary S., Postrado L., Hackman A., McDonnell K., Improving employment outcomes for persons with severe mental illnesses, Arch. Gen. Psychiatry, 59, pp. 165-172, (2002); Duchaine C.S., Aube K., Gilbert-Ouimet M., Vezina M., Ndjaboue R., Massamba V., Talbot D., Lavigne-Robichaud M., Trudel X., Pena-Gralle A.B., Et al., Psychosocial Stressors at Work and the Risk of Sickness Absence Due to a Diagnosed Mental Disorder: A Systematic Review and Meta-Analysis, JAMA Psychiatry, 77, pp. 842-851, (2020); van Ruitenbeek G.M.C., Zijlstra F.R.H., Hulsheger U.R., Predicting and Assessing Work Performance of People with Limited Work Capacity (LWC): A Multi-Wave, Multi-Source Study, J. Occup. Rehabil, 31, pp. 360-375, (2021); de Jonge J., Peeters M.C.W., The Vital Worker: Towards Sustainable Performance at Work, Int. J. Environ. Res. Public Health, 16, (2019); Dunn E.C., Wewiorski N.J., Rogers E.S., The meaning and importance of employment to people in recovery from serious mental illness: Results of a qualitative study, Psychiatr. Rehabil. J, 32, pp. 59-62, (2008); Clayton S., Barr B., Nylen L., Burstrom B., Thielen K., Diderichsen F., Dahl E., Whitehead M., Effectiveness of return-to-work interventions for disabled people: A systematic review of government initiatives focused on changing the behaviour of employers, Eur. J. Public Health, 22, pp. 434-439, (2012); Fukuura Y., Shigematsu Y., The Work Ability of People with Mental Illnesses: A Conceptual Analysis, Int. J. Environ. Res. Public Health, 18, (2021); Polit-O'Hara D., Beck C.T., Nursing Research: Generating and Assessing Evidence for Nursing Practice, pp. 360-839, (2021); DeVellis R.F., Thorpe C.T., Scale Development: Theory and Applications, (2022); Stuer D., De Vos A., Van der Heijden B.I.J.M., Akkermans J., A Sustainable Career Perspective of Work Ability: The Importance of Resources across the Lifespan, Int. J. Environ. Res. Public Health, 16, (2019); Frayne C.A., Geringer J.M., Self-management training for improving job performance: A field experiment involving salespeople, J. Appl. Psychol, 85, pp. 361-372, (2000); van Ruitenbeek G.M.C., Zijlstra F.R.H., Hulsheger U.R., The Development of an Instrument to Measure the Work Capability of People with Limited Work Capacity (LWC), J. Occup. Rehab, 29, pp. 163-174, (2019); Strauser D.R., The role of developmental work personality in the employment of individuals with psychiatric disabilities, Work, 32, pp. 171-177, (2009); Fadyl J.K., McPherson K.M., Schluter P.J., Turner-Stokes L., Factors contributing to work-ability for injured workers: Literature review and comparison with available measures, Disabil. Rehabil, 32, pp. 1173-1183, (2010); Abma F.I., Brouwer S., de Vries H.J., Arends I., Robroek S.J.W., Cuijpers M.P.J., van der Wilt G.J., Bultmann U., van der Klink J.J.L., The capability set for work: Development and validation of a new questionnaire, Scand. J. Work Environ. Health, 42, pp. 34-42, (2016); Slade M., Mental illness and well-being: The central importance of positive psychology and recovery approaches, BMC Health Serv. Res, 10, (2010); Michalak E.E., Yatham L.N., Maxwell V., Hale S., Lam R.W., The impact of bipolar disorder upon work functioning: A qualitative analysis, Bipolar Disord, 9, pp. 126-143, (2007); Danielsson L., Elf M., Hensing G., Strategies to keep working among workers with common mental disorders—A grounded theory study, Disabil. Rehabil, 41, pp. 786-795, (2019); Gould-Werth A., Morrison K., Ben-Shalom Y., Employers’ Perspectives on Accommodating and Retaining Employees with Newly Acquired Disabilities: An Exploratory Study, J. Occup. Rehabil, 28, pp. 611-633, (2018); Tsang H.W., Rehab rounds: Social skills training to help mentally ill persons find and keep a job, Psychiatr. Serv, 52, pp. 891-894, (2001); Jansen J., van Ooijen R., Koning P.W.C., Boot C.R.L., Brouwer S., The Role of the Employer in Supporting Work Participation of Workers with Disabilities: A Systematic Literature Review Using an Interdisciplinary Approach, J. Occup. Rehabil, 31, pp. 916-949, (2021); Bien T.H., Miller W.R., Tonigan J.S., Brief interventions for alcohol problems: A review, Addiction, 88, pp. 315-336, (1993); Conti D.J., Burton W.N., The economic impact of depression in a workplace, J. Occup. Med, 36, pp. 983-988, (1994); Matthews L.R., Gerald J., Jessup G.M., Exploring men’s use of mental health support offered by an Australian Employee Assistance Program (EAP): Perspectives from a focus-group study with males working in blue- and white-collar industries, Int. J. Ment. Health Syst, 15, (2021); Henderson M., Harvey S.B., Overland S., Mykletun A., Hotopf M., Work and common psychiatric disorders, J. R. Soc. Med, 104, pp. 198-207, (2011); Jones L., Losing Eden: Why Our Minds Need the Wild, (2021)","Y. Fukuura; Department of Nursing, Kurume University Graduate School of Medicine, Kurume-shi, 777-1 Higashikushiharamachi, Fukuoka, 830-0003, Japan; email: fukuura_yoshitomo@med.kurume-u.ac.jp","","MDPI","","","","","","16617827","","","36429523","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85142539806"
"Magaia A.","Magaia, Armando (58668690800)","58668690800","FINANCIAL MATTERS AFFECTING MOZAMBICAN PROFESSIONAL TRANSLATORS AND INTERPRETERS: A SURVEY","2022","Translation Matters","4","2","","78","89","11","0","10.21747/21844585/tm4_2a6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175111269&doi=10.21747%2f21844585%2ftm4_2a6&partnerID=40&md5=e05013d54d882372663f91947b0b78c5","Eduardo Mondlane University, Mozambique","Magaia A., Eduardo Mondlane University, Mozambique","This study investigates the financial challenges affecting translators and interpreters in Mozambique. Specifically, the study seeks to describe the Mozambican translators’ and interpreters’ business context. By means of a survey questionnaire, qualitative and quantitative data was collected from 42 participants. Data analysis led to the conclusion that Mozambican translators and interpreters are relatively young adults, who mostly offer freelance services on a part-time basis while holding a full-time job elsewhere, and that few of them have a pension scheme. It also identifies two distinct levels of income amongst these professionals. These findings highlight the need to equip translation and interpreting students with skills beyond their field of expertise to enhance graduate employability. © 2022, University of Porto Faculty of Arts and Humanities. All rights reserved.","Financial Security; Translation and Interpreting; Translation and Interpreting Service Provision; Translator and Interpreter Training; Translators and Interpreters","","","","","","","","Arnold D. J., Balkan L., Meijer S., Humphreys R. L., Sadler L., Machine translation: an introductory guide, (1994); Baker M., In other words: a coursebook on translation, (2011); Chesterman A., Memes of translation: the spread of ideas in translation theory, (2000); Cravo A., Neves J., Action research in translation studies, JoSTrans The Journal of Specialized Translation, 7, pp. 92-107, (2007); Kelly D., A handbook for translator trainers, (2005); Magaia A. A., In search of effective training models for Mozambican translators and interpreters, (2018); Nintai M. N., Translating African literature from French into English, Teaching translation and interpreting, 2, pp. 41-46, (1994); Nord C., Training functional translators, Training for the new millennium: pedagogies for translation and interpreting, pp. 209-223, (2005); Owens R., Training, The translator´s handbook, pp. 27-43, (1996); Picken C., Careers and career development, The translator´s handbook, pp. 45-63, (1996); Rico C., Translator training in the European higher education area, The interpreter and translator trainer, 4, 1, pp. 89-114, (2010); Schroder C., Organisations for translators, The translator´s handbook, pp. 65-99, (1996); Weschke L., Educating the client, The translator´s handbook, pp. 149-172, (1996)","A. Magaia; Eduardo Mondlane University, Mozambique; email: armando.a.magaia@uem.ac.mz","","University of Porto Faculty of Arts and Humanities","","","","","","21844585","","","","English","Transl. Matter.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85175111269"
"Schmidt D.; Duncanson K.; Webster E.; Saurman E.; Lyle D.","Schmidt, David (57158409200); Duncanson, Kerith (55350297500); Webster, Emma (15766574400); Saurman, Emily (36657704200); Lyle, David (7003315747)","57158409200; 55350297500; 15766574400; 36657704200; 7003315747","Critical realist exploration of long-term outcomes, impacts and skill development from an Australian Rural Research Capacity Building Programme: a qualitative study","2022","BMJ Open","12","12","e065972","","","","2","10.1136/bmjopen-2022-065972","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144522959&doi=10.1136%2fbmjopen-2022-065972&partnerID=40&md5=de65ba0b68f72ab6a5c347071be4ca03","Rural And Remote Portfolio, Nsw Health Education And Training Institute, Gladesville, NSW, Australia; School Of Public Health, The University Of Sydney, Sydney, NSW, Australia; School Of Rural Health, The University Of Sydney, Dubbo, NSW, Australia; Department Of Rural Health, The University Of Sydney, Broken Hill, NSW, Australia","Schmidt D., Rural And Remote Portfolio, Nsw Health Education And Training Institute, Gladesville, NSW, Australia, School Of Public Health, The University Of Sydney, Sydney, NSW, Australia; Duncanson K., Rural And Remote Portfolio, Nsw Health Education And Training Institute, Gladesville, NSW, Australia; Webster E., School Of Rural Health, The University Of Sydney, Dubbo, NSW, Australia; Saurman E., Department Of Rural Health, The University Of Sydney, Broken Hill, NSW, Australia; Lyle D., Department Of Rural Health, The University Of Sydney, Broken Hill, NSW, Australia","Objectives Research capacity building programmes usually only examine short-term outcomes, following up participants after 1 or 2 years. Capacity building in health research requires a long-term view to understand the influence and impact of capacity building endeavours. This study examined long-term outcomes for individuals regarding the maintenance and use of research skills and the conduct of real-world research in a rural area. We also explored the changes individuals had seen in their career, work team or organisation as a result of this training. Design A qualitative study underpinned by critical realism and based on interviews and focus groups with graduates of the Rural Research Capacity Building Programme (RRCBP), a researcher development programme that has been delivered since 2006. Setting Rural and remote areas of New South Wales, Australia. Participants 22 graduates of the RRCBP from the 2006 to 2015 cohorts (20 female, 2 male). All were experienced rural-based health workers at the time of training. Results Focus groups and interviews yielded three themes about capacity building outcomes: (1) developed research capable individuals; (2) embedded research capability into teams and (3) real-world research that makes a difference within an organisation. Conclusions Research training improved graduates' skill, experience, confidence and employability. Research capable individuals enabled others, enhancing team research capacity and raising the profile of research within their organisation. Training in research, alongside tangible organisational support for research activity, creates real-world impacts for policy and clinical practice. Providing ongoing opportunities for researchers to undertake research would enhance return on investment and assist with retention of experienced staff. © Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.","education & training (see medical education & training); medical education & training; organisational development","Australia; Capacity Building; Female; Humans; Male; New South Wales; Qualitative Research; Rural Health; Rural Health Services; adult; article; Australia; capacity building; career; clinical practice; cohort analysis; controlled study; education; employability; female; health care personnel; human; interview; investment; male; medical education; New South Wales; organizational development; outcome assessment; qualitative research; rural area; skill; qualitative research; rural health; rural health care","","","","","NSW Ministry of Health","This work was supported by New South Wales Health. Award/Grant numbers are not applicable. ","Rural & remote health, (2019); Dunbar J.A., Building capacity for rural and remote research, Aust J Rural Health, 18, (2010); Taylor J., Hughes C., Petkov J., Et al., Unique issues in research and evaluation in rural and remote locations: is there a place for specific research training?, Rural Remote Health, 5, pp. 351-362, (2005); Lionis C., Dumitra G., Kurpas D., Building research capacity in rural health settings: barriers, priorities and recommendations for practitioners, Aust J Rural Health, pp. 301-302, (2018); Bailey J., Veitch C., Crossland L., Et al., Developing research capacity building for Aboriginal & Torres Strait Islander health workers in health service settings, Rural Remote Health, 6, (2006); Birden H.H., The researcher development program: how to extend the involvement of Australian general practitioners in research?, Rural Remote Health, 7, (2007); Fraser J.D., Hawkins A., Alexander C., Et al., The impact of the research methods support structure on research capacity in rural New South Wales, Aust Health Rev, 30, pp. 427-434, (2006); Gausia K., Thompson S.C., Lindeman M.A., Et al., Contribution of university departments of rural health to rural health research: an analysis of outputs, Aust J Rural Health, 23, pp. 101-106, (2015); Grundy J., Johnston F., Building research capacity in primary health care settings in the Northern Territory, Aust J Prim Health, 9, pp. 9-17, (2003); McIntyre E., Saltman D., Traynor V., Et al., Building research capacity in Australian departments of general practice and rural health: a document review of annual reports, PHC, 8, pp. 3-11, (2007); Webster E., Thomas M., Ong N., Et al., Rural research capacity building program: capacity building outcomes, Aust J Prim Health, 17, pp. 107-113, (2011); Wolfenden L., Yoong S.L., Williams C.M., Et al., Embedding researchers in health service organizations improves research translation and health service performance: the Australian Hunter New England population health example, J Clin Epidemiol, 85, pp. 3-11, (2017); Moran A., Haines H., Raschke N., Et al., Mind the gap: is it time to invest in embedded researchers in regional, rural and remote health services to address health outcome discrepancies for those living in rural, remote and regional areas?, Aust J Prim Health, 25, pp. 104-107, (2019); Cooke J., Gardois P., Booth A., Uncovering the mechanisms of research capacity development in health and social care: a realist synthesis, Health Res Policy Syst, 16, (2018); Ramkalawan T., Dieppe P., Research capacity development and training, J Health Serv Res Policy, 13, pp. 6-11, (2008); Bilardi D., Rapa E., Bernays S., Et al., Measuring research capacity development in healthcare workers: a systematic review, BMJ Open, 11, (2021); Fradgley E.A., Karnon J., Roach D., Et al., Taking the pulse of the health services research community: a cross-sectional survey of research impact, barriers and support, Aust Health Rev, 44, pp. 160-167, (2020); Schmidt D.D., Webster E., Duncanson K., Building research experience: impact of a novice researcher development program for rural health workers, Aust J Rural Health, 27, pp. 392-397, (2019); Schmidt D., Reyment J., Kirby S., Et al., The place of research in the rural health workplace structure: a content analysis of a rural health organisation's strategic and operational documents, Rural Remote Health, 20, (2020); Schmidt D., Robinson K., Webster E., Factors influencing attrition from a researcher training program, International Journal for Researcher Development, 5, pp. 56-67, (2014); Schmidt D.D., Kirby S., A modular approach to rural and remote research education: a project report, Rural Remote Health, 16, (2016); Cameron H.E., Boreland F.T., Morris J.R., Et al., New South Wales and Australian Capital Territory researcher development program 2005-07: modest investment, considerable outcomes, Aust J Prim Health, 19, pp. 59-67, (2013); Duncanson K., Webster E.L., Schmidt D.D., Impact of a remotely delivered, writing for publication program on publication outcomes of novice researchers, Rural Remote Health, 18, (2018); Ajjawi R., Crampton P.E.S., Rees C.E., What really matters for successful research environments? A realist synthesis, Med Educ, 52, pp. 936-950, (2018); Tikly L., What works, for whom, and in what circumstances? Towards a critical realist understanding of learning in international and comparative education, Int J Educ Dev, 40, pp. 237-249, (2015); Pope C., Ziebland S., Mays N., Analysing qualitative data, British Medical Journal, 320, pp. 114-116, (2000); Cooke J., A framework to evaluate research capacity building in health care, BMC Fam Pract, 6, (2005); Fischer C.T., Bracketing in qualitative research: conceptual and practical matters, Psychother Res, 19, pp. 583-590, (2009); Christie M., Carey M., Robertson A., Et al., Putting transformative learning theory into practice, Australian journal of adult learning, 55, pp. 9-30, (2015); Matus J., Walker A., Mickan S., Research capacity building frameworks for allied health professionals-a systematic review, BMC Health Serv Res, 18, (2018); Paradis G., Hamelin A.-M., Malowany M., Et al., The University-Public health partnership for public health research training in Quebec, Canada, Am J Public Health, 107, pp. 100-104, (2017); Matus J., Wenke R., Hughes I., Et al., Evaluation of the research capacity and culture of allied health professionals in a large regional public health service, J Multidiscip Healthc, 12, pp. 83-96, (2019); Raschke N., The perceived research capacity and culture within non-metropolitan local health districts in NSW, (2017); Sarre G., Cooke J., Developing indicators for measuring research capacity development in primary care organizations: a consensus approach using a nominal group technique, Health Soc Care Community, 17, pp. 244-253, (2009); Schmidt D., Reyment J., Webster E., Et al., Workplace-Based health research training: a qualitative study of perceived needs in a rural setting, Health Res Policy Syst, 18, (2020)","D. Schmidt; Rural And Remote Portfolio, Nsw Health Education And Training Institute, Gladesville, Australia; email: David.Schmidt@health.nsw.gov.au","","BMJ Publishing Group","","","","","","20446055","","","36600329","English","BMJ Open","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85144522959"
"Henrickson L.; Jephcote W.; Comissiong R.","Henrickson, Leah (57202372251); Jephcote, William (57761374400); Comissiong, Rhys (57761475500)","57202372251; 57761374400; 57761475500","Soft skills, stories, and self-reflection: Applied digital storytelling for self-branding","2022","Convergence","28","6","","1577","1597","20","2","10.1177/13548565221091517","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132658435&doi=10.1177%2f13548565221091517&partnerID=40&md5=f4bc07fe6f24e361c73f33ab9be787c2","University of Leeds, United Kingdom; WITO, United Kingdom","Henrickson L., University of Leeds, United Kingdom; Jephcote W., WITO, United Kingdom; Comissiong R., WITO, United Kingdom","This paper documents an analytical autoethnographic approach to the development of a digital storytelling (DST) app for enhancing young adults’ employability prospects. Development is rooted in the classical DST approach proposed by StoryCenter Founding Director Joe Lambert. Blending theoretical consideration and empirical user testing (individual user observations and a co-creation workshops), we affirm the value of DST – and classical DST especially – for facilitating critical self-reflection and self-branding. By structuring discussion using Lambert’s seven steps of classical DST, we highlight how particular design decisions have promoted enjoyable and effective storytelling, recognizing both user preference and empirically demonstrated usage. This paper is the result of a positive interdisciplinary academic-industrial partnership. © The Author(s) 2022.","Autoethnography; digital cultures; digital storytelling; self-branding; self-reflection; skills development","","","","","","Leeds Arts and Humanities Research Institute","The author(s) disclosed receipt of the following financial support for the research, authorship and/or publication of this article: This work was supported by the Leeds Arts and Humanities Research Institute Interdisciplinary Research and Impact Fund for Culture.","Aghina W., Ahlback K., De Smet A., Et al., The Five Trademarks of Agile Organizations, (2018); Anderson L., Analytic autoethnography, Journal of Contemporary Ethnography, 35, 4, pp. 373-395, (2006); Bandyopadhyay S., Szostek J., Thinking critically about critical thinking: assessing critical thinking of business students using multiple measures, Journal of Education for Business, 94, 4, pp. 259-270, (2019); Bruner J., Life as narrative, Social Research, 54, 1, pp. 11-32, (1987); Burke M.E., O'Callaghan S., Quigley M., The business of digital storytelling, Journal of Systems and Information Technology, 15, 4, pp. 347-367, (2013); Chhinzer N., Russo A.M., An exploration of employer perceptions of graduate student employability, Education + Training, 60, 1, pp. 104-120, (2018); Chritton S., Personal Branding for Dummies, (2014); Clark W., Couldry N., MacDonald R., Et al., Digital platforms and narrative exchange: hidden constraints, emerging agency, New Media & Society, 17, 6, pp. 919-938, (2015); Coghlan D., Shani A.B., Developing the practice of leading change through insider action research: a dynamic capability perspective, The SAGE Handbook of Action Research, pp. 47-54, (2015); Copeland S., de Moor A., Community digital storytelling for collective intelligence: towards a storytelling cycle of trust, Ai & Society, 33, pp. 101-111, (2018); Couldry N., Mediatization or mediation? Alternative understandings of the emergent space of digital storytelling, New Media & Society, 10, 3, pp. 373-391, (2008); Cunsolo Willox A., Harper S.L., Edge V.L., Et al., Storytelling and Digital Media Lab and Rigolet Inuit Community, 13, 2, pp. 127-147, (2012); Dalio R., Values are the deep-seated beliefs…, (2019); Digital storytelling, (2018); Ellis C., The Ethnographic I: A Methodological Novel about Autoethnography, (2004); Ennis R.H., Weir E., The Ennis-Weir Critical Thinking Essay Test, (1985); Eubanks Davis A., How your unique story can get you hired, (2020); Goldman S., Bullock Zielezinski M., 3 The production of learning stories through comic making, Deep Stories: Practicing, Teaching, and Learning Anthropology with Digital Storytelling, pp. 36-59, (2017); Gottschall J., The Storytelling Animal: How Stories Make Us Human, (2012); User research using moderated usability testing, (2017); Gregori-Signes C., Pennock-Speck B., Digital storytelling as a genre of mediatized self-representations: an introduction. 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How compelling self-storytelling builds digital personal reputation, Journal of Interactive Marketing, 35, pp. 44-55, (2016); Ross I., Digital storytelling for mining, Northern Ontario Business, 39, 1011, (2019); Schmoelz A., Enabling co-creativity through digital storytelling in education, Thinking Skills and Creativity, 28, pp. 1-13, (2018); Sieben J.M., Heeneman S., Verheggen M.M., Et al., Can concept mapping support the quality of reflections made by undergraduate medical students? A mixed method study, Medical Teacher, 43, 4, pp. 388-396, (2021); Spurgeon C., Burgess J., Making media participatory: digital storytelling, The Routledge Companion to Alternative and Community Media, pp. 403-413, (2015); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers’ perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Thumim N., ‘Everyone has a story to tell’, International Journal of Cultural Studies, 12, 6, pp. 617-638, (2009); An enhanced narrative CV template for the research community, (2021); Watson G., Glaser E., Watson-Glaser Critical Thinking Appraisal – UK Edition, (2002); Williams B.T., The truth in the tale: race and ‘counterstorytelling’ in the classroom, Journal of Adolescent & Adult Literacy, 48, 2, pp. 164-169, (2004); Worcester L., Reframing digital storytelling as co-creative, IDS Bulletin, 43, 5, pp. 91-97, (2012)","L. Henrickson; University of Leeds, United Kingdom; email: l.r.henrickson@leeds.ac.uk","","SAGE Publications Ltd","","","","","","13548565","","","","English","Convergence","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85132658435"
"Tran L.T.; Bui H.; Tan G.; Rahimi M.","Tran, Ly Thi (35335429400); Bui, Huyen (57219381996); Tan, George (57189639323); Rahimi, Mark (56903767700)","35335429400; 57219381996; 57189639323; 56903767700","""It is not O.K to think that you are good just because you have graduated from overseas"": Agency and contextual factors affecting Vietnamese returning graduates","2022","International Migration","60","6","","43","59","16","5","10.1111/imig.12954","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123255508&doi=10.1111%2fimig.12954&partnerID=40&md5=71c3570b6e79ff19e116897a025bf2b4","School of Education, Deakin University, Burwood, VIC, Australia; Northern Institute, Charles Darwin University, Casuarina, Australia","Tran L.T., School of Education, Deakin University, Burwood, VIC, Australia; Bui H., School of Education, Deakin University, Burwood, VIC, Australia; Tan G., Northern Institute, Charles Darwin University, Casuarina, Australia; Rahimi M., School of Education, Deakin University, Burwood, VIC, Australia","Over the past decade, a growing number of graduates, originally from key source countries of international students such as China and Viet Nam, have returned home after graduation from overseas universities. In particular, there seems to be a recent surge in the number of international graduates heading home due to the high unemployment, tightening migration, rising national protectionism and emerging challenges, exacerbated by the COVID-19 pandemic, in major host countries such as Australia, the UK and the United States. While there has been emerging empirical research on international returning graduates’ contributions to their home country development, little is known about graduates’ own perceptions of the impacts of the contextual factors on their homecoming decision and their home labour market navigation. Draving on a qualitative study, this article responds to this critical gap in the literature by conceptualising returnee employability as a dynamic interactive process between multiple forces in the host and home labour markets and broader socio-economic contexts, and between these forces and returnee agency. It identified interrelated contextual factors in the host and home contexts that drive Vietnamese graduates home, including challenges in securing migration, and insecure job prospects facing them in Australia and simultaneously, greater employment and business opportunities at home. In particular, the study found that contextual factors such as sector characteristics, types of employers, economic performance and cultural practices create an institutional environment, in which returnees’ agency is enacted, resulting in different returnees’ labour market navigation experiences and employment outcomes. Significant recommendations for key stakeholders in both home and host countries to support international graduate employability are provided. © 2021 The Authors. International Migration © 2021 IOM.","","Australia; China; United Kingdom; United States; Viet Nam; employment; labor market; return migration; student; university sector","","","","","","","International student data 2019, (2019); Shaping A Nation: Population growth and immigration over time, (2018); Market action plan – Vietnam, (2019); Bandura A., Social cognitive theory: an agentic perspective, Annual Review of Psychology, 52, (2001); Bandura A., Toward a psychology of human agency, Perspectives on Psychological Science, 1, pp. 164-180, (2006); Becker G.S., Human capital: a theoretical and empirical analysis, with special reference to education, (1993); Berquist B., Hall R., Tran L., Shields H., Stern V., Morris-Lange S., Global perspectives on international student employability, (2019); Biesta G., Tedder M., Agency and learning in the lifecourse: towards an ecological perspective, Studies in the Education of Adults, 39, pp. 132-149, (2007); Blackmore J., Gribble C., Farrell L., Rahimi M., Arber R., Devlin M., Australian international graduates and the transition to employment: Final report, (2014); Blackmore J., Gribble C., Rahimi M., International education, the formation of capital and graduate employment: Chinese accounting graduates’ experiences of the Australian labour market, Critical Studies in Education, 58, pp. 69-88, (2017); Bodewig C., Badiani-Magnusson R., Macdonald R.K., Newhouse D., Rutkowski J., Skilling up Vietnam: preparing the workforce for a modern market economy, (2014); Bourdieu P., The forms of capital, Handbook of theory and research for the sociology of education, (1986); Brown P., Lauder H., Ashton D.N., The global auction: the broken promises of education, jobs, and incomes, (2012); Cai Y., Graduate employability: a conceptual framework for understanding employers’ perceptions, The International Journal of Higher Education Research, 65, pp. 457-469, (2013); Cannon R., The Outcomes of an international education for Indonesian graduates: the third place?, Higher Education Research & Development, 19, pp. 357-379, (2000); Canada lost nearly 2 million jobs in April amid COVID-19 crisis: statistics Canada, (2020); Chan Y.W., Tran T.L.T., Recycling migration and changing nationalisms: the Vietnamese return diaspora and reconstruction of Vietnamese nationhood, Journal of Ethnic and Migration Studies, 37, pp. 1101-1117, (2011); Chen Q.A., Globalization and transnational academic mobility the experiences of Chinese academic returnees, (2017); Chi K., Lan N., Low in number [Online], Vietnam Economic times, (2018); Dam H., Chan J., Wayland S., Missed opportunity: International students in Canada face barriers to permanent residence, Journal of International Migration and Integration, 19, 4, pp. 891-903, (2018); Student visa and Temporary Graduate visa program report, (2018); Docquier F., Rapoport H., Globalization, brain drain, and development, Journal of Economic Literature, 50, 3, pp. 681-730, (2012); Emirbayer M., Mische A., What is agency?, American Journal of Sociology, 103, pp. 962-1023, (1998); Thông cáo báo chí Sách trắng doanh nghiệp Việt Nam năm 2020, (2020); Gribble C., Tran L.T., Connecting and reconnecting with Vietnam: migration, Vietnamese overseas communities and social media, Multiethnic Southeast Asia and Social Media: Identity, Ethnicity, Community and Migration, 1, pp. 63-86, (2016); Hao J., Welch A., A tale of sea turtles: Job-seeking experiences of Hai Gui (High-skilled returnees) in China, Higher Education Policy, 25, pp. 243-260, (2012); Hao J., Wen W., Welch A., When sojourners return: Employment opportunities and challenges facing high-skilled Chinese returnees, Asian and Pacific Migration Journal, 25, 1, pp. 22-40, (2016); Hao X., Yan K., Guo S., Wang M., Chinese returnees’ motivation, post-return status and impact of return: a systematic review, Asian and Pacific Migration Journal, 26, pp. 143-157, (2017); Harvey W.S., British and Indian scientists in Boston considering returning to their home countries, Population, Space and Place, 15, 6, pp. 493-508, (2009); Hawthorne L., To A., Australian employer response to the study-migration pathway: the quantitative evidence 2007–2011, International Migration, 52, pp. 99-115, (2014); Hodgson G.M., What are institutions?, Journal of Economic Issues, 40, pp. 1-25, (2006); Hoffman A.W., From heresy to dogma: an institutional history of corporate environmentalism, (1997); Jackson D., Fritze J., Collins M., Trump issues executive order limiting temporary work visas [Online], USA Today, (2020); Klemencic M., What is student agency? An ontological exploration in the context of research on student engagement, (2015); Lim D., Economic growth and employment in Vietnam, (2014); Lincoln Y., Guba E., Naturalistic inquiry, (1985); Miller M., Pandemic crisis: Tens of thousands of UK job losses announced, (2020); News V., Việt Nam’s GDP jumps 7.02 per cent in 2019, (2020); Nguyen C.H., Vietnamese international student mobility: Past and current trends, Asian Education and Development Studies, 2, 2, pp. 127-148, (2013); Nguyen H., The story of ""economic drivers"". Chuyện “đầu tàu kinh tế, (2019); Education at a glance 2011: OECD indicators, (2011); Pham A., Employers’ perspectives on Vietnamese returnee students, Internationalisation in Vietnamese higher education, (2018); Pham L., Improving the contribution of returning students to SDGs, (2019); Quy N., Vietnamese students spend $881 million on US education in 2017, (2018); Nhân lực ngành tài chính – ngân hàng: Thừa nhân sự, thiếu kinh nghiệm, (2019); Scott W.R., Institutional theory, Encyclopedia of social theory, (2005); Scott W.R., Crafting an analytic framework I: Three pillars of institutions, Institutions and organizations: ideas and interests, pp. 47-72, (2008); Tacoli C., Mabala R., Exploring mobility and migration in the context of rural—urban linkages: why gender and generation matter, Environment and Urbanization, 22, pp. 389-395, (2010); Hồ Chí Minh city tops nation in foreign investment attraction, Vietnam Investment Review, (2019); Australia loses 227,000 more jobs, taking unemployment to 7.1%, (2020); Financial sector assessment vietnam, (2014); Vietnam overview, (2019); Tomlinson M., Introduction: graduate employability in context: charting a complex, contested and multi-faceted policy and research field, Graduate employability in context: theory, research and debate, (2017); Tran L.T., Blackmore J., Rahimi M., “You are not as localised as I need”: employability of Chinese returning graduates, Higher Education, Skills and Work-Based Learning, 11, 5, pp. 949-965, (2021); Tran L.T., Bui H.T.N., International graduates: navigating the host and home labour markets, (2019); Tran L.T., Bui H., International graduate returnees’ accumulation of capitals and (re)positioning in the home labour market in Vietnam: the explorer, the advancer or the adventurer?, Journal of Education and Work, 34, 4, pp. 544-557, (2021); Tran L., Marginson S., Do H., Do Q., Le T., Nguyen N., Et al., Higher education in Vietnam: Flexibility, mobility and practicality in the global knowledge economy, (2014); Tran L.T., Nguyen N.T., The cosmopolitan sojourners: Understanding Chinese, Korean and Vietnamese students’ motivations to study overseas using Bourdieu's work, Handbook on comparative and international studies in education, pp. 561-584, (2016); Tran L.T., Phan H., Tan G., Rahimi T., ‘I changed my strategy and looked for jobs on Gumtree’: the ecological circumstances and international graduates’ agency and strategies to navigate the Australian labour market, Compare: A Journal of Comparative and International Education, pp. 1-19, (2020); Tran L., Rahimi M., Tan G., Temporary graduatification: impacts of post-study work rights policy in Australia, (2019); Tran L.T., Rahimi M., Tan G., Dang X.T., Le N., Post-study work for international graduates in Australia: opportunity to enhance employability, get a return on investment or secure migration?, Globalisation, Societies and Education, 18, pp. 495-510, (2020); Tran L.T., Vu T., ‘Agency in mobility’: An examination of student agency in transnational education, Educational Review, 28, 3, pp. 283-303, (2017); Tu M., Nehring D., Remain, return, or re-migrate? The (Im) mobility trajectory of Mainland Chinese students after completing their education in the UK, International Migration, 58, pp. 43-57, (2020); Wiers-Jenssen J., Does higher education attained abroad lead to international jobs?, Journal of Studies in International Education, 12, pp. 101-130, (2008); Xiong W., Mok K.H., Critical reflections on mainland china and Taiwan overseas returnees job searches and career development experiences in the rising trend of anti-globalisation, Higher Education Policy, 33, 3, pp. 413-436, (2020)","L.T. Tran; School of Education, Deakin University, Burwood, Australia; email: ly.tran@deakin.edu.au","","John Wiley and Sons Inc","","","","","","00207985","","","","English","Int. Migr.","Article","Final","","Scopus","2-s2.0-85123255508"
"Gunning T.K.; Conlan X.A.; Collins P.K.; Bellgrove A.; Antlej K.; Cardilini A.P.A.; Fraser C.L.","Gunning, Tiffany K. (28567731600); Conlan, Xavier A. (12791651000); Collins, Paul K. (55561642600); Bellgrove, Alecia (6508186645); Antlej, Kaja (36462356200); Cardilini, Adam P. A. (55062212100); Fraser, Catherine L. (54974812300)","28567731600; 12791651000; 55561642600; 6508186645; 36462356200; 55062212100; 54974812300","Who engaged in the team-based assessment? Leveraging EdTech for a self and intra-team peer-assessment solution to free-riding","2022","International Journal of Educational Technology in Higher Education","19","1","38","","","","2","10.1186/s41239-022-00340-y","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134045574&doi=10.1186%2fs41239-022-00340-y&partnerID=40&md5=610a2439b82e6cef5ceaf974ddcd529c","Faculty of Science, Engineering and Built Environment, Deakin University, Geelong, Australia; School of Life and Environmental Sciences, Deakin University, Geelong, Australia; School of Engineering, Deakin University, Geelong, Australia; School of Life and Environmental Sciences, Centre for Integrative Ecology, Deakin University, Warrnambool, Australia","Gunning T.K., Faculty of Science, Engineering and Built Environment, Deakin University, Geelong, Australia; Conlan X.A., School of Life and Environmental Sciences, Deakin University, Geelong, Australia; Collins P.K., School of Engineering, Deakin University, Geelong, Australia; Bellgrove A., School of Life and Environmental Sciences, Centre for Integrative Ecology, Deakin University, Warrnambool, Australia; Antlej K., School of Engineering, Deakin University, Geelong, Australia; Cardilini A.P.A., School of Life and Environmental Sciences, Deakin University, Geelong, Australia; Fraser C.L., Faculty of Science, Engineering and Built Environment, Deakin University, Geelong, Australia","A STEM-based faculty in an Australian university leveraged online educational technology to help address student and academic concerns associated with team-based assessment. When engagement and contribution of all team members cannot be assured, team-based assessment can become an unfair and inaccurate measure of student competency. This case study explores the design and capacity of an online self and intra-team peer-assessment of teamwork strategy to measure student engagement and enable peers to hold each other accountable during team-based assessments. Analysis of student interactions across 39 subjects that implemented the strategy in 2020, revealed that an average of 94.4% of students completed the self and intra-team peer-assessment task when designed as part of a summative team-based assessment. The analysis also revealed that an average of 10.3% of students were held accountable by their peers, receiving feedback indicating their teamwork skills and behaviours were below the required minimum standard. Furthermore, the strategy was successfully implemented in cohorts ranging from seven to over 700 students, demonstrating scalability. Thus, this online self and intra-team peer-assessment strategy provided teaching teams with evidence of student engagement in a team-based assessment while also enabling students to hold each other accountable for contributing to the team task. Lastly, as the online strategy pairs with any discipline-specific team-based assessment, it provided the faculty with a method that could be used consistently across its schools to support management and engagement in team-based assessments. © 2022, The Author(s).","Academic integrity; Collaboration; EdTech; Employability; Free-riding; Higher education; Self- and peer-assessment; STEM; Team-based assessment; Teamwork","","","","","","Deakin Learning Futures; Deakin University","We acknowledge the support and guidance of Professor Malcolm Campbell, Dr Kimberley James and the scores of academics who have helped shape this strategy at Deakin University. We thank the developers and support team at FeedbackFruits and acknowledge the Deakin Learning Futures team who provided the opportunity and support to work with FeedbackFruits.","Adachi C., Tai J.H.-M., Dawson P., Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education, Assessment & Evaluation in Higher Education, 43, 2, pp. 294-306, (2018); Basilotta-Gomez-Pablos V., Matarranz M., Casado-Aranda L.-A., Otto A., Teachers’ digital competencies in higher education: A systematic literature review, International Journal of Educational Technology in Higher Education, 19, 1, pp. 1-16, (2022); Biggs J., Enhancing teaching through constructive alignment, Higher Education, 32, 3, pp. 347-364, (1996); Black P., Wiliam D., Classroom assessment and pedagogy, Assessment in Education: Principles, Policy & Practice, 25, 6, pp. 551-575, (2018); Boud D., Falchikov N., Quantitative studies of student self-assessment in higher education: A critical analysis of findings, Higher Education, 18, 5, pp. 529-549, (1989); Boud D., Falchikov N., Aligning assessment with long-term learning, Assessment & Evaluation in Higher Education, 31, 4, pp. 399-413, (2006); Bretag T., Harper R., Burton M., Ellis C., Newton P., Rozenberg P., Saddiqui S., van Haeringen K., Contract cheating: A survey of Australian university students, Studies in Higher Education, 44, 11, pp. 1837-1856, (2019); Deakin Online Student Evaluations System, (2021); Deakin Graduate Learning Outcomes, (2021); Dodd R.H., Dadaczynski K., Okan O., McCaffery K.J., Pickles K., Psychological wellbeing and academic experience of University Students in Australia during COVID-19, International Journal of Environmental Research and Public Health, 18, 3, (2021); Edmondson A., Psychological safety and learning behavior in work teams, Administrative Science Quarterly, 44, 2, pp. 350-383, (1999); ). 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Itnews, (2020); Jonsson A., Rubrics as a way of providing transparency in assessment, Assessment & Evaluation in Higher Education, 39, 7, pp. 840-852, (2014); Kruger J., Dunning D., Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments, Journal of Personality and Social Psychology, (1999); Lejk M., Wyvill M., Farrow S., A survey of methods of deriving individual grades from group assessments, Assessment & Evaluation in Higher Education, 21, 3, pp. 267-280, (1996); Lepine J.A., Piccolo R.F., Jackson C.L., Mathieu J.E., Saul J.R., A meta-analysis of teamwork processes: Tests of a multidimensional model and relationships with team effectiveness criteria, Personnel Psychology, 61, 2, pp. 273-307, (2008); Maiden B., Perry B., Dealing with free-riders in assessed group work: Results from a study at a UK university, Assessment and Evaluation in Higher Education, 36, 4, pp. 451-464, (2011); Marks M.A., Mathieu J.E., Zaccaro S.J., A temporally based framework and taxonomy of team processes, Academy of Management Review, 26, 3, pp. 356-376, (2001); Martin L., Mahat M., The assessment of learning outcomes in Australia: Finding the Holy Grail, AERA Open, 3, 1, (2017); Meijer H., Hoekstra R., Brouwer J., Strijbos J.-W., Unfolding collaborative learning assessment literacy: A reflection on current assessment methods in higher education, Assessment & Evaluation in Higher Education, 45, 8, pp. 1222-1240, (2020); Molloy E., Boud D., Henderson M., Developing a learning-centred framework for feedback literacy, Assessment & Evaluation in Higher Education, 45, 4, pp. 527-540, (2020); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Panadero E., Romero M., Strijbos J.-W., The impact of a rubric and friendship on peer assessment: Effects on construct validity, performance, and perceptions of fairness and comfort, Studies in Educational Evaluation, 39, 4, pp. 195-203, (2013); (2019); Rust C., The impact of assessment on student learning: How can the research literature practically help to inform the development of departmental assessment strategies and learner-centred assessment practices?, Active Learning in Higher Education, 3, 2, pp. 145-158, (2002); Schultz M., Young K., Gunning T.K., Harvey M.L., Defining and measuring authentic assessment: A case study in the context of tertiary science, Assessment & Evaluation in Higher Education, 47, 1, pp. 77-94, (2022); Sridharan B., Tai J., Boud D., Does the use of summative peer assessment in collaborative group work inhibit good judgement?, Higher Education, 77, 5, pp. 853-870, (2018); Strijbos J.W., Assessment of collaborative learning, Handbook of social and human conditions in assessment, pp. 302-318, (2016); Strijbos J., Engels N., Struyven K., Criteria and standards of generic competences at bachelor degree level: A review study, Educational Research Review, 14, pp. 18-32, (2015); Tai J., Ajjawi R., Boud D., Dawson P., Panadero E., Developing evaluative judgement: Enabling students to make decisions about the quality of work, Higher Education, 76, 3, pp. 467-481, (2018); Tucker R., Fermelis J., Palmer S., Designing, implementing and evaluating a self-and-peer assessment tool for e-learning environments, In e-learning technologies and evidence-based assessment approaches, pp. 170-194, (2009); Varela O., Mead E., Teamwork skill assessment: Development of a measure for academia, Journal of Education for Business, 93, 4, pp. 172-182, (2018); Villarroel V., Bloxham S., Bruna D., Bruna C., Herrera-Seda C., Authentic assessment: Creating a blueprint for course design, Assessment & Evaluation in Higher Education, 43, 5, pp. 840-854, (2018); New Vision for Education, (2015); Willcoxson L.E., It’s not fair!”: Assessing the dynamics and resourcing of teamwork, Journal of Management Education, 30, 6, pp. 798-808, (2006); Willey K., Gardner A., Improving self- and peer assessment processes with technology, Campus-Wide Information Systems, 26, 5, pp. 379-399, (2009); Young K., Palmer S., Campbell M., Good WIL hunting: Building capacity for curriculum re-design, Journal of Teaching and Learning for Graduate Employability, 8, 1, (2017)","T.K. Gunning; Faculty of Science, Engineering and Built Environment, Deakin University, Geelong, Australia; email: tiffany.gunning@deakin.edu.au","","Springer Science and Business Media Deutschland GmbH","","","","","","23659440","","","","English","Int. j. educ. technol. high. educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85134045574"
"Balogun A.O.; Miller J.","Balogun, Aishat Olere (57923988600); Miller, Jaime (57923988700)","57923988600; 57923988700","Drone Club: Exploring Engineering and Employability Skills Outside the Classroom","2022","TechTrends","66","6","","923","930","7","1","10.1007/s11528-022-00798-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139683317&doi=10.1007%2fs11528-022-00798-7&partnerID=40&md5=c94a08c648e7324e05c7dee8831539e9","Indiana University, Bloomington, IN, United States; Richland-Bean Blossom Community School Corporation, Monroe County, IN, United States","Balogun A.O., Indiana University, Bloomington, IN, United States; Miller J., Richland-Bean Blossom Community School Corporation, Monroe County, IN, United States","The primary focus of our project is to create STEM-based learning opportunities for secondary students (grades 6–12) through the out-of-school space that aligns with the workforce needs of two critical STEM-related sectors: National Security and Defense, and Advanced. Manufacturing (ROI, 2017). In this learning environment, students will encounter technology tools not typically found in a traditional secondary classroom, experience various high-demand career pathways within these fields, and practice transferable skills employers are looking for from these students when entering the workforce. The STEM-based club we will use as a means of crafting these learning experiences tied to this sector will be a Drone Club. Students will learn to design, build, program, and fly drone devices. The activities included in the learning modules will incorporate skills and content tied to engineering, computer science, math, and employability skills academic standards, all of which will relate to a wide variety of STEM-related career pathways. © 2022, Association for Educational Communications & Technology.","Drones; Employability skills; Problem-solving; STEM","","","","","","","","Balogun A., Miller J., Major Project Trial Run Feed Back Form, (2020); Baran E., Canbazoglu Bilici S., Mesutoglu C., Ocak C., The impact of an out-of‐school STEM education program on students’ attitudes toward STEM and STEM careers, School Science and Mathematics, 119, 4, pp. 223-235, (2019); Kirkpatrick D.L., Evaluating reaction, Evaluating Training Programs: The Four Levels, pp. 25-38, (1998); Kirkpatrick D.L., The four levels: An overview. In Evaluating training programs: The four levels (2nd ed, Berrett-Koehler Publishers Inc., pp. 19-24, (1998); Lombardi M.M., Oblinger D.G., Authentic learning for the 21st century. An overview, Educause Learning Initiative, 1, pp. 1-12, (2007); Merrill M.D., A pebble-in-the-pond model for instructional design, Performance Improvement, 41, 7, pp. 39-44, (2002); Merrill M.D., First Principles of Instruction, Educational technology research and development, 50, 3, pp. 43-59, (2002); Morrison G.R., Ross S.M., Kemp J.E., The many faces of evaluation, Designing Effective Instruction, pp. 238-266, (2004); Explore careers in the Indiana. Uplands explore careers in the indiana uplands regional opportunity initiatives, (2017); Reio T.G., Rocco T.S., Smith D.H., Chang E., A critique of Kirkpatrick’s evaluation model, New Horizons in Adult Education and Human Resource Development, 2, pp. 35-53, (2017)","A.O. Balogun; Indiana University, Bloomington, United States; email: aobalogu@iu.edu","","Springer","","","","","","87563894","","","","English","TechTrends","Article","Final","","Scopus","2-s2.0-85139683317"
"Çalış Ş.; Tan E.; Maç S.D.; Turan Ş.A.","Çalış, Şuayyip (24474117700); Tan, Emrullah (57980220400); Maç, Sevgi D. (57980409900); Turan, Şule A. (57979667500)","24474117700; 57980220400; 57980409900; 57979667500","A critique of the internship measurement scales in higher education","2022","Educational Research Review","37","","100491","","","","1","10.1016/j.edurev.2022.100491","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142514456&doi=10.1016%2fj.edurev.2022.100491&partnerID=40&md5=2631d65d420092c93427e5f9cde32de0","Human Resources Management, Sakarya University Business School, Sakarya, Turkey","Çalış Ş., Human Resources Management, Sakarya University Business School, Sakarya, Turkey; Tan E., Human Resources Management, Sakarya University Business School, Sakarya, Turkey; Maç S.D., Human Resources Management, Sakarya University Business School, Sakarya, Turkey; Turan Ş.A., Human Resources Management, Sakarya University Business School, Sakarya, Turkey","This article is a critical review of the internship measurement scales in higher education. Although the importance of internships is widely acknowledged in the literature, there is a scarcity of attempts to construct a scale to measure internship outcomes. In fact, a thorough examination of the internship literature reveals that there are only two internship measurement scales, which are relatively recent. It is a widespread practice that empirical studies in this area use job-related scales in their endeavour to measure internship-related constructs such as internship satisfaction and internship effectiveness. This is mostly due to the lack of available internship scales and partly due to the naive assumption that job-related scales can be somehow altered and may readily be adapted to internship-related contexts, disregarding the contextual and contractual differences between a job and an internship. This casts doubt on the validity of the findings in those studies. However, the valid measurement of internships is not only necessary to meet the highest academic standards but also to make evidence-based employability policies in higher education institutions. Therefore, this article aims to highlight the need to measure internship processes more effectively based on a sound method and bring this issue to the attention of the research community worldwide. To that end, the existing scales of internship are critically examined and areas for improvements are highlighted. © 2022 Elsevier Ltd","Higher education; Internship; Reliability; Scale development; Validity","","","","","","","","Aera A.P.A., Standards for educational and psychological testing, (2014); Anderson J.C., Gerbing D.W., Structural equation modeling in practice: A review and recommended two-step approach, Psychological Bulletin, 103, 3, pp. 411-423, (1988); Andrew D.P.S., Pedersen P.M., McEvoy C.D., Research methods and design in sport management, Research methods and design in sport management, (2011); Anthoine E., Moret L., Regnault A., Sebille V., Hardouin J.-B., Sample size used to validate a scale: A review of publications on newly-developed patient reported outcomes measures, Health and Quality of Life Outcomes, 12, 1, (2014); Atkinson G., Work-based learning and work-integrated learning: Fostering engagement with employers, National centre for vocational education research, (2016); 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Tan; Human Resources Management, Sakarya University Business School, Sakarya, Turkey; email: etan@sakarya.edu.tr","","Elsevier Ltd","","","","","","1747938X","","","","English","Educ. Res. Rev.","Article","Final","","Scopus","2-s2.0-85142514456"
"Fassbender U.; Papenbrock J.; Pilz M.","Fassbender, Uwe (57778281400); Papenbrock, Jutta (6603715015); Pilz, Matthias (7003332637)","57778281400; 6603715015; 7003332637","Teaching entrepreneurship to life-science students through Problem Based Learning","2022","International Journal of Management Education","20","3","100685","","","","5","10.1016/j.ijme.2022.100685","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133317022&doi=10.1016%2fj.ijme.2022.100685&partnerID=40&md5=d4494c2181cdc2a3420974f5bf5d8759","Economics and Business Education, University of Cologne, Herbert-Lewin-Str. 2, Cologne, 50931, Germany; Institute of Botany, Leibniz University Hannover, Herrenhäuser Str. 2, Hannover, 30419, Germany","Fassbender U., Economics and Business Education, University of Cologne, Herbert-Lewin-Str. 2, Cologne, 50931, Germany; Papenbrock J., Institute of Botany, Leibniz University Hannover, Herrenhäuser Str. 2, Hannover, 30419, Germany; Pilz M., Economics and Business Education, University of Cologne, Herbert-Lewin-Str. 2, Cologne, 50931, Germany","The study presented here investigates the question of how entrepreneurship education can be embedded into academic courses of life science students, to provide basic economic competencies. From the perspective of business education, a pragmatic approach has been taken within the framework of an interventional study. This approach combines entrepreneurship education with a problem-based learning approach and the case study method. Using a framework based upon knowledge, skills and attitudes, the students' acquisition of competencies has been evaluated. For this purpose, a longitudinal study with two cohorts (n = 23) was conducted in 2018 and 2019, which included a knowledge test and a self-assessment. The test instrument was based on two validated tests, namely the ‘Test of Economic Literacy’ and ‘Questions on Economic Knowledge’. In addition, qualitative reflective essays were carried out to examine the development of student's skills and attitudes. Although the knowledge test did not show any increase in students' knowledge of economics, the results of the self-assessment and the reflective essays at least indicate a positive impact of the learning environment on students' skills and attitudes. Consequently, the teaching design considered in this study may also be relevant to other studies of embedded entrepreneurship in academic courses. © 2022 Elsevier Ltd","Case study method; Economic literacy; Employability; Entrepreneurship education; Higher education; Life sciences; Problem-based learning","","","","","","‚ Stifterverband für die Deutsche Wissenschaft; ‚Stifterverband für die Deutsche Wissenschaft","Funding text 1: This work was supported by the ‚ Stifterverband für die Deutsche Wissenschaft e.V.‘ . ; Funding text 2: This work was supported by the ‚Stifterverband für die Deutsche Wissenschaft e.V.‘.","Achstetter T., Klock G., Biologen in der Industrie: Was erwartet sie? 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Educ.","Article","Final","","Scopus","2-s2.0-85133317022"
"Omarkhanova Z.; Bespaev M.; Mukhambetova Z.; Mussina R.; Kunafina G.; Rysmaganbetova A.","Omarkhanova, Zhibek (57191431046); Bespaev, Murat (58033582100); Mukhambetova, Zamira (57199274376); Mussina, Raushan (26537917300); Kunafina, Gulzhan (57192197760); Rysmaganbetova, Anargul (58034601700)","57191431046; 58033582100; 57199274376; 26537917300; 57192197760; 58034601700","Influencing Factors for Employability of University Graduates in the Tourism Industry","2022","Journal of Environmental Management and Tourism","13","8","","2271","2283","12","0","10.14505/jemt.v13.8(64).20","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144972711&doi=10.14505%2fjemt.v13.8%2864%29.20&partnerID=40&md5=38b8f714ee2b71b7c350f875b1556bd5","S.Seifullin Kazakh AgroTechnical University, Kazakhstan; Turan-Astana University, Kazakhstan","Omarkhanova Z., S.Seifullin Kazakh AgroTechnical University, Kazakhstan; Bespaev M., Turan-Astana University, Kazakhstan; Mukhambetova Z., S.Seifullin Kazakh AgroTechnical University, Kazakhstan; Mussina R., S.Seifullin Kazakh AgroTechnical University, Kazakhstan; Kunafina G., S.Seifullin Kazakh AgroTechnical University, Kazakhstan; Rysmaganbetova A., S.Seifullin Kazakh AgroTechnical University, Kazakhstan","The employability of graduates is a vital aspect for both higher education institutions and the graduates themselves. In order to study the factors influencing the employability of graduates, attention should be paid to the human factor in the educational environment and its impact on the development of the tourism industry. This article aims to description the factors of competitiveness of university graduates in the labor market and their influences on the tourism industry. Background research is devoted to the study of various aspects of social competition and competitiveness, allowing to the authors highlight the factors that indicate the need of a university graduate to be competitive induced by the internal need for competitiveness of graduates in the labor market of tourism. © 2022.","education; employability; labor market; tourism industry; tourism training","","","","","","","","Cheng M., Adekola O., Albia J., Cai S., Employability in higher education: a review of key stakeholders' perspectives, Higher Education Evaluation and Development, 1, 16, pp. 16-31, (2022); Chigbu B.I., Nekhwevha F.H., Academic-faculty environment and graduate employability: variation of work-readiness perceptions, 3, 8, (2022); Donthum N., Gustafsson A., Effects of COVID-19 on business and research, Journal of Business Research, 117, pp. 284-289, (2020); Froehlich A.C., Does the Curricular Structure Affect Doctoral Enrolment?, Journal of Business Economics, 86, 9, pp. 1-23, (2019); Gao J., Shao C., Chen S., Wei Z., Evaluation of sustainable development of tourism cities based on SDGS and tourism competitiveness index: analysis of 221 prefecture-level cities in China, Sustainability, 13, (2021); Hall C.M., Handbook of globalization and tourism, Biological invasion, biosecurity, tourism, and globalization, pp. 114-125pp, (2020); Huang X., Cao J., Zhao G., Long Z., The Employability and Career Development of Finance and Trade College Graduates, 3, 7, pp. 336-345, (2022); Jonbekova D., Et al., Employment of international education graduates: Issues of economy and resistance to change, Higher Educ Q, 75, pp. 618-633, (2021); Kimeto J.C., Tertiary tourism graduate employees and tourism employers’ perceptions on tourism skills and competencies relevant for providing quality tourism services in Kenya, Tourism Critiques, 2, 1, pp. 20-37, (2021); Kulmaganbetova A.S., Dubina I.N., Rakhmetulina Zh.B., A component-by-component assessment of the innovative potential of small and medium-sized businesses: The experience of Kazakhstan, Economics. 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"Mittal P.; Kaur A.; Jain R.","Mittal, Prabhat (12782839900); Kaur, Amrita (57299120000); Jain, Renu (57642648100)","12782839900; 57299120000; 57642648100","Online Learning for Enhancing Employability Skills in Higher Education Students: The Mediating Role Of Learning Analytics","2022","TEM Journal","11","4","","1469","1476","7","0","10.18421/TEM114-06","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143769932&doi=10.18421%2fTEM114-06&partnerID=40&md5=38f00c1e3b0c56bcde7107d90b1b0a23","Satyawati College (Eve.), University of Delhi, Delhi, India; Shaheed Bhagat Singh College (Eve.), University of Delhi, India","Mittal P., Satyawati College (Eve.), University of Delhi, Delhi, India; Kaur A., Shaheed Bhagat Singh College (Eve.), University of Delhi, India; Jain R., Satyawati College (Eve.), University of Delhi, Delhi, India","Globally, with the recent technological advancement and innovative capabilities, Higher education institutions (HEI) are adopting information technology tools for teaching in online environments through virtual classroom platforms. Further, the administration of HEI is majorly concerned with students' employability skills and is always willing to empower students to achieve their career goals. The study explores the online e-learning tools like learning analytics and examine their impact on the employability skills of students of higher educational institutions for sustainable development. The paper investigates the mediation effect of learning analytics in influencing the online learning usefulness, and knowledge on the employability skills of the students. The study has used PLS-SEM approach to analyze the responses collected from 172 undergraduate students across universities of Delhi-NCR to test the hypothesis. The results confirm a positive and significant mediation of learning analytics in the relationship of e-learning usefulness and knowledge in achieving employability skills. © 2022 Prabhat Mittal, Amrita Kaur & Renu Jain; published by UIKTEN. This work is licensed under the Creative Commons Attribution‐NonCommercial‐NoDerivs 4.0 License.","Employability skills; Higher education; Learning analytics; Mediation; Partial least squares","","","","","","","","Bilyalova A., Salimova D., Zelenina T., Higher Education in Digital Age, Advances in Intelligent Systems and Computing, 1114, pp. 207-219, (2020); Varghese G., Declining trend in science education and research in Indian universities, Universities as Centres of Research and Knowledge Creation: An Endangered Species?, pp. 201-212, (2008); Miller C. E., Leading Digital Transformation in Higher Education: a toolkit for technology leaders, Technology leadership for innovation in higher education, pp. 1-25, (2019); Leal Filho W., Raath S., Lazzarini B., Vargas V. R., de Souza L., Anholon R., Orlovic V. 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G., The evolution of big data and learning analytics in american higher education, Journal of Asynchronous Learning Network, 16, 3, pp. 9-20, (2012); Viberg O., Hatakka M., Balter O., Mavroudi A., The current landscape of learning analytics in higher education, Computers in Human Behavior, (2018); Gasevic D., Dawson S., Siemens G., Let’s not forget: Learning analytics are about learning, TechTrends, 59, 1, (2015); Barth M., Godemann J., Rieckmann M., Stoltenberg U., Developing key competencies for sustainable development in higher education, International Journal of Sustainability in Higher Education, 8, 4, pp. 416-430, (2007); Dill J., Big Data, Advanced Information and Knowledge Processing, pp. 11-31, (2019); Melesko J., Kurilovas E., Semantic technologies in e-learning: Learning analytics and artificial neural networks in personalised learning systems, ACM International Conference Proceeding Series, (2018); Singh A., Singh L. B., E-Learning for Employability Skills: Students Perspective, Procedia Computer Science, 122, pp. 400-406, (2017); Pool L. D., Sewell P., The key to employability: Developing a practical model of graduate employability, Education and Training, 49, 4, pp. 277-289, (2007); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Collet C., Hine D., du Plessis K., Employability skills: Perspectives from a knowledgeintensive industry, Education and Training, 57, 5, pp. 532-559, (2015); Figueiro P. S., Raufflet E., Sustainability in higher education: A systematic review with focus on management education, Journal of Cleaner Production, 106, pp. 22-33, (2015); Tabuenca B., Kalz M., Drachsler H., Specht M., Time will tell: The role of mobile learning analytics in self-regulated learning, Computers and Education, 89, pp. 53-74, (2015); Picher P., Ebner M., Development of an information system to enhance students reading literacy, International Journal of Emerging Technologies in Learning, 10, 3, pp. 15-21, (2015); KLEIN D. F., Beyond Significance Testing: Reforming Data Analysis Methods in Behavioral Research, American Journal of Psychiatry, 162, 3, (2005); Hair J., Black W., Babin B., Anderson R., Multivariate Data Analysis: A Global Perspective, Multivariate Data Analysis: A Global Perspective, 7th, (2010); Fornell C., Larcker D. F., Evaluating Structural Equation Models with Unobservable Variables and Measurement Error, Journal of Marketing Research, 18, 1, (1981); Rahim M. A., Magner N. R., (1995); Confirmatory Factor Analysis of the Styles of Handling Interpersonal Conflict: First-Order Factor Model and Its Invariance Across Groups, Journal of Applied Psychology, 80, 1, pp. 122-132; Wold H., The Partial Least Squares-Fix Point Method Of Estimating Interdependent Systems With Latent Variables, Communications in Statistics -Theory and Methods, (1981); Chin Wynne, Structural Equation Modeling Analysis with Small Samples Using Partial Least Square, Statistical Strategies for Small Sample Research, (1999); Chin W. W., Issues and opinion on structural equation modeling, MIS Quarterly: Management Information Systems, (1998); Westland J. C., Confirmatory Analysis with Partial Least Squares Confirmatory Analysis with Partial Least Squares, Decision Sciences, pp. 1-31, (2007); Shrout P. E., Bolger N., Mediation in experimental and nonexperimental studies: New procedures and recommendations, Psychological Methods, (2002); Asonitou S., Employability Skills in Higher Education and the Case of Greece, Procedia - Social and Behavioral Sciences, 175, pp. 283-290, (2015)","P. Mittal; Satyawati College (Eve.), University of Delhi, Delhi, India; email: p.mittal@satyawatie.du.ac.in","","UIKTEN - Association for Information Communication Technology Education and Science","","","","","","22178309","","","","English","TEM J.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85143769932"
"Romero A.R.","Romero, Alba Roldán (58039047000)","58039047000","Applied Physical Activity: A Subject for the Development of Employability Skills in Young University Students with Intellectual Disabilities in Spain","2022","European Journal of Human Movement","49","","","","","","0","10.21134/eurjhm.2022.49.5","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145382867&doi=10.21134%2feurjhm.2022.49.5&partnerID=40&md5=4f24ec92310b26db86ac37f9a0f818bc","Sports Science Department, Universidad Miguel Hernández de Elche, Spain","Romero A.R., Sports Science Department, Universidad Miguel Hernández de Elche, Spain","The access of young people with intellectual disabilities to the university context is already a reality in many countries. In Spain, several universities have developed specific training programmes to welcome these young people with the aim of facilitating the access to certain jobs. The present study has two aims: firstly, to justify the inclusion of physical activity as part of the educational curriculum of these training programmes based on the physical, psychological, and social benefits reported in the scientific literature. Secondly, approaching the transfer from theory to practice through a case study that has been carried out for the last six years at the Miguel Hernández University of Elche (Spain). © 2022 Alba Roldán, licensee EURJHM.","disability; Employment; higher education; social-inclusion","","","","","","ONCE; European Social Fund, ESF","In Spain, as in the rest of Europe, the disparity in employment opportunities between people with and without disabilities is a social reality (Rodriguez, 2017). However, disparities become even more pronounced when comparing the different types of disability. For example, people with sensory disabilities tend to have the highest employment rates, presenting 59.9% for those with hearing disabilities and 43.1% for those with visual disabilities. The population with physical disabilities ranks third in terms of employability with 45.1% for health conditions related to the osteoarticular system and 33.4% for those related to the neuromuscular system. In the case of people with intellectual disabilities, employment ratios are lower, with 28.3% (National Institute of Statistics, 2020). T The implementation of different labour inclusion measures, such as reserve quotas or work enclaves, which facilitate the transition from sheltered to regular employment, whether with or without support (Laborda & Gonzalez, 2017), has allowed society to develop, albeit slowly, more positive and inclusive attitudes towards disability. Thanks to the European Social Fund and the Operational Programme for Youth Employment, the ONCE Foundation issued a call for grants in the form of the UniDiversity programme in 2017 (ONCE, 2022). This call aims to promote the employment of young people with intellectual disability between the ages of 18 and 30 through various training programmes in university contexts. In the last 6 years, more than 30 Spanish universities have risen to the challenge of implementing this university training, which contributes to increasing the levels of autonomy and the employment opportunities of people with intellectual disability in different business sectors (Díaz-Jiménez, Terrón-Caro & Yerga-Míguez, 2021).","Alesi M., Giustino V., Gentile A., Gomez-Lopez M., Battaglia G., Motor Coordination and global development in subjects with Down Syndrome: The influence of physical activity, Journal of Clinical Medicine, 11, 17, (2022); Aggarwal A., Global framework on core skills for life and work in the 21st century, (2021); Al Asefer M., Zainal Abidin N. 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Y., Extracurricular activities and the development of social skills in children with intellectual and specific learning disabilities, Journal of Intellectual Disability Research, 59, 7, pp. 678-687, (2015); Cano-Rodriguez N., Diseño de un programa de fitness online para fomentar la actividad física en jóvenes con discapacidad intelectual y trastorno del espectro autista, (2021); Chi C. F., Dewi R. S., Jang Y., Liu H. L., Workplace accommodation for workers with intellectual or psychiatric disabilities, International Journal of Industrial Ergonomics, 68, pp. 1-7, (2018); Cuesta-Gomez J. L., Ortega-Camarero M. T., Gonzalez-Bernal J., Impact of aging on the quality of life of workers with intellectual disabilities, Journal of Psychology, Society and Education, 12, 2, pp. 81-90, (2020); Diamond A., Executive functions, Annual Review of Psychology, 64, pp. 135-168, (2013); Diaz-Jimenez R. M., Terron-Caro T., Yerga-Miguez M. D., University education for people with intellectual disabilities. Evaluation of a training experience in Spain, Disabilities, 1, 4, pp. 388-405, (2021); Ding D., Van Buskirk J., Nguyen B., Stamatakis E., Elbarbary M., Veronese N., Clare P. J., Lee I. M., Ekelund U., Fontana L., Physical activity, diet quality and all-cause cardiovascular disease and cancer mortality: a prospective study of 346 627 UK Biobank participants, British Journal of Sports Medicine, (2022); Ellenkamp J. J., Brouwers E. P., Embregts P. J., Joosen M. C., van Weeghel J., Work environment-related factors in obtaining and maintaining work in a competitive employment setting for employees with intellectual disabilities: A systematic review, Journal of Occupational Rehabilitation, 26, 1, pp. 56-69, (2016); Geiger B., Van Der Wel K., Toge A. G., Success and failure in narrowing the disability employment gap: Comparing levels and trends across Europe 2002–2014, BMC Public Health, 17, 1, (2017); Gobec C., Rillotta F., Raghavendra P., Where to next? Experiences of adults with intellectual disability after they complete a university program, Journal of Applied Research in Intellectual Disabilities, 35, 5, pp. 1140-1152, (2022); Gomez-Boronat L., Uso de las redes sociales como elemento de promoción de actividad física en jóvenes con discapacidad intelectual límite, (2022); Ho P., Bulsara M., Patman S., Downs J., Bulsara C., Hill A. M., Incidence and associated risk factors for falls in adults with intellectual disability, Journal of Intellectual Disability Research, 63, 12, pp. 1441-1452, (2019); El Empleo de las personas con Discapacidad, (2020); Jacinto M., Vitorino A. S., Palmeira D., Antunes R., Matos R., Ferreira J. P., Bento T., Perceived barriers of physical activity participation in individuals with intellectual disability: A systematic review, Healthcare, 9, 11, (2021); Jackson D., Hancock P., Non-technical skills in undergraduate degrees in business: Development and transfer, Education Research and Perspectives, 37, 1, pp. 52-84, (2010); Kapsal N. J., Dicke T., Morin A. J., Vasconcellos D., Maiano C., Lee J., Lonsdale C., Effects of physical activity on the physical and psychosocial health of youth with intellectual disabilities: A systematic review and meta-analysis, Journal of Physical Activity and Health, 16, 12, pp. 1187-1195, (2019); King E., Brangan J., McCarron M., McCallion P., Bavussantakath F. R., O'Donovan M. A., Predictors of productivity and leisure for people aging with intellectual disability, Canadian Journal of Occupational Therapy, 89, 2, pp. 135-146, (2022); Kocman A., Fischer L., Weber G., The employers’ perspective on barriers and facilitators to employment of people with intellectual disability: A differential mixed-method approach, Journal of Applied Research in Intellectual Disabilities, 31, 1, pp. 120-131, (2018); Laborda-Molla C., Gonzalez-Fernandez H., Estudio cualitativo sobre discapacidad intelectual y trabajo protegido: la orientación como herramienta para mejorar la calidad de vida, Revista Española de Orientación y Psicopedagogía, 28, 3, pp. 87-103, (2017); Lally N., O'Brien P., Gilligan R., What comes next? Sustaining outcomes postuniversity, People with intellectual disability experiencing university life: Theoretical underpinnings, evidence and lived experience, pp. 219-228, (2019); Lecerf M., Employment and disability in the European Union, (2020); Liao P., Vajdic C., Trollor J., Reppermund S., Prevalence and incidence of physical health conditions in people with intellectual disability–a systematic review, PloS one, 16, 8, (2021); Lindsay S., Adams T., Sanford R., McDougall C., Kingsnorth S., Menna-Dack D., Employers’ and employment counselors’ perceptions of desirable skills for entry-level positions for adolescents: How does it differ for youth with disabilities?, Disability & Society, 29, pp. 953-967, (2014); Lysaght R., Ouellette-Kuntz H., Lin C. J., Untapped potential: Perspectives on the employment of people with intellectual disability, Work, 41, 4, pp. 409-422, (2012); Lysaght R., Petner-Arrey J., Howell-Moneta A., Cobigo V., Inclusion through work and productivity for persons with intellectual and developmental disabilities, Journal of Applied Research in Intellectual Disabilities, 30, 5, pp. 922-935, (2017); Mahasneh J. K., Thabet W., Rethinking construction curriculum: A descriptive cause analysis for the soft skills gap among construction graduates, 51st ASC Annual International Conference Proceedings, (2015); Moss P., Tilly C., Soft"" skills and race: An investigation of Black men's employment problems, Work and Occupations, 23, 3, pp. 252-276, (1996); Noe R.A., Hollenbeck J.R., Gerhart B., Fundamental of Human Resource Management, (2015); Informe del mercado de trabajo de las personas con discapacidad, (2022); O'Neill E. A., The role of diabetes in predicting employment status for individuals with bipolar disorder, Social Work in Public Health, 31, 7, pp. 646-655, (2016); Oppewal A., Hilgenkamp T. I. M., The association between gait and physical fitness in adults with intellectual disabilities, Journal of Intellectual Disability Research, 62, 5, pp. 454-466, (2018); Oviedo G. R., Travier N., Guerra-Balic M., Sedentary and physical activity patterns in adults with intellectual disability, International Journal of Environmental Research and Public Health, 14, 9, (2017); Fundación ONCE; Protic M., Valkova H., The relationship between executive functions and physical activity in children with an intellectual disability, Journal of Physical Education and Sport, 18, 2, pp. 844-852, (2018); Reina R., Roldan A., Candela A., Carrillo de Albornoz A., Sports practice for university students with disabilities: barriers, facilitating factors, and employability, (2018); Rodriguez V., El empleo de las personas con discapacidad en España: Quo venis, quo vadis, Panorama Social, 26, pp. 41-55, (2017); Segal M., Eliasziw M., Phillips S., Bandini L., Curtin C., Kral T. V., Must A., Intellectual disability is associated with increased risk for obesity in a nationally representative sample of US children, Disability and Health Journal, 9, 3, pp. 392-398, (2016); Scheef A. R., Walker Z. M., Barrio B. L., Salient employability skills for youth with intellectual and developmental disabilities in Singapore: the perspectives of job developers, International Journal of Developmental Disabilities, 65, 1, pp. 1-9, (2019); Sherrard J., Tonge B. J., Ozanne-Smith J., Injury risk in young people with intellectual disability, Journal of Intellectual Disability Research, 46, 1, pp. 6-16, (2002); Taubner H., Tideman M., Staland Nyman C., Employment sustainability for people with intellectual disability: A systematic review, Journal of Occupational Rehabilitation, 32, pp. 353-364, (2021); Strindlund L., Abrandt-Dahlgren M., Stahl C., Employers’ views on disability, employability, and labor market inclusion: a phenomenographic study, Disability and Rehabilitation, 41, 24, pp. 2910-2917, (2019); Ubeda-Colomer J., Devis-Devis J., Sit C. H., Barriers to physical activity in university students with disabilities: Differences by sociodemographic variables, Disability and Health Journal, 12, 2, pp. 278-286, (2019); Vornholt K., Uitdewilligen S., Nijhuis F. J., Factors affecting the acceptance of people with disabilities at work: A literature review, Journal of Occupational Rehabilitation, 23, 4, pp. 463-475, (2013); Vuijk P. J., Hartman E., Scherder E., Visscher C., Motor performance of children with mild intellectual disability and borderline intellectual functioning, Journal of Intellectual Disability Research, 54, 11, pp. 955-965, (2010); Waddington L., Priestley M., Mainstreaming disability rights in the European pillar of social rights: A compendium, (2018); Zurc J., Connection between physical activity and level of social skills in children, TEST-ZV, 81, 12, (2012); Siedentop D., New times in (and for) physical education, AIESEP Proceedings, “Education for Life” World Congress, pp. 210-212, (1998); Zamudio M. M., Lichter M. I., Bad attitudes and good soldiers: Soft Skills as a code for tractability in the hiring of immigrant latina/os over native blacks in the hotel industry, Social Problems, 55, pp. 573-589, (2008)","A.R. Romero; Sports Science Department, Universidad Miguel Hernández de Elche, Spain; email: aroldan@umh.es","","Miguel Hernandez University","","","","","","23864095","","","","English","Eur. J. Hum. Mov.","Article","Final","","Scopus","2-s2.0-85145382867"
"Mouratidou M.; Grabarski M.K.","Mouratidou, Maria (58162028200); Grabarski, Mirit K. (57201477385)","58162028200; 57201477385","In the Eye of the Hurricane: Careers under Lockdown","2022","Sustainability (Switzerland)","14","22","15098","","","","1","10.3390/su142215098","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142714090&doi=10.3390%2fsu142215098&partnerID=40&md5=605f1cc678f78879efbe3c4b812180cc","Business School, University of Cumbria, Lancaster, LA1 3JD, United Kingdom; Faculty of Business Administration, Lakehead University, Thunder Bay, P7B 5E1, ON, Canada","Mouratidou M., Business School, University of Cumbria, Lancaster, LA1 3JD, United Kingdom; Grabarski M.K., Faculty of Business Administration, Lakehead University, Thunder Bay, P7B 5E1, ON, Canada","The COVID-19 pandemic has created career disruptions and shocks for many individuals, due to layoffs, reduced work hours and increased work–life conflict. Our study aimed to explore individual-level perceptions of people regarding their careers during the first lockdown in the UK, and to test potential implications of the situation for individuals’ career sustainability. For a deeper understanding of these perceptions, we used a sequential mixed-methods research design. First, we conducted a qualitative study, using semi-structured interviews to explore how people perceive their careers during early stages of the pandemic. We identified two themes that characterize the common experiences during this time period, namely employer support and careful optimism, that play an important role in the way careers unfold. Then, in the quantitative study, we conducted an online survey to empirically test a research model that links the concept of employer support with employability, career satisfaction and mental well-being. We also investigate the mediating role of career empowerment, which is a motivational cognitive construct that captures individual cognitions of agentic control over one’s career. Our research provides a rich snapshot that depicts people’s perceptions of careers during a shock event, which has both theoretical and practical implications. © 2022 by the authors.","career empowerment; career outcomes; career shocks; COVID-19; motivation; organizational support","COVID-19; hurricane; perception; sustainability","","","","","University of Cumbria, UoC, (1469551); Lakehead University","This research was supported by funding from the internal research grant (0436-20) from the University of Cumbria, given to Maria Mouratidou. This research also was supported by funding from the internal research grant (1469551) from Lakehead University, given to Mirit K. Grabarski.","Fouad N., Editor in Chief’s introduction to essays on the impact of COVID-19 on work and workers, J. Vocat. 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Behav, 117, (2020); Cheng S., Kuo C.C., Chen H.C., Lin M.C., The impact of perceived organizational care on employee engagement, J. Career Dev, (2022); Kao K.Y., Hsu H.H., Lee H.T., Cheng Y.C., Dax I., Hsieh M.W., Career mentoring and job content plateaus: The roles of perceived organizational support and emotional exhaustion, J. Career Dev, 49, pp. 457-470, (2022); Chin T., Jawahar I.M., Li G., Development and validation of a career sustainability scale, J. Career Dev, 49, pp. 769-787, (2022); Baruch Y., Wordsworth R., Mills C., Wright S., Career and work attitudes of blue-collar workers, and the impact of a natural disaster chance event on the relationships between intention to quit and actual quit behaviour, Eur. J. Work Organ. Psychol, 25, pp. 459-473, (2016); Spurk D., Straub C., Flexible employment relationships and careers in times of the COVID-19 pandemic, J. Vocat. Behav, 119, (2020); Bakker A.B., Demerouti E., Job demands–resources theory: Taking stock and looking forward, J. Occup. Health Psychol, 22, pp. 273-285, (2017)","M.K. Grabarski; Faculty of Business Administration, Lakehead University, Thunder Bay, P7B 5E1, Canada; email: mgrabars@lakeheadu.ca","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85142714090"
"de Beer J.; Heerkens Y.; Engels J.; van der Klink J.","de Beer, Joost (56010571000); Heerkens, Yvonne (6602775751); Engels, Josephine (7103353558); van der Klink, Jac (6603920310)","56010571000; 6602775751; 7103353558; 6603920310","Factors relevant to work participation from the perspective of adults with developmental dyslexia: a systematic review of qualitative studies","2022","BMC Public Health","22","1","1083","","","","2","10.1186/s12889-022-13436-x","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131010905&doi=10.1186%2fs12889-022-13436-x&partnerID=40&md5=d82c5d4d0649732d84e1c9ea31ba92a5","Tranzo, Scientific Center for Care and Wellbeing, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Netherlands; Department Occupation & Health, HAN University of Applied Sciences, Nijmegen, Netherlands; Optentia, North-West University of South Africa, Vanderbijlpark, South Africa","de Beer J., Tranzo, Scientific Center for Care and Wellbeing, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Netherlands, Department Occupation & Health, HAN University of Applied Sciences, Nijmegen, Netherlands; Heerkens Y., Department Occupation & Health, HAN University of Applied Sciences, Nijmegen, Netherlands; Engels J., Department Occupation & Health, HAN University of Applied Sciences, Nijmegen, Netherlands; van der Klink J., Tranzo, Scientific Center for Care and Wellbeing, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Netherlands, Optentia, North-West University of South Africa, Vanderbijlpark, South Africa","Background: This review is focused on workers with developmental dyslexia (DD). In this review DD is considered an expression of neurodiversity, a consequence of a natural variant of the brain. Evidence was synthesized to explore which factors workers with DD consider relevant for their participation in work and whether these factors reflect shifts in the concepts of health and sustainable employability. The factors were classified according to the International Classification of Functioning, Disability and Health (ICF), adapted for occupational health. Methods: A systematic review of qualitative studies was performed. Two search strings were used to determine the population and the context of work. The factors were classified using a recently proposed rearrangement of the ICF scheme that places participation in a central position and incorporates preliminary lists of work-related environmental factors and personal factors. Results: Fifty-one factors were found that appeared in 35% or more of the included studies and that were relevant to work participation according to the workers themselves. These factors were dispersed over all ICF categories. In the category Functions and Structures (11 factors), most of the factors had negative connotations. In the category Activities (9 factors), all the factors cause difficulties, except speaking (which is ambiguous). In the category Participation (4 factors), the formal relationships are important for the degree of participation. Overall, more than half of the factors are environmental (18) or personal (9) and they both hinder and facilitate work participation. Conclusions: The results of this review give an indication for the importance of the biopsychosocial model as a relevant approach for people with a disability in the world of work. This review also adds data for the usefulness of the proposals for the reconsideration of the ICF scheme. The data has not (yet) returned any visible trends revealing that the concept of neurodiversity is common in organizations. © 2022, The Author(s).","Adult; Developmental dyslexia; ICF; Neurodiversity; Work participation","Activities of Daily Living; Adult; Disability Evaluation; Disabled Persons; Dyslexia; Humans; Qualitative Research; adult; daily life activity; disability; disabled person; dyslexia; human; psychology; qualitative research","","","","","","","de Beer J., Heerkens Y., Engels J., van der Klink J., Factors influencing work participation of adults with developmental dyslexia: a systematic review, BMC Public Health, 14, 77, pp. 1-22, (2014); ICF International Classification of Functioning, (2001); Boot C., Bosma A., How qualitative studies can strengthen occupational health research, Scand J Work Environ Health, 47, 2, pp. 91-93, (2021); Heerkens Y.F., de Weerd M., Huber M., de Brouwer C.P.M., van der Veen S., Perenboom R.J.M., Et al., Reconsideration of the scheme of the international classification of functioning, disability and health: incentives from the Netherlands for a global debate, Disabil Rehabil., 40, 5, pp. 603-611, (2017); Heerkens Y.F., de Brouwer C.P.M., Engels J.A., van der Gulden J.W.J., Kant I., Elaboration of the contextual factors of the ICF for occupational health care, Work, 57, pp. 187-204, (2017); Doyle N., Neurodiversity at work: a biopsychosocial model and the impact on working adults, Br Med Bull, 135, pp. 108-125, (2020); Singer J., Question:#NeuroDivergent From What, Exactly?, Neurodiversity Advocation., (2019); McLoughlin D., Leather C., The Dyslexic Adult: Interventions and Outcomes - An Evidence-based Approach, (2013); Quigley I., Eveleigh A., 22 Statistics About Neurodiversity and Employment That You May Not Know, Neurodiversity Media, (2021); Kuiper L., Bakker M., van der Klink J., The role of human values and relations in the employment of people with work-relevant disabilities, Social Inclusion, 4, 4, pp. 176-187, (2016); Day-Duro E., Brown G., Thompson J., Thinking Differently: Neurodiversity in the Workplace, (2020); Nederlandse Vereniging Van Informatiespecialisten, (2017); France E.F., Ring N., Thomas R., Noyes J., Maxwell M., Jepson R., A methodological systematic review of what’s wrong with meta-ethnography reporting, BMC Med Res Methodol, 14, 119, (2014); Mays N., Pope C., Qualitative research in health care: assessing quality in qualitative research, BMJ, 320, pp. 50-52, (2000); Palaganas E.C., Sanchez M.C., Molintas M.V.P., Caricativo R.D., Reflexivity in qualitative research: a journey of learning, The Qualitative Report, 22, 2, pp. 426-438, (2017); de Vet H.C.W., Terwee C.B., Mokkink L.B., Knol D.L., Measurement in Medicine, (2011); Thomas J., Harden A., Methods for the thematic synthesis of qualitative research in systematic reviews, BMC Med Res Methodol, 8, 45, (2008); Schutz A., Collected papers, (1962); Price L., Gerber P., At second glance: employers and employees with learning disabilities in the Americans with disabilities act era, J Learn Disabil, 34, 3, pp. 202-210, (2001); Landis J.R., Koch G.G., The measurement of observer agreement for categorical data, Biometrics, 33, 1, pp. 159-174, (1977); Price L., Gerber P.J., Mulligan R., The Americans with disabilities act and adults with learning disabilities as employees. The realities of the workplace, Remedial Spec Educ, 24, 6, pp. 350-358, (2003); Yeowell G., Rooney J., Goodwin P.C., Exploring the disclosure decisions made by physiotherapists with a specific learning difficulty, Physiotherapy, 104, pp. 203-208, (2018); McNulty M.A., Dyslexia and the life course, J Learn Disabil, 36, 4, pp. 363-381, (2003); Burns E., Bell S., Narrative construction of professional teacher identity of teachers with dyslexia, Teach Teach Educ, 27, pp. 952-960, (2011); Gerber P.J., Price L.A., Mulligan R., Shessel I., Beyond transition: a comparison of the employment experiences of American and Canadian adults with LD, J Learn Disabil, 37, 4, pp. 283-291, (2004); Ferri B.A., Connor D.J., Solis S., Valle J., Volpitta D., Teachers with LD: ongoing negotiations with discourses of disability, J Learn Disabil, 38, 1, pp. 62-78, (2005); Burns E., Poikkeus A.-M., Aro M., Resilience strategies employed by teachers with dyslexia working at tertiary education, Teach Teach Educ, 34, pp. 77-85, (2013); Hellendoorn J., Ruijssenaars W., Personal experiences and adjustments of Dutch adults with dyslexia, Remedial Spec Educ, 21, 4, pp. 227-239, (2000); Ferri B.A., Keefe C.H., Gregg N., Teachers with learning disabilities: a view from both sides of the desk, J Learn Disabil, 34, 1, pp. 22-32, (2001); Sang K.J.C., Richards J., Marks A., Gender and disability in male-dominated occupations: a social relational model, Gend Work Organ, 23, 6, pp. 566-581, (2016); Major R., Tetley J., Effects of dyslexia on registered nurses in practice, Nurse Educ Pract, 35, pp. 7-13, (2019); Major R., Tetley J., Recognising, managing and supporting dyslexia beyond registration. The lived experiences of qualified nurses and nurse academics, Nurs Educ Pract, 37, pp. 146-152, (2019); Raskind H., Higgins E.L., Herman K.L., Technology in the World for Persons with Learning Disabilities: Views from the Inside Learning Disabilities and Employment, (1997); Shessel I., Reiff H.B., Experiences of adults with learning disabilities: positive and negative impacts and outcomes, Learn Disabil Q, 22, 4, pp. 305-316, (1999); Lindstrom L.E., Benz M.R., Phases of career development: case studies of young women with learning disabilities, Except Child, 69, 1, pp. 67-83, (2002); Macdonald S.J., Windows of reflection: conceptualizing dyslexia using the social model of disability, Dyslexia, 15, pp. 347-362, (2009); Newlands F., Shrewsbury D., Robson J., Foundation doctors and dyslexia: a qualitative study of their experiences and coping strategies, Postgrad Med J, 91, pp. 121-126, (2015); Skinner T., MacGill F., Combining dyslexia and mothering: perceived impacts on work, Gend Work Organ, 22, 4, pp. 421-435, (2015); Locke R., Alexander G., Mann R., Kibble S., Scallan S., Doctors with dyslexia: strategies and support, Clin Teach, 14, pp. 355-359, (2016); Brouwers E.P.M., Social stigma is an underestimated contributing factor to unemployment in people with mental health illness or mental health issues: position paper and future directions, BMC Psychology, 8, 36, (2020); van Beukering I.E., Smits S.J.C., Janssens K.M.E., In What Ways Does Health Related Stigma Affect Sustainable Employment and Well-Being at Work? A Systematic Review, J Occup Rehabil, (2021); van der Klink J.J., Sustainable employability as capability; a multidisciplinary perspective, (2015); Urrieta J.L., Noblit G.W., Cultural Constructions of Identity Meta-Ethnography and Theory, (2018); Sen A., Development as Freedom, (1999); Welch S.P., Applications of a capability approach to disability and the international classification of functioning, disability and health (ICF) in social work practice, J Soc Work Disabil Rehabil, 6, 1, pp. 217-232, (2007); Bickenbach J., Reconciling the capability approach and the ICF, ALTER, Eur J Disabil Res, 8, pp. 10-23, (2014); Mitra S., Reconciling the capability approach and the ICF: a response, ALTER, Eur J Disabil Res, 8, pp. 24-29, (2014); Heerkens Y., Bieleman A., Miedema H., Engels J., Balm M., Handboek arbeid & gezondheid, (2019)","J. de Beer; Tranzo, Scientific Center for Care and Wellbeing, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Netherlands; email: joost.debeer@han.nl","","BioMed Central Ltd","","","","","","14712458","","","35642026","English","BMC Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85131010905"
"Vermeeren B.; Van der Heijden B.","Vermeeren, Brenda (55499881500); Van der Heijden, Beatrice (13406606600)","55499881500; 13406606600","Employability in the public sector: The impact of individual and organizational determinants","2022","Frontiers in Psychology","13","","1041618","","","","1","10.3389/fpsyg.2022.1041618","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145374683&doi=10.3389%2ffpsyg.2022.1041618&partnerID=40&md5=780c645218b97406ec3c654032d67040","Department of Public Administration and Sociology, Erasmus University Rotterdam, Rotterdam, Netherlands; Institute for Management Research, Radboud University, Nijmegen, Netherlands; Faculty of Management, Open University of the Netherlands, Heerlen, Netherlands; Department of Marketing, Innovation and Organization, Ghent University, Ghent, Belgium; School of Business, Hubei University, Wuhan, China","Vermeeren B., Department of Public Administration and Sociology, Erasmus University Rotterdam, Rotterdam, Netherlands; Van der Heijden B., Institute for Management Research, Radboud University, Nijmegen, Netherlands, Faculty of Management, Open University of the Netherlands, Heerlen, Netherlands, Department of Marketing, Innovation and Organization, Ghent University, Ghent, Belgium, School of Business, Hubei University, Wuhan, China","Introduction: The importance of employability within organizations is increasing, due to various developments that initiate organizational changes. This study focuses on the employability in the public sector. While there seems to be a clear need for an employable public sector workforce, up until now there is little empirical research into the employability of workers in this sector, and into which specific individual and organizational characteristics influence it. Methods: We conducted structural equation modeling, using data from Dutch public sector employees (n = 13.471). Results: Our outcomes show that public sector employees consider themselves to be reasonably employable internally, and that they rate their external employability slightly higher. Moreover, it was found that both individual (personality and risk-taking behavior) and organizational characteristics (transformational leadership and red tape) influence their employability. Discussion: These results underline the dual responsibility of the employee and the organization in influencing workers’ employability within the public sector. Copyright © 2022 Vermeeren and Van der Heijden.","employability competences; external employability; internal employability; personality; red tape; risk-taking behavior; transformational leadership","","","","","","","","Allport G.W., Personality: A psychological interpretation, XIV, (1937); Allport G.W., Pattern and growth in personality, (1961); Bach S., Bordogna L., Emerging from the crisis: The transformation of public service employment relations?, Public service management and employment relations in Europe, pp. 19-46, (2016); Baer M., Frese M., Innovation is not enough: Climates for initiative and psychological safety, process innovations, and firm performance, J. Organ. Behav, 24, pp. 45-68, (2003); Bargsted M., Yeves J., Merino C., Venegas-Muggli J.I., Career success is not always an outcome: Its mediating role between competence employability model and perceived employability, Career Dev. 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Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85145374683"
"Premalatha N.; Sujatha S.","Premalatha, N. (57437494300); Sujatha, S. (57207521028)","57437494300; 57207521028","Prediction of students' employability using clustering algorithm: A hybrid approach","2022","International Journal of Modeling, Simulation, and Scientific Computing","13","6","2250049","","","","0","10.1142/S1793962322500490","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147041000&doi=10.1142%2fS1793962322500490&partnerID=40&md5=2c3676d93dd2c464168d0bc8a4101cb9","Department of Computer Science, Dr. G. R. Damodaran College of Science, Coimbatore, India","Premalatha N., Department of Computer Science, Dr. G. R. Damodaran College of Science, Coimbatore, India; Sujatha S., Department of Computer Science, Dr. G. R. Damodaran College of Science, Coimbatore, India","Data Mining is a process of exploring the huge data in search of reliable patterns and methodical relationship among variables. As a result, the findings may be validated through applying the detected patterns to a novel subset of the data. In simple words, Data Mining is referred as extracting the useful information as large dataset and transforming into reliable structure for future use. Data Mining has shown its incredible performance in various fields to a greater extent, out of which, Educational Data Mining (EDM) is one among them. Many researchers have addressed huge number of problems in EDM and applied various techniques to reveal the useful and hidden information that helped in the process of decision making. Students getting employed during and after graduation are one of the important parts of their life. Students, based on their academic performances, are getting employed in companies they deserve. But still, the probability of getting employed is very less in this competitive world. In this paper, a real-time scenario has been chosen for analyzing various factors for getting employed/unemployed. Various clustering and classification techniques have been implemented and their performances are studied. A hybrid approach is presented in this paper that integrates the benefits of particle swarm optimization (PSO) and fuzzy clustering means (FCMs). The results obtained show that the proposed technique helps in obtaining higher accuracy to other clustering techniques. The proposed clustering algorithm PSO-FCM, accuracy is 34.4%, 36.45% and 28.45% higher than the existing method, time complexity shows 45%, 33% and 49% lower than the existing K-means clustering, Naïve Bayes clustering and SVM clustering algorithms, respectively.  © 2022 World Scientific Publishing Company.","Educational data mining; fuzzy clustering means (FCM); particle swarm optimization (PSO); students' employability prediction","Data mining; Decision making; Fuzzy clustering; K-means clustering; Large dataset; Metadata; Particle swarm optimization (PSO); Support vector machines; Clustering techniques; Educational data mining; Fuzzy clustering mean; Fuzzy clustering means; Hybrid approach; Particle swarm; Particle swarm optimization; Performance; Student' employability prediction; Swarm optimization; Students","","","","","","","Alodat I., Analysing and predicting COVID-19 AI tracking using artificial intelligence, Int. J. Model. Simul. Sci. Comput, 12, 3, (2021); Barlas P., Heavey C., Automation of input data to discrete event simulation for manufacturing: A review, Int. J. Model. Simul. Sci. Comput, 7, 1, (2016); Belem J. D. S., Souza H. T. C., Sobrinho A., Silva L. C. E., De Araujo Oliveira H. F., Modeling unmanned aerial vehicle system for identifying FOCI of arboviral disease with monitoring system, Int. J. Model. Simul. Sci. Comput, (2021); Mythili S., Thiyagarajah K., Rajesh P., Shajin F. H., Ideal position and size selection of unified power flow controllers (UPFCs) to upgrade the dynamic stability of systems: An antlion optimiser and invasive weed optimisation algorithm, HKIE Trans, 27, 1, pp. 25-37, (2020); Rajesh P., Shajin F. A., Multi-objective hybrid algorithm for planning electrical distribution system, Eur. J. Electr. Eng, 22, 1, pp. 224-509, (2020); Shajin F. 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Math, 151, pp. 402-412, (2020); Saadeh R., Numerical algorithm to solve a coupled system of fractional order using a novel reproducing kernel method, Alexandria Eng. J, 60, 5, pp. 4583-4591, (2021); Pakdaman M., Falamarzi Y., Yazdi H. S., Ahmadian A., Salahshour S., Ferrara F., A kernel least mean square algorithm for fuzzy differential equations and its application in earth's energy balance model and climate, Alexandria Eng. J, 59, 4, pp. 2803-2810, (2020); Sabir Z., Baleanu D., Shoaib M., Raja M. A. Z., Design of stochastic numerical solver for the solution of singular three-point second-order boundary value problems, Neural Comput. Appl, 33, 7, pp. 2427-2443, (2021); Liu S., Zhou K., Qi H., Liu J., Improved hybrid particle swarm optimisation for image segmentation, Int. J. Parallel Emergent Distrib. Syst, 36, 1, pp. 44-50, (2021); Singh M., Tyagi K. D., Singh A., Singh K. K., Detection of changes in Landsat Images using Hybrid PSO-FCM, Procedia Comput. Sci, 167, pp. 423-430, (2020); Verma H., Verma D., Tiwari P. K., A population based hybrid FCM-PSO algorithm for clustering analysis and segmentation of brain image, Expert Syst. Appl, 167, (2021)","N. Premalatha; Department of Computer Science, Dr. G. R. Damodaran College of Science, Coimbatore, India; email: prema.ctlatha@gmail.com","","World Scientific","","","","","","17939623","","","","English","Intl. J. Model. Simul. Sci. Comput.","Article","Final","","Scopus","2-s2.0-85147041000"
"Percio A.D.","Percio, Alfonso Del (56445500200)","56445500200","Speeding up, slowing down. Language, temporality and the constitution of migrant workers as labour force","2023","International Journal of Bilingual Education and Bilingualism","26","10","","1197","1209","12","1","10.1080/13670050.2021.1954386","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111664248&doi=10.1080%2f13670050.2021.1954386&partnerID=40&md5=0e8357185a47e1030a822cfa1527c0fd","UCL Institute of Education, London, United Kingdom","Percio A.D., UCL Institute of Education, London, United Kingdom","This article offers an original ethnographic documentation of employability schemes targeting migrants in contemporary Italy. It argues that analysts’ current theorisations of time and space compression do not help us understand the multiple temporalities that migrants are subjected to when crossing borders, including those of labour market regimes. This ethnographic account is informed by a scholarship of migration that has extensively documented how the acceleration of movement and access to language, citizenship or work co-exist with experiences of waiting, elongation, withdrawal and delay–processes that complicate our understanding of the temporal regimes migrants are subjected to. Through a thick documentation of the experiences of unemployed migrants, job counsellors and other social actors in employability programmes in Rome, this article argues that both speeding up and slowing down are technologies of temporal management, including time–space compression, elongation and partitioning. These technologies regulate the time and speed of migrants’ incorporation into the labour market and allow the performance of processes of differential inclusion. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","differential inclusion; labour; Language; migration; speed","","","","","","","","Castells M., End of Millennium, The Information Age, (1998); Codo E., Trade Unions and NGOs Under Neoliberalism, Language, Migration and Social Inequalities, pp. 25-55, (2013); Codo E., Langue et Insertion Professionnelle de Migrants Africains à Barcelone, Anthropologie & Sociétés, 39, 3, pp. 153-172, (2015); Codo E., Garrido M.R., Shifting Discourses of Migrant Incorporation at a Time of Crisis, International Journal of Multilingualism, 11, 4, pp. 389-408, (2014); Del Percio A., Engineering Commodifiable Workers, Language Policy, pp. 1-21, (2017); Del Percio A., Language, Communication, and the Politics of Hope, Language & Société, 165, pp. 95-116, (2018); Duchene A., Daveluy M., Spéculations Langagières, Anthropologie & Sociétés, 39, 3, pp. 39-33, (2015); Duchene A., Moyer M., Roberts C., Language, Migration, and Social Inequality, (2013); Flubacher M.-C., Integration Durch Sprache - die Sprache der Integration, (2014); Flubacher M., Desire and Confusion, International Journal of the Sociology of Language, 264, pp. 241-261, (2020); Flubacher M., Selling the Self, International Journal of Multilingualism, 70, 1, pp. 30-45, (2020); Flubacher M., Coray R., Duchene A., Language Investment and Employability, (2017); Flubacher M., Del Percio A., Language, Education and Neoliberalism, (2017); Foucault M., Surveiller et Punir, (1975); Gammeltoft-Hansen T., Sorensen N., The Migration Industry and the Commercialization, (2013); Garrido M., Community, Solidarity and Multilingualism in a Transnational Social Movement: A Critical Sociolinguistic Ethnography of Emmaus, (2020); Gershon I., Gonzales A., You got a Hole in Your Belly and a Phone in Your Hand, New Media and & Society, 23, 4, pp. 853-871, (2021); Graeber D., Bullshit Jobs, (2018); Gumperz J., Discourse Strategies, (1982); Harvey D., The Condition of Modernity, (1989); Hassemer J., The Value of Volunteering, International Journal of Multilingualism, 17, pp. 46-61, (2019); Heidegger M., The Question Concerning Technology, Heidegger, Martin, Basic Writings: Second Edition, Revised and Expanded, pp. 307-342, (1993); Heller M., McElhinny B., Language, Capitalism and Colonialism, (2018); Heller M., Pietikainen S., Pujolar J., Critical Sociolinguistic Research Methods, (2017); Jaffe S., Work Won’t Love you Back, (2021); Kraft K., (2019); Kraft K., Flubacher M., The Promise of Language, International Journal of the Sociology of Language, 264, pp. 1-23, (2020); Kroskrity P., Regimes of Language, (2000); Lonsmann D., Language, Employability, and Positioning in a Danish Integration Programme, International Journal of the Sociology of Language, 264, pp. 49-71, (2020); Lonsmann D., Kraft K., Language in Blue-Collar Workplaces, The Routledge Handbook of Language in the Workplace, pp. 138-149, (2018); Marx K., Engels F., The Communist Manifesto, (1967); Massey D., Space, Place and Gender, (1994); Mezzadra S., Neilson N., Border as Method, (2013); Repubblica Italiana, (2016); Roberts C., Language, Migration and the Gatekeepers, Language Issues, 2, 21, pp. 4-18, (2010); Rosa H., Social Acceleration, High-speed Society, pp. 77-114, (2009); Rose N., Miller P., Political Power Beyond the State, The British Journal of Sociology, 43, 2, pp. 173-205, (1992); Tomlinson J., The Culture of Speed: The Coming of Immediacy, (2020); Turner V., The Forest of Symbols, (1967); Van Hoof S., Nyssen S., Kanobana S., If They Could, They Would put Them on a Drip with Dutch, International Journal of the Sociology of Language, 264, pp. 73-94, (2020); Vigouroux C., Rethinking (un)Skilled Migrants, The Routledge Handbook on Language and Migration, pp. 312-329, (2017); Virilio P., Speed and Politics, (1977); Vostal F., Accelerating Academia: The Changing Structure of Academic Time, (2016); Yeung S., Flubacher M., Discourses of Integration, Multilingua, 35, 6, pp. 599-616, (2016)","A.D. Percio; UCL Institute of Education, London, United Kingdom; email: a.percio@ucl.ac.uk","","Routledge","","","","","","13670050","","","","English","Int. J. Biling. Educ. Bilingualism","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85111664248"
"Di Paolo A.; Matano A.","Di Paolo, Antonio (53063436000); Matano, Alessia (55001965200)","53063436000; 55001965200","The impact of combining work with study on the labour market performance of graduates: the joint role of work intensity and job-field match","2022","International Journal of Manpower","43","7","","1556","1578","22","2","10.1108/IJM-03-2021-0182","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132907578&doi=10.1108%2fIJM-03-2021-0182&partnerID=40&md5=98924505549af2152aaa1d1399d7699b","Departament d'Econometria, Estadistica i Economia Aplicada and AQR-IREA, Universitat de Barcelona, Barcelona, Spain; Department of Economics and Law, University of Rome “La Sapienza”, Rome, Italy; AQR-IREA, Universitat de Barcelona, Barcelona, Spain","Di Paolo A., Departament d'Econometria, Estadistica i Economia Aplicada and AQR-IREA, Universitat de Barcelona, Barcelona, Spain; Matano A., Department of Economics and Law, University of Rome “La Sapienza”, Rome, Italy, AQR-IREA, Universitat de Barcelona, Barcelona, Spain","Purpose: This paper investigates the effects of working during university education on labour market outcomes of university graduates. Design/methodology/approach: Based on data from three successive cohorts of graduates from the Spanish region of Catalonia, the authors estimate the effect of having worked in different types of jobs before graduation, classified according to work intensity and the match with the field of study, on the probability of being employed, having a permanent contract or having a job that requires the specific degree four years after graduation. The authors employ a multinomial endogenous treatment model that enables controlling for self-selection into pre-graduation working activities. Findings: Pre-graduation work activities that are related to the field of study are generally beneficial for employability and job stability. Work experiences unmatched with the degree's content are detrimental for graduates' job–education match. Originality/value: This is the first paper that jointly considers the role of work intensity (part-time vs full-time) and the relationship with the field of study in a framework that accounts for self-selection into different types of jobs. The authors also contribute to the literature by estimating the effect of pre-graduation jobs not only on the chances of being employed four years after graduation but also on two important aspects of job quality: having a permanent contract and having a job that requires the specific degree. © 2022, Antonio Di Paolo and Alessia Matano.","Employability; Job quality; Pre-graduation jobs; Self-selection; University graduates","","","","","","Catalan Economic Society; Spanish Ministry of Finance, Industry and Competitiveness, (ECO2016-75805-R); “la Caixa” Foundation","Funding text 1: The authors express gratitude to participants in the EALE Conference, Applied Economics Meeting, LEER Workshop on Education Economics, AIEL Conference, Jornadas de Economía Laboral, Symposium of the Spanish Economic Association, Lisbon Research Workshop on Economics, Statistics and Econometrics of Education, Catalan Economic Society. This research was partially funded by “la Caixa” Foundation through the competitive call LL2019-5 “Call to support social research projects: vocational training, early school leaving and job insecurity”, and by the Spanish Ministry of Finance, Industry and Competitiveness (project ECO2016-75805-R). The usual disclaimers apply.; Funding text 2: The authors express gratitude to participants in the EALE Conference, Applied Economics Meeting, LEER Workshop on Education Economics, AIEL Conference, Jornadas de Economía Laboral, Symposium of the Spanish Economic Association, Lisbon Research Workshop on Economics, Statistics and Econometrics of Education, Catalan Economic Society. This research was partially funded by “la Caixa” Foundation through the competitive call LL2019-5 “Call to support social research projects: vocational training, early school leaving and job insecurity”, and by the Spanish Ministry of Finance, Industry and Competitiveness (project ECO2016-75805-R). The usual disclaimers apply. ","Altonji J.G., Arcidiacono P., Maurel A., The analysis of field choice in college and graduate school: determinants and wage effects, Handbook of the Economics of Education, 5, pp. 305-396, (2016); Avdic D., Gartell M., Working while studying? Student aid design and socioeconomic achievement disparities in higher education, Labour Economics, 33, pp. 26-40, (2015); Baert B.S., Neyt B., Omey E., Verhaest D., Student work during secondary education, educational achievement, and later employment: a dynamic approach, Empirical Economics, pp. 1-31, (2022); Baert S., Neyt B., Siedler T., Tobback I., Verhaest D., Student internships and employment opportunities after graduation: a field experiment, Economics of Education Review, 83, (2021); Baert S., Rotsaert O., Verhaest D., Omey E., Student employment and later labour market success: no evidence for higher employment chances, Kyklos, 69, 3, pp. 401-425, (2016); Body K.M.D., Bonnal L., Giret J.F., Does student employment really impact achievement? The case of France, Applied Economics, 46, 25, pp. 3061-3073, (2014); Darolia R., Working (and studying) day and night: heterogenous effect of working on the academic performance of full-time and part-time students, Economic of Education Review, 38, pp. 38-50, (2014); Deb P., Trivedi P.K., Maximum simulated likelihood estimation of a negative binomial regression model with multinomial endogenous treatment, Stata Journal, 6, 2, pp. 246-255, (2006); Dolado J.J., Jansen M., Felgueroso F., Fuentes A., Wolf A., Youth labour market performance in spain and its determinants: a micro-level perspective, (2013); Geel R., Gellner U.B., Earning while learning: when and how student employment is beneficial, Labour, 26, 3, pp. 313-340, (2012); Haapanen M., Bockerman P., More educated, more mobile? 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A review of the literature, Journal of Economic Surveys, 33, 3, pp. 896-921, (2019); Nunley J.M., Pugh A., Romero N., Seals R.A., College major, internship experience, and employment opportunities: estimates from a résumé audit, Labour Economics, 38, pp. 37-46, (2016); Oreopoulos P., von Wachter T., Heisz A., The short-and long-term career effects of graduating in a recession, American Economic Journal: Applied Economics, 4, 1, pp. 1-29, (2012); Passaretta G., Triventi M., Work experience during higher education and post-graduation occupational outcomes: a comparative study on four European countries, International Journal of Comparative Economics, 56, pp. 232-253, (2015); Pastore F., Quintano C., Rocca A., Some young people have all the luck! The duration dependence of the school-to-work transition in Europe, Labour Economics, (2021); Pastore F., Quintano C., Rocca A., The duration of the school-to-work transition in Italy and in other European countries: a flexible baseline hazard interpretation, The International Journal of Manpower, (2022); Sanchez-Gelabert A., Figueroa M., Elias M., Working whilst studying in higher education: the impact of the economic crisis on academic and labour market success, European Journal of Education, 52, 2, pp. 232-245, (2017); Stinebrickner R., Stinebrickner T.R., A major in science? Initial beliefs and final outcomes for college major and dropout, The Review of Economic Studies, 81, 1286, pp. 426-472, (2014); Theune K., The working status of students and time to degree at German universities, Higher Education, 70, pp. 725-752, (2015); Triventi M., Does working during higher education affect students' academic progression?, Economics of Education Review, 41, pp. 1-13, (2014); Van Belle E., Caers R., Cuypers L., De Couck M., Neyt B., Van Borm H., Baert S., What do student jobs on graduate CVs signal to employers?, Economics of Education Review, 75, (2020); Weiss F., Klein M., Grauenhorst T., The effects of work experience during higher education on labour market entry: learning by doing or an entry ticket?, Work, Employment and Society, 28, 5, pp. 788-807, (2014); Wenz M., Yu W.C., Term-time employment and the academic performance of undergraduates, Journal of Education Finance, 35, 4, pp. 358-373, (2010)","A. Di Paolo; Departament d'Econometria, Estadistica i Economia Aplicada and AQR-IREA, Universitat de Barcelona, Barcelona, Spain; email: antonio.dipaolo@ub.edu","","Emerald Publishing","","","","","","01437720","","","","English","Int. J. Manpow.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85132907578"
"Caparrós Galán G.; Sendra Portero F.","Caparrós Galán, G. (57223136532); Sendra Portero, F. (56434604500)","57223136532; 56434604500","Medical students’ perceptions of the impact of artificial intelligence in radiology; [Percepciones de estudiantes de Medicina sobre el impacto de la inteligencia artificial en radiología]","2022","Radiologia","64","6","","516","524","8","7","10.1016/j.rx.2021.03.006","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105016380&doi=10.1016%2fj.rx.2021.03.006&partnerID=40&md5=729228b1b0992da74ba07dc8fa8a544d","Departamento de Radiología y Medicina Física, Facultad de Medicina, Málaga, Spain","Caparrós Galán G., Departamento de Radiología y Medicina Física, Facultad de Medicina, Málaga, Spain; Sendra Portero F., Departamento de Radiología y Medicina Física, Facultad de Medicina, Málaga, Spain","Objectives: To analyze medical students’ perceptions of the impact of artificial intelligence in radiology. Material and methods: A structured questionnaire comprising 28 items organized into six sections was distributed to students of medicine in Spain in December 2019. Results: A total of 341 students responded. Of these, 27 (7.9%) included radiology among their three main choices for specialization, and 51.9% considered that they clearly understood what artificial intelligence is. The overall rate of correct answers to the objective true-or-false questions about artificial intelligence was 70.7%. Whereas 75.9% expressed their disagreement with the hypothesis that artificial intelligence would replace radiologists, only 41.9% disagreed with the hypothesis that the demand for radiologists would decrease in the future. Only 36.7% expressed concerns about the role of artificial intelligence related to choosing radiology as a specialty. A greater proportion of students in the early years of medical school agreed with statements that radiologists accept artificial-intelligence-related technological changes and work with the industry to apply them as well as with statements about the need to include basic training about artificial intelligence in the medical school curriculum. Conclusions: The students surveyed are aware of the impact of artificial intelligence in daily life, but not of the current debate about its potential applications in radiology. In general, they think that artificial intelligence will revolutionize radiology without having an alarming effect on the employability of radiologists. The students surveyed think that it is necessary to provide basic training about artificial intelligence in undergraduate medical school programs. © 2021 SERAM","Artificial intelligence; Medical students; Radiology; Specialty; Survey","article; artificial intelligence; curriculum; employability; human; human experiment; major clinical study; medical school; medical student; perception; radiologist; radiology; Spain; specialization; structured questionnaire","","","","","","","Pakdemirli E., A preliminary glossary of artificial intelligence in radiology, Acta Radiol Open., 8, pp. 1-2, (2019); King B.F., Guest editorial: discovery and artificial intelligence, AJR Am J Roentgenol., 209, pp. 1189-1190, (2017); Martin Noguerol T., Paulano-Godino F., Martin-Valdivia M.T., Menias C.O., Luna A., Strengths, Weaknesses, Opportunities, and Threats Analysis of Artificial Intelligence and Machine Learning Applications in Radiology, J Am Coll Radiol., 16, pp. 1239-1247, (2019); Choy G., Khalilzadeh O., Michalski M., Do S., Samir A.E., Pianykh O.S., Et al., Current applications and future impact of machine learning in radiology, Radiology., 288, pp. 318-328, (2018); Hosny A., Parmar C., Quackenbush J., Schwartz L.H., Aerts H.J.W.L., Artificial intelligence in radiology, Nat Rev Cancer., 18, pp. 500-510, (2018); Park S.H., Do K.H., Kim S., Park J.H., Lim Y.S., What should medical students know about artificial intelligence in medicine?, J Educ Eval Health Prof., 16, (2019); Mazurowski M.A., Artificial Intelligence May Cause a Significant Disruption to the Radiology Workforce, J Am Coll Radiol., 16, pp. 1077-1082, (2019); Liew C., The future of radiology augmented with Artificial Intelligence: A strategy for success, Eur J Radiol., 102, pp. 152-156, (2018); Tajmir S.H., Alkasab T.K., Toward Augmented Radiologists: Changes in Radiology Education in the Era of Machine Learning and Artificial Intelligence, Acad Radiol., 25, pp. 747-750, (2018); Ranschaert E.R., Morozov S., Algra P.R., Artificial intelligence in medical imaging: Opportunities, applications and risks, (2019); Waymel Q., Badr S., Demondion X., Cotten A., Jacques T., Impact of the rise of artificial intelligence in radiology: What do radiologists think?, Diagn Interv Imaging., 100, pp. 327-336, (2019); Ooi S.K.G., Makmur A., Soon A.Y.Q., Fook-Chong S., Liew C., Sia S.Y., Et al., Attitudes toward artificial intelligence in radiology with learner needs assessment within radiology residency programmes: a national multiprogramme survey, Singapore Med J., pp. 1-22, (2019); Collado-Mesa F., Alvarez E., Arheart K., The Role of Artificial Intelligence in Diagnostic Radiology: A Survey at a Single Radiology Residency Training Program, J Am Coll Radiol., 15, pp. 1753-1757, (2018); Oh S., Kim J.H., Choi S.W., Lee H.J., Hong J., Kwon S.H., Physician confidence in artificial intelligence: An online mobile survey, J Med Internet Res., 21, (2019); Gong B., Nugent J.P., Guest W., Parker W., Chang P.J., Khosa F., Et al., Influence of Artificial Intelligence on Canadian Medical Students’ Preference for Radiology, Acad Radiol., 26, pp. 566-577, (2019); Sit C., Srinivasan R., Amlani A., Muthuswamy K., Azam A., Monzon L., Et al., Attitudes and perceptions of UK medical students towards artificial intelligence and radiology: a multicentre survey, Insights Imaging., 11, (2020); Garcia Brandes G.I., D'Ippolito G., Gusatti Azzolini A., Meirelles G., Impact of artificial intelligence on the choice of radiology as a specialty by medical students from the city of São Paulo, Radiol Bras., 53, pp. 167-170, (2020); Pinto dos Santos D., Giese D., Brodehl S., Chon S.H., Staab W., Kleinert R., Et al., Medical students’ attitude towards artificial intelligence: a multicentre survey, Eur Radiol., 29, pp. 1640-1646, (2019); Bin Dahmash A., Alabdulkareem M., Alfutais A., Kamel A.M., Alkholaiwi F., Alsheri S., Et al., Artificial intelligence in radiology: does it impact medical students preference for radiology as their future career?, Br J Radiol Open., 2, (2020); van Hoek J., Huber A., Leichtle A., Harma K., Hilt D., von Tengg-Kobligk H., Et al., A survey on the future of radiology among radiologists, medical students and surgeons: Students and surgeons tend to be more skeptical about artificial intelligence and radiologists may fear that other disciplines take over, Eur J Radiol., 121, (2019); Oliver H.C., Hudson B.J., Oliver C.F., Oliver M.C., UK undergraduate aspirations and attitudes survey: do we have a perception problem in clinical radiology?, Clinical Radiology, 75, (2020); del Cura Rodriguez J.L., Martinez Noguera A., Sendra Portero F., Rodriguez Gonzalez R., Puig Domingo J., Alguersuari Cabiscol A., La enseñanza de la Radiología en los estudios de la licenciatura de Medicina en España. Informe de la Comisión de Formación de la SERAM, Radiología., 50, pp. 177-182, (2008); Murias Quintana E., Sanchez Lasheras F., Fernandez-Somoano A., Romeo Ladrero J.M., Costilla Garcia S.M., Cadenas Rodriguez M., Et al., Análisis de la elección de la especialidad de radiodiagnóstico en el examen MIR desde el año 2006 hasta 2015, Radiología., 59, pp. 232-246, (2017); Arleo E.K., Bluth E., Francavilla M., Straus C.M., Reddy S., Recht M., Surveying Fourth-Year Medical Students Regarding the Choice of Diagnostic Radiology as a Specialty, J Am Coll Radiol, 13, pp. 188-195, (2016); Kawamoto R., Ninomiya D., Kasai Y., Kusunoki T., Ohtsuka N., Kumagi T., Et al., Gender difference in preference of specialty as a career choice among Japanese medical students, BMC Medical Education., 16, (2016); Kim Y.-Y., Kim U.-N., Kim Y.S., Lee J.-S., Factors associated with the specialty choice of Korean medical students: a crosssectional survey, Human Resources for Health., 14, (2016); Workman L., Self-Perception of Intelligence in Male and Female Undergraduates in Old and New Welsh Universities, Psychology Learning & Teaching., 4, pp. 22-26, (2005); Heiligers P.J., Gender differences in medical students’ motives and career choice, BMC Med Educ., 23, (2012); Garcia-Estan J., Studying Medicine and being a doctor in Spain, MedEdPublish., 7, (2018); Gallix B., Chong J., Artificial intelligence in radiology: who's afraid of the big bad wolf?, Eur Radiol., 29, pp. 1637-1639, (2019); Chan K.S., Zary N., Applications and Challenges of Implementing Artificial Intelligence in Medical Education: Integrative Review, JMIR Med Educ., 5, (2019)","F. Sendra Portero; Departamento de Radiología y Medicina Física, Facultad de Medicina, Málaga, Spain; email: sendra@uma.es","","Ediciones Doyma, S.L.","","","","","","00338338","","RBSEB","33934846","English","Radiologia","Article","Final","","Scopus","2-s2.0-85105016380"
"Aliu J.; Aigbavboa C.","Aliu, John (57202873480); Aigbavboa, Clinton (54956705100)","57202873480; 54956705100","Key generic skills for employability of built environment graduates","2023","International Journal of Construction Management","23","3","","542","552","10","22","10.1080/15623599.2021.1894633","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102510149&doi=10.1080%2f15623599.2021.1894633&partnerID=40&md5=c4619342c330d229aad71c2e5d8781d4","Cidb Centre of Excellence & Sustainable Human Settlement and Construction Research Centre, University of Johannesburg, Johannesburg, South Africa","Aliu J., Cidb Centre of Excellence & Sustainable Human Settlement and Construction Research Centre, University of Johannesburg, Johannesburg, South Africa; Aigbavboa C., Cidb Centre of Excellence & Sustainable Human Settlement and Construction Research Centre, University of Johannesburg, Johannesburg, South Africa","The dynamism and unpredictability of the construction industry have continued to underline the need for adequately skilled graduates to handle key positions after graduation. Apart from good academic degrees and theoretical knowledge, industry employers are constantly seeking graduates who also possess an array of generic skills (GS) or non-academic skills. This study aims to evaluate the GS that built-environment graduates need to possess to thrive in the labour market after graduation. A quantitative research approach was adopted to achieve this study’s objective with close-ended questionnaires developed and administered to built environment professionals based in the Gauteng province of South Africa. Retrieved data were analyzed using several statistical tools such as descriptive statistics (DS), Mean Item Score (MIS), One-Sample T-test (OST), and Exploratory Factor Analysis (EFA). Findings revealed four clusters highlighting the key GS that built environment graduates require to thrive in the construction industry after graduation. These include leadership skills, critical thinking and analytical skills, problem-solving skills and entrepreneurship skills. A key implication of these findings makes a case for universities to constantly adopt several pedagogical approaches to develop these GS and other related competencies to ensure industry readiness for graduates. This study contributes to the body of scholarly knowledge as it reveals the various clusters of GS skills which employers constantly seek from built environment graduates in South Africa and beyond. The outcomes of this study will be beneficial to university educators, higher education officials, policymakers and even students. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Built environment; construction education; employability; employability skills; engineering education; generic skills; graduateness; pedagogy","","","","","","","","Adebakin A.B., Ajadi O.T., Subair S.T., Required and possessed university graduate employability skills: perceptions of the Nigerian employers, WJE, 5, 2, pp. 115-121, (2015); Ahmed S.M., Saqib M., (2010); Ahn Y.H., Annie R.P., Kwon H., Key competencies for US construction graduates: industry perspective, J Prof Issues Eng Educ Pract, 138, 2, pp. 123-130, (2012); Akinradewo O., Aghimien D., Aigbavboa C., Onyia M., Factors influencing the adoption of insurance as a risk treatment tool by contractors in the construction industry, Int J Constr Manage, (2020); Alao A.A., Pilane C.D., Mabote M.M., Setlhare K., Mophuting K., Semphadile K.M., Oridile L.W., Kgathi P.L., Mmapatsi S., Employer satisfaction survey of the University of Botswana graduates, Int J Contemp Issues Educ Psychol, (2009); Aliu J., Aigbavboa C.O., Employers’ perception of employability skills among built-environment graduates, JEDT, 18, 4, pp. 847-864, (2019); Aliu J., (2021); Arain F.M., Identifying competencies for baccalaureate level construction education: enhancing employability of young professionals in the construction industry, (2010); Archer W., Davison J., Graduate employability. 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A set of conceptual models of entrepreneurship education, Models of start-up thinking and action: theoretical, empirical and pedagogical approaches, (2016); Zepke N., Leach L., Beyond hard outcomes: soft outcomes and engagement as student success, Teach High Educ, 15, 6, pp. 661-673, (2010)","J. Aliu; Cidb Centre of Excellence & Sustainable Human Settlement and Construction Research Centre, University of Johannesburg, Johannesburg, South Africa; email: Ajseries77@gmail.com","","Taylor and Francis Ltd.","","","","","","15623599","","","","English","Int. J. Constr. Manage.","Article","Final","","Scopus","2-s2.0-85102510149"
"Bolton-King R.S.","Bolton-King, Rachel S. (55260938400)","55260938400","Student mentoring to enhance graduates’ employability potential","2022","Science and Justice","62","6","","785","794","9","4","10.1016/j.scijus.2022.04.010","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130381753&doi=10.1016%2fj.scijus.2022.04.010&partnerID=40&md5=d8b1a47980e3424fc3210c566ac48af8","Department of Society, Crime & Environment, School of Justice, Security & Sustainability, Staffordshire University, England, Stoke-on-Trent, United Kingdom","Bolton-King R.S., Department of Society, Crime & Environment, School of Justice, Security & Sustainability, Staffordshire University, England, Stoke-on-Trent, United Kingdom","This paper considers whether the adoption of a subject-specific, classroom-based, voluntary extra-curricular student mentoring scheme could provide an effective mechanism and andragogic approach to enhance higher education students’ employability potential pre-graduation. Over the three-year pilot, 26 more advanced (second to fourth year) undergraduate students actively mentored nearly 400 first year undergraduate students during workshops delivered annually within forensic and policing focused courses. In total, 17 mentors anonymously completed online, post-scheme surveys. Survey data was quantitatively analysed to evaluate the scheme, establish which skills and attributes mentors had developed and investigate whether mentors could appropriately identify example skills within professional terminology used during employer recruitment. In addition, this paper reflects on the implementation of remote student mentoring during the COVID-19 pandemic and its adoption within a blended learning framework. The results from this research strongly support mentoring as an effective mechanism to develop undergraduate employability skills, significantly developing mentors’ self-confidence and self-efficacy in their interpersonal and communication skills. Although mentors were aware of university graduate attributes and thought they could evidence these with appropriate examples, in practice this was not necessarily the case. As a result, a framework is proposed to enable mentors to identify their skills and how they may align with competencies sought by relevant forensic and policing employers. However, other andragogic practices may need to be implemented to maximise the potential for successful graduate employment. © 2022 The Author(s)","Andragogy; Confidence; COVID-19; Employability; Forensic; Graduate; Mentor; Pedagogy; Policing; Science; Self-efficacy; Skills; Undergraduate","COVID-19; Humans; Mentoring; Mentors; Pandemics; Students; Article; communication skill; coronavirus disease 2019; distance learning; employability; employer; female; human; male; mentor; mentoring; nomenclature; pandemic; pilot study; quantitative analysis; self concept; social competence; tertiary education; undergraduate student; workshop; student","","","","","Staffordshire University","This research was financially supported by Staffordshire University through a Vice-Chancellor’s Small Teaching-Led Research Grant in 2016. ","Bryce C.F.A., Rankin B.W.J., Hunt A., A report on the development and implementation of an assessment of competence scheme for the forensic sciences, Forensic Science International: Synergy, 1, pp. 56-60, (2019); Weston C., Bennett-Moses L., Sanders C., The changing role of the law enforcement analyst: clarifying core competencies for analysts and supervisors through empirical research, Policing and Society, 30, 5, pp. 532-547, (2020); Sloan J.J., Paoline E.A., “They need more training!” A national analysis of police academy basic training priorities, Police Quarterly, 24, 4, pp. 486-518, (2021); Allen T.D., Eby L.T., O'Brien K.E., Lentz E., The State of Mentoring Research: A Qualitative Review of Current Research Methods and Future Research Implications, J. Vocat. Behav., 73, 3, pp. 343-357, (2008); Carragher J., McGaughey J., The Effectiveness of Peer Mentoring in Promoting a Positive Transition to Higher Education for First-Year Undergraduate Students: A Mixed Methods Systematic Review Protocol, Systematic Reviews, 5, 1, (2016); Poulsen K.M., Mentoring Programmes: Learning Opportunities for Mentees, for Mentors, for Organisations and for Society, Industrial and Commercial Training, 45, 5, pp. 255-263, (2013); Minnick W., Wilhide S., Diantoniis R., Goodheart T., Logan S., Moreau R., Onboarding OSH Professionals: The Role of Mentoring, Professional Safety, 59, 12, (2014); Grima F., Paille P., Mejia J.H., Prud'homme L., Exploring the Benefits of Mentoring Activities for the Mentor, Career Development International, 19, 4, pp. 469-490, (2014); Kalpazidou Schmidt E., Faber S.T., Benefits of Peer Mentoring to Mentors, Female Mentees and Higher Education Institutions, Mentoring & Tutoring: Partnership in Learning, 24, 2, pp. 137-157, (2016); Schreiner B., Black J., Mentoring in the Pharmaceutical Industry: Developing an Effective Program for a Field-Based Medical Team, Drug Information Journal, 44, 1, pp. 81-86, (2010); Bozionelos N., Bozionelos G., Kostopoulos K., Polychroniou P., How Providing Mentoring Relates to Career Success and Organizational Commitment: A Study in the General Managerial Population, Career Development International, 16, 5, pp. 446-468, (2011); Morales E.E., Ambrose-Roman S., Perez-Maldonado R., Transmitting Success: Comprehensive Peer Mentoring for at-Risk Students in Developmental Math, Innovative Higher Education, 41, 2, pp. 121-135, (2016); Collings R., Swanson V., Watkins R., The Impact of Peer Mentoring on Levels of Student Wellbeing, Integration and Retention: A Controlled Comparative Evaluation of Residential Students in UK Higher Education, High. Educ., 68, 6, pp. 927-942, (2014); Hall R., Jaugietis Z., Developing Peer Mentoring through Evaluation, Innovative Higher Education, 36, 1, pp. 41-52, (2011); Cornelius V., Wood L., Lai J., Implementation and Evaluation of a Formal Academic-Peer-Mentoring Programme in Higher Education, Active Learning in Higher Education, 17, 3, pp. 193-205, (2016); Skaniakos T., Penttinen L., Lairio M., Peer Group Mentoring Programmes in Finnish Higher Education––Mentors’ Perspectives, Mentoring & Tutoring: Partnership in Learning, 22, 1, pp. 74-86, (2014); Collings R., Swanson V., Watkins R., Peer Mentoring during the Transition to University: Assessing the Usage of a Formal Scheme within the UK, Studies in Higher Education, 41, 11, pp. 1995-2010, (2016); Heirdsfield A.M., Walker S., Walsh K., Wilss L., Peer Mentoring for First-year Teacher Education Students: The Mentors’ Experience, Mentoring & Tutoring: Partnership in Learning, 16, 2, pp. 109-124, (2008); Shan H., Butterwick S., Transformative Learning of Mentors from an Immigrant Workplace Connections Program, Studies in Continuing Education, 39, 1, pp. 1-15, (2017); Dutton C., Mentoring: The Contextualisation of Learning - Mentor, Protege and Organisational Gain in Higher Education, Education + Training, 45, 1, pp. 22-29, (2003); Lowden K., Hall S., Elliot D., Lewin J., Employers' Perceptions of the Employability Skills of New Graduates, (2011); Johnson W.B., On being a Mentor: A Guide for Higher Education Faculty, (2015); Parsloe E., Wray M., Coaching & Mentoring, (2000); Gay B., Stephenson J., The mentoring dilemma: guidance and/or direction?, Mentoring & Tutoring: Partnership in Learning, 6, 1, pp. 43-54, (1998); Colley H., Mentoring for Social Inclusion: A Critical Approach to Nurturing Mentor Relationships, (2004); Sana F., Pachai M.V., Kim J.A., Training Undergraduate Teaching Assistants in a Peer Mentor Course, Transformative Dialogues: Teaching and Learning Journal, 4, 3, pp. 1-10, (2011); Perry R.E., Parikh J.R., Developing Effective Mentor-Mentee Relationships in Radiology, Journal of the American College of Radiology, 15, 22, pp. 328-333, (2018); Neuendorf K.A., The Content Analysis Guidebook, (2017); Bengstsson M., How to plan and perform a qualitative study using content analysis, NursingPlus Open, 2, pp. 8-14, (2016); Stigmar M., Peer-to-Peer Teaching in Higher Education: A Critical Literature Review, Mentoring & Tutoring: Partnership in Learning, 24, 2, pp. 124-136, (2016); Philipp S.B., Tretter T.R., Rich C.V., Development of Undergraduate Teaching Assistants as Effective Instructors in STEM Courses, Journal of College Science Teaching, 45, 3, pp. 74-82, (2016); Colvin J.W., Ashman M., Roles, Risks, and Benefits of Peer Mentoring Relationships in Higher Education, Mentoring & Tutoring: Partnership in Learning, 18, 2, pp. 121-134, (2010); Burch N., The Four Stages for Learning any New Skill, (1970); Pajares F., Self-Efficacy Beliefs in Academic Settings, Review of Educational Research, 66, 4, pp. 543-578, (1996); Westerman P.L., Stout S.M., Hargreaves H.A., Mentoring Improves Self-Efficacy, Competence, and Connectedness in a Therapeutic Horseback Riding Program, Reflections: Narratives of Professional Helping, 18, 3, pp. 37-46, (2012); Bidgood P., Student Mentoring and Peer Tutoring, MSOR Connections, 4, 1, pp. 12-16, (2004); Barrie S.C., Understanding what we Mean by the Generic Attributes of Graduates, High. Educ., 51, 2, pp. 215-241, (2006); Crebert G., Bates M., Bell B., Patrick C.-J., Cragnolini V., Developing Generic Skills at University, during Work Placement and in Employment: Graduates' Perceptions, Higher Education Research & Development, 23, 2, pp. 147-165, (2004); Jackson D., (2017); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., Pedagogy for Employability, (2012); Fink L.D., A Self-directed Guide to Designing Courses for Significant Learning, (2005); Teacher & Educational Development, Effective Use of Performance Objectives for Learning and Assessment, (2005); Wright M., Campbell C., Nesbit S., Froese T., pp. 17-20; Ifenthaler D., Bellin-Mularski N., Mah D.-K., Foundation of Digital Badges and Micro-Credentials: Demonstrating and Recognizing Knowledge and Competencies, (2016); Terrion J.L., Leonard D., A Taxonomy of the Characteristics of Student Peer Mentors in Higher Education: Findings from a Literature Review, Mentoring & Tutoring: Partnership in Learning, 15, 2, pp. 149-164, (2007); Wood L.N., Smith N.F., Graduate Attributes: Teaching as Learning, Int. J. Math. Educ. Sci. Technol., 38, 6, pp. 715-727, (2007); Scott C.A., McLean A., Golding C., How peer mentoring fosters graduate attributes, Journal of Peer Learning, 13, pp. 29-44, (2019); Herrington T., Herrington J., Authentic Learning Environments in Higher Education, (2006); Leidenfrost B., Strassnig B., Schabmann A., Spiel C., Carbon C.-C., Peer Mentoring Styles and their Contribution to Academic Success among Mentees: A Person-Oriented Study in Higher Education, Mentoring & Tutoring: Partnership in Learning, 19, 3, pp. 347-364, (2011); Wallace S.; Newstrom J.W., Rubenfeld S.A., pp. 117-120; Akinla O., Hagan P., Atiomo W., A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students, BMC Med. Educ., 18, (2018); Mishra S., Social networks, social capital, social support and academic success in higher education: A systematic review with a special focus on ‘underrepresented’ students, Educational Research Review, 29, (2020); Bower G.G., Factors Influencing the Willingness to Mentor 1st-year Faculty in Physical Education Departments, Mentoring & Tutoring: Partnership in Learning, 15, 1, pp. 73-85, (2007); Bolton-King R.S., Nichols-Drew L.J., Turner I.J., RemoteForensicCSI: Enriching teaching, training and learning through networking and timely CPD, Science & Justice, (2022)","R.S. Bolton-King; R132 Science Centre, Staffordshire University, Stoke-on-Trent, Leek Road, Staffordshire, ST4 2DF, United Kingdom; email: r.bolton-king@staffs.ac.uk","","Forensic Science Society","","","","","","13550306","","","36400500","English","Sci. Justice","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85130381753"
"Sichombe B.","Sichombe, Beatrice (57971332100)","57971332100","Tracer Study of 2017-2019 NAMCOL TVET Graduates","2022","Journal of Learning for Development","9","3","","545","562","17","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142213098&partnerID=40&md5=a915b04864b62fe72c968524531eb5d5","National Institute for Educational Development, Namibia","Sichombe B., National Institute for Educational Development, Namibia","This article focuses on the outcome of a tracer study of former NAMCOL TVET trainees who completed their training in 2017, 2018 and 2019 in the following trades: automotive mechanics, welding and metal fabrication, office administration and plumbing and pipe-fitting in terms of their employment profile, and opinions on the quality and effect of training they received in light of their employment experiences. The study adopted a mixed methods design, and it is based on Prosser’s Theorems on vocational education. The study revealed that former trainees were well equipped with relevant knowledge and skills needed by the job market. However, the majority were unemployed, and among the employed, others were employed outside their specialisation. Furthermore, the study revealed some challenges that former trainees encountered while studying with NAMCOL, among others, inadequate equipment, lack of job attachment opportunities, financial constraints, and the delay of equipment and material supply. The study further made recommendations that could improve TVET quality and delivery at NAMCOL. © 2022, Commonwealth of Learning. All rights reserved.","employability; employer satisfaction; skill mismatch; tracer study; TVET; TVET programmes","","","","","","","","Ayonmike C. S., Okwelle P. C., Okeke B. C., Towards quality Technical Vocational Education and Training (TVETt) Programmes in Nigeria: Challenges and improvement strategies, Journal of Education and Learning, 4, 1, pp. 25-34, (2015); Baddapuri D., Induction training-how does it benefit the company and the hire?, (2016); Becker M., Spottl G, (2017); Camp W. G., Hillison J. H., Prosser's Sixteen Theorems: Time for reconsideration, Journal of Vocational and Technical Education, 1, 1, pp. 13-21, (1984); Chabongwa N., The extent of entrepreneurship skills development through TVET programs in Botswana, Designing and conducting mixed methods research, (2018); Dasmani A., Challenges facing technical institute graduates in practical skills acquisition in the Upper East Region of Ghana, International Journal of Work-Integrated Learning, 12, 2, (2011); Dondofema J., Mwenje J., Musemwa L., The industrial attachment programme--history, benefits, challenges and its adoption in Zimbabwe: A Review, Asian Journal of Education and Training, 6, 3, pp. 412-420, (2020); Workplace confidence: Induction, (2022); Grierson J. P., Where there is no job-vocational training for self-employment in developing countries, (1997); Hashim M. H. M., The practice of employability teamwork skills, International Journal of Vocational Education and Training Research, 1, 2, (2015); Hollander A., Mar N.Y., Towards achieving TVET for all: The role of the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, International handbook of education for the changing world of work, (2009); Vocational training and skills development in the Poverty Reduction Strategy Papers — A preliminary review, (2005); Macci M., Jenny B., Wilhelm K., Measuring education’s path to prosperity: Tracer studies for Vocational Education and Training Programme — A practical tool kit, (2009); Marope P. T. M., Chakroun B., Holmes K. P., Unleashing the potential: Transforming technical and vocational education and training, (2015); Moore G., The sixteen theorems of SAE, Agricultural Education Magazine, 75, 6, pp. 20-21, (2003); Mouzakitis G. S., The role of vocational education and training curricula in economic development, Procedia-Social and Behavioral Sciences, 2, 2, pp. 3914-3920, (2010); Murangi H. V., Kulobone A., Tracer study for the Namibian College of Open Learning’s secondary education learners, (2016); Namibia Education Training Authority Policy, (2005); Government Gazette, (2008);  National Development Plan, (2017); Ministry of Higher Education, Technology and Innovation, (2021); TVET National Graduate Survey 2015-2017, (2020); Job attachment, (2021); Nugraha H. D., Kencanasari R. V., Komari R. N., Kasda K., Employability skills in Technical Vocational Education and Training (TVET), Invotec, 16, 1, pp. 1-10, (2020); Neuendorf K. A., Content analysis and thematic analysis, Advanced research methods for applied psychology, pp. 211-223, (2018); Oviawe M. J. I., Enhancing development of soft skills among technical vocational education and training students towards achieving the Sustainable Development Goals, SOCIALSCI Journal, 6, (2020); The importance of TVET and its contribution to sustainable development, AIP Conference Proceedings, 1887, 1, (2017); Prosser C. A., Allen C. R., Vocational education in a democracy, (1925); Prosser C.A., Quaigley T.H., Prosser’s sixteen theorems on vocational education and basis for vocational philosophy, (1949); Rawashdeh H., Enhancing institutionalized partnerships between TVET institutions and the world of work in Jordan, (2019); Schomburg H., Handbook for graduate tracer studies, (2003); Revised recommendation concerning technical and vocational education, pp. 1-17, (2001); Participation in Formal Technical and Vocational Education and Training Programs Worldwide, (2006); Zulu W. V., Mutereko S., Exploring the causes of student attrition in South African TVET Colleges: A case of one KwaZulu-Natal technical and vocational education and training college, Interchange, 51, 4, pp. 385-407, (2020)","B. Sichombe; National Institute for Educational Development, Namibia; email: bsichombe@gmail.com","","Commonwealth of Learning","","","","","","23111550","","","","English","J. Learn. Dev.","Article","Final","","Scopus","2-s2.0-85142213098"
"Mbukanma I.; Strydom K.","Mbukanma, Ifeanyi (57194067224); Strydom, Kariena (57193285321)","57194067224; 57193285321","Challenges to and Enablers of Women's Advancement in Academic Careers at a Selected South African University","2022","International Journal of Learning, Teaching and Educational Research","21","12","","44","64","20","2","10.26803/ijlter.21.12.3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149020440&doi=10.26803%2fijlter.21.12.3&partnerID=40&md5=d0d2b5dd71491f4f6044d13c5f200dda","Department of People Development & Technology, Faculty of Business Sciences, Walter Sisulu University, East London, South Africa","Mbukanma I., Department of People Development & Technology, Faculty of Business Sciences, Walter Sisulu University, East London, South Africa; Strydom K., Department of People Development & Technology, Faculty of Business Sciences, Walter Sisulu University, East London, South Africa","The study was motivated by the question of what challenges and enablers women encounter as they progress in their academic careers. A qualitative research method was used. This participatory action research involved 19 members of a South African university’s permanent academic staff who shared their perspectives on women's academic advancement. A literature review was conducted to provide contextual insight. The four key themes that underpinned the data analysis are: factors hindering women's academic careers; challenges faced by women academics; advancing women’s academic careers; and advancing the employability of aspiring female academics. Unfair recruitment processes, intrinsic societal attitudes, low self-esteem and a lack of mentorship programmes were identified as critical factors impeding women's academic careers. Revised recruitment policies, promotion opportunities and support programmes for women are evidenced as critical to advancing women's academic careers. It is suggested that a concerted effort be made by women as individuals, universities and the government to advance women's academic careers. © 2022 Society for Research and Knowledge Management. All rights reserved.","academic career; career progression; challenges and enablers; higher education; women empowerment","","","","","","","","Albertus R. W., Decolonisation of institutional structures in South African universities: A critical perspective, Cogent Social Sciences, 5, 1, (2019); Al-Qahtani A. M., Ibrahim H. A., Elgzar W. T., El Sayed H. A., Essa R. M., The role of self-esteem and self-efficacy in women empowerment in the Kingdom of Saudi Arabia: A cross-sectional study, African Journal of Reproductive Health, 25, 1, pp. 69-78, (2021); Armstrong M. A., Jovanovic J., Starting at the crossroads: Intersectional approaches to institutionally supporting underrepresented minority women STEM faculty, Journal of Women and Minorities in Science and Engineering, 21, 2, pp. 141-157, (2015); Avolio B., Chavez J., Vilchez-Roman C., Factors that contribute to the underrepresentation of women in science careers worldwide: a literature review, Social Psychology of Education, 23, 3, pp. 773-794, (2020); Barkhuizen E. N., Masakane G., Van der Sluis L., In search of factors that hinder the career advancement of women to senior leadership positions, SA Journal of Industrial Psychology, 48, (2022); Bilimoria D., Liang X., Effective practices to increase women's participation, advancement and leadership in US academic STEM, Women in STEM Careers: International Perspectives on Increasing Workforce Participation, Advancement and Leadership, pp. 146-165, (2014); Breeze M., Taylor Y., Feminist collaborations in higher education: Stretched across career stages, Gender and Education, 32, 3, pp. 412-428, (2020); Coe C., Piggott C., Davis A., Hall M., Goodell K., Joo P., South-Paul J., Leadership pathways in academic family medicine: focus on underrepresented minorities and women, Family medicine, 52, 2, pp. 104-111, (2020); Creswell J. W., Research design: qualitative, quantitative, and mixed methods approach, (2014); Crimmins G., Strategies for Supporting Inclusion and Diversity in the Academy: Higher Education, Aspiration and Inequality, (2020); Cross M., Lee S., Bridgman H., Thapa D. K., Cleary M., Kornhaber R., Benefits, barriers, and enablers of mentoring female health academics: An integrative review, PloS one, 14, 4, (2019); Deterding N. M., Waters M. C., Flexible coding of in-depth interviews: A twenty-first-century approach, Sociological Methods & Research, 50, 2, pp. 708-739, (2021); Fine M., Torre M. E., Critical participatory action research: A feminist project for validity and solidarity, Psychology of Women Quarterly, 43, 4, pp. 433-444, (2019); Fletcher A. J., Applying critical realism in qualitative research: methodology meets method, International Journal of Social Research Methodology, 20, 2, pp. 181-194, (2017); Gradin C., Occupational gender segregation in post-apartheid South Africa, Feminist Economics, 2021, pp. 1-32, (2021); Herbst T. H., Gender differences in self-perception accuracy: The confidence gap and women leaders’ underrepresentation in academia, SA Journal of Industrial Psychology, 46, 1, pp. 1-8, (2020); Permanent Staff Headcount by Institution and Calendar Year, (2020); Husni H., The effectiveness of the social responsibility program for Islamic religious education through the participatory action research method, The Social Studies: An International Journal, 6, 1, pp. 103-116, (2020); Isaacs D. M., Strydom K., Mbukanma I., Advancing women’s empowerment in the workplace: A study of a company in the polymer industry in South Africa, African Journal of Gender, Society and Development, 11, 1, pp. 55-80, (2022); Jalilianhasanpour R., Chen H., Caffo B., Johnson P., Beheshtian E., Yousem D. M., Are women disadvantaged in academic radiology?, Academic Radiology, 27, 12, pp. 1760-1766, (2020); Kim Y., Kim S., Being an academic: how junior female academics in Korea survive in the neoliberal context of a patriarchal society, Higher Education, 81, 6, pp. 1311-1328, (2021); Lester J. N., Cho Y., Lochmiller C. R., Learning to do qualitative data analysis: A starting point, Human Resource Development Review, 19, 1, pp. 94-106, (2020); Letsoalo M. E., Rankhumise E. M., Students' entrepreneurial intentions at two South African universities, Journal of Entrepreneurship Education, 23, 1, pp. 1-14, (2020); Liani M. L., Nyamongo I. K., Tolhurst R., Understanding intersecting gender inequities in academic scientific research career progression in sub-Saharan Africa, International Journal of Gender, Science and Technology, 12, 2, pp. 262-288, (2020); Mazibuko F., Women in academic leadership in South Africa: conventional executives or agents of empowerment?, Alternation, 13, 1, pp. 106-123, (2006); McCusker K., Gunaydin S., Research using qualitative, quantitative, or mixed methods and choice based on the research, Perfusion, 30, 7, pp. 537-542, (2015); Mcilongo M., Strydom K., The significance of mentorship in supporting career advancement of women in the public sector, Heliyon, 7, 6, (2021); Michael J. R., Schucany W.R., Analysis of data from censored samples, Goodness-of-Fit-Techniques, pp. 461-496, (2017); Mokhele M., Reflections of Black women academics at South African Universities: A narrative case study, Mediterranean Journal of Social Sciences, 4, 3, pp. 611-611, (2013); Mukorera S. Z., Is Entrepreneurship the Solution for Female Empowerment in South Africa, Journal of Developmental Entrepreneurship, 25, (2020); Netnou Z., Strydom K., Improving career advancement of women in a manufacturing firm in South Africa, Journal of Human Ecology, 70, 1–3, pp. 25-35, (2020); Ndinga-Kanga M., van der Merwe H., Hartford D., Forging a resilient social contract in South Africa: states and societies sustaining peace in the post-apartheid era, Journal of Intervention and Statebuilding, 14, 1, pp. 22-41, (2020); Nordling L., Racism rife at top South African university, says the report, Nature, 568, 7751, pp. 151-153, (2019); Nyoni W. P., He C., Barriers and Biases: Under-Representation of Women in Top Leadership Positions in Higher Education in Tanzania, International Journal of Academic Multidisciplinary Research, 3, 5, (2019); O'Connor P., Gender imbalance in senior positions in higher education: what is the problem? What can be done?, Policy Reviews in Higher Education, 3, 1, pp. 28-50, (2019); Rutledge L. B., Levelling up: Women academic librarians' career progression in management positions, College & Research Libraries, 81, 7, (2020); Sa C., Cowley S., Martinez M., Kachynska N., Sabzalieva E., Gender gaps in research productivity and recognition among elite scientists in the US, Canada, and South Africa, PloS one, 15, 10, (2020); Sadiq H., Barnes K. I., Price M., Gumedze F., Morrell R. G., Academic promotions at a South African university: questions of bias, politics and transformation, Higher Education, 78, 3, pp. 423-442, (2019); Sandler B. R., Hall R. M., The campus climate revisited: Chilly for women faculty, administrators, and graduate students, (1986); Santos J. M., Horta H., Amancio L., Research agendas of female and male academics: a new perspective on gender disparities in academia, Gender and Education, 33, 5, pp. 625-643, (2021); Sarseke G., Under-representation of women in science: From educational, feminist and scientific views, NASPA Journal About Women in Higher Education, 11, 1, pp. 89-101, (2018); Shah S., Bashir M. S., Amin M., Career progression of women academics in Pakistani Universities: enablers and barriers, Sir Syed Journal of Education & Social Research, 3, 3, pp. 11-21, (2020); Staniland N. A., Harris C., Pringle J. K., Indigenous and boundaryless careers: Cultural boundaries in the careers of Māori academics, The International Journal of Human Resource Management, 32, 16, pp. 3527-3546, (2019); Strydom K., Enhancing cultural diversity management: Factors influencing diversity in a higher education institution, International Journal of Applied Business and Economic Research, 15, 22, pp. 685-699, (2017); Urban B., Chantson J., Academic entrepreneurship in South Africa: Testing for entrepreneurial intentions, The Journal of Technology Transfer, 44, 3, pp. 948-980, (2019); Van Hout M. C., Wessels J., Human rights and the invisible nature of incarcerated women in post-apartheid South Africa: prison system progress in adopting the Bangkok Rules, International Journal of Prisoner Health, 18, 3, pp. 300-315, (2021); Walker M., Simply not good chaps: unravelling gender equity in a South African university, Feminist Critical Policy Analysis II, pp. 41-59, (2020)","K. Strydom; Department of People Development & Technology, Faculty of Business Sciences, Walter Sisulu University, East London, South Africa; email: kstrydom@wsu.ac.za","","Society for Research and Knowledge Management","","","","","","16942116","","","","English","Intl. J. Learn. Teach. Edu. Res.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85149020440"
"Chukwuedo S.O.; Ementa C.N.","Chukwuedo, Samson Onyeluka (57196081027); Ementa, Christiana Ngozi (57670738700)","57196081027; 57670738700","Students’ work placement learning and employability nexus: Reflections from experiential learning and social cognitive career theories","2022","Industry and Higher Education","36","6","","742","755","13","5","10.1177/09504222221099198","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129686817&doi=10.1177%2f09504222221099198&partnerID=40&md5=154daba5a70f8c431d4b38946dcd5413","Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria","Chukwuedo S.O., Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria; Ementa C.N., Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria","To curtail difficulties in higher education relating to students’ learning with few or no real-life examples, poor acquisition of practical skills, a lack of confidence concerning their prospective career, and a fear of unemployment, it is imperative to engage students in real-life work environments before graduation. Drawing on the integration of Experiential Learning Theory and Social Cognitive Career Theory, the authors explore the work placement learning (WPL), career decision self-efficacy (CDSE), engagement in practical skills (EPS), and perceived employability skills (PES) nexuses. The participants in the study (N = 451) were technical and vocational education undergraduates drawn from four universities in Nigeria. Using data collected via a cross-sectional survey, the study results reveal that WPL is positively and strongly associated with PES. The results also show that WPL has a positive indirect influence on PES via CDSE and EPS, indicating the presence of serial mediation. The results further show that WPL has discrete positive indirect effects on PES via the dimensions of CDSE (self-appraisal, occupational information, goal selection, planning and problem-solving). The implications of the findings for higher education institutions are, accordingly, set out. © The Author(s) 2022.","career decision self-efficacy; employability skills; Experiential learning; practical skills engagement; technology and vocational higher education; work placement learning","","","","","","","","Publication Manual of the American Psychology Association, (2010); Atkinson G., Work-based Learning and Work-Integrated Learning: Fostering Engagement with Employers, (2016); Bandura A., The explanatory and predictive scope of self-efficacy theory, Journal of Clinical and Social Psychology, 4, pp. 359-373, (1986); Bandura A., Barbarenelli C., Caprara G.V., Et al., Self-efficacy beliefs as shapers of children’s aspirations and career trajectories, Child Development, 72, 1, pp. 187-206, (2001); Bergsteiner H., Avery G.C., The twin-cycle experiential learning model: reconceptualizing Kolb’s theory, Studies in Continuing Education, 36, pp. 257-274, (2014); Bergsteiner H., Avery G.C., Neumann R., Kolb’s experiential learning model: Critique from a modelling perspective, Studies in Continuing Education, 39, pp. 220-237, (2010); Betz N.E., Luzzo D.A., Career assessment and the career decision-making self-efficacy scale, Journal of Career Assessment, 4, 4, pp. 413-428, (1996); Betz N.E., Hammond M.S., Multon K.D., Reliability and validity of five-level response continua for the career decision self-efficacy, Journal of Career Assessment, 13, 2, pp. 131-149, (2005); Betz N.E., Klein K.L., Taylor K.M., Evaluation of a short form of the career decision-making self-efficacy scale, Journal of Career Assessment, 4, 1, pp. 47-57, (1996); Brooks R., Youngson P.L., Undergraduate work placements: An analysis of the effects on career progression, Studies in Higher Education, 41, pp. 1563-1578, (2016); Buyukgoze-Kavas A., A psychometric evaluation of the career decision self-efficacy scale-short form with Turkish university students, Journal of Career Assessment, 22, 2, pp. 386-397, (2014); Chivers B., Flatten K., Characteristics of work placement valued by employers, Journal of Vocational Education and Training, 48, 4, pp. 405-415, (1996); 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A stakeholder approach, Industry and Higher Education, 34, 5, pp. 358-367, (2020); Okolie C.U., Igwe P.A., Mong I.K., Et al., Perceived supervisor support and learner’s career curiosity: The mediating effect of sense of belonging, engagement and self-efficacy, Higher Education, Skills and Work-Based Learning, 11, pp. 1-15, (2021); Okoye K.R., Edokpolor J.E., Effect of industrial work experience in developing technical and vocational education undergraduates’ employability skills, Asian Journal of Assessment in Teaching and Learning, 11, 1, pp. 1-12, (2021); Orji C.T., Ogbuanya T.C., Mediating roles of ability beliefs and intrinsic motivation in PBL and engagement in practical skills relations among electrical/electronic education undergraduates, Innovations in Education and Teaching International, pp. 1-11, (2020); Parahakaran S., An analysis of theories related to experiential learning fpr practical ethics in science and technology, Universal Journal of Educational Research, 5, 6, pp. 1014-1020, (2017); Podsakoff P.M., Mackenzie S.B., Lee J.-Y., Et al., Common method biases in behavioral research: a critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, 5, pp. 879-903, (2003); Preacher K.J., Hayes A.F., Asymptotic and resampling strategies for assessing and comparing indirect effects of multiple mediator models, Behavior Research Methods, 40, 3, pp. 879-891, (2008); Saad M., Guermat C., Boutifour Z., The interaction between academia and industry and its impact on national innovation capacity: the case of Algeria, Industry and Higher Education, 35, 5, pp. 570-580, (2021); Seaman J., Brown M., Quay J., The evolution of Experiential Learning Theory: tracing lines of research in the JEE, Journal of Experiential Education, 40, pp. 1-21, (2017); Spector P.E., Do not cross me: optimizing the use of cross-sectional designs, Journal of Business and Psychology, 34, pp. 125-137, (2019); Taylor K.M., Betz N.E., Applications of self-efficacy theory to the understanding and treatment of career indecision, Journal of Vocational Behavior, 22, 1, pp. 63-81, (1983); Tran L.T., Soejatminah S., Integration of work and learning for international students: from harmony to inequality, Journal of Studies in International Education, 21, 3, pp. 261-277, (2017); Vanhercke D., De Cuyper N., Peeters E., Et al., Defining perceived employability: a psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Graduate Unemployment of Affiliated Colleges: New Evidence from Bangladesh, (2019); Zhoc K.C.H., Webster B.J., King F.B., Et al., Higher education student engagement scale (HESES): Development and psychometric evidence, Research in Higher Education, 60, pp. 219-244, (2019)","S.O. Chukwuedo; Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria; email: so.chukwuedo@unizik.edu.ng; C.N. Ementa; Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria; email: so.chukwuedo@unizik.edu.ng","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85129686817"
"Andersson P.; Muhrman K.","Andersson, Per (57210526288); Muhrman, Karolina (57207974907)","57210526288; 57207974907","Marketisation of adult education in Sweden","2022","Journal of Adult and Continuing Education","28","2","","674","691","17","8","10.1177/14779714211055491","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120433952&doi=10.1177%2f14779714211055491&partnerID=40&md5=81244ba6d97b29948a56d929d2b6f2a7","Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden","Andersson P., Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden; Muhrman K., Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden","The aim of this study is to analyse how formal adult education in Sweden is enacted locally. For this analysis, the data consist of a nationwide survey sent to Swedish municipalities, background data on municipalities from public statistics and interviews with representatives of 20 municipalities. Swedish formal adult education, which includes general, vocational and Swedish for immigrants courses, is a responsibility of the municipality, but courses are not necessarily organised internally by the municipality. The results show how adult education is enacted in different ways. There are systems for outsourcing courses to various other providers, typically private training companies. There are thus both private and public providers, but courses are paid for by the municipality, which is also responsible of quality assurance. The quality assurance is typically enacted with a focus on students, via surveys and statistics on outcomes, but quality measures also target providers. Swedish adult education is characterised by extensive marketisation with many private providers and a broad supply of courses, but the municipalities are experiencing quality problems among providers, and some municipalities are considering extending their internal provision. There is also a labour-market focus where training programmes to improve adults’ employability are prioritised. © The Author(s) 2021.","adult education; authorisation; Marketisation; municipality; procurement; quality","","","","","","Vetenskapsrådet, VR, (2017-03603)","The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Swedish Research Council under Grant number 2017-03603.","SFS 2011:1108, (2011); Ball S.J., Maguire M., Braun A., How schools do policy: Policy enactments in secondary schools, (2012); Ball S.J., Youdell D., Hidden privatization in public education, (2008); Beach D., The public cost of the re-structuring of adult education: A case in point from Sweden, The Journal for Critical Education Policy Studies, 2, 1, pp. 159-188, (2004); Beach D., Carlson M., Adult education goes to market: An ethnographic case study of the restructuring and reculturing of adult education, European Educational Research Journal, 3, 3, pp. 673-691, (2004); Bjursell C., When theories become practice: A metaphorical analysis of adult-education school-leaders’ talk, European Journal for Research on the Education and Learning of Adults, 7, 2, pp. 191-205, (2016); Bjursell C., Chaib C., Falkner C., Ludvigsson A., Kvalitetsarbete i vuxenutbildning, (2015); Braun A., Maguire M., Ball S.J., Policy enactments in the UK secondary school: Examining policy, practice and school positioning, Journal of Education Policy, 25, 4, pp. 547-560, (2010); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Carlson M., Jacobsson B., Neoliberalising adult education, Neoliberalism and market forces in education: Lessons from Sweden, pp. 123-137, (2019); Dahlstedt M., Fejes A., Neoliberalism and market forces in education: Lessons from Sweden, (2019); SFS 2010:800. (2010). Swedish Parliament, (2010); Judgment C-410/14 Falk Pharma, (2016); Fejes A., Holmqvist D., Procurement as a market in adult education, Neoliberalism and market forces in education: Lessons from Sweden, pp. 156-169, (2019); Fejes A., Olesen H.S., Editorial: Marketization and commodification of adult education, European Journal for Research on the Education and Learning of Adults, 7, 2, pp. 146-150, (2016); Fejes A., Runesdotter C., Warvik G.-B., Marketisation of adult education: Principals as business leaders, standardised teachers and responsibilised students, International Journal of Lifelong Education, 35, 6, pp. 664-681, (2016); Holmqvist D., Fejes A., Nylander E., Auctioning out education: On exogenous privatisation through public procurement, European Educational Research Journal, 20, 1, pp. 102-117, (2021); Lundahl L., Erixon Arreman I., Holm A.-S., Lundstrom U., Educational marketization the Swedish way, Education Inquiry, 4, 3, pp. 497-517, (2013); SFS 2016:1145, (2016); SFS 2016:937, (2016); Ronnberg L., Exploring the intersection of marketisation and central state control through Swedish National School Inspection, Education Inquiry, 2, 4, pp. 689-707, (2011); Ronnberg L., Reinstating national school inspections in Sweden: The return of the state, Nordic Studies in Education, 32, 2, pp. 69-83, (2012); Runesdotter C., Tensions in the meeting between institutional logics and identities in Swedish Folk high schools, Education Inquiry, 2, 4, pp. 659-670, (2011); Läroplan för vuxenutbildningen. Reviderad 2017, (2017); Elever och studieresultat i kommunal vuxenutbildning 2019, (2020); Sök statistik om förskola, skola och vuxenutbildning, (2020); Verger A., Fontdevila C., Zancajo A., Multiple paths towards education privatization in a globalizing world: A cultural political economy review, Journal of Education Policy, 32, 6, pp. 757-787, (2017); Warvik G.-B., The reconfiguration of adult education VET teachers: Tensions amongst organisational imperatives, vocational ideals and the needs of the students, International Journal of Training Research, 11, 2, pp. 122-134, (2013)","P. Andersson; Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden; email: per.andersson@liu.se","","SAGE Publications Inc.","","","","","","14779714","","","","English","J. Adult. Cont. Edu.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85120433952"
"Ordiñana-Bellver D.; Pérez-Campos C.; González-Serrano M.H.; Valantine I.","Ordiñana-Bellver, Daniel (58102113800); Pérez-Campos, Carlos (57190280105); González-Serrano, María Huertas (57194088383); Valantine, Irena (55893105300)","58102113800; 57190280105; 57194088383; 55893105300","Emotions, skills and intra-entrepreneurship: mapping the field and future research opportunities","2022","Management and Marketing","17","4","","577","598","21","1","10.2478/mmcks-2022-0032","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148004938&doi=10.2478%2fmmcks-2022-0032&partnerID=40&md5=5e386c1c743507e79b601702da01476a","Catholic University of Valencia, San Vicente Mártir, Valencia, Spain; University of Valencia, Valencia, Spain; Lithuanian Sports University, Kaunas, Lithuania","Ordiñana-Bellver D., Catholic University of Valencia, San Vicente Mártir, Valencia, Spain; Pérez-Campos C., Catholic University of Valencia, San Vicente Mártir, Valencia, Spain; González-Serrano M.H., University of Valencia, Valencia, Spain; Valantine I., Lithuanian Sports University, Kaunas, Lithuania","Employability, and especially entrepreneurship and intrapreneurship, is a topic attracting the interest of researchers in recent years. Although knowledge about creating and managing a company is essential (hard skills), the importance of other competencies such as soft skills and emotional intelligence has also been highlighted in recent years. This study analyzes documents related to Emotional Intelligence, Soft Skills, Hard Skills and their relationship with (intra)entrepreneurship. The methodology used was bibliometric analysis, followed by a bibliographic coupling and identification of thematic areas within this field of study. A total of 121 documents were analyzed, following the PRISMA protocol. The results showed an upward trend over the last five years in the production of works in this field, accounting for approximately 75% of the total number of articles found. Seven different sub-themes were identified. The theme with the most significant impact, which generates the most interest among the scientific community, encompasses personal relationships, emotional intelligence, and the positive work climate for a company's growth. Finally, a series of implications and future lines of study are proposed to help develop and consolidate this research field.  © 2022 Daniel Ordiñana-Bellver et al., published by Sciendo.","Bibliometric analysis; content analysis; Emotional Intelligence; entrepreneurship; Hard Skills; intrapreneurship; Soft Skills","","","","","","","","Ahmetoglu G., Leutner F., Chamorro-Premuzic T., EQ-nomics: Understanding the relationship between individual differences in Trait Emotional Intelligence and entrepreneurship, Personality and Individual Differences, 51, 8, pp. 1028-1033, (2011); Allen J.S., Stevenson R.M., O'Boyle E.H., Seibert S., What matters more for entrepreneurship success? A meta‐analysis comparing general mental ability and emotional intelligence in entrepreneurial settings, Strategic Entrepreneurship Journal, pp. 1-25, (2020); Aparicio S., Turro A., Noguera M., Entrepreneurship and Intrapreneurship in Social, Sustainable, and Economic Development: Opportunities and Challenges for Future Research, Sustainability, 12, 21, (2020); Archana R.V., Kumari K.V., A Study on the Influence of Emotional Intelligence on Entrepreneurship Intention, International Journal of Pure and Applied Mathematics, pp. 14839-14852, (2018); Baluku M.M., Kikooma J.F., Bantu E., Otto K., Psychological capital and entrepreneurial outcomes: The moderating role of social competences of owners of micro-enterprises in East Africa, Journal of Global Entrepreneurship Research, 8, 1, pp. 1-23, (2018); Bartolacci F., Caputo A., Soverchia M., Sustainability and financial performance of small and medium sized enterprises: A bibliometric and systematic literature review, Business Strategy and the Enviroment, 29, 3, pp. 1297-1309, (2019); Baum J.R., Bird B.J., Singh S., The Practical Intelligence of Entrepreneurs: Antecedents and a Link with New Venture Growth, Personnel Psychology, 64, 2, pp. 397-425, (2011); Borrayo C., Zepeda A.V., Melgarejo B.D., Cultura emprendedora en jóvenes universitarios de Guadalajara, México, Revista de ciencias sociales, 25, 3, pp. 72-87, (2019); Calero-Lopez I., Rodriguez-Lopez B., The relevance of transversal competences in vocational education and training: A bibliometric analysis, Empirical Research in Vocational Education and Training, 12, 1, (2020); Camuffo A., Gerli F., Gubitta P., Competencies matter: Modeling effective entrepreneurship in northeast of Italy small firms, Cross Cultural Management-an International Journal, 19, 1, pp. 48-66, (2012); Clifton N., Huggins R., Morgan B., Thompson P., An appropriate tool for entrepreneurial learning in SMEs? The case of the 20 Twenty Leadership Programme, Local Economy, 30, 5, pp. 534-556, (2015); Daniel A.D., Augusto R., Pita M., Costa C., Tourism Education: What about entrepreneurial skills?, Journal of Hospitality and Tourism Management, 30, pp. 65-72, (2017); Di Fabio A., Kenny M.E., From Decent Work to Decent Lives: Positive Self and Relational Management (PS&RM) in the Twenty-First Century, Frontiers in Psychology, 7, (2016); Di Fabio A., Bucci O., Gori A., High Entrepreneurship, Leadership, and Professionalism (HELP): Toward an Integrated, Empirically Based Perspective, Frontiers in Psychology, 7, (2016); Di Fabio A., Palazzeschi L., Bucci O., In an Unpredictable and Changing Environment: Intrapreneurial Self-Capital As a Key Resource for Life Satisfaction and Flourishing, Frontiers in Psychology, 8, (2017); Desempleo de España Desempleo menores de 25 2021; Fana M., Torrejon-Perez S., Fernandez-Macias E., Employment impact of Covid-19 crisis: From short term effects to long terms prospects, Journal of Industrial and Business Economics, 47, 3, pp. 391-410, (2020); Farrukh M., Sajid M., Zreen A., Khalid R., Knowledge sharing in higher education institutes: An empirical investigation of individual characteristics, Journal of Applied Research in Higher Education, 12, 2, pp. 311-329, (2019); Fernandez-Berrocal P., Extremera N., La Inteligencia Emocional y el estudio de la felicidad, Revista interuniversitaria de formación del profesorado, 66, pp. 85-108, (2009); Foerster U., Golowko N., The need for digital and soft skills in the Romanian business service industry, Management & Marketing, 13, pp. 831-847, (2018); Gonzalez-Serrano M.H., Intenciones de emprendimiento e intraemprendimiento de los estudiantes universitarios de ciencias del deporte: Un enfoque multicultural [, (2019); Gonzalez-Serrano M.H., Ano V., Gonzalez-Garcia R.J., Sustainable sport entrepreneurship and innovation: a bibliometric analysis of this emerging field of research, Sustainability, 12, 12, (2020); Gonzalez-Serrano M.H., Crespo J., Perez-Campos C., Influencia de la experiencia laboral y del entorno social próximo en las intenciones de emprender de los estudiantes de ciencias de la actividad física y el deporte, Journal of Sports Economics & Management, 7, pp. 14-29, (2017); Griffith D.A., Hoppner J.J., Global marketing managers Improving global marketing strategy through soft skill development, International Marketing Review, 30, 1, pp. 21-41, (2013); Hernandez N., Sanchez R., Rodriguez R., La inteligencia emocional en el emprendimiento: una discusión obligada para generar emprendedores exitosos, Caderno Profissional de Marketing - UNIMEP, 5, 2, pp. 39-51, (2017); Ingram A., Peake W.O., Stewart W., Watson W., Emotional Intelligence and Venture Performance, Journal of Small Business Management, 57, 3, pp. 780-800, (2019); Kanonuhwa M., Chenesai E., Chimucheka T., The association between emotional intelligence and entrepreneurship as a career choice: A study on university students in South Africa, SA Journal of Human Resource Management, 16, 1, pp. 1-9, (2018); Kitsios F., Sitaridis I., Kamariotou M., Entrepreneurial Education and Emotional Intelligence: A State of the Art Review, Universities and Entrepreneurship: Meeting the Educational and Social Challenges, 11, pp. 13-32, (2021); Kwaramba H.M., Cranidge L., Louw L., Chipumuro J., Emotional confidence levels and success of tourism development for poverty reduction: The South African Kwam eMakana home-stay project, Tourism Management, 33, 4, pp. 885-894, (2012); Lafuente E., Vaillant Y., Vendrell-Herrero F., Gomes E., Bouncing Back from Failure: Entrepreneurial Resilience and the Internationalisation of Subsequent Ventures Created by Serial Entrepreneurs, Applied Psychology-an International Review-Psychologie Appliquee-Revue Internationale, 68, 4, pp. 658-694, (2019); Lheureux F., Auzoult L., Me, an entrepreneur? 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Mark.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85148004938"
"Hammond J.; Davies N.; Morrow E.; Ross F.; Vandrevala T.; Harris R.","Hammond, John (56071281200); Davies, Nigel (56343662500); Morrow, Elizabeth (36572321800); Ross, Fiona (7202838828); Vandrevala, Tushna (12244092500); Harris, Ruth (35573185400)","56071281200; 56343662500; 36572321800; 7202838828; 12244092500; 35573185400","“Raising the curtain on the equality theatre”: a study of recruitment to first healthcare job post-qualification in the UK National Health Service","2022","Human Resources for Health","20","1","57","","","","1","10.1186/s12960-022-00754-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133658048&doi=10.1186%2fs12960-022-00754-9&partnerID=40&md5=5fd90314d410ff84d7035e42a6bf1340","Centre for Allied Health, St George’s University of London, Cranmer Terrace, Tooting, London, SW17 0RE, United Kingdom; College of Health, Medicine and Life Sciences, Brunel University London, Kingston Lane, Uxbridge, UB8 3PH, United Kingdom; Research Support NI, Downpatrick, United Kingdom; Emerita Professor, Health and Social Care, Kingston University and St George’s University of London, Cranmer Terrace, Tooting, London, SW17 0RE, United Kingdom; Centre for Health and Social Care Research, Kingston University and St George’s University of London, Cranmer Terrace, Tooting, London, SW17 0RE, United Kingdom; Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King’s College London, James Clerk Maxwell Building, 57 Waterloo Road, London, SE1 8WA, United Kingdom","Hammond J., Centre for Allied Health, St George’s University of London, Cranmer Terrace, Tooting, London, SW17 0RE, United Kingdom; Davies N., College of Health, Medicine and Life Sciences, Brunel University London, Kingston Lane, Uxbridge, UB8 3PH, United Kingdom; Morrow E., Research Support NI, Downpatrick, United Kingdom; Ross F., Emerita Professor, Health and Social Care, Kingston University and St George’s University of London, Cranmer Terrace, Tooting, London, SW17 0RE, United Kingdom; Vandrevala T., Centre for Health and Social Care Research, Kingston University and St George’s University of London, Cranmer Terrace, Tooting, London, SW17 0RE, United Kingdom; Harris R., Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King’s College London, James Clerk Maxwell Building, 57 Waterloo Road, London, SE1 8WA, United Kingdom","Background: UK equality law and National Health Service (NHS) policy requires racial equality in job appointments and career opportunities. However, recent national workforce race equality standard (WRES) data show that nearly all NHS organisations in the UK are failing to appoint ethnically diverse candidates with equivalent training and qualifications as their white counterparts. This is problematic because workforce diversity is associated with improved patient outcomes and other benefits for staff and organisations. Aim: To better understand the reasons behind underrepresentation of ethnically diverse candidates in first NHS healthcare jobs post-qualification and to identify any structural or systemic barriers to employment for such groups. Methods: The study was informed by critical theory and the authors’ interdisciplinary perspectives as educators and researchers in the healthcare professions. Data collected from semi-structured face-to-face interviews with 12 nurse and physiotherapy recruiting managers from two NHS trusts in London were analysed using a healthcare workforce equity and diversity conceptual lens we developed from the literature. Using this lens, we devised questions to examine six dimensions of equity and diversity in the interview data from recruiting managers. Results: Recruiting managers said they valued the benefits of an ethnically diverse workforce for patients and their unit/organisation. However, their adherence to organisational policies for recruitment and selection, which emphasise objectivity and standardisation, acted as constraints to recognising ethnicity as an important issue in recruitment and workforce diversity. Some recruiting managers sense that there are barriers for ethnically diverse candidates but lacked information about workforce diversity, systems for monitoring recruitment, or ways to engage with staff or candidates to talk about these issues. Without this information there was no apparent problem or reason to try alternative approaches. Conclusion: These accounts from 12 recruiting managers give a ‘backstage’ view into the reasons behind ethnic inequalities in recruitment to first healthcare job in the UK NHS. Adherence to recruitment and selection policies, which aim to support equality through standardisation and anonymisation, appear to be limiting workforce diversity and creating barriers for ethnically diverse candidates to attain the jobs that they are trained and qualified for. The Healthcare Workforce Equity + Diversity Lens we have developed can help to ‘raise the curtain on the equality theatre’ and inform more inclusive approaches to recruitment such as contextualised recruitment or effective allyship between employers and universities. © 2022, The Author(s).","Careers; Employability; Equity; Healthcare workforce; Human resource management; Job success; Race equality; Recruitment; Social justice; Workforce diversity","Delivery of Health Care; Ethnicity; Humans; State Medicine; United Kingdom; Workforce; adult; anonymization; article; career; critical theory; employability; employer; employment; England; ethnicity; health workforce; human; interview; manager; national health service; nurse; occupation; organizational policy; physiotherapy; race; resource management; social justice; standardization; trust; health care delivery; United Kingdom","","","","","Faculty of Health; Prof Cilla Harries; Social Care and Education Kingston University; St. George's, University of London, St. George's","Funding text 1: Research funding was from St George’s University of London Access Agreement Monitoring Group for the project “Developing inclusive practices for student support, retention and success”. The analysis and the writing of this article was supported by Prof Cilla Harries and funding from the Faculty of Health, Social Care and Education Kingston University. Dr Sylvie Marshall-Lucette and Dr Christine Sek Fun Chu contributed to the initial thematic analysis of the interview data. Thanks to the recruiting managers who gave their time and perspectives to the study. ; Funding text 2: Research grant award St George’s University of London Access Agreement Monitoring Group. ","Anderson M., O'Neill C., Macleod Clark J., Street A., Woods M., Johnston-Webber C., Charlesworth A., Whyte M., Foster M., Majeed A., Pitchforth E., Mossialos E., Asaria M., McGuire A., Securing a sustainable and fit-for-purpose UK health and care workforce, Lancet, 397, pp. 1992-2011, (2021); Jackson C.S., Gracia J.N., Addressing health and health-care disparities: the role of a diverse workforce and the social determinants of health, Public Health Rep, 129, pp. 57-61, (2014); Cohen J., Gabriel B., Terrell C., The case for diversity in the health care workforce, Health Aff (Millwood)., 21, 5, pp. 90-102, (2002); Seeleman C., Essink-Bot M.L., Stronks K., Ingleby D., How should health service organizations respond to diversity? A content analysis of six approaches, BMC Health Serv Res, 16, 15, (2015); Gill G.K., McNally M.J., Berman V., Effective diversity, equity, and inclusion practices, Healthc Manage Forum, 31, 5, pp. 196-199, (2018); Hemmings N., Buckingham H., Oung C., Palmer W., Attracting, supporting and retaining a diverse NHS workforce Research report, (2021); Goffman E., The Presentation of Self in Everyday Life. Doubleday Anchor Books, (1990); LaVeist T.A., Pierre G., Integrating the 3Ds—social determinants, health disparities, and health-care workforce diversity, Public Health Rep, 129, pp. 9-14, (2014); Stanford F.C., The importance of diversity and inclusion in the healthcare workforce, J Natl Med Assoc, 112, 3, pp. 247-249, (2020); Delphin-Rittmon M.E., Andres-Hyman R., Flanagan E.H., Davidson L., Seven essential strategies for promoting and sustaining systemic cultural competence, Psychiatr Q, 84, 1, pp. 53-64, (2013); The NHS Workforce Equality Standard—the Defined Metrics, Leeds, (2015); (2022); Beyond the Data: Understanding the Impact of COVID-19 on BAME Groups, (2020); Qureshi I., Ali N., Randhawa G., British South Asian male nurses' views on the barriers and enablers to entering and progressing in nursing careers, J Nurs Manag, 28, 4, pp. 892-902, (2020); Ross F., Tatam J., Hughes A., Beacock O., McDuff N., The great unspoken shame of UK Higher Education”: addressing inequalities of attainment, Afr J Bus Ethics, 12, 1, pp. 104-115, (2018); Smith T.Y., The time is now: a model for diversity recruitment and retention in emergency medicine training programs, AEM Educ Train, 5, pp. S126-S129, (2021); Owoyemi O., Aakhus E., Underrepresentation in oncology: identifying and addressing structural barriers, Oncologist, 26, 8, pp. 630-634, (2021); Snyder C.R., Frogner B.K., Skillman S.M., Facilitating racial and ethnic diversity in the health workforce, J Allied Health, 47, 1, pp. 58-65, (2018); Hammond J.A., Lewis K., White H., Bowman D., Adjusting the academy: developing an adjusted entrance criteria scheme in a specialist healthcare and bioscience higher education institution, J Wide Particip Lifelong Learn, 13, 3, pp. 45-59, (2012); Wilbur K., Snyder C., Essary A., Reddy S., Will K., Saxon M., Developing workforce diversity in the health professions: a social justice perspective, Health Prof Educ, 6, 2, pp. 222-229, (2020); Marshall-Lucette S., Chu C., Landing that first job, Nursing Stand, 27, 33, (2013); Harris R., Ooms A., Grant R., Marshall-Lucette S., Chu C.S., Sayer J., Burke L., Equality of employment opportunities for nurses at the point of qualification: an exploratory study, Int J Nurs Stud, 50, 3, pp. 303-313, (2013); Hammond J., Marshall-Lucette S., Davies N., Ross F., Harris R., Spotlight on equality of employment opportunities: a qualitative study of job seeking experiences of graduating nurses and physiotherapists from black and minority ethnic backgrounds, Int J Nurs Stud, 74, pp. 172-180, (2017); Giroux H.A., On critical pedagogy, (2011); McLaren P., Critical pedagogy: A look at the major concepts, The Critical Pedagogy Reader., 2017, pp. 61-83, (2009); McDuff N., Hughes A., Tatam J., Morrow E., Ross F., Improving equality of opportunity in higher education through the adoption of the inclusive curriculum framework, J Wide Particip Life Long Learn, 22, 2, (2020); Fraser N., Reframing justice in a globalizing world, New Left Rev, 36, pp. 1-19, (1995); Kaiser C.R., Major B., Jurcevic I., Dover T.L., Brady L.M., Shapiro J.R., Presumed fair: Ironic effects of organisational diversity structures, J Pers Soc Psychol, 104, 3, pp. 504-519, (2013); Patton M.Q., Developmental evaluation: applying complexity concepts to enhance innovation and use, (2010); Belle R.R., Cotton J.L., Miller J.S., Marginal mentoring: the effects of type of mentor, quality of relationship, and program design on work and career attitudes, Acad Manag J, 43, 6, pp. 1177-1194, (2000); Denzin N.K., Lincoln Y.S., The SAGE handbook of qualitative research, (2011); Creswell J.W., Qualitative inquiry and research design: choosing among five approaches, (2013); Davis D.A., Craven C., Feminist ethnography: thinking through methodologies, challenges, and possibilities, (2016); DiTomaso N., Racism and discrimination versus advantage and favoritism: Bias for versus bias against, Res Organ Behav, 2015, 35, pp. 57-77, (2015); Song S., Pyon S., Cultural deficit model, Encyclopedia of educational psychology, 1, (2008); Burke P.J., Hayton A., Is widening participation still ethical?, J Wide Particip Lifelong Learn, 13, 1, pp. 8-26, (2011)","N. Davies; College of Health, Medicine and Life Sciences, Brunel University London, Uxbridge, Kingston Lane, UB8 3PH, United Kingdom; email: nigel.davies@brunel.ac.uk","","BioMed Central Ltd","","","","","","14784491","","","35804352","English","Hum. Resour. Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85133658048"
"Goswami M.; Daultani Y.","Goswami, Mohit (24343368600); Daultani, Yash (56677743400)","24343368600; 56677743400","Make-in-India and Industry 4.0: technology readiness of select firms, barriers and socio-technical implications","2022","TQM Journal","34","6","","1485","1505","20","16","10.1108/TQM-06-2021-0179","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118351467&doi=10.1108%2fTQM-06-2021-0179&partnerID=40&md5=86af130ead28a8646c26c2b107bb5b78","Operations Management Group, Indian Institute of Management Raipur (IIM Raipur), Raipur, India; Operations Management Group, Indian Institute of Management Lucknow (IIM Lucknow), Lucknow, India","Goswami M., Operations Management Group, Indian Institute of Management Raipur (IIM Raipur), Raipur, India; Daultani Y., Operations Management Group, Indian Institute of Management Lucknow (IIM Lucknow), Lucknow, India","Purpose: In this research, the emphasis is multifold. First objective is to study differences amongst India's Make-in-India, Germany's Industry 4.0 and China's Made-in-China 2025 on a macro level. Second objective is to identify where does individual industry segment out of the five broad segments (prioritized by Make-in-India initiative) represented by ten firms in India stand in terms of adoption of Industry 4.0 technologies. Third objective is to identify key barriers for each of these five industry segments. Finally, socio-technical interventions are also proposed aimed at faster adoption of Industry 4.0 technologies. Design/methodology/approach: A mixed methodological approach is followed to achieve the research objectives. First, for the macro-level comparison of three pertinent countries, extant research and industry literature have been relied upon. Thereafter, at a micro level, inputs from experts belonging to focal sectors are included in this study to ascertain the current level of readiness of adoption of Industry 4.0 technologies and the barriers to adoption. Finally, the authors argue for and propose some socio-technical interventions that are aimed at mitigation of barriers for adoption of Industry 4.0 technologies. Findings: It has been ascertained that amongst the ten firms (two each from given focal sectors) considered in the study, the automotive and the software firm are perhaps best placed to adopt the Industry 4.0 technology, while the infrastructure project management firm is least ready for Industry 4.0 technologies. The common barriers to adoption of Industry 4.0 technologies, as elaborated by experts belonging to each of the ten firms, are also identified. These three commons barriers are resistance to change, unclear economic benefits and problems related to coordination and collaboration. Research limitations/implications: The study is one of first attempts to understand the nuances related to technology readiness across focal industries pertaining to the Make-in-India initiative and Industry 4.0. The study furthers the extant understanding of common and distinct barriers across industries. Employing the soft-systems methodology, the study advocates for a number of socio-technical interventions pertaining to establishment of e-skill ecosystem, community learning clusters and sector-focussed skill acquisition and augmentation. Since the study considers only two firms corresponding to each of the five focal sectors, including more firms across industries could have resulted in further validation of study as well. Practical implications: Contrasting the initiatives of the three countries results in identification of different thematic focus of the respective initiatives. While India's Make-in-India initiative has a strong social dimension, Germany's Industry 4.0 and Made-in-China 2025 have key objective related to integration of cyber-physical systems and to graduate to innovation-driven country, respectively. Further, analysis on the technology readiness for adoption of Industry 4.0 technologies based on the respective experts' assessment results in understanding of the underlying barriers. Social implications: Adopting the soft-systems perspective linking nuances of stakeholders, socio-technical systems and socio-economic characteristics results in several propositions to further the social objectives of India's Make-in-India initiative. These propositions advocate for pathways in which extant strengths in terms of technology, people and existing socio-technical structures can be brought together to cater to the requirements related to employability and skill augmentation of new as well as existing workforce. Originality/value: Extant research literature is primarily focussed on certain specific topics within Industry 4.0 implementation and is mainly based on conceptual or theoretical basis. From a practitioners' perspective, only a few empirical papers could be found that too are typically focussed on single case studies resulting from pilot applications of Industry 4.0. However, such papers have not examined the broad implications of Industry 4.0 in terms of differences between key countries' manufacturing initiatives, readiness of key sectors, sectoral barriers and accompanying policy-level implications associated with implementation of Industry 4.0. Thus, the objective of this research is to abridge these research gaps. © 2021, Emerald Publishing Limited.","Industry 4.0; Make-in-India; Society; Technological innovation; Technology adoption; Technology readiness","Behavioral research; Engineering education; Engineering research; Project management; Barriers to adoption; Design/methodology/approach; Made in China; Make-in-india; Society; Sociotechnical; Technical implications; Technological innovation; Technology adoption; Technology readiness; Industry 4.0","","","","","Indian Council of Social Science Research, ICSSR; Ministry of Education, India, MoE, (IMPRESS/P898/27/18-19/ICSSR)","The authors acknowledge the support provided by IMPRESS project, Indian Council of Social Sciences Research (ICSSR), MHRD. The project has been funded and supported by IMPRESS's grant no- IMPRESS/P898/27/18-19/ICSSR. ","Babatunde O.K., Mapping the implications and competencies for Industry 4.0 to hard and soft total quality management, The TQM Journal, 3394, pp. 896-914, (2021); Bandyopadhyay D., Sen J., Internet of things: applications and challenges in technology and standardization, Wireless Personal Communications, 58, 1, pp. 49-69, (2011); Baxter G., Sommerville I., Socio-technical systems: from design methods to systems engineering, Interacting with Computers, 23, 1, pp. 4-17, (2011); Branger J., Pang Z., From automated home to sustainable, healthy and manufacturing home: a new story enabled by the Internet-of-Things and Industry 4.0, Journal of Management Analytics, 4, 2, pp. 314-332, (2015); Top 10 products China manufactures most in the world, (2015); Dalenogare L.S., Benitez G.B., Ayala N.F., Frank A.G., The expected contribution of Industry 4.0 technologies for industrial performance, International Journal of Production Economics, 204, pp. 383-394, (2018); Doltsinis S., Ferrerira P., Mabkhot M.M., Lohse N., A Decision Support System for rapid ramp-up of industry 4.0 enabled production systems, Computers in Industry, 116, (2020); Erro-Garces A., Industry 4.0: defining the research agenda, Benchmarking: An International Journal, (2019); Fox W.M., Sociotechnical system principles and guidelines: past and present, The Journal of Applied Behavioral Science, 31, 1, pp. 91-105, (1995); Frank A.G., Dalenogare L.S., Ayala N.F., Industry 4.0 technologies: implementation patterns in manufacturing companies, International Journal of Production Economics, 210, pp. 15-26, (2019); Galati F., Bigliardi B., Industry 4.0: emerging themes and future research avenues using a text mining approach, Computers in Industry, 109, pp. 100-113, (2019); Ghadge A., Kara M.E., Moradlou H., Goswami M., The impact of Industry 4.0 implementation on supply chains, Journal of Manufacturing Technology Management, (2020); GTAI (Germany Trade and Invest) Industries 4.0-Smart Manufacturing for the Future, (2014); Hahn G.J., Industry 4.0: a supply chain innovation perspective, International Journal of Production Research, 58, 5, pp. 1425-1441, (2020); Hermann M., Pentek T., Otto B., Design principles for industrie 4.0 scenarios, 49th Hawaii International Conference on System Sciences (HICSS), (2016); Hofmann E., Rusch M., Industry 4.0 and the current status as well as future prospects on logistics, Computers in Industry, 89, pp. 23-34, (2018); Iyer A., Moving from Industry 2.0 to Industry 4.0: a case study from India on leapfrogging in smart manufacturing, Procedia Manufacturing, 21, pp. 663-670, (2018); Kagermann H., Wahlster W., Helbig J., Recommendations for Implementing the Strategic Initiative Industrie 4.0 – Final Report of the Industrie 4.0 Working Group, (2013); Kamble S.S., Gunasekaran A., Sharma R., Analysis of the driving and dependence power of barriers to adopt industry 4.0 in Indian manufacturing industry, Computers in Industry, 101, pp. 107-119, (2018); Kannan K., Sumitha N., Garad A., Competencies of quality professionals in the era of industry 4.0: a case study of electronics manufacturer from Malaysia, International Journal of Quality and Reliability Management, 38, 3, pp. 839-871, (2020); Kazancoglu Y., Ozkan-Ozen Y.D., Analyzing Workforce 4.0 in the Fourth Industrial Revolution and proposing a road map from operations management perspective with fuzzy DEMATEL, Journal of Enterprise Information Management, 31, 6, pp. 891-907, (2017); Li, China's manufacturing locus in 2025: with a comparison of ‘Made-in-China 2025’ and ‘Industry 4.0’, Technological Forecasting and Social Change, 135, pp. 66-74, (2018); Machado C.G., Winroth M., da SilvaRamakrishna E.H.R., Sustainable manufacturing in Industry 4.0: an emerging research agenda, International Journal of Production Research, 58, 5, pp. 1462-1484, (2020); Miles M.B., Huberman A.M., Qualitative Data Analysis: an Expanded Sourcebook, (1994); Mourtzis D., Fotia S., Boli N., Vlachou E., Modelling and quantification of industry 4.0 manufacturing complexity based on information theory: a robotics case study, International Journal of Production Research, 57, 22, pp. 6908-6921, (2019); Muller J.M., Bulinga O., Voigt K.I., Fortune favors the prepared: how SMEs approach business model innovations in Industry 4.0, Technological Forecasting and Social Change, 132, pp. 2-17, (2018); Nagy J., Olah J., Erdei E., Mate D., Popp J., The role and impact of industry 4.0 and the internet of things on the business strategy of the value chain—the case of Hungary, Sustainability, 10, pp. 1-25, (2018); Ojha R., Vrat P., Implications of Goods and Services Tax reform on the Make in India initiative: a system dynamics perspective, Systems Research and Behavioral Science, 36, pp. 551-563, (2018); Osterrieder P., Budde L., Friedli T., The smart factory as a key construct of industry 4.0: a systematic literature review, International Journal of Production Economics, 221, (2020); Pacchini A.P.T., Lucato W.C., Facchini F., Mummolo G., The degree of readiness for the implementation of Industry 4.0, Computers in Industry, 113, 9, (2019); Ramakrishna S., Ngowi A., Jager H.D., Awuzie B.O., Emerging industrial revolution: symbiosis of industry 4.0 and circular economy: the role of universities, Science, Technology and Society, 25, 3, pp. 505-525, (2020); Rossiter A., Cannon B.J., Making arms in India? Examining New Delhi's renewed drive for defense-industrial indigenization, Defence Studies, 19, 4, pp. 353-372, (2019); Saxby R., Cano-Kourouklis M., Viza E., Essential ingredients for the implementation of quality 4.0 a narrative review of literature and future directions for research, The TQM Journal, 32, 4, pp. 587-601, (2020); Seenaiah K., Rath B.D., Determinants of innovation in selected manufacturing firms in India: role of R&D and exports, Science, Technology and Society, 23, 1, pp. 65-84, (2018); Sethi K.K., Bhanodia P., Mishra D.K., Badjatya M., Gujar C.P., Challenges faced in deployment of e-learning models in India, Proceedings of the International Congress on Information and Communication Technology, Advances in Intelligent Systems and Computing, 438, (2016); Sima V., Ghoerghe I.G., Subic J., Nancu D., Influences of the industry 4.0 revolution on the human capital development and consumer behavior: a systematic review, Sustainability, 12, 2020, pp. 1-28, (2020); Singh A., Thakkar J., Jenamani M., An integrated Grey-DEMATEL approach for evaluating ICT adoption barriers in manufacturing SMEs, Journal of Enterprise Information Management, (2019); Sony M., Antony J., Douglas J., Essential ingredients for the implementation of Quality 4.0: a narrative review of literature and future directions for research, The TQM Journal, 32, 4, pp. 779-793, (2020); Strange R., Zucchella A., Industry 4.0, global value chains and international business, Multinational Business Review, 25, 3, pp. 174-184, (2017); Tortorella G.L., Giglio R., van Dun D.H., Industry 4.0 adoption as a moderator of the impact of lean production practices on operational performance improvement, International Journal of Operations and Production Management, 39, 7-8, pp. 860-886, (2019); Tortorella G.L., Vergara A.M.C., Garza-Reyes J.A., Sawhney R., Organizational learning paths based upon industry 4.0 adoption: an empirical study with Brazilian manufacturers, International Journal of Production Economics, 219, pp. 284-294, (2020); Veile J.W., Kiel D., Muller J.M., Voigt K.I., Lessons learned from Industry 4.0 implementation in the German manufacturing industry, Journal of Manufacturing Technology Management, (2019); Vinodh S., Wankhede V.A., Application of fuzzy DEMATEL and fuzzy CODAS for analysis of workforce attributes pertaining to Industry 4.0: a case study, International Journal of Quality and Reliability Management, (2020); Weking J., Stocker M., Kowalkiewicz M., Bohm M., Krcmar H., Leveraging industry 4.0 – a business model pattern framework, International Journal of Production Economics, (2019); Yin Y., Stecke K.E., Li D., The evolution of production systems from Industry 2.0 through Industry 4.0, International Journal of Production Research, 56, 1-2, pp. 848-861, (2018); Yun J.J., Liu Z., Zhao X., Introduction: ambidextrous open innovation in the 4th industrial revolution, Science, Technology, and Society, 26, 2, pp. 183-200, (2021); Benitez G.B., Ayala N.F., Frank A.G., Industry 4.0 innovation ecosystems: an evolutionary perspective on value cocreation, International Journal of Production Economics, 228, 2020, (2020)","M. Goswami; Operations Management Group, Indian Institute of Management Raipur (IIM Raipur), Raipur, India; email: mgg123456@gmail.com","","Emerald Publishing","","","","","","17542731","","","","English","TQM J.","Article","Final","","Scopus","2-s2.0-85118351467"
"Rydzik A.; Kissoon C.S.","Rydzik, Agnieszka (55498677700); Kissoon, Chavan Sharma (57224007340)","55498677700; 57224007340","The shaping of the neoliberal worker: Socialisation of young adults through flexible hospitality work","2022","Annals of Tourism Research","97","","103470","","","","4","10.1016/j.annals.2022.103470","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139728747&doi=10.1016%2fj.annals.2022.103470&partnerID=40&md5=85c0b163520d42c8edf83673beb529ff","University of Lincoln, Brayford Pool, Lincoln, LN6 7TS, Lincolnshire, United Kingdom","Rydzik A., University of Lincoln, Brayford Pool, Lincoln, LN6 7TS, Lincolnshire, United Kingdom; Kissoon C.S., University of Lincoln, Brayford Pool, Lincoln, LN6 7TS, Lincolnshire, United Kingdom","Neoliberal reforms have led to a profound transformation of the UK labour market and the higher education sector, resulting in precarisation of work, youth underemployment and employability-focused universities. Relying on a flexible young workforce, tourism and hospitality workplaces have been at the forefront of these changes. This article examines implications of these macro-level transformations for young workers and the role of hospitality workplaces in shaping understandings of work. Drawing on 44 interviews with university students on zero-hour contracts in UK hospitality, the article theorises student-workers' socialisation to work. It shows how, as anticipatory work socialisation spaces, hospitality workplaces contribute to the shaping of neoliberal subjectivities through normalisation of certain, sometimes troubling, working practices. © 2022","Hospitality work; Neoliberalism; Students; Work socialisation; Worker agency; Zero-hour contracts","United Kingdom; higher education; hospitality industry; labor market; neoliberalism; reform process; student; workplace","","","","","Lincoln University","We would like to thank the student-research assistants from the tourism programme at the University of Lincoln who engaged in the data collection stage and whose reflections have helped shape this study. We are also grateful for the University of Lincoln for supporting the study via an internal grant. ","Baldauf B., Luchinskaya D., Graduate choices in post-education jobs and careers: A literature review, (2019); Baum T., International perspectives on women and work in hotels, catering and tourism, (2013); Baum T., Mooney S., Robinson R.N.S., Solnet D., COVID-19’s impact on the hospitality workforce – New crisis or amplification of the norm?, International Journal of Contemporary Hospitality Management, 32, 9, pp. 2813-2829, (2020); Boden R., Nedeva M., Employing discourse: Universities and graduate ‘employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Boluk K., Carnicelli S., Tourism for the emancipation of the oppressed: Towards a critical tourism education drawing on Freirean philosophy, Annals of Tourism Research, 76, pp. 168-179, (2019); Bratton J., Gold J., Towards Critical Human Resource Management Education (CHRME): A sociological imagination approach, Work, Employment and Society, 29, 3, pp. 496-507, (2015); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Choudhury N., McIntosh A., Retaining students as employees: Owner operated small hospitality businesses in a university town in New Zealand, International Journal of Hospitality Management, 32, pp. 261-269, (2013); Curtis S., Shani N., The effect of taking paid employment during term-time on students’ academic studies, Journal of Further and Higher Education, 26, 2, pp. 129-138, (2002); Dagsland A.H.B., Mykletun R.J., Einarsen S., “We're not slaves–we are actually the future!” A follow-up study of apprentices' experiences in the Norwegian hospitality industry, Journal of Vocational Education & Training, 67, 4, pp. 460-481, (2015); Edmond N., Beyond ‘entrepreneurialism of the self’, Negotiating neoliberalism. Studies in professional life and work, 3, pp. 71-85, (2017); Endsleigh, Endsleigh's 2015 Student Survey, (2015); Feij J.A., Work socialization of young people, Handbook of work and organizational psychology: Personnel psychology, pp. 207-256, (1998); Fisher C.D., Organizational socialization: An integrative review, Research in personnel and human resources management, pp. 101-145, (1986); Frankham J., Employability and higher education: The follies of the ‘productivity challenge’ in the teaching excellence framework, Journal of Education Policy, 32, 5, pp. 628-641, (2017); Gershon I., Neoliberal agency, Current Anthropology, 52, 4, pp. 537-555, (2011); Golubovskaya M., Solnet D., Robinson R.N.S., Recalibrating talent management for hospitality: A youth development perspective, International Journal of Contemporary Hospitality Management, 31, 10, pp. 4105-4125, (2019); Harvey D., A brief history of neoliberalism, (2005); Herrygers S.K., Wieland S.M.B., Work socialization through part-time work: Cultivating self-efficacy and engagement through care, Journal of Applied Communication Research, 45, 5, pp. 557-575, (2017); Hochschild A.R., The managed heart: Commercialization of human feeling, (1983); Ineson E.M., Yap M.H.T., Whiting G., Sexual discrimination and harassment in the hospitality industry, International Journal of Hospitality Management, 35, pp. 1-9, (2013); Isin E.F., The neurotic citizen, Citizenship Studies, 8, 3, pp. 217-235, (2004); Kensbock S., Bailey J., Jennings G., Patiar A., Sexual harassment of women working as room attendants within 5-star hotels, Gender, Work and Organization, 22, 1, pp. 36-50, (2015); Kingfisher C., Maskovsky J., Introduction: The limits of neoliberalism, Critique of Anthropology, 28, 2, pp. 115-126, (2008); Levine K.J., Hoffner C.A., Adolescents’ conceptions of work: What is learned from different sources during anticipatory socialization?, Journal of Adolescent Research, 21, 6, pp. 647-669, (2006); Martin E., Mind-body problems, American Ethnologist, 27, 3, pp. 569-590, (2000); McArthur J., Achieving social justice within and through higher education: The challenge for critical pedagogy, Teaching in Higher Education, 15, 5, pp. 493-504, (2010); 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Moreau M.P., Leathwood C., Balancing paid work and studies: Working (-class) students in higher education, Studies in Higher Education, 31, 1, pp. 23-42, (2006); Nickson D., Warhurst C., Employee experience of aesthetic labour in retail and hospitality, Work, Employment and Society, 21, 1, pp. 103-120, (2007); ONS, Labour Force Survey: Part-time workers, (2022); Rexhepi J., Torres C.A., Reimagining critical theory, British Journal of Sociology of Education, 32, 5, pp. 679-698, (2011); Robinson R.N.S., Baum T., Golubovskaya M., Solnet D.J., Applying endosymbiosis theory: Tourism and its young workers, Annals of Tourism Research, 78, pp. 1-12, (2019); Robinson R.N.S., Martins A., Solnet D., Baum T., Sustaining precarity: Critically examining tourism and employment, Journal of Sustainable Tourism, 27, 7, pp. 1008-1025, (2019); Rottenberg C., The rise of neoliberal feminism, Cultural Studies, 28, 3, pp. 418-437, (2014); Rydzik A., Anitha S., Conceptualising the agency of migrant women workers: Resilience, reworking and resistance, work, Employment and Society, 34, 5, pp. 883-899, (2020); Rydzik A., Kissoon C.S., Decent work and tourism workers in the age of intelligent automation and digital surveillance, Journal of Sustainable Tourism, (2021); Rydzik A., Pritchard A., Morgan N., Sedgley D., Humanising migrant women's work, Annals of Tourism Research, 64, pp. 13-23, (2017); Saks A.M., Ashforth B.E., Organizational socialization: Making sense of the past and present as a prologue for the future, Journal of Vocational Behaviour, 51, pp. 234-279, (1997); Shaw V., Implicit ‘parental contribution’ to be made clearer in student loan information, The Independent, (2021); Standing G., The precariat: The new dangerous class, (2011); Sterenberg G., O'Connor K., Donnelly A., Drader R., Research assistants’ experiences of participating in a partnership learning community for learning and teaching in higher education, International Journal for Students as Partners, 2, 1, pp. 97-111, (2018); Taylor M., Marsh G., Nicol D., Broadbent P., Good work: The Taylor review of modern working practices, (2017); Tomassini L., Cavagnaro E., The novel spaces and power- geometries in tourism and hospitality after 2020 will belong to the ‘local’, Tourism Geographies, 22, 3, pp. 713-719, (2020); TUC, Hard Work, Hidden Lives: the Short Report of the Commission on Vulnerable Employment, (2008); TUC, Building working class power: How to address class inequality today, (2019); Turken T., Nafstad H.E., Blakar R.M., Roen K., Making sense of neoliberal subjectivity: A discourse analysis of media language on self-development, Globalizations, 13, 1, pp. 32-46, (2016); UK Hospitality, #FAIR4HOSPITALITY, (2021); UK Hospitality, Hospitality employment, (2022); Urciuoli B., Skills and selves in the new workplace, American Ethnologist, 35, 2, pp. 211-228, (2008); Walmsley A., Youth employment in tourism and hospitality: A critical review, (2016); Wood A.J., Despotism on demand: How power operates in the flexible workplace, (2020)","A. Rydzik; University of Lincoln, Lincoln, Brayford Pool, LN6 7TS, United Kingdom; email: arydzik@lincoln.ac.uk","","Elsevier Ltd","","","","","","01607383","","","","English","Ann. Tour. Res.","Article","Final","","Scopus","2-s2.0-85139728747"
"Kovács I.; Keresztes É.R.","Kovács, Ildikó (57196413803); Keresztes, Éva Réka (56299887800)","57196413803; 56299887800","Young Employees’ Perceptions about Employability Skills for E-Commerce","2022","Economies","10","12","309","","","","3","10.3390/economies10120309","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144741429&doi=10.3390%2feconomies10120309&partnerID=40&md5=c2fc96c369f9dc724ad88080b0c5069e","Department of Marketing, Faculty of International Management and Business, Budapest Business School, University of Applied Sciences, Budapest, 1165, Hungary; Department of Methodology for Social Studies, Faculty of International Management and Business, Budapest Business School, University of Applied Sciences, Budapest, 1165, Hungary","Kovács I., Department of Marketing, Faculty of International Management and Business, Budapest Business School, University of Applied Sciences, Budapest, 1165, Hungary; Keresztes É.R., Department of Methodology for Social Studies, Faculty of International Management and Business, Budapest Business School, University of Applied Sciences, Budapest, 1165, Hungary","With the digital transformation of businesses, digital marketing has been a prominent feature of organizations in the 21st century. Changing consumer behavior has also created a need for versatile hard and soft skills for marketing professionals. Inspired by the ongoing disruption to businesses across the world, this research focuses on employability skills in the field of e-commerce. A systematic review of the managerial research literature on digital marketing and e-commerce competencies has revealed a research gap regarding the investigation of the perceived importance of employability skills. The aim of this paper is to find out how important these skills are for future and current employees. The novelty of this study is the comparison between perceptions related to nonworking versus working young employees based on five key skill categories across 30 soft and hard skills. The study is quantitative in nature: a self-administered computer-assisted personal interviewing (CAPI) method is used for data collection. The findings reveal that the examined skills are perceived as important from the employee point of view. In addition to exploring the perceived relevance of the employability skills categories, the study identifies differences among the skills that young workers consider important in terms of their work experience. The research results reveal significant differences by work segments in relation to soft skills, such as teamwork, stress resilience, planning, organization and time management, precision, and attention to detail. © 2022 by the authors.","e-commerce; employability skills; skills perceptions; young employees","","","","","","Budapest Business School","The APC was funded by Budapest Business School.","Amoako G.K., Enhancing Employability Skills in Marketing Graduates Through Teaching Philosophy and Curriculum Design: A Ghanaian Perspective, Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students, pp. 75-94, (2022); Azevedo A., Omerzel D.G., Andrews J., Higson H., Caballero A., Frech B., Satisfaction with knowledge and competencies: A multi-country study of employers and business graduates, American Journal of Economics and Business Administration, 4, pp. 23-39, (2012); Barkas L.A., Scott J.M., Hadley K., Dixon-Todd Y., Marketing students’ meta-skills and employability: Between the lines of social capital in the context of the teaching excellence framework, Education + Training, 63, pp. 545-561, (2021); Barker B., Employability skills: Maintaining relevance in marketing education, The Marketing Review, 14, pp. 29-48, (2014); Bassi V., Nansamba A., Screening and Signaling Non-Cognitive Skills: Experimental Evidence from Uganda (1 October 2019), (2019); Bilge H., Virlanuta F.O., Zungun D., Barbuta-Misu N., Comuk P., Guven E.T.A., Generation Y’s Perception of Servant Leadership and Job Satisfaction, Economies, 9, (2021); Borner K., Scrivner O., Gallant M., Ma S., Liu X., Chewning K., Wu L., Evans J.A., Skill discrepancies between research, education, and jobs reveal the critical need to supply soft skills for the data economy, Proceedings of the National Academy of Sciences, 115, pp. 12630-12637, (2018); Cimatti B., Definition, development, assessment of soft skills and their role for the quality of organizations and enterprises, International Journal for Quality Research, 10, pp. 97-130, (2016); Clarke A., Skuterud M., A comparative analysis of immigrant skills and their utilization in Australia, Canada, and the USA, Journal of Population Economics, 29, pp. 849-882, (2016); Dospinescu O., Dospinescu N., Bostan I., Determinants of e-commerce satisfaction: A comparative study between Romania and Moldova, Kybernetes, 51, pp. 1-17, (2022); Doyle A., Hybrid Jobs and the Hybrid Skills Candidates Need Most, (2019); COVID-19 and Digitalisation, (2021); European Semester Thematic Fiche on Skills for the Labor Market, (2017); Finch D.J., Hamilton L.K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education & Training, 55, pp. 681-704, (2013); Forrier A., Sels L., The Concept Employability: A Complex Mosaic, International Journal of Human Resources Development and Management, 3, pp. 102-124, (2003); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A Psycho-Social Construct, its Dimensions, and Applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Gregorio A.D., Maggioni I., Mauri C., Mazzucchelli A., Employability skills for future marketing professionals, European Management Journal, 37, pp. 251-258, (2019); Grugulis I., Vincent S., Whose Skill Is It Anyway? ‘Soft’ Skills and Polarization, Work, Employment and Society, 23, pp. 597-515, (2009); The Most in-Demand Skills for 2021, (2022); Heckman J.J., Kautz T., Hard Evidence on Soft Skills, Labour Economics, 19, pp. 451-464, (2012); Hoeschler P., Balestra S., Backes-Gellner U., The development of non-cognitive skills in adolescence, Economics Letters, 163, pp. 40-45, (2018); Hurrell S.A., Rethinking the Soft Skills Deficit Blame Game: Employers, Skills Withdrawal and the Reporting of Soft Skills Gaps, Human Relations, 69, pp. 605-628, (2016); Juhasz T., Horvath-Csikos G., The emergence of soft skills in agricultural education, Problems and Perspectives in Management, 19, (2021); Karampournioti E., Wiedmann K.-P., Storytelling in online shops: The impacts on explicit and implicit user experience, brand perceptions and behavioral intention, Internet Research, 32, pp. 228-259, (2022); Kenton W., Soft Skills, (2022); Kovacs I., Digital Marketing Soft Skills and University Students’ Perceptions of Employability, GiLE Journal of Skills Development, 1, pp. 25-36, (2021); Kovacs I., Zarandne K.V., Digital marketing employability skills in job advertisements—Must-have soft skills for entry level workers: A content analysis, Economics and Sociology, 15, pp. 178-192, (2022); Lone S., The European Ecommerce Market—Key Trends and Developments, (2022); Mann C.R., A Study of Engineering Education, pp. 1-139, (1918); Maresova P., Soukal I., Svobodova L., Hedvicakova M., Javanmardi E., Selamat A., Krejcar O., Consequences of Industry 4.0 in Business and Economics, Economies, 6, (2018); Moss P., Tilly C., Soft” Skills and Race: An Investigation of Black Men’s Employment Problems, Work and Occupations, 23, pp. 252-276, (1996); Nosalska K., Mazurek G., Marketing principles for Industry 4.0—A conceptual framework, Engineering Management in Production and Services, 11, pp. 9-20, (2019); Olsson J., Osman M.C., Hellstrom D., Vakulenko Y., Customer expectations of unattended grocery delivery services: Mapping forms and determinants, International Journal of Retail & Distribution Management, 50, pp. 1-16, (2022); Peng X., Li X., Yang X., Analysis of circular economy of E-commerce market based on grey model under the background of big data, Journal of Enterprise Information Management, 35, pp. 1148-1167, (2022); Pirosca G.I., Serban-Oprescu G.L., Badea L., Stanef-Puica M.-R., Valdebenito C.R., Digitalization and Labor Market—A Perspective within the Framework of Pandemic Crisis, Journal of Theoretical and Applied Electronic Commerce Research, 16, pp. 2843-2857, (2021); Prasittichok P., Klaykaew K.K., Meta-skills development needs assessment among undergraduate students, Heliyon, 8, (2022); Rios J.A., Ling G., Pugh R., Becker D., Bacall A., Identifying critical 21st-century skills for workplace success: A content analysis of job advertisements, Educational Researcher, 49, pp. 80-89, (2020); Rudko I., Bonab A.B., Bellini F., Organizational Structure and Artificial Intelligence. Modeling the Intraorganizational Response to the AI Contingency, Journal of Theoretical and Applied Electronic Commerce Research, 16, pp. 2341-2364, (2021); Rupeika-Apoga R., Petrovska K., Bule L., The Effect of Digital Orientation and Digital Capability on Digital Transformation of SMEs during the COVID-19 Pandemic, Journal of Theoretical and Applied Electronic Commerce Research, 17, pp. 669-685, (2022); Schislyaeva E.R., Saychenko O.A., Labor Market Soft Skills in the Context of Digitalization of the Economy, Social Sciences, 11, (2022); Schlee R.P., Harich K.R., Knowledge and Skill Requirements for Marketing Jobs in the 21st Century, Journal of Marketing Education, 32, pp. 341-352, (2010); E-Commerce Report, Statista Digital Market Outlook—Market Report, (2021); In-Depth: B2B eCommerce 2021, (2021); E-Commerce—Worldwide, (2022); Thiebaut R., AI Revolution: How Data Can Identify and Shape Consumer Behavior in Ecommerce, Entrepreneurship and Development in the 21st Century (Lab for Entrepreneurship and Development), pp. 191-129, (2019); Theodora R., Ernawaty N., Marciella J., Fahlevi M., The Impact of Motivation Millenial Generation to Job Performance in E-commerce Industry, Journal of Research in Business, Economics and Management, 13, pp. 2357-2365, (2019); Verma A., Yurov K.M., Lane P.L., Yurova Y.V., An investigation of skill requirements for business and data analytics positions: A content analysis of job advertisements, Journal of Education for Business, 94, pp. 243-250, (2019); Walker I.M., Tsarenko Y., Wagstaff P.E., Powell I.H., Steel M., Brace-Govan J.V.F., The Development of Competent Marketing Professionals, Journal of Marketing Education, 31, pp. 253-263, (2009); Wang O., Scrimgeour F., Consumer adoption of online-to-offline food delivery services in China and New Zealand, British Food Journal, 124, pp. 1590-1508, (2022); Yan Z., Lu X., Chen Y., Wang K., Institutional distance, internationalization speed and cross-border e-commerce platform utilization, Management Decision, (2022); Yorke M., Employability in Higher Education: What It Is-What It Is Not, Learning & Employability Series 1. The Higher Education Academy, pp. 1-25, (2006)","É.R. Keresztes; Department of Methodology for Social Studies, Faculty of International Management and Business, Budapest Business School, University of Applied Sciences, Budapest, 1165, Hungary; email: keresztes.eva@uni-bge.hu","","MDPI","","","","","","22277099","","","","English","Economies","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85144741429"
"Wong B.; DeWitt J.; Chiu Y.-L.T.","Wong, Billy (36172762600); DeWitt, Jennifer (16202360400); Chiu, Yuan-Li Tiffany (56528856100)","36172762600; 16202360400; 56528856100","Mapping the eight dimensions of the ideal student in higher education","2023","Educational Review","75","2","","153","171","18","12","10.1080/00131911.2021.1909538","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106212764&doi=10.1080%2f00131911.2021.1909538&partnerID=40&md5=55fb67d51d0d9380c5c79621c6e3e8e0","Institute of Education, University of Reading, Reading, United Kingdom; Department of Education, Practice and Society, UCL Institute of Education, London, United Kingdom; Centre for Higher Education Research and Scholarship, Imperial College London, London, United Kingdom","Wong B., Institute of Education, University of Reading, Reading, United Kingdom, Department of Education, Practice and Society, UCL Institute of Education, London, United Kingdom, Centre for Higher Education Research and Scholarship, Imperial College London, London, United Kingdom; DeWitt J., Institute of Education, University of Reading, Reading, United Kingdom, Department of Education, Practice and Society, UCL Institute of Education, London, United Kingdom, Centre for Higher Education Research and Scholarship, Imperial College London, London, United Kingdom; Chiu Y.-L.T., Institute of Education, University of Reading, Reading, United Kingdom, Department of Education, Practice and Society, UCL Institute of Education, London, United Kingdom, Centre for Higher Education Research and Scholarship, Imperial College London, London, United Kingdom","Marketisation has directed higher education institutions and policies to focus on student support and provisions that promote better experience and value. By contrast, expectations of university students are under-researched and understated, with less attention placed on what and how students should perform in higher education. This paper further develops the concept of the ideal student at university, which aims to promote transparency and explicitness about what is expected of students, and potentially alleviate inequalities driven by implicit and unspoken rules of higher education. We report on the development and findings of the ideal student survey, conducted with 1,043 university students and staff in the UK. Factor analysis revealed eight dimensions of the ideal student, which we have tentatively described as Diligence & Engagement, Organisation & Discipline, Reflection & Innovation, Positive & Confident Outlook, Supportive of Others, Academic Skills, Employability Skills and Intelligence & Strategic Approach. Each factor is discussed with a focus on the differences between the views of staff and students. We conclude with a discussion of how the concept of the ideal student has the potential to promote better equality and opportunities for student success, by making explicit what is expected of university students. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","expectation of student; Ideal student; ideal university student; student attributes; student characteristics; student identity","","","","","","British Academy, (SG170137)","This work was supported by the British Academy under [grant number SG170137].","Arnon S., Reichel N., Who is the ideal teacher? Am I? 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The academic success of non-traditional students in higher education, AERA Open, 4, 2, pp. 1-14, (2018); Wong B., Chiu Y.L.T., Let me entertain you: The ambivalent role of university lecturers as educators and performers, Educational Review, 71, 2, pp. 218-233, (2019); Wong B., Chiu Y.L.T., ‘Swallow your pride and fear’: The educational strategies of high-achieving non-traditional university students, British Journal of Sociology of Education, 40, 7, pp. 868-882, (2019); Wong B., Chiu Y.L.T., University lecturers’ construction of the ‘ideal’ undergraduate student, Journal of Further and Higher Education, 40, 1, pp. 54-68, (2020); Wong B., Chiu Y.L.T., Exploring the concept of ‘ideal’ university student, Studies in Higher Education, 46, 3, pp. 497-508, (2021); Wong B., Chiu Y.L.T., The ideal student: Deconstructing expectations in higher education, (2021)","B. Wong; Institute of Education, University of Reading, Reading, London Road campus, 4 Redlands Road, RG1 5EX, United Kingdom; email: b.wong@reading.ac.uk","","Routledge","","","","","","00131911","","","","English","Educ. Rev.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85106212764"
"Halili S.H.; Fathima N.; Razak R.","Halili, Siti Hajar (56074830600); Fathima, Nasreen (58034106500); Razak, Rafiza (36992542800)","56074830600; 58034106500; 36992542800","Exploring Relevant Employability Skills 4.0 For University Students’ Readiness in The Work-Based Learning Program","2022","Journal of Technical Education and Training","14","3","","68","78","10","4","10.30880/jtet.2022.14.03.007","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144941101&doi=10.30880%2fjtet.2022.14.03.007&partnerID=40&md5=ec1ecf4b69c43ff442715ac44ffa29dd","Department of Curriculum & Instructional Technology, Faculty of Education, University of Malaya, Kuala Lumpur, 40603, Malaysia","Halili S.H., Department of Curriculum & Instructional Technology, Faculty of Education, University of Malaya, Kuala Lumpur, 40603, Malaysia; Fathima N., Department of Curriculum & Instructional Technology, Faculty of Education, University of Malaya, Kuala Lumpur, 40603, Malaysia; Razak R., Department of Curriculum & Instructional Technology, Faculty of Education, University of Malaya, Kuala Lumpur, 40603, Malaysia","This research discusses employability skills 4.0 for the university students' readiness in work-based learning. This research explored relevant employability skills 4.0 for university students' readiness in the work-based learning program. The survey questionnaire consisted of 65 items developed to study the student's readiness to acquire these skills in a work-based learning program. This research obtained 633 respondents from five Malaysian research universities. The association between employability skills and students' readiness for work-based learning was analysed using the PLS-SEM model of SMART-PLS software. Using measurement and structural model analysis, the PLS-SEM found six employability skills communication skills, interpersonal skills, IT skills, problem-solving skills, entrepreneurship skills, and self-management skills. From this analysis, the student's readiness employability 4.0 for the university students' readiness in work-based learning has developed. Further research can explore more significant respondents from public or private universities, including postgraduate students in the survey. © Universiti Tun Hussein Onn Malaysia Publisher’s Office.","Employability skills; industrial revolution 4.0; student readiness; work-based learning program","","","","","","Ministry of Higher Education, Malaysia, MOHE, (/1/2018/SSI09/UM/02/3)","The authors would like to acknowledge the Ministry of Higher Education Malaysia for the financial support through the Fundamental Research Grant Scheme (FRGS) FP024-2018A (FRGS, /1/2018/SSI09/UM/02/3)","Ahmad A. 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M., Othman H., Study on problem-based learning towards improving soft skills of students in effective communication class, International Journal of Innovation and Learning, 25, 1, pp. 17-34, (2019); Demartini C., Benussi L., Do Web 4.0 and industry 4.0 imply education X.?, IT Professional, 19, 3, pp. 4-7, (2017); Ducar C., Schocket D. H., Machine translation and the L2 classroom: Pedagogical solutions for making peace with Google translate, Foreign Language Annals, 51, 4, pp. 779-795, (2018); Felicity R.C., Linda D.H., Preparing 21st Century Citizens: The Role of Work-Based Learning in Linked Learning, (2013); Hahn D., Minola T., Bosio G., Cassia L., The impact of entrepreneurship education on university students’ entrepreneurial skills: a family embeddedness perspective, Small Business Economics, 55, 1, pp. 257-282, (2020); Hamid M. S. A., Islam R., Hazilah A. M. 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A., Education 4.0 Made Simple: Ideas for Teaching, International Journal of Education and Literacy Studies, 6, 3, pp. 92-99, (2018); Komoo Ibrahim, Azman Norzaini, Mazlin M., Managing with a Difference: Governing University Research with Innovation and Creativity, Journal of the World Universities Forum, 2, 4, pp. 41-55, (2009); Jewell P., Reading J., Louise K., Information skills for business acumen and employability: A competitive advantage for graduates in Western Sydney, Journal of Education for Business, 95, 2, pp. 88-105, (2020); Katharina S., Kerstin G., Rene G., Anja R., Sabina J., Preparing for Industry 4.0– Collaborative Virtual Learning Environments in Engineering Education, Conference: The International Conference on E-Learning in the Workplace 2015, (2015); Kipper L.M., Iepsen S., Dal Forno A.J., Frozza R., Furstenau L., Agnes J., Cossul D., Scientific mapping to identify competencies required by industry 4.0, Technology in Society, 64, (2021); Khan N., Khan S., Tan B. 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A., Exploring the postgraduate student’s perceptions, usefulness and effectiveness of information literacy skills at University of Malaya Library, International Journal of Library and Information Science, 11, 4, pp. 23-34, (2019); Nasreen F., Halili S.H., Razak R.A., Employability skills of Malaysian university students for IR4.0: A systematic literature review, Malaysian Online Journal of Educational Management, 10, 4, pp. 15-28, (2022); National Higher Education Strategic Plan: Laying the Foundation Beyond 2020; Nazron M, Lim B., Nga J, Soft Skills Attributes and Graduate Employability: A Case in Universiti Malaysia Sabah, Malaysian Journal of Business and Econimics, 4, 2, pp. 65-76, (2017); Obi L., Hampton P., Awuzie B., Total Interpretive Structural Modelling of Graduate Employability Skills for the Built Environment Sector, Education Sciences, 10, 12, pp. 1-18, (2020); Paolini A. C., Social-Emotional Learning: Key to Career Readiness, Anatolian Journal of Education, 5, 1, pp. 125-134, (2020); Parry L. E., Ruthford L., Merrier P. A., Too little, too late: Are business schools falling behind the times?, Journal of Education for Business, 71, pp. 293-299, (1996); Raeisoon M. R., Mohammadi Y., Amirabadi Zadeh H., Akbari N., Saeedzadeh M., Investigating the relationship between problem-solving skills and academic achievement of students of Birjand University of Medical Science in 2017, Journal of Birjand University of Medical Sciences, 25, pp. 76-82, (2018); Rao M. S., Soft Skills-Enhancing Employability: Connecting Campus with Corporate, (2010); Rowe A. D., Zegwaard K. E., Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning, Asia-Pacific of Cooperative Education, 18, 2, pp. 87-99, (2017); Salah B., Abidi M. H., Mian S. 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L., Work-based learning program standards and indicators, Association for Career and Technical Education Conference, (2000); Syae P., The cultivation of entrepreneurship values among students of senior high school in Jakarta DKI, Practitioner Research, 1, pp. 199-211, (2020); Syamhanim I., Mimi M.M, Norasyikin O., Yee M.H., Tee T.K., A Comparison of the Work-based Learning Models and Implementation in Training Institutions, Procedia Social and Behavioral Sciences, 204, pp. 282-289, (2015); Tham C.M., Werner J.M., Designing and evaluating e-learning in higher education: A review and recommendations, Journal of leadership & organizational studies, 11, 2, pp. 5-25, (2005); Volery T., Lord D., Critical success factors in online education, International Journal of Educational Management, 14, 5, pp. 216-223, (2000); Vrchota J., Marikova M., Rehor P., Rolinek L., Tousek R., Human resources readiness for industry 4.0, Journal of Open Innovation: Technology, Market, and Complexity, 6, 1, pp. 1-19, (2020); Wonacott M. E., The impact of work-based learning on students, ERIC Digest, pp. 1-8, (2002)","S.H. Halili; Department of Curriculum & Instructional Technology, Faculty of Education, University of Malaya, Kuala Lumpur, 40603, Malaysia; email: ajai912@gmail.com","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85144941101"
"Lucas M.; Bem-haja P.; Santos S.; Figueiredo H.; Ferreira Dias M.; Amorim M.","Lucas, Margarida (55939200400); Bem-haja, Pedro (56829609900); Santos, Sandra (55808722100); Figueiredo, Hugo (25959537500); Ferreira Dias, Marta (57058744800); Amorim, Marlene (55250827300)","55939200400; 56829609900; 55808722100; 25959537500; 57058744800; 55250827300","Digital proficiency: Sorting real gaps from myths among higher education students","2022","British Journal of Educational Technology","53","6","","1885","1914","29","11","10.1111/bjet.13220","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127959137&doi=10.1111%2fbjet.13220&partnerID=40&md5=caa5133ae6185ed593cf303f1a48c801","Department of Education and Psychology, CIDTFF, University of Aveiro, Aveiro, Portugal; Department of Education and Psychology, CINTESIS, University of Aveiro, Aveiro, Portugal; CIPES - Centre for Research in Higher Education Policies, Matosinhos, Portugal; Department of Economics, Management, Industrial Engineering and Tourism, CIPES, University of Aveiro, Aveiro, Portugal; Department of Economics, Management, Industrial Engineering and Tourism, GOVCOPP, University of Aveiro, Aveiro, Portugal","Lucas M., Department of Education and Psychology, CIDTFF, University of Aveiro, Aveiro, Portugal; Bem-haja P., Department of Education and Psychology, CINTESIS, University of Aveiro, Aveiro, Portugal; Santos S., CIPES - Centre for Research in Higher Education Policies, Matosinhos, Portugal; Figueiredo H., Department of Economics, Management, Industrial Engineering and Tourism, CIPES, University of Aveiro, Aveiro, Portugal; Ferreira Dias M., Department of Economics, Management, Industrial Engineering and Tourism, GOVCOPP, University of Aveiro, Aveiro, Portugal; Amorim M., Department of Economics, Management, Industrial Engineering and Tourism, GOVCOPP, University of Aveiro, Aveiro, Portugal","Digital competence is among the basic key competences for digital learning and employability. For this reason, its acquisition and development should be on the agenda of higher education institutions (HEIs) who wish to prepare their students to thrive in an ever faster evolving digital labour market. However, the existence of a valid instrument that can help HEIs measuring and further integrating digital competence into pedagogical and organisational practices with sufficient precision is yet to be accomplished. This article provides a valid and reliable instrument to measure higher education students' digital competence on the basis of the European Digital Competence Framework for Citizens, also known as DigComp. The instrument was applied to a sample of 411 students from a mid-large public HEI and the results attest its validity and reliability. In addition, the study explores proficiency differences among students from different fields of education and training, and gender. Results demystify the idea that ICT students are more digitally competent than those in other fields of study, but suggest males score higher than females, which feeds into the ongoing debate of gender differences in relation to digital technologies and the readiness of females for the digital labour market. The results lead to clear implications for research and practice. Practitioner notes What is already known about this topic Digital competence is critical for higher education (HE) students to benefit from digital learning, strive in a digital society and increase employability prospects. There is a lack of valid instruments to measure higher education (HE) students' digital competence and facilitate the identification of digital competence gaps. Few studies focus on the relationship between HE students' digital competence, gender and fields of education and training (FET). What this paper adds A valid and reliable instrument based on a common European framework for digital competence. HE students lack the necessary digital competences to effectively cope with digital environments. Digital proficiency is particularly low regarding “Safety”, “Problem solving” and “Digital content creation” competence areas. ICT students show less proficiency than those from other FET. Male students score higher than females. Implications for practice and/or policy The instrument can be adopted by different stakeholders to assess students/future job seekers' digital competence. HE institutions could benefit from such an instrument as a diagnosis to design specific teaching and learning strategies and target students' proficiency and particular needs. Tackling specific FET and competence areas can better support the development of students' digital competence and facilitate their employability prospects. © 2022 British Educational Research Association.","assessment; digital competence; employability; fields of education and training","Commerce; E-learning; Employment; Assessment; Digital competence; Digital proficiencies; Digital-learning; Education and training; Employability; Field of education and training; Higher education institutions; Higher education students; Labour market; Students","","","","","Fundação para a Ciência e a Tecnologia, FCT, (PTDC/CED‐EDG/29726/2017, UIDB/00194/2020)","This work was financially supported by the National Funds through FCT—Fundação para a Ciência e a Tecnologia, I.P., under the projects UIDB/00194/2020 and PTDC/CED‐EDG/29726/2017. ","Adams Becker S., Pasquini L.A., Zentner A., 2017 Digital literacy impact study: An NMC horizon project strategic brief. 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Lucas; Department of Education and Psychology, CIDTFF, University of Aveiro, Aveiro, Portugal; email: mlucas@ua.pt","","John Wiley and Sons Inc","","","","","","00071013","","BJETD","","English","Br J Educ Technol","Article","Final","","Scopus","2-s2.0-85127959137"
"de Wind A.; Donker-Cools B.H.P.M.; Jansen L.; Luymes C.H.; van der Burg-Vermeulen S.J.; Oomens S.; Anema J.R.; Schaafsma F.G.","de Wind, Astrid (55580695300); Donker-Cools, Birgit H. P. M. (55566096200); Jansen, Lyanne (57404191200); Luymes, Clare H. (56609327400); van der Burg-Vermeulen, Sylvia J. (56663227000); Oomens, Shirley (22234938000); Anema, Johannes R. (57212628785); Schaafsma, Frederieke G. (8858824900)","55580695300; 55566096200; 57404191200; 56609327400; 56663227000; 22234938000; 57212628785; 8858824900","Development of the core of an ICF-based instrument for the assessment of work capacity and guidance in return to work of employees on sick leave: a multidisciplinary modified Delphi study","2022","BMC Public Health","22","1","2449","","","","1","10.1186/s12889-022-14653-0","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145071629&doi=10.1186%2fs12889-022-14653-0&partnerID=40&md5=6108d444d25aa0d53bc8a394eae8c246","Amsterdam UMC location University of Amsterdam, Public and Occupational Health, Amsterdam, Netherlands; Amsterdam Public Health research institute, Societal Participation and Health, Amsterdam, Netherlands; Research Center for Insurance Medicine, Amsterdam, Netherlands; HAN University of Applied Sciences, Occupation and health research group, Arnhem, Netherlands; Radboudumc, Department of Primary and Community Care, Nijmegen School of Occupational Health, Nijmegen, Netherlands; Amsterdam UMC location Vrije Universiteit Amsterdam, Public and Occupational Health, Amsterdam, Netherlands","de Wind A., Amsterdam UMC location University of Amsterdam, Public and Occupational Health, Amsterdam, Netherlands, Amsterdam Public Health research institute, Societal Participation and Health, Amsterdam, Netherlands; Donker-Cools B.H.P.M., Amsterdam UMC location University of Amsterdam, Public and Occupational Health, Amsterdam, Netherlands, Amsterdam Public Health research institute, Societal Participation and Health, Amsterdam, Netherlands, Research Center for Insurance Medicine, Amsterdam, Netherlands; Jansen L., Amsterdam UMC location University of Amsterdam, Public and Occupational Health, Amsterdam, Netherlands, Amsterdam Public Health research institute, Societal Participation and Health, Amsterdam, Netherlands, Research Center for Insurance Medicine, Amsterdam, Netherlands; Luymes C.H., Amsterdam UMC location University of Amsterdam, Public and Occupational Health, Amsterdam, Netherlands, Amsterdam Public Health research institute, Societal Participation and Health, Amsterdam, Netherlands, Research Center for Insurance Medicine, Amsterdam, Netherlands; van der Burg-Vermeulen S.J., Amsterdam UMC location University of Amsterdam, Public and Occupational Health, Amsterdam, Netherlands, Amsterdam Public Health research institute, Societal Participation and Health, Amsterdam, Netherlands; Oomens S., HAN University of Applied Sciences, Occupation and health research group, Arnhem, Netherlands, Radboudumc, Department of Primary and Community Care, Nijmegen School of Occupational Health, Nijmegen, Netherlands; Anema J.R., Amsterdam Public Health research institute, Societal Participation and Health, Amsterdam, Netherlands, Research Center for Insurance Medicine, Amsterdam, Netherlands, Amsterdam UMC location Vrije Universiteit Amsterdam, Public and Occupational Health, Amsterdam, Netherlands; Schaafsma F.G., Amsterdam UMC location University of Amsterdam, Public and Occupational Health, Amsterdam, Netherlands, Amsterdam Public Health research institute, Societal Participation and Health, Amsterdam, Netherlands, Research Center for Insurance Medicine, Amsterdam, Netherlands","Background: Several occupational health disciplines are involved in return to work guidance, implying that good interdisciplinary collaboration is important. A shared conceptual framework and a common language for the assessment of work capacity and guidance in return to work is expected to be at the benefit of appropriate and sustainable employability of sick employees. The International Classification of Functioning, Disability and Health (ICF) can be considered a shared conceptual framework and is also promising in terms of a common language. The purpose of the current study is to reach multidisciplinary consensus among occupational health professionals on the content of an ICF-based instrument for the assessment of work capacity and guidance in return to work. Methods: To obtain multidisciplinary consensus we conducted a modified Delphi study among twelve occupational health experts, including four occupational physicians, four insurance physicians and four labour experts. The study included two e-mail rounds and two virtual meetings. In the consecutive rounds the experts assessed ICF items as well as a list of non-ICF-based work-related environmental factors on their relevance for the assessment of the work capacity and guidance in return to work together with their interpretability. Results: The four consecutive Delphi rounds resulted in 20 items that are minimally needed for the assessment of the work capacity and return to work possibilities of employees on sick leave. The final list included six items on personal functioning, seven items on social functioning and seven items on physical functioning. Conclusions: This set of items forms the core of an ICF-based instrument, which is expected to facilitate interdisciplinary and intradisciplinary communication because of the use of a shared conceptual framework. As such, it should be of help in the guidance in return to work of employees on sick leave and contribute to appropriate and sustainable employability. © 2022, The Author(s).","Delphi technique; Disability; Return to work; Sick leave; Work capacity","Communication; Delphi Technique; Disability Evaluation; Employment; Humans; Return to Work; Sick Leave; Delphi study; disability; employment; human; interpersonal communication; medical leave; return to work","","","","","Ministerie van Sociale Zaken en Werkgelegenheid, SZW","This work was financially supported by the Ministry of Social Affairs and Employment. The funder had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript, or in the decision to publish the results. 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The Hordaland Health Study, Acta Psychiatr Scand, 127, 4, pp. 287-297, (2013); Spanjer J., Belastbaarheidgericht Beoordelingsgesprek (BGB), (2019); Heerkens Y.F., de Brouwer C.P.M., Engels J.A., Et al., Elaboration of the contextual factors of the ICF for occupational health care, Work, 57, 2, pp. 187-204, (2017); Ik Wil Arbeidsdeskundige Worden [I Would like to Be a Labour Expert]; Heerkens Y., Engels J., Kuiper C., Et al., The use of the ICF to describe work related factors influencing the health of employees, Disabil Rehabil, 26, 17, pp. 1060-1066, (2004); Finger M., de Bie R., Selb M., Et al., An examination of concepts in vocational rehabilitation that could not be linked to the ICF based on an analysis of secondary data, Work, 53, 4, pp. 775-792, (2016); de Wit M., Wind H., Snippen N.C., Et al., Physicians' perspectives on person-related factors associated with work participation and methods used to obtain information about these factors, J Occup Environ Med, 61, 6, pp. 499-504, (2019); Anner J., Brage S., Donceel P., Et al., Validation of the EUMASS Core Set for medical evaluation of work disability, Disabil Rehabil, 35, 25, pp. 2147-2156, (2013); Murphy M.K., Black N.A., Lamping D.L., Et al., Consensus development methods, and their use in clinical guideline development, Health Technol Assess, 2, 3, pp. 1-88, (1998)","A. de Wind; Amsterdam UMC location University of Amsterdam, Public and Occupational Health, Amsterdam, Netherlands; email: a.dewind@amsterdamumc.nl","","BioMed Central Ltd","","","","","","14712458","","","36578011","English","BMC Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85145071629"
"Okolie U.C.","Okolie, Ugochukwu Chinonso (57195417537)","57195417537","Work placement learning and students' readiness for school-to-work transition: Do perceived employability and faculty supervisor support matter?","2022","Journal of Vocational Behavior","139","","103805","","","","2","10.1016/j.jvb.2022.103805","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140910557&doi=10.1016%2fj.jvb.2022.103805&partnerID=40&md5=f8d593c9f480d1c6b4d44b4a64393d84","Department of Vocational & Technical Education, Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria","Okolie U.C., Department of Vocational & Technical Education, Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria","This study relies upon the social cognitive career theory-model of career self-management to examine how and whether work placement learning might influence students' readiness for school-to-work transition. Also, it examines multiple mediation effects of self-efficacy, outcome expectations and perceived employability, and conditional direct and indirect effects of faculty supervisor support. Using data collected from 291 undergraduate students undertaking work placement learning in 109 industries/firms at three-time points with a two-month time lag, this study tests a theory-driven model of work placement learning, self-efficacy, outcome expectations, perceived employability, faculty supervisor support and readiness for school-to-work transition. The cross-lagged panel analyses revealed a positive link between work placement learning and readiness for school-to-work transition. Self-efficacy, outcome expectations and perceived employability mediated the relationship. It was found that faculty supervisor support moderated the direct and indirect effects of work placement learning on readiness for school-to-work transition via self-efficacy and outcome expectations. © 2022 Elsevier Inc.","Faculty supervisor support; Outcome expectations; Perceived employability; School-to-work transition; Self-efficacy; Work placement learning","","","","","","","","Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: developing an integrated model, Career Dev.Int., 22, 3, pp. 280-299, (2017); Baluku M.M., Mugabi E.N., Nansamba J., Matagi L., Onderi P., Otto K., Psychological capital and career outcomes among final year university students: The mediating role of career engagement and perceived employability, International Journal of Applied Positive Psychology, (2021); Bittmann F., Zorn V.S., When choice excels obligation: about the effects of mandatory and voluntary internships on labour market outcomes for university graduates, High. 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"Bennett L.; Iwnicki P.","Bennett, Lauren (57777042600); Iwnicki, Philippa (57776137000)","57777042600; 57776137000","Employment, training and volunteering pathways for people with experience of multiple disadvantage in Manchester: comparing primary research findings with wider literature","2022","Housing, Care and Support","25","3-4","","153","164","11","1","10.1108/HCS-12-2021-0042","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133266638&doi=10.1108%2fHCS-12-2021-0042&partnerID=40&md5=9df55498bcfb82b305c15c43e02e80da","Revolving Doors, London, United Kingdom; Inspiring Change Manchester, Shelter, Manchester, United Kingdom","Bennett L., Revolving Doors, London, United Kingdom; Iwnicki P., Inspiring Change Manchester, Shelter, Manchester, United Kingdom","Purpose: The Inspiring Change Manchester (ICM) programme has aimed to improve outcomes, including employability, for people experiencing multiple disadvantage in Manchester. This paper aims to compare learning from the ICM partnership with wider literature to demonstrate what helps people with experience of multiple disadvantage to achieve training, volunteering or work outcomes and what may prevent this. Design/methodology/approach: Semi-structured interviews with people with experience of multiple disadvantage and employers in Manchester working with this group were thematically analysed, and the findings were compared to wider literature, previous ICM research and programme data. The primary research took a peer research approach. Peer researchers co-designed the topic guides, co-facilitated interviews where possible and helped to identify key themes. Findings: Entering and succeeding in training, volunteering and/ or paid work has many positive impacts for people experiencing multiple disadvantage. Ongoing and better awareness raising will be key for more individuals to benefit from such pathways, alongside accessible recruitment processes. Continuous personal and professional development opportunities are important to positive experiences, as is organisational culture. Short-term contracts arose as an issue in the research, more needs to be done to support people with experience of multiple disadvantage into secure work. Originality/value: Although there is a range of literature on good practice and challenges to enable people to engage in training or employment, this often focuses on a particular characteristic or need, rather than experiences of people facing a combination of interrelated needs. This paper also includes first-person lived experience voice, rather than this perspective being interpreted through a particular lens. © 2022, Emerald Publishing Limited.","Employment; In-work support; Multiple disadvantage; Peer research; Training; Volunteering","adult; article; awareness; controlled study; employer; employment; human; learning; organizational culture; personal experience; professional development; semi structured interview; voice","","","","","","","Allamby W., Let’s check our biases at the door & move beyond lived experience, The National Lottery Community Fund, (2020); Bauld L., Hay G., McKell J., Carroll C., Problem drug users’ experiences of employment and the benefit system, (2010); Bennett L., What does an inclusive training and employment offer look like for people with lived experience of multiple disadvantage? A review of the evidence, (2021); Berthoud R., Multiple Disadvantage in Employment, (2003); Black C., An Independent Review into the Impact on Employment Outcomes of Drug or Alcohol Addiction, and Obesity, (2016); Bramley G., Fitzpatrick S., Hard Edges: Mapping Severe and Multiple Disadvantage, (2015); Employer Skills Survey 2019: UK findings, (2020); Impact of education and skills on life chances, (2019); Fernandez R., Immervoll H., Pacifico D., Thevenot C., Faces of joblessness: characterising employment barriers to inform policy, (2016); Gray T., Employment and homelessness in the context of the new economy following Covid-19, (2020); Shelter Manchester: Inspiring Change Manchester local evaluation, (2020); (2018); Henkel D., Unemployment and substance misuse: a review of the literature (1990-2010), Current Drug Abuse Reviewse, 4, 1, pp. 4-27, (2011); Hough J., Jones J., Rice B., Longitudinal qualitative research on homeless people’s experiences of starting and staying in work: summary report, (2013); Peer mentoring outcomes, (2020); Fair recruitment & employing people who have experienced multiple disadvantage, (2022); Labour market analysis: October 2021, (2021); Steps towards employment: how back-to-work support can be improved for people experiencing multiple needs, (2016); Tackling multiple disadvantage nationwide: a strategy for the MEAM coalition 2018-2022, (2018); Analysis of the impact of employment on re-offending following release from custody, using propensity score matching, (2013); Murphy H., Friel S., Dhillon C., Vaid L., Tackling multiple disadvantage: year 2 interim report, (2019); Building inclusive labour markets: active labour market policies for the most vulnerable groups, (2021); Labour market overview, (2021); Labour market profile – Manchester, (2021); Pichler E.M., Stulz N., Wyder L., Heim S., Watzke B., Kawohl W., Long-term effects of the individual placement and support intervention on employment status: 6-year follow-Up of a randomized controlled trial, Frontiers in Psychiatry, 12, (2021); Poremski D., Woodhall-Melnik J., Lemieux A.J., Stergiopoulos V., Persisting barriers to employment for recently housed adults with mental illness who were homeless, Journal of Urban Health, 93, 1, pp. 96-108, (2016); Schuller T., What are the wider benefits of learning across the life course?, (2017); Taylor, Impact of covid-19 on the UK labour market: the case for a place-based recovery, (2021); Terry L., Refreshing perspectives. Exploring the application of peer research with populations facing severe and multiple disadvantage, (2016); Weaver B., McNeil F., Lifelines: desistance, Social Relations, and Reciprocity, Criminal Justice and Behaviour, 42, 1, pp. 95-107, (2015); Webster R., Volunteering as a service-user in the UK: findings from a cross-sector survey, (2021); Welford J., Milner C., Moreton R., Involving people with lived experience in the workforce: workforce development and multiple disadvantage, (2021); Woodall J., Service User Experiences of Inspiring Change Manchester, (2016); Welfare-to-work: second report of the session 2015-16, (2015); Inside out: the role of the voluntary and private sector in providing opportunities for rehabilitation for people on temporary release, (2016); Resettlement provision for adult offenders: accommodation and education, training and employment, (2014)","L. Bennett; Revolving Doors, London, United Kingdom; email: lauren.bennett@revolving-doors.org.uk","","Emerald Publishing","","","","","","14608790","","","","English","Hous. Care. Support.","Article","Final","","Scopus","2-s2.0-85133266638"
"Calò F.; Montgomery T.; Baglioni S.","Calò, Francesca (56401237800); Montgomery, Tom (57130303600); Baglioni, Simone (25122109300)","56401237800; 57130303600; 25122109300","Marginal Players? The Third Sector and Employability Services for Migrants, Refugees and Asylum Seekers in the UK","2022","Voluntas","33","5","","872","885","13","12","10.1007/s11266-020-00306-6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098963944&doi=10.1007%2fs11266-020-00306-6&partnerID=40&md5=7c0f152ad7da386e3ec1824f16bef630","PuLSE, The Open University, Milton Keynes, United Kingdom; Yunus Centre for Social Business and Health, Glasgow Caledonian University, Glasgow, United Kingdom; Department of Management, University of Parma, Parma, Italy","Calò F., PuLSE, The Open University, Milton Keynes, United Kingdom; Montgomery T., Yunus Centre for Social Business and Health, Glasgow Caledonian University, Glasgow, United Kingdom; Baglioni S., Department of Management, University of Parma, Parma, Italy","Literature in the field of employability and the third sector has focused upon the impact of marketisation on third sector providers, elaborating how commissioning processes have led to a contraction of (smaller) third sector organisations (TSOs) and an expansion of larger private sector bodies. Extant research does not however explore the role of third sector organisations in the employability of migrants, refugees and asylum seekers. Therefore, our paper explores this gap by adopting a qualitative approach via a total of 36 interviews involving migrants, refugees, asylum seekers and managers of third sector organisations, alongside a categorisation of TSOs. Our findings reveal that TSOs are the primary (and for asylum seekers perhaps the only) providers of integration support services and training or education services. We found that only a limited number of organisations provide formal employability services or skills development services which seem to be only residual in terms of the range of activities that TSOs can organise. Thus, perhaps the main function that TSOs perform that enables integration into the UK labour market is providing a safe and trusted environment that people can use to increase their confidence, improve their well-being, broaden their social circle, learn the language or increase their work experience. © 2020, The Author(s).","Labour integration; Marketization; Migration; Third sector","United Kingdom; acculturation; asylum seeker; employment; immigrant population; labor market; marginalization; private sector; refugee; third sector","","","","","European Union H2020 Programme; Open University, OU; Horizon 2020 Framework Programme, H2020, (770515); Department of Earth and Environmental Sciences, Open University","This study was funded by European Union H2020 Programme–770515. ","Alcock P., The History of Third Sector Service Delivery in the UK, The Third Sector Delivering Public Services: Developments, Innovations and Challenges, (2016); Ambrosini M., Why irregular migrants arrive and remain: the role of intermediaries, Journal Ethnic Migration Studies, 43, pp. 1813-1830, (2016); Anderson B., Migration, immigration controls and the fashioning of precarious workers: Work Employ, Society, (2010); Barbieri P., ‘Social capital and exits from unemployment, Welfare Regimes and the Experience of Unemployment in Europe, (2000); Calo F., Teasdale S., Donaldson C., Roy M.J., Baglioni S., Collaborator or competitor: assessing the evidence supporting the role of social enterprise in health and social care, Public Management Review, 20, 12, pp. 1790-1814, (2018); Carmel E., Harlock J., Instituting the “third sector” as a governable terrain: Partnership, procurement and performance in the UK, Policy and Politics, 36, pp. 155-171, (2008); Craig G., Forward to the past: Can the UK black and minority ethnic third sector survive?, Voluntsry Sector Review, 2, pp. 367-389, (2011); DeJong S., A window of opportunity?, Refugee staff’s employment in migrant support and advocacy organizations, Identities, 26, 3, pp. 321-338, (2019); Dennison J., Geddes A., Brexit and the perils of ‘Europeanised’ migration, Journal European Public Policy, 25, pp. 1137-1153, (2018); Egdell V., Dutton M., Mcquaid R., Third sector experiences of work programme delivery, Journal of Social Policy, 45, pp. 729-746, (2016); Gamble A., The free economy and the strong state-The Politics of Thatcherism, (1994); Garkisch M., Heidingsfelder J., Beckmann M., Third Sector Organizations and Migration: A Systematic Literature Review on the Contribution of Third Sector Organizations in View of Flight, Migration and Refugee Crises, VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 28, pp. 1839-1880, (2017); Geddes A., Scholten P., The Politics of Migration and Immigration in Europe, (2016); Grand J.L., Quasi-markets and social policy, The Economic Journal, 101, pp. 1256-1267, (1991); Granovetter M.S., Social networks, pp. 347-367, (1977); Granovetter M., The strength of weak ties: A network theory revisited, Sociological theory, 1, pp. 201-233, (1983); Haugh H.M., Kitson M., The third way and the third sector: New Labour’s economic policy and the social economy, Cambridge Journal of Economics, 31, pp. 973-994, (2007); Jessop B., The transition to post-fordism and the schumpeterian workfare state, Towards a post-Fordist welfare state?, pp. 13-37, (1994); Jessop B., From thatcherism to new labour: Neo-liberalism, workfarism, and labour market regulation, (2003); Johnson N., Mixed Economies of Welfare: A Comparative Perspective, (1999); Kendall J., Mohan J., Brookes N., Yoon Y., The english voluntary sector: How volunteering and policy climate perceptions matter, Journal of Social Policy, 47, pp. 759-782, (2018); Kisby B., The big society: Power to the people?, Politics Quartely, 81, pp. 484-491, (2010); Lindsay C., Osborne S.P., Bond S., The ‘new public governance’ and employability services in an era of crisis: Challenges for third sector organizations in Scotland, Public Adm., 92, pp. 192-207, (2014); Lowndes V., McCaughie K., Weathering the perfect storm?, Austerity and institutional resilience in local government, (2013); Lowndes V., Pratchett L., Local Governance under the Coalition Government: Austerity, Localism and the ‘big society’, Local Government Studies, 38, pp. 21-40, (2012); Martin I., Arcarons A., Aumuller J., Bevelander P., Emilsson H., Kalantaryan S., Zorlu A., From Refugees to Workers Mapping Labour-Market Integration Support Measures for Asylum Seekers and Refugees in EU Member States, 1, (2016); Mayblin L., James P., Asylum and refugee support in the UK: Civil society filling the gaps?, Journal Ethnic Migration Studies, 45, pp. 375-394, (2019); McCabe A., Phillimore J., Community Groups in Context: Local Activities and Actions, (2017); Meer N., Peace T., Hill E., GLIMER work package 4 report: English language education for Asylum seekers and refugees in Scotland: Provision and Governance, (2019); Milbourne L., Cushman M., Complying, transforming or resisting in the New Austerity? realigning social welfare and independent action among english voluntary organisations, Journal of Social Policy, 44, pp. 463-485, (2015); Miles M.B., Huberman M.A., Qualitative data analysis: An expanded sourcebook, (1994); Modood T., Meer N., Interculturalism, Multiculturalism or Both? Polit, Insight, 3, pp. 30-33, (2012); Montgomery T., Baglioni S., Solidarity as a Public Virtue?: Law and Public Policies in the European Union. Federico, V. & Lahusen, C. (eds.). Nomos Verlagsgesellschaft, 1 edn. (Vol. 4. p. 469), (Transnational Perspectives on Transformations), (2018); Mulvey G., Social citizenship, social policy and refugee integration: A case of policy divergence in Scotland?, Journal of Social Policy, 47, pp. 161-178, (2018); Nicholls A., Teasdale S., Neoliberalism by stealth? Exploring continuity and change within the UK social enterprise policy paradigm, Policy and Politics, (2017); Osborne S.P., McLaughlin K., The cross-cutting review of the voluntary sector: Where next for local government–voluntary sector relationships?, Regional Studies, 38, pp. 571-580, (2004); Phillimore J., Goodson L., Failing to adapt: Institutional barriers to RCOs engagement in transformation of social welfare, Social Policy and Society, 9, pp. 181-192, (2010); Putnam R.D., Democracies in flux: The evolution of social capital in contemporary society, (2004); Rattansi A., Multiculturalism: A Very Short Introduction, (2011); Salamon L.M., Sokolowski W., List R., Global Civil Society: Dimensions of the Nonprofit Sector: An Overview, (2003); Salamon L.M., Sokolowski S.W., Beyond nonprofits: Re-conceptualizing the third sector, VOLUNTAS: International Journal Voluntary and Nonprofit Organisation, 27, pp. 1515-1545, (2016); Saldana J., The coding manual for qualitative researchers, (2015); Sales R., The deserving and the undeserving? Refugees, asylum seekers and welfare in Britain: Crit, (2002); Sepulveda L., Social enterprise–a new phenomenon in the field of economic and social welfare?, Social Policy and Administration, 49, pp. 842-861, (2015); Shutes I., Welfare-to-work and the responsiveness of employment providers to the needs of refugees, Journal of Social Policy, 40, 3, pp. 557-574, (2011); Squire V., Unauthorised migration beyond structure/agency? Acts, interventions, effects, Politics., 37, 3, pp. 254-272, (2017); Strokosch K., Osborne S.P., Asylum seekers and the co-production of public services: Understanding the implications for social inclusion and citizenship, Journal of Social Policy, 45, pp. 673-690, (2016); Terry V., Organisational Responses in Challenging Times: A Case Study of Asylum Seeker and Refugee Third Sector Organisations, (2017); Tilki M., Thompson R., Robinson L., Bruce J., Chan E., Lewis O., Chinegwundoh F., Nelson H., The BME third sector: Marginalised and exploited, Voluntary Section Review, 6, pp. 93-101, (2015); Ware P., Almost a whisper’: Black and minority ethnic community groups’ voice and influence, In: Community Groups in Context: Local Activities and Actions. Policy Press/Social Policy Association., (2017); Walters W., Secure borders, safe haven, domopolitics, Citizenship Studies, 8, 3, pp. 237-260, (2004); Zimmermann K., Aurich P., Graziano P.R., Fuertes V., Local worlds of marketization–Employment policies in Germany, Italy and the UK Compared, Social Policy and Administration, 48, pp. 127-148, (2014)","F. Calò; PuLSE, The Open University, Milton Keynes, United Kingdom; email: Francesca.calo@open.ac.uk","","Springer","","","","","","09578765","","VOLUE","","English","Voluntas","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85098963944"
"Blake H.; Somerset S.; Mahmood I.; Mahmood N.; Corner J.; Ball J.K.; Denning C.","Blake, Holly (7003813067); Somerset, Sarah (57189582651); Mahmood, Ikra (57289621100); Mahmood, Neelam (57926396700); Corner, Jessica (7004917472); Ball, Jonathan K. (7401813822); Denning, Chris (7003570592)","7003813067; 57189582651; 57289621100; 57926396700; 7004917472; 7401813822; 7003570592","Workforce Experiences of a Rapidly Established SARS-CoV-2 Asymptomatic Testing Service in a Higher Education Setting: A Qualitative Study","2022","International Journal of Environmental Research and Public Health","19","19","12464","","","","1","10.3390/ijerph191912464","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139769987&doi=10.3390%2fijerph191912464&partnerID=40&md5=92602aa22276f73aa2026a681bcfd034","School of Health Sciences, University of Nottingham, Nottingham, NG7 2HA, United Kingdom; NIHR Nottingham Biomedical Research Centre, Nottingham, NG7 2UH, United Kingdom; School of Medicine, University of Nottingham, Nottingham, NG7 2UH, United Kingdom; Executive Office, University of Nottingham, Nottingham, NG7 2RD, United Kingdom; School of Life Sciences, University of Nottingham, Nottingham, NG7 2UH, United Kingdom; Biodiscovery Institute, University of Nottingham, Nottingham, NG7 2RD, United Kingdom","Blake H., School of Health Sciences, University of Nottingham, Nottingham, NG7 2HA, United Kingdom, NIHR Nottingham Biomedical Research Centre, Nottingham, NG7 2UH, United Kingdom; Somerset S., NIHR Nottingham Biomedical Research Centre, Nottingham, NG7 2UH, United Kingdom, School of Medicine, University of Nottingham, Nottingham, NG7 2UH, United Kingdom; Mahmood I., School of Health Sciences, University of Nottingham, Nottingham, NG7 2HA, United Kingdom, School of Medicine, University of Nottingham, Nottingham, NG7 2UH, United Kingdom; Mahmood N., School of Health Sciences, University of Nottingham, Nottingham, NG7 2HA, United Kingdom; Corner J., Executive Office, University of Nottingham, Nottingham, NG7 2RD, United Kingdom; Ball J.K., School of Life Sciences, University of Nottingham, Nottingham, NG7 2UH, United Kingdom, Biodiscovery Institute, University of Nottingham, Nottingham, NG7 2RD, United Kingdom; Denning C., School of Medicine, University of Nottingham, Nottingham, NG7 2UH, United Kingdom, Biodiscovery Institute, University of Nottingham, Nottingham, NG7 2RD, United Kingdom","The aim of the study was to explore workforce experiences of the rapid implementation of a SARS-CoV-2 asymptomatic testing service (ATS) in a higher education setting during the COVID-19 pandemic. The setting was a multi-campus university in the UK, which hosted a testing service for employees and students over two years. Qualitative semi-structured videoconference interviews were conducted. We contacted 58 participants and 25 were interviewed (43% response rate). Data were analysed thematically. The analysis produced four overarching themes: (1) feelings relating to their involvement in the service, (2) perceptions of teamwork, (3) perceptions of ATS leadership, (4) valuing the opportunity for career development. Agile and inclusive leadership style created psychological safety and team cohesion, which facilitated participants in the implementation of a rapid mitigation service, at pace and scale. Specific features of the ATS (shared vision, collaboration, networking, skills acquisition) instilled self-confidence, value and belonging, meaningfully impacting on professional development and career opportunities. This is the first qualitative study to explore the experiences of university employees engaged in the rapid deployment of a service as part of a pandemic outbreak and mitigation strategy within a higher education setting. Despite pressures and challenges of the task, professional growth and advancement were universal. This has implications for workforce engagement and creating workplaces across the sector that are well-prepared to respond to future pandemics and other disruptive events. © 2022 by the authors.","careers; COVID-19; employability; higher education; SARS-CoV-2; universities; workforce","COVID-19; Humans; Pandemics; Qualitative Research; SARS-CoV-2; Workforce; United Kingdom; COVID-19; health care; higher education; public health; qualitative analysis; university sector; adult; aged; Article; asymptomatic disease; career mobility; controlled study; coronavirus disease 2019; COVID-19 testing; employability; female; human; leadership; male; middle aged; mitigation; pandemic; personal experience; pilot study; professional development; psychological safety; qualitative research; semi structured interview; Severe acute respiratory syndrome coronavirus 2; social cohesion; social network; teamwork; tertiary education; thematic analysis; United Kingdom; university staff; university student; videoconferencing; work engagement; workforce; diagnosis; epidemiology; qualitative research","","","","","University of Nottingham","The study was funded by the University of Nottingham.","Cucinotta D., Vanelli M., WHO Declares COVID-19 a Pandemic, Acta Biomed, 91, pp. 157-160, (2020); Blustein D.L., Duffy R., Ferreira J.A., Cohen-Scali V., Cinamon R.G., Allan B.A., Unemployment in the time of COVID-19: A research agenda, J. 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Bus. Rev, 17, (2013); Blake H., Mahmood I., Dushi G., Yildirim M., Gay E., Psychological impacts of COVID-19 on healthcare trainees and perceptions towards a digital wellbeing support package, IJERPH, 18, (2021); Parola A., Novel coronavirus outbreak and career development: A narrative approach into the meaning for Italian University Graduates, Front. Psychol, 11, (2020)","H. Blake; School of Health Sciences, University of Nottingham, Nottingham, NG7 2HA, United Kingdom; email: holly.blake@nottingham.ac.uk","","MDPI","","","","","","16617827","","","36231764","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85139769987"
"Westacott M.","Westacott, Marguerite (57211283504)","57211283504","Reimagining career education with the future senses","2022","On the Horizon","30","3","","163","170","7","1","10.1108/OTH-02-2022-0008","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129386179&doi=10.1108%2fOTH-02-2022-0008&partnerID=40&md5=9d780b7ddaa3a1460802181308f88495","School of Education and Tertiary Access, University of the Sunshine Coast, Sunshine Coast, Australia","Westacott M., School of Education and Tertiary Access, University of the Sunshine Coast, Sunshine Coast, Australia","Purpose: Career education and employability have become Australian university curriculum and pedagogy priorities to meet the changing world of work and federal government parameters linking higher education funding to graduate employment outcomes. This conceptual paper aims to present the hypothesis that emphasis on integrating career education in the curriculum can provide an opportunity to embed future-thinking concepts by reframing future-focussed career education practice to futures focussed. It proposes that using a Futures Senses lens to expand current career pedagogy liberates career education from individualised cognitive decision-making and self-analysis; to include the affective, collective imagining, ancestral voices and innate gifts. Design/methodology/approach: A suite of five career education pedagogical tools that have been embedded by the author in the curriculum of an enabling education course in a regional Australian university; are described, analysed and reconceptualised using the Futures Senses. A Causal Layered Analysis provides a layered comparison of future-focussed and futures focussed career education. Discussion: The discussion reflects on current pedagogical practice by the author and indicates pragmatic implications for applying a future-focussed approach to career education practice. Implementation of these reimagined activities provides an opportunity for future qualitative research. Originality/value: Opportunity exists to leverage rising institutional demands and political agendas of integrating career education in the tertiary curriculum, as a means of embedding futures concepts, thinking and pedagogy. The reimagined activities are a pragmatic offering that can be used by educators to initiate and nurture futures thinking. © 2022, Emerald Publishing Limited.","Career education; Curriculum; Futures senses; Pedagogy","","","","","","","","Adams M., Creating a personal collage to assist with career development, Celebrating Excellence in Australian Career Practice, pp. 4-7, (2003); Anthony M., Futures research at the frontiers of mind, Foresight, 11, 1, pp. 61-80, (2009); Bennett D., Embedding employability thinking across higher education, (2018); Bradley D., Noonan P., Nugent H., Scales B., Review of Higher Education In Australia, (2008); Bridgestock R., Higher education and the futures of graduate employability, A Connectedness Learning Approach, (2019); Bright J., Pryor R., The Chaos Theory of Careers: A New Perspective on Working in the Twenty-First Century, (2011); Brown S.D., Lent R.W., Career development and counselling, Putting Theory and Research to Work, (2013); Bussey M., Intimate futures: bringing the body into futures work, European Journal for Futures Research, 2, 53, pp. 1-8, (2014); Bussey M., Concepts and effects: ordering and practice in foresight, Foresight, 16, 1, pp. 1-6, (2014); Bussey M., The hidden curriculum of futures studies: introducing the futures senses, World Futures Review, 8, 1, pp. 39-45, (2016); Bussey M., Anticipatory aesthetics: New identities and future senses, The Aesthetics of Development. 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Westacott; School of Education and Tertiary Access, University of the Sunshine Coast, Sunshine Coast, Australia; email: mwestaco@usc.edu.au","","Emerald Group Holdings Ltd.","","","","","","10748121","","","","English","Horizon","Article","Final","","Scopus","2-s2.0-85129386179"
"Ahmad Tajuddin S.N.A.; Bahari K.A.; Al Majdhoub F.M.; Balraj Baboo S.; Samson H.","Ahmad Tajuddin, Siti Nor Amalina (57205493701); Bahari, Khairul Azam (57210747400); Al Majdhoub, Fatima M. (56708944200); Balraj Baboo, Shanthi (57837479400); Samson, Harlina (57837274700)","57205493701; 57210747400; 56708944200; 57837479400; 57837274700","The expectations of employability skills in the Fourth Industrial Revolution of the communication and media industry in Malaysia","2022","Education and Training","64","5","","662","680","18","4","10.1108/ET-06-2020-0171","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135714708&doi=10.1108%2fET-06-2020-0171&partnerID=40&md5=d8dc650f9fc5877b73711e9b431db402","Department of Communication and Media, Sultan Idris Education University, Tanjong Malim, Malaysia; Universiti Sains Malaysia, Penang, Malaysia; Malaysian National News Agency, Kuala Lumpur, Malaysia","Ahmad Tajuddin S.N.A., Department of Communication and Media, Sultan Idris Education University, Tanjong Malim, Malaysia; Bahari K.A., Department of Communication and Media, Sultan Idris Education University, Tanjong Malim, Malaysia; Al Majdhoub F.M., Department of Communication and Media, Sultan Idris Education University, Tanjong Malim, Malaysia; Balraj Baboo S., Universiti Sains Malaysia, Penang, Malaysia; Samson H., Malaysian National News Agency, Kuala Lumpur, Malaysia","Purpose: The purpose of this paper is to examine the industry's expectations on the key employability skills of fresh graduates in the communication and media industry. The Fourth Industrial Revolution has raised the question of whether the university should produce work-ready graduates with employability skills. Driven by the theory of human capital, society expects higher education to produce graduates with skills that are useful in their workplace. Design/methodology/approach: The data were gathered primarily through a quantitative survey, which was later extended to include qualitative interviews. Quantitatively, questionnaires were completed by 313 employers from the middle and top-level management from the communication and media industry. This study also expands on qualitative data through in-depth interviews with nine respondents who were among key decision-makers of recruiting graduates to garner their insights on required employability skills. Findings: The findings revealed the following employability skills required by the industry in the Fourth Industrial Revolution: communication, ICT or digital, leadership, interpersonal, and personal qualities skills. Research limitations/implications: These findings are beneficial to education providers as well as media and communication industries in preparing students and developing their skills to adapt to the changes in the workplace. Originality/value: The authors provide an empirical understanding of industry expectations towards employability skills in the Fourth Industrial Revolution of the communication and media industry within the Malaysian context. © 2022, Emerald Publishing Limited.","Communication; Employability skills; Fourth industrial revolution; Human capital theory; Industry expectation","","","","","","Research Management and Innovation Centre; UPSI, (2018-0105-106-01); Universiti Pendidikan Sultan Idris","Funding: This paper is based on the research project entitled, “An Investigation of Employability Skills in the Fourth Industrial Revolution: Communication and Media industry perspective in Malaysia”. The authors would like to extend their gratitude to the Research Management and Innovation Centre (RMIC), Sultan Idris Education University (UPSI) for the University Research Grants (code: 2018-0105-106-01) that funded this research.","Abdullah D., Abdullah M.Y., Salleh M.A.M., A review on the concept of fourth industrial revolution and the government's initiatives to promote it among youths in Malaysia, Journal of Social Sciences and Humanities, 2, 1, pp. 1-8, (2017); Ardolino M., Saccani N., Adrodegari F., Perona M., A business model framework to characterize digital multisided platforms, Journal of Open Innovation: Technology, Market, and Complexity, 6, 1, (2020); Barkas L.A., Scott J.M., Hadley K., Dixon-Todd Y., Marketing students' meta-skills and employability: between the lines of social capital in the context of the teaching excellence framework, Education and Training, 63, 4, pp. 545-561, (2020); Becker G., Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, (1994); Cai Y., Graduate employability: a conceptual framework for understanding employers' perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Cohen J., Quantitative methods in psychology: a power primer, Psychological Bulletin, 112, 1, pp. 155-159, (1992); Collet C., Hine D., du Plessis K., Employability skills: perspectives from a knowledge-intensive industry, Education and Training, 57, 5, pp. 532-559, (2015); Creswell J.W., Poth C.N., Qualitative Inquiry and Research Design. 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Ahmad Tajuddin; Department of Communication and Media, Sultan Idris Education University, Tanjong Malim, Malaysia; email: sitinoramalina@fbk.upsi.edu.my","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85135714708"
"Tang Y.","Tang, Yong (54791386500)","54791386500","The effect of social capital on the career choice of entrepreneurship or employment in a closed ecosystem","2022","Frontiers in Environmental Science","10","","991115","","","","1","10.3389/fenvs.2022.991115","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139982211&doi=10.3389%2ffenvs.2022.991115&partnerID=40&md5=76b457f763e36c33807b5bca4ffeb80c","Management School, Hunan City University, Yiyang, China","Tang Y., Management School, Hunan City University, Yiyang, China","Restricted by China’s “hukou” system, the population in any given area of the country is relatively constant, and its employability and workability are mutually determined, as in a closed ecosystem. Social capital (or “guanxi” in Chinese society) in China has the effects of reducing set-up costs for entrepreneurship or securing the job-seeking for employment. This paper uses equilibrium analysis and makes some modifications to Kihlstrom and Laffont’s model to explore career choice mechanisms in China’s context. It was found that when social capital only reduces the set-up costs for entrepreneurship, there exists one equilibrium point; individuals with more social capital will choose entrepreneurship, and those with less social capital will be workers or unemployed. When social capital simultaneously reduces the set-up costs for entrepreneurship and secures employment, four equilibrium points appear along with the strength of social capital, and the career options occur in the order of entrepreneurship, employment, entrepreneurship, and unemployment. The findings fill the gap that career choice is mainly determined by an individual’s risk-aversion and contribute specifically to China’s entrepreneurship and employment selection. Copyright © 2022 Tang.","career choice; closed ecosystem; equilibrium analysis; refugee effect; social capital","","","","","","General Project of Hunan Social Science Achievement Appraisal Committee, (XSP20YBZ057); Hunan Social Science Foundation, (19ZWA44); Education Department of Hunan Province, (18B440); National Office for Philosophy and Social Sciences, NPOPSS, (21BGL199)","This paper was supported by National Social Science Fund of China (No. 21BGL199), Think Tank Major Project of Hunan Social Science Foundation (No.19ZWA44), The General Project of Hunan Social Science Achievement Appraisal Committee (No. XSP20YBZ057), The Research Project of Education Department of Hunan Province (No. 18B440). ","Alistair R., Anderson Y.E., Lee C., From tradition to modern: Attitudes and applications of guanxi in Chinese entrepreneurship, J. Small Bus. Enterp. Dev, 15, 4, pp. 775-787, (2008); Aubry M., Bonnet J., Renou-Maissant P., Entrepreneurship and the business cycle: The ""schumpeter"" effect versus the ""refugee"" effect—a French appraisal based on regional data, Ann. Reg. Sci, 54, 1, pp. 23-55, (2015); Barbalet J., Guanxi as social exchange: Emotions, power and corruption, Sociology, 52, 5, pp. 934-949, (2018); Bian Y., The Prevalence and the increasing significance of Guanxi, China Q, 235, 3, pp. 597-621, (2018); Bian Y., Zhang W., Chen C., A social network model of the job-search process: Testing a relational effect hypothesis, Chin. J. Sociol, 32, 3, pp. 24-37, (2012); Bonilla C.A., Vergara M., Risk aversion, downside risk aversion, and the transition to entrepreneurship, Theory Decis, 91, 1, pp. 123-133, (2021); Chen J., Hu M., City-level hukou-based labor market discrimination and migrant entrepreneurship in China, Technol. Econ. Dev. Econ, 27, 5, pp. 1095-1118, (2021); Chen X.P., Chen C.C., On the intricacies of the Chinese guanxi: A process model of guanxi development, Asia Pac. J. Manag, 21, 3, pp. 305-324, (2004); Cheng C., Ren X., Dong K., Dong X., Wang Z., How does technological innovation mitigate CO2 emissions in OECD countries? Heterogeneous analysis using panel quantile regression, J. Environ. Manag, 280, (2021); Choi S., Kim N., Kim W., Are social entrepreneurs more risk-averse?, Appl. Econ. Lett, 26, 11, pp. 933-937, (2019); Chu T., Wen Q., Does college education promote entrepreneurship in China?, J. Labor Res, 40, 4, pp. 463-486, (2019); Chung H., How Guanxi networking matters in the relation between market orientation and innovation in Asian emerging economies - the case of markor, J. Bus. industrial Mark, 34, 4, pp. 836-849, (2019); de Blasio G., De Paola M., Poy S., Scoppa V., Massive earthquakes, risk aversion, and entrepreneurship, Small Bus. Econ, 57, 1, pp. 295-322, (2021); Dencker J.C., Bacq S., Gruber M., Haas M., Reconceptualizing necessity entrepreneurship: A contextualized framework of entrepreneurial processes under the condition of basic needs, Acad. Manage. Rev, 46, 1, pp. 60-79, (2021); Dong K., Ren X., Zhao J., How does low-carbon energy transition alleviate energy poverty in China? A nonparametric panel causality analysis, Energy Econ, 103, (2021); Dong Z.Q., Wei X.H., Zhang T.H., Business start-ups and unemployment: An empirical investigation on refugee effect vs. entrepreneur effect, Econ. Rev, 1, 2, pp. 80-87, (2012); Duan K., Ren X., Shi Y., Mishra T., Yan C., The marginal impacts of energy prices on carbon price variations: Evidence from a quantile-on-quantile approach, Energy Econ, 95, (2021); Ferreira J.J., Fayolle A., Fernandes C., Raposo M., Effects of Schumpeterian and Kirznerian entrepreneurship on economic growth: Panel data evidence, Entrepreneursh. 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Surv, 22, 5, pp. 795-841, (2008); Wang X., Wang X., Ren X., Wen F., Can digital financial inclusion affect CO2 emissions of China at the prefecture level? Evidence from a spatial econometric approach, Energy Econ, 109, (2022); Wen F., Tong X., Ren X., Gold or Bitcoin, which is the safe haven during the COVID-19 pandemic?, Int. Rev. Financial Analysis, 81, (2022); Yang Z., Wen F., From employees to entrepreneurs: Rural land rental market and the upgrade of rural labor allocation in non-agricultural sectors, Manag. World, 36, 7, pp. 171-184, (2020); Zhang H., The Hukou system's constraints on migrant workers' job mobility in Chinese cities, China Econ. Rev, 21, 1, pp. 51-64, (2010)","Y. Tang; Management School, Hunan City University, Yiyang, China; email: hncubeww@126.com","","Frontiers Media S.A.","","","","","","2296665X","","","","English","Front. Environ. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85139982211"
"Mainga W.; Braynen M.B.M.; Moxey R.; Quddus S.A.","Mainga, Wise (35079178400); Braynen, Marlo B. Murphy (57844049100); Moxey, Remelda (57845343100); Quddus, Syed Abdul (57218762838)","35079178400; 57844049100; 57845343100; 57218762838","Graduate Employability of Business Students","2022","Administrative Sciences","12","3","72","","","","16","10.3390/admsci12030072","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135951906&doi=10.3390%2fadmsci12030072&partnerID=40&md5=9e9a81392da115500df25cb1eb67af3f","College of Business, University of The Bahamas, P.O. Box N-4912, Nassau, Bahamas","Mainga W., College of Business, University of The Bahamas, P.O. Box N-4912, Nassau, Bahamas; Braynen M.B.M., College of Business, University of The Bahamas, P.O. Box N-4912, Nassau, Bahamas; Moxey R., College of Business, University of The Bahamas, P.O. Box N-4912, Nassau, Bahamas; Quddus S.A., College of Business, University of The Bahamas, P.O. Box N-4912, Nassau, Bahamas","The objective of the study was to examine the perceptions of business students on their employability skills at the point of graduation. The study was partially driven by past research which identified lack of soft skills as one of the main contributing factors in younger workers’ dismissal from work, and the need to understand the level of employability skills younger graduates have at graduation. An exploratory descriptive research methodology was used for the study. A survey was administered to 189 fourth-year business students. In total, 90 students filled-in the questionnaire, representing a 47.6% response rate. Based on a structured survey questionnaire administered to finalyear undergraduate business students, the four most important employability skills for recruitment to entry-level positions are communication skills, learning skills, positive attitudes and behaviours, and problem-solving skills. The main prominent result was that ‘learning skills’ were ranked the second most important employability skills. In today’s fast-paced, rapidly changing work environments that are characterised by rapid knowledge obsolescence and an unknown future, willingness to learn and proactive lifelong learning are key to sustaining long-term graduate employability. Students seem to be satisfied with their perceived level of academic, personal management, and teamwork skills they possessed at the point of graduation. However, there are possible areas for further improvement regarding creativity and innovative skills, and ability to ‘resolve and management conflicts’ in teamwork. The study found that students used a combination of traditional and student-centred learning methods and pedagogies to acquire employability skills. As business students approach graduation, it is important to focus on areas they can improve and emphasise self-directed lifelong learning throughout their careers. The study confirms the role of external factors—labour market demand—in influencing perceived employability. The perceptions of students need to be systematically included in HEIs’ employability policy and discourse. © 2022 by the authors.","business graduates; employability skills; learning methods; perceived employability","","","","","","","","Abas Maripaz C., Imam Ombra A., Graduates’ Competence on Employability Skills and Job Performance, International Journal of Evaluation and Research in Education, 5, pp. 119-125, (2016); Abas-Mastura Maripaz, Imam Ombra A., Osman Shuki, Employability Skills and Task Performance of Employees in Government Sector, International Journal of Humanities and Social Science, 3, pp. 150-162, (2013); Abbas Jawad, Sagsan Mustafa, Identification of key employability attributes and evaluation of university graduates, (2020); performance: Investment development and validation, Higher Education, Skills and Work-Based Learning, 10, pp. 449-466; Abbasi Farhad Khurshid, Ali Amjad, Bibi Naila, Analysis of skill gap for business graduates: Managerial perspective from banking industry, Education + Training, 60, pp. 354-367, (2018); 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Mainga; College of Business, University of The Bahamas, Nassau, P.O. Box N-4912, Bahamas; email: wise.mainga@ub.edu.bs","","MDPI","","","","","","20763387","","","","English","Adm. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85135951906"
"Cui S.; Wu Q.; Erdemir B.","Cui, Sheng (57223929947); Wu, Qiuxiang (57324924300); Erdemir, Burcu (57213812051)","57223929947; 57324924300; 57213812051","Being a college student leader boosts career prospects: a panel survey in China","2022","Education and Training","64","5","","700","715","15","1","10.1108/ET-04-2021-0153","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135725565&doi=10.1108%2fET-04-2021-0153&partnerID=40&md5=b44348a440b8e44e42138f7e15cc3707","School of Education, Renmin University of China, Beijing, China; Steinhardt School of Culture, Education, and Human Development, New York University, New York, NY, United States; Department of Educational Sciences, Middle East Technical University, Ankara, Turkey","Cui S., School of Education, Renmin University of China, Beijing, China; Wu Q., School of Education, Renmin University of China, Beijing, China, Steinhardt School of Culture, Education, and Human Development, New York University, New York, NY, United States; Erdemir B., Steinhardt School of Culture, Education, and Human Development, New York University, New York, NY, United States, Department of Educational Sciences, Middle East Technical University, Ankara, Turkey","Purpose: The authors explored the effect of college student leader experience on students' employment prospects, such as their starting salary. The authors also examined the factors behind being a student leader and the set of skills that foster the effect of leadership experience. Design/methodology/approach: Using an empirical panel survey, the authors collected data from 3,361 undergraduate students over five consecutive years in China, which were analysed using different econometric methods. Findings: The starting salary premium associated with student leaders' experiences was approximately 7%. Individual learning, problem-solving, and interpersonal skills were mediating variables that replaced half of the wage premium effect of the student leader. Family background and types of educational experiences were associated with being a student leader and labour market outcomes. Research limitations/implications: The authors only explored a few leadership-related employability skills; other relevant skills require consideration. Practical implications: This study informs students, parents, and higher education institutions (HEIs) by clarifying the importance of leadership development. An effective transition from higher education to the labour market should be emphasised. Social implications: Higher education educators should provide guidance to student organisations and promote formal and informal student leadership education to all students. Originality/value: The authors revealed some factors that promote student leadership and how they are associated with labour market outcomes in China. The authors also verified and validated the capital improvement channel for some specific leadership-related skills to explain the effect of student leader experience on employment outcomes. © 2022, Emerald Publishing Limited.","Chinese undergraduate students; Higher education; Student leadership skills; Wage premium","","","","","","Renmin University of China, RUC, (KYGJC2022009)","This paper has been supported by the fund for building world-class universities (disciplines) of Renmin University of China [Project No. KYGJC2022009].","Astin A.W., Astin H.S., Leadership Reconsidered: Engaging Higher Education in Social Change, (2000); Baert S., Verhaest D., Work hard or play hard? 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Examining acquired employability skills in higher education institutions, Education + Training, 63, 6, pp. 852-871, (2021); Peck A., Mapping career‐ready skills through student leadership programs, New Directions for Student Leadership, 2018, 157, pp. 71-83, (2018); Phillips J.I., Kern D., Tewari J., Jones K.E., Beemraj E.P., Ettigi C.A., Self-leadership change project: the continuation of an ongoing experiential program, Education + Training, 59, 3, pp. 323-334, (2017); Rasmussen L.B., Hansen M.S., Learning facilitating leadership, Studies in Higher Education, 43, 8, pp. 1484-1506, (2018); Rosch D.M., Stephens C.M., Campus involvement as a predictor for durable leadership development in conjunction with leadership program participation, Journal of College Student Development, 58, 7, pp. 1107-1112, (2017); Rost J.C., Leadership for the Twenty-First Century, (1991); Roulin N., Bangerter A., Students' use of extra-curricular activities for positional advantage in competitive job markets, Journal of Education and Work, 26, 1, pp. 21-47, (2013); Rouse K.E., The impact of high school leadership on subsequent educational attainment, Social Science Quarterly, 93, 1, pp. 110-129, (2012); Rubin M., Wright C.L., Time and money explain social class differences in students' social integration at university, Studies in Higher Education, 42, 2, pp. 315-330, (2017); Seemiller C., Enhancing leadership competencies for career readiness, New Directions for Student Leadership, 2018, 157, pp. 39-53, (2018); Skalicky J., Warr P.K., Van der Meer J., Fuglsang S., Dawson P., Stewart S., A framework for developing and supporting student leadership in higher education, Studies in Higher Education, 45, 1, pp. 100-116, (2020); Spense M., Job market signaling, The Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Spratt J.T., Turrentine C.G., The leader factor: student leadership as a risk factor for alcohol abuse, Journal of College Student Development, 42, 1, pp. 59-67, (2001); Sun W., Guo Q., Economic returns to student leadership experiences for college graduates in mainland China, Statistical Research, 32, 5, pp. 64-69, (2015); Tang C., The universalism of the advantaged and the reproduction of the disadvantaged, Youth Studies, 2, pp. 1-10, (2017); Tchibozo G., Extra‐curricular activity and the transition from higher education to work: a survey of graduates in the United Kingdom, Higher Education Quarterly, 61, 1, pp. 37-56, (2008); Tong T., Li H., Greiff S., Human capital and leadership: the impact of cognitive and noncognitive abilities, Applied Economics, 51, 53, pp. 5741-5752, (2019); Walder A.G., Li B., Treiman D.J., Politics and life chances in a state socialist regime: dual career paths into the urban Chinese elite, 1949 to 1996, American Sociological Review, 65, 2, pp. 191-209, (2000); Weinberger C.J., The increasing complementarity between cognitive and social skills, Review of Economics and Statistics, 96, 4, pp. 849-861, (2014); Xi J., The strategic thinking of Chinese leadership education for college students, Contemporary Youth Research, 5, pp. 23-28, (2012); Yukl G., Leadership in Organizations, (2010); Zheng L., Qi X., Hou Y., The Intergenerational effects of family on education: theories, methodologies and evidences, Journal of Social Development, 5, 3, pp. 177-202, (2018); Zhou W., Xue X., Li J., Gao X., Xin L., An investigation on the influence of college students' experience on their career development, Journal of Chongqing University of Technology (Social Science), 30, 10, pp. 67-72, (2016)","Q. Wu; School of Education, Renmin University of China, Beijing, China; email: wuqiuxiang@ruc.edu.cn","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85135725565"
"Kowang T.O.; Yew L.K.; Yen H.W.; Hee O.C.; Fei G.C.; Rasli A.; Long C.S.","Kowang, Tan Owee (55801387600); Yew, Lim Kim (57214124321); Yen, How Wen (57805050900); Hee, Ong Choon (57192663744); Fei, Goh Chin (57222065488); Rasli, Amran (57194262000); Long, Choi Sang (57189264186)","55801387600; 57214124321; 57805050900; 57192663744; 57222065488; 57194262000; 57189264186","Relationship between teaching quality factors and employability among Technology Management students","2022","International Journal of Evaluation and Research in Education","11","3","","1154","1161","7","9","10.11591/ijere.v11i3.21836","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134217404&doi=10.11591%2fijere.v11i3.21836&partnerID=40&md5=28893e6eb0575824bbb009f541cae986","Azman Hashim International Business School, Universiti Teknologi Malaysia, Johor, Johor Bahru, Malaysia; Faculty of Business, Communication & Law, INTI International University, Nilai, Malaysia; Faculty of Business, Raffles University, Johor Bahru, Malaysia","Kowang T.O., Azman Hashim International Business School, Universiti Teknologi Malaysia, Johor, Johor Bahru, Malaysia; Yew L.K., Faculty of Business, Communication & Law, INTI International University, Nilai, Malaysia; Yen H.W., Azman Hashim International Business School, Universiti Teknologi Malaysia, Johor, Johor Bahru, Malaysia; Hee O.C., Azman Hashim International Business School, Universiti Teknologi Malaysia, Johor, Johor Bahru, Malaysia; Fei G.C., Azman Hashim International Business School, Universiti Teknologi Malaysia, Johor, Johor Bahru, Malaysia; Rasli A., Faculty of Business, Communication & Law, INTI International University, Nilai, Malaysia; Long C.S., Faculty of Business, Raffles University, Johor Bahru, Malaysia","Education system within higher education institution (HEI) is constantly evolved to enhance students’ employability in respond to the change of social-economy and technological revolution. Empirical research revealed that teaching quality is extremely important for the development of students’ employability attributes. Hence, one of the biggest challenges for HEI is to continuously improve teaching quality with the aim to enhance student employability. This study examined the influence of teaching quality on the employability of Technology Management students. Three important factors for teaching quality are identified from literature review comprising of learner quality, learning environment quality and content quality. This study used quantitative method to collect data via online questionnaire with 60 Technology Management students from a Business School within Malaysia responded. Data collected was analyzed using SPSS in term of normality, reliability, descriptive and Pearson correlation test. Finding from this study reveals that learning environment quality, content quality and learner quality are important, significant and positively correlated with employability. The main implication of this study is students’ employability could be assessed based on teaching quality directly instead of via students’ academic performance or employability attribute. © 2022, Institute of Advanced Engineering and Science. All rights reserved.","Content quality; Employability; Learner quality; Learning environment quality; Teaching quality","","","","","","Ministry of Higher Education, Malaysia, MOHE, (FRGS/1/2019/SS03/UTM/02/8)","This work was supported/funded by the Ministry of Higher Education under Fundamental Research Grant Scheme (FRGS/1/2019/SS03/UTM/02/8).","Roy T. S., Quality teaching: it’s importance in higher education-a conceptual view, International Research Journal of Interdisciplinary & Multidisciplinary Studies (IRJIMS), 2, 91, (2016); Yaghoubi M., Salimi M., Zarandi M. S., What factors affect education quality in higher education?, International Journal of Management and Applied Science, 4, 2, pp. 85-88, (2018); Nilsson S., Enhancing individual employability: the perspective of engineering graduates, Education and Training, 52, 6, pp. 540-551, (2010); Hosain M. S., Mustafi M. A. A., Parvin T., Factors affecting the employability of private university graduates: an exploratory study on Bangladeshi employers, PSU Research Review, (2021); Sahudin S., An investigation on the factors affecting teaching effectiveness of undergraduate engineering programmes, Asean Journal of Engineering Education, 5, 1, pp. 17-24, (2021); Khalid M., Abd Hamid S. R., Hussin R., Abd Karim A. H., Ibrahim H., Ab Rahman S. A., 2019 Tracer Study Report, (2020); Monteiro S., Garcia-Aracil A., Almeida L. S., Adaptation and initial validation of the perceived employability scale, School and Educational Psychology, 29, pp. 1-9, (2019); Jackson D., Chapman E., Non-technical skill gaps in Australian business graduates, Education and Training, 54, 2– 3, pp. 95-113, (2012); Rufai A. U., Bin Bakar A. R., Rashid A. B. M., Developing a sustainable practical model of graduate employability for higher education, International Journal of Education and Literacy Studies, 3, 1, (2015); Irwin A., Nordmann E., Simms K., Stakeholder perception of student employability: does the duration, type and location of work experience matter?, Higher Education, 78, 5, pp. 761-781, (2019); Guilbert L., Bernaud J.-L., Gouvernet B., Rossier J., Employability: review and research prospects, International Journal for Educational and Vocational Guidance, 16, 1, pp. 69-89, (2016); Tentama F., Abdillah M. H., Student employability examined from academic achievement and self-concept, International Journal of Evaluation and Research in Education (IJERE), 8, 2, pp. 243-248, (2019); Oni J. O., Teacher quality and student academic achievement in basic technology in junior secondary schools in South-west, Nigeria, Journal of Educational and Social Research, 4, 3, pp. 397-402, (2014); Schiekirka-Schwake S., Anders S., Von Steinbuchel N., Becker J. C., Raupach T., Facilitators of high-quality teaching in medical school: Findings from a nation-wide survey among clinical teachers, BMC Medical Education, 17, 1, (2017); Saleman S., Warrah M., Bing K. W., Yusof H., Investigating the relationship between teacher quality and students’ academic performance with empowerment as a mediator, Journal of Contemporary Issues and Thought, 9, pp. 61-74, (2019); Omede A. A., Oguche M. D., The implications of poor quality teacher education on educational development in Nigeria, International Journal of Economics, Commerce and Management, IV, 4, pp. 801-810, (2016); Karahan M., Mete M., Examination of Total Quality Management Practices in Higher Education in the Context of Quality Sufficiency, Procedia-Social and Behavioral Sciences, 109, pp. 1292-1297, (2014); Pham L., Limbu Y. B., Bui T. K., Nguyen H. T., Pham H. T., Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam, International Journal of Educational Technology in Higher Education, 16, 1, (2019); Tsai C.-W., Shen P.-D., Chiang Y.-C., The Application of Mobile Technology in E-Learning and Online Education Environments, International Journal of Enterprise Information Systems, 9, 4, pp. 85-98, (2013); Nakayama M., Mutsuura K., Yamamoto H., Impact of learner’s characteristics and learning behaviour on learning performance during a fully online course, Electronic Journal of e-Learning, 12, 4, pp. 394-408, (2014); Wu B., Identifying the influential factors of knowledge sharing in E-learning 2.0 systems, Information Diffusion Management and Knowledge Sharing: Breakthroughs in Research and Practice, pp. 603-622, (2019); Ricard N. C., Pelletier L. G., Dropping out of high school: The role of parent and teacher self-determination support, reciprocal friendships and academic motivation, Contemporary Educational Psychology, 44, 45, pp. 32-40, (2016); Shrestha E., Mehta R. S., Mandal G., Chaudhary K., Pradhan N., Perception of the learning environment among the students in a nursing college in Eastern Nepal, BMC Medical Education, 19, 1, (2019); Choi S., Guerin D., Kim H.-Y., Brigham J. K., Bauer T., Indoor environmental quality of classrooms and student outcomes: A path analysis approach, Journal of Learning Spaces, 2, 2, (2014); Hinze S. R., Wiley J., Testing the limits of testing effects using completion tests, Memory, 19, 3, pp. 290-304, (2011); Yilmaz R., Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom, Computers in Human Behavior, 70, pp. 251-260, (2017); Garavaglia A., Garzia V., Petti L., Quality of the learning environment in digital classrooms: an Italian case study, Procedia-Social and Behavioral Sciences, 46, pp. 1735-1739, (2012); Yildiz E. P., Isman A., Quality content in distance education, Universal Journal of Educational Research, 4, 12, pp. 2857-2862, (2016); Nouri J., The flipped classroom: for active, effective and increased learning – especially for low achievers, International Journal of Educational Technology in Higher Education, 13, 1, (2016); Misut M., Pribilova K., Measuring of quality in the context of e-Learning, Procedia-Social and Behavioral Sciences, 177, pp. 312-319, (2015); Shukla A., Yadav B. K., A study of ICT in education: an Indian prospective, International Journal of Research, 2, pp. 33-45, (2019); Krejcie R. V., Morgan D. W., Determining sample size for research activities, Educational and Psychological Measurement, 30, pp. 607-610, (1970); Hair J., Hollingsworth C. L., Randolph A. B., Chong A. Y. L., An updated and expanded assessment of PLS-SEM in information systems research, Industrial Management and Data Systems, 117, 3, pp. 442-458, (2017); Sekaran U., Roger B., Research methods for business: a skill building approach, (2016); Ramli N., Muljono P., Afendi F. M., External factors, internal factors and self-directed learning readiness, Journal of Education and e-Learning Research, 5, 1, pp. 37-42, (2018); Potgieter I., Coetzee M., Employability attributes and personality preferences of postgraduate business management students, SA Journal of Industrial Psychology, 39, 1, (2013)","T.O. Kowang; Azman Hashim International Business School, Universiti Teknologi Malaysia, Johor Bahru, Johor, 81310, Malaysia; email: oktan@utm.my","","Institute of Advanced Engineering and Science","","","","","","22528822","","","","English","Int. J. Eval. Res. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85134217404"
"Ke G.-N.; Grajfoner D.; Carter S.; DeLima N.; Khairudin R.; Lau W.-Y.; Kamal K.A.; Lee S.C.","Ke, Guek-Nee (56029745000); Grajfoner, Dasha (57015478800); Carter, Stephen (57567569400); DeLima, Nicole (57815106100); Khairudin, Rozainee (36632279100); Lau, Wee-Yeap (58852012400); Kamal, Khalil Anwar (57567774700); Lee, Shen Chieng (57567774800)","56029745000; 57015478800; 57567569400; 57815106100; 36632279100; 58852012400; 57567774700; 57567774800","Psychological Wellbeing and Employability of Retrenched Workforce During COVID-19: A Qualitative Study Exploring the Mitigations for Post Pandemic Recovery Phase","2022","Frontiers in Public Health","10","","907797","","","","4","10.3389/fpubh.2022.907797","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134687391&doi=10.3389%2ffpubh.2022.907797&partnerID=40&md5=b3e820723edfa52df8e935f52e7e8826","Department of Psychology, School of Social Sciences, Heriot-Watt University Malaysia, Putrajaya, Malaysia; Department of Psychology, School of Social Sciences, Heriot-Watt University, Edinburgh, United Kingdom; Edinburgh Business School, Heriot-Watt University, Edinburgh, United Kingdom; Centre for Research in Psychology and Human Well-Being, Faculty of Social Sciences and Humanities, National University of Malaysia, Bangi, Malaysia; Department of Applied Statistics, Faculty of Economics and Administration, University of Malaya, Kuala Lumpur, Malaysia; Malaysian Institute of Economic Research (MIER), Kuala Lumpur, Malaysia","Ke G.-N., Department of Psychology, School of Social Sciences, Heriot-Watt University Malaysia, Putrajaya, Malaysia; Grajfoner D., Department of Psychology, School of Social Sciences, Heriot-Watt University, Edinburgh, United Kingdom; Carter S., Edinburgh Business School, Heriot-Watt University, Edinburgh, United Kingdom; DeLima N., Department of Psychology, School of Social Sciences, Heriot-Watt University Malaysia, Putrajaya, Malaysia; Khairudin R., Centre for Research in Psychology and Human Well-Being, Faculty of Social Sciences and Humanities, National University of Malaysia, Bangi, Malaysia; Lau W.-Y., Department of Applied Statistics, Faculty of Economics and Administration, University of Malaya, Kuala Lumpur, Malaysia; Kamal K.A., Malaysian Institute of Economic Research (MIER), Kuala Lumpur, Malaysia; Lee S.C., Malaysian Institute of Economic Research (MIER), Kuala Lumpur, Malaysia","The ongoing COVID-19 pandemic has triggered several employment-related issues, followed by different response strategies. With retrenchment measures being a common response strategy during economic downturns, many individuals have been faced with unemployment. This study aimed to explore the effect of the COVID-19 pandemic related retrenchment on the psychological wellbeing of the Malaysian workforce, using a qualitative research approach and based on the Latent-deprivation Model. A purposive sample of 30 retrenched participants was interviewed via telephone during Malaysia's Movement Control Order (MCO). Thematic analysis was subsequently conducted to identify key themes in the data set. Six themes emerged from the thematic analysis: (1) Retrenchment leading to the deterioration of psychological wellbeing; (2) Unemployment, financial strain and economic uncertainty; (3) Emotions related to the COVID-19 virus; (4) Coping with lifestyle change; (5) Recommendations to improve the psychological wellbeing and mental health of the retrenched workforce, and (6) Career and financial support at the recovery phase. The present study provides valuable insight into the wellbeing of retrenched workforce who are forced to cope with both unemployment and a global pandemic, and workforce perspectives regarding types of support needed during the recovery phase. Copyright © 2022 Ke, Grajfoner, Carter, DeLima, Khairudin, Lau, Kamal and Lee.","COVID-19; job loss; latent-deprivation model; mental health; post-pandemic recovery; psychological wellbeing; retrenchment","COVID-19; Humans; Pandemics; Qualitative Research; SARS-CoV-2; Workforce; epidemiology; human; pandemic; qualitative research","","","","","Global Challenges Research Fund, GCRF, (SFC: P20GCRF7); Scottish Funding Council, SFC, (P20GCRF7)","We gratefully acknowledge the funding support by the Global Challenges Research Fund, The Scottish Funding Council, Grant No. SFC: P20GCRF7. 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Ke; Department of Psychology, School of Social Sciences, Heriot-Watt University Malaysia, Putrajaya, Malaysia; email: g.n.ke@hw.ac.uk","","Frontiers Media S.A.","","","","","","22962565","","","35875037","English","Front. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85134687391"
"Ursić L.; Baldacchino G.; Bašić Ž.; Sainz A.B.; Buljan I.; Hampel M.; Kružić I.; Majić M.; Marušić A.; Thetiot F.; Tokalić R.; Markić L.V.","Ursić, Luka (57366248800); Baldacchino, Godfrey (55943518500); Bašić, Željana (55170605000); Sainz, Ana Belén (55837076100); Buljan, Ivan (57193889320); Hampel, Miriam (7004596653); Kružić, Ivana (57188697093); Majić, Mia (57872873400); Marušić, Ana (55760636400); Thetiot, Franck (6507010647); Tokalić, Ružica (56037349500); Markić, Leandra Vranješ (57216940289)","57366248800; 55943518500; 55170605000; 55837076100; 57193889320; 7004596653; 57188697093; 57872873400; 55760636400; 6507010647; 56037349500; 57216940289","Factors Influencing Interdisciplinary Research and Industry-Academia Collaborations at Six European Universities: A Qualitative Study","2022","Sustainability (Switzerland)","14","15","9306","","","","4","10.3390/su14159306","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137176737&doi=10.3390%2fsu14159306&partnerID=40&md5=8157729e58341f3bb67ba6ddda89e98a","Department of Research in Biomedicine and Health, Centre for Evidence-based Medicine, University of Split, Split, 21000, Croatia; Department of Sociology, University of Malta, Msida, 2080, Malta; Department of Forensic Sciences, University of Split, Split, 21000, Croatia; International Centre for Theory of Quantum Technologies, University of Gdańsk, Gdansk, 80-309, Poland; Department of Physical Chemistry, Institute for Marine Research (INMAR), University of Cadiz, Puerto Real, 11510, Spain; The European University of the Seas Project Office, University of Split, Split, 21000, Croatia; Department of Chemistry, University of Brest (UBO), Brest, 29238, France; Department of Physics, Faculty of Science, University of Split, Split, 21000, Croatia","Ursić L., Department of Research in Biomedicine and Health, Centre for Evidence-based Medicine, University of Split, Split, 21000, Croatia; Baldacchino G., Department of Sociology, University of Malta, Msida, 2080, Malta; Bašić Ž., Department of Forensic Sciences, University of Split, Split, 21000, Croatia; Sainz A.B., International Centre for Theory of Quantum Technologies, University of Gdańsk, Gdansk, 80-309, Poland; Buljan I., Department of Research in Biomedicine and Health, Centre for Evidence-based Medicine, University of Split, Split, 21000, Croatia; Hampel M., Department of Physical Chemistry, Institute for Marine Research (INMAR), University of Cadiz, Puerto Real, 11510, Spain; Kružić I., Department of Forensic Sciences, University of Split, Split, 21000, Croatia; Majić M., The European University of the Seas Project Office, University of Split, Split, 21000, Croatia; Marušić A., Department of Research in Biomedicine and Health, Centre for Evidence-based Medicine, University of Split, Split, 21000, Croatia; Thetiot F., Department of Chemistry, University of Brest (UBO), Brest, 29238, France; Tokalić R., Department of Research in Biomedicine and Health, Centre for Evidence-based Medicine, University of Split, Split, 21000, Croatia; Markić L.V., Department of Physics, Faculty of Science, University of Split, Split, 21000, Croatia","The introduction of interdisciplinarity and industry-academia collaborations (IAC) into higher education institutions (HEIs) and curricula as tools for promoting sustainable development has been debated both in academic and non-academic contexts. While overall rising trends in the acceptance of interdisciplinarity and IAC exist, research has stressed difficulty in implementation and practices. We conducted eight focus groups at six European Universities (members of the SEA-EU alliance) and analysed the transcripts using Braun and Clarke’s reflexive thematic approach to qualitative analysis in order to develop themes on barriers and facilitators to both conducting interdisciplinarity and IAC, as well as the inclusion of university students in interdisciplinary research. We observed that the main barriers to IR and IAC and the inclusion of students in such activities include traditional HEI structures focused on single-discipline approaches, a lack of joint platforms for IR and IAC, and academic differences (publication outcome differences, academic background). Likewise, a lack of funding (especially for early career researchers), employability (for students willing to do a research career), and a lack of validation by HEIs for researchers conducting IR and IAC are major barriers. To IDR- and IAC-related activities, a top-down approach is needed to restructure HEIs and make them more accommodating to both students and staff willing to conduct IR and IAC activities, thus refocusing them towards sustainability. © 2022 by the authors.","higher education institutions; industry-academia collaborations; interdisciplinarity; interdisciplinary research; knowledge transfer; sustainability; sustainable development; technology transfer","higher education; interdisciplinary approach; knowledge; sustainability; sustainable development","","","","","Bretagne Occidentale in Brest (France); European University; ICTQT, (2018/MAB/5); IRAP Project; SEA-EU; Universities of Cádiz; European Commission, EC; Fundacja na rzecz Nauki Polskiej, FNP; Hrvatska Zaklada za Znanost, HRZZ, (IP-2019-04-4882); Erasmus+, (612468-EPP-1-2019-1-ES-EPPKA2-EUR-UNIV)","Funding text 1: This study was funded as a part of the “European University of the Seas” project within the “European University” flagship initiative of the European Commission, partially funded by the Erasmus+programme. Grant number: 612468-EPP-1-2019-1-ES-EPPKA2-EUR-UNIV. The funder played no role in the design of the study or the interpretation and presentation of the results. ; Funding text 2: Researcher participants likewise stressed the funding issues IDR faces stemming from an overall lack of funding for interdisciplinary projects, or a lack of understanding from funders and other stakeholders in evaluating IDR. Participants also noted that committees reviewing project applications often consist of reviewers who are not prepared to look outside of the scope of their discipline, which risks misevaluation of the project’s originality and content. Research on ID funding only partially confirms such stances. While interdisciplinary projects are often less successful when initially applying for funding [], researchers conducting such projects obtain more funding at later stages of their career []. Such funding could be important for IDR teams, as it would mean autonomy from the host institution [] and, thus, independence in creating new collaborations. Institutions could also create separate calls for funding for interdisciplinary researchers, along with interdisciplinary-focused review committees. This would also annul the possibility of interdisciplinarity being a buzzword for obtaining better evaluations for grant applications, something our participants noted as a significant problem when applying for research funds. ; Funding text 3: This study is part of the knowledge generated in the context of the “European University of the Seas” (SEA-EU), a consortium formed by the Universities of Cádiz (Spain), Bretagne Occidentale in Brest (France), Kiel (Germany), Gdańsk (Poland), Split (Croatia), and Malta (Malta). The “European University” is a flagship initiative of the European Commission and is partially funded by the European Commission’s Erasmus Plus programme (Grant number: 612468-EPP-1-2019-1-ES-EPPKA2-EUR-UNIV). ABS acknowledges support by the Foundation for Polish Science (IRAP Project, ICTQT, Contract No. 2018/MAB/5, co-financed by EU within the Smart Growth Operational Programme. L.U., I.B., R.T., and A.M. are supported by the Croatian Science Foundation under Grant agreement No. IP-2019-04-4882 (Professionalism in Health–Decision making in practice and research, ProDem). The funders had no role in the design of the study, its execution, analyses, interpretation of the data, or decision to submit the results.","Wissema H., Towards the Third Generation University: Managing the University in Transition, (2009); Koschatzky K., Networking and Knowledge Transfer Between Research and Industry in Transition Countries: Empirical Evidence from the Slovenian Innovation System, J. Technol. 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Bašić; Department of Forensic Sciences, University of Split, Split, 21000, Croatia; email: zeljana.basic@unist.hr","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85137176737"
"Arquero J.L.; Fernandez-Polvillo C.; Hassall T.","Arquero, Jose Luis (6505635970); Fernandez-Polvillo, Carmen (57000383900); Hassall, Trevor (6601958718)","6505635970; 57000383900; 6601958718","Non-technical skills and students' overconfidence in accounting","2022","Education and Training","64","5","","716","733","17","0","10.1108/ET-08-2021-0309","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136012084&doi=10.1108%2fET-08-2021-0309&partnerID=40&md5=6162c9ab940d9145f00600ee4ba0eb69","Departamento de Contabilidad y Economía Financiera, Universidad de Sevilla, Seville, Spain; Departamento de Economía Financiera y Direccion de Operaciones, Universidad de Sevilla, Seville, Spain; Business School, Sheffield Hallam University, Sheffield, United Kingdom","Arquero J.L., Departamento de Contabilidad y Economía Financiera, Universidad de Sevilla, Seville, Spain; Fernandez-Polvillo C., Departamento de Economía Financiera y Direccion de Operaciones, Universidad de Sevilla, Seville, Spain; Hassall T., Business School, Sheffield Hallam University, Sheffield, United Kingdom","Purpose: Despite the institutional calls to include the development of non-technical skills as objectives in accounting curriculum and the attempts to do so, a gap between the level of skills exhibited by graduates and those needed to succeed as a professional is still perceived. One of the possible causes could be students' overconfidence, defined as a very optimistic assessment of their own abilities. The main objective of the paper is to assess the existence of overconfidence. Design/methodology/approach: Two samples, students and employers were surveyed regarding the exhibited level of accounting graduates in a set of 22 non-technical skills, highlighted as relevant in the literature. This enabled a comparison of the opinions of employers with the perceptions of students concerning the demonstrated level of such skills. Findings: The results of this study support the existence of students' overconfidence. In all the skills students score their ability higher than employers do with those differences being statistically significant in 21 out of 22 skills. Employers who are in closer contact with entry level accountants perceive even lower exhibited skills levels in graduates. Research limitations/implications: Overconfident students would be less motivated to actively participate in activities designed to improve skills resulting in underachievement and in lower performance. This low performance in highly valued skills could potentially harm their employability. Originality/value: Although the literature focussing on non-technical skills in accounting is prolific there are few papers comparing the views of employers and students, and there are no previous studies focussing on overconfidence. © 2022, Jose Luis Arquero, Carmen Fernandez-Polvillo and Trevor Hassall.","Accounting; Overconfidence; Skills development; Skills expectation gap","","","","","","","","Purpose and the profession: the global challenge of improving upward mobility, (2018); The most in-demand accounting specialty today? 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Fernandez-Polvillo; Departamento de Economía Financiera y Direccion de Operaciones, Universidad de Sevilla, Seville, Spain; email: carmenfp@us.es","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85136012084"
"Batsila M.; Shrestha P.N.","Batsila, Marianthi (54394919000); Shrestha, Prithvi N. (55797092500)","54394919000; 55797092500","Business English Needs and Secondary Vocational Business English: The Case of Greek Workplaces","2022","Business and Professional Communication Quarterly","85","3","","247","278","31","1","10.1177/23294906221109190","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138440482&doi=10.1177%2f23294906221109190&partnerID=40&md5=22a612ecd2007a7b1572159dcfed216d","Ministry of Education, Greece; The Open University, Milton Keynes, United Kingdom","Batsila M., Ministry of Education, Greece; Shrestha P.N., The Open University, Milton Keynes, United Kingdom","Vocational education (VE) has been a priority for employability globally. There is, however, limited research on what employers want from secondary school VE graduates regarding their communication skills. This study examined business English needs in Greek businesses and the English language skills taught in Greek vocational secondary schools. We surveyed 136 and interviewed 8 employers to identify the English language skills required in these businesses. The content of one prescribed VE English textbook was analyzed and eight teachers were interviewed about it. We found that employers emphasized oral business communication, which the textbook lacked, and we make suggestions for improvement. © 2022 by the Association for Business Communication.","English language needs; Greek vocational education; needs analysis; secondary vocational education; vocational English","","","","","","","","Agbola F.W., Lambert D.K., Skilling Australia for the future? 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Guidelines for preschools and schools, (2004); Transforming TVE: Building skills for work and life, (2012); Vahabi M., Sadeh N., An investigation of ICT role in ESP, Confluence: International e-Journal on Teaching of English in Technical Education, pp. 209-213, (2011); Vassalou E., English for Economics and Administration, (1996); Wing Lawrence W.P., Textbook evaluation: A framework for evaluating the fitness of the Hong Kong new secondary school (NSS) curriculum, (2011); Wisniewska H., ESP Global Textbooks Modification, Sino-US English Teaching, 9, 1, pp. 864-871, (2012); Wolf A., Review of Vocational Education – The Wolf Report, (2011); Zacheilas L., Η, (2012); Zhang Z., Business English students learning to write for international business: What do international business practitioners have to say about their texts?, English for Specific Purposes, 32, 3, pp. 144-156, (2013); Zhihong L., Leijuan H., Xiaohui H., A research on a student-centred teaching model in an ICT-based English audio-video speaking class, International Journal of Education and Development using Information and Communication Technology (IJEDICT), 6, 3, pp. 101-123, (2010); Zirkle C., Martin L., Challenges and opportunities for technical and vocational education and training (VE) in the United States, The future of vocational education and training in a changing world, pp. 9-24, (2012)","P.N. Shrestha; The Open University, Milton Keynes, United Kingdom; email: Prithvi.Shrestha@open.ac.uk","","SAGE Publications Inc.","","","","","","23294906","","","","English","Bus. Prof. Commun. Q.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85138440482"
"Jackson D.; Michelson G.; Munir R.","Jackson, Denise (37053893700); Michelson, Grant (8595262000); Munir, Rahat (55583154300)","37053893700; 8595262000; 55583154300","New technology and desired skills of early career accountants","2022","Pacific Accounting Review","34","4","","548","568","20","7","10.1108/PAR-04-2021-0045","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124391586&doi=10.1108%2fPAR-04-2021-0045&partnerID=40&md5=dd31f88dbb43cd45b0cd016ae2e54d45","School of Business and Law, Edith Cowan University, Perth, Australia; Department of Management, Macquarie University, Sydney, Australia; Department of Accounting and Corporate Governance, Macquarie University, Sydney, Australia","Jackson D., School of Business and Law, Edith Cowan University, Perth, Australia; Michelson G., Department of Management, Macquarie University, Sydney, Australia; Munir R., Department of Accounting and Corporate Governance, Macquarie University, Sydney, Australia","Purpose: Technological advances have led to accounting roles shifting from transaction focussed tasks to using data generated by technology to inform stakeholder strategies, resulting in changing skill requirements. This study aims to investigate how early career accountants (ECAs) and organisations value different skills among ECAs, how technology is impacting on these skills and the preparedness of ECAs for future technological work in different organisational settings. Design/methodology/approach: The research adopted a multi-stakeholder, mixed-method approach, surveying 315 ECAs and 175 managers/recruiters and interviewing 10 from each group. The sample drew from different industry sectors and organisation types in Australia, with all states represented. Findings: There was broad agreement among ECAs and managers on requisite skills for technology. Most ECAs and managers believed new technology is influencing the skills required in accounting, yet the impact was considered greater among ECAs and effects varied by organisational setting. Overall, the research did not support ECAs as “digital natives” and illuminated the importance of exposure to technology, a change mindset and lifelong learning to better prepare them for new technology. Originality/value: This study makes an important contribution to understanding how and why skills for success in accounting are evolving in the context of new technology and how prepared ECAs are for technology from both their own and managers/recruiters’ perspectives. It highlights the need for greater dialogue, benchmarking and evaluation of performance in technology-related skills among new accountants and their managers. Further, it identifies areas where ECAs would most benefit from targeted support, aiding personal career success and organisational competitiveness. © 2022, Emerald Publishing Limited.","Early career accountant; Employability; Skills; Technology; Work readiness","","","","","","CPA Australia, CPAA","The authors gratefully acknowledge the funding provided by CPA Australia to support this study.","Accounting Standards, (2018); Drivers of Change and Future Skills, (2016); From Bottom Line to Front Line, (2018); Adler R., Liyanarachchi G., Towards measuring professionalism in accounting, Accounting and Finance, 60, 3, pp. 1907-1941, (2020); CPA Evolution Model Curriculum, (2021); Barney J., Firm resources and sustained competitive advantage, Journal of Management, 17, 1, pp. 99-120, (1991); Becker G., Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, (1964); Bhimani A., Willcocks L., Digitisation, ‘big data’ and the transformation of accounting information, Accounting and Business Research, 44, 4, pp. 469-490, (2014); The six skills accountants need to survive the robot uprising, (2020); Botes V., Sharma U., A gap in management accounting education: fact or fiction, Pacific Accounting Review, 29, 1, pp. 107-126, (2017); Bowles M., Ghosh S., Thomas L., Future-proofing accounting professionals: ensuring graduate employability and future readiness, Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 1-21, (2020); Bressler L., Pence D., Skills needed by new accounting graduates in a rapidly changing technological environment, Journal of Organizational Psychology, 19, 2, pp. 50-59, (2019); Brink W., Stoel M., Analytics knowledge, skills, and abilities for accounting graduates, Advances in Accounting Education: Teaching and Curriculum Innovations, pp. 23-41, (2019); Bui B., Porter B., The expectation-performance gap in accounting education: an exploratory study, Accounting Education, 19, 1-2, pp. 23-50, (2010); The Future of Talent: opportunities Unlimited, (2017); The Top Accounting Firms Survey, (2019); Chaplin S., Accounting education and the prerequisite skills of accounting graduates, Australian Accounting Review, 27, 1, pp. 61-70, (2017); CPA Australia’s my Firm, My Future, (2019); Business Technology Report 2021, (2021); Professional accreditation guidelines, (2022); Daff L., Jack L., Accountants’ proactivity in intra-organisational networks, Accounting, Auditing and Accountability Journal, 31, 6, pp. 1691-1719, (2018); Dai J., Vasarhelyi M., Toward blockchain-based accounting and assurance, Journal of Information Systems, 31, 3, pp. 5-21, (2017); Davern M., Weisner M., Fraser N., Technology and the Future of the Profession, (2019); Dean B., Perkiss S., Simic M., Luzia K., Transforming accounting curricula to enhance integrative learning, Accounting and Finance, 60, 3, pp. 2301-2338, (2020); De Lange P., Jackling B., Gut A.-M., Accounting graduates’ perceptions of skills emphasis in undergraduate courses: an investigation from two Victorian universities, Accounting and Finance, 46, 3, pp. 365-386, (2006); Blockchain Technology and Its Potential Impact on the Audit and Assurance Profession, (2017); The Path to Prosperity: Why the Future of Work is Human, (2019); De Villiers R., Seven principles to ensure future-ready accounting graduates–a model for future research and practice, Meditari Accountancy Research, 29, 6, pp. 1354-1380, (2021); How Skills Could Be Impacted by Automation, (2018); How AI is shaping the accounting industry, (2017); Freeman M., Wells P., Reducing the expectation gap: using successful early career graduates to identify the skills and capabilities that count, Future Proofing the Profession: Preparing Business Leaders and Finance Professionals for 2025, pp. 67-78, (2015); Goh C., Pan P., Sun S., Lee B., Yong M., Charting the Future of Accountancy with AI, (2019); Haller S., Siedschlag I., Determinants of ICT adoption: evidence from firm-level data, Applied Economics, 43, 26, pp. 3775-3788, (2011); Hoiberg P., Accounting in the new millennium, Pacific Accounting Review, 11, 1-2, pp. 131-136, (1999); Hood T., Seven skills every accountant needs in the age of automation, (2020); Howcroft D., Graduates’ vocational skills for the management accountancy profession: exploring the accounting education expectation-performance gap, Accounting Education, 26, 5-6, pp. 459-481, (2017); Huerta E., Jensen S., An accounting information systems perspective on data analytics and big data, Journal of Information Systems, 31, 3, pp. 101-114, (2017); Jackling B., De Lange P.A., Do accounting graduates’ skills meet the expectations of employers? 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Accounting faculty resistance to new educational technologies in higher education, Journal of Accounting Education, 36, 1, pp. 1-15, (2016); Wells P., Gerbic P., Kranenburg I., Bygrave J., Professional skills and capabilities of accounting graduates: the New Zealand expectation gap, Accounting Education, 18, 4-5, pp. 403-420, (2009); The future of jobs report 2018, (2018); Zimmerman J., The role of accounting in the twenty-first century firm, Accounting and Business Research, 45, 4, pp. 485-509, (2015)","D. Jackson; School of Business and Law, Edith Cowan University, Perth, Australia; email: d.jackson@ecu.edu.au","","Emerald Publishing","","","","","","01140582","","","","English","Pacafic Acc. Rev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85124391586"
"Marchang R.","Marchang, Reimeingam (57188848317)","57188848317","Social Networks, Job Search Flexibility, Employability, and Mobility of Migrant Workers","2022","Economic and Political Weekly","57","30","","60","67","7","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135496737&partnerID=40&md5=2bf4850120049a46d37be284173668f0","The Institute for Social and Economic Change, Bengaluru, India","Marchang R., The Institute for Social and Economic Change, Bengaluru, India","This paper examines the job-seeking behaviour, various traits of labour employability, and the nature of mobility to achieve employment aspirations of the North East migrant workers in Bengaluru. It shows that migrants extensively use social networks for finding employment. The use of social networks and flexibility in job search shortens the waiting period. Their skill levels and the major factors that influence their hiring are discussed in detail. © 2022 Economic and Political Weekly. All rights reserved.","","","","","","","","","Arrow K J, The Theory of Discrimination, pp. 1-36, (1971); Becker G S, Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, (1975); Borjas G J, Labor Economics, (2005); Bricout J C, Bentley K J, Disability Status and Perceptions of Employability by Employers, Social Work Research, 24, 2, pp. 87-95, (2000); Burea H J V, Boundary Less Career and Employability Obligation, Business Ethics Quarterly, 13, 2, pp. 131-149, (2003); Cai Y, Graduate Employability: “A Conceptual Framework for Understanding Employer's Perception, Higher Education, 65, 4, pp. 457-469, (2013); Callaway A, Bettenhausen K, Approaches to Employment Problems in Africa and Asia, (1973); Cote G L, Socio-Economic Attainment, Regional Disparities, and Internal Migration, European Sociological Review, 13, 1, pp. 55-77, (1997); Davern M, Social Networks and Prestige Attainment; New Empirical Findings, American journal Economics and Sociology, 58, 4, pp. 843-864, (1999); Even W E, Macpherson D A, The Wage and Employment Dynamics of Minimum Wage Workers, Southern Economic Journal, 69, 3, pp. 676-690, (2003); Goodman L A, Snowball Sampling, The Annals of Mathematical Statistics, 32, 1, pp. 148-170, (1961); Gooptu B, Sengupta D, North East Exodus: Bangalore Businesses Facing the Impact, Economic Times, (2012); Grip D A, Loo J V, Sanders J, The Industry Employability Index: Taking Account of Supply and Demand Characteristics, International Labour Review, 143, 3, pp. 211-233, (2004); Gumber A, Correlates of Unemployment among the Rural Youth in India: An Inter-State Analysis, Indian Journal of Labour Economics, 43, 4, pp. 657-671, (2000); Hodge R W, Toward a Theory of Racial Differences in Employment, Social Forces, 52, 1, pp. 16-31, (1973); Decent Work Indicators: Guidelines for Producers and Users of Statistical and Legal Framework Indicators: ILO Manual, (2013); World Migration Report 2015: Migrants and Cities: New Partnerships to Manage Mobility, (2015); Krueger A B, Cramer J, Cho D, Are the Long-Term Unemployed on the Margins of the Labor Market?, Brookings Papers on Economic Activity, pp. 229-280, (2014); Kundu A, Mobility of Population, Oxford Companion to Economics in India, pp. 443-448, (2007); Likhitkar B, Problems of Employability-A Study of Job-Skill and Quality Mismatch, International Journal of Science Research and Technology, 2, 2, pp. 33-39, (2016); Livingston G, Gender, Job Searching, and Employment Outcomes among Mexican Immigrants, Population Research and Policy Review, 25, 1, pp. 43-66, (2006); Marchang R, Out-Migration from North Eastern Region to Cities: Unemployment, Employability and Job Aspiration, Journal of Economic and Social Development, 13, 2, pp. 43-53, (2017); Marchang R, Employment, Unemployment, Job Aspiration and Migration: Some Reflections of Tangkhul Migrants to Delhi, North East India: A Reader, pp. 168-183, (2018); McDuie-Ra D, Northeast Migrants in Delhi: Race, Refuge and Retail, (2012); National Education Policy 2020, (2020); Misra R K, Mishra P, Employability Skills: The Conceptual Framework and Scale Development, Indian Journal of Industrial Relations, 46, 4, pp. 650-660, (2011); Mitra A, Verick S, Youth Employment and Unemployment: An Indian Perspective, (2013); National Policy for Skill Development and Entrepreneurship 2015, (2015); Employment and Unemployment in India 1993-94, (1997); Employment and Unemployment Situation in India 2011-12, (2014); Papola T S, The Indian Labour Market, Economic & Political Weekly, 3, 30, pp. 1179-1182, (1968); Parthasarathy G, Nirmala K A, Employment and Unemployment of Youth, Indian Journal of Labour Economics, 43, 4, pp. 683-701, (2000); Prasad K V E, Education and Unemployment of Professional Manpower in India, Economic & Political Weekly, 14, 20, pp. 881-888, (1979); Ramesh Babu P, Migration from North-East to Urban Centres: A Study of Delhi Region, (2012); Census of India, (1991); Roberts K, Youth and Leisure, (1985); Robinson J P, What Are Employability Skills?, The Workplace, pp. 1-3, (2000); Sermsuk S, Triwichitkhun D, Wongwanich S, Employment Conditions and Essential Employability Skills Required by Employers for Secondary School Graduate, Procedia-Social and Behavioral Sciences, 116, pp. 1848-1854, (2014); Todaro M P, Economic Development in the Third World, (1991); Usha D M D, Shimray U A, Report on “Migration from the North Eastern Region: A Study of Educated Youth from NER in Bangalore and Delhi, (2010); Visaria P, Unemployment among Youth in India: Level, Nature and Policy Implications (Action Programme on Youth Unemployment), (1998); Wittekind A, Raeder S, Grote G, A Longitudinal Study of Determinants of Perceived Employability, Journal of Organisational Behaviour, 31, 4, pp. 566-586, (2010)","R. Marchang; The Institute for Social and Economic Change, Bengaluru, India; email: reimeingam@gmail.com","","Economic and Political Weekly","","","","","","00129976","","","","English","Econ. Polit. Wkly.","Article","Final","","Scopus","2-s2.0-85135496737"
"Bilal M.; Chaudhry S.A.; Sharif I.; Shafique O.; Shahzad K.","Bilal, Muhammad (58511006400); Chaudhry, Shafaq Arif (57213775082); Sharif, Imran (57191496003); Shafique, Owais (57193649345); Shahzad, Khurram (57274053600)","58511006400; 57213775082; 57191496003; 57193649345; 57274053600","Entrepreneurial Leadership and Employee Wellbeing During COVID-19 Crisis: A Dual Mechanism Perspective","2022","Frontiers in Psychology","13","","800584","","","","0","10.3389/fpsyg.2022.800584","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135219478&doi=10.3389%2ffpsyg.2022.800584&partnerID=40&md5=c2e94b93c65aa276d3f195d0deba11b5","Lahore Business School, The University of Lahore, Lahore, Pakistan; Department of Islamic and Conventional Banking, Institute of Business, Management and Administrative Sciences, Islamia University of Bahawalpur, Bahawalpur, Pakistan; Northern University, Nowshera, Pakistan","Bilal M., Lahore Business School, The University of Lahore, Lahore, Pakistan; Chaudhry S.A., Lahore Business School, The University of Lahore, Lahore, Pakistan; Sharif I., Lahore Business School, The University of Lahore, Lahore, Pakistan; Shafique O., Department of Islamic and Conventional Banking, Institute of Business, Management and Administrative Sciences, Islamia University of Bahawalpur, Bahawalpur, Pakistan; Shahzad K., Northern University, Nowshera, Pakistan","This study examined the potential impacts of entrepreneurial leadership on followers' psychological wellbeing and proactive work behavior through sustainable employability and work uncertainty in a sample of 218 employees employed in SMEs of Pakistan. Hierarchical regression results demonstrated that entrepreneurial leadership was positively connected with sustainable employability and negatively linked with work uncertainty. Sequentially, sustainable employability was positively correlated with proactive work behavior and employees' psychological wellbeing, and work uncertainty was negatively associated with proactive work behavior and employees' psychological wellbeing during the COVID-19 crisis. Furthermore, bootstrapping confirmed the mediation effects of work uncertainty and sustainable employability on proactive work behavior and the psychological wellbeing of employees. Sustainable employability did not mediate the relationship between entrepreneurial leadership and psychological wellbeing. Mediators, sustainable employability, and work uncertainty positively linked employees' psychological wellbeing and proactive work behavior. The results highlighted the significant roles of sustainable employability and work uncertainty and interpreted why entrepreneurial leadership may affect employees' positive behaviors. Copyright © 2022 Bilal, Chaudhry, Sharif, Shafique and Shahzad.","COVID-19; entrepreneurial leadership; proactive work behavior; psychological wellbeing; sustainable employability; work uncertainty","","","","","","","","Abildgaard J.S., Hasson H., von Thiele Schwarz U., Lovseth L.T., Ala-Laurinaho A., Nielsen K., Forms of participation: the development and application of a conceptual model of participation in work environment interventions, Econ. Ind. Democr, 41, pp. 746-769, (2020); Amabile T.M., A model of creativity and innovation in organizations, Res. Organ. Behav, 10, pp. 123-167, (1988); Avolio B.J., Bass B.M., Individual consideration viewed at multiple levels of analysis: a multi-level framework for examining the diffusion of transformational leadership, Leadersh. 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Manage, 43, pp. 1025-1049, (2017); Zhou J., Hoever I.J., Research on workplace creativity: a review and redirection, Annu. Rev. Organ. Psychol. Organ. Behav, 1, pp. 333-359, (2014); Zinser R., Developing career and employability skills: A US case study, Edu. Train, 45, pp. 402-410, (2003); Zohar D., Polachek T., Using event-level data to test the effect of verbal leader behavior on follower leadership perceptions and job performance: a randomized field experiment, Group Organ. Manag, 42, pp. 419-449, (2017)","O. Shafique; Department of Islamic and Conventional Banking, Institute of Business, Management and Administrative Sciences, Islamia University of Bahawalpur, Bahawalpur, Pakistan; email: oshafique21@gmail.com; K. Shahzad; Northern University, Nowshera, Pakistan; email: khuram.shahzad@northern.edu.pk","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85135219478"
"Irwin A.; Perkins J.; Hillari L.L.; Wischerath D.","Irwin, Amy (36990174700); Perkins, Joy (7202032897); Hillari, Leah Luise (57253494500); Wischerath, Darja (57218439407)","36990174700; 7202032897; 57253494500; 57218439407","Is the future of internships online? An examination of stakeholder attitudes towards online internships","2022","Higher Education, Skills and Work-based Learning","12","4","","629","644","15","2","10.1108/HESWBL-05-2021-0102","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119471923&doi=10.1108%2fHESWBL-05-2021-0102&partnerID=40&md5=d213b78e49b676b7949609bd6d632d3f","Human Factors and Applied Psychology Research Group, School of Psychology, University of Aberdeen, Aberdeen, United Kingdom; Educational and Employability Development Adviser, Centre for Academic Development, University of Aberdeen, Aberdeen, United Kingdom","Irwin A., Human Factors and Applied Psychology Research Group, School of Psychology, University of Aberdeen, Aberdeen, United Kingdom; Perkins J., Educational and Employability Development Adviser, Centre for Academic Development, University of Aberdeen, Aberdeen, United Kingdom; Hillari L.L., Human Factors and Applied Psychology Research Group, School of Psychology, University of Aberdeen, Aberdeen, United Kingdom; Wischerath D., Human Factors and Applied Psychology Research Group, School of Psychology, University of Aberdeen, Aberdeen, United Kingdom","Purpose: The world of work is becoming digital, a process accelerated by the recent COVID-19 pandemic and resultant remote working guidelines. Online internships have become more popular in this context, and yet there remains a lack of research investigating how these internships are perceived across stakeholders. The purpose of this paper was to begin to address this research gap by exploring academic, student and employer perceptions of online internships with a focus on employability. Design/methodology/approach: The research explored 156 stakeholders (53 students, 50 academics and, 53 employer/professionals) perceptions via a mixed-methods online study encompassing quantitative responses to internship vignettes, alongside open-ended questions designed to explore stakeholder attitudes in more depth. Findings: Stakeholder groups reported similar attitudes towards online internships. Overall, online internships were viewed as valid, flexible, work experience, linked to skill development and likely to enhance student employability. However, concerns were raised regarding communication protocols and development, intern isolation and a lack of organisational immersion. Practical implications: Based on the research, the authors make three recommendations to continue to enhance and develop the online internship experience: ensure multiple methods of regular communication between student and organisation, attempt virtual immersion in the organisation and assign each intern additional support beyond their immediate supervisor. Originality/value: Based on a holistic and novel analysis of key stakeholders' viewpoints, this paper provides much needed insights and evidence on how to design and quality assure effective online internship practice. © 2021, Emerald Publishing Limited.","Employability; Employers; Experiential learning; Online internships","","","","","","","","Atzmuller C., Steiner P.M., Experimental vignette studies in survey research, Methodology, 6, 3, pp. 128-138, (2010); Bayerlein L., Jeske D., Student learning opportunities in traditional and computer-mediated internships, Education + Training, 60, 1, pp. 27-38, (2018); Black G., Bachman V., Virtual internships in the business accounting curriculum: a feasibility study, Journal of Business Administration Online, 6, 2, pp. 1-15, (2007); Brahma M., Tripathi S.S., Sahay A., Developing curriculum for industry 4.0: digital workplaces, Higher Education, Skills and Work-Based Learning, 11, 1, pp. 144-163, (2020); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, pp. 77-87, (2006); Dean B.A., Campbell M., Reshaping work-integrated learning in a post-COVID-19 world of work, International Journal of Work-Integrated Learning, 21, 4, pp. 355-364, (2020); Engelbrecht J., Borba M.C., Llinares S., Kaiser G., Will 2020 be remembered as the year in which education was changed?, ZDM Mathematics Education, 52, pp. 821-824, (2020); George D., Mallery M., SPSS for Windows Step by Step: A Simple Study Guide and Reference, 17.0 Update, (2010); Gill R.J., Graduate employability skills through online internships and projects during the COVID-19 Pandemic: an Australian example, Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 146-158, (2020); Hanushek E., Woessmann L., The economic impacts of learning losses, (2020); Hergert M., Student perceptions of the value of internships in business education, American Journal of Business Education, 2, 8, pp. 9-14, (2009); Irwin A., Nordmann E., Simms K., Stakeholder perception of student employability: does the duration, type and location of work experience matter?, Higher Education, 78, pp. 761-781, (2019); Jackson D., Collings D., The influence of work-integrated learning and paid work during studies on graduate employment and underemployment, Higher Education, 76, 3, pp. 403-425, (2018); Jeske D., Axtell C.M., The nature of relationships in e-internships: a matter of the psychological contract, communication and relational investment, Journal of Work and Organizational Psychology, 34, 2, pp. 113-121, (2018); Jeske D., Linehan C., Mentoring and skill development in e-internships, Journal of Work-Applied Management, 12, 2, pp. 245-258, (2020); Kapareliotis I., Voutsina K., Patsiotis A., Internship and employability prospects: assessing student's work readiness, Higher Education, Skills and Work-Based Learning, 9, 4, pp. 538-549, (2019); Kay J., McRae N., Russell L., Two institutional responses to work-integrated learning in a time of COVID-19: canada and Australia, International Journal of Work-Integrated Learning, 21, 5, pp. 491-503, (2020); Maini R., Sachdeva S., Mann G.K., Unveiling business school internsʼ satisfaction toward online summer internship program amid COVID-19, Higher Education, Skills and Work-Based Learning, (2021); Minocha S., Hristov D., Reynolds M., From graduate employability to employment: policy and practice in UK higher education, International Journal of Training and Development, 21, 3, pp. 235-248, (2017); Sauder M.H., Mudrick M., Strassle C.G., Maitoza R., Malcarne B., Evans B., What did you expect? Divergent perceptions among internship stakeholders, Journal of Experiential Education, 42, 2, pp. 105-120, (2019); Smith S., Smith C., Caddell M., Can pay, should pay? Exploring employer and student perceptions of paid and unpaid placements, Active Learning in Higher Education, 16, 2, pp. 149-164, (2015); Varghese M.E., Parker L.C., Adedokun O., Shively M., Burgess W., Childress A., Bessenbacher A., Experiential internships: understanding the process of student learning in small business internships, Industry and Higher Education, 26, 5, pp. 357-367, (2012); Wang B., Liu Y., Qian J., Parker S.K., Achieving effective remote working during the COVID‐19 pandemic: a work design perspective, Applied Psychology, 70, 1, pp. 16-59, (2020); Wenham K.E., Valencia-Forrester F., Backhaus B., Make or break: the role and support needs of academic advisors in work-integrated learning courses, Higher Education Research and Development, 39, 5, pp. 1026-1039, (2020)","A. Irwin; Human Factors and Applied Psychology Research Group, School of Psychology, University of Aberdeen, Aberdeen, United Kingdom; email: a.irwin@abdn.ac.uk","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85119471923"
"Aminu N.; Pon K.; Ritchie C.; Ivanov S.","Aminu, Nasir (57194708903); Pon, Kevin (56589886300); Ritchie, Caroline (36915578800); Ivanov, Stanislav (19337727400)","57194708903; 56589886300; 36915578800; 19337727400","Student motivation and satisfaction: Why choose an international academic franchise programme rather than a home one?","2022","International Journal of Training and Development","26","3","","407","426","19","2","10.1111/ijtd.12263","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124021178&doi=10.1111%2fijtd.12263&partnerID=40&md5=e20543284c84d40f9d34eb378f1aa852","Cardiff School of Management, Cardiff Metropolitan University, Cardiff, United Kingdom; ESDES, Lyon Catholic University, Lyon, France; Sofia Local Center, Varna University of Management, Varna, Bulgaria","Aminu N., Cardiff School of Management, Cardiff Metropolitan University, Cardiff, United Kingdom; Pon K., ESDES, Lyon Catholic University, Lyon, France; Ritchie C., Cardiff School of Management, Cardiff Metropolitan University, Cardiff, United Kingdom; Ivanov S., Sofia Local Center, Varna University of Management, Varna, Bulgaria","As globalisation increases, Higher Education Institutions are challenged to produce more young graduates to meet the corporate world's demand for highly qualified, mobile international managers. Business and management programmes are required to have international components to attract the best students. To date, the majority of research has focused on the management and quality of such programmes with few studies undertaken from the students’ perspective. This article examines students’ motivations to study on an internationally franchised academic programme, prior expectations and whether these were met. Students of international franchised management programmes at both undergraduate and postgraduate level studying in five different countries were asked what motivated them to choose this form of study over other possibilities open to them, their prior expectations and how satisfied they were with their actual experiences. The results confirmed some previous findings, i.e. the significance of enhanced employability potential. However, they also identified new themes, showing how the students’ funders influenced the choice of study and how that influence was affected by gender. The results also queried students’ true motivation for these programmes and the international academic franchisees’ potential to meet those expectations fully. © 2022 The Authors. International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.","","","","","","","","","Ahmad S.Z., Buchanan F.R., Choices of destination for transnational higher education: “Pull” factors in an Asia Pacific market, Educational Studies, 42, 2, pp. 163-180, (2016); Alexejun K.M., D'Angelo A.M., International experience required: Lessons from the Carlson School of Management, Journal of International Education in Business, 6, 2, pp. 80-94, (2013); Altbach P.G., de Wit H., Internationalisation and global tension: Lessons from history, Journal of Studies in International Education, 19, 1, pp. 4-10, (2015); Alves H., Raposo M., The measurement of the construct satisfaction in higher education, The Service Industries Journal, 29, 2, pp. 203-218, (2009); Amaro S., Barroco C., Martins C., Antunes J., Erasmus students in Portugal: From students to tourists and advocates, European Journal of Tourism Research, 22, pp. 94-106, (2019); Appleton-Knapp S.L., Krentler K.A., Measuring student expectations and their effect on satisfaction: The importance of managing student expectations, Journal of Marketing Education, 28, 3, pp. 254-264, (2006); Babin B.J., Griffin M., The nature of satisfaction: An updated examination and analysis, Journal of Business Research, 41, pp. 127-136, (1998); Bohm A., Davis D., Meares D., Pearce D., Global student mobility 2025: Forecasts of the global demand for international higher education, (2002); Booker Q.E., Rebman C.E., E-Students retention: Factors affecting customer loyalties for online program success, Issues in Information Systems, 1, 1, pp. 183-189, (2005); The shape of things to come: Higher education global trends and emerging opportunities, (2012); Megatrends: The future of international education, (2013); Butt B.Z., Rhemen K., A study examining the student satisfaction in higher educartion, (2010); Callender C., Jackson J., Does the fear of debt constrain choice of university and subject of study?, Studies in Higher Education, 33, 4, pp. 405-429, (2008); de Wit H., Interationalization of higher education in the United States of America and Europe, (2002); Edwards W., Miles R.F., Von Winterfeldt D., Advances in decision analysis: From foundations to applications, (2007); Elliot K.M., Shin D., Student satisfaction: An alternative approach to assessing this important concept, Journal of Higher Education Policy and Management, 24, 2, pp. 197-209, (2002); Heissel J., The relative benefits of live versus on line delivery: Evidence from virtual algebra 1 in North Carolina, Economics of Education Review, 53, pp. 99-115, (2016); Helgesen O., Nesset E., What accounts for students’ loyalty? Some field study evidence, International Journal of Educational Management, 21, 2, pp. 126-143, (2007); Hwang M., Cruthirds K., The impact of an ERP simulation game on online learning, International Journal of Management Education, 15, pp. 60-66, (2017); Ivanov S., Webster C., Willingness-to-pay for robot-delivered tourism and hospitality services—An exploratory study, International Journal of Contemporary Hospitality Management, 33, 11, pp. 3926-3955, (2021); Kehm B.M., Teichler U., Research on internationalisation in higher education, Journal of Studies in International Education, 11, 3-4, pp. 260-273, (2007); Kim J., Global cultural capital and global positional competition: International graduate students’ transnational occupational trajectories, British Journal of Sociology of Education, 37, 1, pp. 30-50, (2016); Knight J., Educational hubs: A fad, a brand, an innovation?, Journals of Studies in International Education, 3, 15, pp. 221-241, (2011); Leung M., Waters J., British degrees made in Hong Kong: An enquiry into the role of space and place in transnational education, Asia Pacific Education Review, 14, 1, pp. 45-53, (2013); Levatino A., Transnational higher education and international student mobility: Determinants and linkage, Higher Education, 73, pp. 637-653, (2016); Mellors-Bourne R., Jones E., Lawton W., Woodfield S., Student perspectives on going international, (2015); Modell S., Students as consumers?: An institutional field level analysis of the construction of performance measurement practices, Accounting, Auditing & Accountability Journal, 18, 4, pp. 537-563, (2005); Moore J.C., A synthesis of Sloan C effective practices, Journal of Asynchronous Learning Networks, 13, 4, pp. 73-97, (2009); Moreira L., Gomes R., Study abroad: The influence of city and university attractiveness factors, European Journal of Tourism Research, 22, pp. 79-93, (2019); Moufahim M., Lim M., The other voices of international higher education: An empirical study of students’ perceptions of British university education in China, Globalisation, Societies and Education, 13, 4, pp. 437-454, (2015); O'Leary P.F., Quinlan T.J., Learner-instructor telephone interaction: Effects on satisfaction and achievement of online students, The American Journal of Distance Education, 21, 3, pp. 133-143, (2007); Pedro E., Franco M., The importance of networks in the transnational mobility of higher education students: Attraction and satisfaction of foreign mobility students at a public university, Studies in Higher Education, 41, 9, pp. 1627-1655, (2016); Pon K., Gibson L., Mercado S., Recent emerging models in transnational education AIEC conference, (2011); Pon K., Ritchie C., Academic franchises: Who benefits? Identifying the benefits of international academic franchise provision, London Review of Education, 12, 1, pp. 104-120, (2014); Ramsey J.R., Lorenz M.P., Exploring the impact of cross-cultural management education on cultural intelligence, student satisfaction and commitment, Academy of Management Learning and Education, 15, 1, pp. 79-99, (2016); Saunders M., Lewis P., Thornhill A., Research methods for business students, (2009); Schneider S.L., Shanteau J., Emerging perspectives on judgement and decision research, (2003); Sinclaire K., Student satisfaction with online learning: Lessons from organisational behaviour, Research in Higher Educational Journal, 11, pp. 1-19, (2011); Singh G., Educational consumers or educational partners. A critical theory analysis, Critical Perspectives on Accounting, 13, 5-6, pp. 681-700, (2002); So H.-J., Brush T.A., Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors, Computers & Education, 51, pp. 318-336, (2008); Sophie Wach F., Karback J., Ruffing S., Bruken R., Spinath F., University students’ satisfaction with their academic studies: Personality and motivation matter, Frontiers in Psychology, (2016); Suhre J.M., Jansen P.W.A., Harskamp E.G., Impact of degree program satisfaction on the persistence of college students, Higher Education, 54, pp. 207-226, (2006); Sweeney J.C., Ingram D., A comparison of traditional and web marketing education: An exploratory study, Journal of Marketing Education, 23, 1, pp. 55-62, (2001); Tang J., “Lost at the starting line”: A reconsideration of educational inequality in China, 1978–2008, Journal of Chinese Sociology, 3, (2016); Taylor S.A., Kronin J.J., Modelling patient satisfaction and service quality, Journal of Health Care Marketing, 14, 1, pp. 34-44, (1994); Tran L.T., Mobility as ‘becoming’: A Bordieuian analysis of the factors shaping international student mobility, British Journal of Sociology of Education, 37, 8, pp. 1268-1289, (2016); Ulhoi J.-P., Postgraduate education in Europe, International Journal of Education Management, 19, 4, pp. 347-358, (2005); Velikova N., Charters S., Fountain J., Ritchie C., Dodd T., Thach E., Fish N., Status or fun? A cross-cultural examination of younger consumers’ responses to images of champagne and sparkling wine, British Food Journal, 118, 8, pp. 960-975, (2016); Wilkins S., Higher education in the United Arab Emirates: An analysis of the outcomes of significant increases in supply and competition, Journal of Higher Education Policy and Management, 32, 4, pp. 389-400, (2010); Wilkins S., Balakrishnan M., Assessing student satisfaction in transnational higher education, International Journal of Educational Management, 27, 2, pp. 143-256, (2013); Wilkins S., Huisman J., UK business school rankings over the last 30 years (1080–2010): Trends and explanations, Higher Education, 63, 3, pp. 367-382, (2012); Wu H., Tennyson R.D., Hsia T., A student satisfaction in a blended e-learning system environment, Computers and Education, 55, pp. 155-164, (2010); Yates J.F., Veinott E.S., Patalano A.L., Hard decisions, bad decisions: On decision quality and decision aiding, Emerging perspectives on judgement and decision research, pp. 13-16, (2003); Zocco D., Risk theory and student course selection, Research in Higher Education Journal, 3, pp. 1-29, (2009)","N. Aminu; Cardiff School of Management, Cardiff Metropolitan University, Cardiff, United Kingdom; email: NAminu@cardiffmet.ac.uk","","John Wiley and Sons Inc","","","","","","13603736","","","","English","Int. J. Train. Dev.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85124021178"
"Van Eersel J.H.W.; Taris T.W.; Boelen P.A.","Van Eersel, Janske H. W. (57208906353); Taris, Toon W. (7006739971); Boelen, Paul A. (6701799789)","57208906353; 7006739971; 6701799789","Job loss-related complicated grief symptoms: A cognitive-behavioral framework","2022","Frontiers in Psychiatry","13","","933995","","","","2","10.3389/fpsyt.2022.933995","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135457481&doi=10.3389%2ffpsyt.2022.933995&partnerID=40&md5=42bbfd089534f54ad345fb84429c704b","Department of Clinical Psychology, Utrecht University, Utrecht, Netherlands; Department of Social, Health and Organizational Psychology, Utrecht University, Utrecht, Netherlands; ARQ National Psychotrauma Centre, Diemen, Netherlands","Van Eersel J.H.W., Department of Clinical Psychology, Utrecht University, Utrecht, Netherlands; Taris T.W., Department of Social, Health and Organizational Psychology, Utrecht University, Utrecht, Netherlands; Boelen P.A., Department of Clinical Psychology, Utrecht University, Utrecht, Netherlands, ARQ National Psychotrauma Centre, Diemen, Netherlands","In a significant minority of people, involuntarily job loss can result in symptoms of job loss-related complicated grief (JLCG). The present cognitive-behavioral framework is introduced to explain the underlying processes that may lead to the development and maintenance of JLCG symptoms. Three core processes play a central role, namely (1) negative cognitions related to the job loss and misinterpretation of one's grief reactions; (2) anxious and depressive avoidance strategies to cope with the job loss and its consequences; and (3) insufficient integration of the job loss into the autobiographical memory. These core processes are assumed to interact and reinforce each other, leading to JLCG symptoms. The three core processes can be influenced by certain risk factors, including circumstances surrounding the loss, personality traits, and characteristics of the social environment. JLCG symptoms can lead to additional psychological and practical problems, such as anxiety and depressive symptoms, lower employability, and reduced likelihood of re-employment. This paper explains and illustrates the three core processes with vignettes. Implications of the model for preventive measures and psychological interventions are introduced. It concludes with suggestions for future research on JLCG symptoms. Copyright © 2022 Van Eersel, Taris and Boelen.","complicated grief; job loss; maladaptive coping; negative cognitions; vignettes","adult; anxiety; Article; autobiographical memory; cognition; cognitive behavioral therapy; complicated grief; consequentialism; depression; education; employability; female; human; job stress; male; middle aged; personality; psychology; risk factor; social environment; vignette","","","","","","","(2021); Brand J.E., The far-reaching impact of job loss and unemployment, Annu Rev Sociol, 4, pp. 359-375, (2015); Papa A., Lancaster N., Identity continuity and loss after death, divorce, and job loss, Self Identity, 15, pp. 47-61, (2016); Norstrom F., Virtanen P., Hammarstrom A., Gustafsson P.E., Janlert U., How does unemployment affect self-assessed health? 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Perceived unemployment insurance generosity and implications for job search, mental health, and reemployment, J Appl Psychol, 105, pp. 209-229, (2020); Bal P.M., Kooij D., The relations between work centrality, psychological contracts, and job attitudes: the influence of age, Eur J Work Organ Psychol, 20, pp. 497-523, (2011); Barlow D.H., Sauer-Zavala S., Carl J.R., Bullis J.R., Ellard K.K., The nature, diagnosis, and treatment of neuroticism: Back to the future, Clin Psychol Sci, 2, pp. 344-365, (2013); Doka K.J., Grief is a Journey: Finding Your Path Through Loss, (2016); Peterie M., Ramia G., Marston G., Patulny R., Social isolation as stigma-management: explaining long-term unemployed people's ‘failure' to network, Sociology, 53, pp. 1043-1060, (2019); Johannsen M., Damholdt M.F., Zachariae R., Lundorff M., Farver-Vestergaard I., O'Connor M., Psychological interventions for grief in adults: a systematic review and meta-analysis of randomized controlled trials, J Affect Disord, 253, pp. 69-86, (2019); Wittouck C., Van Autreve S., De Jaegere E., Portzky G., van Heeringen K., The prevention and treatment of complicated grief: a meta-analysis, Clin Psychol Rev, 31, pp. 69-78, (2011); A-tjak J.G., Davis M.L., Morina N., Powers M.B., Smits J.A., Emmelkamp P.M., A meta-analysis of the efficacy of acceptance and commitment therapy for clinically relevant mental and physical health problems, Psychother Psychosom, 84, pp. 30-36, (2015); Davis E.L., Deane F.P., Lyons G.C., Barclay G.D., Bourne J., Connolly V., Feasibility randomised controlled trial of a self-help acceptance and commitment therapy intervention for grief and psychological distress in carers of palliative care patients, J Health Psychol, 25, pp. 322-339, (2017); Batink T., Jansen G., De Mey H., De flexibiliteits index test (FIT-60): een beknopte beschrijving [the flexibility index test (FIT-60): a brief description], GZ-Psychologie, 4, pp. 18-21, (2012); Brewington J.O., Nassar-McMillan S.C., Flowers C.P., Furr S.R., A preliminary investigation of factors associated with job loss grief, Career Dev Q, 53, pp. 78-83, (2004); Gordon M.E., The dialectics of the exit interview: a fresh look at conversations about organizational disengagement, Manag Commun Q, 25, pp. 59-86, (2011); Harris D.H., The benefits of exit interviews, IEEE Eng Manag Rev, 28, pp. 63-66, (2000); Beck A.T., Dozois D.J., Cognitive therapy: current status and future directions, Ann Rev Med, 62, pp. 397-409, (2011); Mancini A.D., Griffin P., Bonanno G.A., Recent trends in the treatment of prolonged grief, Curr Opin Psychiatry, 25, pp. 46-51, (2012); Papa A., Sewell M.T., Garrison-Diehn C., Rummel C., A randomized open trial assessing the feasibility of behavioral activation for pathological grief responding, Behav Ther, 44, pp. 639-650, (2013); Jansen G., Batink T., Time to ACT!: Het Basisboek Voor Professionals [Time to ACT!: The basic book for Professionals], (2018)","J.H.W. Van Eersel; Department of Clinical Psychology, Utrecht University, Utrecht, Netherlands; email: j.h.w.vaneersel@uu.nl","","Frontiers Media S.A.","","","","","","16640640","","","","English","Front. Psychiatry","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85135457481"
"Aydiner C.; Rider E.L.","Aydiner, Cihan (57208347717); Rider, Erin L. (25923973300)","57208347717; 25923973300","Reskilled and Integrated, but How? Navigating Trauma and Temporary Hardships","2022","International Journal of Environmental Research and Public Health","19","20","13675","","","","4","10.3390/ijerph192013675","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140751264&doi=10.3390%2fijerph192013675&partnerID=40&md5=b8dae0147abfc86d9b646b675ae48e7c","Homeland Security Program, Department of Security and Emergency Services, College of Arts Sciences, Embry-Riddle Aeronautical University, Worldwide Campus, Daytona Beach, 32114, FL, United States; Department of Sociology and Political Science, College of Social and Behavioral Sciences, Jacksonville State University, Jacksonville, 36265, AL, United States","Aydiner C., Homeland Security Program, Department of Security and Emergency Services, College of Arts Sciences, Embry-Riddle Aeronautical University, Worldwide Campus, Daytona Beach, 32114, FL, United States; Rider E.L., Department of Sociology and Political Science, College of Social and Behavioral Sciences, Jacksonville State University, Jacksonville, 36265, AL, United States","Immigrants are often pressed to show how they will contribute to a host country, thus proving through their conditions of entry and human capital whether they will be perceived as an asset or burden, and this is juxtaposed with the host country’s institutions offering an improved quality of life, mainly through employment. Seeking employment is often a key factor to be economically assimilated, and in the case of highly educated Turkish migrants, the opportunity to reclaim their previous professional and quality of life statuses. Based on qualitative research, we have examined the experiences of highly educated Turkish people (n = 42) in the recently forced migrant population. Following events including terrorism and the coup on 15 July 2016, Türkiye experienced the highest forced migration in her history. With exiled Turkish migrants, the forced aspect of their migration prompts them to seek a host country that provides safety, and they are also driven to transfer their educational degrees and professional credentials. However, changing careers to become educated and certified in new fields takes time and resources, contributing to a fluctuating economic status and loss of well-being. Once this is regained, their economic situation is improved, but there is still the lost time from the immigration and transfer period. Thus, the process has positive and negative components, but understanding this nuanced process provides opportunities for policy reform that can shorten the time of re-education, increase employability, and support well-being. © 2022 by the authors.","exile; forced migration; highly educated migrants; well-being","Demography; Developed Countries; Developing Countries; Economics; Health Workforce; Humans; Population Dynamics; Public Policy; Quality of Life; Transients and Migrants; educational attainment; employment; forced migration; immigrant population; migrants experience; quality of life; safety; terrorism; Article; economic status; employment; forced migration; human; immigrant; immigration; injury; migrant; physician; physiological stress; psychological care; qualitative research; quality of life; wellbeing; demography; developing country; economics; migration; population dynamics; public policy","","","","","Embry-Riddle Aeronautical University’s Faculty Innovative Research in Science and Technology; Foundation for Ichthyosis and Related Skin Types, FIRST; Embry-Riddle Aeronautical University, ERAU, (GC87022)","Funding text 1: This research was partially supported through Embry-Riddle Aeronautical University’s Faculty Innovative Research in Science and Technology (FIRST) Program. ; Funding text 2: This research was funded by Embry-Riddle Aeronautical University, grant number GC87022.","Guveli A., 2000 Families Research: Some Findings and Potential for Future Research, J. Econ. Cult. Soc, 60, pp. 87-104, (2019); Akcapar S.K., Turkish Associations in the United States: Towards Building a Transnational Identity, Turk. Stud, 10, pp. 165-193, (2009); Karpat K., Turks in America, Les Annales de L’Autre Islam, 3, pp. 231-252, (1995); Micallef R., Turkish Americans: Performing Identities in a Transnational Setting, J. Muslim Minor. Aff, 24, pp. 233-241, (2004); Gall C., Spurning Erdogan’s Vision, Turks Leave in Droves, Draining Money and Talent, (2019); 2020 Yearbook of Immigration Statistics, (2022); Border Report, El Paso Becoming Favored U.S. Entryway for Turkish Nationals, (2022); Aydiner C., Rider E., Migration Policies and Practices at Job Market Participation: Perspectives of Highly Educated Turks in the US, Canada and Europe, Int. J. Sociol, 42, pp. 399-415, (2021); Lee E., A Theory of Migration, Demography, 3, pp. 47-57, (1966); Massey D., Arango J., Hugo G., Kouaouci A., Pellegrina A., Taylor J.E., Theories of International Migration: A Review and Appraisal, Popul. Dev. Rev, 19, pp. 431-466, (1993); Castles S., Towards a sociology of forced migration and social transformation, Sociology, 37, pp. 13-34, (2003); Conte A., Migali S., The Role of Conflict and Organized Violence in International Forced Migration, Demogr. Res, 41, pp. 93-424, (2019); Davenport C., Moore W.H., Poe S., Sometimes You Just Have to Leave: Domestic Threats and Forced Migration, 1964–1989, Int. Interact, 29, pp. 27-55, (2003); Moore W., Shellman S., Whither Will They Go? A Global Study of Refugees’ Destinations, 1965–1995, Int. Stud. Q, 51, pp. 811-834, (2007); Andrejuk K., Strategizing Integration in the Labor Market. Turkish Immigrants in Poland and the New Dimensions of South-to-North Migration, Pol. Sociol. Rev, 206, pp. 157-176, (2019); Disbudak C., Purkis S., Forced Migrants or Voluntary Exiles: Ethnic Turks of Bulgaria in Turkey, J. Int. Migr. Integr, 17, pp. 371-388, (2016); Koikkalainen S., Linnakangas R., Suikkanen A., Does International Migration Pay Off?: The Labor Market Situation of Finnish Return Migrants Based on Longitudinal Register Data, Nord. J. Work. Life Stud, 6, pp. 49-66, (2016); Kulu-Glasgow I., Schans D., Smit M., The Dutch Battle for Highly Skilled Migrants: Policy, Implementation and the Role of Social Networks, Migr. Lett, 15, pp. 517-532, (2018); Spadavecchia C., Migration of Women from Sub-Saharan Africa to Europe: The Role of Highly Skilled Women, Sociol. Y Tecnociencia, 3, pp. 96-116, (2013); Sapeha H., Explaining Variations in Immigrants’ Satisfaction with Their Settlement Experience, Int. Migr. Integr, 16, pp. 891-910, (2015); Tzeng R., Tsai M.-C., Good for the Common Good: Sociotropic Concern and Double Standards toward High- and Low-Skilled Immigrants in Six Wealthy Countries, Soc. Indic. Res, 152, pp. 473-493, (2020); Akkaymak G., A Bourdieuian Analysis of Job Search Experiences of Immigrants in Canada, Int. Migr. Integr, 18, pp. 657-674, (2016); Guo S., Economic Integration of Recent Chinese Immigrants in Canada’ Second-Tier Cities: The Triple Glass Effect and Immigrants’ Downward Social Mobility, Can. Ethn. Stud, 43, pp. 95-115, (2013); Somerville K., Walsworth S., Admission and Employment Criteria Discrepancies: Experiences of Skilled Immigrants in Toronto, Int. Migr. Integr, 11, pp. 341-352, (2010); Sweetman A., McDonald T., Hawthorne L., Regulated Occupations and Foreign Qualification Recognition: An Overview, Can. Public Policy, 41, pp. 1-13, (2015); Stumpf F., Damelang A., Abraham M., Ebensperger S., How National Institutions Shape Skilled Immigrants’ Chances of Getting Hired: Evidence from Harmonised Factorial Surveys with Employers in Germany and England, KZfSS Kölner Z. Für Soziologie Und Soz, 72, pp. 351-373, (2020); Dahlstedt I., Occupational Match: Over- and Undereducation Among Immigrants in the Swedish Labor Market, Int. Migr. Integr, 12, pp. 349-367, (2011); Pecoraro M., Wanner P., Does the Recognition of Foreign Credentials Decrease the Risk for Immigrants of Being Mismatched in Education or Skills?, Migrants and Expats: The Swiss Migration and Mobility Nexus, pp. 161-180, (2019); Zorlu A., Occupational Adjustment of Immigrants in The Netherlands, Int. Migr. Integr, 14, pp. 1711-1731, (2013); Brinbaum Y., Incorporation of Immigrants and Second Generations into the French Labour Market: Changes between Generations and the Role of Human Capital and Origins, Soc. Incl, 6, pp. 104-118, (2018); Michalikova N., Segmented Socioeconomic Adaptation of New Eastern European Professionals in the United States, Comp. Migr. Stud, 6, (2018); Boyd M., Tian S., Is STEM Education Portable? Country of Education and the Economic Integration of STEM Immigrants, Int. Migr. Integr, 19, pp. 965-1003, (2018); Rohrbach-Schmidt D., Licensing, Educational Credentialing, and Wages Among Foreign Skilled Workers in Germany, Kölner Z. Für Soziologie Und Soz, 72, pp. 375-400, (2020); Redbird B., Escamilla-Garcia A., Borders within Borders: The Impact of Occupational Licensing on Immigrant Incorporation, Immigr. Occup, 6, pp. 22-45, (2020); Fu C., Hickey R., The Costs of Regulatory Federalism: Does Provincial Labor Market Regulation Impede the Integration of Canadian Immigrants?, Int. Migr. Integr, 16, pp. 987-1002, (2014); Haberfield Y., Birgier D., Lundh C., Ellder E., Migration Across Developed Countries: German Immigrants in Sweden and the U.S, Int. Migr, 58, pp. 171-194, (2020); De Alwis S., Parr N., Guo F., The Education–Occupation (Mis)Match of Asia-Born Immigrants in Australia, Popul. Res. Policy Rev, 39, pp. 519-548, (2018); Adamuti-Trache M., First 4 Years in Canada: Post-Secondary Education Pathways of Highly Educated Immigrants, Int. Migr. Integr, 12, pp. 61-83, (2011); Amit K., Bar-Lev S., Immigrants’ Sense of Belonging to the Host Country: The Role of Life Satisfaction, Language Proficiency, and Religious Motives, Soc. Indic. Res, 124, pp. 947-961, (2015); Eteme G., Girard A., Masse J.-C., Sercia P., Do acculturation Strategies Have Impacts on the Self-Declared Health, Well-Being and Lifestyle of First-Generation Allophone Immigrants in Montreal, Canada?, Int. J. Migr. Health Soc. Care, 12, pp. 66-82, (2016); Riegle-Crumb C., Peng M., Russo-Tait T., Committed to STEM? Examining Factors that Predict Occupational Commitment among Asian and White Female Students Completing STEM U.S. Postsecondary Programs, Sex Roles, 82, pp. 102-116, (2020); How We Help, (2022); Charmaz K., Constructing Grounded Theory, (2014); Kelly M., Hedman L., Between Opportunity and Constraint: Understanding the Onward Migration of Highly Educated Iranian Refugees from Sweden, J. Int. Migr. Integr, 17, pp. 649-667, (2016); Creese G., Wiebe B., Survival Employment: Gender and Deskilling among African Immigrants in Canada, Int. Migr, 50, pp. 56-76, (2012); Nowicka M., Migrating Skills, Skilled Migrants and Migration Skills: The Influence of Contexts on the Validation of Migrants’ Skills, Migr. Lett, 11, pp. 171-186, (2014); Yanasmayan Z., The Migration of Highly Educated Turkish Citizens to Europe: From Guestworkers to Global Talent, (2020); Yildiz A., Verkuyten M., Inclusive Victimhood: Social Identity and the Politicization of Collective Trauma Among Turkey’s Alevis in Western Europe, Peace Confl, 17, pp. 243-269, (2011)","C. Aydiner; Homeland Security Program, Department of Security and Emergency Services, College of Arts Sciences, Embry-Riddle Aeronautical University, Daytona Beach, Worldwide Campus, 32114, United States; email: aydinerc@erau.edu","","MDPI","","","","","","16617827","","","36294254","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85140751264"
"Moriña A.; Biagiotti G.","Moriña, Anabel (56268495600); Biagiotti, Gilda (57224516014)","56268495600; 57224516014","Inclusion at university, transition to employment and employability of graduates with disabilities: A systematic review","2022","International Journal of Educational Development","93","","102647","","","","8","10.1016/j.ijedudev.2022.102647","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134471058&doi=10.1016%2fj.ijedudev.2022.102647&partnerID=40&md5=88cd851e9b5516ab52bfb5182842e776","Department of Teaching and Educational Organization, Faculty of Education, Universidad de Sevilla, C/ Pirotecnia, s/n, Sevilla, 41013, Spain","Moriña A., Department of Teaching and Educational Organization, Faculty of Education, Universidad de Sevilla, C/ Pirotecnia, s/n, Sevilla, 41013, Spain; Biagiotti G., Department of Teaching and Educational Organization, Faculty of Education, Universidad de Sevilla, C/ Pirotecnia, s/n, Sevilla, 41013, Spain","This systematic review explores what has been studied about graduates with disabilities and their academic university and work experience. In the study, 18 articles were analysed and the voices of a total of 664 graduates with disabilities from different international contexts were considered. The results were organised around the research questions that guided the review: the characteristics of the studies in terms of country, participant profile, methodology, and the topics investigated on graduates and higher education (university inclusion, transition to employment and labour market insertion). This systematic review shows that there are a number of factors that enable graduates to continue and successfully complete their studies and facilitate their integration into the world of work. The conclusions show the important role that universities play in helping graduates to face the barriers they encounter in their academic careers. Furthermore, they claim to guide and prepare graduates with disabilities during their professional experiences. © 2022 The Authors","Graduates with disabilities; Higher education; Inclusive university; Labour market insertion; Systematic review; Transition to employment","academic performance; disability; employment; higher education; labor market; methodology; university sector","","","","","State Research Agency; Ministerio de Ciencia, Innovación y Universidades, MCIU; European Commission, EC, (PID2020-112761RB-100); Federación Española de Enfermedades Raras, FEDER","This work was supported by the Ministry of Science and Innovation of Spain , State Research Agency and FEDER funds European Union (grant numbers PID2020-112761RB-100 / Feder Funds). ","Andrewartha L., Harvey A., Employability and student equity in higher education: the role of university careers services, Aust. J. 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Difficulties, 26, 2, pp. 163-175, (2021); UNESCO, Towards inclusion in education: status, trends and challenges: the UNESCO Salamanca Statement 25 years on, UNESCO, (2020); Villouta E.V., Villarreal E.T., University access policies for persons with disabilities: lessons from two Chilean universities, Int. J. Educ. Dev., 91, (2022); Vincent J., Employability for UK university students and graduates on the autism spectrum: mobilities and materialities, Scand. J. Disabil. Res., 22, 1, pp. 12-24, (2020); Vornholt K., Villotti P., Muschalla B., Bauer J., Colella A., Zijlstra F., Van Ruitenbeek G., Uitdewilligen S., Corbiere M., Disability and employment – overview and highlights, Eur. J. Work Organ. Psychol., 27, 1, pp. 40-55, (2018)","A. Moriña; email: anabelm@us.es","","Elsevier Ltd","","","","","","07380593","","","","English","Int. J. Educ. Dev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85134471058"
"Chong S.C.S.; Anderson K.; Mackenzie-Stewart R.; Hobbs C.; Conna B.","Chong, Susan C. S. (55932690700); Anderson, Karen (36190447800); Mackenzie-Stewart, Ruth (57765420800); Hobbs, Carmel (24076117100); Conna, Belinda (57766497800)","55932690700; 36190447800; 57765420800; 24076117100; 57766497800","Embedding experiential learning in undergraduate health promotion curriculum","2022","Health Promotion Journal of Australia","33","S1","","9","16","7","3","10.1002/hpja.629","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132927508&doi=10.1002%2fhpja.629&partnerID=40&md5=a6f1d7a6f2a3ab6532aead51c3fd3e58","Department of Public Health, School of Psychology and Public Health, La Trobe University, Melbourne, Australia; Rural Department of Community Health, Violet Vines Centre for Rural Health Research, La Trobe Rural Health School, Bendigo, VIC, Australia","Chong S.C.S., Department of Public Health, School of Psychology and Public Health, La Trobe University, Melbourne, Australia; Anderson K., Rural Department of Community Health, Violet Vines Centre for Rural Health Research, La Trobe Rural Health School, Bendigo, VIC, Australia; Mackenzie-Stewart R., Department of Public Health, School of Psychology and Public Health, La Trobe University, Melbourne, Australia; Hobbs C., Department of Public Health, School of Psychology and Public Health, La Trobe University, Melbourne, Australia; Conna B., Department of Public Health, School of Psychology and Public Health, La Trobe University, Melbourne, Australia","Issue addressed: The experiential teaching method draws on research-based principles of adult education. The integration of academic learning and practice provides students opportunities to increase their knowledge while developing capabilities to meet the International Union for Health Promotion and Education (IUHPE) Core Competencies and Professional Standards. Methods: Community Health Promotion is a second-year subject offered in the Bachelor of Health Sciences at La Trobe University. The project-based curriculum, delivered over 12 weeks, consists of theoretical material which students apply through hands-on project planning, implementation and evaluation; projects are carried out on campus. To bridge academic content and project practicalities the Victorian government's Integrated Health Promotion Resource Kit is used as a foundational teaching resource. Students are supported by teaching staff and a project sponsor throughout the project cycle. Assessment tasks comprised of problem definition and priority setting, project planning and critical reflection on project implementation. Discussion: The experiential learning approach enables students, in a self-directed yet collaborative manner, to develop skills aligned with health promotion competencies. Students were able to safely “experiment” and apply health promotion theory while actively developing project management and partnerships skills, reflecting on their practice and communicating project findings. Students consistently provide feedback articulating the value they place on the purposeful and scaffolded transition of classroom learning to real-life environments which they recognised as building their competencies and enhancing their employability skills. Conclusion: Experiential learning through small-group projects prepares students for the health promotion workforce in a low-risk, high-impact educational setting while contributing to promoting the ethos of a health-promoting university. So what?: The authentic assessments provide students with the opportunity to develop competency within several domains of the IUHPE Core Competencies and Professional Standards. © 2022 The Authors. Health Promotion Journal of Australia published by John Wiley & Sons Australia, Ltd on behalf of Australian Health Promotion Association.","curriculum; education; experiential learning; health education; health promotion","Curriculum; Health Promotion; Humans; Problem-Based Learning; Students; Universities; article; curriculum; education; embedding; employability; experiential learning; government; health education; health promotion; human; human experiment; learning; professional standard; public health; skill; teaching; theoretical study; workforce; health promotion; problem based learning; student; university","","","","","Australian University Librarians; La Trobe University","Open access publishing facilitated by La Trobe University, as part of the Wiley - La Trobe University agreement via the Council of Australian University Librarians.","Pau A., Mutalik V.S., Experiential learning in community oral health promotion: a qualitative evaluation of the experiential aspects, Pedagogy Health Promot, 3, 2, pp. 108-114, (2017); Cribbs K., Lynch S., LaMonica M., Amadi C., Joshi A., Enhancing graduate practicum project development and selection at schools of public health: a case study, Pedagogy Health Promot, 6, 3, pp. 196-202, (2020); Ezezika O., Gong J., Experiential learning in the classroom: the impact of entrepreneurial pitches for global health pedagogy, Pedagogy Health Promot, 7, 2, pp. 118-126, (2021); Ambrose S.A., Bridges M.W., DiPietro M., Lovett M.C., Norman M.K., How learning works: seven research-based principles for smart teaching, (2010); Miettinen R., The concept of experiential learning and John Dewey's theory of reflective thought and action, Int J Lifelong Educ, 19, 1, pp. 54-72, (2000); Battel-Kirk B., The IUHPE Health Promotion Accreditation System Full Handbook, (2016); Heffernan M., Mullins B., Bermingham A., Neville R., Dervan N., Corish C., Et al., Implementation of student experiential learning in health & wellbeing in a large university setting, Eur J Public Health, 31, (2021); Kuh G.D., High-impact educational practices: what they are, who has access to them, and why they matter, (2008); Brewer K., Diehr A., Bliss K., Why don't we just ask them? A qualitative study regarding college student perceptions on what topics should be included in an introductory health course, Pedagogy Health Promot, 7, 3, pp. 177-182, (2021); Roberts J., From the editor: the possibilities and limitations of experiential learning research in higher education, J Exp Educ, 41, 1, pp. 3-7, (2018); Mazurat R., Schonwetter D.J., Electronic curriculum mapping: supporting competency-based dental education, J Can Dent Assoc, 74, 10, pp. 886-889, (2008); Fabriz S., Mendzheritskaya J., Stehle S., Impact of synchronous and asynchronous settings of online teaching and learning in higher education on students' learning experience during COVID-19, Front Psychol, 12, (2021); Ottawa Charter for Health Promotion, 1986 (No. WHO/EURO: 1986-4044-43803-61677), (1986); Integrated health promotion: a practice guide for service providers, (2008); Garcia I., Asset-based community development (ABCD): core principles, Research handbook on community development, pp. 67-75, (2020); Hawe P., Degeling D., Hall J., Brierley A., Evaluating health promotion: a health worker's guide, (1990); Gibbs G., Learning by doing: a guide to teaching and learning methods, (1988); Talbot L., Graham M., James E.L., A role for workforce competencies in evidence-based health promotion education, Promot Educ, 14, 1, pp. 28-33, (2007); Maycock B., Howat P., Hazell F., Mapping the attainment of health promotion competencies: implications for credentialing and professional development, ACHPER Healthy Lifestyles J, 51, pp. 12-17, (2004); Shilton T., Review of competencies for Australian health promotion, Promot Educ, 10, 4, pp. 162-171, (2003); Kolb A.Y., Kolb D.A., Learning styles and learning spaces: a review of the multidisciplinary application of experiential learning theory in higher education, Learning styles and learning: a key to meeting the accountability demands in education, pp. 45-91, (2006); Greece J.A., DeJong W., Gorenstein Schonfeld J., Sun M., McGrath D., Practice-based teaching and public health training: bringing real-world projects to the classroom to teach intervention planning and communication strategies, Pedagogy Health Promot, 5, 1, pp. 55-61, (2019); Lee S.A., Increasing student learning: a comparison of students' perceptions of learning in the classroom environment and their industry-based experiential learning assignments, J Teach Travel Tour, 7, 4, pp. 37-54, (2008); Rosier J., Slade C., Perkins T., Baldwin C., Coiacetto E., Budge T., Et al., The benefits of embedding experiential learning in the education of planners, Plan Pract Res, 31, 5, pp. 486-499, (2016); Battel-Kirk B., Barry M.M., Has the development of health promotion competencies made a difference? A scoping review of the literature, Health Educ Behav, 46, 5, pp. 824-842, (2019); Jensen D.H., Jetten J., The importance of developing students' academic and professional identities in higher education, J Coll Stud Dev, 57, 8, pp. 1027-1042, (2016); Biehl V., Wieber F., Abegglen D., Glassel A., Professional identity formation in health promotion practitioners: students' perspectives during an undergraduate program in Switzerland, Int J Environ Res Public Health, 18, 20, (2021); Digital technologies: a new determinant of health, Lancet, 3, 11, (2021); Koh A., Swanepoel D.W., Ling A., Ho B.L., Tan S.Y., Lim J., Digital health promotion: promise and peril, Health Promot Int, 36, pp. i70-80, (2021); International Conference on Health Promoting Universities & Colleges/VII International Congress, (2015)","S.C.S. Chong; Department of Public Health, La Trobe University, Melbourne, Australia; email: s.chong@latrobe.edu.au","","John Wiley and Sons Inc","","","","","","10361073","","","35714041","English","Health Promot. J. Aust.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85132927508"
"Avram S.","Avram, Silvia (35242096800)","35242096800","Unstable jobs and time out of work: evidence from the UK","2022","Socio-Economic Review","20","3","","1151","1171","20","0","10.1093/ser/mwac013","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159557233&doi=10.1093%2fser%2fmwac013&partnerID=40&md5=6774562f64e0f7533273090122b9d4c5","Institute for Social and Economic Research, University of Essex, Colchester, United Kingdom","Avram S., Institute for Social and Economic Research, University of Essex, Colchester, United Kingdom","This article tests the hypothesis that unstable jobs with variable hours or pay enhance the job-finding chances of the working-age non-employed in the UK, by using a combination of the UK Household Longitudinal Study and the Labour Force Survey data and a discrete time model. We find no evidence on the share of unstable jobs in the non-employed person's local labour market impacts on the probability to move into employment. This result holds both for men and women and for groups with low employability such as the low educated and the long-term unemployed. It is robust to alternative ways of defining unstable jobs and to the inclusion of unobserved heterogeneity. Overall, findings cast doubt on the importance of unstable jobs for employment creation in the UK. © 2022 The Author(s). Published by Oxford University Press and the Society for the Advancement of Socio-Economics.","discrete time models; economic insecurity; labour market flexibility; low-wage employment; unemployment duration","","","","","","","","Acemoglu D., Autor D., Skills, Tasks and Technologies: Implications for Employmentand Earnings, Handbook of Labor Economics, 4, pp. 1043-1171, (2011); Adams A., Prassl J., Zero-Hours Work in the United Kingdom, Conditions of Workand Employment Series 101, (2018); Agnello L., Castro V., Jalles J.T., Sousa R. 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(2005) 'Unemployment in the OECD since the 1960s:What Do we Know?, The Economic Journal, 115, pp. 1-27, (2011); OECD Indicators of Employment Protection, (2013); OECD Employment Outlook 2020, (2020); Pennycook M., Cory G., Alakeson V., A Matter of Time. The Rise of Zero-HoursContracts, (2013); Prause JAnn, Dooley D., Huh J., Income Volatility and Psychological Depression, American Journal of Community Psychology, 43, pp. 57-70, (2009); Reeves A., Loopstra R., Set up to Fail?' How Welfare Conditionality UnderminesCitizenship for Vulnerable Groups, Social Policy and Society, 16, pp. 327-338, (2017); Royston P., Explained Variation for Survival Models, The Stata Journal: PromotingCommunications on Statistics and Stata, 6, pp. 83-96, (2006); Schneider D., Harknett K., Consequences of Routine Work-Schedule Instability forWorker Health and Well-Being, American Sociological Review, 84, pp. 82-114, (2019); Singer J. D., Willet J. B., Applied Longitudinal Data Analysis: Modelling Change andEvent Occurrence, (2003); Stewart M. B., The Interrelated Dynamics of Unemployment and Low-WageEmployment, Journal of Applied Econometrics, 22, pp. 511-531, (2007); Vergeer R., Kleinknecht A., Do Flexible Labour Markets Indeed ReduceUnemployment? A Robustness Check, Review of Social Economy, 70, pp. 1-67, (2012); Wolf S., Morrissey T., Instability, Food Insecurity, and Child Health in the Wake ofthe Great Recession, Social Service Review, 91, pp. 534-570, (2017)","S. Avram; Institute for Social and Economic Research, University of Essex, Colchester, United Kingdom; email: savram@essex.ac.uk","","Oxford University Press","","","","","","14751461","","","","English","Socio-Econ. Rev.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85159557233"
"Jariot-Garcia M.; Sala-Roca J.; Arnau-Sabatés L.; Ortigoza D.O.","Jariot-Garcia, Mercè (26635345600); Sala-Roca, Josefina (6507991763); Arnau-Sabatés, Laura (36683101800); Ortigoza, Daniel Ortega (57890571200)","26635345600; 6507991763; 36683101800; 57890571200","The Situational Test on Developing Basic Employability Competences: Evidence of criterion validity","2022","Electronic Journal of Research in Educational Psychology","20","57","","377","402","25","0","10.25115/ejrep.v20i57.5088","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138088375&doi=10.25115%2fejrep.v20i57.5088&partnerID=40&md5=86846fe06a0cab322252ae786106cd4b","Department of Applied Pedagogy, Autonomous University of Barcelona, Spain; Department of Theories of Education and Social Pedagogy, Autonomous University of Barcelona, Spain","Jariot-Garcia M., Department of Applied Pedagogy, Autonomous University of Barcelona, Spain; Sala-Roca J., Department of Theories of Education and Social Pedagogy, Autonomous University of Barcelona, Spain; Arnau-Sabatés L., Department of Theories of Education and Social Pedagogy, Autonomous University of Barcelona, Spain; Ortigoza D.O., Department of Applied Pedagogy, Autonomous University of Barcelona, Spain","Introduction. Basic employability competences are key for young people to access and remain active in the labour market, especially in a context of job scarcity. This study presents the criteria validation of a test designed to assess the Development of Basic Employability Competences (DCBE) among young people of pre-employment age during compulsory education. The aim of the article is to pro-vide evidence of the relationship between the scores on the DCBE test and some external criteria such as classroom behaviours, which are considered indicators of good competence levels and can be ob-served and assessed by the peer group. A further aim is to evaluate the relevance of maintaining the test’s unifactorial structure or including the eight original competences. Method. The participating sample comprised 326 students from three state-run secondary schools in Catalonia. The DCBE situational test and a questionnaire to assess observable behaviours that required high levels of basic employability competences were applied. The relationship between test scores and students’ nominations of their peers’ competences, age and gender was examined. Results. The results of the study support the criterion validity of the test based on peer evaluation, since the students with the best scores on the DCBE test were also identified by their peers as display-ing behaviours representative of having a command of employability competences. Furthermore, stu-dents nominated as displaying behaviours indicative of good competences obtained better scores on the different scales of the test, while differences by gender were found for both the test results and the nominations received, but not for age. Discussion and conclusions. The data support the criterion validity of the DCBE in measuring em-ployability competences in early pre-employment stages. The results support the use of the general employability factor, although all eight competences can be used for educational purposes © Universidad de Almería and Ilustre Colegio Oficial de la Psicología de Andalucía Oriental (Spain)","Basic employability competences; Criterion validity; Psychoeducational assessment; Psychoeducational intervention; Situational test","","","","","","Federación Española de Enfermedades Raras, FEDER, (I+D 2016 EDU2016-77284-R); Ministerio de Asuntos Económicos y Transformación Digital, Gobierno de España, MINECO","This study was carried out within the framework of a project funded by the Spanish Ministry of Economy, Industry and Competitiveness, with joint financing from FEDER funds (I+D 2016 EDU2016-77284-R). We would also like to thank the schools and participating students for their cooperation.","Aleshchanova I. V., Morozova E. V., Frolova N. A., Zheltukhina M. R., Psychological and Acmeological Aspect of Educational Cognitive Competence Development, 7th International Scientific and Practical Conference "" Current issues of linguistics and didactics: The interdisciplinary approach in humanities""(CILDIAH 2017), pp. 19-24, (2017); Alonso-Bello E., Santana-Vega L. E., Feliciano-Garcia L., Employability skills of unaccompanied immigrant minors in Canary Islands, Journal of New Approaches in Educational Research, 9, 1, pp. 15-27, (2020); Alvarez-Justel J., Filella Guiu G., Perez Escoda N., Variables Asociadas a la Decision-making Académica y Profesional en el Alumnado de Educación Secundaria, Revista de Orientación Educacional, 34, 65, pp. 107-131, (2020); Alvarez-Justel J., Ruiz-Bueno A., Perfiles y características de la Decision-making en estudiantes de secundaria, RELIEVE, 27, 1, pp. 1-17, (2021); Arnau-Sabates L., Marzo M.T., Jariot M., Sala-Roca J., Learning basic employability competence: a challenge for the active labour insertion of adolescents in residential care in their transition to adulthood, European Journal of Social Work, 17, 2, (2014); Chacon Sanchez N.V., Casas Mateus D.E., Alvarado Nieto L.D., Behavior of employability indicators in university graduates, Revista Ingeniería Solidaria, 16, 2, (2020); Cimatti B., Definition, development, assessment of soft skills and their role for the quality of organizations and enterprises, International Journal for Quality Research, 10, 1, pp. 97-130, (2016); Crisp R., Powell R., Young people and UK labour market policy: A critique of ‘employability’ as a tool for understanding youth unemployment, Urban Studies, 54, 8, pp. 1784-1807, (2016); Diaz de la Buelga P., Economía y Teamwork como fuente de ventaja competitiva en las aulas de Secundaria, Magister, 32, 2, pp. 23-30, (2020); Echaves A., Echaves C., Jóvenes aún más precarios: crisis económica y desigualdad laboral en España, Cuadernos de Investigación en Juventud, 2, pp. 33-52, (2017); Unemployement statistics, (2019); Faul F., Erdfelder E., Lang A.-G., Buchner A., G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences, Behavior Research Methods, 39, pp. 175-191, (2007); Garcia-Castilla F.J., Martinez-Sanchez I., Campos G., Arroyo Resino D., Impact of Gender and Relationship Status on Young People’s Autonomy and Psychological Wellbeing, Frontiers in Psychology, 11, 1735, pp. 1-16, (2020); Idaka I. E., Uzoechi L. I., Gender, age and employability skills acquisition among university students in Imo state, Nigeria, International Journal of Innovative Education Research, 4, 4, pp. 6-15, (2016); Jariot-Garcia M., Sala-Roca J., Arnau-Sabates L., Marzo-Arpon T., Análisis del modelo teórico del test situacional de Desarrollo de Competencias Básicas de Employability: la perspectiva de los trabajadores. Pedagogía social, Revista interuniversitaria, 37, pp. 23-38, (2021); Kriesi I., Schweri J., Types of Education, Achievement and Labour Market Integration over the Life Course, Social Inclusion, 7, 3, pp. 58-64, (2019); Landis J.R., Koch G.G., The measurement of observer agreement for categorical data, Biometrics, 33, pp. 159-174, (1977); Leon O. G., Montero I., Métodos de Investigación en Psicología y Educación, (2015); Lievens F., Construct-driven SJTs: Toward an agenda for future research, International Journal of Testing, 17, 3, pp. 269-276, (2017); Lievens F., Motowidlo S. J., Situational judgment tests: From measures of situational judgment to measures of general domain knowledge, Industrial and Organiza-tionalPsychology, 9, 1, pp. 3-22, (2016); Lievens F., Peeters H., Schollaert E., Situational judgment tests: A review of recent research, Personnel Review, 37, 4, pp. 426-441, (2008); Llinares Insa L., Cordoba Inesta A.I., Zacares Gonzalez J.J., Gonzalez-Navarro P., Indicadores de Employability: de la inclusión al desarrollo de las carreras laborales, CIRIEC-España, Revista Jurídica de Economía Social y Cooperativa, 36, pp. 365-387, (2020); Lo Presti A. L., Pluviano S., Looking for a route in turbulent waters Employability as a compass for career success, Organizational Psychology Review, 6, 2, pp. 192-211, (2016); Morillo Maymon A., Gracia Garcia M., Jarque Fernandez S., Validación de las actividades docentes para la mejora de la competencia comunicativa oral, personal y social de estudiantes de primero de Educación Secundaria Obligatoria, 690-702, Llibre d’actes de la I Conferencia Internacional de Recerca en Educació. Educació 2019: reptes, tendencies i compromisos (4 i 5 de novembre de 2019, Uni-versitat de Barcelona), pp. 690-702, (2020); Nisha S. M., Rajasekaran V., Employability skills: A review, IUP Journal of Soft Skills, 12, 1, pp. 29-37, (2018); Olmos Rueda P., Mas Torello O., Perspectiva de tutores y de empresas sobre el desarrollo de las competencias básicas de Employability en el marco de los programas de formación profesional básica, Educar, 53, 2, pp. 261-284, (2017); Competencias para el empleo. Mejorar la Employability de los jóvenes: La importancia de las competencias clave, (2015); Perez-Ferra M., Quijano-Lopez R., Sierra-Arizmendiarreta B., Perception and beliefs of the students of first grade in early childhood and primary education in Jaén and Oviedo, about the 'teamwork' competence, Profesorado, Revista de Currículum y Formación del Profesorado, 22, 3, pp. 9-29, (2018); Raciti P., Vivaldi P., Giuliano G., Políticas de lucha contra la pobreza e inclusión laboral. Análisis de experiencias latinoamericanas en la evaluación de las competencias transversales, OPERA, 18, pp. 105-131, (2016); Razinkina E., Pankova L., Trostinskaya I., Pozdeeva E., Evs.eeva L., Tanova A., Influence of the educational environment on students’ managerial competence, E3S Web of Conferences, 110, (2019); Sala-Roca J., Jariot-Garcia M., Arnau-Sabates L., Doval E., Test situacional Desarrollo de las Competencias Básicas de Employability: validación de un instrumento psicoeducativo para la intervención socioeducativa. Pedagogía social, Revista interuniversitaria, 37, pp. 39-53, (2021); Santana-Vega L. E., Medina-Sanchez P. C., Feliciano-Garcia L., Proyecto de vida y Decision-making del alumnado de Formación Profesional, Revista complutense de. Educación, 30, 2, pp. 423-440, (2019); Seder A. C., Villalonga H. B., Importancia de los hábitos de estudio en el rendimiento académico del adolescente: diferencias por género, Educatio Siglo XXI, 34, 1, pp. 157-172, (2016); Snurnitsyna J. M., Tsitlidze N. B., Vinogradova Y. I., Zheltukhina M. R., Titova E. I., Formación de habilidades en los estudiantes para la Self-organization y la autoeducación en las condiciones educativas modernas, Revista Eduweb, 15, 1, pp. 19-28, (2021); Sorrel M. A., Olea J., Abad F. J., de la Torre J., Aguado D., Lievens F., Validity and Reliability of Situational Judgement Test Scores A New Approach Based on Cognitive Diagnosis Models, Organizational Research Methods, 19, 3, pp. 506-532, (2016); Stata Statistical Software: Release 15, (2017); Sternberg R. J., Beyond IQ: A triarchic theory of human intelligence, (1985); Stoffers J.M., Van der Heijden B.I., Jacobs E.A., Employability and innovative work behaviour in small and medium-sized enterprises, International Journal of Human Resource Management, 31, 11, pp. 1439-1466, (2020); Trevino Villarreal D.C., Gonzalez Medina M.A., Montemayor Campos K.M., Habilidades socioemocionales y su relación con el logro educativo en alumnos de Educación Media Superior, Revista de Psicología y Ciencias del comportamiento de la Unidad Académica de Ciencias Jurídicas y Sociales, 10, 1, pp. 32-48, (2019); Ustav S., Exploring the Gaps of Metacompetencies Between Entrepreneurs and Students, Journal of Enterprising Culture, 26, pp. 155-183, (2018)","M. Jariot-Garcia; Department of Applied Pedagogy, Autonomous University of Barcelona, Spain; email: Merce.Jariot@uab.cat","","Universidad de Almeria","","","","","","16995880","","","","English","Electron. J. Res. Educ. Psychol.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85138088375"
"Mehdaoui A.","Mehdaoui, Ahmed (58096606200)","58096606200","INVESTIGATING EMPLOYABILITY SKILL GAPS AMONG ENGLISH MAJOR STUDENTS IN ALGERIA","2022","LLT Journal: Journal on Language and Language Teaching","25","2","","474","483","9","0","10.24071/llt.v25i2.4912","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85170355740&doi=10.24071%2fllt.v25i2.4912&partnerID=40&md5=f1620a12819386a1dd3ec42b931d10f9","Ibn Khaldoun University, Algeria","Mehdaoui A., Ibn Khaldoun University, Algeria","As English plays an increasingly important role in today's job market, several studies have shown a direct correlation between English and employability. In Algeria, many Algerians believe that good English skills can help them get better jobs. However, in today's 21st century, as studies have proven, college graduates are more employable if they have skills that meet the demands of the modern workplace. The question that arises from this study is whether Algerian students majoring in English have the skills that will enable them to pursue successful careers. As far as we know, few studies address skill gaps among Algerian major students. Therefore, this study aims to examine the discrepancies between the skills that Algerian English major students are taught in comparison to the set of skills required for employment. To address this, this work applied a quantitative approach using a questionnaire administered to 40 undergraduate students from the Department of English at Ibn Khalodun University in Tiaret, Algeria. Key findings of this research revealed a gap in teamwork and research analysis skills, which are top-notch competencies for employers. © 2022, Sanata Dharma University. All rights reserved.","Algeria; employability skills; English major; skill gaps","","","","","","","","Academy B., The right skills: Celebrating skills in the arts, humanities and social sciences, (2017); Brewer L., Enhancing youth employability: What? Why? And How? Guide to core work skills, (2013); English and soft skills in the Maghreb, (2016); Burns E., Giving students respect: One of the great soft skills of teaching and learning, Issues and Ideas in Education, 6, 1, pp. 41-46, (2017); (2013); Cukier W., Constructing the IT skills shortage in Canada: The implications of institutional discourse and practices for the participation of women, Presentation to the Proceedings of the (2003) SIGMIS Conference on Computer Personnel Research, (2003); Di Paolo A., Tansel A., Returns to foreign language skills in a developing country: The case of Turkey, The Journal of Development Studies, 51, 4, pp. 407-421, (2015); Dustmann C., Fabbr F., Language proficiency and labour market performance of immigrants in the UK, The Economic Journal, 113, 489, pp. 695-717, (2003); Competing across borders: How cultural and communication barriers affect business, (2012); Economou A., Research report on transversal skills frameworks, ATS2020-Assessment of Transversal Skills 2020, (2016); English at work: Global analysis of language skills in the workplace, (2016); The benefits of the English language for individuals and societies: Quantitative indicators from Algeria, Egypt, Iraq, Jordan, Lebanon, Morocco, Tunisia and Yemen, (2012); Group A., Employability, not only employment VET, apprenticeships, and the urgent need to bridge the skills gap in a post-Covid world, (2020); Group A. C., Employability skills, (2004); Joynes C., Rossignoli S., FenyiwaAmonoo-Kuofi E., 21st century skills: Evidence of issues in definition, demand and delivery for development contexts (K4D Helpdesk Report), (2019); Koc E., Koncz A., Job outlook 2010, (2009); Lowden K., Hall S., Elliot D., Lewin J., Employers' perceptions of the employability skills of new graduates, (2011); Pritchard J., The importance of soft skills in entry-level employment and post-secondary success: Perspectives from employers and community colleges, (2013); Rees C., Forbes P., Kubler B., Student employability profiles: A guide for higher education practitioners, (2007); Ruiters A., Proficiency enhancement in the workplace through informal learning, (2013); Ruuskanen T., Vehkamaki H., Riuttanen L., Lauri A., An exploratory study of the learning of transferable skills in a research-oriented intensive course in atmospheric sciences, Sustainability, 10, 5, (2018); Silva E., Measuring skills for 21st-century learning, Phi Delta Kappa, 90, 9, pp. 630-634, (2009); Strauss S., Why I hire English hajors, The HuffPost, (2013); Graduates employability, (2008)","A. Mehdaoui; Ibn Khaldoun University, Algeria; email: academictiaret@gmail.com","","Sanata Dharma University","","","","","","14107201","","","","English","LLT. J.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85170355740"
"Young L.","Young, Lauren (57326400700)","57326400700","Counselling students' responses to conducting role-play activities online: An evaluation of MSc university students","2022","Counselling and Psychotherapy Research","22","3","","678","688","10","2","10.1002/capr.12487","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118658198&doi=10.1002%2fcapr.12487&partnerID=40&md5=c3231cb9e6408522ee1202da9878f929","University of Northampton, Northampton, United Kingdom","Young L., University of Northampton, Northampton, United Kingdom","The transition to remote learning in response to the COVID-19 pandemic was unprecedented and unanticipated, resulting in professional courses delivering content and conducting skills-based practice online. For counselling students, placements also transitioned to online, meaning previous skills acquired through face-to-face learning required adapting for remote working. This project sought to evaluate UK-based counselling students' experiences of participating in online role-play activities. Through purposive sampling, individual semi-structured interviews were conducted and analysed applying thematic analysis. The findings indicated participants identified fundamental differences between planned online content compared to the unanticipated transition they experienced due to the pandemic. Whilst varying attitudes were shared, all participants recognised the value of skill acquisition for future employability and all recommended an element of online practice should be embedded in future course delivery. Whilst limited to a specific sample, key recommendations were identified, including the importance of involving students in course development, recognising the importance of diversifying role-play practices for skill development and the application of a transitions model to facilitate understanding of the student experience. Though making some progress towards understanding this unique experience, further evaluations conducted with students from different counselling fields and institutions are required to further strengthen the recommendations made. © 2021 British Association for Counselling and Psychotherapy.","counselling training; COVID-19; online learning; role-play; unanticipated transitions; virtual counselling","","","","","","","","Adedoyin O.B., Soykan E., Covid-19 pandemic and online learning: the challenges and opportunities, Interactive Learning Environments, pp. 1-13, (2020); Anthony K., Training therapists to work effectively online and offline within digital culture, British Journal of Guidance & Counselling, 43, 10, pp. 36-42, (2015); Arkorful V., Abaidoo N., The role of e-learning, the advantages and disadvantages of its adoption in higher education, International Journal of Education and Research, 2, 12, pp. 397-410, (2014); Beauchamp T.L., Childress J.F., Principles of biomedical ethics, (1994); Bekes V., Doorn K.A., Psychotherapists’ attitudes toward online therapy during the COVID-19, Journal of Psychotherapy Integration, 30, 2, pp. 238-247, (2020); Bell C.A., Crabtree S.A., Hall E.L., Sandage S.J., Research in counselling and psychotherapy post COVID-19, Counselling and Psychotherapy Research, 21, 1, pp. 3-7, (2020); Billings D.M., Role-play revisited, The Journal of Continuing Education in Nursing, 43, 5, pp. 201-202, (2012); Bozkurt A., Sharma R.C., Emergency remote teaching in a time of global crisis due to coronavirus pandemic, Asian Journal of Distance Education, 15, 1, pp. 1-6, (2020); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); FAQs: Working remotely, (2020); Accredited membership, (2021); Coronavirus and training: guidance for members, (2021); Training to become a counsellor or psychotherapist, (2021); Callahan J., Introduction to the special issue on telepsychotherapy in the age of COVID-19, Journal of Psychotherapy Integration, 30, 2, pp. 155-159, (2020); Carpenter D., Ethics, reflexivity and virtue, The SAGE handbook of qualitative research ethics, pp. 35-50, (2018); Clark E., McCann T.V., Researching students: An ethical dilemma, Nurse Researcher, 12, 3, pp. 42-51, (2005); Crawford J., Butler-Henderson K., Rudolph J., Malkawi B., Glowatz M., Burton R., Magni P.A., Lam S., COVID-19: 20 countries’ higher education intra-period digital pedagogy responses, Journal of Applied Learning & Teaching, 3, 1, pp. 9-28, (2020); Evans C., Sabucedo P., Paz C., Supporting practice based evidence in the COVID-19 crisis: three researcher-practitioners' stories, Counselling Psychology Quarterly, pp. 1-9, (2020); Fang L., Tarshis S., McInroy L., Mishna F., Undergraduate student experiences with text-based online counselling, British Journal of Social Work, 48, 1, pp. 1774-1790, (2018); Feijt M., De Kort Y., Bongers I., Bierbooms J., Westerlink J., Ijsselsteijn W., Mental health care goes online: Practitioners’ experiences of providing mental health care during the COVID-19 pandemic, Cyberpsychology, Behaviour and Social Networking, 23, 12, pp. 860-864, (2020); Fowler S.M., Blohm J.M., An analysis of methods for intercultural training, Handbook of intercultural training, pp. 37-84, (2004); Fox F., Meeting in virtual spaces: Conducting online focus groups, Collecting qualitative data: A practical guide to textual, media and virtual techniques, pp. 275-299, (2017); Fuller R.G., Building empathy in online courses; effective practical approaches, International Journal of Information and Communication Technology Education, 8, 4, pp. 38-48, (2012); Hanley T., Developing youth-friendly online counselling services in the United Kingdom: A small scale investigation into the views of practitioners, Counselling and Psychotherapy Research, 6, 3, pp. 182-185, (2006); Hanna P., Mwale S., ‘I’m not with you, yet I am…’ Virtual face-to-face interviews, Collecting qualitative data: A practical guide to textual, media and virtual techniques, pp. 256-274, (2017); Hensley L.G., Teaching group process and leadership: The two way fishbowl model, Journal for Specialists in Group Work, 27, 3, pp. 273-286, (2002); Hiltz S.R., Turoff M., Education goes digital: The evolution of online learning and the revolution in higher education, Communications of the ACM, 48, 10, pp. 59-64, (2005); Hodges C., Moore S., Lockee B., Trust T., Bond A., The difference between emergency remote teaching and online learning, (2020); Guide to the general data protection regulation (GDPR), (2021); Jacobson D., Mustafa N., Social identity map: a reflexivity tool for practicing explicit positionality in critical qualitative research, International Journal of Qualitative Methods, 1, pp. 1-12, (2019); Jones P., Bradbury L., Introducing social theory, (2018); Kane C.M., Fishbowl training in group process, Journal for Specialists in Group Work, 20, pp. 183-188, (1995); Kapasia N., Paul P., Roy A., Saha J., Zaveri A., Mallick R., Barman B., Das P., Chouhan P., Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India, Child and Youth Services Review, 116, pp. 1-5, (2020); 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Pelden S., Banham V., Counselling placements caught up in the mismatch of standards and realities: Lessons from COVID-19, Journal of University Teaching and Learning Practice, 17, 4, pp. 144-152, (2020); Phoenix A., Analysing narrative contexts, Doing narrative research, pp. 72-88, (2013); Pomerantz A.M., Who plays the client? Collaborating with theater departments to enhance clinical psychology role-play training exercises, Journal of Clinical Psychology, 59, pp. 363-368, (2003); Coronavirus (COVID-19): Rules, guidance and support, (2021); Rapisarda C., Jencuis M., McGlothlin J., Master’s students’ experiences in a multicultural counselling role-play, International Journal for the Advancement of Counselling, 33, pp. 361-375, (2011); Robson C., McCartan K., Real world research, (2016); Schlossberg N.K., The challenge of change: The transition model and its applications, Journal of Employment Counselling, 48, 4, pp. 159-162, (2011); Shklarski L., Abrams A., Bakst E., Navigating changes in the physical and psychological spaces of psychotherapists during COVID-19: When home becomes the office, Practice Innovations, 6, 1, pp. 55-66, (2021); Shklarski L., Abrams A., Bakst E., Will we ever again conduct in-person psychotherapy sessions? Factors associated with the decision to provide in-person therapy in the age of COVID-19, Journal of Contemporary Psychotherapy, 51, 3, pp. 265-272, (2021); Smith J.A., Flowers P., Larkin M., Interpretive phenomenological analysis: theory, method and research, (2009); Speedy J., Negotiated learning and assessment, Balancing acts: Studies in counselling training, pp. 82-85, (1998); Stoll J., Muller J.A., Trachsel M., Ethical issues in online psychotherapy: A narrative review, Frontiers in Psychiatry, 10, 993, pp. 1-16, (2020); Global education coalition: COVID-19 education response, (2021); Vlachopoulos D., COVID-19: Threat or opportunity for online education?, Higher Learning Research Communications, 10, 1, pp. 16-19, (2020); Watermeyer R., Crick T., Knight C., Goodall J., COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration, Higher Education, 81, 3, pp. 623-641, (2020); Watts L., Synchronous and asynchronous communication in distance learning: a review of the literature, The Quarterly Review of Distance Education, 17, 1, pp. 23-32, (2016); Weinbren D., The Open University: A history, (2015)","L. Young; University of Northampton, Northampton, United Kingdom; email: Lauren.Young@Northampton.ac.uk","","John Wiley and Sons Inc","","","","","","14733145","","","","English","Couns. Psychother. Res.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85118658198"
"Akande J.O.; Atiku S.O.","Akande, Joseph Olorunfemi (57201745220); Atiku, Sulaiman Olusegun (56366928500)","57201745220; 56366928500","Developing Industry 4.0 accountants: implications for higher education institutions in Namibia","2022","Development and Learning in Organizations","36","5","","16","19","3","3","10.1108/DLO-09-2021-0177","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120345487&doi=10.1108%2fDLO-09-2021-0177&partnerID=40&md5=d3df7606f0abba608890ebde895c791c","Department of Accounting Science, Walter Sisulu University, Mthatha, South Africa; Harold Pupkewitz Graduate School of Business, Namibia University of Science and Technology, Windhoek, Namibia","Akande J.O., Department of Accounting Science, Walter Sisulu University, Mthatha, South Africa; Atiku S.O., Harold Pupkewitz Graduate School of Business, Namibia University of Science and Technology, Windhoek, Namibia","Purpose: This study aims to examine the accounting skills required in Industry 4.0 to assist higher education institutions in developing Industry 4.0 accountants in Namibia. Design/methodology/approach: This study adopted a qualitative approach for data collection and analysis. The participants (accountants and finance consultants) were selected using a purposive sampling technique. A self-administered questionnaire (open-ended) was administered to 120 participants. Useful information was retrieved from 99 participants in the participating accounting firms in Namibia. The data was analyzed using non-numerical content analysis via Atlas.ti, version 9.0. Findings: Findings revealed the need to teach soft, technical and digital skills by higher education institutions in Namibia to enhance accounting graduates’ employability in Industry 4.0. The practical implication for higher education in Namibia is to do more in curriculum retooling. Originality/value: There is a shortage of literature on the competency framework for Industry 4.0 accountants, particularly in Namibia. The outcomes of this study contribute to the extant literature and assist higher education institutions with helpful information for accounting programs review and enhance graduates’ employability in Namibia. © 2021, Emerald Publishing Limited.","Accountants; Industry 4.0; Namibia; Practitioners","","","","","","","","Atiku S.O., Boateng F., Rethinking education system for the fourth industrial revolution, Human Capital Formation for the Fourth Industrial Revolution, pp. 1-17, (2020); Atiku S.O., Reshaping human capital formation through digitalization, Radical Reorganisation of Existing Work Structures through Digitalization, pp. 52-73, (2018); Frey C.B., Osborne M.A., The future of employment: how susceptible are jobs to computerisation?, Technological Forecasting and Social Change, 114, pp. 254-280, (2017); Liao Y., Loures E.R., Deschamps F., Brezinski G., Venancio A., The impact of the fourth industrial revolution: a cross-country/region comparison, Production, 28, pp. 1-18, (2018)","","","Emerald Group Holdings Ltd.","","","","","","14777282","","","","English","Dev. Learn. Organ.","Article","Final","","Scopus","2-s2.0-85120345487"
"Lloyd G.A.; Dean B.A.; Eady M.J.; West C.; Yanamandram V.; Moroney T.; Glover-Chambers T.; O'Donnell N.","Lloyd, Gabrielle A. (57378117700); Dean, Bonnie Amelia (55480837800); Eady, Michelle J. (57194206889); West, Conor (57204924278); Yanamandram, Venkata (12804320300); Moroney, Tracey (56521474700); Glover-Chambers, Tracey (57377799900); O'Donnell, Nuala (57218628350)","57378117700; 55480837800; 57194206889; 57204924278; 12804320300; 56521474700; 57377799900; 57218628350","Academic's perceptions of work-integrated learning in non-vocational disciplines","2022","Higher Education, Skills and Work-based Learning","12","5","","809","820","11","3","10.1108/HESWBL-09-2021-0181","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121447180&doi=10.1108%2fHESWBL-09-2021-0181&partnerID=40&md5=ceea25e41b8b523d4ed0f35b24a1c5c0","University of Wollongong, Wollongong, Australia","Lloyd G.A., University of Wollongong, Wollongong, Australia; Dean B.A., University of Wollongong, Wollongong, Australia; Eady M.J., University of Wollongong, Wollongong, Australia; West C., University of Wollongong, Wollongong, Australia; Yanamandram V., University of Wollongong, Wollongong, Australia; Moroney T., University of Wollongong, Wollongong, Australia; Glover-Chambers T., University of Wollongong, Wollongong, Australia; O'Donnell N., University of Wollongong, Wollongong, Australia","Purpose: Work-integrated learning (WIL) is a strategy that enhances student learning and employability by engaging students in real-world settings, applications and practices. Through WIL, tertiary education institutions forge partnerships with industry to provide students with access to activities that will contribute to their career-readiness and personal growth. The purpose of the paper is to explore academics perceptions of WIL from non-vocational disciplines, where WIL opportunities are less prevalent. Design/methodology/approach: The study employed a qualitative, case-study methodology to unpack academics' reflections on the question “What does WIL mean to you?” Semi-structured interviews were conducted with 33 subject coordinators across a number of non-vocational degrees at one university in Australia. Open coding and thematic analysis was used to explore qualitative data and identify common themes. Findings: Data suggest that academics largely have placement-based understandings of WIL that cause tensions for embedding WIL meaningfully in their courses. Tensions surface when WIL is perceived as a pedagogy that contributes to the neoliberal agenda that sits in conflict with theoretical approaches and that restrict notions of career. Originality/value: Although WIL is not relevant in all subjects, these understandings are a useful starting point to introduce WIL meaningfully, in various ways and where appropriate, in order to provide students opportunities for learning and employability development. The paper has implications for faculty, professional learning and institutional strategies concerning WIL for all students. © 2021, Emerald Publishing Limited.","Career readiness; Employability; Higher education; Non-vocational disciplines; Work-integrated learning","","","","","","University of Wollongong, UOW","The authors would like to thank all participants for their insights and the University of Wollongong Work-Integrated Learning Advisory Committee for their support.","Billett S., Realising the educational worth of integrating work experiences in higher education, Studies in Higher Education, 34, 7, pp. 827-843, (2009); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Cord B.A., Clements M.D., Pathway for student self-development: a learning orientated internship approach, Australian Journal of Adult Learning, 50, 2, pp. 287-307, (2010); Dean B.A., Campbell M., Reshaping work-integrated learning in a post-COVID-19 world of work, International Journal of Work-Integrated Learning, 21, 4, pp. 356-364, (2020); Dean B.A., Eady M.J., Yanamandram V., Advancing non-placement work-integrated learning across the degree, Journal of University Teaching & Learning Practice, 17, 4, pp. 1-6, (2020); Dean B.A., Yanamandram V., Eady M.J., Moroney T., O'Donnell N., Glover-Chambers T., An institutional framework for scaffolding work-integrated learning across a degree, Journal of University Teaching & Learning Practice, 17, 4, pp. 1-14, (2020); Denzin N., Lincoln Y., Giardina M., Disciplining qualitative research 1, International Journal of Qualitative Studies in Education, 19, 6, pp. 769-782, (2006); Dollinger M., Brown J., An institutional framework to guide the comparison of work-integrated learning types, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 88-100, (2019); Eady M.J., Abrahamson E., Green C.A., Arcellana-Panlilio M., Hatfield L., Namaste N., Re-positioning SoTL toward the T-shaped community, Teaching & Learning Enquiry, 9, 1, pp. 262-278, (2021); Edwards D., Perkins K., Pearce J., Hong J., Work Integrated Learning in STEM in Australian Universities: Final Report, (2015); Ferns S., Russel L., Kay J., Enhancing industry engagement with work-integrated learning: capacity building for industry partners, Asia-Pacific Journal of Cooperative Education, 17, 4, pp. 349-375, (2016); Forster A., Bol T., Vocational education and employment over the life course using a new measure of occupational specificity, Social Science Research, 70, pp. 176-197, (2018); Freudenberg B., Brimble M., Cameron C., WIL and generic skill development: the development of business students' generic skills through work-integrated learning, Asia Pacific Journal of Cooperative Education, 12, 3, pp. 79-93, (2011); Jackson D., Employability skill development in work-integrated learning: barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Developing pre-professional identity in undergraduates through work-integrated learning, Higher Education, 74, 5, pp. 833-853, (2017); Jackson D., Developing graduate career readiness in Australia: shifting from extra-curricular internships to work-integrated learning, International Journal of Work-Integrated Learning, 19, 1, pp. 23-35, (2018); Kaider F., Hains-Wesson R., Young K., Practical typology of authentic work-integrated learning activities and assessments, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 153-165, (2017); Mandal N.K., Edwards F.R., Student work readiness in Australian engineering workplaces through work integrated learning, Higher Education, Skills and Work-Based Learning, (2021); Oliver B., Redefining graduate employability and work-integrated learning: proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Orrell J., Good practices report: work-integrated learning, NSW, Strawberry Hills, (2011); Patrick C.J., Peach D., Pockknee C., Webb F., Fletcher M., Pretto G., The WIL (Work Integrated Learning) Report: A National Scoping Study, pp. 1-111, (2009); Reddan G., The role of work-integrated learning in developing students' perceived work self-efficacy, Asia-Pacific Journal of Cooperative Education, 14, 4, pp. 423-436, (2016); Rowe A., Mackaway J., Winchester-Seeto T., But I thought you were doing that'–Clarifying the role of the host supervisor in experience-based learning, International Journal of Work-Integrated Learning, 13, 2, pp. 115-134, (2012); Sutherland K., Symmons M., Issues and challenges identified in the development of a broad multidisciplinary work integrated learning package, Asia-Pacific Journal of Cooperative Education, 14, 4, pp. 295-304, (2013); Trede F., Jackson D., Educating the deliberate professional and enhancing professional agency through peer reflection of work-integrated learning, Active Learning in Higher Education, (2019); Work integrated learning in universities: final report, VIC, Melbourne, (2019); Whelan M., Academic work-integrated learning (WIL): reengaging teaching-focused academics with industry, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 172-187, (2017); Williams M., Moser T., The art of coding and thematic exploration in qualitative research, International Management Review, 15, 1, pp. 45-55, (2019); Winchester-Seeto T., Piggott L., Workplace or workforce: what are we preparing students for?, Journal of University Teaching & Learning Practice, 17, 4, pp. 1-6, (2020); Workman B., Extending and embedding work‐based learning across the university: change strategies in action, Higher Education, Skills and Work-Based Learning, 1, 2, pp. 106-117, (2011); Zegwaard K.E., Rowe A.D., Research-informed curriculum and advancing innovative practices in work-integrated learning, International Journal of Work - Integrated Learning, 20, 4, pp. 323-334, (2019); Yorke M., Employability in Higher Education: What It Is--What It Is Not, (2006); Zegwaard K.E., Pretti T.J., Rowe A.D., Responding to an international crisis: the adaptability of the practice of work-integrated learning, International Journal of Work-Integrated Learning, 21, 4, pp. 317-330, (2020)","B.A. Dean; University of Wollongong, Wollongong, Australia; email: bonnie_dean@uow.edu.au","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85121447180"
"Murangi A.; Rothmann S.; Nel M.","Murangi, Annelisa (57778192800); Rothmann, Sebastiaan (9436886900); Nel, Mirna (36610604500)","57778192800; 9436886900; 36610604500","Sustainable Employability: Precariousness, Capabilities, and Functioning of Special Education Teachers in Namibia","2022","Sustainability (Switzerland)","14","16","10264","","","","2","10.3390/su141610264","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137699506&doi=10.3390%2fsu141610264&partnerID=40&md5=dc8f98bca8a384fd41a4569d687b8fdb","Optentia Research Unit, North-West University, Vanderbijlpark, 1910, South Africa","Murangi A., Optentia Research Unit, North-West University, Vanderbijlpark, 1910, South Africa; Rothmann S., Optentia Research Unit, North-West University, Vanderbijlpark, 1910, South Africa; Nel M., Optentia Research Unit, North-West University, Vanderbijlpark, 1910, South Africa","Institutions cannot ignore the need for the sustainable employability of people. This study aimed to investigate the sustainable employability of special education teachers from the perspective of employment precariousness, capabilities, and functioning (flourishing and intention to leave) of special education teachers in Namibia. Using a cross-sectional survey design, teachers (n = 200) across seven Namibia regions took part in this study. The Precarity Position Profile, Capability for Work Questionnaire, Flourishing at Work Questionnaire, and Intention to Leave Questionnaire were administered. The results showed that precarious employment was negatively associated with the capability set and with flourishing (emotional, psychological, and social well-being) and positively associated with intention to leave. Low job insecurity and the capability set were associated with emotional well-being. Moreover, low job insecurity, professional development, and the capability set were associated with psychological well-being. Furthermore, precarious work conditions, job insecurity, low professional development, and low scores on the capability set were associated with low social well-being. Precarious work conditions and low scores on the capability set were associated with teachers’ intentions to leave. Two dimensions of precarious employment, namely salary and precarious work conditions, indirectly affected teachers’ emotional, psychological, and social well-being via the capability set. © 2022 by the authors.","capabilities; flourishing; inclusive education; precariousness; special education; teachers; turnover intention","Namibia; education; employment; perception; psychology; questionnaire survey; spatiotemporal analysis; teaching","","","","","","","World Employment and Social Outlook: Trends, (2021); Depuydt T.A., The Impact of COVID-19 on Teacher Interactions with Students with Special Needs, Ph.D. Thesis, (2021); Chitiyo M., Hughes E.M., Chitiyo G., Changara D.M., Itimu-Phiri A., Haihambo I., Taukeni S.G., Dzenga C.G., Exploring teachers’ special and inclusive education professional development needs in Malawi, Namibia, and Zimbabwe, Int. J. Whole Sch, 15, pp. 28-49, (2019); Vittek J.E., Promoting special educator teacher retention: A critical review of the literature, Sage Open, 5, pp. 1-6, (2015); Kreshpaj B., Orellana C., Burstrom B., Davis L., Hemmingsson T., Johansson G., Kjellberg K., Jonsson J., Wegman D.H., Bodin T., What is precarious employment? A systematic review of definitions and operationalizations from quantitative and qualitative studies, Scand. J. Work. Environ. Health, 46, pp. 235-247, (2020); Baart A., Precariousness, precarity, precariat, precarization, and social redundancy: A substantiated map for the ethics of care, Care Ethics in the Age of Precarity, pp. 91-119, (2021); Kalleberg A.L., Vallas S.P., Probing precarious work: Theory, research, and politics, Precarious Work (Research in the Sociology of Work), 31, pp. 1-30, (2018); Standing G., Workfare and the precariat, Soundings, 47, pp. 35-43, (2011); Non-Standard Employment around the World: Understanding Challenges, Shaping Prospects, (2016); Giunchi M., Vonthron A.M., Ghislieri C., Perceived job insecurity and sustainable wellbeing: Do coping strategies help?, Sustainability, 11, (2019); Lam J., Fan W., Moen P., Is insecurity worse for well-being in turbulent times? Mental health in context, Soc. Ment. Health, 4, pp. 55-73, (2014); Chandola T., Zhang N., Re-employment, job quality, health and allostatic load biomarkers: Prospective evidence from the UK household longitudinal study, Int. J. Epidemiol, 47, pp. 47-57, (2018); Fu W., Pan Q., Zhang C., Cheng L., Influencing factors of Chinese special education teacher turnover intention: Understanding the roles of subject well-being, social support, and work engagement, Int. J. Dev. Disabil, 68, pp. 342-353, (2022); Billingsley B., Bettini E., Mathews H.M., McLeskey J., Improving working conditions to support special educators’ effectiveness: A call for leadership, Teach. Educ. Spec. Educ, 43, pp. 7-27, (2020); Sen A.K., Commodities and Capabilities, (1985); Van der Klink J.J.L., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R.H., Abma F.I., Brouwer S., Van der Wilt G.J., Sustainable employability—Definition, conceptualization, and implications: A perspective based on the capability approach, Scand. J. Work Environ. Health, 42, pp. 71-79, (2016); Abma F.I., Brouwer S., de Vries H.J., Arends I., Robroek S.J.W., Cuijpers M.P.J., Van der Wilt J.G., Bultmann U., Van der Klink J.J.L., The capability set for work: Development and validation of a new questionnaire, Scand. J. Work Environ. Health, 42, pp. 34-42, (2016); Robeyns I., Wellbeing, Freedom and Social Justice: The Capability Approach Re-Examined, (2017); Rautenbach C., Rothmann S., Psychometric validation of the Flourishing-at-Work Scale-Short Form (FWS-SF): Results and implications of a South African study, J. Psychol. Afr, 27, pp. 303-309, (2017); Rothmann S., From happiness to flourishing at work: A Southern African perspective, Well-Being Research in South Africa, Cross-Cultural Advances in Positive Psychology, pp. 123-151, (2019); Campbell I., Price R., Precarious work and precarious workers: Towards an improved conceptualisation, Econ. Labour Relat. Rev, 27, pp. 314-332, (2016); Campbell I., Burgess J., Patchy progress? Two decades of research on precariousness and precarious work in Australia, Labour Ind, 28, pp. 48-67, (2018); Anwar M.A., Graham M., Between a rock and a hard place: Freedom, flexibility, precarity and vulnerability in the gig economy in Africa, Compet. Chang, 25, pp. 237-258, (2021); Kalleberg A., Precarious work, insecure workers: Employment relations in transition, Am. Sociol. Rev, 74, pp. 1-22, (2009); Walsh P., Precarity, ELT J, 73, pp. 459-462, (2019); Deng Y., Wang A.L., Frasso R., Ran M.S., Zhang T.M., Kong D., Wong Y.L.I., Mental health-related stigma and attitudes toward patient care among providers of mental health services in a rural Chinese county, Int. J. Soc. Psychiatry, 68, pp. 610-618, (2021); Kalleberg A.L., Measuring Precarious Work: A Working Paper of the EINet Measurement Group, (2014); Bettini E., Cumming M.M., O'Brien K.M., Brunsting N.C., Ragunathan M., Sutton R., Chopra A., Predicting special educators’ intent to continue teaching students with emotional or behavioral disorders in self-contained settings, Except. Child, 86, pp. 209-228, (2020); Murangi A., Bailey L., Employee engagement of special needs teachers in Windhoek, Namibia: The moderating role of job crafting, SA J. Ind. Psychol, 48, (2022); Pembroke S., Precarious Work, Precarious Lives: How Policy Can Create More Security, (2018); Allan B.A., Autin K.L., Wilkins-Yel K.G., Precarious work in the 21st century: A psychological perspective, J. Vocat. Behav, 126, (2021); Clarke M., To what extent a “bad” job? Employee perceptions of job quality in community aged care, Empl. Relat, 37, pp. 92-208, (2015); Green F., Job Quality in Britain, (2009); Worth J., Van den Brande J., Teacher Labour Market in England: Annual Report 2019, (2019); Burgess J., Connell J., Introduction to special issue, Int. J. Hum. Resour. Manag, 19, pp. 407-418, (2008); Dalziel P., Saunders C., Saunders J., Wellbeing Economics: The Capabilities Approach to Prosperity, (2018); Sen A.K., The economics of happiness and capability, Capabilities and Happiness, pp. 16-27, (2008); Hojman D.A., Miranda A., Agency, human dignity, and subjective well-being, World Dev, 101, pp. 1-15, (2018); Nussbaum M.C., Creating Capabilities: The Human Development Approach, (2011); Sen A., Development as Freedom, (1999); Kittay E.F., Precarity, precariousness, and disability, Care Ethics in the Age of Precarity, pp. 19-47, (2021); Jiang L., Lavaysse L.M., Cognitive and affective job insecurity: A meta-analysis and a primary study, J. Manag, 44, pp. 2307-2342, (2018); To W.M., Gao J.H., Leung E.Y., The effects of job insecurity on employees’ financial well-being and work satisfaction among Chinese pink-collar workers, SAGE Open, 10, pp. 1-11, (2020); Richter A., Naswall K., Job insecurity and trust: Uncovering a mechanism linking job insecurity to well-being, Work Stress, 33, pp. 22-40, (2019); Obrenovic B., Jianguo D., Khudaykulov A., Khan M.A.S., Work-family conflict impact on psychological safety and psychological well-being: A job performance model, Front. Psychol, 11, (2020); Redelinghuys J.J., Rothmann S., Exploring the prevalence of workplace flourishing amongst teachers over time, SA J. Ind. Psychol, 46, (2020); Hom P.W., Allen D.G., Griffeth R.W., Employee Retention and Turnover: Why Employees Stay or Leave, (2020); Mason-Williams L., Bettini E., Peyton D., Harvey A., Rosenberg M., Sindelar P.T., Rethinking shortages in special education: Making good on the promise of an equal opportunity for students with disabilities, Teach. Educ. Spec. Educ, 43, pp. 45-62, (2020); Kemper P., Heier M.S., Barry T., Brannon D., Angelelli J., Vasey J., Anderson-Knott M., What do direct care workers say would improve their jobs? Differences across settings, Gerontologist, 48, pp. 12-17, (2008); Van der Klink J., Cutting Stone or Building a Cathedral: Valedictory Address, (2019); Egdell V., Beck V., A capability approach to understand the scarring effects of unemployment and job insecurity: Developing the research agenda, Work Employ. Soc, 34, pp. 937-948, (2020); Hart C., The capability approach and education, Camb. J. Educ, 42, pp. 275-282, (2012); Ronnblad T., Gronholm E., Jonsson J., Koranyi I., Orellana C., Kreshpaj B., Chen L., Stockfelt L., Bodin T., Precarious employment and mental health: A systematic review and meta-analysis of longitudinal studies, Scand. J. Work. Environ. Health, 45, pp. 429-443, (2019); Benach J., Amable M., Vives A., Vanroelen C., Precarious employment: Understanding an emerging social determinant of health, Ann. Rev. Public Health, 35, pp. 229-253, (2014); Ervasti J., Virtanen M., Research strategies for precarious employment, Scand. J. Work. Environ. Health, 45, pp. 425-428, (2019); Vander Elst T., De Witte H., De Cuyper N., The job insecurity scale: A psychometric evaluation across five European countries, Eur. J. Work. Organ. Psychol, 23, pp. 364-380, (2014); Sjoberg A., Sverke M., The interactive effect of job involvement and organizational commitment revisited: A note on the mediating role of turnover intention, Scand. J. Psychol, 68, pp. 653-663, (2000); Moller M., Rothmann S., Mental health and individual and organisational outcomes: A latent profile analysis, J. Psychol. Afr, 29, pp. 535-545, (2021); IBM SPSS Statistics for Windows: Version 27, (2021); Muthen L.K., Muthen B.O., Mplus Users’ Guide, (2010); West S.G., Taylor A.B., Wu W., Model fit and model selection in structural equation modelling, Handbook of Structural Equation Modelling, pp. 209-231, (2012); Wang J., Wang X., Structural Equation Modelling: Applications Using Mplus, (2021); Cohen J., Statistical Power Analysis for the Behavioral Sciences, (1988); Nunnally J.C., Bernstein I.H., Psychometric Theory, (1994); Hayes A.F., Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach, (2018); Zimba R., Mufune P., Likando G., February P., Namibian teacher’s understanding of education for all issues, J. Stud. Hum. Soc. Sci, 2, pp. 169-186, (2013); Prillentensky I., Prillentensky O., How People Matter: Why It Affects Health, Happiness, Love, Work, and Society, (2021); Dahanayake P., Rajendran D., Selvarajah C., Ballantyne G., Justice and fairness in the workplace: A trajectory for managing diversity, Equal. Divers. Incl, 37, pp. 470-490, (2018); Kaufman S.B., Transcend: The New Science of Self-Actualization, (2020); Pinder C.C., Work Motivation in Organizational Behavior, (2015); Grant A., Think Again: The Power of Knowing What You Don’t Know, (2021)","S. Rothmann; Optentia Research Unit, North-West University, Vanderbijlpark, 1910, South Africa; email: ian@ianrothmann.com","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85137699506"
"Lettieri A.; Soto-Pérez F.; Díez E.; Bernate-Navarro M.; Franco-Martín M.","Lettieri, Andrea (57202291584); Soto-Pérez, Felipe (55981314000); Díez, Emiliano (57188556594); Bernate-Navarro, Mara (55754688900); Franco-Martín, Manuel (6602230662)","57202291584; 55981314000; 57188556594; 55754688900; 6602230662","The attitudes of mental health professionals on the employability of people with mental illness: A different view limiting employment rehabilitation","2022","Brain and Behavior","12","10","e2767","","","","2","10.1002/brb3.2767","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137892605&doi=10.1002%2fbrb3.2767&partnerID=40&md5=61689c2513ab2d5d22f0d09b88657de7","Faculty of Psychology, University of Salamanca, Salamanca, Spain; INTRAS Foundation, Zamora, Spain; INICO: University Institute for Community Integration, Salamanca, Spain; IBSAL: Institute of Biomedical Research of Salamanca, Salamanca, Spain; Department of Psychiatry, Hospital Provincial Rodríguez Chamorro, Zamora, Spain","Lettieri A., Faculty of Psychology, University of Salamanca, Salamanca, Spain, INTRAS Foundation, Zamora, Spain; Soto-Pérez F., Faculty of Psychology, University of Salamanca, Salamanca, Spain, INICO: University Institute for Community Integration, Salamanca, Spain, IBSAL: Institute of Biomedical Research of Salamanca, Salamanca, Spain; Díez E., Faculty of Psychology, University of Salamanca, Salamanca, Spain, INICO: University Institute for Community Integration, Salamanca, Spain; Bernate-Navarro M., INTRAS Foundation, Zamora, Spain; Franco-Martín M., Faculty of Psychology, University of Salamanca, Salamanca, Spain, IBSAL: Institute of Biomedical Research of Salamanca, Salamanca, Spain, Department of Psychiatry, Hospital Provincial Rodríguez Chamorro, Zamora, Spain","Objectives: Mental health professionals are becoming increasingly involved in the process of employment rehabilitation of persons with psychiatric disabilities. However, few studies address the attitudes of these professionals toward the employability of those with mental illness. The aim of this research was to identify differences in the attitudes of medical and non-medical mental health professionals, as well as to detect any association between attitude scores and the type of professional. Methods: A sample of 140 employees from public and third sector mental health organizations answered a questionnaire using a scale measuring their attitudes and views on the employability of people with psychiatric disabilities. The psychometric characteristics of the scale are provided together with the variations detected in the professionals’ attitudes. Results: This research shows that significant differences in the attitudes between medical and non-medical mental health employees exist and that there is a need for the implementation of educational programs that may help to improve the attitudes of medical professionals toward the employability of people with mental illness. Conclusion: This research indicates the importance of improving the professionals’ attitudes to support people attempting to return to work. © 2022 The Authors. Brain and Behavior published by Wiley Periodicals LLC.","attitudes of health personnel; employment; people with disability; surveys and questionnaires","Attitude; Employment; Health Personnel; Humans; Mental Disorders; Mental Health; Surveys and Questionnaires; absenteeism; adult; Article; attitude; data analysis; disabled person; employability; employment; exploratory factor analysis; female; health care planning; health care survey; high school graduate; human; Kolmogorov Smirnov test; masters education; mental disease; mental health; mental health care personnel; psychometry; questionnaire; rank sum test; sampling; socioeconomics; university; validation process; vocational education; attitude; health care personnel; mental disease; mental health","","","","","","","Janssen destaca “el papel clave del enfermero” en el abordaje de la enfermedad mental grave en una jornada celebrada en Zamora. 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Soto-Pérez; Faculty of Psychology, University of Salamanca, Salamanca, Spain; email: fcsotop@usal.es","","John Wiley and Sons Ltd","","","","","","21623279","","","36101902","English","Brain Behav.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85137892605"
"Nimmi P.M.; Mathew P.V.; Donald W.E.","Nimmi, P.M. (57223862848); Mathew, Paul V. (57192112036); Donald, William E. (57196032389)","57223862848; 57192112036; 57196032389","Additional Skills Acquisition Programme (ASAP) project: the case of an employability enhancement initiative in India","2022","Journal of International Education in Business","15","2","","393","405","12","6","10.1108/JIEB-10-2021-0094","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130891478&doi=10.1108%2fJIEB-10-2021-0094&partnerID=40&md5=be8d44c04cda71a1d64ef4e1610a9c0f","Adi Shankara Business School, Adi Shankara Institute of Engineering and Technology, Kalady, India; Ave Stella Maris College, Ramamangalam, India; Southampton Business School, University of Southampton, Southampton, United Kingdom; Ronin Institute, Montclair, NJ, United States","Nimmi P.M., Adi Shankara Business School, Adi Shankara Institute of Engineering and Technology, Kalady, India; Mathew P.V., Ave Stella Maris College, Ramamangalam, India; Donald W.E., Southampton Business School, University of Southampton, Southampton, United Kingdom, Ronin Institute, Montclair, NJ, United States","Purpose: The purpose of this paper is to explore an employability enhancement initiative, the Additional Skills Acquisition Programme (ASAP) project in the state of Kerala, India, as a case for the inclusive development of employability in college and university students. Design/methodology/approach: ASAP is applied as a case study to examine the employability enhancement initiative in India. Findings: Participation in the ASAP project led to increased measures of employability. These increases were most pronounced in women and individuals living below the poverty line. Partnerships between educational institutions and organisations focusing on students’ technical and skill development can help overcome local and national talent shortages. Originality/value: The theoretical implications come from addressing the lack of representation of skills based employability initiatives among students from India in the vocational behaviour literature. Practical implications come from knowledge sharing of innovative strategies to enhance the employability outcomes of individuals entering the labour market. New ways to overcome the reported mismatch in business education between curriculum content and the development of employability skills in graduates are presented. Benefits for diversity and inclusion are also provided. © 2022, Emerald Publishing Limited.","Education; Employability; Higher education; India; Skills; Vocational behaviour","","","","","","Asian Development Bank, ADB","The ASAP project was established in 2012 as a combined initiative of the General Education, Higher Education and Labour departments in Kerala, later forming a Government Company in 2020 (). Funding for the project was provided by the ADB via a result-based lending loan, underpinned by disbursement linked indicators such as the time-bound completion of the project (). The primary focus of ASAP was to integrate general and vocational education for students enrolled in school, college or university courses to enhance their employability levels to prepare them for the world of work. 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Ramadorai, chairman, national skill development agency and national skill development corporation; former CEO, MD and vice chairman, Tata consultancy services, IIMB Management Review, 28, 4, pp. 235-243, (2016); Tilak J.B.J., How is Kerala doing in higher education?, Rajagiri Journal of Social Development, 8, 1, pp. 3-18, (2016); Tomlinson M., Anderson V., Employers and graduates: the mediating role of signals and capitals, Journal of Higher Education Policy and Management, 43, 4, pp. 384-399, (2021); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Zakkariya K.A., Nimmi P.M., Smitha P.A., Bridging job search and perceived employability in the labour market – a mediation model of job search, perceived employability and learning goal orientation, Journal of International Education in Business, 14, 2, pp. 381-396, (2020)","W.E. Donald; Southampton Business School, University of Southampton, Southampton, United Kingdom; email: w.e.donald@gmail.com","","Emerald Publishing","","","","","","2046469X","","","","English","J. Intl. Edu. Bus.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85130891478"
"Lazíková J.; Takáč I.; Rumanovská Ľ.; Michalička T.; Palko M.","Lazíková, Jarmila (55193510500); Takáč, Ivan (55193700600); Rumanovská, Ľubica (57192209346); Michalička, Tomáš (57941702100); Palko, Michal (57838526400)","55193510500; 55193700600; 57192209346; 57941702100; 57838526400","Which Skills Are the Most Absent among University Graduates in the Labour Market? Evidence from Slovakia","2022","Social Sciences","11","10","438","","","","2","10.3390/socsci11100438","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140592628&doi=10.3390%2fsocsci11100438&partnerID=40&md5=b4734351974fc93e2b9b860fdea5f7f2","Institute of Law, Slovak University of Agriculture in Nitra, Nitra, 94976, Slovakia; Institute of European Policies and Public Administration, Slovak University of Agriculture in Nitra, Nitra, 94976, Slovakia; Institute of Economic Policy and Finance, Slovak University of Agriculture in Nitra, Nitra, 94976, Slovakia","Lazíková J., Institute of Law, Slovak University of Agriculture in Nitra, Nitra, 94976, Slovakia; Takáč I., Institute of European Policies and Public Administration, Slovak University of Agriculture in Nitra, Nitra, 94976, Slovakia; Rumanovská Ľ., Institute of European Policies and Public Administration, Slovak University of Agriculture in Nitra, Nitra, 94976, Slovakia; Michalička T., Institute of Economic Policy and Finance, Slovak University of Agriculture in Nitra, Nitra, 94976, Slovakia; Palko M., Institute of European Policies and Public Administration, Slovak University of Agriculture in Nitra, Nitra, 94976, Slovakia","The most important purposes of Slovakian universities are research and education. The main goal of university education is to prepare highly skilled graduates to be employed in the labour market either at home or abroad. To achieve this goal, universities need to receive feedback from their graduates as to whether they are satisfied with their education and whether their employers are satisfied with their skills. The results obtained in this study show that, except for graduates from technical sciences, most graduates of Slovakian universities are not satisfied with the study programmes they chose. There are various factors affecting the satisfaction of graduates with their study programme; however, the most important ones were related to their employability and their employment in their field of study. Moreover, potential employers have greater expectations in relation to soft skills than graduates have acquired. The greatest differences between the required and acquired skills were seen in soft skills, such as the ability to take responsibility, to communicate with people, to negotiate, and to adapt to change, regardless of the field of study. Other than foreign language skills, the level of required hard skills was only slightly higher than the level acquired. According to these results, we make recommendations for universities, politicians, and potential employers; however, only reasonable cooperation among them can lead to graduates being satisfied with their chosen study programme. © 2022 by the authors.","fields of study; hard skills; labour market; soft skills; university graduates","","","","","","Slovenská Akadémia Vied, SAV, (VEGA-1/0437/22, VEGA-1/0504/21); Vedecká Grantová Agentúra MŠVVaŠ SR a SAV, VEGA","This work was funded by the Scientific Grant Agency of the Ministry of Education of the Slovak Republic and the Slovak Academy of Sciences within the following projects: Employability of graduates as a determinant of sustainable development of universities No. VEGA-1/0504/21 and Coworking spaces as a phenomenon of shared economy and a new trend for business and the workplace No. VEGA-1/0437/22.","Aliu J., Aigbavboa C.O., Structural determinants of graduate employability: Impact of university and industry collaborations, Journal of Engineering, Design and Technology, 19, pp. 1080-1100, (2021); Archer W., Davison J., Graduate Employability: What Do Employers Think and Want?, (2008); Arthur L., Higher education and the area of work: Issues, challenges and responses in Norway and Germany, Research in Comparative and International Education, 3, pp. 241-252, (2006); Assamoi C.A.O., Core competencies development among science and technology (S&T) college students and new graduates, American Journal of Educational Research, 3, pp. 1077-1084, (2015); Badillo-Amador L., Vila L.E., Education and skill mismatches: Wage and job satisfaction consequences, International Journal of Manpower, 34, pp. 416-428, (2013); Beranic T., Hericko M., The impact of serious games in economic and business education: A case of ERP business simulation, Sustainability, 14, (2022); Boyle E.A., Hainey T., Connolly T.M., Gray G., Earp J., Ott M., Lim T., Ninaus M., Ribeiro C., Pereira J., An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games, Computers & Education, 94, pp. 178-192, (2016); Cachia R., Ferrari A., Creativity in Schools: A Survey of Teachers in Europe. 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Lazíková; Institute of Law, Slovak University of Agriculture in Nitra, Nitra, 94976, Slovakia; email: jarmila.lazikova@uniag.sk","","MDPI","","","","","","20760760","","","","English","Soc. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85140592628"
"Li X.; Pu R.; Phakdeephirot N.","Li, Xiang (57938234600); Pu, Ruihui (57608185300); Phakdeephirot, Nutteera (57938234700)","57938234600; 57608185300; 57938234700","The influence of achievement motivation on college students’ employability: A chain mediation analysis of self-efficacy and academic performance","2022","Frontiers in Psychology","13","","972910","","","","4","10.3389/fpsyg.2022.972910","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140365275&doi=10.3389%2ffpsyg.2022.972910&partnerID=40&md5=7dbbdb2ea51148c78a068e6d27f0fac9","Rattanakosin International College of Creative Entrepreneurship, Rajamangala University of Technology Rattanakosin, Nakhon Pathom, Thailand; School of Foreign Languages and Cultures, Panzhihua University, Sichuan, Panzhihua, China; Faculty of Economics, Srinakharinwirot University, Bangkok, Thailand","Li X., Rattanakosin International College of Creative Entrepreneurship, Rajamangala University of Technology Rattanakosin, Nakhon Pathom, Thailand, School of Foreign Languages and Cultures, Panzhihua University, Sichuan, Panzhihua, China; Pu R., Faculty of Economics, Srinakharinwirot University, Bangkok, Thailand; Phakdeephirot N., Rattanakosin International College of Creative Entrepreneurship, Rajamangala University of Technology Rattanakosin, Nakhon Pathom, Thailand","Employability of college students has been attached great importance by higher education institutions, employers, and governments because college graduates are the strategic human resource for the sustainable growth of universities, organizations, and countries across the world. It is also receiving growing attention from academic community. This study aimed to examine the psychological mechanism that impacts college students’ employability. It adopted an empirical approach by collecting data from 646 final-year students from 9 universities in the mainland of China. SPSS 25.0 was used for description, correlation, and regression analysis. AMOS 24.0 was utilized for path analysis. Model 6 Bootstrap method of PROCESS Version 3.5 was adopted for mediation analysis. The results showed that achievement motivation positively predicted self-efficacy, academic performance, and employability among undergraduates. Participants’ self-efficacy did not significantly impact their employability or play a mediating role in the relationship between achievement motivation and employability, while academic performance was a significant mediator of this association. Self-efficacy and academic performance served as chain mediators in the prediction of achievement motivation on college students’ employability. After controlling gender and family residence, achievement motivation still had significant and positive impact on employability of college students. This research made several noteworthy contributions to the existing studies on college students’ employability and provided insight for practitioners in strengthening their employability through these psychological constructs. Copyright © 2022 Li, Pu and Phakdeephirot.","academic performance; achievement motivation; college students; employability; higher education; self-efficacy","","","","","","CINEICC; COMPETE2020, (UID/PSI/01662/2013); Center for Research in Neuropsychology and Cognitive and Behavioral Intervention; Fundação para a Ciência e a Tecnologia, FCT; Ministério da Educação e Ciência, MEC; European Regional Development Fund, ERDF","RG and MS are supported by a Ph.D. Grant (SFRH/BD/5099/2020; 2021.07006.BD, respectively) and sponsored by the Portuguese Foundation for Science and Technology. AG-Á is supported by the Portuguese Foundation for Science and Technology [Individual Call to Scientific Employment Stimulus−3rd Edition 2019-−2020.02059.CEECIND]. The Center for Research in Neuropsychology and Cognitive and Behavioral Intervention (CINEICC) of the Faculty of Psychology and Educational Sciences of the University of Coimbra is supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Education and Science through national funds and co-financed by FEDER through COMPETE2020 under the PT2020 Partnership Agreement [UID/PSI/01662/2013]. Flow Neuroscience supported the payment of the Open-Access fee. ","Almuqrin A., Mutambik I., The explanatory power of social cognitive theory in determining knowledge sharing among Saudi faculty, PLoS One, 16, (2021); Assari S., Education attainment and obesity: differential returns based on sexual orientation, Behav. Sci, 9, (2019); Azizi S.M., Khatony A., Investigating factors affecting on medical sciences students' intention to adopt mobile learning, BMC Med. Educ, 19, (2019); Bandura A., Self-efficacy: toward a unifying theory of behavioral change, Psychol. 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Li; Rattanakosin International College of Creative Entrepreneurship, Rajamangala University of Technology Rattanakosin, Nakhon Pathom, Thailand; email: li.xia@rmutr.ac.th; R. Pu; Faculty of Economics, Srinakharinwirot University, Bangkok, Thailand; email: ruihui@g.swu.ac.th","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85140365275"
"Soronen A.; Koivunen A.","Soronen, Anne (15060589200); Koivunen, Anu (56446907400)","15060589200; 56446907400","Platformed intimacies: Professional belonging on social media","2022","European Journal of Cultural Studies","25","5","","1344","1360","16","7","10.1177/13675494221079854","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126827733&doi=10.1177%2f13675494221079854&partnerID=40&md5=6b3a0761184ce78e1cdf0862c79ca371","Tampere University, Finland; University of Turku, Finland","Soronen A., Tampere University, Finland; Koivunen A., University of Turku, Finland","This article explores how social media presence and platform engagements inform and affect creative workers’ sense of professional agency and craft. Focusing on Finnish theatre, film and TV actors’ perceptions of their social media interactions, the article proposes the concept of platformed intimacy to capture the simultaneous importance and ambivalence of mobile attachments that characterise actors’ platformed lives. The research participants consisted of 15 freelancers and theatre employees, aged between 29 and 64 years. The analysis was based on the diary-interview method and close reading. In this article, we suggest that to understand the complexities involved in creative workers’ presence on social media platforms, it is important to broaden the investigation from self-promotion to questions of professional identities and communities. The concept of platformed intimacy captures how actors experience social network sites and apps, such as Instagram and Facebook, as ‘grey areas’ in which they deal with the frequent uncertainty about the meaning of social media visibility for their employability and future collaborations. For actors in our study, social media presence is intimately entangled with their sense of professionalism and desire of to belong to a professional community of peers. As such it articulates senses of proximity and reciprocity as well as feelings of discomfort and anxiety. © The Author(s) 2022.","Creative work; diary-interview method; intimacy; professional actors; relational labour; social media platforms","","","","","","Academy of Finland, AKA, (327392); Strategic Research Council, RSF","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research for this article has been funded by the Strategic Research Council at the Academy of Finland, grant no. 327392. 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Platform paternalism and the politics of algorithmic visibility, Social Media + Society, 5, 4, pp. 1-12, (2019); Richardson L., Feminist geographies of digital work, Progress in Human Geography, 42, 2, pp. 244-263, (2018); Spowart L., Nairn K., (Re)performing emotions in diary-interviews, Qualitative Research, 14, 3, pp. 327-340, (2014); Taylor S., Luckman S., Creative aspiration and the betrayal of promise? The experience of new creative workers, Pathways into Creative Working Lives, pp. 1-27, (2020); Turner P., Fast marketing, furious interactions: An interstellar community on Instagram, Celebrity Studies, 10, 4, pp. 469-478, (2019); van Dijck J., Poell T., Understanding social media logic, Media and Communication, 1, 1, pp. 2-14, (2013)","A. Soronen; Tampere University, Finland; email: anne.soronen@tuni.fi","","SAGE Publications Ltd","","","","","","13675494","","","","English","Eur. J. of Cult. Stud.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85126827733"
"Matic R.M.; Gonzalez-Serrano M.H.; Damnjanović J.; Maksimovic B.; Papić-Blagojević N.; Milošević I.; Vuković J.","Matic, Radenko M. (35574025800); Gonzalez-Serrano, María Huertas (57194088383); Damnjanović, Jelena (57191090776); Maksimovic, Branka (57199505475); Papić-Blagojević, Nataša (57191918274); Milošević, Isidora (57190952651); Vuković, Jovan (57218895258)","35574025800; 57194088383; 57191090776; 57199505475; 57191918274; 57190952651; 57218895258","Professional competencies development of sports science students: The need for more entrepreneurship education","2022","Management and Marketing","17","s1","","426","448","22","1","10.2478/mmcks-2022-0024","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141966053&doi=10.2478%2fmmcks-2022-0024&partnerID=40&md5=e07b9a92e87fecc399053accac35c0a9","University of Novi Sad, Novi Sad, Serbia; University of Valencia, Valencia, Spain; Business School, Novi Sad, Serbia","Matic R.M., University of Novi Sad, Novi Sad, Serbia; Gonzalez-Serrano M.H., University of Valencia, Valencia, Spain; Damnjanović J., Business School, Novi Sad, Serbia; Maksimovic B., Business School, Novi Sad, Serbia; Papić-Blagojević N., Business School, Novi Sad, Serbia; Milošević I., Business School, Novi Sad, Serbia; Vuković J., University of Novi Sad, Novi Sad, Serbia","As a high priority for moving the sports industry forward, the sports market ecosystem requires the development of professional competencies and improving the entrepreneurship education of sports science students. During the last years, entrepreneurship has gained importance in the sports sector to maintain competitiveness. Thus, universities need to promote sports sciences students' entrepreneurial competencies to improve employability. This research aimed to analyze the differences between first-year and fourth-year sports science students regarding the merit of professional competencies within entrepreneurship education. Both groups of students completed a set of tests presenting professional success factors. Cognitive abilities were measured with Intelligence Structure Battery (INSSV-Short Form, S2) and personality traits with Big Five Structure Inventory (BFSI, short-form, S1). Data were processed with confirmatory factor analysis and multigroup moderation analysis. The model showed acceptable fit indices (NFI=0.89, CFI=0.97, and RMSEA=0.08). The multigroup moderation analysis results indicated that the strongest effect on work aspects of the personality of the first-year sports science students comes from Conscientiousness (β=0.97), Openness (β=0.79), and Agreeableness (β=0.72). In contrast, this impact on fourth-year sports science students exists from Extraversion (β=0.85), Emotional stability (β=0.80), and Openness (β=0.80). On another side, an analysis of cognitive abilities revealed that the strongest effect was produced by numerical ability (β=0.94; β=0.84, respectively). The results demonstrated that sub-samples do not differ regarding the latent dimensions of human resources assessment. These results lead to necessary changes in the sports curriculum of the study program related to entrepreneurship education.  © 2022 Radenko M. 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Matic; University of Novi Sad, Novi Sad, Serbia; email: radenkomatic@uns.ac.rs","","Sciendo","","","","","","18420206","","","","English","Manage. Mark.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85141966053"
"Lindsay S.L.","Lindsay, Sadé L. (57202923342)","57202923342","Damned if you do, damned if you don't: How formerly incarcerated men navigate the labor market with prison credentials*","2022","Criminology","60","3","","455","479","24","11","10.1111/1745-9125.12307","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126041384&doi=10.1111%2f1745-9125.12307&partnerID=40&md5=040d37ead16d61ece83557716d30ee06","Jeb E. Brooks School of Public Policy, Department of Sociology, Cornell University, United States","Lindsay S.L., Jeb E. Brooks School of Public Policy, Department of Sociology, Cornell University, United States","Although employment is central to successful reentry, formerly incarcerated people struggle to find work because of criminal stigma, poor education, and sparse work histories. Prison credentials are proposed as one solution to alleviate these challenges by signaling criminal desistance and employability. Evidence regarding their efficacy, however, is inconsistent. In this article, I develop a novel explanation—the prison credential dilemma—highlighting the numerous and contradictory ways employers may interpret prison credentials as positive and negative signals. Drawing on 50 qualitative interviews with formerly incarcerated men in Franklin County, Ohio, I examine how the prison credential dilemma and the uncertainty it produces shape their job search strategies and pathways to employment. I find that participants concealed or obscured institutional affiliations of prison credentials on job applications to signal employability rather than their criminal records. In job interviews, however, prison credentials were used to divert conversations away from their criminal record toward skills and criminal desistance via the use of redemptive narratives. Participants also attempted to acquire credentials outside of prison and/or pursued temporary, precarious jobs, aspiring for such physically strenuous and poorly paid work to materialize into stable employment. This study has implications for prison programming as well as policies and practices aiming to improve reentry outcomes. © 2022 American Society of Criminology.","credentials; employment; prison programs; reentry; stigma","","","","","","American Society of Criminology’s Division on Corrections and Sentencing; Center for Engaged Scholarship; Society for the Study of Social Problems; National Science Foundation, NSF, (2001812); National Institute of Justice, NIJ, (2020‐R2‐CX‐0021); Horowitz Foundation for Social Policy, HFSP","Thanks to the formerly incarcerated men who shared their experiences with me, the three anonymous reviewers who provided constructive feedback, and the editorial team. The author also acknowledges Mike Vuolo, Ryan D. King, Dana L. Haynie, Naomi Sugie, David Pedulla, Davon Norris, and participants in the Center for Engaged Scholarship and the Law and Society Association's early career scholar workshops for feedback on earlier drafts of this article. This research is supported by funding from the National Science Foundation (2001812), the National Institute of Justice (2020‐R2‐CX‐0021), the Horowitz Foundation for Social Policy Dissertation Grant, the Society for the Study of Social Problems Dissertation Fellowship, the Center for Engaged Scholarship Dissertation Fellowship, Ohio State Alumni Grant, and American Society of Criminology’s Division on Corrections and Sentencing Dissertation Grant. The content is solely the responsibility of the author and does not necessarily represent the official views of the respective agencies. 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Lindsay; Jeb E. Brooks School of Public Policy, Department of Sociology, Cornell University, United States; email: sll228@cornell.edu","","John Wiley and Sons Inc","","","","","","00111384","","","","English","Criminology","Article","Final","","Scopus","2-s2.0-85126041384"
"Otache I.","Otache, Innocent (56613519800)","56613519800","Enhancing graduates’ employability through polytechnic–industry collaboration","2022","Industry and Higher Education","36","5","","604","614","10","5","10.1177/09504222211063140","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121844268&doi=10.1177%2f09504222211063140&partnerID=40&md5=69b4a42f6ba67cd59f071c1a8b36c88d","Business Administration and Management, the Federal Polytechnic, Idah, Nigeria","Otache I., Business Administration and Management, the Federal Polytechnic, Idah, Nigeria","The unemployability of many Nigerian graduates is somewhat attributable to the existing wide collaboration gap between Nigerian higher education institutions and industry. Against this backdrop, this study explores how Nigerian polytechnics and industry can collaborate to enhance graduates’ employability. Adopting a focus group discussion approach, three focus groups involving 20 people (eight polytechnic lecturers, six National Board for Technical Education officials and six industry executives) participated in the study. Content analysis of the focus group discussions revealed the need to involve industry experts in curriculum development and review to meet today’s job requirements in industry. The need to involve industry experts in teaching certain aspects of the curriculum was also highlighted. The findings further revealed the desirability of exposing students and lecturers to industrial work situations to equip them with workplace skills and experience. Additionally, the study found that a comprehensive collaboration policy framework, funding, commitment, mutual benefits and trust are required to achieve successful polytechnic–industry collaboration. This research demonstrates that effective collaboration between polytechnics and industry will help to improve the employability of graduates. The findings provide policy and practical implications for polytechnics, regulatory bodies, industry and government. © The Author(s) 2021.","Focus group discussion; graduate employability; Nigeria; polytechnic graduates; polytechnic–industry collaboration","","","","","","","","Abbasi F.K., Ali A., Bibi N., Analysis of skill gap for business graduates: managerial perspective from banking industry, Education + Training, 60, 4, pp. 354-367, (2018); Agholor S.I., Impact of national board for technical education accreditation exercise on office technology and management programme of polytechnics in Nigeria, International Journal of Vocational Education and Training Research, 3, 2, pp. 15-20, (2017); Akinbode J.O., Oyalude O.O., 21st century skills and fresh graduates ’ employability in Nigeria: the human resource practitioners ’ perspective 21 century skills and fresh graduates’ employability in Nigeria: the human resource practitioners’ perspective, Nigerian Journal of Management Studies, 20, 1, pp. 172-179, (2020); Al-shehab N., Al-hashimi M., Do employability skills for business graduates meet the employers’ expectations? The case of retail islamic banks of Bahrain, Higher Education, Skills and Work-Based Learning, 11, pp. 349-366, (2020); Aliu A., Aliu A., The influence of inter-stakeholders’ communication on university – industry collaboration, Scholedge International Journal of Business Policy and Governance, 4, 8, pp. 78-86, (2017); Amedorme S.K., Agbezudor K., Sakyiama F.K., Converting polytechnics into technical universities in Ghana issues to address, International Journal of Education and Research, 2, 5, pp. 523-528, (2014); Ankrah S., Al-tabbaa O., Universities-industry collaboration: a systematic review science direct universities-industry collaboration: a systematic review, Scandinavian Journal of Management, 31, 3, pp. 387-408, (2017); Antonacopoulou E.P., Meric J., A critique of stake‐holder theory: management science or a sophisticated ideology of control?, Corporate Governance: The International Journal of Business in Society, 5, 2, pp. 22-33, (2005); Awasthy R., Flint S., Sankarnarayana R., Et al., A framework to improve university-industry collaboration, Journal of Industry-University Collaboration, 2, 1, pp. 49-62, (2020); Bengtsson M., How to plan and perform a qualitative study using content analysis, NursingPlus Open, 2, pp. 8-14, (2016); Bolli T., Caves K., Oswald-Egg E.M., Valuable experience: how university internships affect graduates’ income, Research in Higher Education, 62, pp. 1198-1247, (2021); Bond-barnard T.J., Fletcher L., Steyn H., Linking trust and collaboration in project teams to project management success, International Journal of Managing Projects in Business, 11, 2, pp. 432-457, (2018); Chryssou C.E., University-industry interactions in the sultanate of Oman: challenges and opportunities, Industry and Higher Education, 34, pp. 1-16, (2020); Creasey R., Improving students’ employability, Engineering Education, 8, 1, pp. 16-30, (2013); Donovan D.O., Bilateral benefits: student experiences of work-based learning during work placement, Industry and Higher Education, 32, 2, pp. 118-128, (2018); Edwards M., The impact of placements on students’ self-efficacy, Higher Education, Skills and Work-Based Learning, 4, 3, pp. 228-241, (2014); Ehiyazaryan E., Barraclough N., Enhancing employability: integrating real world experience in the curriculum, Education + Training, 51, 4, pp. 292-308, (2009); Etzkowitz H., Rendezvous of the ‘third kind’: triple helix origins and future possibilities, Industry and Higher Education, 29, 4, pp. 243-247, (2015); Etzkowitz H., Leydesdorff L., The dynamics of innovation: from national systems and “Mode 2” to a triple helix of university-industry-government relations, Research Policy, 29, pp. 109-123, (2000); Fassin Y., Imperfections and shortcomings of the stakeholder model’s graphical representation, Journal of Business Ethics, 80, pp. 879-888, (2008); Freeman R.E., Strategic Management: A Stakeholder Approach, (1984); Gattringer R., Hutterer P., Strehl F., Network-structured university-industry-collaboration: values for the stakeholders, European Journal of Innovation Management, 17, 3, pp. 272-291, (2014); Getha-taylor H., Grayer M.J., Kempf R.J., Et al., Collaborating in the absence of trust? What collaborative governance theory and practice can learn from the literatures of conflict resolution, psychology, and law, American Review of Public Administration, pp. 1-14, (2018); Guest G., Namey E., Mckenna K., How many focus groups are enough? building an evidence base for nonprobability sample sizes, Field Methods, pp. 1-20, (2016); Guimon J., Promoting university-industry collaboration in developing countries. The innovation policy platform, Policy Brief, pp. 1-10, (2013); Herbert I.P., Rothwell A.T., Glover J.L., Et al., Graduate employability, employment prospects and work-readiness in the changing field of professional work, The International Journal of Management Education, 18, 2, (2020); Hossain M., Alam M., Alamgir M., Factors affecting business graduates’ employability – empirical evidence using partial least squares (PLS), Education + Training, 62, 3, pp. 292-310, (2019); Igwe P.A., Lock D., Rugara D.G., What factors determine the development of employability skills in Nigerian higher education?, Innovations in Education and Teaching International, 57, pp. 1-12, (2020); Ishengoma E., Vaaland T.I., Can university-industry linkages stimulate student employability?, Education + Training, 58, 1, pp. 18-44, (2016); Iyortsuun A.S., Entrepreneurship education programme, passion and attitude towards self-employment programme, Journal of Entrepreneurship in Emerging Economies, 13, 1, pp. 64-85, (2020); Joanna P., Do real estate courses sufficiently develop graduates’ employability skills? Perspectives from multiple stakeholders, Education + Training, 56, 6, pp. 562-581, (2014); Kaymaz K., Eryigit K.Y., Determining factors hindering university-industry collaboration: an analysis from the perspective of academicians in the context of entrepreneurial science paradigm, International Journal of Social Inquiry, 4, 1, pp. 185-213, (2011); Key S., Toward a new theory of the firm: a critique of stakeholder “theory, Management Decision, 37, 4, pp. 317-328, (1999); Khalil O.E.M., Students’ experiences with the business internship program at Kuwait University, The International Journal of Management Education, 13, 3, pp. 202-217, (2015); Kornelakis A., London C., Embedding employability skills in UK higher education: between digitalization and marketization, Industry and Higher Education, 34, pp. 1-8, (2020); Langrafe T., Barakat S.R., Stocker F., Et al., A stakeholder theory approach to creating value in higher education institutions, The Bottom Line, 33, 4, pp. 297-313, (2020); Malik K., Bashir T., Ali T.M., University-industry collaborations in Pakistan: current challenges and future opportunities, Foresight, 23, 4, pp. 496-508, (2021); Matsouka K., Mihail D.M., Graduates’ employability, Industry and Higher Education, 30, 5, pp. 321-326, (2016); Minoja M., Stakeholder management theory, firm strategy, and ambidexterity, Journal of Business Ethics, 109, pp. 67-82, (2012); Mishra A., Mishra D., Applications of stakeholder theory in information systems and technology, Inzinerine Ekonomika-Engineering Economics, 24, 3, pp. 254-266, (2013); Morgan D.L., Krueger R.A., King J.A., The focus group kit (Vols. 1-6), (1998); Nghia T.L.H., Duyen N.T.M., Developing and validating a scale for evaluating internship-related learning outcomes, Higher Education, 77, pp. 1-18, (2018); Nowell L.S., Norris J.M., White D.E., Et al., Thematic analysis: striving to meet the trustworthiness criteria, International Journal of Qualitative Methods, 16, pp. 1-13, (2017); Nunley J.M., Pugh A., Romero N., Et al., College major, internship experience, and employment opportunities: estimates from a résumé audit, Labour Economics, 38, pp. 37-46, (2016); Nwajiuba C.A., Igwe A.P., Akinsola-obatolu A.D., Et al., What can be done to improve higher education quality and graduates’ employability in Nigeria? A stakeholder approach, Industry and Higher Education, 34, pp. 1-20, (2020); Nyumba T.O., Wilson K., Derrick C.J., Et al., The use of focus group discussion methodology: insights from two decades of application in conservation, Methods in Ecology and Evolution, 9, pp. 20-32, (2018); Okolie U.C., Elom E.N., Igwe P.A., Et al., How TVET teachers foster employability skills: insights from developing countries developing countries, International Journal of Training Research, 18, pp. 1-19, (2020); Okolie U.C., Igwe A.P., Nwosu E.H., Et al., Enhancing graduates’ employability: Why do higher education institutions have problems with teaching generic skills?, Policy Futures in Education, 18, pp. 1-20, (2019); Okunuga R.O., Ajeyalemi D., Relationship between knowledge and skills in the Nigerian undergraduate chemistry curriculum and graduates’ employability in chemical-based industries, Industry and Higher Education, 32, pp. 1-9, (2018); Onuma N., Entrepreneurship education in Nigerian tertiary institutions: a remedy to graduates unemployment, British Journal of Education, 4, 5, pp. 16-28, (2016); Onwuegbuzie A.J., Dickinson W.B., Leech N.L., Et al., A qualitative framework for collecting and analyzing data in focus group research, International Journal of Qualitative Methods, 8, 3, pp. 1-21, (2009); Otache I., The dilemma of polytechnic education in Nigeria: the way forward, Paper Presented at the 5 th National Conference Organized by the Academic Staff Union of Polytechnics (ASUP), the Federal Polytechnic, pp. 1-13, (2019); Otache I., Inekwe E.I., The relationship between job satisfaction, turnover intentions and performance of Nigerian polytechnic lecturers with doctorate degrees, Journal of Applied Research in Higher Education, (2021); Otache I., Oluwade D.O., Idoko E.J., Entrepreneurship education and undergraduate students’ self-employment intentions: do paid employment intentions matter?, Education + Training, 62, pp. 741-757, (2020); Pereira E.T., Vilas-boas M., University curricula and employability: The stakeholders’ views for a future agenda, Industry and Higher Education, 34, pp. 1-9, (2020); Pitan O.S., Towards enhancing university graduate employability in Nigeria, Journal of Sociology and Social Anthropology, 7, 1, pp. 1-11, (2016); Ramakrishnan K., Baskaran G., Yasin N.M., The role of internship in improving students’ competencies in 21st century education system, International Journal of Pure and Applied Mathematics, 118, 20, pp. 491-495, (2018); Riebe L., Sibson R., Roepen D., Et al., Impact of industry guest speakers on business students’ perceptions of employability skills development, Industry and Higher Education, 27, 1, pp. 55-66, (2013); Rowe A.D., Zegwaard K.E., Developing graduates’ employability skills and attributes: curriculum enhancement through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 87-99, (2017); Rybnicek R., Konigsgruber R., What makes industry-university collaboration succeed? a systematic review of the literature, Journal of Business Economics, 89, 2, pp. 221-250, (2019); Samuel I., Achieving curriculum innovation in polytechnic education in Nigeria for creativity, International Journal of Advanced Academic Research, 6, 11, pp. 1-10, (2020); Sim J., Waterfield J., Focus group methodology: some ethical challenges, Quality & Quantity, 53, 6, pp. 3003-3022, (2019); Sjoo K., Hellstrom T., University–industry collaboration : a literature review and synthesis, Industry and Higher Education, 33, pp. 1-11, (2019); Sodipo O.O., Employability of tertiary education graduates in Nigeria: closing the skills-gap, Global Journal of Human Resource Management, 2, 3, pp. 28-36, (2014); Solanke O.A., Organizational Effectiveness in Higher Education: A Case Study of Selected Polytechnics in NigeriaA PhD Thesis Ubmitted to the Faculty of Social and Human Sciences, (2014); Stewart B.A., An empirical approach to identifying employability skills required of graduates in the environmental sciences, Industry and Higher Education, 35, pp. 1-13, (2020); Tavares O., Soares D., Sin C., Industry – university collaboration in industrial doctorates: A trouble-free marriage?, Industry and Higher Education, 34, pp. 1-9, (2020); Thapa B., Industry involvement in curriculum development: a case study in Nepal, Industry and Higher Education, 32, pp. 1-7, (2018); Yorke M., Knight P.T., Embedding Employability into the Curriculum, (2006)","I. Otache; Business Administration and Management, the Federal Polytechnic, Idah, Nigeria; email: otache2@gmail.com","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85121844268"
"Berková K.; Březinová H.; Frendlovská D.; Kubišová A.; Krpálek P.; Krelová K.K.; Melas D.","Berková, Kateřina (57197798668); Březinová, Hana (57941856500); Frendlovská, Dagmar (57216339618); Kubišová, Andrea (57218798245); Krpálek, Pavel (55575325700); Krelová, Katarína Krpálková (55575091900); Melas, David (57210203029)","57197798668; 57941856500; 57216339618; 57218798245; 55575325700; 55575091900; 57210203029","Aspects Influencing the Provision of Internships by Czech Firms to Future Economists during Their Studies","2022","Education Sciences","12","10","676","","","","2","10.3390/educsci12100676","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140644502&doi=10.3390%2feducsci12100676&partnerID=40&md5=8ea19e85ec73c4f166f8760599bcfc4d","Department of Economic Studies, College of Polytechnics Jihlava, Tolstého 16, Jihlava, 586 01, Czech Republic; College of International and Public Relations Prague, U Santošky 17, Prague, 150 00, Czech Republic; Department of Mathematics, College of Polytechnics Jihlava, Tolstého 16, Jihlava, 586 01, Czech Republic; Department of Economic Teaching Methodology, Prague University of Economics and Business, Winston Churchill Sq 1938/4, Prague, 130 67, Czech Republic; Institute of Hospitality Management and Economics, Svídnická 506/1, Prague, 181 00, Czech Republic","Berková K., Department of Economic Studies, College of Polytechnics Jihlava, Tolstého 16, Jihlava, 586 01, Czech Republic; Březinová H., College of International and Public Relations Prague, U Santošky 17, Prague, 150 00, Czech Republic; Frendlovská D., Department of Economic Studies, College of Polytechnics Jihlava, Tolstého 16, Jihlava, 586 01, Czech Republic; Kubišová A., Department of Mathematics, College of Polytechnics Jihlava, Tolstého 16, Jihlava, 586 01, Czech Republic; Krpálek P., College of International and Public Relations Prague, U Santošky 17, Prague, 150 00, Czech Republic; Krelová K.K., Department of Economic Teaching Methodology, Prague University of Economics and Business, Winston Churchill Sq 1938/4, Prague, 130 67, Czech Republic; Melas D., Institute of Hospitality Management and Economics, Svídnická 506/1, Prague, 181 00, Czech Republic","Internships have an irreplaceable place in professional education. Theoretical and practical education is being more interconnected and strengthened with emphasis placed on high-quality preparation of graduates for internships. From a scientific point of view, there are contradictions between companies’ attitudes towards the employability of future graduates. Therefore, the main aim of the article is to investigate the interest of Czech companies in providing internships to university students studying economic programs as well as the companies’ willingness to employ these students after graduation. The primary data were obtained from 83 valid questionnaires answered by companies experienced in providing internships to these students. The Mann–Whitney U test was used to determine the differences in the attitudes of companies towards the provision of internships in terms of size and duration of the company’s existence on the market. Correlation relationships between variables were determined using Pearson’s correlation coefficient. It was found that large firms will take on students after graduation for a certain period of time, and this is contrary to small businesses. Students must possess work and soft skills when entering internships. In the given context, there was no connection found between the evaluation of the student’s work performance and the required competencies by the company. Therefore, students can also be assigned to internships in order to meet the setting of the study program or the needs of employers. Moreover, internships need constant care, especially in the area of relationships between a university and an application sphere. © 2022 by the authors.","competence; economic study programs; education; firm; internships","","","","","","","","Ferreras R., Sales-Zaguirre J., Serradell Lopez E., Competences in higher education tourism internships, Educ. Train, 62, pp. 64-80, (2020); Barzegar N., Farjad S., A study on the impact of on-the-job training courses on the staff performance (A Case Study), Procedia -Soc. Behav. Sci, 29, pp. 1942-1949, (2011); Brauer S., Towards competence-orientedhigher education: A systematicliterature review of the differentperspectives on successfulexit profiles, Educ. Train, 63, pp. 1376-1390, (2021); Mareque M., De Prada E., Evaluación de las competencias profesionales a través de las prácticas externas: Incidencia de la creatividad, Rev. Investig. Educ, 36, pp. 203-219, (2018); Tabusca D., Miricescu D., From Classroom to Career in Sibiu Romania –EngineeringStudents’ Perception on Internships and School Practices, Proceedings of the 12th International Conference on Engineering and Business Education (ICEBE 2019); Monllau Jaques T.M., Rodriguez Avila N., The importance in use of ICT like guarantor agility, efficiency and communications company, university and student. Study case in the faculty of economics and business Universitat Pompeu Fabra, Intang. Cap, 11, pp. 577-588, (2015); Schnoes A.M., Caliendo A., Morand J., Dillinger T., Naffziger-Hirsch M., Moses B., Gibeling J.C., Yamamoto K.R., Lindstaedt B., McGee R., Et al., Internship Experiences Contribute to Confident Career Decision Making for Doctoral Students in the Life Sciences, CBE—Life Sci. Educ, 17, (2018); Gento A.M., Pimentel C., Pascual J.A., Lean school: An example of industry-university collaboration, Prod. Plan. Control, 32, pp. 473-488, (2021); Tufuor Kwarteng J., Servoh M., Connection between accounting graduates’ competences and job performance: Mediating role ofcontinuing professional development, Cogent Bus. Manag, 9, (2022); Ziberi B., Rexha D., Ukshini K., Skills Mismatch in t Labor Market: The Future of Work from the Viewpointof Enterprises Incase of Kosovo, J. Gov. Regul, 10, pp. 104-116, (2021); Pujol-Jover M., Riera-Prunera C., Abio G., Competences acquisition of university students: Do they match jobmarket’s needs?, Intang. Cap, 11, pp. 612-626, (2015); Vo N.T., Le L.H.P., Lam V.T.T., Challenges for Student Satisfaction of Internship Program in Hospitality and Tourism Industry in Vietnam, J. Qual. Assur. Hosp. Tour, 23, pp. 1298-1324, (2021); Nortcliffe A., Parveen S., Pink-Keech C., Statistically, does Peer Assisted Learning make a differenceona UK Engineering Degree Programme? HETL Scotland 2017, J. Appl. Res. High. Educ, 14, pp. 489-506, (2022); Kaseorg M., Pukkonen L., Roles and Satisfaction During Internship Program in Estonian Universities, An. Stiintifice Ale Univ. Al I Cuza Din Iasi -Sect. Stiinte Econ, 62, pp. 23-36, (2015); Alem J., Boudreau-Lariviere C., Evaluation of an Internship Assessment Grid for Francophone Physical and HealthEducation Student Interns, Can. J. Scholarsh. Teach. Learn, 3, (2012); Alemany-Costa J., Tornil X.P., Panades-Estruch L., The impact of the EHEA on the professional internships: Interviews with the academic coordinators, Intang. Cap, 12, pp. 420-443, (2016); Tinoco-Giraldo H., Sanchez E.M.T., Garcia-Penalvo F.J., E-Mentoring Pilot Program in Academic Internships:Effectiveness in Improving Participants’ Competencies, Sustainability, 14, (2022); Despujol I., Castaneda L., Turro C., What Does the Data Say about Effective University OnlineInternships? The Universitat Politècnica de València ExperienceUsing MOOC during COVID-19 Lockdown, Sustainability, 14, (2022); Salih S., Gameraddin M., Kamal S., Alsadi M., Tamboul J., Alsultan K., The Readiness for Interprofessional Education (IPE) in the School Setting among the Internship Students of Applied Medical Sciences at Taibah University, Adv. Med. Educ. Pract, 10, pp. 843-848, (2019); Romeo M., Yepes-Baldo M., Gonzalez V., Burset S., Martin C., Bosch E., Assessing Transversal Competences in Professional Internships: The Role of Assessment Agents, Int. J. Instr, 15, pp. 717-732, (2022); Karlsson P., Noela M., Beliefs influencing students’ career choices in Sweden and reasons for not choosing the accounting profession, J. Account. Educ, 58, (2022); Smith C., Chan J., Working for two bosses: Student interns as constrained labour in China, Hum. Relat, 68, pp. 305-326, (2015); Virgos-Sanchez M., Burguera-Condon J.-L., Perez-Herrero M.-H., La Formación Profesional Dual en la empresa desde la perspectiva de sus protagonistas (Dual Vocational Training in the company from the perspective of its protagonists), Rev. Complut. Educ, 33, pp. 27-39, (2022); Rojas J.E.Q., Tuesta J.E.Q., Work in Progress: Semi-Dual apprenticeship for the development of skill in professional training of the engineer, Proceedings of the 2020 IEEE World Conference on Engineering Education (EDUNINE 2020); Di Meglio G., Barge-Gil A., Camina E., Moreno L., Knocking on employment’s door: Internships and job attainment, High. Educ, 83, pp. 137-161, (2022); Kabyltaevna N.G., Maigeldiyeva S., Makasheva M., Saudabayeva G., Dzhanbubekova M., Nakhipbekovich K.M., Formation of postgraduate students’ professional competences through independent work, Cypriot J. Educ. Sci, 17, pp. 1888-1900, (2022); Monteiro S., Almeida L., Garcia-Aracil A., It’s a very different world”: Work transition and employability of higher education graduates, High. Educ. Ski. Work-Based Learn, 11, pp. 164-181, (2020); Cohen J., Statistical Power Analysis for the Behavioral Sciences, (1988); Spakovska K., Miklosikova M., Vanek M., Ballarin M., Factors Affecting the Motivation and Success of Technical University Students, Proceedings of the 14th International Multidisciplinary Scientific Geoconferences (SGEM); Michalcewicz-Kaniowska M., Zajdel M., Practical Education of Students in Aspects of the Economy and the Labor Market, Proceedings of the 12th International Technology, Education and Development Conference (INTED)","P. Krpálek; College of International and Public Relations Prague, Prague, U Santošky 17, 150 00, Czech Republic; email: krpalek@vsmvv.cz","","MDPI","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85140644502"
"Patel B.A.","Patel, Bhavik Anil (56073286300)","56073286300","A Chemical Analysis Laboratory Class Solely Assessed on the Accuracy and Precision of Student Data","2022","Journal of Chemical Education","99","10","","3585","3589","4","2","10.1021/acs.jchemed.2c00583","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139411271&doi=10.1021%2facs.jchemed.2c00583&partnerID=40&md5=0a8885b470407ad2b95aa2596e493473","School of Applied Sciences, University of Brighton, Huxley Building, Brighton, BN2 4GJ, United Kingdom","Patel B.A., School of Applied Sciences, University of Brighton, Huxley Building, Brighton, BN2 4GJ, United Kingdom","Accuracy and precision are measures of experimental error and are fundamental to most chemical analysis laboratory classes. Assessment of accuracy and precision is often based on the comprehension of the results generated by students rather than on the quality of the data generated. This activity focused on developing a chemical analysis laboratory class which focused solely on assessing the accuracy and precision of the data generated by students through a series of assays they conducted by following the British Pharmacopoeia monograph for paracetamol tablets. Students were given two attempts to conduct each assay. Guidance and feedback on the students' experimental practice was provided after the first attempt, to educate students on how they could improve the accuracy and precision of the data generated. For all assays conducted, the accuracy and precision was improved in the second attempt. Students felt the pressure of being assessed solely on accuracy and precision but found that this laboratory class enhanced their confidence in generating accurate data. Overall, students felt that this class provided a reflective experience of working within the chemical industry and thus provided a key activity to enhance student employability. © 2022 American Chemical Society. All rights reserved.","Analytical Chemistry; Instrumental Methods; Laboratory Instruction; Qualitative Analysis; Testing/Assessment; Upper-Division Undergraduate","","","","","","","","Locke D.C., Grossman W.E., The curriculum in quantitative analysis: results of a survey, Anal. Chem., 59, 13, pp. 829A-835A, (1987); Fahey A., Tyson J., Instrumental Analysis in the Undergraduate Curriculum, Anal. Chem., 78, pp. 4249-4254, (2006); Kovarik M.L., Galarreta B.C., Mahon P.J., McCurry D.A., Gerdon A.E., Collier S.M., Squires M.E., Survey of the Undergraduate Analytical Chemistry Curriculum, J. Chem. Educ., 99, (2022); Destino J.F., Gray S.E., Gross E.M., Riley K.R., Analytical Chemistry in Context, Active Learning in the Analytical Chemistry Curriculum, 1409, pp. 83-105, (2022); Warner D.L., Brown E.C., Shadle S.E., Laboratory Instrumentation: An Exploration of the Impact of Instrumentation on Student Learning, J. Chem. Educ., 93, 7, pp. 1223-1231, (2016); Pickral G.M., The laboratory use of chemical instrumentation in the undergraduate chemistry curriculum, J. Chem. Educ., 60, 12, (1983); Patel B.A., Threading career skills into classrooms, Nature Reviews Chemistry, 6, 4, pp. 237-238, (2022); Galloway K.W., Undergraduate perceptions of value: degree skills and career skills, Chemistry Education Research and Practice, 18, 3, pp. 435-440, (2017); Gao R., Lloyd J., Precision and Accuracy: Knowledge Transformation through Conceptual Learning and Inquiry-Based Practices in Introductory and Advanced Chemistry Laboratories, J. Chem. Educ., 97, 2, pp. 368-373, (2020); Wright J.C., Authentic learning environment in analytical chemistry using cooperative methods and open-ended laboratories in large lecture courses, J. Chem. Educ., 73, 9, (1996); Wong A.F.L., Fraser B.J., Assessment of Chemistry Laboratory Classroom Environments, Asia Pacific Journal of Education, 17, 2, pp. 41-58, (1997); Frey J.E., Laboratory Practical Examinations in Quantitative Analysis: Evaluating Accuracy, Precision, and Speed, Journal of chemical education, 71, 1, (1994); Hawk J., Ray S.J., Robinson J.K., Thomas-Smith T.E., Multi-Week Lab Projects Incorporate Breadth and Depth into Analytical Chemistry Laboratory Courses, Active Learning in the Analytical Chemistry Curriculum, 1409, pp. 221-248, (2022); Sebastian T.M., Qu K., Zeng X., Revamping a Classic Analytical Chemistry Laboratory Experiment to Improve Student Understanding of Chemical Analysis, Method Development, Validation, and Statistics, J. Chem. Educ., 98, 4, pp. 1415-1422, (2021); Stone D.C., Should students be graded on accuracy and precision? Assessment practices in analytical chemical education, Anal. Bioanal. Chem., 409, 7, pp. 1719-1724, (2017); British Pharmacopoeia 2016, (2016)","B.A. Patel; School of Applied Sciences, University of Brighton, Huxley Building, Brighton, BN2 4GJ, United Kingdom; email: b.a.patel@brighton.ac.uk","","American Chemical Society","","","","","","00219584","","JCEDA","","English","J Chem Educ","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85139411271"
"Suomi A.; Schofield T.; Haslam N.; Butterworth P.","Suomi, Aino (56315445800); Schofield, Timothy (37063607900); Haslam, Nick (7006820587); Butterworth, Peter (7006862228)","56315445800; 37063607900; 7006820587; 7006862228","Is unemployment benefit stigma related to poverty, payment receipt, or lack of employment? A vignette experiment about Australian views","2022","Analyses of Social Issues and Public Policy","22","2","","694","711","17","1","10.1111/asap.12313","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129364722&doi=10.1111%2fasap.12313&partnerID=40&md5=3ae62ec5f70a043fc4ade6dacf58cfe9","Research School of Population Health, The Australian National University, Canberra, Australia; Institute of Child Protection Studies, The Australian Catholic University, Canberra, Australia; Melbourne Institute of Applied Economic and Social Research, The University of Melbourne, Parkville, VIC, Australia; Melbourne School of Psychological Sciences, The University of Melbourne, Melbourne, VIC, Australia","Suomi A., Research School of Population Health, The Australian National University, Canberra, Australia, Institute of Child Protection Studies, The Australian Catholic University, Canberra, Australia; Schofield T., Melbourne Institute of Applied Economic and Social Research, The University of Melbourne, Parkville, VIC, Australia; Haslam N., Melbourne School of Psychological Sciences, The University of Melbourne, Melbourne, VIC, Australia; Butterworth P., Research School of Population Health, The Australian National University, Canberra, Australia, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne, Parkville, VIC, Australia","The present study sought to better understand the extent to which negative perceptions of people who receive unemployment benefits is due to their poverty status, their unemployment, and/or their receipt of income support payments. We sought to differentiate these three factors in a vignette-based experiment drawing on a large Australian general population sample (N = 778). Participants rated the personality and capability of two fictional characters. The key experimental manipulation of employment status and benefit receipt was embedded in description of other characteristics. Participants rated vignette characters who received unemployment benefits less favorably on personality (conscientiousness, emotional stability, agreeableness), competence, and warmth than characters described as having a job, as being poor, or as not having a job but without mention of receiving benefits. There was a gradient in the strength of negative assessments across these conditions, but only warmth, conscientiousness and employability distinguished between individuals receiving unemployment benefits and individuals without a job but no reference to benefit receipt. This study provides new insights showing that receiving benefits due to unemployment contributes to negative perceptions over and above the effects of poverty or being unemployed. © 2022 The Authors. Analyses of Social Issues and Public Policy published by Wiley Periodicals LLC on behalf of Society for the Psychological Study of Social Issues.","","Australia; income; perception; poverty; unemployment","","","","","Australian University Librarians; Australian Research Council, ARC, (DP16014178)","Funding text 1: The study is funded by the Australian Research Council (ARC) grant # DP16014178. Open access publishing facilitated by Australian National University, as part of the Wiley – Australian National University agreement via the Council of Australian University Librarians.; Funding text 2: The study is funded by the Australian Research Council (ARC) grant # DP16014178. 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On deservingness criteria and the conditionality of solidarity among the public, Policy & Politics, 28, 1, pp. 33-48, (2000); Van Oorschot W., Roosma F., The social legitimacy of targeted welfare and welfare deservingness, The social legitimacy of targeted welfare, (2017); Ward L.C., Thorn B.E., Clements K.L., Dixon K.E., Sanford S.D., Measurement of agency, communion, and emotional vulnerability with the Personal Attributes Questionnaire, Journal of Personality Assessment, 86, 2, pp. 206-216, (2006); Whiteford P., Whitehouse E., Pension challenges and pension reforms in OECD countries, Oxford Review of Economic Policy, 22, 1, pp. 78-94, (2006)","A. Suomi; Research School of Population Health, The Australian National University, Canberra, Australia; email: aino.suomi@anu.edu.au","","John Wiley and Sons Inc","","","","","","15297489","","","","English","Anal. Soc. Issues Public Policy","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85129364722"
"Hossain M.N.; Hossain M.Y.; Bao Y.; Kumar N.; Hoque M.R.","Hossain, Md. Nahin (57204397774); Hossain, Md. Yahin (57002008300); Bao, Yukun (7202213567); Kumar, Nilesh (57292114100); Hoque, Md. Rakibul (58297120500)","57204397774; 57002008300; 7202213567; 57292114100; 58297120500","A proposed model to design MOOCs through the lens of addressing graduate skill gap","2022","Higher Education, Skills and Work-based Learning","12","5","","963","982","19","8","10.1108/HESWBL-04-2021-0070","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126309163&doi=10.1108%2fHESWBL-04-2021-0070&partnerID=40&md5=62de1c229a8185e0dfe7b1358020c57f","Army Institute of Business Administration Savar, Savar, Bangladesh; School of Management, Huazhong University of Science and Technology, Wuhan, China; Centre For Modern Information Management, Huazhong University of Science and Technology, Wuhan, China; School of Business Administration, Zhejiang Gongshang University, Hangzhou, China; Department of Management Information System, University of Dhaka, Dhaka, Bangladesh","Hossain M.N., Army Institute of Business Administration Savar, Savar, Bangladesh; Hossain M.Y., School of Management, Huazhong University of Science and Technology, Wuhan, China; Bao Y., Centre For Modern Information Management, Huazhong University of Science and Technology, Wuhan, China; Kumar N., School of Business Administration, Zhejiang Gongshang University, Hangzhou, China; Hoque M.R., Department of Management Information System, University of Dhaka, Dhaka, Bangladesh","Purpose: The purpose of this study is to understand the mediating role of psychological need and immersive experience on graduates' skill gaps on massive open online courses (MOOCs) adoption intention. Design/methodology/approach: The proposed research model is developed by combining two popular theoretical models, namely, the self-determination theory, network externalities theory along technology adoption theory. Data are collected from 318 respondents to test the model. Structural equation modeling (SEM) is applied to analyze the data. Findings: The study reveals that the sense of psychological needs and immersive experience mediates the influence of skill gap and social interaction on MOOC adaption willingness. However, immersive experience alone cannot influence adoption intention. Similarly, psychological needs cannot have a significant impact on adoption intention without the graduate skill gap. Originality/value: This study specifically focuses on investigating the mechanism of how psychological needs satisfaction mediates the relationship between graduates' skill gap and MOOC adoption intention. The findings suggest us to develop a course that will increase learners employability skill. This study also contributes by incorporating the idea of immersive experience to facilitate improved virtual social interaction. © 2022, Emerald Publishing Limited.","Graduate skill gap; Immersive experience; MOOCs; Psychological need; Self-determination theory","","","","","","","","Adham R.S., Lundqvist K.O., MOOCS as a method of distance education in the Arab world--A review paper, European Journal of Open, Distance E-Learning and Digital Media, 18, pp. 123-139, (2015); Ahmad M.W., Mourshed M., Yuce B., Rezgui Y., Computational intelligence techniques for HVAC systems: a review, Building Simulation, 9, pp. 359-398, (2016); Al-Rahmi W.M., Alias N., Othman M.S., A model of factors affecting learning performance through the use of social media in Malaysian higher education, Computers & Education, 121, pp. 59-72, (2018); Arum R., Roksa J., Academically Adrift: Limited Learning on College Campuses, (2011); Ashforth B.E., Mael, Social identity theory and the organization, Academy of Management Review, 14, pp. 20-39, (1989); Blanco F., Echaluce S., From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs, International Journal of Educational Technology in Higher Education, 13, pp. 1-13, (2016); Blanco A.F., Echaluce M.L.S., Penalvo F.J.G., From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs, International Journal of Educational Technology in Higher Education, 14, pp. 1-13, (2016); Breslow L., Pritchard D.E., Deboer J., Studying learning in the worldwide classroom research into edX's first MOOC, Research Practice in Assessment, 8, pp. 13-25, (2013); Bryman A., Cramer D., Quantitative Data Analysis with SPSS 12 and 13: A Guide for Social Scientists, (2004); Byrne B.M., Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming, (2016); Campbell J., Gibbs A., Najafi H., A comparison of learner intent and behaviour in live and archived MOOCs, International Review of Research in Open Distributed Learning, 15, pp. 235-262, (2014); Chen K.-C., Jang S.-J., Motivation in online learning: testing a model of self-determination theory, Journal of Computers in Human Behavior, 26, pp. 741-752, (2010); Chin W.W., The partial least squares approach to structural equation modeling, Modern Methods for Business Research, 295, pp. 295-336, (1998); Datu, Mateo, Perceived autonomy support moderates the relations between counseling self-efficacy and flow among Filipino counselors, Current Psychology, 35, pp. 69-76, (2016); David S., Shah A., MOOCs, graduate skills gaps, and employability: a qualitative systematic review of the literature, International Review of Research in Open Distributed Learning: IRRODL, 17, pp. 67-90, (2016); Deci E.L., Ryan R.M., Self-determination Theory. 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Riva G., Mantovani F., Capideville C.S., Preziosa A., Morganti F., Villani D., Gaggioli A., Botella C., Alcaniz M., Affective interactions using virtual reality: the link between presence and emotions, CyberPsychological Research on Cyberspace, 10, pp. 45-56, (2007); Roca J.C., Gagne M., Understanding e-learning continuance intention in the workplace: a self-determination theory perspective, Computers in Human Behavior, 24, pp. 1585-1604, (2008); Rose D., Martin J.R., Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School, (2012); Ryan R.M., Deci E.L., Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being, Journal of American Psychologist, 55, (2000); Santandreu Calonge D., Aman Shah M., MOOCs, graduate skills gaps, and employability: a qualitative systematic review of the literature, International Review of Research in Open and Distributed Learning: IRRODL, 17, 5, pp. 67-90, (2016); Sharrock G., Making sense of the MOOCs debate, Journal of Higher Education Policy and Management, 37, pp. 597-609, (2015); Shukor N.A., Abdullah Z., Using learning analytics to improve MOOC instructional design, International Journal of Emerging Technologies in Learning, 14, pp. 6-17, (2019); Smirnov V.P., Belkin V.G., Experience in the application of the principle of methodological pluralism in the study of entrepreneurship, Asian Social Science, 11, (2015); Sorebo O., Halvari H., Gulli V.F., The role of self-determination theory in explaining teachers' motivation to continue to use e-learning technology, Computer Education and Information Technologies, 53, pp. 1177-1187, (2009); Thill M., Rosenzweig J.W., Wallis L., The relationship between student demographics and student engagement with online library instruction modules, Evidence Based Library Information Practice, 11, (2016); Van Velsor E., Wright J., Expanding the Leadership Equation: Developing Next-Generation Leaders, (2012); Zhang M., Yin S., Luo M., Learner control, user characteristics, platform difference, and their role in adoption intention for MOOC learning in China, Australasian Journal of Educational Technology, 33, 1, (2017); Zhou M., Chinese university students' acceptance of MOOCs: a self-determination perspective, Computers & Education, 92, pp. 194-203, (2016)","M.N. Hossain; Army Institute of Business Administration Savar, Savar, Bangladesh; email: md.nahinhossainsaad@yahoo.com","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85126309163"
"Cain L.; Goldring J.E.; Scott Jones J.","Cain, Liz (36127519200); Goldring, John E. (56445086800); Scott Jones, Julie (56129318500)","36127519200; 56445086800; 56129318500","Getting students out there; using community partnerships to engage students","2022","Higher Education, Skills and Work-based Learning","12","4","","763","774","11","0","10.1108/HESWBL-12-2020-0257","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121495211&doi=10.1108%2fHESWBL-12-2020-0257&partnerID=40&md5=8d4d7de9fefc155e5aec0f63f7059f7a","Sociology, Manchester Metropolitan University, Manchester, United Kingdom","Cain L., Sociology, Manchester Metropolitan University, Manchester, United Kingdom; Goldring J.E., Sociology, Manchester Metropolitan University, Manchester, United Kingdom; Scott Jones J., Sociology, Manchester Metropolitan University, Manchester, United Kingdom","Purpose: The purpose of the paper is to discuss the “Q-Step in the Community” programme, part of the Q-Step Centre based in the Sociology Department at Manchester Metropolitan University, designed to help address the skills gap in quantitative methods (QM) that is evident across parts of the UK higher-education sector. “Q-Step in the Community” is a data-driven work-based learning programme that works in partnership with local organisations to provide placement opportunities for final year undergraduates and postgraduates. Students conduct a quantitative research project, which is typically identified by the placement provider. Design/methodology/approach: The authors use quantitative and qualitative feedback from students and placement providers, along with our own reflections on the process to evaluate the placement programme. Data were collected through a focus group and email interviews with placement providers, along with a questionnaire, which was distributed to “Q-Step in the Community” alumni. Findings: Data-driven work-based learning opportunities allow students to develop and demonstrate their quantitative skills and support networking opportunities whilst also developing valuable soft-skills experience of the workplace that develops their career-readiness. In addition, those opportunities provide valuable research for placement providers, which support their sustainability and enhance their service delivery. Research limitations/implications: The research focusses solely on one programme at one university offering quantitative data driven work-based learning opportunities at undergraduate and post-graduate level. It is not possible to make valid comparisons between those who do a placement with those who do not. Originality/value: Views of key stakeholders in the process have been sought for this research, which can be useful to consider for others considering developing similar programmes for their students. © 2021, Emerald Publishing Limited.","Employability; Experiential learning; Higher education; Quantitative methods; Work-based learning","","","","","","Higher Education Funding Council for England, HEFCE, (41353); Economic and Social Research Council, ESRC; Nuffield Foundation","Funding text 1: Funding: This research study is funded by the Nuffield Foundation, Economic and Social Research Council and Higher Education Funding Council for England under award number 41353.; Funding text 2: This article reports on the “Q-Step in the Community” programme at Manchester Metropolitan University. The Q-Step programme, funded by the Nuffield Foundation, the Economic and Social Research Council and the Higher Education Funding Council for England, established 15 Q-Step centres across the UK, with the core aim of addressing the deficit of social science graduates with quantitative skills (; ; ). Quantitative methods in the UK are often taught at undergraduate level in large compulsory research methods modules, where they compete for space with qualitative approaches (). Since the 1960s, a “cultural shift” towards qualitative approaches has occurred as has a preference for theory over empirical study (; ). A critical point of contention is that without undergraduates interested in acquiring or applying quantitative skills, a downward spiral will eventually occur, resulting in a persistent shortage of quantitative academics and researchers to teach or use quantitative skills in the social sciences (). At the undergraduate level, the primary barriers to QM engagement are reported to be “maths anxiety,” an inability to see the relevance of quantitative skills within the disciplinary context; a lack of opportunities to develop and practise quantitative skills outside of large research methods modules and an inability to see the real-world relevance of quantitative skills (; ). With a specific focus on data-driven work-based learning, where students get the opportunity to apply quantitative skills in an applied context, this article investigates these latter two barriers. Our objective is that by examining this pedagogical approach, we will be able to provide a framework for students to practise and build their quantitative skills whilst simultaneously offering opportunities for them to use those skills in real-world research settings. This was achieved by establishing a placement programme that matched students with organisations to do quantitative research. Since its inception in 2013, we have engaged with over 60 organisations and 239 students who have conducted quantitative research on their behalf. ","Adamuti-Trache M., Hyle A.E., Building university-community partnerships, Community Engagement in Higher Education: Policy Reforms and Practice, pp. 73-88, (2015); Bennett D., McCarthy M., O'Flynn S., Kelly M., In the eye of the beholder: student perspectives on professional roles in practice, Medical Education, 47, pp. 397-407, (2013); Blane D., The use of quantitative medical sociology, Sociology of Health and Illness, 25, pp. 115-130, (2003); Bond C., The psychological impact of receiving tutor feedback in higher education: a mixed methodological approach, SAGE Research Methods Cases, (2014); Bourdieu P., The Logic of Practice, (1990); Bringle R.G., Hatcher J.A., Campus–community partnerships: the terms of engagement, Journal of Social Issues, 58, pp. 503-516, (2002); Brooks R., Evaluating the impact of placements on employability, Employability, Enterprise and Citizenship in Higher Education Conference 2012, (2012); Brooks R., Youngson P.L., Undergraduate work placements: an analysis of the effects on career progression, Studies in Higher Education, 41, 9, pp. 1563-1578, (2016); Campbell S., Macmillan L., Murphy R., Wyness G., Inequalities in student to course match: evidence from linked administrative data, (2019); Charmaz K., Grounded theory: objectivist and constructivist methods, Handbook of Qualitative Research, pp. 509-535, (2000); Clark M., Zukas M., Understanding successful sandwich placements: a Bourdieusian approach, Studies in Higher Education, 41, 7, pp. 1281-1295, (2016); Clark G., Marsden R., Whyatt J.D., Thompson L., Walker M., It's everything else you do…”: alumni views on extracurricular activities and employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2017); Conway C., Humphrey L., Benneworth P., Charles D., Younger P., Characterising modes of university engagement with wider society: a literature review and survey of best practice, (2009); Cottone A.M., Yoon S., Improving the design of undergraduate biology courses toward the goal of retention: the case of real-world inquiry and active learning through metagenomics, Journal of Microbiological Education, 21, 1, (2020); Diver G., Emotional challenges and pre-placement preparations: a cross-disciplinary, longitudinal study of “learner-worker” undergraduates (in an Irish HEI), Higher Education, Skills and Work-Based Learning, (2020); Eden S., Out of the comfort zone: enhancing work-based learning about employability through student reflection on work placements, Journal of Geography in Higher Education, 38, 2, pp. 266-276, (2014); Ellingson L.L., Engaging Crystallization in Qualitative Research, (2009); Fitzpatrick K., A mixed methods portrait of urban instrumental music teaching, Journal of Research in Music Education, 59, 3, pp. 229-256, (2011); Gibson D., Tavlaridis V., Work-based learning for enterprise education? The case of Liverpool John Moores University ‘live’ civic engagement projects for students, Higher Education, Skills and Work-Based Learning, 8, 1, pp. 5-14, (2018); Grundy S., The past, present and future of Q-step – a programme creating a step-change in quantitative social science skills, Numeracy, 13, (2020); The Graduate Market in 2014, (2019); Hilton S.R., Slotnick H.B., Proto-professionalism: how professionalism occurs across the continuum of medical education, Medical Education, 39, 1, pp. 58-65, (2005); Holton M., Learning the rules of the ‘student game’: transforming the ‘student habitus’ through [im]mobility, Environment and Planning, 47, 11, pp. 2373-2388, (2015); Kettis A., Ring L., Gustavsson M., Wallman A., Placements: an underused vehicle for quality enhancement in higher education?, Quality in Higher Education, 19, 1, pp. 28-40, (2013); MacInnes J., Proposals to Support and Improve the Teaching of Quantitative Research Methods at Undergraduate Level in the UK, (2009); Macmillan R., Ellis Paine A., The third sector in a strategically selective landscape - the case of commissioning public services, Journal of Social Policy, 50, 3, pp. 606-626, (2021); McKinnon J., Breaking bad habitus: using devised performance to challenge students’ perceptions of themselves as students, The Journal of Applied Theatre and Performance, 21, 4, pp. 535-550, (2016); The English Indices of Deprivation 2019, (2019); Morley D.A., Gleeson T., Mey K., Warren-Perkinson A., Bourne T., King A.E., Cooper L., Reavey D., Working and learning through the local community: four case studies from higher education that promote civic engagement, Applied Pedagogies for Higher Education, (2021); Nowell L.S., Norris J.M., White D.E., Moules N.J., Thematic analysis: striving to meet the trustworthiness criteria, International Journal of Qualitative Methods, 16, 1-1, (2017); O'Connor C., Joffe H., Intercoder reliability in qualitative research: debates and practical guidelines, International Journal of Qualitative Methods, 19, pp. 1-13, (2020); Parker J., Dobson A., Scott S., Wyman M., Sjostedt-Landen A., International benchmarking review of best practice in the provision of undergraduate teaching in quantitative methods in the social sciences, (2008); Richardson L., Writing: a method of inquiry, Handbook of Qualitative Research, pp. 923-943, (2000); Richter C., Allert H., Design as critical engagement in and for education, EDeR - Educational Design Research, 1, 1, pp. 1-20, (2017); Ryan L., Golden A., ‘Tick the box please’: a reflexive approach to doing quantitative social research, Sociology, 40, 6, pp. 1191-1200, (2006); Scott Jones J., Goldring J.E., I'm not a quants person’; key strategies in building competence and confidence in staff who teach quantitative research methods, International Journal of Social Research Methodology, 18, 5, pp. 479-494, (2015); Smith S., Smith C., Caddell M., Can pay, should pay? Exploring employer and student perceptions of paid and unpaid placements, Active Learning in Higher Education, 16, 2, pp. 149-164, (2015); Spence C., Carter C., An exploration of the professional habitus in the Big 4 accounting firms, Work, Employment and Society, 28, 6, pp. 946-962, (2014); Stewart, Alrutz, Meaningful relationships: cruxes of university community partnership for sustainable and happy engagement, Journal of Community Engagement and Scholarship, 5, 1, pp. 44-55, (2012); Tomlinson M., The degree is not enough: students' perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Usher L.E., The Case for Reflexivity in Quantitative Survey Research in Leisure Studies: Lessons from Surf Research, (2021); Walker S., Read S., Priest H., Use of reflexivity in a mixed-methods study, Nurse Researcher, 20, 3, pp. 38-43, (2013); Williams M., Collett C., Rice R., Baseline Study of Quantitative Methods in British Sociology, (2004)","L. Cain; Sociology, Manchester Metropolitan University, Manchester, United Kingdom; email: l.cain@mmu.ac.uk","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85121495211"
"Watermeyer R.; Derrick G.E.; Batalla M.B.","Watermeyer, Richard (36440857400); Derrick, Gemma Elizabeth (37074328000); Batalla, Mar Borras (58298654600)","36440857400; 37074328000; 58298654600","Affective auditing: The emotional weight of the research excellence framework","2022","Research Evaluation","31","4","","498","506","8","2","10.1093/reseval/rvac041","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160856386&doi=10.1093%2freseval%2frvac041&partnerID=40&md5=b4ac906df6ccf81e2aad83174ceeb167","Centre for Higher Education Transformations (CHET), School of Education, University of Bristol, Berkeley Square, Bristol, BS8 1JA, United Kingdom","Watermeyer R., Centre for Higher Education Transformations (CHET), School of Education, University of Bristol, Berkeley Square, Bristol, BS8 1JA, United Kingdom; Derrick G.E., Centre for Higher Education Transformations (CHET), School of Education, University of Bristol, Berkeley Square, Bristol, BS8 1JA, United Kingdom; Batalla M.B., Centre for Higher Education Transformations (CHET), School of Education, University of Bristol, Berkeley Square, Bristol, BS8 1JA, United Kingdom","In aggressively neo-liberalized higher education systems and in ‘high-performing’ research units—typically academic schools in high-ranking research universities—research assessment has come to dominate the daily organization and enactment of research and research culture. So much so in fact that academics’ research praxis, their employability, career trajectories and very lexicon are in synthesis with the manufacture and mediation of performance values, often to the detriment of collegiality, critical citizenship, and self-efficacy. Research assessment as a technology of governance is thus also a ‘disruptive technology’ epidemic to the (re)making of academic lives. Notwithstanding, studies of the affective aspects of research assessment and its emotional manipulation of academic lives are at best thin. Further, less is known of what we call ‘affective auditing’ from the perspective of academic middle-managers with institutional responsibility for implementing assessment procedures and with direct experience of the disruptiveness of research assessment at meso and micro levels. By way of response, this article reports on findings from interviews with academic middle or quasi-managers responsible for overseeing research assessment in research elite universities in the high-performance and highly pressurized research context of the UK. These accounts elucidate the weight of ‘affective auditing’ on academic researchers and academic quasi-managers and the extent to which research assessment shapes the emotional contours of research lives. © The Author(s) 2022. Published by Oxford University Press.","affect; audit; emotive affect; research culture; Research excellence framework","","","","","","","","Adler N. J., Harzing A.-W., When Knowledge Wins: Transcending the Sense and Nonsense of Academic Rankings, Academy of Management Learning & Education, 8, pp. 72-95, (2009); Ahmed S., Affective Economies, Social Text, 22, pp. 117-139, (2004); Ahmed S., Afterword: Emotions and Their Objects, The Cultural Politics of Emotion, pp. 204-233, (2014); Akkerman S. F., Bakker A., Boundary crossing and boundary objects, Review of Educational Research, 81, pp. 132-169, (2011); Bandola-Gill J., Between Relevance and Excellence? Research Impact Agenda and the Production of Policy Knowledge, Science and Public Policy, 46, pp. 895-905, (2019); Beck U., Risk Society: Towards a New Modernity, (1992); Bericat E., The Sociology of Emotions, Current Sociology, 64, pp. 491-513, (2016); Berlant L., Cruel Optimism, The Affect Theory Reader, pp. 93-117, (2010); Blackmore P., Kandiko C. B., Motivation in academic life: a prestige economy, Research in Post-Compulsory Education, 16, pp. 399-411, (2011); Brennan T., The Transmission of Affect, (2004); Butler J., Precarious life: The powers of mourning and justice, (2020); Charmaz K., Constructing Grounded Theory: A Practical Guide through Qualitative Analysis, (2006); Clegg S., The Space of Academia: Privilege, Agency and the Erasure of Affect, Privilege, Agency and Affect, pp. 71-87, (2013); Collini S., Speaking of Universities, (2017); de Rijcke S., Wouters P. F., Rushforth A. D., Franssen T. P., Hammarfelt B., Evaluation Practices and Effects of Indicator Use: A Literature Review, Research Evaluation, 25, pp. 161-169, (2016); Derrick G., The Evaluators’ Eye, (2018); Derrick G., How COVID-19 Lockdowns Could Lead to a Kinder Research Culture, Nature, 581, pp. 107-108, (2020); Gregg M., Seigworth G. J., The affect theory reader, (2010); Harley S., The Impact of Research Selectivity on Academic Work and Identity in UK Universities, Studies in Higher Education, 27, pp. 187-205, (2002); Henkel M., Academic Identities and Policy Change in Higher Education, (2000); Meyer J. W., Rowan B., Institutionalized Organizations: Formal Structure as Myth and Ceremony, American Journal of Sociology, 83, pp. 340-363, (1977); Muller J. Z., The Tyranny of Metrics, (2019); Oancea A., Research Governance and the Future(s) of Research Assessment, Palgrave Communications, 5, pp. 1-12, (2019); Olssen M., Michel Foucault: Materialism and Education, (2016); Power M., The Audit Explosion, (1994); Power M., The Audit Society: Rituals of Verification, (1997); Shore C., Audit Culture and Illiberal Governance: Universities and the Politics of Accountability, Anthropological Theory, 8, pp. 278-298, (2008); Sirris S., Coherent Identities and Roles? Hybrid Professional Managers’ Prioritizing of Coexisting Institutional Logics in Differing Contexts, Scandinavian Journal of Management, 35, (2019); Smith K. E, Bandola-Gill J., Meer N., Stewart E., Watermeyer R., The impact agenda: Controversies, consequences and challenges, (2020); Soderlind J., Geschwind L., Making Sense of Academic Work: The Influence of Performance Measurement in Swedish Universities, Policy Reviews in Higher Education, 3, pp. 75-93, (2019); Watermeyer R., Competitive Accountability in Academic Life: The Struggle for Social Impact and Public Legitimacy, (2019); Watermeyer R., Crick T., Knight C., Goodall J., COVID-19 and Digital Disruption in UK Universities: Afflictions and Affordances of Emergency Online Migration, Higher Education, 81, pp. 623-641, (2021); Watermeyer R., Olssen M., Excellence’ and Exclusion: The Individual Costs of Institutional Competitiveness, Minerva, 54, pp. 201-218, (2016); Watermeyer R., Chubb J., Evaluating ‘impact’ in the UK’s Research Excellence Framework (REF): liminality, looseness and new modalities of scholarly distinction, Studies in Higher Education, 44, pp. 1554-1566, (2019); Watermeyer R., Rowe G., Public Engagement Professionals in a Prestige Economy: Ghosts in the Machine, Studies in Higher Education, 47, pp. 1297-1310, (2022); Watermeyer R., Tomlinson M., Competitive Accountability and the Dispossession of Academic Identity: Haunted by an Impact Phantom, Educational Philosophy and Theory, 54, pp. 92-103, (2022); Winter R., Academic Manager or Managed Academic? Academic Identity Schisms in Higher Education, Journal of Higher Education Policy and Management, 31, pp. 121-131, (2009)","R. Watermeyer; Centre for Higher Education Transformations (CHET), School of Education, University of Bristol, Bristol, Berkeley Square, BS8 1JA, United Kingdom; email: richard.watermeyer@bristol.ac.uk; G.E. Derrick; Centre for Higher Education Transformations (CHET), School of Education, University of Bristol, Bristol, Berkeley Square, BS8 1JA, United Kingdom; email: gemma.derrick@bristol.ac.uk","","Oxford University Press","","","","","","09582029","","","","English","Res. Eval.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85160856386"
"Vreuls R.J.A.; Mockenhaupt J.; Tillmann V.; Anneken V.","Vreuls, Ruud Joseph Alida (57946757900); Mockenhaupt, Jonas (57947076100); Tillmann, Vera (55960651400); Anneken, Volker (36025030600)","57946757900; 57947076100; 55960651400; 36025030600","Effect of Indoor Climbing on Occupational Self-Efficacy and Employability: Results of a 10-Month Randomised Controlled Study of Persons with Intellectual Disability","2022","International Journal of Environmental Research and Public Health","19","20","13399","","","","1","10.3390/ijerph192013399","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140918590&doi=10.3390%2fijerph192013399&partnerID=40&md5=3df92a8ac662c32687f569b9a2edbf36","FIBS gGmbH, Research Institute for Inclusion by Physical Activity and Sport, Associated Institute with the German Sport University Cologne, Paul-R.-Kraemer-Allee 100, Frechen, 50226, Germany","Vreuls R.J.A., FIBS gGmbH, Research Institute for Inclusion by Physical Activity and Sport, Associated Institute with the German Sport University Cologne, Paul-R.-Kraemer-Allee 100, Frechen, 50226, Germany; Mockenhaupt J., FIBS gGmbH, Research Institute for Inclusion by Physical Activity and Sport, Associated Institute with the German Sport University Cologne, Paul-R.-Kraemer-Allee 100, Frechen, 50226, Germany; Tillmann V., FIBS gGmbH, Research Institute for Inclusion by Physical Activity and Sport, Associated Institute with the German Sport University Cologne, Paul-R.-Kraemer-Allee 100, Frechen, 50226, Germany; Anneken V., FIBS gGmbH, Research Institute for Inclusion by Physical Activity and Sport, Associated Institute with the German Sport University Cologne, Paul-R.-Kraemer-Allee 100, Frechen, 50226, Germany","(1) Background: Indoor climbing has different effects at various levels, including physical, psychological, and social ones. It is of high interest to assess whether social skills developed through climbing can be transferred to another environment, such as the working environment. This study investigates the effects of indoor climbing on employability and occupational self-efficacy of people with intellectual disability, who possess lower levels of social competences in general. (2) Methods: A randomised controlled study (RCT) experimental study design with three groups was formed—one intervention (IG) and two control groups (CGI&II). For 10 months, the IG went climbing (two times per week), whereas the first CG followed a sports programme and the second CG served as controls. (3) Results: IG participants showed significant improvement in mental and somatic health over time. Regarding occupational self-efficacy, females had a significantly lower mean. Nevertheless, only the IG’s female participants mean increased significantly over time. (4) Conclusions: Indoor climbing can be effective for improving occupational health and can be beneficial for specific groups; however, additional research is needed to further specify the influence of indoor climbing on a wider variety of aspects of the life of people with intellectual disability. © 2022 by the authors.","employability; indoor climbing; intellectual disability; occupational self-efficacy; RCT","Female; Humans; Intellectual Disability; Persons with Mental Disabilities; Research Design; Self Efficacy; Sports; employment; experimental study; health impact; mental disorder; recreational activity; sport; adult; aged; Article; climbing; controlled study; employability; female; human; indoor climbing; intellectual impairment; life event; major clinical study; male; mental health; occupational self efficacy; physical constitution and health; randomized controlled trial; self concept; sex difference; social competence; sports and sport related phenomena; methodology; self concept; sport","","","","","German Social Accident Insurance Institution; Health and Welfare Services","This research was funded by German Social Accident Insurance Institution for the Health and Welfare Services.","Tokyo 2020 Additional Event Programme, (2020); Lutter C., El-Sheikh Y., Schoffl I., Schoffl V., Sport climbing: Medical considerations for this new Olympic discipline, Br. 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Gesundheitspsychologie, pp. 195-216, (2006); Dorscht L., Karg N., Book S., Graessel E., Kornhuber J., Luttenberger K., A German climbing study on depression: A bouldering psychotherapeutic group intervention in outpatients compared with state-of-the-art cognitive behavioural group therapy and physical activation-study protocol for a multicentre randomised controlled trial, BMC Psychiatry, 19, (2019); Kleinstauber M., Reuter M., Doll N., Fallgatter A.J., Rock climbing and acute emotion regulation in patients with major depressive disorder in the context of a psychological inpatient treatment: A controlled pilot trial, Psychol. Res. Behav. Manag, 10, pp. 277-281, (2017); Velikonja O., Curic K., Ozura A., Jazbec S.S., Influence of sports climbing and yoga on spasticity, cognitive function, mood and fatigue in patients with multiple sclerosis, Clin. Neurol. Neurosurg, 112, pp. 597-601, (2010); Li L., Ru A., Liao T., Zou S., Niu X.H., Wang Y.T., Effects of rock climbing exercise on physical fitness among college students: A review article and meta-analysis, Iran. J. Public Health, 47, pp. 1440-1452, (2018); Schinhan M., Neubauer B., Pieber K., Gruber M., Kainberger F., Castellucci C., Sabeti-Aschraf M., Climbing Has a Positive Impact on Low Back Pain: A Prospective Randomized Controlled Trial, Clin. J. Sport Med. Off. J. Can. Acad. Sport Med, 26, pp. 199-205, (2016); Siegel S.R., Fryer S.M., Rock Climbing for Promoting Physical Activity in Youth, Am. J. Lifestyle Med, 11, pp. 243-251, (2017); Kern C., Entwicklung eines therapeutischen Kletterprogramms und Evaluation seiner Effekte auf Personen mit Multipler Sklerose, Ph.D. Thesis, (2014); Steimer J., Weissert R., Effects of Sport Climbing on Multiple Sclerosis, Front. Physiol, 8, (2017); Lazik D., Bernstadt W., Kittel R., Luther S., Therapeutisches Klettern, (2008); Lamprecht T., Klettern mit Geistig Behinderten Menschen: Ein Lehr- und Lernkonzept mit Praktischen Übungsbeispielen, (2019); Hackett G., Self-efficacy in career choice and development, Self-Efficacy in Changing Societies, pp. 232-258, (1999); Faul F., Erdfelder E., Buchner A., Lang A.-G., Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses, Behav. Res. Methods, 41, pp. 1149-1160, (2009); Cohen J., Statistical Power Analysis for the Behavioral Sciences, (1988); Hanke J., Ruf U.P., SelbstCheck Beschäftigungsfähigkeit 2.0: Eigene Potenziale Einschätzen und Ziele Entwicken. Reihe Arbeit, Gesundheit, Umwelt, Technik: H. 70, (2008); Schyns B., von Collani G., Berufliche Selbstwirksamkeitserwartung. Zusammenstellung sozialwissenschaftlicher Items und Skalen, (2014); Finlay W.M.L., Lyons E., Methodological issues in interviewing and using self-report questionnaires with people with mental retardation, Psychol. Assess, 13, pp. 319-335, (2001); Finlay W.M.L., Lyons E., Acquiescence in Interviews with people who have mental retardation, Ment. Retard, 40, pp. 14-29, (2002); Matikka L., Vesala H.T., Acquiescence in quality-of-life interviews with adults who have mental retardation, Ment. Retard, 35, pp. 75-82, (1997); Sigelman C.K., Budd E.C., Spanhel C.L., Schoenrock C.J., When in Doubt, Say Yes: Acquiescence in Interviews with Mentally Retarded Persons, Ment. Retard, 19, pp. 53-58, (1981); Schafers M., Lebensqualität aus Nutzersicht: Wie Menschen mit Geistiger Behinderung ihre Lebenssituation Beurteilen, (2008); Released 2017. IBM SPSS Statistics for Windows, Version 25.0, (2017); Cohen J., A power primer, Psychol. Bull, 122, pp. 155-159, (1992); Moher D., Schulz K.F., Altman D.G., The CONSORT Statement: Revised Recommendations for Improving the Quality of Reports of Parallel-Group Randomised Trials, Lancet, 357, pp. 1191-1194, (2001); Hatton C., Psychosocial interventions for adults with intellectual disabilities and mental health problems: A review, J. Ment. Health, 11, pp. 357-374, (2002); Dagnan D., Psychosocial interventions for people with intellectual disabilities and mental ill-health, Curr. Opin. Psychiatry, 20, pp. 456-460, (2007); Stief M., Selbstwirksamkeitserwartungen, Ziele und Berufserfolg: Eine Längsschnittstudie, (2001); Loeb C., Stempel C., Isaksson K., Social and emotional self-efficacy at work, Scand. J. Psychol, 57, pp. 152-161, (2016); Ridgeway C.L., Interaction and the conservation of gender inequality: Considering employment, Am. Sociol. Rev, 62, pp. 218-235, (1997); Betz N.E., Hackett G., Applications of self-efficacy theory to the career assessment of women, J. Career Assess, 5, pp. 383-402, (1997); Betz N.E., Hackett G., The relationship of career-related self-efficacy expectations to perceived career options in college women and men, J. Couns. Psychol, 28, pp. 399-410, (1981); Glebova E., Desbordes M., Technology innovations in sports: Typology, nature, courses and impact, Innovation and Entrepreneurship in Sport Management, pp. 57-72, (2021)","R.J.A. Vreuls; FIBS gGmbH, Research Institute for Inclusion by Physical Activity and Sport, Associated Institute with the German Sport University Cologne, Frechen, Paul-R.-Kraemer-Allee 100, 50226, Germany; email: vreuls@fi-bs.de","","MDPI","","","","","","16617827","","","36293977","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85140918590"
"Pathade S.S.; Singh B.P.; Chander M.; Bardhan D.; Verma M.R.; Singh Y.P.","Pathade, Santosh S. (57195225890); Singh, B.P. (55531890200); Chander, Mahesh (7004546791); Bardhan, D (24376198700); Verma, Med Ram (16317881500); Singh, Y.P. (58118053200)","57195225890; 55531890200; 7004546791; 24376198700; 16317881500; 58118053200","Potential of livestock production systems: Explaining employability and milk productivity through multivariate typology","2022","Indian Journal of Animal Sciences","92","7","","902","907","5","0","10.56093/ijans.v92i7.105365","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135137611&doi=10.56093%2fijans.v92i7.105365&partnerID=40&md5=faf7f7d3259c49dfd2e448c5cf374db5","ICAR-Indian Veterinary Research Institute, Izatnagar, Uttar Pradesh, 243 122, India","Pathade S.S., ICAR-Indian Veterinary Research Institute, Izatnagar, Uttar Pradesh, 243 122, India; Singh B.P., ICAR-Indian Veterinary Research Institute, Izatnagar, Uttar Pradesh, 243 122, India; Chander M., ICAR-Indian Veterinary Research Institute, Izatnagar, Uttar Pradesh, 243 122, India; Bardhan D., ICAR-Indian Veterinary Research Institute, Izatnagar, Uttar Pradesh, 243 122, India; Verma M.R., ICAR-Indian Veterinary Research Institute, Izatnagar, Uttar Pradesh, 243 122, India; Singh Y.P., ICAR-Indian Veterinary Research Institute, Izatnagar, Uttar Pradesh, 243 122, India","A study was conducted in four different agro-climatic zones of Maharashtra state in India. The typology was developed with an aim to identify livestock production system, employment generation, and milk productivity of livestock production system. Multivariate statistical technique, i.e. Cluster analysis (CA) was used to classify groups of farm households with similar farm characteristics into four homogenous clusters, viz. households possessing small landholding, a larger high yielding dairy stock with small goat flock size (37.5%); small landholding with a small stock of high yielding dairy animal and small goat flock size (39%); large landholding with large high yielding dairy stock and small flock size (13.5%); small landholding with small high yielding dairy stock and large flock size (10%). It was observed that 47.5% of the respondents had dairy and 31.3% had a goat production system. The total man-days generated for family labour were high (165.87) for cluster 2 households while, for hired labour, man-days generated were high for cluster 4 households. Milk yield index was significantly high for cluster 3 and cluster 1 households. Spearman correlation revealed that independent variables, viz. total SAU, flock size, income from dairy and goat production system positively correlated with milk productivity, employment generation (man-days) and gross annual income. Multiple regression analysis revealed that the integration of dairy and goat farming along with technology adoption significantly influenced the employment generation of small landholders. © 2022 Indian Council of Agricultural Research. All rights reserved.","Dairy; Goat production system; Man-days; Milk yield index; Multivariate typology","adoption; adult; agricultural worker; article; cluster analysis; employability; employment; goat; herd; household; human; human experiment; independent variable; livestock; Maharashtra; male; milk; milk yield; multiple regression; nonhuman; productivity","","","","","","","Annual report, (2019); Bashir B P, Venkatachalapathy R T, Mohan S K., A study on annual expenditure and income from goat farming in Kerala, Journal of Extension Education, 29, 4, pp. 5978-5983, (2017); Bayan B, Dutta M K., Effect of crossbred cattle adoption on employment generation in Assam, Indian Journal of Dairy Science, 71, 1, pp. 110-114, (2018); Bidogeza J C, Berentsen P, De Graaff J, Oude Lansink A G., Multivariate typology of farm households based on socio-economic characteristics explaining the adoption of new technology in Rwanda, Food Security, 1, 3, pp. 321-335, (2009); Chenyambuga S W, Jackson M, Ndemanisho E E, Konwihangilo D M., Profitability and contribution of small-scale dairy goat production to the income of smallholder farmers in Babati and Kongwa districts, Tanzania, Livestock Research for Rural Development, 26, 2, (2014); Joshi P, Tiwari R, Roy R, Dutt T., Significance of Badri cattle in rural household of Uttarakhand hills, Indian Journal of Animal Sciences, 89, 3, pp. 90-94, (2019); Kumar R, Tripathi H., The profitability of cross breeding among the dairy farmers, Indian Research Journal of Extension Education, 11, 21, pp. 32-38, (2016); Naik P K, Dhuri R B, Swain B K, Karunakaran M, Chakurkar E B, Singh N P., Analysis of existing dairy farming in Goa, Indian Journal of Animal Sciences, 83, 3, pp. 299-303, (2013); Patel R K, Singh C B, Mahipal Dhaka J P, Sohi D S., Operational Research Progress Report, pp. 1975-1988, (1988); Satashia M, Pundir R S, Darji V B., Resource use efficiency of milk production across different herd sizes of buffaloes and crossbred cows in Middle Gujarat, Indian Journal of Dairy Science, 74, 6, pp. 539-545, (2021); Baral Shibashish, Bardhan D, Multivariate typology of milk-producing households in Uttarakhand hills: Explaining profitability in dairy farming, Indian Journal of Agriculture Economics, 71, 2, pp. 160-175, (2016); Singh A, Tiwari R, Chandrahas, Dutt T., Augmentation of farmers' income in India through sustainable waste management techniques, Waste Management and Research, 39, 6, pp. 849-859, (2021); Singh C V, Ranjan R, Shekhar S, Singh A K, Jaiswal A K, Pan R S., Socio-economic status and attitude of farmers of Santhal Pargana division of Jharkhand, Eastern India - A benchmark analysis, Asian Journal Agriculture Extension Economics and Sociology, 22, 2, pp. 1-6, (2018); Singh R, Chauhan A K., Impact of dairy co-operatives on income and employment in rural Meghalaya, Indian Journal of Dairy Science, 68, 2, pp. 173-179, (2015); Singh P, Kumari B., Importance of livestock sector in doubling farmers Income by 2022, Indian Journal of Economics and Development, 13, 2, pp. 136-140, (2017); Sone P, Bardhan D, Kumar A., Role of goats in the livelihood of rural poor in Uttarakhand hills: An analysis with special reference to multivariate typology of households based on farm and socio-economic characteristics, Indian Journal of Animal Sciences, 85, 8, pp. 97-103, (2015); Yang W Y., Measuring crop productivity in methods of farm management investigation, (1980)","B.P. Singh; ICAR-Indian Veterinary Research Institute, Izatnagar, Uttar Pradesh, 243 122, India; email: bpsinghextivri@gmail.com","","Indian Council of Agricultural Research","","","","","","03678318","","","","English","Indian J. Anim. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85135137611"
"Nasreen F.; Halili S.H.; Razak R.A.","Nasreen, Fathima (57935988200); Halili, Siti Hajar (56074830600); Razak, Rafiza Abdul (36992542800)","57935988200; 56074830600; 36992542800","Employability skills of malaysian university students for ir4.0: A systematic literature review","2022","Malaysian Online Journal of Educational Management","10","4","","15","28","13","3","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140303814&partnerID=40&md5=bba658b16b73726b5b57871cef2b6cff","Deportment of Curriculum, Instructional Technology, Faculty of Education, Universiti Malaya, Malaysia","Nasreen F., Deportment of Curriculum, Instructional Technology, Faculty of Education, Universiti Malaya, Malaysia; Halili S.H., Deportment of Curriculum, Instructional Technology, Faculty of Education, Universiti Malaya, Malaysia; Razak R.A., Deportment of Curriculum, Instructional Technology, Faculty of Education, Universiti Malaya, Malaysia","Employability skills in the industry is an essential aspect of education- The increasing unemployment trend which is occurring in numerous countries including Malaysia, shows a skills mismatch between education and the industry. The researchers predicted the expansion of this gap to appear during Industrial Revolution 4.0 (IR4-0). Hence, this research investigates the reasons for unemployment among university students in Malaysia with special reference to relevant em ploy ability skills for IR4.-0- This study mainly used existing research published between to 2022. Three databases, namely Web of Science, Scopus, and Google Scholar, were used to search for articles using the following keywords: employability skills, unemployment, IR4.0. The inclusion criteria was used to select the relevant articles published in English, This study used the prisma methodology to conduct a systematic literature review, The analysis included 47 papers, This study found a significant association between skill mismatch and unemployment. This research also found is employability skills and four skills related to iR4.0: soft skills, hard skills, information literacy, and attitude. This research recommends that educational institutions consider these skills and update the curriculum and instructional technologies in line with the vision of IR4.0 © 2022, University of Malaya. All rights reserved.","Employability Skills; Industrial Revolution 4.0; Reasons for Unemployment; Skills Mismatch; Unemployment","","","","","","Ministry of Higher Education, Malaysia, MOHE, (FRGS/1/2018/SSI09/UM/02/3)","The authors would like to acknowledge the Ministry of Higher Education Malaysia for the financial support through the Fundamental Research Grant Scheme (FRGS) FP024-2018A (FRGS/1/2018/SSI09/UM/02/3).","Abd Majid M. Z., Hussin M., Norman M. H., Kasavan S., The employability skills among students of Public Higher Education Institution in Malaysia, Geografia, 16, 1, (2020); Abelha M., Fernandes S., Mesquita D., Seabra F., Ferreira-Oliveira A. T., Graduate employability and competence development in higher education—a systematic literature review using PRISMA, Sustainability, 12, 15, (2020); Abdullah Q. A., Humaidi N., Shahrom M., Industry revolution 4.0: the readiness of graduates of higher education institutions for fulfilling job demands, Romanian Journal of Information Technology and Automatic Control, 30, 2, pp. 15-26, (2020); Adhisti Mita, Employers’ Perspectives On Diploma Supplement to Enhance Graduate Employability, AIMC 2017-Asia International Multidisciplinary Conference, 40, (2018); Global employment won’t recover before 2023: UN Labour body, (2022); Ali M., Vocational students’ perception and readiness in facing globalization, industry revolution 4.0 and society 5.0, Journal of Physics: Conference Series, 1833, 1, (2021); Al-Jubari I., Mosbah A., Senior entrepreneurship in Malaysia: Motivations and barriers, The Journal of Asian Finance, Economics and Business, 8, 6, pp. 277-285, (2021); Ang M.C.H., Graduate Employability Awareness: A Gendered Perspective, Procedia-Social and Behavioral Sciences, 211, pp. 192-198, (2015); Atasoy H., Banker R. D., Pavlou P. A., Information technology skills and labor market outcomes for workers, Information Systems Research, 32, 2, pp. 437-461, (2021); Azmi I. A. G., Hashim R. C., Yusoff Y. M., The employability skills of Malaysian university students, International Journal of Modern Trends in Social Sciences, 1, 3, pp. 1-14, (2018); Bardin L., Análise de Conteúdo, (2011); Belderbos T., The employability of international branch campus graduates: evidence from Malaysia, Higher Education, Skills and Work-Based Learning, (2019); Belwal R., Priyadarshi P., Fazari M. H. Al, Graduate attributes and employability skills, International Journal of Educational Management, 31, 6, pp. 814-827, (2017); Caruso L, Digital innovation and the fourth industrial revolution: Epochal social changes?, Ai Society, 33, 3, pp. 379-392, (2018); Chaka C., Skills, competencies and literacies attributed to 4IR/Industry 4.0: Scoping review, IFLA Journal, 46, 4, pp. 369-399, (2020); Chen K. W., Guat C. L., Unemployment insurance: A case study in Malaysia, AIP Conference Proceedings, 2184, 1, (2019); Chan S. W., Ahmad M. F., Zaman I., Ko W. S., Employers’ perception on important employability skills in the manufacturing industry, International Journal of Engineering Technology, 7, 2, pp. 170-175, (2018); D'Rozario P., Mishra S. K., Contemporary Tibetan Literature in English: Witnessing Exile, International Journal of English Literature and Social Sciences, pp. 2456-7620, (2020); Fajaryati N., Akhyar M., The employability skills needed to face the demands of work in the future: Systematic literature reviews, Open Engineering, 10, 1, pp. 595-603, (2020); Field R., Teaching resilience and self-management skills: Fostering student psychological wellbeing for future employability, Education for Employability, 2, pp. 237-246, (2019); Gowsalya G., Kumar M., Employability skill: A literature review, International Journal of Advanced Research in Computer Science and Management Studies, 3, 3, pp. 73-80, (2015); Halili S.H., Sulaiman S., Hamidah S., Rafiza R., Embracing industrial revolution 4.0 in universities, IOP Conference Series: Materials Science and Engineering, 1088, 1, pp. 1-8, (2021); Halili S. H., Sulaiman S., Students' perception to integrate education 4.0 in Science program, Multidisciplinary Journal for Education Social and Technological Sciences, 8, 1, pp. 45-57, (2021); Haron M. A., Hussain M. A. M., Zulkifli R. M., Nashir I. M., Ma'arof N. N. I., Employability Skills Needed by Vocational College graduates: Feedback from the Industry, Journal of Technical Education and Training, 11, 4, pp. 33-45, (2019); Hanapi Z., Nordin M.S., Unemployment Among Malaysia graduates: Graduates’ attributes, Lecturers’ Competency and Quality of Education, Procedia - Social and Behavioral Sciences, 112, pp. 1056-1063, (2014); Hossain M. I., Yagamaran K. S. A., Afrin T., Limon N., Nasiruzzaman M., Karim A. M., Factors influencing unemployment among fresh graduates: A case study in Klang Valley, Malaysia, International Journal of Academic Research in Business and Social Sciences, 8, 9, pp. 1494-1507, (2018); Hirschi A., The fourth industrial revolution: Issues and implications for career research and practice, The career development quarterly, 66, 3, pp. 192-204, (2018); Idkhan A. M., Syam H., Sunardi S., Hasim A. H., The Employability Skills of Engineering Students': Assessment at the University, International Journal of Instruction, 14, 4, pp. 119-134, (2021); What is skills mismatch and why should we care? International Labor Organization Website, (2020); ldeen A. I. G., Abumalloh R. A., George R. P., Aldossary D. A., Evaluation of graduate students employability from employer perspective: Review of the literature, International Journal of Engineering Technology, 7, 2, pp. 961-966, (2018); Ismail R., Yusof I., Lai W. S., Employers’ perceptions on graduates in Malaysian service sector, International Business Management, 5, 3, pp. 84-193, (2011); Jamaludin S., Said R., Ismail N. W., Nor N. M., Are Jobs Available in the Market? A Perspective from the Supply Side, Sustainability, 13, 4, pp. 1-18, (2021); Jamaludin K. A., Alias N., DeWitt D., Kenayathulla H. B., Razzaq A. R. A., Employability skills valued by employers in malaysia, JuKu: Jurnal Kurikulum Pengajaran Asia Pasifik, 7, 2, pp. 30-37, (2019); Kadir J. M. A., Naghavi N., Subramaniam G., Unemployment among graduates-Is there a mismatch?, International Journal of Asian Social Science, 10, 10, pp. 583-592, (2020); Khan N., Khan S., Tan B. C., Loon C. H., Driving digital competency model towards IR 4.0 in Malaysia, Journal of Physics: Conference Series, 1793, 1, (2021); Karim Z. I. A., Maat S. M., Employability skills model for engineering technology students, Journal of Technical Education and Training, 11, 2, pp. 79-87, (2019); Kenayathulla H. B., Ahmad N. A., Idris A. R., Gaps between competence and importance of employability skills: evidence from Malaysia, Higher Education Evaluation and Development, 13, 2, pp. 97-112, (2019); Lim Y-M, Teck H.L., Ching S.Y., Chui C.L., Employability skills, personal qualities, and early employment problems of entry-level auditors: Perspectives from employers, lecturers, auditors, and students, Journal of Education for Business, 91, 4, pp. 185-192, (2016); Lim H-E., Feasibility of early identification of low employability graduates in Malaysia, Malaysian Journal of Economic Studies, 45, 2, (2008); Lisa E., Hennelova K., Newman D., Comparison between Employers' and Students' Expectations in Respect of Employability Skills of University Graduates, International Journal of Work-Integrated Learning, 20, 1, pp. 71-82, (2019); Lizut J., Marzano G., Grewinski M., Educating for Future Jobs, Society. Integration. Education. 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C., Belayutham S., Analysis of employability skills for future civil engineers in the Malaysian construction industry, International Journal of Continuing Engineering Education and Life-Long Learning, 28, 3-4, pp. 310-336, (2018)","S.H. Halili; Deportment of Curriculum, Instructional Technology, Faculty of Education, Universiti Malaya, Malaysia; email: sitf_hajar@um.edu.my","","University of Malaya","","","","","","22894489","","","","English","Malaysian Online J. Educ. Manag.","Article","Final","","Scopus","2-s2.0-85140303814"
"Saini R.","Saini, Ramandeep (57430049200)","57430049200","Marketing Strategies in Entrepreneurship – A Case Study of WhiteHat Jr","2022","Indian Journal of Marketing","52","10","","22","32","10","1","10.17010/ijom/2022/v52/i10/172345","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139770045&doi=10.17010%2fijom%2f2022%2fv52%2fi10%2f172345&partnerID=40&md5=212b31fd7d85b13652c94a19e0f327c6","Chandigarh Business School of Administration, Sector 112, Kharar Banur Road, Landran, Punjab, Mohali, 140 307, India","Saini R., Chandigarh Business School of Administration, Sector 112, Kharar Banur Road, Landran, Punjab, Mohali, 140 307, India","The case outlined the roller coaster ride of the startup, WhiteHat Jr, from its inception in November 2018 till February 2021. The edutech organization was founded in Mumbai in India and, within no time, accelerated its growth. The app developed by the company taught the kids falling in the age group of 6–18 years how to develop animations, commercial games, and online apps by applying the basics of coding. By October 2019, the company managed to grow substantially and had 500 teachers while achieving 100% student and revenue growth every next month. August 2020 saw the acquisition of WhiteHat Jr by Byju’s, and all was finalized in six weeks, and the papers were signed virtually. This was followed by an aggressive advertisement campaign, but it didn’t go well with users. The company started making efforts to improve its reputation, and by December 2020, it decided to stop the controversial ads. In an interview, the founder of WhiteHat Jr, Karan Bajaj, admitted that the company should not have emphasized employability for young kids in its advertisements. The challenge ahead for the company is to develop strategies for damage control, future growth, and expansion. © 2022, Associated Management Consultants Pvt. Ltd.. All rights reserved.","business environment; business ethics; corporate image; entrepreneurship; marketing strategies","","","","","","","","Arun Kumar A., Research note on online learning in India – Issues and challenges, Prabandhan: Indian Journal of Management, 14, 8, pp. 40-46, (2021); Bhalla K., Amid lawsuits, WhiteHat Jr cuts down on controversial ads; but is it enough? Inc42, (2020); Bhatt S., Social media users troll WhiteHat Jr ads for overexposure, The Economic Times, (2020); Bhattacharya A., Ever since its acquisition by Byju's, WhiteHat Jr has been in the news for all the wrong reasons, (2020); Bhattacharya A., What India's most controversial ed-tech entrepreneur would do differently next time, (2021); Dash S., A WhatsApp message, six weeks of talks, and a $300 million deal – how Karan Bajaj sold hi s less t han 18-month ol d st artup Whi t e Hat Jr t o Byj u' s, Business Insi der Indi a, (2020); (2020); George A., WhiteHatJr's digital franchising: Could it end the claims?, (2020); Ghosh S., How this Mumbai startup achieved a 100 percent MoM revenue growth by teaching kids to code, YourStory, (2019); Hrithik V., WhiteHat Jr. says Wolf Gupta Ad with 20 crore job package at Google was fake to High Court Delhi, India, (2020); Kadakia P. M., WhiteHat Jr and the curious case of disappearing dissent, (2020); (2020); Ranipeta S. S., WhiteHat Jr's online crackdown: How the EdTech startup went after its critics, The News Minute, (2020); Sharma S., Goyal D. P., Entrepreneurial marketing strategies for small businesses: An exploratory study of s t a r t-u p c o mp a n i e s i n I n d i a, 5, pp. 48-65, (2020); Sindwani P., (2020); Singh R., Exclusive: Advertising body asks WhiteHat Jr to pull down ads, (2020); Srivastava M., Coding, campaign, and controversies: WhiteHat Jr's journey from highflyer to the eye of storm, KrASIA, (2021); Vishwanath M., WhiteHat Jr on an expansion spree; onboarding 220 teachers a day, (2020); Owler; Live 1:1 online classes","R. Saini; Chandigarh Business School of Administration, Mohali, Sector 112, Kharar Banur Road, Landran, Punjab, 140 307, India; email: ramandeepsaini2000@gmail.com","","Associated Management Consultants Pvt. Ltd.","","","","","","09738703","","","","English","Ind. J. Mark.","Article","Final","","Scopus","2-s2.0-85139770045"
"Peng M.Y.-P.; Yue X.","Peng, Michael Yao-Ping (57162108500); Yue, Xiaoyao (57212409533)","57162108500; 57212409533","Enhancing Career Decision Status of Socioeconomically Disadvantaged Students Through Learning Engagement: Perspective of SOR Model","2022","Frontiers in Psychology","13","","778928","","","","5","10.3389/fpsyg.2022.778928","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139146878&doi=10.3389%2ffpsyg.2022.778928&partnerID=40&md5=a77c17c6fefe6af3e67473378a319cff","School of Economics and Trade, Fujian Jiangxia University, Fuzhou, China; Business School, Foshan University, Foshan, China; College of Teacher Education, Yuxi Normal University, Yuxi, China","Peng M.Y.-P., School of Economics and Trade, Fujian Jiangxia University, Fuzhou, China, Business School, Foshan University, Foshan, China; Yue X., College of Teacher Education, Yuxi Normal University, Yuxi, China","Higher education plays the role of cultivating talents in national development and meets the talent sources needed by the development of the state, industries and enterprises. Besides, for students, higher education can provide stimuli to improve the development of family and personal career. Especially for socioeconomically disadvantaged Students, higher education means the main factor for turning over the Socio- Economic Status. Universities endow students with abundant employment skills, so as to make them more confident in contending with the challenges in the job market. However, innate pessimism or negative attitudes and cognition may exist in socioeconomically disadvantaged Students, thereby providing effective learning context to improve their learning engagement. This study explores the influence on students’ career decision status from deep approach to learning, problem-based learning, self-efficacy and employability. A total of 627 valid questionnaires are collected in this study. PLS-SEM was adopted to verify the structural relationship in data analysis via SmartPLS. The results indicate that deep approach to learning and problem-based learning have significant impacts on students’ self-efficacy and employability; self-efficacy has significant impacts on employability and career decision status; employability has significant impact on career decision status; and that self-efficacy and employability play significant mediating roles in the research framework. Copyright © 2022 Peng and Yue.","career decision status; deep approach to learning; employability; problem-based learning; self-efficacy; socioeconomically disadvantaged undergraduate","","","","","","Department of Education of Guangdong Province, DEGP, (2021 JKZG022)","This study was supported by project of Educational Commission of Guangdong Province of China (No. 2021 JKZG022).","Animesh A., Pinsonneault A., Sung-Byung Y., Wonseok O., An odyssey into virtual worlds: exploring the impacts of technological and spatial environments on intention to purchase virtual products, MIS Q, 35, pp. 789-810, (2011); Asikainen H., Gijbels D., Do students develop towards more deep approaches to learning during studies → A systematic review on the development of students’ deep and surface approaches to learning in higher education, Educ. Psychol. 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Psychol, 12, (2021); Zhao W.X., Peng M.Y.P., Liu F., Cross-cultural differences in adopting social cognitive career theory at student employability in PLS-SEM: the mediating roles of self-efficacy and deep approach to learning, Front. Psychol, 12, (2021); Zhou Z., An empirical study on the influence of PBL teaching model on college students’ critical thinking ability, Engl. Lang. Teach, 11, pp. 15-20, (2018)","X. Yue; College of Teacher Education, Yuxi Normal University, Yuxi, China; email: sandyyuexiaoyao@gmail.com","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85139146878"
"Smaldone F.; Ippolito A.; Lagger J.; Pellicano M.","Smaldone, Francesco (57211636340); Ippolito, Adelaide (7003810382); Lagger, Jelena (57788753700); Pellicano, Marco (57190031003)","57211636340; 7003810382; 57788753700; 57190031003","Employability skills: Profiling data scientists in the digital labour market","2022","European Management Journal","40","5","","671","684","13","19","10.1016/j.emj.2022.05.005","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133669997&doi=10.1016%2fj.emj.2022.05.005&partnerID=40&md5=9c968df0d183aa14e48e2d29d27826e1","Department of Business Sciences, Management & Innovation Systems, University of Salerno, Via Giovanni Paolo II, 132, Fisciano, 84084, SA, Italy; Department of Human Sciences, Pegaso Telematic University, Centro Direzionale, Isola F2, Napoli, 80143, NA, Italy; School of Management, University of Bath, Convocation Avenue, BA2 7AZ, Bath, Somerset, United Kingdom; Department of Law, Economics, Management & Quantitative Methods, University of Sannio, Palazzo de Simone, Piazza Arechi II, Benevento, 82100, BN, Italy","Smaldone F., Department of Business Sciences, Management & Innovation Systems, University of Salerno, Via Giovanni Paolo II, 132, Fisciano, 84084, SA, Italy, Department of Law, Economics, Management & Quantitative Methods, University of Sannio, Palazzo de Simone, Piazza Arechi II, Benevento, 82100, BN, Italy; Ippolito A., Department of Human Sciences, Pegaso Telematic University, Centro Direzionale, Isola F2, Napoli, 80143, NA, Italy; Lagger J., School of Management, University of Bath, Convocation Avenue, BA2 7AZ, Bath, Somerset, United Kingdom; Pellicano M., Department of Business Sciences, Management & Innovation Systems, University of Salerno, Via Giovanni Paolo II, 132, Fisciano, 84084, SA, Italy","In the current scenario, data scientists are expected to make sense of vast stores of big data, which are becoming increasingly complex and heterogeneous in nature. In the context of today's rapid technological development and its application in a growing array of fields, this role is evolving simultaneously. The present study provides an insight into the current expectations of employers seeking to hire individuals with this job title. It is argued that gaining a better understanding of data scientists’ employability criteria and the evolution of this professional role is crucial. The focus is placed on the desired prerequisites articulated through job advertisements, thus deriving relevant means for furthering theory and practice. It was achieved by harvesting relevant data from job advertisements published on US employment websites, which currently attract the US market's highest recruitment traffic. The key contribution of this study is to have identified means of systematically mapping skills, experience, and qualifications sought by employers for their data scientists, thus providing a data-driven pathway for employability and avoiding skills gaps and mismatches in a profession that is pivotal in the Industry 4.0. © 2022 The Authors","Data scientist; Employability; Labour market; Skills; Text mining; Topic modelling","","","","","","","","van der Aalst W., Data science in action, process mining, (2016); Acosta P., Muller N., The role of cognitive and socio-emotional skills in labor markets, IZA World of Labor, Institute for the Study of Labor (IZA), 9403, 1, pp. 1-8, (2018); Addo-Tenkorang R., Helo P.T., Big data applications in operations/supply-chain management: A literature review, Computers & Industrial Engineering, 10, 1, pp. 528-543, (2016); Aggarwal C.C., Zhai C., Mining text data, (2012); Akter S., Wamba S.F., Gunasekaran A., Dubey R., Childe S.J., How to improve firm performance using big data analytics capability and business strategy alignment?, International Journal of Production Economics, 18, 2, pp. 113-131, (2016); Alamelu R., Lakshminarayanan K.V., Badrinath V., Persistence of employability skills among IT software professionals – an analysis, International Journal of Applied Business and Economic Research, 15, 13, pp. 325-333, (2017); Alaref J., Brodmann S., Premand P., The medium-term impact of entrepreneurship education on labor market outcomes: Experimental evidence from university graduates in Tunisia, Labour Economics, 62, 1, (2020); Aleksynska M., Tritah A., Occupation–education mismatch of immigrant workers in Europe: Context and policies, Economics of Education Review, 36, 1, pp. 229-244, (2013); Alvarez S.M., Alvarez J.F., Leadership development as a driver of equity and inclusion, Work and Occupations, 45, 4, pp. 501-528, (2018); Armstrong M., Taylor S., Armstrong's handbook of human resource management practice, (2020); Arthur M.B., The boundaryless career: A new perspective for organizational inquiry, Journal of Organizational Behavior, 15, 4, pp. 295-306, (1994); Atkins L., From marginal learning to marginal employment? 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Smaldone; Department of Business Sciences, Management & Innovation Systems, University of Salerno, Fisciano, Via Giovanni Paolo II, 132, 84084, Italy; email: fsmaldone@unisa.it","","Elsevier Ltd","","","","","","02632373","","","","English","Eur. Manage. J.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85133669997"
"Raemdonck I.; Beausaert S.; Van der Heijden B.I.J.M.; Segers M.","Raemdonck, Isabel (36094619900); Beausaert, Simon (36080307500); Van der Heijden, Beatrice I. J. M. (13406606600); Segers, Mien (7004861099)","36094619900; 36080307500; 13406606600; 7004861099","Sustainable Employability of Teaching Staff Members? A Multiple-Group Path Analysis of the Role of Age, Self-directed Learning Orientation and Job Characteristics for Employability","2022","Vocations and Learning","15","3","","497","530","33","0","10.1007/s12186-022-09291-x","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134476483&doi=10.1007%2fs12186-022-09291-x&partnerID=40&md5=a35ab86140b63e9a1cbfc7acd5532760","Faculty of Psychology and Educational Sciences, Institute for the Analysis of Change in Contemporary and Historical Societies, UCLouvain, Place du Cardinal Mercier 10, Louvain-la-Neuve, 1348, Belgium; Department of Educational Research and Development, School of Business and Economics, Maastricht University, Tongersestraat 53, Maastricht, 6211 LM, Netherlands; Institute for Management Research, Radboud University, P.O. Box 9108, Nijmegen, 6500 HK, Netherlands; School of Management, Open Universiteit Nederland, Heerlen, Netherlands; Departement of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium; School of Business, Hubei University, Wuhan, China; Kingston Business School, Kingston University, Kingston upon Thames, United Kingdom","Raemdonck I., Faculty of Psychology and Educational Sciences, Institute for the Analysis of Change in Contemporary and Historical Societies, UCLouvain, Place du Cardinal Mercier 10, Louvain-la-Neuve, 1348, Belgium; Beausaert S., Department of Educational Research and Development, School of Business and Economics, Maastricht University, Tongersestraat 53, Maastricht, 6211 LM, Netherlands; Van der Heijden B.I.J.M., Institute for Management Research, Radboud University, P.O. Box 9108, Nijmegen, 6500 HK, Netherlands, School of Management, Open Universiteit Nederland, Heerlen, Netherlands, Departement of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium, School of Business, Hubei University, Wuhan, China, Kingston Business School, Kingston University, Kingston upon Thames, United Kingdom; Segers M., Department of Educational Research and Development, School of Business and Economics, Maastricht University, Tongersestraat 53, Maastricht, 6211 LM, Netherlands","Education is one sector being challenged by aging staff, as well as by increased pressure to innovate. In order to cope with these challenges, educational institutions require teaching staff members, who include teachers, support staff and managers, to show a high level of employability. In this survey-based study, the predictive value of quantitative and qualitative job demands, job autonomy and self-directed learning orientation for three employability competences (occupational expertise, personal flexibility, anticipation and optimization) was investigated using a Dutch sample (N = 3139). Moreover, three teaching staff age groups were compared: < 35 years old (young), 35–50 years old (middle-aged), and > 50 years old (senior). Path analysis results showed that self-directed learning orientation was positively associated with the three employability competences across all three different age groups. Positive relationships across age groups were also found between quantitative job demands and occupational expertise, and between qualitative job demands and personal flexibility. In addition, multi-group comparisons revealed age differences in our model relationships. The relationship between self-directed learning orientation, on the one hand, and personal flexibility and anticipation and optimization on the other, was stronger for seniors in comparison with the young employees. For the young employees, the role of autonomy was more important in enhancing their occupational expertise. Implications for school principals and HRD managers are discussed. Promoting a self-directed learning orientation and custom-made workplaces that take into account age differences among teaching staff members appear to be key for protecting and enhancing sustainable employability. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.","Age; Educational sector; Employability; Job characteristics; Personal agency; Self-directed learning","","","","","","","","Akkermans J., Seibert S.E., Mol S.T., Tales of the unexpected: Integrating career shocks in the contemporary career literature, SA Journal of Industrial Psychology, 44, (2018); Akkermans J., Tims M., Crafting your career: How career competencies relate to career success via job crafting, Applied Psychology, 66, 1, pp. 168-195, (2017); Anderson J.C., Gerbing D.W., Structural equation modeling in practice: A review and recommended two-step approach, Psychological Bulletin, 103, pp. 411-423, (1988); Arbuckle J.L., Amos user’s Guide (Version 16.0), (2007); Armstrong-Stassen M., Human resource practices for mature workers – And why aren’t employers using them?, Asia Pacific Journal of Human Resources, 46, pp. 334-352, (2008); 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Raemdonck; Faculty of Psychology and Educational Sciences, Institute for the Analysis of Change in Contemporary and Historical Societies, UCLouvain, Louvain-la-Neuve, Place du Cardinal Mercier 10, 1348, Belgium; email: Isabel.Raemdonck@uclouvain.be","","Springer Science and Business Media B.V.","","","","","","1874785X","","","","English","Vocat. Learn.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85134476483"
"Baciu E.-L.","Baciu, Elena-Loreni (43261026000)","43261026000","Employment Outcomes of Higher Education Graduates from during and after the 2007–2008 Financial Crisis: Evidence from a Romanian University","2022","Sustainability (Switzerland)","14","18","11160","","","","2","10.3390/su141811160","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138981136&doi=10.3390%2fsu141811160&partnerID=40&md5=e6dd4b529447b7bbf0f395c2f78fde05","Department of Social Work, The Research-Action Centre on Discrimination and Social Inclusion, Faculty of Sociology and Psychology, West University of Timișoara, Timișoara, 300223, Romania","Baciu E.-L., Department of Social Work, The Research-Action Centre on Discrimination and Social Inclusion, Faculty of Sociology and Psychology, West University of Timișoara, Timișoara, 300223, Romania","In the current article, we seek to understand the ways in which unfavorable macro-level circumstances influence the employment outcomes of university graduates, in the long term. We use the 2007–2008 financial crisis as a historical setting and compare data about the later employment outcomes of 772 students who graduated a bachelor’s program at a public Romanian university before and after the financial crisis. The comparison includes a quantitative perspective and a qualitative one and refers to: duration of the job search after graduation; seniority levels; number of jobs held; profile of the first job gained after graduation; current status on the labor market; localization of the current employer; profile of the current job; satisfaction with the career status; perceived employability. Additionally, we also explore the influence of the following micro-level determinants on employment outcomes: attendance to internships programs; employment during the attendance of the BA program; and choosing to continue education with a master’s program. The findings suggest that, although the group who graduated during the financial crisis indeed faced some initial setbacks, manifested through longer waiting times before securing their first job, they currently have objectively superior employment outcomes compared with their counterparts who graduated after the crisis. Subjectively, the members of the two groups show similar levels of satisfaction with their career status. The analysis of the micro-level determinants shows that they have a positive influence on individual employment outcomes, and this may be of interest in the future in increasing graduates’ resilience on the labor market and supporting their sustainable employment. © 2022 by the author.","employment outcomes; financial crisis; higher education institutions; initial labor market entry; university graduates","employment; financial crisis; higher education; institutional framework; job search; labor market; university sector","","","","","West University of Timișoara; European Social Fund, ESF, (POCU/320/6/21/121221)","This research was funded by The European Social Fund, the Operational Program Human Capital, grant number POCU/320/6/21/121221. The APC was funded by West University of Timișoara.","Blanco M., Bares L., Ferasso M., Efficiency Analysis of Graduate Alumni Insertion into the Labor Market as a Sustainable Development Goal, Sustainability, 14, (2022); Ilieva-Trichkova P., A capability perspective on employability of higher education graduates in Bulgaria, Soc. Work Soc, 12, pp. 1-18, (2014); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Stud. High. Educ, 38, pp. 538-554, (2013); Torres-Machi C., Pellicer E., Yepes V., Picornell M., Impact of the economic crisis in construction: A perspective from graduate students, Procedia-Soc. Behav. 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Educ, 83, pp. 137-161, (2022); Passaretta G., Triventi M., Work experience during higher education and post-graduation occupational outcomes: A comparative study on four European countries, Int. J. Comp. Sociol, 56, pp. 232-253, (2015); Sin C., Amaral A., Academics’ and employers’ perceptions about responsibilities for employability and their initiatives towards its development, High. Educ, 73, pp. 97-111, (2017); Chen Y., Gan N., Sustainable Development of Employability of University Students Based on Participation in the Internship Promotion Programme of Zhejiang Province, Sustainability, 13, (2021); The experience of traineeships in the EU, Flash Eurobarometer, 378, (2013); Silva P., Lopes B., Costa M., Seabra D., Melo A.I., Brito E., Paiva Dias G., Stairway to employment? Internships in higher education, High. 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Soc, 28, pp. 788-807, (2014); Frick B., Lensing F., How Talent Reacts to Crises-The Rationality of High-Ability Graduates’ Response to the Financial Crisis 2008/09, (2022); Vermeulen B., Kesselhut J., Pyka A., Saviotti P., The Impact of Automation on Employment: Just the Usual Structural Change?, Sustainability, 10, (2018); Pennington A., Stanford J., The Future of Work for Australian Graduates: The Changing Landscape of University-Employment Transitions in Australia, (2019); Storen L.A., Arnesen C.A., Winners and Losers, The Flexible Professional in the Knowledge Society New Challenges for Higher Education, pp. 199-240, (2011); Balan M., Youth employment on the Romanian labour market in the context of the current economic and financial crisis, Ann. Spiru Haret Univ, 11, pp. 101-112, (2011); Akkermans J., Richardson J., Kraimer M.L., The Covid-19 crisis as a career shock: Implications for careers and vocational behavior, J. Vocat. Behav, 119, (2020); Akkermans J., Brenninkmeijer V., Schaufeli W.B., Blonk R.W.B., It’s all about CareerSKILLS: Effectiveness of a career development intervention for young employees, Hum. Resour. Manag, 54, pp. 533-551, (2015)","E.-L. Baciu; Department of Social Work, The Research-Action Centre on Discrimination and Social Inclusion, Faculty of Sociology and Psychology, West University of Timișoara, Timișoara, 300223, Romania; email: elena.baciu@e-uvt.ro","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85138981136"
"Brown M.; Nomikoudis M.; Bouilheres F.; Nkhoma C.; Akbari M.","Brown, Melanie (57200286776); Nomikoudis, Milton (57207621572); Bouilheres, Frederique (55971061100); Nkhoma, Clara (57201421343); Akbari, Mohammadreza (57197192528)","57200286776; 57207621572; 55971061100; 57201421343; 57197192528","Implementing a strategic campus-wide approach to authentic assessment: considerations and recommendations for implementation","2022","Higher Education, Skills and Work-based Learning","12","5","","914","927","13","1","10.1108/HESWBL-05-2021-0100","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124349855&doi=10.1108%2fHESWBL-05-2021-0100&partnerID=40&md5=7d72259704ce97fe8eb988637d04d138","The University of Adelaide, North Terrace Campus, Adelaide, Australia; University of Melbourne, Melbourne, Australia; Nottingham Business School, Nottingham Trent University, Nottingham, United Kingdom; RMIT University, Melbourne, Australia; James Cook University, Townsville, Australia","Brown M., The University of Adelaide, North Terrace Campus, Adelaide, Australia; Nomikoudis M., University of Melbourne, Melbourne, Australia; Bouilheres F., Nottingham Business School, Nottingham Trent University, Nottingham, United Kingdom; Nkhoma C., RMIT University, Melbourne, Australia; Akbari M., James Cook University, Townsville, Australia","Purpose: This article addresses the experience of academic developers and academic staff during the transition of assessment practices in an English-speaking international university campus in South East Asia. The project examined in the study was born out of the institutional strategy focused on producing graduates ready for employment. Design/methodology/approach: A case study from a Business discipline highlights key factors in curricula change from the academic perspective. Findings: This study focuses on what it meant for the academic teaching and academic development teams to work together to bridge the broadly strategic with the local practical implementation. Potential implications for others embarking on academic development within large-scale strategic projects are also provided. Originality/value: This paper offers a discussion of the symbiotic relationship between management, academic staff and academic developers (Roxå and Mårtensson, 2008) generated by the transition to authentic assessment as a key element in the development of student employability. © 2022, Emerald Publishing Limited.","Academic development; Authentic assessment; Employability","","","","","","","","Akbari M., Nguyen H.M., McClelland R., Van Houdt K., Design, implementation and academic perspectives on authentic assessment for applied business higher education in a top performing Asian economy, Education + Training, ahead-of-print, ahead-of-print, (2021); Albon S.P., Iqbal I., Pearson M.L., Strategic planning in an educational development centre: motivation, management and messiness, Collected Essays on Learning and Teaching, 9, pp. 207-226, (2016); Ashford-Rowe K., Herrington J., Brown C., Establishing the critical elements that determine authentic assessment, Assessment and Evaluation in Higher Education, 39, 2, pp. 205-222, (2014); Barac K., Plant K., Kunz R., Kirstein M., Generic skill profiles of future accountants and auditors – moving beyond attributes, Higher Education, Skills and Work-Based Learning, 11, 4, pp. 908-928, (2021); Benner P., Sutphen M., Leonard V., Day L., Educating Nurses: A Call for Radical Transformation, (2009); Blessinger P., Cozza B., University Partnerships for Academic Programs and Professional Development, (2016); Bolander Laksov K., Strategic educational development, Higher Education Research and Development, 27, 2, pp. 91-93, (2008); Bolander Laksov K., Lessons learned: towards a framework for integration of theory and practice in academic development, International Journal for Academic Development, 4, pp. 369-380, (2019); Boud D., Brew A., Reconceptualising academic work as professional practice: implications for academic development, International Journal for Academic Development, 18, pp. 208-221, (2013); Boyce T.E., Hineline P.N., Interteaching: a strategy for enhancing the user-friendliness of behavioral arrangements in the college classroom, The Behavior Analyst, 25, 2, pp. 215-226, (2002); Braun V., Clarke V., Successful Qualitative Research: A Practical Guide for Beginners, (2013); Brown S., Knight P., Assessing Learners in Higher Education, (1994); Chadderton C., Torrance H., Case study, Theory and Methods in Social Research, pp. 53-60, (2011); Creswell J.W., Qualitative Inquiry and Research Design: Choosing Among Five Approaches, (2007); Dearden J.A., Grewal R., Lilien G.L., Strategic manipulation of University rankings, the prestige effect and student University choice, Journal of Marketing Research (JMR), 56, 4, pp. 691-707, (2019); Dixon H.R., Hawe E., Parr J., Enacting Assessment for Learning: the beliefs practice nexus, Assessment in Education: Principles, Policy and Practice, 18, 4, pp. 365-379, (2011); Geertsema J., Chng H.H., Moving beyond: academic developers, academic identity and strategic development, International Journal for Academic Development, 3, pp. 183-185, (2017); Gibbs G., Reflections on the changing nature of educational development, International Journal for Academic Development, 18, pp. 4-14, (2013); Hancock P., Howieson B., Kavanagh M., Kent J., Tempone I., Segal N., Accounting for the Future: More than Numbers. A Collaborative Investigation into the Changing Skill Set for Professional Accounting Graduates over the Next Ten Years and Strategies for Embedding Such Skills into Professional Accounting Programs, (2009); Harman G., Competitors of rankings: new directions in quality assurance and accountability, University Rankings. [electronic Resource]: Theoretical Basis, Methodology and Impacts on Global Higher Education, (2011); Irvine H., Ryan C., The financial health of Australian universities: policy implications in a changing environment, Accounting, Auditing and Accountability Journal, 32, 6, pp. 1500-1531, (2019); Jackson D., Chapman E., Non-technical skill gaps in Australian business graduates, Education + Training, 54, 2-3, pp. 95-113, (2012); Karunanayaka S.P., Naidu S., Impacts of authentic assessment on the development of graduate attributes, Distance Education, 42, 2, pp. 231-252, (2021); Kinash S., McGillivray L., Crane L., Do university students, alumni, educators and employers link assessment and graduate employability?, Higher Education Research and Development, 37, 2, pp. 301-315, (2018); Maclellan E., Authenticity in assessment tasks: a heuristic exploration of academics' perceptions, Higher Education Research and Development, 23, 1, pp. 19-33, (2004); Nkhoma C., Nkhoma M., Tu K.L., Authentic assessment design in accounting courses: a literature review, Proceedings of the Informing Science and Information Technology Education Conference, (2018); Oliver B., Redefining graduate employability and work-integrated learning: proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Ornellas A., Falkner K., Edman Stalbrandt E., Enhancing graduates' employability skills through authentic learning approaches, Higher Education, Skills and Work-Based Learning, 9, 1, pp. 107-120, (2019); Postareff L., Virtanen V., Katajavuori N., Lindblom-Ylanne S., Academics' conceptions of assessment and their assessment practices, Studies in Educational Evaluation, 38, 3-4, pp. 84-92, (2012); Ramsden P., Learning to Teach in Higher Education, (2003); Ratislavova K., Ratislav J., Asynchronous email interview as a qualitative research method in the humanities, Human Affairs, 24, 4, pp. 452-460, (2014); Raymond J.E., Homer C.S.E., Smith R., Gray J.E., Learning through authentic assessment: an evaluation of a new development in the undergraduate midwifery curriculum, Nurse Education in Practice, 13, 5, pp. 471-476, (2013); Rees S., Re-imagining employability: an ontology of employability best practice in higher education institutions, Teaching in Higher Education, 26, 5, pp. 663-678, (2021); Roxa T., Martensson K., Strategic educational development: a national Swedish initiative to support change in higher education, Higher Education Research and Development, 27, 2, pp. 155-168, (2008); Sadler I., Reimann N., Variation in the development of teachers' understandings of assessment and their assessment practices in higher education, Higher Education Research and Development, 37, 1, pp. 131-144, (2018); Sambell K., McDowell L., Montgomery C., Assessment for Learning in Higher Education, (2013); Stensaker B., van der Vaart R., Solbrekke T.D., Wittek L., The expansion of academic development: the challenges of organizational coordination and collaboration, Strengthening Teaching and Learning in Research Universities: Strategies and Initiatives for Institutional Change, pp. 19-41, (2017); Swanborn P.G., Case Study Research: what, Why and How?, (2010); Tertiary education quality and standards agency act 2011, (2015); Tran T., Limitation on the development of skills in higher education in Vietnam, Higher Education, 65, 5, pp. 631-644, (2013); Tran L.H.N., Game of blames: higher education stakeholders' perceptions of causes of Vietnamese graduates' skills gap, International Journal of Educational Development, 62, pp. 302-312, (2018); Villarroel V., Boud D., Bloxham S., Bruna D., Bruna C., Using principles of authentic assessment to redesign written examinations and tests, Innovations in Education and Teaching International, 57, 1, pp. 38-49, (2020); Wiggins G., A true test: towards more authentic and equitable assessment, Phi Delta Kappan, 70, 9, pp. 703-713, (1989); Wiggins G., Moving to modern assessments, Phi Delta Kappan Magazine, 92, 7, pp. 63-637, (2011); Yeo M., Boman J., Disciplinary approaches to assessment, Journal of Further and Higher Education, 43, 4, pp. 482-493, (2019); Yin R.K., Case Study Research: Design and Methods, (2014); James L.T., Casidy R., Authentic assessment in business education: its effects on student satisfaction and promoting behaviour, Studies in Higher Education, 43, 3, pp. 401-415, (2018); Reimann N., Sadler I., Personal understanding of assessment and the link to assessment practice: the perspectives of higher education staff, Assessment and Evaluation in Higher Education, 42, 5, pp. 724-736, (2017); Wiggins G., Assessment: authenticity, context and validity, Phi Delta Kappan, 75, 3, pp. 200-213, (1993)","M. Brown; The University of Adelaide, Adelaide, North Terrace Campus, Australia; email: melanierobynbrown@gmail.com","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85124349855"
"Wyke S.; Jensen A.A.; Krogh L.; Ravn O.; Svidt K.","Wyke, Simon (57225185690); Jensen, Annie Aarup (56697826600); Krogh, Lone (56893520900); Ravn, Ole (57214986186); Svidt, Kjeld (6507599678)","57225185690; 56697826600; 56893520900; 57214986186; 6507599678","Employability competences through short-term intensive PBL-events in higher education","2022","Frontiers in Education","7","","959355","","","","3","10.3389/feduc.2022.959355","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140227521&doi=10.3389%2ffeduc.2022.959355&partnerID=40&md5=5cccba23a070c34dd05fb58c236c519c","Department of the Built Environment, Aalborg University, Aalborg, Denmark; Department of Culture and Learning, Aalborg University, Aalborg, Denmark","Wyke S., Department of the Built Environment, Aalborg University, Aalborg, Denmark; Jensen A.A., Department of Culture and Learning, Aalborg University, Aalborg, Denmark; Krogh L., Department of Culture and Learning, Aalborg University, Aalborg, Denmark; Ravn O., Department of Culture and Learning, Aalborg University, Aalborg, Denmark; Svidt K., Department of the Built Environment, Aalborg University, Aalborg, Denmark","The article presents a three-day problem based learning (PBL) event taking place as an interdisciplinary, cross-institution, and cross-sector digital learning activity in architecture, engineering, and construction (AEC). Students were given an overall realistic task by a builder to solve in interdisciplinary teams consisting of members from the involved institutions, i.e., a university college, a university, and a vocational school. Representatives from the AEC industry acted as consultants and teachers from the involved institutions acted as supervisors. Besides drawing on and enhancing students’ existing disciplinary knowledge and skills, their skills in project management, collaboration, and communication were challenged during the event. Coming from a university with a PBL-model of semester-long project work, our main research interest focused on the university students’ learning experience during this very short PBL learning activity. When studying the event from a work-based learning (WBL) perspective we found that the students’ experiences and competences developed during the course of the event to a large extent could be interpreted as employability competences, thus placing the event as a “transitional” activity between education and a future work-place. Furthermore, we found that the gain from the event was mutual—the industry representatives learned about new digital solutions and programs used in the event. The empirical research was based on qualitative methods involving semi structured interviews (students as well as industry representatives), supplemented with informal conversations, observations, and photo documentation. Copyright © 2022 Wyke, Jensen, Krogh, Ravn and Svidt.","acquisition of competencies; employability; intensive short term PBL events; learning in higher education; problem based learning (PBL)","","","","","","","","Akkermans J., Brenninkmeljer V., Hulbers M., Blonk R.W.B., Cooompetencies for th Contemporary Career Development and Preliinary Validation of the Carrier Competencies Questionaire, Journal of Career Development, 40, pp. 245-267, (2013); Armitage A., Pihl O., Ryberg T., PBL and Creative Processes, Journal of Problem Based Learning in Higher Education, 3, pp. 1-4, (2015); Bager T., The camp model for entrepreneurship teaching, Int. Entrep. Manage. J, 7, pp. 279-296, (2011); Barrett T., The problem-based learning process as finding and being in flow, Innov. Educ. Teach. Int, 47, pp. 165-174, (2010); Barrows H.S., Problem-Based Learning in Medicine and Beyond: A Breif Overview, New Directions for Teaching and Learning, 1996, pp. 3-12, (1996); Bowden J., Marton D., The University of Learning: Beyond Quality and Competence, (2003); Briscoe G., Mulligan C., Digital Innovation: The Hackathon Phenomenon. Creativeworks London Working Paper No. 6, (2014); Chounta I.A., Manske S., Hoppe H.U., From Making to Learning”: introducing Dev camps as an educational paradigm for Re-inventing Project-based Learning, Int J Educ Technol High Educ, 14, 21, (2017); Crawford P., Machemer P., Measuring incidental learning in a PBL environment, Journal of Faculty Development, 2, pp. 104-111, (2008); Csikszentmihalyi M., Finding flow: The psychology of engagement with everyday life, (1997); Ellstrom P.E., Practice-based innovation: A learning perspective, Journal of Workplace Learning, 22, pp. 27-40, (2010); Eraut M., Learning from other people in the workplace, Oxford Review of Education, 33, pp. 403-422, (2007); Eraut M., Informal learning in the workplace: Evidence on the real value of work-based learning (WBL), Development and Learning in Organisations, 25, pp. 8-12, (2011); Ferrandez-Berrueco R., Kekale T., Devins D., A framework for work-based learning: Basic pillars and the interactions between them, Higher Education, Skills and Work-based Learning, 6, pp. 35-54, (2016); Gijbels D., Dochy F., Van den Bossche P., Segers M., Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment, Review of Educational Research, 75, pp. 27-61, (2005); Gnaur D., Svidt K., Thygesen M.K., Developing students’ collaborative skills in interdisciplinary learning environments, International Journal of Engineering Education, 31, pp. 257-266, (2015); Halliwell V., Challenging knowledge reproduction: Problem-based learning for evidence-based practice, British Journal of Occupational Therapy, 71, pp. 257-259, (2008); Hendry G.D., Frommer M., Walker R.A., Constructivism and problem-based Learning, International Journal of Phytoremediation, 23, pp. 369-371, (1999); Hills J.M., Robertson G., Walker R., Adey M., Nixon I., Bridging the Gap Between Degree Programme Curricula and Employability Through Implementation of Work-related Learning, Teaching in Higher Education, 8, pp. 211-231, (2003); Horton P., Jordan S., Weiner S., Lande M., Project-based Learning among Engineering Students During Short-Form Hackathon Events, Paper presented at 2018 ASEE Annual Conference & Exposition, (2018); Klindt M.P., Friis-Nielsen C., Orum A.B., Nye veje for universiteternes employability-indsats, Samfundsøkonomen, 6, pp. 51-61, (2021); Kolmos A., New contribution to PBL?, Högre Utbildning, 5, pp. 1-5, (2015); Kumar A., Personal and Academic Career Development in Higher Educatgion. SOARing to Succes, (2007); Lam D., Problem-based learning: An integration of theory and field, Journal of Social Work Education, 40, pp. 371-389, (2004); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, pp. 2588-2603, (2020); Savin-Baden M., Major C.H., Foundations of problem-based learning, (2004); Solution Camp, 2016, (2022); Tangaard L., Brinkmann S., Interviewet: Samtalen som forskningsmetode, Kvalitative metoder: En grundbog, pp. 29-54, (2015); The European Qualifications Framework: supporting learning, work and cross-border mobillity, (2018); (2015)","S. Wyke; Department of the Built Environment, Aalborg University, Aalborg, Denmark; email: ssw@build.aau.dk","","Frontiers Media S.A.","","","","","","2504284X","","","","English","Front. Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85140227521"
"Saddiq L.; Albiladi W.","Saddiq, Lina (57215685600); Albiladi, Wajd (57744176800)","57215685600; 57744176800","A Proposal to Establish a Vocational Rehabilitation Center for Restaurant Staff with Down Syndrome in Saudi Arabia","2022","Information Sciences Letters","11","5","","1561","1584","23","0","10.18576/isl/110520","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132076056&doi=10.18576%2fisl%2f110520&partnerID=40&md5=ac0cfb9304d8eb208931197f5f0ba9c9","Department of Special Education, Faculty of Educational Graduate Studies, King Abdulaziz University, Jeddah, Saudi Arabia; Ministry of Education, Saudi Arabia","Saddiq L., Department of Special Education, Faculty of Educational Graduate Studies, King Abdulaziz University, Jeddah, Saudi Arabia; Albiladi W., Ministry of Education, Saudi Arabia","The present research paper aims to determine problems facing people with Down syndrome working at restaurants in Saudi Arabia and develop a proposal to establish a vocational rehabilitation center of restaurant services. The author adopted the descriptive and analytical method and developed and applied a five-domain questionnaire of (25) items to (36) participants of vocational rehabilitation staff for people with intellectual disability. The results showed that the problems facing restaurant staff members with Down syndrome are related to psychological and behavioral, craftsmanship and work skills, employer, environment and community, and communication skills, respectively. The paper concludes with developing a proposal to establish a vocational rehabilitation center of restaurant services and recommends establishing vocational rehabilitation centers with fundamentals and standards to ensure employability in the different fields. © 2022 Natural Sciences Publishing Cor..","People with Down syndrome in Saudi Arabia; Proposal; Restaurant work; Vocational rehabilitation center","","","","","","","","Abdel Naby A., Food and beverage service at restaurants (in Arabic), (2011); Abu Alsoud S., The effectiveness of a training program in development some vocational skills for intellectually disabled and its impact in reducing future anxiety among their parents (in Arabic), Journal of Special Education and Rehabilitation, 2, 8, pp. 240-330, (2015); Abu Shasheya S., Al-Anizat S., The level of knowledge about the areas covered by the international standards of vocational rehabilitation among administrators, trainers, and trainees: An empirical study at Jordanian vocational rehabilitation centers of people with special needs (in Arabic), The Islamic University Journal of Educational and Psychology Studies, 27, 5, pp. 528-555, (2019); Ahmed M., Effectiveness of vocational rehabilitation programs offered to people of determination in the United Arab Emirates from their perspective (in Arabic), (2018); Al-Ahmadi F., What is the importance of the vision, mission, and values of the company?, (2009); Alajamy N., Albattal A., Difficulties of employing people with intellectual disability from the perspective of the staff of intellectual education institutes and programs in Riyadh (in Arabic), Journal of Al-Quds Open University for Educational and Psychological Research & Studies, 4, 14, pp. 237-270, (2018); Al-Dabour A., Al-Turki Y., Psychological alienation among the unemployed with mental disabilities compared to their working peers with mental disabilities (in Arabic), Journal of Arab Studies in Education and Psychology, 1, 48, pp. 131-153, (2014); Al-Fawzan M., Al-Raqas K., Principles of special education (categories-diagnosis-educational programs), (2009); Alhadidi M., Salim Y., Masoud W., Total rehabilitation (in Arabic), (2009); Al-Khatib G., Introduction to the rehabilitation of persons with disabilities (in Arabic), (2010); Al-Khatib L., Problems of vocational rehabilitation among persons with intellectual disabilities from the supervisors’ perspective (in Arabic), (2013); Al-Kubaisi N., Down syndrome: Causes, symptoms, and methods of occupational therapy (in Arabic), Journal of Educational and Psychological Research, 14, 54, pp. 131-149, (2017); Al-Rousan F., Introduction to intellectual disability (in Arabic), (2013); Alsaratwey A., Almehery A., Obeidat R., Alzeudy M., Evaluation of vocational rehabilitation training and programs for people with disabilities in the United Arab Emirates, Journal of Psychological and Educational Studies, 7, 1, pp. 102-121, (2013); Alsaratwey A., Almohery A., Alnator Y., Effectiveness of a skill-based training program for intellectual disability in vocational training (in Arabic), Journal of Psychological and Educational Studies, 1, 10, pp. 66-82, (2016); Alsultani H., Globally used service methods and their impact on the quality of restaurant services (Karbala restaurants as a model) (in Arabic), Journal of Ma'aen, 1, 7, pp. 413-432, (2017); Alzamat Y., Vocational rehabilitation of the disabled (in Arabic), (2014); Alzari N., Rehabilitation of special needs (in Arabic), (2011); Alzari N., Haymor A., Rehabilitation of special needs in the total rehabilitation of people with disability (in Arabic), (2017); Arab decade for people with disabilities (2004-2013) (in Arabic), (2004); Attrill S., Gunn S., Clients becoming teachers: Speech-language pathology students) understanding of rehabilitation following clinical practicum in a rehabilitation setting, International Journal of Speech-Language Pathology, 12, 2, pp. 51-142, (2010); Awda R., Building and exploring the impact of a training program in psychological and social rehabilitation and developing the professional skills of people with intellectual disability (in Arabic), (2013); Awda Y., Abu-Lil M., Training and vocational rehabilitation of special needs [research paper], Conference of the Rehabilitation and Employment of Special Needs, (2004); Baran N., Cavkaytar A., Opinions and suggestions of employers on employment of individuals with mental retardation, Elementary Education Online, 6, 2, pp. 213-225, (2007); Cavkaytar A., Teaching cafe´ waiter skills to adults with intellectual disability: A real setting study, Education and Training in Autism and Developmental Disabilities, 47, 4, pp. 426-437, (2012); Cavkaytar A., Acungil A., Tomris G., Effectiveness of teaching cafe waitering to adults with intellectual disability through audio-visual technologies, Education and Training in Autism and Developmental Disabilities, 52, 1, pp. 77-90, (2017); Diana S., A grant for pre-vocational training program for individuals with severe mental illness, (2010); Elliott T. R., Leung P., Vocational rehabilitation: History and practice, Handbook of vocational psychology, pp. 330-354, (2005); Feras E., Evaluating vocational rehabilitation centers’ programs and services of Palestine Ministry of Social Affairs (in Arabic), (2017); Foley K. R., Girdler S., Downs J., Jacoby P., Bourke J., Lennox N., Leonard H., Relationship between family quality of life and day occupations of young people with Down syndrome, Social psychiatry and psychiatric epidemiology, 49, 9, pp. 1455-1465, (2014); Ibrahim F., Bassiony S., Soliman A., Alnahhas M., Research and studies on the psychology of disability (in Arabic), (2001); Hammady H., Evaluation of the vocational rehabilitation programs of the disabled from the staff perspective (in Arabic), (2016); Hawsawi A., The obstacles of vocational rehabilitation of the intellectual disabled from the perspective of the professional rehabilitation trainers in Riyadh City (in Arabic), Saudi Journal of Special Education, 1, 2, pp. 82-112, (2015); Facilitating services to people with Down syndrome (in Arabic), (2017); Kelly A., Perspective of parents of children with autism spectrum disorder on a community-based parent education program, (2015); A pilot study on going to restaurants (in Arabic), (2015); Kumin L., Schoenbrodt L., Employment in adults with Down syndrome in the United States: Results from a national survey, Journal of Applied Research in Intellectual Disabilities, 29, 4, pp. 330-345, (2016); Diversity in the workplace (in Arabic) [conference paper], The Arab Regional Conference on the Training and Employment of Special Needs, (2007); Masoud W., Mohamed A., Mourad M., Total rehabilitation of special needs (in Arabic), (2005); Matar H., Ahmed S., Assessment of the needs of children with Down syndrome (in Arabic), (2019); Food and beverage service (in Arabic), (2007); Down syndrome, (2019); Employment problems of persons with disabilities (in Arabic) [Conference paper], (2009); Obeid M., Rehabilitation of the disabled, (2021); Powers T., Recognizing ability: The skills and productivity of persons with disabilities, (2008); Pandey A., Socio–occupational functioning, perceived stigma, stress and coping of caregivers of children with mental retardation and functional psychosis: A comparative study, (2014); Patel L., Wolter-Warmerdam K., Leifer N., Hickey F., Behavioral characteristics of individuals with Down syndrome, Journal of Mental Health Research in Intellectual Disabilities, 11, 3, pp. 221-246, (2018); Rasheed S., Vocational rehabilitation for the disabled, reality and ambition: A field study in the Protected Workshop for Carpentry and Sewing in Karrada and Tal Muhammad (in Arabic), Journal of Arts, Literature, Humanities, and Social Sciences, 179, pp. 63-196, (2021); Rayadurgam N., Vocational Rehabilitation of Disabled in India, (2017); Reco T., Level of assessment of employers for the disabled graduates rehabilitation centers, (2009); Sawalma S., Problems of vocational rehabilitation of special needs at vocational rehabilitation centers from the staff’s perspective (in Arabic), (2020); Sayed W., The effectiveness of a proposed program in vocational training to develop adjustment behavior skills for children with Down syndrome (in Arabic), (2013); Soliman K., A proposal to activate the role of vocational rehabilitation centers for the disabled in training and employment in the light of international trends (in Arabic), Journal of the Faculty of Education-Mansoura University, 3, 87, pp. 453-506, (2012); Convention on the rights of persons with disabilities, (2006); Wahba E., Developing intellectual education schools in Sohag in the light of contemporary educational trends (in Arabic), Educational Journal, 42, pp. 375-440, (2008); Zain Al-Din M., Methods of developing the proposal in theses (in Arabic), (2013); Zawqan O., Abdulhaq K., Adas A., Scientific research: Concept, tools, and methods (in Arabic), (2013)","L. Saddiq; Department of Special Education, Faculty of Educational Graduate Studies, King Abdulaziz University, Jeddah, Saudi Arabia; email: linabinsaddiqbins@gmail.com","","Natural Sciences Publishing","","","","","","20909551","","","","English","Inf. Sci. Lett.","Article","Final","","Scopus","2-s2.0-85132076056"
"Weninger C.","Weninger, Csilla (26024956500)","26024956500","Skill versus Social Practice? Some Challenges in Teaching Digital Literacy in the University Classroom","2022","TESOL Quarterly","56","3","","1016","1028","12","5","10.1002/tesq.3134","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126182279&doi=10.1002%2ftesq.3134&partnerID=40&md5=2060f443df31c6b9540352703d5056b3","Nanyang Technological University, National Institute of Education, Singapore","Weninger C., Nanyang Technological University, National Institute of Education, Singapore","Digital literacy is viewed by many governments as an educational priority area, resulting in policies and curricula aimed at developing students’ digital literacy skills. This can present many challenges, including lacking teacher professional development, uneven digital infrastructure across school districts or unequal access to digital media among students. In this article, I focus on a different challenge that stems from differing definitions of digital literacy among educational researchers, teachers, and educational policy makers and the tensions that can arise from these differences for teachers who are tasked with developing learners’ digital literacy. Specifically, I discuss how I have merged a curricular mandate for a skills-heavy digital literacy policy with my theoretical conviction of literacy as social practice in my teaching of a tertiary course on digital literacy. To do so, I first critically examine Singapore’s recent digital literacy curriculum reform with reference to a larger divide between conceptualizations of digital literacy as technical, decontextualized skills related to employability on the one hand and as social practice rooted in students’ lived experiences on the other. Second, I discuss my efforts at combining these two perspectives in teaching digital media literacy, highlighting how we can foster digital ‘skills’ and critical engagement with digital media while providing space for playful and creative communicative practice. © 2022 TESOL International Association.","","","","","","","","","Barthes R., Rhetoric of the image, Image–Music–Text, pp. 32-51, (1977); Black R.W., Adolescents and online fan fiction, (2008); Buckingham D., Defining digital literacy. What do young people need to know about digital media?, Digital literacies: Concepts, policies and practices, pp. 73-89, (2008); Darvin R., Social class and the unequal digital literacies of youth, Language and Literacy, 20, 3, pp. 26-45, (2018); Darvin R., Youth, technology, and the hidden curriculum of the 21<sup>st</sup> century, Youth and Globalization, 1, 2, pp. 210-229, (2019); Darvin R., Creativity and criticality: Reimagining narratives through translanguaging and transmediation, Applied Linguistics Review, 11, 4, pp. 581-606, (2020); Commission presents European skills agenda for sustainable competitiveness, social fairness and resilience, (2020); Gee J.P., Social linguistics and literacies: Ideology in Discourses, (1990); Gee J.P., Situated language and learning: A critique of traditional schooling, (2004); Graff H.J., The literacy myth: Literacy and social structure in the nineteenth-century city, (1979); Graff H.J., Literacy myths, legacies and lessons: New Studies on literacy, (2011); Hafner C.A., Digital composition in a second or foreign language, TESOL Quarterly, 47, 4, pp. 830-834, (2013); Hafner C.A., Embedding digital literacies in English Language Teaching: Students’ digital video projects as multimodal ensembles, TESOL Quarterly, 48, 4, pp. 655-685, (2014); Hobbs R., Digital and media literacy: Connecting culture and classroom, (2011); Infocomm Usage: Households and individuals; Johnson J., Most common languages used on the internet, (2021); Jones J.P., Parody, performativity and play: The reinvigoration of citizenship through political satire, A companion to new media dynamics, pp. 396-406, (2013); Jones R.H., Hafner C.A., Understanding digital literacies: A practical introduction, (2021); Lankshear C., Knobel M., Introduction: Digital literacies–concepts, policies and practices, Digital literacies: Concepts, policies and practices, pp. 1-16, (2008); Law N., Woo D., de la Torre J., Wong G., A global framework of reference on digital literacy skills for indicator 4.4.2, (2018); Luke A., Literacy and educational fundamentalism: An interview, English Quarterly, 36, 4, pp. 12-17, (2004); Strengthening digital literacy, (2020); Pangrazio L., Godhe A.L., Ledesma A.G.L., What is digital literacy? A comparative review of publications across three language contexts, E-learning and Digital Media, 17, 6, pp. 442-459, (2020); Shifman L., Memes in digital culture, (2014); Street B.V., Literacy in theory and practice, (1984); Thorne S., Black R.W., Language and literacy developments in computer-mediated contexts and communities, Annual Review of Applied Linguistics, 27, pp. 133-160, (2007); van Leeuwen T., Semiotics and iconography, The handbook of visual analysis, pp. 92-100, (2001); Vasquez C., Language, creativity and humour online, (2019); Weninger C., The ‘vernacularisation’ of global education policy: Media and digital literacy as 21<sup>st</sup> century skills in Singapore, Asia Pacific Journal of Education, 37, 4, pp. 500-516, (2017); Weninger C., From language skills to literacy: Broadening the scope of English language education through media literacy, (2019); Weninger C., Li D., Performing microcelebrity: Analyzing Papi Jiang’s online persona through stance and style, Language in Society, pp. 1-32, (2022); Wu J.G., Miller L., Raising native cultural awareness through WeChat: A case study with Chinese EFL learners, Computer Assisted Language Learning, 34, 4, pp. 552-582, (2021)","C. Weninger; Nanyang Technological University, National Institute of Education, Singapore; email: csilla.weninger@nie.edu.sg","","John Wiley and Sons Inc","","","","","","00398322","","","","English","TESOL Q.","Article","Final","","Scopus","2-s2.0-85126182279"
"Bai B.; Li M.; Lyu X.","Bai, Bin (57968122800); Li, Mixue (57968122900); Lyu, Xinshan (57968748400)","57968122800; 57968122900; 57968748400","Sustainable career and employability of student leaders in China","2022","Frontiers in Psychology","13","","1033401","","","","1","10.3389/fpsyg.2022.1033401","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142102089&doi=10.3389%2ffpsyg.2022.1033401&partnerID=40&md5=be456791f2e8a4a2116dda4c20b41bbd","Faculty of Education, Beijing Normal University, Beijing, China; School of Education, University of Nottingham, Nottingham, United Kingdom; Beijing Municipal Education Commission, Beijing, China","Bai B., Faculty of Education, Beijing Normal University, Beijing, China; Li M., School of Education, University of Nottingham, Nottingham, United Kingdom; Lyu X., Beijing Municipal Education Commission, Beijing, China","Research has shown that most employers prefer employing graduates with student leadership experience in colleges and most of the student leaders have sustainable development in their careers in China. Compared with students without leadership experience, student leaders are easier to get promotion and development opportunities in the workplace. To discuss this question, researchers chose employers, student leaders, and teachers as research participants in an effort to answer the question of why employers prefer graduates with experience being student leaders. This study focuses on what key competencies student leaders possess and how their competencies can match the capability requirement of employers. Semi-structured interviews were conducted with 9 outstanding student leaders, 4 class teachers, 2 student affairs administrators, and 8 human resource managers from two vocational colleges in Beijing. We find that student leaders have strong social competence, emotional competence, action competence, responsibility, and resilience which employers value and these competencies are essential to career development in the workplace. These competencies are considered to be helpful to support student leaders to adapt to the real work environment quickly and achieve career success. Copyright © 2022 Bai, Li and Lyu.","action competence; emotional competence; employability; responsibility and resilience; social competence; student leaders","","","","","","","","Student cadre’s training plan in colleges and universities(2006-2010) (Report No.45), (2006); Organizational reform program of the student union of the federation of schools, (2017); Arranz N., Ubierna F., Arroyabe M.F., Perez C., Fdez. de Arroyabe J.C., The effect of curricular and extracurricular activities on university students’ entrepreneurial intention and competences, Stud. High. Educ, 42, pp. 1979-2008, (2017); Auhagen A.E., Bierhoff H.W., Responsibility. The many faces of a social phenomenon, (2001); Autio O., The development of technological competence from adolescence to adulthood, J. Technol. 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Psychol, 46, pp. 122-140, (2011); Laukkanen M., Exploring alternative approaches in high-level entrepreneurship education: Creating micromechanisms for endogenous regional growth, Entrepreneursh. Reg. Dev, 12, pp. 25-47, (2000); Le Deist F.D., Winterton J., What is competence?, Hum. Resour. Dev. Int, 8, pp. 27-46, (2005); Lenk H., Global technoscience and responsibility: Schemes applied to human values, technology, creativity and globalisation (Vol. 3), (2007); Liu S., Analysis of the demand for talents in CNC technology oriented to the needs of enterprises, J. Hum. Indust. Polytech, 13, pp. 98-100, (2013); Lofgren S., Ilomaki L., Toom A., Employer views on upper-secondary vocational graduate competences, J. Voc. Educ. Train, 72, pp. 435-460, (2020); Lundin M., Skans O.N., Zetterberg P., Leadership experiences, labor market entry, and early career trajectories, J. Hum. Res, 56, pp. 480-511, (2021); Lyu P., Student cadre groups and student cadre system in China’s social transition, Contemp. Youth Res, 4, pp. 15-18, (2001); Mayer J.D., Salovey P., What is emotional intelligence?, Emotional development and emotional intelligence, pp. 3-31, (1997); McClelland D.C., Identifying competencies with behavioral-event interviews, Psychol. Sci, 9, pp. 331-339, (1998); McMurray S., Dutton M., McQuaid R., Richard A., Employer demands from business graduates, Educ. Train, 58, pp. 112-132, (2016); Mulder M., Competence and the alignment of education and work, Competence-based vocational and professional education, pp. 229-251, (2017); Mulder M., Weigel T., Collins K., The concept of competence in the development of vocational education and training in selected EU member states: A critical analysis, J. Voc. Educ. Train, 59, pp. 67-68, (2007); Norris N., The trouble with competence, Camb. J. Educ, 21, pp. 331-341, (1991); Nybo G., Personnel development for dissolving jobs: Towards a competency-based approach?, Int. J. Hum. Resour. Manage, 15, pp. 549-564, (2004); Ong A.D., Bergeman C.S., Bisconti T.L., Wallace K.A., Psychological resilience, positive emotions, and successful adaptation to stress in later life, J. Pers. Soc. Psychol, 91, pp. 730-749, (2006); Ran H., A study on the competency characteristics of student cadres in colleges and universities, China Youth Study, 18, pp. 87-89, (2011); Sandberg J., Understanding human competence at work: An interpretive approach, Acad. Manage. J, 43, pp. 9-25, (2000); Sass W., Boeve-de Pauw J., Olsson D., Gericke N., De Maeyer S., Van Petegem P., Redefining action competence: The case of sustainable development, J. Environ. Educ, 51, pp. 292-305, (2020); Seal C.R., Andrews-Brown A., An integrative model of emotional intelligence: Emotional ability as a moderator of the mediated relationship of emotional quotient and emotional competence, Organ. Manage. J, 7, pp. 143-152, (2010); Seemiller C., Enhancing leadership competencies for career readiness, N. Direct. Stud. Leadersh, 2018, pp. 39-53, (2018); Sharma M., How important are soft skills from the recruiter’s perspective, ICFAI J. Soft Skills, 3, pp. 19-28, (2009); Shen L., Liu X., Research on the construction of a competency model for college student cadres, Contemp. Youth Res, 12, pp. 61-64, (2009); Spencer L.M., Spencer S.M., Competence at work: Models for superior performance, (1993); Teichler U., Careers of university graduates: Views and experiences in comparative perspectives (Vol. 17), (2007); Wang D., Liu H., Research on enterprise participation in the development mode of employability of college students, Acad. Exchanges, 6, pp. 123-126, (2014); Weiner I.B., Craighead W.E., The corsini encyclopedia of psychology, volume 4 (Vol. 4), (2010); Wen Y., Jiang J., Enterprise perspective: New demand and cultivation of manufacturing professionals in higher vocational school under the background of industry 4.0, Voc. Tech. Educ. Forum, 21, pp. 46-49, (2016); Windle G., What is resilience? A review and concept analysis, Rev. Clin. Gerontol, 21, pp. 152-169, (2011); Yang J., Ming H., Analysis of the demand for skilled personnel in China’s manufacturing development, Educ. Voc, 11, pp. 5-9, (2008); Ye B., Luo Z., Structural dimensions of responsibility and scale development), Proceeding of the abstracts of the 12th national psychology conference, (2009); Zeidner M., Matthews G., Roberts R.D., Emotional intelligence in the workplace: A critical review, Appl. Psychol, 53, pp. 371-399, (2004); Zeng H., A study on the competence of student cadres in higher education: A competency theory perspective, Hubei Soc. Sci, pp. 168-171, (2014); Zhang X., Lin G., Research on the demand for senior applied talents in new rural construction——Take agriculture-related economic and trade majors as an example, Hum. Soc. Sci, pp. 201-205, (2015)","M. Li; School of Education, University of Nottingham, Nottingham, United Kingdom; email: Mixue.Li@nottingham.ac.uk; X. Lyu; Beijing Municipal Education Commission, Beijing, China; email: lyuxinshan@foxmail.com","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85142102089"
"Gürbüz S.; van Woerkom M.; Kooij D.T.A.M.; Demerouti E.; van der Klink J.J.L.; Brouwers E.P.M.","Gürbüz, Sait (28767698300); van Woerkom, Marianne (24726390100); Kooij, Dorien T. A. M. (24166660700); Demerouti, Evangelia (6701515523); van der Klink, Jac J. L. (6603920310); Brouwers, Evelien P. M. (7003375603)","28767698300; 24726390100; 24166660700; 6701515523; 6603920310; 7003375603","Employable until Retirement: How Inclusive Leadership and HR Practices Can Foster Sustainable Employability through Strengths Use","2022","Sustainability (Switzerland)","14","19","12195","","","","3","10.3390/su141912195","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139911593&doi=10.3390%2fsu141912195&partnerID=40&md5=bbde148d50b010616b560cef629f9ef0","Scientific Center for Care and Wellbeing, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Tranzo, 5000 LE, Netherlands; International Business School, Hanze University of Applied Sciences, Groningen, 9704 AA, Netherlands; Department of Human Resource Studies, Tilburg University, Tilburg, 5000 LE, Netherlands; Center of Excellence for Positive Organizational Psychology, Erasmus University Rotterdam, Rotterdam, 3062 PA, Netherlands; Department of Industrial Engineering and Innovation Sciences, Eindhoven University of Technology, Eindhoven, 5600 MB, Netherlands; Department of Industrial Psychology and People Management, University of Johannesburg, Auckland Park, Johannesburg, 2006, South Africa; Optentia Research Programme, North West University of South Africa, Vanderbijlpark, 1900, South Africa","Gürbüz S., Scientific Center for Care and Wellbeing, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Tranzo, 5000 LE, Netherlands, International Business School, Hanze University of Applied Sciences, Groningen, 9704 AA, Netherlands; van Woerkom M., Department of Human Resource Studies, Tilburg University, Tilburg, 5000 LE, Netherlands, Center of Excellence for Positive Organizational Psychology, Erasmus University Rotterdam, Rotterdam, 3062 PA, Netherlands; Kooij D.T.A.M., Department of Human Resource Studies, Tilburg University, Tilburg, 5000 LE, Netherlands; Demerouti E., Department of Industrial Engineering and Innovation Sciences, Eindhoven University of Technology, Eindhoven, 5600 MB, Netherlands, Department of Industrial Psychology and People Management, University of Johannesburg, Auckland Park, Johannesburg, 2006, South Africa; van der Klink J.J.L., Scientific Center for Care and Wellbeing, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Tranzo, 5000 LE, Netherlands, Optentia Research Programme, North West University of South Africa, Vanderbijlpark, 1900, South Africa; Brouwers E.P.M., Scientific Center for Care and Wellbeing, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, Tranzo, 5000 LE, Netherlands","Background: Although the new model of sustainable employability (SE), which builds on the capability approach, has received growing attention, research on how to enhance workers’ SE is scarce. In this study, we aimed to investigate whether (1) inclusive leadership and high-involvement HR practices are positively associated with SE and whether (2) strengths use mediates these associations. To test our research hypotheses, we surveyed Dutch employees (N = 364), selected with random sampling. The results of structural equation modeling showed that inclusive leadership and high-involvement HR practices were positively associated with workers’ SE. Moreover, we discovered that strengths use mediated these relationships. These results contribute to the SE literature by providing initial evidence that inclusive leadership and high-involvement HR practices are directly and indirectly (through strengths use) related to workers’ SE. © 2022 by the authors.","capability set for works; high-involvement HR practices; inclusive leadership; strengths use; sustainable employability","employment; leadership; modeling; sustainability","","","","","Nederlandse Organisatie voor Wetenschappelijk Onderzoek, NWO; Universiteit van Tilburg, UvT, (42001514)","Funding text 1: This research is funded by TILBURG UNIVERSITY and TILBURG UNIVERSITY FUND, Grant number is 42001514.; Funding text 2: In this paper, we make use of the LISS panel data were collected by CentERdata (Tilburg University, The Netherlands) through its MESS project funded by the Netherlands Organization for Scientific Research. We want to thank the Tilburg University and Tilburg University Fund for their financial support. ","Employment—Annual Statistics, (2022); Le Blanc P.M., van der Heijden B.I.J.M., van Vuuren T., I will survive”: A construct validation study on the measurement of sustainable employability using different age conceptualizations, Front. Psychol, 8, (2017); de Jonge J., Peeters M.C.W., The vital worker: Towards sustainable performance at work, Int. J. Environ. Res. Public Health, 16, (2019); van der Klink J.J., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R., Abma F.I., Brouwer S., Van Der Wilt G.J., Sustainable employability-definition, conceptualization, and implications: A perspective based on the capability approach, Scand. J. Work Environ. Health, 42, pp. 71-79, (2016); Pak K., Kooij D.T.A.M., De Lange A.H., van den Heuvel S., Van Veldhoven M.J.P.M., The influence of human resource practices on perceived work ability and the preferred retirement age: A latent growth modelling approach, Hum. Resour. Manag. J, 31, pp. 311-325, (2021); Roczniewska M., Richter A., Hasson H., Schwarz U.V.T., predicting sustainable employability in Swedish healthcare: The complexity of social job resources, Int. J. Environ. Res. Public Health, 17, (2020); Abma F.I., Brouwer S., de Vries H.J., Arends I., Robroek S.J.W., Cuijpers M.P.J., van der Wilt G.J., Bultmann U., van der Klink J.J., The capability set for work: Development and validation of a new questionnaire, Scand. J. Work Environ. Health, 42, pp. 34-42, (2016); van Gorp D., van der Klink J., Abma F.I., Jongen P.J., van Lieshout I., Arnoldus E., Beenakker E.A.C., Bos H.M., van Eijk J.J.J., Fermont J., Et al., The capability set for work—Correlates of sustainable employability in workers with multiple sclerosis, Health Qual. Life Outcomes, 16, (2018); Gurbuz S., Joosen M.C.W., Kooij D.T.A.M., van der Klink J.J., Brouwers E.P.M., Measuring sustainable employability: Psychometric properties of the capability set for work questionnaire, BMC Public Health, 22, (2022); Houkes I., Miglioretti M., Picco E., De Rijk A.E., Tapping the employee perspective on the improvement of sustainable employability [se): Validation of the instrument for SE [MAISE-NL), Int. J. Environ Res. Public Health, 17, (2020); Ybema J.F., van Vuuren T., van Dam K., HR Practices for Enhancing Sustainable Employability: Implementation, Use, and Outcomes, Int. J. Hum. Resour, 31, pp. 886-907, (2017); Deci E.L., Ryan R.M., Self-determination theory: A macro theory of human motivation, development, and health, Can. Psycho, 49, pp. 182-185, (2008); Nembhard I.M., Edmondson A.C., Making it safe: The effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams, J. Organ. Behav, 27, pp. 941-966, (2006); Prieto I.M., Perez P.S.M., Building ambidexterity: The role of human resource practices in the performance of firms from Spain, Hum. Resour. Manag. J, 51, pp. 189-211, (2012); Wood A.M., Linley P.A., Maltby J., Kashdan T.B., Hurling R., Using personal and psychological strengths leads to increases in well-being over time: A longitudinal study and the development of the strengths use questionnaire, Pers. Individ. Differ, 50, pp. 15-19, (2011); Van Woerkom M., Oerlemans W., Bakker A.B., Strengths use and work engagement: A weekly diary study, Eur. J. Work Organ. Psychol, 25, pp. 384-397, (2015); Matsuo M., The role of supervisor support for strengths use in promoting perceived employability and career Satisfaction, Pers. Rev, 51, pp. 1587-1603, (2022); Bakker A.B., Hetland J., Olsen O.K., Espevik R., Daily transformational leadership: A source of inspiration for follower performance?, Eur. Manag. J, (2022); Bouskila-Yam O., Kluger A.N., Strength-based performance appraisal and goal setting, Hum. Resour. Manag. Rev, 21, pp. 137-147, (2011); Deng J., Liu J., Deng W., Yang T., Duan Z., Redefinition and measurement dimensions of sustainable employability based on the swAge-Model, Int. J. Environ. Res. Public Health, 18, (2021); Fleuren B.P., de Grip A., Jansen N.W., Kant I., Zijlstra F.R., Unshrouding the Sphere from the Clouds: Towards A Comprehensive Conceptual Framework for Sustainable, Sustainability, 12, (2020); Sen A.K., Capability and well-being, The Quality of Life, pp. 10-25, (1993); Alkire S., Capability and Functionings: Definition & Justification. HDCA Introductory Briefing Note. Boston: Human Development and Capability Association, (2005); Bakker A.B., Demerouti E., Job demands—Resources theory: Taking stock and looking forward, J. Occup. Health Psychol, 22, pp. 273-285, (2017); Appelbaum E., Bailey T., Berg P., Kalleberg A., Manufacturing Competitive Advantage: The Effects of High Performance Work Systems on Plant Performance and Company Outcomes, pp. 75-100, (2000); Rehman S.-U., Bhatti A., Chaudhry N.I., Mediating effect of innovative culture and organizational learning between leadership styles at third-order and organizational performance in Malaysian SMEs, J. Glob. Entrep. Res, 9, (2009); Pless N.M., Maak T., Building an inclusive diversity culture: Principles, processes and practice, J. Bus. Ethics, 54, pp. 129-147, (2004); Carmeli A., Reiter-Palmon R., Ziv E., Inclusive leadership and employee involvement in creative tasks in the workplace: The mediating role of psychological safety, Creat. Res. J, 22, pp. 250-260, (2010); Rigby C.S., Ryan R.M., Self-Determination Theory in Human Resource Development: New Directions and Practical Considerations, Adv. Dev. Hum. Resour, 20, pp. 133-147, (2018); Kooij D.T.A.M., De Lange A.H., Van De Voorde K., Stimulating job crafting behaviors of older workers: The influence of opportunity-enhancing human resource practices and psychological empowerment, Eur. J. Work Organ. Psychol, 31, pp. 22-34, (2022); Chamberlin M., Newton D.W., LePine J.A., A meta-analysis of empowerment and voice as transmitters of high-performance managerial practices to job performance, J. Organ. Behav, 39, pp. 1296-1313, (2018); Seligman M.E.P., Csikszentmihalyi M., Positive psychology: An introduction, Am. Psychol, 55, pp. 5-14, (2000); Biswas-Diener R., Kashdan T.B., Minhas G., A Dynamic approach to psychological strength development and intervention, J. Posit. Psychol, 6, pp. 106-118, (2011); Bakker A.B., Hetland J., Olsen O.K., Espevik R., Daily strengths use and employee well-being: The moderating role of personality, J. Occup. Organ. Psychol, 92, pp. 144-168, (2019); Van Woerkom M., Mostert M., Els C., Bakker A.B., de Beer L., Rothmann R., Strengths use and deficit correction in organizations: Development and validation of a questionnaire, Eur. J. Work Organ. Psychol, 25, pp. 960-975, (2016); Schaufeli W.B., Salanova M., Gonzalez-Roma V., Bakker A.B., The measurement of engagement and burnout: A two sample confirmatory factor analytic approach, J. Happiness Stud, 3, pp. 71-92, (2002); Ding H., Yu E., Strengths-based leadership and employee psychological well-being: A moderated mediation model, J. Career Dev, 49, pp. 1108-1121, (2021); Bandura A., Self-Efficacy. The Exercise of Control, (1997); Bakker A.B., An evidence-based model of work engagement, Curr. Dir. Psychol. Sci, 20, pp. 265-269, (2011); Van Woerkom M., Meyers M.C., Strengthening personal growth: The effects of a strengths intervention on personal growth initiative, J. Occup. Organ. Psychol, 92, pp. 98-121, (2019); Scherpenzeel A.C., Das M., True” longitudinal and probability-based internet panels: Evidence from the Netherlands, Social and Behavioral Research and the Internet: Advances in Applied Methods and Research Strategies, pp. 77-104, (2010); Bae J., Lawler J.J., Organizational and HRM strategies In Korea: Impact on firm performance in an emerging economy, Acad. Manag. Ann, 43, pp. 502-517, (2000); Nunnally J.C., Bernstein I.H., Psychometric Theory, pp. 110-120, (1994); Arbuckle J.L., Amos, Version 24.0, Computer Program, (2016); Gurbuz S., Structural Equation Modeling with AMOS, pp. 29-36, (2021); Kline R.B., Principles and Practice of Structural Equation Modeling, pp. 266-270, (2016); Hu L.T., Bentler P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Struct. Equ. Model, 6, pp. 1-55, (1999); Hayes A.F., Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach, pp. 99-105, (2018); Podsakoff P.M., MacKenzie S.B., Podsakoff N.P., Sources of method bias in social science research and recommendations on how to control it, Annu. Rev. Psychol, 63, pp. 539-569, (2012); Peterson C., Seligman M.E.P., Character Strengths and Virtues: A Handbook and Classification, (2004); Rath T., StrengthsFinder 2.0, (2007); Kroon A.C., Vliegenthart R., Selm M., Between accommodating and activating: Framing policy reforms in response to workforce aging across Europe, Int. J. Press Polit, 22, pp. 333-356, (2017)","S. Gürbüz; Scientific Center for Care and Wellbeing, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tranzo, Tilburg, 5000 LE, Netherlands; email: s.g.gurbuz@tilburguniversity.edu","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85139911593"
"Weerasombat T.; Pumipatyothin P.; Napathorn C.","Weerasombat, Thunyalak (57222897266); Pumipatyothin, Pongsaya (57885124100); Napathorn, Chaturong (57201367839)","57222897266; 57885124100; 57201367839","Understanding Employability in Changing Labor Market Contexts: The Case of an Emerging Market Economy of Thailand","2022","Sustainability (Switzerland)","14","16","10436","","","","8","10.3390/su141610436","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137724377&doi=10.3390%2fsu141610436&partnerID=40&md5=a4f4485bb8262286db59083771fdef34","Faculty of Social Administration, Thammasat University, Bangkok, 10200, Thailand; Thammasat Business School, Thammasat University, Bangkok, 10200, Thailand","Weerasombat T., Faculty of Social Administration, Thammasat University, Bangkok, 10200, Thailand; Pumipatyothin P., Faculty of Social Administration, Thammasat University, Bangkok, 10200, Thailand; Napathorn C., Thammasat Business School, Thammasat University, Bangkok, 10200, Thailand","This paper qualitatively reexamines the definitions, components, and sub-components of employability under the changing labor market contexts of the under-researched country of Thailand, an emerging market economy (EME). Semi-structured interviews among chief human resources (HR) officers, HR experts, HR academics, HR consultants, and top HR executives in various well-recognized private firms across industries in Thailand, virtual field visits to each company located in Bangkok and other provinces in Thailand, nonparticipant observation, and a review of archival documents and web-based resources were conducted. This paper proposes that Thailand’s institutional context, specifically the labor market context, plays an important role in shaping employability among workers needed by firms within that context. Several challenges, including the COVID-19 pandemic, aging societies, technological disruption, the growth of the cryptocurrency market, and the changing patterns of work, affect Thailand’s institutional context, specifically the labor market context, and worsen the problem regarding the shortage of job candidates or graduates who are readily employable. Here, employability among workers refers to the strong potential that helps job candidates obtain suitable jobs and readies them for work and to survive in the real word. It consists of three main components: (1) career ability, (2) resiliency, and (3) attitudes and personal attributes. Each component consists of several sub-components (25 sub-components in total). All of the components and sub-components of employability are necessary for job candidates or young graduates in the context of the Thai labor market. However, there are sub-components of employability that are necessary for job candidates who are working in EMEs with several abovementioned challenges that affect the labor market context. © 2022 by the authors.","aging societies; COVID-19 pandemic; emerging market economy; employability; institutional context; labor market; qualitative","Bangkok; Central Region [Thailand]; Krung Thep Mahanakhon; Thailand; aging population; COVID-19; employment; institutional reform; labor market; qualitative analysis","","","","","Thammasat University, TU","This research was funded by Thammasat Research Unit in Work Skills Development amid Changing Demands in Labor Market at Thammasat University. The APC was funded by Thammasat Research Unit in Work Skills Development amid Changing Demands in Labor Market at Thammasat University.","Mugabe F., From VUCA to BANI: Five Key HR Issues to Deal with for HR Teams Today, (2022); Spagnoletto L., AlabdulJabbar D., Jalihal H., HR4. 0: Shaping People Strategies in the Fourth Industrial Revolution, (2019); Choudhury P., Foroughi C., Larson B., Work-from-anywhere: The productivity effects of geographic flexibility, Strateg. Manag. J, 42, pp. 655-683, (2021); Cook I., Who is Driving the Great Resignation?, (2021); When Resignation is Not Just Resignation, People Need More Happiness (Translated from Thai Title), (2022); Jayathilake H.D., Daud D., Eaw H.C., Annuar N., Employee development and retention of Generation-Z employees in the post-COVID-19 workplace: A conceptual framework, Benchmarking Int. 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Int, 2, pp. 347-353, (1997); Rajan A., Employability in the finance sector: Rhetoric vs. reality, Hum. Resour. Manag. J, 7, pp. 67-78, (1997); Rajan A., Van Eupen P., Chapple K., Lane D., Employability: Bridging the Gap Between Rhetoric and Reality. First Report: Employer’s Perspective, (2000); Kirves K., Kinnunen U., De Cuyper N., Makikangas A., Trajectories of perceived employability and their associations with well-being at work, J. Pers. Psychol, 13, pp. 46-57, (2014); Clarke M., Understanding and managing employability in changing career contexts, J. Eur. Ind. Train, 32, pp. 258-284, (2008); Van Harten J., Knies E., Leisink P., Employer’s investments in hospital workers’ employability and employment opportunities, Pers. Rev, 45, pp. 84-102, (2016); Creed P.A., Gagliardi R.E., Career compromise, career distress, and perceptions of employability: The moderating roles of social capital and core self-evaluations, J. 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Stud, 50, pp. 20-35, (2019); Kostova T., Beugelsdijk S., Scott W.R., Kunst V.E., Chua C.H., van Essen M., The construct of institutional distance through the lens of different institutional perspectives: Review, analysis, and recommendations, J. Int. Bus. Stud, 51, pp. 1-31, (2019); Hall P.A., Soskice D., Varieties of Capitalism: The Institutional Foundations of Comparative Advantage, pp. 1-70, (2001); Streeck W., Thelen K., Beyond Continuity: Institutional Change in Advanced Political Economies, (2005); Whitley R., Divergent Capitalisms: The Social Structuring and Change of Business Systems, (1999); Hitt M.A., International strategy and institutional environments, Cross Cult. Strateg. Manag, 23, pp. 206-215, (2016); Napathorn C., How do MNCs translate corporate talent management strategies into their subsidiaries? Evidence from MNCs in Thailand, Rev. Int. Bus. Strategy, 30, pp. 537-560, (2020); Crouch C., Skill formation systems, The Oxford Handbook of Work and Organization, (2005); Finegold D., Creating self-sustaining, high-skill ecosystems, Oxf. Rev. Econ. Policy, 15, pp. 60-81, (1999); Culpepper P.D., The future of the high-skill equilibrium in Germany, Oxf. Rev. Econ. Policy, 15, pp. 43-59, (1999); Kuruvilla S., Ranganathan A., Economic development strategies and macro-and micro-level human resource policies: The case of India’s “outsourcing” industry, Ind. Labor Relat. Rev, 62, pp. 39-72, (2008); Cappelli P.H., Skill gaps, skill shortages, and skill mismatches evidence and arguments for the United States, Ind. Labor Relat. Rev, 68, pp. 251-290, (2015); Aging Society and the Challenge of the Thai Labor Market, (2018); (2015); Eisenhardt K.M., Building theories from case study research, Acad. Manag. Rev, 14, pp. 532-550, (1989); Yin R.K., Case Study Research: Design and Methods, (1994); Cooke F.L., The globalization of Chinese telecom corporations: Strategy, challenges and HR implications for the MNCs and host countries, Int. J. Hum. Resour. Man, 23, pp. 1832-1852, (2012); Teddlie C., Tashakkori A., Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences, (2009); Strauss A., Corbin J., Basics of Qualitative Research, 15, (1990); Batt R., Banerjee M., The scope and trajectory of strategic HR research: Evidence from American and British journals, Int. J. Hum. Resour. Man, 23, pp. 1739-1762, (2012); Batt R., Hermans M., Global human resource management: Bridging strategic and institutional perspectives, Res. Pers. Hum, 31, pp. 1-52, (2012); Batt R., Holman D., Holtgrewe U., The globalization of service work: Comparative institutional perspectives on call centers introduction to a special issue of the ILR review, Ind. Labor Relat. Rev, 62, pp. 453-488, (2009); Napathorn C., The development of green skills across firms in the institutional context of Thailand, Asia-Pac. J. Bus. Adm, (2022)","C. Napathorn; Thammasat Business School, Thammasat University, Bangkok, 10200, Thailand; email: chaturong@tbs.tu.ac.th","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85137724377"
"De Groof J.; Daniëls E.; Gijbels D.; Kyndt E.; Wille B.; Van den Bossche P.","De Groof, Jetje (57327065500); Daniëls, Ellen (57207685053); Gijbels, David (10240528700); Kyndt, Eva (26654784300); Wille, Bart (35729434100); Van den Bossche, Piet (8352759200)","57327065500; 57207685053; 10240528700; 26654784300; 35729434100; 8352759200","Ready? Steady? Grow! Readiness for Participating in Learning in Dual Education","2022","Vocations and Learning","15","3","","477","496","19","2","10.1007/s12186-022-09297-5","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134357750&doi=10.1007%2fs12186-022-09297-5&partnerID=40&md5=14b5d4d3a6d5508bf552b606765e8e79","Edubron University of Antwerp, Sint-Jacobsstraat 2, Antwerpen, 2000, Belgium; Education and Learning, Utrecht University, Heidelberglaan 8, Utrecht, 3584 CS, Netherlands; Public Governance Institute, KU Leuven, Parkstraat 45 bus 3609, Leuven, 3000, Belgium; Centre for Transformative Innovation, Swinburne University of Technology, John St, Hawthorn, 3122, VIC, Australia; Department of Developmental, Personality and Social Psychology, Ghent University, Henri Dunantlaan 2, Ghent, 9000, Belgium; Educational Research and Development, School of Business and Economics, Maastricht University, P.O. Box 616, Maastricht, 6200 MD, Netherlands","De Groof J., Edubron University of Antwerp, Sint-Jacobsstraat 2, Antwerpen, 2000, Belgium; Daniëls E., Edubron University of Antwerp, Sint-Jacobsstraat 2, Antwerpen, 2000, Belgium, Education and Learning, Utrecht University, Heidelberglaan 8, Utrecht, 3584 CS, Netherlands, Public Governance Institute, KU Leuven, Parkstraat 45 bus 3609, Leuven, 3000, Belgium; Gijbels D., Edubron University of Antwerp, Sint-Jacobsstraat 2, Antwerpen, 2000, Belgium; Kyndt E., Edubron University of Antwerp, Sint-Jacobsstraat 2, Antwerpen, 2000, Belgium, Centre for Transformative Innovation, Swinburne University of Technology, John St, Hawthorn, 3122, VIC, Australia; Wille B., Department of Developmental, Personality and Social Psychology, Ghent University, Henri Dunantlaan 2, Ghent, 9000, Belgium; Van den Bossche P., Edubron University of Antwerp, Sint-Jacobsstraat 2, Antwerpen, 2000, Belgium, Educational Research and Development, School of Business and Economics, Maastricht University, P.O. Box 616, Maastricht, 6200 MD, Netherlands","Pupils’ and students’ learning in the workplace and dual education has drawn increased attention because it is, among others, relevant in combating youth unemployment, increasing individual employability, and organisations’ ability to provide high quality services and products. However, research focusing on pupils’ and students’ readiness to participate in learning in the workplace is scarce and scattered. The present study was conducted to get a deeper insight into readiness to participate in learning in the workplace, and more particular in the Flemish (Belgium) context of dual education. The study applied a multi-method approach including literature review, document study, semi-structured interviews and member checking. The study resulted in a conceptualisation of ‘willingness to participate in learning in the workplace’ and ‘maturity for learning in the workplace’ including clusters of competencies related to participation in the workplace, learning in the workplace, and motivation for learning and participating in the workplace. This conceptualisation contributes to the development of policy and practice through providing a basis for assessing readiness to participate in dual education. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.","Dual learning; Learning in the workplace; Readiness for dual learning; Vocational education and training","","","","","","","","Bandura A., Self-efficacy: The exercise of control, (1997); Billett S., Workplace affordances and individual engagement at work, Journal of Workplace Learning, 13, 5, pp. 209-214, (2001); Brockmann M., Clarke L., Winch C., Knowledge, skills, competence: European divergences in vocational education and training (VET) – The English, German and Dutch cases, Oxford Review of Education, 34, 5, pp. 547-567, (2008); Brophy J., Goal theory, Motivating students to learn, pp. 87-118, (2004); Burrus K., Naemi B., Roberts R., Building better students: Preparation for the workforce, (2017); Caballero C., Walker A., Work readiness in graduate recruitment and selection: A review of current assessment methods, Journal of Teaching and Learning for Graduate Employability, 1, pp. 13-25, (2010); Cohen L., Manion L., Morrison K., Research methods in education, (2011); Crevits H., Muyters P., Nota aan de Vlaamse regering: Duaal leren een volwaardige kwalificerende leerweg, (2015); Deissinger T., The German dual vocational education and training system as good practice?, Local Economy, 30, 5, pp. 557-567, (2015); Deissinger T., Gonon P., The development and cultural foundations of dual apprenticeships – A comparison of Germany and Switzerland, Journal of Vocational Education & Training, 73, 2, pp. 197-216, (2021); Drollinger T., Comer L., Warrington P., Development and validation of the active empathetic listening scale, Psychology and Marketing, 23, pp. 161-180, (2006); Eiriksdottir E., Program coherence and integration of school- and work-based learning in the Icelandic dual vocational education and training (VET) system, Education in Science, 10, (2020); Ellstrom P., Integrating learning and work: Problems and prospects, Human Resource Development Quarterly, 12, 1, pp. 421-435, (2001); Eraut M., Non-formal learning and tacit knowledge in professional work, British Journal of Educational Psychology, 70, 1, pp. 113-136, (2000); Ferm L., Persson Thunqvist D., Svensson L., Gustavsson M., Students’ strategies for learning identities as industrial workers in a Swedish upper secondary school VET programme, Journal of Vocational Education & Training, 70, 1, pp. 66-84, (2018); Flanagan J., The critical incident technique, Psychological Bulletin, 51, 4, pp. 327-358, (1954); Gist M., Mitchell T., Self-efficacy: A theoretical analysis of its determinants and malleability, The Academy of Management Review, 17, 2, pp. 183-211, (1992); Gross R., Psychology: The science of mind and behaviour, (2010); Harackiewicz J., Barron K., Pintrich P., Elliot A., Trash T., Revision of achievement goal theory: Necessary and illuminating, Journal of Educational Psychology, 94, 3, pp. 638-645, (2002); Ilmarinen J., Tuomi K., Work ability of aging workers, Scandinavian Journal of Work, Environment & Health, 18, 2, pp. 8-10, (1992); Kyndt E., Janssens I., Coertjens L., Gijbels D., Donche V., Van Petegem P., Vocational education students’ generic working life competencies: Developing a self-assessment instrument, Vocations and Learning, 7, pp. 365-392, (2013); Kyndt E., Endedijk M., Beausaert S., Werkplekleren faciliteren: De rol van de organisatie. [facilitating workplace learning: The role of the organisation.], Handboek human resource development. Organiseren van het leren [Handbook of human resource development. Organising learning], pp. 233-250, (2021); Latina J., Ramirez J., On the efficiency of school tracking: A perspective from outcomes in dual VET in Switzerland, Journal for labour market research, 51, 1, pp. 1-13, (2017); Masole L., Van Dyk G., Factors influencing work readiness of graduates: An exploratory study, Journal of Psychology in Africa, 26, 1, pp. 70-73, (2016); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: What effects do they have on graduate labor market outcomes?, Education Economics, 17, pp. 1-30, (2009); Mortelmans D., Handboek kwalitatieve onderzoeksmethoden, [Handbook of Qualitative Research Methods.] Acco, (2013); Kriterienkatalog zur Ausbildungsreife, (2006); Nilsson A., Vocational education and training – An engine for economic growth and a vehicle for social inclusion?, International Journal of Training and Development, 14, pp. 251-272, (2010); O'Neill K., Russell C., Gilli L., Hughes R., Schuder T., Brown J., Towers W., Skills for success in Maryland: Beyond workplace readiness, Workforce readiness. 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An International Review, 60, 4, pp. 600-621, (2011); Virtanen A., Tynjala P., Etelapelto A., Factors promoting vocational students learning at work: Study on student experiences, Journal of Education and Work, 27, pp. 43-70, (2014); Werquin P., Recognition of non-formal and informal learning: Country practices, (2010); Wiernik B., Wille B., Careers, career development and career management, Handbook of industrial, work and organizational psychology, 3, (2017); Yorke M., Employability in higher education: What it is – What it is not, (2004); Zimmerman B., Attaining self-regulation. A social cognitive perspective, Handbook of self-regulation, pp. 13-39, (2000)","E. Daniëls; Edubron University of Antwerp, Antwerpen, Sint-Jacobsstraat 2, 2000, Belgium; email: ellen.daniels@uantwerpen.be","","Springer Science and Business Media B.V.","","","","","","1874785X","","","","English","Vocat. Learn.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85134357750"
"Barton G.; Kavanagh M.; Watson M.; Hartwig K.; Hu Y.","Barton, Georgina (55914868300); Kavanagh, Marie (24278450900); Watson, Marthy (57216147710); Hartwig, Kay (54784217900); Hu, Yijun (57604651300)","55914868300; 24278450900; 57216147710; 54784217900; 57604651300","Investigating the Benefits and Challenges of Workplace Volunteering Experiences for International Students’ Employability Literacies","2022","Journal of International Students","12","3","","777","793","16","0","10.32674/jis.v12i3.3493","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134494824&doi=10.32674%2fjis.v12i3.3493&partnerID=40&md5=f4993a2da40b5c65289cc84caa00248a","University of Southern Queensland, Australia; Griffith University, Australia","Barton G., University of Southern Queensland, Australia; Kavanagh M., University of Southern Queensland, Australia; Watson M., University of Southern Queensland, Australia; Hartwig K., Griffith University, Australia; Hu Y., Griffith University, Australia","For many international students the prospect of employment in overseas locations post-study is a strong desire. The concept of employability has infiltrated the literature, but little is known about how volunteering experiences might impact international students’ preparedness for work placement during their programs of study. Using theoretical framing related to types of employability literacy, this paper shares data from interviews with international students who volunteered. Findings revealed several themes aligning with linguistic proficiency, cultural awareness, attitudes and mindset, and vocational literacies. Additional themes such as hospitable relationships and building trust were also revealed, which could relate to sustainable citizenship. Many benefits result from volunteering experiences for both international students and their hosts; however, more work is needed to support hosts through cultural awareness programs and international students due to their study commitments and limited time. © Journal of International Students.","employability literacies; industry partner hosts; international students; volunteering","","","","","","","","Abu-Araba A., Parry A., Supervising culturally and linguistically diverse (CALD) nursing students: A challenge for clinical educators, Nurse Education in Practice, 15, 4, pp. e1-e9, (2015); Ata A. W., Knowledge, education, and attitudes of international students to IELTS: A case of Australia, Journal of International Students, 5, 4, pp. 488-500, (2015); End of year summary of international student Data 2019, (2019); Baker C., Understanding the study abroad experience for international students from China at the University of Vermont, UVM Honors College Senior Theses, (2017); Barton G. 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H., Hoek J., Tait C., McKenzie L., Loorparg A., An investigation of factors associated with student participation in study abroad, Journal of Studies in International Education, 14, 5, pp. 471-490, (2010); Finn D., Green P., Global world: Global village? 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L., Determinants of international students’ academic performance: A comparison between Chinese and other international students, Journal of Studies in International Education, 14, 4, pp. 389-405, (2010); Lie K. Y., Pang V., Mansur F., Employer perceptions on graduate literacies in higher education in relation to the workplace, English for specific purposes World, 4, 20, pp. 1-15, (2009); Lilley M. K., Nulty D. D., Stewart D., Work-integrated learning (WIL): Developing an evidence-based support framework for international students, Paper (peer reviewed) presented at the 11th International Conference on Experiential Learning, (2008); Newton L., Pront L., Giles T. M., Experiences of registered nurses who supervise international nursing students in the clinical and classroom setting: An integrative literature review, Journal of Clinical Nursing, 25, 11– 12, pp. 1486-1500, (2016); Ozek Y., Overseas teaching experience: Student teachers’ perspectives of teaching practicum, Procedia-Social and Behavioral Sciences, 1, 1, pp. 2541-2545, (2009); Panos P. T., A model for using videoconferencing technology to support international social work field practicum students, International Social Work, 48, 6, pp. 834-841, (2005); Petriwskyj A. M., Warburton J., Redefining volunteering for the global context: A measurement matrix for researchers, Australian Journal on Volunteering, 12, 1, pp. 7-13, (2007); Sawir E., International students and internationalisation of higher education, Education Review, 9, 4, pp. 448-463, (2013); Sherry M., Thomas P., Chui W. H., International students: A vulnerable student population, Higher Education, 60, 1, pp. 33-46, (2010); Spencer-Oatey H., Dauber D., Internationalisation and student diversity: How far are the opportunity benefits being perceived and exploited?, Higher Education, 78, 6, pp. 1035-1058, (2019); Spooner-Lane R., Tangen D., Campbell M., The complexities of supporting Asian international pre‐service teachers as they undertake practicum, Asia‐Pacific Journal of Teacher Education, 37, 1, pp. 79-94, (2009); Temple P., Callender C., Grove L., Kersh N., Managing the student experience in English higher education: Differing responses to market pressures, London Review of Education, 14, 1, pp. 33-46, (2016); Promoting cultural diversity and intercultural dialogue, (2005); Education for people and planet: Creating sustainable futures for all, (2016); Tran L. T., Pham L., International students in transnational mobility: Intercultural connectedness with domestic and international peers, institutions and the wider community, Compare: A Journal of Comparative and International Education, 46, 4, pp. 560-581, (2016); Trice A. G., Faculty perceptions of graduate international students: The benefits and challenges, Journal of Studies in International Education, 7, 4, pp. 379-403, (2003); Australia has one of the best higher education systems in the world: Data snapshot, (2019); Welch B., Vo-Tran H., Pittayachawan S., Reynolds S., Crossing borders: Evaluating a work integrated learning project involving Australian and Vietnamese students, Australian Academic & Research Libraries, 43, 2, pp. 120-134, (2012); Wong J. K. K., Are the learning styles of Asian international students culturally or contextually based?, International Education Journal, 4, 4, pp. 154-166, (2004)","","","University Printing Services","","","","","","21623104","","","","English","J. int. Students","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85134494824"
"Ebrahim A.; Lorenzo T.; Kathard H.","Ebrahim, Adèle (57197726718); Lorenzo, Theresa (12759510200); Kathard, Harsha (13405895200)","57197726718; 12759510200; 13405895200","Traversing Disability: Building Social Capital through Skill Development for Employment","2022","Disabilities","2","3","","439","450","11","0","10.3390/disabilities2030031","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85177833614&doi=10.3390%2fdisabilities2030031&partnerID=40&md5=a36fc8a6e7ee9876e7153764b116fb3e","Department of Health and Rehabilitation Science, Faculty of Health Sciences, University of Cape Town, Cape Town, 7700, South Africa","Ebrahim A., Department of Health and Rehabilitation Science, Faculty of Health Sciences, University of Cape Town, Cape Town, 7700, South Africa; Lorenzo T., Department of Health and Rehabilitation Science, Faculty of Health Sciences, University of Cape Town, Cape Town, 7700, South Africa; Kathard H., Department of Health and Rehabilitation Science, Faculty of Health Sciences, University of Cape Town, Cape Town, 7700, South Africa","This paper investigates the influence of social capital in the training of persons with disabilities. The expansion of social networks is regarded as a central principle of the rehabilitation agenda and thus is a central concept that may influence the training experiences of persons with disabilities. Absent from much of social capital research is its influence on skill development and employment opportunities for persons with disabilities. Social capital has the potential to play an important role in the livelihoods of persons with disabilities who are at high risk of being marginalised. The aim of this qualitative study was to explore and critically examine the experiences of persons with disabilities who participated in an auxiliary skill development programme, to determine whether and how it has strengthened and expanded their social capital to advance their opportunities for economic inclusion and/or employment. There is currently no convincing practice available, particularly in the South African employment landscape, around how social capital can be incorporated in the employment of persons with disabilities. An intrinsic case study approach was utilised as it allowed for the identification and description of an employability-related skill development programme for persons with disabilities. In this paper, we argue that the transfer of skills alone is not enough for persons with disabilities to gain employment. © 2022 by the authors.","disability; employment; livelihoods; skill development; social capital","","","","","","National Research Foundation, NRF; University of Cape Town, UCT","This research received funding from the National Research Foundation, Faculty of Health Sciences University Research Committee, University of Cape Town, and University of Cape Town Division of Occupational Therapy.","Galer D., A place to work like any other? Sheltered workshops in Canada, 1970–1985, Can. J. Disabil. Stud, 3, pp. 1-30, (2014); South African Report to the UNCRPD Special Rapporteur, (2013); Dimakos C., Kamenetsky S.B., Condeluci A., Curran J., Flaherty P., Fromknecht J., Howard M., Williams J., Somewhere to Live, Something to Do, Someone to Love: Examining Levels and Sources of Social Capital Among People with Disabilities, Can. J. Disabil. Stud, 5, pp. 130-180, (2016); McConkey R., Peng C., Merritt M., Shellard A., The Meaning of Social Inclusion to Players With and Without Intellectual Disability in Unified Sports Teams, Inclusion, 7, pp. 234-243, (2019); International Classification of Functioning, Disability and Health: ICF, (2001); Quick K.S., Feldman M.S., Distinguishing Participation and Inclusion, J. Plan. Educ. Res, 31, pp. 272-290, (2011); Convention on the Rights of Persons with Disabilities, (2006); Claridge T., Socialcapitalresearch.com, (2004); Putnam R.D., Is Bowling Together Sociologically Lite? Bowling Alone: The Collapse and Revival of American Community, Contemp. Sociol. A J. Rev, 30, (2001); Potts B., Disability and Employment: Considering the importance of Social Capital, J. Rehabil, 3, pp. 20-25, (2005); Parris A., Granger T., The power and relativity of social capital, J. Vocat. Rehabil, 29, pp. 165-171, (2008); (2017); Ebrahim A., Evaluating Database Information to Inform Recruitment Strategies and Transition to Employment for Persons with Disabilities. In Traversing Disability in South Africa: Considering Social Capital in Disability Inclusive Employment Practices, Ph.D. Thesis, (2022); Ebrahim A., Traversing Disability: Building Social Capital through Skills Development for Employment. In Traversing Disability in South Africa: Considering Social Capital in Disability Inclusive Employment Practices, Ph.D. Thesis, (2022); Gotto G.S., Calkins C.F., Jackson L., Walker H., Beckmann C., Accessing Social Capital: Implications for Persons with Disabilities, (2010); Chenoweth L., Stehlik D., Implications of Social Capital for the Inclusion of Persons with disabilities and Families in Community Life, Int. J. Incl. Educ, 8, pp. 59-72, (2004); Whiteford G., Pereira R., Occupation, Inclusion and Participation, Occupational Science: Society, Inclusion, Participation, pp. 187-208, (2012); Mishra S., Social networks, social capital, social support and academic success in higher education: A systematic review with a special focus on ‘underrepresented’ students, Educ. Res. Rev, 29, (2020); Howard D., Nieuwenhuijsen E.R., Saleeby P., Health promotion and education: Application of the ICF in the US and Canada using an ecological perspective, Disabil. Rehabil, 30, pp. 942-954, (2008); Fonseca X., Lukosch S., Brazier F., Social cohesion revisited: A new definition and how to characterize it, Innov. Eur. J. Soc. Sci. Res, 32, pp. 231-253, (2018); Smith V., Review article: Enhancing employability: Human, cultural, and social capital in an era of turbulent unpredictability, Hum. Relat, 63, pp. 279-300, (2010); Zinnbauer D., What Can Social Capital and ICT Do for Inclusion. Institute for Prospective Technological Studies, (2007); Gewer A., Features of social capital that enhance the employment outcomes of FET college learners, Ph.D. Thesis, (2009); Clair R., Gordon M., Kroon M., Reilly C., The effects of social isolation on well-being and life satisfaction during pandemic, Humanit. Soc. Sci. Commun, 8, pp. 1-6, (2021); A Skilled Workforce for Strong, Sustainable and Balanced Growth: A G20 Training Strategy, (2010); Ghaffar F., What does Social Capital mean for an employee? Innovation Exchange, IBM, Ireland, (2017); Harrison H., Birks M., Franklin R., Mills J., Case Study Research: Foundations and Methodological Orientations, Forum Qual. Soc. Res, 18, (2017); Robinson O.C., Sampling in Interview-Based Qualitative Research: A Theoretical and Practical Guide, Qual. Res. Psychol, 11, pp. 25-41, (2013); Thomas D.R., A general inductive approach for qualitative data analysis, (2003); Saldana J., Fundamentals of Qualitative Research, (2011); Umberson D., Montez J.K., Social Relationships and Health: A Flashpoint for Health Policy, J. Health Soc. Behav, 51, pp. S54-S66, (2010); Aguilar C.D., Social protection and persons with disabilities, Int. Soc. Secur. Rev, 70, pp. 45-65, (2017); Shandra C.L., Disability and social participation: The case of formal and informal volunteering, Soc. Sci. Res, 68, pp. 195-213, (2017); National Development Plan Vision 2030, (2013); Marumoagae M., Disability Discrimination and the Right of Disabled Persons to Access the Labour Market, Potchefstroom Electron. Law J, 15, (2012); Lorenzo T., McKinney V., Bam A., Sigenu V., Sompeta S., Mapping participation of disabled youth in sport and other free-time activities to facilitate their livelihoods development, Br. J. Occup. Ther, 82, pp. 80-89, (2018); Burchardt T., Being and Becoming: Social Exclusion and the Onset of Disability, (2003); Andersson A., Networks and success: Access and use of social capital among young adults in Sweden, Ph.D. Thesis, (2017)","A. Ebrahim; Department of Health and Rehabilitation Science, Faculty of Health Sciences, University of Cape Town, Cape Town, 7700, South Africa; email: adele.ebrahim@uct.ac.za","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","26737272","","","","English","Disabilities.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85177833614"
"Aljohani N.R.; Aslam M.A.; Khadidos A.O.; Hassan S.-U.","Aljohani, Naif Radi (54790711600); Aslam, Muhammad Ahtisham (58510381500); Khadidos, Alaa O. (57213160277); Hassan, Saeed-Ul (57314020200)","54790711600; 58510381500; 57213160277; 57314020200","A Methodological Framework to Predict Future Market Needs for Sustainable Skills Management Using AI and Big Data Technologies","2022","Applied Sciences (Switzerland)","12","14","6898","","","","7","10.3390/app12146898","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135240441&doi=10.3390%2fapp12146898&partnerID=40&md5=b87633d55d65e8d13d5de836f68dcff0","Faculty of Computing and Information Technology, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; Department of Computing and Mathematics, Manchester Metropolitan University, Manchester, M15 6BH, United Kingdom","Aljohani N.R., Faculty of Computing and Information Technology, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; Aslam M.A., Faculty of Computing and Information Technology, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; Khadidos A.O., Faculty of Computing and Information Technology, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; Hassan S.-U., Department of Computing and Mathematics, Manchester Metropolitan University, Manchester, M15 6BH, United Kingdom","Analysing big data job posts in Saudi cyberspace to describe the future market need for sustainable skills, this study used the power of artificial intelligence, deep learning, and big data technologies. The study targeted three main stakeholders: students, universities, and job providers. It provides analytical insights to improve student satisfaction, retention, and employability, investigating recent trends in the essential skills pinpointed as enhancing the social effect of learning, and identifying and developing the competencies and talents required for the Kingdom of Saudi Arabia’s (KSA’s) digital transformation into a regional and global leader in technology-driven innovation. The methodological framework comprises smart data processing, word embedding, and case-based reasoning to identify the skills required for job positions. The study’s outcomes may promote the alignment of KSA’s business and industry to academia, highlighting where to build competencies and skills. They may facilitate the parameterisation of the learning process, boost universities’ ability to promote learning efficiency, and foster the labour market’s sustainable evolution towards technology-driven innovation. We believe that this study is crucial to Vision 2030’s realisation through a long-term, inclusive approach to KSA’s transformation of knowledge and research into new employment, innovation, and capacity. © 2022 by the authors.","deep learning; employability; job big data; smart decision-making; student satisfaction; sustainable education","","","","","","King Abdulaziz University, KAU; Ministry of Education – Kingdom of Saudi Arabi, MOE","This research was funded by Institutional Fund Projects under grant no. IFPRC-104-611-2020. Therefore, the authors gratefully acknowledge technical and financial support from the Ministry of Education and King Abdulaziz University, Jeddah, Saudi Arabia.","AlArjani A., Modibbo U.M., Ali I., Sarkar B., A new framework for the sustainable development goals of Saudi Arabia, J. King Saud Univ. Sci, 33, (2021); Aljohani N.R., Aslam A., Khadidos A.O., Hassan S.U., Bridging the skill gap between the acquired university curriculum and the requirements of the job market: A data-driven analysis of scientific literature, J. Innov. Knowl, 7, (2022); Alfalih A.A., The role of sustainable entrepreneurship and corporate social performance on social innovation: The case of the private industrial sector in Saudi Arabia, J. Knowl. Econ, pp. 1-16, (2021); Alwakid W., Aparicio S., Urbano D., The influence of green entrepreneurship on sustainable development in Saudi Arabia: The role of formal institutions, Int. J. Environ. Res, 18, (2021); Hassan S.U., Sarwar R., Muazzam A., Tapping into intra-and international collaborations of the Organization of Islamic Cooperation states across science and technology disciplines, Sci. Public Policy, 43, pp. 690-701, (2016); Sarwar R., Soroya S.H., Muazzam A., Sabah F., Iqbal S., Hassan S.U., A bibliometric perspective on technology-driven innovation in the Gulf Cooperation Council (GCC) countries in relation to its transformative impact on international business, Technology-Driven Innovation in Gulf Cooperation Council (GCC) Countries: Emerging Research and Opportunities, pp. 49-66, (2019); Abad-Segura E., Gonzalez-Zamar M.D., Sustainable economic development in higher education institutions: A global analysis within the SDGs framework, J. Clean. Prod, 294, pp. 126-133, (2021); Alotaibi H., Knowledge positioning and innovation in strategic alignment for SESCO and Saudi Arabia’s economy based on its 2030 vision, Afr. J. Bus. 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Econ, 53, pp. 5267-5280, (2021); Tomy S., Pardede E., Course map: A career-driven course planning tool, International Conference on Computational Science and Its Applications, pp. 185-198, (2018); Nawaz R., Sun Q., Shardlow M., Kontonatsios G., Aljohani N.R., Visvizi A., Hassan S.U., Leveraging AI and Machine Learning for National Student Survey: Actionable Insights from Textual Feedback to Enhance Quality of Teaching and Learning in UK’s Higher Education, Appl. Sci, 12, (2022); Tomy S., Pardede E., Map my career: Career planning tool to improve student satisfaction, IEEE Access, 7, pp. 132950-132965, (2019); Tomy S., Pardede E., An entrepreneurial intention model focussing on higher education, Int. J. Entrep. Behav. Res, 26, pp. 1423-1447, (2020); Waheed H., Hassan S.-U., Aljohani N.R., Wasif M., A bibliometric perspective of learning analytics research landscape, Behav. Inf. Technol, 37, pp. 941-957, (2018); Safder I., Hassan S.-U., Visvizi A., Noraset T., Nawaz R., Tuarob S., Deep learning-based extraction of algorithmic metadata in full-text scholarly documents, Inf. Process. Manag, 57, (2020); Aljohani N.R., Fayoumi A., Hassan S.U., A Novel Deep Neural Network-Based Approach to Measure Scholarly Research Dissemination Using Citations Network, Appl. Sci, 11, (2022); Mezhoudi N., Alghamdi R., Aljunaid R., Krichna G., Dustegor D., Employability prediction: A survey of current approaches, research challenges and applications, J. Ambient. Intell. Humaniz. Comput, pp. 1-17, (2021); (2017); Ibrahim S.A.E.S., The role of social media in shaping the trends of university youth towards the requirements of the knowledge economy, J. Southwest Jiaotong Univ, 56, (2021); Nieuwoudt J.E., Pedler M.L., Student retention in higher education: Why students choose to remain at university, J. Coll. Stud. Retent. Res. Theory Pract, (2021); Hsu S.H., Wang Y.C., Cheng C.J., Chen Y.F., Developing a decomposed alumni satisfaction model for higher education institutions, Total Qual. Manag. Bus. Excell, 27, pp. 979-996, (2016); Mello L.V., Wattret G., Developing transferable skills through embedding reflection in the science curriculum, Biophys. Rev, 13, pp. 1-7, (2021); Boyle C.F., Dykstra D.I., Monarch I.A., Using knowledge representation to study conceptual change in students for teaching Physics, 12th Annual Conf. CSS Pod, pp. 788-795, (2022); Xu D., Ruan C., Modern theoretical tools for understanding and designing next-generation information retrieval system, Proceedings of the 15th ACM International Conference on Web Search and Data (WSDM), pp. 1635-1637; Chen H., Luo X., An automatic literature knowledge graph and reasoning network modeling framework based on ontology and natural language processing, Adv. Eng. Inform, 42, (2019); Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employers’ perceptions, Stud. High. Educ, 45, pp. 1834-1847, (2020); Bennett D., Graduate employability and higher education: Past, present and future, HERDSA Rev. High. Educ, 5, pp. 31-61, (2019); Cox S., King D., Skill sets: An approach to embed employability in course design, Educ. Train, 48, pp. 262-274, (2006); Avram S., Do workers like employer-driven flexibility? Experimental evidence on work and pay uncertainty and willingness to work, Eur. J. Work. Organ. Psychol, pp. 1-13, (2022); Crosling G., Heagney M., Thomas L., Improving student retention in higher education, Aust. Univ. Rev, 51, pp. 9-18, (2009); Waheed H., Hassan S.U., Aljohani N.R., Hardman J., Alelyani S., Nawaz R., Predicting academic performance of students from VLE big data using deep learning models, Comput. Hum. Behav, 104, (2020); Hassan S.U., Waheed H., Aljohani N.R., Ali M., Ventura S., Herrera F., Virtual learning environment to predict withdrawal by leveraging deep learning, Int. J. Intell. Syst, 34, pp. 1935-1952, (2019); Wasif M., Waheed H., Aljohani N.R., Hassan S.U., Understanding student learning behavior and predicting their performance, Cognitive Computing in Technology-Enhanced Learning, pp. 1-28, (2019); Waheed H., Anas M., Hassan S.U., Aljohani N.R., Alelyani S., Edifor E.E., Nawaz R., Balancing sequential data to predict students at-risk using adversarial networks, Comput. Electr. Eng, 93, (2021); Robertson S.E., Walker S., Jones S., Hancock-Beaulieu M.M., Gatford M., Okapi at TREC-3, NIST Special Publication 500–226: Overview of the Third Text REtrieval Conference (TREC-3), pp. 109-126, (1995)","N.R. Aljohani; Faculty of Computing and Information Technology, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; email: nraljohani@kau.edu.sa","","MDPI","","","","","","20763417","","","","English","Appl. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85135240441"
"Lai A.Y.; Fleuren B.P.I.; Larkin J.; Gruenewald-Schmitz L.; Yuan C.T.","Lai, Alden Yuanhong (55386829700); Fleuren, Bram P. I. (57191904406); Larkin, Jennifer (57213036824); Gruenewald-Schmitz, Lynda (57869370400); Yuan, Christina T. (35750918200)","55386829700; 57191904406; 57213036824; 57869370400; 35750918200","Being “low on the totem pole”: What makes work worthwhile for medical assistants in an era of primary care transformation","2022","Health Care Management Review","47","4","","340","349","9","2","10.1097/HMR.0000000000000342","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137112143&doi=10.1097%2fHMR.0000000000000342&partnerID=40&md5=e57ad71e4cef8138235caeed8b754f5a","Department of Public Health Policy and Management, New York University School of Global Public Health, Department of Management and Organizations, New York University Stern School of Business, New York City, United States; Department of Work and Social Psychology, Faculty of Psychology and Neuroscience, Maastricht University, Netherlands; Tower Health Medical Group, Wyomissing, PA, United States; Embrace Leadership Consulting, Hales Corners, WI, United States; Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, United States","Lai A.Y., Department of Public Health Policy and Management, New York University School of Global Public Health, Department of Management and Organizations, New York University Stern School of Business, New York City, United States; Fleuren B.P.I., Department of Work and Social Psychology, Faculty of Psychology and Neuroscience, Maastricht University, Netherlands; Larkin J., Tower Health Medical Group, Wyomissing, PA, United States; Gruenewald-Schmitz L., Embrace Leadership Consulting, Hales Corners, WI, United States; Yuan C.T., Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, United States","Background Primary care is undergoing a transformation to become increasingly team-based and multidisciplinary. The medical assistant (MA) is considered a core occupation in the primary care workforce, yet existing studies suggest problematic rates and costs of MA turnover. Purpose We investigated what MAs perceive their occupation to be like and what they value in it to understand how to promote sustainable employability, a concept that is concerned with an employee's ability to function and remain in their job in the long term. Approach We used a case of a large, integrated health system in the United States that practices team-based care and has an MA career development program. We conducted semistructured interviews with 16 MAs in this system and performed an inductive analysis of themes. Results Our analysis revealed four themes on what MAs value at work: (a) using clinical competence, (b) being a multiskilled resource for clinic operations, (c) building meaningful relationships with patients and coworkers, and (d) being recognized for occupational contributions. MAs perceived scope-of-practice regulations as limiting their use of clinical competence. They also perceived task similarity with nurses in the primary care setting and expressed a relative lack of performance recognition. Conclusion Some of the practice changes that enable primary care transformation may hinder MAs' ability to attain their work values. Extant views on sustainable employability assume a high bar for intrinsic values but are limited when applied to low-wage health care workers in team-based environments. Practice Implications Efforts to effectively employ and retain MAs should consider proactive communications on scope-of-practice regulations, work redesign to emphasize clinical competence, and the establishment of greater recognition and respect among MAs and nurses. © Lippincott Williams & Wilkins.","Health workforce; medical assistant; primary care; sustainable employability; turnover","Allied Health Personnel; Humans; Personnel Turnover; Primary Health Care; Salaries and Fringe Benefits; United States; Workforce; adult; article; career; clinical competence; controlled study; coworker; employability; employee; functional status; health care personnel; health workforce; human; medical assistant; nurse; occupation; primary medical care; scope of practice; semi structured interview; turnover rate; United States; case report; paramedical personnel; personnel management; primary health care; salary and fringe benefit","","","","","Johns Hopkins Clinical Research Network; Johns Hopkins Institute for Clinical and Translational Research; Reading Hospital Foundation; National Institutes of Health, NIH; Institute for Clinical and Translational Research, University of Wisconsin, Madison, UW ICTR, (UL1 TR003098); National Center for Advancing Translational Sciences, NCATS, (UL1TR003098)","This publication was made possible by the Johns Hopkins Institute for Clinical and Translational Research (ICTR), which is funded in part by Grant Number UL1 TR003098 from the National Center for Advancing Translational Sciences (NCATS), a component of the National Institutes of Health (NIH), and NIH Roadmap for Medical Research, the Johns Hopkins Clinical Research Network (JHCRN), and the Reading Hospital Foundation (RHF). Its contents are solely the responsibility of the authors and do not necessarily represent the official view of the Johns Hopkins ICTR, JHCRN, NCATS, NIH, or RHF. This study was funded under Grant Cycle VII of the Reading Hospital Foundation. 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Rev.","Article","Final","","Scopus","2-s2.0-85137112143"
"Ibrahim A.; Nashir I.M.","Ibrahim, Aziyati (57545880300); Nashir, Irdayanti Mat (57208116316)","57545880300; 57208116316","Demand-supply Mismatch in TVET Academic Programmes: What Is It and What Should It Be?","2022","Journal of Technical Education and Training","14","2 SPECIAL ISSUE","","177","189","12","1","10.30880/jtet.2022.14.02.016","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139160771&doi=10.30880%2fjtet.2022.14.02.016&partnerID=40&md5=3cb487e0bc001d347817237f46ad2d81","Faculty of Technical and Vocational, Sultan Idris Education University, Perak Darul Ridzuan, Tanjong Malim, 35900, Malaysia; Department of Polytechnic and College Community, Ministry of Higher Education, Putrajaya, 62100, Malaysia","Ibrahim A., Faculty of Technical and Vocational, Sultan Idris Education University, Perak Darul Ridzuan, Tanjong Malim, 35900, Malaysia, Department of Polytechnic and College Community, Ministry of Higher Education, Putrajaya, 62100, Malaysia; Nashir I.M., Faculty of Technical and Vocational, Sultan Idris Education University, Perak Darul Ridzuan, Tanjong Malim, 35900, Malaysia","Over the years, public and private higher education institutions in Malaysia have consistently produced many graduates. However, the employment rate among local fresh graduates remains low. Therefore, this study aims to clarify the demand-supply mismatch of the programmes offered by Malaysian Polytechnic Technical Vocational Education and Training (TVET) based on the perspectives of the employers, top management, lecturers, and students. This study adopted a semi-structured interview as the data collection method and utilised a purposive sampling method in approaching the respondents. This study conducted a thematic analysis using the ATLAS.ti 9 software. The findings of this study relating to the demand-supply mismatch can be classified into three, which are: i) the mismatch between industry demand and TVET programme supply; ii) the mismatch between student demand and TVET programme supply; and iii) the mismatch between institution readiness and TVET programme supply. Following these findings, this study proposed a realignment of the TVET programme by taking into consideration all stakeholders’ necessities. As a result, the demand-supply will be balanced, thus increasing the employability of the local graduates. It is beneficial for future research to employ an appropriate framework of alignment when examining TVET academic programmes, taking into account the needs of all stakeholders to guarantee that TVET programmes remain relevant. © Universiti Tun Hussein Onn Malaysia Publisher’s Office.","needs analysis; Supply and demand; TVET; TVET programmes","","","","","","Universiti Pendidikan Sultan Idris","The authors would like to express their gratitude to the Faculty of Technical and Vocational Studies at Sultan Idris Education University in Tanjung Malim, Perak, for providing funding and unwavering support for this study.","Adams C. D., Baaki J., Stefaniak J. 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S., Taniguchi K., Explaining differing perceptions of employees’ skill needs: the case of garment workers in Ethiopia, International Journal of Training and Development, 22, 1, pp. 51-68, (2018); Zahari A. R., Tamyez P. F. M., Azizan N. A., Hashim F., Student spin-off intentions in Malaysian higher educational institutions: Founders’ characteristics and university roles, Journal of Entrepreneurship Education, 21, pp. 1-15, (2018); Zakaria R. N., Enhancing the employability of graduates through an industry-led initiative, Pertanika Journal of Social Sciences & Humanities, 27, (2019)","A. Ibrahim; Faculty of Technical and Vocational, Sultan Idris Education University, Tanjong Malim, Perak Darul Ridzuan, 35900, Malaysia; email: aziyati82@gmail.com","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85139160771"
"Bennett D.; Bawa S.; Ananthram S.; Pitman T.","Bennett, Dawn (55574191781); Bawa, Sherry (56549658700); Ananthram, Subramaniam (55555424300); Pitman, Tim (30567716100)","55574191781; 56549658700; 55555424300; 30567716100","Is there a gender difference in STEM students' perceived employability?","2022","Education and Training","64","6","","754","773","19","3","10.1108/ET-01-2021-0029","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138277725&doi=10.1108%2fET-01-2021-0029&partnerID=40&md5=5f2277f7e9ee69bfda9be63a3d5e5223","Chancellery, Bond University, Gold Coast, Australia; Curtin University, Perth, Australia","Bennett D., Chancellery, Bond University, Gold Coast, Australia; Bawa S., Curtin University, Perth, Australia; Ananthram S., Curtin University, Perth, Australia; Pitman T., Curtin University, Perth, Australia","Purpose: The study sought to determine whether there are gender differences in self-perceived employability of students enrolled in Australian higher education science, technology, engineering and mathematics (STEM) programs. Design/methodology/approach: Using an online measure comprised of Likert style and open text items, STEM students (n = 3,134) reported their perceived employability in relation to nine dimensions of employability identified from the literature as having relevance to careers in STEM. Analysis determined whether student confidence differed according to gender, field of study, study mode, age, and engagement with work. Findings: Female students in STEM reported higher mean factor scores in relation to their self- and program-awareness, self-regulated learning, and academic self-efficacy. Male students were more confident in relation to digital literacy skills; these findings were consistent both overall and across several fields of study within STEM. Gender differences were observed across study mode, age, and engagement with work. Originality/value: The analyses of students' perceived employability provide important insights into the formation of a STEM “identity” among female students. The study has implications for policy, higher education, the engagement of girls in early STEM education, and future research. © 2022, Emerald Publishing Limited.","Employability; Gender; Higher education; STEM","","","","","","","","Armstrong V., Technology and the Gendering of Music Education, (2011); Women in STEM Decadal Plan, (2019); Putting General Education to Work: The Key Competencies Report, (1992); Baker G., Henson D., Promoting employability skills development in a research‐intensive university, Education + Training, 52, 1, pp. 62-75, (2010); Bandura A., The explanatory and predictive scope of self-efficacy theory, Journal of Social and Clinical Psychology, 4, 3, pp. 359-373, (1986); Bandura A., Self-efficacy, Encyclopedia of Human Behavior, 4, pp. 71-81, (1994); Barkas L.A., Scott J.M., Hadley K., Dixon-Todd Y., Marketing students' meta-skills and employability: between the lines of social capital in the context of the teaching excellence framework, Education + Training, 63, 4, pp. 545-561, (2021); Bates T., Thomas C.S., Timming A.R., Employment discrimination against gender diverse individuals in Western Australia, Equality, Diversity and Inclusion, 40, 3, pp. 273-289, (2021); Bennett D., Graduate employability and higher education: past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2019); Bennett D., Embedding employABILITY thinking across higher education, (2020); Bennett D., Ananthram S., Development, validation and deployment of the EmployABILITY scale, Studies in Higher Education, 47, 7, pp. 1311-1325, (2022); Blackburn H., The status of women in STEM in higher education: a review of the literature 2007–2017, Science and Technology Libraries, 36, 3, pp. 235-273, (2017); Brackett M.A., Rivers S.E., Shiffman S., Lerner N., Salovey P., Relating emotional abilities to social functioning: a comparison of self-report and performance measures of emotional intelligence, Journal of Personality and Social Psychology, 91, 4, pp. 780-795, (2006); Buckingham D., Defining digital literacy, Medienbildung in Neuen Kulturräumen, pp. 59-71, (2010); Byrne M., Flood B., Griffin J., Measuring the academic self-efficacy of first-year accounting students, Accounting Education, 23, 5, pp. 407-423, (2014); Capri A., Ronan D.M., Falconer H.M., Lents N.H., Cultivating minority scientists: undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM, Journal of Research in Science Teaching, 54, 2, pp. 169-194, (2017); Coetzee M., Measuring student graduateness: reliability and construct validity of the graduate skills and attributes scale, Higher Education Research and Development, 33, 5, pp. 887-902, (2014); Coldwell-Neilson J., Assumed digital literacy knowledge by Australian universities: are students informed?, Proceedings of the Nineteenth Australasian Computing Education Conference, (2017); Advancing Women in STEM, (2019); Correa T., The participation divide among ‘online experts’: experience, skills, and psychological factors as predictors of college students' web content creation, Journal of Computer-Mediated Communication, 16, 1, pp. 71-92, (2010); Cronbach L.J., Coefficient alpha and internal structure of tests, Psychometrika, 16, 3, pp. 297-334, (1951); Curtis D., McKenzie P., Employability Skills for Australian Industry: Literature Review and Framework Development, (2001); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); DeLotell P.J., Millam L.A., Reinhardt M.M., The use of deep learning strategies in online business courses to impact student retention, American Journal of Business Education, 3, 12, pp. 49-56, (2010); Dockery A.M., Bawa S., Labour market implications of promoting women's participation in STEM in Australia, Australian Journal of Labour Economics, 21, 2, pp. 125-151, (2018); Donald A., The disproportionate effect of COVID-19 on women must be addressed, (2020); Donald W.E., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: human capital, careers advice, and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Fisher C.R., Thompson C.D., Brookes R.H., Gender differences in the Australian undergraduate STEM student experience: a systematic review, Higher Education Research and Development, 39, 6, pp. 1155-1168, (2020); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Tatham R.L., Multivariate data analysis, (1998); Harding S., Nibali N., English N., Griffin P., Graham L., Alom M., Zhang Z., Self-regulated Learning in the Classroom: Realising the Potential for Australia's High Capacity Students, (2018); Higher education graduate outcomes statistics, experimental statistics summary, (2020); Hill C., Corbett C., Why So Few? 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Shibazaki K., Marshall N.A., Gender differences in computer-and instrumental-based musical composition, Educational Research, 5, pp. 347-360, (2013); Shih J., Circumventing discrimination: gender and ethnic strategies in silicon valley, Gender and Society, 20, 2, pp. 177-206, (2006); Simon R.M., Wagner A., Killion B., Gender and choosing a STEM major in college: femininity, masculinity, chilly climate, and occupational values, Journal of Research in Science Teaching, 54, 3, pp. 299-323, (2017); Smith C., Ferns S., Russell L., Conceptualising and measuring ‘employability’: lessons from a national OLT project, ACEN National Conference, (2014); Starr C.R., Hunter L., Dunkin R., Honig S., Palomino R., Leaper C., Engaging in science practices in classrooms predicts increases in undergraduates’ STEM motivation, identity, and achievement: a short‐term longitudinal study, Journal of Research in Science Teaching, 57, 7, pp. 1093-1118, (2020); Stets J.E., Burke P.J., Identity theory and social identity theory, Social Psychology Quarterly, 63, 3, pp. 224-237, (2000); Sultan U.N., Axell C., Hallstrom J., Girls' engagement with technology education: a scoping review of the literature, Design and Technology Education: An International Journal, 24, 2, pp. 20-41, (2019); Tan E., Barton A.C., Kang H., O'Neill T., Desiring a career in STEM-related fields: how middle school girls articulate and negotiate identities-in-practice in science, Journal of Research in Science Teaching, 50, 10, pp. 1143-1179, (2013); Terry A., Gomez R., Gender and public access computing: an international perspective, The Electronic Journal of Information Systems in Developing Countries, 43, 1, pp. 1-17, (2010); Thuy T.L., Hoang V.T., Hoang G.L.N., Pride and prejudice: an intersectional look at graduate employability of transgender and queer internationals students, Journal of Comparative and International Higher Education, 12, 6, pp. 153-160, (2020); Tomlinson M., Graduate employability: a review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); van Aalderen-Smeets S.I., Walma van der Molen J.H., Xenidou-Dervou I., Implicit STEM ability beliefs predict secondary school students' STEM self‐efficacy beliefs and their intention to opt for a STEM field career, Journal of Research in Science Teaching, 56, 4, pp. 465-485, (2019); Wang M.-T., Degol J.L., Gender gap in science, technology, engineering, and mathematics (STEM): current knowledge, implications for practice, policy, and future directions, Educational Psychology Review, 29, 1, pp. 119-140, (2017); White J.L., Massiha G.H., The retention of women in science, technology, engineering, and mathematics: a framework for persistence, International Journal of Evaluation and Research in Education, 5, 1, pp. 1-8, (2016); Wickramasinghe V., Perera L., Graduates', university lecturers' and employers' perceptions towards employability skills, Education + Training, 52, 3, pp. 226-244, (2010); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Yau H.K., Fong Cheng A.L., Gender difference of confidence in using technology for learning, Journal of Technology Studies, 38, 2, pp. 74-79, (2012)","S. Ananthram; Curtin University, Perth, Australia; email: s.ananthram@curtin.edu.au","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85138277725"
"Wang M.-J.S.; Munoz K.E.; Tham A.","Wang, Mei-jung Sebrina (57222106947); Munoz, Kyrie Eleison (57222959665); Tham, Aaron (55615313200)","57222106947; 57222959665; 55615313200","Enhancing industry-ready competence and skills through design thinking integration: evidence from a CLIL-based hospitality course","2022","Consumer Behavior in Tourism and Hospitality","17","3","","326","337","11","2","10.1108/CBTH-09-2021-0211","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146255747&doi=10.1108%2fCBTH-09-2021-0211&partnerID=40&md5=1a9cee10ae47fe9f33852eeb6c330537","National Kaohsiung University of Hospitality and Tourism, Kaohsiung City, Taiwan; Institute of Service Science, National Tsing Hua University, Hsinchu, Taiwan; School of Business and Creative Industries, University of the Sunshine Coast, Sippy Downs, Australia","Wang M.-J.S., National Kaohsiung University of Hospitality and Tourism, Kaohsiung City, Taiwan; Munoz K.E., Institute of Service Science, National Tsing Hua University, Hsinchu, Taiwan; Tham A., School of Business and Creative Industries, University of the Sunshine Coast, Sippy Downs, Australia","Purpose: The purpose of this paper is to argue for the merits of design thinking as an approach to develop a content and language integrated learning (CLIL) course in hospitality education. This argument is primed to address the dynamic and ever-changing landscape of the tourism and hospitality industry prompts educators to emphasize on learners developing industry-readiness outcomes through integrating innovative methods. Design/methodology/approach: A quasi-experimental approach was used to examine how design thinking enhances industry-ready competencies. A two-phase self-administered survey on design thinking and added instructional design were facilitated at the beginning of the semester and subsequently close to the end of the semester. Follow-up interviews were also conducted to give more meaning on the matter. Findings: Findings of this study reveal that problem-solving, critical thinking, teamwork and communication skills were enhanced as a result of integrating two teaching components related to design thinking. Originality/value: This paper articulates the important and valuable role of design thinking to hospitality curriculum and provides tangible outcomes to explain how such a technique may be mapped onto a CLIL course. © 2022, Emerald Publishing Limited.","Graduate employability; Hospitality education; Industry readiness; Learning by design","design; employment; hospitality industry; learning; surveying; teaching","","","","","","","Andreassen T., Kristensson P., Lervik-Olsen L., Parasuraman A., McColl-Kennedy J., Edvardsson B., Colurcio M., Linking service design to value creation and service research, Journal of Service Management, 27, 1, pp. 21-29, (2016); Androutsos A., Brinia V., Developing and piloting a pedagogy for teaching innovation, collaboration, and co-creation in secondary education based on design thinking, digital transformation, and entrepreneurship, Education Sciences, 9, 2, (2019); Armstrong J., Designing and using experiential exercises, Experiential Learning in Marketing Education, 11, (1977); Armstrong C., Teaching innovation through empathy: design thinking in the undergraduate business classroom, Management Teaching Review, 1, 3, pp. 164-169, (2016); Benson J., Dresdow S., Design thinking: a fresh approach for transformative assessment practice, Journal of Management Education, 38, 3, pp. 436-461, (2014); Bhushan S., Design thinking in hospitality education and research, Worldwide Hospitality and Tourism Themes, 11, 4, pp. 449-457, (2019); Bilotta E., Bertacchini F., Gabriele L., Giglio S., Pantano P., Romita T., Industry 4.0 technologies in tourism education: nurturing students to think with technology, Journal of Hospitality, Leisure, Sport & Tourism Education, 29, (2020); Burdick A., Willis H., Digital learning, digital scholarship and design thinking, Design Studies, 32, 6, pp. 546-556, (2011); Carlgren L., Rauth I., Elmquist M., Framing design thinking: the concept in idea and enactment, Creativity and Innovation Management, 25, 1, pp. 38-57, (2016); Cekrezi R., CLIL and teacher training, Procedia-Social and Behavioral Sciences, 15, pp. 3821-3825, (2011); Ceviker-Cinar G., Mura G., Demirbag-Kaplan M., Design thinking: a new road map in business education, The Design Journal, 20, sup1, pp. S977-S987, (2017); Cook K., Bush S., Design thinking in integrated STEAM learning: surveying the landscape and exploring exemplars in elementary grades, School Science and Mathematics, 118, 3-4, pp. 93-103, (2018); Coyle D., Content and language integrated learning: towards a connected research agenda for CLIL pedagogies, International Journal of Bilingual Education and Bilingualism, 10, 5, pp. 543-562, (2007); Coyle D., The place of CLIL in (bilingual) education, Theory into Practice, 57, 3, pp. 166-176, (2018); Crites K., Rye E., Innovating language curriculum design through design thinking: a case study of a blended learning course at a Colombian university, System, 94, (2020); Daniel A., Costa R., Pita M., Costa C., Tourism education: what about entrepreneurial skills?, Journal of Hospitality and Tourism Management, 30, pp. 65-72, (2017); Dosi C., Rosati F., Vignoli M., Measuring design thinking mindset, (2018); Garbuio M., Dong A., Lin N., Tschang T., Lovallo D., Demystifying the genius of entrepreneurship: how design cognition can help create the next generation of entrepreneurs, Academy of Management Learning & Education, 17, 1, pp. 41-61, (2018); Gasparini A., Perspective and use of empathy in design thinking, ACHI, The Eight International Conference on Advances in Computer-Human Interactions, pp. 49-54, (2015); Glen R., Suciu C., Baughn C., The need for design thinking in business schools, Academy of Management Learning & Education, 13, 4, pp. 653-667, (2014); Henriksen D., Gretter S., Richardson C., Design thinking and the practicing teacher: addressing problems of practice in teacher education, Teaching Education, 31, 2, pp. 209-229, (2020); Huq A., Gilbert D., All the world’s a stage: transforming entrepreneurship education through design thinking, Education + Training, 59, 2, pp. 155-170, (2017); Johansson-Skoldberg U., Woodilla J., Cetinkaya M., Design thinking: past, present and possible futures, Creativity and Innovation Management, 22, 2, pp. 121-146, (2013); Kangas K., Seitamaa-Hakkarainen P., Hakkarainen K., Design thinking in elementary students’ collaborative lamp designing process, The Journal of Design and Technology Education, 18, 1, pp. 1360-1431, (2013); Krishnawasamy J., Hossain Z., Kavigtha M., Nagaletchimee A., What matters for higher education success of private educational institutions? Senior students’ perceptions in Malaysia, Journal of Applied Research in Higher Education, 11, 3, pp. 616-635, (2019); Lin L., Shadiev R., Hwang W., Shen S., From knowledge and skills to digital works: an application of design thinking in the information technology course, Thinking Skills and Creativity, 36, (2020); Luka I., Creating a culture-based language learning course for developing adult learners’ 21st century skills, Journal of Education Culture and Society, 10, 2, pp. 151-169, (2019); Luka I., Design thinking in pedagogy: frameworks and uses, European Journal of Education, 54, 4, pp. 499-512, (2019); Martin R., Golsby-Smith T., Management is much more than a science, (2017); Martin D., Woodside A., Moving beyond pedagogy to andragogy: experimental learning exercises for tourism/hospitality executive training, International Journal of Culture, Tourism and Hospitality Research, 3, 4, pp. 283-286, (2009); Matthews J., Wrigley C., Design and design thinking in business and management higher education, Journal of Learning Design, 10, 1, pp. 41-54, (2017); Mentzer N., Becker K., Sutton M., Engineering design thinking: high school students' performance and knowledge, Journal of Engineering Education, 104, 4, pp. 417-432, (2015); Micheli P., Wilner S., Bhatti S., Mura M., Beverland M., Doing design thinking: conceptual review, synthesis, and research agenda, Journal of Product Innovation Management, 36, 2, pp. 124-148, (2019); Mount M., Round H., Pitsis T., Design thinking inspired crowdsourcing: toward a generative model of complex problem solving, California Management Review, 62, 3, pp. 103-120, (2020); Mubin O., Novoa M., Mahmud A., Infusing technology driven design thinking in industrial design education: a case study, Interactive Technology and Smart Education, 14, 3, pp. 216-229, (2017); Nielsen S., Stovang P., DesUni: university entrepreneurship education through design thinking, Education + Training, 57, 8-9, pp. 977-991, (2015); Noel L., Liub T., Using design thinking to create a new education paradigm for elementary level children for higher student engagement and success, Design and Technology Education, 22, 1, pp. 1-12, (2017); Panke S., Design thinking in education: perspectives, opportunities and challenges, Open Education Studies, 1, 1, pp. 281-306, (2019); Razzouk R., Shute V., What is design thinking and why is it important?, Review of Educational Research, 82, 3, pp. 330-348, (2012); Retna K., Thinking about ‘design thinking’: a study of teacher experiences, Asia Pacific Journal of Education, 36, sup1, pp. 5-19, (2016); Roy D., Brine J., Design thinking in EFL context: studying the potential for language teaching and learning, The International Journal of Design Education, 6, 2, pp. 1-21, (2013); Sandorova Z., Repanova T., Palencikova Z., Betak N., Design thinking – a revolutionary new approach in tourism education?, Journal of Hospitality, Leisure, Sport & Tourism Education, 26, (2020); Sanjeev G., Birdie A., The tourism and hospitality industry in India: emerging issues for the next decade, Worldwide Hospitality and Tourism Themes, 11, 4, pp. 355-361, (2019); Sanjeev G., Teare R., Reflections on the outcomes: what should Indian tourism and hospitality managers focus on to stay competitive in the coming decade?, Worldwide Hospitality and Tourism Themes, 11, 4, pp. 474-479, (2019); Sarooghi H., Sunny S., Hornsby J., Fernhaber S., Design thinking and entrepreneurship education: where are we, and what are the possibilities?, Journal of Small Business Management, 57, sup1, pp. 78-93, (2019); Sawada A., Yoshida T., Application of design thinking to the development of a bus tour, Journal of Global Tourism Research, 1, 1, pp. 61-64, (2016); Scheer A., Noweski C., Meinel C., Transforming constructivist learning into action: design thinking in education, Design and Technology Education, 17, 3, pp. 8-19, (2012); Takayama K., Imagining East Asian education otherwise: neither caricature, nor scandalization, Asia Pacific Journal of Education, 37, 2, pp. 262-274, (2017); Trinidad J., Understanding student-centred learning in higher education: students’ and teachers’ perceptions, challenges, and cognitive gaps, Journal of Further and Higher Education, 44, 8, pp. 1013-1023, (2020); Tsai M., Exploration of students’ integrative skills developed in the design thinking of a psychology course, Thinking Skills and Creativity, 41, (2021); Vallis C., Redmond P., Introducing design thinking online to large business education courses for twenty-first century learning, Journal of University Teaching and Learning Practice, 18, 6, pp. 213-234, (2021); Wan C., Lee K., Leung D., Park S., Using design thinking as an educational tool for conceptualizing future smart hotel guest experiences, e-Review of Tourism Research, 17, 3, pp. 349-367, (2019); Welsh M., Dehler G., Combining critical reflection and design thinking to develop integrative learners, Journal of Management Education, 37, 6, pp. 771-802, (2013); Wrigley C., Straker K., Design thinking pedagogy: the educational design ladder, Innovations in Education and Teaching International, 54, 4, pp. 374-385, (2017); Wrigley C., Mosely G., Tomitsch M., Design thinking education: a comparison of massive open online courses, She Ji: The Journal of Design, Economics, and Innovation, 4, 3, pp. 275-292, (2018)","A. Tham; School of Business and Creative Industries, University of the Sunshine Coast, Sippy Downs, Australia; email: mtham@usc.edu.au","","Emerald Publishing","","","","","","27526666","","","","English","Consum. Behav. Hosp. Res.","Article","Final","","Scopus","2-s2.0-85146255747"
"Majid F.A.; Sharil W.N.E.H.; Salmee M.A.A.","Majid, Faizah Abd. (37261659500); Sharil, Wan Nurul Elia Haslee (37261927200); Salmee, Mohd Alif Amin (57832784800)","37261659500; 37261927200; 57832784800","Academics' Concern on Graduate Employability amidst the Pandemic","2022","Asian Journal of University Education","18","3","","625","636","11","0","10.24191/ajue.v18i3.18950","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135530410&doi=10.24191%2fajue.v18i3.18950&partnerID=40&md5=6d47c411619153befe95d342e2f6f34b","Faculty of Education, Universiti Teknologi MARA, UiTM Puncak Alam Campus, Selangor, Puncak Alam, 42300, Malaysia","Majid F.A., Faculty of Education, Universiti Teknologi MARA, UiTM Puncak Alam Campus, Selangor, Puncak Alam, 42300, Malaysia; Sharil W.N.E.H., Faculty of Education, Universiti Teknologi MARA, UiTM Puncak Alam Campus, Selangor, Puncak Alam, 42300, Malaysia; Salmee M.A.A., Faculty of Education, Universiti Teknologi MARA, UiTM Puncak Alam Campus, Selangor, Puncak Alam, 42300, Malaysia","This article was written as part of a bigger research project on developing a Graduate Employability (GE) Teaching Model which received university funding. Recent years have seen a growing literature on GE. The need for soft skills training is seen as parallel with the need to enhance employability skills. The changing work landscape due to the VUCA (volatile, uncertainty, complex and ambiguous) world suggests a higher demand for the concerns on graduate employability and employability skills to be addressed. Needless to say, the pandemic brought with it a force that challenged the norm in how higher education is provided and brought an amplified concern on how GE is addressed during the pandemic. As part of the bigger data collection procedure, a focus group interview based on a semi-structured interview protocol was conducted as an attempt to uncover how academics train their students' GE skills. The investigation rested on several key issues; their approach in developing GE skills, the critical issues faced while developing the GE skills and the support they require in developing GE skills among their students. At the onset of the study, the context of the pandemic guided the direction of the data collection and analysis. The report from this small-scale study provided initial findings that could be referred to as the research progressed into further data collection via the mixed method research design. The qualitative data from the interview was analysed based on themes and sub-themes as guided by the research questions and the interpretations were supported by relevant literature. Interesting findings were yielded from the the analysis suggesting potential preliminary findings that could be referred to in an attempt to develop a teaching model for GE. Besides the policy makers and curriculum developers, future researchers may find this article as an important reference in their work. © 2022. All Rights Reserved.","Graduate Employability Skills; Higher Education; pandemic Covid-19; Teaching Model","","","","","","Universiti Teknologi MARA, UiTM","The study was a part of a bigger research project that was funded by the university grant (ref: 600-RMC/GPK5/3(015/2020). The researchers wish to thank Univeriti Teknologi MARA for the funding and the participants for their willingness to participate in the semi-structured interview.","Aida B., Norailis A. W., Rozaini R., Critical success factor of graduate employability programs., In Journal of Economics, Business and Management, 3, 8, pp. 767-771, (2015); Business Graduate-Ness and Work-Readiness: A Comparative Analysis of Public and Private Universities in Bangladesh, Asian Journal of University Education, 16, 3, pp. 59-77, (2020); Asif-Ur-Rahman S. M., Junayed M., Masoom M. R., Students' perception of the effects of online social networking: an empirical assessment, In International Letters of Social and Humanistic Sciences, 65, pp. 152-161, (2015); Bennett D., MacKinnon P., Enacting strategies for graduate employability: How universities can best support students to develop generic skill Part A, (2016); Bennett D., Graduate employability and higher education: Past, present and future, In HERDSA Review of Higher Education, 5, pp. 31-61, (2019); Chong Y., Thi L. S., University Freshman Mentoring Effectiveness and Scale Enhancement, Asian Journal of University Education, 16, 4, pp. 181-189, (2020); Duignan G., Casley S., Fraser C., Haggerty C., Hannam S., Hitchcock B., Webster A., Teaching Strategies that Build Employability Skills of Vocational Education Graduates, (2019); Hasniza N., Tengku Faekah T. A., Validation of a technological pedagogical content knowledge instrument in a Malaysian secondary school context, Malaysian Journal of Learning and Instruction, 13, pp. 1-24, (2016); Ilhaamie A. G. A., Rosmawani C. H., Yusoff Yusmini Md, The employability skills of Malaysian university students, International Journal of Modern Trends in Social Sciences, 3, pp. 1-14, (2018); Junnaina H. C., Hazri J., Factors Influencing the Technological Pedagogical Content Knowledge (TPACK) among TVET instructors in Malaysian TVET Institution, Procedia - Social and Behavioral Sciences, 69, pp. 1539-1547, (2012); Jackson D., Wilton N., Developing career management competencies among undergraduates and the role of work-integrated learning, In Teaching in Higher Education, 21, 3, pp. 266-286, (2016); Kostal J. W., Kuncel N. R., Sackett P. R., Grade inflation marches on: Grade increases from the 1990s to 2000s, Educational Measurement: Issues & Practice, 35, 1, pp. 11-20, (2016); Leo M., What You Didn't Know About Fresh Graduate Unemployment in Malaysia [Infographic], (2019); Ma'dan M., Ismail M.T., Daud S., Influence of competitiveness factor towards graduate competency level, Asian Journal of University Education, 16, 3, pp. 292-302, (2020); Nor'ain M. T., Noor Zarinawaty A. K., Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers, AIP Conference Proceedings, 1605, pp. 734-739, (2014); Nur Filzah Z., TPACK Development in Teacher Education Programs: Malaysian Context, International Journal of Academic Research in Business and Social Sciences, 6, 12, pp. 237-244, (2016); Okolie U. C., Igwe P. A., Nwosu H. E., Eneje B. C., Mlanga S., Enhancing graduate employability: Why do higher education institutions have problems with teaching generic skills?, In Policy Futures in Education, 18, 2, pp. 294-313, (2020); (2020); Tyas M. A., Nurkamto J., Marmanto S., Laksani H., Developing higher order thinking skills (HOTS)-Based questions: Indonesian EFL teachers' challenges, Proceeding of the 2nd International Conference on Future of Education, 2, 1, pp. 52-63, (2019); Yin R.K., Case Study Research Design and Methods, (2014)","F.A. Majid; Faculty of Education, Universiti Teknologi MARA, Puncak Alam, UiTM Puncak Alam Campus, Selangor, 42300, Malaysia; email: faiza404@uitm.edu.my","","UiTM Press","","","","","","18237797","","","","English","Asian J. Univ. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85135530410"
"Ali D.A.; Mohamed J.; Midi H.","Ali, Dahir Abdi (57221249971); Mohamed, Jama (57340126400); Midi, Habshah (6506172362)","57221249971; 57340126400; 6506172362","Modelling the Determinants of Unemployment Exit Duration among Graduates in a Fragile State: A Case of Somalia","2022","Journal of Somali Studies","9","2","","39","57","18","0","10.31920/2056-5682/2022/v9n2a2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85170429360&doi=10.31920%2f2056-5682%2f2022%2fv9n2a2&partnerID=40&md5=a621cf8b9e01630fd94f4a589fffe24a","Department of Statistics & Planning, Faculty of Economics, SIMAD University, Mogadishu, Somalia; Somali Statistical Association, Mogadishu, Somalia; Faculty of Statistics & Mathematics, College of Applied & Natural Science Hargeisa University, Somalia; Department of Mathematics, Faculty of Science, Universiti Putra Malaysia, Malaysia","Ali D.A., Department of Statistics & Planning, Faculty of Economics, SIMAD University, Mogadishu, Somalia, Somali Statistical Association, Mogadishu, Somalia; Mohamed J., Faculty of Statistics & Mathematics, College of Applied & Natural Science Hargeisa University, Somalia; Midi H., Department of Mathematics, Faculty of Science, Universiti Putra Malaysia, Malaysia","The scale of the severity of graduate unemployment in a fragile state like Somalia prompts the need for modelling factors related to the unemployment exit duration. Hence, this study aimed to model the determinants of graduate unemployment exit duration. More specifically, it determined the factors that have effects on the probability of escaping from the unemployment status. Data collected from students who graduated from SIMAD University in Somalia were analysed, using the duration model. Particularly, this paper utilised product-limit estimator and Cox proportional hazards model to model the prognostic factors influencing the probability of leaving the unemployment status. Gender, CGPA, part-time job experience, type of degree, and age were found to have significant effects on the probability of escaping from unemployment. Male graduates were 1.47 times more likely to increase their chances of employability than their female counterparts while graduates with part-time job experience were 2.81 more likely to escape from unemployment than graduates without part-time job experience. Similarly, graduates with a higher CGPA were 1.54 times more likely to get employment than those with a low CGPA. © 2022 Adonis and Abbey Publishers Ltd. All rights reserved.","Duration model; Graduate unemployment exit duration; Somalia; Youth unemployment","","","","","","","","Ali Dahir, Midi Habshah, On the Robust Parameter Estimation Method for Linear Model with Autocorrelated Errors in the Presence of High Leverage Points and Outliers in the Y-Direction, Malaysian Journal of Mathematical Science, (2020); Baldry Kim, Graduate unemployment in South Africa: Social inequality reproduced, Journal of Education work, 29, 7, pp. 788-812, (2016); Bradley Steve, Taylor Jim, An empirical analysis of the unemployment duration of school-leavers, Applied Economics, 24, 1, pp. 89-101, (1992); Breslow Norman E., Analysis of survival data under the proportional hazards model, International Statistical Review/Revue Internationale de Statistique, pp. 45-57, (1975); Burt Ronald S., The Contingent Value of Social Capital, Administrative Science Quarterly, 2, 42, pp. 339-365, (1997); Cox David R., Some remarks on the analysis of survival data, Proceedings of the First Seattle Symposium in Biostatistics, (1997); Dabalen Andrew, Oni Bankole, Adekola Olatunde A, Labor market prospects for university graduates in Nigeria, Higher Education Policy, 14, 2, pp. 141-159, (2001); Dalmar Mohamed Saney, Ali Ali Yassin Sheikh, Ali Ali Abdulkadir, Factors affecting unemployment in Somalia, Journal of Economics Sustainable Development, 8, 22, pp. 200-210, (2017); Edin Per-Anders, Unemployment duration and competing risks: evidence from Sweden, The Scandinavian Journal of Economics, pp. 639-653, (1989); Fox John, Monette Georges, An R and S-Plus companion to applied regression, (2002); (2020); Gassab Maher, Jamoussi Hanene Ben Ouada, Determinants of Graduate Unemployment in Tunisia, (2011); Gelle Luqman Yasin, Abshir Ahmed, Ali-Salad Mohamed A, Graduate Unemployment in Somalia: Causes, Socio-Economic Consequences and Possible Solutions, Journal of Economics, 9, 3, pp. 14-21, (2021); Number of Graduates from schools and universities in the country presented, (2019); Global Employment Trends for Youth 2020: Technology and the Future of Jobs, (2020); Jones Ethel B, Jackson John D, College grades and labor market rewards, The Journal of Human Resources, 25, 2, pp. 253-266, (1990); Joyce Mary, Neumark David, School-to-work programs: Information from two surveys, Monthly Lab. Rev, 124, (2001); Kabaklarli Esra, Hazel Perihan, Bulus Abdulkadir, Economic determinants of turkish youth unemployment problem: co integration analysis, International conference on applied economics–ICOAE, (2011); Kong Jun, Jiang Fan, Factors affecting job opportunities for university graduates in China-the evidence from university graduates in Beijing, Research in World Economy, 2, 1, (2011); Lazaro Nieves, Molto Luisa, Sanchez Rosario, Unemployment determinants for women in Spain, Labour, 14, 1, pp. 53-77, (2000); Lee Elisa T, Wang John, Statistical methods for survival data analysis, 476, (2003); Lim Hock Eam, Bakar Normizan, Unemployment duration of graduates of Universiti Utara Malaysia: The impact of English language proficiency1, Malaysian Journal of Economic Studies, 41, (2004); Lim Jung-Yon, Lee Young-Min, Exit duration and unemployment determinants for Korean graduates, Journal for Labour Market Research, 53, 1, pp. 1-14, (2019); Machin David, Cheung Yin Bun, Parmar Mahesh, Survival analysis: a practical approach, (2006); Mau Wei-Cheng, Kopischke Amie, Job search methods, job search outcomes, and job satisfaction of college graduates: A comparison of race and sex, Journal of employment counseling, 38, 3, pp. 141-149, (2001); Meyer Robert H, Wise David A, The effects of the minimum wage on the employment and earnings of youth, Journal of Labor economics, 1, 1, pp. 66-100, (1983); Morshidi S, Rosni B, Lim HE, Mohamed NK, Pencapaian akademik & kebolehgunaan tenaga siswazah institusi pengajian tinggi, USM IPPTN Monograf, 3, pp. 1-28, (2004); Nam Jae-Rang, Dynamic characteristics of youth unemployment and Policy implications, Review of Labor, 16, pp. 22-33, (2006); Narendranathan Wiji, Stewart Mark B, Modelling the probability of leaving unemployment: competing risks models with flexible base‐line hazards, Journal of the Royal Statistical Society: Series C, 42, 1, pp. 63-83, (1993); Nazir Farhat, Asghar Cheema M, Iqbal Zafar M, Batool Zahira, Socio-economic impacts of unemployment in urban Faisalabad, Pakistan, Journal of Social Sciences, 18, 3, pp. 183-188, (2009); Schoenfeld David A, Sample-size formula for the proportional-hazards regression model, Biometrics, pp. 499-503, (1983); Smith Jeremy, McKnight Abigail, Naylor Robin, Graduate employability: policy and performance in higher education in the UK, The Economic Journal, 110, 464, pp. 382-411, (2000); (2019); Stokey Nancy L, R&D and economic growth, The Review of economic studies, 62, 3, pp. 469-489, (1995); Somalia Human Development Report, (2012); Gender in Somalia Brief II, (2014); Vogel Peter, The youth unemployment crisis and the threat of a “generation jobless”, Generation jobless?, pp. 3-44, (2015); Wise David A, Academic achievement and job performance, The American Economic Review, 65, 3, pp. 350-366, (1975); Somali Poverty and Vulnerability Assessment, (2019); Yusuf Awil Abdinor, Muturi Willy, Samantar Mohamed Said, Factors influencing youth unemployment in Puntlnad State of Somalia for the Case of Garowe District, International Journal of Contemporary Applied Researches, 6, 3, pp. 173-195, (2019)","D.A. Ali; Department of Statistics & Planning, Faculty of Economics, SIMAD University, Mogadishu, Somalia; email: daahirxy@gmail.com","","Adonis and Abbey Publishers Ltd","","","","","","20565674","","","","English","J.  Somali Stud.","Article","Final","","Scopus","2-s2.0-85170429360"
"Murrar A.; Batra M.; Paz V.; Asfour B.; Balmakhtar M.","Murrar, Abdullah (57218123797); Batra, Madan (40461093700); Paz, Veronica (57194772897); Asfour, Bara (57417974600); Balmakhtar, Marouane (57219323865)","57218123797; 40461093700; 57194772897; 57417974600; 57219323865","Employability of job applicants in skilful jobs: commonality in employer and employee perspectives","2022","International Journal of Manpower","43","6","","1285","1300","15","4","10.1108/IJM-10-2020-0454","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123064585&doi=10.1108%2fIJM-10-2020-0454&partnerID=40&md5=f8f482797ae84fac5e2d0f27bfbe625e","Indiana University of Pennsylvania, Indiana, PA, United States; Arab American University Palestine, Jenin, Palestine; Marymount University, Arlington, VA, United States","Murrar A., Indiana University of Pennsylvania, Indiana, PA, United States, Arab American University Palestine, Jenin, Palestine; Batra M., Indiana University of Pennsylvania, Indiana, PA, United States; Paz V., Indiana University of Pennsylvania, Indiana, PA, United States; Asfour B., Arab American University Palestine, Jenin, Palestine; Balmakhtar M., Marymount University, Arlington, VA, United States","Purpose: The purpose of this research is to explore the employer and employee perspectives about the employability skills of skilful jobs. The research is conducted in a developing country (Palestine) which has a high percentage of university graduates, high unemployment rate and intense job competition. This paper defines skilful jobs as those that require employees who have attended a college or university and have completed a two-year diploma or a four-year degree. Design/methodology/approach: This research integrates the components of discussion with local experts in the skilled labour market, primary data from employers (N = 415) and primary data from employees (N = 880). Binary logistic regression is used to measure the relationship between the dependent variable (likelihood of hire or not hire) and independent variables (job applicants' hard and soft skills). Findings: The results from both employer and employee data revealed that the previous work experience, computer skills, professional certifications and high grade point average have significant impact on hiring and recruitment in the skilful jobs. In addition to these, the employers seek applicants who have communication skills. However, the employees consider personal relationship with employers to be a highly significant factor in accepting job offers. Practical implications: To increase their likelihood of obtaining a skilful job, and then sustaining it, the job seekers should hone their soft skills and acquire professional certifications. The universities should adapt their curriculum to match these skills and move their focus from disciplinary knowledge to competencies. The public policy makers should design awareness and capacity building programmes that will facilitate the recent graduates' integration into the labour market. The empirical model in this study shows that previous work experience is the most important recruitment factor for employers – accordingly, creating internships and apprenticeship opportunities would be its clear policy implication. Originality/value: The study contributes to the literature by providing a parsimonious employability model of skilful jobs, which fits as much as possible the perspectives of the employers and employees about the employability skills in a developing country. © 2021, Emerald Publishing Limited.","Employability skills model; Graduates' skills; Hiring skills; Recruitment skills; Skillful jobs","","","","","","","","Abdelkarim N., Murrar A., Indicators of the Future in Palestine, (2019); Arkoudis S., Hawthorne L., Baik C., Hawthorne G., O'Loughlin K., Leach D., Bexley E., The Impact of English Language Proficiency and Workplace Readiness on the Employment Outcomes of Tertiary International Students (Executive Summary), (2009); Asonitoua S., Hassall T., Which skills and competences to develop in accountants in a country in crisis?, The International Journal of Management Education, 17, 3, (2019); Batra M., Faculty supervision of internships, Journal of the Academy of Business Education, 2, 1, pp. 12-22, (2001); Blattman C., Ralston L., Generating Employment in Poor and Fragile States: Evidence from Labour Market and Entrepreneurship Programs, (2017); Bloemen H., Hochguertel S., Zweerinke J., Job loss, firm-level heterogeneity and mortality: evidence from administrative data, Journal of Health Economics, 59, May 2018, pp. 78-90, (2018); Blomquist T., Farashah A., Thomas J., Project management self-efficacy as a predictor of project performance: constructing and validating a domain-specific scale, International Journal of Project Management, 34, 8, pp. 1417-1432, (2016); Boccanfuso D., Larouche A., Trandafir M., Quality of higher education and the labour market in developing countries: evidence from an education reform in Senegal, World Development, 74, pp. 412-424, (2015); Brown B., Campion M., Biodata phenomenology: recruiters' perceptions and use of biographical information in resume screening, Journal of Applied Psychob, 79, pp. 897-908, (1994); Brown P., Lauder H., A High-Skills Economy, (2001); Cappel J., Entry-level is job skills: a survey of employers, Journal of Computer Information Systems, 42, 2, (2002); Chan C., Dasborough M., The influence of relation-based and rule-based regulations on hiring decisions in the Australian and Hong Kong Chinese cultural contexts, The International Journal of Human Resource Management, 17, 7, pp. 1267-1292, (2006); Christopher S., Dianna S., Factors affecting hiring decisions about veterans, Human Resource Management Review, 25, 2015, pp. 68-79, (2014); Cole M., Field H., Giles W., Using recruiter assessments of applicants’ resume content to predict applicant mental ability and big five personality dimensions, International Journal of Selection and Assessment, 11, 1, pp. 78-88, (2003); Cox D., Snell E., Analysis of Binary Data, (1989); Crystal D., English as a Global Language, (2003); De Grip A., Hans B., Willems D., Van Boxtel M., Job-worker mismatch and cognitive decline, Oxford Economic Papers, 60, 2, pp. 237-253, (2008); Dougherty G., Gelder M., Public agency hiring, minimum qualifications, and experience, Journal of Review of Public Personnel Administration, 35, 2, pp. 169-192, (2013); Dubey R., Tiwari V., Operationalisation of soft skill attributes and determining the existing gap in novice ICT professionals, International Journal of Information Management: Elseiver, 50, February 2020, pp. 375-386, (2020); Faheem A., Software requirements engineer: an empirical study about non-technical skills, Journal of Software, 7, 2, pp. 389-397, (2012); Farashah A., Thomas J., Blomquist T., Exploring the value of project management certification in selection and recruiting, International Journal of Project Management, 37, 1, pp. 14-26, (2018); Finch D., Hamilton L., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education and Training, 55, 7, (2013); Fitzmaurice G., Laird N., Binary response models and logistic regression, International Encyclopedia of the Social & Behavioral Sciences, pp. 587-595, (2015); Flap H., Boxman E., Getting started: the influence of social capital on the start of the occupational career, Social Capital Theory and Research, (2000); Floyd C., Gordon M., What skills are most important? A comparison of employer, student, and staff perceptions, Journal of Marketing Education, 20, 2, pp. 103-109, (1998); Gault J., Leach E., Duey M., Effects of business internships on job marketability: the employers' perspective, Education + Training, 52, 1, pp. 76-88, (2010); Gravill J., Compeau D., Self-regulated learning strategies and software training, Information and Management, 45, 5, pp. 288-296, (2008); Gregorio A., Maggioni I., Mauri C., Mazzucchelli A., Employability skills for future marketing professionals, European Management Journal: Elsevier, 37, 3, pp. 251-258, (2019); Groh M., Nandini K., McKenzie D., Vishwanath T., Soft Skills or Hard Cash ? the Impact of Training and Wage Subsidy Programs on Female Youth Employment in Jordan (English), (2012); Hamilton R., Davison H., The search for skills: knowledge stars and innovation in the hiring process, Business Horizons, 61, 3, pp. 409-419, (2018); Hargie O., The Handbook of Communication Skills, (1997); Humburg M., Velden R., Skills and the graduate recruitment process: evidence from two discrete choice experiments, Economics of Education Review, 49, December 2015, pp. 24-41, (2015); Husain M.Y., Mokhtar S.B., Ahmad A.A., Mustapha R., Importance of employability skills from employers' perspective, Procedia-Social and Behavioral Sciences, 7, pp. 430-438, (2010); Hutchinson L., Brefka S., Personnel administrators' preferences for resume content, Business Communication Quarterl, 60, pp. 67-75, (1997); Skills and Employability Department, (2013); Imose R., Barber L., Using undergraduate grade point average as a selection tool: a synthesis of the literature, Psychologist-Manager Journal, 18, 1, pp. 1-11, (2015); Kahanov L., Andrews L., A survey of athletic training employers' hiring criteria, Journal of Athletic Training, 36, 4, pp. 408-412, (2001); Lee C., Lee C., Choi J., Lee J., Hong E., Factors affecting likelihood of hiring private investigators (PI): citizens' traits and attitudes toward, International Journal of Law, Crime and Justice, 42, 3, pp. 188-202, (2014); Leoni R., Graduate employability and the development of competencies. The incomplete reform of the “Bologna Process, International Journal of Manpower, 35, 4, pp. 448-469, (2014); Litecky C., Arnett K., Prabhakar B., The paradox of soft skills versus technical skills in is hiring, Journal of Computer Information Systems, 45, 1, pp. 69-76, (2016); Lowden K., Hall S., Elliot D., Lewin J., Employers' Perceptions of the Employability Skills of New Graduates, (2011); Mckinney A., Carlson K., Meacham R., D'angelo N., Connerley M., Recruiters' use of GPA in initial screening decisions: higher GPAs don't always make the cut, Personnel Psychology, 56, 4, pp. 823-845, (2003); Ministry of Higher Education and Scientific Research, (2019); Mulholland S., Derdall M., Exploring what employers seek when hiring occupational therapists, Canadian Journal of Occupational Therapy, 71, 4, pp. 223-229, (2004); Oluwajodu F., Blaauw D., Greyling L., Kleynhans E., Graduate unemployment in South Africa: perspectives from the banking sector, SA Journal of Human Resource Management, 13, 1, (2015); Oussii A., Klibi M., Accounting students' perceptions of important business communication skills for career success: an exploratory study in the Tunisian context, Journal of Financial Reporting and Accounting, 15, 2, pp. 208-225, (2017); Employees According to Economic Sector, (2017); Number of Operating Establishments in the Private Sector, Non Governmental Organization Sector and Governmental Companies, (2018); Premand P., Brodmann S., Almeida R., Grun R., Barouni M., Entrepreneurship education and entry into self-employment among university graduates, World Development, 77, C, pp. 311-327, (2016); Premuzic T., Arteche A., Bremner A., Greven C., Furnham A., Soft skills in higher education: importance and improvement ratings as a function of individual differences and academic performance, Educational Psychology, 30, pp. 221-241, (2010); Rebele J., Pierre E., A commentary on learning objectives for accounting education programs: the importance of soft skills and technical knowledge, Journal of Accounting Education, 48, pp. 71-79, (2019); Seoane M.J., Pais-Montes C., Lopez-Bermudez B., Grade point average vs competencies: which are most influential for employability?, Higher Education, Skills and Work-Based Learning, 9, 3, pp. 418-433, (2019); Seth S., Why Entrepreneurship Is Important to the Economy, (2019); Sumaryati S., Joyoatmojo S., Wiryawan S., Suryani N., Alternative assessment instrument for measuring generic skills of accounting education students, International Conference of Education, (2020); Tutz G., Regression for Categoral Data, pp. 29-48, (2012); Vaqueiro A., How Friendship Ties Impact Hiring Decisions - A Cross-Cultural Study between Latin America and the United States, Brazil, (2006); Velasco M., Graduates on the Labour Market: Formal and Informal Post-school, 54, pp. 227-245, (2006); Wisshak S., Hochholdinger S., Perceived instructional requirements of soft-skills trainers and hard-skills trainers, Journal of Workplace Learning, 32, 6, pp. 405-416, (2020); Yorke M., Employability in Higher Education: What it Is, what it Is Not, pp. 1-20, (2006); Yusoff Y., Omar M., Zaharim A., Mohamed A., Muhamad N., Formulation in evaluating the technical skills of engineering graduates, Procedia - Social and Behavioral Sciences, 60, pp. 493-499, (2012); Zainuddin S.Z.B., Pillai S., Dumanig F.P., Phillip A., English language and graduate employability, Education + Training, 61, 1, pp. 79-93, (2019)","M. Batra; Indiana University of Pennsylvania, Indiana, United States; email: batra@iup.edu","","Emerald Group Holdings Ltd.","","","","","","01437720","","","","English","Int. J. Manpow.","Article","Final","","Scopus","2-s2.0-85123064585"
"Dukelow F.","Dukelow, Fiona (40461360900)","40461360900","What Role for Activation in Eco-Social Policy?","2022","Social Policy and Society","21","3","","496","507","11","5","10.1017/S1474746421000889","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124980681&doi=10.1017%2fS1474746421000889&partnerID=40&md5=dc668d2e946e8a77630bbd492d10bac8","University College, Cork, Ireland","Dukelow F., University College, Cork, Ireland","This article aims to bring labour market activation policy into the orbit of eco-social policy, which we can understand as sustainable welfare without growth. Activation is extensively addressed from economic and social policy perspectives; however, environmental sustainability concerns are absent. Typically, each domain, activation and sustainability, is seen as mutually exclusive. Growing debate about sustainable welfare without growth features much discussion about the effects of productivism and about re-orienting and re-valuing work and how we use our time; however, such discussion tends to leave activation and unemployment untouched. One could ask whether there is any role for activation in eco-social policy: Why focus on employment and employability, or even push people into work, if postgrowth requires a downsizing of paid employment and working time in everyone's lives? The purpose of this article is to explore this question and to consider how activation could be re-valued and re-thought as a policy tool for eco-social policy.  © 2022 The Author(s). Published by Cambridge University Press.","Activation; eco-social policy; job guarantee; post-growth; sustainable welfare","","","","","","","","Aigner E., Baratech Sanchez L., Bernhardt D., Curnow B., Hodl C., Leonhardt H., Luo A., Sustainable Work: Seven Case Studies on Social-Ecological Implications in Europe, (2016); Alcott B., Should degrowth embrace the job guarantee?, Journal of Cleaner Production, 38, pp. 56-60, (2013); Barca S., An alternative worth fighting for: Degrowth and the liberation of work, Towards a Political Economy of Degrowth, pp. 175-192, (2019); Barca S., The labor(s) of degrowth, Capitalism Nature Socialism, 30, 2, pp. 207-216, (2019); Bonoli G., Active labour market in a changing economic context, Regulating the Risk of Unemployment National Adaptations to Post-Industrial Labour Markets in Europe, pp. 318-332, (2011); Bowring F., Misreading Gorz', New Left Review, (1996); Bowring F., André Gorz: Autonomy and equity in the post-industrial age, The Sociological Review, 53, 1, pp. 134-147, (2005); Dalisa G., Demaria F., Kallis G., Degrowth: A Vocabulary for a New Era, (2014); Dalisa G., Demaria F., Kallis G., From austerity to dépense, Degrowth: A Vocabulary for a New Era, pp. 215-220, (2014); Demaria F., Schneider F., Sekulova F., Martinez-Alier J., What is degrowth? from an activist slogan to a social movement, Environmental Values, 22, 13, pp. 191-215, (2013); Dengler C., Strunk B., The monetised economy versus care and the environment: Degrowth perspectives on reconciling an antagonism, Feminist Economics, 24, 3, pp. 160-183, (2018); Dengler K., Effectiveness of sequences of One-Euro-Jobs for welfare recipients in Germany, Applied Economics, 47, pp. 6170-6190, (2015); Fitzpatrick T., Social policy and time, Time and Society, 13, 2-3, pp. 197-219, (2004); Fitzpatrick T., Paradigm lost? Blocking the path to ecosocial welfare and post-productivism, The Struggle for Social Sustainability, pp. 129-149, (2021); Frayne D., The Refusal of Work: The Theory and Practice of Resistance to Work, (2015); Gollain F., André Gorz: Wage labour, free time and ecological reconstruction, Green Letters, 20, 2, pp. 127-139, (2016); Gorz A., Paths to Paradise, (1985); Gorz A., Reclaiming Work, (1999); Gough I., Heat, Greed and Need: Climate Change, Capitalism and Sustainable Wellbeing, (2017); Graby S., Access to or liberation from work? Disabled people, autonomy and post-work politics, Canadian Journal of Disability Studies, 4, 2, pp. 132-160, (2015); Harrer T., Stockinger B., First step and last resort: One-Euro Jobs after the reform, Journal of Social Policy, (2021); Hickel J., What does degrowth mean? A few points of clarification, Globalizations, (2020); Hickel J., Going out of the Crisis, We Can Have a Recovery Without Growth', iD4D Sustainable Development News, (2021); Hoffmann M., Paulsen R., Resolving the 'jobs-environment dilemma'? the case for critiques of work in sustainability research, Environmental Sociology, 6, 4, pp. 343-354, (2020); Hohmeyer K., Wolff J., Direct Job Creation Revisited: Is It Effective for Welfare Recipients and Does It Matter Whether Participants Receive a Wage, (2010); Illich I., The Right to Useful Unemployment, (1978); Jackson T., Postgrowth: Life after Capitalism, (2021); Kallis G., Economics without growth, Another Economy Is Possible: Culture and Economy in a Time of Crisis, pp. 34-54, (2017); Kallis G., Kalush M., O'Flynn H., Rossiter J., Ashford N., Friday off: Reducing working hours in Europe, Sustainability, 5, 4, pp. 1545-1567, (2013); Kallis G., March H., Imaginaries of hope: The utopianism of degrowth, Annals of the Association of American Geographers, 105, 2, pp. 360-368, (2015); Kluve J., The effectiveness of European active labour market programmes, Labour Economics, 17, 6, pp. 904-918, (2010); Koch M., Sustainable welfare, degrowth and eco-social policies in Europe, Social Policy in the European Union: State of Play 2018, pp. 35-50, (2018); Latouche S., Degrowth, Journal of Cleaner Production, 18, 6, pp. 519-522, (2010); Littig B., Good work? Sustainable work and sustainable development: A critical gender perspective from the Global North, Globalizations, 15, 4, pp. 565-579, (2018); MacLeavy J., Lapworth A., A 'post-work' world: Geographical engagements with the future of work, Political Quarterly, 91, 2, pp. 310-316, (2020); Mair S., Druckman A., JacksonT, A tale of two utopias: Work in a postgrowth world, Ecological Economics, 173, pp. 1-11, (2020); Martinez-Alier J., Pascual U., Vivien F.-D., Zaccai E., Sustainable degrowth: Mapping the context, criticisms and future prospects of an emergent paradigm, Ecological Economics, 69, 9, pp. 1741-1747, (2010); Omanique C., Rowe J., Shaw K., Degrowth, political acceptability and the Green New Deal, Journal of Human Rights and the Environment, 12, 2, pp. 253-276, (2021); Odum H., Odum E., The prosperous way down, Energy, 31, 1, pp. 21-32, (2006); The OECD Jobs Study, Facts, Analysis, Strategies, (1994); Petautschnig Arancibia C.P., The Self at Work: Understanding the Experience of Community Placement in Activation Schemes in a Post-Recession Context, (2021); Pettinger L., What's Wrong with Work?, (2019); Pfannebecker M., Smith J.A., Work Want Work Labour and Desire at the End of Capitalism, (2020); Pullinger M., Working time reduction policy in a sustainable economy: Criteria and options for its design, Ecological Economics, 103, pp. 11-19, (2014); Sage D., Unemployment, wellbeing and the power of the work ethic: Implications for social policy, Critical Social Policy, 39, 2, pp. 205-228, (2019); Schumacher E.F., Good Work, (1979); Srnicek N., Williams A., Inventing the Future: Postcapitalism and a World Without Work, (2015); Stamm I., Matthies A.-L., Hirvilammi T., Narhi K., Combining labour market and unemployment policies with environmental sustainability? A cross-national study on ecosocial innovations, Journal of International and Comparative Social Policy, 36, 1, pp. 42-56, (2020); Standing G., The Precariat. the New Dangerous Class, (2011); Trainer T., What does Degrowth mean? Some comments on Jason Hickel's A few points of clarification, Globalizations, 18, 7, pp. 1112-1116, (2021); Unti B.J., The job guarantee and transformational degrowth, Full Employment and Social Justice, pp. 63-82, (2018); Walker C.C., Druckman A., Jackson T., Welfare systems without economic growth: A review of the challenges and next steps for the field, Ecological Economics, 186, (2021); Weishaupt J.T., Origin and genesis of activation policies in 'Old' Europe: Towards a balanced approach, Minimum Income Protection in Flux, pp. 190-216, (2013); Wiese K., Mayrhofer J., Escaping the Growth and Jobs Treadmill, A New Policy Agenda for Post-Corona Virus Europe, (2020)","F. Dukelow; University College, Cork, Ireland; email: f.dukelow@ucc.ie","","Cambridge University Press","","","","","","14747464","","","","English","Soc. Policy Soc.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85124980681"
"Srivastava N.","Srivastava, Nidhi (58244183500)","58244183500","Growth and Development of Management Education in Gujarat: A Study of Private Sector Institute1","2022","Finance India","36","3","","1117","1128","11","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139463773&partnerID=40&md5=e5115e042f32bcadfecd5f1be3f7587d","Indus Business School, IIEBM Campus, S.No. 114/1/3, Wakad-Marunje Road, Off. Mumbai Bangalore Highway, Wakad, Maharashtra 411057, Pune, India","Srivastava N., Indus Business School, IIEBM Campus, S.No. 114/1/3, Wakad-Marunje Road, Off. Mumbai Bangalore Highway, Wakad, Maharashtra 411057, Pune, India","Growth and development of management education was always dependent on the industry demands. There were gaps identified by many researchers in the theory taught and on the job experiences amongst management professionals and their employability. Management education suffered in Gujarat, India like its other counterparts in the world and it started to witness a fall in intake from 2010 which was one of the major concerns for higher education. Hence, the aim of the study was to understand the growth and development of Management Education and Management Institutes of Gujarat, issues faced by them, the critical trends and critical factors be considered to ensure the development of management institutes from stakeholders view point. The study concluded that if all the stakeholders participate in the development of management education then certainly management institute can become center for excellence. © Indian Institute of Finance.","Development; Growth; Gujarat; India; Insititute; Management Education; Private Sector","","","","","","","","Abrami P.A., Validity of Student Ratings of Instruction: What we know and what we don't, Journal of Educational Psychology, 82, 2, pp. 219-231, (1990); Bowonder B., Rao S.L., Management Education in India: Its Evolution and Some Contemporary Issues, (2005); Datar S.M., Gravin D.A., Cullen P., Rethinking the MBA: Business Education a Crossroads, (2010); Donaldson L., Damned by our own theories: Contradictions between theories and Mangement education, Academy of Manangement Learning and Education, 1, 1, pp. 96-106, (2002); Fong P., The End of Business Schools? Less Success than meets the eyes, Academy of Management Learning and Education, 1, 1, pp. 78-95, (2003); Friga R.B., Changes in Graduate Management Education and New Business School Strategies for the 21st Century, Academy of Management Learning and Education, 2, 3, pp. 233-249, (2003); Fry L.W., The Maligned F.W. Taylor: A Reply to his many critics, The Academy of Management Review, 1, 3, pp. 124-129, (1976); Ghoshal S., Bad Management Theories are Destroying Good Management Practices, Academy of Management Learning and Education, 4, 1, pp. 75-91, (2005); Grey C., What are Business Schools For? 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"Lin-Stephens S.; Manuguerra M.; Tsai P.-J.; Athanasou J.A.","Lin-Stephens, Serene (57193130659); Manuguerra, Maurizio (7801547673); Tsai, Pei-Jung (57830216400); Athanasou, James A. (6603847462)","57193130659; 7801547673; 57830216400; 6603847462","Stories of employability: improving interview narratives with image-supported past-behaviour storytelling training","2022","Education and Training","64","5","","577","597","20","2","10.1108/ET-08-2021-0320","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135390138&doi=10.1108%2fET-08-2021-0320&partnerID=40&md5=99a2a9ac3a4466657d15222bd52d0e62","Discipline of Rehabilitation Counselling, The University of Sydney, Sydney, Australia; Macquarie University, Sydney, Australia; Department of Mathematics and Statistics, Macquarie University, Sydney, Australia; General Education Center, University of Taipei, Taipei, Taiwan; RMIT University, Melbourne, Australia","Lin-Stephens S., Discipline of Rehabilitation Counselling, The University of Sydney, Sydney, Australia, Macquarie University, Sydney, Australia, RMIT University, Melbourne, Australia; Manuguerra M., Department of Mathematics and Statistics, Macquarie University, Sydney, Australia; Tsai P.-J., General Education Center, University of Taipei, Taipei, Taiwan; Athanasou J.A., Discipline of Rehabilitation Counselling, The University of Sydney, Sydney, Australia","Purpose: Stories of employability are told in employment and educational settings, notably the selection interviews. A popular training approach guiding higher education students to construct employability stories has been the past-behaviour storytelling method. However, insufficient research exists regarding the method's effectiveness and optimisation. This study examines whether the method (1) increases the quantity and quality of interview narratives in story forms and (2) can be enhanced by image stimuli. Design/methodology/approach: In a double-blind randomised control trial with repeated measures, participants submitted four weekly interview narratives. After receiving past-behaviour serious storytelling training in Week 3, they were randomly allocated to an exposure group using images and a control group using keywords as a placebo to continue producing interview narratives. The interview narratives were assessed based on the number of stories and quality ratings of narrative conformity, relevance and conciseness. Results before and after the training, and with and without the image stimuli, were analysed. Findings: Training increased the number of stories. Training and repeated practice also increased narrative quality ratings. However, the image-based intervention was the strongest predictor of improved quality ratings (effect size 2.47 points on the observed scale of 0–10, p < 0.01, 95% CI [1.46, 3.47]). Practical implications: A pre-existing ability to tell employability stories cannot be assumed. Training is necessary, and intervention is required for enhancement. Multi-sensory narrative interventions may be considered. Originality/value: This study is the first known double-blind randomised control trial with repeated measures evaluating if storytelling training and image stimuli improve interview narratives. © 2022, Serene Lin-Stephens, Maurizio Manuguerra, Pei-Jung Tsai and James A. Athanasou.","Employability; Images; Interview narratives; Interview skills training; Narrative intervention; Serious storytelling","","","","","","Macquarie University","The authors thank Dr Kehui Luo for her statistical advice on power analysis. The authors also thank Professor Sherman Young at RMIT University and Associate Professor James Downes at Macquarie University for their support of this research project. 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Lin-Stephens; Discipline of Rehabilitation Counselling, The University of Sydney, Sydney, Australia; email: serene.lin-stephens@sydney.edu.au","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85135390138"
"Commers T.; Theeboom M.; Coalter F.","Commers, Tessa (57954878800); Theeboom, Marc (6505797790); Coalter, Fred (6507963842)","57954878800; 6505797790; 6507963842","Exploring the design of a sport for employability program: A case study","2022","Frontiers in Sports and Active Living","4","","942479","","","","2","10.3389/fspor.2022.942479","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141358861&doi=10.3389%2ffspor.2022.942479&partnerID=40&md5=aed75b0dc0b1f3fb06a844dfec45430d","Sport and Society Research Unit, Department Movement and Sport Sciences, Vrije Universiteit Brussel, Brussels, Belgium","Commers T., Sport and Society Research Unit, Department Movement and Sport Sciences, Vrije Universiteit Brussel, Brussels, Belgium; Theeboom M., Sport and Society Research Unit, Department Movement and Sport Sciences, Vrije Universiteit Brussel, Brussels, Belgium; Coalter F., Sport and Society Research Unit, Department Movement and Sport Sciences, Vrije Universiteit Brussel, Brussels, Belgium","Rates of young people who are neither in employment, education, or training (NEET) are fairly high in the European Union. Correspondingly, there has been a growing tendency to regard sport as a suitable tool to develop soft skills and raise NEETs' level of employability. However, if and how such sport for employability (SfE) programs are able to realize these major claims has been called into question. The purpose of the present study was, therefore, to explore how an actual SfE initiative constructs and delivers its program. In addition, the article assessed whether the investigated program operates in line with researchers' recent calls for theory-based approaches. Guided by a case study approach set up within an initiative located in Flanders, data were gathered through 12 semi-structured interviews with 8 program providers. Results, analyzed using thematic analysis, indicated that the program was characterized by an absence of well-defined desired outcomes, imprecision as to how the program should contribute to these outcomes, and consequently minimal attention to the follow-up of participants' progress. As such, these findings and the accompanying challenges point to the absence of a theory-based approach. Several possible sources for the lack of a systematic approach are discussed. 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Commers; Sport and Society Research Unit, Department Movement and Sport Sciences, Vrije Universiteit Brussel, Brussels, Belgium; email: tessa.commers@vub.be","","Frontiers Media S.A.","","","","","","26249367","","","","English","Frontier. Sport. Act. Living.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85141358861"
"Alam M.J.; Ogawa K.; Islam S.R.B.","Alam, Md Jahangir (57783823100); Ogawa, Keiichi (57206553145); Islam, Sheikh Rashid Bin (57860143800)","57783823100; 57206553145; 57860143800","Importance of Skills Development for Ensuring Graduates Employability: The Case of Bangladesh","2022","Social Sciences","11","8","360","","","","10","10.3390/socsci11080360","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136651462&doi=10.3390%2fsocsci11080360&partnerID=40&md5=153cc07c32ce90468f8319c4aaf07949","Department of Japanese Studies, University of Dhaka, Dhaka, 1000, Bangladesh; Graduate School of International Cooperation Studies, Kobe University, Kobe, 657-8501, Japan","Alam M.J., Department of Japanese Studies, University of Dhaka, Dhaka, 1000, Bangladesh; Ogawa K., Graduate School of International Cooperation Studies, Kobe University, Kobe, 657-8501, Japan; Islam S.R.B., Department of Japanese Studies, University of Dhaka, Dhaka, 1000, Bangladesh","Graduate employability is a multifaceted concept considering the Sustainable Development Goals. Graduate employability and skills development are also significant determinants for future career success. Graduate employability has seen more sweeping emphasis and concerns in national and global job markets, due to the ever-rising number of unemployed people, which has increased even more due to COVID-19. Due to its importance, this study investigates the current state of skill development initiatives in Bangladesh and the perceptions of university graduates regarding skill development for their future employability. This study uses mixed-method research. Data was collected through surveys and in-depth interviews; various probabilistic and non-probabilistic sample selection methods were used. A total of 437 participants responded to this study. After analysis, the data was shown descriptively. The empirical findings of this study demonstrated that university graduates are well-aware of the skill development requirements for their future employability. However, university graduates face many obstacles in acquiring these necessary skill development opportunities. Therefore, the government and relevant stakeholders must work together to alleviate the obstacles. Furthermore, this study includes recommendations that can assist in developing a model for skill development programs and initiatives in the country for university graduates to ensure their future employability. © 2022 by the authors.","Bangladesh; COVID-19; graduate employability; SDGs; skills development; university","","","","","","Japan Foundation, (10131980-002, FY 2021-2022)","This research was funded by the Japan Foundation, Tokyo. The JF Research Grant number (Ref. No. 10131980-002, FY 2021-2022).","Abdin M.J., 4th Industrial Revolution and Reality of Industrialisation in Bangladesh, (2019); Alam M.J., Islam S.R.B., Ogawa K., Discrete Primary Education Curriculum in Bangladesh, Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning, pp. 716-730, (2022); Ali M., Bhuiyan M., Around 1.7 m Youths May Lose Jobs in 2020 for Pandemic, (2020); Blustein D.L., Duffy R., Ferreira J.A., Cohen-Scali V., Cinamon R.G., Allan B.A., Unemployment in the Time of COVID-19: A Research Agenda, Journal of Vocational Behavior, 119, (2020); Buheji M., Socio-Economic Projects Spillovers and Their Influence on Communities Development, Review of European Studies, 12, (2020); Buheji M., Buheji A., Planning Competency in the New Normal–Employability Competency in Post-COVID-19 Pandemic, International Journal of Human Resource Studies, 10, (2020); Chisty K.K., Shams G.M., Ghosh S.K., The Business Graduate Employability in Bangladesh: Dilemma and Expected Skills by Corporate World, Brac University Journal, 4, pp. 1-8, (2007); Chowdhury D.A., Skill Ecosystem for Progressive Skills Economy in Bangladesh | The Daily Star, (2022); Chowdhury T.A., Miah M.K., Employability Skills for Entry-Level Human Resources Management Positions: Perceptions of Students and Employers, Australian Journal of Career Development, 25, pp. 55-68, (2016); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, pp. 1923-1937, (2018); Cruz-Sandoval M., Vazquez-Parra J.C., Alonso-Galicia P.E., Student Perception of Competencies and Skills for Social Entrepreneurship in Complex Environments: An Approach with Mexican University Students, Social Sciences, 11, (2022); Duta A., Iannelli C., Social Class Inequalities in Graduates’ Labour Market Outcomes: The Role of Spatial Job Opportunities, Social Sciences, 7, (2018); Ferreira M., Kunn-Nelen A., De Grip A., Work-Related Learning and Skill Development in Europe: Does Initial Skill Mismatch Matter?, Research in Labor Economics, 45, pp. 345-407, (2017); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A Psycho-Social Construct, Its Dimensions, and Applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Gedye S., Beaumont E., ‘The Ability to Get a Job’: Student Understandings and Definitions of Employability, Education and Training, 60, pp. 406-420, (2018); Genoni M.E., Khan A.I., Krishnan N., Palaniswamy N., Raza W., Losing Livelihoods. 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May: 1–6, (2020); Woolgar L., New Institutional Policies for University-Industry Links in Japan, Research Policy, 36, pp. 1261-1274, (2007); Woolgar L., Nagata A., Hasegawa K., University-Industry Links Personnel and Training in Japan: A Review of Survey Results, (2008)","M.J. Alam; Department of Japanese Studies, University of Dhaka, Dhaka, 1000, Bangladesh; email: mjalam.jsc@du.ac.bd","","MDPI","","","","","","20760760","","","","English","Soc. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85136651462"
"Ritchie L.; Egdell V.; Danson M.; Cook M.; Stavert J.; Tolson D.","Ritchie, Louise (36191013600); Egdell, Valerie (35076977200); Danson, Michael (7007056605); Cook, Mandy (57214509638); Stavert, Jill (57193583382); Tolson, Debbie (7006485358)","36191013600; 35076977200; 7007056605; 57214509638; 57193583382; 7006485358","Dementia, Work and Employability: Using the Capability Approach to Understand the Employability Potential for People Living with Dementia","2022","Work, Employment and Society","36","4","","591","609","18","4","10.1177/0950017020961929","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097060732&doi=10.1177%2f0950017020961929&partnerID=40&md5=866ebe3307da7d67dfb8bae805f0c615","University of the West of Scotland, United Kingdom; Northumbria University, United Kingdom; Heriot-Watt University, United Kingdom; Forest Research, United Kingdom; Edinburgh Napier University, United Kingdom","Ritchie L., University of the West of Scotland, United Kingdom; Egdell V., Northumbria University, United Kingdom; Danson M., Heriot-Watt University, United Kingdom; Cook M., Forest Research, United Kingdom; Stavert J., Edinburgh Napier University, United Kingdom; Tolson D., University of the West of Scotland, United Kingdom","The importance of remaining in, or re-entering, the labour market is emphasised by governments internationally. While this may bring benefits, progressive disabilities such as dementia affect an individual’s employability. Although employers have legal obligations to support employees with disabilities, research suggests that employers are not providing this support to employees living with dementia and are undermining their capabilities. Drawing on interview data from 38 key informants collected over two studies, we explore the potential for supporting and promoting the employability of people living with dementia. A model of sustainable employability based on the Capability Approach is used as a lens to explore this issue. The findings demonstrate the implications of progressive disabilities for employability when the worker and their family are faced with dealing with a disability in a period of uncertainty with a lack of public and workplace understanding. © The Author(s) 2020.","Capability Approach; dementia; disability; employability; sustainable employability","","","","","","Alzheimer's Society; Carnegie Trust for the Universities of Scotland, (50321); Alzheimer’s Society, (PG-2012-199)","Funding text 1: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Study 1 was supported by the Alzheimer’s Society (grant number PG-2012-199); Study 2 was supported by the Carnegie Trust for the Universities of Scotland (grant number 50321).; Funding text 2: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Study 1 was supported by the Alzheimer’s Society (grant number PG-2012-199); Study 2 was supported by the Carnegie Trust for the Universities of Scotland (grant number 50321). ","Abma F.I., Brouwer S., Vries H.J., Et al., The capability set for work: development and validation of a new questionnaire, Scandinavian Journal of Work, Environment and Health, 42, 1, pp. 34-42, (2016); Who gets dementia?, (2020); Anyadike-Danes M., What is the problem, exactly? The distribution of Incapacity Benefit claimants’ conditions across British regions, Policy Studies, 31, 2, pp. 187-202, (2010); Bartlett R., Citizenship in action: the lived experiences of citizens with dementia who campaign for social change, Disability and Society, 29, 8, pp. 1291-1304, (2014); Baumberg B., Fit-for-work – or work fit for disabled people? 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Aging & Mental Health, (2019); Egdell V., Stavert J., McGregor R., The legal implications of dementia in the workplace: establishing a cross-disciplinary research agenda, Ageing and Society, 38, 11, pp. 2181-2196, (2018); Evans D., An exploration of the impact of younger-onset dementia on employment, Dementia, 18, 1, pp. 262-281, (2019); Fleuren B.P.I., De Grip A., Jansen N.W.H., Et al., Critical reflections on the currently leading definition of sustainable employability, Scandinavian Journal of Work, Environment & Health, 42, 6, pp. 557-560, (2016); Gasper D., Sen’s capability approach and Nussbaum’s capabilities ethic, Journal of International Development, 9, 2, pp. 281-302, (1997); Gove D.M., Andrews J., Capstick A., Et al., Dementia as a disability? Implications for ethics, policy and practice, A Discussion Paper, (2017); Greenwood N., Smith R., The experiences of people with young-onset dementia: a meta-ethnographic review of the qualitative literature, Maturitas, 92, pp. 102-109, (2016); Hamilton-West K.E., Milne A.J., Chenery A., Et al., Help-seeking in relation to signs of dementia: a pilot study to evaluate the utility of the common-sense model of illness representations, Psychology, Health and Medicine, 15, 5, pp. 540-549, (2010); Heaton J., Secondary analysis of qualitative data: an overview, Historical Social Research/Historische Sozialforschung, 33, 3, pp. 33-45, (2008); Hebert C.A., Scales K., Dementia friendly initiatives: a state of the science review, Dementia, 18, 5, pp. 1858-1895, (2019); Equality Act 2010, ch. 15, (2010); Lessmann O., Bonvin J.-M., Job-satisfaction in the broader framework of the capability approach, Management Revue, 22, 1, pp. 84-99, (2011); McQuaid R., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Marshall M., The key informant technique, Family Practice, 13, 1, pp. 92-97, (1996); Millenaar J.K., Bakker C., Koopmans R.T., Et al., The care needs and experiences with the use of services of people with young-onset dementia and their caregivers: a systematic review, International Journal of Geriatric Psychiatry, 31, 12, pp. 1261-1276, (2016); Notz P., Secondary qualitative analysis of interviews. A method used for gaining insight into the work/life balance of middle managers in Germany, Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 6, 1, (2005); Nussbaum M.C., Capabilities and human rights, Fordham Law Review, 66, pp. 273-300, (1997); Ohman A., Nygard L., Borell L., The vocational situation in cases of memory deficits or younger onset dementia, Scandinavian Journal of Caring Science, 15, 1, pp. 34-43, (2001); Oliver M., Barnes C., The New Politics of Disablement, (2012); Rawls J., A Theory of Justice, (1999); Ritchie J., Spencer L., Qualitative data analysis for applied policy research, Analyzing Qualitative Data, pp. 187-208, (2002); Ritchie L., Tolson D., Danson M., Dementia in the workplace case study research: understanding the experiences of individuals, colleagues and managers, Ageing and Society, 38, 10, pp. 2146-2175, (2018); Robertson D., Kirkpatrick P., McCulloch S., Sustaining adults with dementia or mild cognitive impairment in employment: a systematic review protocol of qualitative evidence, The JBI Database of Systematic Reviews and Implementation Reports, 13, 3, pp. 124-136, (2015); Sen A., Inequality Reexamined, (2003); Sen A., The Idea of Justice, (2009); Sherif V., Evaluating preexisting qualitative research data for secondary analysis, Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 19, 2, (2018); Thomson L., Stanyon M., Dening T., Et al., Managing employees with dementia: a systematic review, Occupational Medicine, 69, 2, pp. 89-98, (2019); Van der Klink J.J., Bultmann U., Burdorf A., Et al., Sustainable employability – definition, conceptualization, and implications: a perspective based on the capability approach, Scandinavian Journal of Work, Environment and Health, 42, 1, pp. 71-79, (2016); Van Gorp D.A.M., van der Klink J.J.L., Abma F.I., Et al., The capability set for work – correlates of sustainable employability in workers with multiple sclerosis, Health and Quality of Life Outcomes, 16, 1, (2018); Williams J., Richardson S., Draper E., A beginning and not the end: work after a diagnosis of dementia, Work, Employment and Society, 32, 1, pp. 219-229, (2018); Dementia: a public health priority, (2012); Zimmerman B., Pragmatism and the capability approach: challenges in social theory and empirical research, European Journal of Social Theory, 9, 4, pp. 467-484, (2006)","L. Ritchie; University of the West of Scotland, United Kingdom; email: louise.ritchie@uws.ac.uk","","SAGE Publications Ltd","","","","","","09500170","","","","English","Work Employ. Soc.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85097060732"
"Hossain A.; Kong Y.; Briggs H.; Laycock K.","Hossain, Amzad (58583415100); Kong, Ying (57220043042); Briggs, Harvey (57220023572); Laycock, Kim (57932803200)","58583415100; 57220043042; 57220023572; 57932803200","Employability skills from employers' perspectives in indigenous contexts: empirical evidence","2022","Higher Education, Skills and Work-based Learning","12","6","","1084","1107","23","3","10.1108/HESWBL-05-2022-0102","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140135064&doi=10.1108%2fHESWBL-05-2022-0102&partnerID=40&md5=bae14ab13feb99b58d62fe29af7a2e16","Department of Business Administration, University College of the North, Thompson, Canada; Department of English Literature, University College of the North, Thompson, Canada; Reconciliation, Research and Academic Innovation, University College of the North, Thompson, Canada; Faculty of Arts, Business and Science, University College of the North, Thompson, Canada","Hossain A., Department of Business Administration, University College of the North, Thompson, Canada; Kong Y., Department of English Literature, University College of the North, Thompson, Canada; Briggs H., Reconciliation, Research and Academic Innovation, University College of the North, Thompson, Canada; Laycock K., Faculty of Arts, Business and Science, University College of the North, Thompson, Canada","Purpose: This paper aims to analyze Northern Manitoba employers' indexes of employability skills that influence the UCN (University College of the North) students' employability in indigenous contexts. Design/methodology/approach: This study constructs the employability skills into six indexes from employers' perspective: reading comprehension, numeracy, technology, soft skills, job searching skills and indigenous cultural awareness. Mixed methods have been applied to this research: survey data are used for empirical analysis of the six indexes of employability skills; secondary sources of similar studies together with functional theory in education as a framework is adopted to explore the breadth and depth of employability skills requested by employers; indexing analysis is adopted to validate the necessity of developing such skills in indigenous contexts in Northern Manitoba. Findings: The correlation analyses and mean values show that employers in Northern Manitoba take the six indexes as influential factors of students' employability. As such, the study indicates that Northern Manitoba employers consider employability in indigenous contexts as a combination of basic skills, professional requirements, soft skills and cultural awareness. The employers' attested employability is in line with the concept of the technical-function theory, which requires education to meet the demand for updated job skills due to a technological change. Moreover, Northern Manitoba employers' emphasis on indigenous cultural awareness as employability skills rationalizes the necessity to integrate indigenous cultural contents into programs and curriculums in UCN and post-secondary institutes with similar attributes. It confirms that indigenous cultural awareness is required by employers in Northern Manitoba populated with indigenous communities. The research findings suggest that the functional theory of education might help UCN and similar institutions globally to offer programs that will reduce employment inequality. Research limitations/implications: This research is conducted among the employers in Northern Manitoba, and the indexes and their factors are designed to evaluate UCN students' employability in general. Practical implications: The outcomes of this paper can be applied as a parameter for upgrading educational strategies to integrate essential and professional employability skills such as reading comprehension, numeracy, technology, soft skills and job searching skills with indigenous cultural components into UCN curriculums and programs. It can be applied to other post-secondary institutes with similar attributes to enhance their students' employability. Furthermore, the research findings can be used as a guideline for UCN to tailor their programs for the job market locally and as references for post-secondary institutions with similar student compositions globally. Originality/value: This paper provides empirical evidence from the employers' viewpoint to support the necessity of integrating essential and professional employability skills with indigenous cultural awareness into the curriculums and programs of UCN, a post-secondary institution in indigenous populated Northern Manitoba. Furthermore, it is also attested that employers consider indigenous cultural awareness as an influential factor of students' employability in indigenous contexts. © 2022, Emerald Publishing Limited.","Employers in northern Manitoba; Employers' employability index; Indigenous contexts; Indigenous cultural awareness; Indigenous students","","","","","","UCN SEED","The authors would like to express their appreciations to the following individuals and institutions for their special contributions to this research: Krystle Paskaruk, coordinator, career and work-integrated learning, who helped connect the employers in Northern Manitoba; Ishwer Dherdi, research assistant, who followed the research protocols in communicating with the employers and delivered them print or digital questionnaires; the UCN Research Office, which offered data analysis assistance; and the UCN SEED Grant for this study. Without their support, the authors would not have the research done successfully.","First Nations postsecondary education: fact sheet, assembly of first Nations, (2018); Al-Asfour A., Tlaiss A.T., Sandra W.S., Work experiences of Native Americans: a qualitative study, Journal of Career Development, 48, 2, pp. 1-15, (2019); Andres L., Theories of the sociology of higher education access and participation, Routledge Handbook of the Sociology of Higher Education, (2016); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: a European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Ans De Vos, Sara D.H., Competency development and career success: the mediating role of employability, Journal of Vocational Behavior, 79, pp. 438-447, (2011); Our Cultures: focuses on the importance of identity for all people, (2021); Baba L., Cultural safety in first nations, Inuit and metis public health: environmental scan of cultural competency and safety in education, training and health service, (2013); Blades R., Fauth B., Gibb J., Measuring employability skills: a rapid review to inform development of tools for project evaluation, (2012); Chowdhury T.A., Miah M.K., Perceptions of students and employers regarding employability skills for entry-level positions in marketing and sales, Australian Journal of Career Development, 28, 1, pp. 3-13, (2019); Clark B., Development of the sociology of higher education, Sociology of Education, 46, 1, pp. 2-14, (1973); Collins R., Functional and conflict theories of educational stratification, American Sociological Review, 36, 6, pp. 1002-1019, (1971); Curran L., Mayers R., Fontaine H., Employer hiring preferences in the human services, Human Service Organizations: Management, Leadership and Governance, 42, 1, pp. 95-104, (2018); Curtis E., Jones R., Tipene-Leach D., Curtis W., Belinda L., Sarah-Jane P., Papaarangi R., Why cultural safety rather than cultural competency is required to achieve health equity: a literature review and recommended definition, International Journal for Equity in Health, 18, 174, pp. 1-17, (2019); Divan A., McBurney S., Understanding how students manage their employability, New Directions in the Teaching of Physical Sciences, 11, 1, (2016); What is Cultural Competence and how is it measured?, (2018); Durkheim E., Education and Society, (1922); Durkheim E., What is a social fact?, The Rules of Sociological Method. 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Yorke M., Employability and higher education: what it is – what it is not, learning and employability?, (2006)","A. Hossain; Department of Business Administration, University College of the North, Thompson, Canada; email: ahossain@ucn.ca","","Emerald Publishing","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85140135064"
"Mpia H.N.; Mwendia S.N.; Mburu L.W.","Mpia, Héritier Nsenge (57951583500); Mwendia, Simon Nyaga (56032412500); Mburu, Lucy Waruguru (56072179300)","57951583500; 56032412500; 56072179300","Predicting Employability of Congolese Information Technology Graduates Using Contextual Factors: Towards Sustainable Employability","2022","Sustainability (Switzerland)","14","20","13001","","","","3","10.3390/su142013001","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141147544&doi=10.3390%2fsu142013001&partnerID=40&md5=6eea25992f0abc605095bdcf2391b17a","Faculté de Sciences Economiques et de Gestion, Université de l’Assomption au Congo, P.O. Box 104, Butembo, Democratic Republic Congo; School of Technology, KCA University, P.O. Box 56808, Nairobi, Kenya; Department of Networks and Applied Computing, KCA University, P.O. Box 56808, Nairobi, Kenya","Mpia H.N., Faculté de Sciences Economiques et de Gestion, Université de l’Assomption au Congo, P.O. Box 104, Butembo, Democratic Republic Congo; Mwendia S.N., School of Technology, KCA University, P.O. Box 56808, Nairobi, Kenya; Mburu L.W., Department of Networks and Applied Computing, KCA University, P.O. Box 56808, Nairobi, Kenya","Predicting employability in an unstable developing country requires the use of contextual factors as predictors and a suitable machine learning model capable of generalization. This study has discovered that parental financial stability, sociopolitical, relationship, academic, and strategic factors are the factors that can contextually predict the employability of information technology (IT) graduates in the democratic republic of Congo (DRC). A deep stacking predictive model was constructed using five different multilayer perceptron (MLP) sub models. The deep stacking model measured good performance (80% accuracy, 0.81 precision, 0.80 recall, 0.77 f1-score). All the individual models could not reach these performances with all the evaluation metrics used. Therefore, deep stacking was revealed to be the most suitable method for building a generalizable model to predict employability of IT graduates in the DRC. The authors estimate that the discovery of these contextual factors that predict IT graduates’ employability will help the DRC and other similar governments to develop strategies that mitigate unemployment, an important milestone to achievement of target 8.6 of the sustainable development goals. © 2022 by the authors.","deep stacking model; Democratic Republic of Congo; exploratory factor analysis; sustainable development goals; unemployment","Democratic Republic Congo; developing world; information technology; strategic approach; sustainability; sustainable development; Sustainable Development Goal; unemployment","","","","","Université de l’Assomption au Congo, (UAC/ISDA.072022)","This work was fully funded by the Université de l’Assomption au Congo through grant No. UAC/ISDA.072022.","Kassa E.T., Exploring Employability of Business Graduates: Evidence from Woldia University, J. Knowl. 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Eng, 9, pp. 272-277, (2020); Raschka S., MLxtend: Providing machine learning and data science utilities and extensions to Python’s scientific computing stack, J. Open Source Softw, 3, (2018); Yao Y., Vehtari A., Simpson D., Gelman A., Using Stacking to Average Bayesian Predictive Distributions (with Discussion), Bayesian Anal, 13, pp. 917-1003, (2018); Hand D.J., Christen P., Kirielle N., F*: An interpretable transformation of the F-measure, Mach. Learn, 110, pp. 451-456, (2021); Yang S., Berdine G., The receiver operating characteristic (ROC) curve, Southwest Respir. Crit. Care Chron, 5, pp. 34-36, (2017); Okiemy M., Etsiba S., Employment Access and Job Search Channels for Young People in Congo, Theor. Econ. Lett, 11, pp. 302-319, (2021); Tang Y., Gu L., Wang L., Deep Stacking Network for Intrusion Detection, Sensors, 22, (2022); Ilhan A., Akin M.F., Analysis of Contextual Problem Solutions, Mathematical Sentences, and Misconceptions of Pre-Service Mathematics Teachers, Int. Electron. J. Math. Educ, 17, (2022)","H.N. Mpia; Faculté de Sciences Economiques et de Gestion, Université de l’Assomption au Congo, Butembo, P.O. Box 104, Democratic Republic Congo; email: 2004988@students.kcau.ac.ke","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85141147544"
"Dufour L.; Andiappan M.; Banoun A.","Dufour, Lucas (56653278600); Andiappan, Meena (21833714300); Banoun, Arnaud (57160232200)","56653278600; 21833714300; 57160232200","Support or evaluate? The multifaceted role of supervisors during the newcomer socialization process","2022","European Management Journal","40","4","","546","558","12","2","10.1016/j.emj.2021.08.006","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114594011&doi=10.1016%2fj.emj.2021.08.006&partnerID=40&md5=80dcbebf0c5419750519910cc1319e10","University of Windsor, Odette School of Business, 401 Sunset Ave, Windsor, ON N9B 3P4, Canada; University of Toronto, Institute of Health Policy, Management and Evaluation, 155 College St 4th Floor, Toronto, ON M5T 3M6, Canada; ESC Clermont Business School, CleRMa, 4 Boulevard Trudaine, Clermont-Ferrand, 63000, France","Dufour L., University of Windsor, Odette School of Business, 401 Sunset Ave, Windsor, ON N9B 3P4, Canada; Andiappan M., University of Toronto, Institute of Health Policy, Management and Evaluation, 155 College St 4th Floor, Toronto, ON M5T 3M6, Canada; Banoun A., ESC Clermont Business School, CleRMa, 4 Boulevard Trudaine, Clermont-Ferrand, 63000, France","This study develops theory related to how the socialization process occurs from the supervisor's perspective. Using interview data from 102 supervisors, we find that most supervisors simultaneously evaluate (using monitor behaviors) and promote (using inform and support behaviors) newcomers' fits. Supervisors do so by switching their focus three times: first, from general employability to person–group fit; second, from person–group fit to person–job fit; and third, from person–job fit to person–organization fit. We observed variations in the order in which supervisors evaluated and promoted newcomers' types of fits. However, we found that supervisors evaluated and promoted newcomers' fits consistently following the same order in terms of fit paradigms: first adopting a demands–abilities fit paradigm, then a needs–supplies fit paradigm, and finally a value congruence fit paradigm. We contribute to the socialization and fit literatures. © 2021 Elsevier Ltd","Newcomer; Person–environment fit; Socialization; Supervisor; Temporality","","","","","","","","Allen T.D., McManus S.E., Russell J.E.A., Newcomer socialization and stress: Formal peer relationships as a source of support, Journal of Vocational Behavior, 54, pp. 453-470, (1999); Anderson C.M., Riddle B.L., Martin M.M., Socialization processes in groups, The handbook of group communication: Theory and research, pp. 139-163, (1999); Anderson N., Thomas H.D.C., Work group socialization, Handbook of work group psychology, pp. 423-450, (1996); Ashford S.J., Black J.S., Proactivity during organizational entry: The role of desire for control, Journal of Applied Psychology, 81, 2, (1996); Ashforth B.E., Sluss D.M., Harrison S.H., Socialization in organizational contexts, International review of industrial and organizational psychology, 22, pp. 1-70, (2007); Bauer T.N., Bodner T., Erdogan B., Truxillo D.M., Tucker J.S., Newcomer adjustment during organizational socialization: A meta-analytic review of antecedents, outcomes, and methods, Journal of Applied Psychology, 92, 3, (2007); Bauer T.N., Morrison E.W., Callister R.R., Organizational socialization: A review and directions for future research, Research in Personnel and Human Resources Management, 16, pp. 149-214, (1998); Boswell W.R., Shipp A.J., Payne S.C., Culbertson S.S., Changes in newcomer job satisfaction over time: Examining the pattern of honeymoons and hangovers, Journal of Applied Psychology, 94, 4, (2009); Bowen G.A., Naturalistic inquiry and the saturation concept: A research note, Qualitative Research, 8, 1, pp. 137-152, (2008); Brislin R.W., The wording and translation of research instruments, Field methods in cross-cultural research, pp. 137-164, (1986); Cable D.M., DeRue D.S., The convergent and discriminant validity of subjective fit perceptions, Journal of Applied Psychology, 87, pp. 875-884, (2002); Cable D.M., Edwards J.R., Complementary and supplementary fit: A theoretical and empirical integration, Journal of Applied Psychology, 89, 5, pp. 822-834, (2004); Cable D.M., Gino F., Staats B.R., Breaking them in or eliciting their best? 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Andiappan; University of Toronto, Institute of Health Policy, Management and Evaluation, Toronto, 155 College St 4th Floor, ON M5T 3M6, Canada; email: meena.andiappan@utoronto.ca","","Elsevier Ltd","","","","","","02632373","","","","English","Eur. Manage. J.","Article","Final","","Scopus","2-s2.0-85114594011"
"Meerman J.; van Casteren P.A.J.; Brouwers E.P.M.; van Dam A.; van der Klink J.J.L.","Meerman, Jan (57222083533); van Casteren, Patricia A.J. (57222100392); Brouwers, Evelien P.M. (7003375603); van Dam, Arno (35182135200); van der Klink, Jac J.L. (6603920310)","57222083533; 57222100392; 7003375603; 35182135200; 6603920310","A capability perspective on sustainable employability: A Dutch focus group study on organizational, work and personal conversion factors","2022","PLoS ONE","17","10 October","e0274000","","","","1","10.1371/journal.pone.0274000","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140417778&doi=10.1371%2fjournal.pone.0274000&partnerID=40&md5=d8932cd1e7016b2f0b8bbb5386fa115c","Tilburg School of Social and Behavioural Sciences, Tranzo, Tilburg, Netherlands; Dimencegroep, Zwolle, Netherlands; Ascender, Utrecht, Netherlands; GGZ Westelijk Noord-Brabant, Halsteren, Netherlands; North West University, Optentia, Vanderbijlpark, South Africa","Meerman J., Tilburg School of Social and Behavioural Sciences, Tranzo, Tilburg, Netherlands, Dimencegroep, Zwolle, Netherlands; van Casteren P.A.J., Tilburg School of Social and Behavioural Sciences, Tranzo, Tilburg, Netherlands, Ascender, Utrecht, Netherlands; Brouwers E.P.M., Tilburg School of Social and Behavioural Sciences, Tranzo, Tilburg, Netherlands; van Dam A., Tilburg School of Social and Behavioural Sciences, Tranzo, Tilburg, Netherlands, GGZ Westelijk Noord-Brabant, Halsteren, Netherlands; van der Klink J.J.L., Tilburg School of Social and Behavioural Sciences, Tranzo, Tilburg, Netherlands, North West University, Optentia, Vanderbijlpark, South Africa","Objective In the field of work, there is a shift towards more value-based approaches to study the sustainable employability of the present-day worker. The capability approach offers a value based and innovative conceptualisation and framework of sustainable employability characterized by contextuality, normativity and diversity. The capabilities of Dutch employees have been established and validated, yet it is not known which conversion factors on a personal, work and organizational level enable employees to achieve value in work in different Dutch occupational sectors. Methods Our qualitative approach included seven focus groups in different occupational sectors including elderly care, higher education, insurance work, facility management and the oil-, car- and chemical industry. Each focus group included 5–11 participants and took approximately one and a half hour. A qualitative content analysis was used to analyse the data, by combining deductive and inductive coding respectively. Deductive coding involved assigning themes to the conversion of resources into capabilities at the organizational, work and personal level. Results On the organizational conversion level, important themes were cultural aspects, power relations, shortage of personnel and policies for self-management. On the work conversion level, social contacts, communication and workload, tasks and schedules were identified. Social contacts were described as a work value in itself, but also conditional for achieving other work values. On the personal conversion level, experienced work stress, motivation and the ability to achieve values informally within the company. Conclusion From our findings it follows that focus groups are sensitive to identify conversion factors on all three levels of conversion. In addition, companies and their employees might effectively increase work capabilities by being sensitive to all three conversion levels simultaneously. Further research is necessary to study the effect of a capability-based intervention at the work floor. © 2022 Meerman et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.","","Aged; Employment; Focus Groups; Humans; Occupations; Organizations; Workload; aged; article; chemical industry; clinical article; content analysis; elderly care; employability; employee; female; human; human experiment; insurance; job stress; male; motivation; personnel shortage; self care; social behavior; tertiary education; workload; employment; information processing; occupation; organization","","","","","","","Gheaus A, Herzog L., The goods of work (other than money!), Journal of social Philosophy, 47, pp. 70-89, (2016); Klink van der JJL, Bultmann U, Burdorf A, Schaufeli WB, Zijlstra FRH, Abma FI, Et al., Sustainable employability—definition, conceptualization, and implications: A perspective based on the capability approach, Scandinavian Journal of Work, Environment & Health, 42, pp. 71-79, (2016); Woerkom van M, Bakker AB, Leiter MP., Positive psychology interventions in organizations, Journal of occupational and organizational psychology, 94, pp. 221-229, (2021); Graeber D., Bullshit jobs: A theory, (2018); Jahoda M., Employment and unemployment: a social-psychological analysis, (1982); Hillage J, Pollard E., Employability: developing a framework for policy analysis, 85, (1998); Ilmarinen J., From Work Ability Research to Implementation, International Journal of Environmental Research and Public Health, 16, (2019); Bakker AB, Demerouti E., Job demands–resources theory: Taking stock and looking forward, Journal of Occupational Health Psychology, 22, pp. 273-285, (2017); Bakker AB, van Woerkom M., Flow at Work: a Self-Determination Perspective, Journal of Occupational Health Science, 1, pp. 47-65, (2017); Nielsen K., How can we make organizational interventions work? Employees and line managers as actively crafting interventions, Human Relations, 66, pp. 1029-1050, (2013); Holman D, Axtell C., Can job redesign interventions influence a broad range of employee outcomes by changing multiple job characteristics? A quasi-experimental study, Journal of Occupational Health Psychology, 21, pp. 284-295, (2016); Le Blanc PM, van der Heijden BIJM, van Vuuren T., “I will survive”: A construct validation study on the measurement of sustainable employability using different age conceptualizations, Front. Psychol, 8, pp. 1-12, (2017); Deng J, Liu J, Deng W, Yang T, Duan Z., redefinition and measurement dimensions of sustainable employability based on the swAge-model, Int. J. Environ. Res, 18, 24, (2021); Fleuren BP, de Grip A, Jansen NW, Kant I, Zijlstra FR., Unshrouding the sphere from the clouds: Towards a comprehensive conceptual framework for sustainable employability, Sustainability, 12, (2020); Sen A., Inequality re-examined, (1992); Sen A., Well-being, Agency and Freedom: The Dewey Lectures 1984, Journal of Philosophy, 82, pp. 169-221, (1985); Sen A., Development as Freedom, (1999); Sen A., The Idea of Justice, (1999); Gare A., Systems Theory and Complexity: Introduction, Democracy & Nature, 6, pp. 327-339, (2000); Robeyns I., Wellbeing, freedom and social justice: The capability approach re-examined, Open Book Publishers, (2017); Abma FI, Brouwer S, de Vries HJ, Arends I, Robroek SJW, Cuijpers MPJ, Et al., The capability set for work: development and validation of a new questionnaire, Scandinavian Journal of Work, Environment & Health, 42, pp. 34-42, (2016); Biggeri M, Ferranini A., Opportunity Gap Analysis: Procedures and Methods for Applying the Capability Approach in Development Initiatives, Journal of human development and human capabilities, 15, pp. 60-78, (2014); Conradi I., Can deliberate efforts to realize aspirations increase capabilities? A South-African case study, Oxford development studies, 41, pp. 189-219, (2012); Alkire S., Valuing Freedoms, (2002); Tong A, Sainsbury P, Craig J., Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups, International Journal of Quality Health Care, 19, pp. 349-357, (2007); Braun V, Clarke V., Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches, Journal of the British Association for Counseling & Psychotherapy Research, 21, pp. 37-47, (2021); Elo S, Kyngas H., The qualitative content analysis process, Journal of Advanced Nursing, 62, pp. 107-115, (2008); Venkatapuram S., Health Justice. An Argument from the Capabilities Approach, (2011); Haines VA, Hurler JS, Zimmer C., Occupational stress, social support and the buffer hypothesis, Work and occupations, 18, pp. 212-235, (1991); Johnson JV, Hall EM., Job strain, work place social support, and cardiovascular disease: a cross-sectional study of a random sample of the Swedish working population, American Journal of Public Health, 78, pp. 1336-1342, (1988); Roohafza H., Feizi A., Afshar H., Mazaheri M., Behnamfar O., Hassanzadeh-Keshteli A., Et al., Path analysis of relationship among personality, perceived stress, coping, social support, and psychological outcomes, World journal of psychiatry, 6, (2016); DeLongis A, Holtzman S., Coping in context: The role of stress, social support, and personality in coping, Journal of Personality, 73, pp. 1633-1656, (2005); Bryman A., Social research methods, (2008); Morgan D., Focus group interviewing, 2002, Handbook of interview research: context and method, pp. 141-161; Ochieng NT, Wilson K, Derrick CJ, Mukherjee N., The use of focus group discussion methodology: Insights from two decades of application in conservation, Methods in Ecology & Evolution, 9, pp. 20-32, (2018)","J. Meerman; Tilburg School of Social and Behavioural Sciences, Tranzo, Tilburg, Netherlands; email: j.meerman@dimencegroep.nl","","Public Library of Science","","","","","","19326203","","POLNC","36269699","English","PLoS ONE","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85140417778"
"Baillie Smith M.; Mills S.; Okech M.; Fadel B.","Baillie Smith, Matt (9943105300); Mills, Sarah (8081398900); Okech, Moses (57749347800); Fadel, Bianca (57218393745)","9943105300; 8081398900; 57749347800; 57218393745","Uneven geographies of youth volunteering in Uganda: Multi-scalar discourses and practices","2022","Geoforum","134","","","30","39","9","3","10.1016/j.geoforum.2022.05.006","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132238026&doi=10.1016%2fj.geoforum.2022.05.006&partnerID=40&md5=f7e524988f9a750cb6d080a4805c25a6","Northumbria Centre for International Development, Northumbria University, City Campus, Newcastle, NE1 8ST, United Kingdom; School of Social Sciences and Humanities, Loughborough University, Leicestershire, LE11 3TU, United Kingdom; Uganda Martyrs University, Uganda","Baillie Smith M., Northumbria Centre for International Development, Northumbria University, City Campus, Newcastle, NE1 8ST, United Kingdom; Mills S., School of Social Sciences and Humanities, Loughborough University, Leicestershire, LE11 3TU, United Kingdom; Okech M., Uganda Martyrs University, Uganda; Fadel B., Northumbria Centre for International Development, Northumbria University, City Campus, Newcastle, NE1 8ST, United Kingdom","This paper develops a multi-scalar geography of youth volunteering in Uganda. A growing body of research has explored the geographies of volunteering in the global North and international volunteering and development. However, despite the mainstreaming of volunteers as development actors, less attention has been paid to the unique local and national geographies of volunteering in global South settings. This paper explores how and why different ideas and practices of volunteering take shape and prominence in Uganda and how this impacts patterns of youth inclusion, inequality and opportunity. Analysing data on volunteering by young refugees in Uganda, we develop a multi-scalar geography to situate volunteering at the interface of ‘global’ volunteering policy and knowledges, aid and development architectures, youth unemployment, community institutions and local socio-economic inequalities. Through this, we reveal how programmed and audited forms of youth volunteering oriented to youth skills and employability are privileged. We show how this articulates with local inequalities to create uneven access to volunteering opportunities and practices. Through our approach, we show how a multi-scalar geography of volunteering enables us to build richer, more nuanced conceptualisations of volunteering in the global South that address the different ways global discourses, local histories, community organisations and social inequalities come together across space and time to produce uneven geographies of volunteering in particular places. © 2022","Policy; Refugees; Skills; Uganda; Volunteering; Youth","Uganda; conceptual framework; refugee; skilled labor; social development; socioeconomic status; unemployment; voluntary approach","","","","","Global Challenges Research Fund, GCRF, (ES/S005439/1); Economic and Social Research Council, ESRC; Economic and Social Research Council, ESRC, (ES/S005439/1)","Funding text 1: We would link to thank the ESRC/GCRF who funded this research through grant ES/S005439/1. We would also like to thank all our research participants for their engagement, through interviews and in workshops in Kampala, Bidibidi, Nakivale and Rwamwanja. Thanks also to our partner NGOs and youth advisory board members, made up of young refugees, who have helped shape the research. Finally, thanks go to the rest of the project research team whose feedback and contributions to the project have shaped the ideas we present here. ; Funding text 2: This study was supported by the UK’s Global Challenges Research Fund (GCRF) and Economic and Social Research Council (ESRC) [Grant number: ES/S005439/1, “Skills acquisition and employability through volunteering by displaced youth in Uganda”]. All data supporting the research are provided as supplementary information accompanying this paper at https://www.doi.org/10.25398/rd.northumbria.19780078 under a Creative Commons Attribution (CC BY) licence.","Ahimbisibwe F., Belloni M., pp. 9-28, (2020); (2020); Baillie Smith M., Laurie N., International volunteering and development: global citizenship and neoliberal professionalisation today, Transactions of Institute of British Geographers, 36, 4, pp. 545-559, (2011); Baillie Smith M., Fadel B., O'Loghlen A., Hazeldine S., Volunteering Hierarchies in the Global South: Remuneration and Livelihoods, Voluntas, 33, 1, pp. 93-106, (2022); Baillie Smith M., Laurie N., Griffiths M., South-South volunteering and development, The Geographical Journal, 184, pp. 158-168, (2018); Baillie Smith M., Thomas N., Hazeldine S., Rethinking volunteering and cosmopolitanism: beyond individual mobilities and personal transformations, Geopolitics, 26, 5, pp. 1353-1375, (2021); Baillie Smith M., Laurie N., Hopkins P., Olson E., International volunteering, faith and subjectivity: Negotiating cosmopolitanism, citizenship and development, Geoforum, 45, pp. 126-135, (2013); Barford A., Coombe R., Proefke R., Against the odds: Young people's high aspirations and societal contributions amid a decent work shortage, Geoforum, 121, pp. 162-172, (2021); Betts A., Chaara I., Omata N., Sterck O., Refugee economies in Uganda: what difference does self-reliance model make?, (2019); Boesten J., Mdee A., Cleaver F., Service delivery on the cheap? Community-based workers in development interventions, Development in Practice, 21, 1, pp. 41-58, (2011); Cadesky J., Baillie Smith M., Thomas N., The gendered experiences of local volunteers in conflicts and emergies, Gender and Development, 27, 2, pp. 371-388, (2019); Cheung Judge R., Class and global citizenship: perspectives from non-elite young people's participation in volunteer tourism, Tourism Recreation Research, 42, 2, pp. 164-175, (2017); Desforges L., Jones R., Woods M., New geographies of citizenship, Citizenship Studies, 9, 5, pp. 439-451, (2005); DeVerteuil G., Power A., Trudeau D., The relational geographies of the voluntary sector: disentangling the ballast of strangers, Progress in Human Geography, 44, 5, pp. 919-937, (2020); Erni J.N., Shi-chi Leung D., The dilemma of mobility: on the question of youth voluntourism in times of precarity, Cultural Studies, 33, 6, pp. 915-943, (2019); Ewertson L., (2014); Ferguson J., Li T.M., (2018); Government of Uganda (GOU), National Youth Volunteering Programme: Options for Policy and Prigramme Development, Uganda Parliamentary Forum on Youth Affairs, (2013); Gough K.V., Chigunta F., Langevang T., Expanding the scales and domains of (in)security: Youth employment in urban Zambia, Environment and Planning A, 48, 2, pp. 348-366, (2016); Hazeldine S., Baillie Smith M., IFRC Global Review of Volunteering, (2015); Herod A., (2010); Holdsworth C., The cult of experience: standing out from the crowd in an era of austerity, Area, 49, 3, pp. 296-302, (2017); Hopkins P., Alexander C., Politics, mobility and nationhood: upscaling young people's geographies, Area, 42, 2, pp. 142-144, (2010); Jacobsen K., Fratzk S., Building Livelihood Opportunities for Refugee Populations: Lessons from Past Practice, (2016); Jenkins K., “We have a lot of goodwill, but we still need to eat…”: Valuing Women's Long Term Voluntarism in Community Development in Lima, Voluntas, 20, 1, pp. 15-34, (2009); Jones A., Theorising international youth volunteering: training for global (corporate) work?, Transactions of the Institute of British Geographers, 36, 4, pp. 530-544, (2011); Kampen T., Elshout J., Tonkens E., The fragility of self-respect: Emotional labour of workfare volunteering, Social Policy and Society, 12, 3, pp. 427-438, (2013); Kitchin R., Wilton R., Disability activism and the politics of scale, The Canadian Geographer, 47, 2, pp. 97-115, (2003); Langseth P., Kato D., Kisubi D., Pope J., Good governance in Africa. A Case study from Uganda, EDI Working Paper, (1997); Laurie N., Baillie Smith M., Unsettling geographies of volunteering and development, Trans. Inst. Br. Geographers, 43, 1, pp. 95-109, (2018); Lee Y.-J., Brudney J.L., Participation in formal and informal volunteering: Implications for volunteer recruitment, Nonprofit Management and Leadership, 23, 2, pp. 159-180, (2012); Li T.M., After development: surplus population and the politics of entitlement. Development and Change Distinguished Lecture 2016, Development and Change, 48, 6, pp. 1247-1261, (2016); McIlwaine C., Migrant machismos: exploring gender ideologies and practices among Latin American migrants in London from a multi-scalar perspective, Gender, Place and Culture, 17, 3, pp. 281-300, (2010); Millora C., Volunteering Practices in the Twenty-First Century, (2020); Mills S., Waite C., Brands of Youth Citizenship and the Politics of Scale: National Citizen Service in the United Kingdom, Political Geography, 56, 1, pp. 66-76, (2017); Mills S., Geographies of youth work, volunteering and employment: the Jewish Lads’ Brigade and Club in post-war Manchester, Trans. Inst. Br. Geographers, 40, 4, pp. 523-535, (2015); Mpungose L., Monyae L., Carrying forward the momentum of the 2017 African Union Year of Youth, South African Institute of International Affairs, Policy Insights 60, June, (2018); Parsons L., Multi-scalar inequality: Structured mobility and the narrative construction of scale in translocal Cambodia, Geoforum, 85, pp. 187-196, (2017); (2013); Prince R., Brown H., (eds) Volunteer Economies: The Politics and Ethics of Voluntary Labour in Africa, (2016); Salamon L.M., Haddock M.A., Sokolowski S.W., Closing the Gap? New Perspectives on Volunteering North and South, Perspectives on Volunteering, pp. 29-51, (2017); Schech S., Mundkur A., Skelton T., Kothari U., New spaces of development partnership: Rethinking international volunteering, Progress in Development Studies, 15, pp. 358-370, (2015); Shand W., van Blerk L., Prazeres L., Bukenya B., Ibrahim R., Hunter J., Essaid A.A., Kasirye R., The Effects of Limited Work Opportunities on Transitions to Adulthood among Young Refugees in Uganda and Jordan, Journal of Refugee Studies, 34, 2, pp. 1999-2017, (2021); Smith F.M., Timbrell H., Woolvin M., Muirhead S., Fyfe N., Enlivened geographies of volunteering: situated, embodied and emotional practices of voluntary action, Scottish Geographical Journal, 126, 4, pp. 258-274, (2010); (2015); (2021); (2020); Zetter R., Ruaudel H., Refugees’ right to work and access to labour markets: constraints, challenges and ways forward, Forced Migration Review, 58, pp. 4-7, (2018)","M. Baillie Smith; Northumbria Centre for International Development, Northumbria University, Newcastle, City Campus, NE1 8ST, United Kingdom; email: matt.baillie-smith@northumbria.ac.uk","","Elsevier Ltd","","","","","","00167185","","","","English","Geoforum","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85132238026"
"Fitriani H.; Ajayi S.","Fitriani, Heni (56287827400); Ajayi, Saheed (56394201100)","56287827400; 56394201100","Preparing Indonesian civil engineering graduates for the world of work","2022","Industry and Higher Education","36","4","","471","487","16","6","10.1177/09504222211046187","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115732314&doi=10.1177%2f09504222211046187&partnerID=40&md5=68b09e85ca8b7091d44165666a06aec6","Universitas Sriwijaya, Indonesia; Leeds Beckett University, United Kingdom","Fitriani H., Universitas Sriwijaya, Indonesia; Ajayi S., Leeds Beckett University, United Kingdom","This study investigates numerous competencies expected from civil engineering graduates based on employers’ perspectives in Indonesia to provide an understanding of employers’ requirements related to knowledge, skills and personal traits. Using the employers of civil engineering graduates as the study population, both qualitative and quantitative approaches were adopted for data collection and analysis, following an exploratory sequential mixed method design. The results, developed from a factor analysis, show that the underlying skills, knowledge and general traits that can give competitive advantages for graduates include 10 elements. The most significant components consist of interpersonal management skills, personality traits and entrepreneurial and business skills. As the first two factors, categorised as soft skills associated with traits and character, were the most important, the implication is that employers tend to prioritise building strong characters, even when recruiting or selecting employees with limited technical skills normally obtained during university studies. Other competencies expected of Indonesian civil engineering graduates discussed in the article include digital skills, as well as core knowledge of civil engineering, such as design and geotechnics skills. The findings will benefit universities seeking to enhance their graduates’ employability as well as students who are hoping to be ahead of the game. The article also provides insights for civil engineering employers who may want to understand the key skills and competencies in demand by other employers of civil engineering graduates in Indonesia. © The Author(s) 2021.","Civil engineering; competencies; graduate employability; world of work","","","","","","","","Abas M.C., Imam O.A., Graduates’ competence on employability skills and job performance, International Journal of Evaluation and Research in Education (IJERE), 5, 2, pp. 119-125, (2016); Requirement for Provision of Professional Services, (2012); Ahmed R., Philbin S.P., Cheema F.E.A., Systematic literature review of project manager’s leadership competencies, Engineering, Construction and Architectural Management, (2020); Ahn Y.H., Annie R.P., Kwon H., Key competencies for U.S. construction graduates: industry perspective, Journal of Professional Issues in Engineering Education and Practice, 138, 2, pp. 123-130, (2012); Ajayi S.O., Jones W., Unuigbe M., Occupational stress management for UK construction professionals, Journal of Engineering, Design and Technology, 17, 4, pp. 819-832, (2019); 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Fitriani; Universitas Sriwijaya, Indonesia; email: heni.fitriani@unsri.ac.id","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85115732314"
"España C.; Soosaar R.","España, Cristina (57999992900); Soosaar, Reet (57999993000)","57999992900; 57999993000","A Novel Context for Project-Based Learning A language school for adults in Spain (EOI) & An applied higher education institution (college) of a university in Estonia","2022","Interdisciplinary Journal of Problem-based Learning","16","1","","","","","0","10.14434/ijpbl.v16i1.28785","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143659963&doi=10.14434%2fijpbl.v16i1.28785&partnerID=40&md5=5c774869ed01d3b570685af408a2d427","EOI de Las Rozas de Madrid, Spain; University of Tartu Pärnu College, Estonia","España C., EOI de Las Rozas de Madrid, Spain; Soosaar R., University of Tartu Pärnu College, Estonia","The implementation of the European Union’s Erasmus Plus (E+) Program has resulted in the possibility of joint initiatives across-borders led by teachers of English as a Foreign Language (EFL), who can bring classroom practice closer to education as a key area for employability and prepare students for work and communication in multicultural and multilingual settings. Thus, a novel context for project-based learning (PjBL) has emerged, which allows for experimentation, innovation, and research in the classroom. To illustrate this concept, Project Estonia is presented in this paper, introducing interconnected project work to provide a purposeful, real-world experience that extends the classroom setting beyond national frontiers. © Cristina España & Reet Soosaar.","educational innovation; English (second language); job shadowing; project-based learning; second language instruction","","","","","","E+; KA103 University of Tartu","Funding text 1: • The job shadowing activities funded by the E+ Program contributed to generate Project Estonia. Consequently, we argue that they satisfied “the necessity of creating conditions that are conducive to collaboration between teachers” (Ostovar-Nameghi & Sheikhahmadi, 2016, p.199), taking teacher collaboration to an international level that facilitates the exploration of PjBL in a novel context.; Funding text 2: University of Tartu Pärnu College stresses the importance of mutually beneficial international co-operation having bilateral partnership agreements with 72 partner universities from 26 countries. The E+ program has opened a great opportunity to widen transnational co-operation between higher education institutions by promoting mobility for students and teaching staff. On the contrary, Spanish EOIs have a local/national impact and a very limited European dimension. For this reason, the Spanish language school applied for an E+ grant in 2016. Thanks to a job shadowing activity funded by a KA104 Spanish E+ project, the two instructors who authored this article met to share practices along with their interest in fostering PjBL in their English classes to adult learners. In addition, they established institutional and professional links that would allow collaboration between them and interaction among Estonian and Spanish adult students. A second job shadowing activity funded by a KA103 University of Tartu E+ project turned the initial two-month long PjBL experience into a large-scale project.","Bachman L., What does language testing have to offer?, TESOL Quarterly, 25, 4, pp. 671-704, (1991); Benson P., Voller P., Autonomy and indepen-dence in language learning, (1997); Breen M.P., Authenticity in the language class-room, Applied Linguistics, 6, 1, pp. 60-70, (1985); Corduras A., Diaz A., Munoz A., Spivak E., Albelda I., Gomez J., Sanz Moreno M., Competencias pro-fesionales más demandadas en la empresa y factores clave para la empleabilidad y el desarrollo profesional [Most demanded professional competences in Business and key factors for employability and professional development], (2013); Common European Framework of Reference for Languages: Learning, teaching, assess-ment, (2001); Council Conclusions on school development and excellent teaching, Official Journal of the European Union, C, 421, pp. 2-5, (2017); Common European Framework of Reference for Languages: Learning, teaching, assess-ment. 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"Deng H.; Wu W.; Zhang Y.; Zhang X.; Ni J.","Deng, Hui (57216771043); Wu, Wenbing (55607257100); Zhang, Yihua (57112153300); Zhang, Xiaoyan (57219980245); Ni, Jing (57414876800)","57216771043; 55607257100; 57112153300; 57219980245; 57414876800","The Paradoxical Effects of COVID-19 Event Strength on Employee Turnover Intention","2022","International Journal of Environmental Research and Public Health","19","14","8434","","","","7","10.3390/ijerph19148434","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135116069&doi=10.3390%2fijerph19148434&partnerID=40&md5=41785d182fa299b081538c44c57bde09","School of Economics and Management, Beijing Jiaotong University, Beijing, 100044, China; Graduate School of Education and Psychology, Pepperdine University, Los Angeles, 90045, CA, United States; School of Business, Qingdao University, Qingdao, 266071, China","Deng H., School of Economics and Management, Beijing Jiaotong University, Beijing, 100044, China; Wu W., School of Economics and Management, Beijing Jiaotong University, Beijing, 100044, China; Zhang Y., Graduate School of Education and Psychology, Pepperdine University, Los Angeles, 90045, CA, United States; Zhang X., School of Economics and Management, Beijing Jiaotong University, Beijing, 100044, China; Ni J., School of Business, Qingdao University, Qingdao, 266071, China","As a global pandemic, the novel coronavirus (COVID-19) has brought enormous challenges to employees and organizations. Although numerous existing studies have highlighted that the COVID-19 pandemic is a stressful event and empirically proved its detrimental effect on employee turnover intention, few scholars have noted that this pandemic can deteriorate the external economic and employment environment simultaneously, which may further complicate employees’ intentions to leave or stay in the current organization. Drawing on event system theory and social cognitive theory, this study aims to uncover two potential cognitive mechanisms of the complex impact of COVID-19 event strength on employee turnover intention. To examine the proposed model, this study employed a three-wave and time-lagged research design and collected data from a sample of 432 employees of four Chinese companies from different industries. The findings indicated that COVID-19 event strength was negatively related to perceived external employability, and ultimately curbed employee turnover intention. Yet, COVID-19 event strength also negatively predicted perceived organizational growth, thus influencing employees to exhibit intentions to quit. Moreover, organizational identification not only attenuated the positive effect of perceived external employability on turnover intention but also amplified the negative impact of perceived organizational growth on turnover intention. Further, organizational identification moderated the indirect effects of COVID-19 event strength on turnover intention through perceived external employability and perceived organizational growth. This study provided a comprehensive insight into scholars’ understanding of the COVID-19 downstream outcomes. © 2022 by the authors.","COVID-19 event strength; organizational identification; perceived external employability; perceived organizational growth; turnover intention","COVID-19; Humans; Intention; Job Satisfaction; Pandemics; Personnel Turnover; China; COVID-19; employment; epidemic; labor market; labor supply; model test; organizational framework; pandemic; adult; Article; attitude; career; career development; China; cognitive appraisal; confirmatory factor analysis; coronavirus disease 2019; employability; employee intention to quit; employee turnover intention; event system theory; female; human; hypothesis; male; organization; organizational growth; organizational identification; personnel management; prediction; Social Cognitive Theory; theory; behavior; epidemiology; job satisfaction; pandemic","","","","","Fundamental Research Funds for the Central Universities, (2021YJS064)","This research was funded by the Fundamental Research Funds for the Central Universities, grant number 2021YJS064.","The United Nations & COVID-19 Global Health Emergency, (2020); ILO Monitor on the World of Work. 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How ambivalence in organizational identification relates to employees’ regulatory focus and citizenship behaviors, Hum. Relat, 69, pp. 2224-2249, (2016); Podsakoff P.M., MacKenzie S.B., Podsakoff N.P., Sources of method bias in social science research and recommendations on how to control it, Annu. Rev. Psychol, 63, pp. 539-569, (2012)","X. Zhang; School of Economics and Management, Beijing Jiaotong University, Beijing, 100044, China; email: 18113088@bjtu.edu.cn","","MDPI","","","","","","16617827","","","35886285","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85135116069"
"Raman R.; Pramod D.","Raman, Ramakrishnan (55808097300); Pramod, Dhanya (55791686900)","55808097300; 55791686900","The role of predictive analytics to explain the employability of management graduates","2022","Benchmarking","29","8","","2378","2396","18","3","10.1108/BIJ-08-2021-0444","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117914244&doi=10.1108%2fBIJ-08-2021-0444&partnerID=40&md5=d4d722406d4a31553ab85e0dfa822b46","Symbiosis Institute of Business Management Pune, Symbiosis International University, Pune, India; Symbiosis Center for Information Technology, Symbiosis International University, Pune, India","Raman R., Symbiosis Institute of Business Management Pune, Symbiosis International University, Pune, India; Pramod D., Symbiosis Center for Information Technology, Symbiosis International University, Pune, India","Purpose: In India, one of the prime focuses of a post-graduate management program is to prepare students and make them job-ready. Masters in Business Management (MBA) program helps students to imbibe theoretical and practical skills which are required by the industry, which can make them hit the ground running from the day they start their career. Many students (almost 40–50%) get pre-placement offers based on their performance in summer internship. The selection for summer interns by the corporate happens within a few months of the student joining the MBA program. Signaling theory in education indicates that the level of productivity of an individual is independent of education, but the educational qualification acts as a testimony for higher ability. However, this theory does not explain the reason for the mismatch between “education and work” or “education and the disparity in salary” between individuals who earn differently but have the same qualification. The paper aims to explore three attributes namely – “employability”– the chance of being employable; “pre-placement offers” – the chance of securing a job offer based on the performance in internship and “salary” – the chance of bagging a good job offer with a high salary. Design/methodology/approach: The authors have used longitudinal data consisting of 1,202 students who graduated from reputable business schools (B-Schools) in India. In the study, the authors have used predictive analytics on six years data set that have been gathered. The authors have considered 24 attributes including educational background at the graduate level (BE, B Tech, B Com, BSc, BBA and others), score secured in class ten (high, medium and low), score secured in class twelve (high, medium and low), score secured in graduation (high, medium and low), competency in soft skills (high, medium and low), participation in co-curricular activities (high, medium and low) and social engagement status (high, medium and low). Findings: The findings of the study contradict the signaling theory in education. The findings suggest that the educational qualification alone cannot be the predictor of the employability and the salary offered to the student. The authors note that the better performance at a lower level of qualification (class 12) is the strong predictor in comparison to the student performance at their graduation and post-graduation level. The authors further observed at the post-graduate management education level that soft skills and participation in co-curricular activities are the major deciding factors to predict employability and pre-placement job opportunity and marks secured in class 12 is one more factor that gets added to this list to predict salary. The paper can immensely help management graduates to focus on key aspects that can help to hone appropriate skills and also can help management institutions to select the right students for management programs. Research limitations/implications: The analysis and the predictive model may apply to Indian B-Schools wherein the quality of students are almost the same or better. Predictive analytics has been used to explain the employability of management graduates alone and not any other. Practical implications: The authors' study might be useful for those students who often fail to understand “what” skills are the most important predictors of their performance in the pre-placement and final-placement interviews. Moreover, the study may serve as a useful guide to those organizations that often face dilemmas to understand “how” to select an ideal candidate for the particular job profile from a campus. Originality/value: The authors believe that the current study is one of the few studies that have attempted to examine the employability of management graduates using predictive analytics. The study further contradicts that the signaling theory in education does not help better explain the employability of the students in extremely high-paced business environments. © 2021, Emerald Publishing Limited.","Employability; Machine learning; Management education; Predictive analytics; Predictive modeling","","","","","","","","Abrahamson E., Berkowitz H., Dumez H., A more relevant approach to relevance in management studies: an essay on performativity, Academy of Management Review, 41, 2, pp. 367-381, (2016); Acito F., Mc Dougall P.M., Smith D.C., One hundred years of excellence in business education: what have we learned?, Business Horizons, 52, (2008); Agarwal A., Sandiford P., Wells S., Exploring the 'X factor' to excavate the value of an MBA, Academy of Management Proceedings, 2019, 1, (2019); Alghamlas M., Alabduljabbar R., Predicting the suitability of IT students' skills for the recruitment in Saudi Labor Market, 2nd International Conference on Computer Applications and Information Security, ICCAIS 2019, (2019); Alyahyan E., Dustegor D., Predicting academic success in higher education: literature review and best practices, International Journal of Educational Technology in Higher Education, 17, 3, pp. 55-58, (2020); Only 7% MBA graduates are employable, (2016); Ayoubi R.M., Alzarif K., Khalifa B., The employability skills of business graduates in Syria, Education + Training, 59, 1, pp. 61-75, (2017); Bansal S., Agarwal M., To study the gap between the education and industrial expectations of management graduates, Shanlax International Journal of Management, 7, 2, pp. 14-19, (2019); Bansal S., Singhrova A., Performance analysis of supervised machine learning algorithms for diabetes and breast cancer dataset, 2021 International Conference on Artificial Intelligence and Smart Systems (ICAIS), pp. 137-143, (2021); Baruch Y., Bhaskar A.U., Mishra B., Career dynamics in India: a two-wave study of career orientations and employability of graduates, Personnel Review, 49, 3, pp. 825-845, (2019); Bennis W.G., O'Toole J., How business schools lost their way?, Harvard Business Review, 83, pp. 96-104, (2005); Benson V., Morgan S., Filippaios F., Social career management: social media and employability skills gap, Computers in Human Behavior, 30, pp. 519-525, (2014); Bharambe Y., More N., Mulchandani M., Assessing employability of students using data mining techniques, 2017 International Conference on Advances in Computing, Communications and Informatics, ICACCI 2017, pp. 2110-2114, (2017); Bhatia S.M., Panneer S., Globalization and its impact on business education in emerging economies: a case of India, South Asian Journal of Human Resources Management, 6, 2, pp. 278-291, (2019); Blass E., Weight P., The MBA is dead‐part 1: god save the MBA, On the Horizon, 13, 4, pp. 229-240, (2005); Burns J.M., Krishnan V.R., Leadership impact of MBA education on students' values: two longitudinal studies, Journal of Business Ethics, 83, 2, pp. 233-246, (2008); Cherniss C., Goleman D., Emmerling R., Cowan K., Adler M., Bringing emotional intelligence to the workplace, Consortium for Research on Emotional Intelligence in Organizations, 1, pp. 40-54, (1998); Connelly B.L., Certo S.T., Ireland R.D., Reutzel C.R., Signaling theory: a review and assessment, Journal of Management, 37, 1, pp. 39-67, (2011); Cornuel E., The role of business schools in society, Journal of Management Development, 24, 9, pp. 819-829, (2005); Crosling G., Ward I., Oral communication: the workplace needs and uses of business graduate employees, English for Specific Purposes, 21, 1, pp. 41-57, (2002); Dearing R., The Dearing Report (1997), Web. 2, (2016); Donaldson L., Damned by our own theories: contradiction between theories and management education, Academy of Management Learning and Education, 1, 1, (2002); Dong X., Yu Z., Cao W., A survey on ensemble learning, Frontiers Computer Science, 14, pp. 241-258, (2020); Elmuti D., Can management be taught? 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Raman; Symbiosis Institute of Business Management Pune, Symbiosis International University, Pune, India; email: raman06@yahoo.com","","Emerald Publishing","","","","","","14635771","","BQMTF","","English","Benchmarking","Article","Final","","Scopus","2-s2.0-85117914244"
"Ntale P.D.; Ssempebwa J.","Ntale, Peter Dithan (57196117154); Ssempebwa, Jude (37041544800)","57196117154; 37041544800","Designing Organizations for Collaborative Relationships: the Amenability of Social Capital to Inter-Agency Collaboration in the Graduate Employment Context in Uganda","2022","Employee Responsibilities and Rights Journal","34","3","","291","318","27","1","10.1007/s10672-021-09391-1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118233045&doi=10.1007%2fs10672-021-09391-1&partnerID=40&md5=f1113a058301ff746c2b90d522cfd42a","Faculty of Graduate Studies & Research, Directorate of Doctoral Training, Plot 21A Port bell Road, Nakawa, P. O Box 1337, Kampala, Uganda; East African School of Higher Education Studies and Development, Makerere University College of Education and External Studies, Kampala, Uganda","Ntale P.D., Faculty of Graduate Studies & Research, Directorate of Doctoral Training, Plot 21A Port bell Road, Nakawa, P. O Box 1337, Kampala, Uganda; Ssempebwa J., East African School of Higher Education Studies and Development, Makerere University College of Education and External Studies, Kampala, Uganda","This paper discusses organizational social capital with the view that its amenability to collaboration creates trust, mutuality and reciprocal relational values upon which organizations may synchronize their efforts to create graduate employment opportunities. We adopted a cross-sectional survey design with both quantitative and qualitative approaches. We conveniently collected data from staff and leaders of four organizations which were purposely selected to represent a cross-section of government, private and civil society organizations whose mandate touches on the employability of university graduates in the country in very direct ways. From a sample of 175 respondents, we received 105 filled questionnaires, representing a response rate of 62%. We observed that the extent to which the social capital components of trust, mutuality and reciprocal relations were amenable to interagency collaboration were low to sufficiently permit collaborative relationships upon which synergy between agencies would enhance the creation of graduate employment opportunities. The implication of this study is that we have been trained to foster self-sufficiency, individual competence, individual brilliance and independence through the pursuance of individual goals and actions. This greatly affects the trust, mutuality and reciprocal relationships that people/organizations develop with one another, consequently denying societies or organizations the opportunity to tap into the synergistic capital that would help people or organizations tackle the challenges that are beyond their individual capabilities. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.","Collaboration; Graduate employment; Mutuality; Reciprocity; Trust; Uganda","","","","","","","","Towards Collaborative Community, pp. 11-105, (2006); Aghakarim Alamdara F., Supporting Disaster Management Utilizing Multi-Agency Sensor Information, (2017); Building state capability: Evidence, analysis, action (p., (2017); Andriessen J., Baker M., van der Puil C., Socio-cognitive tension in collaborative working relations, Learning across sites: New tools, infrastructures and practices, pp. 222-242, (2011); Armistead C., Pettigrew P., Aves S., Exploring leadership in multi-sectoral partnerships, Leadership, 3, 2, pp. 211-230, (2007); Arthi V., Parman J., Disease, downturns, and wellbeing: Economic history and the long-run impacts of COVID-19, Explorations in Economic History, 79, (2021); Bardach S.H., Real K., Bardach D.R., Perspectives of healthcare practitioners: An exploration of interprofessional communication using electronic medical records, Journal of Interprofessional Care, 31, 3, pp. 300-306, (2017); Birkland. 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Ntale; Faculty of Graduate Studies & Research, Directorate of Doctoral Training, Kampala, Plot 21A Port bell Road, Nakawa, P. O Box 1337, Uganda; email: pntale@mubs.ac.ug","","Springer","","","","","","08927545","","","","English","Employee Responsib. Rights J.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85118233045"
"El Haddad R.; Lemogne C.; Matta J.; Wiernik E.; Goldberg M.; Melchior M.; Roquelaure Y.; Limosin F.; Zins M.; Airagnes G.","El Haddad, Rita (58566403800); Lemogne, Cédric (55901199000); Matta, Joane (57204150679); Wiernik, Emmanuel (55555154000); Goldberg, Marcel (7404395870); Melchior, Maria (57209026384); Roquelaure, Yves (7004043663); Limosin, Frédéric (55951299200); Zins, Marie (7005528594); Airagnes, Guillaume (54880474200)","58566403800; 55901199000; 57204150679; 55555154000; 7404395870; 57209026384; 7004043663; 55951299200; 7005528594; 54880474200","The association of substance use with attaining employment among unemployed job seeking adults: Prospective findings from the French CONSTANCES cohort","2022","Preventive Medicine","163","","107196","","","","1","10.1016/j.ypmed.2022.107196","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138128646&doi=10.1016%2fj.ypmed.2022.107196&partnerID=40&md5=1f655f09e7c9eaff2e912a52a8f5072c","Population-based Epidemiological Cohorts Unit, UMS 011, Villejuif, France; Université Paris Cité, AP-HP, Hôpital Hôtel-Dieu, DMU Psychiatrie et Addictologie, Service de Psychiatrie de l'adulte, INSERM, Institut de Psychiatrie et Neurosciences de Paris (IPNP), UMR_S1266, Paris, France; Sorbonne Université, INSERM UMR_S 1136, Institut Pierre Louis d'Épidémiologie et de Santé Publique IPLESP, Paris, France; Université d'Angers, CHU Angers, Université de Rennes, INSERM, EHESP, Irset (Institut de recherche en santé, environnement et travail), UMR_S 1085, Angers, F-49000, France; Université Paris Cité, Centre Ressource Régional de Psychiatrie du Sujet Âgé (CRRPSA), Service de psychiatrie et d'addictologie de l'adulte et du sujet âgé, DMU Psychiatrie et Addictologie, AP-HP, Centre-Université Paris Cité, France, INSERM, Institut de Psychiatrie et Neurosciences de Paris (IPNP), UMR_S1266, Paris, France; Université Paris Cité, AP-HP, Hôpital Européen Georges Pompidou, DMU Psychiatrie et Addictologie, Centre Ambulatoire d'Addictologie, INSERM, Population-based Epidemiological Cohorts Unit, UMS 011, Villejuif, France","El Haddad R., Population-based Epidemiological Cohorts Unit, UMS 011, Villejuif, France; Lemogne C., Université Paris Cité, AP-HP, Hôpital Hôtel-Dieu, DMU Psychiatrie et Addictologie, Service de Psychiatrie de l'adulte, INSERM, Institut de Psychiatrie et Neurosciences de Paris (IPNP), UMR_S1266, Paris, France; Matta J., Population-based Epidemiological Cohorts Unit, UMS 011, Villejuif, France; Wiernik E., Population-based Epidemiological Cohorts Unit, UMS 011, Villejuif, France; Goldberg M., Population-based Epidemiological Cohorts Unit, UMS 011, Villejuif, France; Melchior M., Sorbonne Université, INSERM UMR_S 1136, Institut Pierre Louis d'Épidémiologie et de Santé Publique IPLESP, Paris, France; Roquelaure Y., Université d'Angers, CHU Angers, Université de Rennes, INSERM, EHESP, Irset (Institut de recherche en santé, environnement et travail), UMR_S 1085, Angers, F-49000, France; Limosin F., Université Paris Cité, Centre Ressource Régional de Psychiatrie du Sujet Âgé (CRRPSA), Service de psychiatrie et d'addictologie de l'adulte et du sujet âgé, DMU Psychiatrie et Addictologie, AP-HP, Centre-Université Paris Cité, France, INSERM, Institut de Psychiatrie et Neurosciences de Paris (IPNP), UMR_S1266, Paris, France; Zins M., Population-based Epidemiological Cohorts Unit, UMS 011, Villejuif, France; Airagnes G., Université Paris Cité, AP-HP, Hôpital Européen Georges Pompidou, DMU Psychiatrie et Addictologie, Centre Ambulatoire d'Addictologie, INSERM, Population-based Epidemiological Cohorts Unit, UMS 011, Villejuif, France","This study aimed to examine the prospective association between tobacco, alcohol and cannabis use with attaining employment among unemployed job seekers. Data from the French population-based CONSTANCES cohort on 5114 unemployed job seeking adults enrolled from 2012 to 2018 were analyzed. Binary logistic regressions were computed. Odds ratio (OR) and 95%CI of remaining unemployed at one-year of follow-up (versus attaining employment) according to substance use at baseline were obtained. The following independent variables were introduced into separate models: tobacco use (non-smoker, former smoker, light (<10cig/day), moderate (10-19cig/day) and heavy smoker (>19cig/day)), alcohol use according to the Alcohol Use Disorder Identification Test (non-users (0), low (<7), moderate (7–15) and high or very high-risk (>15)) and cannabis use (never used, no use in the previous 12 months, less than once a month, at least once a month but less than once per week, once per week or more). Analyses were adjusted for age, gender and education. At follow-up, 2490 participants (49.7%) were still unemployed. Compared to non-smokers, moderate and heavy smokers were more likely to remain unemployed, with ORs (95%CI) of 1.33 (1.08–1.64) and 1.42 (1.04–1.93), respectively. Compared to low-risk alcohol users, no alcohol users and high or very high-risk alcohol users were more likely to remain unemployed, with ORs (95% CI) of 1.40 (1.03–1.83) and 2.10 (1.53–2.87), respectively. Compared to participants who never used cannabis, participants who use cannabis once a week or more were more likely to remain unemployed, OR (95%CI) of 1.63 (1.33–2.01). Substance use may play an important role in difficulty attaining employment. © 2022 The Authors","Alcohol use; Cannabis use; Employment; Tobacco use","Adult; Alcohol Drinking; Cannabis; Employment; Humans; Substance-Related Disorders; Tobacco Use; Unemployment; cannabis; adult; age distribution; alcohol consumption; Alcohol Use Disorders Identification Test; Article; cannabis use; cohort analysis; controlled study; educational status; employability; ex-smoker; female; follow up; Frenchman; heavy smoker; human; job finding; light smoker; major clinical study; male; moderate smoker; non-smoker; people by smoking status; population research; prospective study; sex difference; substance use; tobacco use; trend study; unemployment; drinking behavior; drug dependence; employment; unemployment","","cannabis, 8001-45-4, 8063-14-7","","","Health Screening Centres; National Old-Age Insurance Fund; Meso Scale Diagnostics, MSD; National Health Insurance Administration, NHI; Institut National de la Santé et de la Recherche Médicale, Inserm","Funding text 1: The Constances Cohort benefits from a grant from ANR ( ANR-11-INBS-0002 ). Constances is also partly funded by MSD and L'Oréal. None of these funding sources had any role in the design of the study, collection and analysis of data or decision to publish. ; Funding text 2: The Constances Cohort benefits from a grant from ANR (ANR-11-INBS-0002). Constances is also partly funded by MSD and L'Oréal. None of these funding sources had any role in the design of the study, collection and analysis of data or decision to publish.The authors thank the “Population-based Epidemiologic Cohorts Unit” (Cohortes épidémiologiques en population), Université de Paris Cité, INSERM, Paris Saclay University, UVSQ, UMS 011, which designed and manages the Constances Cohort Study. 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Med.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85138128646"
"Jenkins L.; Crawford R.","Jenkins, Louise (36554442100); Crawford, Renée (35788062100)","36554442100; 35788062100","Interview ready: A student-led artistic project as an authentic experience to support pre-service music teachers’ pathways to employment","2022","International Journal of Music Education","40","3","","328","339","11","0","10.1177/02557614211050992","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117615228&doi=10.1177%2f02557614211050992&partnerID=40&md5=de94f676cd8715e42b92490d0d56f813","Monash University, Australia","Jenkins L., Monash University, Australia; Crawford R., Monash University, Australia","Facilitating the development of employable graduates is an important part of initial teacher education (ITE) courses globally. School administrators seek to employ high quality teachers who will contribute positively to student learning and the school community. The perception of a candidate’s level of employability in a job interview though, will influence the outcome of their application significantly. ITE graduates should therefore endeavour to be interview ready as this is a crucial step towards being employed. We investigated the impact that a student-led artistic project had on the development of Australian ITE music teachers’ interview readiness and employability. Data were collected via three focus groups and one semi-structured individual interview. The data indicated that the artistic project experience contributed positively to the development of relevant skills and understandings which supported participants’ interview readiness and employability. Two major themes emerged- the authenticity of the artistic project and the transferability of the skills and understandings learned into an imagined or current school context, including the job interview process. The findings suggest that ITE music courses should include more authentic experiences to develop their students’ professional ‘soft’ skills and interview readiness. This will support their preparation for the employment process and their professional duties. © The Author(s) 2021.","Authentic learning; employability; initial teacher education; interview readiness; tertiary music method teaching","","","","","","","","Abril C.R., Gault B.M., The state of music in the elementary school: The principal’s perspective, Journal of Research in Music Education, 54, 1, pp. 6-20, (2006); Looking at classroom practice, (2011); Accreditation standards and procedures, (2019); (2018); Bennett D., Graduate employability and higher education: Past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2018); Bennett D., Richardson S., Enacting strategies for graduate employability: How universities can best support students to develop generic skills, (2016); Breen R.L., A practical guide to focus-group research, Journal of Geography in Higher Education, 30, 3, pp. 463-475, (2006); Brinkman D., Mallett C., Questions asked in job interviews of music teachers, Journal of Music Teacher Education, 10, 1, pp. 16-23, (2000); Campbell M.R., Thompson L.K., Preservice music educators’ images of teaching, pp. 24-28, (2001); Clark M., Zukas M., A bourdieusian approach to understanding employability: Becoming a ‘fish in water’, Journal of Vocational Education and Training, 65, 2, pp. 208-219, (2013); Crawford R., Jenkins L.E., Making pedagogy tangible: Developing skills and knowledge using a team teaching and blended learning approach, Australian Journal of Teacher Education, 43, 1, (2018); Creswell J.O.H.N.W., Research design: Qualitative, quantitative and mixed method approaches, (2014); Davis V.W., Beginning music education students’ and student teachers’ opinions of skills and behaviors important to successful music teaching, Contributions to Music Education, 33, 1, pp. 27-40, (2006); Dendler D., Edwards K.L., The tipping point: Mentoring the general music student teacher through the job-seeking process with a technology edge, General Music Today, 25, 1, pp. 27-32, (2011); Draves T.J., Under construction: Undergraduates’ perceptions of their music teacher role-identities, Research Studies in Music Education, 36, 2, pp. 199-214, (2014); Garnett J., Musician and teacher: Employability and identity, Music Education Research, 16, 2, pp. 127-143, (2014); Ghazali G., Bennett D., Employability for music graduates: Malaysian educational reform and the focus on generic skills, International Journal of Music Education, 35, 4, pp. 588-600, (2017); Gill R.J., Building employability skills for higher education students: An Australian example, Journal of Teaching and Learning for Graduate Employability, 9, 1, pp. 84-92, (2018); Griffiths G., Doubts, dilemmas and diary-keeping: Some reflections on teacher-based research, Issues in educational research: Qualitative methods, pp. 120-210, (1985); Juchniewicz J., An examination of music teacher job interview questions, Journal of Music Teacher Education, 26, 1, pp. 56-68, (2016); Kelly S.N., Matthews K., An investigation of hiring practices of music teachers by secondary school principals, Research Perspectives in Music Education, 16, 1, pp. 44-54, (2014); Lub V., Validity in qualitative evaluation: Linking purposes, paradigms, and perspectives, International Journal of Qualitative Methods, 14, 5, pp. 1-8, (2015); Maxwell J., Qualitative research design; an interactive approach, (2013); Oraison H.M., Konjarski L., Howe S.T., Does university prepare students for employment? Alignment between graduate attributes, accreditation requirements and industry employability criteria, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 173-194, (2019); O'Leary S., Graduates’ experiences of, and attitudes towards, the inclusion of employability-related support in undergraduate degree programmes; trends and variations by subject discipline and gender, Journal of Education and Work, 30, 1, pp. 84-105, (2017); Patton M., Qualitative evaluation and research methods, (1990); Powell S.R., Parker E.C., Preservice music teachers’ descriptions of successful and unsuccessful teachers, Journal of Music Teacher Education, 26, 3, pp. 27-37, (2017); Rohwer D., Henry W., University teachers’ perceptions of requisite skills and characteristics of effective music teachers, Journal of Music Teacher Education, 13, 2, pp. 18-27, (2004); Rowe K., The importance of teacher quality as a Key determinant of students’ experiences and outcomes of schooling, (2003); Saunders V., Zuzel K., Evaluating employability skills: Employer and student perceptions, Bioscience Education, 15, 1, pp. 1-15, (2010); Southcott J., ‘Much ado about teaching’: Music theatre, authenticity and experiential learning in music education, pp. 126-133, (2005); Southcott J., Sell D., Introduction to historical research in music education, Research methodologies in music education, pp. 9-34, (2014); Stake R.E., Case studies, Handbook of qualitative research, pp. 435-453, (2000); Teachout D.J., Preservice and experienced teachers’ opinions of skills and behaviors important to successful music teaching, Journal of Research in Music Education, 45, 1, pp. 41-50, (1997); Thornton L.C., Important others: Music teachers’ perceived roles in music teacher recruitment, Journal of Music Teacher Education, 24, 3, pp. 97-107, (2015); Global University employability ranking, (2016); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Wise S., Mixed methods; the third research community, Research methodologies in music education, pp. 183-198, (2014); Yin R.K., Case study research: Design and methods, (2009); Yorke M., Employability in higher education: What it is – What it is not: Learning & employability series 1. The higher education academy, (2006)","L. Jenkins; Monash University, Australia; email: louise.jenkins@monash.edu","","SAGE Publications Ltd","","","","","","02557614","","","","English","Int. J. Music Educ.","Article","Final","","Scopus","2-s2.0-85117615228"
"Subramaniam C.; Ismail S.; Rani W.N.M.W.M.; Mahdiyar A.","Subramaniam, Chitdrakantan (57216360679); Ismail, Syuhaida (55255925100); Rani, Wan Nurul Mardiah Wan Mohd (57192198399); Mahdiyar, Amir (56703408700)","57216360679; 55255925100; 57192198399; 56703408700","Improving Project Communications Management Practices in the Construction Sector during the COVID-19 Pandemic: A Malaysian Scenario","2022","Buildings","12","9","1291","","","","7","10.3390/buildings12091291","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138768615&doi=10.3390%2fbuildings12091291&partnerID=40&md5=3ff71ba7d3b5e17fd7d7f9618785da9d","Razak Faculty of Technology and Informatics, Universiti Teknologi Malaysia Kuala Lumpur, Jalan Sultan Yahya Petra, Kuala Lumpur, 54100, Malaysia; School of Housing, Building and Planning, Universiti Sains Malaysia, Gelugor, 11800, Malaysia","Subramaniam C., Razak Faculty of Technology and Informatics, Universiti Teknologi Malaysia Kuala Lumpur, Jalan Sultan Yahya Petra, Kuala Lumpur, 54100, Malaysia; Ismail S., Razak Faculty of Technology and Informatics, Universiti Teknologi Malaysia Kuala Lumpur, Jalan Sultan Yahya Petra, Kuala Lumpur, 54100, Malaysia; Rani W.N.M.W.M., Razak Faculty of Technology and Informatics, Universiti Teknologi Malaysia Kuala Lumpur, Jalan Sultan Yahya Petra, Kuala Lumpur, 54100, Malaysia; Mahdiyar A., School of Housing, Building and Planning, Universiti Sains Malaysia, Gelugor, 11800, Malaysia","The construction industry remains an important economic sector that supports the growth of a nation. It is vital to maintain the industry’s momentum when facing the Coronavirus Disease 2019 (COVID-19) pandemic, or similar in the future, to ensure employability and decent jobs for every individual in the industry, especially foreign labourers who are always regarded as vulnerable. Improving existing project communications management practices is essential to suppressing infection among labourers; however, there are only a few efforts made to understand the current condition. This study explores the communications management barriers and the potential improvement measures amid the COVID-19 outbreak sweeping across the Malaysian construction industry. The findings disclose that out of eleven communication channels, only six communications management barrier variables with eight items, and three communications management improvement measure variables with seven items, are classified as highly critical, based on a systematic literature review (SLR), and a questionnaire survey on 100 foreign labourers and management team members, respectively, where the data gathered were analysed using the Rasch measurement model. The finding also suggests that site review meetings, team meeting discussions and project reports require immediate attention to ensure the construction industry remains robust without significant interruption during the course of the pandemic. © 2022 by the authors.","construction project; COVID-19; foreign labourers; project communications management","","","","","","Ministry of Higher Education, Malaysia, MOHE; Universiti Sains Malaysia; Universiti Teknologi Malaysia, UTM; Research Management Centre, International Islamic University Malaysia, RMC","This research has been supported by the Ministry of Education Malaysia, Universiti Teknologi Malaysia (UTM), the Research Management Centre (RMC) of UTM and The Australian APEC Study Centre under 2022 APEC-Australia Women in Research Fellowship. This research is funded by the Fundamental Research Grant Scheme 2021 of cost centre R.K130000.7856.5F505. The APC is funded by UTM and Universiti Sains Malaysia.","Hashim J.H., Adman M.A., Hashim Z., Radi M.F.M., Kwan S.C., COVID-19 Epidemic in Malaysia: Epidemic Progression, Challenges, and Response, Front. Public Health, 9, (2021); WHO Coronavirus Disease (COVID-19) Dashboard 26 April 2022, (2022); COVID-19: Guidance for Labour Statistics Data Collection, (2020); Emergencies Coronavirus Emergency Committee Second Meeting: World Health Organization, (2020); Babulal V., 53.2 per Cent of Clusters Recorded in Past 5 Months Workplace-Related, New Straits Times Press (M) Bhd, (2021); Ahmad R., Pfrodten D., Where the Clusters Really Are, Star Media Group Berhad, (2021); Construction Industry Development Board Malaysia Annual Report 2018, (2019); Transforming Our World: The 2030 Agenda for Sustainable Development, pp. 3-28, (2016); Impact of COVID-19 on the Construction Sector of Nepal, (2021); Kenyataan Media: Laporan Anggaran Pendapatan Isi Rumah Dan Insiden Kemiskinan, (2021); Esa M.B., Ibrahim F.S.B., Kamal E.B.M., Covid-19 pandemic lockdown: The consequences towards project success in Malaysian construction industry, Adv. Sci. Technol. Eng. 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Soc, 2, (2021); Lim I., Dr Noor Hisham: New COVID-19 Cluster at KL Construction Site; Cramped Worker Lodgings Possible Cause, Malay Mail Online Sdn Bhd, pp. 5-7, (2022); Chan D., Construction Sites’ COVID-19 Cases Cause for Concern, New Straits Times Press (M) Bhd, (2020); Reaching Women Migrant Workers in Malaysia Amid the COVID-19 Health Crisis. International Labour Organization, (2020); Hatoum M.B., Faisal A., Nassereddine H., Sarvari H., Analysis of COVID-19 Concerns Raised by the Construction Workforce and Development of Mitigation Practices, Front. 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J, 1, pp. 239-247, (2018); Molena A., Rovai R.L., Reference model for improved communicability in projects, Int. J. Manag. Proj. Bus, 9, pp. 682-706, (2016); Aigbavboa C.O., Aghimien D.O., Thwala W.D., Ngozwana M.N., Unprepared industry meet pandemic: COVID-19 and the South Africa construction industry, J. Eng. Des. Technol, 20, pp. 183-200, (2022); Safapour E., Kermanshachi S., Kamalirad S., Analysis of effective project-based communication components within primary stakeholders in construction industry, Built Environ. Proj. Asset Manag, 11, pp. 157-173, (2021); Valitherm A., Communication Barrier in Malaysia Construction Sites, Int. J. Educ. Res, 2, pp. 1-10, (2014); Zakaria S.A.S., Singh A.K.M., Impacts of Covid-19 Outbreak on Civil Engineering Activities in The Malaysian Construction Industry: A Review, J. Kejuruter, 33, pp. 477-485, (2021); Abuarqoub I.A.S., Language barriers to effective communication, Utop. Y Prax. Latinoam, 24, pp. 64-77, (2019); Alzeraa A., Kazan E.E., Usmen M.A., Impact of Project Communications Effectiveness on Construction Disputes, Proceedings of the Annual International Conference on Architecture and Civil Engineering; Ejohwomu O.A., Oshodi O.S., Lam K.C., Nigeria’s construction industry: Barriers to effective communication, Eng. Constr. Archit. Manag, 24, pp. 652-667, (2017); Holzmann V., Globerson S., Evaluating communication effectiveness in a project environment, Proceedings of the PMI Global Congress 2003—EMEA, pp. 1-6; Luo L., He Q., Xie J., Yang D., Wu G., Investigating the Relationship between Project Complexity and Success in Complex Construction Projects, J. Manag. Eng, 33, (2017); De Nadae J., Carvalho M.M., Communication Management and Knowledge Management in complex projects: A literature review, J. Manag. Technol, 10, pp. 19-36, (2019); Olaniran H., On the Role of Communication in Construction Projects in Nigeria, Int. J. Sci. Technol. 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Eng, 25, pp. 4520-4534, (2021); Safapour E., Kermanshachi S., Kamalirad S., Tran D., Identifying Effective Project-Based Communication Indicators within Primary and Secondary Stakeholders in Construction Projects, J. Leg. Aff. Disput. Resolut. Eng. Constr, 11, (2019); Abramo L., Onitiri R., Strong Communications Strategy in a Large Program of Work, Proceedings of the PMI Global Congress 2010, pp. 1-9; Hoezen M.E.L., Reymen I.M.M.J., Dewulf G.P.M.R., The problem of communication in education, Proceedings of the ADAPTABLES 2006: Joint CIB, Tensinet, IASS International Conference on Adaptability in Design and Construction, 8, pp. 14-19; Lunenburg F.C., Communication: The Process, Barriers, and Improving Effectiveness, Schooling, 1, pp. 1-10, (2010); Lim J.Y.T., Chiah R., COVID-19: Government Issues SOP for Construction Sector. Newsletters. International Law Office, (2020); An Employers’ Guide on Managing Your Workplace during COVID-19, (2020); Boone W.J., Rasch Analysis for Instrument Development: Why, When, and How?, CBE—Life Sci. Educ, 15, pp. 2-7, (2016); Fisher W.P., Rating Scale Instrument Quality Criteria, Rasch Meas. Trans, 21, (2007); Othman N., Salleh S.M., Hussin H., Wahid H.A., Assessing Construct Validity and Reliability of Competitiveness Scale Using Rasch Model Approach, Proceedings of the 2014 WEI International Academic Conference, pp. 113-120; Bond T.G., Fox C.M., Applying the Rasch Model: Fundamental Measurement in the Human Science, (2001); Krejcie R.V., Morgan D.W., Determining Sample Size for Research Activities, Educ. Psychol. Meas, 30, pp. 607-610, (1970); Taherdoost H., Sampling Methods in Research Methodology; How to Choose a Sampling Technique for Research, Int. J. Acad. Res. Manag, 5, pp. 18-27, (2016); Creswell J.W., Creswell J.D., Research Design: Qualitative, Quantitative and Mixed Method Approaches, 53, (2018); George D., Mallery P., SPSS for Windows Step by Step: A Simple Guide and Reference. 11.0 Update, (2003); Ne'Matullah K.F., Pek L.S., Roslan S.A., Investigating communicative barriers on construction industry productivity in Malaysia: An overview, Int. J. Eval. Res. Educ, 10, (2021)","S. Ismail; Razak Faculty of Technology and Informatics, Universiti Teknologi Malaysia Kuala Lumpur, Kuala Lumpur, Jalan Sultan Yahya Petra, 54100, Malaysia; email: syuhaida.kl@utm.my; A. Mahdiyar; School of Housing, Building and Planning, Universiti Sains Malaysia, Gelugor, 11800, Malaysia; email: amirmahdiyar@usm.my","","MDPI","","","","","","20755309","","","","English","Buildings","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85138768615"
"Kertechian K.S.; Karkoulian S.; Ismail H.N.; Aad Makhoul S.S.","Kertechian, Kevin Sevag (57189999884); Karkoulian, Silva (36117872900); Ismail, Hussein N. (56954393300); Aad Makhoul, Samar Samir (57357794700)","57189999884; 36117872900; 56954393300; 57357794700","A between-subject design to evaluate students' employability in the Lebanese labor market","2022","Higher Education, Skills and Work-based Learning","12","4","","732","748","16","4","10.1108/HESWBL-04-2021-0083","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120309131&doi=10.1108%2fHESWBL-04-2021-0083&partnerID=40&md5=e45fb8497880346840614d05add87a82","Faculty of Management, Canadian University Dubai, Dubai, United Arab Emirates; Lebanese American University, Beirut, Lebanon","Kertechian K.S., Faculty of Management, Canadian University Dubai, Dubai, United Arab Emirates; Karkoulian S., Lebanese American University, Beirut, Lebanon; Ismail H.N., Lebanese American University, Beirut, Lebanon; Aad Makhoul S.S., Lebanese American University, Beirut, Lebanon","Purpose: This study aims to examine the effect of experience abroad, academic success and university reputation on students' employability in the Lebanese labor market. Design/methodology/approach: The study uses a between-subject design to identify whether academic success, university reputation and experience abroad have an impact on how potential recruiters (i.e. employers) are perceiving student employability. The study uses 16 fictitious applications of business graduates, which differed in grade-point average, university reputation and experience abroad, rated by 784 Lebanese professionals. Findings: The results suggest that high-performing students with experience abroad and high-performing students from a reputable university are perceived to be more employable. For low-performing students, having completed an experience abroad results in a lower reward in terms of employability. Research limitations/implications: The present study offers an analysis of students' employability through employers' lens; it offers insights for students on how to be perceived as more employable in a context where competition among future workers is fierce. Practical implications: The results of this research provide a roadmap for graduates for enhancing their employability in Lebanese markets and offer actionable insights to employers. Originality/value: The most original contribution of this study is the analysis of university reputation impact on the likelihood of receiving positive feedback during the evaluation process. The impact of two Lebanese universities, one ranked in the QS ranking and one not, was investigated. © 2021, Emerald Publishing Limited.","Academic success; Experience abroad; Job suitability; Student employability; University reputation","","","","","","","","Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: a European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Archer W., Davison J., Graduate Employability: What Do Employers Think and Want?, (2008); Becker G.S., Human Capital: A Theoretical and Empirical Analysis, With Special Reference to Education, (1964); Botas P.C.P., Huisman J., A bourdieusian analysis of the participation of polish students in the ERASMUS programme: cultural and social capital perspectives, Higher Education, 66, 6, pp. 741-754, (2013); Ciriaci D., Muscio A., University choice, research quality and graduates' employability: evidence from Italian national survey data, European Educational Research Journal, 13, 2, pp. 199-219, (2014); Crossman J., Clarke M., International experience and graduate employability: stakeholder perceptions on the connection, Higher Education, 59, 5, pp. 599-613, (2010); Cutillo A., Pietro G.D., The effects of overeducation on wages in Italy: a Bivariate selectivity approach, International Journal of Manpower, 27, 2, pp. 143-168, (2006); Di Pietro G., Do Study Abroad Programs Enhance the Employability of Graduates?, (2015); Evers F.T., Rush J.C., Berdrow I., The Bases of Competence: Skills for Lifelong Learning and Employability, (1998); Fugate M., Kinicki A.J., Ashforth B.E., Employability: a psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gee K., Business news: landing a job after college --- for recent graduates, good grades and internships are key to success, study says, Wall Street Journal, (2017); Hao Z., Expectations of recruiters and applicants in large cities of China, Journal of Managerial Psychology, 21, 5, pp. 459-475, (2006); 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International Labor Organisation, W4Y Lebanon, (2015); Jawabri A., Exploration of internship experience and satisfaction leading to better career prospects among business students in UAE, American Journal of Education Research, 5, pp. 1065-1079, (2017); Kawar M., Tzannatos Z., Youth employment in Lebanon: skilled and jobless, (2013); Kertechian S.K., L'apparence corporelle : perception de la personnalité et influence au moment du recrutement, (2017); Kertechian S.K., Conscientiousness as a key to success for academic achievement among French university students enrolled in management studies, The International Journal of Management Education, 16, 2, pp. 154-165, (2018); Kitchenham L., Hamilton K., Huff A., Galvao J., Stemplowski A., Facets of conscientiousness in relation to academic performance across programs of study, Studies of Undergraduate Researchers at Guelph, 11, pp. 1-12, (2019); Klein H.J., Mollow J.C., Brinsfield C.T., Reconceptualizing workplace commitment to redress a stretched construct: revisiting assumptions and removing confounds, Academy of Management Review, 37, 1, pp. 130-151, (2012); 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Kertechian; Faculty of Management, Canadian University Dubai, Dubai, United Arab Emirates; email: sevag.kertechian@gmail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85120309131"
"Sabino A.; Basilio E.; Lopes S.; Chambel M.J.; Dias P.C.; Cesário F.","Sabino, Ana (57190794249); Basilio, Elizabete (57737829500); Lopes, Silvia (55531209100); Chambel, Maria José (6507178503); Dias, Paulo C. (55215392100); Cesário, Francisco (55338221100)","57190794249; 57737829500; 55531209100; 6507178503; 55215392100; 55338221100","The moderating role of age in the relationship between perceived over qualification, employability, job insecurity and global psychological needs satisfaction","2022","Management Research","20","3","","244","265","21","0","10.1108/MRJIAM-01-2022-1261","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131808110&doi=10.1108%2fMRJIAM-01-2022-1261&partnerID=40&md5=7ccc8d285a3e8dcfe409404d68f2be31","APPsyCI – Applied Psychology Research Center Capabilities and Inclusion, ISPA Instituto Universitário, Lisbon, Portugal; Social Sciences and Technology Faculty, Universidade Europeia, Lisbon, Portugal; CicPsi, Faculdade de Psicologia, Universidade de Lisboa, Lisbon, Portugal; CicPsi, Faculdade de Psicologia, Universidade de Lisboa, Lisbon, Portugal; Faculty of Philosophy and Social Sciences, Centre for Philosophical and Humanistic Studies, Universidade Católica Portuguesa, Lisbon, Portugal; Department of Social and Organizational Psychology, ISPA Instituto Universitário, Lisbon, Portugal; Faculty of Philosophy and Social Sciences, Centre for Philosophical and Humanistic Studies, Universidade Católica Portuguesa, Lisbon, Portugal; CAPP – Centro de Administração e Políticas Públicas, ISCSP, Universidade de Lisboa, Lisbon, Portugal","Sabino A., APPsyCI – Applied Psychology Research Center Capabilities and Inclusion, ISPA Instituto Universitário, Lisbon, Portugal, CAPP – Centro de Administração e Políticas Públicas, ISCSP, Universidade de Lisboa, Lisbon, Portugal; Basilio E., Social Sciences and Technology Faculty, Universidade Europeia, Lisbon, Portugal; Lopes S., CicPsi, Faculdade de Psicologia, Universidade de Lisboa, Lisbon, Portugal, Faculty of Philosophy and Social Sciences, Centre for Philosophical and Humanistic Studies, Universidade Católica Portuguesa, Lisbon, Portugal; Chambel M.J., CicPsi, Faculdade de Psicologia, Universidade de Lisboa, Lisbon, Portugal; Dias P.C., Faculty of Philosophy and Social Sciences, Centre for Philosophical and Humanistic Studies, Universidade Católica Portuguesa, Lisbon, Portugal; Cesário F., Social Sciences and Technology Faculty, Universidade Europeia, Lisbon, Portugal, Department of Social and Organizational Psychology, ISPA Instituto Universitário, Lisbon, Portugal","Purpose: This study aims to examine the relationship between perceived overqualification, perceived employability, perceived job insecurity and global psychological needs satisfaction, considering the moderating role of age groups. Design/methodology/approach: A cross-sectional survey design with a sample of 350 individuals was used in this study. Findings: A cross-sectional survey design with a sample of 350 individuals was used in this study. Originality/value: By addressing the moderating role of age, this study is original and has practical implications for age diversity management. © 2022, Emerald Publishing Limited.","Age groups moderation; Global psychological needs satisfaction; Perceived employability; Perceived job insecurity; Perceived overqualification","","","","","","","","Akkermans J., Brenninkmeijer V., Van Den Bossche S.N., Blonk R.W., Schaufeli W.B., Young and going strong? 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Rueda F.J.M., Martins L.J., Campos K.C.L., Empregabilidade: o que os alunos universitários entendem sobre isto?, Employability: What Do University Students Understand about It?]”, Psicologia: Teoria e Prática, 6, 2, pp. 63-73, (2004); Sanchez-Oliva D., Morin A.J., Teixeira P.J., Carraca E.V., Palmeira A.L., Silva M.N., A bifactor exploratory structural equation modeling representation of the structure of the basic psychological needs at work scale, Journal of Vocational Behavior, 98, pp. 173-187, (2017); Selenko E., Stiglbauer B., Batinic B., More evidence on the latent benefits of work: bolstered by volunteering while threatened by job insecurity, European Journal of Work and Organizational Psychology, 29, 3, pp. 364-376, (2020); Silva M.S.D.A., Overqualification: Consequências no engagement e na satisfação laboral, (2016); Sousa I.C., Ramos S., Carvalho H., Age-diversity practices and retirement preferences among older workers: a moderated mediation model of work engagement and work ability, Frontiers in Psychology, 10, (2019); 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Van den Broeck A., De Cuyper N., Baillien E., Vanbelle E., Vanhercke D., De Witte H., Perception of organization's value support and perceived employability: insights from self-determination theory, The International Journal of Human Resource Management, 25, 13, pp. 1904-1918, (2014); Van der Heijde C.M., Van der Heijden B.I.J.M., A competence-based and multi-dimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Walker I., Pettigrew T.F., Relative deprivation theory: an overview and conceptual critique, British Journal of Social Psychology, 23, 4, pp. 301-310, (1984); Wang H., Jin Y., Wang D., Zhao S., Sang X., Yuan B., Job satisfaction, burnout, and turnover intention among primary care providers in rural China: results from structural equation modeling, BMC Family Practice, 21, 1, pp. 1-10, (2020)","A. Sabino; APPsyCI – Applied Psychology Research Center Capabilities and Inclusion, ISPA Instituto Universitário, Lisbon, Portugal; email: asabino@ispa.pt","","Emerald Group Holdings Ltd.","","","","","","15365433","","","","English","Manag. Res.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85131808110"
"Aguelo A.; Coma-Rosello T.; Vicente-Sanchez E.; Baldassarri S.","Aguelo, Antonio (57205738769); Coma-Rosello, Teresa (57204941396); Vicente-Sanchez, Eva (57215601575); Baldassarri, Sandra (6508141889)","57205738769; 57204941396; 57215601575; 6508141889","Creating a Network for Employability: The Creation of Useful Networks to Help University Students Enter the Labor Market","2022","Revista Iberoamericana de Tecnologias del Aprendizaje","17","3","","215","222","7","1","10.1109/RITA.2022.3191258","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135248513&doi=10.1109%2fRITA.2022.3191258&partnerID=40&md5=b328bf74ced7ae36c75678b2e3cac3c8","Psychology and Sociology Department, Universidad de Zaragoza, Zaragoza, 50009, Spain; Education Department, Universidad de Zaragoza, Zaragoza, 50009, Spain; Department of Informatics and System Engineering, Universidad de Zaragoza, Zaragoza, 50009, Spain","Aguelo A., Psychology and Sociology Department, Universidad de Zaragoza, Zaragoza, 50009, Spain; Coma-Rosello T., Education Department, Universidad de Zaragoza, Zaragoza, 50009, Spain; Vicente-Sanchez E., Psychology and Sociology Department, Universidad de Zaragoza, Zaragoza, 50009, Spain; Baldassarri S., Department of Informatics and System Engineering, Universidad de Zaragoza, Zaragoza, 50009, Spain","The framework for our study is the transition between university and the workplace. It has two main purposes: firstly, to assess the Cooperation and Networking skill amongst students about to graduate from university, and secondly, to find out whether they are aware of its importance. For this analysis, a 360° skills assessment process was carried out with 434 students from two countries (Spain and Mexico). The results show that women from both universities (Spain and Mexico), and Mexican students in general (male and female) are better at this skill. Overall results for the group as a whole show poor performance which must be improved.  © 2022 IEEE.","Career development; communication networks; curriculum development; qualifications","Curricula; Employment; Professional aspects; Social networking (online); Career development; Communications networks; Curriculum development; Engineering profession; Labour market; Me-xico; Networking skills; Qualification; Social networking (online); University students; Students","","","","","","","Clares P.M., Lorente C.G., Quintela N.R., Competencias para la empleabilidad: Un modelo de ecuaciones estructurales en la facultad de educación, Revista de Investigación Educativa, 37, 1, pp. 57-73, (2018); Benitez M.M.A., Munoz I.I.A., Evidencias de validez de una medida de competencias genéricas, Educación, 23, 2, pp. 337-366, (2020); Michavila F., Martinez J.M., Martin-Gonzalez M., Garcia-Penalvo F.J., Cruz-Benito J., Empleabilidad de los titulados universitarios en España. Proyecto OEEU, Educ. Knowl. Soc., 19, 1, pp. 21-39, (2018); Caballero G., Vazquez X.H., Quintas M., Qué influencia tienen los stakeholders de la universidad española en la empleabilidad de sus alumnos?. Propuestas de reforma, Cuadernos de Economía y Dirección de la Empresa, 12, 38, pp. 37-63, (2009); Aguelo A., Coma T., La Persona en El Centro Del Desarrollo Organizacional, (2016); Suarez B., La universidad española ante la empleabilidad de sus graduados: Estrategias para su mejora, REOP-Revista Española de Orientación y Psicopedagogía, 25, 2, pp. 90-110, (2014); Almerich G., Suarez-Rodriguez J., Diaz-Garcia I., Orellana N., Estructura de las competencias del siglo XXI en alumnado del ámbito educativo. Factores personales influyentes, Educación, 23, 1, pp. 45-74, (2019); Luque S.G., Tejedor S., Bugs R.C., Motivaciones de uso de las redes sociales de los estudiantes de periodismo de América latina y España, Informação Sociedade, Estudos, 27, 3, pp. 191-203, (2017); Maldonado Berea G.A., Gonzalez J.G., Sampedro-Requena B.E., El efecto de las TIC y redes sociales en estudiantes universitarios, RIED, Revista Iberoamericana de Educación a Distancia, 22, 2, pp. 153-176, (2019); Lim J., Richardson J.C., Exploring the effects of students' social networking experience on social presence and perceptions of using SNSs for educational purposes, Internet Higher Educ., 29, pp. 31-39, (2016); Gordillo A., Barra E., Garaizar P., Lopez-Pernas S., Use of a simulated social network as an educational tool to enhance teacher digital competence, IEEE Revista Iberoamericana de Tecnologias Del Aprendizaje, 16, 1, pp. 107-114, (2021); Martinez J.G., Fortuno M.L., Vidal C.E., Las redes sociales y la educación superior: Las actitudes de los estudiantes universitarios hacia el uso educativo de las redes sociales, de nuevo a examen, Educ. Knowl. Soc., 17, 2, pp. 21-38, (2016); Garcia-Blanco M., Sempertegui E.B.C., La inserción laboral en la educación superior. la perspectiva latinoamericana, Educación, 21, 2, pp. 323-347, (2018); Juarez A.J., Molias L.M., Aspectos de la competencia digital para la empleabilidad, Revista Española de Orientación y Psicopedagogía, 30, 2, pp. 67-84, (2019); Martin I.L., Villanueva P.G., La tutoría universitaria como espacio de relación personal. un estudio de caso múltiple, Revista de Investigación Educativa, 36, 2, pp. 381-399, (2018); Lopez Lopez M.D.C., Leon Guerrero M.J., Garcia M.P.P., El enfoque por competencias en el contexto universitario español. la visión del profesorado, Revista de Investigación Educativa, 36, 2, pp. 529-545, (2018); Aguelo A., Coma T., Catalan M.T., Cajalón: DCM (Diálogo, comprensión y mejora), la historia de un cambio profundo, Capital Humano, Revista Para la Integración y Desarrollo de Los Recursos Huma, 19, 195, pp. 28-36, (2006); Aguelo A., Coma T., Las competencias en el eje de la función de RR. HH.: La competencia_más allá del saber o la experiencia, La Formación y la Profesión Del Graduado en Relaciones Laborales y Recursos Humanos, pp. 39-62, (2015); Serrano-Sanchez J.L., Lopez-Vicent P., Gutierrez-Porlan I., Entornos personales de aprendizaje: Estrategias y tecnologías utilizadas por el alumnado universitario, Revista Electrónica Educare, 25, 2, pp. 1-18, (2021); Calvo-Morata A., Alonso-Fernandez C., Freire-Moran M., Martinez-Ortiz I., Fernandez-Manjon B., Game learning analytics, facilitating the use of serious games in the class, IEEE Revista Iberoamericana de Tecnologias Del Aprendizaje, 14, 4, pp. 168-176, (2019); Gewerc A., Persico D., Rodes-Paragarino V., Guest editorial: Challenges to the educational field: Digital competence the emperor has no clothes: The COVID-19 emergency and the need for digital competence, IEEE Revista Iberoamericana de Tecnologias Del Aprendizaje, 15, 4, pp. 372-380, (2020); Aguelo A., Coma T., Gago M., Legarra M., Mesonero M., Una experiencia innovadora de orientación universitaria para el desarrollo de competencias para la empleabilidad, Proc. Aprendizaje, Innovación Cooperación Como Impulsores Cambio Metodológico, pp. 252-256, (2019); Somerville I., Mroz J.E., Nuevas competencias para un mundo nuevo, La Organización Del Futuro, pp. 92-108, (1997)","T. Coma-Rosello; Education Department, Universidad de Zaragoza, Zaragoza, 50009, Spain; email: tcoma@unizar.es","","Education Society of IEEE (Spanish Chapter)","","","","","","19328540","","","","English","Rev. Iberoam. Technol. Aprendizaje","Article","Final","","Scopus","2-s2.0-85135248513"
"Kotouza D.; Callard F.; Garnett P.; Rocha L.","Kotouza, Dimitra (57226813982); Callard, Felicity (57204348531); Garnett, Philip (55468059300); Rocha, Leon (57216813842)","57226813982; 57204348531; 55468059300; 57216813842","Mapping mental health and the UK university sector: Networks, markets, data","2022","Critical Social Policy","42","3","","365","387","22","3","10.1177/02610183211024820","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112747742&doi=10.1177%2f02610183211024820&partnerID=40&md5=a3c0b72d9119a0bd56521be7c71f0032","University of Lincoln, United Kingdom; University of Glasgow, United Kingdom; University of York, United Kingdom","Kotouza D., University of Lincoln, United Kingdom; Callard F., University of Glasgow, United Kingdom; Garnett P., University of York, United Kingdom; Rocha L., University of Lincoln, United Kingdom","The mental health and well-being of university staff and students in the UK are reported to have seriously deteriorated. Rather than taking this ‘mental health crisis’ at face value, we carry out network and discourse analyses to investigate the policy assemblages (comprising social actors, institutions, technologies, knowledges and discourses) through which the ‘crisis' is addressed. Our analysis shows how knowledges from positive psychology and behavioural economics, disciplinary techniques driven by metrics and data analytics, and growing markets in digital therapeutic technologies work as an ensemble. Together, they instrumentalise mental health, creating motivational ecologies that allow economic agendas to seep through to subjects who are encouraged to monitor and rehabilitate themselves. Mental health’ as a problem for UK universities has come to be largely defined through the outcomes of ‘resilience’ and ‘employability’ and is addressed through markets that enable training, monitoring, measuring and ‘nudging’ students and staff towards these outcomes. © The Author(s) 2021.","higher education; mental health; network analysis; policy analysis; restructuring","United Kingdom; crisis management; health policy; mapping; mental health; network analysis; policy analysis; university sector; adult; article; behavioral economics; ecology; employability; female; human; human experiment; male; mental health; network analysis; positive psychology; tertiary education","","","","","Wellcome Trust, WT, (219172/Z/19/Z)","The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was funded by The Wellcome Trust (219172/Z/19/Z). ","Ahmed S., The Promise of Happiness, (2010); Au W., Ferrare J.J., Mapping Corporate Education Reform, (2015); Bacevic J., With or without U? 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McManus S., Et al., Mental Health and Wellbeing in England: Adult Psychiatric Morbidity Survey 2014, (2016); Goldman Sachs and Mind launch mental health programme for universities, (2019); Morrish L., Pressure Vessels: The Epidemic of Poor Mental Health among Higher Education Staff, (2019); Morrish L., The accident of accessibility: How the data of the TEF creates neoliberal subjects, Social Epistemology, 33, 4, pp. 355-366, (2019); Morrish L., A plague on universities, Academic Irregularities, (2020); Morris N., Czerniewicz L., Cliff A., Et al., The Unbundled University: Interactive maps, (2020); Muller J.Z., The Tyranny of Metrics, (2018); The world’s leading graph database, (2014); The NHS Long Term Plan, (2019); Symposium – Transforming the student experience, (2017); Mental Distress Survey Overview, (2013); Coronavirus and Students Survey phase II, (2020); O'Donnell G., Et al., Wellbeing and Policy, (2014); Challenge Competition: Achieving a step change in mental health outcomes for all students, Office for Students, (2018); 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Kotouza; University of Lincoln, United Kingdom; email: d.kotouza@outlook.com","","SAGE Publications Ltd","","","","","","02610183","","","","English","Crit. Soc. Policy","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85112747742"
"Stadler A.; Alberton A.; Smith A.M.J.","Stadler, Adriano (57189246941); Alberton, Anete (42461037500); Smith, Anne M.J. (57195622954)","57189246941; 42461037500; 57195622954","Entrepreneurship education in Brazil: Brazilian and Scottish approaches to policy and provision in vocational education","2022","Journal of Small Business and Enterprise Development","29","4","","645","662","17","2","10.1108/JSBED-12-2020-0440","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119252440&doi=10.1108%2fJSBED-12-2020-0440&partnerID=40&md5=67776ce66997408b84133c157ad03898","Business Management, Instituto Federal do Paraná - IFPR, Curitiba, Brazil; Business School, University of Vale do Itajaí - UNIVALI, Itajaí, Brazil; Glasgow School of Business and Society, Glasgow Caledonian University, Glasgow, United Kingdom","Stadler A., Business Management, Instituto Federal do Paraná - IFPR, Curitiba, Brazil; Alberton A., Business School, University of Vale do Itajaí - UNIVALI, Itajaí, Brazil; Smith A.M.J., Glasgow School of Business and Society, Glasgow Caledonian University, Glasgow, United Kingdom","Purpose: This paper examines entrepreneurship education (EE) in Brazil and Scotland and unpacks convergent and divergent practices in vocational education (VE). The authors evaluate access to EE in VE and suggest and how it might be advanced in Brazil. Design/methodology/approach: The authors conducted an interpretative phenomenological analysis (IPA); interpretative analysis of interviewee experiences with 12 educationalists, in management and academic roles, from two Brazilian and two Scottish VE institutions, contextual findings inform advances. Findings: In Scotland, there is a well-defined entrepreneurial ecosystem where government policy and partners support and monitor provision of and accessibility to EE. In Brazil, government does not regulate policy provision of EE, and there is no defined entrepreneurial ecosystem of partners. IPA enabled the authors to examine divergent entrepreneurial education provision and evaluate accessibility to EE in Brazil. Research limitations/implications: Implications include ways to advance educational inclusivity and accessibility for VE students in Brazil and a call to address availability through policy is underpinned by empirical data. Contextual characteristics of the study might be considered limiting but address a broad call to contribute to EE in VE settings. Practical implications: The findings of this study equip educationalists with new knowledge about advancing EE provision and delivery in VE, which in turn supports inclusivity. Originality/value: The authors contribute directly to an agenda that will create impact for young Brazilians through accessible EE models that place EE in VE at the forefront of social change in Brazil. © 2021, Emerald Publishing Limited.","Accessibility; Employability; Entrepreneurial education; Interpretative phenomenological analysis; Vocational education; Work-ready graduates","","","","","","","","Aamir S., Atsan N.F., Erdem A.F., A review of entrepreneurship education research in the special issues of Education + Training journal, Education + Training, 61, 9, pp. 1078-1099, (2019); Agarwal S., Ramadani V., Gerguri-Rashiti S., Agrawal V., Dixit J.K., Inclusivity of entrepreneurship education on entrepreneurial attitude among young community: evidence from India, Journal of Enterprising Communities: People and Places in the Global Economy, 14, 2, pp. 299-319, (2020); Andrew A., Murning I., Pitt M., Tucker M., Investment in the Scottish further education estate 1999-2006, Journal of Financial Management of Property and Construction, 13, 3, pp. 209-216, (2008); Behling G., Lenzi F.C., Competências Empreendedoras e Comportamento Estratégico: um Estudo com Microempreendedores em um País Emergente, BBR – Brazilian Business Review, 16, 3, pp. 255-272, (2019); Bendickson J., Building entrepreneurship research for impact: scope, phenomenon, and translation, Journal of Small Business Management, 59, 4, pp. 535-543, (2021); Lei nº 9.394, de 20 de dezembro de 1996. 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Stadler; Business Management, Instituto Federal do Paraná - IFPR, Curitiba, Brazil; email: adriano.stadler@ifpr.edu.br","","Emerald Group Holdings Ltd.","","","","","","14626004","","","","English","J. Small Bus. Enterp. Dev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85119252440"
"Xu L.; Zhang J.; Ding Y.; Sun G.; Zhang W.; Philbin S.P.; Guo B.H.W.","Xu, Lin (57727986400); Zhang, Jingxiao (36449665500); Ding, Yiying (57951903300); Sun, Gangzhu (56310322300); Zhang, Wei (57192226714); Philbin, Simon P. (23994054600); Guo, Brian H. W. (56602167900)","57727986400; 36449665500; 57951903300; 56310322300; 57192226714; 23994054600; 56602167900","Assessing the impact of digital education and the role of the big data analytics course to enhance the skills and employability of engineering students","2022","Frontiers in Psychology","13","","974574","","","","5","10.3389/fpsyg.2022.974574","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141206199&doi=10.3389%2ffpsyg.2022.974574&partnerID=40&md5=e9ea2c327c76f84d5442bb85dc93121a","School of Foreign Languages, Northwest University, Xi’an, China; School of Economics and Management, Chang’an University, Xi’an, China; School of Civil Engineering, Zhengzhou University, Zhengzhou, China; Institute of China’s Science Technology and Education Policy, Zhejiang University, Hangzhou, China; School of Engineering, London South Bank University, London, United Kingdom; Department of Civil and Natural Resources Engineering, University of Canterbury, Christchurch, New Zealand","Xu L., School of Foreign Languages, Northwest University, Xi’an, China; Zhang J., School of Economics and Management, Chang’an University, Xi’an, China; Ding Y., School of Foreign Languages, Northwest University, Xi’an, China; Sun G., School of Civil Engineering, Zhengzhou University, Zhengzhou, China; Zhang W., Institute of China’s Science Technology and Education Policy, Zhejiang University, Hangzhou, China; Philbin S.P., School of Engineering, London South Bank University, London, United Kingdom; Guo B.H.W., Department of Civil and Natural Resources Engineering, University of Canterbury, Christchurch, New Zealand","This study aims to explore the role of digital education in the development of skills and employability for engineering students through researching the role of big data analytics courses. The empirical study proposes the hypothesis that both soft and hard skills have positive effects on human capital, individual attributes, and the career development dimensions of engineering students. This is achieved through constructing a framework of three dimensions of engineering students’ employability and two competency development dimensions of big data analytics courses. A questionnaire survey was conducted with 155 college engineering students and a structural equation model (SEM) was used to test the hypotheses. The results found that courses on big data analytics have a positive impact on engineering students’ abilities in both hard skills (p < 0.01) and soft skills (p < 0.001) dimensions, while soft skills have a more significant impact on engineering students’ employability. The study has practical and theoretical implications that further enriches the knowledge base on engineering education and broadens our understanding of the role of digitalization in enhancing the skills and employability of engineering students. Copyright © 2022 Xu, Zhang, Ding, Sun, Zhang, Philbin and Guo.","big data analytics courses; digital education and training; engineering student employability; hard skills; soft skills","","","","","","Academy of Social Sciences of Shaanxi Province, (2022HZ0596); China Qinghai Natural Science Foundation, (2018-GH-006, 2019-MS5-100, 2020-JY-736); China Sichuan-Tibet Railway Major Fundamental Science Problems Special Fund, (71942006); Higher Education Teaching Reform Project in Shaanxi Province, (19BZ016, 21XJA752003); International Education Research Program of Chang’an University, (300108221113); British Council; National Natural Science Foundation of China, NSFC, (72074191); Ministry of Education of the People's Republic of China, MOE, (E-GKRWJC20202914); National Office for Philosophy and Social Sciences, NPOPSS, (19FJYB017); National Social Science Fund of China, NSSFC, (20BJY010)","This research is supported by the National Social Science Fund projects of China (no. 20BJY010); National Social Science Fund Post-financing projects of China (no. 19FJYB017); China Sichuan-Tibet Railway Major Fundamental Science Problems Special Fund (no. 71942006); China Qinghai Natural Science Foundation (no. 2020-JY-736); List of Key Science and Technology Projects in China’s Transportation Industry in 2018-International Science and Technology Cooperation Project (nos. 2018-GH-006 and 2019-MS5-100); Emerging Engineering Education Research and Practice Project of Ministry of Education of China (no. E-GKRWJC20202914); Higher Education Teaching Reform Project in Shaanxi Province, China (no. 19BZ016); Humanities and Social Sciences Research Project of the Ministry of Education of China (21XJA752003); Project of the Academy of Social Sciences of Shaanxi Province, China (2022HZ0596); Going Global Partnership: UK-China-ASEAN, Education Partnership Initiative funded by British Council (“Integrated Built Environment Teaching & Learning in the Joint Curriculum Development amid Digital-Driven Industry 4.0 among China, Vietnam, and UK”); International Education Research Program of Chang’an University, China, 2022 (no. 300108221113); and National Natural Science Foundation of China (no. 72074191). ","Ahern A., Dominguez C., McNally C., O'Sullivan J.J., Pedrosa D., A literature review of critical thinking in engineering education, Stud. High. 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Manage, 26, pp. 1437-1454, (2019)","J. Zhang; School of Economics and Management, Chang’an University, Xi’an, China; email: zhangjingxiao964@126.com; G. Sun; School of Civil Engineering, Zhengzhou University, Zhengzhou, China; email: gzsun@zzu.edu.cn","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85141206199"
"Barroso-Hurtado D.; Guerrero-Puerta L.M.; Torres Sánchez M.","Barroso-Hurtado, Domingo (57205493826); Guerrero-Puerta, Laura M. (57217129554); Torres Sánchez, Mónica (56254423600)","57205493826; 57217129554; 56254423600","Workshop Schools: From Employment Creation to Employability","2022","Social Sciences","11","10","446","","","","0","10.3390/socsci11100446","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140485899&doi=10.3390%2fsocsci11100446&partnerID=40&md5=1425acc87e6c59bf5514e994043c4102","Departamento de Ciencias de la Educación, Universidad de Extremadura, Cáceres, 10004, Spain; Departamento de Educación y Psicología Social, Universidad Pablo de Olavide, Sevilla, 41013, Spain; Departamento de Teoría e Historia de la Educación y M.I.D.E, Universidad de Málaga, Málaga, 29010, Spain","Barroso-Hurtado D., Departamento de Ciencias de la Educación, Universidad de Extremadura, Cáceres, 10004, Spain; Guerrero-Puerta L.M., Departamento de Educación y Psicología Social, Universidad Pablo de Olavide, Sevilla, 41013, Spain; Torres Sánchez M., Departamento de Teoría e Historia de la Educación y M.I.D.E, Universidad de Málaga, Málaga, 29010, Spain","Workshop Schools are an alternance scheme which combines periods of education and training in educational institutions or training centres for young people at risk of social exclusion between the ages of 16 and 25. The present work of research aims to analyse the logic models underlying the design of these schemes from a historical perspective, specifically from their formation in 1985 up until the year 2020, paying special attention to both individual and structural aspects. Methodology: A qualitative study is carried out based on the analysis of 58 policy documents. Results: The results establish three different phases since the creation of the scheme (employment creation, lifelong learning and employability), analysing the changes produced in the design and relating them to international trends. A progressive self-responsibility forced upon young people rather than a concern on structural problems and barriers characterising the current labour market is also highlighted. Conclusions: Different international trends, such as job creation and the promotion of lifelong learning and employability, have had an influence in the logical models underlying the regulatory documents of the Workshop Schools and, therefore, the social problems and solutions the scheme seeks to provide. © 2022 by the authors.","early school leaving; employment; vocational training; Workshop Schools; Youth","","","","","","Andalusian Plan for Research, Development and Innovation; Ministry of Economy, Science and Digital Agenda, (GR21141, SEJ054); PAIDI; Universidad de Málaga, UMA; European Commission, EC; Federación Española de Enfermedades Raras, FEDER; European Regional Development Fund, ERDF; Junta de Extremadura","The sources that have financed the publication of this article are the following: IOAP financed by the University of Malaga; APC cost have been financed by the research group “Políticas y Reformas Educativas” of the Andalusian Plan for Research, Development and Innovation (PAIDI); Proofreading cost has been possible thanks to the funding granted by the European Regional Development Fund (FEDER) of the European Union and by the Junta de Extremadura (Ministry of Economy, Science and Digital Agenda), to the EduTransforma-T Research Group (SEJ054, GR21141). This grant has been co-financed by FEDER funds, FEDER operational programme of Extremadura.","Barroso-Hurtado D., El impacto del programa de Escuelas Taller en el curso de vida de los jóvenes adultos de Andalucía: Una evaluación realista, (2019); Blasco J., Guia pràctica 3 Avaluació del disseny, (2009); Instituto de Estadística y Cartografía de Andalucía, (2019); Orden de 5 de diciembre de 2006, por la que se regulan los programas de Escuelas Taller, Casas de Oficio, Talleres de Empleo y Unidades de Promoción y Desarrollo en la Junta de Andalucía, y se establecen las bases reguladoras de la concesión de ayudas públicas a dichos programas, Boletín Oficial de la Junta de Andalucía, (2006); Orden de 28 de abril de 2011, por la que se aprueba el Programa Integral de Empleo para Personas Jóvenes en Andalucía y se modifican las Órdenes que se citan, Boletín Oficial de la Junta de Andalucía, (2011); Resolución de la Dirección General de Formación Profesional para el Empleo, por la que se regula el protocolo de actuación en los procedimientos de selección del alumnado trabajador en los proyectos de Escuelas Taller y Talleres de Empleo aprobados en el marco de la Convocatoria aprobada por Resolución de 7 de diciembre de 2016 de esta misma Dirección General, (2017); Orden de 8 de marzo de 2004, por la que se regulan los Programas de Escuelas Taller, Casas de Oficios, Talleres de Empleo y Unidades de Promoción y Desarrollo y se establecen las bases reguladoras de la concesión de ayudas públicas a dichos programas, Boletín Oficial de la Junta de Andalucía, (2004);  14 (Primer semestre de 2017). Versión de Andalucía, (2017); Resolución de 7 de diciembre de 2016, de la Dirección General de Formación Profesional para el Empleo por la que se convoca la concesión de subvenciones para incentivar la realización de Escuelas Taller y Talleres de Empleo conforme a lo previsto en la Orden de la Consejería de Empleo, Empresa y Comercio de 2 de junio de 2016 por la que se regulan los programas de Escuelas Taller, Casas de Oficios, Talleres de Empleo y Unidades de Promoción y Desarrollo en la Junta de Andalucía y se establecen las bases reguladoras para la concesión de ayudas en régimen de concurrencia competitiva a dichos programas, Boletín Oficial de la Junta de Andalucía, (2016); Orden de 2 de junio de 2016, de la Consejería de Empleo, Empresa y Comercio por la que se regulan los programas de Escuelas Taller, Casas de Oficios, Talleres de Empleo y Unidades de Promoción y Desarrollo en la Junta de Andalucía, y se establecen las bases reguladoras para la concesión de ayudas públicas en régimen de concurrencia competitiva a dichos programas, Boletín Oficial de la Junta de Andalucía, (2016); Crespo E., Serrano A., Las paradojas de las políticas de empleo europeas: De la justicia a la terapia, Universitas Psychologica, 12, pp. 1111-1124, (2013); Leading or Misleading Trajectories? 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Journal of Social Work, 17, pp. 277-301, (2017)","M. Torres Sánchez; Departamento de Teoría e Historia de la Educación y M.I.D.E, Universidad de Málaga, Málaga, 29010, Spain; email: motorres@uma.es","","MDPI","","","","","","20760760","","","","English","Soc. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85140485899"
"Ferdousi F.; Ahmed A.; Momen M.A.","Ferdousi, Farhana (57210431920); Ahmed, Amir (57189306304); Momen, Md Abdul (57846370200)","57210431920; 57189306304; 57846370200","Evolution of quality assurance practices in enhancing the quality of open and distance education in a developing nation: a case study","2022","Asian Association of Open Universities Journal","17","2","","147","160","13","0","10.1108/AAOUJ-02-2022-0025","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135986023&doi=10.1108%2fAAOUJ-02-2022-0025&partnerID=40&md5=04e429797d2b7b7d091877615109be51","Department of Business Administration, East West University, Dhaka, Bangladesh; Department of Real Estate, Daffodil International University, Dhaka, Bangladesh","Ferdousi F., Department of Business Administration, East West University, Dhaka, Bangladesh; Ahmed A., Department of Real Estate, Daffodil International University, Dhaka, Bangladesh; Momen M.A., Department of Business Administration, East West University, Dhaka, Bangladesh","Purpose: The purpose of this study is to look at the challenges and successes that the case institution has had in implementing and maintaining quality assurance (QA) processes. The study also looks into the role of QA techniques in improving an institution's performance in a developing country. Design/methodology/approach: The research is qualitative. Nine significant persons were interviewed, including the institution's top administration, faculty members and related staff. Data were gathered to learn more about the background, incremental changes and numerous internal and external elements that influenced how QA was approached over time. Findings: The findings revealed the challenges and experiences of the evolution of QA practices in the case institution. The results show the changes in QA practices regarding three aspects, including people, place and program of case institutions under three phases. During phases I and II, the adoption and upgradation of QA practices were very slow; phase III showed significant improvement in all three aspects. In addition, the positive impact of QA practices is evident in improving the performance of students and teaching and nonteaching staff of the case institution. Practical implications: The findings of this research could aid open and distance learning (ODL) providers in other developing nations in understanding the challenges of such a system. It may also make it easier for other ODL providers to comprehend the QA-led success in stakeholder confidence, employability and reputation. Originality/value: The research will give insights into how QA procedures are used and valued in ODL in developing nations. © 2022, Farhana Ferdousi, Amir Ahmed and Md Abdul Momen.","Bangladesh Open University; Developing economies; Open and distance education; Performance; Quality assurance","","","","","","","","Al-Rahmi W., Aldraiweesh A., Yahaya N., Kamin Y.B., Zeki A.M., Massive open online courses (MOOCs): data on higher education, Data in Brief, 22, pp. 118-125, (2019); Alhumaid K., Ali S., Waheed A., Zahid E., Habes M., COVID-19 and e-learning: perceptions and attitudes of teachers towards e-learning acceptance in the developing countries, Multicultural Education, 6, 2, pp. 100-115, (2020); Amin S., Jumani Z., Analysis of existing policies and practices in distance education: empowering women education, International Research Journal of Education and Social Sciences, 1, 1, pp. 60-67, (2022); Arkorful V., Abaidoo N., The role of e-learning, advantages and disadvantages of its adoption in higher education, International Journal of Instructional Technology and Distance Learning, 12, 1, pp. 29-42, (2015); Arthur-Nyarko E., Agyei D.D., Armah J.K., Digitizing distance learning materials: measuring students' readiness and intended challenges, Education and Information Technologies, 25, 4, pp. 2987-3002, (2020); Belawati T., Zuhairi A., The practice of a quality assurance system in open and distance learning: a case study at Universitas Terbuka Indonesia, International Review of Research in Open and Distance Learning, 8, 1, (2007); Bennett A., Case study methods: design, use, and comparative advantages, Models, Numbers, and Cases: Methods for Studying International Relations, 2, 1, pp. 19-55, (2004); Churiyah M., Sholikhan S., Filianti F., Sakdiyyah D.A., Indonesia education readiness conducting distance learning in Covid-19 pandemic situation, International Journal of Multicultural and Multireligious Understanding, 7, 6, pp. 491-507, (2020); Darojat O., Nilson M., Kaufman D., Quality assurance in Asian open and distance learning: policies and implementation, Journal of Learning for Development (JL4D), (2015); Devkota K.R., Inequalities reinforced through online and distance education in the age of COVID-19: the case of higher education in Nepal, International Review of Education, 67, 1, pp. 145-165, (2021); Dhawan S., Online learning: a panacea in the time of COVID-19 crisis, Journal of Educational Technology Systems, 49, 1, pp. 5-22, (2020); Hoecht A., Quality assurance in UK higher education: issues of Trust, control, professional autonomy and accountability, High Education, 51, pp. 541-563, (2006); Kahveci T.C., Uygun O., Yurtsever U., Ilyas S., Quality assurance in higher education institutions using strategic information systems, Procedia – Social and Behavioral Sciences, 55, pp. 161-167, (2012); Kihwelo P.F., Quality assurance system in open and distance learning for normative judgment, HURIA, 4, 1, pp. 1-21, (2013); Liu S., Can ranking contribute to the quality assurance of higher education? An examination of the Chinese disciplinary ranking, Cambridge Journal of Education, 51, pp. 1-19, (2020); Mannan A., Higher Education: no crisis but problem, True and Impartial Daily Sun, (2015); Margaryan A., Bianco M., Littlejohn A., Instructional quality of massive open online courses (MOOCs), Computers and Education, 80, pp. 77-83, (2015); McKinnon K.R., Walker S.H., Davis D., Benchmarking: A Manual for Australian Universities, (2000); Palvia S., Aeron P., Gupta P., Mahapatra D., Parida R., Rosner R., Sindhi S., Online education: worldwide status, challenges, trends, and implications, Journal of Global Information Technology Management, 21, 4, pp. 233-241, (2018); Patra A., Asghar A., Chaudhary P., Ravi K.S., Integration of innovative educational technologies in anatomy teaching: new normal in anatomy education, Surgical and Radiologic Anatomy, 44, 1, pp. 25-32, (2022); Perraton H., Open and Distance Learning in the Developing World, (2012); Pham H.T., Impacts of higher education quality accreditation: a case study in Vietnam, Quality in Higher Education, 24, 2, pp. 168-185, (2018); Ryan T., Quality assurance in higher education: a review of literature, Higher Learning Research Communications, 5, 4, (2015); Scull W.R., Kendrick D., Shearer R., Offerman D., The landscape of quality assurance in distance education, Continuing Higher Education Review, 75, pp. 138-149, (2011); Stella A., Gnanam A., Quality assurance in distance education: the challenges to be addressed, Higher Education, 47, 2, (2004); Tait A., Quality Assurance in Higher Education: Selected Case Studies, (1997); Tomasik M.J., Helbling L.A., Moser U., Educational gains of in-person vs. distance learning in primary and secondary schools: a natural experiment during the COVID-19 pandemic school closures in Switzerland, International Journal of Psychology, 56, 4, pp. 566-576, (2021); Tsekouras J., Stamboulis M., Litsardakis M., The Financing of Vocational Education and Training in Greece, (2003); Yazan B., Three approaches to case study methods in education: Yin, Merriam, and Stake, The Qualitative Report, 20, 2, pp. 134-152, (2015)","M.A. Momen; Department of Business Administration, East West University, Dhaka, Bangladesh; email: momeniium@gmail.com","","Emerald Publishing","","","","","","18583431","","","","English","Asian. Assoc. Open. Univ. J.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85135986023"
"Skamagki G.; Carpenter C.; King A.; Wåhlin C.","Skamagki, Glykeria (57203683443); Carpenter, Christine (8309004400); King, Andrew (57203689383); Wåhlin, Charlotte (43462229600)","57203683443; 8309004400; 57203689383; 43462229600","Management of Chronic Musculoskeletal Disorders in the Workplace from the Perspective of Older Employees: A Mixed Methods Research Study","2022","International Journal of Environmental Research and Public Health","19","15","9348","","","","1","10.3390/ijerph19159348","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136340842&doi=10.3390%2fijerph19159348&partnerID=40&md5=99dbf8e50dd3f729773fd932c50420c2","School of Sport, Exercise and Rehabilitation Sciences, Department of Physiotherapy, University of Birmingham, Birmingham, B15 2TT, United Kingdom; Department of Occupational Sciences and Occupational Therapy, University of British Columbia, Vancouver, V6T 1Z4, BC, Canada; School of Nursing, Midwifery and Health, Department of Physiotherapy, Coventry University, Coventry, CV1 5FB, United Kingdom; Occupational and Environmental Medicine Center, Department of Health, Medicine and Caring Sciences, Division of Prevention, Division of Rehabilitation and Community Medicine, Linköping University, Linköping, SE-581 83, Sweden; Unit of Intervention and Implementation Research, Institute for Environmental Medicine, Karolinska Institute, Stockholm, SE-171 77, Sweden","Skamagki G., School of Sport, Exercise and Rehabilitation Sciences, Department of Physiotherapy, University of Birmingham, Birmingham, B15 2TT, United Kingdom; Carpenter C., Department of Occupational Sciences and Occupational Therapy, University of British Columbia, Vancouver, V6T 1Z4, BC, Canada; King A., School of Nursing, Midwifery and Health, Department of Physiotherapy, Coventry University, Coventry, CV1 5FB, United Kingdom; Wåhlin C., Occupational and Environmental Medicine Center, Department of Health, Medicine and Caring Sciences, Division of Prevention, Division of Rehabilitation and Community Medicine, Linköping University, Linköping, SE-581 83, Sweden, Unit of Intervention and Implementation Research, Institute for Environmental Medicine, Karolinska Institute, Stockholm, SE-171 77, Sweden","(1) Background: This mixed methods research (MMR) study explored older employees’ experiences of chronic musculoskeletal disorders (CMSDs) in relation to their employment, their perspectives on managing these conditions in the workplace and the strategies used to facilitate and maintain their roles and responsibilities. The services offered to them were also identified. (2) Methods: A mixed methods exploratory sequential design was implemented. In the first qualitative phase, 16 semi-structured interviews gathered in-depth information from older employees. The findings informed the development of an online questionnaire in the survey phase, which was administered to older employees (N = 107). Both sets of findings were then integrated using a narrative joint display. (3) Results: The phenomena of presenteeism and leaveism were important components of employees’ strategies for managing their condition. The integrated findings highlighted the roles of employers, managers and social support in encouraging disclosure and supporting the management of CMSDs. The results also emphasised how self-management and professional health services are crucial for sustaining employability. (4) Conclusions: Current challenges call for employers to identify effective ways to support the ageing workforce and invest in training opportunities for managers and collaborative opportunities with healthcare professionals and other stakeholders. A flexible, empathetic and resourceful work environment is optimal for supporting sustained employability for an ageing workforce. © 2022 by the authors.","ageing workforce; chronic musculoskeletal disorders; management; mixed methods research; occupational health and safety","Chronic Disease; Employment; Humans; Musculoskeletal Diseases; Presenteeism; Qualitative Research; Workplace; aging population; health and safety; health services; management; muscle; occupational exposure; research method; workplace; adult; aged; aging; Article; chronic disease; clinical article; collaborative care team; controlled study; employability; employee; employer; employment; exploratory research; female; health care personnel; health survey; human; interpersonal communication; investment; male; manager; methodology; middle aged; musculoskeletal disease; narrative; occupational health service; occupational safety; online analysis; qualitative analysis; questionnaire; responsibility; self care; semi structured interview; social support; stakeholder engagement; study design; training; work environment; workforce; workplace; chronic disease; musculoskeletal disease; presenteeism; qualitative research","","","","","","","European Musculoskeletal Health Surveillance and Infomation Network, Executive Agency for Health and Consumers Musculoskeletal Health in Europe Report v5.0, Exec. 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Skamagki; School of Sport, Exercise and Rehabilitation Sciences, Department of Physiotherapy, University of Birmingham, Birmingham, B15 2TT, United Kingdom; email: g.skamagki@bham.ac.uk","","MDPI","","","","","","16617827","","","35954704","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85136340842"
"van der Baan N.; Raemdonck I.; Bastiaens E.; Beausaert S.","van der Baan, Niels (57446704900); Raemdonck, Isabel (36094619900); Bastiaens, Ellen (57444159400); Beausaert, Simon (36080307500)","57446704900; 36094619900; 57444159400; 36080307500","Employability competences of workers in health care and finance. The role of self-directed learning orientation and job characteristics","2022","International Journal of Training and Development","26","3","","427","447","20","6","10.1111/ijtd.12264","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125918811&doi=10.1111%2fijtd.12264&partnerID=40&md5=b8c74585cfe81ff4120549d6ac75a2db","Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands; Faculty of Psychology and Educational Sciences, UCLouvain, Place du Cardinal Mercier, Louvain-la-Neuve, Belgium; EDLAB - The Maastricht University Institute for Education Innovation, Maastricht University, Maastricht, Netherlands","van der Baan N., Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands; Raemdonck I., Faculty of Psychology and Educational Sciences, UCLouvain, Place du Cardinal Mercier, Louvain-la-Neuve, Belgium; Bastiaens E., EDLAB - The Maastricht University Institute for Education Innovation, Maastricht University, Maastricht, Netherlands; Beausaert S., Department of Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands","Employability, defined as a set of competences that allow an individual to create and maintain a job, is pivotal for both organizations and employees. Organizations with an employable workforce remain competitive and individuals who are employable experience better career development. The present study investigates self-directed learning orientation (SDLO), job control, and job demand as predictors for three employability competences: occupational expertise, personal flexibility, and anticipation and optimization. Data were collected from a sample from two different sectors (health care and finance) in the Netherlands. A path model was built to investigate the relationships between the dependent and independent variables. Results indicate that SDLO and job demands relate positively to all three employability competences. These results suggest that employees with a self-directed learning orientation and employees working in a demanding job are more employable. In addition, we found that the positive relationship between SDLO and employability competences was moderated by job control. To create an employable workforce, supervisors and managers can promote employees’ orientation toward self-directed learning and pay considerable attention to job design in terms of job demands and job control. © 2022 The Authors. 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J. Train. Dev.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85125918811"
"Thian L.B.; Choong W.K.; Chang Y.H.","Thian, Lok Boon (57163846500); Choong, Wai Keng (57846222600); Chang, Yen Heng (57847101300)","57163846500; 57846222600; 57847101300","Entrepreneurship through Multidisciplinary Learning: A Cooperative Procedural Framework for Implementation","2022","International Journal of Information and Education Technology","12","10","","1118","1125","7","0","10.18178/ijiet.2022.12.10.1729","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136073216&doi=10.18178%2fijiet.2022.12.10.1729&partnerID=40&md5=49f74e0769b4fa1d4130de0ac35399e2","Centre for Future Learning and School of Education, Taylor’s University, Selangor, Malaysia; Taylor’s Me.reka Makerspace and The Design School, Taylor’s University, Selangor, Malaysia","Thian L.B., Centre for Future Learning and School of Education, Taylor’s University, Selangor, Malaysia; Choong W.K., Taylor’s Me.reka Makerspace and The Design School, Taylor’s University, Selangor, Malaysia; Chang Y.H., Centre for Future Learning and School of Education, Taylor’s University, Selangor, Malaysia","Governments and higher education institutions around the world have expressed a strong opinion that entrepreneurship among students must be enhanced to address the concern of graduate employability post-pandemic. Supporting this agenda, the Ministry of Higher Education Malaysia has launched a national Entrepreneurship Action Plan and a guide for Entrepreneurship Integrated Curriculum in 2021. While teaching entrepreneurship in higher education has gained great acceptance, transforming a traditional university to nurture student entrepreneurs is still challenging. A key challenge is to transform faculty-centric learning into multidisciplinary learning so that students from different disciplines can work cooperatively to enhance the success of an entrepreneurship venture. Hence, a design-based study has been conducted at a private university in Malaysia, with a cooperative procedural framework developed and improved through two cycles of implementation over one year period. The study was participated by academics and students from more than six disciplines including computing, design, business, bioscience, culinary art, and communication. The proposed framework highlights the importance of intentional alignment among the curriculum of collaborating courses, the mindset of collaborating academics and students, as well as the supporting ecosystem. The framework has expanded the practical knowledge of multidisciplinary learning implementation by detailing the practical steps to ensure its effective implementation. The proposed framework could be extremely helpful for institutions that are struggling to implement multidisciplinary learning across faculties, supporting the entrepreneurship agenda of the institutions. © 2022 by the authors.","cooperative learning; Entrepreneurship; higher education; Malaysia; multidisciplinary learning; procedural framework","","","","","","","","Mohamed N. A., Ali A. Y. S., Entrepreneurship education: systematic literature review and future research directions, World Journal of Entrepreneurship, Management and Sustainable Development, 17, 4, pp. 644-661; Rasiah R., Somasundram S., Tee K. P. L., Entrepreneurship in education: innovations in higher education to promote experiential learning and develop future ready entrepreneurial graduates, Journal of Engineering Science and Technology, 1, pp. 99-110, (2019); Entrepreneurship Action Plan Higher Learning Institutions (EAP-HLIs) 2021-2025, (2020); MOHE Guide to Entrepreneurship Integrated Curriculum, (2021); Nabi G., Linan F., Fayolle A., Krueger N., Walmsley A., The impact of entrepreneurship education in higher education: a systematic review and research agenda, Academy of Management Learning & Education, 16, 2, pp. 277-299, (2017); Kassean H., Vanevenhoven J., Liguori E., Winkel D. E., Entrepreneurship education: A need for reflection, real-world experience and action, International Journal of Entrepreneurial Behavior & Research, 21, 5, pp. 690-708, (2015); Yatu L., Bell R., Loon M., Entrepreneurship education research in Nigeria: current foci and future research agendas, African Journal of Economic and Management Studies, 9, 2, pp. 165-177, (2018); Fiore E., Sansone G., Paolucci E., Entrepreneurship education in a multidisciplinary environment: Evidence from an entrepreneurship programme held in Turin, Administrative Sciences, 9, 1, (2019); Li L., Wu D., Entrepreneurial education and students’ entrepreneurial intention: does team cooperation matter?, Journal of Global Entrepreneurship Research, 9, (2019); Ndedi A. 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LTH:s 9:e Pedagogiska Inspirationskonferens, pp. 26-28, (2016); Liebech-Lien B., The bumpy road to implementing cooperative learning: Towards sustained practice through collaborative action, Cogent Education, 7, 1, pp. 1-17, (2020); Meijer H., Hoekstra R., Brouwer J., Strijbos J., Unfolding collaborative learning assessment literacy: A reflection on current assessment methods in higher education, Assessment & Evaluation in Higher Education, 15, pp. 1222-1240, (2020); De Hei M, Strijbos J. W., E. Sjoer, and W. Admiraal, “Thematic review of approaches to design group learning activities in higher education: the development of a comprehensive framework, Educational Research Review, 18, pp. 33-45, (2016); Kauppi S., Muukkonen H., Suorsa T., Takala M., I still miss human contact, but this is more flexible-paradoxes in virtual learning interaction and multidisciplinary collaboration, British Journal of Educational Technology, 51, pp. 1101-1116, (2020); Admiraal W., Et al., Students as future workers: Cross-border multidisciplinary learning labs in higher education, International Journal of Technology in Education and Science (IJTES), 3, 2, pp. 85-94, (2019); Niemi R., Kiilakoski T., I learned to cooperate with my friends and there were no quarrels: Pupils’ experiences of participation in a multidisciplinary learning course, Scandinavian Journal of Educational Research, 64, pp. 984-998, (2019); Veldman M. A., Van Kuijk M. F., Doolaard S., Bosker R. J., The proof of the pudding is in the eating? Implementation of cooperative learning: differences in teachers’ attitudes and beliefs, Teachers and Teaching, 26, pp. 103-117, (2020); Anderson T., Shattuck J., Design-based research: A decade of progress in education research?, Educational Researcher, 41, 1, pp. 16-25, (2012); Zheng L., A systematic literature review of design-based research from 2004 to 2013, Journal of Computers in Education, 2, 4, pp. 399-420, (2015); McKenney S., Reeves T., Conducting Educational Design Research, (2019); Kotter J., A Sense of Urgency, (2008)","L.B. Thian; Centre for Future Learning and School of Education, Taylor’s University, Selangor, Malaysia; email: lokboon.thian@taylors.edu.my","","International Journal of Information and Education Technology","","","","","","20103689","","","","English","Int. J. Inf.  Educ. Technol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85136073216"
"Tian S.; Zhang Z.; Jia L.","Tian, Sha (57908991000); Zhang, Zhining (57908991100); Jia, Lingxiao (57910049700)","57908991000; 57908991100; 57910049700","Career adaptability of interpreting students: A case study of its development and interactions with interpreter competences in three Chinese universities","2022","Frontiers in Psychology","13","","974417","","","","0","10.3389/fpsyg.2022.974417","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138871680&doi=10.3389%2ffpsyg.2022.974417&partnerID=40&md5=531692cd6d18f31bd3ecf03de6c3e96e","School of Foreign Languages, Central South University, Changsha, China; School of Foreign Languages and Cultures, Ningxia University, Yinchuan, China","Tian S., School of Foreign Languages, Central South University, Changsha, China; Zhang Z., School of Foreign Languages and Cultures, Ningxia University, Yinchuan, China; Jia L., School of Foreign Languages and Cultures, Ningxia University, Yinchuan, China","The issue of employability has already become a well-delineated topic of study among interpreting educators. However, the current literature still lacks descriptive research on interpreting students' employability development and ignores the developmental effects of interpreter competences in this process. Moreover, the advantage of using career adaptability for measurement is also under-researched. This exploratory case study aims at taking an initial step forward, surveying interpreting students' career adaptability development and the developmental effects of different interpreter competences on major adaptability resources, and ultimately diagnosing curriculum problems and making modifications accordingly. Thirty grade 2019 interpreting students from three Chinese universities contributed to data collection, through six questionnaires in a two-wave survey. The results highlight that, throughout the Chinese MTI program, interpreting students could become more concerned and well prepared for their future (concern), more curious to explore themselves and their surroundings (curiosity), and more capable of solving problems (confidence). The results also indicate that students' knowledge and language competence serve as the major facilitators in this process, and that other interpreter competences, such as psychological competence, transfer competence, professionalism, and cross-cultural competence, are also instrumental. In order to further boost their adaptability constructs, the results suggest that students' language and knowledge competence, professionalism, and cross-cultural and mental agility still need to be improved. Five suggestions for curriculum revision have been raised accordingly. As an initial effort, the current study will hopefully inspire further studies on interpreting students' career adaptability and add more knowledge to the curriculum design from this viewpoint. Copyright © 2022 Tian, Zhang and Jia.","career adaptability; curriculum modification; interpreter competences; interpreting students; MTI program","","","","","","National Office for Philosophy and Social Sciences, NPOPSS, (21CYY004); National Social Science Fund of China, NSSFC","This research was supported by the National Social Science Foundation of China (21CYY004). ","Ahrens B., Beaton-Thome M., Rutten A., The pivot to remote online teaching on the MA in Conference Interpreting in Cologne: Lessons learned from an unexpected experience, J. Spec. Transl, 36, pp. 251-284, (2021); Akkermans J., Spurk D., Fouad N., “Careers and career development.”, Oxford Research Encyclopedia of Psychology, pp. 1-40, (2021); Albl-Mikasa M., Developing and cultivating expert interpreter competence, Interpret. 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Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85138871680"
"Arjona-Fuentes J.M.; Radic A.; Ariza-Montes A.; Han H.; Law R.","Arjona-Fuentes, Juan M. (57190347271); Radic, Aleksandar (57195509686); Ariza-Montes, Antonio (57217331422); Han, Heesup (21233360400); Law, Rob (7201502135)","57190347271; 57195509686; 57217331422; 21233360400; 7201502135","Fear and poor mental health among workers during the global cruise tourism crisis: Impact of low employability and family support","2022","International Journal of Hospitality Management","106","","103276","","","","3","10.1016/j.ijhm.2022.103276","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134353250&doi=10.1016%2fj.ijhm.2022.103276&partnerID=40&md5=8152bd756b3a9c8803957aeedae23b2c","Universidad Loyola Andalucía, Spain C/ Escritor Castilla Aguayo, 4, Córdoba, 14004, Spain; Independent Researcher, Gornji kono 8, Dubrovnik, 20000, Croatia; College of Hospitality and Tourism Management, Sejong University, 98 Gunja-Dong, Gwanjin-Gu, Seoul, 143-747, South Korea; Asia-Pacific Academy of Economics and Management, Faculty of Business Administration, University of Macau, China","Arjona-Fuentes J.M., Universidad Loyola Andalucía, Spain C/ Escritor Castilla Aguayo, 4, Córdoba, 14004, Spain; Radic A., Independent Researcher, Gornji kono 8, Dubrovnik, 20000, Croatia; Ariza-Montes A., Universidad Loyola Andalucía, Spain C/ Escritor Castilla Aguayo, 4, Córdoba, 14004, Spain; Han H., College of Hospitality and Tourism Management, Sejong University, 98 Gunja-Dong, Gwanjin-Gu, Seoul, 143-747, South Korea; Law R., Asia-Pacific Academy of Economics and Management, Faculty of Business Administration, University of Macau, China","This research examines how fear of the crisis affects the mental health of hospitality workers in the cruise industry by performing a cross-sectional survey and using partial least squares model. Results confirm that fear of pandemic-induced shutdown negatively affects the mental health of cruise ship employees. The moderating effect of perceived employability outside the cruise ship industry and family emotional support are also uncovered. This study successfully consolidates the literature on job demand, job resources, work engagement, and well-being to determine the complex essence of cruise ship employees’ work engagement and well-being. Theoretically, this study expands the scarce literature that links the fear of the crisis with employees’ poor mental health. Some previous studies have examined this relationship in other contexts of economic crisis throughout history, but, for obvious reasons, none of these studies have had the opportunity to investigate a global economic crisis associated with a health crisis. © 2022 Elsevier Ltd","COVID-19; Cruise ship employees; Employability; Family support; Mental health","","","","","","","","Abendroth A.K., den Dulk L., Support for the work-life balance in Europe: the impact of state, workplace and family support on work-life balance satisfaction, Work, Employ. Soc., 25, 2, pp. 234-256, (2011); Adams G.A., King L.A., King D.W., Relationships of job and family involvement, family social support, and work-family conflict with job and life satisfaction, J. Appl. Psychol., 81, 4, pp. 411-420, (1996); Al Mala W., How COVID-19 changes the HRM practices (Adapting One HR strategy may not fit to All), SSRN Electron. J. 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Um., 14, pp. 8-18, (2016); Vives A., Amable M., Ferrer M., Moncada S., Llorens C., Muntaner C., Benavides F.G., Benach J., 2013, (2013); Wong A.K.F., Kim S., Kim J., Han H., How the COVID-19 pandemic affected hotel employee stress: employee perceptions of occupational stressors and their consequences, Int. J. Hosp. Manag., 93, pp. 1-10, (2021); Watson B., Osberg L., Job insecurity and mental health in Canada, Appl. Econ., 50, 38, pp. 4137-4152, (2018); Wilson J.M., Lee J., Fitzgerald H.N., Oosterhoff B., Sevi B., Shook N.J., Job insecurity and financial concern during the COVID-19 pandemic are associated with worse mental health, J. Occup. Environ. Med, 62, 9, pp. 686-691, (2020); Yeginsu C., (2021)","H. Han; College of Hospitality and Tourism Management, Sejong University, Seoul, 98 Gunja-Dong, Gwanjin-Gu, 143-747, South Korea; email: heesup@sejong.ac.kr","","Elsevier Ltd","","","","","","02784319","","IJHMD","","English","Int. J. Hosp. Manage.","Article","Final","","Scopus","2-s2.0-85134353250"
"Du Toit D.; Koorsen G.","Du Toit, David (55445948300); Koorsen, Gerrit (36773111700)","55445948300; 36773111700","How useful is post-graduate education in biochemistry for entry into the South African labour market?","2022","Biochemistry and Molecular Biology Education","50","4","","354","359","5","0","10.1002/bmb.21627","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128688201&doi=10.1002%2fbmb.21627&partnerID=40&md5=fdf78f0194d7696108a95bbe4ffad382","Faculty of Humanities, Department of Sociology, University of Johannesburg, Johannesburg, South Africa; Faculty of Science, Department of Biochemistry, University of Johannesburg, Johannesburg, South Africa","Du Toit D., Faculty of Humanities, Department of Sociology, University of Johannesburg, Johannesburg, South Africa; Koorsen G., Faculty of Science, Department of Biochemistry, University of Johannesburg, Johannesburg, South Africa","Biochemistry encompasses a broad range of life science disciplines. Unlike more vocational disciplines such as pharmacy or medicine, the career path associated with biochemistry is less clearly defined. An important question is whether the skills set provided by post-graduate biochemistry education, defined as BSc (Hons.), MSc, or PhD degrees, is aligned with the requirements of a career in academia or industry. This article reports on former post-graduate biochemistry students and their careers and aims to establish whether former post-graduate students perceive a post-graduate qualification in biochemistry as useful for entry into the job market. This article is based on responses of 64 former post-graduate biochemistry students from South African universities who have graduated between 2010 and 2019. Findings show that most post-graduate biochemistry graduates continue a career in academia after graduating. Some pursue a career in the industry, while a very small number of biochemistry post-graduates are currently unemployed. These findings suggest that a post-graduate degree in biochemistry provides the necessary scientific and research skills sought after by the employment sector in South Africa. © 2022 International Union of Biochemistry and Molecular Biology.","biochemistry; employability; post-graduate; skills; South Africa","Career Choice; Education, Graduate; Humans; South Africa; Students; Universities; academic achievement; decision making; human; South Africa; student; university","","","","","","","Clarke M., Rethinking graduate employability: the role of capital, individual attributes, and context, Stud High Educ, 43, 11, pp. 1923-1937, (2018); Verschoor A., Goldring J.P., Biochemistry in South Africa: a survey of career opportunities, S Afr J Sci, 93, (1997); Cranmer S., Enhancing graduate employability: best intentions and mixed outcomes, Stud High Educ, 31, 2, pp. 169-184, (2006); Saunders V., Zuzel K., Evaluating employability skills: employer and student perceptions, Biosci Educ, 15, 1, pp. 1-15, (2010); Callier V., Vanderford N.L., PhD trainees should be empowered to leverage dueling priorities, Biochem Mol Biol Educ, 42, 6, pp. 455-456, (2014); University of Toronto, (2022); Lanciano-Morandat C., Nohara H., Societal production and careers of PhDs in chemistry and biochemistry in France and Japan, Eur J High Educ, 3, 2, pp. 191-205, (2013); Dillman D.A., Smyth J.D., Christian L.M., Internet, phone, mail, and mixed-mode surveys: the tailored design method, (2014); Brown S., What do graduate destination data imply for the teaching of biochemistry?, Biochem Educ, 26, pp. 130-133, (1998)","D. Du Toit; Faculty of Humanities, Department of Sociology, University of Johannesburg, Johannesburg, South Africa; email: daviddt@uj.ac.za","","John Wiley and Sons Inc","","","","","","14708175","","BMBEC","35467076","English","Biochem. Mol. Biol. Educ.","Article","Final","","Scopus","2-s2.0-85128688201"
"Payne S.M.; Whitworth D.E.","Payne, Simon Mark (36464242900); Whitworth, David Edward (7004168236)","36464242900; 7004168236","Increasing creative self-efficacy: Developing the confidence of biochemistry undergraduates to innovate","2022","Biochemistry and Molecular Biology Education","50","3","","296","306","10","1","10.1002/bmb.21628","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128754033&doi=10.1002%2fbmb.21628&partnerID=40&md5=7a453778e1d56fa82e3ed247fced3aa9","Department of Psychology, Faculty of Earth and Life Sciences, Aberystwyth University, Ceredigion, Aberystwyth, United Kingdom; Institute of Biological, Environmental, and Rural Sciences, Faculty of Earth and Life Sciences, Aberystwyth University, Ceredigion, Aberystwyth, United Kingdom","Payne S.M., Department of Psychology, Faculty of Earth and Life Sciences, Aberystwyth University, Ceredigion, Aberystwyth, United Kingdom; Whitworth D.E., Institute of Biological, Environmental, and Rural Sciences, Faculty of Earth and Life Sciences, Aberystwyth University, Ceredigion, Aberystwyth, United Kingdom","Biochemistry graduates need to be creative, however assessing creativity requires the production of novelty, judged by or against that of peers. A related phenomenon is ‘creative self-efficacy’ (CSE) – one's self-belief in producing creative outcomes. CSE is a contributor to creativity, but is more easily assessed, and thus more amenable for targeting pedagogically. To investigate interactions between student CSE and the learning environment, a biochemistry laboratory exercise was deployed within a ‘creative’ module, wherein students created their own experimental protocols. Students completed questionnaires at the beginning and end of the module. Compared to ‘control’ modules lacking overtly creative activities, the creative module significantly increased students' perceptions of their own creativity and whether their studies had increased their creativity. Students' confidence in meeting degree learning outcomes (for instance the ability to work productively in a laboratory), and motivation to study, were also significantly increased. Marks attained from the creative exercise correlated with students' CSE, but surprisingly, students' expected marks correlated negatively with their CSE, implying they had a poor understanding of the relationship between creativity and success. Our results suggest that the learning environment can positively affect students' CSE, promoting academic attainment of learning outcomes, motivation, and their confidence as biochemists. © 2022 The Authors. Biochemistry and Molecular Biology Education published by Wiley Periodicals LLC on behalf of International Union of Biochemistry and Molecular Biology.","creativity; employability; innovation; social scaffolding","Creativity; Humans; Learning; Self Efficacy; Students; Surveys and Questionnaires; creativity; human; learning; questionnaire; self concept; student","","","","","","","Piffer D., Can creativity be measured? 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Payne; Department of Psychology, Faculty of Earth and Life Sciences, Aberystwyth University, Aberystwyth, Ceredigion, United Kingdom; email: smp14@aber.ac.uk; D.E. Whitworth; Institute of Biological, Environmental, and Rural Sciences, Faculty of Earth and Life Sciences, Aberystwyth University, Aberystwyth, Ceredigion, United Kingdom; email: dew@aber.ac.uk","","John Wiley and Sons Inc","","","","","","14708175","","BMBEC","35460309","English","Biochem. Mol. Biol. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85128754033"
"Nadai E.; Hübscher R.","Nadai, Eva (6508180757); Hübscher, Robin (57223023263)","6508180757; 57223023263","""The First One to Pick up the Phone"": Forms of Recruitment for Low-Skilled Jobs","2022","Swiss Journal of Sociology","48","2","","335","352","17","1","10.2478/sjs-2022-0017","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134372945&doi=10.2478%2fsjs-2022-0017&partnerID=40&md5=19818a698ea32d6fa77465a0b84f6584","University of Applied Sciences and Arts Northwestern Switzerland, School of Social Work, Olten, CH-4600, Switzerland","Nadai E., University of Applied Sciences and Arts Northwestern Switzerland, School of Social Work, Olten, CH-4600, Switzerland; Hübscher R., University of Applied Sciences and Arts Northwestern Switzerland, School of Social Work, Olten, CH-4600, Switzerland","Based on a qualitative study on the employability of workers without vocational qualification in five different industries, this article examines hiring practices in the labour market segment of low-skilled jobs from a sociology of conventions perspective. In the absence of educational signals, employers use personal networks and trial workdays to reduce the uncertainty regarding the quality of job applicants. However, professional and technical intermediaries become more important, thus leading to the formalization of recruitment channels and valorisation.  © 2022 Eva Nadai et al., published by Sciendo.","convention theory; labour market intermediaries; low-skilled jobs; Recruitment; valorization","","","","","","","","Abel Jorg, Hirsch-Kreinsen Hartmut, Ittermann Peter, Einfacharbeit in der Industrie. Strukturen, Verbreitung und Perspektiven, (2014); Bessy Christian, Eymard-Duvernay Francois, Les intermédiaires du marché du travail, (1997); Bessy Christian, Chauvin Pierre-Marie, The Power of Market Intermediaries: From Information to Valuation Processes, Valuation Studies, 1, 1, pp. 83-117, (2013); Bills David B., Stasio Valentina Di, Gerxhani Klarita, The Demand Side of Hiring: Employers in the Labor Market, Annual Review of Sociology, 43, 1, pp. 291-310, (2017); Bonoli Giuliano, Hinrichs Karl, Statistical Discrimination and Employers Recruitment. 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Long-Term and Global Shifts in the Employment Structure: European Jobs Monitor 2015, (2015); Eymard-Duvernay Francois, Justesse et justice dans les recrutements, Formation emploi, 101, pp. 55-69, (2008); Eymard-Duvernay Francois, Epreuves d'évaluation et chômage, (2012); Eymard-Duvernay Francois, Marchal Emmanuelle, Façons de recruter: Le jugement des compétences sur le marché du travail, (1997); Fernandez Roberto M., Castilla Emilio J., Moore Paul, Social Capital at Work: Networks and Employment at a Phone Center, American Journal of Sociology, 105, 5, pp. 1288-1356, (2000); (2021); Arbeitnehmende, die ihre Stelle über ein privates Stellenvermittlungsbüro gefunden haben (SAKE), (2021); Gesthuizen Maurice, Solga Heike, Kunster Ralf, Context Matters: Economic Marginalization of Low-Educated Workers in Cross-National Perspective, European Sociological Review, 27, 2, pp. 264-280, (2011); Hassler Benedikt, Widmer Lea, Geisen Thomas, Amstutz Nathalie, Scheidegger Nico, Wenger Nadine, Arbeitsplätze ohne formale Qualifikationsanforderungen in der Schweiz. Rekrutierungsstrategien von Unternehmen und deren sozialpolitische Bedeutung, Zeitschrift für Sozialreform, 65, 2, pp. 147-174, (2019); Hieming Bettina, Jaehrling Karen, Klaina Thorsten, Vanselow Achim, Weinkopf Claudia, Stellenbesetzung im Bereich.,einfacher"" Dienstleistungen. Abschlussbericht einer Studie im Auftrag des Bundesministeriums für Wirtschaft und Arbeit, BMWA-Dokumentation Nr. 550, (2005); Imdorf Christian, Emotions in the Hiring Process: How ""Gut Feelings"" Rationalize Personnel Selection Decisions, Emotionalizing Organizations and Organizing Emotions, pp. 84-105, (2010); Larquier Guillemette de, Une approche conventionnaliste du marché du travail fondée sur le recrutement des entreprises, (2016); Larquier Guillemette de, Marchal Emanuelle, Le jugement des candidats par les entreprises lors des recrutements, (2008); Larquier Guillemette de, Marchal Emanuelle, Does the Formalization of Practices Enhance Equal Hiring Opportunities? 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Enquête sur le marché du travail, (2015); Marchal Emmanuelle, Mellet Kevin, Rieucau Geraldine, Job Board Toolkits: Internet Match-making and Changes in Job Advertisements, Human Relations, 60, 7, pp. 1091-1113, (2007); Marchal Emanuelle, Rieucau Geraldine, Le recrutement, (2010); Marsden Peter V., Gorman Elizabeth H., Social Networks, Job Changes, and Recruitment, Sourcebook of Labor Markets, pp. 467-502, (2001); Monchatre Sylvie, Embaucher ou habiliter ? Recrutement et espaces de (non-) qualification dans l'hôtellerie-restauration, Travail et emploi, 155-156, 3, pp. 93-114, (2018); Murphy Emily C., Oesch Daniel, Is Employment Polarisation Inevitable? Occupational Change in Ireland and Switzerland, 1970-2010, Work, Employment and Society, 32, 6, pp. 1099-1117, (2018); Nadai Eva, Gonon Anna, Simple Jobs"" for Disqualified Workers. 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A Conventionalist Analysis, Historical Social Research, 44, 1, pp. 92-118, (2019); Rieucau Geraldine, Getting a Low-Paid Job in French and UK Supermarkets: From Walk-in to Online Application?, Employee Relations, 37, 1, pp. 141-156, (2015); Salognon Marie, Reorienting Companies' Hiring Behaviour: An Innovative ""Back-to-Work"" Method in France, Work, Employment and Society, 21, 4, pp. 713-730, (2007); Smith Vicki, Neuwirth Esther B., Temporary Help Agencies and the Making of a New Employment Practice, Academy of Management Perspectives, 23, 1, pp. 56-72, (2009); Spence Michael, Job Market Signaling, The Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Strubing Jorg, Grounded Theory: Zur sozialtheoretischen und epistemologischen Fundierung eines pragmatistischen Forschungsstils, (2014); Die Temporärarbeitenden in der Schweiz 2018-Wer sie sind. Wo sie arbeiten. Wie zufrieden sie sind, (2018); Tardos Katalin, Pedersen Jacob Jepsen, Recruitment Channels and Strategies for Employing the Low-Skilled Workers in Europe, Review of Sociology, 4, pp. 95-112, (2011); Tranchant Lucas, L'intérim de masse comme vecteur de disqualification professionnelle. Le cas des emplois ouvriers de la logistique, Travail et emploi, 155-156, pp. 115-140, (2018); Waldinger Roger, Lichter Michael I., How the Other Half Works: Immigration and the Social Organization of Labor, (2003)","","","Sciendo","","","","","","03793664","","","","English","Swiss J. Sociol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85134372945"
"Phillippi S.; Thomas C.L.; Gastanaduy M.; Sawyer M.","Phillippi, Stephen (55660380300); Thomas, Casey L. (57210961901); Gastanaduy, Mariella (8764189200); Sawyer, Melissa (57190432891)","55660380300; 57210961901; 8764189200; 57190432891","Reducing Disparities in Academic Outcomes Among Youth of Color: Evidence From an Alternative Education Program","2022","Remedial and Special Education","43","3","","172","182","10","1","10.1177/07419325211040558","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114622073&doi=10.1177%2f07419325211040558&partnerID=40&md5=fc5f9180c3fac457171a71f54a0e7077","Louisiana State University, New Orleans, United States","Phillippi S., Louisiana State University, New Orleans, United States; Thomas C.L., Louisiana State University, New Orleans, United States; Gastanaduy M., Louisiana State University, New Orleans, United States; Sawyer M., Louisiana State University, New Orleans, United States","The differential treatment of youth of color in schools perpetuates disparities in academic outcomes. Alternative education programs may represent a constructive approach to preventing or mitigating these disparities. This study examines the outcomes of an urban alternative education program in the United States. Secondary analysis of demographic, psychosocial, and academic data from all program participants (N = 232) during a 3-year study period was conducted. Descriptive statistics summarize demographic characteristics, and bivariate analyses examine the strength of association and interrelationships among individual variables, program retention, and educational attainment. Results show grade-level advancement, employability, and, therefore, decreased risk for justice involvement, regardless of students’ histories of lower academic performance, unemployment, behavioral health conditions, and justice system or child protective services contact. This evaluation offers a framework for replication and recommendations for future research examining alternative education programs. © Hammill Institute on Disabilities 2021.","academics; alternative education; disparities; urban education; youth","","","","","","","","Kids count data center: Louisiana profile, (2010); Athay M.M., Kelley S.D., Dew-Reeves S.E., Brief Multidimensional Students’ Life Satisfaction Scale–PTPB version (BMSLSS-PTPB): Psychometric properties and relationship with mental health symptom severity over time, Administration and Policy in Mental Health, 39, 1-2, pp. 30-40, (2012); Barad A., Vaughan D., High school disconnection: Insights from the inside, (2013); Barnes J.C., Motz R.T., Reducing racial inequalities in adulthood arrest by reducing inequalities in school discipline: Evidence from the school-to-prison pipeline, Developmental Psychology, 54, 12, pp. 2328-2340, (2018); Burris C.C., Welner K.G., Closing the achievement gap by detracking, Phi Delta Kappan, 86, 8, pp. 594-598, (2005); Carswell S.B., Hanlon T.E., O'Grady K.E., Watts A.M., Pothong P., Prevention related research targeting African American alternative education program students, Education and Urban Society, 46, 4, pp. 434-449, (2014); Cartledge G., Dukes C., Disproportionality of African American children in special education: Definitions and dimensions, The SAGE handbook of African American education, pp. 383-398, (2008); Carver P.R., Lewis L., Tice P., Alternative schools and programs for public school students at risk of educational failure: 2007–2008, (2010); Chen G., Gully S.M., Eden G., Validation of a new general self-efficacy scale, Organizational Research Methods, 4, 1, pp. 62-83, (2001); Cradle to prison pipeline fact sheet, (2009); Curran C.F., Estimating the effect of state zero tolerance laws on exclusionary discipline, racial discipline gaps, and student behavior, Educational Evaluation and Policy Analysis, 38, 4, pp. 647-668, (2016); Darensbourg A., Perez E., Blake J.J., Overrepresentation of African American males in exclusionary discipline: The role of school-based mental health professionals in dismantling the school to prison pipeline, Journal of African American Males in Education, 1, 3, pp. 196-211, (2010); Tests of adult basic education, (2019); Deci E.L., Ryan R.M., The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior, Psychological Inquiry, 11, 4, pp. 227-268, (2000); Dixson A.D., Anderson C.R., Where are we? 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The cost of racism for people of color: Contextualizing experiences of discrimination, pp. 189-201, (2016); Dixson A.D., Royal C., Henry K.L., School reform and school choice, Handbook of urban education, pp. 474-503, (2014); Duardo DeNobile S.A., An analysis of public alternative education schools and programs in the state of New Jersey: A comparison to national data, (2009); DuBois D.L., Holloway B.E., Valentine J.C., Cooper H., Effectiveness of mentoring programs for youth: A meta-analytic review, American Journal of Community Psychology, 30, 2, pp. 157-197, (2002); Farrelly S.G., Daniels E., Understanding alternative education: A mixed methods examination of student experiences, NCPEA Education Leadership Review of Doctoral Research, 1, pp. 106-121, (2014); Flynn R., Albrecht L., Scott S.D., Two approaches to focus group data collection for qualitative health research: Maximizing resources and data quality, International Journal of Qualitative Methods, 17, 1, pp. 1-9, (2018); Foley R.M., Pang L.S., Alternative education programs: Program and student characteristics, High School Journal, 89, 3, pp. 10-21, (2006); Funk B.A., Huebner S.E., Valois R.F., Reliability and validity of a Brief Life Satisfaction Scale with a high school sample, Journal of Happiness Studies, 7, 1, pp. 41-54, (2006); Goodall C., There is more flexibility to meet my needs”: Educational experiences of autistic young people in mainstream and alternative education provision, Support for Learning, 34, 1, pp. 4-33, (2019); Harlow C.W., Education and correctional populations, (2003); Heitzeg N.A., The school-to-prison pipeline: Education, discipline, and racialized double standards (racism in American institutions), (2016); Henrich R.S., Expansion of an alternative school typology, Journal of At-Risk Issues, 11, 1, pp. 25-37, (2005); Henry K.L., Dixson A.D., Locking the door before we got the keys”: Racial realities of the charter school authorization process in post-Katrina New Orleans, Educational Policy, 30, 1, pp. 218-240, (2016); Hill P., Coming of age: African American male rites-of-passage, (1992); Huebner E.S., Suldo S., Valois R.F., Zullig K., Brief Multi-Dimensional Students’ Life Satisfaction Scale: Sex, race and grade effects for a high school sample, Psychological Reports, 94, 1, pp. 351-356, (2004); Education under arrest: The case against police in schools, (2011); Krezmien M.P., Leone P.E., Wilson M.G., Marginalized students, school exclusion, and the school to-prison pipeline, Juvenile justice sourcebook, pp. 267-288, (2014); Ksinan A.J., Vazsonyi A.T., Jiskrova G.K., Peugh J.L., National ethnic and racial disparities in disciplinary practices: A contextual analysis in American secondary schools, Journal of School Psychology, 74, 1, pp. 106-125, (2019); Ladson-Billings G.J., Tate W.F., Towards a theory of critical race theory of education, Teachers College Record, 97, 1, pp. 47-68, (1995); Lagana-Riordan C., Aguilar J.P., Franklin C., Streeter C.L., Kim J.S., Tripodi S.J., Hopson L.M., At-risk students’ perceptions of traditional schools and a solution focused public alternative school, Preventing School Failure, 55, 3, pp. 105-114, (2011); Lateef H., What is African-centered youth development? A content analysis of Bantu perspectives, Journal of Ethnic & Cultural Diversity in Social Work, (2021); Lea C.H., Crume H.J., Hill D., Traditions are not for me”: Curriculum, alternative schools, and formerly incarcerated young Black men’s academic success, Social Sciences, 9, 12, (2020); LACES, (2019); Annual population reports and estimates, (2010); Maillet A.L., Six powerful practices for alternative education programs, Preventing School Failure, 61, 3, pp. 234-238, (2017); Mallett C.A., The school-to-prison pipeline: Disproportionate impact on vulnerable children and adolescents, Education and Urban Society, 49, 6, pp. 563-592, (2016); McCarter S.A., Disproportionate minority contact in the American juvenile justice system: Where are we after 20 years, a philosophy shift, and three amendments?, Journal of Forensic Social Work, 1, 1, pp. 96-107, (2011); McCarter S.A., The school-to-prison pipeline: A primer for social workers, Social Work, 62, 1, pp. 53-61, (2017); McGee J.J., Lin F.Y., Providing a supportive alternative education environment for at-risk students, Preventing School Failure, 61, 2, pp. 181-187, (2017); Mirowsky J., Age, subjective life expectancy, and the sense of control: The horizon hypothesis, The Journals of Gerontology: Series B, 52B, 3, pp. S125-S134, (1997); Mirowsky J., Ross C., Eliminating defense and agreement bias from measures of the sense of control: A 2×2 index, Social Psychology Quarterly, 54, 2, pp. 127-145, (1991); Louisiana student groups and gaps, (2019); Criminal justice fact sheet, (2019); Demographic profiles, (2016); Oakes J., Keeping track: How schools structure inequality, (1985); (2014); Pace S., From correctional education to school reentry: How formerly incarcerated youth can achieve better educational outcomes, Texas Journal on Civil Liberties & Civil Rights, 23, 2, pp. 127-144, (2018); Phillippi S., Thomas C.L., Gastanaduy M., Hammack A., Sawyer M., Inclusive policy development in a community-based alternative education program serving LGBT youth, Preventing School Failure, 65, 2, (2020); Reeve J., Self-determination theory applied to educational settings, Handbook on self-determination research, pp. 183-203, (2002); Scherbaum C.A., Cohen-Charash Y., Kern M.J., Measuring general self efficacy: A comparison of three measures using item response theory, Educational and Psychological Measurement, 66, 6, pp. 1047-1063, (2006); The Schott 50 state report on public education and Black males, (2010); Skiba R., Arredondo M.I., Williams N.T., More than a metaphor: The contribution of exclusionary discipline to a school-to-prison pipeline, Equity & Excellence in Education, 47, 4, pp. 546-564, (2014); Louisiana quarterly juvenile justice indicators: An up-to-date view of juvenile custody and supervision populations, (2020); Sweeten G., Who will graduate? Disruption of high school education by arrest and court involvement, Justice Quarterly, 23, 4, pp. 462-480, (2006); Tyner A., The emergence of the school-to-prison pipeline, (2017); Tyson K., Integration interrupted: Tracking, Black students and acting White after Brown, (2011); National public school drop-outs fact sheet, (2008); 2015-16 civil rights data collection: School climate and safety, (2018); OJJDP quarterly reporting statistical briefing book: Juvenile population characteristics, (2011); Uniform crime report: Crime in the United States, (2011); Warfield-Coppock N., The rites of passage movement: A resurgence of African-centered practices for socializing African American youth, The Journal of Negro Education, 61, 4, pp. 471-482, (1992); Washington G., Caldwell L.D., Watson J., Lindsey L., African American rites of passage interventions: A vehicle for utilizing African American male elders, Journal of Human Behavior in the Social Environment, 27, 1-2, pp. 100-109, (2017); Welner K.G., Oakes J., Navigating the politics of detracking, (2000); Wolinsky F.D., Wyrwich K.W., Metz S.M., Babu A.N., Tierny W.M., Kroenke K., Test-retest reliability of the Mirowsky-Ross 2×2 index of the sense of control, Psychological Reports, 94, 2, pp. 725-732, (2004); Zimmerman B., Self-efficacy: An essential motive to learn, Contemporary Educational Psychology, 25, 1, pp. 82-91, (2000); Zolkoski S.M., Bullock L.M., Gable R.A., Factors associated with resilience: Perspectives of graduates of alternative education programs, Preventing School Failure, 60, 3, pp. 231-243, (2016)","C.L. Thomas; Louisiana State University, New Orleans, United States; email: ctho44@lsuhsc.edu","","SAGE Publications Inc.","","","","","","07419325","","","","English","Remedial Spec. Educ.","Article","Final","","Scopus","2-s2.0-85114622073"
"Miller E.; Konstantinou I.","Miller, Elizabeth (57217653315); Konstantinou, Iro (57219337220)","57217653315; 57219337220","Using reflective, authentic assessments to embed employability skills in higher education","2022","Journal of Work-Applied Management","14","1","","4","17","13","10","10.1108/JWAM-02-2021-0014","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129427367&doi=10.1108%2fJWAM-02-2021-0014&partnerID=40&md5=caf1c4f894fdc6df3868c0da6b628c21","Pearson Business School, Pearson College London, London, United Kingdom; Pearson College London, London, United Kingdom","Miller E., Pearson Business School, Pearson College London, London, United Kingdom; Konstantinou I., Pearson College London, London, United Kingdom","Purpose: Reflection on performance and progress prepares students for workplace environments where self-management is expected, and yet this is something students are not often required to do formally in higher education (HE). This paper explores this gap in students' ability and seeks to address it through a reconsideration of summative assessment practices which, particularly in light of COVID-19, must align with the needs of graduates and their employers. Design/methodology/approach: The paper draws from data collected from the summative reflective assessment reports that degree apprentices (DAs) submitted during the final year of their Business Management degree while undertaking a problem-based module. We undertook a document analysis of these reports and used thematic analysis where we systematically looked for repeated themes in students' reflections. Findings: Students problematise the skills needed during COVID-19, and beyond, both in their academic studies and the workplace. Authentic assessment provides opportunities for students to work on skills and projects which are relevant to them. Through reflective accounts of skills they developed, students were able to bridge academic and professional practice and identify areas of convergence. Students engaged with academic theories in a constructive and meaningful way which suggests that authentic reflective accounts as part of assessment have the potential to maintain academic rigour. Originality/value: Skills development can bring the workplace into HE in a meaningful and systematic way and this article provides guidance for those looking to introduce reflection on skills to other courses. We suggest how this model can be utilised across modules which do not have work-integrated learning in their delivery. © 2021, Elizabeth Miller and Iro Konstantinou.","Authentic assessment; COVID-19; Employability; Higher education; Reflection; Skills development; Work-integrated learning","","","","","","","","Ajjawi R., Tai J., Dawson P., Boud D., Conceptualising evaluative judgement for sustainable assessment in higher education, Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work, pp. 7-17, (2018); Ashford-Rowe K., Herrington J., Brown C., Establishing the critical elements that determine authentic assessment, Assessment and Evaluation in Higher Education, 39, 2, pp. 205-222, (2014); Bandura A., Social Foundations of Thought and Action: A Social Cognitive Theory, (1986); Belanchew T., Surkin R., This is the new skills gap for young people in the age of COVID-19, World Economic Forum, (2020); Bosco A.M., Ferns S., Embedding of authentic assessment in work-integrated learning curriculum, Asia-Pacific Journal of Cooperative Education, 15, 4, pp. 281-290, (2014); Boud D., Avoiding the traps: seeking good practice in the use of self-assessment and reflection in professional courses, Social Work Education, 18, 2, pp. 121-132, (1999); Boud D., Cressey P., Docherty P., Productive Reflection at Work: Learning for Changing Organisations, (2005); Bowen G., Document analysis as a qualitative research method, Qualitative Research Journal, 9, 2, pp. 27-40, (2009); Bradley A., Quigley M., Bailey K., How well are students engaging with the careers services at university?, Studies in Higher Education, 46, 4, pp. 663-676, (2021); Braun V., Clarke V., Hayfield N., Terry G., Thematic analysis, Handbook of Research Methods in Health Social Sciences, (2018); Bridgstock R., The graduate attributes we've overlooked: enhancing graduate employability through career management skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); What determines perceived graduate employability? Exploring the effects of personal characteristics, academic achievements and graduate skills in a survey experiment, Studies in Higher Education, pp. 1-18, (2020); Beres L., Fook J., Learning Critical Reflection: Experiences of the Transformative Learning Process, (2019); Education and Learning for the Modern World: CBI/Pearson Education and Skills Survey Report 2019, (2019); Cendon E., Bridging theory and practice: reflective learning in Higher Education, Handbook of Research on Quality Assurance and Value Management in Higher Education, (2016); Chism N.V.N., Banta T.W., Enhancing institutional assessment efforts through qualitative methods, New Directions for Institutional Research, 2007, 136, pp. 15-28, (2007); Cooper L., Orrell J., Bowden M., Work Integrated Learning: A Guide to Effective Practice, (2010); Cumming J., Graham M., Contextualising authentic assessment, Assessment in Education: Principles, Policy and Practice, 6, 2, pp. 177-194, (1999); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education and Training, 49, 4, pp. 277-289, (2007); Feld A., Riech A., Stork K., Durth S., Thriving after COVID-19: what skills do employees need? McKinsey Accelerate, (2020); Ferrazzi K., How to build trust in a virtual workplace, Harvard Business Review, (2012); Fook C.Y., Sidhu G.K., Authentic assessment and pedagogical strategies in higher education, Journal of Social Sciences, 6, 2, pp. 153-161, (2010); Gonczi A., Competency based assessment in the professions in Australia, Assessment in Education, 1, 1, pp. 27-44, (1994); Herrington J., Herrington A., Authentic conditions for authentic assessment: aligning task and assessment, Critical Visions, Proceedings of the 29th HERDSA Annual Conference, pp. 146-151, (2006); Konstantinou I., Miller E., Investigating work-integrated learning and its relevance to skills development in degree apprenticeships, Higher Education, Skills and Work-Based Learning, 10, 5, pp. 767-781, (2020); Lew M., Schmidt H., Self-reflection and academic performance: is there a relationship?, Advances in Health Science Education, 16, pp. 529-545, (2011); Lillis F., Bravenboer D.W., The best practice in work-integrated pedagogy for degree apprenticeships in a post-viral future, Higher Education, Skills and Work-Based Learning, 10, 5, pp. 727-739, (2020); Lisa E., Hennelova K., Newman D., Comparison between employers' and students' expectations in respect of employability skills of university graduates, International Journal of Work-Integrated Learning, 20, 1, pp. 71-82, (2019); McCarthy J., Reflective writing, higher education and professional practice, Journal for Education in the Built Environment, 6, 1, pp. 29-43, (2011); Peterson E.A., Business Law 360 Degrees: bridging the gap between theory and practice, Journal of Management and Sustainability, 4, 3, (2014); Pokhrel S., Chhetri R., A literature review on impact of COVID-19 pandemic on teaching and learning, Higher Education for the Future, 8, 1, pp. 133-141, (2021); Ram S., Coll R., Eames C., Paku L., Lay M., Ayling D., Hodges D., Bhat R., Fleming J., Ferkins L., Wiersma C., Martin A., An Exploration of the Pedagogies Employed to Integrate Knowledge in Work-Integrated Learning in New Zealand Higher Education Institutions, (2009); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Rowe A.D., Zegwaard K.E., Developing graduate employability skills and attributes: curriculum enhancement through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 87-99, (2017); Ryan M., The pedagogical balancing act: teaching reflection in higher education, Teaching in Higher Education, 18, 2, pp. 144-155, (2013); Schon D.A., The Reflective Practitioner: How Professionals Think in Action, (1983); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers' perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Swaffield S., Getting to the heart of authentic assessment for learning, assessment in education: principles, Policy and Practice, 18, 4, pp. 433-449, (2011); Tang K.N., Beyond employability: embedding soft skills in Higher Education, The Turkish Online Journal of Educational Technology, 18, 2, pp. 1-9, (2019); Torrance, Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning, Assessment in Education: Principles, Policy and Practice, 14, 3, pp. 281-294, (2007); Van Beveren L., Roets G., Buysse A., Rutten K., We all reflect, but why?: a systematic review of the purposes of reflection in higher education in social and behavioral sciences, Educational Research Review, 24, pp. 1-9, (2018); Veine V., Kalvig Anderson M., Haugland Andersen N., Christian Espenes T., Bredesen Soyland T., Wallin P., Reams J., Reflection as a core student learning activity in higher education - insights from nearly two decades of academic development, International Journal for Academic Development, 25, 2, pp. 147-161, (2020); Walker P., Finney N., Skill development and critical thinking in higher education, Teaching in Higher Education, 4, 4, pp. 531-547, (1999); Walker A., Leary H., A problem based learning meta analysis: differences across problem types, implementation types, disciplines, and assessment levels, Interdisciplinary Journal of Problem-Based Learning, 3, 1, (2009); Wiggins G., The case for authentic assessment, Practical Assessment, Research, and Evaluation, 2, (1990); Yap C., Bridging the theory-practice gap: work-based business learning, International Journal for Learning, 18, 8, pp. 127-140, (2012); Yorke M., The development and initial use of a survey of student ‘belongingness’, engagement and self-confidence in UK higher education, Assessment and Evaluation in Higher Education, 41, 1, pp. 154-166, (2016)","E. Miller; Pearson Business School, Pearson College London, London, United Kingdom; email: Elizabeth.miller@pearsoncollege.com","","Emerald Group Holdings Ltd.","","","","","","22052062","","","","English","J. Work. Appl. Manag.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85129427367"
"Triki N.","Triki, Nesrine (57202042396)","57202042396","LANGUAGE POLICY AND PLANNING: ASPECTS OF PLURILINGUALISM AT AN ITALIAN UNIVERSITY","2022","RiCognizioni","9","17","","9","28","19","1","10.13135/2384-8987/6667","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133680947&doi=10.13135%2f2384-8987%2f6667&partnerID=40&md5=84b04be83a504b3f5bdcd08bd3a08270","","","This paper explores the various aspects of plurilingual language policies at the University of Turin. An ethnographic document analysis substantiated with a student survey indicate that plurilingual manifestations serve three main themes: (1) a plurilingual curriculum with much emphasis on foreign language competencies across disciplines, (2) plurilingual policies for internationalisation purposes fostering quality education, mobility, employability and networking, and (3) a plurilingual external communication strategy aiming at promoting the university’s visibility for a worldwide academic audience. The policies adopted by the university, however, need to be more transparent and further consolidated so that the impact on the student community can be more significant and tangible. © 2022, Universita degli Studi di Torino, Dipartimento di Lingue e Letterature Straniere e Culture Moderne. All rights reserved.","Internationalisation of Higher Education; Language Policy and Planning; Plurilingualism","","","","","","","","Ackerley K., What the students can teach us about EMI and language issues, Sharing Perspectives on English-Medium Instruction, pp. 257-284, (2017); Araujo e SA M. H., Melo-Pfeifer S., Online plurilingual language interaction: identity construction and the development of the plurilingual competence of students and teachers. A focus on intercomprehension, Routledge Handbook of Plurilingual Language Education, (2021); Bagni M., Learners’ Views of EMI: Non-Native Speaker Teachers’ Competence and ELF in an Italian Master’s Degree Programme, EMI and Beyond: Internationalising Higher Education Curricula in Italy, pp. 133-163, (2021); Ball S. J., Education reform: A critical and post-structural approach, (1994); Beelen J., Jones E., Redefining internationalization at home, The European higher education area, pp. 59-72, (2015); Bowen G. A., Document Analysis as a Qualitative Research Method, Qualitative Research Journal, 9, 2, pp. 27-40, (2009); Broggini S., Costa F., A Survey of English-medium Instruction in Italian Higher Education: An Updated Perspective from 2012 to 2015, Journal of Immersion and Content-Based Language Education, 5, 2, pp. 240-266, (2017); Byram M., From foreign language education to education for intercultural citizenship, (2008); Byram M., Parmenter L., The Common European Framework of Reference: The globalization of language education policy, Languages for intercultural communication and education, (2012); Canagarajah S., Ethnographic methods in language policy, An Introduction to Language Policy: Theory and Method, 2006, pp. 153-169, (2006); Canagarajah A. S., Reconstructing local knowledge, reconfiguring language studies, Reclaiming the Local in Language Policy and Practice, pp. 3-24, (2005); Canagarajah S., Translanguaging in the classroom: Emerging issues for research and pedagogy, Applied Linguistics Review, 2, pp. 1-28, (2011); Canagarajah S., Liynage I., Lessons from pre-colonial multilingualism, The Routledge handbook of multilingualism, pp. 49-65, (2012); Canagarajah. S, Translingual practice as spatial repertoires: Expanding the paradigm beyond structuralist orientations, Applied Linguistics, 39, 1, pp. 31-54, (2018); Chao M. M., Kung F. Y. H., Yao D. J., Understanding the divergent effect of multicultural exposure, Int. J. Intercult. Relat, 47, pp. 78-88, (2015); Misure e azioni per una politica linguistica all’Università di Torino, (2018); Clark C., Perceptions of EMI: The Students’ View of a Master’s Degree Programme, Sharing Perspectives on English-Medium Instruction, pp. 285-308, (2017); Corino E., Costa M., Garbarino S., Multilingualismo, intercomprensione e politiche linguistiche, in UNITA a Factory for the European University, (2022); Costa F., Coleman J. A., A survey of English medium instruction in Italian higher education, International Journal of Bilingual Education and Bilingualism, 16, 1, pp. 3-19, (2013); Plurilingual and Pluricultural Competence, (2009); From Linguistic Diversity to Plurilingual Education: Guide for The Development of Language Education Policies in Europe, (2007); Guide for the development and implementation of curricula for plurilingual and intercultural … education, (2016); Creese A., Blackledge A., Translanguaging and identity in educational settings, Annual Review of Applied Linguistics, 35, pp. 20-35, (2015); Crystal D, Multilingualism and the Internet, (2010); Diaz A. R., Developing critical languaculture pedagogies in higher education. languages for intercultural communication and education, (2013); Strengthening European Identity through Education and Culture, (2017); Franceschini R., Mehrsprachige Universitäten sollten eine Selbstverständlichkeit werden: Capacità cognitive, and the Asset of Multilingualism, Bi-and multilingual universities: European perspectives and beyond, pp. vii-vix, (2009); Galante A., Okubo K., Cole C., Elkader N. 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"Saeed M.N.","Saeed, Mohamed Nasr (57951704700)","57951704700","Does Strategic Agility and Organizational Ambidexterity Affect the Relationship Between Talents Management and Human Capital Sustainability?","2022","Res Militaris","12","2","","494","508","14","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141144862&partnerID=40&md5=a670828709d86ec0e7c892860f47d5fd","Business Administration Dept., Faculty of Commerce, Benha University, Egypt","Saeed M.N., Business Administration Dept., Faculty of Commerce, Benha University, Egypt","Will strategic agility, organizational ambidexterity, human capital sustainability, environmental sustainability and talents management alter the competitive landscape and reconfigure the opportunities and dangers that multinational pharmaceuticals manufacturing companies in Egypt to facing COVID-19? How do managers discover, exploit, and maintain talents and manage them to take advantage of those talents and turn them into a positive element? Is human capital sustainability enhanced by talent management? Is talents management linked to organizational ambidexterity and /or strategic agility? In other words, is there a role of strategic agility practices and the organizational ambidexterity (exploration and exploitation) talents and sustainability of human capital? a sample of (382) managers and employees from multi-pharmaceuticals manufacturing companies in Egypt which surveyed. Research investigates impacts of talents management on the sustainability of human capital from the perspective of organizational ambidexterity through its two dimensions (exploration and exploitation)-as a mediator variable, The five hypotheses of the study were accepted. Results show that talent management (TM) has a positive impact on human capital sustainability (HCS) and strategic agility (SA) moderate linking between talent management (TM) and human capital sustainability (HCS). which includes ingenious solutions in creative ways by exploring and exploiting those talents and formulating and analyzing the nature of those talents to reach ingenious solutions from perspective of strategic agility as a moderator variable which consisting of: (decision-making agility, sensing agility and acting agility). © 2022, Association Res Militaris. All rights reserved.","bibliometric analysis; Employability; employees' attitudes; human capital; leadership unity; organizational ambidexterity; Organizational excellence; strategic agility; strategic sensitivity; sustainability; talents management; work engagement","","","","","","","","kurtany AL, Et al., The Effect of Strategic Agility Dimensions in Enhancing The Immune System: A Survey Of The Opinions Of Sample in The National Insurance Company, International Journal of Psychosocial Rehabilitation, 24, pp. 11291-11318, (2020); Allen N. J., Meyer J. P., The measurement and antecedents of affective, continuance, and normative commitment to the organization, Journal of Occupational Psychology, 63, pp. 1-18, (1990); Anderson J. C., Gerbing D. W., Structural equation modeling in practice: A review and recommended two-step approach, Psychological bulletin, 103, 3, pp. 411-423, (1988); Andriopoulos C., Lewis M. 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Saeed; Business Administration Dept., Faculty of Commerce, Benha University, Egypt; email: mohamed.said@fcom.bu.edu.eg","","Association Res Militaris","","","","","","22656294","","","","English","Res Mil.","Article","Final","","Scopus","2-s2.0-85141144862"
"Mahajan R.; Gupta P.; Misra R.","Mahajan, Renuka (56029329700); Gupta, Pragya (57211514157); Misra, Richa (56921333400)","56029329700; 57211514157; 56921333400","Employability skills framework: a tripartite approach","2022","Education and Training","64","3","","360","379","19","13","10.1108/ET-12-2020-0367","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124342694&doi=10.1108%2fET-12-2020-0367&partnerID=40&md5=f490cfb33a7f38b37215b729436ca538","Analytics and IT, Jaipuria Institute of Management Noida, Noida, India; HR, Jaipuria Institute of Management Noida, Noida, India; Decision Sciences and Operations, Jaipuria Institute of Management Noida, Noida, India","Mahajan R., Analytics and IT, Jaipuria Institute of Management Noida, Noida, India; Gupta P., HR, Jaipuria Institute of Management Noida, Noida, India; Misra R., HR, Jaipuria Institute of Management Noida, Noida, India, Decision Sciences and Operations, Jaipuria Institute of Management Noida, Noida, India","Purpose: The paper aims at examining the employability skills relevant in the unprecedented times of turbulence in businesses due to COVID-19 in the Indian context. Design/methodology/approach: The study examined the recent skills model through an extensive literature review. Exploratory factor analysis (EFA) is conducted to identify the employability skills perceived as important by multiple stakeholders. ANOVA was applied to examine the differences in perceived importance attached to these dimensions by the three stakeholders. Findings: The ten-factorial solution was extracted based on the results of EFA The findings offer a fresh perspective on digital competencies perceived as most important to ensure successful long-term employability, followed by business fundamentals and behavioral skills. Research limitations/implications: The study has been able to map perceptions of employers, faculty and students based in Delhi-NCR regarding essential employability skills. It would be worthwhile to validate the proposed employability skills framework across different geographical sections of India and ascertain if the perceptions vary in the employment sector and employer size. Practical implications: Although the study has put forth practical employability skills, there is a need for convergence between the business stakeholders and Higher Education Institutes (HEIs) to develop a broad skill-base for the fresh graduates. The study will prepare them for the volatile business environment. Originality/value: Many previous studies have lacked the employability skill framework in the Indian context from the multiple stakeholders' perspective. The HEIs can rethink their current employability, including the most prominent skills required in succeeding in a technology-enabled business environment transformed by the pandemic. © 2022, Emerald Publishing Limited.","COVID-19; Digital competencies; Employability; Exploratory factor analysis; Graduate attributes","","","","","","","","Adil S., Learning & skilling trends during and post-COVID, (2020); Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W., Competencies for the contemporary career: development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Atkinson R.D., McKay A., Digital Prosperity: Understanding the Economic Benefits of the Information Technology Revolution, (2007); Ayoubi R.M., Alzarif K., Khalifa B., The employability skills of business graduates in Syria: do policymakers and employers speak the same language?, Education + Training, 59, 1, pp. 61-75, (2017); Bano Y., Vasantha S., Review on employability skill Gap, International Journal of Research in Social Sciences, 9, 2, pp. 438-452, (2019); 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O.E.C.D. Employment Outlook 2019, (2019); Oproiu C.G., Ianos M.G., A study on employability skills of engineering graduates, The European Proceedings of Social and Behavioural Sciences, (2018)","R. Mahajan; Analytics and IT, Jaipuria Institute of Management Noida, Noida, India; email: renuka.mahajan@jaipuria.ac.in","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85124342694"
"Wu T.; Lai Q.; Ma N.; Shao Y.","Wu, Ting (57201423399); Lai, Qin (57790113800); Ma, Nan (57790113900); Shao, Yixuan (57201434393)","57201423399; 57790113800; 57790113900; 57201434393","Surviving uncertainty: A dual-path model of personal initiative affecting graduate employability","2022","PLoS ONE","17","7 July","e0270905","","","","1","10.1371/journal.pone.0270905","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133666089&doi=10.1371%2fjournal.pone.0270905&partnerID=40&md5=7ebff6b6183914ddf0af2c77c7e07574","School of Business, Zhejiang University City College, Hangzhou, China; School of Information and Electrical Engineering, Zhejiang University City College, Hangzhou, China; College of Education, Zhejiang University, Hangzhou, China; Department of Psychology and Behavioural Science, Zhejiang University, Hangzhou, China","Wu T., School of Business, Zhejiang University City College, Hangzhou, China; Lai Q., School of Business, Zhejiang University City College, Hangzhou, China; Ma N., School of Information and Electrical Engineering, Zhejiang University City College, Hangzhou, China, College of Education, Zhejiang University, Hangzhou, China; Shao Y., Department of Psychology and Behavioural Science, Zhejiang University, Hangzhou, China","The increasing uncertainty of our world raises important questions for university students on how they should respond to the employment challenges caused by changing environments. One of the central topics is the development of graduate employability. However, most previous research on graduate employability was undertaken in a stable environment, limiting our understanding of how graduate employability develops in a dynamic context. We have advanced the literature by introducing action theory to investigate the process of personal initiative affecting graduate employability in a period of environmental uncertainty. Using a time-lagged research design, we collected data from a sample of 229 Chinese university students and tested the hypothesized relationships. We find that personal initiative positively affects graduate employability through human and psychological capital. We further show that environmental uncertainty plays a contingent role in the above processes. Specifically, when a high level of environmental uncertainty is perceived, the positive indirect effect of personal initiative on graduate employability through either human capital or psychological capital is more likely to be strengthened. The theoretical and practical implications of these findings are also discussed. Copyright: © 2022 Wu et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.","","Drive; Employment; Humans; Uncertainty; article; employability; human; human experiment; major clinical study; theoretical study; uncertainty; university student; drive; employment; psychology; uncertainty","","","","","Zhejiang Provincial Education Science Planning Project, (2021SB097, 2022SCG217); National Natural Science Foundation of China, NSFC, (72072058); Ministry of Education of the People's Republic of China, MOE, (20YJC630235); Department of Education of Zhejiang Province, ZPDE, (Y202044350)","This work was supported by Zhejiang Provincial Education Department Project under Grant No. Y202044350, Zhejiang Provincial Education Science Planning Project under Grant No. 2022SCG217 and 2021SB097, National Natural Science Foundation of China under Grant No. 72072058, Humanities and Social Sciences Program of the Ministry of Education under Grant No. 20YJC630235, and Research Center of Digital Transformation and Social Responsibility Management, ZUCC.","Koffman J, Gross J, Etkind SN, Selman L., Uncertainty and COVID-19: how are we to respond?, J R Soc Med, 113, pp. 211-216, (2020); Altig D, Baker S, Barrero JM, Bloom N, Bunn P, Chen S, Et al., Economic uncertainty before and during the COVID-19 pandemic, J Public Econ, 191, (2020); Kniffin KM, Narayanan J, Anseel F, Antonakis J, Ashford SP, Bakker AB, Et al., COVID-19 and the workplace: Implications, issues, and insights for future research and action, Am Psychol, 76, pp. 63-77, (2021); Bennett D., Graduate employability and higher education: Past, present and future, HERDSA Rev High Educ, 5, pp. 31-61, (2019); Abelha M, Fernandes S, Mesquita D, Seabra F, Ferreira-Oliveira AT., Graduate Employability and Competence Development in Higher Education—A Systematic Literature Review Using PRISMA, Sustainability, 12, (2020); Sato S, Kang T-A, Daigo E, Matsuoka H, Harada M., Graduate employability and higher education’s contributions to human resource development in sport business before and after COVID-19, J Hosp Leis Sport Tour Educ, 28, (2021); Donald WE, Ashleigh MJ, Baruch Y., The university-to-work transition: responses of universities and organizations to the COVID-19 pandemic, Pers Rev, (2021); Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Batu Pahat, Johor, 86400, MALAYSIA, Ali A, Marwan H, Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Batu Pahat, Johor, 86400, MALAYSIA. 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Ma; School of Information and Electrical Engineering, Zhejiang University City College, Hangzhou, China; email: manan0831@163.com","","Public Library of Science","","","","","","19326203","","POLNC","35802629","English","PLoS ONE","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85133666089"
"Watson H.R.; Dolley M.-K.; Perwaiz M.; Saxelby J.; Bertone G.; Burr S.; Collett T.; Jeffery R.; Zahra D.","Watson, Helen R. (51261654700); Dolley, Mary-Kate (57557209400); Perwaiz, Mohammad (57273219000); Saxelby, Jocelyn (57557209500); Bertone, Gianluca (57556251600); Burr, Steven (56921727100); Collett, Tracey (11840271500); Jeffery, Robert (57556069900); Zahra, Daniel (37053022500)","51261654700; 57557209400; 57273219000; 57557209500; 57556251600; 56921727100; 11840271500; 57556069900; 37053022500","‘Everyone is trying to outcompete each other’: a qualitative study of medical student attitudes to a novel peer-assessed undergraduate teamwork module","2022","FEBS Open Bio","12","5","","900","912","12","1","10.1002/2211-5463.13395","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127310698&doi=10.1002%2f2211-5463.13395&partnerID=40&md5=1499fde01d8130b7bde486ccdf8b539c","Peninsula Medical School, University of Plymouth, United Kingdom; Peninsula Dental School, University of Plymouth, United Kingdom; University Hospitals Plymouth NHS Trust, Plymouth, United Kingdom","Watson H.R., Peninsula Medical School, University of Plymouth, United Kingdom, Peninsula Dental School, University of Plymouth, United Kingdom; Dolley M.-K., Peninsula Medical School, University of Plymouth, United Kingdom; Perwaiz M., Peninsula Medical School, University of Plymouth, United Kingdom; Saxelby J., Peninsula Medical School, University of Plymouth, United Kingdom; Bertone G., Peninsula Medical School, University of Plymouth, United Kingdom; Burr S., Peninsula Medical School, University of Plymouth, United Kingdom; Collett T., Peninsula Medical School, University of Plymouth, United Kingdom; Jeffery R., Peninsula Medical School, University of Plymouth, United Kingdom, University Hospitals Plymouth NHS Trust, Plymouth, United Kingdom; Zahra D., Peninsula Medical School, University of Plymouth, United Kingdom","The centrality of teamwork in ensuring the effective functioning of institutions across all sectors is undeniable. However, embedding teamwork into higher education has been hampered due to a range of deeply entrenched practices associated broadly with the foregrounding of knowledge, beliefs about the place of skill training and routines of assessment. As a result, despite an urgent need to address teamwork, little progress has been made with respect to progressing teamwork education. We have designed and evaluated a novel teamwork module delivered to fourth-year undergraduate medical students involving placements, a cocreated piece of work, reflection and summative peer assessment. This paper aimed to investigate whether the module increased students’ insight into teamwork, including their own skill development, and whether their perceptions of teamwork changed. Throughout the evaluation, students played a key role, with four final-year medical students working alongside others in the multidisciplinary project team. Five distinct themes emerged from our in-depth, semi-structured interviews: (a) importance and meaning; (b) insight into skill development; (c) transferability; (d) peer assessment; and (e) resistance to teamwork education. Themes had positive and negative components, and student perceptions changed in multiple ways after experiencing a longitudinal educational opportunity to develop their teamwork skills. Before practice, students focused on superficial explanations and on where they might improve. In contrast, after practice, students conveyed deeper insights, contextualisation, focus on how they might improve, and shared structured reflection. © 2022 The Authors. FEBS Open Bio published by John Wiley & Sons Ltd on behalf of Federation of European Biochemical Societies.","employability; qualitative study; skill assessment; students as partners; teamwork; transferable skills","Attitude; Humans; Peer Group; Qualitative Research; Students, Medical; article; education; employability; human; human experiment; medical student; perception; qualitative research; semi structured interview; skill; teamwork; attitude; peer group; qualitative research","","","","","","","Mello L.V., Varga-Atkins T., Edwards S.W., A structured reflective process supports student awareness of employability skills development in a science placement module, FEBS Open Bio, 11, pp. 1524-1536, (2021); Suleman F., Employability skills of higher education graduates: little consensus on a much-discussed subject, Procedia Soc Behav Sci, 228, pp. 169-174, (2016); De Prada E., Mareque M., Pino-Juste M., Teamwork skills in higher education: is university training contributing to their mastery?, Psicologia: Reflexão E Crítica, 35, (2022); Britton E., Simper N., Leger A., Stephenson J., Assessing teamwork in undergraduate education: a measurement tool to evaluate individual teamwork skills, Ass Eval Higher Educ, 42, pp. 378-397, (2017); Hughes R.L., Jones S.K., Developing and assessing college student teamwork skills, New Direct Instit Res, 2011, pp. 53-64, (2011); Riebe L., Roepen D., Santarelli B., Marchioro G., Teamwork: effectively teaching an employability skill, Education + Training, 52, pp. 528-539, (2010); Outcomes for Graduates, (2018); WHO patient safety curriculum guide for medical schools, (2009); Freedom of Information request IRI – 3169606961, (2021); Capella J., Regional teamwork key to successful COVID-19 response, J Am Coll Surg, 231, pp. 324-325, (2020); Natale J.E., Boehmer J., Blumberg D.A., Dimitriades C., Hirose S., Kair L.R., Et al., Interprofessional/interdisciplinary teamwork during the early COVID-19 pandemic: experience from a children’s hospital within an academic health center, J Interprof Care, 34, pp. 682-686, (2020); Furstenberg S., Oubaid V., Berberat P.O., Kadmon M., Harendza S., Medical knowledge and teamwork predict the quality of case summary statements as an indicator of clinical reasoning in undergraduate medical students, GMS J Med Educ, 36, (2019); Jager F., Riemer M., Abendroth M., Sehner S., Harendza S., Virtual patients: the influence of case design and teamwork on students' perception and knowledge - a pilot study, BMC Med Educ, 14, (2014); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: a European study, High Educ Europe, 33, pp. 411-422, (2008); Rowe L., Educating for the modern world: a report review, J Work-Appl Management, 11, pp. 5-16, (2019); Parker R., Hodierne L., Anderson E.S., Davies R.S., Elloy M., Academic ability and teamworking in medical students, Clin Teach, 16, pp. 209-213, (2019); Watson H.R., Burr S., Twelve tips for teaching twelve transferable skills, MedEdPublish, 7, (2018); Grady R., Gouldsborough I., Sheader E., Speake T., Using innovative group-work activities to enhance the problem-based learning experience for dental students, European J Dental Educ, 13, pp. 190-198, (2009); Park C., Wu C., Regehr G., Shining a light into the black box of group learning: medical students' experiences and perceptions of small groups, Acad Med, 95, pp. 919-924, (2020); Monrouxe L.V., Grundy L., Mann M., John Z., Panagoulas E., Bullock A., Et al., How prepared are UK medical graduates for practice? A rapid review of the literature 2009–2014, BMJ Open, 7, (2017); Hwang J.I., Yoon T.Y., Jin H.J., Park Y., Park J.Y., Lee B.J., Patient safety competence for final-year health professional students: Perceptions of effectiveness of an interprofessional education course, J Interprof Care, 30, pp. 732-738, (2016); Chandrashekar A., Mohan J., Preparing for the National Health Service: the importance of teamwork training in the United Kingdom medical school curriculum, Adv Med Educ Pract, 10, pp. 679-688, (2019); Patel V.N., Al-Dubbaisi H., Parekh K.P., Rizvi K.S.A., Roy R., Assessing teamwork in medical students, Clin Teach, 15, (2018); Furstenberg S., Harendza S., Differences between medical student and faculty perceptions of the competencies needed for the first year of residency, BMC Med Educ, 17, (2017); Bowman C., Neeman N., Sehgal N.L., Enculturation of unsafe attitudes and behaviors: student perceptions of safety culture, Acad Med, 88, pp. 802-810, (2013); Bump G.M., Coots N., Liberi C.A., Minnier T.E., Phrampus P.E., Gosman G., Et al., Comparing trainee and staff perceptions of patient safety culture, Acad Med, 92, pp. 116-122, (2017); Abbas M.R., Quince T.A., Wood D.F., Benson J.A., Attitudes of medical students to medical leadership and management: a systematic review to inform curriculum development, BMC Med Educ, 11, (2011); Gonzalo J.D., Caverzagie K.J., Hawkins R.E., Lawson L., Wolpaw D.R., Chang A., Concerns and Responses for Integrating Health Systems Science Into Medical Education, Acad Med, 93, pp. 843-849, (2018); Balasooriya C., Olupeliyawa A., Iqbal M., Lawley C., Cohn A., Ma D., Et al., A student-led process to enhance the learning and teaching of teamwork skills in medicine, Educ Health, 26, pp. 78-84, (2013); Berkhout J.J., Helmich E., Teunissen P.W., van der Vleuten C.P.M., Jaarsma A.D.C., Context matters when striving to promote active and lifelong learning in medical education, Med Educ, 52, pp. 34-44, (2018); Earis J., Garner J., Haddock D., Jenkins J., Jha V., Medical students' unique experience of army leadership training: a qualitative study, J R Army Med Corps, 163, pp. 329-332, (2017); MacPherson A., Lawrie I., Collins S., Forman L., Teaching the difficult-to-teach topics, BMJ Supp Palliative Care, 4, pp. 87-91, (2014); Maguire S., Edmondson S., Student evaluation and assessment of group projects, J Geography Higher Educ, 25, pp. 209-217, (2001); Wilson L., Ho S., Brookes R.H., Student perceptions of teamwork within assessment tasks in undergraduate science degrees, Assess Eval Higher Educ, 43, pp. 786-799, (2018); Curry S.E., Cortland C.I., Graham M.J., Role-modelling in the operating room: medical student observations of exemplary behaviour, Med Educ, 45, pp. 946-957, (2011); Biesma R., Kennedy M.C., Pawlikowska T., Brugha R., Conroy R., Doyle F., Peer assessment to improve medical student's contributions to team-based projects: randomised controlled trial and qualitative follow-up, BMC Med Educ, 19, (2019); Hastie C., Fahy K., Parratt J., The development of a rubric for peer assessment of individual teamwork skills in undergraduate midwifery students, Women and Birth, 27, pp. 220-226, (2014); Van Duzer E., McMartin F., Methods to improve the validity and sensitivity of a self/peer assessment instrument, IEEE Trans Educ, 43, pp. 153-158, (2000); Tankimovich M., Swails J., Hamburger M., Nurse Practitioner and Medical Students' perceptions of teamwork before and after a standardized patient pilot simulation, Nurs Educ Perspect, 41, pp. 171-173, (2020); O'Donoghue T., Planning Your Qualitative Research Thesis and Project. An Introduction to Interpretivist Research in Education and the Social Sciences, (2018); Goodson I.F., Studying curriculum: towards a social constructionist perspective, J Curr Studies, 22, pp. 299-312, (1990); Bourdieu P., Distinction: a social critique of the judgement of taste, (1984); Crebert G., Bates M., Bell B., Patrick C.J., Cragnolini V., Developing generic skills at university, during work placement and in employment: graduates' perceptions, Higher Educ Red Dev, 23, pp. 147-165, (2004); Jackson D., Employability skill development in work-integrated learning: barriers and best practice, Studies Higher Educ, 40, pp. 350-367, (2015); Brennan N., Bryce M., Pearson M., Wong G., Cooper C., Archer J., Towards an understanding of how appraisal of doctors produces its effects: a realist review, Med Educ, 51, pp. 1002-1013, (2017); Winstone N.E., Balloo K., Carless D., Discipline-specific feedback literacies: a framework for curriculum design, High Educ, 83, pp. 57-77, (2022); Chan C.K.Y., Fong E.T.Y., Luk L.Y.Y., Ho R., A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum, Intern J Educ Devel, 57, pp. 1-10, (2017); Pratten M.K., Merrick D., Burr S.A., Group in-course assessment promotes cooperative learning and increases performance, Anatom Sci Educ, 7, pp. 224-233, (2014); Lockeman K.S., Lanning S.K., Dow A.W., Zorek J.A., DiazGranados D., Ivey C.K., Et al., Outcomes of introducing early learners to interprofessional competencies in a classroom setting, Teach Learn Med, 29, pp. 433-443, (2017)","H.R. Watson; Peninsula Medical School, University of Plymouth, United Kingdom; email: helen.watson@plymouth.ac.uk","","John Wiley and Sons Inc","","","","","","22115463","","","35293162","English","FEBS Open Bio.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85127310698"
"Thi Ngoc Ha N.; Dakich E.","Thi Ngoc Ha, Nguyen (35770708300); Dakich, Eva (37103909800)","35770708300; 37103909800","Student internship experiences: areas for improvement and student choices of internship practices","2022","Education and Training","64","4","","516","532","16","4","10.1108/ET-09-2021-0337","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128227376&doi=10.1108%2fET-09-2021-0337&partnerID=40&md5=d57d4943c56f2099d63f5bb224ea6005","La Trobe University, Melbourne, Australia; The University of Melbourne, Melbourne, Australia","Thi Ngoc Ha N., La Trobe University, Melbourne, Australia; Dakich E., The University of Melbourne, Melbourne, Australia","Purpose: This paper investigates areas for improvement in internship practices from the perspectives of key stakeholders, such as university department leaders, host company leaders, lecturers, work supervisors, graduates, and final year students. Student choices of internship practices are also reported. Design/methodology/approach: An exploratory sequential mixed methods approach was implementing that included three focus groups, 15 individual in-depth interviews, and 461 responses to a student survey. In the qualitative phase, deductive thematic analysis was employed to explore areas for improvement in internship practices. In the quantitative phase, descriptive statistical analysis, and two non-parametric tests were used: the Mann–Whitney tests and Kruskal–Wallis tests, followed by pairwise comparisons to identify student choices of internship practices. Findings: The corroboration and triangulation of the qualitative and quantitative data sets revealed three distinct areas for improvement in internship practices in Vietnamese universities. These are internship learning outcomes, internship support, and internship assessment. Findings highlighted the crucial role of industry stakeholders, including work supervisors in the entire process of the internship, as well as the key responsibility of universities in improving student internship experiences. Originality/value: Areas for improvement and student choices of internship practices in Vietnamese universities have not been discussed previously. Findings carry practical, policy and theoretical implications for higher education in Vietnam and other countries striving to enhance student internship experiences. Hence, this study contributes to the Vietnamese and international WIL literature with its findings emerging from a complex mixed-methods design. This methodological approach offers enhanced reliability and validity of findings compared to previous research in the field that relied on a single data set. © 2022, Emerald Publishing Limited.","Graduate employability; Higher education; Internship; Mixed-methods; Vietnam; Work-integrated learning (WIL)","","","","","","La Trobe University","Funding: This work is part of a research project generously supported by a La Trobe University (Melbourne, Australia) Postgraduate Research Scholarship and a La Trobe University Full Fee Research Scholarship.","Abeysekera I., Issues relating to designing a Work-Integrated Learning (WIL) program in an undergraduate accounting degree program and its implications for the curriculum, Asia-Pacific Journal of Cooperative Education, 7, 1, pp. 7-15, (2006); Allen P., Bennett K., Heritage B., SPSS Statistics Version 22: A Practical Guide, (2014); Bilgin A.A., Rowe A.D., Clark L., Academic workload implications of assessing student learning in Work-Integrated learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 167-183, (2017); Billett S., Integrating Practice-Based Experiences into Higher Education, (2015); Bilsland C., Nagy H., Work-integrated learning in Vietnam: perspectives of intern work supervisors, Asia-Pacific Journal of Cooperative Education, 16, 3, pp. 185-198, (2015); Bowen T., Pennaforte A., The impact of digital communication technologies and new remote-working cultures on the socialization and work-readiness of individuals in WIL programs, Work-integrated Learning in the 21st Century: Global Perspectives on the Future, pp. 99-112, (2017); Creswell J.W., Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (2019); Creswell J.W., Clark V.L.P., Designing and Conducting Mixed Methods Research, (2017); Creswell J.W., Creswell J.D., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, (2017); Cribbie R.A., Keselman H.J., The effects of nonnormality on parametric, nonparametric, and model comparison approaches to pairwise comparisons, Educational and Psychological Measurement, 63, 4, pp. 615-635, (2003); Crossley J.C., Jamieson L.M., Brayley R.E., Introduction to Commercial Recreation and Tourism: An Entrepreneurial Approach, (2012); Curedale R., Interviews, Observation and Focus Groups: 110 Methods for User-Centered Design, (2013); Fleming J., Exploring stakeholders' perspectives of the influences on student learning in cooperative education, Asia-Pacific Journal of Cooperative Education, 16, 2, pp. 109-119, (2015); Fleming J., Haigh N.J., Using sociocultural insights to enhance work-integrated learning, Higher Education, Skills and Work-Based Learning, 8, 4, pp. 395-407, (2018); Fleming J., McLachlan K., Pretti J., Successful work-integrated learning relationships: a framework for sustainability, International Journal of Work-Integrated Learning, 19, 4, pp. 321-335, (2018); Gibbs G., Analysing Qualitative Data, (2008); Ha N.T.N., The involvement of industry professionals and barriers to involvement in work-integrated learning: the case of the profession-oriented higher education framework in Vietnam, Journal of Education and Work, 35, 1, pp. 92-107, (2022); Ha N.T.N., Dakich E., Grieshaber S., Factors influencing the participation of industry professionals in Work-Integrated Learning in Vietnamese universities: a qualitative approach, Higher Education, Skills and Work-Based Learning, (2021); Hesse-Biber S.N., Mixed Methods Research: Merging Theory with Practice, (2010); Jackson D., Employability skill development in work-integrated learning: barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Ferns S., Rowbottom D., McLaren D., Improving the work-integrated learning experience through a third-party advisory service, International Journal of Training Research, 15, 2, pp. 160-178, (2017); Khuong C.T.H., Work-integrated learning process in tourism training programs in Vietnam: voices of education and industry, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 149-161, (2016); Le V.C., Great expectations: the TESOL practicum as a professional learning experience, TESOL Journal, 5, 2, pp. 199-224, (2014); Marshall C., Rossman G.B., Designing Qualitative Research, (2006); Myrick F., Yonge O., Nursing Preceptorship: Connecting Practice and Education, (2005); Nevison C., Cormier L., Pretti J., Drewery D., The influence of values on supervisors' satisfaction with co-op student employees, Asia-Pacific Journal of Cooperative Education, 19, 1, pp. 1-11, (2018); Patrick C.-J., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The WIL [Work Integrated Learning] report: a national scoping study, Queensland University of Technology, (2008); Peach D., Ruinard E., Webb F., Feedback on student performance in the workplace: the role of workplace supervisors, Asia-Pacific Journal of Cooperative Education, 15, 3, pp. 241-252, (2014); Phan T.N., Lupton M., Watters J.J., Understandings of the higher education curriculum in Vietnam, Higher Education Research and Development, 35, 6, pp. 1256-1268, (2016); Robinson K., What value do stakeholders place on the academic standards and grading practices in work-integrated learning, International Journal of Work-Integrated Learning, 19, 4, pp. 349-357, (2018); Siddoo V., Janchai W., Sawattawee J., A systematic review of work integrated learning for the digital economy, International Journal of Work-Integrated Learning, 19, 4, pp. 385-398, (2018); Smith C., Ferns S., Russell L., Designing work-integrated learning placements that improve student employability: six facets of the curriculum that matter, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 197-211, (2016); Smith C., Ferns S., Russell L., Placement quality has a greater impact on employability than placement structure or duration, International Journal of Work-Integrated Learning, 20, 1, pp. 15-29, (2019); Sue V.M., Ritter L.A., Conducting Online Surveys, (2016); Swart C., An assessment of work-integrated learning for public relations in an open distance learning context, Public Relations Review, 40, 2, pp. 387-396, (2014); Tofade T., Coaching younger practitioners and students using components of the co-active coaching model, American Journal of Pharmaceutical Education, 74, 3, pp. 1-5, (2010); Tran T.T., Limitation on the development of skills in higher education in Vietnam, Higher Education, 65, 5, pp. 631-644, (2013); Tran T.T., Graduate Employability in Vietnam: A Loose Relationship between Higher Education and Employment Market, (2014); Tran L.H.N., Game of blames: higher education stakeholders' perceptions of causes of Vietnamese graduates' skills gap, International Journal of Educational Development, 62, pp. 302-312, (2018); Tran L.H.N., Nguyen T.M.D., Internship-related learning outcomes and their influential factors: the case of Vietnamese tourism and hospitality students, Education + Training, 60, 1, pp. 69-81, (2018); Tran L., Marginson S., Do H., Do Q., Le T., Nguyen N., Nguyen H., Higher Education in Vietnam: Flexibility, Mobility and Practicality in the Global Knowledge Economy, (2014); Trede F., Role of work-integrated learning in developing professionalism and professional identity, Asia-Pacific Journal of Cooperative Education, 13, 3, pp. 159-167, (2012); Von Treuer K., Sturre V., Keele S., McLeod J., An integrated model for the evaluation of work placements, Asia-Pacific Journal of Cooperative Education, 12, 3, pp. 195-204, (2011)","N. Thi Ngoc Ha; La Trobe University, Melbourne, Australia; email: nguyenthingocha24@gmail.com","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85128227376"
"Torres-Gordillo J.-J.; García-Martínez P.B.","Torres-Gordillo, Juan-Jesús (57195029005); García-Martínez, Paloma Belinda (57731792800)","57195029005; 57731792800","Employment Training at the University: Employment Expectations in Times of Pandemic","2022","Sustainability (Switzerland)","14","11","6398","","","","0","10.3390/su14116398","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131512930&doi=10.3390%2fsu14116398&partnerID=40&md5=1f9e4da9a731d2b2f4baff9b1d79ea84","Department of Educational Research Methods and Diagnostics, Facultad de Ciencias de la Educación, Universidad de Sevilla, Sevilla, 41013, Spain","Torres-Gordillo J.-J., Department of Educational Research Methods and Diagnostics, Facultad de Ciencias de la Educación, Universidad de Sevilla, Sevilla, 41013, Spain; García-Martínez P.B., Department of Educational Research Methods and Diagnostics, Facultad de Ciencias de la Educación, Universidad de Sevilla, Sevilla, 41013, Spain","This study analyses the job expectations found in early childhood education students as well as the main personal and academic aspects that influence their training during the COVID-19 pandemic. A nonexperimental ex post facto study based on a descriptive, correlational and inferential approach is developed. A total of 168 students from the University of Seville (Spain) participated. The results show a moderate to high level of expected employability. However, salary expectations and how the university is perceived regarding employability reveal more negative data. Expectations are higher for men, first-year students and those from a high socioeconomic background. The results suggest the value of offering guidance to students according to their employment preferences, before and during their training, to avoid considering the university as the only educational institution available. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","higher education; labour market; youth employment","Andalucia; Sevilla; Seville; Spain; Spain; COVID-19; education; employment; higher education; labor market; training; university sector; young population","","","","","MIDO, (SEJ-567); Universidad de Sevilla","Funding: The APC was funded by MIDO Research Group, SEJ-567, University of Seville.","Hughes D., Smith G., Youth Transitions: Creating Pathways to Success, pp. 1-55, (2020); Año 2019, (2019); Gomez-Acunas M., Perez-Vacas C., Sanchez-Herrera S., Percepción del mercado laboral de jóvenes estudiantes universitarios: Una aproximación cualitativa, Int. J. Dev. Educ. Psychol, 4, pp. 221-230, (2009); Beal K., Sommo C., Ratledge A., Forging Ahead with SUCCESS. Providing Remote Support Services to College Students, (2020); Uluoz E., Opinions of the faculty of sport sciences students on the changes in education system during COVID-19 pandemic: A qualitative research, Afr. Educ. Rres. 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Educ, 31, pp. 737-753, (2010); Rasheed H.S., Rasheed B.Y., Developing entrepreneurial characteristics in minority youth: The effects of education and enterprise experience, Ethnic Entrepreneurship: Structure and Process, pp. 261-277, (2003); Rowley G., Purcell K., Up to the Job? Graduates’ perceptions of the UK Higher Education careers service, High. Educ. Q, 55, pp. 416-435, (2001); Smith H.L., Powell B., Great expectations: Variations in income expectations among college seniors, Sociol. Educ, 63, pp. 194-207, (1990); Kvammen S., Sorte A., Isaksson K., Aase M., Medical students’ attitudes and expectations for future working conditions, Tidsskr. Nor. Laegeforen, 139, pp. 1-9, (2019); Damian J., Las expectativas de búsqueda del primer empleo de universitarios con formación híbrida. El caso de una universidad pública mexicana, Cuad. Investig. Educ, 6, pp. 33-49, (2015); Safrankova J.M., Sikyr M., Work expectations and potential employability of millennials and post-millennials on the Czech labor market, Oecon. Copernic, 8, pp. 585-599, (2017); Appianing J., Van Eck R.N., Development and validation of the Value-Expectancy STEM Assessment Scale for students in higher education, Int. J. STEM Educ, 5, (2018); Lassoued Z., Alhendawi M., Bashitialshaaer R., An Exploratory Study of the Obstacles for Achieving Quality in Distance Learning during the COVID-19 Pandemic, Educ. Sci, 10, (2020); McMillan J.H., Schumacher S., Research in Education. A Conceptual Introduction, (2001); Corbetta P., Metotodología y Técnicas de Investigación Social, (2003); Vasco C.E., Siete retos de la educación colombiana para el periodo 2006–2019, Pedagog. Saberes, 24, pp. 33-41, (2006); Adnan M., Anwar K., Online learning amid the COVID-19 pandemic: Students’ perspectives, J. Pedagog. Soc. Psychol, 2, pp. 45-51, (2020); Basilaia G., Kvavadze D., Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia, Pedagog. Res, 5, (2020); Melero-Aguilar N., Torres-Gordillo J.J., Garcia-Jimenez J., Retos del profesorado universitario en el proceso de enseñanzaaprendizaje: Aportaciones del método ECO (Explorar, Crear y Ofrecer), Form. Univ, 13, pp. 157-168, (2020); Capone V., Caso D., Donizzetti A.R., Procentese F., University Student Mental Well-Being during COVID-19 Outbreak: What Are the Relationships between Information Seeking, Perceived Risk and Personal Resources Related to the Academic Context?, Nat. Sustain, 12, (2020); Toquero C.M., Challenges and opportunities for Higher Education amid the COVID-19 pandemic: The philippine context, Pedagog. Res, 5, (2020); Lopez L.A., Ruiz C., Social innovation Hub. Developing a model on social innovation and entrepreneurship, Proceedings of the 10th International Conference on Education and New Learning Technologies EduLearn18, (2018); Torres-Gordillo J.J., Melero-Aguilar N., Garcia-Jimenez J., Improving the university teaching-learning process with ECO methodology: Teachers’ perceptions, PLoS ONE, 15, (2020)","J.-J. Torres-Gordillo; Department of Educational Research Methods and Diagnostics, Facultad de Ciencias de la Educación, Universidad de Sevilla, Sevilla, 41013, Spain; email: juanj@us.es","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85131512930"
"Mısır H.; Işık-Güler H.","Mısır, Hülya (57223108966); Işık-Güler, Hale (15922972100)","57223108966; 15922972100","“Be a better version of you!”: A corpus-driven critical discourse analysis of MOOC platforms' marketing communication","2022","Linguistics and Education","69","","101021","","","","0","10.1016/j.linged.2022.101021","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124506783&doi=10.1016%2fj.linged.2022.101021&partnerID=40&md5=ae7c900e356d48af8c590ab34b65901d","Cappadocia University, Mustafapaşa Campus, Yeni, 50420 Ürgüp/Nevşehir, Turkey; Middle East Technical University, Üniversiteler, Dumlupınar Blv. 1/6 D:133, Çankaya, Ankara, 06800, Turkey","Mısır H., Cappadocia University, Mustafapaşa Campus, Yeni, 50420 Ürgüp/Nevşehir, Turkey; Işık-Güler H., Middle East Technical University, Üniversiteler, Dumlupınar Blv. 1/6 D:133, Çankaya, Ankara, 06800, Turkey","This study examines the representation, reconstruction, and promotion of the 'ideal subject' of the job market in the promotional materials of the online/life-long learning platforms known as Massive Open Online Courses (MOOCs). We take a corpus-driven critical discourse analysis to investigate the marketing language in the subscription e-mails and websites of six English-medium MOOC platforms. The analysis shows that the platforms use an array of promotional persuasion strategies, including advice-giving, autonomization and responsibilization of individuals and reinforce a self-betterment discourse to create marketable employees. Through the use of a distinct blend of higher education, marketing, and self-help discourses, the skills-oriented language explicitly references job insecurity and urges the individual to (re)build oneself tirelessly to remain demandable/marketable, neglecting an intellectual advancement angle. This ideology legitimizes the neoliberal demands for the enterprising-self and employability and feeds into one's fear of failure, ranking individuals in the society based on a value-adding/detracting practice. © 2022 Elsevier Inc.","Corpus-driven critical discourse analysis; Enterprising-self; Higher education discourse; Job market discourse; Massive Open Online Courses; Self-help discourse","","","","","","","","Baker P., (2006); Baker P., Acceptable bias? Using corpus linguistics methods with critical discourse analysis, Critical Discourse Studies, 9, 3, pp. 247-256, (2012); Baker P., Gabrielatos C., Khosravinik M., Krzyzanowski M., Mcenery T., Wodak R., A useful methodological synergy? Combining critical discourse analysis and corpus linguistics to examine discourses of refugees and asylum seekers in the UK press, Discourse & Society, 19, 3, pp. 273-306, (2008); Brezina V., Statistics in corpus linguistics, (2018); Brezina V., Weill-Tessier P., (2020); Brown P., Hesketh A.J., The mismanagement of talent: Employability and jobs in the knowledge-based economy, (2004); Browne J., (2010); Connell I., Galasinski D., Academic mission statement: An exercise in negotiation, Discourse & Society, 9, 4, pp. 457-479, (1998); Down B., Schooling, productivity and the enterprising self: Beyond market values, Critical Studies in Education, 50, 1, pp. 51-64, (2009); Fairclough N., Critical discourse analysis: The critical study of language, (1995); Fairclough N., Critical discourse analysis and the marketization of public discourse: The universities, Discourse & Society, 4, 2, pp. 133-168, (1993); Fairclough N., A reply to Henry Widdowson's discourse analysis: A critical view, Language & Literature, 5, 1, pp. 49-56, (1996); Fairclough N., Language and power, (2001); Fairclough N., Wodak R., Critical discourse analysis, Discourse as social interaction, pp. 258-284, (1997); Flores N., The unexamined relationship between neoliberalism and plurilingualism: A cautionary tale, TESOL Quarterly, 47, 3, pp. 500-520, (2013); Fotiadou M., Denaturalising the discourse of competition in the graduate job market and the notion of employability: A corpus-based study of UK university websites, Critical Discourse Studies, 17, 3, pp. 1-32, (2018); Foucault M., The subject and power, Critical inquiry, 8, 4, pp. 777-795, (1982); Foucault M., The birth of biopolitics: Lectures at the college de France, 1978–1979, (2008); Gabrielatos C., Marchi A., Corpus linguistics in the south: Theoretical- methodological challenges in corpus approaches to discourse studies - and some ways of addressing them, (2011); Gee J.P., Hull G., Lankshear C., The new work order: Behind the language of the new capitalism, (1996); Giroux H.A., Neoliberalism's war on higher education, (2014); Harvey D., A brief history of neoliberalism, (2005); Hunston S., Corpora in applied linguistics, (2002); Mautner G., The entrepreneurial university: A discursive profile of a higher education buzz- word, Critical Discourse Studies, 2, 2, pp. 95-120, (2005); Mautner G., Checks and balances: How corpus linguistics can contribute to CDA, Methods of discourse analysis, pp. 130-151, (2009); Mayr A., Language and power: An introduction to institutional discourse, (2008); McAuley A., Stewart B., Siemens G., Cormier D., The M.O.O.C., (2010); McEnery T., Keywords, Triangulating methodological approaches in corpus-linguistic, pp. 20-33, (2016); Miller P., The psychotherapy of work and unemployment, The power of psychiatry, pp. 143-176, (1986); Misir H., Koban Koc D., Koc S.E., An analysis of learner autonomy and autonomous learning practices in massive open online language courses, Arab World English Journal (AWEJ), 4, pp. 24-39, (2018); Mulderrig J., The hegemony of inclusion: A corpus-based critical discourse analysis of deixis in education policy, Discourse & Society, 23, 6, pp. 701-728, (2012); Munro M., The complicity of digital technologies in the marketisation of UK higher education: Exploring the implications of a critical discourse analysis of thirteen national digital teaching and learning strategies, International Journal of Educational Technology in Higher Education, 15, 1, (2018); O'Flynn G., Petersen E.B., The ‘good life’ and the ‘rich portfolio’: Young women, schooling and neoliberal subjectification, British Journal of Sociology of Education, 28, 4, pp. 459-472, (2007); Olssen M., Understanding the mechanisms of neoliberal control: Lifelong learning, flexibility and knowledge capitalism, International Journal of Lifelong Education, 25, 3, pp. 213-230, (2006); Pearce M., The marketization of discourse about education in UK general election manifestos, Text, 24, 2, pp. 245-265, (2004); Peters M., Education, enterprise culture and the entrepreneurial self: A Foucauldian perspective, The Journal of Educational Enquiry, 2, 2, pp. 58-71, (2001); Plenderleith J., Adamson V., The policy landscape of transformation, Transforming higher education through technology-enhanced learning, pp. 6-18, (2009); Pucciarelli F., Kaplan A., Competition and strategy in higher education: Managing complexity and uncertainty, Business Horizons, 59, 3, pp. 311-320, (2016); Rose N., Governing the enterprising self, The values of the enterprise culture: The moral debate, pp. 141-164, (1992); Tamburri R.; Tomlinson M., Graduate employability and student attitudes and orientations to the labour market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Turken S., Nafstad H.E., Blakar R.M., Roen K., Making sense of neoliberal subjectivity: A discourse analysis of media language on self-development, Globalizations, 13, 1, pp. 32-46, (2016); Van Dijk T., Critical Discourse Analysis, Handbook of discourse analysis, pp. 352-371, (2001); Van Leeuwen T., Discourse and practice: New tools for critical discourse analysis, (2008); Walkerdine V., Workers in the new economy: Transformation as border crossing, Ethos, 34, 1, pp. 10-41, (2006); Walkerdine V., Lucey H., Melody J., Growing up girl: Psychosocial explorations of gender and class, (2001); Williams R., Keywords: A vocabulary of culture and society, (1985); Xiong T., Discourse and marketization of higher education in China: The genre of advertisements for academic posts, Discourse & Society, 23, 3, pp. 318-337, (2012)","H. Mısır; Cappadocia University, Mustafapaşa Campus, Yeni, 50420 Ürgüp/Nevşehir, Turkey; email: hulyamsr@gmail.com","","Elsevier Ltd","","","","","","08985898","","","","English","Linguist. Educ.","Article","Final","","Scopus","2-s2.0-85124506783"
"Gutiérrez-Santiuste E.; García-Segura S.; Olivares-García M.Á.; González-Alfaya E.","Gutiérrez-Santiuste, Elba (55821417600); García-Segura, Sonia (57202110384); Olivares-García, María Ángeles (55885888100); González-Alfaya, Elena (57193227481)","55821417600; 57202110384; 55885888100; 57193227481","Higher Education Students’ Perception of the E-Portfolio as a Tool for Improving Their Employability: Weaknesses and Strengths","2022","Education Sciences","12","5","321","","","","2","10.3390/educsci12050321","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130271878&doi=10.3390%2feducsci12050321&partnerID=40&md5=02ba8c1cf36935c5f5fca4916df54764","Department of Pedagogy, University of Granada, Granada, 18071, Spain; Departmet of Education, University of Cordoba, Cordoba, 14071, Spain","Gutiérrez-Santiuste E., Department of Pedagogy, University of Granada, Granada, 18071, Spain; García-Segura S., Departmet of Education, University of Cordoba, Cordoba, 14071, Spain; Olivares-García M.Á., Departmet of Education, University of Cordoba, Cordoba, 14071, Spain; González-Alfaya E., Departmet of Education, University of Cordoba, Cordoba, 14071, Spain","This study analyzes the strengths and weaknesses of the professional e-portfolio as a tool for preparing students in higher education to enter the labor market. It also examines students’ level of planning to enter professional employment, and the help that they receive with this task from the university. The research is quantitative and observes the students’ opinions before and after they create their own professional e-portfolio, as a case study. We used the analysis of means to determine the trend in the aspects analyzed over time, and the Student’s t-test and Cohen’s d to determine the effect size. We also performed correlation analysis between the different categories and subcategories proposed. The results show that the e-portfolio is a tool with strengths for labor market entry, while also revealing the weaknesses that students find in it. At the very least, the e-portfolio was useful to the students in planning their entry into the workforce. The correlations show high levels among the strengths but not among the weaknesses analyzed. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","career planning; electronic learning; employability; higher education","","","","","","","","Chang K., EPortfolio for Skilled Immigrants and Employers: LIfIA Project. Phase One Final Report, (2006); Ahmed E., Ward R., Analysis of factors influencing acceptance of personal, academic and professional development e-portfolios, Comput. Hum. Behav, 63, pp. 152-161, (2016); Carl A., Strydom S., e-Portfolio as reflection tool during teaching practice: The interplay between contextual and dispositional variables, S. Afr. J. Educ, 37, (2017); Faulkner M., Aziz S.M., Waye V., Smith E., Exploring ways that ePortfolios can support the progressive development of graduate qualities and professional competencies, High. Educ. Res. Dev, 32, pp. 871-887, (2013); Kabilan M.K., Using Facebook as an e-portfolio in enhancing pre-service teachers’ professional development, Australas. J. Educ. Technol, 32, pp. 19-31, (2016); Kinash S., Crane L., Judd M.-M., Knight C., Discrepant stakeholder perspectives on graduate employability strategies, High. Educ. Res. Dev, 35, pp. 951-967, (2016); Slepcevic-Zach P., Stock M., ePortfolio as a tool for reflection and self-reflection, Reflective Pract, 19, pp. 291-307, (2018); Hampe N., Lewis S., E-portfolios support continuing professional development for librarians, Aust. Libr. J, 62, pp. 3-14, (2013); Lai M., Lim C.P., Wang L., Potential of digital teaching portfolios for establishing a professional learning community in higher education, Australas. J. Educ. Technol, 32, pp. 1-14, (2016); Chang C.-P., Lee T.-T., Mills M.E., Hsieh Y.-P., E-portfolio functional requirements for the final semester baccalaureate practicum course: A qualitative research study, J. Prof. Nurs, 35, pp. 405-411, (2019); Ciesielkiewicz M., El porfolio electrónico como recurso educativo y su impacto en la búsqueda de trabajo, Rev. Tecnol. Cienc. Y Educ, 2, pp. 83-99, (2015); Alam F., Chowdhury H., Kootsookos A., Hadgraft R., Scoping e-portfolios to engineering and ICT educa-tion. 6th International Conference on Thermal Engineering, ICTE, Procedia Eng, 105, pp. 852-857, (2015); Ciesielkiewicz M., The use of e-portfolios in higher education: From the students’ perspective, Issues Educ.-Al Res, 29, pp. 649-667, (2019); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Stud. High. Educ, 43, pp. 1923-1937, (2017); Fowlie J., Forder C., Can students be ‘nudged’ to develop their employability? Using behavioural change methods to encourage uptake of industrial placements, J. Educ. Work, 33, pp. 154-168, (2020); Munday J., Rowley J., Showing a human and professional face to the world: An ePortfolio design strategy for a sense of self, Handbook of Research on Humanizing the Distance Learning Experience, pp. 94-110, (2017); Bennett D., Graduate employability and higher education: Past, present, and future, HERDSA Rev. High. Educ, 5, pp. 32-61, (2018); Clarke J.L., Boud D., Refocusing portfolio assessment: Curating for feedback and portrayal, Innov. Educ. Teach. Int, 55, pp. 479-486, (2016); Jorre T.J.D.S., Oliver B., Want students to engage? Contextualise graduate learning outcomes and assess for employability, High. Educ. Res. Dev, 37, pp. 44-57, (2018); Beckers J., Dolmans D., Van Merrienboer J., E-Portfolios enhancing students’ self-directed learning: A system-atic review of influencing factors, Australas. J. Educ. Technol, 32, pp. 32-46, (2016); Pool A.O., Govaerts M.J.B., Jaarsma D.A.D.C., Driessen E.W., From aggregation to interpretation: How assessors judge complex data in a competency-based portfolio, Adv. Health Sci. Educ, 23, pp. 275-287, (2018); Hallam G., Creagh T., ePortfolio use by university students in Australia: A review of the Australian ePortfolio Project, High. Educ. Res. Dev, 29, pp. 179-193, (2010); Okolie U.C., Igwe P.A., Nwosu H.E., Eneje B.C., Mlanga S., Enhancing graduate employability: Why do higher education institutions have problems with teaching generic skills?, Policy Futur. Educ, 18, pp. 294-313, (2020); Olivares-Garcia M.A., Garcia-Segura S., Gutierrez-Santiuste E., Merida-Serrano R., El e-portafolio profesional: Una herramienta facilitadora en la transición al empleo de estudiantes de Grado en Educación Social en la Universidad de Córdoba, REOP—Revista Española de Orientación y Psicopedagogía, 31, pp. 129-148, (2020); Reddy M.C.R., Employability in Higher Education: Problems and Prospectives, South Asian Res. J. Bus. Manag, 1, pp. 112-117, (2019); Krouwel S.J.C., Van Luijn A., Zweekhorst M.B., Developing a processual employability model to provide education for career self-management, Educ. Train, 62, pp. 116-128, (2019); Osmani M., Weerakkody V., Hindi N., Eldabi T., Graduates employability skills: A review of literature against market demand, J. Educ. Bus, 94, pp. 423-432, (2019); Mapundu M., Musara M., E-Portfolios as a tool to enhance student learning experience and entrepreneurial skills, S. Afr. J. High. Educ, 33, pp. 191-214, (2019); Yang M., Tai M., Lim C.P., The role of e-portfolios in supporting productive learning, Br. J. Educ. Technol, 47, pp. 1276-1286, (2016); Ritzhaupt A.D., Singh O., Seyferth T., Dedrick R.F., Development of the Electronic Portfolio Student Perspective Instrument: An ePortfolio integration initiative, J. Comput. High. Educ, 19, pp. 47-71, (2008); Haffling A.-C., Beckman A., Pahlmblad A., Edgren G., Students’ reflections in a portfolio pilot: Highlighting professional issues, Med. Teach, 32, pp. e532-e540, (2010); Schneider J., O'Hara K., Munro I., Using Continuing Professional Development with Portfolio in a Pharmaceutics Course, Pharmacy, 4, (2016); Machado M.F., Urbanetz S., Contributions of the digital portfolio for the evaluative praxis in higher educa-tion, Rev. Complut. Educ, 31, pp. 285-293, (2020); Ross S., MacLachlan A., Cleland J., Students’ attitudes towards the introduction of a Personal and Professional Development portfolio: Potential barriers and facilitators, BMC Med. Educ, 9, (2009); Andre K., E-Portfolios for the aspiring professional, Collegian, 17, pp. 119-124, (2010); Abuzaid M.M., Elshami W., David L., Stevens B., Perceptions of e-portfolio use in lifelong learning and pro-fessional development among radiology professionals, Curr. Med. Imaging Rev, 13, pp. 495-501, (2007); Miller P.A., Tuekam R., The Feasibility and Acceptability of Using a Portfolio to Assess Professional Competence, Physiother. Can, 63, pp. 78-85, (2011); Flick U., An Introduction to Qualitative Research, (2014); Gerring J., Case Study Research: Principles and Practices, (2006); Social Education (n.d.). Justificación; DeVellis R.F., Scale Development: Theory and Applications, pp. 50-100, (2017); Cohen J.W., Statistical Power Analysis for the Behavioral Sciences, (1988); Pallant J., SPSS. Survival Manual, (2017); Marinho P., Fernandes P., Pimentel F., The digital portfolio as an assessment strategy for learning in higher education, Distance Educ, 42, pp. 253-267, (2021)","S. García-Segura; Departmet of Education, University of Cordoba, Cordoba, 14071, Spain; email: sgsegura@uco.es","","MDPI","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85130271878"
"Khandelwal R.; Kolte A.; Pawar P.; Martini E.","Khandelwal, Rahul (57219775811); Kolte, Ashutosh (57204614937); Pawar, Prafulla (57207820395); Martini, Elvira (56678377400)","57219775811; 57204614937; 57207820395; 56678377400","Breaking out of your comfort zone: an archival research on epistemology in inclusive education pedagogy for Industry 4.0","2022","International Journal of Educational Management","36","4","","364","380","16","6","10.1108/IJEM-02-2020-0090","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095457502&doi=10.1108%2fIJEM-02-2020-0090&partnerID=40&md5=805ee368d3a4cf6fdd7f014b808fcbe2","IMSCD R, Savitribai Phule Pune University, Pune, India; Department of Management Sciences, Savitribai Phule Pune University, Pune, India; Sociology, Telematic University “G. Fortunato”, Benevento, Italy","Khandelwal R., IMSCD R, Savitribai Phule Pune University, Pune, India; Kolte A., Department of Management Sciences, Savitribai Phule Pune University, Pune, India; Pawar P., Department of Management Sciences, Savitribai Phule Pune University, Pune, India; Martini E., Sociology, Telematic University “G. Fortunato”, Benevento, Italy","Purpose: As skills need to be changed in a dynamic learning environment, employability depends not just on what people already know but on how well they learn, apply and adapt breaking out their comfort zone. This study explores how students from all backgrounds and teachers can engage with inclusive education without discrimination through pedagogy. The research provides a platform through implication for other international readers of developing countries to implement pedagogies of the Indian context. Design/methodology/approach: This archival research focuses on the topical literature to scrutinize efficient ways to elevate the realization of all learners in inclusive settings. What inclusive pedagogy teaching approaches, focusing on the key competences and sustains learning which are effectual in elevating the academic success of all novices. Findings: Educators need to develop their skills and competency by breaking their comfort zone, and individual recital of every faculty affiliate is a decisive feature in accomplishing quality for inclusive education. An education institution also needs to provide passable facilities to academicians and students in order to adapt and utilize technology efficiently without any discrimination. This is an important method of assisting educators to recognize and investigate using this epistemology in new innovative inclusive teaching pedagogy with technologies in industry 4.0. Research limitations/implications: The study momentarily suggests an innovative pedagogy approach for stakeholders and users to be adapted in current digital arena. Originality/value: Review of the concepts can provide valuable pointers for policy makers in other jurisdictions contemplating inclusive education. The issues that are dealt with relate to how all students with and without disability can be engaged in a classroom without discrimination, and development is incentivized using Information and Communication Technology (ICT) in teaching pedagogy. © 2020, Emerald Publishing Limited.","Epistemology; Inclusive education; Inclusive teaching; Industry 4.0; Learnability; Teaching pedagogy","","","","","","","","Alexander, Peterson P., Baker E., McGaw B., Flexible learning in higher education, International Encyclopedia of Education, pp. 441-447, (2010); Agrawal V., Agrawal A., Agarwal S., Assessment of factors for e-learning: an empirical investigation, Industrial and Commercial Training, 48, 8, pp. 409-415, (2016); Agrawal V., Agrawal S., Agarwal A., Perception of employees towards e-learning services quality: exploratory factor analysis, Industrial and Commercial Training, 49, 7-8, pp. 350-356, (2017); Banchi H., Bell R., The many levels of inquiry, Science and Children, 46, 2, pp. 23-24, (2008); Bates A.T., Learning in the digital age, Guidelines for Designing Teaching and Learning, 1, 1, pp. 19-60, (2016); Bauman Z., Liquid Times: Living in an Age of Uncertainty, (2017); Berrett D., How ‘flipping’ the classroom can improve the traditional lecture, The Chronicle of Higher Education, 12, 1, pp. 1-14, (2012); Bhan S., Rodricks S., Indian perspective on child's right to education, Proceedings Social and Behavioral Sciences, 69, 1, pp. 367-376, (2012); Bhatnagar N., Das A.K., Nearly two decades after the implementation of the Persons with Disabilities Act: concerns of Indian teachers to implement inclusive education, International Journal of Special Education, 28, 2, pp. 104-113, (2013); Biggs J., Teaching for Quality Learning at University, (2013); Brookfield S.D., The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom, (2015); Bruner J., The narrative construction of reality, Critical Inquiry, 18, 1, pp. 1-21, (1991); Burdette P.J., Greer D.L., Woods K.L., K-12 online learning and students with disabilities: perspectives from state special education directors, Journal of Asynchronous Learning Networks, 17, 1, pp. 65-72, (2013); 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Kolte; Department of Management Sciences, Savitribai Phule Pune University, Pune, India; email: ashutoshkolte@gmail.com","","Emerald Group Holdings Ltd.","","","","","","0951354X","","","","English","Int. J. Educ. Manage.","Article","Final","","Scopus","2-s2.0-85095457502"
"Wodociag S.; Dolce V.; Molino M.","Wodociag, Sophie (55539175600); Dolce, Valentina (57196466756); Molino, Monica (55232366000)","55539175600; 57196466756; 55232366000","Cross-border and sedentary workers' job satisfaction","2022","Personnel Review","51","4","","1314","1335","21","2","10.1108/PR-04-2020-0303","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106029012&doi=10.1108%2fPR-04-2020-0303&partnerID=40&md5=b41e3d3f706a3c9c4d6affa9d3b4c3e1","Centre de Recherche En Gestion des Organisations (CREGO), Université de Haute-Alsace, Mulhouse, France; Groupe de Recherche en Psychologie Sociale (GRePS), Institute of Psychology, Université Lumière Lyon 2, Lyon, France; Department of Psychology, University of Turin, Turin, Italy","Wodociag S., Centre de Recherche En Gestion des Organisations (CREGO), Université de Haute-Alsace, Mulhouse, France; Dolce V., Groupe de Recherche en Psychologie Sociale (GRePS), Institute of Psychology, Université Lumière Lyon 2, Lyon, France; Molino M., Department of Psychology, University of Turin, Turin, Italy","Purpose: This study aims to explore cross-border and sedentary workers' job satisfaction, analyzing the role played by employability dimensions (occupational expertise, anticipation/optimization and personal flexibility), a job resource (autonomy) and job demands (job insecurity and toxic leadership), using the job demands–resources (JD-R) model as a theoretical framework. Moreover, this study tried to detect possible discrepancies between the two subsamples. Design/methodology/approach: The study involved a sample of 250 employees, 40% of whom were frontier workers. Data were collected with a self-report questionnaire and analyzed with SPSS 25. A hierarchical regression analysis and t-test for independent samples were performed. Findings: The findings evidenced differences between the two subsamples concerning the job satisfaction predictors. Specifically, for cross-border workers, optimization/anticipation appeared significantly positively related to job satisfaction. For sedentary workers, toxic leadership and job insecurity were significantly negatively related to job satisfaction. Autonomy was positively related to the outcome for both samples. Furthermore, cross-border workers reported a higher level of optimization/anticipation, personal flexibility and job satisfaction than sedentary workers. Originality/value: This paper contributed to fill a gap currently present in the literature on the cross-border population, with a specific focus on job satisfaction. This study confirmed the existence of peculiar working dynamics for cross-border workers. © 2021, Emerald Publishing Limited.","Autonomy; Border studies; Employability; Job insecurity; Job satisfaction; Toxic leadership","","","","","","","","Abildgaard J.S., Nielsen K., Sverke M., Can job insecurity be managed? 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Dolce; Groupe de Recherche en Psychologie Sociale (GRePS), Institute of Psychology, Université Lumière Lyon 2, Lyon, France; email: valentina.dolce@univ-lyon2.fr","","Emerald Publishing","","","","","","00483486","","","","English","Pers. Rev.","Article","Final","","Scopus","2-s2.0-85106029012"
"Andresen M.; Lazarova M.; Apospori E.; Cotton R.; Bosak J.; Dickmann M.; Kaše R.; Smale A.","Andresen, Maike (57196096871); Lazarova, Mila (9041422000); Apospori, Eleni (6507581264); Cotton, Richard (37022940500); Bosak, Janine (23102242800); Dickmann, Michael (9038556200); Kaše, Robert (8691699900); Smale, Adam (23986367500)","57196096871; 9041422000; 6507581264; 37022940500; 23102242800; 9038556200; 8691699900; 23986367500","Does international work experience pay off? The relationship between international work experience, employability and career success: A 30-country, multi-industry study","2022","Human Resource Management Journal","32","3","","698","721","23","10","10.1111/1748-8583.12423","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128499175&doi=10.1111%2f1748-8583.12423&partnerID=40&md5=c2f0fe853d5a08a2aa0012da9f15d8db","Faculty of Social Sciences, Economics and Business Administration, University of Bamberg, Bamberg, Germany; Beedie School of Business, Simon Fraser University, Vancouver, BC, Canada; Department of Marketing and Communication, Athens University of Economics and Business, Athens, Greece; Gustavson School of Business, University of Victoria, Victoria, BC, Canada; Business School, Dublin City University, Dublin, Ireland; Cranfield School of Management, Cranfield, United Kingdom; Faculty of Economics, University of Ljubljana, Ljubljana, Slovenia; School of Management, University of Vaasa, Vaasa, Finland","Andresen M., Faculty of Social Sciences, Economics and Business Administration, University of Bamberg, Bamberg, Germany; Lazarova M., Beedie School of Business, Simon Fraser University, Vancouver, BC, Canada; Apospori E., Department of Marketing and Communication, Athens University of Economics and Business, Athens, Greece; Cotton R., Gustavson School of Business, University of Victoria, Victoria, BC, Canada; Bosak J., Business School, Dublin City University, Dublin, Ireland; Dickmann M., Cranfield School of Management, Cranfield, United Kingdom; Kaše R., Faculty of Economics, University of Ljubljana, Ljubljana, Slovenia; Smale A., School of Management, University of Vaasa, Vaasa, Finland","Drawing on human capital theory, our study examines the relationship between international work experience and individuals' career success in terms of promotions and subjective financial success. We propose that these relationships are mediated by external employability and hypothesise a moderating role of national-level economic freedom. Using data from 19,421 respondents, residing in 30 countries and working in different occupational groups (managers, professionals, clerical and blue-collar workers), our results suggest that international work experience is positively related to promotions and subjective financial success across our study's different national contexts. These positive relationships were mediated by individuals' perceived external employability. Some support for the moderation of the relationship between international work experience and employability through economic freedom was only found when we differentiate between different types of international work experience. The findings enhance our understanding of the association between international work experience and career success from a human capital perspective. © 2021 The Authors. Human Resource Management Journal published by John Wiley & Sons Ltd.","career success; economic freedom; employability; human capital; international work experience","","","","","","","","Abele A.E., Spurk D., The longitudinal impact of self-efficacy and career goals on objective and subjective career success, Journal of Vocational Behavior, 74, 1, pp. 53-62, (2009); Aixala J., Fabro G., Economic freedom, civil liberties, political rights and growth: A causality analysis, Spanish Economic Review, 11, 3, pp. 165-178, (2009); Akhter S.H., Is globalization what it’s cracked up to be? Economic freedom, corruption, and human development, Journal of World Business, 39, 3, pp. 283-295, (2004); Andresen M., When at home, do as they do at home? 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"Goteng G.L.; Shohel M.M.C.; Tariq F.","Goteng, Gokop L. (17134535200); Shohel, M. Mahruf C. (11939780100); Tariq, Faisal (49864907300)","17134535200; 11939780100; 49864907300","Enhancing Student Employability in Collaboration with the Industry: Case Study of a Partnership with Amazon Web Services Academy","2022","Education Sciences","12","6","366","","","","3","10.3390/educsci12060366","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131579355&doi=10.3390%2feducsci12060366&partnerID=40&md5=b83ef52008f20f656fff8648aad3ae03","School of Electronic Engineering and Computer Science, Queen Mary University of London, London, E1 4NS, United Kingdom; Doctoral College, University of Surrey, Guildford, GU2 7XH, United Kingdom; James Watt School of Engineering, University of Glasgow, Glasgow, G12 8QQ, United Kingdom","Goteng G.L., School of Electronic Engineering and Computer Science, Queen Mary University of London, London, E1 4NS, United Kingdom; Shohel M.M.C., Doctoral College, University of Surrey, Guildford, GU2 7XH, United Kingdom; Tariq F., James Watt School of Engineering, University of Glasgow, Glasgow, G12 8QQ, United Kingdom","The continuous increase in tuition fees in high education in many countries requires jus-tification by the university authorities of what students receive from them in return. One of the key factors of student recruitment is values for money and quality learning experiences including hands-on industry training that can guarantee immediate employment for the graduates. This article describes redesigning the curriculum of a cloud computing undergraduate module in collaboration with Amazon Web Services (AWS) Academy. Industry-based practical hands-on labs were incorporated into this module for engineering students to improve their practical knowledge and skills related to the Internet of Things. Through an innovative approach, this practitioner research introduces industry best practices and hands-on labs in cloud computing. In this approach, academic theories were incorporated in cloud computing with their applications through industry attachment. It enables students to have both the theoretical and practical knowledge and skills for ensuring their careers in the field of cloud computing. The study finds that students tend to be more engaged and learn better when theoretical knowledge and understanding are combined with real-world applications through the attachment with the industry. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","Amazon Web Services (AWS); cloud computing; collaboration; employability; graduate; higher education; industry; partnership; undergraduate curriculum; United Kingdom; university","","","","","","Beijing University of Posts and Telecommunications, BUPT","Thanks to the Joint Programme (JP) between QMUL and BUPT for providing the lead author with an opportunity to include the AWS course to the curriculum of the EBU750U Cloud Computing module, which is taught in the final year of the undergraduate program. Thanks also to AWS Academy for the contribution in training the first author and for supporting QMUL to become an AWS-accredited Academy.","Bates E.A., Kaye L.K., Exploring the impact of the increased tuition fees on academic staffs’ experiences in post-92 Universities: A small-scale qualitative study, Educ. Sci, 4, pp. 229-246, (2014); Bradley S., Migali G., The Effect of a Tuition Fee Reform on the Risk of Drop out from University in the UK, 2015, (2015); Tuition Fees Statistics, Briefing Paper, No. 917. 18 February 2018; International Tuition Fees; Bok D., Higher Education in America, (2015); Wilkins S., Shams F., Huisman J., The decision-making and changing behavioural dynamics of potential higher education students: The impacts of increasing tuition fees in England, Educ. Stud, 39, pp. 125-141, (2013); Fallows S., Steven C., Building employability skills into the higher education curriculum: A university-wide initiative, Educ. Train, 42, pp. 75-83, (2000); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: What effects do they have on graduate labour market outcomes?, Educ. Econ, 17, pp. 1-30, (2009); Blackwell A., Bowes L., Harvey L., Hesketh A.J., Knight P.T., Transforming work experience in higher education, Br. Educ. Res. J, 27, pp. 269-285, (2001); Le N.T., Loll F., Pinkwart N., Operationalizing the continuum between well-defined and ill-defined problems for educational technology, IEEE Trans. Learn. Technol, 6, pp. 258-270, (2013); Jones G., Managing student expectations: The impact of top-up tuition fees, Perspectives, 14, pp. 44-48, (2010); Baldassarre M.T., Caivano D., Dimauro G., Gentile E., Visaggio G., Cloud computing for education: A systematic mapping study, IEEE Trans. Educ, 61, pp. 234-244, (2018); Debiec P., Effective learner-centered approach for teaching an introductory digital systems course, IEEE Trans. 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Technol, 5, pp. 20-37, (2011); He J., Lo D.C.T., Xie Y., Lartigue J., Integrating Internet of Things (IoT) into STEM undergraduate education: Case study of a modern technology infused courseware for embedded system course, Proceedings of the 2016 IEEE Frontiers in Education Conference (FIE), pp. 1-9, (2016); Charlton P., Avramides K., Knowledge construction in computer science and engineering when learning through making, IEEE Trans. Learn. Technol, 9, pp. 379-390, (2016); Chatarajupalli S., Venkatswamy G., Aryasri A., Leveraging e-Learning for Enhancing Employability of Students, Proceedings of the 2010 Developments in E-systems Engineering, pp. 107-112, (2010); Marques M., Ochoa S.F., Bastarrica M.C., Gutierrez F.J., Enhancing the student learning experience in software engineering project courses, IEEE Trans. Educ, 61, pp. 63-73, (2017); Chin K.Y., Lee K.F., Chen Y.L., Impact on student motivation by using a QR-based U-learning material production system to create authentic learning experiences, IEEE Trans. Learn. Technol, 8, pp. 367-382, (2015); Pardo A., Han F., Ellis R.A., Combining university student self-regulated learning indicators and engagement with online learning events to predict academic performance, IEEE Trans. Learn. Technol, 10, pp. 82-92, (2016); Di Blas N., Bucciero A., Mainetti L., Paolini P., Multi-user virtual environments for learning: Experience and technology design, IEEE Trans. Learn. Technol, 5, pp. 349-365, (2012); Pengnate W., Needs of employability skill characteristics based on employers’ perception, Proceedings of the 2018 5th International Conference on Business and Industrial Research (ICBIR), pp. 598-601, (2018); Abadi D.J., Data management in the cloud: Limitations and opportunities, IEEE Data Eng. Bull, 32, pp. 3-12, (2009); Schwendimann B.A., Rodriguez-Triana M.J., Vozniuk A., Prieto L.P., Boroujeni M.S., Holzer A., Gillet D., Dillenbourg P., Perceiving learning at a glance: A systematic literature review of learning dashboard research, IEEE Trans. Learn. Technol, 10, pp. 30-41, (2016); Conijn R., Snijders C., Kleingeld A., Matzat U., Predicting student performance from LMS data: A comparison of 17 blended courses using Moodle LMS, IEEE Trans. Learn. Technol, 10, pp. 17-29, (2016); Santana P.C., Gonzalez F.J., Garcia M.A., Ordaz A., Magana M.A., Social Cloud Computing: An Opportunity for Technology Enhanced Competence Based Learning, IEEE Lat. Am. Trans, 13, pp. 353-358, (2015); August S.E., Hammers M.L., Murphy D.B., Neyer A., Gueye P., Thames R.Q., Virtual engineering sciences learning lab: Giving STEM education a second life, IEEE Trans. Learn. Technol, 9, pp. 18-30, (2015); Strategy 2014–The Next Five Years, (2014); Smith D., Cloud Computing Primer for 2019, (2019); Carlstroem P., Cloud Computing Continues Growing and so Are Skilled Tech Salaries, (2016); Hilgendorf K., Analyzing the Role and Skills of the Cloud Architect, Gartner Technical Professional Advice Report, (2016); The AWS Academy Program Guide, (2018); Patton M.Q., Qualitative Research & Evaluation Methods: Integrating Theory and Practice, (2014); Palinkas L.A., Horwitz S.M., Green C.A., Wisdom J.P., Duan N., Hoagwood K., Purposeful sampling for qualitative data collection and analysis in mixed method implementation research, Adm. Policy Ment. Health Ment. Health Serv. Res, 42, pp. 533-544, (2015); Santos M.E.C., Chen A., Taketomi T., Yamamoto G., Miyazaki J., Kato H., Augmented reality learning experiences: Survey of prototype design and evaluation, IEEE Trans. Learn. Technol, 7, pp. 38-56, (2013); Zanko M., Papadopoulos T., Taylor T., Fallshaw E., Lawson R., Professional learning in the business curriculum: Engaging industry, academics and students, Asian Soc. Sci, 7, pp. 61-68, (2011); Manwaring R., Holloway J., Coffey B., Engaging industry in curriculum design and delivery in public policy teaching: A strategic framework, Teach. Public Adm, 38, pp. 46-62, (2020); Evans C., Mujis D., Tomlinson D., Engaged Student Learning: High Impact Strategies to Enhance Student Achievement, (2015); Holt D., Mackay D., Smith R., Developing professional expertise in the knowledge economy: Integrating industry-based learning with the academic curriculum in the field of information technology, Asia-Pac. J. Coop. Educ, 5, pp. 1-8, (2004); Jeno L.M., Encouraging active learning in higher education: A self-determination theory perspective, Int. J. Technol. Incl. Educ, 5, pp. 716-721, (2015)","F. Tariq; James Watt School of Engineering, University of Glasgow, Glasgow, G12 8QQ, United Kingdom; email: faisal.tariq@glasgow.ac.uk","","MDPI","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85131579355"
"Dunningham J.; Keenan O.; Soares C.; Benson V.; Limbert M.; Hepwood C.","Dunningham, Jacob (6602574392); Keenan, Olivia (58287531700); Soares, Cristobel (57743053600); Benson, Veronica (57212574611); Limbert, Michelle (57742463400); Hepwood, Claire (57742853800)","6602574392; 58287531700; 57743053600; 57212574611; 57742463400; 57742853800","SEPnet: A Sustainable Model for a Collaborative Physics Network","2022","The Physics Educator","4","2","2230001","","","","0","10.1142/S2661339522300015","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132019062&doi=10.1142%2fS2661339522300015&partnerID=40&md5=f69188220732439c304f86b0025991d3","Department of Physics and Astronomy, University of Sussex, Brighton, BN1 9QH, United Kingdom; School of Physical and Chemical Sciences, Queen Mary University of London, London, E1 4NS, United Kingdom; Department of Physics, Faculty of Engineering and Physical Sciences, University of Surrey, Guildford, GU2 7XH, United Kingdom; School of Physics and Astronomy, University of Southampton, Highfield, Southampton, SO17 1BJ, United Kingdom; Department of Physics, Royal Holloway University of London, Egham Hill, Egham, Surrey, TW20 0EX, United Kingdom","Dunningham J., Department of Physics and Astronomy, University of Sussex, Brighton, BN1 9QH, United Kingdom; Keenan O., School of Physical and Chemical Sciences, Queen Mary University of London, London, E1 4NS, United Kingdom; Soares C., Department of Physics, Faculty of Engineering and Physical Sciences, University of Surrey, Guildford, GU2 7XH, United Kingdom; Benson V., Department of Physics, Faculty of Engineering and Physical Sciences, University of Surrey, Guildford, GU2 7XH, United Kingdom; Limbert M., School of Physics and Astronomy, University of Southampton, Highfield, Southampton, SO17 1BJ, United Kingdom; Hepwood C., Department of Physics, Royal Holloway University of London, Egham Hill, Egham, Surrey, TW20 0EX, United Kingdom","The South East Physics network (SEPnet) is a collaboration among nine universities in the South East of England, working together to deliver excellence in physics. By sharing resources, we are able to add much more value to our departments, students, and subject than we could achieve individually. Our core ambitions include ensuring the sustainability of physics in our region, enhancing the employability of our students, delivering advanced training, securing the pipeline of future students, opening up new research opportunities and breaking down barriers to improve the accessibility of physics for everyone. We believe that SEPnet provides a tried and tested model that could be rolled out by others to improve the academic excellence of other disciplines in different regions.  © 2022 World Scientific Publishing Company.","Collaborative network; employability; outreach; public engagement; training","","","","","","","","Wakeham Review of STEM Degree Provision and Graduate Employability, (2016); Hirst A., Benson V., There's no place like home, Physics World, (2019); Hirst A., Benson V., Advice for post-COVID careers, Physics World, (2021); Ryan S., Benson V., Closing the skills gap, Physics World, (2020); Ryan S., Benson V., The physics graduate ""skills gap""-What it is and how to address it, (2020); The Guardian Best UK Universities, (2022); Details of Tactile Universe can be found here; More details of the Connect Physics workshops can be found here","J. Dunningham; Department of Physics and Astronomy, University of Sussex, Brighton, BN1 9QH, United Kingdom; email: executivedirector@sepnet.ac.uk","","World Scientific","","","","","","26613395","","","","English","Phys. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85132019062"
"Tomlinson M.; McCafferty H.; Port A.; Maguire N.; Zabelski A.E.; Butnaru A.; Charles M.; Kirby S.","Tomlinson, Michael (35876837700); McCafferty, Hazel (57225177313); Port, Andy (57225178494); Maguire, Nick (11239898000); Zabelski, Alexandra E. (57221674781); Butnaru, Andreea (57225170859); Charles, Megan (57193584690); Kirby, Sarah (14630786100)","35876837700; 57225177313; 57225178494; 11239898000; 57221674781; 57225170859; 57193584690; 14630786100","Developing graduate employability for a challenging labour market: the validation of the graduate capital scale","2022","Journal of Applied Research in Higher Education","14","3","","1193","1209","16","12","10.1108/JARHE-04-2021-0151","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109408799&doi=10.1108%2fJARHE-04-2021-0151&partnerID=40&md5=e94d889f7a7050381b61d1a22bfaf023","Southampton Education School, University of Southampton, Southampton, United Kingdom; Careers and Employability Service, University of Southampton, Southampton, United Kingdom; School of Psychology, University of Southampton, Southampton, United Kingdom; University of Denver, Denver, CO, United States; University of Southampton, Southampton, United Kingdom","Tomlinson M., Southampton Education School, University of Southampton, Southampton, United Kingdom; McCafferty H., Southampton Education School, University of Southampton, Southampton, United Kingdom; Port A., Careers and Employability Service, University of Southampton, Southampton, United Kingdom; Maguire N., School of Psychology, University of Southampton, Southampton, United Kingdom; Zabelski A.E., University of Denver, Denver, CO, United States; Butnaru A., University of Southampton, Southampton, United Kingdom; Charles M., University of Southampton, Southampton, United Kingdom; Kirby S., School of Psychology, University of Southampton, Southampton, United Kingdom","Purpose: This article provides empirical validation of the Graduate Capital Model, adopted at a UK Russell Group University as a tool to analyse and support the career preparedness of both undergraduates and postgraduate students. An overview of employability capitals and how the development of these will potentially result in positive employment outcomes is explored. We describe the development of a psychometric tool “the Graduate Capital Scale” that seeks to operationalize these capitals. We then draw on data to establish the factor structure, reliability and validity of the tool. Design/methodology/approach: This paper introduces a new psychometric instrument, called the “Graduate Capital Scale”; this self-reflective tool aligns closely with the five capitals within the Graduate Capital Model (Tomlinson, 2017) and has been designed for higher education students to self-assess their confidence in transitioning to the graduate labour market. Findings: Based on a sample of 1,501 students across data collection waves, the findings from the psychometric scale show good factor reliability and validity for the constructs central to the overarching Graduate Capital Model. Within each of the component of the model, high factors loading emerged for a range of scale items, including subject-related skills, social networking, perceived job market fit and engagement with extra-curricula activities. Few gender differences emerged across the constructs. Research limitations/implications: The research was confined to a specific English university comprised of mainly academically high-achieving and higher socio-economic students. However, there is significant scope for the model and related scale tool to be applied to diverse student groups given its wholistic nature. Practical implications: The scale has considerable potential to be incorporated into careers practices and also embedded into course programmes as it aligns with a range of related learning outcomes. There is significant scope for this approach to complement a range of pedagogical and practical career interventions, including: self-reflective tools within tutorials; measures of learning gain for specific interventions such as careers coaching and mentoring; and as a personal reflective tool in careers guidance. Social implications: The approach developed through this employability tool has scope to be used for diverse graduate groups, including those with lower levels of career confidence, preparedness and insight and including those from lower socio-economic backgrounds. Originality/value: This paper has introduced and demonstrated the validity of a practical careers and employability development tool that has significant practical applicability for students, graduates and practitioners. Moreover, this scale supports a pre-existing conceptually driven model and has demonstrated a clear alignment between theory and practice in the area of graduate employability. © 2021, Emerald Publishing Limited.","Capitals; Careers resources; Graduate capital model; Measurement instrument; Psychometric scale; Validation","","","","","","","","Akkermans J., Seibert S., Mol S., Tales of the unexpected: integrating career shocks in the contemporary careers literature, South African Journal of Industrial Psychology, 44, 1, pp. 1-10, (2018); Artess J., Hooley T., Mellors-Bourne R., Employability: A Review of the Literature 2012-2016, (2017); Baartman L.K.J., De Bruijn E., Integrating knowledge, skills and attitudes: conceptualizing learning processes towards vocational competence, Educational Research Review, 6, 2, pp. 125-134, (2011); Babyak M.A., Green S.B., Confirmatory factor analysis: an introduction for psychosomatic medicine researchers, Psychosomatic Medicine, 72, 6, pp. 587-597, (2010); Bathmaker A.M., Constructing a graduate career future: working with Bourdieu to understand transition from university to employment for students from working class background, European Journal of Education, (2021); Bathmaker A.M., Ingram N., Abrahams J., Waller R., Higher Education, Social Class and Social Mobility: The Degree Generation, (2016); Batistic S., Tymon A., Networking behaviour, graduate employability: a social capital perspective, Education + Training, 59, 4, pp. 374-388, (2017); Becker G., Human Capital: Theoretical and Empirical Analysis with Special Reference to Education, (1976); Bennett D., Graduate employability and higher education: past, present and future, HERDSA Review of Higher Education, 5, 1, pp. 31-61, (2019); Bennett D., Ananthram S., Development, validation and deployment of the EMPLOY-ability scale, Studies in Higher Education, (2021); Blackmore J., Rahimi M., How ‘best fit’ excludes international graduates from employment in Australia: a Bourdiesian perspective, Journal of Education and Work, 32, 5, pp. 436-448, (2019); Bourdieu P., The forms of capital, Handbook for Theory and Research for the Sociology of Education, pp. 241-258, (1986); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: navigating meanings, measurements, and what really matters, Journal of Higher Education Policy and Management, 41, 4, pp. 468-484, (2019); Byrne B.M., Structural Equation Modelling with AMOS: Basic Concepts, Applications, and Programming, (2010); Caballero C.L., Walker A., Fuller-Tyszkiewicz M., The Work Readiness Scale: developing a measure to assess the work readiness in college graduates, Journal of Teaching and Learning for Graduate Employability, 2, 2, pp. 41-54, (2011); Caballero G., Alvarez-Gonzalez P., Lopez-Miguens M.J., How to promote the employability capital of university students? Developing and validating scales, Studies in Higher Education, 45, 12, pp. 2632-2652, (2020); Clarke M., Re-thinking graduate employability: the role of capital, individual attribute and context, Studies in Higher Education, 43, 3, pp. 1923-1937, (2018); Coetzee M., Graduates psycho-social career preoccupations and employability capacities in the work context, Graduate Employability in Context: Theory, Research and Debate, pp. 295-315, (2017); Australia's Future Workforce?, (2015); Cote J., The Identity Capital Handbook: A Handbook of Theory, Methods, and Findings, (2016); Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice, (2016); Forrier A., Sels L., The concept of employability: a complex mosaic, International Journal of Human Resource Development and Management, 3, 2, pp. 102-124, (2003); Fugate M., Kinicki A.J., Ashforth B.E., Employability: a psycho-social construct, its dimensions and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Granovetter M., Getting a Job: A Study of Contacts and Careers, (1995); Holmes L., Becoming a graduate: the warranting of an emergent identity, Education + Training, 57, 2, pp. 219-238, (2015); Hora M.T., Beyond the Skills Gap: Preparing College Students for Life and Work, (2016); The Global Skills Gap in the 21st Century, (2018); Jackson D., Tomlinson M., Investigating the relationship between career planning, proactivity and employability perceptions amongst higher education students in uncertain labour market conditions, Higher Education, 80, 3, pp. 435-455, (2020); Kenny D.A., McCoach D.B., Effect of the number of variables on measures of fit in structural equation modeling, Structural Equation Modeling: A Multidisciplinary Journal, 10, 3, pp. 333-351, (2003); Krouwel S.J.C., van Luijn A., Zweekhorst M.B.M., Developing a processual employability model to provide education for career self-management, Education + Training, 62, 2, pp. 116-128, (2019); Lin N., Social Capital: Theory and Research, (2001); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Over-education and Hourly Wages in the UK Labour Market, (2019); Okay-Somerville B., Scholaris D., Position, possession or process: understanding objective and subjective employability during university-to-work transitions, Studies in Higher Education, 42, 7, pp. 1275-1291, (2017); Papifilippou V., Bathmaker A.M., Transitions from higher education to employment among recent graduates in England: unequal chances of achieving desired possible selves, Possible Selves and Higher Education. New Interdisciplinary Insights, pp. 111-126, (2018); Peeters E., Nelissen J., Nele De Cuyper N., Forrier A., Verbruggen M., De Witte H., Employability Capital: a conceptual framework tested through expert analysis, Journal of Career Development, 46, 2, pp. 79-93, (2019); Pham T., Jackson D., Developing and Utilizing Employability Capitals: Graduates' Strategies Across Labour Markets, pp. 21-40, (2020); Pham T., Tomlinson M., Thompson C., Forms of capital and agency as mediations in negotiating employability of international graduate migrants, Globalisation, Societies and Education, 17, 3, pp. 394-405, (2019); Prikshat V., Kumar S., Nankervis A., Work-readiness integrated competence model: conceptualisation and scale development, Education + Training, 61, 5, pp. 568-589, (2019); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Rust J., Golombrok S., Modern Psychometrics: The Science of Psychological Assessment, (2000); State of the Nation 2018-19: Social Mobility in Great Britain, (2019); Strauss K., Griffin M., Parker S., Future work selves: how salient hoped-for identities motivate proactive career behaviors, Journal of Applied Psychology, 97, 3, pp. 580-597, (2012); Tomlinson M., Graduate employability and student attitudes and orientations to the labour market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Jackson D., Professional identity formation in higher education students, Studies in Higher Education, 74, 4, pp. 885-900, (2021); Tomlinson M., Nghia T., An overview of the current policy and conceptual landscape of graduate employability, Developing and Utilizing Employability Capitals. Graduates' Strategies across Labour Markets, pp. 1-18, (2020); Trede F., Macklin R., Bridges D., Professional identity development: a review of the higher education literature, Studies in Higher Education, 37, 3, pp. 365-384, (2012); Wright E., Mulvey B., Internships and the graduate labour market: how upper-middle-class students ‘get ahead’, British Journal of Sociology of Education, (2021)","M. Tomlinson; Southampton Education School, University of Southampton, Southampton, United Kingdom; email: m.b.tomlinson@soton.ac.uk","","Emerald Group Holdings Ltd.","","","","","","20507003","","","","English","J. Appl. Res. High. Edu.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85109408799"
"Svabova L.; Kramarova K.","Svabova, Lucia (57193866755); Kramarova, Katarina (57076714400)","57193866755; 57076714400","Allowance for School Graduate Practice Performance in Slovakia: Impact Evaluation of the Intervention","2022","Mathematics","10","9","1442","","","","0","10.3390/math10091442","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129729836&doi=10.3390%2fmath10091442&partnerID=40&md5=21b1433ddf8ad65de5c99799f182ab9d","Department of Economics, Faculty of Operation and Economics of Transport and Communications, University of Zilina, Zilina, 01026, Slovakia","Svabova L., Department of Economics, Faculty of Operation and Economics of Transport and Communications, University of Zilina, Zilina, 01026, Slovakia; Kramarova K., Department of Economics, Faculty of Operation and Economics of Transport and Communications, University of Zilina, Zilina, 01026, Slovakia","This study aims to evaluate the impact of a selected active labour market policy measure that has been applied in Slovakia—Allowance for school graduate practice performance—on the employability of young jobseekers and their sustainability in the labour market, and thus, it will also empirically contribute to the field of relevant literature. The policy targets unemployed school graduates, and it enables them to acquire professional skills and practical experience that corresponds with their level of education, work habits, and possible direct contact with potential employers. At the same time, this measure addresses a long-standing gap in the Slovakian education system, namely, the insufficient linkages between the educational process, the practices in the field, and the requirements of the labour market. Using fiscal resources to finance this policy, it provides a natural and logical platform to investigate the relevance of the outcome of this measure in the context of its proclaimed objectives. In light of this, we employed a counterfactual approach to compare the results of the participants who were affected the measure (recipients; treated group) and non-participants, as their counterparts (comparison/control group), using an instrumental variable to mitigate self-selection and selection-bias problems. Our findings show that this policy intervention has a short-or medium-term impact on the employability of unemployed school graduates and the sustainability of their careers. In addition, a positive impact on their monthly wages was observed. We also came to the conclusion that, assuming the measure is linked to other labour market policy interventions, which is aimed at employers that are willing to hire young unemployed people, it would be possible to improve the functionality and effectiveness of support for the unemployed through indirect measures. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","active labour market policy; counterfactual evaluation; impact evaluation; selection-bias problem; self-selection problem; unemployed school graduates","","","","","","University of Zilina, Faculty of Operation and Economics of Transport and Communications, (2/KE/2021)","Funding: This research was funded by the University of Zilina, Faculty of Operation and Economics of Transport and Communications, grant Institutional research 2/KE/2021.","Lambovska M., Sardinha B., Belas J., Impact of the COVID-19 Pandemic on Youth Unemployment in the European Union, Ekon.-Manaz. Spektrum, 15, pp. 55-64, (2021); Lastuvkova L., Active Labour Market Policy [Aktívna Politika Trhu Práce], (2005); OECD Glossary of Statistical Terms-Active Labour Market Programmes Definition; Social Security to All: The Strategy of the International Labour Or-ganization: Building Social Protection Floors and Comprehensive Social Security Systems, (2012); Pignatti C., Belle E.V., Better Together: Active and Passive Labour Market Policies in Developed and Developing Economies, Res. Dep. Work. Pap, 37, pp. 1-39, (2018); Valaskova K., Durana P., Adamko P., Changes in Consumers’ Purchase Patterns as a Consequence of the COVID-19 Pandemic, Mathematics, 9, (2021); Atkins M., Callis Z., Flatau P., Kaleveld L., COVID-19 and Youth Unemployment—CSI Response 2020; Valaskova K., Kliestik T., Gajdosikova D., Distinctive Determinants of Financial Indebtedness: Evidence from Slovak and Czech Enterprises, Equilib. Q. J. Econ. Econ. Policy, 16, pp. 639-659, (2021); Svabova L., Metzker Z., Pisula T., Development of Unemployment in Slovakia in the Context of the COVID-19 Pandemic, Ekon.-Manaz. Spektrum, 14, pp. 114-123, (2020); Emploi et Questions Sociales Dans Le Monde: Tendances 2022, (2022); COLSAF SR Monthly Statistics on the Number and Structure of Jobseekers in Slovakia [Mesačné Štatistiky o Počte a Štruktúre Uchádzačov o Zamestnanie]; Act No. 5/2004 Coll. on Employment Services and on Amending Certain Laws, (2004); Act No. 523/2004 Coll. the Act on Budgetary Rules of the Public Administration and on Amending Certain Laws, (2004); Jaskova D., Haviernikova K., The Human Resources as an Important Factor of Regional Development, Int. J. Bus. Soc, 21, pp. 1464-1478, (2020); Popirlan C.-I., Tudor I.-V., Dinu C.-C., Stoian G., Popirlan C., Danciulescu D., Hybrid Model for Unemployment Impact on Social Life, Mathematics, 9, (2021); Caroleo F.E., Ciociano E., Destefanis S., Youth Labour-Market Performance, Institutions and Vet Systems: A Cross-Country Analysis, Ital. Econ. J, 3, pp. 39-69, (2017); Martincova M., Youth Unemployment in the Labor Market of Slovak Republic, Proceedings of the SGEM2016 Conference Proceedings, 2, pp. 937-944, (2016); Picatoste X., Rodriguez-Crespo E., Decreasing Youth Unemployment as a Way to Achieve Sustainable Development, Decent Work and Economic Growth, pp. 244-253, (2021); Stefanik M., Lubyova M., Dovalova G., Karasova K., Analysis of the Effects of Active Labor Market Policy Measures [Analýza Účinkov Nástrojov Aktívnej Politiky Trhu Práce], (2014); Svabova L., Kramarova K., An Analysis of Participation Factors and Effects of the Active Labour Market Measure Graduate Practice in Slovakia-Counterfactual Approach, Eval. Program Plan, 86, (2021); Tamesberger D., Bacher J., COVID-19 Crisis: How to Avoid a ‘Lost Generation’, Intereconomics, 55, pp. 232-238, (2020); Selicka D., Young People and Unemployment [Mladí L’udia a Nezamestnanost’], Mlad. 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Cas, 64, pp. 575-595, (2016); Regulation (EU) No 1303/2013 of the European Parliament and of the Council of 17 December 2013 Laying down Common Provisions on the European Regional Development Fund, the European Social Fund, the Cohesion Fund, the European Agricul-tural Fund for Rural Development and the European Maritime and Fisheries Fund and Laying down General Provisions on the European Regional Development Fund, the European Social Fund, the Cohesion Fund and the European Maritime and Fisheries Fund and Repealing Council Regulation (EC) No 1083/2006; Biewen M., Fitzenberger B., Osikominu A., Paul M., The Effectiveness of Public-Sponsored Training Revisited: The Importance of Data and Methodological Choices, J. Labor Econ, 32, pp. 837-897, (2014); Lechner M., Wiehler S., Does the Order and Timing of Active Labor Market Programs Matter? 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Econ. Pap, 73, pp. 98-121, (2021); Frondel M., Schmidt C.M., Evaluating Environmental Programs: The Perspective of Modern Evaluation Research, Ecol. Econ, 55, pp. 515-526, (2005); Kruppe T., Lang J., Labour Market Effects of Retraining for the Unemployed: The Role of Occupations, Appl. Econ, 50, pp. 1578-1600, (2018); Morgan S.L., Winship C., Counterfactuals and Causal Inference: Methods and Principles for Social Research, Analytical Methods for Social Research, (2014); Trivellato U., Fifteen Years of Labour Market Regulations and Policies in Italy: What Have We Learned from Their Evaluation?, Statistica, 71, pp. 167-187, (2011); Cerulli G., Econometric Evaluation of Socio-Economic Programs: Theory and Applications, (2015); Wooldridge J.M., Econometric Analysis of Cross Section and Panel Data, (2010); Lee M., Matching, Regression Discontinuity, Difference in Differences, and Beyond, (2016); CRIE Handout for the Training Workshop on Counterfactual Impact Evaluation, (2014); Stefanik M., Karasova K., Studena I., Can Supporting Workplace Insertions of Unemployed Recent Graduates Improve Their Long-Term Employability?, Empirica, 47, pp. 245-265, (2020); Lee M.J., Micro-Econometrics: Methods of Moments and Limited Dependent Variables, (2010); Trading Economics Slovakia Youth Unemployment Rate; OECD Economic Surveys, (2020); COLSAF SR., Evaluation of the Implementation of Active Labour Market Measures in 2020 [Vyhodnotenie Uplatnovania Aktivnych Opatreni Na Trhu Prace Za Rok 2020], (2021); Act No. 601/2003 Coll. on Subsistence Minimum and on Amending Certain Laws, (2003); Act No. 663/2007 Coll on the Minimum Wage and on Amending Certain Laws, (2007)","L. Svabova; Department of Economics, Faculty of Operation and Economics of Transport and Communications, University of Zilina, Zilina, 01026, Slovakia; email: lucia.svabova@fpedas.uniza.sk","","MDPI","","","","","","22277390","","","","English","Mathematics","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85129729836"
"Tong M.; Gao T.","Tong, Minjun (57226416658); Gao, Tianyue (57226420507)","57226416658; 57226420507","For Sustainable Career Development: Framework and Assessment of the Employability of Business English Graduates","2022","Frontiers in Psychology","13","","847247","","","","1","10.3389/fpsyg.2022.847247","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128982988&doi=10.3389%2ffpsyg.2022.847247&partnerID=40&md5=ffc02662d2853a46b1853752317bbcf2","School of Foreign Languages and Business, Minjiang Teachers College, Fuzhou, China; School of Economics, Hebei University, Baoding, China","Tong M., School of Foreign Languages and Business, Minjiang Teachers College, Fuzhou, China; Gao T., School of Economics, Hebei University, Baoding, China","Employability is an important indicator of the competency of the employees. Employability model is a useful analytical framework for studying the ever-changing relationship between higher education and the job market. At present, the demand for business English graduates is increasing, however, there is a skill gap between their educational readiness and the recruitment requirements. In order to solve this problem, this study adopted mixed methods research and carried out the research design according to the exploratory sequence design to construct an employability model for business English graduates. A 46-item scale was developed to measure the employability of business English graduates’ employability. After assessment, it was found that the employability of business English graduates was multi-dimensional, with three dimensions—professional knowledge, generic competencies, and career management and 10 sub-dimensions—English language skills, foreign trade competencies, computer and internet application skills, social skills, learning and development, personal traits, thinking ability, work ethics, career identity and planning, and service awareness. This study verified that the employability of business English graduates reached the standard of talent training and met the requirements of employers. There were employability differences in gender, places of origin and educational institutions. From this study, it could be inferred that cultivation of business English majors should be multi-dimensional. Copyright © 2022 Tong and Gao.","business English graduate; employability; gender difference; mixed methods research; sustainable career development","","","","","","Education Department of Fujian Province for Young and Middle-aged Teachers; Department of Education, Fujian Province, (JAS21595)","Funding text 1: The study was supported by ?2021 Education and Scientific Research Project (Social Science) of The Education Department of Fujian Province for Young and Middle-aged Teachers? (Project No. JAS21595).; Funding text 2: The study was supported by “2021 Education and Scientific Research Project (Social Science) of The Education Department of Fujian Province for Young and Middle-aged Teachers” (Project No. JAS21595).","Abelha M., Fernandes S., Mesquita D., Seabra F., Ferreira-Oliveira A.T., Graduate employability and competence development in higher education—A systematic literature review using PRISMA, Sustainability, 12, 5900, (2020); Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W., Competencies for the contemporary career: development and preliminary validation of the career competencies questionnaire, J. Career Dev, 40, pp. 245-267, (2013); Albina A., Sumagaysay L., Employability tracer study of information technology education graduates from a state University in the Philippines, Soc. Sci. Humanit. Open, 2, (2020); Andrews K., Wooten B., Closing the gap: helping students identify the skills employers want, NACE J, 64, pp. 41-44, (2005); Artess J., Hooley T., Mellors-Bourne R., Employability: A Review of the Literature 2012 to 2016. (pp. 51 (report) + 51 Spreadsheet (Database of Articles)), (2017); Asonitou S., Employability skills in higher education and the case of Greece, Procedia Soc. Behav. Sci, 175, pp. 283-290, (2015); Bentler P.M., Eqs Structural Equations Program Manual, (1989); Boden R., Nedeva M., Employing discourse: universities and graduate ‘employability’, J. Educ. Policy, 25, pp. 37-54, (2010); Bridgstock R., The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills, High. Educ. Res. Dev, 28, pp. 31-44, (2009); Ciortescu E., Cecal A.I., Developing a skills-based syllabus for business english students, Rev. Rom. Pentru Educ. 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Int, 23, pp. 513-540, (2018); Fugate M., Kinicki A.J., A dispositional approach to employability: development of a measure and test of implications for employee reactions to organizational change, J. Occup. Organ. Psychol, 81, pp. 503-527, (2008); Fugate M., Kinicki A.J., Ashforth B.E., Employability: a psycho-social construct, its dimensions, and applications, J. Vocat. Behav, 65, pp. 14-38, (2004); Glaser S.R., Teamwork and communication: a 3-year case study of change, Manag. Commun. Q, 7, pp. 282-296, (1994); Grotkowska G., Wincenciak L., Gajderowicz T., Ivory-tower or market-oriented enterprise: the role of higher education institutions in shaping graduate employability in the domain of science, High. Educ. Res. Dev, 34, pp. 869-882, (2015); Hager P., Hodkinson P., Moving beyond the metaphor of transfer of learning, Br. Educ. Res. 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Educ, 3, pp. 519-541, (2020); Kim S.U., Exploring the knowledge development process of English language learners at a high school: how do English language proficiency and the nature of research task influence student Learning?, J. Assoc. Inform. Sci. Technol, 66, pp. 128-143, (2015); Knight P., Yorke M., Assessment, Learning and Employability, (2003); Marginson P., Employment flexibility in large companies: change and continuity, Ind. Relat. J, 20, pp. 101-109, (1989); McQuaid R.W., Lindsay C., The concept of employability, Urban Stud, 42, pp. 197-219, (2005); Morley L., Producing new workers: quality, equality and employability in higher education, Q. High. Educ, 7, pp. 131-138, (2001); Mourshed M., Farrell D., Barton D., Education to Employment: Designing a System That Works, (2012); Nabi G.R., Graduate employment and underemployment: opportunity for skill use and career experiences amongst recent business graduates, Educ. 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Behav, 110, pp. 1-11, (2019); Rothwell A., Arnold J., Self-perceived employability: development and validation of a scale, Pers. Rev, 36, pp. 23-41, (2007); Saterfiel T.H., McLarty J.R., Assessing Employability Skills, (1995); Schumacker R.E., Lomax R.G., A Beginner’s Guide to Structural Equation Modeling, (2004); Serban A., The employability of young higher education graduates: social problem/quality assessment criterion, Soc. Work Rev, 12, pp. 95-101, (2013); Sumanasiri E.G.T., Yajid M.S.A., Khatibi A., Review of literature on graduate employability, J. Stud. Educ, 5, pp. 75-88, (2015); Tran L.H.N., Game of blames: higher education stakeholders’ perceptions of causes of Vietnamese graduates’ skills gap, Int. J. Educ. Dev, 62, pp. 303-312, (2018); Valverde M., Tregaskis O., Brewster C., Labor flexibility and firm performance, Int. Adv. Econ. Res, 6, pp. 649-661, (2000); Van Dam K., Antecedents and consequences of employability orientation, Eur. J. Work Organ. Psychol, 13, pp. 29-51, (2004); Walker J., Language and culture requirements in international business majors at AACSB-accredited business schools, J. Teach. Int. Bus, 20, pp. 293-311, (2009); Yin R.K., Case Study Research: Design and Methods, (2014); Yorke M., Knight P.T., Embedding Employability into the Curriculum, (2004); Yusof H.M., Mustapha R., Mohamad S.A.M.S., Bunian M.S., Measurement model of employability skills using confirmatory factor analysis, Proc. Soc. Behav. Sci, 56, pp. 348-356, (2012)","M. Tong; School of Foreign Languages and Business, Minjiang Teachers College, Fuzhou, China; email: tongminjun@fzmjtc.cn","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85128982988"
"Hsu A.J.C.; Chen M.Y.-C.; Shin N.-F.","Hsu, Anna J. C. (57215905377); Chen, Mavis Yi-Ching (56134521700); Shin, Nai-Fang (57771989900)","57215905377; 56134521700; 57771989900","From academic achievement to career development: does self-regulated learning matter?","2022","International Journal for Educational and Vocational Guidance","22","2","","285","305","20","6","10.1007/s10775-021-09486-z","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133128304&doi=10.1007%2fs10775-021-09486-z&partnerID=40&md5=e5357208f0f60f9d3a086f535d69e800","Department of Management, The Chinese University of Hong Kong, Shatin, Hong Kong; Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei, Taiwan; Department of Management, Huei Yeh Corporation, Taipei, Taiwan","Hsu A.J.C., Department of Management, The Chinese University of Hong Kong, Shatin, Hong Kong; Chen M.Y.-C., Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei, Taiwan; Shin N.-F., Department of Management, Huei Yeh Corporation, Taipei, Taiwan","While previous research emphasized the effects of self-regulated learning on academic achievement, this study expands the scope of self-regulated learning to career-development processes. This study examines how young people build their employability through self-regulated learning processes and whether career maturity might be a critical antecedent of self-regulated learning processes. Results from 257 undergraduates in Taiwan indicate that both metacognitive and motivational self-regulated learning contribute to young people’s perceived employability. Early career maturity is associated with metacognitive and behavioral self-regulated learning. Most importantly, metacognitive self-regulated learning serves as a mediator in the relationship between career maturity and perceived employability. © 2021, The Author(s), under exclusive licence to Springer Nature B.V.","Career maturity; Perceived employability; Self-regulated learning","","","","","","","","Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: Developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Assaad R., Krafft C., Yassin S., Comparing retrospective and panel data collection methods to assess labor market dynamics, IZA Journal of Development and Migration, (2018); Atli A., Five-factor personality traits as predictor of career maturity, Eurasian Journal of Educational Research, 17, 68, pp. 153-167, (2017); Bae S.M., An analysis of career maturity among Korean youths using latent growth modeling, School Psychology International, 38, 4, pp. 434-449, (2017); Beishuizen J., Steffens K., A conceptual framework for research on self-regulated learning, Self-regulated learning in technology enhanced learning environments: A European perspective, pp. 1-19, (2011); 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Zhang J., Yuen M., Chen G., Supporting the career development of technical education students in China: The roles played by teachers, International Journal for Educational and Vocational Guidance, 20, 1, pp. 169-190, (2020); Zhu Y., Au W., Yates G., University students' self-control and self-regulated learning in a blended course, The Internet and Higher Education, 30, pp. 54-62, (2016); Zimmerman B.J., Becoming a self-regulated learner: Which are the key subprocesses?, Contemporary Educational Psychology, 16, pp. 307-313, (1986); Zimmerman B.J., Models of self-regulated learning and academic achievement, Self-regulated learning and academic achievement: Theory, research, and practice, pp. 1-25, (1989); Zimmerman B.J., Self-regulated learning and academic achievement: An overview, Educational Psychologist, 25, 1, pp. 3-17, (1990); Zimmerman B.J., Becoming a self-regulated learner: An overview, Theory into Practice, 41, 2, pp. 64-70, (2002); Zimmerman B.J., Martinez-Pons M., Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use, Journal of Educational Psychology, 82, pp. 51-59, (1990); Zuffiano A., Alessandri G., Gerbino M., Luengo Kanacri B.P., Di Giunta L., Milioni M., Caprara G.V., Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem, Learning and Individual Differences, 23, pp. 158-162, (2013)","M.Y.-C. Chen; Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei, Taiwan; email: cyc@ntnu.edu.tw","","Springer Science and Business Media B.V.","","","","","","18730388","","","","English","Int. J. Educ. Vocat. Guid.","Article","Final","","Scopus","2-s2.0-85133128304"
"Bernaitis N.; Grant G.; Hall S.","Bernaitis, Nijole (56225636600); Grant, Gary (55734420300); Hall, Susan (56668850400)","56225636600; 55734420300; 56668850400","Provision of externally accredited immunisation certification within an Australian Professional Pharmacy University programme: a survey of graduates on benefits and outcomes","2022","International Journal of Pharmacy Practice","30","3","","273","278","5","0","10.1093/ijpp/riac016","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133102959&doi=10.1093%2fijpp%2friac016&partnerID=40&md5=0b6fd2f740ece397fafeb5299ec50504","School of Pharmacy and Medical Sciences, Griffith University, Gold Coast Campus, Gold Coast, QLD, Australia","Bernaitis N., School of Pharmacy and Medical Sciences, Griffith University, Gold Coast Campus, Gold Coast, QLD, Australia; Grant G., School of Pharmacy and Medical Sciences, Griffith University, Gold Coast Campus, Gold Coast, QLD, Australia; Hall S., School of Pharmacy and Medical Sciences, Griffith University, Gold Coast Campus, Gold Coast, QLD, Australia","Objectives: In Australia, pharmacists may become authorised immunisers by obtaining additional credentialling from certified providers. Some Australian Universities are providing externally accredited immunisation training to final year pharmacy students. Student satisfaction has been demonstrated, but graduate views on benefits and outcomes are yet to be determined. The aim of this study was to evaluate graduates' perceptions of providing an accredited immunisation certification during their University pharmacy programme. Methods: A survey was sent to Griffith University pharmacy graduates of 2016-2020 inclusive. Respondents who completed the accredited immunisation training at University were asked to rank their agreement with five statements on a five-point Likert scale (1 = Strongly Disagree, 5 = Strongly Agree). Further information, including free-text responses, was collected on current area of practice and involvement in vaccinations. Key findings: Of the 46 graduates who completed the survey, 42 (91.3%) completed the accredited immunisation training at University. Statements that the accredited immunisation training was considered a valuable additional offering to the pharmacy programme and the time commitment was worthwhile resulted in a mean agreement of 4.74 ± 0.73 and 4.64 ± 0.76, respectively. The majority of respondents (n = 27, 58.7%) were providing immunisations on a daily, weekly or monthly basis with over half reporting becoming more actively involved in immunisation due to COVID-19. Conclusions: Pharmacy graduates valued completing an externally accredited immunisation training within their University programme and reported benefits to their employability and current roles. Incorporating externally accredited training into the curriculum can ensure graduates are prepared and skilled in continually expanding roles for pharmacists.  © 2022 The Author(s).","education; health promotion; professional role; professional training","Australia; Certification; COVID-19; Humans; Immunization; Pharmacy; Surveys and Questionnaires; Universities; Vaccination; SARS-CoV-2 vaccine; accreditation; adult; Article; Australia; certification; clinical practice; coronavirus disease 2019; cross-sectional study; education program; employability; employment status; hospital pharmacy; human; immunization; Likert scale; normal human; pharmacist attitude; pharmacy education; pharmacy student; professional competence; student satisfaction; urban rural difference; Australia; certification; immunization; pharmacy (shop); questionnaire; university; vaccination","","","","","","","Counting the Impact of Vaccines for a Safer, Healthier World, (2021); Bushell M-JA, Yee KC, Ball PA., Case for pharmacist administered vaccinations in Australia, J Pharm Pract Res, 43, pp. 292-296, (2013); Practice Guidelines for the Provision of Immunisation Services within Pharmacy, (2013); Hattingh HL, Sim TF, Parsons R, Et al., Evaluation of the first pharmacist-administered vaccinations in Western Australia: a mixedmethods study, BMJ Open, 6, (2016); Hunt G., More Community Pharmacies and Additional GPs to Deliver COVID-19 Vaccines, (2021); Freeman C., From the President: Moderna; The 2 Million-Dose Challenge, World Pharmacist Week and More, PSA Update, (2021); Vaccination Numbers and Statistics. COVID-19 Vaccination Daily Rollout; Pharmacy-based flu program success points to a healthier future, Pharmacy News, (2013); O'Donoghue N., Terry White immunisation program smashes expectations, Pharmacy News, (2013); PSA and Pharmacy Guild in QLD Immunisation Trial, (2014); Health (Drugs and Poisons) Regulation 1996. Drug Therapy Protocol - Pharmacist Vaccination Program, Version 5.0, (2021); Bain KT, Cullison MA., Deficiencies in immunization education and training in pharmacy schools: a call to action, Am J Pharm Educ, 73, (2009); Akala FO, Powers MF., Understanding the perceptions and attitudes of pharmacy students on administering adult vaccines, J Pharm Technol, 21, pp. 254-257, (2005); Bushell M, Frost J, Deeks L, Et al., Evaluation of vaccination training in pharmacy curriculum: preparing students for workforce needs, Pharmacy (Basel), 8, (2020); Mills S, Emmerton L, Sim TF., Immunization training for pharmacy students: a student-centered evaluation, Pharm Pract (Granada), 19, (2021); Hope D, Haywood A, Bernaitis N., Current research: incorporating vaccine administration in pharmacy curriculum: preparing students for emerging roles, Aust J Pharm, 95, pp. 60-63, (2014); COVID-19 Vaccination Training Program; Vaccination Training Provided within Australian Pharmacy Programs; Preparing Students and Interns for a Future as Vaccinators; Welch AC, Olenak JL, Culhane N., Incorporating an immunization certificate program into the pharmacy curriculum, Am J Pharm Educ, 73, (2009); Hogue MD, Grabenstein JD, Foster SL, Et al., Pharmacist involvement with immunizations: a decade of professional advancement, J Am Pharm Assoc (2003), 46, pp. 168-179, (2006); Patel C, Dalton L, Dey A, Et al., Impact of the COVID-19 pandemic on pharmacist-administered vaccination services, Res Social Adm Pharm, 17, (2021); Waite NM, Pereira JA, Houle SKD, Et al., COVID-19's impact on willingness to be vaccinated against influenza and COVID-19 during the 2020/2021 season: results from an online survey of Canadian adults 50 years and older, Vaccines, 9, (2021); Parajuli DR, Khanal S, Wechkunanukul KH, Et al., Pharmacy practice in emergency response during the COVID-19 pandemic: lessons from Australia, Res Social Adm Pharm, S1551-7411, (2021)","N. Bernaitis; School of Pharmacy and Medical Sciences, Griffith University, Gold Coast, Gold Coast Campus, 4222, Australia; email: n.bernaitis@griffith.edu.au","","Oxford University Press","","","","","","09617671","","IJPPF","35262672","English","Int. J. Pharm. Pract.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85133102959"
"Waterworth S.; Costello R.; Pryer B.; Lewis T.; Kerr C.","Waterworth, Sally (57217005870); Costello, Rianne (57215658992); Pryer, Barry (57787335400); Lewis, Tracy (57786142000); Kerr, Catherine (37461506900)","57217005870; 57215658992; 57787335400; 57786142000; 37461506900","Sports therapists' perceptions and experiences of graduate employment","2022","International Journal of Therapy and Rehabilitation","29","6","","","","","0","10.12968/ijtr.2021.0148","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133558943&doi=10.12968%2fijtr.2021.0148&partnerID=40&md5=633a46cd50e340a3ecf8f28c1e092fcc","School of Sport, Rehabilitation and Exercise Sciences, University of Essex, Essex, United Kingdom; Oxford Brookes University, Oxford Brookes Centre for Nutrition and Health, Oxford, United Kingdom","Waterworth S., School of Sport, Rehabilitation and Exercise Sciences, University of Essex, Essex, United Kingdom; Costello R., Oxford Brookes University, Oxford Brookes Centre for Nutrition and Health, Oxford, United Kingdom; Pryer B., School of Sport, Rehabilitation and Exercise Sciences, University of Essex, Essex, United Kingdom; Lewis T., School of Sport, Rehabilitation and Exercise Sciences, University of Essex, Essex, United Kingdom; Kerr C., School of Sport, Rehabilitation and Exercise Sciences, University of Essex, Essex, United Kingdom","Background/aims Graduate employability is complex and has moved beyond the notion of subject-specific skills being sufficient for acquiring a graduate level job, to now include important transferable skills. Sports therapy is a rapidly expanding profession focusing on assessment, treatment and rehabilitation of musculoskeletal conditions. These facets encompass components of critical thinking, problem solving, interpersonal skills and communication, thus courses can set graduates up for careers within or outside the industry. The three aims of this study were to survey BSc (Hons) Sports Therapy graduates to determine their current employment status and job role, explore graduates' experience of their undergraduate programme and investigate graduates' perceptions of how well the programme had prepared them for subsequent employment. Methods BSc (Hons) sports therapy graduates from two British universities were surveyed regarding their experience of their undergraduate degree programme and their perceptions of how well the programme had prepared them for employment. The survey was distributed to approximately 150 graduates and had a response rate of 23% (35 graduates). Descriptive statistics were used to describe the responses to the multiple-choice questions and thematic analysis was performed on free-text responses. Results Overall, 43% of respondents were employed as sports therapists and needed their degree to get their jobs. A total of 71% of respondents felt that their degree had equipped them fully or partly for employment. Free-text responses generated three themes relating to sports therapy specific skills, job availability and work-based learning opportunities. Managing student expectations, continued exposure to the range of career opportunities available and developing students subject-specific skills, 'soft' or transferrable skills, as well as personal characteristics, can help with employability. conclusions Courses should be sensitive to the demands of a changing employment landscape and, as such, encourage a student-centred approach and support placement opportunities to help with graduate employability. © 2022 MA Healthcare Ltd","Employability; Graduate sports therapist; Sports therapy; Work-based learning","adult; article; career; employability; employment; employment status; expectation; female; human; human experiment; learning; male; multiple choice test; perception; skill; sport; thematic analysis","","","","","","","Andrews J., Higson H., Graduate employability, 'soft skills' versus 'hard' business knowledge: a European study, High Educ Eur, 33, 4, pp. 411-422, (2008); Atfield G., Purcell K., Job search strategies and employment preferences of higher education students, (2010); Baker C., Loughren E.A., Dickson T., Et al., Sports graduate capabilities and competencies: a comparison of graduate and employer perceptions in six EU countries, Eur J Sport Soc, 14, 2, pp. 95-116, (2017); Beaumont E., Gedye S., Richardson S., Am I employable?': understanding students' employability confidence and their perceived barriers to gaining employment, J Hosp Leis Sport Tour Educ, 19, pp. 1-9, (2016); Benabou R., Tirole J., Self-confidence and personal motivation, Quart J Econ, 117, 3, pp. 871-915, (2002); Braun V., Clarke V., Boulton E., Et al., The online survey as a qualitative research tool, Int J Soc Res Method, 24, 6, pp. 641-654, (2021); Braun V., Clarke V., Successful qualitative research: a practical guide for beginners, (2013); Creswell J.W., Research design: qualitative, quantitative, and mixed methods approaches, (2009); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Educ Train, 49, 4, pp. 277-289, (2007); Fleming J., Martin A.J., Hughes H., Et al., Maximizing work-integrated learning experiences through identifying graduate competencies for employability: a case study of sport studies in higher education, Asia-Pac J Cooperative Educ, 10, 3, pp. 189-201, (2009); Gedye S., Beaumont E., The ability to get a job': student understandings and definitions of employability, Education and Training, 60, 5, pp. 406-420, (2018); Griffiths K., Bullough S., Shibli S., Et al., The impact of engagement in sport on graduate employability: implications for higher education policy and practice, Int J Sport Policy Politics, 9, 3, pp. 431-451, (2017); Gruppen L.D., Burkhardt J.C., Fitzgerald J.T., Et al., Competency-based education: programme design and challenges to implementation, Med Educ, 50, 5, pp. 532-539, (2016); Guild H.E., Sport and exercise science education: impact on the UK economy, (2019); Hall E.T., Cowan D.T., Vickery W., You don't need a degree to get a coaching job': investigating the employability of sports coaching degree students, Sport Educ Soc, 24, 8, pp. 883-903, (2019); Hargreaves J., Christou A., An institutional perspective on QAA subject benchmarking, Qual Assur Educ, 10, 3, pp. 187-191, (2002); Harvey L., Defining and measuring employability, Qual High Educ, 7, 2, pp. 97-109, (2001); Harvey L., Embedding and integrating employability, New Direct Inst Res, 2005, 128, pp. 13-28, (2005); Helyer R., Lee D., The role of work experience in the future employability of higher education graduates, High Educ Quart, 68, 3, pp. 348-372, (2014); Higdon R.D., Employability: the missing voice: how student and graduate views could be used to develop future higher education policy and inform curricula, Power Educ, 8, 2, pp. 176-195, (2016); Destinations of leavers from higher education 2016/17, (2018); Higgs J., Edwards H., Challenges facing health professional education in the changing context of university education, Br J Occup Ther, 65, 7, pp. 315-320, (2002); Hinchliffe G.W., Jolly A., Graduate identity and employability, Br Educ Res J, 37, 4, pp. 563-584, (2011); Karnieli-Miller O., Reflective practice in the teaching of communication skills, Patient Educ Couns, 103, 10, pp. 2166-2172, (2020); Knight P., Yorke M., Learning, curriculum and employability in higher education, (2004); Little B., Reading between the lines of graduate employment, Qual High Educ, 7, 2, pp. 121-129, (2001); Minocha S., Hristov D., Reynolds M., From graduate employability to employment: policy and practice in UK higher education, Int J Train Develop, 21, 3, pp. 235-248, (2017); Minten S., Forsyth J., The careers of sports graduates: implications for employability strategies in higher education sports courses, J Hosp Leis Sport Tour Educ, 15, pp. 94-102, (2014); Mishra K., Employability skills that recruiters demand, IUP J Soft Skills, 8, 3, pp. 50-55, (2014); Rae D., Connecting enterprise and graduate employability: challenges to the higher education culture and curriculum?, Educ Train, 49, 8-9, pp. 605-619, (2007); Scurry T., Burke C., Blenkinsopp J., Et al., Maintaining the promise without killing the dream: developing resilience for future 'graduate' careers, J Nat Inst Career Educ Couns, 44, 1, pp. 36-43, (2020); Sleap M., Reed H., Views of sport science graduates regarding work skills developed at university, Teach High Educ, 11, 1, pp. 47-61, (2006); Education and the Society, (2021); Strohschein J., Hagler P., May L., Assessing the need for change in clinical education practices, Phys Ther, 82, 2, pp. 160-172, (2002); Tomlinson M., The degree is not enough': students' perceptions of the role of higher education credentials for graduate work and employability, Br J Soc Educ, 29, 1, pp. 49-61, (2008); Tymon A., The student perspective on employability, Stud High Educ, 38, 6, pp. 841-856, (2013); Wang X., Su Y., Cheung S., Et al., An exploration of Biggs' constructive alignment in course design and its impact on students' learning approaches, Assess Eval High Educ, 38, 4, pp. 477-491, (2013); Ward K., Routledge handbook of sports therapy, injury assessment and rehabilitation, (2015); Wijbenga M.H., Bovend'Eerdt T.J.H., Driessen E.W., Physiotherapy students' experiences with clinical reasoning during clinical placements: a qualitative study, Health Prof Educ, 5, 2, pp. 126-135, (2019)","S. Waterworth; School of Sport, Rehabilitation and Exercise Sciences, University of Essex, Essex, United Kingdom; email: s.p.waterworth@essex.ac.uk","","MA Healthcare Ltd","","","","","","17411645","","","","English","Int. J. Ther. Rehabil.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85133558943"
"Balakrishnan Nair B.","Balakrishnan Nair, Bipithalal (57210321529)","57210321529","Endorsing gamification pedagogy as a helpful strategy to offset the COVID-19 induced disruptions in tourism education","2022","Journal of Hospitality, Leisure, Sport and Tourism Education","30","","100362","","","","17","10.1016/j.jhlste.2021.100362","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120347004&doi=10.1016%2fj.jhlste.2021.100362&partnerID=40&md5=9e9adb2fbb262199b666e1d5e7e15c17","Sol International Hotel Management, Woosong University, Daejeon, South Korea","Balakrishnan Nair B., Sol International Hotel Management, Woosong University, Daejeon, South Korea","This study explores the role and benefits of game-based learning activities in tourism higher education in the context of COVID-19-induced disruptions. Interpretive paradigm guided by qualitative research design was adopted. Data were collected through a combination of semi-structured interviews, online questionnaires and participant observation. The study findings identified five main advantages of gamification: a) Enhancing student engagement, participation, and motivation; b) Adding learning-experience value; c) Embracing diversity and inclusion; d) Simplifying assessment and feedback; e) Nurturing employability skills. These findings underline the effectiveness of using game-based learning in vocational disciplines like tourism technologies to enhance the quality of teaching. They also identify gamification as a multifaceted tool for a great learning experience amid the disruptions of the pandemic in the higher-education sector. © 2021 Elsevier Ltd","Education technology; Online classes; Quality education; Student motivation","","","","","","Woosong University","The research was conducted with the support of the 2021 Woosong University in-school academic research grant .","Adeyinka-Ojo S., Lee S., Abdullah S.K., Teo J., Hospitality and tourism education in an emerging digital economy, Worldwide Hospitality and Tourism Themes, 12, 2, pp. 113-125, (2020); Aguiar-Castillo L., Hernandez-Lopez L., De Saa-Perez P., Perez-Jimenez R., Gamification as a motivation strategy for higher education students in tourism face-to-face learning, Journal of Hospitality, Leisure, Sports and Tourism Education, 27, (2020); Bandura A., Self-efficacy mechanism in human agency, American Psychologist, 37, 2, pp. 122-147, (1982); Barber C., Smutzer K., Leveling for success: Gamification in IS education, AMCIS 2017 Proceedings, (2017); Braun V., Clarke V., Reflecting on reflexive thematic analysis, Qualitative Research in Sport, Exercise and Health, 11, 4, pp. 589-597, (2019); Braun V., Clarke V., Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches, Counselling and Psychotherapy Research, 21, 1, pp. 37-47, (2021); Braun V., Clarke V., Boulton E., Davey L., McEvoy C., The online survey as a qualitative research tool: International Journal of Social Research Methodology, (2020); Buckley P., Doyle E., Gamification and student motivation, Interactive Learning Environments, 24, 6, pp. 1162-1175, (2016); Caponetto I., Earp J., Ott M., Gamification and education: A literature review, Proceedings of the 8th European Conference on Games-Based Learning - ECGBL, 1, pp. 50-57, (2014); Carter N., Bryant-Lukosius D., DiCenso A., Blythe J., Neville A.J., The use of triangulation in qualitative research, Oncology Nursing Forum, 41, 5, pp. 545-547, (2014); Decrop A., Triangulation in qualitative tourism research, Tourism Management, 20, 1, pp. 157-161, (1999); Deterding S., Dixon D., Khaled R., Nacke L., From game design elements to gamefulness, Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, (2011); Dewi N.P.D.U., Tourism education in a new normal era, (2020); Dichev C., Dicheva D., Gamifying education: What is known, what is believed and what remains uncertain: A critical review, International Journal of Educational Technology in Higher Education, 14, 1, (2017); Edelheim J., How should tourism education values be transformed after 2020?, Tourism Geographies, 22, 3, pp. 547-554, (2020); Festinger L., A theory of social comparison processes, Human Relations, 7, 2, pp. 117-140, (1954); Flores R., Elvira G., Guevara S., Brenda N., Work in progress Engaging professional competencies through gamification, 2020 IEEE global engineering education conference (EDUCON), pp. 1159-1163, (2020); Ford, 10 things that learners pay attention to (and how to use them in eLearning), (2014); Gnauk B., Dannecker L., Hahmann M., Leveraging gamification in demand dispatch systems, Proceedings of the 2012 joint EDBT/ICDT workshops, pp. 103-110, (2012); Guba E.G., Lincoln Y.S., Paradigmatic controversies, contradictions, and emerging confluences, The Sage handbook of qualitative research, pp. 191-215, (2005); Higgins-Desbiolles F., The “war over tourism”: Challenges to sustainable tourism in the tourism academy after COVID-19, Journal of Sustainable Tourism, 29, 4, pp. 551-569, (2020); Kapp K.M., The gamification of learning and instruction fieldbook: Ideas into practice, (2013); Lei S.I., So A.S.I., Online teaching and learning experiences during the COVID-19 pandemic – a comparison of teacher and student perceptions, Journal of Hospitality and Tourism Education, 33, 3, pp. 148-162, (2021); Li C., Lalani F., The COVID-19 pandemic has changed education forever. 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Hosp. Leis. Sports Tour. Educ.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85120347004"
"Tandika P.; Ndijuye L.G.","Tandika, Pambas (57212385391); Ndijuye, Laurent Gabriel (57204072044)","57212385391; 57204072044","The question of university graduates' employability: are the students aware of the employers' preferences","2022","Higher Education, Skills and Work-based Learning","12","3","","588","603","15","2","10.1108/HESWBL-05-2021-0101","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119682499&doi=10.1108%2fHESWBL-05-2021-0101&partnerID=40&md5=27ef9a5d855c0ee1145aa06088cf7854","Educational Psychology and Curriculum Studies, College of Education, University of Dodoma, Dodoma, Tanzania; Department of Education Foundation and Continuing Education, College of Education, University of Dodoma, Dodoma, Tanzania","Tandika P., Educational Psychology and Curriculum Studies, College of Education, University of Dodoma, Dodoma, Tanzania; Ndijuye L.G., Department of Education Foundation and Continuing Education, College of Education, University of Dodoma, Dodoma, Tanzania","Purpose: The purpose of this paper is to university students' awareness of the employers preferred competencies and the educational level capable of readying them satisfactory for the demands of the world of work. Design/methodology/approach: Using a qualitative approach exploratory research design, data were gathered in an informal and unstructured manner, researchers identified undergraduate students' awareness of employers' preferred competencies of the graduates. Findings: Undergraduate students overestimated academic credentials while ignoring soft skills as employers' preferences. Nevertheless, they were worried about their capability to compete adequately when seeking employment despite identifying university level of education as the most appropriate for developing and enhancing their employability. Research limitations/implications: The study involved mostly second-year students from one college of the seven colleges constituting the University of Dodoma. Practical implications: There is a need for university education to integrate and emphasize the non-cognitive skills for adequately and holistically preparing future employees with adequate knowledge and skills to thrive in the world of work demands. Social implications: There likelihood that a lack of confidence would impact their participation in academia and work/job. Hence, lower down their productivity and inadequately contribute to social and national economic growth. Originality/value: The value of these findings is that they identify, inform and can be used to enhance university education programming for improved graduate's employability. © 2021, Emerald Publishing Limited.","Competencies; Employability; Employers; Preferences; University students","","","","","","","","Adams A., Cox A.L., Questionnaires, in-depth interviews, and focus groups, Research Methods for Human-Computer Interaction, pp. 17-34, (2008); Amani J., Sima R., The status of career counselling services in higher learning institutions in Tanzania, International Journal of Education and Social Science, 2, 8, pp. 18-28, (2015); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: a European study, Higher Education in Europe, 33, 4, pp. 413-422, (2008); Artess J., Forbes P., Ripmeester N., Supporting graduate employability: HEI practice in other countries, 40, (2011); Azmi I.A.G., Hashim R.C., Yusoff Y.M., The employability skills of Malaysian university students, International Journal of Modern Trends in Social Sciences, 1, 3, pp. 01-14, (2018); Bailly F., The role of employers' beliefs in the evaluation of educational output, The Journal of Socio-Economics, 37, pp. 959-968, (2008); Bandura A., Barbaranelli C., Caprara G.V., Pastorelli C., Self-efficacy beliefs as shapers of children’s aspirations and career trajectories, Child Development, 72, 1, pp. 187-206, (2001); Billett S., Readiness and learning in health care education, The Clinical Teacher, 12, 6, pp. 367-372, (2015); Blackmore P., Bulaitis Z., Jackman A., Tan E., Employability in Higher Education: A Review of Practice and Strategies Around the World, (2016); Brewer L., Enhancing Youth Employability: what? 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A brief history of competency-based higher education in the United States, The Journal of Competency-Based Education, 1, pp. 5-11, (2016); Slade C., New world of work: are universities preparing students for future careers?, (2017); Tanaka N., Horiuchi S., Shimpuku K.Y., Leshabari S., Career development expectations and challenges of Midwives in urban Tanzania: a preliminary study, BMC Nursing, 14, 27, pp. 1-6, (2015)","P. Tandika; Educational Psychology and Curriculum Studies, College of Education, University of Dodoma, Dodoma, Tanzania; email: tpambas@gmail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85119682499"
"Ali Z.; Mehreen A.","Ali, Zulqurnain (57209841251); Mehreen, Aqsa (57204149533)","57209841251; 57204149533","Can you manage shocks? An investigation of career shocks on proactive career behavior: a COR theory perspective","2022","Journal of Managerial Psychology","37","4","","346","360","14","6","10.1108/JMP-04-2020-0206","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121131936&doi=10.1108%2fJMP-04-2020-0206&partnerID=40&md5=52602f98be8f53a6bbd51e032bea0020","Department of Economics and Business Administration, Division of Management and Administrative Sciences, University of Education, Lahore, Pakistan; Business School of Sichuan University, Sichuan University, Chengdu, China","Ali Z., Department of Economics and Business Administration, Division of Management and Administrative Sciences, University of Education, Lahore, Pakistan; Mehreen A., Business School of Sichuan University, Sichuan University, Chengdu, China","Purpose: Considerable research has been done to link career-development strategies to career-management success, but little is known about how career shocks (CSs) relate to proactive career behavior (PCB). Furthermore, the study investigates the mediation mechanism of personal resources (i.e. perceived self-efficacy (PSE) and perceived employability (PEMP)) in the linkage between CSs and PCB using the tenets of conservation of resources (COR) theory. Design/methodology/approach: Using the survey approach, the authors recruited 322 banking professionals and validated the proposed model and hypotheses in AMOS. Findings: The outcome shows that CSs are significantly related to PSE and PEMP (personal resources), subsequently linked to PCB. Moreover, personal resources mediate the linkage between CSs and PCB. Thus, CSs cannot be ignored but can be minimized through proactive efforts. Practical implications: The findings support the banks' management to protect their personnel career by not giving CSs and build their PCB through personal resources. The employees should strive for enhancing personal resources through organizational development opportunities (i.e. training and development) to rescue themselves from sudden CSs. Originality/value: Shocks cannot be ignored but can be managed through PCB. This research is the first that successfully adds to the career-development literature by empirically establishing the direct and indirect association between CSs and PCB through personal resources. © 2021, Emerald Publishing Limited.","Career shocks; COR theory; Proactive career behavior","","","","","","","","Akkermans J., Schaufeli W.B., Brenninkmeijer V., Blonk R.W.B., The role of career competencies in the job demands-resources model, Journal of Vocational Behavior, 83, 3, pp. 356-366, (2013); Akkermans J., Seibert S.E., Mol S.T., Tales of the unexpected: integrating career shocks in the contemporary careers literature, SA Journal of Industrial Psychology, 44, 1, pp. 1-10, (2018); Alessandri G., Consiglio C., Luthans F., Borgogni L., Testing a dynamic model of the impact of psychological capital on work engagement and job performance, Career Development International, 23, 1, pp. 33-47, (2018); Ali Z., Gongbing B., Mehreen A., Do vulnerability mitigation strategies influence firm performance: the mediating role of supply chain risk?, International Journal of Emerging Markets, ahead-of-print, ahead-of-print, (2021); Ali Z., Mahmood B., Mehreen A., Linking succession planning to employee performance: the mediating roles of career development and performance appraisal, Australian Journal of Career Development, 28, 2, pp. 112-121, (2019); Ali Z., Ghani U., Islam Z.U., Mehreen A., Measuring career shocks: a study of scale development and validation in the Chinese context, Australian Journal of Career Development, 29, 3, pp. 164-172, (2020); Bandura A., Social Foundations of Thought and Action: A Social Cognitive Theory, (1986); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work and Stress, 21, 3, pp. 279-292, (2007); Crant J.M., Proactive behavior in organizations, Journal of Management, 26, 3, pp. 435-462, (2000); De Vos A., Soens N., Protean attitude and career success: the mediating role of self-management, Journal of Vocational Behavior, 73, 3, pp. 449-456, (2008); Duffy R.D., Douglass R.P., Autin K.L., Career adaptability and academic satisfaction: examining work volition and self-efficacy as mediators, Journal of Vocational Behavior, 90, pp. 46-54, (2015); Greco L.M., Kraimer M., Seibert S., Sargent L.D., Career shocks, obstacles, and professional identification among academics, Academy of Management Proceedings, 2015, 1, (2015); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Tatham R.L., Multivariate Data Analysis, 5, 3, pp. 207-219, (1998); Higgins M.C., Dobrow S.R., Chandler D., Never quite good enough: the paradox of sticky developmental relationships for elite university graduates, Journal of Vocational Behavior, 72, 2, pp. 207-224, (2008); Hirschi A., The career resources model: an integrative framework for career counsellors, British Journal of Guidance and Counselling, 40, 4, pp. 369-383, (2012); Hobfoll S.E., The influence of culture, community, and the nested‐self in the stress process: advancing conservation of resources theory, Applied Psychology: An International Review, 50, 3, pp. 337-421, (2001); Holtom B.C., Burton J.P., Crossley C.D., How negative affectivity moderates the relationship between shocks, embeddedness and worker behaviors, Journal of Vocational Behavior, 80, 2, pp. 434-443, (2012); Hu L.T., Bentler P.M., Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6, 1, pp. 1-55, (1999); Hussain T., Deery S., Why do self-initiated expatriates quit their jobs: the role of job embeddedness and shocks in explaining turnover intentions?, International Business Review, 27, 1, pp. 281-288, (2018); Jung Y., Takeuchi N., A lifespan perspective for understanding career self-management and satisfaction: the role of developmental human resource practices and organizational support, Human Relations, 71, 1, pp. 73-102, (2018); Ng T.W., Feldman D.C., A Conservation of resources perspective on career hurdles and salary attainment, Journal of Vocational Behavior, 85, 1, pp. 156-168, (2014); Ok A.B., Vandenberghe C., Organizational and career-oriented commitment and employee development behaviors, Journal of Managerial Psychology, 31, 5, pp. 930-945, (2016); Parker S.K., Wang Y., Liao J., When is proactivity wise? A review of factors that influence the individual outcomes of proactive behavior, Annual Review of Organizational Psychology and Organizational Behavior, 6, pp. 221-248, (2019); Preacher K.J., Hayes A.F., Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models, Behavior Research Methods, 40, 3, pp. 879-891, (2008); Rothwell A., Arnold J., Self-perceived employability: development and validation of a scale, Personnel Review, 36, pp. 23-41, (2007); Seibert S.E., Kraimer M.L., Holtom B.C., Pierotti A.J., Even the best-laid plans sometimes go askew: career self-management processes, career shocks, and the decision to pursue graduate education, Journal of Applied Psychology, 98, 1, pp. 169-182, (2013); Strauss K., Griffin M.A., Parker S.K., Future work selves: how salient hoped-for identities motivate proactive career behaviors, Journal of Applied Psychology, 97, 3, pp. 580-598, (2012); Sturges J., Guest D., Conway N., Davey K.M., A longitudinal study of the relationship between career management and organizational commitment among graduates in the first ten years at work, Journal of Organizational Behavior, 23, 6, pp. 731-748, (2002); Taber B.J., Blankemeyer M., Future work self and career adaptability in the prediction of proactive career behaviors, Journal of Vocational Behavior, 86, pp. 20-27, (2015); Ten Brummelhuis L.L., Bakker A.B., A resource perspective on the work-home interface: the work-home resources model, American Psychologist, 67, 7, pp. 545-556, (2012); Williams L.J., Cote J.A., Buckley M.R., Lack of method variance in self-reported affect and perceptions at work: reality or artifact?, Journal of Applied Psychology, 74, 3, pp. 462-468, (1989); Xanthopoulou D., Bakker A.B., Demerouti E., Schaufeli W.B., The role of personal resources in the Job Demands-Resources model, International Journal of Stress Management, 14, pp. 121-141, (2007)","Z. Ali; Department of Economics and Business Administration, Division of Management and Administrative Sciences, University of Education, Lahore, Pakistan; email: zaki.qasms.qau@gmail.com","","Emerald Group Holdings Ltd.","","","","","","02683946","","","","English","J. Manage. Psychol.","Article","Final","","Scopus","2-s2.0-85121131936"
"Tommasi F.; Perini M.; Sartori R.","Tommasi, Francesco (57193405141); Perini, Marco (57210125375); Sartori, Riccardo (55977791600)","57193405141; 57210125375; 55977791600","Multilevel comprehension for labor market inclusion: a qualitative study on experts' perspectives on Industry 4.0 competences","2022","Education and Training","64","2","","177","189","12","11","10.1108/ET-04-2021-0146","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85110111957&doi=10.1108%2fET-04-2021-0146&partnerID=40&md5=edf0a4782156770b58d2fbbd2c83a53e","Department of Human Sciences, University of Verona, Verona, Italy","Tommasi F., Department of Human Sciences, University of Verona, Verona, Italy; Perini M., Department of Human Sciences, University of Verona, Verona, Italy; Sartori R., Department of Human Sciences, University of Verona, Verona, Italy","Purpose: Given the exponential and massive technological disruption in work that Industry 4.0 will lead to, nowadays, authors and practitioners within the field of education and training are witnessing increased attention on the features of and threats to employability and integration in current labor transformations. The purpose of this paper is to address current education and training challenges as related to the fourth industrial revolution by investigating which skills and competences will be crucial for the 4.0 era. Design/methodology/approach: A qualitative field study with semi-structured interviews has been conducted. Qualitative data on a sample of N = 16 vocational training experts has been analyzed via the grounded theory approach for a bottom-up perspective on Industry 4.0 competences. Findings: Data analysis revealed a partial consensus between current scientific literature and practitioners' views on skills and competences for Industry 4.0. Indeed, practioners support the need for a mix of competences comprising the broad group of disciplines of STEM (science, technology, engineering, and mathematics), technical skills and transversal competences. Moreover, the perspective of practitioners supports a multilevel comprehension of the needs of Industry 4.0 for education and training. Drawing on these findings, an evaluation tool for an applied field intervention for inclusion in the labor market is proposed. Originality/value: The paper advances current knowledge within the field of education and training by proposing a novel perspective to address market integration as a means to tackle the risk of technological disruption. © 2021, Emerald Publishing Limited.","Grounded theory; Industry 4.0; Practitioners’ perspective; Qualitative study; Skills and competences","","","","","","","","Ala-Mantila M., Fleischmann F., Gender differences in labour market integration trajectories of recently arrived migrants in The Netherlands, Journal of Ethnic and Migration Studies, 44, 11, pp. 1818-1840, (2018); Avis J., Socio-technical imaginary of the fourth industrial revolution and its implications for vocational education and training: a literature review, Journal of Vocational Education and Training, 70, 3, pp. 337-363, (2018); Burgess J., Connell J., Winterton J., Vulnerable workers, precarious work and the role of trade unions and HRM, The International Journal of Human Resource Management, 24, 22, pp. 4083-4093, (2013); Charmaz K., Reconstructing grounded theory, The Sage Handbook of Social Research Methods, pp. 461-478, (2008); Checcucci P., Lavoratori Maturi e nuova Occupabilità. L'innovazione Tecnologica 4.0 in due Studi Territoriali, (2019); Commision E., Employment and social developments in Europe 2020, (2020); Glaser B.G., Strauss A.L., Strutzel E., The discovery of grounded theory; strategies for qualitative research, Nursing Research, 17, 4, (1968); Istat, Atto n. 974 Audizione del Presidente dell’Isituto Nazionale di Statistica L’impatto Sul Mercato Del Lavoro Della Quarta Rivoluzione Industriale. Commissione ‘Lavoro, Previdenza Sociale’ DelSenato Della Repubblica Roma, 12 Luglio 2017, (2017); Jadhav V.V., Mahadeokar R., The fourth industrial revolution (I4.0) in India: challenges and opportunities, International Journal of Trend in Scientific Research and Development, pp. 105-109, (2019); Lale E., Turbulence and the employment experience of older workers, Quantitative Economics, 9, 2, pp. 735-784, (2018); Moldovan L., State-of-the-art analysis on the knowledge and skills gaps on the topic of industry 4.0 and the requirements for work-based learning, Procedia Manufacturing, 32, pp. 294-301, (2019); Nwavu C.A., Kivimaki M., Pentti J., Vahtera J., Virtanen P., Sickness absence in a re-employment program as a predictor of labor market attachment among long-term unemployed individuals: a 6-year cohort study in Finland, Scandinavian Journal of Work, Environment and Health, 44, 5, pp. 496-502, (2018); Payton A., Skilling for tomorrow. 26th national VET research conference ‘no frills’, National Centre for Vocational Education Research (NCVER), (2017); Perini M., Tacconi G., ICT integration in teaching practice: can we go beyond the experimentation?, Forma Re-open Journal per la formazione in rete, 17, 3, pp. 101-115, (2017); Perini M., Pentassuglia M., One step forward: advancing knowledge on Italian VET-laboratory in-structional practices, Trends in vocational education and training research. Proceedings of the European Conference on Educational research (ECER), Vocational Education and Training Network (VETNET), pp. 289-296, (2018); Perini M., Tommasi F., Sartori R., Quali competenze e quali strategie formative per l’industria 4.0? Lo stato dell’arte, Qwerty, pp. 1-16, (2021); Sangmeister J., Winther E., Deutscher V., Bley S., Kreuzer C., Weber S., Designing competence assessment in VET for a digital future, Digital Workplace Learning, pp. 65-92, (2018); Tacconi G., La didattica al lavoro: analisi delle pratiche educative nell’istruzione e formazione professionale, (2011); Tacconi G., Baratter P., Perini M., Analisi delle interviste dei docenti, Imparare a leggere ea scrivere: efficacia delle pratiche di insegnamento, pp. 191-246, (2019); Tommasi F., Franceschinis I., Perini M., Sartori R., A systematic scoping review on skills variety for VET in the industry 4.0, Proceedings of the International Conference on Education and New Developments (END), pp. 474-476, (2020); Tommasi F., Ceschi A., Sartori R., Viewing meaningful work through the lens of time, Frontiers in Psychology, 11, (2020); The 4th industrial revolution in business introduction to, (2019); World Economic Forum Cambiamenti Nel Mondo Del Lavoro, (2019); Winterton J., Turner J.J., Preparing graduates for work readiness: an overview and agenda, Education+ Training, 61, 5, pp. 536-551, (2019)","F. Tommasi; Department of Human Sciences, University of Verona, Verona, Italy; email: francesco.tommasi@univr.it","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85110111957"
"Biber S.K.; Biber M.; Erbay H.N.","Biber, Sezer Kose (57196243537); Biber, Mahir (57219937408); Erbay, Hatice Nur (57223862676)","57196243537; 57219937408; 57223862676","Teachers’ perceptions on technology-assisted mathematics teaching and the interactive activities","2022","Education and Information Technologies","27","5","","6913","6945","32","1","10.1007/s10639-022-10898-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123839055&doi=10.1007%2fs10639-022-10898-9&partnerID=40&md5=6b2bee2f73920a12128261ee1bffebfa","Department of Computer Education and Instructional Technologies, Istanbul University-Cerrahpasa, Istanbul, Turkey; Department of Mathematics and Science Education, Istanbul University-Cerrahpasa, Istanbul, Turkey","Biber S.K., Department of Computer Education and Instructional Technologies, Istanbul University-Cerrahpasa, Istanbul, Turkey; Biber M., Department of Mathematics and Science Education, Istanbul University-Cerrahpasa, Istanbul, Turkey; Erbay H.N., Department of Mathematics and Science Education, Istanbul University-Cerrahpasa, Istanbul, Turkey","The methods and techniques used by teachers have an important place on the basis of many students’ negative perspectives and failures towards mathematics. Integrating technology into mathematics learning environments is inevitable since it is of great importance to create rich learning environments to increase students’ interest and understanding of mathematics. This study aims to examine both the effectiveness of technology-assisted interactive activities that make the students learn mathematics with fun and love, and teachers’ perceptions on technology-assisted mathematics teaching. To this end, 50 technology-based interactive activities has been prepared based on the topics of “exponential and square root numbers”, which were selected by taking the views of 10 mathematics teachers who were actively teaching in the field. In this study, as a technique of the qualitative research, a case study has been conducted. The participants in the present study were 25 teachers who were assigned according to the maximum variation and criterion sampling techniques. The data of the study has been collected by using semi-structured form with 6 items prepared by researchers. Under the views of teachers, alongside with the technology-assisted teaching and technology-assisted mathematics teaching, the results based on employability, productivity and efficiency of the prepared interactive activities have been achieved. In general, it has been observed that teachers like interactive activities and support the use of technology in learning environments, but they experience various problems in practice. In this context, various suggestions have been made for the improvement of the technology integration process and for future studies. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.","interactive activities; interview; mathematics; technology","","","","","","Istanbul Üniversitesi-Cerrahpasa, IÜC, (SBA-2016-20028)","This study was funded by Scientific Research Projects Coordination Unit of Istanbul University-Cerrahpasa. Project number: SBA-2016-20028. 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Biber; Department of Computer Education and Instructional Technologies, Istanbul University-Cerrahpasa, Istanbul, Turkey; email: sezer@iuc.edu.tr","","Springer","","","","","","13602357","","","","English","Educ. Inf. Technol.","Article","Final","","Scopus","2-s2.0-85123839055"
"Baumer de Azevedo M.C.; De Hauw S.; Semeijn J.; van Vuuren T.","Baumer de Azevedo, Maria Candida (57807845000); De Hauw, Sara (35728196700); Semeijn, Judith (57214226145); van Vuuren, Tinka (16415499900)","57807845000; 35728196700; 57214226145; 16415499900","Do parallel career tracks harm professionals more than single career tracks?","2022","Australian Journal of Career Development","31","2","","149","159","10","0","10.1177/10384162221110366","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134318499&doi=10.1177%2f10384162221110366&partnerID=40&md5=1d1bc668ef9235f9afe7c82d5b66ac4c","Open Universiteit, Heerlen, Netherlands; Ghent University, Gent, Belgium; Heerlen, Netherlands; People Results, São Paulo, Brazil; Research Centre for Education and the Labour Market (ROA), Maastricht University, Netherlands","Baumer de Azevedo M.C., Open Universiteit, Heerlen, Netherlands, People Results, São Paulo, Brazil; De Hauw S., Open Universiteit, Heerlen, Netherlands, Ghent University, Gent, Belgium; Semeijn J., Open Universiteit, Heerlen, Netherlands, Research Centre for Education and the Labour Market (ROA), Maastricht University, Netherlands; van Vuuren T., Open Universiteit, Heerlen, Netherlands, Heerlen, Netherlands","Parallel career tracks have become more prevalent today, especially in Brazil, where more than a quarter of all postgrads have one. Despite its growing popularity, little research has tapped into this new career phenomenon. This study examines whether having a parallel career track leads to negative work outcomes related to sustainable careers, such as higher absenteeism and lower engagement, in comparison to a single career track. Cross-sectional and longitudinal data were gathered from 380 and 102 Brazilian professionals respectively, who filled out an online survey. A normal and a repeated-measures multivariate analysis of variance were used to examine whether work outcomes differed between those with parallel career tracks versus single career tracks. The findings indicate that parallel career tracks do not have different effects on individual sustainable employability outcomes when compared to single career tracks, including employability, engagement, absenteeism, presenteeism, and burnout. Therefore, organizations can face this new career trend without reluctance as it does not harm individual work outcomes related to sustainable careers. This study contributes significantly to improving the understanding of this new career format by examining the impact of parallel career tracks on individual work outcomes through a longitudinal design. © Australian Council for Educational Research 2022.","Parallel career tracks; single career tracks; sustainable careers; work outcomes; work role conflict","","","","","","","","Ahola K., Honkonen T., Virtanen M., Koskinen S., Kivimaki M., Lonnqvist J., Occupational burnout and medically certified absence: A population-based study of Finnish employees, Journal of Psychosomatic Research, 64, 2, pp. 185-193, (2008); Alboher M., One person/multiple careers: A new model for work/life success, (2007); Aronsson G., Klas G., Margareta D., Sick but yet at work. 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Combining roles in differentiated worlds [In Dutch: Helpen combibanen bij het overbruggen van grenzen? Rollen combineren in elkaar vreemde werelden], O&O (Organisation and Development), 25, 5, pp. 27-32, (2012); Segura-Camacho A., Garcia-Orozco J.J., Topa G., Sustainable and healthy organizations promote employee well-being: The moderating role of selection, optimization, and compensation strategies, Sustainability, 10, 10, (2018); Semeijn J.H., Van Dam K., Van Vuuren T., Van der Heijden B.I.J.M., Sustainable employability and sustainable careers, Handbook of research on sustainable careers, pp. 146-160, (2015); Stromberg C., Aboagye E., Hagberg J., Bergstrom G., Lohela-Karlsson M., Estimating the effect and economic impact of absenteeism, presenteeism, and work environment-related problems on reductions in productivity from a managerial perspective, Value in Health, 20, 8, pp. 1058-1064, (2017); Sullivan S.E., Arthur M.B., The evolution of the boundaryless career concept: Examining physical and psychological mobility, Journal of Vocational Behavior, 69, 1, pp. 19-29, (2006); Taris T., Is there a relationship between burnout and objective performance? A critical review of 16 studies, Work and Stress, 20, 4, pp. 316-334, (2006); Tuomi K., Ilmarinem J., Jahkola A., Katajatinne L., Tulkki A., Índice de Capacidade para o Trabalho, (2005); Van der Heijden B.I.J.M., No one has ever promised you a rose garden” on shared responsibility and employability enhancing strategies throughout careers, (2005); Van der Heijden B., De Vos A., Sustainable careers: Introductory chapter. Chapters, Handbook of research on sustainable careers, chapter 1, pp. 1-19, (2015); Van der Heijden C., Van der Heijden B., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Van Vuuren T., Vitality management: You do not need to be ill, to get better! Enhancing the sustainable employment of workers can be realized by increasing their vitality, workability and employability [In Dutch: Vitaliteitsmanagement: je hoeft niet ziek te zijn om beter te worden! Vergroot de duurzame inzetbaarheid van werknemers door hun vitaliteit, werkvermogen en employability te versterken], Gedrag en Organisatie, 25, 4, pp. 400-418, (2012); Veld M., Semeijn J.H., Van Vuuren T., Enhancing perceived employability: An interactionist perspective on responsibilities of organizations and employees, Personnel Review, 44, 6, pp. 866-882, (2015); Xanthopoulou D., Bakker A.B., Demerouti E., Schaufeli W.B., The role of personal resources in the job demands-resources model, International Journal of Stress Management, 14, 2, (2007); Ybema J.F., Van Vuuren T., Van Dam K., Human resource practices for enhancing sustainable employability: Implementation, use, and outcomes, International Journal of Human Resource Management, 31, 7, pp. 881-907, (2020)","M.C. Baumer de Azevedo; Open Universiteit, Heerlen, Netherlands; email: Candida.BaumerdeAzevedo@ou.nl","","SAGE Publications Ltd","","","","","","10384162","","","","English","Aus.J. Career Develop.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85134318499"
"Castro-Lopez A.; Monteiro S.; Bernardo A.B.; Almeida L.S.","Castro-Lopez, Adrian (57193948508); Monteiro, Sílvia (55535083900); Bernardo, Ana B. (57188742777); Almeida, Leandro S. (7102247228)","57193948508; 55535083900; 57188742777; 7102247228","Exploration of employability perceptions with blended multi-criteria decision-making methods","2022","Education and Training","64","2","","259","275","16","2","10.1108/ET-07-2021-0296","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116088039&doi=10.1108%2fET-07-2021-0296&partnerID=40&md5=6e3977901f0a6186630a52c6e909d1f7","Business Administration, University of Oviedo, Oviedo, Spain; University of Minho, Braga, Portugal; Pyschology, University of Oviedo, Oviedo, Spain","Castro-Lopez A., Business Administration, University of Oviedo, Oviedo, Spain; Monteiro S., University of Minho, Braga, Portugal; Bernardo A.B., Pyschology, University of Oviedo, Oviedo, Spain; Almeida L.S., University of Minho, Braga, Portugal","Purpose: The purpose of this paper is to explore employment perception of students as a relevant indicator of higher education quality, using blended multi-criteria decision-making methods. Design/methodology/approach: The differential impact of these variables was analyzed in this paper taking a sample of 641 students and six higher education lecturers identified as experts on young vocational careers. The traditional study of student behavior and perceptions of employability does not incorporate the uncertainty associated with multi-criteria decision processes and is therefore less adapted to the human reasoning process. This research applies traditional techniques together with fuzzy techniques capable of managing more effectively the uncertainty associated with student actions and behaviors. Findings: This research shows that it is important to consider previous work experience, academic achievement and soft skills developed during education experiences. In this way, this research shows the lecturers how to adapt their pedagogical practices according to students' perceptions of employability and assess their students' perceptions of employability. In addition, lecturers will be able to incorporate the uncertainty associated with decision-making processes to optimize employability perception. Originality/value: Higher education-related research on uncertainty environments as multi-criteria decision problems is still in early stages. The incorporation of the uncertainty associated with decision-making processes to this field allows to optimize employability perception thanks to its adaptation to real human behavior in the adoption of decisions. © 2021, Emerald Publishing Limited.","AHP; Employability; Fuzzy; Higher education; TOPSIS; Vocational career","","","","","","MCTES-PT; Fundació Catalana de Trasplantament, FCT; Centre on Innovation and Energy Demand, University of Sussex, CIED, (UIDB/01661/2020, UIDP/01661/2020)","This work is funded by CIEd ‒ Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-PT.","Albayrak E., Erensal C., Using analytic hierarchy process (AHP) to improve human performance: an application of multiple criteria decision making problem, Journal of Intelligent Manufacturing, 15, pp. 491-503, (2004); Alvarez P., Lopez Miguens M.J., Caballero G., Perceived employability in university students: developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Ayllon S., Alsina A., Colomer J., Teachers' involvement and students' self-efficacy: keys to achievement in higher education, PLOS One, 14, 5, (2019); Bajic S., Bajic D., Gluscevic B., Vakanjac V.R., Application of fuzzy analytic hierarchy process to underground mining method selection, Symmetry, 12, (2020); Beavis A., Curtis D., Curtis N., What Do Students Know about Work? 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Learning and Employability Series 1, (2004); Yu X., Guo S., Guo J., Huang X., Rank B2C e-commerce websites in e-alliance based on AHP and fuzzy TOPSIS, Expert Systems with Applications, 38, 4, pp. 3550-3557, (2011); Zadeh L.A., Fuzzy sets, Information and Control, 8, pp. 338-353, (1965)","A. Castro-Lopez; Business Administration, University of Oviedo, Oviedo, Spain; email: adriancastrolopez@gmail.com","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85116088039"
"Pham T.","Pham, Thanh (16032317300)","16032317300","Communication Competencies and International Graduates’ Employability Outcomes: Strategies to Navigate the Host Labour Market","2022","Journal of International Migration and Integration","23","2","","733","749","16","12","10.1007/s12134-021-00869-3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109619920&doi=10.1007%2fs12134-021-00869-3&partnerID=40&md5=e03dc4e2c32da5fb800812321edac254","Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton, VIC, Australia","Pham T., Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton, VIC, Australia","This study deployed a biographical interpretive method to explore how international graduates enhanced and navigated communication competencies in the target labour market. Twenty-five international graduates from various disciplines at Australian universities participated in in-depth interviews. The findings revealed that the graduates faced difficulties in building social interactions in the host country but could develop various forms of agency to both improve on and navigate perceived limitations. Their strategies included enhancing linguistic skills and ‘legitimate language’, using ethnic capital, and countering societal pressure. The graduates knew how to use these strategies separately and collectively to not only bring about employability outcomes but also achieve other types of fulfilment. The study’s results imply that international students should not be treated as a homogenous group who have similar aspirations and experience a similar linear post-study journey. Besides, the skills-based approach currently implemented by host institutions is inadequate to prepare international students for effective communication competencies and employability negotiation. Universities and industries should build closer relationships, and university programmes should embed diverse forms of capital so that international students have sufficient resources for various post-study pathways and short- and long-term career journeys. © 2021, The Author(s), under exclusive licence to Springer Nature B.V.","Agency; Bourdieu; Capitals; Employability; Higher education; International graduates","","","","","","","","Barton G., Hartwig K., Joseph D., Podorova A., Practicum for international students in teacher education programs: An investigation of three university sites through multisocialisation, interculturalisation and reflection, Professional learning in the work place for international students: Exploring theory and practice, pp. 129-146, (2017); Bauder H., Brain abuse” or the devaluation of immigrant labour in Canada, Antipode, 35, 4, pp. 699-717, (2003); Bauder H., Origin, employment status and attitudes towards work: Immigrants in Vancouver, Canada. Work, Employment and Society., 20, 4, (2006); Blackmore J., Gribble C., Rahimi M., International education, the formation of capital and graduate employment: Chinese accounting graduates’ experiences of the Australian labour market, Critical Studies in Education, 58, 1, pp. 69-88, (2017); Bourdieu P., The forms of capital, Handbook of theory and research for the sociology of education, pp. 241-259, (1986); Bourdieu P., Language and Symbolic Power, (1992); Brown P., Hesketh A., Williams S., The mismanagement of talent: Employability and jobs in the knowledge economy, (2004); Cederberg M., Embodied cultural capital and the study of ethnic inequalities, Migrant capital: Networks, identities and strategies (pp. 33–47), (2015); Celce-Murcia M., Dornyei Z., Thurrell S., Communicative competence: A pedagogically motivated model with content specifications, Issues in Applied Linguist, 6, pp. 5-35, (1995); Collins R., Interaction ritual chains (2nd ed.), (2014); Cox P., Beyond limits and limitations: Reflections on learning processes in contexts of migration and young people, International handbook of migration, minorities and education: Understanding cultural and social differences in processes of learning, pp. 35-52, (2012); Deeb S., Bauder H., Breaking through the Glass Ceiling: Intercultural communication and the career experiences of skilled immigrant managers, Migrant capital: Networks, identities and strategies, pp. 48-63, (2015); Derwing T.M., Munro M., Accent, intelligibility and comprehensibility: Evidence from four L1s, Studies in Second Language Acquisition, 20, pp. 1-16, (1997); Erel U., Citizenship practices and skilled migrant women, On the move! Gender and migration: Crossing borders and shifting boundaries (pp. 261–84), (2003); Erel U., Migrating cultural capital: Bourdieu in migration studies, Sociology, 44, 4, pp. 642-660, (2010); Erel U., Thinking migrant capitals Intersectionally: Using a biographical approach, Migrant capital: Networks, identities and strategies, pp. 18-32, (2015); Erel U., Ryan L., Migrant capitals: Proposing a multi-level spatio-temporal analytical framework, Sociology, 53, 2, pp. 246-263, (2019); Esses V.M., Bennett-AbuAyyash C., Lapshina N., How discrimination against ethnic and religious minorities contributes to the underutilization of immigrants’ skills, Policy Insights from the Behavioral and Brain Sciences, 1, 1, pp. 55-62, (2014); Geisen T., Understanding cultural differences as social limits to Learning: Migration theory, culture and young migrants?, International handbook of migration, minorities and education: Understanding cultural and social differences in processes of learning, pp. 19-34, (2012); Giddens A., Modernity and self-identity. Self and society in the modern age, (1991); Gomes C., Transient mobility and middle-class identity: Media and migration in Australia and Singapore, (2017); Kelly P., Lusis T., Migration and the transnational habitus: Evidence from Canada and the Philippines, Environment and Planning A, 38, pp. 831-847, (2006); King R., Findlay A., Ahrens J., International student mobility literature review: Final report. Project Report, (2010); Li Z., A critical account of employability construction through the eyes of Chinese postgraduate students in the UK, Journal of Education and Work, 26, 5, pp. 473-493, (2013); Maclean M., Harvey C., The continuing diversity of corporate governance regimes: France and Britain compared, International business and corporate governance, pp. 208-225, (2008); Marginson S., Student self-formation in international education, Journal of Studies in International Education, 18, 1, pp. 6-22, (2014); Marginson S., Nyland C., Sawir E., Forbes-Mewett H., International student security, (2010); Millet J., (2003); Noordegraaf M., Schinkel W., Professional capital contested: A Bourdieusian analysis of conflicts between professionals and managers, Comparative Sociology, 10, 1, pp. 1-29, (2010); Pham T., Reconceptualise employability of returnees: What really matters and strategic navigating approaches, Higher education, (2020); Pham T., Jackson D., Employability and determinants of employment outcomes, Developing and utilizing employability capitals: Graduates’ strategies across labour markets, pp. 237-255, (2020); Pham T., Saito E., Bao D., Chowdhury R., Enhancing employability of international students: A need to understand and solve their problems on work-integrated learning (WIL) programmes, Journal of Teaching and Learning for Graduate Employability, 9, 1, pp. 62-83, (2018); Pham T., Tomlinson M., Thompson C., Forms of capital and agency as mediations in negotiating employability of international graduate migrants, Globalisation, Societies and Education, 3, 17, pp. 394-405, (2019); Puwar N., The racialised somatic norm and the senior civil service, Sociology, 35, 3, pp. 651-670, (2001); Richardson J., Kirkwood A., Informal learning in the workplace: Approaches to learning and perceptions of the context, T heory and method in higher education research (pp. 247 – 266), (2017); Rizvi F., Towards cosmopolitan learning, Discourse, 30, pp. 253-268, (2009); Ross C., Moore S., Utilising biographical narrative interpretive methods: Rich perspectives on union learning journeys and learner motivations, Journal of Education and Work, 29, 4, pp. 450-469, (2016); Saito E., Pham T., A comparative institutional analysis on strategies deployed by Australian and Japanese universities to prepare their students for employment, Higher Education Research & Development, (2020); Tan G., Hugo G., The transnational migration strategies of Chinese and Indian students in Australia. Population, Space and Place, 23, 2038, (2017); Tholen G., What can research into graduate employability tell us about agency and structure?, British Journal of Sociology of Education, 36, 5, pp. 766-784, (2015); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education and Training, 59, 4, pp. 338-352, (2017); Tran L., Rahimi M., Tan G., Dang X., Le N., Post-study work for international graduates in Australia: Opportunity to enhance employability, get a return on investment or secure migration?, Globalisation, Societies and Education, (2020); Xu C., Time, class and privilege in career imagination: Exploring study-to-work transition of Chinese international students in UK universities through a Bourdieusian lens, Time & Society, 30, 1, pp. 5-29, (2020); Yu J., Consuming UK Transnational Higher Education in China: A Bourdieusian Approach to Chinese students’ Perceptions and Experiences. Special Section—Higher Education Students in Marketised Higher Education Landscapes, (2020)","T. Pham; Faculty of Education, Monash University, Clayton, 19 Ancora Imparo Way, Australia; email: thanh.t.pham@monash.edu","","Springer Science and Business Media B.V.","","","","","","14883473","","","","English","J. Int. Migr. Integr.","Article","Final","","Scopus","2-s2.0-85109619920"
"North A.; Westerveld R.; Yates C.; Warwick I.; Chase E.","North, Amy (35766738900); Westerveld, Rosie (57226851322); Yates, Chris (9246096600); Warwick, Ian (6507035834); Chase, Elaine (58570241600)","35766738900; 57226851322; 9246096600; 6507035834; 58570241600","More than Knowledge Transfer? Alumni Perspectives on the Value of Postgraduate Study for International Development","2022","Progress in Development Studies","22","3","","257","271","14","3","10.1177/14649934211065576","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123933583&doi=10.1177%2f14649934211065576&partnerID=40&md5=1486b786a86e2b55938c850bb2a7bb8a","","","This article considers findings from the ‘More Than Knowledge Transfer’ research project, which was concerned with understanding the personal and professional trajectories of alumni from postgraduate programmes in education and international development. The article reflects on qualitative data to explore four key questions: what alumni value about their postgraduate study; the perceived usefulness of different types of learnings; how these are seen as connected to, or disconnected from, development practice; and how they are shaped by the expectations that students bring with them to the programme and their existing experiences in the international development field. The article suggests a need to problematize assumed dichotomies between ‘theory’ and ‘practice’ or ‘skills’ and ‘criticality’ and instead consider how these relationships may be shaped by students’ own backgrounds and positionalities. It argues that supporting students to engage critically with, and move and build connections between, different spaces of learning and practice is key for engendering and sustaining critical and reflective approaches as they complete their studies and develop their careers in the development sector. © 2022 SAGE Publications.","critical thinking; development studies; education and international development; employability; Higher education; professional development","education; farmers knowledge; knowledge based system; learning; research program","","","","","UCL Institute of Education","The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The MTKT research was supported by a grant from the UCL Institute of Education seed fund.","Barnett R., The ecological university: A feasible utopia, (2017); Chase S.E., Narrative enquiry: Still a field in the making, The SAGE handbook of qualitative research, pp. 421-434, (2011); Claxton G., The future of teaching and the myths that hold it back, (2021); Deem R., McCowan T., Understanding the role of university graduates in society: Which conception of public good?, Higher Education Pathways, (2018); Denskus T., Esser D.E., Countering the risks of vocationalisation in Master’s programmes in international development, Learning and Teaching, 8, 2, pp. 72-85, (2015); Engel S., Simpson Reeves L., What do they need to know? 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The wider benefits of postgraduate taught programmes for international development, (2017); Oketch M., McCowan T., Schendel R., The impact of tertiary education on development: A rigorous literature review, (2014); Owens T.L., Higher education in the sustainable development goals framework, European Journal of Education, 52, 4, pp. 414-420, (2017); Patel K., Being cosmopolitan: Marketing development studies in the neoliberal university, Progress in Development Studies; Robeyns I., Wellbeing, freedom and social justice: The capability approach re-examined, (2017); Rutazibwa O.U., On babies and bathwater: Decolonizing international development studies 1, Decolonization and feminisms in global teaching and learning, pp. 158-180, (2018); Sims K., Teaching development studies in times of change, Asia Pacific Viewpoint, 59, 2, pp. 147-158, (2018); Spiegel S., Gray H., Bompani B., Et al., Decolonising online development studies? Emancipatory aspirations and critical reflections–a case study, Third World Quarterly, 38, 2, pp. 270-290, (2017); Spratt J., Professional development?, DevPolicy Blog, (2015); Trahar S., Beyond the story itself: Narrative inquiry and autoethnography in intercultural research in higher education, Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 10, 1, (2009); Trahar S., Developing cultural capability in international higher education: A narrative inquiry, (2010); Unterhalter E., Allais S., Howell C., Et al., Conceptualising higher education and the public good in Ghana, Kenya, Nigeria, and South Africa, Proceedings of the CIES 2018 Annual Conference, 2018, (2018); Walker M., Dimensions of higher education and the public good in South Africa, Higher Education, 76, 3, pp. 555-569, (2018); Walker M., Boni A., Higher education and human development, Human development and capabilities: Re-imagining the university of the twenty-first century, (2013); Walker M., McLean M., Professional education, capabilities and the public good: The role of universities in promoting human development, (2013); Webb S., Australian scholarships in Cambodia. Tracer Study and Evaluation, (2009); White P., Devereux P., ‘Learning’ Development, Forum for Development Studies, 45, 1, pp. 119-141, (2018); Woolcock M., Higher education, policy schools, and development studies: What should masters degree students be taught?, Journal of International Development, 19, pp. 55-73, (2007); Joint Japan/World Bank Graduate Scholarship Program tracer study VIII, (2010)","A. North; email: amy.north@ucl.ac.uk","","SAGE Publications Ltd","","","","","","14649934","","","","English","Prog. Dev. Stud.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85123933583"
"Mari T.S.; Ng V.; Gunasagaran S.; Kuppusamy S.","Mari, T.S. (54791161000); Ng, V. (57211890035); Gunasagaran, S. (57209771495); Kuppusamy, S. (57200309255)","54791161000; 57211890035; 57209771495; 57200309255","Are they ready yet: Architecture Graduates Employability Skills from Employers' Perspective","2022","Journal of Design and Built Environment","22","1","","88","96","8","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129936048&partnerID=40&md5=be1456d09fee37075c13a972346a82cb","School of Architecture Design & Building, Faculty of innovation and Technology, Taylor’s University, Malaysia; School of Built Environment, University of Reading, Malaysia","Mari T.S., School of Architecture Design & Building, Faculty of innovation and Technology, Taylor’s University, Malaysia; Ng V., School of Architecture Design & Building, Faculty of innovation and Technology, Taylor’s University, Malaysia; Gunasagaran S., School of Architecture Design & Building, Faculty of innovation and Technology, Taylor’s University, Malaysia; Kuppusamy S., School of Built Environment, University of Reading, Malaysia","This paper reports on a study exploring the perspective of employers on architecture graduates’ employability skills during their employment. The study employed a survey research methodological approach. A total of 85 employers completed the survey. The findings of the study revealed that among the four employability skills dimensions measured, the communication skills dimension was scored highest, (M = 3.69, SD = 0.78), this was followed by career-related and teamwork skills (CTW) (M=3.64, SD=0.732), technical skills dimension (TECH) (M=3.52, SD=0.79) and the lowest total mean (M=3.41, SD=0.84) was reported for critical thinking skills (CT). The study elucidates that employer value graduates’ communication skills; however, they expected the graduates to demonstrate a range of other essential skills that include critical thinking, problem-solving, leadership and profession-related skills such as construction and structure that is essential to develop and build their design. Consequently, the study suggests for the HEI to unlock the existing curriculum, adopt the work-based learning (WBL) approach which allows greater partnership with employers and exposure to the real-life project, to develop the essential employability skills that employers value. © 2022, University of Malaya. All rights reserved.","Architecture; Employability skills; Work-based learning; Employer; Graduates","","","","","","Taylor’s University","The authors would like to recognize the sponsorship of this study by Taylor's University in providing financing through the Emerging Research Funding Scheme.","Abdul Karim A., Abdullah N., Abdul Rahman A., Noah S., Wan Jaafar W., Othman J., Et al., A nationwide comparative study between private and public university students’ soft skills, Asia Pacific Education Review, 13, 3, pp. 541-548, (2012); Almawaldi M. K., Sharif R., What designers of an Innovative Learning Environment should know about IR 4.0 and its impact on Spatial Design, MAJ-Malaysia Architectural Journal, 2, 2, pp. 8-16, (2020); Balakrishnan N., Survey Reveals Top Five Reasons Why Many Malaysian Youths Are Unemployed, (2019); Barrett N., The rise of a profession within a profession: the development of the architectural technology discipline within the profession of architecture, (2019); Falk A., Enhancing the Team Experience in Service Learning Courses, Journal for Civic Commitment, 18, pp. 1-16, (2012); Fernandez-Chung Rozilini M., Cheok Cheong Kee, Ching Leong Yin, Hill Christopher, Phase I: Employability of graduates in Malaysia: The perceptions of selected employers, (2014); Freudenberg B., Brimble M., Cameron C., WIL and Generic Skill Development: The Development of Business Students' Generic Skills through Work-Integrated Learning, Asia-Pacific Journal of Cooperative Education, 12, 2, pp. 79-93, (2011); Hager P., Holland S., Introduction, Graduate attributes, learning and employability, (2006); Hanapi Z., Nordin M., Unemployment among Malaysia Graduates: Graduates ‘Attributes, Lecturers’ Competency and Quality of Education, Procedia-Social and Behavioral Sciences, 112, pp. 1056-1063, (2014); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2014); Jackson D., Chapman E., Non-technical skill gaps in Australian business graduates, Education + Training, 54, 2, pp. 95-113, (2012); Jackson D., Sibson R., Riebe L., Delivering work-ready business graduates-keeping our promises and evaluating our performance, Journal of Teaching and Learning for Graduate Employability, 4, 1, (2013); James R. F., James M. L., Teaching career and technical skills in a"" mini"" business world, Business Education Forum, 59, pp. 39-41, (2004); Jann M., Revamping architectural education: ethics, social service, and innovation, International Journal of Arts and Sciences, 3, 8, pp. 45-89, (2010); Maina J. J., Daful C. K., Do they measure up? Architecture Graduates' Perception of Acquired Skills, Employers' Expectations and what is obtained, Journal of Research in National Development, 15, 1, pp. 153-161, (2017); The National Graduate Employability Blueprint 2012-2017, pp. 1-62, (2012); Sirat Morshidi, Et al., Employability of graduates in Malaysia, Unesco. Graduate employability in Asia, pp. 24-37, (2012); Murtza M. H., Shukri S. M., Taib I., Aziz A., The Preservation and Conservation of Old Shophouses in Kajang Town, Selangor, Malaysia, MAJ-Malaysia Architectural Journal, 3, 2, pp. 1-8, (2021); Myatt M., 10 Communication Secrets of Great Leaders, (2012); Nair C. S., Patil A., Mertova P., Re-engineering graduate skills—A case study, European Journal of Engineering Education, 34, pp. 131-139, (2009); Nicol D., Pilling S., Changing architectural education: Towards a new professionalism, (2005); Suhaili Padil, Ahmad Esa, Ainah Mohamed Jamal Abidah, Soft skills construct for architecture graduate in accordance with industries requirement, Multidisciplinary Studies, 2, pp. 122-130, (2015); Ramli J. A., Surbaini K. N., Rizuan M., Kadir A., Abidin Z., Examining pre-internship expectations among employers on the students’ Characteristics and Internship Program The Empirical Study of Malaysian Government-Linked Company’s University, 3, 2, pp. 112-120, (2013); Ranasinghe A., Herath H. M. T. S., Employer satisfaction towards Business graduates in Sri Lanka, 185–189 2011 International Conference on Social Science and Humanity IPEDR, 5, (2011); Skills Survey Report (Survey), pp. 1-28, (2014); Baharun Rohaizat, Changing skills required by industries: Perceptions of what makes business graduates employable, African Journal of Business Management, 6, 30, (2012); Rosenberg S., Heimler R., Morote E. S., Basic employability skills: A triangular design approach, Education + Training, 54, 1, pp. 7-20, (2012); Roth P. L., Bobko P., College grade point average as a personnel selection device: Ethnic group differences and potential adverse impact, Journal of Applied Psychology, 85, 3, pp. 399-406, (2000); Salleh R., Yusoff M. A. M., Harun H., Memon M. A., Gauging Industry's Perspectives on Soft Skills of Graduate Architects: Importance vs Satisfaction, Global Business & Management Research, 7, 2, (2015); Savage S., Davis R., Miller E., Exploring graduate transition from university to the workplace: Employer, academic and graduate perspectives, Proceedings of 34th AUBEA Annual Conference: Man-aging Change—Challenges in Education and Construction for the 21st Century, (2009); Shannon S., I Wish for More Than I Ever Get: Employers’ Perspectives on Employability Attributes of Architecture Graduates, Creative Education, pp. 1016-1023, (2012); Shukri S. M., Manteghi G., Wahab M. H., Amat R. C., Ming W. H., Preserving and Conserving Malay Royal Towns Identity in Malaysia, The Journal of Social Sciences Research, pp. 852-860, (2018); Shukri S. M., Wahab M. H., Jamala N., The Architectural Concept of Malay Royal Town, Journal of Design and Built Environment, 21, 3, pp. 52-62, (2021); Sparks E., Waits M. J., Degrees for What Jobs? NGA Center for Best Practices, (2011); Tan Y. E., Razif F. M., Employee's Perception and Preferences Towards Implementing Biophilic Design in Workspace, MAJ-Malaysia Architectural Journal, 2, 3, pp. 1-6, (2020); Wallis L., Whitman P., Savage S. M., Creating architectural knowledge in contemporary practice, (2005); Weko A. G., Mixed messages: Communication in education and practice, (2011); White M., The real reason why new college graduates can't get hired, (2013); Williamson B. J., Assessment of architectural work experience by employers and students, e-Proceedings of the WACE/ACEN Asia Pacific Conference, pp. 607-613, (2008); Yee C. W., Shukri S. M., Aminuddin A. M. R., Awaluddin Z. L., Case Study of Modern and Postmodern Styles Impact on Administration Architecture in Independent Malaysia Since 20th to 21th Century, MAJ-Malaysia Architectural Journal, 3, 3, pp. 1-10, (2021)","T.S. Mari; School of Architecture Design & Building, Faculty of innovation and Technology, Taylor’s University, Malaysia; email: TamilSalvi.Mari@taylors.edu.my","","University of Malaya","","","","","","18234208","","","","English","J. Des. Built Environ.","Article","Final","","Scopus","2-s2.0-85129936048"
"Muhammad N.; Alias N.; Jamaludin K.A.; Zulnaidi H.","Muhammad, Naimah (57729461400); Alias, Norlidah (55377732000); Jamaludin, Khairul Azhar (56712694800); Zulnaidi, Hutkemri (55352069000)","57729461400; 55377732000; 56712694800; 55352069000","Skills-based curriculum design for culinary course in Traditional Tahfiz institutions","2022","Heliyon","8","6","e09591","","","","2","10.1016/j.heliyon.2022.e09591","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131435888&doi=10.1016%2fj.heliyon.2022.e09591&partnerID=40&md5=9c96064c3cc58a23a2e7b31f709a80d3","Faculty of Education, University of Malaya, Kuala Lumpur, 50603, Malaysia; Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, 43600, Malaysia","Muhammad N., Faculty of Education, University of Malaya, Kuala Lumpur, 50603, Malaysia; Alias N., Faculty of Education, University of Malaya, Kuala Lumpur, 50603, Malaysia; Jamaludin K.A., Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, 43600, Malaysia; Zulnaidi H., Faculty of Education, University of Malaya, Kuala Lumpur, 50603, Malaysia","Traditional Tahfiz institutions have poor curriculum focus and design, resulting in graduates with poor employability skills. To overcome this issue, these institutions must embrace a skill-based curriculum, particularly for culinary courses. Thus, the purpose of this study is to determine the relevant objectives, learning content, delivery method, and assessment technique for Culinary Courses offered by traditional Tahfiz institutions. Twenty Tahfiz and culinary experts were selected for the Fuzzy Delphi Method utilising a purposive sample technique. According to the findings, the experts conclusively accepted all proposed objectives and learning activities. On the other hand, only 14 items representing content of learning, two items representing teaching modes, five items representing assessment activities, and three items representing assessment levels were acceptable. Generally, these items have reached a consensus value of above 80%. In summary, the proposed curriculum design serves as a useful reference for developing graduates' employability skills in addition to their Quranic knowledge and memorising skills. However, it is recommended that future studies develop a module based on the findings of this study in order to successfully introduce Culinary Courses in traditional Tahfiz institutions. © 2022 The Authors","Culinary course; Curriculum design; Fuzzy delphi method; Tahfiz institutions; Technical and vocational education and training","","","","","","","","Abd Rahim M.M., Pengajaran mata pelajaran hafazan al-Quran: suatu kajian maahad tahfiz al-Quran Zon Tengah, Universiti Pendidikan Sultan Idris: Fakulti Sains Kognitif Dan Pembangunan Manusia, (2008); Abdullah A.H., Keberkesanan kaedah hafazan di pusat tahfiz, Skudai. Skudai, (2013); Ahmad N., Yaacob M.T., Chek Y., Shuib S., Ab Lateh N.H., Sulaiman S., Mohd Zain A.R., Perkembangan pendidikan tahfiz: darul Quran perintis dinamik, Selangor: Darul Quran JAKIM, (2018); Alias N., DeWitt D., Jamaludin K., Transformasi Pendidikan Teknik Dan Vokasional Malaysia, (2018); Ariffin S., Wahid S.S.W., Methodology Of Quranic Memorization. Universiti Malaya, Kuala Lumpur: Academy of Islamic Studies, (2016); Awang A.H., Jalil N.A., Salleh N.H., Jalil H.A., Salim S.S., Physical learning ecosystem and built environment of tahfiz institutions in Malaysia: a systematic review, J. Architect. Plan. Construct. Manag., 9, pp. 98-103, (2019); Chua Y.P., Mastering Research Methods. Kuala Lumpur, (2010); Collins A., Brown J.S., Newman S.E., Cognitive Apprenticeship: Teaching the Craft of reading, Writing, and Mathematics. Technical Report No. 403. Bolt, Beranek and Newman, Inc., (1987); Department of Skills Development, National Occupational Skills Standard (NOSS), (2017); Department of Skills Development, Standard Registry, (2021); Ellis T.J., Levy Y., A guide for novice researchers: design and development research methods, Proceedings of Informing Science & IT Education Conference (InSITE), pp. 107-118, (2010); Fakhruddin F.M., Che Ishak S., Asmawati S., Proses dan kaedah pembelajaran tahfiz dalam kalangan murid di sekolah menengah agama kerajaan di Malaysia, Malays. J. Learn. Instruct., 17, 2, pp. 311-340, (2020); Hameed A.A.G., Abdulaziz A.M., Nur M.A., Mohd Zarif M.M., Isu Semasa Pengajian Quran Dan Sunnah, Siri 1. Kuala Lumpur, (2003); Hashim A., Penilaian perlaksanaan kurikulum tahfiz al-Quran di Darul Quran JAKIM dan Ma'ahad Tahfiz al-Quran Negeri (Doctoral dissertation), (2010); Hashim R., Educational Dualism in Malaysia: Implication for Theory and Practice, (2004); Ismail S., Institusi tahfiz di Malaysia: prospek dan cabaran, Paper Presented at Simposium Antarabangsa Tahfiz Sempena Sambutan 50 Tahun Jubli Emas Darul Quran, Kuala Lumpur, (2016); Jamaludin K.A., Alias N., DeWitt D., Technical Communication Pedagogical Strategies for an Industry-Based Curriculum, (2021); Jamaludin K.A., Alias N., DeWitt D., Kenayathulla H.B., Razzaq A.R.A., Employability skills valued by employers in Malaysia, J. Kurikulum Pengajaran Asia Pasifik, 7/2, pp. 30-37, (2019); Kaufman A., Gupta M.M., Fuzzy Mathematical Models in Engineering and Management Science, (1988); Lerman R., Are employability skills learned in U.S. youth education and training programs?, IZA J. Labor Policy, 2, 6, pp. 1-20, (2013); Keberkesanan Tahfiz Berkemahiran, (2018); Malaysian Qualifications Framework (MQF) Version 2.0 Draft: Stakeholders’ Consultation, (2017); Mat Yasim S., Makanan Halal: Kepentingannya Menurut Persepktif Islam, (2011); Ministry of Education Malaysia, Pelan Induk Pembangunan Pendidikan Malaysia 2006-2010. [Malaysian Education Development Master Plan (PIPP) 2015-2025], (2015); Ministry of Education Malaysia, Preliminary Report: Malaysia Education Blueprint 2013-2025, (2012); Mohamad S., Hashim A., Ishak H., Pembangunan Kurikulum Pendidikan Tahfiz : Prinsip Dan Kaedah Dalam Membina Kurikulum Tahfiz Al-Quran, Memperkasa Generasi Al-Quran, (2016); Mustapha R., Darusalam G., Aplikasi kaedah fuzzy delphi dalam penyelidikan sains sosial, (2018); Nagendra K.M., Naidu C.G., Radha S., Vocational value vector (V3) management in technical vocational education and training (TVET) for enhanced industrial employability, Driving the Economy through Innovation and Entrepreneurship, pp. 585-598, (2013); Nawi N.H.M., Salleh N.H., Pembinaan Model Pengajian Tahfiz di Malaysia, Online J. Islam. Educ., 5, pp. 1-11, (2017); Norsalim P.M.N., Akbarruddin M.N.A., Basir N.S.A., Muda W.H.N.W., Jeinie M.H., Challenges in establishing vocational skills in tahfiz curriculum at Malaysian tahfiz centre, Int. J. Acad. Res. Bus. Soc. Sci., 11/16, pp. 53-62, (2021); Odora R.J., Naong M.N., Distigmatisation of apprenticeship- A vehicle for entrepreneurship promotion and job creation among further education and training college students, J. Asian Afr. Stud., 49, 4, pp. 457-472, (2014); Learning a Living: a Blueprint for High Performance. A SCANS Report for America 2000, (1992); Shuib F., Kecemerlangan ilmu dalam sejarah dan tamadun Islam: penginstitusian ilmu di zaman Abbasiyah. Kuala Lumpur, (1995); Siraj S., Alias N.A., DeWitt D., Hussin Z., Design and Developmental Research: Emergent Trends in Educational Research. Kuala Lumpur, (2013); Suhairom N., Kompetensi Kerjaya Pelajar Semester Akhir Diploma Seni Kulinari Kolej Vokasional Zon Selatan Dan Zon Tengah: Kajian Rintis, paper preented at Kolokium Pendidikan Nusantara, Universiti Teknologi Malaysia, Skudai, (2016); Taat M.S., Talip R., Mosin M., The influence of curriculum and school climate on the academic attitude of tahfiz students in Malaysia, Int. J. Eval. Res. Educ., 10/3, pp. 807-815, (2021); Techanamurthy U., Alias N., DeWitt D., Problem solving strategies among culinary arts students in Community Colleges, J. Tech. Educ. Train., 10, pp. 56-70, (2018); Policy Brief: ICTs in TVET, (2011); Quality and Employability in Higher Education: Viewing Internal Quality Assurance as a Lever for Change, (2018); Wellington J., The Work Related Curriculum: Challenging the Vocational Imperatives, (1993); Yahaya M., Rasheed Z.N., Selamat A.S., Isu Dalam Pendidikan Tahfiz: Satu Analisis, pp. 141-148, (2018); Yusuf Y.M., Pelaksanaan pendidikan Islam sepanjang hayat di Kolej komuniti kementerian pendidikan Malaysia, Paper Presented at the Persidangan Kebangsaan Pembelajaran Sepanjang Hayat 2016, Universiti Malaya, (2016)","N. Alias; Faculty of Education, University of Malaya, Kuala Lumpur, 50603, Malaysia; email: drnorlidah@um.edu.my","","Elsevier Ltd","","","","","","24058440","","","","English","Heliyon","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85131435888"
"Pak K.; Furunes T.; De Lange A.H.","Pak, Karen (57208721191); Furunes, Trude (13406679700); De Lange, Annet H. (35361775700)","57208721191; 13406679700; 35361775700","Age Discrimination and Employability in Healthcare Work: A Double-Edged Sword for Older Workers?","2022","Sustainability (Switzerland)","14","9","5385","","","","2","10.3390/su14095385","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129716320&doi=10.3390%2fsu14095385&partnerID=40&md5=a1e707f84d6fc2f8a56f7e6cac8a3d96","Institute for Management Research, Radboud University, Nijmegen, 6525 AJ, Netherlands; Faculty of Social and Behavioral Sciences, Tilburg University, Tilburg, 5037 AB, Netherlands; Norwegian School of Hotel Management, University of Stavanger, Stavanger, 4021, Norway; Faculty of Psychology, Open University, Heerlen, 6419 AT, Netherlands; Faculty of Economy and Management, HAN University of Applied Sciences, Nijmegen, 6500 JK, Netherlands; The Department of Psychology, Universidade de Coruna, A Coruna, 15701, Spain; The Faculty of Psychology, Norwegian University of Science and Technology (NTNU), Trondheim, 7491, Norway","Pak K., Institute for Management Research, Radboud University, Nijmegen, 6525 AJ, Netherlands, Faculty of Social and Behavioral Sciences, Tilburg University, Tilburg, 5037 AB, Netherlands; Furunes T., Faculty of Social and Behavioral Sciences, Tilburg University, Tilburg, 5037 AB, Netherlands, Norwegian School of Hotel Management, University of Stavanger, Stavanger, 4021, Norway, Faculty of Psychology, Open University, Heerlen, 6419 AT, Netherlands; De Lange A.H., Norwegian School of Hotel Management, University of Stavanger, Stavanger, 4021, Norway, Faculty of Psychology, Open University, Heerlen, 6419 AT, Netherlands, Faculty of Economy and Management, HAN University of Applied Sciences, Nijmegen, 6500 JK, Netherlands, The Department of Psychology, Universidade de Coruna, A Coruna, 15701, Spain, The Faculty of Psychology, Norwegian University of Science and Technology (NTNU), Trondheim, 7491, Norway","Due to the aging workforce, older workers, especially in the healthcare industry, must remain employable. However, older healthcare workers may face age discrimination that can limit their employability chances. In this study, we examined (a) the causal direction of the relationship between age discrimination and internal employability and (b) differences between age groups (young (≤30), middle-aged (31–44), and older (≥45) healthcare workers) in this relationship. Based on the Selection Optimization Compensation theory, we postulated that (i,ii) internal employability and age discrimination are inversely negatively related to one another over time and that (ii–iv) this relationship would be strongest for older employees compared to other age groups. We conducted a two-wave complete panel study among 1478 healthcare professionals to test these hypotheses. The results of our multi-group structural equation modeling analyses suggested that internal employability is a significant negative predictor of age discrimination. Moreover, results suggested that internal employability and age discrimination have a reciprocal relationship among older workers but are unrelated for younger and middle-aged workers. Theoretical and practical implications of our results are discussed. © 2022 by the author. Licensee MDPI, Basel, Switzerland.","age discrimination; aging workforce; employability; healthcare; longitudinal research","ageism; aging; employment; health care; health worker","","","","","European Social Fund, ESF","Funding: This research was funded by the European Social Fund.","Zacher H., Kooij T., Beier M., Active ageing at work: Contributing factors and implications for organizations, Organ. Dyn, 47, pp. 37-45, (2018); Van Dam K., Van Vuuren T., Kemps S., Sustainable employment: The importance of intrinsically valuable work and an age-supportive climate, Int. J. Hum. Resour. Manag, 28, pp. 2449-2472, (2017); Hasselhorn H.-M., Tackenberg P., Muller B.H., Working Conditions and Intent to Leave the Profession among Nursing Staff in Europe, (2003); Campbell J., Dussault G., Buchan J., Pozo-Martin F., Arias M.G., Leone C., A Universal Truth: No Health without a Workforce, (2013); Ng T.W., Feldman D.C., The relationship of age to ten dimensions of job performance, J. Appl. Psychol, 93, pp. 392-423, (2008); Ng T.W.H., Feldman D.C., How do within-person changes due to aging affect job performance?, J. Vocat. Behav, 83, pp. 500-513, (2013); Posthuma R.A., Campion M.A., Age Stereotypes in the Workplace: Common Stereotypes, Moderators, and Future Research Directions, J. Manag, 35, pp. 158-188, (2009); Babelova Z.G., Starecek A., Vranakova N., Csaszar M., Sarmir M., Sakal P., Caganova D., Age Discrimination, Release of Employees and Sustainable Law Strategy in Industrial Enterprises, Res. Pap. Fac. Mater. Sci. Technol. Slovak Univ. Technol, 27, pp. 25-33, (2019); Ahmed A.M., Andersson L., Hammarstedt M., Does age matter for employability? A field experiment on ageism in the Swedish labour market, Appl. Econ. Lett, 19, pp. 403-406, (2012); Peters P., Van Der Heijden B., Spurk D., De Vos A., Klaassen R., Please Don’t Look at Me that Way. An Empirical Study into the Effects of Age-Based (Meta-) Stereotyping on Employability Enhancement among Supermarket Workers, Front. Psychol, 10, (2019); Wood G., Wilkinson A., Harcourt M., Age discrimination and working life: Perspectives and contestations—A review of the contemporary literature, Int. J. Manag. Rev, 10, pp. 425-442, (2008); Iversen T.N., Larsen L., Solem P.E., A conceptual analysis of ageism, Nord. Psychol, 61, pp. 4-22, (2009); Solem P.E., The affective component of ageism needs attention, Int. J. Manpow, 41, pp. 583-594, (2020); Bayl-Smith P.H., Griffin B., Age discrimination in the workplace: Identifying as a late-career worker and its relationship with engagement and intended retirement age, J. Appl. Soc. Psychol, 44, pp. 588-599, (2014); Palmore E.B., Definitions, Encyclopedia of Ageism, pp. 96-99, (2005); Corrington A., Ng L.C., Phetmisy C.N., Watson I., Wu F.Y., Hebl M., How bias thwarts successful aging at work, Ind. Organ. Psychol, 13, pp. 413-416, (2020); De Lange A.H., Van der Heijden B.I.J.M., Van Vuuren T., Furunes T., De Lange C., Dikkers J., Employable as we age? A systematic review of relationships between age conceptualizations and employability, Front. Psychol, 11, (2020); Ruggs E.N., Hebl M.R., Law C., Cox C.B., Roehling M.V., Wiener R.L., Gone fishing: I–O psychologists’ missed opportunities to understand marginalized employees’ experiences with discrimination, Ind. Organ. 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Behav, 32, pp. 264-290, (2011); De Prins P., De Vos A., Van Beirendonck L., Segers J., Sustainable HRM for sustainable careers: Introducing the ‘Respect Openness Continuity (ROC) model’, Handbook of Research on Sustainable Careers, pp. 319-334, (2015); Liu S., Liu P., Wang M., Zhang B., Effectiveness of stereotype threat interventions: A meta-analytic review, J. Appl. Psychol, 106, (2021)","K. Pak; Institute for Management Research, Radboud University, Nijmegen, 6525 AJ, Netherlands; email: k.pak@tilburguniversity.edu","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85129716320"
"David M.; Maurer H.","David, Maxine (44461177300); Maurer, Heidi (36502210000)","44461177300; 36502210000","Reclaiming agency: skills, academics and students in the Social Sciences","2022","European Political Science","21","2","","308","324","16","2","10.1057/s41304-021-00349-3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115850679&doi=10.1057%2fs41304-021-00349-3&partnerID=40&md5=e92c2c0d5525f3631ee4e00ebf4f83b6","Leiden University, Leiden, Netherlands; Danube University Krems, Krems an der Donau, Austria","David M., Leiden University, Leiden, Netherlands; Maurer H., Danube University Krems, Krems an der Donau, Austria","The adoption of active learning pedagogy and, later, the institution of the employability agenda in Higher Education have resulted in a severe loss of agency for academics and students in the Social Sciences. In this article, we reflect on our experiences of applying active learning methods. We argue that we have been part of a change that has occasioned a loss of key skills development, especially those associated with traditional learning and academic thinking. An overly headlong rush to implement the “new” over the “old” saw the discarding of certain skills central to the active learning agenda. Further, the emphasis on student satisfaction, professionalisation and quality assurance pushed the academic to the sidelines, to the detriment of Higher Education. We, therefore, first critique the skills debate and identify shortcomings in the active learning application that emerged from that debate. We focus on the skills emphasised in practice, how they are portrayed in opposition (instead of complementarity) to academic skills, and how they undermine the agency academics and students really require. Next, we propose a reconsideration of necessary but undervalued skills like reading, listening and note-taking. © 2021, The Author(s).","Academic skills; Active learning; Agency; Employability; Social sciences","","","","","","Danube University Krems University for Continuing Education","Funding Open access funding provided by Danube University Krems University for Continuing Education.","American Association of State Colleges and Universities (N/D), (2021); Biesta G., What Kind of Citizenship for European Higher Education? 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Maurer; Danube University Krems, Krems an der Donau, Austria; email: heidrun.maurer@donau-uni.ac.at","","Palgrave Macmillan","","","","","","16804333","","","","English","Eur. Polit. Sci.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85115850679"
"Heymann P.; Bastiaens E.; Jansen A.; van Rosmalen P.; Beausaert S.","Heymann, Perry (57443777500); Bastiaens, Ellen (57444159400); Jansen, Anne (57443777600); van Rosmalen, Peter (6507841600); Beausaert, Simon (36080307500)","57443777500; 57444159400; 57443777600; 6507841600; 36080307500","A conceptual model of students' reflective practice for the development of employability competences, supported by an online learning platform","2022","Education and Training","64","3","","380","397","17","13","10.1108/ET-05-2021-0161","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124207997&doi=10.1108%2fET-05-2021-0161&partnerID=40&md5=6a1745e572111f303760c8ca24e761ed","CIO-Office, Maastricht University Office, Maastricht University, Maastricht, Netherlands; EDLAB, The Maastricht University Institute for Education Innovation, Maastricht University, Maastricht, Netherlands; Expertisecentrum Onderwijs, Open Universiteit, Heerlen, Netherlands; Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands; Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands","Heymann P., CIO-Office, Maastricht University Office, Maastricht University, Maastricht, Netherlands; Bastiaens E., EDLAB, The Maastricht University Institute for Education Innovation, Maastricht University, Maastricht, Netherlands; Jansen A., Expertisecentrum Onderwijs, Open Universiteit, Heerlen, Netherlands; van Rosmalen P., Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands; Beausaert S., Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands","Purpose: In a fast evolving labour market, higher education graduates need to develop employability competences. Key in becoming employable is the ability to reflect on learning experiences, both within a curriculum as well as extra-curricular and work placements. This paper wants to conceptualise how an online learning platform might entail a reflective practice that systematically supports students in reflecting on their learning experiences. Design/methodology/approach: When studying online learning platforms for developing students' employability competences, it became clear that the effectiveness of the platform depends on how the platform guides students' reflective practice. In turn, the authors studied which features (tools, services and resources) of the online learning platform are guiding the reflective practice. Findings: This resulted in the introduction of an online learning platform, containing a comprehensive set of online learning tools and services, which supports students' reflective practice and, in turn, their employability competences. The online platform facilitates both feedback from curricular and work-related learning experiences and can be used as a start by students for showcasing their employability competences. The reflective practice consists of a recurrent, systematic process of reflection, containing various phases: become aware, analyse current state, draft and plan a solution, take action and, finally, reflect in and on action. Research limitations/implications: Future research revolves around studying the features of online learning platforms and their role in fostering students' reflection and employability competences. Practical implications: The conceptual model provides concrete indicators on how to implement online learning platforms for supporting students' reflection and employability competences. Originality/value: This is the first article that analyses an online learning platform that guides students' reflective practice and fosters their employability competences. The authors provide concrete suggestions on how to model the online platform, building further on reflective practice theory. © 2022, Perry Heymann, Ellen Bastiaens, Anne Jansen, Peter van Rosmalen and Simon Beausaert.","Competences; Employability; Higher education; Online learning platform; Reflective practice","","","","","","","","Aarts B., Kunn A., Employability: the employers' perspective: using a stated-preferences experiment to gain insights into employers' preferences for specific competencies, ROA Reports, (2019); Ahmed E., Ward R., A comparison of competing technology acceptance models to explore personal, academic and professional portfolio acceptance behaviour, Journal of Computers in Education, 3, 2, pp. 169-191, (2016); Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W.B., Competencies for the contemporary career: development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Alvarez-Gonzalez P., Perceived employability in university students: developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); 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Heymann; CIO-Office, Maastricht University Office, Maastricht University, Maastricht, Netherlands; email: perry.heymann@maastrichtuniversity.nl","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85124207997"
"Matsuo M.","Matsuo, Makoto (56190503000)","56190503000","The role of supervisor support for strengths use in promoting perceived employability and career satisfaction","2022","Personnel Review","51","5","","1587","1603","16","9","10.1108/PR-01-2021-0026","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108903887&doi=10.1108%2fPR-01-2021-0026&partnerID=40&md5=a284d8bae5d1be13679ca77098462e57","Graduate School of Economics and Business Administration, Hokkaido University, Sapporo, Japan","Matsuo M., Graduate School of Economics and Business Administration, Hokkaido University, Sapporo, Japan","Purpose: This study aims to examine how perceived supervisor support for strengths use (PSSSU) directly and indirectly facilitates career satisfaction and perceived employability as mediated by strengths use behavior. Design/methodology/approach: A two-wave questionnaire survey was administered to nurses (n = 221) and analyzed using structural equation modeling. Findings: Results indicated that PSSSU directly enhanced career satisfaction and indirectly enhanced perceived employability through strengths use behavior. Research limitations/implications: As the sample was limited to nurses in a Japanese hospital, it is possible that the characteristics of the national culture and occupation affected the results. Practical implications: Support for strengths use is important especially in stressful work environments in order to retain professional employees by enhancing their employability and career satisfaction. Originality/value: This study extends the literature by identifying the different effects of PSSSU on the two types of career-related well-being. The present research is the first study to show the mediating role played by strengths use behavior in linking PSSSU to perceived employability. © 2021, Emerald Publishing Limited.","Career satisfaction; Employability; Strengths use behavior; Strengths use support","","","","","","","","Aguinis H., Gotfredson R.K., Joo H., Delivering effective performance feedback: the strengths-based approach, Business Horizons, 55, pp. 105-111, (2012); Armstrong-Stassen M., Cameron S., Factors related to the career satisfaction of older managerial and professional women, Career Development International, 10, 3, pp. 203-215, (2005); Bagozzi R.P., Yi Y., On the evaluation of structural equation models, Journal of the Academy of Marketing Science, 16, 1, pp. 74-94, (1988); Bakker A.B., Demerouti E., Job demands - resources theory, Work and Wellbeing: A Complete Reference Guide, 3, pp. 37-64, (2014); Bakker A.B., Demerouti E., Job demands-resources theory: taking stock and looking forward, Journal of Occupational Health Psychology, 22, 3, pp. 273-285, (2017); Bakker A.B., van Woerkom M., Strengths use in organizations: a positive approach of occupational health, Canadian Psychology, 59, 1, pp. 38-46, (2018); Bakker A.B., Hetland J., Olsen O.K., Espevik R., Daily strengths use and employee well-being: the moderating role of personality, Journal of Occupational and Organizational Psychology, 92, pp. 144-168, (2019); Becker G.S., Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, (1964); Bender M., Connelly C., Brown C., Interdisciplinary collaboration: the role of the clinical nurse leader, Journal of Nursing Management, 21, pp. 165-174, (2013); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work and Stress, 21, 3, pp. 279-292, (2007); Bouskila-Yam O., Kluger A.N., Strength-based performance appraisal and goal setting, Human Resource Management Review, 21, pp. 137-147, (2011); Bowers K., Making the most of human strengths, Positive Psychology: Exploring the Best in People, pp. 23-36, (2009); Cascio W.F., Methodological issues in international HR management research, The International Journal of Human Resource Management, 23, 12, pp. 2532-2545, (2012); Chan S.H.J., Mai X., Kuok O.M.K., Kong S.H., The influence of satisfaction and promotability on the relation between career adaptability and turnover intentions, Journal of Vocational Behavior, 92, pp. 167-175, (2016); Cheung R., Jin Q., Cheung C., Perceived employability of nonlocal Chinese university students in Hong Kong: the impact of acculturative and vocational variables, Journal of Career Assessment, 26, 1, pp. 137-153, (2018); Chughtai A., Servant leadership and perceived employability: proactive career behaviours as mediators, Leadership and Organization Development Journal, 40, 2, pp. 213-229, (2019); Colquhoun H.L., Squires J.E., Kolehmainen N., Fraser C., Grimshaw J.M., Methods for designing interventions to change healthcare professionals’ behaviour: a systematic review, Implementation Science, 12, 1, pp. 1-11, (2017); Creed P.A., Gagliardi R., Career compromise, career distress, and perceptions of employability: the moderating roles of social capital and core self-evaluations, Journal of Career Assessment, 23, 1, pp. 20-34, (2015); Dacre Pool L., Qualter P., Emotional self-efficacy, graduate employability, and career satisfaction: testing the associations, Australian Journal of Psychology, 65, pp. 214-223, (2013); De Battisti F., Gilardi S., Guglielmetti C., Siletti E., Perceived employability and reemployment: do job search strategies and psychological distress matter?, Journal of Occupational and Organizational Psychology, 89, pp. 813-833, (2016); De Cuyper N., Van der Heijden B.I.J.M., De Witte H., Associations between perceived employability, employee well-being, and its contribution to organizational success: a matter of psychological contracts?, The International Journal of Human Resource Management, 22, 7, pp. 1486-1503, (2011); De Cuyper N., Raeder S., Van der Heijden B.I., Wittekind A., The association between workers' employability and burnout in a reorganization context: longitudinal evidence building upon the conservation of resources theory, Journal of Occupational Health Psychology, 17, 2, pp. 162-174, (2012); De Rada V.D., Measure and control of non-response in a mail survey, European Journal of Marketing, 39, 1-2, pp. 16-32, (2005); De Vos A., De Hauw S., Van der Heijden B.I.J.M., Competency development and career success: the mediating role of employability, Journal of Vocational Behavior, 79, pp. 438-447, (2011); DeConinck J.B., The effect of organizational justice, perceived organizational support, and perceived supervisor support on marketing employees' level of trust, Journal of Business Research, 63, 12, pp. 1349-1355, (2010); Ding H., Yu E., How and when does perceived supervisor support for strengths use influence employee strengths use? 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Matsuo; Graduate School of Economics and Business Administration, Hokkaido University, Sapporo, Japan; email: mmatsuo@econ.hokudai.ac.jp","","Emerald Publishing","","","","","","00483486","","","","English","Pers. Rev.","Article","Final","","Scopus","2-s2.0-85108903887"
"Thomson T.J.; Sternberg J.","Thomson, T.J. (57190617832); Sternberg, Jason (24538205800)","57190617832; 24538205800","Journalism Employability in the Modern Newsroom: Insights From Applicant Resumes and Cover Letters","2022","Journalism and Mass Communication Educator","77","2","","157","176","19","2","10.1177/10776958211032856","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85110941369&doi=10.1177%2f10776958211032856&partnerID=40&md5=9ef254c5f416471fc48f1bee9f711e55","Queensland University of Technology, Kelvin Grove, Australia","Thomson T.J., Queensland University of Technology, Kelvin Grove, Australia; Sternberg J., Queensland University of Technology, Kelvin Grove, Australia","What skills, attributes, and experiences are needed for a visual journalism job in a contemporary print and digital newsroom? Previous attempts at answering this question examine it through insights from hiring managers or news editors, often collected retrospectively or at arbitrary times of the year through surveys; analyses of position descriptions, which are often framed in normative terms; or through analyzing journalism curricula, which perpetually struggle to adapt nimbly to evolving industry demands. This signaling theory study adopts a novel approach by examining, through qualitative thematic analysis, all applicants’ resumes and cover letters submitted by candidates for a visual journalism job posted in 2019. The hiring organization sought a candidate who could not only tell newsworthy stories through images but also one who could “write their own stories,” “have strong organizational skills,” and be “knowledgeable about current digital technology and applications for smartphone photography.” The results provide insight into the types of applicants who apply to such a position; the skills, attributes, and experiences employers regard as worthy of shortlisting; and the strategies candidates adopted in addressing the position description and selection criteria. © AEJMC 2021.","journalism education; journalism employability; journalism hiring; journalism jobs; journalism training; skill sets; visual journalism jobs","","","","","","","","Althusser L., Ideology and ideological state apparatuses (notes towards an investigation), The Anthropology of the State: A Reader, 9, 1, pp. 86-98, (2006); Table L: Employment of men and women by job category, (2015); Anderson M., At newspapers, photographers feel the brunt of job cuts, (2013); Antony M.G., Thomas R.J., ‘This is citizen journalism at its finest’: YouTube and the public sphere in the Oscar Grant shooting incident, New Media & Society, 12, 8, pp. 1280-1296, (2010); Austin J., Cokley J., The key hiring criteria used by journalism employers, Australian Studies in Journalism, 17, pp. 74-89, (2006); Becker L.B., Kosicki G.M., Engleman T., Viswanath K., Finding work and getting paid_ Predictors of success in the mass communications job market, Journalism Quarterly, 70, 4, pp. 919-933, (1993); Boyatzis R.E., Transforming qualitative information: Thematic analysis and code development, (1998); Coddington M., Defending judgment and context in “original reporting”: Journalists’ construction of newswork in a networked age, Journalism, 15, 6, pp. 678-695, (2014); Cohen N.S., At work in the digital newsroom, Digital Journalism, 7, 5, pp. 571-591, (2019); Cokley J., Employment in journalism, The international encyclopedia of journalism studies, (2019); Cokley J., Wenger D.H., Wenger M., McBride J., Are journalists supposed to stay home while audiences roam? Professional implications of structural expectation regimes between Europe and the United States, Journal of Applied Journalism & Media Studies, 2, 3, pp. 437-458, (2013); Connelly B.L., Certo S.T., Ireland R.D., Reutzel C.R., Signaling theory: A review and assessment, Journal of Management, 37, 1, pp. 39-67, (2011); Creswell J., Qualitative inquiry and research design: Choosing among five traditions, (1998); Ferrucci P., We’ve lost the basics”: Perceptions of journalism education from veterans in the field, Journalism & Mass Communication Educator, 73, 4, pp. 410-420, (2018); Goggin M.D., Visual rhetoric in pens of steel and inks of silk: Challenging the great visual/verbal divide, Defining visual rhetorics, pp. 87-110, (2004); Guo L., Volz Y., (Re)defining journalistic expertise in the digital transformation: A content analysis of job announcements, Journalism Practice, 13, 10, pp. 1294-1315, (2019); Hadland A., Barnett C., The state of news photography: Photojournalists’ attitudes toward work practices, technology and life in the digital age, (2018); Hallin D., We keep America on top of the world: Television journalism and the public sphere, (1994); Hanusch F., Journalists in times of change: Evidence from a new survey of Australia’s journalistic workforce, Australian Journalism Review, 35, 1, pp. 29-42, (2013); Jamil S., Increasing accountability using data journalism: Challenges for the Pakistani journalists, Journalism Practice, 15, 1, pp. 19-40, (2021); Kress G., New theories of meaning, Multiliteracies: Literacy learning and the design of social futures, pp. 153-161, (2000); Lima Q.T., Journalists’ professional self-representations: A Portuguese perspective based on the contribution made by the sociology of professions, Journalism, 22, pp. 1775-1792, (2021); Lowrey W., Becker L.B., The impact of technological skill on job-finding success in the mass communication labor market, Journalism & Mass Communication Quarterly, 78, 4, pp. 754-770, (2001); Machin D., Polzer L., Visual journalism, (2015); Mason M., Sample size and saturation in PhD studies using qualitative interviews, Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 11, 3, (2010); Morse J.M., Designing funded qualitative research, Handbook of qualitative research, pp. 220-235, (1994); Pierce T., Miller T., Basic journalism skills remain important in hiring, Newspaper Research Journal, 28, 4, pp. 51-61, (2007); Powers E., Seeking “skilled, poised, fluent” verbal communicators: Aesthetic labor and signaling in journalism job advertisements, Newspaper Research Journal, 42, 1, pp. 12-28, (2021); Ricketson M., Dodd A., Zion L., Winarnita M., Like being shot in the face” or “I’m glad I’m out”: Journalists’ experiences of job loss in the Australian media industry 2012–2014, Journalism Studies, 21, pp. 54-71, (2019); Rivas C., Coding and analysing qualitative data, Researching society and culture, (2012); Santana A.D., Russial J., Photojournalists’ role expands at most daily U.S. newspapers, Newspaper Research Journal, 34, 1, pp. 74-88, (2013); Schlesinger P., Doyle G., From organizational crisis to multi-platform salvation? Creative destruction and the recomposition of news media, Journalism, 16, 3, pp. 305-323, (2015); Spence M., Job market signaling, Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Spence M., Signaling in retrospect and the informational structure of markets, American Economic Review, 92, pp. 434-459, (2002); Strauss A., Corbin J., Basics of qualitative research, (1990); Tandoc E.C., Foo C.Y.W., Here’s what BuzzFeed journalists think of their journalism, Digital Journalism, 6, 1, pp. 41-57, (2018); Thomson T.J., Freelance photojournalists and photo editors: Learning and adapting in a (mostly faceless) virtual world, Journalism Studies, 19, 6, pp. 803-823, (2018); Thomson T.J., Mapping the emotional labor and work of visual journalism, Journalism, 22, 4, pp. 956-973, (2021); Wenger D.H., Owens L.C., Cain J., Help wanted: Realigning journalism education to meet the needs of top U.S. news companies, Journalism & Mass Communication Educator, 73, 1, pp. 18-36, (2018); Willis B., The advantages and limitations of single case study analysis, E-International Relations, 4, pp. 1-7, (2014); Young S., Carson A., What is a Journalist? The view from employers as revealed by their job vacancy advertisements, Journalism Studies, 19, 3, pp. 452-472, (2018)","T.J. Thomson; Queensland University of Technology, Kelvin Grove, Australia; email: tj.thomson@qut.edu.au","","SAGE Publications Ltd","","","","","","10776958","","","","English","Journal. Mass Commun. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85110941369"
"van Leeuwen E.H.; Knies E.; van Rensen E.L.J.; Taris T.W.","van Leeuwen, Evelien H. (57219836985); Knies, Eva (38861986500); van Rensen, Elizabeth L. J. (56873002400); Taris, Toon W. (7006739971)","57219836985; 38861986500; 56873002400; 7006739971","Stimulating Employability and Job Crafting Behaviour of Physicians: A Randomized Controlled Trial","2022","International Journal of Environmental Research and Public Health","19","9","5666","","","","0","10.3390/ijerph19095666","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129433150&doi=10.3390%2fijerph19095666&partnerID=40&md5=63b2b76c59a9bd9b6564ee236657546b","Department of Quality and Patient Safety, University Medical Center Utrecht, Heidelberglaan 100, Utrecht, 3584 CX, Netherlands; School of Governance, Utrecht University, Bijlhouwerstraat 6, Utrecht, 3511 ZC, Netherlands; Department of Social, Health and Organizational Psychology, Utrecht University, Heidelberglaan 1, Utrecht, 3584 CS, Netherlands","van Leeuwen E.H., Department of Quality and Patient Safety, University Medical Center Utrecht, Heidelberglaan 100, Utrecht, 3584 CX, Netherlands, School of Governance, Utrecht University, Bijlhouwerstraat 6, Utrecht, 3511 ZC, Netherlands; Knies E., School of Governance, Utrecht University, Bijlhouwerstraat 6, Utrecht, 3511 ZC, Netherlands; van Rensen E.L.J., Department of Quality and Patient Safety, University Medical Center Utrecht, Heidelberglaan 100, Utrecht, 3584 CX, Netherlands; Taris T.W., Department of Social, Health and Organizational Psychology, Utrecht University, Heidelberglaan 1, Utrecht, 3584 CS, Netherlands","The demanding work context of physicians challenges their employability (i.e., their ability and willingness to continue to work). This requires them to proactively manage their working life and employability, for instance, through job crafting behaviour. This randomized controlled intervention study aimed to examine the effects of a personalized feedback report on physicians’ employability and job crafting behaviour. A total of 165 physicians from two hospitals in a large Dutch city were randomly assigned to a waitlist control or intervention group in May 2019. Physicians in the intervention group received access to a personalized feedback report with their employability scores, suggestions to improve these and to engage in job crafting. Participants completed a pre-test and eight weeks later a post-test. RM MANOVAs and RM ANOVAs showed that the intervention enhanced participants’ perceptions of their mental (F (1,130) = 4.57, p < 0.05) and physical (F (1,135) = 16.05, p < 0.001) ability to continue working. There was no effect on their willingness to continue to work. Furthermore, while job crafting behaviour significantly increased over time, the personalized feedback report did not account for this change. This low-investment intervention is relevant for organizations to stimulate employees’ proactivity and create positive perceptions of their ability to continue to work. Moreover, this study contributes to the literature by examining a novel approach of a job crafting intervention that does not require many resources to implement. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","employability; field experiment; intervention study; job crafting; physicians; willingness to work; work ability","Humans; Job Satisfaction; Physicians; Workplace; Netherlands; craft production; employment generation; experimental study; investment; public health; adult; article; controlled study; employability; employee; female; field experiment; human; human experiment; intervention study; investment; male; organization; perception; physician; pretest posttest design; randomized controlled trial; job satisfaction; workplace","","","","","University Medical Center Utrecht","This research was funded by the University Medical Center Utrecht in the Netherlands. The authors would like to thank all physicians who participated in this study and J. van Harten, who helped to refine the personalized feedback report to make it fit this study.","Brenninkmeijer V., Hekkert-Koning M., To craft or not to craft: The relationships between regulatory focus, job crafting and work outcomes, Career Dev. Int, 20, pp. 147-162, (2015); O'Donovan R., McAuliffe E., Exploring psychological safety in healthcare teams to inform the development of interventions: Combining observational, survey and interview data, BMC Health Serv. Res, 20, (2020); Van den Heuvel M., Demerouti E., Peeters M.C.W., The job crafting intervention: Effects on job resources, self-efficacy, and affective well-being, J. Occup. Organ. Psychol, 88, pp. 511-532, (2015); Merkel S., Ruokolainen M., Holman D., Challenges and practices in promoting (ageing) employees working career in the health care sector–case studies from Germany, Finland and the UK, BMC Health Serv. 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Psychol, 10, (2019); Kirkpatrick J.D., Kirkpatrick W.K., Kirkpatrick’s Four Levels of Training Evaluation, (2016); De Vos A., Van der Heijden B.I.J.M., Akkermans J., Sustainable careers: Towards a conceptual model, J. Vocat. Behav, 117, (2020); Hall D.T., The protean career: A quarter-century journey, J. Vocat. Behav, 65, pp. 1-13, (2004); Bernes K.B., Bardick A.D., Orr D.T., Career guidance and counselling efficacy studies: An international research agenda, Int. J. Educ. Vocat. Guid, 7, pp. 81-96, (2007); Ong B.N., Hodgson D., Small N., Nahar P., Sanders C., Implementing a digital patient feedback system: An analysis using normalisation process theory, BMC Health Serv. 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"Lipton B.","Lipton, Briony (57193198149)","57193198149","Ways to write an academic life: Queering the academic curriculum vitae","2022","Management Learning","53","3","","566","581","15","3","10.1177/13505076211051201","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117209686&doi=10.1177%2f13505076211051201&partnerID=40&md5=fbba0c38d39e015a19c5033688d9c2ff","The University of Sydney, Australia","Lipton B., The University of Sydney, Australia","The curriculum vitae (CV) is a short account of one’s career and qualifications typically prepared for a position or promotion. In academia, the CV chronicles a representation of the academic self in terms of scholarly activities such as publications, research grants and projects, conference participation and teaching awards. Far from being a neutral record, the CV (re)produces gendered norms and highlights continued gender inequalities in academic careers. This article explores how the CV is made possible (and consequently measured and valued) through material practices as well as via discourses of productivity, employability and success. It does this by embracing Jack Halberstam’s concept of ‘queer failure’ and Karen Barad’s theory of ‘intra-action’ in an experimental auto-ethico-ethnography of the academic CV. Using a diffractive approach, this article also calls into question the separation of the body and the materiality of the CV, our emotional relationship with the CV, as well as gendered academic labour. In theorising the CV through the lens of performativity, attention is reoriented towards the assemblage of relations and intra-actions between academic, writing, the career, the body and representation and reveals them to be complexly located within and through each other. © The Author(s) 2021.","Academic careers; auto-ethico-ethnography; curriculum vitae; employability; gender; productivity; queer failure; success","","","","","","","","Acker J., Hierarchies, jobs, bodies: A theory of gendered organisations, Gender & Society, 4, 2, pp. 139-158, (1990); Ahmed S., On Being Included, (2010); Alvesson M., Understanding Culture in Organisations, (2002); Angermuller J., Academic careers and the valuation of academics. A discursive perspective on status categories and academic salaries in France as compared to the US, Germany and Great Britain, Higher Education, 73, 1, pp. 963-980, (2017); Bailyn L., Academic careers and gender equity: Lessons learned from MIT, Gender Work and Organization, 10, 2, pp. 137-153, (2003); Baker M., Career confidence and gendered expectations of academic promotion, Journal of Sociology, 46, 3, pp. 317-334, (2010); Ball S.J., Living the neoliberal university, European Journal of Education, 50, 3, pp. 258-261, (2015); Barad K., Posthumanist performativity: Toward an understanding of how matter comes to matter, Signs: Journal of Women in Culture and Society, 28, 3, pp. 801-831, (2003); Barad K., Meeting the Universe Halfway. 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Lipton; The University of Sydney, Australia; email: briony.lipton@sydney.edu.au","","SAGE Publications Ltd","","","","","","13505076","","","","English","Manage. Learn.","Article","Final","","Scopus","2-s2.0-85117209686"
"Walter C.E.; Au-Yong-Oliveira M.; Miranda Veloso C.; Polónia D.F.","Walter, Cicero Eduardo (57211313536); Au-Yong-Oliveira, Manuel (57218856174); Miranda Veloso, Cláudia (57204888803); Polónia, Daniel Ferreira (6506834325)","57211313536; 57218856174; 57204888803; 6506834325","R&D tax incentives and innovation: unveiling the mechanisms behind innovation capacity","2022","Journal of Advances in Management Research","19","3","","367","388","21","4","10.1108/JAMR-06-2021-0194","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122176929&doi=10.1108%2fJAMR-06-2021-0194&partnerID=40&md5=08ef8f539067f0b798f6982d24f47f8a","Federal Institute of Education Science and Technology of Piaui, Teresina, Brazil; GOVCOPP, DEGEIT, University of Aveiro, Aveiro, Portugal; INESC TEC, Porto, Portugal; GOVCOPP, ESTGA, University of Aveiro, Aveiro, Portugal","Walter C.E., Federal Institute of Education Science and Technology of Piaui, Teresina, Brazil, GOVCOPP, DEGEIT, University of Aveiro, Aveiro, Portugal; Au-Yong-Oliveira M., GOVCOPP, DEGEIT, University of Aveiro, Aveiro, Portugal, INESC TEC, Porto, Portugal; Miranda Veloso C., GOVCOPP, ESTGA, University of Aveiro, Aveiro, Portugal; Polónia D.F., GOVCOPP, DEGEIT, University of Aveiro, Aveiro, Portugal","Purpose: There is a scarcity of empirical evidence in the literature on the chain of causality involving tax incentives for Research and Development (R&D) activities and their subsequent transformation into innovation. This study aims to assess the influence of R&D tax incentives on the organizational attributes of Portuguese firms to identify how they are converted into innovation. Design/methodology/approach: A structural research model consisting of 339 companies that benefited from the Fiscal Incentive System supporting R&D in Enterprises, during the period from 2013 to 2016, was developed. This was done to assess the role of R&D tax incentives on the organizational attributes that form the innovation capacity. The model was validated using the multivariate statistical technique of structural equation modeling with partial least squares estimation (partial least squares structural equation modeling – PLS-SEM). Findings: The results found suggest that although it is not possible to unequivocally identify the mechanisms used to convert tax incentives into innovation, it is possible to conclude that they play an important spillover effect for the construction and strengthening of organizational attributes. These form the basis of innovation capacity, to the extent that they positively influence the firms’ total assets, equity, liabilities, number of employees and sales. Hence, contributions are brought to both the literature on tax incentives and the general literature on innovation. Originality/value: For policymakers, the evidence points to the fact that in addition to the incentives provided, novel mechanisms need to be established to help firms develop their absorptive capacity. The objective is to effectively convert the incentives received into innovation through the organizational attributes analyzed. From the firms’ point of view, the results found suggest that tax incentives act as a catalyst for making R&D investments. Additionally, there is an influence on employability, which effectively enhances the chances of innovation in the long run. Tax incentives received by Portuguese firms also have the effect of promoting economic dynamism – by enhancing the following: investments in infrastructure, the hiring of employees and the increasing of sales, generating positive externalities for both firms and society. © 2021, Emerald Publishing Limited.","Innovation; Innovation capacity; Portugal; R&D tax incentives; Research and development; SIFIDE","","","","","","","","Abdi H., Williams L.J., Partial least squares methods: partial least squares correlation and partial least square regression, Methods in Molecular Biology, 930, pp. 549-579, (2013); Acheson J., Malone R., Respect your elders: evidence from Ireland's R&D tax credit reform, The Economic and Social Review, 51, 1, pp. 105-131, (2020); Amabile T.M., How to kill creativity, Harvard Business Review, 76, 5, pp. 76-87, (1998); Andreev P., Heart T., Maoz H., Pliskin N., Validating formative partial least squares (PLS) models: methodological review and empirical illustration, ICIS 2009 Proceedings, (2009); Antolin-Lopez R., Cespedes-Lorente J., Garcia-de-Frutos N., Martinez-del-Rio J., Perez-Valls M., Fostering product innovation: differences between new ventures and established firms, Technovation, 41-42, pp. 25-37, (2015); Aralica Z., Botric V., Evaluation of research and development tax incentives scheme in Croatia, Economic Research-Ekonomska Istraživanja, 26, 3, pp. 63-80, (2013); Atkinson R.D., Expanding the R&E tax credit to drive innovation, competitiveness and prosperity, The Journal of Technology Transfer, 32, 6, pp. 617-628, (2007); Avellar A.P., Impacto das Políticas de fomento à inovação no Brasil sobre o gasto em atividades inovativas e em atividades de P&D das empresas, Estudos Economicos, 39, 3, pp. 629-649, (2009); Avellar A., Botelho M.R.A., Efeitos das políticas de inovação nos gastos com atividades inovativas das pequenas empresas brasileiras, Estudios de economia, 46, 3, pp. 609-642, (2016); Balsalobre-Lorente D., Zeraibi A., Shehzad K., Cantos-Cantos J.M., Taxes, R&D expenditures, and open innovation: analyzing OECD countries, Journal of Open Innovation: Technology, Market and Complexity, 7, 36, pp. 1-12, (2021); Basto R., Martins A., Nogueira G., The impact of R&D tax incentives in Portugal, No. 0158, Gabinete de Estratégia e Estudos, Ministério da Economia, (2021); Bayarcelik E.B., Tasel F., Apak S., A research on determining innovation factors for SMEs, Procedia - Social and Behavioral Sciences, 150, pp. 202-211, (2014); Berube C., Mohnen P., Are firms that receive R&D subsidies more innovative?, Canadian Journal of Economics, 42, 1, pp. 206-225, (2009); Bido D.S., Da Silva D., SmartPLS 3: especificação, estimação, avaliação e relato, Administração Ensino E Pesquisa, ANGRAD, 20, 2, pp. 1-31, (2019); Bloom N., Van Reenen J., Williams H., A toolkit of policies to promote innovation, The Journal of Economic Perspectives: A Journal of the American Economic Association, 33, 3, pp. 163-184, (2019); Bronzini R., Piselli P., The impact of R&D subsidies on firm innovation, Research Policy, 45, 2, pp. 442-457, (2016); Brown J.R., Fazzari S.M., Petersen B.C., Financing innovation and growth: cash flow, external equity, and the 1990s R&D boom, The Journal of Finance, 64, 1, pp. 151-185, (2009); Brown J.R., Martinsson G., Petersen B.C., What promotes R&D? 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Conceitos, metodologia e prática, Autoridade Tributária e Aduaneira, Portugal, (2019); Rhee S.-Y., Park J., Shin H.-D., High-performance work practices and organizational innovativeness: the roles of relational coordination competencies and market turbulence as a mediator or moderator, Journal of Open Innovation: Technology, Market, and Complexity, 6, 3, (2020); Ringle C.M., Silva D., Bido D., Modelagem de equações estruturais com utilização do SmartPLS, Revista Brasileira de Marketing, periodicos.uninove.br, 13, 2, pp. 56-73, (2014); Romijn H., Albaladejo M., Determinants of innovation capability in small electronics and software firms in southeast England, Research Policy, 31, 7, pp. 1053-1067, (2002); Santos A., Cincera M., Determinants of financing constraints, Small Business Economics, pp. 1-13, (2021); Santos U.P., Rapini M.S., Mendes P.S., Impactos dos incentivos fiscais na inovação de grandes empresas: uma avaliação a partir da pesquisa Sondagem de Inovação da ABDI, Nova Economia, 30, 3, pp. 803-832, (2020); Saunila M., Ukko J., A conceptual framework for the measurement of innovation capability and its effects, Baltic Journal of Management, 7, 4, pp. 355-375, (2012); Silva E., Pedron C., Elementos Determinantes para a Capacidade de Inovação das Empresas: uma revisão sistemática da literatura, Revista Brasileira de Gestão E Inovação, 7, 1, pp. 45-63, (2019); Simachev Y., Kuzyk M., Feygina V., Public support for innovation in Russian firms: looking for improvements in corporate performance quality, International Advances in Economic Research, 21, 1, pp. 13-31, (2015); Stern S., Porter M., Furman J., The Determinants of National Innovative Capacity, (2000); Straathof B., Gaillard-Ladinska E., Kox H., Mocking R., Goldberg I., Jensen C., Lindholm P., Sobolewski M., Berg-Andersson B., Kaseva H., Rouvinen P., Valkonen T., Sellner R., Schonpflug K., Paterson I., A Study on R&D Tax Incentives, No, (2014); Tassey G., Choosing government R&D policies: tax incentives vs. direct funding, Review of Industrial Organization, 11, pp. 579-600, (1996); Tassey G., Tax incentives for innovation: time to restructure the R&E tax credit, The Journal of Technology Transfer, 32, 6, pp. 605-615, (2007); Teece D.J., Pisano G., Shuen A., Dynamic capabilities and strategic management, Strategic Management Journal, 18, 7, pp. 509-533, (1997); Tian B., Yu B., Chen S., Ye J., Tax incentive, R&D investment and firm innovation: evidence from China, Journal of Asian Economics, 71, pp. 1-14, (2020); Wang R., Kesan J.P., Do tax policies drive innovation by SMEs in China?, Journal of Small Business Management, pp. 1-39, (2020); Westmore B., Policy incentives for private innovation and maximising the returns, OECD Journal Economic Studies, 2013, 1, pp. 121-163, (2014); Winter S.G., Understanding dynamic capabilities, Strategic Management Journal, 24, 10, pp. 991-995, (2003); Wong K.K.-K., Partial least squares structural equation modeling (PLS-SEM) techniques using SmartPLS, Marketing Bulletin, 24, 1, pp. 1-32, (2013); Wonglimpiyarat J., The role of government in Porter's Diamond model: comparative cases of Singapore and Thailand, International Journal of Technology, Policy and Management, 18, 1, (2018); Wu Y., Popp D., Bretschneider S., The effects of innovation policies on business R&D: a cross-national empirical study, Economics of Innovation and New Technology, 16, 4, pp. 237-253, (2007); Xu E., Xu K., A multilevel analysis of the effect of taxation incentives on innovation performance, IEEE Transactions on Engineering Management, 60, 1, pp. 137-147, (2013); Zahra S.A., Sapienza H.J., Davidsson P., Entrepreneurship and dynamic capabilities: a review, model and research agenda, Journal of Management Studies, 43, 4, pp. 917-955, (2006); Zawislak P.A., Alves A.C., Tello-Gamarra J., Barbieux D., Reichert F.M., Innovation capability: from technology development to transaction capability, International Journal of Innovation and Technology Management, 7, 2, pp. 14-27, (2012)","C.E. Walter; Federal Institute of Education Science and Technology of Piaui, Teresina, Brazil; email: eduardowalter@ifpi.edu.br","","Emerald Group Holdings Ltd.","","","","","","09727981","","","","English","J. Adv. Manag. Res.","Article","Final","","Scopus","2-s2.0-85122176929"
"Vani R.; Mohan S.; Ramkumar E.V.","Vani, R. (57737474200); Mohan, S. (57221539813); Ramkumar, E.V. (57737331000)","57737474200; 57221539813; 57737331000","A Study on Ameliorating Indian Engineering Students’ Communication Skills in Relation With CEFR","2022","Theory and Practice in Language Studies","12","6","","1172","1180","8","0","10.17507/tpls.1206.17","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131797642&doi=10.17507%2ftpls.1206.17&partnerID=40&md5=478a30d6112f222da6fae64f22969383","Faculty of English, Theni Kammavar Sangam College of Technology, Tamilnadu, Theni, India; Faculty of English, Kalasalingam Academy of Research and Education, Tamilnadu, Krishnankoil, India","Vani R., Faculty of English, Theni Kammavar Sangam College of Technology, Tamilnadu, Theni, India; Mohan S., Faculty of English, Kalasalingam Academy of Research and Education, Tamilnadu, Krishnankoil, India; Ramkumar E.V., Faculty of English, Kalasalingam Academy of Research and Education, Tamilnadu, Krishnankoil, India","In the globalized world, English is known as the International language. The engineering professionals have to possess good communication skills to be successful in their career. Communication skills have become one of the employability skills in current scenario. The communication skills of today’s engineering professionals are considered to be in the beginner level (in Tamilnadu, India) in the Common European Framework of Reference for Languages (CEFR) that is to test the ability of individual’s language proficiency. This may be due to the lack of interest in enriching the listening and speaking skills. This study focuses on enhancing the standard of the communication skills by improving the listening and speaking skills. © 2022 ACADEMY PUBLICATION.","and productive learning; CEFR level; communication skills; grammar translation method; language proficiency; listening; speaking","","","","","","","","Alzeebaree Y., Hasan I. A., What makes an effective EFL teacher: High School Students' Perceptions, Asian ESP Journal, 16, 2, pp. 169-183, (2020); Bagaric V, Djigunovic J. M., Defining communicative competence, Metodika, 8, 1, pp. 94-103, (2007); Brown J. D., Introducing needs analysis and English for Specific Purposes, (2016); Crawford J., The role of materials in the language classroom: Finding the balance, Methodology in language teaching: An anthology of current practice, pp. 80-92, (2002); Gashaye A., An investigation of the present situation communicative needs in an ESP context: Civil engineering students in focus, English for Specific Purposes World, 16, 48, pp. 1-19, (2015); Hymes D., On communicative competence, pp. 5-26, (1966); Sanjay Kumar, Pushpa Lata, Communication Skills, (2011); Prensky M., Digital natives, digital immigrants part 1, On the horizon, 9, 5, pp. 1-6, (2001); rgurovi M., Chapelle C. A., Shelley M. C., A meta-analysis of effectiveness studies on computer technology-supported language learning, ReCALL, 25, 2, pp. 165-198, (2013); Rajprasit K., Pratoomrat P., Wang T., Kulsiri W., Hemchua S., Use of the English language prior to and during employment: Experiences and needs of Thai novice engineers, Global Journal of Engineering Education, 16, 1, pp. 27-33, (2014); Marc Reimer J., Communication Skills for 21<sup>st</sup> Century Engineer, Global J of Engng. Educ, 11, pp. 89-100, (2007); Singh D., Kaur G., Professional communication skills in English for non-native English speaking engineers: challenges and a proposed teaching framework, International Journal of Recent Technology and Engineering, 8, 2, pp. 595-599, (2019); Sheth T.D., Communication skill: A prerequisite for engineers, International Journal on Studies in English Language and Literature, 3, 7, pp. 51-54, (2016); Tarvin L. D., Communicative competence: Its definition, connection to teaching, and relationship with interactional competence (Education specialist dissertation), (2014)","","","Academy Publication","","","","","","17992591","","","","English","Theory Pract. Lang. Stud.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85131797642"
"Mahajne I.; Meler T.","Mahajne, Ibrahim (57217011021); Meler, Tal (56303951200)","57217011021; 56303951200","Retraining in Social Work for Arab Academic Women: Motivation and Integration into the Field","2022","Affilia - Feminist Inquiry in Social Work","37","2","","300","319","19","2","10.1177/08861099211057504","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121129754&doi=10.1177%2f08861099211057504&partnerID=40&md5=cf04fd8bceedd7b1eea03b851b82c5f4","Beit Berl College, Kfar Sava, Israel; School of Social Work, Zefat Academic College, Zefat, Israel; Behavioral Sciences, Zefat Academic College, Zefat, Israel","Mahajne I., Beit Berl College, Kfar Sava, Israel, School of Social Work, Zefat Academic College, Zefat, Israel, Behavioral Sciences, Zefat Academic College, Zefat, Israel; Meler T., Behavioral Sciences, Zefat Academic College, Zefat, Israel","In recent decades, there has been an increased rate of higher education among Arab women in Israel that has been accompanied by an increase in their integration into various forms of employment. However, the employability options of academic Arab women graduates are limited due to the under-development of employment zones in Arab localities in the periphery of Israel. This policy has led to persistent deterioration in the quality of jobs and a high prevalence of underemployment. To examine how these women cope with underemployment, the present study focused on Arab academic women retraining in social work. This qualitative study is based on in-depth interviews with 27 graduate Arab women who have not found employment suitable for their original training. The article examined their motives to retrain in social work (intrinsic-extrinsic factors), learning process and integration into the field, their social-family context, and the way it determines their coping mechanism. The findings reveal their path of retraining in social work in their attempt to overcome barriers and factors such as culture, family, and employment opportunities that contribute to the selection of this coping mechanism that resulted in new employment trends among them and obtaining quality jobs. © The Author(s) 2021.","Arab women; quality jobs; retraining; social worker; underemployment","","","","","","","","Abu-Baker K., ‘Career women’ or ‘working women’? Change versus stability for young Palestinian women in Israel, The Journal of Israeli History, 21, 12, pp. 85-109, (2002); Abu-Rabia-Queder S., The paradox of professional marginality among Arab-Bedouin women, Sociology, 51, 5, pp. 1084-1100, (2017); Amariya N., Krill Z., (2019); Anthias F., Intersectional what? Social divisions, intersectionality and levels of analysis, Ethnicities, 13, 1, pp. 3-19, (2013); Awad Y., Zoabi K., Abu-Rokon S., Motives behind career’s change among students in supplementary programs, International Journal of Humanities and Social Science (IJHSS), 4, 5, pp. 74-84, (2014); Barise A., Social work with Muslims: Insights from the teachings of Islam, Critical Social Work, 6, 2, pp. 313-328, (2005); Benjamin O., Bernstein D., Motzafi-Haller P., Emotional politics in cleaning work: The case of Israel, Human Relations, 64, 3, pp. 337-357, (2011); Bleikh H., (2018); Blit-Cohen E., Israeli-Palestinian social work encounters, Journal of Social Work, 21, 5, pp. 1124-1141, (2021); Blit-Cohen E., Jammal-Abboud R., The impact of Arab-Israeli culture on the characteristics of the therapeutic encounter between women social workers and fathers in Arab parent–child centers, Journal of Social Work Practice, 31, 3, pp. 337-351, (2017); Bonacich E., Alimahomed S., Wilson B.J., Bonacich E., Alimahomed S., Wilson B.J., The racialization of global labor, American Behavioral Scientist, 52, 3, pp. 342-355, (2008); Charmaz K., Grounded theory, Qualitative psychology: A practical guide to research methods, pp. 81-110, (2003); Davoine L., Erhel C., Guergoat-Lariviere M., Monitoring quality in work: European employment strategy indicators and beyond, International Labour Review, 147, 2-3, pp. 163-198, (2008); Feldman D.C., The antecedents and consequences of early career indecision among young adults, Human Resource Management Review, 13, 3, pp. 499-531, (2003); Friedman A., (2018); Fuchs H., Friedman-Wilson T., (2018); Gewirtz-Meydan A., Even-Zohar A., Retraining programs in social work: Career considerations, factors influencing the decision to study social work and professional preferences among students, European Journal of Social Work, 21, 4, pp. 585-601, (2018); Gringeri C.E., Wahab S., Anderson-Nathe B., What makes it feminist? Mapping the landscape of feminist social work research, Affilia, 25, 4, pp. 390-405, (2010); Gushue G.V., The relationship of ethnic identity, career decision-making self-efficacy and outcome expectations among Latino/high school students, Journal of Vocational Behavior, 68, 1, pp. 85-95, (2006); Perception of job satisfaction, service, effectiveness, and burnout among Arab social workers in Israel, International Journal of Social Welfare, 9, 3, pp. 201-210, (2000); Henik M., Second career: Essential change, Man and work, 8, pp. 9-13, (2017); Hochschild A.R., The second shift, (2003); (2018); (2019); (2020); (2021); Jammal-Abboud R., Blit-Cohen E., Building a bridge between Arab culture and what you learn at the university"": Social workers with fathers at Arab child-parent centers in Israel, Journal of Social Sciences and Humanities, 2, 4, pp. 66-73, (2019); Kalleberg A.L., Good jobs bad jobs, (2011); Kaye B., Up is not the only way, Training and Development, 50, 2, pp. 48-53, (1996); Khattab N., Miaari S., Palestinians in the Israeli labor market: A multi-disciplinary approach, (2013); Kraus V., Yonay Y.P., Facing barriers: Palestinian women in a Jewish-dominated labor market, (2018); Lazarus A., Shalev M., (2013); Mahajne I., (2018); Mahajne I., (2019); Meler T., Intersections in Palestinian single mother’s lives in Israel, Social Identities, 21, 6, pp. 627-645, (2015); Meler T., The Palestinian family in Israel: Simultaneous trends, Marriage & Family Review, 53, 8, pp. 781-810, (2017); Meler T., Underemployment vs. relocation: Coping mechanisms of Palestinian women in Israel with patriarchal and spatial impositions, Sociological Spectrum, 39, 5, pp. 300-318, (2019); Okay-Somerville B., Scholarios D., Shades of grey: Understanding job quality in emerging graduate occupations, Human Relations, 66, 4, pp. 555-585, (2013); Romero B.A., Villena A.M., Knowledge hierarchy of social work and gender studies in Spain, Affilia, 32, 3, pp. 276-291, (2017); Sa'ar A., Economic citizenship: Neoliberal paradoxes of empowerment, (2016); Sabbah-Karkaby M., Stier H., Links between education and age at marriage among Palestinian women in Israel: Changes over time, Studies in Family Planning, 48, 1, pp. 23-38, (2017); Sharabi M., Work values, employment and ethnicity: Jewish and Muslim academic graduates in Israel, Cross Cultural Management: An International Journal, 16, 4, pp. 398-409, (2009); Shoshana A., The language of everyday racism and microaggression in the workplace: Palestinian professionals in Israel, Ethnic and Racial Studies, 39, 6, pp. 1052-1069, (2016); Tarabas D., Dolev-Lehman L., The differences among nursing students in the general program stream in comparison with nursing students learning in the academic retraining stream, relating to work values and satisfaction from their choice of the nursing profession. A research workshop in nursing, (2016); Winker G., Degele N., Intersectionality as multi-level analysis: Dealing with social inequality, European Journal of Women’s Studies, 18, 1, pp. 51-66, (2011); Yaron L., (2020); Yuval-Davis N., Wemyss G., Cassidy K., Introduction to the special issue: Racialized bordering discourses on European Roma, Ethnic and Racial Studies, 40, 7, pp. 1047-1057, (2017)","I. Mahajne; Beit Berl College, Kfar Sava, Israel; email: talmeler12@gmail.com","","SAGE Publications Inc.","","","","","","08861099","","","","English","Affilia Feminist Inquiry Soc. Work","Article","Final","","Scopus","2-s2.0-85121129754"
"Ramírez I.; Fornells A.; Del Cerro S.","Ramírez, Itziar (57486394500); Fornells, Albert (15050227500); Del Cerro, Susana (57204772364)","57486394500; 15050227500; 57204772364","Understanding undergraduates' work values as a tool to reduce organizational turnover","2022","Education and Training","64","3","","445","459","14","2","10.1108/ET-07-2021-0254","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126178187&doi=10.1108%2fET-07-2021-0254&partnerID=40&md5=f45a2ca6846ab61c237cb08462ffe484","IQS School of Management, Ramon Llull University, Barcelona, Spain; Blanquerna School of Psychology, Education and Sport Sciences, Ramon Llull University, Barcelona, Spain","Ramírez I., IQS School of Management, Ramon Llull University, Barcelona, Spain; Fornells A., IQS School of Management, Ramon Llull University, Barcelona, Spain; Del Cerro S., Blanquerna School of Psychology, Education and Sport Sciences, Ramon Llull University, Barcelona, Spain","Purpose: The purpose of this research paper is to provide with a strategic approach to reduce organizational turnover by identifying undergraduates' work values. In order to do so, the research undertook two different studies. The first one focused on identifying undergraduates' work values, while the second one explored the alignment between undergraduates' work values and current human resources retention strategies. Design/methodology/approach: The research paper follows a mixed-method approach combining the Work Values Scale (EVAT) applied to 293 hospitality undergraduates of the bachelor's degree in Tourism and Hospitality Management and 30 semi-structured interviews along with 32 semi-structured interviews carried out to human resources professionals. Data was analysed using the EVAT methodology that classifies work values in (openness to change, conservation, self-enhancement and self-transcendence). Relationships between the four dimensions were tested using Pearson correlations and the student profile was analysed comparing the impact of the professional experience and gender in the dimensions. Findings: The results conclude that undergraduates' work values placed themselves under the categories of self-transcendence and openness to change. There is a significance level in the correlation between self-transcendence and openness to change and work values are influenced by previous professional experience and gender. Human resources professionals tend to overlook work values focusing their retention strategies in providing with training, feedback and promotions but not including practices to promote work–life balance and flexibility. Practical implications: Practical recommendations are provided for educators with examples of initiatives developed that can be applied in any educational institution. Originality/value: The research highlights the importance of work motivation based on values as a tool to generate retention strategies. © 2022, Emerald Publishing Limited.","Employability; EVAT; Higher education; Hospitality industry; Retention strategies; Undergraduates' work values","","","","","","Obra Social la Caixa and Ramon Llull University, (URL/R21/2019)","This research was partially supported by a grant from Obra Social la Caixa and Ramon Llull University (URL/R21/2019).","Afsar B., Shahjehan A., Shah S.I., Frontline employees' high-performance work practices, trust in supervisor, job-embeddedness and turnover intentions in hospitality industry, International Journal of Contemporary Management, 30, 3, pp. 1436-1452, (2018); Arciniega L., Gonzalez L., Desarrollo y validación de la escala de valores hacia el trabajo EVAT 30, Revista de Psicología Social, 15, 3, pp. 281-296, (2000); Baird A.M., Parayitam S., Employers' ratings of importance of skills and competencies college graduates need to get hired: evidence from the New England region of USA, Education + Training, 61, 5, pp. 622-634, (2019); Bangwal D., Tiwari P., Workplace environment, employee satisfaction and intent to stay, International Journal of Contemporary Hospitality Management, 12, 31, pp. 268-284, (2019); Bloom N., Sadun R., van Reenen J., The organization of firms across countries, The Quarterly Journal of Economics, 127, (2009); Broadbridge A.M., Maxwell G.A., Ogden S.M., Experiences, perceptions and expectations of retail employment for Generation Y, Career Development International, 12, pp. 523-544, (2007); Brown E.A., Thomas N.J., Bosselman R.H., Are they leaving or staying: a qualitative analysis of turnover issues for Generation Y hospitality employees with a hospitality education, International Journal of Hospitality Management, 45, pp. 130-137, (2015); Job Openings and Labour Turnover, (2020); Dokadia A., Rai S., Chawla D., Multigenerational differences in work attributes & motivation: an empirical study, Indian Journal of Industry Relations, 51, pp. 81-97, (2015); Ertas N., Turnover intentions and work motivations of millennial employees in federal service, Public Personnel Management, 44, pp. 401-423, (2015); Gorman P., Nelson T., Glassman A., The millennial generation: a strategic opportunity, Organizational Analysis, 12, pp. 255-270, (2004); Green P.I., Finkel E.J., Fitzsimons G.M., Gino F., The energizing nature of work engagement: toward a new need-based theory of work motivation, Research in Organizational Behavior, 37, pp. 1-18, (2017); Gursoy D., Maier T.A., Chi C.G., Generational differences: an examination of work values and generational gaps in the hospitality workforce, International Journal of Hospitality Management, 27, pp. 448-458, (2008); Karatepe O.M., Beirami E., Bouzari M., Safavi H.P., Does work engagement mediate the effects of challenge stressors on job outcomes? Evidence from the hotel industry, International Journal of Hospitality Management, 36, pp. 14-22, (2014); King C., Murillo E., Lee H., The effects of generational work values on employee brand attitude and behavior: a multi-group analysis, International Journal of Hospitality Management, 66, pp. 92-105, (2017); Kong H., Sun N., Yan Q., New generation, psychological empowerment, International Journal of Contemporary Hospitality Management, 28, pp. 2553-2569, (2016); Latham G.P., Pinder C.C., Work motivation theory and research at the dawn of the twenty-first century, Annual Review of Psychology, 56, pp. 485-516, (2005); Lee-Ross D., Pryce J., Human resources and tourism: skills, culture and industry. Book Reviews, Human Resources and Tourism: Skills, Culture and Industry, (2012); Lyons S., Schweitzer L., Ng E., How have careers changed? An investigation of changing career patterns across four generations, Journal of Managerial Psychology, 30, pp. 8-21, (2015); Milman A., Dickson D., Employment characteristics and retention predictors among hourly employees in large US theme parks and attractions, International Journal of Contemporary Hospitality Management, 26, pp. 447-469, (2014); Monteiro M., Castro M., Teixeira N., Aparecida C., Da Silva J., Article information: values, motivation, commitment, performance and rewards: analysis Model, Business Process Management Journal, 22, 6, pp. 1139-1169, (2016); Ralston D.A., Egri C.P., Reynaud E., A twenty-first century assessment of values across the global workforce, Journal of Business Ethics, 104, pp. 1-31, (2011); Ramirez I., Del Cerro S., Fornell A., The role of work motivation based on values in employee's retention in the 21st century, Management Studies, 7, pp. 149-156, (2019); Richardson M., Abraham C., Bond R., Psychological correlates of university students’ academic performance: a systematic review and meta-analysis, Psychological Bulletin, 138, 2, pp. 353-387, (2012); Schwartz S.H., Universals in the content and structure of values: theoretical advances and empirical tests in 20 countries, Advances in Experimental Social Psychology, 25, pp. 1-65, (1992); Sortheix F.M., Chow A., Salmela-Aro K., Work values and the transition to work life: a longitudinal study, Journal of Vocational Behavior, 89, pp. 162-171, (2015); Ukleja M., Espinoza C., Rusch C., Managing the Millennials: Discover the Core Competencies for Managing Today's Workforce, (2010); Impact Assessment of the COVID-19 Outbreak on International Tourism, (2020); Waljee J.F., Chopra V., Saint S., Mentoring millennials, JAMA - Journal of the American Medical Association, 319, 15, pp. 1547-1548, (2018); Wells M., Turnover and retention rates for hotels and the hospitality industry, (2018); Winter R.P., Jackson B.A., Work values preferences of generation Y: performance relationship insights in the Australian public service, International Journal of Human Resources Management, 10, pp. 1-19, (2015)","I. Ramírez; IQS School of Management, Ramon Llull University, Barcelona, Spain; email: itziar.ramirez@iqs.url.edu","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85126178187"
"Ramjattan V.A.","Ramjattan, Vijay A. (56960438700)","56960438700","Racializing the problem of and solution to foreign accent in business","2022","Applied Linguistics Review","13","4","","527","544","17","13","10.1515/applirev-2019-0058","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073238693&doi=10.1515%2fapplirev-2019-0058&partnerID=40&md5=c54cc6deb3d673faa06d1ec5e1de56bf","University of Toronto Ontario Institute for Studies in Education, 252 Bloor Street West, Toronto, M5S 1V6, ON, Canada","Ramjattan V.A., University of Toronto Ontario Institute for Studies in Education, 252 Bloor Street West, Toronto, M5S 1V6, ON, Canada","Given the desire to attract skilled immigrants to English-speaking countries in the Global North, business environments in these nations may see the increased presence of workers who speak English with a foreign accent. While organizations may tout this linguistic diversity, there is a concern that a foreign accent interferes with successful business communication. This apparent issue can result in a lack of employment opportunities for foreign-accented professionals and has also created a rise in private accent reduction programs that seek to improve the employability of these professionals. What is understated or even omitted in the discussion of these trends is the impact of racialization. First, the (lack of) employability of foreign-accented workers may be determined by a set of racial hierarchies in which some bodies are perceived as better for work than others. Furthermore, the notion that simply reducing an accent increases one's employability ignores racialized power structures that truly prevent the employment of certain immigrants. Through the lens of raciolinguistic ideologies, which look at the intermingling of language and race, this article explores the above issues by arguing that foreign accent discrimination and accent reduction are indeed racialized and thus perpetuate the inequality experienced by immigrant professionals in business.  © 2019 Walter de Gruyter GmbH, Berlin/Boston.","accent reduction; business; foreign accent; immigrants; racialization","","","","","","","","Acker J., Inequality regimes: Gender, class, and race in organizations, Gender & Society, 20, 4, pp. 441-464, (2006); Alim H.S., Smitherman G., Articulate while black: Barack Obama, language, and race in the U.S, (2012); Allan K., McElhinny B., Canagarajah S., The Routledge handbook of language and migration, pp. 79-101, (2017); Bailey A., Mulder C.H., Highly skilled migration between the Global North and South: Gender, life courses and institutions, Journal of Ethnic and Migration Studies, 43, 16, pp. 2689-2703, (2017); Blommaert J., A market of accents, Language Policy, 8, 3, pp. 243-259, (2009); Bucholtz M., Casillas D.I., Lee J.S., Bucholtz M., Casillas D.I., Lee J.S., Feeling it: Language, race, and affect in Latinx youth learning, pp. 1-25; Carbado D.W., Gulati M., Acting white? Rethinking race in ""post-racial"" America, (2013); Cargile A.C., Evaluations of employment suitability: Does accent always matter?, Journal of Employment Counseling, 37, 3, pp. 165-177, (2000); Carlson H.K., McHenry M.A., Effect of accent and dialect on employability, Journal of Employment Counseling, 43, 2, pp. 70-83, (2006); Accent reduction: Empowerment NOT discrimination, Change Your Accent, (2016); Four best tips to change Indian accents, Change Your Accent, (2016); My accent is my identity - Will accent reduction make me lose it all?, Change Your Accent, (2016); Deprez-Sims A.-S., Morris S.B., Accents in the workplace: Their effects during a job interview, International Journal of Psychology, 45, 6, pp. 417-426, (2010); Derwing T.M., Munro M.J., Putting accent in its place: Rethinking obstacles to communication, Language Teaching, 42, 4, pp. 476-490, (2009); Derwing T.M., Munro M.J., Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research, (2015); Flores N., Rosa J., Undoing appropriateness: Raciolinguistic ideologies and language diversity in education, Harvard Educational Review, 85, 2, pp. 149-171, (2015); Heller M., McElhinny B., Language, capitalism, colonialism: Toward a critical history, (2017); Hosoda M., Stone-Romero E., The effects of foreign accents on employment-related decisions, Journal of Managerial Psychology, 25, 2, pp. 113-132, (2010); Kohli R., Solorzano D.G., Teachers, please learn our names!: Racial microaggressions and the K-12 classroom, Race Ethnicity and Education, 15, 4, pp. 441-462, (2012); Ku J., Bhuyan R., Sakamoto I., Jeyapal D., Fang L., Canadian experience"" discourse and anti-racialism in a ""post-racial"" society, Ethnic and Racial Studies, pp. 1-20, (2018); Lindemann S., Who speaks ""broken English""? US undergraduates' perception of non-native English, International Journal of Applied Linguistics, 15, 2, pp. 187-212, (2005); Lippi-Green R., English with an accent: Language, ideology, and discrimination in the United States, (2012); Mai R., Hoffmann S., Accents in business communication: An integrative model and propositions for future research, Journal of Consumer Psychology, 24, 1, pp. 137-158, (2014); Mirchandani K., Phone clones: Authenticity work in the transnational service economy, (2012); Motha S., Race, empire, and English language teaching: Creating responsible and ethical anti-racist practice, (2014); Oreopoulos P., Why do skilled immigrants struggle in the labor market? A field experiment with thirteen thousand resumes, American Economic Journal, 3, 4, pp. 148-171, (2011); Piller I., Intercultural communication: A critical introduction, (2011); Purkiss S.L.S., Perrewe P.L., Gillespie T.L., Mayes B.T., Ferris G.R., Implicit sources of bias in employment interview judgments and decisions, Organizational Behavior and Human Decision Processes, 101, 2, pp. 152-167, (2006); Ramjattan, Vijay A., Raciolinguistics and the aesthetic labourer, Journal of Industrial Relations, pp. 1-13, (2018); Rosa J., Flores N., Unsettling race and language: Toward a raciolinguistic perspective, Language in Society, 46, 5, pp. 621-647, (2017); Rubin D.L., Nonlanguage factors affecting undergraduates' judgments of nonnative English-speaking teaching assistants, Research in Higher Education, 33, 4, pp. 511-531, (1992); Scott J.C., Green D.J., Blaszczynski C., Rosewarne D.D., A comparative analysis of the English-language accent preferences of prospective and practicing businesspersons from around the world, The Delta Pi Epsilon Journal, 49, 3, pp. 6-18, (2007); Subtirelu N.C., She does have an accent but m... "": Race and language ideology in students' evaluations of mathematics instructors on RateMyProfessors.com, Language in Society, 44, 1, pp. 35-62, (2015); Thomson R.I., Chapelle C.A., The encyclopedia of applied linguistics, pp. 8-11, (2013); Timming A.R., The effect of foreign accent on employability: A study of the aural dimensions of aesthetic labour in customer-facing and non-customer-facing jobs, Work, Employment and Society, 31, 3, pp. 409-428, (2017); Vigouroux C.B., The discursive pathway of two centuries of raciolinguistic stereotyping: 'Africans as incapable of speaking French., Language in Society, 46, 1, pp. 5-21, (2017); Ward J., White normativity: The cultural dimensions of whiteness in a racially diverse LGBT organization, Sociological Perspectives, 51, 3, pp. 563-586, (2008); Wingfield A.H., Skeete R., Crain M.G., Poster W.R., Cherry M.A., Invisible labor: Hidden work in the contemporary world, pp. 47-67","V.A. Ramjattan; University of Toronto Ontario Institute for Studies in Education, Toronto, 252 Bloor Street West, M5S 1V6, Canada; email: vijay.ramjattan@mail.utoronto.ca","","De Gruyter Mouton","","","","","","18686303","","","","English","Appl. Linguist. Rev.","Article","Final","","Scopus","2-s2.0-85073238693"
"Bennett D.; Ananthram S.; Lindsay S.; Benati K.; Jevons C.","Bennett, Dawn (55574191781); Ananthram, Subramaniam (55555424300); Lindsay, Sophie (55811283400); Benati, Kelly (57219867407); Jevons, Colin (17434391800)","55574191781; 55555424300; 55811283400; 57219867407; 17434391800","Employability beliefs of business students by gender and year of study: Implications for higher education","2022","International Journal of Management Education","20","2","100654","","","","7","10.1016/j.ijme.2022.100654","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129744120&doi=10.1016%2fj.ijme.2022.100654&partnerID=40&md5=da408807eb74899e706911c6701ef554","Bond University, University Drive, Robina, 4226, QLD, Australia; Curtin University, Faculty of Business and Law, Australia; St Mary's University, Waldegrave Rd, Twickenham, TW1 4SX, United Kingdom; Monash Business School, Monash University, Building H, Caulfield Campus, Melbourne, VIC, Australia","Bennett D., Bond University, University Drive, Robina, 4226, QLD, Australia; Ananthram S., Curtin University, Faculty of Business and Law, Australia; Lindsay S., St Mary's University, Waldegrave Rd, Twickenham, TW1 4SX, United Kingdom, Monash Business School, Monash University, Building H, Caulfield Campus, Melbourne, VIC, Australia; Benati K., Monash Business School, Monash University, Building H, Caulfield Campus, Melbourne, VIC, Australia; Jevons C., Monash Business School, Monash University, Building H, Caulfield Campus, Melbourne, VIC, Australia","Grounded in social-cognitive theory, the study reported here explored undergraduate business students' perceptions of their employability and the impact of year of study and gender on these perceptions. 6,004 undergraduate business students enrolled with multiple Australian universities self-assessed their study and career-related confidence using an online, validated measure of perceived employability. Exploratory factor analysis was conducted and five predicted factors were obtained. Multivariate analysis of variance then identified gender and year-of-study differences across five employability factors. The findings highlight gender and year of study differences in students' understanding of how well their programs related to their future careers. The same differences were noted in students’ confidence that their learning tasks were career-relevant and also their confidence that they could apply their learning in a workplace setting. Student confidence that their degree programs were preparing them for graduate life and work lessened as they progressed through their programs. Implications include the need for business educators to be clear about the relevance of each learning and assessment task, and to take a data-driven approach to informing career development learning activities in higher education. © 2022 Elsevier Ltd","Business; Gender; Higher education; Perceived employability","","","","","","Australian Business Deans Council","We would like to acknowledge the Australian Business Deans Council for funding this research, which was undertaken as part of the Employ-ability Initiative. Our thanks go also to our project colleagues and the many institutional leaders, educators and students who helped us to create the dataset and support students in their employability development and career preparedness. 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Jevons; Monash Business School, Monash University, Melbourne, Building H, Caulfield Campus, Australia; email: Colin.Jevons@monash.edu","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","","Scopus","2-s2.0-85129744120"
"Bae H.; Polmear M.; Simmons D.R.","Bae, Hwangbo (57210787161); Polmear, Madeline (56300646100); Simmons, Denise R. (55276780200)","57210787161; 56300646100; 55276780200","Bridging the Gap between Industry Expectations and Academic Preparation: Civil Engineering Students' Employability","2022","Journal of Civil Engineering Education","148","3","2643-9107","","","","5","10.1061/(ASCE)EI.2643-9115.0000062","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126052621&doi=10.1061%2f%28ASCE%29EI.2643-9115.0000062&partnerID=40&md5=9ff66e8ab549aebc6e1d4adbb3b81068","Dept. of Civil and Coastal Engineering, Univ. of Florida, Gainesville, 32611-6550, FL, United States; Postdoctoral Researcher, Dept. of Civil and Coastal Engineering, Univ. of Florida, Gainesville, 32611-6550, FL, United States; Dept. of Civil and Coastal Engineering, Univ. of Florida, Gainesville, 32611-6550, FL, United States","Bae H., Dept. of Civil and Coastal Engineering, Univ. of Florida, Gainesville, 32611-6550, FL, United States; Polmear M., Postdoctoral Researcher, Dept. of Civil and Coastal Engineering, Univ. of Florida, Gainesville, 32611-6550, FL, United States; Simmons D.R., Dept. of Civil and Coastal Engineering, Univ. of Florida, Gainesville, 32611-6550, FL, United States","Employers expect engineering graduates to be prepared for their entry-level positions in the rapidly advancing civil engineering industry. Employability, defined as developing capabilities for successful and sustainable career development, can help explain students' preparedness for the workforce. While prior studies identified various skills needed for employment from the perspective of working professionals, it is unclear if students understand what is required for their careers, how to develop skills through diverse experiences, and who can assist them with their career preparation. To illuminate students' employability, this study used interviews with 13 civil engineering students and a deductive analytic approach. An employability framework was used as a theoretical lens to explore civil engineering students' perceptions and experiences of preparing for their careers by using five key elements: professional skills, experience, career development learning, emotional intelligence, and degree-specific knowledge. This study identified three themes that explicated civil engineering students' development of employability. Our findings indicated (1) students developed career motivation inside and outside the classroom; (2) students participated in school organizations and internships to improve professional skills and emotional intelligence; and (3) students expressed uncertainty about learning professional skills in class. The findings highlight the importance of students' development of career motivation, participation in out-of-class activities, and the role of educators in facilitating career preparation. These findings imply management and academia can help improve students' employability by communicating knowledge and skills required in the workforce and bridging the gap between industry expectations and academic preparation. © 2022 American Society of Civil Engineers.","","Behavioral research; Employment; Engineering education; Motivation; Professional aspects; Academic preparation; Career development; Career motivations; Career preparations; Civil engineering industry; Civil engineering students; Emotional intelligence; Engineering graduates; Professional skills; Student development; Students","","","","","National Science Foundation, NSF, (1463802, 1931371)","The authors gratefully acknowledge the National Science Foundation for supporting this work under Award Nos. 1463802 and 1931371. Any opinions, findings, conclusions, or recommendations expressed here are those of the authors and do not necessarily reflect the views of the National Science Foundation.","Criteria for accrediting engineering programs, 2020-2021, (2020); Abraham S.E., Karns L.A., Do business schools value the competencies that businesses value?, J. Educ. Bus., 84, 6, pp. 350-356, (2009); Allen R.S., Biderman M., White C.S., Emotional intelligence and its relation to equity sensitivity and responses to under-reward situations, J. Behav. Appl. 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"Mahmud M.M.; Wong S.F.","Mahmud, Malissa Maria (57202713786); Wong, Shiau Foong (57210637171)","57202713786; 57210637171","Stakeholder’s Perspectives of the Twenty-First Century Skills","2022","Frontiers in Education","7","","931488","","","","6","10.3389/feduc.2022.931488","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133822751&doi=10.3389%2ffeduc.2022.931488&partnerID=40&md5=f39d49455354ffb8bf2ca2f1866d86e6","Academic Enhancement Division, Sunway University, Bandar Sunway, Malaysia; Centre for American Education, Sunway University, Bandar Sunway, Malaysia","Mahmud M.M., Academic Enhancement Division, Sunway University, Bandar Sunway, Malaysia; Wong S.F., Centre for American Education, Sunway University, Bandar Sunway, Malaysia","Today, the shift toward technology industries has made the applicable skills in high demand in the workforce. However, job training and education in general have not changed enough to keep up with the on-going trends. Concerns over the skills gap in our global workforce have exploded. In response to the demands of labor market and to close the skills gap, educational institution should focus on supporting skill development to cultivate the competencies that students need, making education in twenty-first century skills essential to prepare the students for the new and unknown in this fast-changing world of technology. This research aims to investigate the importance of twenty-first century skills for the employability of undergraduate students. The findings indicate that twenty-first century skills are the needed employability attributes, which transcend beyond qualifications and experience, that employers are looking for. It is also discovered from this study that the most effective way to attain twenty-first century skill is to focus on integrating twenty-first century knowledge and skills into the education support systems for our nation to realize its goal of successfully meeting the challenge of the twenty-first century. Copyright © 2022 Mahmud and Wong.","curriculum; employability; twenty-first century skills; undergraduates; workforce","","","","","","Sunway University","This work was supported by the Sunway University.","Akdere M., Hickman L., Kirchner M., Developing leadership competencies for STEM fields: the case of Purdue polytechnic leadership academy, Adv. Dev. Hum. Resour, 21, pp. 49-71, (2019); Alshare K., Sewailem M.F., A gap analysis of business students’skills in the 21st century: a case study of Qatar, Acad. Educ. Leadersh. 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"Harrer T.; Stockinger B.","Harrer, Tamara (57210962622); Stockinger, Bastian (57131383700)","57210962622; 57131383700","First step and last resort: One-Euro-Jobs after the reform","2022","Journal of Social Policy","51","2","","412","434","22","5","10.1017/S0047279421000313","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106934697&doi=10.1017%2fS0047279421000313&partnerID=40&md5=7c23c9ddabcf1dc1de47643bd1e84be0","Institute For Employment Research (IAB), Research Department Basic Income Support And Activation, Regensburger Str. 104, Nuremberg, 90478, Germany; Federal Employment Agency Statistics, Regensburger Str. 104, Nuremberg, 90478, Germany","Harrer T., Institute For Employment Research (IAB), Research Department Basic Income Support And Activation, Regensburger Str. 104, Nuremberg, 90478, Germany; Stockinger B., Federal Employment Agency Statistics, Regensburger Str. 104, Nuremberg, 90478, Germany","Job creation programmes aim at increasing the employability of hard-to-place unemployed, and eventually integrating them into employment. Yet, previous evaluation studies have been pessimistic about their efficacy. For One-Euro-Jobs, a job creation programme for welfare benefit recipients in Germany, previous evaluations found unfavourable effects particularly for easier-to-place participants. Thus, in 2012 the legislator reformed the programme in order to target the hard-to-place more accurately. This study is the first post-reform evaluation of One-Euro-Jobs. We find that, although the programme is indeed better targeted than before, One-Euro-Jobs decrease participants' employment chances within three years after programme entry. These outcomes are worse than those found for pre-reform participants. We cannot conclude with certainty whether the reform decreased the programme's efficacy, but we identify channels through which the reform and other contemporaneous changes may have done so. These channels include changes in programme design features, changes in business-cycle conditions, and prolonged lock-in effects due to programme careers. To substantiate the latter explanation, we also provide novel evidence that One-Euro-Jobs seem to initiate programme careers. © The Author(s), 2021. Published by Cambridge University Press.","active labour market policy; evaluation; job creation programme; new welfare; reform; workfare","Germany; employment; labor market; labor policy; welfare reform","","","","","","","Antoni M., Schmucker A., Seth S., Vom Berge P., Sample of Integrated Labour Market Biographies (SIAB) 1975-2017, (2019); Biewen M., Fitzenberger B., Osikominu A., Paul M., The effectiveness of public-sponsored training revisited: The importance of data and methodological choices, Journal of Labour Economics, 32, pp. 837-897, (2014); Bonoli G., Liechti F., Good intentions and Matthew effects: Access biases in participation in active labour market policies, Journal of European Public Policy, 25, 6, pp. 894-911, (2018); Burtless G., Are targeted wage subsidies harmful? 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"Hatos R.; Cioban S.; Bea G.; Dodescu A.; Hatos A.","Hatos, Roxana (55368170200); Cioban, Smaranda (57331429100); Bea, Gyarmati (57812616800); Dodescu, Anca (55521200100); Hatos, Adrian (36113689900)","55368170200; 57331429100; 57812616800; 55521200100; 36113689900","Assessing the Impact of Entrepreneurial Education on Entrepreneurial Intentions among Romanian Doctoral Students and Postdoctoral Researchers","2022","Sustainability (Switzerland)","14","14","8369","","","","3","10.3390/su14148369","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134609057&doi=10.3390%2fsu14148369&partnerID=40&md5=b416f082035192492da1cecec40a0551","Faculty of Economic Sciences, University of Oradea, 1 University Street, Oradea, 410087, Romania; Doctoral School of Sociology, Faculty of Social Sciences, University of Oradea, 1 University Street, Oradea, 410087, Romania; Department of Economics and Business, Faculty of Economic Sciences, University of Oradea, 1 University Street, Oradea, 410087, Romania","Hatos R., Faculty of Economic Sciences, University of Oradea, 1 University Street, Oradea, 410087, Romania; Cioban S., Doctoral School of Sociology, Faculty of Social Sciences, University of Oradea, 1 University Street, Oradea, 410087, Romania; Bea G., Doctoral School of Sociology, Faculty of Social Sciences, University of Oradea, 1 University Street, Oradea, 410087, Romania; Dodescu A., Department of Economics and Business, Faculty of Economic Sciences, University of Oradea, 1 University Street, Oradea, 410087, Romania; Hatos A., Doctoral School of Sociology, Faculty of Social Sciences, University of Oradea, 1 University Street, Oradea, 410087, Romania","In the context of the intensely debated topic of the impact of entrepreneurship education on students’ entrepreneurial intentions, the current paper presents findings of the entrepreneurial intentions of a group of doctoral students and postdoctoral researchers from different fields of study enrolled in the SmartDoct project—an entrepreneurship education project co-financed through the European Social Fund and implemented by the University of Oradea, Romania, between 2019 and 2022. Our paper investigates individual-level determinants of the intention to become an entrepreneur, grounding in the social-cognitive, planned behaviour, and human capital theories. Using content analysis of semi-structured interviews, the paper offers insights into the narratives related to the entrepreneurial intentions of doctoral and postdoctoral researchers, including relevant suggestions regarding the impact of gender, field of study, perceived influence of behavioural control, social norms concerning social support, and of the role models. Our results document the capacity of entrepreneurial programmes to encourage business initiation via stimulating entrepreneurial self-efficacy, the importance of perceived behavioural control on explaining entrepreneurial intention, and the value of social support and of role models, as well as the salience of the gender and field of study in explaining the net effect of entrepreneurial training in the case of students enrolled in advanced research programmes. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","employability; entrepreneurial intention; entrepreneurship education; higher education; SmartDoct project","Bihor; Oradea; Romania; business; education; employment; entrepreneur; environmental impact assessment; gender; higher education; human capital; perception","","","","","European Social Fund, ESF","Funding: Project co-financed by the European Social Fund through the Human Capital Operational Programme 2014–2020. 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"Kwarteng J.T.; Mensah E.K.","Kwarteng, Joseph Tufuor (57381064600); Mensah, Enoch King (57802515800)","57381064600; 57802515800","Employability of accounting graduates: analysis of skills sets","2022","Heliyon","8","7","e09937","","","","4","10.1016/j.heliyon.2022.e09937","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134186623&doi=10.1016%2fj.heliyon.2022.e09937&partnerID=40&md5=8d0db1357c9832a649677c93dbb177c0","Department of Business and Social Sciences Education, College of Education Studies, University of Cape Coast, Ghana; Department of Business Education, S. D. Dombo University of Business and Integrated Development Studies, Ghana","Kwarteng J.T., Department of Business and Social Sciences Education, College of Education Studies, University of Cape Coast, Ghana; Mensah E.K., Department of Business Education, S. D. Dombo University of Business and Integrated Development Studies, Ghana","This study assessed the extent universities had equipped accounting graduates with employable skills. It employed descriptive cross-sectional survey with a random sample of 435 employees and accounting graduates. Separate questionnaires were administered first to the employees in soliciting essential skills needed in the accounting profession, and then to the accounting graduates in measuring the development of these skills in them. Data were analyzed with descriptive and inferential statistics. The findings showed that accounting graduates had developed two-thirds of the 18 skills employees considered essential to the accounting profession. IT skills, constituting remaining one-third of the essential skills, were not fully developed. Also, graduates' technical competence development was found to be influenced by the type of institution attended. It was recommended that universities should modify their accounting curriculum to reflect the teaching of IT skills, as potential employers of accounting graduates consider entrenching IT skills in recruits’ orientation and development programs. © 2022 The Author(s)","Accounting; Employability; Employers; Graduates; Skills","","","","","","","","Aboagye B., Puoza J.C., Employability of mechanical engineering graduates from Sunyani Technical University of Ghana, J. Teach. Learn. Graduate Employability, 12, 2, pp. 185-205, (2021); Adam M.A., Sample size determination in survey research, J. Sci. Res. Rep., 26, 5, pp. 90-97, (2020); Affum-Osei E., Asante E.A., Forkouh S.K., Aboagye M.O., Antwi C.O., Unemployment trends and labour market entry in Ghana: job search methods perspective, Labor Hist., 60, 6, pp. 716-733, (2019); Afolabi S.O., Quality of accounting graduates: a survey of employers in Nigeria, IOSR J. Bus. 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Manag., 5, 3, pp. 88-95, (2018); Spence M., Job market signaling, Uncertainty in Economics, pp. 281-306, (1973); Spence M., Market Signaling: Informational Transfer in Hiring and Related Screening Processes, (1973); Teferi E., Perception towards the role of higher Accounting and Finance education in meeting industry needs. The case of some selected institutions in Ethiopia, (2015); Tudy R.A., Employers’ satisfaction on the performance of New college graduates, SLONGAN, 3, 1, (2017); (1992)","J.T. Kwarteng; Department of Business and Social Sciences Education, College of Education Studies, University of Cape Coast, Ghana; email: jtkwarteng@ucc.edu.gh","","Elsevier Ltd","","","","","","24058440","","","","English","Heliyon","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85134186623"
"Abdullah W.F.W.; Salleh K.M.; Sulaiman N.L.; Kamarrudin M.","Abdullah, Wan Fadzilah Wan (57772455500); Salleh, Kahirol Mohd (57191190515); Sulaiman, Nor Lisa (56608853000); Kamarrudin, Mahazrul (57772620700)","57772455500; 57191190515; 56608853000; 57772620700","Employability Skills in the TVET Trainer Training Program: The perception Between Experienced Trainers and Novices Trainers","2022","Journal of Technical Education and Training","14","1","","150","157","7","2","10.30880/jtet.2022.14.01.013","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133162318&doi=10.30880%2fjtet.2022.14.01.013&partnerID=40&md5=a71d49767d5548aa79ece1df76857140","Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Malaysia","Abdullah W.F.W., Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Malaysia; Salleh K.M., Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Malaysia; Sulaiman N.L., Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Malaysia; Kamarrudin M., Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Malaysia","This paper is aimed to determine the importance of employability skills among experienced and novice trainers in the TVET trainer training program. This is due to, some employers reported TVET graduates' lack of employability skills and facing difficulties to fulfill the current employment demands and professional expectations needed by industries (e.g., people management skills, communication skills, interpersonal skills, teamwork, professionalism, knowledge, and principles, problem-solving skills, and decision-making skills). A survey questionnaire was distributed during the TVET training program. A total of Experienced Trainers (n=34) and Novice trainers (n=137) were participating in this study. This study ranked the 25 abilities/items according to eight main constructs of employability skills based on a score ranging from (1) – to (5). The findings indicated that there is a different rank of employability skills between experienced and novice trainers. From these findings, it shows that communication skills, teamwork skills, self-discipline skills, and interpersonal skills are equally perceived to have a high importance level (top 4 highest) by both experienced trainers and novice trainers, while leadership skills, learning skills, and conceptual skills are equally perceived to have a lower importance level according to both experienced trainers and novice trainers. This calls for the planning of a specific curriculum that can be integrated into the TVET trainer training curriculum. It is necessary to transform the educational institutes into lifelong education centers to facilitate this employability skills formation among the graduates. In embedding the employability skills into the curriculum, teaching, learning, and assessment processes, steps must be taken to ensure that there is a constructive alignment between them. The desired employability skills should be made explicit through the learning outcomes of the modules that lead to high academic standards, leadership, industry-defined work readiness, and advanced and continuing education. © 2022 Universiti Tun Hussein Onn Malaysia Publisher’s Office.","Importance of employability skills; trainers training program; TVET trainers","","","","","","Universiti Tun Hussein Onn Malaysia, UTHM","Communication of this research is made possible through monetary assistance by Universiti Tun Hussein Onn Malaysia and the UTHM Publisher's office via Publication Fund E15216.","Criteria for accrediting engineering programs 2013-2014, (2012); Aliyu M., Idris A. M., Abdullahi A. K., Abdulrahman M. 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A., The Impact of Teamwork skills on Students in Malaysian Public Universities, The Social Sciences, (2017); Roadmap for implementing the global action programme on education for sustainable development, (2014); Building knowledge economies: Advanced strategies for development, (2007); Wye C. K., Lim Y. M., Perception Differential between Employers and Undergraduates on the Importance of Employability Skills, International education studies, 2, 1, pp. 95-105, (2009); Yusof S. M., Ibrahim N., Kesediaan guru matematik tahun satu dalam pelaksanaan Kurikulum Standard Sekolah Rendah (KSSR) di Daerah Kluang, Journal of Science and Mathematics Education, 6, pp. 26-38, (2012); Zaharim A., Yusoff Y. M., Mohamed A., Omar M. Z., Muhamad N., Mustapha R., Practical framework of employability skills for engineering graduate in Malaysia, IEEE EDUCON 2010 Conference, pp. 921-927, (2010); Zinser R., Developing career and employability skills: A US case study, (2003)","W.F.W. Abdullah; Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Malaysia; email: wanfadzilahabdullah@gmail.com","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85133162318"
"Kraiger K.","Kraiger, Kurt (6506239366)","6506239366","Online I-O graduate education: Where are we and where should we go?","2022","Industrial and Organizational Psychology","15","2","","151","171","20","12","10.1017/iop.2021.144","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131310785&doi=10.1017%2fiop.2021.144&partnerID=40&md5=ba320186a36fe47d0636d5f2bf5d77dc","The University of Memphis, United States; Münster University of Applied Sciences, Germany; Hofstra University, United States; University of Alabama, United States; University of Colorado Denver, United States","Kraiger K., The University of Memphis, United States, Münster University of Applied Sciences, Germany, Hofstra University, United States, University of Alabama, United States, University of Colorado Denver, United States","As online graduate programs in psychology continue to proliferate, it is important to understand the research addressing the effectiveness of online graduate education so as to advise stakeholders in these programs: applicants, students, faculty, and institutions. In this article, we examine the effectiveness of online education in psychology at two levels of analysis. First, we examine empirical evidence at the course level: Do online, hybrid, and face-to-face instruction lead to different effects at the level of course outcomes? Second, we examine empirical evidence at the program level: Do online and face-to-face graduate programs provide different academic experiences for their respective students, and how does program type influence the employability of graduates? We supplement these discussions with results from a survey of faculty who converted graduate courses to online delivery methods during the COVID-19 pandemic in spring of 2020. Finally, we provide practical considerations for administrators, educators, students, and applicant stakeholders of online programs. We also offer suggestions for optimizing learning and development in online environments. Our intent is to stimulate discussion on building effective learning environments and continuing to educate optimally effective industrial-organizational psychologists, regardless of delivery modality.  © ","employability; graduate training in psychology; online education; professional training; psychology; virtual education","","","","","","","","Acikgoz Y., Huelsman T.J., Swets J.L., Dixon A.R., Jeffer S.N., Olsen D.R., Ross A., The cream of the crop: Student and alumni perceptions of I-O psychology master's degree program quality, The Industrial-Organizational Psychologist, 55, 4, (2018); Adams J., Teaching certificates earned online and hiring practices of high school principals, Journal of Educational Issues, 2, 1, pp. 73-90, (2016); Adams J., DeFleur M.H., The acceptability of a doctoral degree earned online as a credential for obtaining a faculty position, American Journal of Distance Education, 19, 2, pp. 71-85, (2005); Adams J., DeFleur M.H., Heald G.R., The acceptability of credentials earned online for obtaining employment in the health care professions, Communication Education, 56, 3, pp. 292-307, (2007); Adams J., Lee S., Cortese J., The acceptability of online degrees: Principals and hiring practices in secondary schools, Contemporary Issues in Technology and Teacher Education, 12, 4, pp. 408-422, (2012); Al-Shalchi O.N., The effectiveness and development of online discussions, Journal of Online Learning and Teaching, 5, 1, pp. 104-108, (2009); Allen I.E., Seaman J., Lederman D., Jaschik S., Conflicted: Faculty and online education, (2012); Allen I.E., Seaman J., Poulin R., Straut T.T., Online report card: Tracking online education in the United States, (2016); Ambrose S.A., Bridges M.W., DiPietro M., Lovett M.C., Norman M.K., How learning works, (2010); Arbaugh J.B., Dearmond S., Rau B.L., New uses for existing tools? 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A longitudinal study of mentoring and doctoral student outcomes, Research in Higher Education, 47, 4, pp. 451-476, (2006); Prasad D.K., Rao M., Vaidya D.R., Muralidhar B., Organizational climate, opportunities, challenges and psychological wellbeing of the remote working employees during COVID-19 pandemic: A general linear model approach with reference to information technology industry in Hyderabad, International Journal of Advanced Research in Engineering and Technology, 11, 4, pp. 372-389, (2020); Rechlin A.M., Kraiger K., The effect of degree characteristics on hiring outcomes for I-O psychologists, The Industrial-Organizational Psychologist, 49, 4, pp. 37-47, (2012); Roman J.R., Barnett C.N., Eatough E.M., I-O graduate programs rankings based on student perceptions, The Industrial-Organizational Psychologist, 55, 4, (2018); Saad L., Busteed B., Ogisi M., (2013); Safara B., The effect of mode of education and degree level on employer perceptions of applicants' hireability, Electronic Theses, Projects, and Dissertations, (2017); Salter N.P., Conneely R., Structured and unstructured discussion forums as tools for student engagement, Computers in Human Behavior, 46, pp. 18-25, (2015); Schmidt S.M., Ralph D.L., The flipped classroom: A twist on teaching, Contemporary Issues in Education Research, 9, 1, pp. 1-6, (2016); Seaman J.E., Allen I.E., Seaman J., Grade increase: Tracking distance education in the United States, (2018); Shoenfelt E.L., Stone N.J., Kottke J.L., Internships: An established mechanism for increasing employability, Industrial and Organizational Psychology: Perspectives on Science and Practice, 6, 1, pp. 24-27, (2013); Singleton H.W., Session C.L., Faculty concerns related to distance learning within nontraditional doctoral programs, New Directions for Adult and Continuing Education, 129, pp. 31-41, (2011); Sitzmann T., Kraiger K., Stewart D., Wisher R., The comparative effectiveness of web-based and classroom instruction: A meta-analysis, Personnel Psychology, 59, 3, pp. 623-664, (2006); SHRM poll: Credibility of online degrees, (2009); SHRM poll: Hiring practices and attitudes: Traditional vs. online degree credentials, (2010); Staker H., The rise of K-12 blended learning: Profiles of emerging models, (2011); Stern B.S., A comparison of online and face-to-face instruction in an undergraduate foundations of American education course, Contemporary Issues in Technology and Teacher Education, 4, 2, pp. 196-213, (2004); Thirunarayanan M.O., Will you hire the services of professionals who completed their professional preparation completely online?, International Journal of Instructional Technology and Distance Learning, 7, 9, pp. 13-21, (2010); Thompson J., Ballenger J.N., Templeton N.R., Examining quality elements in a high education fully online doctoral program: Doctoral students' perceptions, International Journal of Educational Leadership Preparation, 13, 1, pp. 51-63, (2018); Tomei L.A., Nelson D., The impact of online teaching on faculty load-revisited: Computing the ideal class size for traditional, online, and hybrid courses, International Journal of Online Pedagogy and Course Design, 19, 3, pp. 1-12, (2019); Vodanovich S.J., Morganson V.J., Kass S.J., Ranking I-O master's programs using objective data from I-O coordinators, The Industrial-Organizational Psychologist, 55, 4, (2018); Weise C.W., Shuffler M.L., Sanchez D.R., Sanders A.M.F., Mendelson R., Need help transitioning to online classes? SIOP is launching a dynamic resource guide for faculty & students, (2020); Wickens C.D., Hutchins S., Carolan T., Cumming J., Effectiveness of part-task training and increasing-difficulty training strategies: A meta-analysis approach, Human Factors, 55, 2, pp. 461-470, (2013)","K. Kraiger; The University of Memphis, United States; email: kkraiger@memphis.ed","","Cambridge University Press","","","","","","17549426","","","","English","Ind. Organ. Psychol.","Article","Final","","Scopus","2-s2.0-85131310785"
"Wang K.; Li L.; Li J.; Chen H.; He B.; Li L.","Wang, Kunqiang (57789145300); Li, Li (57789145400); Li, Jun (57205706961); Chen, Huazheng (57789145500); He, Biao (58026770100); Li, Long (57364281800)","57789145300; 57789145400; 57205706961; 57789145500; 58026770100; 57364281800","An Exploration of Students’ Attitudes Toward Employment Services in Private Schools: The Case of the Sanya Institute of Technology","2022","SAGE Open","12","3","","","","","0","10.1177/21582440221109590","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133699995&doi=10.1177%2f21582440221109590&partnerID=40&md5=40cf013e473e5368c4c8384154489f35","Tianjin University, China; Sanya Institute of Technology, China; Hainan Vocational University of Science and Technology, Haikou, China; South China Normal University, Guangzhou, China; Hainan University, Haikou, China","Wang K., Tianjin University, China, Sanya Institute of Technology, China; Li L., Hainan Vocational University of Science and Technology, Haikou, China; Li J., South China Normal University, Guangzhou, China; Chen H., South China Normal University, Guangzhou, China; He B., Hainan University, Haikou, China; Li L., South China Normal University, Guangzhou, China","Providing long-term career coaching or counseling has become an increasingly important part of university life as the coronavirus pandemic rapidly sweeps across the world. Career coaching has become one of the most important drivers of revenue and enrollment growth in nongovernmental schools. However, little research has been carried out to evaluate the effectiveness of these long-term career coaching or counseling services. Accordingly, this study aims to use a mixed method approach to track and measure students’ satisfaction from private higher vocational colleges to identify opportunities for improving employment services. Students were asked how satisfied they were with employment services provided by this private vocational school. The results obtained lead us to suggest that private higher vocational colleges could strengthen the employability of graduates by providing a wide variety of enrichment activities and establishing a regular monitoring mechanism to evaluate perceptions of their engagement and educational experiences in the current coronavirus crisis. © The Author(s) 2022.","employment services; perceived quality; private higher vocational colleges; student satisfaction","","","","","","Key Scientific research Projects of Hainan Universities, (Hnky2022ZD-26); Henan Office of Philosophy and Social Science, (hnsz2019-53); Basic and Applied Basic Research Foundation of Guangdong Province, (2022A1515010376)","With respect to employment security, service equipment and intensity of financial support ranked third and seventh, respectively. The Sanya Institute has invested heavily in employment security and support equipment. It reflects the characteristics of private college education. Benefiting from investment and support, the Sanya Institute of Technology is more efficient and flexible in expenditure equipment to support the regular operation of the implementation. It is also easier for private higher vocational colleges to keep pace with the reforms and innovations. Enough investment effort is a powerful stimulus to further innovation. ","Alvarez-Garcia J., Gonzalez-Vazquez E., Rio-Rama D., de la Cruz M., Duran-Sanchez A., Quality in customer service and its relationship with satisfaction: An innovation and competitiveness tool in sport and health centers, International Journal of Environmental Research and Public Health, 16, 20, (2019); Boeltzig-Brown H., Disability and career services provision for students with disabilities at institutions of higher education in Japan: An overview of key legislation, policies, and practices, Journal of Postsecondary Education and Disability, 30, 1, pp. 61-81, (2017); Brown J.L., Healy M., McCredie T., McIlveen P., Career services in Australian higher education: Aligning the training of practitioners to contemporary practice, Journal of Higher Education Policy and Management, 41, 5, pp. 518-533, (2019); Canny A., Flexible labour? The growth of student employment in the UK, Journal of Education and Work, 15, 3, pp. 277-301, (2002); Chakraborty I., Maity P., COVID-19 outbreak: Migration, effects on society, global environment and prevention, Science of the Total Environment, 728, (2020); Chen M.C., Hsu C.L., Lee L.H., Service quality and customer satisfaction in pharmaceutical logistics: An analysis based on kano model and importance-satisfaction model, International Journal of Environmental Research and Public Health, 16, 21, (2019); Dey F., Cruzvergara C.Y., Evolution of career services in higher education, New Directions for Student Services, 2014, 148, pp. 5-18, (2014); Hiebert B., Raising the profile of career guidance: Educational and vocational guidance practitioner, International Journal for Educational and Vocational Guidance, 9, 1, pp. 3-14, (2009); Hua P., Real exchange rate and manufacturing employment in China, China Economic Review, 18, 3, pp. 335-353, (2007); Kettunen J., Sampson J.P., Challenges in implementing ICT in career services: Perspectives from career development experts, International Journal for Educational and Vocational Guidance, 19, 1, pp. 1-18, (2019); Ledwith K.E., Academic advising and career services: A collaborative approach, New Directions for Student Services, 2014, 148, pp. 49-63, (2014); Lehker T., Furlong J.S., Career services for graduate and professional students, New Directions for Student Services, 2006, 115, pp. 73-83, (2006); Li F., Morgan W.J., Ding X., The expansion of higher education, employment and over-education in China, International Journal of Educational Development, 28, 6, pp. 687-697, (2008); Li S., Liu A., Song H., Does tourism support supply-side structural reform in China?, Tourism Management, 71, pp. 305-314, (2019); Chinese university, college graduates to exceed 9 million in 2021: Ministry, (2021); Norouzi N., de Rubens G.Z., Choubanpishehzafar S., Enevoldsen P., When pandemics impact economies and climate change: Exploring the impacts of COVID-19 on oil and electricity demand in China, Energy Research & Social Science, 68, (2020); Scott M., Bailey T., Kienzl G., Relative success? Determinants of college graduation rates in public and private colleges in the US, Research in Higher Education, 47, 3, pp. 249-279, (2006); Strayhorn T.L., Johnson R.M., Black female community college students’ satisfaction: A national regression analysis, Community College Journal of Research and Practice, 38, 6, pp. 534-550, (2014); Super D.E., A life-span, life-space approach to career development, Journal of Vocational Behavior, 16, 3, pp. 282-298, (1980); Tam O.I.B., Morrison K., Undergraduate students in part-time employment in China, Educational Studies, 31, 2, pp. 169-180, (2005); Tessema M.T., Ready K., Yu W., Factors affecting college students’ satisfaction with major curriculum: Evidence from nine years of data, International Journal of Humanities and Social Science, 2, 2, pp. 34-44, (2012); Venable M.A., Using technology to deliver career development services: Supporting today’s students in higher education, The Career Development Quarterly, 59, 1, pp. 87-96, (2010); Vinichenko M.V., Makushkin S.A., Melnichuk A.V., Frolova E.V., Kurbakova S.N., Student employment during college studies and after career start, International Review of Management and Marketing, 6, 5, pp. 23-29, (2016); Vinson B.M., Reardon R.C., Bertoch S.C., Career services at colleges and universities: A 30-year replication study, Journal of College Student Development, 55, 2, pp. 203-207, (2014); Wang J., Wang Z., Strengths, weaknesses, opportunities and threats (Swot) analysis of china’s prevention and control strategy for the covid-19 epidemic, International Journal of Environmental Research and Public Health, 17, 7, (2020); Wei D., University student employment: Insights gained under pressure, Chinese Education & Society, 38, 4, pp. 77-81, (2005); Wong L., Ngok K., Social policy between plan and market: Xiagang (off-duty employment) and the policy of the re-employment service centres in China, Social Policy & Administration, 40, 2, pp. 158-173, (2006); Woo W.T., China’s soft budget constraint on the demand-side undermines its supply-side structural reforms, China Economic Review, 57, (2019); Zhang Y., Nie R., Shi R., Zhang M., Measuring the capacity utilization of the coal sector and its decoupling with economic growth in China’s supply-side reform, Resources, Conservation and Recycling, 129, pp. 314-325, (2018)","H. Chen; South China Normal University, Guangzhou, China; email: huazheng10@126.com; L. Li; South China Normal University, Guangzhou, China; email: LL851721@163.com; B. He; Hainan University, Haikou, China; email: hebiao2020@126.com","","SAGE Publications Inc.","","","","","","21582440","","","","English","SAGE Open","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85133699995"
"Canham H.; Bowman B.; Graham T.; Stevens G.; Langa M.; Jithoo V.; Alexander D.","Canham, Hugo (56087977600); Bowman, Brett (7203033870); Graham, Tanya (57207719749); Stevens, Garth (36933267900); Langa, Malose (24721701200); Jithoo, Vinitha (55409225900); Alexander, Daleen (36052297500)","56087977600; 7203033870; 57207719749; 36933267900; 24721701200; 55409225900; 36052297500","Conundrums in teaching decolonial critical community psychology within the context of neo-liberal market pressures","2022","Journal of Social Issues","78","2","","366","387","21","8","10.1111/josi.12462","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107874151&doi=10.1111%2fjosi.12462&partnerID=40&md5=9f2f723afbaa970bf095dedf45b9d2e1","Department of Psychology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa","Canham H., Department of Psychology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa; Bowman B., Department of Psychology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa; Graham T., Department of Psychology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa; Stevens G., Department of Psychology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa; Langa M., Department of Psychology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa; Jithoo V., Department of Psychology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa; Alexander D., Department of Psychology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa","In this paper, we provide empirically informed reflections on the difficulty of undertaking critically inflected, decolonial praxis in community psychology within the overdetermined global order of neo-liberalism. Using interviews with 10 alumni of the Masters in Community-Based Counselling (MACC) psychology program at the University of the Witwatersrand (Wits) in South Africa, we extend what have hitherto been largely theoretical debates about the fundamental constraints on teaching decolonial theory as an important touchstone of criticality in the context of the constraining forces of the free-market economy. We focus on our participants’ attempts to navigate the inevitable tensions between the tenets of decolonial critical community psychology and neo-liberal market pressures on employability. We analyze accounts of job-seeking and employment experiences of the program alumni to ask whether we may have to contemplate the imminent evacuation of critical community epistemologies within the context of a market-structured and professionally regulated psychology. We suggest that while the death knell of critical pedagogies and epistemologies has not yet quite arrived, more nuanced approaches to criticality may have to be adopted by the training programs that embrace them. We reveal that decoloniality's emergent traction within the academy is not mirrored by the world of professional psychology. We contend that our apparently ideologically bifurcated curriculum together with fundamental constraints on practice opportunities in the world of work, do not support an easy leap into the decolonial breach. © 2021 The Society for the Psychological Study of Social Issues.","community psychology; critical pedagogies; decoloniality; market forces; pragmatism; professional psychology","South Africa; decolonization; market; neoliberalism; psychology; teaching","","","","","","","Adams G., Estrada-Villalta S., Theory from the South: A decolonial approach to the psychology of global inequality, Current Opinion in Psychology, 18, pp. 37-42, (2017); Adams G., Estrada-Villalta S., Decolonizing psychological science: Introduction to the special thematic section, Journal of Social and Political Psychology, 18, 1, pp. 37-42, (2015); Atallah D., Dutta U., Creatively in coalition’ from Palestine to India: Weaving stories of refusal and community as decolonial praxis, Journal of Social Issues, (2022); Terre Blanche M., Fourie E., Segalo P., Teaching community psychology decolonially: A pedagogical journey, Review of General Psychology, (2020); Bourdieu P., Science of science and reflexivity, (2004); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, pp. 77-101, (2006); Burrage R.L., Momper S.L., Gone J.P., Beyond trauma: Decolonizing understandings of loss and healing in the Indian Residential School system of Canada, Journal of Social Issues, 78, 1, pp. 27-52, (2022); Carolissen R., Canham H., Fourie E., Graham T., Segalo P., Bowman B., Epistemological resistance towards diversality: Teaching community psychology as a decolonial project, South African Journal of Psychology, 47, 4, pp. 495-505, (2017); Chiliza B., Asmal L., Emsley R., Early intervention in schizophrenia in developing countries: Focus on duration of untreated psychosis and remission as a treatment goal, International Review of Psychiatry, 24, 5, pp. 483-488, (2012); Cooper S., A synopsis of South African psychology from apartheid to democracy, American Psychologist, 69, 8, (2014); Cooper S., Nicholas L., An overview of South African psychology, International Journal of Psychology, 47, 2, pp. 89-101, (2012); Corson D., Teaching and learning for market-place utility, International Journal of Leadership in Education, 5, 1, pp. 1-13, (2002); Cruz M.R., Sonn C.C., (De) colonizing culture in community psychology: Reflections from critical social science, Decolonizing “multicultural” counseling through social justice, pp. 127-146, (2015); de Oliveira Andreotti V., Stein S., Ahenakew C., Hunt D., Mapping interpretations of decolonization in the context of higher education, Decolonization: Indigeneity, Education & Society, 4, 1, (2015); Deakin H., Wakefield K., Skype interviewing: Reflections of two PhD researchers, Qualitative research, 14, 5, pp. 603-616, (2014); DiCicco-Bloom B., Crabtree B.F., The qualitative research interview, Medical education, 40, 4, pp. 314-321, (2006); Dutta U., Decolonizing “community” in community psychology, American Journal of Community Psychology, 62, pp. 272-282, (2018); Fernandez J.S., Sonn C.C., Carolissen R., Stevens G., Roots and routes: Toward a decoloniality within and outside psychology praxis, Review of General Psychology, 25, 4, pp. 354-368, (2022); Fine M., Disruptive voices: The possibilities of feminist research, (1992); Goodman L.A., Liang B., Helms J.E., Latta R.E., Sparks E., Weintraub S.R., Training counseling psychologists as social justice agents: Feminist and multicultural principles in action, The Counseling Psychologist, 32, 6, pp. 793-836, (2004); Gordo Lopez A.J., De Vos J., Psychologism, psychologising and de-psychologisation, Annual Review of Critical Psychology, 8, pp. 3-7, (2010); Graham T.M., Who's left out and who's still on the margins? Social exclusion in community psychology journals, Journal of Community Psychology, 45, 2, pp. 193-209, (2017); Graham T., Langa M., Race and community practice: Reflections from the supervision of professional training, Journal of Community Psychology, 43, 1, pp. 36-48, (2015); Hanna P., Using internet technologies (such as Skype) as a research medium: A research note, Qualitative research, 12, 2, pp. 239-242, (2012); Helms J.E., A pragmatic view of social justice, The Counseling Psychologist, 31, 3, pp. 305-313, (2003); Kiselica M.S., Robinson M., Bringing advocacy counseling to life: The history, issues, and human dramas of social justice work in counseling, Journal of Counseling & Development, 79, 4, pp. 387-397, (2001); Kruss* G., Employment and employability: Expectations of higher education responsiveness in South Africa, Journal of Education Policy, 19, 6, pp. 673-689, (2004); Long W., ‘Market relevance’,‘social relevance’, and psychology in South Africa, South African Journal of Psychology, 43, 4, pp. 434-444, (2013); Luke A., Editorial introduction: Why pedagogies?, Pedagogies, 1, 1, pp. 1-6, (2006); Maldonado-Torres N., On the coloniality of being: Contributions to the development of a concept, Cultural Studies, 21, 2-3, pp. 240-270, (2007); Maldonado-Torres N., Frantz Fanon and the decolonial turn in psychology: From modern/colonial methods to the decolonial attitude, South African Journal of Psychology, 47, 4, pp. 432-441, (2017); Malherbe N., Dlamini S., Troubling history and diversity: Disciplinary decadence in community psychology, Community Psychology in Global Perspective, 6, 2-1, pp. 144-157, (2020); Mignolo W.D., Delinking: The rhetoric of modernity, the logic of coloniality and the grammar of de-coloniality, Cultural Studies, 21, 2-3, pp. 449-514, (2007); Mignolo W.D., Epistemic disobedience, independent thought and decolonial freedom, Theory, Culture & Society, 26, 7-8, pp. 159-181, (2009); Ndlovu-Gatsheni S.J., Empire, global coloniality and African subjectivity, (2013); Orford J., Community psychology: Challenges, controversies and emerging consensus, (2008); Painter D., Terre Blanche M., Henderson J., Critical psychology in South Africa: Histories, themes and prospects, Annual Review of Critical Psychology, 5, pp. 212-235, (2006); Parker I., Discourse dynamics (psychology revivals): Critical analysis for social and individual psychology, (2014); Parker I., Reflexive research and grounding of analysis: Psychology and the psy-complex, Critical discursive psychology, pp. 193-208, (2015); Pillay R., Pretorius E., Canham H., Are we getting socially just pedagogy right? Reflections from social work praxis, Journal of Human Behavior in the Social Environment, 28, 3, pp. 286-302, (2018); Pillow W., Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research, International Journal of Qualitative Studies in Education, 16, 2, pp. 175-196, (2003); Prilleltensky I., Nelson G., Doing psychology critically: Making a difference in diverse settings, (2002); Rappaport J., In praise of paradox: A social policy of empowerment over prevention, American Journal of Community Psychology, 9, 1, pp. 1-25, (1981); Rappaport J., Commentaries on Prilleltensky and Nelson: Social responsibility and psychological language: Is anyone else up there?, Journal of Community & Applied Social Psychology, 10, pp. 107-122, (2000); Ratele K., The world looks like this from here: Thoughts on African psychology, (2019); Ratele K., Malherbe N., Suffla S., Cornell J., Taliep N., Three pathways for enlarging critical African psychology, South African Journal of Psychology, (2020); Silva J.M., Fernandez J.S., Nguyen A., And now we resist”: Three testimonios on the importance of decoloniality within psychology, Journal of Social Issues, (2022); Singh M., ‘Solutions’ for the future, Paper presented at Privileges Lost. Responsibilities Gained: Reconstructing Higher Education, A Global Symposium on the Future of Higher Education, Columbia University Teachers College, The Futures Project, The Centre for Higher Education Policy Studies, The Centre for Higher Education Research and Information, 14–15 June, (2001); Sium A., Desai C., Ritskes E., Towards the ‘tangible unknown’: Decolonization and the Indigenous future, Decolonization: Indigeneity, Education & Society, 1, 1, pp. I-XIII, (2012); Smail D., Community psychology and politics, Journal of Community & Applied Social Psychology, 42, pp. 3-10, (1994); Smail D., Depsychologising community psychology, Journal of Community & Applied Social Psychology, 11, pp. 159-165, (2001); Quarterly labour force survey, (2020); Stevens G., The international emergence and development of community psychology, Community psychology: Analysis, context and action, pp. 27-50, (2007); Stevens G., Raced repetition: Perpetual paralysis or paradoxical promise, International Journal of Critical Diversity Studies, 1, 2, pp. 42-57, (2018); Taylor G.W., Ussher J.M., Making sense of S&M: A discourse analytic account, Sexualities, 4, 3, pp. 293-314, (2001); Wa Thiong'o N., Decolonising the mind: The politics of language in African literature, (1992); Young C., South African counselling psychology at the crossroads: Lessons to be learned from around the world, South African Journal of Psychology, 43, 4, pp. 422-433, (2013); Young C., Saville Young L., Comparing clinical and counselling psychologists’ practitioner demographics, key activities, theoretical orientations, values, and career satisfaction: A contribution to the Scopes of Practice debate, South African Journal of Psychology, 49, 4, pp. 505-517, (2019)","H. Canham; Department of Psychology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa; email: hugo.canham@wits.ac.za","","John Wiley and Sons Inc","","","","","","00224537","","","","English","J. Soc. Issues","Article","Final","","Scopus","2-s2.0-85107874151"
"de Wet T.; Rothmann S.","de Wet, Tessa (57704255100); Rothmann, Sebastiaan (9436886900)","57704255100; 9436886900","Toward Perceived Sustainable Employability: Capabilities of Secondary School Teachers in a South African Context","2022","Frontiers in Psychology","13","","842045","","","","5","10.3389/fpsyg.2022.842045","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130565858&doi=10.3389%2ffpsyg.2022.842045&partnerID=40&md5=0cf457c5beeae8a0aa28934d8a85ac52","Optentia Research Unit, North-West University, Vanderbijlpark, South Africa","de Wet T., Optentia Research Unit, North-West University, Vanderbijlpark, South Africa; Rothmann S., Optentia Research Unit, North-West University, Vanderbijlpark, South Africa","This study aimed to identify the capabilities of secondary school teachers – valued aspects of work that are enabled and can be realized – and investigate the effects of these capabilities on three functionings: flourishing at work, organizational citizenship behavior, and intention to leave. A convenience sample of secondary school teachers (N = 144) in the Gauteng province in South Africa participated in the study. The teachers responded to the Capability Set for Work Questionnaire, Flourishing-at-Work Scale – Short Form, Organizational Citizenship Behavior Questionnaire, and Intention to Leave Scale. The results showed that three capabilities were most likely to form part of the capability set of teachers: using knowledge and skills, building and maintaining meaningful relationships at work, and contributing to something valuable. Capabilities least likely to form part of the capability set included having a good income, involvement in important decisions, and developing knowledge and skills. The capability set was a strong predictor of emotional, psychological, and social well-being, and a moderate predictor of organizational citizenship behavior and intention to leave. A capability set for work, rather than single work capabilities, seemed to be critical for the sustainable employability of secondary school teachers. Copyright © 2022 De Wet and Rothmann.","capabilities; flourishing at work; intention to leave; organizational citizenship behavior; secondary school teachers; South Africa; sustainable employability","","","","","","","","Abma F.I., Brouwer S., de Vries H.J., Arends I., Robroek S.J.W., Cuijpers M.P.J., Et al., The capability set for work: development and validation of a new questionnaire, Scand. J. Work Environ. Health, 42, pp. 34-42, (2016); Alkire S., Santos M.E., Measuring acute poverty in the developing world: robustness and scope of the multidimensional poverty index, World Dev, 59, pp. 251-274, (2014); Anand P., Van Hees M., Capabilities and achievements: an empirical study, J. Socio Econ, 35, pp. 268-284, (2006); Anand P., Hunter G., Carter I., Dowding K., Guala F., Van Hees M., The development of capability indicators, J. Hum. 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Afr, 27, pp. 303-309, (2017); Redelinghuys J.J., Rothmann S., Botha E., Workplace flourishing: measurement, antecedents and outcomes, S. Afr. J. Ind. Psychol, 45, a1552, (2019); Redelinghuys K., Rothmann S., Exploring the prevalence of workplace flourishing amongst teachers over time, SA J. Ind. Psychol, 46, a1764, (2020); Rojas M., Veenhoven R., Contentment and affect in the assessment of happiness, Soc. Indic. 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Action Res, 33, pp. 265-293, (2020); Wang J., Wang X., Structural Equation Modeling: Applications Using Mplus, (2020)","S. Rothmann; Optentia Research Unit, North-West University, Vanderbijlpark, South Africa; email: ian@ianrothmann.com","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85130565858"
"Mühlböck M.; Steiber N.; Kittel B.","Mühlböck, Monika (55189814900); Steiber, Nadia (15077258400); Kittel, Bernhard (6601972298)","55189814900; 15077258400; 6601972298","Learning to keep the faith? Further education and perceived employability among young unemployed","2022","Economic and Industrial Democracy","43","2","","705","725","20","2","10.1177/0143831X20944211","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089527286&doi=10.1177%2f0143831X20944211&partnerID=40&md5=c4b6959dd4b74a951da00415689450e8","University of Mannheim, Germany; Institute for Advanced Studies, Austria; University of Vienna, Austria","Mühlböck M., University of Mannheim, Germany; Steiber N., Institute for Advanced Studies, Austria; Kittel B., University of Vienna, Austria","To keep up job search motivation and maintain re-employment chances, it is important that unemployed individuals do not stop believing in their ability to (re)gain satisfying employment. This article examines whether further education during unemployment has a positive effect on perceived employability (i.e. the subjective assessment of one’s chances to obtain the desired job), based on a panel survey of unemployed young adults in Austria. The article finds that educational activities – either on own initiative or as part of an active labor market program – indeed help to sustain or even increase perceived employability. However, only for long-term programs do the effects persist beyond the duration of the activity. This study thus identifies substantial psychological side effects of active labor market policies involving further education, which could be used to increase actual employability. © The Author(s) 2020.","Active labor market policies; employability; further education; unemployment; youth","","","","","","Seventh Framework Programme, FP7, (613257)","The study is based on data from a panel survey which has been funded by the Austrian Federal Ministry of Labour, Social Affairs and Consumer Protection as part of the JuSAW project. Work on the article has been carried out as part of the CUPESSE project, which received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement no. 613257. ","Andersen S.H., The short- and long-term effects of government training on subjective well-being, European Sociological Review, 24, 4, pp. 451-462, (2008); Anderson C.J., Pontusson J., Workers, worries and welfare states: Social protection and job insecurity in 15 OECD countries, European Journal of Political Research, 46, 2, pp. 211-235, (2007); Arni P., Caliendo M., Kunn S., Et al., The IZA evaluation dataset survey: A scientific use file, IZA Journal of European Labor Studies, 3, 6, pp. 1-20, (2014); Becker G.S., Human Capital. A Theoretical and Empirical Analysis, with Special Reference to Education, (1993); Berglund T., Wallinder Y., Perceived employability in difficult economic times, European Societies, 17, 5, pp. 674-699, (2015); Berntson E., Stockholm University, Employability Perceptions: Nature, Determinants, and Implications for Health and Well-being, (2008); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, 3, pp. 279-292, (2007); Berntson E., Sverke M., Marklund S., Predicting perceived employability: Human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Berrington A., Smith P., Sturgis P., An overview of methods for the analysis of panel data, NCRM Methods Review Papers, 7, pp. 1-57, (2006); Brown P., Hesketh A., Wiliams S., Employability in a knowledge-driven economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Card D., Kluve J., Weber A., Active labour market policy evaluations: A meta-analysis, The Economic Journal, 120, 548, pp. F452-F477, (2010); Card D., Kluve J., Weber A., What works? A meta analysis of recent active labor market program evaluations, Journal of the European Economic Association, 16, 3, pp. 894-931, (2017); Chen D.J.Q., Lim V.K.G., Strength in adversity: The influence of psychological capital on job search, Journal of Organizational Behavior, 33, 6, pp. 811-839, (2012); Coleman J.S., Social capital in the creation of human capital, American Journal of Sociology, 94, pp. S95-S120, (1988); Creed P.A., Bloxsome T.D., Johnston K., Self-esteem and self-efficacy outcomes for unemployed individuals attending occupational skills training programs, Community, Work & Family, 4, 3, pp. 285-303, (2001); Crepon B., van den Berg G.J., Active labor market policies, Annual Review of Economics, 8, 1, pp. 521-546, (2016); Croucher R., Ramakrishnan S., Rizov M., Et al., Perceptions of employability among London’s low-paid_ ‘Self-determination’ or ethnicity?, Economic and Industrial Democracy, 39, 1, pp. 109-130, (2018); The Design of the New Deal for 18–24 Year Olds, (1997); Dixon J.C., Fullerton A.S., Robertson D.L., Cross-national differences in workers’ perceived job, labour market, and employment insecurity in Europe: Empirical tests and theoretical extensions, European Sociological Review, 29, 5, pp. 1053-1067, (2013); Eby L.T., Butts M., Lockwood A., Predictors of success in the era of the boundaryless career, Journal of Organizational Behavior, 24, 6, pp. 689-708, (2003); Europe 2020: A Strategy for Smart, Sustainable and Inclusive Growth, (2010); Freitag M., Kirchner A., Social capital and unemployment: A macro-quantitative analysis of the European regions, Political Studies, 59, 2, pp. 389-410, (2011); Fryer D., International perspectives on youth unemployment and mental health: Some central issues, Journal of Adolescence, 20, 3, pp. 333-342, (1997); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Granovetter M.S., The strength of weak ties, American Journal of Sociology, 78, 6, pp. 1360-1380, (1973); Green F., Unpacking the misery multiplier: How employability modifies the impacts of unemployment and job insecurity on life satisfaction and mental health, Journal of Health Economics, 30, 2, pp. 265-276, (2011); Grill C., Longitudinal data analysis, panel data analysis, The International Encyclopedia of Communication Research Methods, pp. 1-9, (2017); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, Department for Education and Employment Research Brief, (1998); Hogan R., Chamorro-Premuzic T., Kaiser R.B., Employability and career success: Bridging the gap between theory and reality, Industrial and Organizational Psychology, 6, 1, pp. 3-16, (2013); Katz D., Kahn R.L., The Social Psychology of Organizations, (1978); Klug K., Young and at risk? Consequences of job insecurity for mental health and satisfaction among labor market entrants with different levels of education, Economic and Industrial Democracy, (2017); Koen J., Klehe U.-C., Van Vianen A.E.M., Employability among the long-term unemployed: A futile quest or worth the effort?, Journal of Vocational Behavior, 82, 1, pp. 37-48, (2013); Lazarus R.S., Folkman S., Stress, Appraisal, and Coping, (1984); McArdle S., Waters L., Briscoe J.P., Et al., Employability during unemployment: Adaptability, career identity and human and social capital, Journal of Vocational Behavior, 71, 2, pp. 247-264, (2007); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Muhlbock M., Steiber N., Kittel B., Reaching the unreachables: A panel survey among unemployed young adults in Austria and recommendations on how to decrease nonresponse and attrition, Österreichische Zeitschrift für Politikwissenschaft, 47, 2, pp. 35-48, (2018); New Orientations for Social Policy, (1994); Okay-Somerville B., Scholarios D., Position, possession or process? 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Ergebnisse Auf Basis Des JuSAW-Paneldatensatzes, (2017); Thomas W.I., Thomas D.S., The Child in America: Behavior Problems and Programs, (1938); Recommendations of the High Level Panel of the Youth Employment Network, (2001); Vancouver J.B., Thompson C.M., Tischner E.C., Et al., Two studies examining the negative effect of self-efficacy on performance, Journal of Applied Psychology, 87, 3, pp. 506-516, (2002); Wallinder Y., Perceived employability among foreign-born employees, before and during crisis, Economic and Industrial Democracy, (2018); Wanberg C.R., Zhu J., van Hooft E.A.J., The job search grind: Perceived progress, self-reactions, and self-regulation of search effort, Academy of Management Journal, 53, 4, pp. 788-807, (2010); Westaby J.D., Braithwaite K.N., Specific factors underlying reemployment self-efficacy: Comparing control belief and motivational reason methods for the recently unemployed, The Journal of Applied Behavioral Science, 39, 4, pp. 415-437, (2003); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010); Wood R., Bandura A., Impact of conceptions of ability on self-regulatory mechanisms and complex decision making, Journal of Personality and Social Psychology, 56, 3, pp. 407-415, (1989)","M. Mühlböck; University of Mannheim, Germany; email: monika.muehlboeck@uni-mannheim.de","","SAGE Publications Ltd","","","","","","0143831X","","","","English","Econ. Ind. Democr.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85089527286"
"Magnusson U.; Rejman K.","Magnusson, Ulrika (55855770500); Rejman, Katarina (58165903300)","55855770500; 58165903300","Teacher perspectives on writing instruction in the Language Introduction Program in Sweden","2022","Writing and Pedagogy","14","3","","297","322","25","0","10.1558/wap.23269","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164414241&doi=10.1558%2fwap.23269&partnerID=40&md5=328962c9f38b08388948579960fcef2e","Department of Teaching and Learning, Stockholm University, Stockholm, Sweden","Magnusson U., Department of Teaching and Learning, Stockholm University, Stockholm, Sweden; Rejman K., Department of Teaching and Learning, Stockholm University, Stockholm, Sweden","This study explores teacher perspectives and beliefs on writing instruction in the Swedish Language Introduction Program (LI) through interviews with six teachers in Swedish as a second language. The study was guided by the following research questions: How do the teachers construct the students discursively, including the students’ educational background and prior knowledge? How do the teachers frame writing instruction, as evident by their discourses? LI is an upper secondary school program framed for newly arrived students, 15 to 18 years old, who need to qualify for mainstream programs by attaining the goals of compulsory school year 9. The study is framed within theory on second language writing instruction and teachers’ beliefs. The teachers’ discourses of writing instruction were analyzed against theory on second language writing instruction, genre pedagogy, and practices of care, and related to the teachers’ discursive constructions of the group of students as vulnerable and heterogeneous. All teachers exploited genre pedagogy, with its emancipatory aims, to enable access to the genres of schooling. The teachers’ expressed aims were directed toward long-term goals, such as employability and democratic participation. The teachers were firmly based in both theory and experience, which the demanding context seemed to require. In spite of indisputable challenges, the teachers conveyed a sense of belief in the possibilities of teaching. © 2023, EQUINOX PUBLISHING.","GENRE PEDAGOGY; LANGUAGE INTRODUCTION PROGRAM; NEWLY ARRIVED STUDENTS; SECOND LANGUAGE WRITING INSTRUCTION; TEACHERS’ BELIEFS","","","","","","","","Achugar M., Carpenter B., Tracking movement toward academic language in multilingual classrooms, Journal of English for Academic Purposes, 14, pp. 60-71, (2014); Arshavskaya E., Creative writing assignments in a second language course: A way to engage less motivated students, Insight: A Journal of Scholarly Teaching, 10, pp. 68-78, (2015); Barton D., Literacy: An introduction to the ecology of written language, (2007); Biesta G., Priestly M., Robinson S., The role of beliefs in teacher agency, Teachers and Teaching: Theory and Practice, 1, 6, pp. 624-640, (2015); Bigelow M., Tarone E., The role of literacy level in second language acquisition: Doesn’t who we study determine what we know?, TESOL Quarterly, 38, 4, pp. 689-700, (2004); Bjuhr A., Avslut och fortsättning: en studie om övergången från introduk-tionsprogrammet språkintroduktion till nationellt program. 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[Through the genre lenses: Pedagogic communication in early school years.], (2019); Wedin A., Literacy in negotiating: Constructing and manifesting identi-ties, Literacy practices in transition, pp. 54-74, (2012); Wedin A., Literacy and agency: The case of young adults who came to Sweden as unaccompanied asylum-seeking minors, Scandinavian Journal of Educational Research, 64, 4, pp. 522-534, (2019); Wernesjo U., Conditional belonging: Listening to unaccompanied young refugees’ voices, (2014); White P., Appraisal theory, The international encyclopedia of language and social interaction, pp. 1-8, (2015); Winlund A., Writing practices of recently immigrated adolescent emergent writers: A study from a language introductory school in Sweden, Journal of Second Language Writing, 51, (2021); Winzell H., Lära för skrivundervisning. [Learning for writing instruction.], (2018); Wood D., Bruner J. S., Ross G., The role of tutoring in problemsolving, Journal of Child Psychology and Psychiatry, 17, pp. 89-100, (1976); Young-Scholten M., Who are adolescents and adults who develop literacy for the first time in an L2, and why are they of research interest?, Writing Systems Research, 7, 1, pp. 1-3, (2015)","K. Rejman; Department of Teaching and Learning, Stockholm University, Stockholm, Sweden; email: katarina.rejman@su.se","","Equinox Publishing Ltd","","","","","","17565839","","","","English","Writ. Pedagog.","Article","Final","","Scopus","2-s2.0-85164414241"
"Rodzalan S.A.; Noor N.N.M.; Abdullah N.H.; Saat M.M.","Rodzalan, Shazaitul Azreen (56039929700); Noor, Noor Nazihah Mohd (57218827029); Abdullah, Nor Hazana (35208151300); Saat, Maisarah Mohamed (55858452300)","56039929700; 57218827029; 35208151300; 55858452300","TVET Skills Gap Analysis in Electrical and Electronic Industry: Perspectives from Academicians and Industry Players","2022","Journal of Technical Education and Training","14","1","","158","177","19","2","10.30880/jtet.2022.14.01.014","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134522531&doi=10.30880%2fjtet.2022.14.01.014&partnerID=40&md5=789a8872883c9006ddbea886d6c7eb27","Faculty of Technology Management and Business, Universiti Tun Hussein Onn Malaysia, Batu Pahat, Johor, Parit Raja, 86400, Malaysia; Azman Hashim International Business School, Universiti Teknologi Malaysia, Johor, Johor Bahru, Skudai, 81310, Malaysia","Rodzalan S.A., Faculty of Technology Management and Business, Universiti Tun Hussein Onn Malaysia, Batu Pahat, Johor, Parit Raja, 86400, Malaysia; Noor N.N.M., Faculty of Technology Management and Business, Universiti Tun Hussein Onn Malaysia, Batu Pahat, Johor, Parit Raja, 86400, Malaysia; Abdullah N.H., Faculty of Technology Management and Business, Universiti Tun Hussein Onn Malaysia, Batu Pahat, Johor, Parit Raja, 86400, Malaysia; Saat M.M., Azman Hashim International Business School, Universiti Teknologi Malaysia, Johor, Johor Bahru, Skudai, 81310, Malaysia","Skills mismatch or skill gap is a long-standing issue whereby the levels and types of the existing skills do not meet the needs of the job market. With no exception, this issue also become one of the challenges that facing by Technical and Vocational Education and Training (TVET). If this issue prolongs, it will lead to graduate unemployment, specifically in TVET. Therefore, this study aims to identify the occupational skills (including both soft and hard skills) that are perceived as important by those in public Higher Education Institutions (HEI) and the electrical and electronic (E&E) industry which represent the manufacturing industry. A total of 58 academicians from public HEI and 55 industry players from the E&E industry in Malaysia were chosen purposively. These academicians and industry players were selected as they are having experience in occupational skill and training in their respective institutions and industries. Questionnaires were distributed online to these targeted respondents. The results revealed that there are skills gaps in terms of both soft and hard skills, which all skills are skills related to the career in E&E industry. The outcomes of this study should enable the Ministry of Higher Education, mainly in TVET to devise strategies to improve graduate employability. They might also serve as additional evidence for the occurrence of skills mismatch. © Universiti Tun Hussein Onn Malaysia Publisher’s Office.","electrical and electronic industry; higher education institution; occupational skills; TVET skills mismatch","","","","","","Universiti Tun Hussein Onn Malaysia, UTHM; Ministry of Higher Education, Malaysia, MOHE, (FRGS/1/2019/SS03/UTHM/03/1)","The authors wish to thank the Ministry of Higher Education Malaysia for their support for this research under Fundamental Research Grant Scheme Vot No. FRGS/1/2019/SS03/UTHM/03/1, which was partially sponsored by Universiti Tun Hussein Onn Malaysia.","Abdul Wahab N., Muhammad N., Ismail M. S., Student Disciplinary Management: Issue and Challenges in Malaysia, International Social Sciences and Humanities Journal, 2, 20, pp. 43-47, (2019); Adebakin A. B., Ajadi T. O., Subair S. T., Required and Possessed University Graduate Employability Skills: Perceptions of the Nigerian Employers, World Journal of Education, 5, 2, pp. 115-121, (2015); Ahmad A. R., Ng K. S., Md Sapry H. R., Omar S. S., Factors Influence The Students’ Readiness on Industrial Revolution 4.0, International Journal of Recent Tech. and Engineering, 8, 2, pp. 461-468, (2019); Amiruddin M. H., Ngadiman N., Abdul Kadir R., Saidy S., Review of Soft Skills of TVET Trainees from the Malaysian Advanced Technology Training Center (ADTEC), Journal of Technical Edu. and Training, 8, 1, pp. 14-24, (2016); Aqlan F., Nwokeji J. C., Applying Product Manufacturing Techniques to Teach Data Analytics in Industrial Engineering: A Project Based Learning Experience, (2018); Azmi A. N., Kamin Y., Noordin M. K., Md Nasir A. 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A., Contextualizing human skills education for legacy countries: The educators’ perspective, International Journal of Innovation, Creativity and Change, 9, 4, pp. 60-75, (2019); Flores E., Xu X., Lu Y., Human Capital 4.0: a workforce competence typology for Industry 4.0, Journal of Manufacturing Technology Management, 31, 4, pp. 687-703, (2020); Fomunyam K. G., The future of engineering education in South Africa, International Journal of Engineering Research and Technology, 13, 4, pp. 797-801, (2020); Halim F., Malaysia’s Youth Unemployment Stays High Amid Skills Mismatch – MIDF, (2018); Hanapi Z., Kamis A., Tee T. K., Hanapi M. H., Jurang Integrasi Kemahiran Employability di Malaysia: Satu Kajian Empirikal Graduan Kejuruteraan Kolej Komuniti, Malaysian J. of Society and Space, 12, 3, pp. 145-153, (2016); Hanapi Z., Mohd Shariff M. S., Paijan A., Mamat A. 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A., Hehsan A., Junaidi J., The emerging challenges of industrial revolution 4.0: A students’ perspective, International J. of Advanced Science and Tech, 29, 6, pp. 1215-1225, (2020); Kadir J. M. A., Naghavi N., Subramanian G., Abdul Halim N. A., Unemployment Among Graduates – Is There a Mismatch, International Journal of Asian Social Science, 10, 10, pp. 583-592, (2020); Liao Y., Deschamps F., Loures E.F.L., Ramos L.F.P., Past, present and future of Industry 4.0-a systematic literature review and research agenda proposal, International Journal of Production Research, 55, 12, pp. 3609-3629, (2017); Maisiri W., Darwish H., Van Dyk L., An Investigation of Industry 4.0 Skills Requirements, South African Journal of Industrial Engineering, 30, 3, pp. 90-105, (2019); Mohd Kamaruzaman F., Hamid R., Mutalib A. A., Rasul M. S., Conceptual Framework for the Development of 4IR Skills for Engineering Graduates, Global Journal of Engineering Education, 21, 1, pp. 54-61, (2019); Motyl B., Baronio G., Uberti S., Speranza D., Filippi S., How will Change the Future Engineers’ Skills in the Industry 4.0 Framework? A Questionnaire Survey, Procedia Manufacturing, 11, June, pp. 1501-1509, (2017); Musa Z., Tough Time for Fresh Graduates, (2020); Nadarajah J., Measuring the Gap in Employability Skills among Malaysian Graduates, International Journal of Modern Trends in Social Sciences, 4, 15, pp. 81-87, (2021); Patacsil F. F., Tablatin C. L. S., Exploring the Importance of Soft and Hard Skills as Perceived by IT Internship Students and Industry: A Gap Analysis, Journal of Technology and Science Education, 7, 3, pp. 347-368, (2017); Pinzone M., Fantini P., Perini S., Garavaglia S., Taisch M., Miragliotta G., Jobs and Skills in Industry 4.0: An Exploratory Research, pp. 282-288, (2017); Preston C. C., Colman A. M., Optimal Number of Response Categories in Rating Scales: Reliability, Validity, Discriminating Power, and Respondent Preferences, Acta Psychologica, 104, 2000, pp. 1-15, (2000); Ramlee M., Skills Training and Vocational Education In Malaysia, Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 3, pp. 137-153, (2017); Rivera F. M. La, Hermosilla P., Delgadillo J., Echeverria D., The sustainable development goals (SDGs) as a basis for innovation skills for engineers in the industry 4.0 context, Sustainability (Switzerland), 12, 16, (2020); Salleh K. M., Sulaiman N. L., Mohamad M. M., Sern L. C., Assessing soft skills components in science and technology programs within Malaysian technical universities, Songklanakarin Journal of Science and Technology, 39, 3, pp. 399-405, (2017); Tan A. Y. T., Chew E., Kalavally V., The Expectations Gap for Engineering Field in Malaysia in the 21st Century, On the Horizon, 25, 2, pp. 131-138, (2017); Tetep, Suparman A., Students’ digital media literacy: Effects on social character, International Journal of Recent Technology and Engineering, 8, 2, pp. 394-399, (2019); Employability Initiative Winner: Edinburgh College of Art, The Guardian, (2013); Wagiran Pardjono, Sofyan H., What industry needs of vocational school graduate competence in the era of industrial revolution 4.0, International Journal of Advanced Science and Technology, 29, 5, pp. 2459-2470, (2020); Wagiran Pardjono, Suyanto W., Sofyan H., Soenarto S., Yudantoko A., Competencies of future vocational teachers: Perspective of in-service teachers and educational experts, Cakrawala Pendidikan, 38, 2, pp. 388-400, (2019); Digital Transformation Initiative Mining and Metals Industry, (2017); Yaakob H., Radzi N. F., Sudan R. A., Employers’ Perception on Malaysian Polytechnic Graduates Employability Skills, First International Multidisciplinary Academic Conference 2018, pp. 1-8, (2018); Yusof H. S. M., Munap R., Said N. S. M., Ali S. R. O., Mat K. A., Employers Perspectives on Graduates Employability Skills: Soft Skills, Journal of Basic and Applied Scientific Research, 7, 6, pp. 16-19, (2017)","S.A. Rodzalan; Faculty of Technology Management and Business, Universiti Tun Hussein Onn Malaysia, Parit Raja, Batu Pahat, Johor, 86400, Malaysia; email: shazaitul@uthm.edu.my","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85134522531"
"Reinke H.; Goller M.","Reinke, Hannes (57196057950); Goller, Michael (56825585200)","57196057950; 56825585200","Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes","2022","International Journal for Research in Vocational Education and Training","9","1","","92","119","27","2","10.13152/IJRVET.9.1.5","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137989377&doi=10.13152%2fIJRVET.9.1.5&partnerID=40&md5=4dc783fed16934061e9a6d7a1bff263d","Department for Business Education and Educational Management, University of Bamberg, Kärntenstraße 7, Bamberg, 96052, Germany; Institute of Educational Science, Working Group Educational Management and Research in Further Education, Paderborn University, Warburger Straße 100, Paderborn, 33098, Germany","Reinke H., Department for Business Education and Educational Management, University of Bamberg, Kärntenstraße 7, Bamberg, 96052, Germany; Goller M., Institute of Educational Science, Working Group Educational Management and Research in Further Education, Paderborn University, Warburger Straße 100, Paderborn, 33098, Germany","Context: The implementation of successful measures to support immigrants' integration in cultural, social, and economic life can be considered as one of today's greatest challenges for many societies. This is especially true for adolescent immigrants who have not yet been able to finish education or gain qualifications relevant to joining the labour market. That is why many receiving countries have developed and implemented special programmes that aim at supporting immigrants' integration by facilitating their employability. Unfortunately, not much is known about the process of implementing these programmes or about how education systems, schools, and teachers are dealing with the new situation and target group. In this contribution, the implementation, development, and challenges of German Vocational Integration Classes (VIC), as an example of comparable programmes in the EU, are investigated to address this research gap. The paper considers the following exploratory research questions: (a) What challenges have been experienced by teachers and social workers in the implementation of VIC as well as in the integration of immigrants into the labour market in recent years? (b) How can these challenges be met in the long run and how should VIC be developed to better achieve its aims? Methods: To answer these questions, a sequential qualitative study containing questionnaire and interview elements was conducted. First, teachers and social workers involved in VIC filled in a questionnaire about their experiences and experienced challenges in implementing VIC (N = 46). Then, supplementing interviews were conducted with participants from the first sample in order to generate further insights and to contextualise the findings from the first study part (N = 14). Findings: From the respondents' answers, it appears that the VIC programme is well implemented. The results show, however, that central challenges continue to exist. This concerns, for example, legal regulations or the development of adequate curricula, but also the scope and quality of language education. In addition, problems have also been identified with regard to students' culture-specific education and their individual attitudes. These prevailing problems seem to affect schooling and educational processes. In addition, respondents report feeling left alone to deal with problems and that their experiences from their daily work in VIC and with immigrants are not sufficiently taken into account in policy and school-related decisions. Conclusions: Although VIC seems well implemented, key challenges remain in the view of the participants. It was found that teachers cannot solve many of the identified problems themselves, as they require action at the level of policy or school organisation. For staff, this can be accompanied by increased stress and demotivation. For the young immigrants, the existing challenges can have a long-term impact on school success and transition to vocational education and training. The study thus highlights the importance of targeted and holistic strategies to support immigrant integration through education. © 2022 European Research Network Vocational Education and Training. All rights reserved.","Educational Policy; Employability; Immigration; Training to Employment; Transitions From Education; VET; Vocational Education and Training","","","","","","","","Ager A., Strang A., Understanding integration: A conceptual framework, Journal of Refugee Studies, 21, 2, pp. 166-191, (2008); Anderson L., Eriksson R., Scocco S., Refugee immigration and the growth of low-wage work in the EU15, Comparative Migration Studies, 7, 39, (2019); Beicht U., Walden G., Transition to company-based vocational training in Germany by young people from a migrant background – the influence of region of origin and generation status, International Journal for Research in Vocational Education and Training, 6, 1, pp. 20-45, (2019); Berry J. W., Phinney J. S., Sam D. 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Successful job search of refugees in Austria, Journal of Ethnic and Migration Studies, 45, 9, pp. 1401-1418, (2019); Wicht A., Occupational aspirations and ethnic school segregation: social contagion effects among native German and immigrant youths, Journal of Ethnic and Migration Studies, 42, 11, pp. 1825-1845, (2016)","H. Reinke; Department for Business Education and Educational Management, University of Bamberg, Bamberg, Kärntenstraße 7, 96052, Germany; email: hannes.reinke@uni-bamberg.de","","European Research Network Vocational Education and Training","","","","","","21978638","","","","English","Inter. J. Res. Voc. Educ. Train.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85137989377"
"Rajthilak R.; Singh S.; Alok S.","Rajthilak, R. (57223293897); Singh, Swati (57214306270); Alok, Swati (56669647500)","57223293897; 57214306270; 56669647500","Performance and Upskilling: Indian IT Sector Temporary Workers’ Job Insecurity Coping Strategies Identified Through Grounded Theory","2022","Business Perspectives and Research","10","2","","196","212","16","5","10.1177/22785337211006794","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105524365&doi=10.1177%2f22785337211006794&partnerID=40&md5=dc6c1987ee3e73dcfb85d7f4a9bfa981","Birla Institute of Technology and Science—Hyderabad Campus, Telangana, Hyderabad, India; University of Hyderabad, India Post Lingampally, Telangana, Gachibowli, India","Rajthilak R., Birla Institute of Technology and Science—Hyderabad Campus, Telangana, Hyderabad, India; Singh S., University of Hyderabad, India Post Lingampally, Telangana, Gachibowli, India; Alok S., Birla Institute of Technology and Science—Hyderabad Campus, Telangana, Hyderabad, India","Globally, the demand for temporary workers is rising across organizations and sectors, driven by benefits of lower cost and workforce flexibility. Flexibility for organizations, however, means job insecurity for the temporary worker. This study focuses on understanding how the Indian IT sector’s temporary agency workers (TAWs), that is, temporary workers recruited by staffing agencies to work with client organizations, cope with their job insecurity. Grounded theory-based analysis of 36 interviews revealed that TAWs rely on enhancing their employability as the primary strategy to combat job insecurity. In addition, to enhance employability, TAWs make proactive efforts to perform consistently and upskill continuously. TAWs also expect support, largely in the form of learning and development opportunities, from the staffing agency and client to augment employability. The findings and recommendations in this article to help TAWs improve employability hold significance for TAWs, staffing agencies as well as clients. With enhanced employability, TAWs overcome job insecurity—an impediment to job performance, which is of direct relevance to the worker and the client—and also affects the staffing agency’s long-term relationship with the client. © 2021 K. J. Somaiya Institute of Management.","client organization; employability; self-learning; staffing agency; Temporary agency workers; temps","","","","","","","","Asfaw A.G., Chang C.-C., The association between job insecurity and engagement of employees at work, Journal of Workplace Behavioural Health, 34, 2, pp. 96-110, (2019); Aletraris L., How satisfied are they and why? 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Alok; Birla Institute of Technology and Science—Hyderabad Campus, Hyderabad, Telangana, India; email: swati@hyderabad.bits-pilani.ac.in","","SAGE Publications Ltd","","","","","","22785337","","","","English","Bus. Perspect. Res.","Article","Final","","Scopus","2-s2.0-85105524365"
"Barnes C.; Wragg N.; Fisher E.; Tyagi S.; de Kruiff A.","Barnes, Carolyn (55415126300); Wragg, Nicole (57193354717); Fisher, Emma (57656469600); Tyagi, Shivani (57761040800); de Kruiff, Alison (57226315995)","55415126300; 57193354717; 57656469600; 57761040800; 57226315995","Portfolio Literacy and the Transition to Work for Graphic Design Graduates","2022","International Journal of Art and Design Education","41","2","","300","319","19","2","10.1111/jade.12407","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132617280&doi=10.1111%2fjade.12407&partnerID=40&md5=f1d3a57e5cbd9fef81bd93496adcaa36","School of Design, Australia; School of Design and Architecture, Australia; Swinburne University, Australia; Swinburne University of Technology, Australia","Barnes C., School of Design, Australia; Wragg N., School of Design and Architecture, Australia; Fisher E., Swinburne University, Australia; Tyagi S.; de Kruiff A., Swinburne University of Technology, Australia","The graphic design industry has moved beyond its traditional focus on printed matter to deliver multidimensional communication projects involving diverse audiences and media channels. No longer a skills and service industry, graphic design increasingly informs business strategy and innovation processes, requiring heterogeneous expertise, a rigorous design process and the ability to work in multidisciplinary teams. This shift raises the question of the relevance of a traditional design portfolio in demonstrating employability, especially when employers prioritise generic over disciplinary and technical skills. Our article reports the results of a survey of 53 Australian employers of graphic design graduates on the role of the portfolio in evidencing design-specific and more general employability skills, capacities and attributes. The article provides a deeper understanding of the role of a portfolio in the transition to work. We argue that graphic design graduates need ‘portfolio literacy’—which combines insight in the curation of the portfolio and its use in interview performance—to demonstrate both core graphic design and creative skills and capacities in communication, collaboration and problem-solving. This significant know-how is best developed during graduates’ tertiary studies. © 2022 The Authors. International Journal of Art & Design Education published by National Society for Education in Art and Design and John Wiley & Sons Ltd.","capacities and attributes; graduate employability; graduate skills; graphic design; portfolio literacy; recruitment","","","","","","","","AIGA Designer 2025, Why Design Education Should Pay Attention to Trends, (2017); Ashton D., Creative work careers: pathways and portfolios for the creative economy, Journal of Education and Work, 28, 4, pp. 1-19, (2015); (2020); Printing and Graphic Arts: Overview, (2019); Baikie V., Specialised Design Services in Australia (IBISWorld AU Industry Report), (2021); Barrett J.C., Designing your Fashion Portfolio from Concept to Presentation, (2013); Bennett D., Richardson S., MacKinnon P., Enacting Strategies for Graduate Employability: how Universities can Best Support Students to Develop Generic Skills, (2016); Bennett D., Richardson S., Mahat M., Coates H., MacKinnon P., Navigating uncertainty and complexity: higher education and the dilemma of employability, (2015); 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(NILS working paper series No. 228/2016), (2016); Kelly R., Design in decline: breathing new life into an industry through education, Design Management Journal, 13, 1, pp. 41-52, (2018); Lawson B., How Designers Think: The Design Process Demystified, (2006); Majithia R.K., What’s next in design education? Transforming role of a designer and its implications in preparing youth for an ambiguous and volatile future, The Design Journal, 20, 1, pp. S1521-S1529, (2017); Mavromaras K., McGuinness S., O'Leary N., Sloane P., Fok Y.K., The problem of overskilling in Australia and Britain, The Manchester School, 78, pp. 219-241, (2010); Meggs P.B., Purvis A.W., Meggs’ History of Graphic Design, (2012); McGlashan A.A., Designer stories: a commentary on the community of design practice, International Journal of Technology and Design Education, 21, 2, pp. 235-260, (2011); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); McRobbie A., Be Creative: Making a Living in the New Culture Industries, (2015); Mumford J., Roodhouse S., Understanding Work-Based Learning, (2010); Neff G., Venture Labor: Work and the Burden of Risk in Innovative Industries, (2012); Neff G., Wissinger E., Zukin S., Entrepreneurial labor among cultural producers: “cool” jobs in “hot” industries, Social Semiotics, 15, 3, pp. 307-334, (2005); Ockerse T., Learn from the core – design from the core, Visible Language, 46, 1-2, pp. 80-94, (2012); Okay-Somerville B., Scholarios D., Position, possession or process? Understanding objective and subjective employability during university-to-work transitions’, Studies in Higher Education, 42, 7, pp. 1275-1291, (2017); Short-Term Graduate Outcomes in Australia, (2020); Poggenpohl S., Design literacy, discourse and communities of practice, Visible Language, 42, 3, pp. 213-236, (2008); Poggenpohl S., Envisioning a future design education, Visible Language, 46, 1-2, pp. 8-19, (2012); Ramirez M., Employability attributes for industrial design graduates, Proceedings of the 5th International Conference of Education, Research and Innovation, pp. 2462-2471, (2012); Romeo L.D., Industry professionals’ evaluation of apparel design student portfolios, International Journal of Fashion Design, Technology and Education, 10, 2, pp. 111-118, (2017); Round H., Styhre A., Reality bites: managing identity ambiguity in an advertising agency, Creative Innovation Management., 26, 2, pp. 202-213, (2017); Salleh R., Yusoff M.A.M., Amat S.C., Noor A.M., Suredah N., Profiling industry-relevant competencies of graduate architect through online job advertisements, International Business Research, 6, 11, pp. 43-51, (2013); Saris B., Inside out: comparison of traditional and collaborative pedagogical approaches for visual communication design students in transition to industry, The International Journal of Design Education, 12, 2, pp. 25-38, (2018); Schon D.A., The Reflective Practitioner: How Professionals Think in Action, (1983); Scolere L., Humphreys L., Pinning design: the curatorial labor of creative professionals, Social Media+Society, 2, 1, pp. 1-13, (2016); Stevens J., Moultrie J., Aligning strategy and design perspectives: a framework of design's strategic contributions, The Design Journal, 14, 4, pp. 475-500, (2011); Styhre A., Gluch P., Creativity and its discontents: professional ideology and creativity in architect work, Creativity and Innovation Management, 18, 3, pp. 224-233, (2009); Tain L., Portfolio Presentation for Fashion Designers, (2010); Tehan D., Higher Education Support Amendment (Job-ready Graduates and Supporting Regional and Remote Students) Bill, (2020); Thompson S., Thompson N., The Critically Reflective Practitioner, (2018); Thorley M., Graduate meets employer – a model for embedding industry professional involvement in the development and assessment of student portfolios, Journal of Music, Technology and Education, 7, 3, pp. 325-329, (2014); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); van der Waarde K., On Graphic Design: Listening to the Reader?, (2009); van der Waarde K., Vroombout M., Communication design education: could nine reflections be sufficient?, Visible Language, 46, 1-2, (2012); Venkatesh A., A study on revelations of design students’ thinking styles in reflective journals, Visible Language, 47, 2, pp. 1-36, (2013); Ward A., Runcie E., Morris L., Embedding innovation: design thinking for small enterprises, Journal of Business Strategy, 30, 2-3, pp. 78-84, (2009); Whiteley S., Creating a coherent performance indicator framework for the higher education student lifecycle in Australia, Positioning Higher Education Institutions, pp. 143-160, (2016); Yang M.Y., You M., Chen F.C., Competencies and qualifications for industrial design jobs: implications for design practice, education, and student career guidance, Design Studies, 26, 2, pp. 155-189, (2005)","N. Wragg; School of Design and Architecture, Australia; email: nwragg@swin.edu.au","","John Wiley and Sons Inc","","","","","","14768062","","","","English","Int. J. Art Des. Educ.","Article","Final","","Scopus","2-s2.0-85132617280"
"Saunders-Smits G.; Craps S.; Carthy D.; Langie G.","Saunders-Smits, Gillian (24492709400); Craps, Sofie (57202372700); Carthy, Darren (57215133298); Langie, Greet (22962002600)","24492709400; 57202372700; 57215133298; 22962002600","Comparison of first-year student conceptions of their future roles as engineers between Belgium, Ireland, and The Netherlands","2022","International Journal of Mechanical Engineering Education","50","3","","648","666","18","1","10.1177/03064190211027135","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108786593&doi=10.1177%2f03064190211027135&partnerID=40&md5=d91b17e875d9ee833ee654047f2572a5","Faculty of Aerospace Engineering, Delft University of Technology, Delft, Netherlands; Science Engineering and Technology Group, KU Leuven, Leuven, Belgium; School of Multidisciplinary Technologies, Sechnological University Dublin, Dublin, Ireland; KU Leuven Science Engineering and Technology Group, Leuven, Belgium","Saunders-Smits G., Faculty of Aerospace Engineering, Delft University of Technology, Delft, Netherlands; Craps S., Science Engineering and Technology Group, KU Leuven, Leuven, Belgium; Carthy D., School of Multidisciplinary Technologies, Sechnological University Dublin, Dublin, Ireland; Langie G., KU Leuven Science Engineering and Technology Group, Leuven, Belgium","Recent research by KU Leuven showed that 33% of the engineering graduates in Flanders changed jobs in the first year, with 60% of those citing job content as a reason. Also, industry often reports that recent graduate hires lack the right skills for the job. It appears that students seem to enter the labour market less prepared both in perception and skill level. This study investigates the perceptions of first-year students on their future role and the competencies they need by developing an engineering role model on the business model of Tracey and Wiersema. The premise of the PREFER-model is that most vacancies for junior engineers fall into one of three roles: Product Leadership (i.e., focus on radical innovation), Operational Excellence (i.e., focus on process optimization), and Customer Intimacy (i.e., focus on client-tailored solutions). A survey was administered to first-year students from the three largest engineering degrees in Belgium, Ireland, and the Netherlands. A total of 197 students in Belgium (KU Leuven – Engineering Technology), 89 students in Ireland (TU Dublin – Engineering), and 372 students in the Netherlands (TU Delft – Aerospace Engineering) participated. In this survey, students were also asked to express their preference for three fictional job vacancies reflecting the three different roles. The results showed that first-year students do not have a clear view of the future and have an idealized perception of the engineering profession centred around the Product Leadership role. Students were also found to overestimate their level of preparedness when it comes to their mastery of competencies. It is suggested that having a discerning professional roles model as well as instruments that allow students to assess their role alignment and associated role competencies will help mitigate these issues. © The Author(s) 2021.","employability; first-year students; Professional skills; student perception; survey","Employment; Engineering education; Optimization; Professional aspects; Surveys; Engineering degrees; Engineering graduates; Engineering profession; First year students; Operational excellence; Product leadership; Radical innovation; Tailored Solutions; Students","","","","","Horizon 2020 Framework Programme, H2020, (115966); European Commission, EC, (575778-EPP-1–2016-1-BE-EPPKA2-KA); Erasmus+","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Erasmus+ programme of the European Union (grant agreement 575778-EPP-1–2016-1-BE-EPPKA2-KA) and is part of the PREFER project.","Bliuc A.-M., Ellis R.A., Goodyear P., Et al., The role of social identification as university student in learning: relationships between students’ social identity, approaches to learning, and academic achievement, Educ Psychol, 31, pp. 559-574, (2011); Hock L.F., Deshler D.D., Schumaker J.B., Enhancing student motivation through the pursuit of possible selves, Possible selves: theory, research, and application, pp. 205-221, (2006); Frymier A.B., Shulman G.M., `What’s in it for me?’: increasing content relevance to enhance students’ motivation, Commun Educ, 44, pp. 40-51, (1995); van den Bogaard M.E.D., (2015); Van Hattum-Janssen N., Endedijk M.D., (2020); Karatas F., Bodner G.M., Unal S., First-year engineering students’ views of the nature of engineering: implications for engineering programmes, Eur J Eng Educ, 41, pp. 1-22, (2016); Saunders-Smits G.N., (2008); (2020); KU, Leuven Antwerpen U., UGent and UHasselt V.U.B., (2015); Research D.G., Assessment of impacts of NMP technologies and changing industrial patterns on skills and human resources: final report. Report, (2012); Hofland E., Pinxten M., Wauters D., Et al., (2015); Treacy M., Wiersema F., Customer intimacy and other value disciplines customer intimacy and other value disciplines, Harv Bus, 71, pp. 84-93, (1993); De Norre J., Pinxten M., Langie G., (2016); Craps S., Pinxten M., Saunders-Smits G.N., Et al., (2017); Craps S., Pinxten M., Langie G., (2019); Craps S., Van de Kerkhof A., Pinxten M., Et al., (2019); Craps S., Pinxten M., Knipprath H., Et al., Different roles, different demands. A competency based professional roles model for early career engineers, validated in industry and higher education, Eur J Eng Educ. Epub ahead of; Leandro Cruz M., Saunders-Smits G.N., (2018); Leandro Cruz M., Carthy D., Craps S., (2019); (2020); Carthy D., Pinxten M., Gaughan K., Et al., Undergraduate engineers’ preferences for a range of professional roles, J Sustain Des and Appl Res, 7, pp. 55-62, (2019); Pinxten M., Saunders-Smits G.N., Langie G., (2018); Gerwel Proches C.N., Chelin N., Rouvrais S., Think first job! preferences and expectations of engineering students in a French ’Grande Ecole, Eur J Eng Educ, 43, pp. 309-325, (2018); Kinoshita T., Young G., Knight D.B., (2014); Endedijk M.D., Van Veelen R., Mowes R., (2017); Kamp A., Klaassen R., (2016); Spinks N., Silburn N.L.J., Birchall D.W., Making it all work: the engineering graduate of the future, a UK perspective, Eur J Eng Educ, 32, pp. 325-335, (2007); Craps S., Pinxten M., Knipprath H., Et al., Exploring professional roles for early career engineers: a systematic literature review, Eur J Eng Educ; Accreditation criteria for professional titles, (2014); Flemish qualifications structure – developed, approved, implemented. Report, (2012); Meijers A.W.M., van Overveld C.W.A.M., Perrenet J.C., Criteria for academic bachelor’s and master’s curricula, (2005); Field A., Discovering statistics using IBM SPSS statistics, (2013); Pinxten M., Carthy D., Tack M., Et al., (2020); Kruger J., Dunning D., Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments, J Pers Soc Psychol, 77, pp. 1121-1134, (1999); Pinxten M., Carthy D., Tack M., Et al., (2020); Langie G., Craps S., Professional competencies in engineering education: the PREFERed-way, InfTars, 20, pp. 142-153, (2020)","G. Saunders-Smits; Faculty of Aerospace Engineering, Delft University of Technology, Delft, Netherlands; email: G.N.Saunders@tudelft.nl","","SAGE Publications Inc.","","","","","","03064190","","IMEEB","","English","Int. J. Mech. Eng. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85108786593"
"Tūtlys V.; Buligina I.; Dzelme J.; Gedvilienė G.; Loogma K.; Sloka B.; Tikkanen T.I.; Tora G.; Vaitkutė L.; Valjataga T.; Ümarik M.","Tūtlys, Vidmantas (6505789809); Buligina, Ilze (56652547300); Dzelme, Juris (6603204988); Gedvilienė, Genutė (24280512000); Loogma, Krista (25026046300); Sloka, Biruta (56582144900); Tikkanen, Tarja Irene (7003659687); Tora, Ginta (57606948700); Vaitkutė, Lina (57226523281); Valjataga, Terje (23468206400); Ümarik, Meril (35575043500)","6505789809; 56652547300; 6603204988; 24280512000; 25026046300; 56582144900; 7003659687; 57606948700; 57226523281; 23468206400; 35575043500","VET ecosystems and labour market integration of at-risk youth in the Baltic countries: implications of Baltic neoliberalism","2022","Education and Training","64","2","","190","213","23","3","10.1108/ET-09-2021-0349","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128626693&doi=10.1108%2fET-09-2021-0349&partnerID=40&md5=bc8015a6ed91760b5aa1740fb9959ace","Institute of Education Research, Vytauto Didziojo Universitetas, Kaunas, Lithuania; University of Latvia, Riga, Latvia; Institute of Education Sciences, Vytauto Didziojo Universitetas, Kaunas, Lithuania; Tallinn University, Tallinn, Estonia; Faculty of Business, Management and Economics, University of Latvia, Riga, Latvia; University of Stavanger, Stavanger, Norway; University of Verona, Verona, Italy; Vytautas Magnus University, Kaunas, Lithuania","Tūtlys V., Institute of Education Research, Vytauto Didziojo Universitetas, Kaunas, Lithuania; Buligina I., University of Latvia, Riga, Latvia; Dzelme J., University of Latvia, Riga, Latvia; Gedvilienė G., Institute of Education Sciences, Vytauto Didziojo Universitetas, Kaunas, Lithuania; Loogma K., Tallinn University, Tallinn, Estonia; Sloka B., Faculty of Business, Management and Economics, University of Latvia, Riga, Latvia; Tikkanen T.I., University of Stavanger, Stavanger, Norway; Tora G., University of Latvia, Riga, Latvia; Vaitkutė L., University of Verona, Verona, Italy, Vytautas Magnus University, Kaunas, Lithuania; Valjataga T., Tallinn University, Tallinn, Estonia; Ümarik M., Tallinn University, Tallinn, Estonia","Purpose: The paper seeks to disclose the features and implications of the neoliberal VET and employment policy agendas for the social and institutional VET ecosystems and the integration of at-risk youth in the labour market in the Baltic countries. Design/methodology/approach: The research is based on the comparative policy analysis approach with reference to the theories of social and skill formation ecosystems and the historical institutionalism perspective. Findings: The research has revealed three interconnected and alternately/simultaneously applied development pathways in the skill formation and vocational education of at-risk youth in the Baltic countries: (1) the market-oriented approach based on fostering immediate employability based on the momentary skills needs in the economy; (2) the state-assistance approach based on ensuring equal access to the VET and employment services by the state and (3) the approach of systemic support to socially disadvantaged or at-risk young people in developing their capabilities. Originality/value: The originality of the paper lies in a new, holistic and comparative perspective in analysing the implications of the “Baltic neoliberalism” for the development of skill formation systems, VET and employment of at-risk youth in this region. © 2022, Vidmantas Tūtlys, Ilze Buligina, Juris Dzelme, Genutė Gedvilienė, Krista Loogma, Biruta Sloka, Tarja Irene Tikkanen, Ginta Tora, Lina Vaitkutė, Terje Valjataga and Meril Ümarik.","At-risk youth; Baltic countries; Employment; Skill formation; Vocational education and training (VET)","","","","","","Iceland, Liechtenstein and Norway; LMTLT, (LT08-2-LMT-K-01-010, S-BMT-21-2); European Environment Agency, EEA; Lietuvos Mokslo Taryba","This research has been supported by the project “Vocational education and workplace training enhancing social inclusion of at-risk young people (EmpowerVET)” using a grant from Iceland, Liechtenstein and Norway through the EEA Grants. The aim of the project is to explore how vocational education and training (VET) can enhance social inclusion of young people at-risk, both in terms of combating school drop-out rates and promoting transitions between various (social) learning contexts, such as school-work transition. The project contract with the Research Council of Lithuania (LMTLT) No S-BMT-21-2 (LT08-2-LMT-K-01-010).","Aniol W., On three modernization narratives in Poland after 1989, International Journal of Social Economics, 42, 9, pp. 777-790, (2015); Annist A., Maaelu muutuv tähendus ja väljaränne. Emigration and the changing meaning of Estonian rural life, Eesti Inimarengu Aruanne: Avatud Eesti. Estonian Human Development Report: Open Estonia, pp. 247-254, (2017); Anstrate V., VK par profesionālās izglītības modernizāciju: Jauniegūtā profesijā darbu atrod mazāk par pusi, (2020); Bronfenbrenner U., Developmental research, public policy, and the ecology of childhood, Child Development, 45, 1, pp. 1-5, (1974); Brown P., Lauder H., Cheung S.Y., The Death of Human Capital? Its Failed Promise and How to Renew it in an Age of Disruption, (2020); Buchanan J., Anderson P., Power G., Skill ecosystems, The Oxford Handbook of Skills and Training, pp. 511-529, (2017); Bunning F., The Transformation of Vocational Education and Training (VET) in the Baltic States-Survey of Reforms and Developments, (2008); Cedefop, Apprenticeship Review: Lithuania. Signposting the Apprenticeship Path in Lithuania, (2016); Cedefop, Latvia: NEET numbers down due to youth guarantee and VET, (2019); Cedefop, Vocational Education and Training in Europe, 1995–2035: Scenarios for European Vocational Education and Training in the 21st Century, (2020); Eurostat, European union statistics on income and living conditions, (2021); Fioretos O., Falleti T.G., Sheingate A., Historical institutionalism in political science, The Oxford Handbook of Historical Institutionalism, pp. 3-30, (2016); Haaristo H.-S., Kirss L., Väljaande autoriõigus kuulub Poliitikauuringute Keskusele Praxis. Väljaandes sisalduva teabe kasutamisel palume viidata allikale, (2018); Haridus ja Teadusministeeriumi 2019. aasta tulemusaruanne, (2020); Kogan I., Education systems of central and Eastern European countries, Europe Enlarged: A Handbook of Education, Labour and Welfare Regimes in Central and Eastern Europe, pp. 147-179, (2008); Kogan I., Gebel M., Noelke C., Europe Enlarged. A Handbook of Education, Labour and Welfare Regimes in Central and Eastern Europe, (2008); Kogan I., Gebel M., Noelke C., Educational systems and inequalities in educational attainment in central and Eastern European countries, Studies of Transition States and Societies, 4, pp. 69-83, (2012); Kogan I., Noelke C., Gebel M., Comparative analysis of social transformation, education systems, and school-to-work transitions in Central and Eastern Europe, Making the Transition. Education and Labor Market Entry in Central and Eastern Europe, pp. 320-351, (2011); Guidance and outreach for inactive and unemployed – Lithuania. Cedefop ReferNet thematic perspectives series, (2018); Latvijas izglītības sistēmas piesaiste Eiropas kvalifikāciju ietvarstruktūrai mūžizglītībai un Eiropas augstākās izglītības telpas kvalifikāciju ietvarstruktūrai [Linking the Latvian education system to the European qualifications framework for lifelong learning], (2012); Profesinio mokymo būklės apžvalga, (2017); Lindemann K., Saar E., Ethnic inequalities in education: second generation Russians in Estonia, Ethnic and Racial Studies, 35, pp. 1974-1998, (2012); Lorinc M., Ryan L., D'Angelo A., Kaye N., De-individualising the ‘NEET problem’: an ecological systems analysis, European Educational Research Journal, 19, 5, pp. 412-427, (2020); Loogma K., Kutsehariduse sotsiaalne ökoloogia [Social ecology of vocational education], Haridusmõte [Educational Idea], pp. 250-272, (2020); Loogma K., Sirk M., Eriolukorrast tingitud distantsõppe kogemused ja mõju kutseharidusele [Pandemic related experiences and impact on VET], (2021); Loogma K., Umarik K., Sirk M., Liivik R., How history matters: the emergence and persistence of structural conflict between academic and vocational education: the case of post-Soviet Estonia, Journal of Educational Change, 20, pp. 105-135, (2019); Valstybinio audito ataskaita. Ar profesinis mokymas organizuojamas efektyviai. 2020 m. sausio 31 d. Nr.VAE-2, (2020); Martinaitis Z., The political economy of skills formation: explaining differences in Central and Eastern Europe, (2010); Informative report on the midterm evaluation of the implementation of the education development Guidelines 2014–2020: 2014–2017, (2019); Myant M., Economies undergoing long transition. Employment relations in central and Eastern Europe, The Oxford Handbook of Employment Relations, pp. 359-384, (2014); O'Dell F., Recent Soviet vocationalization policies, Vocationalizing Education. An International Perspective, pp. 293-294, (1988); OECD skills strategy 2019: skills to shape a better future, (2019); Education policy outlook: Latvia, (2020); OECD skills strategy Lithuania: assessment and recommendations, (2021); Piketty T., Capital et Idéologie, (2019); Platukyte D., Sukrėtė situacija profesinėse mokyklose – seksualinio smurto mastai lieka pilkąja zona, pagalbos vaikai negauna, (2021); Pluschke-Altof B., Loewen B., Leetmaa K., Keskuse ja ääremaa lõhe Eestis, Eesti Inimarengu Aruanne 2019/2020 “Linnastunud ühiskonna ruumilised valikud, pp. 44-55, (2020); Rekkor R., Umarik M., Loogma K., Adoption of national curricula by vocational teachers in Estonia, Journal of Vocational Education and Training, 65, 4, pp. 489-506, (2013); Robert P., Saar E., Kazjulja M., Individual and institutional influences on EU labour market returns to education: a comparison of the effect of the 2008 economic crisis on eight EU countries, European Societies, 22, 2, pp. 1-31, (2019); Saar E., Helemae J., Rahvuslik segregatsioon Eesti tööturul, Eesti Inimarengu Aruanne 2016/2017 “Eesti rändeajastul, (2017); Saniter A., Tutlys V., Comparison of historical development pathways of initial vocational education and training in Lithuania and Germany: how does history matter for policy learning, History of Vocational Education and Training in Europe. Cases, Concepts and Challenges, pp. 511-530, (2016); European social fund project No 8.3.4.0/16/I/001 ‘support for the reduction of early school leaving’, (2017); Sirk M., Liivik R., Loogma K., Changes in the professionality of vocational teachers as viewed through the experiences of long-serving vocational teachers in Estonia, Empirical Research in Vocational Education and Training, 8, 13, (2016); Soltys D., Education for Decline: Soviet Vocational and Technical Schooling from Khrushchev to Gorbachev, (1997); Spottl G., Tutlys V., From the analysis of work-processes to designing competence-based occupational standards and vocational curricula, European Journal of Training and Development, 41, 1, pp. 50-66, (2017); Pameistrystės forma besimokančių mokinių dalies rodiklis 2018–2019 m.m, (2019); Toots A., Loogma K., Õppiv euroopastumine Eesti Hariduspoliitikas, pp. 259-264, (2015); Tutlys V., Aarna O., Competence-based approach in the education reforms of Lithuania and Estonia, Competence-Based Vocational and Professional Education. Bridging the Worlds of Work and Education, pp. 381-406, (2017); Tutlys V., Vaitkute L., Knowledge formation practices in the context of the VET curriculum reform in Lithuania, Journal of Vocational Education and Training, 74, 1, (2021); Umarik M., Rekkor S., Diversification of students and professional roles of vocational teachers: teachers' individual approaches to negotiate work identities, Change in Teaching and Learning, pp. 9-26, (2013); Profesinis mokymas Lietuvoje 2019, (2020); Blaziene I., Mieziene R., Working life in Lithuania. European Foundation for the improvement of living and working conditions. European observatory of working life, (2019); Dorothee B., Greskovits B., Neoliberalism, embedded neoliberalism and neocorporatism: towards transnational capitalism in Central-Eastern Europe, West European Politics, 30, 3, pp. 443-466, (2007); Eurostat, Gini coefficient of equivalised disposable income, (2017)","V. Tūtlys; Institute of Education Research, Vytauto Didziojo Universitetas, Kaunas, Lithuania; email: vidmantas.tutlys@vdu.lt","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85128626693"
"Bikse V.; Grinevica L.; Rivza B.; Rivza P.","Bikse, Veronika (56097600700); Grinevica, Liva (56576328200); Rivza, Baiba (23028550600); Rivza, Peteris (55014567100)","56097600700; 56576328200; 23028550600; 55014567100","Consequences and Challenges of the Fourth Industrial Revolution and the Impact on the Development of Employability Skills","2022","Sustainability (Switzerland)","14","12","6970","","","","11","10.3390/su14126970","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132255309&doi=10.3390%2fsu14126970&partnerID=40&md5=0b2ad59f48e8030a4f5359e82bc112b3","Institute of Management Sciences (IMS), Liepaja University, 14 Liela Street, Liepaja, LV-3401, Latvia; The Unit of Agrarian Economics Sciences, Latvian Academy of Agricultural and Forestry Sciences, 1 Akademijas Square, Riga, LV-1050, Latvia; Faculty of Economics and Social Development, Latvia University of Life Sciences and Technologies, 2 Liela Street, Jelgava, LV-3001, Latvia; Faculty of Information Technologies, Latvia University of Life Sciences and Technologies, 2 Liela Street, Jelgava, LV-3001, Latvia","Bikse V., Institute of Management Sciences (IMS), Liepaja University, 14 Liela Street, Liepaja, LV-3401, Latvia; Grinevica L., The Unit of Agrarian Economics Sciences, Latvian Academy of Agricultural and Forestry Sciences, 1 Akademijas Square, Riga, LV-1050, Latvia; Rivza B., Faculty of Economics and Social Development, Latvia University of Life Sciences and Technologies, 2 Liela Street, Jelgava, LV-3001, Latvia; Rivza P., Faculty of Information Technologies, Latvia University of Life Sciences and Technologies, 2 Liela Street, Jelgava, LV-3001, Latvia","The aim of this research study is to perform an analysis of the consequences and impact of the fourth industrial revolution on the development of employability skills and to identify possible solutions to help overcome these challenges. The research methodology applied in this research study involves examining and analysing literature and Internet sources. To identify possible solutions for the development of employability skills in the context of challenges of the fourth industrial revolution, the Analytic Hierarchy Process (AHP) was used. The results of the research indicate that the promotion of youth employability requires close cooperation between educational institutions and entrepreneurs, as well as that significant attention should be paid to investment in human capital and the digital transformation of business. The research expands and provides insights into the situation in Latvia regarding the impact of the fourth industrial revolution on the development of employability skills and performed an analysis of the main possible solutions for the successful development of employability skills in Latvia that can be ensured by investing in human capital and improving the business environment, the digital transformation of SMEs and the modernization of the education system. In this context, it is crucial to promote more collaboration among educators, academics, policymakers, and practitioners. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","4th industrial revolution; Analytic Hierarchy Process (AHP); employability competencies/skills; framework; sustainability","","","","","","Latvia Ministry of Education and Science, State research programme, (VPP-IZM-2018/1-0005)","Funding: This research was funded by Latvia Ministry of Education and Science, State research programme “Challenges for the Latvian State and Society and the Solutions in International Context (INTERFRAME-LV)”, grant number VPP-IZM-2018/1-0005.","Schwab K., The Fourth Industrial Revolution: What It Means and How to Respond, (2016); Sajitha B., Dahlman C.J., Kanehira N., Tilmes K., The Converging Technology Revolution and Human Capital: Potential and Implications for South Asia, (2021); Binde J., Gadsimta Darvinisms: Digitalizējies Vai Mirsti (21st Century Darwinism: Digitalize or Die), (2020); gijas Īstenošana Nav Atliekama. 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(Digital Transformation in Healthcare), (2021); European Blockchain Strategy—Brochure, (2021); Schwab K., The Fourth Industrial Revolution, (2017); Rabana R., The Impact of the 4th Industrial Revolution on Economic Development Developing a Country Agenda, (2018); Blanke J., Is Technological Change Creating a New Global Economy?, (2016); Going Viral: COVID-19 and the Accelerated Transformation of Jobs in Latin America and the Caribbean, (2020); Employment Outlook 2019. The Future of Work, (2019); Coulter S., The Impact of Digitalisation on the Quantity and Quality of Work, An Austrian Perspective, (2018); Zahidi S., Recession and Automation Changes Our Future of Work, But There are Jobs Coming, Report Says, (2016); Kassid S., What About Us? Youth (Un)Employment in Times of COVID-19, (2021); Debczak M., Revised Guidelines Redefine Birth Years and Classifications for Gen X, Millennials, and Generation Z, (2019); Ear to the Ground. The Active State of Podcast Listening Primes Gen Z and Millennials for Brand Love, if Done Right, (2020); Little B., Reading between the lines of graduate employment, Qual. High. Educ, 7, pp. 121-129, (2001); Lees D., Graduate Employability: Literature Review, (2002); Harvey L., Transitions from Higher Education to Work, (2003); Cole D., Tibby M., Defining and Developing your Approach to Employability A Framework for Higher Education Institutions, (2013); Talin B., 23 Skills of the Future—Important Skills for the Jobs of 21th Century, (2021); Robinson J.P., What Are Employability Skills? Alabama Cooperative Extensions System, The Workplace. A Fact Sheet. Ala. Coop. Ext. Syst, 1, pp. 1-3, (2000); Stiwne E.E., Alves M.G., Higher Education and Employability of Graduates: Will Bologna make a difference?, Eur. Educ. Res. 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Behav, 72, pp. 577-588, (2017); Reimagining Our Futures Together: A New Social Contract for Education, (2021); Bikse V., Grinevica L., Rivza B., Implementation of EU youth guarantee programs in Latvia as important determinants of youth employability, Proceedings of the 33rd International Business Information Management Association Conference (IBIMA) “Education Excellence and Innovation Management Through Vision 2020”, pp. 279-290, (2019); Rupeika-Apoga R., MVU Digitālo Transformāciju Bremzē Finansējuma Trūkums. (Digital Transformation of SMEs is Hindered by a Lack of Funds), (2021); Official Statistics Database of Latvia Economically Active Enterprises by Main Kind of Activity (NACE Rev. 2); Rupeika-Apoga R., Petrovska K., Bule L., The Effect of Digital Orientation and Digital Capability on Digital Transformation of SMEs during the COVID-19 Pandemic, J. Theor. Appl. Electron. Commer. Res, 17, pp. 669-685, (2022); Investing in the Future: Digital Europe Programme; Does Policy Need a Paradigm Shift? (OECD); Chekanov I.R., Neizvestny S.I., Experience in the organization of the scientific club of the department of information technologies of Russian state social university “future technologies of digital SOCIETY”, Contemp. Probl. Soc. Work, 5, pp. 52-58, (2019); Buryak V.V., Digital economy: Breakthrough technologies in education, Innov. Sci, 7, pp. 55-59, (2018); Digital Skills Development Program; Izglītības Attīstības Pamatnostādnes 2021–2027 Gadam (Education Development Guidelines 2021–2027), (2021); (2020); Future of Education and Skills 2030, (2019); A Guiding Framework for Entrepreneurial Universities, (2012); Bikse V., Lusena-Ezera I., Rivza P., Rivza B., The Development of Digital Transformation and Relevant Competencies for Employees in the Context of the Impact of the COVID-19 Pandemic in Latvia, Sustainability, 13, (2021); Gavriluka N., Grecu S.P., Chiriac H.C., Sustainability and Employability in the Time of COVID-19. Youth, Education and Entrepreneurship in EU Countries, Sustainability, 14, (2022)","L. Grinevica; The Unit of Agrarian Economics Sciences, Latvian Academy of Agricultural and Forestry Sciences, Riga, 1 Akademijas Square, LV-1050, Latvia; email: liva.grinevica@gmail.com","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85132255309"
"Schmoll M.","Schmoll, Moritz (57217681182)","57217681182","Training for the Industry: Examining the Use of Real-life Consultancy Projects in Development Studies Programmes","2022","Progress in Development Studies","22","3","","272","287","15","1","10.1177/14649934221075176","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124297419&doi=10.1177%2f14649934221075176&partnerID=40&md5=976e397059fc78f3521392d96f1ed8a8","","","Development degrees have begun experimenting with real-life consultancy projects carried out by students for external clients in the development sector. Students, concerned about their ‘employability’, flock to these programmes due to their promises of hands-on, professionalizing experience. Surprisingly, these developments have not yet triggered a major reflection on what this teaching device means for the way our students are educated. I address this gap by critically examining their functioning, the different actors and their motivations and incentives. I argue that the introduction of development organizations into the teaching relationship challenges three core academic principles: scientificity, fairness and ethics. Drawing on my experience of managing a consultancy project module, I discuss the extent to which departments can address them. © 2022 SAGE Publications.","Consulting; development studies; experiential education; teaching (academic)","academic research; project design; teaching; training","","","","","","","Ahmed S., The MPA capstone course: Multifaceted uses and potentialities in program assessment, Teaching Public Administration, 33, 2, pp. 152-174, (2015); Allard S.W., Straussman J.D., Managing intensive student consulting capstone projects: The Maxwell school experience, Journal of Policy Analysis and Management, 22, 4, pp. 689-701, (2003); Anderson L., Analytic Autoethnography, Journal of Contemporary Ethnography, 35, 4, pp. 373-395, (2006); Ardley B., Taylor N., The student practitioner: Developing skills through the marketing research consultancy project, Marketing Intelligence and Planning, 28, 7, pp. 847-861, (2010); Armano E., Murgia A., The precariousnesses of young knowledge workers: A subject-oriented approach, Global Discourse, 3, 3-4, pp. 486-501, (2013); Arora B., A Gramscian analysis of the employability agenda, British Journal of Sociology of Education, 36, 4, pp. 635-648, (2015); Boden R., Nedeva M., Employing discourse: Universities and graduate ‘employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Boulton G., Lucas C., What are universities for?, Chinese Science Bulletin, 56, 23, pp. 2506-2517, (2011); Buthe T., Major S., de Mello e Souza A., The politics of private foreign aid_ Humanitarian principles, economic development objectives, and organizational interests in NGO private aid allocation, International Organization, 66, 4, pp. 571-607, (2012); Camill P., Phillips K., Capstones and practica in environmental studies and sciences programs: rationale and lessons learned, Journal of Environmental Studies and Sciences, 1, 3, (2011); Courtois A., From ‘academic concern’ to work readiness: Student mobility, employability and the devaluation of academic capital on the year abroad, British Journal of Sociology of Education, 40, 2, pp. 190-206, (2019); Cunningham B., Experiential learning in public administration education, Journal of Public Administration Education, 3, 2, pp. 219-227, (1997); Davies S., Zarifa D., The stratification of universities: Structural inequality in Canada and the United States, Research in Social Stratification and Mobility, 30, 2, pp. 143-158, (2012); Denskus T., Esser D.E., Countering the risks of vocationalisation in Master’s programmes in international development, Learning and Teaching, 8, 2, pp. 72-85, (2015); Epprecht M., Work-study abroad courses in international development studies: Some ethical and pedagogical issues, Canadian Journal of Development Studies/Revue canadienne d’études du développement, 25, 4, pp. 687-706, (2004); Flynn T.A., Sandfort J.R., Selden S.C., A three-dimensional approach to learning in public management, Journal of Policy Analysis and Management, 20, 3, pp. 551-564, (2001); Geuna A., The changing rationale for European University Research Funding: Are there negative unintended consequences?, Journal of Economic Issues, 35, 3, pp. 607-632, (2016); Goudge P., The whiteness of power: Racism in third world development and aid, (2003); Harvey L., New realities: The relationship between higher education and employment, Tertiary Education and Management, 6, 1, pp. 3-17, (2000); Higgs J., Crisp G., Letts W., Education for employability (Volume 1): The employability agenda, (2019); Lapadat J.C., Ethics in autoethnography and collaborative autoethnography, Qualitative Inquiry, 23, 8, pp. 589-603, (2017); Lee D., Foster E., Snaith H., Implementing the employability agenda: A critical review of curriculum developments in political science and international relations in English universities, Politics, 36, 1, pp. 95-111, (2016); MacDonald R., Giazitzoglu A., Youth, enterprise and precarity: Or, what is, and what is wrong with, the ‘gig economy’?, Journal of Sociology, 55, 4, pp. 724-740, (2019); Maisuria A., Cole M., The neoliberalization of higher education in England: An alternative is possible, Policy Futures in Education, 15, 5, pp. 602-619, (2017); Martins A., Reimagining equity: Redressing power imbalances between the global North and the global South, Gender and Development, 28, 1, pp. 135-153, (2020); Matherly C.A., Tillman M.J., Et al., Higher education and the employability agenda, The Palgrave international handbook of higher education policy and governance, pp. 281-299, (2015); McCowan T., Should universities promote employability?, Theory and Research in Education, 13, 3, pp. 267-285, (2015); McGaw D., Weschler L., Romancing the capstone: The jewel of public value, Journal of Public Affairs Education, 5, 2, pp. 89-105, (1999); Meltzer R., Practice makes perfect: Teaching policy analysis through integrated client-based projects, Journal of Public Affairs Education, 19, 3, pp. 405-431, (2013); Mercille J., Murphy E., The neoliberalization of Irish Higher Education under austerity, Critical Sociology, 43, 3, pp. 371-387, (2017); Moreau M.-P., Leathwood C., Graduates’ employment and the discourse of employability: A critical analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); Nelson E., Klak T., Equity in international experiential learning: Assessing benefits to students and host communities, PRISM: A Journal of Regional Engagement, 1, 2, pp. 106-129, (2012); O'Leary S., Collaborations in higher education with employers and their influence on graduate employability: An institutional project, Enhancing Learning in the Social Sciences, 5, 1, pp. 37-50, (2013); Pettit J., Power and pedagogy: Learning for reflective development practice, IDS Bulletin, 37, 6, pp. 69-78, (2006); Prokou E., The emphasis on employability and the changing role of the university in Europe, Higher Education in Europe, 33, 4, pp. 387-394, (2008); Roberts G.E., Pavlak T., Designing the MPA capstone course: A structured-flexibility approach, Journal of Public Affairs Education, 8, 3, pp. 179-191, (2002); Rosser A., Towards effective international work-integrated learning practica in development studies: Reflections on the Australian consortium for ‘in-country’ Indonesian studies’ development studies professional practicum, Journal of Geography in Higher Education, 36, 3, pp. 341-353, (2012); Saunders D.B., Blanco Ramirez G., Resisting the neoliberalization of higher education: A challenge to commonsensical understandings of commodities and consumption, Cultural Studies ↔ Critical Methodologies, 17, 3, pp. 189-196, (2017); Slaughter S., Slaughter S.A., Rhoades G., Academic capitalism and the new economy: Markets, state, and higher education, (2004); Sprague M., Hu O., Assessing the value to client organizations of student practicum projects, Journal of Public Affairs Education, 21, 2, pp. 263-280, (2015); Starbuck W.H., Organizational growth and development, Handbook of Organizations, pp. 451-533, (1965); Sumner A., What is development studies?, Development in Practice, 16, 6, pp. 644-650, (2006); Taylor P., Fransman J., Learning and teaching participation: Exploring the role of higher learning institutions as agents of development and social change, (2004); Tiessen R., Smillie I., The disconnect between international development studies and development practice in Canada, Canadian Journal of Development Studies/Revue canadienne d’études du développement, 38, 4, pp. 435-450, (2017); Tiessen R., Grantham K., Cameron J., The relationship between experiential learning and career outcomes for alumni of international development studies programs in Canada, Canadian Journal of Higher Education/Revue canadienne d’enseignement supérieur, 48, 3, pp. 23-42, (2018); Tomlinson M., ‘The degree is not enough’: Students’ perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Vining A.R., Weimer D.L., Introducing policy analysis craft: The sheltered workshop, Journal of Policy Analysis and Management, 21, 4, pp. 697-707, (2002); Wharton S., Reflection in university and the employability agenda: A discourse analysis case study, Reflective Practice, 18, 4, pp. 567-579, (2017); Whitaker G.P., Berner M., Learning through action: How MPA public service team projects help students learn research and management skills, Journal of Public Affairs Education, 10, 4, pp. 279-294, (2004)","M. Schmoll; email: moritz.schmoll@um6p.ma","","SAGE Publications Ltd","","","","","","14649934","","","","English","Prog. Dev. Stud.","Article","Final","","Scopus","2-s2.0-85124297419"
"Priyadharshini J.; Mohamed Sahul Hameed M.A.","Priyadharshini, J. (57867852900); Mohamed Sahul Hameed, M.A. (57148199800)","57867852900; 57148199800","Enhancement of Writing Skills in English of Engineering Students Through Autobiographies — A Literature-Based Approach","2022","Journal of Language Teaching and Research","13","4","","718","730","12","0","10.17507/jltr.1304.04","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134539409&doi=10.17507%2fjltr.1304.04&partnerID=40&md5=be26e20d8ca8d774a0a30879cdb73b25","School of Social Sciences & Languages, VIT, Tamil Nadu, Vellore, 632014, India","Priyadharshini J., School of Social Sciences & Languages, VIT, Tamil Nadu, Vellore, 632014, India; Mohamed Sahul Hameed M.A., School of Social Sciences & Languages, VIT, Tamil Nadu, Vellore, 632014, India","This study emphasizes the importance of writing skills in English and analyses from various perspectives the reasons for the present-day students lacking good writing skills in English. The authors insist on reading of autobiographies for better enhancement of writing skills and the insistence is justified appropriately. The paper begins with the importance of writing skills in the present scenario, throws light on literature-based approach and a detailed description of the methodology adopted by the researcher including conduct of a pre-test for the selected students of engineering students from various branches of engineering (at the entry-level), a three-month session on reading of select autobiographies along with language activities for the selected students, and a post-test after reading the autobiographies (at the exit level). The statistical approach paired-t-test and one-way ANOVA have been used to examine the efficiency of the autobiographies that help to improve the writing skills of students in English based on the marks secured in the post-test. A comprehensive input was given on the autobiography reading session by the students selected for the experiment. The performance of the students in the tests bears testimony to the fact that reading of autobiographies remarkably enables learners to enhance their writing skills. © 2022 ACADEMY PUBLICATION.","autobiographies; chastity in language; employability skills; written communication","","","","","","","","Astrid R., Isabel B., Alfonso L., Challenges of the English Teacher in the Engineering Faculty, English Language Teaching, 11, 2, pp. 149-155, (2018); Aurell J., Autobiography as unconventional history: Constructing the author, Rethinking History, 10, pp. 433-449, (2006); Domagala-Zysk E., Beliefs about learning English as a foreign language – experience of deaf and hard-of-hearing Polish adolescents, Studia Anglica Resoviensia, 12, pp. 16-29, (2015); Gardner R. C., Social Psychology and Language Learning: the role of attitudes and motivation, (1985); Jayaannapurna AVS., A study of Autobiographical approach and understanding, International Journal of Multidisciplinary & Allied Studies, (2017); Khatib M., Derakhshan A., Rezaei S., Why & Why Not Literature: A Task-Based Approach to Teaching Literature, International Journal of English Linguistics, 1, 1, pp. 213-218, (2011); Kuan PF., Huang B., A simple and robust method for partially matched samples using the p-values pooling approach, Statistics in Medicine, 32, pp. 3247-3259, (2013); McRell A., Wilson B., Levkoff S., Writing Skills Development for Graduate Studies and Career Readiness in Science and Aging Fields: A Case Study, Approach. Frontiers in Public Health, 2, 9, pp. 1-8, (2021); Mishra P., Singh U., Pandey C., Mishra P., Pandey G., Application of student's t-test, analysis of variance, and covariance, Annals of Cardiac Anaesthesia, 22, 4, pp. 407-411, (2019); Panyawong-Ngam L., Tangthong N., Anunvrapong P., A Model to Develop the English Proficiency of Engineering Students at Rajamangala University of Technology Krungthep, Bangkok, Thailand, Procedia-Social and Behavioral Sciences, 192, pp. 77-82, (2015); Perumal M., Ajit I., Enhancing Writing Skills: A Review, Psychology and Education, 57, 9, pp. 2229-2236, (2020); Reddy M. S., Mahavidyalaya P., Importance of English Language in Today’s World, International Journal of Academic Research, 3, pp. 179-184, (2016); Shrestha RN., Pahari BR., Awasthi JR., Impact of English on the Career of Engineering Students: A Brief Overview in G (local) Context, Journal of the Institute of Engineering, 11, pp. 182-188, (2016); Wahid Z., Latiff AI., Ahmad K., Application of one-way ANOVA in completely randomized experiments, International Journal of Physics: Conference Series, 949, pp. 1-6, (2018); Wale B., Bogale Y., Using inquiry-based writing instruction to develop students’ academic writing skills, Asian-Pacific Journal of Second and Foreign Language Education, 6, 1, pp. 1-16, (2021); Williams M., Burdens R. L., Psychology for language teachers. A social constructivist approach, (1997)","","","Academy Publication","","","","","","17984769","","","","English","J. Lang. Teach. Res.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85134539409"
"Liu X.; Seevers R.; Lin H.","Liu, Xiao (56754744200); Seevers, Randy (57285051400); Lin, Hongyi (57196395456)","56754744200; 57285051400; 57196395456","Employability skills for MICE management in the context of ICTs","2022","PLoS ONE","17","7 July","e0271430","","","","3","10.1371/journal.pone.0271430","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134173672&doi=10.1371%2fjournal.pone.0271430&partnerID=40&md5=a15870cfd17a648fab4dcf3e1dff19ec","School of Cultural Industries and Tourism, Xiamen University of Technology, Xiamen, China; Research Centre for Cultural Industries, Social Science Research Base of Fujian Province, Xiamen, China; College of Education, University of Houston-Clear Lake, Houston, TX, United States; School of Optoelectronic and Communication Engineering, Xiamen University of Technology, Xiamen, China","Liu X., School of Cultural Industries and Tourism, Xiamen University of Technology, Xiamen, China, Research Centre for Cultural Industries, Social Science Research Base of Fujian Province, Xiamen, China; Seevers R., College of Education, University of Houston-Clear Lake, Houston, TX, United States; Lin H., School of Optoelectronic and Communication Engineering, Xiamen University of Technology, Xiamen, China","Information and Communication Technologies (ICTs) applications have become a vital part for MICE industry. MICE higher education is expected to provide their graduates with essential management knowledge and ICTs operational skills to meet the industry demands on the rise. This empirical study investigates the perceptions of employability skills for MICE management in the context of ICTs. Based on the questionnaire (n = 95), an initial 16 employability skills are proposed and the underlying dimensions are explored. The skills of communication, innovation, organizing and coordinating, market promotion, planning, project implementing, crisis management, proficiency in English and operation management are perceived as of great importance. Four categories of employability skills are analysed: Core Generic skills (CGS), Communicative Expression Skills (CES), Practical Hands-on Skills (PHS) and MICE Professional Skills (MPS). This study is crucial as it helps to identify the level of importance and dimension of employability skills for MICE management. For both academia and industry, the results of this study are useful to provide critical skills for multi-skilled and competitive employees for their future success. © 2022 Liu et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.","","Communication; Humans; Information Technology; Occupations; Surveys and Questionnaires; animal experiment; article; employability; employee; human; male; mouse; nonhuman; questionnaire; skill; information technology; interpersonal communication; occupation","","","","","Annual Key Project of Fujian Province, (FJJKCGZ19-141); National Office for Philosophy and Social Sciences, NPOPSS, (16CGL021)","This research is supported by the National Social Science Fund of China (No. 16CGL021) and Annual Key Project of Fujian Province’s 13th Five-year Plan in Education Science in 2019 (No. FJJKCGZ19-141).","Garrido M, Sullivan J, Gordon A., Understanding the links between ICT skills training and employability: an analytical framework, Proceedings of the 4th ACM/IEEE International Conference on Information and Communication Technologies and Development, pp. 1-10, (2010); Mittal P., A multi-criterion decision analysis based on PCA for analyzing the digital technology skills in the effectiveness of government services, 2020 International Conference on Decision Aid Sciences and Application (DASA), pp. 490-494, (2020); Bilotta E, Bertacchini F, Gabriele L, Giglio S, Pantano PS, Romita T., Industry 4.0 technologies in tourism education: nurturing students to think with technology, J Hosp Leis Sport Tour Educ, 29, (2021); Getz D., Event tourism: definition, evolution, and research, Tour Manag, 29, 3, pp. 403-428, (2008); Mistilis N, Dwyer L., Information technology and service standards in MICE tourism, Journal of Convention & Exhibition Management, 2, 1, pp. 55-65, (2000); Liu X., A conceptual framework for smart MICE ecosystem in China, Proceedings of the 2017 Euro-Asia Conference on Environment and CSR: Tourism, pp. 1-10, (2017); Liu X, Seever R, Gu Z, Yang X., Smart MICE: definitions, foundations and development, 7th International Conference on Information Science and Control Engineering (ICISCE), pp. p1307-p1311, (2020); Chongwatpol J., Integration of RFID and business analytics for trade show exhibitors, Eur J Oper Res, 244, 2, pp. 662-673, (2015); Davidson R., Web 2.0 as a marketing tool for conference centers, Int J Event Festiv M, 2, 2, pp. 117-138, (2011); Ciurea C, Zamfiroiu A, Grosu A., Implementing mobile virtual exhibition to increase cultural heritage visibility, Informatica Economică, 18, 2, pp. 24-30, (2014); Su CJ, Yen BPC, Zhang X., An internet based virtual exhibition system: conceptual design and infrastructure, Comput Ind Eng, 35, 3–4, pp. 615-618, (1998); Viralingam N, Ramaiah CK., Comparative study of HTML and animated user interfaces of an online exhibition, DESIDOC J Lib Inf Te, 28, 28, pp. 43-54, (2008); Pearlman DM, Gates NA., Hosting business meetings and special events in virtual worlds: a fad or the future?, J Conv Event Tour, 11, 4, pp. 247-265, (2010); Abdel-Aziz AA, Abdel-Salam H, El-Sayad Z., The role of ICTs in creating the new social public place of the digital era, Alex Eng J, 55, 1, pp. 487-493, (2016); Lim J-H, Lee E, Kim S., A study on web augmented reality based smart exhibition system design for user participating, International Journal of Smart Home, 5, 4, pp. 65-76, (2011); Koo C, Chung N, Ham J., Assessing the user resistance to recommender systems in exhibition, Sustainability, 9, 11, (2017); The UFI Report on Best Practices in Digital Innovation, (2018); UFI Global Exhibition Barometer, (2018); Hsieh P-f., Curriculum planning of MICE course in continuing education, J Hosp Leis Sport Tour Educ, 11, pp. 107-122, (2013); Christou E., Revisiting competencies for hospitality management: contemporary views of the stakeholders, J Hosp Tour Educ, 14, 1, pp. 25-32, (2002); Dhiman MC., Employers’ perceptions about tourism management employability skills, Anatolia, 23, 3, pp. 359-372, (2012); Munar AM, Montano JJ., Generic competences and tourism graduates, J Hosp Leis Sport To Educ, 8, 1, pp. 70-84, (2009); Beaven Z, Wright R., Experience! Experience! Experience! Employer attitudes to arts & event management graduate employability, International Journal of Event Management Research, 2, 1, pp. 17-24, (2006); Zeng X, Yang J., Industry perceptions of the event management curriculum in Shanghai, J Conv Event Tour, 12, 3, pp. 232-239, (2011); Tang H-W., Constructing a competence model for international professionals in the MICE industry: an analytic hierarchy process approach, J Hosp Leis Sport To Educ, 15, pp. 34-49, (2014); Gretzel U, Sigala M, Xiang Z, Koo C., Smart tourism: foundations and developments, Electron Mark, 25, pp. 179-188, (2015); Gretzel U, Reino S, Kopera S, Koo C., Smart tourism challenges, Journal of Tourism, 16, 1, pp. 41-47, (2015); Lee J-Y, Kim Y-H, Yoon Y., An NFC-based O2O service model in exhibition-space, Proceedings of the 18th Annual International Conference on Electronic Commerce: e-Commerce in Smart connected World, 42, pp. 1-8, (2016); ECTS Users’ Guide, (2015); Llorens A, Llinas-Audet X, Ras A, Chiaramonte L., The ICT skills gap in Spain: industry expectations versus university preparation, Comput. Appl Eng Educ, 21, 2, pp. 256-264, (2013); Wee H, Mohamed NA, Aminudin N, Saidin N., Graduate attributes, outcomes of volunteering and graduate employability: the case of Mice event volunteers, International Journal of Academic Research in Business and Social Sciences, 8, 15, pp. 315-330, (2018); Balula A, Moreira G, Moreira A, Kastenholz E, Eusebio C, Breda Z., Digital transformation in tourism education, Tourism in South East Europe, 5, pp. 61-72, (2019); Lee S, Shin HH, Jeong M., Are students ready for their future career in the event and meeting industry? Lessons from a comparative study between students and event and meeting professionals, J Hos Tour Educ, 32, 2, pp. 77-87, (2020); Defranco AL, Abbott JL, Ali F., Curriculum development in international convention and conference management at Meio University, Okinawa, Japan, J Conv Event Tour, 7, 3–4, pp. 45-63, (2005); Atherton R., Basic IT-the missing strand, Comput Educ, 77, pp. 13-14, (1994); Cheung L, Law R., Industrial information technology applications: have hospitality and tourism graduates learned the needed skills?, J Hosp Tour Educ, 12, 2, pp. 19-23, (2000); Moscardo G, Norris A., Bridging the academic practitioner gap in conference and events management, J Conv Event Tour, 6, 3, pp. 47-62, (2004); LaFrance G., Bridging the IT skills gap through industry and academic collaboration, Employment Relations Today, 36, 4, pp. 25-30, (2010); Suarta IM, Suwintana IK, Sudhana IFP, Hariyanti NKD., Employability skills required by the 21st century workplace: A literature review of labor market demand, International Conference on Technology and Vocational Teachers (ICTVT 2017), pp. 337-342, (2017); Mittal P, Raghuvaran S., Entrepreneurship education and employability skills: the mediating role of e-learning courses, Entrepreneurship Education, 4, 2, pp. 153-167, (2021); Kusluvan S, Kusluvan Z., Perceptions and attitudes of undergraduate tourism students towards working in the tourism industry in Turkey, Tour Manag, 21, 3, pp. 251-269, (2000); Lam T, Xiao H., Challenges and constraints of hospitality and tourism education in China, Int J Contemp Hosp Manag, 12, 5, pp. 291-295, (2000); Daskin M., Tourism students’ career conceptions towards service industry profession: a case study from human resource perspective, Middle East J. Manag, 3, 1, pp. 19-33, (2016); Pallant J., SPSS survival manual: a step by step guide to data analysis using SPSS, (2002); Bilgihan A, Berezina K, Cobanoglu C, Okumus F., The information technology (IT) skills of hospitality school graduates as perceived by hospitality professionals, J Teach Travel Tour, 14, 4, pp. 321-342, (2014); Raubenheimer J., An item selection procedure to maximize scale reliability and validity, SA J Ind Psychol, 30, 4, pp. 59-64, (2004); Gosling SD, Rentfrow PJ, Swann WB, A very brief measure of the Big-Five personality domains, J Res Pers, 37, 6, pp. 504-528, (2003); Hinton PR, Brownlow C, McMurray I, Cozens B., SPSS explained, (2004); Hair JF, Black WC, Babin BJ, Anderson RE., Multivariate data analysis, (2010); Moss S, Prosser H, Costello H, Simpson N, Patel P, Rowe S, Et al., Reliability and validity of the PAS-ADD Checklist for detecting psychiatric disorders in adults with intellectual disability, J Intell Disabil Res, 42, 2, pp. 173-183, (1998); Sisson LG, Adams AR., Essential hospitality management competencies: the importance of soft skills, J Hosp Tour Educ, 25, 3, pp. 131-145, (2013); Busulwa R, Pickering M, Mao I., Digital transformation and hospitality management competencies: Toward an integrative framework, Int. J. Hosp. Manag, 102, (2022); Gong ZL, Jia ZJ., A systematic review of hospitality and tourism management students’ career intentions, J. Hosp. Leis. Sport To, 31, (2022); Liu X, Zeng XT, Shi WJ, Bao SF, Yu T, Lin HY., Application of a novel Nd:YAG/PPMgLN laser module speckle-suppressed by multi-mode fibers in exhibition environment, Photonics, 9, 1, (2022); Mittal P., Big data and analytics: a data management perspective in public administration, International Journal of Big Data Management, 1, 2, (2020); Mittal P, Kaur A, Gupta PK., The mediating role of big data to influence practitioners to use forensic accounting for fraud detection, European Journal of Business Science and Technology, 7, 1, pp. 47-58, (2021); Gupta A, Mittal P, Gupta PK, Bansal S., Implication of privacy laws and importance of ICTs to government vision of the future, International Conference on Innovative Computing and Communications, pp. 383-391, (2022); Hsu CHC., Tourism education on and beyond the horizon, Tourism Management Perspectives, 25, pp. 181-183, (2018); Sisson AD, Kwon J., Effectiveness of E-learning as seen by meeting planners, J Hosp Tour Educ, 33, 2, pp. 75-88, (2020); Deaconu A, Dedu EM, Igret RS, Radu C., The use of information and communications technology in vocational education and training—premise of sustainability, Sustainability, 10, 5, (2018)","H. Lin; School of Optoelectronic and Communication Engineering, Xiamen University of Technology, Xiamen, China; email: linyi0714@163.com","","Public Library of Science","","","","","","19326203","","POLNC","35830454","English","PLoS ONE","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85134173672"
"Mignon P.; Hazelzet E.; De Rijk A.; Bosma H.; Houkes I.","Mignon, Pauline (57771895700); Hazelzet, Emmelie (57209338950); De Rijk, Angelique (6602074444); Bosma, Hans (7003678505); Houkes, Inge (6602249669)","57771895700; 57209338950; 6602074444; 7003678505; 6602249669","Validation of the MAastricht Instrument of Sustainable Employability (MAISE-NL) Adapted for Employees in Low-Skilled Jobs (MAISE-Easy)","2022","International Journal of Environmental Research and Public Health","19","13","7977","","","","0","10.3390/ijerph19137977","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133130432&doi=10.3390%2fijerph19137977&partnerID=40&md5=b1e76070266cb2fb005bb5ecf3dd1c62","Faculty of Health, Medicine and Life Sciences, Maastricht University, P.O. Box 616, Maastricht, 6200 MD, Netherlands; Department of Social Medicine, CAPHRI Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, P.O. Box 616, Maastricht, 6200 MD, Netherlands","Mignon P., Faculty of Health, Medicine and Life Sciences, Maastricht University, P.O. Box 616, Maastricht, 6200 MD, Netherlands; Hazelzet E., Department of Social Medicine, CAPHRI Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, P.O. Box 616, Maastricht, 6200 MD, Netherlands; De Rijk A., Department of Social Medicine, CAPHRI Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, P.O. Box 616, Maastricht, 6200 MD, Netherlands; Bosma H., Department of Social Medicine, CAPHRI Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, P.O. Box 616, Maastricht, 6200 MD, Netherlands; Houkes I., Department of Social Medicine, CAPHRI Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, P.O. Box 616, Maastricht, 6200 MD, Netherlands","Background: Sustainable employability (SE) is important for work organizations. Recently, the MAastricht Instrument for Sustainable Employability (MAISE-NL) was developed and validated. This study describes the development and validation of an adapted version of the MAISE-NL, the MAISE-Easy, which can be used for employees in low-skilled jobs. Methods: The adaptation of the MAISE-NL was based on six focus groups with employees in low-skilled jobs in various sectors. The MAISE-Easy was distributed among employees in five organizations. The response rate (n = 1033) was 53%. Construct validity, reliability and criterion validity were analyzed by means of principal component analysis (PCA), confirmatory factor analysis (CFA), Cronbach’s alpha and correlational analyses. Results: The MAISE-Easy included 17 scales divided over four main areas: (1) level of SE; (2) factors affecting SE; (3) overall responsibility for SE; (4) responsibility for factors affecting SE. Construct validity, reliability and criterion validity were adequate to good. Conclusions: The MAISE-Easy is a well-validated instrument for measuring SE among employees in low-skilled jobs in terms of the level of SE, factors affecting SE, responsibility for SE and responsibility for factors affecting SE. MAISE-Easy is recommended for both needs assessments and evaluation research in as yet underserved groups of low-skilled workers. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","employees in low-skilled jobs; measurement; psychometric properties; questionnaire; sustainable employability","employment; model validation; organizational framework; questionnaire survey; sustainability; sustainable development; article; confirmatory factor analysis; construct validity; Cronbach alpha coefficient; employability; employee; evaluation research; human; major clinical study; needs assessment; organization; principal component analysis; questionnaire; reliability; responsibility; validation process; worker","","","","","ZonMw, (531001405)","Funding: This research was funded by ZonMw project: The MAISE-toolkit: a dialog-based approach to improve the health of employees with a low socio-economic status (531001405), The Netherlands.","Ageing and Health; Hazelzet E., Picco E., Houkes I., Bosma H., de Rijk A., Effectiveness of Interventions to Promote Sustainable Employability: A Systematic Review, Int. J. Environ. Res. Public Health, 16, (2019); van der Klink J.J., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R., Abma F.I., Brouwer S., van der Wilt G.J., Sustainable employability–definition, conceptualization, and implications: A perspective based on the capability approach, Scand. J. Work Environ. Health, 42, pp. 71-79, (2016); Houkes I., De Rijk A., Rooijackers B., Mulder M., Koster A., Horstman K., Social Ecology of Sustainable Employability, (2015); Houkes I., Miglioretti M., Picco E., De Rijk A.E., Tapping the Employee Perspective on the Improvement of Sustainable Employability (SE): Validation of the MAastricht Instrument for SE (MAISE-NL), Int. J. Environ. Res. Public Health, 17, (2020); Health Monitor Statline. Regional Health Differences; Rademakers J., Knowledge Syntheses. Health Skills Do Not Come Naturally to Everybody, (2014); Koornstra A., Acda A., Beste regering [Dear government], Tijdschr. Voor Gezondh, 95, pp. 143-144, (2017); Abma F.I., Brouwer S., de Vries H.J., Arends I., Robroek S.J., Cuijpers M.P., van der Wilt G.J., Bultmann U., van der Klink J.J., The capability set for work: Development and validation of a new questionnaire, Scand. J. Work Environ. Health, 42, pp. 34-42, (2016); Brouwers L.A.M., Engels J.A., Heerkens Y.F., van der Beek A.J., Development of a Vitality Scan related to workers’ sustainable employability: A study assessing its internal consistency and construct validity, BMC Public Health, 15, (2015); Lance C.E., Butts M.M., Michels L.C., The Sources of Four Commonly Reported Cutoff Criteria: What Did They Really Say?, Organ. Res. Methods, 9, pp. 202-220, (2006); Brod M., Tesler L.E., Christensen T.L., Qualitative research and content validity: Developing best practices based on science and experience, Qual. Life Res, 18, pp. 1263-1278, (2009); Bosscher R.J., Smit J.H., Confirmatory factor analysis of the General Self-Efficacy Scale, Behav. Res. Ther, 36, pp. 339-343, (1998); Schaufeli W.B., Bakker A.B., Work engagement: A concept measured, Gedrag Organ, (2004); Schaufeli W.B., Shimazu A., Hakanen J., Salanova M., De Witte H., An Ultra-Short Measure for Work Engagement: The UWES-3 validation across five countries, Eur. J. Psychol. Assess, 35, pp. 577-591, (2017); Picco E., Houkes I., De Rijk A.E., Miglioretti M., The MAastricht Instrument for Sustainable Employability–Italian version (MAISE-IT): A validation study, BMC Public Health, 22, (2022); Jamovi, version 0.9.5.12; Bentler P.M., Bonett D.G., Significance tests and goodness of fit in the analysis of covariance structures, Psychol. Bull, 88, (1980); Schumacker E., Lomax G., A Beginner’s Guide to Structural Equation Modelling, (2016); Council N.R., Aging and the Macroeconomy: Long-Term Implications of an Older Population, (2012); Borsch-Supan A., Weiss M., Productivity and age: Evidence from work teams at the assembly line, J. Econ. Ageing, 7, pp. 30-42, (2016); Podsakoff P.M., MacKenzie S.B., Lee J.-Y., Podsakoff N.P., Common method biases in behavioral research: A critical review of the literature and recommended remedies, J. Appl. Psychol, 88, (2003)","E. Hazelzet; Department of Social Medicine, CAPHRI Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, P.O. Box 616, 6200 MD, Netherlands; email: e.hazelzet@maastrichtuniversity.nl","","MDPI","","","","","","16617827","","","","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85133130432"
"Hamdane A.; Belhaj N.; El Hamdaoui H.; Aissaoui K.; El Bekkali M.; El Houda Chaoui N.","Hamdane, Abdemounaime (57287954600); Belhaj, Nadir (57288142400); El Hamdaoui, Halima (57197859259); Aissaoui, Karima (57188881278); El Bekkali, Moulhime (6506015657); El Houda Chaoui, Nour (57733496600)","57287954600; 57288142400; 57197859259; 57188881278; 6506015657; 57733496600","Big data based architecture to bringing together graduates and recruiters: case of Moroccan university","2022","Indonesian Journal of Electrical Engineering and Computer Science","26","3","","1701","1709","8","1","10.11591/ijeecs.v26.i3.pp1701-1709","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131657394&doi=10.11591%2fijeecs.v26.i3.pp1701-1709&partnerID=40&md5=8e29c33f49a0d927e23a4e2bfc71be20","Department of Electrical and Computer Engineering, Sidi Mohamed Ben Abdellah University, Fez, Morocco","Hamdane A., Department of Electrical and Computer Engineering, Sidi Mohamed Ben Abdellah University, Fez, Morocco; Belhaj N., Department of Electrical and Computer Engineering, Sidi Mohamed Ben Abdellah University, Fez, Morocco; El Hamdaoui H., Department of Electrical and Computer Engineering, Sidi Mohamed Ben Abdellah University, Fez, Morocco; Aissaoui K., Department of Electrical and Computer Engineering, Sidi Mohamed Ben Abdellah University, Fez, Morocco; El Bekkali M., Department of Electrical and Computer Engineering, Sidi Mohamed Ben Abdellah University, Fez, Morocco; El Houda Chaoui N., Department of Electrical and Computer Engineering, Sidi Mohamed Ben Abdellah University, Fez, Morocco","Due to the current health crisis caused by COVID-19, a negative impact has occurred on the global economy and more specifically on employability. Many people have lost their jobs or have seen their incomes drop. Nowadays, the search for job offers or potential candidates is done mainly online, where several platforms already exist (LinkedIn, Viadeo or others online recruitment systems). These solutions are particularly difficult to use due to the volume of data to be found and the manual compatibility check. In addition, the surplus of unqualified candidates and unverified resumes is a major concern of online recruiting systems. What we propose in this article is a framework that helps bridge the gap between graduates and recruiters through a big data architecture for university based on a real and certified database of graduates and companies. © 2022 Institute of Advanced Engineering and Science. All rights reserved.","Big data; Company's database; Data warehouse; Generated data; Graduates database; Unemployment; University","","","","","","","","The future of jobs report 2020 | world economic forum; The future of jobs employment, skills and workforce strategy for the fourth industrial revolution; Small L., Shacklock K., Marchant T., Employability: a contemporary review for higher education stakeholders, Journal of Vocational Education and Training, 70, 1, pp. 148-166, (2018); Richiteanu-Nastase E.-R., Staiculescu C., The impact of career factors on students professional insertion. what measures to be taken by the university, Procedia - Social and Behavioral Sciences, 180, pp. 1102-1108, (2015); Burns T., A helping hand: Education responding to the coronavirus pandemic- OECD education and skills today, Perspectivas globales sobre educación y habilidades, (2020); Kamaruddin M. I. H., Ahmad A., Husain M. A., Abd Hamid S. N., Graduate employability post-COVID-19: the case of a Malaysian public university, Higher Education, Skills and Work-based Learning, 11, 3, pp. 710-724, (2020); Tackling the COVID-19 youth employment crisis in Asia and the Pacific, (2020); National employment survey; The integration of higher education graduates; Abelha M., Fernandes S., Mesquita D., Seabra F., Ferreira-Oliveira A. T., Graduate employability and competence development in higher education-A systematic literature review using PRISMA, Sustainability (Switzerland), 12, 15, (2020); Artess J., Hooley T., Mellors-Bourne R., Employability: A review of the literature 2012 to 2016, Higher Education Academy (HEA), (2016); Harvey L., Transitions from Higher Education to Work, (2003); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Knight P., Yorke M., Learning, curriculum and employability in higher education, (2003); Wald N., Harland T., Graduate attributes frameworks or powerful knowledge, Journal of Higher Education Policy and Management, 41, 4, pp. 361-374, (2019); Malherbe E., Aufaure M. A., Bridge the terminology gap between recruiters and candidates: A multilingual skills base built from social media and linked data, Proceedings of the 2016 IEEE/ACM International Conference on Advances in Social Networks Analysis and Mining, ASONAM 2016, pp. 583-590, (2016); Rahman L., Riyadi S., Prasetyo E., Development of student data mart using normalized data store architecture, Advanced Science Letters, 21, 10, pp. 3225-3229, (2015); Moscoso-Zea O., Andres-Sampedro, and S. Luján-Mora, ""Datawarehouse design for educational data mining, 2016 15th International Conference on Information Technology Based Higher Education and Training, ITHET 2016, pp. 1-6, (2016); Chaudhuri S., Dayal U., Ganti V., Database technology for decision support systems, Computer, 34, 12, pp. 48-55, (2001); Coelho B., Costa F., Goncalves G. M., Hybrid Job Recommendation system, ICE-B 2015 - 12th International Conference on e-Business, Proceedings; Part of 12th International Joint Conference on e-Business and Telecommunications, ICETE 2015, pp. 29-38, (2015); Malherbe E., Diaby M., Cataldi M., Viennet E., Aufaure M. A., Field selection for job categorization and recommendation to social network users, ASONAM 2014 - Proceedings of the 2014 IEEE/ACM International Conference on Advances in Social Networks Analysis and Mining, pp. 588-595, (2014); Bennett D. L. W., Landauer T. K., An LSA-based software tool for matching jobs, people, and instruction, Interactive Learning Environments, 8, 3, pp. 171-185, (2000); Prospect and organize its relationship with companies to place job seekers, (2014); Ye F., Qian Y., Hu R. Q., Big data analytics and cloud computing in the smart grid, Smart Grid Communication Infrastructures, pp. 171-185, (2018); Sri P. S. G. A., Big data-survey, Indonesian Journal of Electrical Engineering and Informatics (IJEEI), 4, 1, (2016)","N. El Houda Chaoui; Department of Electrical and Computer Engineering, Sidi Mohamed Ben Abdellah University, Ecole Nationale des Sciences Appliquées, Fez, Street My Abdallah, Km 5 Route d'Imouzzer BP 72, Morocco; email: houda.chaoui@usmba.ac.ma","","Institute of Advanced Engineering and Science","","","","","","25024752","","","","English","Indones. J. Electrical Eng. Comput. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85131657394"
"Kyrousi A.G.; Tzoumaka E.; Leivadi S.","Kyrousi, Antigone G. (55571107800); Tzoumaka, Eugenia (56090661100); Leivadi, Stella (57411802000)","55571107800; 56090661100; 57411802000","Business employability for late millennials: exploring the perceptions of generation Z students and generation X faculty","2022","Management Research Review","45","5","","664","683","19","8","10.1108/MRR-04-2021-0328","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122833711&doi=10.1108%2fMRR-04-2021-0328&partnerID=40&md5=0cddc08824bcbbcf4cb4d6c5e290f74b","Department of Marketing, School of Business and Economics, The American College of Greece, Athens, Greece; Department of Tourism, Hospitality and Sports, School of Business and Economics, The American College of Greece, Athens, Greece","Kyrousi A.G., Department of Marketing, School of Business and Economics, The American College of Greece, Athens, Greece; Tzoumaka E., Department of Marketing, School of Business and Economics, The American College of Greece, Athens, Greece; Leivadi S., Department of Tourism, Hospitality and Sports, School of Business and Economics, The American College of Greece, Athens, Greece","Purpose: The paper aims to explore employability in business as perceived by Generation Z (late millennials) business students and faculty. It focuses on perceptions regarding necessary employability skills from the diverse standpoints of two different groups of stakeholders within one Higher Education Institution. Design/methodology/approach: The paper uses a Mixed Qualitative Design approach including a core and a supplementary component; Generation Z student perceptions are initially identified through a thematic analysis of students’ research reports on employability. These perceptions are then further contextualized through findings from a series of personal interviews conducted with Generation X academics in the same institution. Findings: The findings support the two basic dimensions of perceived employability, work readiness and employability skills, for which students and educators hold similar notions. Both stakeholders distinguish between “hard” and “soft” skills, but filter their relative importance through a generational lens. An emerging finding was the link between personality traits and perceived employability skills. Originality/value: The paper examines the much-debated issue of perceived employability through the eyes of Generation Z students; research on employability perceptions of Generation Z is, to date, limited. The topic is timely, as Generation Z is the newest generation entering the business job market. In addition, the paper adds to the emerging contemporary stream of literature exploring employability in the field of business education. © 2020, Emerald Publishing Limited.","Business education; Generation Z; Perceived employability; Qualitative research; ‘Soft’ skills","","","","","","","","Gen Z rising, (2017); Amaral C., Sin A., Academics’ and employers’ perceptions about responsibilities for employability and their initiatives towards its development, Higher Education, 73, 1, pp. 97-111, (2017); Andrews J., Higson H., Graduate employability, ‘soft skills' versus ‘hard' business knowledge: a European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Anthony S., Garner B., Teaching soft skills to business students: an analysis of multiple pedagogical methods, Business and Professional Communication Quarterly, 79, 3, pp. 360-370, (2016); Barhate B., Dirani K.M., Career aspirations of generation Z: a systematic literature review, European Journal of Training and Development, (2021); 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Gavrili- Alexandris D., Millennials in crisis, Lifelong Learning for Tourism: Concepts, Policy and Implementation, (2018); Gedye S., Beaumont E., The ability to get a job: student understandings and definitions of employability, Education + Training, 60, 5, pp. 406-420, (2018); Gonzalez-Serrano M.H., Moreno F.C., Hervas J.C., Sport management education through an entrepreneurial perspective: analysing its impact on Spanish sports science students, The International Journal of Management Education, 19, 1, (2018); Goodwin J., Goh J., Verkoeyen S., Lithgow K., Can students be taught to articulate employability skills?, Education + Training, 61, 4, pp. 445-460, (2019); Griffin M., Coelhoso P., Business students’ perspectives on employability skills post internship experience, Higher Education, Skills and Work-Based Learning, 9, 1, pp. 60-75, (2019); Grow J.M., Yang S., Generation-Z enters the advertising workplace: expectations through a gendered lens, Journal of Advertising Education, 22, 1, pp. 7-22, (2018); 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Sin C., Neave G., Employability deconstructed: perceptions of Bologna stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016); Stewart J., Knowles V., Graduate recruitment and selection practices in small businesses, Career Development International, 5, 1, pp. 21-38, (2000); Stewart J.S., Oliver E.G., Cravens K.S., Oishi S., Managing millennials: embracing generational differences, Business Horizons, 60, 1, pp. 45-54, (2017); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers’ perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Tanyel F., Mitchell M.A., McAlum H.G., The skill set for success of new business school graduates: do prospective employers and university faculty agree?, Journal of Education for Business, 75, 1, pp. 33-37, (1999); Terry G., Hayfield N., Clarke V., Braun V., Thematic analysis, The Sage Handbook of Qualitative Research in Psychology, pp. 17-37, (2017); Global employability university ranking and survey 2020 released, (2020); Tsenga H., Yib X., Yehc H., Learning-related soft skills among online business students in higher education: grade level and managerial role differences in self-regulation, motivation, and social skill, Computers in Human Behavior, 95, 2, pp. 179-186, (2019); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: a psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Wesley S., Jackson V., Lee M., The perceived importance of core soft skills between retailing and tourism management students, faculty and businesses, Employee Relations, 39, 1, pp. 79-99, (2017); Yawson D.E., Yamoah F.A., Understanding pedagogical essentials of employability embedded curricula for business school undergraduates: a multi-generational cohort perspective, Higher Education Pedagogies, 5, 1, pp. 360-380, (2020); Yorke M., Employability in Higher Education: what It is- What It is Not, 1, (2006); Finch D.J., Peacock M., Levallet N., Foster W., A dynamic capabilities view of employability, Education + Training, 58, 1, pp. 61-81, (2016)","E. Tzoumaka; Department of Marketing, School of Business and Economics, The American College of Greece, Athens, Greece; email: etzoumaka@acg.edu","","Emerald Group Holdings Ltd.","","","","","","20408269","","","","English","Manage. Res. Rev.","Article","Final","","Scopus","2-s2.0-85122833711"
"van den Elsen J.; Vermeeren B.; Steijn B.","van den Elsen, Josine (57212486547); Vermeeren, Brenda (55499881500); Steijn, Bram (14020545500)","57212486547; 55499881500; 14020545500","Valence of formal learning, employability and the moderating roles of transformational leadership and informal learning in the public sector","2022","International Journal of Training and Development","26","2","","266","284","18","6","10.1111/ijtd.12258","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123633997&doi=10.1111%2fijtd.12258&partnerID=40&md5=3645296a67b6dca1b652cb92317d4fae","Department of Public Administration and Sociology, Erasmus University Rotterdam, Rotterdam, Netherlands","van den Elsen J., Department of Public Administration and Sociology, Erasmus University Rotterdam, Rotterdam, Netherlands; Vermeeren B., Department of Public Administration and Sociology, Erasmus University Rotterdam, Rotterdam, Netherlands; Steijn B., Department of Public Administration and Sociology, Erasmus University Rotterdam, Rotterdam, Netherlands","This article examines the relationship between the valence of formal learning (perceived usefulness of the outcomes of formal learning for daily work and ambitions) and the employability-related competences of public sector employees. Furthermore, the moderating roles of social informal learning and transformational leadership (TFL) are investigated. We conducted hierarchical linear regression analyses, using secondary cross-sectional data from Dutch public service employees (n = 8858). The results show that the valence of formal learning increases employees’ employability competences. Additionally, TFL strengthens this relationship for two of the employability competences. However, TFL also negatively moderated the relation between valence and one of the employability competences. Social informal learning was found not to have a moderating effect but to directly contribute to the development of employability competences. The results question the predominant focus in research on participating in formal learning to increase employability competences and adds new insights by introducing the valence of formal learning to the employability literature. Some implications for future research are given related to the limitations of this article, such as the use of cross-sectional data. The findings show the relevance of formal learning with high valence for boosting employability. Therefore, employers should encourage formal learning and employees should carefully consider its expected valence. Furthermore, the results show that employers should enhance transformational leadership styles and stimulate employees to learn informally. This study provides further evidence for the relationship between formal learning and employability competences by considering the valence of formal learning rather than focusing on whether or not someone has participated in formal learning. Furthermore, it extends previous employability research by considering the moderating roles of social informal learning and of TFL. © 2022 The Authors. International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.","","","","","","","","","Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? Examining employability as a mediator in the HRM—Commitment relationship, Frontiers in Psychology, 10, 717, pp. 1-10, (2019); Bal P.M., Kooij D.T., Rousseau D.M., Introduction to aging workers and the employee-employer relationship, Aging workers and the employee-employer relationship, pp. 1-9, (2015); Breaugh J., Too stressed to be engaged? The role of basic needs satisfaction in understanding work stress and public sector engagement, Public Personnel Management, 50, 1, pp. 84-108, (2021); Camps J., Rodriguez H., Transformational leadership, learning, and employability, Personnel Review, 40, 4, pp. 423-442, (2011); Cerni T., Curtis G.J., Colmar S.H., Executive coaching can enhance transformational leadership, International Coaching Psychology Review, 5, 1, pp. 81-85, (2010); Clarke M., Building employability through graduate development programmes, Personnel Review, 46, 4, pp. 792-808, (2017); Colley L., The changing face of public sector employment, Australian Journal of Public Administration, 60, 1, pp. 9-20, (2001); Colquitt J.A., LePine J.A., Noe R.A., Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research, Journal of Applied Psychology, 85, 5, pp. 678-707, (2000); Crans S., Bude V., Beausaert S., Segers M., Social informal learning and the role of learning climate: Toward a better understanding of the social side of learning among consultants, Human Resource Development Quarterly, 32, 4, pp. 507-535, (2021); Dormann C.F., Elith J., Bacher S., Buchmann C., Carl G., Carre G., Marquez J.R.G., Gruber B., Lafourcade B., Leitao P.J., Munkemuller T., McClean C., Osborne P.E., Reineking B., Schroder B., Skidmore A.K., Zurell D., Lautenbach S., Collinearity: A review of methods to deal with it and a simulation study evaluating their performance, Ecography, 36, 1, pp. 27-46, (2013); Ellstrom P.E., Integrating learning and work: Problems and prospects, Human Resource Development Quarterly, 12, 4, pp. 421-435, (2001); Eraut M., Informal learning in the workplace, Studies in Continuing Education, 26, 2, pp. 247-273, (2004); Forrier A., De Cuyper N., Akkermans J., The winner takes it all, the loser has to fall: Provoking the agency perspective in employability research, Human Resource Management Journal, 28, 4, pp. 511-523, (2018); Froehlich D.E., Beausaert S.A.J., Segers M.S.R., Gerken M., Learning to stay employable, Career Development International, 19, 5, pp. 508-525, (2014); Gerken M., Beausaert S., Segers M., Working on professional development of faculty staff in higher education: Investigating the relationship between social informal learning activities and employability, Human Resource Development International, 19, 2, pp. 135-151, (2016); Grossman R., Salas E., The transfer of training: What really matters, International Journal of Training and Development, 15, 2, pp. 103-120, (2011); Judge T.A., Piccolo R.F., Transformational and transactional leadership: A meta-analytic test of their relative validity, Journal of Applied Psychology, 89, 5, pp. 755-768, (2004); Kirkpatrick D., Kirkpatrick J., Evaluating training programs: The four levels, (2006); Lo Presti A., Ingusci E., Magrin M.E., Manuti A., Scrima F., Employability as a compass for career success: Development and initial validation of a new multidimensional measure, International Journal of Training and Development, 23, 4, pp. 253-275, (2019); Manuti A., Pastore S., Scardigno A.F., Giancaspro M.L., Morciano D., Formal and informal learning in the workplace: A research review, International Journal of Training and Development, 19, 1, pp. 1-17, (2015); Marsick V.J., Toward a unifying framework to support informal learning theory, research and practice, Journal of Workplace Learning, 21, 4, pp. 265-275, (2009); Molloy J.C., Noe R.A., “Learning” a living: Continuous learning for survival in today’s talent markets, Learning, training, and development in organizations, pp. 333-361, (2010); Nauta A., Van Vianen A., Van der Heijden B., Van Dam K., Willemsen M., Understanding the factors that promote employability orientation: The impact of employability culture, career satisfaction, and role breadth self-efficacy, Journal of Occupational and Organizational Psychology, 82, 2, pp. 233-251, (2009); Nilsson S., Ellstrom P.E., Employability and talent management: Challenges for HRD practices, European Journal of Training and Development, 36, 1, pp. 26-45, (2012); Noe R.A., Tews M.J., Marand A.D., Individual differences and informal learning in the workplace, Journal of Vocational Behavior, 83, 3, pp. 327-335, (2013); Parker S.K., Wall T.D., Cordery J.L., Future work design research and practice: Towards an elaborated model of work design, Journal of Occupational and Organizational Psychology, 74, 4, pp. 413-440, (2001); Philippaers K., De Cuyper N., Forrier A., Employability and performance, Personnel Review, 28, 5, pp. 1299-1317, (2019); Pierce J.L., Gardner D.G., Self-esteem within the work and organizational context: A review of the organization-based self-esteem literature, Journal of Management, 30, 5, pp. 591-622, (2004); Podsakoff P.M., MacKenzie S.B., Lee J.Y., Podsakoff N.P., Common method biases in behavioral research: A critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, 5, pp. 879-903, (2003); Podsakoff P.M., MacKenzie S.B., Moorman R.H., Fetter R., Transformational leader behaviors and their effects on followers’ trust in leader, satisfaction, and organizational citizenship behaviors, The Leadership Quarterly, 1, 2, pp. 107-142, (1990); Sharma A., Raghuvanshi R., Informal learning: An innovative HR practice for skill enhancement of employee, (2020); Skule S., Learning conditions at work: A framework to understand and assess informal learning in the workplace, International Journal of Training and Development, 8, 1, pp. 8-20, (2004); Sparr J.L., Knipfer K., Willems F., How leaders can get the most out of formal training: The significance of feedback-seeking and reflection as informal learning behaviors, Human Resource Development Quarterly, 28, 1, pp. 29-54, (2017); Taylor P., Earl C., The social construction of retirement and evolving policy discourse of working longer, Journal of Social Policy, 45, 2, pp. 251-268, (2016); Van der Heijde C.M.V.D., Van Der Heijden B.I., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Van der Heijden B.I., Bakker A.B., Toward a mediation model of employability enhancement: A study of employee-supervisor pairs in the building sector, The Career Development Quarterly, 59, 3, pp. 232-248, (2011); Van der Heijden B., Boon J., Van der Klink M., Meijs E., Employability enhancement through formal and informal learning: an empirical study among Dutch non-academic university staff members, International Journal of Training and Development, 13, 1, pp. 19-37, (2009); Van der Heijden B.I., Gorgievski M.J., De Lange A.H., Learning at the workplace and sustainable employability: A multi-source model moderated by age, European Journal of Work and Organizational Psychology, 25, 1, pp. 13-30, (2016); Van der Klink M., Van der Heijden B.I., Boon J., van Rooij S.W., Exploring the contribution of formal and informal learning to academic staff member employability: A Dutch perspective, Career Development International, 19, 3, pp. 337-356, (2014); Van Emmerik I.J.H., Schreurs B., De Cuyper N., Jawahar I.M., Peeters M.C.W., The route to employability, Career Development International, 17, 2, pp. 104-119, (2012); Van Harten J., Vermeeren B., Managing employees’ employability, Managing for public service performance: How people and values make a difference, (2021); World population prospects: The 2017 revision, key findings and advance tables, (2017); Yizhong X., Baranchenko Y., Lin Z., Lau C.K., Ma J., The influences of transformational leadership on employee employability, Employee Relations, 41, 1, pp. 101-118, (2019)","J. van den Elsen; Department of Public Administration and Sociology, Erasmus University Rotterdam, Rotterdam, Netherlands; email: vandenelsen@essb.eur.nl","","John Wiley and Sons Inc","","","","","","13603736","","","","English","Int. J. Train. Dev.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85123633997"
"Bayne L.; Birt J.; Hancock P.; Schonfeldt N.; Agrawal P.","Bayne, Lyndie (57195381543); Birt, Jacqueline (39060996500); Hancock, Phil (57213948872); Schonfeldt, Nikki (57218822241); Agrawal, Prerana (55414052400)","57195381543; 39060996500; 57213948872; 57218822241; 55414052400","Best practices for group assessment tasks","2022","Journal of Accounting Education","59","","100770","","","","5","10.1016/j.jaccedu.2022.100770","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125417258&doi=10.1016%2fj.jaccedu.2022.100770&partnerID=40&md5=65b5ea0af2deb1f513b53fa3d30174f2","Business School, University of Western Australia, Perth, Australia","Bayne L., Business School, University of Western Australia, Perth, Australia; Birt J., Business School, University of Western Australia, Perth, Australia; Hancock P., Business School, University of Western Australia, Perth, Australia; Schonfeldt N., Business School, University of Western Australia, Perth, Australia; Agrawal P., Business School, University of Western Australia, Perth, Australia","The development of teamwork skills for future employability has been noted as a critical skill that graduates require. This paper reports on best practices for the assessment of group work and the development of teamwork skills. We explore distinctions between ‘in-class versus take-home’, ‘multiple choice versus essay style’ and ‘online versus paper-based’ group assessments. Interviews were conducted with 21 key stakeholders involved with two final-year financial accounting units at an Australian university. Overall, we find that students perceive value from a variety of group assessment types throughout their degree for the development of teamwork skills. Benefits and challenges relating to various group assessment types are presented. We tabulate our best practices for group assessment tasks and offer techniques to improve the effectiveness of group assessments in developing teamwork skills. © 2022 Elsevier Ltd","Academic dishonesty; Accounting profession; Assessment of learning outcomes; Cooperative learning; Core competencies; Group assessments; Teamwork skills","","","","","","Accounting and Finance Association of Australia and New Zealand, AFAANZ","This work was supported by an AFAANZ research grant. ","(2018); Albring S.M., Elder R.J., Research initiatives in accounting education: Managing academic programs [Article], Issues in Accounting Education, 35, 4, pp. 61-74, (2020); (2010); Bacon D.R., The effect of group projects on content-related learning, Journal of Management Education, 29, 2, pp. 248-267, (2005); Ballantine J., McCourt Larres P., Final year accounting undergraduates' attitudes to group assessment and the role of learning logs, Accounting Education, 16, 2, pp. 163-183, (2007); Bay D., Pacharn P., Impact of group exams in a graduate intermediate accounting class, Accounting Education, 26, 4, pp. 316-334, (2017); Berry E., Group work and assessment—Benefit or burden?, The Law Teacher, 41, 1, pp. 19-36, (2007); Biggs J., Constructive alignment in university teaching, HERDSA Review of Higher Education, 1, pp. 5-22, (2014); Bujaki M., Lento C., Sayed N., Utilizing professional accounting concepts to understand and respond to academic dishonesty in accounting programs, Journal of Accounting Education, 47, pp. 28-47, (2019); Carson D., Gilmore A., Perry C., Gronhaug K., (2001); Christensen J., Harrison J.L., Hollindale J., Wood K., Implementing team-based learning (TBL) in accounting courses, Accounting Education, 28, 2, pp. 195-219, (2019); Davis S.F., Grover C.A., Becker A.H., McGregor L.N., Academic dishonesty: Prevalence, determinants, techniques, and punishments, Teaching of Psychology, 19, 1, pp. 16-20, (1992); Deeter-Schmelz D., Kennedy K.N., Ramsey R.P., Enriching our understanding of student team effectiveness, Journal of Marketing Education, 24, 2, pp. 114-124, (2002); Delaney D., Fletcher M., Cameron C., Bodle K., Online self and peer assessment of team work in accounting education, Accounting Research Journal, 26, 3, pp. 222-238, (2013); Doran J., Healy M., McCutcheon M., O'Callaghan S., From beyond the grade: Reflections on assessments in the context of case-based teaching, Irish Journal of Management, 31, 1, pp. 3-19, (2011); Edmond T., Tiggeman T., Accounting experiences in collaborative learning, American Journal of Business Education, 2, 7, pp. 97-100, (2009); Gartland D., Rood D., (2018); (2015); Gikandi J.W., Morrow D., Davis N.E., Online formative assessment in higher education: A review of the literature, Computers & Education, 57, 4, pp. 2333-2351, (2011); Golden J., Kohlbeck M., Addressing cheating when using test bank questions in online Classes, Journal of Accounting Education, 52, (2020); Gueldenzoph L.E., May G.L., Collaborative peer evaluation: Best practices for group member assessments, Business Communication Quarterly, 65, 1, pp. 9-20, (2002); Hall D., Buzwell S., The problem of free-riding in group projects: Looking beyond social loafing as reason for non-contribution, Active Learning in Higher Education, 14, 1, pp. 37-49, (2012); Hancock P., Freeman M., Watty K., Birt J., Tyler J., (2016); Hansen R.S., Benefits and problems with student teams: Suggestions for improving team projects, Journal of Education for Business, 82, 1, pp. 11-19, (2006); Healy M., Doran J., McCutcheon M., Cooperative learning outcomes from cumulative experiences of group work: Differences in student perceptions, Accounting Education, 27, 3, pp. 286-308, (2018); (2017); Kavanagh M.H., Drennan L., What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations, Accounting & Finance, 48, 2, pp. 279-300, (2008); Kutlubay O., Uslay C., The varying role of social ties on team performance: Evidence from the marketing classroom, Marketing Education Review, 29, pp. 1-15, (2019); Lancaster K.A.S., Strand C.A., Using the team-learning model in a managerial accounting class: An experiment in cooperative learning. (Statistical Data Included), Issues in Accounting Education, 16, 4, (2001); Lightner S., Bober M.J., Willi C., Team-based activities to promote engaged learning, College Teaching, 55, 1, pp. 5-18, (2007); Mamas C., Exploring peer relationships, friendships and group work dynamics in higher education: Applying social network analysis, Journal of Further and Higher Education, 42, 5, pp. 662-677, (2018); McCabe D.L., Trevino L.K., Butterfield K.D., Cheating in Academic Institutions: A Decade of Research, Ethics & Behavior, 11, 3, pp. 219-232, (2001); McClellan C., Teamwork, collaboration, and cooperation as a student learning outcome for undergraduates, Assessment Update, 28, pp. 5-15, (2016); McVay G.J., Murphy P.R., Wook Yoon S., Good practices in accounting education: Classroom configuration and technological tools for enhancing the learning environment, Accounting education (London, England), 17, 1, pp. 41-63, (2008); Michaelsen L.K., Davidson N., Major C.H., Team-based learning practices and principles in comparison with cooperative learning and problem-based learning, Journal on Excellence in College Teaching, 25, pp. 57-84, (2014); Newton D., Cheating rises with online education, The Washington Post, (2020); Oosthuizen H., De Lange P., Wilmshurst T., Beatson N., Teamwork in the accounting curriculum: Stakeholder expectations, accounting students’ value proposition, and instructors’ guidance, Accounting Education, 30, 2, pp. 131-158, (2021); Prokofieva M., Jackling B., Natoli R., A tale of two cohorts: Identifying differences in group work perceptions, Asian Review of Accounting, 23, 1, pp. 68-85, (2015); Rands M.L., Gansemer-Topf A.M., The room itself is active: How classroom design impacts student engagement, (2017); Rowe N.C., Cheating in online student assessment: Beyong plagiarism, On-Line Journal of Distance Learning Administration, Summer, pp. 1-8, (2004); Sangster A., Stoner G., Flood B., Insights into accounting education in a COVID-19 world, Accounting education (London, England), 29, 5, pp. 431-562, (2020); Shawver T.J., An experimental study of cooperative learning in advanced financial accounting courses, Accounting Education, 29, 3, pp. 247-262, (2020); Strauss P., U-Mackey A., Crothers C., They drag my marks down!' - challenges faced by lecturers in the allocation of marks for multicultural group projects, Intercultural education (London, England), 25, 3, pp. 229-241, (2014); Strauss P., Alice U., Young S., I know the type of people I work well with': student anxiety in multicultural group projects, Studies in higher education (Dorchester-on-Thames), 36, 7, pp. 815-829, (2011); Tarricone P., Luca J., Employees, teamwork and social interdependence - a formula for successful business?, Team Performance Management: An International Journal, 8, 3-4, pp. 54-59, (2002); Vik G.N., Doing more to teach teamwork than telling students to sink or swim, Business Communication Quarterly, 64, 4, pp. 112-119, (2001); White A., (2020); Willey K., (2017)","","","Elsevier Ltd","","","","","","07485751","","","","English","J. Account. Educ.","Article","Final","","Scopus","2-s2.0-85125417258"
"Rocco D.; Caruso R.; Magon A.; Stievano A.","Rocco, Domenico (57761775200); Caruso, Rosario (24176763900); Magon, Arianna (57193496258); Stievano, Alessandro (6508016784)","57761775200; 24176763900; 57193496258; 6508016784","Preparedness to self-employed careers: Development, validity, and reliability of an inventory for nursing students","2022","Nurse Education in Practice","62","","103383","","","","1","10.1016/j.nepr.2022.103383","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132777148&doi=10.1016%2fj.nepr.2022.103383&partnerID=40&md5=f6ef9914163c89fa983b38dc7b57f21d","Nursing Sciences and Public Health, University of Rome “Tor Vergata”, Via di Montpellier 1, Rome, 00133, Italy; Health Professions Research and Development Unit, IRCCS Policlinico San Donato University Hospital, Piazza Edmondo Malan, 2, 20097 San Donato Milanese, Milan, Italy; Centre of Excellence for Nursing Scholarship OPI, viale Giulio Cesare 78, Rome, 00192, Italy","Rocco D., Nursing Sciences and Public Health, University of Rome “Tor Vergata”, Via di Montpellier 1, Rome, 00133, Italy; Caruso R., Health Professions Research and Development Unit, IRCCS Policlinico San Donato University Hospital, Piazza Edmondo Malan, 2, 20097 San Donato Milanese, Milan, Italy; Magon A., Health Professions Research and Development Unit, IRCCS Policlinico San Donato University Hospital, Piazza Edmondo Malan, 2, 20097 San Donato Milanese, Milan, Italy; Stievano A., Centre of Excellence for Nursing Scholarship OPI, viale Giulio Cesare 78, Rome, 00192, Italy","Aims: To develop and psychometrically validate an inventory based on two scales: awareness regarding factors for determining the prices of freelance activities and knowledge regarding freelance-related norms among nursing undergraduate students in Italy. Background: Although self-employed nursing careers are strategic to enhance employability, no valid scales for assessing nursing students’ preparedness to undertake self-employed careers are available. Design: A multi-method and multi-phase design were employed. Phase one encompassed developmental tasks for generating items and phase two included a cross-sectional data collection for determining the psychometric proprieties of the developed scales and their reliability. Results: The final inventory encompassed two scales showing adequate validity and reliability after testing it on 882 Italian undergraduate nursing students. The first scale, factors for determining the prices of activities, is based on care complexity and logistic characteristic (two-factor structure). The second scale, knowledge regarding freelance-related characteristics, encompassed two domains: knowledge regarding administrative rules and pensions and retirement issues. Conclusions: The developed inventory showed adequate evidence of initial validity and reliability, useful for filling the gap given by the unavailability of valid assessments for educators who pursue measuring the nursing students’ preparedness to undertake self-employed careers. © 2022 Elsevier Ltd","Career; Italy; Nursing students; Scaledevelopment; Self-employed","Cross-Sectional Studies; Education, Nursing, Baccalaureate; Humans; Psychometrics; Reproducibility of Results; Students, Nursing; Surveys and Questionnaires; article; career; human; human experiment; Italy; major clinical study; nursing student; pension; price; reliability; retirement; validity; cross-sectional study; nursing education; procedures; psychometry; questionnaire; reproducibility","","","","","","","(2021); Almukhaini S., Weeks L.E., Macdonald M., Martin-Misener R., Al Ismaili Z., Macdonald D., Al-Fahdi N., Al Rasbi S., Nasaif H., Rothfus M.A., Advanced practice nursing roles in Arab countries in the Eastern Mediterranean region: a scoping review, JBI Evid. Synth., (2022); Arnaert A., Mills J., Bruno F.S., Ponzoni N., The educational gaps of nurses in entrepreneurial roles: an integrative review, J. Prof. Nurs., 34, pp. 494-501, (2018); Asmirajanti M., Hamid A.Y.S., Hariyati R.T.S., Nursing care activities based on documentation, BMC Nurs., 18, (2019); Ayre C., Scally A.J., Critical values for Lawshe's content validity ratio, Meas. Eval. Couns. Dev., 47, pp. 79-86, (2014); Caruso R., Annaloro C., Arrigoni C., Ghizzardi G., Dellafiore F., Magon A., Maga G., Nania T., Pittella F., Villa G., Burnout and post-traumatic stress disorder in frontline nurses during the COVID-19 pandemic: a systematic literature review and meta-analysis of studies published in 2020, Acta Biomed., 92, (2021); Copelli F., Erdmann A., Santos J., Entrepreneurship in Nursing: an integrative literature review, Rev. Bras. Enferm., 72, pp. 289-298, (2019); De Maeseneer J., Li D., Palsdottir B., Mash B., Aarendonk D., Stavdal A., Moosa S., Decat P., Kiguli-Malwadde E., Ooms G., Willems S., Universal health coverage and primary health care: the 30 by 2030 campaign, Bull. World Health Organ, 98, (2020); Devercelli M., Bellotti G., Angeli E., Bellotti F., Bertinatti E., Campana C., Clarici L., Falsini S., Favagrossa S., Fiacchi S., Fini M., Gorgone G., Mantuano L., Pediconi F., Pirro R., Priami D., Savoca L., Sermenghi G., Vuillermoz K., Caruso R., Interregional mapping of continuing medical education experiences during the covid phase and orientation towards future education: a multiphase study, Recent. Prog. Med., 112, pp. 824-836, (2021); Fairman J.A., Rowe J.W., Hassmiller S., Shalala D.E., Broadening the scope of nursing practice, N. Engl. J. Med., 364, pp. 193-196, (2011); Feyereisen S., McConnell W., Thomas C., Puro N., Physician dominance in the 21st century: examining the rise of non-physician autonomy through prevailing theoretical lenses, Sociol. Health Illn., 43, pp. 1867-1886, (2021); (2017); Gan I., A scoping review of the nursing workforce's changing demography: supporting Baby-Boomer nurses, J. Nurs. Manag., 28, pp. 1473-1480, (2020); Gilmartin M.J., Principles and practices of social entrepreneurship for nursing, J. Nurs. Educ., 52, pp. 641-644, (2013); Jacob E.R., McKenna L., D'Amore A., Educators’ expectations of roles, employability and career pathways of registered and enrolled nurses in Australia, Nurse Educ. Pract., 16, pp. 170-175, (2016); Nania T., Dellafiore F., Caruso R., Barello S., Risk and protective factors for psychological distress among Italian university students during the COVID-19 pandemic: the beneficial role of health engagement, Int. J. Soc. Psychiatry, 67, pp. 102-103, (2021); Neergard G.B., Entrepreneurial nurses in the literature: a systematic literature review, J. Nurs. Manag., 29, pp. 905-915, (2021); Polit D., Beck C., Essentials of Nursing Research: Appraising Evidence for Nursing Practice, (2014); Rattray J., Jones M.C., Essential elements of questionnaire design and development, J. Clin. Nurs., 16, pp. 234-243, (2007); Reise S.P., Waller N.G., Comrey A.L., Factor analysis and scale revision, Psychol. Assess., 12, pp. 287-297, (2000); Rocco G., Affonso D.D., Mayberry L.J., Stievano A., Alvaro R., Sabatino L., The evolution of professional nursing culture in Italy: metaphors and paradoxes, Glob. Qual. Nurs. Res., 1, (2014); Rooij M.D., Weeda W., Cross-Validation: a method every psychologist should know, Adv. Methods Pract. Psychol. Sci., 3, pp. 248-263, (2020); Sankelo M., Akerblad L., Nurse entrepreneurs’ attitudes to management, their adoption of the manager's role and managerial assertiveness, J. Nurs. Manag., 16, pp. 829-836, (2008); Sharp D.B., Monsivais D., Decreasing barriers for nurse practitioner social entrepreneurship, J. Am. Assoc. Nurse Pr., 26, pp. 562-566, (2014); Stievano A., Caruso R., Pittella F., Shaffer F.A., Rocco G., Fairman J., Shaping nursing profession regulation through history – a systematic review, Int. Nurs. Rev., 66, pp. 17-29, (2019); Tonelli M., Tamburini L., Marcucci M., Calamassi D., La libera professione infermieristica: un'indagine in Toscana, L'Infermiere, pp. 16-20, (2014); Wall S., Nursing entrepreneurship: motivators, strategies and possibilities for professional advancement and health system change, Nurs. Lead., 26, pp. 29-40, (2013); Wall S., Self-employed nurses as change agents in healthcare: strategies, consequences and possibilities, J. Health Organ. Manag., 28, pp. 511-531, (2014); Wall S., Dimensions of precariousness in an emerging sector of self-employment: a study of self-employed nurses, Gender Work Organ, 22, pp. 221-236, (2015); Wilson A., Averis A., Walsh K., The scope of private practice nursing in an Australian sample, Public Health Nurs., 21, pp. 488-494, (2004)","D. Rocco; Nursing Sciences and Public Health, University of Rome “Tor Vergata”, Rome, Via di Montpellier 1, 00133, Italy; email: domenico.rocco@gmail.com","","Elsevier Ltd","","","","","","14715953","","","35749961","English","Nurse Educ. Pract.","Article","Final","","Scopus","2-s2.0-85132777148"
"Singh D.; Tustin D.","Singh, Divya (57213620585); Tustin, Deon (24924069900)","57213620585; 24924069900","Stakeholder Perceptions and Uptake of Private Higher Education in South Africa","2022","International Journal of African Higher Education","9","1","","21","52","31","0","10.6017/ijahe.v9i1.15231","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159804615&doi=10.6017%2fijahe.v9i1.15231&partnerID=40&md5=9b216005635ea3d3342bbea928a845ff","STADIO Holdings, South Africa; University of South Africa, South Africa","Singh D., STADIO Holdings, South Africa; Tustin D., University of South Africa, South Africa","Globally, private higher education offers access to higher education, especially where public provision cannot cope with demand. However, South Africa does not mirror this trend. This article reports on a survey of stakeholders’ understanding of private higher education in South Africa that aimed to determine why it has not grown to complement public higher education in mitigating the access gap. The findings point to limited knowledge of private higher education, especially amongst parents. Furthermore, there are perceptions that it is expensive with low returns on investment, as well as a lack of trust in the value of the qualifications and quality of the tuition offered. However, the respondents also acknowledged the advantages of private higher education and graduate success. Based on these results, addressing perceptions of costs and more effective communication should be priorities for both this sub-sector as well as the national authorities. This is important as South Africa will be unable to reach the National Development Plan’s target of 1.62 million students in higher education without the private higher education sub-sector complementing public universities. © International Network for Higher Education in Africa, University of Kwazulu-Natal. All rights reserved.","contribution to the HE sector; graduate employability; Private higher education; private higher education cost; reasons to select private HEIs; teaching and learning quality","","","","","","","","Bjarnason S., Cheng K., Fielden J., Lemaitre M., Levy D., Varghese N.V., A new dynamic in private higher education, Report prepared for the UNESCO 2009 World Conference on Higher Education, (2009); Bothwell E., One in three students globally now in private higher education, (2018); Bronkhorst Q., South Africa’s Unemployment Rate Unchanged at 29.1%, (2020); Cosser M., Du Toit J., From School to Higher Education? Factors Affecting the Choices of Grade 12 Learners, (2002); Manifesto on Values, Education and Democracy, (2001); Higher Education Amendment Act, 2016, (2016); Statistics on Post-School Education and Training in South Africa: 2016, (2018); Draft Post-School Education and Training Information Policy, (2018); Ilias A, Rahman R.A., Razak M.Z.A., Service Quality and Student Satisfaction: A Case Study at Private Higher Education Institutions, International Business Research, 1, 3, pp. 163-175, (2008); Levy D.C., Global private higher education: An empirical profile of its size and geographical shape, Higher Education, 76, pp. 701-715, (2018); McCowan T., The growth of private higher education in Brazil: implications for equity and quality, Journal of Education Policy, 19, 4, pp. 453-472, (2004); National Development Plan: Vision for 2030, (2012); Nukunah C.N.T, Bezuidenhout A., Furtak A., The contribution of a private higher education institution to the South African higher educa-tion landscape, South African Journal of Higher Education, 33, 1, pp. 283-300, (2019); State of Higher Education 2015-16, (2017); Smit S., Unemployment rate at 29%-StatsSA, (2020); Stander E., Herman C., Barriers and challenges private higher education institutions face in the management of quality assurance in South Africa, South African Journal of Higher Education, 31, 5, pp. 206-224, (2017); (2019); More than half of youth have no money to pay for their tuition, (2019); Tamrat W., Private higher education in Africa: Old realities and emerging trends, (2017); Wait M., Govender C.M., Multi-stakeholder work integrated learning model for higher education – A transdisciplinary approach, South African Journal of Higher Education, 30, 20, pp. 279-293, (2016); South Africa economic update-jobs and inequality. 11 (April), (2018)","D. Singh; STADIO Holdings, South Africa; email: divyas@stadio.co.za","","International Network for Higher Education in Africa, University of Kwazulu-Natal","","","","","","23135069","","","","English","Int. J. Afr. High. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85159804615"
"Ng P.M.L.; Wut T.M.; Chan J.K.Y.","Ng, Peggy M.L. (57118921300); Wut, Tai Ming (55654942500); Chan, Jason K.Y. (23990051100)","57118921300; 55654942500; 23990051100","Enhancing perceived employability through work-integrated learning","2022","Education and Training","64","4","","559","576","17","7","10.1108/ET-12-2021-0476","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130925218&doi=10.1108%2fET-12-2021-0476&partnerID=40&md5=572cba9f0873f6d82d9750bd45b10382","College of Professional and Continuing Education, The Hong Kong Polytechnic University, Kowloon, Hong Kong","Ng P.M.L., College of Professional and Continuing Education, The Hong Kong Polytechnic University, Kowloon, Hong Kong; Wut T.M., College of Professional and Continuing Education, The Hong Kong Polytechnic University, Kowloon, Hong Kong; Chan J.K.Y., College of Professional and Continuing Education, The Hong Kong Polytechnic University, Kowloon, Hong Kong","Purpose: Embedded in higher educational settings, work-integrated learning (WIL) is a key reflection to students' perceived employability. The purpose of this study is to explore the antecedents of internal and external perceived employability. The research attempts to test a theoretical model examining the relationships among human capital, work values, career self-management, internal perceived employability and external perceived employability. Design/methodology/approach: Data were collected from 588 students who have internship experience from two self-financing higher education institutions in Hong Kong. We adopted structural equation modelling (SEM) to test the proposed research hypotheses. Findings: Results support the idea that human capital and intrinsic work values are significant antecedents of perceived employability. Furthermore, this relationship is fully mediated by career self-management. The implications of the findings for understanding the process through which psychological variables affect an individual's perceived employability are discussed. Originality/value: Previous studies have extensively examined the effectiveness of WIL in increasing graduates' employability. However, unclear focus has been given to examine psychological attributes, such as human capital, work values and career self-management in WIL. In addition, few researchers have empirically examined the linkages among human capital, work values, career self-management and employability through internships or WIL experiences. Therefore, to bridge these gaps, the present study examines the effect of human capital, work values and career self-management on students' perceived employability when gaining internships or WIL experiences in a higher education setting. © 2022, Emerald Publishing Limited.","External perceived employability; Internal perceived employability; Psychological attributes; Structural equation modelling","","","","","","CPCE, (BHM-TF-2021-002)","Funding: This research was supported by CPCE Teaching Research/Excellence fund (BHM-TF-2021-002(J)).","Abdalla I., Al-Zufairi A., Antecedents of career self- management: home country and international careers in Kuwait, Career Development International, 25, 7, pp. 715-730, (2020); Auburn T., Identity and placement learning: student accounts of the transition back to university following a placement year, Studies in Higher Education, 32, 1, pp. 117-133, (2007); Baluku M.M., Mugabi E.N., Nansamba J., Matagi L., Onderi P., Otto K., Psychological capital and career outcomes among final year university students: the mediating role of career engagement and perceived employability, International Journal of Applied Positive Psychology, 6, pp. 55-80, (2021); 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Ng P., Galbraith C., Strategic enrolment management (SEM) in self-financed higher education of Hong Kong: evaluation and measurement, Asia Pacific Education Review, 17, 1, pp. 161-174, (2016); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Wong P., Ng P.M., Mak C.K., Chan J.K., Students' choice of sub-degree programmes in self-financing higher education institutions in Hong Kong, Higher Education, 71, 4, pp. 455-472, (2016)","P.M.L. Ng; College of Professional and Continuing Education, The Hong Kong Polytechnic University, Kowloon, Hong Kong; email: peggy.ng@cpce-polyu.edu.hk","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85130925218"
"Del Percio A.","Del Percio, Alfonso (56445500200)","56445500200","Genealogies of reflexivity: register formations and the making of affective workers","2022","International Journal of the Sociology of Language","2022","276","","41","67","26","8","10.1515/ijsl-2021-0090","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134500659&doi=10.1515%2fijsl-2021-0090&partnerID=40&md5=fdac3200902f3c81b0294ae50c79ee45","University College London, London, United Kingdom","Del Percio A., University College London, London, United Kingdom","How has the ability to express reflexivity, including regulating affect, come to be part of the bundled self that workers are required to be? This paper offers a rigorous genealogical analysis of the multiple histories of knowledge and power that have informed the emergence and shaping of 'reflexive registers,' or socially typified ways of speaking and reflecting about oneself that stand for morally marked models of selfhood. It takes as a starting-point programs documented in my ethnography of employability programs in London, UK where workers of all sorts are asked to learn to examine their personalities and to express their feelings. It then draws on original historiographical and ethnographic data that allows documentation of the logics and circumstances informing the emergence and development of reflexivity as a resource for employability. It argues for an interdisciplinary understanding of reflexivity and its communicability that theorises the workers as products of history, capital, and affect.  © 2022 Alfonso Del Percio, published by De Gruyter, Berlin/Boston.","affect; capitalism; reflexivity; registers; work","","","","","","","","Ahmed Sara, The promise of happiness, (2010); Ahmed Sara, The cultural politics of emotions, (2014); Athanasou James, Van Esbroeck Raoul, International handbook of career guidance, (2008); Bauman Zygmunt, Liquid life, (2005); Berlant Lauren, Post-fordist affect in La Promesse and Rosetta, Public Culture, 19, 2, pp. 273-301, (2007); Blustein David, Medvide Mary Beth, Wan Carol, A critical perspective of contemporary unemployment policy and practices, Journal of Carreer Development, 39, 4, pp. 341-356, (2012); Bourdieu Pierre, Distinction: A social critique of the judgement of taste, (1979); Bristow Gabriel, A brief history of the job centre, (2014); Carr Summerson, Scripting addition, (2010); Darmon Isabelle, Perez Coralie, Conduct of conduct' or the shaping of 'adequate dispositions'? Labour market and career guidance in four European countries, Critical Social Policy, 31, 1, pp. 77-101, (2011); The future of Jobcentre Plus, (2016); Dias-Abey Manoj N., Determining the impact of migration on labour markets: The mediating role of legal institutions, Industrial Law Journal, 50, 4, pp. 532-557, (2021); Duchene Alexandre, Heller Monica, Language in late capitalism, (2012); Federici Silvia, Wages against housework, (1975); Federici Silvia, Patriarchy of the wage, (2021); Flubacher Mi-Cha, Desire and confusion. A sociolinguistic ethnography on affect in the ethnic economy of Thai massage, International Journal of the Sociology of Language, 264, pp. 115-135, (2020); Foucault Michel, Governmentality, The Foucault effect: Studies in governmentality, pp. 87-104, (1991); Foucault Michel, Naissance de la Clinique, (1988); Foucault Michel, Alternatives a la prison, Criminologie, 26, 1, pp. 13-34, (1993); Gal Susan, Registers in circulation. The social organization of interdiscursivity, Signs and Society, 6, 1, pp. 1-24, (2018); Gao Tian, Presenting the ideal self in the job market: An endeavour for better ""integration"", (2019); Gee James Paul, Hull Glynda, Lankshear Colin, The new work order, (1996); Gershon Ilana, Neoliberal agency, Current Anthropology, 52, pp. 537-555, (2011); Gill Rosalind, Pratt Andy, In the social factory? Immaterial labour, precariousness and cultural work, Theory, Culture & Society, 25, 7-8, pp. 1-30, (2008); Gordon Maria Matilda, A handbook of employments, (1908); Gramsci Antonio, The prison notebooks, (1997); Hardt Michael, Affective labor, Boundary, 2 26, 2, pp. 89-100, (1999); Heller Monica, McElhinny Bonnie, Language, capitalism and colonialism, (2017); Herr Edwin, Trends in the history of vocational guidance, The Career Development Quarterly, 61, 3, pp. 277-282, (2013); Hochschild Arlie, The managed heart, (1983); Heginbotham Erland, The youth employment service, (1951); Inoue Miyako, Vicarious language, (2006); Illouz Eva, Les sentiments du capitalisme, (2007); Jones Lawrence K., Frank Parsons' contribution to career counseling, Journal of Career Development, 20, pp. 287-294, (1994); Karppi Tero, Kahkonen Lotta, Mannevuo Mona, Pajala Mari, Sihvonen Tanja, Affective capitalism: Investments and investigations, Ephemera, 16, 4, pp. 1-13, (2016); Kelly-Holmes Helen, Language trends: Reflexivity in commercial language policies and practices, Applied Linguistics Review, 1, pp. 67-84, (2010); Kingfisher Catherine, Western welfare in decline: Globalization and women's poverty, (2002); Lasker Bruno, British system of labour exchanges, (1916); Lorente Beatriz, Scripts of servitude, (2017); McElhinny Bonnie, The audacity of affect, Annual Review of Anthropology, 39, pp. 309-328, (2010); McIlveen Peter, Patton Wendy, A critical reflection on career development, International Journal for Educational and Vocational Guidance, 6, 1, pp. 15-27, (2006); Mezzadra Sandro, Neilson Brett, Border as method, (2013); Muehlebach Andrea, Shoshan Nitzan, Post Fordist affect, Anthropological Quarterly, 85, pp. 317-343, (2012); Morrison Kathryin, The workhouse: A study of poor-law buildings in England, (1999); O'Brien Karen M., The legacy of Parsons: Career counselors and vocational psychologists as agents of social change, Career Development Quarterly, 50, pp. 66-76, (2001); Parsons Frank, Choosing a vocation, (1909); Paidipaty Poornima, Pinto Pedro Ramos, Revisiting the ""Great Levelling"": The limits of Piketty's capital and ideology for understanding the rise of late 20th century inequality, The British Journal of Sociology, 72, pp. 52-68, (2021); Perez-Milans Miguel, Reflexivity and social change in applied linguistics, AILA Review, 29, 1, pp. 1-14, (2017); Roberts Kenneth, The social conditions, consequences and limitations of careers guidance, British Journal of Guidance & Counselling, 5, pp. 1-9, (1977); Rogers Carl, Wallen John, Counseling with returned servicemen, (1946); Rose Nikolas, Governing the soul, (1990); Rowtree Seebohm, Lasker Bruno, Unemployment a social study, (1909); Savickas Mark, Career counseling paradigms: Guiding, developing, and designing, APA handbook of career intervention, 1, pp. 129-143, (2015); Savickas Mark, Helping people choose jobs, International handbook of career guidance, pp. 97-113, (2008); Savickas Mark, Vocational psychology in the postmodern era: Comment on Richardson (1993), Journal of Counseling Psychology, 41, 1, pp. 105-107, (1994); Super Donald, Dynamics of vocational adjustment, (1942); Super Donald, Vocational adjustment: Implementing a self-concept, Occupations, 30, pp. 88-92, (1951); Super Donald, A theory of vocational development, American Psychologist, 8, 5, pp. 185-190, (1953); Super Donald, Vocational adjustment, The Career Development Quarterly, 36, pp. 351-357, (1988); Taylor Nancy, Vocational identity and brief career counselling, Holland in Australia. A vocational choice theory in research and practice, pp. 197-203, (1986); Tebaldi Catherine, Forthcoming a. Metapolitical seduction: White nationalist womens language and far-right metapolitics, Journal of Linguistic Anthropology; Tebaldi Catherine, Forthcoming b. #tradwives and truth warriors: Sex and nation in white nationalist blogs, Gender and Language; Tilley Lisa, Shilliam Robbie, Raced markets: An introduction, New Political Economy, 23, 5, pp. 534-543, (2018); Thompson Edward, The making of the English working class, (1966); Urla Jacqueline, Governmentality and language, Annual review of anthropology, 48, pp. 261-278, (2019); Van Leeuwen Marco, Brown John, Mitch David, The history of the modern career: An introduction, Origins of the modern career, pp. 3-41, (2004); Watts A. G., Kidd Jennifer, Guidance in the United Kingdom: Past, present and future, British Journal of Guidance & Counselling, 28, 4, pp. 485-502, (2000); Whiteside Noel, Organizing labour markets. The history of labour intermediation, (2015); Wightwick Phoebe, The ESOL industry, (2021); Wong Sze Vivian, ""You have a choice. You have the power.""-The discourse of empowerment, responsibilization, and technologies of the self-A NEET tactic to governing young minds, (2016)","A. Del Percio; University College London, London, United Kingdom; email: a.percio@ucl.ac.uk","","De Gruyter Mouton","","","","","","01652516","","","","English","Intern. J. Sociol. Lang.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85134500659"
"Mursitama T.N.; Noerlina; Setiawan R.; Princes E.; Chandra A.; Tunardi Y.; Limto D.","Mursitama, Tirta Nugraha (15758253200); Noerlina (56623165900); Setiawan, Reina (57191338031); Princes, Elfindah (57210443371); Chandra, Alvin (57210118472); Tunardi, Yovita (57188921149); Limto, Devinca (57221841679)","15758253200; 56623165900; 57191338031; 57210443371; 57210118472; 57188921149; 57221841679","The Impact of Indonesia’s Higher Education Program on Improving Students’ Competence in Achieving Global Employability","2022","Journal of Higher Education Theory and Practice","22","5","","168","183","15","3","10.33423/jhetp.v22i5.5212","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133005142&doi=10.33423%2fjhetp.v22i5.5212&partnerID=40&md5=88f259197b734ec77a6b8188cc190f30","Bina Nusantara University, Indonesia","Mursitama T.N., Bina Nusantara University, Indonesia; Noerlina, Bina Nusantara University, Indonesia; Setiawan R., Bina Nusantara University, Indonesia; Princes E., Bina Nusantara University, Indonesia; Chandra A., Bina Nusantara University, Indonesia; Tunardi Y., Bina Nusantara University, Indonesia; Limto D., Bina Nusantara University, Indonesia","Teachers are asked to adopt innovative teaching approaches and use cutting-edge technology in their classrooms. This method is deemed necessary as technological advancement is fast and educational institutions must be agile and adaptive. The Indonesian Ministry of Education and Culture has implemented the MBKM program focusing on building the students’ competencies through collaborative and participatory learning to increase global employability. The study was conducted at one of the reputable universities in Indonesia and gathered survey data from 5653 students, 523 faculty members, and 245 education personnel. The findings show that from implementing MBKM activities in student learning, 97% of student respondents stated that it is valuable enough to develop their competencies and skills as a provision to work after graduation. Therefore, this program is considered successful. However, this program’s socialization and dissemination of news need to be improved to increase program comprehension, especially among students, faculty members, and education personnel. Hence, the MBKM program is needed to prepare students socially, technologically and lead to better student competencies. © 2022, North American Business Press. All rights reserved.","global employability; higher education; students’ competence","","","","","","Kementerian Pendidikan dan Kebudayaan","This research uses the Research Funding of The Independent Campus, Freedom to Learn (Kampus Merdeka, Merdeka Belajar) program of DITJEN DIKTIRISTEK, Ministry of Education and Culture, Fiscal Year 2021.","Standards for the 21st-Century learner in action, (2009); National school library standards, (2017); Bayat S., Tarmizi R.A., Effects of Problem-based Learning Approach on Cognitive Variables of University Students, Procedia-Social and Behavioral Sciences, 46, pp. 3146-3151, (2012); Benson-Armer R., Noble S., Thiel A., The Consumer Sector in 2030: Trends and Questions To Consider, (2015); Caputo F., Scuotto V., Carayannis E., Cillo V., Intertwining the internet of things and consumers’ behaviour science: Future promises for businesses, Technological Forecasting and Social Change, 136, pp. 277-284, (2018); Crawford R., Rethinking teaching and learning pedagogy for education in the twenty-first century: Blended learning in music education, Music Education Research, 19, 2, pp. 195-213, (2017); Dolnicar D., Boh Podgornik B., Bartol T., Sorgo A., Added value of secondary school education toward development of information literacy of adolescents, Library and Information Science Research, 42, 2, (2020); Draper P., Hitchcock M., The hidden music curriculum: Utilising blended learning to enable a participatory culture, 28TH International Society for Music Education World Conference, (2008); Friedman T.L., The world is flat: A brief history of the twenty-first century, The world is flat: A brief history of the twenty-first century, (2005); Fuchs C., The implications of new information and communication technologies for sustainability, Environment, Development and Sustainability, 10, 3, pp. 291-309, (2008); Grossmann I., Wisdom in Context, Perspectives on Psychological Science, 12, pp. 233-257, (2017); Johnstone K.M., Biggs S.F., Problem-based learning: Introduction, analysis, and accounting curricula implications, Journal of Accounting Education, 16, 3–4, pp. 407-427, (1998); Kangas M., Ruokamo H., Playful Learning Environments: Effects on Children’s Learning BT-Encyclopedia of the Sciences of Learning, (2012); Kangas M., Siklander P., Randolph J., Ruokamo H., Teachers’ engagement and students’ satisfaction with a playful learning environment, Teaching and Teacher Education, 63, pp. 274-284, (2017); Li Q., Li Z., Han J., A hybrid learning pedagogy for surmounting the challenges of the COVID-19 pandemic in the performing arts education, Education and Information Technologies, 26, 6, pp. 7635-7655, (2021); Looi H.C., Seyal A.H., Problem-based Learning: An Analysis of its Application to the Teaching of Programming, International Proceedings of Economics Development and Research, 70, 14, pp. 68-75, (2014); Luo X., Tong S., Fang Z., Qu Z., Frontiers: Machines vs. humans: The impact of artificial intelligence chatbot disclosure on customer purchases, Marketing Science, 38, 6, pp. 937-947, (2019); Peerapolchaikul T., Suealek N., Rojpibulstit P., Students’ Attitudes towards the Effectiveness of Moodle Platform at Preclinical-Medical Level in PBL Curriculum, Studies in Logic, Grammar and Rhetoric, 60, 1, pp. 61-74, (2019); Peng W., Practice and experience in the application of problem-based learning in computer programming course, 2010 International Conference on Educational and Information Technology (ICEIT), (2010); Peraturan Menteri Pendidikan Dan Kebudayaan Nomor 03 Tahun 2020 Tentang Standar Nasional Perguruan Tinggi, (2020); Ruthmann S.A., Hebert D.G., Music Learning and New Media in Virtual and Online Environments, The Oxford Handbook of Music Education, 2, pp. 566-584, (2012); Stanley T., Marsden S., Problem-based learning: Does accounting education need it?, Journal of Accounting Education, 30, 3–4, pp. 267-289, (2012); Surowiecki J., The wisdom of crowds: Why the many are smarter than the few and how collective wisdom shapes business, economies, societies, and nations, (2004); Tohir M., Buku Panduan Merdeka Belajar-Kampus Merdeka, (2020); Undang-Undang Sistem Pendidikan Nasional No. 20 Tahun, (2003); Westerman G., Soule D.L., Eswaran A., Building Digital-Ready Culture in Traditional Organizations Getting your company into digital shape doesn’t mean dumping everything that has made it strong, MIT Sloan Management Review, 60, 4, pp. 59-68, (2019); Zabit M.N.M., Problem-Based Learning On Students Critical Thinking Skills In Teaching Business Education In Malaysia: A Literature Review, American Journal of Business Education (AJBE), 3, 6, pp. 19-32, (2010)","","","North American Business Press","","","","","","21583595","","","","English","J. High. Educ. Theory Pract.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85133005142"
"Talento M.S.D.P.; Tandang N.A.; Rogelio R.A.O.; Araña-Roldan R.A.S.","Talento, Mara Sherlin D. P. (57270712300); Tandang, Nancy A. (57209245709); Rogelio, Rosette Anne O. (57737335100); Araña-Roldan, Rachelyn Ann S. (57737335200)","57270712300; 57209245709; 57737335100; 57737335200","Factors Influencing Employment of Female Graduates of Technical and Vocational Education and Training Program in the Philippines","2022","Philippine Journal of Science","151","3","","1171","1184","13","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131786602&partnerID=40&md5=be652d80547c62568ae678008c635bb4","Institute of Statistics, College of Arts and Sciences, University of the Philippines Los Baños, College, Laguna, 4031, Philippines; Department of Social Sciences, College of Arts and Sciences, University of the Philippines Los Baños, College, Laguna, 4031, Philippines; AI4Gov, Solutions Designed for Public Service, AIM Conference Center, Metro Manila, Makati City, 1260, Philippines","Talento M.S.D.P., Institute of Statistics, College of Arts and Sciences, University of the Philippines Los Baños, College, Laguna, 4031, Philippines; Tandang N.A., Institute of Statistics, College of Arts and Sciences, University of the Philippines Los Baños, College, Laguna, 4031, Philippines; Rogelio R.A.O., Department of Social Sciences, College of Arts and Sciences, University of the Philippines Los Baños, College, Laguna, 4031, Philippines; Araña-Roldan R.A.S., AI4Gov, Solutions Designed for Public Service, AIM Conference Center, Metro Manila, Makati City, 1260, Philippines","Unemployment has been a long-standing problem in many countries, including the Philippines, and the recent pandemic even worsened the economic conditions of Filipinos with a large part of the population losing their jobs. One way to create more platforms that will enable the employability of the population is through the technical and vocational education and training (TVET) program, whose goal is to produce middle-and high-skilled graduates ready to take on the demands of the rapidly changing economy. With the current gender gap in terms of employment, this study focuses on the employment status of female graduates of TVET and the possible factors that influence the employment of Filipino female TVET graduates were determined. The survey data collected by the Technical Education and Skills Development Authority (TESDA) in 2018 for their employability study of 2017 women TVET graduates was utilized in this study. Binary Firth logistic regression models were fitted on subpopulations of TVET female graduates who were employed before and after training. Results have shown a significant increase in the proportion of employed women after graduation, which was indicated in the estimates before and after the training. Among the unemployed Filipino female before the training, more than half of them (52%) were employed after the training. Age, education, region, and reasons for taking up a program showed to be determinants of the employability of female TVET graduates. The factors that hinder women from entering employment despite their TVET training is the primacy of their household and family duties. Their choice or nature of programs shows that women take stereotypical roles associated with women, an issue that is still present today because of prevailing traditional gender norms. With the huge decline in economic activities brought by the pandemic, the results of this study will be particularly important in creating more and better employment opportunities for Filipino women. © 2022, Department of Science and Technology. All rights reserved.","education; employability; gender and employment; logistic regression; TVET","","","","","","TESDA","The authors are grateful to the National TVET Research Agenda of TESDA for providing us with the data and resources to conduct this study.","Technical and vocational education and training in the Philippines in the Age of Industry 4.0, (2021); BEGHINI V, CATTANEO U, POZZAN E., A quan-tum leap for gender equality: for a better future of work for all, (2019); BERSALES LG, ILARINA VR., Measuring the contribution of the informal sector to the Philippine economy: current practices and challenges [paper presentation], (2019); Gender profile of the TVET sector in the Philippines; KRUMM R, STROTMANN H., The impact of re-gional location factors on job creation, job destruction and employment growth in manufacturing, Jahrbuch für Regionalwissenschaft, 33, pp. 23-48, (2012); MACLEAN R, LAI A., Future of Technical and Vocational Education and Training: Global Challenges and Possibilities, International Journal of Training Research, 9, 1–2, pp. 2-15, (2011); NGUGI M, MUTHIMA P., Female Participation in Technical, Vocational Education and Training Institu-tions (TVET) Subsector: the Kenyan Experience, Public Policy and Administration Research, 7, 4, pp. 9-23, (2017); ORBETA A., Education, labor market, and devel-opment: a review of the trends and issues in the Philippines for the past 25 years, (2003); PAUDEL A., Girls’ Transitions to Work through Higher-Quality TVET Programs in Nepal, (2019); Unemployment Rate in April 2021 is Estimated at 8.7 percent, (2021); RAYAN A., Technical Vocational Education and Training for Employment and Sustainable Economic Development through Career Development Program: AMontfortian TVET Experience in the Philippines, International Journal of Research in Humanities and Social Studies, 2, 3, pp. 17-26, (2015); SHAMBAUGH J, NUNN R, PORTMAN B., Re-moving barriers to women’s labor force participation, (2017); THAKURIAH P, MATAXATOS P., Effect of Res-idential Location and Access to Transportation on Employment Opportunities, Transportation Research Record, 1726, 1, (2000); Gender Country Profile for the Philippines, (2021); Labor force participation rate, female (% of female population ages 15+), (2021); Global gender gap report 2021: insight report, (2021)","M.S.D.P. Talento; Institute of Statistics, College of Arts and Sciences, University of the Philippines Los Baños, College, Laguna, 4031, Philippines; email: mdtalento@up.edu.ph","","Department of Science and Technology","","","","","","00317683","","","","English","Philipp. J. Sci.","Article","Final","","Scopus","2-s2.0-85131786602"
"Wang H.; Li S.; Qin P.; Xing F.","Wang, Haoyu (56402762300); Li, Sen (57788034500); Qin, Peifan (57221272722); Xing, Fei (57787735600)","56402762300; 57788034500; 57221272722; 57787735600","The Employability of Graduates of National Defense-Related Programs of Study in China: Evidence from Employers","2022","Sustainability (Switzerland)","14","13","7955","","","","0","10.3390/su14137955","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133644300&doi=10.3390%2fsu14137955&partnerID=40&md5=789403e5e38ab4e01a0af551d051fd64","School of Management and Economics, Beijing Institute of Technology, Beijing, 100081, China; School of Materials Science and Engineering, Beijing Institute of Technology, Beijing, 100081, China","Wang H., School of Management and Economics, Beijing Institute of Technology, Beijing, 100081, China; Li S., School of Management and Economics, Beijing Institute of Technology, Beijing, 100081, China; Qin P., School of Materials Science and Engineering, Beijing Institute of Technology, Beijing, 100081, China; Xing F., School of Materials Science and Engineering, Beijing Institute of Technology, Beijing, 100081, China","Prior studies have examined the historical evolution, multiple stakes, measurements and operation models of graduate employability, and the researches on graduate employability have gradually shifted to the perspective of employers with wider labor market uncertainty and higher education massification. However, there is still a gap in research on the demand for graduate employability by employers in NDI that work closely with higher education in scientific research. Namely, it remains unclear what really matters in the processes of employers’ recruitment decisions in NDI. Drawing on Yorke’s definition and CareerEDGE model, this study defines graduate employability as a set of achievements—skills, understandings and personal attributes—that makes graduates more likely to gain employment in NDI, including “emotional intelligence”, “knowledge and skills”, “generic skills”, “work experience”, “character and personality”. Owing to the importance and arduousness of NDI historical mission and main tasks, we argue that employers pay more attention to graduate employability in the recruitment process. Empirically examining based on 831 questionnaires from employers of NDI in China, we show that employers prefer graduates with higher levels of “cooperative innovation ability”, “knowledge and skills”, “stress management and adaptation” within Chinese national defense-related programs. Particularly, although employers in NDI have always emphasized employees’ loyalty and dedication, “character and personality” of a graduate does not have a direct effect on employer hiring preference, but instead the effect of cooperative innovation ability and knowledge and skills are fully moderated by character and personality. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","employability; employer; graduate; higher education; national defense","China; empirical analysis; higher education; innovation; knowledge; labor market; questionnaire survey; recruitment (employment)","","","","","National Key Basic Research Program (973 Program); National Natural Science Foundation of China, NSFC, (7217020877); Beijing Institute of Technology, BIT, (2021ZXJG013); National Defense Pre-Research Foundation of China; National High-tech Research and Development Program; National Defense Basic Scientific Research Program of China","Funding text 1: Although compared with countries such as Europe and the United States, research universities in China started relatively late in participating in national defense research. Since the People’s Republic of China (PRC) was established more than 70 years ago, more and more colleges and universities have become involved in the scientific research of national defense and military industry, with the increasing attention on national defense science and technology innovation by the Chinese government. For example, since the 1980s, China has successively launched major projects such as National High-Tech Research and Development Program (863 Program), National Key Basic Research Program (973 Program), National Defense Basic Scientific Research program, National Defense Pre-Research Foundation. As of 2019, 37 of the 60 national defense science and technology key laboratories have been built in colleges and universities of China [9].; Funding text 2: This research was funded by the National Natural Science Foundation of China, funding number 7217020877, and Beijing Institute of Technology, funding number 2021ZXJG013.","Slotten H.R., Humane chemistry or scientific barbarism? American responses to World War I poison gas, 1915–1930, J. Am. Hist, 77, pp. 476-498, (1990); Lan X., Ling C., Xiuhai D., Tongyu Y., Bendong W., Building a world-class university: The reference provided by AAU, Educ. Res. Tsinghua Univ, 24, pp. 18-32, (2003); Gupta N., Sergi B.J., Tran E.D., Nek R., Howieson S.V., Research Collaborations between Universities and Department of Defense Laboratories, (2014); Beale M., Street T., Wittams J., Study War No More: Military Involvement in UK Universities, (2007); Bogart B, Unwarranted Influence: Chronicling the Rise of US Government Dependence on Conflict, (2007); Schwager M., Rahn L., An informal guide to key United States defence research agency funding for Australian researchers, Education & Science Branch, (2014); Defense programs and budget of Japan: Overview of FY2022 budget, Defense, (2022); Jianwei Z., Xingyu X., Haihong L., Yufan Z., Developing Logic and Future Trend of National Defense Science & Technology Talents Cultivation System in Chinese Universities during the Past 70 Years of the Founding of the PR, China High. Educ. Res, 11, pp. 13-20, (2019); Huimin S., The State Administration of Science, Technology and Industry for National Defense and the Ministry of Education Jointly Build 16 Colleges and Universities and 25 Local Colleges and Universities; Xiangqian L., De Z., Lin L., Lin H., Research on the Training Mode of Collaborative Innovation of National Defense Technology Industry, Sci. Technol. Prog. Policy, 35, pp. 103-108, (2018); Sheng L., Yong L., Haiyan W., On Exploration and Practice of Training Mode Reform for Professional Degree Postgraduates in National Defence Industry—Based on Case Study of Personnel “Two-Way Extending” Training Patten in Northwest Polytechnical University, J. Grad. 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Li; School of Management and Economics, Beijing Institute of Technology, Beijing, 100081, China; email: lisen@bit.edu.cn","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85133644300"
"Fudali-Czyż A.; Mamcarz P.J.; Martynowska K.; Domagała-Zyśk E.; Rothwell A.","Fudali-Czyż, Agnieszka (56308309400); Mamcarz, Piotr Janusz (57210567229); Martynowska, Klaudia (57215932904); Domagała-Zyśk, Ewa (15032630000); Rothwell, Andrew (9037632900)","56308309400; 57210567229; 57215932904; 15032630000; 9037632900","Sex differences in self-perceived employability and self-motivated strategies for learning in Polish first-year students","2022","PLoS ONE","17","5 May","e0264817","","","","2","10.1371/journal.pone.0264817","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130042722&doi=10.1371%2fjournal.pone.0264817&partnerID=40&md5=b33f12d83f74339d44e6d30d19b4d386","Neurocognitive Psychology, Uniwersytet Pedagogiczny w Krakowie, Cracow, Poland; Emotion and Motivation Psychology, Katolicki Uniwersytet Lubelski Jana Pawła II, Lubelskie, Lublin, Poland; Special Pedagogy, Katolicki Uniwersytet Lubelski Jana Pawła II, Lublin, Poland; School of Business and Economics, Loughborough University, Loughborough, United Kingdom","Fudali-Czyż A., Neurocognitive Psychology, Uniwersytet Pedagogiczny w Krakowie, Cracow, Poland; Mamcarz P.J., Emotion and Motivation Psychology, Katolicki Uniwersytet Lubelski Jana Pawła II, Lubelskie, Lublin, Poland; Martynowska K., Special Pedagogy, Katolicki Uniwersytet Lubelski Jana Pawła II, Lublin, Poland; Domagała-Zyśk E., Special Pedagogy, Katolicki Uniwersytet Lubelski Jana Pawła II, Lublin, Poland; Rothwell A., School of Business and Economics, Loughborough University, Loughborough, United Kingdom","Self-perceived employability (SPE) is defined as the ability to attain sustainable employment appropriate to one’s qualification level (Rothwell 2008) and perceived as a crucial factor in university graduates’ career development. Meanwhile, University students are mainly assessed through the lens of academic achievement, which depend, inter alia, on the self-motivated strategies for learning (MSL). Firstly, we tested hypothesised sex differences in SPE’s and MSL’s factors in a group of the first-year university students (n = 600) in a Central European context. Our analyses revealed that female students, despite their higher results in MSL’s factors (self-regulation, learning strategies, intrinsic values, self-efficacy) presented lower internal SPE than male students. Secondly, we explored how much general SPE can be predicted from general MSL, taking into account sex as a moderator, finding that sex factor was not significant as a moderator. We can consider general MSL as a good predictor of general SPE in both sex groups. The results will provide evidence to support HEI curricular development and strategies for workplace attitude change to address existing sex inequalities. In addition, our findings relating to MSL will provide evidence to support the development of approaches to enhancing student employability with additional long term benefits in mental health and well-being. Copyright: © 2022 Fudali-Czyż et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.","","Female; Humans; Learning; Male; Poland; Sex Characteristics; Students; Universities; adult; article; autoregulation; controlled study; employability; female; human; human experiment; learning; major clinical study; male; mental health; self concept; sex factor; university student; wellbeing; workplace; learning; Poland; psychology; sexual characteristics; student; university","","","","","","","Rothwell A, Herbert I, Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Jackson D., The changing nature of graduate roles and the value of the degree, Journal of Higher Education Policy and Management, 43, 2, pp. 182-197, (2020); Williams CM, Subich LM., The gendered nature of career related learning experiences: A social cognitive career theory perspective, Journal of Vocational Behavior, 69, 2, pp. 262-275, (2006); 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Mamcarz; Emotion and Motivation Psychology, Katolicki Uniwersytet Lubelski Jana Pawła II, Lublin, Lubelskie, Poland; email: pmamcarz@kul.pl","","Public Library of Science","","","","","","19326203","","POLNC","35560324","English","PLoS ONE","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85130042722"
"Schleutker E.","Schleutker, Elina (56088746400)","56088746400","Seven Suggestions for Teaching Quantitative Methods","2022","PS - Political Science and Politics","55","2","","419","423","4","2","10.1017/S1049096521001426","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121153929&doi=10.1017%2fS1049096521001426&partnerID=40&md5=2cb21aa7e397ed84b00afedaaa2eabae","University of Freiburg, Germany","Schleutker E., University of Freiburg, Germany","With the increase of data availability, knowledge about quantitative methods is more important than ever. Indeed, students need quantitative methods to understand quantitative academic research, to conduct this research themselves, and to increase their employability in the labor market. Yet, students often experience quantitative methods as difficult to learn and, in turn, instructors find the topic difficult to teach. To make both learning and teaching easier, this article provides seven concrete suggestions regarding the teaching of quantitative methods.  © The Author(s), 2021. Published by Cambridge University Press on behalf of the American Political Science Association.","","","","","","","","","Bailey M.A., Teaching Statistics: Going from Scary, Boring, and Useless to, Well, Something Better, PS: Political Science & Politics, 52, 2, pp. 367-370, (2019); Buchler J., Teaching Quantitative Methodology to the Math Averse, PS: Political Science & Politics, 42, 3, pp. 527-530, (2009); Alyssa C., Cribbie R.A., Students' Attitudes toward Learning Statistics with R, Psychology Teaching Review, 26, 2, pp. 36-56, (2020); Sarah F., Justwan F., Scaffolding Assignments and Activities for Undergraduate Research Methods, Journal of Political Science Education, 14, 1, pp. 63-71, (2017); Joan G., Ben-Zvi D., How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics, International Statistical Review, 75, 3, pp. 372-396, (2007); Joughin G., Assessment, Learning, and Judgment in Higher Education: A Critical Review, Assessment, Learning, and Judgment in Higher Education, pp. 13-27, (2009); Krathwohl D.R., A Revision of Bloom's Taxonomy: An Overview, Theory into Practice, 41, 4, pp. 212-218, (2002); Kuiper S., Introduction to Multiple Regression: How Much Is Your Car Worth?, Journal of Statistics Education, 16, (2008); Sarah L., Nind M., Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice, British Journal of Educational Studies, 64, 4, pp. 413-430, (2016); Lindner A.M., Teaching Quantitative Literacy through a Regression Analysis of Exam Performance, Teaching Sociology, 40, 1, pp. 50-59, (2012); Mari M., Lehtinen E., Difficulties Experienced by Education and Sociology Students in Quantitative Methods Courses, Studies in Higher Education, 28, 2, pp. 171-185, (2003); Oldmixon E.A., It Was My Understanding That There Would Be No Math': Using Thematic Cases to Teach Undergraduate Research Methods, Journal of Political Science Education, 14, 2, pp. 249-259, (2018); Onwuegbuzie A.J., Wilson V.A., Statistics Anxiety: Nature, Etiology, Antecedents, Effects, and Treatments-A Comprehensive Review of the Literature, Teaching in Higher Education, 8, 2, pp. 195-209, (2003); Papanastasiou E.C., Zembylas M., Anxiety in Undergraduate Research Methods Courses: Its Nature and Implications, International Journal of Research & Method in Education, 31, 2, pp. 155-167, (2008); Quinlan K.M., How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education, College Teaching, 64, 3, pp. 101-111, (2016); Rosen A.M., The Best Breakfast in Town: A Comprehensive Research Methods Project, PS: Political Science & Politics, 51, 1, pp. 173-177, (2018); Thompson W.B., Making Data Analysis Realistic: Incorporating Research into Statistics Courses, Teaching of Psychology, 21, 1, pp. 41-43, (1994); Waggoner-Denton A., The Use of a Reflective Learning Journal in an Introductory Statistics Course, Psychology Learning & Teaching, 17, 1, pp. 84-93, (2018); Ward B.W., What's Better-R, SAS, SPSS, or Stata? Thoughts for Instructors of Statistics and Research Methods Courses, Journal of Applied Social Science, 7, 1, pp. 115-120, (2013); Weimer M., Learner-Centered Teaching: Five Key Changes to Practice, (2002); Zeidner M., Statistics and Mathematics Anxiety in Social Science Students: Some Interesting Parallels, British Journal of Educational Psychology, 61, pp. 319-328, (1991)","E. Schleutker; University of Freiburg, Germany; email: elina.schleutker@politik.uni-freiburg.de","","Cambridge University Press","","","","","","10490965","","","","English","PS Polit. Sci. Polit.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85121153929"
"Fantinelli S.; Di Fiore T.; Marzuoli A.; Galanti T.","Fantinelli, Stefania (56539924100); Di Fiore, Teresa (55371553500); Marzuoli, Alessia (57783574500); Galanti, Teresa (57209110508)","56539924100; 55371553500; 57783574500; 57209110508","Self-Perceived Employability of Workers With Disability: A Case Study in an Educational Farm","2022","Frontiers in Psychology","13","","871616","","","","3","10.3389/fpsyg.2022.871616","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133536166&doi=10.3389%2ffpsyg.2022.871616&partnerID=40&md5=6fe8c673ca11a81ade69a88d4d40248a","Department of Humanities, University of Foggia, Foggia, Italy; Department of Psychological, Health and Territorial Sciences, G. d’Annunzio University of Chieti and Pescara, Chieti, Italy","Fantinelli S., Department of Humanities, University of Foggia, Foggia, Italy; Di Fiore T., Department of Psychological, Health and Territorial Sciences, G. d’Annunzio University of Chieti and Pescara, Chieti, Italy; Marzuoli A., Department of Psychological, Health and Territorial Sciences, G. d’Annunzio University of Chieti and Pescara, Chieti, Italy; Galanti T., Department of Psychological, Health and Territorial Sciences, G. d’Annunzio University of Chieti and Pescara, Chieti, Italy","Background: The job placement of persons with disability is often threatened by prejudices and stereotypes; even when they are employed, they have less qualified and less paid jobs. The aim of this study was to investigate the self-perceived employability in a sample of workers with disability, hypothesizing to find a good level of self-determination and positive meaning of work. Materials and Methods: Ten semi-structured interviews have been conducted, applying a mix-method to the data analysis through qualitative interpretation and quantitative content analysis. Results confirmed what recent literature shows about the need for job inclusiveness for persons with disability and also underlined a profound sense of satisfaction related to the job, strong identity, and empowerment derived from the job involvement. Conclusion: Practical implications are related to the job design procedure inspired by diversity management, in order to pay attention to every single diversity and ensure equity and inclusion. Copyright © 2022 Fantinelli, Di Fiore, Marzuoli and Galanti.","disability; employability; inclusion; self-empowerment; social purpose","","","","","","","","Abberley P., Work, disability, disabled people and European social theory, Disability Studies Today, pp. 120-138, (2002); Agran M., Hughes C., Thoma C.A., Scott L.A., Employment Social Skills, Career Dev. Transit. Except. Individ, 39, pp. 111-120, (2014); Akgunduz Y., Alkan C., Gok O.A., Perceived organizational support, employee creativity and proactive personality: the mediating effect of meaning of work, J. Hosp. Tour. Manag, 34, pp. 105-114, (2018); Akkerman A., Janssen C.G., Kef S., Meininger H.P., Perspectives of employees with intellectual disabilities on themes relevant to their job satisfaction. an explorative study using photovoice, J. Appl. Res. Intellect. Disabil, 27, pp. 542-554, (2014); Altman B.M., Definitions, concepts, and measures of disability, Ann. Epidemiol, 24, pp. 2-7, (2014); Atkinson R., The life story interview, Handbook Of Interview Research: Context And Method, (2002); Baldridge D.C., Kulkarni M., The shaping of sustainable careers post hearing loss: toward greater understanding of adult onset disability, disability identity, and career transitions, Hum. Relat, 70, pp. 1217-1236, (2017); Barba-Sanchez V., Salinero Y., Jimenez-Estevez P., Galindo E., Contribution of Entrepreneurship to the Social Integration of People Intellectual Disabilities: a Case Study Based on the Analysis of Social Networks, Front. Psychol, 12, (2021); Benevene P., Kong E., Barbieri B., Lucchesi M., Cortini M., Representation of intellectual capital’s components amongst italian social enterprises, J. Intellect. Cap, 18, pp. 564-587, (2017); Berings D., Fruyt F., Bouwen R., Work Values and personality traits as predictors of enterprising and social vocational interests, Pers. Individ. Differ, 36, pp. 349-364, (2004); Berntson E., Employability Perceptions: Nature, Determinants, And Implications For Health And Well-Being, (2008); Bruner J., Making stories: Law, literature, life, (2002); Calderon-Milan M.-J., Calderon-Milan B., Barba-Sanchez V., Labour Inclusion of People with Disabilities: what Role Do the Social and Solidarity Economy Entities Play?, Sustainability, 12, 1079, (2020); Caldin R., Scollo S., Work inclusion, disability and identity. Reflections and representations [Inclusione lavorativa, disabilità e identità. Riflessioni e rappresentazioni], Stud. Educ, 3, pp. 49-59, (2018); Carmichael F., Clarke H., Why work? Disability, family care and employment, Disabil. Soc, 35, pp. 1-22, (2020); Colella A., Co-worker distributive fairness judgments of the workplace accommodation of employees with disabilities, Acad. Manage. Rev, 26, pp. 100-116, (2001); Cortini M., Mix-method research in applied psychology, Mediterr. J. Soc. Sci, 5, pp. 1900-1905, (2014); Cortini M., Converso D., Galanti T., Di Fiore T., Di Domenico A., Fantinelli S., Gratitude at work works! A mix-method study on different dimensions of gratitude, job satisfaction, and job performance, Sustainability, 11, 3902, (2019); Cortini M., Tria S., Triangulating qualitative and quantitative approaches for the analysis of textual materials: an introduction to T-lab, Soc. Sci. Comput. Rev, 32, pp. 561-568, (2014); D'Alterio N., Fantinelli S., Galanti T., Cortini M., The mediator role of the job related stress in the relation between learning climate and job performance. evidences from the health sector. [Il ruolo mediatore dello stress lavorativo nella relazione tra clima d’apprendimento e performance. Evidenze nel settore sanitario], Recenti Progressi Med, 110, pp. 251-254, (2019); Denzin N.K., Triangulation 2.0, J. Mix. 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Report Prepared for the Academic Network of European Disability Experts (ANED), (2017); Greve B., The Labour Market Situation of Disabled People in European Countries and Implementation of Employment Policies: a Summary of Evidence from Country Reports and Research Studies, (2009); Harp H.T., Empowerment of mental health consumers in vocational rehabilitation, Int. J. Psychosoc, 17, pp. 83-89, (1994); Hernandez B., McDonald K., Exploring the costs and benefits of workers with disabilities, J. Rehabil, 76, pp. 15-23, (2010); Hitchings W.E., Luzzo D.A., Ristow R., Horvath M., Retish P., Tanners A., The Career Development Needs of College Students with Learning Disabilities: in Their Own Words, Learn. Disabil. Res. Pract, 16, pp. 8-17, (2001); Hoffman L.C., An employment opportunity or a discrimination dilemma: sheltered workshops and the employment of the disabled, Univ. Pennsylvania J. Law Soc. Chang, 16, pp. 151-179, (2013); Horwitz S.K., Horwitz I.B., The effects of team diversity on team outcomes: a meta-analytic review of team demography, J. Manage, 33, pp. 987-1015, (2007); Houtenville A., Kalargyrou V., People with disabilities: employer’s perspectives on recruitment practices, strategies and challenges in leisure and hospitality, Cornell Hosp. Q, 53, pp. 40-52, (2012); Conoscere il mondo della disabilità. Persone, Relazioni e istituzioni, (2019); Ju S., Roberts E., Zhang D., Employer attitudes toward workers with disabilities: a review of research in the past decade, J. Vocat. Rehabil, 38, pp. 113-123, (2013); Lancia F., T-LAB Pathways to Thematic Analysis, (2012); Lindsay S., McDougall C., Menna-Dack D., Sanford R., Adams T., An ecological approach to understanding barriers to employment for youth with disabilities compared to their typically developing peers: views of youth, employers, and job counselors, Disabil. Rehabil, 37, pp. 701-711, (2015); Magrin M.E., Marini E., Nicolotti M., Employability of Disabled Graduates: resources for a Sustainable Employment, Sustainability, 11, 1542, (2019); Meager N., Higgins T., Disability and skills in a changing economy, (2011); Mitra S., Sambamoorthi U., Disability prevalence among adults: estimates for 54 countries and progress toward a global estimate, Disabil. Rehabil, 36, pp. 940-947, (2014); Moore K., McDonald P., Bartlett J., Emerging trends affecting future employment opportunities for people with intellectual disability: the case of a large retail organization, J. Intellect. Dev. Disabil, 43, pp. 328-338, (2017); Nancy J., Two Years Until the 2019 European Elections: Special Eurobarometer of the European Parliament, EPRS: European Parliamentary Research Service, (2017); Narayanan S., Terris E., Inclusive manufacturing: the impact of disability diversity on productivity in a work integration social enterprise, Manuf. Serv. Oper. Manag, 22, pp. 1112-1130, (2020); Neumann E., Sheltered Workshops For People With Disabilities: A Reliable Opportunity Or An Outdated System?, (2019); O'Brien B.C., Harris I.B., Beckman T.J., Reed D.A., Cook D.A., Standards for reporting qualitative research: a synthesis of recommendations, Acad. Med, 89, pp. 1245-1251, (2014); Oliver M., Understanding Disability: From Theory To Practice, (1996); Patton M.Q., Qualitative Evaluation And Research Methods, (1990); Pitcher R., Using metaphor analysis: mIP and Beyond, Qual. Rep, 18, pp. 1-8, (2013); Ramachandra S.S., Murthy G.S., Shamanna B.R., Allagh K.P., Pant H.B., John N., Factors influencing employment and employability for persons with disability: insights from a City in South India, Indian J. Occup. Environ. Med, 21, 36, (2017); Richard O.C., Racial diversity, business strategy, and firm performance: a resource-based view, Acad. Manag. J, 43, pp. 164-177, (2000); Richard O.C., Barnett T., Dwyer S., Chadwick K., Cultural diversity in management, firm performance, and the moderating role of entrepreneurial orientation dimensions, Acad. Manag. J, 47, pp. 255-266, (2004); Romano S.T., For firms, hiring disabled people offers a big payback, Crain’s Chicago Bus, 26, 9, (2003); Rosso B.D., Dekas K.H., Wrzesniewski A., On the meaning of work: a theoretical integration and review, Res. Organ. Behav, 30, pp. 91-127, (2010); Saunders S.L., Nedelec B., What work means to people with work disability: a scoping review, J. Occup. Rehabil, 24, pp. 100-110, (2014); Schur L., Kruse D., Non-standard Work Arrangements And Disability Income, (2002); Seligman M.E., Csikszentmihalyi M., Positive psychology: An introduction. In Flow and the foundations of positive psychology, pp. 279-298, (2014); Soresi S., Psicologia delle disabilità e dell’inclusione, (2016); Spreitzer G.M., Psychological Empowerment in the Workplace: dimensions, Acad. 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Approaches, 6, pp. 175-186, (2012); Watson W.E., Kumar K., Michaelsen L.K., Cultural diversity’s impact on interaction process and performance: comparing homogeneous and diverse task groups, Acad. Manag. J, 36, pp. 590-602, (1993); Wood A.M., Froh J.J., Geraghty A.W., Gratitude and well-being: a review and theoretical integration, Clin. Psychol. Rev, 30, pp. 890-905, (2010); Zimmerman M.A., Psychological empowerment: issues and illustrations, Am. J. Community Psychol, 23, pp. 581-599, (1995); Zimmerman M.A., Rappaport J., Citizen participation, perceived control, and psychological empowerment, Am. J. Community Psychol, 16, pp. 725-750, (1988)","T. Galanti; Department of Psychological, Health and Territorial Sciences, G. d’Annunzio University of Chieti and Pescara, Chieti, Italy; email: teresa.galanti@unich.it","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85133536166"
"Cranney J.; Dunn D.S.; Hulme J.A.; Nolan S.A.; Morris S.; Norris K.","Cranney, Jacquelyn (6701896859); Dunn, Dana S. (56379130000); Hulme, Julie A. (57014881200); Nolan, Susan A. (7102048186); Morris, Sue (57190283781); Norris, Kimberley (56243762800)","6701896859; 56379130000; 57014881200; 7102048186; 57190283781; 56243762800","Psychological Literacy and Undergraduate Psychology Education: An International Provocation","2022","Frontiers in Education","7","","790600","","","","11","10.3389/feduc.2022.790600","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130067508&doi=10.3389%2ffeduc.2022.790600&partnerID=40&md5=477dc50e2947dacefbbdc2ca8628ebb6","School of Psychology, University of NSW, Sydney, NSW, Australia; Department of Psychology, Moravian University, Bethlehem, PA, United States; School of Psychology, Keele University, Keele, United Kingdom; Department of Psychology, Seton Hall University, South Orange, NJ, United States; School of Psychological Sciences, University of Tasmania, Hobart, TAS, Australia","Cranney J., School of Psychology, University of NSW, Sydney, NSW, Australia; Dunn D.S., Department of Psychology, Moravian University, Bethlehem, PA, United States; Hulme J.A., School of Psychology, Keele University, Keele, United Kingdom; Nolan S.A., Department of Psychology, Seton Hall University, South Orange, NJ, United States; Morris S., School of Psychology, University of NSW, Sydney, NSW, Australia; Norris K., School of Psychological Sciences, University of Tasmania, Hobart, TAS, Australia","For over 50 years, psychology leaders have called for fundamental changes in how we undertake research, education, and community interaction. This paper provocatively argues the case for “why now, and how.” The COVID-19 pandemic demonstrated that psychology must contribute more to the wellbeing of local and global communities. We propose that a primary mechanism for doing so is by reinventing the undergraduate psychology program. This paper provides a stimulus to initiate international discussion of interconnected graduate capabilities, which we propose to be: Knowledge, Research Methods, Application of Knowledge to Personal, Professional and Community (Local, National, Global) Domains, Values and Ethics, Critical Thinking, Communication, and Cultural Responsiveness. Focusing on core aspects of psychology (Knowledge, Research Methods, Application) and more generic but evidence-informed capabilities is a unique formulation and should well serve graduates, employers, society, and the psychology discipline and profession in the uncertain “post-pandemic” era. We also propose psychological literacy as a promising unifying approach for psychology. Finally, we provide a “road-map” for curriculum renewal at international, national, and institutional levels, involving a consensus-seeking process (an extensive scholarly overview of the proposed capabilities is provided). Copyright © 2022 Cranney, Dunn, Hulme, Nolan, Morris and Norris.","COVID-19; employability; global citizenship; graduate capabilities; international; international undergraduate psychology education; psychological literacy; self-management","","","","","","Kimberley Norris’s Consultancy Account; University of Tasmania, UTAS","We would like to gratefully acknowledge that the publication cost of this article was covered by Kimberley Norris’s Consultancy Account (School of Psychological Sciences, University of Tasmania). We would like to thank Professor Judith Gullifer and Associate Professor Dawn Darlason-Jones for providing some key information as well as Rebecca Tyler for assistance with Figures and References.","Altman I., Higher education and psychology in the millennium, Am. Psychol, 51, pp. 371-378, (1996); Bernstein D., Addison W., Altman C., Hollister D., Komarraju M., Prieto L., Et al., Toward a scientist-educator model of teaching psychology, Undergraduate Education in Psychology: A Blueprint for the Future of the Discipline, pp. 29-45, (2010); Boyack K.W., Klavans R., Borner K., Mapping the backbone of science, Scientometrics, 64, pp. 351-374, (2005); Bringle R.G., Reeb R.N., Brown M.A., Ruiz A.I., Service Learning in Psychology: Enhancing Undergraduate Education for the Public Good, (2016); Cooke N.A., Media and information literacies as a pesponse to misinformation and populism, The Routledge Companion to Media Disinformation and Populism, pp. 489-497, (2021); Cranney J., Botwood L., Morris S., National Standards for Psychological Literacy and Global Citizenship: Outcomes of Undergraduate Psychology Education, 2012 Final Report. ALTC/OLT National Teaching Fellowship, (2012); Cranney J., Morris S., Adaptive cognition and psychological literacy, The Psychologically Literate Citizen: Foundations and Global Perspectives, pp. 251-268, (2011); Cranney J., Morris S., Psychological literacy in undergraduate psychology education and beyond, Handbook on the State of the Art in Applied Psychology, pp. 315-337, (2021); Darlaston-Jones D., Cultural Responsiveness, (2018); Dudgeon P., Darlaston-Jones D., Bray A., Teaching Indigenous psychology: A conscientisation, de-colonisation and psychological literacy approach to curriculum, Teaching Critical Psychology: International Perspectives, pp. 123-147, (2018); Dudgeon P., Darlaston-Jones D., Phillips G., Newnham K., Brideson T., Cranney J., Et al., Australian Indigenous Psychology Education Project Curriculum Framework. 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Psychol, 72, pp. 123-132, (2020); Scheufele D.A., Krause N.M., Science audiences, misinformation, and fake news, Proc. Natl. Acad. Sci. U.S.A, 116, pp. 7662-7669, (2019); Su Y., It doesn’t take a village to fall for misinformation: Social media use, discussion heterogeneity preference, worry of the virus, faith in scientists, and COVID-19-related misinformation beliefs, Telemat. Inform, 58, (2021); Treen K.M.D.L., Williams H.T., O'Neill S.J., Online misinformation about climate change, Wiley Interdiscip. Rev. Clim. Change, 11, (2020); Vraga E.K., Tully M., Maksl A., Craft S., Ashley S., Theorizing news literacy behaviors, Commun. Theory, 31, pp. 1-21, (2021); Winstone N.E., Hulme J.A., Integrative disciplinary concepts: The case of psychological literacy, Pedagogic Frailty and Resilience in the University, pp. 93-107, (2017); Worrell F.C., Cassad B.J., McDaniel M., Messer W.S., Miller H.L., Prohaska V., Et al., Promising principles for translating psychological science into teaching and learning, Undergraduate Education in Psychology: A Blueprint for the Future of the Discipline, pp. 129-144, (2010)","J. Cranney; School of Psychology, University of NSW, Sydney, Australia; email: J.Cranney@unsw.edu.au","","Frontiers Media S.A.","","","","","","2504284X","","","","English","Front. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85130067508"
"Thi Ngoc Ha N.; Dakich E.; Grieshaber S.","Thi Ngoc Ha, Nguyen (35770708300); Dakich, Eva (37103909800); Grieshaber, Susan (6603406453)","35770708300; 37103909800; 6603406453","Factors influencing the participation of industry professionals in Work-Integrated Learning in Vietnamese universities: a qualitative approach","2022","Higher Education, Skills and Work-based Learning","12","3","","574","587","13","2","10.1108/HESWBL-03-2021-0042","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118244577&doi=10.1108%2fHESWBL-03-2021-0042&partnerID=40&md5=4c4394222a875338064ecda02081fb66","La Trobe University, Melbourne, Australia; The University of Melbourne, Melbourne, Australia","Thi Ngoc Ha N., La Trobe University, Melbourne, Australia; Dakich E., The University of Melbourne, Melbourne, Australia; Grieshaber S., La Trobe University, Melbourne, Australia","Purpose: This article explores factors influencing the participation of industry professionals in Work-Integrated Learning (WIL) in three Vietnamese public universities. The impact of the unique socio-cultural background of Vietnam on WIL is also addressed. Design/methodology/approach: A qualitative approach that included three focus groups and 15 individual in-depth interviews was applied. In total, 30 key university and industry WIL stakeholders were involved. Thematic analysis was employed to identify enablers and inhibitors to the participation of industry professionals in WIL in Vietnamese universities. Findings: Industry professionals faced more challenges than support when involved in WIL in three Vietnamese public universities. Four enablers of their participation in WIL stemmed from industry and nine inhibitors emerged from a variety of sources. The overwhelming number of inhibiting factors indicated difficulties associated with implementing WIL. Originality/value: The rationale behind limited industry involvement in Vietnamese universities has not been explored previously. A holistic understanding of all key WIL stakeholders’ perceptions of factors influencing industry participation in a non-Western tertiary context may provide leads for higher education policy in Vietnam and add to the international literature. © 2021, Emerald Publishing Limited.","Employability; Higher education; Industry; Professional education; Vietnam; Work-integrated learning (WIL)","","","","","","La Trobe University","This work is part of a research project generously supported by a La Trobe University (Melbourne, Australia) Postgraduate Research Scholarship and a La Trobe University Full Fee Research Scholarship. The authors appreciate the voluntary participation of department leaders, lecturers, students, and industry representatives in the interviews and focus groups. Sincere thanks to Dr. Michael Brown for his great contribution to the foundation of this study.","Allen T., Donde N., Hofstadter-Thalmann E., Keijser S., Moy V., Murama J.-J., Kellner T., Framework for industry engagement and quality principles for industry-provided medical education in Europe, Journal of European CME, 6, 1, pp. 1-7, (2017); Azagra-Caro J.M., Archontakis F., Gutierrez-Gracia A., Fernandez-de-Lucio I., Faculty support for the objectives of university–industry relations versus degree of R&D cooperation: the importance of regional absorptive capacity, Research Policy, 35, 1, pp. 37-55, (2006); Bilsland C., Nagy H., Work-integrated learning in Vietnam: perspectives of intern work supervisors, Asia-Pacific Journal of Cooperative Education, 16, 3, pp. 185-198, (2015); Creswell J.W., Creswell J.D., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, (2017); Curedale R., Interviews, Observation and Focus Groups: 110 Methods for User-Centered Design, (2013); Dao K.V., Key challenges in the reform of governance, quality assurance, and finance in Vietnamese higher education – a case study, Studies in Higher Education, 40, 5, pp. 745-760, (2015); Do H.M., Do Q.T.N., Higher and tertiary education in Vietnam, Higher Education in Vietnam: Flexibility, Mobility and Practicality in the Global Knowledge Economy, pp. 29-53, (2014); Fleming J., Haigh N.J., Using sociocultural insights to enhance work-integrated learning, Higher Education, Skills and Work-Based Learning, 8, 4, pp. 395-407, (2018); Gibbs G., Analysing Qualitative Data, (2008); Heale R., Mossey S., Lafoley B., Gorham R., Identification of facilitators and barriers to the role of a mentor in the clinical setting, Journal of Interprofessional Care, 23, 4, pp. 369-379, (2009); Huang R., Industry engagement with tourism and hospitality education: an examination of the students' perspective, The Routledge Handbook of Tourism and Hospitality Education, pp. 408-421, (2014); Jackson D., Employability skill development in work-integrated learning: barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Collings D., The influence of work-integrated learning and paid work during studies on graduate employment and underemployment, Higher Education, 76, 3, pp. 403-425, (2018); Jackson D., Rowbottom D., Ferns S., McLaren D., Employer understanding of work-integrated learning and the challenges of engaging in work placement opportunities, Studies in Continuing Education, 39, 1, pp. 35-51, (2017); Jovanovic J., Fane J., Andrew Y., Giving institutional voice to work-integrated learning in academic workloads, International Journal of Work-Integrated Learning, 19, 2, pp. 93-109, (2018); Khuong C.T.H., Work-integrated learning process in tourism training programs in Vietnam: voices of education and industry, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 149-161, (2016); Le V.C., Great expectations: the TESOL practicum as a professional learning experience, TESOL Journal, 5, 2, pp. 199-224, (2014); Lee J., Kang S., Perceived helicopter parenting and Korean emerging adults' psychological adjustment: the mediational role of parent–child affection and pressure from parental career expectations, Journal of Child and Family Studies, 27, 11, pp. 3672-3686, (2018); 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Thi Ngoc Ha; La Trobe University, Melbourne, Australia; email: nguyenthingocha24@gmail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85118244577"
"Olo D.; Correia L.; Rego M.C.","Olo, Daniela (57226149508); Correia, Leonida (23988392100); Rego, Maria da Conceição (57280369800)","57226149508; 23988392100; 57280369800","(Mis)match between higher education supply and labour market needs: evidence from Portugal","2022","Higher Education, Skills and Work-based Learning","12","3","","496","518","22","1","10.1108/HESWBL-02-2021-0032","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116101331&doi=10.1108%2fHESWBL-02-2021-0032&partnerID=40&md5=9ab89f8794a79c0cca1d9e36792919ba","Centre for Transdisciplinary Development Studies, University of Tras-os-Montes and Alto Douro, Vila Real, Portugal; Center for Advanced Studies in Management and Economics, University of Évora, Évora, Portugal","Olo D., Centre for Transdisciplinary Development Studies, University of Tras-os-Montes and Alto Douro, Vila Real, Portugal; Correia L., Centre for Transdisciplinary Development Studies, University of Tras-os-Montes and Alto Douro, Vila Real, Portugal; Rego M.C., Center for Advanced Studies in Management and Economics, University of Évora, Évora, Portugal","Purpose: The purpose of this paper is to analyse whether there is an adjustment between the Portuguese higher education supply and the needs of the labour market. Design/methodology/approach: An empirical study is performed, using a quantitative approach, relating the job offers for graduates registered at the employment centres and the number of graduates by higher education institutions (HEIs) in Portugal, at an aggregate level and NUT II regions, by areas of education and training, over the 2003–2018 period. To understand how job offers and graduates are correlated, bilateral Spearman's rank correlation coefficients were calculated. Findings: The results show that, in large groups of educational areas, exists a match between the higher education supply and the labour market needs, with an emphasis on the fields of “social sciences, business and law”, “engineering, manufacturing and construction” and “health and welfare”. However, at a more disaggregated level, a mismatch in the sub-areas of “teacher training and education science” and “computing” was found since labour market needs are much greater than graduates by HEIs and the two variables are moving in opposite directions. Practical implications: The study has revealed important aspects that the educational policy should take into account in order to create the conditions for a gradual adjustment to the labour market needs. Also, the results demonstrate that some measures should be taken in short/medium term to avoid problems in the medium/long term. Originality/value: One implication of this empirical study was the elaboration of a correspondence table to standardise the data analysis units from two different sources. As this correspondence did not exist prior to this study, this output is a relevant contribution to the research field. Another important contribution is the demonstration of a mismatch in some educational sub-areas that deserves special attention from educational policymakers. © 2021, Emerald Publishing Limited.","Educational supply; Employability; Government policy; Higher education; Labour market","","","","","","","","Arbo P., Benneworth P., Understanding the regional contribution of higher education institutions: a literature review, (2007); Bell D.N.F., Blanchflower D.G., US and UK labour markets before and during the covid-19 crash, National Institute Economic Review, 252, pp. R52-R69, (2020); Boudarbat B., Montmarquette C., L’inadéquation éducation-emploi et son impact sur les revenus chez les travailleurs canadiens [Education-job mismatch and its impact on income among Canadian workers], Cahiers Québécois de Démographie: Revue Internationale D'étude des Populations, 47, 1, pp. 109-134, (2018); Buonanno P., Pozzoli D., Early labour market returns to college subject, Labour, 23, 4, pp. 559-588, (2009); 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Meylahn J., Being human in the time of covid-19, HTS Teologiese Studies – Theological Studies, 76, 1, pp. 1-6, (2020); Mocanu C., Zamfir A.M., Pirciog S., Matching curricula with labour market needs for higher education: state of art, obstacles and facilitating factors, Procedia – Social and Behavioral Sciences, 149, pp. 602-606, (2014); Mora T., Why do higher graduates regret their field of studies? Some evidence from Catalonia, Spain, Education Economics, 18, 1, pp. 93-109, (2010); Mourshed M., Patel J., Suder K., Education to Employment: Getting Europe's Youth into Work, (2014); Novoa A., A modernização das universidades: Memórias contra o tempo [The modernisation of universities: memories against time], Revista Portuguesa de Educação, 31, especial, pp. 10-25, (2018); Tertiary Education for the Knowledge Society, (2008); OECD Employment Outlook 2014, (2014); TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, (2019); OECD Employment Outlook 2019: The Future of Work, (2019); Olaniyan D.A., Okemakinde T., Human capital theory: implications for educational development, European Journal of Scientific Research, 24, 2, pp. 157-162, (2008); Ornellas A., Falkner K., Stalbrandt E.E., Enhancing graduates' employability skills through authentic learning approaches, Higher Education, Skills and Work-Based Learning, 9, 1, pp. 107-120, (2019); Pang E., Wong M., Leung C.H., Coombes J., Competencies for fresh graduates' success at work: perspectives of employers, Industry and Higher Education, 33, 1, pp. 55-65, (2019); Pestana M.H., Gageiro J.N., Análise de Dados para Ciências Sociais - A Complementaridade do SPSS [Data Analysis for Social Sciences - The Complementarity of SPSS], (2014); Pimenta A.C., Pereira M., Aggregate educational mismatches in the Portuguese labour market, Banco de Portugal Economic Studies, 5, 1, pp. 41-66, (2019); Pinto L.H., Ramalheira D.C., Perceived employability of business graduates: the effect of academic performance and extracurricular activities, Journal of Vocational Behavior, 99, pp. 165-178, (2017); Unemployment rate: total and by highest level of education completed (%), (2021); Programa Jovem + digital [young + digital programme], (2020); Rohrbach-Schmidt D., Tiemann M., Educational (mis)match and skill utilization in Germany: assessing the role of worker and job characteristics, Journal for Labour Market Research, 49, 2, pp. 99-119, (2016); Sanchez-Barrioluengo M., Consoli D., Regional human capital and university orientation: a case study on Spain, Science and Public Policy, 43, 6, pp. 798-811, (2016); Sianesi B., John Van Reenen J., The returns to education: macroeconomics, Journal of Economic Surveys, 17, 2, pp. 157-200, (2003); Small L., Shacklock K., Marchant T., Employability: a contemporary review for higher education stakeholders, Journal of Vocational Education and Training, 70, 1, pp. 148-166, (2018); Taylor A.R., Hooley T., Evaluating the impact of career management skills module and internship programme within a university business school, British Journal of Guidance and Counselling, 42, 5, pp. 487-499, (2014); Tulumello S., Struggling against Entrenched Austerity. From the housing crisis toward social movements for housing in post-crisis Lisbon and Portugal, Urban Resilience, Changing Economy and Social Trends, Coping with Socio-Economic Consequences of the Crisis in Athens, Greece, pp. 61-79, (2019); Human Development Report 2015, (2015); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); The World Bank Annual Report 2016, (2016)","L. Correia; Centre for Transdisciplinary Development Studies, University of Tras-os-Montes and Alto Douro, Vila Real, Portugal; email: lcorreia@utad.pt","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85116101331"
"Alawamleh M.; Mahadin B.K.","Alawamleh, Mohammad (48860940500); Mahadin, Bushra K. (26638913100)","48860940500; 26638913100","Will university internship secure you a job?: interplaying factors from an emerging market perspective","2022","Education and Training","64","4","","491","515","24","4","10.1108/ET-03-2021-0093","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129124245&doi=10.1108%2fET-03-2021-0093&partnerID=40&md5=19768b393405ce3fa17a19bf704a1c5f","Business Administration Department, Faculty of Business and Finance, American University of Madaba, Madaba, Jordan; Marketing Department, Faculty of Business and Finance, American University of Madaba, Madaba, Jordan","Alawamleh M., Business Administration Department, Faculty of Business and Finance, American University of Madaba, Madaba, Jordan; Mahadin B.K., Marketing Department, Faculty of Business and Finance, American University of Madaba, Madaba, Jordan","Purpose: This paper aims to identify internship factors and their roles in obtaining employment, establishing relationships among them using interpretive structural modeling (ISM). Design/methodology/approach: Based on the literature review of more than 100 studies (1982–2020), 11 internship factors were identified. This was followed by the application of ISM technique to get insights into how these factors affect employability. Findings: ISM technique and empirical research aided in classifying the factors on their driving and dependence power. Further analysis identified contextual relationships between all factors and how these affect each other. Research limitations/implications: This study will be helpful for educators, students and managers to understand how internship affects employability through understanding of the factors and their relations. Originality/value: This study is the first study presenting a holistic view of internship factors and how their relationships affect employability in the emerging market perspective of Jordan. © 2022, Emerald Publishing Limited.","Emerging market; Employability; Internship; Interpretive structural modeling; Jordan; Modeling","","","","","","","","Adebakin A.B., Does internship experience beget academic relevance and employment prospects: an assessment of graduate interns from a Nigerian University?, Bulgarian Journal of Science and Education Policy, 9, 1, pp. 302-316, (2015); Alawamleh M., Popplewell K., Interpretive structural modelling of risk sources in a virtual organization, International Journal of Production Research, 49, 20, pp. 6041-6063, (2011); Anjum S., Impact of internship programs on professional and personal development of business students: a case study from Pakistan, Future Business Journal, 6, 1, pp. 1-13, (2020); Oxford reference, (2021); The AGR Graduate Recruitment Survey 2009. 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Internships in higher education, Higher Education, 72, 6, pp. 703-721, (2016); Simons L., Fehr L., Blank N., Connell H., Georganas D., Fernandez D., Peterson V., Lessons learned from experiential learning: what do students learn from a practicum/internship?, International Journal of Teaching and Learning in Higher Education, 24, 3, pp. 325-334, (2012); Stansbie P., Nash R., Jack K., Internship design and its impact on student satisfaction and intrinsic motivation, Journal of Hospitality and Tourism Education, 25, 4, pp. 157-168, (2013); Taylor M.S., Effects of college internships on individual participants, Journal of Applied Psychology, 73, 3, pp. 393-401, (1988); Thompson D., Unpaid internships: bad for students, bad for workers, bad for society, The Atlantic, (2012); Thorndike E.L., Intelligence and its uses, Harper's Magazine, 140, pp. 227-235, (1920); To W.M., Lung J.W., Factors influencing internship satisfaction among Chinese students, Education and Training, 62, 5, pp. 543-558, (2020); Townsley E., Lierman L., Watermill J., Rousseau D., The impact of undergraduate internships on post-graduate outcomes for the liberal arts. NACE Center for Career Development and Talent Acquisition, (2017); Trede F., Macklin R., Bridges D., Professional identity development: a review of the higher education literature, Studies in Higher Education, 37, 3, pp. 365-384, (2012); Tsai B.L., The research of constructing affect factors for better internship process of teacher interns, Journal of Education and Psychology, 27, 2, pp. 283-305, (2004); Tsai C.T.S., Hsu H., Yang C.C., Career decision self-efficacy plays a crucial role in hospitality undergraduates' internship efficacy and career preparation, Journal of Hospitality, Leisure, Sport and Tourism Education, 21, pp. 61-68, (2017); Vivar G., We asked a career expert about the importance of your GPA on your résumé, (2017); Voskuilen J., Does internship experience increase students' belief in their chance of success at the labor market? The mediating effect of problem solving skills, (2015); Watson R.H., Interpretive structural modeling – a useful tool for technology assessment?, Technological Forecasting and Social Change, 11, 2, pp. 165-185, (1978); Weible R., Are universities reaping the available benefits internship programs offer?, Journal of Education for Business, 85, 2, pp. 59-63, (2009)","M. Alawamleh; Business Administration Department, Faculty of Business and Finance, American University of Madaba, Madaba, Jordan; email: m.alawamleh@aum.edu.jo","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85129124245"
"Malhotra N.; Iyer V.M.; Dave K.","Malhotra, Neha (57555654400); Iyer, Vidya M. (56606769000); Dave, Kartik (56868335000)","57555654400; 56606769000; 56868335000","Employability of graduates and postgraduates in respect to retail industry: a study of selected states of North India","2022","Industrial and Commercial Training","54","3","","442","459","17","2","10.1108/ICT-12-2021-0087","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127261476&doi=10.1108%2fICT-12-2021-0087&partnerID=40&md5=d086399f2a47eca257b447e40111a3bf","Department of SBPPSE, Ambedkar University Delhi, New Delhi, India; Department of HR, SOIL, Gurgaon, India","Malhotra N., Department of SBPPSE, Ambedkar University Delhi, New Delhi, India; Iyer V.M., Department of HR, SOIL, Gurgaon, India; Dave K., Department of SBPPSE, Ambedkar University Delhi, New Delhi, India","Purpose: Taking a multidimensional perspective, the study aims to identify and examine the factors that are essential for employability. The study pursues to understand the underlying causes that facilitate the development of appropriate skills and attitudes that influence the development of employability in an individual. Design/methodology/approach: The study pursued an exploratory research design followed by a descriptive. It explored the employability factors from the perspectives of the recruiter, student (candidate) and trainer. Additionally, it followed a causal research approach to examine the relationship between factors related to the personal environment, academic system, recruiter’s bias, industry and job attributes and overall employability. The antecedents of employability and their impact were examined with all the constructs taking the recruiter, student and trainer data sets. Findings: The study identifies and analyses the antecedent factors that influence the employability development among college graduates and undergraduates. With its findings, the study identifies the changes or improvements required in teaching and learning mechanisms, grooming students and societal practices, social and economic biases in accessibility to facilities leading to employability. It also calls for a reflection on individual’s own attitude, motivation and abilities. The study calls for an assessment of the education systems and academic quality to develop employability among students. It conjures that the alignment of teacher and learner with industry requirements is an imperative requirement for the expansion of the industry and, in particular, the retail sector. Practical implications: The study will be of significance to the policymakers and academicians while designing the retail-specific courses and aims toward addressing the mismatch amidst the demand and supply of manpower in the retail industry. The study has been designed to make it highly relevant for the students who are potential manpower to the retail sector as well as the employees who have already entered the industry. It addresses the major factors required for India to develop a cohesive and inclusive ecosystem that provides for the benefit of millions of youths in India. Originality/value: The literature lacks a coherent meaning and measurement of employability and identifies the need to empirically explore and examine employability skills. Furthermore, the scant empirical research focuses largely on employee or student perspective, even when the role of recruitment in the assessment of employability is most critical. This study empirically evaluates the market from the perspective of students, employees, employers, trainers and academicians and develops a model that gives a holistic picture of the causes that influence the development of employability in an individual. © 2022, Emerald Publishing Limited.","Education; Employability; Graduates; Postgraduates; Retail industry; Skills","","","","","","Indian Council of Social Science Research, ICSSR, (02/333/2017-18/RP/MJ)","This research work was funded by the Indian Council of Social Science and Research (ICSSR), New Delhi, under their grant-in-aid Scheme rules. The project entitled “Employability of Graduates and Post Graduates in Respect to Retail Industry: A Study of Selected States of North India”. File No.: 02/333/2017-18/RP/MJ.","Atkins M.J., Oven‐ready and self‐basting: taking stock of employability skills, Teaching in Higher Education, 4, 2, pp. 267-280, (1999); Bakhshi H., Downing J., Osborne M., Schneider P., The Future of Skills: Employment in 2030, (2017); Bhaskar R., A Realist Theory of Science, (2013); Blackwell A., Bowes L., Harvey L.E.E., Hesketh A.J., Knight P.T., Transforming work experience in higher education, British Educational Research Journal, 27, 3, pp. 269-285, (2001); Blanpain R., Tiraboschi M., Ortiz P.A., The Global Labour Market: From Globalization to Flexicurity, 65, (2008); BlooisRosina V., Nauta A., IACM 23rd annual conference paper, (2010); Bridgstock R., The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Brown P., Hesketh A., Wiliams S., Employability in a knowledge-driven economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Cheng M., Adekola O., Albia J., Cai S., Employability in higher education: a review of key stakeholders' perspectives, Higher Education Evaluation and Development, 20, pp. 1-6, (2021); Chhinzer N., Russo A.M., An exploration of employer perceptions of graduate student employability, Education+ Training, 60, 1, pp. 104-120, (2018); Cocheo S., Finding the best ‘man for that lending job’, Aba Banking Journal, 97, 3, pp. 20-24, (2005); Cotton J.L., Employee Involvement: Methods for Improving Performance and Work Attitudes, (1993); Finch D.J., Hamilton L.K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education+ Training, 55, 7, pp. 681-704, (2013); Fugate M., Kinicki A.J., Ashforth B.E., Employability: a psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gault J., Redington J., Schlager T., Undergraduate business internships and career success: are they related?, Journal of Marketing Education, 22, 1, pp. 45-53, (2000); Heijden B.V., Nauta A., Vianen A.V., Understanding the factors that promote employability orientation: the influence of employability culture, career satisfaction and role breadth self-efficacy, The British Journal of Occupational and Organizational Psychology, 82, pp. 233-251, (2009); Hillage J., Pollard E., Employability: developing a framework for policy analysis, (1998); Hogan R., Chamorro-Premuzic T., Kaiser R.B., Employability and career success: bridging the gap between theory and reality, Industrial and Organizational Psychology, 6, 1, pp. 3-16, (2013); Indian retail industry report, (2020); World employment and social outlook 2015: the changing nature of jobs, (2015); Jain M., Naqvi B., India retail round-up: events, trends and their bearing on the future of retail, (2019); Javadin S.R.S., Amin F., Tehrani M., Ramezani A., Studying the relationship between managerial skills and efficiency of bank branches, World Applied Sciences Journal, 11, 2, pp. 170-177, (2010); Knight P.T., Yorke M., Employability through the curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Lichy J., Khvatova T., Rethinking solutions for re-balancing the education–job mismatch, Journal of Management Development, 38, 9, pp. 733-754, (2019); Messum D., Wilkes L., Jackson D., What employability skills are required of new health managers?, Asia Pacific Journal of Health Management, 10, 1, pp. 28-35, (2015); FY 2017 monitoring plan for state formula grants funded under the carl D. Perkins career and technical education act of 2006 (Perkins IV), (2016); Peeters E., Nelissen J., De Cuyper N., Forrier A., Verbruggen M., De Witte H., Employability capital: a conceptual framework tested through expert analysis, Journal of Career Development, 46, 2, pp. 79-93, (2019); Pool L.D., Sewell P., The key to employability: developing a practical model of graduate employability, Education+ Training, 49, 4, pp. 277-289, (2007); Saad M.S.M., Majid I.A., Employers’ perceptions of important employability skills required from Malaysian engineering and information and communication technology (ICT) graduates, Global Journal of Engineering Education, 16, 3, pp. 110-115, (2014); Sarfraz I., Rajendran D., Hewege C., Mohan M.D., An exploration of global employability skills: a systematic research review, International Journal of Work Organisation and Emotion, 9, 1, pp. 63-88, (2018); Saunders M., Lewis P., Thornhill A., Research Methods for Business Students, (2019); Sin C., Neave G., Employability deconstructed: perceptions of bologna stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Vashisht P., Creating manufacturing jobs in India: has openness to trade really helped?, Journal of Asian Economics, 42, pp. 53-64, (2016); Ward V.G., Riddle D.I., Lloyd D., Maximizing employment readiness, NATCON papers, (2004); Wickramasinghe V., Perera L., Graduates', university lecturers' and employers' perceptions towards employability skills, Education + Training, 52, 3, pp. 226-244, (2010); Yorke M., Employability in Higher Education: what It is-What It is Not, 1, (2006); Yorke M., Knight P., Self‐theories: some implications for teaching and learning in higher education, Studies in Higher Education, 29, 1, pp. 25-37, (2004); Zaharim A., Yusoff Y., Omar M.Z., Mohamed A., Muhamad N., Engineering employability skills required by employers in Asia, Proceedings of the 6th WSEAS international conference on Engineering education, 1, pp. 194-201, (2009); Clarke M.A., The new covenant of employability, Employee Relations, 30, 2, pp. 121-141, (2008); Harvey L., Employability and diversity, (2001)","N. Malhotra; Department of SBPPSE, Ambedkar University Delhi, New Delhi, India; email: neham.18@stu.aud.ac.in","","Emerald Group Holdings Ltd.","","","","","","00197858","","","","English","Ind. Commer. Train.","Article","Final","","Scopus","2-s2.0-85127261476"
"Healy M.; Brown J.L.; Ho C.","Healy, Michael (57207348618); Brown, Jason L. (57212760468); Ho, Candy (57225885321)","57207348618; 57212760468; 57225885321","Graduate employability as a professional proto-jurisdiction in higher education","2022","Higher Education","83","5","","1125","1142","17","9","10.1007/s10734-021-00733-4","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109770266&doi=10.1007%2fs10734-021-00733-4&partnerID=40&md5=e778f1e401f96c00be3bec70a4aded9e","School of Education, University of Southern Queensland, West Street, Toowoomba, 4350, QLD, Australia; Office of the Deputy Vice-Chancellor (Students), La Trobe University, Kingsbury Drive, Melbourne, 3086, VIC, Australia; College of Arts, University of the Fraser Valley, King Road, Abbotsford, V2S 7M8, BC, Canada","Healy M., School of Education, University of Southern Queensland, West Street, Toowoomba, 4350, QLD, Australia; Brown J.L., Office of the Deputy Vice-Chancellor (Students), La Trobe University, Kingsbury Drive, Melbourne, 3086, VIC, Australia; Ho C., College of Arts, University of the Fraser Valley, King Road, Abbotsford, V2S 7M8, BC, Canada","Much research into how universities seek to support their students’ graduate employability has focused on academic strategies such as graduate attributes and work-integrated learning, or the employability benefits of part-time work, volunteering, and extracurricular activities. However, the work of the professional staff who support these strategies is seldom addressed. In this article, we report findings from our documentary analysis of 376 Australian university job advertisements for professional roles directly responsible for graduate employability programs and services. We characterise employability as a proto-jurisdiction: an ecology of distinct forms of professional expertise and responsibility with ambiguous, elastic, and porous boundaries. We argue that despite the importance of graduate employability to institutions’ strategic and students’ individual goals, it is as yet an inchoate field of professional practice, consisting of a diverse range of work tasks, functions, and projects. We discuss implications in relation to quality, coherence, and the strategic resourcing of employability support in higher education. © 2021, The Author(s), under exclusive licence to Springer Nature B.V.","Career development; Graduate employability; Higher education professionals; Higher education student affairs","","","","","","Burning Glass Technologies","The authors gratefully acknowledge the support of Burning Glass Technologies, who provided us access to their database of job advertisements and therefore made this study possible.","Abbott A., Linked ecologies: States and universities as environments for professions, Sociological Theory, 23, 3, pp. 245-274, (2005); Blok A., Lindstrom M.D., Meilvang M.L., Pedersen I.K., Ecologies of boundaries: Modes of boundary work in professional proto-jurisdictions, Symbolic Interaction, 42, 4, pp. 588-617, (2019); (Eds.), (2019); Bridgstock R., Grant-Iramu M., McAlpine A., Integrating career development learning into the curriculum: Collaboration with the careers service for employability, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 56-72, (2019); Brooks J., McCluskey S., Turley E., King N., The utility of template analysis in qualitative psychology research, Qualitative Research in Psychology, 12, 2, pp. 202-222, (2015); Brown J.L., Healy M., McCredie T., McIlveen P., Career services in Australian higher education: Aligning the training of practitioners to contemporary practice, Journal of Higher Education Policy and Management, 41, 5, pp. 518-533, (2019); Professional standards for Australian career development practitioners. Career Industry Council of Australia, Career Industry Council of Australia, (2019); Introduction: Graduate careers in context - setting the scene. 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In C. Burke & F. Christie (Eds.), Graduate careers in context: Research, policy and practice (pp. 168–178), Routledge, (2018)","M. Healy; School of Education, University of Southern Queensland, Toowoomba, West Street, 4350, Australia; email: michael.healy@usq.edu.au","","Springer Science and Business Media B.V.","","","","","","00181560","","","","English","High. Educ.","Article","Final","","Scopus","2-s2.0-85109770266"
"Xu Y.","Xu, Yanru (57262972900)","57262972900","An autoethnographic narrative of the diasporic experience of a Chinese female Ph.D. returnee’s entry into the domestic academic job market during COVID-19: An ecological environment perspective","2022","Asia Pacific Education Review","23","2","","245","255","10","2","10.1007/s12564-021-09732-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119680022&doi=10.1007%2fs12564-021-09732-7&partnerID=40&md5=188e9059979bf621928e55670cc458e2","School of Public Policy and Management, University of Chinese Academy of Sciences, Beijing, China","Xu Y., School of Public Policy and Management, University of Chinese Academy of Sciences, Beijing, China","In this study, Chinese female Ph.D. returnees’ diasporic experience when entering into the domestic academic job market (DAJM) was examined from an ecological environment perspective. This was realized through an autoethnographic narrative of the author’s lived experience of entering the DAJM during the COVID-19 pandemic. Through a recollection of the narrative recorded through E-diaries, emails, and visual media, specifically WeChat, from April 2020 to May 2021, the findings revealed that such a diasporic experience comprised diasporic emotion because of expectational pressures in the microsystem, diasporic identity conflict that originated from gender stereotypes in the mesosystem, self-reflexive diasporic consciousness of both disadvantages and advantages related to Guanxi (social networks) in the exosystem, the diasporic feeling of being exiled in the DAJM given the academic culture in relation to degree origin bias and prioritizing publications in the macrosystem, and the self-constructed diasporic mindset that experienced uncertainties and anxieties associated with the COVID-19 pandemic in the chronosystem. This study facilitated a sociological exposition and understanding of the complex situation of Ph.D. returnees’ experience of entering the DAJM. It calls for a shifting of blaming the victims risk in relation to hard indicators regarding Ph.D. returnees’ competitiveness and employability in the DAJM. This has implications for both academic and recruiting practices in China. Furthermore, this study offers future overseas doctoral students and Ph.D. returnees a more practical sense of the potential mobility frictions embedded in transnational education mobility in relation to their job-seeking experience in homelands. © 2021, Education Research Institute, Seoul National University, Seoul, Korea.","China; Diaspora; Domestic academic job markets; Environment ecology perspective; Ph.D. returnees","","","","","","","","Adams T.E., Holman Jones S., Ellis C., Autoethnography, (2015); Allbon C., Down the rabbit hole–curiouser and curiouser”: Using autoethnography as a mode of writing to re-call, re-tell and re-veal bodily embodiment as self-reflexive inquiry, Journal of Organizational Ethnography, 1, 1, pp. 62-71, (2012); Bamberg M., Narrative analysis, APA handbook of research methods in psychology, pp. 77-94, (2012); Band A., The new diasporism and the old diaspora, Israel Studies, 1, 1, pp. 323-331, (1996); Bian Y.J., Guanxi and the allocation of jobs in urban China, The China Quarterly, 140, pp. 971-999, (1994); Bochner A.P., Ellis C.S., Communication as autoethnography, Communication as…: Perspectives on Theory, pp. 110-122, (2006); Bronfenbrenner U., Toward an experimental ecology of human development, American Psychologist, 32, pp. 513-531, (1977); Bronfenbrenner U., The ecology of human development: Experiments by nature and design, (1979); Bronfenbrenner U., Recent advances in research on the ecology of human development, Development as action in context: Problem behavior and normal youth development, pp. 287-309, (1986); Bronfenbrenner U., Ecology of the family as a context for human development: Research perspectives, Developmental Psychology, 22, pp. 723-742, (1986); Brubaker R., The 'diaspora' diaspora, Ethnic and Racial Studies, 28, 1, pp. 1-19, (2005); Burris V., The academic caste system: Prestige hierarchies in Ph.D. exchange networks, American Sociological Review, 69, 2, pp. 239-264, (2004); Campt T., Thomas D., Editorial: Gendering diaspora: Transnational feminism, diaspora and its hegemonies, Feminist Review, 90, pp. 1-8, (2008); Caprile M., Meulders D., O'Dorchai S.P., Valles N., Introduction to the special issue Gender and science: Old challenges, new approaches, Brussels Economic Review, 54, 2-3, pp. 108-129, (2011); Chang E., Autoethnography as method, (2008); Charusheela S., The diaspora at home, Cultural Dynamics, 19, 2-3, pp. 279-299, (2007); Chen H., Reviewing “Hai Gui” and “Hai Dai, Zhongguo jiaoyu redianwentitoushi (Scaning Chinese education issues), pp. 14-17, (2005); Chen Q., Globalization and transnational academic mobility: The experiences of Chinese academic returnees, (2017); China Statistical Yearbook. 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"Chhetri S.B.; Baniya R.","Chhetri, Sabina Baniya (57202575509); Baniya, Rojan (57193717440)","57202575509; 57193717440","Influence of student-faculty interaction on graduate outcomes of undergraduate management students: The mediating role of behavioral, emotional and cognitive engagement","2022","International Journal of Management Education","20","2","100640","","","","8","10.1016/j.ijme.2022.100640","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128663057&doi=10.1016%2fj.ijme.2022.100640&partnerID=40&md5=b7ea733336a7c82ba93d019120bce3c5","Department of General Management/HR Kathmandu University School of Management, Pinchhe Tole, Sasatancha, Balkumari, Lalitpur, Nepal; Department of Tourism, Hospitality and Event Management, University of Florida, Gainesville, 32611-8208, FL, United States","Chhetri S.B., Department of General Management/HR Kathmandu University School of Management, Pinchhe Tole, Sasatancha, Balkumari, Lalitpur, Nepal; Baniya R., Department of Tourism, Hospitality and Event Management, University of Florida, Gainesville, 32611-8208, FL, United States","Student-faculty interaction is a key to career decision self-efficacy, self-perceived employability, and student satisfaction in higher education. Empirical evidence that examines the influence of student-faculty interaction and graduate outcomes among business students from a developing country's perspective is missing where the current study attempts to fill this knowledge gap. This research explains the influence of student-faculty interaction on their graduate outcomes. The study also establishes the mediating role of behavioral, emotional, and cognitive engagement on students' graduate outcomes. This study analyzes survey responses of 921 undergraduate business students from the four major universities of Nepal using partial least squares structural equation modeling (PLS-SEM). Results indicate that student-faculty interaction significantly improves self-perceived employability and student satisfaction while failing to influence career-decision self-efficacy. The behavioral, emotional, and cognitive engagement mediates the relationship between student-faculty interaction and students' graduate outcomes. However, only emotional engagement mediates all three relationships. Our findings indicate that developing countries' HEIs need to introduce career-related interventions, market orientation, and develop instructors to improve student learning and graduate outcomes. © 2022 Elsevier Ltd","Career decision self-efficacy; PLS-SEM; Self-perceived employability; Student engagement; Student satisfaction; Student-faculty interaction","","","","","","Science Foundation Ireland, SFI; University Grants Commission- Nepal, UGC","Funding text 1: This study received faculty grant by University Grant Commission Nepal (UGC) . ; Funding text 2: This study received faculty grant by University Grant Commission Nepal (UGC).Our results support the argument that SFI predicts engagement even in business students, and the findings are consistent with prior studies (Hu & Kuh, 2002b; Taylor & Parsons, 2011; van Braak et al., 2021). Studies in management have not paid adequate attention to investigating student-faculty interaction, and further student engagement analyzed through its dimensions is rare even in other streams. Thus, the context makes it more critical because engagement dimensions and interactions are part of the school environment (Pietarinen et al., 2014). The predictive impact of student-faculty interaction on student engagement dimensions among management undergraduates supports the necessity of creating an interactive environment.","Al-Sheeb B., Hamouda A.M., Abdella G.M., Investigating determinants of student satisfaction in the first year of college in a public university in the state of Qatar, Education Research International, (2018); Almarghani E.M., Mijatovic I., Factors affecting student engagement in HEIs - it is all about good teaching, Teaching in Higher Education, 22, 8, pp. 940-956, (2017); Alon I., McIntyre J.R., Business education in emerging economies, International Journal of Business and Globalisation, 2, 1, pp. 5-27, (2008); Alrashidi O., Phan H.P., Ngu B.H., Academic engagement: An overview of its definitions, dimensions, and major conceptualisations, International Education Studies, 9, 12, pp. 41-52, (2016); Austin C.Y., Perceived factors that influence career decision self-efficacy and engineering related goal intentions of african American high school students, Career and Technical Education Research, 35, 3, pp. 119-135, (2010); 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Klemencic M., Chirikov I., How do we know how students experience higher education? On the use of student surveys, The European higher education area, pp. 361-379, (2015); Kock N., Common method bias in PLS-SEM: A full collinearity assessment approach, International Journal of e-Collaboration, 11, 4, pp. 1-10, (2015); Komarraju M., Musulkin S., Bhattacharya G., Role of student-faculty interactions in developing college students' academic self-concept, motivation, and achievement, Journal of College Student Development, 51, 3, pp. 332-342, (2010); Lambert A.D., Rocconi L.M., Ribera A.K., Miller A.L., Dong Y., Faculty lend a helping hand to student success: Measuring student-faculty interactions, (2012); Lester D., A review of the student engagement literature, Focus on Colleges, Universities, and Schools, 7, 1, pp. 1-8, (2013); Lycko M., Galanakis K., Student consultancy projects playbook: Learning outcomes and a framework for teaching practice in an international entrepreneurial context, International Journal of Management in Education, 19, 1, (2021); Maroco J., Maroco A.L., Bonini Campos J.A.D., Fredricks J.A., University student's engagement: Development of the university student engagement inventory (USEI), Psicologia: Reflexão e Crítica, 29, 1, (2016); McIntyre S.H., Munson J.M., Exploring cramming: Student behaviors, beliefs, and learning retention in the principles of marketing course, Journal of Marketing Education, 30, 3, pp. 226-243, (2008); Nepal R., Rogerson A.M., From theory to practice of promoting student engagement in business and law-related disciplines: The case of undergraduate economics education, Education Sciences, 10, 8, pp. 1-13, (2020); Nick W., Denise J., Perceived employability and career self-management among business undergraduates, Human Resource Management and Development and Sociology of Work, 6, (2014); Nunnally J.C., An overview of psychological measurement, Clinical diagnosis of mental disorders, pp. 97-146, (1978); Pandey S., Teacher education researches in developing countries: A review of Indian studies, Journal of Education for Teaching, 30, 3, pp. 205-223, (2004); Park I.J., Lee J., Kim M., Kim J.Y., Jahng S., Affect in daily career decision self-efficacy and career choice anxiety, The Career Development Quarterly, 67, 4, pp. 313-326, (2019); Pietarinen J., Soini T., Pyhalto K., Students' emotional and cognitive engagement as the determinants of well-being and achievement in school, International Journal of Educational Research, 67, pp. 40-51, (2014); Qenani E., MacDougall N., Sexton C., An empirical study of self-perceived employability: Improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Raty H., Hytti U., Kasanen K., Komulainen K., Siivonen P., Kozlinska I., Perceived employability and ability self among Finnish university students, European Journal of Psychology of Education, 35, 4, pp. 975-993, (2020); Reddan G., Enhancing students' self-efficacy in making positive career decisions, Asia-Pacific Journal of Cooperative Education, 16, 4, pp. 291-300, (2015); Roberts K.L., Florida state university libraries student-faculty Interaction in the first Year of college: Exploring the Effects of Policy on student engagement, (2014); Rodriguez C.M., The impact of academic self-concept, expectations and the choice of learning strategy on academic achievement: The case of business students, Higher Education Research and Development, 28, 5, pp. 523-539, (2009); Roldan J.L., Sanchez-Franco M.J., Variance-based structural equation modeling: Guidelines for using partial least squares in information systems research, Research methodologies, innovations and philosophies in software systems engineering and information systems, pp. 193-221, (2012); Romsa K., Bremer K.L., Lewis J., The evolution of student-faculty interactions: What matters to millennial college students?, College Student Affairs Journal, 35, 2, pp. 85-99, (2017); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Jewell S., Hardie M., Self-perceived employability: Investigating the responses of post-graduate students, Journal of Vocational Behavior, 75, 2, pp. 152-161, (2009); Siddiqi A., Mediating role of students' engagement to their classes, Asian Association of Open Universities Journal, 13, 2, pp. 130-144, (2018); Suresh E.S.M., Kumaravelu A., The quality of education and its challenges in developing countries, (2017); Taylor L., Parsons J., Improving student engagement, Current Issues in Education, 14, 1, (2011); Umbach P.D., Wawrzynski M.R., Faculty do matter: The role of college faculty in student learning and engagement, Research in Higher Education, 46, 2, pp. 153-184, (2005); Wilson D.M., Summers L., Wright J., Faculty support and student engagement in undergraduate engineering, Journal of Research in Innovative Teaching & Learning, 13, 1, pp. 83-101, (2020); Wood J.L., Ireland S.M.Y., Supporting black male community college success: Determinants of faculty-student engagement, Community College Journal of Research and Practice, 38, 2-3, pp. 154-165, (2014)","S.B. Chhetri; Department of General Management/HR Kathmandu University School of Management, Pinchhe Tole, Lalitpur, Sasatancha, Balkumari, Nepal; email: sabina@kusom.edu.np","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","","Scopus","2-s2.0-85128663057"
"Ramírez-Hurtado J.M.; González-Zamora M.-M.; Vázquez-Cano E.","Ramírez-Hurtado, José M. (22136234000); González-Zamora, María-Del-Mar (16041921700); Vázquez-Cano, Esteban (55548952900)","22136234000; 16041921700; 55548952900","The influence of emotional intelligence on internships in higher Education; [La influencia de la inteligencia emocional en las prácticas de educación superior]","2022","Revista Complutense de Educacion","33","2","","289","300","11","1","10.5209/rced.74221","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132660928&doi=10.5209%2frced.74221&partnerID=40&md5=39c0006dfdc2694ba099f5c21d1c9b7e","Universidad Pablo de Olavide, Spain; Universidad de Sevilla, Spain; Universidad Nacional de Educación a Distancia, Spain","Ramírez-Hurtado J.M., Universidad Pablo de Olavide, Spain; González-Zamora M.-M., Universidad de Sevilla, Spain; Vázquez-Cano E., Universidad Nacional de Educación a Distancia, Spain","Internships are temporary jobs that provide real-time work and experience for students. They are well appreciated not only by students, but also by academics and companies. Despite the importance and growth of internship programmes in higher education, little is known about the influence of Emotional Intelligence (EI) on them. We attempt to address this gap relating the effect of EI on internships, employability and satisfaction with these internships. A questionnaire was designed for this purpose, and it was sent online to students from two Spanish universities. For this, a structural equation model was applied to a sample of 240 students. Our results indicate that EI directly influences doing university students’ internships. The results also enable us to state that EI has an indirect influence on the improvement of employability and the students’ level of satisfaction with the internships. These findings can assist universities, academics, faculties and host companies for the improvement of the design of internship programmes in higher education. © 2022, Universidad Compultense Madrid. All rights reserved.","emotional intelligence; employability; higher education; internship; satisfaction","","","","","","","","Ayuso M.V., La inteligencia emocional en el trabajo, (2016); Bayerlein L., Hora M.T., Dean B.A., Perkiss S., Developing skills in higher education for post-pandemic work, Labour and Industry, 31, 4, pp. 418-429, (2021); Binder J. F., Baguley T., Crook C., Miller F., The academic value of internships: Benefits across disciplines and student backgrounds, Contemporary Educational Psychology, 41, pp. 73-82, (2015); Bolli T., Caves K., Oswald-Egg M.E., Valuable Experience: How University Internships Affect Graduates’ Income, Research in Higher Education, 62, pp. 1198-1247, (2021); Byrne B. 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A conceptual approach, Journal of Management Policy and Practice, 12, 2, pp. 27-43, (2011); Divine R. L., Linrud J. K., Miller R. H., Wilson J. H., Required internship programs in marketing: benefits, challenges and determinants of fit, Marketing Education Review, 17, 2, pp. 45-52, (2007); Dominguez D. P., Propuesta y validación de una escala de evaluación de la inteligencia emocional en contextos educativos, (2018); Fang X., Lee T. E., Huang W., Critical factors affecting job offers for new MIS graduates, Journal of Information System Education, 15, 2, pp. 190-204, (2004); Ferreras-Garcia R., Sales-Zaguirre J., Serradell-Lopez E., Competences in higher education tourism internships, Education + Training, 62, 1, pp. 64-80, (2020); Finch D. J., Hamilton L. K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education + Training, 55, 7, pp. 681-704, (2013); Franco M., Silva R., Rodrigues M., Partnerships between higher education institutions and firms: The role of students’ curricular internships, Industry and Higher Education, 33, 3, pp. 172-185, (2019); Gault J., Redington J., Schlager T., Undergraduate business internships and career success: Are they related?, Journal of Marketing Education, 22, 1, pp. 45-53, (2000); Goleman D., Inteligencia Emocional, (1995); Goleman D., Leadership that gets results, Harvard Business Review, 78, 2, pp. 4-17, (2000); Goleman D., Emotional intelligence: issues in paradigm building, The Emotionally Intelligent Workplace, pp. 13-26, (2001); Gupta P. B., Burns D. J., Schiferl J. S., An exploration of student satisfaction with internship experiences in marketing, Business Education & Administration, 21, 1, pp. 27-37, (2010); Hergert M., Student Perceptions of the Value of Internships in Business Education, American Journal of Business Education, 2, 8, pp. 9-13, (2009); Keefer K. V., Parker J. D. A., Wood L. M., Trait Emotional Intelligence and University Graduation Outcomes: Using Latent Profile Analysis to Identify Students at Risk for Degree Noncompletion, Journal of Psychoeducational Assessment, 30, 4, pp. 402-413, (2012); Levy M., Martin F. M. T., Roman G. M. V., Optimización según estructuras de covarianzas, Modelización con estructuras de covarianzas en ciencias sociales, pp. 11-30, (2006); Liu Y., Xu J., Weitz B. A., The Role of Emotional Expression and Mentoring in Internship Learning, Academy of Management Learning & Education, 10, 1, pp. 94-110, (2011); Maertz C. P., Stoeberl P. A., Marks J., Building successful internships: Lessons from the research for interns, schools, and employers, Career Development International, 19, 1, pp. 123-142, (2014); Maura V. G., Tirados R. M. G., Competencias genéricas y formación profesional: Un análisis desde la docencia universitaria, Revista Iberoamericana de Educación, 47, pp. 185-209, (2008); Moghaddam J. M., Motives/reasons for taking business internships and students’ personality traits, The International Journal of Organizational Innovation, 9, 3, pp. 93-105, (2013); O'Connor H., Bodicoat M., Exploitation or opportunity? Student perceptions of internships in enhancing employability skills, British Journal of Sociology of Education, pp. 1-12, (2015); Pinto L. H., Pereira P. C., ‘I wish to do an internship (abroad)’: investigating the perceived employability of domestic and international business internships, Higher Education, 78, pp. 443-461, (2019); Repetto Talavera E., Perez-Gonzalez J., Formación en competencias socioemocionales a través de las prácticas en empresas, Revista Europea de Formación Profesional, 40, pp. 92-112, (2007); Ruhanen L., Robinson R., Breakey N., A foreign assignment: Internships and international students, Journal of Hospitality and Tourism Management, 20, pp. 1-4, (2013); Salovey P., Mayer J. D., Emotional intelligence, Imagination, Cognition, and Personality, 9, pp. 185-211, (1990); Sanchez-Ruiz M. J., Perez-Gonzalez J. C., Petrides K. V., Trait emotional intelligence profiles of students from different university faculties, Australian Journal of Psychology, 62, 1, pp. 51-57, (2010); Stansbie P., Nash R., Chang S., Linking internships and classroom learning: A case study examination of hospitality and tourism management students, Journal of Hospitality, Leisure, Sport & Tourism Education, 19, pp. 19-29, (2016); Urquia-Grande E., Perez Estebanez R., Bridging the gaps between higher education and the business world: internships in a faculty of economics and business, Education + Training, 63, 3, pp. 490-509, (2020); Vazquez-Cano E., Sevillano M.ª L., De Pedro, Analysis of educational innovation proposals in the practicum of the degree in pedagogy, Contextos educativos, 23, pp. 5-23, (2019); Verney T. P., Holoviak S. J., Winter A. S., Enhancing the reliability of internship evaluations, Journal of Applied Business and Economics, 9, 1, pp. 22-34, (2009); Wang Y.-F., Chiang M.-H., Lee Y.-J., The relationships amongst the intern anxiety, internship outcomes, and career commitment of hospitality college students, Journal of Hospitality, Leisure, Sport & Tourism Education, 15, pp. 86-93, (2014); Yang H., Cheung C., Fang C. C., An empirical study of hospitality employability skills: Perceptions of entry-level hotel staff in China, Journal of Hospitality & Tourism Education, 27, 4, pp. 161-170, (2015); Yang H., Cheung C., Song H., Enhancing the learning and employability of hospitality graduates in China, Journal of Hospitality, Leisure, Sport & Tourism Education, 19, pp. 85-96, (2016); Zhang X., Discussion on international internship and intercultural competence from a perspective of higher educational internationalization: A case study of the program Work and Travel USA, Cross-Cultural Communication, 8, pp. 62-66, (2012)","","","Universidad Compultense Madrid","","","","","","11302496","","","","English","Rev. Complut. Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85132660928"
"van der Baan N.; Gast I.; Gijselaers W.; Beausaert S.","van der Baan, Niels (57446704900); Gast, Inken (57189303081); Gijselaers, Wim (6603100249); Beausaert, Simon (36080307500)","57446704900; 57189303081; 6603100249; 36080307500","Coaching to prepare students for their school-to-work transition: conceptualizing core coaching competences","2022","Education and Training","64","3","","398","415","17","8","10.1108/ET-11-2020-0341","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124350365&doi=10.1108%2fET-11-2020-0341&partnerID=40&md5=6c41a5b41774f42779b23e7d5d2d2326","Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands","van der Baan N., Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands; Gast I., Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands; Gijselaers W., Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands; Beausaert S., Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands","Purpose: The present study proposes coaching as a pedagogical intervention to prepare students for transitioning to the labour market. Taking a competence-based approach, the proposed coaching practice aims to enhance students' employability competences to facilitate a smoother school-to-work transition. However, what transition coaching looks like remains largely unclear. Moreover, in competence-based education, teachers are expected to be highly skilled coaches, facilitating students' transition to the labour market. The present study aims to map the core competencies of a transition coach. Design/methodology/approach: A qualitative design was adopted to map the core competences of a transition coach. Data were collected from two focus groups, consisting of coaches in higher education and in the workplace. Findings: Results show that, to create the necessary support conditions, a coach creates a safe coaching environment and supports students in setting goals, guide them in the activities they undertake to attain these goals, and asks reflective questions. Moreover, the coach stimulates students' ownership by putting the student in the centre of the decision-making process. Furthermore, the results emphasize the importance of the coach's professional attitude and knowledge about the transition process and the labour market. Practical implications: The article concludes with practical implications for novice transition coaches and teachers in higher education. Originality/value: The present study adds to the agenda of graduate work readiness by proposing a coaching practice aimed at preparing students for their transition to the labour market. © 2022, Niels van der Baan, Inken Gast, Wim Gijselaers and Simon Beausaert.","Coaching; Employability competences; Higher education; School-to-work transition; Work readiness; Workplace","","","","","","","","Baartman L.K.J., Bastiaens T.J., Kirschner P.A., van der Vleuten C.P.M., Evaluating assessment quality in competence-based education: a qualitative comparison of two frameworks, Educational Research Review, 2, 2, pp. 114-129, (2007); Baert S., Cockx B., Verhaest D., Overeducation at the start of the career: stepping stone or trap?, Labour Economics, 25, pp. 123-140, (2013); Baird A.M., Parayitam S., Employers’ ratings of importance of skills and competencies college graduates need to get hired: evidence from the New England region of USA, Education + Training, 61, 5, pp. 622-634, (2019); Beausaert S., Segers M., Grohnert T., Personal development plan, career development, and training, The Wiley Blackwell Handbook of the Psychology of Training, Development, and Performance Improvement, pp. 336-353, (2015); Blackman A., Moscardo G., Gray D.E., Challenges for the theory and practice of business coaching: a systematic review of empirical evidence, Human Resource Development Review, 15, 4, pp. 459-486, (2016); Blackwell A., Bowes L., Harvey L.E.E., Hesketh A.J., Knight P.T., Transforming work experience in higher education, British Educational Research Journal, 27, 3, pp. 269-285, (2001); Bozer G., Jones R.J., Understanding the factors that determine workplace coaching effectiveness: a systematic literature review, European Journal of Work and Organizational Psychology, 27, 3, pp. 342-361, (2018); Braun E.M.P., Brachem J.C., Requirements higher education graduates meet on the labor market, Peabody Journal of Education, 90, 4, pp. 574-595, (2015); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2006, pp. 77-101, (2006); Cameron R., Ebrahimi M., Career paths: challenges and opportunities, Workforce Development: Perspectives and Issues, pp. 253-268, (2014); Crisp G., Cruz I., Mentoring college students: a critical review of the literature between 1990 and 2007, Research in Higher Education, 50, 6, pp. 525-545, (2009); Eurostat, Participation of young people in education and the labour market, (2019); Gannon J.M., Maher A., Developing tomorrow's talent: the case of an undergraduate mentoring programme, Education + Training, 54, 6, pp. 440-455, (2012); Gershenfeld S., A review of undergraduate mentoring programs, Review of Educational Research, 84, 3, pp. 365-391, (2014); Grant A.M., Cavanagh M.J., The goal-focused coaching skills questionnaire: preliminary findings, Social Behavior and Personality: An International Journal Scientific Journal Publishers, 35, 6, pp. 751-760, (2007); Grant A.M., O'Connor S.A., The differential effects of solution‐focused and problem‐focused coaching questions: a pilot study with implications for practice, Industrial and Commercial Training, 42, 2, pp. 102-111, (2010); Grosemans I., Kyndt E., Transition from higher education to the labour market: state of the art, Higher Education Transitions: Theory and Research, pp. 209-218, (2017); Grosemans I., Coertjens L., Kyndt E., Exploring learning and fit in the transition from higher education to the labour market: a systematic review, Educational Research Review, 21, pp. 67-84, (2017); Jones R.J., Woods S.A., Guillaume Y.R.F., The effectiveness of workplace coaching: a meta-analysis of learning and performance outcomes from coaching, Journal of Occupational and Organizational Psychology, 89, 2, pp. 249-277, (2016); Koen J., Klehe U.-C., Van Vianen A.E.M., Training career adaptability to facilitate a successful school-to-work transition, Journal of Vocational Behavior, 81, 3, pp. 395-408, (2012); Koenen A.K., Dochy F., Berghmans I., A phenomenographic analysis of the implementation of competence-based education in higher education, Teaching and Teacher Education, 50, pp. 1-12, (2015); Lu H.L., Research on peer coaching in preservice teacher education - a review of literature, Teaching and Teacher Education, 26, 4, pp. 748-753, (2010); Malterud K., Siersma V.D., Guassora A.D., Sample size in qualitative interview studies: guided by information power, Qualitative Health Research, 26, 13, pp. 1753-1760, (2016); Morgan D.L., Focus groups, Annual Review of Sociology, 22, 1, pp. 129-152, (1996); Nicholson N., The transition cycle: causes, outcomes, processes and forms, On the Move: The Psychology of Change and Transition, pp. 83-108, (1990); Niemiec C.P., Ryan R.M., Autonomy, competence, and relatedness in the classroom: applying self-determination theory to educational practice, Theory and Research in Education, 7, 2, pp. 133-144, (2009); Nora A., Crisp G., Mentoring students: conceptualizing and validating the multi-dimensions of a support system, Journal of College Student Retention: Research, Theory & Practice, 9, 3, pp. 337-356, (2008); Nuis W., Beausaert S., The what and How of Mentoring for Student Reflection in Higher Education: A Literature Review, (2020); Ragins B.R., Kram K.E., The Handbook of Mentoring at Work: Theory, Research, and Practice, the Handbook of Mentoring at Work: Theory, Research, and Practice, (2007); Rouse M.J., Continuing professional development in pharmacy, Journal of Pharmacy Technology, 20, 5, pp. 303-306, (2004); Ryan P., The school-to-work transition: a cross-national perspective, Journal of Economic Literature, 39, 1, pp. 34-92, (2001); Ryan R.M., Deci E.L., Intrinsic Motivation and Self Determination in Human Behaviour, (1985); Salas-Velasco M., The transition from higher education to employment in Europe: the analysis of the time to obtain the first job, Higher Education, 54, 3, pp. 333-360, (2007); Spence G.B., Oades L.G., Coaching with self-determination in mind: using theory to advance evidence-based coaching practice, International Journal of Evidence Based Coaching and Mentoring, 9, pp. 37-55, (2011); Teichler U., Research on the relationships between higher education and the world of work: past achievements, problems and new challenges, Higher Education, 38, 2, pp. 169-190, (1999); van Dijk E.E., van Tartwijk J., van der Schaaf M.F., Kluijtmans M., What makes an expert university teacher? A systematic review and synthesis of frameworks for teacher expertise in higher education, Educational Research Review, 31, November, (2020); Vanoverberghe J., Verhaest D., Verhofstadt E., Omey E., The transition from school to work in Flanders: a duration analysis, Journal of Education and Work, 21, 4, pp. 317-331, (2008); Winterton J., Turner J.J., Preparing graduates for work readiness: an overview and agenda, Education + Training, 61, 5, pp. 536-551, (2019)","N. van der Baan; Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands; email: n.vanderbaan@maastrichtuniversity.nl","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85124350365"
"Sharma M.; Luthra S.; Joshi S.; Kumar A.","Sharma, Manu (57198780582); Luthra, Sunil (43361407000); Joshi, Sudhanshu (56111179800); Kumar, Anil (57001679600)","57198780582; 43361407000; 56111179800; 57001679600","Analysing the impact of sustainable human resource management practices and industry 4.0 technologies adoption on employability skills","2022","International Journal of Manpower","43","2","","463","485","22","28","10.1108/IJM-02-2021-0085","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129140158&doi=10.1108%2fIJM-02-2021-0085&partnerID=40&md5=85da275b56daa29263eb1c32a68a8a27","Department of Management Studies, Graphic Era Deemed to be University, Dehradun, India; Guildhall School of Business and Law, London Metropolitan University, London, United Kingdom; Ranbir Singh State Institute of Engineering and Technology, Jhajjar, India; Operations and Supply Chain Management Area, School of Management, Doon University, Dehradun, India; Australian Artificial Intelligence Institute (AAII), University of Technology, Sydney, Australia","Sharma M., Department of Management Studies, Graphic Era Deemed to be University, Dehradun, India, Guildhall School of Business and Law, London Metropolitan University, London, United Kingdom; Luthra S., Ranbir Singh State Institute of Engineering and Technology, Jhajjar, India; Joshi S., Operations and Supply Chain Management Area, School of Management, Doon University, Dehradun, India, Australian Artificial Intelligence Institute (AAII), University of Technology, Sydney, Australia; Kumar A., Guildhall School of Business and Law, London Metropolitan University, London, United Kingdom","Purpose: The study aims to examine the influence of Sustainable Human Resource Management (SHRM) practices and Industry 4.0 Technologies (I4Te) adoption on the Employability Skills (ES) of the employees. The study has undertaken four major SHRM practices – Training (TR), Flexibility (FL), Employee Participation (EP) and Employee Empowerment (EE) to measure its impact on the ES along with I4Te. Design/methodology/approach: A survey approach method was designed on the identified constructs from existing literature based on SHRM, I4Te and ES. The survey resulted into 198 valid responses. The study used confirmatory factor analysis (CFA) and structural equation modelling (SEM) using SPSS 25.0 and AMOS 25.0 for constructs validation and hypothesis testing. Findings: The current study reveals that all the four SHRM practices (TR, FL, EP and EE) along with I4Te directly influence ES in the organisation. The I4Te along with the SHRM practices may bring enhancement in the skills and competencies of the employees that is the requirement of future organisations. Practical implications: Considering the results, the SHRM practices aligned with I4Te may directly influence the employee's ES including core skills, IT skills and personal attributes. The SHRM practices in the organisation will enhance the opportunities for the employees and bring long-term association with the employees. Social implications: For the development of the economy and the individual, the SHRM practices need to conduct themselves in more socially responsible ways along with the I4Te to enhance the ES of the employees. The individual development will bring sustainable behavioural changes in the employees. Originality/value: There has been no research conducted on exploring SHRM, I4Te and ES together. This is the pioneer in the HRM fields that explores the interrelationships and influence amongst the five constructs undertaken in the study. © 2021, Emerald Publishing Limited.","Employability skills; Human resource (HR) practices; Industry 4.0 technologies (I4Te); Structural equation modelling (SEM); Sustainable human resource management (SHRM)","","","","","","","","Adjei-Bamfo P., Bempong B., Osei J., Kusi-Sarpong S., Green candidate selection for organisational environmental management, International Journal of Manpower, 41, 7, pp. 1081-1096, (2019); Ahuett-Garza H., Kurfess T., A brief discussion on the trends of habilitating technologies for Industry 4.0 and Smart manufacturing, Manufacturing Letters, 15, pp. 60-63, (2018); Almaaitah M., Alsafadi Y., Altahat S., Yousfi A., The effect of talent management on organisational performance improvement: the mediating role of organisational commitment, Management Science Letters, 10, 12, pp. 2937-2944, (2020); Almarzooqi A.H., Khan M., Khalid K., The role of sustainable HRM in sustaining positive organisational outcomes: an interactional framework, International Journal of Productivity and Performance Management, 68, 7, pp. 1272-1292, (2019); Aragao C.G., Jabbour C.J.C., Green training for sustainable procurement? 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Luthra; Ranbir Singh State Institute of Engineering and Technology, Jhajjar, India; email: sunilluthra1977@gmail.com","","Emerald Group Holdings Ltd.","","","","","","01437720","","","","English","Int. J. Manpow.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85129140158"
"David L.T.; Truța C.; Cazan A.-M.; Albisser S.; Keller-Schneider M.","David, Laura Teodora (14526935400); Truța, Camelia (54892061600); Cazan, Ana-Maria (54891333900); Albisser, Stefan (57218330189); Keller-Schneider, Manuela (56368301400)","14526935400; 54892061600; 54891333900; 57218330189; 56368301400","Exploring the impact of a career guidance intervention program in schools: Effects on knowledge and skills as self-assessed by students","2022","Current Psychology","41","7","","4545","4556","11","0","10.1007/s12144-020-00973-0","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088813335&doi=10.1007%2fs12144-020-00973-0&partnerID=40&md5=eb13965ee72077d1117c51d0402aa82b","Faculty of Psychology and Education Sciences, Transilvania University of Brașov, 56 N. Bălcescu, Brașov, 500019, Romania; Zurich University of Teacher Education, Zurich, Switzerland","David L.T., Faculty of Psychology and Education Sciences, Transilvania University of Brașov, 56 N. Bălcescu, Brașov, 500019, Romania; Truța C., Faculty of Psychology and Education Sciences, Transilvania University of Brașov, 56 N. Bălcescu, Brașov, 500019, Romania; Cazan A.-M., Faculty of Psychology and Education Sciences, Transilvania University of Brașov, 56 N. Bălcescu, Brașov, 500019, Romania; Albisser S., Zurich University of Teacher Education, Zurich, Switzerland; Keller-Schneider M., Zurich University of Teacher Education, Zurich, Switzerland","The study aimed to test the impact of a career counselling intervention program (JOBS - Job Orientation. Training in business and schools) intended to improve students’ knowledge and skills related to employability’ preconditions. The intervention program was implemented as an optional subject for lower secondary and secondary education. Data were collected using a Solomon design from 1737 students, distributed in intervention and control groups, with and without pre-test, over one school year. The results showed no interaction between treatment and pre-test when self-assessed skills were tested and a small significant effect in case of self-assessed knowledge, but pre-test simple effect was not significant. Two conclusions emerged: intervention was effective, and pre-test did not improve the results by itself. The intervention program had significant effects on enhancing students’ knowledge and skills that are useful in career decisions. Taken outside the classroom, a career counselling intervention could offer more valid research data, but it also might have a smaller impact on student ability to cope with the requirements of social and work environment. © 2020, Springer Science+Business Media, LLC, part of Springer Nature.","Career management skills; Self-assessment of knowledge; Self-assessment of skills; Solomon design; Vocational guidance","","","","","","","","Albisser S., Bieri B.C., Keller-Schneider M., Entwicklungsaufgaben und Bildungsgang, pp. 17-55, (2011); Allen J., van Der Velden R., The role of self-assessment in measuring skills. 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Truța; Faculty of Psychology and Education Sciences, Transilvania University of Brașov, Brașov, 56 N. Bălcescu, 500019, Romania; email: camitruta@unitbv.ro","","Springer","","","","","","10461310","","","","English","Curr. Psychol.","Article","Final","","Scopus","2-s2.0-85088813335"
"Neupane S.; Kyrönlahti S.; Prakash K.C.; Siukola A.; Kosonen H.; Lumme-Sandt K.; Nikander P.; Nygård C.-H.","Neupane, Subas (57215632313); Kyrönlahti, Saila (57222664102); Prakash, K.C. (56054966000); Siukola, Anna (13407033900); Kosonen, Hanna (57214217509); Lumme-Sandt, Kirsi (6507408909); Nikander, Pirjo (26531599600); Nygård, Clas-Håkan (57214982838)","57215632313; 57222664102; 56054966000; 13407033900; 57214217509; 6507408909; 26531599600; 57214982838","Indicators of Sustainable Employability among Older Finnish Postal Service Employees: A Longitudinal Study of Age and Time Effects","2022","Sustainability (Switzerland)","14","9","5729","","","","3","10.3390/su14095729","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130253526&doi=10.3390%2fsu14095729&partnerID=40&md5=0fd039e908ce805e864d36867c7175e5","Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, 33014, Finland; Gerontology Research Center, Tampere University, Tampere, 33014, Finland; Department of Public Health, University of Turku and Turku University Hospital, Turku, 20014, Finland; Clinical Medicine, Faculty of Medicine and Health Technology, Tampere University, Tampere, 33014, Finland","Neupane S., Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, 33014, Finland, Gerontology Research Center, Tampere University, Tampere, 33014, Finland; Kyrönlahti S., Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, 33014, Finland, Gerontology Research Center, Tampere University, Tampere, 33014, Finland; Prakash K.C., Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, 33014, Finland, Gerontology Research Center, Tampere University, Tampere, 33014, Finland, Department of Public Health, University of Turku and Turku University Hospital, Turku, 20014, Finland; Siukola A., Gerontology Research Center, Tampere University, Tampere, 33014, Finland, Clinical Medicine, Faculty of Medicine and Health Technology, Tampere University, Tampere, 33014, Finland; Kosonen H., Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, 33014, Finland, Gerontology Research Center, Tampere University, Tampere, 33014, Finland; Lumme-Sandt K., Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, 33014, Finland, Gerontology Research Center, Tampere University, Tampere, 33014, Finland; Nikander P., Gerontology Research Center, Tampere University, Tampere, 33014, Finland; Nygård C.-H., Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, 33014, Finland, Gerontology Research Center, Tampere University, Tampere, 33014, Finland","We first clarify the definition of sustainable employability, and then we study how the indicators of sustainable employability among older Finnish postal service employees have changed over time. Finally, we estimate the effect of age on these indicators in a two-year follow up. A questionnaire survey among the Finnish postal service employees was conducted in 2016, and a follow-up was conducted in 2018. We analyze data from 1262 subjects who replied to both the baseline and the follow-up surveys. Sustainable employability is defined as a multidimensional construct using nine indicators and covering three domains (health, well-being and employability) based on Fleuren and colleagues’ model. Measurement time (repeated measure) is used as a within-subjects factor, and age is used as a between-subjects factor. The estimated marginal means of the indicators of sustainable employability at the baseline and the follow-up by age in years are calculated. No significant change is found in eight indicators (work ability, time and resources, recovery after work, job satisfaction, motivation, perceived employment, enough training on the job and relevance of work) of sustainable employability after the two-year follow-up. We find a statistically significant effect of time on self-rated health (F = 6.56, p = 0.011). Six out of nine indicators (self-rated health, work ability, time and resources, recovery after work, job satisfaction, and perceived employment) have a statistically significant effect of age between subjects. Partial Eta Squared (2p) shows a very small difference in the indicators of sustainable employability during the follow-up, indicating that the employability of the workers was sustained throughout. We used the Fleuren model as the basis for our definition of sustainable employability. Although they are based on single items, these indicators of sustainable employability remain stable after the two-year follow-up. Significant effects of age between subjects are found for six out of nine indicators. The results suggest that age may be an important determinant of sustainable employability. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","aging; employment; older workers; sustainable work; well-being","age; aging; employment; environmental indicator; questionnaire survey; socioeconomic conditions; sustainability; sustainable development","","","","","Työsuojelurahasto, (200144); Ella ja Georg Ehrnroothin Säätiö; Juho Vainion Säätiö, (202100245)","Funding: This study was funded by the Finnish Work Environment Fund (grant number: 200144). PKC was partly funded by the Juho Vainio foundation: 202100245 and the Ella ja Georg Ehrnrooth Foundation postdoc grant 2021.","Kuhn S., Milasi S., Yoon S., Population ageing and future labour market challenges, World Employ. Soc. Outlook, 2018, pp. 45-50, (2018); Samorodov A., Ageing and Labour Markets for Older Workers, (1999); Retirement; Van Dam K., Van Vuuren T., Kemps S., Sustainable employment: The importance of intrinsically valuable work and an age-supportive climate, Int. J. Hum. Resour. Manag, 28, pp. 2449-2472, (2017); Kuitto K., Helmdag J., Extending working lives: How policies shape retirement and labour market participation of older workers, Soc. Policy Adm, 55, pp. 423-439, (2021); Van der Klink J.J., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R., Abma F.I., Brouwer S., Van der Wilt G.J., Sustainable employability—definition, conceptualization, and implications: A perspective based on the capability approach, Scand. J. Work. Environ. Health, 1, pp. 71-79, (2016); Ilmarinen J., Tuomi K., Seitsamo J., New dimensions of work ability, Int. Congr. Ser, 1280, pp. 3-7, (2005); Nilsson K., A sustainable working life for all ages–The swAge-model, Appl. Ergon, 86, (2020); Deng J., Liu J., Deng W., Yang T., Duan Z., Redefinition and Measurement Dimensions of Sustainable Employability Based on the swAge-Model, Int. J. Environ. Res. Public Health, 18, (2021); Peters V., Engels J.A., de Rijk A.E., Nijhuis F.J., Sustainable employability in shiftwork: Related to types of work schedule rather than age, Int. Arch. Occup. Environ. Health, 88, pp. 881-893, (2015); Le Blanc P.M., Van der Heijden B.I., Van Vuuren T., “I will survive” A construct validation study on the measurement of sustainable employability using different age conceptualizations, Front. Psychol, 8, (2017); Ybema J.F., Geuskens G.A., van den Heuvel S.G., de Wind A., Leijten F.R., Joling C.I., Blatter B.M., Burdorf A., van der Beek A.J., Bongers P.M., Study on Transitions in Employment, Ability and Motivation (STREAM): The design of a four-year longitudinal cohort study among 15,118 persons aged 45 to 64 years, Br. J. Med. Med. 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Rev, 117, pp. 32-60, (2010); Kooij D.T.A.M., De Lange A.H., Jansen P.G.W., Kanfer R., Dikkers J.S.E., Age and work-related motives: Results of a meta-analysis, J. Organ. Behav, 32, pp. 197-225, (2011); Baltes B.B., Dickson M.W., Using life-span models in industrial-organizational psychology: The theory of selective optimization with compensation, Appl. Dev. Sci, 5, pp. 51-62, (2001); Stork D., Interests and concerns of older workers: New challenges for the workplace, J. Workplace Behav. Health, 23, pp. 165-178, (2008); Truxillo D.M., Cadiz D.M., Rineer J.R., Zaniboni S., Fraccaroli F., A lifespan perspective on job design: Fitting the job and the worker to promote job satisfaction, engagement, and performance, Organ. Psychol. Rev, 2, pp. 340-360, (2012); Kanfer R., Ackerman P.L., Aging, adult development, and work motivation, Acad. Manag. Rev, 29, pp. 440-458, (2004); Ackerman P.L., ‘Domain-specific knowledge as the “dark matter” of adult intelligence: Gf/Gc, personality and interest correlates, J. Gerontol. Ser. B, 55, pp. 69-84, (2020); Deci E.L., Ryan R.M., The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior, Psychol. Inq, 11, pp. 319-338, (2000); Fleuren B.P.I., van Amelsvoort L.G.P.M., de Grip A., Zijlstra F.R.H., Kant I., Time takes us all? A two-wave observational study of age and time effects on sustainable employability, Scand. J. Work. Environ. Health, 44, pp. 475-484, (2018); LaPlume A.A., Anderson N.D., McKetton L., Levine B., Troyer A.K., When I’m 64: Age-related variability in over 40,000 online cognitive test takers, J. Gerontol. Ser. B, 77, pp. 104-117, (2022); Neupane S., Nygard C.-H., Sustainable work ability during midlife and old age functional health and mortality, Transitioning to Good Health and Well-Being, (2021); Batterham P.J., Bunce D., Mackinnon A.J., Christensen H., Intra-individual reaction time variability and all-cause mortality over 17 years: A community-based cohort study, Age Ageing, 43, pp. 84-90, (2014); Ilmarinen V., Ilmarinen J., Huuhtanen P., Louhevaara V., Nasman O., Examining the factorial structure, measurement invariance and convergent and discriminant validity of a novel self-report measure of work ability: Work ability—personal radar, Ergonomics, 58, pp. 1445-1460, (2015); Ahlstrom L., Grimby-Ekman A., Hagberg M., Dellve L., The work ability index and single-item question: Associations with sick leave, symptoms, and health–a prospective study of women on long-term sick leave, Scand. J. Work. Environ. Health, 1, pp. 404-412, (2010); Jaaskelainen A., Kausto J., Seitsamo J., Ojajarvi A., Nygard C.H., Arjas E., Leino-Arjas P., Work ability index and perceived work ability as predictors of disability pension: A study among Finnish municipal employees, Scand. J. Work. Environ. Health, 1, pp. 490-499, (2016); Kinnunen U., Mauno S., Irtiottoja Työstä. Työkuormituksesta Palautumisen Psykologia, (2009); Kauppinen T., Mattila-Holappa P., Perkio-Makela M., Saalo A., Toikkanen J., Tuomivaara S., Uuksulainen S., Viluksela M., Virtanen S., Työ ja Terveys Suomessa 2012– Seurantatietoa Työoloista ja Työhyvinvoinnista, (2013); Keppel G., Design and Analysis: A Researcher’s Handbook, (1991); Sousa-Ribeiro M., Bernhard-Oettel C., Sverke M., Westerlund H., Health-and Age-Related Workplace Factors as Predictors of Preferred, Expected, and Actual Retirement Timing: Findings from a Swedish Cohort Study, Int. J. Environ. Res. Public Health, 18, (2021); Boissonneault M., de Beer J., Work ability trajectories and retirement pathways: A longitudinal analysis of older American workers, J. Occup. Environ. Med, 60, (2018); Pressman S.D., Matthews K.A., Cohen S., Martire L.M., Scheier M., Baum A., Schulz R., Association of enjoyable leisure activities with psychological and physical well-being, Psychosom. Med, 71, (2009); Mensah A., Adjei N.K., Work-life balance and self-reported health among working adults in Europe: A gender and welfare state regime comparative analysis, BMC Public Health, 20, (2020); Lunau T., Bambra C., Eikemo T.A., van Der Wel K.A., Dragano N., A balancing act? Work–life balance, health and well-being in European welfare states, Eur. J. Public Health, 24, pp. 22-27, (2014); Magnano P., Santisi G., Zammitti A., Zarbo R., Di Nuovo S., Self-perceived employability and meaningful work: The mediating role of courage on quality of life, Sustainability, 11, (2019); Deci E.L., Olafsen A.H., Ryan R.M., Self-determination theory in work organizations: The state of a science, Annu. Rev. Organ. Psychol. Organ. Behav, 4, pp. 19-43, (2017); Baltes P.B., Baltes M.M., Psychological perspectives on successful aging: The model of selective optimization with compensation, Successful Aging: Perspectives from the Behavioral Sciences, pp. 1-34, (1990); Hernandez B., Reilly R.B., Kenny R.A., Investigation of multimorbidity and prevalent disease combinations in older Irish adults using network analysis and association rules, Sci. Rep, 9, (2019)","S. Neupane; Unit of Health Sciences, Faculty of Social Sciences, Tampere University, Tampere, 33014, Finland; email: subas.neupane@tuni.fi","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85130253526"
"Chang J.-C.; Shih H.-F.; Liao F.-R.","Chang, Jen-Chia (8503537200); Shih, Hsiao-Fang (57214993042); Liao, Fan-Ru (57363241900)","8503537200; 57214993042; 57363241900","The impact of industry-oriented capstone courses on the employability of EECS students in technological universities","2022","Education and Training","64","2","","290","303","13","6","10.1108/ET-04-2021-0129","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120651262&doi=10.1108%2fET-04-2021-0129&partnerID=40&md5=c93eb2c9b78d49d707a74080bc8a61cf","Institute of Technological and Vocational Education, National Taipei University of Technology, Taipei, Taiwan","Chang J.-C., Institute of Technological and Vocational Education, National Taipei University of Technology, Taipei, Taiwan; Shih H.-F., Institute of Technological and Vocational Education, National Taipei University of Technology, Taipei, Taiwan; Liao F.-R., Institute of Technological and Vocational Education, National Taipei University of Technology, Taipei, Taiwan","Purpose: This study used the industry-oriented capstone course to increase the employability of electrical engineering and computer science (EECS) students in technological university. Design/methodology/approach: In this study, EECS students were selected and divided into groups, and the non-equivalent pretest–posttest quasi-experimental research method was adopted. Findings: Industry-oriented capstone courses can improve students' employability, especially general ability, behaviour and attitude. Practical implications: The results of this study and many other studies show that capstone courses are helpful for the soft skills of students. Originality/value: This study provides evidence that industry-oriented capstone courses can improve EECS students' employability. © 2021, Emerald Publishing Limited.","Capstone courses; Employability; Higher education; Industry-oriented","","","","","","Ministry of Science and Technology, Taiwan, MOST, (110-2511-H-027-001)","This study was partially funded by the Ministry of Science and Technology of Taiwan, Grant Number MOST 110-2511-H-027-001.","Arum R., Roksa J., Academically Adrift: Limited Learning on College Campuses, (2011); Bastarrica M.C., Perovich D., Samary M.M., What can students get from a software engineering capstone course?, 2017 IEEE/ACM 39th International Conference on Software Engineering: Software Engineering Education and Training Track (ICSE-SEET), pp. 137-145, (2017); Brennan J., Johnston B., Little B., Shah T., Woodley A., The Employment of UK Graduates: Comparisons with Europe And Japan, (2001); Chang J.-C., The Curriculum Development, Teaching Material Development and Teaching Experiment of the Integration of Off-Campus Internships and Practical Topics in Technological Colleges and Universities: Adopt Project-Based Teaching Strategies and Aim to Develop the Ability to Solve Industry Practical Problems, (2020); Chang J.C., Shih H.F., A research on the application of cooperative education in the capstone project course of technical universities and colleges in Taiwan, 2019 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM), pp. 214-218, (2019); Chang J.-C., Lin K.-M., Wen P.-I., Chou C.-F., An application of inquiry teaching to the practical project course influences university students' inquiry ability and creative thinking ability in relative department of electrical engineering and computer science, Journal of Engineering Technology and Education, 48, 2, pp. 17-43, (2017); Chang J.-C., Hsiao H.-C., Chen T.-C., Chen S.-C., Education for Developing Industry Problem-Solving Ability of Technological University Students – The Integration of Capstone And Off-Campus Internship Courses, (2019); Cheng B.H., Research on core employment performance and career counseling participation of HKUST graduates, Journal of Humanities and Social Sciences, National Taiwan University of Science and Technology, 13, 1, pp. 65-94, (2017); Fedeli M., Vardanega T., Enhancing active learning and fostering employability: the experience of a two‐stage capstone project at the university of Padova, New Directions for Adult and Continuing Education, 2019, 163, pp. 25-35, (2019); Fwu B.-J., A total inspection of college student learning outcomes: capstone courses as summative courses, Bulletin of Educational Research, 63, 1, pp. 31-67, (2017); Goldstein G., Fernald P., Humanistic education in a capstone course, College Teaching, 57, 1, pp. 27-36, (2009); Harvey L., Locke W., Morey A., Enhancing Employability, Recognizing Diversity: Making Links between Higher Education and the World of Work, (2002); Hauhart R.C., Grahe J.E., The undergraduate capstone course in the social sciences: results from a reginal survey, Teaching Sociology, 38, 1, pp. 4-17, (2010); Heywood J., Conclusion: engineering at the crossroads: implications for educational policy makers, Cambridge Handbook of Engineering Education Research, pp. 731-748, (2014); Horng J.-Y., Hsieh S.-H., Lin S.-F., Tsai M.-J., Chung M.-J., Capart H., Students' performance in capstone course: timber bridge design and construction, Journal of the Experimental Forest of College of Bioresources and Agriculture, 30, 3, pp. 199-215, (2016); Capstone course definition, (2018); Li C., Yen H.Y., The practice and evaluation of the capstone course: an experience of graduate institute of sport, leisure, and hospitality, Journal of Education Research, 277, pp. 94-107, (2017); Liao M., Zeng R., Huang S., Cooperative action research on practice topic guidance in technical colleges-taking “children's creative music story house” as an example, Humanities and Social Sciences Research, 10, 2, pp. 52-76, (2016); Lin H., Employment strength of university graduates, (2013); Lin H.-C., Experiences in developing and implementing a capstone course in higher technology education, Engineering and Technological Education Academic Seminar Papers, pp. 258-277, (2015); Meng C., Wessling K., Muhleck K., Unger M., Euro Graduate Pilot Survey: Key Findings, (2020); Statistical System of Bureau of Foreign Trade, (2021); Technical college course resource network, (2020); Nugent N., Rhinard M., The European Commission, (2015); Palacin-Silva M., Khakurel J., Happonen A., Hynninen T., Porras J., Infusing design thinking into a software engineering capstone course, 2017 IEEE 30th Conference on Software Engineering Education and Training (CSEE&T), pp. 212-221, (2017); Rivera-Reyes P., Perez L.C., Delahunty T., Assessing the demand of problems in an undergraduate electrical engineering course, 2018 IEEE Frontiers in Education Conference (FIE), pp. 1-8, (2018); Spichkova M., Industry-oriented project-based learning of software engineering, 2019 24th International Conference on Engineering of Complex Computer Systems, pp. 51-60, (2019); Teichler U., Higher education and graduate employment: changing conditions and challenges, International Centre for Higher Education Research, pp. 7-33, (2018); Tocco J.V., Carpenter D.D., Re-engineering the capstone: melding an industry-oriented framework and the BOK2, 2011 ASEE Annual Conference & Exposition, 22, pp. 1-22, (2011); Van Der Heijde C.M., Van Der Heijden B.I., A competence‐based and multidimensional operationalization and measurement of employability. Human resource management published in cooperation with the school of business administration, The University of Michigan and in Alliance with the Society of Human Resources Management, 45, 3, pp. 449-476, (2006); Van der Heijden B.I., Notelaers G., Peters P., Stoffers J.M., De Lange A.H., Froehlich D.E., Van der Heijde C.M., Development and validation of the short-form employability five-factor instrument, Journal of Vocational Behaviour, 106, pp. 236-248, (2018); Wang J.-C., New indicators for evaluating university performance-employability, Evaluation Bimonthly, 15, pp. 20-23, (2008); William M.K., The non-equivalent groups design, Research Methods Knowledge Base, (2021); Yang C.-S., Tsai C.-H., Lin N.-C., A Comparative Analytic Study on Domestic and Foreign Talent Development Related Policies, (2013)","H.-F. Shih; Institute of Technological and Vocational Education, National Taipei University of Technology, Taipei, Taiwan; email: tch3214@goo.tyai.tyc.edu.tw","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85120651262"
"Senekal J.S.; Smith M.R.","Senekal, Janine S (57226404121); Smith, Mario R (57211624576)","57226404121; 57211624576","Assessing the employability and employment destinations of professional psychology alumni","2022","South African Journal of Psychology","52","1","","11","22","11","1","10.1177/00812463211025466","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111463209&doi=10.1177%2f00812463211025466&partnerID=40&md5=554df0f09cac78e2a0aaf262d440d0a0","Department of Psychology, Faculty of Community and Health Sciences, University of the Western Cape, South Africa","Senekal J.S., Department of Psychology, Faculty of Community and Health Sciences, University of the Western Cape, South Africa; Smith M.R., Department of Psychology, Faculty of Community and Health Sciences, University of the Western Cape, South Africa","Professional training in psychology typically focuses on competencies and learning outcomes. However, this does not necessarily translate into long-term employability. Graduate tracer studies are recommended for exploring employment destinations and employability. Graduate tracer studies are noted to be of particular use for investigating health professionals’ career paths and examining field-specific issues. The reported study examined the employability and employment destinations of 29 alumni from two psychology Master’s programmes at a South African higher education institution, by incorporating best practices for tracer studies and survey research. Results indicated that 86.2% had secured employment in various fields and sectors, suggesting their skills and training were relevant and transferable. Differential patterns of registration with the Health Professions Council of South Africa were reported. Most respondents identified their studies as closely related to their work, and pragmatic reasons were provided by those pursuing work in unrelated fields. Entrepreneurial skills were identified as a gap in their training, that, if included, has the potential to boost employability. Graduate employability was identified to be a complex, non-linear issue. Professional competencies are, therefore, not sufficient for conceptualising employability within the South African context. A broader and more nuanced understanding of employability is needed. Practically, this means that educational processes need to prepare students for securing long-term employment. The tracer study methodology applied in this study may be utilised by other institutions and disciplines to explore key issues of employment and employability in the South African health professions and higher education context. © The Author(s) 2021.","Alumni research; employment destinations; graduate employability; graduate tracer studies; professional psychology","","","","","","National Research Foundation, NRF","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The financial assistance of the National Research Foundation (NRF) towards this research is hereby acknowledged. Opinions expressed, and conclusions arrived at, are those of the authors and are not necessarily to be attributed to the NRF. ","Ahmed R., Pillay A.L., Reviewing clinical psychology training in the post-apartheid period: Have we made any progress?, South African Journal of Psychology, 34, 4, pp. 630-656, (2004); Albertyn R.M., Kapp C.A., Bitzer E.M., Profiling exiting postgraduate students’ performance and experiences, South African Journal of Higher Education, 22, 4, pp. 749-772, (2008); Babbie E., The practice of social research, (2016); Bitzer E., Withering M., Graduate attributes: How some university students experience and learn them, South African Journal of Higher Education, 34, 3, pp. 13-31, (2020); Pathways from university to work: A graduate destination survey of the 2010 cohort of graduates from the Western Cape universities, (2013); Cavanagh J., Burston M., Southcombe A., Bartram T., Contributing to a graduate-centred understanding of work readiness: An exploratory study of Australian undergraduate students’ perceptions of their employability, The International Journal of Management Education, 13, pp. 278-288, (2015); Cooper S., South African psychology 20 years into democracy, South African Journal of Psychology, 44, 3, pp. 261-266, (2014); Cosser M., Nenweli S., ‘We’ve got you pegged’: Programme choice in the transition to, and passage through, higher education, Higher Education, 67, 3, pp. 333-348, (2013); Framework for institutional quality enhancement in the second period of quality assurance, (2014); DeAngelis T., Are you really ready for private practice?, Gradpsych, 9, 4, pp. 40-42, (2011); National mental health policy framework and strategic plan 2013-2020, (2013); Green paper for post-school education and training, (2012); Statistics on post-school education and training in South Africa: 2015, (2017); Du Toit J., Kraak A., Favish J., Fletcher L., From study to work: Methodological challenges of a graduate destination survey in the Western Cape, South Africa, Assessment & Evaluation in Higher Education, 29, 7, pp. 853-864, (2014); Field A., Miles J., Field Z., Discovering statistics using R, (2012); Goodman S., Tredway G., Antecedents of perceived graduate employability: A study of student volunteers in a community-based organisation, SA Journal of Industrial Psychology, 42, 1, (2016); Griesel H., Parker B., Graduate attributes: A baseline study on South African graduates from the perspective of employers, (2009); Guilbert L., Bernaud J.L., Gouvernet B., Jerome R., Employability: Review and research prospects, International Journal of Educational Vocational Guidance, 16, pp. 69-89, (2016); Hayati N.R., Muchlish T.I., Studies for enhancing graduates relevance and competitiveness, Review of Higher Education and Self-Learning, 6, 20, pp. 33-40, (2013); Kaburise P., Improving soft skills and communication in response to youth unemployment, International Journal of African Renaissance Studies: Multi-, Inter- and Transdisciplinarity, 11, 2, pp. 87-101, (2016); Kagee A., O'Donovan A., Judgements of widely held beliefs about psychological phenomena among South African and Australian postgraduate students, South African Journal of Psychology, 41, 1, pp. 83-89, (2011); Mashigo H., Shortage of psychologists hits SA, (2017); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Mugabushaka A.M., Teichler U., Schomburg H., Failed or self-hindering prophecies? Employment experiences of African graduates in the 1990s, Journal of Higher Education in Africa/RESA, 1, 1, pp. 57-77, (2003); Mubuuke A.G., Businge F., Kiguli-Malwadde E., Using graduates as key stakeholders to inform training and policy in health professions: The hidden potential of tracer studies, African Journal of Health Professions Education, 6, 1, pp. 52-55, (2014); Offord Y., The subjective experiences of students who withdraw from a directed Masters programme in Psychology at a historically disadvantaged university: A case study, (2016); Pillay A.L., Kramers-Olen A.L., The changing face of clinical psychology intern training: A 30-year analysis of a programme in KwaZulu-Natal, South Africa, South African Journal of Psychology, 44, 3, pp. 364-374, (2014); Pitan O.S., Towards enhancing university graduate employability in Nigeria, Journal of Sociology and Social Anthropology, 7, 1, pp. 1-11, (2016); Purcell K., Elias P., Seven years on: Graduate careers in a changing labour market, (2004); Rogan M., Reynolds J., Schooling inequality, higher education and the labour market: Evidence from a graduate tracer study in the Eastern Cape, South Africa, Development Southern Africa, 33, 3, pp. 343-360, (2016); Schomburg H., Standard instrument for graduate and employer surveys, 68, (1995); Schomburg H., Carrying out tracer studies: Guide to anticipating and matching skills and jobs, 6, (2016); Senekal J., Employment and employability profiles of postgraduate psychology alumni from a historically disadvantaged university, (2018); Senekal J., Munro N., Lessons learnt from two decades of graduate tracer research: Recommendations for the South African context, South African Journal of Higher Education, 33, 2, (2019); Setlalentoa W.N., Making a transition from High School to University: An educator point of view, Journal of Psychology in Africa, 23, 2, pp. 349-352, (2013); Siyengo N., The educational and psychosocial experiences of first generation students in higher education, (2015); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Van Zyl A., Teaching the students we have: Two perspectives on first year students at the University of Johannesburg and the UJ First Year Experience initiative, (2013)","J.S. Senekal; Department of Psychology, Faculty of Community and Health Sciences, University of the Western Cape, South Africa; email: jssenekal@uwc.ac.za","","SAGE Publications Inc.","","","","","","00812463","","","","English","S. Afr. J. Psychol.","Article","Final","","Scopus","2-s2.0-85111463209"
"Zhang Y.-C.; Zhang Y.; Xiong X.-L.; Liu J.-B.; Zhai R.-B.","Zhang, Yi-Cheng (57223000823); Zhang, Yang (57557880400); Xiong, Xue-Li (57481774500); Liu, Jia-Bao (56031100400); Zhai, Rong-Bing (57218102948)","57223000823; 57557880400; 57481774500; 56031100400; 57218102948","An Empirical Study on the Improvement of College Students’ Employability Based on University Factors","2022","Frontiers in Psychology","13","","793492","","","","3","10.3389/fpsyg.2022.793492","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127452660&doi=10.3389%2ffpsyg.2022.793492&partnerID=40&md5=71d20a1fcc5beff100d59741f916a148","School of Business, Anhui Xinhua University, Hefei, China; School of Management, University of Science and Technology of China, Hefei, China; School of Electronic Commerce, Hefei Information Technology University, Hefei, China; Master of Public Administration, University of Science and Technology of China, Hefei, China; School of Mathematics and Physics, Anhui Jianzhu University, Hefei, China","Zhang Y.-C., School of Business, Anhui Xinhua University, Hefei, China, School of Management, University of Science and Technology of China, Hefei, China; Zhang Y., School of Management, University of Science and Technology of China, Hefei, China, School of Electronic Commerce, Hefei Information Technology University, Hefei, China; Xiong X.-L., Master of Public Administration, University of Science and Technology of China, Hefei, China; Liu J.-B., School of Mathematics and Physics, Anhui Jianzhu University, Hefei, China; Zhai R.-B., School of Business, Anhui Xinhua University, Hefei, China","With the popularization of higher education and the promotion of college enrollment expansion, the number of college graduates increases sharply. At the same time, the continuous transformation and upgrading of the industrial structure put forward higher requirements on the employability of college students, which leads to the imbalance between supply and demand in the labor market. The key to dealing with employment difficulties lie in the improvement of college students’ employability. Therefore, we make a regression analysis of 263 valid samples from universities in Anhui Province and extract the factors that influence the improvement of college students’ employability in the process of talent cultivation in university. The result shows that there is a positive correlation between course setting, course teaching, club activities, and college students’ employability, among which the course teaching and club activities are the most critical factors which may influence college students’ employability. In addition, from the viewpoint of individual college students, the overall grades of college students and the time of participating in the internship are also closely related to their employability, i.e., college students with good overall grades and long internship time should also have stronger employability. Copyright © 2022 Zhang, Zhang, Xiong, Liu and Zhai.","club activities; college students’ employability; course setting; course teaching; employment guidance","","","","","","Research on Cultivating College Students’ Innovation Ability Under the Background of Digital Economy, (IFQE202003); Research on the Cultivation of Innovative Ability of Local Application-oriented College, (SK2019A0750)","This study was funded by Research on the Construction and Path Exploration of Cooperative Governance Model for Multi-subject Emergency Response to Major Public Health Emergencies (2021zr001) and the Research on Cultivating College Students’ Innovation Ability Under the Background of Digital Economy (IFQE202003), and Research on the Cultivation of Innovative Ability of Local Application-oriented College Students Based on the “Second Class Transcript” (SK2019A0750).","Abd Majid M.Z., Hussin M., Norman M.H., Kasavan S., The employability skills among students of public higher education institution in Malaysia, Geografia Malays. J. Soc. Space, 16, pp. 36-45, (2020); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: a European study, High. Edu. Eur, 33, pp. 411-422, (2008); Buckley P., Lee P., The impact of extra-curricular activity on the student experience, Act. Learn. High. Edu, 22, pp. 37-48, (2021); Chen L., Research pioneer and teaching master: academician Chien Weizang as i knew, Chin. J. Nat, 42, pp. 505-508, (2020); Garnett J., Musician and teacher: employability and identity, Music Edu. Res, 16, pp. 127-143, (2014); Graupensperger S., Panza M., Evans M.B., Network centrality, group density, and strength of social identification in college club sport teams, Group Dyn. Theor. Res. Pract, 24, pp. 59-73, (2020); Harvey L., Defining and measuring employability, Qual. High. Edu, 7, pp. 97-109, (2001); Hillage J., Pollard E., Employability: developing a framework for policy analysis. Research Brief 85, Dept. Edu. Employ, 2, pp. 83-84, (1998); Leonardi E., Chertkovskaya E., Work as promise for the subject of employability: unpaid work as new form of exploitation, Sociol. Lavoro, 145, pp. 112-130, (2017); Lu C., Xie A., Li Z., Empirical analysis of factors affecting college students’ employability, CoOp. Econ. Sci, 2, pp. 140-141, (2017); Lu K., An empirical study on the effectiveness of employment guidance for university students based on employability, Ind. Sci. Tribune, 18, pp. 254-255, (2019); McLean S., Attardi S.M., Faden L., Goldszmidt M., Flipped classrooms and student learning: not just surface gains, Adv. Physiol. Educ, 40, pp. 47-55, (2016); McQuaid R.W., The concept of employability, Urban Stud, 42, pp. 197-219, (2005); Meyer J.B., Benguerna M., Higher education and human resources capacity building in Algeria, Intern. J. Technol. Manag. Sust. Dev, 18, pp. 229-241, (2019); Misni F., Mahmood N., Jamil R., The effect of curriculum design on the employability competency of Malaysian graduates, Manag. Sci. Lett, 10, pp. 909-914, (2020); Nicholas J.M., Marketable selves: making sense of employability as a liberal arts undergraduate, J. Vocat. Behav, 109, pp. 1-13, (2018); Okolie U.C., Nwajiuba C.A., Binuomote M.O., Ehiobuche C., Igu N.C.N., Ajoke O.S., Career training with mentoring programs in higher education: facilitating career development and employability of graduates, Edu. Train, 62, pp. 214-234, (2020); Peng S., Employability structure of universities and colleges graduates and its influential factors, Edu. Res. Month, 6, pp. 61-65, (2014); Pitan O.S., Atiku S.O., Structural determinants of students’ employability: influence of career guidance activities, South Afr. J. Educ, 37, pp. 1-13, (2017); Pitan O.S., Muller C., University reputation and undergraduates’ self-perceived employability: mediating influence of experiential learning activities, High. Educ. Res. Dev, 38, pp. 1269-1284, (2019); Shi Q., Wang F., An empirical study on structural problems and factor adjustment of college students’ employability in China, J. Edu. Res, 3, pp. 53-63, (2018); Siren C.A., Kohtamki M., Kuckertz A., Exploration and exploitation strategies, profit performance, and the mediating role of strategic learning: escaping the exploitation trap, Strat. Entrep. J, 6, pp. 18-41, (2012); Small L., Shacklock K., Marchant T., Employability: a contemporary review for higher education stakeholders, J. Vocat. Edu. Train, 70, pp. 148-166, (2018); Tan J., Exploration of the reform of higher education personnel training mode from the perspective of college students’employment, J. Jiangxi Normal Univ. Philos. Soc. Sci. Ed, 47, 6, (2014); Tang C., Sun Z., Zeng W., Factors that influence the employability of college students of economics and management, Renmin Univ. China Educ. J, pp. 114-126, (2015); Wu Y., Zhang X., Yu K., Exploration and research on the teaching system of road and bridge brand with employability as the guide, Rural Econ. Technol, 30, 2, (2019); Zhang L., Li X., Wang Y., An empirical analysis of the impact of university training mechanism on employability and career development, Theory Pract. Educ, 38, pp. 19-21, (2018); Zheng X., A tentative study of “employment ability” for college students, J. China Youth Coll. Polit. Sci, 3, pp. 91-92, (2002); Zhu Q., An empirical study on industrial upgrading and the components of college students’ employment ability——based on the questionnaire survey data of 327 high technology(high-tech) enterprises, China High. Educ. Res, 5, pp. 81-84, (2014)","R.-B. Zhai; School of Business, Anhui Xinhua University, Hefei, China; email: zhairongbing@axhu.edu.cn","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85127452660"
"Phan V.T.T.; Nguyen L.D.T.; Nguyen K.D.","Phan, Van Thi Tuyet (57329763400); Nguyen, Linh Dang Thuy (57576523000); Nguyen, Khang Duy (57330154000)","57329763400; 57576523000; 57330154000","Twenty-First Century Essential Employability Skills for English as a Foreign Language Undergraduates in a Context of the Mekong Delta","2022","European Journal of Educational Research","11","2","","1089","1102","13","1","10.12973/eu-jer.11.2.1089","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128172981&doi=10.12973%2feu-jer.11.2.1089&partnerID=40&md5=940c4a87bcb4f335c231c5904178005c","Can Tho University, Viet Nam","Phan V.T.T., Can Tho University, Viet Nam; Nguyen L.D.T., Can Tho University, Viet Nam; Nguyen K.D., Can Tho University, Viet Nam","This study aimed to investigate essential employability skills for English as a foreign language (EFL) students in the Mekong Delta for the context of the 21st century. It was also to determine the similarities and differences between the important employability skills from the perspectives of the employers and EFL students. In this study, a questionnaire was delivered to EFL students who were juniors and seniors at a university in the South of Vietnam, majoring in English Education and English Studies (English Interpreter). At the same time, interviews were realized on both EFL students and employers. The findings showed that both EFL students and employers highlighted the attributes of self-confidence, receptiveness to feedback, and the use of body language in communication. The types of employability skills are similarly recognized among employers and EFL students in the same fields of employment. However, a significant difference was also found among employers on different job-specific skills. The results also indicated that EFL undergraduates were all highly aware of preparing the employability skills for their future professions.  © 2022 The Author(s).","21st century; EFL students; employability skills; employers' demand; job requirements","","","","","","","","Alismail H., McGuire P., 21st century standards and curriculum: current research and practice, Journal of Education and Practice, 6, 6, pp. 150-155, (2015); Care E., Luo R., Assessment of transversal competencies: Policy and practice in the Asia-Pacific region, (2016); Future fit: preparing graduates for the world of work, (2009); Cotton K., Developing employability skills. School improvement research series, close-up #15, (1993); Employability skills. Final Report: Development of a Strategy to Support the Universal Recognition and Recording of Employability Skills, (2004); Fandino Y. P., 21st century skills and the English foreign language classroom: A call for more awareness in Colombia, Gist Education and Learning Research Journal, 7, pp. 190-208, (2013); Gill R., Building employability skills for higher education students: An Australian example, Journal of Teaching and Learning for Graduate Employability, 9, 1, pp. 84-92, (2018); Han T., Aybirdi N., 21st Century Skills for EFL Learners, (2016); Hanushek E. A., Woessmann L., Education and economic growth, Oxford Research Encyclopedia of Economics and Finance, (2021); Husain M. Y., Mokhtar S. B., Ahmad A. A., Mustapha R., Importance of employability skills from employers' perspective, Procedia - Social and Behavioral Sciences, 7, pp. 430-438, (2010); Keller S., Parker C. M., Chan C., Employability skills: Student perceptions of an is final year capstone subject, Innovation in Teaching and Learning in Information and Computer Sciences, 10, 2, pp. 4-15, (2011); Knight P. T., Yorke M., Employability and good learning in higher education, Teaching in Higher Education, 8, 1, pp. 3-16, (2003); Lamb S., Maire Q., Doecke E., Key skills for the 21st century: An evidence-based review, (2017); Larson L. C., Miller T. N., 21st century skills: Prepare students for the future, Kappa Delta Pi Record, 47, 3, pp. 121-123, (2011); Nguyen D. K., A new application of Raymond Padilla's unfolding matrix in framing qualitative data and the follow-up activities for educational research, International Journal of Qualitative Methods, 7, 1-8, (2018); Nguyen T. M., Vietnamese student employability skills, International Education Studies, 4, 4, pp. 175-191, (2011); Padilla R., The unfolding matrix: a technique for qualitative data acquisition and analyses, Studies of Qualitative Methodology, 4, pp. 273-285, (1994); Pattanapichet F., Chinokul S., Competencies needed in oral communication in English among Thai undergraduate public relations students: A substantial gap between expectations and reality, RELC Journal, 42, 2, pp. 187-202, (2011); Psacharopoulos G., Returns to investment in Education: A global update, World Development, 22, 9, pp. 1325-1343, (1994); Ra S., Shrestha U., Khatiwada S., Yoon S. W., Kwon K., The rise of Technology and impact on skills, International Journal of Training Research, 17, pp. 26-40, (2019); Saad M. S. M., Majid I. A., Employability skills, Global Journal of Engineering Education, 16, 3, pp. 110-115, (2014); Schooley R., Why are soft skills missing in today's applicants?, (2017); Singh G., Singh S., Malaysian graduates' employability skills, Unitar E-Journal, 4, 1, pp. 14-44, (2008); Suarta M., Suwintana K., Sudhana F. P., Hariyanti N. K., Employability skills required by the 21st century workplace: A literature review of labor market demand, Advances in Social Science, Education and Humanities Research, 102, pp. 337-342, (2017); Ting S., Marzuki E., Chuah K., Misieng J., Jerome C., Employers' views on the importance of English proficiency and communication skill for employability in Malaysia, Indonesian Journal of Applied Linguistics, 7, 2, pp. 315-327, (2017); Tomlinson M., Graduate Employability: A review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Tran J., Vietnamese higher education and the issue of enhancing graduate employability, Journal of Teaching and Learning for Graduate Employability, 3, 1, pp. 2-16, (2012); Truong H. T. T., Laura R. S., Shaw K., New insights for soft skills development in Vietnamese business schools: Defining essential soft skills for maximizing graduates' career success, International Journal of Industrial and Systems Engineering, 10, 6, pp. 1857-1863, (2016); Wei Chan S., Ahmad F., Zaman I., Shin Ko W., Employers' perception on important employability skills in the manufacturing industry, International Journal of Engineering & Technology, 7, 2, (2018); Woods D. R., Hrymak A. N., Marshall R. R., Wood P. E., Crowe C. M., Hoffman T. W., Wright J. D., Taylor P. A., Woodhouse K. A., Bouchard C. G. K., Developing problem-solving skills: The McMaster Problem Solving Program, Journal of Engineering Education, 86, 2, pp. 75-91, (1997); Young T. J., Schartner A., The effects of cross-cultural communication education on international students' adjustment and adaptation, Journal of Multilingual and Multicultural Development, 35, 6, pp. 547-562, (2014)","K.D. Nguyen; Can Tho University, Viet Nam; email: ndkhang@ctu.edu.vn","","Eurasian Society of Educational Research","","","","","","21658714","","","","English","European J Educ. Res.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85128172981"
"Beggs R.L.; Sidwell D.K.; Rattray M.E.; Neville G.E.; Zimmerman P.-A.P.","Beggs, Rhonda L (57210376024); Sidwell, Danny K (57202765511); Rattray, Megan E (57194445761); Neville, Georgina E (57254203500); Zimmerman, Peta-Anne P (22636509100)","57210376024; 57202765511; 57194445761; 57254203500; 22636509100","Undergraduate nursing students' perceptions of the graduate application process: A qualitative exploration","2022","Collegian","29","2","","213","219","6","2","10.1016/j.colegn.2021.08.006","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114685361&doi=10.1016%2fj.colegn.2021.08.006&partnerID=40&md5=166b13801a547adfa93f0f3af134925b","School of Nursing and Midwifery, Griffith University, Nathan Campus, 4111, QLD, Australia; School of Nursing and Midwifery, Griffith University, Gold Coast Campus, 4222, QLD, Australia; School of Nursing, Midwifery, Griffith University, Logan Campus, 4131, QLD, Australia; School of Nursing and Midwifery, Griffith University, Visiting Research Fellow, Gold Coast Hospital and Health Service, Menzies Health Institute, Queensland","Beggs R.L., School of Nursing and Midwifery, Griffith University, Nathan Campus, 4111, QLD, Australia; Sidwell D.K., School of Nursing and Midwifery, Griffith University, Gold Coast Campus, 4222, QLD, Australia; Rattray M.E., School of Nursing and Midwifery, Griffith University, Gold Coast Campus, 4222, QLD, Australia; Neville G.E., School of Nursing, Midwifery, Griffith University, Logan Campus, 4131, QLD, Australia; Zimmerman P.-A.P., School of Nursing and Midwifery, Griffith University, Visiting Research Fellow, Gold Coast Hospital and Health Service, Menzies Health Institute, Queensland","Background: Nursing students’ perceptions and preparedness can impact their ability and motivation to engage with graduate program application processes. Aim: The purpose of this study was to explore nursing students’ perceptions about their preparedness/work readiness for the graduate process and to identify barriers and enablers which may inform education processes. Methods: Semi-structured interviews, underpinned by the Theory of Planned Behaviour, were undertaken with third-year students enrolled in a Bachelor of Nursing course in 2018. Data was recorded and transcribed before inductive thematic analysis was performed. Findings: Three themes were found to impact student perceptions of and preparedness for the graduate program: (i) Standing out from the crowd, (ii) Preparedness for the application process, and (iii) Applying; considering strategic, desirable and personal factors. Discussion: Student perceptions were primarily affected by the self-evaluation of their ability to “stand out” in a competitive graduate environment. Student preparedness appears as a deficit as they have not considered what an employer wants from potential employees. Conclusion: The findings have implications for students, higher education providers, and employers, begging the question, who is responsible for students being prepared for the graduate recruitment process? © 2021 Australian College of Nursing Ltd","Employability; Graduate; Nurse graduates; Nursing student; Preparedness; Work-readiness","article; employability; employee; employer; genetic transcription; human; human experiment; nursing student; perception; semi structured interview; tertiary education; thematic analysis; Theory of Planned Behavior","","","","","School of Nursing and Midwifery; Griffith University, (GUREF/2018/444)","Funding text 1: This work was supported by a Scholarship of Effective Learning and Teaching Grant from the School of Nursing and Midwifery, Griffith University, Australia. ; Funding text 2: This work was supported by a Scholarship of Effective Learning and Teaching Grant from the School of Nursing and Midwifery, Griffith University, Australia. University Human Research Ethics Committee (GUREF/2018/444). No conflict of interests to be declared. The researchers wish to acknowledge the assistance of Martin Stead and Kelsey Evans in the research project.","Abelha M., Fernades S., Mesquita D., Seabra F., Ferreira-Oliveira A., Graduate employability and competence development in higher education: a systematic literature review using PRISMA, Sustainability, 12, (2020); Algoso M., Peters K., Ramjan L., East L., Exploring undergraduate nursing students’ perceptions of working in aged care settings: a review of the literature, Nurse Education Today, 36, pp. 275-280, (2016); Azjen I., pp. 179-211, (1991); Azjen I., Perceived behavioural control, self-efficacy, locus of control, and the theory of planned behaviour, Journal of Applied Social Psychology, 32, 4, pp. 665-683, (2002); Bingham H., O'Brien A., Educational intervention to decrease stigmatizing attitudes of undergraduate nurses towards people with mental illness, International Journal of Mental Health Nursing, 27, pp. 311-319, (2018); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, pp. 77-101, (2006); Butryn T., Bryant L., Marchionni C., Sholever F., The shortage of psychiatrist and other mental health providers: causes, current state, and potential solutions, International Journal of Academic Medicine, 3, (2017); Cabellero C.I., Walker A., Fuller-Tyszkiewicz M., The work-readiness scale (WRS): developing a measure to assess work readiness in college graduates, Journal of Teaching and Learning for Graduate Employability, 2, pp. 41-54, (2011); Cote-Arsenault D., Morrison-Beedy D., Practical advice for planning and conducting focus groups, Nursing Research, 48, pp. 20-283, (1999); Hammond J., Marshall-Lucette S., Davies N., Ross F., Harris R., Spotlight on equality of employment opportunities: a qualitative study of job seeking experiences of graduating nurses and physiotherapists from black and minority ethnic backgrounds, International Journal of Nursing Studies, 74, pp. 172-180, (2017); Jackson D., Tomlinson M., Investigating the relationship between career planning, proactivity and employability perceptions among higher education students in uncertain labour market conditions, Higher Education, 80, pp. 435-455, (2020); Matarese M., Lommi M., Piredda M., Marchetti A., De Marinis M.G., Where would I prefer to work after graduation?” career preferences of students attending italian nursing schools, Nurse Education Today, 83, (2019); McKenna L., Brooks I., Graduate entry students’ early perceptions of their future nursing careers, Nurse Education in Practice, 28, pp. 292-295, (2018); Meller N., Blythe S., McNally. S., Glew P., Hughes, O'Reilly R., New graduate job applications and interviews: The role of higher education facilities for student nurses and midwives, Australian Nursing and Midwifery Journal, 25, (2017); Missen K., McKenna L., Beauchamp A., Work readiness of nursing graduates: current perspectives of graduate nurse program coordinators, Contemporary Nurse, 51, pp. 27-38, (2015); Park. S., Effects of discipline-based career course on nursing students’ career search self-efficacy, career preparation behaviour and, perceptions of career barriers, Asian Nursing Research, 9, pp. 259-264, (2015); Patterson C., Perlman D., Taylor E.K., Moxham L., Brighton R., Rath J., Mental health nursing placement: a comparative study of non-traditional and traditional placement, Nurse Education in Practice, 33, pp. 4-9, (2018); Phillips C., Kenny A., Esterman A., Pre-registration paid employment practices of undergraduate nursing students: a scoping review, Collegian, 23, pp. 115-127, (2016); Polit D.F., Beck C.T., Nursing research: Generating and assessing evidence for nursing practice, (2017); Raty H., Kamulainen K., Harvorsen C., Nieminen A., Korhonen M., University students’ perceptions of their ‘ability selves’ and employability: a pilot study, Nordic Journal of Studies in Educational Policy, 4, pp. 107-115, (2018); Rogers S., Redley B., Rawson H., Developing work readiness in graduate nurses undertaking transition to practice programs: an integrative review, Nurse Education Today, 105, (2021); Schwartz S., Educating the nurse of the future: Report of the independent review of nursing education, Australian Government Department of Health, (2019); Sladdin I., Chaboyer W., Ball L., Patients perceptions and experiences of patient-centred care in dietetic consultations, Journal of Human Nutrition and Dietetics, 31, pp. 1-9, (2017); Slemon A., Jenkins E., Bungay V., Brown H., Undergraduate students’ perspectives on pursuing a career in mental health nursing following practicum experience, Journal of Clinical Nursing, 29, pp. 163-171, (2020); Tong A., Sainsbury P., Craig J., Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups, International Journal for Quality in Health Care, 19, pp. 349-357, (2007); Tuckett A., Oliffe J.L., Experiences of Australian and New Zealand new nursing and midwifery graduates looking for employment, International Journal of Nursing Practice, 22, pp. 616-624, (2016); Walker A., Campbell K., Work readiness of graduate nurses and the impact on job satisfaction, work engagement and intention to remain, Nurse Education Today, 33, pp. 1490-1495, (2013); Walker A., Costa B., Foster A., de Bruin R., Transition and integration experiences of Australian graduate nurses: a qualitative systematic review, Collegian, 24, pp. 505-512, (2017); Walker A., Yong M., Pang L., Fullarton C., Costa B., Dunning T., Work readiness of graduate health professionals, Nurse Education Today, 33, pp. 116-122, (2013); Willetts G., Aberdeen S., Hood K., Cross W., The dynamic role of the graduate nurse in aged care: an Australian experience of delivering an aged care graduate nurse program, Collegian, 24, pp. 397-402, (2017); (2016); Yizhong X., Lin. Z., Baranchenko Y., Lau C.K., Lu H., Employability and job search behaviour: a six-wave longitudinal study of Chinese university undergraduates, Employee Relations, 39, pp. 223-239, (2017); (2020)","D.K. Sidwell; Gold Coast Campus, 4222, Australia; email: d.sidwell@griffith.edu.au","","Elsevier B.V.","","","","","","13227696","","","","English","Collegian","Article","Final","","Scopus","2-s2.0-85114685361"
"Hill M.A.; Overton T.; Kitson R.R.A.; Thompson C.D.; Brookes R.H.; Coppo P.; Bayley L.","Hill, Michelle A (57208903961); Overton, Tina (7006092595); Kitson, Russell RA (55994000100); Thompson, Christopher D (7404238816); Brookes, Rowan H (16303379100); Coppo, Paolo (7005533084); Bayley, Lynne (57214724355)","57208903961; 7006092595; 55994000100; 7404238816; 16303379100; 7005533084; 57214724355","‘They help us realise what we’re actually gaining’: The impact on undergraduates and teaching staff of displaying transferable skills badges","2022","Active Learning in Higher Education","23","1","","17","34","17","12","10.1177/1469787419898023","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078990767&doi=10.1177%2f1469787419898023&partnerID=40&md5=bfa9b75533be791a82268da8180f28e3","Monash University, Australia; University of Warwick, United Kingdom; The University of Melbourne, Australia","Hill M.A., Monash University, Australia; Overton T., Monash University, Australia; Kitson R.R.A., University of Warwick, United Kingdom; Thompson C.D., Monash University, Australia; Brookes R.H., The University of Melbourne, Australia; Coppo P., University of Warwick, United Kingdom; Bayley L., University of Warwick, United Kingdom","Attaining transferable skills is increasingly important for undergraduates and, while such skill development may be embedded within the curriculum, it is often not well recognised by students. This mixed methods study explores the use of skills badges as icons displayed on curriculum materials in several disciplines at two universities. The badges are designed to draw students’ attention to skill development opportunities; an approach that is easily scalable in any discipline. Results indicated that more than half of students found the badges helpful and their recognition of the development of some skills increased. Other benefits included understanding the wider purpose of learning tasks, increased motivation and satisfaction and identification of examples for use in the job application process. The badges prompted some staff to communicate with students about skills and to re-evaluate their teaching approach to maximise skill development opportunities. Communication between staff and students is key to ensuring students understand the purpose of the badges and how to use them. © The Author(s) 2020.","badges; curriculum; employability; skill recognition; transferable skills","","","","","","Australian Government Research Training Programme Scholarship and Monash Warwick Alliance","The author(s) disclosed receipt of the following financial support for the research, authorship and/or publication of this article: This research was supported through an Australian Government Research Training Programme Scholarship and Monash Warwick Alliance seed funding. ","Benjamini Y., Yekutieli D., The control of the false discovery rate in multiple testing under dependency, The Annals of Statistics, 29, 4, pp. 1165-1188, (2001); Bennett D., Richardson S., MacKinnon P., Enacting Strategies for Graduate Employability: How Universities Can Best Support Students to Develop Generic Skills, (2015); Boud D., Keogh R., Walker D., Reflection: Turning Experience into Learning, (2013); Bowen K., Thomas A., Badges: A common currency for learning, Change: The Magazine of Higher Learning, 46, 1, pp. 21-25, (2014); Casilli C., Hickey D., Transcending conventional credentialing and assessment paradigms with information-rich digital badges, The Information Society, 32, 2, pp. 117-129, (2016); Christie F., The reporting of university league table employability rankings: A critical review, Journal of Education and Work, 30, 4, pp. 403-418, (2017); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Creswell J.W., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, (2009); The Path to Prosperity: Why the Future of Work is Human, (2019); Australia’s STEM Workforce: A Survey of Employers, (2014); Devedzic V., Jovanovic J., Tomic B., Et al., Grading soft skills with open badges, (2015); Garcia-Aracil A., Monteiro S., Almeida L.S., Students’ perceptions of their preparedness for transition to work after graduation, Active Learning in Higher Education, (2018); Gibson D., Ostashewski N., Flintoff K., Et al., Digital badges in education, Education and Information Technologies, 20, 2, pp. 403-410, (2015); Hill M.A., Overton T.L., Thompson C.D., Et al., Undergraduate recognition of curriculum-related skill development and the skills employers are seeking, Chemistry Education Research and Practice, 20, 1, pp. 68-84, (2019); Kim H.-Y., Statistical notes for clinical researchers: Chi-squared test and Fisher’s exact test, Restorative Dentistry & Endodontics, 42, 2, pp. 152-155, (2017); Kinash S., McGillivray L., Crane L., Do university students, alumni, educators and employers link assessment and graduate employability?, Higher Education Research & Development, 37, 2, pp. 301-315, (2018); LaMagna M., Placing digital badges and micro-credentials in context, Journal of Electronic Resources Librarianship, 29, 4, pp. 206-210, (2017); Lenhard W., Lenhard A., Calculation of Effect Sizes, (2016); Lowden K., Hall S., Elliot D., Et al., Employers’ Perceptions of the Employability Skills of New Graduates, (2011); Matthews K.E., Mercer-Mapstone L.D., Toward curriculum convergence for graduate learning outcomes: Academic intentions and student experiences, Studies in Higher Education, 43, 4, pp. 644-659, (2018); Miller K.K., De St Jorre T.J., West J.M., Et al., The potential of digital credentials to engage students with capabilities of importance to scholars and citizens, Active Learning in Higher Education, (2017); Narum S.R., Beyond Bonferroni: Less conservative analyses for conservation genetics, Conservation Genetics, 7, 5, pp. 783-787, (2006); Oliver B., Jorre De St Jorre T., Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers, Higher Education Research & Development, 37, 4, pp. 821-836, (2018); Pallant J., SPSS Survival Manual, (2016); The Global Skills Gap in the 21st Century, (2018); Sarkar M., Overton T., Thompson C., Et al., Graduate employability: Views of recent science graduates and employers, International Journal of Innovation in Science and Mathematics Education, 24, 3, pp. 31-48, (2016); Saunders V., Zuzel K., Evaluating employability skills: Employer and student perceptions, Bioscience Education, 15, 1, pp. 1-15, (2010); Seery M.K., Agustian H.Y., Doidge E.D., Et al., Developing laboratory skills by incorporating peer-review and digital badges, Chemistry Education Research and Practice, 18, 3, pp. 403-419, (2017); Taber K.S., Learning generic skills through chemistry education, Chemistry Education Research and Practice, 17, 2, pp. 225-228, (2016); Workforce Development Needs Survey Report, (2016); The New Basics: Big Data Reveals the Skills Young People Need for the New Work Order, (2016); The New Work Smarts – Thriving in the New Work Order, (2017); Tomlinson M., ‘The degree is not enough’: Students’ perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Winkelmes M.-A., Transparency in teaching: Faculty share data and improve students’ learning, Liberal Education, 99, 2, (2013); The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, (2016); Operating Models for the Future of Consumption, (2018)","M.A. Hill; Monash University, Australia; email: michelle.hill@monash.edu","","SAGE Publications Ltd","","","","","","14697874","","","","English","Act. Learn. High. Educ.","Article","Final","","Scopus","2-s2.0-85078990767"
"McBride C.M.; Pathak S.; Johnson C.E.; Alberg A.J.; Bandera E.V.; Barnholtz-Sloan J.S.; Bondy M.L.; Cote M.L.; Moorman P.G.; Peres L.C.; Peters E.S.; Schwartz A.G.; Terry P.D.; Schildkraut J.M.","McBride, Colleen M. (7101988409); Pathak, Sarita (7203000679); Johnson, Courtney E. (57365776900); Alberg, Anthony J. (7004465829); Bandera, Elisa V. (6602672613); Barnholtz-Sloan, Jill S. (7005410780); Bondy, Melissa L. (7007007076); Cote, Michele L. (54790545200); Moorman, Patricia G. (7006971692); Peres, Lauren C. (57140081700); Peters, Edward S. (7203065686); Schwartz, Ann G. (15770216900); Terry, Paul D. (7102527432); Schildkraut, Joellen M. (57207903158)","7101988409; 7203000679; 57365776900; 7004465829; 6602672613; 7005410780; 7007007076; 54790545200; 7006971692; 57140081700; 7203065686; 15770216900; 7102527432; 57207903158","Psychosocial factors associated with genetic testing status among African American women with ovarian cancer: Results from the African American Cancer Epidemiology Study","2022","Cancer","128","6","","1252","1259","7","8","10.1002/cncr.34053","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120776055&doi=10.1002%2fcncr.34053&partnerID=40&md5=60d37131924054e53e31392bcccd8f00","Department of Behavioral, Social, and Health Education Sciences, Emory University Rollins School of Public Health, Atlanta, GA, United States; Department of Epidemiology, Emory University Rollins School of Public Health, Atlanta, GA, United States; Department of Epidemiology and Biostatistics, University of South Carolina Arnold School of Public Health, Columbia, SC, United States; Cancer Prevention and Control Program, Rutgers Cancer Institute of New Jersey, New Brunswick, NJ, United States; Department of Population and Quantitative Health Sciences, Case Western Reserve University School of Medicine, Cleveland, OH, United States; University Hospitals, Cleveland, OH, United States; Department of Epidemiology and Population Health, Stanford University, Stanford, CA, United States; Department of Oncology, Wayne State University School of Medicine and Karmanos Cancer Institute, Detroit, MI, United States; Department of Community and Family Medicine, Duke University Medical Center, Durham, NC, United States; Department of Cancer Epidemiology, H. Lee Moffitt Cancer Center and Research Institute, Tampa, FL, United States; Epidemiology Program, Louisiana State University Health Sciences Center School of Public Health, New Orleans, LA, United States; Department of Medicine, University of Tennessee Medical Center–Knoxville, Knoxville, TN, United States","McBride C.M., Department of Behavioral, Social, and Health Education Sciences, Emory University Rollins School of Public Health, Atlanta, GA, United States; Pathak S., Department of Behavioral, Social, and Health Education Sciences, Emory University Rollins School of Public Health, Atlanta, GA, United States; Johnson C.E., Department of Epidemiology, Emory University Rollins School of Public Health, Atlanta, GA, United States; Alberg A.J., Department of Epidemiology and Biostatistics, University of South Carolina Arnold School of Public Health, Columbia, SC, United States; Bandera E.V., Cancer Prevention and Control Program, Rutgers Cancer Institute of New Jersey, New Brunswick, NJ, United States; Barnholtz-Sloan J.S., Department of Population and Quantitative Health Sciences, Case Western Reserve University School of Medicine, Cleveland, OH, United States, University Hospitals, Cleveland, OH, United States; Bondy M.L., Department of Epidemiology and Population Health, Stanford University, Stanford, CA, United States; Cote M.L., Department of Oncology, Wayne State University School of Medicine and Karmanos Cancer Institute, Detroit, MI, United States; Moorman P.G., Department of Community and Family Medicine, Duke University Medical Center, Durham, NC, United States; Peres L.C., Department of Cancer Epidemiology, H. Lee Moffitt Cancer Center and Research Institute, Tampa, FL, United States; Peters E.S., Epidemiology Program, Louisiana State University Health Sciences Center School of Public Health, New Orleans, LA, United States; Schwartz A.G., Department of Oncology, Wayne State University School of Medicine and Karmanos Cancer Institute, Detroit, MI, United States; Terry P.D., Department of Medicine, University of Tennessee Medical Center–Knoxville, Knoxville, TN, United States; Schildkraut J.M., Department of Epidemiology, Emory University Rollins School of Public Health, Atlanta, GA, United States","Background: Racial disparities in the uptake of cancer genetic services are well documented among African American (AA) women. Understanding the multiple social and psychological factors that can influence the uptake of genetic testing among AA women is needed. Methods: Data came from 270 AA women diagnosed with ovarian cancer and participating in a population-based, case-control study of ovarian cancer who were asked about genetic testing. Logistic regression analyses tested the associations of predisposing, enabling, and need factors with reported genetic testing uptake. Results: One-third of the sample (35%) reported having had genetic testing. In the multivariable model, AA women with higher incomes had more than double the odds of being tested than those with the lowest income (odds ratio [OR] for $25,000-$74,999, 2.04; 95% confidence interval [CI], 1.06-3.99; OR for ≥$75,000, 2.32; 95% CI, 0.92-5.94). AA women who reported employment discrimination were significantly less likely to report genetic testing than those who did not report job discrimination (OR, 0.39; 95% CI, 0.14-0.95). Marital status, Medicaid versus other insurance, prayer frequency, and perceived social support were significantly associated with genetic testing uptake in bivariate analyses but were not significant contributors in multivariable analyses. Conclusions: Consistent with other studies of AA women, a minority of African American Cancer Epidemiology Study participants had undergone genetic testing. Having a lower income and experiencing job discrimination decreased the likelihood of testing. These results provide foundational evidence supporting the need for interventions to improve the uptake of genetic testing among AA women by reducing cost barriers and providing credible assurances that genetic results will be kept private and not affect social factors such as employability. © 2021 The Authors. Cancer published by Wiley Periodicals LLC on behalf of American Cancer Society.","African American; disparities; genetic testing; ovarian cancer; prevention","African Americans; Carcinoma, Ovarian Epithelial; Case-Control Studies; Female; Genetic Testing; Humans; Ovarian Neoplasms; United States; adult; African American; Article; bivariate analysis; cancer diagnosis; cancer epidemiology; cancer patient; cancer prevention; case control study; confidence interval; controlled study; cost control; employability; employment discrimination; female; genetic predisposition; genetic screening; highest income group; human; human tissue; logistic regression analysis; lowest income group; major clinical study; marriage; medicaid; middle aged; observational study; odds ratio; ovary cancer; population research; racial disparity; religion; social psychology; social support; genetic screening; genetics; ovary tumor; United States","","","","","National Institutes of Health, NIH; U.S. Department of Health and Human Services, HHS, (CA142081, CA237318); National Cancer Institute, NCI, (K99CA218681)","Funding text 1: Funding was provided by the National Cancer Institute of the National Institutes of Health of the US Department of Health and Human Services (CA142081 and CA237318). ; Funding text 2: Lauren C. Peres reports funding from the National Cancer Institute to her institution (K99/R00CA218681). The other authors made no disclosures. ","Armstrong D.K., Alvarez R.D., Bakkum-Gamez J.N., Et al., NCCN Guidelines Insights: Ovarian Cancer, Version 1.2019: featured updates to the NCCN guidelines, J Natl Compr Canc Netw, 17, pp. 896-909, (2019); Pruthi S., Gostout B.S., Lindor N.M., Identification and management of women with BRCA mutations or hereditary predisposition for breast and ovarian cancer, Mayo Clin Proc, 85, pp. 1111-1120, (2010); Daly B., Olopade O.I., A perfect storm: how tumor biology, genomics, and health care delivery patterns collide to create a racial survival disparity in breast cancer and proposed interventions for change, CA Cancer J Clin, 65, pp. 221-238, (2015); Hann K.E.J., Freeman M., Fraser L., Et al., Awareness, knowledge, perceptions, and attitudes towards genetic testing for cancer risk among ethnic minority groups: a systematic review, BMC Public Health, 17, (2017); Levy D.E., Byfield S.D., Comstock C.B., Et al., Underutilization of BRCA1/2 testing to guide breast cancer treatment: Black and Hispanic women particularly at risk, Genet Med, 13, pp. 349-355, (2011); Butrick M., Kelly S., Peshkin B.N., Et al., Disparities in uptake of BRCA1/2 genetic testing in a randomized trial of telephone counseling, Genet Med, 17, pp. 467-475, (2015); Kinney A.Y., Butler K.M., Schwartz M.D., Et al., Expanding access to BRCA1/2 genetic counseling with telephone delivery: a cluster randomized trial, J Natl Cancer Inst, 106, (2014); Schwartz M.D., Valdimarsdottir H.B., Peshkin B.N., Et al., Randomized noninferiority trial of telephone versus in-person genetic counseling for hereditary breast and ovarian cancer, J Clin Oncol, 32, pp. 618-626, (2014); Sheppard V.B., Graves K.D., Christopher J., Hurtado-de-Mendoza A., Talley C., Williams K.P., African American women's limited knowledge and experiences with genetic counseling for hereditary breast cancer, J Genet Couns, 23, pp. 311-322, (2014); Sheppard V.B., Mays D., LaVeist T., Tercyak K.P., Medical mistrust influences Black women's level of engagement in BRCA 1/2 genetic counseling and testing, J Natl Med Assoc, 105, pp. 17-22, (2013); Sherman K.A., Miller S.M., Shaw L.-K., Cavanagh K., Sheinfeld G.S., Psychosocial approaches to participation in BRCA1/2 genetic risk assessment among African American women: a systematic review, J Community Genet, 5, pp. 89-98, (2014); Leyva B., Nguyen A.B., Allen J.D., Taplin S.H., Moser R.P., Is religiosity associated with cancer screening? Results from a national survey, J Relig Health, 54, pp. 998-1013, (2015); Moorman P.G., Barrett N.J., Wang F., Et al., Effect of cultural, folk, and religious beliefs and practices on delays in diagnosis of ovarian cancer in African American women, J Womens Health (Larchmt), 28, pp. 444-451, (2019); Ford C.L., Airhihenbuwa C.O., Critical race theory, race equity, and public health: toward antiracism praxis, Am J Public Health, 100, pp. S30-S35, (2010); Graham L., Brown-Jeffy S., Aronson R., Stephens C., Critical race theory as theoretical framework and analysis tool for population health research, Crit Public Health, 21, pp. 81-93, (2011); Fazeli Dehkordy S., Hall K.S., Dalton V.K., Carlos R.C., The link between everyday discrimination, healthcare utilization, and health status among a national sample of women, J Womens Health (Larchmt), 25, pp. 1044-1051, (2016); Andersen R.M., Revisiting the behavioral model and access to medical care: does it matter?, J Health Soc Behav, 36, pp. 1-10, (1995); Andersen R., Newman J.F., Societal and individual determinants of medical care utilization in the United States, Milbank Q, 83, pp. 1-28, (2005); Schildkraut J.M., Alberg A.J., Bandera E.V., Et al., A multi-center population-based case–control study of ovarian cancer in African-American women: the African American Cancer Epidemiology Study (AACES), BMC Cancer, 14, (2014); V6 SAS note: point biserial correlations can be obtained from PROC CORR; Lewis T.T., Cogburn C.D., Williams D.R., Self-reported experiences of discrimination and health: scientific advances, ongoing controversies, and emerging issues, Annu Rev Clin Psychol, 11, pp. 407-440, (2015); Sternthal M.J., Slopen N., Williams D.R., Racial disparities in health, Du Bois Rev, 8, pp. 95-113, (2011); Anderson L.A., Dedrick R.F., Development of the Trust in Physician scale: a measure to assess interpersonal trust in patient-physician relationships, Psychol Rep, 67, pp. 1091-1100, (1990); Zimet G.D., Dahlem N.W., Zimet S.G., Farley G.K., The Multidimensional Scale of Perceived Social Support, J Pers Assess, 52, pp. 30-41, (1988); Szaflarski M., Kudel I., Cotton S., Leonard A.C., Tsevat J., Ritchey P.N., Multidimensional assessment of spirituality/religion in patients with HIV: conceptual framework and empirical refinement, J Relig Health, 51, pp. 1239-1260, (2012); Mai P.L., Vadaparampil S.T., Breen N., McNeel T.S., Wideroff L., Graubard B.I., Awareness of cancer susceptibility genetic testing, Am J Prev Med, 46, pp. 440-448, (2014); McCarthy A.M., Bristol M., Domchek S.M., Et al., Health care segregation, physician recommendation, and racial disparities in BRCA1/2 testing among women with breast cancer, J Clin Oncol, 34, pp. 2610-2618, (2016); Susswein L.R., Skrzynia C., Lange L.A., Booker J.K., Graham M.L., Evans J.P., Increased uptake of BRCA1/2 genetic testing among African American women with a recent diagnosis of breast cancer, J Clin Oncol, 26, pp. 32-36, (2008); Kessler R.C., Mickelson K.D., Williams D.R., The prevalence, distribution, and mental health correlates of perceived discrimination in the United States, J Health Soc Behav, 40, pp. 208-230, (1999); Krieger N., Smith K., Naishadham D., Hartman C., Barbeau E.M., Experiences of discrimination: validity and reliability of a self-report measure for population health research on racism and health, Soc Sci Med, 61, pp. 1576-1596, (2005); Lewis T.T., Williams D.R., Tamene M., Clark C.R., Self-reported experiences of discrimination and cardiovascular disease, Curr Cardiovasc Risk Rep, 8, (2014); Cuevas A.G., Reitzel L.R., Cao Y., Et al., Mediators of discrimination and self-rated health among African Americans, Am J Health Behav, 37, pp. 745-754, (2013); Glover L.M., Sims M., Winters K., Perceived discrimination and reported trust and satisfaction with providers in African Americans: the Jackson Heart Study, Ethn Dis, 27, pp. 209-216, (2017)","C.M. McBride; Department of Behavioral, Social, and Health Education Sciences, Emory University Rollins School of Public Health, Atlanta, United States; email: colleen.marie.mcbride@emory.edu","","John Wiley and Sons Inc","","","","","","0008543X","","CANCA","34882782","English","Cancer","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85120776055"
"Smallwood Z.M.; Spencer-Briggs J.L.; Xia Sean X.; Ward M.D.; Hyde J.","Smallwood, Zoe M. (57207883222); Spencer-Briggs, Jenna L. (57442024100); Xia Sean, Xiaoye (57441774700); Ward, Michael D. (57202976640); Hyde, Julie (57551020200)","57207883222; 57442024100; 57441774700; 57202976640; 57551020200","Design and Delivery of a Graduate Teaching Assistant (GTA) Program in a UK University: Experiences and Perspectives","2022","Journal of Chemical Education","99","2","","592","602","10","1","10.1021/acs.jchemed.1c00453","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124165447&doi=10.1021%2facs.jchemed.1c00453&partnerID=40&md5=d6520d357f58bcc6387d358e603ec434","Chemistry Teaching Laboratory, Department of Chemistry, University of Oxford, South Parks Road, Oxford, OX1 3PS, United Kingdom; School of Chemistry, Cardiff University, Cardiff University Main Building, Park Place, Cardiff, CF10 3AT, United Kingdom; Department of Chemical Engineering, Imperial College London, Roderic Hill Building, London, SW7 2BB, United Kingdom; Department of Chemistry, University of Warwick, Warwickshire, Coventry, CV4 7AL, United Kingdom; Department of Chemistry, Dainton Building, The University of Sheffield, Brook Hill, South Yorkshire, Sheffield, S3 7HF, United Kingdom","Smallwood Z.M., Chemistry Teaching Laboratory, Department of Chemistry, University of Oxford, South Parks Road, Oxford, OX1 3PS, United Kingdom; Spencer-Briggs J.L., School of Chemistry, Cardiff University, Cardiff University Main Building, Park Place, Cardiff, CF10 3AT, United Kingdom; Xia Sean X., Department of Chemical Engineering, Imperial College London, Roderic Hill Building, London, SW7 2BB, United Kingdom; Ward M.D., Department of Chemistry, University of Warwick, Warwickshire, Coventry, CV4 7AL, United Kingdom; Hyde J., Department of Chemistry, Dainton Building, The University of Sheffield, Brook Hill, South Yorkshire, Sheffield, S3 7HF, United Kingdom","The value of postgraduates teaching in undergraduate chemistry laboratories has been a subject of interest at universities in the UK, Europe, USA, Australia, and New Zealand. The role of the teaching assistant (TA) is already well-established in many laboratories in the USA, and such roles have been increasing in popularity in the UK. Postgraduate (PG) demonstrators are however commonplace in UK higher education institutions (HEIs). Despite this, reports of formalized postgraduate programs involving a significant teaching component in the UK are rare. Here, we report on the first example of a Chemistry UK Graduate Teaching Assistant (GTA) program that started at The University of Sheffield in 2010. To the best of our knowledge, this is the first program reported of its type in the UK. For over 10 years, this program has resulted in a cohort of 24 GTAs who work alongside PG demonstrators in the laboratory and graduate with not only a chemistry Ph.D. but also enhanced teaching experience and professional development. Students in the GTA program have taken on a number of valuable roles, which are described herein. Positive outcomes include development of employability skills, contribution to the consistency of teaching, and knowledge transfer through involvement in training other PG demonstrators. The standard and consistency of the efforts of the GTA cohort have been demonstrated by a significant number receiving recognition for their teaching by gaining Fellowship of the Higher Education Academy (FHEA) accreditation, which is often associated with academic staff who are involved in teaching.  © 2022 American Chemical Society and Division of Chemical Education, Inc.","Administrative Issues; Graduate Education/Research; Laboratory Instruction; Laboratory Management; Learning Theories; Professional Development; TA Training/Orientation; Testing/Assessment","","","","","","","","Park C., The Graduate Teaching Assistant (GTA): Lessons from North American Experience, Teach. High. Educ., 9, 3, pp. 349-361, (2004); Muzaka V., The Niche of Graduate Teaching Assistants (GTAs): Perceptions and Reflections, Teach. High. Educ., 14, 1, pp. 1-12, (2009); O'Neill P., Mathur J., Positive Impacts of Using Student Anatomy Teachers, Anat. Sci. Educ., 13, 4, pp. 542-543, (2020); Lueddeke G.R., Training Postgraduates for Teaching: Considerations for Programme Planning and Development, Teach. High. Educ., 2, 2, pp. 141-151, (1997); Park C., Neither Fish nor Fowl? the Perceived Benefits and Problems of Using Graduate Teaching Assistants (GTAs) to Teach Undergraduate Students, High. Educ. Rev., 35, 1, pp. 50-62, (2002); Jordan K., Howe C., The Perceived Benefits and Problems Associated with Teaching Activities Undertaken by Doctoral Students, Teach. High. Educ., 23, 4, pp. 504-521, (2018); Park C., Ramos M., The Donkey in the Department? Insights into the Graduate Teaching Assistant (GTA) Experience in the UK, J. Grad. Educ., 3, pp. 47-53, (2002); Read D., Barnes S.M., Harrison C.K., Koramoah R., Ivanova I., Utilising Graduate Teaching Assistants to Implement Active Learning at University Level, New Dir. Teach. Phys. Sci., 12, 1, (2017); Chadha D., Reconceptualising and Reframing Graduate Teaching Assistant (GTA) Provision for a Research-Intensive Institution, Teach. High. Educ., 18, 2, pp. 205-217, (2013); Shannon D.M., Twale D.J., Moore M.S., TA Teaching Effectiveness the Impact of Training and Teaching Experience, J. Higher Educ., 69, 4, pp. 440-466, (1998); Schussler E.E., Read Q., Marbach-Ad G., Miller K., Ferzli M., Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches, CBE Life Sciences Educ., 14, 3, pp. 1-11, (2015); Bond-Robinson J., Rodriques R.A.B., Catalyzing Graduate Teaching Assistants' Laboratory Teaching through Design Research, J. Chem. 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"Cao C.; Peng M.Y.-P.; Xu Y.","Cao, Caixia (57567771000); Peng, Michael Yao-Ping (57162108500); Xu, Yan (57221173835)","57567771000; 57162108500; 57221173835","How Determinants of Employee Innovation Behavior Matter During the COVID-19 Pandemic: Investigating Cross-Regional Role via Multi-Group Partial Least Squares Structural Equation Modeling Analysis","2022","Frontiers in Psychology","13","","739898","","","","6","10.3389/fpsyg.2022.739898","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127873144&doi=10.3389%2ffpsyg.2022.739898&partnerID=40&md5=c6e756efe277affe757f2ff26e94a2e3","College of Business, Minnan Science and Technology University, Quanzhou, China; School of Economics and Management, Foshan University, Foshan, China; Institute of Educational Administration and Evaluation, University of Taipei, Taipei, Taiwan; School of Management, Fujian University of Technology, Fuzhou, China","Cao C., College of Business, Minnan Science and Technology University, Quanzhou, China; Peng M.Y.-P., School of Economics and Management, Foshan University, Foshan, China, Institute of Educational Administration and Evaluation, University of Taipei, Taipei, Taiwan; Xu Y., School of Management, Fujian University of Technology, Fuzhou, China","The COVID-19 pandemic cropping up at the end of 2019 started to pose a threat to millions of people’s health and life after a few weeks. Nevertheless, the COVID-19 pandemic gave rise to social and economic problems that have changed the progress steps of individuals and the whole nation. In this study, the work conditions for employees from Taiwan, Malaysia, and the Chinese mainland are explored and compared, and the relationship between support mechanisms and innovation behaviors (IB) is evaluated with a view of the social cognitive career theory. This study adopts the cross-sectional survey and purposive sampling to collect questionnaires. A total of 623 copies of a questionnaire from Taiwanese, 440 copies from Malaysians, and 513 copies from mainlanders were collected in this study to compare the three groups in developing employees’ IBs. Smart-partial least squares for partial least squares structural equation modeling was applied in the structural model to conduct a verification of the hypotheses and comparative analysis in this study. According to the findings, compared with employees from the Chinese mainland, the Taiwanese and Malaysian samples show more significant paths regarding employee employability, IB, prior knowledge, perceived organizational support, self-efficacy, and job performance. Our results will offer more insights and advice concerning theories of human resource. Copyright © 2022 Cao, Peng and Xu.","employee employability; innovation behavior; job performance; perceived organizational support; prior knowledge; self-efficacy","","","","","","Department of Education of Guangdong Province, DEGP, (2021JKZG022)","This study is supported by project of Educational Commission of Guangdong Province of China (No. 2021JKZG022).","Abbas J., Sagsan M., Impact of knowledge management practices on green innovation and corporate sustainable development: a structural analysis, J. Clean. 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Educ, 39, pp. 1022-1038, (2014); Van Der Heijde C.M., Van Der Heijden B.I., A competence-based and multidimensional operationalization and measurement of employability, Hum. Resour. Manage, 45, pp. 449-476, (2006); Wei J., Chen Y., Zhang Y., Zhang J., How does entrepreneurial self-efficacy influence innovation behavior? Exploring the mechanism of job satisfaction and Zhongyong thinking, Front. Psychol, 11, 708, (2020); Williams J.J., Lombrozo T., Explanation and prior knowledge interact to guide learning, Cogn. Psychol, 66, pp. 55-84, (2013); Yuan F., Woodman R.W., Innovation behaviour in the workplace: the role of performance and image outcome expectations, Acad. Manage. J, 53, pp. 323-342, (2010); Zhao W.X., Peng M.Y.P., Liu F., Cross-cultural differences in adopting social cognitive career theory at student employability in PLS-SEM: the mediating roles of self-efficacy and deep approach to learning, Front. Psychol, 12, (2021)","M.Y.-P. Peng; School of Economics and Management, Foshan University, Foshan, China; email: s91370001@mail2000.com.tw","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85127873144"
"Schettino G.; Marino L.; Capone V.","Schettino, Giovanni (57218198149); Marino, Leda (57222626668); Capone, Vincenza (55778145652)","57218198149; 57222626668; 55778145652","The Impact of University-Related Variables on Students’ Perceived Employability and Mental Well-Being: An Italian Longitudinal Study","2022","Sustainability (Switzerland)","14","5","2671","","","","12","10.3390/su14052671","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125774564&doi=10.3390%2fsu14052671&partnerID=40&md5=fa5705d9a42b04a5f3bdb6a6cfca88ba","Department of Humanities, University of Naples Federico II, Via Porta di Massa 1, Naples, 80133, Italy","Schettino G., Department of Humanities, University of Naples Federico II, Via Porta di Massa 1, Naples, 80133, Italy; Marino L., Department of Humanities, University of Naples Federico II, Via Porta di Massa 1, Naples, 80133, Italy; Capone V., Department of Humanities, University of Naples Federico II, Via Porta di Massa 1, Naples, 80133, Italy","The COVID-19 outbreak has had a disruptive impact on the academic context and labor market. Indeed, the pandemic shock in such fields has been related to several changes with implications for young people’s careers and well-being. This two-wave longitudinal study, conducted in Italy, aimed to explore the predictiveness of some individual and organizational factors on students’ perceived employability and well-being. A total of 301 Italian students, aged between 18 and 33 (M = 20.63, SD = 1.99), completed a self-report questionnaire measuring career ambition, university reputation, university commitment, technostress related to technology-enhanced learning, perceived employability, and mental well-being at both time points. A path analysis showed that career ambition, university reputation, and organizational commitment positively predicted employability, which, in addition to such variables, positively affected well-being. In contrast, technostress was identified as a risk factor both for students’ perceptions of finding a job and for their well-being. These findings provide a theoretical contribution to a better understanding of the factors involved in undergraduates’ perceived employability and well-being. Moreover, they suggest the need to improve academic-related variables to enhance individuals’ resources in coping with the pandemic challenges. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","Career ambition; Employability; Mental well-being; University commitment; University reputation","Italy; COVID-19; employment; labor market; perception; socioeconomic conditions; student; university sector","","","","","","","Employment and Activity by Sex and Age (1992–2020)—Annual Data; Unemployment Statistics; Wang X., Hegde S., Son C., Keller B., Smith A., Sasangohar F., Investigating Mental Health of US College Students during the COVID-19 Pandemic: Cross-Sectional Survey Study, J. Med. 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Rev, 19, pp. 215-239, (2020); Loewenthal K., Lewis C.A., An Introduction to Psychological Tests and Scales, (2015); Quiring S.Q., Boys S.K., Harris E., The Role of Self-Efficacy in Employability: Implications for Pedagogical Change, Thurgood Marshall Law Rev, 43, (2017); Ma A.S., Assessing the Effects of University Reputation and City Image on International Student Destination Choice: Evidence from a Flagship University in Taipei, Educ. Urban Soc, (2021); Cheng M., Adekola O., Albia J., Cai S., Employability in Higher Education: A Review of Key Stakeholders’ Perspectives, High. Educ. Res. Dev, (2021)","G. Schettino; Department of Humanities, University of Naples Federico II, Naples, Via Porta di Massa 1, 80133, Italy; email: giovanni.schettino@unina.it","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85125774564"
"Beloucif A.; Mehafdi M.; Komey N.A.","Beloucif, Ahmed (57191769649); Mehafdi, Messaoud (6505898554); Komey, Naa Ayeley (57202604833)","57191769649; 6505898554; 57202604833","Expectation as a key determinant of international students’ satisfaction: A case study of business school MSc students","2022","Journal of Applied Research in Higher Education","14","1","","453","470","17","7","10.1108/JARHE-04-2017-0048","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85048899200&doi=10.1108%2fJARHE-04-2017-0048&partnerID=40&md5=9fae337511c979450d94fe18623ef96d","University of the West of Scotland, Dumfries, United Kingdom; University of Huddersfield, Huddersfield, United Kingdom; University of Ghana, Akra, Ghana","Beloucif A., University of the West of Scotland, Dumfries, United Kingdom; Mehafdi M., University of Huddersfield, Huddersfield, United Kingdom; Komey N.A., University of Ghana, Akra, Ghana","Purpose: The purpose of this paper is to explore international postgraduate students’ expectations of UK university education, covering various aspects of student expectation at a leading business school in Scotland. The authors present in this paper the findings from the qualitative stage of this study, offering a fresh insight into the factors that influence students’ expectations of postgraduate university education and the impact this has on the students’ satisfaction with their courses. Design/methodology/approach: A qualitative inquiry was adopted, collecting primary data by means of semi-structured interviews of business school international students enroled in different taught 12-month MSc courses. Findings: International students are found to have high expectations of improved job prospects after graduating from their chosen UK university, underlined mainly by the university’s reputation for improving student employability. The most significant a priori factors that form students’ expectations are word of mouth, recommendations and the students’ belief in the calibre of lecturers and the quality of the facilities. Research limitations/implications: The students are universities’ most important customers in an increasingly competitive and financially constrained UK higher education environment. Theoretically, the study contributes to the growing literature in this challenging environment not only by identifying the components of international postgraduate students’ expectations but also by exploring how the expectations can be met or exceeded to improve students’ satisfaction. Future research can also replicate this study to other subject areas and draw the similarities and differences that may exist in the expectations of non-business international MSc students. Practical implications: Practically, this study’s findings should help university students’ recruitment and engagement services develop tailored marketing strategies to better manage international students’ expectations, for example, by being more proactive in embedding employability into postgraduate education provision. Moreover, the findings can also be drawn upon to improve the design and delivery of taught MSc courses in order to meet and exceed the expectations of prospective international postgraduate students. Originality/value: This research offers a fresh insight and contributes to the understanding of international students’ expectations and their satisfaction of university education services. © 2018, Emerald Publishing Limited.","International postgraduate students; Satisfaction; Students’ expectations","","","","","","","","Ahmad S., International student expectations: the voice of Indian students, (2006); Artess J., Hooley T., Mellors-Bourne R., Employability: a review of the literature 2012 to 2016, (2017); Asare-Nuamah P., International students’ satisfaction: assessing the determinants of satisfaction, Higher Education for the Future, 4, 1, pp. 44-59, (2017); Bell R., Concerns and expectations of students participating in study abroad programmes: blogging to reveal the dynamic student voice, Journal of Research in International Education, 15, 3, pp. 196-207, (2016); Boulding W., Kalra A., Staelin R., Zeithaml V.A., A dynamic process model of service quality: from expectations to behavioural intentions, Journal of Marketing Research, 30, 1, pp. 7-27, (1993); 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Yoon E., Jepsen D., Expectations of and attitudes toward counselling: a comparison of Asian international and US graduate students, International Journal of Advertisement Counselling, 30, 2, pp. 116-127, (2008); Zeithaml A.V., Bitner M.J., Services Marketing: Integrating Customer Focus across the Firm, (2003); Zeithaml V., Parasuraman A., Berry L., Understanding customer expectations of service, Sloan Management Review, 32, 3, pp. 39-51, (1991); Zeithaml V., Parasuraman A., Berry L., The nature and determinants of customer expectations of service, Journal of the Academy of Marketing Science, 21, 1, pp. 1-12, (1993); Zhang Z., Zhou G., Understanding Chinese international students at a Canadian university: perceptive, expectations and experiences, Canadian and International Education, 39, 3, pp. 43-58, (2010)","A. Beloucif; University of the West of Scotland, Dumfries, United Kingdom; email: ahmed.beloucif@uws.ac.uk","","Emerald Group Holdings Ltd.","","","","","","20507003","","","","English","J. Appl. Res. High. Edu.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85048899200"
"Goulart V.G.; Liboni L.B.; Cezarino L.O.","Goulart, Vera G. (57226019077); Liboni, Lara Bartocci (56011128300); Cezarino, Luciana Oranges (15134972100)","57226019077; 56011128300; 15134972100","Balancing skills in the digital transformation era: The future of jobs and the role of higher education","2022","Industry and Higher Education","36","2","","118","127","9","29","10.1177/09504222211029796","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85110139195&doi=10.1177%2f09504222211029796&partnerID=40&md5=93a6dab0271ecff305174750a3393370","Bandtec Digital School, Brazil; University of São Paulo, Brazil; Federal University of Uberlândia, Brazil","Goulart V.G., Bandtec Digital School, Brazil; Liboni L.B., University of São Paulo, Brazil; Cezarino L.O., Federal University of Uberlândia, Brazil","Developing human resources and matching job profiles are essential tasks to promote economic and social growth. The technology-related job market has undergone significant changes over recent years, mainly due to technological advances that have pushed industry toward new demands for skilled professionals. This change in required skills and competencies has led to a gap between what companies need and the professional profiles that are available in the job market. Technology companies are often unable to find an employee who meets the required profile, resulting in financial loss and extra training expenses. It is therefore essential that higher education in technology is reconsidered to address job market demands. Thus the goal of this work is to evaluate the relationship between the professional profile required by information technology (IT) companies and what students are taught on IT-related programs in higher education institutions (HEIs). The authors adopt a systemic perspective in three different qualitative approaches. They cross-check and link data on educational curricula acquired from interviews with IT human resource managers (HRMs) and student focus groups. The analysis reveals that HEIs must go beyond the transfer of knowledge and technical qualification in IT, promoting a comprehensive education that incorporates personal development goals, with a focus on developing social and emotional skills. The study focuses on the emerging economy of Brazil and presents findings from which other developing countries can learn. The results reveal the critical role of soft skills in the professional development and employability of students and the associated challenge for technical education. In conclusion, the authors also highlight the importance of partnerships between HEIs and HRMs as a fundamental strategy to fulfill the current skills gap. © The Author(s) 2021.","Higher education; information technology; labor market; skills; soft skills","","","","","","","","Ahuett-Garza H., Kurfess T., A brief discussion on the trends of habilitating technologies for Industry 4.0 and Smart manufacturing, Manufacturing Letters, 15, pp. 60-63, (2018); Bailey J.L., Non-technical skills for success in a technical world, International Journal of Business and Social Science, 5, 4, pp. 1-10, (2014); Bardin L., Content Analysis, (2009); Bashir S., Trends in international trade in higher education: implications and options for developing countries, (2007); Bay D., McKeage K., Emotional intelligence in undergraduate accounting students: preliminary assessment, Accounting Education, 15, 4, pp. 439-454, (2006); Blackler F., Orbone D., Information Technology and People: Designing for the Future, (2003); 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Salovey P., Mayer J.D., Emotional intelligence, Imagination, Cognition, and Personality, 9, pp. 185-211, (1990); Samkin G., Keevy M., Using a stakeholder developed case study to develop soft skills, Meditari Accountancy Research, 27, 6, pp. 862-882, (2019); Sevilla M., Farias M., Labour market mismatch in emerging countries: the case of Chile, Compare, 50, 2, pp. 276-293, (2020); Spencer D.A., Fear and hope in an age of mass automation: debating the future of work, New Technology, Work and Employment, 33, 1, pp. 1-12, (2018); Titko J., Smatkova I., Cerkovskis E., Demand for IT students in Latvian labour market: viewpoint of employers, Proceedings of the 28th International Business Information Management Association conference—Vision 2020: innovation management, development sustainability, and competitive economic growth, pp. 1812-1823, (2016); Urdinola D.F.A., Gukovas R.M., Skills-based human capital framework to understand the phenomenon of youth economic disengagement. Education global practice & social protection and labor global practice, (2018); Vasilescu M.D., Serban A.C., Dimian G.C., Et al., Digital divide, skills and perceptions on digitalisation in the European Union—towards a smart labour market, PLoS ONE, 15, 4, (2020); Whitley R., Developing innovative competences: the role of institutional frameworks, Industrial and Corporate Change, 11, 3, pp. 497-528, (2002); Yin R.K., Estudo de Caso-: Planejamento e métodos, (2015)","L.O. Cezarino; Federal University of Uberlândia, Brazil; email: luciana.cezarino@unive.it","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85110139195"
"Tapia N.D.; Pollock W.; Kelly C.","Tapia, Natalia D. (36663195800); Pollock, Wendi (55251602200); Kelly, Christopher (57211797868)","36663195800; 55251602200; 57211797868","Sensitivity to Status-Based Rejection: Implications for Female and Minority Criminal Justice Majors","2022","Race and Justice","12","2","","431","447","16","3","10.1177/2153368719885434","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075044003&doi=10.1177%2f2153368719885434&partnerID=40&md5=cf5c99e26961f03a9448451ac6761f92","Justice, Law and Public Safety Studies Department, Lewis University, Romeoville, IL, United States; Department of Social Sciences, Texas A M University, Corpus Christi, TX, United States; McCourt School of Public Policy, Georgetown University, Washington, DC, United States","Tapia N.D., Justice, Law and Public Safety Studies Department, Lewis University, Romeoville, IL, United States; Pollock W., Department of Social Sciences, Texas A M University, Corpus Christi, TX, United States; Kelly C., McCourt School of Public Policy, Georgetown University, Washington, DC, United States","Now more than ever, criminal justice agencies are looking to fill their ranks with a diverse workforce that reflects the populations they serve. Criminal justice is a field where diversity matters, is encouraged, and is sought after in recruitment efforts. Also, research shows that females are highly effective in this discipline due to their unique communication skills. Therefore, it is important for females and minorities to feel they are welcomed and belong in those agencies. This article explores how perceptions affect the employability of women and people of color. Exploring their level of confidence or anxiety about their future ability to adapt to their work environment could offer insights on how to better support criminal justice students and on how to help agencies to better integrate and maintain diversity in their organizations. This study examines criminal justice students’ sensitivity to status-based rejection. Specifically, college students in the field of criminal justice were surveyed regarding their anxieties and beliefs about how others’ perceptions of their status (gender, race, and/or ethnicity) might affect their professional careers. Results suggest that while females of all races and African American students of any gender are significantly more likely to be concerned about the potential for status-based rejection when employed, or trying to become employed, in the field of criminal justice, female Hispanic students are concerned about the combined effects of their race and gender on their future careers. Policy implications are discussed. © The Author(s) 2019.","African/Black Americans; and gender articualtion; bias in the criminal justice system; class; criminological theories; criminological theories; employment; Latino/Hispanic Americans; race; race and public opinion; race/ethnicity; stereotypes","","","","","","","","Allison K.W., Stress and oppressed social category membership, Prejudice: The target’s perspective, pp. 145-170, (1998); 10-Year trend in lawyer demographics, (2019); Bergman M.E., Walker J.M., Jean V.A., A simple solution to policing: Women!, Industrial and Organizational Psychology, 9, pp. 590-597, (2016); Bolton K., Shared perceptions: Black officers discuss continuing barriers in policing, Policing: An International Journal of Police Strategies and Management, 26, pp. 386-399, (2003); Bowen W.G., Bok D., The shape of the river: Long term consequences of considering race in college and university admissions, (1998); Branscombe N.R., Schmitt M.T., Harvey R.D., Perceiving pervasive discrimination among African Americans: Implications for group identification and well-being, Journal of Personality and Social Psychology, 77, pp. 135-149, (1999); Britton D.M., Perceptions of the work environment among correctional officers: Do race and sex matter?, Criminology, 35, pp. 85-105, (1997); Chaiyavej S., Morash M., Dynamics of sexual harassment for policewomen working alongside men, Policing: An International Journal of Police Strategies & Management, 31, pp. 485-498, (2008); Chan W., Mendoza-Denton R., Status-based rejection sensitivity among Asian Americans: Implications for psychological distress, Journal of Personality, 76, pp. 1317-1346, (2008); Cordner G., Cordner A., Stuck on a plateau? 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Black and Asian women police officers experiences and discrimination, International Journal of Police Science and Management, 3, pp. 68-87, (2000); Horne P., Policewomen: This first century and the new era, Police Chief, 73, pp. 1-10, (2014); Kay F.M., Alarie S.L., Adjei J.K., Undermining gender equality: Female attrition from private law practice, Law & Society Review, 50, pp. 766-801, (2016); Kiang L., Blumenthal T.D., Carlson E.N., Lawson Y.N., Shell J.C., Physiologic responses to racial rejection images among young adults from African-American backgrounds, Journal of Youth and Adolescence, 38, pp. 164-174, (2009); Kladney D., Royce A., Face it, we’ve lost the public’s trust, The Chicago Tribune, (2015); Langton L., Women in law enforcement, 1987-2008, (2010); Liao H.Y., Perception of subtle racism: The role of group status, legitimized ideology, race based rejection sensitivity, implicit theories of race, and accountability, (2006); London B., Rosenthal L., Gonzalez A., Assessing the role of gender rejection sensitivity, identity and support on the academic engagement of women in nontraditional fields using experience sampling methods, Journal of Social Issues, 67, pp. 510-530, (2011); Lonsway K.A., Hiring & retaining more women: The advantages to law enforcement agencies, (2000); Martinez J.P., How lawyers and judges can help rebuild public trust and confidence in our justice system, (2018); McCarty W.P., Zhao J., Garland B.E., Occupational stress and burnout between male and female officers. 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Advice for women working in corrections, Corrections Today, 74, pp. 41-44, (2013); Page-Gould E., Mendoza-Denton R., Mendes W.B., Stress and coping in interracial contexts: The influence of race-based rejection sensitivity and cross-group friendship in daily experiences of health, Journal of Social Issues, 70, pp. 256-278, (2014); Payne-Pinkus M.R., Hagan J., Nelson R.L., Experiencing discrimination: Race and retention in America’s largest firms, Law & Society Review, 44, pp. 553-584, (2010); Reaves B.A., Local Police Departments, 2013: Personnel, policies, and practices, (2015); Reskin B.F., Bielby D.D., A sociological perspective on gender and career outcomes, Journal of Economic Perspectives, 19, pp. 71-86, (2005); Schuck A.M., Female representation in law enforcement: The influence of screening, unions, incentives, community policing, CALEA, and size, Police Quarterly, 17, pp. 54-78, (2014); Schuck A.M., Rabe-Hemp C., Women police, Women & Criminal Justice, 16, pp. 91-117, (2007); Shelley T.O., Morabito M.S., Tobin-Gurley J., Gendered institutions and gendered roles: The current state of women in policing, Criminal Justice Studies, 24, pp. 351-367, (2011); Stroshine M.S., Brandl S.G., Race, gender, and tokenism in policing: An empirical elaboration, Police Quarterly, 14, pp. 344-365, (2011); Thompson B.M., Kirk A., Brown D., Sources of stress in policewomen: A three factor model, International Journal of Stress Management, 13, pp. 309-328, (2006); Thurston J.L., Black robes, White judges: The lack of diversity on the magistrate judge bench, Law and Contemporary Problems, 82, pp. 63-102, (2019); Van Voorhis P., Cullen F.T., Link B.G., Woff N.T., The impact of race and gender on correctional officers’ orientation to the integrated environment, Journal of Research in Crime and Delinquency, 28, pp. 472-500, (1991); Walker S., Racial minority and female employment in policing: The implications of glacial change, Crime and Delinquency, 31, pp. 555-572, (1985); Walker S., Spohn C., DeLeone M., The color of justice: Ethnicity and crime in America, (2000); Weitzer R., Hasisi B., Does ethnic composition make a difference? Citizens’ assessment of Arab police officers in Israel, Policing and Society, 18, pp. 262-276, (2008); Wilson C.P., Wilson S.A., Are we there yet? Perceptive roles of African American police officers in small agency settings, Western Journal of Black Studies, 38, pp. 123-133, (2014); Wright K.N., Saylor W.G., Male and female employees perceptions of prison work. Is there a difference?, Justice Quarterly, 8, pp. 505-524, (1991); Zhao J., He N., Lovrich N.P., Pursuing gender diversity in police organizations in the 1990s: A longitudinal analysis of factors associated with the hiring of female officers, Police Quarterly, 9, pp. 463-485, (2006)","N.D. Tapia; Justice, Law and Public Safety Studies Department, Lewis University, Romeoville, United States; email: tapiana@lewisu.edu","","SAGE Publications Inc.","","","","","","21533687","","","","English","Race Justice","Article","Final","","Scopus","2-s2.0-85075044003"
"Boustani N.M.","Boustani, Nada Mallah (57197829959)","57197829959","Artificial intelligence impact on banks clients and employees in an Asian developing country","2022","Journal of Asia Business Studies","16","2","","267","278","11","19","10.1108/JABS-09-2020-0376","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108305889&doi=10.1108%2fJABS-09-2020-0376&partnerID=40&md5=7c39a7fbfe03c263ad710619d7bc2822","Faculty of Business, Saint Joseph University, Beirut, Lebanon","Boustani N.M., Faculty of Business, Saint Joseph University, Beirut, Lebanon","Purpose: The purpose of this paper is to discuss the application of artificial intelligence (AI) in banking sector, its impact on banks employees and consumer behavior alike when buying financial services and the importance of (AI) for delivering social services in a western Asian developing country: Lebanon. The author tried to respond to the following problematics: Would AI be able to replace man power in customer service? and would AI change the job of the banker and render the bank more profitable? Design/methodology/approach: The data collected and analyzed was used in a quantitative research-based models with the application of hypothesis regression models. The results obtained has helped despite the fact of its innovative framework, AI cannot replace the role of humans when it comes to client’s interactions with banks employees. Findings: AI elevates the quality of banking transactions to an upper edge. Some of the technical banking jobs might be in jeopardy with AI, as the technology can be easily replaced with human resources, but when emotional intelligence is required for banks clients/employee’s relationship management, AI has been found with no ability to supersede. Research limitations/implications: Researchers in the future can also compare large banks called alpha banks to smaller banks in the same developing country to further test the possibility of adopting innovation and change through AI in different sizes of banks with larger number of employees, financial resources and corporate clients. Practical implications: Fears regarding impact on employment were detected, AI could render many banks’ jobs obsolete in the coming years, asserting that AI and robotics “reduce the need for staff in roles such as back office functions. Data suggests that the proliferation of AI could be accompanied by a rise in banking jobs. It may also be the case that only the most mundane jobs such as data entry will be sacrificed for machine superiority. While a rise in job numbers associated with higher AI-adoption rates seems ideal, some evidence suggests that most financial institutions are not yet fully confident in how to effectively apply the technology for the best results but at the same time seemed to be receptive to using AI and machine learning in their organization. Social implications: This study was conducted and limited to one developing Asian country, it would be useful to stretch this study covering other countries in the region to dive into more diversified results that could trigger researchers to compare more the adoption of AI in Asian countries and evaluating its impact with respect to different countries size and/or level of development in addition to other demographics and criteria. Originality/value: Financial institutions are increasingly using artificial neural network systems to detect fraud and charges that do not meet the standard. The AI is used to: organize transactions; keep accounts; invest in stocks; optimize portfolios, etc. Reducing the number of frauds and financial crimes in Lebanon by monitoring user behavior to detect abnormal changes or anomalies in addition to the possible rectification of human economic behavior in the Asian region, this could add a great value and high originality to the research. © 2021, Emerald Publishing Limited.","Artificial intelligence; Consumer behavior; Employability","","","","","","","","Akter S., Gunasekaran A., Wamba S.F., Babu M.M., Hani U., Reshaping competitive advantages with analytics capabilities in service systems, Technological Forecasting and Social Change, 159, pp. 120-180, (2020); Bandura A., Exercise of personal and collective efficacy in changing societies, Self-Efficacy in Changing Societies, pp. 1-45, (1995); Bedford D., Bellens J., Meekings K., Schlich B., FinTech is Disrupting the Banking Industry, and Banks Must React to the Rapid Emergence of These New Market Players, (2018); Berntson E., Naswall K., Sverke M., Investigating the relationship between employability and self-efficacy: a cross-lagged analysis, European Journal of Work and Organizational Psychology, 17, 4, pp. 413-425, (2008); Biancardi A., L'intelligence artificielle investit le secteur bancaire, (2017); Brown G.H., Brand loyalty-fact or fiction?, Advertising Age, 23, pp. 53-54, (1952); Dacre Pool L., Sewell P., The Key to Employability:developing a Practical Model of Graduate Employability, (2007); Dearing R., Higher Education in the Learning Society. Report of the National Committee of Enquiry into Higher Education, (1997); De-Arteaga M., Herlands W., Neill D., Dubrawski A., Machine learning for the developing world, ACM Transactions on Management Information Systems, 9, 2, pp. 9-14, (2018); Etzioni A., The Moral Dimension: Toward a New Economics, (1988); Fosso Wamba S., Akter S., Edwards A., Chopin G., Gnanzou D., How ‘big data’ can make big impact: findings from a systematic review and a longitudinal case study, International Journal of Production Economics, 165, pp. 234-246, (2015); Harfouche A.L., Jacobson D.A., Kainer D., Romero J.C., Harfouche A.H., Scarascia Mugnozza G., Moshelion M., Tuskan G.A., Keurentjes J.J.B., Altman A., Accelerating climate resilient plant breeding by applying Next-Generation artificial intelligence, Trends in Biotechnology, 37, 11, (2019); Harfouche A., Quinio B., Skandrani S., Marciniak R., A framework for artificial knowledge creation in organizations, Thirty eighth International Conference on Information Systems ICIS2017, Seoul, (2017); Kauflin J., The 11 biggest fintech companies in America 2019, Forbes, (2019); Knight P., Employability and assessment, Skills plus – a paper prepared for the fourth colloquium, (2001); Knight P.T., Yorke M., Employability and Good Learning in Higher Education Centre for Outcomes-Based Education, Open University, Milton Keynes MK7 6Aa,And Centre for Higher Education Development, (2004); Lee H., Defining and measuring Employability-Centre for research into quality, university of Central England, Birmingham, UK, Quality in Higher Education, 7, 2, (2001); Levine R., Financial development and economic growth: views and agenda, Journal of Economic Literature, 35, 2, pp. 688-726, (1997); Mallah Boustani N., Traditional Banks and Fintech: Survival, Future and Threats ICT for an Inclusive World, (2020); Macneil I.R., Contracts: adjustment of Long-Term economic relations under classical, neoclassical and relational contract law, Northwestern Law Review, 12, pp. 854-901, (1978); Macneil I., The new social contract: an inquiry into modern contractual relations, Michigan Law Review, (1980); Marshall J.F., Bansal V.K., Financial Engineering: A Complete Guide to Financial Innovation, (1992); Miller M.H., Financial innovation: achievements and prospects, Journal of Applied Corporate Finance, 4, 4, pp. 4-12, (1992); Morley L., Producing new workers: quality, equality and employability in higher education, Quality in Higher Education, 7, 2, pp. 131-138, (2001); Saba M., Bou Saba P., Harfouche A., Hidden facets of IT projects are revealed only after deployment: the case of French agricultural cooperatives, Information Technology & People, 31, 1, pp. 239-255, (2018); Tufano P., Financial innovation, Handbook of the Economics of Finance, Vol. 1a Corporate Finance, pp. 307-336, (2003); Van Der Heijde B., Et al., Age effects on the employability career success relationship, Journal of Vocational Behavior, 74, 2, pp. 156-164, (2009); Verghese S.K., Financial Innovation and Lessons for India feb, 25, 5, (1990); Williamson O.E., Markets and hierarchies; analysis and antitrust implications: a study in the economics of internal organization, University of Illinois at Urbana-Champaign's Academy for Entrepreneurial Leadership Historical Research Reference in Entrepreneurship, (1975); Williamson O.E., The Economic Institutions of Capitalism, (1985); Levine R., Finance and growth: theory and evidence, Handbook of Economic Growth, 1A, (2005)","N.M. Boustani; Faculty of Business, Saint Joseph University, Beirut, Lebanon; email: nada.mallahboustany@usj.edu.lb","","Emerald Group Holdings Ltd.","","","","","","15587894","","","","English","J. Asia Bus. Stud.","Article","Final","","Scopus","2-s2.0-85108305889"
"Pais S.C.; Dias T.S.; Benício D.","Pais, Sofia Castanheira (55568596000); Dias, Teresa Silva (55614370700); Benício, Deyse (57605242200)","55568596000; 55614370700; 57605242200","Connecting Higher Education to the Labour Market: The Experience of Service Learning in a Portuguese University","2022","Education Sciences","12","4","259","","","","7","10.3390/educsci12040259","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128563300&doi=10.3390%2feducsci12040259&partnerID=40&md5=b3bb788939b02fcbdc1cdc9c4caaeb6b","Centre for Research and Intervention in Education, Department of Education Sciences, University of Porto, Porto, 4200-135, Portugal; Faculty of Psychology and Education Sciences, University of Porto, Porto, 4200-135, Portugal","Pais S.C., Centre for Research and Intervention in Education, Department of Education Sciences, University of Porto, Porto, 4200-135, Portugal; Dias T.S., Centre for Research and Intervention in Education, Department of Education Sciences, University of Porto, Porto, 4200-135, Portugal; Benício D., Faculty of Psychology and Education Sciences, University of Porto, Porto, 4200-135, Portugal","The mission of higher education institutions (HEI) includes fostering conditions that enable student participation, and a commitment to their professional success. Pedagogical strategies which combine learning that goes beyond the university and involves a service-learning (SL) course carried out in the context of a pedagogical innovation programme of the University of Porto were examined. This examination included interviews with teachers, a focus group discussion with students and the analysis of logbooks and final reports to realize the potential of SL for improving employability. The results put into perspective the weaknesses and potentialities of SL courses at HEI and show that when academic learning is integrated with community experience, students gain both personal/social and academic skills. They also develop leadership and communication skills and critical awareness on the one hand and time and resources management and the ability to adapt and respond to challenges of the real world on the other, all seen as beneficial for the transition into the labour market. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","experience; higher education; labour market; learning; service learning","","","","","","","","Mouraz A., Lopes A., Ferreira J.M., Higher education challenges to teaching practices: Perspectives drawn from a multidisci-plinary peer observation of teaching program, Int. J. Adv. Res, 1, pp. 377-386, (2013); Torres A.C., Lopes A., Valente J.M.S., Mouraz A., What catches the eye in class observation? Observers’ perspectives in a multidisciplinary peer observation of teaching program, Teach. High. Educ, 22, pp. 822-838, (2017); Ribeiro R.C., Magalhaes A.M., Política de responsabilidade social na universidade conceitos e desafios, Educ. Soc. Cult, 42, pp. 133-156, (2014); Castells M., Universities as Dynamic Systems of Contradictory Functions, Challenges of Globalisation. South African Debates with Manuel Castells, pp. 206-233, (2001); Laredo P., Revisiting the Third Mission of Universities: Toward a Renewed Categorization of University Activities?, High. Educ. Policy, 20, pp. 441-456, (2007); Pinheiro R., Langa P., Pausits A., One and two equals three? The third mission of higher education institutions, Eur. J. High. Educ, 5, pp. 233-249, (2015); Schwartzman S., University and Development in Latin America: Successful Experiences of Research Centers: Global Perspectives in Higher Education, (2008); Pinheiro R., Benneworth P., Jones G.A., Universities and Regional Development: A Critical Assessment of Tensions and Contradictions, (2012); Rego M.A., Moledo M., Nunez I.M., El Aprendizagem-Servicio y la Educación Universitária. Hacer Personas Competentes, (2020); Menezes I., Coelho M., Amorim J.P., Gomes I., Pais S.C., Coimbra J.L., Inovação e compromisso social universitário: A universidade “e o chão que ela pisa, Tendencias Actuales de las Transformaciones de las Universidades en Una Nueva Sociedad Digital, pp. 395-407, (2018); Menezes I., Coelho M., Amorim J.P., Social and Public Responsibility, Universities, Encyclopedia of International Higher Education Systems and Institutions, (2017); Ramos A., Delgado F., Afonso P., Cruchinho A., Pereira P., Sapeta P., Ramos G., Implementação de novas práticas pedagógicas no ensino superior, Rev. Port. Educ, 26, pp. 115-141, (2013); Zgaga P., Higher Education and Citizenship: ‘The full range of purposes’, Eur. Educ. Res. J, 8, pp. 175-188, (2009); Harmonisation of the Architecture of the European Higher Education System, (1998); Biesta G.J.J., What Kind of Citizenship for European Higher Education? Beyond the Competent Active Citizen, Eur. Educ. Res. J, 8, pp. 146-158, (2009); Delors J., Mufti I., Amagi I., Carneiro R., Chung F., Geremek B., Gorham W., Kornhauser A., Manley M., Quero M.P., Et al., Learning: The Treasure within. Report to UNESCO of the International Commission on Education for the Twenty-First Century, (1996); Ryan M., Service-Learning after Learn and Serve America: How Five States Are Moving Forward, (2012); Ash S.L., Clayton P.H., Generating, deepening, and documenting learning: The power of critical reflection in applied learning, J. Appl. Learn. High. Educ, 1, pp. 25-48, (2009); Dias T., Pais S.C., Macedo E., La Universidad y el Aprendizaje en Servicio en la Promoción de la ciudadanía y la inclusión: Relatos de experiencia sobre la intervención educativa en el contexto Deportivo, Rev. Estud. Pedagog, XLVII, pp. 309-329, (2021); Bringle R.G., Ruiz A.I., Brown A.I., Neeb R.N., Enhancing the Psychology Curriculum Through Service Learning, Psychol. Learn. Technol, 15, pp. 294-309, (2016); Resch K., Knapp M., Service Learning. A Workbook for Higher Education. An Output of the ENGAGE STUDENTS Project, (2020); Pascueiro L., Breve contextualização ao tema da democratização do acesso ao ensino superior: A presença de novos públicos em contexto universitário, Educ. Soc. Cult, 28, pp. 31-52, (2009); Ferreira P.D., Caetano A., Rodrigues M., Araujo H.C., Menezes I., Visions of the authoritarian past in citizenship education policies and practices in Spain and Portugal, Education for Civic and Political Participation: A Critical Approach, pp. 207-221, (2013); Hurd C.A., Is service-learning effective? A look at current research, Serv. Learn. Perspect. Appl, pp. 1-11, (2006); Butin D.W., Service-Learning Higher Education Critical Issues and Directions, (2005); Bringle R.G., Hatcher J.A., Reflection in service learning: Making meaning or experience, Educ. Horiz, 23, pp. 179-185, (1999); Cohen L., Manion L., Morrison K., Research Methods in Education, (2007); Creswell J.W., Research Design—Qualitative, Quantitative, and Mixed Methods Approaches, (2014); Santos B.S., Para além do pensamento abissal: Das linhas globais a uma ecologia de saberes, Rev. Crít. Ciênc. Sociais, 78, pp. 3-46, (2007); Bardin L., Análise de Conteúdo, 70, (1977)","S.C. Pais; Centre for Research and Intervention in Education, Department of Education Sciences, University of Porto, Porto, 4200-135, Portugal; email: sofiapais@fpce.up.pt","","MDPI","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85128563300"
"Jin Y.","Jin, Yuqian (57299029900)","57299029900","Analysis of College Students’ Entrepreneurship Education and Entrepreneurial Psychological Quality From the Perspective of Ideological and Political Education","2022","Frontiers in Psychology","13","","739353","","","","6","10.3389/fpsyg.2022.739353","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128455198&doi=10.3389%2ffpsyg.2022.739353&partnerID=40&md5=7f7d05e3769151daa7a88ecf22125887","Department of Faculty Affairs & Faculty Development, School of Marxism, Northwestern Polytechnical University, Xi’an, China","Jin Y., Department of Faculty Affairs & Faculty Development, School of Marxism, Northwestern Polytechnical University, Xi’an, China","The purpose is to meet the needs of social development, encourage college students’ employability, and alleviate social pressure. First, the domestic and international employment situation is discussed along with the derivation of entrepreneurship education. Second, ideological and political education is summarized, and accordingly, its internal advantages and external conditions are explained. Then, the current situation and existing problems of entrepreneurship education in Chinese higher education institutions are analyzed from the perspectives of entrepreneurship ideology, entrepreneurship thinking, and entrepreneurship ability. Consequently, a proposal is put forward to integrate entrepreneurship education into ideological and political education to promote the coordinated development of the multidisciplinary course. Finally, the Questionnaire Survey (QS) is designed on the relationship between college students’ entrepreneurship education and ideological and political education, and the QS is conducted from three aspects: college students’ entrepreneurship views, suggestions, and cognition of the ideological and political education. The QS results show that less than 10% of students are very interested in entrepreneurship education, and most students believe that entrepreneurship education plays a very limited role in their growth. Additionally, classroom teaching accounts for the most in entrepreneurship education, while extracurricular practice accounts for only 15%. In terms of teaching content, 80% of students believe that teachers of professional courses have made outstanding contributions to teaching results, but the number of teachers of professional courses is the least among all teachers. Further, the satisfaction of entrepreneurship education among college students is analyzed through the QS by issuing to three local higher education institutions, finding that the college students’ understanding of entrepreneurship education is incomplete. The advantages of ideological and political education should be fully exerted to improve the recognition of entrepreneurship education, and entrepreneurship education should be integrated into daily teaching content. In this way, entrepreneurship education and ideological and political education can be fused, and entrepreneurship education can promote students’ entrepreneurial ability and entrepreneurial thinking. Copyright © 2022 Jin.","college students; entrepreneurship education; ideological and political education; innovative thinking; psychological quality","","","","","","","","Bischoff K., Volkmann C., Audretsch D., Stakeholder collaboration in entrepreneurship education: an analysis of the entrepreneurial ecosystems of European higher educational institutions, J. Technol. Transfer, 43, pp. 20-46, (2018); Chen J.K., Analysis on the risk hierarchy and key factors affecting entrepreneurship of college students, ICESS, 23, (2019); Chen H., An exploratory research on constructing a model of innovation and entrepreneurship education for college students based on fuzzy neural network algorithm, Secur. Commun. Netw, 31, pp. 1-8, (2021); Chen H.S., Mitchell R.K., Brigham K.H., Howell R., Steinbauer R., Perceived psychological distance, construal processes, and abstractness of entrepreneurial action, J. Bus Venturing, 33, pp. 296-314, (2018); Fellnhofer K., Game-based entrepreneurship education: impact on attitudes, behaviours, and intentions, WREMSD, 14, (2018); Fellnhofer K., Kraus S., Examining attitudes towards entrepreneurship education: a comparative analysis among experts, IJEV, 7, pp. 396-411, (2017); Fox J., Pittaway L., Uzuegbunam I., Simulations in entrepreneurship education: serious games and learning through play, EE&P, 1, pp. 61-89, (2018); Fu L., The value and path of the “Course Thinking” concept throughout the entrepreneurial education curriculum, J. Hubei Open Vocational College, 34, pp. 70-71, (2021); Gordon J., Bursuc V., Law and entrepreneurship education: A proposed model for curriculum development, JLSE, 35, pp. 123-141, (2018); Guo S., Analysis of the status quo of employment and entrepreneurship of college students in the new era based on big data analysis and discussion, JPCS, 1648, (2020); Hassan H., Intention towards social entrepreneurship of university students in an emerging economy: the influence of entrepreneurial self-efficacy and entrepreneurship education, On the Horizon, 28, pp. 133-151, (2020); Hoyos R.M.D., Pomales G.C., Padovani A., Suarez O.M., An entrepreneurship education co-curricular program to stimulate entrepreneurial mindset in engineering students, MRS Adv, 45, pp. 1-7, (2017); Huq A., Gilbert D., All the world’s a stage: transforming entrepreneurship education through design thinking, Educ. Training, 59, pp. 155-170, (2017); Jia N., Research on employment and entrepreneurship of college students in the context of “internet plus” and the countermeasures, ICOEME, 2, (2020); Jian X.J.M., Improve the evaluation mechanism of political and ideological counselors enhance the ideological and political education effectiveness of university students, Manage. Obs, 35, (2017); Kirkley D., William W., Cultivating entrepreneurial behavior: entrepreneurship education in secondary schools, APJIE, 11, pp. 17-37, (2017); Li B.Q., Hu R., Du H.X., Zhang X.D., Analysis of behavior factors of successful entrepreneurship of college students of the local university in Guangdong province, BIoHS, 2, pp. 35-44, (2020); Liu W., College students’ thinking and mental health education should be collaborate, Henan Educ, 8, pp. 40-42, (2021); Mozahem N.A., Gender differences in entrepreneurial self-efficacy: An educational perspective, Int. J. Manag, 19, (2021); Obschonka M., Stuetzer M., Integrating psychological approaches to entrepreneurship: the entrepreneurial personality system (EPS), Small Bus. Econ, 49, pp. 203-231, (2017); Rusok N., Kumar N., Rahman S., A contemporary approach to entrepreneurship education and training, IJASS, 7, pp. 696-707, (2017); Song B., Liu Z.F., Yang B., Opportunity, challenge, and countermeasure of ideological and political education in colleges and universities under the network environment, NCUST, 29, (2017); Tan J., Innovative entrepreneurship employment capability based on internet, Electron. Technol, 50, pp. 250-251, (2021); Utami C.W., Attitude, subjective norms, perceived behavior, entrepreneurship education and self-efficacy toward entrepreneurial intention university student in Indonesia, Eur. Res. Stud. J, 20, pp. 475-495, (2017); Wang Y., Chen S., Empress thinking: improve the new idea and new path of college students’ thinking and political club, J. Weinan Teachers Coll, 36, pp. 15-20, (2021); Wang S., Jie F.W., Research on the innovation of ideological and political education of university students in the we-media and big data era, ICMTMA, 2, pp. 403-407, (2017); Warhuus J.P., Tanggaard L., Robinson S., Erno S.M., From I to we: collaboration in entrepreneurship education and learning, Educ. Train, 59, pp. 234-249, (2017); Xin Y., Wang C., Dong Y., Li G., Sanjuan O., Crespo R.G., Management and entrepreneurship management mechanism of college students based on support vector machine algorithm, Comput. Intell, 1, pp. 1-13, (2020); Xu Y., Xu J., On China’s excellent traditional culture and innovation of ideological and political education in colleges and universities, ICESEM, 23, (2017); Yan X., Employment and entrepreneurship education for university students based On improved ACO algorithm and embedded database, Micro Process Micro Syst, 87, (2021); Yang G., Analysis of the status quo and countermeasures of educational system based on innovative entrepreneurship, Electron. Technol, 50, pp. 282-283, (2021); Zhang X., Xu J.Y., The influence of self-media on the ideological and political education in higher vocational college, EMCM, 45, (2017); Zhao J., Wei G., Chen K.H., Yien J.M., Psychological capital and university students’ entrepreneurial intention in China: mediation effect of entrepreneurial capitals, Front. Psychol, 10, (2020); Zhou M., Zhou Y., Zhang J., Et al., Person-city personality fit and entrepreneurial success: An explorative study in China, Int. J. Psychol, 23, (2017)","Y. Jin; Department of Faculty Affairs & Faculty Development, School of Marxism, Northwestern Polytechnical University, Xi’an, China; email: xgjgb@xatu.edu.cn","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85128455198"
"Cavaliere V.; Sassetti S.; Lombardi S.","Cavaliere, Vincenzo (55523169000); Sassetti, Sara (57202712842); Lombardi, Sara (55523271400)","55523169000; 57202712842; 55523271400","Entrepreneurial alertness and self-perceived employability: a virtuous marriage for career development","2022","Personnel Review","51","1","","137","158","21","2","10.1108/PR-05-2020-0350","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099742519&doi=10.1108%2fPR-05-2020-0350&partnerID=40&md5=25f78794fe9a8c034a871dcd22552119","Economics and Management, University of Florence, Florence, Italy; Political Science, University of Pisa, Pisa, Italy","Cavaliere V., Economics and Management, University of Florence, Florence, Italy; Sassetti S., Political Science, University of Pisa, Pisa, Italy; Lombardi S., Economics and Management, University of Florence, Florence, Italy","Purpose: Building on the importance of students becoming entrepreneurs of their own career, this research aimed to achieve two main objectives: to empirically test the sequential relationship between the three dimensions of entrepreneurial alertness as proposed by Tang et al. (2012) and to link such dimensions to self-perceived employability. Design/methodology/approach: A web survey data were obtained among a sample of 404 universities students. The test of the theoretical framework was performed by running a structural equation modeling (SEM). Findings: The results show that the three entrepreneurial alertness components are sequentially related. Moreover, the results demonstrated that among the examined dimensions, only evaluation and judgment had a direct effect on self-perceived employability, with the remaining dimensions having an indirect influence. Originality/value: There has been rarely any previous empirical attempt at investigating a framework that consider the relationship between entrepreneurial attitudes, such as alertness, on employability. The investigation of the entrepreneurial attitudes as antecedents of employability is particularly vital to graduates who will soon enter the labor market as “entrepreneurs of their own career”. © 2020, Emerald Publishing Limited.","Career development; Career entrepreneurship; Entrepreneurial alertness; Perceived employability; SEM","","","","","","King's Business School","The authors are grateful to Nino Miceli for his insightful comments on data analysis. 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"Cáceres-Reche M.P.; Tallón-Rosales S.; Navas-Parejo M.R.; De la Cruz-Campos J.C.","Cáceres-Reche, María Pilar (36093917000); Tallón-Rosales, Susana (57216993197); Navas-Parejo, Magdalena Ramos (57216150594); De la Cruz-Campos, Juan Carlos (24070314700)","36093917000; 57216993197; 57216150594; 24070314700","Influence of Sociodemographic Factors and Knowledge in Pedagogy on the Labor Market Insertion of Education Science Professionals†","2022","Education Sciences","12","3","200","","","","1","10.3390/educsci12030200","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126746596&doi=10.3390%2feducsci12030200&partnerID=40&md5=7580c9c41129af64b656055522f83fb7","Department of Didactics and School Organisation, University of Granada, Granada, 18071, Spain; Faculty of Education Science, Campus Universitario de Cartuja, Granada, 18071, Spain; Faculty of Education Science, International University of Valencia—VIU, Valencia, 46002, Spain; Faculty of Education and Sport Sciences of Melilla, Campus Universitario de Melilla, Melilla, 52071, Spain","Cáceres-Reche M.P., Department of Didactics and School Organisation, University of Granada, Granada, 18071, Spain, Faculty of Education Science, Campus Universitario de Cartuja, Granada, 18071, Spain; Tallón-Rosales S., Faculty of Education Science, International University of Valencia—VIU, Valencia, 46002, Spain; Navas-Parejo M.R., Department of Didactics and School Organisation, University of Granada, Granada, 18071, Spain, Faculty of Education and Sport Sciences of Melilla, Campus Universitario de Melilla, Melilla, 52071, Spain; De la Cruz-Campos J.C., Department of Didactics and School Organisation, University of Granada, Granada, 18071, Spain, Faculty of Education and Sport Sciences of Melilla, Campus Universitario de Melilla, Melilla, 52071, Spain","The profile of the pedagogy student is polyvalent, the motivations, competencies, attitudes, and necessary aptitudes are also varied and suitable for developing the exercise of their profession in different labor scenarios, ranging from the educational-training context to the business context. The aim of this research has been to analyze the influence of sociodemographic factors and knowledge in pedagogy on labor market insertion, expectations about the degree, and employability of students of the degree in pedagogy at the University of Granada, Spain. The methodology used was based on a cross-sectional study design through a survey administered to a total of 334 students. The results obtained show that there are differences between the two genders. Regarding the year of study, no significant differences were found. Knowledge about the profile of the pedagogue is a factor that does influence expectations about the degree, job placement, and employability. However, expectations about the degree did not influence job placement, although employability did. 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Sci, 139, pp. 412-418, (2014); Rusilowati U., Wahyudi W., The Significance of Educator Certification in Developing Pedagogy, Personality, Social and Professional Competencies,  Social and Humaniora Research Symposium (SoRes 2019), pp. 446-451, (2019)","J.C. De la Cruz-Campos; Department of Didactics and School Organisation, University of Granada, Granada, 18071, Spain; email: juancarlosdelacruz@ugr.es","","MDPI","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85126746596"
"Nimmi P.M.; Joseph G.; Donald W.E.","Nimmi, P.M. (57223862848); Joseph, George (57237930800); Donald, William E. (57196032389)","57223862848; 57237930800; 57196032389","Is it all about perception? A sustainability viewpoint on psychological capital and life well-being of management graduates","2022","Higher Education, Skills and Work-based Learning","12","2","","384","398","14","25","10.1108/HESWBL-01-2021-0004","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113902665&doi=10.1108%2fHESWBL-01-2021-0004&partnerID=40&md5=b8a257ed0834670d6e0c98d1a00881b9","School of Management Studies, Cochin University of Science and Technology, Kochi, India; Cochin University of Science and Technology, Kochi, India; Southampton Business School, University of Southampton, Southampton, United Kingdom; Organizational Behavior and HRM, Ronin Institute, Montclair, NJ, United States","Nimmi P.M., School of Management Studies, Cochin University of Science and Technology, Kochi, India; Joseph G., Cochin University of Science and Technology, Kochi, India; Donald W.E., Southampton Business School, University of Southampton, Southampton, United Kingdom, Organizational Behavior and HRM, Ronin Institute, Montclair, NJ, United States","Purpose: Well-being and employability are considered important indicators of a sustainable career that must be incorporated into the system at the beginning of a job. Hence, it is essential to explore the role of positive personal resources to improve young managers' well-being. The unending ambivalence in the academic environment and the job market is detrimental to management graduates' well-being. The study aims to look into the possible intervening methods to enhance the well-being of management students during difficult times. Design/methodology/approach: A cross-sectional study was conducted among 212 management students from Kerala, India. Multi-stage random sampling was used to collect data. Structural equation modelling using IBM-AMOS was done to gain insights into the proposed relationships. Findings: The results indicated that psychological capital had a significant impact on the well-being of management students. Both perceived employability and psychological capital are positively related to life well-being. And, perceived employability mediated the relationship between psychological capital and life well-being. Research limitations/implications: The theoretical contribution comes from the application of the broaden-and-build theory and resource caravans from the conservation of resource theory as a theoretical framework to understand the positive impact of developing psychological capital among university students. The practical contribution comes from identifying a need for universities to make their campus climate more supportive of the non-academic needs of students by supporting them to become more self-reliant and enhance their positive psychological resources. Developing psychological resources of perceived employability and psychological capital is quintessential to enhance life well-being and career sustainability of early careers talent. Originality/value: This study is one of the first attempts to discern how psychological capital leads to an accumulation of psychological resources and life well-being in university students and graduates offering opportunities for career sustainability. © 2021, Emerald Publishing Limited.","Higher education Institutions (HEIs); Life well-being; Management graduates; Perceived employability; Psychological capital (PsyCap)","","","","","","","","Abbas M., Raja U., Darr W., Bouckenooghe D., Combined effects of perceived politics and psychological capital on job satisfaction, turnover intentions, and performance, Journal of Management, 40, 7, pp. 1813-1830, (2014); Abraham A., Sommerhalder K., Abel T., Landscape and well-being: a scoping study on the health-promoting impact of outdoor environments, International Journal of Public Health, 55, 1, pp. 59-69, (2010); Akkermans J., Richardson J., Kraimer M.L., The Covid-19 crisis as a career shock: implications for careers and vocational behavior, Journal of Vocational Behavior, 119, (2020); 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The effects of psychological capital on work engagement and employee morale, International Journal of Hospitality Management, 50, pp. 9-26, (2015); Peeters E.R., Akkermans J., De Cuyper N., The only constant is change? Movement capital and perceived employability, Journal of Career Assessment, 28, 4, pp. 674-692, (2020); Preacher K.J., Hayes A.F., Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models, Behavior Research Methods, 40, pp. 879-891, (2008); Proctor C., Subjective well-being, Encyclopaedia of Quality of Life and Well-Being Research, pp. 6437-6441, (2014); Rahimnia F., Mazidi A., Mohammadzadeh Z., Emotional mediators of psychological capital on well-being: the role of stress, anxiety, and depression, Management Science Letters, 3, 3, pp. 913-926, (2013); Rothwell A., Arnold J., Self-perceived employability: development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Jewell S., Hardie M., Self-perceived employability: investigating the responses of post-graduate students, Journal of Vocational Behavior, 75, 2, pp. 152-161, (2009); Sahoo B.C., Sia S.K., Psychological capital and organisational commitment: nature, structure and relationship in an Indian sample, Asia-Pacific Journal of Management Research and Innovation, 11, 3, pp. 230-244, (2015); Salim A.A., Opportunities for Higher Education: An Enquiry into Entry Barriers, (2004); Sarokhani D., Delpisheh A., Veisani Y., Sarokhani M.T., Manesh R.E., Sayehmiri K., Prevalence of depression among university students: a systematic review and meta-analysis study, Depression Research and Treatment, 2013, pp. 1-17, (2013); Singhal H., Rastogi R., Psychological capital and career commitment: the mediating effect of subjective well-being, Management Decision, 56, 2, pp. 458-473, (2018); Siu O.L., Bakker A.B., Jiang X., Psychological capital among university students: relationships with study engagement and intrinsic motivation, Journal of Happiness Studies, 15, pp. 979-994, (2014); Spector P.E., Zapf D., Chen P.Y., Frese M., Why negative affectivity should not be controlled in job stress research: don't throw out the baby with the bath water, Journal of Organizational Behavior, 21, 1, pp. 79-95, (2000); Suess G.J., Grossmann K.E., Sroufe L.A., Effects of infant attachment to mother on quality of adaptation in preschool: from dyadic to individual organization of self, International Journal of Behavioral Development, 15, pp. 43-65, (1992); Van der Heijden B.I.J.M., De Vos A., Sustainable careers: introductory chapter, Handbook of Research on Sustainable Careers, pp. 1-19, (2015); Vanhercke D., De Cuyper N., De Witte H., Perceived employability and well-being: an overview, Psihologia Resurselor Umane, 14, 1, pp. 8-18, (2016); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010); Youssef-Morgan C.M., Luthans F., Psychological capital and well‐being, Stress and Health: Journal of the International Society for the Investigation of Stress, 31, 3, pp. 180-188, (2015); Zakkariya K.A., Nimmi P.M., Smitha P.A., Bridging job search and perceived employability in the labour market – a mediation model of job search, perceived employability and learning goal orientation, Journal of International Education in Business, (2020); Zheng X., Zhu W., Zhao H., Zhang C., Employee well-being in organizations: theoretical model, scale development, and cross-cultural validation, Journal of Organizational Behavior, 36, pp. 645-647, (2015)","P.M. Nimmi; School of Management Studies, Cochin University of Science and Technology, Kochi, India; email: nimmimohandas1985@gmail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85113902665"
"Ou D.; Zhao Z.","Ou, Dongshu (55499267000); Zhao, Zhong (57192659424)","55499267000; 57192659424","Higher Education Expansion in China, 1999–2003: Impact on Graduate Employability","2022","China and World Economy","30","2","","117","141","24","7","10.1111/cwe.12412","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127281763&doi=10.1111%2fcwe.12412&partnerID=40&md5=22271612d9073519e85bbbe9d66ab6ce","Department of Educational Administration and Policy, The Chinese University of Hong Kong, China; School of Labor and Human Resources, Renmin University of China, China; Institute of Labor Economics (IZA), Bonn, Germany","Ou D., Department of Educational Administration and Policy, The Chinese University of Hong Kong, China; Zhao Z., School of Labor and Human Resources, Renmin University of China, China, Institute of Labor Economics (IZA), Bonn, Germany","We examine the impact of China's higher education expansion on labor market outcomes for young college graduates using China's 2005 1 Percent Population Sample Survey. Exploiting variations in the expansion of university places across provinces and high school cohorts between 1999 and 2003, we apply a difference-in-differences model and take into account the demand-side effect by using the Bartik index. We find that the expansion of higher education in China decreased unemployment rates among males and college graduates in the short term. However, the policy decreased women's labor force participation and individual earnings in high-skilled white-collar jobs. We further discuss potential channels affecting the outcomes that were observed. Our results illustrate the broad economic benefits of higher education. The findings shed new light on the contribution of young skilled labor in the economic growth of China and call for policies that can alleviate the short-term negative impact of higher education on individual students and maximize human capital. Our study also provides an interesting example of the consequences of the unequal expansion of higher education opportunities on the labor market of an emerging economy. © 2022 Institute of World Economics and Politics, Chinese Academy of Social Sciences.","difference-in-differences; higher education expansion; labor force participation; unemployment; wage","","","","","","Hong Kong General Research Council, (14603416); Chinese University of Hong Kong, CUHK, (4058038)","The authors thank the editor, anonymous reviewers, Suqin Ge, Ayako Kondo, Scott Rozelle, and audiences at the 2015 Population Association of America Annual Meeting, the 7th International Symposium on Human Capital and Labor Markets, Faculty Seminar at the Faculty of International Social Sciences at Yokohama University and the 2018 Conference on Student Development and Employment in Higher Education at Peking University. Ou acknowledges the financial support from the Chinese University of Hong Kong (Direct Grant No. 4058038), and the Hong Kong General Research Council (No. 14603416).","Bai L.M., Graduate unemployment: Dilemmas and challenges in China's move to mass higher education, The China Quarterly, 185, pp. 128-144, (2006); Bartik T., Who Benefits from State and Local Economic Development Policies?, (1991); Basso G., Peri G., IZA Discussion Papers, (2015); Besley T., Case A., Unnatural experiments? Estimating the incidence of endogenous policies, Economic Journal, 110, 467, pp. 672-694, (2000); Blanchard O., Katz L., Regional evolutions, Brookings Papers on Economic Activity, 1992, 1, pp. 1-75, (1992); Boateng K., Ofori-Sarpong E., An analytical study of the labour market for tertiary graduates in Ghana, (2002); Bratti M., Checchi D., Blasio G.D., Does the expansion of higher education increase the equality of educational opportunities? 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The impact of higher education expansion on educational opportunity in China, Research in Higher Education, 60, pp. 358-391, (2019); Rozelle S., Xia Y.R., Friesen D., Vanderjack B., Cohen N., Moving beyond Lewis: Employment and wage trends in China's high- and low-skilled industries and the emergence of an era of polarization, Comparative Economic Studies, 62, pp. 555-589, (2020); Wan Y.M., Expansion of Chinese higher education since 1998: Its causes and outcomes, Asia Pacific Education Review, 7, 1, pp. 19-32, (2006); Wozniak A.K., Are college graduates more responsive to distant labor market opportunities?, Journal of Human Resources, 45, 4, pp. 944-970, (2010); Wu Y.W., Zhao Q., Higher education expansion and employment of university graduates, Jingji Yanjiu (Economic Research Journal), 9, pp. 93-108, (2010); Wu Y.W., Liu Q., The impact of higher education expansion on the marriage market: Single women? Single men?, Jingjixue Jikan (China Economic Quarterly), 14, 1, pp. 1-30, (2014); Wu X.G., Zhang Z.N., Changes in educational inequality in China, 1990–2005: Evidence from the population Census data, Research in the Sociology of Education, 17, pp. 123-152, (2010); Yang J., Mayston D., Impact of overeducation on wages in China, The Chinese Economy, 45, 2, pp. 65-89, (2012); Yu Y.M., Higher education expansion in China and its impacts on the labor market outcomes of college graduates, (2014); Yue C.J., Zhou L.P., A trend study on college graduates employment (2003–2017), Peking University Education Review, 4, pp. 49-68, (2017)","D. Ou; Department of Educational Administration and Policy, The Chinese University of Hong Kong, China; email: dongshu@cuhk.edu.hk","","John Wiley and Sons Inc","","","","","","16712234","","","","English","China World Econ.","Article","Final","","Scopus","2-s2.0-85127281763"
"van Leeuwen E.H.; Kuyvenhoven J.P.; Taris T.W.; Verhagen M.A.M.T.","van Leeuwen, Evelien H. (57219836985); Kuyvenhoven, Johan Ph. (7003472420); Taris, Toon W. (7006739971); Verhagen, Marc A. M. T. (57205965625)","57219836985; 7003472420; 7006739971; 57205965625","Burn-out and employability rates are impacted by the level of job autonomy and workload among Dutch gastroenterologists","2022","United European Gastroenterology Journal","10","3","","296","307","11","4","10.1002/ueg2.12211","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125396456&doi=10.1002%2fueg2.12211&partnerID=40&md5=62db732c53d2c7340289250b3630d0dd","University Medical Center Utrecht, Utrecht, Netherlands; Utrecht University School of Governance, Utrecht, Netherlands; Department of Gastroenterology, Spaarne Gasthuis, Haarlem, Netherlands; Department of Social, Health and Organizational Psychology, Utrecht University, Utrecht, Netherlands; Department of Gastroenterology, Diakonessenhuis, Utrecht, Netherlands","van Leeuwen E.H., University Medical Center Utrecht, Utrecht, Netherlands, Utrecht University School of Governance, Utrecht, Netherlands; Kuyvenhoven J.P., Department of Gastroenterology, Spaarne Gasthuis, Haarlem, Netherlands; Taris T.W., Department of Social, Health and Organizational Psychology, Utrecht University, Utrecht, Netherlands; Verhagen M.A.M.T., Department of Gastroenterology, Diakonessenhuis, Utrecht, Netherlands","Background: Increasing burn-out rates among gastroenterologists make it necessary to find ways to prevent burn-out and to stimulate their ability and willingness to continue working (i.e., their employability). Understanding their antecedents might help organizations to prevent burn-out and to enhance employability among this occupational group. Objective: The purpose of this study is to provide insight in the relationship between job characteristics and job crafting behavior on the one hand and job outcomes (burn-out symptoms and employability) on the other hand. Methods: Data from two surveys in 2020 and 2021 were collected in a longitudinal study among 238 Dutch gastroenterologists. The data were analyzed with multiple linear regression analyses and paired-samples t-tests. Results: Job characteristics, specifically job aspects that require sustained physical and/or psychological effort or skills (i.e., job demands), are important predictors of burn-out symptoms among gastroenterologists. Specifically, high quantitative and emotional workload are significantly related to more burn-out symptoms. No strong relationship was found between job crafting and burn-out symptoms. Furthermore, job aspects that reduce the negative impact of these demanding aspects and that help to achieve work goals (i.e., job resources), and job demands to some extent, significantly predict employability. In particular, high job autonomy is related to higher employability, and high quantitative workload is associated with lower employability. Job crafting does not significantly affect employability. Furthermore, levels of burn-out symptoms and employability differed only little across time. Conclusion: In gastroenterologists, a high quantitative workload and emotional workload are associated with a higher burn-out risk, while low job autonomy and high quantitative workload are associated with more negative perceptions of employability. To prevent burn-out and to create positive perceptions of employability, it is important to take these aspects into account. © 2022 The Authors. United European Gastroenterology Journal published by Wiley Periodicals LLC on behalf of United European Gastroenterology.","burn-out causes; burn-out symptoms; emotional workload; employability; gastroenterologists; job autonomy; job characteristics and job crafting behavior; prevention; quantitative workload; well-being","Burnout, Psychological; Gastroenterologists; Humans; Longitudinal Studies; Surveys and Questionnaires; Workload; article; burnout; case report; clinical article; employability; gastroenterologist; human; job characteristics; longitudinal study; outcome assessment; perception; prevention; skill; wellbeing; workload; psychology; questionnaire","","","","","Dutch Society for Gastroenterology; NVMDL","The authors thank all the participating gastroenterologists and trainees of the Dutch Society for Gastroenterology (NVMDL) for their time and effort in completing the surveys for this study. This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.","Balch C.M., Shanafelt T., Combating stress and burnout in surgical practice: a review, Adv Surg, 44, (2010); Kuhn C.M., Flanagan E.M., Self-care as a professional imperative: physician burnout, depression, and suicide, Can J Anaesth/J Canadien d'Anesthésie, 64, 2, pp. 158-168, (2017); Cho H.L., Huang C.J., Why mental health–related stigma matters for physician wellbeing, burnout, and patient care, J Gen Intern Med, 35, 5, pp. 1579-1581, (2020); Oude Hengel K.M., Blatter B.M., Geuskens G.A., Koppes L.L., Bongers P.M., Factors associated with the ability and willingness to continue working until the age of 65 in construction workers, Int Arch Occup Environ Health, 85, 7, pp. 783-790, (2012); Dyrbye L.N., Shanafelt T.D., Sinsky C.A., Cipriano P.F., Bhatt J., Ommaya A., Et al., Burnout among health care professionals: a call to explore and address this underrecognized threat to safe, high-quality care, (2017); 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The tendency-to-the-positive effect, Int J Stress Manag, 14, 3, pp. 249-259, (2007); Bakker A.B., Demerouti E., Schaufeli W.B., Validation of the Maslach burnout inventory-general survey: an internet study, Anxiety Stress Coping, 15, 3, pp. 245-260, (2002)","E.H. van Leeuwen; University Medical Center Utrecht, Utrecht, Netherlands; email: e.h.vanleeuwen@uu.nl","","John Wiley and Sons Inc","","","","","","20506406","","","35229985","English","United Eur. Gastroenterol. J.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85125396456"
"Creaney R.; Currie M.; Teedon P.; Helwig K.","Creaney, Rachel (57185723200); Currie, Mags (58442961600); Teedon, Paul (24446940400); Helwig, Karin (57147827200)","57185723200; 58442961600; 24446940400; 57147827200","Working with community researchers to enhance rural community engagement around Private Water Supplies: an exploration of the benefits and challenges","2022","Qualitative Research","22","2","","282","299","17","1","10.1177/1468794120978883","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098054339&doi=10.1177%2f1468794120978883&partnerID=40&md5=724adb95b4e2950071f333fcf7c2875e","School of Geography and Sustainable Development, University of St Andrews, United Kingdom; Social, Economic and Geographical Sciences, James Hutton Institute, United Kingdom; Department of Civil Engineering and Environmental Management, School of Computing, Engineering and Built Environment, Glasgow Caledonian University, United Kingdom","Creaney R., School of Geography and Sustainable Development, University of St Andrews, United Kingdom; Currie M., Social, Economic and Geographical Sciences, James Hutton Institute, United Kingdom; Teedon P., Department of Civil Engineering and Environmental Management, School of Computing, Engineering and Built Environment, Glasgow Caledonian University, United Kingdom; Helwig K., Department of Civil Engineering and Environmental Management, School of Computing, Engineering and Built Environment, Glasgow Caledonian University, United Kingdom","This project employed community researchers as a means of improving community engagement around their Private Water Supplies (PWS) in rural Scotland. In this paper, we reflect on working with community researchers in terms of the benefits and challenges of the approach for future rural research that seeks to improve community engagement. The paper (1) critiques the involvement of community researchers for rural community engagement, drawing on the experiences in this project and (2) provides suggestions for good practice for working with community researchers in rural communities’ research. We offer some context in terms of the role of community members in research, the importance of PWS, our approach to community researchers, followed by the methodological approach and findings and our conclusions to highlight that community researchers can be beneficial for enhancing community engagement, employability, and social capital. Future community researcher approaches need to be fully funded to ensure core researchers can fulfil their duty of care, which should not stop when data collection is finished. Community researchers need to be supported in two main ways: as continuing faces of the project after the official project end date and to transfer their newly acquired skills to future employment opportunities. © The Author(s) 2020.","community engagement; Community researchers; lay researchers; participatory research; Private Water Supplies","","","","","","Centre of Expertise for Waters; Scottish Government’s Strategic Research Programme","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was funded by the Centre of Expertise for Waters (CREW) and the Scottish Government’s Strategic Research Programme (2016–2021). ","Banks-Wallace J., Eureka! I finally get it: journaling as a tool for promoting praxis is research, The ABNF Journal, 19, 1, pp. 24-27, (2008); Baum F., MacDougall C., Smith D., Participatory action research, Journal of Epidemiology and Community Health, 60, 10, pp. 854-857, (2006); Castree N., Adams W.M., Barry J., Et al., Changing the intellectual climate, Nature Climate Change, 4, pp. 763-768, (2014); Devotta K., Woodhall-Melnik J., Pederson C., Et al., Enriching qualitative research by engaging peer interviewers: a case study, Qualitative Research, 16, 6, pp. 661-680, (2016); Drinking water quality in Scotland 2016: private water supplies, (2017); Emery M., Flora C., Spiraling-up: mMapping community transformation with community capitals framework, Journal of the Community Development Society, 37, 1, pp. 19-35, (2006); Ericson-Lidman E., Strandberg G., Learning to deal constructively with troubled conscience related to care providers’ perceptions of deficient teamwork in residential care of older people – a participatory action research study, Scandinavian Journal of Caring Science, 29, 2, pp. 215-224, (2015); Farmer J., Currie M., Kenny A., Et al., An exploration of the longer-term impacts of community participation in rural health services design, Social Science & Medicine, 141, pp. 64-71, (2015); Fewtrell L., Kay D., Godfree A., The microbiological quality of private water supplies, Journal of Chartered Inst. 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Manage, 12, pp. 45-47, (1998); Frost F.J., Roberts M., Kunde T.R., Et al., How clean must our drinking water be: the importance of protective immunity, Journal of Infectious Diseases, 191, pp. 809-814, (2005); Habermas J., Knowledge and Human Interests, (1968); Hardy L.J., Hughes A., Hulen E., Et al., Hiring the experts: best practices for community-engaged research, Qualitative Research, 16, 5, pp. 592-600, (2016); Jamshidi E., Morasae E.K., Shahandeh K., Ethical considerations of community-based participatory research: contextual underpinnings for developing countries, International Journal of Preventative Medicine, 5, 10, pp. 1328-1336, (2014); Kay D., Watkins J., Francis C.A., Et al., The microbiological quality of seven large commercial private water supplies in the United Kingdom, Journal of Water Health, 5, pp. 523-538, (2007); Kingori P., Experiencing everyday ethics in context: frontline data collectors perspectives and practices of bioethics, Social Science & Medicine, 98, pp. 362-370, (2013); Lushey C., Munro E., Participatory peer research methodology: an effective method for obtaining young people’s perspectives on transitions from care to adulthood?, Qualitative Social Work, 14, 4, pp. 522-537, (2014); Mosavel M., Ahmed R., Daniels D., Et al., Community researchers conducting health disparities research: ethical and other insights from fieldwork journaling, Social Science & Medicine, 73, pp. 145-152, (2011); Nimegeer A., Farmer J., Munoz S.A., Et al., Community participation for rural healthcare design: description and critique of a method, Health and Social Care, 24, 2, pp. 175-183, (2016); Putnam R.D., Bowling Alone: The Collapse and Revival of American Community, (2000); Revell P., Dinnie E., Community resilience and narratives of community empowerment in Scotland, Community Development Journal, 55, 2, pp. 218-236, (2020); Richardson H.Y., Nichols G., Lane C., Et al., Microbiological surveillance of private water supplies in England – The impact of environmental and climate factors on water quality, Water Research, 43, pp. 2159-2168, (2009); Richman K.A., Alexander L.B., True G., Proximity, ethical dilemmas, and community research workers, AJOB Primary Research, 3, pp. 19-29, (2012); Schutt R.K., Investigating the Social World: The Process and Practice of Research, (2018); Silverman D., Doing Qualitative Research, (2016); Skerratt S., Enhancing the analysis of rural community resilience: evidence from community land ownership, Journal of Rural Studies, 31, pp. 36-46, (2013); Sui D., Elwood S., Goodchild M., Crowdsourcing Geographic Knowledge: Volunteered Geographic Information (VGI) in Theory and Practice, (2013); Teedon P., Currie M., Helwig K., Et al., Engaging communities around private water supplies. Report for the Centre of Expertise for Waters, (2017); Teedon P., Galea K.S., Maccalman L., Et al., Engaging with community researchers for exposure science: lessons learned from a pesticide biomonitoring study, PLoS One, 10, 8, (2015); True G., Alexander L.B., Fisher C.B., Supporting the role of community members employed as research staff: perspectives of community researchers working in addiction research, Social Science & Medicine, 187, pp. 67-75, (2017); True G., Alexander L.B., Richman K.A., Misbehaviors of front-line research personnel and the integrity of community-based research, Journal of Empirical Research on Human Research Ethics, 6, 2, pp. 3-12, (2011)","R. Creaney; School of Geography and Sustainable Development, University of St Andrews, United Kingdom; email: rachel.creaney@hutton.ac.uk","","SAGE Publications Ltd","","","","","","14687941","","","","English","Qual. Res.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85098054339"
"Nilsson K.; Oudin A.; Arvidsson I.; Håkansson C.; Österberg K.; Leo U.; Persson R.","Nilsson, Kerstin (57219768454); Oudin, Anna (23393287700); Arvidsson, Inger (56026878000); Håkansson, Carita (56144550300); Österberg, Kai (7003677540); Leo, Ulf (55630491900); Persson, Roger (7006516963)","57219768454; 23393287700; 56026878000; 56144550300; 7003677540; 55630491900; 7006516963","School Principals’ Work Participation in an Extended Working Life—Are They Able to, and Do They Want to? A Quantitative Study of the Work Situation","2022","International Journal of Environmental Research and Public Health","19","7","3983","","","","2","10.3390/ijerph19073983","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127039408&doi=10.3390%2fijerph19073983&partnerID=40&md5=aaeae6438b29e4854759d692bd202ef6","Division of Occupational and Environmental Medicine, Lund University, Lund, SE-223 81, Sweden; Department of Public Health, Kristianstad University, Kristianstad, SE-291 88, Sweden; Department of Public Health and Clinical Medicine, Umeå University, Umeå, SE-901 87, Sweden; Department of Psychology, Lund University, Lund, SE-221 00, Sweden; Department of Centre for Principal Development, Umeå University, Umeå, SE-901 87, Sweden","Nilsson K., Division of Occupational and Environmental Medicine, Lund University, Lund, SE-223 81, Sweden, Department of Public Health, Kristianstad University, Kristianstad, SE-291 88, Sweden; Oudin A., Division of Occupational and Environmental Medicine, Lund University, Lund, SE-223 81, Sweden, Department of Public Health and Clinical Medicine, Umeå University, Umeå, SE-901 87, Sweden; Arvidsson I., Division of Occupational and Environmental Medicine, Lund University, Lund, SE-223 81, Sweden; Håkansson C., Division of Occupational and Environmental Medicine, Lund University, Lund, SE-223 81, Sweden; Österberg K., Department of Psychology, Lund University, Lund, SE-221 00, Sweden; Leo U., Department of Centre for Principal Development, Umeå University, Umeå, SE-901 87, Sweden; Persson R., Division of Occupational and Environmental Medicine, Lund University, Lund, SE-223 81, Sweden, Department of Psychology, Lund University, Lund, SE-221 00, Sweden","The objective of this study is to increase the knowledge regarding school principals’ work situations by examining the associations between various factors and the school principals’ assessments of their ability or wish to work until 65 years of age or longer. The 1356 participating school principals in this study were aged between 50 and 64 years of age. Individual and work factors were evaluated in relation to two dichotomized outcomes: i.e., can work and want to work beyond 65 years of age, respectively. Generalized Estimating Equations (GEE) models were used to specify bivariate and multivariate cross-sectional logistic regression models that accounted for repeated measurements. The results showed that, both in 2018 and 2019, about 83% of the school principals stated that they could work and about 50% stated that they wanted to work until 65 years of age and beyond. School principals’ exhaustion symptoms and experiences of an excessive burden were statistically significantly associated with whether they both could not and did not want to work beyond 65 years of age. Additionally, the school principals’ experiences of support from the executive management in the performance of their managerial duties was of primary importance for whether the school principals wanted to work until 65 years of age and beyond. To conclude, it is important that school principals receive sufficient support from the management to cope with their often very stressful leadership tasks so that they have the opportunity to be able and willing to continue working their entire working life. The study strengthens the robustness of the theoretical SwAge model regarding the investigated factors related to determinant factors for a sustainable working life and as a basis for developing practical tools for increased employability for people of older ages. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","burnout; health; mental; older workers; organisation; principals; psychosocial; senior employees; swage-model; work ability; work engagement; work environment","Cross-Sectional Studies; Educational Personnel; Humans; Middle Aged; Schools; elderly population; mental health; model; organization; participatory approach; psychology; workplace; adult; age; Article; bivariate analysis; coping behavior; cross-sectional study; exhaustion; extended working life; female; human; job stress; longitudinal study; male; mental health; multivariate logistic regression analysis; nonmedical occupations; professional burnout; psychosocial care; quality of working life; quantitative study; school principal; school stress; social support; statistically significant result; work capacity; work engagement; work environment; work experience; middle aged; school; teacher","","","","","AFA Insurances Sweden, (170094)","Funding: This research was funded by AFA Insurances Sweden, grant number 170094.","Pensions at a Glance 2019: OECD and G20 Indicators, (2019); Nilsson K., A sustainable working life for all ages–The SwAge-model, Appl. 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J. Public Health, 45, pp. 381-388, (2017); Beser A., Sorjonen K., Wahlberg K., Peterson U., Nygren A., Asberg M., Construction and evaluation of a self-rating scale for stress-induced exhaustion disorder, the Karolinska Exhaustion Disorder Scale, Scand. J. Psychol, 55, pp. 72-82, (2014); Ilmarinen J., Tuomi K., Klockars M., Changes in the work ability of active employees over an 11-year period, Scand. J. Work Environ. Health, 23, pp. 49-57, (1997); Tuomi K., Jarvinen E., Eskelinen L., Ilmarinen J., Klockars M., Effect of Retirement on Health and Work Ability among Municipal Employees, Scand. J. Work Environ. 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[At The Limits of Bureaucracy: The Freedom Om Actions’ Organizational Constraints in Client-Related Work], (1992); Lipsky M., Street Level Bureaucracy–Dilemmas of The Individual in Public Services, 10, (1980); Möt Välfärdens Kompetensutmaning–Rekryteringsrapport 2020. [Meet the Welfare States Skills Challenges-Recruitment Report 2020]; Pollitt C., Bouckaert G., Public Management Reform: A Comparative Analysis-New Public Management, Governance, and the Neo-Weberian State, (2011); Leo U., Ledning av iinre organisation för lärande–att synliggöra professionella normer, Skolledare I Mötet Mellan Nationella Mål Och Lokal Policy. [School Leaders in The Meeting Between National Goals and Local Policy], pp. 141-159, (2014); Rektorers Arbetsmiljö. Tillsynsinsats Genomförd Av Arbetsmiljöverket Göteborgsdistrikt 2009–2010. [Principals’ Work Environment. Supervisory Effort Carried Out by The Swedish Work Environment Authority Gothenburg District 2009–2010], (2011); Tuomi K., Hauuntanen P., Nykyri E., Ilmarinen J., Promotion of work ability, the quality of work and retirement, Occup. Med, 51, pp. 318-324, (2001); Lundin A., Leijon O., Vaez M., Hallgren M., Torgen M., Predictive validity of the Work Ability Index and its individual items in the general population, Scand. J. Public Health, 45, pp. 350-356, (2017); Nilsson K., Why work beyond 65? Discourse on the decision to continue working or retire early, Nordic J. Work. Life Stud, 2, pp. 7-28, (2012); Homepage for the Theoretical SwAge-Model","K. Nilsson; Division of Occupational and Environmental Medicine, Lund University, Lund, SE-223 81, Sweden; email: kerstin.nilsson@med.lu.se","","MDPI","","","","","","16617827","","","35409666","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85127039408"
"Sepúlveda-Vildósola A.C.; González H.-M.; López-Sepúlveda M.F.; Martínez-Escobar C.B.","Sepúlveda-Vildósola, Ana Carolina (6508369451); González, Horacio-Márquez (57340510900); López-Sepúlveda, María Fernanda (57339878900); Martínez-Escobar, Cecilia Beatriz (57339986100)","6508369451; 57340510900; 57339878900; 57339986100","Trends in Medical Specialization and Employability in Mexico According to Gender","2022","Archives of Medical Research","53","2","","205","214","9","0","10.1016/j.arcmed.2021.10.003","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119170267&doi=10.1016%2fj.arcmed.2021.10.003&partnerID=40&md5=fcbc1ae7a683ceddbd81be57312d264f","Facultad de Medicina, Universidad Nacional Autónoma de México, Ciudad de México, Mexico; Hospital de Cardiología, Centro Médico Nacional Siglo XXI, Instituto Mexicano del Seguro Social, Ciudad de México, Mexico; Escuela Mexicana de Medicina, Universidad La Salle, Ciudad de México, Mexico; Unidad de Investigación Médica en Inmunología, Hospital de Pediatría, Centro Médico Nacional Siglo XXI, Instituto Mexicano del Seguro Social, Ciudad de México, Mexico; Universidad de las Américas, Ciudad de México, Mexico","Sepúlveda-Vildósola A.C., Facultad de Medicina, Universidad Nacional Autónoma de México, Ciudad de México, Mexico; González H.-M., Hospital de Cardiología, Centro Médico Nacional Siglo XXI, Instituto Mexicano del Seguro Social, Ciudad de México, Mexico; López-Sepúlveda M.F., Escuela Mexicana de Medicina, Universidad La Salle, Ciudad de México, Mexico; Martínez-Escobar C.B., Unidad de Investigación Médica en Inmunología, Hospital de Pediatría, Centro Médico Nacional Siglo XXI, Instituto Mexicano del Seguro Social, Ciudad de México, Mexico, Universidad de las Américas, Ciudad de México, Mexico","Background: Feminization of medicine is a worldwide phenomenon. Countries must consider feminization of medical specializations in the planning of health public politics. Objective: To analyze trends in medical specialization and employability in México according to gender. Method: We analyzed the electronic repositories of students and hired physicians at IMSS from 2006–2020. Results: 42,647 specialists graduated in the period. The percentage of women increased 3% in medical specializations and 9% in surgical ones. Women significatively predominate in first entry and controllable lifestyle specialization. The percentage of hired women physicians increased 14 and 17% in leadership positions. Conclusions: There is a steady increase in feminization of medical specialization. To date, 52% of residents, 48% of hired physicians and 42% of leaders are women. © 2021","Feminization; Medical specialization; Women in medicine","Female; Gender Identity; Humans; Medicine; Mexico; Physicians, Women; Specialization; Students, Medical; anesthesiology; Article; coloproctology; controlled study; emergency medicine; employability; endocrinology; female; female physician; gynecology; head and neck surgery; hematology; human; intensive care; internal medicine; leadership; lifestyle; male; maxillofacial surgery; medical specialist; Mexico; nephrology; neurosurgery; nuclear medicine; ophthalmology; otorhinolaryngology; pathology; pediatric surgery; pediatrics; phoniatry; proctology; psychiatry; radiology; rheumatology; sex difference; thorax surgery; trend study; urology; female physician; gender identity; medical student; medicine; specialization","","","","","","","Paik J.E., The Feminization of Medicine, JAMA, 283, (2000); (2021); Moberly T., Number of women entering medical school rises after decade of decline, BMJ, pp. 167-168, (2018); Riska E., Women and medical careers, Maturitas, 68, pp. 264-267, (2011); Borracci R., Salazar A., Arribalzaga E., El futuro de la feminización de la medicina en Argentina, FEM, 3, pp. 113-118, (2017); Knaul F., Frenk J., Aguilar A.M., The gender composition of the medical profession in Mexico: Implications for employment patterns and physician labor supply, JAMWA, 55, pp. 32-35, (2000); Campillo Labrandero M., Martinez Gonzalez A., Garcia Minjares M., Et al., Desempeño académico y egreso en 25 generaciones de estudiantes de la Facultad de Medicina de la UNAM, Educ Med, 22, pp. 67-72, (2021); Moberly T., Men outnumber women three to one in some specialties, BMJ, 363, (2018); Kawamoto R., Ninomiya D., Kasai Y., Et al., Gender difference in preference of specialty as a career choice among Japanese medical students, BMC Medial Education, 16, (2016); Ng-Sueng L.F., Vargas-Matos I., MaytaTristan P., Et al., Gender Associated with the Intention to Choose a Medical Specialty in Medical Students: A Cross-Sectional Study in 11 Countries in Latin America, PLoS ONE, 1, (2016); Girasek E., Scocska M., Kovacs E., Et al., The role of controllable lifestyle in the choice of specialization among Hungarian medical doctors, BMC Medical Education, 17, (2017); Yang Y., Li J., Wu X., Et al., Factors influencing subspecialty choice among medical students: a systematic review and meta-analysis, BMJ Open, 9, (2019); Heiligers P., Gender differences in medical students’ motives and career choices, BMC Medical Education, 12, (2012); Jagsi I.R., Griffith K., DeCastro R., Et al., Sex, Role Models, and Specialty Choices Among Graduates of US Medical Schools in 2006–2008, J Am Coll Surg, 218, pp. 345-352, (2014); Lambert E., Holmboe E., The relationship between Specialty choice and gender of U.S. Medical Students, 1990–2003, Acad Med, 80, pp. 797-802, (2005); Dorsey E.R., Jarjoura D., Rutecki G.W., Influence of controllable lifestyle on recent trends in specialty choice by US medical student, JAMA, 290, pp. 1173-1178, (2003); Lind D.S., Cedan J.C., Two decades of student career choice at the University of Florida: increasingly a lifestyle decision, Am Surg, 69, pp. 53-55, (2003); Stone A., Carlson K., Douglas P., Morris K., Walsh M., Assessment of Subspecialty Choices of Men and Women in Internal Medicine From 1991 to 2016, JAMA Intern Med, 180, pp. 140-141, (2019); Davis E., Risucci D., Blair P., Sachdeva A., Women in Surgery Residency Programs: Evolving Trends from a National Perspective, J Am Coll Surg, 212, pp. 320-326, (2011); Venkatesh B., Mehta S., Angus D., Finfer S., Machado F., Marshall J., Mitchell I., Peake S., Zimmerman J., Women in intensive care study: a preliminary assessment of international data on famale representation in the ICU physician workforce, leadership and academic positions, Crit Care, 22, (2018); Hossain P., Das Gupta R., YarZar P., SalieuJalloh M., Tasnim N., Afrin A., Naher N., Et al., Feminization” of physician workforce in Bangladesh, underlying factors and implications for health system: Insights from a mixed-methods study, PLOS One, 14, (2019); Tsugawa Y., Jena A.B., Figueroa J., Orav J., Blumenthak D., Jha A., Comparison of hospital mortality and readmission rates for medicare patients treated by male vs. female physicians, JAMA Intern Med, 177, pp. 206-213, (2017); Berthold H.K., Gouni O., Berthold K.P., Bestehorn M., Krone B., Physician gender is associated with the quality of type 2 diabetes care, J Intern Med, 264, pp. 340-350, (2008); Wallis C., Ravi B., Coburn N., Et al., Comparison of postoperative outcomes among patients treated by male and female surgeons: a population based matched cohort study, BMJ, 359, (2017); Biringer A., Carol J., What does the feminization of family medicine mean?, CMAJ, 184, (2012); Bleakle A., Gender Matters in Medical Education, Med Educ, 47, pp. 59-70, (2013); LaPierre T.A., Hill S.A., Jones E.V.M., Women in Medicine, Handbook on Well-Being of Working Women, pp. 263-282, (2016); Baig L.A., Women empowerment or Feminism: Facts and Myths about Feminization of Medical Education, Pak J Med Sci, 36, pp. 303-305, (2020); Klifto K.M., Payne R.M., Siotos C., Et al., Women Continue to Be Underrepresented in Surgery: A Study of AMA and ACGME Data from 2000 to 2016, J Surg Educ, 77, pp. 362-368, (2020); Ganju A., Mahajan U.V., Kemeny H., Et al., Slow progress in the visibility of women in neurosurgery in the United States: opportunity for improvement, Neurosurg Focus, 50, (2021); Bangash K., Mumtaz F., Mumtaz H., Et al., The interest of women medical students in urology. The major deterrents, Urology Open J, 2, pp. 50-53, (2021); Khan M., Mahmood S., Khan S., Et al., Women Training in cardiology and Its Subspecialties in the United States. A Decade of Little Progress in Representation, Circulation, 141, pp. 609-611, (2020); Santos M.H., Amancio L., Roux P., Numbers do not tell the whole story: Gender and medicine in Portugal, Women's Studies International Forum, 53, pp. 73-82, (2015); Health at a Glance 2019: OECD Indicators, (2019); Heru A.M., Pink-collar medicine: Women and the future of medicine, Gend Issues, 22, pp. 20-34, (2005); Ruzycki S., Fletcher S., Earp M., Bharwani A., Lithgow K., Trends in the Proportion of Female Speakers at Medical Conferences in the United States and in Canada, 2007 to 2017, JAMA Netw Open, 2, (2019); Betron M., Bourgeault I., Manzoor M., Paulino E., Steege R., Thompson K., Et al., Time for gender-transformative change in the health workforce, Lancet, 393, pp. E25-E26, (2019); Fine C., Sojo V., Women's value: beyond the business case for diversity and inclusion, Lancet, 393, pp. 535-536, (2019); Carr P., Gunn C., Raj A., Kaplan S., Freund K.M., Recruitment, Promotion, and Retention of Women in Academic Medicine: How Institutions Are Addressing Gender Disparities. Women's, Health Issues, 27, pp. 374-381, (2017); Coe I.R., Wiley R., Bekker L.G., Organizational best practices towards gender equality in science and medicine, Lancet, 393, pp. 587-593, (2019); Ly D.P., Seabury S.A., Jena A.B., Differences in incomes of physicians in the United States by race and sex: observational study, BMJ, 353, (2016); Jefferson L., Bloor K., Maynard A., Women in medicine: historical perspectives and recent trends, Br Med Bull, 114, pp. 5-15, (2015); Sharma M., Applying feminist theory to medical education, Lancet, 393, 10171, pp. 570-578, (2019); Baumhakel M., Muller U., Bohm M., Influence of gender of physicians and patients on guideline-recommended treatment of chronic heart failure in a cross-sectional study, Eur J Heart Fail, 11, pp. 299-303, (2009); Alspach J.G., Are Women Really Better Physicians Than Men Are?, Crit Care Nurse, 38, pp. 13-15, (2018)","A.C. Sepúlveda-Vildósola; Professor, Facultad de Medicina, UNAM, Coyoacán, Circuto Escolar 411A, Copilco Universidad, Ciudad de México, 04360, Mexico; email: anacsepulveda@hotmail.com","","Elsevier Inc.","","","","","","01884409","","AEDEE","34799135","English","Arch. Med. Res.","Article","Final","","Scopus","2-s2.0-85119170267"
"Wohlfart O.; Adam S.; Hovemann G.","Wohlfart, Olivia (57208148645); Adam, Sandy (57208102025); Hovemann, Gregor (36659299400)","57208148645; 57208102025; 36659299400","Aligning competence-oriented qualifications in sport management higher education with industry requirements: An importance–performance analysis","2022","Industry and Higher Education","36","2","","163","176","13","9","10.1177/09504222211016284","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105600596&doi=10.1177%2f09504222211016284&partnerID=40&md5=69cb6fcc5066d93e66b2f86330aa72de","Leipzig University, Germany","Wohlfart O.; Adam S.; Hovemann G., Leipzig University, Germany","This article examines the fit (or lack thereof) between the competencies needed by the sport industry and the proficiency of sport management students. The authors apply importance–performance analysis as a strategic management tool to analyze the results of two competence-oriented datasets in a German context. They find that students’ self-identified proficiency is lower than the importance attributed to proficiency by industry experts. The authors critically discuss the absence of differences between the perceived performance of Bachelor’s and Master’s degree students and provide strategic recommendations for sport management higher education. The article highlights the development and communication of generic competencies as a unique selling proposition and reflect on the need to improve subject-specific competencies to further professionalize the field of sport management. Based on these results, a critical reflection of curriculum design in sport management higher education is needed. © The Author(s) 2021.","Bachelor’s vs. Master’s Degree; curriculum development; employability; sport Industry","","","","","","European Commission, EC, (2017-1-DK01-KA203-034270); Erasmus+","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Erasmus+ Program “New Age of Sport Management Education in Europe” of the European Union (2017-1-DK01-KA203-034270). ","Abelha M., Fernandes S., Mesquita D., Et al., Graduate employability and competence development in higher education—a systematic literature review using PRISMA, Sustainability, 12, 15, (2020); Alberty S., Mihalik B.J., The use of importance-performance analysis as an evaluative technique in adult education, Evaluation Review, 13, 1, pp. 33-44, (1989); Bacon D.R., A comparison of approaches to importance-performance analysis, International Journal of Market Research, 45, 1, pp. 1-15, (2003); Baker C., Loughren E.A., Dickson T., Et al., Sports graduate capabilities and competencies: a comparison of graduate and employer perceptions in six EU countries, European Journal for Sport and Society, 14, 2, pp. 95-116, (2017); Barcelona B., Ross C., An Analysis of the Perceived Competencies of Recreational Sport Administrators, The Journal of Park and Recreation Administration, 22, 4, pp. 25-42, (2004); Barnes J.C., What becomes of our graduates? New employee job transition and socialization in sports administration, Sport Management Education Journal, 8, 1, pp. 27-34, (2014); Barnhill C.R., Czekanski W.A., Pfleegor A.G., Getting to know our students: a snapshot of sports management students’ demographics and career expectations in the United States, Sport Management Education Journal, 12, 1, pp. 1-14, (2018); Zahlen und Fakten zur Sportwirtschaft [Facts and Figures on the Sports Industry], (2018); Caballero C.L., Walker A., Work readiness in graduate recruitment and selection: a review of current assessment methods, Journal of Teaching and Learning for Graduate Employability, 1, 1, pp. 13-25, (2010); Calonge D.S., Shah M.A., MOOCs, graduate skills gaps, and employability: a qualitative systematic review of the literature, International Review of Research in Open and Distributed Learning, 17, 5, pp. 67-90, (2016); Chalfin P., Weight E., Osborne B., Et al., The value of intercollegiate athletics participation from the perspective of employers who target athletes, Journal of Issues in Intercollegiate Athletics, 8, pp. 1-27, (2015); Chan C.K.Y., Fong E.T.Y., Luk L.Y.Y., Et al., A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum, International Journal of Educational Development, 57, pp. 1-10, (2017); Chyung S.Y., Stepich D., Cox D., Building a competence-based curriculum architecture to educate 21st-century business practitioners, Journal of Education for Business, 81, 6, pp. 307-314, (2006); Cohen J., Statistical Power Analysis for the Behavioral Sciences, (1988); Accreditation principles manual and guidelines for self-study preparation, (2016); Costa C.A., The status and future of sports management: a Delphi study, Journal of Sport Management, 19, 2, pp. 117-142, (2005); DeLuca J.R., Braunstein-Minkove J., An evaluation of sport management student preparedness: recommendations for adapting curriculum to meet industry needs, Sport Management Education Journal, 10, 1, pp. 1-12, (2016); De Schepper J., Sotiriadou P., A framework for critical reflection in sports management education and graduate employability, Annals of Leisure Research, 21, 2, pp. 227-245, (2017); DeSensi J., Kelley D., Balton M., Et al., Sport management curricular evaluation and needs assessment: a multifaceted approach, Journal of Sport Management, 4, pp. 31-58, (1990); Dowling M., Exploring sports management as an academic profession: a critical review of occupational theory, Journal of Global Sport Management, 3, 4, pp. 321-338, (2018); Dunkel K., Wohlfart O., Wendeborn T., Kompetenzen in Sportmanagementstudiengängen - Eine curriculare Analyse der zu erreichenden fachspezifischen Kompetenzen an deutschen Hochschulen [Competencies in sports management courses: a curricular analysis of the subject-specific competences at German universities], Zeitschrift für Studium und Lehre in der Sportwissenschaft, 1, 2, pp. 20-59, (2018); Eagleman A.N., McNary E.L., What are we teaching our students? A descriptive examination of the current status of undergraduate sport mnagement curricula in the United States, Sport Management Education Journal, 4, 1, pp. 1-17, (2010); Emery P.R., Crabtree R.M., Kerr A.K., The Australian sports management job market: an advertisement audit of employer need, Annals of Leisure Research, 15, 4, pp. 335-353, (2012); The European Qualifications Framework for Lifelong Learning (EQF), (2008); ECTS Users’ Guide, (2015); Relevant and high quality higher education, (2019); Fahrner M., Schuttoff U., Analysing the context-specific relevance of competencies—sport management alumni perspectives, European Sport Management Quarterly, 22, 4, pp. 1-20, (2019); Figl K., A systematic review of developing team competencies in information systems education, Journal of Information Systems Education, 21, 3, pp. 323-337, (2010); Finch H., Comparison of the performance of nonparametric and parametric MANOVA test statistics when assumptions are violated, Methodology, 1, 1, pp. 27-38, (2005); Ford J., Joseph M., Joseph B., Importance–performance analysis as a strategic tool for service marketers: the case of service quality perceptions of business students in New Zealand and the USA, Journal of Services Marketing, 13, 2, pp. 171-186, (1999); Frisby W., The good, the bad, and the ugly: Critical sports management research, Journal of Sport Management, 19, pp. 1-12, (2005); Go F., Zhang W., Applying importance-performance analysis to Beijing as an international meeting destination, Journal of Travel Research, 35, 4, pp. 42-49, (1997); Hack-Polay D., Are graduates as good as they think? A discussion of overconfidence among graduates and its impact on employability, Education + Training, 63, 3, pp. 377-391, (2020); Hsu A., Malkin F., Shifting the focus from teaching to learning: rethinking the role of the teacher educator, Contemporary Issues in Education Research, 4, 12, pp. 43-50, (2011); Hums M.A., The conscience and commerce of sport management. One teacher’s perspective, Journal of Sport Management, 24, pp. 1-9, (2010); Jackson D., An international profile of industry-relevant competencies and skill gaps in modern graduates, The International Journal of Management Education, 8, 3, pp. 29-58, (2010); Jamieson L.M., Competence-based approaches to sports management, Journal of Sport Management, 1, 1, pp. 48-56, (1987); Jiang L., Alexakis G., Comparing students’ and managers’ perceptions of essential entry-level management competencies in the hospitality industry: an empirical study, Journal of Hospitality, Leisure, Sport and Tourism Education, 20, pp. 32-46, (2017); Kaiser S., Beech J., Perspectives of sports-related labour market and employment research: the need for a specific approach, European Journal for Sport and Society, 9, 4, pp. 287-304, (2012); Kaiser S., Schutte N., Patterns of managerial action: an empirical analysis of German sport managers, International Journal of Management in Education, 6, 1, pp. 174-189, (2012); Qualifikationsrahmen für deutsche Hochschulabschlüsse [Qualifications framework for German university degrees], (2017); The standing conference of the ministers of education and cultural affairs of the Länder in the federal Republic of Germany, (2020); Ko L.M., Henry I., Kao J.C.H., The perceived importance of sports management competencies by academics and practitioners in the cultural/industrial context of Taiwan, Managing Leisure, 16, 4, pp. 302-317, (2011); Lakkoju S., Importance-performance analysis of service quality in higher education: a case study, The Indian Journal of Industrial Relations, 52, 1, pp. 144-156, (2016); Lumpkin A., Achen R.M., Flipping a class: active learning and more of it, Sport Management Education Journal, 9, 2, pp. 79-90, (2015); Mai L.W., A comparative study between UK and US: the student satisfaction in higher education and its influential factors, Journal of Marketing Management, 21, 7-8, pp. 859-878, (2005); Martilla J.A., James J.C., Importance-performance analysis, Journal of Marketing, 41, 1, pp. 77-79, (1977); Mathner R.P., Martin C.L.L., Sport management graduate and undergraduate students’ perceptions of career expectations in sports management, Sport Management Education Journal, 6, 1, pp. 21-31, (2012); McLeay F., Robson A., Yusoff M., New applications for importance-performance analysis (IPA) in higher education, Journal of Management Development, 36, 6, pp. 780-800, (2017); Miragaia D.A., Soares J.A., Higher education in sports management: a systematic review of research topics and trends, Journal of Hospitality, Leisure, Sport and Tourism Education, 21, pp. 101-116, (2017); Moore T., Morton J., The myth of job readiness? 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That is a question: a conscious thought analysis, Journal of Sport Management, 29, 1, pp. 1-10, (2015)","O. Wohlfart; email: olivia.wohlfart@uni-leipzig.de","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85105600596"
"Chigbu B.I.; Nekhwevha F.H.","Chigbu, Bianca Ifeoma (57218284271); Nekhwevha, Fhulu. H. (6507343225)","57218284271; 6507343225","Academic-faculty environment and graduate employability: variation of work-readiness perceptions","2022","Heliyon","8","3","e09117","","","","8","10.1016/j.heliyon.2022.e09117","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126512382&doi=10.1016%2fj.heliyon.2022.e09117&partnerID=40&md5=b4261f01a98e27dc04e4b2a7787bf175","Department of Sociology, University of Fort Hare, P.B. X1314, Alice, 5700, South Africa","Chigbu B.I., Department of Sociology, University of Fort Hare, P.B. X1314, Alice, 5700, South Africa; Nekhwevha F.H., Department of Sociology, University of Fort Hare, P.B. X1314, Alice, 5700, South Africa","Graduates with a high level of competence can cope better with the disequilibria triggered by events such as shifting labor processes and job transitions. This study examined the relationship between prospective graduates' perceived job preparedness and the university's role in preparing students for the workforce. A sample of 335 South African university students was used. We discovered that skill inequalities vary greatly between faculties. Collegiate skill preparation of students for the workplace can explain the disparities in graduate skill development and recruitment opportunities. Universities and their faculties must reimagine themselves as the primary drivers of graduate skill development and expand pipelines for the most vulnerable prospective graduates to contribute to global skills need. © 2022 The Author(s)","Faculty influence; Higher education institutions; Prospective graduates' employability; Skills; University environment; Work readiness","","","","","","National Research Foundation, NRF, (90414)","This work was supported by National Research Foundation (NRF) under Grant (number 90414 ). ","Al'Adawi S.S.A., Exploring the effectiveness of implementing seminars as a teaching and an assessment method in a children's literature course, Engl. Lang. Teach., 10, 11, (2017); Allais S., Will skills save us? Rethinking the relationships between vocational education, skills development policies, and social policy in South Africa, Int. J. Educ. Dev., 32, 5, pp. 632-642, (2012); Allais S., Nathan O., Skills? what Skills? Jobs? what Jobs? an Overview of Research into Education/labour Market Relationships, pp. 103-124, (2014); Archer E., Chetty Y., Graduate employability: conceptualisation and findings from the university of South Africa, Progressio, 35, 1, pp. 136-167, (2013); Astin A.W., What Matters in College? Four Critical Years Revisited, (1993); Astin A.W., Sax L.J., How undergraduates are affected by service participation, High Educ., 1, (1998); Bennett D., Graduate employability and higher education : past, present and future, HERDSA Rev. High. 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Higher Educ., (2019); Wakelin-Theron N., Ukpere W.I., Spowart J., Determining tourism graduate employability, knowledge, skills, and competencies in a VUCA world: constructing a tourism employability model, Afr. J. Hospital. Tour. Leisure, 8, 3, pp. 1-18, (2019); Williams S., Group Work, 17, (2011); Tertiary education overview, (2021); Towards a reskilling revolution: a future of jobs for all, (2018)","B.I. Chigbu; Department of Sociology, University of Fort Hare, P.B. X1314, Alice, 5700, South Africa; email: bianca7h@yahoo.com","","Elsevier Ltd","","","","","","24058440","","","","English","Heliyon","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85126512382"
"Nimmi P.M.; Binoy A.K.; Joseph G.; Suma R.","Nimmi, P.M. (57223862848); Binoy, Alka K. (57440213000); Joseph, George (57237930800); Suma, R. (57440203800)","57223862848; 57440213000; 57237930800; 57440203800","Significance of developing spirituality among management students: discerning the impact on psychological resources and wellbeing","2022","Journal of Applied Research in Higher Education","14","1","","317","331","14","7","10.1108/JARHE-10-2020-0372","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108854937&doi=10.1108%2fJARHE-10-2020-0372&partnerID=40&md5=720f86cec51a6aa0614a4eeecd67160a","Psychology, Sahrdaya College of Advanced Studies, Thrissur, India; DDU-KK, Cochin University of Science and Technology, Kochi, India; Management, Nehru School of Management, Thiruvilwamala, India; Cochin University of Science and Technology, Kochi, India","Nimmi P.M., Cochin University of Science and Technology, Kochi, India; Binoy A.K., Psychology, Sahrdaya College of Advanced Studies, Thrissur, India; Joseph G., DDU-KK, Cochin University of Science and Technology, Kochi, India; Suma R., Management, Nehru School of Management, Thiruvilwamala, India","Purpose: The unending ambivalence in the academic environment and the job market is detrimental to management graduates' wellbeing. The study looks into the possible intervening methods to enhance the wellbeing of students during difficult times. The study proposes spirituality development as means through which psychological resources like perceived employability and psychological capital are developed in an individual. This study also tries to identify how spirituality development leads to life wellbeing among management students. Design/methodology/approach: Cross-sectional study was conducted among 212 management students from Kerala, India. Multi-stage random sampling was used to collect data. Structural equation modelling using IBM-AMOS was done to gain insights into the proposed relationships. Findings: The results indicated that spirituality had a significant impact on the wellbeing of management students. Both perceived employability and psychological capital mediated the relationship between spirituality and life wellbeing. Research limitations/implications: The positive impact of developing spirituality among students is discussed in the paper with the theoretical underpinning of broaden and build theory. The findings suggest that colleges should try to make their campus climate more supportive of students' non-academic needs and open them to a spiritual environment especially during these challenging times. Originality/value: The study is one of the first attempts to discern how spirituality development leads to an accumulation of psychological resources and life wellbeing among management graduates'. © 2021, Emerald Publishing Limited.","Life wellbeing; Perceived employability; Psychological capital; Resources; Spirituality","","","","","","","","Agbim K.C., Oriarewo G.O., Ijie N., The relative importance of spirituality in entrepreneurship development among graduates of Nigerian tertiary institutions, International Journal of Business and Management Invention, 2, 4, pp. 25-35, (2013); AlAteeq D.A., Aljhani S., AlEesa D., Perceived stress among students in virtual classrooms during the COVID-19 outbreak in KSA, Journal of Taibah University Medical Sciences, 15, 5, pp. 398-403, (2020); Ali G., Snowden M., Wattis J., Rogers M., Spirituality in nursing education: knowledge and practice gaps, International Journal of Multidisciplinary Comparative Studies, 5, 1-3, pp. 27-49, (2018); Amiri M., Chaman R., Mohammadnejad F., Khosravi A., The correlation between happiness and spiritual health with academic self-efficacy among medical sciences students, International Journal of Health Studies, 4, 1, pp. 19-24, (2018); 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Nimmi; Cochin University of Science and Technology, Kochi, India; email: nimmimohandas1985@gmail.com","","Emerald Group Holdings Ltd.","","","","","","20507003","","","","English","J. Appl. Res. High. Edu.","Article","Final","","Scopus","2-s2.0-85108854937"
"Jabeen Q.; Nadeem M.S.; Raziq M.M.; Sajjad A.","Jabeen, Qudsia (57226794152); Nadeem, Muhammadi Sabra (57226804182); Raziq, Muhammad Mustafa (55490902300); Sajjad, Aymen (56401736400)","57226794152; 57226804182; 55490902300; 56401736400","Linking individuals’ resources with (perceived) sustainable employability: Perspectives from conservation of resources and social information processing theory","2022","International Journal of Management Reviews","24","2","","233","254","21","13","10.1111/ijmr.12276","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112715065&doi=10.1111%2fijmr.12276&partnerID=40&md5=7bdd2de7330a0b169205b2e62f8c984e","Department of Management Sciences, COMSATS University, Islamabad, 45550, Pakistan; NUST Business School, National University of Sciences and Technology (NUST), H-12, Islamabad, 44000, Pakistan; School of Management, Massey Business School, Massey University, Auckland, 0632, New Zealand","Jabeen Q., Department of Management Sciences, COMSATS University, Islamabad, 45550, Pakistan; Nadeem M.S., Department of Management Sciences, COMSATS University, Islamabad, 45550, Pakistan; Raziq M.M., NUST Business School, National University of Sciences and Technology (NUST), H-12, Islamabad, 44000, Pakistan; Sajjad A., School of Management, Massey Business School, Massey University, Auckland, 0632, New Zealand","Rapid technological advances, socio-economic changes, globalization and increasingly dynamic working environments continue to present unique challenges for individuals with regard to sustaining their employability. While previous research highlights key factors that shape an individual's employability and ways of getting employment, there is a paucity of research on sustainable employability. To bridge this gap, this paper adopts an integrative review methodology to assess, analyse and synthesize extant literature on sustainable employability with the main focus on its antecedents. Building on conservation of resources theory and social information processing theory, our analysis demonstrates that sustainable employability involves three key components: employability, vitality and work ability. The analysis further reveals that sustainable employability can be achieved through selected personal and social support resources. Based on these we develop an integrative sustainable employability framework proposing personal and social support resources as key antecedents of sustainable employability. Personal resources comprise career competencies, psychological capital, mindfulness, core self-evaluations and emotional intelligence. Social support resources are provided by co-workers and supervisors and exhibited as social cues. With that, we extend and contribute to the sustainable employability literature by offering avenues for future research. From a managerial perspective, this review holds important implications for individuals to enrich their working capabilities as well as organizations to employ productive individuals. © 2021 British Academy of Management and John Wiley & Sons Ltd.","","","","","","","","","Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W., Competencies for the contemporary career: Development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, pp. 245-267, (2013); Akkermans J., Brenninkmeijer V., Schaufeli W.B., Blonk R.W., It's all about CareerSKILLS: Effectiveness of a career development intervention for young employees, Human Resource Management, 54, pp. 533-551, (2015); Akkermans J., Brenninkmeijer V., Van Den Bossche S.N., Blonk R.W., Schaufeli W.B., Young and going strong? 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Jabeen; Department of Management Sciences, COMSATS University, Islamabad, 45550, Pakistan; email: qudsiajabin@gmail.com","","John Wiley and Sons Inc","","","","","","14608545","","","","English","Int. J. Manage. Rev.","Article","Final","","Scopus","2-s2.0-85112715065"
"Chun J.; Jyung C.-Y.","Chun, Jeemin (57195417375); Jyung, Chyul-Young (57195425068)","57195417375; 57195425068","Perceived employability of Korean employees: a multi-dimensional approach","2022","International Journal for Educational and Vocational Guidance","22","1","","93","116","23","3","10.1007/s10775-021-09475-2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107367445&doi=10.1007%2fs10775-021-09475-2&partnerID=40&md5=881fbe7341a2bd58f2fbdee7196b8c2e","Department of Vocational Education and Workforce Development, Seoul National University, 1 Gwanak-ro, Gwanak-gu, Seoul, 08826, South Korea","Chun J., Department of Vocational Education and Workforce Development, Seoul National University, 1 Gwanak-ro, Gwanak-gu, Seoul, 08826, South Korea; Jyung C.-Y., Department of Vocational Education and Workforce Development, Seoul National University, 1 Gwanak-ro, Gwanak-gu, Seoul, 08826, South Korea","This study explores the relationship between perceived employability and individual as well as organizational characteristics of employees in South Korea using hierarchical linear modeling (HLM). Gender, age, total work experience, turnover, positive psychological capital, proactive personality, social network capital and openness to changes at work were the individual characteristics considered. Organizational characteristics included fairness in human resource management, supervisor feedback and organizational career development support. The analysis confirmed the importance of individual characteristics as well as the role of organizations in reinforcing one’s perception of employability. Implications and directions for future research are discussed. © 2021, The Author(s), under exclusive licence to Springer Nature B.V.","Employees; Hierarchical linear modeling; Perceived employability","","","","","","","","Ahmed A.M., Andersson L., Hammarstedt M., Does age matter for employability? 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Chun; Department of Vocational Education and Workforce Development, Seoul National University, Seoul, 1 Gwanak-ro, Gwanak-gu, 08826, South Korea; email: Jeemin.chun@gmail.com","","Springer Science and Business Media B.V.","","","","","","18730388","","","","English","Int. J. Educ. Vocat. Guid.","Article","Final","","Scopus","2-s2.0-85107367445"
"Brown J.L.; Hammer S.J.; Perera H.N.; McIlveen P.","Brown, Jason L. (57212760468); Hammer, Sara J. (23976162700); Perera, Harsha N. (55867421300); McIlveen, Peter (12808257400)","57212760468; 23976162700; 55867421300; 12808257400","Relations between graduates’ learning experiences and employment outcomes: a cautionary note for institutional performance indicators","2022","International Journal for Educational and Vocational Guidance","22","1","","137","156","19","11","10.1007/s10775-021-09477-0","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105452612&doi=10.1007%2fs10775-021-09477-0&partnerID=40&md5=5f8d0a6735a12a8d4be45a914b3ec672","School of Education, University of Southern Queensland, Toowoomba, Australia; Office of the Deputy Vice-Chancellor (Students), La Trobe University, Melbourne, Australia; Office for the Advancement of Learning & Teaching, University of Southern Queensland, Toowoomba, Australia; College of Education, University of Nevada Las Vegas, Las Vegas, United States","Brown J.L., School of Education, University of Southern Queensland, Toowoomba, Australia, Office of the Deputy Vice-Chancellor (Students), La Trobe University, Melbourne, Australia; Hammer S.J., Office for the Advancement of Learning & Teaching, University of Southern Queensland, Toowoomba, Australia; Perera H.N., College of Education, University of Nevada Las Vegas, Las Vegas, United States; McIlveen P., School of Education, University of Southern Queensland, Toowoomba, Australia","Higher education broadly assumes a conceptual link between generic skills and employability. We accessed a large sample of data collected by the Australian Government to investigate whether the Course Experience Questionnaire (CEQ) subscales Good Teaching (GTS), Graduate Skills (GSS), and Graduate Qualities (GQS) predicted graduates’ employment status, overall course satisfaction, and decisions to take further studies. GTS was found to predict graduates’ overall course satisfaction; however, GSS and GQS scales combined predicted negligible increases in employment outcomes. Our findings highlight the imperative for higher education leaders to critically examine discourse about the link between employability skills and employment outcomes. © 2021, The Author(s), under exclusive licence to Springer Nature B.V.","Employability; Graduate attributes; Performance indicators","","","","","","","","Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: Developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Augustsson G., The client company marginally utilises the knowledge of highly skilled temporary staff, Journal of Education and Work, 29, 5, pp. 519-539, (2016); Barrie S.C., Understanding what we mean by the generic attributes of graduates, Higher Education, 51, pp. 215-241, (2006); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Bridgstock R., Graduate Employability 2.0: Learning for life and work in a socially networked world, Education for Employability (Volume 1): The Employability Agenda, (2019); Bridgstock R., Grant-Iramu M., McAlpine A., Integrating career development learning into the curriculum: Collaboration with the careers service for employability, The Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 56-72, (2019); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: Navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Brown J.L., Healy M., McCredie T., McIlveen P., Career services in Australian higher education: Aligning the training of practitioners to contemporary practice, Journal of Higher Education Policy and Management, 41, 5, pp. 511-533, (2019); Byrne M., Flood B., Assessing the teaching quality of accounting programmes: An evaluation of the course experience questionnaire, Assessment & Evaluation in Higher Education, 28, 2, pp. 135-145, (2003); Chen F.F., Sensitivity of goodness of fit indexes to lack of measurement invariance, Structural Equation Modeling, 14, 3, pp. 464-504, (2007); Cheung G.W., Rensvold R.B., Evaluating goodness-of-fit indexes for testing measurement invariance, Structural Equation Modeling, 9, 2, pp. 233-255, (2002); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Higher Education Standards Framework (Threshold Standards) 2015., (2015); Performance-Based Funding for the Commonwealth Grant Scheme: Report for the Minister for Education—June 2019, (2019); Dacre Pool L., Qualter P., Sewell P.J., Exploring the factor structure of the CareerEDGE employability development profile, Education + Training, 56, 4, pp. 303-313, (2014); Dicker R., Garcia M., Kelly A., Mulrooney H., What does ‘quality’ in higher education mean? Perceptions of staff, students and employers, Studies in Higher Education, 44, 8, pp. 1425-1441, (2018); Fugate M., Kinicki A.J., A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, 3, pp. 503-527, (2008); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gonzalez-Roma V., Gamboa J.P., Peiro J.M., University graduates’ employability, employment status, and job quality, Journal of Career Development, 45, 2, pp. 132-149, (2018); Australia G.C., Graduate Course Experience 2015: A Report on the Course Experience Perceptions of Recent Graduates, (2016); Griffin P., Coates H., McInnis C., James R., The development of an extended course experience questionnaire, Quality in Higher Education, 9, 3, pp. 259-266, (2003); Hammer S., Ayriss P., McCubbin A., Style or substance: How Australian universities contextualise their graduate attributes for the curriculum quality space, Higher Education Research & Development, (2020); Healy M., Hammer S., McIlveen P., Mapping graduate employability and career development in higher education research: A citation network analysis, Studies in Higher Education, (2020); Humburg M., van der Velden R., Skills and the graduate recruitment process: Evidence from two discrete choice experiments, Economics of Education Review, 49, pp. 24-41, (2015); Jackson D., Factors influencing job attainment in recent bachelor graduates: Evidence from Australia, Higher Education, 68, 1, pp. 135-153, (2014); Jackson D., Skill mastery and the formation of graduate identity in Bachelor graduates: Evidence from Australia, Studies in Higher Education, 41, 7, pp. 1313-1332, (2016); Jackson D., Bridgstock R., What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work, Higher Education, (2020); King Z., Career self-management: Its nature, causes and consequences, Journal of Vocational Behavior, 65, 1, pp. 112-133, (2004); Koen J., Klehe U.-C., Van Vianen A.E.M., Employability among the long-term unemployed: A futile quest or worth the effort?, Journal of Vocational Behavior, 82, 1, pp. 37-48, (2013); Law D.C.S., Meyer J.H.F., Adaptation and validation of the Course Experience Questionnaire in the context of post-secondary education in Hong Kong, Quality Assurance in Education, 19, 1, pp. 50-66, (2011); Lim R.H., Lent R.W., Penn L.T., Prediction of job search intentions and behaviors: Testing the social cognitive model of career self-management, Journal of Counseling Psychology, 63, 5, pp. 594-603, (2016); Marsh H.W., Hau K.-T., Wen Z., In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings, Structural Equation Modeling, 11, 3, pp. 320-341, (2004); McArdle S., Waters L., Briscoe J.P., Hall D.T., Employability during unemployment: Adaptability, career identity and human and social capital, Journal of Vocational Behavior, 71, 2, pp. 247-264, (2007); McInnis C., Griffin P., James R., Coates H., Development of the Course Experience Questionnaire (CEQ), (2001); Moore T., Morton J., The myth of job readiness? Written communication, employability, and the ‘skills gap’ in higher education, Studies in Higher Education, 42, 3, pp. 591-609, (2017); Muthen L.K., Muthen B.O., Mplus Users Guide, (1998); Nilsson S., Employability, employment and the establishment of higher education graduates in the labour market, Graduate Employability in Context: Theory, Research and Debate, pp. 65-86, (2017); Okay-Somerville B., Scholarios D., Position, possession or process? Understanding objective and subjective employability during university-to-work transitions, Studies in Higher Education, 42, 7, pp. 1275-1291, (2017); Oliver B., Jorre de St Jorre T., Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers, Higher Education Research & Development, 37, 4, pp. 821-836, (2018); Quality Indicators for Learning and Teaching, (2020); Ramsden P., A performance indicator of teaching quality in higher education: The Course Experience Questionnaire, Studies in Higher Education, 16, 2, pp. 129-150, (1991); Ramsden P., Learning to teach in higher education, (1992); Richardson J.T.E., A British evaluation of the Course Experience Questionnaire, Studies in Higher Education, 19, 1, pp. 59-68, (1994); Rothwell A., Employability, APA Handbook of Career Intervention, Volume 2: Applications., pp. 337-350, (2015); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Rothwell A., Jewell S., Hardie M., Self-perceived employability: Investigating the responses of post-graduate students, Journal of Vocational Behavior, 75, 2, pp. 152-161, (2009); Stergiou D.P., Airey D., Using the Course Experience Questionnaire for evaluating undergraduate tourism management courses in Greece, Journal of Hospitality, Leisure, Sport & Tourism Education, 11, 1, pp. 41-49, (2012); Tomas J., Maslicersic D., Searching for a job on the contemporary labour market: The role of dispositional employability, Scandinavian Journal of Work and Organizational Psychology, (2017); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education Training, 59, 4, pp. 338-352, (2017); Wilson K.L., Lizzio A., Ramsden P., The development, validation and application of the course experience questionnaire, Studies in Higher Education, 22, 1, pp. 33-53, (1997)","J.L. Brown; School of Education, University of Southern Queensland, Toowoomba, Australia; email: jason.brown@latrobe.edu.au","","Springer Science and Business Media B.V.","","","","","","18730388","","","","English","Int. J. Educ. Vocat. Guid.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85105452612"
"Bacon R.; Hopkins S.; Kellett J.; Millar C.; Smillie L.; Sutherland R.","Bacon, Rachel (55523126200); Hopkins, Sian (57221536933); Kellett, Jane (56878611300); Millar, CaraJane (56873819800); Smillie, Linda (57580855500); Sutherland, Rebecca (57192893716)","55523126200; 57221536933; 56878611300; 56873819800; 57580855500; 57192893716","The Benefits, Challenges and Impacts of Telehealth Student Clinical Placements for Accredited Health Programs During the COVID-19 Pandemic","2022","Frontiers in Medicine","9","","842685","","","","7","10.3389/fmed.2022.842685","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128446400&doi=10.3389%2ffmed.2022.842685&partnerID=40&md5=feb16744aed4ddba71d96c78f45cca5e","Faculty of Health, University of Canberra, Bruce, ACT, Australia; Speech Pathology, College of Health and Biomedicine, Victoria University, Footscray Park, VIC, Australia; Discipline of Speech Pathology, Faculty of Medicine and Health, University of Sydney, Camperdown, NSW, Australia","Bacon R., Faculty of Health, University of Canberra, Bruce, ACT, Australia; Hopkins S., Faculty of Health, University of Canberra, Bruce, ACT, Australia; Kellett J., Faculty of Health, University of Canberra, Bruce, ACT, Australia; Millar C., Faculty of Health, University of Canberra, Bruce, ACT, Australia, Speech Pathology, College of Health and Biomedicine, Victoria University, Footscray Park, VIC, Australia; Smillie L., Faculty of Health, University of Canberra, Bruce, ACT, Australia; Sutherland R., Faculty of Health, University of Canberra, Bruce, ACT, Australia, Discipline of Speech Pathology, Faculty of Medicine and Health, University of Sydney, Camperdown, NSW, Australia","Introduction: Despite the advantages of telehealth, there has been a reluctance in its widespread adoption. During the COVID-19 pandemic, telehealth services and related placements increased internationally. Yet, there is currently limited research on the use of telehealth for student clinical placements. Aim: To explore the perceived benefits, challenges, and impacts of telehealth placements for key stakeholders (clients, students, clinical educators, and placement co-ordinators) in allied health courses. Methods: Stakeholder experiences with telehealth placements, undertaken within an Australian Allied Health University Clinic, were explored in virtual focus groups held between November 2020 and March 2021. These discussions used semi-structured interview questions, were audiotaped and transcribed verbatim. They were then thematically analyzed independently by two researchers, then cross-checked for consistency, using a qualitative descriptive approach, with reflexivity applied. Results: Twenty-six stakeholders from six allied health disciplines participated in seven homogeneous focus groups. Three themes were identified: (1) telehealth placements support competency development and graduate employability; (2) telehealth placements enable students to provide person centered-care; and (3) telehealth placements enabled innovation. Conclusion: Telehealth placements can make a valuable contribution as part of an overall placement program within accredited health courses and offer distinct advantages to student learning outcomes. Copyright © 2022 Bacon, Hopkins, Kellett, Millar, Smillie and Sutherland.","allied health; clinical placement; COVID-19; qualitative; telehealth","accreditation; adult; Article; clinical assessment; clinical competence; clinical education; communication skill; controlled study; coronavirus disease 2019; dietetics; employability; exercise physiology; graduate; health care delivery; health program; health service; human; information processing; information technology; interprofessional education; medical education; occupational therapy; optometry; outcome assessment; pandemic; patient care; personal experience; physiotherapy; qualitative analysis; semi structured interview; stakeholder engagement; student; telehealth; thematic analysis; verbal communication","","","","","","","Global Diffusion of eHealth: Making Universal Health Coverage Achievable, Report of the Third Global Survey on eHealth, (2017); Snoswell C.L., Stringer H., Taylor M.L., Caffery L.J., Smith A.C., An overview of the effect of telehealth on mortality: a systematic review of meta-analyses, J Telemed Telecare, (2021); Snoswell C.L., Chelberg G., De Guzman K.R., The clinical effectiveness of telehealth: a systematic review of meta-analyses from 2010-2019, J Telemed Telecare, (2021); Kelly J.T., Allman-Farinelli M., Chen J., Partridge S.R., Collins C., Rollo M., Et al., Dietitians Australia position statement on telehealth, Nutr Diet, 77, pp. 406-415, (2020); Cottrell M.A., Galea O.A., O'Leary S.P., Hill A.J., Russell T.G., Real-time telerehabilitation for the treatment of musculoskeletal conditions is effective and comparable to standard practice: a systematic review and meta-analysis, Clin Rehabil, 31, pp. 625-638, (2017); Sutherland R., Trembath D., Roberts J., Telehealth and autism: a systematic search and review of the literature, Int J Speech Lang Pathol, 20, pp. 324-336, (2018); Signal N., Martin T., Leys A., Maloney R., Bright F., Implementation of telerehabilitation in response to COVID-19: lessons learnt from neurorehabilitation clinical practice and education, N Z J Physiother, 48, pp. 117-126, (2020); Moffet H., Tousignant M., Nadeau S., Merette C., Boissy P., Corriveau H., Et al., In-home telerehabilitation compared with face-to-face rehabilitation after total knee arthroplasty: a noninferiority randomized controlled trial, J Bone Joint Surg Am, 97, pp. 1129-1141, (2015); Wootton R., Swinfen P., Swinfen R., Warren M.-A., Wilkinson D., Brooks P., Medical students represent a valuable resource for facilitating telehealth for the under-served, J Telemed Telecare, 13, pp. 92-97, (2007); Scott Kruse C., Karem P., Shifflett K., Vegi L., Ravi K., Brooks M., Evaluating barriers to adopting telemedicine worldwide: a systematic review, J Telemed Telecare, 24, pp. 4-12, (2018); Smith A.C., Thomas E., Snoswell C.L., Haydon H., Mehrota A., Clemenson J., Et al., Telehealth for global emergencies: Implications for coronavirus disease 2019 (COVID-19), J Telemed Telecare, 26, pp. 309-313, (2020); Torous J., Jan Myrick K., Rauseo-Ricupero N., Firth J., Digital mental health and COVID-19: using technology today to accelerate the curve on access and quality tomorrow, JMIR Mental Health, 7, (2020); Medicare Benefits Schedule: COVID-19 temporary MBS Telehealth Services, (2020); Webster P., Virtual health care in the era of COVID-19, Lancet, 395, pp. 1180-1181, (2020); Thomas E.E., Haydon H.M., Mehrotra A., Caffery L.J., Snoswell C.L., Banbury A., Et al., Building on the momentum: sustaining telehealth beyond COVID-19, J Telemed Telecare, (2020); Wherton J., Greenhalgh T., Shaw S., Expanding video consultations at pace and scale in Scotland during the COVID-19 Pandemic: national mixed methods case study, JMIR, 23, (2021); Snoswell C.L., Caffery L.J., Haydon H., Thomas E.E., Smith A.C., Telehealth uptake in general practice as a result of the coronavirus (COVID-19) pandemic, AHR, (2020); (2020); Australian C.E.N., Report of the Second National Survey on the Impact of COVID-19 on Work Integrated Learning, (2020); Pit A.W., Velovski S., Cockrell K., Bailey J., A qualitative exploration of medical students' placement experiences with telehealth during COVID-19 and recommendations to prepare our future medical workforce, BMC Med Educ, 21, (2021); Li X., Mohebbi S., Pierce M.L., Rowe A., Stockton D., Development of an Innovative Interprofessional Education Program for Healthcare Delivery, (2014); Knight P., Bonney A., Teuss G., Guppy M., Lafferre D., Mullan J., Et al., Positive clinical outcomes are synergistic with positive educational outcomes when using telehealth consulting in general practice: a mixed-methods study, JMIR, 18, (2016); Tyson R.L., Brammer S., McIntosh D., Telehealth in psychiatric nursing education: lessons from the field, J Am Psychiatr Nurses Assoc, 25, pp. 266-271, (2019); Rutledge C.M., Haney T., Bordelon M., Renaud M., Fowler C., Telehealth: preparing advanced practice nurses to address healthcare needs in rural and underserved populations, Int J Nurs Educ Scholarsh, 11, (2014); Novak R.E., Cantu A.G.Z., Amanda Coco L., Champlin C.A., Novak J.C., The future of healthcare delivery: IPE/IPP audiology and nursing student/Faculty Collaboration to Deliver Hearing Aids to Vulnerable Adults via Telehealth, JoNILQS, 1, pp. 1-11, (2016); Foti M.K., Eleazar C., Furphy K.A., Teleconsultation with a developing country: student reported outcomes of learning, Int J Telerehabil, 6, pp. 41-49, (2014); Salter C., Oates R.K., Swanson C., Bourke L., Working remotely; Innovative allied health placements in response to COVID-19, IJWIL, 21, pp. 587-600, (2020); Serwe K., Heindel M., Keultjes I., Silvers H., Stovich S., Telehealth student experiences and learning: a scoping review, J Occup Ther Educ, 4, pp. 1-16, (2020); Rutledge C., Hawkins E.J., Bordelon M., Gustin T.S., Telehealth education: an interprofessional online immersion experience in response to COVID-19, J Nurs Educ, (2020); Shortridge A., Ross H., Randall K., Ciro C., Loving G., Teleheath technology as e-learning: learning and practicing interprofessional patient care, IJEL, 17, pp. 95-110, (2018); Shortridge A., Steinheider B., Ciro C., Randall K., Costner-Lark A., Loving G., Simulating interprofessional geriatric patient care using telehealth: a team-based learning activity, MedEdPORTAL, 12, (2016); Scott A., Dawson R.M., Mitchell S., Catledge C., Simulation-based interprofessional education in a rural setting: the development and evaluation of a *Remote-In telehealth scenario, Nurs Educ Perspect, 41, pp. 187-189, (2020); Sweeney Haney T., Kott K., Rutledge C.M., Britton B., Fowler C.N., Poston R.D., How to prepare interprofessional teams in two weeks: an innovative education program nested in telehealth, Int J Nurs Educ Scholarsh, 15, (2018); Bautista C.A., Huang I., Stebbins M., Floren L.C., Wamsley M., Youmans S.L., Et al., Development of an interprofessional rotation for pharmacy and medical students to perform telehealth outreach to vulnerable patients in the COVID-19 pandemic, J Interprof Care, 34, pp. 694-697, (2020); O'Shea M.-C., Reeves N.E., Bialocerkowski A., Cardell E., Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth, Adv Simul, 4, (2019); Nyamathi A., Shuler P., Focus group interview: a research technique for informed nursing practice, J Adv Nurs, 15, pp. 1281-1288, (1990); Campbell M., McAllister L., Smith L., Tunny R., Thomson K., Barrett M., Framework to Support Assurance of Institution-Wide Quality in Work Integrated Learning. 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Bacon; Faculty of Health, University of Canberra, Bruce, Australia; email: rachel.bacon@canberra.edu.au","","Frontiers Media S.A.","","","","","","2296858X","","","","English","Front. Med.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85128446400"
"Khan N.; Sarwar A.; Chen T.B.; Khan S.","Khan, Nasreen (57188646384); Sarwar, Abdullah (55390247500); Chen, Tan Booi (55971607500); Khan, Shereen (55457538200)","57188646384; 55390247500; 55971607500; 55457538200","Connecting digital literacy in higher education to the 21st century workforce","2022","Knowledge Management and E-Learning","14","1","","46","61","15","20","10.34105/j.kmel.2022.14.004","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132332725&doi=10.34105%2fj.kmel.2022.14.004&partnerID=40&md5=0448668af18cf74600babeb6b3408603","Faculty of Management, Multimedia University, Cyberjaya, Malaysia","Khan N., Faculty of Management, Multimedia University, Cyberjaya, Malaysia; Sarwar A., Faculty of Management, Multimedia University, Cyberjaya, Malaysia; Chen T.B., Faculty of Management, Multimedia University, Cyberjaya, Malaysia; Khan S., Faculty of Management, Multimedia University, Cyberjaya, Malaysia","The remarkable advancements in technology have affected the way people engage, work, and learn. Digital literacy, also known as virtual learning, has the potential to improve lifelong learning. Workplace skills evolve at such a rapid pace that no school system can keep up with the continual need to alter how we work and live. Most crucially, our society's profound changes require young people to acquire new abilities. Malaysia has a long-term vision that calls for sustainable and productivity-driven growth that can only be accomplished with digitally literate employees. Although to some extent Malaysia education system has been initiating, there is very limited research that focuses on what drives digital literacy. There is no proper framework or guidelines that can be used as a blueprint to prepare the young graduates in the 21st-century workforce. The purpose of the study is to examine the drivers of digital literacy that can be taught in higher institutions and apply in today's digital workplace. This research focused on young adults as a unit of analysis and a quantitative method was used to collect the data. A total of 300 young individuals responded through self-administered questionnaires. The finding of the research showed that critical skills, operational skills, visual learning style, collaborative learning style and learning system enhance digital literacy. Finding further recommend that digital literacy improve both academic performance and employability. From this research, solutions can be proposed to both academicians and employers in achieving the digital literate graduates for the 21st-century workforce. © 2022 Knowledge Management & E-Learning. All rights reserved.","Digital literacy; employability; Learning skills; Learning style; Learning system","","","","","","","","Ahmad M., Karim A. A., Din R., Albakri I. S. M. 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N., Impact of internet literacy, internet addiction symptoms, and internet activities on academic performance, Social Science Computer Review, 30, 4, pp. 403-418, (2016); Limaye R. J., Deka S., Ahmed N., Mwaikambo L., Designing eLearning courses to meet the digital literacy needs of healthcare workers in lower- and middleincome countries: Experiences from the Knowledge for Health Project, Knowledge Management & E-Learning, 7, 4, pp. 601-615, (2015); Lopez Islas J. R., Digital literacy and academic success in online education for underprivileged communities: The prep@net case, (2013); Machete P., Turpin M., The use of critical thinking to identify fake news: A systematic literature review, Lecture Notes in Computer Science, 12067, pp. 235-246, (2020); Mather C., Cummings E., Empowering learners: Using a triad model to promote eHealth literacy and transform learning at point of care, Knowledge Management & E-Learning, 7, 4, pp. 629-645, (2015); Miller R., Shapiro H., Hilding-Hamann K. E., School's over: Learning spaces in Europe in 2020: An imagining exercise on the future of learning, (2008); Mohammadyari S., Singh H., Understanding the effect of e-learning on individual performance: The role of digital literacy, Computers & Education, 82, pp. 11-25, (2015); Morrin J., Huang O., Whalen R., 21st century skills and digital literacy: An Indian case study, (2014); Morris W., Why it is important to be digitally in the 21st century, (2018); Murray M. C., Perez J., Unravelling the digital literacy paradox: How higher education fails at the fourth literacy, Issues in Informing Science and Information Technology, 11, pp. 85-100, (2014); Nair S., Digital skills key to bolster workforce innovation, (2021); Key issues for digital transformation in the G20, (2017); Ozata F. Z., Ozdamar-Keskin N., Students' preferences and opinions on design of a mobile marketing education application, Turkish Online Journal of Distance Education, 15, 1, pp. 189-205, (2014); Ozdamar-Keskin N., Ozata F. Z., Banar K., Examining digital literacy competences and learning habits of open and distance learners, Contemporary Educational Technology, 6, 1, pp. 74-90, (2015); Pagani L., Argentin G., Gui M., Stanca L., The Impact of digital skills on educational outcomes: evidence from performance tests, Educational Studies, 42, 2, pp. 137-162, (2016); Putnam A., Sanchez A., Digital skills for the 21st century workforce, (2019)","A. Sarwar; Faculty of Management, Multimedia University, Cyberjaya, Malaysia; email: abdullah.sarwar@mmu.edu.my","","Hong Kong Bao Long Accounting And Secretarial Limited","","","","","","20737904","","","","English","Knowl. Manage. E-Learn.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85132332725"
"Saunders L.; Bajjaly S.","Saunders, Laura (16302312900); Bajjaly, Stephen (55227061300)","16302312900; 55227061300","The Importance of Soft Skills to LIS Education","2022","Journal of Education for Library and Information Science","63","2","","187","215","28","4","10.3138/jelis-2020-0053","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130021464&doi=10.3138%2fjelis-2020-0053&partnerID=40&md5=fb1c35db6f698f5edaea0e6d98aa204b","School of Library and Information Science, Simmons University, United States; School of Information Sciences, Wayne State University, United States","Saunders L., School of Library and Information Science, Simmons University, United States; Bajjaly S., School of Information Sciences, Wayne State University, United States","Soft skills, or intra- and interpersonal skills such as writing, customer service, and flexibility, are highly sought by library and information science employers. A perceived gap in soft skills has led to suggestions that LIS programs are not adequately addressing these skills in their curricula, and to calls for them to do more. However, no study has examined the extent to which LIS faculty currently are providing direct instruction of soft skills in their courses. The researchers employed a nationwide survey to explore whether and how LIS faculty are teaching soft skills. The findings suggest that faculty are incorporating a range of soft skills into their courses but are relying heavily on passive over active learning. The results could have implications for course and curriculum design.  © Journal of Education for Library and Information Science 2022.","Curriculum; employability; instructional strategies; soft skills; teaching methods","","","","","","","","Adkins D., Virden C., Yier C., Learning about diversity: The roles of LIS Education, LIS associations, and lived experience, Library Quarterly, 85, 2, pp. 139-149, (2015); Ahmad S., Ameen K., Ullah M., Modes of soft skills learning: A case of university information professionals in Pakistan, Library Review, 66, 8, pp. 711-725, (2017); Ameen K., The need and impact of learning ""Personality Development & Communication Skills"" in LIS education: A case study, Malaysian Journal of Library & Information Science, 18, 1, pp. 15-25, (2013); Core competences of librarianship, (2009); ACRL proficiencies for assessment librarians and coordinators, (2017); The human factor: The hard time employers have finding soft skills, (2015); Chow A. S., Shaw T. L., Gwynn D., Martensen D., Howard M., Changing times and requirements: Implications for LIS education, LIBRES: Library & Information Science Research Electronic Journal, 21, 1, pp. B1-B23, (2011); Cobb E. J., Meixelsperger J., Seitz K. K., Beyond the classroom: Fostering soft skills in pre-professional LIS organizations, Journal of Library Administration, 55, 2, pp. 114-120, (2015); Deng L., Thomas A., Trembach S., Shaping the 21st-century information professional: A convergence of technical and ""soft"" skills for workplace success, Proceedings of the Association for Information Science & Technology, 51, 1, pp. 205-208, (2014); Dubey R. S., Tiwari V., Operationalisation of soft skill attributes and determining the existing gap in novice ICT professionals, International Journal of Information Management, 50, pp. 375-386, (2020); Federer L., Defining data librarianship: A survey of competencies, skills, and training, Journal of the Medical Library Association, 106, 3, pp. 294-303, (2018); Freeman S., Eddy S. L., McDonough M., Smith M. K., Okoroafor N., Jordt H., Wenderoth M. P., Active learning increases student performance in science, engineering, and mathematics, Proceedings of the National Academy of Sciences USA, 111, 23, pp. 8410-8415, (2014); Gerolimos M., Malliari A., Iakovidis P., Skills in the market: An analysis of skills and qualifications for American librarians, Library Review, 64, 1, pp. 21-35, (2015); Hartnett E., NASIG's Core Competencies for Electronic Resources Librarians revisited: An analysis of job advertisement trends, 2000-2012, Journal of Academic Librarianship, 40, 3, pp. 247-258, (2014); Fulfilling the American dream: Liberal education and the future of work, (2018); Herman J. H., Nilson L. B., Creating engaging discussions: Strategies for 'avoiding crickets' in any size classroom and online, (2018); Hirsh S., From perceptions to facts: How well is LIS education preparing tomorrow's leaders?, Online Searcher, 43, 2, pp. 47-48, (2019); Jaeger P. T., Bertot J. C., Subramaniam M., Preparing future librarians to effectively serve their communities, Library Quarterly, 83, 3, pp. 243-248, (2013); Jaeger P. T., Cooke N. A., Feltis C., Hamiel M., Jardine F., Shilton K., The virtuous circle revisited: Injecting diversity, inclusion, rights, justice, and equity into LIS from education to advocacy, Library Quarterly, 85, 2, pp. 150-171, (2015); Kennan M. A., Cole F., Willard P., Wilson C., Marion L., Changing workplace demands: What job ads tell us, Aslib Proceedings, 58, 3, pp. 179-196, (2006); Kloppenborg P., Lodge D., Forgotten anything: Library staff competencies for the learning commons, Library Management, 31, 3, pp. 169-185, (2010); Koh K., Abbas J., Competencies for information professionals in learning labs and makerspaces, Journal of Education for Library and Information Science, 56, 2, pp. 114-129, (2015); Lankes R. D., Stephens M., Arjona M., Participatory and transformative engagement in libraries and museums: Exploring and expanding the Salzburg curriculum, Journal of Education for Library & Information Science, 56, pp. S61-S68, (2015); Workplace learning report, (2018); Lussky J. P., Employer demands for cataloger and cataloger-like librarians and implications for LIS, Journal of Education for Library and Information Science, 49, 2, pp. 116-127, (2008); Ma J., Stahl L., Price C., Developing specialized graduate curricula for health information professionals: Integrated findings of a scoping review and an employer survey, Journal of Education for Library & Information Science, 61, 1, pp. 64-86, (2020); Professional competencies, (2017); Employers want to see these attributes on students' resumes, (2018); Partridge H., Lee J., Munro C., Becoming ""librarian 2.0"": The skills, knowledge, and attributes required by library and information science professionals in a web 2.0 world (and beyond), Library Trends, 59, 1, pp. 315-335, (2010); Partridge H., Menzies V., Lee J., Munro C., The contemporary librarian: Skills, knowledge and attributes required in a world of emerging technologies, Library and Information Science Research, 32, 4, pp. 265-271, (2010); Pontika N., Roles and jobs in the open research scholarly communications environment: Analysing job descriptions to predict future trends, Liber Quarterly: The Journal of European Research Libraries, 29, 1, pp. 1-20, (2019); Pradhan S., Study of employability and needed skills for LIS graduates, DESIDOC Journal of Library & Information Technology, 35, 2, pp. 106-112, (2015); Prince M., Does active learning work? A review of the research, Journal of Engineering Education, 93, 3, pp. 223-231, (2004); Raju J., Knowledge and skills for the digital era academic library, The Journal of Academic Librarianship, 40, 2, pp. 163-170, (2014); Raju J., Embracing new trends in scholarly communication: From competency requirements in the workplace to LIS curriculum presence, Journal of Librarianship & Scholarly Communication, 7, 1, pp. 1-25, (2019); Guidelines for behavioral performance of reference and information service providers, (2013); Saunders L., Professional perspectives on library and information science education, Library Quarterly, 85, 4, pp. 427-453, (2015); Saunders L., Core and more: Examining foundational and specialized content in library and information science, Journal of Education for Library and Information Science, 60, 1, pp. 3-34, (2019); Shahbazi R., Hedayati A., Identifying digital librarian competencies according to the analysis of newly emerging IT-based LIS jobs in 2013, The Journal of Academic Librarianship, 42, 5, pp. 542-550, (2016); SAA Core Values Statements and Code of Ethics, (2020); Competencies for information professionals, (2016); Stephens M., Essential soft skills, Library Journal, (2013); Sutton S. W., Collinge R., Competencies for e-resource librarians redux: What do they look like in 2017?, Serials Librarian, 74, 1-4, pp. 72-80, (2018); Varalakshmi R. S. R., Educating 21st century LIS professionals-Needs and expectations: A survey of Indian LIS professionals and alumni, Journal of Education for Library & Information Science, 47, 3, pp. 181-199, (2006)","L. Saunders; School of Library and Information Science, Simmons University, United States; email: laura.saunders@simmons.edu","","University of Toronto Press","","","","","","07485786","","","","English","J. Educ. Library Info. Sci.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85130021464"
"Ingram N.; Gamsu S.","Ingram, Nicola (35147890800); Gamsu, Sol (57191368457)","35147890800; 57191368457","Talking the Talk of Social Mobility: The Political Performance of a Misguided Agenda","2022","Sociological Research Online","27","1","","189","206","17","8","10.1177/13607804211055493","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124137181&doi=10.1177%2f13607804211055493&partnerID=40&md5=caa3969584267a99a0892148be8096b7","Manchester Metropolitan University, United Kingdom; Durham University, United Kingdom","Ingram N., Manchester Metropolitan University, United Kingdom; Gamsu S., Durham University, United Kingdom","Since 2010, the language of social mobility has been increasingly utilised by UK politicians from across the political spectrum to denote a commitment to ‘fair access’ to opportunity in both education and the professions. Within this policy discourse, the default understanding of inequality is premised on a narrow notion of access to elite education and employment positions, where a deeper understanding of the politics of social reproduction and inequality, or any meaningful emphasis on redistribution, is absent. The social mobility agenda is axiomatically an equality of opportunity agenda where the focus is on ‘levelling up’ those who are considered to be falling behind. Its focus on opportunity to the detriment of outcome thus rules out considerations of structural solutions to inequalities. In this article, we unpack the discourses of social mobility that are prevalent in recent UK government papers and political talk, with a specific focus on the Social Mobility Commission (SMC) in order to consider how these shape policy approaches to education and labour market participation. We argue that the presiding ‘race to the top’ mentality undermines the very equality that the social mobility agenda claims to be seeking to achieve, and in doing so we implicate the SMC in purveying contradictory understandings of mobility that compound and conceal existing inequalities. Through a focus on graduate employment, we problematise the role of higher education in the promotion of social mobility. We consider the role of employers participating in the Social Mobility Employer Index and expose the contradictions between the performance of social mobility and the reality of corporate practices that entrench social inequalities. Our work underscores the need for a new political conversation about social mobility and a redirection of attendant education and employment policy to focus on dismantling rather than reinforcing social hierarchies. © The Author(s) 2022.","corporate social responsibility; graduate employability; higher education; social mobility; social mobility commission","","","","","","","","Bridge Group conference 2018: Raising the stakes, (2018); Arnold P.J., Cooper C., A tale of two classes: The privatisation of Medway Ports, Critical Perspectives on Accounting, 10, pp. 127-152, (1999); Baron S., Finn D., Grant N., Green M., Johnson R., Unpopular education: Schooling and social democracy in England since 1944, (1981); Benton T., ‘Education and Politics’, Education or Domination? 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Inequality, cultural sorting and constructions of the ideal graduate in elite professions, The Sociological Review, 67, 3, pp. 723-740, (2019); James D., Social mobility: A concept gutted, (2018); Jupe R., Funnell W., Neoliberalism, consultants and the privatisation of public policy formulation: The case of Britain’s rail industry, Critical Perspectives on Accounting, 29, pp. 65-85, (2015); Being inclusive: Everyon brings a unique perspective – We bring bright minds together, (2021); Lane L., Access, Participation and Mobility: A Critical Policy Analysis of Higher Education in England Between 1987 and 2012 Education, (2015); Lawler S., Social mobility talk: Class-making in neo-liberal times, Social Mobility for the 21st Century, pp. 132-146, (2017); Lawler S., Payne G., Social Mobility for the 21st Century: Everyone a Winner?, (2017); Littler J., Against Meritocracy: Culture, Power and Myths of Mobility, (2017); Macmillan L., Vignoles A., Mapping the Occupational Destinations of New Graduates, (2013); Maslen J., Cracking the code: The social mobility commission and education policy discourse, Journal of Education Policy, 34, pp. 599-612, (2019); Milburn A., University Challenge: How Higher Education can Advance Social Mobility, (2012); Milburn A., Alan Milburn’s resignation letter: Read it in full, The Independent, (2017); Moore J., Higham L., Mountford-Zimdars A., Et al., Socio-Economic Diversity in Life Sciences and Investment Banking, (2016); Payne G., The New Social Mobility: How the Politicians Got It Wrong, (2017); Prior G., Interserve to axe 200 jobs in cost cutting drive, Construction Enquirer, (2017); Roberts K., Social mobility: Lift going up, doors closing. Going down, doors wide open; any volunteers, Discover Society, (2014); Shillibeer B., Interserve’s £90m A Year Auditors Under FRC Investigation, (2019); Time for change: An assessment of government policy on social mobility: 1997–2017, (2017); Top 50 UK employers for social mobility, (2017); (2018); Social Mobility Employer Index 2018: Key Findings, (2018); Top 75 UK Employers for Social Mobility Revealed, (2019); Key Findings Social Mobility Employer Index 2019, (2020); Launching the Social Mobility Pledge, (2018); Spohrer K., Opening doors or narrowing opportunities? The coalition’s approach to widening participation, social mobility and social justice, The Gove Legacy: Education in Britain after the Coalition, pp. 101-115, (2015); Spohrer K., Bailey P.L., Character and resilience in English education policy: Social mobility, self-governance and biopolitics, Critical Studies in Education, 61, pp. 561-576, (2020); Stewart H., Corbyn to drop social mobility as labour goal in favour of opportunity for all, The Guardian, (2019); Supporting Social Mobility Through Higher Education Access, Success and Progression, (2018); Unleashing Aspiration: The Final Report of the Panel on Fair Access to the Professions, (2009); Whitfield D., Impact of privatisation and commercialisation on municipal services in the UK, Transfer: European Review of Labour and Research, 8, pp. 234-251, (2002); Williams R., Culture and Society: 1780–1950, (1960); Willis P.E., Learning to Labour: How Working Class Kids Get Working Class Jobs, (1977)","S. Gamsu; Durham University, United Kingdom; email: sol.j.gamsu@durham.ac.uk","","SAGE Publications Ltd","","","","","","13607804","","","","English","Sociol. Res. Online","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85124137181"
"Sarpong-Nyantakyi J.; Osei-Poku P.; Eshun E.F.","Sarpong-Nyantakyi, Josephine (57226600381); Osei-Poku, Patrick (57226609608); Eshun, Eric Francis (55520185800)","57226600381; 57226609608; 55520185800","Producing work-ready commercial art graduates: stakeholders' perceptions","2022","Higher Education, Skills and Work-based Learning","12","1","","126","144","18","1","10.1108/HESWBL-08-2020-0192","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112071240&doi=10.1108%2fHESWBL-08-2020-0192&partnerID=40&md5=ffcdd77f564cc3b9ac9474c92ce37a6a","Graphic Design and Technology, Takoradi Technical University, Takoradi, Ghana; Educational Innovations in Science and Technology, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana; Kwame Nkrumah University of Science and Technology, Kumasi, Ghana","Sarpong-Nyantakyi J., Graphic Design and Technology, Takoradi Technical University, Takoradi, Ghana; Osei-Poku P., Educational Innovations in Science and Technology, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana; Eshun E.F., Kwame Nkrumah University of Science and Technology, Kumasi, Ghana","Purpose: Graduate unemployment is widely reported not only in Ghana but also across the globe. The purpose of this study is to examine the relevance of the HND Commercial Art Programme, Graphic Design (CAPGD) option, to the graphic art industry and to determine the work readiness of graduates of HND CAPGD at the world of work. Design/methodology/approach: A qualitative, evaluative case study research design was adopted to examine the perspectives of stakeholders of CAPGD. It was a multiple case study, which involved faculty members, graduates and industry-based supervisors. The study was conducted using in-depth semi-structured interviews and focus group discussions to obtain in-depth interpretations and conclusions that reflected the perceptions of the stakeholders. Findings: The qualitative results indicate that the existing curriculum, based on the old polytechnic educational system, does not provide adequate practical approach to teaching and learning processes. Hence the majority of graduates lack competencies to meet industry's expectations. Research limitations/implications: The key limitation is lack of database on the HND Graphic Design graduates at Takoradi Technical University. This affected the data collection process as the HND Graphic Design graduate participants were not easily accessible, and, as such, much effort and risk were required to contact them. Considering the implication for education policy, the findings propose stakeholders' collaboration to ensure cross fertilization of ideas (Nwajiuba et al., 2020). Hence, a compilation of database could engender further study in this area and thus form the bases of a mixed method approach resulting in in-depth analysis for fresh insights into the study. Originality/value: The findings provide unique insights into work readiness of Commercial Art graduates, specifically in Ghana, as it seeks to bridge a gap in literature. © 2021, Emerald Publishing Limited.","Commercial art programme; Employability; Graphic design industry; Higher national diploma; Work-readiness and relevance","","","","","","","","Adu A., Graduate Employability: The Link between Design Education and the Graphic Design Industry, (2015); Agyefi-Mensah S., Edu-Buandoh K.B.M., The implications of the new polytechnics act, 2007 (act 745), for curriculum development and review in Ghanaian polytechnics, International Journal of African and Asian Studies, 4, pp. 63-70, (2014); Amedorme S.K., Agbezudor K., Sakyiama F.K., Converting polytechnics into technical universities in Ghana, issues to address, International Journal of Education and Research, 5, pp. 523-528, (2014); Ansah S.K., Kissi E., Technical and vocational education and training in Ghana: a tool for skill acquisition and industrial development, Journal of Education and Practice, 4, 16, pp. 172-181, (2013); Antiaye E., Biney-Aidoo V., Oppong J.A., Assessment of the effectiveness of the fashion design programme of Accra Polytechnic from 1995 to 2010, Journal of Education and Practice, 4, 21, pp. 56-64, (2013); Baah-Boateng W., Developing Youth Skills for Employment, pp. 1-13, (2016); Bridgstock R., The Graduate attributes we’ve overlooked: enhancing graduate employability through career management skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Bridgstock R., The university and the knowledge network: a new educational model for twenty-first century learning and employability, Graduate Employability in Context, pp. 339-358, (2017); Bridgstock R., Cunningham S., Creative labour and graduate outcomes : implications for higher education and cultural policy, International Journal of Cultural Policy, 22, 1, pp. 10-26, (2016); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); 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Training Tools for Curriculum Development - Developing and Implementing Curriculum Frameworks, (2017); Jackson D., Testing a model of undergraduate competence in employability skills and its implications for stakeholders, Journal of Education and Work, (2012); Khodeir L.M., Nessim A.A., Changing skills for architecture students employability: analysis of job market versus architecture education in Egypt, Ain Shams Engineering Journal, 11, 3, pp. 811-821, (2020); Kumar A., Teotia A.K., Constructivism: a learner centered approach that improves students’ academic performance and achievement in social science at upper primary level, International Journal of Management and Applied Science, 3, 8, pp. 56-60, (2017); Landa R., Graphic Design Solutions, (2011); Matsouka K., Mihail D.M., Graduates’ employability: what do graduates and employers think?, Industry and Higher Education, 30, 5, pp. 321-326, (2016); McAleese M., Bladh A., Berger V., Bode C., Muehlfeit J., Petrin T., Schiesaro A., Tsoukalis L., European commission. High level group on the modernisation of higher education, Report to the European Commission on Improving the Quality of Teaching and Learning in Europe’s Higher Education Institutions, (2013); McCowan T., Walker M., Fongwa S., Oanda I., Salifu D., Adedeji S., Oyebade S., Ananga E.D., Adzahlie-Mensah V., Tamanja E., Universities, employability and inclusive development: repositioning higher education in Ghana, Kenya, Nigeria and South Africa, United Kingdom: British Council: Universities, Employability and Inclusion Development Project (2013-2016), (2016); Mercer L.P., Ponticell J.A., Polytechnic education – a proposed key to regional economic development, Synesis: A Journal of Science Technology, Ethics and Policy, 3, 1, pp. 45-51, (2012); Mobarak K., Reflections of employed graduates on the suitability of their skills and knowledge for workplace-readiness, South African Journal of Higher Education, 33, 4, pp. 186-202, (2019); MoE, Education strategic plan 2018–2030, (2018); Ngozi M.N., Strategies for Improving Computer studies in Secondary Schools in Oshimili and Aniocha Local Government Area of Delta State, (2014); Nwajiuba C.A., Igwe P.A., Akinsola-Obatolu A.D., Icha-Ituma A., Binuomote M.O., What can be done to improve higher education quality and graduate employability in Nigeria? A stakeholder approach, Industry and Higher Education, 34, 5, pp. 358-367, (2020); Okyere M., The graphic design workforce in Ghana: a case study of Asafo, Kumasi, Communication Design, 5, 1-2, pp. 183-202, (2017); Padli J., Khan A., Jayus R., Generic skills of final year university students in preparation towards industrial revolution 4.0, International Journal of Recent Technology and Engineering, 8, 3S2, pp. 900-905, (2019); Paterson R., Because sometimes your failures can also teach you certain skills : lecturer and student perceptions of employability skills at a transnational university, 6, 3, pp. 241-275, (2017); Pond K., Harrington A., Models of employability development in undergraduate Business Education – a critical review of current practice, (2013); Pouratashi M., Zamani A., University and graduates employability: academics’ views regarding university activities (the case of Iran), Higher Education, Skills and Work-Based Learning, 9, 3, pp. 290-304, (2019); Prikshat V., Montague A., Connell J., Burgess J., Australian graduates’ work readiness – deficiencies, causes and potential solutions, Higher Education, Skills and Work-Based Learning, 10, 2, pp. 369-386, (2019); Raty H., Komulainen K., Harvorsen C., Nieminen A., Korhonen M., University students’ perceptions of their ‘ability selves’ and employability: a pilot study, Nordic Journal of Studies in Educational Policy, 4, 2, pp. 107-115, (2018); Rook L., Sloan T., Competing stakeholder understandings of graduate attributes and employability in work-integrated learning, International Journal of Work-Integrated Learning, 22, 1, pp. 41-56, (2021); Sarfraz I., Rajendran D., Hewege C., Mohan M.D., An exploration of global employability skills: a systematic research review, International Journal of Work Organisation and Emotion, 9, 1, pp. 63-88, (2018); Smith M., Bell K., Bennett D., McAlpine A., Employability in a Global Context: Evolving Policy and Practice in Employability, Work Integrated Learning, and Career Development Learning, (2018); Suarta I.M., Suwintana I.K., Sudhana I.F.P., Hariyanti N.K.D., Employability skills required by the 21st century workplace: a literature review of labor market demand, International Conference on Technology and Vocational Teachers (ICTVT 2017), (2017); Terblanche T.E., Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change, 91, December, (2017); Tran T.T., Graduate employability: critical perspectives, Reforming Vietnamese Higher Education, pp. 93-111, (2019); Woyo E., Challenges facing technical and vocational education and training institutions in producing competent graduates in Zimbabwe, Open Journal of Education, 1, 7, pp. 182-189, (2013); Watts A.G., Career Development Learning and Employability, (2006); Zakaria H., Alhassan Y.N., Tertiary students’ perceptions about their prospects of employability: the case of students in Ghana, Africa Education Review, 16, 5, pp. 134-157, (2019); Vocational Education and Training in ASEAN Member States: Current Status and Future Development, (2019); Kyere K., Educating the Deaf in Vocational Skills: Selected Schools for the Deaf in Focus, (2009)","J. Sarpong-Nyantakyi; Graphic Design and Technology, Takoradi Technical University, Takoradi, Ghana; email: josephinenyantakyi125@gmail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85112071240"
"Singh S.; Kumar A.; Arya A.","Singh, Sneha (55631726800); Kumar, Amit (57215268674); Arya, Aditya (57198297889)","55631726800; 57215268674; 57198297889","Re-thinking cheat-proof and supervision-free exams: A perspective in view of Covid-19 situation in developing economies","2022","Biochemistry and Molecular Biology Education","50","2","","246","248","2","2","10.1002/bmb.21606","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123632130&doi=10.1002%2fbmb.21606&partnerID=40&md5=09be7108c36046276bbad90dfea33758","Department of Biotechnology, Jamia Hamdard University, New Delhi, India; Centre for Climate Change Studies, Sathyabama University, Chennai, India; National Institute of Malaria Research, Indian Council of Medical Research (ICMR), New Delhi, India","Singh S., Department of Biotechnology, Jamia Hamdard University, New Delhi, India; Kumar A., Centre for Climate Change Studies, Sathyabama University, Chennai, India; Arya A., National Institute of Malaria Research, Indian Council of Medical Research (ICMR), New Delhi, India","The emergence of the global pandemic, SARS-CoV-2 has posed several challenges to education across the globe and led to the emergence and progression of newer methods of teaching and assessment. While online teaching has been quickly adopted and implemented across the globe, exams and assessment remain poorly managed both at an elementary and higher level. The practice of promoting students without an equivalent assessment or poor methods of online examinations systems poses a future difficulty in employability assessment and academic equivalence. Here we propose some suggestive measures especially for developing economies with a lack of adequate technology and insufficiently sensitized trainers for online assessment to avert the difficulties due to faulty examination schemes in pandemic situations with prolonged lockdowns. © 2022 International Union of Biochemistry and Molecular Biology.","academic equivalence; coronavirus disease; Covid-19; online exams; SARS-CoV-2","Communicable Disease Control; COVID-19; Education, Distance; Humans; Pandemics; SARS-CoV-2; communicable disease control; education; epidemiology; human; pandemic","","","","","","","Kim K.J., Bonk C.J., The future of online teaching and learning in higher education: the survey says, Educ Q, 4, pp. 22-24, (2006); Affouneh S., Salha S., Khlaif Z.N., Designing quality e-learning environments for emergency remote teaching in coronavirus crisis, Interdiscip J Virtual Learn Med Sci, 11, 2, pp. 1-3, (2020); Basilaia G., Dgebuadze M., Kantaria M., Chokhonelidze G., Replacing the classic learning form at universities as an immediate response to the COVID-19 virus infection in Georgia, Int J Res Appl Sci Eng Tech, 8, pp. 101-108, (2020); Liguori E., Winkler C., From offline to online: challenges and opportunities for entrepreneurship education following the COVID-19 pandemic, Entrepreneurship Educ Pedagogy, 3, pp. 346-351, (2020); Singh S., Arya A., A hybrid flipped-classroom approach for online teaching of biochemistry in developing countries during Covid-19 crisis, Biochem Mol Biol Educ, 48, pp. 502-503, (2020); Little A.W., Lewin K.M., The policies, politics and progress of access to basic education, J Educ Policy, 26, 4, pp. 477-482, (2011); (2021)","A. Arya; National Institute of Malaria Research, Indian Council of Medical Research (ICMR), New Delhi, India; email: contact.adityarya@gmail.com","","John Wiley and Sons Inc","","","","","","14708175","","BMBEC","35080108","English","Biochem. Mol. Biol. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85123632130"
"Abrantes P.; Silva A.P.; Backstrom B.; Neves C.; Falé I.; Jacquinet M.; Ramos M.D.R.; Magano O.; Henriques S.","Abrantes, Pedro (55522704900); Silva, Ana Paula (57685524900); Backstrom, Bárbara (20633520700); Neves, Cláudia (34977273500); Falé, Isabel (14017744600); Jacquinet, Marc (36727345600); Ramos, Maria Do Rosário (54403639500); Magano, Olga (57188764860); Henriques, Susana (54420026300)","55522704900; 57685524900; 20633520700; 34977273500; 14017744600; 36727345600; 54403639500; 57188764860; 54420026300","Transversal Competences and Employability: The Impacts of Distance Learning University According to Graduates’ Follow-Up","2022","Education Sciences","12","2","65","","","","4","10.3390/educsci12020065","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123776994&doi=10.3390%2feducsci12020065&partnerID=40&md5=e1203b01eedede0fa7d7c4f8c33cdc5a","Centro de Investigação e Estudos de Sociologia, Iscte—Instituto Universitário de Lisboa, Lisbon, 649-026, Portugal; Departamento de Ciências Sociais e Gestão, Universidade Aberta, Lisbon, 1269-001, Portugal; Gabinete de Gestão Académica e Curricular, Universidade Aberta, Lisbon, 1269-001, Portugal; Interdisciplinary Centre of Social Sciences, Universidade Nova de Lisboa, Lisbon, 1099-085, Portugal; LE@D—Laboratório de Educação a Distância e ELearning, Departamento de Educação e Ensino a Distância, Universidade Aberta, Lisbon, 1269-001, Portugal; Departamento de Humanidades, Universidade Aberta, Lisbon, 1269-001, Portugal; Centro de Linguística, Universidade de Lisboa, Lisbon, 1269-001, Portugal; CIEO—Centro de Investigação sobre Espaço e Organizações, Universidade do Algarve, Faro, 8005-139, Portugal; Departamento de Ciências e Tecnologia, Universidade Aberta, Lisbon, 1269-001, Portugal; CMAFcIO—Center of Mathematics, Fundamental Applications and Operations Research, Faculdade de Ciências, Universidade de Lisboa, Lisbon, 1749-016, Portugal; Departamento de Educação e Ensino a Distância, Universidade Aberta, Lisbon, 1269-001, Portugal","Abrantes P., Centro de Investigação e Estudos de Sociologia, Iscte—Instituto Universitário de Lisboa, Lisbon, 649-026, Portugal, Departamento de Ciências Sociais e Gestão, Universidade Aberta, Lisbon, 1269-001, Portugal; Silva A.P., Gabinete de Gestão Académica e Curricular, Universidade Aberta, Lisbon, 1269-001, Portugal; Backstrom B., Departamento de Ciências Sociais e Gestão, Universidade Aberta, Lisbon, 1269-001, Portugal, Interdisciplinary Centre of Social Sciences, Universidade Nova de Lisboa, Lisbon, 1099-085, Portugal; Neves C., LE@D—Laboratório de Educação a Distância e ELearning, Departamento de Educação e Ensino a Distância, Universidade Aberta, Lisbon, 1269-001, Portugal; Falé I., Departamento de Humanidades, Universidade Aberta, Lisbon, 1269-001, Portugal, Centro de Linguística, Universidade de Lisboa, Lisbon, 1269-001, Portugal; Jacquinet M., Departamento de Ciências Sociais e Gestão, Universidade Aberta, Lisbon, 1269-001, Portugal, CIEO—Centro de Investigação sobre Espaço e Organizações, Universidade do Algarve, Faro, 8005-139, Portugal; Ramos M.D.R., Departamento de Ciências e Tecnologia, Universidade Aberta, Lisbon, 1269-001, Portugal, CMAFcIO—Center of Mathematics, Fundamental Applications and Operations Research, Faculdade de Ciências, Universidade de Lisboa, Lisbon, 1749-016, Portugal; Magano O., Centro de Investigação e Estudos de Sociologia, Iscte—Instituto Universitário de Lisboa, Lisbon, 649-026, Portugal, Departamento de Ciências Sociais e Gestão, Universidade Aberta, Lisbon, 1269-001, Portugal; Henriques S., Centro de Investigação e Estudos de Sociologia, Iscte—Instituto Universitário de Lisboa, Lisbon, 649-026, Portugal, Departamento de Educação e Ensino a Distância, Universidade Aberta, Lisbon, 1269-001, Portugal","Since higher education qualifications and digital transition are considered key factors for economic development and individual opportunities, distance learning has been presented as a solution to improve the labor force’s skills and employability. However, such links were seldom studied systematically in specific contexts, and doubts exist regarding online programs. Based on the results of three successive follow-up surveys to the graduates of the Portuguese distance learning public university (Universidade Aberta), from 2011 to 2018 (n = 1358), our article examines the graduates’ perception of acquired transversal competences, in relation to employability and social mobility gains. The statistical analysis points out a positive perception of transversal competences development, especially analytical capacity, autonomy, and communication, although some concerns were raised regarding digital skills, teamwork, job search skills, and social capital. The impacts on employability and socioeconomic mobility are positive for most students, but variable according to analyzed competences, and tend to occur mostly through internal mobility rather than through job search skills or entrepreneurship. Although exploratory, such findings allow some final considerations regarding the effective ability of higher education distance learning to enhance economic growth and employability, through transversal competences, as well as to sketch some suggestions to improve such ability. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","Competences; Distance learning; Employment; Higher education; Online education; Skills; Social mobility","","","","","","","","Yorke M., Employability in Higher Education: What It Is-What It Is Not, 1, (2006); Boffo V., Melacarne C., Employability in adult and higher education, New Dir. Adult Contin. Educ, 163, pp. 163-169, (2019); Making a European Area of Lifelong Learning a Reality, (2001); Neves C., Estratégias de Aprendizagem ao Longo da Vida na União Europeia: Análise Crítica e Comparativa das Estratégias de Aprendizagem ao Longo da Vida de Cinco Estados-Membros, (2009); Biesta G., Against learning. Reclaiming a language for education in an age of learning, Nordisk Pedagogik, 25, pp. 54-66, (2005); Murtonen M., Gruber H., Lehtinen E., The return of behaviourist epistemology: A review of learning outcomes studies, Educ. Res. Rev, 22, pp. 114-128, (2017); Sin C., Lost in translation: The meaning of learning outcomes across national and institutional policy contexts, Stud. High. Educ, 39, pp. 1823-1837, (2014); Adam S., An introduction to learning outcomes: A consideration of the nature, function and position of learning outcomes in the creation of the European Higher Education Area, EUA Bologna Handbook: Making Bologna Work, (2006); IBE Glossary of Curriculum Terminology, (2013); Vieira D.A., Marques A.P., Costa L.G., Prepared to work? The role of transversal Skills in transition-to-work, Ser diplomado do Ensino Superior: Escolhas, Percursos e Retornos, pp. 109-118, (2017); Barros A.C., Industry 4.0 and Transversal Skills: Comparing Social Sciences and STEM Higher Education Graduates, (2019); Phipps R., Merisotis J., What’s the Difference? A Review of Contemporary Research on the Effectiveness of Distance Learning in Higher Education, (1999); Vicent L., Avila X., Riera J., Badia D., Anguera J., Montero J.A., Appropriateness of e-learning resources for the development of transversal skills in the new European Higher Education Area, Proceedings of the 36th IEEE Annual Conference on Frontiers in Education, (2006); Goncalves S.P., Sousa M.J., Pereira F.S., Distance learning perceptions from higher education students—The case of Portugal, Educ. Sci, 10, (2020); Singh A., Singh L.B., E-Learning for employability skills: Students’ perspective, Procedia Comput. Sci, 122, pp. 400-406, (2017); Enweren C.O., Enhancing employability of distance education graduates through university-industry collaboration: National open university of Nigeria perspective, CRUTECH J. Commun, 3, pp. 42-50, (2021); Cooke H., Meade R., The Open University’s Employability Framework: Making sense of employability for multidisciplinary students, Enhancing Graduate Employability: A Case Study Compendium, pp. 57-63, (2020); Vazquez-Cano E., Leon Urrutia M., Parra-Gonzalez M.E., Lopez Meneses E., Analysis of interpersonal competences in the use of ICT in the Spanish University Context, Sustainability, 12, (2020); Castano-Munoz J., Carnoy M., Duart J.M., Estimating the economic payoff to virtual university education: A case study of the Open University of Catalonia, High. Educ, 72, pp. 1-24, (2016); Valente R., Gelabert A.S., Duart J.M., Human Capital in Online Higher Education Settings: A Socio-Educative Perspective Applied to Graduates of an Online University, Proceedings of the EDEN Conference Proceedings, pp. 19-27, (2019); Senarathne L.K., De Costa SBandara N.J., A survey of graduates of the Open University of Sri Lanka, OUSL J, 3, pp. 6-29, (2001); Mafumbate R., Gondo T., Mutekwe E., Graduate employment challenges in Zimbabwe: A case of Zimbabwe Open University graduates, J. Educ. Pract, 5, pp. 57-64, (2014); Mendes A.Q., Bastos G., Amante L., Aires L., Cardoso T., Virtual Pedagogical Model: Development Scenarios, (2019); Silva A.P., Lourtie P., Aires L., Employability in online higher education: A case study, Int. Rev. Res. Open Distrib. Learn, 14, pp. 106-125, (2013); Azeiteiro U.M., Bacelar-Nicolau P., Caetano F., Caeiro S., Education for sustainable development through e-learning in higher education: Experiences from Portugal, J. Clean. Prod, 106, pp. 308-319, (2015); Carta Ética, (2020); Abrantes P., Backstrom B., Neves C., Jacquinet M., Magano O., Henriques S., Resultados do Questionário aos Percursos Laborais e de Vida dos Licenciados da UAb: Relatório Síntese, (2016); Abrantes P., Silva A.P., Backstrom B., Neves C., Fale I., Jacquinet M., Ramos M.R., Magano O., Henriques S., Percursos Profissionais e de Vida dos Licenciados da UAb, (2018); Abrantes P., Silva A.P., Backstrom B., Neves C., Fale I., Jacquinet M., Ramos M.R., Magano O., Henriques S., Percursos Profissionais e de Vida dos Licenciados da UAb, (2021); Guitert M., Romeu T., A digital literacy proposal in online Higher Education: The UOC scenario, E-Learn. Pap, 12, pp. 1-15, (2009)","P. Abrantes; Centro de Investigação e Estudos de Sociologia, Iscte—Instituto Universitário de Lisboa, Lisbon, 649-026, Portugal; email: pedro.abrantes@uab.pt","","MDPI","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85123776994"
"Da Cruz A.P.C.; Frare A.B.; Accadrolli M.C.; Horz V.","Da Cruz, Ana Paula Capuano (55703154400); Frare, Anderson Betti (57209579247); Accadrolli, Monique Couto (57387869900); Horz, Vagner (57209577101)","55703154400; 57209579247; 57387869900; 57209577101","Effects of informal controls and psychological empowerment on job satisfaction","2022","Revista Contabilidade e Financas","33","88","","29","45","16","4","10.1590/1808-057x202114660","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121861829&doi=10.1590%2f1808-057x202114660&partnerID=40&md5=885ab5231872715e10045ff2bbe0fc76","Universidade Federal do Rio Grande, Programa de Pós-Graduação em Contabilidade, RS, Rio Grande, Brazil; Universidade Federal de Santa Catarina, Programa de Pós-Graduação em Contabilidade, SC, Florianópolis, Brazil; Universidade Federal do Rio Grande, Instituto de Ciências Econômicas, Administrativas e Contábeis, RS, Rio Grande, Brazil; Universidade Regional de Blumenau, Programa de Pós-Graduação em Ciências Contábeis, SC, Blumenau, Brazil","Da Cruz A.P.C., Universidade Federal do Rio Grande, Programa de Pós-Graduação em Contabilidade, RS, Rio Grande, Brazil; Frare A.B., Universidade Federal de Santa Catarina, Programa de Pós-Graduação em Contabilidade, SC, Florianópolis, Brazil; Accadrolli M.C., Universidade Federal do Rio Grande, Instituto de Ciências Econômicas, Administrativas e Contábeis, RS, Rio Grande, Brazil; Horz V., Universidade Regional de Blumenau, Programa de Pós-Graduação em Ciências Contábeis, SC, Blumenau, Brazil","The aim of this article was to investigate the effects of informal controls on psychological empowerment and job satisfaction. Despite previous studies having analyzed the role of certain management control systems in individual results, such as psychological empowerment and job satisfaction, the evidence on informal controls within this context is inconclusive. Credit union systems play a considerable role in economic growth, regional development, and employability. We therefore explore the perception of directors and managers of business units of one of the biggest cooperative systems regarding the informal controls used. Considering that job satisfaction has a series of implications for organizations (for example in employee loyalty and job performance), it is important to understand its determinants. The literature points to the growing concern among contemporary organizations about informal controls. Various studies focus on understanding the role of these controls and their respective effects on organizational and individual behaviors. From the individual perspective, there is a need to analyze the indirect effects of management controls on individual aspects by means of psychological variables. Thus, this study provides new evidence on informal controls in organizations by exploring the intervening role of psychological empowerment and the (beneficial) effects on job satisfaction. In addition, the study provides a methodological contribution to the national research on management control by adding an analysis based on mixed methods. A survey was applied to directors and managers of business units of one of the biggest credit union systems in Brazil. The data were analyzed using a mixed methods approach: Partial least squares structural equation modeling and fuzzy-set qualitative comparative analysis. Informal controls are directly and indirectly associated (via empowerment) with job satisfaction. Moreover, the findings indicate more than one solution for high job satisfaction. © 2022 Universidade de Sao Paulo. All rights reserved.","Informal controls; Job satisfaction; Management controls; Psychological empowerment","","","","","","Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES; Conselho Nacional de Desenvolvimento Científico e Tecnológico, CNPq","Universidade Federal do Rio Grande, Programa de Pós-Graduação em Contabilidade Av. Itália, Km 8, s/n – CEP 96201-900 Rio Grande – RS – Brazil *The authors are grateful to the Coordination for the Improvement of Higher Education Personnel (Capes) and to the National Council for Scientific and Technological Development (CNPq) for their financial support in conducting this study.","Abernethy M. A., Brownell P., Management control systems in research and development organizations: The role of accounting, behavior and personnel controls, Accounting, Organizations and Society, 22, 3-4, pp. 233-248, (1997); Akroyd C., Kober R., Imprinting founders' blueprints on management control systems, Management Accounting Research, 46, 1-18, (2020); Altenburger M., Mood and honesty in budget reporting, Management Accounting Research, 50, 1-12, (2021); Armstrong J. S., Overton T. S., Estimating nonresponse bias in mail surveys, Journal of Marketing Research, 14, 3, pp. 396-402, (1977); Baird K., Su S., Munir R., The relationship between the enabling use of controls, employee empowerment, and performance, Personnel Review, 47, 1, pp. 257-274, (2018); Barton H., Barton L. C., Trust and psychological empowerment in the Russian work context, Human Resource Management Review, 21, 1, pp. 201-208, (2011); Bedford D. S., Malmi T., Sandelin M., Management control effectiveness and strategy: An empirical analysis of packages and systems, Accounting, Organizations and Society, 51, pp. 12-28, (2016); Bellmann L., Hubler O., Working from home, job satisfaction and work-life balance-robust or heterogeneous links?, International Journal of Manpower, 42, 3, pp. 424-441, (2020); Beuren I. M., Santos V. D., Bernd D. C., Effects of the management control system on empowerment and organizational resilience, BBR. Brazilian Business Review, 17, 2, pp. 211-232, (2020); Beuren I. M., Santos V. D., Bernd D. C., Pazetto C. F., Reflexos do compartilhamento de informações e da inovação colaborativa na responsabilidade social de cooperativas, Revista Brasileira de Gestao de Negocios, 22, pp. 310-330, (2020); Boff M. L., Savariz C. R., Beuren I. M., Influência dos controles formais e informais e da confiança no comprometimento organizacional, Revista de Educacao e Pesquisa em Contabilidade (REPeC), 15, 1, pp. 110-127, (2021); Bordin C., Bartram T., Casimir G., The antecedents and consequences of psychological empowerment among Singaporean IT employees, Management Research News, 30, 1, pp. 34-46, (2006); Carbonell P., Rodriguez-Escudero A. I., Management control, role expectations and job satisfaction of new product development teams: The moderating effect of participative decision-making, Industrial Marketing Management, 42, 2, pp. 248-259, (2013); Cardinal L. B., Sitkin S. B., Long C. P., Balancing and rebalancing in the creation and evolution of organizational control, Organization Science, 15, 4, pp. 411-431, (2004); Carless S. A., Does psychological empowerment mediate the relationship between psychological climate and job satisfaction?, Journal of Business and Psychology, 18, 4, pp. 405-425, (2004); Chan S. C., Participative leadership and job satisfaction: The mediating role of work engagement and the moderating role of fun experienced at work, Leadership & Organization Development Journal, 40, 3, pp. 319-333, (2019); Chang M. L., Cheng C. F., How balance theory explains high-tech professionals' solutions of enhancing job satisfaction, Journal of Business Research, 67, 9, pp. 2008-2018, (2014); Chenhall R. H., Management control systems design within its organizational context: Findings from contingencybased research and directions for the future, Accounting, Organizations and Society, 28, 2-3, pp. 127-168, (2003); Chenhall R. H., Brownell P., The effect of participative budgeting on job satisfaction and performance: Role ambiguity as an intervening variable, Accounting, Organizations and Society, 13, 2, pp. 225-233, (1988); Cohen J., Statistical power analysis for the behavioral sciences, (1988); Crespo N. F., Curado C., Oliveira M., Munoz-Pascual L., Entrepreneurial capital leveraging innovation in micro firms: A mixed-methods perspective, Journal of Business Research, 123, pp. 333-342, (2021); Crespo N. F., Rodrigues R., Samagaio A., Silva G. M., The adoption of management control systems by start-ups: Internal factors and context as determinants, Journal of Business Research, 101, pp. 875-884, (2019); Dhir S., Dutta T., Ghosh P., Linking employee loyalty with job satisfaction using PLS-SEM modelling, Personnel Review, 49, 8, pp. 1695-1711, (2020); Dimes R., Villiers C., How management control systems enable and constrain integrated thinking, Meditari Accountancy Research, 29, 4, pp. 851-872, (2020); Eliyana A., Ma'arif S., Job satisfaction and organizational commitment effect in the transformational leadership towards employee performance, European Research on Management and Business Economics, 25, 3, pp. 144-150, (2019); Faul F., Erdfelder E., Buchner A., Lang A. G., Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses, Behavior Research Methods, 41, 4, pp. 1149-1160, (2009); Favalli R. T., Maia A. G., Silveira J. M. F. J., Governance and financial efficiency of Brazilian credit unions, RAUSP Management Journal, 55, 3, pp. 355-373, (2020); Feder M., Weissenberger B. E., Towards a holistic view of CSR-related management control systems in German companies: Determinants and corporate performance effects, Journal of Cleaner Production, 294, pp. 1-14, (2021); Felicio T., Samagaio A., Rodrigues R., Adoption of management control systems and performance in public sector organizations, Journal of Business Research, 124, pp. 593-602, (2021); Ferris K. R., Perceived uncertainty and job satisfaction in the accounting environment, Accounting, Organizations and Society, 2, 1, pp. 23-28, (1977); Fiss P. C., A set-theoretic approach to organizational configurations, Academy of Management Review, 32, 4, pp. 1180-1198, (2007); Fiss P. C., Building better causal theories: A fuzzy set approach to typologies in organization research, Academy of Management Journal, 54, 2, pp. 393-420, (2011); Frare A. B., Beuren I. M., Effects of information on job insecurity and work engagement in times of pandemic, Revista de Administracao de Empresas, 60, 6, pp. 400-412, (2020); Frare A. B., Beuren I. M., Fostering individual creativity in startups: Comprehensive performance measurement systems, role clarity and strategic flexibility, European Business Review, (2021); Galeazzo A., Furlan A., Lean bundles and configurations: A fsQCA approach, International Journal of Operations and Production Management, 38, 2, pp. 513-533, (2018); Goebel S, Weissenberger B. 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I., Gourlay S., Exploring the relationship between job satisfaction and organizational commitment: An instrumental variable approach, The International Journal of Human Resource Management, 29, 1, pp. 1-31, (2018); Sarstedt M., Hair J. F., Cheah J. H., Becker J. M., Ringle C. M., How to specify, estimate, and validate higherorder constructs in PLS-SEM, Australasian Marketing Journal, 27, 3, pp. 197-211, (2019); Siegall M., Gardner S., Contextual factors of psychological empowerment, Personnel Review, 29, 6, pp. 703-722, (2000); Silva C. D., Silva C. T. D., Mucci D. M., Beck F., Explorando a interdependência entre gainsharing e avaliação de desempenho em uma cooperativa de crédito, Revista Contabilidade & Financas, 32, 87, pp. 398-412, (2021); Smith D. J., Cargill T. F., Meyer R. A., Credit unions: An economic theory of a credit union, Journal of Finance, 36, 2, pp. 519-528, (1981); Song Z., Chon K., Ding G., Gu C., Impact of organizational socialization tactics on newcomer job satisfaction and engagement: Core self-evaluations as moderators, International Journal of Hospitality Management, 46, pp. 180-189, (2015); Souza G. E. D., Beuren I. M., Reflexos do sistema de mensuração de desempenho habilitante na performance de tarefas e satisfação no trabalho, Revista Contabilidade & Financas, 29, 77, pp. 194-212, (2018); Spreitzer G. M., Psychological empowerment in the workplace: Dimensions, measurement, and validation, Academy of Management Journal, 38, 5, pp. 1442-1465, (1995); Spreitzer G. M., Kizilos M. A., Nason S. W., A dimensional analysis of the relationship between psychological empowerment and effectiveness satisfaction, and strain, Journal of Management, 23, 5, pp. 679-704, (1997); Thomas K. W., Velthouse B. A., Cognitive elements of empowerment: An ""interpretive"" model of intrinsic task motivation, Academy of Management Review, 15, 4, pp. 666-681, (1990); Tucker B. P., Heard it through the grapevine: Conceptualizing informal control through the lens of social network theory, Journal of Management Accounting Research, 31, 1, pp. 219-245, (2019); Williams D. J., Shareholder bonding in financial mutuals: An exploratory study of the relative effects of altruism and agency, Accounting, Organizations and Society, 11, 3, pp. 271-286, (1986); Wohlgemuth V., Wenzel M., Berger E. S., Eisend M., Dynamic capabilities and employee participation: The role of trust and informal control, European Management Journal, 37, 6, pp. 760-771, (2019)","A.P.C. Da Cruz; Universidade Federal do Rio Grande, Programa de Pós-Graduação em Contabilidade, Rio Grande - RS, Av. Itália Km 8 s/n, CEP 96201-900, Brazil; email: anapaulacapuanocruz@gmail.com","","UNIV SAOPAULO","","","","","","15197077","","","","English","Rev. Contab. Financ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85121861829"
"Ameri M.; Kurtzberg T.R.","Ameri, Mason (57193329854); Kurtzberg, Terri R. (6602206406)","57193329854; 6602206406","The disclosure dilemma: requesting accommodations for chronic pain in job interviews","2022","Journal of Cancer Survivorship","16","1","","152","164","12","3","10.1007/s11764-021-01142-3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124160840&doi=10.1007%2fs11764-021-01142-3&partnerID=40&md5=71f7ee8bed8b1c3df98509fba4866714","Rutgers Business School, 100 Rockafeller Road, Piscataway, 08854, NJ, United States","Ameri M., Rutgers Business School, 100 Rockafeller Road, Piscataway, 08854, NJ, United States; Kurtzberg T.R., Rutgers Business School, 100 Rockafeller Road, Piscataway, 08854, NJ, United States","Purpose: This study explores the job interview process for those who need disability-related accommodations on the job (in particular an “invisible” disability such as many of the long-term and late effects of cancer and its treatment (e.g., pain, fatigue, cognitive problems)), and explores whether the communication channel or the timing of the disclosure has implications on the perceived employability of applicants, with the aim of helping to close the employment gap for this marginalized population. Methods: Using 1917 participants in a partially crossed 2 × 3 × 2 experimental design, we explored disclosing the need for accommodations using each video or audio-only channels, by varying the timing of the disclosure within the interview (early, late, or not at all), and by varying the negotiation strategy used (modest or significant increase over proposed salary). Participants rated the candidate’s employability at two different points in time. Results: Early and late disclosures of the need for accommodations were both associated with poorer ratings of employability. Disclosure via audio was singularly damaging as compared to video disclosure, whether it occurred early or late. Finally, asking for a significant increase in salary resulted in lower ratings of employability, especially if the disclosure of the disability happened late in the process (and proximally to the salary request itself). Conclusions: Holding off on the request for accommodations until after the job has been offered may be advisable. Similarly, disability disclosures and requests for accommodation are better received using richer communication channels (video as opposed to audio). Salary requests are also sensitive topics and can be affected by ill-timed disclosures. Implications for Cancer Survivors: If accommodations are needed on the job (based on chronic pain), waiting until later in the process to discuss this topic (using video and not the phone) and ensuring distance in time from making a salary request are apparently the better choices. © 2022, This is a U.S. government work and not under copyright protection in the U.S.; foreign copyright protection may apply.","Accommodations; Chronic illness; Disability employment; Discrimination; Invisible disabilities; Job interviews; Salary negotiations","Chronic Pain; Disabled Persons; Disclosure; Employment; Humans; Workplace; chronic pain; disabled person; employment; human; interpersonal communication; psychology; workplace","","","","","Negotiation & Team Resources Institute","This paper was supported by a grant from the Negotiation & Team Resources Institute. 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Harpur P., Connolly U., Blanck P., Socially constructed hierarchies of impairments: the case of Australian and Irish workers’ access to compensation for injuries, J Occup Rehabil, 27, 4, pp. 507-519, (2017); Syma C., Invisible disabilities: perceptions and barriers to reasonable accommodations in the workplace, Libr Manage, 40, 1-2, pp. 113-120, (2019); Colella A., Coworker distributive fairness judgments of the workplace accommodation of employees with disabilities, Acad Manage Rev, 26, 1, pp. 100-116, (2001); Santuzzi A., Waltz P., Finkelstein L., Rupp D., Invisible disabilities: unique challenges for employees and organizations, Ind Organ Psychol, 7, 2, pp. 204-219, (2014); Blanck P., Myhill W., Solstad Vedeler J., Morales J., Pearlman P., Individuals with cancer in the workforce and their federal rights, Work and Cancer Survivors, pp. 255-276, (2009); Feuerstein M., Luff G.M., Harrington C.B., Olsen C.H., Pattern of workplace disputes in cancer survivors: a population study of ADA claims, J Cancer Surviv, 1, pp. 185-192, (2007); 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Hyseni F., Blanck P., Diversity and inclusion in the legal profession: Disclosure of cancer and other conditions by lawyers with disabilities and lawyers who identify as LGBTQ+, J Cancer Surviv, (2021); von Schrader S., Malzer V., Bruyere S., Perspectives on disability disclosure: the importance of employer practices and workplace climate, Employ Respons Rights J, 26, pp. 237-255, (2014); Ameri M., Schur L., Adya M., Bentley F.S., McKay P., Kruse D., The disability employment puzzle: a field experiment on employer hiring behavior, ILR Rev, 71, pp. 329-364, (2018); Ravaud J.F., Madiot B., Ville I., Discrimination towards disabled people seeking employment, Soc Sci Med, 35, 8, pp. 951-958, (1992); Hebl M.R., Skorinko JL Acknowledging one’s physical disability in the interview: does “when” make a difference?, J Appl Soc Psychol, 35, 12, pp. 2477-2492, (2005); Roberts L.L., Macan T.H., Disability disclosure effects on employment interview ratings of applicants with nonvisible disabilities, Rehabil Psychol, 51, 3, pp. 239-246, (2006); 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Sandler L., Blanck P., Corporate culture and disability: human resources dimensions, Behav Sci Law, 23, pp. 1-2, (2005); Kaye H.S., Jans L.H., Jones E.C., Why don’t employers hire and retain workers with disabilities, J Occup Rehabil, 2011, 21, pp. 526-536, (2011); Lindsay S., Cagliostro E., Leck J., Shen W., Stinson J., Employers’ perspectives of including young people with disabilities in the workforce, Disability Disclosure and Providing Accommodations, pp. 141-156, (2019); Marshall J.E., Fearon C., Highwood M., Warden K., What should I say to my employer… if anything?”- My disability disclosure dilemma, Int J Educ Manage, 34, 7, pp. 1105-1117, (2020); Schur L., Kruse D., Blanck P., Corporate culture and the employment of persons with disabilities, Behav Sci Law, 23, 1, pp. 3-20, (2005); Schur L., Kruse D., Blasi J., Blanck P., Is disability disabling in all workplaces? Workplace disparities and corporate culture, Ind Relat, 48, pp. 381-410, (2009); Hendricks D.J., Batiste L., Hirsh A., Dowler D., Schartz H., Blanck P., Cost and effectiveness of accommodations in the workplace: preliminary results of a nationwide study, Disability Studies Quarterly, Part 1, 25, 4, (2005); Schur L., Nishii L., Adya M., Kruse D., Bruyere S.M., Blanck P., Accommodating employees with and without disabilities, Hum Resour Manage, 53, 4, pp. 593-621, (2014); Santuzzi A.M., Martinez J.J., Keating R.T., The benefits of inclusion for disability measurement in the workplace, Equality, Diversity and Inclusion, (2021); Van Eerd D., Bowring J., Jetha A., Breslin F.C., Gignac M.A.M., Online resources supporting workers with chronic episodic disabilities: an environmental scan, Int J Work Health Manage, 14, 2, pp. 129-148, (2021); Guryan J., Charles K.K., Taste-based or statistical discrimination: The economics of discrimination returns to its roots, Econ J, 123, 572, (2013); Louvet E., Social judgment toward job applications with disabilities: perception of personal qualities and competencies, Rehabil Psychol, 52, pp. 297-303, (2007); Blanck P., Abdul-Malak Y., Adya M., Hyseni F., Killeen M., Altunkol Wise F. Diversity and Inclusion in the Legal Profession: Preliminary Findings from a National Study of Lawyers with Disabilities and Lawyers Who Identify as LGBTQ+. University of the District of Columbia Law Review, 23, pp. 23-87, (2020); Ziegler M., Dietl E., Danay E., Vogel M., Buhner M., Predicting training success with general mental ability, specific ability tests, and (un)structured interviews: a meta-analysis with unique samples, Int J Select Assess, 29, pp. 297-298, (2011); Lount R.B., Zhong C.-B., Srivanathan N., Murnighan J.K., Getting off on the wrong foot: the timing of a breach and the restoration of trust, Pers Soc Psychol B, 34, pp. 1601-1612, (2008)","M. Ameri; Rutgers Business School, Piscataway, 100 Rockafeller Road, 08854, United States; email: mason.ameri@rutgers.edu","","Springer","","","","","","19322259","","","35107798","English","J. Cancer Survivorship","Article","Final","","Scopus","2-s2.0-85124160840"
"Fauser D.; Zimmer J.-M.; Golla A.; Schmitt N.; Mau W.; Bethge M.","Fauser, David (57194868379); Zimmer, Julia-Marie (57219928633); Golla, André (57006547500); Schmitt, Nadine (55962801500); Mau, Wilfried (7006410867); Bethge, Matthias (24729079800)","57194868379; 57219928633; 57006547500; 55962801500; 7006410867; 24729079800","Self-Reported Prognosis of Employability as an Indicator of Need for Rehabilitation: A Cohort Study in People with Back Pain","2022","Rehabilitation (Germany)","61","2","","88","96","8","5","10.1055/a-1550-8404","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115841612&doi=10.1055%2fa-1550-8404&partnerID=40&md5=f5bbee96edf4eb4c1d8922291ebc429a","Institute for Social Medicine and Epidemiology, University of Lübeck, Ratzeburger Allee 160, Lübeck, 23562, Germany; Institute for Rehabilitation Medicine, Interdisciplinary Centre of Health Sciences, Medical Faculty, Martin Luther University Halle-Wittenberg, Saale, Halle, Germany","Fauser D., Institute for Social Medicine and Epidemiology, University of Lübeck, Ratzeburger Allee 160, Lübeck, 23562, Germany; Zimmer J.-M., Institute for Rehabilitation Medicine, Interdisciplinary Centre of Health Sciences, Medical Faculty, Martin Luther University Halle-Wittenberg, Saale, Halle, Germany; Golla A., Institute for Rehabilitation Medicine, Interdisciplinary Centre of Health Sciences, Medical Faculty, Martin Luther University Halle-Wittenberg, Saale, Halle, Germany; Schmitt N., Institute for Rehabilitation Medicine, Interdisciplinary Centre of Health Sciences, Medical Faculty, Martin Luther University Halle-Wittenberg, Saale, Halle, Germany; Mau W., Institute for Rehabilitation Medicine, Interdisciplinary Centre of Health Sciences, Medical Faculty, Martin Luther University Halle-Wittenberg, Saale, Halle, Germany; Bethge M., Institute for Social Medicine and Epidemiology, University of Lübeck, Ratzeburger Allee 160, Lübeck, 23562, Germany","Purpose Rehabilitation is a key strategy to enable people with disabilities or chronic diseases to participate in society and employment. In Germany, the approval of rehabilitation services is linked to personal requirements, including significantly compromised work ability due to illness. The subjective prognosis of employability (SPE) is a brief 3-item scale. The total score assesses the self-rated risk of permanent work disability and was therefore proposed to be an indicator to operationalize the requirements to determine the need for a medical rehabilitation measure. This cohort study examined whether rehabilitation and disability pensions can be predicted by the SPE in employees with back pain. Moreover, the study tested the applicability of the SPE regarding interrupted employment. Methods Employees aged 45 to 59 years who reported back pain in the last three months completed the SPE in 2017. The total score ranges from 0 to 3 points, with higher values indicating a higher risk of permanent work disability. Data on rehabilitation, disability pensions, and interrupted employment were extracted from administrative records covering the period until the end of 2018. Proportional hazard and logistic regression models were fitted. Results Data of 6,742 participants were included (mean age: 52.3 years; 57.8 % women). Maximum follow-up was 21 months. Of the participants, 38.8, 33.6, 21.4, and 6.2 % had an SPE score of 0, 1, 2, and 3 points, respectively. During followup, 535 individuals were approved for a rehabilitation measure and 49 individuals for a disability pension. Fully adjusted analyses showed an increased risk of a rehabilitation in employees with an SPE score of 3 points (HR = 2.20; 95 % CI 1.55; 3.11) and 2 points (HR = 1.76; 95 % CI 1.33; 2.31) compared to employees with an SPE score of 0 points. The risk of a disability pension (HR = 13.60; 95 % CI 4.56; 40.57) and the odds of interrupted employment (OR = 2.58; 95 % CI 1.72; 3.86) were also significantly increased for those with an SPE score of 3 points. Conclusions The brief SPE is an appropriate tool to identify individuals reporting back pain at risk of rehabilitation, poor work participation outcomes, and permanent work disability. © 2022 Georg Thieme Verlag. All rights reserved.","cohort study; disability pension; needs assessment; rehabilitation; self-reported prognosis","Back Pain; Cohort Studies; Female; Germany; Humans; Male; Middle Aged; Prognosis; Self Report; backache; cohort analysis; epidemiology; female; Germany; human; male; middle aged; prognosis; self report","","","","","Deutsche Forschungsgemeinschaft, DFG, (BE 5885/2–1, MA 6981/2–1)","We would like to thank the German Pension Insurance North and the German Pension Insurance Central Germany for their valuable and significant support in conducting the study. The study was funded by the German Research Foundation (grant numbers: BE 5885/2–1; MA 6981/2–1). Funding covers personnel, material, and traveling expenses. The German Research Foundation functions as a self-governing institution for the promotion of science and research in Germany.","Stucki G., Bickenbach J., Gutenbrunner C., Rehabilitation: The health strategy of the 21st century, J Rehabil Med, 50, pp. 309-316, (2018); Cieza A., Causey K., Kamenov K., Global estimates of the need for rehabilitation based on the Global Burden of Disease study 2019: A systematic analysis for the Global Burden of Disease Study 2019, Lancet, 396, pp. 2006-2017, (2020); Schmidt C.O., Raspe H., Pfingsten M., Back pain in the German adult population: Prevalence, severity, and sociodemographic correlates in a multiregional survey, Spine, 32, pp. 2005-2011, (2007); Wenig C.M., Schmidt C.O., Kohlmann T., Costs of back pain in Germany, Eur J Pain, 13, pp. 280-286, (2009); Foster N.E., Anema J.R., Cherkin D., Prevention and treatment of low back pain: Evidence, challenges, and promising directions, Lancet, 391, pp. 2368-2383, (2018); Kamper S.J., Apeldoorn A.T., Chiarotto A., Multidisciplinary biopsychosocial rehabilitation for chronic low back pain, Cochrane Database Syst Rev, (2014); Mittag O., Raspe H., A brief scale for measuring subjective prognosis of gainful employment: Findings of a study of 4279 statutory pension insurees concerning reliability (Guttman Scaling) and validity of the scale, Rehabilitation, 42, pp. 169-174, (2003); Streibelt M., Validity and reliability of a screening instrument for the identification of extensive work-related problems in patients with chronic diseases (SIMBO-C), Rehabilitation, 48, pp. 135-144, (2009); Ilmarinen J., The Work Ability Index (WAI), Occup Med, 57, (2007); Jaaskelainen A., Kausto J., Seitsamo J., Work ability index and perceived work ability as predictors of disability pension: A prospective study among Finnish municipal employees, Scand J Work Environ Health, 42, pp. 490-499, (2016); Bethge M., Spanier K., Kohn S., Self-reported work ability predicts health-related exit and absence from work, work participation, and death: Longitudinal findings from a sample of German employees, Int Arch Occup Environ Health, 94, pp. 591-599, (2021); Kinnunen U., Natti J., Work ability score and future work ability as predictors of register-based disability pension and long-term sickness absence: A three-year follow-up study, Scand J Public Health, 46, pp. 321-330, (2018); Mittag O., Meyer T., Glaser-Moller N., Predicting gainful employment in a population sample of 4225 statutory pension insurance members covering a prognostic period of five years using a brief subjective prognostic employment scale (SPE Scale), Gesundheitswesen, 68, pp. 294-302, (2006); Mittag O., Meyer T., Glaser-Moller N., Prädiktoren der Reha-Antragstellung in einer Bevölkerungsstichprobe von 4.225 Versicherten der Arbeiterrentenversicherung, Praxis Klin Verhaltensmed Rehab, 77, pp. 161-166, (2007); Kuijer W., Groothoff J.W., Brouwer S., Prediction of sickness absence in patients with chronic low back pain: A systematic review, J Occup Rehabil, 16, pp. 439-467, (2006); Lobner M., Luppa M., Konnopka A., Disc surgery, rehabilitation, return to work - Influencing factors of the occupational reintegration in herniated disc patients, Phys Med Rehab Kuror, 22, pp. 271-278, (2012); Fauser D., Schmitt N., Golla A., Employability and intention to apply for rehabilitation in people with back pain: A cross-sectional cohort study, J Rehabil Med, 52, (2020); Bethge M., Mattukat K., Fauser D., Rehabilitation access and effectiveness for persons with back pain: The protocol of a cohort study (REHAB-BP, DRKS00011554), BMC Public Health, 18, (2017); Vandenbroucke J.P., Von Elm E., Altman D.G., Strengthening the reporting of observational studies in epidemiology (STROBE): Explanation and elaboration, PLoS Med, 4, (2007); Etuknwa A., Daniels K., Eib C., Sustainable return to work: A systematic review focusing on personal and social factors, J Occup Rehabil, 29, pp. 679-700, (2019); Mika T., Consequences of interrupted employment careers on early retirement and pension entitlements, Z Gerontol Geriat, 52, pp. 78-90, (2019); Kristensen T.S., Hannerz H., Hogh A., The Copenhagen Psychosocial Questionnaire -a tool for the assessment and improvement of the psychosocial work environment, Scand J Work Environ Health, 31, pp. 438-449, (2005); Von Korff M., Ormel J., Keefe F.J., Grading the severity of chronic pain, Pain, 50, pp. 133-149, (1992); Williams R., Using the margins command to estimate and interpret adjusted predictions and marginal effects, Stata J, 12, pp. 308-331, (2012); Royston P., White I.R., Multiple Imputation by Chained Equations (MICE): Implementation in Stata, J Stat Softw, 45, pp. 1-20, (2011); Little R.J.A., Rubin D.B., Statistical Analysis with Missing Data, (2014); Huppe A., Langbrandtner J., Lill C., The effectiveness of actively induced medical rehabilitation in chronic inflammatory bowel disease, Dtsch Arztebl Int, 117, pp. 89-96, (2020); Schmidt S., Parthier K., Mau W., Sociomedical and health-related rehabilitation of patients with orthopaedic and psychosomatic diseases: Effect of comorbidity, Aktuelle Rheumatol, 42, pp. 151-161, (2017); Mittag O., Glaser-Moller N., Ekkernkamp M., Predictive validity of a brief scale measuring the subjective prognosis of gainful employment (SPE-scale) in a cohort of blue collar workers with low back pain or functional syndroms of Internal Medicine, Soz-Präventivmed, 48, pp. 361-369, (2003); Zimmermann M., Glaser-Moller N., Deck R., Perceived need for rehabilitation and incidence of application for medical rehabilitation: Results of a screening of blue collar workers, Rehabilitation, 38, pp. 122-127, (1999)","D. Fauser; Institute for Social Medicine and Epidemiology, University of Lübeck, Lübeck, Ratzeburger Allee 160, 23562, Germany; email: davidpeter.fauser@uksh.de","","Georg Thieme Verlag","","","","","","00343536","","RHBNA","34535022","English","Rehabilitation","Article","Final","","Scopus","2-s2.0-85115841612"
"Chan C.K.Y.; Luk L.Y.Y.","Chan, Cecilia K.Y. (55086149300); Luk, Lillian Y.Y. (55640021700)","55086149300; 55640021700","Academics’ beliefs towards holistic competency development and assessment: A case study in engineering education","2022","Studies in Educational Evaluation","72","","101102","","","","15","10.1016/j.stueduc.2021.101102","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119010213&doi=10.1016%2fj.stueduc.2021.101102&partnerID=40&md5=866e57eab815a94499e6616126b67dbf","Faculty of Education, The University of Hong Kong, Centre for the Enhancement of Teaching and Learning (CETL), Room CPD-1.81, Centennial Campus, Pokfulam, Hong Kong; The University of Hong Kong, Centre for the Enhancement of Teaching and Learning (CETL), Room CPD-1.73, Centennial Campus, Pokfulam, Hong Kong","Chan C.K.Y., Faculty of Education, The University of Hong Kong, Centre for the Enhancement of Teaching and Learning (CETL), Room CPD-1.81, Centennial Campus, Pokfulam, Hong Kong; Luk L.Y.Y., The University of Hong Kong, Centre for the Enhancement of Teaching and Learning (CETL), Room CPD-1.73, Centennial Campus, Pokfulam, Hong Kong","There has been a longstanding discussion in the literature on employers’ dissatisfaction with the engineering curriculum in preparing work-ready graduates. Given that the development of engineering students’ holistic competencies is important to their employability and whole-person-development, Hong Kong has placed much emphasis on students’ holistic competency development (HCD) in its curriculum reforms in the past two decades. However, it remains unknown how engineering academics’ beliefs have changed under mounting top-down pressure. Therefore, this study examines the beliefs of Hong Kong engineering academics about HCD and the contextual factors influencing their beliefs via six interviews. Generally, academics’ beliefs were supportive to various curricular efforts to develop students’ holistic competencies, but they also expressed concerns about the value and assessment of these competencies. It was found that academics simply follow the top-down reforms without acknowledging the value of holistic competencies. Implications for deepening curriculum reforms for HCD in engineering education are provided. © 2021 Elsevier Ltd","21st century skills; Employability skills; Generic skills; Graduate attributes; Soft skills","","","","","","General Research Fund of the Hong Kong Research Grants Council, (17200720); University Grants Committee Teaching and Learning Fund","The research in this article was funded through the General Research Fund of the Hong Kong Research Grants Council (Project Reference Number 17200720) and the University Grants Committee Teaching and Learning Fund .","Ahn Y.H., Pearce A.R., Kwon H., Key competencies for U.S. construction graduates: Industry perspective, Journal of Professional Issues in Engineering Education and Practice ASCE, 138, 2, pp. 123-130, (2012); Authors, Details omitted for peer review, (2013); Authors, Details omitted for peer review, (2018); Authors, Details omitted for peer review, (2020); Authors, Details omitted for peer review, (2021); Authors, Details omitted for peer review, (2017); Authors, Details omitted for peer review, (2017); Authors, Details omitted for peer review, (2021); Authors, Details omitted for peer review, (2020); Authors, Details omitted for peer review, (2021); Badcock P.B.T., Pattison P.E., Harris K.-L., Developing generic skills through university study: A study of arts, science and engineering in Australia, Higher Education, 60, 4, pp. 441-458, (2010); Ballantine J., McCourt Larres P., Cooperative learning: A pedagogy to improve students’ generic skills?, Education+ Training, 49, 2, pp. 126-137, (2007); Barrie S.C., Understanding what we mean by generic attributes of graduates, Higher Education, 51, 2, pp. 215-241, (2006); Barrie S.C., A conceptual framework for the teaching and learning of generic graduate attributes, Studies in Higher Education, 32, 4, pp. 439-458, (2007); Bereczki E.O., Karpati A., Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature, Educational Research Review, 23, pp. 25-56, (2018); Borg S., Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do, Language Teaching, 36, pp. 81-109, (2003); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bruner J., The culture of education, (1996); Bunney D., Sharplin E., Howitt C., Generic skills for graduate accountants: The bigger picture, a social and economic imperative in the new knowledge economy, Higher Education Research & Development, 34, 2, pp. 256-269, (2015); Cheng R.H.M., Moral education in Hong Kong: Confucian-parental, Christian-religious and liberal-civic influences, Journal of Moral Education, 33, 4, pp. 533-551, (2004); Chu S.K.W., Reynolds R.B., Tavares N.J., Notari M., Lee C.W.Y., 21st century skills development through inquiry-based learning: From theory to practice, (2017); Crebert G., Bates M., Bell B., Patrick C.J., Cragnolini V., Developing generic skills at university, during work placement and in employment: Graduates’ perceptions, Higher Education Research & Development, 23, 2, pp. 147-165, (2004); Fung D., Wong P.S.L., Using career education and career services to enhance employability: A case of the Hong Kong Polytechnic University, Asian Journal of Counselling, 19, 1-2, pp. 75-96, (2012); Gill R.J., Graduate employability skills through online internships and projects during the COVID-19 Pandemic: An Australian example, Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 146-158, (2020); Goldberg D.E., Somerville M., A whole new engineer, (2014); Graham R., The global state of the art in engineering education, (2018); Green W., Hammer S., Star C., Facing up to the challenge: why is it so hard to develop graduate attributes?, Higher Education Research & Development, 28, 1, pp. 17-29, (2009); HKIE, Professional accreditation handbook (engineering degrees), (2019); Hughes C., Barrie S., Influences on the assessment of graduate attributes in higher education, Assessment & Evaluation in Higher Education, 35, 3, pp. 325-334, (2010); Jones A., Multiplicities or manna from heaven? Critical thinking and the disciplinary context, Australian Journal of Education, 51, 1, pp. 84-103, (2007); Karim A.M.A., Abdullah N., Rahman A.M.A., Noah S.M., Jaafar W.M.W., Othman J., Et al., A nationwide comparative study between private and public university students’ soft skills, Asia Pacific Education Review, 13, 3, pp. 541-548, (2012); Kember D., Leung D.Y.P., Ma R.S.F., Characterizing learning environments capable of nurturing generic capabilities in higher education, Research in Higher Education, 48, 5, pp. 609-632, (2007); Kensington-Miller B., Knewstubb B., Longley A., Gilbert A., From invisible to SEEN: A conceptual framework for identifying, developing and evidencing unassessed graduate attributes, Higher Education Research & Development, 37, 7, pp. 1439-1453, (2018); Kolmos A., de Graaff E., Problem-based and project-based learning in engineering education, Cambridge handbook of engineering education research, pp. 141-161, (2014); Krause K.L.D., Challenging perspectives on learning and teaching in the disciplines: The academic voice, Studies in Higher Education, 39, 1, pp. 2-19, (2014); Male S.A., Generic engineering competencies: A review and modelling approach, Education Research and Perspectives, 37, 1, pp. 25-51, (2010); Male S.A., Bush M.B., Chapman E.S., An Australian study of generic competencies required by engineers, European Journal of Engineering Education, 36, 2, pp. 151-163, (2011); Meier R.L., Williams M.R., Humphreys M.A., Refocusing our efforts: Assessing non-technical competency gaps, Journal of Engineering Education, 89, 3, pp. 377-385, (2000); Miles M.B., Huberman A.M., Qualitative data analysis: An expanded sourcebook, (1994); Mok K.H., Governance, accountability and autonomy in higher education in Hong Kong, Transformations in higher education governance in Asia. Higher education in Asia: Quality, excellence and governance, pp. 153-171, (2019); Moore T., Morton J., The myth of job readiness? Written communication, employability, and the ‘skills gap’ in higher education, Studies in Higher Education, 42, 3, pp. 591-609, (2017); Olmedo-Torre N., Martinez M.M., Perez-Poch A., Garcia B.A., Perception of the acquisition of generic competences in engineering degrees, International Journal of Technology and Design Education, 28, 2, pp. 495-506, (2018); Osmani M., Weerakkody V., Hindi N., Graduate attributes in higher education: Examining academics’ perception in the Middle East, The Journal of Education for Business, 92, 2, pp. 53-64, (2017); Pajares M., Teachers’ beliefs and educational research: Clearing up a messy construct, Review of Educational Research, 62, pp. 307-332, (1992); Passow H.J., Passow C.H., What competencies should undergraduate engineering programs emphasize? A systematic review, Journal of Engineering Education, 106, 3, pp. 475-526, (2017); Pitman T., Broomhall S., Australian universities, generic skills and lifelong learning, International Journal of Lifelong Education, 28, 4, pp. 439-458, (2009); QAC HK, Audit manual, (2016); Ramberg U., Edgren G., Wahlgren M., Capturing progression of formal knowledge and employability skills by monitoring case discussions in class, Teaching in Higher Education, 26, 2, pp. 246-264, (2021); Sang G., Liang J.C., Chai C.S., Dong Y., Tsai C.C., Teachers’ actual and preferred perceptions of twenty-first century learning competencies: A Chinese perspective, Asia Pacific Education Review, 19, 3, pp. 307-317, (2018); Soh K., The seven deadly sins of world university ranking: A summary from several papers, Journal of Higher Education Policy and Management, 39, 1, pp. 104-115, (2017); Stevens M., Norman R., Industry expectations of soft skills in IT graduates: A regional survey, Proceedings of the Australasian Computer Science Week Multiconference, pp. 1-9, (2016); Tan C., Comparing high-performing education systems: Understanding Singapore, Shanghai, and Hong Kong, (2018); Trevelyan J., The making of an expert engineer, (2014); University Grants Committee, General statistics on UGC-funded institutions / programmes, (2019); Wankat P.C., Oreovicz F.S., Teaching engineering, (2015); Wright M.C., Bergom I., Bartholomew T., Decreased class size, increased active learning? Intended and enacted teaching strategies in smaller classes, Active Learning in Higher Education, 20, 1, pp. 51-62, (2019); Zhang F., Liu Y., A study of secondary school English teachers’ beliefs in the context of curriculum reform in China, Language Teaching Research, 18, 2, pp. 187-204, (2014); Zlatkin-Troitschanskaia O., Shavelson R.J., Kuhn C., The international state of research on measurement of competency in higher education, Studies in Higher Education, 40, 3, pp. 393-411, (2015)","C.K.Y. Chan; Faculty of Education, The University of Hong Kong, Centre for the Enhancement of Teaching and Learning (CETL), Pokfulam, Room CPD-1.81, Centennial Campus, Hong Kong; email: cecilia.chan@cetl.hku.hk","","Elsevier Ltd","","","","","","0191491X","","","","English","Stud. Educ. Eval.","Article","Final","","Scopus","2-s2.0-85119010213"
"Mayombe C.","Mayombe, Celestin (56957202700)","56957202700","Partnership with stakeholders as innovative model of work-integrated learning for unemployed youths","2022","Higher Education, Skills and Work-based Learning","12","2","","309","327","18","4","10.1108/HESWBL-03-2021-0065","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112186661&doi=10.1108%2fHESWBL-03-2021-0065&partnerID=40&md5=b428ac6d584dcfa5c40d52cff9babb4e","Education and Human Right in Diversity, Faculty of Education, North-West University, Mafikeng Campus, Mafikeng, South Africa","Mayombe C., Education and Human Right in Diversity, Faculty of Education, North-West University, Mafikeng Campus, Mafikeng, South Africa","Purpose: The unemployment rate among disadvantaged youths (aged 15–34 years) in large parts of Africa, Asia and Latin America has become a global concern. The concern in this article is that most WIL programmes could not facilitate a smooth WIL-to-work transition. The purpose of the article is to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of the disadvantaged youths. Design/methodology/approach: A qualitative approach was suitable for examining the features of an innovative WIL model. Semi-structured interviews were used to collect data from seven managers of different firms and institutions, and ten trainees to examine the roles of partner stakeholders in the features of an innovative WIL model influencing the labour market entry of disadvantaged youths. Findings: The main findings reveal that local businesses and enterprises played important roles in participating in the design of the WIL curriculum, providing adequate mentorship for work experience and micro-placement to the trainees. Based on the findings, the author concludes that the partnership with stakeholders as an innovative WIL model contributed to the employability of disadvantaged youths through the acquisition of work experience and work-readiness. Practical implications: The implication of the findings is that the commitment of partner stakeholders ensures that WIL graduates continue to be employed. The commitment of partner stakeholders evident in this study is likely to continue creating better employment prospects for WIL graduates. Originality/value: Though stakeholder partnerships are common in WIL programmes and TVET, the innovativeness of this model lies in the features of WIL programmes, the roles and commitment of stakeholders including the outcomes of the partnerships. © 2021, Emerald Publishing Limited.","Micro-placement; South Africa; Stakeholders; Unemployed youth; Vocational training; Work-integrated learning","","","","","","","","Akoojee S., Informal economies, work-based learning, and sustainable national skills development in Africa, Vocational Education and Training: Developments in the Changing World of Work, pp. 103-120, (2019); Ensuring the Quality of Certification in Vocational Education and Training, (2015); Work-integrated Learning: Good Practice Guide. HE Monitor No. 12, (2011); Creswell J.W., Research Design: Qualitative, Quantitative and Mixed Methods Approaches, (2014); Drewery D., Pretti T.J., Church D., Contributions of work-integrated learning programs to organizational talent pipelines: insights from talent managers, International Journal of Work-Integrated Learning, 21, 3, pp. 275-288, (2020); Ferns S., Russell L., Kay J., Enhancing industry engagement with work- integrated learning: capacity building for industry partners, Asia-Pacific Journal of Cooperative Education, Special Issue, 17, 4, pp. 349-375, (2016); Fouche C.B., Bartley B., Quantitative data analysis and interpretation, Research at Grass Roots: For the Social Sciences and Human Service Professions, pp. 265-279, (2011); Hall M., Pascoe D., Charity M., The impact of work-integrated learning experiences on attaining graduate attributes for exercise and sports science students, Asia-Pacific Journal of Cooperative Education (Special Issue), 18, 2, pp. 101-113, (2017); Interns and Outcomes: just how effective are internships as a bridge to stable employment?, Employment Working Paper No. 241, (2018); Guide on Measuring Decent Jobs for Youth Monitoring, Evaluation and Learning in Labour Market Programmes, (2018); Jackson D., Contribution of WIL to undergraduate employability, Asia-Pacific Journal of Cooperative Education, 14, 2, pp. 99-115, (2013); Jackson D., Collings D., The influence of work-integrated learning and paid work during studies on graduate employment and underemployment, Higher Education, 76, 3, pp. 403-425, (2018); Kumar R., Research Methodology: A Step-by-step Guide for Beginners, (2011); Review of the KwaZulu-Natal Human Resource Development Strategy & the Development of an Implementation Framework (2016-2030), (2016); Laverty C., Educational Research: A Practical Guide, (2016); Mayombe C., From social exclusion to adult education and training for community development in South Africa, Community Development, 49, 4, pp. 398-414, (2018); Nilsson S., Nystrom S., Adult learning, education, and the labour market in the employability regime, European Journal for Research on the Education and Learning of Adults, 4, 2, pp. 171-187, (2013); Nieuwenhuis J., Qualitative research design and data gathering techniques, First Steps in Research, pp. 69-97, (2012); Rahman S.M.D., The advantages and disadvantages of using qualitative and quantitative approaches and methods in language-testing and assessment research: a literature review, Journal of Education and Learning, 6, 1, pp. 102-112, (2017); Reddan G., Enhancing employability of exercise science students, Asia-Pacific Journal of Cooperative Education, 18, 1, pp. 25-41, (2017); Reinhard K., Pogrzeba A., Comparative cooperative education: evaluating Thai models on work-integrated learning, using the German Duale Hochschule Baden-Wuerttemberg model as a benchmark, Asia-Pacific Journal of Cooperative Education, 17, 3, pp. 227-247, (2016); Reinhard K., Wynder M., Kim W., Developing best practice for cooperative and work-integrated education: lessons from Germany, Australia and South Korea, International Journal of Work-Integrated Learning, 21, 2, pp. 177-191, (2020); National Youth Commission Act, 1996 [No. 19 of 1996] - G 17130, (1996); Rook L., Challenges implementing work-integrated learning in human resource management university courses, Asia-Pacific Journal of Cooperative Education, 18, 3, pp. 199-212, (2017); Rowe A.D., Zegwaard K.E., Developing graduate employability skills and attributes: curriculum enhancement through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 87-99, (2017); Rowe A., Mackaway J., Winchester-Seeto T., But I thought you were doing that- clarifying the role of the host supervisor in experience-based learning, Asia-Pacific Journal of Cooperative Education, 13, 2, pp. 115-134, (2012); Scholtz D., Assessing workplace-based learning, International Journal of Work- Integrated Learning, 21, 1, pp. 25-35, (2020); Smith C., Worsfold K., Unpacking the learning-work nexus: ‘Priming’ as lever for high-quality learning outcomes in work-integrated learning curricula, Studies in Higher Education, 40, 1, pp. 22-42, (2015); Quarterly Labour Force Survey Quarter 4:12 November 2020, (2020); State of the nation address by president cyril ramaphosa, (2021); Todd A., Lay M., Cooperative and work-integrated education in engineering, International Handbook for Cooperative and Work-integrated Education: International Perspective of the Theory, Research and Practice, pp. 111-121, (2011); Khambule I., The effects of covid-19 on the South African informal economy: limits and pitfalls of government's response, Loyola Journal of Social Sciences, 34, 1, pp. 91-109, (2020); McArthur M., Mansfield C., Matthew S., Zaki S., Brand C., Andrews J., Hazel Nieuwenhuis J., Qualitative research designs and data gathering techniques, First Steps in Research, pp. 69-97, (2012); Teal F., Are apprenticeships beneficial in sub-Saharan Africa?, IZAWorld of Labor, 268, (2016)","C. Mayombe; Education and Human Right in Diversity, Faculty of Education, North-West University, Mafikeng, Mafikeng Campus, South Africa; email: celestin-may@hotmail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85112186661"
"Stárek L.","Stárek, Lukáš (57222578369)","57222578369","The Motivation and Characteristic of Students Studying Helping Major with Specialization on Special Pedagogic and Social Work","2022","TEM Journal","11","1","","37","43","6","3","10.18421/TEM111-05","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125695269&doi=10.18421%2fTEM111-05&partnerID=40&md5=e38373fd7f59eae6cb792c211f14822b","Department of Special Education, Univerzita Jana Amose Komenského Praha s.r.o., Roháčova 63, Prague 3, 130 00, Czech Republic","Stárek L., Department of Special Education, Univerzita Jana Amose Komenského Praha s.r.o., Roháčova 63, Prague 3, 130 00, Czech Republic","This paper presents the view of university students who are specialized in helping professions – in this case, special pedagogues and social workers. 501 respondents participated in this research. This article presents respondents’ characteristic, their motivation to study this major and investigate in the employability of students in relation to their professional identity. The aims are to presents students’ opinions, and to highlight the necessity of professional preparation i.e., placement during pre-graduate courses in the career of special pedagogues and social workers. © 2022 Lukáš Stárek; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.","Characteristic; Helping professions motivation; Practical training; Student","","","","","","","","Helus Z., Sociální psychologie propedagogy, 1, (2007); Nakonecny M., Psychologie osobnosti. 2.rozsírené a preprac, (2009); MatejCek Z., Co dëti nqjvíc potrebují (What children need most), (2008); Elichova M., Sociální práce: aktuální otázky, (2017); Matousek O., Metody a fízení sociálnípráce, (2013); Musil L. R., Ruzickova D., D. Hledají sociální pracovníci kolektivní identitu, Sociální práce/Sociálnapráca, 2009, pp. 79-93, (2009); Samalova K., Sance na dosazení vysoko&kolského vzdélání v populaci osob se zdravotním postizením, (2016); Mares J., Pedagogická psychologie, (2013); Lukasova H., Ucitelské sebepojetí a jeho zkoumání, (2015); Starek L., Klugerova J., Buchtova E., Vybrané aspekty ovlivnující edukacní proces ditëte, (2021); Starek L., Klugerova J., Model odborné praxe a charakteristika studentu katedry speciální pedagogiky, Stúdie zo Apeciálnej pedagogiky, 10, 2, pp. 108-124, (2021); Zpevak A., Kohout M., Visek J., Fiala Z., The Importance of Personnel Evaluation Activities of the Armed Forces-Evaluation Methods, Taking Into Account Certain Aspects of Czech Private Law, Internal Security, 8, 2, pp. 7-18, (2016); Chraska M., Metody pedagogického vÿzkumu, (2007); Punch K. F., Základy kvantitativního setrení.1.vydání. Praha, (2008)","L. Stárek; Department of Special Education, Univerzita Jana Amose Komenského Praha s.r.o., Prague 3, Roháčova 63, 130 00, Czech Republic; email: starek.lukas@ujak.cz","","UIKTEN - Association for Information Communication Technology Education and Science","","","","","","22178309","","","","English","TEM J.","Article","Final","","Scopus","2-s2.0-85125695269"
"Saridaki S.; Papavassiliou-Alexiou I.","Saridaki, Sofia (57211965945); Papavassiliou-Alexiou, Ioanna (57126273800)","57211965945; 57126273800","University Lifelong Learning Programs and Perceived Employability: The Case of Aristotle University of Thessaloniki","2022","Adult Education Quarterly","72","1","","65","83","18","2","10.1177/07417136211023176","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107744427&doi=10.1177%2f07417136211023176&partnerID=40&md5=cc33d07b78bb18d64066bde261841b2e","University of Crete, Rethymnon, Greece; University of Macedonia, Thessaloniki, Greece","Saridaki S., University of Crete, Rethymnon, Greece; Papavassiliou-Alexiou I., University of Macedonia, Thessaloniki, Greece","This qualitative research explores the impact of university lifelong learning programs on the participants’ perceived employability by examining six training programs implemented by the Lifelong Learning Center of Aristotle University of Thessaloniki. The grounded theory approach was used throughout the research. After a set of data were gathered through face-to-face interviews with the programs’ directors, 21 semistructured interviews were conducted with people who attended the programs. Through a process of data coding and analysis, a theoretical model was developed. The findings indicated that the programs examined enhanced the three dimensions of the participants’ perceived employability (career identity, personal adaptability, and human and social capital). Moreover, the interviewees emphasized that universities should strengthen their links with the labor market and the local society, to meet the needs of a larger number of citizens. © The Author(s) 2021.","lifelong learning; perceived employability; university","","","","","","Research Committee, Aristotle University of Thessaloniki, AUTh","The authors express their gratitude to all participants in the study. They also thank the administration of the LL Center of AUTH for facilitating the conduct of the research. The author(s) received no financial support for the research, authorship, and/or publication of this article.","Adler P.S., Kwon S., Social capital: Prospects for a new concept, Academy of Management Review, 27, 1, pp. 17-40, (2002); Auerbach C., Silverstein L.B., Qualitative data: An introduction to coding and analysis, (2003); Baruch Y., Transforming career: From linear to multidirectional career paths: Organizational and individual perspectives, Career Development International, 9, 1, pp. 58-73, (2004); Bernstrom V.H., Drange I., Mamelund S.E., Employability as an alternative to job security, Emerald Personnel Review, 48, 1, pp. 234-248, (2019); Biesta G., What’s the point of lifelong learning if lifelong learning has no point? On the democratic deficit of policies for lifelong learning, European Educational Research Journal, 5, 2-3, pp. 169-180, (2006); Report on the 2012-2015 BFUG Working Group on the Social Dimension and Lifelong Learning to the BFUG, (2015); Bourdieu P., The forms of capital, Handbook of theory and research for the sociology of education, pp. 241-258, (1985); Brine J., Lifelong learning and the knowledge economy: Those that know and those that do not-the discourse of the European Union, British Educational Research Journal, 32, 5, pp. 649-665, (2006); Brown P., Hesketh A., Wiliams S., Employability in a knowledge-driven economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Bryant A., Re-grounding grounded theory, Journal of Information Technology Theory and Application, 4, 1, pp. 25-42, (2002); Bryant A., Grounded theory and pragmatism: The curious case of Anselm Strauss, Forum: Qualitative Social Research, 10, 3, (2009); Bryant A., Charmaz K., Grounded theory in historical perspective: An epistemological account, The SAGE handbook of grounded theory, pp. 31-57, (2007); Burt R.S., Structural holes: The social structure of competition, (1992); Charmaz K., Grounded theory, Rethinking methods in psychology, pp. 27-49, (1995); Charmaz K., Grounded theory: Objectivist and constructivist methods, Handbook of qualitative research, pp. 509-535, (2000); Chatterton P., Goddard J., The response of higher education institutions to regional needs, European Journal of Education, 35, 4, pp. 475-496, (2000); Clarke M., Understanding and managing employability in changing career contexts, Journal of European Industrial Training, 32, 4, pp. 258-284, (2007); Clarke M., Patterson M., The new covenant of employability, Employee Relations, 30, 2, pp. 121-141, (2008); Coffey A., Atkinson P., Making sense of qualitative data: Complementary research strategies, (1996); Cohen L., Manion L., Research methods in education, (2007); White paper: Growth, competitiveness, employment: The challenges and ways forward into the 21st century, (1993); Teaching and learning: Towards the learning society, (1995); The European employment strategy: Investing in people; investing in more and better jobs, (1999); Commission staff working paper: A memorandum on lifelong learning, (2000); Communication from the Commission: Making a European area of lifelong learning a reality, (2001); Council resolution of 27 June 2002 on lifelong learning, Official Journal of the European Communities, 9, pp. 1-3, (2002); Corbin J., Strauss A., Grounded theory research: Procedures, canons, and evaluative criteria, Qualitative Sociology, 13, 1, pp. 3-21, (1990); Permanent education, (1970); Cranmer S., Enhancing graduate employability: Best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Dey I., Grounding categories, The SAGE handbook of grounded theory, pp. 167-190, (2007); Engaging in lifelong learning: Shaping inclusive and responsive university strategies, (2011); Opening Higher Education to Adults (HEAD), (2013); Improving policy and provision for adult learning in Europe, (2015); Independent national experts network in the area of adult education/adult skills: Full country report—Greece, (2017); Faure E., Herrera F., Kaddoura A.R., Lopes H., Petrovsky A.V., Rahnema M., Champion Ward F., Learning to be: The world of education today and tomorrow, (1972); Fejes A., Lifelong learning and employability, Challenging the “European area of lifelong learning”: A critical response, pp. 99-107, (2014); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gazier B., Tous “sublimes”. Vers un nouveau plein employ, (2003); Glaser B.G., Basics of grounded theory analysis, (1992); Glaser B.G., Strauss A.L., The discovery of grounded theory, (1967); Hall D.T., Protean careers in the 21st century, Academy of Management Executive, 10, 4, pp. 8-16, (1996); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Adult education survey, (2016); Jarvis P., Adult and continuing education, (1995); Jongbloed B., Enders J., Salerno C., Higher education and its communities: Interconnections, interdependencies and a research agenda, Higher Education, 56, 3, pp. 303-324, (2008); Judge T.A., Cable D.M., Boudreau J.W., Bretz R.D., An empirical investigation of the predictors of executive career success, Personnel Psychology, 48, pp. 485-519, (1995); Karalis T., Motivation and barriers to the participation of adults in lifelong education, (2013); Karalis T., Shooting a moving target: The Sisyphus boulder of increasing participation in adult education during the period of economic crisis, Journal of Adult and Continuing Education, 23, 1, pp. 78-96, (2017); Keeley B., Human capital: How what you know shapes your life, (2007); Kelle U., Theories as heuristic tools in qualitative research, Openness in research: The tension between self and other, pp. 33-50, (1995); Kelle U., Emergence” vs. “forcing” of empirical data? A crucial problem of “grounded theory” reconsidered, Forum: Qualitative Sozialforschung/Forum: Qualitative Social Research, 6, 2, (2005); Kelle U., The development of categories: Different approaches in grounded theory, The SAGE handbook of grounded theory, pp. 191-213, (2007); Kirchmeyer C., Determinants of managerial career success: Evidence and explanation of male/female differences, Journal of Management, 24, pp. 673-692, (1998); Knapper C.K., Cropley A.J., Lifelong learning in higher education, (2000); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Public opinion research on lifelong learning issues: Key findings, (2011); O'Donoghue J., Maguire T., The individual learner: Employability and the workplace, Journal of European Industrial Training, 29, 6, pp. 436-446, (2005); Recurrent education: A strategy for lifelong learning, (1973); Lifelong learning for all, (1996); Combating social exclusion through adult learning, (1998); Higher education and regions: Globally competitive, locally engaged, (2007); Tertiary education for the knowledge society: Pointers for policy development, (2011); Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’), (2009); Panitsides E., Researching returns emanating from participation in adult education courses: A quantitative approach, International Journal of Lifelong Education, 32, 5, pp. 600-619, (2013); Peeters E., Nelissen J., De Cuyper N., Employability capital: A conceptual framework tested through expert analysis, Journal of Career Development, 46, 2, pp. 79-93, (2019); Towards the European higher education area, (2001); Reichertz J., Abduction: The logic of discovery of grounded theory, Forum: Qualitative Social Research, 11, 1, (2010); Richardson R., Kramer E.H., Abduction as the type of inference that characterizes the development of a grounded theory, Qualitative Research, 6, 4, pp. 497-513, (2006); Rogers C., On becoming a person, (1995); Rose N., Powers of freedom, (1999); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Sobel J., Can we trust social capital?, Journal of Economic Literature, 40, 1, pp. 139-154, (2002); Strauss A., Corbin J., Basics of qualitative research, (1990); Strauss A., Corbin J., Grounded theory methodology: An overview, Handbook of qualitative research, pp. 273-285, (1994); Tharenou P., Latimer S., Conroy D., How to make it to the top? An examination of influences on women’s and men’s managerial advancement, Academy of Management Journal, 32, pp. 402-423, (1994); Thornberg R., Charmaz K., Grounded Theory and theoretical coding, The SAGE handbook of qualitative data analysis, pp. 153-169, (2014); Learning: The treasure within, (1996); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Zarifis G.K., Education for people and planet: Creating sustainable futures for all, (2016)","S. Saridaki; University of Crete, Rethymnon, Greece; email: sofsaridaki@gmail.com","","SAGE Publications Ltd","","","","","","07417136","","","","English","Ad. Educ. Q.","Article","Final","","Scopus","2-s2.0-85107744427"
"Panari C.; Tonelli M.","Panari, Chiara (14042536100); Tonelli, Michela (56963465200)","14042536100; 56963465200","Future Directions in the Research on Unemployment: Protean Career Orientation and Perceived Employability Against Social Disadvantage","2022","Frontiers in Psychology","12","","701861","","","","3","10.3389/fpsyg.2021.701861","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124338292&doi=10.3389%2ffpsyg.2021.701861&partnerID=40&md5=2dc49309aec26b912b8ea37c88616a68","Department of Economics and Management, University of Parma, Parma, Italy; Department of Humanities, Social Sciences and Cultural Industries, University of Parma, Parma, Italy","Panari C., Department of Economics and Management, University of Parma, Parma, Italy; Tonelli M., Department of Humanities, Social Sciences and Cultural Industries, University of Parma, Parma, Italy","[No abstract available]","career planning; employability; job search strategies; protean career orientation; unemployment","","","","","","","","Akkermans J., Richardson J., Kraimer M., The Covid-19 crisis as a career shock: Implications for careers and vocational behavior, J. 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Psychol, 50, pp. 1089-1107, (2020); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: a psychological approach, Pers. Rev, 43, pp. 592-605, (2014); Vansteenkiste V., Lens W., De Witte H., Feather N.T., Understanding unemployed people's job search behaviour, unemployment experience and well-being: a comparison of expectancy-value theory and self-determination theory, Br. J. Soc. Psychol, 44, pp. 269-287, (2005); Wahl I., Pollai M., Kirchler E., Status, identification and in-group favouritism of the unemployed compared to other social categories, J. Socio. Econ, 43, pp. 37-43, (2013); Wanberg C.R., The individual experience of unemployment, Annu. Rev. Psychol, 63, pp. 369-396, (2012); Waters L., Briscoe J.P., Hall D.T., Wang L., Protean career attitudes during unemployment and reemployment: a longitudinal perspective, J. Vocat. Behav, 84, pp. 405-419, (2014); Wiernik B.M., Kostal J.W., Protean and boundaryless career orientations: A critical review and meta-analysis, J. Couns. Psychol, 66, pp. 280-282, (2018); Ybema J.F., Buunk B.P., Heesink J.A., Affect and identification in social comparison after loss of work, Basic Appl. Soc. Psych, 18, pp. 151-169, (1996); Zafar J., Farooq M., Quddoos M.U., The relationship between protean career orientation and perceived employability: a study of private sector academics of Pakistan, J. Manag. Sci, 4, pp. 133-145, (2017); Zakkariya K.A., Nimmi P.M., Bridging job search and perceived employability in the labour market–a mediation model of job search, perceived employability and learning goal orientation, J. Int. Educ. Bus. Vol, 14, pp. 179-196, (2021); Zikic J., Klehe U.C., Job loss as a blessing in disguise: the role of career exploration and career planning in predicting reemployment quality, J. Vocat. Behav, 69, pp. 391-409, (2006)","C. Panari; Department of Economics and Management, University of Parma, Parma, Italy; email: chiara.panari@unipr.it","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85124338292"
"Huo M.-L.; Jiang Z.; Cheng Z.; Wilkinson A.","Huo, Meng-Long (57194074155); Jiang, Zhou (56367105700); Cheng, Zhiming (40661009600); Wilkinson, Adrian (7201829042)","57194074155; 56367105700; 40661009600; 7201829042","Restaurant employees' attitudinal reactions to social distancing difficulties: a multi-wave study","2022","Journal of Service Theory and Practice","32","2","","302","322","20","6","10.1108/JSTP-08-2021-0180","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124586756&doi=10.1108%2fJSTP-08-2021-0180&partnerID=40&md5=1551a3c4fc485377aa0bb894efd967ae","UniSA Business, University of South Australia, Adelaide, Australia; Graduate School of Business and Law, RMIT University, Melbourne, Australia; Department of Management, Macquarie Business School, Macquarie University, Sydney, Australia; Griffith Business School, Griffith University, Brisbane, Australia; Management School, University of Sheffield, Sheffield, United Kingdom; Social Policy Research Centre, The University of New South Wales, Sydney, Australia","Huo M.-L., UniSA Business, University of South Australia, Adelaide, Australia; Jiang Z., Graduate School of Business and Law, RMIT University, Melbourne, Australia; Cheng Z., Department of Management, Macquarie Business School, Macquarie University, Sydney, Australia, Social Policy Research Centre, The University of New South Wales, Sydney, Australia; Wilkinson A., Griffith Business School, Griffith University, Brisbane, Australia, Management School, University of Sheffield, Sheffield, United Kingdom","Purpose: Grounded in the job demands–resources (JD-R) theory, this study investigates how the difficulty in social distancing at work, resulting from the COVID-19 crisis, may lead to intention to quit and career regret and how and when these effects may be attenuated. Design/methodology/approach: Three-wave survey data were collected from 223 frontline service workers in a large restaurant company during the COVID-19 crisis. Findings: The results show that difficulty in social distancing reduced employees' work engagement, and consequently, increased their turnover intention and career regret. These relationships were moderated by external employability, such that the influence of difficulty in social distancing weakened as external employability increased. Originality/value: Social distancing measures have been applied across the globe to minimize transmission of COVID-19. However, such measures create a new job demand for service workers who find it difficult to practice social distancing due to the high contact intensity of service delivery. This study identified personal resources that help service workers cope with the demand triggered by COVID-19. © 2022, Emerald Publishing Limited.","Career regret; COVID-19; Employability; Social distancing; Turnover intention; Work engagement","","","","","","","","Ali F., Dogan S., Amin M., Hussain K., Ryu K., Brand anthropomorphism, love and defense: does attitude towards social distancing matter?, The Service Industries Journal, 41, 1-2, pp. 58-83, (2021); Altinay L., Arici H.E., Transformation of the hospitality services marketing structure: a chaos theory perspective, Journal of Services Marketing, (2021); Avdiu B., Nayyar G., When face-to-face interactions become an occupational hazard: jobs in the time of COVID-19, Economics Letters, 197, pp. 1-4, (2020); Bakker A.B., Demerouti E., Job demands-resources theory, Work and Wellbeing: A Complete Reference Guide, 3, pp. 1-28, (2014); Barnes D., Collier J., Investigating work engagement in the service environment, Journal of Services Marketing, 27, 6, pp. 485-499, (2013); Bartsch S., Weber E., Buttgen M., Huber A., Leadership matters in crisis-induced digital transformation: how to lead service employees effectively during the COVID-19 pandemic, Journal of Service Management, 32, 1, pp. 71-85, (2021); Bellemare J.A., Communication frames of hotel managers and their effects on job satisfaction, intent to leave, and job regret, (2015); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work and Stress, 21, 3, pp. 279-292, (2007); Berntson E., Naswall K., Sverke M., The moderating role of employability in the association between job insecurity and exit, voice, loyalty and neglect, Economic and Industrial Democracy, 31, 2, pp. 215-230, (2010); Bethlehem J., Selection bias in web surveys, International Statistical Review, 78, 2, pp. 161-188, (2010); Bhatnagar J., Management of innovation: role of psychological empowerment, work engagement and turnover intention in the Indian context, The International Journal of Human Resource Management, 23, 5, pp. 928-951, (2012); Birtch T., Chiang F., Cai Z., Wang J., Am I choosing the right career? 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The role of stress and negative emotions in response to an industry negative work event, International Journal of Hospitality Management, 94, pp. 1-11, (2021); Yu J., Park J., Hyun S., Impacts of the COVID-19 pandemic on employees' work stress, well-being, mental health, organizational citizenship behavior, and employee-customer identification, Journal of Hospitality Marketing and Management, 30, 5, pp. 529-548, (2021); Zhang J., Litvinova M., Liang Y., Wang Y., Wang W., Zhao S., Wu Q., Merler S., Viboud C., Vespignani A., Ajelli M., Yu H., Age profile of susceptibility, mixing, and social distancing shape the dynamics of the novel coronavirus disease 2019 outbreak in China, (2020); Zhao H., Zhou Q., Socially responsible human resource management and hotel employee organizational citizenship behavior for the environment: a social cognitive perspective, International Journal of Hospitality Management, 95, pp. 1-9, (2020)","M.-L. Huo; UniSA Business, University of South Australia, Adelaide, Australia; email: Frank.Huo@unisa.edu.au","","Emerald Group Holdings Ltd.","","","","","","20556225","","","","English","Journal of Service Theory and Practice","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85124586756"
"Gavriluță N.; Grecu S.-P.; Chiriac H.C.","Gavriluță, Nicu (26036090700); Grecu, Silviu-Petru (57195107833); Chiriac, Horia Costin (57435016300)","26036090700; 57195107833; 57435016300","Sustainability and Employability in the Time of COVID-19. Youth, Education and Entrepreneurship in EU Countries","2022","Sustainability (Switzerland)","14","3","1589","","","","21","10.3390/su14031589","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123856888&doi=10.3390%2fsu14031589&partnerID=40&md5=7ae643df07bd44903d87a862f0971d75","Department of Sociology and Social Work, “Al.I.Cuza” University of Iași, Iasi, 700506, Romania; Department of Political Sciences, International Relations and n European Studies, “Al.I.Cuza” University of Iași, Iasi, 700506, Romania; Department of Communication Sciences and Public Relations, “Al.I.Cuza” University of Iași, Iasi, 700506, Romania","Gavriluță N., Department of Sociology and Social Work, “Al.I.Cuza” University of Iași, Iasi, 700506, Romania; Grecu S.-P., Department of Political Sciences, International Relations and n European Studies, “Al.I.Cuza” University of Iași, Iasi, 700506, Romania; Chiriac H.C., Department of Communication Sciences and Public Relations, “Al.I.Cuza” University of Iași, Iasi, 700506, Romania","This paper aims to identify several changes in the labor market structure in COVID-19 pandemic times. The context of the research is represented by the influence of the COVID-19 pandemic in the economic field, especially at the labor market level. This difficult situation could generate a negative impact in the sphere of traditional jobs and economic sectors. The main challenge for sustainable development in this new global situation is represented by human sustainability. Related to human sustainability, we emphasized the role played by the labor market and employability in mantling an optimal function at the social and economic level. For measuring the impact of the COVID-19 pandemic in the economic sphere, we used a quantitative design based on descriptive and inferential statistics. The research variables are represented by unemployment rates in the EU-28, employability rates, educational levels, gender, economic growth, labor mobility, material deprivation, economic freedom, and human development indicators. Empirical findings present the situation of a deep economic crisis generated by economic degrowth and by high levels of unemployment rates in the EU-28. Moreover, we have observed several predictors of employability in the new pandemic context as: material deprivation by age (in the field of young people), employment rate by education (tertiary education), and economic freedom. Another important finding is related to the gender perspective. Statistical correlations estimate a positive linear correlation between gender (women) and low rates of employability in the EU-28. All these empirical results could prove valuable for scholars interested in the relations between employability and sustainability and for political decision makers involved in the effort of reducing the negative effects of the COVID-19 pandemic within national and trans-national economic systems. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","COVID-19 pandemic; Education level; Employability; Gender; Social inequalities; Sustainability","Europe; correlation; COVID-19; education; empirical analysis; employment; labor market; sustainability; sustainable development; unemployment; womens status","","","","","Romanian Ministry of Research, Innovation and Digitization; Race and Difference Initiative, Emory University, RDI, (11PFE/30.12.2021)","Funding: Authors are thankful to Romanian Ministry of Research, Innovation and Digitization, within Program 1–Development of the national RD system, Subprogram 1.2–Institutional Performance– RDI excellence funding projects, Contract no.11PFE/30.12.2021, for financial support.","Buzzi C., Tucci M., Ciprandi R., Brambilla I., Caimmi S., Ciprandi G., Marseglia G.L., The psycho-social effects of COVID-19 on Italian adolescents’ attitudes and behaviors, Ital. J. 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Rev, 33, pp. S88-S101, (2021); Taeho Kim A., Hwan Kim C., Tuttle E.S., Zhang Y., COVID-19 and the decline in Asian American employment, Res. Soc. Stratif. Mobil, 71, (2021); Landivar L.C., Ruppanner L., Scarborough W.J., Collins C., Early Signs Indicate That COVID-19 Is Exacerbating Gender Inequality in the Labor Force, Socius Sociol. Res. A Dyn. World, 6, (2020); EUROSTAT; The World Bank Indicators; Index of Economic Freedom; UNDP-Human Development Index; Lupton D., Contextualizing COVID-19, The COVID-19 Crisis. Social Perspectives, pp. 16-17, (2021); Trompenaars F., Hampden-Turner C., Culture, Crisis and COVID-19: The Great Reset, (2021); Mackenzie D., COVID-19: The Pandemic That Never Should Have Happened and How to Stop the Next One, pp. 238-239, (2020); Nelson P., Global Development and Human Rights. The Sustainable Development Goals and Beyond, (2021); Pantea M.C., Precarity and Vocational Education and Training, (2019); Kantola J., Lombardo E., Gender and the Economic Crisis in Europe, (2017); Villa P., Smith M., Policy in the Time of Crisis. Employment policy and gender equality in Europe, Woman and Austerity, (2014); EU Youth Strategy","S.-P. Grecu; Department of Political Sciences, International Relations and n European Studies, “Al.I.Cuza” University of Iași, Iasi, 700506, Romania; email: silviu.grecu@uaic.ro","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85123856888"
"Mandal N.K.; Edwards F.R.","Mandal, Nirmal Kumar (36812034800); Edwards, Francis Robert (57226285019)","36812034800; 57226285019","Student work readiness in Australian engineering workplaces through work integrated learning","2022","Higher Education, Skills and Work-based Learning","12","1","","145","161","16","3","10.1108/HESWBL-02-2021-0025","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111027884&doi=10.1108%2fHESWBL-02-2021-0025&partnerID=40&md5=b63fadb5a000307f00e68d41ed77afe8","School of Engineering and Technology, Central Queensland University, Rockhampton, Australia; Central Queensland University, Rockhampton, Australia","Mandal N.K., School of Engineering and Technology, Central Queensland University, Rockhampton, Australia; Edwards F.R., Central Queensland University, Rockhampton, Australia","Purpose: As part of the Co-Operative Education Program (CEP) under study, a Work-integrated Learning (WIL) student engagement framework is presented. The framework focusses on the effectiveness of the WIL program with real-world assessment tasks to prepare students for graduate employment. In order to evaluate the level at which the engineering graduates are work-ready, an analysis of qualitative and quantitative survey data from CQU students, employers and data from other sources was undertaken. The paper aims to discuss these issues. Design/methodology/approach: WIL is an effective pedagogical strategy employed in engineering curriculum to engage students with workplace partners and engineering practices. However, little is known about the problems exist in the WIL processes including insufficient resources and support for mentoring students. On overcoming the problems, an effective collaboration between students, universities and engineering workplaces provides an enhanced engagement experience and enables students’ work-ready skills. Central Queensland University (CQU)’s Bachelor of Engineering (Honours) and Diploma of Professional Practice (Co-op) students participate in two 6-month WIL placements over the course of their university studies. Findings: To identify the impact of the co-operative education model on graduate outcomes, an analysis of student assessment data from 2016 to 2018 showed that the student employability indicators were consistently above the national average of graduate engineering students. All areas such as knowledge base, engineering ability and professional attributes, students’ performance were rated at or above the average of a graduate engineer by employers. Originality/value: As part of practice assessment, engineering workplace employers provide an evaluation of students’ performance against the Engineers Australia (EA) Stage 1 Competency Standard for Professional Engineers, involving sixteen mandatory elements in the areas of knowledge and skill base, engineering application ability, and professional and personal attributes. © 2021, Emerald Publishing Limited.","Authentic assessment; Employability framework; Engineering workplaces engagement; Graduate outcomes; Work integrated learning; Work readiness","","","","","","national higher education survey data","The impact of the influential WIL processes on learning and teaching (L&T) student engagement practices is also supported by the national higher education survey data (funded by the Australian Government Department of Education, Skills and Employment) relating to CQU undergraduate engineering on current student experience, recent graduate satisfaction and recent graduate employment and salary. The SES data of put into context how CQU's outstanding L&T practices employing WIL are linked to the engineering student experience at CQU (). It shows that, in all areas of student skills development, teaching practices, engagement with students and resources and facilities, the CQU undergraduate engineering students are rating those positively at well over national averages. In relation to recent CQU engineering graduates, 85.8% of them were satisfied with how their skills improved compared to the national average (NA) of 83.3% (). ","Agwa-Ejon J.F., Pradhan A., The impact of work integrated learning on engineering education, 2017 IEEE Global Engineering Education Conference, (2017); Blicblau A.S., Nelson T.L., Dini K., The role of work placement in engineering students’ academic performance, Asia-pacific Journal of Cooperative Education, 17, 1, pp. 31-43, (2016); Cranmer S., Enhancing graduate employability: best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Crawley E.F., Malmqvist J., Ostlund S., Broduer D.R., Rethinking Engineering Education: The CDIO Approach, (2007); du Plessis J., Stakeholders’ viewpoints on work-integrated learning practices in radiography training in South Africa: towards improvement of practice, Radiology, 25, pp. 16-23, (2019); Edstrom K., Kolmos A., PBL and CDIO: complementary models for engineering education development, European Journal of Engineering Education, 39, 5, pp. 539-555, (2014); Edwards D., Perkins K., Pearce J., Hong J., Work integrated learning in STEM in Australian universities: final report, (2015); Stage 1 Competency Standard for Professional Engineers, (2019); Ferns S., Responding to industry needs for proactive engagement in work integrated learning (WIL): Partnerships for the future, Paper presented at the 2016 ACEN National Conference, Australian Collaborative Education Network, (2016); Ferns S., Russell L., Kay J., Enhancing industry engagement with work-integrated learning: Capacity building for industry partners, Asia-Pacific Journal of Cooperative Education, 17, 4, pp. 363-375, (2016); Fleming J., Pretti T.J., The impact of work-integrated learning students on workplace dynamics, Journal of Hospitality, Leisure, Sports & Tourism Education, 25, (2019); Gibbs G., Simpson C., Conditions under which assessment supports students’ learning, Learning and Teaching in Higher Education, 1, pp. 3-33, (2004); Guilbert L., Bernaud J.-L., Gouvernet B., Rossier J., Employability: review and research prospects, International Journal for Educational and Vocational Guidance, 16, 1, pp. 69-89, (2016); Jackson D., Modelling graduate skill transfer from university to the workplace, Journal of Education and Work, 29, 2, pp. 199-231, (2014); Jackson D., Rowbottom D., Ferns S., McLaren D., Employer understanding of work-integrated learning and the challenges in work placement opportunities, Studies in Continuing Education, 39, 1, pp. 35-51, (2017); Kaider F., Practical topology of authentic work-integrated learning activities and assessments, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 153-165, (2017); Khoo E., Zegwaard K., Adam A., Employer and academic staff perceptions of science and engineering graduate competencies, Australasian Journal of Engineering Education, 25, 1, pp. 103-118, (2020); Lu V.N., Scholz B., Nguyen L.T.V., Work integrated learning in international marketing: student insights, Australasian Marketing Journal, 26, pp. 132-139, (2018); Male S.A., Generic engineering competencies: a review and modelling approach, Education Research and Perspectives, 37, 10, pp. 25-51, (2010); Male S.A., Bush M.B., Chapman E.S., Understanding generic engineering competencies, Australasian Journal of Engineering Education, 17, 3, pp. 147-156, (2011); Mandal N.K., Student satisfaction – what it means to teaching and learning of undergraduate engineering units, International Journal of Mechanical Engineering Education, 46, 3, pp. 210-226, (2018); Mandal N.K., Importance of student feedback in improving mechanical engineering courses, International Journal of Mechanical Engineering Education, 47, 3, pp. 227-245, (2019); Mandal N.K., Edwards F.R., Authentic assessment in work integrated learning promotes student work readiness in industrial settings, Proc. of the 30th Annual Conference for the Australasian Association for Engineering Education, AAEE2019 Conference, pp. 1-9, (2019); Manson G., High skills utilisation under mass higher education: graduate employment in service industries in Britain, Journal of Education and Work, 15, 4, pp. 427-456, (2002); Manson G., Williams G., Cranmer S., Employability skills initiatives in higher education: what effects do they have on graduate labour market outcomes?, Educational Economics, 17, 1, pp. 1-30, (2009); Passow H.J., Which ABET competencies do engineering graduates find most important in their work?, Journal of Engineering Education, 101, 1, pp. 95-118, (2012); Passow H.J., Passow C.H., What competencies should undergraduate engineering programs emphasize? A systematic review, Journal of Engineering Education, 106, 3, pp. 475-526, (2017); Surveys on student experience and graduate outcomes, (2020); Schuster L., Glavas C., Exploring the dimensions of electronic work integrated learning (eWIL), Education Research Review, 21, pp. 55-66, (2017); Star C., Hammer S., Teaching generic skills: eroding the higher purpose of universities, or an opportunity for renewal?, Oxford Review of Education, 34, 2, pp. 237-251, (2008); Swart C., An assessment of work-integrated learning for public relations in an open distance learning context, Public Relation Review, 40, pp. 387-396, (2014); Trevelyan J., Transitioning to engineering practice, European Journal of Engineering Education, 44, 60, pp. 821-837, (2019); Volkwein J.F., Lattuca L.R., Terenzini P.T., Engineering change: a case study of the impact of EC2000, International Journal of Engineering Education, 20, 3, pp. 318-328, (2004)","N.K. Mandal; School of Engineering and Technology, Central Queensland University, Rockhampton, Australia; email: n.mandal@cqu.edu.au","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85111027884"
"Presti A.L.; Capone V.; Aversano A.; Akkermans J.","Presti, Alessandro Lo (57201070455); Capone, Vincenza (55778145652); Aversano, Ada (57222014178); Akkermans, Jos (35219518700)","57201070455; 55778145652; 57222014178; 35219518700","Career Competencies and Career Success: On the Roles of Employability Activities and Academic Satisfaction During the School-to-Work Transition","2022","Journal of Career Development","49","1","","107","125","18","40","10.1177/0894845321992536","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101001492&doi=10.1177%2f0894845321992536&partnerID=40&md5=04fc1a4126def85ae9237249f03bfd04","Dipartimento di Psicologia, Università della Campania “Luigi Vanvitelli,” Viale Ellittico, Caserta, Italy; Dipartimento di Studi Umanistici, Università di Napoli “Federico II,”, Via Porta di Massa, Italy; Divisione Politiche Attive del Lavoro, Lavoropiù Spa, Viale Pietro Pietramellara, Bologna, Italy; School of Business and Economics, Vrije Universiteit Amsterdam, De Boelelaan, Netherlands","Presti A.L., Dipartimento di Psicologia, Università della Campania “Luigi Vanvitelli,” Viale Ellittico, Caserta, Italy; Capone V., Dipartimento di Studi Umanistici, Università di Napoli “Federico II,”, Via Porta di Massa, Italy; Aversano A., Divisione Politiche Attive del Lavoro, Lavoropiù Spa, Viale Pietro Pietramellara, Bologna, Italy; Akkermans J., School of Business and Economics, Vrije Universiteit Amsterdam, De Boelelaan, Netherlands","Building on the integrative career competencies framework, we examined the indirect association between career competencies, assessed at graduation, and subjective career success (SCS) via employability activities, both assessed six months after graduation, among a sample of 613 Italian graduates. We also examined the moderating role of three facets of academic satisfaction (i.e., vocational choice, educational goals, and occupational prospects). Our findings showed an indirect relation between career competencies and SCS through employability activities. Furthermore, academic satisfaction acted as a moderator. The results of this time-lagged study, that tapped into the actual transition into work process, have implications for (1) school-to-work transitions, providing insights into graduates’ transition into the labor market, (2) employability, focusing on employability activities and providing additional knowledge on their antecedents and outcomes, and (3) career competencies, providing further empirical evidence that career competencies are an important resource that graduates can mobilize to during and after their school-to-work transition. © Curators of the University of Missouri 2021.","academic satisfaction; career competencies; employability; school-to-work transition; subjective career success","","","","","","","","Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W.B., Competencies for the contemporary career: Development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Akkermans J., Brenninkmeijer V., Schaufeli W.B., Blonk R.W., It’s all about CareerSKILLS: Effectiveness of a career development intervention for young employees, Human Resource Management, 54, 4, pp. 533-551, (2015); Akkermans J., Kubasch S., #Trending topics in careers: A review and future research agenda, Career Development International, 22, 6, pp. 586-627, (2017); Akkermans J., Paradnike K., Van der Heijden B.I., De Vos A., The best of both worlds: The role of career adaptability and career competencies in students’ well-being and performance, Frontiers in Psychology, 9, (2018); Akkermans J., Richardson J., Kraimer M., The Covid-19 crisis as a career shock: Implications for careers and vocational behaviour, Journal of Vocational Behavior, 119, (2020); Akkermans J., Schaufeli W.B., Brenninkmeijer V., Blonk R.W.B., The role of career competencies in the job demands—Resources model, Journal of Vocational Behavior, 83, 3, pp. 356-366, (2013); Akkermans J., Tims M., Crafting your career: How career competencies relate to career success via job crafting, Applied Psychology: An International Review, 66, 1, pp. 168-195, (2017); Aldridge S., Rowley J., Measuring customer satisfaction in higher education, Quality Assurance in Education, 6, 4, pp. 197-204, (1998); XX Indagine Condizione occupazionale dei Laureati. 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Presti; Dipartimento di Psicologia, Università della Campania “Luigi Vanvitelli,” Viale Ellittico, Caserta, Italy; email: alessandro.lopresti@unicampania.it","","SAGE Publications Inc.","","","","","","08948453","","","","English","J. Career Dev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85101001492"
"Bell M.A.; Cake M.A.; King L.T.; Mansfield C.F.","Bell, Melinda A. (56956237700); Cake, Martin A. (7004365542); King, Laura T. (57226525138); Mansfield, Caroline F. (35484958600)","56956237700; 7004365542; 57226525138; 35484958600","Identifying the capabilities most important for veterinary employability using a modified Delphi process","2022","Veterinary Record","190","7","","no","","","1","10.1002/vetr.777","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111831681&doi=10.1002%2fvetr.777&partnerID=40&md5=9e8961f390637d48144db25ee3aa2348","School of Veterinary Medicine, Murdoch University, Murdoch, WA, Australia; College of Science, Health, Engineering and Education, Murdoch University, Murdoch, WA, Australia; School of Education, University of Notre Dame Australia, Fremantle, WA, Australia","Bell M.A., School of Veterinary Medicine, Murdoch University, Murdoch, WA, Australia; Cake M.A., School of Veterinary Medicine, Murdoch University, Murdoch, WA, Australia; King L.T., College of Science, Health, Engineering and Education, Murdoch University, Murdoch, WA, Australia; Mansfield C.F., School of Education, University of Notre Dame Australia, Fremantle, WA, Australia","Background: In the veterinary profession, employability has been defined as ‘a set of personal and professional capabilities that enable a veterinarian to gain employment, contribute meaningfully to the profession, and develop a career pathway that achieves satisfaction and success’. This study was part of a multinational collaborative research project aiming to define the capabilities most important for employability in the veterinary context (www.VetSet2Go.edu.au). Methods: The project gathered empirical evidence from multiple stakeholders including employees, employers, clients, team members, academics and professional bodies. These perspectives needed to be brought together as a cohesive body of evidence. We used a modified Delphi process, whereby a panel of experts were asked to reach consensus on the capabilities most important for veterinary employability, after considering the evidence from the sub-projects. Results: The Delphi panel reached rapid consensus upon 21 of an initial 47 capabilities, including effective communication with clients and colleagues, teamwork, technical knowledge and skills, resilience and well-being, adaptability, emotional intelligence, workflow management and empathy and compassion. Conclusion: Of note for veterinary educators are those attitudinal items identified by this Delphi process as important to employability but potentially underemphasised in existing competency frameworks, such as accepts responsibility, keen to learn, diligence (high standard of care) and self-awareness. © 2021 British Veterinary Association.","Delphi process; veterinary employability; veterinary graduate capabilities","Achievement; Animals; Consensus; Delphi Technique; Employment; Humans; Occupations; Veterinarians; article; awareness; Delphi study; emotional intelligence; empathy; employability; employee; employer; human; human experiment; responsibility; skill; teamwork; veterinary medicine; wellbeing; workflow; achievement; animal; consensus; Delphi study; employment; occupation; psychology; veterinarian","","","","","Australian Government Office for Learning and Teaching, (ID15‐4930)","This study was completed as part of the VetSet2Go project, supported by the Australian Government Office for Learning and Teaching, grant number ID15‐4930. The views expressed in this publication do not necessarily reflect the views of the Australian Government Office for Teaching and Learning. ","Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); RCVS day one competences, (2014); Roadmap for veterinary medical education in the 21st century – responsive, collaborative, flexible, (2011); Bok H.G.J., Jaarsma D.A.D.C., Teunissen P.W., van der Vleuten C.P.M., van Beukelen P., Development and validation of a competency framework for veterinarians, J Vet Med Educ, 38, 3, pp. 262-269, (2011); COE accreditation policies and procedures: requirements; Collins G.H., Taylor R.M., Attributes of Australasian veterinary graduates: report of a workshop held at the veterinary conference centre, Faculty of Veterinary Science, University of Sydney, January 28–29, 2002, J Vet Med Educ, 29, 2, pp. 71-72, (2002); Walsh D.A., Osborn B.I., Christopher M.M., Defining the attributes expected of graduating veterinary medical students, J Am Vet Med Assoc, 219, 10, pp. 1358-1365, (2001); Competency-based veterinary education: part 1 – CBVE framework, pp. 1-17, (2018); Armitage-Chan E., Maddison J., May S.A., What is the veterinary professional identity? Preliminary findings from web-based continuing professional development in veterinary professionalism, Vet Rec, 178, 13, (2016); Bell M.A., Cake M.A., Mansfield C.F., Beyond competence: why we should talk about employability in veterinary education, J Vet Med Educ, 45, 1, pp. 27-37, (2018); What does employability mean for veterinarians?, The VetSet2Go project, (2018); Cake M.A., Bell M.A., Williams J.C., Brown F.J.L., Dozier M., Rhind S.M., Et al., Which professional (non-technical) competencies are most important to the success of graduate veterinarians? A Best Evidence Medical Education (BEME) systematic review: BEME Guide No. 38, Med Teach, 38, 6, pp. 550-563, (2016); Bell M., Cake M., Mansfield C., Success in career transitions in veterinary practice: perspectives of employers and their employees, Vet Rec, 185, 8, (2019); Schull D.N., King E., Hamood W., Feakes A., ‘Context’ matters: factors considered by employers when selecting new graduate veterinarians, Higher Educ Res Dev, 40, pp. 386-399, (2020); Hughes K., Rhind S.M., Mossop L.H., Morley E., Kerrin M., Morton C., Et al., Care about my animal, know your stuff and take me seriously’: United Kingdom and Australian clients' views on the capabilities most importnat in their veterinarians, Vet Rec, 183, 17, (2018); Bell M.A., Cake M., Mansfield C.F., International multi-stakeholder consensus for the capabilities most important to employability in the veterinary profession, Vet Rec, 188, 5, (2021); Cake M.A., McArthur M.M., Matthew S., Mansfield C.F., Finding the balance: uncovering resilience in the veterinary literature, J Vet Med Educ, 44, 1, pp. 95-105, (2017); Hatch P.H., Winefield H.R., Christie B.A., Lievaart J.J., Workplace stress, mental health, and burnout of veterinarians in Australia, Austr Vet J, 89, 11, pp. 460-468, (2011); Heath T., Longitudinal study of veterinarians from entry to the veterinary course to 10 years after graduation: attitude to work, career and profession, Austr Vet J, 80, pp. 474-478, (2002); Cake M., Bell M., Cobb K., Feakes A., Hamood W., Hughes K., Et al., Interpreting employability in the veterinary context: a guide and framework for veterinary educators, (2018); Hasson F., Keeney S., McKenna H., Research guidelines for the Delphi survey technique, J Adv Nurs, 32, 4, pp. 1008-1015, (2000); Hsu C.C., Sandford B., The Delphi Technique: making sense of consensus, Pract Assess, Res Eval, 12, 10, pp. 1-7, (2007); Powell C., The Delphi Technique: myths and realities, J Adv Nurs, 41, 4, pp. 376-382, (2003); Favier R.P., Godijin M., Bok H.G.J., Identifying entrustable professional activities for surgical skills training in companion animal health, Vet Rec, 186, 4, (2019); Janke K.K., Kelley K.A., Sweet B.V., JKuba S.E., A modified Delphi process to define competencies for assessment leads supporting a Doctor of Pharmacy program, Am J Pharma Educ, 80, 10, pp. 1-8, (2016); Lambe P., Bristow D., What are the most important non-academic attributes of good doctors? A Delphi survey of clinicians, Med Teach, 32, 8, pp. e347-e354, (2010); Yorke M., Knight P., Embedding employability into the curriculum, (2006); Cake M., Rhind S.M., Baillie S., The need for business skills in veterinary education: perceptions versus evidence, Veterinary business and enterprise: theoretical foundations and practical cases, pp. 9-22, (2014); Bachynsky E.A., Dale V.H.M., Kinnison T., Gazzard J., Baillie S., A survey of the opinions of recent veterinary graduates and employers regarding early career business skills, Vet Rec, 172, 23, pp. 604-609, (2013); Mansfield C., Beltman S., Broadley T., Weatherby-Fell N., Building resilience in teacher education: an evidenced informed framework, Teach Teacher Educ, 54, pp. 77-87, (2016); Lewis R.E., Klausner J.S., Nontechnical competencies underlying career success as a veterinarian, J Am Vet Med Assoc, 222, 12, pp. 1690-1696, (2003); Hodgson J.L., Pelzer J.M., Inzana K.D., Beyond NAVMEC: competency based veterinary education and assessment of the professional competencies, J Vet Med Educ, 40, 2, pp. 102-118, (2013)","M.A. Bell; School of Veterinary Medicine, Murdoch University, Murdoch, Australia; email: M.Bell@murdoch.edu.au","","John Wiley and Sons Inc","","","","","","00424900","","VETRA","34352121","English","Vet. Rec.","Article","Final","","Scopus","2-s2.0-85111831681"
"Park Y.; Lee J.G.; Jeong H.J.; Lim M.S.; Oh M.-R.","Park, Yoonhee (55494428900); Lee, Jin Gu (57463324800); Jeong, Hong Jeon (57463324900); Lim, Min Sub (57463003800); Oh, Mi-Rae (57219939517)","55494428900; 57463324800; 57463324900; 57463003800; 57219939517","How does the protean career attitude influence external employability? The roles of career resilience and proactive career behavior","2022","Industrial and Commercial Training","54","2","","317","332","15","3","10.1108/ICT-06-2021-0045","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125090400&doi=10.1108%2fICT-06-2021-0045&partnerID=40&md5=35d4454d83ea557427750782b98ebbeb","Ewha Womans University, Seoul, South Korea; Graduate School of HRD, Koreatech, Cheonan, South Korea; Cheonan, Koreatech, South Korea","Park Y., Ewha Womans University, Seoul, South Korea; Lee J.G., Graduate School of HRD, Koreatech, Cheonan, South Korea; Jeong H.J., Cheonan, Koreatech, South Korea; Lim M.S., Cheonan, Koreatech, South Korea; Oh M.-R., Cheonan, Koreatech, South Korea","Purpose: The purpose of this study is to investigate the structural relationships between protean career attitude, career resilience, proactive career behavior and external employability. Design/methodology/approach: This study sampled 212 training apprentice employees who participated in training programs using a proportional stratified sampling in South Korea. The study tested the research model using structural equation modeling. Findings: This study revealed that protean career attitude influenced external employability through career resilience and proactive career behavior. Career resilience fully mediated the relationship between protean career attitude and external employability and partially mediated protean career attitude and proactive career behavior. Proactive career behavior also mediated the relationship between protean career attitude and external employability. Research limitations/implications: This study has a limitation by relying on cross-sectional data. In terms of theoretical implications, this study can add new knowledge to the protean career research by demonstrating that the protean career attitude influences perceived external employability through career resilience and proactive career behavior for the sample of young training apprentice employees. Originality/value: This study uncovers the dynamic processes between protean career attitude and perceived external employability. Moreover, this study’s sample is significant because training apprentice employees are mostly young in their 20s and 30s with less than three years of working experience and working in small and medium-sized enterprises in South Korea. © 2022, Emerald Publishing Limited.","Career resilience; External employability; Proactive career behavior; Protean career attitude; South Korea; Training apprentices","","","","","","","","Abu-Tineh A.M., Exploring the relationship between organizational learning and career resilience among faculty members at Qatar university, International Journal of Educational Management, 25, 6, pp. 635-650, (2011); Akkermans J., Richardson J., Kraimer M.L., The Covid-19 crisis as a career shock: implications for careers and vocational behavior, Journal of Vocational Behavior, (2021); Arthur M.B., Rousseau D.M., The boundaryless career as a new employment principle, The Boundaryless Career, pp. 3-20, (1996); Arthur M.B., Khapova S.N., Wilderom C.P., Career success in a boundaryless career world, Journal of Organizational Behavior, 26, 2, pp. 177-202, (2005); Bae H., The effects of SMEs' job insecurity on managerial innovation: moderating effect of strategic human resource management, Korean Journal of Business Administration (KJBA, 28, 8, pp. 2047-2064, (2015); Baruch Y., Employability: a substitute for loyalty?, Human Resource Development International, 4, 4, pp. 543-566, (2001); Bimrose J., Hearne L., Resilience and career adaptability: qualitative studies of adult career counseling, Journal of Vocational Behavior, 81, 3, pp. 338-344, (2012); Bozionelos G., Bozionelos N., Employability and key outcomes in times of severe economic crisis: the role of career orientation, Human Resource Management, 107, 6, pp. 11-35, (2015); Briscoe J.P., Hall D.T., The interplay of boundaryless and protean careers: combinations and implications, Journal of Vocational Behavior, 69, 1, pp. 4-18, (2006); Briscoe J.P., Hall D.T., DeMuth R.L.F., Protean and boundaryless careers: an empirical exploration, Journal of Vocational Behavior, 69, 1, pp. 30-47, (2006); Briscoe J.P., Henagan S.C., Burton J.P., Murphy W.M., Coping with an insecure employment environment: the differing roles of protean and boundaryless career orientations, Journal of Vocational Behavior, 80, 2, pp. 308-316, (2012); Carson K.D., Bedeian A.G., Career commitment: construction of a measure and examination of its psychometric properties, Journal of Vocational Behavior, 44, 3, pp. 237-262, (1994); Chiaburu D.S., Baker V.L., Pitariu A.H., Beyond being proactive: what (else) matters for career self‐management behaviors?, Career Development International, 11, 7, pp. 619-632, (2006); Chughtai A., Servant leadership and perceived employability: proactive career behaviours as mediators, Leadership & Organization Development Journal, 40, 2, pp. 213-229, (2019); Claes R., Ruiz-Quintanilla S.A., Influences of early career experiences, occupational group, and national culture on proactive career behavior, Journal of Vocational Behavior, 52, 3, pp. 357-378, (1998); Clarke M., Building employability through graduate development programmes: a case study in an Australian public sector organization, Personnel Review, 46, 4, pp. 792-808, (2017); Coetzee M., Mogale P.M., Potgieter I.L., Moderating role of affectivity in career resilience and career anchors, Journal of Psychology in Africa, 25, 5, pp. 438-447, (2015); Cortellazzo L., Bonesso S., Gerli F., Batista-Foguet J.M., Protean career orientation: behavioral antecedents and employability outcomes, Journal of Vocational Behavior, 116, (2020); Crant J.M., Proactive behavior in organizations, Journal of Management, 26, 3, pp. 435-462, (2000); Day R., Allen T.D., The relationship between career motivation and self-efficacy with protégé career success, Journal of Vocational Behavior, 64, 1, pp. 72-91, (2004); De Cuyper N., Makikangas A., Kinnunen U., Mauno S., Witte H.D., Cross‐lagged associations between perceived external employability, job insecurity, and exhaustion: testing gain and loss spirals according to the conservation of resources theory, Journal of Organizational Behavior, 33, 6, pp. 770-788, (2012); De Vos A., Soens N., Protean attitude and career success: the mediating role of self-management, Journal of Vocational Behavior, 73, 3, pp. 449-456, (2008); De Vos A., Forrier A., Van der Heijden B., De Cuyper N., Keep the expert! 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The role of protean and boundaryless career attitudes in employability and career success, Human Resource Management Journal, 28, 3, pp. 427-442, (2018); London M., Toward a theory of career motivation, Academy of Management Review, 8, 4, pp. 620-630, (1983); Lyons S.T., Schweitzer L., Ng E.S., Resilience in the modern career, Career Development International, 20, 4, pp. 363-383, (2015); Mishra P., McDonald K., Career resilience: an integrated review of the empirical literature, Human Resource Development Review, 16, 3, pp. 207-234, (2017); Nauta A., Vianen A.N., Van Der Heijden B., Van Dam K., Willeman M., Understanding the factors that promote employability orientation: the impact of employability culture, career satisfaction and role breadth self-efficacy, Journal of Occupational and Organizational Psychology, 82, 2, pp. 233-251, (2009); Ng T.W., Eby L.T., Sorensen K.L., Feldman D.C., Predictors of objective and subjective career success: a meta‐analysis, Personnel Psychology, 58, 2, pp. 367-408, (2005); Nimmi P.M., Zakkariya K.A., Nezrin R., Insights to impact: the effect of protean career attitude on employability perceptions of IT professionals, Colombo Business Journal, 11, 1, pp. 1-23, (2020); Noe R.A., Noe A.W., Bachhuber J.A., An investigation of the correlates of career motivation, Journal of Vocational Behavior, 37, 3, pp. 340-356, (1990); Noh M., Lee J., Chung S., A study on the introduction of mutual aid project for the long-term employment of SME's core employees, Journal of Korea Technology Innovation Society, 17, 1, pp. 68-94, (2014); Park H.Y., A study on the impact of the protean career attitude on the subjective career success of airline flight attendants: focused on the mediating effects of career commitment, Korean Academic Society of Business Administration, 13, 1, pp. 3-23, (2015); Podsakoff P.M., MacKenzie S.B., Lee J.Y., Podsakoff N.P., Common method biases in behavioral research: a critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, 5, pp. 879-903, (2003); Preacher K.J., Hayes A.F., Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models, Behavior Research Methods, 40, 3, pp. 879-891, (2008); Raemdonck I., Tillema H., de Grip A., Valcke M., Segers M., Does self-directedness in learning and careers predict the employability of low-qualified employees?, Vocations and Learning, 5, 2, pp. 137-151, (2012); Rothwell A., Arnold J., Self-perceived employability: development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Seibert S.E., Crant J.M., Kraimer M.L., Proactive personality and career success, Journal of Applied Psychology, 84, 3, pp. 416-427, (1999); Seibert S.E., Kraimer M.L., Heslin P.A., Developing career resilience and adaptability, Organizational Dynamics, 45, 3, pp. 245-257, (2016); Shin S.L., The causal relationships among subjective career success, job security, organizational career management support, protean career attitude, and protean career management behavior of the workers in major industries, doctoral dissertation, (2014); Strauss K., Griffin M.A., Parker S.K., Future work selves: How salient hoped-for identities motivate proactive career behaviors, Journal of Applied Psychology, 97, 3, pp. 580-598, (2012); Sullivan S.E., Baruch Y., Advances in career theory and research: a critical review and agenda for future exploration, Journal of Management, 35, 6, pp. 1542-1571, (2009); Taber B.J., Blankemeyer M., Future work self and career adaptability in the prediction of proactive career behaviors, Journal of Vocational Behavior, 86, pp. 20-27, (2015); Tisch A., Firms’ contribution to the internal and external employability of older employees: evidence from Germany, European Journal of Ageing, 12, 1, pp. 29-38, (2015); Wong S.C., Mohd Rasdi R., Abu Samah B., Abdul Wahat N.W., Promoting protean career through employability culture and mentoring: career strategies as moderator, European Journal of Training and Development, 41, 3, pp. 277-302, (2017); Zafar J., Farooq M., Quddoos M.U., The relationship between protean career orientation and perceived employability: a study of private sector academics of Pakistan, Journal of Management Sciences, 4, 2, pp. 133-145, (2017)","Y. Park; Ewha Womans University, Seoul, South Korea; email: yoonhpark@ewha.ac.kr","","Emerald Group Holdings Ltd.","","","","","","00197858","","","","English","Ind. Commer. Train.","Article","Final","","Scopus","2-s2.0-85125090400"
"Gower S.; Jeemi Z.; Wickramasinghe N.; Kebble P.; Forbes D.; Dantas J.A.R.","Gower, Shelley (55329299100); Jeemi, Zakia (57210981556); Wickramasinghe, Niranjani (57487615200); Kebble, Paul (57203011139); Forbes, David (36805712900); Dantas, Jaya A R. (23102432500)","55329299100; 57210981556; 57487615200; 57203011139; 36805712900; 23102432500","Impact of a Pilot Peer-Mentoring Empowerment Program on Personal Well-Being for Migrant and Refugee Women in Western Australia","2022","International Journal of Environmental Research and Public Health","19","6","3338","","","","6","10.3390/ijerph19063338","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126280268&doi=10.3390%2fijerph19063338&partnerID=40&md5=a6a56027909f4892059fe22c47da71fe","Curtin School of Nursing, Curtin University, Perth, 6102, Australia; Curtin School of Population Health, Curtin University, Perth, 6102, Australia; Faculty of Health Sciences, Curtin University, Perth, 6102, Australia","Gower S., Curtin School of Nursing, Curtin University, Perth, 6102, Australia; Jeemi Z., Curtin School of Population Health, Curtin University, Perth, 6102, Australia; Wickramasinghe N., Curtin School of Population Health, Curtin University, Perth, 6102, Australia; Kebble P., Faculty of Health Sciences, Curtin University, Perth, 6102, Australia; Forbes D., Curtin School of Population Health, Curtin University, Perth, 6102, Australia; Dantas J.A.R., Curtin School of Population Health, Curtin University, Perth, 6102, Australia","The Empowerment and Peer Mentoring of Migrant and Refugee Women study (EMPOWER) examined the effectiveness of a participatory, peer mentoring program specifically tailored for migrant and refugee women to build ability, confidence, and knowledge to seek employment, a known contributor to mental health and wellbeing. Female migrant mentors (n = 21) supported three cohorts of mentees (n = 32), predominantly from Middle Eastern and Asian backgrounds, over a period of 9–12 months each between September 2019 and November 2021. The program consisted of both individual mentoring and group workshops facilitated by content experts and the research team. The mental health and wellbeing outcomes for the mentees were explored through individual interviews with both mentors and mentees. Results indicate the program helped participants develop social connections, self-esteem, self-efficacy, and personal health and safety skills. There are ongoing mental health needs in this cohort related to competing priorities and trauma. The development of trusting, respectful relationships with mentors who are committed and flexible is essential for positive wellbeing outcomes. Peer mentoring programs for migrant and refugee women can enhance mental health and wellbeing outcomes and facilitate independence. Mentors need resources to provide appropriate mental and physical health support for some groups. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","Employability; Empowerment; Mental health; Mentoring; Migrants; Refugees; Women","Female; Humans; Mentoring; Mentors; Peer Group; Program Evaluation; Refugees; Western Australia; Australia; Western Australia; empowerment; mental health; refugee; womens status; adult; aged; Article; Asian; cohort analysis; employment of women; empowerment; female; human; mental capacity; mentoring; Middle East; outcome assessment; peer group; personal experience; qualitative research; refugee; safety; self concept; self esteem; social connectedness; wellbeing; Western Australia; mentor; program evaluation","","","","","Health Promotion Foundation of Western Australia, (31973—2018); Healthway","Funding: This research was funded by HealthWay, the Health Promotion Foundation of Western Australia, [Grant number 31973—2018 to 2021].","International Migration 2020 Highlights, (2021); About the Refugee and Humanitarian Program, (2021); Australia’s Offshore Humanitarian Program: 2019–20, (2020); Tudge A., Dutton P., Securing and Uniting Australia as part of the Government’s Economic Recovery Plan, (2020); Warfa N., Curtis S., Watters C., Carswell K., Ingleby D., Bhui K., Migration experiences, employment status and psychological distress among Somali immigrants: A mixed-method international study, BMC Public Health, 12, (2012); Wood N., Charlwood G., Zecchin C., Hansen V., Douglas M., Pit S.W., Qualitative exploration of the impact of employment and volunteering upon the health and wellbeing of African refugees settled in regional Australia: A refugee perspective, BMC Public Health, 19, pp. 1-15, (2019); Cheung S.Y., Phillimore J., Gender and Refugee Integration: A Quantitative Analysis of Integration and Social Policy Outcomes, J. Soc. Policy, 46, pp. 211-230, (2016); Nilan P., Samarayi I., Lovat T., Female Muslim Jobseekers in Australia: Liminality, Obstacles and Resilience, Int. J. Asian Soc. Sci, 2, pp. 682-692, (2012); Hynie M., The Social Determinants of Refugee Mental Health in the Post-Migration Context: A Critical Review, Can. J. Psychiatry, 63, pp. 297-303, (2017); Van Kooy J., Refugee women as entrepreneurs in Australia, Forced Migr. Rev, 53, pp. 71-73, (2016); Promoting Economic Participation and Equity for Women from Refugee and Migrant Backgrounds, (2016); Koyama J., Constructing Gender: Refugee Women Working in the United States, J. Refug. Stud, 28, pp. 258-275, (2014); Riano Y., Highly Skilled Migrant and Non-Migrant Women and Men: How Do Differences in Quality of Employment Arise?, Adm. 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Issues, 42, pp. 55-69, (2007); Stepping Stones to Small Business, (2017); Refugee Employment Support Program, (2021); Bright Ideas, (2019); Refugee Health Policy, (2021); The Power of Peer Mentoring, (2006); Wallerstein N., Duran B., Community-Based Participatory Research Contributions to Intervention Research: The Intersection of Science and Practice to Improve Health Equity, Am. J. Public Health, 100, pp. S40-S46, (2010); Wallerstein N., Health and safety education for workers with low-literacy or limited-english skills, Am. J. Ind. Med, 22, pp. 751-765, (1992); Masuda J.R., Creighton G., Nixon S., Frankish J., Building Capacity for Community-Based Participatory Research for Health Disparities in Canada: The Case of “Partnerships in Community Health Research”, Health Promot. 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Int, 10, pp. 429-443, (2005); Adolfsson C., ‘I’m Not Swedish Swedish’: Self-Appraised National and Ethnic Identification among Migrant-Descendants in Sweden, Genealogy, 5, (2021); Kirkwood S., McKinlay A., McVittie C., ‘Some People It’s Very Difficult to Trust’: Attributions of Agency and Accountability in Practitioners’ Talk About Integration, J. Community Appl. Soc. Psychol, 24, pp. 376-389, (2014); Ager A., Strang A., Indicators of Integration: Final Report, (2004); May P., Exercising agency in a hostile environment: How do refused asylum seekers find work?, Ethnicities, 20, pp. 1049-1070, (2019); Szewczyk A., Continuation or Switching? Career Patterns of Polish Graduate Migrants in England, J. Ethn. Migr. Stud, 40, pp. 847-864, (2013); Ludwig S., Stein R.E., Anatomy of mentoring, J. Pediatr, 152, pp. 151-152, (2008); Jarallah Y., Baxter J., Gender disparities and psychological distress among humanitarian migrants in Australia: A moderating role of migration pathway?, Confl. Health, 13, (2019); Lumbus A., Fleay C., Hartley L.K., Gower S., Creado A., Dantas J.A.R., “I want to become part of the Australian community”: Challenging the marginalisation of women resettled as refugees in Australia—Findings from a photovoice project, Aust. J. Soc. Issues, (2021); Khawaja N., Khawaja S., Acculturative Issues of Muslims in Australia, J. Muslim Ment. Health, 10, pp. 43-53, (2016); Hsieh Y.-J.T., Learning language and gaining employment: Problems for refugee migrants in Australia, Equal. Divers. Inclusion: Int. J, 40, pp. 1013-1031, (2021)","J.A.R. Dantas; Curtin School of Population Health, Curtin University, Perth, 6102, Australia; email: jaya.dantas@curtin.edu.au","","MDPI","","","","","","16617827","","","35329021","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85126280268"
"Siddique S.; Ahsan A.; Azizi N.; Haass O.","Siddique, Sara (57194106467); Ahsan, Ali (36701010100); Azizi, Neda (57204424564); Haass, Omid (57204426640)","57194106467; 36701010100; 57204424564; 57204426640","Students’ Workplace Readiness: Assessment and Skill-Building for Graduate Employability","2022","Sustainability (Switzerland)","14","3","1749","","","","11","10.3390/su14031749","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123979892&doi=10.3390%2fsu14031749&partnerID=40&md5=32d3720bf92167bb390992d78aa61eed","Faculty of Management Sciences, Foundation University Islamabad, Islamabad, 44000, Pakistan; Centre for Organisational Change and Agility, Torrens University, Adelaide, 5000, SA, Australia; School of Master of Business Information Systems, Torrens University, Melbourne, 3000, VIC, Australia; School of Property, Construction and Project Management, Royal Melbourne Institute of Technology University, Melbourne, 3001, VIC, Australia","Siddique S., Faculty of Management Sciences, Foundation University Islamabad, Islamabad, 44000, Pakistan; Ahsan A., Centre for Organisational Change and Agility, Torrens University, Adelaide, 5000, SA, Australia; Azizi N., School of Master of Business Information Systems, Torrens University, Melbourne, 3000, VIC, Australia; Haass O., School of Property, Construction and Project Management, Royal Melbourne Institute of Technology University, Melbourne, 3001, VIC, Australia","This study introduces a new approach for the competence development of the socio-technical aspect. The curriculum of the Project Management (PM) course taught in degree programs concentrates largely on imparting technical knowledge. Current research seeks to direct the attention of the PM curriculum towards Personal Competencies as well. PM studies not only require a project to be carried out successfully but also expect students to demonstrate certain personal competencies, behaviors, and traits to effectively lead the project team. This research seeks to inform action and yield pertinent knowledge and instructional material around the desired personal competence. This study adopts an exploratory and (educational) action research approach with a quantitative mode of inquiry. The first of the four phases of this study comprises an action-based approach to find out which Personal Competence is essential for PM students. The second phase is of further follow-ups with the research subjects that indicate their lack of understanding of the PM personal competencies. The next phase employs a second survey showing that the Communication Skills of research subjects need work. The last phase offers a comprehensive training plan around the required competence, a training evaluation tool, a competence assessment exam, and tools for training and trainer feedback. The findings of this research bear immense implications for PM competence building and curriculum. The practical contribution of the study offers a way to prepare the graduates for ready employability. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","Competency development; Knowledge competence; Personal compe-tence; Project management competency development; Project management curriculum","assessment method; curriculum; employment; knowledge; student; training; workplace","","","","","","","Bilal M., Khan I., Issues and Prospects Behind the Depressed Higher Education in Pakistan, Interdiscip. J. Contemp. Res. 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Dawn News, (2016); Higher Education Commission of Pakistan, (2016); Project Management Job Growth and Talent Gap 2017–2027; Project Management Institute, (2017); Turner J.R., Muller R., The Project Manager’s Leadership Style as a Success Factor on Projects: A Literature Review, Proj. Manag. J, 36, pp. 49-61, (2005); Boyatzis R.E., The Competent Manager: A Model for Effective Performance, (1982); Ozkan E., Azizi N., Haass O., Leveraging Smart Contract in Project Procurement through DLT to Gain Sustainable Competitive Advantages, Sustainability, 13, (2021); De Schepper J., Sotiriadou P., Hill B., The role of critical reflection as an employability skill in sport management, Eur. Sport Manag. 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Bus, 12, pp. 267-281, (2019); Teng W., Ma C., Pahlevansharif S., Turner J.J., Graduate readiness for the employment market of the 4th industrial revolution: The development of soft employability skills, Educ. Train, 61, pp. 590-604, (2019); Thomas J., Mengel T., Preparing project managers to deal with complexity-Advanced project management education, Int. J. Proj. Manag, 26, pp. 304-315, (2008); Buckle P., Thomas J., Deconstructing project management: A gender analysis of project management guidelines, Int. J. Proj. Manag, 21, pp. 433-441, (2003); Azizi N., Malekzadeh H., Akhavan P., Haass O., Saremi S., Mirjalili S., IoT–Blockchain: Harnessing the Power of Internet of Thing and Blockchain for Smart Supply Chain, Sensors, 21, (2021); Sarrico C., McQueenand A., Samuelson S., State of Higher Education 2015–16, (2017); Rizwan A., Alsulami H., Shahzad A., Elnahas N., Almalki S., Alshehri R., Alamoudi M., Alshoaibi H., Perception Gap of Employability Skills between Employers’ and Female Engineering Graduates in Saudi Arabia, Int. J. Eng. Educ, 37, pp. 341-350, (2021); Alshammari F., Yahya K., Haron Z.B., Project Manager’s Skills for improving the performance of complex projects in Kuwait Construction Industry: A Review, Proceedings of the The 2nd Global Congress on Construction, Material and Structural Engineering, pp. 1-9, (2019); Haass O., Azizi N., Challenges and solutions across project life cycle: A knowledge sharing perspective, Int. J. Proj. Organ. Manag, 12, pp. 346-379, (2020); Bloom B., Englehart M., Furst E., Hill W., Krathwohl D., Taxonomy of Educational Objectives: The Classification of Educational Goals, (1957); Anderson L., Krathwohl D., Airasian P., Whittrock M., A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, (2001); Sideeg A., Bloom’s Taxonomy, Backward Design, and Vygotsky’s Zone of Proximal Development in Crafting Learning Outcomes, Int. J. Linguist, 8, pp. 158-186, (2016); Hawks K.W., The Effects of Implementing Bloom’s Taxonomy to Develop Mathematics Lessons for Elementary Students, (2010); Yussof F.N.M., Hasbi H.A., Zawawi E.M.A., Employability Forecast Among Construction Management from The Employer’s Perspective in Malaysia Construction Industry, Built Environ. J, 18, (2021); Sevki AYVACI H., TURKDOGAN A., Analysing “Science and Technology Course Exam Questions” According to Revised Bloom’s Taxonomy, J. Turk. Sci. Educ, (2010); Ching H.Y., Da Silva E.C., The Use of Bloom’s Taxonomy to Develop Competences in Students of a Business Undergraduate Course, J. Int. Bus. Educ, pp. 107-126, (2017); O' Leary Z., The Essential Guide to Doing Research, (2004); Project Manager Competency Development (PMCD) Framework, (2002); Simmons D.R., Clegorne N., Polmear M., Scheidt M., Godwin A., Connecting Engineering Students’ Perceptions of Professional Competencies and Their Leadership Development, J. Civ. Eng. Educ, 147, (2020); Haass O., Azizi N., Knowledge sharing practice in project-oriented organisations: A practical framework based on project life cycle and project management body of knowledge, Int. J. Proj. Organ. Manag, 11, pp. 171-197, (2019); Burga R., Leblanc J., Rezania D., Exploring Student Perceptions of Their Readiness for Project Work: Utilizing Social Cognitive Career Theory, Proj. Manag. J, 51, pp. 154-164, (2020); Khan A., Development of Employability Framework through Skill-Discrepancy Method: A Perspective of LIS Interns and Librarians in the University of Peshawar, Pakistan, Int. Inf. Libr. Rev, pp. 1-14, (2021); Simmons D.R., McCall C., Clegorne N.A., Leadership Competencies for Construction Professionals as Identified by Construction Industry Executives, J. Constr. Eng. Manag, 146, (2020); Podgorska M., Pichlak M., Analysis of project managers’ leadership competencies: Project success relation: What are the competencies of polish project leaders?, Int. J. Manag. Proj. Bus, 12, pp. 869-887, (2019); Krishnan I.A., Ramalingam S., Kaliappen N., Uthamaputhran S., Suppiah P.C., de Mello G., Paramasivam S., Graduate employability skills: Words and phrases used in job interviews, Aust. J. Career Dev, 30, pp. 24-32, (2021); Rose K.H., A Guide to the Project Management Body of Knowledge (PMBOK®Guide)-Fifth Edition, Proj. Manag. J, 44, (2013); Bunce L., Baird A., Jones S.E., The student-as-consumer approach in higher education and its effects on academic performance, Stud. High. Educ, 42, pp. 1958-1978, (2017); Benson V., Morgan S., Filippaios F., Social career management: Social media and employability skills gap, Comput. Hum. Behav, 30, pp. 519-525, (2014); Direito I., Pereira A., Duarte A.M.D.O., Engineering Undergraduates’ Perceptions of Soft Skills: Relations with Self-Efficacy and Learning Styles, Procedia–Soc. Behav. Sci, 55, pp. 843-851, (2012)","N. Azizi; School of Master of Business Information Systems, Torrens University, Melbourne, 3000, Australia; email: neda.azizi@torrens.edu.au","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85123979892"
"Singh A.K.; Rawani A.M.","Singh, Ajit Kumar (57201433730); Rawani, A.M. (6508169956)","57201433730; 6508169956","Industry oriented quality management of engineering education: an integrated QFD-TOPSIS approach","2022","International Journal of System Assurance Engineering and Management","13","2","","904","922","18","4","10.1007/s13198-021-01360-z","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115064192&doi=10.1007%2fs13198-021-01360-z&partnerID=40&md5=3c19ef024f110d85e9016d1bc4b3688c","Department of Mechanical Engineering, O. P. Jindal University Raigarh, Raigarh, India; Department of Mechanical Engineering, National Institute of Technology Raipur, Raipur, India","Singh A.K., Department of Mechanical Engineering, O. P. Jindal University Raigarh, Raigarh, India, Department of Mechanical Engineering, National Institute of Technology Raipur, Raipur, India; Rawani A.M., Department of Mechanical Engineering, O. P. Jindal University Raigarh, Raigarh, India, Department of Mechanical Engineering, National Institute of Technology Raipur, Raipur, India","The study aims to propose an industry-oriented quality management method with the help of integrated QFD-TOPSIS approach. The proposed method is applied in a case study of Indian engineering education for the improvement in quality of engineering education. For this purpose, a total of twenty-nine HRs are interviewed for collecting industrial needs. Thereafter importance ratings of those needs are collected with the help of questionnaire survey method. Further, quality parameters of Indian engineering education are identified and a correlation between identified quality parameters and industrial needs are made. Based on collected data weight of the quality parameter is calculated with the help of TOPSIS method. At last, the outcome of the study has been synthesized to derive the strategies for the quality improvement of engineering education. suggested strategies will help the engineering institution in providing a better quality of engineering education which helps in increasing the employability of engineering graduates. © 2021, The Society for Reliability Engineering, Quality and Operations Management (SREQOM), India and The Division of Operation and Maintenance, Lulea University of Technology, Sweden.","Applications of QFD and TOPSIS; Engineering education; Industrial needs; Quality improvement; Quality of educational processes","Quality management; Surveys; Engineering graduates; Engineering institutions; Importance rating; Quality improvement; Quality parameters; Questionnaire surveys; TOPSIS method; Engineering education","","","","","","","Almendarez L., Human capital theory: Implications for educational development in Belize and the Caribbean, Caribbean Q, 59, 3-4, pp. 21-33, (2013); Angell R.J., Heffernan T.W., Megicks P., Service quality in postgraduate education, Qual Assur Educ, 16, 3, pp. 236-254, (2008); Asif R., Merceron A., Ali S.A., Haider N.G., Analyzing undergraduate students' performance using educational data mining, Comput Educ, 113, pp. 177-194, (2017); Beheshtinia M.A., Farzaneh Azad M., A fuzzy QFD approach using SERVQUAL and Kano models under budget constraint for hotel services, Total Qual Manag Bus Excell, 30, 7-8, pp. 808-830, (2019); Calvo-Porral C., Levy-Mangin J.P., Novo-Corti I., Perceived quality in higher education: an empirical study, Mark Intell Plan, 31, 6, pp. 601-619, (2013); Cardona M.M., Bravo J.J., Service quality perceptions in higher education institutions: the case of a colombian university, Estudios Gerenciales, 28, 125, pp. 23-29, (2012); Chatterjee A., Ghosh C., Bandyopadhyay S., Assessing students' rating in higher education: A SERVQUAL approach, Total Qual Manag, 20, 10, pp. 1095-1109, (2009); Chen P., Effects of normalization on the entropy based TOPSIS method, Expert Syst Appl, 136, pp. 33-41, (2019); Chen C.W., Huang S.T., Implementing KM programmes using fuzzy QFD, Total Qual Manag, 22, 4, pp. 387-406, (2011); Daud S., Abidin N., Sapuan N.M., Rajadurai J., Enhancing university business curriculum using an importance-performance approach: a case study of the business management faculty of a university in Malaysia, Int J Educ Manag, 25, 6, pp. 545-569, (2011); Dror S., Sukenik Y., A strategic service quality framework using QFD, Total Qual Manag Bus Excell, 22, 10, pp. 1057-1070, (2011); Kayapinar S., Erginel N., Designing the airport service with fuzzy QFD based on SERVQUAL integrated with a fuzzy multi-objective decision model, Total Qual Manag Bus Excell, 30, 13-14, pp. 1429-1448, (2019); Maheswari R., Meenakshi N., A study of socio-economic status in relation to employability of Engineers in India, Int J Bus Anthropol, 8, 1, pp. 86-94, (2018); Martilla J.A., James J.C., Importance-performance analysis, J Mark, 41, 1, pp. 77-79, (1977); Parasuraman A., Zeithaml V.A., Berry L., SERVQUAL: A Multiple-Item Scale for Measuring Consumer Perceptions of Service Quality, 64, 1, pp. 12-40, (1988); Ransikarbum K., Khamhong P., Integrated fuzzy analytic hierarchy process and technique for order of preference by similarity to ideal solution for additive manufacturing printer selection, J Mater Eng Perf, pp. 1-12, (2021); Sakthivel P.B., Rajendran G., Raju R., TQM implementation and students' satisfaction of academic performance, TQM Mag, 17, 6, pp. 573-589, (2005); Shekarchizadeh A., Rasli A., Hon-Tat H., SERVQUAL in Malaysian universities: perspectives of international students, Bus Process Manag J, 17, 1, pp. 67-81, (2011); Singh A.K., Rawani A.M., Application of QFD in education sector: a review, Int J Mech Eng Technol IJMET, 9, 3, pp. 592-599, (2018); Singh A.K., Rawani A.M., Application of quality function deployment for the prioritization of National Board of Accreditation quality parameters, Qual Assur Educ, 27, 1, pp. 127-139, (2019); Singh A.K., Rawani A.M., Improving the weight of technical attributes in quality function deployment by the integration of techniques for order of preference by similarity to ideal solution method, (2020); Singh A.K., Rawani A.M., A fuzzy approach for ranking of student's expectation from a technical institute, Research Anthology on Preparing School Administrators to Lead Quality Education Programs, pp. 1628-1640, (2021); Suliman S.M.A., Application of QFD in engineering education curriculum development and review, Int J Continuing Eng Educ Lifelong Learn, 16, 6, pp. 482-492, (2006); Upadhayay L., (2017); Venkatraman S., A framework for implementing TQM in higher education programs, Qual Assur Educ, 15, 1, pp. 92-112, (2007); Viswanadhan K.G., Rao N.J., Effectiveness of NBA accreditation processes, National Symposium on Engineering Education, pp. 100-108, (2005); Yeung S.M.C., Linking ISO 9000 (QMS), ISO 26000 (CSR) with accreditation requirements for quality indicators in higher education, Total Qual Manag Bus Excell, 29, 13-14, pp. 1594-1611, (2018)","A.K. Singh; Department of Mechanical Engineering, O. P. Jindal University Raigarh, Raigarh, India; email: ajit.singh@opju.ac.in","","Springer","","","","","","09756809","","","","English","Intl. J. Syst. Assur. Eng. Manage.","Article","Final","","Scopus","2-s2.0-85115064192"
"López-Carril S.; Alguacil M.; Anagnostopoulos C.","López-Carril, Samuel (57205435919); Alguacil, Mario (57190278898); Anagnostopoulos, Christos (37048631100)","57205435919; 57190278898; 37048631100","LinkedIn in sport management education: Developing the students’ professional profile boosting the teaching-learning process","2022","International Journal of Management Education","20","1","100611","","","","13","10.1016/j.ijme.2022.100611","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124323851&doi=10.1016%2fj.ijme.2022.100611&partnerID=40&md5=0939a084e17d0348dfb82909e399e8e9","Department of Physical Activity and Sports Science, Universidad de Castilla-La Mancha, s/n Carlos III Avenue, Toledo, 45004, Spain; Department of Physical and Sports Education, Universitat de València, 3 Gascó Oliag St, Valencia, 46020, Spain; UCLan Cyprus, Cyprus & Molde University College, Norway","López-Carril S., Department of Physical Activity and Sports Science, Universidad de Castilla-La Mancha, s/n Carlos III Avenue, Toledo, 45004, Spain, Department of Physical and Sports Education, Universitat de València, 3 Gascó Oliag St, Valencia, 46020, Spain; Alguacil M., Department of Physical and Sports Education, Universitat de València, 3 Gascó Oliag St, Valencia, 46020, Spain; Anagnostopoulos C., UCLan Cyprus, Cyprus & Molde University College, Norway","Social media have burst into people's lives, transforming their personal and professional spheres. The sports industry has not been indifferent to these changes. Indeed, the management of these digital tools has become prized in workplace settings. Among all social media, LinkedIn has the strongest link to the professional world. Nevertheless, there is a gap in the literature so far regarding the incorporation of LinkedIn into sport management courses. Thus, this work aims to share the results of an educational innovation that uses LinkedIn as its main pedagogical element through blended-learning teaching method based on the learning by doing methodology. A total of 105 undergraduate sport management students from two Spanish universities participated in this study. A pre-test and a post-test were carried out to perform diverse statistical analyses to assess the educational experience's impact. The results show significant outcomes in students' professional profile development and interaction with the sport industry; class engagement and interaction between students and professors; and LinkedIn's suitability to develop the content of the relevant course. These results highlight the educational potential of LinkedIn and encourage sports management faculty to incorporate LinkedIn into their classes as a pedagogical resource. © 2022 The Authors","Career opportunities; Employability; LinkedIn; Professional profile; Social media; Sport management education","","","","","","Universitat de Val?ncia, (UV-SFPIE_PID19-1098214); Ministerio de Ciencia, Innovación y Universidades, MCIU; European Commission, EC; European Social Fund, ESF; Universidad de Castilla-La Mancha, UCLM","Funding text 1: The first author of this work is grateful for the support of a predoctoral contract “ FPU15/05670 ” granted by the Spanish Ministry of Science, Innovation and Universities , and by the postdoctoral contract for scientific excellence in the development of the “Plan Propio de I + D + I de la Universidad de Castilla-La Mancha”, co-financed by the European Social Fund (European Union) . ; Funding text 2: Open access funding thanks to the CRUE Spanish Universities-CSIC Alliance and Elsevier agreement.The first author of this work is grateful for the support of a predoctoral contract ?FPU15/05670? granted by the Spanish Ministry of Science, Innovation and Universities, and by the postdoctoral contract for scientific excellence in the development of the ?Plan Propio de I + D + I de la Universidad de Castilla-La Mancha?, co-financed by the European Social Fund (European Union). The authors are grateful for the institutional support of the Vice-Rectorate for Employment and Training Programmes of the Universitat de Val?ncia, through the concession of the educational innovation project that supported the development of the study entitled: ?LinkedIn and TED Talks (r)evolution: digitalisation, entrepreneurship and employability of Sport Management students through social media?. Project code: UV-SFPIE_PID19-1098214. In addition, they also thank all the students who participated in the educational innovation for their commitment. Finally, the authors would also like to thank the two reviewers for their contributions, which improved the first and second draft of the manuscript.","Adams B., Raes A., Montrieux H., Schellens T., “Pedagogical tweeting” in higher education: Boon or bane?, International Journal of Educational Technology in Higher Education, 15, 1, (2018); Aichner T., Football clubs' social media use and user engagement, Marketing Intelligence & Planning, 37, 3, pp. 242-257, (2019); Baccarella C.V., Wagner T.F., Kietzmann J.H., McCarthy I.P., Social media? It's serious! Understanding the dark side of social media, European Management Journal, 36, 4, pp. 431-438, (2018); Bailin A., Milanaik R., Adesman A., Health implications of new age technologies for adolescents, Current Opinion in Pediatrics, 26, 5, pp. 605-619, (2014); Barneva R.P., Brimkov V.E., Teaching data analytics to sport management majors: A practical approach, Learning technology for education challenges. LTEC 2019. 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Statistics, (2021); Lopez-Carril S., Anagnostopoulos C., Parganas P., Social media in sport management education: Introducing LinkedIn, Journal of Hospitality, Leisure, Sports and Tourism Education, 27, (2020); Lopez-Carril S., Ano V., Gonzalez-Serrano M.H., Introducing TED Talks as a pedagogical resource in sport management education through YouTube and LinkedIn, Sustainability, 12, 23, pp. 1-17, (2020); Lopez-Carril S., Escamilla-Fajardo P., Gonzalez-Serrano M.H., Ratten V., Gonzalez-Garcia R.J., The rise of social media in sport: A bibliometric analysis, International Journal of Innovation and Technology Management, 17, 6, (2020); Lopez-Carril S., Villamon M., Ano V., Conceptualización de los medios sociales: Oportunidades para la gestión del deporte, Retos, 36, pp. 578-583, (2019); Manca S., Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook, The Internet and Higher Education, 44, (2020); Manca S., Ranieri M., Facebook and the others. Potentials and obstacles of Social Media for teaching in higher education, Computers & Education, 95, pp. 216-230, (2016); Manning R., Keiper M., Jenny S., Pedagogical innovations for the millennial sport management student: Socrative and Twitter, Sport Management Education Journal, 11, 1, pp. 45-54, (2017); Marr J., DeWaele C.S., Incorporating Twitter within the sport management classroom: Rules and uses for effective practical application, Journal of Hospitality, Leisure, Sports and Tourism Education, 17, pp. 1-4, (2015); Menkhoff T., Chay Y.W., Bengtsson M.L., Woodard C.J., Gan B., Incorporating microblogging (“tweeting”) in higher education: Lessons learnt in a knowledge management course, Computers in Human Behavior, 51, B, pp. 1295-1302, (2015); Miragaia D.A.M., Soares J.A.P., Higher education in sport management: A systematic review of research topics and trends, Journal of Hospitality, Leisure, Sports and Tourism Education, 21, A, pp. 101-116, (2017); O'Boyle I., Mobilising social media in sport management education, Journal of Hospitality, Leisure, Sports and Tourism Education, 15, 1, pp. 58-60, (2014); Omnicore, LinkedIn by the numbers: Stats, demographics & fun facts, (2021); Osgerby J., Rush D., An exploratory case study examining undergraduate accounting students' perceptions of using Twitter as a learning support tool, International Journal of Management in Education, 13, 3, pp. 337-348, (2015); Pate J.R., Bosley A.T., Understanding the skills and competencies athletic department social media staff seek in sport management graduates, Sport Management Education Journal, 14, 1, pp. 48-51, (2020); Pepin M., Enterprise education: A Deweyan perspective, Education + Training, 54, 8-9, pp. 801-812, (2012); Pepin M., Learning to be enterprising in school through an inquiry-based pedagogy, Industry and Higher Education, 32, 6, pp. 418-429, (2018); Quan-Haase A., Sloan L., Introduction to the handbook of social media research methods: Goals, challenges and innovations, The SAGE handbook of social media research methods, pp. 1-9, (2017); Rasmussen E.A., Sorheim R., Action-based entrepreneurship education, Technovation, 26, 2, pp. 185-194, (2006); Ratten V., Coronavirus disease (COVID-19) and sport entrepreneurship, International Journal of Entrepreneurial Behavior & Research, 26, 6, pp. 1379-1388, (2020); Ratten V., Coronavirus and international business: An entrepreneurial ecosystem perspective, Thunderbird International Business Review, 62, 5, pp. 629-634, (2020); Ratten V., Jones P., Covid-19 and entrepreneurship education: Implications for advancing research and practice, International Journal of Management in Education, 19, 1, (2020); Ratten V., Jones P., Entrepreneurship and management education: Exploring trends and gaps, International Journal of Management in Education, 19, 1, (2020); Sanderson J., Browning B., From the physical to the social: Twitter as a pedagogical innovation in the sport communication and sport management classroom, Sport Management Education Journal, 9, 2, pp. 124-131, (2015); Scott O.K.M., Stanway A.R., Tweeting the lecture: How social media can increase student engagement in higher education, Sport Management Education Journal, 9, 2, pp. 91-101, (2015); Selwyn N., Stirling E., Social media and education… now the dust has settled, Learning, Media and Technology, 41, 1, pp. 1-5, (2016); Stathopoulou A., Siamagka N., Christodoulides G., A multi-stakeholder view of social media as a supporting tool in higher education: An educator-student perspective, European Management Journal, 37, 4, pp. 421-443, (2019); Statista, Number of social network users worldwide from 2017 to 2025, (2021); Statista, LinkedIn - Statistics & facts, (2021); Stavros C., Meng M.D., Westberg K., Farrelly F., Understanding fan motivation for interacting on social media, Sport Management Review, 17, 4, pp. 455-469, (2014); Tess P.A., The role of social media in higher education classes (real and virtual) – a literature review, Computers in Human Behavior, 29, 5, pp. A60-A68, (2013); Tu Y.F., Hwang G.J., Trends and research issues of mobile learning studies in hospitality, leisure, sport and tourism education: A review of academic publications from 2002 to 2017, Interactive Learning Environments, 28, 4, pp. 385-403, (2020); Vandeyar T., The academic turn: Social media in higher education, Education and Information Technologies, 25, pp. 5617-5635, (2020); World Medical Association, World medical association Declaration of Helsinki: Ethical principles for medical research involving human subjects, JAMA, 310, 20, pp. 2191-2194, (2013); Yan G., Watanabe N.M., Shapiro S.L., Naraine M.L., Hull K., Unfolding the Twitter scene of the 2017 UEFA champions league final: Social media networks and power dynamics, European Sport Management Quarterly, 19, 4, pp. 419-436, (2019)","S. López-Carril; Department of Physical Activity and Sports Science, Universidad de Castilla-La Mancha, Toledo, s/n Carlos III Avenue, 45004, Spain; email: samuel.lopezcarril@uclm.es","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85124323851"
"Barkas L.A.; Armstrong P.-A.","Barkas, Linda Anne (38661132700); Armstrong, Paul-Alan (57197782281)","38661132700; 57197782281","The price of knowledge and the wisdom of innocence: A difficult journey through the employability discourse in higher education","2022","Industry and Higher Education","36","1","","51","62","11","3","10.1177/09504222211016293","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105864721&doi=10.1177%2f09504222211016293&partnerID=40&md5=6fd561b6098d9da6dfca033728160c1a","University of Sunderland, United Kingdom","Barkas L.A., University of Sunderland, United Kingdom; Armstrong P.-A., University of Sunderland, United Kingdom","Through the examination of knowledge artefacts, utilising an analytical metaphorical representation, the authors present an exploration of higher education. In this way, the exploration is depicted as a schizophrenic, dichotomic journey through the difficult discourse of knowledge, wisdom, and employability in higher education institutions. The article explores how the place and value of knowledge appear fractured in the higher education curriculum. Applying Root Cause Analysis, it is argued that the marketisation, commercialisation and commodification of higher education, with the resulting emphasis on economic value through the employability of graduates, has created unintended consequences in the sector. To insert employability initiatives, something has to give in the module structure so that everything can be fitted in. That ‘something’ is the sacrifice of wisdom within the deeper knowledge of a subject. The authors argue that the depth of knowledge has unintentionally been negatively affected by embedding employability. While some students position themselves strategically to use their education for their individual gain, others want to learn more deeply, and become anxious that they do not have the time to reflect on what they have learned. It is recommended that a deeper reflexive conversation must take place between all stakeholders in higher education if it is to have a future in economic terms. © The Author(s) 2021.","Discourse; employability; knowledge; purpose of education; reflexive; value","","","","","","","","Ainley P., Teaching in a learning society: the acquisition of professional skills, ESRC Teaching and Learning Research Programme First Annual Conference, (2000); Aldridge D., Biestya G., Filippakou O., Et al., Editorial: why the nature of educational research should remain contested: a statement from the new editors of the British Educational Research Journal, 44, 1, pp. 1-4, (2018); Alvesson M., The Triumph of Emptiness: Consumption, Higher Education, and Work Organization, (2013); Armstrong P.A., Songs of Praxis; Reflexive space for authentic teacher voice identification, development, and transformation, (2015); Armstrong P.A., Scholar practitioner, reflexive professionals, the art of autobiographical professional development, International Journal of Online Graduate Education, 1, 1, pp. 1-14, (2018); Bakhtin M.M., Problems of Dostoevsky’s Poetics, (1984); Ball C., More Means Different, (1990); Ball S.J., The Education Debate, (2017); Barkas L.A., The Paradox of Skills, Widening Participation, Academic Literacy and Students’ Skills Centres, (2011); Barkas L.A., Students skills centres: Teaching or support? 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The discourse on public and private roles of higher education in the new economy, Journal of Higher Education Policy and Management, 35, 5, pp. 553-567, (2013); Framework for embedding employability in higher education, (2018); Higher education business and community interaction survey, (2011); Hillage J., Pollard E., Britain C., Employability: developing a framework for policy analysis, (1998); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Kvanvig J., The Value of Knowledge and the Pursuit of Understanding, (2003); Laing R.D., The Politics of Experience and the Bird of Paradise, (1990); Lum G., On the non-discursive nature of competence, Educational Philosophy and Theory, 36, 5, pp. 485-496, (2004); Lynch K., Neo-liberalism and marketisation: the implications for higher education, European Educational Research Journal, 5, 1, pp. 1-17, (2006); Macfarlane B., Tomlinson M., Critiques of student engagement, Higher Education Policy, 30, 1, pp. 6-21, (2017); Mavelli L., Widening participation, the instrumentalization of knowledge and the reproduction of inequality, Teaching in Higher Education [Online, 19, pp. 860-869, (2014); Mills M., Universities torn between two masters, The Times Higher Education Supplement, p. 15, (2007); Naidoo R., Williams J., The neoliberal regime in English higher education: charters, consumers and the erosion of the public good, Critical Studies in Education, 56, 2, pp. 208-223, (2015); Newman J.H., Parochial and Plain Sermons V3, (1891); Nixon E., Scullion R., Hearn R., Her majesty the student: marketized higher education and the narcissistic (dis)satisfaction of the student-consumer, Studies in Higher Education, 43, 6, pp. 927-943, (2018); O'Byrne D., Bond C., Back to the future: the idea of a university revisited, Journal of Higher Education, Policy and Management, 36, 6, pp. 571-584, (2014); (2020); The Revised UK Quality Code, (2018); Ranson S., Inside the Learning Society, (1998); Robinson W., Hilli A., The English «teaching excellence framework» and professionalising teaching and learning in research-intensive universities: an exploration of opportunities, challenges, rewards and values from a recent empirical study, Foro de Educación, 14, 21, pp. 151-165, (2016); Ryle G., The Concept of Mind, (1949); Sellar S., Equity, markets, and the politics of aspiration in Australian higher education, Discourse Studies in the Cultural Politics of Education, 34, 2, pp. 245-258, (2013); Senge P., The Fifth Discipline. The Art & Practice of the Learning Organisation, (1993); Sin C., Lost in translation: the meaning of learning outcomes across national and institutional policy contexts, Studies in Higher Education, 39, 10, pp. 1823-1837, (2014); Smith A.K., Jaussen C., Nestor K.R., The seminar goes to work: towards a theory of collaborative literacy, Industry and Higher Education, 34, 4, pp. 263-271, (2020); Stronach I., MacClure M., Educational Research Undone. 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Barkas; University of Sunderland, United Kingdom; email: linda.anne.barkas@sunderland.ac.uk","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85105864721"
"Olo D.; Correia L.; Rego C.","Olo, Daniela (57226149508); Correia, Leonida (23988392100); Rego, Conceição (55929405700)","57226149508; 23988392100; 55929405700","How to develop higher education curricula towards employability? A multi-stakeholder approach","2022","Education and Training","64","1","","89","106","17","5","10.1108/ET-10-2020-0329","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120311276&doi=10.1108%2fET-10-2020-0329&partnerID=40&md5=6710ac750c16320c913159dcc9db6bf0","Centre for Transdisciplinary Development Studies, University of Tras-os-Montes and Alto Douro, Vila Real, Portugal; Center for Advanced Studies in Management and Economics, University of Évora, Évora, Portugal","Olo D., Centre for Transdisciplinary Development Studies, University of Tras-os-Montes and Alto Douro, Vila Real, Portugal; Correia L., Centre for Transdisciplinary Development Studies, University of Tras-os-Montes and Alto Douro, Vila Real, Portugal; Rego C., Center for Advanced Studies in Management and Economics, University of Évora, Évora, Portugal","Purpose: This paper aims to find out what conditions are needed to enhance higher education curricula towards employability from the perspective of different stakeholders in the graduate labour market. Design/methodology/approach: An empirical study was developed, using a qualitative approach, based on semi-structured interviews with higher education institutions (HEIs) and labour market players, in the north region of Portugal. The data were analysed through content and descrip\tive analysis with NVivo. Findings: The results show a set of constraints that hinder the match of higher education curricula with employability, namely, (1) the weak connection between HEIs and employers and (2) the curricular structure, which is characterised by a heavy theoretical component and a weak approach to the soft skills required by the current labour market. Possible solutions, with implications for educational policy, are given throughout the study. Research limitations/implications: The geographical scope and the nature of the study suggest that some precautions are required when generalising results. However, the literature on other areas in Portugal strengthens the findings and compensates for the sample's limitations. Originality/value: This study combines the perspectives of the different individual stakeholders involved which, when taken as a whole, provide some recommendations for tailored curricula towards employability. Other studies in Portugal address each of these issues individually, without a connection between all the different perspectives. © 2021, Emerald Publishing Limited.","Curricula; Education–job match; Employability; Higher education; Labour market","","","","","","Fundação para a Ciência e a Tecnologia, FCT, (UIDB/04007/2020, UIDB/SOC/04011/2020)","Funding: This work was funded by national funds through the Foundation for Science and Technology (FCT), through the project UIDB/SOC/04011/2020 and was supported by the project UIDB/04007/2020. 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Academics' perceptions and practices, Studies in Higher Education, 44, 6, pp. 920-931, (2019); Small L., Shacklock K., Marchant T., Employability: a contemporary review for higher education stakeholders, Journal of Vocational Education and Training, 70, 1, pp. 148-166, (2018); Speight S., Lackovic N., Cooker L., The contested curriculum: academic learning and employability in higher education, Tertiary Education and Management, 19, 2, pp. 112-126, (2013); Stiwne E.E., Alves M.G., Higher education and employability of graduates: will Bologna make a difference?, European Educational Research Journal, 9, 1, pp. 32-44, (2010); Suleman F., Employability skills of higher education graduates: little consensus on a much-discussed subject, Procedia-Social and Behavioral Sciences, 228, pp. 169-174, (2016); Suleman F., Laranjeiro A.M.C., The employability skills of graduates and employers' options in Portugal, Education + Training, 60, 9, pp. 1097-1111, (2018); Tavares O., The role of students' employability perceptions on Portuguese higher education choices, Journal of Education and Work, 30, 1, pp. 106-121, (2017); Tome E., Employability, skills and training in Portugal (1988–2000): evidence from official data, Journal of European Industrial Training, 31, 5, pp. 336-357, (2007); Tomlinson M., Graduate employability and student attitudes and orientations to the labour market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Treesuwan R., Tanitteerapan T., The study of matching professions for undergraduate students majoring in logistic management at North Bangkok University, Advanced Science Letters, 24, 7, pp. 4870-4873, (2018); Tuli F., The basis of distinction between qualitative and quantitative research in social science: reflection on ontological, epistemological and methodological perspectives, Ethiopian Journal of Education and Sciences, 6, 1, pp. 97-108, (2010); Veiga A., Amaral A., Survey on the implementation of the Bologna process in Portugal, Higher Education, 57, 1, pp. 57-69, (2009); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Yin R.K., Case Study Research: Design and Methods, (2014); Yin R.K., Case Study Research and Applications: Design and Methods, (2017); Yordanova D., University-industry cooperation for encouragement of graduating employability–methodology for evaluation, Proceedings of the International Conference on Business Excellence, 12, pp. 1048-1058, (2018)","D. Olo; Centre for Transdisciplinary Development Studies, University of Tras-os-Montes and Alto Douro, Vila Real, Portugal; email: danielaolo@utad.pt","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85120311276"
"Portillo-Navarro M.J.; Lagos-Rodríguez G.; Meseguer-Santamaría M.-L.","Portillo-Navarro, María José (57205463200); Lagos-Rodríguez, Gabriela (57195197716); Meseguer-Santamaría, María-Leticia (35337217200)","57205463200; 57195197716; 35337217200","Employability of University Graduates with Disabilities in Spain","2022","International Journal of Environmental Research and Public Health","19","3","1463","","","","1","10.3390/ijerph19031463","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123379322&doi=10.3390%2fijerph19031463&partnerID=40&md5=9918c776454dd6dcf80eed892139f50c","Faculty of Economics and Business Administration, University of Murcia, Murcia, 30071, Spain; Faculty of Economics and Business Administration, University of Castilla-La Mancha, Albacete, 02071, Spain","Portillo-Navarro M.J., Faculty of Economics and Business Administration, University of Murcia, Murcia, 30071, Spain; Lagos-Rodríguez G., Faculty of Economics and Business Administration, University of Castilla-La Mancha, Albacete, 02071, Spain; Meseguer-Santamaría M.-L., Faculty of Economics and Business Administration, University of Castilla-La Mancha, Albacete, 02071, Spain","One of the most important challenges that Spanish universities face is the employability of graduates, a key factor to socioeconomic development. The analysis of the relationship between higher education and employment is a topic of obvious relevance, with greater interest in vulnerable groups—such as graduates with disabilities—who have a lower relative participation in university studies, a lower relative number of graduates, and lower employment rates. Thus, based on the Labor Insertion Survey of University Graduates (EILU-2019) by the Spanish National Institute of Statistics, this study addresses the influence of academic factors on the success of the employability of graduates in Spain, differentiating its effect in the case of people with disabilities. The results show the great importance of work experience during one’s studies and a knowledge of ICT to increase the employability and quality of employment among graduates with disabilities. This should become a key aspect of university training to reduce the economic vulnerability of this group. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","Disability; Employability; Higher education; Labor inclusion; Social vulnerability","Disabled Persons; Employment; Humans; Spain; Surveys and Questionnaires; Universities; Spain; disability; educational attainment; employment; higher education; university sector; vulnerability; article; disabled person; employability; employment; human; human experiment; Spain; tertiary education; work experience; questionnaire; Spain; university","","","","","Department of Political Economy and Public Finance; Universidad de Castilla-La Mancha, UCLM, (DHEP-2021-001)","Funding: This research was partially funded by the Department of Political Economy and Public Finance, Economic and Business Statistics and Economic Policy, University of Castilla-La Mancha, Spain. No DHEP-2021-001.","Universal declaration of human rights, Proceedings of the 85th Plenary Meeting, (1948); Schultz T.W., Investment in human capital, Am. Econ. Rev, 51, pp. 1-17, (1961); Becker G.S., Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, (1964); Kooli C., Abadli R., Could Education Quality Audit Enhance Human Resources Management Processes of the Higher Education Institutions?, Vis. J. Bus. Perspect, pp. 1-9, (2021); Wiers-Jenssen J., Does higher education attained abroad lead to international jobs?, J. Stud. Int. Educ, 12, pp. 101-130, (2008); Chiswick B.R., Miller P.W., The endogeneity between language and earnings: International analyses, J. Labor Econ, 13, pp. 246-288, (1995); Krahn H., Derwing T., Mulder M., Wilkinson L., Educated and underemployed: Refugee integration into the Canadian labour market, J. Int. Migr. Integr, 1, pp. 59-84, (2000); Zeng Z., Xie Y., Asian-americans’ earnings disadvantage reexamined: The role of place of education, Am. J. Sociol, 109, pp. 1075-1108, (2004); Semela T., Cochrane L., Education-migration nexus: Understanding youth migration in southern Ethiopia, Educ. Sci, 9, (2019); Stiglitz J.E., The theory of ‘‘screening’’, education and the distribution of income, Am. Econ. Rev, 65, pp. 283-300, (1975); Arrow K.J., Higher education as a filter, J. Public Econ, 2, pp. 193-216, (1973); Kooli C., Jamrah A., Al-Abri N., Learning from quality audit in higher education institutions: A tool for community engagement enhancement, FIIB Bus. Rev, 8, pp. 218-228, (2019); Bailly F., The role of employers’ beliefs in the evaluation of educational output, J. Socio-Econ, 37, pp. 959-968, (2008); Baquero J., Ruesga S.M., Factores determinantes del éxito en la inserción laboral de los estudiantes universitarios. El caso de España, Atl. Rev.Econ. Rev. Atlántica Econ, 2, pp. 1-24, (2019); Baquero J., Ruesga S.M., Empleo de los estudiantes universitarios y su inserción laboral, Rev. Educ, 390, pp. 31-51, (2020); Riggert S., Boyle M., Petrosko J., Ash D., Rude-Parkins C., Student Employment and Higher Education: Empiricism and Contradiction, Rev. Educ. Res, 76, pp. 63-92, (2006); Encuesta de Inserción Laboral de Titulados Universitarios; DeSimone J., The Impact of Employment during School on College Student Academic Performance, NBER Work. Pap, (2008); Garcia A., Van der Velden R., Competencies for young European higher education graduates: Labor market mismatches and their payoffs, High Educ, 55, pp. 219-239, (2008); Iriondo I., Evaluación del impacto de la movilidad Erasmus en los salarios y el empleo de los recién titulados en España, Doc. Trab, 2017, (2017); Martin M., Merhi R., Martinez J., Una Aproximación a La Calidad del Empleo de los Universitarios y las Universitarias, (2018); Michavila F., Martinez J.M., Martin M., Garcia F.J., Cruz J., Empleabilidad de los titulados universitarios en España, Proyecto OEEU. Educ. Knowl. Soc. (EKS), 19, pp. 21-39, (2018); Vazquez A., Cruz J., Garcia F.J., Martin M., Scaffolding the OEEU’s Data-Driven Ecosystem to Analyze the Employability of Spanish Graduates, Global Implications of Emerging Technology Trends, pp. 236-255, (2018); March J.G., Olsen J.P., Rediscovering Institutions: The Organizational Basis of Politics, (1989); Maguire M., The role of employers in the labor market, Understanding Unemployment: New Perspectives on Active Labor Market Policies, pp. 80-102, (1992); Modernisation of Higher Education in Europe 2014: Access, Retention and Employability, (2014); OECD Skills Outlook 2015: Youth, Skills and Employability, (2015); Perez F., Itinerarios de Inserción Laboral y Factores Determinantes de la Empleabilidad. Formación Universitaria versus Entorno, (2018); Teichler U., Higher Education and the World of Work: Conceptual Frameworks, Comparative Perspectives, Empirical Findings, (2009); Education at a Glance 2021: OECD Indicators, (2021); Nivel de Formación, Formación Permanente y Abandono: Explotación de las Variables Educativas de la EPA; Encuesta de Población Activa; Transforming Our World: The 2030 Agenda fodir Sustainable Development, (2015); Universidad y Discapacidad. IV Estudio Sobre el Grado de Inclusión del Sistema Universitario Español Respecto de la Realidad de la Discapacidad, (2018); Pineda P., Agud I., Ciraso A., Factores que intervienen en la inserción laboral de los titulados en Educación en tiempos de crisis: Un estudio sobre Cataluña, Rev. Educ, 372, pp. 141-158, (2016); Moreau M.-P., Leathwood C., “Graduates” employment and the discourse of employability: A critical analysis, J. Educ. Work, 19, pp. 305-324, (2006); Ruesga S.M., Da Silva J., Monsueto S.D., College students, work experience and academic performance in Spain, Rev. De Educ, 365, pp. 67-95, (2014); Hakkinen I., Working while enrolled in a university: Does it pay?, Labour Econ, 13, pp. 167-189, (2006); Neyt B., Omey E., Verhaest D., Baert S., Does student work really affect educational outcomes? A review of the literature, J. Econ. Surv, 33, pp. 896-921, (2019); Wye C., Lim Y., Perception Differential between Employes and Undergraduates on the Importance of Employability Skills, Int. Educ. Stud, 2, pp. 95-105, (2009); Ocupabilitat i Competencies Dels Graduats Recents: L’opinió D’empreses i Institucions, (2014); Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions: European Disability Strategy 2010–2020: A Renewed Commitment to a Barrier-Free Europe, (2010); Bellacicco R., Pavone M., After higher education: Exploring the transition to employment for graduates with disabilities, Age, 14, pp. 159-174, (2020); Sheppard-Jones K., Lasley-Bibbs V., Public Health, Work, and Disability, Public Health Perspectives on Disability, pp. 321-339, (2021); Jones M.K., Disability and the labour market: A review of the empirical evidence, J. Econ. Stud, 35, pp. 405-424, (2008); Malo M.A., Las personas con discapacidad en el mercado de trabajo español, Rev. Minist. Trab. Asun. Soc, 46, pp. 99-126, (2003); Sanchez-Mora; M.I., Lopera D., La RSC y la inserción laboral como factor de integración de las personas con discapacidad, Discapacidad y Hacienda Pública, pp. 233-254, (2014); Kooli C., Muftah H.A., Impact of The Legal Context on Protecting and Guaranteeing Women’s Rights at Work in the MENA region, J. Int. Women’s Stud, 21, pp. 101-124, (2020); Mondejar-Jimenez J., Vargas-Vargas M., Meseguer-Santamaria M.L., Mondejar-Jimenez J.A., Impact of social factors on labour discrimination of disabled women, Res. Dev. Disabil, 30, pp. 1115-1123, (2009); Rubio A., Sanchez G., Gestión de recursos humanos y discapacidad en el lugar de trabajo, Discapacidad y Hacienda Pública, pp. 213-232, (2014); Managing Disability in the Workplace, (2002); Informe del Mercado de Trabajo de las Personas con Discapacidad, (2021); Harrison D.A., Proce K.H., Bell M.P., Beyond relational demography: Time and effects of Surface and Deep level diversity on work group cohesion, Acad. Manag. J, 41, pp. 96-107, (1998); Claire J.C., Beatty J.E., McLean T.L., Out of sight not out of mind: Managing, invisible social identities in workplace, Acad. Manag. Rev, 30, pp. 78-95, (2005); De Anca C., Vazquez A., La Gestión de la Diversidad en las Empresas Españolas, (2005); Alonso A., Martinez G., La Gestión de la Diversidad en las Empresas Españolas, (2009); el Empleo de las Personas con Discapacidad; Lamichhane K., Disability, Education, and Employment in Developing Countries, (2015); Baldwin M., Johnson W.G., Labor Market Discrimination against Men with Disabilities in the Year of the ADA, South. Econ. J, 66, pp. 548-566, (2000)","M.-L. Meseguer-Santamaría; Faculty of Economics and Business Administration, University of Castilla-La Mancha, Albacete, 02071, Spain; email: mleticia.meseguer@uclm.es","","MDPI","","","","","","16617827","","","35162483","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85123379322"
"Moseley J.; Hellawell M.; Graham C.; Briggs A.","Moseley, Jamie (58312012300); Hellawell, Michael (57196116926); Graham, Claire (57189050746); Briggs, Alison (57493632500)","58312012300; 57196116926; 57189050746; 57493632500","Evaluation of a large group supervision model in a university student-led physiotherapy clinic","2022","British Journal of Health Care Management","28","3","","61","67","6","3","10.12968/bjhc.2021.0098","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126628042&doi=10.12968%2fbjhc.2021.0098&partnerID=40&md5=c28578810dc7e41649d62aa38b2d6019","Faculty of Health Studies, University of Bradford, Bradford, United Kingdom","Moseley J., Faculty of Health Studies, University of Bradford, Bradford, United Kingdom; Hellawell M., Faculty of Health Studies, University of Bradford, Bradford, United Kingdom; Graham C., Faculty of Health Studies, University of Bradford, Bradford, United Kingdom; Briggs A., Faculty of Health Studies, University of Bradford, Bradford, United Kingdom","Background/Aims Clinical placements are a crucial aspect of training for student healthcare professionals, but the traditional 1:1 student staff placement ratio puts a strain on placement capacity. This study evaluated a large group supervision model in physiotherapy in a university setting, looking at the student placement experience and patient outcomes. Methods The effectiveness of the supervision model was assessed using several indicators: student satisfaction, student performance, patient satisfaction and clinic contribution to placement capacity. Both students (n=34) and patients (n=85) filled out surveys to measure their satisfaction, and the results of the National Student Survey were also analysed in relation to the clinic and the wider physiotherapy course. Results Both patients and students reported high levels of satisfaction with the clinic and the placement model, with students noting the usefulness of the clinic in preparing them for work and increasing their employability. Summative assessment scores were also high. Overall, the clinic was able to provide 15 25% of the course's placement capacity per block. Conclusions The large group supervision model is just as effective, if not more so, than traditional placement models in terms of both capacity and quality, with very positive feedback from both students and patients. This method of training should be considered and researched further in other healthcare education contexts.  © 2022 MA Healthcare Ltd.","Healthcare education; Placement capacity; Placement models; Student satisfaction","","","","","","","","English Government to Fund More Student Placements, (2018); The Department of Health and Social Care Mandate to Health Education England April 2017 to March 2018, (2018); Ferreira P.H., Ferreira M.L., Maher C.G., Et al., The therapeutic alliance between clinicians and patients predicts outcome in chronic low back pain, Phys Ther, 93, 4, pp. 470-478, (2013); Fuentes J., Armijo-Olivo S., Funabashi M., Et al., Enhanced therapeutic alliance modulates pain intensity and muscle pain sensitivity in patients with chronic low back pain: An experimental controlled study, Phys Ther, 94, 4, pp. 477-489, (2014); Standards of Education and Training, (2017); Standards of Proficiency, (2018); Laerum E., Indahl A., Sture S.J., What is 'the good back consultation'? a combined qualitative and quantitative study of chronic low back pain patients' interaction with and perceptions of consultations with specialists, J Rehabil Med, 38, 4, pp. 255-262, (2006); McGilton K.S., Boscart V., Fox M., Et al., A systematic review of the effectiveness of communication interventions for health care providers caring for patients in residential care settings, Worldviews Evid Based Nurs, 6, 3, pp. 149-159, (2009); Millington P., Hellawell M., Graham C., Et al., Healthcare practice placements: Back to the drawing board?, Br J Healthc Manag, 25, 3, pp. 145-153, (2019); O'Keeffe M., Cullinane P., Hurley J., Et al., What influences patient-therapist interactions in musculoskeletal physical therapy? qualitative systematic review and meta-synthesis, Phys Therapy, 96, 5, pp. 609-622, (2016); Pereira D., Flores M.A., Niklasson L., Assessment revisited: A review of research in assessment and evaluation in higher education, Assess Eval High Edu, 41, 7, pp. 1008-1032, (2016); Pino M., Mortari L., The inclusion of students with dyslexia in higher education: A systematic review using narrative synthesis: The inclusion of students with dyslexia in HE, Dyslexia, 20, 4, pp. 346-369, (2014); Models of Practice Placement Provision for Allied Health Professionals: a Guide Version 2, (2007); There for Us a Better Future for the Nhs Workforce, (2017); The Frameworks for Higher Education Qualifications of Uk Degree-awarding Bodies, (2014); Sadler D.R., Beyond feedback: Developing student capability in complex appraisal, Assess Eval High Edu, 35, 5, pp. 535-550, (2010); Stiller K., Lynch E., Phillips A.C., Et al., Clinical education of physiotherapy students in Australia: Perceptions of current models, Austr J Physiother, 50, 4, pp. 243-247, (2004)","J. Moseley; Faculty of Health Studies, University of Bradford, Bradford, United Kingdom; email: j.moseley@bradford.ac.uk","","MA Healthcare Ltd","","","","","","13580574","","","","English","Br. J. Health Care Manage.","Article","Final","","Scopus","2-s2.0-85126628042"
"Bhatti M.A.; Saat S.A.M.; Aleidan M.M.; Murshidi G.H.M.A.; Alyahya M.; Juhari A.S.","Bhatti, Muhammad Awais (36459514700); Saat, Suzanie Adina Mat (57486872100); Aleidan, Megbel M. (57219775900); Murshidi, Ghadah Hassan Mohammed Al (56165797600); Alyahya, Mansour (57220010475); Juhari, Ariff Syah (57202500712)","36459514700; 57486872100; 57219775900; 56165797600; 57220010475; 57202500712","Are Business Graduates’ Employability Skills and Learning/Teaching Techniques Universal? Exploring the Role of Culture: A Comparative Study among Australia, China, Pakistan, and Saudi Arabia","2022","Sustainability (Switzerland)","14","5","3069","","","","0","10.3390/su14053069","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126276841&doi=10.3390%2fsu14053069&partnerID=40&md5=03641f5c46767ab2d479c4308aab4822","Department of Management, College of Business, King Faisal University, Al Ahsa, 31982, Saudi Arabia; Didasko Group, La Trobe University, Melbourne, 3004, Australia; Department of Curriculum and Instruction, College of Education, United Arab Emirates University, Al-Ain, 15551, United Arab Emirates; College of Business Administration, Prince Sultan University, Riyadh, 66833, Saudi Arabia","Bhatti M.A., Department of Management, College of Business, King Faisal University, Al Ahsa, 31982, Saudi Arabia; Saat S.A.M., Didasko Group, La Trobe University, Melbourne, 3004, Australia; Aleidan M.M., Department of Management, College of Business, King Faisal University, Al Ahsa, 31982, Saudi Arabia; Murshidi G.H.M.A., Department of Curriculum and Instruction, College of Education, United Arab Emirates University, Al-Ain, 15551, United Arab Emirates; Alyahya M., Department of Management, College of Business, King Faisal University, Al Ahsa, 31982, Saudi Arabia; Juhari A.S., College of Business Administration, Prince Sultan University, Riyadh, 66833, Saudi Arabia","The purpose of this study is to explore the employability skills required in different countries/cultures and to further explore how cultural differences influence teaching/learning techniques required to equip students with required employability skills. Data were collected from 158 human resource managers working in different organizations and 169 faculty members who were engaged in teaching business graduates in four culturally different countries: Australia, China, Saudi Arabia, and Pakistan. SPSS version 20 was used to calculate the average and compute the values. Results of this study indicated that employability skills for business graduates vary among different counties/cultures but the five employability skills are common regardless of cultural differences: entry-level digital skills, problem-solving skills, organizational skills, decision making, and goal-oriented skills. In addition, the findings of this study also indicated that teaching/learning techniques such as case studies, conventional lectures, and simulations, etc., are not completely culture-sensitive and could be used in almost every country/culture. The findings of this study will be helpful for higher educational institutions, vocational training centers, and other stakeholders to use in determining the most effective teaching/learning techniques to equip the students with the employability skills required in their country/culture including common employability skills and make their graduates more employable. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","Business graduates; Country/culture differences; Cultural sensitive skills; Higher education","Arabian Peninsula; Australia; China; Pakistan; Saudi Arabia; business; human resource; learning; teaching","","","","","King Faisal University, (AN000320); Vice Presidency for Graduate Studies and Scientific Research; Deanship of Scientific Research, King Saud University","Funding text 1: Funding: This work was supported through the Annual Funding track by the Deanship of Scientific Research, Vice Presidency for Graduate Studies and Scientific Research, King Faisal University, Saudi Arabia [Project No. AN000320].; Funding text 2: Acknowledgments: This work was supported through the Annual Funding track by the Deanship of Scientific Research, Vice Presidency for Graduate Studies and Scientific Research, King Faisal University, Saudi Arabia [Project No. AN000320].","Hofstede G., The cultural relativity of the quality of life concept, Acad. Manag. Rev, 9, pp. 389-398, (1984); Gribble C., Exploring Employability in Different Cultural Contexts FINAL REPORT: SCOPING STUDY, (2014); Hofstede G., Hofstede G.J., Minkov M., Cultures and Organization: Software of the Mind, (2010); Alturki U., Aldraiweesh A., Application of Learning Management System (LMS) during the COVID-19 Pandemic: A Sustainable Acceptance Model of the Expansion Technology Approach, Sustainability, 13, (2021); Navarro M.M., Prasetyo Y.T., Young M.N., Nadlifatin R., Redi A.A.N.P., The Perceived Satisfaction in Utilizing Learning Management System among Engineering Students during the COVID-19 Pandemic: Integrating Task Technology Fit and Extended Technology Acceptance Model, Sustainability, 13, (2021); Raza S.A., Qazi W., Khan K.A., Salam J., Social isolation and acceptance of the learning management system (LMS) in the time of COVID-19 pandemic: An expansion of the UTAUT model, J. Educ. Comput. Res, 59, pp. 183-208, (2021); Rodrigues C.A., Culture as a determinant of the importance level business students place on ten teaching/learning techniques: A survey of university students, J. Manag. Dev, 24, pp. 608-621, (2005); Rajaram K., Bordia S., Culture Clash: Teaching Western-based management education to mainland Chinese students in Singapore, J. Int. Educ. Bus, 4, pp. 63-83, (2011); Kolb D.A., Fry R., Towards an Applied Theory of Experiential Learning, pp. 295-319, (1975); Hofstede G., Culture’s Consequences: International Differences in Work-Related Values, (1980); Henderson F., Connecting Higher Education and the Chinese Workplace: What Makes Chinese Graduates with an Australian Qualification Employable in China?, (2011); Global Education Meeting; Yang X., Access to higher education for rural-poor students in China, Educ. Res. Policy Pract, 9, pp. 193-209, (2010); Thang Phan V.M., Wongsurawat W., Enhancing the employability of IT graduates in Vietnam, High. Educ. Ski. Work-Based Learn, 6, pp. 146-161, (2016); Kamaliah S., Roslan S., Bakar A.B., Ghiami Z., The effects of supervised work experience on the acquisition of employability skills among Malaysian students, High. Educ. Ski. Work-Based Learn, 8, pp. 354-364, (2018); Gibb J., Generic Skills in Vocational Education and Training: Research Readings, (2004); Nilsson S., Enhancing individual employability: The perspective of engineering students, Educ. + Train, 52, pp. 540-551, (2010); Ornellas A., Falkner K., Stalbrandt E.E., Enhancing graduates employability skills through authentic learning approaches, High. Educ. Ski. Work-Based Learn, 9, pp. 107-120, (2019); Cotton K., Developing Employability Skills, (2001); Vuorikari R., Punie Y., Carretero Gomez S., Van den Brande G., DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model, (2016); Zefang D., Yanbin W., Wenjiao C., Social mobility and educational selection, Front. Educ. China, 4, pp. 610-623, (2009); Felder R.M., Woods D.R., Stice J.E., Rugarcia A., The future of engineering education II. Teaching methods that work, Chem. Eng. Educ, 34, pp. 26-39, (2000); Yao C.W., Tuliao M.D., Soft skills development for employability: A case study of stem graduate students at a Vietnamese transactional university, High. Educ. Ski. Work-Based Learn, 9, pp. 250-263, (2019); Kim K., Sharma P., Land S.M., Furlong K.P., Effects of active learning on enhancing student critical thinking in an undergraduates general science course, Innov. High. Educ, 38, pp. 223-235, (2012); Zhiwen G., van dar Heijden B.I.J.M., Employability enhancement of business graduates in China: Reacting upon challenges of globalization and labor markets demand, Educ. + Train, 50, pp. 289-304, (2008); Tran T.T.J., Vietnamese higher education and the issue of enhancing graduate employability, J. Teach. Learn. Grad. Employab, 3, pp. 2-16, (2012); Warner M., How Chinese managers learn, J. Gen. Manag, 16, pp. 86-92, (1991); Holland R.P., Learner Characteristics and Learner Performance: Implications for Instructional Placement Decision, Culture, Style and the Educative Process, pp. 167-183, (1989); Kolb D.A., Learning Style Inventory Manual, (1984); Abramson N.R., Lane H.W., Nagai H., Takagi H., A comparison of Canadian and Japanese cognitive styles: Implications for management interaction, J. Int. Bus. Stud, 24, pp. 575-587, (1993); Ladd P.D., Ruby R., Learning Styles and Adjustment Issues of international students, J. Educ. Bus, 74, pp. 363-367, (1999); Dejoy J.K., Dejoy D.M., Self-directed learning: The time is now, Train. Dev. J, 41, pp. 64-66, (1987); Rajaram K., Collins J.B., Innovations in Student Learning Outcomes: Quality Identification of learning effectiveness indicators among mainland Chinese Students in culturally dislocated study environments, J. Int. Educ. Bus, 6, pp. 179-199, (2013)","M.A. Bhatti; Department of Management, College of Business, King Faisal University, Al Ahsa, 31982, Saudi Arabia; email: mbhatti@kfu.edu.sa","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85126276841"
"Zhou W.; Pan Z.; Jin Q.; Feng Y.","Zhou, Wenxia (55476008000); Pan, Zhen (57216824585); Jin, Qiuping (57225976738); Feng, Yue (57557815300)","55476008000; 57216824585; 57225976738; 57557815300","Impact of Self-Perceived Employability on Sustainable Career Development in Times of COVID-19: Two Mediating Paths","2022","Sustainability (Switzerland)","14","7","3753","","","","9","10.3390/su14073753","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127427899&doi=10.3390%2fsu14073753&partnerID=40&md5=89f443b81760d0d5a2b8015b7dc927a9","School of Labor and Human Resources, Renmin University of China, Beijing, 100872, China","Zhou W., School of Labor and Human Resources, Renmin University of China, Beijing, 100872, China; Pan Z., School of Labor and Human Resources, Renmin University of China, Beijing, 100872, China; Jin Q., School of Labor and Human Resources, Renmin University of China, Beijing, 100872, China; Feng Y., School of Labor and Human Resources, Renmin University of China, Beijing, 100872, China","The outbreak of COVID-19 added further stress to individuals’ work life, and employability may be especially important to help individuals to pursue sustainable career success in such a context. However, previous studies that examined the impact and the mechanisms of employability on sustainable career success are lacking, especially in the context of pandemic threat. Based on conservation of resource theory (COR), the current study aims to explore whether and how employability, as an important resource, reduced work-related emotional exhaustion and increased work engagement during the COVID-19 pandemic. We expected that self-perceived employability would reduce emotional exhaustion and increase work engagement. We further expected that coping strategy mediated the effect of self-perceived employability on emotional exhaustion, and career commitment mediated its effect on work engagement. Data were collected via a national survey in China among a sample of 4990 human resource practitioners from October to December 2020 amid the COVID-19 outbreak. The proposed model was tested with structural equation modelling. Results supported the proposed model. Self-perceived employability reduced emotional exhaustion and to a larger extent, increases work engagement. The two mediating effects were of partial mediation. The implications of the results for theory and practice are discussed. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","COVID-19; emotional exhaustion; employability; sustainable career; work engagement","China; coping strategy; COVID-19; human resource; perception; spatiotemporal analysis; sustainability","","","","","Renmin University of China, RUC, (19XNF014); Fundamental Research Funds for the Central Universities","Funding: This work was supported by the Fundamental Research Funds for the Central Universities, and the Research Funds of Renmin University of China [grant number 19XNF014].","Hite L.M., McDonald K.S., Careers after COVID-19: Challenges and Changes, Hum. Resour. Dev. Int, 23, pp. 427-437, (2020); Akkermans J., Richardson J., Kraimer M.L., The COVID-19 Crisis as a Career Shock: Implications for Careers and Vocational Behavior, J. Vocat. Behav, 119, (2020); Jabeen Q., Nadeem M.S., Raziq M.M., Sajjad A., Linking Individuals’ Resources with (Perceived) Sustainable Employability: Perspectives from Conservation of Resources and Social Information Processing Theory, Int. J. Manag. Rev, 16, pp. 1-22, (2021); Forrier A., De Cuyper N., Akkermans J., The Winner Takes It All, the Loser Has to Fall: Provoking the Agency Perspective in Employability Research, Hum. Resour. Manag. J, 28, pp. 511-523, (2018); Magrin M.E., Marini E., Nicolotti M., Employability of Disabled Graduates: Resources for a Sustainable Employment, Sustain-ability, 11, (2019); Bakker A.B., Demerouti E., Multiple levels in job demands-resources theory: Implications for employee well-being and perfor-mance, Handbook of Wellbeing, (2018); De Cuyper N., Makikangas A., Kinnunen U., Mauno S., Witte H.D., Cross-Lagged Associations between Perceived External Employability, Job Insecurity, and Exhaustion: Testing Gain and Loss Spirals According to the Conservation of Resources Theory, J. Organ. Behav, 33, pp. 770-788, (2012); Van der Heijden B., Spurk D., Moderating Role of LMX and Proactive Coping in the Relationship between Learning Value of the Job and Employability Enhancement among Academic Staff Employees, Career Dev. Int, 24, pp. 163-186, (2019); De Vos A., Van Der Heijden B.I., Akkermans J., Sustainable Careers: Towards a Conceptual Model, J. Vocat. 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"Sapra J.; Khosla K.; Dungrakoti G.","Sapra, Jayashree (57224567231); Khosla, Khushboo (57272598600); Dungrakoti, Garima (57273085000)","57224567231; 57272598600; 57273085000","Spirituality at workplace and its impact on academic performance: an empirical study among private higher education faculties of Delhi NCR","2022","Journal of Organizational Change Management","35","1","","18","37","19","4","10.1108/JOCM-08-2020-0248","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115808116&doi=10.1108%2fJOCM-08-2020-0248&partnerID=40&md5=df1d65ef398c640124d2baea61eb97b3","Department of Management Studies, PES University, Bangalore, India; Amity University, Noida, India","Sapra J., Department of Management Studies, PES University, Bangalore, India; Khosla K., Amity University, Noida, India; Dungrakoti G., Amity University, Noida, India","Purpose: The impact of workplace spirituality on organizational performance has continued to draw the attention of scholars and practitioners. Despite this enhanced attention, little is known about its the impact on academic performance. Addressing this gap in research, the purpose of this study is to empirically examine the impact of spirituality at workplace on academic performance among private sector higher education faculties in Delhi NCR. Design/methodology/approach: This study outlines the existing literature on workplace spirituality and academic performance and its relationship. The scale created by Petchsawang and Duchon (2009) has been used to measure workplace spirituality, whereas academic performance of faculties was measured by the scale created by Abubakar et al. (2018). Pearson correlation and linear regression have been used to depict the degree of relation and impact of spirituality on academic performance. Findings: This study provides evidence that by practicing workplace spirituality, the performance of higher education faculties can be positively and significantly impacted. The result reflects that in the presence of compassion, mindfulness, meaningful work and transcendence, the academic organizational performance of higher education institutes is improved as there will be an enhancement in their academic reputation, employability of the graduate students, research work, internationalization, Nobel-prized and field medals, research grant, resources, infrastructure and community services. Research limitations/implications: The results of this study are subject to certain limitations, which can be addressed in future studies. Only four dimensions of workplace spirituality, i.e. compassion, mindfulness, meaningful life and transcendence, are taken into consideration. Also, the impact has only be studied on academic performance of higher education institutions. The results of this study cannot be used in a generalized context as the framework of this study is based on higher education faculties in Delhi NCR. Practical implications: The findings of this study would be a roadmap for higher education institutions or their faculties to improve performance with the assistance of spirituality at workplace. Social implications: Retention of academic personnel is critically necessary so that the excellence of higher education is maintained. It is the need of the hour for these educational institutions to be more focused on improving the teaching staff efficiency. This is made possible through the development of an atmosphere that installs spirituality. The empirical findings of this research will enable academics as well as managers to understand how and to what degree faculties experience spirituality at workplace and its association with different outcomes. Originality/value: India's higher education higher education system is the third largest in the world, next to the USA and China. India's higher education system has expanded steadily, and India has over 1,000 universities as of 2020. Workplace spirituality for academicians is under-researched and neglected by organizations. 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Sapra; Department of Management Studies, PES University, Bangalore, India; email: jsapra9@gmail.com","","Emerald Group Holdings Ltd.","","","","","","09534814","","","","English","J. Organ. Change Manage.","Article","Final","","Scopus","2-s2.0-85115808116"
"Chen Z.; Lv S.; Qin S.","Chen, Zhaojun (57442108100); Lv, Shuai (57213837442); Qin, Shouling (57441986800)","57442108100; 57213837442; 57441986800","Relationship Between Engineering Undergraduates' Career Decision-Making Self-Efficacy and Their Satisfaction with the Online Practicum Teaching","2022","Journal of Interconnection Networks","22","","2143042","","","","0","10.1142/S0219265921430428","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124144156&doi=10.1142%2fS0219265921430428&partnerID=40&md5=a3b96e13005cb77e27d9a3e57b03243f","Institute of Education, Xiamen University, Fujian, 361005, China; College of Humanities, Yantai Nanshan University, Shandong, 265706, China; School of Modern Logistics, Qingdao Harbor Vocational and Technical College, Shandong, 266500, China; Foreign Trade Department Nanshan Zhishang SCI-TECH Co. Ltd., Shandong, 265706, China","Chen Z., Institute of Education, Xiamen University, Fujian, 361005, China, College of Humanities, Yantai Nanshan University, Shandong, 265706, China; Lv S., Institute of Education, Xiamen University, Fujian, 361005, China, College of Humanities, Yantai Nanshan University, Shandong, 265706, China, School of Modern Logistics, Qingdao Harbor Vocational and Technical College, Shandong, 266500, China; Qin S., College of Humanities, Yantai Nanshan University, Shandong, 265706, China, Foreign Trade Department Nanshan Zhishang SCI-TECH Co. Ltd., Shandong, 265706, China","The online practicum teaching is necessary to provide practical experience for college students and to cultivate their employability. Students' career decision-making self-efficacy makes students more likely to engage in the online practicum to acquire more practical skills in consideration of career selection, and predicts students' satisfaction with the online practicum teaching. This study aims to find out influencing mechanism of college students' career decision-making self-efficacy on their satisfaction with the online practicum teaching. The sample of 291 engineering undergraduates filled in the self-reporting questionnaires of career decision-making self-efficacy and the perception and satisfaction of the online practicum teaching quality. Correlation analysis revealed that there were significant positive correlations among students' career decision-making self-efficacy (CDMSE), students' perception of the online practicum teaching quality (SPOPTQ), and students' satisfaction with the online practicum teaching (SSOPT). Mediation model analysis showed that CDMSE directly had a significant positive prediction effect on SPOPTQ and SSOPT respectively, and SPOPTQ presents partly mediating effect between CDMSE and SSOPT. College students have a higher degree of confidence in completing job-related tasks in the future career decision-making process. Such confidence can be positively transferred to the online practicum learning, stimulate the emotion and grit of students, and positively affect their perception quality and their satisfaction in the practical experience of the online practicum activities.  © 2022 World Scientific Publishing Company.","Career decision-making self-efficacy; mediating effect; online practicum teaching; perception; satisfaction","Behavioral research; Decision making; E-learning; Professional aspects; Quality control; Surveys; Career decision makings; Career decision-making self-efficacy; Engineering undergraduates; Mediating effect; Online practicum teaching; Satisfaction; Self efficacy; Student perceptions; Student satisfaction; Teaching quality; Students","","","","","","","Bian S. Q., Wang J. P., Cui X. L., Et al., Research on experimental teaching model of Online teaching+project training, Experimental Technology and Management, 38, 3, pp. 201-0206, (2021); China’s higher education institute, Special Observation Report on Practice Education in Chinese Colleges and Universities, (2018); Kolb D., Experiential Learning: Experience as the Source of Learning and Development, (1984); Tan K. C., Kek S. W., Service quality in higher education using an enhanced servqual approach, Quality in Higher Educatio, 10, 1, pp. 17-24, (2004); Gruber T., Fuss S., Voss R., Glaser-Zikuda M., Examining student satisfaction with higher education services: Using a new measurement tool, International Journal of Public Sector Management, 23, pp. 105-123, (2020); Juillerat S., Schreiner L. A., The role of student satisfaction in the assessment of institutional effectiveness, Assess. Update, 8, pp. 8-9, (1996); Zhang B., Lin J., An empirical research on students’ satisfaction levels regarding undergraduate teaching quality: The perspectives of student expectations and student perceptions of quality, Fudan Education Forum, 12, 4, pp. 59-65, (2014); Taylor K. M., Betz N. E., Applications of self-efficacy theory to the understanding and treatment of career indecision, Journal of Vocational Behavior, 22, pp. 63-81, (1983); He Z. F., Zhou Y., Li F., Rao Z. M., Yang Y., The effect of proactive personality on college students’ career decision-making difficulties: Moderating and mediating Effects, Journal of Adult Developments, (2020); Xu H., Tracey T. J. G., Ambiguity tolerance with career indecision: An examination of the mediation effect of career decision-making self-efficacy, Journal of Career Assessment, 23, 4, pp. 519-532, (2015); Kim H. S., Park I. J., Influence of proactive personality on career self-efficacy, Journal of Employment Counseling, 54, 4, pp. 168-182, (2017); Kim S., Yang S., The effects of Korean college students’ self-identity on career decision-making self-efficacy, Social Behavior and Personality: An International Journal, 47, 9, pp. 1-6, (2019); Lam M., Santos A., The impact of a college career intervention program on career decision self-efficacy, career indecision, sand decision-making difficulties, Journal of Career Assessment, 26, 3, pp. 425-444, (2018); Biggs J. B., From theory to practice: A cognitive systems approach, Higher Education Research and Development, 12, pp. 73-86, (1993); Betz N. E., Klein K. L., Taylor K. M., Evaluation of a short form of the career decision-making self-efficacy scale, Journal of Career Assessment, 4, 1, pp. 47-57, (1996); Byne B. M., Structure Equation Modelling with AMOS: Basic Concepts, Applications, and Programming, (2001); Podsakoff P. M., MacKenzie S. B., Lee J. Y., Podsakoff N. P., Common method biases in behavioral research: A critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, 5, pp. 879-903, (2003); Richardson H. A., Simmering M. J., Sturman M. C., A tale of three perspectives: Examining post hoc statistical techniques for detection and correction of common method variance, Organizational Research Methods, 12, 4, pp. 762-800, (2009); Wen Z., Huang B., Tang D., Preliminary work for modeling questionnaire data, Journal of Psychological Science, 41, 1, pp. 204-210, (2018); Zheng L., Will class size affect students’ non-cognitive abilities? — An empirical study based on CEPS, Education & Economy, 1, pp. 87-96, (2020); Ye B., Sun Y., Gao L., Xia F., Yang Q., The relationship between proactive personality and college students’ career maturity: A moderated mediation model, Psychological Development and Education, 36, 3, pp. 304-310, (2020); Patrick C.-J., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The WIL Report: A National Scoping Study, (2009); Golding Raelee M., Breen Lauren J., Krause Amanda E., Allen Peter J., The summer undergraduate research experience as a Work-integrated learning opportunity and potential pathway to publication in psychology, Frontiers in Psychology, 10, pp. 1-11, (2019); Beilock Sian, How the Body Knows Its Mind: The Surprising Power, (2016); Polany M., The Study of Man, (1957); Holye E., Professionalization and Deprofessionalization in Education, World Yearbook of Education 1980: Professional Development of Teachers, pp. 43-53, (1980); Griffin G., Staff Development: Eighty-Second Yearbook of the National Society for the Study of Education, (1983); Checchi Daniele, Ichino Andrea, Rustichini Aldo, More equal but less mobile? Education financing and intergenerational mobility in Italy and in the United States, Journal of Public Economics, 74, 3, pp. 351-393, (1999); Yue C., Xia J., Qiu W., An empirical study on graduates’ employment: Based on 2019 national survey, Journal of East China Normal University (Educational sciences), 38, 4, pp. 1-17, (2020)","Z. Chen; Institute of Education, Xiamen University, Fujian, 361005, China; email: chenzhaojunnsu@126.com","","World Scientific","","","","","","02192659","","","","English","J. Interconnect. Netw.","Article","Final","","Scopus","2-s2.0-85124144156"
"Goldberg L.R.; Baldock D.; Cox T.; Hoang H.; Cross M.; Price A.D.","Goldberg, Lynette R. (36105983500); Baldock, Dianne (57204014559); Cox, Terrance (57204011216); Hoang, Ha (26531228800); Cross, Merylin (23990168900); Price, Andrea D. (57197831494)","36105983500; 57204014559; 57204011216; 26531228800; 23990168900; 57197831494","Aboriginal Women Learning on Country: Lessons for Educators","2022","Frontiers in Public Health","10","","786434","","","","0","10.3389/fpubh.2022.786434","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128399648&doi=10.3389%2ffpubh.2022.786434&partnerID=40&md5=fb00a03ebf479f20d772efae1a6b0887","Wicking Dementia Research and Education Centre, College of Health and Medicine, University of Tasmania, Hobart, TAS, Australia; Circular Head Aboriginal Corporation, Smithton, TAS, Australia; Centre for Rural Health, University of Tasmania, Launceston, TAS, Australia","Goldberg L.R., Wicking Dementia Research and Education Centre, College of Health and Medicine, University of Tasmania, Hobart, TAS, Australia; Baldock D., Circular Head Aboriginal Corporation, Smithton, TAS, Australia; Cox T., Circular Head Aboriginal Corporation, Smithton, TAS, Australia, Centre for Rural Health, University of Tasmania, Launceston, TAS, Australia; Hoang H., Centre for Rural Health, University of Tasmania, Launceston, TAS, Australia; Cross M., Centre for Rural Health, University of Tasmania, Launceston, TAS, Australia; Price A.D., Wicking Dementia Research and Education Centre, College of Health and Medicine, University of Tasmania, Hobart, TAS, Australia","Introduction: This paper details the journey of eight Aboriginal women from Circular Head, a rural and remote area of North-West Tasmania, as they undertook an innovative 2-year program of tertiary studies in dementia to address a documented community need. The Chief Executive Officer of the Circular Head Aboriginal Corporation (CHAC) had identified difficulties being experienced by older members of the community. These difficulties included changes in behavior, memory, and communication, with profound consequences on social engagement and care needs from both individual and community perspectives. The community wished to know if a combined vocational and university program, completed on Country and in community, could serve as a culturally safe education pathway to empower Aboriginal members of a rural and remote area in providing community health and dementia education and care. Methods: The nationally funded program included a year-long face-to-face vocational Certificate III in Individual Support (Aging, Home, and Community) on Country, including within-community experience with adults with dementia. This face-to-face learning was combined with online study in the award-winning Bachelor of Dementia care offered by the University of Tasmania. Students received a PhD level stipend to support them in their studies and were guided by an Elder from their community. Results: All students completed their Certificate III. The number of units they completed toward the eight required for their Diploma of Dementia Care varied. Emergent themes from students' reflections were holistic and relational, highlighting achievements and challenges, the importance of on Country individual connections and community support, and the value of their current and future contributions to the community. Data from this mixed methods approach documented the impact of the innovative coupling of authentic, culturally appropriate experiential learning with broad and deep academic knowledge about dementia and evidence-based care. Conclusions: This program provided students with a work-related qualification embedded within a university education and increased the capacity and capability of this Aboriginal community to provide care for its members with dementia, a documented concern. The combination of vocational learning on Country with online university study established a pathway to improve students' access to and success in higher education and the professional workforce. This assisted in counteracting the negative influences of racism, stigma, rurality, and socio-economic marginalization on educational opportunity for Aboriginal people. Data showed the need for flexibility with this learning journey, and the strengths and resilience of these women as they learned. Copyright © 2022 Goldberg, Baldock, Cox, Hoang, Cross and Price.","dementia; Indigenous aging; Indigenous students and employability assets; online undergraduate learning; vocational qualification certification","Adult; Aged; Dementia; Female; Humans; Learning; Rural Population; Students; Universities; adult; aged; dementia; female; human; learning; rural population; student; university","","","","","Australian Department of Health; Dementia and Aged Care Services; Division of Acquisition and Cooperative Support, DACS, (4-4ZPGDS7); Department of Health, Australian Government, (Aged Care Services, Dementia)","With their quiet strength, and the care and education about dementia they were providing in the community, the students in this project became role models and mentors for high school students interested in health education (). They participated in writing a successful university grant that was funded through the university's Indigenous Student Success Program. This grant supported their interactions with Aboriginal High School students to interest these students in university study. Five High School students were recruited, enrolled in university programs, and given grant-funded personal computers to assist their studies (). As their confidence grew, those who continued in the university program shared cultural approaches to care on unit Discussion Boards and in their assignments, linking Western and Aboriginal knowledges and perspectives. This shared knowledge benefitted both non-Indigenous students and teaching staff and provided a small step toward establishing culturally responsive content and curriculum reconciliation in health education (, ). The students suggested developing a new unit in which Aboriginal knowledges could be embedded in dementia care. The Jindaola program () provides a model for how this could be done. In the meantime, all program staff now authentically Acknowledge Country at the beginning of lectures and meetings. ","Walter M.M., The politics of the data. How the Australian statistical Indigene is constructed, Int J Crit Indigen Stud, 3, pp. 45-56, (2010); Wilks J., Wilson K., A profile of the Aboriginal and Torres Strait Islander higher education student population, Aust Univ Rev, 57, pp. 17-30, (2015); Behrendt L., Larkin S., Griew R., Kelly P., Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People: Final Report, (2012); Frawley J., Smith J.A., Larkin S., Beyond Bradley and Behrendt: Building a stronger evidence-base about Indigenous pathways and transitions into higher education, Learn Commun Special Issue, 17, pp. 8-11, (2015); Smith J.A., Trinidad S., Larkin S., Participation in higher education in Australia among under-represented groups: what can we learn from the higher education participation program to better support indigenous learners?, Learn Commun, 17, pp. 12-29, (2015); Indigenous strategy 2017-2020. Canberra, ACT: Australian Capital Territory, (2017); Mohamed J., Growing and supporting the Aboriginal and Torres Strait Islander health workforce, Aust Health Rev, 45, (2021); Strategic Plan for Aboriginal Engagement 2017-2020. Hobart, TAS, (2017); Uink B., Bennett R., van den Berg C., Factors that enable Australian Aboriginal women's persistence at university: a strengths-based approach, High Educ Res Dev, 40, pp. 178-193, (2021); Moreton-Robinson A., Toward an Australian Indigenous women's standpoint theory, Aust Femin Stud, 28, pp. 331-347, (2013); LoGiudice D.L., Smith K., Fenner S., Hyde Z., Atkinson D., Skeaf L., Et al., Incidence and predictors of cognitive impairment and dementia in Aboriginal Australians: A follow-up study of 5 years, Alzheimers Dementia, 12, pp. 252-261, (2016); Smith K., Gilchrist L., Taylor K., Clinch C., Logiudice D., Edgill P., Et al., Good spirit good life: a quality of life tool and framework for older Aboriginal peoples, Gerontologist, 61, pp. e163-e172, (2021); Bessarab D., Ng'andu B., Yarning about yarning as a legitimate method in Indigenous research, Int J Crit Indigen Stud, 3, pp. 37-50, (2010); Gruppetta M., Southgate E., Ober R., Cameron L., John F., Thunig A., Et al., Yarning the Way: The Role of Indigenous Paraprofessionals in Guiding the Post-school Educational Pathways of Aboriginal and Torres Strait Islander youth, (2018); Cox T., Hoang H., Goldberg L.R., Baldock D., Aboriginal community understandings of dementia and responses to dementia care, Public Health, 172, pp. 15-21, (2019); Goldberg L.R., Cox T., Hoang H., Baldock D., Addressing dementia with Indigenous peoples: a contributing initiative from the Circular Head Aboriginal community, Aust New Zealand J Public Health, 42, pp. 424-426, (2018); Korff J., Meaning of Land to Aboriginal People – Creative Spirits, (2021); Annear M.J., Toye C., Elliott K.E.J., McInerney F., Eccleston C., Robinson A., Dementia Knowledge Assessment Scale (DKAS): confirmatory factor analysis and comparative subscale scores among an international cohort, BMC Geriatr, 17, (2017); Canty A., Vickers J., Robinson A., Wall J., McInerney F., Goldberg L.R., Et al., Widening Participation in Dementia Education, (2016); Ethical Conduct in Research With Aboriginal and Torres Strait Islander Peoples and Communities: Guidelines for Researchers and Stakeholders, (2018); Plater S., Mooney-Somers J., Lander J., The fallacy of the bolted horse: changing our thinking about mature-age Aboriginal and Torres Strait Islander university students, Aust J Indigen Educ, 44, pp. 59-69, (2015); Andersen C., Bunda T., Walter M., Indigenous higher education: the role of universities in releasing the potential, Aust J Indigen Educ, 37, pp. 1-8, (2008); Goldberg L.R., Baldock D., Come Learn With Me: An Aboriginal Student Mentoring Initiative, (2018); Fildes K.J., Beck E., Bur T., Burns P., Chisholm L.A., Dillon C.T., Et al., The first steps on the journey towards curriculum reconciliation in science, medicine, health education, High Educ Res Dev, 40, pp. 194-206, (2021)","L.R. Goldberg; Wicking Dementia Research and Education Centre, College of Health and Medicine, University of Tasmania, Hobart, Australia; email: lyn.goldberg@utas.edu.au","","Frontiers Media S.A.","","","","","","22962565","","","35433617","English","Front. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85128399648"
"Burnett C.","Burnett, Cora (35883200400)","35883200400","Employability pathways in a sport-for-development programme for girls in a Sub-Saharan impoverished setting","2022","Journal of Physical Education and Sport","22","4","109","863","869","6","3","10.7752/jpes.2022.04109","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129839206&doi=10.7752%2fjpes.2022.04109&partnerID=40&md5=138e729c513165115ee4fe6ea5f9cf3d","Department of Sport and Movement Studies, UJ Olympic Studies Centre, University of Johannesburg, South Africa","Burnett C., Department of Sport and Movement Studies, UJ Olympic Studies Centre, University of Johannesburg, South Africa","Problem statement: In Africa, youth unemployment is projected to worsen by 2050, partly because of an increase of about 6 million youths (15-24 years) per year entering the job market. Youth employability and employment mostly refer to formal wage employment without considering the earning capacity in different sectors of the informal economy. There is a significant knowledge gap relating to the potential contribution of the sport-for-development sector to youth employment. Pathway training for girls to ensure sustainable livelihoods – either as a contribution to household survival or socio-economic independence, informs the current research question. Purpose: The research aimed to unpack issues relating to youth employment/employability and pathway development of employability by evaluating relevant outcomes of a sport for development (SfD) programme of a non-government organisation (NGO). Methods: A mixed-method approach required the completion of a questionnaire on resilience by 255 participants (adolescent girls and young women/ACYW) and 19 leaders among school children (goal champions/GCs) from 19 different primary schools in impoverished communities within the Tshwane Metropole (Gauteng Province in South Africa). Qualitative data entailed focus groups in which 14 GCs, 37 ACYWs and 11 youth sport leaders (YSLs as programme implementers) participated. Four in-depth interviews focused on the employment strategies of YSLs delivering sport and a “money savvy” programme to vulnerable youth. Results: Contextual realities shaped the agency of all research participants from relatively impoverished households. The results show an increase in several dimensions of resilience, the mastery of fundamental life skills and a positive development trajectory towards entrepreneurship, personal savings, social connectivity, job-related experience and access to formal education and employment. Conclusions: Such a programme delivers different outcomes to different age cohorts associated with the level of maturity and roles and responsibilities of participants and coaches (YSLs). Particularly soft skills are envisaged to be highly transferable to the world of work as the youth find employment or engage in entrepreneurship. © JPES.","employability; employment; livelihood; sport for development; volunteering; youth","","","","","","","","Agenda 2063: The Africa We Want, (2015); Awad A., Hussain M. A., The inequality of opportunity and youth employment in Sub-Saharan Africa, Labor History, 62, 1, pp. 74-90, (2021); Betcherman G., Khan T., Youth employment in Sub-Saharan Africa taking stock of the evidence and knowledge gaps, (2015); The Sport Development Impact Assessment Tool (S∙DIAT) for monitoring and evaluation of Sport-in-Development projects in Africa, Sports: Society and Governance, pp. 166-176, (2008); Burton P., Leoschut L., School Violence in South Africa: Results of the 2012 National School Violence Study, (2013); Campos F., Gassier M., Gender and enterprise development in Sub-Saharan Africa: a review of constraints and effective interventions, 8239, (2017); Chakravarty S., Das S., Vaillant J., Gender and youth employment in Sub-Saharan Africa: a review of constraints and effective interventions, 8245, (2017); Darnell S. C., Chawansky M., Marchesseault D., Holmes M., Hayhurst L., The state of play: critical sociological insights into recent “sport for development and peace” research, International Review for the Sociology of Sport, 53, 2, pp. 133-151, (2018); Fletcher D., Arnold R., A qualitative study of performance leadership and management in elite sport, Journal of Applied Sport Psychology, 23, 2, pp. 223-242, (2011); Fox L., Senbet L. W., Simbanegavi W., Youth employment in Sub-Saharan Africa: Challenges, constraints and opportunities, Journal of African Economies, 25, pp. i3-i15, (2016); Fox L., Thomas A., Africa's got work to do: a diagnostic of youth employment challenges in SubSaharan Africa, Journal of African Economies, 25, pp. i16-i36, (2016); Hallward-Driemeier M., Enterprising Women: Expanding Economic Opportunities in Africa, (2013); Ihensekhien O. A., Asekome O. M., Youth unemployment and economic growth: Lesson from lowincome countries in Sub-Saharan Africa, European Journal of Economics, Law and Politics, ELP, 4, 1, pp. 1-15, (2017); Jacobs J. M., Wright P. M., Transfer of life skills in sport-based youth development programs: A conceptual framework bridging learning to application, Quest, 70, 1, pp. 81-99, (2018); Kay T., Bradbury S., Youth sport volunteering: developing social capital?, Sport, Education and Society, 14, 1, pp. 121-140, (2009); Khasanzyanova A., How volunteering helps students to develop soft skills, International Review of Education, 63, 3, pp. 363-379, (2017); Liebenberg L., Ungar M., Van de Vijver F., Validation of the Child and Youth Resilience Measure-28 (CYRM-28) among Canadian youth, Research on Social Work Practice, 22, 2, pp. 219-226, (2012); Lo-oh J. L., Functional aspects of productive youth development and psychological indicators for adult maturity in Africa, European Journal of Psychological Research, 6, 1, pp. 12-30, (2019); Mills A., Butt J., Maynard I. W., Identifying factors perceived to influence the development of elite football academy scholars, Journal of Sport Sciences, 30, 15, pp. 1593-1604, (2012); Peachey W. J., Lyras A., Cohen A., Bruening J. E., Cunningham G. B., Exploring the motives and retention factors of sport-for-development volunteers, Nonprofit and Voluntary Sector Quarterly, 43, 6, pp. 1052-1069, (2014); Philander T. A., Low-cost housing in Witzenberg local municipality, (2017); Schwebel D., Estruch E., Wobst P., Grandelis I., Policies for youth employment in Sub-Saharan Africa, Youth and jobs in rural Africa: beyond stylized facts, pp. 47-74, (2019); Spaaij R., Magee J., Jeanes R., Urban youth, worklessness and sport: a comparison of sports-based employability programmes in Rotterdam and Stoke-on-Trent, Urban studies, 50, 8, pp. 1608-1624, (2013); Victims of Crime Survey 2016/2017, (2017); Taimur S., Mursaleen H., Youth volunteerism, as non-formal education, for professional and social integration of young labor force in Pakistan, Asian Social Science, 16, 8, (2020); Ungar M., Liebenberg L., Assessing resilience across cultures using mixed methods: Construction of the child and youth resilience measure, Journal of Mixed Methods Research, 5, 2, pp. 126-149, (2011); Wallrodt S., Thieme L., The role of sports volunteering as a signal in the job application process, European Sport Management Quarterly, 20, 3, pp. 255-275, (2020); Warner M., Robinson J., Heal B., Lloyd J., O'Connell P., Rose L., A comprehensive sport for development strategy using collaborative partnerships to facilitate employment among youth facing barriers, Journal of Sport for Development, 8, 15, pp. 10-24, (2020); Whitley M. A., Massey W., Blom L., Camire M., Hayden L., Darnell S., Sport for development in the United States: a systematic review and comparative analysis, (2017)","C. Burnett; Department of Sport and Movement Studies, UJ Olympic Studies Centre, University of Johannesburg, South Africa; email: corab@uj.ac.za","","Editura Universitatii din Pitesti","","","","","","22478051","","","","English","J. Phys. Educ. Sport","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85129839206"
"Wujema B.K.; Rasdi R.M.; Zaremohzzabieh Z.; Ahrari S.","Wujema, Baba Kachalla (57656148600); Rasdi, Roziah Mohd (8362914800); Zaremohzzabieh, Zeinab (55847495500); Ahrari, Seyedali (55962195800)","57656148600; 8362914800; 55847495500; 55962195800","The Role of Self-Efficacy as a Mediating Variable in CareerEDGE Employability Model: The Context of Undergraduate Employability in the North-East Region of Nigeria","2022","Sustainability (Switzerland)","14","8","4660","","","","6","10.3390/su14084660","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129149460&doi=10.3390%2fsu14084660&partnerID=40&md5=fc6680ab62e98d1758cd1e3a8add1cfa","Faculty of Educational Studies, Universiti Putra Malaysia, Seri Kembangan, 43400, Malaysia","Wujema B.K., Faculty of Educational Studies, Universiti Putra Malaysia, Seri Kembangan, 43400, Malaysia; Rasdi R.M., Faculty of Educational Studies, Universiti Putra Malaysia, Seri Kembangan, 43400, Malaysia; Zaremohzzabieh Z., Faculty of Educational Studies, Universiti Putra Malaysia, Seri Kembangan, 43400, Malaysia; Ahrari S., Faculty of Educational Studies, Universiti Putra Malaysia, Seri Kembangan, 43400, Malaysia","(1) Background: Tertiary institutions are facing increasing pressure to produce employable undergraduates who can drive the sustainability of strong economic growth and development. As such, responsibility lies with the higher education sector in ensuring undergraduates’ readiness for entry to the labor market, thus joining the ranks of those already employable. Thus, this study applied the CareerEDGE model as a theoretical basis to investigate the factors associated with undergraduate employability. The mediating effect of self-efficacy on the predictive relationships was also examined. (2) Methods: Data were collected from a sample of 264 from six universities in the North-East region of Nigeria. Partial least squares structural equation modeling was used to perform the data analysis in this study. (3) Results: Results revealed that the five constructs of the CareerEDGE model (career development learning; work experience; degree subject knowledge, skills, and understanding; generic skills; and emotional intelligence) are positively associated with undergraduate employability. Self-efficacy was found to mediate this relationship. Altogether, these results signal that the CareerEDGE model contributes to undergraduate employability and that self-efficacy is instrumental in elucidating this relationship. The results add to the extant knowledge on the impact of the CareerEDGE constructs on students’ approaches to careers. (4) Conclusions: The findings have significant implications for higher education institutions and career practitioners in identifying ways of enhancing undergraduates’ career planning strategies within a more challenging labor market context. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","career development; employability; higher education; self-efficacy","Cameroon; East Region; Nigeria; economic growth; economic impact; employment; higher education; knowledge; labor market; sustainability","","","","","","","Silva P., Lopes B., Costa M., Seabra D., Melo A.I., Brito E., Dias G.P., Stairway to Employment? Internships in Higher Education, High. 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"Chukwuedo S.O.; Onwusuru I.M.; Agbo N.M.","Chukwuedo, Samson Onyeluka (57196081027); Onwusuru, Ijeoma Madonna (57202051421); Agbo, Nnaemeka Martin (57223052655)","57196081027; 57202051421; 57223052655","Practitioners’ vocational guidance with direct learning model: influencing career commitment and employability in electrical/electronic technology education","2022","International Journal for Educational and Vocational Guidance","22","1","","23","48","25","9","10.1007/s10775-021-09471-6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104597417&doi=10.1007%2fs10775-021-09471-6&partnerID=40&md5=28fe7624cc89117f405f7308e2dfa4be","Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria","Chukwuedo S.O., Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria; Onwusuru I.M., Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria; Agbo N.M., Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria","This study investigates the effects of vocational guidance with a direct learning model on university students’ career commitment and employability skills via career learning self-efficacy. Participants (N = 214) were electrical/electronic technology education students drawn from two universities in Nigeria. A two-group quasi-experimental design with a three-wave survey was adopted. Results revealed increased career commitment making, identification with commitment, perceived future employability skills, and career learning self-efficacy among the intervention group compared to those in the control group. Increase in career learning self-efficacy mediated identification with commitment, but not career commitment making and perceived future employability skills. © 2021, The Author(s), under exclusive licence to Springer Nature B.V.","Career commitment; Employability skills; Vocational electrical/electronic technology","","","","","","","","Amstrong P.L., Day S.X., McVay J.P., Rounds J., Holland’s RIASEC model as an integrative framework for individual difference, Journal of Counseling Psychology, 55, 1, pp. 1-18, (2008); Arthur N., Flynn S., Career development influences international students who pursue permanent immigration to Canada, International Journal for Educational and Vocational Guidance, 11, 3, pp. 221-237, (2011); Bandura A., The explanatory and predictive scope of self-efficacy theory, Journal of Clinical and Social Psychology, 4, pp. 359-373, (1986); Bandura A., Barbarenelli C., Caprara G.V., Pastorelli C., Self-efficacy beliefs as shapers of children’s aspirations and career trajectories, Child Development, 72, 1, pp. 187-206, (2001); Bassualdo E.A., Toby T.U., Instructional development and methods in trades and industrial education, Health and Company Publishers, (2004); Bentler P., Comparative fit indexes in structural models, Psychological Bulletin, 107, 2, pp. 238-246, (1990); Betz N.F., Career self-efficacy: Exemplary recent research and emerging directions, Journal of Career Assessment, 15, 4, pp. 403-422, (2007); Bimrose J., Hearne L., Resilience and career adaptability: Qualitative studies of adult career counseling, Journal of Vocational Behavior, 81, 3, pp. 338-344, (2012); Borich G.D., Effective Teaching Methods, (2010); Brown S.D., Lent R.W., Social cognitive career theory in a diverse world: Closing thoughts. 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Graduate unemployment of affiliated colleges: New evidence from Bangladesh., (2019); Zanardelli G., Shivy V.A., Perrone-McGovern K.M., Predicting behavioral career commitment of college students with attachment and separation relationships, Journal of Employment Counselling, 53, 4, pp. 162-173, (2016); Zhang J., Chen G., Yuen M., Validation of the vocational identity status assessment (VISA) using Chinese technical college students, Journal of Career Assessment, 27, 4, pp. 675-692, (2019)","S.O. Chukwuedo; Department of Technology and Vocational Education, Nnamdi Azikiwe University, Awka, Nigeria; email: so.chukwuedo@unizik.edu.ng","","Springer Science and Business Media B.V.","","","","","","18730388","","","","English","Int. J. Educ. Vocat. Guid.","Article","Final","","Scopus","2-s2.0-85104597417"
"Subach R.; Sullivan J.","Subach, Regina (57194499244); Sullivan, Joanne (57415462000)","57194499244; 57415462000","“The Ram Chef program: Exploring perceptions of cooking independence and culinary abilities of young adults with disabilities and their caregivers”","2022","Disability and Health Journal","15","2","101258","","","","1","10.1016/j.dhjo.2021.101258","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122926242&doi=10.1016%2fj.dhjo.2021.101258&partnerID=40&md5=61ced94e2c29dc69c8cb0d5b9d627529","West Chester University of Pennsylvania, College of Health Sciences – Department of Nutrition, 155 University Ave, West Chester, 19383, PA, United States","Subach R., West Chester University of Pennsylvania, College of Health Sciences – Department of Nutrition, 155 University Ave, West Chester, 19383, PA, United States; Sullivan J., West Chester University of Pennsylvania, College of Health Sciences – Department of Nutrition, 155 University Ave, West Chester, 19383, PA, United States","Background: Persons with intellectual/developmental disabilities (IDD) may struggle to achieve and manage independent living and may often require assistance from caregivers. Teaching adults with IDD to perform activities to promote independence, with the least amount of assistance, may improve their self-determination and independence. Objective: The Ram Chefs program is a virtual culinary program designed to teach basic cooking skills to adults with IDD. The first purpose of this qualitative study was to explore differences in perception of cooking independence between young adults with IDD (N = 8) and parents/caregivers (N = 9). The second purpose was to evaluate the satisfaction and continue growth of the Ram Chefs program. Methods: The Active Engagement Model provided the conceptual framework for this qualitative phenomenological study. To explore the shared experiences of the adults with IDD versus their parents/caregivers’ perception of meal choice and independence in preparation, one-on-one interviews were conducted. Focus groups were conducted to evaluate the satisfaction of the Ram Chefs program. Data were analyzed using focused coding, significant statement formulation, and development of structural descriptions. Results: Three themes emerged: adults with IDD can cook easy-to-prepare meals independently, adults with IDD want total meal preparation independence, and parents/caregivers thought total meal preparation independence was achievable with assistance. There were no stated discrepancies between the adults with IDD and the parents/caregivers regarding their meal choice/preparation. Results indicated the young adults with IDD benefitted from the virtual culinary program and wanted to continue improving culinary skills, offering them more cooking independence and their parents/caregivers believe that this is possible. Conclusion: Increasing cooking independence for young adults with IDD may offer benefits including increased self-efficacy and self-determination, may improve nutrition education to support healthier eating, and increase employability in the food service arena. © 2021","Active engagement; Culinary; Developmental disability; Independence; Nutrition","Caregivers; Child; Cooking; Developmental Disabilities; Diet, Healthy; Disabled Persons; Humans; Intellectual Disability; Young Adult; adult; Article; caregiver; catering service; chromosome deletion; clinical article; conceptual framework; controlled study; cooking; developmental disorder; Down syndrome; eating; employability; female; food processing; human; independence; intellectual impairment; interview; male; nutrition education; parent; perception; phenomenology; qualitative research; Ram Chef Program; satisfaction; self concept; skill; strabismus; thinking; virtual reality; visual impairment; young adult; caregiver; child; cooking; developmental disorder; disabled person; procedures","","","","","","","American Association on Intellectual and Developmental Disabilities, Family support, (2020); Kuijken N.M.J., Naaldenberg J., Nijhuis-van der Sanden M.W., van Schrojenstein-Lantman de Valk H.M.J., Healthy living according to adults with intellectual disabilities: towards tailoring health promotion initiatives, J Intellect Disabil Res, 60, 3, pp. 228-241, (2015); Sandjojo J., Gebhardt W.A., Zedlitz A.M.E.E.E., Hoekman J., den Haan J.A., Evers A.W.M., Promoting independence of people with intellectual disabilities: a focus group studies perspectives from people with intellectual disabilities, legal representatives, and support staff, J Pol Pract Intellect Disabil, 16, 1, pp. 37-52, (2019); Goldschmidt J., Song H., Development of cooking skills as nutrition intervention for adults with autism and other developmental disabilities, J Acad Nutr Diet, 117, 5, pp. 671-676, (2017); Deci E.L., Ryan R.M., Intrinsic Motivation and Self-Determination in Human Behavior, (1985); Subach R., Improving food choices and nutrient adequacy in adolescents/young adults with developmental disabilities, Disabil Health J, 11, 1, pp. 139-142, (2018); Banyai I., Zoom, (1995); U.S. Department of Agriculture and U.S. Department of Health and Human Services, Dietary Guidelines for Americans, 2020-2025, (2020); Definition, Classification, and System of Supports, (2002); Creswell J.W., Qualitative Inquiry and Research Design: Choosing Among Five Approaches, (2018); Patton M.Q., Qualitative Research and Evaluation Methods, (2015); Bond R.J., Hurst J., How adults with learning disabilities view living independently, Br J Learn Disabil, 38, pp. 286-292, (2010); Hiersteiner D., Butterworth J., Bershadsky J., Bonardi A., Working in the Community: The Status and Outcomes of People with Intellectual and Developmental Disabilities in Integrated Employment—Update 3. NCI Data Brief, (2018); Centers for Disease Control and Prevention, Disability impacts all of us, (2020); Ashton L.M., Hutchesson M.J., Rollo M.E., Morgan P.J., Collins C.E., pp. 330-343; Mc Morrow L., Ludbrook A., Macdiarmid J.I., Olajide D., Perceived barriers toward healthy eating and their association with fruit and vegetable consumption, J Publ Health, 39, 2, pp. 330-338, (2017); Ross A.M., Melzer T., Beliefs as barriers to healthy eating and physical activity, Aust J Psychol, 68, 4, pp. 251-260, (2015); Venn D., Strazdins L., Your money or your time? How both types of scarcity matter to physical activity and healthy eating, Soc Sci Med, 172, pp. 98-106, (2017); DiGennaro Reed F.D., Strouse M.C., Jenkins S.R., Price J., Henley A.J., Hirst J.M., Barriers to independent living for individuals with disabilities and seniors, Behav Anal Pract, 7, 2, pp. 70-77, (2014)","R. Subach; West Chester University of Pennsylvania, College of Health Sciences – Department of Nutrition, West Chester, 155 University Ave, 19383, United States; email: rsubach@wcupa.edu","","Elsevier Inc.","","","","","","19366574","","","34895865","English","Disabil. Health J.","Article","Final","","Scopus","2-s2.0-85122926242"
"Rahi S.","Rahi, Samar (57003177500)","57003177500","Investigating the role of employee psychological well-being and psychological empowerment with relation to work engagement and sustainable employability","2022","International Journal of Ethics and Systems","38","2","","266","285","19","15","10.1108/IJOES-12-2020-0200","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121362677&doi=10.1108%2fIJOES-12-2020-0200&partnerID=40&md5=0e010d147ee277bd3466d96fab639675","Hailey College of Banking and Finance, University of the Punjab, Lahore, Pakistan","Rahi S., Hailey College of Banking and Finance, University of the Punjab, Lahore, Pakistan","Purpose: This study aims to gain insight into how employee psychological and human resource (HR) practices impact employee work engagement behavior. In addition to that, the research model of this study has tested the moderating relationship of affective employee commitment between employee work engagement and sustainable employability. Design/methodology/approach: The research model is empirically tested with data set of 311 responses retrieved from an employee working in private organizations. Sample size of this study is computed with prior power analysis. Data were analyzed with partial least square-based structural equation modeling (SEM). Findings: Findings of the SEM revealed that altogether psychological well-being, psychological empowerment, HR compensation, HR training, transformational leadership and job enrichment have explained R2 66.1% variance in employee work engagement. Concerning individual impact size psychological well-being has shown medium level effect size (f2) in measuring employee work engagement. However, all other exogenous variables have shown a small effect in determining employee work engagement. The moderating effect of commitment is confirmed in such a way that the relationship between employee work engagement and sustainable employability will be higher when affective commitment is higher. Practical implications: This research has synthesized HR literature into four core dimensions of HR practices and, hence contributes to HR literature. Similarly, this research contributes to well-being theory while integrating employee psychological well-being into the research model. For HR practitioners this research revealed that psychological well-being, psychological empowerment, affective employee commitment, transformational leadership, HR compensation and HR training are core factors, which influence employee behavior toward work engagement and sustainable employability. Originality/value: The current research is unique as it investigates sustainable employability phenomenon with an integrated research model that combines employee psychological and HR factors. The concept of sustainable employability is less studied, and therefore this research fills the research gap in this context. © 2021, Emerald Publishing Limited.","Employee work engagement; Human resource practices; Job enrichment; Psychological empowerment; Psychological well-being; Structural equation modeling; Sustainable employability; Transformational leadership; Work engagement","","","","","","","","Abdullahi A., Othman A.H.A., Kassim S., Financial inclusion enhancement through the adoption of Islamic microfinance in Nigeria, International Journal of Ethics and Systems, 37, 3, pp. 486-505, (2021); Amin M., Khairuzzaman Wan Ismail W., Zaleha Abdul Rasid S., Daverson Andrew Selemani R., The impact of human resource management practices on performance: evidence from a public university, The TQM Journal, 26, 2, pp. 125-142, (2014); Appelbaum E., Bailey T., Berg P., Kalleberg A.L., Bailey T.A., Manufacturing Advantage: Why High-Performance Work Systems Pay off, (2000); Asiamah N., Mensah Henry K., Azinga Samuel A., Enhancing nurses’ job satisfaction through remuneration: can materialism be a threat?, International Journal of Ethics and Systems, 35, 3, pp. 359-375, (2019); Awang Y., Ismail S., Determinants of financial reporting fraud intention among accounting practitioners in the banking sector, International Journal of Ethics and Systems, 34, 1, pp. 32-54, (2018); Bahadori M., Ghasemi M., Hasanpoor E., Hosseini S.M., Alimohammadzadeh K., The influence of ethical leadership on the organizational commitment in fire organizations, International Journal of Ethics and Systems, 37, 1, pp. 145-156, (2021); Bakker Arnold B., Demerouti E., Towards a model of work engagement, Career Development International, 13, 3, pp. 209-223, (2008); Bergiel E.B., Nguyen V.Q., Clenney B.F., Stephen Taylor G., Human resource practices, job embeddedness and intention to quit, Management Research News, 32, 3, pp. 205-219, (2009); Bhattacharya S., Sharma D., Do environment, social and governance performance impact credit ratings: a study from India, International Journal of Ethics and Systems, 35, 3, pp. 466-484, (2019); Bhattacharyya S.S., Verma S., Sampath G., Ethical expectations and ethnocentric thinking: exploring the adequacy of technology acceptance model for millennial consumers on multisided platforms, International Journal of Ethics and Systems, 36, 4, pp. 465-489, (2020); Cohen J., Statistical Power Analysis for the Behavioural Sciences, (1988); Dahlan M., Yuliansyah Y., Fadhilah A., Muafi M., Al Shikhy Abdulrahman I., Mohd Sanusi Z., Isa Yusarina M., Interactive performance measurement systems, self-profiling, job challenge and individual performance, International Journal of Ethics and Systems, 36, 1, pp. 87-97, (2019); de Menezes L.M., Job satisfaction and quality management: an empirical analysis, International Journal of Operations and Production Management, 32, 3, pp. 308-328, (2012); Deery M., Jago L., Revisiting talent management, work-life balance and retention strategies, International Journal of Contemporary Hospitality Management, 27, 3, pp. 453-472, (2015); Fabi B., Lacoursiere R., Raymond L., Impact of high-performance work systems on job satisfaction, organizational commitment, and intention to quit in Canadian organizations, International Journal of Manpower, 36, 5, pp. 772-790, (2015); Fleuren B.P., van Amelsvoort L.G., Zijlstra F.R., de Grip A., Kant I., Handling the reflective-formative measurement conundrum: a practical illustration based on sustainable employability, Journal of Clinical Epidemiology, 103, pp. 71-81, (2018); Fornell C., Larcker D.F., Structural equation models with unobservable variables and measurement error: algebra and statistics, Journal of Marketing Research, 18, 3, (1981); Fu W., Deshpande S.P., The impact of caring climate, job satisfaction, and organizational commitment on job performance of employees in a china’s insurance company, Journal of Business Ethics, 124, 2, pp. 339-349, (2014); Gardner T.M., Wright P.M., Moynihan L.M., The impact of motivation, empowerment, and skill‐enhancing practices on aggregate voluntary turnover: the mediating effect of collective affective commitment, Personnel Psychology, 64, 2, pp. 315-350, (2011); Gold A.H., Arvind Malhotra A.H.S., Knowledge management: an organizational capabilities perspective, Journal of Management Information Systems, 18, 1, pp. 185-214, (2001); Goswami M., Agrawal R.K., Goswami A.K., Ethical leadership in organizations: evidence from the field, International Journal of Ethics and Systems, 37, 1, pp. 122-144, (2021); Grant A.M., Christianson M.K., Price R.H., Happiness, health, or relationships? 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The key roles of organizational commitment and job satisfaction, Journal of Health Psychology, 21, 1, pp. 50-59, (2016); Podsakoff P.M., MacKenzie S.B., Lee J.-Y., Podsakoff N.P., Common method biases in behavioral research: a critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, 5, (2003); Rahi S., Research design and methods: a systematic review of research paradigms, sampling issues and instruments development, International Journal of Economics and Management Sciences, 6, 2, pp. 1-5, (2017); Rahi S., Abd. Ghani M., Does gamified elements influence on user’s intention to adopt and intention to recommend internet banking?, The International Journal of Information and Learning Technology, 36, 1, pp. 2-20, (2019); Rahi S., Abd.Ghani M., Integration of DeLone and McLean and self-determination theory in internet banking continuance intention context, International Journal of Accounting and Information Management, 27, 3, pp. 512-528, (2019); Rahi S., Abd.Ghani M., Hafaz Ngah A., Integration of unified theory of acceptance and use of technology in internet banking adoption setting: evidence from Pakistan, Technology in Society, 58, (2019); Rahi S., Othman Mansour Majeed M., Alghizzawi M., Alnaser Feras M., Integration of UTAUT model in internet banking adoption context: the mediating role of performance expectancy and effort expectancy, Journal of Research in Interactive Marketing, 13, 3, pp. 411-435, (2019); Rahi S., Ghani M.A., Ngah A.H., Factors propelling the adoption of internet banking: the role of e-customer service, website design, brand image and customer satisfaction, International Journal of Business Information Systems, 33, 4, pp. 549-569, (2020); 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Van der Heijden B.I., Gorgievski M.J., De Lange A.H., Learning at the workplace and sustainable employability: a multi-source model moderated by age, European Journal of Work and Organizational Psychology, 25, 1, pp. 13-30, (2016); Wang P., Walumbwa F.O., Family‐friendly programs, organizational commitment, and work withdrawal: the moderating role of transformational leadership, Personnel Psychology, 60, 2, pp. 397-427, (2007); Yamin M.A.Y., Examining the effect of organisational innovation on employee creativity and firm performance: moderating role of knowledge sharing between employee creativity and employee performance, International Journal of Business Innovation and Research, 22, 3, pp. 447-467, (2020); Ybema J.F., van Vuuren T., van Dam K., HR practices for enhancing sustainable employability: implementation, use, and outcomes, The International Journal of Human Resource Management, 31, 7, pp. 886-907, (2020); Yuliansyah Y., Jermias J., Strategic performance measurement system, organizational learning and service strategic alignment: impact on performance, International Journal of Ethics and Systems, 34, 4, pp. 564-592, (2018); Zhang H.Q., Luo J.M., Xiao Q., Guillet B.D., The impact of urbanization on hotel development: evidence from Guangdong province in China, International Journal of Hospitality Management, 34, pp. 92-98, (2013); Zhong L., Wayne S.J., Liden R.C., Job engagement, perceived organizational support, high‐performance human resource practices, and cultural value orientations: a cross‐level investigation, Journal of Organizational Behavior, 37, 6, pp. 823-844, (2016)","S. Rahi; Hailey College of Banking and Finance, University of the Punjab, Lahore, Pakistan; email: sr_adroit@yahoo.com","","Emerald Group Holdings Ltd.","","","","","","25149369","","","","English","Int. J. Ethics. Syst.","Article","Final","","Scopus","2-s2.0-85121362677"
"Masduki N.A.; Mahfar M.; Senin A.A.","Masduki, Nor Amirah (57546650900); Mahfar, Mastura (56146388500); Senin, Aslan Amat (55683041000)","57546650900; 56146388500; 55683041000","A bibliometric analysis of the graduate employability research trends","2022","International Journal of Evaluation and Research in Education","11","1","","172","181","9","3","10.11591/ijere.v11i1.22145","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126984544&doi=10.11591%2fijere.v11i1.22145&partnerID=40&md5=12003f0bd9625d83c3d97e391b15e473","Department of Educational Foundation and Social Sciences, Faculty of Social Sciences and Humanities, School of Education, Universiti Teknologi Malaysia, Johor, Malaysia; Department of Business Administration, Azman Hashim International Business School, Universiti Teknologi Malaysia, Johor, Malaysia; Department of Educational Foundation and Social Sciences, Faculty of Social Sciences and Humanities, School of Education, Universiti Teknologi Malaysia, Johor, Johor Bahru, 81310, Malaysia","Masduki N.A., Department of Educational Foundation and Social Sciences, Faculty of Social Sciences and Humanities, School of Education, Universiti Teknologi Malaysia, Johor, Malaysia; Mahfar M., Department of Educational Foundation and Social Sciences, Faculty of Social Sciences and Humanities, School of Education, Universiti Teknologi Malaysia, Johor, Malaysia, Department of Educational Foundation and Social Sciences, Faculty of Social Sciences and Humanities, School of Education, Universiti Teknologi Malaysia, Johor, Johor Bahru, 81310, Malaysia; Senin A.A., Department of Business Administration, Azman Hashim International Business School, Universiti Teknologi Malaysia, Johor, Malaysia","Graduate employability has received considerable attention over the years, owing to the labor market’s desire for highly skilled graduates. This study was to examine trends in graduate employability research from 1986 to 2020 through the use of a standard bibliometric procedure. During the study period, as many 343 documents were yielded from the Scopus database. The findings indicated that the relative growth rate of published article was 69 documents per year on average. Geographically, the United Kingdom ranked first as the most productive country, with 104 articles published. Between 2000-2010, the employability topic focused primarily on the role of higher education in providing appropriate career guidance and strategy development for graduates from both public and private institutions seeking employment. Between 2011-2019, the focus shifted to employability skills, work-integrated learning, and curriculum designs that are connected to the long-term enhancement of graduate employability and its impact on career goals. The findings of this study indicate a significant increase in graduate employability literature, as well as a significant number of citations. Academic researchers are encouraged to pursue development strategies that result in successful graduates finding employment in the labor market. This paper is innovative in that it identifies a trend and future for research in the field of employability. © 2022, Institute of Advanced Engineering and Science. All rights reserved.","Bibliometric analysis; Graduate employability; Scopus database; VOSviewer","","","","","","UTMER, (Q.J130000.3853.18J99); UTMFR, (Q.J130000.2555.20H80); Universiti Teknologi Malaysia, UTM","This work was supported by Universiti Teknologi Malaysia (UTMER, Grant No: Q.J130000.3853.18J99) and (UTMFR, Grant No: Q.J130000.2555.20H80).","Hillage J., Pollard E., Employability: developing a framework for policy analysis, Labour Market Trends, 107, 85, pp. 83-84, (1998); Jiang Z., Social Support and Career Psychological States, Journal of Career Assessment, 25, 2, pp. 219-237, (2017); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: a psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Holmes L., Competing perspectives on graduate employability: possession, position or process?, Studies in Higher Education, 38, pp. 538-554, (2013); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, pp. 407-431, (2012); Behle H., Students’ and graduates’ employability. A framework to classify and measure employability gain, Policy Reviews in Higher Education, 4, pp. 1-26, (2020); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); De Cuyper N., van der Heijden B., De Witte H., Associations between perceived employability, employee well-being, and its contribution to organizational success: A matter of psychological contracts?, The International Journal of Human Resource Management, 22, pp. 1486-1503, (2011); Healy M., Hammer S., McIlveen P., Mapping graduate employability and career development in higher education research: A citation network analysis, Studies in Higher Education, pp. 1-13, (2020); Coetzee M., Schreuder D., Proactive career self-management: exploring links among psychosocial career attributes and adaptability resources, South African Journal of Psychology, 48, pp. 206-218, (2017); Okay-Somerville B., Scholarios D., Position, possession or process? Understanding objective and subjective employability during university-to-work transitions, Studies in Higher Education, 42, pp. 1-17, (2017); Global Employment Trends for Youth 2020: Technology and the future of jobs, (2020); Benchmarking Higher Education System Performance: Conceptual framework and data, Enhancing Higher Education System Performance, (2017); Covid-19: Global impacts on graduate recruitment, (2020); Qenani E., Macdougall N., Sexton C., An empirical study of self-perceived employability: Improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, pp. 199-213, (2014); Suppramaniam S., Siew P. H. K., Ainara G., An employability assessment of fresh business graduates in Kuala Lumpur from the perspective of employers, International Journal of Recent Technology and Engineering, 7, 5, pp. 307-317, (2019); Hu Y., Yu Z., Cheng X., Luo Y., Wen C., A bibliometric analysis and visualization of medical data mining research, Medicine, 99, 22, (2020); Pranckute R., Web of Science (WoS) and Scopus: The Titans of Bibliographic Information in Today’s Academic World, Publications, 9, 1, (2021); Yu Y., Et al., A bibliometric analysis using VOSviewer of publications on COVID-19, Annals of Translational Medicine, 8, 13, (2020); Gavel Y., Iselid L., Web of Science and Scopus: A journal title overlap study, Online Information Review, 32, 1, pp. 8-21, (2008); Ellegaard O., Wallin J. A., The Bibliometric Analysis of Scholarly Production: How Great is the Impact?, Scientometrics, 105, 3, pp. 1809-1831, (2015); Sweileh W. M., Al-Jabi S. W., AbuTaha A. S., Zyoud S. H., Anayah F. M. A., Sawalha A. F., Bibliometric analysis of worldwide scientific literature in mobile-health: 2006–2016, BMC Medical Informatics and Decision Making, 17, 1, (2017); Linnenluecke M., Marrone M., Singh A., Conducting systematic literature reviews and bibliometric analyses, Australian Journal of Management, 45, pp. 175-194, (2019); Zupic I., Cater T., Bibliometric Methods in Management and Organization, Organizational Research Methods, 18, pp. 429-472, (2015); Mongeon P., Paul-Hus A., The journal coverage of Web of Science and Scopus: a comparative analysis, Scientometrics, 106, 1, pp. 213-228, (2016); Taylor J., The employability of graduates: Differences between universities, Studies in Higher Education, 11, 1, pp. 17-27, (1986); Atlay M., Harris R., An Institutional Approach to Developing Students’ ‘Transferable’ Skills, Innovations in Education and Training International, 37, 1, pp. 76-84, (2000); Smith J., McKnight A., Naylor R., Graduate Employability: Policy and Performance in Higher Education in the UK, The Economic Journal, 110, 464, pp. F382-F411, (2000); Knight P. T., Yorke M., Employability through the curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Pitan O. S., Muller C., University reputation and undergraduates’ self-perceived employability: mediating influence of experiential learning activities, Higher Education Research and Development, 38, 6, pp. 1269-1284, (2019); Pinto L. H., He K., In the eyes of the beholder’: the influence of academic performance and extracurricular activities on the perceived employability of Chinese business graduates, Asia Pacific Journal of Human Resources, 57, 4, pp. 503-527, (2018); Byrne C., What determines perceived graduate employability? Exploring the effects of personal characteristics, academic achievements and graduate skills in a survey experiment, Studies in Higher Education, 47, 1, pp. 159-176, (2022); Okolie U. C., Igwe P. A., Nwosu H. E., Eneje B. C., Mlanga S., Enhancing graduate employability: Why do higher education institutions have problems with teaching generic skills?, Policy Futures in Education, 18, 2, pp. 294-313, (2020); Coetzee M., Esterhuizen K., Psychological career resources and coping resources of the young unemployed African graduate: An exploratory study, SA Journal of Industrial Psychology, 36, 1, pp. 1-9, (2010); Dacre Pool L., Sewell P., The key to employability: Developing a practical model of graduate employability, Education + Training, 49, pp. 277-289, (2007); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Ali A., Marwan H., Exploring career management competencies in work based learning (WBL) implementation, Journal of Technical Education and Training, 11, pp. 159-166, (2019); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research and Development, 36, 4, pp. 747-762, (2017); Selim H., Forstenlechner I., Baruch Y., Madi M., Career Exploration and Perceived Employability within an Emerging Economy Context, Human Resource Management, 53, pp. 45-66, (2014); Ma'dan M., Ismail M. T., Daud S., Strategies To Enhance Graduate Employability: Insights From Malaysian Public University Policy-Makers, Malaysian Journal of Learning and Instruction, 17, 2, pp. 137-165, (2020); Thirunavukarasu G., Chandrasekaran S., Betageri V. S., Long J., Assessing learners’ perceptions of graduate employability, Sustainability (Switzerland), 12, 2, pp. 1-17, (2020); Yusof Z., Misiran M., Mahmuddin M., Yasin A., Statistical analysis on employability among university graduate: A case study in Malaysia, Research Journal of Applied Sciences, 9, pp. 187-190, (2014); Wang M., Zhang J., Jiao S., Zhang T., Evaluating the impact of citations of articles based on knowledge flow patterns hidden in the citations, PLOS ONE, 14, 11, (2019); Ayala Calvo J. C., Manzano Garcia G., The influence of psychological capital on graduates’ perception of employability: the mediating role of employability skills, Higher Education Research & Development, 40, 2, pp. 293-308, (2021); King Z., Career self-management: Its nature, causes and consequences, Journal of Vocational Behavior, 65, 1, pp. 112-133, (2004); Pinto J. C., Taveira M. do C., Developing Career Self-Management skills: a study in higher education, The International Journal of Management Science and Information Technology, 265, 8, pp. 28-53, (2013); Pereira E. T., Vilas-Boas M., Rebelo C. C., Graduates’ skills and employability: the view of students from different European countries, Higher Education, Skills and Work-Based Learning, 9, 4, pp. 758-774, (2019); Collet C., Hine D., du Plessis K., Employability skills: perspectives from a knowledge-intensive industry, Education + Training, 57, 5, pp. 532-559, (2015); Unni J., Skill Gaps and Employability: Higher Education in India, Journal of Development Policy and Practice, 1, pp. 1-17, (2016); Monteiro S., do ceu Taveira M., Almeida L., Career adaptability and university-to-work transition, Education + Training, 61, 9, pp. 1187-1199, (2019); Tahamtan I., Safipour Afshar A., Ahamdzadeh K., Factors affecting number of citations: a comprehensive review of the literature, Scientometrics, 107, 3, pp. 1195-1225, (2016)","M. Mahfar; Department of Educational Foundation and Social Sciences, Faculty of Social Sciences and Humanities, School of Education, Universiti Teknologi Malaysia, Johor, Malaysia; email: mastura@utm.my","","Institute of Advanced Engineering and Science","","","","","","22528822","","","","English","Int. J. Eval. Res. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85126984544"
"Marino J.; Dabos G.E.; Rivero A.G.; Pujol-Cols L.","Marino, Jorgelina (57192640730); Dabos, Guillermo E. (8140837600); Rivero, Andrea G. (57192641558); Pujol-Cols, Lucas (57203947367)","57192640730; 8140837600; 57192641558; 57203947367","Individual antecedents of i-deals: the role of self-efficacy, networking abilities and perceived employability; [Antecedentes individuales de los i-deals: el rol de la autoeficacia, las habilidades de networking y la empleabilidad percibida]","2022","Academia Revista Latinoamericana de Administracion","35","1","","80","99","19","1","10.1108/ARLA-03-2021-0063","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119651952&doi=10.1108%2fARLA-03-2021-0063&partnerID=40&md5=5feab7c0c520aabfb76fa14d41c33028","Consejo Nacional de Investigaciones Científicas y Técnicas, Tandil, Argentina; Facultad de Ciencias Económicas, Universidad Nacional del Centro de la Provincia de Buenos Aires, Tandil, Argentina; Universidad Católica del Maule, Curicó, Chile","Marino J., Consejo Nacional de Investigaciones Científicas y Técnicas, Tandil, Argentina, Facultad de Ciencias Económicas, Universidad Nacional del Centro de la Provincia de Buenos Aires, Tandil, Argentina; Dabos G.E., Facultad de Ciencias Económicas, Universidad Nacional del Centro de la Provincia de Buenos Aires, Tandil, Argentina; Rivero A.G., Facultad de Ciencias Económicas, Universidad Nacional del Centro de la Provincia de Buenos Aires, Tandil, Argentina; Pujol-Cols L., Consejo Nacional de Investigaciones Científicas y Técnicas, Tandil, Argentina, Universidad Católica del Maule, Curicó, Chile","Purpose: This study aims to examine the direct and indirect effects of self-efficacy, networking abilities and perceived employability on the negotiation of idiosyncratic deals (i-deals) between individual workers and their employers. Design/methodology/approach: In total, 213 managerial professionals – a non-random sample – working for different small and medium-sized enterprises from several industries in Argentina were surveyed online. Hypotheses were tested using structural equation modeling. Findings: The results revealed that self-efficacy and networking abilities exert an indirect effect on i-deal negotiation through perceived employability. Those individuals with higher levels of self-efficacy or greater networking abilities tend to develop more positive perceptions of their employability and, therefore, are more prompted to negotiate i-deals with their employers. Research limitations/implications: This research sheds light on the dynamics underlying the relationship of employees' characteristics and skills with i-deal negotiation. Besides, it provides further evidence that individual bargaining has become widespread in professional employment contexts, above and beyond the collective labor agreements that prevail in most Latin American countries. Practical implications: Self-efficacy and networking abilities can be relevant individual factors in understanding i-deal negotiation, given that both shape employees' perceptions of employability. Originality/value: Although the impact of employee characteristics and skills on the idiosyncratic negotiation of employment terms has been broadly recognized, scholars have called for further exploration of the mechanisms underlying this relationship. By simultaneously investigating the impact of self-efficacy, networking abilities and perceived employability on i-deals, this study provides a more comprehensive understanding of how an individual's personal characteristics and skills facilitate the idiosyncratic negotiation of employment terms. © 2021, Emerald Publishing Limited.","I-deals; Idiosyncratic deals; Networking abilities; Perceived employability; Self-efficacy","","","","","","","","Bacharach S.B., Lawler E.J., Political alignments in organizations: contextualization, mobilization, and coordination, Power and Influence in Organizations, pp. 67-88, (1998); Bal P.M., Why do employees negotiate idiosyncratic deals? 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Causal and Control Beliefs, pp. 35-37, (1995); Shaughnessy B., The Negotiation of I-Deals in Organizations: A Process Model Incorporating Individual and Relational Motivations, Political Skill, and Employee Outcomes, (2012); Spector P.E., Do not cross me: optimizing the use of cross-sectional designs, Journal of Business and Psychology, 34, 2, pp. 125-137, (2019); Sturges J., Simpson R., Altman Y., Capitalising on learning: an exploration of the MBA as a vehicle for developing career competencies, International Journal of Training and Development, 7, 1, pp. 53-66, (2003); Tang Y., Hornung S., Work-family enrichment through i-deals: evidence from Chinese employees, Journal of Managerial Psychology, 30, 8, pp. 940-954, (2015); Treadway D.C., Hochwarter W.A., Kacmar C.J., Ferris G.R., Political will, political skill, and political behavior, Journal of Organizational Behavior, 26, 3, pp. 229-245, (2005); Van der Heijde C.M., Van der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: a psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Weston R., Gore P.A., A brief guide to structural equation modeling, The Counseling Psychologist, 34, 5, pp. 719-751, (2006); Wrzesniewski A., Dutton J.E., Crafting a job: revisioning employees as active crafters of their work, Academy of Management Review, 26, 2, pp. 179-201, (2001)","J. Marino; Consejo Nacional de Investigaciones Científicas y Técnicas, Tandil, Argentina; email: marino@econ.unicen.edu.ar","","Emerald Group Holdings Ltd.","","","","","","10128255","","","","English","Academia Revista Latinoamericana de Administracion","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85119651952"
"Wang D.; Guo D.; Song C.; Hao L.; Qiao Z.","Wang, Dan (57194684440); Guo, Danyang (57439522300); Song, Chao (57219968170); Hao, Lianming (57439350800); Qiao, Zhihong (57217988756)","57194684440; 57439522300; 57219968170; 57439350800; 57217988756","General Self-Efficacy and Employability Among Financially Underprivileged Chinese College Students: The Mediating Role of Achievement Motivation and Career Aspirations","2022","Frontiers in Psychology","12","","719771","","","","7","10.3389/fpsyg.2021.719771","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124023268&doi=10.3389%2ffpsyg.2021.719771&partnerID=40&md5=f4c3585ba4a96f2f4e6b20b78833e3f8","School of Education Science, Jilin Normal University, Siping, China; Faculty of Psychology, Beijing Normal University, Beijing, China; Faculty of Education, Beijing Normal University, Beijing, China; Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium; School of Mathematics, Jilin Normal University, Siping, China","Wang D., School of Education Science, Jilin Normal University, Siping, China, Faculty of Psychology, Beijing Normal University, Beijing, China; Guo D., Faculty of Education, Beijing Normal University, Beijing, China; Song C., Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium; Hao L., School of Mathematics, Jilin Normal University, Siping, China; Qiao Z., Faculty of Psychology, Beijing Normal University, Beijing, China","Although previous research shows that general self-efficacy is related to employability, the mechanism of them is unclear. Thus, this study aims to explore the relationship between general self-efficacy and employability, examines the mediating role of achievement motivation and career aspirations among financially underprivileged college students in China. The analysis of 651 participants (59% female, 41% male) from six provinces indicates that general self-efficacy positively predicts employability through the mediating chain of achievement motivation and career aspirations. Based on these findings, the researchers propose feasible suggestions for related issues of financially underprivileged college students and future research. Copyright © 2022 Wang, Guo, Song, Hao and Qiao.","achievement; aspirations; career; college students; employability; motivation; self-efficacy","","","","","","National Education Science “Thirteenth Five-Year Plan” Key Project of the Ministry of Education, (DIA200343); Scientific Research Project of Jilin Provincial Department of Education, (JJKH20210470SK)","This work was supported by the National Education Science “Thirteenth Five-Year Plan” Key Project of the Ministry of Education (Project Approval No. DIA200343) and the Scientific Research Project of Jilin Provincial Department of Education (Project Approval No. JJKH20210470SK).","Abele A.E., Spurk D., The longitudinal impact of self-efficacy and career goals on objective and subjective career success, J. Vocat. 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Res. China, 14, 79, (2020)","Z. Qiao; Faculty of Psychology, Beijing Normal University, Beijing, China; email: qiaozhihong@bnu.edu.cn","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85124023268"
"Lo Presti A.; De Rosa A.; Zaharie M.","Lo Presti, Alessandro (57201070455); De Rosa, Assunta (57224413204); Zaharie, Monica (35173883100)","57201070455; 57224413204; 35173883100","The route to employability: a longitudinal study on a sample of Italian job seekers","2022","International Journal for Educational and Vocational Guidance","22","1","","227","246","19","9","10.1007/s10775-021-09482-3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107463899&doi=10.1007%2fs10775-021-09482-3&partnerID=40&md5=048f89e64e34912c81c1eec989faaa1a","Dipartimento Di Psicologia, Università Degli Studi Della Campania “Luigi Vanvitelli”, Viale Ellittico, 31, Caserta, 81100, Italy; Faculty of Economics and Business Administration, Babeș-Bolyai University, Cluj Napoca, Romania","Lo Presti A., Dipartimento Di Psicologia, Università Degli Studi Della Campania “Luigi Vanvitelli”, Viale Ellittico, 31, Caserta, 81100, Italy; De Rosa A., Dipartimento Di Psicologia, Università Degli Studi Della Campania “Luigi Vanvitelli”, Viale Ellittico, 31, Caserta, 81100, Italy; Zaharie M., Faculty of Economics and Business Administration, Babeș-Bolyai University, Cluj Napoca, Romania","This study aimed to examine the main predictors of employability, building on a recent conceptual model on employability developed by Lo Presti and Pluviano (Organ Psychol Rev 6(2): 192–211, 2016). Survey based data were collected from a sample of 263 Italian job-seekers through a longitudinal study. The results revealed that employability was more strongly determined by personal dispositions than by external factors, such as life circumstances and that the variables with the most impact were proactive personality, core self-evaluations, and educational level, rather than employability culture, family employability support, and previous work experience. 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Lo Presti; Dipartimento Di Psicologia, Università Degli Studi Della Campania “Luigi Vanvitelli”, Caserta, Viale Ellittico, 31, 81100, Italy; email: alessandro.lopresti@unicampania.it","","Springer Science and Business Media B.V.","","","","","","18730388","","","","English","Int. J. Educ. Vocat. Guid.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85107463899"
"Aziz A.; Islam S.N.","Aziz, Asma (56644017200); Islam, Shama Naz (36975797000)","56644017200; 36975797000","Impact of Mixed Pedagogy on Engineering Education","2022","IEEE Transactions on Education","65","1","","56","63","7","10","10.1109/TE.2021.3088808","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112199531&doi=10.1109%2fTE.2021.3088808&partnerID=40&md5=3a13bfbaca50ada85198cce03b609f9d","Department of Engineering, Edith Cowan University, Joondalup, 6027, WA, Australia; Department of Engineering, Deakin University, Geelong, 3216, VIC, Australia","Aziz A., Department of Engineering, Edith Cowan University, Joondalup, 6027, WA, Australia; Islam S.N., Department of Engineering, Deakin University, Geelong, 3216, VIC, Australia","Contribution: This article explores the impact of the combination of various pedagogical approaches to deliver high-quality learning experiences for online-based engineering students. Though existing research extensively studied online education approaches, limited research has investigated how to bridge the gap between online cloud-based and campus-based students more effectively for obtaining hands-on engineering skills. Background: Given that engineers aim to solve real-world problems, engineering graduates need to obtain relevant experiences for employability. However, it is challenging to deliver such experiences in online education, which motivates innovative ways to integrate practical experiments in Web-based resources. Intended Outcomes: Practical and industry-relevant skills with flexibility in terms of time and pace of learning are intended to be achieved in the teaching framework which is expected to improve learning experiences for online students. Application Design: The adopted mixed pedagogical approach revolves around real-life problem-based learning delivered in the online mode using recorded experiments on energy-efficient design for three cohorts of the fourth-year engineering students, two of which are completely cloud-based students and the other one has a mix of on-campus and cloud-based students. Findings: The effectiveness of the adopted approach is measured through quantitative and qualitative evaluation tools. The evaluation demonstrated that cloud student engagement and motivation improved substantially by integrating explicit, analytical, as well as embodied learnings while enabling them to perform equally well as compared to the campus-based students.  © 1963-2012 IEEE.","Cloud-based teaching; embodied learning; explicit learning; mixed pedagogy; problem-based teaching and learning","Bridges; E-learning; Energy efficiency; Petroleum reservoir evaluation; Energy-efficient design; Engineering graduates; Hands-on engineering; Learning experiences; Pedagogical approach; Qualitative evaluations; Real-world problem; Web-based resources; Students","","","","","","","Nunez J.L.M., Caro E.T., Gonzalez J.R.H., From higher education to open education: Challenges in the transformation of an online traditional course, IEEE Trans. Educ., 60, 2, pp. 134-142, (2017); Martinez P.J., Aguilar F.J., Ortiz M., Transitioning from face-toface to blended and full online learning engineering master's program, IEEE Trans. Educ., 63, 1, pp. 2-9, (2020); Mackay S., Fisher D., Practical online pedagogies of engagement: Classroom-based practices learning and laboratories for engineering, Science and Technology, 2nd Ed, pp. 32-33, (2014); Mills J.E., Treagust D.F., Engineering education-Is problembased or project-based learning the answer?, Aust. J. Eng. Educ., 3, 2, pp. 2-16, (2003); Nguyen D.Q., The essential skills and attributes of an engineer: A comparative study of academics, industry personnel and engineering students, Global J. Eng. Educ., 2, 1, pp. 65-74, (1998); Vergara C.E., Et al., Aligning computing education with engineering workforce computational needs: New curricular directions to improve computational thinking in engineering graduates, Proc. 39th IEEE Front. Educ. 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"Senan N.A.M.; Sulphey M.M.","Senan, Nabil Ahmed Mareai (57200372220); Sulphey, M.M. (57163740200)","57200372220; 57163740200","Construction and validation of the employability questionnaire for accounting graduates","2022","Education and Training","64","1","","141","159","18","2","10.1108/ET-04-2021-0152","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122313174&doi=10.1108%2fET-04-2021-0152&partnerID=40&md5=8177d51d876e81481c3a0f4d0c9bbc4b","Department of Accounting, College of Business Administration, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia; Department of HRM, College of Business Administration, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia","Senan N.A.M., Department of Accounting, College of Business Administration, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia; Sulphey M.M., Department of HRM, College of Business Administration, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia","Purpose: Globally, serious doubts are now expressed about the quality of accounting education, and employers are concerned about the lack of employability among graduates. There is a lack of a validated tool to measure employability in the Saudi Arabia context. Such a tool is required to assess the level of employability so that required corrective measures could be taken. The purpose of the study is to construct and validate a questionnaire to measure employability of accounting graduates. Design/methodology/approach: The data for the study was collected from various accounting professionals using a pool of 50 items from 420 randomly collected samples. The researchers used different statistical techniques, including exploratory and confirmatory factor analysis, to construct and validate the 29 item questionnaire. Findings: Based on the purpose of the study, a questionnaire for measuring the employability of accounting graduates was constructed. The questionnaire developed and scientifically validated through various scientific techniques has 20 items under five factors. The questionnaire is ideal for measuring employability of accounting graduates. Originality/value: A fair review of the literature revealed a dearth of a validated tool to measure employability of accounting graduates. The study has constructed and validated a questionnaire to measure employability of accounting graduates, thereby bridging the gap in literature. 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Sulphey; Department of HRM, College of Business Administration, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia; email: mmzulfi@hotmail.com","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85122313174"
"Daubney K.","Daubney, Kate (6507537068)","6507537068","“Teaching employability is not my job!”: redefining embedded employability from within the higher education curriculum","2022","Higher Education, Skills and Work-based Learning","12","1","","92","106","14","8","10.1108/HESWBL-07-2020-0165","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111675664&doi=10.1108%2fHESWBL-07-2020-0165&partnerID=40&md5=7630e095823215b027f3f070bc338ddf","The Careers Group, University of London, London, United Kingdom","Daubney K., The Careers Group, University of London, London, United Kingdom","Purpose: This paper introduces a new approach to embedding employability by extracting from higher education curriculum the knowledge, attributes, skills and experience that employers value. The Extracted Employability concept enables academics to surface the innate employability value of what they already teach across all curriculums, disciplines and programmes, enabling students to prepare better for work and make more effective career decisions. Design/methodology/approach: Manual textual analysis of all UK Quality Assurance Agency Subject Benchmark Statements surfaced a database of common descriptors for defining and articulating the innate employability value of higher education curriculum, enriching language in attributes and transferable skills. Findings: Extracted Employability enables academics to articulate the employability value of their existing curriculum without sacrificing rigour or integrity, which is particularly of concern in research-led universities. Piloting the concept, a database of attributes and transferable skills enabled academics to surface significantly greater value for students from curriculum in the language employers recognise, addressing the perceived “skills gap”. Practical implications: Students, particularly studying subjects not professionally-aligned, will find it easier to connect the extracted employability value of their curriculum with what employers are looking for. Academics can use richer language of skills for creating learning outcomes that also have employability value. Social implications: Surfacing employability through curriculum makes it structurally unavoidable for all students to engage with, supporting social mobility and enabling students to realise more effectively the value of their higher education in work. Originality/value: Research and practice on employability has derived from a position outside academic curriculum established by Knight and Yorke (2003), but this approach redefines employability from within academic curriculum. © 2021, Emerald Publishing Limited.","Curriculum; Embedded employability; Extracted Employability; KASE framework; Skills development; Teaching and learning","","","","","","","","Barnett R., Parry G., Coate K., Conceptualising curriculum change, Teaching in Higher Education, 6, 4, pp. 435-449, (2001); Blackmore P., Kandiko C., Strategic Curriculum Change, (2012); Brown J., Gosling T., Sethi B., Sheppard B., Stubbings C., Sviokla J., Fisher L., Workforce of the Future: the Competing Forces Shaping 2030, (2018); Carnell B., Fung D., Developing the Higher Education Curriculum: Research-Based Education in Practice, (2017); Cross N., Designerly ways of knowing, Design Studies, 3, 4, pp. 221-227, (1982); Daubney K., Embedding without invasion: extracting employability from the curriculum, Advance HE Conference Presentation, (2019); Daubney K., Extracted employability: the employability value of what is taught, Enhancing Graduate Employability: a Case Study Compendium, pp. 89-93, (2020); Daubney K., Walling M., Promoting co-ownership: Extracted Employability, Phoenix: Academic Alignment, pp. 8-9, (2019); Daubney K., Careers Education to Demystify Employability, (2021); Daubney K., Employability is not inimical to good learning’: rearticulating school academic curricula to surface their employability value, Journal of Work-Applied Management, 13, 1, pp. 103-116, (2021); Dellot B., Mason R., Wallace-Stephens F., The Four Futures of Work: Coping with Uncertainty in an Age of Radical Technologies, (2019); Teachers' standards (overview), (2011); Dweck C., Mindset: Changing the Way You Think to Fulfil Your Potential, (2017); Fung D., Connected Curriculum for Higher Education, (2017); Gilworth R.B., Thambar N.P., Careers registration a data revolution, Paper Presented at AGCAS Biennial Conference, Exeter 2013, (2013); Learning gain pilot projects: what is learning gain?; Graduate outcomes survey questions; Hill J., Walkington H., France D., Graduate attribute: implications for higher education practice and policy, Journal of Geography in Higher Education, 40, 2, pp. 155-163, (2016); Howson C.B.K., Evaluation of HEFCE's learning gain pilot projects: year 1 report, (2017); Hudson B., Henderson S., Hudson A., Developing mathematical thinking in the primary classroom: liberating students and teachers as learners of mathematics, Journal of Curriculum Studies, 47, 3, pp. 374-398, (2015); The ISE Annual Survey, (2017); The ISE 2018 Development Survey: Trends, Benchmarks and Insights, (2018); Student Development Survey 2020: Supporting the Learning and Development of Entry-Level Hires, (2020); Jarman D., Phoenix: Defining Graduate Attributes, pp. 6-7, (2016); Knight P.T., Yorke M., Employability and good learning in higher education, Teaching in Higher Education, 8, 1, pp. 3-16, (2003); Krathwohl D., A revision of bloom's taxonomy: an overview, Theory Into Practice, 41, 4, pp. 213-218, (2002); Maxwell R., Armellini A., Identity, employability and entrepreneurship: the ChANGE framework of graduate attributes, Higher Education, Skills and Work-Based Learning, 9, 1, pp. 76-91, (2019); Nadella S., We sat down with Microsoft's CEO to discuss the past, present and future of the company, Business Insider, (2017); Norton S., Dalrymple R., Enhancing Graduate Employability: A Case Study Compendium, (2020); Consultation on regulating quality and standards in higher education, (2020); Developing an understanding of projected rates of progression from entry to professional employment: methodology and results, (2020); OECD Skills Strategy 2019: Skills to Shape a Better Future, (2019); Peccarelli B., AI isn't Taking Our Jobs – But it is Changing How We Recruit, (2019); Subject benchmark statements; Quinlan K.M., Developing student character through disciplinary curricula: an analysis of UK QAA subject benchmark statements, Studies in Higher Education, 41, 6, pp. 1041-1054, (2016); Quinn B., Universities may face sanctions if they fail most disadvantaged, The Guardian, (2020); Reid E., Manley C., Phoenix: Defining Graduate Attributes, pp. 4-5, (2016); Stanny C., Reevaluating bloom's taxonomy: what measurable verbs can and cannot say about student learning, Education Sciences, 6, 4, pp. 37-48, (2016); Thijssen J.G.L., Van der Heijden B.I.J.M., Rocco T.S., Toward the Employability—link Model: current employment transition to future employment perspectives, Human Resource Development Review, 7, 2, pp. 165-183, (2008); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-879, (2016); The Future of Jobs Report 2020, (2020)","K. Daubney; The Careers Group, University of London, London, United Kingdom; email: kate.daubney@careers.lon.ac.uk","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85111675664"
"Aleksić A.; Nestić S.; Huber M.; Ljepava N.","Aleksić, Aleksandar (36639283000); Nestić, Snežana (37102436100); Huber, Michael (57477883700); Ljepava, Nikolina (55619804800)","36639283000; 37102436100; 57477883700; 55619804800","The Assessment of the Key Competences for Lifelong Learning—The Fuzzy Model Approach for Sustainable Education","2022","Sustainability (Switzerland)","14","5","2686","","","","2","10.3390/su14052686","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125784673&doi=10.3390%2fsu14052686&partnerID=40&md5=8768b5cb206a7fc6ee88556cf0a82d4e","Faculty of Engineering, University of Kragujevac, Kragujevac, 34000, Serbia; College of Business Administration, American University in the Emirates, Dubai International Academic City, P.O. Box 503000, Dubai, United Arab Emirates","Aleksić A., Faculty of Engineering, University of Kragujevac, Kragujevac, 34000, Serbia; Nestić S., Faculty of Engineering, University of Kragujevac, Kragujevac, 34000, Serbia; Huber M., Faculty of Engineering, University of Kragujevac, Kragujevac, 34000, Serbia; Ljepava N., College of Business Administration, American University in the Emirates, Dubai International Academic City, P.O. Box 503000, Dubai, United Arab Emirates","Contemporary education in higher education institutions has a goal to provide necessary competences determined by legislative demands, science trends and job market needs to graduated students intending to strengthen their employability. The main idea of this research is to assess the level of students’ competences for lifelong learning (LLL). Since it is a very complex task, it is characterized by a lack of information and the vagueness of the inherently subjective nature of human thinking. The uncertain values of the assessed level of students’ competences for LLL are represented by linguistic expressions which are modeled by the interval type 2 trapezoidal fuzzy numbers. Ranking of the level of students’ competences for LLL is stated as a fuzzy multi-criteria optimization task. The aggregation of students’ opinions into unique marks is given by using the proposed fuzzy Delphi technique. The rank of students’ competences for LLL is given by using the proposed fuzzy Simple Additive Weighting (FSAW). The order of measures that should be delivered to improve students’ competences is based on the obtained rank. The model is tested and discussed on the real data collected from a significant sample of the students with a proposal of future directions of the research. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","Competences management; Employability of future engineers; Fuzzy Delphi; Fuzzy SAW; Lifelong learning","accuracy assessment; assessment method; education; learning; multicriteria analysis; student; sustainability","","","","","","","Dishon G., Gilead T., Adaptability and Its Discontents: 21st-Century Skills and the Preparation for an Unpredictable Future, Br. J. Educ. Stud, 69, pp. 393-413, (2021); Lopez A.R., Souto J.E., Noblejas M.L.A., Improving Teaching Capacity to Increase Student Achievement: The Key Role of Communication Competences in Higher Education, Stud. Educ. Eval, 60, pp. 205-213, (2019); Harris A., Jones M., Leading Educational Change and Improvement at Scale: Some Inconvenient Truths about System Perfor-mance, Int. J. Leadersh. 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Union, 22, pp. 10-18, (2006); Gaworski M., de Cacheleu C., Inghels C., Leurs L., Mazarguil C., Ringot B., Tzu-Chen C., The Topic of the Ideal Dairy Farm Can Inspire How to Assess Knowledge about Dairy Production Processes: A Case Study with Students and Their Contributions, Processes, 9, (2021); Kumar R., Formative knowledge assessment through games using concept map and game theory, J. Inf. Knowl. Manag, 17, (2018); Safarzadeh S., Khansefid S., Rasti-Barzoki M., A Group Multi-Criteria Decision-Making Based on Best-Worst Method, Comput. Ind. Eng, 126, pp. 111-121, (2018); Brown B.B., Delphi Process: A Methodology Used for the Elicitation of Opinions of Experts, (1968); Kaliszewski I., Podkopaev D., Simple Additive Weighting-A Metamodel for Multiple Criteria Decision Analysis Methods, Expert Syst. Appl. Int. 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Sci, 8, pp. 27-45, (2017); Abdollahi S.M., Ranjbarian B., Kazemi A., An Investigation of the Antecedents of Consumers’ Confusion in Purchasing an Outbound Package Tour in the City of Isfahan by Fuzzy Delphi Method, Iran. J. Manag. Stud, 13, pp. 527-564, (2020); Jani N.M., Zakaria M.H., Maksom Z., Haniff M.S.M., Mustapha R., Validating Antecedents of Customer Engagement in Social Networking Sites Using Fuzzy Delphi Analysis, Int. J. Adv. Comput. Sci. Appl, 9, pp. 294-304, (2018); Komatina N., Djapan M., Ristic I., Aleksic A., Fulfilling External Stakeholders’ Demands—Enhancement Workplace Safety Using Fuzzy MCDM, Sustainability, 13, (2021); Garg H., Generalised Pythagorean Fuzzy Geometric Interactive Aggregation Operators Using Einstein Operations and Their Application to Decision Making, J. Exp. Theor. Artif. Intell, 30, pp. 763-794, (2018); Aminifar S., Uncertainty Avoider Interval Type II Defuzzification Method, Math. Probl. Eng, 2020, (2020); Mahmoudi S., Ranjbarian B., Fathi S., Factors Influencing on Iran’s Image as a Tourism Destination, Int. J. Serv. Oper. Manag, 26, pp. 186-210, (2017); Wang Y.J., A Fuzzy Multi-Criteria Decision-Making Model Based on Simple Additive Weighting Method and Relative Preference Relation, Appl. Soft Comput, 30, pp. 412-420, (2015); Orojloo M., Hashemy Shahdany S.M., Roozbahani A., Developing an Integrated Risk Management Framework for Agricultural Water Conveyance and Distribution Systems within Fuzzy Decision Making Approaches, Sci. Total Environ, 627, pp. 1363-1376, (2018); Kanuganti S., Agarwala R., Dutta B., Bhanegaonkar P.N., Singh A.P., Sarkar A.K., Road Safety Analysis Using Multi Criteria Approach: A Case Study in India, Transp. Res. Procedia, 25, pp. 4649-4661, (2017); Muslihudin M., Susanti T.S., Maseleno A., Pringsewu S., The Priority of Rural Road Development Using Fuzzy Logic Based Simple Additive Weighting, Int. J. Pure Appl. Math, 118, pp. 9-16, (2018); Kusumadewi S., Fuzzy Multi-Attribute Decision Making (Fuzzy MADM), (2006); Sagar M.K., Jayaswal P., Kushwah K., Exploring Fuzzy SAW Method for Maintenance Strategy Selection Problem of Material Handling Equipment, Int. J. Curr. Eng. Technol, 3, pp. 600-605, (2013); Chou C.C., The Canonical Representation of Multiplication Operation on Triangular Fuzzy Numbers, Comput. Math. Appl, 45, pp. 1601-1610, (2003); Roszkowska E., Kacprzak D., The Fuzzy Saw and Fuzzy TOPSIS Procedures Based on Ordered Fuzzy Numbers, Inf. Sci. Int. J, 369, pp. 564-584, (2016); Shih H.S., Shyur H.J., Lee E.S., An Extension of TOPSIS for Group Decision Making, Math. Comput. Model, 45, pp. 801-813, (2007); Kahraman C., Oztaysi B., Ucal Sari I., Turanoglu E., Fuzzy Analytic Hierarchy Process with Interval Type-2 Fuzzy Sets, Knowl. Based Syst, 59, pp. 48-57, (2014); Tiberius V., Hoffmeister L., Weyland M., Prospective Shifts in Executive Education: An International Delphi Study, Int. J. Manag. Educ, 19, (2021); Silva M.M., de Gusmao A.P.H., Poleto T., Silva L.C.E., Costa A.P.C.S., A Multidimensional Approach to Information Security Risk Management Using FMEA and Fuzzy Theory, Int. J. Inf. Manag, 34, pp. 733-740, (2014); Liu H.C., Liu L., Liu N., Mao L.X., Risk Evaluation in Failure Mode and Effects Analysis with Extended VIKOR Method under Fuzzy Environment, Expert Syst. Appl. Int. J, 39, pp. 12926-12934, (2012); Wu Y.J., Chen J.C., Stimulating Innovation with an Innovative Curriculum: A Curriculum Design for a Course on New Product Development, Int. J. Manag. Educ, 19, (2021); Zhang H., Zhang W., Mei C., Entropy of Interval-Valued Fuzzy Sets Based on Distance and Its Relationship with Similarity Measure, Knowl. Based Syst, 22, pp. 449-454, (2009); Xu Z.S., A Ranking Arithmetic for Fuzzy Mutual Complementary Judgment Matrices, J. Syst. Eng, 16, pp. 311-314, (2001)","S. Nestić; Faculty of Engineering, University of Kragujevac, Kragujevac, 34000, Serbia; email: s.nestic@kg.ac.rs","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85125784673"
"Yadav A.K.S.","Yadav, Akhilesh K.S. (57188718086)","57188718086","Key skills and competencies of LIS professionals in the digital library environment: a content analysis of job advertisements","2022","Library Management","43","1-2","","50","65","15","6","10.1108/LM-03-2021-0030","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118666558&doi=10.1108%2fLM-03-2021-0030&partnerID=40&md5=f72503d3f171ee08b941ea4c7e339f3c","Centre for Library and Information Management Studies (CLIMS), SDTM Library, Tata Institute of Social Sciences, Mumbai, India","Yadav A.K.S., Centre for Library and Information Management Studies (CLIMS), SDTM Library, Tata Institute of Social Sciences, Mumbai, India","Purpose: The main purpose of this research study is to identify the essential skills and competencies sought by prospective employers for library and information science (LIS) positions in India. The research study aims to find out various designated positions in job advertisements. Design/methodology/approach: The data were collected from a major weekly job journal “Employment News” in India over five years from 2016 to 2020. The Employment News provides the latest job vacancies of central/state governments, public sector undertakings and autonomous bodies in India. Each issue of Employment News was carefully scanned and searched for job advertisements in the field of LIS. The researcher analyzed various posts on permanent, deputation and short-term contracts to gain insights into the job’s skills. Findings: The findings highlight that public sector academic and school libraries are the top employers of LIS professionals. One of the most frequent demands of employers is profession-related work experience. Results show that employers place the strongest emphasis on library administration, computer knowledge, technical skills, managerial skills and soft skills. Library management, library supervision and procurement of journals and books are the primary job responsibilities for top-level positions. Research limitations/implications: The weekly job journal, Employment News, is the largest source of LIS jobs in publicly funded organizations and institutions in India. It does not cover private educational institutes, industries and corporates. Job-related data were collected solely from this journal for the duration of 2016–2020. Therefore, this research study does not fully represent the LIS job market with regard to private educational institutes and corporate organizations. Practical implications: The research findings can help LIS professionals prepare themselves according to market needs and demands. The LIS school should integrate these required skills and competencies into the course curriculum for preparing professionals in the digital age. Originality/value: The results are benchmarked to guide and evaluate LIS course curricula in India. LIS schools may emphasize soft skills in future curriculum design, which employers frequently seek. © 2021, Emerald Publishing Limited.","Employability skills; Job advertisement; Job trends; Knowledge and skills; Soft skills; Technical skills","","","","","","Research Council of Tata Institute of Social Sciences","Funding: This research was supported by the Research Council of Tata Institute of Social Sciences, Mumbai, India.","Altstiel T., Grow J., Jennings M., Advertising Creative: Strategy, Copy, and Design, (2019); Binici K., What are the information technology skills needed in information institutions? The case of ‘code4lib’ job listings, Journal of Academic Librarianship, 47, 3, (2021); Bishop B.W., Cadle A.W., Grubesic T.H., Job analyses of emerging information professions: a survey validation of core competencies to inform curricula, The Library Quarterly, 85, 1, pp. 64-84, (2015); Bjorklund B., Audunson R., Qualification requirements in Norwegian public libraries – an analysis of job advertisements, Information Research, 26, 1, (2021); Clark J.C., Job trends in music librarianship: a nine-year analysis of the music library association's job list, Notes, 69, 1, pp. 44-58, (2012); Collet C., Hine D., du Plessis K., Employability skills: perspectives from a knowledge-intensive industry, Education + Training, 57, 5, pp. 532-559, (2015); Cullen J., A review of library and information service job advertisements: what do they tell us about work in the Irish library sector?, Journal of Information Science, 26, 4, pp. 278-281, (2000); Ganesan M., Antony S.P., George E.P., Dimensions of job advertisement as signals for achieving job seeker's application intention, Journal of Management Development, 37, 5, pp. 425-438, (2018); Hackstadt A., Leadership, development, and expertise: a qualitative content analysis of scholarly communication librarian position announcements, Journal of Librarianship and Scholarly Communication, 8, General Issue, (2020); Hossain M.A., Sormunen E., ICT skills of library and information science (LIS) students in Bangladesh, International Information and Library Review, 51, 4, pp. 285-299, (2019); Jeevan V.K.J., Job prospects in library and information science: a study of vacancies notified in the ‘Employment News’ from 1998 to 2001, Annals of Library and Information Studies, 50, 2, pp. 62-84, (2003); Johnston N., Williams R., Skills and knowledge needs assessment of current and future library professionals in the state of Qatar, Library Management, 36, 1-2, pp. 86-98, (2015); Kaba A., Online library job advertisement in United Arab Emirates: a content analysis of online sources, Library Management, 38, 2-3, pp. 131-141, (2017); Kennan M.A., Willard P., Wilson C.S., What do they want?: a study of changing employer expectations of information professionals, Australian Academic and Research Libraries, 37, 1, pp. 17-37, (2006); Kumari N., Mishra S., Comparing digital library job requirements and digital library course curriculum: an Indian perspective, SRELS Journal of Information Management, 57, 6, pp. 297-308, (2020); Lo L.S., Reed J.B., ‘You're hired!’—an analysis of the perceptions and behaviors of library job candidates on job offer negotiations, The Southeastern Librarian, 64, 2, pp. 1-13, (2016); Maceli M., What technology skills do developers need? A text analysis of job listings in library and information science (LIS) from Jobs.code4lib.org, Information Technology and Libraries, 34, 3, pp. 8-21, (2015); Mawson M., Haworth A.C., Supporting the employability agenda in university libraries: a case study from the University of Sheffield, Information and Learning Science, 119, 1-2, pp. 101-108, (2018); Messum D., Wilkes L., Peters K., Jackson D., Content analysis of vacancy advertisements for employability skills: challenges and opportunities for informing curriculum development, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 72-86, (2016); Muir R., Thompson K.M., Qayyum A., The diversity we seek: a document analysis of diversity and inclusion in the Australian library and information sector job advertisements, Journal of the Australian Library and Information Association, 69, 4, pp. 473-495, (2020); Ocholla D., Shongwe M., An analysis of the library and information science (LIS) job market in South Africa, South African Journal of Libraries and Information Science, 79, 1, pp. 35-43, (2013); Orme V., You will be …: a study of job advertisements to determine employers' requirements for LIS professionals in the UK in 2007, Library Review, 57, 8, pp. 619-633, (2008); Library Management in Disruptive Times: Skills and Knowledge for an Uncertain Future, (2015); O'Connor S., Sidorko P., Imagine Your Library's Future: Scenario Planning for Libraries and Information Organisations, (2010); Pontika N., Roles and jobs in the open research scholarly communications environment: analysing job descriptions to predict future trends, Liber Quarterly: The Journal of European Research Libraries, 29, 1, pp. 1-20, (2019); Pradhan S., Study of employability and needed skills for LIS graduates, DESIDOC Journal of Library and Information Technology, 35, 2, pp. 106-112, (2015); Raju J., Information professional or it professional?: the knowledge and skills required by academic librarians in the digital library environment, Portal: Libraries and the Academy, 17, 4, pp. 739-757, (2017); Robinson M.-G., Skills and qualifications for the special library environment in Jamaica: a job advertisement analysis, Library Management, 42, 1-2, pp. 149-163, (2021); Rosenberg S., Heimler R., Morote E., Basic employability skills: a triangular design approach, Education + Training, 54, 1, pp. 7-20, (2012); Sawant S., Sawant P., Indian LIS job market and its visibility through portals and mailing lists/forums, SRELS Journal of Information Management, 53, 5, pp. 387-391, (2016); Shahbazi R., Hedayati A., Identifying digital librarian competencies according to the analysis of newly emerging IT-based LIS jobs in 2013, The Journal of Academic Librarianship, 42, 5, pp. 542-550, (2016); Sinha M.K., Pandey B., Status of job opportunities and employment of library and information science professionals in India: an analysis of job advertisements, IOSR Journal of Humanities and Social Science, 19, 1, pp. 79-93, (2014); Skene E., Shooting for the moon: an analysis of digital initiatives librarian job advertisements, Digital Library Perspectives, 34, 2, pp. 84-90, (2018); Tabassum M., Roknuzzaman M., Begum D., Employability skills of new generation LIS professionals in Bangladesh, Journal of Knowledge and Communication Management, 10, 2, pp. 121-144, (2020); Tadasad P.G., Employability of library and information professionals: issues for post-graduate departments of library and information science, Journal of Indian Library Association, 51, 4, pp. 30-39, (2015); Torresi I., Translating Promotional and Advertising Texts, (2020); Triumph T.F., Beile P.M., The trending academic library job market: an analysis of library position announcements from 2011 with comparisons to 1996 and 1988, College and Research Libraries, 76, 6, pp. 716-739, (2015); Turner R., Analyzing cataloging job descriptions: are cataloging jobs disappearing, changing, or merging?, Cataloging and Classification Quarterly, 58, 6, pp. 591-602, (2020); Wise S., Henninger M., Kennan M.A., Changing trends in LIS job advertisements, Australian Academic and Research Libraries, 42, 4, pp. 268-295, (2011); Yang Q., Zhang X., Du X., Bielefield A., Liu Y.Q., Current market demand for core competencies of librarianship: a text mining study of American Library Association's advertisements from 2009 through 2014, Applied Sciences, 6, 2-48, pp. 1-16, (2016)","A.K.S. Yadav; Centre for Library and Information Management Studies (CLIMS), SDTM Library, Tata Institute of Social Sciences, Mumbai, India; email: akhilesh.yadav@tiss.edu","","Emerald Group Holdings Ltd.","","","","","","01435124","","","","English","Libr. Manage.","Article","Final","","Scopus","2-s2.0-85118666558"
"Shava H.","Shava, Herring (56157605400)","56157605400","Linear Predictors of Perceived Graduate Employability among South Africa’s Rural Universities’ Learners during the Covid-19 Pandemic","2022","International Journal of Learning, Teaching and Educational Research","21","3","","106","126","20","0","10.26803/ijlter.21.3.7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129369495&doi=10.26803%2fijlter.21.3.7&partnerID=40&md5=28677732781fb30a4c75da7657dacba7","Department of Management, Walter Sisulu University, South Africa","Shava H., Department of Management, Walter Sisulu University, South Africa","After the outbreak of Covid-19, universities in South Africa adopted blended learning and learning continued online. The outbreak of Covid-19 brought to light inherent problems that South African rural universities are facing in the utilisation of educational technologies. These problems include inadequate online support technologies, inadequate electricity supply and poor educator and learner technological skills. Resultantly, questions have been raised on rural university graduates’ employability prospects and how these can be enhanced. This study provides evidence revealing that learner career ambition can be used as an intervention mechanism to enhance graduate employability among rural university learners. This study sought to determine whether online teaching and learning predict perceived graduate employability among rural university learners in South Africa. In addition, the study investigated whether learner career ambition moderates the relationship between online teaching and learning and perceived graduate employability. Quantitative data was gathered from 150 rural university undergraduate learners. Random sampling was used to select them. A survey approach was used to gather primary data and the research instrument was a self-administered questionnaire. Simple linear regression, and hierarchical regression analyses were performed. Results reveal that online teaching and learning predict perceived graduate employability, and learner career ambition negatively moderates the relationship between online teaching and learning. The study recommends that more research is needed to shed light on how ambition can be used to enhance graduate employability especially in online teaching and learning environments marred by poor information and communication technology infrastructure. © 2022 Society for Research and Knowledge Management. All rights reserved.","Covid-19; learner career ambition; Online teaching and learning; perceived graduate employability","","","","","","","","Amin N., Mahabeer P., Curriculum tinkering in situations of crises and inequalities: The case of South Africa, Prospects, 51, pp. 489-501, (2021); Bergdahl N., Nouri J., Covid-19 and crisis-prompted distance education in Sweden, Technology, Knowledge and Learning, 26, 3, pp. 443-459, (2021); Boelens R., Van Laer S., De Wever B., Elen J., Blended learning in adult education: towards a definition of blended learning, (2015); Bridgstock R., The university and the knowledge network: A new educational model for twenty-first century learning and employability, Graduate employability in context, pp. 339-358, (2017); Chirinda B., Ndlovu M., Spangenberg E., Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage, Education Sciences, 11, 4, (2021); Cristobal-Fransi E., Montegut-Salla Y., Ferrer-Rosell B., Daries N., Rural cooperatives in the digital age: An analysis of the Internet presence and degree of maturity of agri-food cooperatives' ecommerce, Journal of Rural Studies, 74, pp. 55-66, (2020); Curic Drazic M., Petrovic I.B., Vukelic M., Career ambition as a way of understanding the relation between locus of control and self-perceived employability among psychology students, Frontiers in Psychology, 9, pp. 1-8, (2018); Damoense M. Y., Online learning: Implications for effective learning for higher education in South Africa, Australasian Journal of Educational Technology, 19, 1, pp. 25-45, (2003); Dong C., Lee D. W. C., Aw D. C. W., Tips for medical educators on how to conduct effective online teaching in times of social distancing, Proceedings of Singapore Healthcare, 30, 1, pp. 59-63, (2021); Du Plessis P., Mestry R., Teachers for rural schools – a challenge for South Africa, South African Journal of Education, 39, 1, pp. 1-9, (2019); Dube B., Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach, REMIE: Multidisciplinary Journal of Educational Research, 10, 2, pp. 135-157, (2020); Ebrahim S. H., Ahmed Q. A., Gozzer E., Schlagenhauf P., Memish Z. A., Covid-19 and community mitigation strategies in a pandemic, BMJ, 368, (2020); Forrier A., Sels L., The concept employability: A complex mosaic, International Journal of Human Resources Development and Management, 3, 2, pp. 102-124, (2003); Fugate M., Kinicki A. J., A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, 3, pp. 503-527, (2008); Gosselin K. P., Development and psychometric exploration of the online teaching self-efficacy scale, (2009); Gurlek M., Shedding light on the relationships between Machiavellianism, career ambition, and unethical behaviour intention, Ethics & Behaviour, 31, 1, pp. 38-59, (2021); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Heijde C. M. V. D., Van Der Heijden B. I., A competence‐based and multidimensional operationalization and measurement of employability, Human Resources Management, 45, 3, pp. 449-476, (2006); Hillage J., Pollard E., Employability: developing a framework for policy analysis, (1998); Hirschi A., Spurk D., Striving for success: Towards a refined understanding and measurement of ambition, Journal of Vocational Behaviour, 127, (2021); Jones A. B., Sherman R. A., Hogan R. T., Where is ambition in factor models of personality?, Personality and Individual Differences, 106, pp. 26-31, (2017); Jones B. F., Valdez G., Nowakowski J., Rasmussen C., Learning Indicators: Designing Learning and Technology for Educational Reform, (1994); Judge T. A., Kammeyer-Mueller J. D., On the value of aiming high: The causes and consequences of ambition, Journal of Applied Psychology, 97, 4, pp. 758-775, (2012); Lave J., Wenger E., Communities of practice. 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J., Exploring Educators' Challenges of Online Learning in Covid-19 at a Rural School, South Africa, International Journal of Learning, Teaching and Educational Research, 19, 10, pp. 134-149, (2020); Naidoo J., Postgraduate mathematics education students’ experiences of using digital platforms for learning within the COVID-19 pandemic era, Pythagoras, 41, 1, (2020); Ncube B., Rural online learning in the context of Covid-19 in South Africa: Evoking an inclusive education approach, Multidisciplinary Journal of Educational Research, 10, 2, pp. 136-157, (2020); Internet growth slowing in South Africa, (2000); Pettigrove G., Ambitions, Ethical Theory and Moral Practice, 10, 1, pp. 53-68, (2007); Ployhart R.E., Staffing in the 21st century: New challenges and strategic opportunities, Journal of Management, 32, pp. 868-897, (2006); Ravjee N., The politics of e-learning in South African higher education, International Journal of Education and Development using Information and Communication Technology (IJEDICT), 3, 4, pp. 27-41, (2007); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, pp. 23-41, (2007); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, Journal of Vocational Behaviour, 73, 1, pp. 1-12, (2008); Rothwell A., Jewell S., Hardie M., Self-perceived employability: Investigating the responses of post-graduate students, Journal of Vocational Behaviour, 75, pp. 152-161, (2009); Shava H., Chinyamurindi W.T., Determinants of social media usage among a sample of rural South African youth, South African Journal of Information Management, 20, 1, (2018); Smith V., Enhancing employability: Human, cultural, and social capital in an era of turbulent unpredictability, Human relations, 63, 2, pp. 279-300, (2010); Sulistiawan J., Moslehpour M., Lin P. C., Lin P. K., Employability Paradox, Movement Capital and Employees Turnover In indonesia, 2021 7th International Conference on E-Business and Applications, pp. 141-146, (2021); van Rensburg E. S. J., Effective online teaching and learning practices for undergraduate health sciences students: An integrative review, International Journal of Africa Nursing Sciences, 9, pp. 73-80, (2018); van Schalkwyk F., Reflections on the public university sector and the covid-19 pandemic in South Africa, Studies in Higher Education, 46, 1, pp. 44-58, (2021); Yorke M., Knight P., Learning & employability, Learning and Teaching Support Network, (2004)","H. Shava; Department of Management, Walter Sisulu University, South Africa; email: hshava@wsu.ac.za","","Society for Research and Knowledge Management","","","","","","16942116","","","","English","Intl. J. Learn. Teach. Edu. Res.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85129369495"
"Belchior-Rocha H.; Casquilho-Martins I.; Simões E.","Belchior-Rocha, Helena (57439675800); Casquilho-Martins, Inês (57295789200); Simões, Eduardo (57213154886)","57439675800; 57295789200; 57213154886","Transversal Competencies for Employability: From Higher Education to the Labour Market","2022","Education Sciences","12","4","255","","","","12","10.3390/educsci12040255","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128719890&doi=10.3390%2feducsci12040255&partnerID=40&md5=07be032710995af6a3426b9d09c5bce3","Centro de Investigação e Estudos de Sociologia (CIES-Iscte), Iscte—Instituto Universitário de Lisboa, Lisboa, 1649-026, Portugal; DINÂMIA’CET-IUL—Centro de Estudos sobre a Mudança Socioeconómica e o Território, Iscte—Instituto Universitário de Lisboa, Lisboa, 1649-026, Portugal","Belchior-Rocha H., Centro de Investigação e Estudos de Sociologia (CIES-Iscte), Iscte—Instituto Universitário de Lisboa, Lisboa, 1649-026, Portugal; Casquilho-Martins I., Centro de Investigação e Estudos de Sociologia (CIES-Iscte), Iscte—Instituto Universitário de Lisboa, Lisboa, 1649-026, Portugal; Simões E., DINÂMIA’CET-IUL—Centro de Estudos sobre a Mudança Socioeconómica e o Território, Iscte—Instituto Universitário de Lisboa, Lisboa, 1649-026, Portugal","Aligning learning goals with the needs of the labour market is a difficult task for universities, especially in the present day. Although organisations seek professionals with flexible and varied skills, universities often underestimate the importance of cross-curricular skills. Thus, this article aims to identify the perception of recent graduates as to the importance of the transversal skills that they acquired and developed at university and the ways in which they are now applied in the work environment. In this exploratory study, we sent a questionnaire to recent graduates that allowed us to analyse the development and applicability of these competencies in organisations. The results are further discussed within the broader framework of how universities adapt to the strong socio-economic challenges that characterise current times and the integration of recent graduates into the labour market. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","higher education; labour market; soft skills; training; transversal skills","","","","","","","","Cantante F., O Mercado de Trabalho em Portugal e nos Países Europeus: Estatísticas, (2018); Employment and Activity by Sex and Age—Annual Data, (2022); Employment by Educational Attainment Level—Annual Data, (2022); Costa A.F., Desigualdades Sociais Contemporâneas, (2012); Casquilho-Martins I., Belchior-Rocha H., Responses to COVID-19 Social and Economic Impacts: A Comparative Analysis in Southern European Countries, Soc. Sci, 11, (2022); Recommendation 2006/962/EC on Key Competences for Life-Long Learning, (2006); Almeida F., Casquilho-Martins I., Belchior-Rocha H., Rocha A., Habilidades emocionais: Competências para o sucesso, Resiliência e Inteligência Emocional, pp. 15-41, (2019); Rocha H., Almeida F., Casquilho-Martins I., Ferreira J., Preparing students to apply transversal skills—A case study in higher education, Edulearn17 Proceedings, pp. 4156-4163, (2017); Orlando P., Metacompetences: How important for organizations? Analysis of a Survey in Portugal, Regional and Sectoral Economic Studies, Euro-Am. Assoc. Econ. Dev, 13, pp. 73-88, (2013); Swiatkiewicz O., Competências transversais, técnicas ou morais: Um estudo exploratório sobre as competências dos trabalhadores que as organizações em Portugal mais valorizam, Cadernos EBAPE Br, 12, pp. 633-687, (2014); Ritter B.A., Small E.E., Mortimer J.W., Doll J.L., Designing management curriculum for workplace readiness: Developing students’ soft skills, J. Manag. Educ, 42, pp. 80-103, (2018); Robles M.M., Executive perceptions of the top 10 soft skills needed in today’s workplace, Bus. Commun. Q, 75, pp. 453-465, (2012); Ravindranath S., Soft Skills in Project Management: A Review, IUP J. Soft Ski, 10, (2016); Finch D.J., Hamilton L.K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Educ. + Train, 55, pp. 681-704, (2013); de Villiers R., The incorporation of soft skills into accounting curricula: Preparing accounting graduates for their unpredictable futures, Meditari Account. Res, 18, pp. 1-22, (2010); Lavy I., Yadin A., Soft skills—An important key for employability in the “Shift to a service driven economy” era, Int. J. e-Educ. e-Bus. e-Manag. e-Learn, 3, (2013); Santos Rego M.A., Ferraces M.J., Mella I., Vazquez Rodriguez A., University, civic-social competences and the Labor market, Rev. Española Pedagog, 78, pp. 213-232, (2020); Andrews J., Highson H., Graduate Employability, ‘Soft Skills’ versus ‘Hard Business Knowledge’: A European Study, High. Educ. Eur, 33, pp. 411-422, (2008); Council Recommendation of the European Par-liament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning, Official Journal C, 111, (2008); Mourshed M., Patel J., Suder K., Education to Employment: Getting Europe’s Youth into Work, (2014); Owen E., What key skills do employers need?, J. Geogr. High. Educ, 25, pp. 121-126, (2001); Gonzalez J., Wagenaar R., Tuning: Educational Structures in Europe, (2003); Mainert J., Kretzschmar A., Neubert J.C., Greiff S., Linking complex problem solving and general mental ability to career advancement: Does a transversal skill reveal incremental predictive validity?, Int. J. Lifelong Educ, 34, pp. 393-411, (2015); Bauer T., Erdogan B., Organizational socialization: The effective onboarding of new employees, APA Handbook of Industrial and Organizational Psychology, 3, pp. 51-64, (2011); Noe R.A., Clarke A.D.M., Klein H.J., Learning in the Twenty-First-Century Workplace, Annu. Rev. Organ. Psychol. Organ. Behav, 1, pp. 245-275, (2014); Liu J., Zhao X., Zhao C., Stimulating and Educating Engineers to Innovate through Individual Continuous Learning, Sustainability, 12, (2020); Rowold J., Hochholdinger S., Schilling J., Effects of Career-Related Continuous Learning: A Case Study, Learn. Organ, 15, pp. 45-57, (2008); Moon J.A., A Handbook of Reflective and Experiential Learning: Theory and Practice, (2004); Donovan S.J., Guss C.D., Naslund D., Improving dynamic decision making through training and self-reflection, Judgm. Decis. Mak, 10, pp. 284-295, (2015); Wilson T.D., Dunn E.W., Self-Knowledge: Its Limits, Value, and Potential for Improvement, Annu. Rev. Psychol, 55, pp. 493-518, (2004); Nesbit P.L., The Role of self-reflection, emotional management of feedback, and self-regulation processes in self-directed leadership development, Hum. Resour. Dev. Rev, 11, pp. 203-226, (2012); Chikhalsouk M., Hajjar H.A., El-Okda Y., Adref K., The effect of self-reflection as an assessment tool for improving universities’ students performance: Case study, Proceedings of the 2019 Advances in Science and Engineering Technology International Conferences (ASET), pp. 1-6, (2019); Siebert S., Walsh A., Reflection in work-based learning: Self-regulation or self-liberation?, Teach. High. Educ, 18, pp. 167-178, (2013); Stewart C., Wall A., Marciniec S., Mixed signals: Do college graduates have the soft skills that employers want?, Compet. Forum, 14, pp. 276-281, (2016); Tam A., Trzmiel B., Transversal skills as a missing link between school and work: Experiences from the Asia-Pacific Region, Transitions to Post-School Life-Responsiveness to Individual, Social and Economic Needs, pp. 35-49, (2018); Azqueta A., Naval C., Entrepreneurship education: A proposal for human development, Rev. Española Pedagog, 77, pp. 517-533, (2019); Belchior-Rocha H., Casquilho-Martins I., Critical Thinking in Social Work Training, Empathy Study, (2019); In-Depth Analysis of the Labour Market Relevance and Outcomes of Higher Education Systems: Analytical Framework and Country Practices Report, Enhancing Higher Education System Performance, (2017)","H. Belchior-Rocha; Centro de Investigação e Estudos de Sociologia (CIES-Iscte), Iscte—Instituto Universitário de Lisboa, Lisboa, 1649-026, Portugal; email: helena_rocha@iscte-iul.pt","","MDPI","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85128719890"
"Muncer G.; Higham P.A.; Gosling C.J.; Cortese S.; Wood-Downie H.; Hadwin J.A.","Muncer, Gemma (57225143911); Higham, Philip A. (7004428597); Gosling, Corentin J. (57193444114); Cortese, Samuele (57219708517); Wood-Downie, Henry (57218205801); Hadwin, Julie A. (6602106465)","57225143911; 7004428597; 57193444114; 57219708517; 57218205801; 6602106465","A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence","2022","Educational Psychology Review","34","1","","301","334","33","9","10.1007/s10648-021-09620-x","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109316840&doi=10.1007%2fs10648-021-09620-x&partnerID=40&md5=d4533962c2a5e22fb141248064d2276c","BCP Educational Psychology Service, Dolphin Centre, Poole, BH15 1SA, United Kingdom; Centre for Perception and Cognition, School of Psychology, University of Southampton, Highfield, Southampton, SO17 1BJ, United Kingdom; DysCo Lab, Department of Psychology, Paris Nanterre University, Nanterre, F-92100, France; Université de Paris, Laboratoire de Psychopathologie et Processus de Santé, Boulogne Billancourt, F-92100, France; Centre for Innovation in Mental Health-Developmental Lab, School of Psychology, University of Southampton, Highfield, Southampton, SO17 1BJ, United Kingdom; Clinical and Experimental Sciences (CNS and Psychiatry), Faculty of Medicine, University of Southampton, Southampton, United Kingdom; Solent NHS Trust, Southampton, United Kingdom; Hassenfeld Children’s Hospital at NYU Langone, New York University Child Study Center, New York City, NY, United States; Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, Nottingham, United Kingdom; West Sussex Educational Psychology Service, 3rd Floor County Hall North, Chart Way, Horsham, RH12 1XH, United Kingdom; Childhood Research Forum and Centre for Education and Policy Analysis, School of Education, Liverpool Hope University, Hope Park, Liverpool, L16 9JD, United Kingdom","Muncer G., BCP Educational Psychology Service, Dolphin Centre, Poole, BH15 1SA, United Kingdom; Higham P.A., Centre for Perception and Cognition, School of Psychology, University of Southampton, Highfield, Southampton, SO17 1BJ, United Kingdom; Gosling C.J., DysCo Lab, Department of Psychology, Paris Nanterre University, Nanterre, F-92100, France, Université de Paris, Laboratoire de Psychopathologie et Processus de Santé, Boulogne Billancourt, F-92100, France; Cortese S., Centre for Innovation in Mental Health-Developmental Lab, School of Psychology, University of Southampton, Highfield, Southampton, SO17 1BJ, United Kingdom, Clinical and Experimental Sciences (CNS and Psychiatry), Faculty of Medicine, University of Southampton, Southampton, United Kingdom, Solent NHS Trust, Southampton, United Kingdom, Hassenfeld Children’s Hospital at NYU Langone, New York University Child Study Center, New York City, NY, United States, Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, Nottingham, United Kingdom; Wood-Downie H., Centre for Innovation in Mental Health-Developmental Lab, School of Psychology, University of Southampton, Highfield, Southampton, SO17 1BJ, United Kingdom, West Sussex Educational Psychology Service, 3rd Floor County Hall North, Chart Way, Horsham, RH12 1XH, United Kingdom; Hadwin J.A., Childhood Research Forum and Centre for Education and Policy Analysis, School of Education, Liverpool Hope University, Hope Park, Liverpool, L16 9JD, United Kingdom","Poor math and numeracy skills are associated with a range of adverse outcomes, including reduced employability and poorer physical and mental health. Research has increasingly focused on understanding factors associated with the improvement of math skills in school. This systematic literature review and meta-analysis investigated the association between metacognition and math performance in adolescence (11–16-year-olds). A systematic search of electronic databases and grey literature (to 04.01.2020) highlighted 31 studies. The quantitative synthesis of 74 effect sizes from 29 of these studies (30 independent populations) indicated a significantly positive correlation between metacognition and math performance in adolescence (r =.37, 95% CI = [.29,.44], p <.001). There was significant heterogeneity between studies. Consideration of online (versus offline) measures of metacognition and more complex (versus simple) measures of math performance, and their combination, was associated with larger effect sizes; however, heterogeneity remained high for all analyses. © 2021, The Author(s).","Adolescence; Math; Metacognition","","","","","","","","Ahmed W., van der Werf G., Kuyper H., Minnaert A., Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis, Journal of Educational Psychology, 105, 1, pp. 150-161, (2013); Aschbacher P.R., Koency G., Schacter J., Los Angeles Learning Center alternative assessments guidebook (Resource paper no. 12), University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST)., (1995); Asik G., Erktin E., Metacognitive experiences: Mediating the relationship between metacognitive knowledge and problem solving, Egitim ve Bilim, 44, 197, pp. 85-103, (2019); Baker L., Metacognition, comprehension monitoring, and the adult reader, Educational Psychology Review, 1, 1, pp. 3-38, (1989); Bishara S., Kaplan S., The relationship of locus of control and metacognitive knowledge of math with math achievements, International Journal of Disability, Development and Education, 65, 6, pp. 631-648, (2018); Borenstein M., Hedges L.V., Higgins J.P.T., Rothstein H.R., Introduction to Metaanalysis. 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Muncer; BCP Educational Psychology Service, Dolphin Centre, Poole, BH15 1SA, United Kingdom; email: gcs1n17@southamptonalumni.ac.uk","","Springer","","","","","","1040726X","","","","English","Educ. Psychol. Rev.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85109316840"
"Rego M.A.S.; Sáez-Gambín D.; González-Geraldo J.L.; García-Romero D.","Rego, Miguel A. Santos (6505558022); Sáez-Gambín, Daniel (57221678587); González-Geraldo, José Luis (36349715300); García-Romero, David (57204391034)","6505558022; 57221678587; 36349715300; 57204391034","Transversal Competences and Employability of University Students: Converging towards Service-Learning","2022","Education Sciences","12","4","265","","","","5","10.3390/educsci12040265","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128644200&doi=10.3390%2feducsci12040265&partnerID=40&md5=909126810a7bdaa1d902b3d111c28e74","Research Group ESCULCA, Department of Pedagogy and Didactics, University of Santiago de Compostela, Santiago de Compostela, 15704, Spain; Research Group “Civic Culture and Education Policies” (CCyPE), Department of Pedagogy, University of Castilla-La Mancha, Cuenca, 16071, Spain","Rego M.A.S., Research Group ESCULCA, Department of Pedagogy and Didactics, University of Santiago de Compostela, Santiago de Compostela, 15704, Spain; Sáez-Gambín D., Research Group ESCULCA, Department of Pedagogy and Didactics, University of Santiago de Compostela, Santiago de Compostela, 15704, Spain; González-Geraldo J.L., Research Group “Civic Culture and Education Policies” (CCyPE), Department of Pedagogy, University of Castilla-La Mancha, Cuenca, 16071, Spain; García-Romero D., Research Group ESCULCA, Department of Pedagogy and Didactics, University of Santiago de Compostela, Santiago de Compostela, 15704, Spain","We are living in times of great transformations within the field of education and the labor market. These changes are connected and have to do with an expanded knowledge society, whose implications reach the levels of employability in times of uncertainty. Within this framework, the main purpose of our study is to perform a theoretical analysis and an empirical approach to the influence that transversal competences (soft skills) may have on the degree of employability of university students. We have identified some of those competences and we have tested them with a sample of 83 employers and 1249 students using a Likert scale. Our results show the interest of employers in the mastery of transversal competences and inequalities in terms of students’ perception thereof. We did not find any significant differences between students starting their degree and those who were about to complete it. However, we did find differences between the students who participated in experiential activities and those who did not, in favor of the former. Due to the importance of experiential learning in our results, we dedicate our discussion to theoretically exploring whether the pedagogical approach of Service-Learning (SL) might contribute to a better connection between transversal competences and employability. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","EHEA; employability; Higher Education; Service-Learning; transversal competences","","","","","","Ministerio de Ciencia e Innovación, MICINN, (EDU2017-82629-R)","Funding: This research was funded by the Spanish Ministry of Science. Innovation and Universities, grant number EDU2017-82629-R.","Teischler U., Higher Education and the World of Work. Conceptual Frameworks, Comparative Perspectives, Empirical Findings, (2009); Informe gestores Educativos. Titulados Universitarios Y Mercado Laboral. 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Nurs, 7, pp. 67-73, (2012); Moledo M.D.M.L., Saez-Gambin D., Otero M.J.F., Portela C.V., Reflection and quality assessment in Service-Learning projects. When, with whom and why, Front. Educ, 5, pp. 1-14, (2020); Finch D., Deephouse D.L., O'Reilly N., Foster W.M., Falkenberg L., Strong M., Institutional biography and knowledge dissemination: An analysis of Canadian business school faculty, Acad. Manag. Learn. Educ, 16, pp. 237-256, (2017)","M.A.S. Rego; Research Group ESCULCA, Department of Pedagogy and Didactics, University of Santiago de Compostela, Santiago de Compostela, 15704, Spain; email: miguelangel.santos@usc.es","","MDPI","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85128644200"
"Risberg A.; Romani L.","Risberg, Annette (24773739500); Romani, Laurence (26036679100)","24773739500; 26036679100","Underemploying highly skilled migrants: An organizational logic protecting corporate ‘normality’","2022","Human Relations","75","4","","655","680","25","31","10.1177/0018726721992854","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101431959&doi=10.1177%2f0018726721992854&partnerID=40&md5=9ca3538ad3d2488faffeb9b3038e485c","Copenhagen Business School, Denmark; Stockholm School of Economics, Sweden","Risberg A., Copenhagen Business School, Denmark; Romani L., Stockholm School of Economics, Sweden","Why do highly skilled migrants encounter difficulties getting a skilled job? In this study, instead of searching for an answer in migrants’ characteristics, we turn to organizations and ask: why do organizations underemploy highly skilled migrants? With an in-depth qualitative study of a programme for highly skilled migrants’ labour integration in Sweden, we show that highly skilled migrants are perceived as a potential threat to organizational norms and practices. Using the relational theory of risk – approaching risk as socially constructed – the study provides a novel explanation for highly skilled migrants’ underemployment. It shows an organization logic protecting corporate practices seen as ‘normal’ from a perceived disruption that employing highly skilled migrants could possibly cause. Theoretical contributions to the understanding of highly skilled migrants’ employability are threefold: (1) the field assumption that organizations are in favour of hiring migrants is challenged; (2) highly skilled migrants’ underemployment is explained through a protective organizational logic; and (3) we stress the necessity to problematize an implicit reference to organizational normality when recruiting. © The Author(s) 2021.","employability; employment; high-skilled migrants; highly skilled migrants; hiring skilled migrants; norms; organizational normality; relational theory of risk; underemployment","article; employability; employment; human; logic; migrant; organization; physiological stress; qualitative research; Sweden; theoretical study","","","","","Stockholm School of Economics; Ragnar Söderbergs stiftelse; Copenhagen Business School, CBS","Funding text 1: In addition to the constructive comments of two anonymous reviewers and the editorial engagement of Melanie Simms, we would like to thank our colleagues at Copenhagen Business School and Stockholm School of Economics for their valuable input and faithful support at research seminars. The authors disclosed receipt of the following financial support for the research, authorship and/or publication of this article: this work was supported by the Ragnar Söderbergs stiftelse [project: Leading Cultural Diversity Ethically].; Funding text 2: The authors disclosed receipt of the following financial support for the research, authorship and/or publication of this article: this work was supported by the Ragnar Söderbergs stiftelse [project: Leading Cultural Diversity Ethically]. ","Ahlberg O., Almerus A., Enstrom H., Et al., Var finns jobben? Bedömning för 2019 och på fem års sikt (Where are the jobs? 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Romani; Stockholm School of Economics, Sweden; email: Laurence.Romani@hhs.se","","SAGE Publications Ltd","","","","","","00187267","","","","English","Hum. Relat.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85101431959"
"Nilsson K.; Nilsson E.","Nilsson, Kerstin (57219768454); Nilsson, Emma (57194571376)","57219768454; 57194571376","Can They Stay or Will They Go? A Cross Sectional Study of Managers’ Attitudes towards Their Senior Employees","2022","International Journal of Environmental Research and Public Health","19","3","1057","","","","3","10.3390/ijerph19031057","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122860239&doi=10.3390%2fijerph19031057&partnerID=40&md5=89b4a91c7171d0b438a634d6ad3efab3","Division of Occupational and Environmental Medicine, Lund University, Lund, 223 81, Sweden; Department of Public Health, Kristianstad University, Kristianstad, 291 88, Sweden","Nilsson K., Division of Occupational and Environmental Medicine, Lund University, Lund, 223 81, Sweden, Department of Public Health, Kristianstad University, Kristianstad, 291 88, Sweden; Nilsson E., Division of Occupational and Environmental Medicine, Lund University, Lund, 223 81, Sweden","A larger amount of older people need to participate in working life due to the global de-mographic change. It is the employer, through the manager, who enables employees to have access to measures in the workplace that facilitate and enable a sustainable extended working life. The aim of this study was to evaluate work life factors associated with managers believing their employees can work versus wanting to work until age 65 or older. This cross-sectional study included 249 managers in the Swedish municipality sector. Logistic regression analysis was used to investigate associations between different univariate estimates and in data modelling using the SwAge-model. The result stated that 79% of managers believed their employees ‘can’ work and 58% of managers believed their employees ‘want to’ work until age 65 or older. Health, physical work environment, skills and competence are associated the strongest to managers believing employees ‘can’ work until age 65 or older. Insufficient social support at work and lacking possibilities for relocations associated the strongest to managers believing employees would not ‘want to’ work until age 65 or older. Though, several countries (especially in Europe) have included in their social policy measures that retirement age be increased after 65, proposing ages approaching 70. When these proposals become laws, through obligation, people will have no choice (if they want to or if they can continue work-ing). However, people’s attitudes to work may be different (especially after the COVID-19 pan-demic), and this analysis of the participating managers’ attitudes showed there is a difference between why employees ‘can’ versus ‘want’ to work respectively. Therefore, different strategies may be needed to contribute to employees both being able to and willing to participate in working life until an older age. These findings on managers’ perspectives, regarding whether they believe employees would be able to versus would want to work and the SwAge-model, will hopefully contribute to an increased understanding of organisational actions and measures in the process of creating a sustainable extended working life and to increase senior employees’ employability. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","Age management; Ageing; Demography; Discrimination; Employability; Extended working life; Older worker; Retirement; Senior worker; Social support; SwAge-model; Work ability; Work environment; Work–life balance","Aged; Attitude; COVID-19; Cross-Sectional Studies; Humans; Pandemics; SARS-CoV-2; Workplace; Sweden; age structure; aging; attitudinal survey; employment; industrial structure; management practice; organizational framework; retirement; social behavior; working conditions; workplace; adult; aged; Article; attitude; competence; cross-sectional study; employability; employee; employer; female; health status; human; male; manager; quality of working life; retirement; skill; social support; Sweden; work environment; workplace; attitude; pandemic","","","","","","","Nilsson K., A sustainable working life for all ages–The swAge-model, Appl. Ergon, pp. 1-27, (2020); Nilsson K., Nilsson E., Organisational Measures and Strategies for a Healthy and Sustainable Extended Working Life and Em-ployability—A Deductive Content Analysis with Data Including Employees, First Line Managers, Trade Union Representatives and HR-Practitioners, Int. J. Environ. Res. Public Health, 18, (2021); Pensions at a Glance 2017: OECD and G20 Indicators, (2017); Active Ageing and Solidarity between Generations–A Statistical Portrait of the European Union 2012, (2011); Demography Report; (Short analytical web note; 3/2015), (2015); Hess M., Rising preferred retirement age in Europe: Are Europe’s future pensioners adapting to pension system reforms?, J. Aging Soc. Policy, 29, pp. 245-261, (2017); Nilsson K., Managers’ attitudes to their older employees-A cross-sectional study, WORK: J. Prev. Assess. 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Psykosocial Arbets-miljö i Arbete Med Människor. [Between client and organization. Mental work environment in human service work.]; Antonovsky A., Unreveling the Mystery of Health-How People Manage Stress and Stay Well, (1987)","K. Nilsson; Division of Occupational and Environmental Medicine, Lund University, Lund, 223 81, Sweden; email: kerstin.nilsson@med.lu.se","","MDPI","","","","","","16617827","","","35162080","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85122860239"
"Singh S.; Parida J.K.","Singh, Satinder (57217229756); Parida, Jajati K. (56338021400)","57217229756; 56338021400","Employment and Earning Differentials Among Vocationally Trained Youth: Evidence from field studies in Punjab and Haryana in India","2022","Millennial Asia","13","1","","142","172","30","4","10.1177/0976399620964308","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097863791&doi=10.1177%2f0976399620964308&partnerID=40&md5=c0a87d41b23d25695946cd52ea121d64","Department of Economic Studies, School of Social Science, Central University of Punjab, Punjab, Bathinda, India","Singh S., Department of Economic Studies, School of Social Science, Central University of Punjab, Punjab, Bathinda, India; Parida J.K., Department of Economic Studies, School of Social Science, Central University of Punjab, Punjab, Bathinda, India","This article examines the employability of vocationally trained youth and estimates their earning functions and existing wage differentials by gender and social groups in both Punjab and Haryana. Using primary data from two selected districts (one from each state) with a sample size of 914 pass-outs from 19 training institutes, we find that lack of demand and skill issues restrict vocationally trained youth to obtain quality jobs in these districts. Hence, most of them are either found in contractual jobs with a lower level of earning or remain unemployed from the time of completion of their training. Moreover, significant earning/wage differences are noted across gender and social groups. Female and Scheduled Caste (SC) workers are discriminated by getting paid lesser than their male and upper caste counterparts, despite their similar training and skill endowments. Hence, it is suggested that government intervention is necessary to lower the existing skill gap and to improve the quality of jobs for vocationally trained youth to reduce the rising unemployment problem. © 2022 Association of Asia Scholars.","decomposition; employability; Vocational education; wage differential","","","","","","","","Advani R., Factors driving drug abuse in India’s Punjab, (2013); Agrawal T., Vocational education and training in India: challenges, status and labour market outcomes, Journal of Vocational Education & Training, 64, 4, pp. 453-474, (2012); Agrawal T., Gender and caste-based wage discrimination in India: Some recent evidence, Journal for Labour Market Research, 47, 4, pp. 329-340, (2014); Ahmed T., Labour market outcome for formal vocational education and training in India: Safety net and beyond, IIMB Management Review, 28, 2, pp. 98-110, (2016); Ajithkumar U., A study of the problems faced by Industrial Training Institutes (ITI) in India as perceived by different stakeholders, (2017); Arriagada A.M., Ziderman A., Mundial B., Vocational secondary schooling, occupational choice and earnings in Brazil, 1037, (1992); Ashton D., Green F., James D., Sung J., Education and training for development in East Asia: The political economy of skill formation in newly industrialised economies, (1999); Azariadis C., Drazen A., Threshold externalities in economic development, The Quarterly Journal of Economics, 105, 2, pp. 501-526, (1990); Becker G.S., Human capital: A theoretical and empirical analysis with special reference to education, (1993); Bellew R., Moock P., Vocational and technical education in Peru, Economics of Education Review, 9, 4, pp. 365-375, (1990); Benabou R., Equity and efficiency in human capital investment: The local connection, The Review of Economic Studies, 63, 2, pp. 237-264, (1996); Benhabib J., Spiegel M.M., The role of human capital in economic development evidence from aggregate cross-country data, Journal of Monetary economics, 34, 2, pp. 143-173, (1994); Blaug M., Education and employment problem in developing countries, (1973); Blinder A.S., Wage discrimination: Reduced form and structural estimates, Journal of Human Resources, 8, 4, pp. 436-455, (1973); Bonnal L., Mendes S., Sofer C., School-to-work transition: apprenticeship versus vocational school in France, International Journal of Manpower, 23, 5, pp. 426-442, (2002); Chernozhukov V., Fernandez-Val I., Melly B., Inference on counterfactual distributions, Econometrica, 81, 6, pp. 2205-2268, (2013); Chung Y.P., Educated mis-employment in Hong Kong: Earnings effects of employment in unmatched fields of work, Economics of Education Review, 9, 4, pp. 343-350, (1990); Cotton J., On the decomposition of wage differentials, The Review of Economics and Statistics, 70, 2, pp. 236-243, (1988); Dasgupta B., India’s green revolution, Economic and Political Weekly, 12, 6-8, pp. 241-260, (1977); Deshpande A., Sharma S., Entrepreneurship or survival? 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Evidence from selected districts of Punjab and Haryana, IASSI Quarterly: Contributions to Indian Social Science, 39, 1, pp. 111-134, (2020); Singh S., Parida J.K., Awasthi I.C., Employability and earning differentials among technically and vocationally trained youth in India, The Indian Journal of Labour Economics, 63, 2, pp. 1-24, (2020); Singh N., Kohli D.S., The green revolution in Punjab, India: The economics of technological change, J Punjab Stud, 12, 2, pp. 285-306, (1997); Singh R.B., Environmental consequences of agricultural development: A case study from the Green Revolution state of Haryana, India, Agriculture, Ecosystems & Environment, 82, 1-3, pp. 97-103, (2000); Singh S., Green Revolution: In light and shade, Economic and Political Weekly, 36, 42, pp. 3996-3998, (2001); Singhari S., Madheswaran S., Wage structure and wage differentials in formal and informal sectors in India, The Indian Journal of Labour Economics, 60, 3, pp. 389-414, (2017); Smith N., Donkey flights: Illegal immigration from the Punjab to the United Kingdom, (2014); Thorat S., Attewell P., Rizvi F.F., Urban labour market discrimination, (2009); Tilak J.G., Economics of vocationalization: A review of evidence, Canadian and International Education, 17, 1, pp. 45-62, (1988); Tilak J.B., Vocational education and training in Asia, International handbook of educational research in the Asia-Pacific region, pp. 673-686, (2003); 2006 Baseline study of India’s industrial training institutes: Institutional performance and employment of ITI graduates, (2007); Skill development in India: The vocational education and training system, (2008); Zymelman M., Woodruff A., Horowitz M., Herrnstadt I., The economic evaluation of vocational training programs, (1976)","J.K. Parida; Department of Economic Studies, School of Social Science, Central University of Punjab, Bathinda, Punjab, India; email: jajatieco@gmail.com","","SAGE Publications Ltd","","","","","","09763996","","","","English","Millenn. Asia","Article","Final","","Scopus","2-s2.0-85097863791"
"Akbari M.; Nguyen H.M.; McClelland R.; Van Houdt K.","Akbari, Mohammadreza (57197192528); Nguyen, Hung Manh (55767569800); McClelland, Robert (57225380107); Van Houdt, Kristof (57353973900)","57197192528; 55767569800; 57225380107; 57353973900","Design, implementation and academic perspectives on authentic assessment for applied business higher education in a top performing Asian economy","2022","Education and Training","64","1","","69","88","19","5","10.1108/ET-04-2021-0121","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119976585&doi=10.1108%2fET-04-2021-0121&partnerID=40&md5=0d4f3a4d62d5b850e221d88709b0dce2","School of Business and Management (SBM), RMIT International University, Ho Chi Minh City, Viet Nam; School of Business and Management (SBM), RMIT International University, Hanoi Campus, Hanoi, Viet Nam","Akbari M., School of Business and Management (SBM), RMIT International University, Ho Chi Minh City, Viet Nam; Nguyen H.M., School of Business and Management (SBM), RMIT International University, Hanoi Campus, Hanoi, Viet Nam; McClelland R., School of Business and Management (SBM), RMIT International University, Ho Chi Minh City, Viet Nam; Van Houdt K., School of Business and Management (SBM), RMIT International University, Ho Chi Minh City, Viet Nam","Purpose: The purpose of authentic assessment can enrich students with a set of skills that can have a significant impact on their employability. The key aim of these actions is to equip students with the practical skills to be work ready. The focus here is to demonstrate effects on student satisfaction and observations from teaching staff accrued over several semesters in an educational institution after introducing authentic assessments. Design/methodology/approach: This paper used a set of scaffolded authentic assessments for students in logistics and supply chain management (LSCM). A combination of literature and expert input was used to design and implement the authentic assessment. A multi-phase systematic approach using cyclical model steps articulated the course learning outcomes (CLOs). Findings: Reinforced evidence that authentic assessments create options for divergent learners and provide opportunities for applying practical and higher-order cognitive skills in tertiary education system of an emerging economy. With the focus on student ability in doing things, students with diversified backgrounds and abilities in Asia can be encouraged to take an active role in their own learning. The formats of the newly redesigned assessments allow multidimensional cognitive capabilities such as art development (posters and video tasks) and reflective exercises. Importantly, formative types of authentic assessments help to decrease the level of anxiety by emphasising the aspect of doing and lead to better student satisfaction with the courses. All of these effects are shown to be repeatable in an Asian economy. Practical implications: Authentic assessments prepare students for the new world of work through a more focused scaffolding of their learning. Originality/value: Stimulation of deeper learning in tertiary education students is relevant for a top performing Asian economy. © 2021, Emerald Publishing Limited.","Authentic assessment; Graduate employability; Higher education; Learning environment; Logistics and supply chain","","","","","","RMIT University, RMIT","The authors wish to thank the RMIT Teaching and Learning team for their continuous support with the authentic assessment project and ethics application.","Teaching and assessment’, Australian disability clearinghouse on education and training; Ainsworth S., Prain V., Tytler R., Drawing to learn in science, Science, 333, pp. 1096-1097, (2011); Akbari M., Do T.N.A., A systematic review of machine learning in logistics and supply chain management: current trends and future directions, Benchmarking: An International Journal, (2021); Akbari M., McClelland R., Corporate social responsibility and corporate citizenship in sustainable supply chain: a structured literature review, Benchmarking: An International Journal, 27, 6, pp. 1799-1841, (2020); 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Akbari; School of Business and Management (SBM), RMIT International University, Ho Chi Minh City, Viet Nam; email: mohammadreza_akbari@yahoo.com","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85119976585"
"Robson J.; Randhawa A.; Keep E.","Robson, James (55431046900); Randhawa, Ashmita (57203968751); Keep, Ewart (6507978401)","55431046900; 57203968751; 6507978401","Employability skills in mainstream education: Innovations in schooling and institutional isomorphism","2022","British Educational Research Journal","48","1","","120","136","16","4","10.1002/berj.3756","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109907643&doi=10.1002%2fberj.3756&partnerID=40&md5=ec402c33f3f7c37f6dcf8eceefab203d","Oxford University, United Kingdom","Robson J., Oxford University, United Kingdom; Randhawa A., Oxford University, United Kingdom; Keep E., Oxford University, United Kingdom","In England, the Studio Schools model, focused on developing employability skills in young people, represents a disruptive attempt at educational innovation. Through a documentary analysis of foundational documents, interviews with the model’s architects and case studies of five Studio Schools, we map the tensions between theoretical conceptualisations of the model and the messy realities of implementing it. We found that the schools faced a wide range of challenges related particularly to local inter-school competition, centralised accountability measures and structural assumptions about the ‘gold educational standard’. When facing these challenges, the course of least resistance for the schools was an iterative abandonment of the distinctive aspects of the Studio Schools model and a move back towards mainstream approaches to schooling. This process of institutional homogenisation is discussed through the lens of neo-institutional theory, with the challenges schools faced and their trajectories framed in terms of coercive, mimetic and normative isomorphism. We argue that the use of isomorphism as a heuristic device provides important insight into the process of educational innovation in an educational system that combines competition and the risk of market failure with coercive accountability measures and embedded assumptions about the ‘gold standard’ schooling pathway. © 2021 The Authors. British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.","14-19 education; employability skills; isomorphism; Neo institutional theory; studio schools","","","","","","Edge Foundation","We would like to thank the two anonymous reviewers for a set of critically engaged, thoughtful and productive comments on an earlier draft of this article. We would also like to thank all the schools and individuals who participated in this project. This study was funded by the Edge Foundation. ","Allen-Kinross P., Schools falling short of new DfE rules on career guidance, (2018); Baird J.-A., Elliott V., Metrics in education—control and corruption, Oxford Review of Education, 44, 5, pp. 533-544, (2018); Ball S., Education, justice and democracy: The struggle over ignorance and opportunity. A social state for 2015, (2013); Ethical guidelines for educational research, (2018); Technical education reform: The case for change, (2016); Cook W., Thorley C., Clifton J., Transitions at 14: Analysis of the intake of 14–19 education institutions, (2016); Courtney S.J., Mapping school types in England, Oxford Review of Education, 41, 6, pp. 799-818, (2015); Davies J., Whatever happened to coercion? A Gramscian critique of metagovernance theory, (2013); Care to learn, (2005); Big business backs new Studio Schools, (2012); DiMaggio P.J., Powell W.W., The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields, American Sociological Review, 48, 2, pp. 147-160, (1983); Gewirtz S., Ball S., Bowe R., Markets, choice and equity in education, (1995); Gomery D., Laissez-faire localism: Features and emergent themes presented in a case study University Technical College, Management in Education, 32, 3, pp. 119-125, (2018); Greany T., Innovation is possible, it’s just not easy, Educational Management Administration & Leadership, 46, 1, pp. 65-85, (2018); Greany T., Higham R., Hierarchy, markets and networks: Analysing the ‘self-improving school-led system’ agenda in England and the implications for schools, (2018); Greany T., Waterhouse J., Rebels against the system, International Journal of Educational Management, 30, 7, pp. 1188-1206, (2016); Hendry E., Sharpe T., An evaluation of the Studio Schools Trust and its role in raising the status of practical & vocational learning, (2013); Hudson G., Governing the governance of education: The state strikes back?, European Educational Research Journal, 6, 3, pp. 266-282, (2007); Jessop B., Metagovernance, The Sage handbook of governance, pp. 106-123, (2011); Keep E., Governance in English VET: On the functioning of a fractured ‘system’, Research in Comparative and International Education, 10, 4, pp. 464-475, (2015); Long R., Academies under the Labour Government, (2015); Lubienski C., Do quasi-markets foster innovation in education? A comparative perspective, (2009); Lupton R., Thomson S., The coalition’s record on schools: Policy, spending and outcomes 2010–2015, (2015); McCrone T., White R., Kettlewell K., Sims D., Rush C., Evaluation of university technical colleges, (2019); Menter I., Hulme M., Sangster P., Performance in teachers education and research – a double whammy for teacher educators, Performativity in UK education: Ethnographic cases of its effects, agency and reconstructions, pp. 23-40, (2012); Miles M.B., Huberman A.M., Saldana J., Qualitative data analysis, (2014); Capital funding for schools, (2017); Puttick S., ‘You’ll see that everywhere’: Institutional isomorphism in secondary school subject departments, School Leadership & Management, 37, 1-2, pp. 61-79, (2017); Randhawa A., STEM and the Studio: Understanding the role of Studio Schools in English education, (2021); Robson J., Randhawa A., Keep E., Investigating the use of the CREATE framework in studio schools, (2018); The need for studio schools: An overview of the evidence, (2010); The CREATE framework, (2012); Studio schools: What is a studio school?, (2014); Taylor C., Hierarchies and ‘local’ markets: The geography of the ‘lived’ market place in secondary education provision, Journal of Education Policy, 16, 3, pp. 197-214, (2001); Thorley C., Tech transitions: UTCs, studio schools, and technical and vocational education in England’s schools, (2017); Tooley J., The ‘pink-tank’ on the education reform act, British Journal of Educational Studies, 40, 4, pp. 335-349, (1992); Whittaker F., Bid to force hostile schools to promote technical education succeeds, (2017); Yin R.K., Case study research: Design and methods, (2014)","J. Robson; Oxford University, United Kingdom; email: james.robson@education.ox.ac.uk","","John Wiley and Sons Inc","","","","","","01411926","","","","English","Br. Educ. Res. J.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85109907643"
"Zinkunegi-Goitia O.; Rekalde-Rodríguez I.","Zinkunegi-Goitia, Olatz (57657027800); Rekalde-Rodríguez, Itziar (55971295400)","57657027800; 55971295400","Employability within an Education for Sustainability Framework: The Ocean i3 Case Study","2022","Education Sciences","12","4","277","","","","3","10.3390/educsci12040277","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129201509&doi=10.3390%2feducsci12040277&partnerID=40&md5=04cd6bff2f069f665825bae98cfb38c2","Department of Didactics and School Organisation, Faculty of Education, Philosophy and Anthropology, University of the Basque Country (UPV/EHU), Donostia-San Sebastián, 20018, Spain","Zinkunegi-Goitia O., Department of Didactics and School Organisation, Faculty of Education, Philosophy and Anthropology, University of the Basque Country (UPV/EHU), Donostia-San Sebastián, 20018, Spain; Rekalde-Rodríguez I., Department of Didactics and School Organisation, Faculty of Education, Philosophy and Anthropology, University of the Basque Country (UPV/EHU), Donostia-San Sebastián, 20018, Spain","The Council of the European Union recalls that higher education plays a fundamental role in shaping the future of Europe. Therefore, curricula are required to take into account the competences demanded by the job market so that future workers can effectively undertake their professional activities and form part of an active, responsible, ecological, sustainable, and resilient society. Ocean i3 is a cross-border project with the aim of achieving sustainability in the oceans by training students to become environmentally concerned and responsible professionals. This study explores the perception of students and teachers regarding their participation in Ocean i3 and their understanding of employability. A qualitative methodological approach has been used, based on a case study in which semi-structured interviews have been carried out and the Elevator Pitch presentation technique has been applied. Nine students and four teachers from the University of the Basque Country and the University of Bordeaux have been interviewed. The results highlight the importance of the participants’ first contact with the project, the need to be explicit regarding competences that favour employability during the development of the experience, and the need to increase and reinforce internships at social entities located in the territory. It is concluded that the project should focus more explicitly on the concept of employability to raise students’ awareness of the impact that their current participation in Ocean i3 can have on their professional future and insertion in the workplace. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","case study; cross-discipline competences; employability; higher education; sustainability","","","","","","European Commission, EC, (GIU20/040); European Regional Development Fund, ERDF","Funding text 1: The Ocean i3 project. Blue skills to develop the blue economy on the Basque-Aquitaine cross-border coast was jointly financed by the European Regional Development Fund (ERDF) through the Spain-France-Andorra cooperation programme (POCTEFA 2014-2020) set up by the European Union. The aim of the project is to strengthen skills and inclusion within the territories. The paper is set in this context and its publication has been financed through the IkasGura research group: educational change at the university (GIU20/040).; Funding text 2: Funding: The Ocean i3 project. Blue skills to develop the blue economy on the Basque-Aquitaine cross-border coast was jointly financed by the European Regional Development Fund (ERDF) through the Spain-France-Andorra cooperation programme (POCTEFA 2014-2020) set up by the European Union. The aim of the project is to strengthen skills and inclusion within the territories. The paper is set in this context and its publication has been financed through the IkasGura research group: educational change at the university (GIU20/040).; Funding text 3: Against this backdrop, the Ocean i3 project (irakaskuntza–ikerkuntza–iraunkortasuna concepts in Basque meaning research–teaching–sustainability), led by the Euskampus Foundation, the University of the Basque Country, and the University of Bordeaux, aims to contribute to the reduction of plastic pollution along the Basque-New Aquitaine coast. Ocean i3 has been selected by the European Regional Development Fund (ERDF) through the Interreg V-A Spain-France-Andorra Programme (POCTEFA 2014–2020) as a project of interest for territorial development. In September 2021, the Sustainable Development Solutions Network (SDSN) included the project as good practice to accelerate education on the SDGs in universities. It should be highlighted that Ocean i3 contributes to solving complex societal challenges. This is one of the most important ways universities can help achieve the SDGs, and the good practice guide that included Ocean i3 aims to show universities what they can do to expand and accelerate its implementation [70].","17 Goals to Transform Our World, (2017); The Sustainable Development Agenda, (2015); European Strategy for Plastics, (2018); Agenda 2030 y los Objetivos de Desarrollo Sostenible: Una Oportunidad para América Latina y el Caribe, (2018); Aznar P., Ull M.A., La formación de competencias básicas para el desarrollo sostenible: El papel de la Universidad, Rev. Educ, 1, pp. 219-237, (2009); Rieckmann M., Key Competencies for a Sustainable Development of the World Society. Results of a Delphi Study in Europe and Latin America, GAIA-Ecol. Perspect. Sci. 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Rekalde-Rodríguez; Department of Didactics and School Organisation, Faculty of Education, Philosophy and Anthropology, University of the Basque Country (UPV/EHU), Donostia-San Sebastián, 20018, Spain; email: itziar.rekalde@ehu.eu","","MDPI","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85129201509"
"Petruzziello G.; Chiesa R.; Mariani M.G.","Petruzziello, Gerardo (57191036530); Chiesa, Rita (55175826600); Mariani, Marco Giovanni (55014427300)","57191036530; 55175826600; 55014427300","The Storm Doesn’t Touch me!—The Role of Perceived Employability of Students and Graduates in the Pandemic Era","2022","Sustainability (Switzerland)","14","7","4303","","","","16","10.3390/su14074303","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128486149&doi=10.3390%2fsu14074303&partnerID=40&md5=9026b8cf02a0a2668a4afdb409d11a10","Department of Psychology “Renzo Canestrari”, University of Bologna, Bologna, 40127, Italy","Petruzziello G., Department of Psychology “Renzo Canestrari”, University of Bologna, Bologna, 40127, Italy; Chiesa R., Department of Psychology “Renzo Canestrari”, University of Bologna, Bologna, 40127, Italy; Mariani M.G., Department of Psychology “Renzo Canestrari”, University of Bologna, Bologna, 40127, Italy","Perceived Employability acquires growing relevance as a psychological protective resource now that new entrants in the labour market from higher education are experiencing a deterioration of their occupational prospects due to the COVID-19 pandemic, which brings worries and jeopardises psychological well-being. This study aims to extend research on perceived employability among Italian University students and graduates. Perceived employability is posited to predict flourishing directly and indirectly by reducing material, social, and health worries related to COVID-19. Moreover, this study contends that perceived employability buffers the positive impact of perceived adverse conditions of the labour market on worries, changing the effect on flourishing. In total, 471 university students and graduates completed an online survey. The analyses reveal that perceived employability positively influences flourishing directly and indirectly by reducing COVID-19-related worries. Nevertheless, the results do not support the moderating action of perceived employability. Despite some limitations (e.g., a cross-sectional design), this study significantly advances the exploration of perceived employability as a critical personal resource to deal with the transition to work under pandemic-related crises. This study draws on its results to advise higher education to increase perceived employability, such as through career guidance activities and work-based learning experiences. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","coronavirus-19; COVID-19; flourishing; labour market; mediation; moderated mediation; perceived employability; psychological well-being; worries","COVID-19; exploration; higher education; labor market; perception","","","","","","","Rapporto 2020 Sul Profilo e Sulla Condizione Occupazionale Dei Laureati. Approfondimenti Primi Mesi Del 2020, (2020); Supporting Young People’s Mental Health through the COVID-19 Crisis, (2021); Aucejo E.M., French J., Ugalde Araya M.P., Zafar B., The impact of COVID-19 on student experiences and expectations: Evidence from a survey, J. Public Econ, 191, (2020); Parola A., Novel Coronavirus Outbreak and Career Development: A Narrative Approach into the Meaning for Italian University Graduates, Front. 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Psychol, 88, (2003); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1988)","G. Petruzziello; Department of Psychology “Renzo Canestrari”, University of Bologna, Bologna, 40127, Italy; email: gerardo.petruzziell2@unibo.it","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85128486149"
"Phillipov M.","Phillipov, Michelle (13613959000)","13613959000","Work placements in the media and creative industries: Discourses of transformation and critique in an era of precarity","2022","Arts and Humanities in Higher Education","21","1","","3","20","17","6","10.1177/14740222211021337","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107235566&doi=10.1177%2f14740222211021337&partnerID=40&md5=d2cb25ea2c20fee4e9e10022d60890e6","Department of Media, University of Adelaide, Australia","Phillipov M., Department of Media, University of Adelaide, Australia","As graduate labour market conditions have become increasingly challenging, higher education institutions have intensified their focus on ‘employability’ via strategies such as work placements. Focusing on work placements in the media and creative industries, this article identifies and analyses three key discourses that animate the pedagogical literature in these sectors: work placements as facilitating a ‘smooth transition’ to the labour market; work placements as a place in which inequalities in the labour market are (re)produced; and work placements as a space for fostering resilience and adaptation to labour market precarity. The article argues that critiques of inequalities based on race, class or gender are marked by a transformative impulse that is largely absent in critiques of those based on worker precarity. This highlights a need to adopt pedagogies that similarly unnaturalise the economic conditions of neoliberal capitalism to discursively (re)construct work in new, more socially just, ways. © The Author(s) 2021.","discourse; neoliberal capitalism; precarity; work integrated learning (WIL); Work placements","","","","","","","","Allen K., What do you need to make it in this industry? Balls!’: Work placements, gender and the cultural industries, Cultural Work and Higher Education, pp. 232-253, (2013); Allen K., Quinn J., Hollingworth S., Et al., (2010); Allen K., Quinn J., Hollingworth S., Et al., Becoming employable students and ‘ideal’ creative workers: Exclusion and inequality in higher education work placements, British Journal of Sociology of Education, 34, 3, pp. 431-452, (2013); Ash S.L., Clayton P.H., Generating, deepening, and documenting learning: The power of critical reflection in applied learning, Journal of Applied Learning in Higher Education, 1, Fall, pp. 25-48, (2009); Ashton D., Cultural workers in-the-making, European Journal of Cultural Studies, 16, 4, pp. 468-488, (2013); Ashton D., Creative work careers: Pathways and portfolios for the creative economy, Journal of Education and Work, 28, 4, pp. 388-406, (2015); Ashton D., Creative contexts: Work placement subjectivities for creative industries, British Journal of Sociology of Education, 37, 2, pp. 268-287, (2016); Berger R., Wardle J., Zezulkova M., No longer just making the tea: Media work placements and work-based learning in higher education, Cultural Work and Higher Education, pp. 87-109, (2013); Billett S., Realising the educational worth of integrating work experiences in higher education, Studies in Higher Education, 34, 7, pp. 827-843, (2009); Blicblau A.S., Nelson T.L., Kurosh D., The role of work placement in engineering students’ academic performance, Asia-Pacific Journal of Cooperative Education, 17, 1, pp. 31-43, (2016); Boden R., Nedeva M., Employing discourse: Universities and graduate ‘employability, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Bridgstock R., Cunningham S., Creative labour and graduate outcomes: Implications for higher education and cultural policy, International Journal of Cultural Policy, 22, 1, pp. 10-26, (2016); Bridgstock R., Hearn G., A conceptual model of capability learning for the 21<sup>st</sup> century knowledge economy, Handbook on the Knowledge Economy, pp. 105-122, (2012); Brook O., O'Brien D., Taylor M., Culture is Bad for You: Inequality in the Cultural and Creative Industries, (2020); Cooper L., Orrell J., Bowden M., Work Integrated Learning: A Guide to Effective Practice, (2010); Corrigan T.F., Media and cultural industries internships: A thematic review and digital labour parallels, Triplec: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society, 13, 2, pp. 336-350, (2015); Daniel R., Daniel L., Enhancing the transition from study to work: Reflections on the value and impact of internships in the creative and performing arts, Arts and Humanities in Higher Education, 12, 2-3, pp. 138-153, (2013); Deuze M., Media Work, (2007); Elijido-Ten E., Kloot L., Experiential learning in accounting work-integrated learning: A three-way partnership, Education + Training, 57, 2, pp. 204-218, (2015); Farrugia D., The formation of young workers: The cultivation of the self as a subject of value to the contemporary labour force, Current Sociology, 67, 1, pp. 47-63, (2019); Fleishmann K., Developing on-campus work-integrated learning activities: The value of integrating community and industry partners into the creative arts curriculum, Asia-Pacific Journal of Cooperative Education, 16, 1, pp. 25-38, (2015); Foucault M., The Archaeology of Knowledge, (1972); Foucault M., Power/Knowledge: Selected Interviews and Other Writings, 1972–1977, (1980); Friedman S., Laurison D., The Class Ceiling: Why It Pays to Be Privileged, (2019); Gault J., Leach E., Duey M., Effects of business internships on job marketability: The employers’ perspective, Education + Training, 52, 1, pp. 76-88, (2010); Gill R., Life is a pitch’: Managing the self in new media work, Managing Media Work, pp. 249-262, (2011); Gregg M., Work’s Intimacy, (2011); Helyer R., Lee D., The role of work experience in the future employability of higher education graduates, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Hesmondhalgh D., Baker S., A very complicated version of freedom’: Conditions and experiences of creative labour in three cultural industries, Poetics, 38, 1, pp. 4-20, (2010); Jackson D., Developing pre-professional identity in undergraduates through work-integrated learning, Higher Education, 74, 5, pp. 833-853, (2017); Johnston J., Interrogating the goals of work-integrated learning: Neoliberal agendas and critical pedagogy, Asia-Pacific Journal of Cooperative Education, 12, 3, pp. 175-182, (2011); Lee D., Creative networks and social capital, Cultural Work and Higher Education, pp. 195-213, (2013); McRobbie A., Be Creative: Making a Living in the New Culture Industries, (2016); Morgan G., Wood J., Nelligan P., Beyond the vocational fragments: Creative work, precarious labour and the idea of ‘flexploitation, The Economic and Labour Relations Review, 24, 3, pp. 397-415, (2013); Mulcahy D., (2019); Neff G., Venture Labor: Work and the Burden of Risk in Innovative Industries, (2012); Nystrom S., The dynamics of professional identity formation: Graduates’ transitions from higher education to working life, Vocations and Learning, 2, 1, pp. 1-18, (2009); Oakley K., Making workers: Higher education and the cultural industries workplace, Cultural Work and Higher Education, pp. 25-44, (2013); Osbourne N., Grant-Smith D., Resisting the ‘employability’ doctrine through anarchist pedagogies and prefiguration, Australian Universities Review, 59, 2, pp. 59-69, (2017); Prassl J., Humans as a Service: The Promise and Perils of Work in the Gig Economy, (2018); Ramaker T., van der Stoep J., Deuze M., Reflective practices for future journalism: The need, the resistance and the way forward, Javnost – The Public, 22, 4, pp. 345-361, (2015); Rose N., Governing the Soul: The Shaping of the Private Self, (1989); Smith C.D., The emergence and development of work-integrated learning (WIL): Implications for assessment, quality and quality assurance in higher education, Reforming Learning and Teaching in Asia-Pacific Universities: Influences of Globalised Processes in Japan, Hong Kong and Australia, pp. 337-364, (2016); Sullivan D., Fries K., Relf M., Exploring the changing landscape of jobs for new graduates: Practice, education, and the new graduate imperatives, Creative Nursing, 18, 1, pp. 17-24, (2012); Swan E., The internship class: Subjectivity and inequalities – Gender, race and class, Handbook of Gendered Careers in Management, pp. 30-43, (2015); Tewksbury D., Educating the precariat: Intern labour and a renewed approach to media literacy education, Triplec: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society, 13, 2, pp. 526-532, (2015); Throsby D., Zednik A., Multiple job-holding and artistic careers: Some empirical evidence, Cultural Trends, 20, 1, pp. 9-24, (2011)","M. Phillipov; Department of Media, University of Adelaide, Australia; email: michelle.phillipov@adelaide.edu.au","","SAGE Publications Ltd","","","","","","14740222","","","","English","Arts Humanit. High. Educ.","Article","Final","","Scopus","2-s2.0-85107235566"
"Pathak S.; Laikram S.","Pathak, Shubham (57190338378); Laikram, Siwarut (57225941134)","57190338378; 57225941134","Cooperative education during Covid-19 pandemic: enhancing legal rights and professional development of interns in Thailand","2022","International Journal of Disaster Resilience in the Built Environment","13","2","","133","149","16","2","10.1108/IJDRBE-08-2021-0098","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122218341&doi=10.1108%2fIJDRBE-08-2021-0098&partnerID=40&md5=a20b955ac59c213b02e9d61d770b29e7","College of Graduate Studies (CGS), Walailak University, Nakhon Si Thammarat, Thailand; School of Political Sciences and Laws, Walailak University, Nakhon Sri Thammarat, Thailand","Pathak S., College of Graduate Studies (CGS), Walailak University, Nakhon Si Thammarat, Thailand; Laikram S., School of Political Sciences and Laws, Walailak University, Nakhon Sri Thammarat, Thailand","Purpose: The study aims at enriching the existing cooperative education sector in Thailand. Adequate cooperative education has direct impacts upon graduates’ future professional development, employability and enhanced professional skills. The cooperative education framework in Thailand is relatively a recent concept and lacks detailed research. Design/methodology/approach: The methodology adopted in this study is mixed-method, inclusive of qualitative methodology where data were collected through key informant interviews and; quantitative methodology involving survey questionnaires with a sample of 350 respondents. The data analysis included the quantitative analysis with Chi-square and excerpts from the key informant interview respondents. Additional strength, weakness, opportunity and threat analysis is performed to provide for gaps at various levels of cooperative education and the potential opportunities to the graduates in Thailand. Findings: The findings depict a lack of legal framework for effective skill development, uncertain moral and physical security of the interns and absence of legal rights for interns, minimal support and assistance from the government sector, reduced future employability and insufficient financial resources among poorer students. Research limitations/implications: Lack of student and cooperative database with the government departments. Practical implications: The Thai Qualification Framework has been adopted in a majority of universities, however, the quality assurance does not cover the student’s perspectives, financial and social limitations towards attending the cooperative education. Social implications: With enhanced vulnerabilities due to the Covid-19 pandemic, adverse impacts are analysed and recommendations are provided for enhancing cooperative education opportunities towards students. Originality/value: This research aims to understand the perspectives of the students who graduated with cooperative education and are currently working professionals. © 2021, Emerald Publishing Limited.","Cooperative Education; Covid-19; Economic development; Law and regulatory frameworks; Sustainable development; Thai Qualification Framework (TQF)","Thailand; COVID-19; education; government; legal rights; legislation; quantitative analysis; student","","","","","","","Burford S., Cooper L., Miller F., Stolen knowledge: student knowing in workplace practice, International Journal of Work-Integrated Learning, 21, 2, pp. 163-176, (2020); Chan C.S., Helping university students discover their workplace communication needs: an eclectic and interdisciplinary approach to facilitating on-the-job learning of workplace communication, English for Specific Purposes, 64, pp. 55-71, (2021); Charupash R., Learning outcome of the Thai qualifications framework for higher education (2009) by PBL, International Journal of Learning and Teaching, 11, 2, pp. 42-48, (2019); Chintanawat M., Sexual Harassment in the Workplace: A Case Study of the Intern's Hotel in Bangkok, (2012); Chinvorarat S., Cooperative education in a new era; responding to the change of the engineering education in Thailand, The Journal of KMITNB, 11, 3, pp. 60-63, (2001); Coll R.K., Pinyonatthagarn D., Pramoolsook I., The internationalization of cooperative education: a Thailand perspective, International Journal of Work-Integrated Learning, 4, 2, pp. 1-6, (2003); Dania J., Bakar A.R., Mohamed S., Factors influencing the acquisition of employability skills by students of selected technical secondary school in Malaysia, International Education Studies, 7, 2, pp. 117-124, (2014); Devilly O., Jasin J., Lim S.M., Foo Y.L., Experience of students in cooperative education–a case study of Singapore’s work-study degree programme, Journal of Adult and Continuing Education, (2021); Emslie M., Out of the too hard basket: promoting student's safety in cooperative education, International Journal of Work-Integrated Learning, 11, 2, (2010); Haddara M., Skanes H., A reflection on cooperative education: from experience to experiential learning, International Journal of Work-Integrated Learning, 8, 1, (2007); Hodges D., Eames C., Coll R.K., Theoretical perspectives on assessment in cooperative education placements, Asia-Pacific Journal of Cooperative Education, 15, 3, pp. 189-207, (2014); Jackson D., Testing a model of undergraduate competence in employability skills and its implications for stakeholders, Journal of Education and Work, 27, 2, pp. 220-242, (2014); Jackson D., Shan H., Meek S., Enhancing graduates’ enterprise capabilities through work-integrated learning in co-working spaces, Higher Education, pp. 1-20, (2021); Jin-Sheng Y.I., Study of strategic objective of Sino-foreign cooperative education in Tianjin – perspectives based on SWOT, Journal of Tianjin Vocational Institutes, 7, (2013); Kolb D.A., The process of experiential learning, Experiential Learning: Experience as the Source of Learning and Development, pp. 20-38, (1984); (1998); Marks D., Climate change and Thailand: impact and response, Contemporary Southeast Asia, 33, 2, pp. 229-258, (2011); Notification Ministry of Education in Subject of the Thai Qualifications Framework for Higher Education (TQF) in 2009, (2009); Thailand civil and commercial code, (2021); (2021); Moussa M., Somjai K., Challenges for the internationalization of a higher education institution in the AEC (ASEAN economic community): an intrinsic qualitative case study at RMUTL in Northern Thailand, ABAC Journal, 35, 1, pp. 1-19, (2015); Noonin S., Sexual harassment of kitchen department’s staff in hotel business: a study of perspectives from the internship students of Dusit Thani college, Dusit Thani College Journal, pp. 34-36, (2017); Phongphanich B., Ke-Chung P.E.N.G., Changkid A.P.D.N., Chobtrong A.P.D.S., Students’ characteristics needed by companies according to cooperative education: the case of Muang district at Suratthani province, Thailand, International Journal on New Trends in Education and Their Implications (IJONTE), 6, 2, pp. 81-92, (2015); Phumphongkhochasorn P., Damnoen P.S., Suwannaprateep T., Phoomparmarn U., National educational standards and the improvement of Thai education system with world class, Asia Pacific Journal of Religions and Cultures, 5, 1, pp. 75-86, (2021); Pretti T.J., McRae N., Preparing gen Y and Z for the future of work through co-operative education: a case study on the University of Waterloo, Applications of Work Integrated Learning among Gen Z and Y Students, pp. 94-118, (2021); Reinhard K.A.R.I.N., Gerloff A.X.E.L., Internationalizing cooperative education: implementing the German DHBW model in Thailand and China, International Journal of Work-Integrated Learning, 21, 3, pp. 289-301, (2020); Saunders M., Cooperative education–past, present, and future, JADARA, pp. 37-41, (2021); Sermsuk T., Expectation towards cooperative education management of Rajamangala university of technology Isan Thailand, Procedia – Social and Behavioral Sciences, 103, pp. 374-378, (2013); Sharpe E.K., Colonial tendencies in education abroad, International Journal of Teaching and Learning in Higher Education, 27, 2, pp. 227-234, (2015); Singsee K., Suttawet C., The application of the international co-operative principles by the Thai cooperative enterprises: the experiences and the future improvement, ABAC Journal, 41, 2, pp. 23-40, (2021); Skill development promotion act, (2002); Tamrongtanaset M., The Experiences and Obstacles of Cooperative Education Students, (2020); (2021); Wichitsathian B., Tikul J., Evaluation of the Cooperative Education Students’ Learning Outcomes in the Five Domains of Thai Qualifications Framework for Higher Education, (2017); Wright S., Manley J., 3 co-operative education, The Preston Model and Community Wealth Building: Creating a Socio-Economic Democracy for the Future, (2021); Yamenun S., Standard of Education and Regulation concerning. Office of the Higher Education Commission, (2009); Yawai A., Vongchavalitkul N., Chotipurk A., Pinpetch S., U-Thong N., Guideline of Work-Integrated Education in Higher Education of Thailand, (2019); Pumchalerm S., Nilsook P., Jeerungsuwan N., Intelligent cooperative education process management model on cloud computing technology for higher education institutes in Thailand, International Journal of Information and Education Technology, 6, 10, pp. 791-794, (2016); Xue E., Li J., Shaping the ‘School-Family-Society’ cooperative education system in China, Creating a High-Quality Education Policy System, pp. 11-26, (2021)","S. Laikram; School of Political Sciences and Laws, Walailak University, Nakhon Sri Thammarat, Thailand; email: Laikramnaja@yahoo.com","","Emerald Group Holdings Ltd.","","","","","","17595908","","","","English","Int. J. Disaster Resilience Built Environ.","Article","Final","","Scopus","2-s2.0-85122218341"
"Pamittan S.T.; Caranguian C.B.; Andres A.D.; Saquing J.B.; Vecaldo R.T.; Tamayao A.I.; Canay P.C.","Pamittan, Shirley T. (57682286500); Caranguian, Catherine B. (57682835500); Andres, Apolinaria D. (57682286600); Saquing, Jasmin B. (57210978516); Vecaldo, Rudolf T. (57209500610); Tamayao, Antonio I. (57209974534); Canay, Panfilo C. (57209476375)","57682286500; 57682835500; 57682286600; 57210978516; 57209500610; 57209974534; 57209476375","Correlates of Employability among the Bachelor of Technical Teacher Education Graduates of a Philippine Public University","2022","International Journal of Learning, Teaching and Educational Research","21","4","","168","185","17","1","10.26803/ijlter.21.4.10","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129916374&doi=10.26803%2fijlter.21.4.10&partnerID=40&md5=b73fb553a92ec574c6a684fd0b621874","Cagayan State University, Cagayan Province, Tuguegarao City, Philippines","Pamittan S.T., Cagayan State University, Cagayan Province, Tuguegarao City, Philippines; Caranguian C.B., Cagayan State University, Cagayan Province, Tuguegarao City, Philippines; Andres A.D., Cagayan State University, Cagayan Province, Tuguegarao City, Philippines; Saquing J.B., Cagayan State University, Cagayan Province, Tuguegarao City, Philippines; Vecaldo R.T., Cagayan State University, Cagayan Province, Tuguegarao City, Philippines; Tamayao A.I., Cagayan State University, Cagayan Province, Tuguegarao City, Philippines; Canay P.C., Cagayan State University, Cagayan Province, Tuguegarao City, Philippines","The global demand for work and skills has to be attuned to the emerging technologies ushered in by Industry 4.0. For a decade now, several teacher education institutions (TEIs) in the Philippines have implemented the Bachelor of Technical Teacher Education (BTTE) program and have produced many graduates. Hence, it is interesting to explore the whereabouts of these graduates to provide relevant baseline data on the BTTE program's success in general but specifically on its responsiveness to the needs of the learning institutions and to the industries for which it caters. Through descriptive-correlational design, the study generally examined the correlates of the employability of the 164 BTTE graduates from a public university for the academic years (AYs) 2015-2019. Results revealed that the graduates were employable within 18 months after graduation in teaching or non-teaching jobs. Moreover, some personal, family, and academic profile variables significantly correlated with their employability. Interestingly, their employability is also associated with their Licensure Examination for Teachers (LET) ratings. Higher ratings yielded a shorter waiting time for employment after graduation. Results are valuable inputs for policy and curricular enhancement for the BTTE program. © 2022 Society for Research and Knowledge Management. All rights reserved.","Bachelor of Technical Teacher Education (BTTE); college general weighted average (GWA); employability; LET performance","","","","","","","","Albanador P., Pagsibigan M., Reyes V., Bachelor in teacher technical education tracer study: Input for course offering improvement, (2020); Ali A., Mature graduates earn more and have better job prospects than their younger classmates, (2016); Almejas B., Marasigan J., Morante T., Lim E.J., Catunday R., Teacher education graduates: A tracer study [Paper presentation], International Conference on Law, Business, Education and Corporate Social Responsibility (LBECSR-17) 2017, (2017); Alzeer S. R., Occupational choices among Arab Americans in the U.S.: An examination of the effects of gender, educational attainment, generational status, country of origin, and motivation, (2017); Bansiong A., Cuevas J., Alawas D., Bokilis A., Dolendo R., Parcasio I., Motivation toward teaching and employment profile of the bachelor of secondary education graduates of Benguet State University, Mountain Journal of Science and Interdisciplinary Research, 80, 2, pp. 72-90, (2020); Berloffa G., Matteazzi E., Villa P., The influence of parental employment status on children's labor outcomes: Does the gender of parents and children matter?, Journal of Research in Gender Studies, 7, 2, pp. 134-164, (2017); Boholano H., Employability of teacher education graduates of an Asian public university, JPAIR Multidisciplinary Research, 9, pp. 106-122, (2012); Cabrera A. F., Peralta A. M., Kurban E. R., The invisible 1%: A comparison of attaining stepping stones toward college between military and civilian children, Journal of Higher Education, 89, 2, pp. 208-235, (2018); Chavez E. G., Abaca F., Tracer study of bachelor in technical teacher education graduates of Mindoro State College of Agriculture and Technology Calapan City Campus from 2008 to 2013, (2016); Parents' educational levels influence on child educational outcomes: Rapid literature review, (2020); Cole M. S., Rubin R. S., Feild H. S., Giles W. F., Recruiters' perceptions and use of applicant resume information: Screening the recent graduate, Applied Psychology: An International Review, 56, pp. 319-343, (2007); CHED Memorandum Order 56 Series of 2007, (2007); Cornillez E.E., Caminoc S.R., Basas B., Militante B., Paler R., Tracer study of teacher education graduates of the Eastern Visayas State University - Tanauan Campus, Philippines, European Journal of Education and Pedagogy, 2, 3, pp. 186-193, (2021); De Guzman A., De Castro B., Employment and employability profile of a select group of Filipino college graduates, KEDI Journal of Educational Policy, 5, 1, pp. 63-81, (2008); El-Temtamy O., O'Neill K., Midraj S., Undergraduate employability training and employment: A UAE study, Higher Education, Skills and Work-Based Learning, 6, 1, pp. 100-115, (2016); Guryan J., Hurst E., Kearney M., Parental education and parental time with children, Journal of Economic Perspectives, 22, 3, pp. 23-46, (2008); Himmetoglu B., Aydug D., Bayrak C., Education 4.0: Defining the teacher, the student, and the school manager aspects of the revolution, Turkish Online Journal of Distance Education-TOJDE, 21, pp. 12-28, (2020); Hundley G., Family background and the propensity for self-employment, Industrial Relations: A Journal of Economy and Society, 45, 3, pp. 377-392, (2006); Jackson D., Bridgstock R., What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra- curricular learning and paid work, Higher Education, 81, 4, pp. 723-739, (2021); Lim J.Y., Lee Y.M., Exit duration and unemployment determinants for Korean graduates, Journal for Labour Market Research, 53, 5, pp. 1-14, (2019); Lindstrom L., Doren B., Metheny J., Johnson P., Zane C., Transition to employment: Role of the family in career development, Exceptional Children, 73, 3, pp. 348-366, (2007); Navida G., Employability of the bachelor of secondary education graduates of Pangasinan State University Alaminos City Campus, Journal of Education, Management and Social Sciences, 2, 1, pp. 1-6, (2017); Oboza J., A tracer study of the first batch of teacher education graduates of Pangasinan State University, Alaminos City Campus, Southeast Asian Journal of Science and Technology, 2, 1, pp. 66-73, (2017); Orbeta A., Gonzales K., Cortes S.F., Are higher education institutions responsive to changes in the labor market?, (2016); The future of education and skills education 2030, (2018); Peng Y., Taiwanese college graduates' employability in the global context (Order No. 13426786), (2019); Posadas K., Osabel A., Dela Cruz M.T., Villafor M. R., Suarez N., Flores J., Manas J., Yago C., Adrales D., Employability of teacher education graduates of Nueva Ecija University of Science and Technology, San Isidro Campus, International Journal of Applied Research, 7, 6, pp. 159-164, (2021); Rojas T., Rojas R., College of education graduate tracer study (gts): Boon or bane?, European Scientific Journal, 12, 16, pp. 63-78, (2016); Sadiku M., Wang Y., Cui S., Musa S., Cyber-physical systems: A literature review, European Scientific Journal, 13, 36, pp. 52-58, (2017); Salas-Velasco M., The transition from higher education to employment in Europe: The analysis of the time to obtain the first job, Higher Education, 54, 3, pp. 333-360, (2007); Salmon C., Schumann K., The power of the middle children: Successful, sensitive, stable - the latest research shows that it's an advantage to be born in the middle, The Sunday Times, (2011); Sehgal N., Nasim S., Total interpretive structural modelling of predictors for graduate employability for the information technology sector, Higher Education, Skills and Work-Based Learning, 8, 4, pp. 495-510, (2018); Smith M., Bell K., Bennett D., McAlpine A., Employability in a global context: Evolving policy and practice in employability, Graduate Careers Australia, (2018); Sulastri A., Handoko M., Janssens J.M.A.M., Grade point average and biographical data in personal resumes: Predictors of finding employment, International Journal of Adolescence and Youth, 20, 3, pp. 306-316, (2015); Sumanasiri E.G.T., Ab Yajid M.S., Khatibi A., Conceptualizing learning and employability framework, Journal of Education and Learning, 4, 2, pp. 53-63, (2015); Tiongco M., Conchada M.I., A review of the accreditation system for Philippine higher education institutions, (2015); Tutor M., Orbeta A., Miraflor J., Mathew B., The 4th Philippine Graduate Tracer Study: Examining higher education as a pathway to employment, citizenship, and life satisfaction from the learner's perspective, (2021); Ulanday M.L., Tracer study and employability skills acquisition of teacher education graduates, Psychology and Education, 58, 4, pp. 1678-1683, (2021); Williams C., Research methods, Journal of Business & Economics Research, 5, 3, pp. 65-72, (2007)","","","Society for Research and Knowledge Management","","","","","","16942116","","","","English","Intl. J. Learn. Teach. Edu. Res.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85129916374"
"Tee P.K.; Cham T.-H.; Low M.P.; Lau T.-C.","Tee, Poh Kiong (57191344245); Cham, Tat-Huei (57035596700); Low, Mei Peng (57212441763); Lau, Teck-Chai (36570540500)","57191344245; 57035596700; 57212441763; 36570540500","The role of perceived employability in the relationship between protean career attitude and career success","2022","Australian Journal of Career Development","31","1","","66","76","10","6","10.1177/10384162211021940","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129179837&doi=10.1177%2f10384162211021940&partnerID=40&md5=c02b7f5aaef0232e38f137d4ab1ae88b","School of Marketing and Management, Asia Pacific University of Technology Innovation, Malaysia; Faculty of Accountancy and Management, Universiti Tunku Abdul Rahman, Malaysia; Southampton Business School, University of Southampton, Malaysia","Tee P.K., School of Marketing and Management, Asia Pacific University of Technology Innovation, Malaysia; Cham T.-H., Faculty of Accountancy and Management, Universiti Tunku Abdul Rahman, Malaysia; Low M.P., Faculty of Accountancy and Management, Universiti Tunku Abdul Rahman, Malaysia; Lau T.-C., Southampton Business School, University of Southampton, Malaysia","This research sought to investigate how academics with a protean career attitude perceived success in their academic career. The role of perceived employability was examined by distinguishing between external and internal employability perceptions. Data from 288 academics working in Malaysian universities were collected and analysed using structural equation modelling. The findings revealed that a protean career attitude had no significant direct relationship with career success; rather, it had an indirect effect on success via perceived employability. Both external and internal perceived employability fully mediated the relationship between protean career attitude and career success, with perceived external employability having a stronger direct and mediating effect on academic career success. This study suggests that academic staff depend upon external employment opportunities to pursue success in academia. The implications of study findings are discussed, along with limitations and future research directions. © Australian Council for Educational Research 2022.","academics; career success; perceived employability; perceived external employability; perceived internal employability; protean career attitude","","","","","","","","Abu Said A., Mohd Rasdi R., Abu Samah B., Silong A.D., Sulaiman S., A career success model for academics at Malaysian research universities, European Journal of Training and Development, 39, 9, pp. 815-835, (2015); Akkermans J., Kubasch S., Trending topics in careers: A review and future research agenda, Career Development International, 22, 6, pp. 586-627, (2017); Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? Examining employability as a mediator in the HRM-commitment relationship, Frontier in Psychology, 10, 717, pp. 1-10, (2019); Baruch Y., Careers in academe: the academic labour market as an eco-system, Career Development International, 18, 2, pp. 196-210, (2013); Bester M., A review of career success and career wellbeing through the lens of the psychological contract, Theory, research and dynamics of career wellbeing, pp. 59-90, (2019); Briscoe J.P., Hall D.T., (2005); Briscoe J.P., Hall D.T., The interplay of boundaryless and protean careers, combinations and implications, Journal of Vocational Behavior, 69, pp. 4-18, (2006); Cham T.H., Cheng B.L., Low M.P., Cheok J.B.C., Brand image as the competitive edge for hospitals in medical tourism, European Business Review, 31, 1, pp. 31-59, (2020); Cheah J.H., Ting H., Ramayah T., Memon M.A., Cham T.H., Ciavolino E., A comparison of five reflective–formative estimation approaches: reconsideration and recommendations for tourism research, Quality & Quantity, 53, 3, pp. 1421-1458, (2019); 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Cham; Faculty of Accountancy and Management, Universiti Tunku Abdul Rahman, Malaysia; email: jaysoncham@gmail.com","","SAGE Publications Ltd","","","","","","10384162","","","","English","Aus.J. Career Develop.","Article","Final","","Scopus","2-s2.0-85129179837"
"Pattnaik P.N.; Shukla M.K.","Pattnaik, Pinaki Nandan (56898730000); Shukla, Mahendra Kumar (56919269500)","56898730000; 56919269500","E-career canvas for individuals’ initiative and MBA graduate employability: an exploratory study","2022","Quality Assurance in Education","30","2","","221","235","14","0","10.1108/QAE-06-2021-0098","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122710016&doi=10.1108%2fQAE-06-2021-0098&partnerID=40&md5=7121ef63e9933ab9f498c0c94794b597","Department of Management Studies, NALSAR University of Law, Hyderabad, India","Pattnaik P.N., Department of Management Studies, NALSAR University of Law, Hyderabad, India; Shukla M.K., Department of Management Studies, NALSAR University of Law, Hyderabad, India","Purpose: The purpose of this paper is to propose a model developed through a thorough qualitative analysis of pertinent stakeholder perceptions that can be used to map Master of Business Administration (MBA) students’ aspirations, goals, strengths and weaknesses to create optimal interventions and enable better employability. Design/methodology/approach: This study used an exploratory research design. The authors conducted interviews with 60 stakeholders to identify themes that form constituents of the E-Career Canvas for Individuals (E-CCI) model. To assess the impact of the proposed initiative, 30 random participants were chosen for interviews from among alumni, present students, faculty, recruiters and the university administration across five years. Findings: The proposed model captures the short-term and long-term goals of students concerning their career aspirations. This study has qualitatively explored the impacts of the E-CCI initiative on graduating students’ outcomes. The impacts are positive. The findings also suggest that recruiters do experience an incremental difference among graduates who have participated in the E-CCI program at an educational institute in India. Practical implications: Business schools may adopt this model to create profiles of their MBA students. Students, as well as institutional administration, may work on mitigating the shortcomings and weaknesses identified through E-CCI initiatives and target the roles matching the profiles of students during placements. Originality/value: This paper presents a novel model of E-CCI to capture the aspirations of MBA graduates and direct them to fulfil their goals. This study takes into consideration the viewpoints of key stakeholders involved to map the effectiveness of the model. © 2021, Emerald Publishing Limited.","Career canvas; Career mapping; Employability; Learner aspirations; Master of Business Administration (MBA); Quality education; Student experience; Student experience; University education","","","","","","","","Abrahamson E., Berkowitz H., Dumez H., A more relevant approach to relevance in management studies: an essay on performativity, Academy of Management Review, 41, 2, pp. 367-381, (2016); Agarwal A., Sandiford P., Wells S., Exploring the ‘X factor’ to excavate the value of an MBA, Academy of Management Proceedings, 2019, 1, (2019); The SAGE Encyclopedia of Communication Research Methods, (2017); Only 7% MBA graduates are employable, (2016); Ayoubi R.M., Alzarif K., Khalifa B., The employability skills of business graduates in Syria, Education + Training, 59, 1, pp. 61-75, (2017); Baruch Y., Employability: a substitute for loyalty?, Human Resource Development International, 4, 4, pp. 543-566, (2001); Baruch Y., Transforming careers: from linear to multidirectional career paths, Career Development International, 9, 1, pp. 58-73, (2004); Baruch Y., Career development in organisations and beyond: balancing traditional and contemporary viewpoints, Human Resource Management Review, 16, 2, pp. 125-138, (2006); Baruch Y., Bhaskar A.U., Mishra B., Career dynamics in India: a two-wave study of career orientations and employability of graduates, Personnel Review, 49, 3, pp. 825-845, (2019); Baruch Y., Lavi-Steiner O., The career impact of management education from an average-ranked university: human capital perspective, Career Development International, 20, 3, pp. 218-237, (2015); Benson V., Morgan S., Filippaios F., Social career management: social media and employability skills gap, Computers in Human Behavior, 30, pp. 519-525, (2014); Bhatia S.M., Panneer S., Globalization and its impact on business education in emerging economies: a case of India, South Asian Journal of Human Resources Management, 6, 2, pp. 278-291, (2019); 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Hillage J., Pollard E., Employability: developing a framework for policy analysis, The Institute for Employment Studies, 107, (1998); Houldsworth E., McBain R., Brewster C., One MBA?’ how context impacts the development of post-MBA career outcomes, European Management Journal, 37, 4, pp. 432-441, (2019); Hughes E.C., Institutional office and the person, American Journal of Sociology, 43, 3, pp. 404-413, (1937); Hutchinson S.A., Wilson H.S., Validity threats in scheduled semi-structured research interviews, Nursing Research, 41, 2, pp. 117-119, (1992); Jackson D., An international profile of industry-relevant competencies and skill gaps in modern graduates, The International Journal of Management Education, 8, 3, pp. 29-58, (2010); Jha S., Augmenting employability of management graduates in India, (2019); Johansson R., On case study methodology, Open House International, 32, 3, pp. 48-54, (2007); Khurana R., From Higher Aims to Hired Hands: The Social Transformation of American Business Schools and the Unfulfilled Promise of Management as a Profession, (2010); 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Morgeson F.P., Nahrgang J.D., Same as it ever was: recognizing stability in the businessweek rankings, Academy of Management Learning and Education, 7, 1, pp. 26-41, (2008); Ng E.S.W., Burke R.J., Fiksenbaum L., Career choice in management: findings from US MBA students, Career Development International, 13, 4, pp. 346-361, (2008); Noe R.A., Noe A.W., Bachhuber J.A., An investigation of the correlates of career motivation, Journal of Vocational Behavior, 37, 3, pp. 340-356, (1990); Panda S., Dash S.K., Friends and strangers: leveraging the power of networks for new venture success, Development and Learning in Organizations: An International Journal, 29, 2, pp. 6-9, (2015); Pool L.D., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Rani N.M., Rao R.S., Expectations and perceptions regarding management education: an assessment of students in Bengaluru, India, South Asian Journal of Management, 26, 2, pp. 161-180, (2019); Rothwell A., Arnold J., Self‐perceived employability: development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rubin R.S., Dierdorff E.C., How relevant is the MBA? Assessing the alignment of required curricula and required managerial competencies, Academy of Management Learning and Education, 8, 2, pp. 208-224, (2009); Safon V., Factors that influence recruiters' choice of B-schools and their MBA graduates: evidence and implications for B-schools, Academy of Management Learning and Education, 6, 2, pp. 217-233, (2007); Schoenfeld A.H., How we Think: A Theory of Goal-Oriented Decision Making and Its Educational Applications, (2010); Sturges J., Simpson R., Altman Y., Capitalizing on learning: an exploration of the MBA as a vehicle for developing career competencies, International Journal of Training and Development, 7, 1, pp. 53-66, (2003); Temtime Z.T., Mmereki R.N., Challenges faced by graduate business education in Southern Africa: perceptions of MBA participants, Quality Assurance in Education, 19, 2, pp. 110-129, (2011); Tomlinson M., Graduate employability and career progression: the significance of subjective dimensions, Transitions to Work for Higher Education Graduates: A Portrait at the Beginning of the 21st Century, (2013); Waters J.L., In pursuit of scarcity: transnational students, ‘employability’, and the MBA, Environment and Planning A: Economy and Space, 41, 8, pp. 1865-1883, (2009); Yin R.K., Case Study Research and Applications: Design and Methods, (2017); Yorke M., Knight P., Embedding Employability into the Curriculum (Vol. 3), (2006)","P.N. Pattnaik; Department of Management Studies, NALSAR University of Law, Hyderabad, India; email: pattnaikp@nalsar.ac.in","","Emerald Group Holdings Ltd.","","","","","","09684883","","","","English","Qual. Assur. Educ.","Article","Final","","Scopus","2-s2.0-85122710016"
"Nilsson K.; Nilsson E.","Nilsson, Kerstin (57219768454); Nilsson, Emma (57194571376)","57219768454; 57194571376","Managers’ Attitudes to Different Action Proposals in the Direction to Extended Working Life: A Cross-Sectional Study","2022","Sustainability (Switzerland)","14","4","2182","","","","0","10.3390/su14042182","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124816832&doi=10.3390%2fsu14042182&partnerID=40&md5=056f47860c007da1617904e2d35e06a7","Division of Occupational and Environmental Medicine, Lund University, Lund, 223 81, Sweden; Department of Public Health, Kristianstad University, Kristianstad, 291 88, Sweden","Nilsson K., Division of Occupational and Environmental Medicine, Lund University, Lund, 223 81, Sweden, Department of Public Health, Kristianstad University, Kristianstad, 291 88, Sweden; Nilsson E., Division of Occupational and Environmental Medicine, Lund University, Lund, 223 81, Sweden","In many countries, the retirement age is postponed due to the global demographic change, and a larger amount of older people need to participate in working life. However, how and what measures and action proposals that could extend and increase employees’ voluntary and sustainable participation in working life have not entirely been investigated. The employer is responsible for enabling employees’ access to measures that facilitate participation in the workplace, for enabling employability and a sustainable extended working life. The aim of this cross-sectional study was to evaluate Swedish managers’ attitude to action proposals that could increase employees’ participation in an extended working life. Logistic regression analysis was used to investigate associa-tions between different univariate estimates and in data modelling. The nine determinate areas of the swAge model, for a sustainable working life and employability, was used as analysis model, i.e., self-rated health and diagnoses; physical work environment; mental work environment; work schedule, work pace and time for recuperation; financial incentives; personal social environment; social work environment; stimulation, motivation and self-crediting through work tasks; and com-petence, skills and knowledge development. The results stated decreased physical work demands to be the final measure in the multivariate modelling associated to whether the managers believe their employees ‘can work’ until age 65 and older, however, changing work tasks in the workplace when needed, rotation between different work tasks to decrease physical as well as mental work-load and strain, and decreased mental work demands proved to be statistically significant in the univariate estimates. The strongest measure activity in the organisations, associated to managers believing their employees ‘want to work’ until age 65 and older in the multivariate modelling, was decreased work pace, however, increased time for recuperation between work shifts also proved to be statistically significant in the univariate estimate. The management’s perspectives on measures and action proposals associated to whether employees ‘can’ and ‘want’ to work will hopefully con-tribute to an increased understanding in society and the organisational process of creating a sustainable extended working life. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","Age management; Ageing; Competence; Demography; Discrimination; Employability; Extended working life; Older worker; Retirement; Senior worker; SwAge-model; Work ability; Work environment; Work–life balance","cross section; demography; knowledge; public attitude; social participation; sustainability","","","","","AFA Försäkring, (170298)","Funding: This study was funded by AFA Insurance (Sweden): 170298. The financiers were neither involved nor had any role in the design of the study, the data collection, the analysis, the interpretation of data, or in the writing of this paper.","Health and Well-Being at Work; Nilsson K., A sustainable working life for all ages—The swAge-model, Appl. Ergon, 86, (2020); Nilsson K., Nilsson E., Organisational Measures and Strategies for a Healthy and Sustainable Extended Working Life and Em-ployability—A Deductive Content Analysis with Data Including Employees, First Line Managers, Trade Union Representatives and HR-Practitioners, Int. J. Environ. Res. Public Health, 18, (2021); Pensions at a Glance 2017: OECD and G20 Indicators, (2017); Active Ageing and Solidarity between Generations—A Statistical Portrait of the European Union 2012, (2011); Demography Report, (2015); Hess M., Rising preferred retirement age in Europe: Are Europe’s future pensioners adapting to pension system reforms?, J. Aging Soc. 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A study with employed in health and medical care, Arb. Och Hälsa, 14, pp. 1-35, (2005); Karasek R., Theorell T., Healthy Work. Stress, Productivity and the Reconstruction of Working Life, (1990); Torgen M., Stenlund C., Ahlberg G., Marklund S., A Sustainable Working Life to All Ages, (2001); Jonsson S., Tranquist J., Petersson H., Between Client and Organization. Mental Work Environment in Human Service Work, (2003); Antonovsky A., Unreveling the Mystery of Health—How People Manage Stress and Stay Well, (1987); Nilsson K., Retirement or working life? The work force 55 years of age and older in health and medical care, (2005)","K. Nilsson; Division of Occupational and Environmental Medicine, Lund University, Lund, 223 81, Sweden; email: kerstin.nilsson@med.lu.se","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85124816832"
"Vergara-Torres A.P.; Ortiz-Rodríguez V.; Reyes-Hernández O.; López-Walle J.M.; Morquecho-Sánchez R.; Tristán J.","Vergara-Torres, Argenis P. (57213157949); Ortiz-Rodríguez, Verónica (57477757000); Reyes-Hernández, Orlando (57221787394); López-Walle, Jeanette M. (36864071900); Morquecho-Sánchez, Raquel (57188843883); Tristán, José (36864490400)","57213157949; 57477757000; 57221787394; 36864071900; 57188843883; 36864490400","Validation and Factorial Invariance of the Life Skills Ability Scale in Mexican Higher Education Students","2022","Sustainability (Switzerland)","14","5","2765","","","","1","10.3390/su14052765","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125817507&doi=10.3390%2fsu14052765&partnerID=40&md5=65505baec1b802b9539ed39c535eba4c","Facultad de Organización Deportiva, Universidad Autónoma de Nuevo León, San Nicolás de los Garza, 66455, Mexico","Vergara-Torres A.P., Facultad de Organización Deportiva, Universidad Autónoma de Nuevo León, San Nicolás de los Garza, 66455, Mexico; Ortiz-Rodríguez V., Facultad de Organización Deportiva, Universidad Autónoma de Nuevo León, San Nicolás de los Garza, 66455, Mexico; Reyes-Hernández O., Facultad de Organización Deportiva, Universidad Autónoma de Nuevo León, San Nicolás de los Garza, 66455, Mexico; López-Walle J.M., Facultad de Organización Deportiva, Universidad Autónoma de Nuevo León, San Nicolás de los Garza, 66455, Mexico; Morquecho-Sánchez R., Facultad de Organización Deportiva, Universidad Autónoma de Nuevo León, San Nicolás de los Garza, 66455, Mexico; Tristán J., Facultad de Organización Deportiva, Universidad Autónoma de Nuevo León, San Nicolás de los Garza, 66455, Mexico","The objective of this study was to validate the Life Skills Ability Scale through internal consistency and construct validity in the context of higher education in Mexico. In study 1, the reliability and factor structure of the scale were evaluated with a sample of 525 higher education students (Mage = 19.94 years, SD = 3.85). In study 2, the factor invariance of the instrument was ana-lyzed based on sample gender, which consisted of 707 higher education students (Mage = 20.03 years, SD = 4.19). The results showed adequate reliability and construct validity with a second order model and an eight-factor structure (teamwork, goal-setting, time management, emotional skills, communication, social skills, leadership, problem-solving, and decision-making). Likewise, there was measure equivalence between men and women. In conclusion, the Spanish version of the Life Skills Ability Scale in a Mexican context is a reliable and valid instrument that allows the assessment of life skills in higher education students. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","Employability; Higher education; Soft skills; Validation","Mexico [North America]; higher education; instrumentation; spatiotemporal analysis; student","","","","","Consejo Nacional de Ciencia y Tecnolog?a; PAICYT; Programa de Apoyo a la Investigación Científica y Tecnológica, (EHA1928-21); Consejo Nacional de Ciencia y Tecnología, CONACYT","Funding text 1: Funding: This work was partially funded by the Consejo Nacional de Ciencia y Tecnología (CONA-CYT) and the Programa de Apoyo a la Investigación Científica y Tecnológica (PAICYT) with project number EHA1928-21.; Funding text 2: This work was partially funded by the Consejo Nacional de Ciencia y Tecnolog?a (CONA-CYT) and the Programa de Apoyo a la Investigaci?n Cient?fica y Tecnol?gica (PAICYT) with project number EHA1928-21.","Cronin L.D., Allen J., Development and Initial Validation of the Life Skills Scale for Sport, Psychol. 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Educ, 45, pp. 1834-1847, (2020); Ryan R.M., Deci E.L., Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness, (2017); Nicholls J.G., The Competitive Ethos and Democratic Education, (1989)","J. Tristán; Facultad de Organización Deportiva, Universidad Autónoma de Nuevo León, San Nicolás de los Garza, 66455, Mexico; email: jose.tristanrr@uanl.edu.mx","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85125817507"
"Kumar S.; Verma P.; Patel P.; Rajesh J.I.","Kumar, Sanjeev (57193639560); Verma, Prikshat (57193092022); Patel, Parth (57200627783); Rajesh, J. Irudhaya (55863139900)","57193639560; 57193092022; 57200627783; 55863139900","Perceptions of Indian managers on the impact of convergent technologies on work and resultant organisational performance in service industry","2022","International Journal of Emerging Markets","17","2","","550","573","23","6","10.1108/IJOEM-06-2020-0658","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85093070404&doi=10.1108%2fIJOEM-06-2020-0658&partnerID=40&md5=7058141c5f6ecda72287420c4b859e12","Faculty of Business, Sohar University, Sohar, Oman; Cardiff School of Management, Cardiff Metropolitan University, Cardiff, United Kingdom; Newcastle University Business School, Newcastle University, Newcastle upon Tyne, United Kingdom; College of Business, Government and Law, Flinders University, Adelaide, Australia","Kumar S., Faculty of Business, Sohar University, Sohar, Oman; Verma P., Cardiff School of Management, Cardiff Metropolitan University, Cardiff, United Kingdom; Patel P., Newcastle University Business School, Newcastle University, Newcastle upon Tyne, United Kingdom; Rajesh J.I., College of Business, Government and Law, Flinders University, Adelaide, Australia","Purpose: This research examines Indian service managers' perceptions on impact of convergent technologies on their work and resultant organisational performance. The research uses four dimensions – task productivity, task innovation, customer satisfaction and management control – taken together, to investigate the perceived impact of convergent technologies adoption in service organisations context and further examines the resultant organisational performance, based on these dimensions. Design/methodology/approach: The study used partial least squares (PLS) approach to evaluate the measurement model and the structural model. The study was conducted in service industry firms that have made a significant progression towards adopting convergent technologies. Findings: The results of the study demonstrated higher levels of perceived impact of adoption of convergent technologies on all the four dimensions (i.e. task productivity, task innovation, customer satisfaction and management control). The results of the study also indicate that all the impact dimensions positively influence organisational performance. Research limitations/implications: The results of the study suggest that all the impact dimensions positively influence organisation, therefore the service sector managers should be aware about the role of adopting latest convergent technologies so as to enhance the task productivity, innovation, customer satisfaction and management control in their job roles. Practical implications: The practical implications of this research are derived on the basis of Future of Work, Labour Market Information Systems, Productivity, Enterprise Development, Enhancing skills of service employees and Employability themes. Originality/value: To researchers best knowledge is to first study of its kind to evaluate the perceived impact of convergent technologies on organisational performance in Indian context. © 2020, Emerald Publishing Limited.","And employability; CTs; Enterprise development; Future of work; Organisational performance; Skills; Technology adoption","","","","","","","","Agrawal N.M., Thite M., Human resource issues, challenges and strategies in the Indian software industry, International Journal of Human Resources Development and Management, 3, 3, pp. 249-264, (2003); Agyapong A., Mensah H.K., Ayuuni A.M., The moderating role of social network on the relationship between innovative capability and performance in the hotel industry, International Journal of Emerging Markets, 13, 5, pp. 801-823, (2018); Ahearne M., Jelinek R., Rapp A., Moving beyond the direct effect of SFA adoption on salesperson performance: training and support as key moderating factors, Industrial Marketing Management, 34, 4, pp. 379-388, (2005); Akgun A.E., Dayan M., Di Benedetto A., New product development team intelligence: antecedents and consequences, Information and Management, 45, 4, pp. 221-226, (2008); Alam I., Customer interaction in service innovation: evidence from India, International Journal of Emerging Markets, 8, 1, pp. 41-64, (2013); Albu C., Albu N., Dumitru M., Dumitru V., The impact of the interaction between context variables and enterprise resource planning systems on organizational performance: a case study from a transition economy, Information Systems Management, 32, 3, pp. 252-264, (2015); Alter S., Work system theory: overview of core concepts, extensions, and challenges for the future, Journal of the Association for Information Systems, 35, (2013); Aral S., Brynjolfsson E., Van Alstyne M., Information, technology, and information worker productivity, Information Systems Research, 23, 3-part-2, pp. 849-867, (2012); Arora A., Athreye S., The software industry and India's economic development, Information Economics and Policy, 14, 2, pp. 253-273, (2002); Arora B., Rahman Z., Information technology capability as competitive advantage in emerging markets, International Journal of Emerging Markets, 12, 3, pp. 447-463, (2017); Avital M., Te'Eni D., From generative fit to generative capacity: exploring an emerging dimension of information systems design and task performance, Information Systems Journal, 19, 4, pp. 345-367, (2009); Ayadi O.F., Iyanda O., Ojo S.O., Motivation, influences, and perceived effect of ICT adoption in Botswana organizations, International Journal of Emerging Markets, 3, 3, pp. 311-322, (2008); Aydiner A.S., Tatoglu E., Bayraktar E., Zaim S., Delen D., Business analytics and firm performance: the mediating role of business process performance, Journal of Business Research, 96, pp. 228-237, (2019); Balasubramanian D.S., Francis J.J., Impact of technology on productivity and service quality among Indian airline services, International Journal of Management, 2, 2, pp. 33-43, (2011); Balasubramanyam V.N., Virmani S., The enigmatic services sector of India, (2018); Barley S.R., Why the internet makes buying a car less loathsome: how technologies change role relations, Academy of Management Discoveries, 1, 1, pp. 5-35, (2015); Benedetto C.A.D., Calantone R.J., Zhang C., International technology transfer: model and exploratory study in the People's Republic of China, International Marketing Review, 20, 4, pp. 446-462, (2003); Bias R., Lewis C., Gillan D., The tortoise and the (soft) ware: Moore's law, Amdahl's law, and performance trends for human-machine systems, Journal of Usability Studies, 9, 4, pp. 129-151, (2014); Botello H., Pedraza Avella A., Las tecnologías de la información y la comunicación y el desempeño de las firmas: evidencia de las firmas industriales del ecuador, CPR LATAM-Communication Policy Research Conference, (2014); Bourne M., Neely A., Platts K., Mills J., The success and failure of performance measurement initiatives: perceptions of participating managers, International Journal of Operations and Production Management, 22, 11, pp. 1288-1310, (2002); Brown S.A., Dennis A.R., Venkatesh V., Predicting collaboration technology use: integrating technology adoption and collaboration research, Journal of Management Information Systems, 27, 2, pp. 9-54, (2010); Bruque S., Moyano J., Eisenberg J., Individual adaptation to IT-induced change: the role of social networks, Journal of Management Information Systems, 25, 3, pp. 177-206, (2008); Cascio W.F., Montealegre R., How technology is changing work and organizations, Annual Review of Organizational Psychology and Organizational Behavior, 3, pp. 349-375, (2016); Chesley N., Johnson B., Information and Communication Technology, Work, and Family. 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Kumar; Faculty of Business, Sohar University, Sohar, Oman; email: ska231@gmail.com","","Emerald Group Holdings Ltd.","","","","","","17468809","","","","English","Int. J. Emerg. Mark.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85093070404"
"Alwakid G.; Osman T.; Haj M.E.; Alanazi S.; Humayun M.; Sama N.U.","Alwakid, Ghadah (57199285762); Osman, Taha (7005250246); Haj, Mahmoud El (27367801600); Alanazi, Saad (57211018616); Humayun, Mamoona (56580449600); Sama, Najm Us (55969328900)","57199285762; 7005250246; 27367801600; 57211018616; 56580449600; 55969328900","MULDASA: Multifactor Lexical Sentiment Analysis of Social-Media Content in Nonstandard Arabic Social Media","2022","Applied Sciences (Switzerland)","12","8","3806","","","","8","10.3390/app12083806","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128672164&doi=10.3390%2fapp12083806&partnerID=40&md5=d26545f07bb19edef502f60941bafa7f","Department of Computer Science, College of Computer and Information Sciences, Jouf University, Sakaka, 72311, Saudi Arabia; School of Science and Technology, Nottingham Trent University, Clifton Lane, Nottingham, NG11 8NS, United Kingdom; School of Computing and Communications, Lancaster University, Clifton Lane, Lancaster, LA1 4YW, United Kingdom; Department of Information systems, College of Computer and Information Sciences, Jouf University, Sakaka, 72311, Saudi Arabia; Faculty of Computer Science and Information Technology, Universiti Malaysia Sarawak, Sarawak, Kota Samarahan, 94300, Malaysia","Alwakid G., Department of Computer Science, College of Computer and Information Sciences, Jouf University, Sakaka, 72311, Saudi Arabia; Osman T., School of Science and Technology, Nottingham Trent University, Clifton Lane, Nottingham, NG11 8NS, United Kingdom; Haj M.E., School of Computing and Communications, Lancaster University, Clifton Lane, Lancaster, LA1 4YW, United Kingdom; Alanazi S., Department of Computer Science, College of Computer and Information Sciences, Jouf University, Sakaka, 72311, Saudi Arabia; Humayun M., Department of Information systems, College of Computer and Information Sciences, Jouf University, Sakaka, 72311, Saudi Arabia; Sama N.U., Faculty of Computer Science and Information Technology, Universiti Malaysia Sarawak, Sarawak, Kota Samarahan, 94300, Malaysia","The semantically complicated Arabic natural vocabulary, and the shortage of available techniques and skills to capture Arabic emotions from text hinder Arabic sentiment analysis (ASA). Evaluating Arabic idioms that do not follow a conventional linguistic framework, such as contem-porary standard Arabic (MSA), complicates an incredibly difficult procedure. Here, we define a novel lexical sentiment analysis approach for studying Arabic language tweets (TTs) from special-ized digital media platforms. Many elements comprising emoji, intensifiers, negations, and other nonstandard expressions such as supplications, proverbs, and interjections are incorporated into the MULDASA algorithm to enhance the precision of opinion classifications. Root words in mul-tidialectal sentiment LX are associated with emotions found in the content under study via a simple stemming procedure. Furthermore, a feature–sentiment correlation procedure is incorporated into the proposed technique to exclude viewpoints expressed that seem to be irrelevant to the area of concern. As part of our research into Saudi Arabian employability, we compiled a large sample of TTs in 6 different Arabic dialects. This research shows that this sentiment categorization method is useful, and that using all of the characteristics listed earlier improves the ability to accurately clas-sify people’s feelings. The classification accuracy of the proposed algorithm improved from 83.84% to 89.80%. Our approach also outperformed two existing research projects that employed a lexical approach for the sentiment analysis of Saudi dialects. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","Arabic NLP; Arabic social media; lexical; Saudi dialects; sentiment analysis; Twitter","","","","","","","","El-Beltagy S.R., Khalil T., Halaby A., Hammad M., Combining lexical features and a supervised learning approach for Arabic sentiment analysis, Proceedings of the International Conference on Intelligent Text Processing and Computational Linguis-tics, (2016); Albogamy F., Ramsay A., POS tagging for Arabic tweets, Proceedings of the International Conference Recent Advances in Natural Language Processing, (2015); Govindarajan M., Approaches and Applications for Sentiment Analysis: A Literature Review, Data Mining Approaches for Big Data and Sentiment Analysis in Social Media, pp. 1-23, (2022); Duwairi R.M., Qarqaz I., A framework for Arabic sentiment analysis using supervised classification, Int. J. Data Min. Model. 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It was provocative.” Learning the meaning of scalar adjectives, Proceedings of the 48th Annual Meeting of the Association for Computational Linguistics, (2010); Felbo B., Mislove A., Sogaard A., Rahwan I., Lehmann S., Using millions of emoji occurrences to learn any-domain represen-tations for detecting sentiment, emotion and sarcasm, (2017); Abdellaoui H., Zrigui M., Using tweets and emojis to build tead: An Arabic dataset for sentiment analysis, Comput. Sist, 22, pp. 777-786, (2018); Al-Azani S., El-Alfy E.-S.M., Combining emojis with Arabic textual features for sentiment classification, Proceedings of the 2018 9th International Conference on Information and Communication Systems (ICICS), (2018); Kralj Novak P., Smailovic J., Sluban B., Mozetic I., Sentiment of emojis, PLoS ONE, 10, (2015); Mohammad S., A practical guide to sentiment annotation: Challenges and solutions, Proceedings of the 7th Workshop on Computational Approaches to Subjectivity, Sentiment and Social Media Analysis, (2016); Shamsudin N.F., Basiron H., Sa'aya Z., Lexical based sentiment analysis-Verb, adverb & negation, J. Telecommun. Electron. Comput. Eng. JTEC, 8, pp. 161-166, (2016); (2019); Ibrahim H.S., Abdou S.M., Gheith M., Idioms-proverbs lexicon for modern standard Arabic and colloquial sentiment analysis, (2015); Ortigosa A., Martin J.M., Carro R.M., Sentiment analysis in Facebook and its application to e-learning, Comput. Hum. Behav, 31, pp. 527-541, (2014); Khalil M.I., Tehsin S., Humayun M., Jhanjhi N.Z., AlZain M.A., Multi-Scale Network for Thoracic Organs Segmentation, Comput. Mater. Contin, 70, pp. 3251-3265, (2022); Aldayel H.K., Azmi A.M., Arabic tweets sentiment analysis—A hybrid scheme, J. Inf. Sci, 42, pp. 782-797, (2016)","M. Humayun; Department of Information systems, College of Computer and Information Sciences, Jouf University, Sakaka, 72311, Saudi Arabia; email: mahumayun@ju.edu.sa","","MDPI","","","","","","20763417","","","","English","Appl. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85128672164"
"Tan L.M.; Laswad F.; Chua F.","Tan, Lin Mei (7402233517); Laswad, Fawzi (8309408100); Chua, Frances (36760536100)","7402233517; 8309408100; 36760536100","Bridging the employability skills gap: going beyond classroom walls","2022","Pacific Accounting Review","34","2","","225","248","23","9","10.1108/PAR-04-2021-0050","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121435157&doi=10.1108%2fPAR-04-2021-0050&partnerID=40&md5=5eef19f7843cb7e92c7e6dcbcb9c1b7b","School of Accountancy, Massey University, Palmerston North, New Zealand","Tan L.M., School of Accountancy, Massey University, Palmerston North, New Zealand; Laswad F., School of Accountancy, Massey University, Palmerston North, New Zealand; Chua F., School of Accountancy, Massey University, Palmerston North, New Zealand","Purpose: Employability skills are critical for success in the workplace, even more so in this era of globalisation of economies and advancement in technologies. However, there is ample evidence of the gap between the skills acquired by graduates at universities and the skills expected by employers in the workplace. Applying the modes of grasping and transforming the experience embodied in Kolb’s experiential learning theory (ELT) (1976, 1984), the purpose of this paper is to examine the development of employability skills of accountancy students through their involvement in two extracurricular activities: community accounting and an accountancy club. Design/methodology/approach: Underpinned by Kolb’s (1976, 1984) four modes of ELT and work-integrated learning to develop professional competencies required for future work, an online survey of accounting students was conducted to assess their reflections on involvement in these two aforementioned extracurricular activities over a two-year period. Findings: The findings indicate that the students had developed useful cognitive and behavioural skills from their participation in these extracurricular activities. These findings are consistent with the literature on internships and service-learning, both of which have been associated with transferable skills development. Originality/value: Prior studies focused on in-classroom learning activities or internships to help students develop various essential skills required in the workplace. However, extracurricular activities have received little attention in the accounting education literature. This study provides insights into skills accounting students can gain from extracurricular participation in community accounting and an accountancy club. © 2021, Emerald Publishing Limited.","Accounting education; Employability skills; Experiential learning; Extracurricular activities; Work-integrated learning","","","","","","","","Abayadeera N., Watty K., The expectation-performance gap in generic skills in accounting graduates, Asian Review of Accounting, 22, 1, pp. 56-72, (2014); Abeysekera I., Issues relating to designing a work-integrated learning program in an undergraduate accounting degree program and its implications for the curriculum, AsiaPacific Journal of Cooperative Education, 7, 1, pp. 7-15, (2006); Albrecht W., Sack R., Accounting Education: Charting the Course through a Perilous Future, (2000); 2018 Accounting standards, (2018); Astin A.W., Student involvement: a development theory for higher education, Journal of College Student Development, 40, 5, pp. 518-529, (1999); Bartkus K.R., Nemelka B., Nemelka M., Gardner P., Clarifying the meaning of extracurricular activity: a literature review of definitions, American Journal of Business Education (AJBE), 5, 6, pp. 693-703, (2012); Beard D.F., Assessment of internship experiences and accounting core competencies, Accounting Education, 16, 2, pp. 207-220, (2007); Beatson N.J., de Lange P., Oosthuizen H., A question of balance: study-worklife, perspectives from accounting students, Pacific Accounting Review, 33, 3, (2021); Beck J.E., Halim H., Undergraduate internships in accounting: what and how do Singapore interns learn from experience?, Accounting Education, 17, 2, (2008); Bell E., Bryman A., Harley B., Business Research Methods, (2019); Bremser W.G., Service-Learning: the accountants for the public interest perspective, Learning by Doing: Concepts and Models for Service-Learning in Accounting, pp. 85-100, (2007); Bremser W.G., White L.F., An experiential approach to learning about the balanced scorecard, Journal of Accounting Education, 18, 3, pp. 241-255, (2000); Bui B., Porter B., The expectation-performance gap in accounting education: an exploratory study, Accounting Education, 19, 1-2, pp. 23-50, (2010); Bullen M.L., Kordecki G.S., Capener E.D., Student engagement activities to enhance professional advancement in accounting and business careers, Journal of Instructional Pedagogies, 20, pp. 1-12, (2018); Butler M.G., Church K.S., Spencer A.W., Do, reflect, think, apply: experiential education in accounting, Journal of Accounting Education, 48, pp. 12-21, (2019); Carr J., Service-learning in accounting: a role for VITA tax programs, Learning by Doing: Concepts and Models for Service-Learning in Accounting, pp. 101-116, (1998); Capabilities for accounting: a model for the future, (2020); Chia Y.M., Job offers of multi-national accounting firms: the effect of emotional intelligence, extra-curricular activities, and academic performance, Accounting Education, 14, 1, pp. 75-93, (2005); Chiang B., Integrating a service-learning project into management accounting coursework – a sharing of implementation experience and lessons learned, Accounting Education, 17, 4, pp. 431-445, (2008); Cook G.L., DeBerg C.L., Michenzi A.R., Milano B.J., Rama D.V., Developing personal competencies through service-learning: a role for student organizations, Advances in Accounting Education, 5, pp. 99-120, (2003); D'Abate C., Youndt M.A., Wenzel K.E., Making the most of an internship: an empirical study of internship satisfaction, Academy of Management Learning and Education, 8, 4, pp. 527-539, (2009); de Lange P., Jackling B., Gut A., Accounting graduates’ perceptions of skills emphasis in undergraduate courses: an investigation from two Victorian universities, Accounting and Finance, 46, 3, pp. 365-386, (2006); DeLaune L.D., Rakow J.S., Rakow K.C., Teaching financial literacy in a cocurricular service-learning model, Journal of Accounting Education, 28, 2, pp. 103-113, (2010); Employability Skills Framework Stage 1- Final Report, (2012); Dewey J., Experience and Education, (1938); Dommeyer C.J., Gross B.L., Ackerman D.S., An exploratory investigation of college students’ views of marketing internship, Journal of Education for Business, 91, 8, pp. 412-419, (2016); 2018 EQUIS standards and criteria, (2018); Fede J.H., Gorman K.S., Cimini M.E., Student employment as a model for experiential learning, Journal of Experiential Education, 41, 1, pp. 107-124, (2018); Ferns S., Dawson V., Howitt C., A collaborative framework for enhancing graduate employability, International Journal of Work-Integrated Learning, Special Edition, 20, 2, pp. 99-111, (2019); Fortin A., Legault M., Development of generic competencies: impact of a mixed teaching approach on students’ perceptions, Accounting Education, 19, 1-2, pp. 93-122, (2010); Furco A., Is service-learning really better than community service? A study of high school service program outcomes, Service Learning: The Essence of Pedagogy, pp. 23-53, (1996); Gittings L., Taplin R., Kerr R., Experiential learning activities in university accounting education: a systematic literature review, Journal of Accounting Education, 52, pp. 1-12, (2020); Groenewald T., Towards a definition for cooperative education, International Handbook for Cooperative Education: An International Perspective of the Theory, Research and Practice of Work-Integrated Learning, pp. 11-25, (2004); Hancock P., Howieson B., Kavanagh M., Kent J., Tempone I., Segal N., Accounting for the Future: More than Numbers: Volume 1, (2009); Holzweiss P., Wickline L., Are all student organizations created equal? 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Out-of-class experiences associated with student learning and personal development, The Journal of Higher Education, 66, 2, pp. 123-155, (1995); Lewin K., Field Theory in Social Science, (1951); McCoskey M., Warren D.L., Service-learning: an innovative approach to teaching accounting: a teaching note, Accounting Education, 12, 4, pp. 405-413, (2003); Martin A.J., Rees M., Student insights: the added value of work-integrated learning, International Journal of Work-Integrated Learning, Special Issue, 20, 2, pp. 189-199, (2019); Mech T.S., Student consulting organizations: an alternative approach to service learning, Learning by Doing: Concepts and Models for Service-Learning in Accounting, pp. 191-202, (2007); Nunnally J.C., Psychometric Theory, (1978); O'Connell B., Carnegie G.D., Carter A.J., Hancock P., Helliar C.V., Watty K., Shaping the Future of Accounting in Business Education in Australia, (2015); Oliver B., Whelan B., Hunt L., Hammer S., Accounting graduates and the capabilities that count: perceptions of graduates, employers and accounting academics in four Australian universities, Journal of Teaching and Learning for Graduate Employability, 2, 1, pp. 2-27, (2011); Oosthuizen H., de Lange P., Beatson N.J., Teamwork in the accounting curriculum: stakeholder expectations, accounting students' value proposition, and instructors' guide, Accounting Education, 30, 2, pp. 131-158, (2021); Paisey C., Paisey N.J., Developing skills via work placements in accounting: student and employer views, Accounting Forum, 34, 2, pp. 89-108, (2010); Charting a national strategy for the next generation of accountant, (2012); Piaget J., The Moral Judgment of the Child, (1965); Plant K., Barac K., Sarens G., Preparing work-ready graduates – skills development lessons learnt from internal audit practice, Journal of Accounting Education, 48, pp. 33-47, (2019); Rama D.V., Service-learning in accounting education, Learning by Doing: Concepts and Models for Service-Learning in Accounting, pp. 3-13, (2007); Rubin R.S., Bommer W.H., Baldwin T.T., Using extracurricular activity as an indicator of interpersonal skill: prudent evaluation or recruiting malpractice?, Human Resource Management, 41, 4, pp. 441-454, (2002); Ruder S.M., Stanford C., Gandhi A., Scaffolding STEM classrooms to integrate key workplace skills, Journal of College Science Teaching, 47, 5, pp. 29-35, (2018); Schafer B.A., Cleaveland C., Schafer J.B., Stakeholder perceptions of the value of accounting student organizations, Journal of Accounting Education, 50, pp. 1-16, (2020); Seow P., Pan G., A literature review of the impact of extracurricular activities participation on students’ academic performance, Journal of Education for Business, 89, 7, pp. 361-366, (2014); Stanley T., Xu J., Work-integrated learning in accountancy at Australian universities – forms, future role and challenges, Accounting Education, 28, 1, pp. 1-24, (2019); Surridge I., Accounting and finance degrees: is the academic performance of placement students better?, Accounting Education, 18, 4-5, pp. 471-485, (2009); Tan L.M., Laswad F., Performance in introductory accounting: do learning styles matter?, Accounting Education, 24, 5, pp. 383-402, (2015); Taylor S.N., Student self-assessment and multisource feedback assessment: exploring benefits, limitations, and remedies, Journal of Management Education, 38, 3, pp. 359-383, (2014); Thompson L.J., It’s just like an extra string to your bow: exploring higher education students’ perceptions and experiences of extracurricular activity and employability, Active Learning in Higher Education, 14, 2, pp. 135-147, (2013); Tschopp D.J., The Seneca Babcock business plan: a case study in using service learning to meet the AICPA core competencies, Journal of Education for Business, 79, 5, pp. 261-266, (2004); Work-Integrated Learning in Universities: Final Report, (2019); Watty K., Jackling B., Wilson R.M.S., Personal Transferable Skills in Accounting Education, (2012); Wickham M.J., Using service-learning to enhance employability skills in graduate business capstones: a dissertation overview, Journal of Higher Education Outreach and Engagement, 22, 1, pp. 163-172, (2018); Tan L.M., Fawzi L., Professional skills required of accountants: what do job advertisements tell us?, Accounting Education, 27, 4, pp. 403-432, (2018)","L.M. Tan; School of Accountancy, Massey University, Palmerston North, New Zealand; email: l.m.tan@massey.ac.nz","","Emerald Group Holdings Ltd.","","","","","","01140582","","","","English","Pacafic Acc. Rev.","Article","Final","","Scopus","2-s2.0-85121435157"
"Finch D.J.; O'Reilly N.; Legg D.; Levallet N.; Fody E.","Finch, David J. (55632319800); O'Reilly, Norm (14630951300); Legg, David (36894274400); Levallet, Nadège (56023009900); Fody, Emma (57235935500)","55632319800; 14630951300; 36894274400; 56023009900; 57235935500","So you want to work in sports? An exploratory study of sport business employability","2022","Sport, Business and Management: An International Journal","12","2","","117","134","17","4","10.1108/SBM-02-2021-0013","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113797180&doi=10.1108%2fSBM-02-2021-0013&partnerID=40&md5=21e44121f0f61316f9070a4e72ddd008","Mount Royal University, Calgary, Canada; Graduate School of Business, The University of Maine, Portland, ME, United States; Maine Business School, The University of Maine, Orono, ME, United States; College of Management and Economics, University of Guelph, Guelph, Canada","Finch D.J., Mount Royal University, Calgary, Canada; O'Reilly N., Graduate School of Business, The University of Maine, Portland, ME, United States; Legg D., Mount Royal University, Calgary, Canada; Levallet N., Maine Business School, The University of Maine, Orono, ME, United States; Fody E., College of Management and Economics, University of Guelph, Guelph, Canada","Purpose: As an industry, sport business (SB) has seen significant growth since the early 2000s. Concurrently, the number of postsecondary sport management programs has also expanded dramatically. However, there remain concerns about whether these programs are meeting the demands of both employers and graduates. To address these concerns, this study examines the credential and competency demands of the SB labor market in the United States. Design/methodology/approach: Researchers conducted an analysis using a broad sample of employment postings (N = 613) for SB positions from two different years, 2008 and 2018. Findings: Results support that a complex set of SB qualifications exist, and the credentials and competencies included in SB employment postings have evolved over the past decade. Originality/value: A noteworthy finding is that meta-skills are found to be particularly important for employability, including items such as communication, emotional intelligence and analytical thinking and adaptability. © 2021, Emerald Publishing Limited.","Education; Employment; Meta-skills; Sales; Sport management","","","","","","","","Arocena P., Nunez I., An empirical analysis of the effectiveness of occupational health and safety management systems in SMEs, International Small Business Journal, 28, 4, pp. 398-419, (2010); Arthur M., Rousseau D., The Boundaryless Career: A New Employment Principle for a New Organizational Era, (1998); Arthur M., The boundaryless career: a new perspective for organizational inquiry, Journal of Organizational Behaviour, 15, pp. 295-306, (1994); Arthur M., The boundaryless career at 20: where do we stand, and where can we go?, Career Development International, 19, 6, pp. 627-640, (2014); Beaumont E., Gedye S., Richardson S., ‘Am I employable?’: understanding students' employability confidence and their perceived barriers to gaining employment, Journal of Hospitality, Leisure, Sport and Tourism Education, 19, pp. 1-9, (2016); Briscoe J.P., Hall D.T., DeMuth R.L.F., Protean and boundaryless careers: an empirical exploration, Journal of Vocational Behavior, 69, 1, pp. 30-47, (2006); Framework for the practice of registered nurses in Canada, (2015); Sales professional competency framework, (2017); Cartwright C., Using the project management competency development framework to improve project management capability, Paper Presented at Sport Business Global Congress 2008—Asia Pacific, (2008); Chamorro-Premuzic T., Arteche A., Bremner A.J., Greven C., Furnham A., Soft skills in higher education: importance and improvement ratings as a function of individual differences and academic performance, Educational Psychology: An International Journal of Experimental Educational Psychology, 30, 2, pp. 221-241, (2010); CGMA competency framework guide: generate value for long-term success, (2018); C-suite Challenge™ 2019: The Future-Ready Organization, (2019); Coupland C., Entry and exit as embodied career choice in professional sport, Journal of Vocational Behavior, 90, pp. 111-121, (2015); Dacre-Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education and Training, 49, 4, pp. 277-289, (2007); Defillippi R., Arthur M., The boundaryless career: a competency-based perspective, Journal of Organizational Behavior, 15, 4, pp. 307-324, (1994); Dinning T., Preparing sports graduates for employment: satisfying employer's expectations, Higher Education, Skills and Work-Based Learning, 7, 4, pp. 354-368, (2017); Dommeyer C.J., Using the diary method to deal with social loafers on the group project: its effects on peer evaluations, group behavior, and attitudes, Journal of Marketing Education, 29, pp. 175-188, (2007); Eisenhardt K.M., Martin J.A., Dynamic capabilities: what are they?, Strategic Management Journal, 21, pp. 1105-1121, (2000); Emery P., Past, present, future major sport event management practice: the practitioner perspective, Sport Management Review, 13, 2, pp. 158-170, (2010); Emery P.R., Crabtree R.M., Kerr A.K., The Australian sport management job market: an advertisement audit of employer need, Annals of Leisure Research, 15, 4, pp. 335-353, (2012); Euriko S.T., da Silva J.A.M., do Valle P.O., A model of graduates' satisfaction and loyalty in tourism higher education: the role of employability, Journal of Hospitality, Leisure, Sport and Tourism Education, 16, pp. 30-42, (2015); Finch D., Levallet N., Chapter 10 - A dynamic capabilities view of talent acquisition: resource verification and risk management, A Dynamic Look at Organizational Behavior Topics, pp. 149-167, (2020); Finch D., Nadeau J., O'Reilly N., The future of marketing education: a practitioner's perspective, Journal of Marketing Education, 35, 1, pp. 54-67, (2013); Finch D., Deephouse D.L., O'Reilly N., Massie T., Hillenbrand C., Follow the leaders? An analysis of convergence and innovation of faculty recruiting practices in US business schools, Higher Education, 71, 5, pp. 699-717, (2016); Finch D.J., Peacock M., Levallet N., Foster W., A dynamic capabilities view of employability: exploring the drivers of competitive advantage for university graduates, Education + Training, 58, 1, pp. 61-81, (2016); Foster G., O'Reilly N., Davila A., Sports Business Management: Decision Making Around the Globe, (2016); National social work competency framework, (2015); Hambrick D.Z., Meinz E.J., Limits on the predictive power of domain-specific experience and knowledge in skilled performance, Current Directions in Psychological Science, 20, 5, pp. 275-279, (2011); Huang Y.L., Lin C.T., Management trainee core competencies in the hospitality industry: differences between managers and scholars, Journal of Human Resources in Hospitality and Tourism, 10, 1, pp. 1-13, (2010); Irwin R.L., Southall R.M., Sutton W.A., Pentagon of sport sales training: a 21st century sport sales training model, Sport Management Education Journal, 1, 1, pp. 18-39, (2007); Kaplan R.S., Norton D.P., Linking the balanced scorecard to strategy, California Management Review, 39, 1, pp. 53-79, (1996); Kaplan M.D., Piskin B., Bol B., Educational blogging: integrating technology into marketing experience, Journal of Marketing Education, 32, 1, pp. 50-63, (2010); Lagrosen S., Lagrosen Y., Exploring service quality in the health and fitness industry, Journal of Service Theory and Practice, 17, 1, pp. 41-53, (2007); Lehmann D.R., Winer R.S., Sport Business, (2002); Lievens F., Sackett P., The validity of interpersonal skills assessment via situational judgment tests for predicting academic success and job performance, Journal of Applied Psychology, 97, pp. 460-468, (2012); Lubisco R., Birren G., Vooris R., Examining job postings in sport management academia, Sport Management Education Journal, 13, 2, pp. 92-99, (2019); Matlay H., Rae D., Connecting enterprise and graduate employability, Education + Training, 49, 8-9, pp. 605-619, (2007); Minten S., Forsyth J., The careers of sports graduates: implications for employability strategies in higher education sports courses, Journal of Hospitality, Leisure, Sport and Tourism Education, 15, pp. 94-102, (2014); Minten S., Use them or lose them: a study of the employability of sport graduates through their transition into the sport workplace, Managing Leisure, 15, 1, pp. 67-82, (2010); Mondello M., Kamke C., The introduction and application of sports analytics in professional sport organizations, Journal of Applied Sport Management, 6, 2, pp. 124-144, (2014); Moreland N., Entrepreneurship and Higher Education: An Employability Perspective, (2006); Morris M.H., Webb J.W., Fu J., Singhal S., A competency based perspective on entrepreneurship education: conceptual and empirical insights, Journal of Small Business Management, 51, 3, pp. 352-369, (2013); Muldoon R., Recognizing the enhancement of graduate attributes and employability through part-time work while at university, Active Learning in Higher Education, 10, 3, pp. 237-252, (2009); O'Reilly N., Stroebel T., Pfahl M., Kahler J., An empirical exploration of sponsorship sales in North American professional sport: is it time to rethink our approach?, Sport, Business and Management: An International Journal, 8, 1, pp. 15-34, (2018); Pierce D., Petersen J.C., Integrating an experiential client-based ticket sales center into a sport sales course, Sport Management Education Journal, 9, 1, pp. 66-72, (2015); Pierce D., Analysis of sport sales courses in the sport management curriculum, Journal of Hospitality, Leisure, Sport and Tourism Education, 24, pp. 17-29, (2019); Popp N., Harrolle M., Wells J.E., How major league teams hire entry-level ticket sales representatives: a qualitative analysis, Sport Marketing Quarterly, 28, 3, pp. 165-176, (2019); Sport industry: time to refocus? PwC's sport survey 2019, (2019); Reid J.R., Anderson P.R., Critical thinking in the business classroom, Journal of Education for Business, 87, 1, pp. 52-59, (2012); Sleap M., Reed H., Views of sport science graduates regarding work skills developed at university, Teaching in Higher Education, 11, 1, pp. 47-61, (2006); Teece D.J., Pisano G., Shuen A., Dynamic capabilities and strategic management, Strategic Management Journal, 18, 7, pp. 509-533, (1997); Sports global market opportunities and strategies to 2022, (2019); Tigelaar D.E., Dolmans D.H., Wolfhagen I.H., Van der Vleuten C.P., The development and validation of a framework for teaching competencies in higher education, Higher Education, 48, 2, pp. 253-268, (2004); Tsitskari E., Goudas M., Tsalouchou E., Michalopoulou M., Employers' expectations of the employability skills needed in the sport and recreation environment, Journal of Hospitality, Leisure, Sport and Tourism Education, 20, pp. 1-9, (2017); Wong F.K.Y., Kember D., Chung L.Y.F., Yan L., Assessing the level of student reflection from reflective journals, Journal of Advanced Nursing, 22, 1, pp. 48-57, (1995); Yang H.D., Kang H.R., Mason R.M., An exploratory study on meta-skills in software development teams: antecedent cooperation skills and personality for shared mental models, European Journal of Information Systems, 17, 1, pp. 47-61, (2008); Barnes J.C., What becomes of our graduates? New employee job transition and socialization in sports administration, Sport Management Education Journal, 8, 1, pp. 27-34, (2014); Bhaerman R., Spill R., A dialogue on employability skills: how can they be taught?, Journal of Career Development, 15, 1, pp. 41-52, (1988); Chalip L., Toward a distinctive sport management discipline, Journal of Sport Management, 20, 2, pp. 1-21, (2006); Coetzee M., Measuring student graduateness: reliability and construct validity of the graduate skills and attributes scale, Higher Education Research and Development, 33, 5, pp. 887-902, (2014); De Vos A., De Hauw S., Van der Heijden B.I., Competency development and career success: the mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); The labor market for recent college graduates, (2019); Frisby W., The good, the bad, and the ugly: critical sport management research, Journal of Sport Management, 19, 2, pp. 1-12, (2005); Helyer R., Lee D., The role of work experience in the future employability of higher education graduates, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1998); Kavanagh M.H., Drennan L., What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations, Accounting and Finance, 48, 2, pp. 279-300, (2008); Laboissiere M., Mourshed M., Closing the Skills Gap: Creating Workforce-Development Programs that Work for Everyone, (2017); Lowden K., Hall S., Elliot D., Lewin J., Employers' Perceptions of the Employability Skills of New Graduates, (2011); Mensing D., Rethinking [again] the future of journalism education, Journalism Studies, 11, 4, pp. 511-523, (2010); Ng E.S., Schweitzer L., Lyons S.T., New generation, great expectations: a field study of the millennial generation, Journal of Business and Psychology, 25, 2, pp. 281-292, (2010); Purpose and history, (2019); Odio M., Sagas M., Kerwin S., The influence of the internship on students' career decision making, Sport Management Education Journal, 8, 1, pp. 46-57, (2014); Sutula V., The generalization of the definition of the concept of sport as one of the basic constructs of the theory of physical culture and the theory of sports, Slobozhansky Scientific and Sports Newsletter, 1, 64, pp. 89-97, (2018); Walker A., Yong M., Pang L., Fullarton C., Costa B., Dunning A.T., Work readiness of graduate health professionals, Nurse Education Today, 33, 2, pp. 116-122, (2013)","N. O'Reilly; Graduate School of Business, The University of Maine, Portland, United States; email: norman.oreilly@maine.edu","","Emerald Group Holdings Ltd.","","","","","","20426798","","","","English","Sports Bus. Manage.","Article","Final","","Scopus","2-s2.0-85113797180"
"Ab-Rahman M.S.; Hwang I.-S.; Mohd Yusoff A.R.; Mohamad A.W.; Ihsan A.K.A.M.; Abdul Rahman J.; Mohd Nor M.J.; Kaharudin I.H.","Ab-Rahman, Mohammad Syuhaimi (15759362600); Hwang, I-Shyan (34769773500); Mohd Yusoff, Abdul Rahman (57425612800); Mohamad, Abdul Wahab (57218184170); Ihsan, Ahmad Kamal Ariffin Mohd (6701641666); Abdul Rahman, Juwairiyyah (57425180600); Mohd Nor, Mohd Jailani (6602086978); Kaharudin, Iszan Hana (55337781700)","15759362600; 34769773500; 57425612800; 57218184170; 6701641666; 57425180600; 6602086978; 55337781700","A Global Program-Educational-Objectives Comparative Study for Malaysian Electrical and Electronic Engineering Graduates","2022","Sustainability (Switzerland)","14","3","1280","","","","2","10.3390/su14031280","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123425450&doi=10.3390%2fsu14031280&partnerID=40&md5=97deaa714e11e45dbe76abc5daee429b","Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, Bandar Baru Bangi, 43600, Malaysia; Department of Computer Science and Engineering, Yuan-Ze University, Chung-Li, 32003, Taiwan; Faculty of Engineering, Universiti Selangor (UNISEL), Batang Berjuntai, 45600, Malaysia; Fakulti Kejuruteraan Mekanikal, Universiti Teknikal Malaysia (UTeM), Durian Tunggal, 76100, Malaysia; Centre for Liberal Studies (CITRA), Universiti Kebangsaan Malaysia, Bandar Baru Bangi, 43600, Malaysia","Ab-Rahman M.S., Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, Bandar Baru Bangi, 43600, Malaysia; Hwang I.-S., Department of Computer Science and Engineering, Yuan-Ze University, Chung-Li, 32003, Taiwan; Mohd Yusoff A.R., Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, Bandar Baru Bangi, 43600, Malaysia; Mohamad A.W., Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, Bandar Baru Bangi, 43600, Malaysia; Ihsan A.K.A.M., Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, Bandar Baru Bangi, 43600, Malaysia; Abdul Rahman J., Faculty of Engineering, Universiti Selangor (UNISEL), Batang Berjuntai, 45600, Malaysia; Mohd Nor M.J., Fakulti Kejuruteraan Mekanikal, Universiti Teknikal Malaysia (UTeM), Durian Tunggal, 76100, Malaysia; Kaharudin I.H., Centre for Liberal Studies (CITRA), Universiti Kebangsaan Malaysia, Bandar Baru Bangi, 43600, Malaysia","Outstanding academic achievement in the field of higher education is a source of pride for the university. The success of the university is measured not only by academic performance but also by the quality of graduates produced. In Malaysia, three major categories in higher learning are identified: public, private, and foreign-branch universities. All engineering programs follow the requirements set by the Engineering Accreditation Council (EAC) on behalf of the Board of Engineers Malaysia (BEM). The programme educational objectives (PEOs) make up one of the elements that needs assessment for ensuring its continuity in line with the university’s mission and vision. A PEO comparative study on selected reputable electrical and electronic (EE)-engineering department universities was carried out based on the mapping of PEO attribute keywords. These attributes were then classified into either cluster, sharing, or uniqueness groups. The study compared the relevancy of each PEO statement suggested by stakeholders and other interested parties. The results from the PEO comparative study suggested that attributes on competency, ethics, professionalism, and leadership are given high priorities. However, the increase in demand for entrepreneurship-, multidisciplinary-, and soft skills should also be considered when reviewing the institution’s engineering curriculum. The uniqueness of such attributes will distinguish the EE-engineering graduates’ profession, marketability, and employability. PEO statements reflect the credibility and sustainability of a well-balanced graduate equipped with the right knowledge, skills, and values. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","Accreditation; Electrical and electronic (EE); Graduates’ attributes; Institutes of higher learning (IHL); Programme educational objectives (PEOs); Sustainable engineering programme","Malaysia; academic performance; comparative study; global perspective; higher education; language; leadership; learning; stakeholder; sustainability","","","","","Network & Security Laboratory, Universiti Kebangsaan Malaysia; Universiti Kebangsaan Malaysia, UKM, (UKM-GUP-TMK-07-02-108)","Funding text 1: This research was funded by Universiti Kebangsaan Malaysia through Research-University grant (UKM-GUP-TMK-07-02-108). Acknowledgments: This research was conducted in the Broadband, Network & Security Laboratory, Universiti Kebangsaan Malaysia (UKM).; Funding text 2: Funding: This research was funded by Universiti Kebangsaan Malaysia through Research-University grant (UKM-GUP-TMK-07-02-108).","Malaysia Education Blueprint 2013–2025, (2015); Abdullah S., Rahmat R.A.A.O., Zaharim A., Muhamad N., Deros B.M., Kofli N.T., Abdullah M., Tahir M., Muchtar A., Azhari C.H., Implementing Continual Review of Programme Educational Objectives and Outcomes for OBE Curriculum Based on Stakeholders’ Input, Proceedings of the 7th WSEAS International Conference on Education and Educational Technology (EDU’08), pp. 218-223, (2008); Mohamed Z., Taib M.Y., Reza M.S., Assessment Method for Course Outcome and Program Outcome in Outcome-Based Education (OBE), Proceedings of the Malaysian Technical Universities Conference on Engineering and Technology, (2010); Mokhtar S.A., Zulfadli Mokhtar S.A., Puteh SAnuar S.M.S., OBE Measurement System in Malaysian Institute of Information Technology Universiti Kuala Lumpur, Proceedings of the 5th International Conference on Intelligent Systems, Modelling and Simulation, pp. 12-17, (2014); Rahmat R.A.B.O., Rashid K.A., Chik Z., Badaruzzaman W.H.W., Capstone Project to Satisfy EAC Criteria, Procedia-Soc. Behav. Sci, 60, pp. 615-619, (2012); Accreditation Policy and Procedure Manual, (2011); Engineering Programme Accreditation Manual, pp. 1-124, (2012); Malaysian Qualifications Framework, (2017); Yusoff A.R.M., Rahman J.A., Ab-Rahman M.S., Designing a reliable academic quality management system in nurturing future engineering professionals—A case study, Pertanika J. Soc. Sci. Humanit, 24, pp. 167-184, (2016); Koda Y., Yuki T., The labor market outcomes of two forms of cross-border higher education degree programs between Malaysia and Japan, Int. J. Educ. Dev, 33, pp. 367-379, (2013); Ezeldin A.S., International Accreditation for Engineering Programs: Mission, Learning Objectives and Outcomes, Procedia-Soc. Behav. Sci, 102, pp. 267-275, (2013); Mourtos N.J., Program Educational Objectives and Assessment: A Systematic Process for Continuous Improvement, Proceedings of the 5th ASEE Global Colloquium on Engineering Education, pp. 1-12, (2006); Makinda J., Bolong N., Gungat L., Sarman A., Assessment of Program Educational Objectives using Alumni Survey: The UMS experience, Proceedings of the 2011 3rd International Congress on Engineering Education (ICEED), pp. 14-17, (2011); Basri N.E.A., Abu Taib K., Jaafar O., Zain S.M., Suja' F., Kasa A., Osman S.A., Shanmugam N., An Evaluation of Programme Educational Objectives and Programme Outcomes for Civil Engineering Programmes, Procedia-Soc. Behav. Sci, 18, pp. 56-64, (2011); Tshai K., Ho J.-H., Yap E., Ng H.K., Outcome-based Education—The Assessment of Programme Educational Objectives for an Engineering Undergraduate Degree, Eng. Educ, 9, pp. 74-85, (2014); Sundaram R., The process to Draft the Program Educational Objectives for Undergraduate Engineering Degree Programs, Proceedings of the 2015 IEEE Frontiers in Education Conference (FIE), (2015); Kanmani B., Buddhi K., Program educational objectives: A graphical representation, Proceedings of the 2014 International Conference on Interactive Collaborative Learning (ICL), pp. 623-626, (2014); Aldowaisan T., Allahverdi A., Improving educational objectives of the Industrial and Management Systems Engineering programme at Kuwait University, Eur. J. Eng. Educ, 41, pp. 252-262, (2015); Namasivayam S., Al-atabi M., Chong C.H.W.A., Choong F., Hosseini M., Gamboa R.A., Sivanesan S., A Blueprint for Executing Continual Quality Improvement in an Engineering Undergraduate Programme, J. Eng. Sci. Technol, pp. 31-37, (2013); Ramadi E., Ramadi S., Nasr K., Engineering graduates’ skill sets in the MENA region: A gap analysis of industry expectations and satisfaction, Eur. J. Eng. Educ, 41, pp. 34-52, (2015); Halim M.H.A., Buniyamin N., A comparison between CDIO and EAC engineering education learning outcomes, Proceedings of the 2016 IEEE 8th International Conference on Engineering Education (ICEED), pp. 22-27, (2016); Rahman J.A., Ab-Rahman M.S., Yusoff A.R., A case study on Programme Educational Objectives (PEOs) assessment requirements for Electrical and Electronic Engineering Programme amongst Malaysian public universities, Pertanika J. Soc. Sci. Humanit, 2, pp. 251-268, (2016); Skalicky J., Pedersen K.W., Van Der Meer J., Fuglsang S., Dawson P., Stewart S., A framework for developing and supporting student leadership in higher education, Stud. High. Educ, 45, pp. 100-116, (2018); Handel M., Wimmer B., Ziegler A., E-portfolio use and its effects on exam performance—A field study, Stud. High. Educ, 45, pp. 258-270, (2020); Slepcevic-Zach P., Stock M., ePortfolio as a tool for reflection and self-reflection, Reflective Pract, 19, pp. 291-307, (2018)","M.S. Ab-Rahman; Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, Bandar Baru Bangi, 43600, Malaysia; email: syuhaimi@ukm.edu.my","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85123425450"
"Keen J.; Eady M.J.","Keen, Joel (57223031400); Eady, Michelle J. (57194206889)","57223031400; 57194206889","Amplifying Indigenous student voice in work-integrated learning","2022","International Journal of Work-Integrated Learning","23","2","","219","235","16","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148069562&partnerID=40&md5=0db092d3f37fd787ca0143a80575f096","University of Wollongong, Wollongong, Australia","Keen J., University of Wollongong, Wollongong, Australia; Eady M.J., University of Wollongong, Wollongong, Australia","This study explores how work-integrated learning (WIL) in higher education contexts translates for Indigenous Australian students and subsequent notions of their employability. Through a mixed methods survey, the paper identifies problematic issues that exist in current comprehensions of Indigenous Australian graduate employability readiness; and validates the Indigenous student voice via Western methods. Insights from Indigenous Australian students highlight themes of cultural safety and individualized approaches to employability promotion, amongst others. Survey results inform recommendations for tertiary institutions to consider regarding WIL reform. © 2022 International Journal of Work-Integrated Learning. All rights reserved.","Aboriginal & Torres Strait Islander students; career readiness; employability; higher education; Indigenous voice","","","","","","","","Abelson J., Gauvin F., MacKinnon M. P., Watling J., Transparency, trust and citizen engagement, Canadian Policy Research Networks, (2004); Althaus C., Different paradigms of evidence and knowledge: Recognising, honouring, and celebrating Indigenous ways of knowing and being, Australian Journal of Public Administration, 79, 2, pp. 187-207, (2020); Anderson K., Constructing geographies, Constructions of race, place and nation, pp. 81-99, (1994); Askew D. A., Brady K., Mukandi B., Singh D., Sinha T., Brough M., Bond C. 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Media, agricultural biotechnology, and authoritarian views of democratic processes in science, Mass Communication and Society, 6, 3, pp. 291-312, (2003); Brough M., Bond C., Hunt J., Strong in the city: Towards a strength-based approach in Indigenous health promotion, Health Promotion Journal of Australia, 15, 3, pp. 215-220, (2004); Brown P. R., Understanding how deficit discourses work against implementing participatory approaches in Australian Indigenous policy, Australian Journal of Social Issues, 54, 4, pp. 401-417, (2019); Christians C. G., Ethics and politics in qualitative research, Handbook of qualitative research, pp. 139-164, (2000); Cole E. A., Firchow P., Reconciliation barometers: Tools for post conflict policy design, International Journal of Transitional Justice, 13, 3, pp. 546-569, (2019); Cook J., Price A. G., The explorations of Captain James Cook in the Pacific, as told by selections of his own journals, 1768-1779, (1971); Crenshaw K., Mapping the margins: Intersectionality, identity politics, and violence against women of color, Stanford Law Review, 43, pp. 1241-1260, (1990); Danso R., Cultural competence and cultural humility: A critical reflection on key cultural diversity concepts, Journal of Social Work, 18, 4, pp. 410-430, (2018); Davis A., Abolition democracy: Beyond empire, prisons, and torture, (2011); Denzin N., Lincoln Y., Smith L., Handbook of critical and indigenous methodologies, (2008); Dempster N., Carter L., Freakley M., Parry L., Contextual influences on school leaders in Australia: Some data from a recent study of principals' ethical decision-making, School Leadership & Management, 24, 2, pp. 163-174, (2004); Eady M. J., Keen J., Employability readiness for Aboriginal and Torres Strait Islander students: Yarning circles as a methodological approach to illuminate student voice, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 1-18, (2021); Evans R., The sociology of expertise: The distribution of social fluency, Sociology Compass, 2, 1, pp. 281-298, (2008); Fadil N., Are we all secular/ized yet?’: Reflections on David Goldberg’s ‘Are we all post-racial yet?, Ethnic and Racial Studies, 39, 13, pp. 2261-2268, (2016); Felt U., Fochler M., The bottom-up meanings of the concept of public participation in science and technology, Science and Public Policy, 35, 7, pp. 489-499, (2008); Flavell H., Thackrah R., Hoffman J., Developing Indigenous Australian cultural competence: A model for implementing Indigenous content into curricula, Journal of Teaching and Learning for Graduate Employability, 4, 1, pp. 39-57, (2013); Fisher-Borne M., Cain J. M., Martin S. L., From mastery to accountability: Cultural humility as an alternative to cultural competence, Social Work Education, 34, 2, pp. 165-181, (2015); Foley G., History, nationalism and Anzac Day, (2014); Ford M., Achievement gaps in Australia: What NAPLAN reveals about education inequality in Australia, Race Ethnicity and Education, 16, 1, pp. 80-102, (2013); Foucault M., Society must be defended: Lectures at the Collège de France, 1975-1976, (2003); Freire P., Pedagogy of the oppressed, (2005); Gillborn D., The colour of numbers: Surveys, statistics and deficit-thinking about race and class, Journal of Education Policy, 25, 2, pp. 253-276, (2010); Hammond W., Principles of strength-based practice, Resiliency Initiatives, 12, 2, pp. 1-7, (2010); Henderson A., Trede F., Strengthening attainment of student learning outcomes during work-integrated learning: A collaborative governance framework across academia, industry and students, Asia-Pacific Journal of Cooperative Education, 18, 1, pp. 73-80, (2017); hooks b., Theory as liberatory practice, Yale Journal of Law & Feminism, 4, 1, pp. 59-75, (1991); Hyett S. L., Gabel C., Marjerrison S., Schwartz L., Deficit-based Indigenous health research and the stereotyping of Indigenous Peoples, Canadian Journal of Bioethics/Revue canadienne de bioéthique, 2, 2, pp. 102-109, (2019); Jackson D., The contribution of work-integrated learning to undergraduate employability skill outcomes, Asia-Pacific Journal of Cooperative Education, 14, 2, pp. 99-115, (2013); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Ferns S., Rowbottom D., McLaren D., Improving the work-integrated learning experience through a third-party advisory service, International Journal of Training Research, 15, 2, pp. 160-178, (2017); Kay J., Ferns S., Russell L., Smith J., Winchester-Seeto T., The emerging future: Innovative models of work-integrated learning, International Journal of Work-Integrated Learning, 20, 4, pp. 401-413, (2019); Kinash S., Crane L. H., Judd M.-M., Knight C., Dowling D., What students and graduates need to know about graduate employability: Lessons from National OLT research, Refereed papers from the 38th HERDSA Annual International Conference, pp. 94-106, (2015); Knight P. T., Yorke M., Employability through the curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Lentin A., Racism in public or public racism: Doing anti-racism in ‘post-racial’ times, Ethnic and Racial Studies, 39, 1, pp. 33-48, (2016); Lynn M., Dixson A., Handbook of critical race theory in education, (2013); McLaughlin J., Whatman S., The potential of critical race theory in decolonizing university curricula, Asia Pacific Journal of Education, 31, 4, pp. 365-377, (2011); Martin G., Nakata V., Nakata M., Day A., Promoting the persistence of Indigenous students through teaching at the cultural interface, Studies in Higher Education, 42, 7, pp. 1158-1173, (2017); Martin K., Mirraboopa B., Ways of knowing, being and doing: A theoretical framework and methods for indigenous and indigenist re-search, Journal of Australian Studies, 27, 76, pp. 203-214, (2003); Miller J., Koori, a will to win: The heroic resistance, survival & triumph of black Australia, (1985); Mills R. C., The colonization of Australia (1829-42): The Wakefield experiment in empire building, (1915); Monsour A., Not quite white: Lebanese and the White Australia Policy 1880 to 1947, (2009); Moreton-Robinson A., Imagining the good indigenous citizen: Race war and the pathology of patriarchal white sovereignty, Cultural Studies Review, 15, 2, pp. 61-79, (2009); O'Sullivan S., Employability and First Nations’ Peoples: Aspirations, agency and commitments, Education for employability, pp. 143-152, (2019); Oraison H., Konjarski L., Howe S., Does university prepare students for employment? 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N., Raman S., Barber M., From paternalism to engagement: Bioethics needs a paradigm shift to address racial injustice during COVID-19, The American Journal of Bioethics, 21, 2, pp. 96-98, (2021); Walter M., Suina M., Indigenous data, indigenous methodologies and indigenous data sovereignty, International Journal of Social Research Methodology, 22, 3, pp. 233-243, (2019); White R., Tadesse B., Immigration policy, cultural pluralism and trade: Evidence from the white Australia policy, Pacific Economic Review, 12, 4, pp. 489-509, (2007); Wilson D., Cootes K., Mikahere-Hall A., Sherwood J., Berryman K., Jackson D., Reflecting and learning: A grounded theory on reframing deficit views of young indigenous women and safety, Health Care for Women International, pp. 1-19, (2019); Wolfe P., Settler colonialism and the elimination of the native, Journal of Genocide Research, 8, 4, pp. 387-409, (2006); Zubrick S. R., Shepherd C. C., Dudgeon P., Gee G., Paradies Y., Scrine C., Walker R., Social determinants of social and emotional wellbeing, Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice, pp. 93-112, (2014)","J. Keen; University of Wollongong, Wollongong, Australia; email: jkeen@uow.edu.au","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85148069562"
"Liu J.; Rutledge D.; Zhang J.; Rong H.; Zhang S.","Liu, Jian (58198462200); Rutledge, David (56158290600); Zhang, Jing (58198996400); Rong, Hong (58199725700); Zhang, Sen (58198462300)","58198462200; 56158290600; 58198996400; 58199725700; 58198462300","Pre-service teachers’ beliefs about language learning inventory (Balli) on EFL learning: Evaluating the economic factors in the Chinese context","2022","Eurasian Journal of Applied Linguistics","8","3","","83","92","9","2","10.32601/ejal.803007","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153779716&doi=10.32601%2fejal.803007&partnerID=40&md5=4ce701239dca1ab54eae000df9454a0d","School of Foreign Languages, Hebei Normal University, Shijiazhuang, China; School of Teacher Preparation, Administration, and Leadership, New Mexico State University, Las Cruces, United States","Liu J., School of Foreign Languages, Hebei Normal University, Shijiazhuang, China; Rutledge D., School of Teacher Preparation, Administration, and Leadership, New Mexico State University, Las Cruces, United States; Zhang J., School of Foreign Languages, Hebei Normal University, Shijiazhuang, China; Rong H., School of Foreign Languages, Hebei Normal University, Shijiazhuang, China; Zhang S., School of Foreign Languages, Hebei Normal University, Shijiazhuang, China","In the 21st century, the transformation of Chinese education going to market has reinforced alongside the deepening marketization process in China since the 1970s. To date, the Chinese have widely accepted English education's marketization. Many Chinese parents register for English classes in private training institutes for their children having a more intense immersion in the English environment and a better performance in school tests. However, the “Double Reduction Policy” implemented in 2021 considerably constrain the development of private. The English students and Preservice English Teachers (PST) have faced unprecedented challenges in the job market. Chinese educational institutes escalate the demands for Chinese ELT pre-service teachers (PSTs) when evaluating their eligibility in interviews. The ELT PSTs cannot proficiently speak English, therefore, are considered inferior in employability. This study utilizes 27 Pre-service Teachers’ Beliefs about Language Learning Inventory (BALLI) survey statements investigating Chinese PSTs’ relevant beliefs. Through examining the participating PSTs’ enrolled program and analyzing the information collected from the group interview with the PSTs, the study explored how the PSTs’ beliefs are related to the demand of the Chinese human resource market. Two concepts, “Material-centered Curriculum” and “Spirit-centered Curriculum,” are raised in this study. Suggestions and implications about how to adjust the curricula for the Chinese ELT PST program are discussed. © 2022 EJAL & the Authors.","BALLI; Chinese context; Employability; English Language Education; English speaking proficiency; PST program","","","","","","","","Adamson B., Barbarian as a foreign language: English in China’s schools, World Englishes, 21, 2, pp. 231-243, (2002); Bartlett W., Quasi-Markets and Educational Reforms, Quasi-markets and social policy, pp. 125-153, (1993); Basturkmen H., Review of research into the correspondence between language teachers' stated beliefs and practices, System, 40, 2, pp. 282-295, (2012); Benabou R., Tirole J., Self-Confidence and Personal Motivation, Quarterly Journal of Economics, pp. 871-915, (2002); Bolton K., Chinese Englishes: From Canton jargon to global English, World Englishes, 21, 2, pp. 181-199, (2002); Borg M., Teachers' beliefs, English Language Teaching Journal, 55, pp. 186-188, (2001); Borg S., Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do, Language teaching, 36, 2, pp. 81-109, (2003); Bulte E., Kontoleon A., List J., Turley T., Voors M., From personalized exchange towards anonymous trade: A field experiment on the workings of the invisible hand, Journal of Economic Behavior & Organization, 133, pp. 313-330, (2017); Caihong H., Changes and Characteristics of EFL Teachers' Professional Identity: The Cases of Nine University Teachers, Chinese Journal of Applied Linguistics (Foreign Language Teaching & Research Press), 34, 1, pp. 3-21, (2011); Chang J., Globalization and English in Chinese higher education, World Englishes, 25, pp. 513-525, (2006); The BRI progress, contributions and prospects, China Daily, (2019); Dai W., Hu W., Research on the Development of Foreign Language Education in China (1949–2009), (2009); Davies L., Why kick the “L” out of “LEarning”? The development of students’ employability skills through part‐time working, Education+ Training, 42, 8, pp. 436-445, (2000); de Lemos M., Effective strategies for the teaching of reading: What works, and why, Australian Journal of Learning Difficulties, 10, 3-4, pp. 11-17, (2005); Deal D., White C. S., Voices from the classroom: Literacy beliefs and practices of two novice elementary teachers, Journal of research in childhood education, 20, 4, pp. 313-329, (2006); Diaz Larenas C., Alarcon Hernandez P., Ortiz Navarrete M., A case study on EFL teachers’ beliefs about the teaching and learning of English in public education, Porta Linguarum, 23, pp. 171-186, (2015); Eden D., Aviram A., Self-efficacy training to speed reemployment: Helping people to help themselves, Journal of applied Psychology, 78, 3, pp. 352-360, (1993); Fang Z., A review of research on teacher beliefs and practices, Educational research, 38, 1, pp. 47-65, (1996); Farrell T. S., Bennis K., Reflecting on ESL teacher beliefs and classroom practices: A case study, RELC journal, 44, 2, pp. 163-176, (2013); Glennerster H., Quasi-markets for education?, The economic journal, 101, 408, pp. 1268-1276, (1991); Hong J., China “300 million English learners”, An honor or shame?, (2009); Hymes D., On Communicative Competence, sociolinguistics, pp. 269-293, (1972); Hymes D., Ethnography, Linguistics, Narrative Inequality: Toward an Understanding of Voice, (1996); Jiang H., Reflections on the formulation of ""National Standards for Undergraduate Teaching Quality of English Majors, Foreign Language Teaching and Research: Foreign Languages Bimonthly, 46, 3, pp. 456-462, (2014); Jin Y., Fan J., Test for English majors (TEM) in China, Language Testing, 28, 4, pp. 589-596, (2011); Kagan D. M., Implication of research on teacher belief, Educational psychologist, 27, 1, pp. 65-90, (1992); Long W., Decolonising higher education: Postcolonial theory and the invisible hand of student politics, New Agenda: South African Journal of Social and Economic Policy, 2018, 69, pp. 20-25, (2018); Lvin H. M., The economics of educational choice, Economics of Education Review, 10, 2, pp. 137-158, (1991); Marx K., Capital, I, (1867); Maxwell J. A., Qualitative research design: An interactive approach (applied social research methods), (2013); Nespor J., The role of beliefs in the practice of teaching, Journal of curriculum studies, 19, 4, pp. 317-328, (1987); Oller J. W., Sales B. D., Harrington R. V., A basic circularity in traditional and current linguistic theory, Lingua, 22, pp. 317-328, (1969); Oller J. W., Obrecht D. H., Pattern drill and communicative activity: A psycholinguistic experiment, IRAL: International Review of Applied Linguistics in Language Teaching, 6, 2, pp. 165-174, (1968); Ornstein A. C., Hunkins F. P., Curriculum: Foundations, principles, and issues, (2008); Pajares M. F., Teachers’ beliefs and educational research: Cleaning up a messy construct, Review of educational research, 62, 3, pp. 307-332, (1992); Patton M. Q., Qualitative Research & Evaluation Methods, (2015); Quah T., The Invisible Hand and the Weightless Economy, Centre’s Programme on National Economic Performance, (1996); Smith A., The Wealth of Nations, (1776); Smith M. S., Input enhancement in instructed SLA: Theoretical bases, Studies in second language acquisition, 15, 2, pp. 165-179, (1993); Song C., English Levels in China: Quality of Spoken English, Signage, Etc. China Highlights, (2021); Sun L., Chinese English speakers are expected to be more than native-English speakers, (2009); Tay C., Ang S., Van Dyne L., Personality, biographical characteristics, and job interview success: A longitudinal study of the mediating effects of interviewing self-efficacy and the moderating effects of internal locus of causality, Journal of applied Psychology, 91, 2, pp. 446-454, (2006); Thornbury S., Accuracy, fluency, and complexity, English teaching professional, 16, pp. 139-143, (2000); Thornbury S., How to Teach Speaking, (2005); Tian J., Understanding Chinese EFL teachers’ beliefs about English with a Yin-Yang perspective, (2014); Tross S. A., Maurer T. J., The effect of coaching interviewees on subsequent interview performance in structured experience‐based interviews, Journal of Occupational and Organizational Psychology, 81, 4, pp. 589-605, (2008); Walford G., School Choice and the Quasi-market: Oxford Studies in Comparative Education, (1996); Wang J., On curriculum design of the national standards for undergraduate English-major students: Review and reflections, Modern Foreign Languages, 38, 1, pp. 121-130, (2015); Wang Q., The National Curriculum Changes and Their Effects on English Language Teaching in the People’s Republic of China, International handbook of English language teaching, pp. 87-105, (2007); China Focus: China buoys job market for college grads amid COVID-19, (2020); Test for English Major Syllabus, (2009); Zhang F., Liu Y., A study of secondary school English teachers’ beliefs in the context of curriculum reform in China, Language teaching research, 18, 2, pp. 187-204, (2014); Zhang Y., Phasing out university English degrees is not a bad thing, (2018); Zhaoxiang C., English departments in Chinese universities: Purpose and function, World Englishes, 21, 2, pp. 257-267, (2002); Zheng H., A review of research on EFL pre-service teachers' beliefs and practices, Journal of Cambridge Studies, 4, 1, pp. 73-81, (2009); Zhong W., Jiang H., To be of no use or great use: A discussion on the orientation and construction of English subject in the light of “National Standard”, Foreign Languages in China, 12, 2, pp. 4-7, (2015)","S. Zhang; School of Foreign Languages, Hebei Normal University, Shijiazhuang, China; email: zhangsen@hebtu.edu.cn","","Hacettepe University","","","","","","21491135","","","","English","Eurasian J. Appl. Ling.","Article","Final","","Scopus","2-s2.0-85153779716"
"Corcoran T.; Whitburn B.; McCandless T.","Corcoran, Tim (16306507800); Whitburn, Ben (55959353400); McCandless, Trevor (56396786700)","16306507800; 55959353400; 56396786700","Higher Education and Inherent Requirements: Beyond Inherency to Coherency","2022","Journal of Disability Studies in Education","3","1","","79","101","22","4","10.1163/25888803-bja10014","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158946825&doi=10.1163%2f25888803-bja10014&partnerID=40&md5=8d89eb1dc11c432b429354ce8593f4b0","School of Education, Deakin University, Melbourne, Australia","Corcoran T., School of Education, Deakin University, Melbourne, Australia; Whitburn B., School of Education, Deakin University, Melbourne, Australia; McCandless T., School of Education, Deakin University, Melbourne, Australia","Abstract This paper examines how inherency, established in statements universities produce asserting the core abilities necessary to enter and qualify for their degrees, connects with employment in accredited professions, creating barriers for people with disabilities and related conditions. There is no consistent definition of inherent requirements (ir s) across higher education internationally. To assist the ongoing development of ir s, our discussion is set out across three parts. We start by reviewing the origins of ir s highlighting an inconsistency in form and content across the sector. We then provide an analysis of two ir statements from actual institutions noting how they position disability, ability, and the competencies deemed inherent to teaching and learning. Finally, we examine areas where governance and policy, teaching and learning, and employability, can potentially change how ir s are deployed in future practice. Our goal is to shift academic and work-related requirements beyond inherent possessive limitations to coherent performative prospects. Keywords  © 2022 Authors. All rights reserved.","disclosure; employability; higher education; inherent requirements","","","","","","","","Ainscow M., Sandill A., Developing inclusive education systems: the role of organisational cultures and leadership, International Journal of Inclusive Education, 14, 4, pp. 401-416, (2010); Allan J., Inclusion and exclusion in the university, Developing inclusive teacher education, pp. 130-145, (2003); Allen T., Interviewed by Catherine Stuckings, (2014); Acting Against Disability Discrimination: A practical manual for using the Disability Discrimination Act, (1994); acde analysis of 2016 census statistics of Aboriginal and Torres Strait Islander teachers and students, (2018); Australian professional standards for teachers, (2011); Spotlight: What do we know about early career teacher attrition rates in Australia?, (2016); People with disability in Australia, (2020); Ball S.J., Maguire M., Braun A., How schools do policy: Policy enactments in secondary schools, (2012); Bennett D., Graduate employability and higher education: Past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2018); Bialocerkowski A., Johnson A., Allan T., Phillips K., Development of physiotherapy inherent requirement statements – an Australian experience, BMC Medical Education, (2013); Brett M., Harvey A., Funston A., Spicer R., Wood A., The Role of Inherent Requirement Statements in Australian Universities: Final Report, (2016); Clark C., Wilkinson M., Kusevskis-Hayes R., Enhancing Self-Disclosure of Equity Group Membership. An investigation of self-disclosure by Indigenous students, students with disabilities and students from non-English-speaking backgrounds at university, (2018); Corcoran T., Attitudes toward inclusion, International Encyclopedia of Education; Corcoran T., Health inclusive education, International Journal of Inclusive Education, 16, 10, pp. 1033-1046, (2012); Corcoran T., Vassallo S., Psychosocial justice: always more-than to consider, Educational & Child Psychology, 38, 2, pp. 8-18, (2021); Corcoran T., Whitburn B., Knight E., Inherent requirements in higher education: locating You in Us, Perspectives: Policy and Practice in Higher Education, (2022); Social Work Inherent Requirements; Dickson E., Duffy J., A non-discriminatory response to disability related problem behaviour at Australian universities, International Journal of Law and Psychiatry, (2019); Dobbin F., Kalev A., Why doesn’t diversity training work? The challenge for industry and academia, Anthropology Now, 10, 2, pp. 48-55, (2018); Drage V., Kapsalos E., Bailey S., Metcalf C., Preparing for higher education, A Victorian guide for students with a disability, (2012); Gee J.P., Discourse, small d, big D, The international encyclopedia of language and social interaction, 3, pp. 1-5, (2015); Gergen K.J., Relational being: Beyond self and community, (2009); Goodley D., Lawthom R., Liddiard K., Runswick-Cole K., Provocations for critical disability studies, Disability & Society, 34, 6, pp. 972-997, (2019); Grue J., Disability and discourse analysis, (2016); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Johnston K.N., Mackintosh S., Alcock M., Conlon-Leard A., Manson S., Reconsidering inherent requirements: a contribution to the debate from the clinical placement experience of a physiotherapy student with vision impairment, BMCMedicalEducation, (2016); Kelly G.A., The psychology of personal constructs, (1955); Krischler M., Ineke M., Pre- and In-Service Teachers’ Attitudes Toward Students With Learning Difficulties and Challenging Behaviour, Frontiers in Psychology, 10, (2019); Lindsay S., Cagliostro E., Carafa G., A systematic review of barriers and facilitators of disability disclosure and accommodations for youth in post-secondary education, International Journal of Disability, Development & Education, 65, 5, pp. 526-556, (2018); McNamee S., Gergen K.J., Relational responsibilities: Resources for sustainable dialogue, (1999); McNaught K., The potential impacts of ‘inherent requirements’ and ‘mandatory professional reporting’ on students, particularly those with mental health concerns, registering with university disability support/equity services, Journal of the Australia and New Zealand Student Services Association, 42, pp. 25-30, (2013); Naraian S., Making inclusion matter: critical disability studies and teacher education, Journal of Curriculum Studies, 53, 3, pp. 298-313, (2021); Beyond the Bare Minimum: Are universities and colleges doing enough for disabled students?, Insight, (2019); Ostiguy B.J., The inherent value of disability in higher education, Social Inclusion, 6, 4, (2018); Disability Discrimination Act (dda), (1992); Sharplin E., Peden S., Marais I., Making the Grade: describing inherent requirements for the initial teacher education practicum, Asia-Pacific Journal of Teacher Education, (2016); Slee R., Inclusive education isn’t dead, it just smells funny, (2018); Titchkosky T., Reading and writing disability differently, (2020); Inherent requirement domains for initial teacher education (ITE) professional practice: The graduate school of education; Vassallo S., Neoliberal selfhood, (2021); Watts O., Stickels C., Fraser C., Carroll R., Stewart N., Radloff A., Guidelines and Procedures to assist Universities to Examine the Inherent Requirements of their Courses (When accommodating students with disabilities and / or medical conditions), 1, (2000); Weldon P., Early career teacher attrition in Australia: evidence, definition, classification and measurement, Australian Journal of Education, (2018); Williams M., Pollard E., Takala H., Houghton A.-M., Review of Support for Disabled Students in Higher Education in England: Report to the Office for Students by the Institute for Employment Studies and Researching Equity, Access and Participation, (2019); Whitburn B., Corcoran T., Ontologies of inclusion and teacher education, Global perspectives on inclusive teacher education, pp. 1-15, (2019); Whitburn B., Corcoran T., Diversity training, inclusive education and our inevitable lament, Journal of Research in Special Educational Needs, 21, 1, pp. 17-24, (2021); Whitburn B., Thomas M.K.E., A Right to be Included: The Best and Worst of Times for Learners with Disabilities, Scandinavian Journal of Disability Research, 23, 1, pp. 104-113, (2021); Wolbring G., Expanding ableism: Taking down the ghettoization of impact of disability studies scholars, Societies, 2, 3, pp. 75-83, (2012); Zhou N., Australian universities brace for “ugly” 2022 after budget cuts, The Guardian, (2021)","T. Corcoran; School of Education, Deakin University, Melbourne, Australia; email: tim.corcoran@deakin.edu.au","","Brill Academic Publishers","","","","","","2588879X","","","","English","J.  Disabil. Stud. Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85158946825"
"Kim K.; Kumar Chaudhary A.; Han A.; Ma S.; Threeton M.D.","Kim, Kyungin (57785487200); Kumar Chaudhary, Anil (57211434754); Han, Areum (57223113485); Ma, Sangjin (57784911800); Threeton, Mark D. (55919243400)","57785487200; 57211434754; 57223113485; 57784911800; 55919243400","Factors associated with employment intentions of agriculture school students in South Korea","2022","Journal of Agricultural Education and Extension","28","4","","459","477","18","1","10.1080/1389224X.2021.1942091","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145619799&doi=10.1080%2f1389224X.2021.1942091&partnerID=40&md5=6f817b9aebfeeb344348847e02537cff","The Pennsylvania State University, University Park, PA, United States; University of Luxembourg, Luxembourg, Luxembourg; Korea Rural Economic Institute, Naju, South Korea","Kim K., The Pennsylvania State University, University Park, PA, United States; Kumar Chaudhary A., The Pennsylvania State University, University Park, PA, United States; Han A., University of Luxembourg, Luxembourg, Luxembourg; Ma S., Korea Rural Economic Institute, Naju, South Korea; Threeton M.D., The Pennsylvania State University, University Park, PA, United States","Purpose: This study aims to explore the employment intentions of agriculture high school students in South Korea and to examine the factors associated with their employment intentions. Methodology: A survey was carried out among 1,750 students from six agriculture high schools. Data were analyzed using frequency analysis and binary logistic regression analysis. Results: This study reveals that students are more likely to have employment intentions if (1) they perceive their employability positively, (2) they have lower educational aspirations, (3) their parents are unemployed, and (4) they positively perceive career education in schools. Practical Implications: This study highlights the importance of career education in strengthening students’ skills and employability. It also provides insights into the support students receive from schools to enhance their future employment prospects. Theoretical Implications: This study has implications pertaining to the necessity of a modified version of the social cognitive career theory (SCCT) model, which incorporates additional factors that reflect the social contexts of Korea or other countries. Originality: This study is one of the few studies examining factors associated with the employment intentions of agriculture high school students. Its findings could be a helpful resource to promote the employment of students and to address workforce challenges the agricultural industry faces. © 2021 Wageningen University.","agriculture school students; career choice; Employment intention; logistic regression analysis","","","","","","","","Adler N.E., Epel E.S., Castellazzo G., Ickovics J.R., Relationship of Subjective and Objective Social Status with Psychological and Physiological Functioning: Preliminary Data in Healthy White Women, Health Psychology, 19, 6, pp. 586-592, (2000); Ainley M., Patrick L., Measuring Self-Regulated Learning Processes Through Tracking Patterns of Student Interaction with Achievement Activities, Educational Psychology Review, 18, 3, pp. 267-286, (2006); (2016); Bandura A., Social Learning Theory, (1977); Bandura A., Social Foundations of Thought and Action: A Social Cognitive Theory, (1986); Bandura A., Self-efficacy: The Exercise of Control, (1997); Bandura A., On the Functional Properties of Perceived Self-Efficacy Revisited, Journal of Management, 38, 1, pp. 9-44, (2012); Beecher M., Gorman M., Kelly P., Horan B., Careers in Dairy: Adolescents Perceptions and Attitudes, The Journal of Agricultural Education and Extension, 25, 5, pp. 415-430, (2019); Betz N.E., Borgen F.H., Harmon L.W., Vocational Confidence and Personality in the Prediction of Occupational Group Membership, Journal of Career Assessment, 14, 1, pp. 36-55, (2006); Breen R., van de Werfhorst H.G., Jaeger M.M., Deciding Under Doubt: A Theory of Risk Aversion, Time Discounting Preferences, and Educational Decision-Making, European Sociological Review, 30, 2, pp. 258-270, (2014); Bronfenbrenner U., The Ecology of Human Development: Experiments by Nature and Design, (1979); Chae C., (2006); Cho K., Jyung C., Factors Affecting the Determinants of Employment Decision Making of Vocational High School Senior Students, Journal of Agricultural Education and Human Resource Development, 46, 1, pp. 73-102, (2014); Choi K., (2017); Choi J., Han W., Seo H., Yeom J., Kim C., (2016); Christiaensen L., Rutledge Z., Taylor J.E., (2020); Dubow E.F., Boxer P., Rowell Huesmann L., Long-term Effects of Parents’ Education on Children’s Educational and Occupational Success: Mediation by Family Interactions, Child Aggression, and Teenage Aspirations, Merrill Palmer Quarterly, 55, 3, pp. 224-249, (2009); Esters L.T., Bowen B.E., Factors Influencing Career Choices of Urban Agricultural Education Students, Journal of Agricultural Education, 46, 2, pp. 24-35, (2005); Field A., Discovering Statistics Using IBM SPSS Statistics (4th ed.), (2013); Flores L.Y., Navarro R.L., Ali S.R., The State of SCCT Research in Relation to Social Class: Future Directions, Journal of Career Assessment, 25, 1, pp. 6-23, (2017); (2014); (2016); (2017); Frona D., Szenderak J., Harangi-Rakos M., The Challenge of Feeding the World, Sustainability, 11, 20, (2019); (2015); Galliott N., Graham L.J., School Based Experiences as Contributors to Career Decision-Making: Findings from a Cross-Sectional Survey of High-School Students, Australian Educational Researcher, 42, pp. 179-199, (2015); Gardner D.G., Cummings L.L., Dunham R.B., Pierce J.L., Single-item Versus Multiple-Item Measurement Scales: An Empirical Comparison, Educational and Psychological Measurement, 58, 6, pp. 898-915, (1998); Getange K.N., Sagwe G., Factors Influencing Students’ Career Choices in Public Secondary School in Manga sub County, Nyamira County-Kenya, International Journal of Novel Research in Humanity and Social Sciences, 3, 1, pp. 1-10, (2016); Girard P., How Can Agriculture Contribute to Youth Employment? Insights for a Strategy for Southern Africa, (2017); Glosenberg A., Tracey T.J.G., Behrend T.S., Blustein D.L., Foster L.L., Person-vocation fit Across the World of Work: Evaluating the Generalizability of the Circular Model of Vocational Interests and Social Cognitive Career Theory Across 74 Countries, Journal of Vocational Behavior, 112, pp. 92-108, (2019); Gogol K., Brunner M., Goetz T., Martin R., Ugen S., Keller U., Fischbach A., Preckel F., ‘My Questionnaire is Too Long!’ The Assessments of Motivational-Affective Constructs with Three-Item and Single-Item Measures, Contemporary Educational Psychology, 39, 3, pp. 188-205, (2014); Goodman E., Adler N.E., Kawachi I., Frazier A.L., Huang B., Colditz G.A., Adolescents’ Perceptions of Social Status: Development and Evaluation of a new Indicator, Pediatrics, 108, pp. 31-38, (2001); Gore P.A., Leuwerke W.C., Predicting Occupational Considerations: A Comparison of Self-Efficacy Beliefs, Outcome Expectations and Person-Environment Congruence, Journal of Career Assessment, 8, 3, pp. 237-250, (2000); Hong S., Jung J., Analysis on the Vocational High School Students’ Classification of Career Decision Making Based on the Decision Scales and the Preparation Behaviors on the Pursuit of Higher Education and of Employment, and its Influential Factors, The Journal of Vocational Education Research, 35, 5, pp. 1-30, (2016); Hosmer D.W., Lemeshow S., Applied Logistic Regression (2nd ed.), (2000); (2016); Jang M., Kim J., Choi D., Park C., Na S., Lee Y., Policy Performance Analysis on ‘Job First-Diploma Later’, (2012); Jang H., Lee J., Determinants of the Specialized Vocational High School Student’s Career Choice Using Hierarchical Generalized Linear Model, Journal of Vocational Education and Training, 15, 2, pp. 51-74, (2012); Jordan J.S., Turner B.A., The Feasibility of Single-Item Measures for Organizational Justice, Measurement in Physical Education and Exercise Science, 12, 4, pp. 237-257, (2008); Kim K., Byun S., Determinants of Children’s Educational Transition in South Korea, Korean Journal of Sociology of Education, 16, 4, pp. 1-27, (2006); Konstabel K., Lonnqvist J., Walkowitz G., Konstabel K., Verkasalo M., The ‘Short Five’ (S5): Measuring Personality Traits Using Comprehensive Single Items, European Journal of Personality, 26, 1, pp. 13-29, (2012); Lee M., (2003); Lee C., Korean Culture and its Influence on Business Practice in South Korea, The Journal of International Management Studies, 7, 2, pp. 184-191, (2012); Lee B., Kim M., Moon S., A Study on the Effects of Self-Efficacy and job Values of Students of Agricultural Specialized High Schools on Career Decision-Making Level, The Journal of Career Education Research, 25, 1, pp. 53-71, (2012); Lehti H., Erola J., Karhula A., The Heterogeneous Effects of Parental Unemployment on Siblings’ Educational Outcomes, Research in Social Stratification and Mobility, 64, pp. 1-14, (2019); Lent R.W., Career Development and Counseling: Putting Theory and Research to Work, (2005); Lent R.W., Brown S.D., Hackett G., Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance, Journal of Vocational Behavior, 45, 1, pp. 79-122, (1994); Lent R.W., Brown S.D., Hackett G., Career Choice and Development, (2002); Leung S.O., Xu M.L., Single-item Measures for Subjective Academic Performance, Self-Esteem, and Socioeconomic Status, Journal of Social Service Research, 39, 4, pp. 511-520, (2013); Ma S., Heo J., Kim K., (2016); Ma S., Kim K., Agricultural High School and College Students’ Intention of Career Selection in Agri-Industrial Sector, and its Related Variables, Journal of Agricultural Education and Human Resource Development, 49, 2, pp. 1-32, (2017); Ma S., Kim K., (2017); Mau W.-C., Bikos L.H., Educational and Vocational Aspirations of Minority and Female Students: A Longitudinal Study, Journal of Counseling & Development, 78, 2, pp. 186-194, (2000); Menard S., Logistic Regression: From Introductory to Advanced Concepts and Applications, (2010); Moller B., Huschka D., Michalos A.C., Barometers of Quality of Life Around the Globe: How are we Doing?, (2008); Ogutu J.P., Odera P., Maragia S.N., Self-efficacy as a Predictor of Career Decision Making among Secondary School Students in Busia County, Kenya, Journal of Education and Practice, 8, 11, pp. 20-29, (2017); Oh S., A Study on Vocational High School Students` Perspective on Their Career Decision Making: Focusing on Seoul Area, The Journal of Vocational Education Research, 31, 3, pp. 135-151, (2012); Park D., Jung T., Chang M., Kim Y., Kim M., (2012); Pihie Z.A.L., Bagheri A., Self-efficacy and Entrepreneurial Intention: The Mediation Effect of Self-Regulation, Vocations and Learning, 6, pp. 385-401, (2013); Rogers M.E., Creed P.A., A Longitudinal Examination of Adolescent Career Planning and Exploration Using a Social Cognitive Career Theory Framework, Journal of Adolescence, 34, 1, pp. 163-172, (2011); Schaub M., Tokar D.M., The Role of Personality and Learning Experiences in Social Cognitive Career Theory, Journal of Vocational Behavior, 66, 2, pp. 304-325, (2005); Schmidt H., The Single-Item Questionnaire, Health Professions Education, 4, 1, pp. 1-2, (2018); Teachman J.D., Paasch K., The Family and Educational Aspirations, Journal of Marriage and Family, 60, 3, pp. 704-714, (1998); Thompson M.N., Subich L.M., Social Status Identity: Antecedents and Vocational Outcomes, The Counseling Psychologist, 39, 5, pp. 735-763, (2011); Wanous J.P., Reichers A.E., Estimating the Reliability of a Single-Item Measure, Psychological Reports, 78, 2, pp. 631-634, (1996); Wilson P.M., Wilson J., Environmental Influences on Adolescent Educational Aspirations: A Logistic Transform Model, Youth and Society, 24, 1, pp. 52-70, (1992); Wu W., Dawson D., Fleming-Munoz D., Schleiger E., Horton J., (2019); Zacher H., Rudolph C.W., Todorovic R., Ammann D., Academic Career Development: A Review and Research Agenda, Journal of Vocational Behavior, 110, pp. 357-373, (2019); Zeldin A.L., Britner S.L., Pajares F., A Comparative Study of the Self-Efficacy Beliefs of Successful men and Women in Mathematics, Sciences, and Technology Careers, Journal of Research in Science Teaching, 45, 9, pp. 1036-1058, (2008)","K. Kim; The Pennsylvania State University, University Park, United States; email: kuk683@psu.edu","","Routledge","","","","","","1389224X","","","","English","J. Agric. Educ. Ext.","Article","Final","","Scopus","2-s2.0-85145619799"
"Schultz C.M.","Schultz, Cecile M. (55971841500)","55971841500","Soft employability skills obtained from a nongovernmental organisation’s labour market intervention","2022","SA Journal of Industrial Psychology","48","","a1912","","","","2","10.4102/sajip.v48i0.1912","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141671126&doi=10.4102%2fsajip.v48i0.1912&partnerID=40&md5=a283b2cf8374ee9816a3f0d120cfb7bb","Department of People Management and Development, Faculty of Management Sciences, Tshwane University of Technology, Pretoria, South Africa","Schultz C.M., Department of People Management and Development, Faculty of Management Sciences, Tshwane University of Technology, Pretoria, South Africa","Orientation: Employability development is needed to alleviate poverty in South Africa. This study sought to examine employability development, with specific reference to soft employability skills within a low-income community in Gauteng province of South Africa. Research purpose: The purpose of this study was to determine whether the labour market intervention offered by a non-governmental organisation (NGO) in Gauteng added value to learners with specific reference to soft skills (behavioural and psychosocial) needed to become employable. Motivation for the study: Soft employability skills are essential because they are highly demanded by employers today. It is not clear whether the learners from an NGO have obtained soft employability skills (behavioural and psychosocial) during the skills training intervention. Research approach/design and method: A qualitative constructivist approach was utilised. Using purposive sampling, 33 learners from an NGO participated in email interviews. The email interviews were analysed by using four steps prescribed by grounded theory researchers. Main findings: The study results highlight two themes that represent soft employability skills, namely, soft employability behavioural skills and soft employability psychosocial skills. Practical/managerial implications: The study provides government and NGOs with an understanding of soft employability skills valued by unemployed low-income workers. Contribution/value-add: This research contributes to literature by expanding the knowledge of soft employability behavioural skills and soft employability psychosocial skills. Forgiveness seems to be a new soft employability psychosocial skill, as it was not found in the theories and frameworks used in this article. © 2022. The Author. Licensee: AOSIS.","constructivist grounded theory; Gauteng; labour market intervention; non-governmental organisation; qualitative research; soft employability behavioural skills; soft employability psychosocial skills; South Africa","","","","","","National Research Foundation, NRF, (TK150621119893); Tshwane University of Technology, TUT","This work was supported by the National Research Foundation of South Africa under grant number TK150621119893 and by the Niche Area of ‘the future of work and the alleviation of unemployment and poverty’ within the Faculty of Management Sciences of the Tshwane University of Technology.","Akolgo-Azupogo H., Rubens A., Bardy R., Soft skills in developing economies: An African view on the hidden linkage between indigenous knowledge and business perspectives, Journal of African Studies and Development, 13, 3, pp. 47-58, (2021); Alvarez Sainz M., Ferrero A.M., Ugidos A., Time management: Skills to learn and put into practice, Education and Training, 61, 5, pp. 635-648, (2019); Azmi I.A.G., Hashim R.C., Yusoff Y.M., The employability skills of Malaysian university students, International Journal of Modern Trends in Social Sciences, 1, 3, pp. 1-14, (2018); Bean C., Kendellen L., Forneris T., Moving beyond the gym: Exploring life skill transfer within a female physical activity-based life skills program, Journal of Applied Sport Psychology, 28, 3, pp. 274-290, (2016); Bezuidenhout M., The development and evaluation of a measure of graduate employability in the context of the new world of work, (2011); Botha J., The relationship between adult learner self-directedness and employability attributes: An open distance learning perspective, (2014); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bryant A., Charmaz K., Grounded theory research: Methods and practices, The Sage handbook of grounded theory, pp. 1-28, (2007); Cacioppo J., Hawkley L., Crawford L., Ernst F., Burleson M., Kowalewski R., Malarkey W.B., Van Cauter E., Berntson G.G., Loneliness and health: Potential mechanisms, Psychosomatic Medicine, 64, 3, pp. 407-417, (2002); Charmaz K., Constructing grounded theory: A practical guide through qualitative analysis, (2006); Chitiga-Mabugu M., Nhemachena C., Karuaihe S., Motala S., Tsoanamatsie N., Mashile L., Civil society participation in income generating activities in South Africa, (2013); Coetzee M., Exploring distance students’ graduateness in relation to their employability, (2012); Cohen L., Manion L., Morrison K., Research methods in education, (2007); Dahiya R., Interpersonal forgiveness and employee life satisfaction: The role of affect at work, International Journal of Organizational Analysis, 30, 2, pp. 305-323, (2021); Dawson H.J., Making plans through people: The social embeddedness of informal entrepreneurship in urban South Africa, Social Dynamics, 47, 3, pp. 389-402, (2021); Dickson-Deane C., Designing with forgiveness in mind for the process, Handbook of research in educational communications and technology, pp. 661-673, (2020); Doyle A., What are soft skills? 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Learning and employability, series 1, (2004); Yorke M., Knight P.T., Embedding employability into the curriculum. Learning and employability series 1, (2006)","C.M. Schultz; Department of People Management and Development, Faculty of Management Sciences, Tshwane University of Technology, Pretoria, South Africa; email: schultzcm@tut.ac.za","","AOSIS (pty) Ltd","","","","","","02585200","","","","English","SA J. Ind. Psychol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85141671126"
"Hendek A.; Jamİl A.İ.; Zengİn M.; Othman M.K.B.","Hendek, Abdurrahman (57204197090); Jamİl, Asyraf İsyraqi (57214093836); Zengİn, Mahmut (58162769400); Othman, Mohamad Khairi BİN (57216394834)","57204197090; 57214093836; 58162769400; 57216394834","Higher Religious Education at Public Universities in Malaysia and Turkey: A Comparative Study; [Malezya ve Türkiye’de Devlet Üniversitelerinde Yüksek Din Öğretimi: Karşılaştırmalı Bir Çalışma]","2022","Cumhuriyet Ilahiyat Dergisi","26","3","","987","1002","15","1","10.18505/cuid.1079483","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151158518&doi=10.18505%2fcuid.1079483&partnerID=40&md5=5e81b1cdbd4294e9f18d23356b57b2c7","Sakarya University, Faculty of Theology, Department of Religious Education, Sakarya, Turkey; University of Malaya, Academy of Islamic Studies, Islamic Education, Turkey; Sakarya University, Faculty of Theology, Religious Education, Sakarya, Turkey; AUniversity Utara Malaysia, College of Arts and Sciences, School of Education and Modern Languages, Turkey","Hendek A., Sakarya University, Faculty of Theology, Department of Religious Education, Sakarya, Turkey; Jamİl A.İ., University of Malaya, Academy of Islamic Studies, Islamic Education, Turkey; Zengİn M., Sakarya University, Faculty of Theology, Religious Education, Sakarya, Turkey; Othman M.K.B., AUniversity Utara Malaysia, College of Arts and Sciences, School of Education and Modern Languages, Turkey","Higher religious education institutions, like other fields, operate within the universities today. While countries establish and develop their own institutions according to their history, society and state, the experience and knowledge of similar institutions in other countries is vital for the development of the universities. Comparative studies can make significant contributions in this regard. Therefore, this article aims to compare higher religious education at public universities in Malaysia and Turkey in terms of six themes: history, current situation, aims, programme structure, student admission and graduate employability. Malaysia and Turkey represent two strikingly different countries in terms of the state’s relationship with religion and the religious composition of society even though they both have a Muslim majority population. This is a qualitative, literature-based study which employs document analysis. Official documents, academic articles and internet sources are used as references to examine and present information about higher religious education in both countries. The findings of the article are as follows: The development of higher religious education in Turkey has been intermittent and is closely related to the politics of religion, as the major political changes have had an impact on higher religious education. In contrast, the development of higher religious education has been steadier in Malaysia. Even though the politics of religion and electoral calculations of political parties have influenced higher Islamic education in Malaysia, this has not at least resulted in their closures or dramatic decreases in their numbers. Currently, higher religious education is thriving in both countries, but more rapidly (at least quantitively) in Turkey than in Malaysia. Regarding the aims of higher religious education, there are direct references to Ahl al-Sunnah wa al-Jama‘ah and raising practising Muslims in Malaysia, where the aims and programme outcomes are determined by a national agency. Historically, the official mission statements of theology faculties in Turkey were more inclined towards modern aims/concepts, partly to legitimise the place of theology in a secular university. However, in recent years, there has been a tendency towards overtly Islamic values and concepts. However, due to the lack of a national agency which defines the aims of theology/Islamic sciences faculties, the official mission and vision statements seem patchy and vague, but the accreditation process might lead to more common and unified aims and programme outcomes. In Turkey, higher religious education officially does not adopt any branch of Islam, as opposed to Malaysia, which might be an opportunity for becoming more accommodative and integrative in a modern society which is marked by plurality and diversity. There are different higher religious education programmes in Malaysia, which has sought to integrate Islamic knowledge with professional one. This has resulted in the introduction of multi and cross-disciplinary programmes and specializations. The graduates of these programmes, in turn, can work in very different professions from security to finance and from judiciary to religious services. Multi and cross-disciplinary programmes are currently unavailable in Turkey, as higher religious education faculties only offer a single programme. Another important difference between the two countries is the process of student admission. While there are different post-secondary education/examination systems in Malaysia, in Turkey there is a national university entrance exam. Despite the different examination systems, in Malaysia students need to have a solid background in Islamic education, Arabic and English in order to enrol on Islamic Studies programmes; whereas in Turkey there are just few questions regarding religious education in the university entrance exam; therefore, no background in religious education, Arabic or English is necessary. Even though this can provide an opportunity for those who do not have any Islamic education background, there are problems that theology/Islamic sciences faculties have to start from the basics, such as teaching how to read the Qur’an. Finally, in both countries the employability of higher religious education graduates seems one of the most pressing issues, but this issue is more prevalent in Turkey than in Malaysia. © (2023), (Cumhuriyet University). All Rights Reserved.","Higher Education; Malaysia; Religious Education; Religious Studies; Turkey","","","","","","","","Abdul Shukran, Et al., Ideologies and Structures of Higer Learning Institution Model: Reconstructing the Worldview of Higher Education, Journal of Islamic Educational Research, 2, 2, pp. 22-35, (2017); Abdullah Abdul Aziz, Et al., Snapshot on the Career and Employability of Islamic Studies Graduates in Malaysia, International Journal of Academic Research in Business and Social Sciences, 9, 11, pp. 864-879, (2019); Abu Bakar Ibrahim, A History of Islamic Studies in Malaysia, Oriente Moderno, 19, 2, pp. 371-393, (2000); Struktur Program Sesi Akademik 2021/2022, (2021); Altas Nurullah, Din Eğitimi, (2022); Arslan Ahmet Turan, Malezya’da Din Eğitimi ve Arapça Öğretimi, Marmara Üniversitesi İlahiyat Fakültesi Dergisi, 13, pp. 27-52, (1997); Asikoglu Nevzat Yasar, Yüksek Öğretimde Din Eğitim ve Öğretimi, Din Eğitimi El Kitabı, pp. 215-231, (2012); Aslamaci Ibrahim, Öğrenci ve Öğretmenlerine Göre İmam-Hatip Liseleri: Profiller, Algılar, Memnuniyet, Aidiyet, (2017); Aydin Muhammet Sevki, Cumhuriyet Döneminde Din Eğitimi Öğretmeni Yetiştirme ve İstihdamı, (2016); Bereday George Z. F., Comparative Method in Education, (1964); Bereday George Z. F., Sir Michael Sadler’s ‘Study of Foreign Systems of Education, Comparative Education Review, 7, 3, pp. 307-314, (1964); Bray Mark, Et al., Different Models, Different Emphases, Different Insights, Comparative Education Research: Approaches and Methods, pp. 417-436, (2014); The 2010 Population and Housing Census of Malaysia (Census 2010), (2015); ECTS Users’ Guide, (2015); Ev Halit, Yükseköğretimde Din Eğitimi, Din Eğitimi. ed. 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Ilah. Derg.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85151158518"
"Cull M.; McLaren J.; Freudenberg B.; Vitale C.; Castelyn D.; Whait R.; Kayis-Kumar A.; Le V.; Morgan A.","Cull, Michelle (38660965100); McLaren, John (57192959795); Freudenberg, Brett (35810211000); Vitale, Connie (57216582457); Castelyn, Donovan (55191351500); Whait, Rob (55672264000); Kayis-Kumar, Ann (57193236561); Le, Van (58260595800); Morgan, Annette (57225699114)","38660965100; 57192959795; 35810211000; 57216582457; 55191351500; 55672264000; 57193236561; 58260595800; 57225699114","WORK-INTEGRATED LEARNING FOR INTERNATIONAL STUDENTS: DEVELOPING SELF-EFFICACY THROUGH THE AUSTRALIAN NATIONAL TAX CLINIC PROGRAM","2022","Journal of the Australasian Tax Teachers Association","17","1","","22","56","34","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159653704&partnerID=40&md5=fb8dde18a2e2640367d96c551dcfd8e2","Western Sydney University, Australia; Central Queensland University, Australia; Griffith University, Australia; Curtin University, Australia; University of South Australia, Australia; University of NSW, Australia; James Cook University, Australia","Cull M., Western Sydney University, Australia; McLaren J., Central Queensland University, Australia; Freudenberg B., Griffith University, Australia; Vitale C., Western Sydney University, Australia; Castelyn D., Curtin University, Australia; Whait R., University of South Australia, Australia; Kayis-Kumar A., University of NSW, Australia; Le V., James Cook University, Australia; Morgan A., Curtin University, Australia","This article considers the impact of the work-integrated learning (‘WIL’) experience as part of Australia’s National Tax Clinic Program (‘NTCP’) on the self-efficacy of international students studying in Australia. Through a pre and post survey the results demonstrate that participation in the NTCP had a positive impact on the self-efficacy of international students to a larger extent than domestic students. The WIL experience substantially increased the confidence of international students in relation to applying taxation law, communication, teamwork, presenting ideas and taxation research. In addition, international students were more confident in achieving their career goals and understanding what is expected of them as a professional advisor. This study provides empirical evidence of the benefits of WIL for international students. The findings have implications for educational professionals as they design future degree courses which aim to improve both the student experience and employability outcomes of international students. © 2022, Australasian Tax Teachers' Association. All rights reserved.","accounting; consulting; international students; self-efficacy; tax clinic; work-integrated learning (WIL)","","","","","","Australian Government","Funding: This work was supported in part by funding from the Australian Government through the NTCP","Abeysekera Indra, Issues Relating to Designing a Work-Integrated Learning (WIL) Program in an Undergraduate Accounting Degree Program and Its Implications for the Curriculum, Asia-Pacific Journal of Cooperative Education, 7, 1, (2006); Abeysekera Indra, National Tax Clinic Program Model Innovation, Journal of Australian Tax, 22, 2, (2020); Anderson Susan E, Bauman Christine C, Low-income Taxpayer Clinics as a form of service learning, Advances in Accounting Education Teaching and Curriculum Innovations (Advances in Accounting Education, 6, (2004); Anderson P, Green P, (L)earning for employability, lessons for HE?, (2006); Labour Force, Australia, Detailed: May 2021, (2021); Performance-based funding for the Commonwealth grant scheme, (2019); 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Freudenberg; Griffith University, Australia; email: b.freudenberg@griffith.edu.au","","Australasian Tax Teachers' Association","","","","","","1832911X","","","","English","J. Australas. Tax Teach. Assoc.","Article","Final","","Scopus","2-s2.0-85159653704"
"Bakhare R.","Bakhare, Ruhi (57222571938)","57222571938","Hybrid Model of Teaching-Learning is Total Chaos: An effect of Reverse Halo","2022","Journal of Engineering Education Transformations","36","Special Issue 1","","169","184","15","1","10.16920/jeet/2022/v36is1/22189","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149376245&doi=10.16920%2fjeet%2f2022%2fv36is1%2f22189&partnerID=40&md5=5e14ae5a0c08edfb2a21be45c4e231fa","Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur, 10, India","Bakhare R., Dr. Ambedkar Institute of Management Studies and Research, Deekshabhoomi, Nagpur, 10, India","Although the COVID-19 outbreak has had a disruptive impact on the education industry; the academicians have moulded themselves according to changing situations. They have evolved to an entirely different level during the last two years. This longitudinal study is conducted on faculty members from all over India and aimed to explore some individual and organizational factors affecting the “Hybrid” model of the teaching-learning process, which is the future of the education and training industry [1] [2] creating a Reverse Halo Effect [3]. More than 1000 faculty members from all over India have contacted over WhatsApp and a self-report questionnaire in the form of Google Form measuring various student-related factors, institute-related issues, faculty-related issues, technology-related issues, perceived learning, and perceived employability was circulated. A path analysis showed that the student-related issues, faculty-related issues, institute-related issues, and technology-related issues affect perceived learning which will eventually affect the perceived employability of students. The findings of this study provide a theoretical contribution toward the effectiveness of the hybrid model in the teaching-learning process and its effect on the perceived learning and employability of students. © 2022, Rajarambapu Institute Of Technology. All rights reserved.","and perceived Learning; Hybrid model; Perceived Employability; Reverse Halo; teaching-learning process","","","","","","","","Sinha M., Hybrid model here to stay: How online tools changed learning, The Times of India, (2021); Shanthi S., Hybrid Learning: The Future Of Education, (2021); Lavery T., halo effect, (2017); Ramaswamy N., The impact of COVID-19 on school education and the road to recovery, (2021); Omir Kumar S.S., Impact of COVID-19 on employment in urban areas, (2021); Athal K., Youth unemployment in India Post Covid-19, (2022); STUDY INTERNATIONAL, (2017); Thorndike E., A constant error in psychological ratings, Journal of applied psychology, (1920); Bacon D. 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J., Davis S., Davidson O., Hogue K., Impact of Positive, Negative, and No Personality Descriptors on the Attractiveness Halo Effect, Psi Chi Journal of Psychological Research, 21, 1, pp. 29-34, (2016); Lanero A., Vazquez J.-L., Sahelices-Pinto C., Halo Effect and Source Credibility in the Evaluation of Food Products Identified by Third-Party Certified Eco-Labels: Can Information Prevent Biased Inferences?, Foods, 10, 11, (2021); Leuthesser L., Kohli C. S., Harich K. R., Brand equity: The halo effect measure, European Journal of Marketing, 29, 4, pp. 57-66, (1995); Lucker G. W., Beane W. E., Helmreich R. L., The Strength of the Halo Effect in Physical Attractiveness Research, The Journal of Psychology, 107, 1, pp. 69-75, (1981); Schettino G., Marino L., Capone V., The Impact of University-Related Variables on Students’ Perceived Employability and Mental Well-Being: An Italian Longitudinal Study, Sustainability, 14, 5, (2022); Seigar M. S., The Dark Matter Halo Density Profile, Spiral Arm Morphology, and Supermassive Black Hole Mass of M33, ISRN Astronomy and Astrophysics, 2011, pp. 1-8, (2011); Soper D. S., Piepkorn F., Halo Effect Contamination in Assessments of Web Interface Design, 5, 1, (2018); Suzuki K., Seyama K., Hayashi T., Yamashiro Y., Shiraishi A., Kuwatsuru R., Reversed Halo Sign in Tuberous Sclerosis Complex, Case Reports in Radiology, 2013, pp. 1-4, (2013); Coombs Timothy, Unpacking the halo effect reputation and crisis m.pdf, (2006); Timothy Coombs W., Holladay S. J., Unpacking the halo effect: Reputation and crisis management, Journal of Communication Management, 10, 2, pp. 123-137, (2006); Wirtz J., Halo in customer satisfaction measures: The role of purpose of rating, number of attributes and customer involvement, International Journal of Service Industry Management, 14, 1, pp. 96-119, (2003)","R. Bakhare; Dr. Ambedkar Institute of Management Studies and Research, Nagpur, Deekshabhoomi, 10, India; email: ruhibakhare@rediffmail.com","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85149376245"
"Thomas I.","Thomas, Ian (57201571564)","57201571564","Sustaining education for environmental professionals","2022","Australasian Journal of Environmental Management","29","4","","425","444","19","0","10.1080/14486563.2022.2137255","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141723329&doi=10.1080%2f14486563.2022.2137255&partnerID=40&md5=244e49615f8d516fcbc8982ac41fad68","School of Global, Urban and Social Studies, RMIT University, Melbourne, VIC, Australia","Thomas I., School of Global, Urban and Social Studies, RMIT University, Melbourne, VIC, Australia","The evolution of universities in Australia is nothing new; however, a range of social and economic pressures have been exacerbated by the COVID-19 pandemic. These pressures are leading to changes, for example greater use of electronic media for teaching, which will affect the delivery of teaching programs. Effects on those programs providing education for environmental professionals could well impact whether the graduates achieve the capabilities expected by the profession, and needed by society. These capabilities have much in common with those sought by a range of professions and disciplines, and the employability agenda promoted by universities. Hence, promotion of learning approaches associated with educating environmental professionals could be of value to universities generally. The review of these aspects indicates the need for the profession to formulate approaches to ensure that education of environmental professionals in Australia continues to achieve those capabilities that have been identified. Effort directed this way could assist in maintaining or enhancing, achieving capabilities of the graduates of environmental and sustainability programs. Such effort would also facilitate all graduates to develop the generic capabilities expected by employers and infuse sustainability across all disciplines with a sustainability leaning. © 2022 Environment Institute of Australia and New Zealand Inc.","capabilities; education; environmental profession; Future; skills; universities","Australia; COVID-19; educational development; future prospect; learning; pandemic; teaching; university sector","","","","","","","Azeiteiro U.M., Bacelar-Nicolau P., Caetano F.J.P., Caeiro S., Education for Sustainable Development Through E-learning in Higher Education: Experiences from Portugal, Journal of Cleaner Production, 106, 1, pp. 308-319, (2015); Bessant B., ‘A Climate of Fear’: From Collegiality to Corporatization, The Subversion of Australian Universities, pp. 52-84, (2002); Biggs J., Tang C., Teaching for Quality Learning at University. 3rd ed, (2007); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability Through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Buchanan J., Ryan R., Anderson M., Calvo R.A., Glozier N., Peter S., (2018); Casanovas M.M., Ruiz-Munzon N., Buil-Fabrega M., Higher Education: The Best Practices for Fostering Competences for Sustainable Development Through the use of Active Learning Methodologies, International Journal of Sustainability in Higher Education, 23, 3, pp. 703-727, (2022); Casinader N., Kidman G., Fieldwork, Sustainability, and Environmental Education: The Centrality of Geographical Inquiry, Australian Journal of Environmental Education, 34, 1, pp. 1-17, (2018); (2020); (2011); (2009); Cue I., 2016. What is a Corporate University?, Accessed, (2020); Davey T., Meerman A., Orazbayeva B., Riedel M., Preface, The Future of Universities Thoughtbook, pp. 7-9, (2020); Dawson P., Defending Assessment Security in a Digital World: Preventing e-Cheating and Supporting Academic Integrity in Higher Education, (2020); Docherty D., What do Employers Want from Graduates?, Higher Education, Skills and Work-Based Learning, 1, 2, (2011); Dowling D., Hadgraft R., (2013); (2022); Ehmcke W., Philipson G., Kold-Christensen C., (2009); Eilam E., Trop T., ESD Pedagogy: A Guide for the Perplexed, The Journal of Environmental Education, 42, 1, pp. 43-64, (2010); (2018); (2021); French S., Kelly P., James R., Futures for Australian Tertiary Education: Developing an Integrated, Coherent Policy Vision, Visions for Australian Tertiary Education, pp. 1-6, (2017); Godsman F., Change is Inevitable–It’s Time to Disrupt the Higher Education System, The Future of Universities Thoughtbook, pp. 26-28, (2020); Griffiths D.A., Inman M., Rojas H., Williams K., Transitioning Student Identity and Sense of Place: Future Possibilities for Assessment and Development of Student Employability Skills, Studies in Higher Education, 43, 5, pp. 891-913, (2018); Grotkowska G., Wincenciak L., Gajderowicz T., Ivorytower or Market-Oriented Enterprise: The Role of Higher Education Institutions in Shaping Graduate Employability in the Domain of Science, Higher Education Research & Development, 34, 5, pp. 869-882, (2015); Hil R., (2021); Holdsworth S., Thomas I., Competencies or Capabilities in the Australian Higher Education Landscape and its Implications for the Development and Delivery of Sustainability Education, Higher Education Research and Development, (2020); Holdsworth S., Thomas I., Wong P., Sandri O., Boulet M., Chester A., McLaughlin P., Graduate Attribute for Minimising Environmental Harm–Assessing Effectiveness in the Graduates’ Workplaces, Journal of Cleaner Production, 211, pp. 96-407, (2019); Hore T., West L.H.T., The Future of Higher Education in Australia: Ten Years On, Higher Education Research & Development, 3, 1, pp. 51-59, (1984); (2017); Jackson D., Re-conceptualising Graduate Employability: The Importance of pre-Professional Identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Kanbar N., Can Education for Sustainable Development Address Challenges in the Arab Region? Examining Business Students’ Attitudes and Competences on Education for Sustainable Development: A Case Study, Discourse and Communication for Sustainable Education, 3, 1, pp. 41-62, (2012); Kirkwood A., Price L., Missing: Evidence of a Scholarly Approach to Teaching and Learning with Technology in Higher Education, Teaching in Higher Education, 18, 3, pp. 327-337, (2013); Lacy P., Cooper T., Hayward R., Neuberger L., (2010); Lee K., (2022); Lucas A., Pelizzon A., (2022); Marginson S., Considine M., The Enterprise University, (2000); Martin L., (2020); Matthews K.E., Garratt C., Macdonald D., The Higher Education Landscape: Trends and Implication. Discussion Paper, (2018); Means B., Toyama Y., Murphy R., Bakia M., Jones K., (2009); Moscardini A.O., Strachan R., Vlasova T., The Role of Universities in Modern Society, Studies in Higher Education, 47, pp. 812-830, (2022); Mukhtar K., Javed K., Arooj M., Sethi A., Advantages, Limitations and Recommendations for Online Learning During COVID-19 Pandemic era, Pakistan Journal of Medical Science, 36, COVID19-S4, pp. S27-S31, (2020); Nguyen T., The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons, Journal of Online Learning and Teaching, 11, 2, pp. 309-319, (2015); Nilsson M., Griggs D., Visbeck M., Policy: Map the Interactions Between Sustainable Development Goals, Nature, 534, pp. 320-322, (2016); (2022); Oliver B., Jorre de St Jorre T., Graduate Attributes for 2020 and Beyond: Recommendations for Australian Higher Education Providers, Higher Education Research & Development, 37, 4, pp. 821-836, (2018); Olsson D., Gericke N., Chang Rundgren S.N., The Effect of Implementation of Education for Sustainable Development in Swedish Compulsory Schools–Assessing Pupils’ Sustainability Consciousness, Environmental Education Research, 22, 2, pp. 176-202, (2016); Patience A., (2021); Peia L., Wu H., Does Online Learning Work Better Than Offline Learning in Undergraduate Medical Education? A Systematic Review and Meta-Analysis, Medical Education Online, 24, (2019); Pennington A., Stanford J., (2019); Phelan L., McBain B., Ferguson A., Brown P., Brown V., Hay I., Horsfield R., Taplin R., Learning and Teaching Academic Standards Statement for Environment and Sustainability, (2015); (2016); Subject Benchmark Statements: Earth Sciences, Environmental Sciences and Environmental Studies. 3rd ed, (2014); (2020); Redman A., Wiek A., Barth M., Current Practice of Assessing Students’ Sustainability Competencies: A Review of Tools, Sustainability Science, 16, pp. 117-135, (2021); Rees C., Forbes P., Kubler B., Student Employability Profiles: A Guide for Higher Education Practitioners, (2007); Robinson M., Yorkstone S., Becoming a Lean University: The Case of the University of St Andrews, Leadership and Governance in Higher Education, 1, pp. 42-71, (2014); Ross H., Carter R.W., The Environment Profession in Australia and New Zealand: Facing the Future, Australasian Journal of Environmental Management, 18, 4, pp. 203-207, (2011); Ross H., Carter R.W., Baldwin C., Keighley P., Enhancing Tertiary Education and Professional Development, Australasian Journal of Environmental Management, 19, 1, pp. 1-4, (2012); Sadler R., Making Competent Judgments of Competence, Modeling and Measuring Competencies in Higher Education:Tasks and Challenges, pp. 13-27, (2013); Sandri O., (2014); Sandri O., Holdsworth S., Thomas I., Assessing Graduate Sustainability Capability Post-Degree Completion: Why Is It Important and What Are the Challenges?, International Journal of Sustainability in Higher Education, 19, 1, pp. 2-14, (2018); Sandri O., Holdsworth S., Thomas I., Vignette Question Design for the Assessment of Graduate Sustainability Learning Outcomes, Environmental Education Research, 24, 3, pp. 406-426, (2018); Scharlemann J.P.W., Brock R.C., Balfour N., Brown C., Burgess N.D., Guth M.K., Ingram D.J., Et al., Towards Understanding Interactions Between Sustainable Development Goals: The Role of Environment–Human Linkages, Sustainability Science, 15, pp. 1573-1584, (2020); (2020); Singh P., Sinha R., Koay W.L., Teoh K.B., Nayak P., Lim C.H., Dubey A.K., Das A., Faturrahman I., Aryani D.N., A Comparative Study on Effectiveness of Online and Offline Learning in Higher Education, International Journal of Tourism and Hospitality in Asia Pasific, 4, 3, pp. 102-114, (2021); Small L., McPhail R., Shaw A., Graduate Employability: The Higher Education Landscape in Australia, Higher Education Research & Development, 41, pp. 919-933, (2022); Tarrach R., Borrell-Damian L., Will European Universities in 2040 Still Teach and Research?, The Future of Universities Thoughtbook, pp. 154-156, (2020); Thomas I., Skills for Employment in the Environment: Insights from Australia, Advanced Journal of Professional Practice, 1, 2, pp. 8-24, (2018); Thomas I., The Environment Profession in Australia: A Status Report, Australasian Journal of Environmental Management, 26, 1, pp. 82-98, (2019); Thomas I., Hegarty K., Holdsworth S., The Education for Sustainability Jig-Saw Puzzle: Implementation in Universities, Creative Education, 3, 6, pp. 840-846, (2012); Tilbury D., (2011); Tsai C.-W., The Effect of Online Co-regulated Learning in the Implementation of Team-Based Learning on Improving Students’ Involvement, Higher Education Research & Development, 34, 6, pp. 1270-1280, (2015); (2014); (2014); Vaanmalar M., A Comparative Study Between Offline and Online Classes For Students, International Journal of Multidisciplinary Educational Research, 10, (2021); Wals A.E.J., Sustainability in Higher Education in the Context of the UN DESD: A Review of Learning and Institutionalization Processes, Journal of Cleaner Production, 62, pp. 8-15, (2014); (2021); Wiek A., Withycombe L., Redman C.L., Key Competencies in Sustainability: A Reference Framework for Academic Program Development, Sustainability Science, 6, pp. 203-218, (2011); Xu D., Jaggers S., (2013)","I. Thomas; School of Global, Urban and Social Studies, RMIT University, Melbourne, Australia; email: ian.thomas@rmit.edu.au","","Taylor and Francis Ltd.","","","","","","14486563","","","","English","Australas. J. Environ. Manage.","Article","Final","","Scopus","2-s2.0-85141723329"
"McCafferty H.","McCafferty, Hazel (57225177313)","57225177313","An unjust balance: a systematic review of the employability perceptions of UK undergraduates from disadvantaged socio-economic backgrounds","2022","Research in Post-Compulsory Education","27","4","","570","593","23","1","10.1080/13596748.2022.2110774","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139785783&doi=10.1080%2f13596748.2022.2110774&partnerID=40&md5=f1e18d5972f99d268d0b60b8618f9f97","School of Education, University of Southampton, Southampton, United Kingdom","McCafferty H., School of Education, University of Southampton, Southampton, United Kingdom","A systematic review of qualitative primary data (2010–2021) was undertaken to understand how inequality is experienced by undergraduate students from disadvantaged socio-economic backgrounds transitioning to the UK labour market. A ten-step protocol for qualitative synthesis was adapted to guide the study, whilst the PRISMA flow diagram was used to report the search. Data was extracted from 14 papers with thematic synthesis used to analyse the results inductively. This review illustrates multiple barriers faced by disadvantaged socio-economic students in a competitive graduate labour market and the severe impact this may have on student career development. Disadvantaged students often apply more effort than advantaged counterparts in seeking work and internship opportunities and live more precariously, as they lack finance to buffer them. In contrast, advantaged socio-economic status students can act quickly to build their employability profiles from the beginning of their degree studies, with the strategic application of social, cultural and economic capital. The qualitative papers in this review complement previous quantitative research, illustrating that despite participation rates in high education increasing for disadvantaged students, their career outcomes have not generally improved relative to their more advantaged peers. The review includes recommendations for stakeholders including government, universities, careers services and employers. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","capitals; degree; disadvantage; Employability; Socio-economic status; transition","","","","","","ESRC South Coast Doctoral Training Partnership, (ES/P000673/1); University of Southampton","This work was supported by the ESRC South Coast Doctoral Training Partnership under Grant No: ES/P000673/1. Thank you for the support of Professor Michael Tomlinson and Dr Sarah Kirby (University of Southampton) in giving feedback on the contents of the manuscript and Vicky Fenerty (Engagement Librarian, University of Southampton) for reviewing the search strategies employed.","Abrahams J., Honourable Mobility or Shameless Entitlement? Habitus and Graduate Employment, British Journal of Sociology of Education, 38, 5, pp. 625-640, (2017); Allen K., Quinn J., Hollingworth S., Rose A., Becoming Employable Students and ‘Ideal’ Creative Workers: Exclusion and Inequality in HE Work Placements, British Journal of Sociology of Education, 34, 3, pp. 431-452, (2013); Style and Grammar Guidelines, (2021); Artess J., Hooley T., Mellors-Bourne R., Employability: A Review of the Literature 2012 to 2016, (2017); Aubrey K., Riley A., Understanding and Using Challenging Educational Theories, (2017); Baruch Y., Szucs N., Gunz H., Career Studies in Search of Theory: The Rise and Rise of Concepts, Career Development International, 20, 1, pp. 3-20, (2015); Bathmaker A.-M., Social Class and Mobility: Student Narratives of Class Location in English Higher Education, Discourse: Studies in the Cultural Politics of Education, 42, 1, pp. 75-86, (2021); Bathmaker A.M., Constructing a Graduate Career Future: Working with Bourdieu to Understand Transitions from University to Employment for Students from Working Class Backgrounds in England, European Journal of Education, pp. 1-15, (2021); Bathmaker A., Ingram N., Waller R., HE, Social Class and the Mobilisation of Capitals: Recognising and Playing the Game, British Journal of Sociology of Education, 34, 5-6, pp. 723-742, (2013); Becker G., Human Capital Theory, (1964); Bekhradnia B., Beech D., Demand for HE to 2030, (2018); Boland A., Cherry M.G., Dickson R., Doing a Systematic Review, (2017); Boswell J., Corbett J., Embracing Impressionism: Revealing the Brush Stokes of Interpretative Research, Critical Policy Studies, 2, 2, pp. 216-225, (2015); Bourdieu P., Cultural Reproduction and Social Reproduction, Power and Ideology in Education, pp. 487-511, (1977); Bourdieu P., The Forms of Capital, Handbook for Theory and Research for the Sociology of Education, pp. 241-258, (1986); Bourdieu P., The Logic of Practice, (1990); Braun V., Clarke C., Successful Qualitative Research: A Practical Guide for Beginners, (2013); Britton J., Deardon L., Shephard N., Vignoles A., Is Improving Access to University Enough? Socio Economic Gaps in the Earnings of English Graduates, Oxford Bulletin of Economics and Statistics, 81, 2, pp. 328-368, (2019); Burke P.J., The Right to HE: Beyond Widening Participation, (2012); Burke C., Scurry T., Blenkinsopp J., Navigating the Graduate Labour Market: The Impact of Social Class on Student Understandings of Graduate Careers and the Graduate Labour Market, Studies in HE, 45, 8, pp. 1711-1722, (2020); Burke C., Scurry T., Blenkinsopp J., Graley K., A Critical Perspective on Graduate Employability, Graduate Employability in Context: Theory, Research and Debate, (2017); Byrom T., Lightfoot N., Interrupted Trajectories: The Impact of Academic Failure on the Social Mobility of Working-class Students, British Journal of Sociology of Education, 34, 5-6, pp. 812-828, (2013); Christie F., Burke C., Stories of Working-class Graduates’ Early Careers, British Educational Research Journal, 47, 1, pp. 85-104, (2020); Cole D., Tibby M., Defining and Developing Your Approach to Employability: A Framework for HE Institutions, (2013); Connell-Smith A., Hubble S., Widening Participation Strategy in HE in England, (2018); Crawford C., Gregg P., MacMillan L., Vignoles A., Wyness G., HE, Career Opportunities, and Intergenerational Inequality, Oxford Review of Economic Policy, 32, 4, pp. 553-575, (2016); CASP Checklist: 10 Questions to Help you Make Sense of Qualitative Research, (2018); Cullinane C., Montacute R., Pay as You Go? 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Development and Policy, 56, 1, pp. 53-64, (2021); Roberts S., Li Z., Capital Limits: Social Class, Motivations for Term-time Job Searching and the Consequences of Joblessness among UK University Students, Journal of Youth Studies, 20, 6, pp. 732-749, (2017); Silva J., Snellman K., Salvation or Safety Net? Meanings of ‘College’ among Working- and Middle-Class Young Adults in Narratives of the Future, Social Forces, 97, 2, pp. 559-582, (2018); Working in Partnership: Enabling Social Mobility in HE, (2016); Tholen G., The Social Construction of Competition for Graduate Jobs: A Comparison between Great Britain and the Netherlands, Sociology, 47, 2, pp. 267-283, (2012); Tholen G., What Can Research into Graduate Employability Tell Us about Agency and Structure?, British Journal of Sociology of Education, 36, 5, pp. 766-784, (2015); Thomas J., Harden A., Methods for the Thematic Synthesis of Qualitative Research in Systematic Reviews, BMC Medical Research Methodology, 8, 1, pp. 1471-2288, (2008); Tibby M., Norton S., Essential Frameworks for Enhancing Student Success: Embedding Employability, (2020); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education and Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Introduction: Graduate Employability in Context: Charting a Complex, Contested and Multi-Faceted Policy and Research Field Graduate Employability in Context, Graduate Employability in Context: Theory, Research and Debate, pp. 1-40, (2017); Tomlinson M., McCafferty H., Fuge H., Wood K., Resources and readiness:The Graduate Capital Perspective as a New Approach to Employability, Journal of the National Institute for Career Education and Counselling, 38, 1, pp. 28-35, (2017); Waller R., Harrison N., Hatt S., Chudry F., Undergraduates’ Memories of School-based Work Experience and the Role of Social Class in Placement Choices in the UK, Journal of Education and Work, 27, 3, pp. 323-349, (2012); Waller R., Harrison N., Hatt S., Chudry F., Undergraduates’ Memories of School-based Work Experience and the Role of Social Class in Placement Choices in the UK, Journal of Education and Work, 27, 3, pp. 323-349, (2014); Williams S., Dodd L.J., Steel C., Randall R., A Systematic Review of Current Understandings of Employability, Journal of Education and Work, 29, 8, pp. 877-901, (2015); Wright E., Mulvey B., Internships and the Graduate Labour Market: How Upper Middle Class Students ‘Get Ahead’, British Journal of the Sociology of Education, 42, 3, pp. 339-356, (2021)","H. McCafferty; School of Education, University of Southampton, Southampton, United Kingdom; email: h.mccafferty@soton.ac.uk","","Routledge","","","","","","13596748","","","","English","Res. Post-Compuls. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85139785783"
"Janani N.; Ameri A.; Abbasian G.-R.","Janani, Naser (57972146300); Ameri, Alireza (57208115302); Abbasian, Gholam-Reza (56165662700)","57972146300; 57208115302; 56165662700","Establishing Interpreter Training Discipline in the Iranian Higher Education","2022","Language Related Research","13","5","","421","452","31","0","10.52547/LRR.13.5.15","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142289081&doi=10.52547%2fLRR.13.5.15&partnerID=40&md5=1f97b046f4ab8d658ccf3a4cdbd6242f","Department of English language, South Tehran Branch, Islamic Azad University, Tehran, Iran","Janani N., Department of English language, South Tehran Branch, Islamic Azad University, Tehran, Iran; Ameri A., Department of English language, South Tehran Branch, Islamic Azad University, Tehran, Iran; Abbasian G.-R., Department of English language, South Tehran Branch, Islamic Azad University, Tehran, Iran","Despite the fact that interpreting has long existed in history and predates translation, interpreter training as an autonomous discipline is non-existent at the graduate level in Iran. The paramount focus of this study was to probe into the status quo of interpreting courses in Iranian academia and subsequently delve into the possible expediencies to establishing such a discipline in higher education. To this end, 15 professional interpreters (9 from Iran and 6 from other countries), 10 interpreter trainers (4 from Iran and 6 from other countries), and 118 English Translation Studies students (32 M.A. and 86 B.A.) who were selected through convenience sampling participated in this study. The students filled out a 20-item researchers-designed Likert-scale interpreting status quo questionnaire and the interpreter trainers and interpreters were invited for a formal semi-structured interview. Findings, analyzed quantitatively by SPSS software version 28 and qualitatively by inductive codification process, revealed the existing situation of the interpreting courses in the Iranian academia in terms of needs analysis, objectives and syllabus, methodology, materials as well as course contents and ensured the significance of establishing interpreter training as an independent discipline in the higher education among all stakeholders, i.e. interpreters, interpreter trainers (teachers) and interpreter trainees (students) for a number of expediencies including non-existence of this discipline in Iran, the need for academization, its multidisciplinary nature, dearth of specialization, addressing stakeholders and researchability, generating pertinent activities, glocal reputation, and employability. © 2022, Tarbiat Modares University. All rights reserved.","interpreter training; interpreter training discipline; interpreting studies","","","","","","","","Baker M., Other Words, (1992); Bao C., Developing training of trainer programs: A case study. Presentation at the Sixth Asian Translators Forum, Macau, The Routledge Handbook of Interpreting, (2012); Beikian A., Ganji M., Coverage level of language and culture competence in the curricula of B.A. and M.A. English translation programs offered by Iranian state universities and suggestions for improving them, Language Related Research, 13, 4, pp. 349-378, (2022); Carr S.E., Roberts R., Dufour A., Steyn D., The Critical Link: Interpreters in the Community, Papers from the First International Conference on Interpreting in Legal, Health, and Social Service Settings, (1997); Davari H., Iranmehr A., Alavi Moghaddam S., Nourzadeh S., A critical evaluation of the new English language program in the national system from the perspective of ELT curriculum specialists: The language-in-education policy and planning framework, Language Related Research, 11, 4, pp. 669-703, (2020); (2020); Ericsson A. K., Expertise in interpreting: An expert-performance perspective, Interpreting, 5, 2, pp. 187-220, (2000); Furmanek O., Applied interpreting studies at the core of teaching the instructors: a proposal of solutions, The Journal of Specialised Translation, 14, (2010); Gile D., L’évaluation de la qualité de l’interprétation par les délégués: une étude de cas, The Interpreters’ Newsletter, 2, 3, pp. 66-71, (1990); Gile D., Basic Concepts and Models for Interpreter and Translator Training, (1995); Gile D., Basic concepts and models for interpreter and translator training, (1995); Gonzalez Davies M., Minding the process, improving the product: Alternatives to traditional translator training, Training for the New Millennium, pp. 67-82, (2005); Hale S., Community interpreting, (2007); Herring R., Swabey L., Experiential learning in interpreter education, (2018); Holmes S. 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B., Fundamental Aspects of Interpreter Education: Curriculum and Assessment, (2004); Shlesinger M., Stranger in paradigms: What lies ahead for simultaneous interpreting research, (1995); Corbin J., Strauss A., Basics of qualitative research: Techniques and procedures for developing grounded theory, (2008); Toury G., Descriptive translation studies and beyond, (1995); Xu Z., Doctoral dissertations in Chinese interpreting studies: A scientometric survey using topic modeling, (2015); Yenkimaleki M., van Heuven V. J., The relative contribution of computer assisted prosody training vs. instructor based prosody teaching in developing speaking skills by interpreter trainees: An experimental study, Speech Communication, pp. 48-57, (2019)","A. Ameri; Department of English language, South Tehran Branch, Islamic Azad University, Tehran, Iran; email: a_ameri@azad.ac.ir","","Tarbiat Modares University","","","","","","23223081","","","","English","Lang. Related Res.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85142289081"
"Liu L.; Zhang C.; Fang C.-C.","Liu, Liping (57216832407); Zhang, Chunyu (57216757069); Fang, Chih-Cheng (57224166447)","57216832407; 57216757069; 57224166447","Effects of health-promoting leadership, employee health on employee engagement: employability as moderating variable","2022","International Journal of Workplace Health Management","15","1","","1","18","17","11","10.1108/IJWHM-07-2020-0122","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113893107&doi=10.1108%2fIJWHM-07-2020-0122&partnerID=40&md5=6f7674aa8f087a88864e7003826bee49","School of Economics and Management, Guangxi Normal University, Guilin, China; International College, National Institute of Development Administration, Bangkok, Thailand","Liu L., School of Economics and Management, Guangxi Normal University, Guilin, China, International College, National Institute of Development Administration, Bangkok, Thailand; Zhang C., School of Economics and Management, Guangxi Normal University, Guilin, China; Fang C.-C., International College, National Institute of Development Administration, Bangkok, Thailand","Purpose: Employee health is a major challenge for enterprises. Fostering a healthy work environment and promoting employee engagement are key to addressing this challenge. Health-promoting leadership and employee health are the driving forces of corporate development; at the same time, employability is the core element of employee relations. Based on self-determination theory, this study aims to explore the effects of health-promoting leadership and employee health on employee engagement in light of employee employability. Design/methodology/approach: The data of this study encompass 723 valid questionnaires from employees of MSME in China. This study focuses on health-promoting leadership and employee health, engagement relationship and the above relationship moderating by employability. Findings: Health-promoting leadership plays a key role in the workplace, results show that health-promoting leadership has a positive impact on employee health and employee engagement, while employee health did not have a positive effect on employee engagement. Employability negatively moderated the relationship between employee health and employee engagement. Research limitations/implications: This study is based on cross-sectional survey data collected at the COVID-19 pandemic. The pandemic rapidly and continuously changed the organizational responses to employee health. Future studies could utilize longitudinal methods or focus on measurement instruments of the culture of health, to create additional insights about health promoting. Originality/value: This study adds important knowledge regarding health-promoting leadership and employee health in Chinese MSMEs, an area for which limited research exists. The findings provide insights and knowledge about health-promoting leadership how to affect employee health and to improve engagement outcomes. The findings also identify the moderating role of employability. © 2021, Emerald Publishing Limited.","Employability; Employee engagement; Employee health; Health-promoting leadership","adult; Article; China; convergent validity; coronavirus disease 2019; cross-sectional study; employability; female; health promotion; human; leadership; male; middle aged; pandemic; questionnaire; theoretical study; variance; work engagement; workplace","","","","","Guangxi Normal University, GXNU, (DC2100001038)","Funding: This work was supported by the [Guangxi Normal University Doctoral Research Startup Fund Project] under Grant [DC2100001038].","Aiken L.S., West S.G., Multiple Regression: Testing and Interpreting Interactions, (1991); Anderson J.C., Gerbing D.W., Structural equation modeling in practice: a review and recommended two-step approach, Psychological Bulletin, 103, 3, pp. 411-423, (1988); Arthur Schopenhauer, His Life and His Philosophy, (1876); Bagozzi R.P., Yi Y., On the evaluation of structural equation models, Journal of the Academy of Marketing Science, 16, 1, pp. 74-94, (1988); Bakker A.B., Demerouti E., Job demands–resources theory: taking stock and looking forward, Journal of Occupational Health Psychology, 22, 3, pp. 273-287, (2017); Bandyopadhyay G., Srivastava K.B., Determinants of psychological well-being and its impact on mental health and employee engagement, Indian Journal of Health and Well-Being, 8, 4, pp. 250-257, (2017); Baron R.M., Kenny D.A., The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations, Journal of Personality and Social Psychology, 51, 6, pp. 1173-1182, (1986); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, 3, pp. 279-292, (2007); Berntson E., Sverke M., Marklund S., Predicting perceived employability: human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Bregenzer A., Felfe J., Bergner S., Jimenez P., How followers' emotional stability and cultural value orientations moderate the impact of health-promoting leadership and abusive supervision on health-related resources, German Journal of Human Resource Management, 33, 4, pp. 307-336, (2019); Bregenzer A., Wagner-Hartl V., Jimenez P., Who uses apps in health promotion? 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Liu; School of Economics and Management, Guangxi Normal University, Guilin, China; email: 865248131@qq.com","","Emerald Group Holdings Ltd.","","","","","","17538351","","","","English","Int. J. Workplace Health Manage.","Article","Final","","Scopus","2-s2.0-85113893107"
"Lan N.H.","Lan, Nguyen Huong (57915128100)","57915128100","EVALUATING EMPLOYERS’ DEMANDS FOR UNIVERSITY GRADUATES’ LEGAL ENGLISH PROFICIENCY IN EMPLOYABILITY","2022","Journal of Teaching English for Specific and Academic Purposes","10","2","","185","199","14","1","10.22190/JTESAP2202185H","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139229382&doi=10.22190%2fJTESAP2202185H&partnerID=40&md5=2c10b86211bdbceb7b2a410d65b9b3b3","Faculty of Legal Foreign Languages, Hanoi Law University, 87 Nguyen Chi Thanh street, Dong Da district, Hanoi city, Viet Nam","Lan N.H., Faculty of Legal Foreign Languages, Hanoi Law University, 87 Nguyen Chi Thanh street, Dong Da district, Hanoi city, Viet Nam","Assessing university graduates’ legal English proficiency in workability is a vital activity in legal English language teaching to meet the job requirements. This quantitative empirical study investigated 35 participants from standing legal organs operating in Vietnam, using a researcher-made questionnaire to evaluate employers’ requirements for school leavers, major in legal English for workability. There were seven dimensions relating to employers’ requirements, namely the evaluation of legal English language skills, the prevalence of legal English language skills applied, the effective level of English language skills at workplace, the proficiency of legal English language requirement, legal English proficiency meeting employees’ requirement for positions, methods of organizations evaluating the English language skills of applicants, and organization’s schemes for applicants with good English proficiency. The results reveal that the employers have high opinions on using legal English at workplace, mainly reading and speaking skills. The findings indicate that employers implement a rigorous process when recruiting new graduates with legal English proficiency and formal tertiary qualifications. In addition, employers carry out a prioritized policy for employees who demonstrate their good English proficiency during their working practices. The findings would benefit employers recruiting right employees, university stakeholders adjusting their training policies, and students preparing well before graduation to satisfy employers’ expectations and the society’s demand accordingly. © 2022 by University of Niš, Serbia.","employers’ expectations; legal English proficiency; standing legal organs; university graduates; workability","","","","","","","","Brewer L., Enhancing youth employability: What? Why? and How? 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L., Herath S. M., A Needs Analysis on the language skills required by the industry from vocational graduates, Sri Lanka Journal of Social Sciences, 43, 2, pp. 85-98, (2020); Rumalessin U. A. T., Farah R. R., Investigating English needs of law department students in English for specific purposes, Journal of English Educators Society, 6, 1, (2021); Schwab K., The Fourth Industrial Revolution, (2016); Sloka B., Kantane I., Buligina I., Tora G., Dzelme J., Busevica R., Buligina A., Tora P., Employers’ Needs and Expectations for Qualified Employees (Case Study on the Opinions in One of the Regions in Latvia), Economics and Business, 27, 1, pp. 69-75, (2015); Strindlund L., Abrandt-Dahlgren M., Stahl C., Employers’ views on disability, employability, and labor market inclusion: a phenomenographic study, Disability and Rehabilitation, 41, 24, pp. 2910-2917, (2019); Su-Hie T., Ernisa M., Kee-Man C., Jecky M., Collin J., Employers views on the importance of English proficiency and communication skill for employability in Malaysia, Indonesian Journal of Applied Linguistics, 7, 2, pp. 315-327, (2017); Tevdovska E. S., Enhancing employability skills in ESP (English for specific purposes) context-A study conducted at South East European University, Journal of Teaching English for Specific and Academic Purposes, 5, 2, pp. 275-284, (2017); Tran T. T., Enhancing graduate employability and the need for university-enterprise collaboration, Journal of Teaching and Learning for Graduate Employability, 7, 1, pp. 58-71, (2016); Velden R., Verhagen A., Humburg M., The employability of higher education graduates. The employers’ perspective, (2015)","N.H. Lan; Faculty of Legal Foreign Languages, Hanoi Law University, Hanoi city, 87 Nguyen Chi Thanh street, Dong Da district, Viet Nam; email: bihuonglan@gmail.com","","University of Nis","","","","","","23349182","","","","English","J. Teach. Eng. Spec. Acad. Purp.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85139229382"
"Baeza Ruiz A.","Baeza Ruiz, Ana (57193619927)","57193619927","Towards Sensibilities of Caring with and for Museum Objects in a University Context","2022","Journal of Museum Education","47","4","","486","500","14","0","10.1080/10598650.2022.2147351","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145840956&doi=10.1080%2f10598650.2022.2147351&partnerID=40&md5=42ed2bd0e9a7456ab906f8dfe658e945","Loughborough University, United Kingdom","Baeza Ruiz A., Loughborough University, United Kingdom","Within the prevalent logic of the neoliberal university, teaching and learning are subject to academic audits, performance indicators and quality assurance measures. These impact on the relationships between educators and students, placing an emphasis on self- over collective interests, aspirational mobility, and a culture of ‘speed’ and productivity that leaves little time for reflection. The effects of this are perhaps even more acutely felt in former polytechnic (post-92) universities, where the focus lies on employability, the creative industries, and vocational training. In this context, what does it entail to bring care into the learning environments? This paper considers the activist potential of embodied pedagogies to generate ways of knowing that confront discourses of neoliberal education. Drawing on object-based pedagogic practice with students in face-to-face sessions at the Museum of Domestic Design and Architecture (Middlesex University), the paper considers how such encounters might generate radical practices of care. How might the museum formulate arguments which challenge institutional expectations to perform in the knowledge-based economy? To what extent might these spaces open possibilities for an alternative “commons” beyond neoliberal logics?. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","care; embodied learning; museum; neoliberalism; Object-based learning; relational; university","","","","","","","","Amsler S., The Education of Radical Democracy, (2015); Arashiro Z., Demuro E., Barahona M., Introduction: Thinking Through Our Voices, Women in Academia Crossing North-South Borders: Gender, Race, and Displacement, pp. vii-xvii, (2015); Baeza Ruiz A., Hendon Z., Displaying Co-Creation: An Enquiry into Participatory Engagement at the University Museum, Participatory Practices in Art and Cultural Heritage, pp. 27-37, (2022); Barnacle R., Dall'Alba G., Committed to Learn: Student Engagement and Care in Higher Education, Higher Education Research & Development, 36, 7, pp. 1326-1338, (2017); Barnett R., Imagining the university, (2013); Barton G., Willcocks J., Object-based Self-Enquiry: A Multi-and Trans-Disciplinary Pedagogy for Transformational Learning, Spark: Ual Creative Teaching and Learning Journal, 2, 3, pp. 229-245, (2017); Bhambra G.K., Gebrial D., Nisancioglu K., Decolonising the University, (2018); Brown W., In the Ruins of Neoliberalism: The Rise of Antidemocratic Politics in the West, (2019); Burnham R., Kai-Kee E., Teaching in the Art Museum: Interpretation as Experience, (2011); Chadha D., Toner J., Focusing in on Employability: Using Content Analysis to Explore the Employability Discourse in UK and USA Universities, International Journal of Educational Technology in Higher Education, 14, 1, pp. 1-26, (2017); Chatterjee H., Hannan L., Engaging the Senses: Object- Based Learning in Higher Education, (2015); Collett K.S., Van den Berg C.L., Verster B., Bozalek V., Incubating a Slow Pedagogy in Professional Academic Development: An Ethics of Care Perspective, South African Journal of Higher Education, 32, 6, pp. 117-136, (2018); Dall'Alba G., Re-imagining the University: Developing a Capacity to Care, The Future University: Ideas and Possibilities, pp. 112-122, (2012); De Oliveira Andreotti V., Mapping Interpretations of Decolonization in the Context of Higher Education, Decolonization: Indigeneity, Education & Society, 4, 1, pp. 21-40, (2015); Dudley S., Museum Materialities: Objects, Engagements, Interpretations, (2013); Freire P., Pedagogy of the Oppressed, (1993); Gill R., Breaking the Silence: The Hidden Injuries of neo-Liberal Academia, Feministische Studien, 34, 1, pp. 39-55, (2016); Graham H., The “Co” in Co-Production: Museums, Community Participation and Science and Technology Studies, Science Museum Group Journal, 5, 5, (2016); Griffin P., Expanding Labour Geographies: Resourcefulness and Organising Amongst ‘Unemployed Workers’, Geoforum, 118, pp. 159-168, (2021); Guest C.J., Teaching on the Edge of Time: Developing a Slow Pedagogy Through Feminist Science Fiction, MAI: Feminism & Visual Culture, 5, Winter, (2020); Hardie K., Engaging Learners through Engaging Design that Enrich and Energise Learning and Teaching, Engaging the Senses: Object-Based Learning in Higher Education, pp. 21-42, (2016); Hartman Y., Darab S., A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy, Review of Education, Pedagogy, and Cultural Studies, 34, 1-2, pp. 49-60, (2012); Held V., The Ethics of Care: Personal, Political, and Global, (2006); Hendon Z.; Hide L.; Hodge C.J., Decolonizing Collections-Based Learning: Experiential Observation as an Interdisciplinary Framework for Object Study, Museum Anthropology, 41, 2, pp. 142-158, (2018); Hooks B., Teaching to Transgress: Education as the Practice of Freedom, (1994); Hooks B., Teaching Community: A Pedagogy of Hope, (2003); Horton J., Kraftl P., Small Acts, Kind Words and “not Too Much Fuss”: Implicit Activisms, Emotion, Space and Society, 2, 1, pp. 14-23, (2009); Icaza R., Vazquez R., Decolonising the University, pp. 108-128, (2018); Ingold T., Correspondences, (2017); Janes R.R., Sandell R., Museum Activism, (2019); Kolb D.A., Experiential Learning: Experience as the Source of Learning and Development, (1984); Kreps C., University Museums as Laboratories for Experiential Learning and Engaged Practice, Museum Anthropology, 38, 2, pp. 96-111, (2005); Maldonado-Torres N., On the Coloniality of Being: Contributions to the Development of a Concept, Cultural Studies, 21, 2-3, pp. 240-270, (2007); Minocha S., Hristov D., Reynolds M., From Graduate Employability to Employment: Policy and Practice in UK Higher Education, International Journal of Training and Development, 21, 3, pp. 235-248, (2017); Mitchell T., The World as Exhibition, Comparative Studies in Society and History, 31, 2, pp. 217-236, (1989); Morrish L., Academic Identities in the Managed University: Neoliberalism and Resistance at Newcastle University, UK, Australian Universities’ Review, 59, 2, pp. 23-35, (2017); Morse N., The Museum as a Space of Social Care, (2020); Morse N., Care-ful Cultural Work and Health Inequalities: What Roles for Museums? A UK Perspective, Museum Worlds, 8, pp. 124-125, (2020); Museum of Domestic Architecture & Design [sic], 1850-1950: Incorporating the Silver Studio Collection, (1990); Olssen M., Peters M.A., Neoliberalism, Higher Education and the Knowledge Economy: From the Free Market to Knowledge Capitalism, Journal of Education Policy, 20, 3, pp. 313-345, (2005); Orr D., The Uses of Mindfulness in Anti-Oppressive Pedagogies: Philosophy and Praxis, Canadian Journal of Education, 27, pp. 477-490, (2002); Peyrefitte M., Lazar G., Student-centered Pedagogy and Real-World Research: Using Documents as Sources of Data in Teaching Social Science Skills and Methods, Teaching Sociology, 46, 1, pp. 62-74, (2018); Pottinger L., Planting the Seeds of a Quiet Activism, Area, 49, 2, pp. 215-222, (2017); Reay D., Social Mobility, a Panacea for Austere Times: Tales of Emperors, Frogs, and Tadpoles, British Journal of Sociology of Education, 34, 5-6, pp. 660-677, (2013); Shahjahan R.A., Being ‘Lazy’ and Slowing Down: Toward Decolonizing Time, our Body, and Pedagogy, Educational Philosophy and Theory, 47, 5, pp. 488-501, (2015); Shahjahan R.A., On ‘Being for Others’: Time and Shame in the Neoliberal Academy, Journal of Education Policy, 35, 6, pp. 785-811, (2020); Simon N., The Participatory Museum, Museum, 2, (2010); Small L., Shacklock K., Marchant T., Employability: A Contemporary Review for Higher Education Stakeholders, Journal of Vocational Education & Training, 70, 1, pp. 148-166, (2018); Temple P., The Idea of the Market in Financing English Higher Education, Valuing Higher Education: An Appreciation of the Work of Gareth Williams, pp. 42-59, (2016); Tronto J.C., Creating Caring Institutions: Politics, Plurality, and Purpose, Ethics and Social Welfare, 4, 2, pp. 158-171, (2010); Tronto J.C., Caring Democracy, (2013); Tuck E., Wayne Yang K., Decolonization is Not a Metaphor, Decolonization: Indigeneity, Education & Society, 1, 1, pp. 1-40, (2012); Wallen L., Docherty-Hughes J.R., Caring Spaces: Individual and Social Wellbeing in Museum Community Engagement Experiences, Journal of Museum Education, 47, 1, pp. 93-102, (2022); Willcocks J., The Power of Concrete Experience: Museum Collections, Touch and Meaning Making in Art and Design Pedagogy, Engaging the Senses: Object-Based Learning in Higher Education, pp. 43-56, (2016); Witcomb A., Toward a Pedagogy of Feeling: Understanding How Museums Create a Space for Cross-Cultural Encounters, The International Handbooks of Museum Studies, Vol. 1, pp. 321-344, (2015); Wong Y.-L.R., Knowing Through Discomfort: A Mindfulness-Based Critical Social Work Pedagogy, Critical Social Work, 4, 1, pp. 1-9, (2004); Wood E., Cole S.A., Growing an Activist Museum Professional, Museum Activism, pp. 36-46, (2019); Woodall A.C.","","","Taylor and Francis Ltd.","","","","","","10598650","","","","English","J. Mus. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85145840956"
"Falck O.; Lindlacher V.; Wiederhold S.","Falck, Oliver (22134191000); Lindlacher, Valentin (57224174753); Wiederhold, Simon (55778575800)","22134191000; 57224174753; 55778575800","Elderly Left Behind? How Older Workers Can Participate in the Modern Labor Market","2022","CESifo Forum","23","5","","16","19","3","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141180296&partnerID=40&md5=f4ede34b9bb831349eff132cbc63c477","University of Munich, Germany; KU Eichstätt-Ingolstadt, Germany","Falck O., University of Munich, Germany; Lindlacher V., University of Munich, Germany; Wiederhold S., KU Eichstätt-Ingolstadt, Germany","In her 2021 State of the Union address, European Commission’s President Ursula von der Leyen announced that “[the EU] will invest in 5G and fiber. But equally important is the investment in digital skills.” Indeed, the EU Recovery and Resilience Facility, which runs until 2026, has earmarked substantial funds to tackle the digital divide, in acknowledgment of the fact that the EU is not only missing ICT specialists but also that many Europeans do not have sufficient digital skills to thrive in today’s society and labor market. Many observers argue that older workers in particular lack digital skills, suffering more often from computer anxiety and showing lower computer self-efficacy (Czaja et al. 2006). This lack of skills hampers their employability and productivity in a technologically fast-changing world. Furthermore, given that societies in the industrialized world are aging, equipping older workers with the necessary skills to remain active and productive in the labor market has become a key challenge © 2022, CESifo Forum.All Rights Reserved.","","","","","","","","","Autor D. H., Katz L. F., Kearney M. S., Trends in US Wage Inequality: Revising the Revisionists, Review of Economics and Statistics, 90, pp. 300-323, (2008); Autor D. H., Levy F., Murnane R. J., The Skill Content of Recent Technological Change: An Empirical Exploration, Quarterly Journal of Economics, 118, pp. 1279-1333, (2003); Czaja S. J., Charness N., Fisk A. D., Hertzog C., Nair S. N., Rogers W. A., Sharit J., Factors Predicting the Use of Technology: Findings from the Center for Research and Education on Aging and Technology Enhancement (CREATE), Psychology and Aging, 21, (2006); Falck O., Heimisch A., Wiederhold S., Returns to ICT Skills, Research Policy, 50, 7, (2021); Falck O., Lindlacher V., Wiederhold S., Can Digital Skills Be Trained?, (2022); Goos M., Manning A., Salomons A., Explaining Job Polarization: Routine-biased Technological Change and Offshoring, American Economic Review, 104, pp. 2509-2526, (2014); Hanushek E. A., Schwerdt G., Wiederhold S., Woessmann L., Returns to Skills around the world: Evidence from PIAAC, European Economic Review, 73, pp. 103-130, (2015); Vona F., Consoli D., Innovation and Skill Dynamics: A Life-cycle Approach, Industrial and Corporate Change, 24, pp. 1393-1415, (2015)","","","Ifo institute for Economic Research e.V.","","","","","","1615245X","","","","English","CESifo Forum","Article","Final","","Scopus","2-s2.0-85141180296"
"Joshi A.S.; Shahabadkar P.K.; Nandurkar K.N.; Jawale D.S.","Joshi, Ajinkya S. (57221688236); Shahabadkar, Pramod K. (57223861104); Nandurkar, Keshav N. (36537620600); Jawale, Dnyaneshwaree S. (58110981200)","57221688236; 57223861104; 36537620600; 58110981200","Factors Influencing the Aspirations of First Year Engineering Students: A Statistical Study","2022","Journal of Engineering Education Transformations","36","Special issue 2","","352","355","3","0","10.16920/jeet/2023/v36is2/23052","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148517247&doi=10.16920%2fjeet%2f2023%2fv36is2%2f23052&partnerID=40&md5=c10d532ffc31834cf34a266be1902d84","Department of Management Studies, K. K. Wagh Institute of Engineering Education and Research, Maharashtra, India","Joshi A.S., Department of Management Studies, K. K. Wagh Institute of Engineering Education and Research, Maharashtra, India; Shahabadkar P.K., Department of Management Studies, K. K. Wagh Institute of Engineering Education and Research, Maharashtra, India; Nandurkar K.N., Department of Management Studies, K. K. Wagh Institute of Engineering Education and Research, Maharashtra, India; Jawale D.S., Department of Management Studies, K. K. Wagh Institute of Engineering Education and Research, Maharashtra, India","An engineering student passing out from the college has different aspirations such as obtaining a job through campus interview, opting for higher education in India and abroad, becoming an entrepreneur and so on. A study was conducted in the past to understand the aspirations of the undergraduate students. The current study is an attempt to identify the factors that influence the student aspirations. A study in this connection was carried out in an Engineering College located in the western part of India. The objective of this paper is to determine the factors influencing the aspirations of engineering students. Nine factors influencing the student aspirations were identified from the findings of the previous study and additional six factors were identified through a brainstorming session with the faculty members and students. A Google form was created to identify the prominent factors influencing the student aspirations. This form was circulated to 450 students and responses were obtained from 286 students over a period of one month. Multiple Linear Regression analysis was used to identify the most significant factors that influenced the student aspirations. Results indicate that seven factors namely annual family income, peer motivation, chances of fulfillment of aspirations, government policies, current academic marks, opportunities provided by institute and marks in CET exam are the most influential shaping the student aspirations. The outcome of this study will help the educational institutions to channelize their efforts, develop suitable mechanisms and help the students in fulfilling their aspirations. © 2022, Rajarambapu Institute Of Technology. All rights reserved.","Employability; Engineering Graduates; Enrollment Ratio; Stakeholders; Student Aspirations; Technical Skills","","","","","","","","Alam A., Zahoor N., Educational and Career Aspirations of Undergraduate Students: An Exploratory Study, Parishodh Journal, 9, 3, pp. 5626-5639, (2021); Drinkwater J., Tully M. P., Dornan T., The effect of gender on medical students-aspirations: a qualitative study, Medical Education, 42, pp. 420-426, (2008); Gale T., Parker S., Rodd P., Stratton G., Sealey T., Moore T., Student Aspirations for Higher Education in Central Queensland: A survey of school students’ navigational capacities, (2013); Gutman L., Akerman R., Determinants of aspirations [wider benefits of learning research report no. 27], (2008); Khattab N., Students’ aspirations, expectations and school achievement: what really matters?, British Educational Research Journal, 41, 5, pp. 731-748, (2015); Lele V., Joshi A., Shahabadkar P., Patil V., Enhancing Employability Skills through Student Participation, Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, 10, 4, pp. 296-305, (2021); Quaglia R. J., Cobb C. D., Toward a Theory of Student Aspirations, Journal of Research in Rural Education, 12, 3, pp. 127-132, (1996); Shahabadkar P., Joshi A., Nandurkar K., Developing IT Enabled Mechanism for SWOC Analysis: A Case Study, International Conference on Manufacturing Excellence (ICMAX-2019), pp. 158-164, (2019); Shahabadkar P., Joshi A., Lele V., Patil V., Understanding Aspirations of First Year Undergraduate Engineering Students, Journal of Engineering Education Transformations, 34, pp. 86-92, (2021); Tang M., Pan W., Newmeyer M. D., Factors Influencing High School Students’ Career Aspirations, Professional School Counseling, 11, 5, pp. 285-295, (2008)","","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85148517247"
"Upadhyay P.; Paul M.; Shrivastava S.","Upadhyay, Parijat (26326030000); Paul, Manas (57205259542); Shrivastava, Santosh (57215023295)","26326030000; 57205259542; 57215023295","Making Students ‘Industry-Ready’: An Empirical Analysis of Management Programme Outcomes","2022","FIIB Business Review","","","","","","","2","10.1177/23197145221125288","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139483338&doi=10.1177%2f23197145221125288&partnerID=40&md5=969efad6efd709c0042b2002b8025edd","Indian Institute of Management (IIM) Shillong, Meghalaya, India; Institute of Management Technology (IMT) Ghaziabad, Uttar Pradesh, India","Upadhyay P., Indian Institute of Management (IIM) Shillong, Meghalaya, India; Paul M., Institute of Management Technology (IMT) Ghaziabad, Uttar Pradesh, India; Shrivastava S., Institute of Management Technology (IMT) Ghaziabad, Uttar Pradesh, India","This study empirically validates the knowledge management conceptual framework that explains the relationship between an institution’s pedagogical approach and field-based projects (FBPs) vis-a-vis student preparedness for the job market. The 431 Indian B-school students sample is collected to validate the knowledge management conceptual framework. A structured questionnaire designed on a five-point Likert scale has been used based on purposive sampling. The goodness of fit is validated by applying a structural equation modelling (SEM) approach. The association between various variables is investigated using path analysis for hypothesis testing. The findings of this study indicate that the factors such as benchmarking against global practices (BAGP), FBPs, industry connects (IC) and organizational aspiration (OA) have significant impacts on the students’ learning outcomes and their subsequent transformation into industry-ready future jobs. These factors help infuse the necessary skills and experiential learning into students who look to prepare for future employment through knowledge-intensive organizations. This study also highlights the factors that B-schools should focus on to improve graduates’ employability and industrial performance. © 2022 Fortune Institute of International Business.","Knowledge management; management practice; organization of knowledge; student teaching/fieldwork in special education","","","","","","","","Aithal P.S., How an effective leadership and governance supports to achieve the institutional vision, mission and objectives, International Journal of Multidisciplinary Research and Development, 2, 5, pp. 154-161, (2015); Al Mansouri A.A., Singh S.K., Khan M., Role of organizational culture, organizational citizenship behavior on knowledge management, International Journal of Knowledge Management Studies, 9, 2, pp. 129-143, (2018); Al Saifi S.A., Toward a theoretical model of learning organization and knowledge management processes, International Journal of Knowledge Management, 15, 2, pp. 55-80, (2019); Al-Ali A.A., Singh S.K., Al-Nahyan M., Sohal A.S., Change management through leadership: The mediating role of organizational culture, International Journal of Organizational Analysis, 25, 4, pp. 723-739, (2017); 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A case study on innovations in B-schools, South Asian Journal of Business and Management Cases, 8, 3, pp. 303-311, (2019); Ghuman K., A prognostic examination of functional and emotional employee engagement drivers and their impact on employee performance, FIIB Business Review, 5, 2, pp. 78-87, (2016); Gupta J., Garg K., Reflections on blended learning in management education: A Qualitative study with a push-pull migration perspective, FIIB Business Review, (2021); Gupta N., Sarawgi M., The class act ‘learn. Teach. 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Linking knowledge management practices, competitiveness and economic performance, Journal of Knowledge Management, 16, 4, pp. 617-636, (2012); Shrivastava R., Sahu R.K., Siddiqui I.N., Indian rural market: Opportunities and challenges, Proceedings of national conference of innovative solutions for rural development of Chhattisgarh, pp. 23-24, (2018); Singh S.K., Education management in the Middle East, International Journal of Educational Management, 31, 6, pp. 694-695, (2017); Smith A., Experiential learning, (2016); Sox C.B., Strick S.K., Preparing future meeting professionals: A case study on teaching hybrid meeting management, Journal of Hospitality & Tourism Education, 29, 3, pp. 141-146, (2017); Starbuck W.H., Learning by knowledge‐intensive firms, Journal of Management Studies, 29, 6, pp. 713-740, (1992); Sultanova G., Svyatov S., Ussenbayev N., Transmitting competencies at universities: Employability readiness of students, VINE Journal of Information and Knowledge Management Systems, 47, 4, pp. 522-537, (2017); Upadhyay P., Paul M., The linkage between knowledge management practices and organization-based projects for better learning outcome, International Journal of Educational Management, 33, 1, pp. 166-178, (2019); Wall T., A manifesto for higher education, skills and work-based learning: Through the lens of the Manifesto for Work, Higher Education, Skills and Work-Based Learning, 7, 3, pp. 304-314, (2017); Yeravdekar S., Behl A., Benchmarking model for management education in India, Benchmarking: An International Journal, 24, 3, pp. 666-673, (2017)","M. Paul; Institute of Management Technology (IMT) Ghaziabad, Uttar Pradesh, India; email: mpaul@imt.edu","","Sage Publications India Pvt. Ltd","","","","","","23197145","","","","English","FIIB. Bus. Rev.","Article","Article in press","","Scopus","2-s2.0-85139483338"
"Hart J.L.; Bone E.K.","Hart, Joanne L. (7401987542); Bone, Elisa K. (57191981667)","7401987542; 57191981667","Authenticity ahead of interdisciplinarity – a scoping review of student experiences in interdisciplinary science projects","2022","Journal of Teaching and Learning for Graduate Employability","13","1","","109","126","17","0","10.21153/jtlge2022vol13no1art1487","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148075299&doi=10.21153%2fjtlge2022vol13no1art1487&partnerID=40&md5=50df6279d6edddd0925b640ff59d82f2","School of Medicine, University of Sydney, Australia; Melbourne Centre for the Study of Higher Education, The University of Melbourne, Australia","Hart J.L., School of Medicine, University of Sydney, Australia; Bone E.K., Melbourne Centre for the Study of Higher Education, The University of Melbourne, Australia","Interdisciplinary projects are reported to facilitate the development of both disciplinary and generic skills. They vary in their design and implementation, but the effectiveness of different project models has not been studied. The aim of this study was to determine student satisfaction, engagement with learning and development of employability skills across interdisciplinary projects with different delivery models. This scoping review appraises interdisciplinary projects implemented in science-based undergraduate degree programs. Projects with varying models of delivery, interdisciplinarity, authenticity and external partner involvement were examined, and the reported student learning and satisfaction ratings compared. Descriptive statistics and cross tabulation using Fisher’s Exact test were used to analyse the data. The interdisciplinary project model had little effect on engagement with learning, but student satisfaction improved if the project task was rated as authentic (p<0.05). Improved learning was reported in about half of the projects reviewed. Improved employability was reported in projects where students used discipline-based skills to provide a consultancy (p<0.05), and those where an external partner was involved (p<0.05). The interdisciplinary project model did not affect disciplinary or employability skill development, apart from interdisciplinary competence, which was significantly improved in a truly interdisciplinary project (p<0.01). Interpersonal skill development was significantly improved where projects had integrated rather than sequential tasks (p<0.05). Overall, interdisciplinary projects that were authentic and/or involved an external partner generated better student satisfaction and real-world experience. These results inform the future design of interdisciplinary project-based learning tasks and encourage involvement of external partners in project design and delivery. © 2022 Deakin University. All rights reserved.","curriculum design; Employability; interdisciplinary competence; project-based learning","","","","","","","","Acar O. A., Tuncdogan A., Using the inquiry-based learning approach to enhance student innovativeness: a conceptual model, Teaching in Higher Education, 24, 7, pp. 895-909, (2019); Adair D., Jaeger M., Managing the interdisciplinary approach to engineering design, International Journal of Mechanical Engineering Education, 42, 2, pp. 175-184, (2014); Aditomo A., Goodyear P., Bliuc A.-M., Ellis R. A., Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations, Studies in Higher Education, 38, 9, pp. 1239-1258, (2013); Alvarez-Bell R. 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R., Collaborative Approach in Software Engineering Education: An Interdisciplinary Case, Journal of Information Technology Education: Innovations in Practice, 17, pp. 127-152, (2018); Villarroel V., Bloxham S., Bruna D., Bruna C., Herrera-Seda C., Authentic assessment: creating a blueprint for course design, Assessment & Evaluation in Higher Education, 43, 5, pp. 840-854, (2018); Warr M., West R. E., Bridging Academic Disciplines with Interdisciplinary Project-Based Learning: Challenges and Opportunities, Interdisciplinary Journal of Problem-based Learning, 14, 1, (2020); Warr Pedersen K., Pharo E., Peterson C., Clark G. A., Wheels of change in higher education, International Journal of Sustainability in Higher Education, 18, 2, pp. 171-184, (2017); Zafra-Gomez J. L., Roman-Martinez I., Gomez-Miranda M. E., Measuring the impact of inquiry-based learning on outcomes and student satisfaction, Assessment & Evaluation in Higher Education, 40, 8, pp. 1050-1069, (2015); Zanko M., Papadopoulos T., Taylor T., Fallshaw E., Lawson R., Professional learning in the business curriculum: engaging industry, academics and students, Asian Social Science, 7, 4, pp. 61-68, (2011)","J.L. Hart; School of Medicine, University of Sydney, Australia; email: joanne.hart@sydney.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85148075299"
"Caldicott J.; Wilson E.; Donnelly J.F.; Edelheim J.R.","Caldicott, Julia (15831373000); Wilson, Erica (9732890600); Donnelly, James F. (7202270738); Edelheim, Johan R. (38661140300)","15831373000; 9732890600; 7202270738; 38661140300","Beyond employability: Work-integrated learning and self-authorship development","2022","International Journal of Work-Integrated Learning","23","3","","375","391","16","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148111734&partnerID=40&md5=542fcbacce44314c38862b2a7bf6e663","Southern Cross University, Coffs Harbour, Australia; Southern Cross University, Lismore, Australia; Hokkaido University, Sapporo, Japan","Caldicott J., Southern Cross University, Coffs Harbour, Australia; Wilson E., Southern Cross University, Lismore, Australia; Donnelly J.F., Southern Cross University, Coffs Harbour, Australia; Edelheim J.R., Hokkaido University, Sapporo, Japan","Work-integrated learning (WIL) continues to be a central element of higher education and may provide students with opportunities for both personal and professional development. However, the personal development opportunities afforded by WIL are often overshadowed by the more typical focus of work readiness. Increasing attention to self-authorship, an important stage of personal development when students start to make use of their internal voice to guide their beliefs, identity and relationships, could address this imbalance in WIL programs. This article explores the extent to which WIL enables self-authorship development in tourism management students. An interpretive, longitudinal case study methodology guided the study. The findings indicate the significant potential of WIL to foster students’ self-authorship development given the opportunities and challenges inherent in placements. The Work-Integrated Learning for Self-authorship Development (WILSAD) model is proposed as a conceptual framework to assist WIL program designers in fostering self-authorship development in their students. © 2022 International Journal of Work-Integrated Learning. All rights reserved.","internship; personal development; Self-authorship; WIL; WILSAD","","","","","","","","Arvanitakis J., The future of universities, Advocate - NTEU, 20, 2, pp. 32-33, (2013); Barnett R., Learning for an unknown future, Higher Education Research & Development, 23, 3, pp. 247-260, (2004); Barnett R., A will to learn: Being a student in the age of uncertainty, (2007); Barnett R., Knowing and becoming in the higher education curriculum, Studies in Higher Education, 34, 4, pp. 429-440, (2009); Baxter Magolda M. B., Making their own way: Narratives for transforming higher education to promote self-development, (2001); Baxter Magolda M. B., Learning partnerships model: A framework for promoting self-authorship, Learning partnerships: Theory and models of practice to educate for self-authorship, pp. 37-62, (2004); Baxter Magolda M. 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M., Marie J., Making self-authorship a goal of core curricula: The earth sustainability pilot project, Self-authorship: Advancing students’ intellectual growth, new directions for teaching and learning, 109, pp. 53-67, (2007); Billett S., Curriculum and pedagogic bases for effectively integrating practice-based experiences, (2011); Braun V., Clarke V., Thematic analysis, APA handbook of research methods in psychology, Vol. 2: Research designs: Quantitative, qualitative, neuropsychological, and biological, pp. 57-71, (2012); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Dearing R., Higher education in the learning society (Dearing report), (1997); Del Prato D. 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E., Creating crossroads for self-authorship: Investigating the provocative moment, Journal of College Student Development, 46, 6, pp. 624-641, (2005); Pizzolato J. E., Ozaki C. C., Moving toward self-authorship: Investigating outcomes of learning partnerships, Journal of College Student Development, 48, 2, pp. 196-214, (2007); Robbins S. R., Judge T. A., Millet B., Jones M. L., Organisational behaviour – The Essentials, (2010); Rogers J. L., Magolda P. M., Baxter Magolda M. B., Knight Abowitz K., A community of scholars: Enacting the learning partnerships models in graduate education, Learning partnerships: Theory and models of practice to educate for self-authorship, pp. 213-244, (2004); Scott G., Preparing work ready plus graduates for an uncertain future, Education for employability Vol. 1. The employability agenda, pp. 108-118, (2019); Smith C., Evaluating the quality of work-integrated learning curricula: A comprehensive framework, Higher Education Research & Development, 31, 2, pp. 247-262, (2012); Stake R., Case studies, Handbook of qualitative research, pp. 435-454, (2000); Sweitzer H. F., King M. A., The successful internship: Personal, professional, and civic development, (2009); Tomlinson M., Jackson D., Professional identity formation in contemporary higher education students, Studies in Higher Education, 46, 4, pp. 885-900, (2021); Winchester-Seeto T., Rowe A. D., Who is holding the mirror? Debriefing and reflection in work-integrated learning, International Journal of Work-Integrated Learning, 20, 4, pp. 335-349, (2019); Yin R. K., Case study research: Design and methods, (1994); Yonkers-Talz K., A learning partnership: U.S. college students and the poor in El Salvador, Learning partnerships: Theory and models of practice to educate for self-authorship, pp. 151-184, (2004); Yorke M., Employability in higher education: What it is – what it is not, (2006)","J. Caldicott; Southern Cross University, Coffs Harbour, Australia; email: julia.caldicott@scu.edu.au","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85148111734"
"Singh J.K.N.","Singh, Jasvir Kaur Nachatar (56392929200)","56392929200","International students in Chinese elite universities and employability capital: a qualitative study","2022","Globalisation, Societies and Education","","","","","","","6","10.1080/14767724.2022.2144809","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141967605&doi=10.1080%2f14767724.2022.2144809&partnerID=40&md5=cca5d0eed7cd6c9c2b95af18b5d4c239","Department of Mangement and Marketing, La Trobe Business School, La Trobe University, Melbourne, Australia","Singh J.K.N., Department of Mangement and Marketing, La Trobe Business School, La Trobe University, Melbourne, Australia","The article explores how international students in China are engaging with employability-related programmes to enhance their employment outcomes in their home countries, underpinned by the Graduate Capital Model (GCM). Thirty international students in China participated in in-depth interviews. Findings revealed that international students studying at elite universities in China are very aware of building and enhancing their employability via key forms of capital: acquiring human capital (knowledge and skills) to contribute to their home countries, building social capital in China and elsewhere, and developing stronger career, cultural and identity capital through internships and other work-related programmes, as well as psychological adaptability and flexibility. Most importantly, they are proactive in interweaving strategies for this range of capital to enhance their employability and achieve successful employment outcomes. The findings contribute to the empirical understanding of the employability strategies employed by international students in China, while also providing recommendations on enhancing and facilitating employability of current and future international students there to match with the needs of global employment practices and policies. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","capital; China; elite universities; employability; International students; strategies","","","","","","","","Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability Through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Creswell J.W., Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research, (2008); Creswell J.W., Qualitative Inquiry and Research Design: Choosing among Five Approaches, (2013); Donald W.E., Baruch Y., Ashleigh M., The Undergraduate Self-Perception of Employability: Human Capital, Careers Advice, and Career Ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Fakunle O., Higson H., Interrogating Theoretical and Empirical Approaches to Employability in Different Global Regions, Higher Education Quarterly, 75, 4, pp. 525-534, (2021); Gbollie C., Gong S., Emerging Destination Mobility: Exploring African and Asian International Students’ Push Pull Factors and Motivations to Study in China, International Journal of Educational Management, 34, 1, pp. 18-34, (2020); Guest G., Bunce A., Johnson L., How Many Interviews are Enough? An Experiment with Data Saturation and Variability, Field Methods, 18, 1, pp. 59-82, (2006); Guo C., Porschitz E.T., Alves J., Exploring Career Agency During Self-Initiated Repatriation: A Study of Chinese Sea Turtles, Career Development International, 18, 1, pp. 34-55, (2013); Hao J., Welch A., A Tale of Sea Turtles: Job-Seeking Experiences of Hai Gui (High-Skilled Returnees) in China, Higher Education Policy, 25, 2, pp. 243-260, (2012); Huang R., International Experience and Graduate Employability: Perceptions of Chinese International Students in the UK, Journal of Hospitality, Leisure, Sport & Tourism Education, 13, pp. 87-96, (2013); Huang R., Turner R., International Experience, Universities Support and Graduate Employability–Perceptions of Chinese International Students Studying in UK Universities, Journal of Education and Work, (2018); Jackson D., Developing Pre-Professional Identity in Undergraduates through Work-Integrated Learning, Higher Education, (2017); Jiani M.A., Why and How International Students Choose Mainland China as a Higher Education Study Abroad Destination, Higher Education, 74, 4, pp. 563-579, (2017); Jin L., The Current Status of Career Services and Professionals in Mainland China’s Educational Settings, International Practices of Career Services, Credentials, and Training, pp. 49-80, (2018); Kinash S., Crane L., Judd M.M., Knight C., Discrepant Stakeholder Perspectives on Graduate Employability Strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); Kir K.F., Sarpong F.A., Dazagbyilo Y.Y.K., Boukari M., Research on the Effects of Influencing Factors of International Students on Employability: A Case Study in China, Open Journal of Business and Management, 9, 4, pp. 1942-1964, (2021); Lau J., International Graduates’ Exercising of Agency for Employability: A Decade-Long Journey, Graduate Employability Across Contexts, pp. 309-325, (2022); Lu Z., Li W., Li M., Chen Y., Destination China: International Students in Chengdu, International Migration, 57, 3, pp. 354-372, (2019); Lu V.N., Nghia T.L.H., Bui B.C., Singh J.K.N., Reconceptualization of Graduate Employability for Career Advancement, Graduate Employability Across Contexts, pp. 367-393, (2022); Ma J., Zhao K., International Student Education in China: Characteristics, Challenges, and Future Trends, Higher Education, 76, 4, pp. 735-751, (2018); McClure J.W., (2003); Minichiello V., Aroni R., Hays T., In-Depth Interviewing: Principles, Techniques, Analysis, (2008); (2018); Parutis V., Howson C.K., Failing to Level the Playing Field: Student Discourses on Graduate Employability, Research in Post-Compulsory Education, 25, 4, pp. 373-393, (2020); Pham T., Implementing Cross-Culture Pedagogies: Cooperative Learning at Confucian Heritage Cultures, (2014); Pham T., Saito E., Teaching Towards Graduates Attributes: Is This a Solution for Employability of University Students in Australia?, Innovate Higher Education to Enhance Graduate Employability, pp. 109-121, (2019); Pham T., Tomlinson M., Thompson C., Forms of Capital and Agency as Mediations in Negotiating Employability of International Graduate Migrants, Globalisation, Societies and Education, 17, 3, pp. 394-405, (2019); Pitan O.S., Muller C., Student Perspectives on Employability Development in Higher Education in South Africa, Education + Training, 63, 3, pp. 453-471, (2020); Silverman D., Interpreting Qualitative Data: Methods for Analyzing Talk, Text and Interaction, (2006); Singh J.K.N., Challenges in Obtaining Employment in China: Lived Experiences of Australian Chinese Graduates, Australian Journal of Career Development, 29, 3, pp. 153-163, (2020); Singh J.K.N., Benefits of Studying in China: International Students from Top-Tier Chinese Universities ‘Spill the Beans’, Journal of Further and Higher Education, 46, 8, pp. 1107-1119, (2022); Singh J.K.N., Fan S., International Education and Graduate Employability: Australian Chinese Graduates’ Experiences, Journal of Education and Work, 34, 5-6, pp. 663-675, (2021); Singh J.K.N., Jack G., The Benefits of Overseas Study for International Postgraduate Students in Malaysia, Higher Education, 75, 4, pp. 607-624, (2018); Singh J.K.N., Jamil H., International Education and Meaningful Contributions to Society: Exploration of Postgraduate International Students’ Perspectives Studying in a Malaysian Research University, International Journal of Educational Development, 81, pp. 102331-102339, (2021); Succi C., Are You Ready to Find a Job Ranking of a List of Soft Skills to Enhance Graduates' Employability, International Journal of Human Resources Development and Management, 19, 3, pp. 281-297, (2019); Tesch R., Qualitative Research: Analysis Types and Software Tools, (1990); Tian L., Liu N.C., Inward International Students in China and Their Contributions to Global Common Goods, Higher Education, 81, 2, pp. 197-217, (2021); Tomlinson M., ‘The Degree Is Not Enough’: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., McCafferty H., Port A., Maguire N., Zabelski A.E., Butnaru A., Charles M., Kirby S., Developing Graduate Employability for a Challenging Labour Market: The Validation of the Graduate Capital Scale, (2022); Tran L.H.N., Developing Generic Skills for Students via Extra-Curricular Activities in Vietnamese Universities: Practices and Influential Factors, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 22-39, (2017); van Manen M., Researching Lived Experience: Human Science for an Action Sensitive Pedagogy, (1990); Wen W., Hu D., The Emergence of a Regional Education Hub: Rationales of International Students’ Choice of China as the Study Destination, Journal of Studies in International Education, 23, 3, pp. 303-325, (2019); Yang Z., de Wit H., International Students in China: Facts, Paths, and Challenges, International Higher Education, 97, pp. 18-20, (2019); Yorke M., Employability in Higher Education: What It Is-What It Is Not, (2006); Yue Y., Gong L., Ma Y., Factors Influencing International Student Inward Mobility in China: A Comparison Between Students from BRI and Non-BRI Countries, Educational Studies, pp. 1-19, (2021)","J.K.N. Singh; Department of Mangement and Marketing, La Trobe Business School, La Trobe University, Melbourne, Australia; email: j.nachatarsingh@latrobe.edu.au","","Routledge","","","","","","14767724","","","","English","Globalisation Soc. Educ.","Article","Article in press","","Scopus","2-s2.0-85141967605"
"Bell A.; Bartimote K.; Dempsey N.; Mercer-Mapstone L.; Moran G.; Tognolini J.","Bell, Amani (24075199900); Bartimote, Kathryn (32367486800); Dempsey, Nora (58057620300); Mercer-Mapstone, Lucy (56650949600); Moran, Gulwanyang (58057429600); Tognolini, Jim (19337849600)","24075199900; 32367486800; 58057620300; 56650949600; 58057429600; 19337849600","Student and educator perspectives on equity and online work integrated learning","2022","Australasian Journal of Educational Technology","38","6","","185","200","15","0","10.14742/ajet.7524","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146640884&doi=10.14742%2fajet.7524&partnerID=40&md5=72fe257352be51acc243b7a2ff3a8f21","The University of Sydney, Australia; Virtual Student Federal Service, United States Department of State, United States","Bell A., The University of Sydney, Australia; Bartimote K., The University of Sydney, Australia; Dempsey N., Virtual Student Federal Service, United States Department of State, United States; Mercer-Mapstone L., The University of Sydney, Australia; Moran G., The University of Sydney, Australia; Tognolini J., The University of Sydney, Australia","Students from diverse backgrounds report that time pressures, financial responsibilities, caring commitments, and geographic location are barriers to their uptake of work integrated learning (WIL). Through interviews with 32 students and 15 educators who participated in online WIL, we investigated whether online WIL might be one way of overcoming these barriers. Benefits of online WIL for students included employability skills, meaningful work, affordability, and flexibility when coping with health issues. Challenges for students included missing out on workplace interactions, digital access, and finding a private space in which to work. Students from diverse backgrounds were viewed by educators as bringing positive contributions to the workplace. Educators found challenges in giving feedback and not being able to replicate some aspects of in-person workplaces. We conclude with recommendations on how online WIL might be enhanced to better meet the needs of students facing equity issues. Implications for practice and policy: • All participants in online WIL should be encouraged to intentionally view diversity as a strength. • Educators need to create explicit opportunities for formal and informal interaction and network building during online WIL. • Educators should provide engaging and purposeful work during online WIL. • Students may need additional financial or material support to undertake online WIL, for example to enable digital access and access to a private workspace © Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0","Diversity; Employability; Internships; Placements; Qualitative research; Remote work integrated learning; Virtual work integrated learning","","","","","","Brittany Hardiman and Gina Saliba; National Centre for Student Equity in Higher Education, Curtin University, NCSEHE, (2021)","Thank you to the National Centre for Student Equity in Higher Education for the Research Grant to undertake this work, and for permission to draw on our final report (Bell et al. 2021) in writing this paper. We thank the research participants for providing their insights - we really appreciate their time, especially during a pandemic. Thanks to Tai Peseta, Brittany Hardiman and Gina Saliba for their perspectives on the conceptual aspects of the paper","Abbot S., A continuum of research: Assistants, partners, and undergraduate Rrsearchers, (2018); Airini, Naepi S., A notch in my heart: University practices that help Canadian first-generation student success, Understanding experiences of first generation university students: Culturally Responsive and Sustaining Methodologies, pp. 73-96, (2018); Atherton G., A moment to address digital poverty and embed HE equity, (2020); Bayne S., Evans P., Ewins R., Knox J., Lamb J., Macleod H., O'Shea C., Ross J., Sheail P., Sinclair C., The manifesto for teaching online, (2020); Bell A., Bartimote K., Mercer-Mapstone L., Moran G., Tognolini J., Dempsey N., Exploring the benefits and challenges of online work integrated learning for equity students, (2021); Bell A., Benton M., Experiences of Indigenous and non-Indigenous first generation students at an Australian university, Understanding experiences of first generation university students: Culturally responsive and sustaining methodologies, pp. 47-72, (2018); Blackmore J., The carelessness of entrepreneurial universities in a world risk society: A feminist reflection on the impact of Covid-19 in Australia, Higher Education Research & Development, 39, 7, pp. 1332-1336, (2020); Bowen T., Work-integrated learning placements and remote working: experiential learning online, International Journal of Work-Integrated Learning, 21, 4, pp. 377-386, (2020); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Braun V., Clarke V., To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales, Qualitative Research in Sport, Exercise and Health, 13, 2, pp. 201-216, (2021); Braun V., Clarke V., Hayfield N., A starting point for your journey, not a map”: Nikki Hayfield in conversation with Virginia Braun and Victoria Clarke about thematic analysis, Qualitative Research in Psychology, 19, 2, pp. 424-445, (2019); Cahalan M. W., Addison M., Brunt N., Patel P. R., Perna L. W., Indicators of higher education equity in the United States: 2021 Historical trend report, (2021); What is Country?, (2021); Eckstein D., Nothing inevitable about exclusion”: Careers support for students with disability, (2020); Fenwick T., Pondering purposes, propelling forwards, Studies in Continuing Education, 40, 3, pp. 367-380, (2018); Franks P. C., Oliver G. C., Experiential learning and international collaboration opportunities: Virtual internships, Library Review, 61, 4, pp. 272-285, (2012); Grant-Smith D., Gillett-Swan J., WIL wellbeing: Exploring impacts of unpaid practicum on student wellbeing, (2017); Hora M., Chen Z., Parrott E., Her P., Problematizing college internships: Exploring issues with access, program design and developmental outcomes, International Journal of Work-Integrated Learning, 21, 3, pp. 235-252, (2020); Hoskyn K., Eady M. J., Capocchiano H., Lucas P., Rae S., Trede F., Yuen L., GoodWIL placements: How COVID-19 shifts the conversation about unpaid placements, International Journal of Work-Integrated Learning, 21, 4, pp. 439-450, (2020); eWIL Pilot – online workplace learning projects, (2020); Jackson D., Developing graduate career readiness in Australia: Shifting from extra-curricular internships to work-integrated learning, International Journal of Work-Integrated Learning, 19, 1, (2018); Jeske D., Axtell C. M., Effort and reward effects: Appreciation and self-rated performance in e-internships, Social Sciences, 6, 4, pp. 1-14, (2017); Jeske D., Axtell C. M., Virtuality in e-internships: A descriptive account, Organizing for digital innovation, pp. 219-233, (2019); Jeske D., Linehan C., Mentoring and skill development in e-internships, Journal of Work-Applied Management, 12, 2, pp. 245-258, (2020); Konkel F., 3 Tips from federal HR pros on recruiting talent in a pandemic, (2020); Leath B., Solving the challenges of the virtual workplace for interns, Young Scholars in Writing, 6, pp. 3-11, (2009); Lloyd N., Access to work integrated learning: Influence of Ccommunities of practice, (2017); McArthur J., Assessment for social justice: Perspectives and practices within higher education, (2018); McCarthy P. X., Swayn M., Higher education and employment in Australia: The impact of internships, (2019); Mulrooney H. M., Kelly A. F., Covid 19 and the move to online teaching: Impact on perceptions of belonging in staff and students in a UK widening participation university, Journal of Applied Learning and Teaching, 3, 2, pp. 1-14, (2020); Orrell J., Work integrated learning: Why is it increasing and who benefits?, The Conversation, (2018); O'Shea S., Mind the gap!” Exploring the post-graduation outcomes and employment mobility of individuals who are first in their family to complete a university degree, (2019); Palmer S., Young K., Campbell M., Developing an institutional evaluation of the impact of work-integrated learning on employability and employment, International Journal of Work-integrated Learning, 19, 4, pp. 371-383, (2018); Paterson S. M., Laajala T., Lehtela P-L., Counsellor students’ conceptions of online counselling in Scotland and Finland, British Journal of Guidance & Counselling, 47, 3, pp. 292-303, (2019); Peach D., Moore K., Campbell M., Winchester-Seeto T., Ferns S., Mackaway J., Groundwater L., Building institutional capacity to enhance access participation and progression in work integrated learning, (2016); Perlin R., Intern nation: How to earn nothing and learn little in the brave new economy, (2012); Pretti T. J., Etmanski B., Durston A., Remote work-integrated learning experiences: Student perceptions, International Journal of Work-Integrated Learning, 21, 4, pp. 401-414, (2020); Salter C., Oates R.K., Swanson C., Bourke L., Working remotely: Innovative allied health placements in response to COVID-19, International Journal of Work-Integrated Learning, 21, 5, (2020); Selwyn N., Jandric P., Postdigital living in the age of Covid-19: Unsettling what we see as possible, Postdigital Science and Education, 2, 3, pp. 989-1005, (2020); The 30 largest countries in the world by total area; Work integrated learning in universities, (2019); Waters S., Russell W., Virtually ready? Pre-service teachers' perceptions of a virtual internship experience, Research in Social Sciences and Technology, 1, 1, pp. 1-23, (2016); Winchester-Seeto T., Mackaway J., Peach D., Moore K., Ferns S., Campbell M., Principles, guidelines and strategies for inclusive WIL, (2015); Wood Y. I., Zegwaard K. E., Fox-Turnbull W. H., Conventional, remote, virtual, and simulated work-integrated learning: A meta-analysis of existing practice, International Journal of Work-Integrated Learning, 21, 4, pp. 331-354, (2020)","A. Bell; The University of Sydney, Australia; email: amani.bell@sydney.edu.au","","Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)","","","","","","14495554","","","","English","Australas. J. Educ. Technol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85146640884"
"Pham C.H.","Pham, Cuong Huy (57193991966)","57193991966","General English Programs in Tertiary Education in Vietnam","2022","Language Related Research","13","5","","169","196","27","0","10.52547/LRR.13.5.4","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142268707&doi=10.52547%2fLRR.13.5.4&partnerID=40&md5=f6ae71e724a7e8278f3b5ec198fab1d0","University of Economics and Law, Ho Chi Minh City, Viet Nam; Vietnam National University, Ho Chi Minh City, Viet Nam","Pham C.H., University of Economics and Law, Ho Chi Minh City, Viet Nam, Vietnam National University, Ho Chi Minh City, Viet Nam","With its prevalence as a global language, universities in Vietnam have striven to enhance students’ proficiency in English. This endeavor responds to the language requirements set by Vietnamese Ministry of Education and Training (MoET), the prominence of English as a medium of instruction in higher education, and the necessity of preparing students for better employability. This study focuses on General English programs currently deployed in most universities in Vietnam in terms of expected learning outcomes, course design and assessment practices. Drawing on document analysis, it examines the General English program of a public university and a private one in Ho Chi Minh City in relation to these three components. Findings show that these universities conformed to MoET’s policy on language education but developed different approaches to language program design and assessment in order to achieve their respective learning outcomes and ensure the quality of language learning and teaching in their own contexts. This study provides course designers, coordinators and language teachers with in-depth understandings of the deployment of General English programs and the theoretical bases underpinning such processes. These insights will enable them to become more aware of the elements constituting such programs and the considerations to be taken in updating and innovating the language curricula. © 2022, Tarbiat Modares University. All rights reserved.","assessment; General English; learning outcomes; program design; tertiary education","","","","","","","","Albright J., English tertiary education in Vietnam, (2019); Altheide D., Coyle M., DeVriese K., Schneider C., Emergent qualitative document analysis, Handbook of emergent methods, pp. 127-151, (2008); Beaumont R., Learning outcomes: A practical guide, (2005); Benson P., Language learning and teaching beyond the classroom, Beyond the language classroom, pp. 7-16, (2011); Bowen G. A., Document analysis as a qualitative research method, Qualitative Research Journal, 9, 2, pp. 27-40, (2009); Brown H. D., Abeywickrama P., Language assessment: Principles and classroom practices, (2018); Bui T., Nguyen T. T. T., Nguyen D. A., Vietnamese higher education language planning and university students’ career development, English tertiary education in Vietnam, pp. 54-67, (2019); Guided learning hours; Cheng L., Fox J., Assessment in the language classroom, (2017); Chun D., Smith B., Kern R., Technology in language use, language teaching, and language learning, The Modern Language Journal, 100, pp. 64-80, (2016); Common European Framework of Reference for languages: Learning, teaching, assessment, (2001); Coyle D., Motivating teachers and learners as researchers, Motivation and foreign language learning: From theory to practice, pp. 51-69, (2014); Dang T. T., Learner autonomy in EFL studies in Vietnam: A discussion from sociocultural perspective, English Language Teaching, 3, 2, pp. 3-9, (2010); Doan L. D., Hamid M. 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J., Agency as culture: Learner autonomy and motivation as ordinary, International Conference on Language Teaching and Learning Today 2019: Autonomy and Motivation for Language Learning in the Interconnected World, (2019); Figueras N., The impact of the CEFR, ELT Journal, 66, 4, pp. 477-485, (2012); Forey G., Language globalization and the workplace: Education and social implications, Globalization, communication and the workplace: Talking across the world, pp. 251-270, (2010); Graves K., Language curruculum design: Possibilities and realities, The Routledge handbook of English language teaching, pp. 79-94, (2016); Green A., Exploring language assessment and testing: Language in action, (2014); Guilbert J.-J., Educational handbook for health personnel, (1987); Hampel R., Hauck M., Computer-mediated language learning: Making meaning in multimodal virtual learning spaces, The JALT CALL Journal, 2, 2, pp. 3-18, (2006); Harman G., Hayden M., Pham N. T., Reforming higher education in Vietnam: Challenges and priorities, (2010); Harsch C., How suitable is the CEFR for setting university entrance standards?, Language Assessment Quarterly, 15, 1, pp. 102-108, (2018); Hayden M., Lam Q. T., Vietnam’s higher education system, Reforming higher education in Vietnam: Challenges and priorities, pp. 15-30, (2010); Knoch U., Macqueen S., Language assessment for the workplace, Handbook of second language assessment, pp. 291-308, (2016); Lam L. T., General English for non-majors in higher education, English tertiary education in Vietnam, pp. 86-101, (2019); Lam T. L. H., Albright J., Vietnamese foreign language policy in higher education, English tertiary education in Vietnam, pp. 1-15, (2019); Le N. T. C., Learner autonomy and EFL learning at the tertiary level in Vietnam, (2009); Le T. T., Chen S., Globalization and Vietnamese foreign language education, English tertiary education in Vietnam, pp. 16-27, (2019); Le T. T. H., Impacts of CEFR-aligned learning outcome implementation on assessment practice at tertiary level education in Vietnam: An exploratory study, Hue University Journal of Science: Social Sciences and Humanities, 127, 6B, pp. 87-99, (2018); Le T. T. H., Pham T. H. N., Implementing the CEFR at a Vietnamese university-General English language teachers’ perceptions, CEFR Journal-Research and Practice, 1, pp. 41-57, (2019); Liu Q., Chao C.-C., CALL from an ecological perspective: How a teacher perceives affordance and fosters learner agency in a technology-mediated language classroom, ReCALL, 30, 1, pp. 68-87, (2018); Love P., Document analysis, Research in the college context: Approaches and methods, (2003); Decision on the promulgation of the regulation on formal undergraduate education using the academic credit system, (2007); Teaching and learning foreign languages in the national education system from 2008 to 2020, (2008); Circular No. 01/2014/TT-BGDDT dated January 24, 2014 of the Ministry of Education and Training on promulgating the six-level foreign language proficiency framework for Vietnam, (2014); Decision No. 2080/QD-TTg on the approval, adjustment and supplement of the project “Teaching and learning foreign language in the national education system in the period 2017-2025”, (2017); Murphey T., Arao H., Reported belief changes through near peer role modelling, TESL-EJ, 5, 3, (2001); Nation I. S. P., Macalister J., Language curriculum design, (2010); Ngo X. M., Diffusion of the CEFR among Vietnamese teachers: A mixed methods investigation, The Asian EFL Journal Quarterly, 19, 1, (2017); Nguyen V. H., Hamid M. O., Educational policy borrowing in a globalized world: A case study of Common European Framework of Reference for languages in a Vietnamese University, English Teaching: Practice & Critique, 14, 1, pp. 60-74, (2015); Nguyen V. H., Hamid M. O., The CEFR as a national language policy in Vietnam: Insights from a sociogenetic analysis, Journal of Multilingual and Multicultural Development, pp. 1-13, (2020); Pham H. C., An ecological perspective on the motivational trajectories of high school students learning English in rural areas in Vietnam, (2016); Phan T. N., Lupton M., Watters J. J., Understandings of the higher education curriculum in Vietnam, Higher Education Research & Development, 35, 6, pp. 1256-1268, (2016); Phan T. T. H., Impacts of Vietnam's social context on learners' attitudes towards foreign languages and English language learning: Implications for teaching and learning, Asian EFL Journal, 11, 4, pp. 169-188, (2009); Read J., The influence of the Common European Framework of Reference (CEFR) in the Asia-Pacific region, Language Education and Acquisition Research Network Journal, 12, 1, pp. 12-18, (2019); Reinders H., Stockwell G., Computer-assisted SLA, The Routledge handbook of instructed second language acquisition, pp. 361-375, (2017); Richards J. C., Curriculum development in language teaching, (2001); Richards J. C., Curriculum approaches in language teaching: Forward, central, and backward design, RELC Journal, 44, 1, pp. 5-33, (2013); Richards J. C., The changing face of language learning: Learning beyond the classroom, RELC Journal, 46, 1, pp. 5-22, (2015); ECTS users’ guide, (2015); Trinh T. T. H., Mai T. L., Current challenges in the teaching of tertiary English in Vietnam, English tertiary education in Vietnam, pp. 40-53, (2019); Truong C. B., The motivation of Vietnamese university students to learn English: A study using the expectancy-value model of academic motivation The University of Newcastle], (2017); Using the CEFR: Principles of good practice, (2011); White C., Pham C., Time in the experience of agency and emotion in English language learning in rural Vietnam, Innovation in Language Learning and Teaching, 11, 3, pp. 207-218, (2017); Wright S., Language education and foreign relations in Vietnam, Language policies in education: Critical issues, pp. 225-244, (2002)","C.H. Pham; University of Economics and Law, Ho Chi Minh City, Viet Nam; email: cuongph@uel.edu.vn","","Tarbiat Modares University","","","","","","23223081","","","","English","Lang. Related Res.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85142268707"
"Tolesh F.","Tolesh, Fariza (57913086500)","57913086500","International human capital in the local labour market: experiences of the foreign-educated Kazakhstani graduates","2022","Journal of Education and Work","35","6-7","","700","718","18","1","10.1080/13639080.2022.2126970","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139172059&doi=10.1080%2f13639080.2022.2126970&partnerID=40&md5=fdb95044bd57b344a3e94497c11621d7","Graduate School of Education, Nazarbayev University, 53 Kabanbay Batyr Avenue, Nur-Sultan, 010000, Kazakhstan; Department of Social Sciences, Astana IT University, C1 Mangilik El Avenue, EXPO Pavilion, Astana, 010000, Kazakhstan","Tolesh F., Graduate School of Education, Nazarbayev University, 53 Kabanbay Batyr Avenue, Nur-Sultan, 010000, Kazakhstan, Department of Social Sciences, Astana IT University, C1 Mangilik El Avenue, EXPO Pavilion, Astana, 010000, Kazakhstan","Using mixed methods research approach, this study explores the employment experiences of the Kazakhstani graduates with international human capital in the domestic labour market. Human and social capital theories and Spence’s signalling theory are utilised to explain and consider how investment into and internationalisation of those capitals and signalling attributes contribute to the graduates’ after-return labour market participation scenarios. The findings indicate that international education significantly improves graduate employability and widens opportunities. However, the limited options and capacity of the local labour market as well as the attitudinal differences between the Soviet era senior administration and foreign-educated graduates represent serious challenges. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","employability; foreign-educated graduates; international human capital; Kazakhstani labour market; Study abroad","","","","","","","","Akhmetov A., The development of social capital among Bolashak graduates and the Alumni of other international programs in Astana, (2016); Andrew S., Halcomb E.J., Mixed Methods Research Is an Effective Method of Enquiry for Community Health Research, Contemporary Nurse, 23, 2, pp. 145-153, (2007); Arrow K.J., Higher Education as a Filter, Journal of Public Economics, 2, 3, pp. 193-216, (1973); Baker D.P., The Educational Transformation of Work: Towards a New Synthesis, Journal of Education and Work, 22, 3, pp. 163-191, (2009); Bian Y., Bringing Strong Ties Back In: Indirect Ties, Network Bridges, and Job Searches in China, American Sociological Review, 62, 3, pp. 366-385, (1997); Blaug M., The Economics of Education and the Education of an Economist, (1987); Blundell R., Dearden L., Meghir C., Sianesi B., Human Capital Investment: The Returns from Education and Training to the Individual, the Firm and the Economy, Fiscal Studies, 20, 1, pp. 1-23, (1999); Bodycott P., Choosing a Higher Education Study Abroad Destination: What Mainland Chinese Parents and Students Rate as Important, Journal of Research in International Education, 8, 3, pp. 349-373, (2009); Bourdieu P., The Forms of Capital, Cultural Theory: An Anthology, 1, pp. 81-93, (2011); Brandenburg U., Berghoff S., Taboadela O., Bischof L., Gajowniczek J., Gehlke A., Petrova D., The ERASMUS Impact Study. Effects of Mobility on the Skills and Employability of Students and the Internationalisation of Higher Education Institutions, (2014); Burns W., Kazakhstan: Not a Golden Ticket, Transitions Online, 4, 1, (2008); Burt R.S., The Social Capital of Structural Holes, The New Economic Sociology: Developments in an Emerging Field, 148, 90, (2002); Caruth G.D., Demystifying Mixed Methods Research Design: A Review of the Literature, Online Submission, 3, 2, pp. 112-122, (2013); Coleman J.S., Social Capital in the Creation of Human Capital, American Journal of Sociology, 94, pp. S95-S120, (1988); Collins K.M., Onwuegbuzie A.J., Sutton I.L., A Model Incorporating the Rationale and Purpose for Conducting Mixed-Methods Research in Special Education and Beyond, Learning Disabilities: A Contemporary Journal, 4, 1, pp. 67-100, (2006); Creswell J.W., Clark P.V., Choosing a Mixed Methods Design, Designing and Conducting Mixed Methods Research, 2, pp. 53-106, (2011); Curral S.C., Towler A.J., Research Methods in Management and Organizational Research: Toward Integration of Qualitative and Quantitative Techniques, Handbook of Mixed Methods in Social & Behavioral Research. Thousand Oaks, pp. 513-526, (2003); Dairova K., Jumakulov Z., Ashirbekov A., Government Support for Student Mobility: The Case of Kazakhstan’s International Scholarship Program ‘Bolashak’, Paper presented at the EURASIAN HIGHER EDUCATION LEADERS FORUM, CONFERENCE PROCEEDINGS.–Astana, IndigoPrint Llp, 112, (2013); Di Pietro G., Do Study Abroad Programs Enhance the Employability of Graduates?, Education Finance and Policy, 10, 2, pp. 223-243, (2015); Dwyer M.M., More Is Better: The Impact of Study Abroad Program Duration, Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 1, pp. 151-163, (2004); Ellison N.B., Steinfield C., Lampe C., The Benefits of Facebook “Friends:” Social Capital and College Students’ Use of Online Social Network Sites, Journal of Computer-Mediated Communication, 12, 4, pp. 1143-1168, (2007); Franklin K., Long-term Career Impact and Professional Applicability of the Study Abroad Experience, Frontiers: The Interdisciplinary Journal of Study Abroad, 19, 1, pp. 169-190, (2010); Gaw K.F., Reverse Culture Shock in Students Returning from Overseas, International Journal of Intercultural Relations, 24, 1, pp. 83-104, (2000); Gemmell N., Externalities to Higher Education: A Review of the New Growth Literature, Report, 8, pp. 5-9, (1997); Gerhards J., Hans S., Transnational Human Capital, Education, and Social Inequality. Analyses of International Student Exchange, Zeitschrift Für Soziologie, 42, 2, pp. 99-117, (2013); Granovetter M., The Impact of Social Structure on Economic Outcomes, Journal of Economic Perspectives, 19, 1, pp. 33-50, (2005); Greene J.C., Mixed Methods in Social Inquiry, 9, (2007); Grip A., Loo J., Sanders J., The Industry Employability Index: Taking Account of Supply and Demand Characteristics, International Labour Review, 143, 3, pp. 211-233, (2004); Guest G., Describing Mixed Methods Research: An Alternative to Typologies, Journal of Mixed Methods Research, 7, 2, pp. 141-151, (2013); Hesketh A.J., Recruiting an Elite? Employers’ Perceptions of Graduate Education and Training, Journal of Education and Work, 13, 3, pp. 245-271, (2000); Heywood J.S., Wei X., Education and Signaling: Evidence from a Highly Competitive Labor Market, Education Economics, 12, 1, pp. 1-16, (2004); Holloway S.L., O'Hara S.L., Pimlott-Wilson H., Educational Mobility and the Gendered Geography of Cultural Capital: The Case of International Student Flows between Central Asia and the UK, Environment & Planning A, 44, 9, pp. 2278-2294, (2012); Hua S., Jie G., Gang C., Can Foreign Diplomas Be Exchanged For” Chinese Opportunities”?, Chinese Education & Society, 38, 3, pp. 81-86, (2005); Hussey A., Human Capital Augmentation versus the Signaling Value of MBA Education, Economics of Education Review, 31, 4, pp. 442-451, (2012); Ivankova N.V., Students’ persistence in the University of Nebraska-Lincoln distributed doctoral program in educational leadership in higher education: A mixed methods study, (2004); Johnson R.B., Onwuegbuzie A.J., Mixed Methods Research: A Research Paradigm Whose Time Has Come, Educational Researcher, 33, 7, pp. 14-26, (2004); Kiley M., Expectations and Experiences of Indonesian Postgraduate Students Studying in Australia: A Longitudinal Study, (Doctoral dissertation, University of Adelaide, Depts. of Applied and Molecular Ecology), (1999); Kim J., Economic Analysis of Foreign Education and Students Abroad, Journal of Development Economics, 56, 2, pp. 337-365, (1998); Koch N., Domesticating Elite Education: Raising Patriots and Educating Kazakhstan’s Future, Identity and Politics in Central Asia and the Caucasus, 7, pp. 82-100, (2015); Kronholz J.F., Osborn D.S., The Impact of Study Abroad Experiences on Vocational Identity among College Students, Frontiers: The Interdisciplinary Journal of Study Abroad, 27, 1, pp. 70-84, (2016); Kucera J., Kazakhstan Rising, Slate; Li F., Morgan W.J., Ding X., The Expansion of Higher Education, Employment and over-education in China, International Journal of Educational Development, 28, 6, pp. 687-697, (2008); Lincoln Y.S., Guba E.G., Naturalistic Inquiry, (1985); Nessipbayeva O., The Bolashak Program in Building A Democratic and Prosperous Society, Procedia-Social and Behavioral Sciences, 191, pp. 2275-2279, (2015); Niglas K., The Combined Use of Qualitative and Quantitative Methods in Educational Research, (2004); Norris E., Gillespie J., How Study Abroad Shapes Global Careers: Evidence from the United States, Journal of Studies in International Education, 13, 3, pp. 382-397, (2009); Onwuegbuzie A.J., Johnson R.B., The Validity Issue in Mixed Research, Research in the Schools, 13, 1, pp. 48-63, (2006); Page M., Signaling in the Labor Market, Economics of Education, (2010); Perna L.W., Orosz K., Jumakulov Z., Understanding the Human Capital Benefits of a government-funded International Scholarship Program: An Exploration of Kazakhstan’s Bolashak Program, International Journal of Educational Development, 40, pp. 85-97, (2015); Perna L.W., Orosz K., Jumakulov Z., Kishkentayeva M., Ashirbekov A., Understanding the Programmatic and Contextual Forces that Influence Participation in a government-sponsored International student-mobility Program, Higher Education, 69, 2, pp. 173-188, (2015); Potts D., Understanding the Early Career Benefits of Learning Abroad Programs, Journal of Studies in International Education, 19, 5, pp. 441-459, (2015); Rizvi F., Rethinking “Brain Drain” in the Era of Globalisation, Asia Pacific Journal of Education, 25, 2, pp. 175-192, (2005); Roberts K., Kamruzzaman P., Tholen J., Young People’s Education to Work Transitions and inter-generational Social Mobility in post-soviet Central Asia, Young, 17, 1, pp. 59-80, (2009); Sagintayeva A., Jumakulov Z., Kazakhstan’s Bolashak Scholarship Program, International Higher Education, 79, 79, pp. 21-23, (2015); Schoonenboom J., Johnson R.B., How to Construct a Mixed Methods Research DesignWie Man Ein Mixed methods-forschungs-design Konstruiert, KZfSS Kölner Zeitschrift Für Soziologie Und Sozialpsychologie, 69, 2, pp. 107-131, (2017); Siisiainen M., Two Concepts of Social Capital: Bourdieu Vs. Putnam, International Journal of Contemporary Sociology, 40, 2, pp. 183-204, (2003); Spence M., Job Market Signaling, Uncertainty in Economics, pp. 281-306, (1978); Stiglitz J.E., “The Theory of ”Screening,” Education, and the Distribution of Income, The American Economic Review, 65, 3, pp. 283-300, (1975); Storen L.A., Wiers-Jenssen J., Foreign Diploma versus Immigrant Background Determinants of Labour Market Success or Failure?, Journal of Studies in International Education, 14, 1, pp. 29-49, (2010); Tao H., The Demand for Higher Education and a Test of the Extreme Screening Hypothesis, Education Economics, 14, 1, pp. 75-88, (2006); Teixeira P.N., Gary Becker’s Early Work on Human capital–collaborations and Distinctiveness, IZA Journal of Labor Economics, 3, 1, pp. 1-20, (2014); Tomlinson M., ‘The Degree Is Not Enough’: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Weiss A., Human Capital vs. Signalling Explanations of Wages, The Journal of Economic Perspectives, 9, 4, pp. 133-154, (1995); Wiers-Jenssen J., Background and Employability of Mobile Vs. Non‐Mobile Students, Tertiary Education and Management, 17, 2, pp. 79-100, (2011)","F. Tolesh; Graduate School of Education, Nazarbayev University, Nur-Sultan, 53 Kabanbay Batyr Avenue, 010000, Kazakhstan; email: toleshfariza@gmail.com","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85139172059"
"Domagała-Zyśk E.; Mamcarz P.; Martynowska K.; Fudali-Czyż A.; Rothwell A.","Domagała-Zyśk, Ewa (15032630000); Mamcarz, Piotr (57210567229); Martynowska, Klaudia (57215932904); Fudali-Czyż, Agnieszka (56308309400); Rothwell, Andrew (9037632900)","15032630000; 57210567229; 57215932904; 56308309400; 9037632900","Self-Perceived Employability Scale – Polish Adaptation; [Skala Postrzegania Własnej Zatrudnialności – wersja polska]","2022","New Educational Review","70","","","9","22","13","0","10.15804/tner.2022.70.4.01","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146930359&doi=10.15804%2ftner.2022.70.4.01&partnerID=40&md5=452ffaa4be413b8b626027980dd26886","John Paul II Catholic University of Lublin, Poland; Pedagogical University, Cracow, Poland; School of Business and Economics, Loughborough University, United Kingdom","Domagała-Zyśk E., John Paul II Catholic University of Lublin, Poland; Mamcarz P., John Paul II Catholic University of Lublin, Poland; Martynowska K., John Paul II Catholic University of Lublin, Poland; Fudali-Czyż A., Pedagogical University, Cracow, Poland; Rothwell A., School of Business and Economics, Loughborough University, United Kingdom","Employability, understood as a set of achievements – skills, knowledge, personal qualities – that make graduates employable and successful in their profession, is more and more often a subject of research, both in the context of improving the educational offer of universities, as well as examining the quality of life and professional satisfaction of graduates. Employability is differentiated from employment – the state of having a job. In today’s unstable job market where temporary contracts and protean-type careers dominate – equipping graduates with the resources to effectively change or modify their career path is crucial. The paper aims to present the psychometric proprieties of a Polish adaptation of the A. Rothwell and Arnold Self-Perceived Employability Scale. The final version consists of 9 items and has good psychometric properties. The study of the perceived employability of students provides important knowledge regarding the graduates’ competencies, and it is an important factor in modifying the educational offer at universities and planning graduates’ satisfying careers in the contemporary unstable job market. © 2022, Adam Marszalek Publishing House. All rights reserved.","career; employability; employability scale; students","","","","","","","","Alibaygi A. H., Barani S., Karamidehkordi E., Pouya M., Employability deter-minants of senior agricultural students in Iran, Journal of Agricultural Science and Technology, 15, 4, pp. 673-683, (2013); Bernstrom V. H., Drange I., Mamelund S.-E., Employability as an alternative to job security, Personnel Review, 48, 1, pp. 234-248, (2019); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, 3, pp. 279-292, (2007); Creed P. A., Gagliardi R. E., Career compromise, career distress and perceptions of employability: the moderating roles of social capital and core self-evaluations, Journal of Career Assessment, 23, 1, pp. 20-34, (2015); De Cuyper N., De Witte H., The management paradox: Self-rated employability and organisational commitment and performance, Personnel Review, 40, pp. 152-172, (2011); Domagala-Zysk E., Mamcarz P., Martynowska K., Fudali-Czyz A., Rothwell A., Employability of University Students: Introduction of the Concept and the Psychometric Properties of the Polish Self-Perceived Employability Scale, Przegląd Badań Edukacyjnych, 32, 1, pp. 271-287, (2021); Engelberg E., Limbach-Reich A., After the Bolonia reform employability of bachelors in social and educational work in Luxembourg, Social Work Education, 31, 4, pp. 807-818, (2011); Forrier A., De Cuyper N., Akkermans J., The winner takes it all, the loser has to fall: Provoking the agency perspective in employability research, Human Resource Management Journal, 28, 4, pp. 511-523, (2018); Fudali-Czyz A., Mamcarz P. J., Martynowska K., Domagla-Zysk E., Rothwell A., Sex differences in self-perceived employability and self-motivated strategies for learning in Polish first-year students, PLOS ONE, (2022); Fugate M., Kinicki A. J., Ashforth B. E., Employability: A Psycho-Social Con-struct, Its Dimensions, and Applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Fugate M., Kinicki A. J., A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, 3, pp. 503-527, (2010); Gonzalez-Roma V., Gamboa J. P., Peiro J. M., University graduates’ employability, employment status and job quality, Journal of Career Development, 45, 2, pp. 132-149, (2018); Goodman S., Tredway G., Antecedents of perceived graduate employability: a study of students volunteers in a community-based organization, South Africa Journal of Industrial Psychology, 41, 1, pp. 1315-1325, (2016); Hair J. F., Black W. C., Babin B. J., Anderson R. E., Multivariate Data Analysis, (2010); Heijde C. M. V. D., Van Der Heijden B. I., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Huang J., Hardiness, perceived employability and career decision self-efficacy among Taiwanese college students, Journal of Career Development, 42, 4, pp. 311-324, (2015); Jackson C. K., Does school spending matter? The new literature on an old question, Confronting inequality: How policies and practices shape children’s opportunities, pp. 165-186, (2020); Knight P., Yorke M., Learning, Curriculum and Employability in Higher Educa-tion, (2003); Ledesma RD, Tosi J, Poo F., Montes S., Lopez S., Implicit attitudes and road safety behaviors. The helmet-use case, Accident Analysis and Prevention, 79, pp. 190-197, (2015); Lo Presti A., Ingusci E., Magrin M. E., Manuti A., Scrima F., Employability as a compass for career success: Development and initial validation of a new multidimensional measure, International Journal of Training and Development, 23, 4, pp. 253-275, (2019); Lo Presti A., Capone V., Aversano A., Akkermans J., Career competencies and career success: On the roles of employability activities and academic satisfaction during the school-to-work transition, Journal of Career Development, 49, 1, pp. 107-125, (2022); Lodi E., Zammitti A., Magnano P., Patrizi P., Santisi G., Italian adaptation of Self-Perceived Employability Scale: Psychometric properties and relations with the Career Adaptability and Well-being, Behavioral Sciences, 82, 10, pp. 1-18, (2020); Maiolo M. E., Zuffo R. G., Cortini M., Students’ academic performance and employability: a study in Italian undergraduates, International Journal on Learning in Higher Education, 19, 4, pp. 49-60, (2013); Okay-Somerville B., Scholarios D., Position, possession or process? Understand-ing objective and subjective employability during university-to-work transitions, Studies in Higher Education, 42, 7, pp. 1275-1291, (2017); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: construction and initial validation of a scale for university students, Journal of Vocational Behaviour, 73, pp. 1-12, (2008); Rothwell A., Arnold J., Self-perceived employability: development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Van Der Heijde C. M., Van Der Heijden B. I. J. M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Vargas R., Sanchez-Queija M., Rothwell A., Parra A., Self-perceived employability in Spain, Education and Training, 60, 3, pp. 226-237, (2018)","","","Adam Marszalek Publishing House","","","","","","17326729","","","","English","New Educ. Rev.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85146930359"
"Arnaiz-Castro P.; Gómez-Parra M.E.; Espejo-Mohedano R.","Arnaiz-Castro, Patricia (54921188600); Gómez-Parra, Ma Elena (57202977022); Espejo-Mohedano, Roberto (55505646700)","54921188600; 57202977022; 55505646700","AN EXPLORATION OF THE IMPACT OF BILINGUALISM ON MOBILITY, EMPLOYABILITY, AND INTERCULTURAL COMPETENCE: THE COLOMBIAN CASE","2022","Studia Anglica Posnaniensia","57","1","","179","197","18","1","10.2478/stap-2022-0008","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140469317&doi=10.2478%2fstap-2022-0008&partnerID=40&md5=fdfe22302e8b41545f937af4562df42d","University of Las Palmas de Gran Canaria, Faculty of Educational Sciences, Sta Juana de Arco s/n., Las Palmas de Gran Canaria, 35004, Spain; University of Córdoba, Faculty of Educational Sciences, S. Alberto Magno, s/n, Córdoba, 14071, Spain; University of Córdoba, Department of Statistics, Madrid-Cádiz km 396-A, Córdoba, 14071, Spain","Arnaiz-Castro P., University of Las Palmas de Gran Canaria, Faculty of Educational Sciences, Sta Juana de Arco s/n., Las Palmas de Gran Canaria, 35004, Spain; Gómez-Parra M.E., University of Córdoba, Faculty of Educational Sciences, S. Alberto Magno, s/n, Córdoba, 14071, Spain; Espejo-Mohedano R., University of Córdoba, Department of Statistics, Madrid-Cádiz km 396-A, Córdoba, 14071, Spain","Research on bilingual education has looked mainly at the benefits bilingual programs offer learners with regard to cognition, education, and language. Fewer studies have explored the effect of bilingualism on mobility, employability, and intercultural competence, and even fewer have centered on these three dimensions at once. Considering the wide range of skills required to be a 21st-century global citizen, it is crucial to achieve a more balanced portrait of bilingualism. This study, part of a large-scale research project, seeks to contribute to expanding the body of research that examines mobility, employability, and intercultural competence together. A total of 417 participants living in Colombia filled out an online fourteen-item questionnaire and a background questionnaire designed by the members of the research project EDU2017-84800-R. Spearman correlations were computed between the three dimensions and a strong interrelation was revealed among the three of them. Data were analysed in terms of the differences between former bilingual education learners and mainstream learners as well as across gender. Statistical analyses revealed a strong interrelation among the three dimensions and higher scores for former bilinguals in all three dimensions. No differences across gender were identified. The findings support the crucial role of bilingual education in fostering the development of these three aspects in students’ perception. The originality of the study lies in the fact that the study has former bilingual education learners as participants instead of students who were in receipt of bilingual education at the time of completing the questionnaire, which had usually been the case in previous studies. © 2022 Sciendo. All rights reserved.","Bilingualism; Colombia; employability; intercultural competence; mobility","","","","","","Ministerio de Ciencia e Innovación, MICINN, (EDU2017-84800-R)","This work was supported by the Spanish Ministry of Science and Innovation under Grant EDU2017-84800-R. The authors would like to thank the anonymous participants who completed the questionnaire.","Abduh A., Rosmaladewi R., Promoting intercultural competence in bilingual programs in Indonesia, SAGE Open, 8, 3, pp. 1-7, (2018); Aguilar M., Rodriguez R., Lecturer and student perceptions on CLIL at a Spanish university, International Journal of Bilingual Education and Bilingualism, 15, 2, pp. 183-197, (2012); Cortes A., Eduardo C., Nelson Eduardo Alzate B., The dialogues between content and language: Cautions and challenges in the emergence of a bilingual education program, Latin American Journal of Content & Language Integrated Learning, 8, 2, pp. 161-183, (2015); Alonso-Diaz L., Delicado G., Ramos F., A comparative study of bilingual teacher preparation programs in California and Spain, Bilingualism and bilingual education: Politics, policies and practices in a globalized society, pp. 81-101, (2019); Alvarez Valencia J.A., Developing the intercultural perspective in foreign language teaching in Colombia: A review of six journals, Language and Intercultural Communication, 14, 2, pp. 226-244, (2014); Anderson C.E., McDougal J.S., Medina L.C., CLIL for young learners, Children learning English: From research to practice, pp. 137-151, (2015); Apsel C., Coping with CLIL: Dropouts from CLIL streams in Germany, International CLIL Research Journal, 1, 4, pp. 47-56, (2012); Arasaratnam-Smith L.A., An exploration of the relationship between intercultural communication competence and bilingualism, Communication Research Reports, 33, 3, pp. 231-238, (2016); Archilla P.A., de Mejia A.-M.T., Bilingual university science courses: A questionnaire on professors’ practices and espoused beliefs, Journal of Bilingual Education and Bilingualism, 23, 2, pp. 132-152, (2020); Artieda G., Roquet H., Nicolas-Conesa F., The impact of age and exposure on EFL achievement in two learning contexts: Formal instruction and formal instruction + content and language integrated learning (CLIL), International Journal of Bilingual Education and Bilingualism, 23, 4, pp. 449-472, (2020); Bialystok E., Bilingualism, WIREs Cognitive Science, 1, 4, pp. 559-572, (2010); Carvajal B., Andres C., Tejada-Sanchez I., Unanswered questions in Colombia’s foreign language education policy, PROFILE Issues in Teachers’ Professional Development, 18, 1, pp. 185-201, (2016); English in Colombia: An examination of policy, perceptions and lnfluencing factors, (2015); English impact: An evaluation of English language capability, (2018); Bruton A., CLIL: Some of the reasons why... and why not. 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A development trajectory, (2012); Rincon M., Liliana S., Bilingualism in Colombia higher education, Enletawa Journal, 9, 2, pp. 91-108, (2016); McDougald J.S., Teachers’ attitudes, perceptions and experiences in CLIL: A look at content and language, Colombian Applied Linguistics Journal, 17, 1, pp. 25-41, (2015); Anne-Marie de M., Bilingual education in Colombia: Towards an integrated perspective, International Journal of Bilingual Education and Bilingualism, 7, 5, pp. 381-397, (2004); Anne-Marie de M., The National Bilingual Programme in Colombia: Imposition or opportunity?, Journal of Applied Language Studies, 5, 3, pp. 7-17, (2011); Anne-Marie de M., Tejada H., Empowerment y cambio en la construcción de currículos bilingües (inglés–español) en colegios monolingües, Nuevos Caminos en Educación Bilingüe en Colombia, pp. 105-122, (2002); Anne-Marie de M., Tejada H., Bilingual curriculum construction and empowerment in Colombia, International Journal of Bilingual Education and Bilingualism, 6, 1, pp. 37-51, (2003); Mendez-Garcia M.D.C., The intercultural turn brought about by the implementation of CLIL programmes in Spanish monolingual areas: A case study of Andalusian primary and secondary schools, The Language Learning Journal, 41, 3, pp. 268-283, (2013); Mijatovic M., Tytus A.E., The bi-personal bilingual: A study of the perceived feeling of a changed self, International Journal of Bilingual Education and Bilingualism, 22, 2, pp. 224-236, (2019); El programa nacional de bilingüismo, (2004); Estándares básicos de competencias en lenguas extranjeras: Inglés, (2006); Colombia very well! 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Angl. Posnan.","Article","Final","","Scopus","2-s2.0-85140469317"
"Pranjol M.Z.I.; Oprandi P.; Watson S.","Pranjol, Md Zahidul I (56495569700); Oprandi, Paolo (15760794700); Watson, Sarah (58451998800)","56495569700; 15760794700; 58451998800","Project-based learning in biomedical sciences: using the collaborative creation of revision resources to consolidate knowledge, promote cohort identity and develop transferable skills","2022","Journal of Biological Education","","","","","","","1","10.1080/00219266.2022.2147576","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142529413&doi=10.1080%2f00219266.2022.2147576&partnerID=40&md5=b33fd20790d4b9133637ec4c71ddc608","Department of Biochemistry and Biomedicine, School of Life Sciences, University of Sussex, Brighton, United Kingdom; Technology Enhanced Learning, University of Sussex, Brighton, United Kingdom","Pranjol M.Z.I., Department of Biochemistry and Biomedicine, School of Life Sciences, University of Sussex, Brighton, United Kingdom; Oprandi P., Technology Enhanced Learning, University of Sussex, Brighton, United Kingdom; Watson S., Technology Enhanced Learning, University of Sussex, Brighton, United Kingdom","Project-based learning (PBL) has been found to deepen learning and develop employability skills for students through active engagement with the learning materials. Foundation, first and second year Biomedical Science students at the University of Sussex were introduced to a PBL exercise. Each class had an approximate student to staff ratio of eighty to two. Students were put into groups of four to five and asked to create a revision guide for a disease system, which was then shared among the cohort for exam preparation. Students were later surveyed on the effectiveness of this group activity. 74% indicated the activity helped them integrate knowledge from previous modules, with the majority of the students scoring the activity 4 out of 5 for consolidation of knowledge. 75% of the participants who took part before the pandemic indicated that the tasks enabled them to build a cohort identity, with 59% students feeling similarly during the pandemic. Additionally, we qualitatively assessed the development of transferrable skills, such as teamwork, effective communication and time management. The results of the questionnaire suggested that students were able to gain these skills. This paper outlines the study, discusses benefits and limitations, and provides potential solutions for the future. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","COVID19; knowledge consolidation; Problem-based learning; sense of community; transferrable skills","","","","","","","","Adams A., Cox A.L., Questionnaires, in-depth Interviews and Focus Groups, Research Methods for Human Computer Interaction, pp. 17-34, (2008); Affandi A., Sukyadi D., Project-Based Learning and Problem-Based Learning for EFL Students’ Writing Achievement at the Tertiary Level, Rangsit Journal of Educational Studies, 3, pp. 23-40, (2016); Alves A.C., Leao C.P., Moreira F., Teixeira S., Project-Based Learning and Its Effects on Freshmen Social Skills in an Engineering Program, Human Capital and Competences in Project Management, (2018); Barnes R.L., A Protein Purification Card Game Develops Subject Knowledge and Transferable Skills, Journal of Biological Education, pp. 1-11, (2020); Bing L., Jia X., Chi Y., Liu X., Jia B., Project-based Learning in a Collaborative Group Can Enhance Student Skill and Ability in the Biochemical Laboratory: A Case Study, Journal of Biological Education, 54, 4, pp. 404-418, (2020); Boyle P., Trevitt C., Enhancing the Quality of Student Learning through the Use of Subject Learning Plans, Higher Education Research & Development, 16, 3, pp. 293-308, (2006); Brooks A.K., Power and the Production of Knowledge: Collective Team Learning in Work Organizations, Human Resource Development Quarterly, 5, 3, pp. 213-235, (1994); Cain K., Cocco S., ”Leadership Development through Project Based Learning.”, Proceedings of the Canadian Engineering Education Association (CEEA), (2013); Chang Y., Brickman P., Tanner K., When Group Work Doesn’t Work: Insights from Students, CBE—Life Sciences Education, 17, 3, (2018); Chickering A.W., Gamson Z.F., Seven Principles for Good Practice in Undergraduate Education, American Association for Higher Education Bulletin, 3, (1987); Chien-Yuan S., Guo Y., Factors Impacting University Students’ Online Learning Experiences during the COVID ‐19 Epidemic, Journal of Computer Assisted Learning, 37, 6, pp. 1578-1590, (2021); Choi B.C., Pak A.W., A Catalog of Biases in Questionnaires, Prev Chronic Dis, 2, 1, (2005); 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But Does It Even Matter?, International Journal of Computer-Supported Collaborative Learning, 16, 1, pp. 67-104, (2021); Topping K.J., Trends in Peer Learning, Educational Psychology, 25, 6, pp. 631-645, (2005); Vogler J.S., Thompson P., Davis D.W., Mayfield B.E., Finley P.M., Yasseri D., The Hard Work of Soft Skills: Augmenting the project-based Learning Experience with Interdisciplinary Teamwork, Instructional Science, 46, 3, pp. 457-488, (2017); Wong A., Tjosvold D., Jiafang L., Leadership Values and Learning in China: The Mediating Role of Psychological Safety, Asia Pacific Journal of Human Resources, 48, 1, pp. 86-107, (2010); Wurdinger S., Haar J., Hugg R., Bezon J., A Qualitative Study Using project-based Learning in A Mainstream Middle School, Improving Schools, 10, 2, pp. 150-161, (2007); Wurdinger S., Qureshi M., Enhancing College Students’ Life Skills through Project Based Learning, Innovative Higher Education, 40, 3, pp. 279-286, (2014); Yukl G., Leadership in Organizations, (2010)","M.Z.I. Pranjol; Department of Biochemistry and Biomedicine, School of Life Sciences, University of Sussex, Brighton, United Kingdom; email: Z.Pranjol@sussex.ac.uk","","Routledge","","","","","","00219266","","","","English","J. Biol. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85142529413"
"van Rensburg H.; Perera H.N.; McIlveen P.; Asad F.; Hoare P.N.","van Rensburg, Henriette (55990494900); Perera, Harsha N. (55867421300); McIlveen, Peter (12808257400); Asad, Fitriah (57969563000); Hoare, P. Nancey (24553886600)","55990494900; 55867421300; 12808257400; 57969563000; 24553886600","Measures of career adaptability and employability in Bahasa Indonesia","2022","International Journal for Educational and Vocational Guidance","","","","","","","0","10.1007/s10775-022-09576-6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142192864&doi=10.1007%2fs10775-022-09576-6&partnerID=40&md5=ff7e328283cf71847bc96912c91229ca","School of Education, University of Southern Queensland, Toowoomba, 4350, QLD, Australia; Faculty of Education & Teacher Training, UIN Sunan Ampel Surabaya, Surabaya, Indonesia; School of Psychology & Counselling, University of Southern Queensland, Toowoomba, Australia","van Rensburg H., School of Education, University of Southern Queensland, Toowoomba, 4350, QLD, Australia; Perera H.N., School of Education, University of Southern Queensland, Toowoomba, 4350, QLD, Australia; McIlveen P., School of Education, University of Southern Queensland, Toowoomba, 4350, QLD, Australia; Asad F., Faculty of Education & Teacher Training, UIN Sunan Ampel Surabaya, Surabaya, Indonesia; Hoare P.N., School of Psychology & Counselling, University of Southern Queensland, Toowoomba, Australia","There is emergent evidence of the Career Adapt-Abilities Scale’s utility in the Global South. The present research provides evidence about the measurement properties of a Bahasa Indonesia language version of the Career Adapt-Abilities Scale and comparator measures, the Career Futures Inventory-Revised and the Self-perceived Employability Scale, using a sample of students (N = 277) enrolled in Indonesian college degrees. Furthermore, for the purpose of cross-cultural comparisons, the measurement properties of the Indonesian version of the Career Adapt-Abilities Scale were compared with an independent dataset (N = 387) using an Australian English language version. The Indonesian version had acceptable measurement properties. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.","Career Adapt-Abilities Scale; Career adaptability; College students","","","","","","","","Amarnani R.K., Garcia P.R.J.M., Restubog S.L.D., Bordia P., Bordia S., Do you think I’m worth it? The self-verifying role of parental engagement in career adaptability and career persistence among STEM students, Journal of Career Assessment, 26, 1, pp. 77-94, (2018); Atac L.O., Dirik D., Tetik H.T., Predicting career adaptability through self-esteem and social support: A research on young adults, International Journal for Educational and Vocational Guidance, 18, 1, pp. 45-61, (2018); Atitsogbe K.A., Mama N.P., Sovet L., Pari P., Rossier J., Perceived employability and entrepreneurial intentions across university students and job seekers in togo: The effect of career adaptability and self-efficacy, Frontiers in Psychology, 10, (2019); ). More Indonesian Students Studying in Australia. Media Release., (2017); Indikator pasar tenaga kerja Indonesia Februari 2019, (2019); Campion E.D., The career adaptive refugee: Exploring the structural and personal barriers to refugee resettlement, Journal of Vocational Behavior, 105, pp. 6-16, (2018); Cheung R., Jin Q., Cheung C.-K., Perceived employability of nonlocal Chinese University students in Hong Kong: The impact of acculturative and vocational variables, Journal of Career Assessment, 26, 1, pp. 137-153, (2018); Flora D.B., Curran P.J., An empirical evaluation of alternative methods of estimation for confirmatory factor analysis with ordinal data, Psychological Methods, 9, 4, pp. 466-491, (2004); Ghosh A., Fouad N.A., Career adaptability and social support among graduating college seniors, The Career Development Quarterly, 65, 3, pp. 278-283, (2017); Gunawan W., Creed P.A., Glendon A.I., Development and initial validation of a perceived future employability scale for young adults, Journal of Career Assessment, 27, 4, pp. 610-627, (2019); Hou Z.-J., Leung S.A., Li X., Li X., Xu H., Career Adapt-Abilities Scale—China form: Construction and initial validation, Journal of Vocational Behavior, 80, 3, pp. 686-691, (2012); Jiang Z., Hu X., Wang Z., Career adaptability and plateaus: The moderating effects of tenure and job self-efficacy, Journal of Vocational Behavior, 104, pp. 59-71, (2018); Johnston C.S., A systematic review of the career adaptability literature and future outlook, Journal of Career Assessment, 26, pp. 3-30, (2018); Kim N.R., Lee K.H., The effect of internal locus of control on career adaptability: The mediating role of career decision-making self-efficacy and occupational engagement, Journal of Employment Counseling, 55, 1, pp. 2-15, (2018); Lee I.H., Sovet L., Banda K., Kang D.-K., Park J.-H., Factor structure and factorial invariance of the Career Adapt-Abilities Scale across Japanese and South Korean college students, International Journal for Educational and Vocational Guidance, (2020); Lodi E., Zammitti A., Magnano P., Patrizi P., Santisi G., Italian adaption of Self-perceived Employability Scale: Psychometric properties and relations with the career adaptability and well-being, Behavioral Sciences, 10, 5, (2020); McIlveen P., Burton L.J., Beccaria G., A short form of the Career Futures Inventory, Journal of Career Assessment, 21, 1, pp. 127-138, (2013); McIlveen P., Perera H.N., Baguley M., van Rensburg H., Ganguly R., Jasman A., Veskova J., Impact of teachers’ career adaptability and family on professional learning, Asia-Pacific Journal of Teacher Education, pp. 1-15, (2018); McKenna B., Zacher H., Sattari Ardabili F., Mohebbi H., Career Adapt-Abilities Scale—Iran form: Psychometric properties and relationships with career satisfaction and entrepreneurial intentions, Journal of Vocational Behavior, 93, pp. 81-91, (2016); McLennan B., McIlveen P., Perera H.N., Pre-service teachers’ self-efficacy mediates the relationship between career adaptability and career optimism, Teaching and Teacher Education, 63, pp. 176-185, (2017); Millsap R.E., Yun-Tein J., Assessing factorial invariance in ordered-categorical measures, Multivariate Behavioral Research, 39, 3, pp. 479-515, (2004); Monteiro S., Ferreira J.A., Almeida L.S., Self-perceived competency and self-perceived employability in higher education: The mediating role of career adaptability, Journal of Further and Higher Education, 44, 3, pp. 408-422, (2020); Nilforooshan P., Salimi S., Career adaptability as a mediator between personality and career engagement, Journal of Vocational Behavior, 94, pp. 1-10, (2016); Nugroho W.S.N., Samik-Ibrahim R.M., Handayani P.W., Graduate employability in Indonesia, Graduate employability in Asia, pp. 5-23, (2012); Obschonka M., Hahn E., Bajwa N.U.H., Personal agency in newly arrived refugees: The role of personality, entrepreneurial cognitions and intentions, and career adaptability, Journal of Vocational Behavior, 105, pp. 173-184, (2018); Education in Indonesia: Raising to the challenge, (2015); Park C.J., Rottinghaus P.J., Wang Z., Zhang T., Falk N.A., Ko S.-J., Measurement invariance of the career futures inventory-revised across general and client samples, Journal of Career Assessment, 27, 4, pp. 711-725, (2019); Perera H.N., McIlveen P., Profiles of career adaptivity and their relations with adaptability, adapting, and adaptation, Journal of Vocational Behavior, 98, pp. 70-84, (2017); Presbitero A., Quita C., Expatriate career intentions: Links to career adaptability and cultural intelligence, Journal of Vocational Behavior, 98, pp. 118-126, (2017); Ramos K., Lopez F.G., Attachment security and career adaptability as predictors of subjective well-being among career transitioners, Journal of Vocational Behavior, 104, pp. 72-85, (2018); Laporan tahunan kementerian riset, teknologi dan pendidikan tinggi republic Indonesia, (2016); Rothwell A.T., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Rottinghaus P.J., Buelow K.L., Matyja A., Schneider M.R., The Career Futures Inventory-Revised: Measuring dimensions of career adaptability, Journal of Career Assessment, (2012); Rottinghaus P.J., Day S.X., Borgen F.H., The career futures inventory: A measure of career-related adaptability and optimism, Journal of Career Assessment, 13, 1, pp. 3-24, (2005); Rottinghaus P.J., Eshelman A.J., Gore J.S., Keller K.J., Schneider M., Harris K.L., Measuring change in career counseling: Validation of the career futures inventory-revised, International Journal for Educational and Vocational Guidance, 17, 1, pp. 61-75, (2017); Rudolph C.W., Lavigne K.N., Zacher H., Career adaptability: A meta-analysis of relationships with measures of adaptivity, adapting responses, and adaptation results, Journal of Vocational Behavior, 98, pp. 17-34, (2017); Savickas M.L., Porfeli E.J., Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries, Journal of Vocational Behavior, 80, 3, pp. 661-673, (2012); Shabeer S., Mohammed S.J., Jawahar I.M.J., Bilal A.R., The mediating influence of fit perceptions in the relationship between career adaptability and job content and hierarchical plateaus, Journal of Career Development, (2018); Sulisworo D., The contribution of the education system quality to improve the nation’s competitiveness of Indonesia, Journal of Education and Learning, 10, 2, pp. 127-138, (2016); Suryadarma D., Suryahadi A., Sumarto S., The measurement and trends of unemployment in Indonesia: The issue of discouraged workers, (2005); Tak J., Career Adapt-Abilities Scale—Korea form: Psychometric properties and construct validity, Journal of Vocational Behavior, 80, 3, pp. 712-715, (2012); Teixeira M.A.P., Bardagi M.P., Lassance M.C.P., Magalhaes M.D.O., Duarte M.E., Career Adapt-Abilities Scale—Brazilian Form: Psychometric properties and relationships to personality, Journal of Vocational Behavior, 80, 3, pp. 680-685, (2012); Tien H.-L.S., Wang Y.-C., Chu H.-C., Huang T.-L., Career adapt-abilities scale—Taiwan form: Psychometric properties and construct validity, Journal of Vocational Behavior, 80, 3, pp. 744-747, (2012); Tolentino L.R., Garcia P.R.J.M., Restubog S.L.D., Bordia P., Tang R.L., Validation of the Career Adapt-Abilities Scale and an examination of a model of career adaptation in the Philippine context, Journal of Vocational Behavior, 83, 3, pp. 410-418, (2013); Vargas R., Sanchez-Queija Maria I., Rothwell A., Parra A., Self-perceived employability in Spain, Education Training, 60, 3, pp. 226-237, (2018); Wang Y.C., Tien H.L.S., Wu C.L., The relation of career adaptability to work-family experience and personal growth initiative among Taiwanese working parents, Journal of Employment Counseling, 55, 1, pp. 27-40, (2018); Widaman K.F., Hierarchically nested covariance structure models for multitrait-multimethod data, Applied Psychological Measurement, 9, 1, pp. 1-26, (1985); Woo H.R., Personality traits and intrapreneurship: The mediating effect of career adaptability, Career Development International, (2018)","P. McIlveen; School of Education, University of Southern Queensland, Toowoomba, 4350, Australia; email: peter.mcilveen@usq.edu.au","","Springer Science and Business Media B.V.","","","","","","18730388","","","","English","Int. J. Educ. Vocat. Guid.","Article","Article in press","All Open Access; Green Open Access","Scopus","2-s2.0-85142192864"
"Riahi S.","Riahi, Sara (57203904819)","57203904819","Strengthening the Teaching of Soft Skills in the Pedagogical Architecture of Moroccan Universities","2022","International Journal of Engineering Pedagogy","12","4","","47","62","15","2","10.3991/ijep.v12i4.22329","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141358701&doi=10.3991%2fijep.v12i4.22329&partnerID=40&md5=44bcc50283772ec3dc4f431ad9068dfd","National School of Architecture, Marrakech, Morocco","Riahi S., National School of Architecture, Marrakech, Morocco","The objective of this article is to initially build indicators that can measure the soft skills of students from Moroccan universities and to study the degree of homogeneity of these soft skills between students from different fields, then to study the correlation links that may exist between these soft skills. Our study has shown that communication is correlated with other soft skills, namely risk aversion, perseverance, self-esteem and sociability. Hence the interest of intervening in the training of students and the provision of the educational resources necessary to strengthen their soft skills such as the deployment of training workshops, as part of the activities of career centers and skills certification via partnerships with the Economic, Social and Environmental Council, which aims to develop the exchange of experiences and data and to mutually benefit, as well as with other cultural, scientific and foreign partners in order to support the reform of the Bachelor's cycle and the revision of the pedagogical architecture that results from it. The objective is to facilitate professional integration and promote the employability of young graduates of Moroccan universities. The construction of soft skills curricula, the training of trainers for teaching and the development of soft skills modules, the development of the educational tools necessary for the teaching of soft skills, training in the creation of online courses on soft skills are among the priority areas. © 2022 Kassel University Press GmbH. All rights reserved.","e-learning; higher education pedagogy; information and communication technologies for education; Morocco; soft skills","","","","","","","","Riahi Sara, Riahi Azzeddine, The Pedagogy of Higher Education: How to Evaluate the Quality of Training in Morocco to Improve it, Int. J. Eng. Pedagog, 8, 1, pp. 92-108, (2018); Riahi Sara, Riahi Azzeddine, Game theory for resource sharing in large distributed systems, International Journal of Electrical and Computer Engineering IJECE, 9, 2, (2019); Riahi S., Riahi A., Self-optimization of Wireless Systems: An Approach by the Game Theory, Advanced Intelligent Systems for Sustainable Development (AI2SD’2019). AI2SD 2019. Advances in Intelligent Systems and Computing, 1106, (2020); Riahi S., Riahi A., Energy Efficiency Analysis in Wireless Systems by Game Theory, 2018 IEEE 5th International Congress on Information Science and Technology (CiSt), pp. 630-635, (2018); KUMAR Sanjeev, HSIAO J. Kent, Engineers learn “soft skills the hard way”: Planting a seed of leadership in engineering classes, Leadership and management in engineering, 7, 1, pp. 18-23, (2007); Integrating soft skills assessment through soft skills workshop program for engineering students at university of Pahang: an analysis, International Journal of Research In Social Sciences, 2013 IJRSS & K.A.J. All rights reserved, 2, 1, pp. 33-46; GIBB Stephen, Soft skills assessment: Theory development and the research agenda, International journal of lifelong education, 33, 4, pp. 455-471, (2014); MAJID Shaheen, EAPEN Chithra Mary, AUNG Ei Mon, Et al., The importance of soft skills for employability and career development: Students and employers' perspectives, IUP Journal of Soft Skills, 13, 4, pp. 7-39, (2019); Bandura A., Social cognitive theory, Handbook of Theories of Social Psychology: Volume One, (2011); HENDARMAN Achmad Fajar, CANTNER Uwe, Soft skills, hard skills, and individual innovativeness, Eurasian Business Review, 8, 2, pp. 139-169, (2018); Anisimova Tatyana, Ganeeva Aigul, Sharafeeva Landysh, Development of Digital Skills and Engineering Thinking in Students as Part of the Digital Summer Project, International Journal of Engineering Pedagogy (iJEP), 11, 2, (2021); Bridging the skills gap: help wanted, skills lacking: why the mismatch in today's economy, (2012); SETIANI Fani, RASTO Rasto, Mengembangkan Soft Skill Siswa Melalui Proses Pembelajaran, Jurnal Pendidikan Manajemen Perkantoran (JPManper), 1, 1, pp. 160-166, (2016); Nusrat M., Sultana N., Soft skills for sustainable employment of business graduates of Bangladesh, Higher Education, Skills and Work-Based Learning, 9, 3, pp. 264-278, (2019); Salas Velasco Manuel, More than just good grades: candidates’ perceptions about the skills and attributes employers seek in new graduates, Journal of Business Economics and Management, 13, nº3, pp. 499-517, (2012); Poliakov Mykhailo, Morshchavka Sergii, Lozovenko Oksana, Developing Students’ Skill to Identify Properties of Cognitive Control Systems, iJEP ‒, 8, 4, (2018); DOLCE Valentina, EMANUEL Federica, CISI Maurizio, Et al., The soft skills of accounting graduates: perceptions versus expectations, Accounting Education, 29, 1, pp. 57-76, (2020); Maher Pamela A., Bailey Janelle M., Tucka Allan M., Teaching Process Skills to Pre-Engineers using Situated Learning—A Case Study, International Journal of Engineering Pedagogy (iJEP), 8, 5, (2018); FINCH David J., HAMILTON Leah K., BALDWIN Riley, Et al., An exploratory study of factors affecting undergraduate employability, Education+ Training, (2013); Bailey J., Mitchell R. B., Industry Perceptions of the Competencies Needed by Computer Programmers: Technical, Business, and Soft Skills, Journal of Computer Information Systems, 47, 2, pp. 28-33, (2006); MORGAN Gareth, ADAMS Jean, Pedagogy first! making web-technologies work for soft skills development in leadership and management education, Journal of Interactive Learning Research, 20, 2, pp. 129-155, (2009); Sedelmaier Y., Landes D., A Research Agenda for Identifying and Developing Required Competencies in Software Engineering, International Journal of Engineering Pedagogy (iJEP), 3, 2, pp. 30-35, (2013); Sedelmaier Yvonne, Landes Dieter, SWEBOS – The Software Engineering Body of Skills, International Journal of Engineering Pedagogy (iJEP), 5, 1, (2015)","S. Riahi; National School of Architecture, Marrakech, Morocco; email: riahisaraphd@gmail.com","","International Association of Online Engineering","","","","","","21924880","","","","English","Int. J. Engi. Pedagogy","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85141358701"
"Krumsvik R.J.","Krumsvik, Rune Johan (15062963800)","15062963800","Digital competence across the education and health sector","2022","Nordic Journal of Digital Literacy","17","3","","149","154","5","3","10.18261/njdl.17.3.1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140574681&doi=10.18261%2fnjdl.17.3.1&partnerID=40&md5=67f3dc7579968100b7550b0f19fcb8ad","","","In the report “Digital Competence in Practice: An Analysis of Framework” Anusca Ferrari (2012) claims that there are several digital ’rhetoric’ discourseswithin the digital competence and digital literacy. Some of these are attached to digital citizenship, digital divides, digital skills for economic growth, digital proficiency attached to employability, digital competence in school, etc. The last ten years we have seen a number of new digital “rhetoric” discourses attached to digital outsiderness, big data, learning analytics, social media, digital pluralism, moral panic, etc. In this extended editorial I will focus on a preliminary “post pandemic practise discourse” that have become more relevant as a consequence of the pandemic. The background for this is especially attached to two aspects. The first is attached to the fact that during the pandemic the education and health sector in the municipalities where digitally more intertwined in a way that rarely been seen before and where the municipalities governed both. The second is attached to the fact that the pandemic increased the requirement of digital competence in both sectors extensively in order to handle the situation. Therefore, Iwill discuss this “post pandemic practise discourse” in light of a literature review and a case study as an example. © 2022 Author(s). This is an open access article distributed under the terms of the Creative Commons CC BY-NC 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/).","","","","","","","","","Innbyggerundersøkelsen 2019. Hva mener brukerne ?, (2020); Ferrari A., Digital Competence in Practice: An Analysis of Frameworks, (2012); Digital hele livet. Nasjonal strategi for økt digital deltagelse og kompetanse i befolkningen, (2021); Seland I., Hyggen C., The digital generation. Representations of a generational digital divide, Generational Tensions and Solidarity Within Advanced Welfare States, pp. 134-152, (2021); Slemdal L.A., Wagner E., Gitlestad K., Frey J.M., Makridis I.M., Krumsvik R.J., Hva innebærer egentlig digital kompetanse for utvalgte roller i kommunen ? (Sluttrapport FoU-prosjekt 214005), (2022)","","","Universitetsforlaget AS","","","","","","1891943X","","","","English","Nord. J. Digit. Lit.","Article","Final","","Scopus","2-s2.0-85140574681"
"Clanchy K.; Minahan C.; Cardell E.; Bialocerkowski A.","Clanchy, Kelly (37049785400); Minahan, Clare (23568507800); Cardell, Elizabeth (6603761117); Bialocerkowski, Andrea (6603607250)","37049785400; 23568507800; 6603761117; 6603607250","Development and Evaluation of a Pre-Professional Identity Workshop: A Case Study in Exercise Science","2022","Journal of Teaching and Learning for Graduate Employability","13","1","","155","170","15","0","10.21153/JTLGE2022VOL13NO1ART1502","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151442883&doi=10.21153%2fJTLGE2022VOL13NO1ART1502&partnerID=40&md5=26ececa0303f1c85f7501953b48490fd","School of Health Sciences and Social Work, Griffith University, Gold Coast, Australia; Menzies Health Institute Queensland, Griffith University, Gold Coast, Australia; School of Medicine and Dentistry, Griffith University, Gold Coast, Australia; Griffith Health, Griffith University, Gold Coast, Australia","Clanchy K., School of Health Sciences and Social Work, Griffith University, Gold Coast, Australia, Menzies Health Institute Queensland, Griffith University, Gold Coast, Australia; Minahan C., School of Health Sciences and Social Work, Griffith University, Gold Coast, Australia; Cardell E., School of Medicine and Dentistry, Griffith University, Gold Coast, Australia; Bialocerkowski A., Griffith Health, Griffith University, Gold Coast, Australia","Pre-professional identity (PPI) aims to provide an understanding of, and connection to, the skills and knowledge contained in a degree and the intended profession of the student. Investigation into PPI is of importance to higher-education institutions as it provides a means of understanding a student’s orientation and motivation behind degree and career selection. Developing learning activities that capitalise on these motivations is proposed to increase student engagement, reduce attrition, and enhance employability. Using the growing, but relatively new profession of Exercise Science as an example, this study describes a workshop based on theoretical models relating to the concept of PPI, adult learning and self-reflective practices that can be integrated into programs to enhance students’ understanding of their professional identity. One hundred and seventy-three final year Exercise Science students participated in and evaluated the workshop. The workshop was evaluated using a theoretical framework specifically designed for the evaluation of training activities. The combination of the evaluation and feedback from students were synthesised to develop a model for the application of PPI activities across a three-year undergraduate degree. © 2022 Deakin University. All rights reserved.","employability; exercise science; Pre-professional identity","","","","","","","","Sports, Fitness and Recreation, (2018); Bates L., Hayes H., Using the Student Lifecycle Approach to Enhance Employability: An Example from Criminology and Criminal Justice, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 141-151, (2017); Baxter Magolda M. B., Three Elements of Self-Authorship, Journal of College Student Development, 49, 4, pp. 269-284, (2008); Berends L., Johnston J., Using multiple coders to enhance qualitative analysis: The case of interviews with consumers of drug treatment, Addiction Research and Theory, 13, 4, pp. 373-381, (2005); Bergmark U., Westman S., Student Participation within Teacher Education: Emphasising Democratic Values, Engagement and Learning for a Future Profession, Higher Education Research and Development, 37, 7, pp. 1352-1365, (2018); Clanchy K., Minahan C., Cardell E., Bialocerkowski A., Describing Pre-Professional Identity in Higher Education: A Case Study of Exercise Science Students, Journal of University Teaching & Learning Practice, 18, 6, pp. 174-192, (2021); Collins J., Education Techniques for Lifelong Learning - Principles of Adult Learning, RadioGraphics, 24, 5, pp. 1483-1489, (2004); Cruess S. R., Cruess R. L., Steinert Y., Supporting the Development of a Professional Identity: General Principles, Medical Teacher, 41, 6, pp. 641-649, (2019); Dawes M., Summerskill W., Glasziou P., Cartabellotta A., Martin J., Hopayian K., Porszolt F., Burls A., Osborne J., Second International Conference of Evidence-Based Health Care Teachers and Developers. Sicily Statement on Evidence-Based Practice, BMC Medical Educuation, 5, 1, pp. 1-8, (2005); de Hollander C., McGuckin T., Sinclair K., Barnett F., Sealey R., Front loading the curriculum: Early placement experiences enhance career awareness and motivation for students with diverse career options, Student Success, 9, 2, pp. 39-47, (2018); Accredited Exercise Physiologist Scope of Practice, (2018); Accredited Exercise Scientist Scope of Practice, (2020); Fraher A. L., Gabriel Y., Dreaming of flying when grounded: Occupational identity and occupational fantasies of furloughed airline pilots, Journal of Management Studies, 51, 6, pp. 926-951, (2014); Good M., Adams G., Linking academic social environments, ego-identity formation and ego virtues, and academic success, Adolescence, 43, 170, pp. 221-236, (2008); Hallier J., Cascon-Pereira R., Getting that certain feeling: The role of emotions in the meaning, construction and enactment of doctor managers' identities, British Journal of Management, 23, 1, pp. 130-144, (2012); Hamshire C., Jack K., Forsyth R., The wicked problem of healthcare student attrition, Nursing Inquiry, 26, 3, (2019); Hamshire C., Willgoss T., Wibberley C., Should I stay or should I go? A study exploring why healthcare students consider leaving their program, Nurse Educator Today, 33, 8, pp. 889-895, (2013); Hodge D., Baxter Magolda M., Haynes C., Engaged learning: Enabling self-authorship and effective practice, Liberal Education, 95, 4, pp. 16-23, (2009); Jackson D., Re-conceptualising graduate employability: The importance of professional identity, Higher Education Research and Development, 35, 5, pp. 925-939, (2016); Jackson D., Students’ and their supervisors’ evaluations on professional identity in work placements, Vocations and Learning, 12, pp. 245-266, (2019); Jensen D., Jetten J., The importance of developing students’ academic and professional identities in higher education, Journal of College Student Development, 57, 8, pp. 1027-1042, (2016); Johnson M., Cowin L. S., Wilson I., Young H. J., Professional identity and nursing: Contemporary theoretical developments and future research challenges, International Nursing Review, 59, 4, pp. 562-569, (2012); Jones J. L., Mehr S. L., Foundations and assumptions of the Scientist-Practitioner Model, American Behavioral Scientist, 50, 6, pp. 766-771, (2007); Kirkpatrick D. L., Kirkpatrick J. D., Evaluating training programs: The four levels, (2006); Lizzio A., The Student Lifecycle: An integrative framework for guiding practice, (2011); Marks A., Thompson P., Beyond the blank slate: Identities and interests at work, Working life: Renewing labour process analysis. Critical perspectives on work and employment, (2010); Matthew J., Bialocerkowski A., Molineux M., Professional identity measures for student health professionals – A systematic review of psychometric properties, BMC Medical Education, 19, pp. 1-10, (2019); Maudsley G., Strivens J., Promoting professional knowledge, experiential learning and critical thinking for medical students, Medical Education, 43, 7, pp. 535-544, (2000); McKendry S., Wright M., Stevenson K., Why here and why stay? Students’ voices on the retention strategies of a widening participation university, Nurse Education Today, 34, 5, pp. 872-877, (2014); Nadelson L. S., Paterson McGuire S., Davis K. A., Farid A., Hardy K. K., Hsu Y.-C., Kaiser U., Nagarajan R., Wang S., Am I a STEM professional? Documenting STEM student professional identity development, Studies in Higher Education, 42, 4, pp. 701-720, (2017); Phillips A. C., Lewis L. K., McEvoy M. P., Galipeau J., Glasziou P., Hammick M., Moher D., Tilson J., Williams M. T., Protocol for development of the guideline for reporting evidence based practice educational interventions and teaching (GREET) statement, BMC Med Educ, 13, (2013); Phillips A. C., Lewis L. K., McEvoy M. P., Galipeau J., Glasziou P., Moher D., Tilson J. K., Williams M. T., Development and validation of the guidelines for reporting evidence-based practice educational interventions and teaching (GREET), BMC Medical Education, 16, pp. 1-10, (2016); Ronfeldt M., Grossman P., Becoming a professional: Experimenting with possible selves in professional preparation, Teacher Education Quarterly, 35, 3, pp. 41-60, (2008); Rosenblum N. D., Kluijtmans M., Ten Cate O., Professional identity formation and the clinician-scientist: A paradigm for a clinical career combining two distinct disciplines, Academic Medicine, 91, 12, pp. 1612-1617, (2016); Schwartz S. J., Luyckx K., Vignoles V. L., Handbook of identity theory and research, (2011); Smith M., Brooks S., Lichtenberg A., McIlveen P., Torjul P., Tyler J., Career development learning: Maximising the contribution of work-integrated learning to the student experience, (2009); Sutherland L., Markauskaite L., Examining the role of authenticity in supporting the development of professional identity: An example from teacher education, Higher Education, 64, 6, pp. 747-766, (2012); Tan C. O., van der Molen H. T., Schmidt H. G., A measure of professional identity development for professional education, Studies in Higher Education, 42, 8, pp. 1504-1519, (2017); Tomlinson M., Jackson D., Professional identity formation in contemporary higher education students, Studies in Higher Education, 46, 4, pp. 885-900, (2019); Trede F., Macklin R., Bridges D., Professional identity development: A review of the higher education literature, Studies in Higher Education, 37, 3, pp. 365-384, (2012); Watts A. G., Career development learning and employability, (2006); Whannell R., Whannell P., Identity theory as a theoretical framework to understand attrition for university students in transition, Student Success, 6, 2, pp. 43-52, (2015)","K. Clanchy; School of Health Sciences and Social Work, Griffith University, Gold Coast, Australia; email: k.clanchy@griffith.ed.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85151442883"
"Ha N.T.N.; Duong N.V.","Ha, Nguyen Thi Ngoc (57377041500); Duong, Nguyen Van (58103729800)","57377041500; 58103729800","Enhancing student employability: A mixed-methods study into work-integrated learning curricula in Vietnamese universities","2022","International Journal of Work-Integrated Learning","23","3","","405","425","20","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148058204&partnerID=40&md5=1f7bc71f2832d30c68bb539fb74d6919","Victoria University, Melbourne, Australia; Enhancing Teacher Education Program, Ministry of Education and Training, Hanoi, Viet Nam","Ha N.T.N., Victoria University, Melbourne, Australia; Duong N.V., Enhancing Teacher Education Program, Ministry of Education and Training, Hanoi, Viet Nam","This article explores employability content that should be integrated in work-integrated learning (WIL) curricula in Vietnamese universities. An exploratory sequential mixed-methods design was employed that included 15 in-depth interviews and three focus groups with key WIL stakeholders: university department leaders, company leaders, lecturers, industry professionals, graduates, and students; and 461 responses to a student survey. Findings indicated that a WIL curriculum should contain (i) general requirements of the workplace such as work safety and work ethics, (ii) generic skills related to effective communication, and (iii) attitudes towards working effectively with customers. The influence of four factors, field of study, year of study, gender, and WIL experiences, on student preferences in WIL learning content, suggested that student demographic information should be considered when designing and implementing WIL. The research findings provide valuable information for WIL developers in Vietnam and contribute to the global quest to enhance student employability. © 2022 International Journal of Work-Integrated Learning. All rights reserved.","Graduate employability; higher education; undergraduate curriculum; Vietnam; WIL","","","","","","La Trobe University","This work was supported by a La Trobe University (Melbourne, Australia) Postgraduate Research Scholarship and a La Trobe University Full Fee Research Scholarship. The authors appreciate the voluntary participation of department leaders, lecturers, students, and industry representatives in this research. Sincere thanks are sent to Dr. Mike Brown and Dr. Eva Dakich for the foundation of this research, and to Mr. Hoang Do for valuable advice and support.","Abery E., Drummond C., Bevan N., Work integrated learning: What do the students want? 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J., Using sociocultural insights to enhance work-integrated learning, Higher Education, Skills and Work-Based Learning, 8, 4, pp. 395-407, (2018); Garnett J., Authentic work–integrated learning, University teaching in focus: A learningcentred approach, pp. 164-179, (2012); Gibbs G., Analysing qualitative data, (2008); Goodwin J., O'Connor H., Quinn M., Training and labour needs of young workers in Vietnamese organisations, Education + Training, 56, 1, pp. 35-46, (2014); Harvey L., New realities: The relationship between higher education and employment, Tertiary Education and Management, 6, 1, pp. 3-17, (2000); Illeris K., Workplaces and learning, The SAGE handbook of workplace learning, pp. 32-46, (2011); Jackson D., Testing a model of undergraduate competence in employability skills and its implications for stakeholders, Journal of Education and Work, 27, 2, pp. 220-242, (2014); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jensen S. Q., Kyed M., Christensen A. D., Bloksgaard L., Hansen C. D., Nielsen K. J., A gender perspective on work-related accidents, Safety Science, 64, pp. 190-198, (2014); Khuong C. T. H., Work-integrated learning process in tourism training programs in Vietnam: Voices of education and industry, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 149-161, (2016); Le V. C., Great expectations: The TESOL practicum as a professional learning experience, TESOL Journal, 5, 2, pp. 199-224, (2014); Makhathini T. P., Work-integrated learning competencies: Industrial supervisors' perspectives, Perspectives in Education, 34, 3, pp. 56-71, (2016); Marshall C., Rossman G. B., Designing qualitative research, (2006); Milne L., Caldicott J., Exploring differences in industry supervisors' ratings of student performance on WIL placements and the relative importance of skills: Does remuneration matter?, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 175-186, (2016); (2010); Montague A., Vocational and skill shortages in Vietnamese manufacturing and service sectors, and some plausible solutions, Asia Pacific Journal of Human Resources, 51, 2, pp. 208-227, (2013); Nguyen M. T., Vietnamese students employability skills, International Education Studies, 4, 4, pp. 175-191, (2011); Nguyen Q., Xây dung Chien lưoc tong the phát trien giáo duc đai hoc o Viet Nam [Building a national education development strategy in Vietnam], (2018); Nguyen T. 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H., Phan T., The education system and cooperative and work-integrated education system in Vietnam: An overview, Cooperative and work-integrated education in Asia: History, present and future issues, pp. 83-104, (2019); O'Leary S., Graduates’ experiences of, and attitudes towards, the inclusion of employability-related support in undergraduate degree programmes; trends and variations by subject discipline and gender, Journal of Education and Work, 30, 1, pp. 84-105, (2017); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Oria B., Enhancing higher education students’ employability: A Spanish case study, International Journal of Technology Management & Sustainable Development, 11, 3, pp. 217-230, (2012); Patrick C.-j., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The WIL [work integrated learning] report: A national scoping study, (2008); Pham H. H., Tran L. T., Developing graduate knowledge and skills for the world of work: The case of the translation curriculum in Vietnam, Language, Society and Culture, 36, pp. 7-17, (2013); Phung V. M., Manu P., Mahamadu A. M., A study of health and safety management practices of contractors in Southern Vietnam [Paper presentation], 6th International Conference on Construction Engineering and Project Management, (2015); Poon J., Do real estate courses sufficiently develop graduates’ employability skills? Perspectives from multiple stakeholders, Education + Training, 56, 6, pp. 562-581, (2014); Rampersad G., Zivotic-Kukolj V., Work-integrated learning in science, technology, engineering and mathematics: Drivers of innovation for students, Asia-Pacific Journal of Cooperative Education, 19, 2, pp. 193-204, (2018); Shih J. H., Fay M. P., Pearson's chi-square test and rank correlation inferences for clustered data, Biometrics, 73, 3, pp. 822-834, (2017); Siddoo V., Janchai W., Sawattawee J., A systematic review of work integrated learning for the digital economy, International Journal of Work-Integrated Learning, 19, 4, pp. 385-398, (2018); Silva P., Lopes B., Costa M., Seabra D., Melo A. I., Brito E., Dias G. P., Stairway to employment? Internships in higher education, Higher Education, 72, 6, pp. 703-721, (2016); Smith C., Ferns S., Russell L., Placement quality has a greater impact on employability than placement structure or duration, International Journal of Work-Integrated Learning, 20, 1, pp. 15-29, (2019); Sue V. M., Ritter L. A., Conducting online surveys, (2016); Swart C., An assessment of work-integrated learning for public relations in an open distance learning context, Public Relations Review, 40, 2, pp. 387-396, (2014); Tran L. H. N., Developing employability skills via extra-curricular activities in Vietnamese universities: Student engagement and inhibitors of their engagement, Journal of Education and Work, 30, 8, pp. 854-867, (2017); Tran L. H. N., Game of blames: Higher education stakeholders’ perceptions of causes of Vietnamese graduates’ skills gap, International Journal of Educational Development, 62, pp. 302-312, (2018); Tran L. H. N., Building soft skills for employability: Challenges and practices in Vietnam, (2019); Tran L. H. N., Nguyen T. M. D., Internship-related learning outcomes and their influential factors: The case of Vietnamese tourism and hospitality students, Education & Training, 60, 1, pp. 69-81, (2018); Tran T. T., Limitation on the development of skills in higher education in Vietnam, Higher Education, 65, 5, pp. 631-644, (2013); Tran T. T., Is graduate employability the ‘whole-of-higher-education-issue’?, Journal of Education and Work, 28, 3, pp. 207-227, (2015); Trede F., Role of work-integrated learning in developing professionalism and professional identity, Asia-Pacific Journal of Cooperative Education, 13, 3, pp. 159-167, (2012); Truong T. T. H., Laura R. S., Shaw K., The importance of developing soft skill sets for the employability of business graduates in Vietnam: A field study on selected business employers, Journal of Education and Culture Studies, 2, 1, pp. 32-45, (2018)","N.T.N. Ha; Victoria University, Melbourne, Australia; email: nguyenthingocha24@gmail.com","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85148058204"
"Oldford E.; Willcott N.; Kennie T.","Oldford, Erin (41961233200); Willcott, Neal (57224498367); Kennie, Tanner (57237356000)","41961233200; 57224498367; 57237356000","Can student managed investment funds (SMIFs) narrow the environmental, social and governance (ESG) skills gap?","2022","Managerial Finance","48","1","","57","77","20","7","10.1108/MF-07-2021-0317","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113760315&doi=10.1108%2fMF-07-2021-0317&partnerID=40&md5=99c65dca554d90d4ecf0c6986eab522b","Faculty of Business Administration, Memorial University of Newfoundland, St. John's, Canada; Smith School of Business, Queen's University, Kingston, Canada","Oldford E., Faculty of Business Administration, Memorial University of Newfoundland, St. John's, Canada; Willcott N., Smith School of Business, Queen's University, Kingston, Canada; Kennie T., Faculty of Business Administration, Memorial University of Newfoundland, St. John's, Canada","Purpose: The purpose of this paper is twofold. First, it endeavors to document the current state of environmental, social and governance (ESG) pedagogy within undergraduate finance courses of business schools, and second, it seeks to show how business schools can leverage student managed investment funds (SMIFs) to swiftly integrate ESG pedagogy. Design/methodology/approach: The study is comprised of two sections that use different methodologies. The first part of the study involves a manual content analysis of undergraduate finance course textbooks, and related instructor materials are used to estimate the average coverage of ESG-related topics. Next, a case study of a SMIF that has recently integrated an ESG framework is provided to illustrate how this pedagogical innovation is effective in teaching ESG skills. Findings: The findings of the content analysis of the three most commonly used textbooks in a sample of 17 Canadian universities, as well as associated instructor material, provide evidence that the primary emphasis in traditional curriculum remains on the shareholder, with little attention paid to ESG factors. The case study of an existing SMIF clearly demonstrates how a student-led development of an ESG framework provides the setting for effective, experiential learning. Originality/value: This study shows that while traditional teaching settings, like lectures, may be slow to adapt to the rapidly changing needs of industry, nontraditional teaching venues, such as SMIFs, can be leveraged to meet industry demand for ESG skills, thereby closing the skills gap, enhancing student employability and increasing the relevance of business school education. © 2021, Emerald Publishing Limited.","Business schools; ESG; Experiential learning; SMIF; Student managed investment funds","","","","","","Newfoundland and Labrador","This research was supported by funding from CPA Newfoundland & Labrador. 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Oldford; Faculty of Business Administration, Memorial University of Newfoundland, St. John's, Canada; email: eoldford@mun.ca","","Emerald Group Holdings Ltd.","","","","","","03074358","","","","English","Manag. Financ.","Article","Final","","Scopus","2-s2.0-85113760315"
"Nudelman G.; Kalil C.; Navarro-Astor E.; English J.","Nudelman, Gabrielle (57126015900); Kalil, Claudia (36052930100); Navarro-Astor, Elena (55217824100); English, Jane (7202807168)","57126015900; 36052930100; 55217824100; 7202807168","Perceptions of student teamwork in professional programmes in higher education: a comparative study of Spain and South Africa","2022","Journal of Teaching and Learning for Graduate Employability","13","1","","94","108","14","0","10.21153/JTLGE2022VOL13NO1ART1463","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151463907&doi=10.21153%2fJTLGE2022VOL13NO1ART1463&partnerID=40&md5=295a37a8efc571d5e5436c6ac6f584cc","Professional Communication Studies Unit, University of Cape Town, South Africa; School of Building Engineering, Universitat Politècnica de València, Spain","Nudelman G., Professional Communication Studies Unit, University of Cape Town, South Africa; Kalil C., Professional Communication Studies Unit, University of Cape Town, South Africa; Navarro-Astor E., School of Building Engineering, Universitat Politècnica de València, Spain; English J., Professional Communication Studies Unit, University of Cape Town, South Africa","Teamwork is a fundamental employability skill and, as such, is fostered in professional programmes. This study presents a comparative analysis of higher education students' perceptions, development, and experiences of teamwork at two universities: one in South Africa and the other in Spain. These study sites provided a fruitful opportunity for comparison, given their contextual similarities. Through a survey of 395 3rd and 4th-year students of professional degrees, the authors explored how these students developed the teamwork skills required within their curricula. The findings showed that respondents from both institutions perceive teamwork similarly, but there are significant differences in how these skills are developed. While most South African respondents had participated in courses focused on team functioning, the Spanish had learnt to function in teams during project work. Furthermore, the South African sample was more aware of the impact of socio-cultural factors on team functioning than the Spanish one. The former reported feeling marginalised due to their race, gender and language to a greater extent than the Spanish. The paper outlines the potential benefits of successful teamwork, such as improving social cohesion. The results could be useful to policymakers and lecturers designing context-specific interventions to develop students' teamwork skills. © 2022 Deakin University. All rights reserved.","employability; higher education; South Africa; Spain; teamwork; workplace readiness","","","","","","","","Alcala del Olmo Fernandez M. J., Santos Villalba M. J., Leiva-Olivencia J. J., Metodologías activas e innovadoras en la promoción de competencias interculturales e inclusivas en el escenario universitario, European Scientific Journal, 16, 41, pp. 6-23, (2020); Ardila A., Who are the Spanish speakers? An examination of their linguistic, cultural, and societal commonalities and differences, Hispanic Journal of Behavioral Sciences, 42, 1, pp. 41-61, (2020); Atienza P., Romo C. E., El efecto de la población inmigrante sobre el empleo y salarios de los trabajadores nativos: Una investigación empírica para España, 2009-2018, Estudios de Economía Aplicada, 39, 3, pp. 1-18, (2021); Babbie E. R., The practice of social research, (2020); Baller S., Dutta S., Lanvin B., Global information technology report 2016, (2016); Bashan B., Holsblat R., Reflective journals as a research tool: The case of student teachers' development of teamwork, Cogent Education, 4, 1, (2017); Benishek L. E., Lazzara E. H., Teams in a new era: Some considerations and implications, Frontiers in Psychology, 10, pp. 1-15, (2019); Bennett N., Dunne E., Carre C., Skills development in higher education and employment, (2000); Bezanilla M. J., Olalla A. M. G., Castro J. P., Ruiz M. P., A model for the evaluation of competence-based learning implementation in higher education institutions: Criteria and indicators, Tuning Journal for Higher Education, 6, 2, pp. 127-174, (2019); Bravo R., Catalan S., Pina J. M., Analysing teamwork in higher education: An empirical study on the antecedents and consequences of team cohesiveness, Studies in Higher Education, 44, 7, pp. 1153-1165, (2019); Carvalho J. M. D. D., Immigrants' acquisition of national citizenship in Portugal and Spain: the role of multiculturalism?, Citizenship Studies, 24, 2, pp. 228-246, (2020); Casper W. C., Teaching beyond the topic: Teaching teamwork skills in higher education, Journal of Higher Education Theory and Practice, 17, 6, pp. 53-63, (2017); Do Vale H. F., Explaining education reforms and decentralisation in Brazil, South Africa, South Korea, and Spain, Lex Localis, 14, 3, pp. 591-612, (2016); Easterby-Smith M. E., Thorpe R., Jackson P. R., Management research, (2012); Qualification Standard for Bachelor of Science in Engineering (BSc(Eng))/ Bachelors of Engineering (BEng): NQF Level 8, (2019); Employability of graduates; European higher education area and Bologna Process; Fellows R. F., Liu A. M., Research methods for construction, (2015); Fenwick T., Understanding transitions in professional practice and learning: Towards new questions for research, Journal of Workplace Learning, 25, 6, pp. 352-367, (2013); Flores R. D., The resurgence of race in Spain: Perceptions of discrimination among immigrants, Social Forces, 94, 1, pp. 237-269, (2015); Ghannam R., Ahmad W., Teaching teamwork to transnational students in engineering and technology, Compass, 13, 2, pp. 1-15, (2020); Gouws A., Feminist intersectionality and the matrix of domination in South Africa, Agenda, 31, 1, pp. 19-27, (2017); Hackman J. R., Leading teams: Setting the stage for great performances, (2002); de Hei M., Tabacaru C., Sjoer E., Rippe R., Walenkamp J., Developing intercultural competence through collaborative learning in international higher education, Journal of Studies in International Education, 24, 2, pp. 190-211, (2020); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Holte B. H., Swart I., Hiilamo H., The NEET concept in comparative youth research: The Nordic countries and South Africa, Journal of Youth Studies, 22, 2, pp. 256-272, (2019); World Economic Outlook: Managing Divergent Recoveries, (2021); Enhancing Youth Employability: The Importance of Core Work, (2013); Katzenbach J. R., Smith D. K., The discipline of teams, Harvard Business Review, 71, 2, pp. 111-120, (1993); Koris R., Vuylsteke J. F., Mission (im)possible: Developing students' international online business communication skills through virtual teamwork, Designing and implementing virtual exchange–a collection of case studies, pp. 69-79, (2020); Langa M., Ndelu S., Edwin Y., Vilakazi M., #Hashtag: an analysis of the #FeesMustFall movement at South African universities, (2017); Lee J., The effects of knowledge sharing on individual creativity in higher education institutions: Sociotechnical view, Administrative Sciences, 8, 2, pp. 1-16, (2018); Lohmann G., Pratt M. A., Benckendorff P., Strickland P., Reynolds P., Whitelaw P. A., Online business simulations: Authentic teamwork, learning outcomes, and satisfaction, Higher Education, 77, 3, pp. 455-472, (2019); Lopez Ruperez F., Garcia I. G., España vs. Portugal en educación. Una aproximación sistémica, Revista Iberoamericana de Educación, 84, 1, pp. 193-215, (2020); Maluleke R., Mid-year population estimates 2020, (2020); Marasi S., Team-building: Developing teamwork skills in college students using experiential activities in a classroom setting, Organization Management Journal, 16, 4, pp. 324-337, (2019); Mathieu J., Maynard M. T., Rapp T., Gilson L., Team effectiveness 1997-2007: A review of recent advancements and a glimpse into the future, Journal of Management, 34, 3, pp. 410-476, (2008); Real Decreto 1393/2007, de 29 de Octubre, Por El Que Se Establece La Ordenación de Las Enseñanzas Universitarias Oficiales, (2007); Moyo K., South Africa reckons with its status as a top immigration destination, apartheid history, and economic challenges, (2021); Nunnally J. C., Bernstein I. H., Psychometric theory, (1994); Ornellas A., Martinez-Roman M. A., Tortosa-Martinez J., Casanova J. L., das Dores Guerreiro M., Engelbrecht L. K., Neoliberalism and austerity in Spain, Portugal and South Africa: The revolution of older persons, Journal of Gerontological Social Work, 60, 6-7, pp. 535-552, (2017); Plotnikova N. F., Strukov E. N., Integration of teamwork and critical thinking skills in the process of teaching students, Cypriot Journal of Educational Sciences, 14, 1, pp. 1-10, (2019); Out now: QS world university rankings 2021, (2021); Ramsden P., Learning to teach in higher education, (2003); Reid R., Garson K., Rethinking multicultural group work as intercultural learning, Journal of Studies in International Education, 21, 3, pp. 195-212, (2017); Riebe L., Girardi A., Whitsed C., A systematic literature review of teamwork pedagogy in higher education, Small Group Research, 47, 6, pp. 619-664, (2016); Roberts A. P., Webster L. V., Salmon P. M., Flin R., Salas E., Cooke N. J., Read G.J., Stanton N. A., State of science: Models and methods for understanding and enhancing teams and teamwork in complex sociotechnical systems, Ergonomics, 65, 2, pp. 161-187, (2022); Sanchez de Madariaga I., Las carreras de las mujeres en la arquitectura. Politicas, planes y actuaciones, Perspectivas de género en la arquitectura. Primer Encuentro, pp. 55-78, (2018); Schleicher A., PISA 2018: Insights and interpretations, (2019); Shaw J. B., A Fair Go for All? The Impact Of Intragroup Diversity and Diversity-Management Skills on Student Experiences and Outcomes in Team-Based Class Projects, Journal of Management Education, 28, 2, pp. 139-169, (2004); The National Qualifications Framework and curriculum development, (2000); Tight M., Twenty-first century skills: meaning, usage and value, European Journal of Higher Education, 11, 2, pp. 160-174, (2021); Tuckman B. W., Developmental sequence in small groups, Psychological Bulletin, 63, 6, pp. 384-399, (1965); Teaching and Learning at UCT, (2013); Factsheet 01: About UCT, (2020); Memoria del curso académico 2019-2020, (2019); Proyecto Institucional Competencias Transversales, (2020); Wilson L., Ho S., Brookes R. H., Student perceptions of teamwork within assessment tasks in undergraduate science degrees, Assessment & Evaluation in Higher Education, 43, 5, pp. 786-799, (2018); (2020); Ziuraite V., Nationalism in the context of politics of change in Spain, Social Transformations in Contemporary Society, 7, pp. 162-170, (2019)","G. Nudelman; Professional Communication Studies Unit, University of Cape Town, South Africa; email: gabrielle.nudelman@uct.ac.za","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85151463907"
"Winberg C.; Finn F.; Sheridan I.; Engel-Hills P.; Jacobs H.; Kent E.","Winberg, Christine (24336536900); Finn, Frances (35194037100); Sheridan, Irene (35077229800); Engel-Hills, Penelope (15121953800); Jacobs, Henri (58103459200); Kent, Eleanor (7004914402)","24336536900; 35194037100; 35077229800; 15121953800; 58103459200; 7004914402","Enhancing work-integrated learning through South-North collaboration: A comparative contextual analysis","2022","International Journal of Work-Integrated Learning","23","4","","463","479","16","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148073121&partnerID=40&md5=5f6839195aa7cf863d6d6d5154ed99b9","Cape Peninsula University of Technology, Cape Town, South Africa; Waterford Institute of Technology, Waterford, Ireland; Munster Technological University, Cork, Ireland; Central University of Technology, Bloemfontein, South Africa","Winberg C., Cape Peninsula University of Technology, Cape Town, South Africa; Finn F., Waterford Institute of Technology, Waterford, Ireland; Sheridan I., Munster Technological University, Cork, Ireland; Engel-Hills P., Cape Peninsula University of Technology, Cape Town, South Africa; Jacobs H., Central University of Technology, Bloemfontein, South Africa; Kent E., Waterford Institute of Technology, Waterford, Ireland","This study contributes a perspective on work-integrated learning (WIL) through the lens of South-North collaboration. The research question was: How might sharing experiences of WIL in different contexts enhance WIL practice in a local context? The purposive sample of twelve case studies; South Africa (n=6) and Ireland (n=6), represented business, engineering, biopharma and health sciences disciplines. Activity theory was drawn on to analyze data on program content, mechanisms and processes, and outcomes and challenges across the case studies. Key findings include: student support requirements, curricular modalities and assessment practices, levels at which WIL is offered, resourcing for WIL and understandings of WIL as enhancing students’ employability and as a societal contribution. The data revealed similarities and differences in WIL practices within and across the two countries. Partners developed insights into their own and one another’s practices, showing the potential of international collaboration to enhance learning and practice in local contexts. © 2022 International Journal of Work-Integrated Learning. All rights reserved.","activity theory; comparative case studies; internships; South-North collaboration; Work placements","","","","","","Technological Higher Education Association in Ireland","WIL, in the form of work placements in industry, is not funded in South Africa, although other WIL modalities, such as project-based learning (if this is part of an academic subject), receive a subsidy. Mechanisms identified for funding work-based learning were: student bursaries; clinical training grants; and, if the work placement contributed to community engagement, a service-learning grant. Students’ work placements were mostly unpaid, with stipends available in some cases. In Ireland, credit gained through work placements in full-time undergraduate programs, as well as subsidies allocated to the awarding institution, were equivalent to other credit-bearing subjects. In many (but not all) disciplines, work undertaken by a student in the host company was paid. Some courses aimed at those already in the workplace, while those who were unemployed attracted targeted government funding. In these cases, work placement was a requirement in support of students’ employability.","Augustsson D., Expansive learning in a change laboratory intervention for teachers, Journal of Educational Change, 22, 4, pp. 475-499, (2021); Bilsland C., Nagy H., Smith P., Virtual internships and work-integrated learning in hospitality and tourism in a postCOVID-19 world, International Journal of Work-Integrated Learning, 21, 4, pp. 425-437, (2020); Coldham S., CETL for professional learning from the workplace: Using activity theory to facilitate curriculum development, Higher Education, Skills and Work-based Learning, 1, 3, pp. 262-272, (2011); Eames C., Cates C., Theories of learning in cooperative education, International handbook for cooperative and work-integrated education, pp. 41-52, (2011); Engestrom Y., Activity theory and individual and social transformation, Perspectives on activity theory, pp. 19-30, (1999); Engestrom Y., Expansive learning: Toward an activity-theoretical reconceptualization, Contemporary theories of learning: Learning theorists … in their own words, pp. 53-73, (2009); Engestrom Y., Activity theory and learning at work, Activity - acquisition - education. Social space research and social space work, pp. 67-96, (2014); Engestrom Y., Sannino A., Studies of expansive learning: Foundations, findings and future challenges, Educational Research Review, 5, 1, pp. 1-24, (2010); Gerloff A., Reinhard K., University offering work-integrated learning dual study programs, International Journal of Work-Integrated Learning, 20, 2, pp. 161-169, (2019); Future jobs Ireland: Preparing now for tomorrow’s economy, (2019); Halvorsen T., Ibsen H., Evans H. C., Penderis S., Knowledge for justice: Critical perspectives from Southern African-Nordic research partnerships, (2017); National strategy for higher education to 2030, (2011); Khampirat B., McRae N., Developing global standards framework and quality integrated models for cooperative and work-integrated education programs, Asia-Pacific Journal of Cooperative Education, 17, 4, pp. 349-362, (2016); Kusmin K. L., Tammets K., Ley T., University-industry interoperability framework for developing the future competences of Industry 4.0, Interaction Design and Architecture(s) Journal, 38, pp. 28-45, (2018); Martin A. J., Rees M., Student insights: Developing T-shaped professionals through work-integrated learning, International Journal of Work-Integrated Learning, 20, 4, pp. 365-374, (2019); Mutereko S., Wedekind V., Work integrated learning for engineering qualifications: A spanner in the works?, Journal of Education and Work, 29, 8, pp. 902-921, (2016); Peach D., Matthews J. H., Work integrated learning for life: Encouraging agentic engagement, Research and development in higher education: Reshaping higher education, 34: Refereed papers from the 34th HERDSA Annual International Conference, pp. 227-237, (2011); Rangraz M., Pareto L., Workplace work-integrated learning: Supporting Industry 4.0 transformation for small manufacturing plants by reskilling staff, International Journal of Lifelong Education, 40, 1, pp. 5-22, (2021); Reddan G., The role of work-integrated learning in developing students’ perceived work self-efficacy, Asia-Pacific Journal of Cooperative Education, 17, 4, pp. 423-436, (2016); Regehr G., It’s NOT rocket science: Rethinking our metaphors for research in health professions education, Medical Education, 44, 1, pp. 31-39, (2010); Reinhard K., Pogrzeba A., Townsend R., Pop C. A., A comparative study of cooperative education and work-integrated learning in Germany, South Africa, and Namibia, Asia-Pacific Journal of Cooperative Education, 17, 3, pp. 249-263, (2016); Sannino A., Engestrom Y., Lemos M., Formative interventions for expansive learning and transformative agency, Journal of the Learning Sciences, 25, 4, pp. 599-633, (2016); Scholtz D., Service learning: An empowerment agenda for students and community entrepreneurs, International Journal of Work-Integrated Learning, 19, 1, pp. 69-79, (2018); Sheridan I., Linehan M., Roadmap for employment-academic partnerships. Report: Work placement in third-level programmes, (2011); Work-integrated learning: Good practice guide, (2011); Higher education qualifications sub-framework, (2013); South African higher education reviewed: Two decades of democracy, (2016); White paper for post-school education and training: Building an expanded, effective and integrated post-school education, (2014); Technological universities: Connectedness and collaboration through connectivity, (2019); Thomann E., Maggetti M., Designing research with qualitative comparative analysis (QCA): Approaches, challenges, and tools, Sociological Methods & Research, 49, 2, pp. 356-386, (2020); Virkkunen J., Two theories of organizational knowledge creation, Learning and expanding with activity theory, pp. 144-159, (2009); Welch B., Vo-Tran H., Pittayachawan S., Reynolds S., Crossing borders: Evaluating a work integrated learning project involving Australian and Vietnamese students, Australian Academic and Research Libraries, 43, 2, pp. 120-134, (2012); Wells G., Narrating and theorizing activity in educational settings, Mind, Culture, and Activity, 11, 1, pp. 70-77, (2004); Yin R. K., Case study research: Design and methods, (2014); Zegwaard K., Work integrated learning, Work-integrated learning in the curriculum, pp. 1-6, (2014); Zegwaard K. E., Cooperative education in the Asian region: Future development and direction, (2019); Zegwaard, Cooperative and work-integrated education in Asia: History, present and future issues, pp. 176-184","C. Winberg; Cape Peninsula University of Technology, Cape Town, South Africa; email: WinbergC@cput.ac.za","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85148073121"
"Si J.; He S.","Si, Jin (57934238500); He, Siming (58727283300)","57934238500; 58727283300","Effect Evaluation of Multilevel Fuzzy Comprehensive Evaluation Mechanism Combined with Multimedia Teaching on the Cultivation of Comprehensive Quality of Vocational Students","2022","Advances in Multimedia","2022","","9223321","","","","0","10.1155/2022/9223321","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140260285&doi=10.1155%2f2022%2f9223321&partnerID=40&md5=b3fcc68d52646f9afe81dac5db9ea639","Center for Modern Educational Technology, Changchun Institute of Technology, Jilin, Changchun, 130012, China; School of Electrical Engineering and Information Technology, Changchun Institute of Technology, Jilin, Changchun, 130012, China","Si J., Center for Modern Educational Technology, Changchun Institute of Technology, Jilin, Changchun, 130012, China; He S., School of Electrical Engineering and Information Technology, Changchun Institute of Technology, Jilin, Changchun, 130012, China","The core goal of higher vocational education is to cultivate students with good professional quality. The employability of college students depends on their professional quality to a large extent. From the perspective of school education, all kinds of higher vocational colleges have entered a new level in practice, but the evaluation of comprehensive quality is still relatively weak. Therefore, in order to enhance the comprehensive ability of higher vocational students and cultivate their excellent comprehensive quality, this paper adopts the fuzzy comprehensive evaluation method and puts forward the evaluation method of the comprehensive evaluation system of higher vocational students, so as to provide reference for solving the problem of comprehensive quality evaluation. The specific process is as follows: in this paper, a two-level fuzzy mathematical model is established by using fuzzy mathematics theory and multimedia technology. First of all, according to the educational characteristics such as learning interest, psychological quality when encountering difficulties, and the ability to solve problems cooperatively, a set of secondary indicator system reflecting vocational college students is established. With this indicator, quantitative indicators are fuzzified by introducing membership functions, and a single factor evaluation matrix is established. Then, the specific steps are illustrated with examples to realize the qualitative analysis and quantitative evaluation of students' comprehensive quality. The results show that the new comprehensive quality evaluation method established in this paper has strong practicality and innovation.  © 2022 Jin Si and Siming He.","","Education computing; Fuzzy set theory; Membership functions; Multimedia systems; Quality control; College students; Comprehensive qualities; Effect evaluation; Fuzzy comprehensive evaluation method; Higher vocational colleges; Higher vocational educations; Multi-level fuzzy comprehensive evaluations; Multimedia teachings; School education; Students","","","","","","","Khehra B.S., Singh A., Hura G.S., Performance evaluation of Shannon and non-Shannon fuzzy 2-partition entropies for image segmentation using teaching-learning-based optimisation, International Journal of Computational Vision and Robotics, 12, 3, (2022); Ma Y., Chen X., Fuzzy evaluation method of pipeline passing through dike based on uncertain analytic hierarchy process, IOP Conference Series: Materials Science and Engineering, 780, 7, (2020); Yuan K., Xu W., Li W., Ding W., An incremental learning mechanism for object classification based on progressive fuzzy three-way concept, Information Sciences, 584, 14, pp. 127-147, (2022); Zhang L., Guan Y., Research on fuzzy comprehensive evaluation of professional teaching standard setting effect in civil aviation higher vocational colleges based on analytic hierarchy process, IOP Conference Series: Earth A Nd Environmental Science, 692, 3, (2021); Jia H., Zhu L., Du J., Fuzzy comprehensive evaluation model of the farmers' sense of gain in the provision of rural infrastructures: The case of tourism-oriented rural areas of China, Sustainability, 14, 10, (2022); Mustafa U., Arif M.S.B., Ayob S.B.M., Effect of PWM schemes on the performance and common-mode current of the proposed modified seven-level H-bridge inverter, International Journal of Power Electronics: IJPElec, 15, 2, (2022); Peng J.C., Chen S.W., Learning climate and innovative creative performance: Exploring the multi-level mediating mechanism of team psychological capital and work engagement, Current Psychology, 6, 5, pp. 1-19, (2022); Karnbach K., Witkowski M., Ebrahimi O.V., Burger J., Back to life, back to reality: A multi-level dynamic network analysis of student mental health upon return to campus during the COVID-19 pandemic, Current Psychology, 10, 2, pp. 1-13, (2022); 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Bissonnette R., Tatulych S.Y., Forman S., Page K., Rojo R., Saffari H., Tatulych S.Y., Williams D., Armstrong A., A randomized, double-blind, placebo-controlled, parallel-group, multicentre phase IIa study to evaluate the mechanism of action of abrocitinib monotherapy for moderate-to- severe atopic dermatitis (JADE MOA), British Journal of Dermatology, 6, 185, pp. 244-251, (2021); Chan C., Lee K., Reflection literacy: A multilevel perspective on the challenges of using reflections in higher education through a comprehensive literature review, Educational Research Review, 32, 2, (2021); Treves-Kagan S., Peterman A., Gottfredson N.C., Villaveces A., Moracco K.E., Maman S., Equality in the home and in the community: A multilevel longitudinal analysis of intimate partner violence on the Ecuadorian-Colombian border, Journal of Family Violence, 6, 37, pp. 77-80, (2022); Xia L., Ho C., Lin X., Evaluation of the elderly health examination app based on the comprehensive evaluation method of AHP-fuzzy theory, Mathematical Biosciences and Engineering: MBE, 18, 4, pp. 4731-4742, (2021); Qin Q., Cheng H., Wang M., Sun M., Zhao L., Analyzing the wettability of tight sandstone of Taiyuan formation in Shenfu block, eastern margin of ordos basin, IOP Conference Series: Earth and Environmental Science, 671, (2021); Xiao Y., Gou R., Wang Z., Wan Y., Research on the risk-evaluation model of power transmission and transformation projects based on multilevel fuzzy-thought weighting for cloud-model improvement, Clean Energy, 6, 1, pp. 153-164, (2022); Zhang M., Shi K., Multi-level fuzzy comprehensive evaluation of the influence of reservoir sedimentation based on improved cloud model, Water Science & Technology Water Supply, 21, 8, pp. 4465-4480, (2021); Li J., Zhu Y., The application of multi-level fuzzy comprehensive evaluation of improved analytic hierarchy process in ship safety evaluation, IOP Conference Series: Materials Science and Engineering, 780, 6, (2020)","J. Si; Center for Modern Educational Technology, Changchun Institute of Technology, Changchun, Jilin, 130012, China; email: sijin@ccit.edu.cn","","Hindawi Limited","","","","","","16875680","","","","English","Adv. Multimedia","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85140260285"
"Velinov E.","Velinov, Emil (57201307239)","57201307239","Unequal development of municipalities: socio-economic paradox in Bulgaria","2022","International Journal of Economic Policy in Emerging Economies","16","2-4","","368","380","12","0","10.1504/IJEPEE.2022.126611","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164351082&doi=10.1504%2fIJEPEE.2022.126611&partnerID=40&md5=5993bb60127750502c610086773d3c9c","Department of Marketing and Management, Skoda Auto University, Mlada Boleslav, 29301, Czech Republic; Department of Business, RISEBA University of Applied Science, Riga, 1048, Latvia","Velinov E., Department of Marketing and Management, Skoda Auto University, Mlada Boleslav, 29301, Czech Republic, Department of Business, RISEBA University of Applied Science, Riga, 1048, Latvia","The paper aims at investigating how different municipalities in Bulgaria are developing in terms of attractiveness and competitiveness of employee’s salaries. Even though some small municipalities are remote from the capital city in Bulgaria, they remain paradoxically the highest in terms of salary size. These municipalities are linked to high employability and high average salaries in comparison to other small municipalities across Bulgaria. Furthermore, the paper suggests that municipalities with big employers, particularly in oil and gas sector and energy sectors are characterised with high number of qualified employees, higher attractiveness and higher wealth than the rest of the municipalities in Bulgaria. The paper’s findings show that one of the most suitable and relevant ways of reducing the unequal socio-economic development among the Bulgarian municipalities is the promotion and realisation of public private partnerships. Copyright © 2022 Inderscience Enterprises Ltd.","Bulgaria; competitive salaries; municipalities; PPPs; public private partnerships; socio-economic paradox; unequal development","","","","","","","","Adekola A., Sergi B.S., Particulars of US information technology and productivity: lessons for Europe, International Journal of Trade and Global Markets, 1, 2, pp. 128-143, (2008); Atanassov A., Assessment of active labour market policies in Bulgaria: evidence from survey data, Economic Alternatives, 3, pp. 353-366, (2016); Bartlett W., Malekovic S., Monastiriotis V., Decentralization and Local Development in South East Europe, (2013); Bell J.D., Bulgaria in Transition: Politics, Economics, Society, and Culture after Communism, (2019); Bensaid J., Marty F., Pertinence et limites des partenariats public-privé: une analyse économique, (2013); Berezin A., Gorodnova N., Briery N., Economic and legal aspects of the public-private partnership model development in Russia, 2nd International Multidisciplinary Scientific Conference on Social Sciences & Arts SGEM 2015, (2015); Berezin A., Gorodnova N., Skipin D., Evaluation of project management performance of public-private partnership on the basis of the balanced scorecard, 3rd International Multidisciplinary Scientific Conference on Social Sciences & Arts SGEM 2016, (2016); Berezin A., Sergi B., Gorodnova N., Efficiency assessment of public-private partnership (PPP) projects: the case of Russia, Sustainability, 10, 10, (2018); Boardman A.E., Greve C., Hodge G.A., Comparative analyses of infrastructure public-private partnerships, Journal of Comparative Policy Analysis: Research and Practice, 17, 5, pp. 441-447, (2015); Borisov B., Bogdanova M., Sirashki H., Parashkevova E., Territorial regionalization of Bulgaria – issues and perspectives, (2019); Buckwalter D.W., Spatial inequality, foreign investment, and economic transition in Bulgaria, The Professional Geographer, 47, 3, pp. 288-298, (1995); Chin M.Y., Ong S.L., Kon Y.Q., One belt one road: a new aspect on income convergence, International Journal of Trade and Global Markets, 12, 3, (2019); Coccia M., An introduction to theories of national and regional economic development, Turkish Economic Review, 5, 4, pp. 350-358, (2019); Cotella G., The urban dimension of EU cohesion policy, Territorial Cohesion, pp. 133-151, (2019); Ganchev G.T., A Coherent Growth Policy Agenda for Bulgaria, A New Economic Agenda for Southeast Europe, 1, (2018); Hinkova S., Bulgaria and regional co-operation in South-East Europe, SEER-South-East Europe Review for Labour and Social Affairs, 5, 2, pp. 7-23, (2002); Holzner M., Policy options for competitiveness and economic development in the western Balkans: the case for infrastructure investment, Policy, 1, 16, pp. 1-25, (2016); Iamratanakul S., A framework of the innovation system: a case of Thailand, International Journal of Economic Policy in Emerging Economies, 7, 2, (2014); Ivanov I., Study of regional inequalities: case of Bulgaria, Business, Management and Education, 16, 1, pp. 27-39, (2018); Ivanov M., Naydenov K., Features of regional economic development in Bulgaria, Regional Economy and Sustainable Development, Conference Proceedings 2017, 1, pp. 65-77, (2018); Jomo K.S., Chowdhury A., Sharma K., Platz D., Public-Private Partnerships and the 2030 Agenda for Sustainable Development, 1, 148, (2016); Jones D.C., Miller J., The Bulgarian Economy: Lessons from Reform during Early Transition, (2019); Kalfova E., Regional DisparitiesinBulgaria – anin surmount ablechallenge, Publicpolitics, BG Public Policy. bg, 9, 4, (2019); Kanbur R., Venables A.J., Spatial Inequality and Development, (2005); Kostova S., Krumov K., Dimitrov P., Gospodinov Y., Terziev L., Dimova I., Mechanisms for the Management and Control of Public-Private Partnerships, 24, 4, pp. 24-42, (2018); Minkova M., Defining the New Role of the Regions in Overseeing and Coordinating Regional Development in Bulgaria, (2004); Mota J.A., Moreira A.C., The importance of non-financial determinants on public-private partnerships in Europe, International Journal of Project Management, 33, 7, pp. 1563-1575, (2015); Petranov S., Hristova I., Sustainable economic development through sustainable economic policy: is Bulgaria ready for a reindustrialization policy?, Izvestiya Journal, 60, 4, pp. 425-442, (2016); 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Международный научный вестник, 8, (2015); Tosovic-Stevanovic A., Ristanovic V., Regional development in the Western Balkans through the support of EU projects, Megatrendrevija, 13, 2, pp. 175-188, (2016); Tsvetanova E., Годишник на Бургаски свободен университет, 30, 1, pp. 123-131, (2014); Turgel I., Bozhko L., Ulyanova E., Khabdullin A., Implementation of the smart city technology for environmental protection management of cities: the experience of Russia and Kazakhstan, Environmental and Climate Technologies, 23, 2, pp. 148-165, (2019); Vasileva E., Guidelines for improving the business environment in support of sustainable regional development, Business Directions, 25, pp. 7-14, (2019); Velinov E., Ponomarev M., Organizational development of Russian SMEs: current trends, Journal of Eastern European and Central Asian Research (JEECAR), 3, 2, (2016); Vladikov A., Human capital formationandusein Bulgaria, Trakia Journal of Sciences, 13, 1, pp. 8-15, (2015)","E. Velinov; Department of Marketing and Management, Skoda Auto University, Mlada Boleslav, 29301, Czech Republic; email: emil.velinov@savs.cz","","Inderscience Publishers","","","","","","17520452","","","","English","Int. J. Econ. Policy Emerg. Econ.","Article","Final","","Scopus","2-s2.0-85164351082"
"Miliou O.; Ioannou A.; Georgiou Y.; Vyrides I.; Xekoukoulotakis N.; Willert S.; Andreou A.; Andreou P.; Komnitsas K.; Zaphiris P.; Yiatros S.","Miliou, Ourania (57220871925); Ioannou, Andri (23479933300); Georgiou, Yiannis (57188625482); Vyrides, Ioannis (24482773400); Xekoukoulotakis, Nikos (12774197000); Willert, SØren (56099996800); Andreou, Andreas (58718691000); Andreou, Panayiotis (13806643200); Komnitsas, Konstantinos (6603092010); Zaphiris, Panayiotis (6602402531); Yiatros, Stylianos (23092425100)","57220871925; 23479933300; 57188625482; 24482773400; 12774197000; 56099996800; 58718691000; 13806643200; 6603092010; 6602402531; 23092425100","The Design of a Postgraduate Vocational Training Programme to Enhance Engineering Graduates' Problem-Solving Skills Through PBL","2022","International Journal of Engineering Education","38","5 A","","1257","1273","16","0","10.5281/zenodo.7589566","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164223028&doi=10.5281%2fzenodo.7589566&partnerID=40&md5=09984075374d5f2528443911160879ee","CYENS Centre of Excellence, Nicosia, Cyprus; Cyprus University of Technology, Department of Multimedia and Graphic Arts, Limassol, Cyprus; Ministry of Education, Culture, Sport & Youth (MOECSY), Nicosia, Cyprus; Cyprus University of Technology, Department of Chemical Engineering, Limassol, Cyprus; Technical University of Crete, School of Chemical and Environmental Engineering, Crete, Greece; Aalborg University, Department of Culture and Learning, Aalborg, Denmark; CUBEiE L.L.C., Cyprus; Technical University of Crete, School of Mineral Resources Engineering, Crete, Greece; Cyprus University of Technology, Department of Civil Engineering and Geomatics, Limassol, Cyprus","Miliou O., CYENS Centre of Excellence, Nicosia, Cyprus; Ioannou A., CYENS Centre of Excellence, Nicosia, Cyprus, Cyprus University of Technology, Department of Multimedia and Graphic Arts, Limassol, Cyprus; Georgiou Y., Ministry of Education, Culture, Sport & Youth (MOECSY), Nicosia, Cyprus; Vyrides I., Cyprus University of Technology, Department of Chemical Engineering, Limassol, Cyprus; Xekoukoulotakis N., Technical University of Crete, School of Chemical and Environmental Engineering, Crete, Greece; Willert S., Aalborg University, Department of Culture and Learning, Aalborg, Denmark; Andreou A., CUBEiE L.L.C., Cyprus; Andreou P., CUBEiE L.L.C., Cyprus; Komnitsas K., Technical University of Crete, School of Mineral Resources Engineering, Crete, Greece; Zaphiris P., Cyprus University of Technology, Department of Multimedia and Graphic Arts, Limassol, Cyprus; Yiatros S., Cyprus University of Technology, Department of Civil Engineering and Geomatics, Limassol, Cyprus","The current rapid technological advancements and the dynamic workplace environments call for engineering graduates to be equipped with a combination of interdisciplinary skills. Among the core skills for the engineering profession is problem-solving. Although industry professionals and academics consider problem-solving an essential attribute of engineers in industry 4.0, research shows that several engineering graduates are not adequately equipped to apply the problem-solving approach in workplace environments. During the past years, the most common approach referred to in the literature for enhancing problem-solving skills in engineering education is Problem-Based Learning (PBL). While research reported that PBL could improve students' skills in the early stage of higher education or within their degree programmes, most engineers generally accept that graduates will ''really'' learn how to be an engineer at the workplace. This paper reports on the methodological process of designing and developing a postgraduate vocational training programme to enhance engineering graduates' problem-solving skills through PBL. Specifically, it aims to investigate the programme's impact on engineering graduates' problem-solving skills and their perceptions about the PBL experience. A mixed-methods study was applied to answer the research questions. The Problem-Solving Inventory (PSI) was used to collect quantitative data regarding engineering graduates' problem-solving skills and semi-structured interviews were used to gather qualitative data regarding the implementation of the PBL programme. The results showed that the programme was successful in developing engineering graduates' problem-solving skills. Furthermore, engineering graduates reported several additional benefits regarding their learning experience. Examples include gaining a deeper understanding of the problem-solving process, developing professional knowledge, and enhancing employability potential. They also referred to various challenges which emerged during the programme, such as the time allocation for the assimilation of new knowledge, the application of problem-solving processes, and the communication with the technical staff in the workplace settings. We hope that this work can open a platform for discussion regarding the engineering curricula and the use of problem-oriented pedagogies toward improving employability and professional skills through industry-academia collaboration. © 2022 TEMPUS Publications.","engineering education; internship; problem-based learning; problem-solving; vocational training","Design; Engineers; Personnel training; Professional aspects; Students; Engineering graduates; Internship; IS problems; Learning experiences; Problem based learning; Problem solving skills; Problem-solving; Training program; Vocational training; Workplace environments; Engineering education","","","","","INdustry Innovative Training for Engineers, (2017-1-CY01-KA202-026728); Horizon 2020, (739578); Deputy Ministry of Research, Innovation and Digital Policy, DMRID","This work is part of the project 'ENGINITE: ENGineering and INdustry Innovative Training for Engineers via PBL', which is funded under the scheme Erasmus + KA2: Cooperation for innovation and the exchange of good practices (grant agreement no: 2017-1-CY01-KA202-026728), and partially funded by the European Union's Horizon 2020 Research and Innovation Programme under Grant Agreement No 739578 and the Government of the Republic of Cyprus through the Deputy Ministry of Research, Innovation and Digital Policy.","Sheppard S., Colby A., Macatangay K., Sullivan W., What is engineering practice?, International Journal of Engineering Education, 22, 3, pp. 429-438, (2007); Bourn D., Understanding global skills for 21st century professions, pp. 201-219, (2018); The Future of Jobs Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution; Abramovici M., Gobel J. 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A meta-synthesis of meta-analyses comparing PBL to conventional classrooms, Interdisciplinary Journal of Problem-based Learning, 3, 1, pp. 44-58, (2009); Larson J. S., Farnsworth K., Folkestad L. S., Tirkolaei H. K., Glazewski K., Savenye W., Using problem-based learning to enable application of foundation engineering knowledge in a real-world problem, IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), pp. 500-506, (2018); Hmelo-Silver C. E., Problem-based learning: What and how do students learn?, Educational Psychology Review, 16, 3, pp. 235-266, (2004); Hung W., All PBL starts here: The problem, Interdisciplinary Journal of Problem-Based Learning, 10, 2, (2016); Marra R., Jonassen D. 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Y., Exploring the validity of the problem-solving inventory with mexican american high school students, Journal of Career Assessment, 19, 4, pp. 431-441, (2011); Kourmousi N., Xythali V., Theologitou M., Koutras V., Validity and reliability of the problem solving inventory (PSI) in a nationwide sample of Greek educators, Social Sciences, 5, 2, (2016); Cohen L., Manion L., Morrison K., Research Methods in Education, (2018); Patton M. Q., Qualitative Research & Evaluation Methods, (2002)","","","Tempus Publications","","","","","","0949149X","","","","English","Int. J. Eng. Educ.","Article","Final","","Scopus","2-s2.0-85164223028"
"Emeterio B.M.S.; Sánchez J.S.; de la Fuente M.H.","Emeterio, Begoña Miguel San (57191898632); Sánchez, Javier Sierra (55579423600); de la Fuente, Mercedes Herrero (57210358557)","57191898632; 55579423600; 57210358557","Digital Skills and Technological Accessibility as Challenges for the Labour Market Insertion of People with Disabilities in the Audiovisual Sector; [Competencias digitales y accesibilidad tecnológica como retos para la inserción laboral en el sector audiovisual de las personas con discapacidad]","2022","UCJC Business and Society Review","19","73","","162","195","33","1","10.3232/UBR.2022.V19.N2.04","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139389634&doi=10.3232%2fUBR.2022.V19.N2.04&partnerID=40&md5=3b0f496839ab9faec644f5712aff5191","Universidad Internacional de la Rioja (UNIR), Spain; Universidad Complutense de Madrid, Spain; Universidad Antonio de Nebrija, Spain","Emeterio B.M.S., Universidad Internacional de la Rioja (UNIR), Spain; Sánchez J.S., Universidad Complutense de Madrid, Spain; de la Fuente M.H., Universidad Antonio de Nebrija, Spain","This article describes the second stage of a research study focused on the most demanded digital skills in the audiovisual field and the possibilities for people with disabilities to acquire them, to increase their employability in this sector. In this phase, we focus on the need to adapt digital devices to this population group, by analysing their accessibility and identifying the existing barriers to their use. Through a series of in-depth interviews, we obtain an x-ray of the current situation and point out a series of actions for improvement. © 2022, Universia Holding. All rights reserved.","","","","","","","","","Alvarez E.P., Nunez P., Olivares J., Perfiles profesionales y salidas laborales para graduados en Publicidad y Relaciones públicas: de la especialización a la hibridación, El profesional de la información, 27, 1, pp. 136-147, (2018); What are the four major categories of accessibility?, (2019); El BOE publica la reforma de la ley general de discapacidad que regula la accesibilidad cognitiva, (2022); Corbetta P., Metodología y técnicas de investigación social, (2007); Eid N., ICT accessibility and employment of persons with disabilities, Disability Inclusion Strategies, (2019); Ellis K., Disability Media Work. Opportunities and Obstacles, (2016); Tecnología y discapacidad, (2021); Las personas con discapacidad frente a las tecnologías de la información y las comunicaciones en España, (2002); Goggin G., Newell C., The Business of Digital Disability, The Information Society: An International Journal, 23, 3, pp. 159-168, (2007); Guenaga M.L., Barbier A., Eguiluz A., La accesibilidad y las tecnologías en la información y la comunicación, Trans. Revista de Traductología, 11, pp. 155-169, (2007); The State of Digital Accessibility 2020, (2020); El empleo de las personas con discapacidad, (2022); Khetarpal A., Information and Communication Technology (ICT) and Disability, Review of Market Integration, 6, 1, pp. 96-113, (2015); Lindsay S., Discrimination and Other Barriers to Employment for Teens and Young Adults with Disabilities, Disability and Rehabilitation, 33, 15-16, pp. 1340-1350, (2011); Macdonald S.J., Clayton J., Back to the future, disability and the digital divide, Disability & Society, 28, 5, pp. 702-718, (2013); Miguel B., Herrero M., Sierra J., Las competencias digitales como factor de inclusión laboral en el ámbito de la comunicación audiovisual para las personas discapacitadas, Audiovisual e indústrias criativas. Presente e futuro, pp. 665-678, (2021); Miguel B., Las competencias digitales en los grados en periodismo, publicidad y relaciones públicas y comunicación audiovisual en la universidad: el caso de la Comunidad de Madrid [Tesis doctoral], (2019); Convención Internacional sobre los Derechos de las Personas con Discapacidad, (2008); Palmer S.B., Wehmeyer M.L., Davies D.K., Stock S.E., Family Members’Reports of the Technology Use of Family Members with Intellectual and Developmental Disabilities, Journal of Intellectual Disability Research, 56, 4, pp. 402-414, (2012); Perlado M., Rubio J., Competencias, habilidades y formación del creativo publicitario en la era digital, Creatividad y sociedad: revista de la Asociación para la Creatividad, 23, pp. 6-34, (2015); Inclusion Plena, El Congreso avanza en el reconocimiento del derecho a la accesibilidad cognitiva, (2021); Benefit of designing for everyone, (2019); Rubio J., Perlado M., El fenómeno WhatsApp en el contexto de la comunicación personal: una aproximación a través de los jóvenes universitarios, Revista Científica de Comunicación y Tecnologías Emergentes, 13, 2, pp. 73-94, (2015); Saavedra M., Grijalba N., Pedrero L.M., Hacia una redefinición de las competencias y perfiles profesionales del comunicador audiovisual en el ecosistema digital, Doxa comunicación: revista interdisciplinar de estudios de comunicación y ciencias sociales, 27, pp. 369-385, (2018); Suarez F.J., Los nuevos medios y usuarios en la era digital, Competencias y perfiles profesionales en el ámbito de la comunicación, pp. 319-328, (2016); Tsatsou P., Is digital inclusion fighting disability stigma? Opportunities, barriers, and recommendations, Disability & Society, (2020); Zerfass A., Vercic D., Verhoeven P., Moreno A., Tench R., European Communication Monitor 2012: Challenges and Competencies for Strategic Communication: Results of an Empirical Survey in 42 Countries, (2012)","","","Universia Holding","","","","","","26593270","","","","English","UCJC Business Soc. Rev.","Article","Final","","Scopus","2-s2.0-85139389634"
"Devaney K.","Devaney, Kirsty (57215592016)","57215592016","Heads of composition perspectives on the role of composition teaching in UK music conservatoires composition department","2022","Music Education Research","24","5","","611","624","13","0","10.1080/14613808.2022.2118248","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139171499&doi=10.1080%2f14613808.2022.2118248&partnerID=40&md5=4375baeaa82106f9c503ea4ffa058644","School of Performing Arts, University of Wolverhampton, Walsall, United Kingdom; School of Education, Birmingham City University, Birmingham, United Kingdom","Devaney K., School of Performing Arts, University of Wolverhampton, Walsall, United Kingdom, School of Education, Birmingham City University, Birmingham, United Kingdom","In the study being reported here, heads of composition at a selection of music conservatoires (n = 6) in the UK were invited to share their experiences of teaching composition. Arising from the analysis of interview data, three main themes, termed 'pedagogical goals', emerged as important for undergraduate and postgraduate students to progress as composers. These included: becoming independent learners; developing one’s own compositional voice; and building confidence. Findings revealed that these three themes and the pedagogical tools used to achieve them could create tensions between student expectations of what they believed traditional composition teaching to be. On top of this, the interviewees reported having to navigate increasingly neoliberal higher education policy and performativity measures such as the emphasis on student satisfaction, employability and the rising sense of competition between institutions, causing them to reflect on their role as professional educators. Implications for practice are highlighted, particularly around how conflicting priorities and expectations within creative subjects such as composing can in turn create pedagogical conflict. This calls for further research on how composers learn and develop, especially within higher music education contexts. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","Composing; conservatoires; higher education; neoliberalism","","","","","","","","Amsler S., Beyond All Reason: Spaces of Hope in the Struggle for England’s Universities, The Humanities and the Crisis of The Public University, 116, 1, pp. 62-87, (2011); Anderson A., (2019); Arostegui J.L., Implications of Neoliberalism and Knowledge Economy for Music Education, Music Education Research, 22, 1, pp. 42-53, (2020); (2014); Avis J., Engeström’s Version of Activity Theory: A Conservative Praxis?, Journal of Education and Work, 20, 3, pp. 161-177, (2007); Ball S.J., Performativity, Commodification and Commitment: An I-Spy Guide to the Neoliberal University, British Journal of Educational Studies, 60, 1, pp. 17-28, (2012); Bamberger J., The Development of Intuitive Musical Understanding: A Natural Experiment, Psychology of Music, 31, 1, pp. 7-36, (2003); Bartleet B.-L., Ballico C., Bennett D., Bridgstock R., Draper P., Tomlinson V., Harrison S., Building Sustainable Portfolio Careers in Music: Insights and Implications for Higher Education, Music Education Research, 21, 3, pp. 282-294, (2019); Bennett S., The Process of Musical Creation: Interviews with Eight Composers, Journal of Research in Music Education, 24, 1, pp. 3-13, (1976); Bennett D., Macarthur S., Hope C., Goh T., Hennekam S., Creating a Career as a Woman Composer: Implications for Music in Higher Education, British Journal of Music Education, 35, 3, pp. 237-253, (2018); Bhopal K., Shain F., Introduction–Educational Inclusion: Towards Social Justice Agenda?, Neoliberalism and Education, pp. 1-5, (2016); Biasutti M., Group Music Composing Strategies: A Case Study Within a Rock Band, British Journal of Music Education, 29, 3, pp. 343-357, (2012); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Braun V., Clarke V., What Can ‘Thematic Analysis’ Offer Health and Wellbeing Researchers?, International Journal of Qualitative Studies on Health and Well-Being, 9, 1, pp. 1-2, (2014); (2018); Browne J., (2010); Bryman A., Social Research Methods. 5th ed, (2016); Bunting R., Composing Music: Case Studies in the Teaching and Learning Process, British Journal of Music Education, 5, 3, pp. 269-310, (1988); Burnard P., Musical Creativities in Practice, (2012); Burnard P., Younker B.A., Problem-Solving and Creativity: Insights from Students’ Individual Composing Pathways, International Journal of Music Education, 22, 1, pp. 59-76, (2004); Burt R., Mills J., Taking the Plunge: The Hopes and Fears of Students as They Begin Music College, British Journal of Music Education, 23, 1, pp. 51-73, (2006); Cain T., Theory, Technology and the Music Curriculum, British Educational Research Journal, 21, 2, pp. 215-221, (2004); Carey G., Grant C., McWilliam E., Taylor P., One-to-One Pedagogy: Developing a Protocol for Illuminating the Nature of Teaching in the Conservatoire, International Journal of Music Education, 31, 2, pp. 148-159, (2013); Collini S., Browne’s Gamble, London Review of Books, 32, 21, pp. 62-70, (2010); Davidson J.W., Smith J.A., A Case Study of ‘Newer Practices’ in Music Education at Conservatoire Level, British Journal of Music Education, 14, 3, pp. 251-269, (1997); Dennis B., Experimental Music in Schools, (1970); (2021); (2017); Devaney K., (2018); Fautley M., A New Model of the Group Composing Process of Lower Secondary School Students, Music Education Research, 7, 1, pp. 39-57, (2005); Finney J., Music Education in England 1950-2010: A Child-Centred Progressive Tradition, (2011); Folkestad G., Hargreaves D.J., Lindstrom B., Compositional Strategies in Computer-Based Music-Making, British Journal of Music Education, 15, 1, pp. 83-97, (1998); Ford B., (2010); Gaunt H., One-to-One Tuition in a Conservatoire: The Perceptions of Instrumental and Vocal Students, Psychology of Music, 36, 2, pp. 178-208, (2008); Georgii-Hemming E., Johansson K., Moberg N., Reflection in Higher Music Education: What, Why, Wherefore?, Music Education Research, 22, 3, pp. 245-256, (2020); Gilbert D., Prix De Rome, The New Grove Dictionary of Music and Musicians, (2001); Gill R., Unspeakable Inequalities: Post Feminism, Entrepreneurial Subjectivity, and the Repudiation of Sexism among Cultural Workers, Social Politics, International Studies in Gender, State & Society, 21, 4, pp. 509-528, (2014); Hickey M., Music Outside the Lines, Ideas for Composing in K-12 Music Classrooms, (2012); Ingleby E., The House That Jack Built: Neoliberalism, Teaching in Higher Education and the Moral Objections, Teaching in Higher Education, 20, 5, pp. 518-529, (2015); (2021); Juntunen M.-L., Teacher Educators’ Visions of Pedagogical Training Within Instrumental Higher Music Education. A Case in Finland, British Journal of Music Education, 1, 2, pp. 157-177, (2014); Kardos L., How Music Technology Can Make Sound and Music Worlds Accessible to Student Composers in Further Education Colleges, British Journal of Music Education, 29, 2, pp. 143-151, (2012); Karlsen S., Competency Nomads, Resilience and Agency: Music Education (Activism) in a Time of Neoliberalism, Music Education Research, 21, 2, pp. 185-196, (2019); Kinsella V., (2014); Kratus J., A Time Analysis of the Compositional Processes Used by Children Ages 7 to 11, Journal of Research in Music Education, 37, 1, pp. 5-20, (1989); Kratus J., Structuring the Music Curriculum for Creative Learning, Music Educators Journal, 76, 9, pp. 33-37, (1990); Latukefu L., Ginsborg J., Understanding What we Mean by Portfolio Training in Music, British Journal of Music Education, 36, 1, pp. 87-102, (2019); Laycock J., A Changing Role for the Composer in Society, (2005); Loane B., Thinking About Children's Compositions, British Journal of Music Education, 1, 3, pp. 205-231, (1984); Lopez-Iniguez G., Bennett D., A Lifespan Perspective on Multi-Professional Musicians: Does Music Education Prepare Classical Musicians for Their Careers?, Music Education Research, 22, 1, pp. 1-14, (2020); Lupton M., Bruce C., Craft, Process and art: Teaching and Learning Music Composition in Higher Education, British Journal of Music Education, 27, 3, pp. 271-287, (2010); McPhee E.A., Finding the Muse: Teaching Musical Expression to Adolescents in the One-to-One Studio Environment, International Journal of Music Education, 29, 4, pp. 333-346, (2011); Mills J., Working in Music: Becoming a Performer-Teacher, Music Education Research, 6, 3, pp. 245-261, (2004); Mills J., Music in the School, (2005); Mills J., Performing and Teaching: The Beliefs and Experience of Music Students as Instrumental Teachers, Psychology of Music, 34, 3, pp. 372-390, (2006); Mills J., Smith J., Teachers’ Beliefs About Effective Instrumental Teaching in Schools and Higher Education, British Journal of Music Education, 20, 1, pp. 5-27, (2003); Nixon E., Scullion R., Hearn R., Her Majesty the Student: Marketised Higher Education and the Narcissistic (Dis)satisfactions of the Student-Consumer, Studies in Higher Education, 43, 6, pp. 927-943, (2018); O'Brien D., Brook O., Taylor M., (2018); Olssen M., Peters M.A., Neoliberalism, Higher Education and the Knowledge Economy: From the Free Market to Knowledge Capitalism, Journal of Education Policy, 20, 3, pp. 313-345, (2005); Parsonage C., Fadnes P.F., Taylor J., Integrating Theory and Practice in Conservatoires: Formulating Holistic Models for Teaching and Learning Improvisation, British Journal of Music Education, 24, 3, pp. 295-312, (2007); Paynter J., Sound & Structure, (1992); Paynter J., Aston P., Sound and Silence–Classroom Projects in Creative Music, (1970); Perkins R., Learning Cultures and the Conservatoire: An Ethnographically-Informed Case Study, Music Education Research, 15, 2, pp. 196-213, (2013); Persson R., On Mastering the Clarinet: A Case Study on Commonsense Teaching, British Journal of Music Education, 11, 3, pp. 223-238, (1994); Phipps A., Young I., Neoliberalisation and ‘Lad Cultures’ in Higher Education, 49, 2, pp. 305-322, (2015); Presland C., Conservatoire Student and Instrumental Professor: The Student Perspective on a Complex Relationship, British Journal of Music Education, 22, 3, pp. 237-248, (2005); Pritchard R., Neoliberal Developments in Higher Education: The United Kingdom and Germany, (2011); Purser D., Performers as Teachers: Exploring the Teaching Approaches of Instrumental Teachers in Conservatoires, British Journal of Music Education, 22, 3, pp. 287-298, (2005); Rainbow B., Onward from Butler: School Music 1945-1985, Teaching Music, pp. 8-18, (1996); Renshaw P., Towards the Changing Face of the Conservatoire Curriculum, British Journal of Music Education, 3, 1, pp. 79-90, (1986); Renshaw P., Orchestras and the Training Revolution, British Journal of Music Education, 9, pp. 61-70, (1992); Rumiantsev T.W., Admiraal W.F., van der Rijst R.M., Conservatoire Leaders’ Observations and Perceptions on Curriculum Reform, British Journal of Music Education, 37, 1, pp. 29-41, (2020); Rutherford S., Is Murray Schafer’s Creative Music Education Relevant in the 21st Century?, Canadian Music Educator, 55, 3, pp. 16-20, (2014); Schafer M., The New Soundscape–Handbook for the Modern Music Teacher, (1969); Schafer M., Thoughts on Music Education, The World of Music, 15, 1, pp. 4-20, (1973); Sloboda J., The Musical Mind: The Cognitive Psychology of Music. Vol. 5, (1986); Spruce G., Teaching Music, (1996); Swanwick K., Music, Mind, and Education, (1988); Swanwick K., Musical Knowledge: Intuition, Analysis and Music Education, (1994); Swanwick K., Music Education Before the National Curriculum, Teaching Music, pp. 19-44, (1996); Swanwick K., Tillman J., The Sequence of Musical Development: A Study of Children’s Composition, British Journal of Music Education, 3, 3, pp. 305-339, (1986); Torrance H., Introduction, Evaluating Authentic Assessment: Problems and Possibilities in New Approaches to Assessment, pp. 1-8, (1995); Weale S., (2021); Wilkinson R.G., Creative Arts Personal Pedagogy vs Marketised Higher Education: A Battle Between Values, International Journal of Art & Design Education, 39, 3, pp. 536-549, (2020); Wise S., Secondary School Teachers’ Approaches to Teaching Composition Using Digital Technology, British Journal of Music Education, 21, 2, pp. 215-221, (2016)","K. Devaney; School of Performing Arts, University of Wolverhampton, The Performance Hub, Walsall, Gorway Road, West Midlands, WS1 3BD, United Kingdom; email: k.devaney@wlv.ac.uk","","Routledge","","","","","","14613808","","","","English","Music Educ. Res.","Article","Final","","Scopus","2-s2.0-85139171499"
"Singh J.; Sidana A.; Bhat S.A.; Sidana N.","Singh, Jaspal (57209916895); Sidana, Ajay (57194287853); Bhat, Showkat A. (58282284200); Sidana, Neeru (57194284028)","57209916895; 57194287853; 58282284200; 57194284028","Effect of Vocational Training on Women Self-Employment: Empirical Evidence from NSO-PLFS Data","2022","Indian Journal of Economics and Development","18","3","","646","654","8","0","10.35716/IJED/22092","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139227784&doi=10.35716%2fIJED%2f22092&partnerID=40&md5=89f81ed4c00a419fc11d708d8996624e","NITI Aayog, New Delhi, Delhi, 110001, India; Amity International Business School, Amity, University, Uttar Pradesh, Noida, 201301, India; Department of Economics, Islamic University of Science and Technology, Awantipora, Kashmir, Pulwama, 192122, India; Amity School of Economics, Amity University, Uttar Pradesh, Noida, 201301, India","Singh J., NITI Aayog, New Delhi, Delhi, 110001, India; Sidana A., Amity International Business School, Amity, University, Uttar Pradesh, Noida, 201301, India; Bhat S.A., Department of Economics, Islamic University of Science and Technology, Awantipora, Kashmir, Pulwama, 192122, India; Sidana N., Amity School of Economics, Amity University, Uttar Pradesh, Noida, 201301, India","It was attempted to analyze the impact of vocational training on women's employability in India. The results showed that self-employed women were disadvantaged in comparison to male peers. Government intervention was strongly suggested to improve female participation in vocational training. Special attention should be given to providing complementary opportunities for retraining and lifelong learning to all workers, especially women, to encourage and support the desired degree of mobility in the labour market. The state and central governments should implement affirmative action policies like incentivizing admission and completion of vocational training programs. It will increase the participation of the self-employed female workforce. Special funding must be earmarked for government schemes and projects related to women's technical and educational development, mainly from rural or backward areas. © 2022 The Society of Economics and Development, except certain content provided by third parties.","Self-employment; vocational and technical education; vocational training; women self-employment","","","","","","","","Agrawal T., Agrawal A., Vocational education and training in India: A labour market perspective, Journal of Vocational Education & Training, 69, 2, pp. 246-265, (2017); Akhunzada Z.U., Khattak M.K., Ashraf A., Socio-cultural barriers to empowerment: A study of working women in vocational training institutes of district Kohat, The Dialogue, 5, pp. 190-198, (2015); Arum R., Shavit Y., Secondary vocational education and the transition from school to work, Sociology of Education, 68, 3, pp. 187-204, (1995); Chand R., Singh J., A hazy picture on employment in India, The Hindu, 7, (2022); Chavan P., Vocational education and training initiatives for women, Sanshodhan Chetna, 2, 1, pp. 42-50, (2013); Chinen M., De Hoop T., Alcazar L., Balarin M., Sennett J., Vocational and business training to improve women's labour market outcomes in low‐and middle‐income countries: A systematic review, Campbell Systematic Reviews, 13, 1, pp. 1-195, (2017); Cho Y., Kalomba D., Mobarak A. M., Orozco-Olvera V., Gender differences in the effects of vocational training: Constraints on women and drop-out behaviour, (2013); Choi S.J., Jeong J.C., Kim S.N., Impact of vocational education and training on adult skills and employment: An applied multilevel analysis, International Journal of Educational Development, 66, pp. 129-138, (2019); Diwakar N., Ahamad T., Skills development of women through vocational training, International Message of Applied Research, 1, pp. 79-83, (2015); Doerr A., Vocational training for female job returners-effects on employment, earnings and job quality, (2021); Empowering women's with a sustainable livelihood, (2019); Gohain D., Chakraborty T., Saha. R., Are entrepreneurs trainable towards success: Reviewing the impact of training on entrepreneurship success, Global Business Review, 8, 1, pp. 44-59, (2017); Hundley G., Male/female earnings differences in self-employment: The effects of marriage, children, and the household division of labour, ILR Review, 54, 1, pp. 95-114, (2000); Skills development in the time of COVID-19: Taking stock of the initial responses in technical and vocational education and training, (2021); Johnson E.J., Empowerment of women through vocational training, Basic Research Journal of Education Research and Review, 4, 2, pp. 37-44, (2015); Khan R.E.A., Khan T., Labour force participation of married women in Punjab (Pakistan), Journal of Economic and Social Research, 11, 2, pp. 77-106, (2009); Korber M., Does vocational education give a labour market advantage over the whole career? A comparison of the United Kingdom and Switzerland, Social Inclusion, 7, 3, pp. 202-223, (2019); Kumar R., Mandava S., Gopanapalli V.S., Vocational training in India: Determinants of participation and effect on wages, Empirical Research in Vocational Education and Training, 11, 3, (2019); Lechner M., Conny W., Are training programs more effective when unemployment is high?, Journal of Labor Economics, 27, 4, pp. 653-692, (2009); Leyaro V., Joseph C., Employment mobility and returns to technical and vocational training: Empirical evidence for Tanzania, (2019); More women taking up self-employment, Mirage News, (2021); Nazir T., Vaida N., Dar M.A., The impact of vocational training courses on knowledge and adoption of rural women in Kashmir, Journal of Sustainable Society, 1, 4, pp. 84-87, (2012); Annual Report 2019-20: Periodic labour force survey (PLFS), (2021); The missing entrepreneurs 2019: Policies for inclusive entrepreneurship, (2019); Global vocational training market witnesses exponential adoption at a CAGR of 10.1per cent during the fiscal period 2021-2026, (2021); Precision Reports, (2021); Ratho A., Promoting female participation in urban India's labour force, Observer Research Foundation, 348, pp. 1-14, (2020); Rocca C.H., Rathod S., Falle T., Pande R.P., Krishnan S., Challenging assumptions about women's empowerment: Social and economic resources and domestic violence among young married women in urban South India, International Journal of Epidemiology, 38, 2, pp. 577-585, (2009); Rosenbaum P.R., Rubin D.N., The central role of the propensity score in observational studies for causal effects, Biometrika, 70, 1, pp. 41-55, (1983); Sari C.H., Valkanos E., Factors affecting participation in vocational education and training: The case of vocational training institutes of Greece, MAJESS, 2, pp. 4-10, (2013); Sharma P., Impact of vocational training programs conducted by women empowerment cell in Srinagar district of Kashmir valley, Journal of Pharmacognosy and Phytochemistry, 7, 4, pp. 312-314, (2018); Taylor P., Urwin P., Age and participation in vocational education and training, Work, Employment and Society, 15, 4, pp. 763-779, (2001)","N. Sidana; Amity School of Economics, Amity University, Noida, Uttar Pradesh, 201301, India; email: nsidana@amity.edu","","The Society of Economics and Development","","","","","","22775412","","","","English","Indian J. Econ. Dev.","Article","Final","","Scopus","2-s2.0-85139227784"
"Yang L.; Zhang H.","Yang, Liping (57809780100); Zhang, Hong (57926960800)","57809780100; 57926960800","The Chain Mediating Effect of Network Behavior and Decision Self-Efficacy between Work Skills and Perceived Employability Based on Social Cognitive Theory","2022","Computational Intelligence and Neuroscience","2022","","5240947","","","","0","10.1155/2022/5240947","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139811410&doi=10.1155%2f2022%2f5240947&partnerID=40&md5=6c00469ef159b91bc029800c495de9e4","International College, National Institute of Development Administration, Bangkok, 10240, Thailand; Institute of Social Technology, Suranaree University of Technology, Nakhon Ratchasima, 30000, Thailand","Yang L., International College, National Institute of Development Administration, Bangkok, 10240, Thailand; Zhang H., Institute of Social Technology, Suranaree University of Technology, Nakhon Ratchasima, 30000, Thailand","The purpose of this study is to investigate the chain mediating effects of networking behaviors and decision self-efficacy between work skills development and perceived employability. Structural equations modeling is used to analyze data collected from 813 Chinese students. The results show the following: first, the work skills development is positively correlated with perceived employability. Second, network behavior and decision self-efficacy each have a mediating effect between work skills development and perceived employability. Finally, this study found a chain mediating effect of network behavior and decision self-efficacy between work skills development and perceived employability. Therefore, this research shows that Work-Integrated Learning (WIL) needs to focus not only on skills development and employability outcomes but also on developing a strong network-based platform for stakeholders. In addition, higher education institutions and workplaces should also provide career guidance and counseling centers to help students build confidence in career decision-making and ensure students' mental health care and healthy career development.  © 2022 Liping Yang and Hong Zhang.","","Humans; Learning; Psychological Theory; Self Efficacy; Students; Universities; Decision making; Decision theory; Employment; Chinese students; Higher education institutions; Mediating effect; Network behaviors; Network-based; Self efficacy; Skills development; Social cognitive theory; Structural equation models; Work-integrated learning; human; learning; psychological theory; psychology; self concept; student; university; Students","","","","","","","Sisodia S., Agrawal N., Examining employability skills for healthcare services in India: A descriptive literature review, International Journal of Service Science, Management, Engineering, and Technology, 10, 3, pp. 63-79, (2019); Li J., Li J., Jia R., Wang Y., Qian S., Xu Y., Mental health problems and associated school interpersonal relationships among adolescents in China: A cross-sectional study, Child and Adolescent Psychiatry and Mental Health, 14, 1, (2020); Norgaard B., Ammentorp J., Kyvik K.O., Kofoed P.E., Communication skills training increases self-efficacy of health care professionals, Journal of Continuing Education in the Health Professions, 32, 2, pp. 90-97, (2012); Isik E., The relationship of career decision self-efficacy, trait anxiety, and affectivity among undergraduate students, Psychological Reports, 111, 3, pp. 805-813, (2012); Petruzziello G.R., C.and G.M., Mariani, The storm doesn't touch me! 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Hayes A.F., Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach, 120, (2013); Hu L.T., Bentler P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6, 1, pp. 1-55, (1999); Zhou H., Long L., Statistical remedies for common method biases, Advances in Psychological Science, 12, 6, (2004); Hair J., Black W., Babin B., Anderson R., Multivariate Data Analysis, (2010); Fornell C., Larcker D.F., Evaluating structural equation models with unobservable variables and measurement error, Journal of Marketing Research, 18, 1, pp. 39-50, (1981); Henseler J., Ringle C.M., Sarstedt M., A new criterion for assessing discriminant validity in variance-based structural equation modeling, Journal of the Academy of Marketing Science, 43, 1, pp. 115-135, (2015); St Louis A.T., Thompson P., Sulak T.N., Harvill M.L., Moore M.E., Infusing 21st century skill development into the undergraduate curriculum: The formation of the iBEARS network, Journal of Microbiology & Biology Education, 22, 2, pp. 1800-21221, (2021); Crebert G., Bates M., Bell B., Patrick C.J., Cragnolini V., Developing generic skills at university, during work placement and in employment: Graduates' perceptions, Higher Education Research and Development, 23, 2, pp. 147-165, (2004); Nicholls E., Walsh M., Walsh M., University of Wolverhampton case study, Education + Training, 49, 3, pp. 201-209, (2007); Gribble C., McRae N., Creating a climate for global WIL: Barriers to participation and strategies for enhancing international students' involvement in WIL in Canada and Australia, Professional Learning in the Work Place for International Students, pp. 35-55, (2017)","H. Zhang; Institute of Social Technology, Suranaree University of Technology, Nakhon Ratchasima, 30000, Thailand; email: 6422032017@stu.nida.ac.th","","Hindawi Limited","","","","","","16875265","","","36238667","English","Comput. Intell. Neurosci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85139811410"
"Niu L.; Yang Z.","Niu, Lixia (50661780300); Yang, Zhiyuan (58022897900)","50661780300; 58022897900","Impact of Performance Climate on Overtime Behaviors of New Generation Employees: The Moderating Effect of Perceived Employability and Mediating Role of Job Insecurity","2022","Psychology Research and Behavior Management","15","","","3733","3749","16","1","10.2147/PRBM.S390051","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144272555&doi=10.2147%2fPRBM.S390051&partnerID=40&md5=7e48acec67c1ac45a732c66546bf7e42","College of Business Management, Liaoning Technical University, Huludao City, China","Niu L., College of Business Management, Liaoning Technical University, Huludao City, China; Yang Z., College of Business Management, Liaoning Technical University, Huludao City, China","Purpose: In the post-pandemic era, the employment environment in China has been worsening. New generation employees are faced with higher work requirements. Against the backdrop, the “involution” culture has been a mainstream culture of different walks of life. Pressure of competition brought about by “involution” has made overtime behaviors increasingly prevailing among new generation employees. In this background, this research discusses about the impact of organizational performance climate on new generation employees’ overtime behaviors as well as the role of job insecurity and perceived employability in the process. Patients and Methods: The data collection is conducted in the currently popular industries. Ultimately, 348 valid questionnaires are collected. Later, the regression analysis and bootstrap methods are used to test the theoretical hypotheses. Results: Organizational performance climate can promote new generation employees’ overtime behaviors; job insecurity plays a mediating role between organizational performance climate and new generation employees’ overtime behaviors; perceived employability can negatively moderate the correlation between job insecurity and overtime behaviors, and negatively moderate the mediating effect between performance climate and overtime behaviors. Conclusion: Based on conservation of resources theory, this research explains the new generation employees’ overtime behaviors formation mechanism under the “involution” culture in China. These results deepen the understanding of the overtime work mechanism according to characteristics of new generation employees and post-pandemic era, which can provide theoretical support and practical guidance for a reasonable control of employees’ overtime behaviors under the “involution” culture. © 2022 Niu and Yang.","job insecurity; new generation employees; overtime behaviors; perceived employability; performance climate","","","","","","Fujian Provincial Federation of Social Sciences, (L20BGL030)","This study was supported by the Liaoning Provincial Social Science Planning Fund Project (No. L20BGL030).","Pega F, Nafradi B, Momen NC, Et al., Global, regional, and national burdens of ischemic heart disease and stroke attributable to exposure to long working hours for 194 countries, 2000–2016: a systematic analysis from the WHO/ILO Joint Estimates of the Work-related Burden of Disease and Injury, Environ Int, 154, (2021); Stewart MB, Swaffield JK., Constraints on the desired hours of work of British men, Econ J, 107, 441, pp. 520-535, (1997); Liu B, Chen H, Gan X., How much is too much? 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Flexible working practices and the intensification of work, Hum Relat, 63, 1, pp. 83-106, (2009); Brett JM, Stroh LK., Working 61 plus hours a week: why do managers do it?, J Appl Psychol, 88, 1, pp. 67-78, (2003); Uchida M, Kaneko M, Kawa S., Effects of personality on overtime work: a cross-sectional pilot study among Japanese white-collar workers, BMC Res Notes, 7, 1, (2014); Wang X, Xu S, Peng L., Et al., Exploring scientists’ working timetable: do scientists often work overtime?, J Informetr, 6, 4, pp. 655-660, (2012); Zapf I., Individual and workplace-specific determinants of paid and unpaid overtime work in Germany, SSRN, 771, (2015)","Z. Yang; College of Business Management, Liaoning Technical University, Huludao City, 188 Longwan South Street, Liaoning Province, 125105, China; email: 2412228407@qq.com","","Dove Medical Press Ltd","","","","","","11791578","","","","English","Psychol. Res. Behav. Manage.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85144272555"
"Islam M.A.","Islam, Md. Aminul (57207284147)","57207284147","Industry 4.0: Skill set for employability","2022","Social Sciences and Humanities Open","6","1","100280","","","","10","10.1016/j.ssaho.2022.100280","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140575634&doi=10.1016%2fj.ssaho.2022.100280&partnerID=40&md5=502f796f4074eb4fc8511f4b94350cb2","Department of Management Information Systems, School of Business and Entrepreneurship, Independent University, Bangladesh","Islam M.A., Department of Management Information Systems, School of Business and Entrepreneurship, Independent University, Bangladesh","This paper aims at finding whether students are ready to perform in the modern competitive business job arena. Most importantly, if they have the required skills and competencies to catch the opportunity offered by companies at the fourth industrial revolution where we notice the trend of automation and data exchange and IoT, cloud computing and cognitive computing have taken the lead. Our target participants in the survey include students from public and private universities in Bangladesh who will perform in the job market and who are already in the market. This is how we can bridge the gap between employers' expectations and students' perceptions of skills and competencies they acquire before entering the job market. After surveying and analyzing data collected from 361 undergraduate and graduate-level students, we found that both business and technology impact employment. Students are aware of the changing job market scenario, and they are trying to have those skills which will make them competent compared to the early years, but they are not prepared enough to accept the challenges faced in industry 4.0. This paper will be helpful for both the academicians to be aware of the future trend of the market so that they can prepare students to fight the challenges and do future research on them. At the same time, employers can get some ideas how students are thinking right now and how much training and development opportunity they should arrange for the newly recruited graduates who have lack expertise but if they are trained up, can be a source of strength for the companies. © 2022 The Author","A lower middle-income country; Bangladesh; Competencies; Graduates; Industry 4.0; Skills","","","","","","","","Reaping the benefits of industry 4.0 through skills development in vietnam, (2021); Adeosun O.T., Owolabi T., Owner-manager businesses and youth employee perceptions, Journal of Business and Socio-economic Development, 1, (2021); Al-Shehab N., Al-Hashimi M., Hussain A.M., Reyad S., Hamdan A., Do employability skills for business graduates meet the employers’ expectations? The case of retail islamic banks of Bahrain, Higher Education, Skills and Work-based Learning, 14, (2020); Amin A.M., Characteristics of industry 4.0, 2 27, (2018); Chunyang Y., Xun X., Yuqian L., Computer-integrated manufacturing, cyber-physical systems and cloud manufacturing – concepts and relationships, Manufacturing Letters, pp. 5-6, (2009); What is Employability?, (2021); CuriaPinol T., Porta S.A., Arevalo M.R., Minguella-Canela J., Study of the training needs of industrial companies in the Barcelona Area and proposal of Training Courses and Methodologies to enhance further competitiveness, Procedia Manufacturing, 13, pp. 1426-1427, (2017); Curtis D., McKenzie P., Employability skills for AUSTRALIAN industry: Literature review and framework development, (2001); Davis J.F., Workshop on cyber infrastructure in chemical and biological systems: Impact and directions, (2006); Dhaliwal R.S., Misra P., Employability skills needed in hospitality industry: A scopious review, Asian Journal of Education and Social Studies, 19, (2020); Dreepaul-Dabee V., Tandrayen-Ragoobur V., Minimum wage and employment: A gender perspective for Mauritius, Journal of Business and Socio-economic Development, 1, (2022); Fan W., Albert B., Mining big data: Current status, and forecast to the future. Mining big data: Current status, and forecast to the future, Vols. 4–5, (2011); Hunter J.E., Cognitive ability, cognitive aptitudes, job knowledge, and job performance, Journal of Vocational Behavior, 29, pp. 342-362, (1986); Kaur G., Singh G., Graduates' employability skills, 23, (2007); Liboni L.B., Cezarino L.O., Jabbour C.J., Oliveira B.G., Stefanelli N.O., Smart industry and the pathways to HRM 4.0: Implications for SCM, (2019); Liguori G., Adapt or die: How business must adapt to Industry 4.0, 10 7, (2019); McLeish A., Employability skills for AUSTRALIAN small and medium sized enterprises, (2002); Motyla B., Baroniob G., Ubertib S., Speranzac D., Filippia S., How will Change the future engineers’ Skills in the industry 4.0 framework? A questionnaire survey. Procedia manufacturing, (2019); Ortiz J.H., (2021); Qina J., Liua Y., Grosvenor R., A categorical framework of manufacturing for industry 4.0 and beyond, Changeable, agile, (2016); Rehman S., Mehmood D.A., Employability skills : The need OF the graduates and the employer, (2014); Riina V., Yves P., Stephanie C.G., Godelieve V.D., DigComp 2.0: The digital competence framework for citizens. Update phase 1: The conceptual reference model, (2016); skills-for-industry-4, (2020); Santos M.D., Roux G.A., Programming skills in the industry 4.0: Are chemical engineering students able to face new problems?, (2018); Industry 4.0: A complete guide, 9, (2019); Stefan S., Johannes S., Geographic Information Science and technology as key approach to unveil the potential of Industry 4.0: How location and time can support smart manufacturing, (2015); Tay S.I., Chuan L.T., Aziati A.H., Ahmad A.N., An overview of industry 4.0: Definition,components, and government initiatives, (2018); Umachandran K., Jurcic I., Corte V.D., Ferdinand-James D.S., Industry 4.0.: The new industrial revolution, Big data Analytics for Smart and connected cities. IGI global: IGI global, (2018); Waller M.A., Fawcett S.E., Data science, predictive analytics, and big data: A revolution that will transform supply chain design and management, Journal of Business Logistics, 34, 2, pp. 1-3, (2013); Wang J., Gunderson M., Minimum wages effects on low-skilled workers in less developed, International Journal of Manpower, pp. 455-467, (2018); Wikipedia, Fourth industrial revolution, (2021)","","","Elsevier Ltd","","","","","","25902911","","","","English","Soc. Sci. Humanit. Open","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85140575634"
"Dean B.A.; Ryan S.; Glover-Chambers T.; West C.; Eady M.J.; Yanamandram V.; Moroney T.; O’Donnell N.","Dean, Bonnie Amelia (55480837800); Ryan, Sarah (58587224700); Glover-Chambers, Tracey (57377799900); West, Conor (57204924278); Eady, Michelle J. (57194206889); Yanamandram, Venkata (12804320300); Moroney, Tracey (56521474700); O’Donnell, Nuala (58168317500)","55480837800; 58587224700; 57377799900; 57204924278; 57194206889; 12804320300; 56521474700; 58168317500","Career development learning in the curriculum: What is an academic’s role?","2022","Journal of Teaching and Learning for Graduate Employability","13","1","","142","154","12","3","10.21153/JTLGE2022VOL13NO1ART1539","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85151445493&doi=10.21153%2fJTLGE2022VOL13NO1ART1539&partnerID=40&md5=82e6e322a6bb18dc6c7ee858058d5f7a","University of Wollongong, Australia","Dean B.A., University of Wollongong, Australia; Ryan S., University of Wollongong, Australia; Glover-Chambers T., University of Wollongong, Australia; West C., University of Wollongong, Australia; Eady M.J., University of Wollongong, Australia; Yanamandram V., University of Wollongong, Australia; Moroney T., University of Wollongong, Australia; O’Donnell N., University of Wollongong, Australia","Career development learning (CDL) is an approach to developing student employability that enables students to reflect on and plan their future careers through engaging in activities outside or within their degree. Building on literature arguing for the benefits of integrating CDL within curriculum, this study examines academics’ perceived roles facilitating CDL. Informed by the principles and processes of Interpretive Phenomenological Analysis (IPA), 55 academics were interviewed from one institution, enabling responses to be examined through a common lens of teaching, policy and governance structures. Findings demonstrate that while some participants broadly understood the value of CDL, the term CDL is not well known. Further, while CDL strategies within teaching contexts occur, they are mostly unplanned or dialogic. This paper presents a taxonomy of current practice, featuring 11 diverse roles for facilitating CDL within curriculum grouped as absent, implicit and explicit approaches. The paper offers recommendations for a university-wide agenda for employability that features CDL strategies embedded across core curricula. © 2022 Deakin University. All rights reserved.","academics; career development learning; career readiness; employability; higher education","","","","","","","","Amiet D., Choate J., Hoskin J., Dart J., Exploring attitudes, beliefs and practices of academic staff towards undergraduate career development in non-vocational courses, Higher Education Research & Development, 40, 5, pp. 885-900, (2020); Artess J., Hooley T., Mellors-Bourne R., Employability: A Review of the Literature 2012 to 2016, (2017); Barrow M., Grant B., Xu L., Academic identities research: mapping the field’s theoretical frameworks, Higher Education Research & Development, 41, 2, pp. 240-253, (2020); Bayerlein L., Hora M.T., Dean B.A., Perkiss S., Developing skills in higher education for post-pandemic work, Labour & Industry a journal of the social and economic relations of work, 31, 4, pp. 418-429, (2021); Bennett D., Richardson S., MacKinnon P., Enacting strategies for graduate employability: How universities can best support students to develop generic skills, (2016); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Bridgstock R., Grant-Iramu M., McAlpine A., Integrating career development learning into the curriculum: Collaboration with the careers service for employability, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 56-72, (2019); Brown J. L., Healy M., McCredie T., McIlveen P., Career Services in Australian Higher Education: Aligning the Training of Practitioners to Contemporary Practice, Journal of Higher Education Policy and Management, 41, 5, pp. 518-533, (2019); Buchanan S., Eady M.J., Dean B.A., Exploring the importance of intentional learning goals on work-integrated learning placement, International Journal of Work-Integrated Learning, 23, 1, pp. 113-127, (2022); Professional Standards for Australia Career Development Practitioners, (2019); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Daubney K., Employability is not inimical to good learning: rearticulating school academic curricula to surface their employability value, Journal of Work-Applied Management, 13, 1, pp. 103-116, (2021); Divan A., Knight E., Bennet D., Bell K., Marketing graduate employability: understanding the tensions between institutional practice and external messaging, Journal of Higher Education Policy and Management, 41, 5, pp. 485-499, (2019); Donald W. E., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: human capital, careers advice, and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Dugas D., Stich A.E., Harris L.N., Summers K.H., ‘I’m being pulled in too many different directions’: academic identity tensions at regional public universities in challenging economic times, Studies in Higher Education, 45, 2, pp. 312-326, (2020); Healy M., Hammer S., McIlveen P., Mapping graduate employability and career development in higher education research: A citation network analysis, Studies in Higher Education, 47, 4, pp. 799-811, (2020); Hooley T, Dodd V., The economic benefits of career guidance, (2015); Hustler D., Ball B., Carter K., Halsall R., Ward R., Watts A. G., Developing career management skills in higher education: An evaluation of a development programme in eight institutions, (1998); Isaacson L., Brown D., Career information, career counselling, & career development, (1993); Jackson D., Bridgstock R., What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work, Higher Education, 81, 4, pp. 723-739, (2021); Jackson D., Dean B.A., The contribution of different types of work-integrated learning to graduate employability, Higher Education Research & Development, (2022); Lincoln Y., Guba E. G., Naturalistic inquiry, (1985); Lloyd G., Dean B.A., Eady M.J., West C., Yanamandram V., Moroney T., Glover-Chambers T., O'Donnell N., Academic’s perceptions of work-integrated learning in non-vocational disciplines, Higher Education, Skills and Work-based Learning, 12, 5, pp. 809-820, (2022); McIlveen P., Patton W., A critical reflection on career development, International Journal for Educational and Vocational Guidance, 6, 1, pp. 15-27, (2006); McIlveen P., Brooks S., Lichtenberg A., Smith M., Torjul P., Tyler J., Career development learning frameworks for work-integrated learning, Developing Learning Professionals. Professional and Practice-based Learning, pp. 149-165, (2011); Patton W., A postmodern approach to career education: what does it look like?, Perspectives in Education, 23, 2, pp. 21-28, (2006); Schwartz-Shea P., Judging Quality: Evaluating Criteria and Epistemic Communities, Interpretation and Method: Empirical Research Methods and the Interpretive Turn, (2006); Sin C., Tavares O., Amaral A., Accepting employability as a purpose of higher education? Academics’ perceptions and practices, Studies in Higher Education, 44, 6, pp. 920-931, (2019); Smith M., Bell K., Bennett D., McAlpine A., Employability in a Global Context: Evolving Policy and Practice in Employability, Work Integrated Learning, and Career Development Learning, (2018); Smith J. A., Flowers P., Larkin M., Interpretative phenomenological analysis: Theory, method and research, (2009); Watts A. G., Career development learning and employability, (2006); Winter R., Academic manager or managed academic? Academic identity schisms in higher education, Journal of Higher Education Policy and Management, 31, 2, pp. 121-131, (2009); Yorke M., Employability in the undergraduate curriculum: Some student perspectives, European Journal of Education, 39, 4, pp. 409-427, (2004)","B.A. Dean; University of Wollongong, Australia; email: bonnie_dean@uow.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85151445493"
"Llorens A.; Prat J.; Pažur Aničić K.","Llorens, Ariadna (54927811100); Prat, Joana (7103153761); Pažur Aničić, Katarina (55147178700)","54927811100; 7103153761; 55147178700","What Spanish ICT employers want: before and a decade after the introduction of the EHEA","2022","European Journal of Engineering Education","","","","","","","0","10.1080/03043797.2022.2162861","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145703535&doi=10.1080%2f03043797.2022.2162861&partnerID=40&md5=c7622ef267ae81743e36cf297ce3bccb","Department of Management, Universitat Politècnica de Catalunya, EPSEVG, Vilanova i la Geltrú, Spain; Departament de Matemàtiques, EPSEVG, Universitat Politècnica de Catalunya, Spain; Department of Information Systems Development, Faculty of Organization and Informatics, University of Zagreb, Varaždin, Croatia","Llorens A., Department of Management, Universitat Politècnica de Catalunya, EPSEVG, Vilanova i la Geltrú, Spain; Prat J., Departament de Matemàtiques, EPSEVG, Universitat Politècnica de Catalunya, Spain; Pažur Aničić K., Department of Information Systems Development, Faculty of Organization and Informatics, University of Zagreb, Varaždin, Croatia","This paper analyses the effect that the fulfilment of the European Higher Education Area (EHEA) has got among engineers in the information and communication technologies (ICT) sector. The focus is on Spain, and the comparison of the technical and managerial knowledge and skills most demanded by the sector in 2008 and 2018, coinciding with the first decade of the EHEA. The study also examines whether the professional skills acquired by university students are consistent with those required in the job market. The following question is answered: Are ICT students adequately trained a decade after the introduction of the EHEA? An empirical study was carried out on the basis of a cross-section of Spanish ICT sector enterprises. The results reveal a gap between employer expectations and the skills acquired by students. Policy and practice performance is also discussed. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","curriculum design; EHEA; employability; engineering education; ICT; management","Engineering education; Curricula design; Empirical studies; Employability; European Higher Education Area; Information and Communication Technologies; Information and Communication Technology sectors; Job market; Paper analysis; Professional skills; University students; Students","","","","","ACET; COEINF; Catalan Association of Telecommunication Technician Engineers; Catalan Association of Telecommunications Engineers; Official Association of Computer Engineering; Spanish Association of ICT Professionals","The authors of this work are extremely grateful to the professional associations within the various ICT subsectors who have contributed time, resources, and precious feedback. Specifically, we owe our deepest gratitude to the Catalan Association of Telecommunications Engineers (ACET), the Official Association of Computer Engineering (COEINF), the Catalan Association of Telecommunication Technician Engineers (GrausTIC), and the members of the Spanish Association of ICT Professionals.","Badcock P.B.T., Pattison P.E., Harris K.L., Developing Generic Skills Through University Study: A Study of Arts, Science and Engineering in Australia, Higher Education, 60, 4, pp. 441-458, (2010); Clement A., Murugavel T., English for Employability: A Case Study of the English Language Training Need Analysis for Engineering Students in India, English Language Teaching, 8, 2, pp. 116-125, (2015); Collet C., Hine D., du Plessis K., Employability Skills: Perspectives from a Knowledge-Intensive Industry, Education + Training, 57, 5, pp. 532-559, (2015); Davenport T.H., Patil D.J., (2012); (2012); (2021); (2016); (2020); (2019); (2020); Fixson S.K., Khachatryan D., Lee W., Technological Uncertainty and Firm Boundaries: The Moderating Effect of Knowledge Modularity, IEEE Transactions on Engineering Management, 64, 1, pp. 16-28, (2017); Gareis K., Husing T., Birov S., Bludova I., Schulz C., Korte W.B., (2014); (2020); Gonzalez J., Wagenaar R., Tuning Educational Structures in Europe: Universities’ Contribution to the Bologna Process: An Introduction, (2008); Gordon R.J., The Rise and Fall of American Growth: The U.S. Standard of Living Since the Civil War, (2017); Hamilton M., Carbone A., Gonsalvez C., Jollands M., (2015); Harrison G.P., Ewen Macpherson D., Williams D.A., Promoting Interdisciplinarity in Engineering Teaching, European Journal of Engineering Education, 32, 3, pp. 285-293, (2007); (2017); Jamison A., Kolmos A., Holgaard J.E., Hybrid Learning: An Integrative Approach to Engineering Education, Journal of Engineering Education, 103, 2, pp. 253-273, (2014); Kevkhishvili M., (2022); Lee D.M.S., Trauth E.M., Farwell D., Critical Skills and Knowledge Requirements of IS Professionals: A Joint Academic/Industry Investigation, MIS Quarterly, 19, 3, pp. 313-337, (1995); Llorens A., Llinas-Audet X., Ras A., Higher Education Needs for the Information and Communication Technology Spanish Market, Intangible Capital, 7, 2, pp. 306-328, (2011); Llorens A., Llinas-Audet X., Ras A., Chiaramonte L., The ICT Skills gap in Spain: Industry Expectations Versus University Preparation, Computer Applications in Engineering Education, 21, 2, pp. 256-264, (2013); Llorens A., Prat J., Berbegal-Mirabent J., ICT Skills Gap in Spain: Before and after a Decade of Harmonizing the European Higher Education Area, Computer Applications in Engineering Education, 27, 4, pp. 934-942, (2019); Llorens-Garcia A., Llinas-Audet X., Sabate F., Professional and Interpersonal Skills for ICT Specialists, IT Professional, 11, 6, pp. 23-30, (2009); McAfee A., Brynjolfsson E., (2012); Miah S.J., Solomonides I., Gammack J.G., A design-based research approach for developing data-focussed business curricula, Education and Information Technologies, 25, 1, pp. 553-581, (2020); Monteiro F., Leite C., Rocha C., From the Dominant Engineering Education Perspective to the Aim of Promoting Service to Humanity and the Common Good: The Importance of Rethinking Engineering Education, European Journal of Engineering Education, 44, 4, pp. 504-518, (2019); Nittala S., K. Jesiek B., (2018); (2019); Pazur Anicic K., Buselic V., Importance of Generic Skills of ICT Graduates—Employers, Teaching Staff, and Students Perspective, IEEE Transactions on Education, 64, 3, pp. 245-252, (2021); Pazur Anicic K., Divjak B., Arbanas K., Preparing ICT Graduates for Real-World Challenges: Results of a Meta-Analysis, IEEE Transactions on Education, 60, 3, pp. 191-197, (2017); Peng L., Zhang S., Gu J., Evaluating the Competency Mismatch between Master of Engineering Graduates and Industry Needs in China, Studies in Higher Education, 41, 3, pp. 445-461, (2016); Pouillot D., (2017); Rios Carmenado I.D.L., Rodriguez Lopez F., Perez Garcia C., Promoting Professional Project Management Skills in Engineering Higher Education: Project-Based Learning(pbl) Strategy, The International Journal of Engineering Education, 31, Extra 1Parte B, pp. 184-198, (2015); Trigwell K., Prosser M., Waterhouse F., Relations between teachers' approaches to teaching and students' approaches to learning, Higher education, 37, 1, pp. 57-70, (1999); (2008); Valentine A., Belski I., Hamilton M., Adams S., Creativity in Electrical Engineering Degree Programs: Where is the Content?, IEEE Transactions on Education, 62, 4, pp. 288-296, (2019); White S., Davis H.C., Practice Sharing Paper: Motivating Computer Scientists to Engage with Professional Issues: A Technology-Led Approach, 2013 Learning and Teaching in Computing and Engineering, pp. 199-203, (2013); White S., Irons A., Relating Research and Teaching: Learning from Experiences and Beliefs, ITiCSE ‘09: Proceedings of the 14th Annual ACM SIGCSE Conference on Innovation and Technology in Computer Science Education, pp. 75-79, (2009); Winberg C., Bramhall M., Greenfield D., Johnson P., Rowlett P., Lewis O., Waldock J., Wolff K., Developing Employability in Engineering Education: A Systematic Review of the Literature, European Journal of Engineering Education, 45, 2, pp. 165-180, (2020)","A. Llorens; Department of Management, Universitat Politècnica de Catalunya, EPSEVG, Vilanova i la Geltrú, Spain; email: ariadna.llorens@upc.edu","","Taylor and Francis Ltd.","","","","","","03043797","","","","English","Eur. J. Eng. Educ.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85145703535"
"Patel V.N.; Gandhi V.; Thummar K.; Parmar R.; Vekariya J.; Kapadiya J.; Oza V.H.; Jadeja S.","Patel, Vimalkumar N. (58110757500); Gandhi, Vaibhav (57205394675); Thummar, Kajal (58110984200); Parmar, Rahul (58110908200); Vekariya, Jay (57221726029); Kapadiya, Jay (58110984300); Oza, Virang H. (58110602500); Jadeja, Siddharthsinh (57213956478)","58110757500; 57205394675; 58110984200; 58110908200; 57221726029; 58110984300; 58110602500; 57213956478","A case study of students’ skill development through the project carried out for sustainable development of rural area for transformation to urbanization","2022","Journal of Engineering Education Transformations","36","Special Issue 2","","435","440","5","0","10.16920/jeet/2023/v36is2/23066","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148501659&doi=10.16920%2fjeet%2f2023%2fv36is2%2f23066&partnerID=40&md5=305daab2eb215c99b8eae1ed6fa1b774","B.H.Gardi College of Engineering & Technology, Rajkot, India; Parul University, Vadodara, India; Sri labhubhai Trivedi Institute of Engineering and Technology, Rajkot, India; Surendranagar University, Surendranagar, India","Patel V.N., B.H.Gardi College of Engineering & Technology, Rajkot, India; Gandhi V., Parul University, Vadodara, India; Thummar K., B.H.Gardi College of Engineering & Technology, Rajkot, India; Parmar R., B.H.Gardi College of Engineering & Technology, Rajkot, India; Vekariya J., B.H.Gardi College of Engineering & Technology, Rajkot, India; Kapadiya J., B.H.Gardi College of Engineering & Technology, Rajkot, India; Oza V.H., Sri labhubhai Trivedi Institute of Engineering and Technology, Rajkot, India; Jadeja S., Surendranagar University, Surendranagar, India","Vishwakarma Yojana is one of the Gujarat government's initiative designated as a pilot project to facilitate rural people with required infrastructure as good as urban people. The world is growing rapidly nowadays, accordingly the living standards of the society are improving which leads to the development of multidisciplinary sectors. This case study is carried out at village Ambardi located in Jasdan tehsil in Rajkot district of Gujarat state, India. It is located approximately 80km towards east from district headquarters Rajkot city. The detailed development plan has been proposed for the village by providing different facilities in unlike categories such as physical infrastructure (Water tank, Roads and other), Social Infrastructure (Health, Community Hall and other) and Sustainable Infrastructure (Biogas plant, solar street and other) which leads the urban people get attracted with the rural people. Generally, the people living in the villages are working as a farmer in major, so their living standards are not leveled to the rural progress. Providing such amenities in the village, retention ratio can be improved and eventually control the migration. It also helps in increasing the livelihood and lifestyle of the people living in the village, which is the ultimate aim of this study. Through such Project, industries can also be developed nearby rural area, which will increase the jobs of the villagers itself and the surrounding area, and this is the successful way to increase the prosperity of Village and ultimately increase GDP of the country. Significant improvement in students’ interpersonal skills and employability is observed after taking feedback from students after completing task. © 2022, Rajarambapu Institute Of Technology. All rights reserved.","problem identification; Rurbanization; Skill Development; Village Development; Vishwakarma Yojana","","","","","","GTU; Government of Gujarat and Gujarat technological University","This Project is a funded project by Government of Gujarat and Gujarat technological University (GTU).Participating Students got handsome stipend after completion of project. Authors acknowledge all the support provided by the Vishwakarma Yojana team of GTU.","Bhatt B. V., Vishvkarma Yogana of GTU, (2022); Chetan C., Jan v. D., Nijman J., Changing livelihoods at India’s rural–urban transition, World Development, 146, (2021); Chen R., Ye C., Cai Y., Xing X., Chen Q., The impact of rural out-migration on land use transition in China: Past, present and trend. Land use policy, 40, 101-110 transition, World Development, 146, (2014); (2022); (2022); Khan A., Arokkiaraj H., Challenges of reverse migration in India: a comparative study internal and international migrant workers in the post-COVID economy, CMS, 9, (2021); Niloofar Hashemi G. G., A Proposed Sustainable Rural Development Index (SRDI): Lessons from Hajij village, Iran, (2017); Nijman J., The theoretical imperative of comparative urbanism: a commentary on ‘Cities beyond compare? ‘by Jamie Peck, Regional Studies, 49, 1, pp. 183-186, (2015); Rothe I., Work in progress: Starter-project for first semester students to survey their engineering studies, 2015 IEEE Global Engineering Education Conference (EDUCON), (2015); Sabyasachi Tripathi A. M., Shedding light on unnoticed gems in India: A small town’s growth perspective, Land Use Policy, (2022); Vaibhav Gandhi P. P., A framework to create employability skills for small and medium scale industry, Journal of Engineering Education Transformations, pp. 628-632, (2021); Van der Ploeg J. D., Renting H., Brunori G., Knickei K., Mannion J., Marsden T., Ventura F., Rural development: from practices and policies towards theory, The Rural, pp. 201-218, (2017)","","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85148501659"
"Liu B.; Xin X.; Gao X.; Gao L.","Liu, Binyan (58081906600); Xin, Xun (56404015100); Gao, Xueyuan (57751290800); Gao, Lili (58081214000)","58081906600; 56404015100; 57751290800; 58081214000","Challenge–Hindrance Stressors and Employability: The Combined Role of the Energy–Motivation Process and Organizational Investment","2022","Psychology Research and Behavior Management","15","","","3411","3425","14","0","10.2147/PRBM.S387080","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147007338&doi=10.2147%2fPRBM.S387080&partnerID=40&md5=99864f187d4ae43e0dadc4eede83d905","School of Psychological and Cognitive Sciences, Peking University, Beijing, China; Business School, Southwest University of Political Science and Law, Chongqing, China; Department of Economics and Management, China University of Labor Relations, Beijing, China","Liu B., School of Psychological and Cognitive Sciences, Peking University, Beijing, China; Xin X., Business School, Southwest University of Political Science and Law, Chongqing, China; Gao X., Department of Economics and Management, China University of Labor Relations, Beijing, China; Gao L., Business School, Southwest University of Political Science and Law, Chongqing, China","Purpose: This study investigates how challenge–hindrance stressors influence employability through the energy–motivation mechanism and explores the moderating role of pay satisfaction and perceived career opportunity based on the JD-R model. Methods: Three-wave time-lagged longitudinal data of 206 employees are analyzed using latent structural equation modelling. Results: First, challenge stressors have an indirect positive effect on employability, mainly through intrinsic motivation, while hindrance stressors have an indirect negative effect on employability, mainly through emotional exhaustion. Second, perceived career opportunity strengthens the positive effect of challenge stressors on intrinsic motivation, which further promotes employability. Third, pay satisfaction alleviates the negative effect of hindrance stressors on emotional exhaustion, which, in turn, inhibits the decline in employability. Conclusion: The paper clarifies the specific mediating effects of the energy and motivation mechanisms in the association between challenge–hindrance stressors and employability and the moderating effects of pay satisfaction and perceived career opportunity, thus extending studies on the challenge–hindrance stressors to career field and filling the gap in the knowledge of the boundary conditions of the energy–motivation mechanism. © 2022 Liu et al.","challenge–hindrance stressors; dual mechanism of energy and motivation; employability; pay satisfaction; perceived career opportunity","article; career; emotional stress; employability; employee; human; intrinsic motivation; investment; motivation; satisfaction; structural equation modeling","","","","","Southwest University of political science and Law, (2021xzndyb-06); National Natural Science Foundation of China, NSFC, (71902166); China Postdoctoral Science Foundation, (2018M643786XB)","This work was supported by the National Natural Science Foundation of China (71902166), the China Postdoctoral Science Foundation (2018M643786XB) and the Scientific research project of Southwest University of political science and Law (2021xzndyb-06).","Naderiadib AN, Arasli H., Can hindrance stressors change the nature of perceived employability? An empirical study in the hotel industry, Sustainability, 12, 24, (2020); Igic I, Keller AC, Elfering A, Tschan F, Kalin W, Semmer NK., Ten-year trajectories of stressors and resources at work: cumulative and chronic effects on health and well-being, J Appl Psychol, 102, 9, (2017); Cavanaugh MA, Boswell WR, Roehling MV, Boudreau JW., An empirical examination of self-reported work stress among US managers, Journal of applied psychology, 85, 1, (2000); O'Brien KE, Beehr TA., So far, so good: up to now, the challenge–hindrance framework describes a practical and accurate distinction, J Organ Behav, 40, 8, pp. 962-972, (2019); LePine JA, Podsakoff NP, LePine MA., A meta-analytic test of the challenge stressor–hindrance stressor framework: an explanation for inconsistent relationships among stressors and performance, Acad Manag Ann, 48, 5, pp. 764-775, (2005); Podsakoff NP, LePine JA, LePine MA., Differential challenge stressor-hindrance stressor relationships with job attitudes, turnover intentions, turnover, and withdrawal behavior: a meta-analysis, Am J Appl Psychol, 92, 2, (2007); Ng TW, Feldman DC., Subjective career success: a meta-analytic review, J Vocat Behav, 85, 2, pp. 169-179, (2014); Tien H-LS, Wang Y-C., Career adaptability, employability, and career resilience of Asian people, Psychology of Career Adaptability, Employability and Resilience, pp. 299-314, (2017); Fugate M, Kinicki AJ, Ashforth BE., Employability: a psycho-social construct, its dimensions, and applications, J Vocat Behav, 65, 1, pp. 14-38, (2004); Kanfer R, Ackerman PL., Motivation and cognitive abilities: an integrative/aptitude-treatment interaction approach to skill acquisition, Am J Appl Psychol, 74, 4, (1989); Deci EL., The intrinsic motivation of behavior, Intrinsic Motivation, pp. 93-125, (1975); Quigley NR, Tymon WG., Toward an integrated model of intrinsic motivation and career self-management, Career Dev Int, 11, 6, pp. 522-543, (2006); Crant JM., Proactive behavior in organizations, J Manage, 26, 3, pp. 435-462, (2000); Jex SM, Beehr TA., Emerging theoretical and methodological issues in the study of work-related stress, Res Pers Hum Resour Manag, 9, 31, pp. l-365, (1991); Maslach C, Schaufeli WB, Leiter MP., Job burnout, Ann Rev Psychol, 52, pp. 397-422, (2001); Blokker R, Akkermans J, Tims M, Jansen P, Khapova S., Building a sustainable start: the role of career competencies, career success, and career shocks in young professionals’ employability, J Vocat Behav, 112, pp. 172-184, (2019); Bolton LR, Harvey RD, Grawitch MJ, Barber LK., Counterproductive work behaviours in response to emotional exhaustion: a moderated mediational approach, Stress Health, 28, 3, pp. 222-233, (2012); The WorldatWork Handbook of Compensation, Benefits and Total Rewards: A Comprehensive Guide for HR Professionals, (2015); Schaufeli WB., Engaging Leadership in the Job Demands-Resources Model, Career Development International, (2015); Hung L-M, Lee Y-S, Lee D-C., The moderating effects of salary satisfaction and working pressure on the organizational commitment to turnover intention, Int J Bus Soc, 19, (2018); Ghazanfar F, Chuanmin S, Khan MM, Bashir M., A study of relationship between satisfaction with compensation and work motivation, Int J Bus Manag Soc Sci, 2, (2011); Barnett BR, Bradley L., The impact of organisational support for career development on career satisfaction, Career Dev Int, 12, (2007); Bakker AB, Demerouti E, Taris TW, Schaufeli WB, Schreurs PJ., A multigroup analysis of the job demands-resources model in four home care organizations, Int J Stress Manag, 10, 1, (2003); Van den Broeck A, Van Ruysseveldt J, Smulders P, De Witte H., Does an intrinsic work value orientation strengthen the impact of job resources? 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Xin; Business School, Southwest University of Political Science and Law, Chongqing, No. 301 Baosheng Road, Yubei Distrct, 401120, China; email: xinxun0629@163.com","","Dove Medical Press Ltd","","","","","","11791578","","","","English","Psychol. Res. Behav. Manage.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85147007338"
"Itam U.J.; Swetha M.","Itam, Urmila Jagadeeswari (57201761401); Swetha, Merla (57211444437)","57201761401; 57211444437","Examining the structural relationship between employee branding, TQHRM and sustainable employability outcome in Indian organized retail","2022","TQM Journal","34","","","5","28","23","3","10.1108/TQM-03-2021-0093","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116794238&doi=10.1108%2fTQM-03-2021-0093&partnerID=40&md5=a54da0a6ace3560d1c678a9e2c677458","Faculty of Management Studies, Jain (Deemed-to-be University), CMS Business School, Bangalore, India; School of Management Studies, REVA University, Bangalore, India","Itam U.J., Faculty of Management Studies, Jain (Deemed-to-be University), CMS Business School, Bangalore, India; Swetha M., School of Management Studies, REVA University, Bangalore, India","Purpose: The purpose of the study is to examine the structural relationships of employee branding (EB), total quality human resource management (TQHRM) and sustainable employability outcome variables (employee performance, satisfaction and loyalty) by identifying the suitable measurement scale which captures the service employee perceptions in selected Indian organized lifestyle retail stores. Design/methodology/approach: The four hypotheses given in this study were evaluated using data gathered from employees in chosen retail shops operated in India. In addition, the structural equation modelling has been used to study the link between the variables suggested by evaluating the measurement and the structural models. Findings: The study revealed that robust measurement techniques were used to measure EB, TQHRM and sustainable employability outcome variables. The initial findings of the investigation showed that three of the hypotheses suggested were supported. Furthermore, the study concluded that TQHRM partially mediates the EB effect on sustainable employability outcomes. Research limitations/implications: Consultants, practitioners and management can leverage the results of this research for sustainable employability through the integration of TQHRM and employee branding strategies. Originality/value: The study explored the dynamics of employee quality management practices (EB and HRM) on service employee attitudes and behaviours through a mediating variable (TQHRM) practices. This is a unique contribution to the organized retailers in increasing the level of implementation of TQHRM practices, which can balance the attrition rates. © 2021, Emerald Publishing Limited.","Employee branding; Indian organized retail; Quality 4.0; Sustainable employability; TQHRM","Human resource management; Retail stores; Total quality management; Employee branding; Employee performance; Human resource management practices; Human resources management; Indian organized retail; Quality 4.0; Service employees; Structural relationship; Sustainable employability; Total quality human resource management; Sales","","","","","","","Aarons G.A., Ehrhart M.G., Farahnak L.R., The implementation leadership scale (ILS): development of a brief measure of unit level implementation leadership, Implementation Science, 9, 1, pp. 1-10, (2014); Addis S., An exploration of quality management practices in the manufacturing industry of Ethiopia, The TQM Journal, 32, 1, pp. 127-142, (2019); Addis S., Dvivedi A., Beshah B., Quality management as a tool for job satisfaction improvement in low-level technology organizations: the case of Ethiopia, Production Planning and Control, 30, 8, pp. 665-681, (2019); 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An empirical case analysis, International Journal of Quality and Reliability Management, 24, 1, pp. 62-77, (2007); Ooi K.B., Teh P.L., Chong A.Y.L., Developing an integrated model of TQM and HRM on KM activities, Management Research News, 32, 5, pp. 477-490, (2009); O'Neill P., Sohal A., Teng C.W., Quality management approaches and their impact on firms financial performance—an Australian study, International Journal of Production Economics, 171, 3, pp. 381-393, (2016); Perdomo-Ortiz J., Gonzalez-Benito J., Galende J., An analysis of the relationship between total quality management-based human resource management practices and innovation, International Journal of Human Resource Management, 20, 5, pp. 1191-1218, (2009); Prajogo D.I., Cooper B.K., The effect of people-related TQM practices on job satisfaction: a hierarchical model, Production Planning and Control, 21, 1, pp. 26-35, (2009); Prajogo D.I., Cooper B., The individual and organizational level effects of TQM practices on job satisfaction, International Journal of Manpower, 38, 2, pp. 215-225, (2017); Punjaisri K., Evanschitzky H., Wilson A., Internal branding: an enabler of employees' brand‐supporting behaviours, Journal of Service Management, 20, 2, pp. 209-226, (2009); Punjaisri K., Wilson A., Internal branding process: key mechanisms, outcomes and moderating factors, European Journal of Marketing, (2011); Punjaisri K., Wilson A., Evanschitzky H., Internal branding to influence employees' brand promise delivery: a case study in Thailand, Journal of Service Management, 20, 5, pp. 561-579, (2009); Putri N.T., Yusof S.M., Hasan A., Darma H.S., A structural equation model for evaluating the relationship between total quality management and employees' productivity, International Journal of Quality and Reliability Management, 34, 8, pp. 1138-1151, (2017); Rehmani K., Ahmad Y., Naseem A., Syed T.H., Do they really coexist? An empirical analysis of a conjoint implementation of Quality Management System and High Performance Work System on organizational effectiveness, PLOS One, 15, 3, (2020); Richards J., Putting employees at the centre of sustainable HRM: a review, map and research agenda, Employee Relations, ahead-of-print, ahead-of-print, (2020); Ross J.E., Total Quality Management: Text, Cases, and Readings, pp. 1-550, (2017); Sahito Z., Vaisanen P., The diagonal model of job satisfaction and motivation: extracted from the logical comparison of content and process theories, international journal of higher education, 2017, International Journal of Higher Education, 6, 3, pp. 209-230, (2017); Saks A.M., Antecedents and consequences of employee engagement, Journal of Managerial Psychology, 21, 7, pp. 600-619, (2006); Saunders M., Lewis P., Thornhill A., Research Methods for Business Students, (2007); Shafiq M., Lasrado F., Hafeez K., The effect of TQM on organisational performance: empirical evidence from the textile sector of a developing country using SEM, Total Quality Management and Business Excellence, 30, 1-2, pp. 31-52, (2019); Sheehan M., Grant K., Garavan T., Strategic talent management: a macro and micro analysis of current issues in hospitality and tourism, Worldwide Hospitality and Tourism Themes, 10, 1, pp. 28-41, (2018); Stein J.C., Monetary policy as financial stability regulation, The Quarterly Journal of Economics, 127, 1, pp. 57-95, (2012); Sweis R.J., Ogla K., Abdallat Y., Sweis G.J., Suifan T., Saleh R., The impact of human resource management practices on organisational performance in construction companies in Jordan, International Journal of Business Innovation and Research, 23, 4, pp. 421-434, (2020); Tamer K.D., Strategic HRM and Performance: Theory and Practice - Tamer K, (2013); Tarnovskaya V.V., de Chernatony L., Internalising a brand across cultures: the case of IKEA, International Journal of Retail and Distribution Management, 39, 8, pp. 598-618, (2011); Thompson J.M., Blain M.D., Presenting feedback on the Minnesota importance questionnaire and the Minnesota satisfaction questionnaire, The Career Development Quarterly, 41, 1, pp. 62-66, (1992); Vallaster C., De Chernatony L., Internationalisation of services brands: the role of leadership during the internal brand building process, Journal of Marketing Management, 21, 1-2, pp. 181-203, (2005); Valmohammadi C., Roshanzamir S., The guidelines of improvement: relations among organizational culture, TQM and performance, International Journal of Production Economics, 164, pp. 167-178, (2015); Vashishth A., Chakraborty A., Antony J., Lean Six Sigma in financial services industry: a systematic review and agenda for future research, 30, 3-4, pp. 447-465, (2017); Winkelhaus S., Grosse E.H., Neumann W.P., Glock C.H., Industry 4.0 and the human factor – a systems framework for successful development, (2020); Yusr M.M., Mokhtar S.S.M., Othman A.R., Sulaiman Y., Does interaction between TQM practices and knowledge management processes enhance the innovation performance?, International Journal of Quality and Reliability Management, 34, 7, pp. 955-974, (2017)","U.J. Itam; Faculty of Management Studies, Jain (Deemed-to-be University), CMS Business School, Bangalore, India; email: urmilaitam@gmail.com","","Emerald Group Holdings Ltd.","","","","","","17542731","","","","English","TQM J.","Article","Final","","Scopus","2-s2.0-85116794238"
"Ressia S.; Shaw A.","Ressia, Susan (57191877907); Shaw, Amie (56125217900)","57191877907; 56125217900","Employability outcomes of human resource management and employment relations graduates","2022","Labour and Industry","32","2","","178","193","15","1","10.1080/10301763.2022.2093736","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85160348617&doi=10.1080%2f10301763.2022.2093736&partnerID=40&md5=e6fce547a668914726a00263fbc1281a","Griffith Business School, Griffith University, Brisbane, QLD, Australia; Griffith Business School, Griffith University, Southport, QLD, Australia","Ressia S., Griffith Business School, Griffith University, Brisbane, QLD, Australia; Shaw A., Griffith Business School, Griffith University, Southport, QLD, Australia","Knowledge, skills, abilities and attitudes (KSAAs) are important attributes required of university graduates to become effective Human Resource (HRM)/Employment Relations (ER) professionals. However, is what is taught and practiced at universities sufficient to equip graduates with the necessary KSAAs to meet employer expectations in industry? Furthermore, do graduates feel confident and job ready entering professional practice post completion of their undergraduate study? These questions raise important considerations around the effectiveness of the broader ‘employability’ agenda, and whether the immediate needs of both employers and graduates are being met. Insights into HRM/ER graduates’ transition into employment were collected from 33 semi-structured interviews conducted with 15 HRM/ER graduates, 14 employers and four industry stakeholders within the field. The paper discusses graduates’ transition from university to employment and whether they felt prepared in meeting employer expectations. Contrasting perspectives emerged as graduates indicated that they were satisfied with their university experience and subsequent transition to employment, while employers were mostly satisfied, they provided recommendations towards improving graduate outcomes. The research initiates new ideas for exploring the employability of university graduates and suggests further research in supporting the transition of future graduates into roles and careers in HRM and ER. © 2022 AIRAANZ.","Employability; employment relations; graduates; human resource management","","","","","","","","Arslan A., Cooper C., Khan Z., Golgeci I., Ali I., Artificial Intelligence and Human Workers Interaction at Team Level: A Conceptual Assessment of the Challenges and Potential HRM Strategies, International Journal of Manpower, (2021); Artess J., Hooley T., Mellors-Bourne R., Employability: A Review of the Literature 2012-2016, (2017); Becker G.S., Investment in Human Capital: A Theoretical Analysis, Journal of Political Economy, 70, 4, pp. 9-49, (1962); Bosch G., Charest J., Vocational Training and the Labour Market in Liberal and Coordinated Economies, Industrial Relations Journal, 39, 5, pp. 428-447, (2008); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Christie F., The Reporting of University League Table Employability Rankings: A Critical Review, Journal of Education and Work, 30, 4, pp. 403-418, (2017); Clarke M., Patrickson M., The New Covenant of Employability, Employee Relations, 30, 2, pp. 121-141, (2008); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2017); Coetzee M., Ferreira N., Potgieter I., Assessing Employability Capacities and Career Adaptability in a Sample of Human Resource Professionals, SA Journal of Human Resource Management, 13, 1, pp. 1-9, (2015); Creswell J.W., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, (2014); Dawkins J.S., Higher Education: A Policy Discussion Paper, (1987); Soft Skills for Business Success, (2017); Donald W.E., Baruch Y., Ashleigh M., The Undergraduate Self-perception of Employability: Human Capital, Careers Advice, and Career Ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Gallie D., Felstead A., Green F., Inanc H., The Hidden Face of Job Insecurity, Work, Employment and Society, 31, 1, pp. 36-53, (2017); Hallier J., Summers J., Dilemmas and Outcomes of Professional Identity Construction among Students of Human Resource Management, Human Resource Management Journal, 21, 2, pp. 204-219, (2011); Jackson D., Business Graduate Employability–Where Are We Going Wrong?, Higher Education Research & Development, 32, 5, pp. 776-790, (2013); Jackson D., Sibson R., Riebe L., Delivering Work-ready Business Graduates–Keeping Our Promises and Evaluating Our Performance, Journal of Teaching and Learning for Graduate Employability, 4, 1, pp. 2-22, (2013); Jackson D., Tomlinson M., Investigating the Relationship between Career Planning, Proactivity and Employability Perceptions among Higher Education Students in Uncertain Labour Market Conditions, Higher Education, 80, 3, pp. 433-455, (2020); Kalfa S., Taksa L., Cultural Capital in Business Higher Education: Reconsidering the Graduate Attributes Movement and the Focus on Employability, Studies in Higher Education, 40, 4, pp. 580-595, (2015); Kalfa S., Taksa L., Employability, Managerialism, and Performativity in Higher Education: A Relational Perspective, Higher Education, 74, 4, pp. 687-699, (2017); Karr J., Loh K., San Andres E.A., COVID-19, 4IR and the Future of Work, APEC Policy Support Unit Policy Brief, 34, (2020); Kinash S., Crane L., Judd M., Knight C., Discrepant Stakeholder Perspectives on Graduate Employability Strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); Kvilhaugsvik H., Bridging Higher Education and the World of Work? Employer Panels in Nordic University Governance, European Journal of Higher Education, (2021); Kyriakidou N., Sallyann H., Stefanos N., Vrontis D., Tsoukatos E., Maizza A., Vrontis D., Tsoukatos E., Work-Based Learning as an Integrated Curriculum: Enhancing Graduate Employability in a Changing Higher Education Landscape?, Innovative Management Perspectives on Confronting Contemporary Challenges, (2015); Lund H.B., Karlsen A., The Importance of Vocational Education Institutions in Manufacturing Regions: Adding Content to a Broad Definition of Regional Innovation Systems, Industry and Innovation, 27, 6, pp. 660-679, (2020); Malik A., Budhwar P., Srikanth N.R., Gig Economy, 4IR and Artificial Intelligence: Rethinking Strategic HRM, Human & Technological Resource Management (HTRM): New Insights into Revolution, 4, (2020); Marginson S., The Impossibility of Capitalist Markets in Higher Education, Journal of Education Policy, 28, 3, pp. 353-370, (2013); Maxwell G., Williamson E., Macfarlane D., Employability Skills on Postgraduate Programmes: An Exploratory Student of Key Stakeholders’ Perspectives, Working Paper, (2015); McDonald P., Grant-Smith D., Moore K., Marston G., Navigating Employability from the Bottom up, Journal of Youth Studies, 23, 4, pp. 447-464, (2020); McQuaid R.W., Lindsay C., The Concept of Employability, Urban Studies, 42, 2, pp. 197-219, (2005); Miles M.B., Huberman A.M., Qualitative Data Analysis: An Expanded Sourcebook, (1994); Paadi K., Perceptions on Employability Skills Necessary to Enhance Human Resource Management Graduates’ Prospects of Securing a Relevant Place in the Labour Market, European Scientific Journal, pp. 129-143, (2014); Prikshat V., Montague A., Connell J., Burgess J., Australian Graduates’ Work Readiness–Deficiencies, Causes and Potential Solutions, Higher Education and Work-Base Learning, 10, 2, pp. 369-396, (2019); Purcell K., Elias P., Atfield G., Behle H., Ellison R., Luchinskaya D., Transitions into Employment, Further Study and Other Outcomes: The Future Stage 4 Report, (2013); Rosen S., A Theory of Life Earnings, Journal of Political Economy, 84, 4, pp. 45-67, (1976); Rothwell A., Rothwell F., Graduate Employability: A Critical Oversight, Graduate Employability in Context, pp. 41-63, (2017); Schmidt C., The Analysis of Semi-structured Interviews. 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The Case of Business and Management Graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011)","S. Ressia; Griffith Business School, Griffith University, Brisbane, Australia; email: s.ressia@griffith.edu.au","","Informa UK Ltd","","","","","","10301763","","","","English","Lab. Indust.","Article","Final","","Scopus","2-s2.0-85160348617"
"Long P.D.; Nga N.T.","Long, Pham Duc (57954339000); Nga, Nguyen Thuy (57954110600)","57954339000; 57954110600","STUDENTS' EVALUATION ON FIELD TRIPS AS A MEANS TO PREPARE GRADUATE EMPLOYABILITY AT A VIETNAMESE UNIVERSITY","2022","Humanities and Social Sciences Letters","10","2","","198","212","14","1","10.18488/73.v10i2.3011","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141237668&doi=10.18488%2f73.v10i2.3011&partnerID=40&md5=ab9aa78533b7226738225441b08537cc","VNU University of Education, Vietnam National University, Hanoi, Viet Nam; Center for Enterprise Partnership, Hanoi University of Industry, Hanoi, Viet Nam","Long P.D., VNU University of Education, Vietnam National University, Hanoi, Viet Nam, Center for Enterprise Partnership, Hanoi University of Industry, Hanoi, Viet Nam; Nga N.T., VNU University of Education, Vietnam National University, Hanoi, Viet Nam","Field trips are regarded as significant extra-curricular activities to promote students' perceptions of preparedness for graduate employability. This study explored the effectiveness and satisfaction of field trips conducted in 2020 and 2021 by a Vietnamese public university from students' assessments. A total of 1,112 students who participated in thirteen trips were split into two groups: the first group of 70 respondents for the pilot survey questionnaire and 473 respondents for the structured survey questionnaire. The five-point Likert scales were utilized for two parts of the survey questionnaire. The first part was related to students' assessment of the field trips’ organization, and the latter was designed to test seven hypotheses. The results showed that the participants highly valued preparing for the field trips and support from enterprises and the university. The scales of factors were reliable after implementing reliability analysis, and three components were extracted from the findings from Exploratory Factor Analysis. It was noticeable that motivation stimulation was the most significant predictor for the students' enjoyment of field trips, followed by identity capital and knowledge advancement. Based on the study findings, Vietnamese universities are suggested to foster relationships with enterprises to implement similar field trips for university undergraduates. © 2022 Conscientia Beam. All Rights Reserved.","Experiential learning; Field trips; Graduate employability; Student’s evaluation; Student’s identity capital; Student’s knowledge; Student’s motivation","","","","","","","","Adhikari G. P., Calculating the sample size in quantitative studies, 4, pp. 14-29, (2021); Ankrah S., Omar A.-T., Universities–industry collaboration: A systematic review, Scandinavian Journal of Management, 31, 3, pp. 387-408, (2015); Ateskan A., Lane J. F., Promoting field trip confidence: Teachers providing insights for pre-service education, European Journal of Teacher Education, 39, 2, pp. 190-201, (2016); Bourdieu P., The forms of capital, Handbook of theory and research for the sociology of education, pp. 241-258, (1986); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Cote J. E., Sociological perspectives on identity formation: The culture-identity link and identity capital, Journal of Adolescence, 19, 5, pp. 417-428, (1996); Cote J. E., Schwartz S. J., Comparing psychological and sociological approaches to identity: Identity status, identity capital, and the individualization process, Journal of Adolescence, 25, 6, pp. 571-586, (2002); Covington M. V., Intrinsic versus extrinsic motivation in schools: A reconciliation, Current Directions in Psychological Science, 9, 1, pp. 22-25, (2000); Creswell J. W., Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.), (2012); DeWitt J., Storksdieck M., A short review of school field trips: Key findings from the past and implications for the future, Visitor Studies, 11, 2, pp. 181-197, (2008); Frimpong E. A., Effah F. B., A framework to guide industrial trips in engineering training institutions, The International Journal of Electrical Engineering & Education, (2021); Hair J. F., Black W. C., Babin B., Anderson R. E., Multivariate data analysis (7th ed.), (2009); Herbert I. P., Rothwell A. T., Glover J. L., Lambert S. A., Graduate employability, employment prospects and work-readiness in the changing field of professional work, The International Journal of Management Education, 18, 2, (2020); Ho N. T. T., Sivapalan S., Pham H. H., Nguyen L. T. M., Van Pham A. T., Dinh H. V., Students' adoption of e-learning in emergency situation: The case of a Vietnamese university during COVID-19, Interactive Technology and Smart Education, 18, 2, pp. 246-269, (2020); Jackson D., Exploring the challenges experienced by international students during work-integrated learning in Australia, Asia Pacific Journal of Education, 37, 3, pp. 344-359, (2017); Jackson D., Bridgstock R., What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work, Higher Education, 81, 4, pp. 723-739, (2021); Larsen C., Walsh C., Almond N., Myers C., The “real value” of field trips in the early weeks of higher education: The student perspective, Educational Studies, 43, 1, pp. 110-121, (2017); Lau P. Y. Y., Lee C. K. C., Ho C., University student engagement in learning: Insights from academic fieldtrips in the Malaysian tropical rainforests, Education+ Training, 61, 3, pp. 342-358, (2019); Mgaiwa S. J., Fostering graduate employability: Rethinking Tanzania’s university practices, SAGE Open, 11, 2, (2021); Mingaleva Z. A., Vukovic N., Development of engineering students competencies based on cognitive technologies in conditions of industry 4.0, International Journal of Cognitive Research in Science, Engineering and Education, 8, pp. 93-101, (2020); Morag O., Tal T., Assessing learning in the outdoors with the field trip in natural environments (FiNE) framework, International Journal of Science Education, 34, 5, pp. 745-777, (2012); Mortensen M. F., Smart K., Free-choice worksheets increase students' exposure to curriculum during museum visits, Journal of Research in Science Teaching, 44, 9, pp. 1389-1414, (2007); Nguyen T. N. H., The involvement of industry professionals and barriers to involvement in work-integrated learning: The case of the profession-oriented higher education framework in Vietnam, Journal of Education and Work, 35, 1, pp. 92-107, (2022); Pham H. T., Stakeholders’ engagement in quality assurance in Vietnam, Quality Assurance in Vietnamese Higher Education, (2019); Putz L.-M., Treiblmaier H., Pfoser S., Field trips for sustainable transport education: Impact on knowledge, attitude and behavioral intention, The International Journal of Logistics Management, 29, 4, pp. 1424-1450, (2018); Seifan M., Dada O. D., Berenjian A., The effect of real and virtual construction field trips on students’ perception and career aspiration, Sustainability, 12, 3, (2020); Spooren P., Mortelmans D., Denekens J., Student evaluation of teaching quality in higher education: Development of an instrument based on 10 Likert‐scales, Assessment & Evaluation in Higher Education, 32, 6, pp. 667-679, (2007); Tran T. T., Graduate employability in Vietnam: A loose relationship between higher education and employment market, (2014); Tran L. H. N., Developing employability skills via extra-curricular activities in Vietnamese universities: student engagement and inhibitors of their engagement, Journal of Education and Work, 30, 8, pp. 854-867, (2017); Tran L. H. N., Game of blames: Higher education stakeholders’ perceptions of causes of Vietnamese graduates’ skills gap, International Journal of Educational Development, 62, pp. 302-312, (2018); Tran T. T., Graduate employability: Critical perspectives, Reforming Vietnamese Higher Education, (2019); Viet Nam aims for GDP per capita of $5,000 by 2025, developed country status by 2045, (2021); Wilton N., The impact of work placements on skills development and career outcomes for business and management graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012); Wright K. B., Researching Internet-based populations: Advantages and disadvantages of online survey research, online questionnaire authoring software packages, and web survey services, Journal of Computer-Mediated Communication, 10, 3, (2005); Yu M., To S., Exploring the identity constitution and identity capital of youth with physical disabilities: A qualitative study in mainland China, Children and Youth Services Review, 96, pp. 163-171, (2019)","P.D. Long; VNU University of Education, Vietnam National University, Hanoi, Viet Nam; email: longpd@haui.edu.vn","","Conscientia Beam","","","","","","23125659","","","","English","Humanities Soc. Sci. Lett.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85141237668"
"Jing P.","Jing, Peng (57933326600)","57933326600","Research on the Evaluation Method of University Bi-Entrepreneurship Curriculum Based on IoT Integrated with AHP Algorithm","2022","Mobile Information Systems","2022","","6364273","","","","0","10.1155/2022/6364273","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140137009&doi=10.1155%2f2022%2f6364273&partnerID=40&md5=9b88de7f2239939e52278640dcfb0e39","Henan Finance University, Zhengzhou, 450046, China","Jing P., Henan Finance University, Zhengzhou, 450046, China","The Internet of Things (IoT) is essential for the success and adoption of digital entrepreneurship in universities. The Internet of Things (IoT) is the integration of electronic objects, peripherals, cities, and other items and equipment with embedded software, electronics, actuators, network connections, and sensors that allow these things and equipment to share and gather data. The usage of IoT for university bi-entrepreneurship can equalize the playing field in many areas of the economy, creating options like as remote work at any time and from anywhere. Nowadays, universities are playing an essential part in the careers of students. In this regard, government departments provide considerable assistance in recruiting individuals and companies in a variety of ways, including funding and tax policies. However, many factors affect university students' innovation and entrepreneurship education. Therefore, it is necessary to establish a quality evaluation system of innovation and entrepreneurship education, which can guide university students' targeted innovation and entrepreneurship by improving the comprehensive ability and employability of these students. Therefore, this paper constructs an evaluation index system of university students' innovation and entrepreneurship education quality, including several dimensions and several sub-indicators. On this basis, the analytic hierarchy process (AHP) algorithm is used to construct the judgment matrix, and the ranking weight of each comparison element is calculated according to the judgment matrix. The suggested system first constructs a hierarchical model to conceptualize the relationship between different elements and then builds a judgment matrix. After establishing the judgment matrix, the calculation methods of the characteristic root, square root, and idempotent relative weight are systematically checked. The experimental results reveal that the proposed evaluation system has a stronger impact on promoting university students' creativity, entrepreneurship, and employment.  © 2022 Peng Jing.","","Economics; Hierarchical systems; Internet of things; Quality control; Students; Actuator networks; Electronic actuators; Entrepreneurship education; Evaluation methods; Judgment matrix; Network connection; Network sensors; Playing fields; Process algorithms; University students; Analytic hierarchy process","","","","","","","Song A., Research on the design of quality evaluation index system of higher vocational innovation and entrepreneurship education, Education Sector: Higher Education Research, 11, 9, pp. 202-203, (2015); Wu H., Liu X., Cai W., Quality evaluation of innovative and entrepreneurial talents cultivation in universities based on fuzzy comprehensive evaluation, Journal of Hefei Union University, 23, 8, pp. 99-101, (2016); Zhang J., Zhang F., An investigation on building an innovative entrepreneurship education system for University students, Fujian Quality Management, 20, 3, pp. 64-65, (2016); Gao X., He W., Yang X., Research on the construction of the evaluation index system of innovation and entrepreneurship education in Universitys and universities - Based on international innovative talent evaluation theory, Science and Education Wenhui Lent, 11, 2, pp. 215-216, (2015); Fan W., Ma Y., Liu C., Analysis of factors influencing innovation and entrepreneurship education of graduate students - An empirical study based on SEM, Heilongjiang Higher Education Research, 25, 7, pp. 199-200, (2017); Zhang M., Building a curriculum system of innovation and entrepreneurship education for University students in Xinjiang higher education institutions based on the new connotation of innovation and entrepreneurship education, China Training, 16, 3, pp. 52-53, (2016); Xu M.M., Fang X.H., Thinking about the path of innovation and entrepreneurship education for University students Education, Modernization, 40, 24, pp. 53-54, (2016); Qin J., Research on the quality evaluation of entrepreneurship education in Universitys and universities based on QFD, Management Science and Engineering, 39, 12, pp. 163-168, (2009); Mei W., Types and influencing factors of entrepreneurship education evaluation in Universitys and universities, Viewpoint, 21, 3, pp. 45-49, (2011); Pei L., Shen C., Research on the evaluation method of entrepreneurship education effectiveness, Innovation and Entrepreneurship Education, 41, 12, pp. 11-14, (2012); Yang H., Research on the evaluation model of entrepreneurship education in higher education institutions based on CIPP, Journal of Beijing University of Finance and Trade, 32, 2, pp. 8-14, (2016); Yanfei F., Tong X., Research on the quality evaluation model and hair method of entrepreneurship education for University students, Journal of Huazhong Agricultural University (Social Science Edition), 29, 1, pp. 122-128, (2013); Shi Q., A Preliminary Study on Building A Quality Evaluation System of Innovation and Entrepreneurship Education Based on Students' Perspective: An Example of Practical Exploration; Wang H., Huang Y., Research on the evaluation of entrepreneurship education and entrepreneurship education model in China's universities, China Adult Education, 22, 4, pp. 81-85, (2012); Zhu Z., Gu R., A study on the quality evaluation of entrepreneurship education services in local universities based on DEA, Journal of Yangzhou University (Agricultural and Life Science Edition), 14, 2, pp. 37-42, (2013); Shen S., The construction of evaluation system of entrepreneurship education in applied undergraduate universities, Journal of Chifeng University, 28, 8, pp. 136-137, (2012); Li G., Research on fuzzy comprehensive judgment and control method for the quality of university students' innovation and entrepreneurship education, Business Modernization, 61, 9, pp. 170-175, (2004); Liu B., AHP-Based evaluation index system of university students' employment and entrepreneurship education, Journal of Dongbei Normal University (Philosophy and Social Science Edition), 33, 6, pp. 227-232, (2012); Tao D., Chen D., Research on the quality evaluation index system of entrepreneurship education in Chinese universities, Science and Technology Management Research, 23, 5, pp. 84-86, (2010); Ge L., Liu Z., Research on the evaluation index system of entrepreneurial ability in universities based on CIPP, Journal of Northeastern University, 49, 7, pp. 377-382, (2014); Huang H., Performance evaluation of entrepreneurship education based on balanced scorecard, Journal of Yueyang Vocational and Technical University, 50, 11, pp. 30-33, (2015); Yue L., Wang H., The design of BSC-based quality assessment index system of entrepreneurship education in Universitys and universities, Technology Management, 19, 3, pp. 53-57, (2014); Su H., Performance assessment of entrepreneurship education in Universitys and universities based on balanced scorecard, Chongqing Higher Education Research, 11, 6, pp. 34-39, (2015); Jiang D., On the construction of the evaluation system of innovation and entrepreneurship education instruction in Universitys and universities, Innovation and Entrepreneurship Education, 37, 12, pp. 1-4, (2015); Yang H., Wang X., Zhang J., Ren Y., Long F., Analysis of university infrastructure project management model based on hierarchical analysis, Journal of Tsinghua University, 8, pp. 1119-1127, (2013); Jiang S., Construction and application of enterprise internal audit performance evaluation system based on hierarchical analysis method, Science and Technology Management Research, 16, 5, pp. 202-206, (2012); Lei Y., Zhang X., Yu J., Analysis of competitiveness of resource-based industrial clusters based on hierarchical analysis, Hunan Social Science, 44, 5, pp. 142-144, (2012); Shen Z., Using hierarchical analysis to construct the performance evaluation system of state-owned enterprises, Audit Research, 2, pp. 106-112, (2013); Zhaoguan J., Ye G., Research on supplier evaluation system of pharmaceutical companies based on hierarchical analysis method, Science and Technology Management Research, 47, 12, pp. 53-57, (2012); Qu L., Yue L., Kong F., Zhao L., Sun P., Application of hierarchical analysis method in the preferential selection of rural domestic sewage treatment mode, China Population. Resources and Environment, 26, S2, pp. 112-115, (2012); Gan T., Research on distance learning quality assessment of universities based on decision tree classification algorithm, Modern Electronic Technology, 44, 9, pp. 171-175, (2021); Liang D., Zhou Q., Wang K., Construction of digital resource service performance evaluation system based on hierarchical analysis method, Intelligence Science, 1, pp. 78-81, (2013); Li Y., Qiao Q., Chai F., Yao Y., Lu B., Hu X., Weight analysis of environmental risk evaluation indexes in industrial parks based on hierarchical analysis, Environmental Science Research, 3, pp. 334-340, (2014); Xu Z., Study on the relationship between two types of scales in AHP, Systems Engineering Theory and Practice, 7, pp. 98-102, (1999); Deng X., Li J., Zeng H., Chen J., Zhao J., Analysis of hierarchical analysis method of weight calculation and its application research, The Practice and Understanding of Mathematics, 7, pp. 93-100, (2012)","P. Jing; Henan Finance University, Zhengzhou, 450046, China; email: pengjing@hafu.edu.cn","","Hindawi Limited","","","","","","1574017X","","","","English","Mob. Inf. Sys.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85140137009"
"Banerjee P.; Gupta R.; Gaur J.","Banerjee, Pratyush (26424177700); Gupta, Ritu (56529906100); Gaur, Jighyasu (55194351700)","26424177700; 56529906100; 55194351700","Vocational mindset perspective for supporting graduate employability: a mixed-method investigation","2022","Journal of Vocational Education and Training","","","","","","","0","10.1080/13636820.2022.2138955","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141020570&doi=10.1080%2f13636820.2022.2138955&partnerID=40&md5=ffaa80664dcda5921bc26a56e6572c67","Area of Communication, HRM and OB, International Management Institute (IMI), Bhubaneswar, India; Human Resource Management Area, Indian Institute of Management (IIM), Raipur, India; Operations Management Area, Indian Institute of Management (IIM), Raipur, India","Banerjee P., Area of Communication, HRM and OB, International Management Institute (IMI), Bhubaneswar, India; Gupta R., Human Resource Management Area, Indian Institute of Management (IIM), Raipur, India; Gaur J., Operations Management Area, Indian Institute of Management (IIM), Raipur, India","In India, 80% of graduating engineers remain either underemployed or unemployed due to lack of specific professional and generic skills. This study focuses on understanding how engineering graduates can psychologically orient themselves concerning their career opportunities. Specifically, this study looks at the intersection between career planning attitudes, locus of control and employability perceptions of students. The study further investigates whether such career orientations can make graduate job-seekers more assertive and in control of their preparations for job interviews. A two-stage mixed-method design is applied to investigate this issue. In study 1, data is collected from 497 final year engineering students from several technical institutions from South India and subsequently analysed through hierarchical linear regression analysis. The findings reveal that locus of control orientation positively influences students’ internal cognitive processes, affecting their overall belief about their employability potential. In study 2, in-depth interviews with eight corporate recruiters and six placement officers are conducted through an E-Delphi setting. The objective of study 2 is to understand whether generic employability aspects are considered important while deciding a candidate’s suitability and how these cognitive career orientations can be inculcated appropriately among the students. The importance of developing a vocational mindset is stressed, and suggestions to foster the same have been explained at length. © 2022 The Vocational Aspect of Education Ltd.","career planning; Employability; locus of control; vocational mindset","","","","","","ICFAI Foundation for Higher Education","This study was partially supported by a project grant sponsored by the ICFAI Foundation for Higher Education. We sincerely thank Dr. V. Nagi Reddy for his valuable inputs throughout the duration of the project to refine our research design. ","Agrawal T., Agrawal A., Vocational Education and Training in India: A Labour Market Perspective, Journal of Vocational Education & Training, 69, 2, pp. 246-265, (2017); Aiken L.S., West S.G., Reno R.R., Multiple Regression: Testing and Interpreting Interactions, (1991); Bagozzi R.P., Yi Y., On the Evaluation of Structural Equation Models, Journal of the Academy of Marketing Science, 16, 1, pp. 74-94, (1988); Blustein D.L., Kenna A.C., Gill N., DeVoy J.E., The Psychology of Working: A New Framework for Counseling Practice and Public Policy, The Career Development Quarterly, 56, 4, pp. 294-308, (2008); Bruggen E., Willems P., A Critical Comparison of Offline Focus Groups, Online Focus Groups and E-Delphi, International Journal of Market Research, 51, 3, pp. 1-15, (2009); Cai Y., Graduate Employability: A Conceptual Framework for Understanding Employers’ Perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Caliendo M., Cobb-Clark D.A., Uhlendorff A., Locus of Control and Job Search Strategies, The Review of Economics and Statistics, 97, 1, pp. 88-103, (2015); Chen J.C., Silverthorne C., The Impact of Locus of Control on Job Stress, Job Performance and Job Satisfaction in Taiwan, Leadership and Organization Development Journal, 29, 7, pp. 572-582, (2008); Choy S., Transitions from Education to Work: Workforce Ready Challenges in the Asia Pacific, Journal of Vocational Education & Training, 71, 1, pp. 153-156, (2019); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Clement A., Murugavel T., English for Employability: A Case Study of the English Language Training Need Analysis for Engineering Students in India, English Language Teaching, 8, 2, pp. 116-125, (2015); Cohen P.N., Huffman M.L., Occupational Segregation and the Devaluation of Women’s Work Across US Labor Markets, Social Forces, 81, 3, pp. 881-908, (2003); Creswell W., Piano Clark V., Examining Preliminary Considerations, Designing and Conducting Mixed Methods Research, pp. 20-37, (2007); de Oliveira Silva J.H., de Sousa Mendes G.H., Ganga G.M.D., Mergulhao R.C., Lizarelli F.L., Antecedents and Consequents of Student Satisfaction in Higher Technical-Vocational Education: Evidence from Brazil, International Journal for Educational and Vocational Guidance, 20, 2, pp. 351-373, (2020); Dessler G., Human Resource Management, (2008); Donald W.E., Baruch Y., Ashleigh M., The Undergraduate Self-Perception of Employability: Human Capital, Careers Advice, and Career Ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Duffy R.D., Sense of Control and Career Adaptability Among Undergraduate Students, Journal of Career Assessment, 18, 4, pp. 420-430, (2010); Indian Engineering Students Can’t Think as High as Chinese and Russians: Report, ET Online, (2018); Egan A.F., Jones S.B., Luloff A.E., Finley J.C., The Value of Using Multiple Methods: An Illustration Using Survey, Focus Group, and Delphi Techniques, Society & Natural Resources, 8, 5, pp. 457-465, (1995); Etikan I., Musa S.A., Alkassim R.S., Comparison of Convenience Sampling and Purposive Sampling, American Journal of Theoretical and Applied Statistics, 5, 1, pp. 1-4, (2016); Felder R.M., A Whole New Mind for a Flat World, Chemical Engineering Education, 40, 2, pp. 96-97, (2006); Firth L., Mellor D.J., Moore K.A., Loquet C., How Can Managers Reduce Employee Intention to Quit?, Journal of Managerial Psychology, 19, 2, pp. 170-187, (2004); Fornell C., Larcker D., Structural Equation Models with Unobservable Variables and Measurement Error, Journal of Marketing Research, 18, 1, pp. 39-50, (1981); Forrier A., Sels L., The Concept Employability: A Complex Mosaic, International Journal of Human Resource Development and Management, 3, 2, pp. 102-122, (2003); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A Psycho-Social Construct, Its Dimensions, and Applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gokuladas V.K., Predictors of Employability of Engineering Graduates in Campus Recruitment Drives of Indian Software Services Companies, International Journal of Selection and Assessment, 19, 3, pp. 313-319, (2011); Grochocki L., Guimaraes J., Prata A., Oliveira J., Engineering and Development in Brazil, Challenges and Prospects: A New Perspective on the Topic, Innovation & Management Review, 15, 1, pp. 41-57, (2018); Hennessey M.L., Rumrill P.D., Fitzgerald S., Roessler R., Disadvantagement-Related Correlates of Career Optimism Among College and University Students with Disabilities, Work, 30, 4, pp. 483-492, (2008); Hirschi A., Career Adaptability Development in Adolescence: Multiple Predictors and Effect on Sense of Power and Life Satisfaction, Journal of Vocational Behavior, 74, 2, pp. 145-155, (2009); Center for Indian Industries, (2015); Jackson D., Testing a Model of Undergraduate Competence in Employability Skills and Its Implications for Stakeholders, Journal of Education and Work, 27, 2, pp. 220-242, (2014); Jackson D., Modelling Graduate Skill Transfer from University to the Workplace, Journal of Education and Work, 29, 2, pp. 199-231, (2016); Judge T.A., Bono J.E., Relationship of Core Self-Evaluations Traits—self-Esteem, Generalised Self-Efficacy, Locus of Control, and Emotional Stability—with Job Satisfaction and Job Performance: A Meta-Analysis, The Journal of Applied Psychology, 86, 1, (2001); Judge T.A., Locke E.A., Durham C.C., The Dispositional Causes of Job Satisfaction: A Core Evaluations Approach, Research in Organisational Behavior, 19, pp. 151-188, (1997); Khare M., Employment, Employability and Higher Education in India: The Missing Links, Higher Education for the Future, 1, 1, pp. 39-62, (2014); Kulkarni N., Chachadi A.H., Skills for Employability: Employers’ Perspective, SCMS Journal of Indian Management, 11, 3, (2014); Levenson H., Multidimensional Locus of Control in Psychiatric Patients, Journal of Consulting and Clinical Psychology, 41, 3, pp. 397-404, (1973); Manko B.A., Considerations in the Use of Work-From-Home (WFH) for Post-Pandemic Planning and Management, Management, 25, 1, pp. 118-140, (2021); Nair D., Why 80% Indian Engineers are Unemployable, Rediff.com, (2019); Nathan R., Hill L., Career Counseling, (1992); Aspiring Minds, (2019); Nilsson S., Enhancing Individual Employability: The Perspective of Engineering Graduates”, Education + Training, 52, 6-7, pp. 540-551, (2010); Nunnally J., Psychometric Theory, (1978); Nwajiuba C.A., Igwe P.A., Akinsola-Obatolu A.D., Ituma A., Binuomote M.O., What Can Be Done to Improve Higher Education Quality and Graduate Employability in Nigeria? A Stakeholder Approach, Industry and Higher Education, 34, 5, pp. 358-367, (2020); Okwelle P.C., Wordu C.C.R., Challenges of Unemployment Among Technology Graduates of Polytechnic Education in Nigeria, Journal of Scientific and Engineering Research, 3, 6, pp. 405-409, (2016); O'Leary S., Graduates’ Experiences Of, and Attitudes Towards, the Inclusion of Employability-Related Support in Undergraduate Degree Programmes; Trends and Variations by Subject Discipline and Gender, Journal of Education and Work, 30, 1, pp. 84-105, (2017); Padmini I., Education Vs. Employability-The Need to Bridge the Skills Gap Among the Engineering and Management Graduates in Andhra Pradesh, International Journal of Management and Business Studies, 2, 3, pp. 90-94, (2012); Pilz M., India’s Skills Challenge: Reforming Vocational Education and Training to Harness the Demographic Dividend, Journal of Vocational Education & Training, 68, 2, pp. 280-281, (2016); Pinnock H., Epiphaniou E., Sheikh A., Griffiths C., Eldridge S., Craig P., Taylor S., Developing Standards for Reporting Implementation Studies of Complex Interventions (StaRi): A Systematic Review and E-Delphi, Implementation Science, 10, 42, pp. 1-9, (2015); Poropat A.E., The Role of Citizenship Performance in Academic Achievement and Graduate Employability, Education + Training, 53, 6, pp. 499-514, (2011); Purcell K., Morley M., Rowley G., Employers in the New Graduate Labour Market: Recruiting from a Wider Spectrum of Graduates, (2002); Rossier J., Ginevra M.C., Bollmann G., Nota L., The Importance of Career Adaptability, Career Resilience, and Employability in Designing a Successful Life, Psychology of Career Adaptability, Employability and Resilience, edited by Maree K, pp. 65-82, (2017); Rothwell A., Arnold J., Self-Perceived Employability: Development and Validation of a Scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Jewell S., Hardie M., Self-Perceived Employability: Investigating the Responses of Post-Graduate Students, Journal of Vocational Behavior, 75, 2, pp. 152-161, (2009); Rottinghaus P.J., Day S.X., Borgen F.H., The Career Futures Inventory: A Measure of Career-Related Adaptability and Optimism, Journal of Career Assessment, 13, 1, pp. 3-24, (2005); Sapp S.G., Harrod W.J., Reliability and Validity of a Brief Version of Levenson’s Locus of Control Scale, Psychological Reports, 72, 2, pp. 539-550, (1993); Savickas M.L., The Theory and Practice of Career Construction, Career Development and Counseling: Putting Theory and Research to Work, 1, pp. 42-70, (2005); Shevlin M., Miles J.N., Effects of Sample Size, Model Specification and Factor Loadings on the GFI in Confirmatory Factor Analysis, Personality and Individual Differences, 25, 1, pp. 85-90, (1998); Shobha C.V., Johnson B., Employability Framework in the Post-Covid Scenario-A Literature Review, Abhigyan, 39, 2, pp. 28-37, (2021); Siddiqui Z., India’s Young Graduate Engineers Struggle to Find Work as Job Crisis Worsens, The Wire, (2019); Siddiqui Z., Ctrl-Alt-Stall: India’s Engineers Struggle for Work as Jobs Crisis Worsens, Reuters, (2019); Siddiqui F., Sharma J., Layoffs and Shrinking Job Market: Is This the End of India’s Engineering Dream?, Hindustan Times, (2017); Singh D., Most Engineering Students in India Lack Basic Skills: Varun Aggarwal of Aspiring Minds. Business Today, (2016); Smith C.D., Ferns S., Russell L., Assessing the Impact of Work-Integrated Learning (WIL) on Student Work Readiness, (2014); Spence M., Job Market Signaling, The Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Suarta I.M., Suwintana I.K., Sudhana I.F.P., Hariyanti N.K.D., Employability Skills Required by the 21st Century Workplace: A Literature Review of Labor Market Demand, International Conference on Technology and Vocational Teachers (ICTVT 2017), pp. 337-342, (2017); Taveira M.D.C., Moreno M.L.R., Guidance Theory and Practice: The Status of Career Exploration, British Journal of Guidance and Counseling, 31, 2, pp. 189-208, (2003); Tymon A., The Student Perspective on Employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Yahya M., Iskandar S., Sunardi S., Technical Skills and Employability Skills of Vocational High School Students in Indonesia, Journal of Scientific Research and Studies, 4, 6, pp. 148-155, (2017)","P. Banerjee; Area of Communication, HRM and OB, International Management Institute (IMI), Bhubaneswar, India; email: pratbanerjee@gmail.com","","Routledge","","","","","","13636820","","","","English","J. Vocat. Educ. Train.","Article","Article in press","","Scopus","2-s2.0-85141020570"
"ElSharkawy G.; Helmy Y.; Yehia E.","ElSharkawy, Gehad (57962682600); Helmy, Yehia (26326809300); Yehia, Engy (57210841371)","57962682600; 26326809300; 57210841371","Employability Prediction of Information Technology Graduates using Machine Learning Algorithms","2022","International Journal of Advanced Computer Science and Applications","13","10","","359","367","8","2","10.14569/IJACSA.2022.0131043","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141791064&doi=10.14569%2fIJACSA.2022.0131043&partnerID=40&md5=9e88c53da3f88905f2f94c25b5980ba0","Dept. Business Information Systems, Faculty of Commerce and Business Administration, Helwan University, Cairo, Egypt","ElSharkawy G., Dept. Business Information Systems, Faculty of Commerce and Business Administration, Helwan University, Cairo, Egypt; Helmy Y., Dept. Business Information Systems, Faculty of Commerce and Business Administration, Helwan University, Cairo, Egypt; Yehia E., Dept. Business Information Systems, Faculty of Commerce and Business Administration, Helwan University, Cairo, Egypt","The ability to predict graduates’ employability to match labor market demands is crucial for any educational institution aiming to enhance students' performance and learning process as graduates’ employability is the metric of success for any higher education institution (HEI). Especially information technology (IT) graduates, due to the evolving demand for IT professionals increased in the current era. Job mismatch and unemployment remain major challenges and issues for educational institutions due to the various factors that influence graduates' employability to match labor market needs. Therefore, this paper aims to introduce a predictive model using machine learning (ML) algorithms to predict information technology graduates’ employability to match the labor market demands. Five machine learning classification algorithms were applied named Decision tree (DT), Gaussian Naïve Bayes (Gaussian NB), Logistic Regression (LR), Random Forest (RF), and Support Vector Machine (SVM). The dataset used in this study is collected based on a survey given to IT graduates and employers. The performance of the study is evaluated in terms of accuracy, precision, recall, and f1 score. The results showed that DT achieved the highest accuracy, and the second highest accuracy was achieved by LR and SVM. © 2022, International Journal of Advanced Computer Science and Applications. All Rights Reserved.","Employability; Higher education; It graduates; Labor market; Machine learning","Commerce; Education computing; Employment; Forecasting; Learning algorithms; Logistic regression; Support vector machines; Educational institutions; Employability; High educations; It graduate; Labour market; Logistics regressions; Machine learning algorithms; Machine-learning; Market demand; Technology graduates; Decision trees","","","","","","","Kenayathulla H. B., Ahmad N. A., Idris A. R., Gaps between competence and importance of employability skills: evidence from Malaysia, Higher Education Evaluation and Development, 13, 2, pp. 97-112, (2019); Biagi F., Castano Munoz J., Di Pietro G., Mismatch Between Demand and Supply Among Higher Education Graduates in the EU, JRC Tech. Rep, pp. 1-21, (2020); Assaad R., Krafft C., Salehi-Isfahani D., Does the type of higher education affect labor market outcomes? Evidence from Egypt and Jordan, High. Educ, 75, 6, pp. 945-995, (2018); Hossain M. I., Yagamaran K. S. A., Afrin T., Limon N., Nasiruzzaman M., Karim A. M., Factors Influencing Unemployment among Fresh Graduates: A Case Study in Klang Valley, Malaysia, Int. J. Acad. Res. Bus. Soc. Sci, 8, 9, (2018); Pallathadka H., Et al., Materials Today: Proceedings Investigating the impact of artificial intelligence in education sector by predicting student performance, Mater. Today Proc, 51, pp. 2264-2267, (2022); Zeineddine H., Braendle U., Farah A., Enhancing prediction of student success: Automated machine learning approach, Comput. Electr. Eng, 89; Oswald-Egg M. E., Renold U., No experience, no employment: The effect of vocational education and training work experience on labour market outcomes after higher education, Econ. Educ. Rev, 80; Saidani O., Menzli L. J., Ksibi A., Alturki N., Alluhaidan A. S., Predicting Student Employability Through the Internship Context Using Gradient Boosting Models, IEEE Access, 10, pp. 46472-46489, (2022); Hugo L. S., Predicting Employment Through Machine Learning; Othman Z., Shan S. W., Yusoff I., Kee C. P., Classification Techniques for Predicting Graduate Employability, Int. J. Adv. Sci. Eng. Inf. Technol, 8, 4–2, (2018); Alghamlas M., Alabduljabbar R., Predicting the Suitability of IT Students’ Skills for the Recruitment in Saudi Labor Market, 2019 2nd International Conference on Computer Applications & Information Security (ICCAIS), pp. 1-5, (2019); Dubey A., Mani M., Using Machine Learning to Predict High School Student Employability – A Case Study, 2019 IEEE International Conference on Data Science and Advanced Analytics (DSAA), pp. 604-605, (2019); Kumar M. S., Babu G. P., Comparative Study of Various Supervised Machine Learning Algorithms for an Early Effective Prediction of the Employability of Students, J. Eng. Sci, 10, 10, pp. 240-251, (2019); Casuat C. D., Festijo E. D., Identifying the Most Predictive Attributes among Employability Signals of Undergraduate Students, Proc. - 2020 16th IEEE Int. Colloq. Signal Process. its Appl. CSPA 2020, pp. 203-206, (2020); Aviso K. B., Janairo J. I. B., Lucas R. I. G., Promentilla M. A. B., Yu D. E. C., Tan R. R., Predicting higher education outcomes with hyperbox machine learning: what factors influence graduate employability?, Chem. Eng. Trans, 81, 2019, pp. 679-684, (2020); Bai A., Hira S., An intelligent hybrid deep belief network model for predicting students employability, Soft Comput, 25, 14, pp. 9241-9254, (2021); Laddha M. D., Lokare V. T., Kiwelekar A. W., Netak L. D., Performance Analysis of the Impact of Technical Skills on Employability, Int. J. Performability Eng, 17, 4, (2021); Jagan Mohan Reddy D., Regella S., Seelam S. R., Recruitment Prediction using Machine Learning, 2020 5th International Conference on Computing, Communication and Security (ICCCS), pp. 1-4, (2020); Rahman S. R., Islam M. A., Akash P. P., Parvin M., Moon N. N., Nur F. N., Effects of co-curricular activities on student’s academic performance by machine learning, Curr. Res. Behav. Sci, 2, (2021); Alhassan A., Zafar B., Mueen A., Predict Students’ Academic Performance based on their Assessment Grades and Online Activity Data, Int. J. Adv. Comput. Sci. Appl, 11, 4, (2020); Casuat C. D., Predicting Students’ Employability using Support Vector Machine: A SMOTE-Optimized Machine Learning System, Int. J. Emerg. Trends Eng. Res, 8, 5, pp. 2101-2106, (2020); Thakar P., Manisha D., Role of Secondary Attributes to Boost the Prediction Accuracy of Students’ Employability Via Data Mining, Int. J. Adv. Comput. Sci. Appl, 6, 11, (2015)","","","Science and Information Organization","","","","","","2158107X","","","","English","Intl. J. Adv.  Comput. Sci. Appl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85141791064"
"Kapa M.G.; de Crom E.P.; Hermann U.P.","Kapa, Matome G. (57847743400); de Crom, Engela P. (56700360800); Hermann, Uwe P. (55113961700)","57847743400; 56700360800; 55113961700","AN EXPLORATION OF TOURIST GUIDES' COMPETENCIES TO CREATE MEMORABLE TOURIST EXPERIENCES","2022","Geojournal of Tourism and Geosites ","44","4","","1350","1358","8","1","10.30892/gtg.44421-953","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142332791&doi=10.30892%2fgtg.44421-953&partnerID=40&md5=1bf3e197ed5d2108016ba04ae6084be2","Tshwane University of Technology, Faculty of Management Sciences, Department of Tourism Management, Mbombela, South Africa; Tshwane University of Technology, Faculty of Science, Department of Nature Conservation, Pretoria, South Africa","Kapa M.G., Tshwane University of Technology, Faculty of Management Sciences, Department of Tourism Management, Mbombela, South Africa; de Crom E.P., Tshwane University of Technology, Faculty of Science, Department of Nature Conservation, Pretoria, South Africa; Hermann U.P., Tshwane University of Technology, Faculty of Management Sciences, Department of Tourism Management, Mbombela, South Africa","Tourist guiding in South Africa is a sector of the tourism industry that is subject to regulation to acquire competence and skills to meet the guiding standards and to provide quality services to tourists. The research aims to explore the skill sets perceived by tourist guides as the most important in their professional practice to create a memorable tourist experience to ensure that skills perceived to be most important are considered during the guiding training course for present and future tourist guides to prepare them for both employment, long-life learning and enhance their performance to attain the highest level of customer satisfaction. This study made use of a descriptive quantitative research approach through an online survey research design to collect data. A non-random sample of 320 tourist guides was selected to participate in the study. Data from the online survey was coded into numerical representations and captured in Microsoft Excel. Descriptive statistics together with a confirmatory factor analysis were used to analyse and interpret the results. The results showed various skill sets perceived as the most important from the tourist guides' perspective, including honesty and reliability, ethical skills, time management, customer care skills, health and safety skills and communication skills. © 2022 Authors. All rights reserved.","employability skills; hard skills; personal skills; skills; tourist experience; tourist guides","South Africa; communication; employment; factor analysis; health and safety; tourist behavior","","","","","","","Baum T., Hearns N., Devine F., Moscardo G., Place, people and interpretation: issues of migrant labour and tourism imagery in Ireland, Tourism Recreation Research, 32, 3, pp. 39-48, (2007); Binsaeed R.H., Unnisa S.T., Rizvi L.J., The big impact of soft skills in today’s workplace, International Journal of Economics, Commerce and Management, 5, 1, pp. 456-463, (2017); Chilembwe J.M., Mweiwa V., Tour guides: are they tourism promoters and developers? Case study of Malawi, International Journal of Research in Business Management, 9, 2, pp. 29-46, (2014); Cuic Tankovic A., Kapes J., Kraljic V., Importance of soft skills and communication skills in tourism: viewpoint from tourists and future tourism employees, Tourism in Southern and Eastern Europe, 6, pp. 167-185, (2021); Demirovic Bajrami D., Tretiakova T.N., Syromiatnikova Y.A., Petrovic M.D., Radovanovic M.M., Tour guide's competencies as predictors of tourists' sustainable behavior – evidence from national parks, GeoJournal of Tourism and Geosites, 32, 4, pp. 1277-1282, (2020); Donina A., Lapina I., Employability Skills: the Needs of Tourism Industry versus the Performance of Graduates, Proceedings of The 24th World Multi-Conference on Systemics, Cybernetics and Informatics (WMSCI 2020), (2020); Donohoe H.M., Defining culturally sensitive ecotourism. A Delphi consensus, Current Issues in Tourism, 14, pp. 27-45, (2011); El-Sharkawy O.K., Exploring Knowledge and Skills for Tourist guides: Evidence from Egypt, An International Multidisciplinary Journal of Tourism, 2, 2, pp. 77-94, (2007); General information guide, (2019); Grancay M., COVID-19 and Central European Tourism: The Competitiveness of Slovak Tourist Guides, Central European Business Review, 9, 5, (2020); Hine G., The Art of Nature Guiding: Bringing awareness to nature, (2020); Hoang L.N., The impacts of tour guide performance on foreign tourist satisfaction and destination loyalty in Vietnam, (2015); Hurombo B., Assessing key tour guide competences to co-create memorable tourism experiences, (2016); James R.F., James M.L., Teaching career and technical skills in a “mini” business world, Business Education Forum, 59, 2, pp. 39-41, (2004); Jiang L., Alexakis G., Comparing students and managers' perceptions of essential entry-level management competencies in the hospitality industry: An empirical study, Journal of Hospitality, Leisure, Sport & Tourism Education, 20, pp. 32-46, (2017); John J., Study on the nature of impact of soft skills training programme on the soft skills development of management students, Pacific Business Review, pp. 19-27, (2009); Kapa M.G., de Crom E.P., Hermann U.P., Exploring The Profile of Tourist Guides in South Africa, African Journal of Hospitality, Tourism and Leisure, 11, 3, pp. 1227-1239, (2022); Kassawnh M.S., Al Makhadmeh I.M., Shatnaw H.S., Al Najdawi B.M., The Impact of Behaviours and Skills of Tour Guides in Guiding Tourist Groups, African Journal of Hospitality, Tourism and Leisure, 8, 1, pp. 1-12, (2019); Kiryakova-dineva T., Kyurova V., Chankova Y., Soft Skills for Sustainable Development in Tourism: The Bulgarian Experience, European Journal of Sustainable Development, 8, 2, (2019); Klaus P., Communication breakdown, California Job Journal, 28, pp. 1-9, (2010); Lashley C., The Routledge handbook of hospitality, (2017); Leclerc D., Martin J.N., Tour Guide Communication Competence: French, German and American Tourists’ Perceptions, International Journal of Intercultural Relations, 28, 4, pp. 181-200, (2004); Malimas M.A., Tracing Skills and Personal Attributes: Employers’ Demands from the Communications Graduates, Online Journal of Communication and Media Technologies, 7, 4, pp. 162-178, (2017); Melia D., Is there a Future / Career for Tourist Guides?, EuroCHRIE Conference, (2012); Mitchell G.W., Skinner L.B., White B.J., Essential soft skills for success in the twenty-first century workforce as perceived by business educators, Delta Pi Epsilon Journal, 52, pp. 43-53, (2010); Nealy C., Integrating soft skills through active learning in the management classroom, Journal of College Teaching & Learning, 2, 4, pp. 1-6, (2005); Nieragden G., The soft skills of business English (The Weekly Column: Article 28), ELT Newsletter, (2000); Nikitina T., Lapina I., Creating and managing knowledge towards managerial competence development in contemporary business environment, Knowledge Management Research and Practice, 17, 1, pp. 96-107, (2019); Parsons T.L., Definition: Soft skills, (2008); Perreault H., Business educators can take a leadership role in character education, Business Education Forum, 59, pp. 23-24, (2004); Reisinger Y., Steiner C., Reconceptualising Interpretation: The Role of Tour Guides in Authentic Tourism, Current Issues in Tourism, 9, 6, pp. 481-498, (2006); Robles M.M., Executive Perceptions of the Top 10 Soft Skills Needed in Today’s Workplace, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Rodas D.J., What business students should know?, Chronicle of Higher Education, 54, 4, (2007); Salazar N.B., Tourist satisfying Tanzania: local guides, global discourse, Annals of tourism research, 33, 3, pp. 833-852, (2006); Sandaruwani J.A.R.C., Gnanapala A., The role of tourist guides and their impacts on sustainable tourism development: a critique on Sri Lanka, Tourism, Leisure and Global Change, 3, pp. 62-73, (2016); Sheikh S., Alumni perspectives survey: Comprehensive data report, (2009); Singh A., Jaykumar P., On the road to consensus: key soft skills required for youth employment in the service sector, Worldwide Hospitality and Tourism Themes, 11, 1, pp. 10-24, (2019); Siva Durga Prasad Nayak M., Narayan K.A., Strengths and weaknesses of online surveys, Journal of Humanities and Social Sciences, 24, 5, pp. 31-38, (2019); Smith L., Teaching the intangibles, Journal for Transdisciplinary Research, 61, 10, pp. 23-25, (2007); Thompson G., Introduction to Guiding, The Guides Guide to Guiding Course, (2012); Thompson N.,  Edition, (2021); Timm J.A., Preparing students for the next employment revolution, Business Education Forum, 60, pp. 55-59, (2005); Uys I., The South African Aid-Facts and trips, (2009); Vasanthakumari. S, Soft skills and its application in work place, World Journal of Advanced Research and Reviews, pp. 066-072, (2019); Wellington J.K., The “soft skills” of success: Be it high tech, low tech, or no tech, Vital Speeches of the Day, 71, (2005); Wesley S.C., Jackson V.P., Lee M., The perceived importance of core soft skills between retailing and tourism management students, faculty and businesses, Employee Relations, 39, 1, pp. 79-99, (2017); Zhang H.Q., Chow I., Application of the importance-performance model in tour guides' performance: evidence from mainland Chinese outbound visitors in Hong Kong, Tourism Management, 25, 1, pp. 81-91, (2004); Trainee manual, work as a tour guide, (2014); Oxford Dictionaries Online, (2019); Toward Professionalism in Tour Guiding – A Manual for Trainers, (2012); Tour Guiding, (2006); State of Tourist Guiding in the World: Area Report, (2005)","M.G. Kapa; Tshwane University of Technology, Faculty of Management Sciences, Department of Tourism Management, Mbombela, South Africa; email: KapaMG@tut.ac.za","","Editura Universitatii din Oradea","","","","","","20650817","","","","English","Geojournal Tour. Geosites","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85142332791"
"Sotelo X.","Sotelo, Xiana (36133993900)","36133993900","Literature in the United States up to the 1850s: Practical Application of Critical Thinking Skills in the Humanities","2022","International Journal of Humanities Education","20","2","","15","28","13","0","10.18848/2327-0063/CGP/v20i02/15-28","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140630004&doi=10.18848%2f2327-0063%2fCGP%2fv20i02%2f15-28&partnerID=40&md5=1be85d4c85172960e0e5f2617017eb24","Department of English Studies, Faculty of Philology, Complutense University of Madrid, Spain","Sotelo X., Department of English Studies, Faculty of Philology, Complutense University of Madrid, Spain","This innovation project seeks to provide an example of practical application of the development of critical thinking skills in the Humanities and specifically, in the Degree of English Studies. It is framed in the research group Studies on Intermediality and Intercultural Mediation (SIIM) of Complutense University of Madrid and it aims at responding to the current emphasis in the European Higher Education Area (EHEA) on competences for lifelong learning able to guarantee employability, social inclusion and citizen’s participation in a globalized and changing world, a world suffering from systematic inequalities and social divisions. Many of these social and ethnic confrontations (for example, the systematic racism in the United States against the African American population which has generated the global movement “Black Lives Matter”) have their origin in historical and literary periods that are covered in the curricular contents of the subjects in which this project is implemented. Thus, by bringing awareness into the functionality and relevance the subject curricula have in order to understand the historical and literary roots of many social problems, this project promotes the acquisition of critical thinking skills to contribute to these social debates by providing an objective and contrasted discussion on the origin of these social divisions. Moreover, by putting their academic knowledge at the service of an informed societal conversation, through their own learning outcomes (verified infographics, podcasts, and academic papers), students become active agents of social transformation, contributing in the fight against the disinformation, manipulation, and ignorance that so deeply harms us today as a global community. © Common Ground Research Networks, Xiana Sotelo, All Rights Reserved.","Critical Thinking; English Studies; Historical Roots; Humanities; Literary Roots; Social Divisions; US Literature","","","","","","","","Anderson Lorin, Krathwohl David, A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, (2001); Anstead Nick, Fake News, (2020); Bacon Francis, The Advancement of Learning, (1605); Bailin Sharon, Case Roland, Coombs Jerrold R., Daniels Leroi B., Conceptualizing Critical Thinking, Journal of Curriculum Studies, 31, 3, pp. 285-302, (1999); Becker Rosa, International Branch Campuses: New Trends and Directions, International Higher Education, 58, pp. 3-5, (2010); Benmayor Rina, Digital Storytelling as a Signature Pedagogy for the New Humanities, Arts and Humanities in Higher Education, 7, 2, pp. 188-204, (2008); Bloom Benjamin, Engelhart Michael, Furst E., Hill Walter, Krathwohl David, Taxonomy of Educational Objectives: The Classification of Educational Goals, by a Committee of College and University Examiners, Handbook I: Cognitive Domain, (1956); Bishop Kay, Kimball Melanie, Engaging Students in Storytelling, Teacher Librarian, 33, 4, pp. 31-38, (2006); Burgess Jean, Hearing Ordinary Voices: Cultural studies, Vernacular Creativity and Digital Storytelling, Continuum: Journal of Media & Cultural Studies, 20, 2, pp. 201-214, (2007); Butterworth John, Thwaites Geoff, Thinking Skills: Critical Thinking and Problem-Solving, (2013); Teaching Guide Subject -Literature of the United States until 1850s; Craig R., Amernic J. H., Powerpoint Presentation Technology and the Dynamics of Teaching, Innovative Higher Education, 31, 3, pp. 147-160, (2006); Cunliffe Marcus, The Literature of the United States, (1954); Curaj Adrian, Pricopie Matei, Remus Salmi, Salmi Jamil, Scott Peter, The European Higher Education Area: Between Critical Reflections and Future Policies, (2015); Dewey John, How We Think, (1997); Du Bois W. E. B., The Study of the Negro Problem, Annals of the American Academy of Political and Social Science, 22, pp. 1-23, (1898); Elliott Emory, Revolutionary Writers: Literature and Authority in the New Republic, 1725-1810, (1982); (2016); (2017); (2018); (2020); Key Competences for Lifelong Learning, (2019); Fine Gail, The Oxford Handbook of Plato, (2011); Foucault Michael, Discipline and Punish: The Birth of the Prison, (1995); Hughes John, Critical Thinking in the Language Classroom, (2014); Hilder Monika, The Enemy’s Gospel: Deconstructing Exclusivity and Inventing Inclusivity through the Power of Story, Journal of Curriculum and Supervision, 20, 2, pp. 158-181, (2005); Klaebe Helen, Foth Marcus, Burgess Jean, Bilandzic Mark, Digital Storytelling and History Lines: Community Engagement in a Master-Planned Development, Proceedings 13th International Conference on Virtual Systems and Multimedia, (2007); Kolodny Annette, Land Before Her: Fantasy and Experience of the American Frontiers, 1630-1860, (1984); Llano Stephen, The Relationship between Facts, Debate, and Education, Academia Letters, (2021); Lopez-Varela Azcarate Asun, Exploring Intercultural Relations from the Intersubjective Perspectives offered through Creative Art in Multimodal Formats, Lexia Revista di Simiotica [Lexia Journal of Semiotics], 5, pp. 125-147, (2011); Meadows Daniel, Digital Storytelling: Research-based Practice in New Media, Visual Communication, 2, pp. 189-193, (2003); McGee Patricia, The Instructional Value of Digital Storytelling: Higher Education, Professional and Adult Learning Setting, (2015); Ostrom Elinor, Governing the Commons: The Evolution of Institutions for Collective Action, (1990); Overholser James, Socrates in the Classroom, College Teaching, 40, 1, pp. 12-23, (1992); Potter David, Debating in the Colonial Chartered Colleges, (1944); Powell Timothy B., Ruthless Democracy: A Multicultural Interpretation of the American Renaissance, (2000); Perez Gallego Candido, Historia de la Literatura Norteamericana [History of North American Literature], (1988); Pithers Rachel, Soden Rebecca, Critical Thinking in Education: A Review, Educational Research, 42, 3, pp. 237-249, (2000); Rael Patrick, Eighty-Eight Years: The Long Death of Slavery in the United States, 1777-1865, (2015); Seeskin Karl, Dialogue and Discovery: A Study in Socratic Method, (1987); Spiller Robert, Thorp William, Johnson Thomas H., Canby Henry Seidel, Literary History of the United States, (1948); Sotelo Xiana, Pietraszek Mateusz, Show Me Your Evidence. Basic Interdisciplinary Toolkit for the Teaching of Critical Thinking Skills, (2021); Tucker Genevieve, First Person Singular: The Power of Digital Storytelling, Screen Education, 42, pp. 54-59, (2006); Vance Brenda, Critical Thinking, (2010); Walker Marshall, The Literature of the United States of America, (1983); (2020); Wilson Lakita, Copeland Gregory, What is Black Lives Matter?, (2021); Yenawine Philip, Visual Thinking Strategies. Using Art to Deepen Learning Across School Disciplines, (2014); Zuckert Catherine, The Socratic Turn, History of Political Thought, 25, 2, pp. 189-219, (2004)","X. Sotelo; Department of English Studies, Faculty of Philology, Complutense University of Madrid, Madrid, 28040, Spain; email: xianasot@ucm.es","","Common Ground Research Networks","","","","","","23270063","","","","English","Int. J. Humanities Edu.","Article","Final","","Scopus","2-s2.0-85140630004"
"McHenry R.; Krishnan S.","McHenry, Robert (58066019700); Krishnan, Siva (36504340300)","58066019700; 36504340300","A conceptual professional practice framework for embedding employability skills development in engineering education programmes","2022","European Journal of Engineering Education","47","6","","1296","1314","18","3","10.1080/03043797.2022.2164255","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146265712&doi=10.1080%2f03043797.2022.2164255&partnerID=40&md5=d15bf16e0341b727bfc98abc1b1ef8b7","School of Engineering, Deakin University, Geelong, VIC, Australia","McHenry R., School of Engineering, Deakin University, Geelong, VIC, Australia; Krishnan S., School of Engineering, Deakin University, Geelong, VIC, Australia","It is well documented that engineering practice is as much social as it is technical. Providing accurate course mapping and supporting teaching staff to scaffold engineering practice learning through whole of programme curriculum are key challenges. This study proposes a conceptual framework for engineering professional practice in an Australian context that is constructed through the triangulation of data collected from practitioner perspectives, literature, and reflection upon both authors’ industry experiences. This employability skill development framework describes six key themes as graduate-level learning outcomes aligned to Australian accreditation requirements in a format that readily supports explicit inclusion of engineering professional practice in curriculum design. These key themes are illustrated along a continuum of personal, interpersonal, and contextual competencies and attitudes to communicate the interrelated nature of engineering employability skills. While this paper does not attempt to propose a universal framework, its potential broader relevance, future refinement, and evaluation are discussed. © 2023 SEFI.","employability skills; engineering competencies; engineering education; engineering practice; Professional practice framework","Curricula; Professional aspects; Scaffolds; Education programmes; Embeddings; Employability skills; Engineering Competencies; Engineering practices; Engineering professionals; Professional practice framework; Professional practise; Skills development; Teaching staff; Engineering education","","","","","","","Abdulwahed M., Balid W., Hasna M.O., Pokharel S., (2013); (2021); Australia E., (2014); Australia E., (2018); Bankel J., Berggren K.-F., Blom K., Crawley E.F., Wiklund I., Ostlund S., The CDIO Syllabus: A Comparative Study of Expected Student Proficiency, European Journal of Engineering Education, 28, 3, pp. 297-315, (2003); Berg B., Qualitative Research Methods for the Social Sciences, (1998); Biggs J.B., Tang C., Teaching For Quality Learning At University, (2011); Blencowe C., Brigstocke J., Dawney L., Authority and Experience, Journal of Political Power, 6, 1, pp. 1-7, (2013); Broadbent O., McCann E., (2016); Brown J.S., Collins A., Duguid P., Situated Cognition and the Culture of Learning, Educational Researcher, 18, 1, pp. 32-42, (1989); Buckler B., A Learning Process Model to Achieve Continuous Improvement and Innovation, The Learning Organization, 3, 3, pp. 31-39, (1996); Cameron I., Reidsema C., Hadgraft R., (2011); Care E., Luo R., (2016); Chang C.M., Engineering Management: Meeting the Global Challenges, (2016); Claris L., Riley D., Situation Critical: Critical Theory and Critical Thinking in Engineering Education, Engineering Studies, 4, 2, pp. 101-120, (2012); Conlon E., The new Engineer: Between Employability and Social Responsibility, European Journal of Engineering Education, 33, 2, pp. 151-159, (2008); Craps S., Pinxten M., Knipprath H., Langie G., Different Roles, Different Demands. A Competency-Based Professional Roles Model for Early Career Engineers, Validated in Industry and Higher Education, European Journal of Engineering Education, 47, 1, pp. 144-163, (2022); Cruz L.M., Saunders-Smits G.N., Using an Industry Instrument to Trigger the Improvement of the Transversal Competency Learning Outcomes of Engineering Graduates, European Journal of Engineering Education, 47, 1, pp. 30-49, (2022); Cruz M.L., van den Bogaard M.E.D., Saunders-Smits G.N., Groen P., Testing the Validity and Reliability of an Instrument Measuring Engineering Students’ Perceptions of Transversal Competency Levels, IEEE Transactions on Education, 64, 2, pp. 180-186, (2021); Dacre Pool L., Sewell P., The key to Employability: Developing a Practical Model of Graduate Employability, Education + Training, 49, 4, pp. 277-289, (2007); Giddens D., Changing the Conversation: Messages for Improving Public Understanding of Engineering, (2008); Guest G., MacQueen K.M., Namey E.E., Applied Thematic Analysis, (2012); Harvey L., Defining and Measuring Employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Hatch J.A., Doing Qualitative Research in Education Settings, (2002); Hennessy S., Murphy P., The Potential for Collaborative Problem Solving in Design and Technology, International Journal of Technology and Design Education, 9, 1, pp. 1-36, (1999); Lai E.R., Collaboration: A Literature Review, (2011); Male S., Bush M., Chapman E., An Australian Study of Generic Competencies Required by Engineers, European Journal of Engineering Education, 36, 2, pp. 151-163, (2011); Male S., King R., Hargreaves D., (2016); Markes I., A Review of Literature on Employability Skill Needs in Engineering, European Journal of Engineering Education, 31, 6, pp. 637-650, (2006); Meier R.L., Williams M.R., Humphreys M.A., Refocusing Our Efforts: Assessing Non-Technical Competency Gaps, Journal of Engineering Education, 89, 3, pp. 377-385, (2000); Mulinari D., Sandell K., Exploring the Notion of Experience in Feminist Thought, Acta Sociologica, 42, 4, pp. 287-297, (1999); Nair C.S., Patil A., Mertova P., Re-engineering Graduate Skills–A Case Study, European Journal of Engineering Education, 34, 2, pp. 131-139, (2009); Oliver B., Redefining Graduate Employability and Work-Integrated Learning: Proposals for Effective Higher Education in Disrupted Economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Palmer S., Young K., Campbell M., Developing an Institutional Evaluation of the Impact of Work-Integrated Learning on Employability and Employment, International Journal of Work-Integrated Learning, 19, 4, pp. 371-383, (2018); Passow H.J., Which ABET Competencies Do Engineering Graduates Find Most Important in Their Work?, Journal of Engineering Education, 101, 1, pp. 95-118, (2012); Passow H.J., Passow C.H., What Competencies Should Undergraduate Engineering Programs Emphasize? A Systematic Review, Journal of Engineering Education, 106, 3, pp. 475-526, (2017); Patil A., Codner G., Accreditation of Engineering Education: Review, Observations and Proposal for Global Accreditation, European Journal of Engineering Education, 32, 6, pp. 639-651, (2007); Redish E.F., Smith K.A., Looking Beyond Content: Skill Development for Engineers, Journal of Engineering Education, 97, 3, pp. 295-307, (2008); Robertson L., Toward an Epistemology of Active Learning in Higher Education and Its Promise, Active Learning Strategies in Higher Education, pp. 17-44, (2018); Robinson M.A., Sparrow P.R., Clegg C., Birdi K., Design Engineering Competencies: Future Requirements and Predicted Changes in the Forthcoming Decade, Design Studies, 26, 2, pp. 123-153, (2005); Spinks N., Silburn N., Birchall D., Educating Engineers for the 21st Century: The Industry View, (2006); Trevelyan J., Technical Coordination in Engineering Practice, Journal of Engineering Education, 96, 3, pp. 191-204, (2007); Trevelyan J., (2008); Trevelyan J., Transitioning to Engineering Practice, European Journal of Engineering Education, 44, 6, pp. 821-837, (2019); Tschannen-Moran M., Collaboration and the Need Fortrust, Journal of Educational Administration, 39, 4, pp. 308-331, (2001); van den Akker J.J.H., Kuiper W., Hameyer U., Curriculum Landscapes and Trends, (2003); Williams S., Dodd L.J., Steele C., Randall R., A Systematic Review of Current Understandings of Employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Winberg C., Bramhall M., Greenfield D., Johnson P., Rowlett P., Lewis O., Wolff K., Developing Employability in Engineering Education: A Systematic Review of the Literature, European Journal of Engineering Education, 45, 2, pp. 165-180, (2020); Zandvoort H., Preparing Engineers for Social Responsibility, European Journal of Engineering Education, 33, 2, pp. 133-140, (2008)","R. McHenry; School of Engineering, Deakin University, Geelong, Australia; email: r.mchenry@deakin.edu.au","","Taylor and Francis Ltd.","","","","","","03043797","","","","English","Eur. J. Eng. Educ.","Article","Final","","Scopus","2-s2.0-85146265712"
"Handley K.; den Outer B.","Handley, Karen (57204314510); den Outer, Birgit (55821825600)","57204314510; 55821825600","Learning to signal graduate employability: an exploratory study of UK students’ experiences of online recruitment processes","2022","Journal of Youth Studies","","","","","","","0","10.1080/13676261.2022.2157252","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145317674&doi=10.1080%2f13676261.2022.2157252&partnerID=40&md5=492dab876aac724a115f75fc25658228","Oxford Brookes Business School, Headington, United Kingdom","Handley K., Oxford Brookes Business School, Headington, United Kingdom; den Outer B., Oxford Brookes Business School, Headington, United Kingdom","Graduate employment programmes offer university students the prospect of a reasonable salary and development opportunities. For employers, such programmes offer a talent pipeline and a means to identify future leaders. The psychological contract which develops during recruitment processes creates high expectations on both sides of the employment bargain. A corollary is that graduate programmes usually entail highly competitive, multi-stage selection processes, in which applicants must repeatedly demonstrate their employability in online psychometric tests and computerised activities before progressing to the final selection stage. Drawing on Foucauldian theories of governmentality, this study uses interviews (n = 17) and focus groups (n = 2) to explore how final-year students at a post-1992 English university navigate graduate recruitment processes, and learn to signal what they believe is employability. The article shows how students’ understanding of employability is formed not only through traditional channels such as university careers services or employer communications, but increasingly through third-party (and often commercial) ‘helper’ apps offering online test-practice sessions, templated careers advice, and other methods for gaming the recruitment process. These helper apps can have distorting effects, producing graduates focused on the performance rather than the substance of employability. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Employability; Foucault; graduates; recruitment; signalling","article; career; clinical article; drawing; employability; employer; exploratory research; human; human experiment; interview; learning; psychometry","","","","","British Academy, (BA160213)","This study was funded by the British Academy, reference BA160213.","(2017); Anderson A., Toward a Genealogy of the Liberal Government of Youth, Journal of Youth Studies, 21, 4, pp. 459-475, (2018); Anderson V., Tomlinson M., Signaling Standout Graduate Employability: The Employer Perspective, Human Resource Management Journal, 31, pp. 675-693, (2021); Andrews G., Russell M., Employability Skills Development: Strategy, Evaluation and Impact, Higher Education, Skills and Work-Based Learning, 2, 1, pp. 33-44, (2012); Archer M., Making our Way Through the World: Human Reflexivity and Social Mobility, (2007); Archer M., The Reflexive Imperative in Late Modernity, (2012); Baert S., Cockx B., Verhaest V., Overeducation at the Start of the Career: Stepping Stone or Trap?, Labour Economics, 25, pp. 123-140, (2013); Blackmore J., Rahimi M., How ‘Best Fit’ Excludes International Graduates from Employment in Australia: A Bourdeusian Perspective, Journal of Education and Work, 32, 5, pp. 436-448, (2019); Blancero D., Kreiner G., (2000); Boland T., Seeking a Role: Disciplining Jobseekers as Actors in the Labour Market, Work, Employment and Society, 30, 2, pp. 334-351, (2016); Bradley A., Beevers-Cowling F., Norton C., Hill C., Pelopida B., Quigley M., (2021); Bradley A., Quigley M., Bailey K., (2021); Brannen M., Parsons E., Priola V., Branded Lives: The Production and Consumption of Meaning at Work, (2011); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability Through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Brown P., Hesketh A., The Mismanagement of Talent, (2004); Clarke A., Situational Analysis: Grounded Theory After the Postmodern Turn, (2005); Clarke M., Scurry T., The Role of the Psychological Contract in Shaping Graduate Experiences: A Study of Public Sector Talent Management Programmes in the UK and Australia, The International Journal of Human Resource Management, 31, 8, pp. 965-991, (2020); Corbin J., Strauss A., Basics of Qualitative Research, (2008); Cranmer S., Enhancing Graduate Employability: Best Intentions and Mixed Outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Dean M., Governmentality: Power and Rule in Modern Society, (2010); Deetz S., Resistance, Management Communication Quarterly, 21, 3, pp. 387-392, (2008); Dejaeghere J., Morris E., Bamattre R., Moving Beyond Employment and Earnings: Reframing how Youth Livelihoods and Wellbeing are Evaluated in East Africa, Journal of Youth Studies, 23, 5, pp. 667-685, (2020); Deveaux M., Feminism and Empowerment: A Critical Reading of Foucault, Feminist Studies, 20, 2, pp. 223-247, (1994); De Vos A., De Stobbeleir K., Meganck A., The Relationship Between Career-Related Antecedents and Graduates’ Anticipatory Psychological Contracts, Journal of Business and Psychology, 24, pp. 289-298, (2009); Donald W., Ashleigh M., Baruch Y., Students’ Perceptions of Education and Employability, Career Development International, 23, 5, pp. 513-540, (2018); Ecclestone K., The Dangerous Rise of Therapeutic Education, (2009); Foucault M., Discipline and Punish: The Birth of the Prison, (1977); Foucault M., The History of Sexuality Volume 1: An Introduction, (1978); Foucault M., Governmentality, The Essential Foucault, pp. 229-245, (1994); Foucault M., Questions of Method, The Essential Foucault, pp. 246-258, (1994); Foucault M., Technologies of the Self, The Essential Foucault, pp. 145-169, (1994); Gazier B., (1999); Georgiou K., Nikolaou I., (2020); Goffman E., The Presentation of Self in Everyday Life, (1959); Greenbank P., ‘I’d Rather Talk to Someone I Know Than Somebody who Knows’–the Role of Networks in Undergraduate Career Decision-Making, Research in Post-Compulsory Education, 16, 1, pp. 31-45, (2011); Greenbank P., Career Decision-Making: ‘i Don't Think Twice, but It'll be all Right’, Research in Post-Compulsory Education, 19, 2, pp. 177-193, (2014); Grey C., Career as a Project of the Self and Labour Process Discipline, Sociology, 28, 2, pp. 479-497, (1994); Handley K., Anticipatory Socialization and the Construction of the Employable Graduate: A Critical Analysis of Employers’ Graduate Careers Websites, Work, Employment and Society, 32, 2, pp. 239-256, (2018); (2020); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Hora M., Hiring as Cultural Gatekeeping Into Occupational Communities: Implications for Higher Education and Student Employability, Higher Education, 79, pp. 307-324, (2020); Ikonen H.-M., Nikunen M., Young Adults and the Tuning of the Entrepreneurial Mindset in Neoliberal Capitalism, Journal of Youth Studies, 22, 6, pp. 824-838, (2019); Jack A., (2020); Legge K., Human Resource Management: Rhetorics and Realities, (2005); Llamas J., Technologies of Disciplinary Power in Action: The Norm of the ‘Good Student’, Higher Education, 52, pp. 665-686, (2006); Locke K., Feldman M., Golden-Biddle K., Coding Practices and Iterativity: Beyond Templates for Analyzing Qualitative Data, Organizational Research Methods, 25, 2, pp. 262-284, (2022); Mautz S., (2018); McGuinness S., Overeducation in the Labour Market, Journal of Economic Surveys, 20, 3, pp. 387-418, (2006); McQuaid R., Lindsay C., The Concept of Employability, Urban Studies, 42, 2, pp. 197-219, (2005); Mgaiwa S., Fostering Graduate Employability: Rethinking Tanzania’s University Practices, SAGE Open, 1, pp. 1-14, (2021); Morley L., Producing New Workers: Quality, Equality and Employability in Higher Education, Quality in Higher Education, 7, 2, pp. 131-138, (2001); (2017); (2021); Okay-Somerville B., Scholarios D., Position, Possession or Process? Understanding Objective and Subjective Employability During University-to-Work Transitions, Studies in Higher Education, 42, 7, pp. 1275-1291, (2017); O'Leary S., (2021); Potter J., Wetherell M., Discourse and Social Psychology, (1987); Rose N., Governing the Soul, (1999); Rose N., Miller P., Political Power Beyond the State: Problematics of Government, The British Journal of Sociology, 43, 2, pp. 173-205, (1992); Spence M., Job Market Signaling, The Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Stone D., Deadrick D., Lukaszewski K., Johnson R., The Influence of Technology on the Future of Human Resource Management, Human Resource Management Review, 25, pp. 216-231, (2015); Suleman F., The Employability Skills of Higher Education Graduates: Insights Into Conceptual Frameworks and Methodological Options, Higher Education, 76, pp. 263-278, (2018); Tansley C., Hafermalz E., Dery K., Talent Development Gamification in Talent Selection Assessment Centres, European Journal of Training and Development, 40, 7, pp. 490-512, (2016); Tansley C., Tietze S., Rites of Passage Through Talent Management Progression Stages: An Identity Work Perspective, The International Journal of Human Resource Management, 24, 9, pp. 1799-1815, (2013); Tims A., (2010); Tomlinson M., ‘The Degree is not Enough’: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, pp. 407-431, (2012); Townley B., Reframing Human Resource Management, (1994); Tymon A., The Student Perspective on Employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Walters W., Governmentality: Critical Encounters, (2012); Williams S., Dodd J., Steele C., Randall R., A Systematic Review of Current Understandings of Employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Wright K., The Rise of the Therapeutic Society: Psychological Knowledge & the Contradictions of Cultural Change, (2011); Zuboff S., The Age of Surveillance Capitalism, (2019)","K. Handley; Oxford Brookes Business School, Oxford, Headington, OX3 0BP, United Kingdom; email: khandley@brookes.ac.uk","","Routledge","","","","","","13676261","","","","English","J. Youth Stud.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85145317674"
"Muthuswamy V.V.","Muthuswamy, Vimala Venugopal (57654679600)","57654679600","Continuing Professional Development Practices (CPD) for Professionals in their Employability","2022","Eurasian Journal of Educational Research","2022","101","","1","15","14","1","10.14689/ejer.2022.101.001","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150630769&doi=10.14689%2fejer.2022.101.001&partnerID=40&md5=743a336023a010153eb95cb3552bf2be","Business Administration Department, King Faisal University, Alhasa, Saudi Arabia","Muthuswamy V.V., Business Administration Department, King Faisal University, Alhasa, Saudi Arabia","Purpose: This research paper examines continuing professional development as it relates to the Saudi Vision 2030 Human Development Programs. The goal of this study is to examine how professionals perceive CPD and how they view their work. This study examines the personalities and technical skills of professionals and examines if these factors have an immediate impact on how they see things. The researcher pinpoints and examines personality, technical proficiency, training and development, perception, and its impact on participants' attitudes and level of commitment to their jobs about CPD practices. The researcher pinpoints and examines personality, technical proficiency, training and development, perception, and its impact on participants' attitudes and level of commitment to their jobs about CPD practices. As Saudi professionals participate increasingly in CPD, the researcher examines their demands and expectations. The research also focuses on the relationship between professional achievement and professional attitudes. Design/Methodology/Approach: The researcher used a stratified sampling technique to find 100 professionals in top management roles in the public and private sectors of various industries. In this study, the researcher used structured questionnaires and interviews to gather primary data from 100 samples from various portfolios. The researcher uses one-way ANOVA and multiple regression analysis to analyze how professionals see themselves and their devotion to their jobs. Through ""Multiple Regression Analysis,"" professionals' success in their fields is demonstrated. The search for theoretical model fit is conducted using structural equation modelling (SEM). The structural bond is examined using the ""multivariate"" statistical technique known as ""structural equation modelling."" Findings: The findings show that professional achievement is directly impacted by attitude and perception of CPD. The SEM results show that knowing the dependence of each element listed and how they relate to one another improves CPD and productivity. According to the connection results, technical proficiency and personality are significantly correlated with how professionals see CPD activities. Implications: Findings of this study will be helpful for human resource managers and policy makers to focus on CPD practices. Novelty: The research examines and proves that Attitude on CPD has a direct effect on professional success. © 2022 Ani Publishing Ltd.","Attitude; Job commitment; Perception; Personality; Technical ability; Training and development","","","","","","Vice Presidency for Graduate Studies and Scientific Research; Deanship of Scientific Research, King Saud University; King Faisal University, KFU, (2338)","This work was supported through the Ambitious Funding track by the Deanship of Scientific Research, Vice Presidency for Graduate Studies and Scientific Research, King Faisal University, Saudi Arabia [Project Grant No 2338.]","Al -Athari A., Zai ri M., Traini ng eval uati on: an empi ri cal study i n Kuwai t, Journal of European Industri al Trai ni ng, 26, 5, pp. 241-251, (2002); Anis A., Nasir A., Safwan N., Employee retention relationship to training and development: A compensation perspective, African journal of business management, 5, 7, pp. 2679-2685, (2011); Ari R., Educational Psychology, (2008); Austin Z., Marini A., Croteau D., Continuous Professional Development: A Qualitative Study of Pharmacists' Attitudes, Behaviors, and Preferences in Ontario, Canada, American Journal of Pharmaceutical Education, 69, 1, pp. 25-33, (2005); Bader L., Mukhalalati B., Awaisu A., Tofade T., Bates I., Using a global framework for health workforce development: National case studies on continuing professional development in pharmacy, MedEdPublish, 8, 44, (2019); Baitsch C., Viele tun's und keiner merkt's–Vom privaten Lernen für die Arbeitswelt, Lernen im Chaos-Lernen für das Chaos, pp. 13-19, (1998); Banks J., Smyth E., Continuous professional development among primary teachers in Ireland, (2011); Bartram D., Foster J., Lindley P. A., Brown A. J., Nixon S., Learning Climate Questionnaire (LCQ): Background and Technical Information, (1993); Billett S., Harteis C., Etelapelto A., Emerging Perspectives of Workplace Learning, (2008); Brand C. E., A Continuing professional development framework for medical laboratory technologists/technicians in South Africa, (2006); Cavanaugh M. A., Noe R. A., Antecedents and consequences of relational components of the new psychological contract, Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 20, 3, pp. 323-340, (1999); Connolly D., Continuing professional development of occupational therapists: A case study of problem-based learning in work, Handbook of enquiry and problem-based learning: Irish case studies and international perspectives, pp. 145-155, (2005); Else Ouweneel A. P., Taris T. W., Van Zolingen S. J., Schreurs P. J. G., How task characteristics and social support relate to managerial learning: Empirical evidence from Dutch home care, The Journal of psychology, 143, 1, pp. 28-44, (2009); Friedman A., Woodhead S., Approaches to CPD Measurement Research Project, Accounting Education, 16, 4, pp. 431-432, (2007); Garet M. S., Porter A. C., Desimone L., Birman B. F., Yoon K. S., What makes professional development effective? Results from a national sample of teachers, American educational research journal, 38, 4, pp. 915-945, (2001); Hamza A., International experience: An opportunity for professional development in higher education, Journal of Studies in International Education, 14, 1, pp. 50-69, (2010); Hanlon H. R., Prihodova L., Hoey H., Russell T., Donegan D., O'Shaughnessy A., Attitudes, perceived benefits, and experiences of engagement with professional competence schemes for doctors in Ireland: findings from a national survey, The Journal of Continuing Education in the Health Professions, 41, 3, pp. 176-184, (2021); Hargreaves A., Four ages of professionalism and professional learning, Teachers and teaching, 6, 2, pp. 151-182, (2000); Heikkinen H. L. T., Jokinen H., Tynjala P., Peer-group mentoring for teacher development, (2012); Continuing Professional Development (CPD) guidelines, (2021); Kennie T. J. M., The Growing Importance of CPD, Continuing Professional Development journal, 1, pp. 112-119, (1998); Lei J., Digital Natives As Preservice Teachers: What Technology Preparation Is Needed?, Journal of Computing in teacher Education, 25, 3, pp. 87-97, (2009); Malcolm J., Hodkinson P., Colley H., The interrelationships between informal and formal learning, Journal of workplace learning, 15, 7, pp. 313-318, (2003); Marsick V. J., Watkins K. E., Informal and Incidental Learning in the Workplace, (1990); Mowday R., Porter L., Steers R., Employee organization Linkages: The Psychology of Commitment, Absenteeism, and Turnover, (1982); Owusu V., Abdulai A., Abdul-Rahman S., Non-farm work and food security among farm households in Northern Ghana, Food policy, 36, 2, pp. 108-118, (2011); Paloniemi S., Collin K., Workplace Learning and Work-Related Identity Constructions in a Clinical Setting, Handbook of Lifelong Learning Developments, pp. 141-161, (2010); Power A., Grammatiki A., Bates I., Mc Kellar S., Johnson B. J., Diack H. L., Stewart D., Hudson S. A., Factors affecting the views and attitudes of Scottish pharmacists to continuing professional development, International Journal of Pharmacy Practice, 19, 6, pp. 424-430, (2011); Rothwell A., Herbert I., Accounting professionals and CPD: attitudes and engagement—some survey evidence, Research in Post‐Compulsory Education, 12, 1, pp. 121-138, (2007); Rowold J., Kauffeld S., Effects of career-related continuous learning on competencies, Personnel Review, 38, 1, pp. 90-101, (2009); Schunk D. H., Goal and self-evaluative influences during children’s cognitive skill learning, American educational research journal, 33, 2, pp. 359-382, (1996); Sharon D. S., Aggarwal V., Digital Human Resource Management, Gyan Management, 11, 2, pp. 23-27, (2017); Tannenbaum S. I., Enhancing continuous learning: Diagnostic findings from multiple companies, Human Resource Management, 36, 4, pp. 437-452, (1997); Tannenbaum S. I., Beard R. L., McNall L. A., Salas E., Informal learning and development in organizations, Learning, training, and development in organizations, pp. 323-351, (2009); Taris T. W., Kompier M. A., De Lange A. H., Schaufeli W. B., Schreurs P. J., Learning new behaviour patterns: A longitudinal test of Karasek's active learning hypothesis among Dutch teachers, Work & Stress, 17, 1, pp. 1-20, (2003); Taris T. W., Kompier M. A. J., Job Characteristics and Learning Behavior: Review and Psychological Mechanisms, Exploring interpersonal dynamics, 4, pp. 127-166, (2004); Utami I. L. P., Prestridge S., Saukah A., Hamied F. A., Continuing Professional Development and teachers’ perceptions and practices-A tenable relationship, Indonesian Journal of Applied Linguistics, 9, 1, pp. 108-118, (2019); Van Der Heijden B., Boon J., Van der Klink M., Meijs E., Employability enhancement through formal and informal learning: an empirical study among Dutch non‐academic university staff members, International Journal of Training and Development, 13, 1, pp. 19-37, (2009); Watkins K. E., Marsick V. J., Action: Creating the Learning Organization, (1996); Yadapadithaya P., Stewart J., Corporate training and development policies and practices: a cross‐national study of India and Britain, International Journal of Training and Development, 7, 2, pp. 108-123, (2003); Yaqub E. N., Owusu-Cole C., Ofosua C. F., Challenges Facing Continuing Professional Development (CPD) of Academic Staff of the Colleges of Education in Ghana, International Journal of Educational Administration and Policy Studies, 12, 2, pp. 112-120, (2020)","V.V. Muthuswamy; Business Administration Department, King Faisal University, Alhasa, Saudi Arabia; email: fmuthuswamy@kfu.edu.sa","","Ani Publishing","","","","","","1302597X","","","","English","Eurasian J. Educ. Res.","Article","Final","","Scopus","2-s2.0-85150630769"
"Gul R.; Ahmad I.; Tufail M.","Gul, Rani (57222039332); Ahmad, Iqbal (55857127200); Tufail, Muhammad (58593692500)","57222039332; 55857127200; 58593692500","Understanding the Pedagogical Role of Service-Learning for Preparing Citizen Leaders in Higher Education","2022","Africa Education Review","19","2","","25","39","14","0","10.1080/18146627.2023.2225751","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85165281028&doi=10.1080%2f18146627.2023.2225751&partnerID=40&md5=d224ed41dcca31bbc3d75ce7188d1290","University of Malakand, Pakistan; Abdul Wali Khan University Mardan, Pakistan","Gul R., University of Malakand, Pakistan; Ahmad I., University of Malakand, Pakistan; Tufail M., Abdul Wali Khan University Mardan, Pakistan","This paper presents a survey that explored the impact of service-learning in the realm of higher education on the readiness of students for their forthcoming leadership positions as citizen leaders. A narrative review approach was adopted. A significant amount of research has been conducted on service-learning outcomes; however, few studies have investigated the role of service-learning in developing civic leadership of higher education students. The primary aim of this study was to assess the current body of literature regarding the pedagogical significance of service-learning in fostering engaged citizen leaders within higher education. The findings of this investigation demonstrate the effectiveness of service-learning as a valuable tool for cultivating leadership abilities among students in higher education. Notable skills enhanced through this approach include problem-solving, critical thinking, public speaking, decision-making, and interpersonal proficiency. These are also considered the top employability skills in the current job market. Based on the findings, the paper supports the integration of service-learning as a useful educational approach in higher education curricula to develop leadership skills of graduates. © 2023 Unisa Press.","citizen leaders; higher education; leadership; service-learning","","","","","","","","Afzal A., Hussain N., Impact of Community Service Learning on the Social Skills of Students, Journal of Education and Educational Development, 7, 1, pp. 55-70, (2020); Ahmad I., Gul R., “Impact of Online Service-Learning on Civic and Social Justice Behavior of Undergraduate Laboratory-Based Graduates” Human Arenas, (2021); Ahmad I., Gul R., Imtiaz U., COVID-19 Outbreak, Challenges and Possibilities for Online System of Education, An Interdisciplinary Approach in the Post COVID-19 Pandemic Era, pp. 207-221, (2022); Ahmad I., Gul R., Kashif M., A Qualitative Study of Workplace Factors Causing Stress among University Teachers and Coping Strategies: A Qualitative Study of Workplace Factors, Human Arenas, pp. 1-23, (2022); Ahmad I., Gul R., Zeb M., A Qualitative Inquiry of University Student’s Experiences of Exam Stress and Its Effect on Their Academic Performance, Human Arenas, (2022); Ali I., Gul R., and S R., Khan S., Karim K., An Evaluative Study of English Contrastive Rhetoric in Pashtu Speaking Areas of Pakistan: A Case Study of District Swat, Linguistica Antverpiensia, 2021, 1, pp. 2183-2203, (2021); Ash S.L., Clayton P.H., Learning through Critical Reflection: A Tutorial for Students in Service-Learning (Instructor Version), (2009); Ayub A., Gul R., Ali A., Rauf B.M., Cultural and Educational Stress: A Case Study of Brahui Speaking ESL and EMI Periphery Students, Asian EFL Journal, 28, 2, pp. 239-260, (2021); Ayub A., Gul R., Malik M., Sharjeel M.Y., Rauf M.B., Achievement in Mathematics At Elementary School Level in Quetta City, Balochistan, Ilkogretim Online-Elementary Education Online, 20, 3, pp. 262-270, (2021); Batool S., Tahir T., Gul R., Ishfaq U., Attribution Styles of Deaf Children: Application of Weiner Theory, Webology, 18, 3, pp. 610-625, (2021); Batool S., Tahir T., Gul R., Nawaz H., An Educational Intervention to Optimize Physical Wellness of University Students, Journal of Positive School Psychology, 6, 8, pp. 3779-3792, (2022); Bringle R.G., Clayton P.H., Civic Learning: A Sine Qua Non of Service Learning, Frontiers in Education, 6, (2021); Bukhari S.K.U.S., Gul R., Bashir T., Zakir S., Javed T., Exploring Managerial Skills of Pakistan Public Universities (PPUs)’ Middle Managers for Campus Sustainability, Journal of Sustainable Finance and Investment, 13, 1, pp. 73-91, (2021); Chen T., Snell R.S., Wu C.X., Comparing the Effects of Service-Learning Versus Nonservice-Learning Project Experiences on Service Leadership Emergence and Meaning Schema Transformation, Academy of Management Learning and Education, 17, 4, pp. 474-495, (2018); Demiroren M., Atilgan B., Impacts of Service Learning-Based Social Responsibility Training on Medical Students, Advances in Physiology Education, 47, 2, pp. 166-174, (2023); Ejimabo N.O., The Influence of Decision Making in Organizational Leadership and Management Activities, Journal of Entrepreneurship and Organization Management, 4, 2, pp. 2222-2239, (2015); Ferdiansyah S., Winarno A., Ardhita Z., Service Learning in Indonesia: Developing Undergraduate Students’ Leadership During COVID-19 Pandemic, Higher Education, Skills and Work-Based Learning, 12, 5, pp. 884-899, (2022); Garcia K.D., (2022); Gul R., Reba A., A Study of Multiple Intelligence and Social Profiles of Secondary School Teachers, Peshawar, Journal of Applied Environmental and Biological Sciences, 7, 6, pp. 226-235, (2017); Gul R., Kanwal S., Khan S.S., Preferences of the Teachers in Employing Revised Blooms Taxonomy in Their Instructions, Sir Syed Journal of Education and Social Research, 3, 2, pp. 258-266, (2020); Gul R., Khan S.S., Mazhar S., Tahir T., Influence of Logical and Spatial Intelligence on Teaching Pedagogies of Secondary School Teachers, Humanities and Social Sciences Reviews, 8, 6, pp. 1-9, (2020); Gul R., Tahir T., Ishfaq U., Teaching as a Profession, Exploring the Motivational Factors, and the Motives to Stay in the Field of Teaching, Ilkogretim Online-Elementary Education Online, 19, 4, pp. 4560-4565, (2020); Gul R., Ayub A., Mazhar S., Uddin S.S., Khanum M., Teachers’ Perceptions on Students’ Cultural and Linguistic Diversity and Its Impact on Their Approaches towards Culturally Teaching Practices, TESOL International Journal, 16, 3, pp. 89-105, (2021); Gul R., Khilji G., Exploring the Need for a Responsive School Curriculum to Cope with the Covid-19 Pandemic in Pakistan, Prospects, 51, 1-3, pp. 503-522, (2021); Gul R., Muhammad T., Mumtaz M., Shaheen L., Does Intelligence Matters in Teaching? Exploring the Impact of Teachers Intelligence on Teaching Pedagogies of Secondary School Science Teachers, Multicultural Education, 7, 3, pp. 355-363, (2021); Gul R., Tahir I.U., Batool T., Impact of Teachers Workload on Their Time Management Skills At University Level, Indian Journal of Economics and Business, 20, 3, pp. 819-829, (2021); Gul R., Zakir S., Ali I., Karim H., Hussain R., The Impact of Education on Business Opportunities for Women Entrepreneurs in Public and Private Television Advertisements in Pakistan, Industrial Engineering and Management Systems, 20, 2, pp. 140-147, (2021); Gul R., Ahmad I., Tahir T., Ishfaq U., Development and Factor Analysis of an Instrument to Measure Service-Learning Management, Heliyon, 8, 4, (2022); Gul R., Tehseen T., Batool S., Ishfaq U., Nawaz M.H., Effect of Different Classroom Predicators on Students Behavioral Engagement, Journal of Positive School Psychology, 6, 8, pp. 3759-3778, (2022); Gul R., Khilji G.K., The Readiness of Schools for an Online System of Education amid the COVID-19 Pandemic in Quetta, Balochistan, Digital Innovation for Pandemics, pp. 21-44, (2023); Gul R., Tahir T., Ishfaq U., Perspectives of the Teachers on Challenges and Possibilities to Online System of Education Amid COVID-19 Outbreak in Balochistan, Pakistan, SAGE Open, 13, (2023); Hart S., Engaging the Learner: The ABC’s of Service–Learning, Teaching and Learning in Nursing, 10, 2, pp. 76-79, (2015); Harris U.S., Virtual Partnerships: Engaging Students in E-Service Learning Using Computer-Mediated Communication, Asia Pacific Media Educator, 27, 1, pp. 103-117, (2017); Huda M., Teh K.S.M., Muhamad N.H.N., Nasir B.M., Transmitting Leadership Based Civic Responsibility: Insights from Service Learning, International Journal of Ethics and Systems, 34, 1, pp. 20-31, (2018); Khan R.A., Ahmad M.S., Khan R.U., Service-Learning for Youth Leadership, Applied Research in Quality of Life, 16, pp. 379-382, (2021); Krsmanovic M., Fostering Service-Learning and Leadership Development through First-Year Seminar Courses, Journal of Service-Learning in Higher Education, 15, pp. 54-70, (2022); Marcus V.B., Atan N.A., Talib R., Latif A.A., Yusof S.M., Promoting Students’ Generic Skills with the Integration of E-Service Learning Platform, International Journal of Emerging Technologies in Learning (Online, 14, 20, pp. 4-17, (2019); Mcelravy L.J., Matkin G., Hastings L.J., How Can Service-Learning Prepare Students for the Workforce? Exploring the Potential of Positive Psychological Capital, Journal of Leadership Education, 17, 1, pp. 35-55, (2018); Muhammad T., Khan S., Gul R., Rashid M.H.U., Servant Leadership and Knowledge Hiding: The Moderating Role of Personality Traits in Academic Settings, International Review of Basic and Applied Sciences, 10, 2, pp. 225-236, (2022); Murrell A.J., Jones R., Petrie-Wyman J., Developing Inclusive Ethical Leaders: An Experiential Service-Learning Approach To Leadership Development among Millennials, Inclusive Leadership, pp. 354-362, (2020); Nor Pazilah F., Hashim H., Md Yunus M., Service-Learning in English as a Second Language Teacher Training Program: Exploring Pre-Service Teachers’ Authentic Learning Experiences, Arab World English Journal (AWEJ), 12, (2021); Lambert M.D., Mehta S.P., Nelson S.P., Northup J.R., Sowers K.D., Development of Professional Competencies through Service Learning: An Exploratory Study, Critical Reviews™ in Physical and Rehabilitation Medicine, 34, 3, pp. 31-40, (2022); Saeed M., Ahmed I., An Analytical Review on Rethinking Service-Learning as Critical Transformative Paradigm in Higher Education, Journal of Humanities, Social and Management Sciences (JHSMS), 2, 2, pp. 318-334, (2021); Said H., Ahmad I., Hassan Z., Awang Z., Service Learning as Critical Pedagogy: Implications for Student Community Awareness and Citizenship Development, Mediterranean Journal of Social Sciences, 6, 2, pp. 471-478, (2015); Said H., Shah Bukhari S.K.U., Gul R., Ibna Seraj P.M., Barriers to Sustainability at Pakistan Public Universities and the Way Forward, International Journal of Sustainability in Higher Education, 23, 4, pp. 865-886, (2021); Salameh A.A., Akhtar H., Gul R., Omar A.B., Hanif S., Personality Traits and Entrepreneurial Intentions: Financial Risk-Taking as Mediator, Frontiers in Psychology, 13, (2022); Saleem A., Gul R., Dogar A.A., Effectiveness of Continuous Professional Development Program as Perceived by Primary Level Teachers, Ilkogretim Online-Elementary Education Online, 20, 3, pp. 53-72, (2021); Sohail M., Gul R., Mushtaq R., The Establishment of Azad School Utmanzai and Anjuman-I-Islahul Afaghina: A Successful Methodology of Organizational Excellence (1921–1946), Global Social Sciences Review, 3, 3, pp. 193-206, (2018); Spencer J.A., Integrating Service Learning into the RN to BSN Curriculum with the Application of QSEN Competencies, Journal of Professional Nursing, 37, 6, pp. 1044-1048, (2021); Tan S.Y., Soo S.H.J., Service-Learning and the Development of Student Teachers in Singapore, Asia Pacific Journal of Education, 40, 2, pp. 263-276, (2020); Warner L.H., Developing Interpersonal Skills of Evaluators: A Service-Learning Approach, American Journal of Evaluation, 41, 3, pp. 432-451, (2020); Zhou G., Gul R., Tufail M., Does Servant Leadership Stimulate Work Engagement? The Moderating Role of Trust in the Leader, Frontiers in Psychology, 13, (2022)","R. Gul; University of Malakand, Pakistan; email: ranigul@uom.edu.pk","","Routledge","","","","","","18146627","","","","English","Afr. Educ. Rev.","Article","Final","","Scopus","2-s2.0-85165281028"
"Bracken L.; Patton N.; Lindsay E.","Bracken, Liz (58103592500); Patton, Narelle (55846682000); Lindsay, Euan (9734100900)","58103592500; 55846682000; 9734100900","Compulsory work-integrated learning: A solution for equity degree propositioning and future proofing","2022","International Journal of Work-Integrated Learning","23","4","","481","493","12","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148081256&partnerID=40&md5=27e109a1f42511be87860d9f9e817d29","Charles Sturt University, Bathurst, Australia; Charles Sturt University, Albury, Australia; Aalborg University, Aalborg, Denmark","Bracken L., Charles Sturt University, Bathurst, Australia; Patton N., Charles Sturt University, Albury, Australia; Lindsay E., Aalborg University, Aalborg, Denmark","Work-integrated learning (WIL) placement is increasingly being prioritized in university course curricula as industry, students and government seek improved employability skills, work-ready graduates and stronger graduate employability outcomes. For disciplines such as business, without industry accreditation mandating WIL placement experiences WIL placement are typically non-compulsory and administered through competitive or self-selection approaches which favor higher grade point average (GPA) and socioeconomic status (SES) students at the expense of less advantaged students. Despite well-documented benefits to multiple stakeholders, business schools’ reluctance to embrace compulsory WIL placement is underpinned by internal challenges of cost, supply, and implementation. The dynamics of business schools’ future sustainability is under threat by market disruptions, pandemic induced income and enrolment losses, and performance driven funding. Potentially the introduction of compulsory WIL placement could decrease existing discriminatory WIL placement practices and enhance student equity while delivering a powerful value proposition to combat future sustainability challenges. © 2022 International Journal of Work-Integrated Learning. All rights reserved.","business schools; graduate employability; graduate employment; national priority industry linkage fund (NPILF); placement inequity; WIL placement","","","","","","","","Abrahamson E., Berkowitz H., Dumez H., A more relevant approach to relevance in management studies: an essay on performativity, Academy of Management Review, 41, 2, pp. 367-381, (2016); Alajoutsijarvi K., Juusola K., Siltaoja M., The legitimacy paradox of business schools: Losing by gaining?, Academy of Management Learning & Education, 14, 2, pp. 277-291, (2015); Allen K., Quinn J., Hollingworth S., Rose A., Becoming employable students and ‘ideal’ creative workers: Exclusion and inequality in higher education work placements, British Journal of Sociology of Education, 34, 3, pp. 431-452, (2013); Aprile K. T., Knight B. A., The WIL to learn: Students’ perspectives on the impact of work-integrated learning placements on their professional readiness, Higher Education Research & Development, 39, 5, pp. 869-882, (2020); Artess J., Mellors-Bourne R., Hooley T., Employability: A review of the literature 2012-2016, (2017); 2017 AAGE Employer Survey, (2017); Business deans warn against increasing cross-subsidisation levels, (2016); Responding to the job ready graduates: Higher education reform package 2020, (2020); Higher education base funding review: final report, (2011); National priorities and industry linkage fund: Consultation paper, (2020); Work integrated learning: AWPA scoping paper, (2014); Baker S. D., Peach N., Cathcart M., Work-based learning: A learning strategy in support of the Australian Qualifications Framework, Journal of Work-Applied Management, 9, 1, pp. 70-82, (2017); Bandera C., Somers M., Passerini K., Naatus M. K., Pon K., Disruptions as opportunities for new thinking: Applying the studio model to business education, Knowledge Management Research & Practice, 18, 1, pp. 81-92, (2019); Batistic S., Tymon A., Networking behaviour, graduate employability: A social capital perspective, Education+ Training, 59, 4, pp. 374-388, (2017); Blackmore J., Gribble C., Farrell L., Rahimi M., Arber R., Devlin M., Australian international graduates and the transition to employment: Final report, (2014); Brooks R., Youngson P. L., Undergraduate work placements: An analysis of the effects on career progression, Studies in Higher Education, 41, 9, pp. 1563-1578, (2016); Cai Y., Graduate employability: A conceptual framework for understanding employers’ perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Carnegie G. D., Guthrie J., Martin-Sardesai A., Public universities and impacts of COVID-19 in Australia: Risk disclosures and organisational change, Accounting, Auditing & Accountability Journal, 35, 1, pp. 61-73, (2022); Cole M. S., Rubin R. S., Feild H. S., Giles W. F., Recruiters’ perceptions and use of applicant résumé information: Screening the recent graduate, Applied Psychology, 56, 2, pp. 319-343, (2007); Darley W. K., Luethge D. J., Management and business education in Africa: A post-colonial perspective of international accreditation, Academy of Management Learning & Education, 18, 1, pp. 99-111, (2019); Dearing R., Higher education in the learning society: Report of the National Committee [of Inquiry into Higher Education], (1997); DeClou L., Sattler P., Peters J., The University of Waterloo and work-integrated learning: Three perspectives, (2013); Transparency in higher education expenditure, (2019); Job-ready graduates: Higher education reform package 2020, (2020); Dewey J., Experience and education, (1938); Doherty O., Stephens S., The cultural web, higher education and work-based learning, Industry and Higher Education, 34, 5, pp. 330-341, (2020); Dollinger M., Brown J., An institutional framework to guide the comparison of work-integrated learning, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 88-100, (2019); Dunn L. A., Schier M. A., Hiller J. E., Harding I. H., Eligibility requirements for work-integrated learning programs: Exploring the implications of using grade point averages for student participation, Asia-Pacific Journal of Cooperative Education, 17, 3, pp. 295-308, (2016); Durand T., Dameron S., Trends and challenges in management education around the world, The future of management education, pp. 1-21, (2017); Effeney G., Risk in work integrated learning: A stakeholder centric model for higher education, Journal of Higher Education Policy and Management, 42, 4, pp. 388-403, (2020); El-Temtamy O., O'Neill K. K., Midraj S., Undergraduate employability training and employment: A UAE study, Higher Education, Skills and Work-Based Learning, 6, 1, pp. 100-115, (2016); Frew E., Smith K., Engaging students in the internship experience: A conversation, CAUTHE 2019: Sustainability of Tourism, Hospitality & Events in a Disruptive Digital Age: Proceedings of the 29th Annual Conference, pp. 463-465, (2019); Govender C. M., Taylor S., A work integrated learning partnership model for higher education graduates to gain employment, South African Review of Sociology, 46, 2, pp. 43-59, (2015); Green R., Berti M., Sutton N., Higher education in management: the case of Australia, The future of management education, pp. 117-137, (2017); Halsey J., Independent review into regional, rural and remote education–Final report, (2018); Higher Education Support Amendment (Job-ready Graduates and Supporting Regional and Remote Students) Bill 2020; Hogan O., Charles M. B., Kortt M. A., Business education in Australia: COVID-19 and beyond, Journal of Higher Education Policy and Management, 43, 6, pp. 559-575, (2021); Hogan O., Kortt M. A., Charles M. B., Mission impossible? Are Australian business schools creating public value?, International Journal of Public Administration, 44, 4, pp. 280-289, (2021); Houghton K. A., Bagranoff N., Jubb C., The funding of higher education: An empirical examination of the cost of education in business schools, Abacus, 57, 4, pp. 780-809, (2021); Jackson D., Applying academic selection criterion to work-integrated learning programmes: Risk management or perpetuating inequality?, Teaching in Higher Education, 25, 1, pp. 98-115, (2018); Jackson D., Bridgstock R., What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work, Higher Education, 81, 4, pp. 723-739, (2021); Jackson D., Rowbottom D., Ferns S., McLaren D., Employer understanding of work-integrated learning and the challenges of engaging in work placement opportunities, Studies in Continuing Education, 39, 1, pp. 35-51, (2017); Kaplan A., A school is “a building that has four walls… with tomorrow inside”: Toward the reinvention of the business school, Business Horizons, 61, 4, pp. 599-608, (2018); Kay J., Ferns S., Russell L., Smith J., Winchester-Seeto T., The emerging future: Innovative models of work-integrated learning, International Journal of Work-Integrated Learning, 20, 4, pp. 401-413, (2019); Klein M., Weiss F., Is forcing them worth the effort? Benefits of mandatory internships for graduates from diverse family backgrounds at labour market entry, Studies in Higher Education, 36, 8, pp. 969-987, (2011); Kolb D. A., Experiential learning: Experience as the source of learning and development, (1984); Lave J., Wenger E., Situated learning: Legitimate peripheral participation, (1991); Mackaway J., Winchester-Seeto T., Deciding access to work-integrated learning: Human resource professionals as gatekeepers, International Journal of Work-Integrated Learning, 19, 2, pp. 141-154, (2018); McAuliffe D., Boddy J. H. M., McLennan V., Stewart V., Keeping the door open: Exploring experiences of, and responses to, university students who disclose mental illness, Journal of Social Inclusion, 3, 1, pp. 117-129, (2012); McEwen C., Trede F., The value of workplace learning in the first year for university students from underrepresented groups, Asia-Pacific Journal of Cooperative Education, 15, 1, pp. 55-67, (2014); McIntyre F. S., Gilbert F. W., Maintaining AACSB international accreditation: From basics to best practices, Organization Management Journal, 18, 5, pp. 199-209, (2021); Moore K., Ferns S., Peach D., The Australian Collaborative Education Network student scholarship for work-integrated learning 2010-2014, Asia-Pacific Journal of Cooperative Education, 16, 4, pp. 241-254, (2015); Muff K., Dyllick T., Drewell M., North J., Shrivastava P., Haertle J., Management education for the world: A vision for business schools serving people and the planet, (2013); Murcia M. J., Rocha H. O., Birkinshaw J., Business schools at the crossroads? A trip back from Sparta to Athens, Journal of Business Ethics, 150, 2, pp. 579-591, (2018); Nunley J. M., Pugh A., Romero N., Seals R. A., College major, internship experience, and employment opportunities: Estimates from a résumé audit, Labour Economics, 38, pp. 37-46, (2016); Parker L., Martin-Sardesai A., Guthrie J., The commercialized Australian public university: An accountingized transition, Financial Accountability & Management, (2021); Patrick C.-j., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The WIL (work integrated learning) report: A national scoping study, (2008); Peach D., Moore K., Campbell M., Winchester-Seeto T., Ferns S., Mackaway J., Groundwater L., Building institutional capacity to enhance access participation and progression in work integrated learning (WIL), (2016); Podolny J. M., The buck stops (and starts) at business school, Harvard Business Review, 87, 6, pp. 62-67, (2009); Pymm B., Juznic P., The view from industry: LIS students on placement, Library Review, 63, 8, pp. 606-623, (2014); Ross J., Economic ramifications of the COVID-19 pandemic for higher education: A circuit breaker in Australian universities’ business model?, Higher Education Research & Development, 39, 7, pp. 1351-1356, (2020); Sanchez-Bayon A., Ravina-Ripoll R., Tobar-Pensantez L. B., The Spanish B-schools trouble in digital economy: Why do the accreditation system limit the formation for entrepreneurship, talent & happiness economics?, Journal of Entrepreneurship Education, 23, 5, pp. 1-8, (2020); Sandefur G. D., Meier A. M., Campbell M. E., Family resources, social capital, and college attendance, Social science research, 35, 2, pp. 525-553, (2006); Seethamraju R., Business process management: A missing link in business education, Business Process Management Journal, 18, 3, pp. 532-547, (2012); Sendall P., Stowe K., Schwartz L., Parent J., High-impact practices: An analysis of select university and business school programs, Business Education & Accreditation, 8, 2, pp. 13-27, (2016); Silva P., Lopes B., Costa M., Melo A. I., Dias G. P., Brito E., Seabra D., The million-dollar question: Can internships boost employment?, Studies in Higher Education, 43, 1, pp. 2-21, (2018); Sinha A., Death of the business school? How they should look in the future, Campus Review, (2019); Smith V., Enhancing employability: Human, cultural, and social capital in an era of turbulent unpredictability, Human Relations, 63, 2, pp. 279-300, (2010); Sziegat H., The response of German business schools to international accreditation in global competition, Quality Assurance in Education, 29, 2, pp. 135-150, (2021); Taylor M., Realising potential: Solving Australia's tertiary education challenge, (2019); Teachman J. D., Paasch K., Carver K., Social capital and the generation of human capital, Social forces, 75, 4, pp. 1343-1359, (1997); Thatcher A., Zhang M., Todoroski H., Chau A., Wang J., Liang G., Predicting the impact of COVID-19 on Australian universities, Journal of Risk and Financial Management, 13, 9, (2020); Thomas H., Business schools and management research: A UK perspective, Journal of Management Development, 28, 8, pp. 660-667, (2009); Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Trede F., McEwen C., Early workplace learning experiences: What are the pedagogical possibilities beyond retention and employability?, Higher Education, 69, 1, pp. 19-32, (2015); Work-integrated learning in universities: Final report, (2019); National strategy on work integrated learning in university education, (2015); Wilson D. C., Thomas H., The legitimacy of the business of business schools: What's the future?, Journal of Management Development, 31, 4, pp. 368-376, (2012); Wilton N., The impact of work placements on skills development and career outcomes for business and management graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012); Winchester-Seeto T., Quality and Standards for Work Integrated Learning, (2019)","L. Bracken; Charles Sturt University, Bathurst, Australia; email: ebracken@csu.edu.au","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85148081256"
"Aman A.; Albarrak M.S.; Sherfudeen N.; Ansari Y.","Aman, Arfia (57710531600); Albarrak, Mansour Saleh (57560769700); Sherfudeen, Noorjahan (57253904300); Ansari, Yasmeen (57374611400)","57710531600; 57560769700; 57253904300; 57374611400","E-Learning in Saudi Electronic University, KSA: With Special Reference to Employability Skills and Job Opportunities for Students","2022","Education Research International","2022","","5880502","","","","1","10.1155/2022/5880502","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145580753&doi=10.1155%2f2022%2f5880502&partnerID=40&md5=09ce26519b08e1112cb52ed49d8431f2","College of Administrative and Financial Sciences, Saudi Electronic University, Riyadh, Saudi Arabia","Aman A., College of Administrative and Financial Sciences, Saudi Electronic University, Riyadh, Saudi Arabia; Albarrak M.S., College of Administrative and Financial Sciences, Saudi Electronic University, Riyadh, Saudi Arabia; Sherfudeen N., College of Administrative and Financial Sciences, Saudi Electronic University, Riyadh, Saudi Arabia; Ansari Y., College of Administrative and Financial Sciences, Saudi Electronic University, Riyadh, Saudi Arabia","Employability skills and job opportunities are major factors for addressing employment and national development. Rapid changes and enhancements in technology have forced universities to prepare students to compete in the changing workplace environment. This study tries to analyze the impact of E-learning on the employability skills and job opportunities of students. The mixed approach method was adopted. Three hundred eighty-seven students for quantitative analysis and twenty randomly selected alumni members for qualitative study have been comprised in the sample. The study selected multivariate analysis techniques and results were tested using structural equation modeling technique in IBM-AMOS. The word cloud method helped for the qualitative part of this research. The findings of this research show the positive role of E-learning environment on the employability skills and job opportunities of the students as per the labor market demand. This study is less explored in terms of assessing the role of E-learning and employability of business students in Saudi Arabia. Hence, this research can be of great value to all the stakeholders of universities to upgrade the E-learning environment in enhancing the work skills of students. © 2022 Arfia Aman et al.","","","","","","","","","Huynh V.D.B., Nguyen P.T., Nguyen Q.L.H.T.T., Vu N.B., E-learning evolution and development from the perspectives of technology, education, and economy, Research in World Economy, 11, 1, pp. 11-19, (2020); Hadoussa S., Evaluation of e-learning system on higher education institutions in KSA: A survey at Saudi Electronic University, International Journal of Technology Enhanced Learning, 12, 2, pp. 180-199, (2020); Tran T.T., Enhancing graduate employability and the need for university-enterprise collaboration, Journal of Teaching and Learning for Graduate Employability, 7, 1, pp. 58-71, (2016); Rajab K.D., The effectiveness and potential of e-learning in war zones: An empirical comparison of face-to-face and online education in Saudi Arabia, IEEE Access, 6, pp. 6783-6794, (2018); Alam M.M., Ahmad N., Naveed Q.N., Patel A., Abohashrh M., Khaleel M.A., E-learning services to achieve sustainable learning and academic performance: An empirical study, Sustainability, 13, 5, (2021); Clark R.C., Mayer R.E., E-learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, (2016); Rosenberg M.J., E-Learning: Strategies for Delivering Knowledge in the Digital Age, 9, (2001); Al-Samarraie H., Teng B.K., Alzahrani A.I., Alalwan N., E-learning continuance satisfaction in higher education: A unified perspective from instructors and students, Studies in Higher Education, 43, 11, pp. 2003-2019, (2018); Al-Masaud K., Gawad A., Impediments of activating e-learning in higher education institutions in Saudi Arabia, International Journal of Advanced Computer Science and Applications, 5, 4, pp. 12-18, (2014); Alharbi A., E-learning in the KSA: A Taxonomy of Learning Methods in Saudi Arabia, (2013); Yorke M., Employability in Higher Education: What It Is-What It Is Not, (2006); Speight S., Lackovic N., Cooker L., Stakeholder attitudes towards employability in a Sino-British university, Journal of Teaching and Learning for Graduate Employability, 3, 1, pp. 26-40, (2012); Shahzadi S., Iqbal M., Dagiuklas T., Edu-cloud: On-the-fly employability skills as a service, Computer Applications in Engineering Education, 26, 2, pp. 314-325, (2018); Caballero C.L., Walker A., Fuller-Tyszkiewicz M., The Work Readiness Scale (WRS): Developing a measure to assess work readiness in college graduates, Journal of Teaching and Learning for Graduate Employability, 2, 1, pp. 41-54, (2011); Lindh Falk A.E., Sandqvist J.L., Liedberg G.M., Euro-education: Employability for all (EEE4all), Work, 41, 4, pp. 433-438, (2012); Ajina A.S., Alkhateeb T.T.Y., George S., Marketability dimensions of university graduates for various professions in Saudi Arabia: A study of Alkharj Governorate, Test Engineering & Management, 82, pp. 3321-3330, (2020); Lara-Prieto V., Nino-Juarez E., Assessment center for senior engineering students: In-person and virtual approaches, Computers & Electrical Engineering, 93, (2021); Chavan R.R., Surve A.Y., Assessing parameters of employability skills: An employers' perspective, Asian Journal of Management Research, 5, 2, pp. 254-260, (2014); Nataraja S., Rasheed M., Al-Aameri A., Paracha Z., Core Competencies for Business Graduates Embark on the Economic Clusters of Saudi Arabia, pp. 6-7; Eldeen A.I.G., Abumalloh R.A., George R.P., Aldossary D.A., Evaluation of graduate students employability from employer perspective: Review of the literature, International Journal of Engineering & Technology, 7, 2.29, pp. 961-966, (2018); Iqbal A., Zenchenkov M., Market tested business education: Corporate sector perceptions of Saudi graduates competencies, Asia-Pacific Journal of Cooperative Education, 15, 2, pp. 91-106, (2014); Jackson D., Riebe L., Meek S., Ogilvie M., Kuilboer A., Murphy L., Collins N., Lynch K., Brock M., Using an industry-aligned capabilities framework to effectively assess student performance in non-accredited work-integrated learning contexts, Teaching in Higher Education, pp. 1-20, (2020); Dyki M., Singorahardjo M., Cotronei-Baird V.S., Preparing graduates with the employability skills for the unknown future: Reflection on assessment practice during COVID-19, Accounting Research Journal, 34, 2, pp. 229-245, (2020); Hnapovska L., ESP online course as a means of enhancing graduate students' employability opportunities - Case of Sumy State University, Journal of Teaching English for Specific and Academic Purposes, 8, 3, pp. 215-230, (2020); Boddy C.R., Sample size for qualitative research, Qualitative Market Research, 19, 4, pp. 426-432, (2016); Hennink M., Kaiser B.N., Sample sizes for saturation in qualitative research: A systematic review of empirical tests, Social Science & Medicine, 292, (2022); Nunnally J.C., Psychometric theory - 25 years ago and now, Educational Researcher, 4, 10, pp. 7-21, (1975); Zikmund W.G., Business Research Methods, (2000); Neuman W.L., Social Research Methods: Qualitative and Quantitative Approaches, (2005); Gefen D., Straub D., Boudreau M.-C., Structural equation modelling and regression: Guidelines for research practice, Communications of the Association for Information Systems, 4, 1, (2000); Fornell C., Larcker D.F., Evaluating structural equation models with unobservable variables and measurement error, Journal of Marketing Research, 18, 1, pp. 39-50, (1981); Singh A., Singh L.B., E-learning for employability skills: Students perspective, Procedia Computer Science, 122, pp. 400-406, (2017); Wang T.-H., Developing web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-learning environment, Computers & Education, 57, 2, pp. 1801-1812, (2011); Silva A.P., Lourtie P., Aires L., Employability in online higher education: A case study, The International Review of Research in Open and Distributed Learning, 14, 1, pp. 106-125, (2013); Towers N., Santoso A.S., Sulkowski N., Jameson J., Entrepreneurial capacity-building in HEIs for embedding entrepreneurship and enterprise creation - A tripartite approach, International Journal of Retail & Distribution Management, 48, 8, pp. 881-899, (2020)","A. Aman; College of Administrative and Financial Sciences, Saudi Electronic University, Riyadh, Saudi Arabia; email: a.nizami@seu.edu.sa","","Hindawi Limited","","","","","","20904002","","","","English","Educ. Res. Int.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85145580753"
"Valero M.","Valero, Miguel (57931290800)","57931290800","CHALLENGES, DIFFICULTIES AND BARRIERS FOR ENGINEERING HIGHER EDUCATION","2022","Journal of Technology and Science Education","12","3","","551","566","15","2","10.3926/jotse.1696","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139998959&doi=10.3926%2fjotse.1696&partnerID=40&md5=7c28357bf310d013986e76e655420461","Universitat Politècnica de Catalunya, Spain","Valero M., Universitat Politècnica de Catalunya, Spain","Higher education in general, and engineering higher education in particular, is constantly under pressure to introduce reforms that improve the employability of graduates. Among the most common claims is the development of a more active and competency-based teaching oriented to the development of professional and personal skills. The university institution responds to these claims, sometimes in a timid way, but others by embarking on great transformation projects. A good example of this is the project to build the European Higher Education Area. However, the challenge of developing a more active and competency-based teaching faces numerous difficulties and barriers because many of the necessary changes are in sharp contrast with a status quo that has been consolidated over centuries. Difficulties and barriers include a lack of deep understanding (and even lack of acceptance) of some of the implications of the challenges we are facing, the learning of new techniques and tools that are not easy to use or unsuitable organizational structures. In this paper, we explore the nature of some of the challenges and review the difficulties and barriers most often mentioned by those who dare to try. Anyone who wants to address the challenges or has a responsibility to facilitate changes should be aware of all these difficulties and barriers. © Article’s contents are provided on an Attribution-Non Commercial 4.0 Creative commons International License. Readers are allowed to copy, distribute and communicate article’s contents, provided the author’s and JOTSE journal’s names are included. It must not be used for commercial purposes. To see the complete licence contents, please visit https://creativecommons.org/licenses/by-nc/4.0/.","Active methods; Barriers.; Competency-based learning; Cooperative learning; Difficulties; Project-based learning","","","","","","","","Alvarez B, Flipping the classroom: Homework in class, lessons at home, Education Digest: Essential Readings Condensed for Quick Review, 77, 8, pp. 18-21, (2011); Programa DOCENTIA para la evaluación del profesorado, (2021); Aronson E., Blaney N., Stephin C., Sikes J., Snapp M., The jigsaw classroom, (1978); Biggs J., Constructive alignment in university teaching, HERDSA Review of Higher Education, 1, pp. 5-22, (2014); Real Decreto 1393/2007, de 29 de octubre, por el que se establece la ordenación de las enseñanzas universitarias oficiales, (2007); Bonwell C., Eison J., Active Learning: Creating Excitement in the Classroom, AEHE-ERIC Higher Education Report, 1, (1991); Boud D., Cohen R., Sampson J., Peer learning and assessment, Assessment & Evaluation in Higher Education, 24, 4, pp. 413-426, (1999); Boud D., Feletti G., The challenge of problem-based learning, (1997); Bugarin R., Educación superior en América Latina y el proceso de Bolonia: alcances y desafíos, Revista Mexicana de Orientación Educativa, 6, 16, (2009); Cano E., Diseño del programa formativo “Formación en Innovación Docente. Una nueva ingeniería para 2030”, (2020); Felder R.M., We never said it would be easy, Chemical Engineering Education, 29, 1, pp. 32-33, (1995); Felder R., Brent R., Cooperative Learning, ACS Symposium Series, 970, pp. 34-53, (2007); Felten P., Clayton P.H., Service-learning, New Directions for Teaching and Learning, 128, pp. 75-84, (2011); Glassman M., Dewey and Vygotsky: Society, experience, and inquiry in educational practice, Educational Researcher, 30, 4, pp. 3-14, (2001); Gudeva L.K., Dimova V., Daskalovska N., Trajkova F., Designing descriptors of learning outcomes for Higher Education qualification, Procedia-Social and Behavioral Sciences, 46, pp. 1306-1311, (2012); Hammond J.S., Learning by the case method, (1980); Johnson D.W., Johnson R.T., Smith K.A., Cooperative learning, (1984); Kjersdam F., Tomorrow’neering Education – The Aalborg Experiment, European Journal of Engineering Education, 19, 2, pp. 197-204, (1994); Kokotsaki D., Menzies V., Wiggins A., Project-based learning: A review of the literature, Improving Schools, 19, 3, pp. 267-277, (2016); Oakley B., Felder R.M., Brent R., Elhajj I., Turning student groups into effective teams, Journal of Student-Centered Learning, 2, 1, pp. 9-34, (2004); Thomas J.W., A review of research on project-based learning, (2000); Valero M., Calvino F., A recipe for PBL, (2021); Wachter B., The Bologna Process: Developments and prospects, European Journal of Education, 39, 3, pp. 265-273, (2004)","M. Valero; Universitat Politècnica de Catalunya, Spain; email: miguel.valero@upc.edu","","OmniaScience","","","","","","20145349","","","","English","J. Technol. Sci. Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85139998959"
"Eady M.J.; Hancock R.L.A.; Morrison S.L.; Beveridge J.D.; Dean B.A.","Eady, Michelle J. (57194206889); Hancock, Robert L.A. (57191926543); Morrison, Sandra L. (37041612400); Beveridge, Jaymee Demos (58103994700); Dean, Bonnie Amelia (55480837800)","57194206889; 57191926543; 37041612400; 58103994700; 55480837800","Local Indigenous perspectives and partnerships: Enhancing work-integrated learning","2022","International Journal of Work-Integrated Learning","23","2","","129","137","8","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148073189&partnerID=40&md5=d2fd93c1df8a9396ec25429704ef6ee9","University of Wollongong, Wollongong, Australia; University of Victoria, Victoria, Canada; University of Waikato, Hamilton, New Zealand","Eady M.J., University of Wollongong, Wollongong, Australia; Hancock R.L.A., University of Victoria, Victoria, Canada; Morrison S.L., University of Waikato, Hamilton, New Zealand; Beveridge J.D., University of Wollongong, Wollongong, Australia; Dean B.A., University of Wollongong, Wollongong, Australia","Work-integrated learning (WIL) is a flourishing, global, educational phenomenon that is changing the field of higher education. Through WIL, relevant, meaningful connections to work are made throughout the curriculum that lead to enhanced graduate employability. While scholarship grows across diverse areas of WIL, one important domain that remains relatively under researched is that of Indigenous work-integrated learning (WIL). This paper launches a Special Issue in IJWIL to cultivate knowledge and practice of Indigenous WIL. It proposes a definition and design principles for those embarking on Indigenous WIL opportunities. The paper introduces twelve studies that offer insight and perspectives of Indigenous community, language and culture in a variety of contexts across Australia, New Zealand and Canada. While not every Indigenous nation, nor peoples have been represented in this Special Issue, this collection of dynamic and diverse locations and perspectives aims to ignite a global conversation. To inaugurate the special issue, the authors share an Acknowledgement of Country and statement of place, inviting others to follow in these footsteps in future research and publications of Indigenous WIL. © 2022 International Journal of Work-Integrated Learning. All rights reserved.","community; country; Indigenous; statement of place; work-integrated learning","","","","","","Sonia Ferns","The Editors of this Special Issue would like to thank IJWIL Editors, Karsten Zegwaard, Anna Rowe, Judene Pretti, and Sonia Ferns for entrusting us with this foundational Special Issue, your support and guidance is much appreciated. We would also like to thank the Woolyungah Indigenous Centre at the University of Wollongong and Te Pua Wānanga ki Ao, the Faculty of Māori and Indigenous Studies, at the University of Waikato for sponsoring this Special Issue - may our partnerships continue to flourish. Finally, to all the authors and the amazing accomplishments shared in the pages of this issue, your dedication has made Indigenous WIL a term for the ages. Let us keep telling our stories, listening, and learning from one another guided by the Elders amongst us. Thank you.","About us; Arney N. D., A relational understanding of learning: Supporting Indigenous work-integrated learning students [Special Issue], International Journal of Work Integrated Learning, 23, 2, pp. 153-167, (2022); Behrendt L. Y., Larkin S., Griew R., Kelly P., Review of higher education access and outcomes for Aboriginal and Torres Strait Islander people, (2012); Cameron M., Rexe D., Community-based access to apprenticeship: An Indigenous work-integrated learning model [Special Issue], International Journal of Work Integrated Learning, 23, 2, pp. 203-218, (2022); About CEWIL; Cooper L., Orrell J., Bowden M., Work integrated learning: A guide to effective practice, (2010); National Priorities and Industry Linkage Fund (NPILF); Dorasamy N., Rampersad R., Critical perspectives on work-integrated learning in higher education institutions, (2018); Duder E., Foster E., Hoskyn K., I want to work for my people” – Towards a model for Indigenous work-integrated learning [Special Issue], International Journal of Work Integrated Learning, 23, 2, pp. 295-308, (2022); Gajendran T., Tucker C., Ware S. A., Tose H., Integrating Indigenous, Western and inclusive pedagogies for work-integrated learning partnerships in architecture and design disciplines [Special Issue], International Journal of Work Integrated Learning, 23, 2, pp. 259-277, (2022); Minister Bains announces investment in work-integrated learning, (2019); Gribble C., McRae N., Creating a climate for global WIL: Barriers to participation and strategies for enhancing international students’ involvement in WIL in Canada and Australia, Professional learning in the work place for international students, pp. 35-55, (2017); Harvey A., Andrewartha L., Edwards D., Clarke J., Reyes K., Student equity and employability in higher education, (2017); Hay K., Mafile'o T., Improving work-integrated learning experiences for Pacific students [Special Issue], International Journal of Work Integrated Learning, 23, 2, pp. 279-294, (2022); Hill G., Reedy A., Forrest J., Bolt R., Work integrated learning for career clarification: Lessons from an Indigenous pre-accounting enabling program [Special Issue], International Journal of Work Integrated Learning, 23, 2, pp. 187-201, (2022); Keen J., Eady M. J., Amplifying Indigenous student voice in work-integrated learning [Special Issue], International Journal of Work Integrated Learning, 23, 2, pp. 219-235, (2022); Lucas P., Rae S., Hogg R., Anderson N., Cairncross C., It is a superpower!” Being Māori enhances employability [Special Issue], International Journal of Work Integrated Learning, 23, 2, pp. 309-322, (2022); Martin A., Fleming J., Ferkins L., Wiersma C., Coll R. K., Facilitating and integrating learning within sport studies cooperative education: Exploring the pedagogies employed by students, academics and workplace supervisors, Journal of Hospitality, Leisure, Sport and Tourism Education, 9, 1, pp. 24-38, (2010); Mukuria V., Preparation for work: Reflections on developing an international Indigenous field trip [Special Issue], International Journal of Work Integrated Learning, 23, 2, pp. 169-186, (2022); How, who and what we fund, (2021); Plan guidance: for TEOs submitting plans for funding from January 2022; Nielsen J., Livernoche R., Ramij K., The Indigenous Work-integrated Learning Resource Hub: A needs-based approach to addressing barriers and opportunities for Indigenous students [Special Issue], International Journal of Work Integrated Learning, 23, 2, pp. 139-152, (2022); Okolie U. C., Nwosu H. E., Mlanga S., Graduate employability: How the higher education institutions can meet the demand of the labour market, Higher Education, Skills And Work-Based Learning, 9, 4, pp. 620-636, (2019); Ramji K., Kines L., Hancock R. A., McRae N., Developing and delivering a culturally relevant international work-integrated learning exchange for Indigenous students, International Journal of Work-Integrated Learning, 22, 3, pp. 307-321, (2021); Reid L., Dawes T., Cultural identity transforming work-related learning [Special Issue], International Journal of Work Integrated Learning, 23, 2, pp. 323-333, (2022); WILNZ/NZACE Legacy; Yeo A., Hinze A., Vanderschantz N., Aporosa A., Paruru D., Mobile app development: Work-integrated learning collaborations with Māori and Fijian partners [Special Issue], International Journal of Work Integrated Learning, 23, 2, pp. 237-258, (2022); Zegwaard K. E., Cooperative education in the Asian region: Future development and direction, Cooperative and work-integrated education in Asia: History, present and future issues, pp. 176-184, (2019)","M.J. Eady; University of Wollongong, Wollongong, Australia; email: meady@uow.edu.au","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85148073189"
"Kalofolia E.; Pampouri A.A.","Kalofolia, Elpis (57954610300); Pampouri, Anastasia A. (57192250706)","57954610300; 57192250706","Evolution of the Specialty ""Museums and Archaeological Sites Guard"" in Public Vocational Training Institutes in Greece and Employability of the Graduates: A Case Study in the Region of Attica","2022","International Journal of Learning in Higher Education","30","1","","43","67","24","0","10.18848/2327-7955/CGP/V30I01/43-67","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141285157&doi=10.18848%2f2327-7955%2fCGP%2fV30I01%2f43-67&partnerID=40&md5=d06e61d3be0ca13bcd859fc5962d4b28","Ministry of Education, Greece; University of Macedonia, Greece","Kalofolia E., Ministry of Education, Greece; Pampouri A.A., University of Macedonia, Greece","This article summarizes the evolution of the specialty ""Museums and Archaeological Sites Guard""in the public vocational training institutes (IEKs) in the Greek region of Attica and investigates the educational experience and the employability of the graduates. This specialty has been in operation since 2002, and in 2014 a sharp increase in demand was observed, with the operation of many new courses, gradually leading to supersaturation of the specialty. The methods used for this investigation were the historical approach, with review of the relevant legislation and collection of data on the classes, students enrolled and certified graduates, and the guard jobs offered; a quantitative study, using two questionnaires; and a qualitative approach, through interviews with five course trainers. The results of this mixed research approach showed that more mature people with work experience were seeking training in this specialty in the past, but an increased number of younger people, who have not worked before in this profession, now choose the course straight after high school graduation. The job prospects were evaluated as negative by graduates and positive by active students, who have not yet looked for jobs as guards. Students, graduates, and course trainers all noted deficiencies in the infrastructure; the first two categories consider issues of responding to student obligations to be the main problem they encountered during specialty training. With regard to future changes in the specialty they propose a more practical orientation, with a greater focus on daily guarding issues and less theoretical knowledge.  © 2022 Common Ground Research Networks, Elpis Kalofolia, Anastasia A. Pampouri.","Career Prospects; Employability; Graduates; Trainees; Vocational Training Institutes (IEKs)","","","","","","","","Asonitou Sofia, Employability Skills in Higher Education and the Case of Greece, Procedia-Social and Behavioral Sciences, 175, pp. 283-290, (2015); Barabasch Antje, Merrill Barbara, Zanazzi Silvia, Structural Support, Networking and Individual Survival: Career Changes in Italy and Spain, British Journal of Guidance & Counselling, 43, 3, pp. 323-336, (2015); Vocational Education and Training in Greece: Short Description, (2014); Cohen Louis, Manion Lawrence, Morrison Keith, Research Methods in Education, (2018); Creswell John W., Educational Research: Pearson New International Edition. Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (2014); (2016); Vocational Training Diploma (Diploma Epaggelmatikis Eidikotitas I.E.K.).- Specialty: Museum and Archaeological Sites Guard; Οδηγός Σπουδών Ειδικότητα: Φύλακας Μουσείων και Αρχαιολογικών Χώρων"" [Study Guide of the Specialty: Museums and Archaeological Sites Guard""], (2017); Harvey Lee, New Realities: The Relationship between Higher Education and Employment, Tertiary Education and Management, 6, 1, pp. 3-17, (2000); Harvey Lee, Defining and Measuring Employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); pp. 23161-23168; Initial Vocational Training Certification System of the Graduates of the Vocational Training Institutes (I.E.K.) and the Vocational Training Schools (S.E.K.), pp. 15921-15976; Karalis Thanasis, Κίνητρα και Εμπόδια για τη Συμμετοχή των Ελλήνων στη Δια Βίου Εκπαίδευση [Incentives and Barriers to Adult Participation in Lifelong Learning], (2013); Karalis Thanasis, Shooting a Moving Target: The Sisyphus Boulder of Increasing Participation in Adult Education during the Period of Economic Crisis, Journal of Adult and Continuing Education, 23, 1, pp. 78-96, (2017); Katsanevas Thanasis, Perspectives of the Labour Market and Employability, Promoting New Forms of Work Organization and Other Cooperative Arrangements for Competitiveness and Employability, pp. 7-11, (2004); Πρόγραμμα Εκπαίδευσης Προσωπικού Φύλαξης Μουσείων και Αρχαιολογικών Χώρων"" [Training Programme for Museums and Archeological Sites Security Personnel]; pp. 309-324; Development of Lifelong Learning and Other Provisions, Government Gazette of the Hellenic Republic, pp. 3401-3426; Restructuring of Secondary Education and Other Provisions, Government Gazette of the Hellenic Republic, pp. 3111-3162; Government Gazette of the Hellenic Republic 193/A (May 15), pp. 3917-3948; National Vocational Education System, Training and Lifelong Learning, Incorporation into Greek Legislation of the Directive (EU) 2018/958 of the European Parliament and Council of the 28th June 2018 on Proportionality Control before the Introduction of a New Legal Framework for the Professions (EE L 173), Ratification of the Agreement between the Government of the Hellenic Republic and the Government of the Federal Republic of Germany for the Greek-German Youth Foundation and Other Provisions; Avis de Vacance Direction de l'Accueil du Public et de la Surveillance Service de la Surveillance Nuit; Ministerial Decision No. 12081 ""Regulation on the Operation of Vocational Training Institutes (I.E.K.s) Subject to the General Secretariat of Lifelong Learning (G.D.D.V.M.); Ministerial Decision No. 5954 ""Regulation on the Operation of Vocational Training Institutes Subject to the General Secretariat of Lifelong Learning (G.S.L.L.), pp. 22951-22962; Ministerial Decision No. K1/54877 ""Amendment of the Rules of Procedure of Vocational Training Institutes (I.E.K.s) Which Fall under the General Secretariat of Lifelong Learning (GGDBM), pp. 10613-10620; pp. 1085-1092; Pampouri Anastasia, Development and Implementation of an Internal Evaluation Model at a Higher Education Institution, International Journal of Adult, Community, and Professional Learning, 20, 3, pp. 53-61, (2014); Prokou Eleni, Adult Education/Lifelong Learning Policies in Greece in the Early 2010s: Influences from European Education Policy and National Practices, European Education, 46, 1, pp. 34-54, (2014); Prokou Eleni, The 'Governmental Strategy' in Lifelong Education in Europe and Greece, Κοινωνική Συνοχή και Ανάπτυξη [Social Cohesion and Development], 2, 2, pp. 179-192, (2016); Robson Colin, McCartan Kieran, Real World Research, (2016); Skaltsa Matoula, Για τη Μουσειολογία και τον Πολιτισμό[For Museology and Culture], (1999); Stufflebeam Daniel L., The CIPP Model for Evaluation, International Handbook of Educational Evaluation: Part One, pp. 31-62, (2003); Stufflebeam Daniel L., McKee Harold, McKee Beulah, The CIPP Model for Evaluation: An Update, a Review of the Model's Development, a Checklist to Guide Implementation, 2003 Annual Conference of the Oregon Program Evaluators Network (OPEN), (2003)","A.A. Pampouri; Department of Educational and Social Policy, University of Macedonia, Thessaloniki, GR-54636, Greece; email: apamp@uom.edu.gr","","Common Ground Research Networks","","","","","","23277955","","","","English","Int. J. Learn. High. Educ.","Article","Final","","Scopus","2-s2.0-85141285157"
"Young K.; Hermon K.; Cardilini A.; Binek C.","Young, Karen (57189987266); Hermon, Karen (26023295400); Cardilini, Adam (55062212100); Binek, Clare (57208757751)","57189987266; 26023295400; 55062212100; 57208757751","Action-research approach: Building capacity and enhancing work-integrated learning curricula","2022","International Journal of Work-Integrated Learning","23","4","","445","461","16","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148089247&partnerID=40&md5=b5bc1f8599003e7768bf7b052dc8a068","Deakin University, Geelong, Australia","Young K., Deakin University, Geelong, Australia; Hermon K., Deakin University, Geelong, Australia; Cardilini A., Deakin University, Geelong, Australia; Binek C., Deakin University, Geelong, Australia","This is the third of three articles investigating the renewal of a foundational work-integrated learning (WIL) subject offered by a faculty at an Australian university. This case study describes the project frame, the intended project deliverables, and the strategic outcomes relating to the renewal process. It reports on how the action-research project approach required the sharing of diverse expertise to enable subject reform and to also challenge and transform existing faculty-wide strategies and practices relating to career education. An accumulation of cultural capital enabled more than the re-design of the single subject, a vertical and horizontal scaffolding of Faculty-wide WIL curriculum enhancement began. The project outcomes demonstrate how a vision for a core STEM-centric foundation career education subject led to broader educational reform relating to student employability. © 2022 International Journal of Work-Integrated Learning. All rights reserved.","Capacity-building; career education; employability; scaffolding; WIL","","","","","","","","Barrow R., Behr C., Deacy S., McHardy F., Tempest K., Embedding employability into a classics curriculum: The classical civilisation Bachelor of Arts programme at Roehampton University, Arts and Humanities in Higher Education, 9, 3, pp. 339-352, (2010); Biggs J., Tang C. S., Teaching for quality learning at university: What the student does, (2011); Billett S., Curriculum and pedagogic bases for effectively integrating practice-based experiences: Final Report, (2011); Borton T., Reach, touch and teach, (1970); Bourdieu P., The forms of capital, Handbook of theory and research for the sociology of education, pp. 241-258, (1986); Boyer E. L., Scholarship reconsidered: Priorities of the professoriate, (1990); Bradshaw N.-A., Employer-endorsed employability assessment: An assignment delivered in an operational research course to second year mathematics students, (2014); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Campbell C., SEBE good practice guide for cloud learning, (2015); Collis C., Developing work-integrated learning curricula for the creative industries: Embedding stakeholder perspectives, Learning and Teaching in Higher Education (LATHE), 1, 4, pp. 3-19, (2010); Edwards D., Perkins K., Pearce J., Hong J., Work integrated learning in STEM in Australian universities: Final Report, (2015); Ellis C., The ethnographic I: A methodological novel about autoethnography, (2004); Faulkner M., Aziz S. M., Waye V., Smith E., Exploring ways that ePortfolios can support the progressive development of graduate qualities and professional competencies, Higher Education Research and Development, 32, 6, pp. 871-887, (2013); The four pillars of F-L-I-P, (2014); Fook J., Developing critical reflection as a research method, Creative spaces for qualitative researching. Practice, education, work and society, 5, (2011); Graham C., Cagiltay K., Craner J., Lim B., Duffy T. M., Seven principles of effective teaching: A practical lens for evaluating online courses, The Technology Source, (2001); Hains-Wesson R., Young K., A collaborative autoethnography study to inform the teaching of reflective practice in STEM, Higher Education Research & Development, 36, 2, pp. 297-310, (2017); Harvey N., Shahjahan M., Employability of Bachelor of Arts graduates (Final report), (2013); Harvey M., Walkerden G., Semple A., McLachlan K., Lloyd K., What we can learn from the iReflect project: Developing a mobile app for reflection in WIL, International Journal of Work-Integrated Learning, 20, 1, pp. 55-69, (2019); Hodges D., Eames C., Coll R., Historical perspectives on assessment in cooperative education placements, [Special Issue] Asia-Pacific Journal of Cooperative Education, 15, 3, pp. 189-207, (2014); Holman-Jones S., Autoethnography: Making the personal political, Handbook of qualitative research, pp. 763-791, (2005); Hoskyn K., Zegwaard K. E., Kay J., Johansson K., Ferns S., McRae N., Participants’ experience and impact on their practice from engaging in an online professional development work-integrated learning module, New Zealand Association for Cooperative Education 2016 Conference Proceedings, pp. 23-27, (2016); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Johnson L., Adams Becker S., Cummins M., Estrada V., Freeman A., Hall C., NMC Horizon report: 2016, (2016); Kaider F., Hains-Wesson R., Young K., Practical typology of authentic WIL learning activities and assessments, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 153-165, (2017); Kay J., Ferns S., Zegwaard K. E., Johansson K., McRae N, Hoskyn K., Professional development needs of the Australian work-integrated learning community, Proceedings of the 2018 ACEN National Conference, pp. 68-73, (2018); Kemmis S., McTaggart R., The action research planner, (1988); Kinash S., Crane L. H., Schulz M., Dowling D., Knight C., Improving graduate employability: Strategies from three universities [Paper presentation], Ireland International Conference on Education, (2014); Knight P. T., Yorke M., Employability and good learning in higher education, Teaching in Higher Education, 8, 1, pp. 3-16, (2003); Kolb A. Y., Kolb D. A., Learning styles and learning spaces: Enhancing experiential learning in higher education, Academy of Management Learning & Education, 4, 2, pp. 193-212, (2005); Kuijpers M. A. C. T., Scheerens J., Career competencies for the modern career, Journal of Career Development, 32, 4, pp. 303-319, (2006); Love B., Hodge A., Grandgenett N., Swift A. W., Student learning and perceptions in a flipped linear algebra course, International Journal of Mathematical Education in Science and Technology, 45, 3, pp. 317-324, (2014); Merrill B., West L., Using biographical methods in social research, (2009); Moore P., UK education, employability, and everyday life, Journal for Critical Education Policy Studies, 7, 1, pp. 242-274, (2009); Oliver B., Graduate attributes as a focus for institution-wide curriculum renewal: Innovations and challenges, Higher Education Research & Development, 32, 3, pp. 450-463, (2013); Patrick C-J., Fallon W., Campbell M., Devenish I., Kay J., Lawson J., Russell L., Tayebjee F., Cretchley P., Leading WIL: A distributed leadership approach to enhance work integrated learning: Final report 2014, (2014); Peach D., Gamble N., Scoping work-integrated learning purposes, practices and issues, Developing learning professionals: Integrating experiences in university and practice settings, pp. 169-186, (2011); Career education, (2020); Reason P., Bradbury H., Handbook of action research: Participative inquiry and practice, (2001); Rowe A. D., Zegwaard K. E., Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 87-99, (2017); Sachs J., Rowe A., Wilson M., 2016 Good practice report – Work integrated learning (WIL), (2016); Scott G., Transforming graduate capabilities & achievement standards for a sustainable future: Key insights from a 2014-16 Office for Learning and Teaching National Senior Teaching Fellowship, (2016); Seyednazari N., Maleki Avarsin S., Yari Haj Atalou J., Developing communities of practice model to enhance knowledge and improve learning among Faculty members (Case study: Tabriz University of Medical Sciences), Research and Development in Medical Education, 7, 2, pp. 82-90, (2018); Skorikov V., Continuity in adolescent career preparation and its effects on adjustment, Journal of Vocational Behavior, 70, 1, pp. 8-24, (2007); Strayer J. F., How learning in an inverted classroom influences cooperation, innovation and task orientation, Learning Environment Research, 15, pp. 171-193, (2012); Smith C., Ferns S., Russell L., Cretchley P., The impact of work-integrated learning on student work-readiness, (2014); Smith C., Ferns S., Russell L., Designing work-integrated learning placements that improve student employability: Six facets of the curriculum that matter, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 197-211, (2016); Guidance note: Work integrated learning, (2022); Tran H., Tran T., Intelligent agent; Work-integrated learning in universities, (2019); Willems J., Young K., Cardilini A., Teychenne S., WIL-fully flipping online: A novel pedagogical approach in STEM, Show me the learning. Conference proceedings 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, pp. 656-665, (2016); Winchester-Seeto T., Quality and standards for work-integrated learning, (2019); Yorke M., Knight P., Curricula for economic and social gain, Higher Education, 51, 4, pp. 565-588, (2006); Young K., James K. J., Noy S., Exploration of a reflective practice rubric, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 135-147, (2016); Young K., Palmer S., Campbell M., Good WIL hunting: Building capacity for curriculum re-design, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 215-232, (2017); Young K., Palmer S., Binek C., Tolson M., Campbell M., Assessment-led reform: Creating a sustainable culture for on and off campus WIL, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 73-87, (2019); Young K., Cardilini A., Hermon K., Foundational-WIL for employability awareness: A Faculty-wide approach, International Journal of Work-Integrated Learning, 22, 4, pp. 445-461, (2021)","K. Young; Deakin University, Geelong, Australia; email: k.young@deakin.edu.au","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85148089247"
"Peiró J.M.; Martínez-Tur V.","Peiró, José M. (7005874033); Martínez-Tur, Vicente (6506313791)","7005874033; 6506313791","‘Digitalized’ Competences. A Crucial Challenge beyond Digital Competences; [Las competencias ""digitalizadas"". Un reto crucial más allá de las competencias digitales]","2022","Revista de Psicologia del Trabajo y de las Organizaciones","38","3","","189","199","10","2","10.5093/jwop2022a22","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148340213&doi=10.5093%2fjwop2022a22&partnerID=40&md5=eab58e7e1515e1f94e6d7e030a37f20c","Universitat de Valencia, IDOCAL, Valencia, Spain; Instituto Valenciano de Investigaciones Económicas - IVIE, Valencia, Spain","Peiró J.M., Universitat de Valencia, IDOCAL, Valencia, Spain, Instituto Valenciano de Investigaciones Económicas - IVIE, Valencia, Spain; Martínez-Tur V., Universitat de Valencia, IDOCAL, Valencia, Spain","Today’s societies are experiencing a digitalization that is transforming organizations and jobs. Scholars, practitioners, and policy makers tend to focus on digital competences as a way to adapt the general population and workers to the technological revolution, enhance competitiveness and employability, and reduce social exclusion. It is important to develop “digital competences”, but we propose that this strategy only provides a partial view of the necessary capabilities. To achieve a more complete picture, “digitalized competences” should also be considered, that is, non-digital competences that are transformed through the intervention of digital technologies. Increasingly, jobs in which purely digital skills are not core elements change dramatically when they incorporate digital objects and processes. This change forces workers and professionals to perform traditional tasks in a very different way. It is likely that the shift from non-digital to digitalized competences involves a more pervasive transformation for organizations, jobs, and workers than pure digital competences. With this in mind, this article has two main objectives. First, we provide a definition of digitalized competences, linked to job transformation. Second, we use a typology of competences (professional, core cognitive, transversal, and leadership) and some cases to illustrate this change. 2022 Colegio Oficial de la Psicología de Madrid.","Competence; Digital; Digital mindset; Digitalization; Digitalized; e-communication; e-leadership; Job transformation; Literacy","","","","","","","","Amankwah-Amoah J., Khan Z., Wood G., Knight G., COVID-19 and digitalization: The great acceleration, Journal of Business Research, 136, pp. 602-611, (2021); Autor D. H., The ‘task approach’ to labor markets: An overview, Journal for Labour Market Research, 46, 3, pp. 185-199, (2013); Autor D. H., Why are there still so many jobs? The history and future of workplace automation, Journal of Economic Perspectives, 29, 3, pp. 3-30, (2015); Avolio B. J., Sosik J. J., Kahai S., Baker B., E-leadership: Reexamining transformations in leadership source and transmission, Leadership Quarterly, 25, 1, pp. 105-131, (2014); Balsmeier B., Worerter M., Is this time different? How digitalization influences job creation and destruction, Research Policy, 48, 8, (2019); Bradley C., Hirt M., Hudson S., Northcote N., Smit S., The great acceleration, (2020); Broadbent J., Dietrich M., Roberts J., The end of the professions? The restructuring of professional work, (2005); Brynjolfsson E., McAfee A., The second machine age: Work, progress and prosperity in a time of brilliant technologies, (2014); Burke K., Chidambaram L., How much bandwidth is enough? A longitudinal examination of media characteristics and group outcomes, MIS Quarterly, 23, 4, pp. 557-580, (1999); Carlson J. R., Zmud R. W., Channel expansion theory and the experimental nature of media richness perceptions, Academy of Management Journal, 42, 2, pp. 153-170, (1999); Caserta S., Digitalization of the legal field and the future of large law firms, Laws, 9, 2, pp. 1-23, (2020); Cortellazzo L., Bruni E., Zampieri R., The role of leadership in a digitalized world: A review, Frontiers in Psychology, 10, (2019); Daft R. L., Lengel R. H., Organizational information requirements, media richness and structural design, Management Science, 32, 5, pp. 554-571, (1986); Deming D. J., Noray K., Earnings dynamics, changing job skills, and STEM careers, The Quarterly Journal of Economics, 135, 4, pp. 1965-2005, (2018); DeSanctis G., Monge P. R., Communication processes for virtual organizations, Journal of Computer-Mediated Communication, 3, 4, (1999); DeSanctis G., Poole M. S., Capturing the complexity in advanced technology use: Adaptive structuration theory, Organization Science, 5, 2, pp. 121-147, (1994); Dood V., Remote-worker Monitoring YouGov Survey, Skillcast, (2021); Digital skills: Challenges and opportunities, (2021); Understanding technological change and skill needs: Skills surveys and skills, (2021); Digital Economy and Society Index (DESI) 2019: Country Report Spain, (2019); European Jobs Monitor Task Indicator Dataset, (2016); What do Europeans do at work? A task-based analysis: European Jobs Monitor 2016, (2016); Fahrenbach F., Kaiser A., Schnider A., A competency perspective on the occupational network (O*Net), Proceedings of the 52nd Hawaii International Conference on System Sciences, pp. 5651-5660, (2019); Fernandez-Macias E., Bisello M., Sarkar S., Torrejon S., Methodology of the Construction of Task Indices for the European Jobs Monitor, (2016); Gobble M. 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"Tuononen T.; Hyytinen H.","Tuononen, Tarja (56734443300); Hyytinen, Heidi (56524468800)","56734443300; 56524468800","Towards a successful transition to work - which employability factors contribute to early career success?","2022","Journal of Education and Work","35","6-7","","599","613","14","4","10.1080/13639080.2022.2126969","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139203693&doi=10.1080%2f13639080.2022.2126969&partnerID=40&md5=ddc7e0adfd4e8485571c3d1657ff3c83","Centre for University Teaching and Learning (HYPE), Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland","Tuononen T., Centre for University Teaching and Learning (HYPE), Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland; Hyytinen H., Centre for University Teaching and Learning (HYPE), Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland","The transition from university to working life is a challenging phase for graduates. The focus in the present longitudinal study is on employability factors and their association with this transition and with early career success. The participants were 43 graduates who were interviewed at the time of their graduation and filled in a follow-up questionnaire three years later. The data were analysed using qualitative content analysis. The results revealed five employability factors relating early career success: (1) career plans and goals, (2) perceived competences related to the degree, (3) self-efficacy beliefs, (4) activity and (5) work experience and networks. Three transition groups emerged based on the differences in employability factors and career success, which we labelled smooth transition, progressive transition and a rocky road. The results revealed individual variation in employability factors and in the kind of challenges these graduates encountered in the transition phase and in their early career. An awareness of the ways in which graduates differ could help educators to develop practises that better support students and graduates in the transition to working life. These findings highlight the importance of active career planning during one’s studies. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","career success; Employability; graduates; transition; university","","","","","","","","Akkermans J.V.B.S., Blonk R.W.B., Blonk R.W.B., Blonk R.W.B., The Role of Career Competencies in the Job Demands — Resources Model, Journal of Vocational Behavior, 83, 3, pp. 356-366, (2013); Arthur M.B.S.N.K., Wilderom C.P.M., Wilderom C.P.M., Career Success in a Boundaryless Career World, Journal of Organizational Behaviour, 26, 2, pp. 177-202, (2005); Bandura A., “Self-efficacy. 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Research Findings, 1, pp. 105-137, (2000); Ebberwein C.A., Krieshok, J.C T.S., Prosser E.C., Prosser E.C., Voices in Transition: Lessons on Career Adaptability, The Career Development Quarterly, 52, 4, pp. 292-308, (2004); Elo S., Kaariainen M., Kanste O., Polkki T., Utriainen K., Kyngas H., Qualitative Content Analysis: A Focus on Trustworthiness, SAGE Open, 4, 1, (2014); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A Psycho-Social Construct, Its Dimensions, and Applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Garavan T., Morley M., Gunnigle P., Collins E., Human Capital Accumulation: The Role of Human Resource Development, Journal of European Industrial Training, 25, 2-3, pp. 48-68, (2001); Genani E., MacDougal N., Sexton C., An Empirical Study of Self-Perceived Employability: Improving the Prospects for Student Employment Success in an Uncertain Environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Haase C.M., Heckhausen J., Silbereisen R.K., The Interplay of Occupational Motivation and well-being during the Transition from University to Work, Developmental Psychology, 48, 6, pp. 1739-1751, (2012); Hirschi A., The Role of Chance Events in the School-to-Work Transition: The Influence of Demographic, Personality and Career Development Variables, Journal of Vocational Behavior, 77, 1, pp. 39-49, (2010); Iellatchitch A., Mayrhorfer F., Meyer M., Career Fields: A Small Step Towards A Grand Career Theory?, The International Journal of Human Resource Management, 14, 5, pp. 728-750, (2003); Jackson D., Collings D., The Influence of Work-Integrated Learning and Paid Work during Studies in Graduate Employment and Underemployment, Higher Education, 76, 3, pp. 403-425, (2018); Jackson D., Wilton N., Career Choice Status among Undergraduates and the Influence of Career Management Competencies and Perceived Employability, Journal of Education and Work, 30, 5, pp. 552-569, (2017); Knight P.T., Yorke M., Assessment, Learning and Employability., (2003); Kuijpers M., Schyns B., Scheerens J., Career Competencies for Career Success, The Career Development Quarterly, 55, 2, pp. 168-178, (2006); McQuaid R.W., Lindsay C.D., The Concept of Employability, Urban Studies, 42, 2, pp. 197-219, (2005); Monteiro S., Almeida L.S., The Relation of Career Adaptability to Work Experience, Extracurricular Activities, and Work Transition in Portuguese Graduate Students, Journal of Vocational Behavior, 91, pp. 106-112, (2015); Monteiro S., Almeida L., Garcia-Aracil A., Graduates’ Perceptions of Competencies and Preparation for Labour Market Transition: The Effect of Gender and Work Experience during Higher Education, Higher Education, Skills and Work-Based Learning, 6, 2, pp. 208-220, (2016); Monteiro S., Almeida L., Garcia-Aracil A., Transition and Employability of Higher Education Graduates, Higher Education, Skills and Work-Based Learning, 11, 1, pp. 164-181, (2021); Moynihan L.M., Roehling M.V., LePine M.A., Boswell W.R., A Longitudinal Study of the Relationships among Job Search and Employment Outcomes, Journal of Business and Psychology, 18, 2, pp. 207-233, (2003); Okay-Somerville B., Scholarios D., Position, Possession or Process? Understanding Objective and Subjective Employability during University-to-Work Transitions, Studies in Higher Education, 42, 7, pp. 1275-1291, (2017); Perrone L., Vickers M.H., Life after Graduation as a “Very Uncomfortable World”: An Australian Case Study, Education + Training, 45, 2, pp. 69-78, (2003); Pintrich P.R., Smith D.A.F., Duncan T., McKeachie W.J., A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ), pp. 1-79, (1991); Polach J.L., Understanding the Experience of College Graduates during Their First Year of Employment, Human Resource Development Quarterly, 15, 1, pp. 5-23, (2004); Romgens I., Scoupe R., Beausaert S., Unraveling the Concept of Employability, Bringing Together Research on Employability in Higher Education and the Workplace, Studies in Higher, 45, 12, pp. 2588-2603, (2019); Rothwell A.J., Arnold J., Self‐Perceived Employability: Development and Validation of a Scale“, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Herbert I., Rothwell F., Self-Perceived Employability: Construction and Initial Validation of a Scale for University Students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Savickas M.L., Career Adaptability: An Integrative Construct for Life-Span, Life-Space Theory, The Career Development Quarterly, 45, 3, pp. 247-259, (1997); Savickas M.L., Porfeli E.J., Career-Adapt-Abilities Scale: Construction, Reliability, and Measurement Equivalence across 13 Countries, Journal of Vocational Behavior, 80, 3, pp. 661-673, (2012); Shaw A.J., The Value of Work Experience in Outcomes for Students: An Investigation into the Importance of Work Experience in the Lives of Female Undergraduates and Postgraduates Job Seekers, Journal of Vocational Education and Training, 64, 2, pp. 155-168, (2012); Thomas D.R., A General Inductive Approach for Analyzing Qualitative Evaluation Data, American Journal of Evaluation, 27, 2, pp. 237-246, (2006); Tomlinson M., Graduate Employability and Student Attitudes and Orientations to the Labour Market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education + Training, 59, 4, pp. 338-352, (2017); Tuononen T., ”Employability of university graduates. The role of academic competences, learning and work experience in the successful transition from univesity to working life”, (2019); Tuononen T., Parpala A., Lindblom-Ylanne S., The Transition from University to Working Life - an Exploration of Graduates’ Perceptions of Their Academic Competences, Higher Education Transitions -theory and Research, pp. 238-253, (2017); Tuononen T., Parpala A., Lindblom-Ylanne S., Graduates’ Evaluations of Usefulness of University Education, and Early Career Success–A Longitudinal Study of the Transition to Working Life, Assessment and Evaluation in Higher Education, 44, 4, pp. 581-595, (2019); Tynjala P., Heikkinen H., Beginning Teachers’ Transition from Pre-Service Education to Working Life, Z Erziehungswiss, 14, 11, pp. 11-33, (2011); Usher E.L., Schunk D.H., Social Cognitive Theoretical Perspective of self-regulation, Handbook of self-regulation of Learning and Performance, pp. 17-35, (2018); Van de Wiel M.W.J., Van den Bossche P., Janssen S., Jossberger H., Exploring Deliberate Practice in Medicine: How Do Physicians Learn in the Workplace?, Advances in Health Sciences Education, 16, 1, pp. 81-95, (2011); Van Dierendonck D., Van der Gaast E., Goal Orientation, Academic Competences and Early Career Success, Career Development International, 18, 7, pp. 694-711, (2013); Vermeulen L., Schmidt H.G., Learning Environment, Learning Process, Academic Outcomes and Career Success of University Graduates, Studies in Higher Education, 33, 4, pp. 431-451, (2008); Wendlandt N.M., Rochlen A.B., Addressing the College-to-Work Transition. Implications for University Career Counselors, Journal of Career Development, 35, 2, pp. 151-165, (2008)","T. Tuononen; Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Siltavuorenpenger 1 A, P.O, 00014, Finland; email: tarja.tuononen@helsinki.fi","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85139203693"
"Huang X.; Cao J.; Zhao G.; Long Z.; Han G.; Cai X.","Huang, Xiang (57424288300); Cao, Jiajia (57423837400); Zhao, Guojing (57338324200); Long, Zehai (57315196700); Han, Guanshuang (57218401623); Cai, Xiaowei (57423837600)","57424288300; 57423837400; 57338324200; 57315196700; 57218401623; 57423837600","The Employability and Career Development of Finance and Trade College Graduates","2022","Frontiers in Psychology","12","","719336","","","","9","10.3389/fpsyg.2021.719336","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123360787&doi=10.3389%2ffpsyg.2021.719336&partnerID=40&md5=8b5b8672b8f9ace8b312ecbc1e6afc81","School of International Education, Zhejiang Institute of Mechanical and Electrical Engineering, Hangzhou, China; Graduate School of Education, Peking University, Beijing, China; Teaching Quality Control Department, Wenzhou Polytechnic, Wenzhou, China; Institute of China Innovation and Entrepreneurship Education, Wenzhou Medical University, Wenzhou, China; College of Education, Zhejiang University, Zhejiang, China; School of Marxism, Zhejiang University, Zhejiang, China","Huang X., School of International Education, Zhejiang Institute of Mechanical and Electrical Engineering, Hangzhou, China, Graduate School of Education, Peking University, Beijing, China; Cao J., Teaching Quality Control Department, Wenzhou Polytechnic, Wenzhou, China; Zhao G., Institute of China Innovation and Entrepreneurship Education, Wenzhou Medical University, Wenzhou, China; Long Z., Institute of China Innovation and Entrepreneurship Education, Wenzhou Medical University, Wenzhou, China; Han G., College of Education, Zhejiang University, Zhejiang, China; Cai X., School of Marxism, Zhejiang University, Zhejiang, China","Employability is a vital aspect for human development in career fields. In order to explore the factors affecting the employability of finance and trade graduates in higher vocational colleges, the researchers focused on human development in educational settings and conducted a piece of quantitative research within nine higher vocational colleges. The study uses descriptive statistical analysis to demonstrate the sample structure, using t-test, rank sum test, and chi-square test to assess the variables. It also adopts exploratory factor analysis to identify the classification of both educational practice and employability. Then, a multivariable linear regression model was adopted to examine the relationships between three main factors as well as the employability and career development of finance and trade graduates. The findings imply that the soft skills and basic skills of finance and trade college graduates have immensely improved through educational practice; graduates with high motivation for learning could enhance their soft skills and more internships or club engagement brings stronger professional skills. Based on these results, higher vocational colleges, enterprises, policymakers, teachers, and finance and trade graduates will benefit from the findings related to the reform of educational practice for strengthening graduate employability and human development. The originality of this paper is the conceptual evolution of finance and trade college graduate employability, as well as the empirical analysis on educational practice, student engagement, and family background affecting their human development. Copyright © 2022 Huang, Cao, Zhao, Long, Han and Cai.","career development; college graduates; employability; finance and trade; multiple linear regression model","","","","","","National Social Science Fund of China – the Research on the Promotion Mechanism of College Students’ Employment and Entrepreneurship Ability in the Digital Era, (21ASH008)","This work was supported by the key project of the National Social Science Fund of China – the Research on the Promotion Mechanism of College Students’ Employment and Entrepreneurship Ability in the Digital Era (21ASH008) and Professional Development Program for visiting Scholars of Higher Education 2021 – the Research on the Promotion Mechanism of Employability of Higher Vocational College Graduates in Digital Era.","Ahmed J.U., Ahmed K.U., Shimul M.A.S., Zuniga R., Managing strategies for higher education institutions in the UK: an overview, High. Educ. 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Psychol, 11, (2020); Liu X., Peng M.Y.P., Anser M.K., Chong W.-L., Lin B., Key teacher attitudes for sustainable development of student employability by social cognitive career theory: the mediating roles of self-efficacy and problem-based learning, Front. Psychol, 11, (2020); Ma Y.X., Zhang X., Ascribed or achieved factor: what affects undergraduates' employability?, China Econ. Educ. Rev, 4, pp. 74-97, (2019); Mclean P., Perkins K., Tout D., Brewer K., Wyse L., Australian Core Skills Framework: 5 Core Skills, 5 Levels of Performance, 3 Domains of Communication, (2012); McQuaid R.W., Lindsay C., The concept of employability, Urban Stud, 42, pp. 197-219, (2005); Number of Schools, Educational Personnel and Full-Time Teachers by Type and Level, (2020); Number of Students of Formal Education by Type and Level, (2020); Mok K.H., Wu A.M., Higher education, changing labour market and social mobility in the ra of massification in China, J. Educ. Work, 29, pp. 77-97, (2015); Morrow-Howell N., The M word: multicollinearity and multiple regression, Soc. Work Res, 18, pp. 247-251, (1994); Moser C.A., Kalton G., Survey Methods in Social Investigation, 1st Edn, (1971); Pascarella E.T., Terenzini P.T., How College Affects Students. A Third Decade of Research, 2, (2005); Pedler M., Yeigh T., Hudson S., The teachers' role in student engagement: a review, Austr. J. Teacher Educ, 45, pp. 47-62, (2020); Pellizzari M., Do friends and relatives really help in getting a good job?, Indus. Lab. Relat. Rev, 63, pp. 494-510, (2010); Peng M.Y.P., Wang L., Yue X., Xu Y., Feng Y., A study on the influence of multi-teaching strategy intervention program on college students' absorptive capacity and employability, Front. Psychol, 12, (2021); Pont B., Competencies for the Knowledge Economy. Paris: OECD, Chapter 4:100–118, (2001); Qureshi A., Wall H., Humphries J., Balani A.B., Can personality traits modulate student engagement with learning and their attitude to employability?, Learn. Individ. Diff, 51, pp. 349-358, (2015); Roulin N., Bangerter A., Students' use of extra-curricular activities for positional advantage in competitive job markets, J. Educ. Work, 26, pp. 21-47, (2013); Senior C., Reddy P., Senior R., The relationship between student employability and student engagement: working toward a more unified theory, Front. Psychol, 5, (2014); Shi Q.H., Wang F., An empirical study on structural problems and factor adjustment of college students' employability in China, Educ. Res, 39, pp. 51-61, (2018); Smith J., Mcknight A., Naylor R., Graduate employability: policy and performance in higher education in the UK, Econ. J, 110, pp. F382-F411, (2001); Smith K.W., Sasaki M.S., Decreasing multicollinearity: a method for models with multiplicative functions, Sociol. Method. Res, 8, pp. 35-56, (1979); Smith M., Improving student engagement with employability: the project pitch assessment, Planet, 26, pp. 2-7, (2012); Sullivan S.E., The changing nature of careers: a review and research agenda, J. Manag, 3, pp. 457-484, (1999); Sylos Labini M., Social Capital and the Labour Market: When Is the Family at Work?, (2008); Tabachnick B.G., Fidell L.S., Using Multivariable Statistics, (2007); Teichler U., Careers of University Graduates: Views and Experiences in Comparative Perspective, (2007); Tinto V., Leaving College: Rethinking the Causes and Cures of Student Attrition, 2nd Edn, (1993); Trowler V., Student Engagement Literature Review. Lancaster University, (2010); Wang B.Q., Ma Y., Chinese 3-Year Vocational College Graduates' Employment Annual Report, (2019); Wang Y.H., Wen D.M., Characteristics and factors of the grassroots employment of college graduates, Chinese Educ. Soc, 48, pp. 23-41, (2015); Wen D.M., Impacts of social economic status on higher education opportunity and graduate employment in China, Front. Educ. China, 1, pp. 426-438, (2006); Wilton N., Do employability skills really matter in the UK graduate labour market? The case of business and management graduates, Work Employ. Soc, 1, pp. 85-100, (2011); Xie F., Derakhshan A., A conceptual review of positive teacher interpersonal communication behaviors in the instructional context, Front. Psychol, 12, (2021); Yorke M., Employability in Higher Education: What It Is- What It Is Not, (2006); Yue C.J., An empirical study on the employment gaps of college graduates between urban and rural background, Tsinghua J. Educ, 2, pp. 92-101, (2018); Yue C.J., Zhou L.P., Analysis of employment trends for Chinese college graduates from 2003 to 2017, Chinese Educ. Soc, 52, pp. 249-273, (2019)","G. Han; College of Education, Zhejiang University, Zhejiang, China; email: 2270124857@qq.com; X. Cai; School of Marxism, Zhejiang University, Zhejiang, China; email: 1364152794@qq.com","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85123360787"
"Patil A.K.; Chavan P.C.; Chatanya S.V.; Patil S.D.","Patil, Ajinkya K. (57220665737); Chavan, Pruthviraj C. (57221605141); Chatanya, S.V. (58110907300); Patil, Sharad D. (55499082700)","57220665737; 57221605141; 58110907300; 55499082700","Enhancement in Student Employability by Providing Internship and Project Track","2022","Journal of Engineering Education Transformations","36","special issue 2","","52","56","4","0","10.16920/jeet/2023/v36is2/23008","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148513121&doi=10.16920%2fjeet%2f2023%2fv36is2%2f23008&partnerID=40&md5=49a615cb44f0c7a3355c610a093b5c73","Rajarambapu Institute of Technology, Rajaramnagar, Maharashtra, India","Patil A.K., Rajarambapu Institute of Technology, Rajaramnagar, Maharashtra, India; Chavan P.C., Rajarambapu Institute of Technology, Rajaramnagar, Maharashtra, India; Chatanya S.V., Rajarambapu Institute of Technology, Rajaramnagar, Maharashtra, India; Patil S.D., Rajarambapu Institute of Technology, Rajaramnagar, Maharashtra, India","In order to strengthen its final year engineering students' worldwide competency, our institute decided to launch four choice-based project tracks in 2017–18. According to this method, students can select one option from traditional capstone project (CP), undergraduate research experience (URE), entrepreneurship development (ED), and industry internship & projects (IIP). The current work focuses on industry internship & projects (IIP), how it affects students' careers, employability chances assessment techniques perceived by students and the institute, and the significant steps done to address such challenges. Students and their evaluators were surveyed to analyze the results of the four track project method. Students who choose the IIP track were found to have improved their skills. Self-learning capacity, self-assurance, and critical thinking all showed satisfactory growth. The pupils' resumes were aided by this. In order to improve students technical understanding Institute again decided to change in four track structure into three track in 2020-21 by making CP track compulsory to each students which will starts in second semester of third year and ends after first semester of final year. Students that undergo compulsory the CP track in their Third year were successful in gaining abilities like teamwork, creative problem-solving, and time management. Which can helpful to them for better survival in Industry during Internship. Overall, it has been noted that the institute's placement percentage increased from 78.68 to 82.32 and average package have been increased from 2.60 LPA to 3.71 LPA. © 2022, Rajarambapu Institute Of Technology. All rights reserved.","employability; internship; placement; projects","","","","","","","","Suryawanshi Ganesh L., Patil Sachin K., Kulkarni S. S., Impact of Choice based four tracks project system on development of final year Engineering students and challenges faced during implementation: Case Study, Journal of Engineering Education Transformations, 34, (2021); Gashaw Z., Challenges facing internship programme for engineering students as a learning experience: a case study of Debre Berhan University in Ethiopia, IOSR Journal of Mechanical and Civil Engineering (IOSRJMCE), 16, 1, pp. 12-28, (2019); Waychal P., Innovating final year (capstone) projects in engineering education, Journal of Engineering Education Transformations, 30, 1, pp. 26-294, (2016); Jung J., Lee S. J., Impact of internship on job performance among university graduates in South Korea, International Journal of Chinese Education, 5, 2, pp. 250-284, (2017); Schachterle L., Projects in undergraduate engineering education in America, European Journal of Engineering Education, 21, 2, pp. 207-214, (1996); Parishani N., Khorooshi P., Challenges and Opportunities of Internship Lessons in the View of Students from Farhangian University Case Study: Colleges of Pardis Fatemeh Zahra andShahid Rajai in Esfahan, Mediterranean Journal of Social Sciences, 7, 5, (2016); Renganathan S., Karim Z. A. B. A., Li C. S., Students’ perception of industrial internship programme, Education+ Training, (2012); Gol O., Nafalski A., McDermott K., The role of industry-inspired projects in engineering education, 31st Annual Frontiers in Education Conference. Impact on Engineering and Science Education. Conference Proceedings (Cat. No. 01CH37193), 2, (2001); Gerba D. T., Impact of entrepreneurship education on entrepreneurial intentions of business and engineering students in Ethiopia, African Journal of Economic and Management Studies, 10, (2012); Duval-Couetil N., Reed-Rhoads T., Haghighi S., Engineering students and entrepreneurship education: Involvement, attitudes and outcomes, International Journal of Engineering Education, 28, 2, (2012); Wang E. L., Kleppe J. A., Teaching invention, innovation, and entrepreneurship in engineering, Journal of Engineering Education, 90, 4, pp. 565-570, (2001); Taks M., Tynjala P., Toding M., Kukemelk H., Venesaar U., Engineering students' experiences in studying entrepreneurship, Journal of engineering education, 103, 4, pp. 573-598, (2014); Kim M., Park M. J., Entrepreneurial education program motivations in shaping engineering students’ entrepreneurial intention, Journal of Entrepreneurship in Emerging Economies, (2019); Chandrasekaran S., Stojcevski A., Littlefair G., Joordens M., Learning through projects in engineering education, SEFI 2012: engineering education 2020: meet the future: proceedings of the 40th SEFI annual conference 2012, (2012); Blicblau A. S., Steiner J. M., Fostering creativity through engineering projects, European Journal of Engineering Education, 23, 1, pp. 55-56, (1998)","","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85148513121"
"Lock E.; Kelly K.","Lock, Edward (57218826926); Kelly, Kate (57213797868)","57218826926; 57213797868","Gateways not pathways: Student perceptions of the portals to employability","2022","Journal of Teaching and Learning for Graduate Employability","13","1","","65","78","13","2","10.21153/jtlge2022vol13no1art1499","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148053722&doi=10.21153%2fjtlge2022vol13no1art1499&partnerID=40&md5=322ba2f9fae57a0a6edb3bd5c8d76e96","First Year College, Victoria University, Melbourne, VIC, Australia","Lock E., First Year College, Victoria University, Melbourne, VIC, Australia; Kelly K., First Year College, Victoria University, Melbourne, VIC, Australia","The expectation that tertiary education leads to employment is one that most commencing students hold. A problem arises when there is a gap between the knowledge and skills students expect to acquire and the knowledge and skills course designers and teachers expect students to develop. The present study interviewed 22 first year students and 12 final year students to explore their expectations and experiences of employability teaching and learning, and compared these to the conceptions of employability articulated in their institution’s policy documentation. The findings suggest that most students believed that, to achieve their career goals, their primary focus should be on completing their academic studies, and that all relevant knowledge and skills would be unveiled during this process. As such, they viewed their time at university as a distinct stage in their development, one that must be completed before they move on to engage with the challenge of employment. Such expectations differ in important ways from those of the institution at which participants were enrolled, which sets employability within the context of an ever-changing job market and the consequent need for life-long learning. Moreover, while the institution clearly articulates the skills that they believe are embedded within their units and courses, this is not being conveyed to students. Implications of this research highlight the need to carefully consider what expectations students are bringing with them regarding the enhancement of employability and how institutions can best act to bridge the gap between students’ expectations and their own. © 2022 Deakin University. All rights reserved.","career pathways; career planning; Employability teaching; expectations gap; graduate capabilities; life long learning; non-traditional students; transitional pedagogy","","","","","","","","ATLAS.it Scientific Software Development GmbH. [ATLAS.ti 1.9 Android Mobile App], (2018); Baik C., Naylor R., Arkoudis S., The first year experience in Australian Universities: Findings from two decades, 1994-2014, (2015); Bathmaker A.M., Ingram N., Waller R., Higher education, social class and the mobilisation of capitals: recognising and playing the game, British Journal of Sociology of Education, 34, 5-6, pp. 723-743, (2013); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Briggs A., Clarke J., Hall I., Building bridges: Understanding student transition to university, Quality in Higher Education, 18, pp. 3-21, (2012); Daniels J., Brooker J., Student identity development in higher education: Implications for graduate attributes and work readiness, Educational Research, 56, pp. 65-76, (2014); Dawkins P., Hurley P., Noonan P., Rethinking and revitalising tertiary education in Australia, (2019); Dockery A. M., Bawa S., Coffey J., Li I., Secondary students’ access to careers information: the role of sociology-economic background, The Australian Educational Researcher, (2021); Donald W. E., Ashleigh M. J., Baruch Y., Students’ perceptions of education and employability: Facilitating career transition from higher education into the labor market, Career Development International, 23, 5, pp. 513-540, (2018); The New Work Order: Ensuring Young Australians Have Skills and Experience for the Jobs of the Future, not the Past, (2015); Greenbank P., Career decision-making: ‘I don’t think twice, but it’ll be alright, Research in Post-Compulsory Education, 19, 2, pp. 177-193, (2014); Jackson D., Tomlinson M., Investigating the relationship between career planning, pro activity and employability perceptions among higher education students in uncertain labour market conditions, Higher Education, 80, pp. 435-455, (2020); Kift S., Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: Final report for ALTC Senior Fellowship Program, (2009); Kift S., A decade of Transition Pedagogy: A quantum leap in conceptualising the first year experience, HERDSA Review of Higher Education, 2, 1, pp. 51-86, (2015); Kiger M. E., Varpio L., Thematic analysis of qualitative data: AMEE Guide No. 131, Medical Teacher, 42, 8, pp. 846-854, (2020); Krause K-L., Hartley R., James R., McInnes C., The first year experience in Australian universities: Findings from a decade of national studies, (2005); Leese M., Bridging the gap: Supporting student transitions into higher education, Journal of Further and Higher Education, 34, 2, pp. 239-251, (2010); Lizzio A., Student lifecycle, transition and orientation, (2012); Lock E., Kelly K., Ignorance is risk: An exploratory investigation of Australian higher education students’ perceptions of their education-employment pathways, The Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 26-36, (2020); Longwell-Grice R., Adsitt N. Z., Mullins K., Serrata W., The first ones: Three studies on first-generation college students, NACADA Journal, 36, 2, pp. 34-46, (2016); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); O'Shea S., Groves O., Delahunty J., having people that will help you, that know the ropes and have walked that road before you’: How does first in family status impact graduates in the employment field?, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 36-50, (2021); Parks A., Mills J., Weber D., Westwell M., Ready or not, here I come! Learning to support year 12 students’ university study choices, Research and Development in Higher Education: Curriculum Transformation, 40, (2017); Raffe D., Pathways linking education and work: A review of concepts, research, and policy debates, Journal of Youth Studies, 6, 1, pp. 3-19, (2003); Samarawickrema G., Cleary K., Block mode study: Opportunities and challenges for a new generation of learners at an Australian university, Student Success, 12, 1, pp. 13-23, (2021); Tinto V., Taking student retention seriously: Rethinking the first year of university, (2009); VU Graduate Capabilities Policy and Procedures, (2012); Victoria University Student Employability Strategy (2021-2023), (2020); Graduate Capabilities, (2021); Zepke N., Leach L., Integration and adaptation: Approaches to the student retention and achievement puzzle, Active Learning in Higher Education, 6, 1, pp. 46-59, (2005)","E. Lock; First Year College, Victoria University, Melbourne, Australia; email: Edward.lock@vu.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85148053722"
"O'Regan M.; Carthy A.; McGuinness C.; Owende P.","O'Regan, Miriam (57194118126); Carthy, Aiden (57212309429); McGuinness, Colm (56126104900); Owende, Philip (55897245100)","57194118126; 57212309429; 56126104900; 55897245100","Employer collaboration in developing graduate employability: a pilot study in Ireland","2022","Education and Training","65","10","","1","13","12","4","10.1108/ET-03-2022-0081","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144019568&doi=10.1108%2fET-03-2022-0081&partnerID=40&md5=9895adc6e40250c35e7ece2ee22bdb30","Technological University Dublin, Blanchardstown Campus, Dublin, Ireland","O'Regan M., Technological University Dublin, Blanchardstown Campus, Dublin, Ireland; Carthy A., Technological University Dublin, Blanchardstown Campus, Dublin, Ireland; McGuinness C., Technological University Dublin, Blanchardstown Campus, Dublin, Ireland; Owende P., Technological University Dublin, Blanchardstown Campus, Dublin, Ireland","Purpose: The purpose of this paper is to evaluate the impact on student work readiness outcomes of collaboration with employers in developing and delivering tailored graduate employability workshops in socio-emotional skills for work (SES4Work). Design/methodology/approach: Framed by the CareerEDGE model of graduate employability, the authors piloted a five-session module for near graduates in five disciplines. The research included an online employer survey (n = 128), employer interviews (n = 21) and tailored workshops for near graduates, culminating in a mock competency-based interview. Using a pre/post-test design, participants (n = 24) also completed the CareerEDGE Employability Development Profile (EDP) and the Trait Emotional Intelligence questionnaire (TEIque). Findings: After completing the module, there was a statistically significant improvement in participant scores on the CareerEDGE EDP +12.3%, p < 0.001, effect size (Cohen's d) 0.89, large, and the TEIque +6.4%, p = 0.009, effect size (Cohen's d) 0.61, moderate. Furthermore, 70% (n = 17) of participants were “hired” based on their mock interviews, with 12% (n = 4) offered employer connections after graduation. Originality/value: This is the first academic research in Ireland to develop and evaluate an enterprise-collaborative, discipline-specific module for enhancing graduate employability. Findings suggest that employer collaboration can enhance the efficacy of employability interventions and therefore merits further research. © 2022, Miriam O'Regan, Aiden Carthy, Colm McGuinness and Philip Owende.","Career development; CareerEDGE; Emotional intelligence; Employability; Soft skills","","","","","","Higher Education Authority Innovation and Transformation Programme","Funding: The study was funded by the Higher Education Authority Innovation and Transformation Programme.","Essential frameworks for enhancing student success. Embedding empolyability in higher education, (2019); Anderson G., Returning to the Workplace 2021, (2021); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Dacre-Pool L., Developing graduate employability: the CareerEDGE model and the importance of emotional intelligence, Graduate Employability in Context, pp. 317-338, (2017); Dacre-Pool L., Qualter P., Improving emotional intelligence and emotional self-efficacy through a teaching intervention for university students, Learning and Individual Differences, 22, 3, pp. 306-312, (2012); Dacre-Pool L., Qualter P., Emotional self-efficacy, graduate employability, and career satisfaction: testing the associations, Australian Journal of Psychology, 65, 4, pp. 214-223, (2013); Dacre-Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education and Training, 49, 4, pp. 277-289, (2007); Dacre-Pool L., Qualter P., Sewell P.J., Exploring the factor structure of the CareerEDGE employability development profile, Education and Training, 56, 4, pp. 303-313, (2014); De Vos A., Jacobs S., Verbruggen M., Career transitions and employability, Journal of Vocational Behavior, 126, (2021); Foster D., UCD Career Development Centre: Annual Report, (2016); Goleman D., Working With Emotional Intelligence, (1998); Harvey J., Dodd D., TU Dublin authentic assessment framework, (2021); Harvey J., Kavanagh A., Kilmartin D., O'Connor R., O'Leary C., O'Rourke K.C., Constructing a practice informed graduate attributes toolkit: built in not bolt-on, Paper Presented at the Educational Technology Conference of the Irish Learning Technology Association, (2015); National graduate outcomes survey, (2022); The Impact of Covid-19 on the Future of Work: Supporting Lifelong Learning and Graduate Work-Readiness, NEXT STEPS for Teaching and Learning: Moving Forward Together, (2021); Future Ready: Improving Graduate Employability Skills, (2018); HR Update 2021 Workplace Trends and Insights, (2021); Jackson D., Bridgstock R., What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work, Higher Education, 81, pp. 723-739, (2020); Jameson A., Carthy A., McGuinness C., McSweeney F., Emotional intelligence and graduates – employers’ perspectives, Procedia - Social and Behavioral Sciences, 228, pp. 515-522, (2016); Jameson A., Carthy A., McGuinness C., McSweeney F., Social-emotional intelligence (EI), graduates and the workplace – A study of a tailored approach to EI competency development for final year engineering students, Doctoral Thesis, (2019); Kolb D.A., Experiential Learning: Experience as the Source of Learning and Development, (2014); Laevers F., Making Care and Education More Effective through Wellbeing and Involvement. An Introduction to Experiential Education, (2015); Mayer J.D., Salovey P., What is emotional intelligence?, Emotional Development and Emotional Intelligence: Educational Implications, pp. 3-34, (1997); McCracken M., Currie D., Harrison J., Understanding graduate recruitment, development and retention for the enhancement of talent management: sharpening “the edge” of graduate talent, International Journal of Human Resource Management, 27, 22, pp. 2727-2752, (2016); Petrides K.V., TEIQue v1.50, (2014); Petrides K.V., Mikolajczak M., Mavroveli S., Sanchez-Ruiz M.-J., Furnham A., Perez-Gonzalez J.-C., Developments in trait emotional intelligence research, Emotion Review, 8, 4, pp. 335-341, (2016); Rees S., Re-imagining employability: an ontology of employability best practice in higher education institutions, Teaching in Higher Education, 26, 5, pp. 663-678, (2019); Small L., Shacklock K., Marchant T., Employability: a contemporary review for higher education stakeholders, Journal of Vocational Education and Training, 70, 1, pp. 148-166, (2018); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers' perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Tomlinson M., Anderson V., Employers and graduates: the mediating role of signals and capitals, Journal of Higher Education Policy and Management, 43, 4, pp. 384-399, (2020); Tymon A., Harrison C., Batistic S., Sustainable graduate employability: an evaluation of “brand me” presentations as a method for developing self-confidence, Studies in Higher Education, 45, 9, pp. 1821-1833, (2020); Carthy A., Jameson A., The Emotionally Intelligent College, (2016); Soft skills for business success, (2017)","A. Carthy; Technological University Dublin, Dublin, Blanchardstown Campus, Ireland; email: aiden.carthy@tudublin.ie","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85144019568"
"Fabrin-Petersen R.","Fabrin-Petersen, Robin (58198561200)","58198561200","The effects of non-standard employment on subjective well-being: A meta-analytic review","2022","Metodoloski Zvezki","19","1","","1","39","38","0","10.51936/USPX6788","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153729252&doi=10.51936%2fUSPX6788&partnerID=40&md5=3d5fe328b535f242a48674ab764ca121","University of Ljubljana, Faculty of Social Sciences, Ljubljana, Slovenia","Fabrin-Petersen R., University of Ljubljana, Faculty of Social Sciences, Ljubljana, Slovenia","The aim of this review was to address the inconsistency in previous research, on the effect of non-standard employments on subjective well-being, with the use of metaanalysis. This was done by examining the standardised mean difference in global subjective well-being, or whole life well-being, between employees in non-standard employment and permanent employment. The scientific databases Web of Science, Scopus and EBSCOhost were systematically searched for studies on the connection between non-standard employment and subjective well-being. From the initial 1307 results of the systematic literature search, we identified 33 relevant primary studies published since 2004 in a variety of countries throughout the world. Meta-analytic results from a total of 55 independent effect sizes (N = 476 454) suggest that employees in non-standard employment experience lower global subjective well-being (d = −0.05) compared to employees in permanent employment. Moderator analyses indicate that if primary studies control for subjective job insecurity or employability, it will remove the statistically significant effect of global subjective wellbeing between employees in nonstandard employment and permanent, resulting in d = −0.05 to d = 0.01 and d = 0.01, respectively. We can therefore conclude that non-standard employments do have a statistical significant small negative effect on global subjective well-being. However, evidence suggest that the negative effect is more due to the subjective perception of job insecurity and employability rather than the objective condition of non-standard employment © 2022, Metodoloski Zvezki.All Rights Reserved.","contingent work; meta-analysis; non-standard employment; precarious employment; subjective well-being","","","","","","","","Aguinis H., Sturman M. C., Pierce C. A., Comparison of three meta-analytic procedures for estimating moderating effects of categorical variables, Organizational Research Methods, 11, 1, pp. 9-34, (2008); Appau S., Awaworyi Churchill S., Farrell L., Employment types and subjective wellbeing: Evidence from the English longitudinal survey of ageing, Measuring, understanding and improving wellbeing among older people, pp. 117-147, (2020); Atkinson J., Manpower strategies for flexible organizations, Personnel Management, pp. 28-31, (1984); Bardasi E., Francesconi M., The impact of atypical employment on individual wellbeing: Evidence from a panel of British workers, Social Science & Medicine, 58, 9, pp. 1671-1688, (2004); Becker G. S., Human capital: A theoretical and empirical analysis, with special reference to education, (1993); Bernhard-Oettel C., De Cuyper N., Berntson E., Isaksson K., Well-being and organizational attitudes in alternative employment: The role of contract and job preferences, International Journal of Stress Management, 15, 4, pp. 345-363, (2008); Bernstrom V. H., Drange I., Mamelund S.-E., Employability as an alternative to job security, Personnel Review, 48, 1, pp. 234-248, (2019); Booth A. L., Francesconi M., Frank J., Temporary jobs: Stepping stones or dead ends?, The Economic Journal, 112, 480, pp. F189-F213, (2002); Borenstein M., Hedges L., Higgins J., Rothstein H., Comprehensive MetaAnalysis (Version 3.3.070) [Computer software], (2014); Borenstein M., Effect sizes for continuous data, The handbook of research synthesis and meta-analysis, (2009); Borenstein M., Hedges L. V., Higgins J. P., Rothstein H. R., Introduction to meta-analysis, (2009); Borenstein M., Hedges L. V., Higgins J. 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M., Job insecurity and health-related outcomes among different types of temporary workers, Economic and Industrial Democracy, 26, 1, pp. 89-117, (2005); van den Tooren M., de Jong J., Job demands-resources and employee health and well-being: The moderating role of contract type, Career Development International, 19, 1, pp. 101-122, (2014); Vancea M., Shore J., Utzet M., Role of employment-related inequalities in young adults’ life satisfaction: A comparative study in five European welfare state regimes, Scandinavian Journal of Public Health, 47, 3, pp. 357-365, (2019); Viechtbauer W., Cheung M. W.-L., Outlier and influence diagnostics for metaanalysis, Research Synthesis Methods, 1, 2, pp. 112-125, (2010); Virtanen M., Kivimaki M., Joensuu M., Virtanen P., Elovainio M., Vahtera J., Temporary employment and health: A review, International Journal of Epidemiology, 34, 3, pp. 610-622, (2005); Vofiemer J., Gebel M., Taht K., Unt M., Hogberg B., Strandh M., The effects of unemployment and insecure jobs on well-being and health: The moderating role of labor market policies, Social Indicators Research, 138, 3, pp. 1229-1257, (2018); Wagenaar A. F., Michiel A. J., Kompier T. W. T., Houtman I. L. D., Temporary employment, quality of working life and well-being, The psychology of the recession on the workplace, pp. 117-139, (2013); Wang J., Raymo J. M., Nonstandard employment, gender, and subjective well-being in Japan, Journal of Marriage and Family, 83, 3, pp. 845-864, (2021); Wilkin C. L., I can’t get no job satisfaction: Meta-analysis comparing permanent and contingent workers, Journal of Organizational Behavior, 34, 1, pp. 47-64, (2013)","R. Fabrin-Petersen; University of Ljubljana, Faculty of Social Sciences, Ljubljana, Slovenia; email: robin.fabs@gmail.com","","Univerza v Ljubljani","","","","","","18540023","","","","English","Metodoloski Zvezki","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85153729252"
"Olanrewaju B.U.; Afolabi J.A.","Olanrewaju, Blessing Ufuoma (57944682200); Afolabi, Joshua Adeyemi (57226284093)","57944682200; 57226284093","Digitising education in Nigeria: lessons from COVID-19","2022","International Journal of Technology Enhanced Learning","14","4","","402","419","17","6","10.1504/ijtel.2022.125857","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140742991&doi=10.1504%2fijtel.2022.125857&partnerID=40&md5=eb366b2da3a752d97865a3554c080666","Economics and Business Policy Department, Nigerian Institute of Social and Economic Research (NISER), Ojoo, Ibadan, Nigeria; Innovation and Technology Policy Department, Nigerian Institute of Social and Economic Research (NISER), Ojoo, Ibadan, Nigeria","Olanrewaju B.U., Economics and Business Policy Department, Nigerian Institute of Social and Economic Research (NISER), Ojoo, Ibadan, Nigeria; Afolabi J.A., Innovation and Technology Policy Department, Nigerian Institute of Social and Economic Research (NISER), Ojoo, Ibadan, Nigeria","The sudden outbreak of coronavirus disease (COVID-19) dealt a great blow on the global educational sector, given the ill-preparedness of most countries to leverage digitisation. This study x-rayed the performance of the Nigerian educational sector and its response to COVID-19 pandemic with a view to underscoring the imperativeness of digitising education to forestall future shocks. The findings revealed the unimpressive performance of the Nigerian educational sector as learning came to a screeching halt during the pandemic, given the pervasive infrastructural deficits in the sector. Further result showed that Nigerian graduates are likely to face non-employability unless strategic steps are taken to expose them to digitisation, which the modern world of work requires. It, therefore, becomes pertinent to increase the budgetary allocation to the sector to bridge its infrastructural gaps. This would help Nigeria catch-up with global best practices in education and set the pace for improved educational service delivery in Africa. Copyright © 2022 Inderscience Enterprises Ltd.","COVID-19; digitisation; educational sector; global competitiveness; Nigeria","","","","","","","","Adeoti J.O., Gbadebo-Smith F., COVID-19 Pandemic and the Nigerian Economy: Mitigation Measures and Pathways to Growth, (2020); Adeoye I., Adanikin A.F., Adanikin A., COVID-19 and e-learning: Nigeria tertiary education system experience, International Journal of Research and Innovation in Applied Science (IJRIAS), 5, 5, pp. 28-31, (2020); Adetunji A.T., A critical realist study of quality management in Nigerian universities, (2015); The relevance of digital skills in the COVID-19 era, (2020); Afolabi J., Ogunjimi J.A., Industrialization: a roadmap to inclusive growth in Nigeria, Economics and Policy Review Journal, 18, 1, pp. 20-28, (2020); Ali W., Online and remote learning in higher education institutes: a necessity in light of COVID-19 pandemic, High Education Studies, 10, 3, pp. 16-25, (2020); Andreas S., The impact of COVID-19 on education - insights from education at a glance 2020, OECD, (2020); Angya C.A., Transforming communities: an analysis of the Nigerian educational landscape, Arts and Humanities Open Access Journal, 4, 6, pp. 236-239, (2020); Bajpai N., Biberman J., Yingxin Y., ICT for Education: Lessons from China, (2019); Bolaji M., Adeoti J.O., Afolabi J.A., The imperative of research and development in Nigeria: Lessons from the COVID-19 pandemic, International Journal of Technological Learning, Innovation and Development, 13, 2, pp. 168-189, (2021); Chaka C., Higher education institutions and the use of online instruction and online tools and resources during the COVID-19 outbreak - an online review of selected U.S. and SA's universities, Research Squar, pp. pp1-p46, (2020); Cucinotta D., Vanelli M., WHO declares COVID-19 a pandemic, Acta Biomed, 91, 1, pp. 157-160, (2020); Davies N.G., Klepac P., Liu Y., Prem K., Jit M., Eggo R.M., Age-dependent effects in the transmission and control of COVID-19 epidemics, Nature Medicine, 26, pp. 1205-1211, (2020); Dutta S., Lanvin B., Wunsch-Vincent S., Global Innovation Index 2015: Effective Innovation Policies for Development, (2015); Dutta S., Lanvin B., Wunsch-Vincent S., Global Innovation Index 2018: Energizing the World with Innovation, (2018); Dutta S., Lanvin B., Wunsch-Vincent S., Global Innovation Index 2020: Who Will Finance Innovation?, (2020); European Centre for Disease Prevention and Control COVID-19 Situation Dashboard, (2021); Eduard E., Lucian L., Is Romanian prepared for e-learning during the COVID-19 pandemic?, Sustainability, 12, pp. 1-29, (2020); Nigeria Education Sector COVID-19 Response Strategy in North East, (2020); Gapsalamov A.R., Akhmetshin E.M., Bochkareva T.N., Vasilev V.L., Digital era: impact on the economy and the education system (Country Analysis), Utopía y Praxis Latinoamericana, 25, (2020); Huang R.H., Liu D.J., Tlili A., Yang J.F., Wang H., Handbook on Facilitating Flexible Learning during Educational Disruption: The Chinese Experience in Maintaining Undisrupted Learning in COVID-19 Outbreak, (2020); Hue L.T., Jalil H.A., Attitudes towards ICT integration into curriculum and usage among university lecturers in Vietnam, International Journal of Instruction, 6, 2, pp. 53-66, (2013); Hussain T., Education and COVID-19 in Nigeria: Tackling the digital divide, (2020); Iivari N., Sharma S., Venta-Olkkonen L., Digital transformation of everyday life: how COVID-19 pandemic transformed the basic education of the young generation and why information management research should care?, International Journal of Information Management, 55, pp. 1-6, (2020); Lim M., Educating despite the COVID-19 outbreak: lessons from Singapore, (2020); Obiakor T., DRAWing away from the curriculum of the past, (2020); Obiezu T., Nigeria Has World's Largest Number of Out-of-School Children, (2018); Ogunjimi J.A., Amune B.O., Impact of infrastructure on foreign direct investment in Nigeria: an autoregressive distributed lag (ARDL) approach, Journal of Economics and Sustainable Development, 10, 3, pp. 1-8, (2019); Ogunjimi J.A., Oladipupo D.O., Dynamics of demographic structure and economic growth in Nigeria, Asian Journal of Economics and Empirical Research, 6, 2, pp. 186-196, (2019); Fighting Learning Poverty in Malawi Through Effective EdTech During C-19, (2020); Oyediran W.O., Omoare A.M., Owoyemi M.A., Adejobi A.O., Fasasi R.B., Prospects and limitations of e-learning application in private tertiary institutions amidst COVID-19 lockdown in Nigeria, Heliyon, 6, (2020); Oyekan F.E., Adetunji A.T., Bafeto A.A., New normal exposes higher education sector digitization competency, International Journal of Psychosocial Rehabilitation, 24, 10, (2020); Pal M., Berhanu G., Desalegn C., Kandi V., Severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2): an update, Cureus, 12, 3, (2020); Sahu P., Closure of universities due to coronavirus disease 2019 (COVID-19): impact on education and mental health of students and academic staff, Cureus, 12, 4, pp. 1-5, (2020); Sarea A., Alhadrami A., Taufiq-Hail G.A., COVID-19 and digitizing accounting education: empirical evidence from GCC, PSU Research Review, (2020); Measures to Strengthen the National Health Service and Economic Support for Families, Workers and Companies Related to the Epidemiological Emergency from COVID-19, (2020); COVID-19 Educational Disruption and Response, (2020); UN Secretary-General warns of education catastrophe, pointing to UNESCO estimate of 24 million learners at risk of dropping out, (2020); Vial G., Understanding digital transformation: a review and a research agenda, The Journal of Strategic Information Systems, 28, 2, pp. 118-144, (2019); COVID-19 transmission and protective measures, (2020); Xiao J., Digital transformation in higher education: critiquing the five-year development plans (2016-2020) of 75 Chinese universities, Distance Education, (2019); Zhang W., Wang Y., Yang L., Wang C., Suspending classes without stopping learning: China's education emergency management policy in the COVID-19 outbreak, Journal of Risk and Financial Management, 13, (2020); Zicmane I., Berzina K., Kuckovskis J., Innovative methods of teaching students of technical universities taking into account the increase in information flow, International Conference and Exposition on Electrical and Power Engineering (EPE), pp. 0253-0258, (2018)","B.U. Olanrewaju; Economics and Business Policy Department, Nigerian Institute of Social and Economic Research (NISER), Ibadan, Ojoo, Nigeria; email: blessed.ufuoma@gmail.com","","Inderscience Publishers","","","","","","17535255","","","","English","Int. J. Technol. Enhanced Learn.","Article","Final","","Scopus","2-s2.0-85140742991"
"Yepes-Zuluaga S.M.","Yepes-Zuluaga, Sara M. (57224202377)","57224202377","Integrating different factors into the construct of employability for engineering students and graduates","2022","World Transactions on Engineering and Technology Education","20","4","","280","285","5","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143763312&partnerID=40&md5=ab2b6284fee25385deb3dae3403e99e8","Metropolitan Institute of Technology, Medellín, Colombia","Yepes-Zuluaga S.M., Metropolitan Institute of Technology, Medellín, Colombia","In the current world of work, employability is an important tool for graduates who enter the workforce. In this article, the author proposes a model composed of six key elements for graduates’ employability: generic skills, career success, career commitment, organisational support, impact of the university and job satisfaction. A questionnaire was administered to students and graduates from five undergraduate engineering programmes in Colombia, and 470 responses were selected for analysis. Structural equation modelling (SEM) was used to analyse the collected data. The results revealed that the six constructs in the model are positively associated with graduates’ employability. These findings are significant for engineering professionals who wish to meet the increasingly challenging expectations of the labour market because they provide insight into the generic skills that their career requires, graduates’ satisfaction with their career, universities’ planning strategies and the possible impact of university reputation in the productive sector. © 2022 WIETE","","","","","","","Metropolitan Institute of Technology; Instituto Tecnológico Metropolitano, ITM","This study was supported by the Metropolitan Institute of Technology (Instituto Tecnológico Metropolitano) Medellin, Colombia under an Educational Leave of Absence for Doctoral Study (contract signed in January 2020).","Comisión Económica para América Latina y el Caribe. Estudio Económico de América Latina y el Caribe: Dinámica laboral y políticas de empleo para una recuperación sostenible e inclusiva más allá de la crisis del COVID-19, (2021); Teng W., Ma C., Pahlevansharif S., Turner J.J., Graduate readiness for the employment market of the 4th industrial revolution, Educ. + Train, 61, 5, pp. 590-604, (2019); Jaimes Acero Y.C., Suarez Castrillon A.M., Bolivar Leon R., Aspects that develop soft skills - a way for inclusion in engineering programmes, World Trans. on Engng. and Technol. Educ, 20, 1, pp. 13-18, (2022); Graham R., Achieving excellence in engineering education: the ingredients of successful change, Royal Academy of Engng, 101, pp. 596-600, (2012); Ghani A., Engineering education at the age of Industry 5.0 - higher education at the crossroads, World Trans. on Engng. and Technol. Educ, 20, 2, pp. 112-117, (2022); Winberg C., Bramhall M., Greenfield D., Johnson P., Rowlett P., Lewis O., Waldock J., Wolff K., Developing employability in engineering education: a systematic review of the literature, Eurpean J. of Engng. Educ, 45, 2, pp. 65-180, (2020); Dearing R., Dearing Report 1997-full text, (1997); Orellana N., Consideraciones sobre empleabilidad en educación superior, Calid. en la Educ, 48, (2018); Harvey L., Defining and measuring employability, Quality in Higher Educ, 7, 2, pp. 97-109, (2001); Formichella M.M., London S., Empleabilidad, educación y equidad social, Revista de Estudios Sociales, 47, pp. 79-91, (2013); Aristovnik A., Kerzic D., Ravselj D., Tomazevic N., Umek L., Impacts of the COVID-19 pandemic on life of higher education students: a global perspective, Sustainability, 12, 20, pp. 1-34, (2020); Organisation for Economic Co-operation and Development, OECD Employment Outlook 2021, (2021); Tymon A., The student perspective on employability, Studies in Higher Educ, 38, 6, pp. 841-856, (2013); Cranmer S., Enhancing graduate employability: best intentions and mixed outcomes, Studies in Higher Educ, 31, 2, pp. 169-184, (2006); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: a psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Braskamp L.A., Applying personal investment theory to better understand student development, The motivation factor: A theory of personal investment, 19, (2009); Karavardar G., Career commitment, subjective career success and career satisfaction in the context of hazelnut processing industry in Giresun/Turkey, Inter. J. of Business Manage, 9, 6, pp. 98-105, (2014); Norena Jaramillo F., Rincon Laverde T., Características de las Universidades Públicas del SUE y de la Educación Superior en Colombia, (2018); Fugate M., Kinicki A.J., A dispositional approach to employability: development of a measure and test of implications for employee reactions to organizational change, J. of Occupational and Organisational Psychology, 81, 3, pp. 503-527, (2010); Bennett D., Ananthram S., Development, validation and deployment of the employability scale, Studies in Higher Educ, (2021); Verbruggen M., Sels L., Erratum to Can career self-directedness be improved through counseling?, J. of Vocational Behavior, 74, 2, (2009); Rothwell A., Arnold J., Self-perceived employability: development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Chew J., Chan C.C.A., Human resource practices, organizational commitment and intention to stay, Inter. J. of Manpower, 29, 6, pp. 503-522, (2008); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: construction and initial validation of a scale for university students, J. of Vocational Behavior, 73, 1, pp. 1-12, (2008); Van Dam K., Antecedents and consequences of employability orientation, European J. of Work and Organizational Psychology, 13, pp. 29-51, (2004); Hu L., Bentler P.M., Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives, Structural Equation Modeling: a Multidisciplinary J, 6, 1, pp. 1-55, (1999); Schermelleh-Engel K., Moosbrugger H., Muuller H., Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures, Methodods of Psychological Research Online, 8, 2, pp. 23-74, (2003); Bagozzi R.P., Yi Y., Specification, evaluation, and interpretation of structural equation models, J. of the Academy of Marketing Science, 40, 1, pp. 8-34, (2012); Rothwell A., Jewell S., Hardie M., Self-perceived employability: investigating the responses of post-graduate students, J. of Vocational Behavior, 75, 2, pp. 152-161, (2009); Gamboa J., Gracia F., Ripoll P., Peiro J., La empleabilidad y la iniciativa personal como antecedentes de la satisfacción laboral, (2007)","","","World Institute for Engineering and Technology Education","","","","","","14462257","","","","English","World Trans. Eng. Technol. Edu.","Article","Final","","Scopus","2-s2.0-85143763312"
"Andersson V.; Clausen H.B.","Andersson, Vibeke (57204419820); Clausen, Helene Balslev (55542422600)","57204419820; 55542422600","Improving Employability for Students through Co-Creation and External Collaboration: Experiences and Outcomes","2022","Journal of Problem Based Learning in Higher Education","10","1","","113","120","7","0","10.54337/ojs.jpblhe.v10i1.6851","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85144201761&doi=10.54337%2fojs.jpblhe.v10i1.6851&partnerID=40&md5=24ab597b2019b38c640a3e7a861cf0e3","Department of Politics and Society, Aalborg University, Denmark; Department of Culture and Learning, Aalborg University, Denmark","Andersson V., Department of Politics and Society, Aalborg University, Denmark; Clausen H.B., Department of Culture and Learning, Aalborg University, Denmark","This paper presents how a ninth semester teaching programme created employability skills among students. During the semester, students were expected to collaborate with a company or an organization to solve a task set by the external partner. The students used their academic and analytical skills and competences as a part of working with the ‘product’ (pitch and report), which they also delivered to the external partners. The students thus gradually became aware of the competences they used. The collaboration with companies and organizations formed part of and was integrated into the courses taught during the semester. The theories, concepts and themes presented in the instruction during the first part of the semester could be used by students in their collaboration with the external partner, both practically and theoretically. Students worked with external partners for six weeks during the second half of the semester. © 2022, Aalborg University press. All rights reserved.","Co-creation; employability; external partners; interdisciplinarity; PBL","","","","","","","","Clausen H., Andersson V., Problem-based learning, education and employability: A case study with master’s students from Aalborg University, Denmark, Journal of Teaching in Travel and Tourism, 19, 2, pp. 126-139, (2019); Clausen H., Andersson V., Schaltz T., Sharing experiences and the co-creation of knowledge through personal stories – Tools for critical thinking; student perspectives, Innovative Practice in Higher Education, 4, 1, pp. 1-19, (2019); Gilboy M., Heinerichs S., Pazzaglia G., Enhancing student engagement using flipped classroom, Journal of Nutrition Education and Behavior, 47, 1, pp. 109-114, (2014); Gomez-Lanier L., The experimental learning impact of international and domestic study tours: Class excursions that are more than field trips, International Journal of Teaching & Learning in Higher Education, 29, 1, pp. 129-144, (2017); Herreid C., Schiller N., Case studies and the flipped classroom, Journal of College Science Teaching, 42, 5, pp. 62-66, (2013); Kolmos A., Krogh L., Fink F., The Aalborg PBL model: Progress, diversity & challenges, (2004); Kolmos A., Holgaard J., Situationsbaseret projektvejledning, Dansk Universitetspædagogisk Tidsskrift, 3, pp. 54-62, (2007); Slomanson W., Blended learning: A flipped classroom experiment, Journal of Legal Education, 64, 1, pp. 93-102, (2014); Thogersen U., Samskabelse af engagement – om fastholdelse af de studerendes deltagelse i undervisning, Dansk Universitetspædagogisk Tidsskrift, 10, pp. 45-51, (2011)","","","Aalborg University press","","","","","","22460918","","","","English","J. Probl. Based. Learn. High. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85144201761"
"Ruiz-Jiménez M.C.; Licerán-Gutiérrez A.; Martínez-Jiménez R.","Ruiz-Jiménez, Mª. Carmen (55914423400); Licerán-Gutiérrez, Ana (57208738485); Martínez-Jiménez, Rocío (55914630000)","55914423400; 57208738485; 55914630000","Why do student perceptions of academic performance improve? The influence of acquired competences and formative assessment in a flipped classroom environment","2022","Active Learning in Higher Education","","","","","","","2","10.1177/14697874221133459","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142231630&doi=10.1177%2f14697874221133459&partnerID=40&md5=939f9f617ee550acd458c5a1898e125d","University of Jaén, Spain","Ruiz-Jiménez M.C., University of Jaén, Spain; Licerán-Gutiérrez A., University of Jaén, Spain; Martínez-Jiménez R., University of Jaén, Spain","The university system must be able to respond to the growing demand for graduates with certain skills that guarantee their employability. A key requirement of this goal is the use of different teaching-learning methods, such as the flipped classroom methodology. However, although some studies have shown the advantages of this model, more research is needed to identify the reasons for these positive effects and the contexts in which it works best. In this paper, we analyse the perceptions of students of six undergraduate subjects at the University of Jaén (Spain) concerning their acquired competences and the formative assessment received in a flipped classroom environment. In addition, we analyse whether these two variables influence these student perceptions of achieving better academic outcomes. The results show that both aspects explain student perceptions of better performance and are key elements in the provision of a better learning environment. In this way, these results contribute to the literature concerning the positive effects of a flipped classroom on the teaching-learning process in higher education. © The Author(s) 2022.","academic outcomes; competences; flipped classroom; formative assessment; student perceptions","","","","","","Plan de Innovación y Mejora Docente, (PIMED-UJA 2019); Universidad de Jaén, UJA","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was funded by the Teaching Innovation Project entitled ‘Aulas invertidas (Flipped Classroom): Una nueva forma de enseñar y aprender’, which was granted by the University of Jaén (Spain) as part of its ‘Plan de Innovación y Mejora Docente’ (PIMED-UJA 2019). ","Abeysekera L., Dawson P., Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research, Higher Education Research and Development, 34, 1, pp. 1-14, (2015); Al-Zahrani A.M., From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking, British Journal of Educational Technology, 46, 6, (2015); Baepler P., Walker J.D., Driessen M., It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms, Computers and Education, 78, (2014); Bergmann J., Sams A., Flip Your Classroom: Reach Every Student in Every Class Every Day, (2012); Bok D., The Struggle to Reform Our Colleges, (2017); Boston C., The concept of formative assessment, Practical Assessment, Research and Evaluation, 8, 9, (2003); Brewer R., Movahedazarhouligh S., Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education, Journal of Computed Assisted Learning, 34, 4, (2018); Cabiscol A., La evaluación como reguladora del proceso de aprendizaje en la clase invertida, Escuela, 11, pp. 10-16, (2015); Chen L., Chen T.L., Chen N.S., Students’ perspectives of using cooperative learning in a flipped statistics classroom, Australasian Journal of Educational Technology, 31, 6, (2015); Chen Y., Wang Y., Kinshuk, Et al., Is FLIP enough? or should we use the FLIPPED model instead?, Computers and Education, 79, pp. 16-27, (2014); Chin W.W., The partial least squares approach to estructural equation modeling, Modern Methods for Business Research, pp. 295-336, (1998); Chin W.W., How to write up and report PLS analyses, Handbook of Partial Least Squares: Concepts, Methods and Applications, (2010); Cronbach L.J., Coefficient alpha and the internal structure of tests, Psychometrika, 16, pp. 297-334, (1951); Estriegana R., Medina-Merodio J.A., Barchino R., Analysis of competence acquisition in a flipped classroom approach, Computer Applications in Engineering Education, 27, 1, pp. 49-64, (2019); Fadol Y., Aldamen H., Saadullah S., A comparative analysis of flipped, online and traditional teaching: A case of female Middle Eastern management students, International Journal of Management Education, 16, 2, (2018); Fisher R., Perenyi A., Birdthistle N., The positive relationship between flipped and blended learning and student engagement, performance and satisfaction, Active Learning in Higher Education, 22, 2, pp. 97-113, (2018); Flores O., del-Arco I., Silva P., The flipped classroom model at the university: Analysis based on professors’ and students’ assessment in the educational field, International Journal of Educational Technology in Higher Education, 13, 1, pp. 1-12, (2016); Foldnes N., The flipped classroom and cooperative learning: Evidence from a randomised experiment, Active Learning in Higher Education, 17, 1, pp. 39-49, (2016); Fornell C., A second generation of multivariate analysis: An overview, A Second Generation of Multivariate Analysis, pp. 1-21, (1982); Fornell C., Larcker D.F., Evaluating structural equation models with unobservable variables and measurement error, Journal of Marketing Research, 18, 1, pp. 39-50, (1981); Francl T.J., Is flipped learning appropiate?, Journal of Research in Innovative Teaching, 7, 1, (2014); Galindo-Dominguez H., Flipped classroom in the educational system: Trend or effective pedagogical model compared to other methodologies?, Educational Technology and Society, 24, 3, pp. 44-60, (2021); Galway L.P., Corbett K.K., Takaro T.K., Et al., A novel integration of online and flipped classroom instructional models in public health higher education, BMC Medical Education, 14, 1, pp. 1-9, (2014); Garnjost P., Lawter L., Undergraduates’ satisfaction and perceptions of learning outcomes across teacher- and learner-focused pedagogies, The International Journal of Management Education, 17, (2019); Gefen D., Straub D.W., Boudreau M.-C., Structural equation modeling and regression : Guidelines for research practice, Communications of the Association for Information Systems, 4, (2000); Gikandi J.W., Morrow D., Davis N.E., Online formative assessment in higher education: A review of the literature, Computers and Education, 57, 4, (2011); Goodwin B., Miller K., Research says/evidence on flipped classrooms is still coming in, Technology-Rich Learning, 70, 6, pp. 78-80, (2013); Hair J.F., Tomas G., Hult M., Et al., A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM), (2016); Han H., Rokenes F.M., Flipped classroom in teacher education: A scoping review, Frontiers in Education, 5, pp. 1-20, (2020); Hattie J., Visible Learning. A Synthesis of Over 800 Meta-Analyses Relating to Achievement, (2009); Henseler J., Ringle C.M., Sarstedt M., A new criterion for assessing discriminant validity in variance-based structural equation modeling, Journal of the Academy of Marketing Science, 43, 1, pp. 115-135, (2015); Hew K.F., Bai S., Dawson P., Et al., Meta-analyses of flipped classroom studies: A review of methodology, Educational Research Review, 33, (2021); Hortiguela D., Perez-Pueyo A., Gonzalez-Calvo G., Pero.. ¿A qué nos Referimos Realmente con la Evaluación Formativa y Compartida?: Confusiones Habituales y Reflexiones Prácticas, Revista Iberoamericana de Evaluación Educativa, 12, 1, pp. 13-27, (2019); Jensen J.L., Kummer T.A., Godoy P.D.D.M., Improvements from a flipped classroom may simply be the fruits of active learning, CBE-Life Sciences Education, 14, pp. 1-12, (2015); Lasry N., Dugdale M., Charles E., Just in time to flip your classroom, The Physics Teacher, 52, 1, pp. 34-37, (2014); Lo C.K., Systematic Reviews in Educational Research, (2020); Lopes A.P., Soares F., Perception and performance in a flipped financial mathematics classroom, International Journal of Management Education, 16, 1, (2018); Lopez V., Sicilia A., Formative and shared assessment in higher education: Lessons learned and challenges for the future, Assessment & Evaluation in Higher Education, 42, 1, pp. 77-97, (2015); Lovvorn A., Timmerman J., The flipped assessment: Aligning evaluation of student success with the flipped classroom, Journal on Excellence in College Teaching, 30, 2, pp. 109-131, (2019); Lundin M., Rensfeldt A.B., Hillman T., Et al., Higher education dominance and siloed knowledge: A systematic review of flipped classroom research, International Journal of Educational Technology in Higher Education, 15, 1, pp. 15-20, (2018); Martin R.D., Touron J., El enfoque flipped learning en estudios de magisterio: percepción de los alumnos, Revista Iberoamericana de Educación a Distancia, 20, 2, (2017); Murillo-Zamorano L.R., Lopez-Sanchez J.A., Godoy-Caballero A.L., Et al., How the flipped classroom affects knowledge, skills and engagement in higher education: Effects on students’ satisfaction, Computers and Education, 141, (2019); Nitzl C., The use of partial least squares structural equation modelling (PLS-SEM) in management accounting research: Directions for future theory development, Journal of Accounting Literature, 37, pp. 19-35, (2016); Nouri J., The flipped classroom for active, effective and increased learning-especially for low achievers, International Journal of Educational Technology in Higher Education, 13, 1, (2016); O'Flaherty J., Phillips C., The use of flipped classrooms in higher education: A scoping review, The Internet and Higher Education, 25, pp. 85-95, (2015); Otero-Saborido F.M., Palomino-Devia C., Bernal-Garcia A., Et al., Flipped learning y evaluación formativa: carga de trabajo del estudiante en la enseñanza universitaria, Aloma: Revista de Psicologia, Ciències de l’educació i de l’esport Blanquerna, 38, 2, pp. 33-40, (2020); Otero-Saborido F.M., Sanchez-Oliver A.J., Grimaldi-Puyana M., Et al., Flipped learning and formative evaluation in higher education, Education+Training, 60, 5, (2018); Othman S.A., Kamarudin Y., Sivarajan S., Et al., Students’ perception on flipped classroom with formative assessment: A focus group study, European Journal of Dental Education, (2022); Prieto A., Barbarroja J., Alvarez S., Et al., Effectiveness of the flipped classroom model in university education: A synthesis of the best evidence, Revista de Educacion, 2021, 391, (2021); Prober C.G., Heath C., Lecture halls without lectures: A proposal for medical education, The New England Journal of Medicine, 366, 18, (2012); Roach T., Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics, International Review of Economics Education, 17, pp. 74-84, (2014); Roehl A., Reddy S.L., Shannon G.J., The flipped classroom: An opportunity to engage millennial students through active learning strategies, Journal of Family & Consumer Sciences, 105, 2, (2013); Roldan J.L., Sanchez-Franco M.J., Variance-based structural equation modeling: Guideliness for using partial least squares in information systems research, Research Methodologies, Innovations and Philosophies in Software Systems Engineering and Information Systems, pp. 193-211, (2012); Salas F., Vicente A., Organización de la evaluación formativa y sumativa: una experiencia negativa, pp. 496-504, (2020); Santiago R., Bergmann J., Aprender al revés. Flipped Learning 3.0 y metodologías activas en el aula, Revista Interuniversitaria de Investigación En Tecnología Educativa, 2018, pp. 1-240, (2018); Santiago R., Bergmann J., Aprender al revés, Paidós Educación, (2018); Schaeper H., Development of competencies and teaching–learning arrangements in higher education: Findings from Germany, Studies in Higher Education, 34, 6, (2009); Sohrabi B., Iraj H., Implementing flipped classroom using digital media, Computers in Human Behavior, 60, (2016); Strayer J.F., How learning in an inverted classroom influences cooperation, innovation and task orientation, Learning Environments Research, 15, 2, (2012); Strelan P., Osborn A., Palmer E., The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels, Educational Research Review, 30, (2020); ¿Qué es flipped classroom?, (2019); El futuro del aprendizaje (I): ¿Por qué deben cambiar el contenido y los métodos de aprendizaje en el siglo XXI?, (2015); Van Vliet E.A., Winnips J.C., Brouwer N., Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist, CBE Life Sciences Education, 14, 3, pp. 1-10, (2015); Zabalza M.A., Competencias docentes del profesorado universitario: calidad y desarrollo profesional, (2006); Zanuiddin Z., Perera C.J., Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model, Journal of Further and Higher Education, 43, 1, (2017)","R. Martínez-Jiménez; University of Jaén, Spain; email: rmartine@ujaen.es","","SAGE Publications Ltd","","","","","","14697874","","","","English","Act. Learn. High. Educ.","Article","Article in press","","Scopus","2-s2.0-85142231630"
"Korhonen M.; Siivonen P.; Isopahkala-Bouret U.; Mutanen H.; Komulainen K.","Korhonen, Maija (35622058400); Siivonen, Päivi (55845527400); Isopahkala-Bouret, Ulpukka (23485411500); Mutanen, Heli (58044231500); Komulainen, Katri (25635827000)","35622058400; 55845527400; 23485411500; 58044231500; 25635827000","Young and/but successful: business graduates performing themselves as valuable labouring subjects","2022","Journal of Youth Studies","","","","","","","5","10.1080/13676261.2022.2161355","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145747769&doi=10.1080%2f13676261.2022.2161355&partnerID=40&md5=c2430c567cb112b945454295e5dd822d","School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, Finland; Department of Education, University of Turku, Turku, Finland","Korhonen M., School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, Finland; Siivonen P., Department of Education, University of Turku, Turku, Finland; Isopahkala-Bouret U., Department of Education, University of Turku, Turku, Finland; Mutanen H., School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, Finland; Komulainen K., School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, Finland","This article advances critical theoretical and methodological approaches to employability. From the perspectives of neoliberal governmentality and positioning analysis, we investigate graduate employability as a process of creating value for the self in the labour markets. The study analyses how young Finnish business graduates (n = 19) who work in business organisations perform themselves as valuable labouring subjects in their interviews. Based on our analysis, we develop an argument that being a young business professional is simultaneously presented as a problem and a virtue in terms of a valuable labouring subject. The analysis shows that graduates cultivate themselves as easily employable, mature job seekers and successful young employees equipped with personal social skills, enthusiasm and youthful energy and drive. They draw on the neoliberal discourse of employability to negotiate issues identified as problematic–their young age and lack of work experience–in terms of their value. Their performances of the self are thus purposeful responses to the contextual expectations and pressures they encounter while competing for jobs and striving to gain recognition as novice professionals in organisations. The study reveals that graduates’ whole subjectivity is at the core of the process of value creation in contemporary labour markets. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Business graduates; employability; neoliberal governance; positioning analysis; young labouring subject","adult; article; clinical article; employability; employee; expectation; female; human; interview; job market; male; organization; social competence; work experience","","","","","","","Adams G., Estrada-Villalta S., Sullivan D., Markus H.R., The Psychology of Neoliberalism and the Neoliberalism of Psychology, Journal of Social Issues, 75, 1, pp. 189-216, (2019); Bamberg M., Positioning Between Structure and Performance, Journal of Narrative and Life History, 7, pp. 335-342, (1997); Breathnach E., Neoliberal Governmentality in Irish Higher Education: The Shaping of Student Subjectivities, Critical Social Thinking, 6, pp. 1-18, (2014); Burke C., Scurry T., Blenkinsopp J., Graley K., Critical Perspectives on Graduate Employability, Graduate Employability in Context, pp. 87-107, (2017); Davies B., Harre R., Positioning: The Discursive Production of Selves, Journal for the Theory of Social Behaviour, 20, 1, pp. 43-63, (1990); De Fina A., Narrative and Identities, The Handbook of Narrative Analysis, pp. 351-446, (2015); Depperman A., Editorial: Positioning in Narrative Interaction, Narrative Inquiry, 23, 1, pp. 1-15, (2013); Farrugia D., Youthfulness and Immaterial Labour in the new Economy, The Sociological Review, 66, 3, pp. 511-526, (2018); Farrugia D., The Formation of Young Workers: The Cultivation of the Self as a Subject of Value to the Contemporary Labour Force, Current Sociology, 67, 1, pp. 47-63, (2019); Farrugia D., How Youth Become Workers: Identity, Inequality and the Post-Fordist Self, Journal of Sociology, 55, 4, pp. 708-723, (2019); Fejes A., Discourse on Employability: Constituting the Responsible Citizen, Studies in Continuing Education, 32, 2, pp. 89-102, (2010); Fotaki M., Prasad A., Questioning Neoliberal Capitalism and Economic Inequality in Business Schools, Academy of Management Learning & Education, 14, 4, pp. 556-575, (2015); Foucault M., Governmentality, The Foucault Effect: Studies in Governmentality, pp. 87-104, (1991); Gebreiter F., Making up Ideal Recruits: Graduate Recruitment, Professional Socialization and Subjectivity at Big Four Accountancy Firms, Accounting, Auditing & Accountability Journal, 33, 1, pp. 233-255, (2020); Hall M., Towards a Parrhesiastic Engagement with Graduate Employability, Power and Education, 12, 1, pp. 110-122, (2020); Handley K., Anticipatory Socialization and the Construction of the Employable Graduate: A Critical Analysis of Employers’ Graduate Careers Websites, Work, Employment and Society, 32, 2, pp. 239-256, (2018); Hartmann E., Komljenovic J., The Employability Dispositif, or the re-Articulation of the Relationship Between Universities and Their Environment, Journal of Education Policy, 36, 5, pp. 708-733, (2021); Holmes L., Reconsidering Graduate Employability: The ‘Graduate Identity’ Approach, Quality in Higher Education, 7, 2, pp. 111-119, (2001); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Ikonen H.-M., Nikunen M., Young Adults and the Tuning of the Entrepreneurial Mindset in Neoliberal Capitalism, Journal of Youth Studies, 22, 6, pp. 824-838, (2019); Isopahkala-Bouret U., Aro M., Ojala K., Positional Competition in a Binary System: The Case of Finnish Higher Education, Tertiary Education and Management, 27, 2, pp. 143-159, (2021); Katila S., Eriksson P., He is a Firm, Strong-Minded and Empowering Leader, but is she? Gendered Positioning of Female and Male CEOs, Gender, Work and Organization, 20, 1, pp. 71-84, (2013); Komulainen K., Korhonen M., The Formation of and Resistance to Enterprising Labouring Subject in Academia: A Case Study of a Translation Graduate Entering the Labour Market, New Movements in Academic Entrepreneurship, pp. 125-143, (2021); Korhonen M., Komulainen K., The Moral Orders of Work and Health: A Case of Sick Leave Due to Burnout, Sociology of Health & Illness, 41, 2, pp. 219-233, (2018); Laalo H., Heinonen J., Governing the Entrepreneurial Mindset: Business Students’ Constructions of Entrepreneurial Subjectivity, European Educational Research Journal, 15, 6, pp. 696-713, (2016); Laalo H., Kinnari H., Silvennoinen H., Setting new Standards for Homo Academicus. Entrepreneurial University Graduates on the EU Agenda, European Education, 51, 2, pp. 93-110, (2019); McCabe D., Who’s Afraid of Enterprise?: Producing and Repressing the Enterprise Self in a UK Bank, Organization, 15, 3, pp. 371-387, (2008); Mertanen K., Pashby K., Brunila K., Governing of Young People ‘at Risk’ with the Alliance of Employability and Precariousness in the EU Youth Policy Steering, Policy Futures in Education, 18, 2, pp. 240-260, (2020); Miller P., Rose N., Governing the Present: Administering Economic, Social and Personal Life, (2008); Oinonen E., Under Pressure to Become–from a Student to Entrepreneurial Self, Journal of Youth Studies, 21, 10, pp. 1344-1360, (2018); (2021); Peters M.A., Besley T., Marx and Foucault: Subjectivity, Employability and the Crisis of Youth Unemployment in the Great Global Recession, Policy Futures in Education, 11, 6, pp. 779-784, (2013); Rose N., Governing the Enterprising Self, The Values of the Enterprise Culture: The Moral Debate, pp. 141-164, (1992); Sacks H., Lectures on Conversation (ed. Gail Jefferson), (1992); Sandoval M., From Passionate Labour to Compassionate Work: Cultural Co-ops, Do What You Love and Social Change, European Journal of Cultural Studies, 21, 2, pp. 113-129, (2017); Scharff C., The Psychic Life of Neoliberalism: Mapping the Contours of Entrepreneurial Subjectivity, Theory, Culture & Society, 33, 6, pp. 107-122, (2016); Siivonen P., Isopahkala-Bouret U., Adult Graduates’ Negotiations of age(ing) and Employability, Journal of Education and Work, 29, 3, pp. 352-372, (2016); Sofritti F., Benozzo A., Carey N., Pizzorno M.C., Working Precarious Careers Trajectories: Tracing Neoliberal Discourses in Younger Workers’ Narratives, Journal of Youth Studies, 23, 8, pp. 1054-1070, (2020); Tomlinson M., Introduction: Graduate Employability in Context: Charting a Complex, Contested and Multi-Faceted Policy and Research Field, Graduate Employability in Context, pp. 1-40, (2017); Vallas S.P., Christin A., Work and Identity in an era of Precarious Employment: How Workers Respond to “Personal Branding” Discourse, Work and Occupations, 45, 1, pp. 3-37, (2018); Vallas S.P., Cummins E.R., Personal Branding and Identity Norms in the Popular Business Press: Enterprise Culture in an age of Precarity, Organization Studies, 36, 3, pp. 293-319, (2015); Varman R., Saha B., Skalen P., Market Subjectivity and Neoliberal Governmentality in Higher Education, Journal of Marketing Management, 27, 11-12, pp. 1163-1185, (2011); Vassallo S., The Neoliberal Selfhood, (2020); Vuorinen-Lampila P., Gender Segregation in the Employment of Higher Education Graduates, Journal of Education and Work, 29, 3, pp. 284-308, (2016); Weidner J.R., Governmentality, Capitalism, and Subjectivity, Global Society, 23, 4, pp. 387-411, (2009); Yoon S.J., Chae Y.J., Yang K., Kim H., Governing Through Creativity: Discursive Formation and Neoliberal Subjectivity in Korean Firms, Organization, 26, 2, pp. 175-198, (2019)","M. Korhonen; School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, P.O. Box 111 / Yliopistokatu 7, 80101, Finland; email: maija.korhonen@uef.fi","","Routledge","","","","","","13676261","","","","English","J. Youth Stud.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85145747769"
"Hickey-Moody A.; Kelly P.; Brook S.; Hulbert T.W.; Cornell C.; Khan R.","Hickey-Moody, Anna (36489310600); Kelly, Peter (56598288700); Brook, Scott (57213214396); Hulbert, Tammy Wong (57215021188); Cornell, Christen (58006988700); Khan, Rimi (58004731100)","36489310600; 56598288700; 57213214396; 57215021188; 58006988700; 58004731100","Youth arts as popular education: Cultural Studies at the edges of the creative industries","2022","Continuum","36","5","","699","710","11","0","10.1080/10304312.2023.2197572","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153298508&doi=10.1080%2f10304312.2023.2197572&partnerID=40&md5=378bf47cf738e89b0467c8944b369c7a","School of Art, RMIT University, Melbourne, Australia; School of Education, Deakin University, Melbourne, Australia; Research and Knowledge Management, The Australia Council for the Arts, Sydney, Australia; Department of Communications and New Media, National University of Singapore, Singapore","Hickey-Moody A., School of Art, RMIT University, Melbourne, Australia; Kelly P., School of Education, Deakin University, Melbourne, Australia; Brook S., School of Art, RMIT University, Melbourne, Australia; Hulbert T.W., School of Art, RMIT University, Melbourne, Australia; Cornell C., Research and Knowledge Management, The Australia Council for the Arts, Sydney, Australia; Khan R., Department of Communications and New Media, National University of Singapore, Singapore","Youth arts is a form of education that operates primarily through affect and, perhaps because of this, has not received attention in terms of its capacity to develop young people’s employability. In this paper we identify and discuss the much vaunted and highly desirable ‘21st century skills’ learnt in youth arts settings. Drawing on arguments first advanced by Dick Hebdidge and Raymond Williams, we show that while 21st century skills are learnt through affect, the processes through which this learning proceeds produces skills that are seen as valuable commodities. Taking the everyday seriously as a site for learning, we explore youth arts projects as a site for skills development and argue for a framing of micro-credentials that at once recognizes and problematizes this modality of training. We do so by outlining how our reading of cultural studies scholarship can provide a foundation for understanding the everyday spaces of youth arts as critical sites of knowledge production. Examining the intersections of identity, being and culture as pedagogical, we outline how the everyday experiences of diverse youth participating in arts might be captured so as to build pathways into the future based on competency in ‘the now’. © 2023 Informa UK Limited, trading as Taylor & Francis Group.","21<sup>st</sup> century skills; Infra-structures of feeling; micro-credentials; youth","","","","","","Australian Research Council, ARC, (LP200301027)","This research is funded by the Australian Research Council Linkage Project Grant LP200301027.","Using Data to Enhance 21st Century Skill Development in VET, Discussion paper for the Summit on Data for Quality Improvement in VET, (2013); Cultivating Creativity: A Study of the Sydney Opera House’s Creative Leadership in Learning Program in Schools, (2020); Boulton C., Under the Cloak of Whiteness: A Circuit of Culture Analysis of Opportunity Hoarding and Colour-Blind Racism Inside US Advertising Internship Programs, tripleC, 13, 2, pp. 390-403, (2015); Brook S., The Art of Government: Khoa Do’s The Finished People and the Policy Reform of Community Cultural Development, Studies in Australasian Cinema, 2, 3, pp. 177-193, (2008); Bublitz M.G., Rank-Christman T., Cian L., Cortada X., Madzharov A., Patrick V.M., Peracchio L.A., Et al., Collaborative Art: A Transformational Force Within Communities, Journal of the Association for Consumer Research, 4, 4, pp. 313-331, (2019); Business Council of Australia, Future-Proof: Australia's Future Post-Secondary Education and Skills System, (2018); Carbajo Padilla D., Kelly P., COVID-19, Young People and the Futures of Work: Re-Thinking Global Grammars of Enterprise, The Sociological Review, 71, 1, pp. 65-84, (2022); Coleman R., Theorizing the Present: Digital Media, Pre-Emergence and Infra-Structures of Feeling, Cultural Studies, 32, 4, pp. 600-622, (2018); Our Research, (2021); Dunn J., Bundy P., Jones A., Stinson M., Hassall L., Penton J., Lazaroo N., Le L., Creating Critical Connections Through the Arts: The Y Connect Report. Examining the Impact of Arts-Based Pedagogies and Artist/Teacher Partnerships on Learning and Teaching in One Australian Secondary School, (2019); Foucault M., The Birth of Biopolitics: Lectures at the Collège de France 1978-79, (2008); Hebdidge D., Subculture: The Meaning of Style, (1979); Hesmondhalgh D., Saha A., Race, Ethnicity, and Cultural Production, Popular Communication, 11, 3, pp. 179-195, (2013); Hickey-Moody A., Youth, Arts and Education, (2013); Hickey-Moody A., Little Publics and Youth Arts as Cultural Pedagogy, Cultural Pedagogies and Human Conduct, pp. 78-79, (2015); Jones A., Vocational Education for the Twenty-First Century, (2018); Lamb S., Jackson J., Rumberger R., ISCY Technical Paper: Measuring 21st Century Skills in ISCY, (2018); Learning Vault, Digital Credentials, (2020); Linzer D., Ellen Munley M., Room to Rise: The Lasting Impact of Intensive Teen Programs in Art Museums, (2015); Luckman S., J A., T C., 'Crafting self: promoting the making self in the creative micro-economy', in APO: Analysis and Policy Observatory, apo.org.au/node/220886 accessed 21 March 2021, (2019); OECD Future of Education and Skills 2030: OECD Learning Compass 2030, (2019); Prentki T., Banking on Drama Education, (2014); Ralston S.J., Higher Education’s Microcredentialing Craze: A Postdigital-Deweyan Critique, Postdigital Science Education, 3, 1, pp. 83-101, (2021); Saha A., Race and the Cultural Industries, (2018); Shergold P., Calma T., Russo S., Walton P., Westacott J., Zoellner D., O'Reilly P., Looking to the Future: Report of the Review of Senior Secondary Pathways into Work, Further Education and Training, (2020); Bright Futures: Spotlight on the Wellbeing of Young People from Refugee and Migrant Backgrounds, (2017); Walsh L., Treading Water? The Roles and Possibilities of ‘Adversity Capital’ in Preparing Young People for Precarity, Neo-Liberalism and Austerity: The Moral Economies of Young People’s Health and Well-Being, pp. 103-121, (2017); Warren C., Batra R., Loureiro S., Bagozzi R., Brand Coolness, Journal of Marketing, 83, 5, pp. 36-56, (2019); New Vision for Education: Fostering Social and Emotional Learning through Technology, (2016); Williams R., Structures of Feeling, Marxism and Literature, pp. 128-135, (1977); Williams R., Border Country: Raymond Williams in Adult Education Edited by John McIlroy & Sallie Westwood, (1993); Wyn J., Khan R., Dadvan B., Multicultural Youth Australia Census Status Report 2017/2018, (2018)","A. Hickey-Moody; RMIT University, Melbourne, 124 La Trobe, 3000, Australia; email: anna.hickey-moody@rmit.edu.au","","Routledge","","","","","","10304312","","","","English","Continuum","Article","Final","","Scopus","2-s2.0-85153298508"
"Malik M.S.; Nawaz M.K.","Malik, Muhammad Shaukat (55093140700); Nawaz, Muhammad Kashif (58253343100)","55093140700; 58253343100","Fostering employability through mediation of protégé career self-efficacy of Pakistani bankers","2022","Cogent Business and Management","9","1","2141672","","","","1","10.1080/23311975.2022.2141672","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142096252&doi=10.1080%2f23311975.2022.2141672&partnerID=40&md5=8b8c168cbfc05308aa461d3ac51958e2","Institute of Banking & Finance, Bahauddin Zakariya University, Punjab, Multan, Pakistan","Malik M.S., Institute of Banking & Finance, Bahauddin Zakariya University, Punjab, Multan, Pakistan; Nawaz M.K., Institute of Banking & Finance, Bahauddin Zakariya University, Punjab, Multan, Pakistan","Mentoring at its best is a life-altering relationship, and mentors play a pivotal role in protégé career upward progression. In a dynamic labor market, securing internal employability and also finding a better opportunity outside the organization that matched interests and skills are critical factors for individual career advancement. In line with this, the existing study probed to investigate the linkage between mentoring functions (traditional and relational) and protégé perceived employability (internal and external) through the mediation of protégé career self-efficacy. In line with this, the data were collected from 373 staff working in conventional and Islamic banks in Pakistan. Data were analyzed through PLS-SEM. The finding shows that mentoring functions (traditional and relational) were directly associated with protégé employability. Likewise, the results also indicate that protégé career self-efficacy mediates the proposed path. In the current study, both traditional and relational mentoring functions are investigated as the antecedent of career self-efficacy and perceived employability contributes to the existing literature. © 2022 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.","career self-efficacy; perceived employability; relational mentoring functions; traditional mentoring functions","","","","","","","","Allen T.D., Eby L.T., Relationship effectiveness for mentors: Factors associated with learning and quality, Journal of Management, 29, 4, pp. 469-422, (2003); Allen T.D., Eby L.T., Chao G.T., Bauer T.N., Taking stock of two relational aspects of organizational life: Tracing the history and shaping the future of socialization and mentoring research, Journal of Applied Psychology, 102, 3, (2017); Allen T.D., Eby L.T., Poteet M.L., Lentz E., Lima L., Career benefits associated with mentoring for protégés: A meta-analysis, Journal of Applied Psychology, 89, 1, (2004); Allen T.D., Lentz E., Day R., Career success outcomes associated with mentoring others: A comparison of mentors and nonmentors, Journal of Career Development, 32, 3, pp. 272-285, (2006); Arthur M.B., The boundaryless career: A new perspective for organizational inquiry, Journal of Organizational Behavior, 15, 4, pp. 295-306, (1994); Arthur M.B., The boundaryless career at 20: Where do we stand, and where can we go?, (2014); Ayoobzadeh M., Leader Development Outcomes of Relational Mentoring for Mentors, (2018); Bagozzi R.P., Yi Y., Phillips L.W., Assessing construct validity in organizational research, Administrative Science Quarterly, 36, 3, pp. 421-458, (1991); Bandura A., Self-efficacy mechanism in human agency, American Psychologist, 37, 2, (1982); Bandura A., The assessment and predictive generality of self-percepts of efficacy, Journal of Behavior Therapy and Experimental Psychiatry, 13, 3, pp. 195-199, (1982); Bandura A., Self-efficacy: The exercise of control, (1997); Bandura A., The Evolution of Social Cognitive Theory, Great Minds in Management, (2005); Bandura A., Guide for Constructig Self-Efficacy Scale, Self-efficacy Beliefs of Adolescents, (2006); Berntson E., Sverke M., Marklund S., Predicting perceived employability: Human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Bozeman B., Feeney M.K., Toward a useful theory of mentoring: A conceptual analysis and critique, Administration & Society, 39, 6, pp. 719-739, (2007); Bozeman B., Feeney M.K., Public management mentoring: A three-tier model, Review of Public Personnel Administration, 29, 2, pp. 134-157, (2009); Cappelli P., Keller J.R., Classifying work in the new economy, Academy of Management Review, 38, 4, pp. 575-596, (2013); Castro S.L., Scandura T.A., Williams E.A., Validity of Scandura and Ragins’(1993) multidimensional mentoring measure: An evaluation and refinement, Southern Management Association Meetings, (2004); Chughtai A., Servant leadership and perceived employability: Proactive career behaviors as mediators, Leadership & Organization Development Journal, 40, 2, pp. 213-229, (2019); Chun J.U., Sosik J.J., Yun N.Y., A longitudinal study of mentor and protégé outcomes in formal mentoring relationships, Journal of Organizational Behavior, 33, 8, pp. 1071-1094, (2012); Clarke M., The organizational career: Not dead but in need of redefinition, The International Journal of Human Resource Management, 24, 4, pp. 684-703, (2013); Clarke M., Building employability through graduate development programmes: A case study in an Australian public sector organization, Personnel Review, 46, 4, pp. 792-808, (2017); De Cuyper N., De Witte H., The management paradox: Self‐rated employability and organizational commitment and performance, Personnel Review, 40, 2, pp. 152-172, (2011); De Vos A., Forrier A., Van der Heijden B., De Cuyper N., Keep the expert! 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Nawaz; Institute of Banking Finance, Bahauddin Zakariya University, Multan, Punjab, Pakistan; email: Kashif347@gmail.com","","Cogent OA","","","","","","23311975","","","","English","Cogent Bus. Manag.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85142096252"
"Lu Q.; Zhang L.; Lin C.","Lu, Qianqian (58355156600); Zhang, Lin (57938367700); Lin, Chunlei (57938367800)","58355156600; 57938367700; 57938367800","Big Data-Driven Vocational Undergraduate Talent Training and Social Needs Adaptability Analysis and Collaborative Path Mining","2022","Computational Intelligence and Neuroscience","2022","","8476412","","","","1","10.1155/2022/8476412","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140415383&doi=10.1155%2f2022%2f8476412&partnerID=40&md5=eb68a85eeb3dc70ad9d647b90e0ec1d1","Administrative Office, Zhejiang Guangsha Vocational and Technical University of Construction, Dongyang, 322100, China; Personnel Department, Zhejiang Guangsha Vocational and Technical University of Construction, Dongyang, 322100, China; Department of Education and Engineering, Zhejiang Guangsha Vocational and Technical University of Construction, Dongyang, 322100, China","Lu Q., Administrative Office, Zhejiang Guangsha Vocational and Technical University of Construction, Dongyang, 322100, China; Zhang L., Personnel Department, Zhejiang Guangsha Vocational and Technical University of Construction, Dongyang, 322100, China; Lin C., Department of Education and Engineering, Zhejiang Guangsha Vocational and Technical University of Construction, Dongyang, 322100, China","Aiming at the problem of mismatch between talent cultivation and social demand in the process of undergraduate education, this paper proposes a big data-driven method of adaptability analysis and collaborative path mining between vocational undergraduate talent cultivation and social demand. Starting from the big data-driven vocational undergraduate talent training and social needs, this paper points out the problems existing in the current social needs and puts forward the basic framework of vocational undergraduate talent training mode. Secondly, the clustering model of talent training and social demand is analyzed, and the clustering mining method is proposed. Finally, the big data-driven personnel training and social adaptation mining analysis, in their own ability and social needs adaptability analysis, the basic adaptation accounted for a higher proportion. Professional competence has a higher trust value in cluster analysis. Today's social employment situation is becoming more and more severe, and how to enhance the quality of profession undergraduate students has become one of the theoretical and practical issues worthy of attention in China's colleges at this stage. The talent training model of colleges and universities is closely in route with the demands of society, and the problem of student hire is prominent. Therefore, this paper proposes a student employability training program that combines the elements of student employability through social needs research. © 2022 Qianqian Lu et al.","","Big Data; Humans; Students; Universities; Big data; Cluster analysis; Data mining; Education computing; Mining; Personnel training; 'current; Data driven; Data-driven methods; Path mining; Social needs; Talent cultivations; Talent trainings; Training mode; Training needs; Undergraduate education; human; student; university; Students","","","","","","","Nie J., Accounting professional innovative personnel training mode under the concept of business and finance integration, 34, 19, pp. 66-69, (2019); Pang Z., University Professional Talents Training on student employment and school quality in the big data era, Big Data Analytics for Cyber-Physical System in Smart City, (2021); Yang-Ying H.E., Accounting S.O., Univetsity Y.E., Research on the mode of school-enterprise collaborative cultivation of innovative and applied accounting talents in universities, Journal of Shaoguan University, 99, 28, pp. 1022-1024, (2019); Liang X.C., Wang G.J., Yan W.D., Analysis and countermeasures of the employment the ecology major graduates, Journal of Central South University of Forestry & Technology (Social Sciences), 86, 24, pp. 445-447, (2013); Gu Y., Xu X., Wu Y., Niu T., Liu Y., Li J., Du G., Liu L., Advances and prospects of Bacillus subtilis cellular factories: From rational design to industrial applications, Metabolic Engineering, 50, 5, pp. 109-121, (2018); Wang S.J., An analysis on the current situation of talent training and social needs in college Taekwondo majors in liaoning province, Journal of Anshan Normal University, 29, 22, pp. 789-792, (2013); Dong W., Gang Y., Zhang S.H., Comparative study on social adaptability of professional athletes and undergraduates in speciallity of sports training, Journal of Shenyang Sport University, 55, 10, pp. 345-347, (2006); Wang G.J., Yang X.Q., Xiang W.H., Cultivating goals and the training pattern of ecological undergraduates, Journal of Central South University of Forestry & Technology (Social Sciences), 77, 28, pp. 890-892, (2014); Yu H., Han Y., The short-term talent demand forecasting and countermeasures of the professional talents for the undergraduate experimental programs in liaoning province, Theory Horizon, 34, 30, pp. 634-637, (2017); Liao M., Chen M., Chen G., Comprehensive research on engineering training platform based on talent training and social needs, The Guide of Science & Education, 54, 12, pp. 289-292, (2019); Bai F.Z., The analysis of labor and social security undergraduate professional talent training scheme-taking economic and financial institutions as an example, Journal of Higher Education Finance, 31, 25, pp. 482-484, (2014); Zhang Y., Xiang L., Yan H.U., The path selection in training applied innovative-minded talents for business administration major:based on analysis of the newly-built local undergraduate colleges and universities from the perspective of the national norm for teaching quality, Journal of Neijiang Normal University, 29, 18, pp. 265-268, (2019); Wei J., Huang Y.Z., University G.N., Research on the innovation of application-oriented undergraduate training mode based on the perspective of collaborative education, Education Teaching Forum, 58, 17, pp. 202-205, (2018); Yan M.F., Wang S.J., Cui S.L., An exploration on the principles, contents and approaches of talent cultivation system construction in local undergraduate universities by taking tangshan normal university as an example, Journal of Tangshan Normal University, 12, 22, pp. 145-147, (2018); Yong F., Jiang Z., Li X., Research and practice in collaborative innovation training of high-level technology personnel for big data industry-collaborative innovation training of professional degree graduate and undergraduate in computer major as a case, China Educational Technology, 44, 2, pp. 811-818, (2017)","Q. Lu; Administrative Office, Zhejiang Guangsha Vocational and Technical University of Construction, Dongyang, 322100, China; email: lqq@zjgsdx.edu.cn","","Hindawi Limited","","","","","","16875265","","","36262626","English","Comput. Intell. Neurosci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85140415383"
"de Zwaan L.; Grant-Smith D.","de Zwaan, Laura (43762039800); Grant-Smith, Deanna (54420128200)","43762039800; 54420128200","More than mandatory work placements: The role of work-integrated learning in preparing financial planning graduates for the professional year","2022","International Journal of Work-Integrated Learning","23","4","","495","508","13","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148083931&partnerID=40&md5=c13718e5417315b40e685001da381404","Griffith University, Gold Coast, Australia; Queensland University of Technology, Brisbane, Australia","de Zwaan L., Griffith University, Gold Coast, Australia; Grant-Smith D., Queensland University of Technology, Brisbane, Australia","The financial planning profession has undergone significant change in recent years, where the focus has shifted from disclosure and consumer protection, to quality and education requirements. In Australia, there has been an increasing focus on the role that work-integrated learning (WIL) can play in financial planning education and preparing graduates for their professional year and subsequent registration as a financial planner. Emphasizing the centrality of student wellbeing, this paper identifies key considerations for, and potential alternatives to, incorporating extended work placements as a mandated WIL activity in financial planning education. It raises concerns regarding the potential for participation to negatively impact student wellbeing, identifies the equity challenges associated with placements, and discusses the need to ensure workplaces and students are adequately prepared for the placement. Finally, service learning is proposed as a practical alternative as it overcomes many of the disadvantages of traditional placements. © 2022 International Journal of Work-Integrated Learning. All rights reserved.","Financial planning education; graduate employability; service learning; work-integrated learning","","","","","","","","Andrews A., Chong J. L., Exploring the wellbeing of students studying at an Australian university, Journal of the Australian and New Zealand Student Services Association, 37, pp. 9-38, (2011); Annis P. M., Palmer L., Goetz J., Service-learning in the financial planning curriculum: Expanding access to the community, Journal of Family and Consumer Sciences, 102, 3, pp. 16-21, (2010); Batra M., Scudder B., Piper J., Legal dimensions of business school internships, Competition Forum, 12, 1, pp. 261-270, (2014); Bemel J. 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L., Mendiola M. R., Schink G. H., Tibbetts R. H., Jones S. H., Financial stress, coping strategy, and academic achievement of college students, Journal of Financial Counseling and Planning, 27, 2, pp. 172-183, (2016); Brown R. M. C., Re-inventing financial planning, The Australian Journal of Financial Planning, 3, 1, pp. 17-26, (2008); Cameron C., The strategic and legal risks of work-integrated learning: An enterprise risk management perspective, Asia-Pacific Journal of Cooperative Education, 18, 3, pp. 243-256, (2017); Cameron C., Brimble M., Knutsen J. T., Freudenberg B., The what, why and how of generic skills: A financial planning case study, Australasian Accounting, Business and Finance Journal, 8, 4, pp. 63-82, (2014); Cameron C., Klopper C., University lawyers: a study of legal risk, risk management and role in work integrated learning programmes, Journal of Higher Education Policy and Management, 37, 3, pp. 344-360, (2015); Chen L., Severns R., A study of interest and perception of the financial planning profession among finance undergraduate students, Journal of Financial Counseling and Planning, 27, 1, pp. 130-140, (2016); Collins S., Coffey M., Morris L., Social work students: stress, support and well-being, British Journal of Social Work, 40, 3, pp. 963-982, (2008); Cowen J. E., Blair W. T., Taylor S. M., Personal financial planning education in Australian universities, Financial Services Review, 15, pp. 43-57, (2006); Craswell G., Deconstructing the skills training debate in doctoral education, Higher Education Research and Development, 26, 4, pp. 377-391, (2007); Creedon D., The experience of financial hardship on mature students’ social and academic integration, International Journal for Cross-Disciplinary Subjects in Education, 5, 2, pp. 2471-2481, (2015); Cull M., The rise of the financial planning industry, Australasian Accounting, Business and Finance Journal, 3, 1, pp. 26-37, (2009); Deasy C., Coughlan B., Pironom J., Jourdan D., Mannix-McNamara P., Psychological distress and coping amongst higher education students: A mixed method enquiry, PLoS ONE, 9, 12, (2014); Devlin M., James R., Grigg G., Studying and working: A national study of student finances and student engagement, Tertiary Education and Management, 14, 2, pp. 111-122, (2008); Drysdale M. T. B., McBeath M. L., Johansson K., Dressler S., Zaitseva E., Psychological attributes and work integrated learning: An international study, Higher Education, Skills and Work-Based Learning, 6, 1, pp. 20-34, (2016); Elijido-Ten E., Kloot L., Experiential learning in accounting work-integrated learning: A three-way partnership, Education and Training, 57, 2, pp. 204-218, (2015); Eyssell T., Learning by doing: Offering a university practicum in personal financial planning, Financial Services Review, 8, 4, pp. 293-303, (1999); Introduction to the National Employment Standards, (2021); Approved courses, (2022); Professional year, (2022); FPS003 Work & Training Requirement (Professional Year) Policy, (2019); Corporations (Relevant Providers Degrees, Qualifications and Courses Standard) Determination 2021, (2021); Australian higher education curriculum and accreditation framework in financial planning, (2017); Freudenberg B., Brimble M., Cameron C., The building of a professional: Creating greater career identity within a degree, The International Journal of Learning, 16, 10, pp. 253-266, (2009); Freudenberg B., Brimble M., Cameron C., Where there is a WIL there is a way, Higher Education Research and Development, 29, 5, pp. 575-588, (2010); Freudenberg B., Brimble M., Cameron C., WIL and generic skill development: The development of business students' generic skills through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 12, 2, pp. 79-93, (2011); Freudenberg B., Perryman C., Thomas K., Belle Isle M., The Griffith tax clinic, Journal of Australian Taxation, 22, 2, pp. 64-95, (2020); Gillett-Swan J., Grant-Smith D., A framework for managing the impacts of work-integrated learning on student quality of life, International Journal of Work-Integrated Learning, 19, 2, pp. 129-140, (2018); Goetz J. W., Durband D. B., Halley R. E., Davis K., A peer-based financial planning and education service program: An innovative pedagogic approach, Journal of College Teaching & Learning, 8, 4, pp. 7-14, (2011); Goetz J. W., Tombs J. W., Hampton V. L., Easing college students’ transition into the financial planning profession, Financial Services Review, 14, 3, pp. 231-251, (2005); Govekar M. A., Rishi M., Service learning: Bringing real-world education into the B-school classroom, Journal of Education for Business, 83, 1, pp. 3-10, (2007); Grant-Smith D., de Zwaan L., Don’t spend, eat less, save more: Responses to the financial stress experienced by nursing students during unpaid clinical placements, Nurse Education in Practice, 35, 1, pp. 1-6, (2019); Grant-Smith D., de Zwaan L., Chapman R., Gillett-Swan J., It’s the worst, but real experience is invaluable”: Preservice teacher perspectives of the costs and benefits of professional experience, Teacher education in and for uncertain times, pp. 15-34, (2018); Grant-Smith D., Gillett-Swan J., Managing the personal impacts of practicum: Examining the experiences of Graduate Diploma in Education students, Teacher education policy and practice: Evidence of impact, impact of evidence, pp. 97-112, (2017); Grant-Smith D., Gillett-Swan J., Chapman R., WIL wellbeing: Exploring the impacts of unpaid practicum on student wellbeing, (2017); Grant-Smith D., McDonald P., The trend toward unpaid pre-graduation professional work experience for Australian young planners: Essential experience or essentially exploitation?, Australian Planner, 53, 2, pp. 65-72, (2016); Grant-Smith D., McDonald P., Planning to work for free: Building the graduate employability of planners through unpaid work, Journal of Youth Studies, 21, 2, pp. 161-177, (2018); Grant-Smith D., McDonald P., Ubiquitous yet ambiguous: An integrative review of unpaid work, International Journal of Management Reviews, 20, 2, pp. 559-578, (2018); Grant-Smith D., Osborne N., Johnson L., Managing the challenges of combining mobilities of care and commuting: An Australian perspective, Community, Work and Family, 20, 2, pp. 201-210, (2017); Grant-Smith D., Osborne N., Marinelli P., Transport and workplace accessibility: Routes to improved equity, Overcoming challenges to gender equality in the workplace, pp. 107-123, (2016); Grant-Smith D., Sadiq K., Feldman A., Submission to the National Priorities and Industry Linkage Fund consultation paper, (2020); Hall R., The work–study relationship: Experiences of full-time university students undertaking part-time employment, Journal of Education and Work, 23, 5, pp. 439-449, (2010); Heckman S., Lim H., Montalto C., Factors related to financial stress among college students, Journal of Financial Therapy, 5, 1, pp. 19-39, (2014); Howieson B., Hancock P., Segal N., Kavanagh M., Tempone I., Kent J., Who should teach what? Australian perceptions of the roles of universities and practice in the education of professional accountants, Journal of Accounting Education, 32, 3, pp. 259-275, (2014); Jackling B., Natoli R., Employability skills of international accounting graduates: Internship providers’ perspectives, Education + Training, 57, 7, pp. 757-773, (2015); Jackling B., Sullivan C., Financial planners in Australia: An evaluation of gaps in technical and behavioral skills, Financial Services Review, 16, 3, pp. 211-228, (2007); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Re-conceptualising graduate employability: The importance of pre-professional identity, Higher Education Research and Development, 35, 5, pp. 925-939, (2016); Jackson D., Exploring the challenges experienced by international students during work-integrated learning in Australia, Asia Pacific Journal of Education, 37, 3, pp. 344-359, (2017); Jackson D., Collings D., The influence of work-integrated learning and paid work during studies on graduate employment and underemployment, Higher Education, 76, 3, pp. 403-425, (2018); Jackson D., Wilton N., Developing career management competencies among undergraduates and the role of work-integrated learning, Teaching in Higher Education, 21, 3, pp. 266-286, (2016); Johnson D., Brimble M., Zanetti R., Industry demand for financial planning graduates, Financial Planning Research Journal, 2, 2, pp. 106-124, (2016); Johnstone E., Brough M., Crane P., Marston G., Correa-Velez I., Field placement and the impact of financial stress on social work and human service students, Australian Social Work, 69, 4, pp. 481-494, (2016); Joo S., Durband D. B., Grable J., The academic impact of financial stress on college students, Journal of College Student Retention: Research, Theory and Practice, 10, 3, pp. 287-305, (2008); Kayis-Kumar A., Noone J., Martin F., Walpole M., Pro bono tax clinics: An international comparison and framework for evidence based evaluation, Australian Tax Review, 49, 2, pp. 110-132, (2020); Financial investment advisers and managers: ANZSCO ID 2223, (2022); MacDonald K., Cameron C., Brimble M., Freudenberg M., English D., Realizing the professional within: The effect of work integrated learning, Asia-Pacific Journal of Cooperative Education, 15, 2, pp. 159-178, (2014); Maidment J., Crisp B. R., The impact of emotions on practicum learning, Social Work Education, 30, 4, pp. 408-421, (2011); Mate S., Ryan M., Learning through work: How can a narrative approach to evaluation build students’ capacity for resilience?, Asia-Pacific Journal of Cooperative Education, 16, 3, pp. 153-161, (2015); McDonald P., Grant-Smith D., Unpaid work experience and internships: A growing and contested feature of the future of work, The research agenda for the future of work, pp. 33-48, (2020); Miller W. F., Thalacker B. L., Development of an award winning volunteer income tax assistance program: A case study, American Journal of Business Education, 6, 5, pp. 539-550, (2013); Murphy B. J., Financial planning and accounting in Australia: A context for jurisdiction 1980-2014, (2018); Northern J. J., O'Brien W. H., Goetz P. W., The development, evaluation, and validation of a financial stress scale for undergraduate students, Journal of College Student Development, 51, 1, pp. 79-92, (2010); Osborne N., Grant-Smith D., Resisting the ‘employability’ doctrine through anarchist pedagogies and prefiguration, Australian Universities Review, 59, 2, pp. 59-69, (2017); Palmer L., Goetz J. W., Chatterjee S., Expanding financial education and planning opportunities through service-learning, Financial Services Review, 18, 3, pp. 157-175, (2009); Pasztor J., Sunder A., Henderson R., Success and satisfaction of women in financial planning, Financial Planning Review, 2, 2, (2019); Patrick C.-j., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The WIL (work integrated learning) report: A national scoping study, (2008); Poston K. M., Smith R. A., An interdisciplinary service-learning course for undergraduate finance and accounting students: The VITA program expanded, Journal of Financial Education, 41, 1, pp. 1-31, (2015); Ralph E., Walker K., Wimmer R., Practicum and clinical experiences: Postpracticum students’ views, Journal of Nursing Education, 48, 8, pp. 434-440, (2009); Rama D. V., Ravenscroft S. P., Wolcott S. K., Zlotkowski E., Service-learning outcomes: Guidelines for educators and researchers, Issues in Accounting Education, 15, 4, pp. 657-692, (2000); Reeve F., Gallacher J., Employer–university ‘partnerships’: A key problem for work-based learning programmes?, Journal of Education and Work, 18, 2, pp. 219-233, (2005); Robertson A., Industry overhaul expected to result in mass exodus of financial planners by 2023, ABC News, (2018); Skultety C., Kavalamthara P. J., Cull M., Financial planning education and regulatory requirements: A cross country comparison between Australia, Canada, United Kingdom and United States of America, (2020); Still K., Clayton P. R., Utilizing service-learning in accounting programs, Issues in Accounting Education, 19, 4, pp. 469-486, (2004); Strupeck C. D., Whitten D., Accounting service-learning experiences and the IRS volunteer income tax assistance programme: A teaching note, Accounting Education, 13, 1, pp. 101-112, (2004); Sullivan A., Johnson B., Questionable practices? Relying on individual teacher resilience in remote schools, Australian and International Journal of Rural Education, 22, 3, pp. 101-113, (2012); Surridge I., Accounting and finance degrees: Is the academic performance of placement students better?, Accounting Education, 18, 4-5, pp. 471-485, (2009); Teale J., Improving financial planning graduate employability through enterprise education, Australasian Accounting, Business and Finance Journal, 7, 3, pp. 91-106, (2013); Tucker M. L., McCarthy A. M., Hoxmeier J. A., Lenk M. M., Community service learning increases communication skills across the business curriculum, Business Communication Quarterly, 61, 2, pp. 88-99, (1998); Watson S. J., Barber B. L., Dziurawiec S., The role of economizing and financial strain in Australian university students’ psychological well-being, Journal of Family and Economic Issues, 36, 3, pp. 421-433, (2015); West T., Johnson D., Webb A., Career outcomes of financial planning students, Financial Planning Research Journal, 5, 1, pp. 82-110, (2019); Wray N., McCall L., Money matters: Students’ perceptions of the costs associated with placements, Medical Education, 41, 10, pp. 975-981, (2007); (2019); Yorio P. L., Ye F., A meta-analysis on the effects of service-learning on the social, personal, and cognitive outcomes of learning, Academy of Management Learning and Education, 11, 1, pp. 9-27, (2012)","L. de Zwaan; Griffith University, Gold Coast, Australia; email: l.dezwaan@griffith.edu.au","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85148083931"
"Alomaish A.R.; El Hassan L.A.M.; Mahfouz M.S.; Haidar W.N.; Omer H.-E.O.M.","Alomaish, Abeer Rihan (57733389300); El Hassan, Lamyaa Ahmed Mohamed (6508196433); Mahfouz, Mohamed Salih (57210898317); Haidar, Wejdan Nasser (57682034900); Omer, Husam-Eldin Omer M. (58561689000)","57733389300; 6508196433; 57210898317; 57682034900; 58561689000","Medical Students’ Perception Towards Choosing Pathology Program at Jazan University, Saudi Arabia","2022","Advances in Medical Education and Practice","13","","","1465","1474","9","0","10.2147/AMEP.S386194","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147169692&doi=10.2147%2fAMEP.S386194&partnerID=40&md5=e4df9800b2cff7d63f927a5abde5cb4b","Faculty of Medicine, Jazan University, Jazan, Saudi Arabia; Department of Pathology, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia; Department of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia; Department of Family and Community Medicine, Jazan University, Faculty of Medicine, Jazan, Saudi Arabia","Alomaish A.R., Faculty of Medicine, Jazan University, Jazan, Saudi Arabia; El Hassan L.A.M., Department of Pathology, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia; Mahfouz M.S., Department of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia, Department of Family and Community Medicine, Jazan University, Faculty of Medicine, Jazan, Saudi Arabia; Haidar W.N., Faculty of Medicine, Jazan University, Jazan, Saudi Arabia; Omer H.-E.O.M., Department of Pathology, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia","Purpose: The selection of a specific medical specialty is crucial to medical students and is increasingly associated with future job satisfaction and success in the medical field. We aim to evaluate the perception of medical students at Jazan University towards choosing pathology as a future career and the factors influencing their decisions in order to better the employability of graduates and provide information to both the labor force and curriculum designers. Methods: An observational cross-sectional study was conducted among a random sample of (391) students at the faculty of medicine, Jazan University, from the 2nd to 6th year who registered as a formal student in the academic year 2021/2022. Data was collected via (web-based) a self-administered questionnaire because of COVID-19 pandemic. Chi-squared tests and regression analysis were performed. Results: In this investigation, 92.9% of participants responded. Only 16.2% of undergraduates selected pathology as a future career choice. Among the participants who desired to choose pathology as a career, 28.6% preferred hematopathology as a future sub-specialty. Around 16% considered the most crucial reason for not choosing pathology is the preference for direct patient contact. The differences in age groups, academic level, GPA, and educational level of father between respondents who having a desire to choose pathology as a future career were found to be significantly different. Conclusion: Among the respondents involved in this study, only 16.2% were interested in pathology, while 3.1% chose the field as their first future career choice. Our findings can be applied to help undergraduate better prepare for the future and encourage them to apply to the pathology program to address the shortage of pathologists in the area. Qualitative research is a need to explore the perceptions of current pathology residents and the reasons that can encourage them to choose this important specialization as a future career. © 2022 Alomaish et al.","career choice; digital pathology; Jazan; medical curriculum; pathology; Saudi Arabia; undergraduate","","","","","","","","Dezee KJ, Maurer D, Colt R., Et al., Effect of financial remuneration on specialty choice of fourth-year U.S. medical students, Acad Med, 86, pp. 187-193, (2011); Al-Fouzan R, Al-Ajlan S, Marwan Y, Al-Saleh M., Factors affecting future specialty choice among medical students in Kuwait, Med Educ Online, 17, (2012); Ahmed Alawad AAM, Amil T, Darbi A, Et al., Factors considered by undergraduate medical students when selecting specialty of their future careers, Pan Afr Med J, 20, pp. 1-6, (2015); Gan S, Li R, Ha Y, Et al., Clinical pathology clerkships contribute greatly to pathology education and residents recruitment: a randomized and prospective study from China, Med Ed Publish, 9, (2020); Hung T, Jarvis-Selinger S, Ford JC., Residency choices by graduating medical students: why not pathology?, Hum Pathol, 42, pp. 802-807, (2011); Ford JC., If not, why not? Reasons why Canadian postgraduate trainees chose-or did not choose-to become pathologists, Hum Pathol, 41, pp. 566-573, (2010); Saigal P, Takemura Y, Nishiue T, Fetters MD., Factors considered by medical students when formulating their specialty preferences in Japan: findings from a qualitative study, BMC Med Educ, 7, pp. 1-9, (2007); Pawelczyk A, Pawelczyk T., The effect of some factors on medical student specialty choice of non-primary care-a synthesis of the literature, Pol Merkur Lek, 22, (2007); Ayuob N, Sindi A, ElDeek B., Medicine as a career choice: a cross-sectional study on undergraduate medical students at King Abdulaziz University, Int J Res Med Sci, pp. 593-601, (2016); Al Nemer A., Undergraduate medical students’ perception of pathology, Ann Diagn Pathol, 44, (2020); Guraya SY, Almaramhy HH., Mapping the factors that influence the career specialty preferences by the undergraduate medical students, Saudi J Biol Sci, 25, pp. 1096-1101, (2018); Masuadi EM, Mohamud MS, Alhassan AM, Et al., Factors and determinants of choosing pathology as a future career: results from a multi-institution study, Cureus, 13, (2021); Jombo GT., Pathology as a profession: contribution of undergraduate training on choice of career among final year students of a medical school in north central Nigeria, Niger J Med, 15, pp. 309-313, (2006); Bellis M, Metias S, Naugler C, Et al., Digital pathology: attitudes and practices in the Canadian pathology community, J Pathol Inform, 4, (2013); Rukewe A, Abebe WA, Fatiregun AA, Kgantshang M., Specialty preferences among medical students in Botswana, BMC Res Notes, 10, pp. 1-5, (2017); Sawaf B, Abbas F, Idris A, Al Saadi T, Ibrahim N., Specialty preference and intentions to study abroad of Syrian medical students during the crisis, BMC Med Educ, 18, pp. 1-9, (2018); Mann-Isah NA, Ameen N, Jassim G., Career choices among medical students and factors influencing their choices, Glob J Health Sci, 11, (2019); Abdulrahman M, Makki M, Shaaban S, Et al., Specialty preferences and motivating factors: a national survey on medical students from five UAE medical schools, Educ Heal Chang Learn Pract, 29, pp. 231-243, (2016); McCloskey CB, Johnson K, Brissette M, Et al., Factors influencing US allopathic medical students to choose pathology as a specialty, Acad Pathol, 7, (2020); Lew M., Increasing medical student exposure to pathology by creating an integrated rotation during surgery clerkship, Acad Pathol, 8, (2021)","M.S. Mahfouz; Department of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia; email: mm.mahfouz@gmail.com","","Dove Medical Press Ltd","","","","","","11797258","","","","English","Adv. Med. Edu. Pract.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85147169692"
"Jones K.; Scullion L.; Hynes C.; Martin P.","Jones, Katy (56779336500); Scullion, Lisa (36155646400); Hynes, Celia (16241610700); Martin, Philip (57200382981)","56779336500; 36155646400; 16241610700; 57200382981","Accessing and sustaining work after Service: the role of Active Labour Market Policies (ALMP) and implications for HRM","2022","International Journal of Human Resource Management","","","","","","","2","10.1080/09585192.2022.2133574","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142643098&doi=10.1080%2f09585192.2022.2133574&partnerID=40&md5=f4197c6fa44d2f202e5055f03773f065","Manchester Metropolitan University, Manchester, United Kingdom; University of Salford, Salford, United Kingdom; University of Central Lancashire, Preston, United Kingdom","Jones K., Manchester Metropolitan University, Manchester, United Kingdom; Scullion L., University of Salford, Salford, United Kingdom; Hynes C., University of Central Lancashire, Preston, United Kingdom; Martin P., University of Salford, Salford, United Kingdom","This article considers the extent to which Active Labour Market Policies (ALMPs) support the sustained inclusion of veterans in the civilian labour market. Drawing on the first in-depth research into veteran’s interactions with the UK’s Public Employment Services (PES) and other contracted providers, we present analysis of qualitative longitudinal data from 68 veterans. We demonstrate the important role ALMPs play in mediating the employment relationship, showing how veterans claiming out-of-work benefits are typically either ‘pushed’ towards inappropriate jobs or ‘parked’ through their exclusion from employment support when deemed unfit for work. This not only exposes veterans and other jobseekers to poor quality work but undermines both job match and inclusive employment practices. Furthermore, the potential for more positive outcomes through engagement with employers and HRM practitioners is not being realised. This is significant for veterans in the UK and beyond, where policymakers make broader commitments to post-Service integration into civilian employment. We critique Work First approaches centred on those deemed work ready and contribute to broader theorisation around interactions between the state and HRM, arguing the need for pluralist approaches which incorporate ALMPs. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Active Labour Market Policy; employability; HRM; longitudinal research; Veterans","","","","","","","","Ackers P., Pluralisms? Social philosophy, social science and public policy in employment relations and human resource management, Journal of Industrial Relations, 63, 2, pp. 263-279, (2021); Baumberg B., Fit-for-work-or work fit for disabled people? 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Ford D., Talent management and its relationship to successful veteran transition into the civilian workplace: Practical integration strategies for the HRD professional, Advances in Developing Human Resources, 19, 1, pp. 36-53, (2017); Fox A., Beyond contract: Work, power and trust relations, (1974); Garmendia A., Elorza U., Aritzeta A., Madinabeitia-Olabarria D., High‐involvement HRM, job satisfaction and productivity: A two wave longitudinal study of a Spanish retail company, Human Resource Management Journal, 31, 1, pp. 341-357, (2021); Hammer L.B., Brady J.M., Perry M.L., Training supervisors to support veterans at work: Effects on supervisor attitudes and employee sleep and stress, Journal of Occupational and Organizational Psychology, 93, 2, pp. 273-301, (2020); Hardison C.M., Shanley M.G., Saavedra A.R., Crowley J.C., Wong J.P., Steinberg P.S., Translating veterans’ training into civilian job skills, (2015); Heery E., British industrial relations pluralism in the era of neoliberalism, Journal of Industrial Relations, 58, 1, pp. 3-24, (2016); 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Keeling M.E., Ozuna S.M., Kintzle S., Castro C.A., Veterans’ civilian employment experiences: Lessons learnt from focus groups, Journal of Career Development, 46, 6, pp. 692-705, (2019); Kirchner M.J., Veteran as leader: The lived experience with U.S. Army leader development, Human Resource Development Quarterly, 29, 1, pp. 67-85, (2018); Larsen C.A., The political logic of labour market reforms and popular images of target groups, Journal of European Social Policy, 18, 1, pp. 50-63, (2008); Lewis J., Analysing qualitative longitudinal research in evaluations, Social Policy and Society, 6, 4, pp. 545-556, (2007); Liggans G., Attoh P.A., Gong T., Chase T., Russell M.B., Clark P.W., Military veterans in federal agencies: Organizational inclusion, human resource practices, and trust in leadership as predictors of organizational commitment, Public Personnel Management, 48, 3, pp. 413-437, (2019); Lindsay C., McJobs’, ‘good jobs’ and skills: Job‐seekers’ attitudes to low‐skilled service work, Human Resource Management Journal, 15, 2, pp. 50-65, (2005); Marchington M., Wilkinson A., Donnelly R., Kynighou A., Human resource management at work, (2016); Martinez Lucio M., Stuart M., The state, public policy and the renewal of HRM, The International Journal of Human Resource Management, 22, 18, pp. 3661-3671, (2011); Mason J., Qualitative researching, (2002); Maury R., Stone B., Roseman J., Veteran job retention survey summary, (2014); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); The armed forces covenant, (2011); Annual Population Survey: UK Armed Forces Veterans residing in Great Britain, (2017); JSP 534 The Tri-Service Resettlement and Employment Support Manual, (2020); Career Transition Partnership ex-service personnel employment outcomes, (2021); Building inclusive labour markets: Active labour market policies for the most vulnerable groups, (2021); Parkinson S., Eatough V., Holmes J., Stapley E., Target M., Midgley N., Framework analysis: A worked example of a study exploring young people’s experiences of depression, Qualitative Research in Psychology, 13, 2, pp. 109-129, (2016); Parry E., Battista V., Williams M., Robinson D., Takala H., Female service leavers and employment, (2019); Peck J., Theodore N., Work First’: Workfare and the regulation of contingent labour markets, Cambridge Journal of Economics, 24, 1, pp. 119-138, (2000); Pike A., Deployment to employment: Exploring the veteran employment gap in the UK, (2016); Pollard T., Pathways from poverty: A case for institutional reform, (2018); Powell A., Work and health programme, (2018); Pozo A., Walker C., UK armed forces charities: An overview and analysis, (2014); Roca-Puig V., Beltran-Martin I., Garcia-Juan B., Incorporating poverty in society into strategic human resource management, The International Journal of Human Resource Management, 32, 13, pp. 2759-2782, (2021); Scholz F., Ingold J., Activating the ‘ideal jobseeker’: Experiences of individuals with mental health conditions on the UK work programme, Human Relations, 74, 10, pp. 1604-1627, (2021); Scullion L., Dwyer P., Jones K., Martin P., Hynes C., Sanctions, support and service leavers: Social security benefits, welfare conditionality and transitions from military to civilian life: First wave findings, (2018); Scullion L., Dwyer P., Jones K., Martin P., Hynes C., Sanctions, support and service leavers: Social security benefits, welfare conditionality and transitions from military to civilian life: First wave findings, (2019); Scullion L., Jones K., Dwyer P., Hynes C., Martin P., Military veterans and welfare reform: Bridging two policy worlds through qualitative longitudinal research, Social Policy and Society, 20, 4, pp. 670-683, (2021); Scullion L., Curchin K., Examining veterans’ interactions with the UK Social security system through a trauma-informed lens, Journal of Social Policy, 51, 1, pp. 96-113, (2022); Simms M., Understanding employer engagement in youth labour market policy in the UK, Human Resource Management Journal, 27, 4, pp. 548-564, (2017); Sissons P., Green A.E., More than a match? Assessing the HRM challenge of engaging ‘employers to support retention and progression, Human Resource Management Journal, 27, 4, pp. 565-580, (2017); Stern L., Post 9/11 veterans with service-connected disabilities and their transition to the civilian workforce: A review of the literature, Advances in Developing Human Resources, 19, 1, pp. 66-77, (2017); Stone C.B., Lengnick-Hall M., Muldoon J., Do stereotypes of veterans affect chances of employment?, The Psychologist-Manager Journal, 21, 1, pp. 1-33, (2018); Thompson P., The trouble with HRM, Human Resource Management Journal, 21, 4, pp. 355-367, (2011); van Berkel R., Ingold J., McGurk P., Boselie P., Bredgaard T., An introduction to employer engagement in the field of HRM. Blending social policy and HRM research in promoting vulnerable groups’ labour market participation, Human Resource Management Journal, 27, 4, pp. 503-513, (2017); van Harten J., De Cuyper N., Guest D., Fugate M., Knies E., Forrier A., Introduction to special issue on HRM and employability: Mutual gains or conflicting outcomes?, The International Journal of Human Resource Management, 31, 9, pp. 1095-1105, (2020); Wright S., Welfare-to-work, agency and personal responsibility, Journal of Social Policy, 41, 2, pp. 309-328, (2012); Wright S., Dwyer P., In-work Universal Credit: Claimant experiences of conditionality mismatches and counterproductive benefit sanctions, Journal of Social Policy, 51, 1, pp. 20-38, (2022); Wright S., Patrick R., Welfare conditionality in lived experience: Aggregating qualitative longitudinal research, Social Policy and Society, 18, 4, pp. 597-613, (2019)","K. Jones; Manchester Metropolitan University, Manchester, United Kingdom; email: katy.jones@mmu.ac.uk","","Routledge","","","","","","09585192","","","","English","Int. J. Hum. Resour. Manage.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85142643098"
"Balgiu B.A.","Balgiu, Beatrice Adriana (57195484566)","57195484566","The adaptation and validation of the Techno-Work Engagement Scale (TechnoWES-9) in the case of Romanian employees","2022","Psihologia Resurselor Umane","20","2","","89","100","11","0","10.24837/PRU.V20I2.513","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85149988889&doi=10.24837%2fPRU.V20I2.513&partnerID=40&md5=4142f08ae9e275c6131e4da5976cb072","Department of Career and Educational Training, University Politehnica of Bucharest, Bucharest, Romania","Balgiu B.A., Department of Career and Educational Training, University Politehnica of Bucharest, Bucharest, Romania","The study looks into the validation and analysis of the psychometric properties of the Techno-Work Engagement Scale (TechnoWES-9) in the case of a sample of Romanian employees (N=280). The scale is based on the concept of work engagement and evaluates the well-being generated by the use of technology at the workplace. The tool includes three factors: techno-vigor, techno-dedication, and techno-absorption, each with three items. The factorial structure was verified through confirmatory factor analysis (CFA), and the reliability of the scale was examined from the perspective of its internal consistency. The concurrent validity was performed by associating scales that assess subjective well-being. The CFA supports the tri-factorial structure of the scale. The internal consistency of the total score is excellent. TechnoWES-9 is positively associated with subjective well-being, life satisfaction, and positive affect. None of the dimensions of the scale correlates with negative affect. The study suggests that the Romanian version of TechnoWES-9 is an adequate measure for the assessment of well-being of Romanian employees working in digital technology © Asociația de Psihologie Industrială și Organizațională (APIO)","Employability; Techno-work; Validation; Well-being; Work engagement","","","","","","","","Balgiu B.A., Satisfaction with Life Scale: New Psychometric Evidence in a Romanian Emerging Adults Sample, International Journal of Humanities & Social Studies, 7, pp. 184-190, (2019); Balgiu B.A., Validation of the Scale of Positive and Negative Experience (SPANE) on a Romanian student sample, Revista de Psihologie, 65, pp. 209-218, (2019); Balgiu B.A., Sfeatcu R., Ilinca R, Bucur V., Investigating construct validity of the Satisfaction with Life Scale in a sample of Romanian dental students, Romanian Journal of Oral Rehabilitation, 13, pp. 7-12, (2021); Bavaresco R., Arruda H., Rocha E., Barbos J., Li G-P., Internet of Things and occupational wellbeing in industry 4.0: A systematic mapping study and taxonomy, Computers & Industrial Engineering, 161, (2021); Beaton D.E., Bombardier C., Guillemin F., Ferraz M.B., Guidelines for the process of cross-cultural adaptation of self-report measures, Spine, 25, pp. 3186-3191, (2000); Byrne B.M., Structural equation modelling with AMOS: basic concepts, applications, and programming, (2010); Cazan A.M., The Romanian version of the satisfaction with life scale, Romanian Journal of Experimental Applied Psychology, 5, pp. 42-47, (2014); Cazan A.M., The digitization of working life: Challenges and opportunities, Psihologia Resurselor Umane, 18, pp. 3-6, (2020); Chang S.Y., Hsu HC., Validation of the double mediation model of workplace well-being on the subjective well-being of technological employees, Frontiers in Psychology, 13, (2022); Chin W.W., How to write up and report PLS analyses, Handbook of partial least squares, pp. 655-690, (2010); Diener E.D., Subjective well-being: The science of happiness and a proposal for a national index, American Psychologist, 55, pp. 34-43, (2000); Diener E., Emmons R.A., Larsen R.J., Griffin S., The satisfaction with life scale, Journal of Personality Assessment, 49, pp. 71-75, (1985); Diener E., Wirtz D., Tov W., Kim-Prieto C., Choi D-W., Oishi S., Biswas-Diener R., New wellbeing measures: short scales to assess flourishing and positive and negative feelings, Social Indicator Research, 97, pp. 143-156, (2010); Dienlin T., Johannes N., The impact of digital technology use on adolescent well-being, Dialogues in Clinical Neuroscience, 22, pp. 135-142, (2020); DiPietro R. B., Moreo A., Cain L., Well-being, affective commitment and job satisfaction: influences on turnover intentions in casual dining employees, Journal of Hospitality Marketing & Management, 29, pp. 139-163, (2020); Fornell C., Larcker D.F., Evaluating structural equation models with unobservable variables and measurement error, Journal ofMarketing Research, 18, pp. 39-50, (1981); Haepp T., New technologies and employee wellbeing: the role of training provision, Applied Economics Letters, 29, pp. 1211-1216, (2022); Hair J.F., Black W.C, Babin B.J., Anderson R.E., Multivariate data analysis, (2014); Hair J.F., Hult G.T.M., Ringle C.M., Sarstedt M., Danks N.P., Ray S., Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R, (2021); Hakami E., Hernandez-Leo D., Amarasinghe I., Understanding the Well-Being Impact of a Computer-Supported Collaborative Learning Tool:, (2021); Klemke R., Alario-Hoyos C., Hilliger I., Ortega-Arranz A., The Case of PyramidApp, Technology-Enhanced Learning for a Free, Safe, and Sustainable World, pp. 373-378; Hooper D., Coughlan J., Mullen M., Structural equation modelling: Guidelines for determining model fit, Electronic Journal of Business Research Methods, 6, pp. 53-60, (2008); Horowitz J., Dimensions of job quality, mechanisms, and subjective well-being in the United States, Sociological Forum, 31, 2, pp. 419-440, (2016); Hu L.T., Bentler P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6, pp. 1-55, (1999); Imran M., Ramayah T., Kurnia S., To use or not to use: modelling end user grumbling as user resistance in pre-implementation stage of enterprise resource planning system, Information Systems, 69, pp. 164-179, (2017); Johnson A., Dey S., Nguyen H., Groth N., Joyce S., Tan L., Glozier N., Harvey S.B., A review and agenda for examining how technology-driven changes at work will impact workplace mental health and employee well-being, Australian Journal of Management, 45, pp. 402-424, (2020); Kameyama J., Hashizume Y., Takamura Y., Nomura S., Gomi T., Yanagi H., Work engagement, wellbeing, and intent to continue working based on educational support among foreign care workers in Japan, Environmental Health and Preventive Medicine, 27, (2022); Kim H., Statistical notes for clinical researchers: assessing normal distribution (2) using skewness and kurtosis, Restorative Dentistry & Endodontics, 38, 1, pp. 52-54, (2013); Kun A., Gadanecz P., Workplace happiness, well-being and their relationship with psychological capital: a study of Hungarian teachers, Current Psychology, 41, 1, pp. 185-199, (2019); La Torre G., Esposito A., Sciarra I., Chiappetta M., Definition, symptoms and risk of technostress: a systematic review, International Archives of Occupational and Environmental Health, 92, pp. 13-35, (2019); Mache S., Vitzthum K., Klapp B.F., Danzer G., Surgeons' work engagement: Influencing factors and relations to job and life satisfaction, The Surgeon, 12, 4, pp. 181-190, (2014); Makiniemi J.P., Ahola S., Joensuu J., How are technology-related workplace resources associated with techno-work engagement among a group of Finnish teachers? Seminar.net, Media, Technol & Lifelong learning, 15, pp. 1-21, (2019); Makiniemi J.P., Ahola S., Joensuu J., A Novel Construct To Measure Employees' Technology Related Experiences of Well-Being: Empirical, (2020); Validation of the Techno-Work Engagement Scale (TechnoWES), Scandinavian Journal of Work and Organizational Psychology, 5, pp. 1-14; Makiniemi J.P., Digitalisation and work wellbeing: a qualitative study of techno-work engagement experiences related to the use of educational technology, International Journal of Educational Management, 36, pp. 152-163, (2022); Marcu R., New psychometrical data on the efficiency of Satisfaction with Life Scale in Romania, Journal of Psychological and Educational Research, 21, pp. 77-90, (2013); McNeish D., An J., Hancock G. R., The thorny relation between measurement quality and fit index cutoffs in latent variable models, Journal of Personality Assessment, 100, 1, pp. 43-52, (2018); Radic A., Arjona-Fuentes J.M., Ariza-Montes A., Han H., Law R., Job demands-job resources (JD-R) model, work engagement, and well-being of cruise ship employees, International Journal of Hospitality Management, 88, (2020); Rahi S., Investigating the role of employee psychological well-being and psychological empowerment with relation to work engagement and sustainable employability, International Journal of Ethics and Systems, 38, 2, pp. 266-285, (2022); Rutkowski L., Svetina D., Measurement invariance in international surveys: categorical indicators and fit measure performance, Applied Measurement in Education, 30, 1, pp. 39-51, (2017); Salanova S.M., Trabajando con tecnologías y afrontando el tecnoestrés: el rol de las creencias de eficacia [Working with technologies and coping with technostress: the role of efficacy beliefs, Journal of Work and Organizational Psychology, 19, pp. 225-246, (2003); Seligman M., PERMA and the building blocks of well-being, Journal of Positive. Psycholology, 13, 4, pp. 333-335, (2018); Schaufeli W.B., Salanova M., Gonzales-Roma V., Bakker A.B., The measurement of engagement and burnout: A two sample confirmatory factor analytic approach, Journal of Happiness Studies, 3, pp. 71-92, (2002); Schaufeli W.B., Bakker A.B., Salanova M., The measurement of work engagement with a short questionnaire: A cross-national study, Educational and Psychological Measurement, 66, pp. 701-716, (2006); Schermelleh-Engel K., Moosbrugger H., Muller H., Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures, Methods of Psychological Research-Online, 8, pp. 23-74, (2003); Soper D., A-Priori Sample Size Calculator for Structural Equation Models, (2022); Stich J.F, Tarafdar M., Copper C.L., Stacey P., Workplace stress from actual and desired computer-mediated communication use: a multi-method study, New Technology, Work and Employment, 32, pp. 84-100, (2017); Stoet G., Geary D. C., The gender-equality paradox in Science, Technology, Engineering, and Mathematics Education, Psychological Science, 29, 4, pp. 581-593, (2018); Visvizi A., Daniela L., Technology-enhanced learning and the pursuit of sustainability, Sustainability, 11, pp. 1-7, (2019)","B.A. Balgiu; Department of Career and Educational Training, University Politehnica of Bucharest, Bucharest, Romania; email: beatrice.balgiu@upb.ro","","Association of Industrial and Organizational Psychology (APIO)","","","","","","15837327","","","","English","Psihol. Resur. Um.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85149988889"
"Kibirige I.","Kibirige, Israel (6506821551)","6506821551","Short Learning Programmes for Skills Development Beyond COVID-19","2022","Changing Societies and Personalities","6","3","","504","523","19","1","10.15826/CSP.2022.6.3.187","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143490086&doi=10.15826%2fCSP.2022.6.3.187&partnerID=40&md5=5a593083962ffec0792f853a0271b9c4","University of Limpopo, Sovenga, South Africa","Kibirige I., University of Limpopo, Sovenga, South Africa","The COVID-19 pandemic set a New Normal (NN) and altered the modalities of performing different activities. Several activities came to a standstill, resulting in job loss and school closure. New dynamics in the labour market emerged, such as Working-From-Home (WFH), Virtual Meetings (VM), Social Distancing (SD), and Downsizing (DS). These dynamics altered employer–employee relationships, which espoused new skills. The strategy was to change policies to work from home and use Information Communication Technology (ICT). However, many people were not adequately skilled to face the new challenges. This paper aims to describe what short learning programmes (SLPs) are, why institutions offer them and examine why individuals participate in SLPs. The author uses the Capability Theory (CAT) and the Critical Reality Theory (CRT) to explain why SLPs are crucial to face employment challenges beyond COVID-19. The main findings are that SLPs are necessary for everyone to be re-schooled and attain new skills needed at a specific time. Hence, many institutions offer SLPs to various learners. The contribution of this paper is the advocacy of SLPs to increase individuals’ employability. Hence, SLPs are depicted as a means for skills development beyond COVID-19. © 2022 Israel Kibirige.","capability; development; knowledge; short learning programs; skills; unemployment","","","","","","","","Abramova S. 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Kibirige; University of Limpopo, Sovenga, South Africa; email: Israel.Kibirige@ul.ac.za","","Ural Federal University","","","","","","25876104","","","","English","Chang. Soc. Pers.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85143490086"
"Bago J.-L.; Souratié W.M.; Ouédraogo E.; Zahonogo P.","Bago, Jean-Louis (57208493104); Souratié, Wamadini M. (57212135412); Ouédraogo, Ernest (57212138116); Zahonogo, Pam (37862394800)","57208493104; 57212135412; 57212138116; 37862394800","HUMAN CAPITAL AND WOMEN’S INFORMAL WORK: THEORY AND EVIDENCE *","2022","Journal of Economic Development","47","3","","","","","0","10.35866/caujed.2022.47.3.001","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140003059&doi=10.35866%2fcaujed.2022.47.3.001&partnerID=40&md5=507c91f013dd3540e0bacc6602451764","Governement of Quebec, Canada; University of Dedougou, Burkina Faso; University Ouaga II, Burkina Faso","Bago J.-L., Governement of Quebec, Canada; Souratié W.M., University of Dedougou, Burkina Faso; Ouédraogo E., University Ouaga II, Burkina Faso; Zahonogo P., University Ouaga II, Burkina Faso","Informal employment among developing countries’ women continues to impair their emancipation from chronic poverty, although there has been progress in recent decades. In sub-Saharan Africa, not only do women lag behind men in educational attainments, they are also overrepresented in low-paid informal employments. In the literature, marriage and childbearing are seen to be the cause of both low educational attainments and high prevalence of informal employment among sub-Saharan African women. However, this prediction ignores the significance of human capital as a determinant of employability in the formal sector. In this paper, we use micro-level data from Niger in combination with the instrumental variables approach to analyze the causal effect of a female’s level of education - a proxy for human capital - on the likelihood of informal employment. A theoretical job-search model highlighting the mechanism driving this causal effect guides our empirical analysis. We find that an additional year of schooling completed lowers the probability that a female is informally employed by 3.99% to 6.12%. Our theoretical model explains this relationship by the fact that, in informal employments, the opportunity cost of leisure and childbearing rises with a female education, due to the flexibility of hours worked for this type of employment. © 2022, Journal of Economic Development. All Rights Reserved.","Education; Human capital; Informal employment; Job-search; Women","","","","","","","","Aguero J., Marks M., Raykar N., The Wage Penalty for Motherhood in Developing Countries, (2012); Aguero J.M., Marks M.S., Motherhood and Female Labor Force Participation: Evidence from Infertility Shocks, American Economic Review, 98, 2, pp. 500-504, (2008); Motherhood and Female Labor Supply in the Developing World Evidence from Infertility Shocks, Journal of Human Resources, 46, 4, pp. 800-826, (2011); Almond D., Is the 1918 Influenza Pandemic Over? Long-Term Effects of in Utero Influenza Exposure in the post-1940 Us Population, Journal of Political Economy, 114, 4, pp. 672-712, (2006); Almond D., Mazumder B., Ewijk R., In Utero Ramadan Exposure and Children’s Academic Performance, Economic Journal, 125, 589, pp. 1501-1533, (2015); Anger S., Heineck G., Do Smart Parents Raise Smart Children? The Intergenerational Transmission of Cognitive Abilities, Journal of Population Economics, 23, 3, pp. 1105-1132, (2010); Becker G.S., Human Capital Revisited, Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, pp. 15-28, (1994); Black S.E., Devereux P.J., Salvanes K.G., Like Father, Like Son? A Note on the Intergenerational Transmission of IQ Scores, Economics Letters, 105, 1, pp. 138-140, (2009); Blanden J., Gregg P., Macmillan L., Accounting for Intergenerational Income Persistence: Noncognitive Skills, Ability and Education, Economic Journal, 117, 519, (2007); Bosch M., Campos-Vazquez R.M., The Trade-offs of Welfare Policies in Labor Markets with Informal Jobs: The Case of the “Seguro Popular” Program in Mexico, American Economic Journal: Economic Policy, 6, 4, pp. 71-99, (2014); Bosch M., Esteban-Pretel J., Job Creation and Job Destruction in the Presence of Informal Markets, Journal of Development Economics, 98, 2, pp. 270-286, (2012); Buckles K.S., Hungerman D.M., Season of Birth and Later Outcomes: Old Questions, New Answers, Review of Economics and Statistics, 95, 3, pp. 711-724, (2013); Carre F., Chen M., Informal Women Workers in the Global South: Policies and Practices for the Formalisation of Women’s Employment in Developing Economies, 2117, pp. 44-95, (2021); Chen M., Progress of the World’s Women 2005: Women, Work and Poverty, (2005); Chen M.A., Women and Informality: A Global Picture, the Global Movement, Sais Review, 21, 1, pp. 71-82, (2001); Clark S., Kabiru C.W., Laszlo S., Muthuri S., The Impact of Childcare on Poor Urban Women’s Economic Empowerment in Africa, Demography, 56, 4, pp. 1247-1272, (2019); Can Subsidized Early Child Care Promote Women’s Employment?: Evidence from Kenya, Grow Research Series - Policy Brief, (2017); Cunha F., Heckman J., The Technology of Skill Formation, (2007); de Rooij S.R., Wouters H., Yonker J.E., Painter R.C., Roseboom T.J., Prenatal Undernutrition and Cognitive Function in Late Adulthood, Proceedings of the National Academy of Sciences, 107, 39, pp. 16881-16886, (2010); Dostie B., Haggblade S., Randriamamonjy J., Seasonal Poverty in Madagascar: Magnitude and Solutions, Food Policy, 27, 5, pp. 493-518, (2002); Haveman R., Wolfe B., The Determinants of Children’s Attainments: A Review of Methods and Findings, Journal of Economic Literature, 33, 4, pp. 1829-1878, (1995); Heckman J., Vytlacil E., Identifying the Role of Cognitive Ability in Explaining the Level of and Change in the Return to Schooling, Review of Economics and Statistics, 83, 1, pp. 1-12, (2001); Heineck G., Riphahn R.T., Intergenerational Transmission of Educational Attainment in Germany: The Last Five Decades, Jahrbücher für Nationalökonomie und Statistik, 229, 1, pp. 36-60, (2009); Hertz T., Jayasundera T., Piraino P., Selcuk S., Smith N., Verashchagina A., The Inheritance of Educational Inequality: International Comparisons and Fifty-Year Trends, BE Journal of Economic Analysis and Policy, 7, 2, (2007); Kolm A.S., Larsen B., Informal Unemployment and Education, IZA Journal of Labor Economics, 5, 1, (2016); Maccini S., Yang D., Under the Weather: Health, Sschooling and Socioeconomic Consequences of Early-Life Rain, (2006); McCaig B., Pavcnik N., Informal Employment in a Growing and Globalizing Low-Income Country, American Economic Review, 105, 5, pp. 545-550, (2015); McCall J.J., Economics of Information and Job Search, Quarterly Journal of Economics, pp. 113-126, (1970); Meghir C., Narita R., Robin J.M., Wages and Informality in Developing Countries, American Economic Review, 105, 4, pp. 1509-1546, (2015); Oxaal Z., Education and Poverty: A Gender Analysis, 53, (1997); Plug E., Estimating the Effect of Mother’s Schooling on Children’s Schooling Using a Sample of Adoptees, American Economic Review, 94, 1, pp. 358-368, (2004); Scholte R.S., Van den Berg G.J., Lindeboom M., Long-run Effects of Gestation during the Dutch Hunger Winter Famine on Labor Market and Hospitalization Outcomes, Journal of Health Economics, 39, pp. 17-30, (2015); Schultz T.W., Investment in Human Capital, American Economic Review, 51, 1, pp. 1-17, (1961); Stewart E.B., School Structural Characteristics, Student Effort, Peer Associations, and Parental Involvement: The Influence of School-and Individual-Level Factors on Academic Achievement, Education and Urban Society, 40, 2, pp. 179-204, (2008); Tondini A., The Impact of Unconditional Cash Transfers on Informality: Evidence from South Africa’s Child Support Grant, (2017); Ulrichs M., Informality, Women and Social Protection: Identifying Barriers to Provide Effective Coverage, (2016); Vaitla B., Devereux S., Swan S.H., Seasonal Hunger: A Neglected Problem with Proven Solutions, PLOS Medicine, 6, 6, (2009); Wilde J., Apouey B.H., Jung T., The Effect of Ambient Temperature Shocks During Conception and Early Pregnancy on Later Life Outcomes, European Economic Review, 97, pp. 87-107, (2017)","J.-L. Bago; Governement of Quebec, Canada; email: jean-louis.bago.1@ulaval.ca","","Economic Research Institute of Chung-Ang University","","","","","","02548372","","","","English","J. Econ. Dev.","Article","Final","","Scopus","2-s2.0-85140003059"
"Lulewicz-Sas A.; Kinowska H.; Fryczyńska M.","Lulewicz-Sas, Agata (36768418400); Kinowska, Hanna (57221053790); Fryczyńska, Marzena (57210587750)","36768418400; 57221053790; 57210587750","HOW SUSTAINABLE HUMAN RESOURCE MANAGEMENT AFFECTS WORK ENGAGEMENT AND PERCEIVED EMPLOYABILITY","2022","Economics and Sociology","15","4","","63","79","16","5","10.14254/2071-789X.2022/15-4/3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145224187&doi=10.14254%2f2071-789X.2022%2f15-4%2f3&partnerID=40&md5=566ffb8c32559a7268624bdfe26d1c08","Warsaw School of Economics, Warsaw, Poland","Lulewicz-Sas A., Warsaw School of Economics, Warsaw, Poland; Kinowska H., Warsaw School of Economics, Warsaw, Poland; Fryczyńska M., Warsaw School of Economics, Warsaw, Poland","There are only a few fragmented studies available on the relationship between engagement, employability and sustainable HRM practices. This research gap justifies the investigation of a relationship between these constructs. The research findings presented in this article, to the authors' knowledge, are the first to simultaneously address Sustainable Human Resource Management, Work Engagement and Perceived Employability. The aim of this research is to identify the impact of Sustainable HRM on Work Engagement and Perceived Employability. A quantitative study was conducted among employees to test the model of the relationship between mentioned above variables. The purposive-quota sampling was chosen to survey representatives of organisations with a minimum of 10 employees. The survey was conducted on a survey panel accredited by PKJPA and ESOMAR using the CAWI platform. The results confirm a strong correlation between Sustainable HRM and Work Engagement, as well as a moderate influence of Sustainable HRM on Perceived Employability. Further research would need to delve deeper into the impact of specific Sustainable HRM practices on Work Engagement and Perceived Employability. It would be worth extending the research to include other types of commitment like organisational attachment, and to include determinants in the analysis of Perceived Employability. © 2022, Centre of Sociological Research. All rights reserved.","perceived employability; sustainable human resources management; work engagement","","","","","","","","Alpler N. N., Arasli H., Can hindrance stressors change the nature of perceived employability? An empirical study in the hotel industry, Sustainability (Switzerland), 12, 24, pp. 1-13, (2020); Arnaud S., Wasieleski D. M., Corporate Humanistic Responsibility: Social Performance Through Managerial Discretion of the HRM, Journal of Business Ethics, 120, 3, pp. 313-334, (2014); Asis-Castro A. L., Edralin D. 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Sociol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85145224187"
"Brown M.; Nic-Giolla-Mhichil M.","Brown, Mark (55516559200); Nic-Giolla-Mhichil, Mairéad (56708717800)","55516559200; 56708717800","Unboxing micro-credentials: an inside, upside and downside view (Descifrando las microcredenciales: en qué consisten, ventajas e inconvenientes)","2022","Cultura y Educacion","34","4","","938","973","35","6","10.1080/11356405.2022.2102293","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142152450&doi=10.1080%2f11356405.2022.2102293&partnerID=40&md5=a3f400d9a5fb22fbebaeecdabea7f42c","National Institute for Digital Learning, Dublin City University, Ireland","Brown M., National Institute for Digital Learning, Dublin City University, Ireland; Nic-Giolla-Mhichil M., National Institute for Digital Learning, Dublin City University, Ireland","Micro-credentials are the latest shiny new thing attracting the attention of politicians, policy-makers and educational leaders. This paper endeavours to ‘unbox’ the micro-credential by peeling away inherent tensions in competing definitions and underlying drivers. It reports the tripartite methodology adopted for a state-of-the-art literature review which offers an inside, upside and downside view on the micro-credential. Selected findings illustrate how the growth of the micro-credential needs to be understood in a wider socio-cultural context. The micro-credential movement is part of a complex credential ecology steeped in history, politics and cultural norms. In response to major societal and technological change forces, the paper invites debate on what counts as valued skill and knowledge in today’s rapidly changing digital society. It challenges existing business models for higher and further education and the traditional status of the university degree. Therefore, the micro-credential is not just another passing educational fad, as it brings into question much bigger issues concerning employability, the changing nature of work and new models of life-long learning. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employability; higher education; life-long learning; literature review; micro-credentials","","","","","","European Commission, EC","The authors would like to acknowledge Dr Elaine Beirne and Conchúr Mac Lochlainn for their valuable contribution to the analysis of the micro-credential literature. The literature review presented in this paper was funded in part by the European Commission. / Los autores desean agradecer a la Dra. Elaine Beirne y Conchúr Mac Lochlainn sus valiosas contribuciones al análisis de la literatura sobre microcredenciales. La revisión bibliográfica que se presenta en este artículo fue financiada parcialmente por la Comisión Europea. ","Adelman C., Bringing microcredential providers in from the cold, InsideHigherEd, (2017); Alexander P., Methodological guidance paper: The art and science of quality systematic reviews, Review of Educational Research, 90, 1, pp. 6-23, (2020); Bedenlier S., Bond M., Buntins K., Zawacki-Richter O., Kerres M., Zawacki-Richter O., Kerres M., Bedenlier S., Bond M., Buntins K., Learning by doing? Reflections on conducting a systematic review in the field of educational technology, Systematic reviews in educational research: Methodology, perspectives and application, pp. 111-127, (2020); Brown M., Arnold D., Read T., Olcott D., McGreal R., Makoe M., Madrid micro-credential statement - Asking critical questions: Leveraging micro-credentials to bridge divergent paths, (2021); Brown M., Nic Giolla Mhichil M., Beirne E., Mac Lochlainn C., The global micro-credential landscape: Charting a new credential ecology for lifelong learning, Journal for Learning Development, 8, 2, pp. 228-254, (2021); Brown M., Nic Giolla Mhichil M., Mac Lochlainn C., Pirkkalainen H., Wessels O., Paving the road for the micro-credential movement: ECIU University white paper on micro-credentials, (2021); Micro-credentials: Huge and hiding in plain sight, (2021); Carnevale A., Garcia T., Ridley N., Quinn M., The overlooked value of certificates and associate’s degrees: What students need to know before they go to college, (2020); Cote A., White A., Higher education for lifelong learners: A roadmap for Ontario post-secondary leaders and policymakers, (2020); deLaski K., The learner revolution: How colleges can thrive in a new skills and competencies marketplace, (2019); Duffy C., Government announces coronavirus relief package for higher education with focus on domestic students, (2020); Ehlers U., Higher creduation-degree or education? The rise of microcredentials and its consequences for the university of the future, Paper at Exploring the Micro, Meso and Macro: Proceedings of the European Distance and E-Learning Network Annual Conference, (2018); A European approach to micro-credentials: Output of the Higher Education Micro-credentials Consultation Group - Final report, (2020); Joint ETUC–ETUCE Position on micro-credentials in VET and tertiary education, (2020); Everhart D., Ganzglass E., Casilli C., Hickey D., Muramatsu B., Quality dimensions for connected credentials, (2016); Grant M., Booth A., A typology of reviews: An analysis of 14 review types and associated methodologies, Health Information and Libraries Journal, 26, 2, pp. 91-108, (2009); Hudak R., Camilleri A., The micro-credential user guide, (2021); Ifenthaler D., Bellin-Mularski N., Mah D.-K., Foundation of digital badges and microcredentials: Demonstrating and recognizing knowledge and competencies, (2016); The next era of human machine partnerships: Emerging technologies’ impact on society and work by 2030, (2017); IUA universities secure €106.7 million funding under HCI Pillar 3, (2020); Kato S., Galan-Muros V., Weko T., The emergence of alternative credentials, OECD Education Working Papers, No. 216, (2020); Kazin C., Clerkin K., The potential and limitations of microcredentials, (2018); Liyanagunawardena T., Scalzavara S., Williams S., Open badges: A systematic review of peer reviewed published literature (2011-2015), European Journal of Open Distance and eLearning, 20, 2, pp. 1-16, (2017); Ma J., Pender M., Welch M., Education pays 2016: The benefits of higher education for individuals and society, (2016); Mah D., Learning analytics and digital badges: Potential impact on student retention in higher education, Technology, Knowledge and Learning, 21, 3, pp. 285-305, (2016); Micro-credentials linked to the Bologna Key Commitments. Desk Research Report, (2020); Oliver B., Making micro-credentials work for learners, employers and providers, (2019); Oliver B., A conversation starter towards a common definition of micro-credentials: Draft preliminary report, (2021); Ontario’s action plan: Protect, support, recover, (2020); Palmer B., An analysis of ‘micro-credentials’ in VET, (2021); Pigott T., Polanin J., Methodological guidance paper: High-quality meta-analysis in a systematic review, Review of Educational Research, 90, 1, pp. 24-46, (2020); Polanin J., Dell B., Overviews in education research: A systematic review and analysis, Review of Educational Research, 87, 1, pp. 172-203, (2017); Which way for micro-credentials?, QAA Quality Compass, 2, (2021); Ralston S.J., Higher education’s microcredentialing craze: A postdigital-Deweyan critique, Postdigital Science and Education, 3, 1, pp. 83-101, (2021); Rossiter D., Tynan B., Designing and implementing micro-credentials: A guide for practitioners, (2019); Selvaratnam R.M., Sankey M.D., An integrative literature review of the implementation of micro-credentials in higher education: Implications for practice in Australasia, Journal of Teaching and Learning for Graduate Employability, 12, 1, pp. 1-17, (2021); Shapiro Futures H., Andersen T., Nedergaard Larsen K., A European approach to micro-credentials: Background paper for the first meeting of the consultation group on micro-credentials, (2020); Stachel J., Einstein at ‘B to Z’. Einstein Studies, 9, (2002); Edu trends: Alternative credentials, (2019); Microcredentials: What are they? And why should I care?, (2021); Usher A., Micro-credentials in Ontario. Higher education strategy associates, (2021); Wheelahan L., Moodie G., Gig qualifications for the gig economy: Micro-credentials and the ‘hungry mile’, Higher Education, 83, 6, pp. 1279-1295, (2021); Wiseman M., Provincial Government unveils micro-credentials as part of Alberta’s Recovery Plan, (2021)","M. Brown; National Institute for Digital Learning, Dublin City University, Dublin, D09 DX63, Ireland; email: mark.brown@dcu.ie","","Taylor and Francis Ltd.","","","","","","11356405","","","","English","Cultura y Educacion","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85142152450"
"Ayuso P.S.; Haro-Soler M.D.M.; de Quesada M.G.","Ayuso, Pablo Sánchez (58187937900); Haro-Soler, María del Mar (57208177078); de Quesada, Mercedes García (57192901663)","58187937900; 57208177078; 57192901663","Are we teaching what they need? Going beyond employability in Translation Studies; [¿Estamos enseñando lo que necesitan? Más allá de la empleabilidad en los Estudios de Traducción]","2022","Hikma","21","2","","321","345","24","0","10.21071/HIKMA.V21I2.14358","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152774807&doi=10.21071%2fHIKMA.V21I2.14358&partnerID=40&md5=7fd79a501c8422ef9c0b9dec805bab96","Universidad de Granada, Spain","Ayuso P.S., Universidad de Granada, Spain; Haro-Soler M.D.M., Universidad de Granada, Spain; de Quesada M.G., Universidad de Granada, Spain","As lecturers and researchers in translation and interpreting, we are aware of the need to design curricula so that students are well equipped, and able to respond to the requirements of modern society. In the world today, there is an evident gap between what is actually taught in higher education and what should be taught to meet student needs. Even though various studies have already focused on the impact of constructs, such as self-regulation, empathy, or creativity, on performance quality, there is still a long way to go. In order to bridge this gap and highlight the role of the university as a transformational agent, our study uses LifeComp, the European framework for the personal, social, and learning to learn key competence. The objective of this research was firstly to discover the transversal competences that are most highly valued by employers in the language industry sector; and secondly, to identify the competences that need more attention in curricula. For this purpose, a questionnaire-based study was designed and administered to translation companies based in Spain. The results obtained indicate that these competences are necessary to foster employability as well as real wealth creation in a lifelong learning context. This study is part of a broader project within the LifeComp framework, in which a competence-based psycho-educational intervention was designed and is now integrated in the translation and interpreting degree programme at the University of Granada (Spain). © 2022 Universidad de Cordoba,Servicio de Publicaciones. All rights reserved.","Competence-based learning; Curriculum design; Employability; Higher education; LifeComp","","","","","","","","Libro blanco del titulo de Grado en Traducción e Interpretación, (2013); Alvarez-Alvarez. S., Arnaiz-Uzquiza. 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Developing and validating scales, Studies in Higher Education, 45, 12, pp. 2634-2652, (2020); Caena F., Developing a European framework for the personal, social & learning to learn key competence (LifEComp), Literature review and analysis of frameworks, (2019); Caena F., Stringher C., Hacia una nueva conceptualización del Aprender a Aprender, Aula Abierta, 49, 3, pp. 199-216, (2020); Caena F., Vuorikari R., Teacher learning and innovative professional development through the lens of the personal, social, and learning to learn European key competence, European Journal of Teacher Education, pp. 1-20, (2021); Casedas L., Funes M. J., Ouillet M, Garcia de Quesada M., Training transversal competences in a bachelor's degree in translation and interpreting: preliminary evidence from a clinical trial, The Translator and Interpreter Trainer, (2022); Chatterjee Singh N., Duraiappah A. 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[Podcast episode], The sound of economics, (2021); Rodriguez De Cespedes B., Addressing employability and enterprise responsibilities in the translation curriculum, The Interpreter and Translator Trainer, 11, 2-3, pp. 107-122, (2017); Rojo Lopez A., Ramos Caro M., Can emotion stir translation skill?, Reembedding translation process research, pp. 107-140, (2016); Sala A., Punie Y., Garkov V., Cabrera Giraldez M., LifeComp: The European framework for personal, social, and learning to learn key competence, (2020); Schnell B., Rodriguez N., Ivory tower vs. workplace reality, The Interpreter and Translator Trainer, 11, 2-3, pp. 160-186, (2017); Seery A., Serbati A., Yarosh M., Developing generic competences outside the university classroom, (2021); Sellman E., Buttarazzi G., Adding Lemon juice to poison-raising critical questions about the oxymoronic nature of mindfulness in education and its future direction, British Journal of Educational Studies, 68, 1, pp. 61-78, (2020); Sigelman M., Bittle S., Markow W., Francis B., The hybrid job economy: How new skills are rewriting the DNA of the job market, Burning Glass Technologies, (2019); Succi C., Are you ready to find a job? 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European higher education initiatives to define, measure and compare learning, International Journal of Chinese Education, 10, 1, (2021); Way C., Bringing professional practices into translation classrooms, The changing face of translation, pp. 131-142, (2009); The future of jobs report 2020, (2020); The reskilling revolution: Better skills, better jobs, better education for a billion people by 2030, (2020); The global risks report 2021, (2021)","","","UCOPress. Cordoba University Press (UCOPress Editorial Universidad de Córdoba)","","","","","","15799794","","","","English","Hikma","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85152774807"
"Solati F.; Chowdhury M.; Jackson N.","Solati, Fariba (57197725827); Chowdhury, Murshed (56589463800); Jackson, Nicholas (57250705100)","57197725827; 56589463800; 57250705100","English and French language ability and the employability of immigrants in Canada","2022","International Journal of Social Economics","49","1","","34","58","24","2","10.1108/IJSE-12-2020-0851","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114477053&doi=10.1108%2fIJSE-12-2020-0851&partnerID=40&md5=2bbe1aab65dc830f3596213320352b18","Economics, Saint Thomas University, Fredericton, Canada; Economics, University of New Brunswick, Fredericton, Canada; Economics, Western University, London, Canada","Solati F., Economics, Saint Thomas University, Fredericton, Canada; Chowdhury M., Economics, University of New Brunswick, Fredericton, Canada; Jackson N., Economics, Western University, London, Canada","Purpose: Both potential immigrants to Canada and policymakers in Canada continually compare and contrast the economic returns of immigrants' language ability and proficiency. They ask which of the two official languages has a higher economic return in terms of employment and earning. This study examines how ability and proficiency in Canada's two official languages, separately and/or jointly, influences immigrants' quick absorption into the labour market. Design/methodology/approach: The study uses all three waves of the Longitudinal Survey of Immigrants to Canada (LSIC) and employs logistic regression on the relationship between employability, language ability/proficiency and various non-linguistic factors. Findings: The study reports that language ability in French is as valuable as language ability in English for immigrants who are aspiring to work, full-time or part-time, when they arrive in Canada. The advantages of language ability and proficiency continue a few years after an immigrant's arrival. Using disaggregated speaking, reading and writing competencies, the authors observe that speaking proficiency in English has a greater impact on employability than reading and writing in English. Originality/value: There are very few studies looking at the effects of language ability and proficiency on the employability of immigrants in countries with multiple official languages. Most studies are mainly focused on earning and not employability. This study is focused on employability, particularly in the context of Canada. Furthermore, this study specifically disaggregates the impact of speaking, reading and writing competencies in both languages on employment in Canada. © 2021, Emerald Publishing Limited.","Canada; Employability; Employment; English proficiency; French proficiency; Immigrants; Immigration; Language ability","Canada; employment; employment generation; immigrant population; labor market; language; migrant worker","","","","","Canadian Research Data Centre Network; NB-RDC; New Brunswick; Social Science and Humanity Research Council; Statistics Canada; University of New Brunswick, UNB; Canadian Institutes of Health Research, IRSC; Canada Foundation for Innovation, CFI","Funding text 1: This research was conducted at the University of New Brunswick Research Data Centre (NB-RDC), a part of the Canadian Research Data Centre Network (CRDCN). This service is provided through the support of the University of New Brunswick, the province(s) of New Brunswick, the New Brunswick Social Policy Research Network (NBSPRN), the Canadian Foundation for Innovation, the Canadian Institutes of Health Research, the Social Science and Humanity Research Council, and Statistics Canada. All views expressed in this work are our own.; Funding text 2: This research was conducted at the University of New Brunswick Research Data Centre (NB-RDC), a part of the Canadian Research Data Centre Network (CRDCN). This service is provided through the support of the University of New Brunswick, the province(s) of New Brunswick, the New Brunswick Social Policy Research Network (NBSPRN), the Canadian Foundation for Innovation, the Canadian Institutes of Health Research, the Social Science and Humanity Research Council, and Statistics Canada. All views expressed in this work are our own. ","Adsera A., Pytlikova M., Language and migration, The Palgrave Handbook of Economics and Language, pp. 342-372, (2016); Aldashev A., Gernandt J., Thomsen S.L., Language usage, participation, employment and earnings: evidence for foreigners in West Germany with multiple sources of selection, Labour Economics, 16, 3, pp. 330-341, (2009); Araujo L., Dinis da Costa P., Flisi S., Soto Calvo E., Languages and Employability, (2015); Bardasi E., Gornick J., Working for less? Women's part-time wage penalties across countries, Feminist Economics, 14, 1, pp. 37-72, (2008); Berry J.W., Psychology of acculturation, Current Theory and Research in Motivation, 37, pp. 201-234, (1990); Bonikowska A., Green D., Riddell W.C., Literacy and the Labour Market: Cognitive Skills and Immigrant Earnings, (2008); Boyd M., Cao X., Immigrant language proficiency, earnings, and language policies, Canadian Studies in Population, 36, 1-2, pp. 63-86, (2009); Britton M., Race/ethnicity, attitudes, and living with parents during young adulthood, Journal of Marriage and Family, 75, 4, pp. 995-1013, (2013); Budria S., Colino A., Martinez De Ibarreta C., The impact of host language proficiency on employment outcomes among immigrants in Spain, Empirica, 46, 4, pp. 625-652, (2019); Bussi M., Pareliussen J., Back to basics–literacy proficiency, immigration and labour market outcomes in Sweden, Social Policy and Administration, 51, 4, pp. 676-696, (2017); Carliner G., Wage differences by language group and the market for language skills in Canada, Journal of Human Resources, 16, 3, pp. 384-399, (1981); Carliner G., The Language abilities of U.S. Immigrants: assimilation and Cohort effects, International Migration Review, 34, 1, pp. 158-182, (2000); Chiswick B., Miller P., Language in the Labor Market: the Immigrant Experience in Canada and the United States, (1990); Chiswick B., Miller P., Language choice among immigrants in a multi-lingual destination, Journal Population Economics, 7, pp. 119-131, (1994); Chiswick B., Miller P., A model of destination-language acquisition: application to male immigrants in Canada, Demography, 38, 3, pp. 391-409, (2001); Chiswick B., Miller P., The complementarity of language and other human capital: immigrant earnings in Canada, Economics of Education Review, 22, 5, pp. 469-480, (2003); Chiswick B., Miller P., International Migration and the Economics of Language, (2014); Chiswick B., Miller P., International migration and the economics of language, Handbook of the Economics of International Migration, pp. 211-269, (2015); Christofides L.N., Swidinsky R., The economic returns to the knowledge and use of a second official language: English in Quebec and French in the rest-of-Canada, Canadian Public Policy, 36, 2, pp. 137-158, (2010); Donado A., Foreign languages and their impact on unemployment, Labour, 31, 3, pp. 265-287, (2017); Drinkwater S., O'Leary N., Unemployment in Wales: does language matter?, Regional Studies, 31, 6, pp. 583-591, (1997); Dustmann C., Fabbri F., Language proficiency and labour market performance of immigrants in the UK, The Economic Journal, 113, 489, pp. 695-717, (2003); Fobker S., Imani D., The role of language skills in the settling-in process – experiences of highly skilled migrants' accompanying partners in Germany and the UK, Journal of Ethnic and Migration Studies, 43, 16, pp. 2720-2737, (2017); Frank K., Immigrant employment success in Canada: examining the rate of obtaining a job match, International Migration Review, 47, 1, pp. 76-105, (2013); Gazzola M., Mazzacani D., Foreign language skills and employment status of European natives: evidence from Germany, Italy and Spain, Empirica, 46, 4, pp. 713-740, (2019); Gerhards J., Hans S., From Hasan to Herbert: name‐giving patterns of immigrant parents between acculturation and ethnic maintenance, American Journal of Sociology, 114, 4, pp. 1102-1128, (2009); Gorinas C., Ethnic identity, majority norms, and the native-immigrant employment gap, Journal of Population Economics, 27, 1, pp. 225-250, (2012); Grenier G., Nadeau S., Immigrant access to work in Montreal and Toronto, Canadian Journal of Regional Science, 34, 1, pp. 19-32, (2011); Grenier G., Nadeau S., English as a lingua franca and the economic value of other languages: the case of the language of work in the Montreal labor market, The Economics of Language Policy, pp. 267-312, (2016); Grin F., Sfreddo C., Language-based earnings differentials on the Swiss labour market: is Italian a liability?, International Journal of Manpower, 19, 7, pp. 520-532, (1998); Grondin C., Knowledge of Official Languages Among New Immigrants: How Important Is it in the Labour Market?, (2005); Hall P., Sadouzai T., The value of ‘experience’ and the labour market entry of new immigrants to Canada, Canadian Public Policy, 36, 2, pp. 181-198, (2010); Harrington C., Ni C., Liebert D., Wilkins-Tuner F., Ellien V., Predictors of employment among Native Americans, Journal of Applied Rehabilitation Counseling, 43, 4, pp. 36-43, (2012); Harris K., Federal Government Plans to Bring in More than 1.2M Immigrants in Next 3 Years, (2020); Henley A., Jones R., Earnings and linguistic proficiency in a bilingual economy, The Manchester School, 73, 3, pp. 300-320, (2005); Hennessy J., Work and Family Commitments of Low-Income and Impoverished Women: Guilt Is for Mothers with Good Jobs, (2015); Hou Y., The Determinants of Skills of Canadian Immigrants, (2011); Hwang S., Xi J., Cao Y., The conditional relationship between English language proficiency and earnings among US immigrants, Ethnic and Racial Studies, 33, 9, pp. 1620-1647, (2010); Jia F., Gottardo A., Koh P.W., Chen X., Pasquarella A., The role of acculturation in reading a second language: its relation to English literacy skills in immigrant Chinese adolescents, Reading Research Quaterly, 49, 2, pp. 251-261, (2014); Kelly P., Damsbaek N., Lemoine M., Fang T., Preston V., Tufts S., Language skills and immigrant labour market outcomes, TIEDI Analytical Report, 11, pp. 1-12, (2010); Kifle T., Kler P., Fleming C.M., The assimilation of Australian immigrants: does occupation matter?, Applied Economics, 51, 17, pp. 1841-1854, (2019); Marschak J., Economics of language, Behavioral Science, 10, 2, pp. 135-140, (1965); Mitchell B.A., Wister A.V., Zdaniuk B., Are the parents all right? Parental stress, ethnic culture and intergenerational relations in aging families, Journal of Comparative Family Studies, 50, 1, pp. 51-74, (2019); Nadeau S., Seckin A., The immigrant wage gap in Canada: quebec and the rest of Canada, Canadian Public Policy, 36, 3, pp. 265-285, (2010); Nadeau S., Another look at the francophone wage gap in Canada: public and private sectors, Quebec and outside Quebec, Canadian Public Policy/Analyse De Politiques, 36, 2, pp. 159-179, (2010); Neumark D., Sex Differences in Labor Markets, (2004); Data from: Employment - Labour Force Participation Rate - OECD Data, (2018); Pedraza F.I., The two-way street of acculturation, discrimination, and Latino immigration restrictionism, Political Research Quarterly, 67, 4, pp. 889-904, (2014); Raijman R., Semyonov M., Geffen R., language proficiency among post-1990 immigrants in Israel, Journal of Ethnic and Migration Studies, 41, 8, pp. 1347-1371, (2014); Robinson C., Language and choice: the distribution of language skills and earnings in a dual language economy, Research in Labor Economics, 9, pp. 53-90, (1988); Schumann J.H., Social distance as a factor in second language acquisition, Language Learning, 26, 1, pp. 135-143, (1976); Schumann J.H., Research on the acculturation model for second language acquisition, Journal of Multilingual and Multicultural Development, 7, 5, pp. 379-392, (1986); Shields M., Price S.W., Language fluency and immigrant employment prospects: evidence from Britain's ethnic minorities, Applied Economics Letters, 8, 11, pp. 741-745, (2001); Data from: Longitudinal Survey of Immigrants to Canada (LSIC), (2007); Sweetman A., Warman C., Canada's immigration selection system and labour market outcomes, Canadian Public Policy, 39, 1, pp. S141-S164, (2013); Tijdens K.G., Gender roles and labor use strategies: women's part-time work in the European Union, Feminist Economics, 8, 1, pp. 71-99, (2002); Trainer E., English language proficiency and the determination of earnings among foreign-born men, Journal of Human Resources, 23, 1, pp. 108-122, (1988); Vaillancourt F., Vaillancourt L., La propriété des employeurs au Québec en 2003 selon le groupe d'appartenance linguistique, (2005); Vaillancourt F., Lemay D., Vaillancourt L., Laggards No More: the Changed Socioeconomic Status of Francophones in Quebec, 103, pp. 1-13, (2007); Vaillancourt F., Tousignant J., Chatel-DeRepentigny J., CoutuMantha S., Revenus de travail et rendements des attributs linguistiques au Québec en 2005 et depuis 1970, Canadian Public Policy/Analyse de politiques, 39, pp. S25-S40, (2013); Yssaad L., Fields A., The Canadian Immigrant Labour Market: Recent Trends from 2006 to 2017, (2018)","F. Solati; Economics, Saint Thomas University, Fredericton, Canada; email: fsolati@stu.ca","","Emerald Group Holdings Ltd.","","","","","","03068293","","","","English","Int. J. Soc. Econ.","Article","Final","","Scopus","2-s2.0-85114477053"
"Upadhye V.; Madhe S.; Joshi A.","Upadhye, Vaishali (57105389300); Madhe, Swati (56525324000); Joshi, Atul (55678090600)","57105389300; 56525324000; 55678090600","Project Based Learning as an Active Learning Strategy in Engineering Education","2022","Journal of Engineering Education Transformations","36","Special Issue 1","","18","24","6","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146825796&partnerID=40&md5=770ad87eb0a68d144d1328ed37f25373","MKSSS’s Cummins College of Engineering for Women, Pune, 52, India","Upadhye V., MKSSS’s Cummins College of Engineering for Women, Pune, 52, India; Madhe S., MKSSS’s Cummins College of Engineering for Women, Pune, 52, India; Joshi A., MKSSS’s Cummins College of Engineering for Women, Pune, 52, India","Things done are better remembered than things that are just heard or seen. In Project based learning pedagogy, the course content is delivered by assigning problem statements pertaining to real life situations to a group of students. For the assessment and evaluation of the course, the students have to give a presentation and a demo of the solution for the given problem at the end of course. So the students get sufficient time to work on the solution for the given problem. However, the work of the students is regularly monitored which helps in refining the proposed solution, looking for alternative solutions etc. In the process of solving these problem statements, the students apply the knowledge they have gained in various courses they have undertaken. In this process, the problem solving skills and employability of the students is greatly enhanced. In this paper, the authors have implemented project based learning pedagogy for two third year courses in Instrumentation Engineering Curriculum. The paper describes the aptness of this teaching pedagogy for the selected courses, activity planning, formulation of problem statements, progress reviews, and feedback. Through this activity, the authors found out that technical and non-technical skills of the students were greatly enhanced. Technical skills like, Problem formulation, System designing, etc are developed among the students. Effective communication, working in a team, developing a multidisciplinary approach, finance related planning are some of the non-technical skills found to be cultivated among the students. This ultimately develops life learning ability among the students. © 2022, Rajarambapu Institute Of Technology. All rights reserved.","Employability; Lifelong learning; Outcome based education; Project based learning; Skill enhancement","","","","","","","","Barrows H. S., A specific problem-based, self-directed learning method designed to teach medicalproblem-solving skills, and enhance knowledge retention and recall, Tutorials in Problem-Based Learning, pp. 16-32, (1984); Barrows H. S., Problem-based learning in medicine and beyond: A brief overview, Bringing Problem-Based Learning to Higher Education: Theory andPractice, (1996); de Graaff E., Bouhuijs P. A. J., Implementation of Problem-Based Learning in HigherEducation, (1993); Wilkerson L., Gijselaers W. H., Bringing Problem-Based Learning to Higher Education: Theory and Practice, (1996); Fogarty R., Problem Based Learning: A Collection of Articles, (1998); Graaff Erik, Kolmos Anette, Characteristics of Problem-Based Learning, International Journal of Engineering Education, 19, pp. 657-662, (2003); Al-Sharif Lutfi, Project Based Learning in Undergraduate Engineering Education, (2015); Uziak Jacek, A project-based learning approach in an engineering curriculum, 18, pp. 119-123, (2016); Veselov G. E., Pljonkin A. P., Fedotova A. Y., Project-based learning as an effective method in education, Proceedings of the 2019 International Conference on Modern Educational Technology (ICMET 2019), (2019); Kim Y., The Problem/Project-Based Learning (PBL/PjBL) at Online Classes, International Journal of Advanced Culture Technology, 9, 1, pp. 162-167, (2021)","","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","","Scopus","2-s2.0-85146825796"
"Reid L.; Dawes T.","Reid, Lynette (53878275600); Dawes, Tia (56298266900)","53878275600; 56298266900","Cultural identity transforming work-related learning","2022","International Journal of Work-Integrated Learning","23","2","","323","333","10","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148107220&partnerID=40&md5=fd0ea5f012b7861e9e7cbbc8679da3e4","Auckland University of Teachnology, Auckland, New Zealand; University of Auckland, Auckland, New Zealand","Reid L., Auckland University of Teachnology, Auckland, New Zealand; Dawes T., University of Auckland, Auckland, New Zealand","Work-related learning (WRL) and employability programmes seek to provide an effective means of testing and applying knowledge gained through academic studies within the workplace. Proponents have argued that WRL provides an opportunity for individuals to learn about the work environment and the relationship between work and future career aspirations. This study, situated in New Zealand, sought to determine whether WRL was an effective way of guiding both career decisions and improving educational outcomes among a group of 16 Māori students. Findings suggest that while Māori students develop career opportunities and awareness through WRL experiences, it is the context that allows Māori to express themselves as Māori that provides an equally, if not more meaningful experience. © 2022 International Journal of Work-Integrated Learning. All rights reserved.","career development; cultural identity; learning; Māori; tertiary education; Work-related learning (WRL)","","","","","","","","Airini D. B., Curtis E., Johnson O., Luatua F., O'Shea M., Ulugia-Pua M., Success for all: Improving Māori and Pasifika student success in degree-level studies, (2009); Andersen C., Banda T., Walter M., Indigenous higher education: The role of universities in releasing the potential, The Australian Journal of Indigenous Education, 37, 1, pp. 1-8, (2008); Apanui N., Kirikiri T., Hei toko i te tukunga: Enabling Māori learner success: Kaupapa Māori learner-centred education practice, (2015); Archibald J., La Rochelle J., Raven’s response to teacher education: NITEP, an Indigenous story, Promising practices in Indigenous teacher education, pp. 207-220, (2017); Bishop R., Addressing issues of self-determination and legitimation in kaupapa Maori research, He paepae korero: research perspectives in Maori education, pp. 143-160, (1996); Bishop R., Effective teaching for Indigenous and minoritized students, Procedia - Social and Behavioral Sciences, 7, pp. 57-62, (2010); Chan S., Belonging, becoming and being: First year apprentices’ experiences in the workplace, (2011); Curtis E., Wikaire E., Lualua-Aati T., Kool B., Nepia W., Ruka M., Poole P., Tātou Tātou - Success for all: Improving Māori student success, (2012); Dirkx J. M., Leaning in and leaning back at the same time: Toward a spirituality of work-related learning, Advances in Developing Human Resources, 15, 4, pp. 356-369, (2013); Durie M., Whaiora: Māōri health development, (1994); Durie M., Towards social cohesion: The indigenisation of higher education in New Zealand, Ngā Tini Whetū: Navigating Māōri Futures, pp. 66-82, (2011); Tertiary retention and achievement, (2020); Farenga S. A., Quinlan K. M., Classifying university employability strategies: Three case studies and implications for practice and research, Journal of Education and Work, 29, 7, pp. 767-787, (2016); Fergusson L., van der Laan L., Work + learning: Unpacking the agglomerated use of pedagogical terms, Journal of Work-Applied Management, 13, 2, pp. 302-314, (2021); Filliettaz L., Affording learning environments in workplace contexts: An interactional and multimodal perspective, International Journal of Lifelong Education, 32, 1, pp. 107-122, (2013); Gorinski R., Fraser C., Literature review on the effective engagement of Pasifika parents and communities in education (PISCPL), (2006); Greenwood J., Te Aika L. H., Hei Tauira: Teaching and learning for success for Māori in tertiary settings, (2009); Henley M., Te wero, the challenge: Providing students from ethnic minorities with culturally appropriate learning support during their first year of tertiary study, The International Journal of Learning: Annual Review, 16, 9, pp. 207-219, (2009); Houkamau C. A., Identity and socio-historical context: Transformations and change among Maori women, (2006); Houkamau C. A., Sibley C. G., The multi-dimensional model of Maori identity and cultural engagement, New Zealand Journal of Psychology, 39, 1, pp. 8-28, (2010); Kerehoma C., Connor J., Garrow L., Young C., Māori learners in workplace settings, (2013); Kukutai T., The problem of defining an ethnic group for public policy: Who is Māori and why does it matter?, Social Policy Journal of New Zealand, 23, pp. 86-108, (2004); McIntosh T., Māori identities: Fixed, fluid, forced, New Zealand identities: Departures and destinations, pp. 67-94, (2005); Māōri tertiary education framework: A report, (2003); Martin A., Rees M., Work integrated learning adds value! Student insights of the process, (2018); Our employment strategy: Everyone working to deliver a productive, sustainable and inclusive New Zealand, (2019); Tertiary education strategy 2014-19, (2014); Evidence brief for the tertiary education strategy, (2019); The tertiary education strategy, (2020); Palmer S., Young K., Campbell M., Developing an institutional evaluation of the impact of work-integrated learning on employability and employment, International Journal of Work-Integrated Learning, 19, 4, pp. 371-383, (2018); Patrick C.-j., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The WIL (work integrated learning) report: A national scoping study, (2008); Savage C., Ako Whakaruruhau - Supporting Māori apprenticeship success through mentoring and building employer capability, (2016); Savickas M. L., The theory and practice of career construction, Career development and counseling: Putting theory and research to work, pp. 42-70, (2005); Savickas M. L., Career counseling, (2011); Sciascia A., Māori learner success in tertiary education: Highlights from Ako Aotearoa supported research projects, (2017); Smith L., Decolonizing methodologies: Research and Indigenous Peoples, (2012); Sultana R. G., Career guidance in multicultural societies: Identity, alterity, epiphanies and pitfalls, British Journal of Guidance & Counselling, 45, 2, pp. 451-462, (2017); Sultana R. G., For a postcolonial turn in career guidance: The dialectic between universalisms and localisms, British Journal of Guidance & Counselling, (2020); Theodore R., Gollop M., Tustin K., Taylor N., Kiro C., Taumoepeau M., Kokaua J., Hunter J., Poulton R., Māori university success: What helps and hinders qualification completion, AlterNative: An International Journal of Indigenous Peoples, 13, 2, pp. 122-130, (2017); Walker R., Maori identity, Culture and identity in New Zealand, pp. 35-52, (1989); Williams J., The nature of the Māori community, (2000); Yorke M., Employability in higher education: What it is–What it is not, (2006)","L. Reid; Auckland University of Teachnology, Auckland, New Zealand; email: lynette.reid@aut.ac.nz","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85148107220"
"Sierra-Huedo M.L.; Foucart J.","Sierra-Huedo, Maria Luisa (57203996473); Foucart, Jennifer (48461144500)","57203996473; 48461144500","Intercultural And Professional Skills in Student Mobility to Boost Employability","2022","Journal of Intercultural Communication","22","3","","01","12","11","3","10.36923/jicc.v22i3.68","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143509792&doi=10.36923%2fjicc.v22i3.68&partnerID=40&md5=b51adb5348dc44947b77a58e83fdbc3f","Faculty of Communication and Social Sciences, San Jorge University, Spain; Faculty of Motor-Science, Université Libre de Bruxelles, 808 Route de Lennik, Bruxelles, 1070, Belgium","Sierra-Huedo M.L., Faculty of Communication and Social Sciences, San Jorge University, Spain; Foucart J., Faculty of Motor-Science, Université Libre de Bruxelles, 808 Route de Lennik, Bruxelles, 1070, Belgium","The internationalisation of higher education institutions is mainly focused on mobility programs. Increasingly programs try to improve the intercultural learning of their students through internationalising their curriculum and assessing their intercultural experiences. The purpose of this research was to evaluate the acquisition of intercultural competence and professional skills of higher education students during a specific short Erasmus+ mobility program. Thirty-two students came from four different countries and fields of study: Spain, Belgium, France, and China. A specific teaching methodology was used to promote the development of intercultural and professional competencies. A mixed methods approach was developed to collect data. The results showed that the students acquired intercultural competence and important professional skills. They improved their awareness of the importance of working in multicultural teams and settings; for 100% of them, this was just the first step in a developmental process. The participants reflected on their intercultural learning experiences and learned how to reflect and learn about intercultural and professional misunderstandings using coping mechanisms to face these issues. © 2022 by author(s).","assessment; higher education; Intercultural competence; internationalisation, COVID19; short mobility programs; soft competencies","","","","","","SINO-European, (2017-1-BE01-KA203-024756); European Commission, EC","3This research was financed by SINO-European interculturality valorizing professionalizing knowledge in institutional and corporate communication (2017-1-BE01-KA203-024756), with the support of the Erasmus+ programme of the European Union. This publication is the sole responsibility of the publisher, and that the European Commission is not liable for any use that may be made of the information.","Anquetil M., Mobilité Erasmus et communication interculturelle: une recherche action pour un parcours de formation, (2006); Balakrishnan K., Bava Harji M., Angusamy A., Intercultural Competence: Well-Being and Performance of Multicultural Teams, Journal of Intercultural Communication, 21, 2, pp. 82-96, (2021); Bennett J., The Sage encyclopedia of intercultural competence, (2017); Bennett M. J., Towards ethnorelativism: A developmental model of intercultural sensitivity, Education for the intercultural experience, pp. 21-71, (1993); Ciftci E. Y., Karaman A. C., No one is superior to another: intercultural competence development through a year-long international program, (2018); Crespi P., Garcia-Ramos J. M., Generic skills at university. Evaluation of a training program, Educación XX1, 24, 1, pp. 297-327, (2021); Creswell J. W, Creswell D. 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P., Maximizing study abroad: A students’ guide to strategies for language and culture learning and use, (2002); Paige R. M., Fry G. W., Stallman E. M., Josic J., Jon J. E., Study abroad for global engagement: the long‐term impact of mobility experiences, Intercultural Education, 20, sup1, pp. S29-S44, (2009); Papatsiba V., Des étudiants européens: “Erasmus”et l’aventure de l’altérité [European students: “Erasmus” and the adventure of being other], (2003); Pettigrew T., Intergroup contact theory, Annual Review Psychology, 49, pp. 65-85, (1998); Salynskaya T. V., Tuchkova I. G., Yasnitskaya A. A., An Investigation into Undergraduate Students’ Readiness for Intercultural Written Communication in a Foreign Language, Journal of Intercultural Communication, 21, 2, pp. 70-81, (2022); Serpa S., Caldeira S., Damiao Serpa M., Lalanda Goncalves R., Mateus Montenegro H., Estrela Rego I., Mobility in the Internationalisation of Higher Education Institutions, International Journal of Higher Education, 9, 4, pp. 46-60, (2020); Sobre M., Ehmer E., The Double-Edged Sword of Empathy: Two Migrant-Serving Organizations in South Texas, Journal of Intercultural Communication, 21, 2, pp. 17-33, (2021); Global Competitiveness Report 2019: How to end a lost decade of productivity growth, (2019)","M.L. Sierra-Huedo; Faculty of Communication and Social Sciences, San Jorge University, Spain; email: mlsierra@usj.es","","Immigrant Institutet","","","","","","14041634","","","","English","J. Intercultural Commun.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85143509792"
"Dávid H.; Gábor K.; Katalin L.","Dávid, Hajdú (57951853900); Gábor, Koncz (57222263050); Katalin, Lipták (57952721500)","57951853900; 57222263050; 57952721500","Training to help public workers enter the labour market in Borsod-Abaúj-Zemplén County, 2016–2020; [A közfoglalkoztatottak munkaerőpiacra való kilépését segítő képzések Borsod-Abaúj-Zemplén megyében, 2016–2020]","2022","Teruleti Statisztika","62","5","","510","537","27","0","10.15196/TS620502","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141144972&doi=10.15196%2fTS620502&partnerID=40&md5=f546e0928f24988d65e507a23270a115","Magyar Agrár- és Élettudományi Egyetem, Gazdaság- és Regionális Tudományi Doktori Iskola, Hungary; Miskolci Egyetem, Világ- és Regionális Gazdaságtan Intézet, Hungary","Dávid H., Magyar Agrár- és Élettudományi Egyetem, Gazdaság- és Regionális Tudományi Doktori Iskola, Hungary; Gábor K., Magyar Agrár- és Élettudományi Egyetem, Gazdaság- és Regionális Tudományi Doktori Iskola, Hungary; Katalin L., Miskolci Egyetem, Világ- és Regionális Gazdaságtan Intézet, Hungary","The study presents the process of catching up of persons excluded from the primary labour market who participated in the subsidised adult education of public workers in Borsod- Abaúj-Zemplén County between 2016 and 2020, and analyses the success of the training courses based on job placement indicators. The training of public workers enables participants to complete the basic education they have previously abandoned, and accelerates and improves their employability through labour market training and new vocational qualifications. In line with the uneven distribution of public workers across the county, the number of trainees also varies significantly from one area to another, but this is also strongly influenced by the concentration of training in district centres and the different labour market supply. The authors used data provided by the Ministry of Innovation and Technology on the number and distribution of training courses for public workers over the period under review, and conducted a primary survey between September 2019 and June 2021, using a questionnaire to explore the life circumstances, motivations and success rates of 1,285 trainees. However, successful completion of the courses did not necessarily have the expected labour market impact, as a higher proportion of public workers returned to the secondary labour market or became jobseekers after gaining the new qualification. Thus, they have not managed to break out of the triangle defined by the status of 'jobseeker-public worker-student in subsidised adult education'. This shows that they need a significant and complex effort to find a job in the primary labour market, and in many cases, attending training has become more important to them than using it to move on. The main objective of the research is to describe the main characteristics, motivations and internal and external barriers to employment of participants in public work training. In their research, the authors considered the geographical location and the hierarchy of municipalities within the county as a crucial aspect to identify inequalities. From secondary databases, they extracted the main characteristics of the training population and the spatial differences in job placement in the primary and secondary labour markets. Their primary survey, based on questionnaires, also allowed a detailed description of the characteristics of those taking part in training and of the barriers to finding a job. © 2022,Teruleti Statisztika. All rights reserved","Adult training; Employment; Public work; Unemployment; Willingness to work","","","","","","","","Alpek B. 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M., Értékteremtő közfoglalkoztatás periferikus vidéki terekben, Esély, 27, 1, pp. 30-56, (2016); Virag T, Zolnay J., Csapdába került önkormányzatok, csapdában tartott szegények - közfoglalkoztatás a Csereháton, Esély, 21, 1, pp. 119-130, (2010); Vusal A., Comparative study of labour market development in post-socialist Hungary and Azerbaijan since 1990, Regional Statistics, 12, 2, pp. 95-116, (2022); Zolnay J., Tartós munkapiaci kirekesztés, szegénység és társadalompolitikai válaszok — a kutatás kontextusa, A szociális segély csökkentésének hatásai a vidéki Magyarországon, 2012 — interdiszciplináris dokumentáció, pp. 10-23, (2013)","H. Dávid; Magyar Agrár- és Élettudományi Egyetem, Gazdaság- és Regionális Tudományi Doktori Iskola, Hungary; email: hajdu.david91@gmail.com","","Hungarian Central Statistical Office","","","","","","00187828","","","","English","Terul. Stat.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85141144972"
"Thompson J.; Soccio P.","Thompson, James (57699785600); Soccio, Pippa (57989563500)","57699785600; 57989563500","‘This is what gets people hired!’: Academic perspectives on employability skills in architecture and the potential impact of COVID-19","2022","Journal of Teaching and Learning for Graduate Employability","13","1","","127","141","14","1","10.21153/JTLGE2022VOL13NO1ART1555","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143153135&doi=10.21153%2fJTLGE2022VOL13NO1ART1555&partnerID=40&md5=dfe6d16efda544305f1ed6dc8e39af88","Faculty of Architecture, Building and Planning, University of Melbourne, Australia","Thompson J., Faculty of Architecture, Building and Planning, University of Melbourne, Australia; Soccio P., Faculty of Architecture, Building and Planning, University of Melbourne, Australia","This article presents findings from a recent study of academic perspectives towards employability in architecture. The aim of the study was to gauge the perceived impact of COVID-19 on employer values, and the degree to which these perceived changes were impacting teaching practices. Thematic analysis of data from semi-structured interviews with eight members of a postgraduate architecture community in Australia—including educators, practitioners, and students—revealed strong consensus. The relative value of skills such as teamwork and autonomy were deemed increasingly important following the widespread uptake of remote work. On the other hand, the value of competencies associated with the design process itself, as reflected in professional accreditation criteria, were perceived as stable. Most enlightening were participants’ views on how they believe employability skills are encouraged, observed and judged in academic contexts. By reinforcing how employability skill development tends to rely on the discipline’s tacit enculturation practices, this study raises critical questions about quality assurance and assessment practices within the architectural community. Embedded in these questions is the understanding that the challenge of employability skills assessment is entangled within the discipline’s failure to address its ongoing challenges around diversity, equity and inclusion. © 2022 Deakin University. All rights reserved.","accreditation; architecture; assessment; competency; COVID-19; Employability; enculturation; quality assurance","","","","","","","","Allen S., The future that is now, Architecture school: Three centuries of educating architects in North America, pp. 202-229, (2012); Anthony K. H., Design juries on trial: The renaissance of the design studio, (1991); The National Standard of Competency for Architects, (2021); Askland H. H., Ostwald M. 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L. H., An overview of the current policy and conceptual landscape of graduate employability, Developing and utilizing employability capitals: Graduates’ strategies across labour markets, pp. 1-15, (2020); Volkwein J. F., Lattuca L. R., Harper B. J., Domingo R. J., Measuring the impact of professional accreditation on student experiences and learning outcomes, Research in Higher Education, 48, pp. 251-282, (2006); Waite R., Lost, lonely and stressed’: How covid has hit architecture students, Architects’ Journal, (2021); Webster H., The architectural review: A study of ritual, acculturation and reproduction in architectural education, Arts and Humanities in Higher Education, 4, 3, pp. 265-282, (2005); Windsor C., Douglas C., Harvey T., Nursing and competencies—a natural fit: The politics of skill/competency formation in nursing, Nursing Inquiry, 19, 3, pp. 213-222, (2012); Wittenoom S., Razbash I., Lessons from the lockdowns, Part 2, (2021); Yanar A., Knowledge, skills, and indoctrination in studio pedagogy, Design studio pedagogy: Horizons for the future, pp. 63-73, (2007)","J. Thompson; Faculty of Architecture, Building and Planning, University of Melbourne, Australia; email: james.thompson1@unimelb.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85143153135"
"Geertshuis S.; Wass R.; Liu Q.","Geertshuis, Susan (6506564965); Wass, Rob (6602277660); Liu, Qian (57192192827)","6506564965; 6602277660; 57192192827","Equipping graduates with future-ready capabilities: an application of learning theories to higher education","2022","Teaching in Higher Education","","","","","","","2","10.1080/13562517.2022.2137399","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141018777&doi=10.1080%2f13562517.2022.2137399&partnerID=40&md5=05dee4a13411a8753ac2e51ab13c4366","Business School, University of Auckland, Auckland, New Zealand; Higher Education Development Centre, University of Otago, Dunedin, New Zealand","Geertshuis S., Business School, University of Auckland, Auckland, New Zealand; Wass R., Higher Education Development Centre, University of Otago, Dunedin, New Zealand; Liu Q., Higher Education Development Centre, University of Otago, Dunedin, New Zealand","Educators are responsible for developing generic graduate capabilities, but the theoretical justification for teaching techniques is infrequently articulated. This conceptual paper aims to provide theory-informed principles to guide teaching practice in developing future-focused generic capabilities. The paper describes future-focused generic capabilities and then considers how cognitive constructivist, transformational and social learning theories inform the development of these capabilities. From these theories, four principles (4Es) for teaching generic capabilities are identified: students need to 1) be Enthused to develop personally relevant generic capabilities, 2) have opportunities to Explore by intellectually and emotionally connecting learning to processes, topics and situations, 3) develop by purposefully Extending their capabilities within varied and progressively more complex contexts, and 4) be given opportunities to Exhibit their capabilities. We contend that the development of generic capabilities can be informed by this set of principles. By unearthing and researching them, educators can become more versatile, informed, and impactful. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","Employability; future-ready; generic capabilities; graduate attributes; learning theories; university teaching","","","","","","","","Al-Harthy I.S., Was C.A., Isaacson R.M., Goals, Efficacy and Metacognitive Self-Regulation a Path Analysis, International Journal of Education, 2, 1, pp. 1-20, (2010); Atkinson R.K., Derry S.J., Renkl A., Wortham D., Learning From Examples: Instructional Principles From the Worked Examples Research, Review of Educational Research, 70, 2, pp. 181-214, (2000); Baeten M., Kyndt E., Struyven K., Dochy F., Using Student-Centred Learning Environments to Stimulate Deep Approaches to Learning: Factors Encouraging or Discouraging Their Effectiveness, Educational Research Review, 5, 3, pp. 243-260, (2010); Bandura A., Human Agency in Social Cognitive Theory, American Psychologist, 44, 9, pp. 1175-1184, (1989); 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Geertshuis; Business School, University of Auckland, Auckland, 12 Grafton Rd, 1010, New Zealand; email: s.geertshuis@auckland.ac.nz","","Routledge","","","","","","13562517","","","","English","Teach. High. Educ.","Article","Article in press","","Scopus","2-s2.0-85141018777"
"Hernández-Fernández J.; Fontdevila C.; Marsán E.","Hernández-Fernández, Jimena (55200477000); Fontdevila, Clara (57189035691); Marsán, Erick (58112308800)","55200477000; 57189035691; 58112308800","POST-DUAL TRAINING TRANSITIONS IN MEXICO: APPRENTICES' STRATEGIES DURING THE COVID-19 LOCKDOWN","2022","Profesorado","26","3","","53","76","23","0","10.30827/profesorado.v26i3.23542","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148605903&doi=10.30827%2fprofesorado.v26i3.23542&partnerID=40&md5=f78f06bc033fc6daae4995f46c872732","Universidad Iberoamericana Ciudad de México, Mexico; University of Glasgow, United Kingdom","Hernández-Fernández J., Universidad Iberoamericana Ciudad de México, Mexico; Fontdevila C., University of Glasgow, United Kingdom; Marsán E.","The Mexican Model of Dual Training (MMDT) is a modality of technical and vocational education that combines work-based and school-based training at upper secondary school, with the aim to improve youth skills development and employability opportunities. The article explores how COVID-19, and specifically the lockdown period undergone by Mexico during 2020, affected the transitions of apprentices that completed the MMDT that year. In particular, the article explores whether and to what extent apprentices' aspirations and expectations were readjusted during their transition in times of COVID-19 lockdown. Also, we examine how the MMDT's capacity to provide equal opportunities for all apprentices changed in a context of full disruption of the economic and social life. To explore these themes, we rely on a longitudinal research design consisting of two waves of in-depth interviews with a sample of 52 apprentices in two states of Mexico (Coahuila and State of Mexico). The first wave of interviews took place in 2019 and the second wave in 2020, after apprentices completed the MMDT. Our results suggest it is possible to distinguish at least three distinct transition paths. We find thus a first group of apprentices who readjusted their aspirations by settling for a second-best option to access higher education and/or the labour market; a second group of apprentices with certain economic stability who could afford to stick to their original expectations; and a third group that relied on a delay strategy, by waiting for (education or labour) opportunities to improve and putting their plans on hold. We conclude that apprentices' socioeconomic status operated as a key mediating factor that modulated the opportunities and strategies available to these youngsters in their attempt to adapt and adjust their plans according to the circumstances. These findings shed light on the negative impact of the COVID-19 crisis on the equalizing potential of the MMDT. © 2022 Grupo de Investigacion FORCE. All rights reserved.","apprentices; COVID-19; educational aspirations; Mexico; occupational aspirations; transition from school to work","","","","","","Economic and Social Research Council, ESRC","Funding: The data collection was part of a larger research project entitled: ""Can dual apprenticeships create better and more equitable social and economic outcomes for youth? A comparative study of India and Mexico."" The study was funded by the Economic and Social Research Council (ESRC) and the Global Challenges Research Fund (GCRF). In this article we present the data collection for Mexico only.","Aldinucci A., Valiente O., Hurrell S., Zancajo A., Understanding aspirations: why do secondary TVET students aim so high in Chile?, Journal of Vocational Education & Training, pp. 1-22, (2021); Ball S. J., Maguire M., Macrae S., Choice, pathways and transitions post-16, (2000); Brull F.E., Improving Access to Better Job Opportunities for Students in an Apprenticeship-Based High School Program, (2022); Cote J. E., Towards a new political economy of youth, Journal of Youth Studies, 17, 4, pp. 527-543, (2014); Cote J. E., Youth studies: Fundamental issues and debates, (2014); Du Bois-Reymond M., Integrated transition policies for European young adults: Contradictions and solutions, Transitions from school to work: Globalization, individualization, and patterns of diversity, pp. 331-352, (2009); Furlong A., Cartmel F., Biggart A., Sweeting H., West P., Youth transitions: Patterns of vulnerability and processes of social inclusion, (2003); Furlong A., Handbook of youth and young adulthood. New perspectives and agendas, (2009); Furlong A., The changing landscape of youth and young adulthood, Routledge Handbook of Youth and Young Adulthood, (2016); Gale T., Parker S., Navigating change: a typology of student transition in higher education, Stud High Educ, 39, 5, pp. 734-753, (2014); Guzman Gomez C., Daños y saldos de la pandemia por covid-19 en escuelas vulnerables: el caso de los Telebachilleratos Comunitarios en México, (2020); Heinz W. R., Youth transitions in an age of uncertainity, Handbook of youth and young adulthood new perspectives and agendas, pp. 19-29, (2009); Hernandez-Fernandez J., Marsan E., Jacovkis J., Fontdevila C., Apprentices' trajectories in Mexico: from motivations to outcomes, (2021); Keskiner E., Youth Transitions among Descendants of Turkish Immigrants in Amsterdam and Strasbourg: A Generation in Transition, (2019); Kovacheva S., Jacovkis J., Startari S., Siri A., Are lifelong learning policies working for youth? Young people's voices, LIFELONG LEARNING POLICIES FOR YOUNG ADULTS IN EUROPE Navigating between Knowledge and Economy, (2020); Linneberg M., Korsgaard S., Coding qualitative data: a synthesis guiding the novice, Qualitative Research Journal, 19, 3, pp. 259-210, (2019); Lub V., Validity in Qualitative Evaluation, International Journal of Qualitative Methods, 14, 5, (2015); Modelo Mexicano de Formación Dual, (2013); Pilz M., Vocational Education and Training in Times of Economic Crisis, Lessons from Around the World, 24, (2017); Rodriguez-Abitia G., Coping with COVID-19 in Mexico: Actions for Educational Inclusion, Communications of the Association for Information Systems, 48, pp. 93-101, (2021); Roman Sanchez Y. G., Impactos sociodemográficos y económicos en la precariedad laboral de los jóvenes en México, Región y sociedad, 25, 58, pp. 165-202, (2013); Rudd P., Evans K., Structure and agency in youth transitions: student experiences of vocational further education, Journal of youth studies, 1, 1, pp. 39-62, (1998); Ryan P., Apprenticeship: Between theory and practice, school and workplace, The Future of Vocational Education and Training in a Changing World, pp. 402-432, (2012); ¿Qué es la SEMS? La educación media superior en el sistema educativo nacional, (2017); Nuevos lineamientos para la impartición de la Educación Dual del tipo medio superior permitirán beneficiar a un mayor número de estudiantes, escuelas y empresa, Boletines informativos SEMS, (2022); Estadística Educativa, (2021); Tanner J. L., Arnett J. J., The emergence of emerging adulthood: the new life stage between adolescence and young adulthood, Routledge Handbook of Youth and Young Adulthood, (2016); Tarabini A., Ingram N., Introduction. Setting the scene for the analysis, Educational Choices,Transitions and Aspirations in Europe, pp. 4-12, (2018); Tett L., Cree V. E., Christie H., From further to higher education: transition as an on-going process, High Educ, 73, pp. 389-406, (2017); Thalheim L., El Modelo Mexicano de Formación Dual en la inserción laboral de los jóvenes, (2018); Winn A. S., Weaver M. D., O'Donnell K. A., Sullivan J. P., Robbins R., Landrigan C. P., Barger L. K., Interns' perspectives on impacts of the COVID-19 pandemic on the medical school to residency transition, BMC Medical education, 21, 330, pp. 1-9, (2021); Zamora-Torres A.-I., Thalheim L., El Modelo Mexicano de Formación Dual como modelo educativo en pro de la inserción laboral de las y los jóvenes en México, Revista iberoamericana de educación superior, 11, pp. 48-67, (2020)","","","Grupo de Investigacion FORCE","","","","","","1138414X","","","","English","Profesorado","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85148605903"
"Prabha R.; Dhanalakshmi K.","Prabha, R. (57930788800); Dhanalakshmi, K. (57211314281)","57930788800; 57211314281","Using Regression Analysis to Establish the Relationship Between Perception on Outcome-Based Education and Employability Skills among Postgraduate Students","2022","Journal for ReAttach Therapy and Developmental Diversities","5","1","","50","57","7","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139993530&partnerID=40&md5=ded4337134e11f1fe0a011f7f8be8b11","Department of Education, Periyar University, Salem, India","Prabha R., Department of Education, Periyar University, Salem, India; Dhanalakshmi K., Department of Education, Periyar University, Salem, India","Purpose: The purpose of this study was to determine using regression analysis to establish the relationship between the perception of outcome-based education and the employability skills of postgraduate students. Methodology: The investigator adopted a descriptive survey method using o sample of 1110 post-graduate students from universities in various districts in Tamil Nadu. Sampling technique: The simple random sampling technique was used for the present study. Tools used: In the present study outcome-based education scale has been constructed and standardized for higher education levels among post-graduate students. This scale consists of 30 statements. The second tool used to find the employability skills scales was developed by the investigator. which contained 40 statements and six personal management skills, teamwork skills, positive attitude, fundamental skills, resilience, and ICT skills. Results: The results of the study showed that there is a significant influence of employability skills of postgraduate students in their perception of outcome-based education © 2022, Journal for ReAttach Therapy and Developmental Diversities.All Rights Reserved.","Employability skills; Perception of outcome-based education; Postgraduate students","","","","","","","","Akir O., Eng T. H., Malie S., Teaching and learning enhancement through outcome-based education structure and technology e-learning support, Procedia-Social and Behavioral Sciences, 62, (2012); Amirtharaj S., Chandrasekaran G., Thirumoorthy K., Muneeswaran K., A Systematic Approach for Assessment of Attainment in Outcome-based Education, Higher Education forthe Future, 9, 1, pp. 8-29, (2022); Ayala Calvo J. C., Manzano Garcia G., The influence of psychological capital on graduates’ perception of employability: the mediating role of employability skills, Higher Education Research & Development, 40, 2, pp. 293-308, (2021); Bhatti M., Alyahya M., Alshiha A. A., Qureshi M. G., Juhari A. S., Aldossary M., Exploring business graduates’ employability skills and teaching or learning techniques, Innovations in Education and Teaching International, pp. 1-11, (2022); Hillage J., Pollard E., Employability: developing a framework for policy analysis, (1998); Japee G., Oza P., Curriculum and evaluation in outcome-based education, Psychology and Education Journal, 58, 2, pp. 5620-5625, (2021); Kaliannan M., Chandran S. D., Empowering students through outcome-based education (OBE), Research in Education, 87, 1, pp. 50-63, (2012); Lowden K., Hall S., Elliot D., Lewin J., Employers’ perceptions of the employability skills of new graduates, (2011); Mohayidin M. G., Suandi T., Mustapha G., Konting M., Kamaruddin N., Man N. A., Abdullah S. N., Implementation of Outcome-Based Education in University Putra Malaysia: A Focus on Students' Learning Outcomes, International Education Studies, 1, 4, pp. 147-160, (2008); Nisha S. M., Rajasekaran V., Employability skills: A review, IUP Journal of Soft Skills, 12, 1, pp. 29-37, (2018); Rajaee N., Junaidi E., Taib S. N. L., Salleh S. F., Munot M. A., Issues and challenges in implementing outcome-based education in engineering education, International Journal for Innovation Education and Research, 1, 4, pp. 1-9, (2013); Robson J., Randhawa A., Keep E., Employability skills in mainstream education: Innovations in schooling and institutional isomorphism, British Educational Research Journal, 48, 1, pp. 120-136, (2022); Spady W. G., Outcome-Based Education: Critical Issues and Answers, (1994); Tan K., Chong M. C., Subramaniam P., Wong L. P., The effectiveness of outcome-based education on the competencies of nursing students: A systematic review, Nurse education today, 64, pp. 180-189, (2018); Wickramasinghe V., Perera L., Graduates', university lecturers' and employers' perceptions towards employability skills, Education+ Training, (2010)","R. Prabha; Department of Education, Periyar University, Salem, India; email: prabhaphd7@gmail.com","","ReAttach Therapy International Foundation","","","","","","25897799","","","","English","J. Reattach Ther. Dev. Diver.","Article","Final","","Scopus","2-s2.0-85139993530"
"Devasar N.","Devasar, Nitasha (57209255293)","57209255293","Looking Back to Look Forward","2022","Logos (Netherlands)","33","2-3","","11","19","8","0","10.1163/18784712-03104035","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85146166769&doi=10.1163%2f18784712-03104035&partnerID=40&md5=fb00b762853ae903eefb3d6cce2f722b","Taylor & Francis India and South Asia; Commercial Lead India, South Asia and Sub-Saharan Africa","Devasar N., Taylor & Francis India and South Asia, Commercial Lead India, South Asia and Sub-Saharan Africa","India is the second-largest book market in the world for English-language content. Indian publishing, predominantly educational and 75 per cent in English, is growing at a compound annual growth rate. Tracing the business's 75-year journey, this article highlights key phases and players that have shaped the way this industry looks today. Family businesses and international publishers have been an intrinsic part of the local publishing scene from the start. A large textbook market and growing general books market sustain them as new players continue to appear on the scene. The book-publishing ecosystem has historically included bookselling, distribution, and printing and in more recent times has expanded to edtech and telecoms. The COVID-19 experience has enhanced the need for collaborations in this ecosystem to sustain Indian publishing. Although the books market remains 90 per cent print, its sustainability requires e-resources that enhance, support, and test learning from these printed books. Finding suitable pricing models in a historically price-sensitive market is one of the key challenges. Government policy plays a key role in the direction and growth of Indian publishing. Tax, copyright, and education policies can pave the way for Indian publishing to be a research and skilling hub for this youthful nation. © 2022 LOGOS.","academic publishing; bridging the skill gap; education and employability; educational publishing; Indian publishing; National Education Policy (NEP) 2020; scholarly publishing","","","","","","","","Value Proposition of Indian Publishing: Trends, challenges, and future of the industry, (2021); Devasar N., What 2022 Brings for Higher Education and Indian Publishing, All About Book Publishing, (2022); Devasar N., Publishers on Publishing: Inside India's Book Business, (2018); Research futures: Drivers and scenarios for the next decade, (2019); Online Education in India: 2021, (2017); Malhotra D.N., 60 Years of Book Publishing in India 1947-2007, (2016); Nielsen, The India Book Market: Understanding the India Book Market, (2015); Census of India 2021","N. Devasar; Taylor & Francis India and South Asia; email: nitasha.devasar@tandfindia.com","","Brill Academic Publishers","","","","","","09579656","","","","English","Logos","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85146166769"
"Ivanova G.Y.; Alhrahsheh R.; Aboutaleb A.H.; Alazab A.M.","Ivanova, Ganka (57421655300); Alhrahsheh, Rakan (57201617442); Aboutaleb, Amoura Hassan (58000392300); Alazab, Ashraf Mohamed (57223987827)","57421655300; 57201617442; 58000392300; 57223987827","Teamworking and Concern for Standards as Part of Employability Readiness of the UAE Students’ Personality","2022","Journal of Social Studies Education Research","13","4","","188","208","20","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145041561&partnerID=40&md5=2b6ab2f94f5039bfcd12f16154b28a86","Al Ain University, United Arab Emirates; Kafrelsheikh University, Egypt","Ivanova G.Y., Al Ain University, United Arab Emirates; Alhrahsheh R., Al Ain University, United Arab Emirates; Aboutaleb A.H., Al Ain University, United Arab Emirates; Alazab A.M., Kafrelsheikh University, Egypt","In the time of globalization and technological revolution, we often witness that skillset required to go through life demands are changing dramatically; more digital literacy is required and specific soft skills. The last is a growing concern, especially for growing economies and societies, where involving the local workforce is a challenge. In the United Arab Emirates (UAE), the government places a huge emphasis on Emiratization and puts conditions on employers to include Emirati nationals in the workforce. Preparation for work starts with attitude, raised in the family, affected by the educational system, and includes specific personality factors in specific correlation. This study aims to provide light on the status of employability readiness of the UAE students, specifically team working and concern for standards as factors correlating with employability and shows its correlations. The last can be considered when updating university programs for preparing the UAE youth to take part in the global workforce. Results showed a strong relationship at the level of significance (α = 0.05) between concern for standards and employability, in addition, there is no effect of the gender variable (male, female) on the student's personality and the degree of his employability. © 2022, Association for Social Studies Educa. All rights reserved.","concern for standards; Employability; personality factors; team working","","","","","","","","Altman D. G., Bland J. M., Statistics notes: the normal distribution, BMJ (Clinical research ed.), 310, 6975, (1995); Brewer L., Enhancing youth employability: What? why? and how? Guide to core work skills, (2013); Cabezas-Gonzalez M., Casillas-Martin S., Garcia-Penalvo F. J., The Digital Competence of Pre-Service Educators: The Influence of Personal Variables, Sustainability, 13, 4, (2021); Clark R. E., Fostering the work motivation of individuals and teams, Performance Improvement, 42, 3, pp. 21-29, (2003); Coetzee M., Psychological career resources of working adults: A South African survey, South African Journal of Industrial Psychology, 34, 2, pp. 32-41, (2008); Di Fabio A., Cumbo T., Career management and employability, Counseling. Giornale Italiano di Ricerca e Applicazioni, 10, 1, (2017); Dacre Pool L., Developing graduate employability: The Career EDGE model and the importance of emotional intelligence, Graduate Employability in Context, pp. 317-338, (2017); Dacre Pool L., Qualter P., Emotional self-efficacy, graduate employability, and career satisfaction: Testing the associations, Australian Journal of Psychology, 65, 4, pp. 214-223, (2013); (2018); Fugate M., Kinicki A. J., A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, 3, pp. 503-527, (2008); Gapsalamov A., Bochkareva T., Vasilev V., Akhmetshin E., Anisimova T., Comparative analysis of education quality and the level of competitiveness of leader countries under digitalization conditions, Journal of Social Studies Education Research, 11, 2, pp. 133-150, (2020); Guilbert L., Bernaud J. L., Gouvernet B., Rossier J., Employability: review and research prospects, International Journal for Educational and Vocational Guidance, 16, 1, pp. 69-89, (2016); Hambali I., Examining the relevance of Indonesian vocational high school career outcomes to the labor market, Journal of Social Studies Education Research, 10, 1, pp. 133-155, (2019); Hashim M., The practice of employability teamwork skills, International Journal for Research in Vocational Education and Training, 1, 1, pp. 16-2, (2015); Madar A. R., Buntat Y., Elements of employability skills among students from community colleges Malaysia, Journal of Technical, Vocational & Engineering Education, l4, pp. 1-11, (2011); Omar N. H., Mohd R. H., Kassim A. C., Graduates’ Employability Skills Based on Current Job Demand through Electronic Advertisement, Current Research in Education and Social Studies, 3, pp. 58-67, (2020); Pallant J., SPSS survival manual, a step by step guide to data analysis using SPSS for windows, pp. 179-200, (2007); Paredes A. A., Rodriguez J. R., Employability skills and geographical location, Journal of Organizational Psychology, 21, 3, pp. 100-118, (2021); Misra R. K., Khurana K., Employability skills among information technology professionals: A literature review,’’, Procedia Computer Science, 122, pp. 63-70, (2017); Safta G., Cross-curricular competencies-access path to professional development, Procedia-Social and Behavioral Sciences, 203, pp. 348-354, (2015); Sekaran U., Bougie R., Research methods for business: A skill-building approach, (2016); Singh, Singh L. B., E-learning for employability skills: Students perspective, Procedia Comput. Sci, 122, pp. 400-406, (2017); Singh R., Chawla G., Agarwal S., Desai A., Employability and innovation: development of a scale, International Journal of Innovation Science, 9, 1, pp. 20-37, (2017); Shaleh M., Awad F., Rezki F., Counseling based on local wisdom for conflict settlement in the workplace: A case study in Kendari, Journal of Social Studies Education Research, 13, 1, pp. 125-142, (2022); Shinysherova G.B., Yessimov B. K., Childibayev J., Tuleubayev Z., Ziyayeva G.K, Alpysbaikyzy M., Organizationally-pedagogical aspect of preparation of students to professional activity in the process of educational practice, Journal of Social Studies Education Research, 9, 1, pp. 1-10, (2018); Tarman B., Effective leadership in culturally diverse schools, Energy Education Science and Technology Part B: Social and Educational Studies, 4, 2, pp. 1103-1114, (2012); United Arab Emirates and the 2030 Agenda for Sustainable Development, Excellence Implementation: Executive Summary, (2021); Van D., Heijden V., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006)","","","Association for Social Studies Educa","","","","","","13099108","","","","English","J. Soc. Stud. Educ. Res.","Article","Final","","Scopus","2-s2.0-85145041561"
"Zaid Abualkishik A.; Atassi R.; Singh A.; Elhoseny M.; Alwan A.A.; Iqbal R.; Khelifi A.","Zaid Abualkishik, Abedallah (57205175722); Atassi, Reem (57580511000); Singh, Abhilasha (57201570685); Elhoseny, Mohamed (57148260400); Alwan, Ali A. (24478345700); Iqbal, Razi (56377142400); Khelifi, Adel (15057867500)","57205175722; 57580511000; 57201570685; 57148260400; 24478345700; 56377142400; 15057867500","Outcomes-Based Assessment and Lessons Learned in ABET-CAC Accreditation: A Case Study of the American University in the Emirates","2022","Mobile Information Systems","2022","","1595126","","","","5","10.1155/2022/1595126","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137133722&doi=10.1155%2f2022%2f1595126&partnerID=40&md5=8e1940fae6260db6154d6e51d52eb078","American University in the Emirates, Dubai, United Arab Emirates; Higher College of Technology, Dubai, United Arab Emirates; University of Sharjah, Sharjah, United Arab Emirates; School of Theoretical & Applied Science, Ramapo College of New Jersey, Mahwah, NJ, United States; Ontario Tech University, Oshawa, Canada; Abu Dhabi University, Abu Dhabi, United Arab Emirates","Zaid Abualkishik A., American University in the Emirates, Dubai, United Arab Emirates; Atassi R., Higher College of Technology, Dubai, United Arab Emirates; Singh A., American University in the Emirates, Dubai, United Arab Emirates; Elhoseny M., University of Sharjah, Sharjah, United Arab Emirates; Alwan A.A., School of Theoretical & Applied Science, Ramapo College of New Jersey, Mahwah, NJ, United States; Iqbal R., Ontario Tech University, Oshawa, Canada; Khelifi A., Abu Dhabi University, Abu Dhabi, United Arab Emirates","ABET accreditation is sought globally for engineering and technology academic programs due to the quality, added value, and competitiveness it adds to students, program, and the university locally, regionally, and globally. Aligning with its mission to prepare students as global citizens for future career aspirations and lifelong learning through quality teaching, the American University in the Emirates (AUE) focuses on outcome-based education to ensure the employability of graduates and hence soon realized the significance of the Accreditation Board of Engineering and Technology-Computing Accreditation Commission (ABET-CAC) standard toward the Computer Science (CS) program. While pursuing ABET accreditation was challenging, the outcome was positive, and currently, the Computer Science Program, with its two specializations in Network Security and Digital Forensics is ABET-accredited. The process required support from all units within the institution and was a great learning experience for all stakeholders. ABET draws generic requirements to be fulfilled by a program seeking accreditation without a detailed procedure to achieve them. However, there is little information about achieving these requirements, especially criterion 4: continuous improvement, which most programs fail to comply with according to ABET. This study presented a comprehensive and reproducible methodology that addresses our successful efforts in aligning the CS program with ABET-CAC requirements by emphasizing criterion 4. This article reported the evaluation of Student Outcomes number one and two for the academic year 2020-2021 through a comprehensive framework. The framework showed data collection, data reporting and analysis, actions, and recommendations for the next academic cycle. The framework showed a mathematical model for calculating the Student Outcomes (SOs) attainment based on the mapped Course Learning Outcomes (CLOs). Finally, the recommendations were reported. We believe this article established a solid foundation that would be beneficial for insinuations pursuing ABET accreditation.  © 2022 Abedallah Zaid Abualkishik et al.","","Accreditation; Data acquisition; E-learning; Education computing; Engineering education; Network security; Professional aspects; ABET accreditation; Academic program; Added values; Case-studies; Computer science programs; Computing Accreditation Commission; Engineering and technology; Outcome-based assessment; Student outcomes; Student project; Students","","","","","","","Patil A., Codner G., Accreditation of engineering education: review, observations and proposal for global accreditation, European Journal of Engineering Education, 32, pp. 639-651, (2007); Abet, About us, (2021); Maki P.L., Assessing for Learning: Building a Sustainable Commitment across the Institution, (2010); Spady W.G., Outcome-Based Education: Critical Issues and Answers, (1994); Amy Driscoll S.W., Developing Outcomes-Based Assessment for Learner-Centered Education: A Faculty Introduction, (2007); Almuhaideb A.M., Saeed S., Fostering sustainable quality assurance practices in outcome-based education: lessons learned from ABET accreditation process of computing programs, Sustainability, 12, 20, (2020); Abet, ABET accreditation, (2021); Csab, CSAB about us, (2021); Yue X., Copus B., Park H., Yousef M., Tian S., Revising an accredited computer science program at a public regional university to meet new ABET guidelines, J. Comput. Sci. Coll., 34, 4, (2019); Almuhaideb A.M., Saeed S., A process-based approach to ABET accreditation: a case study of a cybersecurity and digital forensics program, Journal of Information Systems Education, 32, 2, pp. 119-133, (2021); Harmanani H.M., An outcome-based assessment process for accrediting computing programmes, European Journal of Engineering Education, 42, 6, pp. 844-859, (2017); Rababaah A.R., Al Maati S.A., Rabaa'i A.A., Comprehensive guidelines for ABET accreditation of a computer science program: the case of the American University of Kuwait, International Journal of Teaching and Case Studies, 8, 23, (2017); Shafi A., Saeed S., Bamarouf Y.A., Iqbal S.Z., Min-Allah N., Alqahtani M.A., Student outcomes assessment methodology for ABET accreditation: a case study of computer science and computer information systems programs, IEEE Access, 7, (2019); Mudasser F., Wyne M., Farahani A., Zhang L., ABET Accreditation: Lessons Learned, (2018); Al-Yahya S.A., Abdel-Halim M.A., A successful experience of ABET accreditation of an electrical engineering program, IEEE Transactions on Education, 56, pp. 165-173, (2013); Abet, Criteria for Accrediting Computing Programs, (2021); Iqbal Khan M., Mourad S.M., Zahid W.M., Developing and qualifying civil engineering programs for ABET accreditation, Journal of King Saud University - Engineering Sciences, 28, 1, (2016); Lending D., Mathieu R.G., Workforce preparation and ABET assessment, pp. 136-141; Aue, American university in the Emirates, (2022); Aue, College of computer information technology, (2022); Aue, American university in the Emirates, (2021); Abet, Student Outcomes and Performance Indicators, (2017); Gurocak H., Chen L., Kim D., Jokar A., Assessment of program outcomes for ABET accreditation, Am. Soc. Eng. Educ., (2009); Gamadi T.D., Disque B., Watson M., Heinze L., Effective Student Outcomes Assessment Plan Reform Strong Undergraduate Curriculum Plan; Susan M.B., The art and science of classroom assessment: the missing part of pedagogy, Choice Rev. Online, 38, (2000); Anand G., Ward P.T., Tatikonda M.V., Schilling D.A., Dynamic capabilities through continuous improvement infrastructure, Journal of Operations Management, 27, 6, pp. 444-461, (2009); Crest P., Program Assessment Handbook, (2010); Gardiner L.F., Assessment essentials: planning, implementing, and improving assessment in higher education, The Journal of Higher Education, 73, pp. 302-305, (2002); State K., Six steps to continuous improvement of student learning, (2021); Garry B.G., Applied ABET student outcome continuous improvement process; Rogers G., 'When is enough enough?'"" ABET community matters newsletter, (2007); Ieee, Acm, Society I.C., Curricula Recommendations, (2021); Abet, ABET Computing Accreditation Commission, (2018); Abdul Kadir K., Ahmad Arshad D., Johari J., Resistance to change of academics towards accreditation, Journal of Business and Social Review in Emerging Economies, 2, 2, pp. 127-134, (2016); Vykydal D., Folta M., Nenadal J., A study of quality assessment in higher education within the context of sustainable development: a case study from Czech Republic, Sustainability, 12, pp. 4769-4811, (2020); Singh N., Kumar V., Gunjan, Kadiyala R., Qin X., Performance evaluation of SeisTutor using cognitive intelligence-based ""kirkpatrick model, Thippa Reddy Gadekallu. Applications of Continual Learning in Cognitive-Based Healthcare Recommender Systems, 2022; Abouelenein Y.A.M., Training needs for faculty members: towards achieving quality of University Education in the light of technological innovations, Educational Research Review, 11, 13, pp. 1180-1193, (2016); Premalatha K., Course and program outcomes assessment methods in outcome-based education: a review, Journal of Education, 199, pp. 111-127, (2019); Arafeh S., Curriculum mapping in higher education: a case study and proposed content scope and sequence mapping tool, Journal of Further and Higher Education, 40, 5, pp. 585-611, (2016); Kezar A., Bottom-up/top-down leadership: contradiction or hidden phenomenon, The Journal of Higher Education, 83, 5, pp. 725-760, (2012); Keeling R.P., Underhile R.I.C., Wall A.F., Horizontal and vertical structures the dynamics of organization in higher education, Liberal Education, 93, 4, (2007); Paul P.K., Need of ischools in developing countries, Vijender Kumar Solanki, Vinit Kumar Gunjan, Lecture Notes in Electrical Engineering, (2020)","","","Hindawi Limited","","","","","","1574017X","","","","English","Mob. Inf. Sys.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85137133722"
"Malm J.; Collins J.; Nel C.; Smith L.; Carey W.; Miller H.; Khagram K.; Zaccagnini M.","Malm, Joakim (7102065224); Collins, Julie (57451294200); Nel, Char (57450216900); Smith, Liesl (57212896645); Carey, William (57217176716); Miller, Heather (57639830700); Khagram, Kimm (57450574300); Zaccagnini, Melissa (57206892094)","7102065224; 57451294200; 57450216900; 57212896645; 57217176716; 57639830700; 57450574300; 57206892094","Transferable Skills Gained by Student Leaders in International SI-PASS Programs","2022","International Journal of Learning in Higher Education","29","1","","65","82","17","2","10.18848/2327-7955/CGP/V29I01/65-82","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124545181&doi=10.18848%2f2327-7955%2fCGP%2fV29I01%2f65-82&partnerID=40&md5=2c9cf0b38e1204e9810607083b4e4f1f","Lund University, Sweden; University of Missouri, Kansas City, United States; North-West University, South Africa; Nelson Mandela University, South Africa; Munster Technological University, Ireland; University of Missouri Kansas City, United States; University of Guelph, Canada; University of Wollongong, Australia","Malm J., Lund University, Sweden; Collins J., University of Missouri, Kansas City, United States; Nel C., North-West University, South Africa; Smith L., Nelson Mandela University, South Africa; Carey W., Munster Technological University, Ireland; Miller H., University of Missouri Kansas City, United States; Khagram K., University of Guelph, Canada; Zaccagnini M., University of Wollongong, Australia","Supplemental Instruction/Peer Assisted Study Sessions (SI-PASS) is a peer learning program used worldwide to improve students’ learning and performance in challenging courses in higher education. A bonus effect of the program is the transferable skills that the student leaders may develop when facilitating the study sessions. These student leaders can potentially gain communication, group management, and other personal skills that are useful later in life. The relatively few studies devoted to this topic suggest that this is the case; however, these earlier studies have several limitations. They cover only one SI-PASS program, raise generalizability questions, and frequently use their own definitions of skills gained by student leaders that seldom are linked to employability skills. Furthermore, it is rare that these studies include former leaders and their use of the developed skills in working life. This study addresses these limitations for a broader understanding of skills gained by SI-PASS Leaders and how these skills transfer to a job environment. The study includes student leaders from three SI-PASS programs in three countries across three continents. Two questionnaires were used—one for active SI-PASS Leaders and one for former student leaders who graduated from their university. The results show that the SI-PASS Leaders gained transferable skills within several areas, primarily in communication and group management. This skill improvement is independent of the SI-PASS program. The study also shows that most former leaders report the use of these developed skills both in the application/hiring process as well as in the job itself. © 2022","Peer Assisted Study Sessions; Peer Learning; Student Leaders; Supplemental Instruction; Transferable Skills","","","","","","","","The LEAP Vision for Learning: Outcomes, Practices, Impact, and Employers’ View, (2011); Andrews Jane, Higson Helen, Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Barrie Simon C., A Research-based Approach to Generic Graduate Attributes Policy, Higher Education Research & Development, 23, 3, pp. 261-275, (2004); Barrie Simon C., Understanding What We Mean by the Generic Attributes of Graduates, Higher Education, 51, pp. 215-241, (2006); Barrie Simon, Hughes Clair, Crisp Geoffrey, Bennison Anne, Assessing and Assuring Australian Graduate Learning Outcomes: Principles and Practices within and across Disciplines, (2014); Blanc Robert A., DeBuhr Larry E., Martin Deanna C., Breaking the Attrition Cycle: The Effects of Supplemental Instruction on Undergraduate Performance and Attrition, Journal of Higher Education, 54, 1, pp. 80-90, (1983); Bowles Tyler J., McCoy Adam C., Bates Scott, The Effect of Supplemental Instruction on Timely Graduation, College Student Journal, 42, 3, pp. 853-859, (2008); Capstick Stuart, Benefits and Shortcomings of Peer Assisted Learning (PAL) in Higher Education: An Appraisal by Students, (2004); Carr Robert A., Evans-Locke Kylie, Abu-Saif Hanan, Boucher Renee, Douglas Karen, Peer-Learning to Employable: Learnings from an Evaluation of PASS Attendee and Facilitator Perceptions of Employability at Western Sydney University, Journal of Peer Learning, 11, pp. 41-64, (2018); Chan Cecilia K. Y., Fong Emily T. Y., Luk Lillian Y. Y., Ho Robbie, A Review of Literature on Challenges in the Development and Implementation of Generic Competencies in Higher Education Curriculum, International Journal of Educational Development, 57, pp. 1-10, (2017); Chilvers Lucy, Waghorne Joseph, Exploring PASS Leadership beyond Graduation, Journal of Peer Learning, 11, pp. 5-26, (2018); Congos Dennis, Stout Barbara, The Benefits of Supplemental Instruction (SI) Leadership Experience after Graduation, Research & Teaching in Developmental Education, 20, 1, pp. 29-41, (2003); Couchman Judith A., An Exploration of the ‘Lived Experience’ of One Cohort of Academic Peer Mentors at a Small Australian University, Journal of Peer Learning, 2, pp. 87-110, (2009); Dawson Phillip, van der Meer Jacques, Skalicky Jane, Cowley Kym, On the Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-Assisted Study Sessions Literature between 2001 and 2010, Review of Educational Research, 84, 4, pp. 609-639, (2014); De La Harpe Barbara, Radloff Alex, Wyber John, Quality and Generic (Professional) Skills, Quality in Higher Education, 6, 3, pp. 231-243, (2000); (2019); Donelan Maureen, Kay Peter, Supplemental Instruction: Students Helping Students’ Learning at University College London (UCL) and University of Central Lancashire (UCLAN), International Journal of Legal Education, 32, 3, pp. 287-299, (1998); Drummond Ian, Nixon Iain, Wiltshire John, Personal Transferable Skills in Higher Education: The Problems of Implementing Good Practice, Quality Assurance in Education, 6, 1, pp. 19-27, (1998); Eller James L., Milacci Fred A., Moving In, Through, and Out of the Supplemental Instruction (SI) Leader Experience, Supplemental Instruction Journal, 3, 1, pp. 38-63, (2017); Ford Neil, Thackeray Charlotte, Barnes Paul, Hendrickx Katharina, Peer Learning Leaders: Developing Employability through Facilitating the Learning of Other Students, Journal of Learning Development in Higher Education Special Edition, pp. 1-23, (2015); Gill Melanie, McConnell Catherine, ’What’s in It for Me?’—An Investigation into the Motivations, Challenges and Benefits of Peer Leadership in a School of Education, Student Engagement and Experience Journal, 5, 1, pp. 1-16, (2016); Hurley Maureen, Jacobs Glen, Gilbert Melinda, The Basic SI Model, Supplemental Instruction: New Visions for Empowering Student Learning. 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A Study of UK Graduates’ Preferences, Human Resource Management Journal, 13, 1, pp. 5-26, (2003); Knight Peter, Yorke Mantz, Employability: Judging and Communicating Achievements, (2004); Laurs Deborah E., Perceived Impact of PASS Leadership Experience on Student Leaders’ Transferable Skills Development, Journal of Peer Learning, 11, pp. 27-40, (2018); Lockie Nancy M., Van Lanen Robert J., Impact of the Supplemental Instruction Experience on Science SI Leaders, Journal of Developmental Education, 31, 3, pp. 2-14, (2008); Lozada Neva, Johnson Ane Turner, Bridging the Supplemental Instruction Leader Experience and Post-Graduation Life, Learning Assistance Review, 23, 1, pp. 95-114, (2018); Lozada Neva, The Benefits of Supplemental Instruction (SI) for the SI Leader, Supplemental Instruction Journal, 3, 1, pp. 64-79, (2017); Malm Joakim, Bryngfors Leif, Morner Lise-Lotte, Benefits of Guiding Supplemental Instruction Sessions for SI Leaders: A Case Study for Engineering Education at a Swedish University, Journal of Peer Learning, 5, pp. 32-41, (2012); Malm Joakim, Bryngfors Leif, Morner Lise-Lotte, The Potential of Supplemental Instruction in Engineering Education—Helping New Students to Adjust to and Succeed in University Studies, European Journal of Engineering Education, 40, 4, pp. 347-365, (2014); Malm Joakim, Bryngfors Leif, Carey William, Holmer Arthur, Morner Lise-Lotte, Ody Marcia, Supplemental Instruction (SI) in Europe: An Overview of Current SI Programmes, Supplemental Instruction III: Organisation and Leadership, (2021); Martin Deanna, Foreword, Journal of Peer Learning, 1, pp. 3-5, (2008); McIntosh Emily A., Working in Partnership: The Role of Peer Assisted Study Sessions in Engaging the Citizen Scholar, Active Learning in Higher Education, 20, 3, pp. 233-248, (2017); McPhail Ruth, Despotovic William Vuk, Fisher Ron, Follow the Leader: Understanding the Impact Being a PASS Leader Has on Self-Efficacy, Journal of Peer Learning, 5, pp. 1-18, (2012); Norton Stuart, Dalrymple Roger, Enhancing Graduate Employability: A Case Study Compendium, (2020); Ody Marcia, Carey William, Peer Education, Student Engagement Handbook: Practice in Higher Education, pp. 291-312, (2013); Podolsky Tim, Building Leadership Skills: A Small Cohort Study of the Associated Benefits of Being an SI Leader, Supplemental Instruction Journal, 3, 1, pp. 6-23, (2017); Scott Carole A., McLean Angela, Golding Clinton, How Peer Mentoring Fosters Graduate Attributes, Journal of Peer Learning, 12, pp. 29-44, (2019); Skalicky Jane, Caney Annaliese, PASS Student Leader and Mentor Roles: A Tertiary Leadership Pathway, Journal of Peer Learning, 3, pp. 24-37, (2010); Skipper Tracy L., Keup Jennifer R., The Perceived Impact of Peer Leadership Experiences on College Academic Performance, Journal of Student Affairs Research and Practice, 54, 1, pp. 95-108, (2017); Solem Michael, Cheung Ivan, Beth Schlemper M., Skills in Professional Geography: An Assessment of Workforce Needs and Expectations, Professional Geographer, 60, 3, pp. 356-373, (2008); Stout Lisa, McDaniel Amelia, Benefits to Supplemental Instruction Leaders, New Directions for Teaching and Learning, 106, pp. 55-62, (2006); Succi Chiara, Canovi Magali, Soft Skills to Enhance Graduate Employability: Comparing Students and Employers’ Perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Suleman Fatima, The Employability Skills of Higher Education Graduates: Insights into Conceptual Frameworks and Methodological Options, Higher Education, 76, pp. 263-278, (2018); Tran Christina, Hartmann Kelly, Olsker Todd Cadwallader, Bonsangue Martin, The Impact of Supplemental Instruction on the SI Leader, Supplemental Instruction Journal, 2, 1, pp. 6-18, (2016); Skills for Holistic Human Development, Asia Pacific Education Policy Brief 2, (2014); 2014 Regional Study on Transversal Competencies in Education Policy and Practice (Phase II) School and Teaching Practices for Twenty-First Century Challenges: Lessons from the Asia-Pacific Region, ERI-Net Asia-Pacific Regional Policy Series, (2016); Young Dallin George, The Case for an Integrated Approach to Transition Programmes at South Africa’s Higher Education Institutions, Journal of Student Affairs in Africa, 4, 1, pp. 17-32, (2016); Yunus Kamarul, Li Kang Siew, Matching Job Skills with Needs, Business Times, (2005); Zacharopoulou Amanda, Giles Melanie, Condell Joan, Enhancing PASS Leaders’ Employability Skills through Reflection, Journal of Learning Development in Higher Education Special Edition, pp. 1-19, (2015); Zaritsky Joyce Ship, Toce Andi, Supplemental Instruction at a Community College: The Four Pillars, Supplemental Instruction: New Visions for Empowering Student Learning. New Directions for Teaching and Learning, 106, pp. 23-31, (2006)","J. Malm; Centre for Engineering Education, Lund University, Lund, PO Box 118/Ole Römers Väg 3, S-22100, Sweden; email: Joakim.Malm@lth.lu.se","","Common Ground Research Networks","","","","","","23277955","","","","English","Int. J. Learn. High. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85124545181"
"Weilage C.; Maráz G.","Weilage, Christopher (57482487100); Maráz, Gabriella (57856303700)","57482487100; 57856303700","Online Study’s Influence on International Student Employability Factors in Germany: Germany Vs. Overseas Based Students","2022","Journal of Teaching in International Business","33","1","","7","30","23","1","10.1080/08975930.2022.2089441","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136501427&doi=10.1080%2f08975930.2022.2089441&partnerID=40&md5=9d4582560c978ef4824dd771856e81c5","Munich Business School, International Management, Munich, Germany","Weilage C., Munich Business School, International Management, Munich, Germany; Maráz G., Munich Business School, International Management, Munich, Germany","Many graduate students enroll in a program abroad to obtain an international education and afterward obtain employment in the host country. The purpose of this research was to evaluate the influence of imposed nonresident status program participation on international graduate level students regarding future employment in Germany. Students were divided between resident and nonresident status and evaluated based on L2 language, development of basic German cultural values and creation of social capital. COVID-19 presented a unique opportunity to evaluate online education for employment preparedness in a foreign country as the participants could not self-select enrollment status. Results from a sample of 91 students indicate that a difference between resident and nonresident status exists–leading to likely employment challenges. Beneficiaries of the results are international business educators, reviewing or designing programs with online aspects, and university and tertiary education institutions, due to insights for enhancing employability for all students, and students, seeking a program abroad and interested in seeking employment in the country. Further, the study offers value to companies recruiting graduate level students from online programs by developing awareness about their integration into a foreign market. © 2022 Taylor & Francis Group, LLC.","COVID-19; employability; Germany; Online learning; social capital; study abroad","","","","","","","","Adler P.S., Kwon S.-W., Social Capital: Prospects for a New Concept, Academy of Management Review, 27, 1, pp. 17-40, (2002); Ager A., Strang A., Understanding Integration: A Conceptual Framework, Journal of Refugee Studies, 21, 2, pp. 166-191, (2008); Aggarwal R., Wu Y., Cross-Cultural Competence Development for Business Students, Journal of Teaching in International Business, 32, 2, pp. 103-108, (2021); Batistic S., Tymon A., Networking Behaviour, Graduate Employability: A Social Capital Perspective, Education + Training, 59, 4, pp. 374-388, (2017); Bennett M., Defining, Measuring, and Facilitating Intercultural Learning: A Conceptual Introduction to the Intercultural Education Double Supplement, Intercultural Education, (2009); Bloch B., Regional Studies for International Business: A German Perspective, Journal of Teaching in International Business, 8, 3, pp. 45-65, (1996); Sprachkenntnisse für Deutschland, Blue-Card-Jobs.com, (2012); Bolton J., Einführung in die interkulturelle Wirtschaftskommunikation 3. Auflage, (2018); Bossler M., Kubis A., Moczall A., Neueinstellungen im Jahr 2016: Große Betriebe haben im Wettbewerb um Fachkräfte oft die Nase vorn, (Kurzbericht | IAB 18/2017), Nürenburg, (2017); Burt R.S., Structural Holes: The Social Structure of Competition, (1995); Castaneda M., Zirger M., Making the Most of the “New” Study Abroad: Social Capital and the Short‐Term Sojourn, Foreign Language Annals, 44, 3, pp. 544-564, (2011); Corrales K.A., Lombana-Coy J., Rey-Paba L., Fostering Global Competence in International Business Students on a Latin American Campus, Journal of Teaching in International Business, 32, 1, pp. 81-101, (2021); De Paepe L., Student Performance in Online and face-to-face Second Language Courses: Dutch L2 in Adult Education, Journal of Educational Sciences, 37, 1, pp. 66-76, (2018); Deardorff D.K., Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization, Journal of Studies in International Education, 10, 3, pp. 241-266, (2006); Dwyer M.M., More Is Better: The Impact of Study Abroad Program Duration, Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 1, pp. 151-164, (2004); Gai L., Xu C., Pelton L., A Netnographic Analysis of Prospective International Students’ decision-making Process: Implications for Institutional Branding of American Universities in the Emerging Markets, Journal of Marketing for Higher Education, pp. 1-18, (2016); Findings of the DAAD Snapshot Survey on enrolment figures of in- ternational students in the 2021/22 winter semester, (2021); Hall E., Hall R., Hidden Differences. Studies in International Communication. How to Communicate with the Germans, (1983); Herder J.G., Ideen zur Philosophie der Geschichte der Menschheit: Band 2, (1786); Hofstede G., Culture’s Consequences: International Differences in Work-Related Values, (1980); House J., Communicative Styles in English and German, European Journal of English Studies, 10, 3, pp. 249-267, (2006); Stellenerhebung_kb0416 | Institut für Arbeitsmarkt- und Berufsforschung, (2016); Janson M., Infografik: Darum fallen Bewerber bei Unternehmen durch, (2019); Lascu D.-N., Kenman L.F., International Business-Related Perceptions and Preferences of Future Global Managers, Journal of Teaching in International Business, 11, 4, pp. 81-98, (1999); Lin N., A Network Theory of Social Capital, The Handbook of Social Capital, pp. 353-357, (2008); McLeay F., Lichy J., Asaad F., Insights for a post-Brexit Era: Marketing the UK as a Study Destination–An Analysis of Arab, Chinese, and Indian Student Choices, Journal of Strategic Marketing, 28, 2, pp. 161-175, (2020); Neff P., Apple M., Short-term and long-term Study Abroad: The Impact on Language Learners’ Intercultural Communication, L2 Confidence, and Sense of L2 Self, Journal of Multilingual and Multicultural Development, pp. 1-17, (2020); Neuhauser C., Learning Style and Effectiveness of Online and Face-to-Face Instruction, American Journal of Distance Education, 16, 2, pp. 99-113, (2002); Oswald-Egg M.E., Renold U., No Experience, No Employment: The Effect of Vocational Education and Training Work Experience on Labour Market Outcomes after Higher Education, Economics of Education Review, 80, (2021); Paige R., Fry G., Stallman E., Josic J., Jon J.-E., Study Abroad for Global Engagement: The long-term Impact of Mobility Experiences, Intercultural Education, 20, sup1, pp. S29-S44, (2009); Ramirez E., Influence of Students’ Interactions Abroad on Developing Intercultural Competence, Journal of Teaching in International Business, 30, 1, pp. 57-76, (2019); Ramirez-Correa P.E., Arenas-Gaitan J., Rondan-Cataluna F.J., Gender and Acceptance of E-Learning: A Multi-Group Analysis Based on A Structural Equation Model among College Students in Chile and Spain, PLoS ONE, 10, 10, (2015); Rog T., Moros-Palys Z., Wrobel A., Ksiazek M., Intercultural Competence and L2 Acquisition in the Study Abroad Context, The Journal of Intercultural Communication, 20, 1, pp. 76-91, (2020); Rudmin F., Constructs, Measurements and Models of Acculturation and Acculturative Stress, International Journal of Intercultural Relations, 33, 2, pp. 106-123, (2009); Sercu L., The foreign language and intercultural competence teacher: the acquisition of a new professional identity, Intercultural Education, 17, 1, pp. 55-72, (2006); Shelley D., Swartz L., Cole M., A Comparative Analysis of Online and Traditional Undergraduate Business Law Classes, Ijicte, 3, pp. 10-21, (2007); Sitzmann T., Kraiger K., Stewart D., Wisher R., The Comparative Effectiveness of Web-based and Classroom Instruction: A meta-analysis, Personnel Psychology, 59, 3, pp. 623-664, (2006); Hochschul-Bildungs-Report 2020–Bericht 2015, Stifterverband, (2015); Sullivan P., Gender Differences and the Online Classroom: Male and Female College Students Evaluate Their Experiences, Community College Journal of Research and Practice, 25, 10, pp. 805-818, (2001); Vom Hörsaal in den Betrieb? Internationale Studierende beim Berufseinstieg in Deutschland, (2017); Thomas A., Psychologie interkulturellen Handelns, (2003); Tran L.T., Mobility as ‘Becoming’: A Bourdieuian Analysis of the Factors Shaping International Student Mobility, British Journal of Sociology of Education, 37, 8, pp. 1268-1289, (2016); Tran L.T., Rahimi M., Tan G., Dang X.T., Le N., Post-study Work for International Graduates in Australia: Opportunity to Enhance Employability, Get a Return on Investment or Secure Migration?, Globalisation, Societies and Education, 18, 5, pp. 495-510, (2020); Trooboff S., Vande Berg M., Rayman J., Employer Attitudes toward Study Abroad, Frontiers: The Interdisciplinary Journal of Study Abroad, 15, 1, pp. 17-33, (2008); Vande Berg M., Connor-Linton J., Paige R.M., The Georgetown Consortium Project: Interventions for Student Learning Abroad, Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 1, pp. 1-75, (2009); Weilage C., Effektivität des medial vermittelten Wissenstransfers im Sprachtraining, (2012); White L., Valk R., Dialmy A., What Is the Meaning of ‘On Time’? The Sociocultural Nature of Punctuality, Journal of Cross-Cultural Psychology, 42, 3, pp. 482-493, (2011); Wolff F., Borzikowsky C., Intercultural Competence by International Experiences? An Investigation of the Impact of Educational Stays Abroad on Intercultural Competence and Its Facets, Journal of Cross-Cultural Psychology, 49, 3, pp. 488-514, (2018)","C. Weilage; Munich Business School, International Management, Munich, Germany; email: Christopher.Weilage@munich-business-school.de","","Routledge","","","","","","08975930","","","","English","J. Teach. Int. Bus.","Article","Final","","Scopus","2-s2.0-85136501427"
"Sánchez-Ramírez J.M.; Íñigo-Mendoza V.; Marcano B.; Romero-García C.","Sánchez-Ramírez, José Manuel (58068289400); Íñigo-Mendoza, Victoria (57200626224); Marcano, Beatriz (57209532262); Romero-García, Carmen (57194010046)","58068289400; 57200626224; 57209532262; 57194010046","DESIGN AND VALIDATION OF AN ASSESSMENT RUBRIC OF RELEVANT COMPETENCIES FOR EMPLOYABILITY","2022","Journal of Technology and Science Education","12","2","","426","439","13","2","10.3926/jotse.1397","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134363790&doi=10.3926%2fjotse.1397&partnerID=40&md5=e8b734c325312e36442855fc5c730f2a","Universidad Internacional de La Rioja (Spain), Spain","Sánchez-Ramírez J.M., Universidad Internacional de La Rioja (Spain), Spain; Íñigo-Mendoza V., Universidad Internacional de La Rioja (Spain), Spain; Marcano B., Universidad Internacional de La Rioja (Spain), Spain; Romero-García C., Universidad Internacional de La Rioja (Spain), Spain","This article highlights the importance of promoting relevant competencies for employability in vocational training students, while considering the demands of the globalized world. The objective was to design and validate an assessment rubric of relevant competencies for employability. Seven competencies were selected: problem-solving, teamwork, adaptive capacity, communication, creativity, leadership and decision-making. A rubric was designed in which three command levels were established: low, medium and high, along with their respective indicators. A content validation process was also used by means of expert judgement. Ten (10) expert judges were selected to carry out a quantitative and qualitative validation in three stages and the indicators were modified until Aiken’s V coefficients of ≥ 0.80 (p = 0.05) were obtained for all indicators of the established competencies. It is concluded that the rubric is valid enough to assess relevant competencies for employability in vocational training students. © 2022. Journal of Technology and Science Education. All Rights Reserved.","Assessment rubrics; Competencies; Content validity; Employability","","","","","","","","Akbari M., Nguyen H.M., McClelland R., Van Houdt K., Design, implementation and academic perspectives on authentic assessment for applied business higher education in a top performing Asian economy, Education + Training, 64, 1, pp. 69-88, (2022); Alarcon R., La formación para el trabajo y el paradigma de formación por competencias, Calidad en la educación, 16, (2018); Alonso-Saez I., Arandia-Lorono M., 15 años desde la Declaración de Bolonia. 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[Percepción de los ejecutivos sobre las 10 principales habilidades sociales necesarias en el lugar de trabajo actual, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Robles P., Rojas M.D.C., La validación por juicio de expertos: dos investigaciones cualitativas en Lingüística aplicada, Revista Nebrija de Lingüística Aplicada, 18, pp. 124-139, (2015); Salazar-Gomez E., Tobon S., Juarez-Hernandez L., Diseño y validación de una rúbrica de evaluación de las competencias digitales desde la socioformación, Apuntes Universitarios, 8, 3, (2018); Senan N.A.M., Sulphey M.M., Construction and validation of the employability questionnaire for accounting graduates, Education + Training, 64, 1, pp. 141-159, (2022); Silva W.H., Mazuera J.A., ¿Enfoque de competencias o enfoque de capacidades en la escuela?, (2019); Revista Electrónica de Investigación Educativa, 21, 17, pp. 1-10; Van Loo J.B., Toolsema B., The empirical determination of key skills from an economic perspective, Education Economics, 13, 2, pp. 207-221, (2005); Zarta J.B., Trujillo J.S., Análisis de los factores para la empleabilidad en los profesionales del Espinal-Tolima, Revista Innova ITFIP, 6, 1, pp. 9-28, (2020)","J.M. Sánchez-Ramírez; Universidad Internacional de La Rioja (Spain), Spain; email: josemanuel.sanchez@unir.net","","OmniaScience","","","","","","20145349","","","","English","J. Technol. Sci. Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85134363790"
"Ma Y.; Chen S.-C.","Ma, Yin (57211796765); Chen, Shih-Chih (25823682000)","57211796765; 25823682000","Understanding the determinants and consequences of perceived employability in graduate labor market in China","2022","International Journal for Educational and Vocational Guidance","","","","","","","5","10.1007/s10775-022-09567-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135799503&doi=10.1007%2fs10775-022-09567-7&partnerID=40&md5=70eec365e343fd761cd9c174af14017a","School of Philosophy and Sociology, Lanzhou University, Gansu, Lanzhou, 730000, China; Department of Information Management, National Kaohsiung University of Science and Technology, No.1, University Rd., Yanchao Dist., Kaohsiung, 824005, Taiwan","Ma Y., School of Philosophy and Sociology, Lanzhou University, Gansu, Lanzhou, 730000, China; Chen S.-C., Department of Information Management, National Kaohsiung University of Science and Technology, No.1, University Rd., Yanchao Dist., Kaohsiung, 824005, Taiwan","This paper investigates the impact of human capital, social capital, career planning behavior, protean career orientation and core self-evaluations on students’ academic and life satisfaction in China, with the mediation effect of perceived employability and moderation effect of perceived labor market conditions. Data were collected by distributing online questionnaires to 1155 students in three types of universities. All the hypothesized direct paths and the mediation effects were supported. The moderation effect was partially supported. Perceived employability contributes to positive evaluations about life and academic work, and the perception of labor market condition could be enhanced to improve students’ academic evaluations. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.","Graduates in China; Perceived employability; Perceived labor market condition","","","","","","Excellent Youth Support Program for special consultation on basic scientific research business expenses of central colleges and universities; Fundamental Research Funds for the Central Universities, (21lzujbkyjh011)","Funding text 1: Funding was provided by Excellent Youth Support Program for special consultation on basic scientific research business expenses of central colleges and universities (Grant No.: 21lzujbkyjh011). ; Funding text 2: This research was supported by the Fundamental Research Funds for the Central Universities, China (Project number: 21lzujbkyjh011). 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Chen; Department of Information Management, National Kaohsiung University of Science and Technology, Kaohsiung, No.1, University Rd., Yanchao Dist., 824005, Taiwan; email: scchen@nkust.edu.tw","","Springer Science and Business Media B.V.","","","","","","18730388","","","","English","Int. J. Educ. Vocat. Guid.","Article","Article in press","","Scopus","2-s2.0-85135799503"
"Arranz N.; Arroyabe M.F.; Sena V.; Arranz C.F.A.; Fernandez de Arroyabe J.C.","Arranz, Nieves (14047991500); Arroyabe, Marta F. (56029635400); Sena, Vania (15823047100); Arranz, Carlos F. A. (57557177200); Fernandez de Arroyabe, Juan Carlos (57204951624)","14047991500; 56029635400; 15823047100; 57557177200; 57204951624","University-enterprise cooperation for the employability of higher education graduates: a social capital approach","2022","Studies in Higher Education","47","5","","990","999","9","14","10.1080/03075079.2022.2055323","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127313723&doi=10.1080%2f03075079.2022.2055323&partnerID=40&md5=c7b23dc6d55cf5b9e541e6abe5c56351","National Distance Learning University (UNED), Madrid, Spain; Essex Business School, University of Essex, Colchester, United Kingdom; Sheffield University Management School, Sheffield University, Sheffield, United Kingdom; Greenwich Business School, University of Greenwich, London, United Kingdom","Arranz N., National Distance Learning University (UNED), Madrid, Spain; Arroyabe M.F., Essex Business School, University of Essex, Colchester, United Kingdom; Sena V., Sheffield University Management School, Sheffield University, Sheffield, United Kingdom; Arranz C.F.A., Essex Business School, University of Essex, Colchester, United Kingdom, Greenwich Business School, University of Greenwich, London, United Kingdom; Fernandez de Arroyabe J.C., Essex Business School, University of Essex, Colchester, United Kingdom","Our paper addresses the analysis of how the collaboration between HEIs and companies affects the employability of HEIs students. We approach the paper from a social capital theoretical framework, and the perspective of companies, investigating how the intensity of collaboration between HEIs and companies, as well as the diversity of mechanisms used, affects the satisfaction of employers in HEIs graduates in companies. We use the database on ‘Employers’ perception of graduate employability’ from Flash Eurobarometer of the European Commission, collecting the responses of 7,036 companies in Europe. From the theoretical point of view, our paper contributes to expanding the previous literature, showing that creating an active collaboration between the university and the company both in-depth and in breadth is a facilitator of the employment of HEIs graduates. The second contribution of our paper is rooted in managerial implications. Our results highlight the importance of establishing strong ties with HEIs, in terms of achieving a higher level of satisfaction with the employer of HEI graduates in the companies. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employability; employer; higher education; social capital; University-enterprise cooperation","","","","","","","","Arranz N., Arroyabe M.F., Fernandez de Arroyabe J.C., Network Embeddedness in Exploration and Exploitation of Joint R&D Projects: A Structural Approach, British Journal of Management, 31, 2, pp. 421-437, (2020); Barnett R., Knowing and Becoming in the Higher Education Curriculum, Studies in Higher Education, 34, 4, pp. 429-440, (2009); Bozeman B., Boardman C., Academic Faculty in University Research Centers: Neither Capitalism's Slaves nor Teaching Fugitives, Journal of Higher Education, 84, 1, pp. 88-120, (2013); Etzkowitz H., The Triple Helix: University-Industry-Government Innovation in Action, (2008); Etzkowitz H., Leydesdorff L., The Dynamics of Innovation: From National Systems and “Mode 2” to a Triple Helix of University–Industry–Government Relations, Research Policy, 29, 2, pp. 109-123, (2000); The Gallup Organization: Employers’ Perception of Graduate Employability, (2010); Galan-Muros V., Davey T., The UBC Ecosystem: Putting Together a Comprehensive Framework for University-Business Cooperation, The Journal of Technology Transfer, 44, 4, pp. 1311-1346, (2019); Galan-Muros V., van der Sijde P., Groenewegen P., Baaken T., Nurture Over Nature: How do European Universities Support Their Collaboration with Business?, The Journal of Technology Transfer, 42, 1, pp. 184-205, (2017); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1999); Ishengoma E., Vaaland T.I., Can University-Industry Linkages Stimulate Student Employability?, Education + Training, 58, 1, pp. 18-44, (2016); Iyer S., Kitson M., Toh B., Social Capital, Economic Growth and Regional Development, Regional Studies, 39, 8, pp. 1015-1040, (2005); Monteiro S., Almeida L., Garcia-Aracil A., “It's a Very Different World”: Work Transition and Employability of Higher Education Graduates, Higher Education, Skills and Work-Based Learning, 11, 1, pp. 164-181, (2020); Moran P., Structural vs. Relational Embeddedness: Social Capital and Managerial Performance, Strategic Management Journal, 26, 12, pp. 1129-1151, (2005); Nauffal D., Skulte-Ouaiss J., Quality Higher Education Drives Employability in the Middle East, Education + Training, 60, 9, pp. 1057-1069, (2018); Orazbayeva B., Plewa C., Davey T., Muros V.G., The Future of University-Business Cooperation: Research and Practice Priorities, Journal of Engineering and Technology Management, 54, pp. 67-80, (2019); Orazbayeva B., van der Sijde P., Baaken T., Autonomy, Competence and Relatedness–the Facilitators of Academic Engagement in Education-Driven University-Business Cooperation, Studies in Higher Education, 46, 7, pp. 1406-1420, (2021); Pavlin S., Svetlik I., Employability of Higher Education Graduates in Europe, International Journal of Manpower, 35, 4, pp. 418-424, (2014); Peeters E., Nelissen J., De Cuyper N., Forrier A., Verbruggen M., De Witte H., Employability Capital: A Conceptual Framework Tested Through Expert Analysis, Journal of Career Development, 46, 2, pp. 79-93, (2019); Perkmann M., Tartari V., Mckelvey M., Autio E., Brostrom A., D'este P., Sobrero M., Academic engagement and commercialisation: A review of the literature on university-industry relations, Research policy, 42, 2, pp. 423-442, (2013); Plewa C., Galan-Muros V., Davey T., Engaging Business in Curriculum Design and Delivery: A Higher Education Institution Perspective, Higher Education, 70, 1, pp. 35-53, (2015); Rampersad G.C., Developing university-business cooperation through work-integrated learning, International Journal of Technology Management, 68, 3-4, pp. 203-227, (2015); Romgens I., Scoupe R., Beausaert S., Unraveling the Concept of Employability, Bringing Together Research on Employability in Higher Education and the Workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Tomlinson M., Student Perceptions of Themselves as ‘Consumers’ of Higher Education, British Journal of Sociology of Education, 38, 4, pp. 450-467, (2017); Yorke M., Employability in Higher Education: What it is-What it is not (Vol. 1), (2006)","J.C. Fernandez de Arroyabe; Juan Carlos Fernandez de Arroyabe, Essex Business School, University of Essex, Colchester, United Kingdom; email: jcfern@essex.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85127313723"
"Izam S.; Hasan A.","Izam, Saslizawati (57213823942); Hasan, Azman (55755585400)","57213823942; 55755585400","Surveying an Employability Skills Model for Vocational Stream Students with Learning Disabilities to Meet Industry Demands","2022","Journal of Engineering Education Transformations","35","Special Issue 2","","211","217","6","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134347585&partnerID=40&md5=c07210ea22c24ef76adb19d96c52500b","Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400 Batu Pahat, Johor, Malaysia","Izam S., Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400 Batu Pahat, Johor, Malaysia; Hasan A., Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400 Batu Pahat, Johor, Malaysia","The unemployment issue among Vocational Stream Students with Learning Disabilities (VSSwLD) is a growing concern in Malaysia. This condition worsens with a mismatch between students’ employability skills and industry requirements. Relying on online questionnaires administered to SMPKV leavers nationwide, this quantitative study identifies the marketability level of VSSwLD leavers and how to develop a model to meet industry demand. Rasch Model with Winstep software version 3.69.1.11 was used to analyze the frequency, means, and percentage scores. Results show that the level of students’ marketability is very low and therefore a model to develop their skills to meet industry demand is deemed necessary. This model serves as a guide to equip VSSwLD with the necessary skills needed by the industry before their study completion. The study also provides a reference for teachers on how to support the development of the employability skills of their students. © 2022, Rajarambapu Institute Of Technology. All rights reserved.","employability skills; industry demands; students with learning disabilities; unemployment; vocational stream","","","","","","Universiti Tun Hussein Onn Malaysia, UTHM, (E15216)","Funding text 1: Communication of this research is made possible through monetary assistance by Universiti Tun Hussein Onn Malaysia and the UTHM Publisher’s Office via Publication Fund E15216.; Funding text 2: Communication of this research is made possible through monetary assistance by Universiti Tun Hussein Onn Malaysia and the UTHM Publisher’s Office via Publication Fund E15216","Ali A., Abdullah Zawawi Z., Tahap penguasaan terhadap komponen masakan dalam kalangan pelajar pendidikan khas masalah pembelajaran, Online Journal for TVET Practitioner, 3, 1, pp. 1-13, (2018); Al-Najar H., Khalil H., Rahayu Y. S., High unemployment records of graduated students in the development of urban agriculture in the Gaza Strip, Indonesian Journal of Science and Technology, 4, 2, pp. 196-203, (2019); Ana A., Trends in expert system development: A practicum content analysis in vocational education for over grow pandemic learning problems, Indonesian Journal of Science and Technology, 5, 2, pp. 246-260, (2020); Husain M. Y., Mokhtar S. B., Ahmad A. A., Mustapha R., Importance of employability skills from employers’ perspective, Procedia-Social and Behavioral Sciences, 7, pp. 430-438, (2010); Izam S., Kemahiran Kebolehkerjaan Pelajar SMPKV Indahpura Bermasalah Pembelajaran, (2016); Izam S., Ab Halim F., Wan Mohamed W. A., Employability skills of students with learning disabilities in Sekolah Menengah Pendidikan Khas Vokasional Indahpura, International Journal of Innovative Technology and Exploring Engineering (IJITEE), 9, 2, pp. 2622-2629, (2019); Izam S., Wan Mohamed W. A., The unemployment of special needs with learning disability people in Malaysia: Reality of fantasy, Journal of Economic Info, 7, 2, pp. 141-150, (2020); Ju S., Zhang D., Pacha J., Employability skills valued by employers as important for entry-level employees with and without disabilities, Career Development and TRansition for Exceptional Individuals, 35, 1, pp. 29-38, (2012); Kurniawan T., Design of places of worship for people with special needs, ASEAN Journal of Community and Special Needs Education, 1, 1, pp. 17-22, (2022); Lim G. E., Belanjawan Tahun 2020, (2019); Maryanti R., Nandiyanto A. B. D., Curriculum development in science education in vocational school, ASEAN Journal of Science and Engineering Education, 1, 3, pp. 151-156, (2021); Maryanti R., Hufad A., Sunardi S., Nandiyanto A. B. D., Analysis of curriculum for science education for students with special needs in vocational high schools, Journal of Technical Education and Training, 13, 3, pp. 54-66, (2021); Maryanti R., Nandiyanto A. B. D., Hufad A., Sunardi S., Science education for students with special needs in Indonesia: from definition, systematic review, education system, to curriculum, Indonesian Journal of Community and Special Needs Education, 1, 1, pp. 1-8, (2021); Maryanti R., Nandiyanto A. B. D., Curriculum development in science education in vocational school, ASEAN Journal of Science and Engineering Education, 1, 3, pp. 151-156, (2023); McConkey R., Mezza F., Employment aspirations of people with learning disabilities attending day, Journal of Intellectual Disabilities, 5, 4, pp. 309-318, (2001); Musayaroh S., Behaviors of concern to special education teachers in their classroom: Class characteristics and class composition predictors, ASEAN Journal of Community and Special Needs Education, 1, 2, pp. 55-60, (2022); Ng Lee M., Abdullah Y., See C. M., Employment of people with disabilities in Malaysia: Drivers and inhibitors, International Journal of Special Education, 26, 1, pp. 112-124, (2011); Olatunji I., Babalola E.O., Undergraduates with special needs’ awareness towards the use of assistive technology for learning at the university level, ASEAN Journal of Community and Special Needs Education, 1, 2, pp. 45-54, (2022); Onojah A.A., Aderele S.O., Ahmed F.T., Nathaniel S., Onojah A.O., Perception of special needs undergraduates on the use of assistive technology for academic purposes, ASEAN Journal of Community and Special Needs Education, 1, 2, pp. 37-44, (2022); Rahmat A., Standards for dimensions of space and environment in buildings for people with special needs (i.e. Wheelchairs, crutches, canes for the visually impaired), Indonesian Journal of Community and Special Needs Education, 1, 1, pp. 19-24, (2021); Rahmat A., Creating good environment and building for people with special needs: from definition to application of guiding and warning blocks, Indonesian Journal of Community and Special Needs Education, 2, 1, pp. 39-44, (2022); Rasit N., Tahar M. M., The employability skills among vocational school students in the final year of Malaysian Skills Certificate, Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa, 5, 1, pp. 57-61, (2018); Rosina H., Virgantina V., Ayyash Y., Dwiyanti V., Boonsong. S, Vocational education curriculum: Between vocational education and industrial needs, ASEAN Journal of Science and Engineering Education, 1, 2, pp. 105-110, (2021); Rusyani E., Ratnengsih E., Putra A. S., Maryanti R., Husaeni D. F. A., Ragadhita R., The drilling method application using abacus to arithmetic operations skills in student with hearing impairment at special school, Indonesian Journal of Community and Special Needs Education, 2, 1, pp. 1-10, (2022); Samian S. S., Md Ali K., Buntat Y., Persepsi majikan terhadap pekerja Orang Kurang Upaya (OKU) dalam prganisasi di Negeri Johor, 2nd International Seminar on Quality and Affordable Education (ISQAE 2013), 2, pp. 349-353, (2013); Sarfraz I., Rajendran D., Hewege C., An exploration of global employability skills: A systematic research review, International Journal Work Organisation and Emotion, 9, 1, pp. 63-88, (2018); Smith K., Webber L., Graffam J., Wilson C., Employer satisfaction, jobmatch and future hiring intentions for employees with a disability, Journal of Vocational Rehabilitation, 21, pp. 165-173, (2004); Sultanto M.A., Al Afghani R.I., Meisya S.D., Salsabila I.A., Rohimat S.S., Stephani M.R., Physical education online class for students with hearing impairment during Covid-19 pandemic, ASEAN Journal of Community and Special Needs Education, 2, 1, pp. 17-26, (2023); Sumitra I. D., Wirawan E., Putra M., Kusumaningrat I., Maulana H., Design of webinar information system for people with hearing impairments, Indonesian Journal of Community and Special Needs Education, 1, 2, pp. 77-86, (2021); Tiun L. T., Khoo S. L., Challenges faced by Malaysians with disabilities in the world of employment, Disablity, CBR and Inclusve Development (DCD) Journal, 24, 1, pp. 6-21, (2013); Unger D. D., employers’ attitudes toward persons with disabilities in the workforce:myths or realities?, Focus on Autism and Other Developmental Disabilities, 17, 1, pp. 2-10, (2002); Yamaki K., Fujiura G. T., Employment and income status of adults with developmental disabilities living in the community, Mental Retardation, 40, 2, pp. 132-141, (2002); Yusof M.A., Mohd Ali Ma., Mohd Salleh A., Pendidikan vokasional pelajar berkeperluan khas ke arah memenuhi pasaran pekerjaan, Proceeding of the International Conference on Social Science Research, ICSSR 2013, pp. 1189-1196, (2013)","S. Izam; Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, 86400 Batu Pahat, Johor, Malaysia; email: saslizawatiizam1982@gmail.com","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","","Scopus","2-s2.0-85134347585"
"Andersson P.; Muhrman K.","Andersson, Per (57210526288); Muhrman, Karolina (57207974907)","57210526288; 57207974907","Swedish Vocational Adult Education in the Wake of Marketisation","2022","International Journal for Research in Vocational Education and Training","9","1","","1","22","21","3","10.13152/IJRVET.9.1.1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126115091&doi=10.13152%2fIJRVET.9.1.1&partnerID=40&md5=6e4adcf629fb752e36a2ecaf74c22875","Linköping University, Department of Behavioural Sciences and Learning, Linköping, 581 83, Sweden","Andersson P., Linköping University, Department of Behavioural Sciences and Learning, Linköping, 581 83, Sweden; Muhrman K., Linköping University, Department of Behavioural Sciences and Learning, Linköping, 581 83, Sweden","Context: This study is about vocational education and training for adults within municipal adult education (MAE). Sweden has a long tradition of adult education, and has one of the world's highest proportions of participants in adult education. The Swedish education system is characterised by extensive marketisation with many private actors, particularly in adult education. The focus of this article is on the enactment of the market orientation in vocational adult education, with the purpose of showing how vocational adult education is organised in different ways in Swedish municipalities and how national adult education policy is enacted in local VET practices. Methods: The data consist of documents presenting relevant national policies for adult education, in particular on vocational education, and semi-structured interviews with adult education leaders in 20 municipalities. Findings: The findings show that MAE in Sweden has a clear labour market focus on offering education that corresponds to working life's labour requirements. Most municipalities have a shortage of staff in elderly care and childcare, which is why they offer a large number of training places in these professions. Many immigrants choose these training programmes to get a job. It is also common for municipalities to offer these training programmes in combination with SFI (Swedish for immigrants). This means that MAE fulfils an important function for integration. VET in MAE is offered as school-based training, apprenticeships or distance education. Offering VET at a distance makes it possible to provide a wider range of training programmes, and enables people who have difficulties participating in on-site training (due to commitments such as work or young children) to take part. Apprenticeship training provides work experience and often leads to employment. However, a weak interest in apprenticeship training among students and difficulties finding apprenticeship placements are examples of reasons why the number of apprenticeships is often very limited. Conclusion: Swedish MAE is characterised by flexibility and a broad supply of courses. However, there is a clear focus on certain vocational areas – mainly within the municipal organisation. This gives reason to question whether publicly funded VET for adults should mainly prepare participants for publicly funded labour-market sectors, or whether other sectors could also benefit from newly trained adults. Since vocational training within MAE is of great importance for immigrants' establishment in the labour market, there is a risk that unilateral investments in certain vocations will limit immigrants' career opportunities. © 2022 European Research Network Vocational Education and Training. All rights reserved.","Adult Education; Educational Policy; Employability; Immigrants; VET; Vocational Education and Training","","","","","","Vetenskapsrådet, VR, (2017-03603)","This work was supported by the Swedish Research Council under Grant number 2017-03603.","(2011); Utbildning i yrkessvenska och svenska för företagare: Kartläggning av metoder, (2018); Andersson P., Muhrman K., Marketization of vocational adult education in Sweden, Pedagogical concerns and market demands in VET. Proceedings of the 3rd Crossing Boundaries in VET conference, Vocational Education and Training Network (VETNET), pp. 153-157, (2019); Andersson P., Muhrman K., Marketisation of adult education in Sweden, Journal of Adult and Continuing Education, (2021); Andersson P., Muhrman K., The local organisation of vocational adult education in Sweden, Pathways in vocational education and training and lifelong learning. Proceedings of the 4th Crossing Boundaries Conference in vocational education and training, pp. 51-55, (2021); Assarsson L., Sipos Zackrisson K., Iscensättande av identiteter i vuxenstudier [Staging identities in adult education], (2005); Ball S. J., Maguire M., Braun A., How schools do policy: Policy enactments in secondary schools, (2012); Bernal Castaneda S., Lifelong learning and limiting factors in second language acquisition for adult students in post-obligatory education, Cogent Psychology, 4, 1, (2017); Billett S., Exercising self through working life: Learning, work and identity, Identities at work, pp. 183-210, (2007); Billett S., Somerville M., Transformations at work: Identity and learning, Studies in Continuing Education, 26, 2, pp. 309-326, (2004); Bjursell C., When theories become practice: A metaphorical analysis of adult-education school-leaders' talk, European Journal for Research on the Education and Learning of Adults, 7, 2, pp. 191-205, (2016); Bjursell C., Chaib C., Falkner C., Ludvigsson A., Kvalitetsarbete i vuxenutbildning [Quality work in adult education], Nomen, Encell rapport, 1, (2015); Braun A., Maguire M., Ball S. J., Policy enactments in the UK secondary school: Examining policy, practice and school positioning, Journal of Education Policy, 25, 4, pp. 547-560, (2010); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brown A., Koniordos S., Laske G., Loogma K., Marhuenda F., Navas A., Stryjecka-llina O., Vilu R., Changing vocational identities in Europe: How vocational identities are decomposed and reconstructed in the Czech Republic, Estonia, France, Germany, Greece, Spain and the United Kingdom, (2001); Carlson M., Jacobsson B., Neoliberalising adult education, Neoliberalism and market forces in education: Lessons from Sweden, pp. 123-137, (2019); Choy S., Warvik G.-B., Integration of learning for refugee and migrant students: VET teachers' practices through practice theory lens, Journal of Vocational Education & Training, 7, 1, pp. 87-107, (2018); Dahlstedt M., Fejes A., Futures in line? Occupational choice among migrant adult students in Sweden, International Journal of Lifelong Education, 38, 1, pp. 76-87, (2019); Dahlstedt M., Fejes A., Neoliberalism and market forces in education: Lessons from Sweden, (2019); Desjardins R., Rubenson K., Participation patterns in adult education: The role of institutions and public policy frameworks in resolving coordination problems, European Journal of Education, 48, 2, pp. 262-280, (2013); (2010); Fejes A., Holmqvist D., Procurement as a market in adult education, Neoliberalism and market forces in education: Lessons from Sweden, pp. 156-169, (2019); Fejes A., Olesen H. S., Editorial: Marketization and commodification of adult education, European Journal for Research on the Education and Learning of Adults, 7, 2, pp. 146-150, (2016); Fejes A., Runesdotter C., Warvik G.-B., Marketisation of adult education: Principals as business leaders, standardised teachers and responsibilised students, International Journal of Lifelong Education, 35, 6, pp. 664-681, (2016); Hake B., Regulatory governance of 'training markets', 'market failure', and 'quasi' markets: Historical dimensions of the post-initial training market in The Netherlands, European Journal for Research on the Education and Learning of Adults, 7, 2, pp. 171-189, (2016); Holmqvist D., Fejes A., Nylander E., Auctioning out education: On exogenous privatisation through public procurement, European Educational Research Journal, 20, 1, pp. 102-117, (2021); Knocke W., Hertzberg F., Mångfaldens barn söker sin plats: En studie om arbetsmarknadschanser för ungdomar med invandrarbakgrund [The children of diversity are looking for their place: A study on the labour market opportunities for young people with an immigrant background], (2000); Lundahl L., Erixon Arreman I., Holm A.-S., Lundstrom U., Educational marketization the Swedish way, Education Inquiry, 4, 3, pp. 497-517, (2013); Maguire M., Braun A., Ball S., Where you stand depends on where you sit': The social construction of policy enactments in the (English) secondary school, Discourse: Studies in the Cultural Politics of Education, 36, 4, pp. 485-499, (2015); Masdonati J., Fournier G., Lahrizi I. Z., The reasons behind a career change through vocational education and training, International Journal for Research in Vocational Education and Training, 4, 3, pp. 249-269, (2017); Mikulec B., Krasovec S. J., Marketising Slovene adult education policies and practices using mechanisms of the Europeanisation of education, European Journal for Research on the Education and Learning of Adults, 7, 2, pp. 151-170, (2016); Muhrman K., Andersson P., Adult education in Sweden in the wake of marketisation, Studies in the Education of Adults, (2021); Learning for life, (2020); Olofsson J., Persson Thunqvist D., The modern evolution of VET in Sweden (1945–2015), Vocational education in the Nordic countries: The historical evolution, pp. 124-145, (2018); Rasmussen P., Larson A., Cort P., The vocational turn of adult education in Denmark: An analysis of adult education policy from the late 1990s, International Journal of Lifelong Education, 38, 3, pp. 254-267, (2019); (2016); Ronnberg L., Reinstating national school inspections in Sweden: The return of the state, Nordic Studies in Education, 32, 2, pp. 69-83, (2012); Safford K., Stinton J., Barriers to blended digital distance vocational learning for non-traditional students, British Journal of Educational Technology, 47, 1, pp. 135-150, (2016); Läroplan för vuxenutbildningen. Reviderad 2017 [National curriculum for adult education. Revised 2017], (2017); Elever i gymnasieskolan läsåret 2020/21 [Students in upper secondary school year 2020/21, (2021); Elever och studieresultat i kommunal vuxenutbildning 2020, (2021); van den Bogaart A. C. M., Bilderbeek R. J. C., Schaap H., Hummel H., Kirschner P. A., A computer-supported method to reveal and assess personal professional theories in vocational education, Technology, Pedagogy & Education, 25, 5, pp. 613-629, (2016); Warvik G.-B., The reconfiguration of adult education VET teachers: Tensions amongst organisational imperatives, vocational ideals and the needs of the students, International Journal of Training Research, 11, 2, pp. 122-134, (2013)","P. Andersson; Linköping University, Department of Behavioural Sciences and Learning, Linköping, 581 83, Sweden; email: per.andersson@liu.se","","European Research Network Vocational Education and Training","","","","","","21978638","","","","English","Inter. J. Res. Voc. Educ. Train.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85126115091"
"Tran L.T.; Phan H.L.T.; Bellgrove A.","Tran, Ly Thi (35335429400); Phan, Huong Le Thanh (57205119879); Bellgrove, Alecia (6508186645)","35335429400; 57205119879; 6508186645","Knowing, acting and becoming: Australian students’ curriculum-specific learning through a New Colombo Plan short-term mobility program to Japan","2022","Educational Review","","","","","","","0","10.1080/00131911.2022.2069678","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132793645&doi=10.1080%2f00131911.2022.2069678&partnerID=40&md5=15100e35211cb4c8a004d1b1b5d4b5f3","Research for Educational Impact, School of Education, Deakin University, Burwood, Australia; School of Life Environment Sciences, Deakin University, Melbourne, Australia","Tran L.T., Research for Educational Impact, School of Education, Deakin University, Burwood, Australia; Phan H.L.T., Research for Educational Impact, School of Education, Deakin University, Burwood, Australia; Bellgrove A., School of Life Environment Sciences, Deakin University, Melbourne, Australia","Embedding learning abroad as part of the curriculum has become popular in Australia, Canada, New Zealand, the US and European countries. In Australia, the government has actively promoted and committed to funding students’ learning abroad in the Indo-Pacific region which is considered to be strategic to the nation's prosperity and public diplomacy. The majority of the literature on outbound student mobility has concentrated on its benefits to students’ development of global competence and employability. However, little is known about how students are engaged in curriculum-specific learning and development of discipline-specific knowledge through short-term mobility experiences. This article responds to this gap in the existing literature. It aims to examine how a short-term mobility program to Japan affects Australian undergraduate students’ curriculum-specific learning. The article draws on 45 interviews with science students across three rounds (pre-departure, in-country, and re-entry). It uses Barnett and Coate's framework of curriculum and Tran's concept of mobility as becoming to analyse whether and how the short-term mobility program engages students in their knowing, acting and becoming whereby they are able to construct, organise and build on what they know and can do to arrive at new knowledge, skills and ways of being/becoming. Based on the findings of the study, we discuss implications for how learning abroad in the Indo-Pacific can potentially enhance Australian students’ deep and meaningful learning in not only cultural and social but also academic aspects. Practical principles for optimising students’ curriculum-specific learning through short-term mobility programs are generated. © 2022 Educational Review.","Curriculum; international education; learning abroad; New Colombo Plan; science students; student mobility","","","","","","Australian Research Council, ARC","This article is based on a subset of the larger dataset from an ongoing study on Australian students’ learning and engagement in the Indo-Pacific, funded by the Australian Research Council (Tran et al., ; Tran, Le & Henderson, ; Tran, Phan & Bellgrove, ). It focuses on the qualitative data from 45 in-depth interviews with a group of 19 Australian NCP students who undertook their undergraduate studies in marine and aquaculture science. The participants were from two Australian universities that participated in a consortium short-term science mobility program to Japan. ","(2021); Outgoing international mobility of Australian university students, (2014); New Colombo Plan: connect to Australia’s future—Study in the region, (2016); (2020); (2021); Barnett R., Will to learn: Being a student in an age of uncertainty, (2007); Barnett R., Knowing and becoming in the higher education curriculum, Studies in Higher Education, 34, 4, pp. 429-440, (2009); Barnett R., (2017); Barnett R., Coate K., Engaging the curriculum in higher education, (2005); Barnett R., Parry G., Coate K., Conceptualising curriculum change, Teaching in Higher Education, 6, 4, pp. 435-449, (2001); Brew A., Research and teaching: Changing relationships in a changing context, Studies in Higher Education, 24, 3, pp. 291-301, (1999); Campbell C.J., Walta C., Maximising intercultural learning in short term international placements: Findings associated with orientation programs, guided reflection and immersion, Australian Journal of Teacher Education, 40, 10, pp. 1-15, (2015); Chang S., von Imhoff M., Ustrup R.I., Engineering and information technology: Challenges and opportunities, Handbook of research on study abroad programs and outbound mobility, pp. 300-324, (2016); Coleman J.A., Researching whole people and whole lives, Social and cultural aspects of language learning in study abroad, pp. 17-44, (2013); Collins J., Clark E., Chau C., Pignataro R., Impact of an international service learning experience in India for DPT students: Short- and long-term benefits, Journal of Allied Health, 48, 1, pp. 22-30, (2019); Courtois A., ‘It doesn’t really matter which university you attend or which subject you study while abroad.’ The massification of student mobility programmes and its implications for equality in higher education, European Journal of Higher Education, 8, 1, pp. 99-114, (2018); Dall'Alba G., Barnacle R., An ontological turn for higher education, Studies in Higher Education, 32, 6, pp. 679-691, (2007); Dall'Alba G., Barnacle R., Exploring knowing/being through discordant professional practice, Educational Philosophy and Theory, 47, 13-14, pp. 1452-1464, (2015); Dall'Alba G., Sidhu R., Australian undergraduate students on the move: Experiencing outbound mobility, Studies in Higher Education, 40, 4, pp. 721-744, (2015); Dasli M., Sangster P., Learning ethnographically during the year abroad: Modern languages students in Europe and Latin America, Educational Review, pp. 1-21, (2021); Demetry C., Vaz R.F., Influence of an education abroad program on the intercultural sensitivity of STEM undergraduates: A mixed methods study, Advances in Engineering Education, 6, 1, (2017); Dreyfus H.L., Being-in-the-world: A commentary on Heidegger's Being and Time, Division I, (1991); Ellery K., Knowing, acting and being: Epistemological and ontological access in a Science Extended Studies course, South African Journal of Higher Education, 25, 6, pp. 1077-1090, (2011); Gothard J., Downey G., Gray T., Bringing the learning home, (2012); Gribble C., Tran L.T., International trends in learning abroad: Information and promotions campaign for student mobility, (2016); Holtman L., Marshall D., Linder C., Widening (epistemological) access: Two undergraduate science courses, Curriculum responsiveness: Case studies in higher education, pp. 1-19, (2004); Hovdhaugen E., Wiers-Jenssen J., Motivation for full degree mobility: Analysing sociodemographic factors, mobility capital and field of study, Educational Review, pp. 1-22, (2021); Humphreys G., Baker W., Developing intercultural awareness from short-term study abroad: Insights from an interview study of Japanese students, Language and Intercultural Communication, 21, 2, pp. 260-275, (2021); Leggett K., Encouraging STEM students to study abroad, International Educator, 20, 4, pp. 44-47, (2011); Li J., Go places: Examining the academic returns to study abroad, Rethinking education across borders, pp. 225-240, (2020); Lincoln Y.S., Guba E.G., Naturalistic inquiry, (1985); Maharaja G., The impact of study abroad on college students’ intercultural competence and personal development, International Research and Review, 7, 2, pp. 18-41, (2018); Marginson S., Tytler R., Freeman B., Roberts K., (2013); Nerlich S., Outcomes-focused evaluation of study abroad experiences, Journal of Higher Education Policy and Management, 43, 2, pp. 166-181, (2021); Pogorelova I., Trenchs M., An exploration of life experiences during Study Abroad: A case study of bilingual students and their process of intercultural adaptation, Learning context effects: Study abroad, formal instruction and international immersion classrooms, pp. 255-282, (2018); Quinn L., Behari-Leak K., Ganas R., Olsen A.-M., Vorster J.-A., Reflecting on feedback processes for new ways of knowing, being and acting, International Journal for Academic Development, 24, 4, pp. 330-341, (2019); Ryle G., The concept of mind, (1949); Strange H., Gibson H.J., An investigation of experiential and transformative learning in study abroad programs, Frontiers: The Interdisciplinary Journal of Study Abroad, 29, 1, pp. 85-100, (2017); Tran L.T., Mobility as ‘becoming’: A Bourdieuian analysis of the factors shaping international student mobility, British Journal of Sociology of Education, 37, 8, pp. 1268-1289, (2016); Tran L., Bui H., Nguyen D., National Report: Australian student mobility to the Indo-Pacific region through the New Colombo Plan, (2021); Tran L.T., Bui H., Public diplomacy and social impact of Australian student mobility to the Indo-Pacific: Host countries’ perspectives on hosting New Colombo Plan students, Journal of Studies in International Education, 25, 4, pp. 425-442, (2021); Tran L.T., Bui H., Nguyen M.N., Youth agency in public diplomacy: Australian youth participation in outbound mobility and connection building between Australia and the Indo-Pacific region, International Studies in Sociology of Education, pp. 1-25, (2021); Tran L.T., Le T.T.T., Henderson F., Rite of passage into the teaching profession? Australian pre-service teachers’ professional learning in the Indo-Pacific through the New Colombo Plan, Teachers and Teaching: Theory and Practice, pp. 1-16, (2021); Tran L.T., Phan H.L.T., Bellgrove A., “There’s a much bigger world of science than just Australia”: Australian students’ development of disciplinary knowledge, transferable skills and attributes through a New Colombo Plan short-term mobility program to Japan, International Journal of Science Education, 43, 6, pp. 888-905, (2021); Tran L.T., Vu T.T.P., Beyond the ‘normal’ to the ‘new possibles’: Australian students’ experiences in Asia and their roles in making connections with the region via the New Colombo Plan, Higher Education Quarterly, 72, 3, pp. 194-207, (2018); Tynjala P., Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university, International Journal of Educational Research, 31, 5, pp. 357-442, (1999)","L.T. Tran; Research for Educational Impact, Strategic Research Centre in Education, Deakin University, Burwood, Burwood Campus, 221 Burwood Hwy, 3125, Australia; email: ly.tran@deakin.edu.au","","Routledge","","","","","","00131911","","","","English","Educ. Rev.","Article","Article in press","","Scopus","2-s2.0-85132793645"
"Ski-Berg V.","Ski-Berg, Veronica (57433435000)","57433435000","‘Blazing the trail or exposing the gaps?’ Discourses on student-centredness in genre independent and classical music performance study programmes in Norway and the Netherlands","2022","Music Education Research","24","1","","31","41","10","2","10.1080/14613808.2022.2028753","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123753690&doi=10.1080%2f14613808.2022.2028753&partnerID=40&md5=4b07f4aff3dfa8949d124d583cbe920a","Music Education and Music Therapy Department, The Norwegian Academy of Music, Oslo, Norway","Ski-Berg V., Music Education and Music Therapy Department, The Norwegian Academy of Music, Oslo, Norway","Student-centredness is being advocated for in research on higher music education (HME), yet its perils have been largely neglected by scholars. While issues of employability are important to address in order for music graduates to thrive in a neoliberal world, this article asserts that the underlying power mechanisms that are being criticised for stifling creative development in students may continue to exist also within student-centred environments. By turning to a discourse-theoretical Foucauldian framework, the article presents empirical data from a comparative case study of two HME institutions. The findings suggest that there are four discourses (of employability, artistry, craftsmanship, and holism) on student-centredness in HME. Moreover, tension points between students, professors, study programmes, and discourses may be softened if student-centredness is allowed more nuances. Finally, the article discusses how the subject positions of music performance students and professors are transformed by student-centredness, and how this transformation is affecting HME institutions. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","classical; discourse; genre independent; Higher music education; music performance study programmes; student-centredness; subject positions","","","","","","Norwegian Academy of Music","This research project is funded by the Norwegian Academy of Music from September 2018 to September 2022, through monthly paid salary for PhD research fellow Veronica Ski-Berg. No additional grants or funding from other funding agencies have been given to this project at this time.","Allsup R.E., The Eclipse of a Higher Education or Problems Preparing Artists in a Mercantile World, Music Education Research, 17, 3, pp. 251-261, (2015); Angelo E., Varkoy O., Georgii-Hemming E., Notions of Mandate, Knowledge and Research in Norwegian Classical Music Performance Studies, Journal for Research in Arts and Sports Education, 3, 1, pp. 78-100, (2019); Bain A., Constructing an Artistic Identity, Work, Employment and Society, 19, 1, pp. 25-46, (2005); Bartleet B.L., Ballico C., Bennett D., Bridgstock R., Draper P., Tomlinson V., Harrison S., Building Sustainable Portfolio Careers in Music: Insights and Implications for Higher Education, Music Education Research, 21, 3, pp. 282-294, (2019); Carey G.M., Bridgstock R., Taylor P., McWilliam E., Grant C., Characterising one-to-one Conservatoire Teaching: Some Implications of a Quantitative Analysis, Music Education Research, 15, 3, pp. 357-368, (2013); Carey G., Harrison S., Dwyer R., Encouraging Reflective Practice in Conservatoire Students: A Pathway to Autonomous Learning?, Music Education Research, 19, 1, pp. 99-110, (2017); Christophersen C., Perspectives on the Dynamics of Power Within Collaborative Learning in Higher Music Education, Collaborative Learning in Higher Music Education, pp. 77-85, (2016); Flyvbjerg B., Case Study, The SAGE Handbook of Qualitative Research, pp. 301-316, (2011); Folkestad G., Here, There and Everywhere: Music Education Research in a Globalised World, Music Education Research, 7, 3, pp. 279-287, (2005); Foucault M., The Archaeology of Knowledge; Foucault M., The Subject and Power, Essential Works of Foucault 1954–1984: Vol. 3. Power, pp. 326-348; Gaunt H., Creech A., Long M., Hallam S., Supporting Conservatoire Students Towards Professional Integration: One-to-one Tuition and the Potential of Mentoring, Music Education Research, 14, 1, pp. 25-43, (2012); Gonzalez-Moreno P.A., Performance Creativities in Higher Music Education, Developing Creativities in Higher Music Education: International Perspectives and Practices, pp. 87-98, (2014); Green L., Music Education, Cultural Capital, and Social Group Identity, The Cultural Study of Music: A Critical Introduction, pp. 263-273, (2012); Hall S., Foucault: Power, Knowledge and Discourse, Discourse Theory and Practice, pp. 72-81, (2001); Hargreaves D.J., MacDonald R., Miell D., Musical Identities Mediate Musical Development, The Oxford Handbook of Music Education, pp. 125-142, (2012); Jaaskelainen T., Lopez-Iniguez G., Phillips M., Music Students’ Experienced Workload, Livelihoods and Stress in Higher Education in Finland and the United Kingdom, Music Education Research, 22, 5, pp. 505-526, (2020); Johansson K., Experts, Entrepreneurs and Competency Nomads: The Skills Paradox in Higher Music Education, Music Education Research, 14, 1, pp. 45-62, (2012); Jorgensen H., Student Learning in Higher Instrumental Education: Who is Responsible?, British Journal of Music Education, 17, 1, pp. 67-77, (2000); Leech-Wilkinson D., Classical Music as Enforced Utopia, Arts & Humanities in Higher Education, 15, 3-4, pp. 325-336, (2016); Lopez-Iniguez G., Bennett D., A Lifespan Perspective on Multi-Professional Musicians: Does Music Education Prepare Classical Musicians for Their Careers?, Music Education Research, 22, 1, pp. 1-14, (2020); Minors H.J., Burnard P., Wiffen C., Shihabi Z., van der Walt J.S., Mapping Trends and Framing Issues in Higher Music Education: Changing Minds/Changing Practices, London Review of Education, 15, 3, pp. 457-473, (2017); Nerland M., One-to-one Teaching as Cultural Practice: Two Case Studies from an Academy of Music, Music Education Research, 9, 3, pp. 399-416, (2007); O'Neill S., Developing Leadership Capacities with Generation Z Students in Higher Music Education, Leadership and Musician Development in Higher Music Education, pp. 87-102, (2019); Schediwy L., Loots E., Bhansing P., With Their Feet on the Ground: A Quantitative Study of Music Students’ Attitudes Towards Entrepreneurship Education, Journal of Education and Work, 31, 7-8, pp. 611-627, (2018); Schmidt P., Leading Institutional Change Through Better Policy Thinking, Leadership and Musician Development in Higher Education, pp. 44-61, (2019); Silverman D., Interpreting Qualitative Data, (2014); Toscher B., The Skills and Knowledge Gap in Higher Music Education: An Exploratory Empirical Study, International Journal of Education & the Arts, 21, 10, pp. 1-30, (2020); Tuovinen T., Revisiting Student-Centredness: A Literature Review, The Finnish Journal of Music Education, 2, 21, pp. 66-77, (2018); Westerlund H., The Return of Moral Questions: Expanding Social Epistemology in Music Education in a Time of Super-Diversity, Music Education Research, 21, 5, pp. 503-516, (2019)","V. Ski-Berg; Music Education and Music Therapy Department, The Norwegian Academy of Music, Oslo, Norway; email: veronica.ski-berg@nmh.no","","Routledge","","","","","","14613808","","","","English","Music Educ. Res.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85123753690"
"Ebekozien A.; Aigbavboa C.O.; Aliu J.; Thwala W.D.","Ebekozien, Andrew (57208104712); Aigbavboa, Clinton Ohis (54956705100); Aliu, John (57202873480); Thwala, Wellington Didibhuku (15728526800)","57208104712; 54956705100; 57202873480; 15728526800","Generic skills of future built environment practitioners in South Africa: unexplored mechanism via students’ perception","2022","Journal of Engineering, Design and Technology","","","","","","","11","10.1108/JEDT-10-2021-0571","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124225282&doi=10.1108%2fJEDT-10-2021-0571&partnerID=40&md5=325a6fa0788ac24646863d3d17f8c5ba","Department of Construction Management and Quantity Surveying, University of Johannesburg, Johannesburg, South Africa; CIDB Centre of Excellence, Faculty of Engineering and the Built Environment, University of Johannesburg, Johannesburg, South Africa","Ebekozien A., Department of Construction Management and Quantity Surveying, University of Johannesburg, Johannesburg, South Africa; Aigbavboa C.O., Department of Construction Management and Quantity Surveying, University of Johannesburg, Johannesburg, South Africa; Aliu J., CIDB Centre of Excellence, Faculty of Engineering and the Built Environment, University of Johannesburg, Johannesburg, South Africa; Thwala W.D., Department of Construction Management and Quantity Surveying, University of Johannesburg, Johannesburg, South Africa","Purpose: Researchers and policymakers have given attention to generic skills development in higher institutions. One of the intentions is to broaden graduate employability with generic skills. In South Africa, there is a paucity of research concerning future built environment practitioners’ (FBEP) generic skills development from the students’ perspective. Thus, this paper aims to investigate South Africa’s FBEP generic skills and suggest feasible solutions to improve FBEP generic skills from the students’ perception. Design/methodology/approach: The researchers collated the views of FBEP via a phenomenology type of qualitative research design. It covered selected South African public universities and investigated the discourses that underpin “perceived hindrance” in developing generic skills for FBEP. Selected 30 FBEP were engaged in the virtual interviews across three public universities. Data saturation was achieved. Three themes emerged and were analysed through a thematic analysis. Findings: Findings show that FBEP generic skills development will enhance integrated productivity and higher value for money in construction project delivery. But developing these skills demands a holistic approach. Findings have raised concern with the perceived hindrances facing FBEP in developing generic skills. Findings suggest the need to revisit and revamp the curricula to develop these skills and strengthen policies that will “nip” possible hindrances. Research limitations/implications: This study was limited to South Africa’s FBEP generic skills from students’ perception. In line with the limited resources, three public universities were covered from the selected provinces in South Africa. Future research with a more diverse sample is needed to ensure a better representative and generalisation of findings. Practical implications: Findings show that apart from academic knowledge system thinking skills, civic responsibility skills and critical thinking skills are germane for intending construction industry professionals. Others are integrated teamwork skills, good attitude and communication skills, entrepreneurship skills and resources management skills. Findings from this paper may stir up the education sector’s stakeholders to revamp the curricula in enhancing these skills among students from the basic to higher institutions. The outcome will improve productivity in the construction industry. Originality/value: Although few scholars have discussed generic skills in the built environment, there are limited studies from the students’ context in developing countries, a South Africa case study, a gap this research aims to fill. Also, it proffers ways to mitigate perceived hindrances facing FBEP in developing generic skills. © 2022, Emerald Publishing Limited.","Future built environment practitioners (FBEP); Generic skills; Higher institutions; Hindrances; South Africa; Students","Curricula; Developing countries; Human resource management; Productivity; Project management; Students; Systems thinking; Built environment; Future build environment practitioner; Generic skill; High institution; Hindrance; Policy makers; Public universities; Skills development; South Africa; Student perceptions; Construction industry","","","","","","","Al Mallak M.A., Tan L.M., Laswad F., Generic skills in accounting education in Saudi Arabia: students’ perceptions, Asian Review of Accounting, 28, 3, pp. 395-421, (2020); Aliu J., Aigbavboa C.O., Employers’ perception of employability skills among built-environment graduates, Journal of Engineering, Design and Technology, 18, 4, pp. 847-864, (2020); Aliu J., Aigbavboa C.O., Key generic skills for employability of built environment graduates, International Journal of Construction Management, (2021); Aluko R.O., Daniel E.I., Oshodi O.S., Aigbavboa C.O., Abisuga A.O., Towards reliable prediction of academic performance of architecture students using data mining techniques, Journal of Engineering, Design and Technology, 16, 3, pp. 385-397, (2018); Anderson S., Culkin N., Penaluna A., Smith K., An education system fit for an entrepreneur: fifth report by the all‐party parliamentary group for micro businesses, Working Paper. TSO, (2014); Anicic K.P., Buselic V., Importance of generic skills of ICT graduates–employers, teaching staff, and students perspective, IEEE Transactions on Education, 64, 3, pp. 245-252, (2021); Archer W., Davison J., Graduate employability. What do employers want? The council for industry and higher education, (2008); Barac K., Kirstein M., Kunz R., Beukes B., Factors influencing students’ learning approaches in auditing, Meditari Accountancy Research, 24, 3, pp. 390-413, (2016); Barak M., Teaching engineering and technology: cognitive, knowledge and problem-solving taxonomies, Journal of Engineering, Design and Technology, 11, 3, pp. 316-333, (2013); Behari-Leak K., McKenna S., Generic gold standard or contextualised public good? Teaching excellence awards in post-colonial South Africa, Teaching in Higher Education, 22, 4, pp. 408-422, (2017); Binkley M., Erstad O., Herman J., Raizen S., Ripley M., Miller-Ricci M., Rumble M., Defining twenty-first century skills, Assessment and Teaching of 21st Century Skills, pp. 17-66, (2012); Bitzer E., First-year students' perceptions of generic skills competence and academic performance: a case study at one university, South African Journal of Higher Education, 19, 3, pp. 172-187, (2005); Bui B., Porter B., The expectation-performance gap in accounting education: an exploratory study, Accounting Education, 19, 1-2, pp. 23-50, (2010); Cabrita R.M., Safari H., Due M.P.M., Preparing for education 4.0: skills facing economic, social and environmental challenge, International Journal of Innovation, Management and Technology, 11, 1, pp. 33-37, (2020); Carr S., Chua F., Perera H., University accounting curricula: the perception of an alumni group, Accounting Education, 15, 4, pp. 359-376, (2006); Chan C.K., Fong E.T., Disciplinary differences and implications for the development of generic skills: a study of engineering and business students’ perceptions of generic skills, European Journal of Engineering Education, 43, 6, pp. 927-949, (2018); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Cliff A.F., Assessing the academic literacy skills of entry-level students, using the placement test in English for educational purposes, (2007); Cotronei-Baird V.S., Academic hindrances in the integration of employability skills development in teaching and assessment practice, Higher Education, 79, 2, pp. 203-223, (2020); Creswell W.J., Research Design. Qualitative, Quantitative, and Mixed Methods Approaches, (2014); Creswell W.J., Creswell D.J., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, (2018); Ding L., Employees’ challenge-hindrance appraisals toward STARA awareness and competitive productivity: a micro-level case, International Journal of Contemporary Hospitality Management, 33, 9, pp. 2950-2969, (2021); Ebekozien A., Corrupt acts in the Nigerian construction industry: is the ruling party fighting corruption?, Journal of Contemporary African Studies, 38, 3, pp. 348-365, (2020); Ebekozien A., A qualitative approach to investigate low-cost housing policy provision in Edo state, Nigeria, International Planning Studies, 26, 2, pp. 1-18, (2020); Ebekozien A., Aigbavboa C., Covid-19 recovery for the Nigerian construction sites: the role of the fourth industrial revolution technologies, Sustainable Cities and Society, 69, pp. 1-10, (2021); Ebekozien A., Aigbavboa C., Thwala W.D., Aigbedion M., Ogbaini I.F., An appraisal of generic skills for Nigerian built environment professionals in workplace: the unexplored approach, Journal of Engineering, Design and Technology, (2021); Ebekozien A., Aigbedion M., Duru D.S.O., Udeagwu H.O., Aginah L.I., Hazards of wood sawmills in Nigeria’s cities: the role of fourth industrial revolution technologies, Journal of Facilities Management, pp. 1-18, (2021); Eksteen M.J., Does team-based learning develop essential generic skills in pharmacy students?, South African Journal of Higher Education, 33, 1, pp. 59-73, (2019); Farooqui R.U., Ahmed S.M., Key skills for graduating construction management students: a comparative study of industry and academic perspectives, Construction Research Congress, pp. 1439-1448, (2009); Finch D.J., Hamilton L.K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education + Training, 55, 7, pp. 681-704, (2013); The 10 skills that will get you hired in 2013, (2013); Ha N.T., Hanh N.T.T., Bouilheres F., Accounting education’s expectation-performance gap: application to Vietnam, (2012); Hoadley U., Pedagogy in Poverty: Lessons from Twenty Years of Curriculum Reform in South Africa, (2017); Jama M.P., Maximising the first-year experience through the incorporation of generic skills in a medical curriculum at the University of the free state, Journal of Student Affairs in Africa, 6, 1, pp. 77-91, (2018); Kinash S., Crane L., Knight C., Dowling D., Mitchell K., McLean M., Schulz M., Global graduate employability research: a report to the Business20 human capital taskforce (draft), (2014); Kuoribo E., Owusu-Manu D.G., Yomoah R., Debrah C., Acheampong A., Edwards D.J., Ethical and unethical behaviour of built environment professionals in the Ghanaian construction industry, Journal of Engineering, Design and Technology, pp. 1-22, (2021); McAdam M., Miller K., McAdam R., University business models in disequilibrium–engaging industry and end users within university technology transfer processes, R&D Management, 47, 3, pp. 458-472, (2017); Muller J., Hoadley U., Curriculum reform and learner performance: an obstinate paradox in the quest for equality, The Enigma of Inequality. Policy Implications of Research in Education, Springer, Cham, 10, (2019); Muller R., Turner J.R., Project-Oriented Leadership, (2017); Murdoch-Eaton D., Louw A.J., Bezuidenhout J., Effect of curriculum changes to enhance generic skills proficiency of 1st-year medical students, African Journal of Health Professions Education, 8, 1, pp. 15-19, (2016); Okolie U.C., Igwe P.A., Eneje B.C., Nwosu H., Mlanga S., Enhancing graduate employability: why do higher education institutions have problems with teaching generic skills?, Policy Futures in Education, 18, 2, pp. 1-17, (2019); Omotayo S.T., Boateng P., Osobajo O., Oke A., Obi I.L., Systems thinking and CMM for continuous improvement in the construction industry, International Journal of Productivity and Performance Management, 69, 2, pp. 271-296, (2020); Osunsanmi T.O., Aigbavboa C.O., Thwala W.D.D., Molusiwa R., Modelling construction 4.0 as a vaccine for ensuring construction supply chain resilience amid COVID-19 pandemic, Journal of Engineering, Design and Technology, 20, 1, (2021); Oviawe I.J., Uwameiye R., Approaches for developing generic skills in building technology graduates for global competitiveness, Journal of Vocational Education Studies, 3, 1, pp. 25-38, (2020); Pauw K.M., Oosthuizen J., Westhuizen C.V., Graduate unemployment in the face of skills shortages: a labour market paradox, The South African Journal of Economics, 76, 1, pp. 45-57, (2008); Saldana J., The Coding Manual for Qualitative Researchers, (2015); Salim A.A.N., Salleh N., Jaafar M., Sulieman M., Ulang N., Ebekozien A., Fire safety management in public health-care buildings: issues and possible solutions, Journal of Facilities Management, (2021); Sarkar M., Overton T., Thompson C.D., Rayner G., Academics’ perspectives of the teaching and development of generic employability skills in science curricula, Higher Education Research and Development, 39, 2, pp. 346-361, (2020); Smith E.E., Kruger J., A critical assessment of the perceptions of potential graduates regarding their generic skills level: an exploratory study, South African Journal of Economic and Management Sciences, 11, 2, pp. 121-138, (2008); Smith-Ring T., Exploring the links between mentoring and work-integrated learning, Higher Education Research and Development, 33, 4, pp. 769-782, (2014); Tay Y.W.D., Panda B., Paul S.C., Noor Mohamed N.A., Tan M.J., Leong K.F., 3D printing trends in the building and construction industry: a review, Virtual and Physical Prototyping, 12, 3, pp. 261-276, (2017); Umeokafor N., Windapo A., Challenges to and opportunities for establishing a qualitative approach to built environment research in higher education institutions, Journal of Engineering, Design and Technology, 16, 4, pp. 557-580, (2018); Virtanen A., Tynjala P., Factors explaining the learning of generic skills: a study of university students’ experiences, Teaching in Higher Education, 24, 7, pp. 880-894, (2019)","A. Ebekozien; Department of Construction Management and Quantity Surveying, University of Johannesburg, Johannesburg, South Africa; email: ebekoandy45@yahoo.com","","Emerald Group Holdings Ltd.","","","","","","17260531","","","","English","J. Eng. Des. Technol.","Article","Article in press","","Scopus","2-s2.0-85124225282"
"Wadood K.; Nigar N.; Shahzad M.K.; Islam S.; Jaleel A.; Abalo D.","Wadood, Kamran (57218596188); Nigar, Natasha (57195997675); Shahzad, Muhammad Kashif (57220517995); Islam, Shahid (58043005500); Jaleel, Abdul (57202131762); Abalo, Douhadji (57746048100)","57218596188; 57195997675; 57220517995; 58043005500; 57202131762; 57746048100","Large-Scale Agile Transformations for Software Quality Assurance: An Empirical Case Study from Pakistan","2022","Mathematical Problems in Engineering","2022","","6153744","","","","0","10.1155/2022/6153744","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137927143&doi=10.1155%2f2022%2f6153744&partnerID=40&md5=59f5183310fc0957deae52cd788419e6","Power Information Technology Company (PITC), Ministry of Energy, Power Division, Government of Pakistan, Lahore, 54890, Pakistan; Department of Computer Science (RCET Campus, GRW), University of Engineering and Technology, Lahore, 52250, Pakistan; University of Lomé, P.O. Box 1515, Lomé, Togo","Wadood K., Power Information Technology Company (PITC), Ministry of Energy, Power Division, Government of Pakistan, Lahore, 54890, Pakistan; Nigar N., Department of Computer Science (RCET Campus, GRW), University of Engineering and Technology, Lahore, 52250, Pakistan; Shahzad M.K., Power Information Technology Company (PITC), Ministry of Energy, Power Division, Government of Pakistan, Lahore, 54890, Pakistan; Islam S., Department of Computer Science (RCET Campus, GRW), University of Engineering and Technology, Lahore, 52250, Pakistan; Jaleel A., Department of Computer Science (RCET Campus, GRW), University of Engineering and Technology, Lahore, 52250, Pakistan; Abalo D., University of Lomé, P.O. Box 1515, Lomé, Togo","Software quality plays an important role in the easy and quick adoption of a software product by the end users. Agile methods have proven to play an effective role in ensuring software quality; however, the public sector is hesitant in its adoption. This study evaluates the adoption of agile methods in the public sector in-house software development and capitalization of potential benefits. A quantitative approach is used with 28 survey questionnaires based on budget, time, quick debugging and correction, maintenance, easy testing, and installation as software quality components to assess the employability of agile methods. The questionnaire was served to 216 information technology (IT) professionals (project managers: 6%, developers: 61%, quality assurance (QA) leads: 8%, and testers: 25%) from the public sector companies having experience in software development using agile and waterfall methods. The quality components and hypotheses are evaluated using the T-test and chi-square test, respectively, with a 95% confidence interval. The results highlight the benefits of using agile methodologies for software quality components in the public sector. Additionally, the findings demonstrate how agile software development approaches significantly affect the quality of software products and successful delivery within budget and deadline.  © 2022 Kamran Wadood et al.","","Budget control; Computer software selection and evaluation; Program debugging; Quality assurance; Quality control; Software design; Software testing; Statistical tests; Agile methods; Agile transformations; Empirical case studies; Large-scales; Pakistan; Public sector; Quality components; Software products; Software Quality; Software quality assurance; Surveys","","","","","","","Galin D., Software Quality: Concepts and Practice, (2018); Laporte C.Y., April A., Software Quality Assurance, (2018); Charette R.N., Why software fails [software failure], IEEE Spectrum, 42, 9, pp. 42-49, (2005); De Feo J.A., Juran's Quality Handbook: The Complete Guide to Performance Excellence, (2017); Ambler S., Quality in an agile world, Software Quality Professional, 7, 4, (2005); Mullins L.J., McLean J.E., Organisational Behaviour in the Workplace, (2019); Alves C., Franch X., Carvallo J.P., Finkelstein A., Using Goals and Quality Models to Support the Matching Analysis during Cots Selection, pp. 146-156; Singh J., Kassie N.B., User's Perspective of Software Quality; Zakaria N.Z.H., Hamdan A.R., Yahaya J., Deraman A., User centric software quality model for sustainability: A review, Lecture Notes on Software Engineering, 4, 3, (2016); Suman M.W., Rohtak M., A comparative study of software quality models, International Journal of Computer Science and Information Technologies, 5, 4, pp. 5634-5638, (2014); Kramer M., Best practices in systems development lifecycle: An analyses based on the waterfall model, Review of Business & Finance Studies, 9, 1, pp. 77-84, (2018); Apke L., Understanding the Agile Manifesto, (2015); Zayat W., Senvar O., Framework study for agile software development via scrum and kanban, International Journal of Innovation and Technology Management, 17, 4, (2020); Anwer F., Aftab S., Shah S.S.M., Waheed U., Comparative analysis of two popular agile process models: Extreme programming and scrum, International Journal of Computer Science and Telecommunications, 8, 2, pp. 1-7, (2017); Chowdhury A.F., Huda M.N., Comparison between Adaptive Software Development and Feature Driven Development, pp. 363-367; Al-Saqqa S., Sawalha S., Abdelnabi H., Agile software development: Methodologies and trends, International Journal of Interactive Mobile Technologies, 14, 11, (2020); Nerurkar A., Das I., Agile Project Management in Large Scale Digital Transformation Projects in Government and Public Sector: A Case Study of Dilrmp Project, pp. 580-581; Bolhuis W., How Can (Large Scale) Agile Be Effectively Adopted and Scaled Up in Dutch Public Sector Organisations, (2021); Mohagheghi P., Lassenius C., Organizational Implications of Agile Adoption: A Case Study from the Public Sector, pp. 1444-1454; Dwi Harfianto H., Raharjo T., Hardian B., Wahbi A., Agile Transformation Challenges and Solutions in Bureaucratic Government: A Systematic Literature Review, pp. 12-19; Klunder J., Hohl P., Schneider K., Becoming Agile while Preserving Software Product Lines: An Agile Transformation Model for Large Companies, pp. 1-10; Fangmann J., Looks H., Thomaschewski J., Schon E.-M., Agile Transformation in E-government Projects, pp. 1-4; Wadood K., Shahzad M.K., Iqbal M., Employability Assessment of Agile Methods for Software Quality: An Empirical Case Study, pp. 598-614; Bousdekis A., Kardaras D., Digital Transformation of Local Government: A Case Study from Greece, pp. 131-140; Russo D., Taccogna G., Ciancarini P., Messina A., Succi G., Contracting Agile Developments for Mission Critical Systems in the Public Sector, pp. 47-56; Vacari I., Prikladnicki R., Adopting Agile Methods in the Public Sector: A Systematic Literature Review Embrapa Informática Agropecuária-Artigo em Anais de Congresso (ALICE)","D. Abalo; University of Lomé, Lomé, P.O. Box 1515, Togo; email: douhadjiabalo@gmail.com","","Hindawi Limited","","","","","","1024123X","","","","English","Math. Probl. Eng.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85137927143"
"Hiscox T.J.; Papakonstantinou T.; Rayner G.M.","Hiscox, Thomas J. (14056027700); Papakonstantinou, Theo (6507351797); Rayner, Gerry M. (55657570100)","14056027700; 6507351797; 55657570100","Written Reflection Influences Science Students’ Perceptions of Their Own and Their Peers’ Teamwork and Related Employability Skills","2022","International Journal of Innovation in Science and Mathematics Education","30","4","","15","28","13","1","10.30722/IJISME.30.04.002","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138091144&doi=10.30722%2fIJISME.30.04.002&partnerID=40&md5=f467c22e275274bc80090978c1867bef","School of Biological Sciences, Monash University, Melbourne, 3800, Australia; School of Medicine, Monash University, Melbourne, 3800, Australia; Learning Transformations Unit, Swinburne University of Technology, Melbourne, 3122, Australia","Hiscox T.J., School of Biological Sciences, Monash University, Melbourne, 3800, Australia; Papakonstantinou T., School of Medicine, Monash University, Melbourne, 3800, Australia; Rayner G.M., School of Biological Sciences, Monash University, Melbourne, 3800, Australia, Learning Transformations Unit, Swinburne University of Technology, Melbourne, 3122, Australia","The impact of written reflection on tertiary students’ self-efficacy, and corresponding evaluation of their peers’ abilities, is often imprecise and lacking in clarity. This study thus sought to assess the effects of a written reflective diary on science undergraduates’ teamwork-related and other employability skills. Employability skills, in particular students’ teamwork-related skills, are crucial to students’ career development and progression. Assessment was carried out using a series of pre and post-reflection online surveys, the TeamQ assessment rubric, and student focus groups. Participants identified five key teamwork skills, the importance of which remained constant over time. Written reflection had a significant, positive effect on students’ self-efficacy of their oral communication skills. Students’ written reflections were also important in shaping their perceptions about the domain of fostering a team climate, both in terms of their own self-efficacy and perceptions of their peers’ abilities. This study has interesting implications for future research into science students’ teamwork and other employability skills © 2022, International Journal of Innovation in Science and Mathematics Education.All Rights Reserved.","Peer assessment; Science undergraduate; Self assessment; Self-efficacy; Self-reflection; Teamwork; Written reflection","","","","","","","","Bandura A., Self-efficacy: The exercise of control, (1997); Britton E., Simper N., Leger A., Stephenson J., Assessing teamwork in undergraduate education: a measurement tool to evaluate individual teamwork skills, Assessment & Evaluation in Higher Education, 42, 3, pp. 378-397, (2017); Cake M. A., Bell M. A., Williams J. C., Brown F. J., Dozier M., Rhind S. M., Baillie S., Which professional (non-technical) competencies are most important to the success of graduate veterinarians? A Best Evidence Medical Education (BEME) systematic review: BEME Guide No. 38, Medical Teacher, 38, 6, pp. 550-563, (2016); Carew M., Ho S., Brookes R., More than just learning discipline skills: Social interactions in science fieldwork could enhance student well-being and cognition, International Journal of Innovation in Science and Mathematics Education, 28, 3, pp. 37-50, (2020); Creswell J. W., Poth C. N., Qualitative inquiry & research design: Choosing among five approaches, (2017); Curtis D., McKenzie P., Employability skills for Australian industry: Literature review and framework development: report to: Business Council of Australia, Australian Chamber of Commerce and Industry, (2001); Datta P. P., Developing competencies to lead innovation in Indian manufacturing: An education model, International Journal of Innovation Science, 10, 4, pp. 475-494, (2018); Detweiler-Bedell B., Detweiler-Bedell J. B., Undergraduate research teams that build bridges, produce publishable research, and strengthen grant proposals, Frontiers in Psychology, 10, (2019); Djankov S., Saliola F., The changing nature of work, Journal of International Affairs, 72, 1, pp. 57-73, (2018); Fleischmann K., A successive approach to multidisciplinary teamwork in undergraduate design education: From dysfunctional to functional teams, Arts and Design Studies, 37, pp. 25-35, (2015); Fritson K. K., Nelson D. A., Vontz H., Forrest K. D., Students’ perceptions of journaling in undergraduate classes, Journal of Instructional Research, 2, pp. 3-9, (2013); Galloway K. W., Undergraduate perceptions of value: Degree skills and career skills, Chemistry Education Research and Practice, 18, 3, pp. 435-440, (2017); Gibert A., Tozer W. C., Westoby M., Teamwork, soft skills, and research training, Trends in Ecology & Evolution, 32, 2, pp. 81-84, (2017); Goldfinch J., Further developments in peer assessment of group projects, Assessment & Evaluation in Higher Education, 19, 1, pp. 29-35, (1994); Gosset W. S., The probable error of a mean, Biometrika, 6, pp. 1-25, (1908); Green J., Carbone A., Rayner G., Employability pursuits beyond the formal curriculum: extra and co-curricular activities, Education for Employability, 1, pp. 165-176, (2019); Hastie C., Fahy K., Parratt J., The development of a rubric for peer assessment of individual teamwork skills in undergraduate midwifery students, Women and Birth, 27, 3, pp. 220-226, (2014); Ho S. S., Wong B. B., Tham M., Brookes R. H., Science undergraduates are motivated to undertake leadership education to enhance employability and impact, International Journal of Innovation in Science and Mathematics Education, 24, 3, pp. 71-83, (2016); Hoo H. T., Negotiating self-and peer feedback on teamwork competencies with the use of reflective journals in higher education, (2018); Hughes R. L., Jones S. K., Developing and assessing college student teamwork skills, New Directions for Institutional Research, 149, pp. 53-64, (2011); Kemery E. R., Stickney L. T., A multifaceted approach to teamwork assessment in an undergraduate business program, Journal of Management Education, 38, 3, pp. 462-479, (2014); Kruger J., Dunning D., Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments, Journal of Personality and Social Psychology, 77, 6, (1999); Levin P., Student-Friendly Guide: Successful Teamwork!: For undergraduates and taught postgraduates working on group projects, (2004); Little B., Employability and work-based learning, (2006); Loo R., Thorpe K., Using reflective learning journals to improve individual and team performance, Team Performance Management: An International Journal, 8, 5, pp. 134-139, (2002); Mayne L., Reflective writing as a tool for assessing teamwork in bioscience: Insights into student performance and understanding of teamwork, Biochemistry and Molecular Biology Education, 40, 4, (2012); Mavromaras K., McGuinness S., O'Leary N., Sloane P., Wei Z., Job mismatches and labour market outcomes: Panel evidence on university graduates, Economic Record, 89, 286, pp. 382-395, (2013); McGuire L., Lay K., Peters J., Pedagogy of reflective writing in professional education, Journal of the Scholarship of Teaching and Learning, 9, 1, pp. 93-107, (2009); Miner N., Ilgu A. K., Shane J. S., Madson K., Engineers as effective team players: Evaluating teamwork skills in a flipped project management for civil engineers Course, 2021 ASEE Virtual Annual Conference Content Access, (2021); Mendo-Lazaro S., Leon-del-Barco B., Felipe-Castano E., Polo-del-Rio M. I., Iglesias-Gallego D., Cooperative team learning and the development of social skills in higher education: The variables involved, Frontiers in Psychology, 9, (2018); Mok K. H., Neubauer D., Higher education governance in crisis: A critical reflection on the massification of higher education, graduate employment and social mobility, Journal of Education and Work, 29, 1, pp. 1-12, (2016); Moore D. S., The effect of dependence on chi squared tests of fit, The Annals of Statistics, 10, 4, (1982); Osmani M., Weerakkody V., Hindi N. M., Al-Esmail R., Eldabi T., Kapoor K., Irani Z., Identifying the trends and impact of graduate attributes on employability: A literature review, Tertiary Education and Management, 21, 4, pp. 367-379, (2015); Overtoom C., Employability skills: An update, (2000); Parratt J., Hastie C., Hutchinson M., Fahy K., Chaseling M., Lohmann G., O'Brien K. A., Expert validation of the TeamUP rubric, ANZAHPE 2014: Developing Health Professional Educators: Connecting Science & Theory With Learning for Clinical Practice, (2014); Paulus P. B., Brown V. R., Enhancing ideational creativity in groups, Group creativity: Innovation through collaboration, pp. 110-136, (2003); Pozzi M., Bonson S., I surprised myself: Skills awareness, reflection, and employability in final year Mathematics students, Proceedings of the 2019 Students, Transitions, Achievement, Retention and Success (STARS) Conference, pp. 1-10, (2019); Preacher K. J., Calculation for the chi-square test: An interactive calculation tool for chi-square tests of goodness of fit and independence [Computer software], (2001); Rayner G. M., Papakonstantinou T., Employer perspectives of the current and future value of STEM graduate skills and attributes: An Australian study, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 100-115, (2015); Rayner G. M., Papakonstantinou T., Foundation biology students' critical thinking ability: Selfefficacy versus actuality, Journal of University Teaching and Learning Practice, 15, 5, (2018); Richardson G., Maltby H., Reflection-on-practice: Enhancing student learning, Journal of Advanced Nursing, 22, 2, pp. 235-242, (1995); Riebe L., Roepen D., Santarelli B., Marchioro G., Teamwork: Effectively teaching an employability skill, Education + Training, 52, 6, pp. 528-539, (2010); Sabel J. L., Dauer J. T., Forbes C. T., Introductory biology students’ use of enhanced answer keys and reflection questions to engage in metacognition and enhance understanding, CBE Life Sciences Education, 16, 3, (2017); Salas E., Reyes D., McDaniel S., The science of teamwork: Progress, reflections, and the road ahead, American Psychologist, 73, 4, pp. 593-600, (2018); Sarkar M., Overton T., Thompson C., Rayner G., Graduate employability: Views of recent science graduates and employers, International Journal ofInnovation in Science and Mathematics Education, 24, 3, pp. 31-48, (2016); Sarkar M., Overton T., Thompson C., Rayner G., Undergraduate science students' perceptions of employability: Efficacy of an intervention, International Journal of Innovation in Science and Mathematics Education, 25, 5, pp. 21-37, (2017); Sarkar M., Overton T., Thompson C. D., Rayner G., Academics’ perspectives of the teaching and development of generic employability skills in science curricula, Higher Education Research & Development, 39, 2, pp. 346-361, (2019); Sheldon P., Thornthwaite L., Employability skills and vocational education and training policy in Australia: An analysis of employer association agendas, Asia Pacific Journal of Human Resources, 43, 3, pp. 404-425, (2005); Sterling E., Bravo A., Porzecanski A. L., Burks R. L., Linder J., Langen T., Fernandez D., Ruby D., Bynum N., Think before (and after) you speak: Practice and self-reflection bolster oral communication skills, Journal of College Science Teaching, 45, 6, pp. 87-99, (2016); Stokes C. L., A case study understanding employability through the lens of human resource executives, (2013); Suarta I. M., Suwintana I. K., Sudhana I. F. P., Hariyanti N. K. D., Employability skills required by the 21st century workplace: A literature review of labor market demand, International Conference on Technology and Vocational Teachers (ICTVT 2017), 102, (2017); Suleman F., The employability skills of higher education graduates: Insights into conceptual frameworks and methodological options, Higher Education, 76, 2, pp. 263-278, (2018); Tan S., Unweighted scoring versus weighted scoring methods for Likert type data, (1998); van Dinther M., Dochy F., Segers M., Factors affecting students’ self-efficacy in higher education, Educational Research Review, 6, 2, pp. 95-108, (2011); Walter O., Shenaar-Golan V., Sensory language (SDM) to foster empathy in social work students, Social Work Education, 37, 5, pp. 633-651, (2018); Wilson L., Ho S., Brookes R. H., Student perceptions of teamwork within assessment tasks in undergraduate science degrees, Assessment & Evaluation in Higher Education, 43, 5, pp. 786-799, (2018); Xyrichis A., Ream E., Teamwork: a concept analysis, Journal of Advanced Nursing, 61, 2, pp. 232-241, (2008)","T.J. Hiscox; School of Biological Sciences, Monash University, Melbourne, 3800, Australia; email: thomas.hiscox@monash.edu","","Institute for Innovation in Science and Mathematics Education, The University of Sydney","","","","","","22004270","","","","English","Int. J. Inn. Sci. Math. Educ.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85138091144"
"Jackson D.; Riebe L.; Macau F.","Jackson, Denise (37053893700); Riebe, Linda (36490217300); Macau, Flavio (55445521600)","37053893700; 36490217300; 55445521600","Determining factors in graduate recruitment and preparing students for success","2022","Education and Training","","","","","","","7","10.1108/ET-11-2020-0348","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135460792&doi=10.1108%2fET-11-2020-0348&partnerID=40&md5=fc4abe5c0f82fa4d6b0fff55091da1c3","School of Business and Law, Edith Cowan University, Perth, Australia","Jackson D., School of Business and Law, Edith Cowan University, Perth, Australia; Riebe L., School of Business and Law, Edith Cowan University, Perth, Australia; Macau F., School of Business and Law, Edith Cowan University, Perth, Australia","Purpose: This study aims to investigate graduate employer perceptions of determining factors in recruitment decisions and their preferred use of recruitment channels. This study drew on the employability capitals model to interpret findings and identify ways to better prepare higher education students for recruitment and selection. This is particularly important in declining graduate labour markets, further weakened by COVID-19. Design/methodology/approach: This study gathered data from surveying 183 Australian employers from different organisational settings. Responses were analysed using descriptive and multivariate techniques, the latter exploring variations by role type, sector and organisation size. Findings: Findings reaffirmed the criticality of students having the right disposition and demonstrating professional capabilities during recruitment, highlighting the value of building cultural and human capital during university years. Recruitment channels that require students to mobilise their identity and social capital were prioritised, particularly among private sector organisations. Work-based internships/placements were considered important for identifying graduate talent and developing strong industry–educator partnerships, needed for building networks between students and employers. Originality/value: This study provides valuable insights into determinants of graduate recruitment decision-making from the employer perspective. These highlight to students the important role of capitals, and how they can be developed to optimise recruitment success. This study presents practical strategies for universities to build their students’ human, social, cultural and identity capital. Findings on the prioritisation of recruitment channels among graduate employers from different sectors will enable students and universities to better prepare for future recruitment. It emphasises that student engagement with employability-related activities is a critical resource for an effective transition to the workplace. © 2022, Emerald Publishing Limited.","Capitals; Employability; Graduate recruitment; Recruitment; Recruitment channels; Work-integrated learning","","","","","","","","Australian Collaborative Education Network - Summary Report for Graduate Outcomes Survey Items 2020, (2020); Albandea I., Giret J., The effect of soft skills on French post-secondary graduates' earnings, International Journal of Manpower, 39, 6, pp. 782-799, (2018); Future Skills, (2019); Artess J., Mellors-Bourne R., Hooley T., Employability: A Review of the Literature 2012-2016, (2017); AAGE Employer Survey 2019, (2019); ABS 3101.0 – Australian Demographic Statistics, (2016); Preparing Graduates for the New World of Work, (2018); Employability Skills for the Future, (2002); Core Skills for Work, (2013); Performance-based Funding for the Commonwealth Grant Scheme, (2019); NPILF Pilot (2022–24): Guidance Document, (2021); Bathmaker A., Ingram N., Abrahams J., Hoare A., Waller R., Bradley H., Higher Education, Social Class and Social Mobility, (2016); Batistic S., Tymon A., Networking behaviour, graduate employability: a social capital perspective, Education + Training, 59, 4, pp. 374-388, (2017); Becker G., Human Capital: A Theoretical and Empirical Analysis, (1964); Berger R., Winters J., Does private schooling increase adult earnings? 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Empirical evidence from Australia, Higher Education, 76, 3, pp. 403-425, (2018); Jackson D., Riebe L., Meek S., Ogilvie M., Kuilboer A., Murphy L., Collins N., Lynch M., Brock M., Using an industry-aligned capabilities framework to effectively assess student performance in non-accredited WIL contexts, Teaching in Higher Education, (2020); Jepsen D., Knox-Haly M., Townsend D., Recruitment practices in Australia: a review and comparative research agenda, Employment Relations Record, 15, 2, pp. 5-19, (2015); Jha N., Polidano C., Long-run effects of Catholic schooling on wages, BE Journal of Economic Analysis and Policy, 15, 4, pp. 2017-2045, (2015); Kalfa S., Taksa L., Cultural capital in business higher education: reconsidering the graduate attributes movement and the focus on employability, Studies in Higher Education, 40, 4, pp. 585-595, (2015); Kilic M., Wachter J., Risk, unemployment, and the stock market: a rare-event-based explanation of labor market volatility, The Review of Financial Studies, 31, 12, pp. 4762-4814, (2018); 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Rudakov V., Roshchin S., The impact of student academic achievement on graduate salaries: the case of a leading Russian university, Journal of Education and Work, 32, 2, pp. 156-180, (2019); Ruskin J., Bilous R.H., A tripartite framework for extending university-student co-creation to include workplace partners in the work-integrated learning context, Higher Education Research and Development, 39, 4, pp. 806-820, (2020); Sachs J., Rowe A., Wilson M., Good Practice Report–WIL, (2016); Graduate Outcomes Survey-Longitudinal, (2019); Subraamanniam T., Hancock P., Birt J., Perceptions of reputation drivers: evidence from Australian non-accredited business schools, Higher Education Research and Development, 41, 3, pp. 934-951, (2022); Succi S., Canovi M., Soft skills to enhance graduate employability: comparing students and employers' perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Suleman F., Employability skills of higher education graduates: little consensus on a much-discussed subject, Procedia–Social and Behavioral Sciences, 228, 1, pp. 169-174, (2016); Thompson L., Clark G., Walker M., ‘It's just like an extra string to your bow’: exploring higher education students' perceptions and experiences of extracurricular activity and employability, Active Learning in Higher Education, 14, 2, pp. 135-147, (2013); Tomlinson M., The impact of market-driven higher education on student-university relations: investing, consuming and competing, Higher Education Policy, 29, 2, pp. 149-166, (2016); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Jackson D., Professional identity formation in contemporary higher education students, Studies in Higher Education, 46, 4, pp. 885-900, (2021); Tsirkas K., Chytiri A.-P., Bouranta N., The gap in soft skills perceptions: a dyadic analysis, Education + Training, 62, 4, pp. 357-377, (2020); National Strategy on Work-Integrated Learning in University Education, (2015); van der Klaauw B., Van Vuuren A., Job search and academic achievement, European Economic Review, 54, 2, pp. 294-316, (2010); Vendolska I., Kacerova E., Flexible graduate is successful graduate. Key factors of successful job interview, Journal of Competitiveness, 8, 2, pp. 87-102, (2016); Wang Z., Crawford I., Who are gaining the highly paid elite placements in UK higher education?, Studies in Higher Education, 44, 11, pp. 1960-1974, (2019); Watt P., Costea B., Reappraising Charles Webb's the graduate (1963): exploring cultural and historical elements of a character in the contemporary economy, Organization, 27, 1, pp. 140-161, (2020); Wilson A.B., Hall J.B., Alba A., Graduate student placement: an examination of experience and career barriers in a student affairs professional preparation program, Journal for the Study of Postsecondary and Tertiary Education, 1, pp. 053-065, (2016); YouthSense, Cronavirus and the Class of 2020, (2020)","D. Jackson; School of Business and Law, Edith Cowan University, Perth, Australia; email: d.jackson@ecu.edu.au","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Article in press","All Open Access; Green Open Access","Scopus","2-s2.0-85135460792"
"Blair M.; Palermo C.; Gibson S.; Mitchell L.","Blair, Merran (57207740789); Palermo, Claire (19337309600); Gibson, Simone (56225355900); Mitchell, Lana (34875322100)","57207740789; 19337309600; 56225355900; 34875322100","The Australian and New Zealand dietetics graduate outcomes survey: A cross-sectional study","2022","Nutrition and Dietetics","","","","","","","9","10.1111/1747-0080.12739","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129618014&doi=10.1111%2f1747-0080.12739&partnerID=40&md5=ffca0149bb71041b44eebc4ea081f0f7","Department of Nutrition, Dietetics and Food, Monash University, Notting Hill, VIC, Australia; Monash University, Clayton, VIC, Australia; School of Clinical Sciences, Monash University, Clayton, VIC, Australia; School of Allied Health Sciences, Griffith University, Gold Coast, QLD, Australia","Blair M., Department of Nutrition, Dietetics and Food, Monash University, Notting Hill, VIC, Australia; Palermo C., Monash University, Clayton, VIC, Australia; Gibson S., School of Clinical Sciences, Monash University, Clayton, VIC, Australia; Mitchell L., School of Allied Health Sciences, Griffith University, Gold Coast, QLD, Australia","Aim: There is a paucity of comprehensive and current employment data for dietitians. It is unclear if, and where, dietetics graduates are being employed and if they are sufficiently prepared to meet workforce and community needs. The aim of this study was to identify employment outcomes for recent dietetics graduates from Australia and New Zealand at 4–6 months post degree completion. Methods: A cross-sectional survey was distributed to graduates from accredited dietetics degrees across Australian and New Zealand. Those who completed their university study in 2020 were eligible to participate. Descriptive statistics and frequencies were analysed and open text answers underwent summative content analysis. Results: A total of 294 usable survey responses were received from 631 eligible graduates (response rate 47%). Seventy-five percent of graduates were employed in any field and 60% were employed in a role that required their degree. The most common area of dietetics employment was private practice, followed by hospital practice. Most commonly, graduates who did not need their degree to get their job were employed in healthcare-related roles, or nutrition- and food-related roles. Conclusions: These findings are important for curricula development to ensure that students are suitably prepared for available employment opportunities. Work-integrated learning experiences may need to shift focus to skill development, rather than a specific job role, to better prepare graduates for the jobs of the future. Further monitoring of employment outcomes is necessary to track changes over time. © 2022 The Authors. Nutrition & Dietetics published by John Wiley & Sons Australia, Ltd on behalf of Dietitians Australia.","dietitian; education; employability; graduate; workforce","Australia; Cross-Sectional Studies; Dietetics; Humans; New Zealand; Nutritionists; article; Australia and New Zealand; content analysis; cross-sectional study; dietetics; dietitian; education; employability; employment; human; learning; nutrition; private practice; skill; workforce; Australia; cross-sectional study; education; New Zealand","","","","","Department of Nutrition, Dietetics and Food, Monash University","Merran Blair was supported by a scholarship from the Department of Nutrition, Dietetics and Food, Monash University, and by an Australian Government, Research Training Scholarship and Stipend. Funding Information ","Tehan D., The future of Australian universities focuses on achievement, (2020); Jacobs R.L., Hawley J.D., The emergence of ‘workforce development’: definition, conceptual boundaries and implications, International handbook of education for the changing world of work, pp. 2537-2552, (2009); Morgan K., Campbell K.L., Sargeant S., Reidlinger D.P., Preparedness for advancing future health: a national qualitative exploration of dietetics graduates' experiences, Adv Health Sci Educ, 25, pp. 31-53, (2019); Hickson M., Child J., Collinson A., Future dietitian 2025: informing the development of a workforce strategy for dietetics, J Hum Nutr Diet, 31, 1, pp. 23-32, (2018); Rogers D., Compensation and benefits survey 2017, J Acad Nutr Diet, 118, 3, pp. 499-511, (2018); Quality Indicators for Learning and Teaching. Graduate Outcomes Survey. Australia: Department of Education, Skills and Employment, Commonwealth of Australia; 2020; Heafala A., Mitchell L.J., Williams L.T., Studying the transition from graduate to health practitioner: the Griffith dietetics graduate outcomes survey, Nurs Health Sci, 23, pp. 723-732, (2021); Bacon R., Nyamayaro M., Kellett J., Graduate outcome survey of an Australian postgraduate dietetics program. In: 34th National Conference Dietitians Association of Australia: Cultivating Fresh Evidence, (2017); Brown L., Capra S., Williams L., Profile of the Australian dietetic workforce: 1991-2005, Nutr Diet, 63, 3, pp. 166-178, (2006); Health Workforce Australia. Australia's Health Workforce Series: Dietitians in Focus. Australia: The Commonwealth of Australia; 2014; Dietitian workforce: Summary results from the 2009 health workforce annual survey. New Zealand: Ministry of Health, New Zealand Government; 2010; Victorian Allied Health Workforce Research Program. Dietetics Workforce Report. 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A systematic review of definitions and operationalizations from quantitative and qualitative studies, Scand J Work Environ Health, 46, 3, pp. 235-247, (2020); Daly A., Schenker M.B., Ronda-Perez E., Reid A., Examining the impact of two dimensions of precarious employment, vulnerability and insecurity on the self-reported health of men, women and migrants in Australia, Int J Environ Res Public Health, 17, 20, (2020); Cuervo H., Chesters J., The [im]possibility of planning a future: how prolonged precarious employment during transitions affects the lives of young Australians, Labour Ind, 29, 4, pp. 295-312, (2019); Wooden M., Insecure forms of employment: how pressing a problem is it in Australia?, Res Insights, 28, 20, (2020); Hewko S., Oyesegun A., Clow S., VanLeeuwen C., High turnover in clinical dietetics: a qualitative analysis, BMC Health Serv Res, 21, 1, (2021); Green L.A., Lanier D., Yawn B.P., Dovey S.M., Fryer G.E., The ecology of medical care revisited, N Engl J Med, 344, 26, pp. 2021-2025, (2001); Andrews K., Jobs of the future: the known unknown, Aust Sci, 36, 7, (2015); Frank J.R., Taber S., van Zanten M., Scheele F., Blouin D., The role of accreditation in 21st century health professions education: report of an international consensus group, BMC Med Educ, 20, 1, (2020); Boak R., Palermo C., Gallegos D., Re-imagining the future of nutrition and dietetics in Australia and New Zealand: Towards 2050, (2021); Palermo C., Leadership and practice in times of complexity and uncertainty, Nutr Diet, 77, 5, pp. 487-489, (2020); Markey R., The impact of the COVID-19 virus on industrial relations, J Aust Polit Econ, 85, pp. 147-154, (2020); Ridley E.J., Freeman-Sanderson A., Haines K.J., Surge capacity for critical care specialised allied health professionals in Australia during COVID-19, Aust Crit Care, 34, 2, pp. 191-193, (2021)","M. Blair; Department of Nutrition, Dietetics and Food, Monash University, Notting Hill, Australia; email: merran.blair@monash.edu","","John Wiley and Sons Inc","","","","","","14466368","","","35503028","English","Nutr. Diet.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85129618014"
"Jung A.","Jung, Alexander (57752163200)","57752163200","Depoliticisation through employability: entanglements between European migration and development interventions in Tunisia","2022","Journal of Ethnic and Migration Studies","48","19","","4811","4828","17","2","10.1080/1369183X.2022.2080650","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132244183&doi=10.1080%2f1369183X.2022.2080650&partnerID=40&md5=a7e09cf4cde578dc88a908235fd6359c","School of Global Studies, University of Gothenburg, Gothenburg, Sweden","Jung A., School of Global Studies, University of Gothenburg, Gothenburg, Sweden","Accompanied by public demands to reduce migration by creating perspectives ‘at home’, employability projects have become an important component of migration and development policies. While research has revealed the sedentarism underlying these policies and questioned the effectiveness thereof, more recent work has found that stakeholders are, in fact, aware of the potential increase of migration. However, contrary to analyses that hold that such interventions are carried out because they meet the different interests of both migration and development actors, this paper argues that migration and development interventions are mutually implicated. Examining European employability projects in Tunisia and drawing on interviews with representatives of donors and implementing organisations as well as policy documents, this paper argues that employability activities operate through twofold depoliticised logics. Whereas the focus on employability enables isolating migration from politicised debates across Europe, these interventions promote depoliticised logics of neoliberal selectivity. In centring skills in these interventions, some subjects are rendered employable for the Tunisian and, potentially, European labour market. Others, in turn, are excluded from the participation in migration and development due to a lack of sought-after skills. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","depoliticisation; employability; Europe; migration-development nexus; Tunisia","Tunisia; employment; labor market; labor migration","","","","","Universiteit van Amsterdam, UvA","This work was supported by the Donationsstipendier and the Forskraftstiftelsen Theodor Adelswärds minne. Earlier drafts of this article were presented at the EISA PEC 2021 and at the ‘Transnational configurations, conflict and governance’ programme group seminar at the University of Amsterdam (UvA). I am grateful to Beste İşleyen and Polly Pallister-Wilkins for organising the conference panel and Darshan Vigneswaran for hosting me at the UvA, and would like to thank the participants, especially Jessica Soedirgo, as well as reviewers and editors for their valuable comments.","Adely F.I.J., Mitra A., Mohamed M., Shaham A., Poor Education, Unemployment and the Promise of Skills: The Hegemony of the ‘Skills Mismatch’ Discourse, International Journal of Educational Development, 82, April, (2021); Aliriza F., What Democracy for Tunisian Workers?, (2020); Awumbila M., Deshingkar P., Kandilige L., Teye J.K., Setrana M., Please, Thank You and Sorry–Brokering Migration and Constructing Identities for Domestic Work in Ghana, Journal of Ethnic and Migration Studies, 45, 14, pp. 2655-2671, (2019); Bakewell O., ‘Keeping Them in Their Place’: The Ambivalent Relationship Between Development and Migration in Africa, Third World Quarterly, 29, 7, pp. 1341-1358, (2008); Ben Jemia M., La Tunisie, Cerbère Des Frontières Européennes, Plein Droit, 73, 2, pp. 35-38, (2007); Bonizzoni P., Looking for the Best and Brightest? Deservingness Regimes in Italian Labour Migration Management, International Migration, 56, 4, pp. 47-62, (2018); Chakravartty P., Silva D.F.D., Accumulation, Dispossession, and Debt: The Racial Logic of Global Capitalism—An Introduction, American Quarterly, 64, 3, pp. 361-385, (2012); Chatterjee S., Skills to Build the Nation: The Ideology of ‘Canadian Experience’ and Nationalism in Global Knowledge Regime, Ethnicities, 15, 4, pp. 544-567, (2015); Chee L., ‘Supermaids’: Hyper-Resilient Subjects in Neoliberal Migration Governance, International Political Sociology, 14, 4, pp. 366-381, (2020); Clemens M.A., Postel H.M., Deterring Emigration with Foreign Aid: An Overview of Evidence from Low-Income Countries, Population and Development Review, 44, 4, pp. 667-693, (2018); de Haas H.D., A Theory of Migration: The Aspirations-Capabilities Framework, Comparative Migration Studies, 9, 1, pp. 1-35, (2021); Dini S., Migration Management, Capacity Building and the Sovereignty of an African State: International Organization for Migration in Djibouti, Journal of Ethnic and Migration Studies, 44, 10, pp. 1691-1705, (2018); Faist T., Fauser M., (2011); Farrugia D., Class and the Post-Fordist Work Ethic: Subjects of Passion and Subjects of Achievement in the Work Society, The Sociological Review, 67, 5, pp. 1086-1101, (2019); Feltrin L., The Struggles of Precarious Youth in Tunisia: The Case of the Kerkennah Movement, Review of African Political Economy, 45, 155, pp. 44-63, (2018); Ferguson J., The Uses of Neoliberalism, Antipode, 41, 1, pp. 166-184, (2010); Flayols A., Jongerius D., de Bel-Air F., (2019); Freemantle I., Landau L.B., Migration and the African Timespace Trap: More Europe for the World, Less World for Europe, Geopolitics, 27, 3, pp. 791-810, (2022); Glick Schiller N., Salazar N.B., Regimes of Mobility Across the Globe, Journal of Ethnic and Migration Studies, 39, 2, pp. 183-200, (2013); Haque E., Neoliberal Governmentality and Canadian Migrant Language Training Policies, Globalisation, Societies and Education, 15, 1, pp. 96-113, (2017); Herbert M., Losing Hope. Why Tunisians Are Leading the Surge in Irregular Migration to Europe, (2022); Hercog M., Sandoz L., Highly Skilled or Highly Wanted Migrants? Conceptualizations, Policy Designs and Implementations of High-Skilled Migration Policies, Migration Letters, 15, 4, pp. 453-460, (2018); Hibou B., Meddeb H., Hamdi M., Tunisia After 14 January and Its Social an Political Economy: The Issues at Stake in a Reconfiguration of European Policy, (2011); Isleyen B., Kreitmeyr N., ‘Authoritarian Neoliberalism’ and Youth Empowerment in Jordan, Journal of Intervention and Statebuilding, 15, 2, pp. 244-263, (2021); Kunz R., Depoliticization Through Partnership in the Field of Migration: The Mexico-US Case, Multilayered Migration Governance: The Promise of Partnership, pp. 283-310, (2011); Landau L.B., A Chronotope of Containment Development: Europe’s Migrant Crisis and Africa’s Reterritorialisation, Antipode, 51, 1, pp. 169-186, (2019); Li T.M., The Will to Improve: Governmentality, Development, and the Practice of Politics, (2007); Liu-Farrer G., Yeoh B.S., Baas M., Social Construction of Skill: An Analytical Approach Toward the Question of Skill in Cross-Border Labour Mobilities, Journal of Ethnic and Migration Studies, 47, 10, pp. 2237-2251, (2021); Lixi L., Framing and Shaping Migration Governance: The Case of EU-Tunisian Migration Relations, (2019); M'charek A., Harraga: Burning Borders, Navigating Colonialism, The Sociological Review, 68, 2, pp. 418-434, (2020); McKeon N., Getting to the Root Causes of Migration in West Africa–Whose History, Framing and Agency Counts?, Globalizations, 15, 6, pp. 870-885, (2018); Mezzadra S., Neilson B., Border as Method, or, the Multiplication of Labor, (2013); Mullin C., Patel I., Governing Revolt: EU–North African Relations After the ‘Arab Spring’ Uprisings, Journal of Intervention and Statebuilding, 9, 2, pp. 162-189, (2015); Murphy E.C., A Political Economy of Youth Policy in Tunisia, New Political Economy, 22, 6, pp. 676-691, (2017); Nijenhuis G., Leung M., Rethinking Migration in the 2030 Agenda: Towards a De-Territorialized Conceptualization of Development, Forum for Development Studies, 44, 1, pp. 51-68, (2017); Oishi N., Skilled or Unskilled? The Reconfiguration of Migration Policies in Japan, Journal of Ethnic and Migration Studies, 47, 10, pp. 2252-2269, (2021); Ong A., Neoliberalism as Exception: Mutations in Citizenship and Sovereignty, (2006); Oomes N., Heyma A., Belt T., Berthiaume N., Bisschop P., Jongerius D., Spanikova V., Et al., (2019); Ortiga Y.Y., Shifting Employabilities: Skilling Migrants in the Nation of Emigration, Journal of Ethnic and Migration Studies, 47, 10, pp. 2270-2287, (2021); Paciello M.C., Pepicelli R., Pioppi D., (2016); Pallister-Wilkins P., Hotspots and the Geographies of Humanitarianism, Environment and Planning D: Society and Space, 38, 6, pp. 991-1008, (2020); Peck J., Remaking Laissez-Faire, Progress in Human Geography, 32, 1, pp. 3-43, (2008); Rodriguez R.M., Schwenken H., Becoming a Migrant at Home: Subjectivation Processes in Migrant-Sending Countries Prior to Departure: Becoming Migrant at Home: Subjectivation Prior to Departure, Population, Space and Place, 19, 4, pp. 375-388, (2013); Suliman S., Migration and Development After 2015, Globalizations, 14, 3, pp. 415-431, (2017); Vives L., (2017); Williams A.M., Employability and International Migration: Theoretical Perspectives, Refugees, Recent Migrants and Employment: Challenging Barriers and Exploring Pathways, pp. 23-34, (2009); Zaun N., Nantermoz O., The Use of Pseudo-Causal Narratives in EU Policies: The Case of the European Union Emergency Trust Fund for Africa, Journal of European Public Policy, 29, 4, pp. 510-529, (2022)","A. Jung; School of Global Studies, University of Gothenburg, Gothenburg, Sweden; email: alexander.jung@gu.se","","Routledge","","","","","","1369183X","","","","English","J. Ethn. Migr. Stud.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85132244183"
"Reyes N.R.D.; Cabigon A.F.; Edicto Q.M.; Villaganas M.A.; Ygot C.; Abellana D.P.; Ocampo L.","Reyes, Niña Rozanne Delos (57786776800); Cabigon, Ann Frances (57786185400); Edicto, Quennie Marie (57787681000); Villaganas, Mary Anne (57413055600); Ygot, Christel (57787681100); Abellana, Dharyll Prince (57213603444); Ocampo, Lanndon (55536512100)","57786776800; 57786185400; 57787681000; 57413055600; 57787681100; 57213603444; 55536512100","Characteristics of deaf workers and job longevity – evidence from Philippine industries","2022","International Journal of Work Organisation and Emotion","13","2","","103","119","16","0","10.1504/IJWOE.2022.123505","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133596609&doi=10.1504%2fIJWOE.2022.123505&partnerID=40&md5=ff231d3cba65fa5f0b54930c4dfcffe0","Special Needs Education Area, College of Education, Cebu Technological University, Corner M.J. Cuenco Ave. and R. Palma St., Cebu City, 6000, Philippines; Professional Education Area, College of Education, Cebu Technological University, Corner M.J. Cuenco Ave. and R. Palma St., Cebu City, 6000, Philippines; Department of Industrial Engineering, Cebu Technological University, Corner M.J. Cuenco Ave. and R. Palma St., Cebu City, 6000, Philippines; Department of Computer Science, College of Science, University of the Philippines Cebu, Gorordo Ave., Lahug, Cebu City, 6000, Philippines; Graduate School, Cebu Technological University, Corner M.J. Cuenco Ave. and R. Palma St., Cebu City, 6000, Philippines","Reyes N.R.D., Special Needs Education Area, College of Education, Cebu Technological University, Corner M.J. Cuenco Ave. and R. Palma St., Cebu City, 6000, Philippines; Cabigon A.F., Special Needs Education Area, College of Education, Cebu Technological University, Corner M.J. Cuenco Ave. and R. Palma St., Cebu City, 6000, Philippines; Edicto Q.M., Special Needs Education Area, College of Education, Cebu Technological University, Corner M.J. Cuenco Ave. and R. Palma St., Cebu City, 6000, Philippines; Villaganas M.A., Professional Education Area, College of Education, Cebu Technological University, Corner M.J. Cuenco Ave. and R. Palma St., Cebu City, 6000, Philippines; Ygot C., Department of Industrial Engineering, Cebu Technological University, Corner M.J. Cuenco Ave. and R. Palma St., Cebu City, 6000, Philippines; Abellana D.P., Department of Computer Science, College of Science, University of the Philippines Cebu, Gorordo Ave., Lahug, Cebu City, 6000, Philippines; Ocampo L., Department of Industrial Engineering, Cebu Technological University, Corner M.J. Cuenco Ave. and R. Palma St., Cebu City, 6000, Philippines, Department of Computer Science, College of Science, University of the Philippines Cebu, Gorordo Ave., Lahug, Cebu City, 6000, Philippines, Graduate School, Cebu Technological University, Corner M.J. Cuenco Ave. and R. Palma St., Cebu City, 6000, Philippines","Despite considerable efforts, a significant gap between the employment rates of disabled and non-disabled individuals remains persistent at present. Moreover, works exploring the job longevity of disabled individuals have been scarce. Thus, this study examines the association of the characteristics of deaf workers and their job longevity. Using the responses of 73 deaf workers in the Philippines, the associations were analysed using a chi-square test of independence. The findings suggest that age, employment status, and work experience are found to influence job longevity. As such, some characteristics may have a limited association. These insights would help extend our current understanding of the employability of disabled workers. Furthermore, they would help inform the design of effective measures for addressing equal work opportunities for disabled workers. Copyright © 2022 Inderscience Enterprises Ltd.","association analysis; chi-square test of independence; deaf workers; employability; job longevity; Philippines","","","","","","","","Abidi J., Sharma D., Poverty, disability, and employment: global perspectives from the national centre for promotion of employment for disabled people, Career Development for Exceptional Individuals, 37, 1, pp. 60-68, (2014); Akoglu H., User’s guide to correlation coefficients, Turkish Journal of Emergency Medicine, 18, 3, pp. 91-93, (2018); Ali M., Schur L., Blanck P., What types of jobs do people with disabilities want?, Journal of Occupational Rehabilitation, 21, 2, pp. 199-210, (2011); Baker P.M.A., Linden M.A., LaForce S.S., Rutledge J., Goughnour K.P., Barriers to employment participation of individuals with disabilities: addressing the impact of employer (mis)perception and policy, American Behavioral Scientist, 62, 5, pp. 657-675, (2018); Banks B., Charleston S., Grossi T., Mank D., Workplace supports, job performance, and integration outcomes for people with psychiatric disabilities, Psychiatric Rehabilitation Journal, 24, 4, pp. 389-396, (2001); Beatty J.E., Baldridge D.C., Boehm S.A., Kulkarni M., Colella A.J., On the treatment of persons with disabilities in organizations: a review and research agenda, Human Resource Management, 58, 2, pp. 119-137, (2019); Berthoud R., Trends in the Employment of Disabled People in Britain, (2011); Buljevac M., Majdak M., Leutar Z., The stigma of disability: Croatian experiences, Disability and Rehabilitation, 34, 9, pp. 725-732, (2012); Cook J.A., Razzano L.A., Straiton D., Ross Y., Cultivation and maintenance of relationships with employers of people with psychiatric disabilities, Psychosocial Rehabilitation Journal, 17, 3, pp. 103-116, (1994); Dutta A., Gervey R., Fong A.E., Ae C., Ae C-C.C., Ditchman N., Vocational rehabilitation services and employment outcomes for people with disabilities: a United States study, Journal of Occupational Rehabilitation, 18, 4, pp. 326-335, (2008); Ebuenyi I.D., Regeer B.J., Ndetei D.M., Bunders-Aelen J.F., Guxens M., Experienced and anticipated discrimination and social functioning in persons with mental disabilities in Kenya: implications for employment, Frontiers in Psychiatry, 10, (2019); Ellenkamp J.J.H., Brouwers E.P.M., Embregts P.J.C.M., Joosen M.C.W., van Weeghel J., Work environment-related factors in obtaining and maintaining work in a competitive employment setting for employees with intellectual disabilities: a systematic review, Journal of Occupational Rehabilitation, 26, 1, pp. 56-69, (2016); Erickson W.A., von Schrader S., Bruyere S.M., VanLooy S.A., The employment environment: employer perspectives, policies, and practices regarding the employment of persons with disabilities, Rehabilitation Counseling Bulletin, 57, 4, pp. 195-208, (2014); Frank A., Vocational rehabilitation: supporting ill or disabled individuals in (to) work: a UK perspective, Healthcare, 4, 3, (2016); Higashida M., Experiences of disabled people making the transition from vocational training to employment in Sri Lanka: an exploratory study, Asia Pacific Journal of Social Work and Development, 29, 3, pp. 194-208, (2019); Ju S., Pacha J., Moore K., Zhang D., Employability skills for entry-level employees with and without disabilities: a comparison between the perspectives of educators and employers, Journal of Vocational Rehabilitation, 40, 3, pp. 203-212, (2014); Kang M., The analysis on the mechanism of the disabled labor market and the macro-control countermeasures, Journal of Human Resource and Sustainability Studies, 5, 2, pp. 125-133, (2017); Khayatzadeh-Mahani A., Wittevrongel K., Nicholas D.B., Zwicker J.D., Prioritizing barriers and solutions to improve employment for persons with developmental disabilities, Disability and Rehabilitation, 42, 19, pp. 2696-2706, (2020); Kuznetsova Y., Yalcin B., Inclusion of persons with disabilities in mainstream employment: is it really all about the money? 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A systematic review, Work, 59, 4, pp. 501-534, (2018); Leisering L., One Hundred Years of Social Protection: The Rise of the Social Question in Brazil, India, China, and South Africa, 1920–2020, pp. 383-428, (2021); Lindsay S., Cagliostro E., Albarico M., Mortaji N., Karon L., A systematic review of the benefits of hiring people with disabilities, Journal of Occupational Rehabilitation, 28, 4, pp. 634-655, (2018); McDaniels B., Disproportionate opportunities: fostering vocational choice for individuals with intellectual disabilities, Journal of Vocational Rehabilitation, 45, 1, pp. 19-25, (2016); McHugh M.L., The chi-square test of independence, Biochemia Medica, 23, 2, pp. 143-149, (2012); Mitra S., Kruse D., Are workers with disabilities more likely to be displaced?, International Journal of Human Resource Management, 27, 14, pp. 1550-1579, (2016); Moreno P., Rodriguez-Poo J., Cantarero D., A new approach to understanding labour supply of disabled people, Applied Economics, 50, 19, pp. 2147-2155, (2018); Notaroberto L., D'Angelo M.J., Employability of the disabled people: a Brazilian case in the light of the theory of social learning for sustainability, International Journal of Human Resources Development and Management, 20, 3–4, pp. 295-321, (2020); Park J.Y., Park E.Y., Factors affecting the acquisition and retention of employment among individuals with intellectual disabilities, International Journal of Developmental Disabilities, 67, 3, pp. 188-201, (2021); Patrick R., Disabling or enabling: the extension of work-related conditionality to disabled people, Social Policy and Society, 10, 3, pp. 309-320, (2011); Pelleboer-Gunnink H.A., van Oorsouw W.M., van Weeghel J., Embregts P.J., Stigma research in the field of intellectual disabilities: a scoping review on the perspective of care providers, International Journal of Developmental Disabilities, 67, 3, pp. 168-187, (2021); 2010 Census of Population and Housing, (2010); Qian X., Johnson D.R., Smith F.A., Papay C.K., Predictors associated with paid employment status of community and technical college students with intellectual disability, American Journal on Intellectual and Developmental Disabilities, 123, 4, pp. 329-343, (2018); Reinders Folmer C.P., Mascini P., van der Veen R.J., Evaluating social investment in disability policy, Social Policy & Administration, 54, 5, pp. 792-812, (2020); Richard S., Hennekam S., When can a disability quota system empower disabled individuals in the workplace? The case of France, Work, Employment and Society, (2020); Schur L., The difference a job makes: the effects of employment among people with disabilities, Journal of Economic Issues, 36, 2, pp. 339-347, (2002); Scotch R.K., McConnel C.E., Disability and the future of work: a speculative essay, Research in Social Science and Disability, 10, pp. 249-266, (2017); Wang L., Pei J., Study on the present situation and problems of the employment of the disabled in Beijing, 4th International Conference on Industrial Economics System and Industrial Security Engineering, IEIS 2017, pp. 1-5, (2017); Yosef L., Soffer M., Malul M., From welfare to work and from work to welfare: a comparison of people with and without disabilities, Journal of Disability Policy Studies, 29, 4, pp. 226-234, (2019); Zeilinger E.L., Stiehl K.A., Bagnall H., Scior K., Intellectual disability literacy and its connection to stigma: a multinational comparison study in three European countries, PloS One, 15, 10, (2020); Zibran M.F., Chi-Squared Test of Independence, (2007)","L. Ocampo; Department of Industrial Engineering, Cebu Technological University, Cebu City, Corner M.J. Cuenco Ave. and R. Palma St., 6000, Philippines; email: lanndonocampo@gmail.com","","Inderscience Publishers","","","","","","17408938","","","","English","Int. J. Work Organ. Emot.","Article","Final","","Scopus","2-s2.0-85133596609"
"Yang S.; Mao X.","Yang, Sha (57846794700); Mao, Xiulei (57846576600)","57846794700; 57846576600","Design of Hybrid Teaching System for Aerobic Exercise Class of Recreational Sports Major","2022","Mobile Information Systems","2022","","1491480","","","","0","10.1155/2022/1491480","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136064770&doi=10.1155%2f2022%2f1491480&partnerID=40&md5=fe4410a6a45612089387f7218fc5046c","Department of Physical Education, Lvliang College, Shanxi, Lvliang, 033000, China; Jeonju University, Jeollabuk-do, Jeonju, 55060, South Korea","Yang S., Department of Physical Education, Lvliang College, Shanxi, Lvliang, 033000, China; Mao X., Jeonju University, Jeollabuk-do, Jeonju, 55060, South Korea","In recent years, the social economy has achieved remarkable development, and the income of residents has increased substantially. With the increasing income, residents begin to pursue a high quality of life, and the ways of entertainment also begin to become diversified. In this context, leisure sports have gradually come into the public's view, and more and more people have started to participate in leisure sports. Aerobic gymnastics, as a popular form of fitness, is an important carrier to carry out national fitness sports and promote national health, and the development of national fitness sports cannot be carried out without scientific and effective aerobic gymnastics teaching, training, and guidance. At the present stage, the traditional aerobics teaching content and teaching methods of leisure sports majors are difficult to meet the needs of students learning. Therefore, the hybrid teaching system of aerobics classes based on cloud computing and neural networks is proposed, which combines the advantages of a network teaching and traditional teaching to comprehensively and effectively improve the efficiency and quality of aerobics teaching and improve the classroom teaching effect. At the same time, it promotes leisure sports students to systematically master the basic theoretical knowledge, skills, and methods, improve the comprehensive ability of independent learning and inquiry learning, have the ability of leisure sports program guidance and aerobics teaching organization, enhance their employability, and cultivate ""multidiscipline""students who can adapt to the needs of the times and engage in technical guidance of aerobics and participate in leisure sports market services in leisure fitness clubs, industry associations, and educational institutions. This course aims to cultivate ""multidiscipline""applied talents who can work in leisure and fitness clubs, industry associations, and educational institutions.  © 2022 Sha Yang and Xiulei Mao.","","Health; Learning systems; Leisure; Sports; Teaching; Aerobic exercise; Aerobic Gymnastics; Aerobics teachings; Educational institutions; Industry association; Leisure sports; Multi disciplines; National fitness; Social economy; Teaching systems; Students","","","","","","","Ji B., Li Y., Cao D., Li C., Wang S., Wang D., Secrecy performance analysis of UAV assisted relay transmission for cognitive network with energy harvesting, IEEE Transactions on Vehicular Technology, 69, 7, pp. 7404-7415, (2020); Lin X., Wu J., Mumtaz S., Garg S., Guizani J., Guizani M., Blockchain-based on-demand computing resource trading in IoV-assisted smart city, IEEE Transactions on Emerging Topics in Computing, 9, 3, pp. 1373-1385, (2021); Zhou J., Wu Z., Li J., Mumtaz J., Lin S., Gacanin X., Alotaibi H., Alotaibi S., Decentralized on-demand energy supply for blockchain in Internet of things: A microgrids approach, IEEE Transactions on Computational Social Systems, 6, 6, pp. 1395-1406, (2019); Ma C., Design and practice of aerobics teaching design based on data fusion, Algorithm Wireless Communications and Mobile Computing, 2022, (2022); Zhu W., Research on the Blended Teaching Mode Reform of University Physical Education Curriculum Based on the Integration of 5G Cloud Computing and Multimedia, Mobile Information Systems, 2021, (2021); Chen C., Zhu X., Application research on information security of aerobics information digital system based on Internet of things technology, Journal of Intelligent and Fuzzy Systems, pp. 1-8, (2021); Kyan A., Takakura M., Miyagi M., Does physical fitness affect academic achievement among Japanese adolescents? A hybrid approach for decomposing within-person and between-persons effects, International Journal of Environmental Research and Public Health, 15, 9, (2018); Arietaleanizbeaskoa M.S., Gil Rey E., Mendizabal Gallastegui N., Garcia-Alvarez A., De La Fuente I., Dominguez-Martinez S., Pablo S., Coca A., Gutierrez Santamaria B., Grandes G., Implementing exercise in standard cancer care (bizi Orain hybrid exercise program): Protocol for a randomized controlled trial, JMIR Research Protocols, 10, 8, (2021); Xia Q., Jin Y., Effects of aerobic exercise on hippocampal ERK methylation expression in aging rats at different periods[J], Revista Científica de la Facultad de Ciencias Veterinarias, 30, 2, pp. 797-805, (2020); Pereira-Rodriguez J.E., Penaranda-Florez D.G., Pereira-Rodriguez R., Pereira-Rodriguez P., Quintero-Gomez J.C., Santamaria-Perez K.N., Flores-Posadas U.E., Hernandez-Sanchez J.L., Comparison of the effects of aerobic and force exercise in patients with heart failure after a cardiovascular rehabilitation program: Randomized controlled trial, Cardiovascular and Metabolic Science, 30, 1, pp. 14-27, (2019); Banks L., Sparrow L., Sandison N., Oh P., Colella T.J.F., The effect of insulin on post-exercise hypoglycemia in adults with type 2 diabetes participating in outpatient exercise-based cardiac rehabilitation, European Journal of Applied Physiology, 121, 12, pp. 3361-3367, (2021); Karalekas P.J., Tezak N.A., Peterson E.C., Ryan C.A., Da Silva M.P., Smith R.S., A quantum-classical cloud platform optimized for variational hybrid algorithms, Quantum Science and Technology, 5, 2, (2020); Weber N., Liou D., Dommer J., Macmenamin P., Quinones M., Misner I., Oler A.J., Wan J., Kim L., Coakley McCarthy M., Ezeji S., Noble K., Hurt D.E., Nephele: A cloud platform for simplified, standardized and reproducible microbiome data analysis, Bioinformatics, 34, 8, pp. 1411-1413, (2018); Tao M., Zhonghong Z., Tiecheng W., Jianyu D., Zhaoyue H., Jian X., Qi X., Jianyu W., Mingxin Z., Architecture design and implementation of E&P Dream Cloud platform, China Petroleum Exploration, 25, 5, (2020); Liu J., Zhou F., Yin L., Wang Y., A novel cloud platform for service robots, IEEE Access, 7, pp. 182951-182961, (2019); Magrofuoco N., Vanderdonckt J., Gelicit, Proceedings of the ACM on Human-Computer Interaction, 3, EICS, pp. 1-41, (2019); Ting X., Chemistry course network teaching based on key information search and big data cloud platform, Journal of Intelligent and Fuzzy Systems, 40, 4, pp. 7347-7358, (2021); Zhang S., Liao J., Wu S., Zhong J., Xue X., A traceability public service cloud platform incorporating IDcode system and colorful QR code technology for important product, Mathematical Problems in Engineering, 2021, pp. 1-15, (2021); Yan T., Liu J., Niu Q., Chen J., Xu S., Niu M., Lin J.Y., Distributed energy storage node controller and control strategy based on energy storage cloud platform architecture, Global Energy Interconnection, 3, 2, pp. 166-174, (2020); Chung H., Jeong C., Luhach A.K., Nam Y., Lee J., Remote pulmonary function test monitoring in cloud platform via smartphone built-in microphone, Evolutionary Bioinformatics, 15, (2019); Suzumura T., Sugiki A., Takizawa H., Imakura A., Nakamura H., Taura K., Kudoh T., Hanawa T., Sekiya Y., Kobayashi H., Matsushima S., Mdx: A Cloud Platform for Supporting Data Science and Cross-Disciplinary Research Collaborations, (2022); Zeng Q., Duan Q., Shi M., He X., Hassan M.M., Design framework and intelligent in-vehicle information system for sensor-cloud platform and applications, IEEE Access, 8, pp. 201675-201685, (2020)","S. Yang; Department of Physical Education, Lvliang College, Lvliang, Shanxi, 033000, China; email: 20131114@llu.edu.cn","","Hindawi Limited","","","","","","1574017X","","","","English","Mob. Inf. Sys.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85136064770"
"Castro A.J.; Jabbar H.; Miranda S.N.","Castro, Andrene J. (57196217982); Jabbar, Huriya (54784618500); Miranda, Sebastián Núñez (58077009000)","57196217982; 54784618500; 58077009000","School Choice, Teachers’ Work, and Professional Identity; [Escolha da escola, trabalho dos professores e identidade profissional]; [Elección de escuela, trabajo docente e identidad profesional]","2022","Education Policy Analysis Archives","30","","104","","","","4","10.14507/EPAA.30.6122","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139061824&doi=10.14507%2fEPAA.30.6122&partnerID=40&md5=ac4328f46b748eb1a19eee739111a484","Virginia Commonwealth University, United States; The University of Texas at Austin, United States","Castro A.J., Virginia Commonwealth University, United States; Jabbar H., The University of Texas at Austin, United States; Miranda S.N., The University of Texas at Austin, United States","Teacher professional identity, or what it means to be a teacher, informs the types of schools teachers seek for work. With the marketization of schools in the US and abroad, teachers’ professional identities are changing. However, we know little about how teachers negotiate—and renegotiate—their professional identities during the job search in contexts with school choice, such as charter schools. This study uses qualitative interview data from 46 teachers in San Antonio, Texas, where over 25% of students attend charter schools. Our findings illuminate the job search as a critical juncture where teachers evaluate their professional identity as they make choices about the sector —charter or traditional public school—and/or school organization they prefer. In particular, the choice context legitimated flexibility and fluidity in teachers’ professional identity as teachers moved between sectors to find jobs, even if the school did not align with their personal or professional values. We also found that employability and teachers’ perception of the j ob market played an important role in how teachers strategically presented their professional identity on the job search. Findings offer implications for teacher education and teacher workforce policies. © 2022, Arizona State University. All rights reserved.","qualitative analysis; school choice; teacher labor market; teacher professional identity","","","","","","","","Anderson G., Cohen M., Redesigning the identities of teachers and leaders: A framework for studying new professionalism and educator resistance, Education Policy Analysis Archives, 23, 85, (2015); Ball S. J., The teacher's soul and the terrors of performativity, Journal of Education Policy, 18, 2, pp. 215-228, (2003); Ball S. J., Ball S., Goodson I. F., Goodson I., Teachers' lives and careers, (2002); Barrick M. R., Mount M. K., Li N., The theory of purposeful work behavior: The role of personality, higher-order goals, and job characteristics, Academy of Management Review, 38, pp. 132-153, (2013); Beijaard D., Meijer P. C., Verloop N., Reconsidering research on teachers’ professional identity, Teaching and Teacher Education, 20, 2, pp. 107-128, (2004); Beauchamp C., Thomas L., Understanding teacher identity: An overview of issues in the literature and implications for teacher education, Cambridge Journal of Education, 39, 2, pp. 175-189, (2009); Blanc E., Red state revolt: The teachers' strike wave and working-class politics, (2019); Boswell W. R., Zimmerman R. D., Swider B. W., Employee job search: Toward an understanding of search context and search objectives, Journal of Management, 38, 1, pp. 129-163, (2012); Boyd D., Lankford H., Loeb S., Wyckoff J., The draw of home: How teachers’ preferences for proximity disadvantage urban schools, Journal of Policy Analysis and Management, 24, pp. 113-132, (2008); Bristol T. J., Goings R. B., Exploring the boundary-heightening experiences of Black male teachers: Lessons for teacher education programs, Journal of Teacher Education, 70, 1, pp. 51-64, (2019); Brown A. L., Brothers gonna work it out:” Understanding the pedagogic performance of African American male teachers working with African American male students, The Urban Review, 41, 5, pp. 416-435, (2009); Bulkley K. 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H., Downey C. A., Betting the house: Teacher investment, identity, and attrition in urban schools, Education and Urban Society, 50, 3, pp. 207-229, (2018); Fitzgerald S., McGrath-Champ S., Stacey M., Wilson R., Gavin M., Intensification of teachers’ work under devolution: A ‘tsunami’ of paperwork, Journal of Industrial Relations, 61, 5, pp. 613-636, (2019); Flores M. A., Feeling like a student but thinking like a teacher: A study of the development of professional identity in initial teacher education, Journal of Education for Teaching, 46, 2, pp. 145-158, (2020); Flores M. A., Day C., Contexts which shape and reshape new teachers’ identities: A multi-perspective study, Teaching and Teacher Education, 22, 2, pp. 219-232, (2006); Golann J. W., Conformers, adaptors, imitators, and rejecters: How no-excuses teachers’ cultural toolkits shape their responses to control, Sociology of Education, 91, 1, pp. 28-45, (2018); Goodwin A. 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M., Saldana J., Qualitative data analysis: An expanded sourcebook, (2014); Mockler N., Beyond ‘what works’: Understanding teacher identity as a practical and political tool, Teachers and Teaching, 17, 5, pp. 517-528, (2011); Nickel J., Zimmer J., Professional identity in graduating teacher candidates, Teaching Education, 30, 2, pp. 145-159, (2018); O'Connor K. E., “You choose to care”: Teachers, emotions and professional identity, Teaching and Teacher Education, 24, 1, pp. 117-126, (2008); Pabon A., Waiting for Black superman: A look at a problematic assumption, Urban Education, 51, 8, pp. 915-939, (2016); Rodrigues F., Mogarro M. J., Student teachers’ professional identity: A review of research contributions, Educational Research Review, 28, pp. 1-13, (2019); Sachs J., Teacher professional identity: competing discourses, competing outcomes, Journal of Education Policy, 16, 2, pp. 149-161, (2001); Shakeel M. D., Maranto R., Elitism, populism, and school choice [Call for manuscripts], Journal of School Choice, 14, 1, pp. 5-8, (2020); Stuit D. A., Smith T. M., Explaining the gap in charter and traditional public school teacher turnover rates, Economics of Education Review, 31, 2, pp. 268-279, (2012); Thomas M. A. M., Mockler N., Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach For America corps members, Education Policy Analysis Archives, 26, 6, (2018); Thompson G., Cook I., The politics of teaching time in disciplinary and control societies, British Journal of Sociology of Education, 38, 1, pp. 26-37, (2017); Torres A. C., Weiner J., The new professionalism? Charter teachers’ experiences and qualities of the teaching profession, Education Policy Analysis Archives, 26, 19, (2018); Watson S., New Right 2.0: Teacher populism on social media in England, British Educational Research Journal, (2020); Weiner J. M., Torres A. C., Different location or different map? Investigating charter school teachers' professional identities, Teaching and Teacher Education, 53, pp. 75-86, (2016); White T. C., Charter-ing a different course: A critical policy framework to support Black women in marketized cities and schools, Theory Into Practice, 59, 4, pp. 358-369, (2020); Williams S. M., Swain W. A., Graham J. A., Race, climate, and turnover: An examination of the teacher labor market in rural Georgia, AERA Open, (2021); Yuan R., Lee I., ‘I need to be strong and competent’: A narrative inquiry of a student-teacher’s emotions and identities in teaching practicum, Teachers and Teaching, 22, 7, pp. 819-841, (2016); Zembylas M., Chubbuck S., Conceptualizing ‘teacher identity’: A political approach, Research on teacher identity, pp. 183-193, (2018)","","","Arizona State University","","","","","","10682341","","","","English","Educ. Policy Anal. Arch.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85139061824"
"Saidani O.; Menzli L.J.; Ksibi A.; Alturki N.; Alluhaidan A.S.","Saidani, Oumaima (15074351600); Menzli, Leila Jamel (56242043600); Ksibi, Amel (46062194200); Alturki, Nazik (57226667238); Alluhaidan, Ala Saleh (56495371800)","15074351600; 56242043600; 46062194200; 57226667238; 56495371800","Predicting Student Employability Through the Internship Context Using Gradient Boosting Models","2022","IEEE Access","10","","","46472","46489","17","12","10.1109/ACCESS.2022.3170421","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129668081&doi=10.1109%2fACCESS.2022.3170421&partnerID=40&md5=8edcdde8b3173594fc9f320ab5a522b7","Department of Information Systems, College of Computer and Information Sciences, Princess Nourah Bint Abdulrahman University, Riyadh, 11671, Saudi Arabia","Saidani O., Department of Information Systems, College of Computer and Information Sciences, Princess Nourah Bint Abdulrahman University, Riyadh, 11671, Saudi Arabia; Menzli L.J., Department of Information Systems, College of Computer and Information Sciences, Princess Nourah Bint Abdulrahman University, Riyadh, 11671, Saudi Arabia; Ksibi A., Department of Information Systems, College of Computer and Information Sciences, Princess Nourah Bint Abdulrahman University, Riyadh, 11671, Saudi Arabia; Alturki N., Department of Information Systems, College of Computer and Information Sciences, Princess Nourah Bint Abdulrahman University, Riyadh, 11671, Saudi Arabia; Alluhaidan A.S., Department of Information Systems, College of Computer and Information Sciences, Princess Nourah Bint Abdulrahman University, Riyadh, 11671, Saudi Arabia","Universities around the world are keen to develop study plans that will guide their graduates to success in the job market. The internship course is one of the most significant courses that provides an experiential opportunity for students to apply knowledge and to prepare to start a professional career. However, internships do not guarantee employability, especially when a graduate's internship performance is not satisfactory and the internship requirements are not met. Many factors contribute to this issue making the prediction of employability an important challenge for researchers in the higher education field. In this paper, our aim is to introduce an effective method to predict student employability based on context and using Gradient Boosting classifiers. Our contributions consist of harnessing the power of gradient boosting algorithms to perform context-aware employability status prediction processes. Student employability prediction relies on identifying the most predictive features impacting the hiring opportunity of graduates. Hence, we define two context models, which are the student context based on the student features and the internship context based on internship features. Experiments are conducted using three gradient boosting classifiers: eXtreme Gradient Boosting (XGBoost), Category Boosting (CatBoost) and Light Gradient Boosted Machine (LGBM). The results obtained showed that applying LGBM classifiers over the internship context performs the best compared to student context. Therefore, this study provides strong evidence that the employability of graduates is predictable from the internship context.  © 2013 IEEE.","context awareness; employability; features; Internship; machine learning; prediction","Adaptive boosting; Education computing; Employment; Machine learning; Professional aspects; Students; Boosting; Context models; Context- awareness; Employability; Engineering profession; Feature; Internship; Prediction algorithms; Predictive models; Forecasting","","","","","Ministry of Education in Saudi Arabia, (PNU-DRI-RI-20-003)","The authors extend their appreciation to the Deputyship for Research & Innovation, Ministry of Education in Saudi Arabia for funding this research work through the project number PNU-DRI-RI-20-003.","Zopiatis A., Pribic J., College students' dining expectations in Cyprus, Brit. Food J., 109, 10, pp. 765-776, (2007); Sapp D.A., Zhang Q., Trends in industry supervisors' feedback on business communication internships, Bus. Commun. 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(CASCON), pp. 40-47, (2018); Rolland C., Nurcan S., Business process lines to deal with the variability, Proc. 43rd Hawaii Int. Conf. Syst. Sci., pp. 1-10, (2010); Saidani O., Nurcan S., Multi-level delegation for flexible business process modeling, Proc. Int. Conf. Inf. Resour. Manage. Assoc., Bus. Process. Manage. Track, pp. 1-11, (2007); Fraj I.B., Hlaoui Y.B., BenAyed L., A reactive system for specifying and running flexible cloud service business processes based on machine learning, Proc. IEEE 45th Annu. Comput., Softw., Appl. Conf. (COMPSAC), pp. 1483-1489, (2021); Zopiatis A., Theocharous A.L., Revisiting hospitality internship practices: A holistic investigation, J. Hospitality, Leisure, Sport Tourism Educ., 13, pp. 33-46, (2013); Kim H.-B., Park E.J., The role of social experience in undergraduates' career perceptions through internships, J. Hospitality, Leisure, Sport Tourism Educ., 12, 1, pp. 70-78, (2013); Siu G., Cheung C., Law R., Developing a conceptual framework for measuring future career intention of hotel interns, J. Teach-ing Travel Tourism, 12, 2, pp. 188-215, (2012); Chen T.-L., Shen C.-C., Today's intern, tomorrow's practitioner? The influence of internship programmes on students' career development in the hospitality industry, J. Hospitality, Leisure, Sport Tourism Educ., 11, 1, pp. 29-40, (2012); Chen T.-L., Shen C.-C., Gosling M., Does employability increase with internship satisfaction? Enhanced employability and internship satisfaction in a hospitality program, J. Hospitality, Leisure, Sport Tourism Educ., 22, pp. 88-99, (2018); Eurico S.T., Da Silva J.A.M., Do Valle P.O., A model of graduates' satisfaction and loyalty in tourism higher education: The role of employability, J. Hospitality, Leisure, Sport Tourism Educ., 16, pp. 30-42, (2015); Tiwari S., Chanak P., Singh S.K., A review of the machine learning algorithms for COVID-19 case analysis, IEEE Trans. Artif. Intell., (2022); Saidani O., Manoharan R.R., Naje A.S., Mishra R., Subburaj A., Maheswari S., Sikkandar M.Y., Sundaram S.G., Rajan R., Sengan S., Analysis of positive correlation in magnitude and time measurement for earthquake using electric signals, Earth Sci. Informat., (2022); Neffati O.S., Saidani O., Semantic web service discovery approaches: A comparative study, Int. J. Comput. Sci. Mobile Comput., 9, 2, pp. 87-95, (2020); Menzli L.J., Ayouni S., Elsadig M., Quality assessment of business process models: Case of accreditation process in higher education, Int. J. Civil Eng. Technol., 10, pp. 874-884, (2019); Bhagavan K.S., Thangakumar J., Subramanian D.V., Predictive analysis of student academic performance and employability chances using HLVQ algorithm, J. Ambient Intell. Humanized Comput., 12, 3, pp. 3789-3797, (2021); Kalpana J.K.J., Venkatalakshmi K., Intellectual performance analysis of students by using data mining techniques, Int. J. Innov. Res. Sci., Eng. Technol., 3, pp. 1-8, (2014); Casuat C.D., Predicting Students' employability using support vector machine: A SMOTE-optimized machine learning system, Int. J. Emerg. Trends Eng. Res., 8, 5, pp. 2101-2106, (2020); Patel A., Mascarenhas S., Thomas A., Varghese D., Student performance analysis and prediction of employable domains using machine learning, Proc. Int. Conf. Recent Adv. Comput. Techn. (IC-RACT), (2020); Casuat C.D., Festijo E.D., Identifying the most predictive attributes among employability signals of undergraduate students, Proc. 16th IEEE Int. Colloq. Signal Process. Appl. (CSPA), pp. 203-206, (2020); Bai A., Hira S., An intelligent hybrid deep belief network model for predicting students employability, Soft Comput., 25, 14, pp. 9241-9254, (2021); Dubey A., Mani M., Using machine learning to predict high school student employability A case study, Proc. IEEE Int. Conf. Data Sci. Adv. Anal. (DSAA), pp. 604-605, (2019); Pinto L.H., Ramalheira D.C., Perceived employability of business graduates: The effect of academic performance and extracurricular activities, J. Vocational Behav., 99, pp. 165-178, (2017); Jantawan B., Tsai C.-F., The application of data mining to build classification model for predicting graduate employment, Int. J. Comput. Sci. Inf. Secur., 11, 10, pp. 1-7, (2013); Giri A., Bhagavath M.V.V., Pruthvi B., Dubey N., A placement prediction system using k-nearest neighbors classifier, Proc. 2nd Int. Conf. Cognit. Comput. Inf. Process. (CCIP), pp. 1-4, (2016); Osmanbegovic E., Suljic M., Data mining approach for predicting student performance, Econ. Rev., J. Econ., 10, 1, pp. 3-12, (2012); Laddha M.D., Lokare V.T., Kiwelekar A.W., Netak L.D., Performance analysis of the impact of technical skills on employability, Int. J. Performability Eng., 17, 4, pp. 371-378, (2021); Kumar M.S., Babu G.P., Comparative study of various supervised machine learning algorithms for an early effective prediction of the employability of students, J. Eng. Sci., 10, pp. 240-251, (2019); Reddy D.J.M., Regella S., Seelam S.R., Recruitment prediction using machine learning, Proc. 5th Int. Conf. Comput., Commun. Secur. (ICCCS), pp. 1-4, (2020); Aviso K.B., Janairo J.I.B., Lucas R.I.G., Promentilla M.A.B., Ethelbhert D., Yu C., Tan R.R., Predicting higher education outcomes with hyperbox machine learning: What factors influence graduate employability?, Chem. Eng. Trans., 81, pp. 679-684, (2020); Maheswari S., A review on predicting student performance using deep learning technique, Tierärztliche Praxis, Tech. Rep., 40, (2020); Almutairi M.M., Hasanat M.H.A., Predicting the suitability of IS students' skills for the recruitment in Saudi Arabian industry, Proc. 21st Saudi Comput. Soc. Nat. Comput. Conf. (NCC), pp. 1-6, (2018); Pargent F., Psterer F., Thomas J., Bischl B., Regularized target encoding outperforms traditional methods in supervised machine learning with high cardinality features, (2021); Chawla N.V., Bowyer K.W., Hall L.O., Kegelmeyer W.P., Smote: Synthetic minority over-sampling technique, J. Artif. Intell. Res., 16, pp. 321-357, (2002); Bentejac C., Csorg A., Martinez-Munoz G., A comparative analysis of gradient boosting algorithms, Artif. Intell. Rev., 54, 3, pp. 1937-1967, (2021); Smirani L.K., Yamani H.A., Menzli L.J., Boulahia J.A., Using ensemble learning algorithms to predict Student failure and enabling customized educational paths, Sci. Program., 2022, pp. 1-15, (2022); Lundberg S., Lee S., A unified approach to interpreting model predictions, Proc. Adv. Neural Inf. Process. Syst., pp. 4768-4777, (2017)","N. Alturki; Department of Information Systems, College of Computer and Information Sciences, Princess Nourah Bint Abdulrahman University, Riyadh, 11671, Saudi Arabia; email: namalturki@pnu.edu.sa","","Institute of Electrical and Electronics Engineers Inc.","","","","","","21693536","","","","English","IEEE Access","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85129668081"
"Thiruchadai Pandeeswari S.; Jeyamala C.; Pudumalar S.; Uma K.V.; Deisy C.","Thiruchadai Pandeeswari, S. (57210114949); Jeyamala, C. (57219152669); Pudumalar, S. (57189001804); Uma, K.V. (57189000803); Deisy, C. (23984701300)","57210114949; 57219152669; 57189001804; 57189000803; 23984701300","An Empirical Study on the Impact of Industry Supported Courses in enhancing the Graduate Outcomes","2022","Journal of Engineering Education Transformations","35","Special Issue 1","","262","269","7","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127373409&partnerID=40&md5=4724c187d0ec4b2e2506af3461cec380","Department of Information Technology, Thiagarajar College of Engineering, Tamil Nadu, Madurai, India","Thiruchadai Pandeeswari S., Department of Information Technology, Thiagarajar College of Engineering, Tamil Nadu, Madurai, India; Jeyamala C., Department of Information Technology, Thiagarajar College of Engineering, Tamil Nadu, Madurai, India; Pudumalar S., Department of Information Technology, Thiagarajar College of Engineering, Tamil Nadu, Madurai, India; Uma K.V., Department of Information Technology, Thiagarajar College of Engineering, Tamil Nadu, Madurai, India; Deisy C., Department of Information Technology, Thiagarajar College of Engineering, Tamil Nadu, Madurai, India","The collaborations between industries and academic institutes play a vital role in developing a strong and skilled workforce. The major advantages of industry institute collaboration include: ● Industries gain work-ready talent with specialization in the respective domains. ● Institutes and Universities have the benefit of opportunities to work on the state of the art technologies with appropriate mentorship from industrial experts. The department of Information Technology at Thiagarajar College of Engineering, Madurai has explored the possible venues for Industry Institute Collaboration in all aspects of Teaching Learning Process. Industry institute interaction is strengthened through various activities like establishing industry supported laboratories, offering one credit courses/certifications to the students, inviting industry experts for conferences /workshops /seminars/ guest lectures, faculty training by industry personnel, in-plant training, industrial visits and industry internship for students. This research work aims at analysing the impact of industry supported courses in enhancing the graduate outcomes of the learners. The department has organized four to five courses on an average in an academic year in association with leading industries. The enhancement in learning outcomes is assessed through two major factors namely the enhancement in employability of the graduates and quality of the final year projects. The extensive data analysis for the past three academic years have shown significant increase in the placements in dream companies, increased level of participation in national/international contests and in increased number of students’ research publications. It could be inferred from the student satisfaction report that the learners are satisfied with the learning experience created by the industry supported courses to a greater extent. © 2022, Rajarambapu Institute Of Technology. All rights reserved.","Assessment of Program Outcomes; Continuous Improvement; Industry Institute Collaboration; Program Outcomes","","","","","","","","Harvey Lee, Defining and measuring employability, Quality in higher education, 7, 2, pp. 97-109, (2001); Marijan Arnaud Gotlieb, Industry-Academia research collaboration in software engineering: The Certus model, Information and Software Technology, 132, (2021); Nandi Anilkumar, Bali Jyoti, Kuashik M., Shirol Suhas, Industry-Institute Interaction: An Important Step towards Empowering Skills of Engineering Students, Journal of Engineering Education Transformations, 29, (2015); Padma M.C., Sridhar V., Role of Industry-Institute Interaction to Promote Education and Entrepreneurship, Proceedings of the International Conference on Transformations in Engineering Education, (2015); Pai Ramesh, Jeevan Priti, Achar A.P., Role of Industry Institute Interaction in Making of Entrepreneurs, International Journal of Current Research and Modern Education, 1, 1, pp. 357-361, (2016); Revana G, Ramakrishna K., Madhav G. V., Increasing importance of industry-institute interaction in engineering education in India, 2014 International Conference on Interactive Collaborative Learning (ICL), 2014, pp. 779-784, (2014); Pai Srinivasa, Chiplunkar Niranjan N., Success Story of Industry Institution Collaboration for Enhancing Teaching–Learning Experience, Proceedings of the International Conference on Transformations 95 in Engineering Education: ICTIEE 2014, (2014); Zakaria Mohd Hafiz, Yatim Bidin, Ismail Suzilah, A new approach in measuring graduate employability skills, AIP conference proceedings, 1602, 1, (2014)","","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","","Scopus","2-s2.0-85127373409"
"Dabir V.; Kulkarni A.; Khare K.","Dabir, Vaishnavi (57211428717); Kulkarni, Anjali (57885916000); Khare, Kanchan (37050805100)","57211428717; 57885916000; 37050805100","Perceiving the Suitability of Adopting Problem Based Learning Pedagogy for Technical Education Entrants","2022","Journal of Engineering Education Transformations","36","1","","33","39","6","0","10.16920/jeet/2022/v36i1/22134","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137830482&doi=10.16920%2fjeet%2f2022%2fv36i1%2f22134&partnerID=40&md5=4b6ac1f4012dc50bfc4356a10aa5b9e4","Department of Civil Engineering, Symbiosis Institute of Technology, Symbiosis International (Deemed University), Pune, Lavale, India","Dabir V., Department of Civil Engineering, Symbiosis Institute of Technology, Symbiosis International (Deemed University), Pune, Lavale, India; Kulkarni A., Department of Civil Engineering, Symbiosis Institute of Technology, Symbiosis International (Deemed University), Pune, Lavale, India; Khare K., Department of Civil Engineering, Symbiosis Institute of Technology, Symbiosis International (Deemed University), Pune, Lavale, India","During campus Interviews, the student's cognition is the Employers desideratum. They have incertitude regarding the same due to the scholastic system which is exam-oriented. It thus is an obligation on the teacher's part to ascertain that students get more proactive during the classroom sessions. Problem-based learning (PBL) could be an effective alternative tool for boosting their interest and involvement in technical education. As Symbiosis Institute of Technology is an autonomous body, the freedom of adopting a different teaching method was used. In this study, the first week of the academic semester was converted into a week full of PBL activities instead of regular classes on a cohort of students from diverse background. This was done to understand if students could apply pre-requisite knowledge that they gained through regular tutelage. To test the usefulness of the concept of PBL in technical education, few activities were planned to introduce students to new concepts allied with the course structure of that semester. The study showed that students had limitations in the application of prerequisite knowledge and 10% could solve the problem completely. 62% of students were successful in doing new tasks using the PBL technique. 8% of students were able to reach to correct solution. Thus, student engagement can be boosted by the use of PBL pedagogy in technical education. © 2022, Rajarambapu Institute Of Technology. All rights reserved.","Employability; Engineering; Problem-based learning; Technical Education","","","","","","","","Biggs J, Aligning teaching and assessing to course objectives, Proceedings of Teaching and Learning in Higher Education: New Trends and Innovations Conference, (2003); Bowe Brian, Managing the Change from Traditional Teaching to Problem-based Learning in Physics Education, Management of Change, pp. 83-91, (2007); De Graaff E., Cowdroy R., Theory and Practice of Educational Innovation Introduction of Problem-based Learning in Architecture: Two Case Studies, International Journal of Engineering E d u c a t i o n, 1 3, pp. 166-174, (1997); Li Huichun, Du Xiangyun, Teachers' Perspective of their Role and Student Autonomy in the PBL Context in China, International Journal of Learning, Teaching and Educational ResearchVol, 1, 2, (2015); Introductory Property Course, 16th Pacific Rim Real Estate Society Conference Wellington; Krajcik JS, Czerniak CM, Berger CF., Teaching science: a project-based approach, (1999); Yam Lee Hong Sharon, Rossini Peter, Impl ement i ng a Pr oj ect-Based Lear ni ng Approach in an Introductory Property Course, 16th Pacific Rim Real Estate Society Conference Wellington, (2010); Othman H, Mat Daud K. A, Ewon U, Mohd Salleh B, Omar N. H, Abd Baser J, Ismail M. E., Sulaiman A., Engineering Students: Enhancing Employability Skills through PBL, Mechanical Engineering, Science and Technology International Conference, IOP Conf. Series: Mat eri als Science and Engi neeri ng, (2017); Kumar Sunita Vijay, Employability skills for engineering graduates, The Indian Journal of Technical Education, 39, 4, (2016); Wang G., Tai B., Huang C., Et al., Es t a bl i s hi ng a Mul t i di s c i pl i na r y PBL Curriculum in the School of Stomatology at Wuhan Uni ver si t y, I nt er nat i onal Dent al E d u c a t i o n, 7 2, pp. 610-615, (2008)","V. Dabir; Department of Civil Engineering, Symbiosis Institute of Technology, Symbiosis International (Deemed University), Lavale, Pune, India; email: vaishnavi.dabir@sitpune.edu.in","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85137830482"
"Moyo B.; Özgit H.","Moyo, Beaula (57781219300); Özgit, Hale (36712273700)","57781219300; 36712273700","Tourism graduate students’ employability skills: Results and implications of a Zimbabwean study","2022","Journal of Psychology in Africa","32","3","","268","274","6","2","10.1080/14330237.2022.2031616","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133428362&doi=10.1080%2f14330237.2022.2031616&partnerID=40&md5=713a0765a9502e1a0c444842f435cb46","Institute of Graduate Research and Studies, Department of Business Administration, Cyprus International University, Nicosia, Turkey; School of Tourism and Hotel Management, Cyprus International University, Nicosia, Turkey","Moyo B., Institute of Graduate Research and Studies, Department of Business Administration, Cyprus International University, Nicosia, Turkey; Özgit H., School of Tourism and Hotel Management, Cyprus International University, Nicosia, Turkey","The study investigated perceptions of employability skills of Tourism and Hospitality Management (THM) graduates in the Zimbabwean sector. The participants included 15 THM university graduates and 15 tourism sector managers. The participants completed semi-structured interviews regarding the perceived employability skills required of THM graduates by the tourism industry. Following content analysis, three themes emerged from the data: (i) soft and hard employability skills; (ii) transferability of essential employability skills; and (iii) curriculum-based competencies. Study participants indicated that internship tasks provided limited training in practical skills. THM stakeholders reported a need for training aimed at improving the students’ employability skills with higher levels of collaboration between higher education and industry partners. The findings indicate the importance of developing practice-based skills through extended internship experiences to develop more skilled human resources for the tourism sector. © 2022 Africa Scholarship Development Enterprize.","employability skills; higher education; hospitality; human resources; tourism; Zimbabwe","","","","","","","","Assarroudi A., Heshmati Nabavi F., Armat M.R., Ebadi A., Vaismoradi M., Directed qualitative content analysis: The description and elaboration of its underpinning methods and data analysis process, Journal of Research in Nursing, 23, 1, pp. 42-55, (2018); Bairwa M.K., Kumari R., Perception and Expectations of Interns: A Study on Internship in Hospitality Education, Hospitality and Tourism Emerging Practices in Human Resource Management, pp. 162-177, (2021); Bello F.G., Kamanga G., Jamu E.S., Skills gaps and training needs in the tourism sector in Malawi, African Journal of Hospitality, Tourism and Leisure, 8, 14, pp. 1-18, (2019); Bhebhe M., Employee disengagement from the perspective of frontline employees: A hotel case study in Zimbabwe, Journal of Management & Administration, 2020, 1, pp. 73-100, (2020); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Burke R.J., Hughes J.C., Handbook of human resource management in the tourism and hospitality industries, (2018); Busby G., Tourism degree internships: A longitudinal study, Journal of Vocational Education and Training, 55, 3, pp. 319-334, (2003); Chigora F., Vutete C., Elasticity of demand a critical form tourism market position: understanding Zimbabwe tourism destination, Case Studies in Business and Management, 2, 2, pp. 18-26, (2015); Christou E., Revisiting competencies for hospitality management: Contemporary views of the stakeholders, Journal of Hospitality & Tourism Education, 14, 1, pp. 25-32, (2002); Ciraulo M., (2002); Creswell J.W., Steps in conducting a scholarly mixed methods study, (2013); Davies L., Why kick the “L” out of “learning”? The development of students’ employability skills through part-time working, Education + Training, 42, 8, pp. 436-445, (2000); Dhiman M.C., Employers’ perceptions about tourism management employability skills, Anatolia: An International Journal of Tourism and Hospitality, 23, 3, pp. 359-372, (2012); Dieke P.U., Human resources in tourism development: African perspectives, Tourism and the less developed world: Issues and case studies, pp. 61-75, (2001); Eldeen A.I.G., Abumalloh R.A., George R.P., Aldossary D.A., Evaluation of graduate students’ employability from employer perspective: Review of the literature, International Journal of Engineering & Technology, 7, pp. 961-966, (2018); Erisher W., Qualifications must address the needs of Commerce in Zimbabwe: A case of the Hospitality Discipline, Journal of Research & Method in Education, 3, 5, pp. 1-5, (2013); Farmaki A., Tourism and hospitality internships: A prologue to career intentions?, Journal of Hospitality, Leisure, Sport, and Tourism Education, 23, pp. 50-58, (2018); Fjelstul J., Competencies and opportunities for entry-level golf and club management careers: Perceptions from the industry, Journal of Hospitality & Tourism Education, 19, 3, pp. 32-38, (2007); Gibb J., Generic Skills in Vocational Education and Training: Research Readings, (2004); Gohori O., van der Merwe P., Tourism and community empowerment: the perspectives of local people in Manicaland province, Zimbabwe, Tourism Planning & Development, (2021); Hannam K., Mitsche N., Stone C., Mordue T., (2004); Harvey L., Plimmer L., Moon S., Geall V., Student Satisfaction Manual, (1997); Hass A.B., Addressing the Linguistic Gaps in a Tourism Training Programme: Perspectives From the Forever Training Academy and Tourism Establishments, Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching, pp. 444-467, (2022); Huang A.Y., Fisher T., Ding H., Guo Z., A network analysis of cross-occupational skill transferability for the hospitality industry, International Journal of Contemporary Hospitality Management, 33, pp. 4215-4236, (2021); Jackson D., Business undergraduates’ perceptions of their capabilities in employability skills: Implications for industry and higher education, Industry and Higher Education, 26, 5, pp. 345-356, (2012); Johnson J.L., Adkins D., Chauvin S., A review of the quality indicators of rigor in qualitative research, American Journal of Pharmaceutical Education, 84, 1, (2020); Karambakuwa R.T., Shonhiwa R., Murombo L., Mauchi F.N., Gopo N.R., Denhere W., Tafirei S.C., Chingarande A., Mudavanhu V., The impact of Zimbabwe Tourism Authority initiatives on tourist arrival in Zimbabwe (2008-2009), Journal of Sustainable Development in Africa, 13, 6, pp. 68-77, (2011); Kay C., Moncarz E., Lodging management success: Personal antecedents, achievements, KSAs and situational influencers, International Journal of Hospitality Management, 26, 1, pp. 33-48, (2007); Kennedy J., (2016); Kumar P., Chansoria M., Assessment of Hospitality education in terms of Lacking Skill Development in Meeting the demand of Industry: An Integrative review, Revista de turism-studii si cercetari in turism, 2021, 31, (2021); Lambert V.A., Lambert C.E., Qualitative descriptive research: An acceptable design, Pacific Rim International Journal of Nursing Research, 16, 4, pp. 255-256, (2012); Malik S., Importance of training and development in tourism industry, International Refereed Journal of Reviews and Research, 6, 1, pp. 11-19, (2018); Munyoro G., Nyandoro Z.F., Musekiwa M., An Evaluation of the student industrial attachment programme in Zimbabwe: A case study of Chinhoyi University of Technology, International Journal of Research in Business Management, 4, 8, pp. 1-16, (2016); Murairwa S.A., Sustainable Zimbabwe University-Industry Collaboration Framework. [IJRISS], International Journal of Research and Innovation in Social Science, 5, 6, pp. 160-168, (2021); Ozgit H., Caglar M., The effectiveness of the tourism and hospitality management programmes in the professional careers of their graduates in North Cyprus, The Anthropologist, 22, 2, pp. 397-404, (2015); Patacsil F.F., Tablatin C.L.S., Exploring the importance of soft and hard skills as perceived by IT internship students and industry: A gap analysis, Journal of Technology and Science Education, 7, 3, pp. 347-368, (2017); Employability skills: from framework to practice: an introductory guide for trainers and assessors, (2006); Shereni N.C., The role of technical and vocational education and training (TVET) in restoring hospitality sector-specific skills in Zimbabwe: A students’ perspective, Journal of Hospitality & Tourism Education, 32, 3, pp. 133-141, (2020); (2017); Tapfuma M., Chikuta O., Ncube F.N., Baipai R., Mazhande P., Basera V., Graduates’ perception of tourism and hospitality degree program relevance to career attainment: A Case of graduates from three state Universities in Zimbabwe, Journal of Tourism [JTCE]. Culinary and Entrepreneurship, 1, 2, pp. 190-207, (2021); Telfer D.J., Sharpley R., Tourism and development in the developing world, (2007); Tribe J., Tourism, knowledge and the curriculum: In an international handbook of tourism education, (2005); Wang Y.F., Tsai C.T., Employability of hospitality graduates: Student and industry perspectives, Journal of Hospitality & Tourism Education, 26, 3, pp. 125-135, (2014); (2013); Yildirim A., Simsek H., Sosyal bilimlerde nitel araştırma yöntemleri, (2006); Yorke M., Employability in the undergraduate curriculum: Some student perspectives, European Journal of Education, 39, 4, pp. 409-427, (2004); Zaharim A., Yusoff Y.M., Mohamed A., Omar M.Z., Muhamad N., Mustapha R., (2010); Zehrer A., Mossenlechner C., Key competencies of tourism graduates: The employers’ point of view, Journal of Teaching in Travel & Tourism, 9, 3-4, pp. 266-287, (2009); (2019)","B. Moyo; Institute of Graduate Research and Studies, Department of Business Administration, Cyprus International University, Nicosia, Turkey; email: moyobeaula88@gmail.com","","Taylor and Francis Ltd.","","","","","","14330237","","","","English","J. Psychol. Afr.","Article","Final","","Scopus","2-s2.0-85133428362"
"Kovacs I.; Zarandne K.V.","Kovacs, Ildiko (57196413803); Zarandne, Kornelia Vamosi (57200611887)","57196413803; 57200611887","DIGITAL MARKETING EMPLOYABILITY SKILLS IN JOB ADVERTISEMENTS – MUST-HAVE SOFT SKILLS FOR ENTRY-LEVEL WORKERS: A CONTENT ANALYSIS","2022","Economics and Sociology","15","1","","178","192","14","8","10.14254/2071-789X.2022/15-1/11","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128413436&doi=10.14254%2f2071-789X.2022%2f15-1%2f11&partnerID=40&md5=44e95e31534fdbbf1e798e5da8aa79e4","Budapest Business School, Budapest, Hungary","Kovacs I., Budapest Business School, Budapest, Hungary; Zarandne K.V., Budapest Business School, Budapest, Hungary","The aim of the study is to explore the employers' demands for personal skills in graduate and junior positions in the field of digital marketing. The research summarizes the review of academic literature on transferable soft skills, focusing on the digital marketing sector. Job requirements in digital marketing related to graduate and junior employability skills are studied for the following occupations: junior digital marketing manager, social media manager and digital marketing manager assistant. The article presents the findings of a content analysis of 5548 digital marketing job advertisements downloaded in February 2021, in a period of one month, from the top five job finding websites in Hungary. The authors’ classification framework includes a core set of relevant skills and competences that can be used to conduct the assessment. Thirty-one most frequently mentioned soft and hard skill categories are grouped into five main categories and analyzed with quantitative methods. Within the scope of the study, an occurrence frequency analysis is conducted in job advertisement texts and the data is analyzed with descriptive statistical methods. Moreover, the findings cover the importance of foreign language knowledge and software knowledge as they appear in job ads. The differences between foreign and multinational companies’ soft skill requirements are still under examination. The data show that, while hard skills in job advertisements are still dominant, soft skills are also emphasized in the field of digital marketing. In analyzing the results, the authors look at what employers focus on when searching for graduate students and employees for junior positions. The academic and practical implications of the study are useful for further research, as it presents a collection of essential digital marketing employability skills. © 2022, Centre of Sociological Research. All rights reserved.","content analysis; digital marketing; employability skills; job advertisements; soft skills; work-readiness skills","","","","","","","","Ackerman D. S., Gross B. L., Perner L., Instructor, student, and employer perceptions on preparing marketing students for changing business landscapes, Journal of Marketing Education, 25, 1, pp. 46-56, (2003); Alpert F., Heaney J. G., Kuhn K. A. L., Internships in marketing: Goals, structures and assessment – student, company and academic perspectives, Australasian Marketing Journal, 17, 1, pp. 36-45, (2009); Azevedo A., Omerzel D. G., Andrews J., Higson H., Caballero A., Frech B., Satisfaction with knowledge and competencies: A multi-country study of employers and business graduates, American Journal of Economics & Business Administration, 4, pp. 23-39, (2012); Barker B., Employability skills: Maintaining relevance in marketing education, Marketing Review, 14, 1, pp. 29-48, (2014); Bassi V., Nansamba A., Screening and Signaling Non-Cognitive Skills: Experimental Evidence from Uganda, (2019); Bencsik A., Bevezetés a Pannon Egyetem Gazdaságtudományi Karán folyó tudományos kutatások eredményeit bemutató tanulmányokhoz, Vezetéstudomány/Budapest Management Review, 52, 4, pp. 2-4, (2021); Bennett R., Employers' Demands for Personal Transferable Skills in Graduates: a content analysis of 1000 job advertisements and an associated empirical study, Journal of Vocational Education and Training, 54, 4, pp. 457-476, (2002); Bobbitt L. M., Inks S. A., Kemp K. J., Mayo D. 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M., Using a service audit project for improving student learning in a service-marketing course, Marketing Education Review, 25, 2, pp. 99-116, (2015); Gregorio A. D., Maggioni I., Mauri C., Mazzucchelli A., Employability skills for future marketing professionals, European Management Journal, 37, 3, pp. 251-258, (2019); Heang L. T., Mee L. Y., Ramalingam C. L., Hoe C. 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M., Bartal O., A munkaerő-piaci követelmények megjelenése a mérnökhallgatók jövőképében, Journal of Applied Technical and Educational Sciences, 10, 1, pp. 117-132, (2020); Van Nuys A., New LinkedIn Research: Upskill Your Employees with the Skills Companies Need Most in 2020, (2019); Varga E., Szira Z., Boda H., Hajos L., A munkaerőpiacon elvárt kompetenciák relevanciájának összehasonlító elemzése a munkáltatók és a felsőoktatásban végzős fiatal munkavállalók aspektusából, Studia Mundi-Economia, 4, 1, pp. 82-93, (2017); Verma A., Yurov K. M., Lane P. L., Yurova Y. V., An investigation of skill requirements for business and data analytics positions: A content analysis of job advertisements, Journal of Education for Business, 94, 4, pp. 243-250, (2019); Walker I., Tsarenko Y., Wagstaff P., Powell I., Steel M., Brace-Govan J., The Development of Competent Marketing Professionals, Journal of Marketing Education, 31, 3, pp. 253-263, (2009); Towards a Reskilling Revolution, A Future of Jobs for All, Insight Report, (2018); 15 skills LinkedIn say will help you get hired in 2020-and where to learn them, (2020); Xu H., The impact of automation on job requirements and qualifications for catalogers and reference librarians in academic libraries, Library Resources and Technical Services, 40, 1, pp. 9-31, (1996); Yorke M., Employability in higher education: what it is-what it is not, 1, (2006)","","","Centre of Sociological Research","","","","","","2071789X","","","","English","Econ. Sociol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85128413436"
"Nyukorong R.","Nyukorong, Remy (57802530000)","57802530000","Graduate employability through entrepreneurship: a proposed model of lifelong learning of entrepreneurship education in Ghana","2022","International Journal of Entrepreneurship and Small Business","46","1","","119","138","19","0","10.1504/IJESB.2022.123988","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134162073&doi=10.1504%2fIJESB.2022.123988&partnerID=40&md5=d68086e87e66e45c0d7e80fdcce2445d","Stichting Kongregatie F.I.C., Burgemeester Cortenstraat 26, Maastricht, 6226 GV, Netherlands","Nyukorong R., Stichting Kongregatie F.I.C., Burgemeester Cortenstraat 26, Maastricht, 6226 GV, Netherlands","The purpose of the current study is to propose a straightforward, real-world model of personal development and active citizenship that will enable the model to be easily explained as well as utilised as a framework when working with young people to improve their quality of life and self-sustainability, and to promote competitiveness and graduate employability. The model was created based on current research into employability concerns. The model sketches out what is meant by lifelong learning, in explicit and understandable terms, and suggests ways for interaction among the various aspects. However, the interfaces between the five stages of the model remain theoretical. The model will be a useful tool for teachers, guidance and counselling officers, curriculum development experts and any other practitioners engaged in entrepreneurship education activities. The model will be of value to any person with an interest in employability issues. Copyright © 2022 Inderscience Enterprises Ltd.","entrepreneurship education; Ghana; graduate employability; learning for life; learning through life","","","","","","","","Abimbola O.H., Agboola G.M., Environmental factors and entrepreneurship development in Nigeria, Journal of Sustainable Development in Africa, 13, 4, pp. 166-176, (2011); Addae Mensah I., Differentiation and diversification of tertiary education, National Policy Dialogue on Tertiary Education, (2013); Adenle A.A., Building the African economy: is President Obama's entrepreneurial public management program sustainable in Africa?, Journal of Entrepreneurship and Public Policy, 6, 1, pp. 92-107, (2017); Worsening graduate unemployment a time bomb, ISSER, Citifmonline, (2015); Amin A.A., Awung W., Economic analysis of private returns to investment in education in Cameroon, the Regional Conference on Education in West Africa: Constraints and Opportunities, (2005); Ashmore C.M., Vocational educational in the United States of America as a vehicle for the entrepreneurial spirit, World Yearbook of Education: Vocational Education, pp. 146-160, (1987); Ashmore C.M., Entrepreneurship in vocational education, Entrepreneurship Education: Current Developments, Future Directions, pp. 211-229, (1990); Bahri S., Haftendorn K., Towards an Entrepreneurial Culture for the Twenty-First Century, (2006); Barnett R., Lifewide education: a new and transformative concept for higher education, Learning for a Complex World: a Lifewide Concept of Learning, Education and Personal Development, (2011); Blattman C., Annan J., Green E.P., Lehmann C., Jamison J., The returns to microenterprise development among the ultra-poor: a field experiment in post-war Uganda, American Economic Journal: Applied Economics, 8, 2, pp. 35-64, (2015); Bowden J., Hart G., King B., Trigwell K., Watts O., Generic Capabilities of ATN University Graduates, (2000); Cho Y., Honorati M., Entrepreneurship Programs in Developing Countries, (2013); Coates H., New directions in quality management, Leadership and Management of Quality in Higher Education, pp. 169-182, (2010); Cobham A., Making Bad Decisions: Firm Size and Investment Under Uncertainty, (2000); Making a European Area of Lifelong Learning a Reality, (2001); Proposal for a recommendation to the European Parliament and of the Council on key competences for lifelong learning, (2005); Adult Learning: it is Never too Late to Learn, (2006); Lifelong Entrepreneurship Educational Model, (2004); Republic of Ghana Country Strategy Paper 2012-201, (2012); Dai Kosi A., Tsadidey S., Ashiagbor I., Baku D.M., Graduate Unemployment in Ghana: Possible Case of Poor Response of University Programs to the Demands of the Job Market, (2008); Dana L.P., Saint Martin/Sint Maarten: a case study of the effects of culture on economic development, Journal of Small Business Management, 28, 4, pp. 91-98, (1990); Dana L-P., Towards a skills model for entrepreneurs, Journal of Small Business & Entrepreneurship, 5, 1, pp. 27-31, (1987); Dana L-P., Entrepreneurship in a remote sub-Arctic community, Entrepreneurship Theory & Practice, 20, 1, pp. 57-72, (1995); Dana L-P., Promoting SMEs in Africa, Journal of African Business, 8, 2, pp. 151-174, (2007); de Wit G., de Kok J., Do small businesses create more jobs? 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The emerging regime of learning in the European Union, Educational Philosophy and Theory, 38, 4, pp. 451-469, (2006); Twerefou D.K., Ebo-Turkson F., Kwadwo A.O., Labour Market Flexibility, Employment and Income Security in Ghana, (2007); International Standard Classification of Education, ISCED 1997, Advances in Cross-National Comparison, pp. 195-220, (2003); van Rooijen M., Transforming 21st century engagement: from work-integrated learning (WIL) to learning-integrated work (LIW), Journal of Cooperative Education and Internships, 45, 1, pp. 5-10, (2011); Ward D., Academic values, institutional management and public policies, Higher Education Management and Policy, 19, 2, pp. 1-12, (2007); Yamakawa Y., McKone-Sweet K., Hunt J., Greenberg D., Expanding the focus of entrepreneurship education: pedagogy for teaching the entrepreneurial method, Journal of Business and Entrepreneurship, 27, 2, pp. 19-46, (2016); Young E.C., Weisch H.P., Major elements in entrepreneurial development in central Mexico, Journal of Small Business Management, 31, 4, pp. 80-85, (1993); Model Definition, (1996)","R. Nyukorong; Stichting Kongregatie F.I.C., Maastricht, Burgemeester Cortenstraat 26, 6226 GV, Netherlands; email: nyukorongr@ymail.com","","Inderscience Publishers","","","","","","14761297","","","","English","Int. J. Entrepreneurship Small Bus.","Article","Final","","Scopus","2-s2.0-85134162073"
"Awang-Hashim R.; Suppiah Shanmugam S.K.; Madziah Zubairi A.; Yusof N.; Tengku Ariffin T.F.; Yon H.","Awang-Hashim, Rosna (57211231521); Suppiah Shanmugam, S. Kanageswari (57842085700); Madziah Zubairi, Ainol (55768841600); Yusof, Norhafezah (55505762500); Tengku Ariffin, Tengku Faekah (57201272302); Yon, Haniza (56866117300)","57211231521; 57842085700; 55768841600; 55505762500; 57201272302; 56866117300","Early detection measures: addressing Unemployability using Modified Angoff in situational judgment test","2022","Cogent Education","9","1","2104011","","","","0","10.1080/2331186X.2022.2104011","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135801934&doi=10.1080%2f2331186X.2022.2104011&partnerID=40&md5=8211696c444a6e8c65d25b714c43127c","School of Education, College of Arts and Sciences, Universiti Utara Malaysia, Kedah Darul Aman, Sintok, Malaysia; Centre for Testing, Measaurement and Appraisal, Universiti Utara Malaysia, Malaysia; Kulliyyah Of Education, IIUM Gombak Campus, Gombak, Malaysia; Advanced Communication Research Unit, School of Multimedia Technology Communication, Universiti Utara Malaysia, Kedah Darul Aman, Sintok, Malaysia; Global Psytech, Cyberjaya, Malaysia","Awang-Hashim R., School of Education, College of Arts and Sciences, Universiti Utara Malaysia, Kedah Darul Aman, Sintok, Malaysia; Suppiah Shanmugam S.K., Centre for Testing, Measaurement and Appraisal, Universiti Utara Malaysia, Malaysia; Madziah Zubairi A., Kulliyyah Of Education, IIUM Gombak Campus, Gombak, Malaysia; Yusof N., Advanced Communication Research Unit, School of Multimedia Technology Communication, Universiti Utara Malaysia, Kedah Darul Aman, Sintok, Malaysia; Tengku Ariffin T.F., Centre for Testing, Measaurement and Appraisal, Universiti Utara Malaysia, Malaysia; Yon H., Global Psytech, Cyberjaya, Malaysia","This is the first standard setting study in Malaysia aimed at developing Performance-Level Descriptors (PLDs) and determining cut scores that differentiate undergraduates with low, moderate and high employability skills using a newly developed Situational judgment Test (SJT). SJT items from five domains critical for future job employment: 1) critical thinking and problem solving, 2) enterprising, 3) integrity, 4) leadership and 5) teamwork were developed. Modified Angoff method involving PLDs and cut scores were developed by five subject-matter experts. Two test instruments were used: 10 practice and 36 original bilingual Malay-English SJT items. The PLDs and two cut scores to distinguish low, moderate and high employability skills were validly developed, without compromising consequential validity. The findings benefit undergraduates with low employability as they can be trained with current global job readiness skills by the universities, which also forms the practice implication of this study. Another practical implication is academicians can be further encouraged to understand the theoretical framework of establishing standard setting for employability. © 2022 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.","Consequential validity; future employment; Modified Angoff; situational judgment test; Unemployability","","","","","","Centre for Testing, Measurement and Appraisal; Centre of Testing, Measurement and Appraisal (Cetma), Universiti Utara Malaysia; Universiti Utara Malaysia, UUM; Ministry of Higher Education, Malaysia, MOHE, (14043, 5006838)","Funding text 1: This research was supported by the Ministry of Higher Education of Malaysia through the Research ID Number 5006838 (SO Code 14043). We would like to thank Universiti Utara Malaysia as well as Centre for Testing, Measurement and Appraisal for funding this research. ; Funding text 2: This work was supported by the Centre of Testing, Measurement and Appraisal (Cetma), Universiti Utara Malaysia (UUM) [Grant no. S/O 14043]. This research was supported by the Ministry of Higher Education of Malaysia through the Research ID Number 5006838 (SO Code 14043). We would like to thank Universiti Utara Malaysia as well as Centre for Testing, Measurement and Appraisal for funding this research.","Standards for educational and psychological testing, (2014); Author A., (2014); Biddle R.E., How to set cut off scores for knowledge tests used in promotion, training, certification and licensing, Public Personnel Management, 22, 1, pp. 23-16, (1993); Biddle R.E., How to set cutoff scores for knowledge tests used in promotion, training, certification, and licensing, Public Personnel Management, 22, 1, pp. 63-79, (1993); Brandon P.R., Conclusions about frequently studied modified Angoff standard-setting topics, Applied Measurement in Education, 17, 1, pp. 59-88, (2004); Busch J.C., Jaeger R.M., Influence of type of judge, normative information, and discussion on standards recommended for the National Teacher Examinations, Journal of Educational Measurement, 27, 2, pp. 145-163, (1990); Busch J.C., Jaeger R.M., Influence of type of judge, normative information, and discussion on standards recommended for the National Teacher Examinations, Journal of Educational Measurement, 27, 2, pp. 145-163, (1990); Campion M.A., Fink A.A., Ruggeberg B.J., Carr L., Phillips G.M., Odman R.B., Doing competencies well: Best practices in competency modeling, Personnel Psychology, 64, pp. 225-262, (2011); Chan S.C., Mohd Amin S., Lee T.W., Implementing standard setting into the conjoint MAFP/FRACGP part 1 examination–process and issues, Malays Fam Physician, 11, 2-3, pp. 2-8, (2016); Cizek G.J., Bunch M.B., Standard setting: A guide to establishing and evaluating performance standards on tests, (2007); Standard setting: what is it? 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Proceedings: Vol.2, pp. 1-38, (1994); Zieky M., So much has changed: How the setting of cutscores has evolved since 1980, // Standard-setting: Concepts, methods, and perspectives, (2001); Zieky M., Perie M., A primer on setting cut scores on tests of educational achievement, (2006); Zumbo B.D., Standard-setting methodology: Establishing performance standards and setting cut-scores to assist score interpretation, Applied Physiology, Nutrition, and Metabolism, 41, 6, pp. S74-S82, (2016)","S.K. Suppiah Shanmugam; School of Education, College of Arts and Sciences, Universiti Utara Malaysia, Sintok, UUM, 06010, Malaysia; email: kanageswari@uum.edu.my","","Taylor and Francis Ltd.","","","","","","2331186X","","","","English","Cogent Educ.","Article","Final","","Scopus","2-s2.0-85135801934"
"Chandra S.; Ranjan A.; Chowdhary N.","Chandra, Shweta (57395320600); Ranjan, Aditya (57223906311); Chowdhary, Nimit (21739219400)","57395320600; 57223906311; 21739219400","Online Hospitality and Tourism Education - Issues and Challenges","2022","Tourism","70","2","","298","316","18","9","10.37741/T.70.2.10","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124817396&doi=10.37741%2fT.70.2.10&partnerID=40&md5=16357009dbafd421afc015256a13f575","Department of Tourism and Hospitality Management, Jamia Millia Islamia, New Delhi, India","Chandra S., Department of Tourism and Hospitality Management, Jamia Millia Islamia, New Delhi, India; Ranjan A., Department of Tourism and Hospitality Management, Jamia Millia Islamia, New Delhi, India; Chowdhary N., Department of Tourism and Hospitality Management, Jamia Millia Islamia, New Delhi, India","The study attempts to understand students' apprehensions, satisfaction, and experience concerning online hospitality and tourism education (HTE) during the COVID-19 pandemic. Focused group discussions were conducted to gather student experiences implementing ICT in hospitality and tourism education. The group discussions were recorded, transcribed, and analyzed in search of themes to identify and validate the constructs to develop the questionnaire for the study. The questionnaire was then presented before the subject experts to cross-check the validity of constructs. Importance-Performance Analysis (IPA) was used to determine students' satisfaction by comparing students' perceptions to students' expectations. The study's findings show the importance of practical classes and labs and on-site instructor comments on students' overall satisfaction. Online teaching can complement traditional classroom teaching but cannot fully replace lab sessions with instructor feedback. Transitioning to an online platform requires effective tools and curriculum modifications to fill the gap in industry expectations regarding student employability. Online teaching has immense capability, but it cannot be generalized and requires subject-specific attention and feedback. Online education needs to keep evolving alongside contemporary classroom teaching to meet student expectations. Future research would concentrate on communication, interpersonal, and technology skills and their effect on the study's results. © 2022 The Author(s)","Covid-19; Hospitality; Importance-performance analysis; Online education; Tourism","","","","","","","","Alqurashi E., Predicting student satisfaction and perceived learning within online learning environments, Distance Education, 40, 1, pp. 133-148, (2019); Baber H., Determinants of students' perceived learning outcome and satisfaction in online learning during the pandemic of COVID19, Journal of Education and E-Learning Research, 7, 3, pp. 285-292, (2020); Bao W., COVID-19 and online teaching in higher education: A case study of Peking University, Human Behavior and Emerging Technologies, 2, 2, pp. 113-115, (2020); Basilaia G., Kvavadze D., Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) pandemic in Georgia, Pedagogical Research, 5, 4, (2020); Boley B.B., McGehee N.G., Tom Hammett A.L., Importance-performance analysis (IPA) of sustainable tourism initiatives: The resident perspective, Tourism Management, 58, pp. 66-77, (2017); Boyd D., What would Paulo Freire think of Blackboard: Critical pedagogy in an age of online learning, The International Journal of Critical Pedagogy, 7, 1, pp. 165-186, (2016); Breen R.L., A practical guide to focus-group research, Journal of Geography in Higher Education, 30, 3, pp. 463-475, (2006); Chang P., The importance performance analysis of Taiwan tourism mobile marketing, Journal of Tourism Management Research, 4, 1, pp. 12-16, (2017); Chang W., Liu A., Wang X., Yi B., Meta-analysis of outcomes of leader-member exchange in hospitality and tourism: what does the past say about the future?, International Journal of Contemporary Hospitality Management, 32, 6, pp. 2155-2173, (2020); Cheng C.C., Tsai M.C., Lin C.L., Quality education service: Put your feet in their shoes, Current Issues in Tourism, 19, 11, pp. 1120-1135, (2016); Chopra G., Madan P., Jaisingh P., Bhaskar P., Effectiveness of e-learning portal from students' perspective: A structural equation model (SEM) approach, Interactive Technology and Smart Education, 16, 2, pp. 94-116, (2019); Christou E.S., Hospitality management education in Greece: An exploratory study, Tourism Management, 20, 6, pp. 683-691, (1999); Curta N.C., Petrusel R., Iftinca C.A., Business simulation of tourism companies using the level I exercise firm model, Quaestus, 7, pp. 65-74, (2015); Dawson M., What do our hospitality students want? An examination of written comments from teaching evaluations, Journal of Hospitality and Tourism Education, 32, 3, pp. 186-192, (2020); Deale C.S., Incorporating Second Life into online hospitality and tourism education: A case study, Journal of Hospitality, Leisure, Sport and Tourism Education, 13, 1, pp. 154-160, (2013); Douglas A., Miller B., Kwansa F., Cummings P., Students' perceptions of the usefulness of a virtual simulation in post-secondary hospitality education, Journal of Teaching in Travel & Tourism, 7, 3, pp. 1-19, (2008); Formica S., European hospitality and tourism education: Differences with the American model and future trends, International Journal of Hospitality Management, 15, 4, pp. 317-323, (1996); Garrison D.R., Anderson T., Archer W., Critical inquiry in a text-based environment: Computer conferencing in higher education, The Internet and Higher Education, 2, 2-3, pp. 87-105, (1999); Ghavifekr S., Rosdy W.A.W., Teaching and learning with technology: Effectiveness of ICT integration in schools, International Journal of Research in Education and Science, 1, 2, pp. 175-191, (2015); Goh E., King B., Four decades (1980-2020) of hospitality and tourism higher education in Australia: Developments and future prospects, Journal of Hospitality and Tourism Education, 32, 4, pp. 266-272, (2020); Goh E., Wen J., Applying the technology acceptance model to understand hospitality management students' intentions to use electronic discussion boards as a learning tool, Journal of Teaching in Travel and Tourism, (2020); Gray J.A., Diloreto M., The effects of student engagement, student satisfaction, and perceived learning in online learning environments, International Journal of Educational Leadership Preparation, 11, 1, (2016); Green A.J., Sammons G.E., Student learning styles: Assessing active learning in the Hospitality learners model, Journal of Hospitality & Tourism Education, 26, 1, pp. 29-38, (2014); Harasim L., Shift happens: Online education as a new paradigm in learning, The Internet and Higher Education, 3, 1-2, pp. 41-61, (2000); Indian tourism and hospitality industry report, (2021); Jha P.N., Shenoy P.V., Digitization of Indian education process: A hope or hype, IOSR Journal of Business and Management, 18, 10, pp. 131-139, (2016); Kember D., Leung D.Y.P., The influence of the teaching and learning environment on the development of generic capabilities needed for a knowledge-based society, Learning Environments Research, 8, 3, pp. 245-266, (2005); Kentnor H.E., Distance education and the evolution of online learning in the United States, Curriculum and Teaching Dialogue, 17, 1, pp. 21-34, (2015); Kim H.J., Jeong M., Research on hospitality and tourism education: Now and future, Tourism Management Perspectives, 25, pp. 119-122, (2018); Koeske G.F., Koeske R.D., Student ""burnout"" as a mediator of the stress-outcome relationship, Research in Higher Education, 32, 4, pp. 415-431, (1991); Kumar A., Hospitality education in India: Issues and challenges, Journal of Hotel and Business Management, pp. 1-5, (2018); Kumar M., Hospitality education in India - Present status, challenges and opportunities, African Journal of Hospitality, Tourism and Leisure, 3, 2, pp. 1-12, (2014); Kuo Y.C., Walker A.E., Belland B.R., Schroder K.E.E., A predictive study of student satisfaction in online education programs, International Review of Research in Open and Distance Learning, 14, 1, pp. 16-39, (2013); Lebruto S.M., Murray K.T., The educational value of ""captive hotels., Cornell Hotel and Restaurant Administration Quarterly, 35, 4, pp. 72-79, (1994); Licai B., Assessment service quality in hotel management. Experience and skills acquisition in the students perspective, Skills and tools to the cultural heritage and cultural tourism management, pp. 157-166, (2015); Martilla J.A., James J.C., Importance-performance analysis, Journal of Marketing, 41, 1, pp. 77-79, (1977); Maslen G., COVID-19-Online leads to student performance decline, (2020); Millar M., Mao Z., Moreo P., Hospitality & tourism educators vs. The industry: A competency assessment, Journal of Hospitality and Tourism Education, 22, 2, pp. 38-50, (2010); Mishra L., Gupta T., Shree A., Online teaching-learning in higher education during lockdown period of COVID-19 pandemic, International Journal of Educational Research Open, 1, (2020); Moore J., Effects of online interaction and instructor presence on students' satisfaction and success with online undergraduate public relations courses, Journalism & Mass Communication Educator, 69, 3, pp. 271-288, (2014); Muilenburg L.Y., Berge Z.L., Students barriers to online learning: A factor analytic study, Distance Education, 26, 1, pp. 29-48, (2005); Nair R., George B.P., E-learning adoption in hospitality education: An analysis with special focus on Singapore, Journal of Tourism, Heritage & Services Marketing, 2, 1, pp. 3-13, (2016); O'Gorman K.D., Origins of the commercial hospitality industry: From the fanciful to factual, International Journal of Contemporary Hospitality Management, 21, 7, pp. 777-790, (2009); Oh H., Revisiting importance - performance analysis, Tourism Management, 22, pp. 617-627, (2001); Palvia S., Aeron P., Gupta P., Mahapatra D., Parida R., Rosner R., Sindhi S., Online education: Worldwide status, challenges, trends, and implications, Journal of Global Information Technology Management, 21, 4, pp. 233-241, (2018); Parasuraman A., Zeithaml V.A., Berry L.L., A conceptual model of service quality and its implications for future research, Journal of Marketing, 49, 4, pp. 41-50, (1985); Patiar A., Ma E., Kensbock S., Cox R., Hospitality management students' expectation and perception of a virtual field trip web site: An Australian case study using importance-performance analysis, Journal of Hospitality & Tourism Education, 29, 1, pp. 1-12, (2017); Paulsen M., Theory and practice of online learning, The International Review of Research in Open and Distributed Learning, 5, 3, (2004); Picciano A.G., Theories and frameworks for online education: Seeking an integrated model, Online Learning Journal, 21, 3, pp. 166-190, (2017); Pokhrel S., Chhetri R., A literature review on impact of COVID-19 pandemic on teaching and learning, Higher Education for the Future, 8, 1, pp. 133-141, (2021); Ruhanen L., Bridging the divide between theory and practice: Experiential learning approaches for tourism and hospitality management education, Journal of Teaching in Travel & Tourism, 5, 4, pp. 33-51, (2008); Samora D.L., Characteristics of the effective online teaching faculty: Perspectives of online university administrators, (2013); Sandwith P., A hierarchy of management training requirements: The Competency domain model, Public Personnel Management, 22, 1, pp. 43-62, (1993); Sangpikul A., Internationalization of hospitality and tourism higher education: A perspective from Thailand, Journal of Teaching in Travel & Tourism, 9, 1-2, pp. 2-20, (2009); Saputra D., Gurbuz B., Implementation of technology acceptance model (TAM) and importance performance analysis (IPA) in testing the ease and usability of e-wallet applications, pp. 107-113, (2021); Sari R.A., Students' view toward online class for teaching semiotics in Covid-19 pandemic term, Jurnal Ilmiah Spectral, 6, 2, pp. 105-114, (2020); Scotland M., Higher education program curricula models in tourism and hospitality education: A review of the literature, ERIC (Number ED492761), (2006); Sigala M., The evolution of internet pedagogy: Benefits for tourism and hospitality education, The Journal of Hospitality Leisure Sport and Tourism, 1, 1, pp. 27-42, (2002); Smith G.G., Heindel A.J., Torres-Ayala A.T., E-learning commodity or community: Disciplinary differences between online courses, Internet and Higher Education, 11, 3-4, pp. 152-159, (2008); Smith G.G., Passmore D., Faught T., The challenges of online nursing education, Internet and Higher Education, 12, 2, pp. 98-103, (2009); Spowart J., Hospitality students' competencies: Are they work ready?, Journal of Human Resources in Hospitality & Tourism, 10, 2, pp. 169-181, (2011); Subbarao P.S., Issues and constrains in manpower supply in Indian hospitality industry (IIMA Working Papers WP2008-02-03), (2008); Sun A., Chen X., Online education and its effective practice: A research review, Journal of Information Technology Education: Research, 15, 2016, pp. 157-190, (2016); Tse T.S.M., What do hospitality students find important about internships?, Journal of Teaching in Travel and Tourism, 10, 3, pp. 251-264, (2010); Woodyatt C.R., Finneran C.A., Stephenson R., In-person versus online focus group discussions: A comparative analysis of data quality, Qualitative Health Research, 26, 6, pp. 741-749, (2016); Zapalska A., Brozik D., Learning styles and online education, Campus-Wide Information Systems, 23, 5, pp. 325-335, (2006)","A. Ranjan; Department of Tourism and Hospitality Management, Jamia Millia Islamia, New Delhi, India; email: adityaranjan@outlook.com","","Institute for Tourism","","","","","","13327461","","","","English","Tourism","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85124817396"
"Machin M.A.; Gasson N.","Machin, Michael Anthony (6701665591); Gasson, Natalie (6601961642)","6701665591; 6601961642","The Measurement of Psychological Literacy and Employable Skills Self-Efficacy in Undergraduate Psychology Students","2022","Scholarship of Teaching and Learning in Psychology","","","","","","","0","10.1037/stl0000336","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138056109&doi=10.1037%2fstl0000336&partnerID=40&md5=cedd4c333b31916bcaa871ac9a922fd0","School of Psychology and Wellbeing, University of Southern University, Australia; Curtin School of Population Health, Curtin University, Australia","Machin M.A., School of Psychology and Wellbeing, University of Southern University, Australia; Gasson N., Curtin School of Population Health, Curtin University, Australia","There is considerable interest in how work-ready a psychology graduate is after a 3- (or 4-) year course of study. This research combined the assessment of students’ psychological literacy (specifically in the area of research methods), with their self-reported employable skills self-efficacy across four areas (communication skills, analytical inquiry skills, collaboration skills, and professional development skills). The measurement of psychological literacy has remained a major challenge to researchers and educators, and we developed the revised Test of Psychological Literacy (TOPL) as a multidomain assessment of psychological literacy that also included the situational judgment test methodology. The 13 research methods and statistics items from the revised TOPL were analyzed along with the students’ employable skills self-efficacy (across four dimensions), their research methods domain knowledge, age, year of study, and usual grade in two undergraduate psychology samples from Australian universities. The unique predictors of the revised TOPL research methods scores were age and their research methods domain knowledge, while the students’ usual grade was the only consistent predictor of their employable skills self-efficacy. Employable skills self-efficacy is positively related to psychological literacy for three of the four dimensions affirming that they are both important outcomes of psychology education. We conclude that these are complementary aspects of work readiness that, along with academic grades and possibly age, will inform the career exploration and decision-making of psychology graduates. © 2022 American Psychological Association","Employability; Psychological literacy; Psychology graduates; Work readiness","","","","","","","","Abelha M., Fernandes S., Mesquita D., Seabra F., Ferreira-Oliveira A. T., Graduate employability and competence development in higher education—A systematic literature review using PRISMA, Sustainability, 12, 15, (2020); Artess J., Mellors-Bourne R., Hooley T., Employability: A review of the literature 20122016, (2017); Accreditation standards for psychology programs: Effective 1 January 2019 (Version 1.2), (2019); Campbell D. T., Fiske D. W., Convergent and discriminant validation by the multitrait-multimethod matrix, Psychological Bulletin, 56, 2, pp. 81-105, (1959); Ciarocco N. J., Strohmetz D. B., The employable skills self-efficacy survey: An assessment of skill confidence for psychology undergraduates, Scholarship of Teaching and Learning in Psychology, 4, 1, pp. 1-15, (2018); Cranney J., Dunn D. S., Hulme J. A., Nolan S. A., Morris S., Norris K., Psychological literacy and undergraduate psychology education: An international provocation, Frontiers in Education, 7, (2022); Dumoulin A. R., Rusticus S. A., Employable skills self-efficacy survey: A validation study, Scholarship of Teaching and Learning in Psychology, (2021); Major field test in psychology, (2014); Eldon E. K., Validating a measure of psychological literacy to assess global citizenship, (2019); Gasson N., Machin T., Eldon E., Validating a measure of students’ psycho logical literacy [Conference session], the 2nd Australian Psychology Learning and Teaching (AusPLAT) Conference, (2019); Halonen J. S., Dunn D. S., Critical thinking: Promise, progress, and paradox, Critical thinking in psychology, pp. 224-248, (2020); Halpern D. F., Butler H. A., Critical thinking and the education of psychologically literate citizens, The psychologically literate citizen: Foundations and global perspectives, pp. 27-40, (2011); Heritage B., Roberts L. D., Gasson N., Psychological literacy weakly differentiates students by discipline and year of enrolment, Frontiers in Psychology, 7, 162, (2016); Hulme J. A., Cranney J., Psychological literacy and learning for life, International handbook of psychology learning and teaching, pp. 1-29, (2020); Irvin R. L., Persich M. R., Robinson M. D., From ability to behavior: A scenario-based assessment of health competence predicts daily health behaviors, Applied Psychology. Health and Well-Being, 13, 4, pp. 728-744, (2021); Kleine A.-K., Schmitt A., Wisse B., Students’ career exploration: A meta-analysis, Journal of Vocational Behavior, 131, (2021); Lawson T. J., Jordan-Fleming M. K., Bodle J., Measuring psychological critical thinking: An update, Teaching of Psychology, 42, 3, pp. 248-253, (2015); Lent R. W., Brown S. D., Social cognitive model of career self-management: Toward a unifying view of adaptive career behavior across the life span, Journal of Counseling Psychology, 60, 4, pp. 557-568, (2013); Lent R. W., Brown S. D., Hackett G., Toward a unifying social cognitive theory of career and academic interest, choice, and performance [Monograph], Journal of Vocational Behavior, 45, 1, (1994); Machin M. A., Machin T. M., Psychological literacy: What is it and how do we measure it?, Teaching tips: A compendium of conference presentations on teaching, 2017-18, pp. 377-380, (2019); McGovern T. V., Corey L., Cranney J., Dixon W. E. J., Holmes J. D., Kuebli J. E., Ritchey K. A., Smith R. A., Walker S. J., Psychologically literate citizens, Undergraduate education in psychology: A blueprint for the future of the discipline, pp. 9-27, (2010); Morris S., Norris K., Cranney J., Psychological literacy, Oxford Bibliographies Online in Psychology, (2021); Murdoch D. D., Psychological literacy: Proceed with caution, construction ahead, Psychology Research and Behavior Management, 9, pp. 189-199, (2016); Newell S. J., Chur-Hansen A., Strelan P., A systematic narrative review of psychological literacy measurement, Australian Journal of Psychology, 72, 2, pp. 1-10, (2020); Newell S. J., Chur-Hansen A., Strelan P., A construct validity analysis of the concept of psychological literacy, Australian Journal of Psychology, 73, 4, pp. 462-474, (2021); Newell S. J., Chur-Hansen A., Strelan P., A revised definition of psychological literacy: Multiple stakeholder perspectives, Scholarship of Teaching and Learning in Psychology, (2022); Ostwald J. R., Validating a measure of psychological literacy to assess global citizenship, (2021); Patterson F., Zibarras L., Ashworth V., Situational judgement tests in medical education and training: Research, theory and practice: AMEE Guide No. 100, Medical Teacher, 38, 1, pp. 3-17, (2016); Pepe S. J., Farnese M. L., Avalone F., Vecchione M., Work Self-Efficacy Scale and Search for Work Self-Efficacy Scale: A validation study in Spanish and Italian cultural contexts, Journal of Work and Organizational Psychology, 26, 3, (2010); Peter J., Leichner N., Mayer A.-K., Krampen G., A short test for the assessment of basic knowledge in psychology, Psychology Learning & Teaching, 14, 3, pp. 224-235, (2015); Roberts L. D., Gasson N., Facilitating psychological literacy: The importance of conceptualisation and measurement, Teaching psychology around the world, 4, (2018); Roberts L. D., Heritage B., Gasson N., The measurement of psychological literacy: A first approximation, Frontiers in Psychology, 6, (2015); Robinson M. D., Persich M. R., Krishnakumar S., What would you do? A new approach to health competence based on situational judgment, Journal of Personality, 88, 4, pp. 676-688, (2020); Rushing N. C., Van Allen K. L., A psychometric evaluation of the Psychological Critical Thinking Examination for course and program assessment, Scholarship of Teaching and Learning in Psychology, (2022); Schweinsberg A., Mundy M. E., Dyer K. R., Garivaldis F., Psychology education and work readiness integration: A call for research in Australia, Frontiers in Psychology, 12, (2021); Spencer S. M., A comprehensive, iterative, and integrated model for developing psychology workforce literacy, Canadian Psychology, 62, 4, pp. 409-419, (2021); (2021); Veilleux J. C., Chapman K. M., Development of a research methods and statistics concept inventory, Teaching of Psychology, 44, 3, pp. 203-211, (2017); Veilleux J. C., Chapman K. M., Validation of the psychological research inventory of concepts: An index of research and statistical literacy, Teaching of Psychology, 44, 3, pp. 212-221, (2017); Weekley J. A., Ployhart R. E., Situational judgment: Antecedents and relationships with performance, Human Performance, 18, 1, pp. 81-104, (2005); Whelpley C. E., How to score situational judgment tests: A theoretical approach and empirical test, (2014)","M.A. Machin; School of Psychology and Wellbeing, University of Southern University, Australia; email: Tony.Machin@usq.edu.au","","American Psychological Association","","","","","","23322101","","","","English","Scholarsh. Teach. Learn. Psychol.","Article","Article in press","","Scopus","2-s2.0-85138056109"
"Roitman S.; Setiawan B.; Hadny Zakiyaturrahmah A.; Murwani A.","Roitman, Sonia (8366708400); Setiawan, Bakti (16069617900); Hadny Zakiyaturrahmah, Annisa (57452492800); Murwani, Ainun (57452492900)","8366708400; 16069617900; 57452492800; 57452492900","Beyond University Planning Studio Courses: Involving Civil Society Organizations in Educating Planners","2022","Journal of Planning Education and Research","","","","","","","3","10.1177/0739456X221074062","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124593049&doi=10.1177%2f0739456X221074062&partnerID=40&md5=b5e4a36b7ad5376cca466b0091c76399","The University of Queensland, St Lucia, QLD, Australia; Universitas Gadjah Mada, Yogyakarta, Indonesia; Yayasan Arkom Indonesia, Yogyakarta, Indonesia; Paguyuban Kalijawi, Yogyakarta, Indonesia","Roitman S., The University of Queensland, St Lucia, QLD, Australia; Setiawan B., Universitas Gadjah Mada, Yogyakarta, Indonesia; Hadny Zakiyaturrahmah A., Yayasan Arkom Indonesia, Yogyakarta, Indonesia; Murwani A., Paguyuban Kalijawi, Yogyakarta, Indonesia","This article analyses a fieldtrip studio course in Indonesia, reflecting on its value and benefits for urban planning. The original contribution of the article is twofold. First, we show how the course contributes to the development of the skills and knowledge required by planning graduates. Second, in relation to the course’s learning activities, we reflect on the significance and challenges involved in building partnerships between academia and industry from the perspective of the key partners involved in the course. © The Author(s) 2022.","employability; international fieldtrips; International Planning and Development; planning education; studio courses; teaching partnerships","","","","","","New Colombo Program; School of Earth and Environmental Sciences; Department of Foreign Affairs and Trade, Australian Government, DFAT; Universitas Gadjah Mada, UGM","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: UQ students have received funding from the New Colombo Program (DFAT - Department of Foreign Affairs and Trade, Australian Government), Endeavour Mobility Grants (Australian Government), and Short Term Global Experiences Initiative (UQ Student Employability). The course has also received funding from the School of Earth and Environmental Sciences at UQ, and the Planning Program at UGM. ","Allen A., Lambert R., Yap C., Co-learning the City. Towards a Pedagogy of Poly-Learning and Planning Praxis, The Routledge Companion to Planning in the Global South, (2017); Arnstein S., A L﻿adder of C﻿itizen Participation, Journal of American Institute of Planners, 35, 4, (1969); Borja J., Castells M., Local y global. La gestión de las ciudades en la era de la información [Local and global. The management of cities in the era of information], (1997); Cunningham T., Gannon J., Kavanagh M.B., Greene J., Reddy L., Whitson L., Theories of Learning and Curriculum Design. Key Positionalities and Their Relationships, (2007); Feistauer D., Richter T., How Reliable Are Students’ Evaluations of Teaching Quality? A Variance Components Approach, Assessment & Evaluation in Higher Education, 42, 8, (2017); Forester J., Planning in the Face of Power, (1989); Frank A.I., Silver C., Conclusions, Urban Planning Education. Beginnings, Global Movement and Future Prospect, (2018); Friedmann J., Planning in the Public Domain, (1987); Friedmann J., Empowerment. The Politics of Alternative Development, (1992); Geddes P., Cities in Evolution: An Introduction to the Town Planning Movement and to the Study of Civics, (1915); Goebel Z., Reimagining Rapport, Reimagining Rapport, pp. 1-18, (2021); Healey P., Collaborative Planning, (1997); Healey P., Making Better Places, (2010); Higgins M., Aitken-Rose E., Dixon J., The Pedagogy of the Planning Studio: A View from Down Under, Journal for Education on the Built Environment, 4, 1, pp. 8-30, (2009); Holston J., Insurgent Citizenship: Disjunctions of Democracy and Modernity in Brazil, (1998); Ife J., Community Development in an Uncertain World. Vision, Analysis & Practice, (2016); Innes J.E., Booher D.E., Consensus Building and Complex Adaptive Systems, Journal of the American Planning Association, 65, 4, (1999); Iswanto S.R., Roitman S., Sukunan Village, Yogyakarta, Indonesia: Environmental Sustainability through Community-Based Waste Management and Eco-Tourism, Global Planning Innovations for Urban Sustainability, pp. 90-105, (2018); Jones P., The Case for Inclusion of International Planning Studios in Contemporary Urban Planning Pedagogy, Sustainability MDPI, 11, pp. 1-17, (2019); Long J.G., State of the Studio: Revisiting the Potential of Studio Pedagogy in U.S.-Based Planning Programs, Journal of Planning Education and Research, 32, 4, (2012); McLennan S., Storey D., Leslie H., Entering the Field, Development Fieldwork. A Practical Guide, (2014); Minnery J., Stars and Their Supporting Cast: State, Market and Community as Actors in Urban Governance, Urban Policy and Research, 25, 3, (2007); Miraftab F., Insurgent Practices and Decolonization of Future(s), The Routledge Handbook of Planning Theory, (2018); Odendaal N., Watson V., Partnerships in Planning Education: The Association of African Planning Schools (AAPS), Urban Planning Education. Beginnings, Global Movement and Future Prospect, (2018); Ozawa C.P., Seltzer E.P., Taking Our Bearings: Mapping a Relationship among Planning Practice, Theory and Education, Journal of Planning Education and Research, 18, (1999); Patrick C.-J., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The WIL [Work Integrated Learning] Report: A National Scoping Study, (2008); Pieterse E., City Futures. Confronting the Crisis of Urban Development, (2008); Policy for the Accreditation of Australian Planning Qualifications, (2019); Robinson J., Global and World Cities: A View from off the Map, International Journal of Urban and Regional Research, 26, 3, (2002); Roitman S., Slum Dwellers Strategies and Tactics in Yogyakarta, Indonesia, The Routledge Handbook on Informal Urbanisation, (2019); Roitman S., Urban Poverty Alleviation Strategies in Yogyakarta, Indonesia: Contrasting Opportunities for Community Development, Asia Pacific Viewpoint, 60, 3, pp. 386-401, (2019); Sandercock L., Towards Cosmopolis, (1998); Satterthwaite D., Mitlin D., Reducing Urban Policy in the Global South, (2014); Schon D., The Reflective Practitioner. How Professionals Think in Action, (1983); Thompson S., Maginn P., What Is Planning?, Planning Australia. An Overview of Urban and Regional Planning, pp. 17-33, (2012); Planning Sustainable Cities. Global Report on Human Settlements 2009, (2009); Transforming Our World: The 2030 Agenda for Sustainable Development, (2015); Beyond Income, beyond Averages, beyond Today: Inequalities in Human Development in the 21st Century. Human Development Report 2019, (2019); Watson E.E., ‘What a Dolt One Is’: Language Learning and Fieldwork in Geography, Area, 36, 1, pp. 59-68, (2004); Watson V., Seeing from the South: Refocusing Urban Planning on the Globe’s Central Urban Issues, Urban Studies, 46, 11, (2009); Watson V., Co-production and Collaboration in Planning: The Difference, Planning Theory & Research, 15, 1, pp. 62-76, (2014); Wenger E., Communities of Practice. Learning, Meaning and Identity, (1998); Winkler T., At the Coalface: Community-University Engagements and Planning Education, Journal of Planning Education and Research, 33, 2, (2013); Partner Engagement Strategy 2018-2021, (2018); Strategic Plan 2018-2021, (2018)","S. Roitman; The University of Queensland, St Lucia, Australia; email: s.roitman@uq.edu.au","","SAGE Publications Inc.","","","","","","0739456X","","","","English","J. Plann. Educ. Res.","Article","Article in press","","Scopus","2-s2.0-85124593049"
"Cham K.M.; Edwards M.-L.; Kruesi L.; Celeste T.; Hennessey T.","Cham, Kwang Meng (24480865300); Edwards, Mary-Louise (57670085500); Kruesi, Lisa (35221842900); Celeste, Tania (57391978700); Hennessey, Trent (57670983500)","24480865300; 57670085500; 35221842900; 57391978700; 57670983500","Digital preferences and perceptions of students in health professional courses at a leading Australian university: A baseline for improving digital skills and competencies in health graduates","2022","Australasian Journal of Educational Technology","38","1","","69","86","17","5","10.14742/ajet.6622","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129649591&doi=10.14742%2fajet.6622&partnerID=40&md5=432165d4f2304487b5bfd4302daab86c","University of Melbourne, Australia","Cham K.M., University of Melbourne, Australia; Edwards M.-L., University of Melbourne, Australia; Kruesi L., University of Melbourne, Australia; Celeste T., University of Melbourne, Australia; Hennessey T., University of Melbourne, Australia","This study aimed to improve understanding of graduate students’ digital preferences and perceptions to prepare them for work in the digitally enabled health sector. We surveyed 361 students from five disciplines to create a baseline of their digital capabilities. Results show that students were confident in engaging with day-to-day technologies required for discipline-specific learnings and most were reasonably aware of digital privacy and security. However, only 11% of the students reported having sufficient university support and services to develop their digital skills and competencies, and only 39% of the students believed they have the relevant skills for entering the workforce. To improve their understanding in this area, students attended a digital skills and employability workshop that was developed in partnership with teaching specialists, learning and teaching librarians and career services coordinators. Post-workshop findings show that this learning intervention positively impacted students’ understanding of their own digital capabilities and increased their awareness of the importance of this core skill for both the university and the workforce. Teaching staff can use these findings to improve student digital learning in health professional curricula, which will contribute to knowledge transfer and communication with digital health employers. © Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.","Digital health; Digital literacies; E-health; Health professional education; Large survey; Professional learning","","","","","","","","Armah J. K., Westhuizen D. D., Embedding digital capability into the higher education curriculum: The case of Ghana, Universal Journal of Educational Research, 8, 2, pp. 346-354, (2020); Australia’s national digital health strategy: Safe, seamless and secure, (2016); Bawden D., Origins and concepts of digital literacy, Digital literacies: Concepts, policies and practices, pp. 17-32, (2008); Beetham H., Newman T., Knight S., Digital experience insights survey 2018: Findings from Australia and New Zealand university students, (2019); Beetham H., Sharpe R., Rethinking pedagogy for a digital age, (2013); Beleigoli A. M., Maeder A., Button D., Lange B., Tiemann J., The care informatics and technologies project: Enhancing capability, motivation and opportunities in digital health among health professionals and students, Studies in health technology and informatics: Vol. 266. Digital health: Changing the way healthcare is conceptualised and delivered: Selected Papers from the 27th Australian National Health Informatics Conference, HIC 2019, pp. 25-29, (2019); Bhagra A., Sharma D. K., Changing paradigm of employability skills in the global business world: A review, The IUP Journal of Soft Skills, 12, 2, pp. 7-24, (2018); Blayone T., Reexamining digital-learning readiness in higher education: Positioning digital competencies as key factors and a profile application as a readiness tool, International Journal on ELearning, 17, 4, pp. 425-451, (2018); Bond M., Buntins K., Bedenlier S., Zawacki-Richter O., Kerres M., Mapping research in student engagement and educational technology in higher education: A systematic evidence map, International Journal of Technology in Higher Education, 17, 2, (2020); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Coldwell-Neilson J., Digital literacy: A driver for curriculum transformation, Research and development in higher education: Curriculum transformation, 40, pp. 84-94, (2017); Daniel J., Vazquez-Cano E., Gisbert M., The future of MOOCs: Adaptive learning or business model?, Universities and Knowledge Society Journal, 12, 1, pp. 64-73, (2015); Edirippulige S., Brooks P., Carati C., Wade V. A., Smith A. C., Wickramasinghe S., Armfield N. R., It's important, but not important enough: eHealth as a curriculum priority in medical education in Australia, Journal of Telemedicine and Telecare, 24, 10, pp. 697-702, (2018); Digital skills for health professionals, (2016); Gonzalez N., Moll L.C., Amanti C., Funds of knowledge: Theorizing practices in households, communities, and classrooms, (2005); Gray K., Dattakumar A., Maeder A., Henderson K. B., Chenery H. J., Advancing ehealth education for the clinical health professions, (2014); Hayman R., Smith E. E., Sustainable decision making for emerging educational technologies in libraries, Reference Services Review, 43, 1, pp. 7-18, (2015); Henderson M., Selwyn N., Finger G., Aston R., Students' everyday engagement with digital technology in university: Exploring patterns of use and 'usefulness, Journal of Higher Education Policy and Management, 37, 3, pp. 308-319, (2015); Ilomaki L., Paavola S., Lakkala M., Kantosalo A., Digital competence-An emergent boundary concept for policy and educational research, Education and Information Technologies, 21, 3, pp. 655-679, (2016); Johnson L., Adams Becker S., Cummins M., Estrada V., Freeman A., Hall C., NMC Horizon report: 2016 Higher education edition, (2016); Jones C., Networked learning, stepping beyond the net generation and digital natives, Exploring the theory, pedagogy and practice of networked learning, pp. 27-41, (2012); Kennedy G. E., Judd T. S., Churchward A., Gray K., Krause K.-L., First year students' experiences with technology: Are they really digital natives?, Australasian Journal of Educational Technology, 24, 1, pp. 108-122, (2008); Kenny A., lacono T., McKinstry C., Hannon J., Knight K., Whitrow D., Capabilities for ehealth education: Developing undergraduate digital literacies for health professionals, (2016); Knight G. L., Drysdale T. D., The future of higher education (HE) hangs on innovating our assessment-but are we ready, willing and able?, Higher Education Pedagogies, 5, 1, pp. 57-60, (2020); Lankshear C., Knobel M., Digital literacies: Concepts, policies and practices, (2008); Lingard L., Albert M., Levinson W., Grounded theory, mixed methods, and action research, BMJ, 337, pp. 459-461, (2008); Pearson D., Cooney R., Bond M. C., Recommendations from the Council of Residency Directors (CORD) social media committee on the role of social media in residency education and strategies on implementation, Western Journal of Emergency Medicine, 16, 4, pp. 510-515, (2015); Pennington A., Stanford J., The future of work for Australian graduates: The changing landscape of university employment transitions in Australia, (2019); Smith E., Kahlke R., Judd R., Not just digital natives: Integrating technologies in professional education contexts, Australasian Journal of Educational Technology, 36, 3, pp. 1-14, (2020); Stokes J., Inclusion and engagement by design: Creating a digital literacy course to inspire diverse learners in an Australian university enabling program, International Studies in Widening Participation, 4, 2, pp. 65-78, (2017); Tomlinson M., The degree is not enough: Students' perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); van Deursen A., van Dijk J., Measuring internet skills, International Journal of HumanComputer Interaction, 26, 10, pp. 891-916, (2010); Vuorikari R., Ferrari A., Punie Y., Brecko B., The digital competence framework for consumers (Joint Research Centre Science for Policy Report, EUR 28133 EN), (2017); Vuorikari R., Punie Y., Carretero Gomez S., Van den Brande G., DigComp 2.0: The digital competence framework for citizens. Update phase 1: The conceptual reference model (EUR 27948 EN), (2016); Wells K., Social media in medical school education, Surgery, 150, 1, pp. 2-4, (2011); Global strategy on digital health 2020-2025, (2021); Zhong Z., From access to usage: The divide of self-reported digital skills among adolescents, Computers & Education, 56, 3, pp. 736-746, (2011)","K.M. Cham; University of Melbourne, Australia; email: ckwang@unimelb.edu.au","","Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)","","","","","","14495554","","","","English","Australas. J. Educ. Technol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85129649591"
"Reid E.R.; Kelestyn B.","Reid, Emily Róisín (57224400459); Kelestyn, Bo (57696794700)","57224400459; 57696794700","Problem representations of employability in higher education: using design thinking and critical analysis as tools for social justice in careers education","2022","British Journal of Guidance and Counselling","50","4","","631","646","15","7","10.1080/03069885.2022.2054943","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130296246&doi=10.1080%2f03069885.2022.2054943&partnerID=40&md5=ac009b60f918477d082b6a5af43536eb","Student Experience, Employability and Progression, Unit for Social Sciences and Systems in Health, Division of Health Sciences, Warwick Medical SchoolUniversity of Warwick, Coventry, United Kingdom; Department for Chemistry and Institute for Advanced Teaching and Learning, University of Warwick, Coventry, United Kingdom","Reid E.R., Student Experience, Employability and Progression, Unit for Social Sciences and Systems in Health, Division of Health Sciences, Warwick Medical SchoolUniversity of Warwick, Coventry, United Kingdom; Kelestyn B., Department for Chemistry and Institute for Advanced Teaching and Learning, University of Warwick, Coventry, United Kingdom","We present an analysis of narratives that emerged from a recent interdisciplinary design thinking careers intervention exploring how employability is represented within one UK University. We conducted a critical discourse analysis using a policy analysis framework that revealed four emergent problem representations. These exposed tacit assumptions about students’ lack of employability skills and the responsibilisation of ‘employability’, amplified silences around opportunity structures and highlighted unquestioned expectations about employability in the neoliberalist paradigm. The need for critical discourse is foregrounded, as is the importance of collective engagement in reframing these narratives. Design Thinking shows promise as a novel intervention for future career education practice, enabling practitioners and individuals to begin to co-create a new critical consciousness. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Career development; careers education; critical consciousness; design thinking; employability; social justice","","","","","","Warwick International Higher Education Academy; University of Warwick","Funding text 1: We would like to thank all of the participants and judges of the challenge for taking part, and the Warwick International Higher Education Academy for funding the Warwick Employability Challenge and supporting this project to go ahead. Specific thanks go to Dr Letizia Gramaglia, Head of the Academic Development Centre and the Director of the Warwick International Higher Education Academy for their ongoing support. ; Funding text 2: The Warwick Employability Challenge, from which the data were gathered, was supported by a small bursary provided by the University of Warwick which funded the Student Innovation Fellows to lead the workshops. ","Bacchi C., Analysing policy: What’s the problem represented to be?, (2009); Bacchi C., Goodwin S., Poststructural policy analysis: A guide to practice, (2016); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: Navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Dickinson J., Wicked problems: (How) does higher education solve problems for students?, Wonkhe, (2020); Donald W.E., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: Human capital, careers advice, and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Dunne L., Design Thinking: a framework for student engagement? A personal view. Journal of Educational innovation, Partnership and Change, 2, 1, (2016); Healey M., Flint A., Harrington K., (2014); Healy M., Hammer S., McIlveen P., Mapping graduate employability and career development in higher education research: A citation network analysis, Studies in Higher Education, pp. 1-14, (2020); Hooley T., (2021); Hooley T., Sultana R., Thomsen R., The neoliberal challenge to career guidance - mobilising research, policy and practice around social justice, Career guidance for social justice: Contesting neoliberalism, pp. 1-28, (2017); Hooley T., Sultana R., Thomsen R., Career guidance for emancipation: Reclaiming justice for the multitude, (2019); Kelestyn B., Freeman R., (2021); Maisuria A., Cole M., The neoliberalisation of higher education in England: An alternative is possible, Policy Futures in Education, 15, 5, pp. 602-619, (2017); Mercer-Mapstone L., Bovill C., Equity and diversity in institutional approaches to student- staff partnership schemes in higher education, Studies in Higher Education, (2019); Nijjar A., (2009); Ries E., The lean startup: How today's entrepreneurs use continuous innovation to create radically successful businesses, (2011); Roise P., If career education is the solution, then what is the problem?, Erik career and career guidance in the nordic countries, pp. 265-280, (2020); Salkind N.J., Encyclopedia of research design (vols. 1-0), (2010); Stevenson C., Theoretical and Methodological Approaches in Discourse Analysis, 12, 2, pp. 17-29, (2004); Taylor S., Locating and conducting discourse analytic research, Discourse as data: A guide for analysis, pp. 5-48, (2001); Troiani I., Dutson C., The neoliberal University as a space to learn/think/work in Higher education, Architecture and Culture, 9, 1, pp. 5-23, (2021); (2021)","E.R. Reid; Student Experience, Employability and Progression, Unit for Social Sciences and Systems in Health, Division of Health Sciences, Warwick Medical School, University of Warwick, Coventry, United Kingdom; email: e.reid.1@warwick.ac.uk","","Routledge","","","","","","03069885","","","","English","Br. J. Guid. Couns.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85130296246"
"Joshi M.P.; Joshi A.M.; Barewar S.D.; Kulkarni A.V.","Joshi, Mahesh P. (57200699035); Joshi, Aparna M. (57558319900); Barewar, Surendra D. (57204549298); Kulkarni, Ashwini V. (57559101300)","57200699035; 57558319900; 57204549298; 57559101300","Impact of Industry Institute Interaction in Engineering Education to Enhance Employability – A Case Study","2022","Journal of Engineering Education Transformations","35","Special Issue 1","","143","147","4","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127418497&partnerID=40&md5=04bd3a935f67582ac159068beac68596","Faculty, SMCE, MIT Academy of Engineering, Maharashtra, Pune, 412105, India; Faculty, RMDSSOE, Maharashtra, Pune, 412105, India; Faculty, GCORAR, Awasari khurd, Maharashtra, Pune, 412405, India","Joshi M.P., Faculty, SMCE, MIT Academy of Engineering, Maharashtra, Pune, 412105, India; Joshi A.M., Faculty, RMDSSOE, Maharashtra, Pune, 412105, India; Barewar S.D., Faculty, SMCE, MIT Academy of Engineering, Maharashtra, Pune, 412105, India; Kulkarni A.V., Faculty, GCORAR, Awasari khurd, Maharashtra, Pune, 412405, India","This paper examines a case study of collaborative training through the industry-institute alliance to give sufficient exposure to the learners with recent technologies; recognize the practices to bridge the gap between institute and industry and improve the employability of students. The objective of any engineering institution is to create skillful and capable employable graduates through quality technical education. Hence, a good and energetic academic engagement with relevance to industrial collaborations to encourage not only modern technical education but also entrepreneurship is a must. The paper attempts to highlight strategies that can elaborate on the importance of industry-institute interaction to improve employability and strive towards overall excellence. It also focuses on the challenges faced during the course implementation phases and proposes remedies to overcome such challenges. Finally, we conclude by identifying the future needs and opportunities for methodological improvement of industry-institute interactions. © 2022, Rajarambapu Institute Of Technology. All rights reserved.","collaboration; employability; industry; Institute","","","","","","","","Ahrweiler P., Pyka A., Gilbert N., A new model for university–industry links in knowledge-based economies, Journal of Production and Innovation Management, 28, pp. 218-235, (2011); Bruneel J., D'este P., Salter A., Investigating the factors that diminish the barriers to university–industry collaboration, Research Policy, 39, pp. 858-868, (2010); Chakravarty S.N., R & D and Training activity need industry-academic institute interaction, Current Science, 91, 12, (2006); Ghatol A.A., Kaptan S.S., Dhote K.K., Industry Institute Interaction, (2004); Lhuillery S., Pfister E., R&D cooperation and failures in innovation projects: Empirical evidence from French CIS data, Research Policy, 38, pp. 45-57, (2009); Murty V.S., Interaction between Academia and Industry, Phy. Scr, T97, pp. 64-66, (2002); Patil B. M., Industry-Institute Interaction, International Journal of Latest Trends in Engineering and Technology, 3, 4, (2014); Perkmann M., Tartari V., McKelvey M., Academic engagement and commercialisation: A review of the literature on university–industry relations, Research Policy, 42, pp. 423-442, (2013); Ramaswamy C., Brahadeeswaran D., Establishing sustainable industry institute partnerships-case study of an engineering college, AMET International Journal of Management, (2013); Shollapur M.R., Building Institutions – Industry relationship: Indian Experience, University News, 46, 13, (2008)","M.P. Joshi; Faculty, SMCE, MIT Academy of Engineering, Pune, Maharashtra, 412105, India; email: them2712@gmail.com","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","","Scopus","2-s2.0-85127418497"
"Groves O.; O’Shea S.; Delahunty J.","Groves, Olivia (56922227500); O’Shea, Sarah (57271475900); Delahunty, Janine (55237814700)","56922227500; 57271475900; 55237814700","‘I don’t understand it’: first in family graduates recognising and mobilising capitals for employment","2022","Journal of Education and Work","35","3","","293","306","13","3","10.1080/13639080.2022.2059454","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128111680&doi=10.1080%2f13639080.2022.2059454&partnerID=40&md5=34a4e260c92029a89fa7e68425177f6d","National Centre for Student Equity in Higher Education, Curtin University, Perth, Australia; Faculty of Arts, Humanities Social Sciences, University of Wollongong, Wollongong, Australia","Groves O., National Centre for Student Equity in Higher Education, Curtin University, Perth, Australia; O’Shea S., National Centre for Student Equity in Higher Education, Curtin University, Perth, Australia; Delahunty J., Faculty of Arts, Humanities Social Sciences, University of Wollongong, Wollongong, Australia","Success in a complex labour market requires astute planning, preparation and foresight, particularly within the context of the massification of higher education, increasing graduate competitiveness, and a discourse of employability which places the onus of employment on the individual. A cohort experiencing noticeably weaker graduate employment outcomes are students who are the first in their family to attend university, a group often representing a diversity of backgrounds and intersecting equity categories. Drawing on interviews and surveys of near completing Australian first in family (FiF) students, recent graduates and alumni, this article explores how employability was experienced and enacted by participants. Through the application of Pierre Bourdieu’s work on capital theory, the article contributes valuable insights into the experience of FiF students’ graduate employment seeking, specifically how their existing capitals, including those that are social, cultural and symbolic in nature, interacted with the job market to achieve (or otherwise) desirable graduate employment. Findings from this study point to a number of urgently needed strategies for the FiF cohort to achieve professional goals. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","Capitals; employability; first in family; graduate employment; higher education; social capital","","","","","","National Centre for Student Equity in Higher Education; Australian Research Council, ARC, (DP170100705)","This work was supported by the Australian Research Council under Grant DP170100705 and the National Centre for Student Equity in Higher Education (NCSEHE) under a 2019 Equity Fellowship programme.","Abrahams J., Honourable Mobility or Shameless Entitlement? Habitus and Graduate Employment, British Journal of Sociology of Education, 38, 5, pp. 625-640, (2017); The Class Ceiling: Increasing Access to the Leading Professions, The Sutton Trust, (2017); Allen K., Quinn J., Hollingworth S., Rose A., Becoming Employable Students and ‘Ideal’ Creative Workers: Exclusion and Inequality in Higher Education Work Placements, British Journal of Sociology of Education, 34, 3, pp. 431-452, (2013); Ashley L., Duberley J., Sommerlad H., Scholarios D., A Qualitative Evaluation of Non-educational Barriers to the Elite Professions, Social mobility and child poverty commission, (2015); Bathmaker A.-M., Thinking with Bourdieu: Thinking after Bourdieu. 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Student Perceptions of Internships in Enhancing Employability Skills, British Journal of Sociology of Education, 38, 4, pp. 435-449, (2016); O'Shea S., ‘Mind the Gap!’ Exploring the Post-graduation Outcomes and Employment Mobility of Individuals Who are First in Their Family to Complete a University Degree. 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Commission Research Paper, (2019); Purcell K., Elias P., Atfield G., Behle H., Ellison R., Luchinskaya D., Futuretrack: Transitions into Employment, Further Study and Other Outcomes. 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A Critical Race Theory Discussion of Community Cultural Wealth, Race, Ethnicity and Education, 8, 1, pp. 69-91, (2005)","O. Groves; National Centre for Student Equity in Higher Education, Curtin University, Perth, Australia; email: Olivia.groves@curtin.edu.au","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85128111680"
"Rice S.; Leahy M.; Klatt G.","Rice, Suzanne (8852361500); Leahy, Mary (57202581013); Klatt, Gosia (36682682100)","8852361500; 57202581013; 36682682100","Navigating the matrix: career development and the responsibilisation of employability in Australia","2022","British Journal of Guidance and Counselling","50","4","","557","576","19","0","10.1080/03069885.2022.2057923","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129737487&doi=10.1080%2f03069885.2022.2057923&partnerID=40&md5=36e359d69cc56d936948fc51e80aea62","Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia","Rice S., Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia; Leahy M., Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia; Klatt G., Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia","In this paper we seek to understand how structural, contextual and institutional conditions influence the construction of individual agency in career development policy. We focus on responsibilisation, the process by which responsibility for outcomes is transferred from the state to the individual, through a combination of policy actions and the framing of public discourse. We use Australia as a case study to examine how the state has recast its role in the creation and regulation of employment. We outline how the role of the state now involves guiding the citizen towards the “right choice"", with individuals responsible for and active managers of risk in the labour market. To determine the complex narratives around agency, we examine the assumptions embedded in some current Australian government career guidance websites, to highlight how jobseeker autonomy, self-direction, agency, and self-management are framed. The implications for socially just career development provision are discussed. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","career development; employability ‌; inequalities; policy; Responsibilisation; social justice","","","","","","","","Archer V., Dole bludgers, taxpayers and the New Right: Constructing discourses of welfare in 1970s Australia, Labour History, 96, 1, pp. 177-190, (2009); (2018); (2020); Ball S., The education debate, (2017); Becker G., The economic approach to human behaviour, (1976); (2014); Bonnor C., Separating scholars: How Australia abandons its struggling schools, (2019); Bonnor C., Shepherd B., Uneven playing field: The state of Australia’s schools, (2016); Bori P., Petanovic J., Constructing the entrepreneurial-self: How Catalan textbooks present the neoliberal worker to their students, Journal for Critical Education Policy Studies (JCEPS), 14, 3, pp. 154-174, (2016); Bowen G.A., Document analysis as a qualitative research method, Qualitative Research Journal, 9, 2, pp. 27-40, (2009); Buckmaster L., Klapdor M., (2010); (2016); Claassen R., An agency-based capability theory of justice, European Journal of Philosophy, 25, 3, pp. 1279-1304, (2017); Cook E.P., Heppner M.J., O'Brien K.M., Career development of women of color and white women: Assumptions, conceptualization, and interventions from an ecological perspective, The Career Development Quarterly, 50, 4, pp. 291-305, (2002); Coy M., Kelly L., The responsibilisation of women who experience domestic violence: A case study from England and Wales, Interventions against child abuse and violence against women: Ethics and culture in practice and policy, pp. 155-163, (2019); Crocker D.A., Ethics of global development: Agency, capability, and deliberative democracy, (2008); (2020); Dean M., Rainnie A., Stanford J., Nahum D., Industrial policy-making after COVID-19: Manufacturing, innovation and sustainability, The Economic and Labour Relations Review, 32, 2, pp. 283-303, (2021); De Fontenay C., Lampe B., Nugent J., Jomini P., (2020); Done E., Murphy M., The responsibilisation of teachers: A neoliberal solution to the problem of inclusion, Discourse: Studies in the Cultural Politics of Education, 39, 1, pp. 142-155, (2016); Field J., Lifelong learning and the new educational order, (2010); Field J., Transitions in lifelong learning: Public issues, private troubles, liminal identities, Studies for the Learning Society, 2, 2-3, pp. 4-11, (2012); Forsyth A., Playing catch-up but falling short: Regulating work in the gig economy in Australia, King’s Law Journal, 31, 2, pp. 287-300, (2020); Forsyth A., Ten years of the fair work act: (More) testing times for Australia’s unions, Australian Journal of Labour Law, 33, 1, pp. 122-138, (2020); Gooptu N., Enterprise culture in neoliberal India: Studies in youth, class, work and media, (2013); Harper I., Anderson P., McCluskey S., O'Bryan M., (2015); Hart C.S., Education, inequality and social justice: A critical analysis applying the Sen-Bourdieu analytical framework, Policy Futures in Education, 17, 5, pp. 582-598, (2019); 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Kelly P., Growing up after the GFC: Responsibilisation and mortgaged futures, Discourse: Studies in the Cultural Politics of Education, 38, 1, pp. 57-69, (2017); Kemshall H., Effective practice in probation: An example of ‘advanced liberal’ responsibilisation?, The Howard Journal of Criminal Justice, 41, 1, pp. 41-58, (2002); Koffman O., Gill R., ‘The revolution will be led by a 12-year-old girl’: Girl power and global biopolitics, Feminist Review, 105, 1, pp. 83-102, (2013); Liebenberg L., Ungar M., Ikeda J., Neo-liberalism and responsibilisation in the discourse of social service workers, British Journal of Social Work, 45, 3, pp. 1006-1021, (2015); Marcinkiewicz-Wilk A., Jurczyk-Romanowska E., The development and implementation of ideas of lifelong learning in Europe at the Dawn of the 21st century, Journal of Education Culture and Society, 9, 1, pp. 39-49, (2018); Markwick A., Ansari Z., Clinch D., McNeil J., Experiences of racism among Aboriginal and Torres Strait Islander adults living in the Australian state of Victoria: A cross-sectional population-based study, BMC Public Health, 19, 309, (2019); 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Rowe E., (2017); Sandel M., The tyranny of merit: What’s become of the common good?, (2020); Sayer A., Capabilities, contributive injustice and unequal divisions of labour, Journal of Human Development and Capabilities, 13, 4, pp. 580-596, (2012); Schofield T., Butterworth P., Patterns of welfare attitudes in the Australian population, PLoS One, 10, 11, (2015); Scott J., Rational choice theory, Understanding contemporary society: Theories of the present, pp. 126-139, (2000); (2013); Sen A., Equality of what?, Tanner lectures on human values, pp. 197-220, (1980); Sen A., Well-being, agency and freedom. The Dewey lectures, 1984, Journal of Philosophy, 82, 4, pp. 169-221, (1985); Sen A., Development as freedom, (1999); Sen A., The possibility of social choice, American Economic Review, 89, 3, pp. 349-378, (1999); Sen A., The idea of justice, (2009); Smith W., (2017); Sosnoski J., Configuring as a mode of rhetorical analysis, Doing internet research: Critical issues and methods for examining the net, pp. 127-144, (1999); Sweet R., Nissinen K., Vuorinen R., An analysis of the career development items in PISA 2012 and of their relationships to the characteristics of countries, schools, students and families, (2014); Todd S., Snakes and ladders: The great British social mobility myth, (2021); Torrance H., Blaming the victim: Assessment, examinations and the responsibilisation of students and teachers in neo-liberal governance, Discourse: Studies in the Cultural Politics of Education, 38, 1, pp. 83-96, (2015); Vigurs K., Everitt J., Staunton T., The evidence base for careers websites: What works?, (2017); Walsh L., Black R., Reflections on youth citizenship after the age of entitlement: Problems and possibilities, Social Educator, 36, 2, pp. 4-14, (2018); Wanberg C., Abdifatah A., Csillag B., Job seeking: The process and experience of looking for a job, Annual Review of Organizational Psychology and Organizational Behavior, 7, 1, pp. 315-337, (2020); Watson L., Ryan C., Choosers and losers: The impact of government subsidies on Australian secondary schools, Australian Journal of Education, 54, 1, pp. 86-107, (2010); Whiteford M., Hot tea, dry toast and the responsibilisation of homeless people, Social Policy and Society, 9, 2, pp. 193-205, (2010); Williamson B., Digital education governance: Data visualization, predictive analytics, and ‘real-time’ policy instruments, Journal of Education Policy, 31, 2, pp. 123-141, (2016)","S. Rice; Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia; email: s.rice@unimelb.edu.au","","Routledge","","","","","","03069885","","","","English","Br. J. Guid. Couns.","Article","Final","","Scopus","2-s2.0-85129737487"
"Murray M.; Pytharouli S.; Douglas J.","Murray, Mike (55894764900); Pytharouli, Stella (56182652100); Douglas, John (15047879100)","55894764900; 56182652100; 15047879100","Opportunities for the development of professional skills for undergraduate civil and environmental engineers","2022","European Journal of Engineering Education","47","5","","793","813","20","4","10.1080/03043797.2022.2031897","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124415618&doi=10.1080%2f03043797.2022.2031897&partnerID=40&md5=e457d4c42b896ad7588d40c6b3bb4115","Department of Civil and Environmental Engineering, University of Strathclyde, Glasgow, United Kingdom","Murray M., Department of Civil and Environmental Engineering, University of Strathclyde, Glasgow, United Kingdom; Pytharouli S., Department of Civil and Environmental Engineering, University of Strathclyde, Glasgow, United Kingdom; Douglas J., Department of Civil and Environmental Engineering, University of Strathclyde, Glasgow, United Kingdom","Employability and skills development are contemporary issues in higher education. For vocational-professional disciplines, such as engineering, the signature pedagogy directs teaching and learning towards acquiring scientific knowledge. Engineering employers have called for graduates to be more work-ready and trained in team-working, communication and other professional skills. These skills can be developed and assessed within curricular, co-curricular and extra-curricular settings. We consider how a sample of undergraduate civil engineers (N = 58) perceive the contribution of the above activities on the development of six professional skills (Problem-solving; Planning; Leadership; Team-working; Self-confidence; Resilience). Embedding these skills within curricular activities offers the greatest potential for helping all students improve their employment prospects. Finally, we make suggestions for improving the deployment of professional skills in our four undergraduate programmes, and higher education institutions in general. © 2022 SEFI.","civil engineers; co-curricular; curricular; Employability; environmental engineers; extra-curricular; professional skills","Professional aspects; Students; Civil engineer; Co-curricular; Contemporary issues; Curricular; Employability; Environmental engineer; Extra-curricular; Professional skills; Skills development; Team working; Engineers","","","","","","","(2021); Ahearn A., Students who Build, Constructionarium: Making to Learn, pp. 126-131, (2016); Anderson T.A., Engineering Your Career: A Complete Guide to Landing a Job in Engineering, (2019); Andrade M.S., Cross-cutting Skills: Strategies for Teaching & Learning, Higher Education Pedagogies, 5, 1, pp. 165-181, (2020); Arnowitz S., The Knowledge Factory: Dismantling the Corporate University and Creating True Higher Learning, (2000); Arum R., Roksa J., Academically Adrift: Limited Learning on College Campuses, (2011); Baillie C., Goodhew P., Skryabina E., Threshold Concepts in Engineering Education Exploring Potential Blocks in Student Understanding, International Journal of Engineering Education, 22, 5, pp. 955-962, (2006); Barnett R., Improving Higher Education: Total Quality Care, (1992); Beagon U., (2021); Beigpourian B., EbrahimiNejad H., Ohland M.W., Ferguson D.M., The Effect of Preferred Leadership Role and Preferred Team Leadership Structure on Students’ Perception of Team Processes and Outcome, 2019 IEEE Frontiers in Education Conference (FIE), Covington, KY, USA, 1–6., (2019); Berdanier C.G.P., Guest Editorial: A Hard Stop to the Term “Soft Skills”, Journal of Engineering Education, 111, 1, pp. 14-18, (2022); Bowman N.A., Schuldt J.P., Effects of Item Order and Response Options in College Student Surveys, New Directions for Institutional Research, 161, pp. 99-109, (2014); Bradley A., Quigley M., Bailey K., How Well are Students Engaging with the Careers Services at University?, Studies in Higher Education, 46, 4, pp. 663-676, (2021); (2018); Burgess R., (2007); Busby K., Co-Curricular Outcomes Assessment and Accreditation, New Directions for Institutional Research, 164, pp. 39-50, (2015); Byrne C., What Determines Perceived Graduate Employability? 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Wenger E., Communities of Practice: Learning, Meaning, and Identity, (1998); Wilson T.S., (2012); Winberg C., Bramhall M., Greenfield D., Johnson P., Rowlett P., Lewis O., Waldock J., Wolff K., Developing Employability in Engineering Education: A Systematic Review of the Literature, European Journal of Engineering Education, 45, 2, pp. 165-180, (2020); Wong B., Chiu Y.T., University Lecturers’ Construction of the ‘Ideal’ Undergraduate Student, Journal of Further and Higher Education, 44, 1, pp. 54-68, (2020); Wood G.C., What Does Moving Online Mean for Employability?, Emerging Stronger: Lasting Impact from Crisis Innovation, pp. 51-71, (2020); Wood G.C., Findlay A., Resalat T., What Does Moving Online Mean for Employability?’ Educating Engineers: Lasting Impact from Crisis Innovation, (2020)","M. Murray; Department of Civil and Environmental Engineering, University of Strathclyde, Glasgow, United Kingdom; email: m.d.murray@strath.ac.uk","","Taylor and Francis Ltd.","","","","","","03043797","","","","English","Eur. J. Eng. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85124415618"
"Ebekozien A.; Aigbavboa C.; Aliu J.","Ebekozien, Andrew (57208104712); Aigbavboa, Clinton (54956705100); Aliu, John (57202873480)","57208104712; 54956705100; 57202873480","Built environment academics for 21st-century world of teaching: stakeholders' perspective","2022","International Journal of Building Pathology and Adaptation","41","6","","119","138","19","2","10.1108/IJBPA-04-2022-0062","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137578670&doi=10.1108%2fIJBPA-04-2022-0062&partnerID=40&md5=8ce8bcb5da9916c06d5057aae0b63b3b","Department of Construction Management and Quantity Surveying, University of Johannesburg, Johannesburg, South Africa; Department of Quantity Surveying, Auchi Polytechnic, Auchi, Nigeria; Development Planning and Management, School of Social Sciences, Universiti Sains Malaysia, Pulau Pinang, Malaysia; Institute for Resilient Infrastructure Systems, College of Engineering, University of Georgia, Athens, GA, United States","Ebekozien A., Department of Construction Management and Quantity Surveying, University of Johannesburg, Johannesburg, South Africa, Department of Quantity Surveying, Auchi Polytechnic, Auchi, Nigeria, Development Planning and Management, School of Social Sciences, Universiti Sains Malaysia, Pulau Pinang, Malaysia; Aigbavboa C., Department of Construction Management and Quantity Surveying, University of Johannesburg, Johannesburg, South Africa; Aliu J., Department of Construction Management and Quantity Surveying, University of Johannesburg, Johannesburg, South Africa, Institute for Resilient Infrastructure Systems, College of Engineering, University of Georgia, Athens, GA, United States","Purpose: Research reveals that the built environment graduates are not matching the needs of the 21st century construction industry. Evidence shows that the built environment academics (BEA) struggle to reskill and upskill to meet the industry's demand. Studies about Nigeria's BEA's perceived barriers in meeting the 21st-century industry demands are scarce. Thus, the paper investigated the perceived barriers and measures to improve BEA in Nigeria's 21st-century world of teaching. The outcome intends to enhance teaching practices and increase employability in the built environment disciplines. Design/methodology/approach: Data were sourced from elite virtual interviews across Nigeria. The participants were well informed about Nigeria's built environment education and the possible barriers hindering 21st-century teaching from improving employable graduates in the built environment professionals (BEP). The researchers adopted a thematic analysis for the collected data and supplemented the data with secondary sources. Findings: The study shows that BEA needs to improve BEA's teaching mechanism. Improving BEA will enable the built environment graduates to meet the minimum standards expected by the 21st-century industry. Findings categorised the perceived 22 barriers facing BEA into internal stakeholders-related barriers, external stakeholders-related barriers, and common barriers. Also, findings proffered practicable measures to improve BEA in the workplace via improved industry collaboration and technological advancement. Research limitations/implications: The research is restricted to the perceived barriers and measures to improve BEA in 21st-century teaching in Nigeria via a qualitative research design. Future research should validate the results and test the paper's proposed framework. Practical implications: The paper confirms that the BEA requires stakeholder collaboration and technological advancement measures to improve teaching in the 21st century, leading to enhanced employability graduates. The paper would stir major stakeholders, especially BEA, and advance the quality of employable graduates in the Nigerian built environment professions. Originality/value: The thematic network and proposed framework could be employed to stimulate Nigeria's BEA for better service delivery. This intends to create an enabling environment that will enhance stakeholders' collaboration and technological advancement for the BEA to produce better employable graduates in the 21st century. © 2022, Andrew Ebekozien, Clinton Aigbavboa and John Aliu.","Barriers; Built environment academics (BEA); Digital technology; Nigeria; Stakeholders; Teaching","E-learning; Barrier; Build environment academic; Built environment; Design/methodology/approach; Digital technologies; Matchings; Nigeria; Stakeholder; Teaching practices; Technological advancement; Construction industry","","","","","Built Environment; CIDB Centre of Excellence, (05-35-061890); University of Johannesburg, UJ; Fakultas Teknik Universitas Indonesia, FTUI","Funding: This work was funded by the Faculty of Engineering and the Built Environment and CIDB Centre of Excellence (05-35-061890), University of Johannesburg, South Africa.","Abdul-Aziz A.-R., Suresh S., Renukappa S., The conundrum of professionalising building surveying in Malaysia, International Journal of Building Pathology and Adaptation, 38, 5, pp. 621-634, (2020); Acar M., Socio-cultural dimensions of corruption in Turkish public administration, Corruption in Public Administration. 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Yin R.K., Case Study Research: Design and Methods, (2014)","A. Ebekozien; Department of Construction Management and Quantity Surveying, University of Johannesburg, Johannesburg, South Africa; email: ebekoandy45@yahoo.com","","Emerald Publishing","","","","","","23984708","","","","English","Int. J. Build. Pathology Adapt.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85137578670"
"Santamaría O.Q.; García-Álvarez J.; Santos-González M.D.C.","Santamaría, Olaya Queiruga (57444589300); García-Álvarez, Jesús (57214824990); Santos-González, María del Carmen (57444810600)","57444589300; 57214824990; 57444810600","Analysis of the effectiveness of vocational training plans for employment from the point of view of the labor market; [Análisis de la eficacia de los planes de formación profesional para el empleo desde el punto de vista del mercado laboral]","2022","Revista Fuentes","24","1","","90","103","13","2","10.12795/revistafuentes.2022.15258","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124305722&doi=10.12795%2frevistafuentes.2022.15258&partnerID=40&md5=cf6cf920f9d74a07919fb4a7580162a0","Universidad Internacional de la Rioja, Spain; Universidad de Santiago de Compostela, Spain","Santamaría O.Q., Universidad Internacional de la Rioja, Spain; García-Álvarez J., Universidad de Santiago de Compostela, Spain; Santos-González M.D.C., Universidad de Santiago de Compostela, Spain","Vocational Training for Employment (VTE) is defined as that which give responds to the needs of the labor market and is oriented to the acquisition, improvement and continuous updating of professional competences and qualifications, promoting lifelong learning. Its purpose is to promote the personal and professional development of working people (employed and unemployed) while promoting their employability. Considering this, the objective is to determine the knowledge that companies possess in relation to the offer of professional training and the mechanisms that allow its transfer to the labor market. The methodology used is quantitative, using the questionnaire as an instrument for collecting information (n = 331 companies). The results confirm, on the one hand, the lack of knowledge of companies about the operation, benefits and opportunities offered by training for employment. On the other hand, it is confirmed the high value of soft skills in the training of workers, highlighting its importance for the design of current training plans. It concludes by pointing out the need for a greater dissemination of active employment policies focused on the training offer, as well as the relevance of introducing transversal competences in its planning. © 2021 Facultad de Ciencias de la Educacion. All rights reserved.","Effectiveness; Labour market; Professional qualification; Soft skills; Training plan","","","","","","","","Acosta-Banda A., Aguilar-Esteva V., Patino Ortiz M., Patino Ortiz J., Contruction and Validity of an Instrument to Evaluate Renewable Energies and Energy Sustainability Perceptions for Social Consciousness, Sustainability, 13, 4, pp. 1-14, (2021); Archer W., Davison J., Graduate Employability: What do employers think and want? 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J., Structural Increases in Demand for Skill after the Great Recession, AEA Papers and Proceedings 2020, 110, pp. 362-365, (2020); Bridgstock R., The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Bunk G., La transmisiOn de las competencias en la formaciOn y perfeccionamiento profesionales de la RFA, Revista Europea de Formación Profesional, 1, pp. 8-14, (1994); Buendia L., Berrocal E., EvaluaciOn de un programa de FormaciOn Ocupacional para la inserciOn laboral, Revista de Investigación Educativa, 26, 1, pp. 157-190, (2008); Buendia L., ExpOsito J., Sanchez M., InvestigaciOn evaluativa de formaciOn profesional para el empleo en el ámbito local, Revista de Investigación Educativa, 30, 1, pp. 161-179, (2012); Calvo R., Paya R., Sigalat E., Cuando el aprendizaje basado en la práctica profesional no provoca uninterés laboral, Revista Fuentes, 23, 1, pp. 77-90, (2021); Casal J., Colome F., Comas M., La interrelación de los tres subsistemas de formación profesional en España, FundaciOn Tripartita para la FormaciOn en el Empleo, (2003); Terminology of European education and training policy, (2014); Cline S., Soft skills make the difference in the workplace, Colorado Springs Business Journal, (2005); Chisvert M. J., Marhuenda F., Transiciones tempranas al mercado de trabajo, RASE. Revista de la Asociación de Sociología de la Educación, 5, 2, pp. 153-168, (2012); Metaportal de arquitectura, ingeniería y construcción, (2020); Cronbach L. J., Coefficient alpha and the internal structure of tests, Psychometrika, 16, pp. 297-334, (1951); De Miguel M., San Fabian J. L., Belver J. L., Arguelles M. C., EvaluaciOn de la satisfacciOn de los participantes en la formaciOn profesional para el empleo, RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa, 17, 1, pp. 1-30, (2011); Deming D. J., The Growing Importance of Social Skills in the Labor Market, The Quartely Journal of Economics, 132, 4, pp. 1593-1640, (2017); Fernandez-Garcia A., Garcia Llamas J. L., Garcia Perez M., La formaciOn profesional básica, una alternativa para atender las necesidades educativas de los jOvenes en riesgo social, Revista de Humanidades, 36, pp. 211-232, (2019); Hales S., Skills for tomorrow, (2012); Empresas con actividade en Galicia segundo actividade principal (grupos CNAE 2009) e condición xurídica, (2020); Izquierdo M., Puente S., Font P., EvoluciOn del desajuste educativo entre la oferta y la demanda de trabajo en España. Banco de España, Boletín Económico, pp. 43-50, (2013); Lorente R., La reforma de la formación profesional en España a través del diseño por competencias: un análisis desde la perspectiva de los agentes sociales, (2011); Marhuenda F., La Formación Profesional, (2012); Martinez-Clares P., Gonzalez-Lorente C., Rebollo-Quintela N., Competencias para la empleabilidad: un modelo de ecuaciones estructurales en la Facultad de EducaciOn, Revista de Investigación Educativa, 37, 1, pp. 57-73, (2019); Merino R., La formaciOn profesional en los itinerarios formativos y laborales de los jOvenes: las leyes proponen y los jOvenes disponen, Revista de la Asociación de Sociología de la Educación, 5, 3, pp. 503-512, (2012); La Formación Profesional para el Empleo en el ambito laboral, (2020); Marco Español de Cualificaciones, (2021); Mitchel G., Skinner L. B., White B. J., Essential Soft Skills for Success in the Twenty-First Century Workforce as Perceived by Business Educators, Delta Pi Epsilon Journal, 52, 1, pp. 43-53, (2010); Barómetro, (2020); Preparándose para trabajar, (2011); Olaz A., Una aproximaciOn conceptual a la cualificaciOn profesional desde una perspectiva competencial, Papers: Revista de Sociología, 96, 2, pp. 589-616, (2011); Osuna J. L., Bueno C., Murciano J., Porrini L., Los niveles de evaluaciOn y seguimiento de la formaciOn: calidad vs. Política, Revista Fuentes, 10, pp. 101-122, (2010); Perez Esparrells C., Rahona M., La formación profesional en España y el mercado de trabajo: Desafíos y oportunidades, (2009); Pineda P., Pedagogía Laboral, (2002); Pineda-LOpez R. C., Moreno-Bastida G. R., Instrumentos para la DeterminaciOn de los Factores de la InserciOn Laboral en Estudiantes Universitarios, Revista Científica Hallazgos21, 4, 2, pp. 173-189, (2019); Puga J., Martinez L., Competencias Directivas en Escenarios Globales, Estudios Gerenciales, 24, 109, pp. 87-103, (2008); Trabajar en 2033, (2014); Queiruga O., O subsistema de Formación Profesional para o Emprego: os Certificados de Profesionalidade e a súa vinculación coa mellora da empregabilidade en Galicia, (2018); Rial A., El presente en la formaciOn para el ""trabajo"": las rápidas mutaciones en las exigencias de cualificaciOn, Educar, pp. 177-181, (2002); Robles M., Executive Perceptions of the Top 10 Soft Skills Needed in Today’s Workplace, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Rodriguez-Sanchez M., Análisis del módulo de formación en centros de trabajo en la familia profesional administrativa en la Comunidad de Madrid, (2002); Ros A., Navas A., Marhuenda F., Teorías implícitas del profesorado de formaciOn profesional para el empleo, Estudios Pedagógicos, 43, 1, pp. 269-288, (2017); Informe del Mercado de Trabajo Estatal, (2019); Informe de Prospección y detección de necesidades formativas 2019, (2019); Plan anual de Evaluación de la calidad, impacto, eficacia y eficiencia del conjunto del subsistema de formación profesional para el empleo 2014, (2016); Soler M., Una mirada sobre la educaciOn. La formaciOn profesional, Revista Padres y Maestros, 359, pp. 41-44, (2014); Suleman F., The employability skills of higher education graduates: insights into conceptual frameworks and methodological options, Higher Education, 76, pp. 263-278, (2018); Sutton N., Why can’t we all just get along?, Computing Canada, 28, 16, pp. 1-20, (2002); Tito M. D., Bill O., Desarrollo de soft skills una alternativa a la escasez de talento humano, INNOVA Research Journal, 1, 12, pp. 59-76, (2016); Valencia M., El capital humano, otro activo de su empresa, Entramado, 1, 2, pp. 20-33, (2005); Valero F. J., Estudio Demandas del Mercado Laboral a los Titulados Universitarios, (2012); Vargas F., De las virtudes laborales a las competencias clave: un nuevo concepto para antiguas demandas, Politécnica, 3, pp. 13-26, (2006); Vazquez-Rodriguez A., Garcia-Alvarez J., Santos Rego M. A., Movilidad internacional y empleabilidad: el impacto en el capital humano y social de la juventud, Educar, 57, 1, pp. 81-96, (2021); The Future of Jobs Report, (2018)","","","Facultad de Ciencias de la Educacion","","","","","","15757072","","","","English","Rev. Fuentes","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85124305722"
"Cake M.; Bell M.; Mossop L.; Mansfield C.F.","Cake, Martin (7004365542); Bell, Melinda (56956237700); Mossop, Liz (15848924300); Mansfield, Caroline F. (35484958600)","7004365542; 56956237700; 15848924300; 35484958600","Employability as sustainable balance of stakeholder expectations–towards a model for the health professions","2022","Higher Education Research and Development","41","4","","1028","1043","15","3","10.1080/07294360.2021.1891025","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131568373&doi=10.1080%2f07294360.2021.1891025&partnerID=40&md5=9edc778b259f43bff589701cc8c3193b","School of Veterinary Medicine, Murdoch University, Perth, Australia; University of Lincoln, Lincoln, United Kingdom; School of Education, The University of Notre Dame Australia, Fremantle, Australia","Cake M., School of Veterinary Medicine, Murdoch University, Perth, Australia; Bell M., School of Veterinary Medicine, Murdoch University, Perth, Australia; Mossop L., University of Lincoln, Lincoln, United Kingdom; Mansfield C.F., School of Education, The University of Notre Dame Australia, Fremantle, Australia","The conceptual complexity of employability remains a barrier for its integration into discipline-based curricula. In the health professions, a particular challenge lies in integrating employability with the dominant paradigms of competency and professionalism. In this study, we explore these contextual challenges, and present the rationale and conceptual basis for a potential re-framing of employability within the context of this discipline group. We propose a novel definition and a conceptual model of employability better aligned to the needs of health professions. While employability has proven difficult to define broadly, it is framed around the expectations of both the employer and employee, thus may be viewed as a mutual transaction of expectations, which is most sustainable when all are optimally satisfied. Given that most work contexts involve multiple stakeholders, employability is defined here from an individual’s perspective as their capacity to sustainably satisfy the optimal balance of all stakeholder demands and expectations in a work context, including their own. We draw upon a scan of the literature and evidence from one health profession, veterinary science (including re-analysis of comments from a stakeholder survey), to inform a conceptual model of employability for these contexts. We propose employability is only partly comprised of skills and knowledge (human capital), and more of psychological capital spanning approaches to work, approaches to self, and approaches to others. The expectations underpinning employability are partly oriented to the work itself, and partly to the human interactions supporting it; partly to efficacy and partly to sustainability. These principles establish a matrix of five domains: effective practice, productive relationships, professional commitment, and psychological resources, plus a central element of reflective identity representing the fundamental growth process of self-awareness and identity formation. By this conception, employability is complementary to, but readily integrated with, outcomes frameworks such as competency and professionalism. © 2021 HERDSA.","competency; Employability; medical education; professionalism","","","","","","Australian Government Department of Education and Training, (ID15-4930); University of Queensland, UQ","This work was supported by the Australian Government Department of Education and Training (formerly Office for Learning and Teaching) [grant number ID15-4930]. This study was completed as part of the VetSet2Go project (see www.vetset2go.edu.au). The authors acknowledge the formative contribution of other project team members, particularly Dan Schull (University of Queensland), and many other people who have engaged with the project.","Artess J., Hooley T., Mellors-Bourne R., Employability: A review of the literature 2012 to 2016, (2017); Bell M., Cake M., Mansfield C., Success in career transitions in veterinary practice: Perspectives of employers and their employees, Veterinary Record, 185, 8, (2019); Bell M., Cake M., Mansfield C.F., Beyond competence: Why we should talk about employability in veterinary education, Journal of Veterinary Medical Education, 45, 1, pp. 27-37, (2018); Bell M.A., Cake M., Mansfield C., International multi-stakeholder consensus for the capabilities most important to employability in the veterinary profession, Veterinary Record, (2021); Bennett D., Richardson S., MacKinnon P., (2016); Bennett D., Richardson S., Mahat M., Coates H., MacKinnon P., Schmidt L., Navigating uncertainty and complexity: Higher education and the dilemma of employability, Research and development in higher education: Learning for life and work in a complex world, pp. 1-10, (2015); Bridgstock R., The graduate attributes we've overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Brightwell A., Grant J., Competency-based training: Who benefits?, Postgraduate Medical Journal, 89, 1048, pp. 107-110, (2013); Brooks M.A., Medical education and the tyranny of competency, Perspectives in Biology and Medicine, 52, 1, pp. 90-102, (2009); Brooman S., Stirk S., Who am I?: Using reflective practice and self-determination to redefine ‘employability’, in legal education, Liverpool Law Review, 41, 1, pp. 79-98, (2020); Cake M.A., Bell M.A., Bickley N., Bartram D.J., The life of meaning: A model of the positive contributions to well-being from veterinary work, Journal of Veterinary Medical Education, 42, 3, pp. 184-193, (2015); Cake M.A., Bell M., Cobb K., Feakes A., Hamood W., Hughes K., Zaki S., Interpreting employability in the veterinary context: A guide and framework for veterinary educators, (2018); Cake M.A., Bell M.A., Williams J.C., Brown F.J., Dozier M., Rhind S.M., Baillie S., Which professional (nontechnical) competencies are most important to the success of graduate veterinarians? A best evidence medical education (BEME) systematic review, Medical Teacher, 38, 6, pp. 550-563, (2016); Chhinzer N., Russo A.M., An exploration of employer perceptions of graduate employability, Education + Training, 60, 1, pp. 104-120, (2018); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Cole D., Tibby M., Defining and developing your approach to employability. A framework for higher education institutions, (2013); Cruess R.L., Cruess S.R., Boudreau J.D., Snell L., Steinert Y., Reframing medical education to support professional identity formation, Academic Medicine, 89, 11, pp. 1446-1451, (2014); Dacre Pool L., Sewell P., The key to employability: Developing a practical model of graduate employability, Education and Training, 49, 4, pp. 277-289, (2007); Frank J.R., Mungroo R., Ahmad Y., Wang M., De Rossi S., Horsley T., Toward a definition of competency-based education in medicine: A systematic review of published definitions, Medical Teacher, 32, 8, pp. 631-637, (2010); Frank J.R., Snell L.S., Cate O.T., Holmboe E.S., Carraccio C., Swing S.R., Harris P., Glasgow N.J., Campbell C., Dath D., Harden R.M., Iobst W., Long D.M., Mungroo R., Richardson D.L., Sherbino J., Silver I., Taber S., Talbot M., Harris K.A., Competency-based medical education: Theory to practice, Medical Teacher, 32, 8, pp. 638-645, (2010); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gardner A., Hase S., Gardner G., Dunn S.V., Carryer J., From competence to capability: A study of nurse practitioners in clinical practice, Journal of Clinical Nursing, 17, 2, pp. 250-258, (2008); Harden R.M., Crosby J.R., Davis M.H., AMEE guide no. 14: Outcome-based education: Part 1–an introduction to outcome-based education, Medical Teacher, 21, 1, pp. 7-14, (1999); Harden R.M., Crosby J.R., Davis M.H., Friedman M., AMEE guide no. 14: Outcome-based education: Part 5–from competency to meta-competency: A model for the specification of learning outcomes, Medical Teacher, 21, 6, pp. 546-552, (1999); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, (1998); Hinchliffe G.W., Jolly A., Graduate identity and employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Hogan R., Chamorro-Premuzic T., Kaiser R.B., Employability and career success: Bridging the gap between theory and reality, Industrial and Organizational Psychology-Perspectives on Science and Practice, 6, 1, pp. 3-16, (2013); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Hughes K., Rhind S., Mossop L., Cobb K., Morley E., Kerrin M., Cake M., ‘Care about my animal, know your stuff and take me seriously’: United Kingdom and Australian clients’ views on the capabilities most important in their veterinarians, Veterinary Record, 183, 17, (2018); Irby D.M., Hamstra S.J., Parting the clouds: Three professionalism frameworks in medical education, Academic Medicine, 91, 12, pp. 1606-1611, (2016); Jackson D., Re-conceptualising graduate employability: The importance of pre-professional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jarvis-Selinger S., Pratt D., Regehr G., Competency is not enough: Integrating identity formation into the medical education discourse, Academic Medicine, 87, 9, pp. 1185-1190, (2012); Jollands M., (2015); Knight P., Yorke M., Employability through the curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Rabow M.W., Remen R.N., Parmelee D.X., Inui T.S., Professional formation: Extending medicine's lineage of service into the next century, Academic Medicine, 85, 2, pp. 310-317, (2010); Ramli A., Nawawi R., Chun M.P.P., Employees’ perception of employability skills needed in todays workforce among physiotherapy graduates, Procedia Social and Behavioral Sciences, 7, C, pp. 455-463, (2010); Rust C., Froud L., ‘Personal literacy’: The vital, yet often overlooked, graduate attribute, Journal of Teaching and Learning for Graduate Employability, 2, 1, pp. 28-40, (2011); Saldana J., The coding manual for qualitative researchers, (2009); Sanders J., de Grip A., Training, task flexibility and the employability of low-skilled workers, International Journal of Manpower, 25, 1, pp. 73-89, (2004); Schull D., King E., Hamood W., Feakes A., ‘Context’ matters: Factors considered by employers when selecting new graduate veterinarians, Higher Education Research & Development, (2020); Sisodia S., Agarwal N., Employability skills essential for healthcare industry, Procedia Computer Science, 122, pp. 431-438, (2017); Small L., Shacklock K., Marchant T., Employability: A contemporary review for higher education stakeholders, Journal of Vocational Education and Training, 70, 1, pp. 148-166, (2017); Speight S., Lackovic N., Cooker L., The contested curriculum: Academic learning and employability in higher education, Tertiary Education and Management, 19, 2, pp. 112-126, (2013); Talbot M., Monkey see, monkey do: A critique of the competency model in graduate medical education, Medical Education, 38, 6, pp. 587-592, (2004); Thijssen J.G.L., Van der Heijden B.I.J.M., Rocco T.S., Toward the employability-link model: Current employment transition to future employment perspectives, Human Resource Development Review, 7, 2, pp. 165-183, (2008); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Van der Heijde C.M., Van der Heijden B., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); van der Klink J.J.L., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R.H., Abma F.I., van der Wilt G.J., Sustainable employability–definition, conceptualization, and implications: A perspective based on the capability approach, Scandinavian Journal of Work Environment & Health, 42, 1, pp. 71-79, (2016); Warr P., Work, happiness, and unhappiness, (2007); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Williamson K., ‘Skills for employability? No need thanks, we’re radiographers!’ helping graduate healthcare professionals to stand out from the crowd, Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 9, 1, pp. 33-53, (2015); Yorke M., Employability in higher education: What it is–what it is not. Learning and employability series: 1, (2004); Yorke M., Employability: Aligning the message, the medium and academic values, Journal of Teaching and Learning for Graduate Employability, 1, 1, pp. 2-12, (2010)","M. Cake; School of Veterinary Medicine, Murdoch University, Murdoch, Perth, South St, 6150, Australia; email: mcake@murdoch.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85131568373"
"Mantai L.; Marrone M.","Mantai, Lilia (56431136900); Marrone, Mauricio (36135658300)","56431136900; 36135658300","Identifying skills, qualifications, and attributes expected to do a PhD","2022","Studies in Higher Education","47","11","","2273","2286","13","7","10.1080/03075079.2022.2061444","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128734808&doi=10.1080%2f03075079.2022.2061444&partnerID=40&md5=d630f020ddb6c1180ea1e8b896be6231","Business School, The University of Sydney, Sydney, Australia; Macquarie Business School, Macquarie University, Sydney, Australia","Mantai L., Business School, The University of Sydney, Sydney, Australia; Marrone M., Macquarie Business School, Macquarie University, Sydney, Australia","Despite an increasingly competitive academic market, more and more people are seeking a PhD degree. While significant research focuses on skill attainment during PhD candidature and at PhD exit, we know little about the skills that might be present at PhD entry. We developed a data-driven taxonomy and conducted logistic regressions to analyse selection criteria (listing skills, qualifications, and personal attributes) of 13,562 PhD advertisements posted in 2016–2019 on Euraxess, a European recruitment platform for researchers. We analysed the most prevalent attributes sought for PhD admission, country-based and discipline-specific differences, and changes over time. We find that many of these admission attributes include diverse and transferable skills. Specifically, cognitive, interpersonal skills and personal attributes are trending upwards, and PhD requirements vary significantly by country, discipline and year of posting. We highlight the attributes requested by top 5 countries and top 5 disciplines, and show changes over time. The insights provide guidance for practice, specifically to PhD applicants, early career researchers, and those who support career development. We discuss PhD programmes’ alignment and policy implications for pre-doctoral education, redesign of PhD assessment, and improved training provision for students and supervisors. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Doctoral education; employability; job market; natural language processing; PhD; transferable skills","","","","","","EURAXESS; Sydney Informatics Hub; European Commission, EC; University of Sydney, Usyd","The authors acknowledge the technical assistance of the Senior Consultant in Statistics, Jim Matthews, from the Sydney Informatics Hub, a Core Research Facility of the University of Sydney. We are very grateful to the reviewers for their constructive and helpful feedback on the earlier draft of this paper. We also wish to thank EURAXESS - Researchers in Motion, a pan-European initiative by the European Commission, for the permission to analyse EURAXESS job data.","Kennan A., Cole F., Willard P., Wilson C., Marion L., Changing Workplace Demands: What Job Ads Tell Us, (2006); Blessinger P., (2016); Borrell-Damian L., Morais R., Smith J.H., (2015); Bosanquet A., Mantai L., Fredericks V., “Deferred Time in the Neoliberal University: Experiences of Doctoral Candidates and Early Career Academics, Teaching in Higher Education, 25, 6, pp. 736-749, (2020); Brew A., Mantai L., Turning a Dream Into Reality: Building Undergraduate Research Capacity Across Australasia, International Perspectives on Undergraduate Research, pp. 39-56, (2020); (2015); Cai C.W., Linnenluecke M.K., Marrone M., Singh A.K., Machine Learning and Expert Judgement: Analyzing Emerging Topics in Accounting and Finance Research in the Asia–Pacific, Abacus, 55, 4, pp. 709-733, (2019); Colombo E., Mercorio F., Mezzanzanica M., AI Meets Labor Market: Exploring the Link Between Automation and Skills, Information Economics and Policy, 47, pp. 27-37, (2019); Cook H.V., Jensen L.J., A Guide to Dictionary-Based Text Mining, Methods in Molecular Biology (Clifton, NJ), 1939, pp. 73-89, (2019); De Mauro A., Greco M., Grimaldi M., Ritala P., Human Resources for Big Data Professions: A Systematic Classification of Job Roles and Required Skill Sets, Information Processing & Management, 54, 5, pp. 807-817, (2018); Deming D.J., (2015); Djumalieva J., Sleeman C., An Open and Data-Driven Taxonomy of Skills Extracted from Online Job Adverts, Developing Skills in a Changing World of Work, pp. 425-454, (2018); Durette B., Fournier M., Lafon M., The Core Competencies of PhDs, Studies in Higher Education, 41, 8, pp. 1355-1370, (2016); Identifying Transferable Skills and Competences to Enhance Early Career Researchers Employability and Competitiveness, (2018); Germain-Alamartine E., Moghadam-Saman S., Aligning Doctoral Education with Local Industrial Employers’ Needs: A Comparative Case Study, European Planning Studies, 28, 2, pp. 234-254, (2020); Hajdarpasic A., Brew A., Popenici S., The Contribution of Academics’ Engagement in Research to Undergraduate Education, Studies in Higher Education, 40, 4, pp. 644-657, (2015); Hasgall A., Saenen B., Borrell-Damian L., (2019); Humphrey R., Marshall N., Leonardo L., The Impact of Research Training and Research Codes of Practice on Submission of Doctoral Degrees: An Exploratory Cohort Study, Higher Education Quarterly, 66, 1, pp. 47-64, (2012); Kennan M.A., Cole F., Willard P., Wilson C., Marion L., Changing Workplace Demands: What Job Ads Tell Us, Aslib Proceedings, (2006); Krippendorff K., (2011); Krippendorff K., Reliability in Content Analysis: Some Common Misconceptions and Recommendations, Human Communication Research, 30, 3, pp. 411-433, (2004); Mewburn I., Grant W.J., Suominen H., Kizimchuk S., A Machine Learning Analysis of the Non-Academic Employment Opportunities for Ph. D. Graduates in Australia, Higher Education Policy, 33, 4, pp. 799-813, (2018); Nikol P., Lietzmann A., (2019); (2017); (2019); O'Leary S., Gender and Management Implications from Clearer Signposting of Employability Attributes Developed Across Graduate Disciplines, Studies in Higher Education, 46, 3, pp. 437-456, (2021); Pitt R., Mewburn I., Academic Superheroes? A Critical Analysis of Academic Job Descriptions, Journal of Higher Education Policy and Management, 38, 1, pp. 88-101, (2016); Santos J.M., Horta H., Heitor M., Too Many PhDs? An Invalid Argument for Countries Developing Their Scientific and Academic Systems: The Case of Portugal, Technological Forecasting and Social Change, 113, pp. 352-362, (2016); Sharmini S., Spronken-Smith R., The PhD–Is It out of Alignment?, Higher Education Research & Development, 39, 4, pp. 821-833, (2020); Sibarani E.M., Scerri S., Morales C., Auer S., Collarana D., (2017); Sinche M., Layton R.L., Brandt P.D., O'Connell A.B., Hall J.D., Freeman A.M., Harrell J.R., Cook J.G., Brennwald P.J., An Evidence-Based Evaluation of Transferrable Skills and Job Satisfaction for Science PhDs, PLOS ONE, 12, 9, (2017); Sodhi M.S., Son B.-G., Content Analysis of OR Job Advertisements to Infer Required Skills, Journal of the Operational Research Society, 61, 9, pp. 1315-1327, (2010); Succi C., Canovi M., Soft Skills to Enhance Graduate Employability: Comparing Students and Employers’ Perceptions, Studies in Higher Education, (2020); (2020); Yang Q., Zhang X., Du X., Bielefield A., Liu Y.Q., Current Market Demand for Core Competencies of Librarianship—A Text Mining Study of American Library Association’s Advertisements from 2009 Through 2014, Applied Sciences, 6, 2, (2016)","L. Mantai; Business School, The University of Sydney, Sydney, Australia; email: lilia.mantai@sydney.edu.au","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85128734808"
"Gope D.; Gope A.","Gope, Deepayan (55864954900); Gope, Aditya (57699562900)","55864954900; 57699562900","Students and academicians views on the engineering curriculum and industrial skills requirement for a successful job career","2022","Open Education Studies","4","1","","173","186","13","3","10.1515/edu-2022-0011","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130352447&doi=10.1515%2fedu-2022-0011&partnerID=40&md5=0f72f10e3d0fbe0a628069ecffdfae51","G B Pant University of Agriculture & Technology, Pantnagar, 263145, India; College of Engineering and Technology, Biju Pattnaik University of Technology, Bhubaneswar, India","Gope D., G B Pant University of Agriculture & Technology, Pantnagar, 263145, India; Gope A., College of Engineering and Technology, Biju Pattnaik University of Technology, Bhubaneswar, India","Due to rapid advancement of technology, engineers should have a set of engineering skills. The basic knowledge about engineering skills should be imparted during graduation. In this study, an attempt is made to assess the gap between the present course curriculum that engineering institutions are exposing their engineering students and the skills required by the industries. Views of engineering students and academicians are obtained through questionnaires and analyzed using statistical tools. The results revealed that strong analytical ability, able to adapt and learn new technology, problem-solving within stipulated period or deadlines, and work promotion are the most important factors for a successful future job performance. The study also reveals that a significant gap exists between learning skills like communication, systematic work plan, and furtherance of work done. It is also seen that the use of modern tools and knowledge up-gradation is important to acquire many required industrial skills for a successful job career and the present curriculum is not effective to impart training on these aspects.  © 2022 Deepayan Gope et al., published by De Gruyter.","Employability; Engineering curricula; Industry skills; Programme objectives","","","","","","","","(2000); Adrian D. C. Chan, Fishbein J., A global engineer for the global community, The Journal of Policy Engagement, 1, 2, pp. 4-9, (2009); Awonuga O. O., Skills gap assessment to enhance the delivery of technical and vocational education: A case study of electrical installation graduates Inogun and Kaduna States of Nigeria, (2019); Beder S., Beyond technicalities: Expanding engineering thinking, Journal of Professional Issues in Engineering Education and Practice, pp. 12-18, (1999); Bureau of labor statistics, US Deptt of labor, The employment situation - May 2020; Berdanier C. G. P., Branch S. E., London J. S., Ahn B., Cox M. F., Survey analysis of engineering graduate students' perceptions of the skills necessary for career success in industry and academia, ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education, (2014); Choudhary R., COVID-19 Pandemic: Impact and strategies for education sector in India, (2020); Chubin D., Donaldson K., Olds B., Fleming L., Education generation net-Can U.S. engineering woo and win the competition fortalent?, ASEE Journal Engineering Education, 97, 3, pp. 245-257, (2008); Cyril P., Cecile H., Roland T., Jurg S., Which professional skills do students learn in engineering team-based projects?, European Journal Engineering Education, (2021); de Campos D. B., de Resende L. M. M., Fagundes A. 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D., A study of the relationship of level of vocational identity and degree of congruence between expressed and measured vocational interests of engineering students aspiring to managerial or technical careers, (1993); Gilleard J., Gilleard J. D., Developing cross-cultural communication skills, J. Prof. Issues Eng. Educ. Pract, pp. 187-200, (2002); Employers Still Seek Communication Skills in New Hires, Graduate Management Admission Council (GMAC™), (2020); Goh S., 2020 vision' and its implications for engineering management education, Proc., 2007 Association for Australasian Engineering Education Conf., Association for Australasian Engineering Education (AAEE), pp. 1-8, (2007); Hissey T. W., Education and careers 2000: Enhanced skills for engi-neers, Proc. 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L., Morell L., Jorgensen J., The learning factory: Industry-partnered active learning, ASEE Journal of Engineering Education, 97, 1, pp. 1-15, (2008); Lang J. D., Cruse S., McVey F. D., McMasters J., Industry expectations of new engineers: Survey to assist curriculum designers, Journal Engineering Education, 88, 1, pp. 43-51, (1999); Lichtenstein G., Loshbaugh H., Claar B., Chen H., Jackson K., Sheppard S., An engineering major does not (necessarily) an Engineer make: Career decision making among undergraduate engineering majors, Journal Engineering Education, 98, 3, pp. 227-234, (2009); Manzoor U., Rizwan Ali, Demirbas Ayhan, Hafiz Nader Al Sayed, Analysis of perception gap between employers and fresh engineering graduates about employability skills: A case study of Pakistan, International Journal of Engineering Education, 34, 1, pp. 248-255, (2018); McMasters J. H., Influencing student learning: An industry perspective, International Journal Engineering Education, 23, 3, pp. 447-459, (2006); Mosier Samantha K., Kaiser Samantha Kristine, Employer Reports of Skills Gaps in the Workforce, Educational Administration: Theses, Dissertations, and Student Research, (2019); Mohan A., Dominike Merle, Jackson Christa, Lannin John, Nair Satish S., Professional Skills in the Engineering Curriculum, IEEE Transactions on Education, pp. 562-571, (2010); Career Readiness Competencies: Employer Survey Results, (2020); Pillutla R., Alladi A., Methodology to bridge the gaps between engineering education and the industry requirements, Eurocon, 2013, pp. 926-932, (2013); Ramadi E., Ramadi S., Nasr K., Engineering Graduates' Skill Sets in the MENA Region: A Gap Analysis of Industry Expectations and Satisfaction, European Journal of Engineering Education, 41, pp. 34-52, (2016); Rynes S. L., Career transitions from engineering to management: Are they predictable among students?, Journalof Vocational Behavior, 30, 2, pp. 138-154, (1987); Scott G., Yates K. W., Using successful graduates to improve the quality of undergraduate engineering programmes, European Journal of Engineering Education, 27, 4, pp. 363-378, (2010); Shuman L. J., Besterfield-Sacre M., McGourty J., The ABET 'professional skills-Can they be taught? Can they be assessed?, ASEE Journal Engineering Education, 94, 1, pp. 41-55, (2005); Siller T., Rosales A., Haines J., Benally A., Development of undergraduate students' professional skills, Journalof Professional Issues in Engineering Education Practice, pp. 102-108, (2009); Shukla O. P., Garg S., Skills Requirements for Engineering Graduates: Industry Perspective, IOSR Journal of Business and Management, 18, 10, pp. 1-10, (2016); Tavakol M., Dennick R., Making sense of Cronbach's alpha, International Journal of Medical Education, 2, pp. 53-55, (2011); Wats M., Developing Soft Skills in Students, International Journal of Learning Annual Review, 15, 12, pp. 1-10, (2009); Winberg C., Bramhall M., Greenfield D., Johnson P., Rowlett P., Lewis O., Waldock J., Wolff K., Developing Employability in Engineering Education: A Systematic Review of the Literature, European Journal of Engineering Education, 45, pp. 165-180, (2020); Wolff Ralph, Employability in a Post-COVID-19 World, (2020); Zaharim A., Omar M. Z., Yusoff Y. M., Muhamad N., Mohamed A., Mustapha R., Practical framework of employability skills for engineering graduate in Malaysia, Proc Education Engineering (EDUCON), 2010 IEEE, pp. 921-927, (2010); Zaharim A., MdYusoff Y., Omar M.Z., Mohamed A., Muhamad N., Mustapha R., Engineering employability skills required by employers in Asia, WSEAS International Conference on Engineering Education(EE '09), pp. 195-201, (2009)","D. Gope; G B Pant University of Agriculture & Technology, Pantnagar, 263145, India; email: deepayangope@rediffmail.com","","De Gruyter Open Ltd","","","","","","25447831","","","","English","Op. Educ. Stud.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85130352447"
"Pickens J.L.; Dymond S.K.","Pickens, Julie L. (57023434500); Dymond, Stacy K. (8278719300)","57023434500; 8278719300","Keys to the employment services castle: Needed skills and experiences","2022","Journal of Vocational Rehabilitation","56","2","","165","175","10","0","10.3233/JVR-221180","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127971841&doi=10.3233%2fJVR-221180&partnerID=40&md5=450958760f1594b0f6dc1e21e65a35b7","Department of Elementary and Special Education, Eagle Academy, Georgia Southern University, Statesboro, GA, United States; Department of Special Education, University of Illinois at Urbana-Champaign, Champaign, IL, United States","Pickens J.L., Department of Elementary and Special Education, Eagle Academy, Georgia Southern University, Statesboro, GA, United States; Dymond S.K., Department of Special Education, University of Illinois at Urbana-Champaign, Champaign, IL, United States","BACKGROUND: The Workforce Innovation and Opportunity Act was designed, in part, to ensure all students with disabilities have access to pre-employment transition services and are provided the opportunity to try competitive integrated employment. However, access to employment services continues to be limited for students with severe intellectual disability. OBJECTIVE: The purpose of this study was to examine the types of skills and experiences rehabilitation services providers believe impact the ability of students with severe intellectual disability to obtain employment services. METHODS: Qualitative semi-structured interviews were conducted with 16 rehabilitation service providers. Providers reflected on three students with severe intellectual disability whom they previously denied employment services and the skills/experiences they felt these students needed to obtain employment services. RESULTS: Service providers' perceptions of the employability of students with severe intellectual disability were influenced by the student's ability to understand work, display work-related skills, and demonstrate work behaviors. Prior work experience was deemed essential to obtaining employment services. CONCLUSIONS: Recent legislative factors have led to an increased focus on ensuring greater access to needed work skills and experiences; however, there remains a need for all stakeholders to work together to ensure students with severe intellectual disability access these skills and experiences.  © 2022 - IOS Press. All rights reserved.","intellectual disability; rehabilitation service providers; severe disabilities; Transition to employment","Article; audio recording; data analysis; employability; employment; human; information processing; informed consent; intellectual impairment; job experience; non profit organization; rehabilitation center; self advocacy; semi structured interview; social competence; special education; videoconferencing; vocational education; voluntary worker; work experience; workforce","","","","","U.S. Department of Education, ED, (325D090087)","The contents of this article were developed under a grant from the U.S. Department of Education, #H325D090087. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Louise J. Tripoli.","Americans With Disabilities Amendment Act of 2008, pp. 110-325, (2008); Awsumb J.M., Carter E.W., Schutz M.A., McMillan E.D., Perspectives of pre-employment transition services providers on preparing youth with disabilities for employment, Journal of Vocational Rehabilitation, pp. 1-14, (2020); Brantlinger E., Jimenez R., Klingner J., Pugach M., Richardson V., Qualitative studies in special education, Exceptional Children, 71, 2, pp. 195-207, (2005); Brown L., Kessler K., Generating integrated work sites for individuals with significant intellectual disabilities, Journal of Vocational Rehabilitation, 40, 2, pp. 85-97, (2014); Carter E., Austin D., Trainor A.A., Predictors of postschool employment outcomes for young adults with severe disabilities, Journal of Disability Policy Studies, 23, 1, pp. 50-63, (2012); Cimera R.E., Burgess S., Novak J., Avellone L., Too disabled to work: A crossroad once thought passed, Research and Practice for Persons with Severe Disabilities, 39, 3, pp. 240-248, (2014); Cobb R.B., Lipscomb S., Wolgemuth J., Schulte T., Improving Post-High School Outcomes for Transition-Age Students with Disabilities: An Evidence Review, (2013); Doren B., Gau J.M., Lindstrom L.E., The relationship between parent expectations and postschool outcomes of adolescents with disabilities, Exceptional Children, 79, pp. 7-23, (2012); Haber M.G., Mazzotti V.L., Mustian A.L., Rowe D.A., Bartholomew A.L., Test D.W., Fowler C.H., What works, when, for whom, and with whom: A meta-analytic review of predictors of postsecondary success for students with disabilities, Review of Educational Research, 86, 1, pp. 123-162, (2016); Edwards R., Holland J., What Is Qualitative Interviewing?, (2013); Inge K.J., Wehman P., Seward H., Preparing students with low incidence disabilities to work in the community, Handbook of Special Education, pp. 741-757, (2017); King N., Horrocks C., Interviews in Qualitative Research, (2010); Luecking D.M., Luecking R.G., A descriptive study of customizing the employment process for job seekers with significant disabilities, Journal of Applied Rehabilitation Counseling, 37, 4, pp. 14-21, (2006); Mazzotti V.L., Rowe D.A., Cameto R., Test D.W., Morningstar M.E., And promoting transition evidence-based practices and predictors of success: A position paper of the division on career development and transition, Career Development and Transition for Exceptional Individuals, 36, 3, pp. 140-151, (2013); Mazzotti V.L., Rowe D.A., Kwiatek S., Voggt A., Chang W.-H., Fowler C.H., Poppen M., Sinclair J., Test D.W., Secondary transition predictors of postschool success: An update to the research base, Career Development and Transition for Exceptional Individuals, 44, 1, pp. 47-64, (2021); Mazzotti V.L., Rowe D.A., Sinclair J., Poppen M., Woods W.E., Shearer M.L., Predictors of post-school success: A systematic review of NLTS2 secondary analyses, Career Development and Transition for Exceptional Individuals, 39, pp. 196-215, (2016); Moon S., Simonsen M.L., Neubert D.A., Perceptions of supported employment providers: What students with developmental disabilities, families, and educators need to know for transition planning, Education and Training in Autism and Developmental Disabilities, 46, 1, pp. 94-105, (2011); Nord D., Hamre K., Pettingell S., Magiera L., Employment goals and settings: Effects of individual and systemic factors, Research and Practice for Persons with Severe Disabilities, 43, 3, pp. 194-206, (2018); Newman L., Wagner M., Knokey A.-M., Marder C., Nagle K., Shaver D., Wei X., The Post-High School Outcomes of Young Adults with Disabilities up to 8 Years After High School: A Report from The National Longitudinal Transition Study-2 (NLTS2), (2011); Oertle K.M., Seader K.J., Research and practical considerations for rehabilitation transition collaboration, Journal of Rehabilitation, 81, 2, pp. 3-18, (2015); Riesen T., Morgan R.L., Griffin C., Customized employment: A review of the literature, Journal of Vocational Rehabilitation, 43, 3, pp. 183-193, (2015); Riesen T., Schultz J., Morgan R., Kupferman S., School-to-work barriers as identified by special educators, vocational rehabilitation counselors, and community rehabilitation professionals, Journal of Rehabilitation, 80, 1, pp. 33-44, (2014); Southward J.D., Kyzar K., Predictors of competitive employment for students with intellectual and/or developmental disabilities, Education and Training in Autism and Developmental Disabilities, 52, 1, pp. 26-37, (2017); Test D.W., Mazzotti V.L., Mustian A.L., Fowler C.H., Kortering L., Kohler P., Evidence-based secondary transition predictors for improving post school outcomes for students with disabilities, Career Development for Exceptional Individuals, 32, 3, pp. 160-181, (2009); Persons with A Disability: Labor Force Characteristics 2020, (2021); The Workforce Innovation and Opportunity Act Overview of Title IV: Amendments to The Rehabilitation Act of 1973, (2014); Workers with A Disability Less Likely to Be Employed, More Likely to Hold Jobswithlowerearnings,CensusBureaureports, (2013); Olmstead Enforcement, (2017); Wehman P., Taylor J., Brooke V., Avellone L., Whittenburg H., Ham W., Molinelli B., Carr S., Toward competitive employment for persons with intellectual and developmental Disabilities: What progress have we made and where do we need to go, Research and Practice for Persons with Severe Disabilities, 43, 3, pp. 131-144, (2018); Workforce Innovation and Opportunity Act, pp. 113-128, (2014)","J.L. Pickens; Department of Elementary and Special Education, Eagle Academy, Georgia Southern University, Statesboro, P.O. Box 8134, United States; email: julie@casaogeechee.org","","IOS Press BV","","","","","","10522263","","JVREF","","English","J. Vocat. Rehabil.","Article","Final","","Scopus","2-s2.0-85127971841"
"Cook E.J.","Cook, Elizabeth J. (57224999542)","57224999542","A narrative review of graduate employability models: Their paradigms, and relationships to teaching and curricula","2022","Journal of Teaching and Learning for Graduate Employability","13","1","","37","64","27","7","10.21153/jtlge2022vol13no1art1483","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129939713&doi=10.21153%2fjtlge2022vol13no1art1483&partnerID=40&md5=fb49ae22c32b4d05029bd9bb8284f3b3","Strategic and Governance Services Centre, Edith Cowan University, Australia","Cook E.J., Strategic and Governance Services Centre, Edith Cowan University, Australia","Increasingly governments expect universities to improve graduate employment outcomes. Universities respond by implementing employability strategies in, alongside and outside curricula, with debates ongoing about whether employability is part of the curriculum, why and how. The context and process of employability is commonly framed in neoliberal and human capital paradigms. Some academics are resistant to their university's employability strategy and programmes often adopt a 'bolt on' approach, which is outside the curriculum. At this time, the world is in the midst of multiple crises, linked to sustainability, technology and survival in societies, which are redefining and affecting life and work. With all these tensions in mind, should universities reconsider how they think and act with respect to graduate employability, careers and the world of work? What are the key values of employability paradigms and models, and how do they connect to the curriculum? This paper presents a narrative review of conceptual employability models published in the peer reviewed higher education literature since 2000 with each model positioned on a continuum based on its: (1) paradigm, i.e., underlying beliefs about careers, employability and employment; and (2) relationship to teaching and curricula (i.e., intra-, extra- and/or co-). I observe that most models are focused on the employability of individuals (i.e., career, skills, capabilities) and economic success (i.e., markets, knowledge economy, workforce), with limited consideration of wider contributions to local and global career development through social, ecological or technological lenses. Models with stronger individualistic focus appear to be less connected to teaching and curricula than models that also focus on others. I discuss the potential implications of these observations for universities and teaching and learning. © 2022 Deakin University. All rights reserved.","career; conceptual models; curriculum; graduate employability; Higher education; relational paradigm; teaching","","","","","","","","Artess J., Hooley T., Mellors-Bourne R., Employability: A review of the literature 2012-2016, (2017); Arvanitakis J., Hornsby D. J., Universities, the citizen scholar, and the future of higher education, (2016); Barnett R., University knowledge in an age of supercomplexity, Higher Education, 40, 4, pp. 409-422, (2000); Barnett R., Supercomplexity and the Curriculum, Studies in Higher Education, 25, 3, (2000); Barnett R., Lifewide education: A new and transformative concept for higher education, Learning for a Complex World: A lifewide concept of learning, education and personal development, (2011); Bearman M., Smith C. D., Carbone A., Slade S., Baik C., Hughes-Warrington M., Neumann D. 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Cook; Strategic and Governance Services Centre, Edith Cowan University, Australia; email: e.cook@ecu.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85129939713"
"Ng T.W.H.; Yim F.H.K.; Chen H.; Zou Y.","Ng, Thomas W. H. (8564407300); Yim, Frederick H. K. (9250746600); Chen, Haoyang (57896685700); Zou, Yinuo (57897401300)","8564407300; 9250746600; 57896685700; 57897401300","Employer-Sponsored Career Development Practices and Employee Performance and Turnover: A Meta-Analysis","2022","Journal of Management","","","","","","","6","10.1177/01492063221125143","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138427620&doi=10.1177%2f01492063221125143&partnerID=40&md5=bbfc29cc5c1f1d7e932ae3b25c746d6c","University of Hong Kong, Hong Kong; Hong Kong Baptist University, 26679, Hong Kong","Ng T.W.H., University of Hong Kong, Hong Kong; Yim F.H.K., Hong Kong Baptist University, 26679, Hong Kong; Chen H., University of Hong Kong, Hong Kong; Zou Y., University of Hong Kong, Hong Kong","Organizational programs and policies are important facilitators of employees’ career development. However, organizations face a developmental paradox: Their career-aiding programs and policies might increase the employability of their employees, who might then leave the company. Guided by organizational support theory, we propose a theory-driven reciprocation view that explains why organization-sponsored career development practices might actually strengthen the current employment relationship. We argued that by offering career aids and resources, an organization can promote its employees’ perceptions of organizational support. These perceptions evoke reciprocation, manifested in strengthened organizational attachment that enhances job performance and lowers turnover. In a meta-analysis of over 1,000 articles, we found that employer-sponsored career development practices were related to employees’ job performance and turnover via the mechanisms of perceived organizational support and organizational attachment. 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An examination of influences on women’s and men’s managerial advancement, Academy of Management Journal, 37, pp. 899-931, (1994); Tsui A.S., Egan T.D., O'Reilly C.A., Being different: Relational demography and organizational attachment, Administrative Science Quarterly, 37, pp. 549-579, (1992); Tucker J.S., Sinclair R.R., Thomas J.L., The multilevel effects of occupational stressors on soldiers’ well-being, organizational attachment, and readiness, Journal of Occupational Health Psychology, 10, pp. 276-299, (2005); Tulgan B., The development investment paradox, Accounting Today, 29, (2015); Turnley W.H., Feldman D.C., Re-examining the effects of psychological contract violations: Unmet expectations and job dissatisfaction as mediators, Journal of Organizational Behavior, 21, pp. 25-42, (2000); Van Dyne L., Pierce J.L., Psychological ownership and feelings of possession: Three field studies predicting employee attitudes and organizational citizenship behavior, Journal of Organizational Behavior, 25, pp. 439-459, (2004); Viswesvaran C., Ones D.S., Theory testing: Combining psychometric meta-analysis and structural equations modeling, Personnel Psychology, 48, pp. 865-885, (1995); Watt J.D., Hargis M.B., Boredom proneness: Its relationship with subjective underemployment, perceived organizational support, and job performance, Journal of Business and Psychology, 25, pp. 163-174, (2010); Welbourne T.M., Johnson D.E., Erez A., The role-based performance scale: Validity analysis of a theory-based measure, Academy of Management Journal, 41, pp. 540-555, (1998); Welch B.L., On the comparison of several mean values: An alternative approach, Biometrika, 38, pp. 330-336, (1951); White L., Lockett A., Currie G., How does the availability and use of flexible leave influence the employer-employee relationship?, Human Resource Management, 59, pp. 445-461, (2020); Williams M.L., McDaniel M.A., Nguyen N.T., A meta-analysis of the antecedents and consequences of pay level satisfaction, Journal of Applied Psychology, 91, pp. 392-413, (2006); Yu J., Downes P.E., Carter K.M., O'Boyle E.H., The problem of effect size heterogeneity in meta-analytic structural equation modeling, Journal of Applied Psychology, 101, pp. 1457-1473, (2016); Zhang X., Deng H., Xia Y., Lan Y., Employability paradox: The effect of development idiosyncratic deals on recipient employees’ turnover intention, Frontiers in Psychology, 12, (2021)","","","SAGE Publications Inc.","","","","","","01492063","","JOMAD","","English","J. Manage.","Article","Article in press","","Scopus","2-s2.0-85138427620"
"Kim Y.-A.; Kim K.-A.; Tzokas N.","Kim, Young-Ah (56420758500); Kim, Kyung-Ah (57221758345); Tzokas, Nikolaos (6603543368)","56420758500; 57221758345; 6603543368","Entrepreneurial universities and the effect of the types of vocational education and internships on graduates’ employability","2022","Studies in Higher Education","47","5","","1000","1009","9","4","10.1080/03075079.2022.2055324","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129145248&doi=10.1080%2f03075079.2022.2055324&partnerID=40&md5=25044b3c66c2f439e019e9d4f3561b57","Essex Business School, University of Essex, Southend-On-Sea, Essex, United Kingdom; College of Social Science, Jeonbuk National University, Jeollabuk-do, South Korea; Prince Mohammed Bin Salman College of Business & Entrepreneurship, King Abdullah Economic City, Saudi Arabia","Kim Y.-A., Essex Business School, University of Essex, Southend-On-Sea, Essex, United Kingdom; Kim K.-A., College of Social Science, Jeonbuk National University, Jeollabuk-do, South Korea; Tzokas N., Prince Mohammed Bin Salman College of Business & Entrepreneurship, King Abdullah Economic City, Saudi Arabia","Using a sample of 15,741 graduates from the 2019 Korean Graduates Occupational Mobility National Survey, the study examines the effects of different types of vocational education, job skills-enhancing training and the quality management of university education on graduates employability. The results show that students’ participation in internships and the suitability and usefulness of the university's curriculum have a great impact. Interestingly, volunteer activities had a negative impact on the employability from all types of university and four-year university graduates. © 2022 Society for Research into Higher Education.","employment support programs; Graduates employability; internships; personal activities for vocational education; quality of education","","","","","","","","Arranz N., Ubierna F., Arroyabe M.F., Perez C., Fdez. de Arroyabe J.C., The Effect of Curricular and Extracurricular Activities on University Students’ Entrepreneurial Intention and Competences, Studies in Higher Education, 42, 11, pp. 1979-2008, (2017); Audretsch D.B., Belitski M., Three-Ring Entrepreneurial University: In Search of a new Business Model, Studies in Higher Education, 46, 5, pp. 977-987, (2021); Becker G., Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, (1964); Considine M., Nguyen P., O'Sullivan S., New Public Management and the Rule of Economic Incentives: Australian Welfare-to-Work from job Market Signalling Perspective, Public Management Review, 20, 8, pp. 1186-1204, (2018); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A Psycho-Social Construct, its Dimensions, and Applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Guerrero M., Urbano D., The Development of an Entrepreneurial University, The Journal of Technology Transfer, 37, 1, pp. 43-74, (2012); Harrell F.E., Binary Logistic Regression, Regression Modeling Strategies, pp. 219-274, (2015); Jones D.R., Patton D., An academic challenge to the entrepreneurial university: The spatial power of the ‘Slow Swimming Club, Studies in higher education, 45, 2, pp. 375-389, (2020); Monteiro S., Almeida L., Gomes C., Sinval J., Employability profiles of higher education graduates: a person-oriented approach, Studies in Higher Education, 45, 2, pp. 1-14, (2020); Romgens I., Scoupe R., Beausaert S., Unraveling the Concept of Employability, Bringing Together Research on Employability in Higher Education and the Workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Shtudiner Z., The Impact of Attractiveness on Employability: Gender Differences in Peer Effects, Managerial and Decision Economics, 41, 8, pp. 1613-1620, (2020); Spence M., Job Market Signaling, Uncertainty in Economics, pp. 281-306, (1978); Succi C., Canovi M., Soft Skills to Enhance Graduate Employability: Comparing Students and Employers’ Perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Vuorinen-Lampila P., Gender Segregation in the Employment of Higher Education Graduates, Journal of Education and Work, 29, 3, pp. 284-308, (2016); Winkel D., Vanevenhoven J., Drago W.A., Clements C., The Structure and Scope of Entrepreneurship Programs in Higher Education Around the World, Journal of Entrepreneurship Education, 16, (2013)","K.-A. Kim; College of Social Science, Jeonbuk National University, Jeollabuk-do, 567 Baekje-daero, Deokjin-gu, Jeonju-si, 54896, South Korea; email: innovation@jbnu.ac.kr","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85129145248"
"Wolfgram M.; Ahrens V.","Wolfgram, Matthew (55986301700); Ahrens, Vivien (57446714800)","55986301700; 57446714800","‘One internship, two internships, three internships … more!’: exploring the culture of the multiple internship economy","2022","Journal of Education and Work","35","2","","139","153","14","0","10.1080/13639080.2022.2036713","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124371009&doi=10.1080%2f13639080.2022.2036713&partnerID=40&md5=ea8d3b00f5a1f26c0b1dfe74677e7d3f","Wisconsin Center for Education Research, School of Education, University of Wisconsin–Madison, Madison, WI, United States","Wolfgram M., Wisconsin Center for Education Research, School of Education, University of Wisconsin–Madison, Madison, WI, United States; Ahrens V., Wisconsin Center for Education Research, School of Education, University of Wisconsin–Madison, Madison, WI, United States","Internships are increasingly promoted as a high impact practice to improve students’ post-graduation employment outcomes, and educators often encourage students to participate in multiple internships. Yet, there is a lack of research on the sociocultural contexts associated with multiple internship participation. We present findings about the culture of multiple internship participation–drawing on focus groups and one-year follow-up interviews with students at five colleges in the United States, along with interviews with their educators and an analysis of online documents about multiple internship participation. The evidence documents a particular culture of the multiple internship economy, representing multiple internships as a linear, progressive, goal-oriented cultural project to accumulate a marketable self; also described by anthropologists as a neoliberal conception of the self. This cultural conception of a marketable neoliberal self is comprised of signs–such as narratives of multiple internships–that provide evidence of skills and experiences, of persevering through obstacles, and of ‘hustle’ and a ‘do what it takes’ attitude, which can be deployed to navigate competitive gatekeeping encounters such as employment interviews. Based on these findings, we develop a sociocultural theory of multiple internship participation as a project of neoliberal gatekeeping navigation. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","College internships; employability; gatekeeping navigation; multiple internship economy; neoliberal self","","","","","","University of Wisconsin System; Bill and Melinda Gates Foundation, BMGF; University of Wisconsin-Madison, UW","This work was supported by the funding from the University of Wisconsin-Madison, University of Wisconsin System, and Bill & Melinda Gates Foundation.","Alley C., The Quest for Multiple Internships: Is It Really Beneficial to Have More than One?, (2020); Brown P., The Globalisation of Positional Competition?, Sociology, 34, 4, pp. 633-653, (2000); Brown P., Hesketh A., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Campbell J.L., Quincy C., Osserman J., Pedersen O.K., Coding In-Depth Semistructured Interviews: Problems of Unitization and Intercoder Reliability and Agreement, Sociological Methods & Research, 42, 3, pp. 294-320, (2013); Corbin J., Strauss A., Basics of Qualitative Research, (2014); Davies B., Bansel P., Neoliberalism and Education, International Journal of Qualitative Studies in Education, 20, 3, pp. 247-259, (2007); Elinore T., Lierman L., Watermill J., Dyanne Rousseau D., The Impact of Undergraduate Internships on Post-graduate Outcomes for the Liberal Arts, (2017); Erickson F., Gatekeeping Encounters: A Social Selection Process, Anthropology and the Public Interest: Fieldwork and Theory, pp. 111-145, (1976); Fairclough N., Critical Discourse Analysis as a Method in Social Scientific Research, Methods of Critical Discourse Analysis, pp. 122-136, (2001); Frenette A., Making the Intern Economy: Role and Career Challenges of the Music Industry Intern, Work and Occupations, 40, 4, pp. 364-397, (2013); Frenette A., “From Apprenticeship to Internship: The Social and Legal Antecedents of the Intern Economy. tripleC: Communication, Capitalism & Critique, Open Access Journal for a Global Sustainable Information Society, 13, 2, pp. 351-360, (2015); Gershon I., Neoliberal Agency, Current Anthropology, 52, 4, pp. 537-555, (2011); Gonyea R.M., Kinzie J., Kuh G.D., Laird T.N., High-impact Activities: What They Are, Why They Work, and Who Benefits, Paper presented at the Annual Meeting of the Association of American Colleges and Universities (AAC&U), (2008); Hansen K., College Students: You Simply Must Do an Internship (Better Yet: Multiple Internships)!, LiveCareer, (2020); Hansen K., Addicted to Internships: How One College Student Just Said No to Service Jobs and Started Building a Career One Internship at a Time, LiveCareer, (2020); Harvey D., A Brief History of Neoliberalism, (2007); Hora M.T., “Hiring as Cultural Gatekeeping into Occupational Communities: Implications for Higher Education and Student Employability, Higher Education, 79, 2, pp. 307-324, (2020); Hora M.T., Wolfgram M., Chen Z., Closing the Doors of Opportunity: How Financial, Sociocultural and Institutional Barriers Intersect to Inhibit Participation in College Internships, WCER Working Paper No. 2019-8, (2019); Huber B.J., Does Participation in Multiple High Impact Practices Affect Student Success at Cal State Northridge?: Some Preliminary Insights, (2010); Kalleberg A.L., Nonstandard Employment Relations: Part-time, Temporary and Contract Work, Annual Review of Sociology, 26, 1, pp. 341-365, (2000); Kara N., “One Internship, Two Internships, Three Internships … More!” Public Relations Student Society of America, Progressions: Advancing the Profession and the Future Professional, (2010); Karen D., Toward a Political-organizational Model of Gatekeeping: The Case of Elite Colleges, Sociology of Education, 63, 4, pp. 227-240, (1990); Kuh G.D., High-impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, (2008); Leach M., Key to Finding 1st Job after College … Multiple Internships, Interns 2 Pros, (2020); Leretto P., Why Students Should Consider Doing One or More Internships, The balance careers, (2018); McManus K., Is There Such Thing as Too Many Internships?, Vault, (2019); Moss-Pech C., “The Career Conveyor Belt: How Internships Lead to Unequal Labor Market Outcomes among College Graduates, Qualitative Sociology, 44, 1, pp. 77-102, (2021); Mullet D.R., A General Critical Discourse Analysis Framework for Educational Research, Journal of Advanced Academics, 29, 2, pp. 116-142, (2018); Engagement Insights: Survey Findings on the Quality of Undergraduate Education. Annual Results, (2018); Nunley J.M., Pugh A., Romero N., Seals R.A., “College Major, Internship Experience, and Employment Opportunities: Estimates from a Résumé Audit, Labour Economics, 38, pp. 37-46, (2016); O'Neill N., Internships as a High-impact Practice: Some Reflections on Quality, Peer Review, 12, 4, pp. 4-8, (2010); The Role of Internship Participation and Conscientiousness in Developing Career Adaptability: A Five-Wave Growth Mixture Model Analysis, Journal of Vocational Behavior, 120, 1-15, (2020); Parker E.T., Kilgo C.A., Ezell Sheets J.K., Pascarella E.T., The Differential Effects of Internship Participation on End-of-fourth-year GPA by Demographic and Institutional Characteristics, Journal of College Student Development, 57, 1, pp. 104-109, (2016); Roberts C., The Gatekeeping of Babel: Job Interviews and the Linguistic Penalty, Language, Migration and Social Inequalities: A Critical Sociolinguistic Perspective on Institutions and Work, pp. 81-94, (2013); Ryan G.W., Russell Bernard H., Techniques to Identify Themes, Field Methods, 15, 1, pp. 85-109, (2003); Silva P., Lopes B., Costa M., Seabra D., Melo A.I., Brito E., Paiva Dias G., Stairway to Employment? Internships in Higher Education, Higher Education, 72, 6, pp. 703-721, (2016); Tomlinson M., ‘The Degree Is Not Enough’: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Holmes L., Graduate Employability in Context: Theory, Research and Debate, (2016); North American Industry Classification System, (2017); Urciuoli B., Skills and Selves in the New Workplace, American Ethnologist, 35, 2, pp. 211-228, (2008); Urciuoli B., Neoliberal Education, Ethnographies of Neoliberalism, pp. 162-176, (2010); Wolfgram M., Vivona B., Akram T., On the intersectional amplification of barriers to college internships: A comparative case study analysis, Harvard Educational Review, 91, 4, pp. 457-481, (2021); Zhao H., Liden R.C., Internship: A Recruitment and Selection Perspective, Journal of Applied Psychology, 96, 1, pp. 221-229, (2011)","M. Wolfgram; Wisconsin Center for Education Research, School of Education, University of Wisconsin–Madison, Madison, 1025 West Johnson Street, Suite 785, 53706, United States; email: mswolfgram@wisc.edu","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85124371009"
"Kaki R.S.; Gbedomon R.C.; Thoto F.S.; Houessou D.M.; Gandji K.; Aoudji A.K.N.","Kaki, Rodrigue S. (57210558596); Gbedomon, Rodrigue C. (55847735200); Thoto, Fréjus S. (57209197240); Houessou, Donald M. (57219806009); Gandji, Kisito (57193276196); Aoudji, Augustin K. N. (47061055400)","57210558596; 55847735200; 57209197240; 57219806009; 57193276196; 47061055400","Skills mismatch in the agricultural labour market in Benin: vertical and horizontal mismatch","2022","International Journal of Lifelong Education","41","3","","343","365","22","3","10.1080/02601370.2022.2075480","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130631129&doi=10.1080%2f02601370.2022.2075480&partnerID=40&md5=173aaacb387e65348daaa1abf0b70f8e","School of Economics, Socio-Anthropology and Communication for Rural Development, Faculty of Agricultural Sciences, University of Abomey-Calavi, Abomey-Calavi, Benin; School of Rural Economics, Agricultural Economics and Management, National University of Agriculture, Porto-Novo, Benin; DagriVest, Abomey-Calavi, Benin","Kaki R.S., School of Economics, Socio-Anthropology and Communication for Rural Development, Faculty of Agricultural Sciences, University of Abomey-Calavi, Abomey-Calavi, Benin, School of Rural Economics, Agricultural Economics and Management, National University of Agriculture, Porto-Novo, Benin; Gbedomon R.C., School of Economics, Socio-Anthropology and Communication for Rural Development, Faculty of Agricultural Sciences, University of Abomey-Calavi, Abomey-Calavi, Benin; Thoto F.S., DagriVest, Abomey-Calavi, Benin; Houessou D.M., DagriVest, Abomey-Calavi, Benin; Gandji K., DagriVest, Abomey-Calavi, Benin; Aoudji A.K.N., School of Economics, Socio-Anthropology and Communication for Rural Development, Faculty of Agricultural Sciences, University of Abomey-Calavi, Abomey-Calavi, Benin","This study investigates skills mismatch in the agricultural labour market. Therefore, 336 agriculture employers and 654 agriculture employees were surveyed in Benin. Data were analysed using descriptive statistics and non-parametric tests. The findings showed that even though there is a good educational match for most employees, overeducation is more substantial than under education for upper agricultural high school diploma holders (DEAT) and agricultural tertiary education diploma holders. In addition, about 2% of agricultural high education diploma holders and 6.38% of DEAT holders had a job irrelevant to their field of study. The study further showed that agriculture graduates were under-skilled for the soft and digital skills under review. Moreover, training providers do not equip students with job search skills. These findings imply that vertical mismatch is more pronounced than horizontal mismatch. The study suggested a prioritisation of the implementation of training programmes based on the demand in terms of study level and field of study, an update of curricula by integrating the lacking soft, digital and job search skills, a settlement of a collaborative network between employers and training institutions, an implementation of mentoring programmes, and an investment of enterprises in the adequate training of youth as social responsability. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","Agricultural training institutions; agriculture graduates; employability; labour market; mismatch; skills","","","","","","International Development Research Centre, IDRC, (109085-001)","This study was conducted as part of the project ‘Mentoring young agriculture graduates in the search for decent jobs in the labor market’. The project was funded by the International Development Research Centre (IDRC), based in Ottawa, Canada (Grant n° 109085-001).","Abulibdeh A., Can COVID-19 mitigation measures promote telework practices?, Journal of Labor and Society, 23, 4, pp. 551-576, (2020); Ackah-Baidoo P., Youth unemployment in resource-rich Sub-Saharan Africa: A critical review, The Extractive Industries and Society, 3, 1, pp. 249-261, (2016); African Economic Outlook 2018, (2018); African Economic Outlook 2019, (2019); African Economic Outlook 2012, (2012); Akdere M., Hickman L., Kirchner M., Developing leadership competencies for STEM fields: The case of Purdue polytechnic leadership academy, Advances in Developing Human Resources, 21, 1, pp. 49-71, (2019); Assogbadjo A.E., Idohou R., Sinsin B., Review of the higher education system in Benin: status, challenges, opportunities and strategies for improvement, African Journal of Rural and Development, 1, 2, pp. 139-149, (2016); Awad A., From school to employment; the dilemma of youth in Sub–Saharan Africa, International Journal of Adolescence and Youth, 25, 1, pp. 1-20, (2020); Baba-Moussa A.R., La prise en compte de la relation entre formation et emploi dans la réforme de l’éducation au Bénin: Contribution à l’élaboration d’un nouveau modèle éducatif, International Review of Education, 63, 5, pp. 631-656, (2017); Battu H., Bender K.A., Educational mismatch in developing countries: A review of the existing evidence, The economics of education: a comprehensive overview, (2020); Bawden D., Information and digital literacies: A review of concepts, Journal of Documentation, 57, 2, pp. 218-259, (2001); Becker G.S., Human capital. 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Data retrieved in September 2019, (2019)","R.S. Kaki; Faculty of Agricultural Sciences, University of Abomey-Calavi, Benin; email: rodrigue.kaki@gmail.com","","Routledge","","","","","","02601370","","","","English","Int. J. Lifelong Educ.","Article","Final","","Scopus","2-s2.0-85130631129"
"Newlands G.","Newlands, Gemma (57201379847)","57201379847","‘This isn’t forever for me’: Perceived employability and migrant gig work in Norway and Sweden","2022","Environment and Planning A","","","","","","","7","10.1177/0308518X221083021","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126003502&doi=10.1177%2f0308518X221083021&partnerID=40&md5=2063dfde1867c0bd41a91c2baeb5115e","BI Norwegian Business School, Norway","Newlands G., BI Norwegian Business School, Norway","Information asymmetry regarding local job prospects, imperfect portability of qualifications and a lack of host country language skills combine to reduce migrants’ perceptions of their own employability. As a result, platform mediated gig work has become a common labour market entry point for new migrants. However, there is a near-universal expectation among workers is that gig work will be undertaken short-term, rather than as the first step of a longer gig-career. While research has explored the individual and structural factors, there has been limited attention as to how the specific occupational context in which a worker is embedded can also shape workers’ perceived employability. In this article, I therefore present the results of 37 semi-structured interviews with migrant Foodora couriers across Norway and Sweden, exploring how the specific occupational context of gig work intersects with migrants’ perceived employability. This article identifies, firstly, that obtaining employment in gig work was not perceived to be a reflection of workers’ own local employability. Secondly, workers’ short-term temporal orientations shape how participants are able to cope with the physical, emotional and identity demands of gig work. Thirdly, workers have to re-frame their perceived employability in the face of what is perceived to be widespread discrimination in the local labour market context. Lastly, the specific occupational context of gig work was considered to be either of no value to future local employers, or a negative signal as to a worker’s skills and labour market integration. © The Author(s) 2022.","Gig economy; migration; Norway; perceived employability; Sweden","","","","","","Norges Forskningsråd, (275347)","The author disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Research Council of Norway within the FRIPRO TOPPFORSK project “Future Ways of Working in the Digital Economy” (275347). 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"Croxford S.; Stirling E.; McLeod S.; Biesiekierski J.; Murray E.; Ng A.H.; Bramley A.; Forsyth A.","Croxford, Sharon (57195510651); Stirling, Emma (57208165673); McLeod, Susan (57210217036); Biesiekierski, Jessica (36184914800); Murray, Emily (57202150415); Ng, Ashley H. (57205398829); Bramley, Andrea (23768236700); Forsyth, Adrienne (35268223300)","57195510651; 57208165673; 57210217036; 36184914800; 57202150415; 57205398829; 23768236700; 35268223300","An exploratory study of industry perspectives to inform undergraduate nutrition employability initiatives","2022","Nutrition and Dietetics","","","","","","","3","10.1111/1747-0080.12731","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127253942&doi=10.1111%2f1747-0080.12731&partnerID=40&md5=a15ed623724dc363e9ec99c5f1098526","School of Behavioural and Health Sciences, Australian Catholic University, Melbourne, VIC, Australia; School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, VIC, Australia; Department of Nutrition, Dietetics and Food, Monash University, Melbourne, VIC, Australia; La Trobe University, Darwin, NT, Australia; Department of Workforce, Innovation, Strategy, Education and Research, Monash Health, Melbourne, VIC, Australia","Croxford S., School of Behavioural and Health Sciences, Australian Catholic University, Melbourne, VIC, Australia, School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, VIC, Australia; Stirling E., School of Behavioural and Health Sciences, Australian Catholic University, Melbourne, VIC, Australia, School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, VIC, Australia; McLeod S., School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, VIC, Australia; Biesiekierski J., School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, VIC, Australia, Department of Nutrition, Dietetics and Food, Monash University, Melbourne, VIC, Australia; Murray E., La Trobe University, Darwin, NT, Australia; Ng A.H., School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, VIC, Australia; Bramley A., School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, VIC, Australia, Department of Workforce, Innovation, Strategy, Education and Research, Monash Health, Melbourne, VIC, Australia; Forsyth A., School of Behavioural and Health Sciences, Australian Catholic University, Melbourne, VIC, Australia, School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, VIC, Australia","Aim: The aim of this study was to explore nutrition professionals' perspectives of nutrition graduates' employability skills, and knowledge and skills required in the industry to understand gaps in undergraduate nutrition curriculum. Methods: Nutrition professionals (n = 26) across Australia were approached to participate in semi-structured interviews via telephone in 2018. Interviews were transcribed verbatim, data analysed using thematic analysis, and results interpreted and discussed. Results: Nine participants across six work environments completed interviews. Common work roles were identified in their diverse areas of practice: nutrition educators, food developers, team members, and business leaders. Nutrition professionals identified that, in addition to evidence-based discipline knowledge, key skills and knowledge needed for their roles were interpersonal communication, including writing and listening. Participants highlighted the need for employability skills to be embedded within curriculum with emphasis on professional skills, business skills and discipline-specific skills in communicating complex science messages to a range of audiences. Networking, and formal and informal work-integrated learning were viewed as important vehicles for developing required skills. Participants expected that universities develop curriculum to address gaps; however, reflection by the academic researchers suggested this should be a joint role. Conclusions: Early career planning, professional skill development, work experience and networking opportunities should enhance graduate employability. © 2022 The Authors. Nutrition & Dietetics published by John Wiley & Sons Australia, Ltd on behalf of Dietitians Australia.","employability skills; nutrition graduate; professional skills; work-integrated learning","Australia; Curriculum; Humans; Students; Australia; curriculum; human; student","","","","","Australian University Librarians; La Trobe University","Funding text 1: Ethical approval for the project was granted by the La Trobe University Human Ethics Committee (HEC18430). Funding for this study was through a 2016 La Trobe University Scholarship of Learning and Teaching Grant. ; Funding text 2: Open access publishing facilitated by La Trobe University, as part of the Wiley - La Trobe University agreement via the Council of Australian University Librarians.","Nourishing Australia: A Decadal Plan for the Science of Nutrition, (2019); Lawlis T., Torres S.J., Coates A.M., Et al., Development of nutrition science competencies for undergraduate degrees in Australia, Asia Pac J Clin Nutr, 28, 1, (2019); Murray E., McLeod S., Biesiekierski J., Et al., Employability initiatives in undergraduate education and application to human nutrition: a scoping review, J. Teach. Learn. Grad. Employab, 11, 1, pp. 63-80, (2020); Hughes R., Desbrow B., Aspiring dietitians study: a pre-enrolment study of students motivations, awareness and expectations relating to careers in nutrition and dietetics, Nutr Diet, 62, 2-3, pp. 106-109, (2005); Amiet D., Choate J., Hoskin J., Dart J., Exploring attitudes, beliefs and practices of academic staff towards undergraduate career development in non-vocational courses, High Educ Res Dev, 40, 5, pp. 885-900, (2020); Pereira E.T., Vilas-Boas M., Rebelo C.F., University curricula and employability: the stakeholders' views for a future agenda, Ind High Educ, 34, 5, pp. 321-329, (2020); Mertens D.M., Research and Evaluation in Education and Psychology: Integrating Diversity with Quantitative, Qualitative, and Mixed Methods, (2019); Palermo C., Reidlinger D.P., Rees C.E., Internal coherence matters: lessons for nutrition and dietetics research, Nutr Diet, 78, pp. 252-267, (2021); Dewey J., Logic – The Theory of Inquiry, (2018); Lorelli S.N., Norris J.M., White D.E., Thematic analysis: striving to meet the trustworthiness criteria, Int J Qual Met, 16, 1, (2017); Braun V., Clarke V., Using thematic analysis in psychology, Qual Res Psychol, 3, 2, pp. 77-101, (2006); Anderson C., Presenting and evaluating qualitative research, Am J Pharm Educ, 74, 8, (2010); Bacon R., Nyamayaro M., Kellett J., Graduate outcome survey of an Australian postgraduate dietetics program, Nutr Diet, 74, S1, (2017); Morgan K., Campbell K.L., Sargeant S., Reidlinger D.P., Preparedness for advancing future health: a national qualitative exploration of dietetics graduates' experiences, Adv Health Sci Educ, 25, pp. 31-53, (2020); Finch D.J., Hamilton L.K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Educ Train, 55, 7, pp. 681-704, (2013); Rosen C., A Problem Based Approach to Teaching Employability and Independent Learning Skills, (2012); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers' perceptions, Stud High Educ, 45, 9, pp. 1834-1847, (2019); Lim G., Nguyen V., Robinson T., Tsiaplias S., Wang J., The Australian economy in 2020–21: the COVID-19 pandemic and prospects for economic recovery, Aust Econ Rev, 54, pp. 5-18, (2021); Elijido-Ten E., Kloot L., Experiential learning in accounting work-integrated learning: a three-way partnership, Educ Train, 57, 2, pp. 208-218, (2015); Heafala A., Mitchell L.J., Williams L.T., Studying the transition from graduate to health practitioner: the Griffith Dietetics Graduate Outcomes Survey, Nurs Health Sci, 23, 3, pp. 723-732, (2020); Batistic S., Tymon A., Networking behaviour, graduate employability: a social capital perspective, Educ Train, 59, pp. 374-388, (2017); Wolff H.G., Moser K., Effects of networking on career success: a longitudinal study, J Appl Psychol, 94, 1, pp. 196-206, (2009); O'Leary S., Gender and management implications from clearer signposting of employability attributes developed across graduate disciplines, Stud High Educ, 46, 3, pp. 437-456, (2021); Reddan G., The role of work-integrated learning in developing students' perceived work efficacy, Asia-Pac J Coop Educ, 17, 4, pp. 423-436, (2016)","S. Croxford; School of Behavioural and Health Sciences, Australian Catholic University, Melbourne, Australia; email: sharon.croxford@acu.edu.au","","John Wiley and Sons Inc","","","","","","14466368","","","35347849","English","Nutr. Diet.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85127253942"
"Mitchard P., QC","Mitchard, Paul (57734750600)","57734750600","Professional training in legal education: the case of Hong Kong","2022","Law Teacher","56","4","","522","535","13","2","10.1080/03069400.2022.2077581","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131684761&doi=10.1080%2f03069400.2022.2077581&partnerID=40&md5=76bd48dcfd09f0a74cbe4e732bb08bf8","Careers and Professionalism, CUHK Law, Hong Kong","Mitchard P., QC, Careers and Professionalism, CUHK Law, Hong Kong","Most Hong Kong law students use their law degree as a step towards a legal career. It is therefore important for law schools to identify the “non-academic” practice skills required in the jobs market and to ascertain the extent to which, and at what point in the academic cycle, any relevant training should be provided. This study involves identifying the skills demanded across a spectrum of legal roles, their relative significance and in what respects job applicants may be considered to be deficient. The author has drawn upon his long experience at the interface between law students and their future employers, a review of academic research and the views of a cross-section of those responsible for recruiting law graduates in Hong Kong. The conclusions reached will enable law schools to determine which of these skills it is considered can adequately be learned in the workplace, which should be taught at law school and when that teaching should ideally take place, with the broader purpose of enabling law graduates to have a fuller understanding of what will be expected from them in legal practice and thereby assisting them with their career choices. © 2022 The Association of Law Teachers.","employability; Legal education; practice skills; professionalism; vocational skills","","","","","","","","","P. Mitchard; Faculty of Law, Shatin, N.T, Hong Kong; email: paulm@cuhk.edu.hk","","Routledge","","","","","","03069400","","","","English","Law Teach.","Article","Final","","Scopus","2-s2.0-85131684761"
"Duke B.","Duke, Benjamin (57189940915)","57189940915","HIGHER EDUCATION IN THE 2020S: STUDENT ENGAGEMENT AND GRADUATE EMPLOYABILITY, DELIVERED WITH ALTERNATIVE PEDAGOGY; [EDUCACIÓN SUPERIOR EN LA DÉCADA DE 2020: COMPROMISO ESTUDIANTIL Y EMPLEABILIDAD DE GRADUADOS, ENTREGADO CON PEDAGOGÍA ALTERNATIVA]","2022","E-Revista de Estudos Interculturais","2022","10","","ña","","","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132163885&partnerID=40&md5=bdad8013c9f7ab5601f8851112c4d1d7","University College London, United Kingdom","Duke B., University College London, United Kingdom","Purpose of the research: This research provides a critical appraisal of many forms of alternative pedagogy other than passive lectures and tutorials; that are available to be used in higher education universities. The conceptual theoretical critical review identifies the different learning landscapes, where alternative pedagogical choices are most effectiveness in teaching students. Research method: This empirical research paper was compiled by an analysis of extant, grey literature, which discussed multiple types of pedagogy. Literature sources identified the growing importance of student engagement and graduate employability in the 2020s. Empirical analysis of grey literature established when each type of pedagogy can be applied; alongside indicating how the student learning journey would change as a result of implementing various forms of alternative pedagogy. Results: This conceptual theoretical critical review revealed that both passive and active learning styles, have equal but different value in the student learning journey. Employers indicated they need graduates with people skills, soft skills able to actively listen and assess what an individual or a group’s problems are; then be able to devise and if necessary, implement effective practice to resolve identified problems. Conclusions: Analysis of the literature revealed a clear focus upon students becoming acquired with real agency, autonomy, capable of independent reason and thought. The literature identified there needs to be a small amount of criticality and critical pedagogy in higher education, so students develop a sense of self-efficacy, self-identity and self-realisation. Student engagement and graduate employability: Current knowledge and practice Hybrid learning will become the norm, as a higher proportion of university lectures and tutorials will be delivered online. Universities need to incorporate more alternative, active, interactive, group work, problem-based learning, role play and simulation pedagogy when they educate students. Graduate employability increases, when students can demonstrate they are self-motivated, self-starters, academically educated capable people who want to take ownership of their work. These are personality traits which employers value highly, they also mirror the characteristics of tomorrow’s socio-economic, private and public sector leaders. © 2022, Center for Intercultural Studies, Polytechnic of Porto. All rights reserved.","Alternative pedagogy; Criticality, Graduate employability; Student engagement","","","","","","","","Abbey Hilary, Esteves Jorge E., Vogel Seven, Tyreman Stephen J., Assessing criticality in student research reports: Preliminary results from a new educational card sorting activity, International Journal of Osteopathic Medicine, 17, pp. 12-21, (2014); PAT Insight, (2021); Arsenis Panagiotis, Flores Miguel, Petropolou Dimitra, Enhancing graduate employability skills through group video assessment, Assessment and Evaluation in Higher Education, 47, 2, pp. 245-258, (2022); Atfield Gaby, Hunt Wil, Luchinskaya Daria, Employability programmes and work placements in UK higher education, (2021); Awacorach Judith, Jensen Iben, Lassen Inger, Alanya David Ross, Zakaria Hanen Lassen, Tabo Geoffrey Olok, Exploring Transition in Higher Education: Engagement and Challenges in Moving from Teacher-Centred to Student-Centred Learning, Journal of Problem Based Learning in Higher Education, 9, 2, pp. 113-130, (2021); Azlan Che Ahmad, Wong Jeanne Hsiu Ding, Tan Li Kuo, Huri Muhammad Shahrun Nizar A.D., Ung Ngie Min, Pallath Vinood, Tan Christina Phoay Lay, Yeong Chai Hong, Ng Kwan Hoong, Teaching and learning of postgraduate medical physics using internet-based e-learning during the COVID-19 pandemic – A case study from Malaysia, Physica Medica, 80, pp. 10-16, (2020); Online Pedagogy, (2022); Baty Phil, These are the most international universities in the world in 2022, World Economic Forum, (2022); Berube Janie, Gendron Yves, Through students’ eyes: case study of a critical pedagogy initiative in accounting education, Accounting Education, (2022); Reflecting on the year in education and what’s to come in 2022, Blackboard Blog, (2022); Bovill Catherine, Co-creation in learning and teaching: the case for a whole-class approach in higher education, Higher Education, 79, pp. 1023-1037, (2020); Bontchev Boyan, Antonova Albena, Terzieva Valentina, Danko Yavor, Let Us Save Venice”-An Educational Online Maze Game for Climate Resilience, sustainability, (MDPI), 14, 1, (2022); Bourdieu Pierre, Passeron Jean-Claude, Reproduction in Education, Society and Culture Second edition, (1990); Brown Phillip, Hesketh Anthony, Williams Sara, Employability in a Knowledge-driven Economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Burbules Nicholas C., Berk Rupert, Critical Thinking and Critical Pedagogy: Relations, Differences, and Limits, Critical Theories in Education: Changing Terrains of Knowledge and Politics, pp. 45-65, (1999); Buzzelli Michael, Asafo-Adjei Emmanuel, Experiential learning and the university’s host community: rapid growth, contested mission and policy challenges, Higher Education, 197, (2022); Angela Byars-Winiston, Dahlberg Maria Lund, Assessment and Evaluation: What Can Be Measured in Mentorship, and How?, The Science of Effective Mentorship in STEMM: A Consensus Report of the National Academics of SCIENCE.ENGINEERING. MEDICINE, pp. 127-149, (2019); (2022); Caspari-Sadeghi Sima, Applying Learning Analytics in Online Environments: Measuring Learners’ Engagement Unobtrusively, Frontiers in Education, 7, (2022); Cheng Gary, Using game making pedagogy to facilitate student learning of interactive multimedia, Australasian Journal of Educational Technology, 25, 2, pp. 204-220, (2009); Cheng Ming, Adekola Olalekan, Albia JoClarisse, Cai Sanfa, Employability in Higher Education: a review of key stakeholders’ perspectives, Higher Education Evaluation and Development, (2021); Chernikova Olga, Heitzman Nicole, Stadler Matthias, Holzberger Doris, Seidler Tina, Fischer Framk, Simulation-Based Learning in Higher Education: A Meta-Analysis, Review of Educational Research, 90, 4, pp. 499-541, (2020); Cheung Sie Yin, Ng Kai Yin, Application of the Educational Game to Enhance Student Learning, Frontiers in Education, 6, (2021); Dayagbil Filomena T., Palompon Daisy R., Garcia Laurence L., Olvido Michelle Mae J., Teaching and Learning Continuity Amid and Beyond the Pandemic, Frontiers in Education, 6, (2022); 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Jones Brett D., Miyakazi Yasuo, Li Mengyun, Biscotte Stephen, Motivational Climate Predicts Student Evaluation of Teaching: Relationships Between Students’ Course Perceptions, Ease of Course, and Evaluations of Teaching, AERA Open, 8, 11, pp. 1-17, (2022); Karcher Elizabeth L., Koltes Dawn, Wenner Benjamin, Wells Jessica, Sparking curiosity and engagement through online curriculum, Poultry Science, 101, 2, (2022); Kassa Erstu Tarko, Exploring Employability of Business Graduates: Evidence from Woldia University, Journal of the Knowledge Economy, (2022); Kesler Avital, Shamir-Inbal Tamar, Blau Ina, Active Learning by Visual Programming: Pedagogical Perspectives of Instructivist and Constructivist Code Teachers and Their Implications on Actual Teaching Strategies and Students’ Programming Artifacts, Journal of Educational Computing Research, 60, 1, pp. 28-55, (2022); Krupat Edward, Sprague Jared M., Wolpaw Daniel, Haidet Paul, Hatem David, O'Brien Bridget, Thinking Critically about critical thinking: ability, disposition or both?, Medical Education, 45, 6, pp. 625-635, (2011); Kwan TO, Hing, Photovoice as a Tool for Critical Reflection in Communities of Practice for Teachers’ Professional Identity Development, Beijing International Review of Education, (BRILL SENSE), 2, pp. 77-88, (2020); Leitch S., Leitch Review of Skills: Prosperity for all in the global economy – world class skills: Final Report, (2006); Perceptions of Employability Skills of Undergraduate Business Students in a Developing Country: An Exploratory Study, Higher Learning Research Communications, 12, 1, pp. 28-63, (2022); Marks Benjy, Thomas Jaqueline, Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory, Education and Information Technologies, 27, pp. 1287-1305, (2022); Masood Marwa Mohammad, Haque Md. Mahmudul, From critical pedagogy to critical digital pedagogy: a prospective model for the EFL classrooms, Saudi Journal of Language Studies, 1, 1, pp. 67-80, (2021); Maussumbayev Rysbek, Toleubekova Rymshash, Kazyiev Karas, Baibaktina Axaule, Bekbauova Altynshash, Development of research capacity of a future social pedagogue in the face of digital technologies, Education and Information Technologies, (2022); Moore Catherine, Emotional Intelligence Skills and How to Develop Them, (2022); Mortimer Christine, Escalante Maria Alejandra Lujan, Response-able Pedagogy: Teaching through Shakespeare in a Higher Education (HE) transnational partnership, Culture and Organization, (2022); Myers Christina, Piccolo Lara S.G., Collins Trevor, Game Jams as a Space to Tackle Social Issues: an Approach Based on the Critical Pedagogy, Proceedings of the, (2019); International Conference on Game Jams, Hackathons, and Game Creation Events, ICPS Proceedings, pp. 1-8, (2019); Nammouz Minory, Smith Melissa, Internationalize your C I Project Through a Virtual Partnership, (2022); Namvar Sara, Greensmith David, Nirmalan Niroshini, Co-creation and empowerment: pathways to better student engagement, Times Higher Education: The Campus, (2021); Natzler Michael, The Office for Students’ Student Panel in their own words, What is the student voice? Thirteen essays on how to listen to students and how to act on what they say, pp. 55-61, (2021); Education at a Glance: OECD Indicators, (2021); Pandolpho Beth, Connecting Content to Students’ Lives to Boost Engagement, (2021); Promethean Blog, (2021); Rapanta Chrysi, Botturi Luca, Goodyear Peter, Guardia Lourdes, Koole Marguerite, Online University Teaching During and After the Covid-19 Crisis: Refocussing Teacher Presence and Learner Activity, Post Digital Science and Education, 2, pp. 923-945, (2020); Resch Katharina, Knapp Mariella, Schrittesser Ilse, How do universities recognise student volunteering? 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A discipline-specific example of embedding at the centre of the student lifecycle in Higher Education, Enhancing Graduate Employability: a case study compendium, pp. 33-39, (2020); Woods Kathryn, Homer Damien, The staff-student co-design of an online resource for pre-arrival arts and humanities students, Arts and Humanities in Higher Education, pp. 1-17, (2021)","","","Center for Intercultural Studies, Polytechnic of Porto","","","","","","21826439","","","","English","E-Rev Estudos. Intercult.","Article","Final","","Scopus","2-s2.0-85132163885"
"Mizrahi S.; Natan Krup D.","Mizrahi, Shlomo (7004923302); Natan Krup, Dana (57838386000)","7004923302; 57838386000","Employability and training: public attitudes, the labour market and vocational training policies","2022","Journal of Vocational Education and Training","","","","","","","1","10.1080/13636820.2022.2078401","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130977611&doi=10.1080%2f13636820.2022.2078401&partnerID=40&md5=a73353ce0b632da4b90457504474f136","Department of Public Administration and Policy, School of Political Sciences, University of Haifa, Haifa, Israel","Mizrahi S., Department of Public Administration and Policy, School of Political Sciences, University of Haifa, Haifa, Israel; Natan Krup D., Department of Public Administration and Policy, School of Political Sciences, University of Haifa, Haifa, Israel","One of the main challenges in modern labour markets is to improve the mobility and employability of workers among workplaces, jobs and roles. This paper explores the factors that might influence people’s beliefs about and attitudes towards the mechanisms for improving employability through training. We develop a research model and test it in Israel using surveys that were distributed at two points in time–before and during an acute crisis in the labour market–the Covid-19 pandemic. Perceptions about personal mobility and employability and prior educational experience play a major role in explaining citizens’ attitudes towards training. Beliefs about the effectiveness of government training providers as well as employment security are relatively marginal in explaining the demand for training. Policy implications follow. © 2022 The Vocational Aspect of Education Ltd.","employability; employment security; labour market; public attitudes; Vocational training","","","","","","","","Akkermans J., Tims M., Crafting Your Career: How Career Competencies Relate to Career Success via Job Crafting, Applied Psychology, 66, 1, pp. 168-195, (2017); Ashton D., Sung J., Turbin J., Towards a Framework for the Comparative Analysis of National Systems of Skill Formation, International Journal of Training and Development, 4, 1, pp. 8-25, (2000); Baldwin R., Cave M., Lodge M., Understanding Regulation: Theory, Strategy, and Practice, (2012); Barbieri P., Cutuli G., Passaretta G., Institutions and the school-to-work Transition: Disentangling the Role of the macro-institutional Context, Socio-Economic Review, 16, 1, (2018); Beck U., Democracy without Enemies, (1998); Becker R., Economic Change and Continuous Vocational Training in the Work History: A Longitudinal Multilevel Analysis of the Employees’ Participation in Further Training and the Effects on Their Occupational Careers in Germany, 1970–2008, Empirical Research on Vocational Education and Training, 11, 4, pp. 1-29, (2019); Bernstrom V.H., Drange I., Mamelund S.-E., Employability as an Alternative to Job Security, Personnel Review, 48, 1, pp. 234-248, (2019); Blossfeld H., Kilpi-Jakonen E., Vono de Vilhena D., Buchholz S., Adult Learning in Modern Societies, (2014); Boateng J., Cox R.W., Exploring the Trust Question in the Midst of Public Management Reforms, Public Personnel Management, 45, 3, pp. 239-263, (2016); Bobic M.P., Davis W.E., A Kind Word for Theory X: Or Why so Many Newfangled Management Techniques Quickly Fail, Journal of Public Administration Research and Theory, 13, 3, pp. 239-264, (2003); Bosch G., Charest J., Vocational Training and the Labor Market in Liberal and Coordinated Economies, Industrial Relations Journal, 39, 5, pp. 428-447, (2008); Bosch G., Charest J., Vocational Training: International Perspectives, Vocational Training: International Perspectives, pp. 1-26, (2010); Bouckaert G., Trust and Public Administration, Administration, 60, 1, pp. 91-115, (2012); Caves K.M., Baumann S., Renold U., Getting There from Here: A Literature Review on Vocational Education and Training Reform Implementation, Journal of Vocational Education & Training, 73, 1, pp. 95-126, (2021); Crouch C., Skill Formation Systems, The Oxford Handbook of Work and Organization, pp. 95-114, (2005); Dake K., Myths of Nature: Culture and the Social Construction of Risk, Journal of Social Issues, 48, 4, pp. 21-37, (1992); De Cuyper N., Iliescu D., Witte H.D., Philippaers K., Fischmann G., Sulea C., Perceived Employability and Performance: Moderation by Felt Job Insecurity, Personnel Review, 43, 4, pp. 536-552, (2014); Dickerson B.T., Ondercin H.L., Conditional Motivated Reasoning: How the Local Economy Moderates Partisan Motivations in Economic Perceptions, Political Research Quarterly, 70, 1, pp. 194-208, (2017); Preparing for the Upswing: Training and Qualification during the Crisis, (2011); Labor Market Policy–Expenditure and Participants, (2009); Favero N., Meier K.J., O'Toole L.J., Goals, Trust, Participation, and Feedback: Linking Internal Management with Performance Outcomes, Journal of Public Administration Research and Theory, 26, 2, pp. 327-343, (2016); Fishbach A., Ferguson M.J., The Goal Construct in Social Psychology, Social Psychology: A Handbook of Basic Principles, pp. 490-515, (2007); Gore T., Extending Employability or Solving Employers’ Recruitment Problem? Demand-led Approaches as an Instrument of Labor Market Policy, Urban Studies, 42, 2, pp. 341-353, (2005); Grimmelikhuijsen S., Linking Transparency, Knowledge and Citizen Trust in Government: An Experiment, International Review of Administrative Sciences, 78, 1, pp. 50-73, (2012); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Multivariate Data Analysis, (2019); Hall P.A., Soskice D., An Introduction to Varieties of Capitalism, Varieties of Capitalism: The Institutional Foundations of Comparative Advantage, pp. 1-68, (2001); Hardin R., Trust, (2006); Heyes J., Rainbird H., Vocational Education and Training, Employment Policy in the European Union: Origins, Themes and Prospects, pp. 188-209, (2009); Heyes J., Rainbird H., Bargaining for Training: Converging or Diverging Interests?, The Role of Collective Bargaining in a Global Economy, pp. 76-106, (2011); Heyes J., Vocational Training, Employability and the Post-2008 Jobs Crisis: Responses in the European Union, Economic and Industrial Democracy, 34, 2, pp. 291-311, (2012); Hill T., Kusev P., van Schaik P., Choice under Risk: How Occupation Influences Preferences, Frontiers in Psychology, 10, (2019); Hooper D., Coughlan J., Mullen M.R., Structural Equation Modelling: Guidelines for Determining Model Fit, Electronic Journal of Business Research Methods, 6, 1, pp. 53-60, (2008); James O., Jilke S., Petersen C., Van de Walle S., Citizens’ Blame of Politicians for Public Service Failure: Experimental Evidence about Blame Reduction through Delegation and Contracting, Public Administration Review, 76, 1, pp. 83-93, (2016); Janssens M., Sels L., van den Brande I., Multiple Types of Psychological Contracts: A six-cluster Solution, Human Relations, 56, pp. 1349-1378, (2003); Kline R.B., Principles and Practice of Structural Equation Modeling, (2011); Kochan T.A., Dyer L., Shaping the Future of Work: A Handbook for Action and A New Social Contract, (2017); Kunda Z., The Case for Motivated Reasoning, Psychological Bulletin, 108, 3, pp. 480-498, (1990); Meier K.J., O'Toole L.G., Subjective Organizational Performance and Measurement Error: Common Source Bias and Spurious Relationships, Journal of Public Administration Research and Theory, 23, pp. 429-456, (2013); Miller J.M., Saunders K.L., Farhart C.E., Conspiracy Endorsement as Motivated Reasoning: The Moderating Roles of Political Knowledge and Trust, American Journal of Political Science, 60, 4, pp. 824-844, (2016); Mizrahi S., Workers’ Participation in Decision Making Processes and Firm Stability, British Journal of Industrial Relations, 40, pp. 689-707, (2002); Mizrahi S., Vigoda-Gadot E., Cohen N., Trust, Participation and Performance, Public Management Review, 12, 1, pp. 99-126, (2010); Mizrahi S., Cohen N., Vigoda-Gadot E., Government’s Social Responsibility, Citizen Satisfaction and Trust, Policy and Politics, 48, 3, pp. 443-464, (2020); Mythen G., Employment, Individualization and Insecurity: Rethinking the Risk Society Perspective, The Sociological Review, 53, 1, pp. 129-149, (2005); Osterman P., Securing Prosperity, (1999); Pacelli L., Devicienti F., Maida A., Morini M., Poggi A., Vesan P., Employment Security and Employability: A Contribution to the Flexicurity Debate, (2008); Panitsides E.A., Anastasiadou S., Lifelong Learning Policy Agenda in the European Union: A bi-level Analysis, Open Review of Educational Research, 2, 1, pp. 128-142, (2015); Payne J., Keep E., One Step Forward, Two Steps Back? Skills Policy in England under the Coalition Government, SKOPE Research Paper No, 102, (2011); Peters P., Lam W., Can Employability Do the Trick? Revealing Paradoxical Tensions and Responses in the Process of Adopting Innovative Employability Enhancing Policies and Practices in Organizations, German Journal of Research in Human Resource Management, 29, 3-4, pp. 235-258, (2015); Porumbescu G.A., Neshkova M.I., Huntoon M., The Effects of Police Performance on Agency Trustworthiness and Citizen Participation, Public Management Review, 21, 2, pp. 212-237, (2019); Robbins B.G., Institutional Quality and Generalized Trust: A Nonrecursive Causal Model, Social Indicators Research, 107, 2, pp. 235-258, (2012); Rubenson K., Determinants of Formal and Informal Canadian Adult Learning Insights from the Adult Education and Training Surveys, (2007); Schuller T., Watson D., Learning through Life, (2009); Tuckett A., Field J., Factors and Motivations Affecting Attitudes Towards and Propensity to Learn through the Life Course, (2016); Tuijnmann A.C., A “Nordic Model” of Adult Education: What Might Be Its Defining Parameters?, International Journal of Educational Research, 39, 3, pp. 283-291, (2003); Van de Walle S., Bouckaert G., Public Service Performance and Trust in Government: The Problem of Causality, International Journal of Public Administration, 26, 8, pp. 891-913, (2003); Vigoda-Gadot E., Mizrahi S., Managing Democracies in Turbulent Times, (2014); Visser P.S., Mirabile R.R., Attitudes in the Social Context: The Impact of Social Network Composition on individual-level Attitude Strength, Journal of Personality and Social Psychology, 87, 6, pp. 779-795, (2004); Wanberg C.R., Hough L.M., Song Z., Predictive Validity of a Multidisciplinary Model of Reemployment Success, Journal of Applied Psychology, 87, pp. 1100-1120, (2002); Warren M., Democratic Theory and Trust, Democracy and Trust, pp. 310-345, (1999); Wittekind A., Raeder S., Grote G., A Longitudinal Study of Determinants of Perceived Employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010)","S. Mizrahi; Department of Public Administration and Policy, School of Political Sciences, University of Haifa, Haifa, Israel; email: shlomom@poli.haifa.ac.il","","Routledge","","","","","","13636820","","","","English","J. Vocat. Educ. Train.","Article","Article in press","","Scopus","2-s2.0-85130977611"
"Hu S.; Jiang L.; Chen L.","Hu, Sanman (36642442800); Jiang, Lixin (56381775000); Chen, Liangyong (56925872200)","36642442800; 56381775000; 56925872200","Get a little help from your perceived employability: Cross-lagged relations between multi-dimensional perceived employability, job insecurity, and work-related well-being","2022","European Journal of Work and Organizational Psychology","31","6","","880","893","13","7","10.1080/1359432X.2022.2050219","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126631329&doi=10.1080%2f1359432X.2022.2050219&partnerID=40&md5=16383df61f14be3f2a86e3331c411fc7","Business School, Huaqiao University, Fujian, Amoy, China; School of Psychology, University of Auckland, Auckland, New Zealand","Hu S., Business School, Huaqiao University, Fujian, Amoy, China; Jiang L., School of Psychology, University of Auckland, Auckland, New Zealand; Chen L., Business School, Huaqiao University, Fujian, Amoy, China","Based on a two-dimensional perspective of job insecurity and perceived employability, the present study examines the role of perceived employability in preventing job insecurity and subsequent work-related well-being (i.e., emotional exhaustion and vigour). Building on the Job Demands-Resources Model, our hypotheses were tested with 3-wave panel data of 1,233 Chinese employees with six months in between each measurement time. Results showed that: 1) perceived internal employability had a cross-lagged relation with qualitative job insecurity, and perceived external employability had a cross-lagged relation with quantitative job insecurity; 2) there was no cross-lagged relationship between job insecurity and work-related well-being indicators, while emotional exhaustion was positively related to both qualitative and quantitative job insecurity; 3) the relationship between perceived external employability and vigour was reciprocal; perceived internal employability was positively related to future vigour, but not the other way around. Hence, the present study contributes to the job insecurity and perceived employability literature by identifying perceived employability as a critical antecedent of job insecurity and work-related well-being as well as finding the reverse relationship between job insecurity and emotional exhaustion. © 2022 Informa UK Limited, trading as Taylor & Francis.","emotional exhaustion; job demands-resources model; job insecurity; Perceived employability; vigour","","","","","","Social Science Planning Foundation of Fujian Province, (FJ2018B036); National Natural Science Foundation of China, NSFC, (71701072)","The study is supported by the National Natural Science Foundation of China [Project No. 71701072] and Social Science Planning Foundation of Fujian Province, Chin [Project No. FJ2018B036].","Andel S.A., Pindek S., Spector P.E., When antecedent becomes consequent: An examination of the temporal order of job dissatisfaction and verbal aggression exposure in a longitudinal study, Work and Stress, 33, 4, pp. 334-350, (2018); Bakker A.B., Demerouti E., Job demands-resources theory: Taking stock and looking forward, Journal of Occupational Health Psychology, 22, 3, pp. 273-285, (2017); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work and Stress, 21, 3, pp. 279-292, (2007); Blotenberg I., Richter A., Validation of the QJIM: A measure of qualitative job insecurity, Work and Stress, 34, 4, pp. 1-12, (2020); Brummelhuis L.T., Bakker A.B., A resource perspective on the work-home interface: The work-home resources model, American Psychologist, 67, 7, pp. 545-556, (2012); Callea A., Lo Presti A., Mauno S., Urbini F., The associations of quantitative/qualitative job insecurity and well-being: The role of self-esteem, International Journal of Stress Management, 26, 1, pp. 46-56, (2019); Cheung G., Rensvold R., Evaluating goodness-of-fit indexes for testing measurement invariance, Structural Equation Modeling, 9, 2, pp. 233-255, (2002); Cohen J., Statistical Power Analysis for the Behavioral Sciences, (1998); De Cuyper N., Bernhard-Oettel C., Berntson E., De Witte H., Alarco B., Employability and employees’ well-being: mediation by job insecurity applied psychology, An International Review, 57, 3, pp. 488-509, (2008); De Cuyper N., De Witte H., The management paradox: Self-rated employability and organizational commitment and performance, Personnel Review, 40, 2, pp. 152-172, (2011); De Cuyper N., Makikangas A., Kinnunen U., Mauno S., De Witte H., Cross‐lagged associations between perceived external employability, job insecurity, and exhaustion: Testing gain and loss spirals according to the conservation of resources theory, Journal of Organizational Behavior, 33, 6, pp. 770-788, (2012); De Cuyper N., Van den Broeck A., De Witte H., Perceived employability in times of job insecurity: A theoretical perspective, Handbook of research on sustainable careers, pp. 161-174, (2015); De Vos A., Hauw S.D., Heijden B.I.J.M.V.D., Competency development and career success: The mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); De Witte H., Pienaar J., De Cuyper N., Review of 30 years of longitudinal studies on the association between job insecurity and health and well-being: is there causal evidence?, Australian Psychologist, 51, 1, pp. 18-31, (2016); Eby L.T., Butts M., Lockwood A., Predictors of success in the era of the boundaryless career, Journal of Organizational Behavior, 24, 6, pp. 689-708, (2003); Enders C.K., Bandalos D.L., The relative performance of full information maximum likelihood estimation for missing data in structural equation models, Structural Equation Modeling, 8, 3, pp. 430-457, (2001); Ford M.T., Matthews R.A., Wooldridge J.D., Mishra V., Kakar U.M., Strahan S.R., How do occupational stressor-strain effects vary with time? 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But who’s more susceptible? 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Testing a cross-lagged longitudinal mediation model, International Journal Of Environmental Research And Public Health, 18, 12, (2021); Ngo H.-Y., Liu H., Cheung F., Perceived employability of Hong Kong employees: Its antecedents, moderator and outcomes, Personnel Review, 46, 1, pp. 17-35, (2017); Oliver J.J., Macleod A.K., Working adults’ well-being: An online self-help goal-based intervention, Journal of Occupational and Organizational Psychology, 91, 3, pp. 665-680, (2018); Ott D.L., Tolentino J.L., Michailova S., Effective talent retention approaches, Human Resource Management International Digest, 26, 7, pp. 16-19, (2018); Paul K., Moser K., Unemployment impairs mental health: Meta-Analyses, Journal of Vocational Behavior, 74, 3, pp. 264-282, (2009); Podsakoff P.M., MacKenzie S.B., Lee J.-Y., Podsakoff N.P., Common method biases in behavioral research: A critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, 5, pp. 879-903, (2003); Probst T.M., Lawler J., Cultural values as moderators of employee reactions to job insecurity: The role of individualism and collectivism, Applied Psychology: An Internaltional Review, 55, 2, pp. 234-254, (2006); Raeder S., Bamberger S.G., Nielsen P., Nielsen R.N., Larsen A., Vinding A.L., Omland O., Globalization and job insecurity in danish firms: A multilevel study, Nordic Journal of Working Life Studies, 9, 4, pp. 59-80, (2019); Rizvi Y.S., Sikand R., Learned helplessness at the workplace and its impact on work involvement: An empirical analysis, Global Business Review, (2020); Rothwell A., Arnold J., Self‐perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Saeed S., Hassan I., Dastgeer G., Iqbal T., The route to well-being at workplace: Examining the role of job insecurity and its antecedents, European Journal of Management and Business Economics, (2021); Schaufeli W.B., Salanova M., Gonzalez-roma V., Bakker A.B., The measurement of engagement and burnout: a two sample confirmatory factor analytic approach, Journal of Happiness Studies, 3, 1, pp. 71-92, (2002); Selenko E., Batinic B., Job insecurity and the benefits of work, European Journal of Work & Organizational Psychology, 22, 6, pp. 725-736, (2013); Shoss M.K., Job insecurity: An integrative review and agenda for future research, Journal of Management, 43, 6, pp. 1911-1939, (2017); Son S.J., Facilitating employee socialization through mentoring relationships, Career Development International, 21, 6, pp. 554-570, (2016); Sorensen O.H., Holman D., A participative intervention to improve employee well-being in knowledge work jobs: A mixed-methods evaluation study, Work and Stress, 28, 1, pp. 67-86, (2014); Tornroos K., Bernhard-Oettel C., Leineweber C., Perceived employability trajectories: A Swedish cohort study, Journal of Occupational Health, 59, 4, pp. 336-344, (2017); Vandenberg R., Lance C., A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research, Organizational Research Methods, 3, 1, pp. 4-69, (2000); Vander Elst T., Notelaers G., Skogstad A., The reciprocal relationship between job insecurity and depressive symptoms: A latent transition analysis, Journal of Organizational Behavior, 39, 9, pp. 1197-1218, (2018); Vander Elst T., Richter A., Sverke M., Naswall K., De Cuyper N., De Witte H., Threat of losing valued job features: The role of perceived control in mediating the effect of qualitative job insecurity on job strain and psychological withdrawal, Work and Stress, 28, 2, pp. 143-164, (2014); Vander Elst T., Van den Broeck A., De Cuyper N., De Witte H., On the reciprocal relationship between job insecurity and employee well-being: Mediation by perceived control?, Journal of Occupational and Organizational Psychology, 87, 4, pp. 671-693, (2014); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Vanhercke D., Kirves K., De Cuyper N., Verbruggen M., Forrier A., De Witte H., Perceived employability and psychological functioning framed by gain and loss cycles, Career Development International, 20, 2, pp. 179-198, (2015); Wang H.-J., Lu C.-Q., Lu L., Do people with traditional values suffer more from job insecurity? The moderating effects of traditionality, European Journal of Work & Organizational Psychology, 23, 1, pp. 107-117, (2014); Xanthopoulou D., Bakker A.B., Demerouti E., Schaufeli W.B., Reciprocal relationships between job resources, personal resources, and work engagement, Journal of Vocational Behavior, 74, 3, pp. 235-244, (2009); Zeng C.-K., Validation of Chinese version of self-perceived employability scale, Chinese Journal of Clinical Psychology, 19, 1, pp. 41-44, (2011)","S. Hu; Business School, Huaqiao University, Amoy, Fujian, China; email: husanman@hqu.edu.cn","","Routledge","","","","","","1359432X","","","","English","Eur. J. Work Organ. Psychol.","Article","Final","","Scopus","2-s2.0-85126631329"
"Graham C.W.; Moir Z.","Graham, Cameron W. (57816672200); Moir, Zack (56320748900)","57816672200; 56320748900","Belonging to the university or being in the world: From belonging to relational being","2022","Journal of University Teaching and Learning Practice","19","4","Article 04","","","","4","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134759163&partnerID=40&md5=f2a306ed875f143a9ad83df1c3fd8ba3","Edinburgh Napier University, United Kingdom","Graham C.W., Edinburgh Napier University, United Kingdom; Moir Z., Edinburgh Napier University, United Kingdom","In a world characterised by supercomplexity, in which higher education (HE) is in the grip of neoliberal market forces (Barnett, 2000), it is incumbent upon participants in this sector to ask; what does it mean to belong, and to what? ‘Belonging’ has become a buzzword used by institutions to seemingly demonstrate how they seek to include students and help them ‘fit in’ to specific cultures and contexts of learning. A sense of ‘belonging’ may be important for some students at an emotional level; however, in the context of the neoliberal university, we argue that focussing on this concept may have the effect of encouraging students to assimilate to the dominant culture. More subtly, it could be noted that this is part of an ongoing process of inculcating students to the beliefs, values and normative behaviours associated with neoliberalism, arguably reproducing and exacerbating many of the social challenges threatening education, democracy, ecosystems and ultimately our ability to survive on this planet. This theoretical paper challenges the notion of belonging, problematising it as a neoliberal construct of 21st century HE that insidiously invokes a particular notion of ‘community’ which functions to prioritise domestication and conformity to social and economic expectations of a higher education driven by an agenda of employability, entrepreneurialism, and acquisitive individualism. We propose a more meaningful conception of ‘belonging’; based on engaging students in changing their world so as they may belong in the world authentically. We contend that belonging holds greater promise as a means of self-actualisation, liberation, and a way to develop authentic ‘critical being’ (Barnett, 1997) whereby students develop belonging and are not “…subject to the world but able to act autonomously and purposively within it” (ibid. p.4). © 2022, University of Wollongong. All rights reserved.","Being; Belonging; Relational. Ecological; University","","","","","","","","Ahn M. Y., Students’ sense of belonging in higher education: the impacts of social class, locality and institutional habitus, (2020); Ahn M. Y., Davis H. H., Four Domains of Students’ Sense of Belonging to University, Studies in Higher Education, 45, 3, pp. 622-634, (2020); Ainley P., The new ‘market‐state’ and education, Journal of Education Policy, 19, 4, pp. 497-514, (2004); Allen K.A., Kern M.L., Rozek C.S., McInerney D. M., Slavich G.M., Belonging: a review of conceptual issues, an integrative framework, and directions for future research, Australian Journal of Psychology, 73, 1, pp. 87-102, (2021); Anant S.S., Belongingness and mental health: Some research findings, Acta Psychologica, 26, 1967, pp. 391-396, (1967); Aspelin J., Co-Existence and Co-Operation: The Two-Dimensional Conception of Education, Education, 1, 1, pp. 6-11, (2011); Aspelin J., Teaching as a way of bonding: a contribution to the relational theory of teaching, Educational Philosophy and Theory, 53, 6, pp. 588-596, (2021); Barnett R., Higher Education: A Critical Business, (1997); Barnett R., University knowledge in an age of supercomplexity, Higher Education, 40, pp. 409-422, (2000); Barnett R., Learning for an unknown future, Higher Education Research Development, 23, 3, pp. 247-260, (2004); Barnett R., The coming of the ecological university, Oxford Review of Education, 37, 4, pp. 439-455, (2011); Barnett R., The Ecological University-A University Whose Time Has Come, The Idea of the University, pp. 575-590, (2018); Barnett R., Towards the Ecological University-A Concept Note from Ronald Barnett, (2021); Biesta G., Bingham C., Hutchison J. N., McDaniel B. L., Margonis F., Mayo C., Pijanowski C. M., Romano R. M., Sidorkin A. M., Stengel B. S., Thayer-Bacon B. J., Manifesto of Relational Pedagogy: Meeting to Learning, Learning to Meet. A Joint Contribution by All Authors, No Education Without Relation, (2004); Bingham C., Sidorkin A., No Education Without Relation, (2004); Baumeister R. F., Leary M. R., The need to belong: Desire for interpersonal attachments as a fundamental human motivation, Psychological Bulletin, 117, 3, pp. 497-529, (1995); Beighton C., A Transversal University? Criticality, creativity and catatonia in the global pursuit of higher education excellence, Principles of Transversality in Globalization and Education, (2018); Bovill C., Co-creating Learning and Teaching: Towards Relational Pedagogy in Higher Education, (2020); Butler J. 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H., Motivation and personality, (1954); Maton K., Habitus, Pierre Bourdieu: Key Concepts, (2008); Meehan C., Howells K., In search of the feeling of ‘belonging’ in higher education: undergraduate students transition into higher education, Journal of Further and Higher Education, 43, 10, pp. 1376-1390, (2019); Morton T., Humankind: Solidarity with non-human people, (2017); Noble M., Ross C., Now Is the Time for Co-operative Higher Education, Reclaiming the University for the Public Good, (2019); Noddings N, Foreword, No Education Without Relation, (2010); Read B., Archer L., Leathwood C., Challenging Cultures? Student Conceptions of 'Belonging' and 'Isolation' at a Post-1992 University, Studies in Higher Education, 28, 3, pp. 261-277, (2003); Reay D., David M., Ball S., Making a Difference?: Institutional Habituses and Higher Education Choice, Sociological Research Online, 5, 4, (2001); Resch K., Amorim J.P., Facilitating Intercultural Encounters with International Students: A Contribution to Inclusion and Social Network Formation, Social Inclusion, 9, 3, pp. 58-68, (2021); Pathways for Potential: How universities, regulators and Government can tackle educational inequality, (2020); Sutton P., Lost souls? The demoralization of academic labour in the measured university, Higher Education Research & Development, 36, 3, pp. 625-636, (2017); Taylor J., Is winter coming for widening access?, (2021); Thomas L., Student retention in higher education: the role of institutional habitus, Journal of Educational Policy, 17, (2002); Thomas L., Engagement and belonging in higher education in a time of change: A summary of findings and recommendations from the What works? Student retention & success programme, (2012); Thomas K., Rethinking belonging through Bourdieu, diaspora and the spatial, Widening Participation and Lifelong Learning, 17, 1, (2015); Tinto V., Reflections on Student Persistence, Student Success, 8, 2, pp. 1-8, (2017); Pearce J., Down B., Relational pedagogy for student engagement and success at university, The Australian Educational Researcher, 38, 4, pp. 483-494, (2011); Peters. M.A., Addressing Neoliberalism, The Idea of the University: Contemporary Perspectives, 2, pp. 17-21, (2018); Widening participation in higher education: Academic Year 2019/20, (2021); Winstone N.E., Hulme J., Duck to Water’ or ‘Fish Out of Water’? Diversity in the Experience of Negotiating the Transition to University, Engaging Student Voices in Higher Education, pp. 159-174, (2019); Zhang J., Chinese postgraduate taught students' transitional experience in the UK: the role of social connections, (2020)","","","University of Wollongong","","","","","","14499789","","","","English","J. Univ. Teach. Learn. Pract.","Article","Final","","Scopus","2-s2.0-85134759163"
"Wintersteller T.; Wöhrer V.; Danz S.; Malik M.","Wintersteller, Teresa (57731533600); Wöhrer, Veronika (55129233300); Danz, Shenja (57731783700); Malik, Mariam (57733029600)","57731533600; 55129233300; 57731783700; 57733029600","“They Really Only Look for the Best”: How Young People Frame Problems in School‐to‐Work Transition","2022","Social Inclusion","10","2","","335","346","11","2","10.17645/si.v10i2.5158","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131537523&doi=10.17645%2fsi.v10i2.5158&partnerID=40&md5=b4ff550c38dbdce7930d8cc319e80762","Department of Education, University of Vienna, Austria","Wintersteller T., Department of Education, University of Vienna, Austria; Wöhrer V., Department of Education, University of Vienna, Austria; Danz S., Department of Education, University of Vienna, Austria; Malik M., Department of Education, University of Vienna, Austria","This article presents how young people in educational measures experience and discuss tensions between structural and individualised challenges they face in the transition from school to work. The findings are based on an Austrian citizen social science research project that involved conducting participatory research in Vienna with 33 young people between the ages of 15 and 23 years who are in measures for early school leavers that are preparing for further education and training. These co‐researchers struggle with constant comparisons to “norm” biographies and their accompanying social pressure as they try to meet the high expectations of school, work, and family. Additionally, mental health was a prominent issue, as the young co‐researchers experience stigma and a lack of professional support, which can impede their access to the labour market. The results of our research indicate that young people in employment measures require a more inclusive school and work environment that supports them regardless of their origin, family background, appearance, or mental health status. They negotiate the tension between individual employability and structural disadvantage and demand a recognised place in society, a request that connects to current debates concerning the individualisation of transitions from school to work. © 2022 by the author(s); licensee Cogitatio (Lisbon, Portugal).","citizen social science; early school leavers; education and training up to 18; NEET; participatory action research; school‐to‐work transition; youth","","","","","","Horizon 2020 Framework Programme, H2020, (873048)","This research has received funding from the European Union’s Horizon 2020 research and innovation pro‐ gramme under grant agreement number 873048. We would like to thank all partners from the research project for their collaborative work, especially the young co‐researchers without whose research, analysis, and perspectives the project would not have been possible.","Abbenhardt L., Zwischen “Hartz IV” und “Unternehmertum”: (Selbst‐)Positionierungen von Existenzgründer*innen in der Grundsicherung [Between “hartz IV” and “entrepreneurship”: (Self‐)positioning of new entrepreneurs in the basic security system], Subjekt und Subjektivierung [Subject and subjectification], pp. 191-213, (2019); Albert A., Balazs B., Butkeviciene E., Mayer K., Perello J., New and established approaches to participation in social research, The science of citizen science, pp. 119-138, (2021); Alston M., Kent J., Generation x‐pendable: The social exclusion of rural and remote young people, Journal of Sociology, 45, 1, pp. 89-107, (2009); Atzmuller R., Knecht A., Neoliberale Transformation der österreichischen Beschäftigungspolitik für Jugendliche [Neoliberal transformation of the Austrian employment policy for young people], SWS Rundschau, 56, 1, pp. 112-132, (2016); Bacher J., Braun J., Burtscher-Mathis S., Dlabaja C., Lankmayer T., Leitgob H., Stadlmayr M., Tamesberger D., Unterstützung der arbeitsmarktpolitischen Zielgruppe “Neet” [Supporting the labor market policy target group “Neet”], (2014); Berthet T., Simon V., One youth, one voice: Principles of justice and public policies for early school leavers in France, Empowering young people in disempowering times. Fighting inequality through capability oriented policy, pp. 54-71, (2017); Cammarota J., Fine M., Revolutionizing education: Youth participatory action research in motion, (2008); Castel R., Die Metamorphosen der sozialen Frage: Eine Chronik der Lohnarbeit [The metamorphoses of the social question: A chronicle of wage labor], (2000); Dale R., O'Rourke T., Humer E., Jesser A., Plener P. L., Pieh C., Mental health of apprentices during the COVID‐19 pandemic in Austria and the effect of gender, migration background, and work situation, International Journal of Environmental Research and Public Health, 18, 17, (2021); Desai S. R., Youth participatory action research: The nuts and bolts as well as the roses and thorns, Research methods for social justice and equity in education, pp. 125-135, (2019); Dorre K., Prekäre Arbeit. Unsichere Beschäftigungsverhältnisse und ihre sozialen Folgen [Precarious work. Insecure employment and its social consequences], Arbeit, 15, 3, pp. 181-193, (2006); Social inclusion; Evans K., Concepts of bounded agency in education, work, and the personal lives of young adults, International Journal of Psychology, 42, 2, pp. 85-93, (2007); Fals-Borda O., Rahman M. A., Action and knowledge: Breaking the monopoly with participatory action research, (1991); Flecker J., Zartler U., Reproduktion von Ungleichheit und Handlungsunfähigkeit im Lebensverlauf Jugendlicher: Thematische und theoretische Rahmung der Untersuchung “Wege in die Zukunft” [Reproduction of inequality and lack of agency in the life course of adolescents: Thematic and theoretical framing of the study “Paths to the Future”], Wege in die Zukunft. Lebenssituationen Jugendlicher am Ende der Neuen Mittelschule [Pathways to the future. Life situations of young people at the end of the new middle school], pp. 14-31, (2020); Freire P., Pedagogy of the oppressed, (1992); Fritsch N., Verwiebe R., Liebhart C., Arbeit und Berufe in Österreich. Veränderte Einstellungsmuster im Kontext des Strukturwandels am Arbeitsmarkt [Work and professions in Austria. Changing patterns of attitudes in the context of structural change in the labor market], Sozialstruktur und Wertewandel in Österre ich. Trends 1986–2016 [Social structure and changing values in Austria. Trends 1986–2016], pp. 333-385, (2019); Hart R., Stepping back from the “ladder”: Reflections on a model of participatory work with children, Participation and learning. Perspectives on education and the environment, health and sustainability, pp. 19-31, (2007); Kellett M., Small shoes, big steps! Empowering children as active researchers, American Journal of Community Psychology, 46, pp. 195-203, (2010); Kindon S. L., Pain R., Kesby M., Participatory action research. 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Makrostrukturelle Einflüsse auf frühen Schulabbruch in europäischen Staaten [Lost in transition? Macrostructural influences on early school leaving in European countries], Soziologie in Österreich—Internationale Verflechtungen [Sociology in Austria—International networks], pp. 109-133, (2016); Neubacher M., Wimmer C., Indikatoren D: Output—Ergebnisse des Schulsystems, (2021); Oehme A., Offene Jugendarbeit und die Bewältigung von Übergängen in der Arbeit [Open youth work and the coping with transitions at work], Entgrenzte Jugend— Offene Jugendarbeit: “Jugend ermöglichen” im 21. Jahrhundert [Borderless youth—Open youth work: “Enabling youth” in the 21st century], pp. 123-137, (2020); Otto H, Edgell V., Bonvin J.-M., Atzmuller R., Introduction: Empowering young people in disempowering times? Creating collaborative and transformative capabilities through participation, Empowering young people in disempowering times: Fighting inequality through capability oriented policy, pp. 1-19, (2017); Pohl A., Walther A., Activating the disadvantaged. Variations in addressing youth transitions across Europe, International Journal of Lifelong Education, 26, 5, pp. 533-553, (2007); Purdam K., Citizen social science and citizen data? Methodological and ethical challenges for social research, Current Sociology, 62, 3, pp. 374-392, (2014); Riesenfelder A., Danzer L., Wetzel P., Arbeitskräfteüberlassung in Österreich [Staff leasing in Austria], (2018); Scheller D., Thomas S., Arnold A., Wissenbach K. R., Mboa N., Herve T., Cigarini A., Bonhoure I., Perello J., Mayer K., Kieslinger B., Schurz T., Wohrer V., Wintersteller T., Malik M., Lombion C., Winfree L., Arza V., Mitats B., Jesus M., Report on state of the art of citizen social science, Zenodo, (2020); Spannring R., Reinprecht C., Integration and marginalisation—Young people in the Austrian labour market, YOUNG, 10, 1, pp. 5-23, (2002); (2021); Stauber B., Junge Erwachsene—Zur Herstellung von Geschlecht und anderen Unterschieden in Übergängen von der Jugend zum Erwachsensein [Young adults—On the making of gender and other differences in transitions from adolescence to adult hood], Forum Erziehungshilfen, 1, pp. 4-9, (2013); Steiner M., Early School Leaving in Österreich 2008. Ausmaße, Unterschiede, Beschäftigungsauswirkungen [Early school leaving in Austria 2008: Extent, differences, effects on employment], (2009); Steiner M., Abbruch und Schulversagen im österreichischen Bildungssystem [Dropout and school failure in the Austrian education system], (2014); Steiner M., Pessl G., Bruneforth M., Früher Bildungsabbruch—Neue Erkenntnisse zu Ausmaß und Ursachen [Early dropout from education—New evidence on extent and causes], Nationaler Bildungsbericht Österreich 2015. 2: Fokussierte Analysen bildungspolitischer Schwerpunktthemen [National education report Austria 2015. 2: Focused analyses of key education policy issues], pp. 175-220, (2016); Steiner M., Pessl G., Karaszek J., Ausbildung bis 18: Grundlagenanalysen zum Bedarf von und Angebot für die Zielgruppe [Education and training up to 18: Fundamental analyses of the needs of and offer for the target group], (2016); Steiner M., Pessl G., Leitner A., Davoine T., Forstner S., Juen I., Kopping M., Sticker A., Litschl V., Loffler R., Petanovitsch A., AusBildung bis 18. Wissenschaftliche Begleitung der Implementierung und Umsetzung des Ausbildungspflichtgesetzes [Education and training up to 18. Scientific monitoring of the implementation and enforcement of the Compulsory Education and Training Act], (2019); Strauss D., AusBildung bis 18 [Education and training up to 18] [Powerpoint presentation], (2018); Stuart K., A critique of “early school leaving,” “drop out” and “NEET” from the UK, Denmark and Norway: Marginalisation and co‐created education research project, Journal of Higher Education Theory and Practice, 20, 7, pp. 55-70, (2020); Tamesberger D., Bacher J., NEET youth in Austria: A typology including socio‐demography, labour market behaviour and permanence, Journal of Youth Studies, 17, 9, pp. 1239-1259, (2014); von Unger H., Partizipative Forschung: Einführung in die Forschungspraxis [Participatory research: introduction to research practice], (2014); Wagner G., Zeiler M., Waldherr K., Philipp J., Truttmann S., Dur W., Treasure J. L., Karwautz A. F. K., Mental health problems in Austrian adolescents: A nationwide, two‐stage epidemiological study applying DSM‐5 criteria, European Child & Adolescent Psychiatry, 26, 12, pp. 1483-1499, (2017); Walther A., Stauber B., Übergänge in Lebenslauf und Biographie. Vergesellschaftung und Modernisierung aus subjektorientierter Perspektive [Transitions in life course and biography. Socialization and modernization from a subject‐oriented perspective], Rekonstruktion und Unterstützung biographischer Übergänge junger Erwachsener [Reconstructing and supporting young adults’ biographical transitions], pp. 19-40, (2007); Webster C., Simpson D., MacDonald R., Abbas A., Cieslik M., Shildrick T., Simpson M., Poor transitions: Social exclusion and young adults, (2004); Whyte W. F., Participatory action research, (1991); Wohrer V., Arztmann D., Harrasser D., Schneider K., Wintersteller T., Praxishandbuch Sozialwissenschaftliches Forschen mit Kindern und Jugendlichen [Practical handbook on social science research with children and adolescents], (2018)","V. Wöhrer; Department of Education, University of Vienna, Austria; email: veronika.woehrer@univie.ac.at","","Cogitatio Press","","","","","","21832803","","","","English","Soc. Incl.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85131537523"
"Leow A.; Billett S.; Le A.H.; Chua S.","Leow, Anthony (57517060400); Billett, Stephen (6602603069); Le, Ahn Hai (57191843544); Chua, Shuyi (57480752700)","57517060400; 6602603069; 57191843544; 57480752700","Graduates’ perspectives on effective continuing education and training: participation, access and engagement","2022","International Journal of Lifelong Education","41","2","","212","228","16","6","10.1080/02601370.2022.2044398","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125952630&doi=10.1080%2f02601370.2022.2044398&partnerID=40&md5=e117b6070191c0f40322151ce176b3f9","Centre for Educational Development, Republic Polytechnic, Singapore; School of Education and Professional Studies, Griffith University, Brisbane, Australia","Leow A., Centre for Educational Development, Republic Polytechnic, Singapore; Billett S., School of Education and Professional Studies, Griffith University, Brisbane, Australia; Le A.H., School of Education and Professional Studies, Griffith University, Brisbane, Australia; Chua S., Centre for Educational Development, Republic Polytechnic, Singapore","There is a growing global concern about providing effective continuing education and training (CET) to support and sustain the employability of working-age populations. More than enhancing workplace viability and employability, CET also assists in achieving governments’ economic and social goals. Educational institutions organise CET provisions based on intended goals, resources, capacities, and institutional imperatives. However, working-age adults’ effective engagement and worthwhile outcomes are likely to be strongest when what is afforded them is aligned with their goals, needs and readiness to participate. Thus, what constitutes effective CET provisions can be best understood by appraising them through how they secure individuals’ engagement and meet their needs. Drawing on an investigation of CET provisions in Singapore, this paper seeks to illuminate and appraise what constitutes qualities of effective CET provisions in relation to addressing issues of relevance, accessibility and quality of engagement with educational experiences. Through analyses of interview and survey data, the motivations for informants’ CET participation, their preferences and requirements for effective engagement in CET including desirable qualities of teachers were identified and delineated. Given that adults elect to participate in CET to achieve personal and professional outcomes, the findings provide bases for designing, enacting and evaluating effective CET programmes. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","adult learning; Continuing education and training; learner engagement; learner needs; purposes of adult education","","","","","","","","Abo G.B., Management of integrated functional adult education program: A critical analysis of policy-practice gaps, Creative Education, 11, 8, pp. 1261-1288, (2020); Billett S., Work, change, and workers, (2006); Billett S., Integrating practice-based experiences into higher education, (2015); Billett S., Dymock D., Educating Australian adults in an era of social and economic change, Australian Journal of Adult Learning, 60, 3, pp. 399-422, (2020); Billett S., Dymock D., Choy S., Supporting learning across working life: Models, processes and practices, (2016); Billett S., Hodge S., Conceptualizing learning across working life, provisions of support and purposes, Supporting learning across working life: Models, processes and practices, 16, pp. 3-25, (2016); Coffield F., Lifelong learning as a lever on structural change? Evaluation of white paper: Learning to succeed: A new framework for post-16 learning, Journal of Education Policy, 15, 2, pp. 237-246, (2000); Comyn P.J., Skills, employability and lifelong learning in the sustainable development goals and the 2030 labour market, International Journal of Training Research, 16, 3, pp. 200-217, (2018); De Viron F., Davies P., From university lifelong learning to lifelong learning universities: Developing and implementing effective strategies, The role of higher education in promoting lifelong learning, pp. 40-59, (2015); Report of the economic strategies committee: High skilled people, innovative economy, distinctive global city, (2010); Edwards R., Mobilizing lifelong learning: Governmentality in educational practices, Journal of Educational Policy, 17, 3, pp. 353-365, (2002); Terminology of European education and training policy, (2014); Friedman A., Phillips M., Continuing professional development: Developing a vision, Journal of Education and Work, 17, 3, pp. 361-376, (2004); Griffin T., Costs and benefits of education and training for the economy, business and individuals, (2016); Harteis C., Machines, change and work: An educational view on the digitalization of work, The impact of digitalization in the workplace: An educational view, pp. 1-10, (2018); Hoeckel K., Costs and benefits in vocational education and training, (2008); Indabawa S.A., An appraisal of the adult and non-formal vocational education programmes in Kano: Implications for Northern Nigeria, Journal of Adult and Continuing Education, 10, 1, pp. 46-56, (2004); Kanwar A., Balasubramanian K., Carr A., Changing the TVET paradigm: New models for lifelong learning, International Journal of Training Research, 17, sup1, pp. 54-68, (2019); Keep E., Internal and external incentives to engage in education and training–A framework for analysing the forces acting on individuals? In SKOPE monograph No. 12. Cardiff, (2009); Keep E., James S., A Bermuda triangle of policy? ‘Bad jobs’, skills policy and incentives to learn at the bottom end of the labour market, Journal of Education Policy, 27, 2, pp. 211-230, (2012); Martin G., Motivation for lifelong learning: A biographical account of efficacy and control, International Journal of Lifelong Education, 31, 6, pp. 669-685, (2012); Mergeani N., Danciulescu A.-G., Danciulescu R., Continuous education and training of dults–Purpose of an active life on the labour market, Junior Scientific Researcher, 3, 2, pp. 9-18, (2017); Noon M., Blyton P., Morrell K., The realities of work: Experiencing work and employment in contemporary society, (2013); Lifelong learning for all: Meeting of the education committee at ministerial level, 16-17 January 1996, (1996); Economics and finance of lifelong learning, (2000); Education at a glance 2017: OECD indicators, (2017); Getting skills right: Future-ready adult learning systems, (2019); Owusu-Agyeman Y., Fourie-Malherbe M., Negotiating co-ownership of learning in higher education: An underexplored practice for adult learning, Studies in Continuing Education, 41, 1, pp. 17-35, (2019); Ruhose J., Thomsen S.L., Weilage I., The benefits of adult learning: Work-related training, social capital, and earnings, Economics of Education Review, 72, pp. 166-186, (2019); Schuller T., Watson D., Learning through life: Inquiry into the future of lifelong learning, (2009); Education, language spoken and literacy, (2020); Terms and conditions for funding, (2020); Stolee P., Esbaugh J., Aylward S., Cathers T., Harvey D.P., Hillier L.M., Keat N., Feightner J.W., Factors associated with the effectiveness of continuing education in long-term care, The Gerontologist, 45, 3, pp. 399-409, (2005); World population ageing 2019, (2019); Vinson K., Institutional goals: Their impact on adult learners, Alternative Higher Education, 7, 1, pp. 52-56, (1982); Upskilling for shared prosperity, (2021)","A. Leow; Centre for Educational Development, Republic Polytechnic, Singapore; email: anthony_leow2@rp.edu.sg","","Routledge","","","","","","02601370","","","","English","Int. J. Lifelong Educ.","Article","Final","","Scopus","2-s2.0-85125952630"
"Kauser S.; Morrissey H.; Ball P.","Kauser, Samaira (57435201500); Morrissey, Hana (55323424400); Ball, Patrick (7201866119)","57435201500; 55323424400; 7201866119","England local community pharmacists opinions on independent prescribing training","2022","Journal of Advanced Pharmacy Education and Research","12","1","","30","37","7","0","10.51847/PANZ94AVTA","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123830893&doi=10.51847%2fPANZ94AVTA&partnerID=40&md5=4d41550a25c19b437386049a9b7d4926","School of Pharmacy, Faculty of Science and Engineering, University of Wolverhampton, United Kingdom","Kauser S., School of Pharmacy, Faculty of Science and Engineering, University of Wolverhampton, United Kingdom; Morrissey H., School of Pharmacy, Faculty of Science and Engineering, University of Wolverhampton, United Kingdom; Ball P., School of Pharmacy, Faculty of Science and Engineering, University of Wolverhampton, United Kingdom","The National Health Service has recognized an increasing need for pharmacists to upskill as an advanced clinical practitioners to practice as part of the wider multi-disciplinary team in primary care but outside of the community pharmacy. This explored community pharmacists’ opinions on independent prescribing training that can equip them to meet the workforce needs. Two activities have undertaken an audit of the independent prescribing pharmacists’ current employability in Wolverhampton and community pharmacists opinion online survey. Only 21 out of 57 surgeries (37%) in Wolverhampton employed an IP. With only 7 out of 57 (12%) surgeries employing an IP on an FTE basis, the remaining employed IP mainly part-time. There were 70 IPs employed a total of 50.2 FTE. The most selected areas as highly confident were public health knowledge 19.6%, followed by pharmacology and routine biochemistry equally at 17.65%. There were 23.5% who reported not being confident in interpreting highly specialized diagnostics, followed by anatomy at 18%. The most selected as the first option of course of future studies was 1-2 days continuous professional development (42.55%), where Masters, professional doctorate and doctor od philosophy were selected as least favorable options (53%, 63%, 72% respectively) indicating that the majority prefer a maximum of 6 month PT studies. This study confirmed the need for rethinking the current postgraduate pharmacy independent prescribing education, the pharmacists’ independent prescribers’ integration into primary care, and the need to redistribute resources and responsibilities. © 2022 Journal of Advanced Pharmacy Education & Research | Published by SPER Publication","Community pharmacy; Independent prescribing pharmacists; Minor aliments; Non-medical prescribing; Pharmacy education; Primary care","","","","","","Medicare Australia","Marriott et al. [1] discussed the need for significant clinical practice experience in the final year of the pharmacy undergraduate course for students to have a similar exposure to patients that students on a medical course have, to equip them to deal with complex patients. In Australia, the pharmacy curriculum is being evolved to help address the patient’s needs facing experiential learning, hands-on activities throughout the 4-year course, intensified in the final years of study. It is believed that this would allow pharmacists to apply their knowledge and develop their competencies in an integrated way, similar to the way doctors have clinical placements [1]. Australia also led the pharmacist scope of practice evolution by introducing the home medicines review (HMR) program funded by Medicare Australia (the equivalent to the NHS in the UK). For a pharmacist to conduct HMR/s, they must successfully complete the coursework-based accreditation program, annual CPD equivalent to that required by General Medical Practitioners for their annual registration, and complete every 3-years an online clinical decisions examination. HMR is an outreach health service delivered at the patient’s home (or in a care home). The GP formally refers the patient to an accredited pharmacist to initiate the service [1]. The UK undergraduate pharmacy training provides limited patient exposure (around 40 hours of shadowing/observations placement time) for the entire course. This is different from the medical curriculum where students complete 1400 hours of clinical placement in their final year of studies alone, across a variety of specialties such as primary care, hospital, and acute care, elective and students-selected components (SSC) settings, and a total of 119 weeks of clinical placements during their total undergraduate studies [13]. Similarly, nurses must have completed 2300 hours of clinical exposure during their undergraduate studies and a total of 4600 hours before they register as nurses [14]. Therefore, postgraduate pharmacist training that prepares them for patient-facing roles involving clinical diagnosis and treatment must consider their lack of clinical exposure. Jungnickel et al. [15] recognized that the future competencies of pharmacists could not be developed in isolation and would require the input of the National Medical Association. Despite evidence of higher patient satisfaction and better quality care in specialized clinics, e.g., anticoagulants clinics run by pharmacists [16], there has been limited research into the training needs of pharmacists to move into complex prescribing roles. Many studies were conducted on the use of inter-professional learning to enhance the relationship between the different healthcare professionals [17-19]. Sinopoulou et al. [20] was a study into the patient safety benefits when a pharmacist is present in the emergency department, and showed ‘a reduction of 80% of incorrect doses, 66% of unintentionally omitted medicines, 50% of missed doses for prescribed medications and 71% of discrepancies found on clinical review. On the admission wards, medicines reconciliation rates within 24 hours improved on weekdays from 77.9% to 96.43%.’ Other studies report similar benefits [21, 22]. There appears to be growing support for enhanced pharmacy-based management of minor ailments from pharmacists and associated professional and regulatory bodies across Europe, Australia, Canada, New Zealand, and the UK. It is well recognized that there is a burden of patients presenting with minor ailments to general practice and the emergency departments, therefore highlighting the need for further research to identify any gaps between policy and practice [4]. Patients (60 years or older, pregnant, or on income support and allowance) may present a minor ailment in a community pharmacy in Scotland. They can obtain over-the-counter (OTC) medicines at no cost, thereby increasing access to treatments for patients where affordability may be a barrier [23]. However, such a national service does not exist in England and has long been a conflict between policymakers and the public [4]. In addition to this, pharmacists are restricted to the prescribing and supply of OTC and pharmacy medications (P) when providing independent treatments for patients; this is despite the pharmacist having acquired a much broader knowledge of medicines as part of their undergraduate training [24]. Up to 20% of all GP consultations are for minor ailments, excluding consultations where a consultation for a more serious condition identifies a minor ailment [25]. Providing these services could reduce GP visits by approximately a third [26].","Marriott JL, Nation RL, Roller L, Costelloe M, Galbraith K, Stewart P, Et al., Pharmacy education in the context of Australian practice, Am J Pharm Educ, 72, 6, (2008); Cadman B, Wright D, Bale A, Barton G, Desborough J, Hammad EA, Et al., pharmacist-provided medicines reconciliation within 24 hours of admission and on discharge: a randomized controlled pilot study, BMJ Open, 7, 3, (2017); Pearson ML, Hubball HT., Curricular integration in pharmacy education, Am J Pharm Educ, 76, 10, (2012); Murray R., Community pharmacy clinical services review, 16, (2016); Mann C, Anderson C, Waring J, Avery T, Boyd MJ., GP Pharmacy Transformation Project. Community Pharmacist Independent Prescribers (CPIPs) working in patient-facing roles in primary care, (2017); Majeed A., Shortage of general practitioners in the NHS, Bmj, 358, (2017); Smith JP, Dayan MC., NOW OR NEVER: Shaping Pharmacy for the Future, (2013); NHS Five Year Forward View, (2014); Council GP., Consultation on education and training standards for independent pharmacist prescribers, (2018); Weinbren E., GPhC dismisses sexual harassment claims against the pharmacist, Chemist and Druggist, (2011); England NH., Pharmacy Integration Fund of£ 42 million announced, (2016); H.E.E.EE Pharmacists in Emergency Departments, A Commissioned Study by Health Education England, (2016); Clinical Placements for Medical Students London, (2009); (2021); Jungnickel PW, Kelley KW, Hammer DP, Haines ST, Marlowe KF., Addressing competencies for the future in the professional curriculum, Am J Pharm Educ, 73, 8, (2009); Hou K, Yang H, Ye Z, Wang Y, Liu L, Cui X., Effectiveness of Pharmacist-led Anticoagulation Management on Clinical Outcomes: A Systematic Review and Meta-Analysis, J Pharm Pharm Sci, 20, 1, pp. 378-396, (2017); Gallagher RM, Gallagher HC., Improving the working relationship between doctors and pharmacists: is interprofessional education the answer?, Adv Health Sci Educ Theory Pract, 17, 2, pp. 247-257, (2012); Hind M, Norman I, Cooper S, Gill E, Hilton R, Judd P, Et al., Interprofessional perceptions of health care students, J Interprof Care, 17, 1, pp. 21-34, (2003); Macdonald CJ, Stodel EJ, Chambers LW., An online interprofessional learning resource for physicians, pharmacists, nurse practitioners, and nurses in long-term care: benefits, barriers, and lessons learned, Inform Health Soc Care, 33, 1, pp. 21-38, (2008); Sinopoulou V, Rutter P, Price G, Heald V, Kaba S, Kwok J., Implementing an emergency department pharmacy service and its effect on medication safety, Int J Pharm Pract, 29, (2021); Juanes A, Garin N, Mangues MA, Herrera S, Puig M, Faus MJ, Et al., impact of a pharmaceutical care program for patients with chronic disease initiated at the emergency department on drug-related negative outcomes: arandomized controlled trial, Eur J Hosp Pharm, 25, 5, (2018); Collignon U, Oborne CA, Kostrzewski A., Pharmacy services to UK emergency departments: a descriptive study, Pharm World Sci, 32, 1, pp. 90-96, (2010); Government S., The NHS Minor Ailment Service at your local pharmacy Edinburgh, (2017); Paudyal V, Cunningham S, Gibson Smith K, MacLure K, Ryan C, Cordina M., Methodological considerations in clinical outcomes assessment of pharmacy-based minor ailments management: A systematic review, PLoS One, 13, 10, (2018); Conditions for which over-the-counter items should not be routinely prescribed in primary care: Consultation Report of Findings, (2018); The UK. Community Pharmacy: Community Pharmacy in Northern Ireland London, (2019)","H. Morrissey; School of Pharmacy, Faculty of Science and Engineering, University of Wolverhampton, United Kingdom; email: hana.morrissey@wlv.ac.uk","","SPER Publications","","","","","","22493379","","","","English","J. Adv. Pharm. Educ. Res.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85123830893"
"Pesonen H.V.; Tuononen T.; Fabri M.; Lahdelma M.","Pesonen, Henri V. (57189849082); Tuononen, Tarja (56734443300); Fabri, Marc (23396358300); Lahdelma, Minja (57217309004)","57189849082; 56734443300; 23396358300; 57217309004","Autistic graduates: graduate capital and employability","2022","Journal of Education and Work","35","4","","374","389","15","2","10.1080/13639080.2022.2059455","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129208473&doi=10.1080%2f13639080.2022.2059455&partnerID=40&md5=78a6b30dcc651e39d9fb377e6a485c45","Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland; Leeds School of Arts, Leeds Beckett University, Leeds, United Kingdom","Pesonen H.V., Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland; Tuononen T., Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland; Fabri M., Leeds School of Arts, Leeds Beckett University, Leeds, United Kingdom; Lahdelma M., Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland","An unprecedented number of autistic people are completing university and they frequently face unemployment after graduation. However, research focusing on the forms of graduate capital and their employability is scarce. The focus of existing research has been on non-autistic, or neurotypical, graduates. The human, social, cultural, identity and psychological capital might be different for autistic graduates due to the characteristics of autism. Using a participatory approach, our aim was to examine the five areas of graduate capital in the context of autistic graduates. The study involved semi-structured interviews with 15 autistic university graduates from England, Finland, France and the Netherlands. Data were analysed using theory guided content analysis and ‘data-driven’ approaches. Findings indicate that the five areas of graduate capital are particularly relevant to autistic graduates, who typically expose gaps in several capital, jeopardising their employability. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","autism; autistic graduate; graduate capital; graduate employability; inclusion","","","","","","","","Allen M., Coney K., What Happens Next? 2021: A Report on the First Destinations of 2018 Disabled Graduates, (2021); Andrews J., Higson H., Graduates Employability: ‘Soft Skills’ versus ‘Hard’ Business Knowledge: A European Study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Diagnostic and Statistical Manual of Mental Disorders: DSM-5TM, (2013); Ayala Calvo J.C., Manzano Garcia G., The Influence of Psychological Capital on Graduates’ Perception of Employability: The Mediating Role of Employability Skills, Higher Education Research & Development, 40, 2, (2021); Braun E.M.P., Sheikh H., Hannover B., Self-Rated Competences and Future Vocational Success: A Longitudinal Study, Assessment and Evaluation in Higher Education, 36, 4, pp. 417-427, (2011); Cage E., Troxell-Whitman Z., Understanding the Reasons. 2019. Contexts and Costs of Camouflaging for Autistic Adults, Journal of Autism and Developmental Disorders, 49, 5, pp. 1899-1911, (2019); Challis N., Robinson M., Tomlinson M., Employability Skills in Mathematical Courses, MSORConnect, 9, 3, pp. 38-39, (2009); Clarke M., Rethinking Graduates Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1-15, (2017); Daly-Cano M., Vaccaro A., Newman B., College Student Narratives about Learning and Using Self-advocacy Skills, Journal of Postsecondary Education and Disability, 28, 2, pp. 213-227, (2015); The European Higher Education Area in 2018: Bologna Process Implementation Report, (2018); The European Higher Education Area in 2020. Bologna Process Implementation Report, (2020); Description of the Eight European Qualifications Framework (EQF), (2008); Fabri M., Fenton G., Andrews P.C.S., Beaton M., Experiences of Higher Education Students on the Autism Spectrum: Stories of Low Mood and High Resilience, International Journal of Disability, Development and Education, pp. 1-19, (2020); Frank F., Jablotschkin M., Arthen T., Riedel A., Fangmeier T., Holzer L.P., van Elst L.T., Education and Employment Status of Adults with Autism Spectrum Disorders in Germany - A Cross-Sectional Survey, BMC Psychiatry, 18, (2018); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A Psycho-Social Construct, Its Dimensions, and Applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Garcia-Aracil A., Van der Velden R., Competencies for Young European Higher Education Graduates: Labor Market Mismatches and Their Payoffs, Higher Education, 55, 2, pp. 219-239, (2008); Gbadamosi G., Evans C., Richardson M., Ridolfo M., Employability and Students’ Part‐Time Work in the UK: Does Self Efficacy and Career Aspiration Matter?, British Educational Research Journal, 41, 6, pp. 1086-1107, (2015); Given L., The SAGE Encyclopedia of Qualitative Research Methods, (2008); Hedley D., Cai R., Uljarevic M., Wilmot M., Spoor J.R., Richdale A., Dissanayake C., Transition to Work: Perspectives from the Autism Spectrum, Autism, 22, 5, pp. 528-541, (2018); Table 15 - UK Domiciled Student Enrolments by Disability and Sex 2014/15 to 2019/20, Higher Education Statistics Agency, (2021); Hull L., Levy L., Lai M.-C., Petrides K.V., Baron-Cohen S., Allison C., Smith P., Et al., Is Social Camouflaging Associated with Anxiety and Depression in Autistic Adults?, Molecular Autism, 12, 1; Kemmis S., McTaggart R., Participatory Action Research: Communicative Action and the Public Sphere, The Sage Handbook of Qualitative Research, pp. 559-603, (2005); Kenny L., Hattersley C., Molins B., Buckley C., Povey C., Pellicano E., Which Terms Should Be Used to Describe Autism? Perspectives from the UK Autism Community, Autism, 20, 4, pp. 442-462, (2016); King D., Varsavsky C., Belward S., Matthews K., Investigating Students’ Perceptions of Graduate Learning Outcomes in Mathematics, International Journal of Mathematical Education in Science and Technology, 48, sup1, pp. S67-S80, (2017); Knight P.T., Yorke M., Assessment, Learning and Employability, (2003); Mandy W., Social Camouflaging in Autism: Is It Time to Lose the Mask?, Autism, 23, 8, pp. 1879-1881, (2019); Martin A., Rees M., Fleming J., Zegwaard K.E., Vaughan K., Work-integrated Learning Gone Full Circle: How Prior Work Placement Experiences Influenced Workplace Supervisors, International Journal of Work-Integrated Learning, 20, 3, pp. 229-242, (2019); Milton D., On the Ontological Status of Autism: The ‘Double Empathy Problem’, Disability & Society, 27, 6, pp. 883-887, (2012); Milton D., The Double Empathy Problem, International Conference on ‘Neurodiversity: AParadigm Shift In Higher Education & Employment, (2020); Announcement: The Preparatory Group Presents Reforms for Funding and Steering Higher Education Institutions, (2018); Monteiro S., Almeida L., Garcia-Aracil A., Graduates’ Perceptions of Competencies and Preparation for Labour Market Transition. The Effect of Gender and Work Experience during Higher Education, Higher Education, Skills and Worked-Based Learning, 6, 2, pp. 208-220, (2016); Moreau M.-P., Leathwood C., Graduates’ Employment and the Discourse of Employability: A Critical Analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); Morina A., Inclusive Education in Higher Education: Challenges and Opportunities, European Journal of Special Needs Education, 32, 1, pp. 3-17, (2017); Moynihan L.M., Roehling M.V., LePine M.A., Boswell W.R., A Longitudinal Study of the Relationships among Job Search and Employment Outcomes, Journal of Business & Psychology, 18, 2, pp. 207-233, (2003); The Language We Use to Describe Autism, (2018); Ngoma M., Dithan Ntale P., Psychological Capital, Career Identity and Graduate Employability in Uganda: The Mediating Role of Social Capital, International Journal of Training and Development, 20, 2, pp. 124-139, (2016); Patton M.Q., Qualitative Research & Evaluation Methods, (2015); Pesonen H., Nieminen J.H., Vincent J., Waltz M., Lahdelma M., Syurina E.V., Fabri M., A Socio-political Approach on Autistic Students’ Sense of Belonging in Higher Education, Teaching in Higher Education, pp. 1-19, (2020); Pesonen H.V., Waltz M., Fabri M., Lahdelma M., Syurina E.V., ‘Students and Graduates with Autism: Perceptions of Support When Preparing for Transition from University to Work’, European Journal of Special Needs Education, (2020); Pesonen H., Waltz M., Fabri M., Syurina E., Kruckels S., Algner M., Monthubert B., Lorenz T., Stakeholders’ Views on Effective Employment Support Strategies for Autistic University Students and Graduates Entering the World of Work, Advances in Autism, 7, 1, pp. 16-27, (2021); Pham T., Tomlinson M., Thompson C., Forms of Capital and Agency as Mediations in Negotiating Employability of International Graduate Migrants, Globalisation, Societies and Education, 17, 3, pp. 394-405, (2019); Pool L.D., Qualter P., Emotional Self‐Efficacy, Graduate Employability, and Career Satisfaction: Testing the Associations, Australian Journal of Psychology, 65, 4, pp. 214-223, (2013); Robic S., Sonie S., Fonlupt P., Henaff M.A., Touil N., Coricelli G., Mattout J., Schmitz C., Decision-Making in A Changing World: A Study in Autism Spectrum Disorders, Journal of Autism and Developmental Disorders, 45, 6, pp. 1603-1613, (2015); Romoser M., Malemployment in Autism, Focus on Autism and Other Developmental Disabilities, 15, 4, pp. 246-247, (2000); Sanchez-Gelabert A., Figueroa M., Elias M., Working Whilst Studying in Higher Education: The Impact of the Economic Crisis on Academic and Labour Market Success, European Journal of Education, 52, 2, pp. 232-245, (2017); Schreier M., Qualitative Content Analysis in Practice, (2012); Scott M., Milbourn B., Falkmer M., Black M., Bӧlte S., Halladay A., Girdler S., Taylor J.L., Girdler S., Factors Impacting Employment for People with Autism Spectrum Disorder: A Scoping Review, Autism, 23, 4, pp. 869-901, (2019); (2010); Tomlinson M., ‘The Degree Is Not Enough’: Students’ Perceptions of the Role of Higher Education Credentials of Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2009); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Anderson V., Employers and Graduates: The Mediating Role of Signals and Capitals, Journal of Higher Education Policy and Management, (2020); Tong A., Sainbury P., Craig J., Consolidated Criteria for Reporting Qualitative Research (COREQ): A 32-Item Checklist for Interviews and Focus Groups, International Journal for Quality in Health Care, 19, 6, pp. 349-357, (2007); Tuononen T., Employability of University Graduates. The Role of Academic Competences, Learning and Work Experience in the Successful Transition from University to Working Life, Doctoral Dissertation, 46, (2019); Tuononen T., Parpala A., Lindblom-Ylanne S., The Transition from University to Working Life - an Exploration of Graduates’ Perceptions of Their Academic Competences, Higher Education Transitions -theory and Research, pp. 238-253, (2017); Tuononen T., Parpala A., Lindblom-Ylanne S., Graduates’ Evaluations of Usefulness of University Education, and Early Career Success–A Longitudinal Study of the Transition to Working Life, Assessment and Evaluation in Higher Education, 44, 4, pp. 581-595, (2019); Vincent J., It’s the Fear of the Unknown: Transition from Higher Education for Young Autistic Adults, Autism, 23, 6, pp. 1575-1585, (2019); Vincent J., Fabri M., The Ecosystem of Competitive Employment for University Graduates with Autism, International Journal of Disability, Development and Education, pp. 1-17, (2020); Vincent J., Potts M., Fletcher D., Hodges S., Howells J., Mitchell A., Mallon B., Ledger T., ‘I Think Autism Is like Running on Windows while Everyone Else Is a Mac’: Using a Participatory Action Research Approach with Students on the Autistic Spectrum to Rearticulate Autism and the Lived Experience of University, Educational Action Research, 25, 2, pp. 300-315, (2017); Wehman P., Sima A.P., Ketchum J.M., West M.D., Chan F., Luecking R.G., Predictors of Successful Transition from School to Employment for Youth with Disablities, Journal of Occupational Rehabilitation, 25, 2, pp. 323-334, (2015); Woods R., Exploring How the Social Model of Disability Can Be Reinvigorated for Autism: In Response to Jonathan Levitt, Disability & Society, 32, 7, pp. 1090-1095, (2017); Yan F., Mao D., The Impact of Social Capital on the Employment of College Graduates, Chinese Education & Society, 48, 1, pp. 59-75, (2015); Zeedyk S.M., Bolourian Y., Blacher J., University Life with ASD: Faculty Knowledge and Student Needs, Autism, 23, 3, pp. 726-736, (2019)","H.V. Pesonen; Faculty of Educational Sciences, University of Helsinki, Helsinki, P.O. Box 9, Siltavuorenpenger 5a, Finland; email: henri.pesonen@helsinki.fi","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85129208473"
"Bansal A.; Singh S.; Tewari A.; Aggarwal P.; Bansal A.","Bansal, Ajit (57216441672); Singh, Sandeep (57221223249); Tewari, Anurag (57216435658); Aggarwal, Pranav (57216437274); Bansal, Anu (57477743900)","57216441672; 57221223249; 57216435658; 57216437274; 57477743900","Empowering Engineering students through employability skills","2022","Journal of Engineering Education Transformations","35","3","","107","112","5","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125762140&partnerID=40&md5=eda0e48adb9989fdfe4290b9a241ddf0","Chitkara Business School, Chitkara University, Punjab, India; Chitkara University Institute of Engineering & Technology, Chitkara University, Punjab, India; Chitkara College of Hospitality Management, Chitkara University, Punjab, India; Shree Ram Mulkh Institute of Engineering Technology, India","Bansal A., Chitkara Business School, Chitkara University, Punjab, India; Singh S., Chitkara Business School, Chitkara University, Punjab, India; Tewari A., Chitkara University Institute of Engineering & Technology, Chitkara University, Punjab, India; Aggarwal P., Chitkara College of Hospitality Management, Chitkara University, Punjab, India; Bansal A., Shree Ram Mulkh Institute of Engineering Technology, India","“Skill growth is critical in stimulating a sustainable development environment and will help to ease the transition from an informal to a formal economy,” according to the International Labour Organization. In the light of globalization, it is also important to discuss the possibilities and pressures of meet i ng emergi ng demands f r om changi ng economies and modern technologies.” Management and innovation students who want to be practitioners require not only soft skills but analytical and datum, to achieve the organization's objectives. The Indian manufacturing sector is revered globally and is one of India's most successful industries. It has made a significant contribution to India's capital formation and hence GDP. Over the years, global expertise and enabling sale situations have ensured that India continues to be one of the wo r l d ' s mo s t c o mme r c i a l h e a l t h c a r e a n d manufacturing markets. The job process has seen a notable shift; technology affects customs and skills, and communities are becoming more global and diverse. As an effect of globalization, education systems are now also looking at the employability market. Apart from technical skills, applicants are also expected to have interpersonal skills in the current scenario. The study aimed to determine final-year engineering learners' perspectives, faculty-approved by engineering colleges and technical specialists from various professional bodies on training needs, career progression, and career apprenticeship programs. © 2022, Rajarambapu Institute Of Technology. All rights reserved.","Career progression; Employability skills; Interpersonal skills","","","","","","","","Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Hi gher Educ Pol i cy, 25, 4, pp. 407-431, (2012); Saira A, The friendly hire: why soft skills are essential in the workplace, (2019); Hillage J, Pollard E, Employability: Developing A Framework For Policy Analysis, (1998); Harvey L., Defining And Measuring Employability, Quality In Higher Education, 7, 2, pp. 97-109, (2001); Pool L, Sewell P, The Key To Employability: Developing A Practical Model Of Graduate Employability, Education & Training, 49, 4, pp. 277-289, (2007); Lankard B.A, Employability-The Fifth Basic Skill, (1990); Hillage J, Pollard E, Employability: Developing A Framework For Policy Analysis, (1998); Jacob B, Peasah S, Evaluation of first-year st udent phar maci st s' per cept i ons of t he pharmaceutical industry, Curr Pharm Teach Learn, 10, 5, pp. 637-642, (2018); Bansal Ajit, Aggarwal Pranav, Singh Manpreet, R a m g o p a l . ( 2 0 2 0 ) . E m p l o y a b i l i t y o f Engi neer i ng St udent s-A Repor t on t he Di scer nment of t he St udent s and Thei r Employers, International Journal of Advanced Science and Technology, 29, 7s, pp. 582-587; Scott FJ, Connell P, Thomson LA, Willison D., Empowering students by enhancing their employability skills, J Furth High Educ, 16, pp. 1-6, (2017); Ajit Bansal, A Study on Employability Skills of MBA Students: Employers and Students Perspective, Gurukul Business Review, 14, pp. 47-51, (2018); Te a c h i n g Employability Skills to Engineering Students: A Case Study of BPUT, Odisha, IOSR Journal Of Humanities And Social Science (IOSR-JHSS), 22, pp. 32-36; Mi sr a R., Pr i yadar shi ni R., Stakeholder Feedback System for Curriculum Design and Improvement–A Case Study, Journal of Engineering Education Transformations, (2018); Laks hmi nar ayanan R., Kumar M., Ramanakumar K. V. P., Six sigma methodology for addressing employability issue of engineering graduates, International Journal of Modern Education Forum, 3, 2, pp. 59-66, (2014); Radermacher A., Walia G., Gaps between industry expectations and the abilities of graduates, Proceeding of the 44th ACM technical symposium on Computer science education, pp. 525-530, (2013); Si ngh D., Mos t engineering students in India lack basic skills: Varun Aggarwal of Aspiring Minds, (2016); Gurumoort hy T. R., Nachammai S., Thangam A., Editorial Board, 8, 12, (2019); Sreedharan Nair, Kanav Khera, Viji P. C., Girish Girish Thunga, Training needs as s es s ment f or empl oyabi l i t y i n pharmaceutical industries, Macedonian Journal of Medical Sciences, 8, A, pp. 239-244, (2020)","P. Aggarwal; Chitkara College of Hospitality Management, Chitkara University, Punjab, India; email: pranav.aggarwal@chitkara.edu.in","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","","Scopus","2-s2.0-85125762140"
"Maree J.G.","Maree, Jacobus G. (7005892691)","7005892691","Rekindling hope and purpose in resource-constrained areas during COVID-19: The merits of counselling for career construction","2022","South African Journal of Science","18","5-6","#13091","","","","3","10.17159/sajs.2022/13091","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131898386&doi=10.17159%2fsajs.2022%2f13091&partnerID=40&md5=5685cda568d16a3158c085fa22f80913","Department of Educational Psychology, University of Pretoria, Pretoria, South Africa","Maree J.G., Department of Educational Psychology, University of Pretoria, Pretoria, South Africa","The COVID-19 pandemic has widened the gap between the career and life chances of learners with sufficient and those with insufficient access to personal and educational resources and structures. This article draws on an adapted, qualitative, systematic literature search to shed light on the effect of the pandemic on learners in resource-constrained areas especially. It discusses the merits of counselling for career construction as an intervention that can bring about transformative change, thereby rekindling learners' sense of hope and purpose. It also reflects on how counselling for career construction can help counsellors and teachers assist learners to deal with inadequate 'mastering of passive suffering' as well as inadequate mastering of developmental tasks during COVID-19. The article concludes with the view that 'hope-, purpose-, and action'-enhancing counselling for self and career counselling can bolster the sense of agency, empowerment, dignity, and self-worth of learners in underprivileged contexts in particular. It is argued that such counselling can promote career adaptability, improve present and future employability, and enhance the meaning-making of disadvantaged South African as well as other African learners. © 2022 Academy of Science of South Africa. All rights reserved.","counselling for career construction; COVID-19; rekindling hope and purpose; resource-constrained areas; self-construction","COVID-19; educational development; teacher training","","","","","","","Chinn D, Klier J, Stern S, Tesfu S., Safeguarding Europe's livelihoods: Mitigating the employment impact of COVID-19, (2020); Broken and unequal: The state of education in South Africa, (2020); Turok I, Visagie J., COVID-19 amplifies urban inequalities, S Afr J Sci, 17, (2021); World employment and social outlook: Trends 2020, (2020); Transforming our world: The 2030 Agenda for Sustainable Development, (2015); Gulsen C, Secim G, Savickas ML., A career construction course for high school students: Development and field test, Career Dev. Q, 69, pp. 201-215, (2021); The state of school education: One year into the COVID pandemic, (2021); Maree JG., Innovating counselling for self- and career construction: Connecting conscious knowledge with subconscious insight, (2020); Maree JG., Group career construction counselling: A mixed-methods, intervention study with high school students, Career Dev Q, 67, pp. 47-61, (2019); Santilli S, Ginevra MC, Di Maggio I, Soresi S, Nota L., In the same boat?. An online group career counseling with a group of young adults in the time of COVID-19, Int J Educ Vocat Guidance, (2021); Sethlare R, Wood L, Meyer L., Exploring group life design with teachers in the context of poverty related psychosocial challenges, S Afr J Educ, 37, pp. 1-8, (2017); Maree JG, Molepo JM., Facilitating postmodern career counselling in the Limpopo Province of South Africa: A rocky ride to hope, Aust J Career Dev, 16, pp. 62-70, (2007); Laher S., Psychology as a discipline in an era of transdisciplinarity, Invited keynote presented at: 1st Pan-African Psychology Congress, (2017); Laher S, Hassem T., Doing systematic reviews in psychology, S Afr J Psychol, 50, pp. 450-468, (2020); Snyder H., Literature review as a research methodology: An overview and guidelines, J Bus Res, 104, pp. 333-339, (2019); Laher S, Fynn A, Kramer S., Research as practice: Contextualising applied research in the South African context, Transforming research methods in the social sciences: Case studies from South Africa, pp. 1-18, (2019); Torraco RJ., Writing integrative literature reviews: Guidelines and examples, Hum Resour Dev Rev, 4, pp. 356-367, (2005); Brown J., COVID-19: Children eat wild plants to survive as hunger explodes [webpage on the Internet]; Lawal AM., Whose mental health suffered the most during COVID-19 lockdown in Nigeria, The Conversation, (2021); Mares G, Cojocariu V-N, Cirtita-Buzoianu C., Making career decisions in the context of the COVID-19 pandemic. An analysis of disadvantaged student groups, Postmod Open, 12, pp. 328-346, (2021); Education in SA. 500, 000 dropped out in 16 months [video file]; VanderPlaat M., Activating the sociological imagination to explore the boundaries of resilience research and practice, Sch Psychol Internat, 37, pp. 189-203, (2016); National Education Evaluation and Development Unit (NEEDU). School functionality in the COVID-19 environment: Practical examples of what works and does not work, (2021); Theron LC., Facilitating adaptability and resilience: Career counselling in resource-poor communities in South Africa, Psychology of career adaptability, employability and resilience, pp. 145-159, (2017); Briddick WC, Sensoy-Briddick H., Paradigm and promise: Life-design, psychology of working, and decent work, The psychology of career adaptability, employability, and resilience, pp. 317-327, (2017); Bronfenbrenner U., Making human beings human: Bioecological perspectives on human development, (2005); Career guidance policy and practice in the pandemic: Results of a joint international survey - June to August 2020, (2020); Olivier W., Education post-COVID-19: Customised blended learning is urgently needed, The Conversation, (2020); Pillay AL., Prioritising career guidance and development services in post-apartheid South Africa, Afr J Career Dev, 2, pp. 1-5, (2020); Savickas ML., Life design: A paradigm for career intervention in the 21st century, J Couns Dev, 90, pp. 13-19, (2012); Pillay I., The impact of inequality and COVID-19 on education and career planning for South African children of rural and low-socioeconomic backgrounds, Afr J Career Dev, 3, (2021); Erikson EH., Childhood and society, (1964); Piaget J., Judgement and reasoning in the child, (1999); Freud S., The dissection of the psychical personality (Lecture 31), New introductory lectures on psychoanalysis, (1991); Savickas ML., Theories of psychotherapy series. Career counseling, (2019); Savickas ML., Career construction theory: Life portraits of attachment, adaptability, and identity, (2019); Hartung PJ., Life design in childhood: Antecedents and advancement, Handbook of life design: From practice to theory, and from theory to practice, pp. 89-101, (2015); Flanagan SK, Margolius M, Ismail B, Hynes M, Jones EP., Finding a way forward: Young people's experiences navigating the world of work, (2020); Kift S, Zacharias N, Brett M., The best chance for all: A policy roadmap for post-pandemic panic, Stud Success, 12, pp. 26-36, (2021); Prideaux E., How to heal the 'mass trauma' of Covid-19, (2021); Maree JG., The outcomes of a mixed-methods, innovative group life design intervention with unemployed youths, Int J Educ Vocat Guidance, (2021); Maree JG, Beck G., Using various approaches in career counselling for traditionally disadvantaged (and other) clients: Some limitations of a new frontier, S Afr J Educ, 24, pp. 80-87, (2004); Welty E., One writer's beginnings, (1998); Maree JG., Counselling for career construction. Connecting life themes to construct life portraits: Turning pain into hope, (2013); Guichard J., Self-constructing, J Vocat Behav, 75, pp. 251-258, (2009); Staunton T., Mark Savickas and Life Design - theories every careers adviser should know, (2017); Winnicott DW., Maturational processes and the facilitating environment, (1965); Krieshok TS, Black MD, McKay RA., Career decision making: The limits of rationality and the abundance of non-conscious processes, J Vocat Behav, 75, pp. 275-290, (2009); Fugate M, Kinicki AJ, Ashforth BE., Employability: A psychosocial construct, its dimensions, and applications, J Vocat Behav, 65, pp. 14-38, (2004); Maree JG., The psychosocial development theory of Erik Erikson: Critical overview, Early Child Dev Care, 91, pp. 1107-1121, (2021); Swanson J., Understanding the complexity of clients' lives: Infusing a truly integrative career-personal perspective into graduate training, Couns Psychol, 30, pp. 815-832, (2002); Hartung PJ., Life design: A unifying paradigm for international counseling psychology, The 29th International Congress of Applied Psychology, (2018); Schleicher A., The impact of COVID19 on education. Insights from education at a glance, (2020); Learners in South Africa up to one school year behind where they should be, (2021); Savickas ML., Career construction theory and counseling model, Career development and counseling: Putting theory and research into work, pp. 165-200, (2020); BusinessTech, (2021); Reddy V., COVID learning losses: What South Africa's education system must focus on to recover, The Conversation, (2022)","J.G. Maree; Department of Educational Psychology, University of Pretoria, Pretoria, South Africa; email: kobus.maree@up.ac.za","","Academy of Science of South Africa","","","","","","19967489","","SAJSA","","English","S. Afr. J. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85131898386"
"Goia S.I.; Igreț R.Ș.; Olariu A.A.; Roman M.","Goia, Simona Irina (35271214300); Igreț, Ramona Ștefania (56997557900); Olariu, Ana Alexandra (57903581200); Roman, Monica (26036856200)","35271214300; 56997557900; 57903581200; 26036856200","INTERNSHIPS, SKILLS AND EMPLOYABILITY: MAPPING THE FIELD THROUGH A BIBLIOMETRIC ANALYSIS","2022","Economic Computation and Economic Cybernetics Studies and Research","56","3","","331","348","17","4","10.24818/18423264/56.3.22.21","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138641670&doi=10.24818%2f18423264%2f56.3.22.21&partnerID=40&md5=a8d882bf126538e50ac0a36481dd84c5","Faculty of Business Administration in Foreign Languages, The Bucharest University of Economic Studies, Romania; Cristian Virgil MARINAȘ, Romania; Faculty of Management, The Bucharest University of Economic Studies, Romania; Faculty of Economic Cybernetics, Statistics and Informatics, The Bucharest University of Economic Studies, Romania","Goia S.I., Faculty of Business Administration in Foreign Languages, The Bucharest University of Economic Studies, Romania; Igreț R.Ș., Cristian Virgil MARINAȘ, Romania; Olariu A.A., Faculty of Management, The Bucharest University of Economic Studies, Romania; Roman M., Faculty of Economic Cybernetics, Statistics and Informatics, The Bucharest University of Economic Studies, Romania","The paper provides an innovative approach of the less studied interactions between internships, students' skills, and employability, relying on a bibliometric analysis. Students’ skills are enhanced through internship, which contributes to increasing employability. We analysed: the dynamics of the number of studies for the time framework 2010-2021, the geographical distribution, the links between the keywords and the number of citations, using VOSViewer. The papers were selected from Web of Science and Scopus, that seem to be rather complementary: in Web of Science the majority of publications are conference volumes (and with Open Access), in Scopus journals predominate (mainly with restricted access). Also, there is a shift of the research interest from education to labour market related concepts, such as “work experience”, “graduate employability”, “performance”. © 2022, Bucharest University of Economic Studies. All rights reserved.","Bibliometric analysis; Employability; Internship; Skills","","","","","","","","Alonso S., Cabrerizo F. J., Herrera-Viedma E., Herrera F., h-Index: A Review Focused in Its Variants, Computation and Standardization for Different Scientific Fields, Journal of Informetrics, 3, 4, pp. 273-289, (2009); Barnett R., Graduate Attributes in an Age of Uncertainty, Graduate Attributes, Learning and Employability, (2006); Corbet S., Dowling M., Gao X., Huang S., Lucey B., Vigne S.A., An Analysis of the Intellectual Structure of Research on the Financial Economics of Precious Metals, Resources Policy, 63, C, (2019); Dania J., Bakar A. R., Mohamed S., Factors Influencing the Acquisition of Employability Skills by Students of Selected Technical Secondary School in Malaysia, International Education Studies, 7, 2, pp. 117-124, (2014); Ellegaard O., Wallin J. A., The Bibliometric Analysis of Scholarly Production: How Great is the Impact?, Scientometrics, 105, pp. 1809-1831, (2015); Fenta H., Asnakew Z.S., Debele P.K., Nigatu S.T., Muhaba A.M., Analysis of Supply Side Factors Influencing Employability of New Graduates: A Tracer Study of Bahir Dar University Graduates, Journal of Teaching and Learning for Graduate Employability, 10, 2, pp. 67-85, (2019); Gora A.A., Stefan S.C., Popa S.C., Albu C.F., Students’ Perspective on Quality Assurance in Higher Education in the Context of Sustainability: A PLS-SEM Approach, Sustainability, 11, (2019); Holmes A., Miller S., A Case for Advanced Skills and Employability in Higher Education, Journal of Vocational Education and Training, 52, 4, pp. 653-664, (2000); Huiszoon G., Innovating Higher Education and Faculty Competences by Performing Practice Based Research, Proceedings of the 12th INTED Conference, pp. 268-271, (2018); Hwang S.W., Kwon Y.A., An Exploration of Curriculum Development Directions Through an Analysis of University Students’ Awareness of Core Competence, Asia-Pacific Education Researcher, 28, pp. 213-227, (2019); Kaiser-Jarvis T., Preparing Students for Global Practice, Journal of Legal Education, 67, 4, pp. 949-961, (2018); Marinas C.V., Goia S.I., Igret R.S., Marinas L.E., Predictors of Quality Internship Programs—The Case of Romanian Business and Administration University Education, Sustainability, 10, (2018); Marinas C.V., Goia S.I., Gora A.A., Igret R.S., Roman M., Stefan S.C., A Bibliometric Analysis of the Relationship Internship-Skills – Employability, the 15th International Management Conference; Merigo J.M., Rocafort A., Aznar-Alarcon J.P., Bibliometric Overview of Business & Economics Research, Journal of Business Economics and Management, 17, 3, pp. 397-413, (2013); Merigo J.M., Pedrycz W., Weber R., de la Sotta C., Fifty Years of Information Sciences: A Bibliometric Overview, Information Sciences, 432, pp. 245-268, (2018); Narayanan V. K., Olk P. M., Fukami C. V., Determinants of Internship Effectiveness: An Exploratory Model, Academy of Management Learning & Education, 9, 1, pp. 61-80, (2010); Nghia T. L. H., Duyen N. T. M., Internship-related Learning Outcomes and their Influential Factors, Education+ training, 60, 1, pp. 69-81, (2018); Pranckute R., Web of Science (WoS) and Scopus: The Titans of Bibliographic Information in Today’s Academic World, Publications, 9, 1, (2021); Roman M., Paraschiv D. M., The Young Entrepreneurs of Europe and the Role of International Mobility, Amfiteatru Economic, 21, 13, pp. 763-777, (2019); Ruiz-Real J. L., Uribe-Toril J., Torres J. A., De Pablo J., Artificial Intelligence in Business and Economics Research: Trends and Future, Journal of Business Economics and Management, 22, 1, pp. 98-117, (2021); van Eck N.J., Waltman L., VOSviewer Software Version 1.6.17, (2021); Zhu J., Liu, A Tale of Two Databases: The Use of Web of Science and Scopus in Academic Papers, Scientometrics, 123, pp. 321-335, (2020)","A.A. Olariu; Faculty of Management, The Bucharest University of Economic Studies, Romania; email: anaalexandra.gora@man.ase.ro","","Bucharest University of Economic Studies","","","","","","0424267X","","","","English","Econ. Comput. Econ. Cybern. Stud. Res.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85138641670"
"Abdulloh F.F.; Rahardi M.; Aminuddin A.; Anggita S.D.; Nugraha A.Y.A.","Abdulloh, Ferian Fauzi (57779822600); Rahardi, Majid (57222000895); Aminuddin, Afrig (57221994672); Anggita, Sharazita Dyah (57872128800); Nugraha, Arfan Yoga Aji (57872128900)","57779822600; 57222000895; 57221994672; 57872128800; 57872128900","Observation of Imbalance Tracer Study Data for Graduates Employability Prediction in Indonesia","2022","International Journal of Advanced Computer Science and Applications","13","8","","169","174","5","3","10.14569/IJACSA.2022.0130820","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137166444&doi=10.14569%2fIJACSA.2022.0130820&partnerID=40&md5=c7c0b93fadafae143461998e18c6880a","Computer Science Faculty, University of AMIKOM Yogyakarta, Yogyakarta, Indonesia","Abdulloh F.F., Computer Science Faculty, University of AMIKOM Yogyakarta, Yogyakarta, Indonesia; Rahardi M., Computer Science Faculty, University of AMIKOM Yogyakarta, Yogyakarta, Indonesia; Aminuddin A., Computer Science Faculty, University of AMIKOM Yogyakarta, Yogyakarta, Indonesia; Anggita S.D., Computer Science Faculty, University of AMIKOM Yogyakarta, Yogyakarta, Indonesia; Nugraha A.Y.A., Computer Science Faculty, University of AMIKOM Yogyakarta, Yogyakarta, Indonesia","Tracer Study is a mandatory aspect of accreditation assessment in Indonesia. The Indonesian Ministry of Education requires all Indonesia Universities to anually report graduate tracer study reports to the government. Tracer study is also needed by the University in evaluating the success of learning that has been applied to the curriculum. One of the things that need to be evaluated is the level of absorption of graduates into the working industry, so a machine learning model is needed to assist the University Officials in evaluating and understanding the character of its graduates, so that it can help determine curriculum policies. In this research, the researcher focuses on making a reliable machine learning model with a tracer study dataset format that has been determined by the Government of Indonesia. The dataset was obtained from the tracer study of Amikom University. In this study, SVM will be tested with several variants of the algorithm to handle imbalanced data. The study compared SMOTE, SMOTE-ENN, and SMOTE-Tomek combined with SVM to detect the employability of graduates. The test was carried out with K-Fold Cross Validation, with the highest accuracy and precision results produced by SMOTE-ENN SVM model by value of 0.96 and 0.89. © 2022, International Journal of Advanced Computer Science and Applications. All rights reserved.","Employability; Smote; Support vector machine; Synthetic minority oversampling technique; Tracer study","Learning systems; Support vector machines; Employability; Imbalanced data; Indonesia; K fold cross validations; Machine learning models; Ministry of Education; Smote; Support vectors machine; Synthetic minority over-sampling techniques; Tracer study; Curricula","","","","","AMIKOM University, (-1585824970000)","ACKNOWLEDGMENT This research has been fully supported by grants from the AMIKOM University (#RP-1585824970000).","Albina A. C., Sumagaysay L. P., Employability tracer study of Information Technology Education graduates from a state university in the Philippines, Social Sciences & Humanities Open, 2, 1, (2020); Hasibuan1 A. F., Silaban2 S. M., Lubis3 F., Prayogo R. R., Tracer Study Exploration of Medan State University Graduates, (2020); Yunanto P. W., Idrus A., Santi V. M., Hanif A. S., Tracer study information system for higher education, IOP Conference Series: Materials Science and Engineering, 1098, 5, (2021); Andari Shelly, Windasari Aditya Chandra, Rifqi Ainur, Educational Management Graduates: A Tracer Study from Universitas Negeri Surabaya, Indonesia, IJORER : International Journal of Recent Educational Research, 2, 6, pp. 671-681, (2021); Aminuddin A., Android Assets Protection Using RSA and AES Cryptography to Prevent App Piracy, 2020 3rd International Conference on Information and Communications Technology, ICOIACT 2020, pp. 461-465, (2020); Nugraheni Y., Susilawati S., Sudrajat S., Apriliandi A., Tracer Study Analysis of Vocational Education in Politeknik Negeri Bandung With Exit Cohort as an Approach, (2018); Charbuty B., Abdulazeez A., Classification Based on Decision Tree Algorithm for Machine Learning, Journal of Applied Science and Technology Trends, 2, pp. 20-28, (2021); Ernawan F., Aminuddin A., Nincarean D., Razak M. F. A., Firdaus A., Three Layer Authentications with a Spiral Block Mapping to Prove Authenticity in Medical Images, International Journal of Advanced Computer Science and Applications, 13, 4, (2022); Casuat D. C., Festijo D. E., Predicting Student’s Employability using Machine Learning Approach, IEEE International Conference on Engineering Technologies and Applied Sciences (ICETAS), 6th, (2019); Binti A., Rahman A., Tan L., Lim C. K., Supervised and Unsupervised Learning in Data Mining for Employment Prediction of Fresh Graduate Students, Journal of Telecommunication, Electronic and Computer Engineering, 9, pp. 2-12, (2017); Jonathan B., Putra P. H., Ruldeviyani Y., Observation Imbalanced Data Text to Predict Users Selling Products on Female Daily with SMOTE, Tomek, and SMOTE-Tomek, (2020); Wang J., Prediction of postoperative recovery in patients with acoustic neuroma using machine learning and SMOTE-ENN techniques, Mathematical Biosciences and Engineering, 19, 10, pp. 10407-10423, (2022); Umar A. U., Student Academic Performance Prediction using Artificial Neural Networks, International Journal of Computer Applications, 178, pp. 24-29, (2019); Heriyadi B., Verawardina U., Panggabean T. E., Tracer Study Analysis for the Reconstruction of the Mining Vocational Curriculum in the Era of Industrial Revolution 4.0 Student at Doctoral Program (S3) Vocational Education, Faculty of, (2021); Fernandez A., Garcia S., Herrera F., Chawla N. v, SMOTE for Learning from Imbalanced Data: Progress and Challenges, Marking the 15-year Anniversary, (2018); Matharaarachchi S., Domaratzki M., Muthukumarana S., Assessing feature selection method performance with class imbalance data, Machine Learning with Applications, 6, (2021); Khushi M., Et al., A Comparative Performance Analysis of Data Resampling Methods on Imbalance Medical Data, IEEE Access, 9, pp. 109960-109975, (2021); Tripathi M., Sentiment Analysis of Nepali COVID19 Tweets Using NB, SVM AND LSTM, Journal of Artificial Intelligence and Capsule Networks, 3, 3, pp. 151-168, (2021); Rahardi M., Aminuddin A., Abdulloh F. F., Nugroho R. A., Sentiment Analysis of Covid-19 Vaccination using Support Vector Machine in Indonesia, IJACSA) International Journal of Advanced Computer Science and Applications, 13, 6, (2022); Chauhan V. K., Dahiya K., Sharma A., Problem formulations and solvers in linear SVM: a review, Artificial Intelligence Review, 52, 2, pp. 803-855, (2019); Kurani A., Doshi P., Vakharia A., Shah M., A Comprehensive Comparative Study of Artificial Neural Network (ANN) and Support Vector Machines (SVM) on Stock Forecasting, Annals of Data Science, 2021, pp. 1-26, (2021); Yaqin A., Rahardi M., Abdulloh F. F., Accuracy Enhancement of Prediction Method using SMOTE for Early Prediction Student’s Graduation in XYZ University, International Journal of Advanced Computer Science and Applications, 13, 6, (2022); Xu Z., Shen D., Nie T., Kou Y., A hybrid sampling algorithm combining M-SMOTE and ENN based on Random forest for medical imbalanced data, Journal of Biomedical Informatics, 107, (2020); Yan Y., Liu R., Ding Z., Du X., Chen J., Zhang Y., A parameter-free cleaning method for SMOTE in imbalanced classification, IEEE Access, 7, pp. 23537-23548, (2019); Feng S., Keung J., Yu X., Xiao Y., Zhang M., Investigation on the stability of SMOTE-based oversampling techniques in software defect prediction, Information and Software Technology, 139, (2021); Aminuddin A., Ernawan F., AuSR2: Image watermarking technique for authentication and self-recovery with image texture preservation, Computers and Electrical Engineering, 102, (2022)","","","Science and Information Organization","","","","","","2158107X","","","","English","Intl. J. Adv.  Comput. Sci. Appl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85137166444"
"Steurer M.; van der Vaart L.; Rothmann S.","Steurer, Marida (57734374400); van der Vaart, Leoni (55864928900); Rothmann, Sebastiaan (9436886900)","57734374400; 55864928900; 9436886900","Mapping managerial expectations of graduate employability attributes: A scoping review","2022","SA Journal of Industrial Psychology","48","","a1990","","","","3","10.4102/sajip.v48i0.1990","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131660824&doi=10.4102%2fsajip.v48i0.1990&partnerID=40&md5=42d5085f3b2e8334f19f711ba6203b6b","Optentia Research Unit, Faculty of Humanities, North-West University, Vanderbijlpark, South Africa; School of Industrial Psychology and Human Resource Management, Faculty of Economic and Management Sciences, North-West University, Vanderbijlpark, South Africa","Steurer M., Optentia Research Unit, Faculty of Humanities, North-West University, Vanderbijlpark, South Africa; van der Vaart L., Optentia Research Unit, Faculty of Humanities, North-West University, Vanderbijlpark, South Africa, School of Industrial Psychology and Human Resource Management, Faculty of Economic and Management Sciences, North-West University, Vanderbijlpark, South Africa; Rothmann S., Optentia Research Unit, Faculty of Humanities, North-West University, Vanderbijlpark, South Africa","Orientation: Graduate employability remains high on researchers’ and practitioners’ agendas. Consequently, many studies have been conducted on the topic (also from a managerial perspective). A synthesis of these studies is however lacking, complicating decision-making for stakeholders with a vested interest in the topic. Research purpose: This study aimed to give a scientific overview of managerial expectations of new graduate employability attributes through a scoping review of the available literature. Motivation for the study: A synthesis of these studies is required to facilitate stakeholders’ (researchers and practitioners) decision-making. Research approach/design and method: This study included 63 peer-reviewed articles as part of the review. The researcher analysed the data using conventional content analysis. Main findings: Four main categories of graduate employability attributes were identified: personal, interpersonal, workplace and applied knowledge attributes. The term personal attributes refers to an individual’s unique make-up that enables them to be successful in all aspects of life and lays the foundation for the way all other attributes are applied. Interpersonal attributes dictate new graduates’ ability to communicate or interact well with other individuals. The way in which new graduates adapt and function at work will be determined by their workplace attributes whilst their applied knowledge attributes build on the first three categories and enable new graduates to apply their theoretical and empirical learning in practice. Practical/managerial implications: Not only could the results inform further studies but the additional insight into the complexity of graduate employability could also guide future developmental interventions. Contribution/value-add: The present study aimed to make a scientifically founded contribution towards literature by identifying the most important expectations managers have regarding new graduate employability. © 2022. The Authors.","attributes; capability; employability; managerial expectations; new graduate; scoping literature review","","","","","","","","Abbasi F.K., Ali A., Bibi N., Analysis of skill gap for business graduates: Managerial perspective from banking industry, Education and Training, 60, 4, pp. 354-367, (2018); Abel J.R., Deitz R., Underemployment in the early careers of college graduates following the Great Recession (No. w22654), (2016); Abelli H., 10 critical competencies for today’s workforce, (2021); Aigbavboa C., Aliu J., Requisite skills for graduate success: Perceptions of the Nigerian construction industry, The Scientific Journal for Theory and Practice of Socio-economic Development, 6, 11, pp. 21-42, (2017); Allden M., Niemann W., Kotze T., Industry expectations of supply chain management graduates: Perspectives from third-party logistics providers in South Africa, Journal of Transport and Supply Chain Management, 12, 1, pp. 1-14, (2018); Allen R.E., Fowler H.W., Fowler F.G., McIntosh E., The concise Oxford dictionary of current English, (1990); Al-Shehab N., Al-Hashimi M., Madbouly A., Reyad S., Hamdan A., Do employability skills for business graduates meet the employers’ expectations? The case of retail Islamic banks of Bahrain, Higher Education, Skills and Work-Based Learning, 11, 2, pp. 349-366, (2021); Alston G.L., Marsh W., Castleberry A.N., Kelley K.A., Boyce E.G., Pharmacists’ opinions of the value of specific applicant attributes in hiring decisions for entry-level pharmacists, Research in Social and Administrative Pharmacy, 15, 5, pp. 536-545, (2019); Anastasiu L., Anastasiu A., Dumitran M., Crizboi C., Holmaghi A., Roman M.N., How to align the university curricula with the market demands by developing employability skills in the civil engineering sector, Education Sciences, 7, 3, (2017); Arksey H., O'Malley L., Scoping studies: Towards a methodological framework, International Journal of Social Research Methodology, 8, 1, pp. 19-32, (2007); Atanasovski A., Trpeska M., Lazarevska Z.B., Accounting students’ and employers’ perceptions on employability skills in the SEE country, European Financial and Accounting Journal, 13, 3, pp. 55-72, (2019); Baird A.M., Parayitam S., Employers’ ratings of importance of skills and competencies college graduates need to get hired: Evidence from the New England region of USA, Education + Training, 61, 5, pp. 622-634, (2019); Baker C., Loughren E.A., Dickson T., Goudas M., Crone D., Kudlacek M., Tassell R., Sports graduate capabilities and competencies: A comparison of graduate and employer perceptions in six EU countries, European Journal for Sport and Society, 14, 2, pp. 95-116, (2017); Barbosa I., Freire C., Portuguese employers’ perceptions on management undergraduates’ transferable competencies, Journal of Management Development, 38, 2, pp. 141-156, (2019); Bates G.W., Rixon A., Carbone A., Pilgrim C., Beyond employability skills: Developing professional purpose, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 7-26, (2019); Berg J., Achkar Hilal S.E., Horne R., Kuhn S., Liepmann H., Pignatti C., World employment and social outlook: Trends 2021, (2021); Boyatzis R.E., The competent manager: A model for effective performance, (1982); Brits H.J., Assessing employer satisfaction: An attempt to enhance graduate employability at an institution of higher learning, South African Journal of Higher Education, 32, 5, pp. 39-53, (2018); Cerezo-Narvaez A., Ceca M.J.B., Blanco J.L.Y., Traceability of intra-and interpersonal skills: From education to labor market, Human capital and competences in project management, pp. 87-110, (2018); Chapman M.T., Lines R.L., Crane M., Ducker K.J., Ntoumanis N., Peeling P., Gucciardi D.F., Team resilience: A scoping review of conceptual and empirical work, Work & Stress, 34, 1, pp. 57-81, (2020); Chen P.S.L., Cahoon S., Pateman H., Bhaskar P., Wang G., Parsons J., Employability skills of maritime business graduates: Industry perspectives, WMU Journal of Maritime Affairs, 17, 2, pp. 267-292, (2018); Cheng M., Adekola O., Albia J., Cai S., Employability in higher education: A review of key stakeholders’ perspectives, Higher Education Evaluation and Development, (2021); Cinque M., Lost in translation. Soft skills development in European countries, Tuning Journal for Higher Education, 3, 2, pp. 389-427, (2016); Di Gregorio A., Maggioni I., Mauri C., Mazzucchelli A., Employability skills for future marketing professionals, European Management Journal, 37, 3, pp. 251-258, (2019); Dolce V., Emanuel F., Cisi M., Ghislieri C., The soft skills of accounting graduates: Perceptions versus expectations, Accounting Education, 29, 1, pp. 57-76, (2020); Dondi M., Klier J., Panier F., Schubert J., Defining the skills citizens will need in the future world of work, (2021); Edgell S., Granter E., The sociology of work: Continuity and change in paid and unpaid work, (2019); Fernandez-Espinola C., Abad Robles M.T., Collado-Mateo D., Almagro B.J., Castillo Viera E., Gimenez Fuentes-Guerra F.J., Effects of cooperative-learning interventions on physical education students’ intrinsic motivation: A systematic review and meta-analysis, International Journal of Environmental Research and Public Health, 17, 12, (2020); 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Salleh R., Yusof M.A.M., Memon M.A., Attributes of graduate architects: An industry perspective, The Social Sciences, 11, 5, pp. 551-556, (2016); Sanghi S., The handbook of competency mapping: Understanding, designing and implementing competency models in organizations, (2016); Sedlan-Konig L., Hocenski M., Turjak S., Graduates are from Venus; employers are from Mars: A Croatian study on employability, Business Excellence, 12, 2, pp. 9-23, (2018); Sheehan D., De Bueger T.M., Thorogood J., Sitters S., Deo A., Beyond competencies-describing work ready plus graduates for the New Zealand medical imaging workforce, Journal of Medical Radiation Sciences, 65, 4, pp. 275-281, (2018); Shenton A.K., Strategies for ensuring trustworthiness in qualitative research projects, Education for Information, 22, 2, pp. 63-75, (2004); The SAGEA employer benchmark and candidate insights 2020, (2020); Sunthara K., Vishnu N.S., Sustainable employability skills for civil and other engineering professionals in the global market, International Journal of Civil Engineering and Technology, 10, 1, pp. 1074-1080, (2019); Tee L., Ferns S., Hughes J.D., The capabilities that count for early professional success in Pharmacy: A case study of graduates, employer and course team perspectives, Journal of Teaching and Learning for Graduate Employability, 9, 1, pp. 23-40, (2018); Tefft M., Hanson E., Competency management at its most competent, (2015); Tricco A.C., Lillie E., Zarin W., O'Brien K.K., Colquhoun H., Levac D., Straus S.E., PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and explanation, Annals of Internal Medicine, 169, 7, pp. 467-473, (2018); Van der Heijden B.I.J.M., De Vos A., Sustainable careers: Introductory chapter, Handbook of research on sustainable careers, pp. 1-19, (2015); Van der Klink J.J., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R., Abma F.I., Van der Wilt G.J., Sustainable employability – Definition, conceptualization, and implications: A perspective based on the capability approach, Scandinavian Journal of Work, Environment & Health, 42, 1, pp. 71-79, (2016); Van Harten J., De Cuyper N., Knies E., Forrier A., Taking the temperature of employability research: A systematic review of interrelationships across and within conceptual strands, European Journal of Work and Organizational Psychology, 31, 1, pp. 145-159, (2021); Warner R.P., Godwin M., Hodge C.J., Seasonal summer camp staff experiences: A scoping review, Journal of Outdoor Recreation, Education & Leadership, 13, 1, pp. 40-63, (2021); Wells T., Sen’s capability approach, Internet Encyclopedia of Philosophy, (2012); Wilson-Clark G., Saha S., Transitions from school to work, (2019); Wong B., Chiu Y.T., Copsey-Blake M., Nikolopoulou M., A mapping of graduate attributes: What can we expect from UK university students?, Higher Education Research & Development, (2021); The future of jobs report 2020, (2020)","L. van der Vaart; Optentia Research Unit, Faculty of Humanities, North-West University, Vanderbijlpark, South Africa; email: 12772356@g.nwu.ac.za","","AOSIS (pty) Ltd","","","","","","02585200","","","","English","SA J. Ind. Psychol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85131660824"
"Balakrishnan S.; Abdullah N.L.; Sui L.K.M.","Balakrishnan, Subatira (56673685300); Abdullah, Nurlisa Loke (56239650600); Sui, Linda Khoo Mei (56226744200)","56673685300; 56239650600; 56226744200","Glossophobia among Engineering Learners: A Case Study at a Technical University","2022","Asian Journal of University Education","18","1","","1","14","13","1","10.24191/ajue.v18i1.17154","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126340896&doi=10.24191%2fajue.v18i1.17154&partnerID=40&md5=fad4db9fedf15c00d61f37920227d6d7","Pusat Pembelajaran Bahasa, Universiti Teknikal Malaysia Melaka, Melaka, Hang Tuah Jaya, 76100, Malaysia","Balakrishnan S., Pusat Pembelajaran Bahasa, Universiti Teknikal Malaysia Melaka, Melaka, Hang Tuah Jaya, 76100, Malaysia; Abdullah N.L., Pusat Pembelajaran Bahasa, Universiti Teknikal Malaysia Melaka, Melaka, Hang Tuah Jaya, 76100, Malaysia; Sui L.K.M., Pusat Pembelajaran Bahasa, Universiti Teknikal Malaysia Melaka, Melaka, Hang Tuah Jaya, 76100, Malaysia","Glossophobia or fear of public speaking is commonly experienced by tertiary learners during classroom presentations. This study intends to examine the speech anxiety level experienced by engineering learners and the relationship between the learners' English language proficiency and their speech anxiety. The study will also identify the causes of public speaking anxiety among these engineering learners. The samples were 65 Engineering Diploma students who responded to McCroskey's Personal Report of Public Speaking Anxiety (PRPSA) questionnaire. The students' English language grades at SPM level were used as the measurement of their English language proficiency. The findings showed the students' speech anxiety is at moderate level (M= 105.9) and there was a weak negative relationship between total PRPSA scores and SPM English language grades (r = -.149, n = 65, p > 0.05). Mere thoughts of presenting a speech with undue worries of being asked questions were the causes of their speech anxiety. Therefore, it is proposed engineering learners be given ample public speaking trainings through planned programmes and engineering curriculum planners include elements of public speaking in engineering subjects. Public speaking skills will be an added value and increase engineering graduate employability in future. © 2022. All Rights Reserved.","Communication apprehension; Glossophobia; PRPSA; Public speaking; Speech anxiety","","","","","","Pusat Pembelajaran Bahasa; Research and Innovation Management Advancement; Strategic & Innovative Resources for Human Development","The authors would like to thank their research groups, Research and Innovation Management Advancement (RIMA) & Strategic & Innovative Resources for Human Development (SIR-HD) and Sustainable Industrial Community (S-iCOMM) for their unwavering support for the conduct of this study. Deep appreciation also goes to the top management of Pusat Pembelajaran Bahasa, UTeM for their strong motivation and encouragement given throughout this research.","Al-Mahrooqi R., English communication skills: How are they taught at schools and universities in Oman?, English Language Teaching, 5, 4, pp. 124-130, (2012); Arnold J. K., Stress to success: Public speaking anxiety and its relationship to perceived leadership education doctoral dissertations in leadership, (2018); Black R., Glossophobia (Fear of public speaking): Are you glossophobic?, (2019); Bodie G., A racing heart, rattling knees, and ruminative thoughts: Defining, explaining, and treating public speaking anxiety, Communication Education, 59, 1, pp. 70-05, (2010); Cagatay S., Examining EFL students' foreign language speaking anxiety: The case at a Turkish state university, Procedia - Social and Behavioral Sciences, 199, 6, pp. 648-656, (2015); Chan Y. F., Balaram S., Formal university education and job competency of new engineers in automotive industry in Malaysia, Asian Journal of University Education, 12, 2, (2016); Chollet M., Wortwein T., Morency L. P., Shapiro A., Scherer S., Exploring feedback strategies to improve public speaking: an interactive virtual audience framework, Proceedings of the 2015 ACM International Joint Conference on Pervasive and Ubiquitous Computing, pp. 1143-1154, (2015); Dansieh S. A, Owusu E., Seidu G. A., Glossophobia: The fear of public speaking in ESL Students in Ghana language teaching, Language Teaching, 1, 1, (2021); Dar M. F., Khan I., Oral communication apprehension among undergraduate engineering students in Pakistan, Journal of Education and Social Sciences, 2, 2, pp. 144-153, (2014); Del Villar C. P., Beginning Filipino students' attributions about oral communication anxiety, Journal Media and Communication Studies, 2, 7, pp. 159-169, (2010); Dwer K., Davidson M., Is public speaking really more feared than death?, Research Reports, 20, 2, pp. 99-107, (2012); Faizah A. M., ICGPA, IR4.0 and graduate employability from the lens of the academics, Asian Journal of University Education, 15, 3, (2019); Floyd K., Interpersonal communication, (2017); Gowsalya G., Ashok Kumar M., Perceptions on employability skills necessary to enhance Arts and Science Students in Namakkal District, International Journal of Pure and Applied Mathematics, 116, 22, pp. 9-18, (2017); Griffith D., Hoppner J., Global marketing managers, International Marketing Review, 30, pp. 21-41, (2013); Goberman A. M., Hughes S., Haydock T., Acoustic characteristics of public speaking: Anxiety and practice effects, Speech Communication, 53, 6, pp. 867-876, (2011); Hancock A. B., Stone M. D., Brundange S. B., Zeigler M. T, Public speaking attitudes: Does curriculum make a difference?, Journal of Voice, 24, 3, pp. 302-307, (2010); Kankam P. K., Boateng S. O., Addressing the problem of speech anxiety among students, International Journal of Public Leadership, 13, 1, pp. 26-39, (2017); Liu M., Anxiety in oral English classrooms: A case study in China, Indonesian Journal of English Language Teaching, 3, pp. 119-137, (2011); Lumen L., Speech anxiety: Fundamentals of public speaking, (2017); Lazarus A., Soften up: The importance of soft skills for job success, Physician Executive, 39, pp. 40-45, (2013); Mak B., An exploration of speaking-in-class anxiety with Chinese ESL learners, ScienceDirect, 39, 2, pp. 202-214, (2011); Marinho C. F. A., de Medeiros A. M., Gama A. C. C., Teixeira L. C., Fear of public speaking: Perception of college students and correlates, (2015); Massengale J., 5 reasons everyone should take a public speaking course, (2014); McCroskey J. C., Measures of communication-bound anxiety, Speech Monographs, 37, pp. 269-277, (1970); McCroskey J. C., The communication apprehension perspective, Avoiding communication: Shyness, reticence, and communication, pp. 13-38, (1984); McCroskey J. C., An introduction to rhetorical communication, (2001); Mohammadi O., Swift C. L., First day of public speaking class and student expectations, Inquiry: The Journal of the Virginia Community Colleges, 18, 1, pp. 21-33, (2013); Mohd Kamaruzaman F., Hamid R., Mutalib A.A., Rasul M.S., Comparison of Engineering Skills with IR 4.0 Skills, International Journal of Online and Biomedical Engineering, 5, 10, pp. 15-28, (2019); Mohd Kamaruzaman F., Hamid R., Mutalib A.A., Rasul M.S., Communication skills attributes for IR 4.0 for engineering graduates, European Journal of Molecular & Clinical Medicine, 7, 8, (2020); Mohamad Sattar R., Rose Amah A. R., Ahmad Rosli M. N., Future employability skills set for manufacturing industries, International Education Studies, 7, 10, pp. 138-144, (2014); Zuber Abd Majid Mohamad, Hussin Muhammad, Norman Muhammad Helmi, Kasavan Saraswathy, The employability skills among students of Public Higher Education Institution in Malaysia, Geografia OnlineTM, Malaysian Journal of Society and Space, 16, 1, pp. 36-45, (2020); Mortberg E., Frojmark M. J., Patterson A., Oredsson T. H., Psychometric properties of the personal report of public speaking anxiety (PRPSA) in a sample of university students in Sweden, (2018); Myers C., What are the benefits of public speaking classes?, (2015); Nazir M., Bashir S., Raja Z. B., A study of second language speaking-Anxiety among ESL intermediate Pakistani learners, (2014); Nooriah Y., Zakiah J., Development of graduates employability: The role of university and challenges, Jurnal Personalia Pelajar, 20, pp. 15-32, (2017); Rahmat Normala, Buntat Yahya, Ayub Abdul Rahman, Employability skills in increasing task performance and contextual performance of Polytechnic Engineering Graduates: A Conceptual Framework, (2014); Occhipinti L., Foreign language anxiety in in-class speaking activities, Journal of Communications, 11, 3, pp. 1-112, (2009); Workforce Skills Preparedness Report, (2016); Pratama R., A student's strategies to overcome speaking anxiety in public speaking class, (2018); Ruscio A. M., Brown T. A., Chiu W. T., Sareen J., Stein M. B., Kessler R. C., Social fears and social phobia in the USA: Results from the national comorbidity survey replication, Psychological Medicine, 3S, 1, pp. 5-28, (2008); Raja F., Anxiety level in students of public speaking: Causes and remedies, Journal of Education and Educational Development, 4, 1, pp. 94-110, (2017); Ramstad A. M., Can we help?: Students' reflections on their public speaking anxiety and teacher immediacy, (2018); Seetha N., Are soft skills important in the workplace? A preliminary investigation in Malaysia, International Journal of Academic Research in Business and Social Science, 4, pp. 44-56, (2014); Segar G., Types of public speaking anxiety, (2018); Shyam S. S., Irene E. J., Public speaking skills, Training manual on Theeranaipunya-Equipping fisherwomen youth for future, pp. 129-132, (2016); Sikandar A., Anxiety level in students of public speaking: causes and remedies, Journal of Education and Educational Development, 4, 1, pp. 94-110, (2017); Shakir R., Soft skills at the Malaysian institutes of higher learning, Asia Pacific Education Review, 10, pp. 309-315, (2009); Sugiati K., Indriani L., Exploring the level and primary causes of public speaking anxiety among English department students, Journal of Research on Language Education, 2, 1, pp. 57-66, (2021); Sulastiani S., Students' perception toward psychological problems faced in public speaking class of English Department, (2020); Tse A. Y. H., Gloss phobia of university students in Malaysia, International Journal of Asian Social Science, 2, 11, pp. 2061-2073, (2012); Tiyas A., Nurhidayah Y., Herdiawan R. D., Why I can't speak up?: Students' anxiety in public speaking, Journal of English Language Learning (JELL), (2020); Vasanthakumari S., Soft skills and its application in work place, World Journal of Advanced Research and Reviews, 3, 2, pp. 66-72, (2019); Shamsuddin Wan Noor Farah Wan, Ng W. L., Abdullah Ain Nadzimah, Chan S. H., Public speaking anxiety or english language anxiety?, International Journal of Advanced Research in Education and Society, 3, 2, pp. 58-65, (2021); Wrench J. S., Brogan S. M., McCroskey J. C., Jowi D., Social communication apprehension: the intersection of communication apprehension and social phobia, Human Communication, 11, 4, pp. 401-402, (2008)","","","UiTM Press","","","","","","18237797","","","","English","Asian J. Univ. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85126340896"
"Woodall J.; Coan S.; Stanley M.; Evans K.","Woodall, James (16314723800); Coan, Susan (56681969300); Stanley, Michelle (57913587300); Evans, Keri (57914009700)","16314723800; 56681969300; 57913587300; 57914009700","Developing employability skills in local communities: supporting the economy, health sector and addressing the social determinants of health","2022","International Journal of Health Promotion and Education","","","","","","","1","10.1080/14635240.2022.2120772","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139093286&doi=10.1080%2f14635240.2022.2120772&partnerID=40&md5=a520b45994e5d977ee12926f746a5c4a","Leeds Beckett University, Leeds, United Kingdom; Leeds Teaching Hospitals NHS Trust, Leeds, United Kingdom; Leeds City Council, Leeds, United Kingdom","Woodall J., Leeds Beckett University, Leeds, United Kingdom; Coan S., Leeds Beckett University, Leeds, United Kingdom; Stanley M., Leeds Teaching Hospitals NHS Trust, Leeds, United Kingdom; Evans K., Leeds City Council, Leeds, United Kingdom","Employment is a key determinant of health and is consistent with a range of positive health, social and economic outcomes for individuals and communities. This paper focuses on an innovative skills and employment project undertaken in Leeds, a large metropolitan city in the United Kingdom. It sought to create an employment pathway from the community into hospital-based employment, mirroring theoretical aspects of the health-promoting hospital philosophy, or more broadly a settings approach to health promotion which seeks greater levels of social justice. Using qualitative methodology with key constituents of the programme, the research identified an approach to connecting local communities with paid employment roles in a local hospital. The research focused on the conception, design and delivery of the programme and has shown the elements required to increase the likelihood of success. This includes providing a bespoke support and tailored intervention package for individuals and strong partnership working between delivery partners and strategic groups. While the focus of the research is not on outcomes, there are examples of instances where individuals had gained employment and skills, increases in confidence and evidence of the programme raising aspirations for themselves and others. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Health promoting settings; qualitative; social determinants","adult; article; aspiration; conception; controlled study; economic aspect; employability; employment; health promotion; human; philosophy; skill; social determinants of health; social justice; theoretical study; United Kingdom","","","","","","","Braun V., Clarke V., Successful Qualitative Research, (2013); Cassetti V., Powell K., Barnes A., Sanders T., A Systematic Scoping Review of Asset-Based Approaches to Promote Health in Communities: Development of a Framework, Global Health Promotion, 27, 3, pp. 15-23, (2020); Dixey R., Woodall J., Lowcock D., Practising Health Promotion, Health Promotion: Global Principles and Practice, (2013); Dooris M., Health Promoting Settings: Future Directions, Promotion & Education, 13, 1, pp. 4-6, (2006); Dooris M., Healthy settings: past, present and future, (2007); Dooris M., Holistic and Sustainable Health Improvement: The Contribution of the Settings-Based Approach to Health Promotion, Perspectives in Public Health, 129, 1, pp. 29-36, (2009); Dooris M., Expert Voices for Change: Bridging the Silos—Towards Healthy and Sustainable Settings for the 21st Century, Health & Place, 20, pp. 39-50, (2013); Gevaert J., Van Aerden K., De Moortel D., Vanroelen C., Employment Quality as a Health Determinant: Empirical Evidence for the Waged and Self-Employed, Work and Occupations, 48, 2, pp. 146-183, (2021); Green J., Cross R., Woodall J., Tones K., Green J., Cross R., Woodall J., Tones K., Health Promotion. Planning and Strategies, (2019); Hermens N., Verkooijen K.T., Koelen M.A., Associations Between Partnership Characteristics and Perceived Success in Dutch Sport-For-Health Partnerships, Sport Management Review, 22, 1, pp. 142-152, (2019); Levelling Up the United Kingdom, (2022); Jones J., Barry M.M., Exploring the Relationship Between Synergy and Partnership Functioning Factors in Health Promotion Partnerships, Health Promotion International, 26, 4, pp. 408-420, (2011); Jonsson J., Matilla-Santander N., Kreshpaj B., Johansson G., Kjellberg K., Burstrom B., Ostergren P.-O., Et al., Precarious Employment and General, Mental and Physical Health in Stockholm, Sweden: A Cross-Sectional Study, Scandinavian Journal of Public Health, 49, 2, pp. 228-236, (2021); Marmot M., Allen J., Boyce T., Goldblatt P., Morrison J., Health Equity in England: The Marmot Review 10 Years On, (2020); Martin T.G., Burgman M.A., Fidler F., Kuhnert P.M., Low Choy S., McBride M., Mengersen K., Eliciting Expert Knowledge in Conservation Science, Conservation Biology, 26, 1, pp. 29-38, (2012); May D., Askham P., Recruitment and Retention of Estates and Facilities Staff in the NHS, Facilities, 23, 9-10, pp. 426-437, (2005); Patton M.Q., Qualitative Research & Evaluation Methods, (2002); Pelaez-Fernandez M.A., Rey L., Extremera N., Pathways from Emotional Intelligence to Well-Being and Health Outcomes Among Unemployed: Mediation by Health-Promoting Behaviours, Journal of Health Psychology, 27, 4, pp. 879-889, (2022); Petticrew M., Roberts H., Evidence, Hierarchies, and Typologies: Horses for Courses, Journal of Epidemiology and Community Health, 57, pp. 527-529, (2003); Local Action on Health Inequalities. Promoting Good Quality Jobs to Reduce Health Inequalities, (2015); Torp S., Kokko S., Ringsberg K.C., Promoting Health in Everyday Settings: Opportunities and Challenges, (2014); Waters A., NHS Workforce Plan May Not Be Published in Full, Health Secretary Admits, Bmj, 377, (2022); Wildridge V., Childs S., Cawthra L., Madge B., How to Create Successful Partnerships—A Review of the Literature, Health Information & Libraries Journal, 21, pp. 3-19, (2004); Woodall J., Cross R., Essentials of Health Promotion, (2021)","J. Woodall; Leeds Beckett University, Leeds, LS1 3HE, United Kingdom; email: j.woodall@leedsbeckett.ac.uk","","Routledge","","","","","","14635240","","IHPEF","","English","Int. J. Health Promot. Edu.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85139093286"
"Mainga W.; Daniel R.M.; Alamil L.","Mainga, Wise (35079178400); Daniel, Reuben M. (57711105500); Alamil, Luis (57709833900)","35079178400; 57711105500; 57709833900","Perceptions of Employability Skills of Undergraduate Business Students in a Developing Country: An Exploratory Study","2022","Higher Learning Research Communications","12","1","","28","63","35","12","10.18870/hlrc.2022.v12i1.1257","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130757609&doi=10.18870%2fhlrc.2022.v12i1.1257&partnerID=40&md5=b595333666cd47a28dd835a6a9c11c88","Papua New Guinea University of Technology, Lae, Papua New Guinea","Mainga W., Papua New Guinea University of Technology, Lae, Papua New Guinea; Daniel R.M., Papua New Guinea University of Technology, Lae, Papua New Guinea; Alamil L., Papua New Guinea University of Technology, Lae, Papua New Guinea","Objective: The purpose of this study was to determine the relative importance of different employability skills for business graduates seeking initial employment. Method: Semi-structured survey questionnaires were administered to human resources representatives from industry, business lecturers, and graduating business students to determine gaps in perceptions between the three stakeholder groups. Results: There was some alignment and moderate discrepancies in perceptions of the relative importance of different employability skills between the three stakeholder groups. There were statistically significant differences in perceived importance of communication, teamwork, and interpersonal skills between graduating students and employers. There is evidence that employers were satisfied with the level of academic skills possessed by business students at the time of graduation. However, there was significant difference in perception between employers and graduating students on the extent to which perseverance and initiative and risk-taking were fully developed among business graduates. Conclusions: By increasing their self-awareness and critical reflection on their learning experiences, graduating students can take proactive steps to enhance their positional advantage in the labour market. The various stakeholders, including academics, can lead a social dialogue towards a deliberate approach to developing graduate employability. Implications: Acquiring in-demand soft skills is one side of the employability coin; the other is developing dynamic psychological-social capital, such as self-awareness, self-directness, proactivity, adaptability, and resilience, that is underpinned by lifelong learning. Both are needed to navigate multiple job transitions and career challenges throughout one’s career span. © 2022 Laureate Education. All rights reserved.","business education; business students; employability skills; employers’ skills need","","","","","","","","Abas M. C., Imam O. A., Graduates’ competence on employability skills and job performance, International Journal of Evaluation and Research in Education, 5, 2, pp. 119-125, (2016); Abas-Mastura M., Imam O. A., Osman S., Employability skills and task performance of employees in government sector, International Journal of Humanities and Social Science, 3, 4, pp. 150-162, (2013); Abbasi F. K., Ali A., Bibi N., Analysis of skill gap for business graduates: Managerial perspective from banking industry, Education + Training, 60, 4, pp. 354-367, (2018); Abelha M., Fernandes S., Mesquita D., Seabra F., Ferreira-Oliveira A. 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D., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Virtanen A., Tynjala P., Factors explaining the learning of generic skills: A study of university students’ experiences, Teaching in Higher Education, 24, 7, pp. 880-894, (2019); Webb J., Chaffer C., The expectation performance gap in accounting education: A review of generic skills development in UK accounting degrees, Accounting Education, 25, 4, pp. 349-367, (2016); Weligamage S. S., Graduates’ employability skills: Evidence from literature review, Sub Theme A—Enhancing employability through quality assurance—ASAIHL, (2009); Wickramasinghe V., Perera L., Graduates, university lecturers, and employers’ perceptions towards employability skills, Education + Training, 52, 3, pp. 226-244, (2010)","W. Mainga; Papua New Guinea University of Technology, Lae, Papua New Guinea; email: wmainga@yahoo.com","","Walden University","","","","","","21576254","","","","English","High. Learn. Res. Commun.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85130757609"
"Sloggett R.","Sloggett, Robyn (24512657200)","24512657200","Conservation skills","2022","Journal of the Institute of Conservation","45","3","","157","172","15","1","10.1080/19455224.2022.2112968","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138764311&doi=10.1080%2f19455224.2022.2112968&partnerID=40&md5=e3a29e8256526ad66ee6a3f177de4605","The Grimwade Centre for Cultural Materials Conservation, The University of Melbourne, Parkville, Australia","Sloggett R., The Grimwade Centre for Cultural Materials Conservation, The University of Melbourne, Parkville, Australia","The term ‘conservation skills’ is a generic, and somewhat free-floating term, that is often used interchangeably with ‘manual skills’, ‘practical skills’, ‘hands-on skills’ and ‘treatment skills’. Giving weight to the term ‘treatment skills’, this article acknowledges the function of conservation treatment skills as a core conservation competency. It examines the nature of commentary that has sought to demonstrate that this competency has been reduced by a lack of focus on treatment skills in conservation education and, in turn, that this affects student skills and employability. It assesses the evidence on which this discourse has been developed, and in doing so considers the provocative and consequential nature of the discourse as it relates to conservation students and recent graduates. The article concludes that conservation, as a maturing discipline and profession, is defined by a technical, social and intellectual pluralism, and that this is more realistically the challenge for conservation education to advance in the twenty-first century. © 2022 Icon, The Institute of Conservation.","conservation education; conservation profession; conservation research; conservation skills; conservation training; manual skills","Conservation; Cores; Education; Flotation; Maturing; Processing; Weight; Students; Conservation educations; Conservation profession; Conservation research; Conservation skill; Conservation training; Conservation treatment; Manual skill; Practical skill; Recent graduates; Student skills; Conservation","","","","","","","","R. Sloggett; The Grimwade Centre for Cultural Materials Conservation, The University of Melbourne, Parkville, Australia; email: rjslog@unimelb.edu.au","","Routledge","","","","","","19455224","","","","English","J. Inst. Conserv.","Article","Final","","Scopus","2-s2.0-85138764311"
"Panityakul T.; Suriyaamorn W.; Chinram R.; Kongchouy N.","Panityakul, Thammarat (57194215909); Suriyaamorn, Wisanuwee (57414701500); Chinram, Ronnason (16302945700); Kongchouy, Noodchanath (35322199800)","57194215909; 57414701500; 16302945700; 35322199800","Classification models for employability of statistics and related fields graduates from Thailand universities","2022","International Journal of Mathematics and Computer Science","17","1","","365","375","10","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122941615&partnerID=40&md5=35707090db4d6d614c05ad64b4771380","Division of Computation Science, Faculty of Science, Prince of Songkla University, Songkhla, Hat Yai, 90110, Thailand; Doctor of Philosophy Program in Data Science, College of Digital Science, Prince of Songkla University, Songkhla, Hat Yai, 90110, Thailand","Panityakul T., Division of Computation Science, Faculty of Science, Prince of Songkla University, Songkhla, Hat Yai, 90110, Thailand; Suriyaamorn W., Doctor of Philosophy Program in Data Science, College of Digital Science, Prince of Songkla University, Songkhla, Hat Yai, 90110, Thailand; Chinram R., Division of Computation Science, Faculty of Science, Prince of Songkla University, Songkhla, Hat Yai, 90110, Thailand; Kongchouy N., Division of Computation Science, Faculty of Science, Prince of Songkla University, Songkhla, Hat Yai, 90110, Thailand","Thailand’s graduate employment data was collected continuously by the Ministry of Higher Education, Science, Research, and Innovation which resulted in a huge, incomplete, and high dimensional data. In this paper, we study a model to predict employability and compare performance usind statistical as well as machine learning models. Our results show that the significant variables are: graduation year, education level, major of study, type of university, ranking, and region. The four models compared are: logistic regression, decision tree, random forest, and KNN models. The comparative result shows that the random forest and KNN models are suitable for employability prediction with 70.554% and 70.158% accuracy, 0.746, and 0.762 in AUC. The Random Forest Model shows the important variables for prediction are: university ranking, master’s degree, statistics major, a national university, and the north-east region. Our study implies that the random forest and KNN models can be used to predict employment status for graduating students, the time when they should apply for work, and the academic staff they worked under. © 2022. All Rights Reserved.","Classification; Graduates employment; Logistic regression; Machine learning","","","","","","","","Aziz M. T. R. A., Yusof Y., Graduates employment classification using data mining approach, AIP Conference Proceedings, 1761, (2016); Choudhry R., Garg K., A Hybrid machine learning system for stock market forecasting, Proceedings of World Academy of Science, Engineering and Technology, pp. 315-318, (2008); Garcia-Penalvo F. J., Cruz-Benito J., Martin-Gonzalez M., Vazquez-Ingelmo A., Sanchez-Prieto J. C., Theron R., Proposing a machine learning approach to analyze and predict employment and its factors, International Journal of Interactive Multimedia and Artificial Intelligence, 5, 2, pp. 39-45, (2018); James G., Witten D., Hastie T., Tibshirani R., An introduction to statistical learning with applications in R, (2013); Jantawan B., Tsai C.-F., The application of data mining to build classification model for predicting graduate employment, International Journal of Computer Science and Information Security, 11, 10, pp. 1-7, (2013); Kongchouy N., Sampantarak U., Confidence intervals for adjusted proportions using logistic regression, Modern Applied Science, 4, 6, pp. 2-7, (2010); Minakshi R. Vohra, Gimpy, Missing value imputation in multi attribute data set, International Journal of Computer Science and Information Technologies, 5, 4, pp. 5315-5321, (2014); Ministry of Higher Education, Science, Research and Innovation, The increase rate and percentage of students in the academic year 2008-2018 classified by educational level and fileds, (2019); Mishra T., Kumar D., Gupta S., Students’ employability prediction model through data mining, International Journal of Applied Engineering Research, 11, 4, pp. 2275-2282, (2016); National Statistical Office, A study of labor demand trends in the labor market in Thailand between 2017-2021, (2017); Parmar H., Bhanderi S., Shah G., Sentiment mining of movie reviews using random forest with tuned hyperparameters, International Conference on Information Science, (2014); Quadri M., Kalyankar N. V., Drop out feature of student data for academic performance using decision tree techniques, Global Journal of Computer Science and Technology, 10, 2, pp. 2-5, (2010); Rahman N. A. B. A., Tan K. L., Lim C. K., Supervised and unsupervised learning in data mining for employment prediction of fresh graduate students, Journal of Telecommunication, Electronic and Computer Engineering, 9, pp. 155-161, (2017); Rujivanarom P., Fresh graduates hardest hit as joblessness rises, The Nation Thailand, (2015); Sapaat M. A., Mustapha A., Ahmad J., Chamili K., Muhamad R., A data mining approach to construct graduates employability model in Malaysia, International Journal on New Computer Architectures and Their Applications, 1, 4, pp. 1086-1098, (2011); Thaipbsworld, Ministry to launch volunteer projects to ease graduate unemployment, ThaiPBS, (2019); Tongkumchum P., McNeil D., Confidence intervals using contrasts for regression model, Songklanakarin Journal of Science and Technology, 31, 2, pp. 151-156, (2009); Xu X., Zhang W., Analysis of the influence factors of the ability of graduate employment based on the Logistic Regression Model, International Journal of Control and Automation, 8, 9, pp. 405-412, (2015)","N. Kongchouy; Division of Computation Science, Faculty of Science, Prince of Songkla University, Hat Yai, Songkhla, 90110, Thailand; email: noodchanath.k@psu.ac.th","","Badih/Ghusayni, Ed. & Pub.","","","","","","18140424","","","","English","Int. J. Math. Comput. Sci.","Article","Final","","Scopus","2-s2.0-85122941615"
"Lange M.; Twumasi R.","Lange, Maximin (57710103400); Twumasi, Ricardo (55583614800)","57710103400; 55583614800","Anxious People, Please Apply! No Evidence for Decreased Perceptions of Employability in Individuals with Mental and Physical Illness","2022","North American Journal of Psychology","24","2","","319","336","17","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130685250&partnerID=40&md5=9ecda0c064f9fbea766a8d08db373645","King’s College London, United Kingdom","Lange M., King’s College London, United Kingdom; Twumasi R., King’s College London, United Kingdom","This paper builds on and updates Koser et al. (1999) and Feria et al. (2014) by investigating the degree to which individuals applying for executive, administrative and manual job positions may experience bias in selection, owing to self-reported mental and/or physical disabilities in a United Kingdom (UK) sample. Comparing the impact of different disclosed disabilities on anticipated candidate selection ratings found no evidence that people with a former mental or physical illness were rated lower than those without such conditions. Mediation analyses revealed anticipated deficits in attributes stereotypically low in mental health patients, i.e., dependability or resilience, contributed to participants’ negativity in predicted competence of presented candidates. Our findings suggest that disclosing a psychiatric history of anxiety in an employment context may not impact career opportunities. However, heightened associations with mental illness stereotypes were shown to impact the professional fitness evaluations of individuals disclosing previous mental ill health. © NAJP.","Anxiety disorder; discrimination; employment outcomes; hiring decisions; workers with mental illness","","","","","","King’s College London, KCL","Thank you to Myanna Duncan and James Findon for reviewing an early draft of this paper. We would also like to thank the two anonymous reviewers for their constructive comments and feedback. Funding for payment of participants was provided through King’s College London bench fees, supporting project costs directly and exclusively. There are no additional funding sources or conflicts of interest to report.","Ameri M., Schur L., Adya M., Bentley F.S., McKay P., Kruse D., The disability employment puzzle: A field experiment on employer hiring behavior, ILR Review, 71, 2, pp. 329-364, (2017); File-Drawer Problem, (2021); Baert S., Wage subsidies and hiring chances for the disabled: Some causal evidence, European Journal of Health Economics, 17, pp. 71-86, (2016); Baert S., Hiring Discrimination: An Overview of (Almost) All Correspondence Experiments since 2005. 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Part II: Example applications with JASP, Psychonomic Bulletin & Review, 25, 1, pp. 58-76, (2017); Wilson B.M., Harris C.R., Wixted J.T., Science is not a signal detection problem, Proceedings of the National Academy of Sciences, 117, 11, pp. 5559-5567, (2020); International classification of diseases for mortality and morbidity statistics (11th Revision), Retrieved From, (2020); Zissi A., Rontos C., Papageorgiou D., Pierrakou C., Chtouris S., Greek employers’ attitudes to employing people with disabilities: Effects of type of disability, Scandinavian Journal of Disability Research, 9, 1, pp. 14-25, (2007)","R. Twumasi; Psychosis Studies, IoPPN, King’s College London, London, 16 De Crespigny Park, SE5 8AF, United Kingdom; email: ricardo.twumasi@kcl.ac.uk","","North American Journal of Psychology","","","","","","15277143","","","","English","North Am. J. Psychol.","Article","Final","","Scopus","2-s2.0-85130685250"
"Romanova O.","Romanova, Olga (24512702800)","24512702800","Embedding employability skills into vocational education and training: What works best for students' self-evaluation and aspirations?","2022","Journal of Teaching and Learning for Graduate Employability","13","1","","20","36","16","2","10.21153/jtlge2022vol13no1art1488","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129927135&doi=10.21153%2fjtlge2022vol13no1art1488&partnerID=40&md5=aece1964d59db9a27307f80b24f757aa","National Research University Higher School of Economics, Moscow, Russian Federation","Romanova O., National Research University Higher School of Economics, Moscow, Russian Federation","This paper investigates how the explicit integration of employability skills into vocational education and training (VET) affects students' perceived skills. While perceived or selfevaluated skills often represent inaccurate perceptions of real skills, they nonetheless play a profound role in graduates' career decisions. Confidence resulting from positive selfevaluation supports efforts and aspirations during the school-to-work transition. It may therefore be considered an important educational outcome supporting employability. The purpose of the present study is to enrich the understanding of the relationship between students' self-evaluation of their employability skills and different teaching practices. Our analysis examines the self-evaluations and entrepreneurial intentions of Russian VET students collected by the Monitoring of Education Markets and Organizations in 2020 (n = 9,178). It focuses on the social, self-learning and entrepreneurial skills that are part of the VET national curriculum. Our findings show that the explicit embedding and integration of employability skills into the curriculum is significantly related to the positive self-evaluation of social and self-learning skills. Moreover, students who are explicitly taught entrepreneurial skills are more likely to want to start their own business after graduation. Despite its effectiveness, the explicit integration approach turns out not to be dominant. Further research on the reasons behind this is needed for the development of properly informed policy. © 2022 Deakin University. All rights reserved.","employability skills; entrepreneurial aspirations; explicit instruction; self-learning skills; selfevaluation; social skills; Vocational education and training","","","","","","","","Altuna U. J., Cruz I. E., Aierbe B. A., Madinabeitia E. A., Marko J. I., Estudio de los espacios profesionales actuales de la Pedagogía: La voz del alumnado y de los profesionales. Teoría de la Educación, Revista Interuniversitaria, 33, 2, pp. 1-21, (2021); Archer A. L., Hughes C. 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L., Cooper H., The relation between self-beliefs and academic achievement: A meta-analytic review, Educational Psychologist, 39, 2, pp. 111-133, (2004); Walter S. G., Parboteeach K. P., Walter A., University departments and self-employment intentions of business students: A cross-level analysis, Entrepreneurship Theory and Practice, 37, 2, pp. 1-26, (2012); Weigel T., Mulder M., Collins K., The concept of competence in the development of vocational education and training in selected EU member states, Journal of Vocational Education and Training, 59, 1, pp. 67-88, (2007); Wigfield A., Eccles J. S., Expectancy-value theory of achievement motivation, Contemporary Educational Psychology, 6, 1, pp. 68-81, (2000); Wood A. L., Olivier M. A. J., A self-efficacy approach to holistic student development, South African Journal of Education, 24, 4, pp. 289-294, (2004)","O. Romanova; National Research University Higher School of Economics, Moscow, Russian Federation; email: oromanova@hse.ru","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85129927135"
"Chea S.; Lo W.Y.W.","Chea, Sathya (57480191200); Lo, William Yat Wai (35085280600)","57480191200; 35085280600","International connectivity and employability in Cambodian higher education: a case study of developing employability skills in English language education","2022","Educational Research and Evaluation","27","3-4","","335","356","21","4","10.1080/13803611.2022.2041875","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125915716&doi=10.1080%2f13803611.2022.2041875&partnerID=40&md5=db7ce657e24de671de17550ec40bc69a","Faculty of Arts, Humanities, and Social Science, Cambodia University of Technology and Science (CamTech), Phnom Penh, Cambodia; Department of International Education, The Education University of Hong Kong, Hong Kong","Chea S., Faculty of Arts, Humanities, and Social Science, Cambodia University of Technology and Science (CamTech), Phnom Penh, Cambodia, Department of International Education, The Education University of Hong Kong, Hong Kong; Lo W.Y.W., Department of International Education, The Education University of Hong Kong, Hong Kong","Building employability skills in Cambodia is emphasised in the development of higher education within the globalisation context. Given that English proficiency has increasingly become an important credential in the more internationalised Cambodian labour market, this paper examines the development and revision of an English language education programme at a renowned university in Phnom Penh to exemplify how an emphasis on employability skills development emerges with the global trends in curriculum in Cambodian higher education. It also discusses how revisions are made in response to the changing national context and how corresponding changes in pedagogical strategy appear at the institutional and classroom levels. This discussion documents and analyses the interplay between curriculum development and changes at global, national, and institutional levels in Cambodia–a fast-growing country that actively engages with globalisation and regionalisation. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","Cambodia; curriculum development; employability skills; higher education; Internationalisation","","","","","","","","Altbach P.G., Knight J., The internationalization of higher education: Motivations and realities, Journal of Studies in International Education, 11, 3-4, pp. 290-305, (2007); Andrews J., Higson H., Graduate employability, “soft skills” versus “hard” business knowledge: A European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Bridges D., Back to the future: The higher education curriculum in the 21st century, Cambridge Journal of Education, 30, 1, pp. 37-55, (2000); Brown P., Lauder H., Ashton D., The global auction: The broken promises of education, jobs, and incomes, (2011); Clayton T., Language choice in a nation under transition: The struggle between English and French in Cambodia, Language Policy, 1, 1, pp. 3-25, (2002); Coelen R., Gribble C., Internationalization and employability in higher education, (2019); Coetzee M., A framework for developing student graduateness and employability in the economic and management sciences at the University of South Africa, Developing student graduateness and employability: Issues, provocations, theory and practical guidelines, pp. 119-152, (2012); Cohen L., Manion L., Morrison K.R.B., Research methods in education, (2018); Cranmer S., Enhancing graduate employability: Best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Dale R., Specifying globalization effects on national policy: A focus on the mechanisms, Journal of Education Policy, 14, 1, pp. 1-17, (1999); Dale R., Globalisation, knowledge economy and comparative education, Comparative Education, 41, 2, pp. 117-149, (2005); Deuel R.P., Governing higher education toward neoliberal governmentality: A Foucauldian discourse analysis of global policy agendas, Globalisation, Societies and Education, (2021); de Wit H., Hunter F., Howard L., Egron-Polak E., Internationalisation of higher education, (2015); Fullan M., The new meaning of educational change, (2015); Galloway N., Numajiri T., Rees N., The “internationalisation”, or “Englishisation”, of higher education in East Asia, Higher Education, 80, 3, pp. 395-414, (2020); Hansen A.R., How to behave: Buddhism and modernity in colonial Cambodia, 1860–1930, (2007); Hashim A., Leong Y.C., Pich P.T., English in higher education in Cambodia, World Englishes, 33, 4, pp. 498-511, (2014); Jackson T.P., Oliver S., Adaptive learning program for developing employability skills, Journal of Pedagogic Development, 8, 1, pp. 17-31, (2018); Jones E., Internationalization and employability: The role of intercultural experiences in the development of transferable skills, Public Money & Management, 33, 2, pp. 95-104, (2013); Jones E., Coelen R., Beelen J., de Wit H., Global and local internationalization, (2016); Kasanga L.A., Mapping the linguistic landscape of a commercial neighbourhood in Central Phnom Penh, Journal of Multilingual and Multicultural Development, 33, 6, pp. 553-567, (2012); Kember D., Nurturing generic capabilities through a teaching and learning environment which provides practise in their use, Higher Education, 57, 1, pp. 37-55, (2009); Kember D., Leung D.Y.P., Ma R.S.F., Characterizing learning environments capable of nurturing generic capabilities in higher education, Research in Higher Education, 48, 5, (2007); Khan M.A., Law L.S., An integrative approach to curriculum development in higher education in the USA: A theoretical framework, International Education Studies, 8, 3, pp. 66-76, (2015); Knight J., Updated definition of internationalization, International Higher Education, 33, pp. 2-3, (2003); Knight P.T., Yorke M., Employability and good learning in higher education, Teaching in Higher Education, 8, 1, pp. 3-16, (2003); Komatsu H., Rappleye J., Refuting the OECD-World Bank development narrative: Was East Asia’s “economic miracle” primarily driven by education quality and cognitive skills?, Globalisation, Societies and Education, 17, 2, pp. 101-116, (2019); Leng P., Mutuality in Cambodian international university partnerships: Looking beyond the global discourse, Higher Education, 72, 3, pp. 261-275, (2016); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: What effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); McNeil H.P., Scicluna H.A., Boyle P., Grimm M.C., Gibson K.A., Jones P.D., Successful development of generic capabilities in an undergraduate medical education program, Higher Education Research & Development, 31, 4, pp. 525-539, (2012); (2010); (2014); (2014); (2019); Mok K., (2017); Moore S.H., Bounchan S., English in Cambodia, The handbook of Asian Englishes, pp. 649-666, (2020); Morris P., Comparative education, PISA, politics and educational reform: A cautionary note, Compare: A Journal of Comparative and International Education, 45, 3, pp. 470-474, (2015); Nghia T.L.H., External stakeholders’ roles and factors influencing their participation in developing generic skills for students in Vietnamese universities, Journal of Education and Work, 31, 1, pp. 72-86, (2018); Nghia T.L.H., Giang H.T., Quyen V.P., At-home international education in Vietnamese universities: Impact on graduates’ employability and career prospects, Higher Education, 78, 5, pp. 817-834, (2019); Oleksiyenko A., Ros V., Cambodian lecturers’ pursuit of academic excellence: Expectations vs. reality, Asia Pacific Journal of Education, 39, 2, pp. 222-236, (2019); O'Neill G., Curriculum design in higher education: Theory to practice, (2015); (2018); Ortiga Y.Y., The flexible university: Higher education and the global production of migrant labor, British Journal of Sociology of Education, 38, 4, pp. 485-499, (2017); Peou C., On Cambodian higher education and skills mismatch: Young people choosing university majors in a context of risk and uncertainty, Journal of Education and Work, 30, 1, pp. 26-38, (2017); Phan L.H., Higher education, English, and the idea of “the West”: Globalizing and encountering a global south regional university, Discourse: Studies in the Cultural Politics of Education, 39, 5, pp. 782-797, (2018); Pinar W.F., International handbook of curriculum research, (2014); Graduate employability skills, (2007); Rappleye J., Un L., What drives failed policy at the World Bank? An inside account of new aid modalities to higher education: Context, blame, and infallibility, Comparative Education, 54, 2, pp. 250-274, (2018); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); (2019); Sam C., Dahles H., Stakeholder involvement in the higher education sector in Cambodia, Studies in Higher Education, 42, 9, pp. 1764-1784, (2017); Sen V., Hybrid governmentality: Higher education policymaking in post-conflict Cambodia, Studies in Higher Education, 44, 3, pp. 513-525, (2019); Shahjahan R.A., The roles of international organizations (IOs) in globalizing higher education policy, Higher education: Handbook of theory and research, (2012); Shaw M., Contexts for curriculum design: Working with external pressures, (2002); Stein S., Internationalization for an uncertain future: Tensions, paradoxes, and possibilities, The Review of Higher Education, 41, 1, pp. 3-32, (2017); Sumanasiri E.G.T., Yajid M.S.A., Khatibi A., Conceptualizing learning and employability “learning and employability framework”, Journal of Education and Learning, 4, 2, pp. 53-63, (2015); Tikly L., Education and the new imperialism, Comparative Education, 40, 2, pp. 173-198, (2004); Un L., Sok S., Higher education systems and institutions, Cambodia, The international encyclopedia of higher education systems and institutions, (2018); (2015); van den Akker J., Curriculum perspectives: An introduction, Curriculum landscapes and trends, pp. 1-10, (2004); Virtanen A., Tynjala P., Factors explaining the learning of generic skills: A study of university students’ experiences, Teaching in Higher Education, 24, 7, pp. 880-894, (2019); Watkins H., Smith R., Thinking globally, working locally: Employability and internationalization at home, Journal of Studies in International Education, 22, 3, pp. 210-224, (2018); Yorke M., Knight P.T., Embedding employability into the curriculum, (2006); Zimitat C., Student perceptions of the internationalisation of the undergraduate curriculum, Teaching in transnational higher education, pp. 135-147, (2008)","W.Y.W. Lo; Department of International Education, The Education University of Hong Kong, Hong Kong; email: willlo@eduhk.hk","","Routledge","","","","","","13803611","","EREVF","","English","Educ. Res. Eval.","Article","Final","","Scopus","2-s2.0-85125915716"
"Harris-Reeves B.; Pearson A.; Massa H.","Harris-Reeves, Brooke (57206248242); Pearson, Andrew (56379604100); Massa, Helen (7003307160)","57206248242; 56379604100; 7003307160","Exploring the expectations and experiences of first year students undergoing a tailored transition initiative","2022","Journal of University Teaching and Learning Practice","19","3","16","","","","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135258014&partnerID=40&md5=80d01487934f3ce53c3ae91454485028","Griffith University, Australia","Harris-Reeves B., Griffith University, Australia; Pearson A., Griffith University, Australia; Massa H., Griffith University, Australia","Successful transition for students commencing university is a focus of increasing institutional interest and resourcing to optimise student success and retention. Investigation of student expectations of university commencement and their lived experience provides an opportunity for identification of a potential mismatch which has received less scrutiny. The Bachelor of Sport Development has an integrated transition initiative with an employability and academic skill development focussed curriculum, designed to support students' successful transition into university. The transition initiative was informed by the Five Senses of Success and First Year Curriculum Principles. This article reports student expectations in week one and at the completion of the first semester after experiencing the transition initiative. Students reported changes in their expectations, assessment concerns, and the assistance they expected from lecturers over this period. Students’ early exposure to employability-focused curriculum provided valuable insights into their future profession, consequently reinforcing their long-term goal of employment in the sport sector. Results highlight the effectiveness of the supportive, student focused strategies embedded within the tailored transition initiative in the first semester of study. © 2022, University of Wollongong. All rights reserved.","expectations; motivation; professional identity; Transition","","","","","","","","Alexson R. G., Kemnitz C. P., Curriculum Articulation and Transitioning Student Success: Where Are We Going Wrong and What Lessons Have We Learned?, Educational Research Quarterly, 28, 2, pp. 19-29, (2004); Allin L., Coyles A., Hayman R., Exploring social integration of sport students during the transition to university, Journal of Perspectives in Applied Academic Practice, 5, 2, pp. 31-36, (2017); Baik C., Naylor R., Arkoudis S., The First Year Experience in Australian Universities: Findings from Two Decades, 1994-2014, (2015); Bowles A., Fisher R., McPhail R., Rosenstreich D., Dobson A., Staying the distance: students’ perceptions of enablers of transition to higher education, Higher Education Research & Development, 33, 2, pp. 212-225, (2014); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brinkworth R., McCann B., Matthews C., Nordstrom K., First year expectations and experiences: Student and teacher perspectives, Higher Education, 58, 2, pp. 157-173, (2009); Calcagno L., Walker D., Grey D., Building relationships: a personal tutoring framework to enhance student transition and attainment, Student Engagement in Higher Education Journal, 1, 2, pp. 88-99, (2017); Cheung K., Tam K. Y., Tsang M. H., Zhang L. W., Lit S. W., Depression, anxiety and stress in different subgroups of first-year university students from 4-year cohort data, Journal of Affective Disorders, 274, pp. 305-314, (2020); Clark M. R., Negotiating the Freshman Year: Challenges and Strategies Among First-Year College Students, Journal of College Student Development, 46, 3, pp. 296-316, (2005); Clarke V., Braun V., Thematic analysis, The Journal of Positive Psychology, 12, 3, pp. 297-298, (2017); Comi D., First year engagement: The transition to university, I-Manager's Journal on Educational Psychology, 13, 1, pp. 54-66, (2019); Selected Higher Education Statistics – 2020 Student data [Dataset, (2021); Devlin M., McKay J., Reframing 'the problem': Students from low socioeconomic status backgrounds transitioning to university, Universities in transition: foregrounding social contexts of knowledge in the first year experience, pp. 97-126, (2014); Farhat G., Bingham J., Caulfield J., Grieve S., The academies project: Widening access and smoothing transitions for secondary school pupils to university, college and employment, Journal of Perspectives in Applied Academic Practice, 5, 1, pp. 23-30, (2017); Kift S., Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: Final report for ALTC senior fellowship program, (2009); Kift S. M., Nelson K. J., Clarke J. A., Transition pedagogy: a third generation approach to FYE: a case study of policy and practice for the higher education sector, The International Journal of the First Year in Higher Education, 1, 1, pp. 1-20, (2010); Krause K., Hartley R., James R., McInnis C., The First Year Experience in Australian Universities: Findings from a Decade of National Studies, (2005); Lizzio A., Designing an Orientation and Transition Strategy for Commencing Students: Applying the Five Senses Model, (2006); Mateu P., Ingles E., Torregrossa M., Marques R. F. R., Stambulova N., Vilanova A., Living life through sport: the transition of elite Spanish Student-Athletes to a University degree in Physical Activity and Sports Sciences, Frontiers in Psychology, 11, (2020); Millman T., McNamara J., The long and winding road: Experiences of students entering university through transition programs, Student Success, 9, 3, pp. 37-49, (2018); National statement on ethical conduct in human research, (2018); Richardson A., King S., Garrett R., Wrench A., Thriving or Just Surviving? Exploring Student Strategies for a Smoother Transition to University, The International Journal of the First Year in Higher Education, 3, 2, pp. 87-93, (2012); Taylor P. G., Millwater J., Nash R., Making sense of student transition in higher education: A conceptual framework, (2007); Turner R., Morrison D., Cotton D., Child S., Stevens S., Nash P., Kneale P., Easing the transition of first year undergraduates through an immersive induction module, Teaching in Higher Education, 22, 7, pp. 805-821, (2017); Willcoxson L., Cotter J., Joy S., Beyond the first year experience: The impact on attrition of student experiences throughout undergraduate degree studies in six diverse universities, Studies in Higher Education, 36, 3, pp. 331-352, (2011); Wilson K., Lizzio A., Final Report: Facilitating Commencing Students’ Success with Early Assessment, (2011)","","","University of Wollongong","","","","","","14499789","","","","English","J. Univ. Teach. Learn. Pract.","Article","Final","","Scopus","2-s2.0-85135258014"
"Dougherty M.","Dougherty, Meaghan (57201430259)","57201430259","Reconceptualising the transition from post-secondary education to work","2022","Journal of Education and Work","35","3","","241","255","14","1","10.1080/13639080.2022.2048251","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125992378&doi=10.1080%2f13639080.2022.2048251&partnerID=40&md5=835f9f0c270303b804ca68afbcf5f69c","Child and Youth Care Department, Douglas College, BC, Canada","Dougherty M., Child and Youth Care Department, Douglas College, BC, Canada","Educational researchers identify the transition from post-secondary education to the labour market as a critical point for the success of the student, and for society more broadly. This transition is often explored as a distinct phase between education and work that can be assessed based on pre-determined outcomes (i.e. employment, income). From this perspective, it is the responsibility of individual students to effectively commodify themselves and navigate their transition into employment. This focus on individual responsibility fails to question social mobility discourse and current labour market realities that significantly influence transition. In order to re-conceptualise transition, I deconstruct social mobility discourse as the foundation of transition research. Then, I draw on narratives of social service workers in British Columbia, Canada, to complexify transition and allow for more nuanced research. The narratives contradict dominant conceptualisations of transition, critiquing transition as a linear process that can be assessed through economic indicators. Recognising transition as a continual process that is influenced by a multiplicity of factors opens new ways to research. Research exploring the nuance of transition moves away from a deficit-focused, intervention approach focused on students, to critically exploring education, the labour market, and the relationship between school and work. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","critical narrative inquiry; employability; labour market; School-to-work transition","","","","","","","","Apple M.W., Freire, Neo-liberalism and Education, Discourse, 20, 1, pp. 5-20, (1999); Ashton H.S., Ashton D.N., ‘Bring on the Dancers’: Reconceptualising the Transition from School to Work, Journal of Education and Work, 29, 7, pp. 747-766, (2016); Ball S.J., Global Education Inc.: New Policy Networks and the Neo-Liberal Imaginary., (2012); Ball S.J., Performativity, Commodification and Commitment: An I-Spy Guide to the Neoliberal University, British Journal of Educational Studies, 60, 1, pp. 17-28, (2012); Bergquist W.H., Pawlak K., Engaging the Six Cultures of the Academy: Revised and Expanded Version of the Four Cultures of the Academy., (2008); Bridges-Rhoads S.C., Van Cleave J., Pursuing Responsibility: Writing and Citing Subjects in Qualitative Research, Qualitative Inquiry, 20, 5, pp. 641-652, (2014); Brown P., Education, Opportunity and the Prospects for Social Mobility, British Journal of Sociology of Education, 34, 5-6, pp. 678-700, (2013); Brown P., Green A., Lauder H., High Skills: Globalization, Competiveness, and Skill Formation, (2001); Buras K.L., Michael W.A., Introduction, The Subaltern Speak: Curriculum, Power, and Educational Struggles, pp. 1-39, (2006); Chase S.E., Narrative Inquiry: Multiple Lenses, Approaches, Voices, The Sage Handbook of Qualitative Research, pp. 651-679, (2005); Clandinin D.J., Engaging in Narrative Inquiry, (2013); Davies B., Frogs and Snails and Feminist Tales: Preschool Children and Gender., (2003); Davies B., Bansel P., Neoliberalism and Education, International Journal of Qualitative Studies in Education, 20, 3, pp. 247-259, (2007); Deil-Amen R., DeLuca S., The Underserved Third: How Our Educational Structures Populate an Educational Underclass, Journal of Education for Students Placed at Risk, 15, pp. 27-50, (2010); Dougherty M., The Transition from Post-Secondary Education to Work: Power, Performativity, and Entanglement in Becoming Social Service Workers., (2019); Finnie R., The School-to-Work Transition of Canadian Post-Secondary Graduates: A Dynamic Analysis, Journal of Higher Education Policy and Management, 26, 1, pp. 35-58, (2004); Foucault M., Discipline and Punish: The Birth of the Prison, (1979); Giroux H., Neoliberalism’s War on Higher Education, (2014); Grosz E., Bergson, Deleuze and the Becoming of Unbecoming, Parallax, 11, 2, pp. 4-13, (2005); Hull G., Critical Literacy and Beyond: Lessons Learned from Students and Workers in a Vocational Program and on the Job, Anthropology and Education Quarterly, 24, 4, pp. 373-396, (1993); Ireland S.M.-Y., Fostering Success or Stratification? A Macroapproach to Understanding “Success” in the Community College Context, Community College Journal of Research and Practice, 39, 2, pp. 150-162, (2015); Jackson A.Y., Mazzei L.A., Thinking with Theory in Qualitative Research: Viewing Data across Multiple Perspectives, (2012); Kincheloe J.L., Toil and Trouble: Good Work, Smart Workers, and the Integration of Academic and Vocational Education, (1995); Kincheloe J.L., The Knowledges of Teacher Education: Developing a Critical Complex Epistemology, Teacher Education Quarterly, 31, 1, pp. 49-66, (2004); Koen J., Klehe U.-C., Annelies E.M., Vianen V., Training Career Adaptability to Facilitate a Successful School-to-Work Transition, Journal of Vocational Behavior, 81, 3, pp. 395-408, (2012); Lang M., Can Mentoring Assist in the School-to-Work Transition?, Education + Training, 52, 5, pp. 359-367, (2010); Lehmann W., Forms of Capital in Working-Class Students’ Transition from University to Employment, Journal of Education and Work, 32, 4, pp. 347-359, (2019); Littler J., Against Meritocracy: Culture, Power, and Myths of Mobility, (2018); Livingstone D.W., Underemployment of Highly Qualified Labor in Advanced Capitalism: Trends and Prospects, Journal of Education and Work, 32, 4, pp. 305-319, (2019); McLaren P., Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education, (2007); Miles M.B., Michael Huberman A., Saldana J., Qualitative Data Analysis, (2014); Mishler E.G., Historians of the Self: Restorying Lives, Revising Identities, Research in Human Development, 1, 1-2, pp. 101-121, (2004); Morrison A., Contributive Justice: Social Class and Graduate Employment in the UK, Journal of Education and Work, 32, 4, pp. 335-346, (2019); Noddings N., Caring: A Relational Approach to Ethics and Moral Education, (2013); O'Shea S., Lysaght P., Roberts J., Harwood V., Shifting the Blame in Higher Education–Social Inclusion and Deficit Discourses, Higher Education Research & Development, 35, 2, pp. 322-336, (2016); Ogbuanya T.C., Chukwuedo S.O., Career-Training Mentorship Intervention Using the Dreyfus Model: Implications for Career Behaviors and Practical Skills Acquisition in Vocational Electronic Technology, Journal of Vocational Behavior, 103, B, pp. 88-105, (2017); Pinquart M., Juang L.J., Silbereisen R.K., Self-efficacy and Successful School-to-Work Transition: A Longitudinal Study, Journal of Vocational Behavior, 63, 3, pp. 329-346, (2003); Preston S., Aslett J., Resisting Neoliberalism from within the Academy: Subversion through an Activist Pedagogy, Social Work Education, 33, 4, pp. 502-518, (2014); Renn R.W., Steinbauer R., Taylor R., Detwiler D., School-to-Work Transition: Mentor Career Supports and Student Career Planning, Job Search Intentions, and Self-Defeating Job Search Behaviour, Journal of Vocational Behavior, 85, 3, pp. 422-432, (2014); Simmons R., Entry to Employment: Discourses of Inclusion and Employability in Work-Based Learning for Young People, Journal of Education and Work, 22, 2, pp. 137-151, (2009); Urciuoli B., Skills and Selves in the New Workplace, American Ethnologist, 35, 2, pp. 211-228, (2008); Valadez J.R., Searching for a Path Out of Poverty: Exploring the Achievement Ideology of a Rural Community College, Adult Education Quarterly, 50, 3, pp. 212-230, (2000); Yang N., Yaung H., Noh H., Jang S.H., Lee B., The Change of Planned Happenstance Skills and Its Association with Career-Related Variables during School-to-Work Transition, International Journal for Education and Vocational Guidance, 17, 1, pp. 19-38, (2017)","M. Dougherty; Child and Youth Care Department, Douglas College, Canada; email: doughertym@douglascollege.ca","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85125992378"
"Zhao X.; Cox A.","Zhao, Xin (57195590517); Cox, Andrew (7402563906)","57195590517; 7402563906","Chinese students’ study in the UK and employability: the views of Chinese employers, students and alumni, and UK teachers","2022","Journal of Education and Work","35","4","","422","440","18","3","10.1080/13639080.2022.2073339","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130171942&doi=10.1080%2f13639080.2022.2073339&partnerID=40&md5=05c4d59e20f0a68fbfc5e053e4a63278","Information School, University of Sheffield, Sheffield, United Kingdom","Zhao X., Information School, University of Sheffield, Sheffield, United Kingdom; Cox A., Information School, University of Sheffield, Sheffield, United Kingdom","While not the only motive for Chinese students to come to study in the UK, employability must be one key factor. Yet there is relatively little research on perceptions among students, employers and teachers of how studying in the UK impacts employment prospects. This paper seeks to compare the views of these stakeholders on what are the essential skills needed for employability and whether these match those gained through study abroad. The data used was from an online questionnaire. The data showed that while there seemed to be some agreement about what skills were valued for employability and about what was learned in studying in the UK yet there was quite a strong mismatch between the two. Free text responses to the survey confirmed from previous research that reverse culture shock and work experience issues were important barriers to employability. They also revealed some types of challenge not identified or given emphasis before such as a reverse language shock and a misalignment between the timing of recruitment rounds and study in the UK. The data also confirmed the relative weakness of career advice for international students. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Employability; international students; overseas employers","","","","","","","","Artess J., Hooley T., Mellors-Bourne R., Employability: A Review of the Literature 2012 to 2016. A Report for the Higher Education Academy, Higher Education Academy, (2017); Employability in Focus: Exploring employer perceptions of overseas graduates returning to China, (2018); Gill S., The Homecoming: An Investigation into the Effect that Studying Overseas Had on Chinese Postgraduates” Life and Work on Their Return to China, Compare, 40, 3, pp. 359-376, (2010); Goodwin K., Mbah M., Enhancing the Work Placement Experience of International Students: Towards a Support Framework, Journal of Further and Higher Education, 43, 4, pp. 521-532, (2019); Gribble C., Rahimi M., Blackmore J., International Students and Post-study Employment: The Impact of University and Host Community Engagement on the Employment Outcomes of International Students in Australia, International Student Connectedness and Identity. Cultural Studies and Transdisciplinarity in Education, 6, (2017); Gu Q., Schweisfurth M., Transnational Connections, Competences and Identities: Experiences of Chinese International Students after Their Return ‘Home’, British Educational Research Journal, 41, 6, pp. 947-970, (2015); Hinchliffe G.W., Jolly A., Graduate Identity and Employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Huang R., Turner R., International Experience, Universities Support and Graduate Employability–perceptions of Chinese International Students Studying in UK Universities, Journal of Education and Work, 31, 2, pp. 175-189, (2018); Jackson D., Exploring the Challenges Experienced by International Students during Work-integrated Learning in Australia, Asia Pacific Journal of Education, 37, 3, pp. 344-359, (2017); Kotsiou A., Fajardo-Tovar D.D., Cowhitt T., Major L., Wegerif R., A Scoping Review of Future Skills Frameworks, Irish Educational Studies, 41, 1, pp. 171-186, (2022); Li Z., A Critical Account of Employability Construction through the Eyes of Chinese Postgraduate Students in the UK, Journal of Education and Work, 26, 5, pp. 473-493, (2013); Li Y., Mitts N.G., Whiston S.C., Chinese International Students’ Expectations About Career Counseling, Journal of Career Development, 48, 1, pp. 73-88, (2021); Mok K.H., Lang S., Xiao H., The Quest for Global Talent for Changing Economic Needs: A Study of Student Mobility and Job Prospects for Returnees in China, Globalisation, Societies and Education, 18, 1, pp. 79-96, (2020); Mok K.H., Xiong W., Ye H., COVID-19 Crisis and Challenges for Graduate Employment in Taiwan, Mainland China and East Asia: A Critical Review of Skills Preparing Students for Uncertain Futures, Journal of Education and Work, 34, 3, pp. 247-261, (2021); Moseley W.G., Making Study Abroad a Winning Proposition for Pre-tenure Faculty, Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 1, pp. 231-240, (2009); Singh J.K.N., Fan S.X., International Education and Graduate Employability: Australian Chinese Graduates’ Experiences, Journal of Education and Work, 34, 5-6, pp. 663-675, (2021); Su W., Zhang M., An Integrative Model for Measuring Graduates’ Employability skills—A Study in China, Cogent Business & Management, 2, 1, (2015); Tharenou P., Women’s Self-initiated Expatriation as a Career Option and Its Ethical Issues, Journal of Business Ethics, 95, 1, pp. 73-88, (2010); Tynjala P., Slotte V., Nieminen J.T., Lonka K., Olkinuora E., From University to Working Life: Graduates’ Workplace Skills in Practice, Higher Education and Working Life: Collaborations, Confrontations and Challenges, pp. 77-88, (2006); International student statistics: UK higher education, (2020); Washer P., Revisiting Key Skills: A Practical Framework for Higher Education, Quality in Higher Education, 13, 1, pp. 57-67, (2007); New Vision for Education: Fostering Social and Emotional Learning through Technology, (2016); Xiang B., Shen W., International Student Migration and Social Stratification in China, International Journal of Educational Development, 29, 5, pp. 513-552, (2009); Shijian Bu Duideng, Juli Yuan, Haiwaixuezi Ganbushang Qiuzhao, Zenmeban? [What Can Be Done to Help Overseas Returnees Who Miss the Autumn Recruitment Cycle Due to Time Clash and Distance?, (2018); Xiong W., Mok K.H., Critical Reflections on Mainland China and Taiwan Overseas Returnees’ Job Searches and Career Development Experiences in the Rising Trend of Anti-globalisation, Higher Education Policy, 33, 3, pp. 413-436, (2020); Yorke M., Knight P., Embedding Employability into the Curriculum. (Learning and Employability Series 1), (2006); Zhai K., Moskal M., Read B., Compelled to Compete: Chinese Graduates on Employment and Social Mobility after International and Domestic Study, International Journal of Educational Development, 84, (2021); Zweig D., Han D., Sea Turtles” or “Seaweed?. The Employment of Overseas Returnees in China, The Internationalization of Labour Markets, pp. 89-104, (2010)","A. Cox; Information School, Regent Court, Sheffield, 211 Portobello, S1 4DP, United Kingdom; email: a.m.cox@sheffield.ac.uk","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85130171942"
"Ononye U.; Ogbeta M.; Ndudi F.; Bereprebofa D.; Maduemezia I.","Ononye, Uzoma (57196042267); Ogbeta, Mercy (57561240100); Ndudi, Francis (57561631200); Bereprebofa, Dudutari (57562210300); Maduemezia, Ikechuckwu (57562394600)","57196042267; 57561240100; 57561631200; 57562210300; 57562394600","Academic resilience, emotional intelligence, and academic performance among undergraduate students","2022","Knowledge and Performance Management","6","1","","1","10","9","8","10.21511/kpm.06(1).2022.01","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127577592&doi=10.21511%2fkpm.06%281%29.2022.01&partnerID=40&md5=c582960267613ee561abdcf7c5d8260b","Faculty of Management and Social Sciences, Department of Business Administration, Dennis Osadebay University, Nigeria; Faculty of Management Sciences, Department of Business Administration, Delta State University, Abraka, Nigeria","Ononye U., Faculty of Management and Social Sciences, Department of Business Administration, Dennis Osadebay University, Nigeria; Ogbeta M., Faculty of Management Sciences, Department of Business Administration, Delta State University, Abraka, Nigeria; Ndudi F., Faculty of Management and Social Sciences, Department of Business Administration, Dennis Osadebay University, Nigeria; Bereprebofa D., Faculty of Management and Social Sciences, Department of Business Administration, Dennis Osadebay University, Nigeria; Maduemezia I., Faculty of Management Sciences, Department of Business Administration, Delta State University, Abraka, Nigeria","Academic resilience and emotional intelligence are considered important personal resources for furthering students' academic performance. However, many educational organizations seem to trivialize the performance implications of these constructs in teachings and curriculum. Consequently, it can decrease not just their academic performance but also their employability, as they lack the generic competencies to adapt and survive in a stressful context. Even so, empirical evidence on integrating academic resilience, emotional intelligence, and academic performance remains unexplored in the Nigerian university context. Therefore, the study aimed to investigate the linkages between academic resilience, emotional intelligence, and academic performance in Nigeria. The partial least square (PLS) modeling method was utilized for testing the stated hypotheses with data collected from 179 final year undergraduate students in the regular B.Sc. Business Administration and B.Sc. Marketing program at Delta State University, Nigeria. From the PLS results, the study reported that academic resilience was positively related to emotional intelligence (β = 0.125, p = 0.007), academic resilience (β = 0.231, p = 0.000) and emotional intelligence (β = 0.260, p = 0.000) were positively related to academic performance, and emotional resilience mediated the positive relationship between academic resilience and academic performance (β = 0.057, p = 0.005). While academic resilience predicted academic performance, it also predicted emotional intelligence, which affected academic performance significantly and positively. © The author(s) 2022","emotions; intelligence; Nigeria; performance; public university; resilience; students","","","","","","","","Afzal A., Atta M., Malik I. N., Role of positive psychological capital in prediction of emotions and subjective wellbeing among adolescents, Journal of the Indian Academy of Applied Psychology, 42, 1, pp. 72-81, (2016); Alghamdi F. S., The role of trait emotional intelligence in individual performance: A descriptive study in Albaha University, Saudi Arabia, Journal of Service Science and Management, 7, 5, pp. 361-367, (2014); Anderson C. J., Gerbing W. D., Structural equation modelling in practice: A review and recommended two-step approach, Psychological Bulletin, 103, 3, pp. 411-423, (1988); Bittmann F., When problems just bounce back: About the relation between resilience and academic success in German tertiary education, SN Social Sciences, 1, (2021); Bracket A. M., Rivers E. S., Salovey P., Emotional intelligence: Implications for personal, social, academic, and workplace success, Social and Personality Psychology Compass, 5, 1, pp. 88-103, (2011); Cassidy S., Resilience building in students: The role of academic self-efficacy, Frontiers in Psychology, 6, (2015); Cassidy S., The academic resilience scale (ARS-30): A new multidimensional construct measure, Frontiers in Psychology, 7, (2016); Chew H. B., Zain M. A., Hassan F., Emotional intelligence and academic performance in first and final year medical students: A cross-sectional study, BMC Medical Education, 13, (2013); Da S., Zhu Z., Cen H., Gong X., Siu L. O., Zhang X., Psychological capital, positive affect and organizational outcomes: A three-wave cross-lagged study, Journal of Pacific Rim Psychology, 15, pp. 1-13, (2021); Davies A. K., Lane M. A., Devonport J. T., Scott A. J., Validity and reliability of a brief emotional intelligence scale (BEIS-10), Journal of Individual Differences, 31, 4, pp. 198-208, (2010); Edward K., Warelow P., Resilience: When coping is emotionally intelligent, Journal of the American Psychiatric Nurses Association, 11, 2, pp. 101-102, (2005); Ephrem A. N., Nguezet P. M. D., Charmant I. K., Murimbika M., Awotide B. A., Tahirou A., Lydie M. N., Manyong V., Entrepreneurial motivation, psychological capital, and business success of young entrepreneurs in the DRC, Sustainability, 13, 8, (2021); Garcia-Crespo F. J., Fernandez-Alonso R., Muniz J., Academic resilience in European countries: The role of teachers, families, and student profiles, PLoS ONE, 16, 7, (2021); Guterman O., Academic success from an individual perspective: A proposal for redefinition, International Review of Education, 67, 3, pp. 403-413, (2021); Hair F. J., Hult M. T. G., Ringe M. C., Sarstedt M., A primer on partial least squares structural equation modeling (PLS-SEM), (2017); Halbesleben B. R. J., Neveu J., Paustian-Underdahl P. C. S., Westman M., Getting to the “COR”: Understanding the Role of Resources in Conservation of Resources Theory, Journal of Management, 40, 5, pp. 1334-1364, (2014); Hartmann S., Weiss M., Hoeg M., Team resilience in organizations: A conceptual and theoretical discussion of team-level concept, Research Handbook on Organizational Resilience, pp. 39-52, (2020); Ibout E. J., Ibout C. J., Ibia I. E., Education, ideology and social transformation, Journal of the Historical Society of Nigeria, 27, pp. 24-47, (2018); Khajehpour M., Relationship between emotional intelligence, parental involvement and academic performance of high school students, Procedia Social and Behavioural Sciences, 15, pp. 1081-1086, (2011); Lamas H., School performance, Propósitos y Representaciones, 3, 1, pp. 313-386, (2015); Lovoll S. H., Roysamb E., Vitterso J., Zourbanos N., Experiences matter: Positive emotions facilitate intrinsic motivation, Cogent Psychology, 4, 1, (2017); Mayer J. D., Salovey P., What is emotional intelligence?, Emotional development and emotional intelligence: Implications for educators, pp. 3-31, (1997); Meher V., Baral R., Bankira S., An analysis of emotional intelligence and academic performance of four-year integrated B.Ed. trainees, Shanlax International Journal of Education, 9, 2, pp. 108-116, (2021); Olusoji J. G., Samuel E. O., Godbless O. A., Psychological capital and work engagement among employees in the Nigerian public sector: The mediating role of emotional intelligence, International Journal of Public Administration, (2021); Partido B. B., Stafford R., Association between emotional intelligence and academic performance among dental hygiene students, Journal of Dental Education, 82, 9, pp. 974-979, (2018); Pooley J., Cohen L., Resilience: A definition in context, The Australian Community Psychologist, 22, 1, pp. 30-37, (2010); Putwain D. W., Wood P., Pekrun R., Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy, Journal of Educational Psychology, 114, 1, pp. 108-126, (2022); Rode J. C., Mooney C. H., Arthaud-day M. L., Near P. P., Baldwin T. T., Rubin R. S., Bommer T. T., Emotional intelligence and individual performance: Evidence of direct and moderated effects, Journal of Organizational Behavior, 28, 4, pp. 399-421, (2007); Romano L., Angelini G., Consiglio P., Fiorilli C., Academic resilience and engagement in high school students: The mediating role of perceived teacher emotional support, European Journal of Investigation Health, Psychology and Education, 11, 2, pp. 334-344, (2021); Santos J., Jesmin T., Martis A., Maunder M., Cruz S., Novo C., Schiff H., Bessa P., Costa R., Carvalho C. V., Developing emotional intelligence with a game: The league of emotions learners approach, Computers, 10, 8, (2021); Sarrionandia A., Ramos-Diaz E., Fernandez-Lasarte O., Resilience as a mediator of emotional intelligence and perceived stress: A cross-country study, Frontiers in Psychology, 9, (2018); Sarwar H., Nadeem K., Aftab J., The impact of psychological capital on project success mediating role of emotional intelligence in construction organizations of Pakistan, Journal of Global Entrepreneurship Research, 7, pp. 1-13, (2017); Schneider R. T., Lyons B. J., Khazon S., Emotional intelligence and resilience, Personality and Individual Difference, 55, 8, pp. 909-914, (2013); Slatten T., Gudbrand L., Solveig B. N. E., Onshus T., Supportive study climate and academic performance among university students: The role of psychological capital, positive emotions and study engagement, International Journal of Quality and Service Sciences, 13, 4, pp. 585-600, (2021); Suleman Q., Hussain I., Syed M. A., Parveen R., Lodhi I. S., Mahmood Z., Association between emotional intelligence and academic success among undergraduates: A cross-sectional study in KUST, Pakistan, PLoS ONE, 14, 7, (2019); Thomas C., Zolkoski S., Preventing stress among undergraduate learners: The Importance of emotional intelligence, resilience, and emotion regulation, Frontiers in Education, 5, (2020); Trigueros R., Aguilar-Parra M. J., Cangas J. A., Bermejo R., Ferrandiz C., Lopez-Liria R., Influence of emotional intelligence, motivation and resilience on academic performance and the adoption of healthy lifestyle habits among adolescents, International Journal of Environmental Research and Public Health, 16, 16, (2019); Tugade M. M., Fredrickson L. B., Resilient individuals use positive emotions to bounce back from negative emotional experiences, Journal of Personality and Social Psychology, 86, 2, pp. 320-333, (2004); York T. T., Gibson C., Rankin S., Defining and measuring academic success, Practical Assessment, Research, and Evaluation, 20, (2015); Zheng Y., Cai D., Zhao J-L., Yang C., Xia T., Xu Z., Bidirectional relationship between emotional intelligence and perceptions of resilience in young adolescents: A TwentyMonth Longitudinal Study, Child & Youth Care Forum, 50, pp. 363-377, (2020)","","","LLC CPC Business Perspectives","","","","","","25435507","","","","English","Knowl. Perform. Manag.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85127577592"
"Stavrou S.","Stavrou, Sophia (35175139600)","35175139600","Structuring forms of transition from higher education to employment: bridging Bernstein and Bourdieu in understanding mismatch","2022","Journal of Education and Work","35","2","","124","138","14","3","10.1080/13639080.2022.2036709","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124975146&doi=10.1080%2f13639080.2022.2036709&partnerID=40&md5=11785c9a8bc5394ae6c89e5f0583330a","Department of Social and Political Sciences, University of Cyprus, Nicosia, Cyprus","Stavrou S., Department of Social and Political Sciences, University of Cyprus, Nicosia, Cyprus","Ιn a policy context in which the harmonisation of HE curricula towards connection with the labour market is pursued, the article seeks to elucidate under-theorised and over-aggregated accounts of the role of the field of study in graduate employability and to investigate it from a new analytical angle to explain variations between fields. Using Bernstein’s theory of knowledge structures, the field of study is reconceptualised as an object in itself, shedding light on its internal relations and how these can shape graduates’ perceptions of and engagement in relevant employment. The study investigates variations within humanities and social sciences which are usually addressed by policy and scholarly research as a single category sector. The results reveal how different knowledge structures set heterogeneous conditions for graduate transitions, with explicit or implicit pathway-setting from education to work, through stronger or weaker specialisation of knowledge and identity, shaping introjected or projected identities. The study brings to light the crucial point of the intersection of a knowledge structure with a graduate’s social class by using Bourdieu’s theory. This shows how, in each field of study, specific forms of social inequality operate, affecting graduates’ transitions from HE to work in increasingly competitive and precarious labour markets. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","Bernstein; Bourdieu; Graduate employability; knowledge structures; social class","","","","","","University of Cyprus, UCY","This work was supported by the University of Cyprus, initially under the ‘Postdoctoral Research Grant’ and later by the ‘Start-Up Scheme Grant 2019-2021’.","Abrahams J., Honourable Mobility or Shameless Entitlement? Habitus and Graduate Employment, British Journal of Sociology of Education, 38, 5, pp. 625-640, (2017); Allen K., Quinn J., Hollingworth S., Rose A., Becoming Employable Students and ‘Ideal’ Creative Workers: Exclusion and Inequality in Higher Education Work Placements, British Journal of Sociology of Education, 34, 3, pp. 431-452, (2013); Appadurai A., The Capacity to Aspire: Culture and the Terms of Recognition, Culture and Public Action, pp. 59-84, (2004); Ball S.J., Davies J., David M., Reay D., Classification' and 'Judgement': Social class and the 'cognitive structures' of choice of Higher Education, British Journal of Sociology of Education, 23, 1, pp. 51-72, (2002); Bathmaker A.-M., Ingram N., Waller R., Higher Education, Social Class and the Mobilisation of Capitals: Recognising and Playing the Game, British Journal of Sociology of Education, 34, 5-6, pp. 723-743, (2013); Beck J., Young M.F.D., The Assault on the Professions and the Restructuring of Academic and Professional Identities: A Bernsteinian Analysis, British Journal of Sociology of Education, 26, 2, pp. 183-197, (2005); Bernstein B., Class and Pedagogies: Visible and Invisible, Educational Studies, 1, 1, pp. 23-41, (1975); Bernstein B., Code Theory and Its Positioning: A Case Study in Misrecognition, British Journal of Sociology of Education, 16, 1, pp. 3-19, (1995); Bernstein B., Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique, (2000); Bourdieu P., The Forms of Capital, Education: Culture, Economy and Society, pp. 46-58, (1997); Bourdieu P., Practical Reason: On the Theory of Action, (1998); Brown P., Hesketh A., The mismanagement of talent: Employability and jobs in the knowledge economy, (2004); Caricati L., Chiesa V., Guglielmi V., Mariani M.G., Real and Perceived Employability: A Comparison among Italian Graduates, Journal of Higher Education Policy and Management, 38, 4, pp. 490-502, (2016); Clark M., Zukas M., A Bourdieusian Approach to Understanding Employability: Becoming A ‘Fish in Water.’, Journal of Vocational Education & Training, 65, 2, pp. 208-219, (2013); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); DeLuca C., Godden L., Hutchinson N.L., Versnel J., Preparing At-Risk Youth for a Changing World: Revisiting a Person-In-Context Model for Transition to Employment, Educational Research, 57, 2, pp. 182-200, (2015); Finch D.J., Hamilton L.K., Baldwin R., Zehner M., An Exploratory Study of Factors Affecting Undergraduate Employability, Education + Training, 55, 7, pp. 681-704, (2013); Harvey L., Defining and Measuring Employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Helyer R., Lee D., The Role of Work Experience in the Future Employability of Higher Education Graduates, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Hordern J., Regions and Their Relations: Sustaining Authoritative Professional Knowledge, Journal of Education and Work, 29, 4, pp. 427-449, (2016); Jackson D., Developing Pre-Professional Identity in Undergraduates through Work-Integrated Learning, Higher Education, 74, 5, pp. 833-853, (2017); Jackson D., Tomlinson M., Investigating the Relationship between Career Planning, Proactivity and Employability Perceptions among Higher Education Students in Uncertain Labour Market Conditions, Higher Education, 21, (2020); Katartzi E., Hayward G., Conceptualising Transitions from Vocational to Higher Education: Bringing Together Bourdieu and Bernstein, British Journal of Sociology of Education, 41, 3, pp. 299-314, (2020); Marginson S., The Worldwide Trend to High Participation Higher Education: Dynamics of Social Stratification in Inclusive Systems, Higher Education, 72, 4, pp. 413-434, (2016); Maton K., Knowledge and Knowers: Towards a Realist Sociology of Education, (2014); Menendez Alvarez-Hevia D., Naylor S., Conceptualising Routes to Employability in Higher Education: The Case of Education Studies, Journal of Education and Work, 32, 4, pp. 407-419, (2019); Morrison A., I Think That’s Bad”: Lay Normativity and Perceived Barriers to Employment in Primary Teaching in the UK, Sociology, 49, 4, pp. 643-659, (2015); Morrison A., Bourdieu and Higher Education Research: A Bricolage Approach, Higher Education Review, 49, 3, pp. 53-75, (2017); Muller J., Forms of Knowledge and Curriculum Coherence, Journal of Education and Work, 22, 3, pp. 205-226, (2009); Muller J., Young M., Disciplines, Skills and the University, Higher Education, 67, 2, pp. 127-140, (2014); Muller J., Young M., Knowledge, Power and Powerful Knowledge Re-visited, The Curriculum Journal, 30, 2, pp. 196-214, (2019); Naess T., Master’s Degree Graduates in Norway: Field of Study and Labour Market Outcomes, Journal of Education and Work, 33, 1, pp. 1-18, (2020); Nunez I., Livanos I., Higher Education and Unemployment in Europe: An Analysis of the Academic Subject and National Effects, Higher Education, 59, 4, pp. 475-487, (2010); Reay D., David M., Ball S., Degrees of Choice. Social Class, Race and Gender in Higher Education, (2005); Reimer D., Noelke C., Kucel A., Labor Market Effects of Field of Study in Comparative Perspective, International Journal of Comparative Sociology, 49, 4-5, pp. 233-256, (2008); Reiter H., Schlimbach T., NEET in Disguise? Rival Narratives in Troubled Youth Transitions, Educational Research, 57, 2, pp. 133-150, (2015); Roper J., Ganesh S., Inkson K., Neoliberalism and Knowledge Interests in Boundaryless Careers Discourse, Work, Employment and Society, 24, 4, pp. 661-679, (2010); Silva P., Lopes B., Costa M., Seabra D., Melo A.I., Brito E., Dias G.P., Stairway to Employment? Internships in Higher Education, Higher Education, 72, 6, pp. 703-721, (2016); Stavrou S., Changing official knowledge in economy-based societies: higher education policy, projected identities and the epistemic shift, Pedagogic Rights and Democratic Education, pp. 136-150, (2015); Stavrou S., L'Université au Diapason du Marché. Une sociologie du changement curriculaire dans les universités françaises, (2017); Tholen G., What Can Research into Graduate Employability Tell Us about Agency and Structure?, British Journal of Sociology of Education, 36, 5, pp. 766-784, (2015); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Weenink D., Cosmopolitanism as a Form of Capital: Parents Preparing Their Children for a Globalizing World, Sociology, 42, 6, pp. 1089-1106, (2008); Ye R., Reality Tests: Navigating Education to Work Transitions into Weak-Form Occupations, Journal of Education and Work, 33, 3, pp. 242-253, (2020)","S. Stavrou; Department of Social and Political Sciences, University of Cyprus, Nicosia, Cyprus; email: sofias@ucy.ac.cy","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85124975146"
"Papadimitriou A.; Mylonas N.; Frangakis C.","Papadimitriou, Antigoni (36008851800); Mylonas, Naoum (54389808400); Frangakis, Constantine (7003829132)","36008851800; 54389808400; 7003829132","Investigating women entrepreneurs in creative industries: critical determinants for venture performance","2022","Creative Industries Journal","","","","","","","3","10.1080/17510694.2022.2077575","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130887018&doi=10.1080%2f17510694.2022.2077575&partnerID=40&md5=3425688290311500df0940f2bf59ff63","School of Education, Johns Hopkins University, Baltimore, MD, United States; Farmer School of Business, Miami University, Oxford, OH, United States; Department of Tourism, Ionian University, Corfu, Greece; Blomberg School of Public Health, Johns Hopkins University, Baltimore, MD, United States","Papadimitriou A., School of Education, Johns Hopkins University, Baltimore, MD, United States, Farmer School of Business, Miami University, Oxford, OH, United States; Mylonas N., Department of Tourism, Ionian University, Corfu, Greece; Frangakis C., Blomberg School of Public Health, Johns Hopkins University, Baltimore, MD, United States","The importance of women’s entrepreneurial role has recently emerged in creative industries (CIs) literature because of the recognition of entrepreneurship as a significant tool for improving employability and enforcement of women artists and creatives. CIs provide a domain for women to build and sustain their economic empowerment by developing skills, finding jobs, working flexibly, achieving work-life balance, and generating income. This study seeks to disclose the predicting role of critical factors of entrepreneurship on women’s venture performance in CIs in Maryland. Drawing on the relevant literature, the study examines simultaneously the effect of a bundle of personal and social factors pertinent to women’s entrepreneurial activities in creatives industries using a survey (n = 138) and structural equation modeling as a methodological tool. The results reveal that entrepreneurial and artistic orientation, networking, and creative personality impact statistically significant women’s venture performance in CIs. Mentoring does not exert a statistically significant impact on women’s venture performance in CIs. The study contributes to entrepreneurship research, women entrepreneurs in CIs, and entrepreneurship for community and economic development. Additionally, its practical contribution is related to knowledge enrichment for community organizations, community developers, and decision-makers to support women entrepreneurs’ venture performance in CIs in their communities. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","community and economic development; Creative industries; Maryland; SEM; women entrepreneurs","","","","","","","","Acs Z.J., Megyesi M.I., Creativity and Industrial Cities: A Case Study of Baltimore, Entrepreneurship & Regional Development, 21, 4, pp. 421-439, (2009); Arregle J.-L., Hitt M.A., Sirmon D.G., Very P., The Development of Organizational Social Capital: Attributes of Family Firms, Journal of Management Studies, 44, 1, pp. 73-95, (2007); Aggestam M., Art-Entrepreneurship in the Scandinavian Music Industry, Entrepreneurship in the Creative Industries-an International Perspective, pp. 30-53, (2007); Aimers J., Community-Based Cultural Organisations within the Creative Industries–A Cultural Policy Dilemma, Third Sector Review, 11, 1, pp. 37-48, (2005); 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Networks and the New Wave of Women Entrepreneurs, The Social Science Journal, 38, 1, pp. 85-103, (2001); Wickert C., Post C., Doh J.P., Prescott J.E., Prencipe A., Management Research That Makes a Difference: Broadening the Meaning of Impact, (2020); Wiklund J., Shepherd D., Entrepreneurial Orientation and Small Business Performance: A Configurational Approach, Journal of Business Venturing, 20, 1, pp. 71-91, (2005); Yu J., Gilbert B.A., Oviatt M., Effects of Alliances, Time, and Network Cohesion on the Initiation of Foreign Sales by New Ventures, Strategic Management Journal, 32, 4, pp. 424-446, (2011); Zheng J., The ‘Entrepreneurial State’ in ‘Creative Industry Cluster’ Development in Shanghai, Journal of Urban Affairs, 32, 2, pp. 143-170, (2010)","A. Papadimitriou; Farmer School of Business, Miami University, Oxford, United States; email: antigoni.papadimitriou1@gmail.com","","Routledge","","","","","","17510694","","","","English","Creat. Ind. J.","Article","Article in press","","Scopus","2-s2.0-85130887018"
"Yaakob A.M.; Pan J.J.Y.; Kamarazaly M.A.; Loo S.K.","Yaakob, Azrina Md (57213608253); Pan, John Jun Yiu (57470180100); Kamarazaly, Myzatul Aishah (57213606417); Loo, Seong King (57470846200)","57213608253; 57470180100; 57213606417; 57470846200","EMPLOYABILITY OF QUANTITY SURVEYING STUDENTS IN MALAYSIA: PERCEPTIONS OF EMPLOYERS AND STUDENTS","2022","Malaysian Construction Research Journal","15","Special issue 1","","230","247","17","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125437422&partnerID=40&md5=f8fc81e76c7a9ae5c1bcdca0df5f519f","Faculty of Innovation & Technology, School of Architecture, Building & Design, Taylor’s University, Selangor, Malaysia","Yaakob A.M., Faculty of Innovation & Technology, School of Architecture, Building & Design, Taylor’s University, Selangor, Malaysia; Pan J.J.Y., Faculty of Innovation & Technology, School of Architecture, Building & Design, Taylor’s University, Selangor, Malaysia; Kamarazaly M.A., Faculty of Innovation & Technology, School of Architecture, Building & Design, Taylor’s University, Selangor, Malaysia; Loo S.K., Faculty of Innovation & Technology, School of Architecture, Building & Design, Taylor’s University, Selangor, Malaysia","Quantity Surveyor is in high demand in the construction industry in this rapidly growing era, but the question of quantity surveyor graduate’s unemployment still persists. The diversity of employment opportunities leads to the need of Quantity Surveyors being equipped with employability skills in order to stand a chance in the current competitive industry. This research paper seeks to identify the challenges faced by graduates, analyze the disparities between education and employability skills required by the employer and establish practical solutions for Quantity Surveyor students. This research paper have adopted a survey methodology in which questionnaires are send to students and employers to determine the perceptions of both the concept of employability. The feedbacks are collected and analyzed in order to find out practical solutions that can be applied to improve employability of Quantity Surveyor graduates in the construction sector. It was concluded that an effort must be made between the two parties to overcome the divide. Employability capabilities will therefore be defined to reduce unemployment soon. © 2022, Construction Research Institute of Malaysia. All rights reserved.","Challenges; Employability skills; Employers; Graduate’s unemployment; Practical solutions; Quantity Surveying students","","","","","","","","Archer W., Davison J., Graduate employability: what do employers think and want?, (2008); Ashworth A., Pre-contract Studies: Development Economics, Tendering and Estimating, (2008); Babbie E., The Practice of Social Research, (2010); Registered Consultant QS Practice, (2020); Cartlidge D., New Aspects of Quantity Surveying Practice, (2002); Chong B., THE SERVICES REQUIRED BY THE MALAYSIAN, (2014); Cruywagen H., Snyman E., Affordability of quantity surveying services on construction projects in South Africa, 13, 1, pp. 27-43, (2006); Darus Z., Continuing professional development (CPD), education and training as part of technology for the learning process in Malaysian built environment, WSEAS Transactions on Environment and Development, 5, 3, pp. 283-294, (2009); Davies R., Watson P., Knowledge management for the quantity surveying profession, (2007); Frei M., The Future of Quantity Surveying in New Zealand: likely changes, threats and opportunities, (2009); Grant A., What Is Data Analysis and Why Is It Important?, (2020); Griffin M., Annulis H., Employability skills in practice: The case of manufacturing education in Mississippi, International Journal of Training and Development, (2013); Gunduz M., Nielsen Y., Ozdemir M., Quantification of Delay Factors Using the Relative Importance Index Method for Construction Projects in Turkey, (2013); Hiew H., Ng P., How the QS Can Create Values in the Procurement of Construction Works, Strategic Integration of Surveying Services, Proceedings of the FIG Working week 2007, pp. 1-21, (2007); Holmes L., Competing perspectives on graduate employability: possession, position or process?, Studies in Higher Education, pp. 538-554, (2011); Ibrahim A. R., Roy M. H., Ahmed Z., Imtiaz G., An investigation of the status of the Malaysian construction industry, (2010); Johnson D., Dracoulis A., Professional indemnity insurance, Contract Journal, 440, 6649, (2007); Karunasena G., Niroshan M., Perera T., EMPLOYABILITY SKILLS FOR GRADUATE QUANTITY SURVEYORS, (2015); Kaur B., Employers prefer experienced workers than fresh graduates-JobsMalaysia, (2017); Knight P., Yorke M., Learning, curriculum and employability in higher education, (2004); Lay R., The Agenda for Change: 1998 Presidential Address, (1998); Low S., Kok H., Formulating a strategic marketing mix for quantity surveyors, (1997); Lowden K., Hall S., Elliot D., Lewin J., Employers’ perceptions of the employability skills of new graduates, (2011); Marsh L., Flanagan R., Measuring the costs and benefits of information technology in construction, (2000); Mbachu J., Phipps R., Critical success factors, opportunities and threats of the cost management profession: the case of Australasian quantity surveying firms, (2013); Development of soft skills for Institutions of Higher Learning, (2006); Nagarajan S., Professional work experiences of recent Australian information technology graduates, (2011); Ndukwu D., Questionnaire: Types, Dfinition, Examples & How to Design Your Own, (2020); Nkado R., Meyer T., Competencies of professional quantity surveyors: A South African perspective, Construction Management and Economics, 19, 5, pp. 481-491, (2001); Ochieng J., Predicting the Future of Quantity Surveying Profession in the Construction Industry, (2016); Odeyinka H., Doherty C., An evaluation of quantity surveying software usage in Northern Ireland, (2008); Omar C., Rajoo S., UNEMPLOYMENT AMONG GRADUATES IN MALAYSIA, International Journal of Economics, Commerce and Management, 4, 8, (2016); Learning for, (2003); Pearl R., The architectureal and quantity surveying professions in South Africa – are they suffering from a terminal illness?, (2004); Robinson N., Most uni students get a job within months of finishing but some courses do better than other, (2019); The APC Requirements and Competencies, (1998); Sani R., Demand for soft skills in the workplace, (2019); Schulz B., The Importance of Soft Skills: Education beyond academic knowledge, (2008); Shafie H., Khuzzan S., Mohyin N., Soft Skills Competencies of Quantity Surveying Graduates in Malaysia: Employers’ Views and Expectations, (2014); Shen G. Q., Li H., Benchmarking the use of information technology by the quantity surveying profession, Benchmarking An International Journal, 10, 6, pp. 581-596, (2003); Smith P., Trends in the Australian Quantity surveying Profession 1995-2003, (2004); Make a frequency chart and determine frequency, (2011); Verster J., Managing cost, contracts, communication and claims: a quantity surveying perspective on future opportunities, Proceedings of the International Cost Engineering Council 4th World Congress, (2004); Xavier J. A., Strategies to improve graduate employabilit, (2015); Yeo B., Unemployment and underemployment among our youth, (2018)","","","Construction Research Institute of Malaysia","","","","","","19853807","","","","English","Malays. Constr. Res. J.","Article","Final","","Scopus","2-s2.0-85125437422"
"Hulsegge G.; Otten W.; Van De Ven H.A.; Hazelzet A.M.; Blonk R.W.B.","Hulsegge, G. (54380059400); Otten, W. (7004465776); Van De Ven, H.A. (56150983400); Hazelzet, A.M. (45561207700); Blonk, R.W.B. (6603310133)","54380059400; 7004465776; 56150983400; 45561207700; 6603310133","Employers' attitude, intention, skills and barriers in relation to employment of vulnerable workers","2022","Work","72","4","","1215","1226","11","2","10.3233/WOR-210898","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136342284&doi=10.3233%2fWOR-210898&partnerID=40&md5=0b382d9f6f60ce090e2ca184cd723558","Sustainable Productivity and Employability, Netherlands Organization for Applied Scientific Research (TNO), Leiden, Netherlands; Faculty of Social and Behavioral Sciences, Tilburg University, Tilburg, Netherlands; Optentia, North West University, Vanderbijlpark, South Africa","Hulsegge G., Sustainable Productivity and Employability, Netherlands Organization for Applied Scientific Research (TNO), Leiden, Netherlands; Otten W., Sustainable Productivity and Employability, Netherlands Organization for Applied Scientific Research (TNO), Leiden, Netherlands; Van De Ven H.A., Sustainable Productivity and Employability, Netherlands Organization for Applied Scientific Research (TNO), Leiden, Netherlands; Hazelzet A.M., Sustainable Productivity and Employability, Netherlands Organization for Applied Scientific Research (TNO), Leiden, Netherlands; Blonk R.W.B., Sustainable Productivity and Employability, Netherlands Organization for Applied Scientific Research (TNO), Leiden, Netherlands, Faculty of Social and Behavioral Sciences, Tilburg University, Tilburg, Netherlands, Optentia, North West University, Vanderbijlpark, South Africa","BACKGROUND: Little is known why some organizations employ vulnerable workers and others do not. OBJECTIVE: To explore the relationships between the attitude, intention, skills and barriers of employers and employment of vulnerable workers. METHODS: We included 5,601 inclusive organizations (≥1% of employees had a disability, was long-term unemployed or a school dropout) and 6,236 non-inclusive organizations of the Netherlands Employers Work Survey 2014-2019. We operationalized employer factors based on the Integrative Model of Behavioral Prediction as attitude (negative impact), intention (mission statement regarding social inclusion), skills (human resources policies and practices), and barriers (economic conditions and type of work). We used multivariate-adjusted logistic regression models. RESULTS: Compared to non-inclusive organizations, inclusive organizations had a more negative attitude (OR:0.81) and a stronger intention to employ vulnerable workers (OR:6.09). Regarding skills, inclusive organizations had more inclusive human resources practices (OR:4.83) and initiated more supporting human resources actions (OR:4.45). Also, they adapted more work conditions towards the needs of employees (OR:1.52), negotiated about work times and absenteeism (OR:1.49), and had general human resources practices on, for example, employability (OR:1.78). Inclusive organizations had less barriers reflected by better financial results (OR:1.32), more employment opportunities (OR:1.33) and more appropriate work tasks (OR:1.40). CONCLUSIONS: Overall, inclusive organizations reported more positive results on the employer factors of the Integrative Model of Behavioral Prediction, except for a more negative attitude. The more negative attitude might reflect a more realistic view on the efforts to employ vulnerable groups, and suggests that other unmeasured emotions and beliefs are more positive.  © 2022 - The authors. Published by IOS Press.","Disability; employers; hiring intention; occupational rehabilitation; retention","Attitude; Disabled Persons; Employment; Humans; Intention; Occupations; attitude; behavior; disabled person; employment; human; occupation","","","","","Ministerie van Sociale Zaken en Werkgelegenheid, SZW","This study was supported by the Ministry of Social Affairs and Employment in the Netherlands. The Ministry of Social Affairs and Employment had no role in study the design of the study, data collection","Ryan R.M., Deci E.L., Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being, Am Psychol, 55, 1, (2000); Van Der Noordt M., Ijzelenberg H., Droomers M., Proper K.I., Health effects of employment: A systematic review of prospective studies, Occup Environ Med, 71, 10, pp. 730-736, (2014); Wanberg C.R., The individual experience of unemployment, Annu Rev Psychol, 63, pp. 369-396, (2012); Lindsay S., Cagliostro E., Albarico M., Mortaji N., Karon L., A systematic review of the benefits of hiring people with disabilities, J Occup Rehabil, 28, 4, pp. 634-655, (2018); Disability Employment Statistics, (2020); Archive: Disability statistics-labour market access, (2014); Campolieti M., Fang T., Gunderson M., Labour market outcomes and skill acquisition of high-school dropouts, J Labor Res, 31, 1, pp. 39-52, (2010); Lauer E.A., Houtenville A.J., Estimates of prevalence, demographic characteristics and social factors among people with disabilities in the USA: a cross-survey comparison, BMJ Open, 8, (2018); Van Berkel R., Ingold J., McGurk P., Boselie P., Bredgaard T., Editorial introduction: An introduction to employer engagement in the field of HRM, blending social policy and HRM research in promoting vulnerable groups' labour market participation. Hum Resour Manag J, 27, 4, (2017); Kaye H.S., Jans L.H., Jones E.C., Why don't employers hire and retain workers with disabilities?, J Occup Rehabil, 21, 4, pp. 526-536, (2011); Scoppetta A., Davern E., Geyer L., Job carving and job crafting, (2019); Biggs D., Hovey N., Tyson P.J., MacDonald S., Employer and employment agency attitudes towards employing individuals with mental health needs, J Ment Health, 19, 6, pp. 505-516, (2010); Fraser R., Ajzen I., Johnson K., Hebert J., Chan F., Understanding employers' hiring intention in relation to qualified workers with disabilities, J Vocat Rehabil, 35, 1, pp. 1-11, (2011); Papakonstantinou D., Papadopoulos K., Employers' attitudes toward hiring individuals with visual impairments, Disabil Rehabil, 42, 6, pp. 798-805, (2020); Borghouts-Van De Pas I., Freese C., Inclusive HRM and employment security for disabled people: An interdisciplinary approach, EJICLS, 6, 1, (2017); Hernandez B., Keys C., Balcazar F., Employer attitudes towardworkers with disabilities and theirADAemployment rights: A literature review, J Rehabil, 66, 4, pp. 4-16, (2000); Burke J., Bezyak J., Fraser R.T., Pete J., Ditchman N., Chan F., Employers' attitudes towards hiring and retaining people with disabilities: A review of the literature, Aust J Rehabilitation Couns, 19, 1, pp. 21-38, (2013); Ju S., Roberts E., Zhang D., Employer attitudes toward workers with disabilities:Areviewof research in the past decade, J Vocat Rehabil, 38, 2, pp. 113-123, (2013); Campos J.C.M., Sanchez M.J.L., Lopez A.L.M., Lopez M.A.R., Employers' attitudes towards labour inclusion of persons with borderline intellectual functioning (BIF): An empirical evidence, Cogent Social Sciences, 6, 1, (2020); Hemphill E., Kulik C.T., Which employers offer hope for mainstream job opportunities for disabled people?, Soc Policy Soc, 15, 4, pp. 537-554, (2016); Fishbein M., Ajzen I., Predicting and changing behavior: The reasoned action approach, (2010); Ajzen I., The theory of planned behavior, Organ Behav Hum Decis Process, 50, 2, pp. 179-211, (1991); Fishbein M., Ajzen I., Belief, attitude, intention, and behavior: An introduction to theory and research, (1975); Araten-Bergman T., Managers' hiring intentions and the actual hiring of qualifiedworkers with disabilities, Int JHum Resour Manag, 27, 14, pp. 1510-1530, (2016); Fraser R.T., Johnson K., Hebert J., Ajzen I., Copeland J., Brown P., Et al., Understanding employers' hiring intentions in relation to qualifiedworkers with disabilities: Preliminary findings, J Occup Rehabil, 20, 4, pp. 420-426, (2010); Kraan K., De Vroome E., Van Der Zee F., Teeuwen P., Netherlands Employers Work Survey 2019: methodology and descriptive results (in Dutch: Werkgevers Enqûete Arbeid 2019: methodologie, resultaten en verantwoording), (2020); Hazelzet A., Putnik K., Otten W., Goudswaard A., Blonk R., Inclusive employer behavior: A study of factors related to employing or hiring people with a vulnerable labor market position [in Dutch: Inclusief werkgeversgedrag een onderzoek naar factoren die samenhangen met het in dienst hebben (genomen) van mensen met een afstand tot de arbeidsmarkt], (2017); Erickson W.A., Von Schrader S., Bruyere S.M., VanLooy S.A., The employment environment: Employer perspectives, policies, and practices regarding the employment of persons with disabilities, Rehabil Couns Bull, 57, 4, pp. 195-208, (2014); Kocman A., Fischer L., Weber G., The employers' perspective on barriers and facilitators to employment of people with intellectual disability: A differential mixed-method approach, J Appl Res Intellect Disabil, 31, 1, pp. 120-131, (2018); Stevens G.R., Employers' perceptions and practice in the employability of disabled people: A survey of companies in south east UK, Disabil Soc, 17, 7, pp. 779-796, (2002); Bonaccio S., Connelly C.E., Gellatly I.R., Jetha A., Martin Ginis K.A., The participation of people with disabilities in the workplace across the employment cycle: Employer concerns and research evidence, J Bus Psychol, 35, 2, pp. 135-158, (2020)","G. Hulsegge; Sustainable Productivity and Employability, Netherlands Organization for Applied Scientific Research (TNO), Leiden, Netherlands; email: gerben.hulsegge@tno.nl","","IOS Press BV","","","","","","10519815","","WORKF","35723149","English","Work","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85136342284"
"Morgan A.; Sibson R.; Jackson D.","Morgan, Ashlee (57195257642); Sibson, Ruth (36603387000); Jackson, Denise (37053893700)","57195257642; 36603387000; 37053893700","Digital demand and digital deficit: conceptualising digital literacy and gauging proficiency among higher education students","2022","Journal of Higher Education Policy and Management","44","3","","258","275","17","13","10.1080/1360080X.2022.2030275","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124069948&doi=10.1080%2f1360080X.2022.2030275&partnerID=40&md5=8f9d7d3e12e08a62a7db22cdbb1e5bf9","School of Business and Law, Edith Cowan University, Perth, Australia","Morgan A., School of Business and Law, Edith Cowan University, Perth, Australia; Sibson R., School of Business and Law, Edith Cowan University, Perth, Australia; Jackson D., School of Business and Law, Edith Cowan University, Perth, Australia","For higher education students, developing digital literacy enhances their value to future employers and appeal in the graduate labour market. The purpose of this study was two-fold. First, to provide a tridimensional (technical, cognitive and etiquette) conceptual framework and definition of digital literacy. Second, to investigate students’ (N = 324) perceptions of their digital literacy proficiency through an online survey. Multiple linear regression revealed mixed results for different aspects of digital literacy. Students reported the lowest proficiency in using digital information, specifically in terms of evaluation and determining bias and quality of information. The highest levels of proficiency were for social literacy skills, such as communicating appropriately online. There were minor differences between genders, while work experience and length of time in higher education had positive impact. Findings highlight the need for increased focus on digital literacy adaptability and industry-relevant experience within curriculum. © 2022 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management.","Digital literacy; digital skills; employability; higher education; technology","","","","","","","","Abbasi F.K., Ali A., Bibi N., Analysis of skill gap for business graduates: Managerial perspective from banking industry, Education + Training, 60, 4, pp. 354-367, (2018); Barak M., Are digital natives open to change? Examining flexible thinking and resistance to change, Computers & Education, 121, pp. 115-123, (2018); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: Navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Craig W., Thought leadership: Why it’s essential to stay up-to-date with your industry, (2015); Curran P., West S., Finch J., The robustness of test statistics to non-normality and specification error in confirmatory factor analysis, Psychological Methods, 1, 1, pp. 16-29, (1996); ACS Australia’s Digital Pulse 2019: Booming today, but how can we sustain digital workforce growth?, (2019); Dodel M., Mesch G., Inequality in digital skills and the adoption of online safety behaviors, Information, Communication & Society, 21, 5, pp. 712-728, (2018); Eshet-Alkalai Y., Chajut E., You can teach old dogs new tricks: The factors that affect changes over time in digital literacy, Journal of Information Technology Education: Research, 9, 1, pp. 173-181, (2010); Eshet-Alkali Y., Digital literacy: A conceptual framework for survival skills in the digital era, Journal of Educational Multimedia and Hypermedia, 13, 1, pp. 93-106, (2004); Feerrar J., Development of a framework for digital literacy, Reference Services Review, 47, 2, pp. 91-105, (2019); Gilster P., Digital literacy, (1997); Greene J., Yu S., Copeland D., Measuring critical components of digital literacy and their relationships with learning, Computers & Education, 76, pp. 55-69, (2014); Hague C., Payton S., Digital literacy across the curriculum, Curriculum Leadership, 9, 10, (2011); Hair J., Black W., Babin B., Anderson R., Multivariate data analysis, (2010); Hargittai E., Hinnant A., Digital inequality: Differences in young adults’ use of the Internet, Communication Research, 35, 5, pp. 602-621, (2008); Henderson M., Selwyn N., Finger G., Aston R., Students’ everyday engagement with digital technology in university: Exploring patterns of use and ‘usefulness’, Journal of Higher Education Policy and Management, 37, 3, pp. 308-319, (2015); Hidalgo A., Gabaly S., Morales-Alonso G., Uruena A., The digital divide in light of sustainable development: An approach through advanced machine learning techniques, Technological Forecasting and Social Change, 150, (2020); Hill C., Lawton W., Universities, the digital divide and global inequality, Journal of Higher Education Policy and Management, 40, 6, pp. 598-610, (2018); Hillman N., Covid-19 could be a curse for graduates but a boon for universities, Times Higher Education, (2020); Hobbs R., Tuzel S., Teacher motivations for digital and media literacy: An examination of Turkish educators, British Journal of Educational Technology, 48, 1, pp. 7-22, (2017); Iordache C., Marien I., Baelden D., Developing digital skills and competences: A quick-scan analysis of 13 digital literacy models, Italian Journal of Sociology of Education, 9, 1, pp. 6-30, (2017); Jackson D., Michelson G., Munir R., The impact of technology on the desired skills of early career accountants, (2020); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., The changing nature of graduate roles and the value of the degree, Journal of Higher Education Policy and Management, 43, 2, pp. 182-197, (2021); List A., Defining digital literacy development: An examination of pre-service teachers’ beliefs, Computers & Education, 138, pp. 146-158, (2019); Martin A., DigEuLit–A European Framework for Digital Literacy: A Progress Report, Journal of Eliteracy, 2, pp. 130-136, (2005); Martinez-Cantos J.L., Digital skills gaps: A pending subject for gender digital inclusion in the European Union, European Journal of Communication, 32, 5, pp. 419-438, (2017); McGrew S., Breakstone J., Ortega T., Smith M., Wineburg S., Can students evaluate online sources? Learning from assessments of civic online reasoning, Theory & Research in Social Education, 46, 2, pp. 165-193, (2018); Mishra K., Wilder K., Mishra A., Digital literacy in the marketing curriculum: Are female college students prepared for digital jobs?, Industry and Higher Education, 31, 3, pp. 204-211, (2017); Mohammadyari S., Singh H., Understanding the effect of e-learning on individual performance: The role of digital literacy, Computers & Education, 82, March, pp. 11-25, (2015); Nelson K., Courier M., Joseph G., An investigation of digital literacy needs of students, Journal of Information Systems Education, 22, 2, pp. 95-105, (2019); Ng W., Empowering scientific literacy through digital literacy and multiliteracies, (2012); Ng W., Can we teach digital natives digital literacy?, Computers & Education, 59, 3, pp. 1065-1078, (2012); Nichols T., Stornaiuolo A., Assembling “digital literacies”: Contingent pasts, possible futures, Media and Communication, 7, 2, pp. 14-24, (2019); Norusis M., SPSS statistics 17.0 statistical procedures companion, (2008); Nunnaly J., Psychometric theory, (1978); Oliver B., Jorre de St Jorre T., Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers, Higher Education Research & Development, 37, 4, pp. 821-836, (2018); Pangrazio L., Young People’s literacies in the digital age: Continuities, conflicts and contradictions, (2019); Pennington A., Stanford J., The future of work for Australian graduates: The changing landscape of university-employment transitions in Australia, (2019); Scheerder A., van Deursen A., van Dijk J., Determinants of Internet skills, uses and outcomes. A systematic review of the second-and third-level digital divide, Telematics and Informatics, 34, 8, pp. 1607-1624, (2017); Tang C.M., Chaw L., Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environment?, Electronic Journal of E-learning, 14, 1, pp. 54-65, (2016); Tsatsou P., Literacy and training in digital research: Researchers’ views in five social science and humanities disciplines, New Media & Society, 20, 3, pp. 1240-1259, (2018)","A. Morgan; Edith Cowan University, Perth, 270 Joondalup Drive, Joondalup, 6027, Australia; email: a.morgan@ecu.edu.au","","Routledge","","","","","","1360080X","","","","English","J. High. Educ. Policy Manage.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85124069948"
"Miller K.K.; Jorre de St Jorre T.","Miller, Kelly K. (8535023700); Jorre de St Jorre, Trina (24338263700)","8535023700; 24338263700","Digital micro-credentials in environmental science: an employer perspective on valued evidence of skills","2022","Teaching in Higher Education","","","","","","","8","10.1080/13562517.2022.2053953","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127120050&doi=10.1080%2f13562517.2022.2053953&partnerID=40&md5=fd338454b7a70c61ebc285cbc6ad2445","School of Life and Environmental Sciences, Centre for Integrative Ecology, Deakin University, Burwood, Australia; University of New England, Armidale, Australia; Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, Australia","Miller K.K., School of Life and Environmental Sciences, Centre for Integrative Ecology, Deakin University, Burwood, Australia; Jorre de St Jorre T., University of New England, Armidale, Australia, Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, Australia","To advance the employability agenda in higher education, we need new ideas for embedding career skills into university curricula and novel tools for articulating the capabilities of learners. Situated in the discipline of environmental science, the aim of this study was to examine employer perceptions of the skills needed for a career in the sector and the utility of micro-credentials in recognising and recruiting graduates. Through in-depth interviews with 22 environmental professionals in three Australian states/territories, we found that employers use multiple lines of evidence when recruiting for new positions and that alternative sources of information are highly valued in their decision-making. Questions about the utility of micro-credentials in this process centred around a case study in environmental science. While there was strong support and enthusiasm for the micro-credential and broad approach, employers needed further context about how micro-credentials can be used, and confidence in the rigour and standards applied. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","employability; Environmental education; graduate capabilities; recruitment","","","","","","","","Ajjawi R., Tai J., Huu Nghia T.L., Boud D., Johnson L., Patrick C.J., Aligning Assessment with the Needs of Work-Integrated Learning: The Challenges of Authentic Assessment in a Complex Context, Assessment and Evaluation in Higher Education, 45, 2, pp. 304-316, (2020); (2016); Atkins M.J., Oven-ready and Self-Basting: Taking Stock of Employability Skills, Teaching in Higher Education, 4, 2, pp. 267-280, (1999); Bath D., Smith C., Stein S., Swann R., Beyond Mapping and Embedding Graduate Attributes: Bringing Together Quality Assurance and Action Learning to Create a Validated and Living Curriculum, Higher Education Research and Development, 23, 3, pp. 313-328, (2004); Boud D., Standards-based Assessment for an Era of Increasing Transparency, Scaling up Assessment for Learning in Higher Education, pp. 19-31, (2017); Boud D., Jorre de St Jorre T., The Move to Micro-Credentials Exposes the Deficiencies of Existing Credentials, Journal of Teaching and Learning for Graduate Employability, 12, 1, pp. 18-20, (2021); Brown P., Hesketh A., Williams S., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Brown M., Nic Giolla Mhichil M., Beirne E., Mac Lochlainn C., The Global Micro-Credential Landscape: Charting a new Credential Ecology for Lifelong Learning, Journal of Learning for Development, 8, 2, pp. 228-254, (2021); Brown P., Power S., Tholen G., Allouch A., Credentials, Talent and Cultural Capital: A Comparative Study of Educational Elites in England and France, British Journal of Sociology of Education, 37, 2, pp. 191-211, (2016); Carey K.L., Stefaniak J.E., An Exploration of the Utility of Digital Badging in Higher Education Settings, Educational Technology Research and Development, 66, 5, pp. 1211-1229, (2018); Chakroun B., Keevy J., Digital Credentialing-Implications for the Recognition of Learning Across Borders, (2018); Clark G., Marsden R., Whyatt J.D., Thompson L., Walker M., It’s Everything Else you do … ’: Alumni Views on Extracurricular Activities and Employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Daniels R.A., Dempsey M., Leveraging LinkedIn: How Can Educators Help College Students Market Themselves?, Community College Journal of Research and Practice, pp. 1-4, (2021); Daniels R.A., Pemble S.D., Allen D., Lain G., Miller L.A., LinkedIn Blunders: A Mixed Method Study of College Students’ Profiles, Community College Journal of Research and Practice, pp. 1-16, (2021); Flynn W.J., The Case for Revitalizing the Traditional Academic Transcript, Community College Journal, 74, 5, pp. 27-30, (2004); Gallagher S.R., The Future of University Credentials: New Developments at the Intersection of Higher Education and Hiring, (2016); Gallagher S., Educational Credentials Come of Age: A Survey on the Use and Value of Educational Credentials in Hiring, (2018); Hensiek S., (2018); Hills J.M., Robertson G., Walker R., Adey M.A., Nixon I., Bridging the gap Between Degree Programme Curricula and Employability Through Implementation of Work-Related Learning, Teaching in Higher Education, 8, 2, pp. 211-231, (2003); Hughes C., Barrie S., Influences on the Assessment of Graduate Attributes in Higher Education, Assessment & Evaluation in Higher Education, 35, 3, pp. 325-334, (2010); Ifenthaler D., Bellin-Mularski N., Mah D.K., Foundation of Digital Badges and Micro-Credentials, (2016); World Employment Social Outlook 2018: Greening with Jobs, (2018); Jackson D.A., Edgar S., Encouraging Students to Draw on Work Experiences When Articulating Achievements and Capabilities to Enhance Employability, Australian Journal of Career Development, 28, 1, pp. 39-50, (2019); Janis S., Birney L., Newton R., Billion Oyster Project: Linking Public School Teaching and Learning to Ecological Restoration of New York Harbor Using Innovative Applications of Environmental and Digital Technologies, International Journal of Digital Content Technology and its Applications, 10, 1, (2016); Jorre de St Jorre T., Sharing Achievement Through Digital Credentials: Are Universities Ready for the Transparency Afforded by a Digital World?, Re-imagining University Assessment in a Digital World, pp. 277-288, (2020); Jorre de St Jorre T., Boud D., Johnson E.D., Assessment for Distinctiveness: Recognising Diversity of Accomplishments, Studies in Higher Education, 46, 7, pp. 1371-1382, (2021); Jorre De St Jorre T., Johnson L., Oliver B., Deakin Hallmarks: Principles for Employability Credentials, ASCILITE 2016: Shaping the Future of Tertiary Education: Proceedings of the Australasian Society for Computers in Learning in Tertiary Education 2016 Conference, pp. 305-311, (2016); Jorre de St Jorre T., Oliver B., Want Students to Engage? Contextualise Graduate Learning Outcomes and Assess for Employability, Higher Education Research and Development, 37, 1, pp. 44-57, (2018); Joy P., Mary P., Digital Badges: Pinning Down Employer Challenges, Journal of Teaching and Learning for Graduate Employability, 12, 1, (2021); Kato S., Galan-Muros V., Weko T., (2020); Kinash S., Crane L., Judd M.M., Knight C., Discrepant Stakeholder Perspectives on Graduate Employability Strategies, Higher Education Research and Development, 35, 5, pp. 951-967, (2016); Kinash S., McGillivray L., Crane L., Do University Students, Alumni, Educators and Employers Link Assessment and Graduate Employability?, Higher Education Research and Development, pp. 1-15, (2017); Knight P.T., Yorke M., Employability and Good Learning in Higher Education, Teaching in Higher Education, 8, 1, pp. 3-16, (2003); Lacy P., Cooper T., Hayward R., Neuberger L., (2010); Leece R., The Role of e-Portfolios in Graduate Recruitment, Australian Journal of Career Development, 14, 2, pp. 72-79, (2005); Leggett M., Kinnear A., Boyce M., Bennett I., Student and Staff Perceptions of the Importance of Generic Skills in Science, Higher Education Research and Development, 23, 3, pp. 295-312, (2004); Miller K.K., Jorre de St Jorre T., West J.M., Johnson E.D., The Potential of Digital Credentials to Engage Students with Capabilities of Importance to Scholars and Citizens, Active Learning in Higher Education, 21, 1, pp. 11-22, (2020); Miller G.T., Spoolman S.E., Living in the Environment, (2019); Mitchell L., Campbell C., Somerville M., Cardell E., Williams L.T., Enhancing Graduate Employability Through Targeting EPortfolios to Employer Expectations: A Systematic Scoping Review, Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 82-98, (2021); (2020); Oliver B., Making Micro-Credentials Work for Learners, Employers and Providers, (2019); Oliver B., Jorre de St Jorre T., Graduate Attributes for 2020 and Beyond: Recommendations for Australian Higher Education Providers, Higher Education Research and Development, 37, 4, pp. 821-836, (2018); Peterson R.M., Dover H.F., Building Student Networks with LinkedIn: The Potential for Connections, Internships, and Jobs, Marketing Education Review, 24, 1, pp. 15-20, (2014); Phelan L., McBain B., Ferguson A., Brown P., Brown V., Hay I., Horsfield R., Taplin R., Learning and Teaching Academic Standards Statement for Environment and Sustainability, (2015); Rees S., Re-imagining Employability: An Ontology of Employability Best Practice in Higher Education Institutions, Teaching in Higher Education, pp. 1-16, (2019); Robson C., McCartan K., Real World Research, (2016); Romgens I., Scoupe R., Beausaert S., Unraveling the Concept of Employability, Bringing Together Research on Employability in Higher Education and the Workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Roth P.L., Bobko P., Van Iddekinge C.H., Thatcher J.B., Social Media in Employee-Selection-Related Decisions: A Research Agenda for Uncharted Territory, Journal of Management, 42, 1, pp. 269-298, (2013); Sin C., Tavares O., Amaral A., Accepting Employability as a Purpose of Higher Education? Academics’ Perceptions and Practices, Studies in Higher Education, 44, 6, pp. 920-931, (2019); Stewart B.A., An Empirical Approach to Identifying Employability Skills Required of Graduates in the Environmental Sciences, Industry and Higher Education, 35, 2, pp. 89-101, (2020); Succi C., Canovi M., Soft Skills to Enhance Graduate Employability: Comparing Students and Employers’ Perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Thomas I., Skills for Employment in the Environment Profession: Insights from Australia, Advanced Journal of Professional Practice, 1, 2, (2018); Thomas I., The Environment Profession in Australia: A Status Report, Australasian Journal of Environmental Management, 26, 1, pp. 82-98, (2019); Thomas I., Barth M., Day T., Education for Sustainability, Graduate Capabilities, Professional Employment: How They All Connect, Australian Journal of Environmental Education, 29, 1, pp. 33-51, (2013); Thomas I., Day T., Careers in the Environment in Australia, Australasian Journal of Environmental Management, 19, 1, pp. 5-20, (2012); Tomlinson M., ‘The Degree is not Enough’: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education + Training, 59, 4, pp. 338-352, (2017); Towns M., Harwood C.J., Robertshaw M.B., Fish J., O'Shea K., The Digital Pipetting Badge: A Method to Improve Student Hands-on Laboratory Skills, Journal of Chemical Education, 92, 12, pp. 2038-2044, (2015); (2019); (2021); Wheelahan L., Moodie G., Analysing Micro-Credentials in Higher Education: A Bernsteinian Analysis, Journal of Curriculum Studies, 53, 2, pp. 212-228, (2021); Wheelahan L., Moodie G., Gig Qualifications for the Gig Economy: Micro-Credentials and the ‘Hungry Mile’, Higher Education, (2021); Whitworth J., Deering T., Hardy S., Jones S., Perceptions Regarding the Efficacy and use of Professional Portfolios in the Employment of Teachers, International Journal of ePortfolio, 1, 1, pp. 95-106, (2011); Zhao X., Auditing the ‘Me Inc.’: Teaching Personal Branding on LinkedIn Through an Experiential Learning Method, Communication Teacher, 35, 1, pp. 37-42, (2021)","K.K. Miller; School of Life and Environmental Sciences, Centre for Integrative Ecology, Deakin University, Burwood, Australia; email: kelly.miller@deakin.edu.au","","Routledge","","","","","","13562517","","","","English","Teach. High. Educ.","Article","Article in press","","Scopus","2-s2.0-85127120050"
"Whittaker P.J.; Greenhalgh C.","Whittaker, Paula Jane (15125337000); Greenhalgh, C. (57211252046)","15125337000; 57211252046","Students’ views about alternates to traditional dissertation for Master in Public Health: results of a virtual focus group","2022","International Journal of Health Promotion and Education","","","","","","","1","10.1080/14635240.2022.2073553","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130620064&doi=10.1080%2f14635240.2022.2073553&partnerID=40&md5=df35187dc3f9c73805e9ad16c9467b5d","Division of Population Health, Health Services Research Primary Care, the University of Manchester, Manchester, United Kingdom","Whittaker P.J., Division of Population Health, Health Services Research Primary Care, the University of Manchester, Manchester, United Kingdom; Greenhalgh C., Division of Population Health, Health Services Research Primary Care, the University of Manchester, Manchester, United Kingdom","A traditional dissertation remains a component of most Master in Public Health programmes, but there is increasing interest and use of alternatives. A virtual focus group of six students studying an online distance Master in Public Health explored their perceptions about dissertations and preferences for alternatives. Students value the dissertation as a means of consolidating learning and focusing in-depth on chosen topics. Alternatives were viewed as attractive but not always practical. Participants felt that additional options need to be accompanied by guidance to ensure students make the most appropriate choice for their future. Three types of students with different needs emerged; students aspiring to progress to a PhD should do a traditional dissertation, students already employed in a relevant role may choose a work-based dissertation or replace the dissertation with taught units, and students doing the master to increase their employability could choose a placement-based dissertation or replace the dissertation with work experience reflection. Innovations that introduce alternatives to the traditional dissertation would be welcomed by MPH students studying online, but they would need to be accompanied by suitable career advice to ensure students choose the most appropriate route for their future aspirations. © 2022 Institute of Health Promotion and Education.","Beliefs; dissertation; education; educational settings; employment and skills; MPH","adult; article; aspiration; career; clinical article; controlled study; education; employability; employment; female; human; human experiment; learning; male; perception; public health; skill; work experience","","","","","University of Manchester","Thank you to all the students who participated in this study. This work was supported by the administrators of the University of Manchester MPH Team. ","Abbas S.M., Lee A., Mubashir H., Competencies Required from Public Health Professionals by Health Based Organisations and the Role of Academia, JPMA - Journal of the Pakistan Medical Association, 64, 1, pp. 57-63, (2014); How to choose between a thesis and a non-thesis masters degree, (2020); Anderson T., Alexander I., Saunders G., An Examination of education-based Dissertation Macrostructures, Journal of English for Academic Purposes, 45, pp. 1-12, (2020); Anderson T., Okuda T., Temporal Change in Dissertation Macrostructures, English for Specific Purposes, 64, pp. 1-12, (2021); Apatu E., Sinnott W., Piggott T., Butler-Jones D., Anderson L.N., Alvarez E., Dobbins M., Harrison L., Neil-Sztramko S.E., Where are We Now? A Content Analysis of Canadian Master of Public Health Course Descriptions and the Public Health Agency of Canada’s Core Competencies, Journal of Public Health Management and Practice, 27, 2, pp. 201-207, (2021); Australian Qualifications Framework, AQFC, Canberra, Australian, 2nd Edition, (2013); Borton K., Anderson O.S., Metacognition Gains in Public Health Graduate Students following in-class Peer Evaluation, Assessment & Evaluation in Higher Education, 43, 8, pp. 1286-1293, (2018); Bourke S., Holbrook A.P., Examining PhD and Research Masters Theses, Assessment & Evaluation in Higher Education, 38, 4, pp. 407-416, (2013); Bozanic M., Sinha S., A Survey of Current Trends in Masters Programs in Microelectronics, IEEE Transactions on Education, 61, 2, pp. 151-157, (2018); Britten N., Waller L.E., McEwan S.A., Papadopoulos A., Using Core Competencies to Build an Evaluative Framework: Outcome Assessment of the University of Guelph Master of Public Health Program, BMC Medical Education, 14, 1, (2014); Campbell S., Greenwood M., Prior S., Shearer T., Walkem K., Young S., Bywaters D., Et al., Purposive Sampling: Complex or Simple? Research Case Examples, Journal of Research in Nursing, 25, 8, pp. 652-661, (2020); Deignan T., Brown S., Educator Perspectives on the Use of Alternative Assessment Methods within Taught Masters Programmes: An Exploratory Study Using Activity Theory and Q Methodology, Educational Review, 68, 4, pp. 379-402, (2016); Dlungwane T., Voce A., Searle R., Stevens F., Master of Public Health Programmes in South Africa: Issues and Challenges, Public Health Reviews, 38, 1, (2017); Drennan J., Clarke M., Coursework Masters Programmes: The Student’s Experience of Research and Research Supervision, Studies in Higher Education, 34, 5, pp. 483-500, (2009); Hasrati M., Tavakoli P., The Rise of non-dissertation Track Masters Programmes: An Academic Literacies Approach, Innovations in Education and Teaching International, 56, 5, pp. 639-651, (2019); HEPI Number Analytical Report 1, Ginevra House, (2020); Ho A., Kember D., Hong C., What Motivates an Ever Increasing Number of Students to Enrol in part-time Taught Postgraduate Awards?, Studies in Continuing Education, 34, 3, pp. 319-338, (2012); House P.J., Hartfield K., Nicola B., Bogan S.L., The University of Washington’s Community-Oriented Public Health Practice Program and Public Health–Seattle & King County Partnership, Journal of Public Health Management and Practice, 20, 3, pp. 285-289, (2014); Katikireddi S.V., Reilly J., Characteristics of Good Supervision: A multi-perspective Qualitative Exploration of the Masters in Public Health Dissertation, Journal of Public Health, 39, 3, (2017); Luke M., Goodrich K.M., Focus Group Research: An Intentional Strategy for Applied Group Research?, The Journal for Specialists in Group Work, 44, 2, pp. 77-81, (2019); Moser A., Korstjens I., Series: Practical Guidance to Qualitative Research. 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Whittaker; University of Manchester, Oxford Road, United Kingdom; email: paula.whittaker@manchester.ac.uk","","Institute of Health Promotion and Education","","","","","","14635240","","IHPEF","","English","Int. J. Health Promot. Edu.","Article","Article in press","","Scopus","2-s2.0-85130620064"
"Mason C.M.; Burns S.M.; Bester E.A.","Mason, Claire M. (7202125606); Burns, Shanae M. (57218716156); Bester, Elinor A. (57788539800)","7202125606; 57218716156; 57788539800","Supporting students' employability through structured, event-based engagement with employers","2022","Education and Training","","","","","","","0","10.1108/ET-04-2021-0145","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133705109&doi=10.1108%2fET-04-2021-0145&partnerID=40&md5=63e3fc4fab789318a4ce1f90252a6898","Commonwealth Scientific and Industrial Research Organisation, Brisbane, Australia","Mason C.M., Commonwealth Scientific and Industrial Research Organisation, Brisbane, Australia; Burns S.M., Commonwealth Scientific and Industrial Research Organisation, Brisbane, Australia; Bester E.A., Commonwealth Scientific and Industrial Research Organisation, Brisbane, Australia","Purpose: The authors proposed that participation in large-scale, structured events designed to match students to employers' internship opportunities could support students' employability by focussing students' career goals, strengthening students' career self-efficacy and growing students' social capital. Design/methodology/approach: Interviews were carried out with 49 students both before and after the students took part in the event to assess whether students career goals, self-efficacy or social capital changed after taking part in the events. In the second interview, the authors also asked students what outcomes students gained from the event and how the event process had contributed to these outcomes. Findings: Students' descriptions of their outcomes from the event aligned with social capital theory and self-efficacy theory. The students valued the information, connections, skills and experience they developed through taking part in the interviews and connecting with employers and students. The longitudinal analyses revealed that most students career goals did not change, but students' career self-efficacy improved and students could identify more actions for achieving their career goals after taking part in the event. Importantly, these actions were often explicitly connected with information or connections that students gained from the event. Originality/value: The interviews illustrate that students can build social capital from short, one-on-one engagement with employers that then enable them to identify ways of furthering students' career goals. The authors' findings suggest that structured, event-based engagement with employers can provide an efficient and equitable means of enhancing students' social capital and career self-efficacy. © 2022, Claire M. Mason, Shanae M. Burns and Elinor A. Bester.","Careers interventions; Employability; Employer engagement; Goal-setting; Internships; Networking; Self-efficacy; Social capital; Work-integrated learning","","","","","","","","Abele A.E., Spurk D., The longitudinal impact of self-efficacy and career goals on objective and subjective career success, Journal of Vocational Behavior, 74, 1, pp. 53-62, (2009); Arghode V., Heminger S., McLean G.N., Career self-efficacy and education abroad: implications for future global workforce, European Journal of Training and Development, 45, 1, (2021); Atkinson G., Work-Based Learning and Work-Integrated Learning: Fostering Engagement with Employers, (2016); Bandura A., Self-efficacy mechanism in human agency, American Psychologist, 37, 2, pp. 122-147, (1982); Bandura A., Social Foundation of Thought and Action, (1986); Bandura A., The exercise of control, Self-Efficacy: The Exercise of Control, (1997); Batistic S., Tymon A., Networking behaviour, graduate employability: a social capital perspective, Education and Training, 59, 4, pp. 374-388, (2017); Belwal R., Belwal S., Sufian A.B., Bad A.A., Project-based learning (PBL): outcomes of students' engagement in an external consultancy project in Oman, Education + Training, 63, pp. 336-359, (2020); Betz N.E., Hackett G., The relationship of career-related self-efficacy expectations to perceived career options in college women and men, Journal of Counseling Psychology, 28, 5, pp. 399-410, (1981); Betz N.E., Hackett G., Career self-efficacy theory: back to the future, Journal of Career Assessment, 14, 1, pp. 3-11, (2006); Betz N.E., Borgen F.H., Harmon L.W., Donnay D.A.C., Borgen F.H., The incremental validity of vocational self-efficacy: an examination of interest, self-efficacy, and occupation, Journal of Counseling Psychology, 46, 1, pp. 432-447, (1999); Betz N.E., Borgen F.H., Harmon L.W., Vocational confidence and personality in the prediction of occupational group membership, Journal of Career Assessment, 14, 1, pp. 36-55, (2006); Bist S.S., Mehta D., Harshadbhai Mehta D., Meghrajani D., Employers' perception regarding employability skills of management students undergoing internship, International Journal of Work-Integrated Learning, 21, 2, pp. 145-161, (2020); Carrell S.E., Rowe P.M., Effects of cooperative education on student adaptation to university, Journal of Cooperative Education, 29, 1, pp. 33-40, (1993); Challice G., Spencer L., Johnston B., Tobias P., Smith S., Behr K., 2021 Graduate Outcomes Survey-Longitudinal Methodological Report September 2021, (2021); Chang Boon Lee P., Career goals and career management strategy among information technology professionals, Career Development International, 7, 1, pp. 6-13, (2002); Chin M.Y., Blackburn Cohen C.A., Hora M.T., Examining US business undergraduates' use of career information sources during career exploration, Education and Training, 62, 1, pp. 15-30, (2019); Chollet B., Islam G., Ventolini S., Everybody's looking for something: developmental networks as subjective career relationships, Journal of Vocational Behavior, 124, (2021); Chowdhury S., Endres M., Lanis T.W., Preparing students for success in team work environments: the importance of building confidence, Journal of Managerial Issues, pp. 346-359, (2002); Coleman J.S., Social capital in the creation of human capital, The American Journal of Sociology, 94, pp. S95-S120, (1988); Doolan M., Piggott B., Chapman S., Rycroft P., The benefits and challenges of embedding work integrated learning: a case study in a university education degree program, Australian Journal of Teacher Education, 44, 6, pp. 90-108, (2019); Fouad N.A., Kantamneni N., Smothers M.K., Chen Y.L., Fitzpatrick M., Terry S., Asian American career development: a qualitative analysis, Journal of Vocational Behavior, 72, 1, pp. 43-59, (2008); Fugate M., Kinicki A., Ashforth B., Employability: a psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Grbich C., Qualitative Data Analysis: An Introduction, (2007); Greco L.M., Kraimer M.L., Goal-setting in the career management process: an identity theory perspective, Journal of Applied Psychology, 105, 1, (2020); Gubbins C., Garavan T., Social capital effects on the career and development outcomes of HR professionals, Human Resource Management, 55, 2, pp. 241-260, (2016); Higgins M.C., Kram K.E., Reconceptualizing mentoring at work: a developmental network perspective, The Academy of Management Review, 26, 2, (2001); Hughes D., Mann A., Barnes S.-A., Baldauf B., McKeown R., Careers Education: International Literature Review, (2016); Ibarra H., Personal networks of women and minorities in management: a conceptual framework, The Academy of Management Review, 18, 1, (1993); Inceoglu I., Selenko E., McDowall A., Schlachter S., (How) do work placements work? Scrutinizing the quantitative evidence for a theory-driven future research agenda, Journal of Vocational Behavior, 110, pp. 317-337, (2019); Jackson D., Bridgstock R., What actually works to enhance graduate employability? 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Mason; Commonwealth Scientific and Industrial Research Organisation, Brisbane, Australia; email: claire.mason@csiro.au","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85133705109"
"Creed P.A.; Hood M.; Bagley L.; Brough P.; Bialocerkowski A.; Machin M.A.; Winterbotham S.","Creed, Peter A. (7003468262); Hood, Michelle (57204664129); Bagley, Louella (57215933812); Brough, Paula (6701646898); Bialocerkowski, Andrea (6603607250); Machin, M.Anthony (6701665591); Winterbotham, Sonya (57193127448)","7003468262; 57204664129; 57215933812; 6701646898; 6603607250; 6701665591; 57193127448","Organisational career growth: implications for future perceived employability in students who work","2022","International Journal of Educational Research","112","","101950","","","","0","10.1016/j.ijer.2022.101950","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124885360&doi=10.1016%2fj.ijer.2022.101950&partnerID=40&md5=4f334f3672ed963ae9be922c2fd03c39","School of Applied Psychology, Griffith University, Australia; Centre for Work, Organisation, and Well Being, Griffith University, Australia; School of Allied Health Sciences, Griffith University, Australia; School of Psychology and Counselling, University of Southern Queensland, Australia","Creed P.A., School of Applied Psychology, Griffith University, Australia, Centre for Work, Organisation, and Well Being, Griffith University, Australia; Hood M., School of Applied Psychology, Griffith University, Australia, Centre for Work, Organisation, and Well Being, Griffith University, Australia; Bagley L., School of Applied Psychology, Griffith University, Australia; Brough P., School of Applied Psychology, Griffith University, Australia, Centre for Work, Organisation, and Well Being, Griffith University, Australia; Bialocerkowski A., School of Allied Health Sciences, Griffith University, Australia; Machin M.A., School of Psychology and Counselling, University of Southern Queensland, Australia; Winterbotham S., School of Psychology and Counselling, University of Southern Queensland, Australia","Little is known about the role that work organisations play in the career development of working students. We tested a serial effects model (N = 235; mean age 23 years; 70% female) with antecedents to organisational career growth (self-management, supervisor support, work demands, job-fit, job-relevance), and immediate (work-study conflict/facilitation) and future-focused outcomes (perceived employability). Results indicated supervisor support and job relevance were related to more organisational career growth (59% of variance), which was related directly, and indirectly via work-study conflict (21%) and facilitation (24%), to perceived employability (24%). Work-study conflict and facilitation were highlighted as potential mechanisms for explaining the organisational career growth/employability relationship. The study extends research on organisational career growth to working students and has implications for theory and practice. © 2022","Job relevance; Organisational career growth; Perceived employability; Supervisor support; Work-study conflict; Work-study facilitation","","","","","","","","Agnihotri S., Sareen P., Sivakumar P., Student perceived employability with reference to media studies, Journal of Content, Community, & Communication, 12, 6, pp. 1-41, (2020); (2009); Bakker A.B., Demerouti E., Euwema M.C., Job resources buffer the impact of job demands on burnout, Journal of Occupational Health Psychology, 10, 2, pp. 170-180, (2005); Becker G., Human capital, (1993); Bedeian A.G., Kemery E.R., Pizzolatto A.B., Career commitment and expected utility of present job as predictors of turnover intentions and turnover behavior, Journal of Vocational Behavior, 39, 3, pp. 331-343, (1991); Benner K., Curl A.L., Exhausted, stressed, and disengaged, Journal of Social Work Education, 54, 2, pp. 300-309, (2018); 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Choo C., Kan Z., Cho E., A review of the literature on the school-work-life interface, Journal of Career Development, (2019); Chu M.L., Conlon E.G., Creed P.A., Work-study boundary congruence: Its relationship with student well-being and engagement, International Journal for Educational and Vocational Guidance, (2018); Chu M., Creed P.A., Conlon E., (2021); Cinamon R.G., Integrating work and study among young adults, Journal of Career Assessment, 24, 3, pp. 527-542, (2016); Cinamon R.G., Navigating work and study, Journal of Vocational Behavior, 104, pp. 31-43, (2018); Clements A.J., Kamau C., Understanding students’ motivation towards proactive career behaviours through goal-setting theory and the job D-R model, Studies in Higher Education, 43, 12, pp. 2279-2293, (2018); Creed P.A., Fallon T., Hood M., The relationship between career adaptability, person and situation variables, and career concerns in young adults, Journal of Vocational Behavior, 86, 2, pp. 219-229, (2009); Creed P.A., French J., Hood M., Working while studying at university, Journal of Vocational Behavior, 86, pp. 48-57, (2015); Creed P.A., Hood M., Hu S., Job crafting by students who work and study, International Journal for Educational and Vocational Guidance, 20, pp. 331-349, (2019); Creed P.A., Klisch J., Future outlook and financial strain, Journal of Occupational Health Psychology, 10, pp. 251-260, (2005); Creed P.A., Sawitri D., Hood M., Hu S., Career goal setting and goal pursuit in young adults, Journal of Career Development, (2020); Curtis S., Shani N., The effect of taking paid employment during term-time on students' academic studies, Journal of Further and Higher Education, 26, 2, pp. 129-138, (2002); Davis J., School enrolment and work status, American Community Survey Briefs, 11, pp. 1-4, (2012); Demerouti E., Bakker A.B., The job demands-resources model, SA Journal of Industrial Psychology, 37, 2, pp. 01-09, (2011); (2018); Derous E., Ryan A.M., When earning is beneficial for learning, Journal of Vocational Behavior, 73, 1, pp. 118-131, (2008); Donald W.E., Baruch Y., Ashleigh M., The undergraduate self-perception of employability, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Drummond S., O'Driscoll M., Brough P., Siu O., Kalliath T., Riley D., Et al., The relationship of social support with well-being via work-family conflict, Human Relations, 70, 5, pp. 544-565, (2017); Fitzsimons G.M., Shah J.Y., How goal instrumentality shapes relationship evaluations, Journal of Personality and Social Psychology, 95, 2, pp. 319-337, (2008); Gagnon J.L., Packard B.W.L., An overwhelming climb, Journal of Career Development, 39, 6, pp. 479-499, (2012); Gilfillan G., Characteristics and use of casual employees, Parliament of Australia, (2018); Greenhaus J.H., Powell G., When work and family are allies: A theory of work-family enrichment, Academy of Management Review, 31, pp. 72-92, (2006); Greenhaus J., Beutell N., Sources of conflict between work and family roles, The Academy of Management Review, 10, pp. 76-88, (1985); Grey C., Career as a project of the self and labour process discipline, Sociology, 28, 2, pp. 479-497, (1994); Gunawan W., Creed P.A., Glendon A.I., Development and initial validation of a perceived future employability scale for young adults, Journal of Career Assessment, 27, 4, pp. 610-627, (2019); Gunawan W., Creed P.A., Glendon A.I., Young adults’ perceived future employability, International Journal for Educational and Vocational Guidance, pp. 1-22, (2020); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Multivariate data analysis, (2010); Henry H., Desmette D., (2018); Houghton J.D., Dawley D., DiLiello T.C., The abbreviated self-leadership questionnaire, International Journal of Leadership Studies, 7, 2, pp. 216-232, (2012); Jackson D., Wilton N., pp. 747-762, (2016); Jans N.A., Organizational commitment, career factors and career/life stage, Journal of Organizational Behavior, 10, 3, pp. 247-266, (1989); Japor J.E., Organizational career growth, International Journal of Business and Administrative Studies, 7, pp. 12-24, (2021); Karasek R.A., Job demands, job decision latitude, and mental strain, Administrative Science Quarterly, 24, pp. 285-308, (1979); Karli U., Adaptation and validation of the Self-Perceived Employability Scale, Educational Research & Reviews, 11, 8, pp. 848-859, (2016); Kelley K., Good practice in the conduct and reporting of survey research, International Journal for Quality in Health Care, 15, 3, pp. 261-266, (2003); Kline R.B., Principles and practice of structural equation modelling, (2015); Kraimer M.L., Seibert S.E., Wayne S.J., Liden R.C., Bravo J., Antecedents and outcomes of organizational support for development, Journal of Applied Psychology, 96, pp. 485-500, (2011); LePine J.A., Podsakoff N.P., LePine M.A., A meta-analytic test of the challenge stressor-hindrance stressor framework, Academy of Management Journal, 48, pp. 764-775, (2005); Lodi E., Zammitti A., Magnano P., Patrizi P., Santisi G., pp. 82-100, (2020); Lord R., Diefendorff J., Schmidt A., Hall R., Self-regulation at work, Annual Review of Psychology, 61, pp. 543-568, (2010); Markel K.S., Frone M.R., Job characteristics, work-school conflict, and school outcomes among adolescents, Journal of Applied Psychology, 83, pp. 277-287, (1998); Maykrantz S.A., Houghton J.D., Self-leadership and stress among college students, Journal of American College Health, 68, 1, pp. 89-96, (2020); McElroy J.C., Weng Q., The connections between careers and organizations in the new career era, Journal of Career Development, 43, 1, pp. 3-10, (2016); Medina-Garrido J.A., Biedma-Ferrer J.M., Rodriguez Cornejo M.V., I quit! Effects of work-family policies on turnover intention, International Journal of Environmental Research into Public Health, 18, (2021); Merino-Tejedor E., Hontangas P.M., Boada-Grau J., Career adaptability and its relation to self-regulation, career construction, and academic engagement among Spanish university students, Journal of Vocational Behavior, 93, pp. 92-102, (2016); Modem R., Lakshminarayanan S., Pillai R., Prabhu N., Twenty-five years of career growth literature: A review and research agenda, Industrial and Commercial Training, 54, 1, pp. 152-182, (2021); Nauman S., Zheng C., Naseer S., Job insecurity and work-family conflict, International Journal of Conflict Management, (2020); Owen M.S., Kavanagh P.S., Dollard M.F., An integrated model of work-study conflict and work-study facilitation, Journal of Career Development, 45, 5, pp. 504-517, (2018); Pan S., Yeh Y., Impact of value congruence on work-family conflicts, Journal of Social Psychology, 152, 3, pp. 270-287, (2012); Park Y., Sprung J.M., Weekly work-school conflict, sleep quality, and fatigue, Journal of Organizational Behavior, 36, pp. 112-127, (2015); Polidano C., Zakirova R., (2011); Praskova A., Johnston L., The role of future orientation and negative career feedback in career agency and career success in Australian adults, Journal of Career Assessment, (2020); Richardson M., Evans C., Gbadamosi G., The work-study nexus, Research in Post-Compulsory Education, 19, pp. 302-309, (2014); Robertson A., Tse H.H.; Rousseau D.M., Psychological contracts in the workplace, Academy of Management Perspectives, 18, 1, pp. 120-127, (2004); Schneider M., Yin L., (2011); Shrout P.E., Bolger N., Mediation in experimental and nonexperimental studies, Psychological Methods, 7, 4, pp. 422-445, (2002); Sieber S.D., Toward a theory of role accumulation, American Sociological Review, 39, pp. 567-578, (1974); Skromanis S., Cooling N., Rodgers B., Purton T., Fan F., Bridgman H., Et al., Health and well-being of international university students, and comparison with domestic students, in Tasmania, Australia, International Journal of Environmental Research and Public Health, 15, 6, pp. 1-13, (2018); Spagnoli P., Organizational socialization learning, organizational career growth, and work outcomes, Journal of Career Development, 47, 3, pp. 249-265, (2020); Spagnoli P., Lo Presti A., Buono C., The ""dark side"" of organisational career growth, International Journal of Manpower, 41, 2, pp. 152-167, (2019); Sturges J., All in a day's work? Career self-management and the management of the boundary between work and non-work, Human Resource Management Journal, 18, 2, pp. 118-134, (2008); Swanson V., Broadbridge A., Karatzias A., Earning and learning: Role congruence, state/trait factors and adjustment to university life, British Journal of Educational Psychology, 76, 4, pp. 895-914, (2006); Wang Q., Weng Q., McElroy J., Ashkanasy N., Lievens F., Organizational career growth and subsequent voice behavior, Journal of Vocational Behavior, 84, 3, pp. 431-441, (2014); Weer C.H., Greenhaus J.H., Managers’ assessments of employees’ organizational career growth opportunities, Journal of Career Development, 47, 3, pp. 280-295, (2020); Weng Q., Hu B., The structure of career growth and its impact on employees' turnover intention, Industrial Engineering and Management, 14, 1, pp. 14-21, (2009); Weng Q., McElroy J.C., Organizational career growth, affective occupational commitment and turnover intentions, Journal of Vocational Behavior, 80, pp. 256-265, (2012); Weng Q., McElroy J.C., Morrow P.C., Liu R., The relationship between career growth and organizational commitment, Journal of Vocational Behavior, 77, 3, pp. 391-400, (2010); Weng Q., Zhu L., Individuals’ career growth within and across organizations: A review and agenda for future research, Journal of Career Development, 47, 3, pp. 239-248, (2020); Wille B., De Fruyt F., Feys M., Big five traits and intrinsic success in the new career era, Applied Psychology, 62, 1, pp. 124-156, (2013); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010); Wolniak G.C., Engberg M.E., Do “high-impact” college experiences affect early career outcomes?, The Review of Higher Education, 42, 3, pp. 825-858, (2019); Wong K., Chan A.H., Teh P.L., How is work-life balance arrangement associated with organisational performance?, International Journal of Environmental Research and Public Health, 17, 12, pp. 1-19, (2020); Wyland R., Lester S.W., Ehrhardt K., Standifer R., An examination of the relationship between the work–school interface, job satisfaction, and job performance, Journal of Business and Psychology, 31, 2, pp. 187-203, (2016); Yizhong X., Lin Z., Baranchenko Y., Lau C.K., Yukhanaev A., Lu H., Employability and job search behavior: A six-wave longitudinal study of Chinese university graduates, Employee Relations, 39, pp. 223-239, (2017); Zhao X.R., Wang J., Law R., Fan X., A meta-analytic model on the role of organizational support in work-family conflict and employee satisfaction, International Journal of Contemporary Hospitality Management, (2020); Zhenga F., Hahmb S., (2019); Zimet G.D., Dahlem N.W., Zimet S.G., Farley G.K., The Multidimensional Scale of Perceived Social Support, Journal of Personality Assessment, 52, pp. 30-41, (1988); Zimmerman K., Hammer L., Work-family positive spillover, Contemporary occupational health psychology, (2010)","P.A. Creed; School of Applied Psychology, Griffith University, Gold Coast, Australia; email: p.creed@griffith.edu.au","","Elsevier Ltd","","","","","","08830355","","","","English","Int. J. Educ. Res.","Article","Final","","Scopus","2-s2.0-85124885360"
"Evans T.; Burkett M.","Evans, Tanya (36924790900); Burkett, Melanie (57444956600)","36924790900; 57444956600","The pedagogical and social value of public history and work integrated learning: a case study from Australia","2022","Cultural and Social History","19","1","","77","95","18","0","10.1080/14780038.2022.2031423","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124302931&doi=10.1080%2f14780038.2022.2031423&partnerID=40&md5=aebdee18924fd554e842b9ba76b154f0","History and Archaeology for Evans, Macquarie University, Sydney, Australia; Office of the Vice Provost for Undergraduate Education, Stanford University, Palo Alto, CA, United States","Evans T., History and Archaeology for Evans, Macquarie University, Sydney, Australia; Burkett M., Office of the Vice Provost for Undergraduate Education, Stanford University, Palo Alto, CA, United States","This essay presents research undertaken in Sydney Australia on the pedagogical and social impact of a public history undergraduate course on students between 2016 and 2019 using surveys, interviews and focus groups. It argues that historians working within universities need to recognise the value of public history teaching and learning, framed by a commitment to the politics of social and cultural history, to help combat the forces of neo-liberalism working to devalue history within the tertiary sector and the decline in numbers of students opting to study history at university. © 2022 The Social History Society.","citizenship; employability; neo-liberal university; Public history teaching; transferable skills","","","","","","Macquarie University","Thanks to Chelsea Barnett for her research assistance and her report written in 2016. This research was funded from a PACE Learning and Teaching grant from Macquarie University. Thanks to the PACE staff and the PACE Communities of Practice group for their assistance throughout this project. ","","T. Evans; Arts LeveL 2 Macquarie University, Sydney, 25 Wally’s Walk Building B, 2109, Australia; email: Tanya.evans@mq.edu.au","","Taylor and Francis Ltd.","","","","","","14780038","","","","English","Cult. Soc. Hist.","Article","Final","","Scopus","2-s2.0-85124302931"
"Osmani K.J.; Debacker T.K.; Crowson H.M.; Williams-Diehm K.L.","Osmani, Kimberly J. (56239091100); Debacker, Teresa K. (6701635706); Crowson, Howard M. (9132635900); Williams-Diehm, Kendra L. (36171300100)","56239091100; 6701635706; 9132635900; 36171300100","Effects of work experiences on the post-school employment outcomes of youth with disabilities: A study of one state vocational rehabilitation agency's transition program","2022","Journal of Vocational Rehabilitation","56","2","","177","191","14","1","10.3233/JVR-221181","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127938204&doi=10.3233%2fJVR-221181&partnerID=40&md5=f5ae6f900138b1f81e484b6619a8adb5","Cornell University, Ithaca, NY, United States; University of Oklahoma, Norman, OK, United States","Osmani K.J., Cornell University, Ithaca, NY, United States; Debacker T.K., University of Oklahoma, Norman, OK, United States; Crowson H.M., University of Oklahoma, Norman, OK, United States; Williams-Diehm K.L., University of Oklahoma, Norman, OK, United States","BACKGROUND: The Oklahoma Department of Rehabilitation Services provided eight years' worth of de-identified data on transition-aged clients to be examined in this study. OBJECTIVE: This study presents information on the predictive impact of work experiences, age at time of application for vocational rehabilitation (VR) services, and priority group category of eligibility on successful VR case closure (i.e., achievement of competitive integrated employment). METHODS: Using logistic regression, the extant data were analyzed (consisting of 8,966 participants). RESULTS: Results indicated age, priority group category, gender and racial identification were each statistically significant predictors of achieving a successful VR case closure. Work experience as a predictor was not found to predict outcomes. Among work experiences, Project SEARCH was the only work experience to significantly predict successful employment outcomes. Individuals achieving higher rates of competitive integrated employment tended to be in the less severe priority category of eligibility, older, and those who identified as male and who identified as White. CONCLUSIONS: Findings inform special education and VR in considering the possible factors behind the results, examining data further, and potentially changing existing programs, policies, and practices or creating new ones to increase the employment outcomes of transition age clients.  © 2022 - IOS Press. All rights reserved.","disabilities; employment; Post-school outcomes; transition; work experiences","adult; anonymised data; Article; case management; controlled study; disability; education program; eligibility criteria; employability; female; follow up; human; human experiment; job adaptation; major clinical study; male; Oklahoma; rehabilitation center; sample size; special education; time management; vocational rehabilitation; work experience","","","","","","","Bellman S., Burgstahler S., Ladner R., Work-based learning experiences help students with disabilities transition to careers: A case study of University of Washington projects, Work, 48, pp. 399-405, (2014); Blackorby J., Wagner M., Longitudinal postschool outcomes of youth with disabilities: Findings from the national longitudinal transition study, Exceptional Children, 62, 5, pp. 399-413, (1996); Borenstein M., Hedges L.V., Higgins J.P.T., Rothstein H.R., Introduction to Meta-Analysis, (2009); Persons with A Disability: Labor Force Characteristics - 2017, (2018); Persons with A Disability: Labor Force Characteristics – 2019, (2020); Carter E.W., Trainor A.A., Ditchman N., Swedeen B., Owens L., Evaluation of a multicomponent intervention package to increase summer work experiences for transition-age youth with severe disabilities, Research and Practice for Persons with Severe Disabilities, 34, pp. 1-12, (2009); Carter E.W., Ditchman N., Sun Y., Trainor A.A., Swedeen B., Owens T., Summer employment and community experiences of transition-age youth with severe disabilities, Exceptional Children, 41, pp. 38-46, (2009); Cohen J., Statistical Power Analysis for The Behavioral Sciences, (1988); Gerber P.J., Ginsberg R., Reiff H.B., Identifying alterable patterns in employment success for highly successful adults with learning disabilities, Journal of Learning Disabilities, 25, 8, pp. 475-487, (1992); Individuals with Disabilities Education Improvement Act of 2004, pp. 108-446; Kaya C., Hanley-Maxwell C., Chan F., Tansey T., Differential vocational rehabilitation service patterns and outcomes for transition-age youth with autism, Journal of Applied Research in Intellectual Disabilities, 31, pp. 862-872, (2018); Binomial Logistic Regression Using SPSS Statistics. Statistical Tutorials and Software Guides, (2015); Long J.S., Regression Models for Categorical and Limited Dependent Variables, (1997); Mamun A.A., Carter E.W., Fraker T.M., Timmons L., Impact of early work experiences on subsequent paid employment for young adults with disabilities, Career Development and Transition for Exceptional Individuals, 41, 4, pp. 212-222, (2018); Mazzotti V.L., Rowe D.A., Kwiatek S., Voggt A., Chang W.H., Fowler C.H., Poppen M., Sinclair J., Test D.W., Secondary transition predictors of postschool success: An update to the research base, Career Development and Transition for Exceptional Individuals, 44, pp. 47-64, (2021); McConnell A.E., Osmani K.J., Williams-Diehm K.L., Pulos J.M., IJobs summer work experience: A pilot transition program to enhance job readiness skills using evidence-based practices, Inclusion, 6, pp. 208-223, (2018); McDonnall M.C., Characteristics of early work experiences and their association with future employment, Journal of Visual Impairment & Blindness, 106, pp. 133-144, (2012); Mithaug D.E., Horiuchi C.N., Fanning P.N., A report on the Colorado statewide follow-up survey of special education students, Exceptional Children, 51, 5, pp. 397-404, (1985); Mlynaryk C., Laberge M., Martin M., School-to-work transition for youth with severe physical disabilities: Stakeholder perspectives, Work, 58, pp. 427-438, (2017); Murray C., Goldstein D.D., Nourse S., Edgar E., The postsecondary school attendance and completion rates of high school graduates with learning disabilities, Learning Disabilities Research & Practice, 15, pp. 119-127, (2000); Park J., Bouck E., In-school service predictors of employment for individuals with intellectual disability, Research in Developmental Disabilities, 77, pp. 68-75, (2018); Prince A.M.T., Hodge J., Bridges W.C., Katsiyannis A., Predictors of postschool education/training and employment outcomes for youth with disabilities, Career Development and Transition for Exceptional Individuals, 41, 2, pp. 77-87, (2018); Who We Are, (2018); Rusch F.R., Wolfe P., When will our values finally result in the creation of new pathways for change–that we can believe in?, Research and Practice for Persons with Severe Disabilities, 33, pp. 96-97, (2008); Scuccimarra D.J., Speece D.L., Employment outcomes and social integration of students with mild handicaps: The quality of life two years after high school, Journal of Learning Disabilities, 23, pp. 213-219, (1990); Test D.W., Mustian A.L., Mazzotti V.L., White J., Evidence-based practices and predictors in secondary transition, Presentation at The Council for Exceptional Children Annual Conference, (2009); Test D.W., Mazzotti V.L., Mustian A.L., Fowler C.H., Kortering L., Kohler P., Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities, Career Development for Exceptional Individuals, 32, pp. 160-181, (2009); Wehman P., Schall C., McDonough J., Molinelli A., Riehle E., Ham W., Thiss W.R., Project SEARCH for youth with autism spectrum disorders: Increasing competitive employment on transition from high school, Journal of Positive Behavior Interventions, 15, pp. 144-155, (2012); Wehman P., Sima A.P., Ketchum J., West M.D., Chan F., Luecking R., Predictors of successful transition from school to employment for youth with disabilities, Journal of Occupational Rehabilitation, 25, pp. 323-334, (2015); Wehman P., Taylor J., Brooke V., Avellone L., Whittenburg H., Ham W., Carr S., Toward competitive employment for persons with intellectual and developmental disabilities: What progress have we made and where do we need to go, Research and Practice for Persons with Severe Disabilities, 43, 3, pp. 131-144, (2018); WIOA Reauthorization of The Rehabilitation Act Definitions [PDF Document], (2014); Youth Employment Rate, (2014)","K.J. Osmani; Cornell University, 105 Summit Ridge Court Norman, 73071, United States; email: kosmani@cornell.edu","","IOS Press BV","","","","","","10522263","","JVREF","","English","J. Vocat. Rehabil.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85127938204"
"Olaleye S.A.; Ukpabi D.C.; Olawumi O.; Atsa'am D.D.; Agjei R.O.; Oyelere S.S.; Sanusi I.T.; Agbo F.J.; Balogun O.S.; Gbadegeshin S.A.; Adegbite A.; Kolog E.A.","Olaleye, Sunday Adewale (57200150314); Ukpabi, Dandison C. (57192807174); Olawumi, Olayemi (56642726100); Atsa'am, Donald Douglas (57202001254); Agjei, Richard O. (57206663039); Oyelere, Solomon Sunday (57188672243); Sanusi, Ismaila Temitayo (57200147381); Agbo, Friday Joseph (57210111880); Balogun, Oluwafemi Samson (57212460935); Gbadegeshin, Saheed A. (57199509261); Adegbite, Ayobami (57203948677); Kolog, Emmanuel Awuni (57188720520)","57200150314; 57192807174; 56642726100; 57202001254; 57206663039; 57188672243; 57200147381; 57210111880; 57212460935; 57199509261; 57203948677; 57188720520","Association rule mining for job seekers' profiles based on personality traits and Facebook usage","2022","International Journal of Business Information Systems","40","3","","299","326","27","1","10.1504/ijbis.2022.124933","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85138082641&doi=10.1504%2fijbis.2022.124933&partnerID=40&md5=ae9c2247dfdb633ba0cddbef0cd1d825","School of Business, JAMK University of Applied Sciences, Rajakatu 35, Jyväskylä, 40100, Finland; Jyväskylä School of Business and Economics, University of Jyväskyla, Finland; School of Computing, University of Eastern Finland, Kuopio, FI-70211, Finland; Department of Mathematics Statistics and Computer Science, University of Agriculture, Makurdi, Nigeria; Department of Public Health, University of Central Nicaragua Medical Center, Semaforos del Zumen 3C, Nicaragua; Department of Computer Science Electrical and Space Engineering, Luleå University of Technology, Skellefteå, SE-931 87, Sweden; School of Computing, University of Eastern Finland, P.O. Box 111, Joensuu, 80110, Finland; Department of Management and Entrepreneurship, Turku School of Economics, University of Turku, Rehtorinpellonkatu 3, Turku, FI-20500, Finland; Bioenvironmental Science Program, Morgan State University, Baltimore, MD, United States; Department of Operations and Management Information System, University of Ghana, Accra, Ghana","Olaleye S.A., School of Business, JAMK University of Applied Sciences, Rajakatu 35, Jyväskylä, 40100, Finland; Ukpabi D.C., Jyväskylä School of Business and Economics, University of Jyväskyla, Finland; Olawumi O., School of Computing, University of Eastern Finland, Kuopio, FI-70211, Finland; Atsa'am D.D., Department of Mathematics Statistics and Computer Science, University of Agriculture, Makurdi, Nigeria; Agjei R.O., Department of Public Health, University of Central Nicaragua Medical Center, Semaforos del Zumen 3C, Nicaragua; Oyelere S.S., Department of Computer Science Electrical and Space Engineering, Luleå University of Technology, Skellefteå, SE-931 87, Sweden; Sanusi I.T., School of Computing, University of Eastern Finland, P.O. Box 111, Joensuu, 80110, Finland; Agbo F.J., School of Computing, University of Eastern Finland, P.O. Box 111, Joensuu, 80110, Finland; Balogun O.S., School of Computing, University of Eastern Finland, Kuopio, FI-70211, Finland; Gbadegeshin S.A., Department of Management and Entrepreneurship, Turku School of Economics, University of Turku, Rehtorinpellonkatu 3, Turku, FI-20500, Finland; Adegbite A., Bioenvironmental Science Program, Morgan State University, Baltimore, MD, United States; Kolog E.A., Department of Operations and Management Information System, University of Ghana, Accra, Ghana","Personality traits play a significant role in many organisational parameters, such as job satisfaction, performance, employability, and leadership for employers. One of the major social networks, the unemployed derives satisfaction from is Facebook. The focus of this article is to introduce association rule mining and demonstrate how it may be applied by employers to unravel the characteristic profiles of the unemployed Facebook users in the recruitment process by employers, for example, recruitment of public relations officers, marketers, and advertisers. Data for this study comprised 3,000 unemployed Facebook users in Nigeria. This study employs association rule mining for mining hidden but interesting and unusual relationships among unemployed Facebook users. The fundamental finding of this study is that employers of labour can adopt association rule mining to unravel job relevant attributes suitable for specific organisational tasks by examining Facebook activities of potential employees. Other managerial and theoretical implications are discussed. © 2022 Inderscience Enterprises Ltd.. 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Pers. Soc. Psycho, 107, 4, pp. 736-750, (2014); Vinkhuyzen A., Et al., Common SNPs explain some of the variation in the personality dimensions of neuroticism and extraversion, Translational Psychiatry, 2, 4, pp. 1-7, (2012); Wang S-W., Repetti R.L., Campos B., Job stress and family social behavior: the moderating role of neuroticism, Journal of Occupational Health Psychology, 16, 4, pp. 441-456, (2011); Watson D., Humrichouse J., Personality development in emerging adulthood: Integrating evidence from self-ratings and spouse ratings, Journal of Personality and Social Psychology, 91, pp. 959-974, (2006); Wazurkar P., Bhadoria R.S., Bajpai D., Predictive analytics in data science for business intelligence solutions, 2017 7th International Conference on Communication Systems and Network Technologies (CSNT), pp. 367-370, (2017); Woo S.E., Chernyshenko O.S., Longley A., Zhang Z.X., Chiu C.Y., Stark S.E., Openness to experience: its lower level structure, measurement, and cross-cultural equivalence, Journal of Personality Assessment, 96, 1, pp. 29-45, (2014)","S.A. Olaleye; School of Business, JAMK University of Applied Sciences, Jyväskylä, Rajakatu 35, 40100, Finland; email: sunday.olaleye@jamk.fi","","Inderscience Publishers","","","","","","17460972","","","","English","Int. J. Bus. Inf. Syst.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85138082641"
"Jia D.; Zhao H.","Jia, Dongfeng (7101755043); Zhao, Hui (57746511300)","7101755043; 57746511300","Optimization of Entrepreneurship Education for College Students Based on Improved Random Forest Algorithm","2022","Mobile Information Systems","2022","","3682194","","","","0","10.1155/2022/3682194","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135698464&doi=10.1155%2f2022%2f3682194&partnerID=40&md5=b070519015ee9adb7aa2d6a66d2ed28f","Hunan Institute of Technology, Hunan, Hengyang, 421002, China; Adamson University, Manila, 900, Philippines","Jia D., Hunan Institute of Technology, Hunan, Hengyang, 421002, China, Adamson University, Manila, 900, Philippines; Zhao H., Hunan Institute of Technology, Hunan, Hengyang, 421002, China, Adamson University, Manila, 900, Philippines","As we all know, the random forest algorithm has the advantages of high classification intensity and wide application range. Nevertheless, it still has a lot of room for improvement. This paper introduces the basic idea and working principle of classification algorithm and random forest algorithm, so this paper proposes some improved algorithms on the basis of all current research studies. College students, as the most innovative and adaptable group, have gradually become a development direction of China's education reform to cultivate their innovative employment ability and develop innovative employment education. By constructing a model of the relationship between innovation and entrepreneurship education and college students' employability, this paper examines the impact of innovation and entrepreneurship education mode on college students' employment and entrepreneurship. At the same time, the model is tested by improving the random forest algorithm. The process of talent quality evaluation is to select talents with the best comprehensive quality based on various indicators of students' performance in school, which can be regarded as a classification problem of unbalanced data sets. The improved random forest algorithm proposed in this paper has little difference in precision and recall rate when it is used for talent training evaluation but has a certain degree of improvement in accuracy rate, which meets the design requirements.  © 2022 Dongfeng Jia and Hui Zhao.","","Decision trees; Education computing; Employment; Quality control; Students; 'current; Application range; Classification algorithm; College students; Entrepreneurship education; Improved * algorithm; Improved random forests algorithms; Optimisations; Random forest algorithm; Student-based; Classification (of information)","","","","","","","Lee T.-H., Ullah A., Wang R., Bootstrap Aggregating and Random Forest, (2020); Speiser J.L., Wolf B.J., Chung D., Karvellas C.J., Koch D.G., Durkalski V.L., BiMM forest: A random forest method for modeling clustered and longitudinal binary outcomes, Chemometrics and Intelligent Laboratory Systems, 185, pp. 122-134, (2019); Jain V., Sharma J., Singhal K., Phophalia A., Exponentially Weighted Random Forest,"" Pattern Recognition and Machine Intelligence, pp. 170-178, (2019); Mohapatra N., Shreya K., Chinmay A., Optimization of the random forest algorithm, Advances in Data Science and Management, pp. 201-208, (2020); Genuer R., Poggi J.M., Tuleau-Malot C., Villa-Vialaneix N., Random forests for big data, Big Data Research, 9, pp. 28-46, (2017); Abellan J., Mantas C.J., Castellano J.G., Moral-Garcia S., Increasing diversity in random forest learning algorithm via imprecise probabilities, Expert Systems with Applications, 97, pp. 228-243, (2018); Commission E., Entrepreneurship in Higher Education, Especially with in Non-business Studies,"" Final Report of the Expert Group, (2008); Commission E., Implementing the Community Lisbon Programme: Fostering Entrepreneneurial Mindsets Through Education and Learning, COM 33 Final, (2006); Heinonen J., An entrepreneurial-directed approach to teaching corporate entrepreneurship at university level, Education + Training, 49, 4, pp. 310-324, (2007); Xu Y., Design of Human Resource Allocation Algorithm Based on Improved Random Forest, pp. 656-661; Blenker P., Dreisler P., Kjeldsen J., Entrepreneurship education - The new challenge facing the universities, A Framework or Understanding and Development of Entrepreneurial University Communities, 2, (2006); Gomes H.M., Bifet A., Read J., Barddal J.P., Enembreck F., Pfharinger B., Holmes G., Abdessalem T., Adaptive random forests for evolving data stream classification, Machine Learning, 106, 9-10, pp. 1469-1495, (2017); Breiman L., Random forests, Machine Learning, 45, 1, pp. 5-32, (2001); Cremonesi P., Turrin R., Airoldi F., Hybrid Algorithms for Recommending New Items, pp. 33-40; Xu B., Huang J.Z., Williams G., Wang Q., Ye Y., Classifying very high-dimensional data with random forests built from small subspaces, International Journal of Data Warehousing and Mining, 8, 2, pp. 44-63, (2012); Diaz-Uriarte R., Alvarez De Andres S., Gene selection and classification of microarray data using random forest, BMC Bioinformatics, 7, 1, (2006); Nguyen T.-T., Huang J.Z., Imran K., Li M.J., Williams G., Extensions to quantile regression forests for very high-dimensional data, Advances in Knowledge Discovery and Data Mining, pp. 247-258, (2014); Sun X., Hung J.C., Chang J.W., Pei Y., Wu W.C., Financial management system for undergraduate innovation and entrepreneurship education based on grid algorithm, Innovative Computing, (2022)","H. Zhao; Hunan Institute of Technology, Hengyang, Hunan, 421002, China; email: 2020001067@hnit.edu.cn","","Hindawi Limited","","","","","","1574017X","","","","English","Mob. Inf. Sys.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85135698464"
"O'shea M.A.; Bowyer D.; Ghalayini G.","O'shea, Michelle Anne (55012897200); Bowyer, Dorothea (55575711100); Ghalayini, Gina (57823891800)","55012897200; 55575711100; 57823891800","Future Proofing Tomorrow’s Accounting Graduates: Skills, Knowledge and Employability","2022","Australasian Accounting, Business and Finance Journal","16","3","","55","72","17","3","10.14453/aabfj.v16i3.05","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135150174&doi=10.14453%2faabfj.v16i3.05&partnerID=40&md5=c52c619b3174c2fcc97401cd4ed09ae1","Western Sydney University, Australia","O'shea M.A., Western Sydney University, Australia; Bowyer D., Western Sydney University, Australia; Ghalayini G., Western Sydney University, Australia","The future of work has generated robust debate among governments, industry, academics and social commentators. The intensity of these debates has extended to the accounting profession. Accordingly, and drawing on the experiences and interpretations of accounting professionals, tertiary students, and academics involved in a Work Integrated Learning (WIL) experience, the present research problematises tensions and gaps between employer skill and knowledge expectations and student interpretations of what employers want. The research unpacks how tertiary curriculum development and learning, and teaching practice innovations can meet employer skill and knowledge expectations. Key findings include students interpreting that highly developed technical skills and grades would enhance their post-degree employability. In contrast and problematically, employers were seeking graduates with highly developed soft skills. The research findings have significant implications for graduate employability and can inform contemporary tertiary accounting curriculum development. © 2022 Australasian Accounting Business and Finance Journal and Authors.","curriculum development; Employability; soft skills; work-integrated learning","","","","","","","","Al-Htaybat K., von Alberti-Alhtaybat L, Alhatabat Z, Educating digital natives for the future: accounting educators' evaluation of the accounting curriculum, Accounting Education, 27, 4, pp. 333-357, (2018); Implementing the Recommendations of The Pathways Commission: Year Three, (2019); Bayerlein L., Timpson M., Do accredited undergraduate accounting programmes in Australia meet the needs and expectations of the accounting profession?, Education+ Training, 59, 3, pp. 305-322, (2017); Bolli T, Renold U, Comparative advantages of school and workplace environment in skill acquisition: Empirical evidence from a survey among professional tertiary education and training students in Switzerland, Evidence-Based HRM: A Global Forum for Empirical Scholarship, 5, pp. 6-29, (2017); Bridgstock R, The graduate attributes we've overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: Navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Chaffer C., Webb J., An evaluation of competency development in accounting trainees, Accounting Education, 26, 5-6, pp. 431-458, (2017); Clayton B, Blom K, Meyers D, Bateman A, Assessing and certifying generic skills: what is happening in vocational education and training?, (2003); Crebert G, Bates M, Bell B, Patrick C-J, Cragnolini V, Developing generic skills at university, during work placement and in employment: Graduates' perceptions, Higher Education Research & Development, (2004); The path to prosperity: Why the future of work is human, (2019); Dunbar K, Laing G, Wynder M, A Content Analysis of Accounting Job Advertisements: Skill Requirements for Graduates, e-Journal of Business Education and Scholarship of Teaching, 10, 1, pp. 58-72, (2016); Fouche J.P., A renewed call for change in accounting education practices, International journal of educational sciences, 5, 2, pp. 137-150, (2013); Freudenberg B, Brimble M, Cameron C, WIL and generic skill development: The development of business students' generic skills through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 2, 12, (2011); Freudenberg B, Brimble M, Cameron C, English DM, Professionalising accounting education-the WIL experience, Journal of Cooperative Education and Internships, 1, 45, pp. 80-92, (2011); Gardner TA, Exploring the Importance of Soft Skills Training for Accountants, (2017); Graduate Outlook 2015 The Report of the 2015 Graduate Outlook Survey: Perspectives on Graduate Recruitment, (2015); Hall M., Ramsay A., Raven J., Changing the learning environment to promote deep learning approaches in first-year accounting students, Accounting Education, 4, 13, pp. 489-505, (2004); Howieson B, Hancock P, Segal N, Kavanagh M, Tempone I, Kent J, Who should teach what? Australian perceptions of the roles of universities and practice in the education of professional accountants, Journal of Accounting Education, 32, 3, pp. 259-275, (2014); Jackling B, De Lange P, Do accounting graduates' skills meet the expectations of employers? A matter of convergence or divergence, Accounting Education: an international journal, 18, 4-5, pp. 369-385, (2009); Jackson D, Business graduate employability-where are we going wrong?, Higher Education Research & Development, 32, 5, pp. 776-790, (2013); Jackson D, Developing pre-professional identity in undergraduates through work-integrated learning, Higher Education, 74, 5, pp. 833-853, (2017); Jackson D, Chapman E, Non-technical competencies in undergraduate business degree programs: Australian and UK perspectives, Studies in Higher Education, 37, 5, pp. 541-567, (2012); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Collings D, The influence of work-integrated learning and paid work during studies on graduate employment and underemployment, Higher Education, 76, 3, pp. 403-425, (2018); Jackson D, Rowbottom D, Ferns S, McLaren D, Employer understanding of Work-Integrated Learning and the challenges of engaging in work placement opportunities, Studies in Continuing Education, 39, 1, pp. 35-51, (2017); Kavanagh MH, Drennan L, What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations, Accounting & Finance, 48, 2, pp. 279-300, (2008); Keevy M, Using case studies to transfer soft skills (also known as pervasive skills) Empirical evidence, Meditari Accountancy Research, 24, 3, pp. 458-474, (2016); Kotb A., Abdel-Kader M., Allam A., Halabi H., Franklin E., Information technology in the British and Irish undergraduate accounting degrees, Accounting Education, 28, 5, pp. 445-464, (2019); Levant Y, Coulmont M, Sandu R, Business simulation as an active learning activity for developing soft skills, Accounting Education, 25, 4, pp. 368-395, (2016); Low M, Botes V, De La Rue D, Allen J, Accounting employers' expectations-the ideal accounting graduates, e-Journal of Business Education and Scholarship of Teaching, 10, 1, pp. 36-57, (2016); Matteson ML, Anderson L, Boyden C,  Soft Skills"": A Phrase in Search of Meaning, portal: Libraries and the Academy, 16, 1, pp. 71-88, (2016); Mohamed E. K., Lashine S. H., Accounting knowledge and skills and the challenges of a global business environment, Managerial finance, (2003); O'Connell B., Carnegie G. D., Carter A. J., de Lange P., Hancock P., Helliar C., Watty K., Shaping the future of accounting in business education in Australia, (2015); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Pernsteiner AJ, The Value of an Accounting Internship: What Do Accounting Students Really Gain?, Academy of Educational Leadership Journal, 19, 3, (2015); Ripamonti S, Galuppo L, Bruno A, Ivaldi S, Giuseppe S, Reconstructing the internship program as a critical reflexive practice: the role of tutorship, Teaching in Higher Education, 23, 6, pp. 751-768, (2018); Ritter BA, Small EE, Mortimer JW, Doll JL, Designing Management Curriculum for Workplace Readiness: Developing Students' Soft Skills, Journal of Management Education, 42, 1, pp. 80-103, (2018); Robles MM, Executive Perceptions of the Top 10 Soft Skills Needed in Today's Workplace, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Rowe AD, Zegwaard KE, Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 87-99, (2017); Smith C, Ferns S, Russell L, Designing Work-Integrated Learning Placements That Improve Student Employability: Six Facets of the Curriculum That Matter, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 197-211, (2016); Stanley TA, Situated learning in accountancy: an employer perspective, Accounting Research Journal, 30, 3, pp. 265-282, (2017); Stephenson SS, Accounting Community of Practice pedagogy: a course management invention for developing personal competencies in accounting education, Accounting Education, 26, 1, pp. 3-27, (2017); Suleman F., The employability skills of higher education graduates: Insights into conceptual frameworks and methodological options, Higher Education, 76, 2, pp. 263-278, (2018); Tan LM, Laswad F, Professional skills required of accountants: what do job advertisements tell us?, Accounting Education, pp. 1-30, (2018); Tempone I, Kavanagh M, Segal N, Hancock P, Howieson B, Kent J, Desirable generic attributes for accounting graduates into the twenty-first century: The views of employers, Accounting Research Journal, 25, 1, pp. 41-55, (2012); Tran TT, Enhancing graduate employability and the need for university-enterprise collaboration, Journal of Teaching and Learning for Graduate Employability, 7, 1, pp. 58-71, (2016); Tsiligiris V., Bowyer D., Exploring the impact of 4IR on skills and personal qualities for future accountants: a proposed conceptual framework for university accounting education, Accounting Education, pp. 1-29, (2021); Vogler JS, Thompson P, Davis DW, Mayfield BE, Finley PM, Yasseri D, The hard work of soft skills: augmenting the project-based learning experience with interdisciplinary teamwork, Instructional Science, 46, 3, pp. 457-488, (2018); Watty K, Jackling B, Wilson RM, Personal transferable skills in Accounting Education, (2014); Williams B., Horner C, Allen S, Flipped v's traditional teaching perspectives in a first year accounting unit: An action research study, Accounting Education, 28, 4, pp. 333-352, (2019); Yap C, Bridging the Theory-practice Gap: Work-based Business Learning, International Journal of Learning, 18, 8, (2012)","","","University of Wollongong","","","","","","18342000","","","","English","Australas. Account. Bus. Finance J.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85135150174"
"Noreen U.","Noreen, Umara (35095486000)","35095486000","Enhancing student's learning through trading simulation: a vehicle for experiential learning: an action research","2022","International Journal of Business and Globalisation","30","1","","81","91","10","0","10.1504/IJBG.2022.122299","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128842317&doi=10.1504%2fIJBG.2022.122299&partnerID=40&md5=41bb0e90328aa1c82f7e8df5dfa0644d","Prince Sultan University, Rafha Street, Riyadh, 11586, Saudi Arabia","Noreen U., Prince Sultan University, Rafha Street, Riyadh, 11586, Saudi Arabia","Chalk and talk have been replaced by innovative methods of student engagement in higher education. Current research reports use of Tadawul's trading simulator, which captures the student's learning experience on usage of trade simulation. Fourteen undergraduate (finance track) students participated in this game over a period of 60 days. Survey results revealed that students had positive learning experience through experiential learning. 86% of the students strongly agreed that simulation helped to understand the concepts better and they enjoyed the activity. 79% of the students were in strong agreement with their group activity for simulation. 64% students strongly agreed in terms of perception of realism and employability. Students suggested increasing the time period, replacing the traditional exam by the simulation to be used as assessment technique. Overall, simulation has built better understanding of concept of finance through concrete experience of reflective observation and ability to solve complex finance problems.  Copyright © 2022 Inderscience Enterprises Ltd.","action research; experiential learning; finance; learning management system; LMS; simulation","","","","","","","","Affouneh S., Salha S., Khlaif Z.N., Designing quality e-learning environments for emergency remote teaching in coronavirus crisis, Med. Sci, 11, 2, pp. 1-3, (2020); Athiyaman A., Linking student satisfaction and service quality perceptions: the case of university education, European Journal of Marketing, 31, 7, pp. 528-540, (1997); Baglione S., Tucci L., Using a marketing computer simulation to improve learning in a principles of marketing course, Review of Business Research, 10, 4, pp. 47-57, (2010); Baker H.K., Schomburg A., Integrating theory and practice: the role of MBA field studies, Journal of Financial Education, 29, 3, pp. 34-49, (2003); Barboni L., From Shifting Earth to Shifting Paradigms: How Webex Helped our University Overcome an Earthquake, (2019); Basilaia G., Et al., Replacing the classic learning form at universities as an immediate response to the COVID-19 virus infection in Georgia, International Journal for Research in Applied Science and Engineering Technology (IJRASET), 8, 3, pp. 101-108, (2020); Bruner J.S., Toward a Theory of Instruction, 59, (1966); Carey K., Everybody Ready for the Big Migration to Online College? Actually, (2020); Cebula R., Toma M., The effect of classroom games on student learning and instructor evaluations, Journal of Economics and Finance Education, 1, 2, pp. 1-10, (2000); Chin J., Dukes R., Gamson W., Assessment in simulation and gaming: a review of the last 40 years, Simulation and Gaming, 40, 4, pp. 553-568, (2009); Clarke E., Learning outcomes from business simulation exercises: challenges for the implementation of learning technologies, Education+ Training, 51, 5, pp. 448-459, (2009); Corbeil P., Laveault D., Validity of a simulation game as a method for history teaching, Simulation and Gaming, 42, 4, pp. 462-475, (2011); Coval J.D., Gadzik J., Stafford E., Deriving by Doing: A New Approach to Teaching Finance, (2007); Curtin L.B., Et al., Computer-based simulation training to improve learning outcomes in mannequin-based simulation exercises, American journal of pharmaceutical education, 75, 6, pp. 1-13, (2011); Dana L.P., Dana T.E., Expanding the scope of methodologies used in entrepreneurship research, International Journal of Entrepreneurship and Small Business, 2, 1, pp. 79-88, (2005); Dana L-P., Dumez H., Qualitative research revisited: epistemology of a comprehensive approach, International Journal of Entrepreneurship and Small Business, 26, 2, pp. 154-170, (2015); Favale T., Et al., Campus traffic and e-learning during COVID-19 pandemic, Computer Networks, 176, (2020); Foster F.D., Et al., Impact of computer based share market simulations on learning: a link between self-efficacy and understanding, Journal of College Teaching and Learning, 3, 2, pp. 45-60, (2006); Foster F.D., Et al., Impact of computer based share market simulations on learning: a link between self-efficacy and understanding, Journal of College Teaching and Learning (TLC), 3, 2, pp. 45-60, (2006); Gilmore T., Krantz J., Ramirez R., Action based modes of inquiry and the host-researcher relationship, Consultation: An International Journal, 5, 3, pp. 160-176, (1986); Gopinath C., Sawyer J.E., Exploring the learning from an enterprise simulation, Journal of Management Development, 18, 5, pp. 477-489, (1999); 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Moffit T., Stull C., McKinney H., Learning through equity trading simulation, American Journal of Business Education, 3, 2, pp. 65-74, (2010); Neisser U., Multiple systems: a new approach to cognitive theory, European Journal of Cognitive Psychology, 6, 3, pp. 225-241, (1994); Nelson B.C., Erlandson B.E., Managing cognitive load in educational multi-user virtual environments: reflection on design practice, Educational Technology Research and Development, 56, 5-6, pp. 619-641, (2008); Parrott S.D., Mehlhorn J., Davidson K., Student Perceptions of Simulation Games and Training Software on Improving Course Learning Objectives and Career Preparedness, (2012); Raehsler R., Haggerty M., Caroppreso E., Collaborative teaching pedagogy used in conjunction with a simulation economy, International Advances in Economic Research, 2, 2, pp. 183-193, (1996); Sanina A., Kutergina E., Balashov A., The co-creative approach to digital simulation games in social science education, Computers and Education, 149, (2020); Schmidt S.J., Active and cooperative learning using web-based simulations, The Journal of Economic Education, 34, 2, pp. 151-167, (2003); Seethamraju R., Enhancing student learning of enterprise integration and business process orientation through an ERP business simulation game, Journal of Information Systems Education, 22, 1, (2011); Sprouls R.C., A role of computer simulation in accounting education, The Accounting Review, 37, 3, (1962); Surdam D.G., A sports franchise simulation game, The Journal of Economic Education, 40, 2, pp. 138-149, (2009); Susman G.I., Action research: a sociotechnical systems perspective, Beyond Method: Strategies for Social Research, 95, (1983); Invest Wisely, (2021); Vlachopoulos D., Makri A., The effect of games and simulations on higher education: a systematic literature review, International Journal of Educational Technology in Higher Education, 14, 1, (2017); Wills K.V., Clerkin T.A., Incorporating reflective practice into team simulation projects for improved learning outcomes, Business Communication Quarterly, 72, 2, pp. 221-227, (2009)","U. Noreen; Prince Sultan University, Riyadh, Rafha Street, 11586, Saudi Arabia; email: unoreen@psu.edu.sa","","Inderscience Publishers","","","","","","17533627","","","","English","Int. J. Bus. Globalisation","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85128842317"
"Mael F.; Wyatt W.; Iyer U.J.","Mael, Fred (6603656968); Wyatt, Will (57481946300); Iyer, Uma Janardana (57481631200)","6603656968; 57481946300; 57481631200","Veterans to workplace: Keys to successful transition","2022","Military Psychology","34","5","","516","529","13","3","10.1080/08995605.2021.2016307","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126011853&doi=10.1080%2f08995605.2021.2016307&partnerID=40&md5=b6a36a5c03cf05b43ae016908e9438c2","Mael Consulting, Baltimore, MD, United States; Human Resources, Clarksville, TN, United States; Department of Psychological Science and Counseling, Austin Peay State University, Clarksville, TN, United States","Mael F., Mael Consulting, Baltimore, MD, United States; Wyatt W., Human Resources, Clarksville, TN, United States; Iyer U.J., Department of Psychological Science and Counseling, Austin Peay State University, Clarksville, TN, United States","The purpose of the current research effort was two-fold: (a) determine what behaviors successful veteran job candidates perform during the job application process that distinguish them from less successful ones, and (b) identify the behaviors of successfully employed veterans that distinguish them from those that are less successful or unable to maintain civilian employment. To address these issues, a research initiative was undertaken by the City of Clarksville, TN; Montgomery County, TN; the Tennessee Department of Labor; and the Tennessee Department of Veterans Services. Researchers conducted a qualitative study in the environs of Nashville, TN and Clarksville, TN, where Fort Campbell a United States Army installation, is located. Hiring managers, human resource directors, and veteran employees at 10 private sector companies and 10 public sector organizations in the region participated in focus groups. In addition, spouses of transitioning veterans participated in focus groups. The results of this investigation involving over 300 people are described. Implications for practice are discussed and future directions for research have been presented. © 2022 Society for Military Psychology, Division 19 of the American Psychological Association.","employability; organizational commitment; veteran transition; Veterans; work-life balance","","","","","","Tennessee Department of Veterans Services","This research project was initiated by the Department of Human Resources of the City of Clarksville, Tennessee, and was greatly aided by significant funding provided by the Tennessee Department of Labor. The Tennessee Department of Veterans Services was another highly enthusiastic supporter of this research, and Workforce Essentials and Montgomery County (home of Clarksville) also provided financial support. ","Adler A.B., Britt T.W., Castro C.A., McGurk D., Bliese P.D., Effect of transition home from combat on risk-taking and health-related behaviors, Journal of Traumatic Stress, 24, 4, pp. 381-389, (2011); Adler A.B., Zamorski M., Britt T.W., The psychology of transition: Adapting to home after deployment, Deployment psychology: Evidence-based strategies to promote mental health in the military, pp. 153-174, (2011); Agovino T., Hiring veterans: Ensuing a smooth transition out of the military, (2020); Benmelech E., Frydman C., Military CEOs, Journal of Financial Economics, 117, 1, pp. 43-59, (2015); Black T.G., Papile C., Making it on civvy street: An online survey of Canadian veterans in transition, Canadian Journal of Counselling and Psychotherapy, 44, 4, pp. 383-401, (2010); Borus J.F., Reentry I: Adjustment issues facing the Vietnam returnee, Archives of General Psychiatry, 28, 4, pp. 501-506, (1973); Bouffard L.A., Examining the relationship between military service and criminal behavior during the Vietnam era: A research note, Criminology, 41, 2, pp. 491-510, (2003); Brunger H., Serrato J., Ogden J., “No man’s land”: The transition to civilian life, Journal of Aggression, Conflict and Peace Research, 5, 2, pp. 86-100, (2013); Burnett-Zeigler I., Valenstein M., Ilgen M., Blow A.J., Gorman L.A., Zivin K., Civilian employment among recently returning Afghanistan and Iraq National Guard veterans, Military Medicine, 176, 6, pp. 639-646, (2011); Castro C., Kintzle S., Suicides in the military: The post-modern combat veteran and the hemingway effect, Current Psychiatry Reports, 16, 8, pp. 1-9, (2014); Doenges T.J., Calling and meaningful work among student military veterans: Impact on well-being and experiences on campus, (2011); Edelman J., Changing the conversation about veteran employment, (2017); Elbogen E.B., Johnson S.C., Wagner H.R., Newton V.M., Beckham J.C., Financial well-being and post- deployment adjustment among Iraq and Afghanistan war veterans, Military Medicine, 177, 6, pp. 669-675, (2012); Forsling C., Military families need to get over their sense of entitlement, (2015); Garamone J., DOD official cites widening civilian military gap, (2019); Gati I., Ryzhik T., Vertsberger D., Preparing young veterans for civilian life: The effects of a workshop on career decision-making difficulties and self-efficacy, Journal of Vocational Behavior, 83, 3, pp. 373-385, (2013); Gonzalez J.A., Simpson J., The workplace integration of veterans: Applying diversity and fit perspectives, Human Resource Management Review, 31, 2, (2021); Groysberg B., Hill A., Johnson T., Which of these people is your future CEO?, Harvard Business Review, 88, 11, pp. 80-85, (2010); Hammer L.B., Kossek E.E., Anger W.K., Bodner T., Zimmerman K.L., Clarifying work-family intervention processes: The roles of work-family conflict and family-supportive supervisor behaviors, Journal of Applied Psychology, 96, 1, pp. 134-150, (2011); Hammer L.B., Kossek E.E., Yragui N.L., Bodner T.E., Hanson G.C., Development and validation of a multidimensional measure of family supportive supervisor behaviors (FSSB), Journal of Management, 35, 4, pp. 837-856, (2009); Harms P.D., Spain S.M., Hannah S.T., Leader development and the dark side of personality, The Leadership Quarterly, 22, 3, pp. 495-509, (2011); Harrell M.C., Berglass N., Employing America’s veterans: Perspectives from businesses, (2012); Haynie J.M., Revisiting the business case for hiring a veteran: A strategy for cultivating competitive advantage, Workforce Readiness Briefs, Paper No. 2, (2016); Hipes C., Lucas J.W., Kleykamp M., Status- and stigma-related consequences of military service and PTSD, Armed Forces and Society, 41, 3, pp. 477-495, (2015); Horton J.L., Jacobson I.G., Wong C.A., Wells T.S., Boyko E.J., Smith B., Ryan M.A.K., Smith T.C., The impact of prior deployment experience on civilian employment after military service, Occupational and Environmental Medicine, 70, 6, pp. 408-417, (2013); The business case for hiring a veteran: Beyond the clichés, (2012); Kimball W.R., The other side of glory - Vietnam: The untold story, (1987); Kintzle S., Castro C.A., Examining veteran transition to the workplace through military transition theory, Occupational stress and well-being in military contexts, pp. 117-128, (2018); Kleykamp M., Hipes C., Coverage of veterans of the wars in Iraq and Afghanistan in the U.S. media, Sociological Forum, 30, 2, pp. 348-368, (2015); Koch-Bayram I.F., Wernicke G., Drilled to obey? Ex-military CEOs and financial misconduct, Strategic Management Journal, 39, 11, pp. 2943-2964, (2018); Law K.K.F., Mills L.F., Military experience and corporate tax avoidance, Review of Accounting Studies, 22, 1, pp. 141-184, (2017); Mael F.A., Ashforth B.E., Identification in work, war, sports, and religion: Contrasting the benefits and risks, Journal for the Theory of Social Behaviour, 31, 2, pp. 197-222, (2001); Mael F.A., Gingras T., Transition of former officers into the civilian work world, (2008); Matthews M.D., Eid J., Kelly D., Bailey J.K.S., Peterson C., Character strengths and virtues of developing military leaders: An international comparison, Military Psychology, 18, S, pp. S57-S68, (2006); McAllister C.P., Mackey J.D., Hackney K.J., Perrewe P.L., From combat to khakis: An exploratory examination of job stress with veterans, Military Psychology, 27, 2, pp. 93-107, (2015); Transition from military to civilian life, (2020); Parker K., Igielnik R., Barroso A., Cilluffo A., The American veteran experience and the post-911 generation, (2019); Pirkis J., Blood R.W., Francis C., McCallum K., On-screen portrayals of mental illness: Extent, nature, and impacts, Journal of Health Communication, 11, 5, pp. 523-541, (2006); Resnick E.M., Mallampalli M., Carter C.L., Current challenges in female veterans’ health, Journal of Women’s Health, 21, 9, pp. 895-900, (2012); Routon P.W., The effect of 21st century military service on civilian labor and educational outcomes, Journal of Labor Research, 35, 1, pp. 15-38, (2014); Schutt R.K., Cournoyer B., Penk W.E., Drebing C.E., van Ormer E.A., Krebs C., Losardo M.O., Building the future: Psychosocial rehabilitation with a veterans construction team, Psychiatric Rehabilitation Journal, 27, 2, pp. 186-189, (2003); Sieff E., Media frames of mental illnesses: The potential impact of negative frames, Journal of Mental Health, 12, 3, pp. 259-269, (2003); Simpson J., Sariol A.M., Squared away: Veterans on the board of directors, Journal of Business Ethics, 160, 4, pp. 1035-1045, (2019); Smith B.N., Taverna E.C., Fox A.B., Schnurr P.P., Matteo R.A., Vogt D., The role of PTSD, depression, and alcohol misuse symptom severity in linking deployment stressor exposure and postmilitary work and family outcomes in male and female veterans, Clinical Psychological Science, 5, 4, pp. 664-682, (2017); Stone C.B., Lengnick-Hall M., Muldoon J., Do stereotypes of veterans affect chances of employment?, The Psychologist-Manager Journal, 21, 1, pp. 1-33, (2018); Vitalo E., Lesser S., Hiring US veterans: Truths and misperceptions, (2017); Wewiorski N.J., Gorman J.A., Scoglio A.J., Fukuda S., Reilly E., Mueller L., O'Connor M., Penk W.E., Drebing C.E., Promising practices in vocational services for the community reintegration of returning veterans: The individual placement and support model and beyond, Psychological Services, 15, 2, pp. 191-199, (2018); Yate M., Transitioning from the military or government to the private sector, (2018)","F. Mael; Mael Consulting, Baltimore, 6403 Western Run Drive, 21215, United States; email: fm@maelconsulting.com","","Routledge","","","","","","08995605","","","","English","Mil. Psychol.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85126011853"
"Suomi A.; Schofield T.; Butterworth P.","Suomi, Aino (56315445800); Schofield, Timothy (37063607900); Butterworth, Peter (7006862228)","56315445800; 37063607900; 7006862228","Does receipt of unemployment benefits change recruiter perceptions of candidates' personality, work relevant skills and employability?","2022","Work","71","4","","1029","1041","12","1","10.3233/WOR-205048","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129282014&doi=10.3233%2fWOR-205048&partnerID=40&md5=6fb5dbe6383e91885492c9263e05fc72","Research School of Population Health, The Australian National University, Acton, 2601, ACT, Australia; Institute of Child Protection Studies, Australian Catholic University, Australia; Centre for Gambling Research, Australian National University, Australia; Melbourne Institute of Applied Economic and Social Research, The University of Melbourne, Australia","Suomi A., Research School of Population Health, The Australian National University, Acton, 2601, ACT, Australia, Institute of Child Protection Studies, Australian Catholic University, Australia, Centre for Gambling Research, Australian National University, Australia; Schofield T., Melbourne Institute of Applied Economic and Social Research, The University of Melbourne, Australia; Butterworth P., Research School of Population Health, The Australian National University, Acton, 2601, ACT, Australia, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne, Australia","BACKGROUND: Growing experimental evidence shows that unemployment benefit recipients are generally perceived negatively in terms of their personality and employability by the general public. Welfare stigma tied to unemployment or receipt of income support may disproportionately negatively impact individuals who have been out of work due to disability, or chronic health conditions. OBJECTIVE: The current study examined whether welfare stigma and/or unemployment stigma, translate to perceptions and hiring decisions made by individuals working in recruitment, potentially creating barriers to re-employment for those without work and relying on unemployment benefits. METHODS: We used a vignette-based experiment (N=213) where participants working in recruitment rated personality and employment capabilities of characters who were described as employed, unemployed or unemployed and receiving benefits. RESULTS: Characters who were employed were generally rated more positively on employability and work-relevant skills, compared to the unemployed and unemployed benefit recipients, but these differences did not translate into a binary hiring decision (would you hire this person for the job). There were few differences in ratings of personality characteristics between the employed, the unemployed and those who were receiving unemployment benefits. CONCLUSIONS: These results add to knowledge about the determinants of welfare stigma showing that potential bias towards the unemployed and benefit recipients held by recruiters differs from that held by the general public.  © 2022 - IOS Press. All rights reserved.","big five; Employability; personality; unemployment; vignette","adult; article; controlled study; employability; employment; female; human; human experiment; major clinical study; male; perception; personality; skill; stigma; unemployment; vignette; welfare","","","","","Australian Research Council, ARC, (DP16014178)","This paper was funded by the Australian Research Council (ARC) grant # DP16014178.","Taylor R., Saunders P., The price of prosperity: The economic and social costs of unemployment, (2002); Gilbert N., Besharov D., Welfare states amid economic turmoil: adjusting work-oriented policy, Policy Polit., 39, 3, pp. 295-308, (2011); Final Report-A New System for Better Employment and Social Outcomes, (2015); Danziger S.K., Seefeldt K.S., Barriers to employment and the ""hard to serve"": Implications for services, sanctions, and time limits, Focus., 22, 1, pp. 76-81, (2002); Davidson P., Did 'Work First' Work?: The Role of Employment Assistance Programs in Reducing Long-term Unemployment in Australia (1990-2008), Aus Bull Labour., 37, 1, pp. 51-96, (2011); Vahid Shahidi F., Siddiqi A., Muntaner C., Does social policy moderate the impact of unemployment on health?, A multilevel analysis of 23 welfare states. 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Public Opin Q., 72, 4, pp. 589-618, (2008); Hedeker D., Gibbons R.D., Flay B.R., Random-effects regression models for clustered data with an example from smoking prevention research, J Consult Clin Psychol., 62, 4, (1994); Cameron A.C., Trivedi P.K., Microeconometrics using stata, (2009); Friedman C., The relationship between disability prejudice and disability employment rates, Work., pp. 1-8, (2020); Nilsson S., Ekberg K., Employability and work ability: Returning to the labour market after long-term absence, Work., 44, 4, pp. 449-457, (2013); Litecky C.R., Arnett K.P., Prabhakar B., The paradox of soft skills versus technical skills in IS hiring, J Comput Inf Syst., 45, 1, pp. 69-76, (2004); Canovi M., Succi C., Be Yourself: How Role Identities Influence Transgenerational Entrepreneurship in Family Firms, Academy of Management Proceedings, 2019, 1, (2019); Kim J.S., Erdem M., Byun J., Jeong H., Training soft skills via e-learning: international chain hotels, Int J Contemp Hosp Manag., (2011); Hamid M.B., Mohamed R.K., Devarajoo A.R., Mani R., Lazim C.S., The Relationship between Big Five Personality and Soft Skills among Graduate Unemployment, Int J Psychosoc Rehabilitation., 24, 2, (2020); Hiscox M.J., Oliver T., Ridgway M., Arcos-Holzinger L., Warren A., Willis A., Going blind to see more clearly: Unconscious bias in Australian Public Service shortlisting processes, (2017); Krinsky J., Simonet M., Servitude and volunteer work: The political exploitation of invisible labor in New York City parks, Soc Contemp., 3, pp. 49-74, (2012); Borland J., Tseng Y.P., Does 'Work for the Dole' work?: an Australian perspective on work experience programmes, Appl Econ., 43, 28, pp. 4353-4368, (2011)","A. Suomi; Research School of Population Health, The Australian National University, Acton, 2601, Australia; email: aino.suomi@anu.edu.au","","IOS Press BV","","","","","","10519815","","WORKF","","English","Work","Article","Final","","Scopus","2-s2.0-85129282014"
"Arora M.; Gupta A.","Arora, Madhu (57216741295); Gupta, Abha (57614124300)","57216741295; 57614124300","Impact of learning through live projects on sustainable employability generation: checking moderating role of education: an empirical study","2022","International Journal of Innovation and Sustainable Development","16","2","","186","196","10","0","10.1504/IJISD.2022.121783","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128750245&doi=10.1504%2fIJISD.2022.121783&partnerID=40&md5=da50ea36eaac86ef7e97dfd19629e2f7","Department of Management, New Delhi Institute of Management Studies, Delhi, 110085, India; Department of Management, Rukmini Devi Institute of Advanced Studies, Delhi, 110085, India","Arora M., Department of Management, New Delhi Institute of Management Studies, Delhi, 110085, India; Gupta A., Department of Management, Rukmini Devi Institute of Advanced Studies, Delhi, 110085, India","Present study will explore the influence of insights or skills developed by doing live using the sample of 454 students from all over the country and performs structural equation modelling to assess the links between learning from doing live projects like developing professionalism, communicating effectively, social accountability and accounting, self-management, analysing data and using technology and Sustainable employability. The study finds a significant relationship between live projects and employability. Other factors like leadership quality, teamwork experience, high morale etc. have been ignored and can be studied in future researches. The findings of the study suggest managers/top management of the organisation that there is a need to improve the quality of live projects offered to students as live projects directly influence the employability. Copyright © 2022 Inderscience Enterprises Ltd.","correlation; employability; equation; leadership; live projects; modelling; quality; sample; structure; team work","Correlation; Empirical studies; Employability; Equation; Leadership; Live project; Modeling; Quality; Sample; Team work; Students","","","","","","","Archer W., Davison J., Graduate employability: what employers think and want, The Council for Industry and Higher Education, 1, 1, pp. 1-12, (2008); Arora M., Live projects: indispensable tool for competitive employment and entrepreneurship, SME World, XII, 3, pp. 26-28, (2019); Arora M., Mittal M., Relation of live projects with employability using path analysis, Procedia Computer Science, 167, pp. 1675-1683, (2020); Arora M., Sharma N., A conceptual study on learning of students using live projects, novel ways of learning-an applied approach, Lambert Academic Publishing, 1, 1, pp. 82-86, (2018); Bridgstock R., The graduate attributes we've overlooked: Enhancing graduate employability through career management skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Greenwood A., Using external live projects with final year undergraduates, Practitioner Research in Higher Education, 1, 1, pp. 25-27, (2007); Henseler J., Ringle C.M., Sinkovics R.R., The use of partial least squares path modeling in international marketing, New Challenges to International Marketing, pp. 277-319, (2009); Hooper D., Coughlan J., Mullen M.R., Structural equation modelling: guidelines for determining model fit, Electronic Journal of Business Research Methods, 6, 1, pp. 53-60, (2008); Hu L-t., Bentler P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling, 6, 1, pp. 1-55, (1999); Jackson D., Sibson R., Riebe L., Delivering work-ready business graduates-keeping our promises and evaluating our performance, Journal of Teaching and Learning for Graduate Employability, 4, 1, (2013); Kline R.B., Software review: software programs for structural equation modeling: AMOS, EQS, and LISREL, Journal of Psychoeducational Assessment, 16, 4, pp. 343-364, (1998); MacCallum R.C., Browne M.W., Sugawara H.M., Power analysis and determination of sample size for covariance structure modeling, Psychological Methods, 1, pp. 130-149, (1996); MacCallum R.C., Hong S., Power analysis in covariance structure modeling using GFI and AGFI, Multivariate Behavioral Research, 32, 2, pp. 193-210, (1997); Marsh H.W., Hau K.T., Wen Z., In search of golden rules: comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing findings, Structural Equation Modeling, 11, 3, pp. 320-341, (2004); Nunnally J.C., Psychometric Theory, pp. 10-49, (1978); Stinger J.H., Structural model evaluation and modification: an interval estimation approach, Multivariate Behavioral Research, 25, pp. 173-180, (1990); Sullivan W.M., Work and Integrity: The Crisis and Promise of Professionalism in America, pp. 1-2, (2004)","M. Arora; Department of Management, New Delhi Institute of Management Studies, Delhi, 110085, India; email: aroramadhu86@gmail.com","","Inderscience Publishers","","","","","","17408822","","","","English","Int. J. Innov. Sustainable Develop.","Article","Final","","Scopus","2-s2.0-85128750245"
"Jordán-Fisas A.; Mas-Machuca M.","Jordán-Fisas, Alicia (57477295400); Mas-Machuca, Marta (36545324600)","57477295400; 36545324600","Bringing social challenges to the classroom: Connecting students with local agents","2022","International Journal of Intellectual Property Management","12","1","","129","147","18","1","10.1504/IJIPM.2022.120978","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125732085&doi=10.1504%2fIJIPM.2022.120978&partnerID=40&md5=adb75ed68e6f8f33b00df16d30257c74","Universitat Internacional de Catalunya (UIC), C/Immaculada, 22, Barcelona, 08017, Spain","Jordán-Fisas A., Universitat Internacional de Catalunya (UIC), C/Immaculada, 22, Barcelona, 08017, Spain; Mas-Machuca M., Universitat Internacional de Catalunya (UIC), C/Immaculada, 22, Barcelona, 08017, Spain","The aim of this research is to go beyond the traditional university-industry collaborations and explore how students and local agents can benefit when collaborating in projects with a marked social character. The analysis took place through the experience of an innovation project in which students had to solve a challenge proposed by a local agent (SaóPrat). Specifically, this study pinpoints and describes the individual benefits obtainable by each of the parties involved in this collaboration: students, lecturers, and local agents. The challenge-based learning (CBL) methodology was used to systematise the activity. Herein, we report the results of the activity, paying special attention to the perceptions of students, professors, and local agents. Their opinions were collected through different means: surveys, focus groups, and interviews. All in all, this study fills the existing gap in research on how universities and businesses can collaborate for the benefit of the broader society. Copyright © 2022 Inderscience Enterprises Ltd.","Challenge-based learning; Competition; Design thinking; Employability; Higher education; Social challenges; Social impact; Social innovation; Student empowerment; Student engagement; University-industry collaboration","","","","","","Fundación Puig","The authors would like to express their gratitude to all members of the B-SMART Project, awarded by Fundación Puig, for their contribution and for facilitating and encouraging knowledge transfer between the university and businesses. Also, a special thank you is addressed to SaóPrat for their participation in this project.","Arocena R., Goransson B., Sutz J., Challenged universities, Developmental Universities in Inclusive Innovation Systems: Alternatives for Knowledge Democratization in the Global South, pp. 141-158, (2017); Arvanitis S., Sydow N., Woerter M., Is there any impact of university-industry knowledge transfer on innovation and productivity? An empirical analysis based on Swiss firm data, Review of Industrial Organization, 32, 2, pp. 77-94, (2008); Audretsch D.B., Lehmann E.E., Warning S., University spillovers and new firm location, Research Policy, 34, 7, pp. 113-1122, (2005); Berbegal-Mirabent J., Gil-Domenech D., Ribeiro-Soriano D.E., Fostering university-industry collaborations through university teaching, Knowledge Management Research and Practice, (2019); Brennenraedts R., Bekkers R., Verspagen B., The Different Channels of University-Industry Knowledge Transfer: Empirical Evidence from Biomedical Engineering, pp. 1-19, (2006); Brundenius C., Goransson B., Carvalho De Mello J.M., Universities, Inclusive Development and Social Innovation: An International Perspective, (2016); Burguillo J.C., Using game theory and competition-based Learning to stimulate student motivation and performance, Computers and Education, (2010); Carree M., Della Malva A., Santarelli E., The contribution of universities to growth: Empirical evidence for Italy, Journal of Technology Transfer, (2014); Dan M-C., The third mission of universities in the development strategy of Vienna City, Informatica Economica Journal, 16, 4, pp. 49-56, (2012); Ebner M., Holzinger A., Successful implementation of user-centered game based learning in higher education: an example from civil engineering, Computers and Education, 49, 3, pp. 873-890, (2007); Fumasoli T., Huisman J., Strategic agency and system diversity: conceptualizing institutional positioning in higher education, Minerva, (2013); Gaskins W.B., Et al., Changing the learning environment in the college of engineering and applied science using challenge based learning, International Journal of Engineering Pedagogy (iJEP), 5, 1, (2015); Gibson D.C., Irving L., Scott K., Technology-enabled challenge-based learning in a global context, Collaborative Learning in a Global World, (2018); Goddard J., Et al., The Civic University: The Policy and Leadership Challenges, (2016); Kenwright B, Game-based learning in higher education: the good, the bad and the ugly, Communication Article, 1, (2016); Kesting T., Muros V.G., Vogt H., Reflecting on the status quo of university-business collaboration in Europe: an overview of current trends and challenges, International Journal of Technology Management, 76, 1-2, pp. 1-9, (2018); Malmqvist J., Radberg K.K., Lundqvist U., Comparative analysis of challenge-based learning experiences, Proceedings of the 11th International CDIO Conference, pp. 1-13, (2015); Molas-Gallart J., Castro-Martinez E., Ambiguity and conflict in the development of 'Third Mission. indicators, Research Evaluation, (2007); Montesinos P., Et al., Third mission ranking for world class universities: beyond teaching and research, Higher Education in Europe, (2008); Nadolny L., Halabi A., Student participation and achievement in a large lecture course with game-based learning, Simulation and Gaming, 47, 1, pp. 51-72, (2016); Perkmann M., Et al., Academic engagement and commercialisation: a review of the literature on university-industry relations, Research Policy, (2013); Piirainen K.A., Andersen A.D., Andersen P.D., Foresight and the third mission of universities: the case for innovation system foresight, Foresight, (2016); Radberg K.K., Et al., From CDIO to challenge-based learning experiences-expanding student learning as well as societal impact?, European Journal of Engineering Education, 45, 1, pp. 22-37, (2020); Rizzo U., Freddi D., Ramaciotti L., The impact of new scientific knowledge on firms' routines and capabilities: the case of mechatronics, International Journal of Innovation and Technology Management, (2015); Rodriguez-Chueca J., Et al., Understanding sustainability and the circular economy through flipped classroom and challenge-based learning: an innovative experience in engineering education in Spain, Environmental Education Research, (2019); Rosli A., Rossi F., Third-mission policy goals and incentives from performance-based funding: are they aligned?, Research Evaluation, (2016); Rossi F., The governance of university-industry knowledge transfer, European Journal of Innovation Management, 13, 2, pp. 155-171, (2010); Rossi F., Rosli A., Indicators of University-Industry Knowledge Transfer Performance and Their Implications for Universities: Evidence from the UK's HE-BCI Survey, pp. 1-24, (2013); Rossi F., Rosli A., Indicators of university-industry knowledge transfer performance and their implications for universities: evidence from the United Kingdom, Studies in Higher Education, 40, 10, pp. 1970-1991, (2014); Schmitz B., Felicia P., Bignami F., Acceptance and use of game-based learning in vocational education and training, International Journal of Game-Based Learning, 5, 4, pp. 50-63, (2015); Tham L., Tham R., Is game-based learning an effective instructional strategy to engage students in higher education in Singapore? A pilot study, The Journal for the Research Center for Educational Technology, 8, 1, pp. 2-10, (2012); Zawdie G., Special issue: knowledge exchange and the third mission of universities: introduction: the triple helix and the third mission - Schumpeter revisited, Industry and Higher Education, (2010)","A. Jordán-Fisas; Universitat Internacional de Catalunya (UIC), Barcelona, C/Immaculada, 22, 08017, Spain; email: aliciajordan@uic.es","","Inderscience Publishers","","","","","","14789647","","","","English","Int. J. Intellect Prop. Manage.","Article","Final","","Scopus","2-s2.0-85125732085"
"Anderson A.H.; Stephenson J.; Carter M.","Anderson, Anastasia H. (57210840787); Stephenson, Jennifer (7401715508); Carter, Mark (7401514205)","57210840787; 7401715508; 7401514205","A qualitative study of the transition to employment of former university students on the autism spectrum from Australia and New Zealand","2022","International Journal of Developmental Disabilities","","","","","","","0","10.1080/20473869.2022.2091912","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133238985&doi=10.1080%2f20473869.2022.2091912&partnerID=40&md5=9717221034a2bbd07ea987ca991283b9","Department of Educational Studies, Macquarie University, North Ryde, Australia","Anderson A.H., Department of Educational Studies, Macquarie University, North Ryde, Australia; Stephenson J., Department of Educational Studies, Macquarie University, North Ryde, Australia; Carter M., Department of Educational Studies, Macquarie University, North Ryde, Australia","Many former university students on the autism spectrum have poor employment outcomes despite strengths, qualifications, and ability. This article presents findings from a qualitative study of 11 former university students on the spectrum (self-identified: 2 males, 7 females, 2 non-binary, 18-50+ years), and five significant others (2 mothers, 3 spouses), from Australia and New Zealand. We identified issues associated with better and poorer transition to employment experiences (poor mental health, lack of support, poor interview skills). The former students also indicated a belief that it was not the role of a university education to prepare students for employment. This belief may have influenced their discipline choices and attitude towards using career supports and university employability components. The participants who studied non-vocationally specific qualifications described more difficulty with conceptualising their transition to employment, developing an employment goal, and finding work. It was suggested that universities may need to provide comprehensive transition to employment programs that develop the ‘soft skills’ required for employment and offer work placements for both vocationally and non-vocationally oriented courses to help students build skills that increase their employability. © The British Society of Developmental Disabilities 2022.","autism spectrum; employment; post-secondary; supports; transition; university students","","","","","","","","Anderson A.H., Stephenson J., Carter M., Perspectives of former students with ASD from Australia and New Zealand on their university experience, Journal of Autism and Developmental Disorders, 50, pp. 2886-2901, (2020); Andrewartha L., Harvey A., Employability and student equity in higher education: The role of university careers services, Australian Journal of Career Development, 26, pp. 71-80, (2017); Education and work, Australia, May 2018, (2018); Performance-based funding for the Commonwealth Grant Scheme, (2019); We belong: The experiences, aspirations and needs of adults with Asperger’s disorder and high functioning autism, Autism Spectrum Australia (Aspect), (2013); Baldwin S., Costley D., Warren A., Employment activities and experiences of adults with high-functioning autism and Asperger’s disorder, Journal of Autism and Developmental Disorders, 44, pp. 2440-2449, (2014); Bradshaw C., Atkinson S., Doody O., Employing a qualitative description approach in health care research, Global Qualitative Nursing Research, 4, (2017); Brantlinger E., Jimenez R., Klingner J., Pugach M., Richardson V., Qualitative studies in special education, Exceptional Children, 71, pp. 195-207, (2005); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, pp. 77-101, (2006); Braun V., Clarke V., Can I use TA? Should I use TA? Should I not use TA? 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College major and occupational status of college graduates over time, Social Forces, 89, pp. 389-415, (2010); Rose J., Johnson C.W., Contextualizing reliability and validity in qualitative research: Toward more rigorous and trustworthy qualitative social science in leisure research, Journal of Leisure Research, 51, pp. 432-451, (2020); Sapey-Triomphe L., Sonie S., Henaff M., Mattout J., Schmitz C., Adults with autism tend to undermine the hidden environmental structure: Evidence from a visual associative learning task, Journal of Autism and Developmental Disorders, 48, pp. 3061-3074, (2018); Scott M., Milbourn B., Falkmer M., Black M., Bӧlte S., Halladay A., Lerner M., Taylor J.L., Girdler S., Factors impacting employment for people with autism spectrum disorder: A scoping review, Autism : The International Journal of Research and Practice, 23, pp. 869-901, (2019); Sullivan-Bolyai S., Bova C., Harper D., Developing and refining interventions in persons with health disparities: The use of qualitative description, Nursing Outlook, 53, pp. 127-133, (2005); Taylor J., Da Walt L., Brief report: Postsecondary work and educational disruptions for youth on the autism spectrum, Journal of Autism and Developmental Disorders, 47, pp. 4025-4031, (2017); Taylor J.L., Henninger N.A., Mailick M.R., Longitudinal patterns of employment and postsecondary education for adults with autism and average-range IQ, Autism : The International Journal of Research and Practice, 19, pp. 785-793, (2015); Vincent J., It’s the fear of the unknown: Transition from higher education for young autistic adults, Autism : The International Journal of Research and Practice, 23, pp. 1575-1585, (2019); Vincent J., Employability for UK university students and graduates on the autism spectrum: Mobilities and materialities, Scandinavian Journal of Disability Research, 22, pp. 12-24, (2020)","A.H. Anderson; Department of Educational Studies, Macquarie University, North Ryde, 2109, Australia; email: anastasia.anderson@hdr.mq.edu.au","","Taylor and Francis Ltd.","","","","","","20473869","","NYSDA","","English","Int. J.","Article","Article in press","","Scopus","2-s2.0-85133238985"
"Singh J.K.N.","Singh, Jasvir Kaur Nachatar (56392929200)","56392929200","Benefits of studying in China: International students from top-tier Chinese universities ‘spill the beans’","2022","Journal of Further and Higher Education","46","8","","1107","1119","12","2","10.1080/0309877X.2022.2052822","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126763452&doi=10.1080%2f0309877X.2022.2052822&partnerID=40&md5=22e305fea3155bda506f94a6f21a55ed","Department of Management and Marketing, La Trobe University, Melbourne, VIC, Australia","Singh J.K.N., Department of Management and Marketing, La Trobe University, Melbourne, VIC, Australia","Given the exponential growth of international students in China, understanding the advantages of studying there is under-researched. This paper investigates benefits of such study, using 30 semi-structured qualitative interviews with international students from Asia, Africa and Western countries enrolled at two prestigious universities in Beijing and Hubei Province. The analysis identified three sets of mutually inclusive economic-, social-, cultural- and educational-related benefits: employment prospects, learning Mandarin, and building knowledge, skills and experiences. The analysis illustrates the interplay of individual and external benefits, especially the contribution to the home country, through the employability lens. The paper contributes to new insights into important nuances of the key benefits of international education relating to career and employment opportunities in home and host countries, learning Mandarin for future trade dealings and acquiring business knowledge, investment skills and management experience to benefit countries of origin. © 2022 UCU.","benefits; China; International education; international students","","","","","","La Trobe Social Research Platform and La Trobe China Studies Research Centre","This work was supported by the La Trobe Social Research Platform and La Trobe China Studies Research Centre.","Ahmad A.B., Shah M., International Students’ Choice to Study in China: An Exploratory Study, Tertiary Education and Management, 24, 4, pp. 325-337, (2018); Ajjawi R., Higgs J., Using Hermeneutic Phenomenology to Investigate How Experienced Practitioners Learn to Communicate Clinical Reasoning, The Qualitative Report, 12, 4, pp. 612-638, (2007); Altbach P.G., Comparative Higher Education: Knowledge, the University, and Development, (1998); 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Singh; Department of Management and Marketing, La Trobe Business School, La Trobe University, Melbourne, Plenty Road, Bundoora, 3086, Australia; email: j.nachatarsingh@latrobe.edu.au","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","","Scopus","2-s2.0-85126763452"
"Jaques T.M.","Jaques, Teresa Monllau (57768289300)","57768289300","Employability and professional success: A study about the economy and business graduates","2022","Intangible Capital","18","2","","2014","3214","1200","2","10.3926/ic.1368","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132996522&doi=10.3926%2fic.1368&partnerID=40&md5=54cf87f29d9b2bb5bf37de6ad5f98de4","Universitat Pompeu Fabra, Spain","Jaques T.M., Universitat Pompeu Fabra, Spain","Purpose: The aim of this paper is to reach a conclusion about the aspects that enable graduates to achieve success in the labour market. The analysis focuses on the factors that accelerate graduates’ entry into the labour market as well as those that foster their success 2 years after graduation, when it is considered that their career is in the first phase of consolidation. Design/methodology: Our analysis was conducted among graduates in Economics and Business in Catalonia. The data were collected from the Agència Catalana per a la Qualitat Universitària (AQU) survey that was carried out in 2014; the results were published in 2017. ANOVA analysis was performed. Findings: Our results show that university grades and the influence that studying in a specific university are not important in relation to the length of time needed to enter the labour market. Nevertheless, socio-economic variables and previous experience in the labour market play important roles. Our analysis focuses on professional success 2 years after graduation, concluding that the factors related graduates academic (university grades and type of university) and socio-economic backgrounds play a decisive role. The academic background and the labour situation are very important to guarantee professional success. Precarious job conditions pose an obstacle to professional advancement. The relationship with work experience during the undergraduate period is not clear. Originality/value: The study sheds some light on the variables affecting the success of professional life both when graduates access the labour market and 2 years later. Until now, the studies analysing the Spanish situation have focused on isolated factors, but no studies have analysed employability and professional success as a whole. We obtain a complete picture of the variables that increase employability, providing a reference for universities and politicians when defining their strategies © 2022. Journal of Human Growth and Development","Employability; Labour market; Professional success; Social capital","","","","","","","","Universitati Treballa Catalunya 2014, (2014); Allen J.P., Pavlin S., van der Velden R.K.W, Competencies and early labour market careers of higher education graduates in Europe, (2011); Alvarez M., La formació universitaria a Catalunya i la inserció dels graduats al mercat de treball—Alvareg 2018a —Scipedia, (2018); Andrews J., Higson H., Graduate employability, “soft skills” versus “hard business knowledge: A European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Ballatore M., Ferede M.K., The Erasmus programme in France, Italy and the United Kingdom: Student mobility as a signal of distinction and privilege, European Educational Research journal, 12, 4, pp. 525-533, (2013); Bernardi F., Returns to educational performance at entry into the Italian labour market, European Sociological Review, 19, 1, pp. 25-40, (2003); Bills D.B., Credentials, signals, and screens: Explaining the relationship between schooling and job assignment, Review of Educational Research, 73, 4, pp. 441-469, (2003); Bills D.B., Brown D.K., New directions in educational credentialism, Research in Social Stratification and Mobility, 29, 1, pp. 1-4, (2011); Boye K., Gronlund A., Workplace Skill Investments-An early Career Glass Ceiling? 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Un análisis en Barcelona, Revista Española de Investigaciones Sociológicas, 161, pp. 121-140, (2018); Verd J.M., Barranco O., Bolibar M., Youth unemployment and employment trajectories in Spain during the Great Recession: What are the determinants?, Journalfor Labour Market Research, 53, 1, (2019); Weiss A., Human capital vs. signalling explanations of wages, Journal of Economic Perspectives, 9, 4, pp. 133-154, (1995); Weiss F., Klein M., Grauenhorst T., The effects of work experience during higher education on labour market entry: Learning by doing or an entry ticket?, Work, Employment and Society, 28, 5, pp. 788-807, (2014); Wickramasinghe V, Perera L., Graduates’, university lecturers’ and employers’ perceptions towards employability skills, Education + Training, 52, 3, pp. 226-244, (2010); Wilton N., Do employability skills really matter in the UK graduate labour market? The case of business and management graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011); Yorke M., Knight P.T., Embedding employability into the curriculum. Learning and Employability Series, (2004)","T.M. Jaques; Universitat Pompeu Fabra, Spain; email: teresa.monllau@upf.edu","","OmniaScience","","","","","","20143214","","","","English","Intang. Cap.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85132996522"
"Shariff N.M.; Abd Razak R.","Shariff, Nurhazani Mohd (47762272700); Abd Razak, Roshita (57772872800)","47762272700; 57772872800","Exploring hospitality graduates’ competencies in Malaysia for future employability using Delphi method: a study of Competency-Based Education","2022","Journal of Teaching in Travel and Tourism","22","2","","144","162","18","6","10.1080/15313220.2021.1950103","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125748247&doi=10.1080%2f15313220.2021.1950103&partnerID=40&md5=7324df28b579cfacdd67d2bede85b7d6","School of Tourism, Hospitality & Event Management, College of Law, Government & International Studies, Universiti Utara Malaysia, Kedah, Sintok, Malaysia","Shariff N.M., School of Tourism, Hospitality & Event Management, College of Law, Government & International Studies, Universiti Utara Malaysia, Kedah, Sintok, Malaysia; Abd Razak R., School of Tourism, Hospitality & Event Management, College of Law, Government & International Studies, Universiti Utara Malaysia, Kedah, Sintok, Malaysia","This study explores hospitality competencies needed by the graduates of higher education institutions for their future employability within the industry based on Competency-Based Education. Using the Delphi method, the study involved a panel of industry from four- and five-star hotels in Malaysia as experts. It ends up with three rounds of data collection. Findings from the first round method revealed the experts agreed that 69 competencies are required within the industry. In the second round, the experts indicated that all the competencies are relevant for hospitality graduates’ future employability. The third round showed that the competencies were finalized under clusters, namely, Workplace, Personal Effectiveness, Management and Academic. In conclusion, Competency-Based Education has successfully determined the competencies required by the industry. Further, the study suggests a strong coordination from both educational providers and the industry in preparing hospitality graduates with competencies to enhance future employability and to survive the competitive environment. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Competency-Based Education; Delphi method; employability; Hospitality graduate; Malaysia","","","","","","","","Abd Majid M.Z., Hussin M., Norman M.H., Kasavan S., The employability skills among students of public higher education institution in Malaysia, GEOGRAFIA Malaysian Journal of Society and Space, 16, 1, pp. 36-45, (2020); Adler M., Ziglio E., Gazing into the oracle: The Delphi method and its application to social policy and public health, (1996); Ahmad N.A., Kenayathulla H.B., Idris A.R., Employability skills for hospitality students in Malaysia, Malaysia Online Journal of Educational Management (MOJEM), 5, 4, pp. 63-86, (2017); Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W.B., Competencies for the contemporary career: Development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Alexakis G., Jiang L., Industry competencies and the optimal hospitality management curriculum: An empirical study, Journal of Hospitality & Tourism Education, 31, 4, pp. 210-220, (2019); Andrades L., Dimanche F., Destination competitiveness in Russia: Tourism professionals’ skills and competences, International Journal of Contemporary Hospitality Management, 31, 2, pp. 910-930, (2019); Baum T., Skills and training for the hospitality sector: A review of issues, Journal of Vocational Education and Training, 54, 3, pp. 343-364, (2002); Benbow R.J., Hora M.T., Reconsidering college student employability: A cultural analysis of educator and employer conceptions of workplace skills, Harvard Educational Review, 88, 4, pp. 483-515, (2018); Bharwani S., Talib P., Competencies of hotel general managers: A conceptual framework, International Journal of Contemporary Hospitality Management, 29, 1, pp. 393-418, (2017); Bourgeois J., Pugmire L., Stevenson K., Swanson N., Swanson B., The Delphi method: A qualitative means to a better future, Citirano (November), pp. 1-4, (2006); Bowden J.A., Competency-based education- neither a panacea nor a pariah, (2013); Brownell J., Chung B., The management development program: A competency-based model for preparing hospitality leaders, Journal of Management Education, 25, 2, pp. 124-145, (2001); Dalimunthe F.I., Syahputra M.H.I., Sitompul S.S., The various factors effecting the competence of the human resources in increasing competitiveness in the hospitality industry, Advances in Economics, Business and Management Research, 111December, pp. 172-181, (2019); Daniel E.H., Ely D.P., Competency-based education for school library media Specialists, Journal of Education for Librarianship, 23, 4, pp. 273-278, (1983); Eight Malaysia Plan, (2001); Ennis M.R., Pilots and Demonstration Team Division of Research and Evaluation Office of Policy Development and Research Employment and Training Administration U. 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Shariff; School of Tourism, Hospitality Event Management, College of Law, Government International Studies, Universiti Utara Malaysia, Sintok, Kedah, 06000, Malaysia; email: hazani@uum.edu.my","","Routledge","","","","","","15313220","","","","English","J. Teach Travel Tour.","Article","Final","","Scopus","2-s2.0-85125748247"
"Beasy K.; Crawford J.; Young S.; Kelder J.","Beasy, Kim (57079223000); Crawford, Joseph (57196083515); Young, Sarah (57553502600); Kelder, Jo (8851824900)","57079223000; 57196083515; 57553502600; 8851824900","A quantitative study on Australian doctoral students’ perceptions of employability preparedness: how gender and age matter","2022","Journal of Further and Higher Education","","","","","","","5","10.1080/0309877X.2022.2050687","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127122935&doi=10.1080%2f0309877X.2022.2050687&partnerID=40&md5=cf3d5948575d859168be7982f84302f6","Curriculum and Pedagogy, University of Tasmania, Hobart, TAS, Australia; Academic Division, University of Tasmania, Hobart, TAS, Australia; Public Health, University of Tasmania, Hobart, TAS, Australia; Adjunct Senior Researcher, University of Tasmania, Hobart, TAS, Australia","Beasy K., Curriculum and Pedagogy, University of Tasmania, Hobart, TAS, Australia; Crawford J., Academic Division, University of Tasmania, Hobart, TAS, Australia; Young S., Public Health, University of Tasmania, Hobart, TAS, Australia; Kelder J., Adjunct Senior Researcher, University of Tasmania, Hobart, TAS, Australia","Twenty-first-century doctoral candidates face a consistently evolving employment landscape. This paper explores how gender and age influence doctoral students’ perceptions of employability preparedness provided by their higher education institution for future career pathways. A survey-based study (n = 222) was undertaken at a large regional Australian university to assess what employment pathways graduates intend to pursue, how prepared they feel for these pathways, and what strategies could be utilised to increase the effectiveness of doctoral training with a view to employability. Transition pedagogy is used as a lens to unpack and explore participants' perceptions about systems designed to support success. Key findings include (i) a surplus of candidates seeking academic careers; (ii) candidates reporting doctoral training inadequately prepares them for their preferred career path; and (iii) young males feeling most prepared by their doctoral programme and older females feeling the least prepared. We discuss how preparedness is not experienced equally, and how the conditions of higher education are constructed with assumptions of who a doctoral candidate is, with implications for who is most likely to benefit from it. © 2022 UCU.","Doctoral education; doctoral programme; gender; graduate employability; privilege; transition pedagogy","","","","","","","","Allen P., Bennett K., Heritage B., SPSS Statistics Version 22: A Practical Guide, (2014); Allen K.A., Butler-Henderson K., Reupert A., Fleer M., Work like a Girl: Redressing Gender Inequity in Academia through Systemic Solutions, Journal of University Teaching & Learning Practice, 18, 3, (2021); Austen L., Pickering N., Judge M., Student Reflections on the Pedagogy of Transitions into Higher Education, through Digital Storytelling, Journal of Further and Higher Education, 45, 3, pp. 337-348, (2021); Bailey A., Privilege: Expanding on Marilyn Frye’s’ Oppression’, Journal of Social Philosophy, 29, 3, pp. 104-119, (1998); Baker V., Pifer M., Antecedents and Outcomes: Theories of Fit and the Study of Doctoral Education, Studies in Higher Education, 40, 2, pp. 396-410, (2015); Barley S.R., Bechky B.A., Milliken F.J., The Changing Nature of Work: Careers, Identities, and Work Lives in the 21st Century, Academy of Management Discoveries, 3, 2, pp. 111-115, (2017); Barrington L., Ageism and Bias in the American Workplace, Generations, 39, 3, pp. 34-38, (2015); Barry K., Woods M., Warnecke E., Stirling C., Martin A., Psychological Health of Doctoral Candidates, Study-related Challenges and Perceived Performance, Higher Education Research & Development, 37, 3, pp. 468-483, (2018); Boreham P., Western M., Baxter J., Dever M., Laffan W., Gender Differences in Early post-PhD Employment in Australian Universities: The Influence of the PhD Experience on Women’s Academic Careers (Final Report), (2008); Borrell-Damian L., Collaborative Doctoral Education: University-industry Partnerships for Enhancing Knowledge Exchange: DOC-CAREERS Project, (2009); Brown L., Watson P., Understanding the Experiences of Female Doctoral Students, Journal of Further and Higher Education, 34, 3, pp. 385-404, (2010); Carter S., Blumenstein M., Cook C., Different for Women? the Challenges of Doctoral Studies, Teaching in Higher Education, 18, 4, pp. 339-351, (2013); Clark J., Gurney L., Lawrence S., Leece R., Malouff J., Masters Y., Reid J., Tasker I., Valenzuela F.-R., Wilkes J., Embedding an Institution-wide Capacity Building Opportunity around Transition Pedagogy: First Year Teaching and Learning Network Coordinators, The International Journal of the First Year in Higher Education, 6, 1, (2015); Coakes S., SPSS Version 20.0 For Windows: Analysis without Anguish, (2013); Connell R., What Are Good Universities?, Australian Universities’ Review, 58, 2, pp. 67-73, (2016); Cook E.J., Crane L., Kinash S., Bannatyne A., Hamlin G., Judd M.M., Richardson S., Australian Postgraduate Student Experiences and Anticipated Employability: A National Study from the Students’ Perspective, The Journal of Teaching and Learning for Graduate Employability, 12, 2, pp. 148-168, (2021); Crabb S., Ekberg S., Retaining female postgraduates in academia: The role of gender and prospective parenthood, Higher Education Research & Development, 33, 6, pp. 1099-1112, (2014); Crane L., Kinash S., Hamlin G., Eckersley B., Partridge H., Bannatyne A., Engaging Postgraduate Students and Supporting Higher Education to Enhance the 21st Century Student Experience: Good Practice Guide, (2019); Crawford J., Dawkins S., Martin A., Lewis G., Putting the Leader Back into Authentic Leadership: Reconceptualising and Rethinking Leaders, Australian Journal of Management, 45, 1, pp. 114-133, (2020); Crawford J., Kelder J.-A., Do We Measure Leadership Effectively? 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Beasy; University of Tasmania, Launceston, Australia; email: kim.beasy@utas.edu.au","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Article in press","","Scopus","2-s2.0-85127122935"
"Hashimoto K.","Hashimoto, Kayoko (55477192800)","55477192800","Language, Mobility and Employability among Southeast Asian Migrant Workers in Japan","2022","Asian Studies Review","46","4","","635","649","14","1","10.1080/10357823.2022.2103645","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135454661&doi=10.1080%2f10357823.2022.2103645&partnerID=40&md5=68e357c056ed71959e663fe371540657","University of Queensland, Australia","Hashimoto K., University of Queensland, Australia","There have been widespread concerns about the decline of modern languages and the waning interest in learning languages other than English around the world. The Association of Southeast Asian Nations officially adopted English as its working language in 2008, in stark contrast to the European Union, which has 24 official languages. This decision has changed the nature of multilingualism in the region, but its impact on other foreign languages is largely unknown. In recent decades, Japan, which has not exercised economic and cultural influence in Southeast Asia through its language, has increasingly relied on foreign labour due to its declining population. On the one hand, this has encouraged transnational migration between Southeast Asia and Japan as well as a Japanese language boom for work purposes, but on the other, it has exposed Japan’s reluctance to change its immigration policy and its indifference to taking responsibility for the language learning of foreign residents in Japan. This cross-disciplinary Special Issue offers diverse perspectives on Japanese language teaching and learning in relation to mobility and employability. Bringing them together in one issue presents a more rounded picture of Japan’s instrumental approach to developing the language skills of workers from Southeast Asia. © 2022 Asian Studies Association of Australia.","employability; Japanese language; mobility; Southeast Asia; transnational migration","","","","","","","","(通知) [Notice of implementation of the law regarding promotion of Japanese language education, (2019); Website for foreign nationals as residents to learn Japanese language: Connect and enhance your life in Japanese, (2020); Media release: ASEAN leaders sign ASEAN charter Singapore, (2007); The state of Southeast Asia: 2019 survey report, ISEAS–Yusof Ishak Institute, (2019); The state of Southeast Asia: 2021 survey report, ISEAS–Yusof Ishak Institute, (2021); 2016 Census, (2017); The Australian curriculum, F-10 curriculum: Languages, (2014); Beginning a life in Australia, (2016); Job-ready graduates: Higher education reform package, (2020); Byram M., Parmenter L., The Common European Framework of Reference: The globalisation of language education policy, (2012); Cairns R., Recognising, reproducing, and resisting the West as method discourse: An analysis of senior secondary Asia-related history curriculum enactment, Journal of Curriculum and Pedagogy, 18, 1, pp. 21-44, (2021); Canagarajah S., Introduction: The nexus of migration and language, The Routledge handbook of migration and language, (2017); Common European Framework of Reference: Learning, teaching, assessment, (2001); CEFR global scale; Crouch M., Axing protection for national strategic languages is no way to build ties with Asia, The Conversation, (2021); Curry H., Creativity and crisis: Teaching Indonesian in Australian schools, Pursuit, (2021); Dalrymple R., Macrae A., Pal M., Shipman S., Employability: A review of the literature 2016–2021, (2021); Deygers B., The CEFR companion volume: Between research-based policy and policy-based research, Applied Linguistics, 42, pp. 1-7, (2019); Board E., Concrete steps needed to teach Japanese to foreigners, The Mainichi, (2019); Hashim A., Leitner G., English in Southeast Asia and ASEAN: Transformation of language habitats, (2021); Hashimoto K., Japanese language and soft power in Asia, (2018); Hashimoto K., Introduction: Why language matters in soft power, Japanese language and soft power in Asia, (2018); Hashimoto K., Cool Japan and Japanese language: Why does Japan need ‘Japan fans’?, Japanese language and soft power in Asia, (2018); Hashimoto K., Glasgow G.P., English language policy in Japan: History, current realities, and challenges ahead, English in East and South Asia: Policy, features, and language in use, (2021); Hashimoto K., Why are you learning Japanese? 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Hashimoto; University of Queensland, Australia; email: k.hashimoto@uq.edu.au","","Routledge","","","","","","10357823","","","","English","Asian Stud. Rev.","Article","Final","","Scopus","2-s2.0-85135454661"
"Shahlaei C.A.; Lundh Snis U.","Shahlaei, Charlotte A. (57210109744); Lundh Snis, Ulrika (6504386295)","57210109744; 6504386295","Conceptualizing industrial workplace learning: an information systems perspective","2022","Journal of Workplace Learning","35","9","","1","21","20","6","10.1108/JWL-04-2021-0048","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136459260&doi=10.1108%2fJWL-04-2021-0048&partnerID=40&md5=22af1f156a3820c886043c966d30f194","School of Information Technology, Halmstad University, Halmstad, Sweden; School of Business, Economics, and IT, University West, Trollhättan, Sweden","Shahlaei C.A., School of Information Technology, Halmstad University, Halmstad, Sweden; Lundh Snis U., School of Business, Economics, and IT, University West, Trollhättan, Sweden","Purpose: The purpose of this paper is to identify the constituent parts of learning in the manufacturing work context and understand why these parts are key in the learning of the employees. Design/methodology/approach: The data was collected from two sources: a literature review of the Information Systems literature to establish an initial picture of what learning in relation to digital technologies entails and in-depth interviews with engineers in the automotive industry whose knowledge-intensive work is exposed to substantial digital transformation. Findings: The authors first identified three constituent parts for learning: change, reflection and deliberation. When the authors cross-checked the initial findings through in-depth interviews with the engineers, it was found that these three themes trigger learning through three different mechanisms, that is, balancing newness, finding point of reference and organizing actively. Thus, the findings of this paper extend beyond a categorical identification of what constitutes learning to also illustrate why learning entails these constituent parts. Research limitations/implications: This paper implies that progressive learning requires active organizing of learning stages. The data is limited to the review of the Information Systems field. The authors have also only focused on the automotive industry as the representative sector in the manufacturing industry. Practical implications: Applying the model of progressive learning can be a primary way to actively plan and organize learning opportunities for employees. This is key for supporting learning culture in organizations that are exposed to continuous and disruptive changes. Social implications: A significant part of social sustainability is based on sustainable employability and feelings of contentment at work. This paper is an attempt to highlight how sustainable employability can be achieved by providing effective learning opportunities at work. Originality/value: The originality of this paper emerges from two sources. First, the authors conducted the literature review and in-depth interviews by devising innovative methods because of the challenges of identifying when (informal) learning has occurred at work. Second, the authors owe the in-depth interviews to the first author’s extensive familiarity with the automotive industry and the knowledge and rapport acquired through her prior longitudinal research on the engineers’ work. It was this background that allowed the authors to find out when these engineers were about to leave the firm because of discontent about their competence development. © 2022, Charlotte A. Shahlaei and Ulrika Lundh Snis.","Digitalization; Industry 4.0; Learning; Manufacturing industry; Work practice; Workplace learning","","","","","","","","Baase S., A Gift of Fire: Social, Legal, and Ethical Issues for Computing Technology, (2013); Billett S., Learning in the circumstances of practice, International Journal of Lifelong Education, 33, 5, pp. 674-693, (2014); Blayone T.J., VanOostveen R., Prepared for work in industry 4.0? 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Learning-oriented leadership in daily work, Journal of Workplace Learning, 34, 1, (2021); Webster J., Watson R.T., Analyzing the past to prepare for the future: writing a literature review, MIS Quarterly, 26, 2, pp. 13-23, (2002); Winter S., Berente N., Howison J., Butler B., Beyond the organizational ‘container’: conceptualizing 21st century sociotechnical work, Information and Organization, 24, 4, pp. 250-269, (2014); The future of jobs report, (2018); Yoo Y., Henfridsson O., Lyytinen K., Research commentary – the new organizing logic of digital innovation: an agenda for information systems research, Information Systems Research, 21, 4, pp. 724-735, (2010); Clarke R., Davison R.M., Through whose eyes? 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"Bobkina J.; Gómez-Ortiz M.-J.; Núñez Del Río M.C.; Sastre-Merino S.","Bobkina, Jelena (56495484800); Gómez-Ortiz, María-José (57455043800); Núñez Del Río, María Cristina (55893820800); Sastre-Merino, Susana (55844115700)","56495484800; 57455043800; 55893820800; 55844115700","Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system","2021","Studies in Second Language Learning and Teaching","11","4","","543","578","35","3","10.14746/SSLLT.2021.11.4.4","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124720058&doi=10.14746%2fSSLLT.2021.11.4.4&partnerID=40&md5=1636a3e3e5c83df3c20b59c5b0592f68","Universidad Politécnica de Madrid, Madrid, Spain","Bobkina J., Universidad Politécnica de Madrid, Madrid, Spain; Gómez-Ortiz M.-J., Universidad Politécnica de Madrid, Madrid, Spain; Núñez Del Río M.C., Universidad Politécnica de Madrid, Madrid, Spain; Sastre-Merino S., Universidad Politécnica de Madrid, Madrid, Spain","The study explores the motivational profiles of Spanish EFL sports science university students from the second language (L2) motivation self system (L2MSS) perspective to ultimately support Spanish higher institutions´ plans committed to improving employability and competitiveness. The study ana-lyzes the relationships between L2 motivation, L2 proficiency, gender, and L2 contextual variables using data from 196 English as a foreign language (EFL) sports science university students. The data reveal that the ideal L2 self con-struct stands out as the most salient and powerful factor, while the ought-to and rebellious L2 selves are less significant and there are items loading on both of them at the same time. Thus, higher means for the ideal L2 self motivation correspond to higher levels of L2 proficiency and are supported by L2 learning contextual variables. The strongest ought-to L2 self was registered in students with mid-low L2 proficiency and a lack of L2 learning experiences. Meanwhile, the rebellious L2 self is clearly distinguishable only for students with high L2 proficiency. Pedagogical and curricular implications of these findings are that the ideal and the rebellious L2 selves could positively predict stu-dents´ L2 proficiency. Thus, new dynamics of education should explore language teaching methodologies that are more likely to enhance students´ ideal and rebellious L2 selves. © 2021, Adam Mickiewicz University Press. All rights reserved.","Gender differences; Higher education; L2 proficiency; L2MSS; Second language motivational self system; Spain; Sports science","","","","","","","","Al-Hoorie A. H., The L2 motivational self system: A meta-analysis, Studies in Second Language Learning and Teaching, 8, 4, pp. 721-754, (2018); Al-Hoorie A. H., MacIntyre P. D., Contemporary language motivation theory: 60 years since Gardner and Lambert (1959), (2020); Allen H. 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Y., The L2 motivational self system and perceptual learning styles of Chinese, Japanese, Korean, and Swedish students, English Teach-ing, 66, pp. 141-162, (2011); You C., Dornyei Z., Language learning motivation in China: Results of a large-scale stratified survey, Applied Linguistics, 37, 4, pp. 495-519, (2014); You C., Dornyei Z., Csizer K., Motivation, vision, and gender: A survey of 90 learners of English in China, Language Learning, 66, 1, pp. 94-123, (2016); Yu J., Geng J., Continuity and change in Chinese English learners’ motiva-tions across different contexts and schooling levels, Asia-Pacific Education Re-searcher, 29, pp. 237-248, (2020); Zhu L., Literature review on second language motivational self system, Frontiers in Educational Research, 2, 5, pp. 137-141, (2019)","","","Adam Mickiewicz University Press","","","","","","20835205","","","","English","Stud. Second Lang. Learn. Teach.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85124720058"
"Ha N.T.N.","Ha, Nguyen Thi Ngoc (57377041500)","57377041500","The involvement of industry professionals and barriers to involvement in work-integrated learning: the case of the profession-oriented higher education framework in Vietnam","2022","Journal of Education and Work","35","1","","92","107","15","6","10.1080/13639080.2021.2018408","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121430003&doi=10.1080%2f13639080.2021.2018408&partnerID=40&md5=f74094c00f4963398985ecacc04d57f5","School of Education, La Trobe University, Melbourne, Australia","Ha N.T.N., School of Education, La Trobe University, Melbourne, Australia","This article explores the involvement of industry professionals and barriers to their involvement in Work-Integrated Learning (WIL) in three Vietnamese public universities that implement the Profession-Oriented Higher Education (POHE) framework. Thematic analysis of 15 in-depth interviews and three focus groups revealed that only WIL activities which were organised at the workplace resulted in industry professionals actively participating and contributing to students’ work-based learning. Findings revealed that the involvement of industry professionals in designing WIL learning content and assessing students’ workplace performance was limited. The university departments’ focus on selecting industry professionals working in managing positions, the shortage of support from university departments and industry professionals’ time constraints were identified as major barriers to the professional involvement in WIL. This indicated that industry professionals were not provided with favourable conditions to participate in WIL and thus, a lot of work needs to be done from the university side to welcome and involve professionals deeply in WIL. The article calls for more government support and greater initiative from Vietnamese universities to improve the university-industry linkage and the professional-lecturer relationship that lead to better WIL quality. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","higher education; industry; student employability; Vietnam; Work-integrated learning","","","","","","La Trobe University","This work was supported by a La Trobe University (Melbourne, Australia) Postgraduate Research Scholarship and a La Trobe University Full Fee Research Scholarship. I appreciate the voluntary participation of department leaders, lecturers, students, and industry representatives in the interviews and focus groups. I would like to send sincere thanks to Prof. Sue Grieshaber and Dr. Eva Dakich for their great supervision and support, Dr. Nghia Tran for his academic advice, and Dr. Michael Brown for his contribution to the foundation of this study. 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Le V.C., Great Expectations: The TESOL Practicum as a Professional Learning Experience, TESOL Journal, 5, 2, pp. 199-224, (2014); Lewis A., Stakeholder Informed Tourism Education: Voices from the Caribbean, Journal of Hospitality, Leisure, Sport and Tourism Education, 5, 2, pp. 14-24, (2006); Marshall C., Rossman G.B., Designing Qualitative Research, (2006); Mather C., McKay A., Allen P., Clinical Supervisors’ Perspectives on Delivering Work Integrated Learning: A Survey Study, Nurse Education Today, 35, 4, pp. 625-631, (2015); Milne L., Caldicott J., Exploring Differences in Industry Supervisors’ Ratings of Student Performance on WIL Placements and the Relative Importance of Skills: Does Remuneration Matter?, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 175-186, (2016); Nevison C., Cormier L., Pretti J., Drewery D., The Influence of Values on Supervisors’ Satisfaction with Co-op Student Employees, Asia-Pacific Journal of Cooperative Education, 19, 1, pp. 1-11, (2018); Nguyen V.D., Nguyen T.T.H., Pham T.L., Nguyen T.D., Nguyen D.C., Nguyen T.T.H., Bui T.H., Giáo Dục Đại Học Định Hướng Nghề Nghiệp Ứng Dụng Tại Việt Nam: Thành Tựu, Chính Sách Và Kinh Nghiệm Thực Tế [Profession-oriented Higher Education in Vietnam: Achievement, Policy and Experiences, (2017); 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Chap. 11, Social Learning Systems and Communities of Practice, (2010); Wenger E., McDermott R.A., Snyder W., Cultivating Communities of Practice: A Guide to Managing Knowledge, (2002); Winchester-Seeto T., Rowe A., Mackaway J., Sharing the Load: Understanding the Roles of Academics and Host Supervisors in Work-integrated Learning, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 101-118, (2016)","N.T.N. Ha; School of Education, La Trobe University, Melbourne, Australia; email: nguyenthingocha24@gmail.com","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85121430003"
"Ito H.; Takeuchi S.","Ito, Hiroshi (56518719400); Takeuchi, Shinichi (57215963337)","56518719400; 57215963337","The demise of active learning even before its implementation? Instructors’ understandings and application of this approach within Japanese higher education","2022","Education Inquiry","13","2","","185","204","19","3","10.1080/20004508.2020.1860283","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106825651&doi=10.1080%2f20004508.2020.1860283&partnerID=40&md5=14ce24270fb0d0bb883660c6e3e37e30","Graduate School of Management, NUCB Business School, Nagoya University of Business and Commerce, Nagoya, Japan","Ito H., Graduate School of Management, NUCB Business School, Nagoya University of Business and Commerce, Nagoya, Japan; Takeuchi S., Graduate School of Management, NUCB Business School, Nagoya University of Business and Commerce, Nagoya, Japan","Active learning is the outcome of a series of higher education policy reforms conducted in the late 2000s and early 2010s in Japan. This approach gained momentum after it was prioritised in a comprehensive report produced by the Central Council of Education (an advisory board of the Ministry of Education, Culture, Sports, Science, and Technology). It was also emphasised in a project undertaken by this Ministry. Despite its popularity and the emergence of publications focusing on its definition and associated methods, some scholars have expressed concern that active learning is not well understood or appropriately applied by Japanese university instructors. However, to date, no large-scale empirical studies have been conducted to elicit their understanding and practice of active learning. The current study addressed this research gap through a nation-wide survey of university instructors. Its findings indicate that the scholars’ concerns are largely justified. Whereas the majority of respondents reported the use of instructional methods for implementing active learning recommended by the Central Council (e.g. project- or problem-based learning and cooperative learning), they tended to equate active learning with the mere use of these methods. In conclusion, we offer suggestions on how active learning should be understood and practiced by instructors. © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Active learning; employability skills; higher education; pedagogy; public policy","","","","","","Ministry of Education, Culture, Science, Sports and Technology on “Improving Higher Education for Industrial Needs","AL emerged as an approach for enhancing employability skills within Japanese higher education following a series of educational policy reforms conducted in the late 2000s and early 2010s. These policy reforms led to the introduction of the concepts of gakushiryoku (abilities that university graduates should possess) in 2008 and of sygyoryoku (literally “employability skills”) in 2009 (Kakuhou, Matsumura, & Hirata, ). This policy shift was arguably influenced by the Bologna Process that was initiated in Europe in 1999, with the aim of developing and enhancing employability skills (Ogata, de Weert, & Yoshimoto, ). The popularity of AL in Japan gained momentum after its significance was highlighted in a comprehensive report titled “Towards Qualitative Transformation of Undergraduate Education for the Future,” released in 2012 by the Central Council for Education (an advisory board of the Ministry of Education, Culture, Science, Sports and Technology). Its significance was further highlighted in a national project funded by the Ministry of Education, Culture, Science, Sports and Technology on “Improving Higher Education for Industrial Needs” that was implemented from 2012 to 2015 and involved 146 universities (Ministry of Education, Culture, Science, Sports & Technology, ). 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Freeman S., Eddy S.L., McDonough M., Smith M.K., Okoroafor N., Jordt H., Wenderoth M.P., Active learning increases student performance in science, engineering, and mathematics, PNAS, 111, 23, pp. 8410-8415, (2014); Gibbs R., Poskitt J., Student engagement in the middle years of schooling (years 7–10): A literature review, (2010); Golightly A., Raath S., Problem-based learning to foster deep learning in preservice geography teacher education, Journal of Geography, 114, pp. 58-68, (2015); Graeff T.R., Strategic teaching for active learning, Marketing Education Review, 20, 3, pp. 265-278, (2010); Grosas A.B., Raju S.R., Schuett B.S., Chuck J.-A., Miller T.J., Determining if active learning through a formative assessment process translates to better performance in summative assessment, Studies in Higher Education, 41, 9, pp. 1595-1611, (2016); Harrison R., Learner managed learning: Managing to learn or learning to manage?, International Journal of Lifelong Education, 19, pp. 312-321, (2010); Hashimoto M., Raito actibu raaningu no susume [Encouragements of light active learning, (2017); Hmelo-Silver C.E., Problem-based learning: What and how do students learn?, Educational Psychology Review, 16, 3, pp. 235-266, (2004); Hurd P.D., Active learning, Journal of Pharmacy Teaching, 7, 3-4, pp. 29-47, (2000); Hussain R.M.R., Mamat W.H.W., Salleh N., Saat R.M., Harland T., Problem-based learning in Asian universities, Studies in Higher Education, 32, 6, pp. 761-772, (2007); Ito H., Rethinking active learning in the context of Japanese higher education, Cogent Education, 4, 1, pp. 1-10, (2017); Iwasaki C., Daigakusei no manabi wo hagukumu gakusyu kankyou no dezain: Atarashii paradaimu ga hiraku akutibu raaningu [Designs for learning environments that enhance undergraduate learning: Challenges toward active learning led by the new paradigm, (2015); Kakuhou M., Matsumura N., Hirata F., Syuugyouryoku to daigaku kaikaku [Employability skills and the higher education reform, (2011); Kawano A., Kyouin yousei katei ni okeru akutibu raaningu no kadai to tenbou [The review of the enactment of active learning for pre-service teacher education], Bulletin of Joetsu University Education, 35, pp. 43-55, (2016); Kember D., Promoting student-centered forms of learning across an entire university, Higher Education, 58, pp. 1-13, (2009); Kember D., Leung D.Y.P., The influence of active learning experiences on the development of graduate capabilities, Studies in Higher Education, 30, 2, pp. 155-170, (2005); Kinoshita T.J., Knight D.B., Gibbes B., The positive influence of active learning in a lecture hall: An analysis of normalised gain scores in introductory environmental engineering, Innovations in Education and Teaching International, 54, 3, pp. 275-284, (2017); Kitchens B., Means T., Tan Y., Captivate: Building blocks for implementing active learning, Journal of Education for Business, 93, 2, pp. 58-73, (2018); Kojima M., ‘Saiko akutibu raaningu’ o yonde [Reading ‘rethinking of active learning’], Medical Education, 48, 5, (2017); Laverie D.A., In-class active cooperative learning: A way to build knowledge and skills in marketing courses, Marketing Education Review, 16, 2, pp. 59-76, (2006); Lee J.-S., The relationship between student engagement and academic performance: Is it a myth or reality?, The Journal of Educational Research, 107, pp. 177-185, (2014); Levant Y., Coulmont M., Sandu R., Business simulation as an active learning activity for developing soft skills, Accounting Education, 25, 4, pp. 368-395, (2016); Matsushita K., Diipu akutibu raaningu e no izanai [Invitation to deep active learning], Deep active learning: Deepening higher learning, pp. 1-27, (2015); Matushita K., Akutibu raaningu o dou hyouka suruka [How to assess active learning], Akutibu raaningu no hyouka [Assessment of active learning, (2016); McCullough K., Munro N., Finance students’ experiences of lecture-based active learning tasks, Innovations in Education and Teaching International, 55, 1, pp. 65-73, (2018); Michael J., Faculty perceptions about barriers to active learning, College Teaching, 55, 2, pp. 42-47, (2007); Sangyoukai no niizu ni taioushita kyouikukaizen jyuujitutaiseiseibijigyou [Improving higher education for industrial needs, (2012); Misseyanni A., Lytras M.D., Papadopoulou P., Marouli C., Active learning strategies in higher education: Teaching for leadership, innovation, and creativity, (2018); Mizokami S., Akutibu raaningu to kyoujyugakusyuu parademu no tankan [Active learning and teaching/learning paradigm shift, (2014); Mok I.A.C., Teacher-dominating lessons in Shanghai: The insiders’ story: Mathematics classrooms in twelve countries, (2006); Nagata T., Hayashi K., Akutibu raaningu no dezain [Practical designs for active learning, (2016); Nakai T., Akutibu raaningu [Active learning, (2015); Nakasono A., Tanigawa H., Akutibu Raaningu saikou [Rethinking active learning], Akutibu raaningu hihanteki nyuumon [Practical guides to ‘really’ active learning and its critical re-evaluation, (2018); Ni Raghallaigh M., Cunniffe R., Creating a safe climate for active learning and student engagement: An example from an introductory social work module, Teaching in Higher Education, 18, 1, pp. 93-105, (2013); Niemi H., Active learning–A cultural change needed in teacher education and schools, Teacher and Teacher Education, 18, 7, pp. 763-780, (2002); Nishioka K., Nihibei ni okeru akutibu raaninguron no seiritsu to tenkai [Establishment and development of active learning in Japan and the USA], Journal of Education, 84, 3, pp. 25-32, (2017); O'Grady A., Simmie G.M., Kennedy T., Why change to active learning? 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Evidence from discussion participation in online classes, Journal of Political Science Education, 3, pp. 131-142, (2007); Wimpenny K., Savin-Baden M., Alienation, agency and authenticity: A synthesis of the literature of student engagement, Teaching in Higher Education, 18, pp. 311-326, (2013); Zou Y., Schunn C.D., Wang Y., Zhang F., Student attitudes that predict participation in peer assessment, Assessment & Evaluation in Higher Education, 43, 5, pp. 800-811, (2017)","H. Ito; Graduate School of Management, NUCB Business School, Nagoya University of Business and Commerce, Nagoya, 460-0003, Japan; email: hito@nucba.ac.jp","","Routledge","","","","","","20004508","","","","English","Educ.  Inq.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85106825651"
"Byrne C.","Byrne, Christopher (37101137000)","37101137000","What determines perceived graduate employability? Exploring the effects of personal characteristics, academic achievements and graduate skills in a survey experiment","2022","Studies in Higher Education","47","1","","159","176","17","23","10.1080/03075079.2020.1735329","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85080104505&doi=10.1080%2f03075079.2020.1735329&partnerID=40&md5=18489a61e8426ee70ae4cec0d77573d0","Politics and International Relations, Leeds Beckett University, Leeds, United Kingdom","Byrne C., Politics and International Relations, Leeds Beckett University, Leeds, United Kingdom","Governments have become increasingly concerned with improving the employability of university graduates in recent years, but most existing studies of what graduate employers look for are limited by their reliance on self-reported preferences. This study, which focuses on the UK context, aims to develop our knowledge of the determinants of perceived graduate employability by measuring the relative importance for employability of a range of personal characteristics, work-related skills and academic achievements using a survey experiment in which graduate employers rated fictitious recent graduates based on a series of short written profiles. The experiment found large effects in the ratings of graduates in response to cues referring to study abroad, work experience, age, degree type, disability, and ethnicity. This suggests that, while there are some things universities can do to improve the employability of their graduates, they are also to a large extent at the mercy of structured inequalities in society. © 2020 Society for Research into Higher Education.","Employability; graduate skills; higher education; structured inequality; survey experiments","","","","","","","","Bell R., Unpacking the Link Between Entrepreneurialism and Employability: An Assessment of the Relationship Between Entrepreneurial Attitudes and Likelihood of Graduate Employment in a Professional Field, Education + Training, 58, 1, pp. 2-17, (2016); Callender C., The Impact of Term-time Employment on Higher Education Students’ Academic Attainment and Achievement, Journal of Education Policy, 23, 4, pp. 359-377, (2008); Campbell R., Cowley P., What Voters Want: Reactions to Candidate Characteristics in a Survey Experiment, Political Studies, 62, 4, pp. 745-765, (2014); Campbell R., Cowley P., Rich Man, Poor Man, Politician Man: Wealth Effects in a Candidate Biography Survey Experiment, The British Journal of Politics and International Relations, 16, 1, pp. 56-74, (2014); 21st Century Leaders: Building Employability through Higher Education., (2018); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, (2017); Cook C., Heath F., Thompson R.L., A Meta-Analysis of Response Rates in Web- or Internet-Based Surveys, Educational and Psychological Measurement, (2000); Costa Dias M., Joyce R., Parodi F., Wage Progression and the Gender Wage Gap: The Causal Impact of Hours of Work, (2018); Couper M.P., Web Surveys: A Review of Issues and Approaches, Public Opinion Quarterly, 64, 4, pp. 464-494, (2000); Couper M.P., Kapteyn A., Schonlau M., Winter J., Noncoverage and Nonresponse in an Internet Survey, Social Science Research, 36, 1, pp. 131-148, (2007); Cutts B., Hooley T., Yates J., Graduate Dress Code: How Undergraduates are Planning to Use Hair, Clothes and Make-up to Smooth their Transition to the Workplace, Industry and Higher Education, 29, 4, pp. 271-282, (2015); Dacre Pool L., Qualter P., Improving Emotional Intelligence and Emotional Self-Efficacy through a Teaching Intervention for University Students, Learning and Individual Differences, 22, 3, pp. 306-312, (2012); Learning from Futuretrack: Impact of Work Experiences on HE Student Outcomes, (2013); Understanding Employers' Graduate Recruitment and Selection Practices: Main Report, (2015); Dillman D.A., Mail and Internet Surveys: With New Internet, Visual, and Mixed-Mode Guide: The Tailored Design Method, (2007); Eriksson S., Johansson P., Langenskiold S., What 2Is the Right Profile for Getting a Job? 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Understanding Objective and Subjective Employability during University-to-Work Transitions, Studies in Higher Education, 42, 7, pp. 1275-1291, (2017); Orrell J., Work-integrated Learning Programmes: Management and Educational Quality, Proceedings of the Australian universities quality forum, Victoria, Victoria University, (2004); Powell A., Brown J., Pyper D., The Role of Disabled People in Economic Growth, (2018); Qenani E., MacDougall N., Sexton C., An Empirical Study of Self-Perceived Employability: Improving the Prospects for Student Employment Success in an Uncertain Environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Richardson J., Academic Attainment in Students with Dyslexia in Distance Education, Dyslexia, 21, pp. 323-337, (2015); Savage M., Devine F., Cunningham N., Taylor M., Li Y., Hjellbrekke J., Le Roux B., Friedman S., Miles A., A New Model of Social Class? Findings from the BBC’s Great British Class Survey Experiment, Sociology, 47, 2, pp. 219-250, (2013); Sheehan K.B., Toward a Typology of Internet Users and Online Privacy Concerns, The Information Society, 18, 1, pp. 21-32, (2002); (2012); Teijeiro M., Rungo P., Freire M.J., Graduate Competencies and Employability: The Impact of Matching Firms’ Needs and Personal Attainments, Economics of Education Review, 34, June, pp. 286-295, (2013); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, pp. 407-431, (2012); Weiss F., Klein M., Grauenhorst T., The Effects of Work Experience during Higher Education on Labour Market Entry: Learning by Doing or an Entry Ticket?, Work, Employment and Society, 28, 5, pp. 788-807, (2014); Wilton N., Do Employability Skills Really Matter in the UK Graduate Labour Market? The Case of Business and Management Graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011); Wilton N., The Impact of Work Placements on Skills Development and Career Outcomes for Business and Management Graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012); Wright T., Frigerio G., Career Adapt-Abilities Pilot Project, (2015); Yammarino F.J., Skinner S.J., Childers T.L., Understanding Mail Survey Response Behavior a Meta-analysis, Public Opinion Quarterly, 55, 4, pp. 613-639, (1991)","C. Byrne; Politics and International Relations, Leeds Beckett University, Leeds, United Kingdom; email: christopher.byrne@leedsbeckett.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85080104505"
"Khan A.","Khan, Asad (56034753000)","56034753000","Development of Employability Framework through Skill-Discrepancy Method: A Perspective of LIS Interns and Librarians in the University of Peshawar, Pakistan","2022","International Information and Library Review","54","1","","39","52","13","2","10.1080/10572317.2021.1873052","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100978361&doi=10.1080%2f10572317.2021.1873052&partnerID=40&md5=6c0e2a85c5a1df940ab27b8c121dbf8a","Department of Library and Information Science, University of Peshawar, Peshawar, Pakistan","Khan A., Department of Library and Information Science, University of Peshawar, Peshawar, Pakistan","This study aimed to suggest an employability skills framework based on perceptions of library and information science (LIS) Interns and librarians serving in the university of Peshawar, Pakistan. Adopting a quantitative approach and using the census population, this study was undertaken on librarians and LIS interns in the University of Peshawar, Pakistan. For data collection, self-administered questionnaires were distributed. Using Excel-based Mean Weighted Discrepancy Scores (MWDS), the Borich Need Assessment Model determined skill-discrepancies. Further, Quadrant Analysis Model was used for skills clustering that combined the perceived importance with the competence level of employability skills. This study established communication skills as the most important while time management as the least important constructs for employability and LIS curriculum. Additionally, out of seventeen, twelve skills were revealed mandatory for the employability of prospective LIS graduates and integration in the current curriculum. Further, cognitive abilities and data management skills were rated as low by both LIS graduates and librarians. Finally, an employability skills framework was proposed that clustered all validated skills into four categories namely generic, self-management, functional and auxiliary. This study assumes that skill-acquisition is the shared responsibility of educators, trainers, and graduates. The findings motivate LIS faculty to incorporate the validated skills in their lesson plans and organize training programs to impart such skills. Similarly, findings inform about employer-valued skills essential for entry-level jobs and encourage its acquisition. This study also attempts to align the LIS curriculum with job market demands that possibly diminish skill-mismatches. © 2021 The Author(s). Published with license by Taylor & Francis Group, LLC.","Competencies; employability skills; human resource development; librarianship; LIS curriculum; Pakistan","","","","","","","","Alavi S.Z., Mojtahedzadeh H., Amin F., Savoji A.P., Relationship between emotional intelligence and organizational commitment in Iran’s Ramin thermal power plant, Procedia - Social and Behavioral Sciences, 84, 2013, pp. 815-819, (2013); Ameen K., Needed competencies for collection managers and their development: perception of university librarians, Library Management, 30, 4-5, pp. 266-275, (2009); Amin A.M., Adiansyah R., Lecturers’ perception on students’ critical thinking skills development and problems faced by students in developing their critical thinking skills, Indonesian Journal of Biology Education, 4, 1, pp. 1-10, (2018); Andrews J., Higson H., Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: a European Study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Antoniu E., Career planning process and its role in human resource development, Annals of the University of Petroşani, Economics, 10, 2, pp. 13-22, (2010); Ashraf Z., Jaffri A.M., Sharif M.T., Khan A., Increasing employee organizational commitment by correlating goal setting, employee engagement and optimism at the workplace, European Journal of Business and Management, 4, 2, pp. 71-77, (2012); Atkinson H., Pennington M., Unemployment of engineering graduates: the key issues, Engineering Education, 7, 2, pp. 7-15, (2012); Badke W., (2012); Bakar A.R., Hanafi I., Assessing employability skills of technical-vocational students in Malaysia, Journal of Social Sciences, 3, 4, pp. 202-207, (2007); Bambacas M., Patrickson M., Interpersonal communication skills that enhance organisational commitment, Journal of Communication Management, 12, 1, pp. 51-72, (2008); Cable D.A.J., The Career experiences of industrial and organisational psychology graduates, New Zealand Journal of Psychology, 42, 1, pp. 5-12, (2013); Camps J., Torres F., Contingent reward leader behaviour: where does it come from?, Systems Research and Behavioral Science, 28, 3, pp. 212-230, (2011); Chen P.S.L., Cahoon S., Pateman H., Bhaskar P., Wang G., Parsons J., Employability skills of maritime business graduates: industry perspectives, WMU Journal of Maritime Affairs, 17, 2, pp. 267-292, (2018); Cook S.D.N., Brown J.S., Bridging epistemologies: the generative dance between organizational knowledge and organizational knowing, Organization Science, 10, 4, pp. 381-400, (1999); David-Higgins C., “This is not the career I ordered: empowering strategies from women who recharged, reignited, and reinvented their careers, (2014); Davidson J., Jacobs N., “Capacity and skills issues, (2008); Dube T.V., (2017); Edwards L.C., The craft of infusing critical thinking skills: A mixed-method research on implementation and student outcome, Journal on Centers for Teaching and Learning, 9, 2017, pp. 47-72, (2017); Eerde W.V., Procrastination at work time management training, The Journal of Psychology, 137, 5, pp. 421-434, (2003); Fallows S., Steven C., Building employability skills into the higher education curriculum: a university‐wide initiative, Education + Training, 42, 2, pp. 75-83, (2000); Foerster-Pastor U.S., Golowko N., The need for digital and soft skills in the Romanian business service industry. 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Wickramasinghe V., Perera L., Graduates, university lecturers’ and employers’ perceptions towards employability skills, Education + Training, 52, 3, pp. 226-244, (2010); Wilson E.M., Iles P.A., Managing diversity- an employment and service delivery challenge, International Journal of Public Sector Management, 12, 1, pp. 27-49, (1999); Winston M.D., Hoffman T., Project management in libraries, Journal of Library Administration, 42, 1, pp. 51-61, (2005); Zhu ., “From Intercultural awareness to intercultural empathy”, (2011)","A. Khan; Department of Library and Information Science, University of Peshawar, Peshawar, Pakistan; email: asadap@uop.edu.pk","","Taylor and Francis Ltd.","","","","","","10572317","","","","English","Int. Inf. Libr. Rev.","Article","Final","","Scopus","2-s2.0-85100978361"
"AlThukair D.; Rattray J.","AlThukair, Danah (57413818900); Rattray, Julie (10739760200)","57413818900; 10739760200","Beyond medical degrees: employers’ views of the quality indicators of medical graduates in Saudi Arabia","2022","Journal of Further and Higher Education","46","6","","793","806","13","0","10.1080/0309877X.2021.2008330","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122882405&doi=10.1080%2f0309877X.2021.2008330&partnerID=40&md5=756ae7b1ba853dd01ae5f7b25433cb06","School of Education, Durham University, Durham, United Kingdom","AlThukair D., School of Education, Durham University, Durham, United Kingdom; Rattray J., School of Education, Durham University, Durham, United Kingdom","In recent years, there has been a shift towards seeing employability as a key outcome of higher education (HE). Despite this, there is still a concern that graduates are not well prepared for the labour market. One way to bridge the gap between education and the labour market is to involve employers in considerations of employability frameworks or sets of required graduate attributes. This paper reports on a study aimed at identifying how employers of medical graduates in Saudi Arabia conceptualise quality in HE. The main objective of this study is to develop a model of quality in HE that incorporates employers’ views of medical education and its graduates. An exploratory two-stage design was adopted, utilising interviews and survey data. This paper discusses the interview findings relating to medical graduates’ attributes in particular. Fourteen medical employers were interviewed to determine how they conceptualise quality in relation to medical educational experience and graduate attributes. Thematic Analysis of these interviews suggests that views of quality fall into three broad themes: Graduate Abilities, Graduate Readiness, and Research and Engagement Experience. Data drawn from these interviews indicate that employers favour the soft skills of medical graduates over their basic medical knowledge. Additionally, effective practical skills were cited as being of particular importance and highly desirable. This study has implications for the development and delivery of medical education in Saudi Arabia, aspiring to narrow the gap between HE and the labour market. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employers; employment readiness; graduate attributes; Quality model; soft skills","","","","","","","","Al-Amri A., Mathew P., Zubairi Y., Jani R., Optimal Standards to Measure the Quality of Higher Education Institutions in Oman: Stakeholders’ Perception, SAGE Open, 10, 3, (2020); Alshahrani M., Dhafery B., Almulhim M., Bukhamsin N., Alkhadra F., Albagshi D., Factors Influencing Saudi Medical Students and Interns‘ Choice of Future Specialty: A Self-administered Questionnaire, Advances in Medical Education and Practice, 5, pp. 397-402, (2014); Ambady N., LaPlante D., Nguyen T., Rosenthal R., Chaumeton N., Levinson W., Surgeons’ Tone of Voice: A Clue to Malpractice History, Surgery, 132, 1, pp. 5-9, (2002); Armstrong E., Mackey M., Spear S., Medical Education as a Process Management Problem, Academic Medicine, 79, 8, pp. 721-728, (2004); Barnett R., Improving Higher Education: Total Quality Care, (1992); Becker G., Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, (1964); Bloomberg L., Volpe M., Completing Your Qualitative Dissertation A Road Map from Beginning to End, (2016); Branine M., Graduate Recruitment and Selection in the UK: A Study of the Recent Changes in Methods and Expectations, Career Development International, 13, 6, pp. 497-513, (2008); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research In Psychology, 3, 2, pp. 77-101, (2006); Brown J., Chapman T., Graham D., Becoming a New Doctor: A Learning or Survival Exercise?, Medical Education, 41, 7, pp. 653-660, (2007); Cai Y., Graduate Employability: A Conceptual Framework for Understanding Employers’ Perceptions, Higher Education, 65, 4, pp. 457-469, (2012); Carr S., Celenza A., Puddey I., Lake F., Relationships between Academic Performance of Medical Students and Their Workplace Performance as Junior Doctors, BMC Medical Education, 14, 1, (2014); Cave J., Goldacre M., Lambert T., Woolf K., Jones A., Dacre J., Newly Qualified Doctors’ Views about whether Their Medical School Had Trained Them Well: Questionnaire Surveys, BMC Medical Education, 7, 1, (2007); Chhinzer N., Russo A., An Exploration of Employer Perceptions of Graduate Student Employability, Education + Training, 60, 1, pp. 104-120, (2018); Creswell J., Clark V., Designing and Conducting Mixed Methods Research, (2011); Dicker R., Garcia M., Kelly A., Mulrooney H., What Does ‘Quality’ in Higher Education Mean? 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EY, (2015); Garvin D., Managing Quality: The Strategic and Competitive Edge, (1988); Goldacre M., Taylor K., Lambert T., Views of Junior Doctors about whether Their Medical School Prepared Them Well for Work: Questionnaire Surveys, BMC Medical Education, 10, 1, (2010); Ilies L., Osoian C., Zaharie M., Quality Management System in Higher Education–Employers’ Approach, Managerial Challenges of the Contemporary Society, 3, pp. 75-79, (2010); Illing J., Morrow G., Kergon C., Burford B., Baldauf B., Davies C., Peile E.B., Et al., Perceptions of UK Medical Graduates’ Preparedness for Practice: A Multi-centre Qualitative Study Reflecting the Importance of Learning on the Job, BMC Medical Education, 13, 1, (2013); Jen M., Bottle A., Majeed A., Bell D., Aylin P., Early In-Hospital Mortality following Trainee Doctors’ First Day at Work, Plos ONE, 4, 9, (2009); Laidlaw A., Guild S., Struthers J., Graduate Attributes in the Disciplines of Medicine, Dentistry and Veterinary Medicine: A Survey of Expert Opinions, BMC Medical Education, 9, 1, (2009); Langdale L., Schaad D., Wipf J., Marshall S., Vontver L., Scott C., Preparing Graduates for the First Year of Residency, Academic Medicine, 78, 1, pp. 39-44, (2003); Lauder H., Mayhew K., Higher Education and the Labour Market: An Introduction, Oxford Review of Education, 46, 1, pp. 1-9, (2020); Makki B.I., Salleh R., Memon M.A., Harun H., The Relationship between Work Readiness Skills, Career Self-efficacy and Career Exploration among Engineering Graduates: A Proposed Framework, Research Journal of Applied Sciences, Engineering and Technology, 10, 9, pp. 1007-1011, (2015); Noaman A.Y., Ragab A.H., Madbouly A.I., Khedra A.M., Fayoumi A.G., Higher Education Quality Assessment Model: Towards Achieving Educational Quality Standard, Studies in Higher Education, 42, 1, pp. 23-46, (2017); O'Donnabhain R., Friedman N., What Makes a Good Doctor?, Internal Medicine Journal, 48, 7, pp. 879-882, (2018); Post M.D., Johnson K., Brissette M.D., Conran R.M., Domen R.E., Hoffman R.D., McCloskey C.B., Et al., Employer Expectations for Newly Trained Pathologists: Report of a Survey from the Graduate Medical Education Committee of the College of American Pathologists, Archives of Pathology & Laboratory Medicine, 141, 2, pp. 193-202, (2015); Rodman K., Biloslavo R., Bratoz S., Institutional Quality of a Higher Education Institution from the Perspective of Employers, Minerva, 51, 1, pp. 71-92, (2013); Salem R., Al-Mously N., AlFadil S., Baalash A., Pre-admission Criteria and Pre-clinical Achievement: Can They Predict Medical Students Performance in the Clinical Phase?, Medical Teacher, 38, 1, pp. 26-30, (2016); Scheffer C., Edelhauser F., Tauschel D., Reichmann M., Tekian, Can Final Year Medical Students Significantly Contribute to Patient Care? A Pilot Study about the Perceptions of Patients and Clinical Staff, Medical Teacher, 32, pp. 552-557, (2010); Simpson J., Furnace J., Crosby J., Cumming A., Evans P., David M., The Scottish Doctor–learning Outcomes for the Medical Undergraduate in Scotland: A Foundation for Competent and Reflective Practitioners, Medical Teacher, 24, 2, pp. 136-143, (2002); Velasco M.S., More than Just Good Grades: Candidates’ Perception about the Skills and Attributes Employers Seek in New Graduates, Journal of Business Economics and Management, 13, 3, pp. 499-517, (2012); The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, (2016); Zaini R., Bin Abdulrahman K., Al-Khotani A., Al-Hayani A., Al-Alwan I., Jastaniah S., Saudi Meds: A Competence Specification for Saudi Medical Graduates, Medical Teacher, 33, 7, pp. 582-584, (2011)","D. AlThukair; School of Education, Durham University, Durham, Leazes Road, Durham, DH1 1T, United Kingdom; email: danah.althukair@gmail.com","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85122882405"
"Gabalán-Coello J.; Balcero-Molina A.L.; Vasquez Rizo F.E.; Martínez-González A.; Fonseca-Grandón G.","Gabalán-Coello, Jesús (52563380800); Balcero-Molina, Anlly Liced (57211433693); Vasquez Rizo, Fredy Eduardo (52564784600); Martínez-González, Adrián (25929983100); Fonseca-Grandón, Gonzalo (57211433198)","52563380800; 57211433693; 52564784600; 25929983100; 57211433198","An Analysis of Accredited Colombian Universities, Based on Performance Variables Associated with Their Quality","2022","Journal of Latinos and Education","21","4","","379","387","8","1","10.1080/15348431.2019.1665523","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073920763&doi=10.1080%2f15348431.2019.1665523&partnerID=40&md5=246b75f44e1e6ddb14559a474bfc2cea","University of Montreal, Montreal, Canada; Universidad del Valle, Cali, Colombia; Universidad Católica de Pereira, Pereira, Colombia; Universidad Autónoma de Occidente, Cali, Colombia; Universidad de Murcia, Murcia, Spain; Instituto Tecnológico de Estudios Superiores de Monterrey, Monterrey, Mexico; Universidad Nacional Autónoma de México, México D.F, Mexico; Universidad de Concepción, Concepción, Chile; Universidad Católica de la Santísima Concepción, Concepción, Chile","Gabalán-Coello J., University of Montreal, Montreal, Canada, Universidad del Valle, Cali, Colombia, Universidad Católica de Pereira, Pereira, Colombia; Balcero-Molina A.L., Universidad del Valle, Cali, Colombia, Universidad Autónoma de Occidente, Cali, Colombia; Vasquez Rizo F.E., Universidad Autónoma de Occidente, Cali, Colombia, Universidad de Murcia, Murcia, Spain, Instituto Tecnológico de Estudios Superiores de Monterrey, Monterrey, Mexico; Martínez-González A., Universidad Nacional Autónoma de México, México D.F, Mexico; Fonseca-Grandón G., University of Montreal, Montreal, Canada, Universidad de Concepción, Concepción, Chile, Universidad Católica de la Santísima Concepción, Concepción, Chile","This study presents the formulation of a quantitative and qualitative index of quality for accredited institutions based on their performance in five components related to institutional quality: research, students’ performance, dropout rates, employability, and accreditation. This index will allow each accredited institution to identify its competences and shortcomings in contrast to the rest, not with the intention of establishing a stiff metrics and positioning system, but of generating information inputs that are flexible and relevant and that allow the revision of each university’s status, thus constituting the foundations for a Colombian accreditation observatory for the purpose of continuous improvement. © 2019 Taylor & Francis Group, LLC.","accredited universities; education; Performance index; performance variables; quality","","","","","","","","Ard N., Beasley S., Nunn-Ellison K., Quality education through accreditation, Teaching & Learning in Nursing, 12, 2, pp. 85-87, (2017); Cancino V., Schmal R., Sistema de Acreditación Universitaria en Chile: ¿Cuánto hemos avanzado? [University Accreditation System in Chile: What have we Come?], Estudios Pedagógicos (Valdivia), 40, 1, pp. 41-60, (2014); Combinatorias por grupos de referencia Saber Pro 2017 [Combinations by reference groups Saber Pro 2017, (2017); Scopus, (2018); Gabalan-Coello J., Laurier M., ¿Cómo evaluar la práctica profesoral en posgrados? [How to evaluate the teaching practice in graduate studies?, (2017); Graduados Colombia–Observatorio Laboral para la Educación [Graduates Colombia - Labor Observatory for Education, (2018); Lineamientos para la acreditación de programas de pregrado [Guidelines for the accreditation of undergraduate programs, (2013); La calidad en la acreditación institucional [The quality of institutional accreditation, (2018); Instituciones de Educación Superior acreditadas [Higher Education Institutions accredited, (2018); Sistema Nacional de Acreditación en Colombia [National Accreditation System in Colombia, (2018); Scimago Institutions Rankings, (2018); SPADIES–Sistema para la Prevención de la Deserción de la Educación Superior [System for the Prevention of the Dropout of Higher Education, (2018)","F.E. Vasquez Rizo; Universidad Autónoma de Occidente, Cali, 25 Street # 115-85, Colombia; email: fvasquez@uao.edu.co","","Routledge","","","","","","15348431","","","","English","J. Latinos Educ.","Article","Final","","Scopus","2-s2.0-85073920763"
"Blanco M.; Bares L.; Ferasso M.","Blanco, Miguel (55905859200); Bares, Lydia (57205649411); Ferasso, Marcos (24279220200)","55905859200; 57205649411; 24279220200","Efficiency Analysis of Graduate Alumni Insertion into the Labor Market as a Sustainable Development Goal","2022","Sustainability (Switzerland)","14","2","842","","","","2","10.3390/su14020842","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122762464&doi=10.3390%2fsu14020842&partnerID=40&md5=c5fa3ad3fa84cd76d637cad13a8a86e2","Department of General Economics, University of Cadiz, Avenue Enrique Villegas Velez, 2, Cadiz, 11002, Spain; Economics and Business Sciences Department, Universidade Autónoma de Lisboa, R. de Santa Marta, 56, Lisboa, 1169-023, Portugal","Blanco M., Department of General Economics, University of Cadiz, Avenue Enrique Villegas Velez, 2, Cadiz, 11002, Spain; Bares L., Department of General Economics, University of Cadiz, Avenue Enrique Villegas Velez, 2, Cadiz, 11002, Spain; Ferasso M., Economics and Business Sciences Department, Universidade Autónoma de Lisboa, R. de Santa Marta, 56, Lisboa, 1169-023, Portugal","The assumption that greater education levels of a given population leads to better employability levels thanks to higher education institutions (HEI) is widely known. However, most of the research related to HEI is focused on the determination of efficiency levels from an eminently academic perspective. The objective of this research is to carry out a comparative analysis of the efficiency degree of Latin American universities in terms of labor insertion for their graduate alumni, in order to evaluate the Sustainable Development Goal 8 related to decent work and economic growth. The data enveloping analysis (DEA) methodology was implemented. Main results showed different levels of labor efficiency among the studied institutions that were classified into eight groups of universities. Likewise, it was noted that Latin American university students showed employment levels above those of workers with lower levels of education and training. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","Employment; Graduate alumni; Human resources development; Labor market; Social inequality","Latin America; economic growth; employment; higher education; labor market; methodology; Sustainable Development Goal; university sector","","","","","","","ILO: Latin America and the Caribbean Experience Slight Increase in Unemployment, Which Could Get Worse in 2020, (2020); Becker G.S., Human capital revisited, Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, pp. 15-28, (1994); Dutt P., Mitra D., Ranjan P., International trade and unemployment: Theory and cross-national evidence, J. Int. Econ, 78, pp. 32-44, (2009); Felbermayr G., Prat J., Schmerer H.J., Trade and unemployment: What do the data say?, Eur. Econ. Rev, 55, pp. 741-758, (2011); Bolos C.B., Gallego M.C., Jaen M.D.M., The acquisition of skills for the employability of graduates, Magazine of the International Congress of University Education and Innovation (CIDUI), pp. 1-12, (2014); Algaba M.J., Employability: New challenges in selection and training, Hum. Cap. J. Integr. Dev. Hum. Resour, 22, pp. 46-48, (2009); Colom M., Peralta P., The development of employability in the training of the tourism, hotel and gastronomic sector developed in a blended environment, Book of Proceedings of the 6th International Congress of Educational Sciences and Development, (2018); Gillis M., Perkins D.H., Roemer M., Snodgrass D.R., Economics of Development, (1992); Acuna O.A.E., Gonzalez P.A.V., Education as a Motor for Integral Development: The Importance of Human Capital in Long-Term Economic and Social Growth (No. 009936), (2012); Manger M.S., Shadlen K.C., Trade and Development, The Oxford Handbook of the Political Economy of International Trade, (2015); Castillo C., Da Silva J., Monsueto S., Objectives of Sustainable Development and Youth Employment in Colombia, Sustainability, 12, (2020); Birau F.R., Danacica D.-E., Spulbar C.M., Social Exclusion and Labor Market Integration of People with Disabilities. A Case Study for Romania, Sustainability, 11, (2019); Dinca M., Luches D., Work Integration of the Roma: Between Family and Labor Market, Sustainability, 10, (2018); Charnes A., Cooper W.W., Rhodes E., Measuring the efficiency of decision making units, Eur. J. Oper. Res, 2, pp. 429-444, (1978); Emrouznejad A., Yang G.L., A survey and analysis of the first 40 years of scholarly literature in DEA: 1978–2016, Socio-Econ. Plan. Sci, 61, pp. 4-8, (2018); Martin R., La eficiencia productiva en el ámbito universitario: Aspectos claves para su evaluación, Estud. de Econ. Apl, 25, pp. 13-27, (2007); Rivero R.M., Productive efficiency in the university environment: Key aspects for its evaluation, Appl. Econ. Stud, 25, pp. 793-811, (2007); Contreras F.G., Capurro A.C., Santana M.A.P., Castillo J.Q., The concept of organizational efficiency: An approach to the university, Lead. Mag, 16, pp. 126-150, (2014); Gette M., Pordomingo E., Rodriguez R., Antonietti L., Insercion laboral y trayectoria profesional de los contadores publicos egresados de la FCEYJ de la UNLPAM, Perspect. Cienc. Econ. Juríd, 8, pp. 81-98, (2018); Ibanez Martin M.M., Morresi S.S., Delbianco F., A measurement of internal efficiency in an Argentine university using the stochastic frontier method, J. High. Educ, 46, pp. 47-62, (2017); Barquero Perez J., Ruesga Benito S., Determinant factors of the success in the labor insertion of university students: The case of Spain, Atl. Rev. Econ, 2, pp. 1-24, (2019); Lopez R.P., Bastidas G.M., Instruments for the Determination of the Factors of the Labor Insertion in University Students, Sci. J. Hallazgos, 4, pp. 173-189, (2019); Abramo G., Cicero T., D'Angelo C.A., A field-standardized application of DEA to national-scale research assessment of universities, J. Informetr, 5, pp. 618-628, (2011); Feng Y.J., Lu H., Bi K., An AHP/DEA method for measurement of the efficiency of R&D management activities in universities, Int. Trans. Oper. Res, 11, pp. 181-191, (2004); Kuah C.T., Wong K.Y., Efficiency assessment of universities through data envelopment analysis, Procedia Comput. Sci, 3, pp. 499-506, (2011); Puertas R., Marti L., Sustainability in universities: DEA-Greenmetric, Sustainability, 11, (2019); Afonso A., Santos M., Students and Teachers: A DEA Approach to the Relative Efficiency of Portuguese Public Universities, (2005); Dumitrescu D., Costica I., Simionescu L.N., Gherghina S.C., A DEA Approach towards Exploring the Sustainability of Funding in Higher Education. Empirical Evidence from Romanian Public Universities, Amfiteatru Econ, 22, pp. 593-607, (2020); Leitner K.H., Prikoszovits J., Schaffhauser-Linzatti M., Stowasser R., Wagner K., The impact of size and specialization on universities’ department performance: A DEA analysis applied to Austrian universities, High. Educ, 53, pp. 517-538, (2007); King-Dominguez A., Backhouse Erazo P., Amestica-Rivas L., Desertion and graduation. Measuring the efficiency of state universities in Chile, MENDIVE Educ. Mag, 18, pp. 326-335, (2020); Quiroga-Martinez F., Fernandez-Vazquez E., Alberto C.L., Efficiency in public higher education on Argentina 2004–2013: Institutional decisions and university-specific effects, Lat. Am. Econ. Rev, 27, pp. 1-18, (2018); Visbal-Cadavid D., Martinez-Gomez M., Guijarro F., Assessing the efficiency of public universities through DEA. A case study, Sustainability, 9, (2017); Torres-Samuel M., Vasquez C., Viloria A., Borrero T.C., Varela N., Cabrera D., Gaitan-Angulo M., Lis-Gutierrez J.-P., Efficiency analysis of the visibility of Latin American Universities and their impact on the ranking web, Proceedings of the 3rd International Conference on Data Mining and Big Data (DMBD 2018), pp. 235-243, (2018); Torres-Samuel M., Vasquez C.L., Luna M., Bucci N., Viloria A., Crissien T., Manosalva J., Performance of education and research in Latin American countries through data envelopment analysis (DEA), Procedia Comput. Sci, 170, pp. 1023-1028, (2020); Alvarez A., The Measurement of Efficiency and Productivity; Concept and measurement of productive efficiency, (2001); Farrell M.J., The measurement of productive efficiency, J. R. Stat. Soc, 120, pp. 253-290, (1957); Maza F.J., Vergara J.C., Navarro J.L., Efficiency of investment in the subsidized health regime in Bolívar-Colombia, Investig. Andin, 14, pp. 23-37, (2012); Banker R.D., Charnes A., Cooper W.W., Some models for estimating technical and scale inefficiencies in data envelopment analysis, Manag. Sci, 30, pp. 1078-1092, (1984); Li G., Output efficiency evaluation of university human resource based on DEA, Procedia Eng, 15, pp. 4707-4711, (2011); Blanco M., Bares L., Hrynevych O., University Brand as a Key Factor of Graduates Employment, Mark. Manag. Innov, 3, pp. 193-208, (2019); Jeong S.B., Lee J.W., Comparing the efficiency of college and university employment using DEA analysis program, J. Korea Soc. Comput. Inf, 23, pp. 203-209, (2018); Zhang G., Kim W., A Statistical Analysis on Environmental Factors Affecting Education Efficiency of China’s 4-year Universities, Adv. Soc. Sci. Educ. Humanit. Res, 204, pp. 243-248, (2018); Charnes A., Cooper W.W., Data Envelopment Analysis, Operational Research’90, (1990); Belmonte L.J., Plaza J.A., Analysis of efficiency in credit cooperatives in Spain. A methodological proposal based on data envelopment analysis (DEA), CIRIEC Mag, 63, pp. 113-133, (2008); Pastor J.M., Efficiency, Productive Change and Technical Change in Spanish Banks and Savings Banks: A Non-Parametric Frontier Analysis, (1995); Bartual A.M., Garrido R.S., Analysis of the efficiency and leadership of Spanish ports by geographical areas, J. Reg. Stud, 91, pp. 161-184, (2011)","L. Bares; Department of General Economics, University of Cadiz, Cadiz, Avenue Enrique Villegas Velez, 2, 11002, Spain; email: Lydia.bares@uca.es","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85122762464"
"Croft T.; Grove M.; Lawson D.","Croft, Tony (23033942000); Grove, Michael (56494447700); Lawson, Duncan (7202061322)","23033942000; 56494447700; 7202061322","The importance of mathematics and statistics support in English universities: an analysis of institutionally-written regulatory documents","2022","Journal of Higher Education Policy and Management","44","3","","240","257","17","0","10.1080/1360080X.2021.2024639","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122440652&doi=10.1080%2f1360080X.2021.2024639&partnerID=40&md5=ffc2b4247ae2b2a54032784cae5d2cb8","Mathematics Education Centre, Loughborough University, Loughborough, United Kingdom; School of Mathematics, University of Birmingham, Birmingham, United Kingdom; sigma, Coventry University, Coventry, United Kingdom","Croft T., Mathematics Education Centre, Loughborough University, Loughborough, United Kingdom; Grove M., School of Mathematics, University of Birmingham, Birmingham, United Kingdom; Lawson D., sigma, Coventry University, Coventry, United Kingdom","Increasing focus worldwide on accountability and quality assurance in universities has forced senior management to develop policies to address academic support at institutional-level. One such area is the mathematical and statistical skills that students in many disciplines need to succeed. In common with many countries, large numbers of students at English universities arrive inadequately prepared for their courses’ quantitative demands. University-wide mathematics and statistics support provision has been developed to mitigate this problem. We explore such provision from the perspective of institutional accountability and quality assurance, researching the extent to which such support is referenced in institutionally-written regulatory documents. The documents reveal that mathematics and statistics support is stated as contributing to retention, achievement, employability and widening participation. The paper closes with implications and recommendations drawn from the analysis of these documents and therefore is of relevance to those responsible for development and implementation of institutional teaching and learning strategies. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","academic support; access agreements; access and participation plans; institutional change; Mathematics and statistics support; TEF","","","","","","","","Mathematical needs: Mathematics in the workplace and higher education, (2011); Ahrens D., Spottl G., Industrie 4.0 und Herausforderungen für die Qualifizierung von Fachkräften, Digitalisierung industrieller Arbeit, pp. 185-203, (2015); The age of bioscience: Strategic plan 2010-2015, (2010); Bowers D., Maths support in the Czech Republic, SigmaNewsletter, 15, (2018); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Society counts: Quantitative skills in the social sciences and humanities, (2012); Cronin A., Cole J., Clancy M., Breen C., O'Se D., An audit of mathematics support provision on the Island of Ireland in 2015, (2016); Regulation for the fourth industrial revolution, (2019); Teaching excellence and student outcomes framework specification, (2017); Welcome to Eurydice, (2021); United Kingdom–England. Quality Assurance in Higher Education, (2021); Fletcher L., The mathematics support community of practice, (2013); Glaister P., Baldwin C., Core maths - a call to action, Mathematics Today, 54, pp. 194-196, (2018); Grove M., Croft T., Lawson D., The extent and uptake of mathematics support in higher education: Results from the 2018 survey, Teaching Mathematics and Its Applications, 39, 2, pp. 86-104, (2020); Grove M., Mac An Bhaird C., O'Sullivan C., Professional development opportunities for tutors of mathematics learning support, MSOR Connections, 18, 1, pp. 4-15, (2019); Hodgen J., Pepper D., Sturman L., Ruddock G., Is the UK an outlier? An international comparison of upper secondary mathematics education, (2010); Kyle J., Affordability, adaptability, approachability and sustainability, Responding to the mathematics problem, pp. 103-104, (2010); Lawson D., Croft T., Halpin M., Good practice in the provision of mathematics support centres, (2003); Lawson D., Grove M., Croft T., The evolution of mathematics support: A literature review, International Journal of Mathematical Education in Science and Technology, 51, 8, pp. 1224-1254, (2020); Longden B., An institutional response to changing student expectations and their impact on retention rates, Journal of Higher Education Policy and Management, 28, 2, pp. 173-187, (2006); Mac An Bhaird C., Ni Fhloinn E., The origins, development and evaluation of mathematics support services, Irish Mathematical Society Bulletin, 66, pp. 51-63, (2010); MacGillivray H., Learning support in mathematics and statistics in Australian universities–A guide for the university sector, (2009); Macheridis N., Paulsson A., Tracing accountability in higher education, Research in Education, 110, 1, pp. 78-97, (2021); Mackenzie H., Tolley H., Croft A.C., Grove M.J., Lawson D.A., Senior management perspectives of mathematics and statistics support in higher education: Moving to an ‘ecological’ approach, Journal of Higher Education Policy and Management, 38, 5, pp. 550-561, (2016); Mills M., Rickard B., Guest B., Survey of mathematics tutoring centres in the USA, International Journal of Mathematical Education in Science and Technology, pp. 1-21, (2020); Office for fair access: About us, (2021); Access and participation data dashboard, (2020); Find an access and participation plan or access agreement [Dataset, (2020); TEF outcomes [Dataset, (2020); Pfeiffer S., Effect of Industry 4.0 on vocational education and training, (2015); Schurmann M., Gildehaus L., Liebendorfer M., Schaper N., Biehler R., Hochmuth R., Lankeit E., Mathematics learning support centres in Germany–An overview, Teaching Mathematics and Its Applications, (2020); sigma mathematics and statistics support network, (2021); Yorke M., Barnett G., Evanson P., Haines C., Jenkins D., Knight P., Woolf H., Mining institutional datasets to support policy making and implementation, Journal of Higher Education Policy and Management, 27, 2, pp. 285-298, (2005); Yorke M., Longden B., Retention and student success in higher education, (2004)","M. Grove; University of Birmingham, Birmingham, United Kingdom; email: m.j.grove@bham.ac.uk","","Routledge","","","","","","1360080X","","","","English","J. High. Educ. Policy Manage.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85122440652"
"Guo J.; Qiu Y.; Gan Y.","Guo, Ju (57211714683); Qiu, Yanjun (57211713986); Gan, Yongtao (57194094702)","57211714683; 57211713986; 57194094702","Workplace incivility and work engagement: The mediating role of job insecurity and the moderating role of self-perceived employability","2022","Managerial and Decision Economics","43","1","","192","205","13","22","10.1002/mde.3377","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106748801&doi=10.1002%2fmde.3377&partnerID=40&md5=862d3133d3062fedf15a66edb0635242","School of Economics and Management, Southwest Jiaotong University, Chengdu, China; Department of Strategy and Discipline, Southwest Jiaotong University, Chengdu, China; Law College, Shantou University, Shantou, China","Guo J., School of Economics and Management, Southwest Jiaotong University, Chengdu, China; Qiu Y., Department of Strategy and Discipline, Southwest Jiaotong University, Chengdu, China; Gan Y., Law College, Shantou University, Shantou, China","Drawing upon the job demand–resource model and the theory of existence, relatedness, and growth needs, we established and checked a model that connects workplace incivility to employee work engagement (i.e., vigor, dedication, and absorption) through job insecurity. Furthermore, we propose and test self-perceived employability as the boundary condition of this connection. The conclusions of two substudies with time-delay design provided evidence to support theoretical models. Specifically, the conclusions of both studies show that workplace incivility has negative impacts on work engagement (i.e., vigor, dedication, and absorption) through job insecurity. The results of Study 2 show that self-perceived employability not only weakens the negative influences of job insecurity on work engagement (i.e., vigor, dedication, and absorption) but also moderates the mediating roles of job insecurity in the relationships between workplace incivility and work engagement (i.e., vigor, dedication, and absorption). The theoretical and practical implications and limitations are discussed based on the conclusions of the two substudies. © 2021 John Wiley & Sons, Ltd.","","","","","","","","","Andersson L.M., Pearson C.M., Tit for tat? 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Gan; Law College, Shantou University, Shantou, China; email: ganyt@foxmail.com","","John Wiley and Sons Ltd","","","","","","01436570","","","","English","Manage. Decis. Econ.","Article","Final","","Scopus","2-s2.0-85106748801"
"Huang W.; Wang D.; Pi X.; Hewlin P.F.","Huang, Weize (57220902321); Wang, Duanxu (7407068983); Pi, Xin (57189849627); Hewlin, Patricia Faison (7801589491)","57220902321; 7407068983; 57189849627; 7801589491","Does coworkers’ upward mobility affect employees’ turnover intention? The roles of perceived employability and prior job similarity","2022","International Journal of Human Resource Management","33","12","","2442","2472","30","4","10.1080/09585192.2020.1861058","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097843284&doi=10.1080%2f09585192.2020.1861058&partnerID=40&md5=b240228df96944ad233188cde543ebcc","School of Management, Zhejiang University, Hangzhou, China; China Europe International Business School, Shanghai, China; Desautels Faculty of Management, McGill University, Montreal, Canada","Huang W., School of Management, Zhejiang University, Hangzhou, China; Wang D., School of Management, Zhejiang University, Hangzhou, China; Pi X., China Europe International Business School, Shanghai, China; Hewlin P.F., Desautels Faculty of Management, McGill University, Montreal, Canada","What would employees do if their coworkers move upwardly to other organizations? In the era of boundaryless career, voluntary turnover is more prevalent than ever before. Effects of coworkers’ voluntary turnover on employees’ turnover are attracting attention in human resource management. However, this stream of research has generated mixed findings showing both positive and negative effects on focal employees’ turnover, and scholars still know little about the specific mechanism through which the effects occur. This study takes the first step to reconcile the mixed findings and unfold the black box of the effects. Specifically, we argue that the mobility direction of coworkers’ turnover should not be overlooked by previous research, and we propose that coworkers’ upward mobility plays an indispensable role in predicting employees’ turnover intention. Based on social comparison theory, we hypothesize that coworkers’ upward mobility positively relates to focal employees’ turnover intention through focal employees’ perception of employability. Furthermore, we propose prior job similarity as a contingency that activates the relationship mentioned above, such that the mediation effect is stronger with higher prior job similarity. Our hypotheses were tested and fully supported by two-wave data from a sample of 369 employees in China. Lastly, theoretical and practical implications are discussed along with possible limitations and directions for future turnover research. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","perceived employability; prior job similarity; Social comparison; turnover intention; upward mobility","","","","","","National Natural Science Foundation of China, NSFC, (71672175)","This work was supported by the National Natural Science Foundation of China under Grant No. 71672175.","Allen D.G., Weeks K.P., Moffitt K.R., Turnover intentions and voluntary turnover: The moderating roles of self-monitoring, locus of control, proactive personality, and risk aversion, The Journal of Applied Psychology, 90, 5, pp. 980-990, (2005); Arshad R., Sparrow P., Downsizing and survivor reactions in Malaysia: Modelling antecedents and outcomes of psychological contract violation, The International Journal of Human Resource Management, 21, 11, pp. 1793-1815, (2010); Aulakh P.S., Gencturk E.F., International principal–agent relationships: Control, governance and performance, Industrial Marketing Management, 29, 6, pp. 521-538, (2000); Baron J.N., Pfeffer J., The social psychology of organizations and inequality, Social Psychology Quarterly, 57, 3, pp. 190-209, (1994); Berntson E., Naswall K., Sverke M., Investigating the relationship between employability and self-efficacy: A cross-lagged analysis, European Journal of Work and Organizational Psychology, 17, 4, pp. 413-425, (2008); Blanton H., Buunk B.P., Gibbons F.X., Kuyper H., When better-than-others compare upward: Choice of comparison and comparative evaluation as independent predictors of academic performance, Journal of Personality and Social Psychology, 76, 3, pp. 420-430, (1999); Boone C., Olffen W.V., Witteloostuijn A.V., Brabander B.D., The genesis of top management team diversity: Selective turnover among top management teams in Dutch newspaper publishing, 1970–94, Academy of Management Journal, 47, 5, pp. 633-656, (2004); Brockner J., Dong H.K., Factors affecting stayers’ job satisfaction in response to a coworker who departs for a better job, Journal of Applied Social Psychology, 23, 20, pp. 1659-1684, (1993); Buttner E.H., Lowe K.B., Addressing internal stakeholders’ concerns: The interactive effect of perceived pay equity and diversity climate on turnover intentions, Journal of Business Ethics, 143, 3, pp. 621-633, (2017); Buunk A.P., Gibbons F.X., Social comparison: The end of a theory and the emergence of a field, Organizational Behavior and Human Decision Processes, 102, 1, pp. 3-21, (2007); Buunk B.P., Zurriaga R., Peiro J.M., Nauta A., Gosalvez I., Social comparisons at work as related to a cooperative social climate and to individual differences in social comparison orientation, Applied Psychology, 54, 1, pp. 61-80, (2005); Byrne D., The attraction paradigm, (1971); Call M.L., Nyberg A.J., Ployhart R.E., Weekley J., The dynamic nature of collective turnover and unit performance: The impact of time, quality, and replacements, Academy of Management Journal, 58, 4, pp. 1208-1232, (2015); Cammann C., Fichman M., Jenkins D., Klesh J.R., Michigan organizational assessment questionnaire, Assessing organizational change: A guide to methods, measures, and practices, pp. 71-138, (1983); Carroll G.R., Mayer K.U., Job-shift patterns in the Federal Republic of Germany: The effects of social class, industrial sector, and organizational size, American Sociological Review, 51, 3, pp. 323-341, (1986); Chen H., Ford D.L., Kalyanaram G., Bhagat R.S., Boundary conditions for turnover intentions: Exploratory evidence from China, Jordan, Turkey, and the United States, The International Journal of Human Resource Management, 23, 4, pp. 846-866, (2012); Chen D.J.Q., Lim V.K.G., Strength in adversity: The influence of psychological capital on job search, Journal of Organizational Behavior, 33, 6, pp. 811-839, (2012); Chiaburu D.S., Harrison D.A., Do peers make the place? 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A two-year prospective study, Journal of Vocational Behavior, 77, 2, pp. 238-245, (2010); Wood S., Ogbonnaya C., High-involvement management, economic recession, well-being, and organizational performance, Journal of Management, 44, 8, pp. 3070-3095, (2018); Wood S., Van Veldhoven M., Croon M., de Menezes L.M., Enriched job design, high involvement management and organizational performance: The mediating roles of job satisfaction and well-being, Human Relations, 65, 4, pp. 419-445, (2012); Zanna M.P., Goethals G.R., Hill J.F., Evaluating a sex-related ability: Social comparison with similar others and standard setters, Journal of Experimental Social Psychology, 11, 1, pp. 86-93, (1975); Zhang L., Fan C., Deng Y., Lam C.F., Hu E., Wang L., Exploring the interpersonal determinants of job embeddedness and voluntary turnover: A conservation of resources perspective, Human Resource Management Journal, 29, 3, pp. 413-432, (2019)","W. Huang; School of Management, Zhejiang University, Hangzhou, 388 Yuhangtang Street, Xihu District, China; email: wizardwong@zju.edu.cn","","Routledge","","","","","","09585192","","","","English","Int. J. Hum. Resour. Manage.","Article","Final","","Scopus","2-s2.0-85097843284"
"Malamassam M.A.; Hidayati I.; Setiawan B.; Latifa A.","Malamassam, Meirina Ayumi (57190754089); Hidayati, Inayah (57214724371); Setiawan, Bayu (57388687300); Latifa, Ade (57223218825)","57190754089; 57214724371; 57388687300; 57223218825","“Move backward to make a step forward”: Understanding the migration of the highly educated to Sorong City, West Papua, Indonesia","2021","Asian and Pacific Migration Journal","30","4","","485","499","14","1","10.1177/01171968211069722","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121921835&doi=10.1177%2f01171968211069722&partnerID=40&md5=2973bfcf19b83bd7fca08b580d97cfee","Australian National University, Australia; National Research and Innovation Agency (BRIN) Indonesia, Indonesia","Malamassam M.A., Australian National University, Australia; Hidayati I., National Research and Innovation Agency (BRIN) Indonesia, Indonesia; Setiawan B., National Research and Innovation Agency (BRIN) Indonesia, Indonesia; Latifa A., National Research and Innovation Agency (BRIN) Indonesia, Indonesia","Highly educated people are mainly concentrated in big cities or metropolitan areas. However, some of them choose to move to less developed regions. Using information from in-depth interviews of 15 highly educated migrants that recently moved to Sorong City, a small city in easternmost Indonesia, this study examines the narratives behind their spatial movements. The findings show that promising career development is a critical factor in their migration decision-making process. Although most of them faced difficulties with the limited living amenities in Sorong city, the migrants managed to improve their employability and accelerate their social mobility. However, some migrants expressed their intentions to remigrate from the city in the future. This situation indicates the lack of migrants’ social integration and the challenges in the human capital accumulation in the region. © Scalabrini Migration Center 2021.","highly educated migrants; Indonesia; internal migration; uneven development","Indonesia; West Papua; employment; human capital; internal migration; metropolitan area; migration; social mobility; uneven development","","","","","","","Rencana Tata Ruang dan Wilayah (RTRW) Kota Sorong, (2018); Behrens K., Sato Y., Migration, skill formation, and the wage structure, Journal of Regional Science, 51, 1, pp. 5-30, (2011); Bernard A., Bell M., Educational selectivity of internal migrants: A global assessment, Demographic Research, 39, 29, pp. 835-854, (2018); Busch O., Weigert B., Where have all the graduates gone? Internal cross-state migration of graduates in Germany 1984–2004, The Annals of Regional Science, 44, 3, pp. 559-572, (2010); Corcoran J., Faggian A., Mccann P., Human capital in remote and rural Australia: The role of graduate migration, Growth and Change, 41, 2, pp. 192-220, (2010); Crescenzi R., Holman N., Orru' E., Why do they return? Beyond the economic drivers of graduate return migration, The Annals of Regional Science, 59, 3, pp. 603-627, (2017); Easthope H., Gabriel M., Turbulent lives: Exploring the cultural meaning of regional youth migration, Geographical Research, 46, 2, pp. 172-182, (2008); Engbersen G., Migration transitions in an era of liquid migration, European Immigrations: Trends, Structures and Policy Implication, pp. 91-106, (2012); Faggian A., Rajbhandari I., Dotzel K.R., The interregional migration of human capital and its regional consequences: A review, Regional Studies, 51, 1, pp. 128-143, (2017); Fielding A.J., Migration and social mobility: South East England as an escalator region, Regional Studies, 26, 1, pp. 1-15, (1992); Green A.E., Turok I., Employability, adaptability and flexibility: Changing labour market prospects, Regional Studies, 34, 7, pp. 599-600, (2000); Guhlich A., Migration and Social Pathways: Biographies of Highly Educated People Moving East-West-East in Europe, (2017); Hansen H.K., Aner L.G., On the location dynamics of highly educated people migrating to peripheral regions of Denmark, Population, Space and Place, 23, 8, (2017); Haussen T., Uebelmesser S., No place like home? Graduate migration in Germany, Growth and Change, 49, 3, pp. 442-472, (2018); He Z., Zhai G., Asami Y., Et al., Migration intentions and their determinants: Comparison of college students in China and Japan, Asian and Pacific Migration Journal, 25, 1, pp. 62-84, (2016); Li M., Frieze I.H., Cheong J., Stay or go? A path model of highly educated individuals’ migration desires, Journal of Behavioural Sciences, 24, 2, pp. 1-17, (2014); Liu Y., Shen J., Xu W., Et al., From school to university to work: Migration of highly educated youths in China, The Annals of Regional Science, 59, 3, pp. 651-676, (2017); Martel C., Taylor A., Carson D., Changing patterns of migration to Australia’s Northern Territory: Evidence of new forms of escalator migration to frontier regions?, Migration Letters, 10, 1, pp. 101-114, (2013); Muhidin S., An analysis of the relationship between internal migration and education in Indonesia, (2018); Mulder C.H., Migration Dynamics: A Life Course Approach, (1993); Rao N., Migration, education and socio‐economic mobility, Compare: A Journal of Comparative and International Education, 40, 2, pp. 137-145, (2010); Saprillah S., Migrasi kaum Muslim ke Sorong, Papua Barat, Al-Qalam, 7, 2, pp. 251-261, (2011); Statistik Migrasi Papua Barat: Hasil Sensus Penduduk 2010, (2012); Statistik Migrasi Papua Barat: Hasil Survei Penduduk Antar Sensus 2015, (2016); Statistik Migrasi Indonesia: Hasil Survei Penduduk Antar Sensus 2015, (2016); Indeks Pembangunan Manusia 2017, (2018); Sukamdi, Mujahid G., Internal migration in Indonesia, (2015); Sukandar S.C., Tinggalan kolonial di Pulau Doom, Jurnal Penelitian Arkeologi Papua dan Papua Barat, 4, 1, pp. 29-41, (2017); Suzuki Y., Suzuki Y., Interprovincial migration and human capital formation in China, Asian Economic Journal, 30, 2, pp. 171-195, (2016); Wajdi N., Adioetomo S.M., Mulder C.H., Gravity models of interregional migration in Indonesia, Bulletin of Indonesian Economic Studies, 53, 3, pp. 309-332, (2017); Yoon H., Kim H., Career–family strategies and spatial mobility among South Korean women scholars, Asian and Pacific Migration Journal, 27, 1, pp. 101-120, (2018); Yu Z., Zhang H., Tao Z., Et al., Amenities, economic opportunities and patterns of migration at the city level in China, Asian and Pacific Migration Journal, 28, 1, pp. 3-27, (2019)","M.A. Malamassam; Australian National University, Australia; email: ayumi.malamassam@anu.edu.au","","SAGE Publications Inc.","","","","","","01171968","","","","English","Asian Pac. Migr. J.","Article","Final","","Scopus","2-s2.0-85121921835"
"Lavie M.; Lahav E.; Shavit T.","Lavie, Merav (57222632015); Lahav, Eyal (35746410200); Shavit, Tal (23111327900)","57222632015; 35746410200; 23111327900","You are not in the army now! A field study on the impact of a Preparation for Civilian Life program on young soldiers","2022","Journal of Community Psychology","50","1","","348","363","15","0","10.1002/jcop.22569","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103575176&doi=10.1002%2fjcop.22569&partnerID=40&md5=c1db8a99c07c4b00182bd1fb8a65369e","Department of Finance, College of Management Academic Studies, Rishon LeZion, Israel; Department of Management and Economics, The Open University of Israel, Raanana, Israel; Department of Economics and Business Administration, Ariel University, Ari'el, Israel","Lavie M., Department of Finance, College of Management Academic Studies, Rishon LeZion, Israel; Lahav E., Department of Management and Economics, The Open University of Israel, Raanana, Israel; Shavit T., Department of Economics and Business Administration, Ariel University, Ari'el, Israel","Recent years have seen the implementation of educational programs aimed at developing future orientation and better employability skills, mostly for people new to or returning to the job market. In a field study, we investigated the impact of a 5-day program on reintegration to civilian life on young Israeli combat soldiers' time preferences, gratitude, patriotism, and perceptions of their combat experience. Questionnaires administered before and after the program revealed a positive effect on future orientation but a negative effect on gratitude and perceptions of the combat experience. Although the positive effect on future orientation is in line with the program design, the negative effects found should be taken into consideration when planning or improving similar educational programs. © 2021 Wiley Periodicals LLC","","Humans; Military Personnel; Surveys and Questionnaires; article; employment; field study; human; human experiment; military personnel; perception; questionnaire; military personnel","","","","","","","Andersen S., Harrison G.W., Lau M.I., Rutstrom E.E., Eliciting risk and time preferences, Econometrica, 76, 3, pp. 583-618, (2008); Bar-Tal D., Staub E., Patriotism in the Lives of Individuals and Nations, (1997); Bartlett M.Y., DeSteno D., Gratitude and prosocial behavior: Helping when it costs you, Psychological Science, 17, 4, pp. 319-325, (2006); Carabelli G., Lyon D., Young people's orientations to the future: Navigating the present and imagining the future, Journal of Youth Studies, 19, 8, pp. 1110-1127, (2016); Chao L.W., Szrek H., Pereira N.S., Pauly M.V., Time Preference and Its Relationship with Age, Health, and Survival Probability, 4, pp. 1-19, (2009); Dar Y., Kimhi S., Military service and self-perceived maturation among Israeli youth, Journal of Youth and Adolescence, 30, 4, pp. 427-448, (2001); Dovrat S., (2005); Dunigan M., Gore K.L., Kidder K.L., Schwille M., Cherney S., Sladden J., Civilian Post-Deployment Reintegration: A Review and Analysis of Practices across U.S. Federal Agencies, (2020); Eichler M., Citizenship and the contracting out of military work: From national conscription to globalized recruitment, Citizenship Studies, 18, 6-7, pp. 600-614, (2014); Emmons R.A., McCullough M.E., Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life, Journal of Personality and Social Psychology, 84, 2, pp. 377-389, (2003); Frederick S., Time preference and personal identity, Time and decision: Economic and psychological perspectives on intertemporal choice, pp. 89-113, (2003); Frederick S., Loewenstein G., O'Donoghue T., Time discounting and time preference: A critical review, Journal of Economic Literature, 40, 2, pp. 351-401, (2002); Garyn-Tal S., Shahrabani S., Type of army service and decision to engage in risky behavior among young people in Israel, Judgment and Decision Making, 10, 4, pp. 342-354, (2015); Guse T., Vescovelli F., Croxford S.A., Subjective well-being and gratitude among South African adolescents: Exploring gender and cultural differences, Youth & Society, 51, 5, pp. 591-615, (2019); Hershfield H.E., Goldstein D.G., Sharpe W.F., Fox J., Yeykelis L., Carstensen L.L., Bailenson J.N., Increasing saving behavior through age-progressed renderings of the future self, Journal of Marketing Research, 48, pp. S23-S37, (2011); Holt C.A., Laury S.K., Risk aversion and incentive effects, American Economic Review, 92, 5, pp. 1644-1655, (2002); Israel A., Rosenboim M., Shavit T., Using priming manipulations to affect time preferences and risk aversion: An experimental study, Journal of Behavioral and Experimental Economics, 53, pp. 36-43, (2014); Israel-Cohen Y., Uzefovsky F., Kashy-Rosenbaum G., Kaplan O., Gratitude and PTSD symptoms among Israeli youth exposed to missile attacks: Examining the mediation of positive and negative affect and life satisfaction, The Journal of Positive Psychology, 10, 2, pp. 99-106, (2015); Killgore W.D., Cotting D.I., Thomas J.L., Cox A.L., McGurk D., Vo A.H., Hoge C.W., Post-combat invincibility: Violent combat experiences are associated with increased risk-taking propensity following deployment, Journal of Psychiatric Research, 42, pp. 1112-1121, (2008); Why do professional athletes have different time preferences than non-athletes?, Judgment & Decision Making, 6, 6, pp. 542-551, (2011); Lahav E., Benzion U., Shavit T., Subjective time discount rates among teenagers and adults: Evidence from Israel, The Journal of Socio-Economics, 39, 4, pp. 458-465, (2010); Lahav E., Benzion U., Shavit T., The effect of military service on soldiers' time preferences—Evidence from Israel, Judgment and Decision Making, 6, 2, pp. 130-138, (2011); Lahav E., Rosenboim M., Shavit T., Financial literacy's effect on elicited subjective discount rate, Economics Bulletin, 35, 2, pp. 1360-1368, (2015); Lahav E., Shahrabani S., Benzion U., Emotions, Risk Perceptions and Precautionary Actions of Citizens during a Military Operation Using a New Defence Technology: The Israeli Case of the Iron Dome, Defence and Peace Economics, 30, 6, pp. 666-686, (2019); Lahav E., Shavit T., Benzion U., Sweet sixteen: Changing time preferences in the transition from middle school to high school, for different scenarios, Journal of the Experimental Analysis of Behavior, 103, 1, pp. 22-32, (2015); Lahav E., Shavit T., Benzion U., Can't wait to celebrate: Holiday euphoria, impulsive behavior and time preference, Journal of Behavioral and Experimental Economics, 65, pp. 128-134, (2016); Li T., Tan Y., Gong X., Yin S., Qiu F., Hu X., Future time perspective impacts gain-related but not loss-related intertemporal choice, Frontiers in Psychology, 9, (2018); Little R.W., Buddy relations and combat performance, New military, pp. 195-223, (1964); McCullough M.E., Emmons R.A., Tsang J.A., The grateful disposition: A conceptual and empirical topography, Journal of Personality and Social Psychology, 82, 1, pp. 112-127, (2002); Neria Y., Solomon Z., Dekel R., Adjustment to war captivity: The role of sociodemographic background, trauma severity, and immediate responses, in the long-term mental health of Israeli ex-POWs, Anxiety, Stress & Coping, 13, 3, pp. 229-246, (2000); Overtoom C., (2000); Popper M., The Israel defense forces as a socializing agent, Contemporary Studies in Sociology, 17, pp. 167-180, (1998); Rosenboim M., Benzion U., Shahrabani S., Shavit T., Emotions, risk perceptions, and precautionary behavior under the threat of terror attacks: A field study among Israeli college students, Journal of Behavioral Decision Making, 25, 3, pp. 248-256, (2012); Rosenboim M., Shavit T., Shoham A., Financial decision making in collective society—A field test on Israeli kibbutz members and city residents, The Journal of Socio-Economics, 39, 1, pp. 30-36, (2010); Rubinstein G., (2012); Sagy S., Orr E., Bar-On D., Awwad E., Individualism and collectivism in two conflicted societies: Comparing Israeli-Jewish and Palestinian-Arab high school students, Youth & Society, 33, 1, pp. 3-30, (2001); Shahrabani S., Rosenboim M., Shavit T., Benzion U., Arbiv M., “Should I stay or should I go?” Risk perceptions, emotions, and the decision to stay in an attacked area, International journal of stress management, 26, 1, pp. 57-64, (2019); Shavit T., Lahav E., Benzion U., Factors affecting soldiers’ time preference: A field study in Israel, The Journal of Socio-Economics, 44, pp. 75-84, (2013); Shavit T., Rosenboim M., Shani Y., Time preference before and after a risky activity—A field experiment, Journal of Economic Psychology, 43, pp. 30-36, (2014); Sica L.S., Crocetti E., Ragozini G., Aleni Sestito L., Serafini T., Future-oriented or present-focused? The role of social support and identity styles on ‘futuring’ in Italian late adolescents and emerging adults, Journal of Youth Studies, 19, 2, pp. 183-203, (2016); Solomon Z., Shklar R., Singer Y., Mikulincer M., Reactions to combat stress in Israeli veterans twenty years after the 1982 Lebanon war, The Journal of Nervous and Mental Disease, 194, 12, pp. 935-939, (2006); Wang M., Rieger M.O., Hens T., How time preferences differ: Evidence from 53 countries, Journal of Economic Psychology, 52, pp. 115-135, (2016); Warner J.T., Pleeter S., The personal discount rate: Evidence from military downsizing programs, American Economic Review, 91, 1, pp. 33-53, (2001); Watkins P.C., Woodward K., Stone T., Kolts R.L., Gratitude and happiness: Development of a measure of gratitude, and relationships with subjective well-being, Social Behavior and Personality: an International Journal, 31, 5, pp. 431-451, (2003); White J., Education and the end of work: A new philosophy of work and learning, (1997); Wintre M.G., Ben-Knaz R., It's not academic, you're in the army now: Adjustment to the army as a comparative context for adjustment to university, Journal of Adolescent Research, 15, pp. 145-172, (2000); Zogas A., US military veterans' difficult transitions back to civilian life and the VA's response, (2017); Zuckerman M., Behavioral expressions and biosocial bases of sensation seeking, (1994)","E. Lahav; Department of Management and Economics, The Open University of Israel, Raanana, Israel; email: eyalla@openu.ac.il","","John Wiley and Sons Inc","","","","","","00904392","","","33821490","English","J. Community Psychol.","Article","Final","","Scopus","2-s2.0-85103575176"
"Fletcher A.; Kickbusch S.; Huijser H.","Fletcher, Andrew (23034645100); Kickbusch, Steven (57204808192); Huijser, Henk (23967906200)","23034645100; 57204808192; 23967906200","Authentic learning using mobile applications and contemporary geospatial information requirements related to Environmental Science","2022","Journal of Geography in Higher Education","46","2","","185","203","18","4","10.1080/03098265.2020.1850657","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096622868&doi=10.1080%2f03098265.2020.1850657&partnerID=40&md5=1a29dfeb5721246046ee3f48a2c5deb6","School of Earth, Environmental and Biological Sciences, Queensland University of Technology, Brisbane, Australia; Learning and Teaching Unit, Queensland University of Technology, Brisbane, Australia","Fletcher A., School of Earth, Environmental and Biological Sciences, Queensland University of Technology, Brisbane, Australia; Kickbusch S., Learning and Teaching Unit, Queensland University of Technology, Brisbane, Australia; Huijser H., Learning and Teaching Unit, Queensland University of Technology, Brisbane, Australia","In this paper, we examine the potential of authentic learning activities and assessment to enhance the student learning experience in a standalone introductory geospatial information science module. Computer laboratory sessions form seventy-five percent of contact hours and final grade, so authentic learning used a field-based project with specified features, study area and aerial photo form the basis of assessment. The class collects all relevant geospatial information using mobile devices. Students present personally collected, and class-merged geospatial information as workplace style reports in scaffolded assessments. All submitted data are collected by the class and managed by the students. Essential skills and employment opportunities using GIS skills form the basis of authenticity of this module and guide student expectations. We evaluate outcomes through a two-year case study examining design, implementation and revision of the Unit, by using a mixed-methods approach including multiple, staged student surveys, focus groups, and student results. A focus on authenticity increased student appreciation of employability in GIS-related positions, and students reported increased motivation to learn. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","authentic assessment; Authentic learning design; employability; geospatial app","aerial photography; assessment method; education; GIS; software; spatial analysis; student","","","","","","","Bearman N., Jones N., Andre I., Cachinho H.A., DeMers M., The future role of GIS education in creating critical spatial thinkers, Journal of Geography in Higher Education, 40, 3, pp. 394-408, (2016); Bhagat K.K., Huang R., Improving learners’ experiences through authentic learning in a technology-rich classroom, Authentic learning through advances in technologies, pp. 3-15, (2018); Birenbaum M., Breuer K., Cascallar E., Dochy F., Dori Y., Ridgway J., Wiesemes R., Nickmans G., A learning integrated assessment system, Educational Research Review, 1, 1, pp. 61-67, (2006); Boring A., Ottoboni K., Stark P.B., Student evaluations of teaching (mostly) do not measure teaching effectiveness, Science Open Research, (2016); Bowlick F.J., Bednarz S.W., Goldberg D.W., student learning in an introductory GIS course: Using a project‐based approach, Transactions in GIS, 20, 2, pp. 182-202, (2016); Brickell G., Herrington J., Scaffolding learners in authentic, problem based e-learning environments: The geography challenge, Australasian Journal of Educational Technology, 22, 4, pp. 531-547, (2006); Carlson T., A field-based learning experience for introductory level GIS students, Journal of Geography, 106, 5, pp. 193-198, (2007); Creswell J., Shope R., Plano Clark V., Green D., How interpretive qualitative research extends mixed methods research, Research in the Schools, 13, 1, pp. 1-11, (2006); Daniels J., Brooker J., Student identity development in higher education: Implications for graduate attributes and work-readiness, Educational Research, 56, 1, pp. 65-76, (2014); 2018 Deloitte millennial survey, (2018); Dewey J., Art as experience. The later works of John Dewey, 1925-1953, (1987); Dimock M., Defining generations: Where Millennials end and Generation Z begins, Pew Research Center, (2019); Ferns S., Campbell M., Zegwaard K.E., Work integrated learning, HERDSA guide: Work integrated learning in the curriculum, pp. 1-6, (2014); Freebody P.R., Qualitative research in education: Interaction and practice, (2003); Fuller I.A.N., Edmondson S., France D., Higgitt D., Ratinen I., International perspectives on the effectiveness of geography fieldwork for learning, Journal of Geography in Higher Education, 30, 1, pp. 89-101, (2006); Gharehbaghi K., Scott-Young C., GIS as a vital tool for environmental impact assessment and mitigation, IOP Conference Series: Earth and Environmental Science., 127, 1, pp. 52-57, (2018); Hamari J., Shernoff D.J., Rowe E., Coller B., Asbell-Clarke J., Edwards T., Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning, Computers in Human Behavior, 54, pp. 170-179, (2016); Herrington A., Herrington J., What is an authentic learning environment?, Authentic learning environments in higher education, pp. 1-14, (2006); Herrington J., Reeves T.C., Oliver R., Authentic Learning Environments, Handbook of research on educational communications and technology, (2014); Herrington J., Parker J., Boase-Jelinek D., Connected authentic learning: Reflection and intentional learning, Australian Journal of Education, 58, 1, pp. 23-35, (2014); Howarth J.T., Sinton D., Sequencing spatial concepts in problem-based GIS instruction, Procedia–Social and Behavioral Sciences, 21, pp. 253-259, (2011); Howland J.L., Jonassen D.H., Marra R.M., Meaningful learning with technology, (2012); Huang K.H., Learning in authentic contexts: Projects integrating spatial technologies and fieldwork, Journal of Geography in Higher Education, 35, 4, pp. 565-578, (2011); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jollands M., Jolly L., Molyneaux T., Project-based learning as a contributing factor to graduates’ work readiness, European Journal of Engineering Education, 37, 2, pp. 143-154, (2012); Karakas-Ozur N., Duman N., The trends in authentic learning studies and the role of authentic learning in geography education, International Education Studies, 12, 12, pp. 28-43, (2019); Kek M.Y.C.A., Huijser H., Problem-based learning into the future, (2017); Lai K.W., Hong K.S., Technology use and learning characteristics of students in higher education: Do generational differences exist?, British Journal of Educational Technology, 46, 4, pp. 725-738, (2015); Mason J., Mixing methods in a qualitatively driven way, Qualitative Research, 6, 1, pp. 9-25, (2006); McHaney R., The new digital shoreline: How web 2.0 and millennials are revolutionising higher education, (2012); Merrill D., Reiser B., Scaffolding effective problem solving strategies in interactive learning environments, Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society, pp. 629-634, (2019); Mohamed R., Lebar O., Authentic assessment in assessing higher order thinking skills, International Journal of Academic Research in Business and Social Sciences, 7, 2, pp. 466-476, (2017); Peacock J., Mewis R., Rooney D., The use of campus based field teaching to provide an authentic experience to all students, Journal of Geography in Higher Education, 42, 4, pp. 531-539, (2018); Price S., Davies P., Farr W., Jewitt C., Roussos G., Sin G., Fostering geospatial thinking in science education through a customisable smartphone application, British Journal of Educational Technology, 45, 1, pp. 160-170, (2014); Prosser M., Sze D., Problem-based learning: Student learning experiences and outcomes, Clinical Linguistics & Phonetics, 28, 1-2, pp. 131-142, (2014); (2020); Ridha S., Putri E., Annaba K.P., Utaya S., Bachri S., Handoyo B., The importance of designing GIS learning material based on spatial thinking, IOP Conference Series: Earth and Environmental Science, (2020); Schonell S., Macklin R., Work integrated learning initiatives: Live case studies as a mainstream WIL assessment, Studies in Higher Education, 44, 7, pp. 1197-1208, (2019); Stake R.E., The art of case study research, (1995); Stake R.E., Qualitative case studies, The Sage handbook of qualitative research, pp. 443-466, (2005); Teddlie C., Tashakkori A., Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences, (2009); Uttl B., White C.A., Gonzalez D.W., Meta-analysis of faculty’s teaching effectiveness: Student evaluation of teaching ratings and student learning are not related, Studies in Educational Evaluation, 54, pp. 22-43, (2017); Villaroel V., Bloxham S., Bruna D., Bruna C., Herrera-Seda C., Authentic assessment: Creating a blueprint for course design, Assessment & Evaluation in Higher Education, 43, 5, pp. 840-854, (2018); Walker A.E., Leary H., Hmelo-Silver C.E., Ertmer P.A., Essential readings in problem-based learning, (2015); Welsh K.E., Mauchline A.L., France D., Powell V., Whalley W.B., Park J., Would bring your own device (BYOD) be welcomed by undergraduate students to support their learning during fieldwork?, Journal of Geography in Higher Education, 42, 3, pp. 356-371, (2018); Yin R.K., Applications of case study research, (2011)","A. Fletcher; School of Earth, Environmental and Biological Sciences, Queensland University of Technology, Brisbane, Australia; email: a20.fletcher@qut.edu.au","","Routledge","","","","","","03098265","","","","English","J. Geogr. High. Educ.","Article","Final","","Scopus","2-s2.0-85096622868"
"Schultz M.; Young K.; K. Gunning T.; Harvey M.L.","Schultz, Madeleine (7202779453); Young, Karen (57189987266); K. Gunning, Tiffany (57423243000); Harvey, Michelle L. (7202675473)","7202779453; 57189987266; 57423243000; 7202675473","Defining and measuring authentic assessment: a case study in the context of tertiary science","2022","Assessment and Evaluation in Higher Education","47","1","","77","94","17","12","10.1080/02602938.2021.1887811","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102680439&doi=10.1080%2f02602938.2021.1887811&partnerID=40&md5=42bb2930e3f56b009db7a7ab5f550109","School of Life and Environmental Sciences, Deakin University, Waurn Ponds, VIC, Australia; Faculty of Science, Engineering and Built Environment, Deakin University, Burwood, VIC, Australia; Faculty of Science, Engineering and Built Environment, Deakin University, Waurn Ponds, VIC, Australia","Schultz M., School of Life and Environmental Sciences, Deakin University, Waurn Ponds, VIC, Australia; Young K., Faculty of Science, Engineering and Built Environment, Deakin University, Burwood, VIC, Australia; K. Gunning T., Faculty of Science, Engineering and Built Environment, Deakin University, Waurn Ponds, VIC, Australia; Harvey M.L., School of Life and Environmental Sciences, Deakin University, Waurn Ponds, VIC, Australia","This study explored perceptions and practices around authentic assessment within a diverse, science-based school at an Australian University. We were motivated to inquire into authentic assessment through a work-readiness lens, with the goal of embedding the assessment of skills that are transferable across a range of STEM roles and graduate roles requiring STEM skills. The findings from the project included overlapping perceptions of what is considered ‘authentic’ for staff and students. Four shared themes were: assessments that 1) demonstrated skills that will be used in future workplaces, 2) tested scientific concepts (not memorisation), 3) involved using critical thinking or problem-solving skills, and 4) included student choice or input into the assessment. We consolidated shared facets of these themes with the literature to define authentic assessment in our context. Based on the resulting operational definition, we built an online tool to allow academic staff to self-assess the inclusions and levels of authenticity in their assessment tasks. We further investigated some obstacles related to assessment design and delivery for science academic staff. This study sheds new light on the lived experiences of practicing academic staff in applying their visions of authentic assessment to improve outcomes for science graduates. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Authentic assessment; employability; graduate learning outcomes; industry engagement","","","","","","Faculty of Science, Engineering and Built Environment","We thank our academic staff colleagues and students who participated in surveys and interviews. We acknowledge the efforts of Natalie Gasz (project officer) and Carine Chan Moi Fat (intern), who assisted with administrative aspects of the project. We are also grateful to Stuart Palmer, who acted as critical friend. We acknowledge the Faculty of Science, Engineering and Built Environment for a teaching and learning project grant. ","Ashford-Rowe K., Herrington J., Brown C., Establishing the Critical Elements that Determine Authentic Assessment, Assessment & Evaluation in Higher Education, 39, 2, pp. 205-222, (2014); Archbald D.A., Newmann F.M., Beyond Standardized Testing: Assessing Authentic Academic Achievement in the Secondary School, (1988); Barthelemy R.S., Henderson C., Grunert M.L., How Do They Get Here?: Paths into Physics Education Research, Physical Review Special Topics - Physics Education Research, 9, 2, pp. 020107-1, (2013); Becher T., Trowler P.R., Academic Tribes and Territories, (2001); Brownell S.E., Tanner K.D., Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and Tensions with Professional Identity?, CBE Life Sciences Education, 11, 4, pp. 339-346, (2012); Case J.M., Light G., Emerging Methodologies in Engineering Education Research, Journal of Engineering Education, 100, 1, pp. 186-210, (2011); Clavert M., Bjorklund T., Nevgi A., Developing as a Teacher in the Fields of Science and Technology, Teaching in Higher Education, 19, 6, pp. 685-696, (2014); Cook P.S., Generic Graduate Attributes Meet Threshold Learning Outcomes and Minimum Qualification Standards … or Why Being Generic is So Last Century, Nexus - the Newsletter of the Australian Sociological Association, 25, 2, pp. 22-24, (2013); Cotronei-Baird V.S., Academic Hindrances in the Integration of Employability Skills Development in Teaching and Assessment Practice, Higher Education, 79, 2, pp. 203-223, (2020); de la Harpe B., David C., Major Influences on the Teaching and Assessment of Graduate Attributes, Higher Education Research & Development, 31, 4, pp. 493-510, (2012); Edwards D., Perkins K., Pearce J., Hong J., (2015); Ferns S., Zegwaard K.E., Critical Assessment Issues in Work-Integrated Learning, Asia-Pacific Journal of Cooperative Education, 15, 3, pp. 179-188, (2014); Green W., Hammer S., Star C., Facing Up to the Challenge: Why Is It so Hard to Develop Graduate Attributes, Higher Education Research & Development, 28, 1, pp. 17-29, (2009); Gregory M.S.J., Lodge J.M., Academic Workload: The Silent Barrier to the Implementation of Technology-Enhanced Learning Strategies in Higher Education, Distance Education, 36, 2, pp. 210-230, (2015); Gulikers J.T.M., Bastiaens T.J., Kirschner P.A., A Five-Dimensional Framework for Authentic Assessment, Educational Technology Research and Development, 52, 3, pp. 67-86, (2004); Hains-Wesson R., Pollard V., Kaider F., Young K., STEM Academic Teachers’ Experiences of Undertaking Authentic Assessment-Led Reform: A Mixed Method Approach, Studies in Higher Education, 45, 9, pp. 1797-1808, (2020); Hains-Wesson R., Young K., A Collaborative Autoethnography Study to Inform the Teaching of Reflective Practice in STEM, Higher Education Research & Development, 36, 2, pp. 297-310, (2017); Henderson C., Beach A., Finkelstein N., Facilitating Change in Undergraduate STEM Instructional Practices: An Analytic Review of the Literature, Journal of Research in Science Teaching, 48, 8, pp. 952-984, (2011); Henderson C., Dancy M.H., Physics Faculty and Educational Researchers: Divergent Expectations as Barriers to the Diffusion of Innovations, American Journal of Physics, 76, 1, pp. 79-91, (2008); Hill J., Walkington H., France D., Graduate Attributes: Implications for Higher Education Practice and Policy, Journal of Geography in Higher Education, 40, 2, pp. 155-163, (2016); Hockings C., Removing the Barriers? A Study of the Conditions Affecting Teaching Innovation, Teaching in Higher Education, 10, 3, pp. 313-326, (2005); Hughes C., Barrie S.C., Influences on the Assessment of Graduate Attributes in Higher Education, Assessment & Evaluation in Higher Education, 35, 3, pp. 325-334, (2010); Johnson E.D., Rice J., Varsavsky C., Holdsworth J., Ward J., Skelly D., Campbell M., Jorre de St Jorre T., Elliott J., Aughterson J., (2019); Jopp R., A Case Study of a Technology Enhanced Learning Initiative That Supports Authentic Assessment, Teaching in Higher Education, 25, 8, pp. 942-958, (2020); Kaider F., Hains-Wesson R., Young K., Practical Typology of Authentic Work-Integrated Learning Activities and Assessments, Asia-Pacific Journal of Cooperative Education, 18, pp. 153-165, (2017); Kemp I.J., Seagraves L., Transferable Skills - Can Higher Education Deliver?, Studies in Higher Education, 20, 3, pp. 315-328, (1995); Koh K.H., Authentic Assessment, Oxford Research Encyclopedia, Education., (2017); Meyers N.M., Nulty D.D., How to Use (Five) Curriculum Design Principles to Align Authentic Learning Environments, Assessment, Students’ Approaches to Thinking and Learning Outcomes, Assessment & Evaluation in Higher Education, 34, 5, pp. 565-577, (2009); Oleson A., Hora M.T., Teaching the Way They Were Taught? Revisiting the Sources of Teaching Knowledge and the Role of Prior Experience in Shaping Faculty Teaching Practices, Higher Education, 68, 1, pp. 29-45, (2014); Oliver B., Redefining Graduate Employability and Work-Integrated Learning: Proposals for Effective Higher Education in Disrupted Economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Osborne M.D., Teacher as Knower and Learner: Reflections on Situated Knowledge in Science Teaching, Journal of Research in Science Teaching, 35, 4, pp. 427-439, (1998); (2018); Rust C., The Impact of Assessment on Student Learning: How Can the Research Literature Practically Help to Inform the Development of Departmental Assessment Strategies and Learner-Centred Assessment Practices?, Active Learning in Higher Education, 3, 2, pp. 145-158, (2002); Sarkar M., Overton T., Thompson C., Rayner G., Graduate Employability: Views of Recent Science Graduates and Employers, International Journal of Innovation in Science and Mathematics Education, 24, pp. 31-48, (2016); Sarkar M., Overton T., Thompson C.D., Rayner G., Academics’ Perspectives of the Teaching and Development of Generic Employability Skills in Science Curricula, Higher Education Research & Development, pp. 346-361, (2020); Schmid S., Schultz M., Priest S.J., O'Brien G., Pyke S.M., Bridgeman A., Lim K.F., Southam D.C., Bedford S.B., Jamie I.M., Assessing the Assessments: Development of a Tool to Evaluate Assessment Items in Chemistry according to Learning Outcomes, Technology and Assessment Strategies for Improving Student Learning in Chemistry, pp. 225-244, (2016); Schultz M., Lawrie G.A., Bailey C.H., Dargaville B.L., Characterisation of Teacher Professional Knowledge and Skill through Content Representations from Tertiary Chemistry Educators, Chemistry Education Research and Practice, 19, 2, pp. 508-519, (2018); Schultz M., O'Brien G., Schmid S., Lawrie G.A., Southam D.C., Priest S.J., Lim K.F., Pyke S.M., Bedford S.B., Jamie I.M., Improving the Assessment of Transferable Skills in Chemistry through Evaluation of Current Practice, Research and Practice in Chemistry Education: Advances from the 25th IUPAC International Conference on Chemistry Education, pp. 255-274, (2019); Smith C., Worsfold K., Unpacking the Learning–Work Nexus: ‘Priming’ as Lever for High-Quality Learning Outcomes in Work-Integrated Learning Curricula, Studies in Higher Education, 40, 1, pp. 22-42, (2015); Struyven K., Dochy F., Janssens S., Students’ Perceptions about Evaluation and Assessment in Higher Education: A Review, Assessment & Evaluation in Higher Education, 30, 4, pp. 325-341, (2005); (2015); Villarroel V., Bloxham S., Bruna D., Bruna C., Herrera-Seda C., Authentic Assessment: Creating a Blueprint for Course Design, Assessment & Evaluation in Higher Education, 43, 5, pp. 840-854, (2018); Villarroel V., Boud D., Bloxham S., Bruna D., Bruna C., Using Principles of Authentic Assessment to Redesign Written Examinations and Tests, Innovations in Education and Teaching International, 57, pp. 1-49, (2020); Wiggins G., A True Test: Toward More Authentic and Equitable Assessment, Phi Delta Kappan, 70, 9, pp. 703-713, (1989); Wiggins G., (2014); Young K., Palmer S., Binek C., Tolson M., Campbell M., Assessment-Led Reform: Creating a Sustainable Culture for WIL, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 73-87, (2019); Young K., Palmer S., Campbell M., Good WIL Hunting: Building Capacity for Curriculum Re-Design, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 215-232, (2017)","M. Schultz; School of Life and Environmental Sciences, Deakin University, Waurn Ponds, Australia; email: madeleine.schultz@deakin.edu.au","","Routledge","","","","","","02602938","","","","English","Assess. Eval. High. Educ.","Article","Final","","Scopus","2-s2.0-85102680439"
"Crawford-Shepherd S.","Crawford-Shepherd, Sally (57402404600)","57402404600","Independent beats to global feet: the evolution of English tap jams","2022","Theatre, Dance and Performance Training","13","1","","22","33","11","0","10.1080/19443927.2021.1954078","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122370470&doi=10.1080%2f19443927.2021.1954078&partnerID=40&md5=d3a1bbb763db56574299e01dc85d8475","University of the West Indies, Jamaica","Crawford-Shepherd S., University of the West Indies, Jamaica","This article maps the evolution of early tap jams in twenty-first century England from twentieth century tap jams in the United States. Tap jams are informal performance events featuring improvised tap dance and live music. Historically, tap jams in the United States provided tap dancers the opportunity to train with mentors and cultivate improvisation skills within a social context to enhance their employability. This article explores how the English tap jams evolved, and how English tap dancers use improvisation at the tap jams to develop their performance skills outside of a Western dance studio environment. While the format of English tap jams reflects the American events, the intention has shifted. Utilising a symbolic interactionist approach, the English tap jams showcase how improvisation is a process of physical and musical interactions that produce constantly evolving relationships between community members, musicians, and the audience. The English tap jams act as both a performance opportunity and social event that allows individuals to shape their onstage identity and their role within the tap community. The article also investigates how the English tap jams are adapting to digital platforms in the current global pandemic. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","improvisation; symbolic interactionism; tap dance; tap jams","","","","","","","","Berliner P.F., Thinking in Jazz: The Infinite Art of Improvisation, (1994); Blumer H., Symbolic Interactionism: Perspective and Method, (1986); Denzin N.K., van den Scott J., Revisiting Symbolic Interaction in Music Studies and New Interpretive Works, (2014); Feld S., Keil C., Music Grooves, (2005); Fischlin D., Heble A., The Other Side of Nowhere: Jazz, Improvisation, and Communities in Dialogue, (2004); Frank R.E., Tap! The Greatest Tap Dancing Stars and Their Stories, (1990); Gibson W., The Group Ethic in the Improvising Jazz Ensemble: A Symbolic Interactionist Analysis of Music, Identity, and Social Context, Studies in Symbolic Interaction, 35, pp. 11-28, (2010); Hamera J., Dancing Communities: Performance, Difference and Connection in the Global City, (2007); Haygood W., In Black and White: The Life of Sammy Davis, Jr, (2003); Hill C.V., Tap Dancing America: A Cultural History, (2010); Knowles M., Tap Roots: The Early History of Tap Dancing, (2002); Lander M., (2020); Mead G.H., Mind, Self, and Society, (1934); Nicholson S., Is Jazz Dead? (Or Has It Moved to a New Address), (2005); Shapiro S.B., Dance in a World of Change: Reflections on Globalization and Cultural Difference, (2008); Slobin M., Subcultural Sounds: Micromusics of the West, (1993); Stearns M., Stearns J., Jazz Dance: The Story of American Vernacular Dance, (1968)","","","Routledge","","","","","","19443927","","","","English","Theatre Dance Perform. Train.","Article","Final","","Scopus","2-s2.0-85122370470"
"Predovic D.; Dennis J.; Jones E.","Predovic, Dolly (57222506475); Dennis, John (7202979824); Jones, Elspeth (56444640400)","57222506475; 7202979824; 56444640400","International internships and employability: a game-based assessment approach","2022","Higher Education Research and Development","41","4","","1231","1246","15","5","10.1080/07294360.2021.1889994","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102917028&doi=10.1080%2f07294360.2021.1889994&partnerID=40&md5=8b28398173989d7a79d480d62abd52a0","Centre for Higher Education Internationalisation, Università Cattolica del Sacro Cuore, Milan, Italy; Career Paths, Milan, Italy; University of Perugia, Perugia, Italy; Leeds Beckett University, Leeds, United Kingdom","Predovic D., Centre for Higher Education Internationalisation, Università Cattolica del Sacro Cuore, Milan, Italy, Career Paths, Milan, Italy; Dennis J., Centre for Higher Education Internationalisation, Università Cattolica del Sacro Cuore, Milan, Italy, University of Perugia, Perugia, Italy; Jones E., Centre for Higher Education Internationalisation, Università Cattolica del Sacro Cuore, Milan, Italy, Leeds Beckett University, Leeds, United Kingdom","This study measures employability following domestic and international internships using a game based analytics tool to predict behaviors associated with employability skills. Exploratory Factor Analysis examined the underlying relationship between 33 behavioral descriptors, which measure skills such as diligence, leadership, learning agility, social intelligence, and logical reasoning. A two-factor structure emerged: a Social factor that centered on how people relate to each other and engage with the world, and a Cognitive factor indicating how new information is learned and the motivation to learn. Participation in an international internship predicted the Cognitive but not the Social factor. To our knowledge, this is the first study using a game-based tool to measure employability through international internships, and the first to demonstrate cognitive and not simply social/interpersonal skills associated with international internship participation. These cognitive skills are aligned with the highest cognitive domain in Bloom’s [(1956). Taxonomy of educational objectives: The classification of educational goals: Cognitive Domain. Handbook 1: Cognitive Domain. New York: Longmans, Green.] taxonomy of educational learning objectives, and are exactly what some employers value the most [Accenture. (2017). New Skills Now: Inclusion in the digital economy. Retrieved from https://www.accenture.com/t20171009T054838Z__w__/us-en/_acnmedia/PDF-62/Accenture-New-Skills-Now-Report.pdf]. © 2021 HERDSA.","behaviors; Employability; game-based analytics; international experience; internships","","","","","","","","(2017); Archer W., Davison J., (2008); Bennett D., Embedding employABILITY thinking across higher education, (2018); Blackmore J., Rahimi M., How ‘best fit’ excludes international graduates from employment in Australia: A bourdeusian perspective, Journal of Education and Work, 32, 5, pp. 436-448, (2019); Bloom B., Taxonomy of educational objectives: The classification of educational goals: Cognitive Domain. Handbook 1: Cognitive Domain, (1956); Canner N., Carlton A., Halfteck G., Irons J., Impact hiring: How data will transform youth employment, (2015); Cavanagh J., Burston M., Southcombe A., Bartram T., Contributing to a graduate-centred understanding of work readiness: An exploratory study of Australian undergraduate students’ perceptions of their employability, International Journal of Management Education, 13, 3, pp. 278-288, (2015); Chin J., Dukes R., Gamson W., Assessment in simulation and gaming: A review of the last 40 years, Simulation & Gaming, 40, 4, pp. 553-568, (2009); Clapper T.C., Simulation and gaming can be used to determine validity while engaging in collaborative environments, Simulation and Gaming, 48, 2, pp. 175-177, (2017); Collini S., What are universities for?, (2012); Conway J.M., Jako R.A., Goodman D.F., A meta-analysis of interrater and internal consistency reliability of selection interviews, Journal of Applied Psychology, 80, 5, pp. 565-579, (1995); Costello A.B., Osborne J.W., Best practices in exploratory factor analysis : Four recommendations for getting the most from your analysis, Practical Assessment, Research & Education, 10, 7, pp. 1-9, (2005); Crossman J.E., Clarke M., International experience and graduate employability: Stakeholder perceptions on the connection, Higher Education, 59, 5, pp. 599-613, (2010); De Meuse K.P., Dai G., Hallenbeck G.S., Learning agility: A construct whose time has come, Consulting Psychology Journal: Practice and Research, 62, 2, pp. 119-130, (2010); Diamond A., Walkley L., Forbes P., Hughes T., Sheen J., Global graduates into global leaders, (2011); Drysdale M.T.B., McBeath M.L., Johansson K., Dressler S., Zaitseva E., Psychological attributes and work-integrated learning: An international study, Higher Education, Skills and Work-Based Learning, 6, 1, pp. 20-34, (2016); Dwyer M.M., (2004); Edwards M., The impact of placements on students’ self-efficacy, Higher Education, Skills and Work-Based Learning, 4, 3, pp. 228-241, (2014); Eriksen B.A., Eriksen C.W., Effects of noise letters upon the identification of a target letter in a nonsearch task, Perception & Psychophysics, 16, 1, pp. 143-149, (1974); The Erasmus Impact Study. Effects of mobility on the skills and employability of students and the internationalisation of higher education institutions, (2014); Erasmus+Higher Education Impact study, (2019); Eysenck S.B., Easton G., Pearson P.R., Eysenck SB, Easton G, Pearson PR. Age norms for impulsiveness, venturesomeness and empathy in children, Personality and Individual Differences, 5, 3, pp. 315-321, (1984); Farrugia C., Sanger J., Gaining an employment edge: The impact of study abroad on 21st century skills & career prospects, (2017); Felton K., Harrison G., Supporting inclusive practicum experiences for international students across the social sciences: Building industry capacity, Higher Education Research & Development, 36, 1, pp. 88-101, (2017); Galloway T., Lippman L., Burke H., Diener O., Gates S., Measuring soft skills and life skills in international Youth development programs: A review and inventory of tools, (2017); Gamble N., Patrick C., Peach D., Internationalising work-integrated learning: Creating global citizens to meet the economic crisis and the skills shortage, Higher Education Research & Development, 29, 5, pp. 535-546, (2010); Gault J., Leach E., Duey M., Effects of business internships on job marketability: The employers’ perspective, Education & Training, 52, 1, pp. 76-88, (2010); Georgiou K., Gouras A., Nikolaou I., Gamification in employee selection: The development of a gamified assessment, International Journal of Selection and Assessment, 27, 2, pp. 91-103, (2019); Goldberg L.R., The development of markers for the Big-Five factor structure, Psychological Assessment, 4, 1, pp. 26-42, (1992); Gray J., Jerde T., Prabhakaran R., Carroll C., (2016); Grimmett J., (2017); Hall M., Higson H., Bullivant N., (2010); Helyer R., The work-based learning student handbook, (2015); Helyer R., Lee D., The role of work experience in the future employability of higher education graduates, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Holmes L., Realist and relational perspectives on graduate identity and employability: A response to hinchliffe and jolly, British Educational Research Journal, 39, 6, pp. 1044-1059, (2013); Holton E.F., Chen H.C., Naquin S.S., An examination of learning transfer system characteristics across organizational settings, Human Resource Development Quarterly, 14, 4, pp. 459-482, (2003); Jaaffar A.H., Work-Integrated learning and graduate employability skills: The employer’s perspective, The Social Sciences, 11, 21, pp. 5270-5274, (2016); Jackson D., Business graduate employability - where are we going wrong?, Higher Education Research & Development, 32, 5, pp. 776-790, (2013); Jackson D., Testing a model of undergraduate competence in employability skills and its implications for stakeholders, Journal of Education and Work, 27, 2, pp. 220-242, (2014); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Chapman E., Non-technical competencies in undergraduate business degree programs: Australian and UK perspectives, Studies in Higher Education, 37, 5, pp. 541-567, (2012); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Jones E., Internationalization and employability: The role of intercultural experiences in the development of transferable skills, Public Money & Management, 33, 2, pp. 95-104, (2013); Jones E., Graduate employability and Internationalization of the curriculum at home, International Higher Education, 78, 78, pp. 6-8, (2014); Kinash S., Crane L., Judd M.-M., Knight C., Discrepant stakeholder perspectives on graduate employability strategies Discrepant stakeholder perspectives on graduate employability strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); Kolb D.A., Experiential learning: Experience as The source of learning and development, (1984); Leask B., Internationalizing the curriculum, (2015); Mahmood L., Slabu L., Moura G.R.D., Hopthrow T., Employability in the first degree : The role of work placements on students ‘ perceptions of graduate employability, Psychology Teaching Review, 20, 2, pp. 126-136, (2014); 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Work experience placements that work, (2012); Sarkar M., Overton T., Thompson C., Rayner G., Graduate employability: Views of recent science graduates and employers, International Journal of Innovation in Science and Mathematics Education, 24, 3, pp. 31-48, (2016); Sawatsky A.P., Nordhues H.C., Merry S.P., Bashir M.U., Hafferty F.W., Transformative learning and professional identity formation During international health electives, Academic Medicine, 93, 9, pp. 1381-1390, (2018); Stack K., Fede J., (2017); Stevens M.J., Campion M.A., Staffing work teams: Development and validation of a selection test for teamwork settings, Journal of Management, 25, 2, pp. 207-228, (1999); Stirling A., Kerr G., MacPherson E., Banwell J., Bandealy A., Battaglia A., Do postsecondary internships address the four learning modes of experiential learning theory? 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A comparative analysis of 31 countries, Geoforum; Journal of Physical, Human, and Regional Geosciences, 78, pp. 52-60, (2017); Vickers D., The frequency accrual speed test (FAST): A new measure of ‘mental speed’?, Personality and Individual Differences, 19, 6, pp. 863-879, (1995); Wiers-Jenssen J., Degree mobility from the nordic countries: Background and employability, Journal of Studies in International Education, 17, 4, pp. 471-491, (2013); Woolf M., Why wisdom matters: Employability, internships and the humanities, International internships: Mission, methods & models, pp. 81-92, (2018); Yorke M., Employability in higher education: What it is–what it is not, 1, (2006)","D. Predovic; Centre for Higher Education Internationalisation, Università Cattolica del Sacro Cuore, Milan, Italy; email: dollyp@careerpaths.it","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85102917028"
"Boudreaux M.J.; Ferrell B.T.; Hundley N.A.; Sherman R.A.","Boudreaux, Michael J. (55509276400); Ferrell, Brandon T. (57197836912); Hundley, Nathan A. (57195725339); Sherman, Ryne A. (23398597600)","55509276400; 57197836912; 57195725339; 23398597600","A Personality-Based Measure of Employability","2022","Journal of Personnel Psychology","21","1","","11","22","11","1","10.1027/1866-5888/a000283","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115016220&doi=10.1027%2f1866-5888%2fa000283&partnerID=40&md5=51076d8ae0e27d98c62b25ba30b5692c","Hogan Assessment Systems, 11 S. Greenwood Ave., Tulsa, 74120, OK, United States","Boudreaux M.J., Hogan Assessment Systems, 11 S. Greenwood Ave., Tulsa, 74120, OK, United States; Ferrell B.T., Hogan Assessment Systems, 11 S. Greenwood Ave., Tulsa, 74120, OK, United States; Hundley N.A., Hogan Assessment Systems, 11 S. Greenwood Ave., Tulsa, 74120, OK, United States; Sherman R.A., Hogan Assessment Systems, 11 S. Greenwood Ave., Tulsa, 74120, OK, United States","Hogan et al. (2013) proposed a personality-based model of employability that describes individual differences in (1) being rewarding to deal with, (2) being able to learn the job, and (3) being willing to work hard. In this study, we evaluated themodel by selecting subscales from the Hogan Personality Inventory (HPI; Hogan & Hogan, 2007) that best predicted supervisor ratings of competencies related to these three constructs. The psychometric properties of those scales were examined in independent samples. Results indicated that the scales converged with similar scales from other instruments, covaried in meaningful ways with observer descriptions, and predicted supervisor ratings of job performance. The measure-which is 64% shorter than the full HPI-includes personality characteristics applicable to most jobs across multiple job families that can be used to identify successful candidates. © 2022 Hogrefe Publishing GmbH. All rights reserved.","employability; five-factor model; Hogan Personality Inventory; individual differences; workplace assessment","","","","","","","","Babakus E., Yavas U., Ashill N., Service worker burnout and turnover intentions: Roles of person-job fit, servant leadership, and customer orientation, Services Marketing Quarterly, 32, 1, pp. 17-31, (2011); Barrick M.R., Mount M.K., The Big Five personality dimensions and job performance: A meta-analysis, Personnel Psychology, 44, 1, pp. 1-26, (1991); Barrick M.R., Mount M.K., Judge T.A., Personality and performance at the beginning of the new millennium: What do we know and where do we go next?, International Journal of Selection and Assessment, 9, 1-2, pp. 9-30, (2001); Bollen K., Lennox R., Conventional wisdom on measurement: A structural equation perspective, Psychological Bulletin, 110, 2, pp. 305-314, (1991); Borman W.C., Motowidlo S.J., Expanding the criterion domain to include elements of contextual performance, Personnel Selection in Organizations, pp. 71-98, (1993); Brown P., Hesketh A., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Recruiting and Selection Procedures. Personnel Policy Forum Survey No. 146, (1988); Conn S.R., Reike M.L., The 16PF Fifth Edition Technical Manual, (1994); Costa P.T., McCrae R.R., Revised NEO Personality Inventory (NEO PI-R) and NEO Five-Factor Inventory (NEO-FFI): Professional Manual, (1992); Employability Skills for the Future, (2002); Diamantopoulos A., Formative indicators: Introduction to the special issue, Journal of Business Research, 61, 12, pp. 1201-1202, (2008); Diamantopoulos A., Siguaw J.A., Formative versus reflective indicators in organizational measure development: A comparison and empirical illustration, British Journal of Management, 17, 4, pp. 263-282, (2006); Edwards J.R., The fallacy of formative measurement, Organizational Research Methods, 14, 2, pp. 370-388, (2011); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Goldberg L.R., The development of markers for the Big-Five factor structure, Psychological Assessment, 4, 1, pp. 26-42, (1992); Goldberg L.R., The Eugene-Springfield community sample: Information available from the research participants, Oregon Research Institute Technical Report, 48, 1, (2008); Gong Y., Huang J.-C., Farh J.-L., Employee learning orientation, transformational leadership, and employee creativity: The mediating role of employee creative self-efficacy, Academy of Management Journal, 52, 4, pp. 765-778, (2009); Greenberg J., The Protestant work ethic and reactions to negative performance evaluations on a laboratory task, Journal of Applied Psychology, 62, 6, pp. 682-690, (1977); Grob-Zakhary R., Hjarrand J., To Close the Skills Gap, Start with the Learning Gap, (2017); The Development of the Hogan Competency Model, (2009); The Job Evaluation Tool (JET), (2016); The Development of the Global Hogan Personality Inventory (HPI), Hogan Development Survey (HDS), and Motives, Values, Preferences Inventory (MVPI) Norms, (2019); Hogan Business Reasoning Inventory Technical Manual, (2019); Hogan R., A socioanalytic theory of personality, Nebraska Symposium on Motivation, pp. 55-89, (1982); Hogan R., A socioanalytic perspective on the five-factor model, The Five-factor Model of Personality: Theoretical Perspectives, pp. 163-179, (1996); Hogan J., Brinkmeyer K., What Do Employers Want?, (1994); Hogan R., Chamorro-Premuzic T., Kaiser R.B., Employability and career success: Bridging the gap between theory and reality, Industrial and Organizational Psychology, 6, 1, pp. 3-16, (2013); Hogan J., Hogan R., How to measure employee reliability, Journal of Applied Psychology, 74, 2, pp. 273-279, (1989); Hogan R., Hogan J., Hogan Personality Inventory Manual, (2007); Hogan J., Hogan R., Busch C.M., How to measure service orientation, Journal of Applied Psychology, 69, 1, pp. 167-173, (1984); Hogan J., Holland B., Using theory to evaluate personality and job-performance relations: A socioanalytic perspective, Journal of Applied Psychology, 88, 1, pp. 100-112, (2003); Hunter J.E., Schmidt F.L., Methods of Meta-analysis: Correcting Error and Bias in Research Findings, (2004); John O., Srivastava S., The Big Five Trait taxonomy: History, measurement, and theoretical perspectives, Handbook of Personality: Theory and Research, pp. 102-138, (1999); Jones D.P., Million-dollar hire: Build your bottom line, one employee at a time, Jossey-Bass, (2011); Kristof-Brown A.L., Zimmerman R.D., Johnson E.C., Consequences of individuals' fit at work: A meta-analysis of person-job, person-organization, person-group, and person-supervisor fit, Personnel Psychology, 58, 2, pp. 281-342, (2005); Lee K., Ashton M.C., Psychometric properties of the HEXACO personality inventory, Multivariate Behavioral Research, 39, 2, pp. 329-358, (2004); Levy F., Cannon C., The Bloomberg Job Skills Report 2016: What Recruiters Want, (2016); Meriac J.P., Gorman C.A., Work ethic and work outcomes in an expanded criterion domain, Journal of Business and Psychology, 32, 3, pp. 273-282, (2017); Meriac J.P., Woehr D.J., Gorman C.A., Thomas A.L.E., Development and validation of a short form for the multidimensional work ethic profile (MWEP), Journal of Vocational Behavior, 82, 3, pp. 155-164, (2013); Miller M.J., Woehr D.J., Hudspeth N., The meaning and measurement of work ethic: Construction and initial validation of a multidimensional inventory, Journal of Vocational Behavior, 60, 3, pp. 451-489, (2002); Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century, (2012); Ning N., Wang J., Lin Z., Zheng Z., The direct and moderating effect of learning orientation on individual performance in the banking industry in China: Contextualization of high-performance work systems, Asia Pacific Journal of Human Resources, 56, 3, pp. 360-383, (2017); Raven's TM Progressive Matrices [Part I], (2015); Raven's TM Progressive Matrices [Part II], NCS Pearson, (2015); Saks A.M., Mudrack P.E., Ashforth B.E., The relationship between the work ethic, job attitudes, intentions to quit, and turnover for temporary service employees, Canadian Journal of Administrative Sciences/Revue Canadienne des Sciences de l'Administration, 13, 3, pp. 226-236, (1996); Saucier G., Mini-Markers: A brief version of Goldberg's Unipolar big-five markers, Journal of Personality Assessment, 63, 3, pp. 506-516, (1994); Shrout P.E., Fleiss J.L., Intraclass correlations: Uses in assessing rater reliability, Psychological Bulletin, 86, 2, pp. 420-428, (1979); Steel P.D., Kammeyer-Mueller J., Bayesian variance estimation for meta-analysis: Quantifying our uncertainty, Organizational Research Methods, 11, 1, pp. 54-78, (2008); Taylor M., Employers fail to find enough graduates with social skills, The Guardian, (2006); What Work Requires of Schools: A SCANS Report for American 2000, (1991); Van Der Heijde C.M., Van Der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Viswesvaran C., Ones D.S., Schmidt F.L., Comparative analysis of the reliability of job performance ratings, Journal of Applied Psychology, 81, 5, pp. 557-574, (1996); Watson G., Glaser E.M., Watson-Glaser<sup>TM</sup>II Critical Thinking Appraisal technical manual and user's guide, NCS Person, (2010)","M.J. Boudreaux; Hogan Assessment Systems, Tulsa, 11 S. Greenwood Ave., 74120, United States; email: mboudreaux@hoganassessments.com","","Hogrefe Publishing GmbH","","","","","","18665888","","","","English","J. Personal Psychol.","Article","Final","","Scopus","2-s2.0-85115016220"
"Lice A.; Sloka B.","Lice, Anita (57373611300); Sloka, Biruta (56582144900)","57373611300; 56582144900","The most important factors for employers in Latvia in the recruitment process","2022","International Journal of Learning and Change","14","1","","69","86","17","0","10.1504/ijlc.2022.119510","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121224057&doi=10.1504%2fijlc.2022.119510&partnerID=40&md5=402fa4a5624d0bf1a9b0716371122a80","Faculty of Business., Management and Economics, University of Latvia, Aspazijas Boulevard 5, Riga, LV-1050, Latvia","Lice A., Faculty of Business., Management and Economics, University of Latvia, Aspazijas Boulevard 5, Riga, LV-1050, Latvia; Sloka B., Faculty of Business., Management and Economics, University of Latvia, Aspazijas Boulevard 5, Riga, LV-1050, Latvia","The purpose of the study is to evaluate the opinion of employers on the factors that are the most important for employers in Latvia in the recruitment process, considering increasingly global and changing labour market. A total of 750 companies participated in this research. A list of 17 skills, competencies and attitudes, important for individual employability in changing labour markets, was rated using a four-point Likert scale. A notable result is that employers value attitudes, emotional and self-management competencies the most when hiring potential employees, which are followed by social competencies, and only then - professional competencies and experience. Three complex factors that are important for employers in the recruitment process were identified as a result of factor analysis. Research provides easily acquirable information for various stakeholders in the area of human resource planning and development. © 2022 Inderscience Enterprises Ltd.. All rights reserved.","Attitudes; Competencies; Employability; Factors; Recruitment; Skills; Skills demand","","","","","","","","Acquah D.K., Huddleston P., Challenges and opportunities for vocational education and training in the light of raising the participation age, Research in Post-Compulsory Education, 19, 1, pp. 1-17, (2014); Akhtar S., Awan S.H., Ismail K., Naveed S., Social capital and learning organisation: Is it worth to engage in networking?, International Journal of Learning and Change, 9, 3, pp. 208-227, (2017); Arntz M., Gregory T., Zierahn U., The risk of automation for jobs in OECD countries, (2016); A comparative analysis, OECD Social, Employment and Migration Working Papers; Bakhru K.M., Aligning teaching methods for learning outcomes: A need for educational change in management education using quality function deployment approach, International Journal of Learning and Change, 10, 1, pp. 54-69, (2018); Bridgstock R., The graduate attributes we've overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Future Skill Needs in Europe: Critical Labour Force Trends, (2016); 2018 Skills Forecast Latvia, (2018); Skills-OVATE: Skills Online Vacancy Analysis Tool for Europe, (2019); Skills Forecast: Trends and Challenges to 2030, (2018); Clarke M., Understanding and managing employability in changing career contexts, European Industrial Training, 32, 4, pp. 258-284, (2008); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); de Grip A., van Loo J., Sanders J., The industry employability index: Taking account of supply and demand characteristics, International Labour Review, 143, 3, pp. 211-233, (2004); Dymock D., Tyler M., Towards a more systematic approach to continuing professional development in vocational education and training, Studies in Continuing Education, 40, 2, pp. 198-211, (2018); Standards and Guidelines for Quality Assurance in the European Higher Education Area, (2015); Transferability of Skills Across Economic Sectors: Role and Importance for Employment At European Level, (2011); Education and Training Monitor 2015, (2015); Recommendation on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training, 2009/C 155/01, (2009); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Fullan M., Parmainu speki: Izglitibas reformu virzieni [The forces of change: The directions of education reforms], (1999); Gekara V., Snell D., Designing and delivering skills transferability and employment mobility: The challenges of a market-driven vocational education and training system, Journal of Vocational Education & Training, 70, 1, pp. 107-129, (2018); Harvey L., Employability: Developing the relationship between higher education and employment, Opening presentation at the Fifth Quality in Higher Education 24-Hour Seminar, (1999); Harvey L., Embedding and integrating employability, New Directions for Institutional Research, 128, pp. 13-28, (2005); Humburg M., van der Velden R., Verhagen A., The Employability of Higher Education Graduates: The Employers' Perspective, (2013); Klasons G., Pavlina A., Danneberg T., Urb K., Skills Required in the Labour Market: Using Job Advertisements to Identify Skills Requirements in the Labour Market, Pilot study report, (2018); Knight P., Yorke M., Assessment, Learning and Employability, (2002); Lice A., Involvement of employers in educating employees as a solution to the problem of skilled workforce shortage in Latvia, Challenges for High Quality of Adult Education: International Scientific Conference Proceedings, pp. 111-123, (2017); Aktivo un likvideto uznemumu skaits sadalijuma pa Latvijas novadiem/pilsetam [number of active and liquidated enterprises by regions/cities of Latvia], (2018); Manyika J., Lund S., Chui M., Bughin J., Woetzel J., Batra P., Ko R., Sanghvil S., Jobs Lost, Jobs Gained: Workforce Transitions in a Time of Automation, (2017); Pool L. D., Sewell P., The key to employability: Developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Pool L.D., Qualter P., Sewell P.J., Exploring the factor structure of the CareerEDGE employability development profile, Education + Training, 56, 4, pp. 303-313, (2014); Darba tirgus specifisko reǵionalo problemu identificešana un pasakumu izstradašana reǵionala darba tirgus konkuretspejas stiprinašanai, petijuma atskaite [Identification of specific regional labor market problems and identification of measures for strengthen its competitiveness, the study report], (2014); Prokou E., The emphasis on employability and the changing role of the university in Europe, Higher Education in Europe, 33, 4, pp. 387-394, (2008); Ruge G., McCormack C., Building and construction students' skills development for employability - reframing assessment for learning in discipline-specific contexts, Architectural Engineering and Design Management, 13, 5, pp. 365-383, (2017); Sanjeev R., Natrajan N.S., Role of blended learning environment towards student performance in higher education: Mediating effect of student engagement, International Journal of Learning and Change, 11, 2, pp. 95-110, (2019); Senge P., The Fifth Discipline: The Art and Practice of the Learning Organization, (1990); Sumanasiri E.G.T., Yajid M.S.A., Khatibi A., Review of literature on graduate employability, Journal of Studies in Education, 5, 3, pp. 75-88, (2015); Teichler U., Does higher education matter ? Lessons from a comparative graduate survey, European Journal of Education, 42, 1, pp. 11-34, (2007); Wickramasinghe V., Perera L., Graduates', university lecturers' and employers' perceptions towards employability skills, Education + Training, 52, 3, pp. 226-244, (2010); The Future of Jobs Report, (2018); Yorke M., Knight P., Embedding employability into the curriculum, Learning and Employability, 3, pp. 1-28, (2004); Yumashev A.V., Utyuzh A.S., Admakin O.I., Doroshina V.Y., Volchkova R., Effect of mesodiencephalic stimulation on adaptation to stress and academic performance of students, International Journal of Learning and Change, 10, 4, pp. 95-110, (2018); Zoellner D., Quality in vocational education and training: An essentially contested concept, International Journal of Training Research, 13, 3, pp. 262-271, (2015)","A. Lice; Faculty of Business., Management and Economics, University of Latvia, Riga, Aspazijas Boulevard 5, LV-1050, Latvia; email: anita.lice@gmail.com","","Inderscience Publishers","","","","","","17402875","","","","English","Int. J. Learn. Chang.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85121224057"
"Gamlath S.; Wilson T.","Gamlath, Sharmila (55749295000); Wilson, Therese (57198875279)","55749295000; 57198875279","Dimensions of student-to-student knowledge sharing in universities","2022","Knowledge Management Research and Practice","20","4","","542","556","14","6","10.1080/14778238.2020.1838961","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096083819&doi=10.1080%2f14778238.2020.1838961&partnerID=40&md5=169f5dd7dcb58f2be8751537cfb10d73","Student Success Group, Learning and Teaching Unit, Queensland University of Technology - QUT, Brisbane, Australia","Gamlath S., Student Success Group, Learning and Teaching Unit, Queensland University of Technology - QUT, Brisbane, Australia; Wilson T., Student Success Group, Learning and Teaching Unit, Queensland University of Technology - QUT, Brisbane, Australia","As quintessential knowledge organisations, universities need to constantly foster knowledge sharing between their students to enable their academic success and employability. This paper draws on a range of relevant literature to proposes the categorisation of the diverse knowledge-sharing activities undertaken by students in university environments along three dimensions: relatedness to curriculum, distance between students and degree of formality. Broader factors that feed into these dimensions such as the advent of online learning, the widespread integration of social media into learning, the effects of national culture and individual student characteristics on knowledge sharing and the move towards the formalisation of peer learning among students are explored in relation to each of these dimensions. Through the use of several practical examples, the paper demonstrates how these dimensions can act as a planning tool that can help university staff develop, revise and compare student-to-student knowledge-sharing activities. © Operational Research Society 2020.","curriculum; higher education; Knowledge sharing; peer learning; students; universities","","","","","","","","Aisyah R.A., Sukoco B.M., Anshori M., The effect of relational capital on performance: Knowledge sharing as mediation variables in supplier and buyer relation, International Journal of Logistics Systems and Management, 34, 2, pp. 211-232, (2019); Al-Emran M., Teo T., Do knowledge acquisition and knowledge sharing really affect e-learning adoption? 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Gamlath; Learning and Teaching Unit, Queensland University of Technology - QUT, Brisbane, Australia; email: s.gamlath@qut.edu.au","","Taylor and Francis Ltd.","","","","","","14778238","","","","English","Knowl. Manage. Res. Pract.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85096083819"
"Arsenis P.; Flores M.; Petropoulou D.","Arsenis, Panagiotis (56446883300); Flores, Miguel (56740155800); Petropoulou, Dimitra (57348348600)","56446883300; 56740155800; 57348348600","Enhancing graduate employability skills and student engagement through group video assessment","2022","Assessment and Evaluation in Higher Education","47","2","","245","258","13","10","10.1080/02602938.2021.1897086","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103548745&doi=10.1080%2f02602938.2021.1897086&partnerID=40&md5=87db99ccecfdf709dea47e8468253897","School of Economics, University of Surrey, Guildford, United Kingdom; School of Business, National College of Ireland, Dublin, Ireland; Department of Economics, London School of Economics and Political Science, London, United Kingdom","Arsenis P., School of Economics, University of Surrey, Guildford, United Kingdom; Flores M., School of Business, National College of Ireland, Dublin, Ireland; Petropoulou D., Department of Economics, London School of Economics and Political Science, London, United Kingdom","Universities are under increasing pressure to equip graduates with a broader set of competencies, such as communication, teamwork and leadership skills, that go beyond subject-specific knowledge. This, alongside growing student numbers in higher education, creates pedagogic challenges, especially with regards to assessment design. Conventional assessment modalities, such as individual essay writing, are costly to scale up and poorly suited for the development of further desired competencies. To address these challenges in the context of a first-year economics module, we replaced a 1,000-word individual written assignment with a group video assignment, where students were required to work in small teams to create a three-minute video on a contemporary economic issue. Focus groups and module evaluation questionnaires were used to elicit students’ perceptions of how the group video assessment contributed to their learning experience and skill development, how it compares with other modes of assessment, as well as suggestions for improved implementation. Our analysis generates insights on all these aspects. Students reported a preference for diversity in assessment methods, and found the video assignment to be a positive, engaging but also challenging experience, which provided the opportunity for collaboration and development of diverse skills. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Assessment; employability skills; higher education; technology","","","","","","University of Surrey","We would like to thank Dr Marion Heron, Senior Lecturer in Higher Education at the University of Surrey, for her valuable comments and suggestions. We are also grateful to participants of the 2019 Developments in Economics Education conference for their comments. The authors remain responsible for any possible errors.","Bourner J., Hughes M., Bourner T., First-Year Undergraduate Experiences of Group Project Work, Assessment & Evaluation in Higher Education, 26, 1, pp. 19-39, (2001); Carrasco-Gallego J.A., Introducing Economics to Millennials, International Review of Economics Education, 26, pp. 19-29, (2017); Carver T.L., Stickley A., Teamwork in First Year Law Units: Can It Work?, Journal of University Teaching & Learning Practice, 9, 2, pp. 1-33, (2012); de Lange T., Moystad A., Torgersen G., How Can Video-Based Assignments Integrate Practical and Conceptual Knowledge in Summative Assessment? Student Experiences from a Longitudinal Experiment, British Educational Research Journal, 46, 6, pp. 1279-1299, (2020); (2018); Ettington D.R., Camp R., Facilitating Transfer of Skills between Group Project and Work Teams, Journal of Management Education, 26, 4, pp. 356-379, (2002); Garrison D.R., Kanuka H., Blended Learning: Uncovering Its Transformative Potential in Higher Education, The Internet and Higher Education, 7, 2, pp. 95-105, (2004); Garvin J.W., Butcher A.C., Stefani L.A.J., Tariq V.N., Lewis M.H.R., Blumson N.L., Govier R.N., Hill J.A., Group Projects for First-Year University Students: An Evaluation, Assessment & Evaluation in Higher Education, 20, 3, pp. 273-294, (1995); Gatfield T., Examining Student Satisfaction with Group Projects and Peer Assessment, Assessment & Evaluation in Higher Education, 24, 4, pp. 365-377, (1999); Hay P., Engstrom C.A., Green A., Friis P., Dickens S., Macdonald D., Promoting Assessment Efficacy through an Integrated System for Online Clinical Assessment of Practical Skills, Assessment & Evaluation in Higher Education, 38, 5, pp. 520-535, (2013); (2017); Huxham M., Land R., Assigning Students in Group Work Projects. Can We Do Better than Random?, Innovations in Education and Training International, 37, 1, pp. 17-22, (2000); Jones C., Ramanau R., Cross S., Healing G., Net Generation or Digital Natives: Is There a Distinct New Generation Entering University?, Computers & Education, 54, 3, pp. 722-732, (2010); Jorm C., Roberts C., Gordon C., Nisbet G., Roper L., Time for University Educators to Embrace Student Videography, Cambridge Journal of Education, 49, 6, pp. 673-693, (2019); Kruck S.E., Reif H., Assessing Individual Student Performance in Collaborative Projects: A Case Study, Information Technology, Learning and Performance Journal, 19, 2, pp. 37-47, (2001); Livingston L., Teaching Creativity in Higher Education, Arts Education Policy Review, 111, 2, pp. 59-62, (2010); Mills P., Group Project Work with Undergraduate Veterinary Science Students, Assessment & Evaluation in Higher Education, 28, 5, pp. 527-538, (2003); Mills P., Woodall P.F., A Comparison of the Responses of First and Second Year Veterinary Science Students to Group Project Work, Teaching in Higher Education, 9, 4, pp. 477-489, (2004); (2018); Seddon J., Vets and Videos: Student Learning from Context-Based Assessment in a Pre-Clinical Science Course, Assessment & Evaluation in Higher Education, 33, 5, pp. 559-566, (2008); Seethamraju R., Borman M., Influence of Group Formation Choices on Academic Performance, Assessment & Evaluation in Higher Education, 34, 1, pp. 31-40, (2009); Shah S.Z.A., The Use of Group Activities in Developing Personal Transferable Skills, Innovations in Education and Teaching International, 50, 3, pp. 297-307, (2013); Sheridan-Rabideau M., Creativity Repositioned, Arts Education Policy Review, 111, 2, pp. 54-58, (2010); Sim J.W.S., Hew K.F., The Use of Weblogs in Higher Education Settings: A Review of Empirical Research, Educational Research Review, 5, 2, pp. 151-163, (2010); Springer L., Stanne M.E., Donovan S.S., Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis, Review of Educational Research, 69, 1, pp. 21-51, (1999); (2019); Timmis S., Broadfoot P., Sutherland R., Oldfield A., Rethinking Assessment in a Digital Age: Opportunities, Challenges and Risks, British Educational Research Journal, 42, 3, pp. 454-476, (2016); Willcoxson L.E., It’s Not Fair!: Assessing the Dynamics and Resourcing of Teamwork, Journal of Management Education, 30, 6, pp. 798-808, (2006); Xie Y., Ke F., Sharma P., The Effect of Peer Feedback for Blogging on College Students’ Reflective Learning Processes, The Internet and Higher Education, 11, 1, pp. 18-25, (2008)","D. Petropoulou; Department of Economics, London School of Economics and Political Science, London, United Kingdom; email: d.petropoulou@lse.ac.uk","","Routledge","","","","","","02602938","","","","English","Assess. Eval. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85103548745"
"Chan C.K.Y.; Luk L.Y.Y.","Chan, Cecilia K. Y. (55086149300); Luk, Lillian Y. Y. (55640021700)","55086149300; 55640021700","A four-dimensional framework for teacher assessment literacy in holistic competencies","2022","Assessment and Evaluation in Higher Education","47","5","","755","769","14","10","10.1080/02602938.2021.1962806","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112149615&doi=10.1080%2f02602938.2021.1962806&partnerID=40&md5=51806ce12417f62a07ea24adaaa6ab86","Centre for the Enhancement of Teaching and Learning/Faculty of Education (CETL), University of Hong Kong, Hong Kong","Chan C.K.Y., Centre for the Enhancement of Teaching and Learning/Faculty of Education (CETL), University of Hong Kong, Hong Kong; Luk L.Y.Y., Centre for the Enhancement of Teaching and Learning/Faculty of Education (CETL), University of Hong Kong, Hong Kong","Given that existing research on teacher assessment literacy has focused on teachers’ ability to evaluate students’ academic achievements, this study aims to develop a conceptualization of teachers’ assessment literacy in holistic competencies. Guided by four dimensions of teacher assessment literacy (knowledge, attitude, practice, socio-emotional management) identified from the existing literature, data collected from 18 individual interviews and one focus group interview with academics from four Hong Kong universities were analysed using the constant comparison method. The findings show that although the participants’ conceptions concurred with the four dimensions in general, some aspects were particularly crucial in the context of holistic competency assessment: for example, positive teacher-student relationships and subjectivity in assessment. Findings from the study allowed us to revise the four-dimensional model in the context of holistic competency assessment with more elaborated forms of knowledge, attitude and capabilities that a holistic competency assessment literate teacher might be expected to possess and enact. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","21<sup>st</sup> century skills; employability skills; Generic skills; graduate attributes; soft skills","","","","","","University Grants Committee of Hong Kong; Research Grants Council, University Grants Committee, 研究資助局; General Research Fund of Shanghai Normal University, (17200720)","The research described in this article was funded through the General Research Fund (No. 17200720) of the Hong Kong Research Grants Council and the University Grants Committee of Hong Kong.","Standards for Teacher Competence in Educational Assessment of Students, (1990); Badcock P.B.T., Pattison P.E., Harris K.L., Developing Generic Skills through University Study: A Study of Arts, Higher Education, 60, 4, pp. 441-458, (2010); Barrie S.C., Understanding What We Mean by the Generic Attributes of Graduates, Higher Education, 51, 2, pp. 215-241, (2006); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brookhart S.M., Educational Assessment Knowledge and Skills for Teachers, Educational Measurement: Issues and Practice, 30, 1, pp. 3-12, (2011); Carless D., Boud D., The Development of Student Feedback Literacy: Enabling Uptake of Feedback, Assessment & Evaluation in Higher Education, 43, 8, pp. 1315-1325, (2018); Carless D., Winstone N., Teacher Feedback Literacy and Its Interplay with Student Feedback Literacy, Teaching in Higher Education, pp. 1-14, (2020); Chan C.K.Y., Holistic Competency and Virtue Education, (2021); Chan C.K.Y., Assessment for Community Service Types of Experiential Learning in the Engineering Discipline, European Journal of Engineering Education, 37, 1, pp. 29-38, (2012); Chan C.K.Y., Fong E.T.Y., Luk L.Y.Y., Ho R., A Review of Literature on Challenges in the Development and Implementation of Generic Competencies in Higher Education Curriculum, International Journal of Educational Development, 57, pp. 1-10, (2017); Chan C.K.Y., Luk L.Y.Y., Development and Validation of an Instrument Measuring Undergraduate Students’ Perceived Holistic Competencies, Assessment & Evaluation in Higher Education, 46, 3, pp. 467-416, (2021); Chan C.K.Y., Luk L.Y.Y., Going ‘Grade-Free’? - Teachers’ and Students’ Perceived Value and Grading Preferences for Holistic Competency Assessment, Higher Education Research & Development, (2021); Chan C.K.Y., Luk L.Y.Y., Eight Years after the 3-3-4 Curriculum Reform: Examining Disciplinary Differences and Undergraduates’ Holistic Competencies Development in Hong Kong, Higher Education Research & Development; Chan C.K.Y., Luo J., A Four-Dimensional Conceptual Framework for Student Assessment Literacy in Holistic Competency Development, Assessment & Evaluation in Higher Education, 46, 3, pp. 451-416, (2021); Chan C.K.Y., Yeung N.C.J., Students’ ‘Approach to Develop’ in Holistic Competency: An Adaption of the 3P Model, Educational Psychology, pp. 1-21, (2019); Chan C.K.Y., Zhao Y., Luk L.Y.Y., A Validated and Reliable Instrument Investigating Engineering Students’ Perceptions of Competency in Generic Skills, Journal of Engineering Education, 106, 2, pp. 299-325, (2017); Deeley S.J., Bovill C., Staff Student Partnership in Assessment: Enhancing Assessment Literacy through Democratic Practices, Assessment & Evaluation in Higher Education, 42, 3, pp. 463-477, (2017); Gibb S., Soft Skills Assessment: Theory Development and the Research Agenda, International Journal of Lifelong Education, 33, 4, pp. 455-471, (2014); Glaser B.G., The Constant Comparative Method of Qualitative Analysis, Social Problems, 12, 4, pp. 436-445, (1965); Hager P., Holland S., Beckett D., (2002); Kemp I.J., Seagraves L., Transferable Skills—Can Higher Education Deliver?, Studies in Higher Education, 20, 3, pp. 315-328, (1995); Lucas U., Cox P., Croudace C., Milford P., Who Writes This Stuff?’: Students’ Perceptions of Their Skills Development, Teaching in Higher Education, 9, 1, pp. 55-68, (2004); Pastore S., Andrade H.L., Teacher Assessment Literacy: A Three-Dimensional Model, Teaching and Teacher Education, 84, pp. 128-138, (2019); Popham W.J., Assessment Literacy for Educators in a Hurry, (2018); Star C., Hammer S., Teaching Generic Skills: Eroding the Higher Purpose of Universities, or an Opportunity for Renewal?, Oxford Review of Education, 34, 2, pp. 237-251, (2008); Stiggins R.J., Assessment Literacy, Phi Delta Kappan, 72, 7, (1991); Stoner G., Milner M., Embedding Generic Employability Skills in an Accounting Degree: Development and Impediments, Accounting Education, 19, 1-2, pp. 123-138, (2010); Struyven K., Dochy F., Janssens S., Students’ Perceptions about Evaluation and Assessment in Higher Education: A Review, Assessment & Evaluation in Higher Education, 30, 4, pp. 325-341, (2005); Sumsion J., Goodfellow J., Identifying Generic Skills through Curriculum Mapping: A Critical Evaluation, Higher Education Research & Development, 23, 3, pp. 329-346, (2004); Valentine N., Durning S., Shanahan E.M., Schuwirth L., Fairness in Human Judgement in Assessment: A Hermeneutic Literature Review and Conceptual Framework, Advances in Health Sciences Education, (2020); Xu Y., Brown G.T.L., Teacher Assessment Literacy in Practice: A Reconceptualization, Teaching and Teacher Education, 58, pp. 149-162, (2016)","C.K.Y. Chan; Centre for the Enhancement of Teaching and Learning/Faculty of Education (CETL), University of Hong Kong, Hong Kong; email: cecilia.chan@cetl.hku.hk","","Routledge","","","","","","02602938","","","","English","Assess. Eval. High. Educ.","Article","Final","","Scopus","2-s2.0-85112149615"
"Brewer M.; van Kessel G.; Sanderson B.; Carter A.","Brewer, Margo (55926677400); van Kessel, Gisela (8594076500); Sanderson, Brooke (57195577631); Carter, Alice (57208083967)","55926677400; 8594076500; 57195577631; 57208083967","Enhancing student resilience by targeting staff resilience, attitudes and practices","2022","Higher Education Research and Development","41","4","","1013","1027","14","4","10.1080/07294360.2021.1877622","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100941526&doi=10.1080%2f07294360.2021.1877622&partnerID=40&md5=43abfff37c646e54a68bb0d61930fd81","Faculty of Health Sciences, Curtin University, Perth, WA, Australia; School of Health Sciences, University of South Australia, Adelaide, SA, Australia","Brewer M., Faculty of Health Sciences, Curtin University, Perth, WA, Australia; van Kessel G., School of Health Sciences, University of South Australia, Adelaide, SA, Australia; Sanderson B., Faculty of Health Sciences, Curtin University, Perth, WA, Australia; Carter A., Faculty of Health Sciences, Curtin University, Perth, WA, Australia","Resilience is a much-needed capability for both university staff and students in this volatile time. However, conceptualisations of resilience vary widely, with many viewing this as a fixed attribute each individual either has or doesn’t have, and the impact of context on resilience is often neglected. This research explores the outcomes of a staff leadership program focused on participants’ conceptualisation of resilience and how they can influence student resilience through curricula and/or co-curricula innovation. The program, informed by social cognition and political leadership theory, was delivered to 58 staff from a range of disciplines across three Australian universities. Several program attendees participated in a pre (N = 13) and/or post (N = 10) interview that examined their understanding of resilience and self-identified changes in their teaching practice in relation to resilience. The importance of the social cognition process of sensemaking (establishing a shared, contemporary view of resilience as a dynamic process through an ecological lens) appeared critical. The program’s political leadership strategies promoted changes to participants’ teaching practices. © 2021 HERDSA.","employability; leadership; Resilience; retention; staff development","","","","","","Australian Technology Network","This work was supported by Australian Technology Network. The authors wish to thank the other members of the project team: Michelle Donaldson, Murray Lane, Sue Barnard, Fiona Naumann, Bernadine Cooper, Sonia Ferns, Alan Reubenson, Omar Abdelrahman, Sarah Edney, Sharon Maresse and Caroline Rueckert.","Aburn G., Gott M., Hoare K., What is resilience? An integrative review of the empirical literature, Journal of Advanced Nursing, 72, 5, pp. 980-1000, (2016); Ahmed Z., Julis S., Academic performance, resilience, depression, anxiety, and stress among women college students, Indian Journal of Positive Psychology, 6, 4, pp. 367-370, (2015); Ainscough L., Stewart E., Colthorpe K., Zimbardi K., Learning hindrances and self-regulated learning strategies reported by undergraduate students: Identifying characteristics of resilient students, Studies in Higher Education, 43, 12, pp. 2194-2209, (2018); American College Health Association-national college health assessment II: Reference group data report Spring 2012, (2012); Andrews J., Cameron H., Harris M., All change? Managers’ experience of organizational change in theory and practice, Journal of Organizational Change Management, 21, 3, pp. 300-314, (2008); Azungah T., Qualitative research: Deductive and inductive approaches to data analysis, Qualitative Research Journal, 18, 4, pp. 383-400, (2018); Bahadir-Yilmaz E., Oz F., The resilience levels of first-year medical, dentistry, pharmacy, and health sciences students, International Journal of Caring Sciences, 8, 2, pp. 385-392, (2015); Barnett R., Coate K., Engaging the curriculum in higher education, (2005); Bergin A., Pakenham K., Law student stress: Relationships between academic demands, social isolation, career pressure, study/life imbalance and adjustment outcomes in law students, Psychiatry, Psychology and Law, 22, 3, pp. 388-406, (2015); Bitsika V., Sharpley C.F., Rubenstein V., What stresses university students: An interview investigation of the demands of tertiary studies?, Journal of Psychologists and Counsellors in Schools, 20, 1, pp. 41-54, (2010); Bolden R., Jones S., Davis H., Gentle P., Developing and sustaining shared leadership in higher education, (2015); Bolman L.G., Deal T.E., Reframing organizations: Artistry, choice and leadership (7th ed.), (2017); Boud D., Brew A., Reconceptualising academic work as professional practice: Implications for academic development, International Journal for Academic Development, 18, 3, pp. 208-221, (2013); Brewer M., Donaldson M., Sanderson B., Ferns S., Reubenson A., Maresse S., Van Kessel G., (2018); Brewer M.L., van Kessel G., Sanderson B., Naumann F., Lane M., Reubenson A., Carter A., Resilience in higher education students: A scoping review, Higher Education Research & Development, 38, 6, pp. 1105-1120, (2019); Burgess A., Matar E., Neuen B., Fox G.J., A longitudinal faculty development program: Supporting a culture of teaching, BMC Medical Education, 19, 1, (2019); Conley C.S., Durlak J.A., Dickson D.A., An evaluative review of outcome research on universal mental health promotion and prevention programs for higher education students, Journal of American College Health, 61, 5, pp. 286-301, (2013); Day D.V., Fleenor J.W., Atwater L.E., Sturm R.E., McKee R.A., Advances in leader and leadership development: A review of 25 years of research and theory, The Leadership Quarterly, 25, 1, pp. 63-82, (2014); Eckel P.D., Kezar A., Key strategies for making new institutional sense: Ingredients to higher education transformation, Higher Education Policy, 16, 1, pp. 39-53, (2003); Fabriz S., Hansen M., Heckmann C., Mordel J., Mendzheritskaya J., Stehle S., Schulze-Vorberg L., Ulrich I., Horz H., How a professional development programme for university teachers impacts their teaching related self-efficacy, self-concept, and subjective knowledge, Higher Education Research & Development, (2020); Fernandez A., Howse E., Rubio-valera M., Thorncraft K., Noone J., Luu X., Veness B., Leech M., Llewellyn G., Salvador-Carulla L., Setting-based interventions to promote mental health at the university: A systematic review, International Journal of Public Health, 61, 7, pp. 797-807, (2016); Gegenfurtner A., Reconstructing goals for transfer of training in faculty development programs for higher education teachers: A qualitative documentary method approach, Heliyon, 5, 11, (2019); Guest G., Bunce A., Johnson L., How many interviews are enough? An experiment with data saturation and variability, Field Methods, 18, 1, pp. 59-82, (2006); Heath M., Leiman T., Choosing change: Using a community of practice model to support curriculum reform and improve teaching quality in the first year, Implementing communities of practice in higher education, pp. 183-204, (2017); Hurst C., New curricula and missed opportunities: Crowded curricula, connections, and ‘big ideas’, International Journal for Mathematics Teaching and Learning, pp. 1-12, (2015); Juntrasook A., Nairn K., Bond C., Spronken-Smith R., Unpacking the narrative of non-positional leadership in academia: Hero and/or victim?, Higher Education Research & Development, 32, 2, pp. 201-213, (2013); Kezar A., How colleges change: Underrating, leading, and enacting change, (2014); Kezar A., Lester J., Supporting faculty grassroots leadership, Research in Higher Education, 50, 7, pp. 715-740, (2009); Kinman G., Wray S., Well-being in academic employees: A benchmarking approach, Handbook of research on stress and well-being in the public sector, pp. 152-166, (2020); Kotter J.P., Accelerate, (2014); Lasakova A., Bajzikova L., Dedze I., Barriers and drivers of innovation in higher education: Case study-based evidence across ten European universities, International Journal of Educational Development, 55, pp. 69-79, (2017); Lefoe G.E., Parrish D.R., Keevers L.M., Ryan Y., McKenzie J., Malfroy J., A CLASS Act: The teaching team approach to subject coordination, Journal of University Teaching and Learning Practice, 10, 3, (2013); Nowell L.S., Norris J.M., White D.E., Moules N.J., Thematic analysis: Striving to meet the trustworthiness criteria, International Journal of Qualitative Methods, 16, 1, (2017); Peng L., Zhang J., Li M., Li P., Zhang Y., Zuo X., Miao Y., Xu Y., Negative life events and mental health of Chinese medical students: The effect of resilience, personality and social support, Psychiatry Research, 196, 1, pp. 138-141, (2012); Pepper C., Roberts S., Valuing the leadership role of university unit coordinators, Issues in Educational Research, 26, 1, (2016); Reid L.F., Sexton J., Orsi R., Outcomes of a faculty development program promoting scholarly teaching and student engagement at a large research-intensive university, The Journal of Faculty Development, 29, 3, pp. 23-36, (2015); Rudhumbu N., Managing curriculum change from the middle: How academic middle managers enact their role in higher education, International Journal of Higher Education, 4, 1, pp. 106-119, (2015); Sanderson B., Brewer M., What do we know about student resilience in health professional education? A scoping review of the literature, Nurse Education Today, 58, pp. 65-71, (2017); Stallman H.M., Embedding resilience within the tertiary curriculum: A feasibility study, Higher Education Research & Development, 30, 2, pp. 121-133, (2011); Stallman H.M., The University Stress Scale: Measuring domains and extent of stress in university students, Australian Psychologist, 51, 2, pp. 128-134, (2016); van Kessel G., The ability of older people to overcome adversity: A review of the resilience concept, Geriatric Nursing, 34, 2, pp. 122-127, (2013); Vilkinas T., Cartan G., The integrated competing values framework: Its spatial configuration, Journal of Management Development, 25, 6, pp. 505-521, (2006); Weick K.E., Sensemaking in organizations, (1995); Willumsen E., Leadership in interprofessional collaboration: The case of childcare in Norway, Journal of Interprofessional Care, 20, 4, pp. 403-413, (2006)","M. Brewer; Faculty of Health Sciences, Curtin University, Perth, Australia; email: m.brewer@curtin.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85100941526"
"White M.; Becker J.; du Plessis M.","White, Melissa (57375772900); Becker, Jürgen (55464220000); du Plessis, Marieta (56600090900)","57375772900; 55464220000; 56600090900","Unintended Positive Consequences of Development Centres in University Graduates","2021","Frontiers in Psychology","12","","775377","","","","2","10.3389/fpsyg.2021.775377","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121370528&doi=10.3389%2ffpsyg.2021.775377&partnerID=40&md5=3584a3c17176218cbf29358533352e08","Department of Industrial Psychology, University of the Western Cape, Cape Town, South Africa","White M., Department of Industrial Psychology, University of the Western Cape, Cape Town, South Africa; Becker J., Department of Industrial Psychology, University of the Western Cape, Cape Town, South Africa; du Plessis M., Department of Industrial Psychology, University of the Western Cape, Cape Town, South Africa","This study investigated development centres as a method to improve the generalised self-efficacy of university graduates. This research was motivated by the various challenges, graduates face in order to successfully transition into the world of work. Although there is a general scarcity of skills in many emerging economies like South Africa, graduate unemployment rates remain high. Additionally, graduates are not making the immediate impact that employers would expect due to a lack of technical and “soft skills.” General self-efficacy is an important attribute for job applicants because it provides them with the confidence to solve problems efficiently. The primary research objective was to identify whether the generalised self-efficacy of graduates can be positively affected by a development centre approach in the short-term and long-term. The sample population for this research included Industrial Psychology graduates at a select university in the Western Cape, South Africa (n=17). A quasi-experimental methodology was implemented where an intervention group (n=7) and a control group (n=10) were taken through a development centre approach. The results of the intervention indicated that a development centre approach has a positive impact on self-efficacy levels over the short and medium term. Results from the study emphasise the importance of self-efficacy in graduate employability and indicate how development centres can be used to improve self-efficacy levels. The findings of this study provide a basis for future research into the further development of graduate self-efficacy and the potential benefits for first time job seekers. Copyright © 2021 White, Becker and du Plessis.","competency-based assessments; development centres; graduate employability; self-efficacy; social cognitive theory","","","","","","","","Aghdami Baher A., Najjarpoor Ostadi S., Livarjani S.H., Relationship between emotional intelligence and sense of self-efficacy and burnout among staff of Islamic Azad University of Tabriz, J. Educ. Sci, 2, pp. 99-119, (2009); Allison M.J., Keller C., Self-efficacy intervention effects on physical activity in older adults, West. J. Nurs. Res, 26, pp. 31-46, (2004); Al-Mannaee N.S., Ryan J.C., Examining a competency model of workplace learning: An assessment of participants’ reactions, Int. J. Work Organ. Emot, 9, pp. 107-124, (2018); Atitsogbe K.A., Mama N.P., Sovet L., Pair P., Rossier J., Perceived employability and entrepreneurial intentions across university students and job seekers in Togo: The effect of career adaptability and self-efficacy, Front. 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"Ladegaard H.J.","Ladegaard, Hans J. (6507166361)","6507166361","Language, Discrimination and Employability: Employers’ Othering and Racist Representations of Domestic Migrant Workers on Social Media","2022","Journal of Language and Social Psychology","41","1","","97","118","21","5","10.1177/0261927X211046644","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120994615&doi=10.1177%2f0261927X211046644&partnerID=40&md5=9d283535f3409b611c840e5f5b729e7a","Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong","Ladegaard H.J., Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong","Discursive othering deals with the many ways in which language is used to express prejudice against minorities, and it outlines the processes and conditions that promote group-based inequality and marginalization. This article focuses on online othering, and it analyzes a corpus of 615 comments posted by Hong Kong employers of domestic migrant workers (DMWs) on social media. First, a quantitative analysis of the corpus outlines the content categories found in the posts, and second, a discourse analysis of representative excerpts illustrates the claims made about DMWs. Employers engage in othering of their helpers, and the analysis shows how demeaning racist comments function to publicly shame them and warn others not to employ them. The article uses Language and Social Psychology frameworks to analyze the posts, and it discusses the functions of using racist derogatory language. The paper concludes by discussing how research may be used to address pressing social issues. © The Author(s) 2021.","discourse analysis; domestic migrant workers; online othering; racism; social media","article; discourse analysis; employability; employer; human; human experiment; language; migrant worker; psychology; racism; shame; social media","","","","","","","Augoustinos M., Callaghan P., The language of social inequality, The social psychology of inequality, pp. 321-334, (2019); Augoustinos M., Every D., The language of ‘race’ and prejudice. 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Hong Kong wealth gap hits a record high, South China Morning Post, (2017); Yim O., Clement R., ‘You’re juksing’: Examining Cantonese-English code-switching as an index of identity, Journal of Language and Social Psychology, 38, 4, pp. 479-495, (2019); Zethoven R., Cinderellas in the City: Filipina domestic workers and power dynamics in the Hong Kong family, Honors Thesis, (2014); Zimbardo P., The Lucifer effect: Understanding how good people turn evil, (2007)","H.J. Ladegaard; Hong Kong Polytechnic University, Kowloon, Hung Hom, Hong Kong; email: hans.ladegaard@polyu.edu.hk","","SAGE Publications Inc.","","","","","","0261927X","","","","English","J. Lang. Soc. Psychol.","Article","Final","","Scopus","2-s2.0-85120994615"
"Vu T.; Ferns S.; Ananthram S.","Vu, Thai (57347627000); Ferns, Sonia (55597864100); Ananthram, Subramaniam (55555424300)","57347627000; 55597864100; 55555424300","Challenges to international students in work-integrated learning: a scoping review","2022","Higher Education Research and Development","41","7","","2473","2489","16","6","10.1080/07294360.2021.1996339","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119496714&doi=10.1080%2f07294360.2021.1996339&partnerID=40&md5=cbea179386694707ec06a9c9e5e81058","School of Management, Curtin University, Perth, Australia; EF, USSH, VNUHCM, Ho Chi Minh City, Viet Nam; Faculty of Science and Engineering, Curtin University, Perth, Australia; Faculty of Business and Law, Curtin University, Perth, Australia","Vu T., School of Management, Curtin University, Perth, Australia, EF, USSH, VNUHCM, Ho Chi Minh City, Viet Nam; Ferns S., Faculty of Science and Engineering, Curtin University, Perth, Australia; Ananthram S., Faculty of Business and Law, Curtin University, Perth, Australia","Work-integrated learning (WIL), particularly workplace-based WIL, provides international students with opportunities to be exposed to authentic working contexts, consequently enhancing student employability development. However, the literature indicates that many international students struggle in WIL despite continuous efforts by higher education institutions. A scoping review will inform future research and practice that seeks to enhance the WIL experiences of international students. This scoping review, guided by a transition framework, synthesized and analyzed findings from 22 empirical studies published during 2009–2020 related to challenges to international undergraduate students in WIL. Results show that while a range of challenges to this student cohort in WIL has been well established in the literature, little is known about how international students exercise their agency in navigating challenges to enhance WIL experiences. The scoping review has two major theoretical contributions: (i) establishing a novel typology of challenges to international students in WIL and (ii) proposing a context-specific research approach which facilitates inquiry into salient aspects of international students’ WIL engagement in given contexts. The review concludes with recommendations for future research and practice from a transition perspective. © 2021 HERDSA.","challenge; international undergraduate student; scoping review; transition; Work-integrated learning","","","","","","","","References Marked with an Asterisk (*) Indicate Studies Included in the Scoping Review; Abu-Arab A., Parry A., Supervising culturally and linguistically diverse (CALD) nursing students: A challenge for clinical educators, Nurse Education in Practice, 15, 4, pp. e1-e9, (2015); Australian Collaborative Education Network - Summary report for graduate outcomes survey items 2020, (2020); Anderson M., Goodman J., Schlossberg N.K., Counseling adults in transition: Linking Schlossberg's theory with practice in a diverse world, (2012); Aprile K.T., Knight B.A., The WIL to learn: Students’ perspectives on the impact of work-integrated learning placements on their professional readiness, Higher Education Research & Development, 39, 5, pp. 869-882, (2020); 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Schlossberg N.K., Counseling adults in transition: Linking practice with theory, (1995); Tran L.H.N., Motivations for studying abroad and immigration intentions: The case of Vietnamese students, Journal of International Students, 9, 3, pp. 758-776, (2019); Vaughan K., Workplace learning: A literature review, (2008); Wenham K.E., Valencia-Forrester F., Backhaus B., Make or break: The role and support needs of academic advisors in work-integrated learning courses, Higher Education Research & Development, 39, 5, pp. 1026-1039, (2020); Xia J., Caulfield C., Ferns S., Work-integrated learning: Linking research and teaching for a win-win situation, Studies in Higher Education, 40, 9, pp. 1560-1572, (2015); Zunz S.J., Oil K.R., A preliminary look at international students in MSW field placements at nonurban U. S. Campuses, Journal of Social Work Education, 45, 1, pp. 131-137, (2009)","S. Ananthram; Faculty of Business and Law, Curtin University, Perth, Australia; email: s.ananthram@curtin.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85119496714"
"van Harten J.; de Cuyper N.; Knies E.; Forrier A.","van Harten, Jasmijn (57060241200); de Cuyper, Nele (8355522100); Knies, Eva (38861986500); Forrier, Anneleen (6508172969)","57060241200; 8355522100; 38861986500; 6508172969","Taking the temperature of employability research: a systematic review of interrelationships across and within conceptual strands","2022","European Journal of Work and Organizational Psychology","31","1","","145","159","14","27","10.1080/1359432X.2021.1942847","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108617223&doi=10.1080%2f1359432X.2021.1942847&partnerID=40&md5=599c684f6bc14d8e1ec25b4ada158ab8","School of Governance, Utrecht University, Utrecht, Netherlands; Research Group Work, Organizational and Personnel Psychology, Katholieke Universiteit Leuven, KU Leuven, Leuven, Belgium; Faculty of Economics and Business, Katholieke Universiteit Leuven, KU Leuven, Leuven, Belgium","van Harten J., School of Governance, Utrecht University, Utrecht, Netherlands; de Cuyper N., Research Group Work, Organizational and Personnel Psychology, Katholieke Universiteit Leuven, KU Leuven, Leuven, Belgium; Knies E., School of Governance, Utrecht University, Utrecht, Netherlands; Forrier A., Faculty of Economics and Business, Katholieke Universiteit Leuven, KU Leuven, Leuven, Belgium","Employability concerns an individual’s potential in the labour market. This potential has been interpreted along three strands: (I) in terms of personal strengths that increase employment potential; (II) in terms of self-perceived employment opportunities; and (III) in terms of job transitions as a realization of employment potential. The risk of using different approaches is fragmentation of the research field. In response, we aim to study the extent to which fragmentation is an issue and the potential for integration both across and within strands. We achieve this aim through a systematic review of 71 empirical studies on employees’ employability that reports on the interrelationships across and within strands and instruments used within strands. Our review shows that the different strands are connected, yet evidence mostly comes from cross-sectional studies. In addition, relationships within strands are typically stronger than across strands. However, there are many different instruments used, and this is a key barrier for integration. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employees; job transition; movement capital; perceived employability; perceived employment opportunities; Systematic literature review","","","","","","","","Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W., Competencies for the contemporary career: Development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Akkermans J., Kubash S., Trending topics in careers: A review and future research agenda, Career Development International, 22, 6, pp. 586-627, (2017); Akkermans J., Tims M., Crafting your career: How career competencies relate to career success via job crafting, Applied Psychology, 66, 1, pp. 168-195, (2017); Akkermans J., Tims M., Beijer S., de Cuyper N., Should employers invest in employability? Examining employability as a mediator in the HRM–commitment relationship, Frontiers in Psychology, 10, 717, pp. 1-10, (2019); Berntson E., Naswall K., Sverke M., Investigating the relationship between employability and self-efficacy: A cross-lagged analysis, European Journal of Work and Organizational Psychology, 17, 4, pp. 413-425, (2008); Briscoe J.P., Hall D.T., DeMuth R.L.F., Protean and boundaryless careers: An empirical exploration, Journal of Vocational Behavior, 69, 1, pp. 30-47, (2006); Camps J., Torres F., Contingent Reward Leader Behaviour: Where Does It Come From?, Systems Research and Behavioral Science, 28, 3, pp. 212-230, (2011); Chib A., Wardoyo R.J., Differential OER impacts of formal and informal ICTs: Employability of female migrant workers, The International Review of Research in Open and Distributed Learning, 19, 3, pp. 95-113, (2018); Chughtai A., Servant leadership and perceived employability: proactive career behaviours as mediators, Leadership & Organization Development Journal, 40, 2, pp. 213-229, (2019); Coetzee M., Oosthuizen R.M., Stoltz E., Psychosocial employability attributes as predictors of staff satisfaction with retention factors, South African Journal of Psychology, 46, 2, pp. 232-243, (2015); Daniels K., Guidance on conducting and reviewing systematic reviews (and meta-analyses) in work and organizational psychology, European Journal of Work and Organizational Psychology, 28, 1, pp. 1-10, (2019); De Battisti F., Gilardi S., Siletti E., Solari L., Employability and mental health in dismissed workers: the contribution of lay-off justice and participation in outplacement services, Quality & Quantity, 48, 3, pp. 1305-1323, (2014); De Cuyper N., De Witte H., Temporary employment and perceived employability: Mediation by impression management, Journal of Career Development, 37, 3, pp. 635-652, (2010); De Cuyper N., De Witte H., The management paradox: Self-rated employability and organizational commitment and performance, Personnel Review, 40, 2, pp. 152-172, (2011); De Cuyper N., Makikangas A., Kinnunen U., Mauno S., Witte H.D., Cross‐lagged associations between perceived external employability, job insecurity, and exhaustion: Testing gain and loss spirals according to the conservation of resources theory, Journal of Organizational Behavior, 33, 6, pp. 770-788, (2012); De Vos A., Soens N., Protean attitude and career success: The mediating role of self-management, Journal of Vocational Behavior, 73, 3, pp. 449-456, (2008); De Cuyper N., Raeder S., Van der Heijden B.I., Wittekind A., The association between workers’ employability and burnout in a reorganization context: Longitudinal evidence building upon the conservation of resources theory, Journal of Occupational Health Psychology, 17, 2, pp. 162-174, (2012); De Vos A., Forrier A., Van der Heijden B., De Cuyper N., Keep the expert! Occupational expertise, perceived employability and job search: A study across age groups, Career Development International, 22, 3, pp. 318-332, (2017); DeFillippi R.J., Arthur M.B., The boundaryless career: A competency‐based perspective, Journal of Organizational Behavior, 15, 4, pp. 307-324, (1994); Direnzo M.S., Greenhaus J.H., Weer C.H., Relationship between protean career orientation and work-life balance: A resource perspective, Journal of Organizational Behavior, 36, 4, pp. 538-560, (2015); Eby L.T., Butts M., Lockwood A., Predictors of success in the era of the boundaryless career, Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 24, 6, pp. 689-708, (2003); Feintuch A., Improving the employability and attitudes of” difficult-to-place” persons, Psychological Monographs: General and Applied, 69, 7, pp. 1-20, (1955); Forrier A., De Cuyper N., Akkermans J., The winner takes it all, the loser has to fall: Provoking the agency perspective in employability research, Human Resource Management Journal, 28, 4, pp. 511-523, (2018); Forrier A., Sels L., The concept employability: A complex mosaic, International Journal of Human Resources Development and Management, 3, 2, pp. 102-124, (2003); Forrier A., Sels L., Stynen D., Career mobility at the intersection between agent and structure: A conceptual model, Journal of Occupational and Organizational Psychology, 82, 4, pp. 739-759, (2009); Fugate M., Kinicki A.J., A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, 3, pp. 503-527, (2008); Froehlich D.E., Beausaert S., Segers M., Gerken M., Learning to stay employable, Career Development International, 19, 5, pp. 508-525, (2014); Forrier A., Verbruggen M., De Cuyper N., Integrating different notions of employability in a dynamic chain: The relationship between job transitions, movement capital and perceived employability, Journal of Vocational Behavior, 89, pp. 56-64, (2015); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Fugate M., van der Heijden B., De Vos A., Forrier A., De Cuyper N., Is what’s past prologue? A review and agenda for contemporary employability research, Academy of Management Annals, 15, 1, pp. 266-298, (2021); Guilbert L., Bernaud J.L., Gouvernet B., Rossier J., Employability: Review and research prospects, International Journal for Educational and Vocational Guidance, 16, 1, pp. 69-89, (2016); Guilbert L., Carrein C., Guenole N., Monfray L., Rossier J., Priolo D., Relationship between perceived organizational support, proactive personality, and perceived employability in workers over 50, Journal of Employment Counseling, 55, 2, pp. 58-71, (2018); Hall D., The protean career: A quarter-century journey, Journal of Vocational Behavior, 65, 1, pp. 1-13, (2004); Hobfoll S.E., The influence of culture, community, and the nested‐self in the stress process: Advancing conservation of resources theory, Applied psychology, 50, 3, pp. 337-421, (2001); Koen J., Klehe U.C., Van Vianen A.E., Employability among the long-term unemployed: A futile quest or worth the effort?, Journal of Vocational Behavior, 82, 1, pp. 37-48, (2013); Kuijpers M.A.C.T., Scheerens J., Career competencies for the modern career, Journal of Career Development, 32, 4, pp. 303-319, (2006); Kyndt E., Onghena P., Smet K., Dochy F., Employees’ willingness to participate in work-related learning: A multilevel analysis of employees’ learning intentions, International Journal for Educational and Vocational Guidance, 14, 3, pp. 309-327, (2014); Lin Y.-C., Are you a protean talent? The influence of protean career attitude, learning-goal orientation and perceived internal and external employability, Career Development International, 20, 7, pp. 753-772, (2015); Lysova E.I., Jansen P.G.W., Khapova S.N., Plomp J., Tims M., Examining calling as a double-edged sword for employability, Journal of Vocational Behavior, 104, pp. 261-272, (2018); Makikangas A., De Cuyper N., Mauno S., Kinunen U., A longitudinal, person-centered view on perceived employability: The role of job insecurity, European Journal of Work & Organizational Psychology, 22, 4, pp. 490-503, (2013); Mancinella S., Mazzanti M., Piva N., Ponti G., Education, reputation or network? Evidence on migrant workers employability, Journal of Socio-Economics, 39, 1, pp. 64-71, (2010); Maslic Sersic D., Tomas J., The role of dispositional employability in determining individual differences in career success, Drustvena Istrazivanja, 23, 4, (2014); McArdle S., Waters L., Briscoe J.P., Hall D.T., Employability during unemployment: Adaptability, career identity and human and social capital, Journal of Vocational Behavior, 71, 2, pp. 247-264, (2007); Moher D., Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement, Annals of Internal Medicine, 151, 4, pp. 264-269, (2009); Employee development and voluntary turnover: Testing the employability paradox, Human Resource Management Journal, 27, 1, pp. 152-168, (2017); Nurita J., Fatimah P., Noor Akmar O., Hanifah M., Factors influencing internal and external employability of employees, Business and Economics Journal, 11, pp. 1-10, (2010); Enhancing Employability. Report prepared for the G20 Employment Working Group, (2016); Osmani M., Weerakkody V., Hindi N.M., Al-Esmail R., Eldabi T., Kapoor K., Irani Z., Identifying the trends and impact of graduate attributes on employability: A literature review, Tertiary Education and Management, 21, 4, pp. 367-379, (2015); Philippaers K., De Cuyper N., Forrier A., Employable, committed, and thus well-performing: A matter of interdependent forward-looking social exchange, European Journal of Work and Organizational Psychology, 26, 5, pp. 755-767, (2017); Does self-directedness in learning and careers predict the employability of low-qualified employees?, Vocations and Learning, 5, 2, pp. 137-151, (2012); Reader T.W., Gillespie A., Hald J., Patterson M., Unobtrusive indicators of culture for organizations: a systematic review, European Journal of Work and Organizational Psychology, 29, 5, pp. 633-649, (2020); Rosenthal R., DiMatteo M.R., Meta-analysis: Recent developments in quantitative methods for literature reviews, Annual Review of Psychology, 52, 1, pp. 59-82, (2001); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Savickas M.L., Porfeli E.J., Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries, Journal of Vocational Behavior, 80, 3, pp. 661-673, (2012); The employability of older workers as teleworkers, (2010); Snape D., Meads C., Bagnall A.-M., Tregaskis O., Mansfield L., What works wellbeing: A guide to our evidence review methods, (2016); Sullivan S.E., Al Ariss A., Making sense of different perspectives on career transitions: A review and agenda for future research, Human Resource Management Review, 31, 1, (2021); Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Dispositional employability and online training purchase. Evidence from employees’ behavior in Spain, Frontiers in Psychology, (2016); Van Dam K., Antecedents and consequences of employability orientation, European Journal of Work and Organizational Psychology, 13, 1, pp. 29-51, (2004); Van Der Heijde C.M., Van Der Heijden B.I., A competence‐based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Van der Heijden B.I., The relationship between employee initiatives and occupational expertise throughout the career in small-and medium-sized enterprises in The Netherlands, Career development international, 7, 6, pp. 322-338, (2002); Learning climate perceptions as a determinant of employability: An empirical study among European ICT professionals, Frontiers in Psychology, (2018); Van der Heijden B.I.J.M., de Lange A.H., Demerouti E., Van der Heijde C.M., Age effects on the employability–career success relationship, Journal of Vocational Behavior, 74, 2, pp. 156-164, (2009); Van Harten J., De Cuyper N., Guest D., Fugate M., Knies E., Forrier A., Introduction to special issue on HRM and employability: Mutual gains or conflicting outcomes?, The International Journal of Human Resource Management, 31, 9, pp. 1095-1105, (2020); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Veld M., Semeijn J.H., Van Vuuren T., Enhancing perceived employability: An interactionist perspective on responsibilities of organizations and employees, Personnel Review, 44, 6, pp. 866-882, (2015); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010)","J. van Harten; School of Governance, Utrecht University, Utrecht, Netherlands; email: E.J.vanHarten1@uu.nl","","Routledge","","","","","","1359432X","","","","English","Eur. J. Work Organ. Psychol.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85108617223"
"Vitus K.; Jarlby F.","Vitus, Kathrine (23988058400); Jarlby, Frederikke (57203936274)","23988058400; 57203936274","Between integration and repatriation–frontline experiences of how conflicting immigrant integration policies hamper the integration of young refugees in Denmark","2022","Journal of Ethnic and Migration Studies","48","7","","1496","1514","18","7","10.1080/1369183X.2021.1873112","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099712532&doi=10.1080%2f1369183X.2021.1873112&partnerID=40&md5=81cca992d0813c5f58dc1093c7bc484a","Sociology, Associate Professor, Department of Sociology and Social Work, Aalborg University, Copenhagen, Denmark; Norwegian Research Centre AS (NORCE), Bergen, Norway","Vitus K., Sociology, Associate Professor, Department of Sociology and Social Work, Aalborg University, Copenhagen, Denmark; Jarlby F., Norwegian Research Centre AS (NORCE), Bergen, Norway","Confronted with global migration pressures, European countries face the dual challenges of border control and the incorporation of immigrants into society. Danish immigration and integration policies aim to restrict the influx of refugees and to develop newcomers’ sense of civic responsibility. We analyse 2017 policy problematisations and local integration policy workers’ experiences with integrating young, newly arrived refugees under the mandatory municipal integration programme. We find that these policies lead to paradoxical effects when integration goals interact with immigration laws that create precarious temporary living conditions. Moreover, when integration is problematised as an exclusive problem of refugees’ employability and prompt economic self-sufficiency. The policy problematisations neglect the needs of young refugees by overlooking critical aspects of social and cultural integration and obscuring the possibilities for individually tailored services, which, from frontline integration workers’ perspective, are necessary to realise young refugees’ integration. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Denmark; frontline work; Immigrant integration policy; problematisations; young refugees","Denmark; immigrant; immigration policy; policy analysis; policy approach; refugee; young population","","","","","Danish Research Centre of Migration, Ethnicity and Health, University of Copenhagen; Forskerakademiet; Københavns Universitet, KU; Aalborg Universitet, AAU; Danmarks Frie Forskningsfond, DFF, (DFF - 7015-00023); Ministry of Education and Science of Ukraine, MESU","This work was supported by Det Frie Forskningsråd: [Grant Number DFF - 7015-00023]. We thank the Danish Research Council for funding the project ‘Junctures of Change in the Integration of Young Refugees’, of which the data material for this article is part. We also thank our project colleagues, Associate Professor Morten Skovdal (Department of Public Health, University of Copenhagen) and PhD fellow Louise Buhl Andersen (Department of Sociology and Social Work, Aalborg University), for their important contributions through discussion of data and analysis. Finally, we are grateful to our colleagues at the Department of Sociology and Social Work and at MESU (Danish Research Centre of Migration, Ethnicity and Health, University of Copenhagen) for their invaluable and critical comments on early and later manuscript drafts.","(2017); Andersen M., Integrationens imaginære grænser, (2017); Attride-Stirling J., Thematic Networks: An Analytical Tool for Qualitative Research, Qualitative Research, 1, 3, pp. 385-405, (2001); Bacchi C.L., Women, Policy and Politics: The Construction of Policy Problems, (1999); Bacchi C., Analysing Policy: What’s the Problem Represented to be?, (2009); Bacchi C., Goodwin S., Poststructural Policy Analysis, (2016); Belabas W., Gerrits L., Going the Extra Mile? How Street-Level Bureaucrats Deal with the Integration of Immigrants, Social Policy & Administration, 51, 1, pp. 133-150, (2017); Borevi K., Dimensions of Citizenship: European Integration Policies from a Scandinavian Perspective, Diversity, Inclusion and Citizenship in Scandinavia, pp. 19-46, (2010); Borevi K., Jensen K.K., Mouritzen P., The Civic Turn of Immigrant Integration Policies in the Scandinavian Welfare States, Comparative Migration Studies, 5, 9, pp. 1-14, (2017); Bouchard G., Carroll B.W., Policy-Making and Administrative Discretion: The Case of Immigration in Canada, Canadian Public Administration/Administration Publique du Canada, 45, 2, pp. 239-257, (2002); Browne J., Coffey B., Cook K., Meiklejohn S., Palermo C., A Guide to Policy Analysis as a Research Method, Health Promotion International, 34, 5, pp. 1032-1044, (2019); Brubaker R., Categories of Analysis and Categories of Practice: A Note on the Study of Muslims in European Countries of Immigration, Ethnic and Racial Studies, 36, 1, pp. 1-8, (2012); Careja R., Elmelund-Praestekaer C., Klitgaard M.B., Larsen E.G., Direct and Indirect Welfare Chauvinism as Party Strategies: An Analysis of the Danish People’s Party, Scandinavian Political Studies, 39, 4, pp. 435-457, (2016); Colebatch H.K., What Work Makes Policy?, Policy Sciences, 39, 4, pp. 309-321, (2006); Measurement and Indicators of Integration, (1997); (2014); (2016); De Cleen B., Zienkowski J., Smets K., Dekie A., Vandevoordt R., Constructing the ‘Refugee Crisis’ in Flanders. 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An Automated Frame Analysis of Europe’s 2015 Refugee Crisis, Journal of Ethnic and Migration Studies, 43, 11, pp. 1749-1774, (2017); Grubb A., Vitus K., Civic Integration Through Commissioned Communities - On the Cross-Sector co-Production of Conditioned and Clientized Participation, Nordic Journal of Migration Research; Hagelund A., Why it is bad to be Kind. Educating Refugees to Life in the Welfare State: A Case Study from Norway, Social Policy & Administration, 39, 6, pp. 669-683, (2005); Hagelund A., Dealing with the Dilemmas: Integration at the Street-Level in Norway, International Migration, 48, 2, pp. 79-102, (2010); Hepburn E., Zapata-Barrero R., The Politics of Immigration in Multilevel States. Governance and Political Parties, (2014); (2017); James I., Julian R., Policy Implementation and Refugee Settlement: The Perceptions and Experiences of Street-Level Bureaucrats in Launceston, Tasmania, Journal of Sociology, pp. 1-19, (2020); Jenkins R., The Meaning of Policy/Policy as Meaning, Policy Reconsidered: Meanings, Politics and Practices, pp. 21-36, (2007); Jensen K.K., Scandinavian Immigrant Integration Politics: Varieties of the Civic Turn, PhD Dissertation, (2016); Joppke C., Beyond National Models: Civic Integration Policies for Immigrants in Western Europe, West European Politics, 30, 1, pp. 1-22, (2007); Jorgensen M., Thomsen T.L., Deservingness in the Danish Context: Welfare Chauvinism in Time of Crisis, Critical Social Policy, 36, 3, pp. 330-351, (2016); (2015); Kertzer D.I., Age Structuring in Comparative and Historical Perspective, Age Structuring in Comparative Perspective, pp. 2-19, (1989); (2016); Larrison J., Raadschelders J.C., Understanding Migration: The Case for Public Administration, International Journal of Public Administration, 43, 1, pp. 37-48, (2020); Lemberg-Pedersen M., (2013); Lipsky M., Street-level Bureaucracy: Dilemmas of the Individual in Public Services, (1980); McPherson M., I Integrate, Therefore I Am': Contesting the Normalizing Discourse of Integrationism Through Conversations with Refugee Women, Journal of Refugee Studies, 23, 4, pp. 546-570, (2010); Mouritsen P., The Particular Universalism of a Nordic Civic Nation: Common Values, State Religion and Islam in Danish Political Culture, Multiculturalism, Muslims and Citizenship, pp. 81-104, (2006); Nash K., Contemporary Political Sociology: Globalization, Politics and Power, (2010); Olwig K., Paerregaar C., The Question of Integration: Immigration, Exclusion and the Danish Welfare State, (2011); Pantazis C., Policies and Discourses of Poverty During a Time of Recession and Austerity, Critical Social Policy, 36, 1, pp. 3-20, (2016); Pedersen M.H., Rytter M., Islam og muslimer i Danmark: Religion, identitet og sikkerhed efter 11. September 2001, (2011); (2019); Rytter M., Writing Against Integration: Danish Imaginaries of Culture, Race and Belonging, Ethnos, 84, 4, pp. 678-697, (2018); Sjorslev I., The Paradox of Integration: Excluding While Claiming to Integrate Into Danish Society, The Question of Integration: Immigration, Exclusion and the Danish Welfare State, pp. 77-93, (2011); Tyrer R.A., Fazel M., School and Community-Based Interventions for Refugee and Asylum Seeking Children: A Systematic Review, PLoS One, 9, 2, (2014); (2019); Viola E., Biondo E., Mosso C.O., The Role of Social Worker in Promoting Immigrants’ Integration, Social Work in Public Health, 33, 7-8, pp. 483-496, (2018); Vitus K., Waiting Time the de-Subjectification of Children in Danish Asylum Centres, Childhood (copenhagen, Denmark), 17, 1, pp. 26-42, (2010); Vitus K., Zones of Indistinction: Family Life in Danish Asylum Centres, Distinktion: Scandinavian Journal of Social Theory, 12, 1, pp. 95-112, (2011); Vitus K., Liden H., The Status of the Asylum-Seeking Child in Norway and Denmark - Comparing Discourses, Politics and Practices, Journal of Refugee Studies, 23, 1, pp. 62-81, (2010); Wade J., Preparation and Transition Planning for Unaccompanied Asylum-Seeking and Refugee Young People: A Review of Evidence in England, Children and Youth Services Review, 33, 12, pp. 2424-2430, (2011); Yanow D., Making Sense of Policy Practices: Interpretation and Meaning, Handbook of Critical Policy Studies, pp. 401-421, (2015)","K. Vitus; Sociology, Associate Professor, Department of Sociology and Social Work, Aalborg University, Copenhagen, Denmark; email: vitus@socsci.aau.dk","","Routledge","","","","","","1369183X","","","","English","J. Ethn. Migr. Stud.","Article","Final","","Scopus","2-s2.0-85099712532"
"Chauke T.A.; Malatji K.S.","Chauke, Thulani Andrew (57413191000); Malatji, Khashane Stephen (56205872500)","57413191000; 56205872500","A Narrative Systematic Review of the Mental Toughness Programme Offered by the National Youth Development Agency","2022","Academic Journal of Interdisciplinary Studies","11","1","","280","292","12","1","10.36941/ajis-2022-0025","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122881410&doi=10.36941%2fajis-2022-0025&partnerID=40&md5=f4b6a9a4575d49dd2bf3b650080f1ffa","Department of Adult Basic Education and Youth Development, University of South Africa, Preller St, Muckleneuk, Pretoria, 0002, South Africa; Tshwane University of Technology, Staatsartillerie Rd, Pretoria West, Pretoria, 0183, South Africa","Chauke T.A., Department of Adult Basic Education and Youth Development, University of South Africa, Preller St, Muckleneuk, Pretoria, 0002, South Africa; Malatji K.S., Tshwane University of Technology, Staatsartillerie Rd, Pretoria West, Pretoria, 0183, South Africa","The rapid increase of poverty, crime, and unemployment in South Africa results in youth vulnerability. Youth not in employment, not in education, and not in training are most vulnerable to life setbacks, find it difficult dealing with criticism, rejection, and failure. Thus, youth workers responsible for the coordination of youth service programme need to design an autonomy-supportive programme that can prepare youth mentally before youth are placed in a youth development programme that seeks to enhance youth employability. The National Youth Development Agency in South Africa under the National Youth Service Programme has developed a mental toughness programme curriculum that NYS volunteers undergo before participating in youth skill development programme or community service programme for a minimum of five days. The aim of the study is to explore the impact of the Mental Toughness Programme on the positive development of youth through youth lived experience in the Western Cape Province, South Africa. This study made use of a qualitative research approach, non-probability sampling to sample eight youth who participated in the Mental Toughness Programme offered by the National Youth Development Agency. In this study, we recommend that the National Youth Development Agency knowledge and research division should conduct a longitudinal study that can evaluate the impact of the Mental Toughness Programme on positive youth development in South Africa. The National Youth Development Agency should revise the mental toughness programme curriculum in a way that the programme goes beyond five days and physical toughness should be cooperated in the curriculum to enhance social cohesion. © 2022 Thulani Andrew Chauke and Khashane Stephen Malatji.","Mental toughness programme; National Youth Development Agency; Volunteers; Youth","","","","","","","","Aspers P., Corte U., What is a Qualitative in Qualitative Research?, Qualitative Social, 42, pp. 139-160, (2019); Bell J., Hardy L., Beattie S., Enhancing mental toughness and performance under pressure in elite young cricketers: A 2-year longitudinal intervention, Sport, Exercise, and Performance Psychology, 2, pp. 281-297, (2013); Boyd D., Bee H., Lifespan development, (2012); Chauke T. A., Malatji K. S., Youth experience of deviant behaviour as portrayed in some television programmes: In case of youth of 21st century, Gender & Behaviour, 16, 3, pp. 12178-12189, (2018); Chauke T. A., Malatji K. S., Mudau T. J., Investigation of the socio-economic factors that influences deviant behaviour among the youth: A case study of Madonsi Village, South Africa, Gender & Behaviour, 17, 1, pp. 12630-12648, (2019); Chauke T. A., Mudau T. J., Why am I here and what does South Africa new dawn mean for me? Youth streetism in the city of Polokwane, Journal of Gender, Information and Development in Africa (JGIDA), 8, 2, pp. 181-193, (2019); Chauke T. A., Mudau T. J., The electoral commission and youth participation in the electoral process of South Africa: A critical deductive discourse on Africa's electoral legitimacy, African Renaissance, 16, 3, pp. 167-187, (2019); Chauke T.A, Malatji K.S, Obadire O.S, Development of Youth Capabilities through the National Youth Service Programme: African Renaissance, 18, 2, pp. 81-102, (2021); Cook C., Crust L., Littlewood M., Nesti M., Allen- Collinson J., What it takes': perceptions of mental toughness and its development in an English Premier League Soccer Academy, Qualitative Research in Sport, Exercise and Health, 6, 3, pp. 329-347, (2014); Coulter T.J, Mallett C.J, Singer J.A, A three- domain personality analysis of a mentally tough athlete, Eur J Pers, 32, pp. 6-29, (2018); Cowden RG., On the mental toughness of self-aware athletes: Evidence from competitive tennis players, South African Journal of Science, 113, 1, (2017); Cowden R. G., Clough P. J., Oppong Asante K., Mental Toughness in South African Youth: Relationships with Forgivingness and Attitudes Towards Risk, Psychological Reports, 120, 2, pp. 271-289, (2017); Cowden R. G., Crust L., Tibbert S. J., Jackman P. C., Mental toughness development and training in sport, Advancements in mental skills training, (2020); Cooper K.B, Wilson M, Jones M, An Exploratory Case Study of Mental Toughness Variability and Potential Influencers over 30 Days, Journal of Sports, 7, (2019); Connaughton D, Hanton S, Jones G, Wadey R, Mental toughness research: Key issues in this area, Int J Sport Psychol, 39, pp. 192-204, (2008); Crust L., Earle K., Perry J., Earle F., Clough A., Clough P., Mental toughness in higher education: relationships with achievement and progression in first-year university sport students, Personality and Individual Differences, 69, pp. 87-91, (2014); Gucciardi Daniel F., Gordon Sandy, Dimmock James A., Evaluation of a Mental Toughness Training Program for Youth-Aged Australian Footballers: I. A Quantitative Analysis, Journal of Applied Sport Psychology, 21, 3, pp. 307-323, (2009); Denzin N. K., Lincoln Y. S., The SAGE handbook of qualitative research, (2011); De Vos A. S., Strydom H., Fouche C. B., Delport C. S. L., Research at grassroots, (2011); Dudovskiy J., The Ultimate Guide to Writing a Dissertation in Business Studies: A Step-by-Step Assistance, (2018); Golby J., Wood P., The Effects of Psychological Skills Training on Mental Toughness and Psychological Well-Being of Student-Athletes, Psychology, 7, pp. 901-913, (2016); Green D., What is a theory of change and how do we use it?, (2013); Gucciardi D. F., Gordon S., Dimmock J. A., Towards an understanding of mental toughness in Australian football, Journal of Applied Sport Psychology, 20, pp. 261-281, (2008); Gucciardi D. F., Mental toughness: progress and prospects, Curr Opin Psychol, 16, pp. 17-23, (2017); Harmison R. A, Social-cognitive framework for understanding and developing mental toughness in sport, Mental toughness in sport: Developments in research and theory, pp. 47-68, (2011); James C., Comic Relief and Theory of Change, (2011); Micoogullari B, Ekmekci R., Evaluation of a Psychological Skill Training Program on Mental Toughness and Psychological Wellbeing for Professional Soccer Players, Universal Journal of Educational Research, 5, 12, pp. 2312-2319, (2017); Kabir S.M.S., Basic Guidelines for Research: An Introductory Approach for All Disciplines, (2016); Mattie P, Munroe-Chandler K, Examining the relationship between mental toughness and imagery use, J Appl Sport Psychol, 24, pp. 144-156, (2012); Mahoney J. W., Gucciardi D. F., Ntoumania N., Mallet C. J., Mental Toughness in Sport: Motivational Antecedents and Associations with Performance and Psychological Health, Journal of Sport and Exercise Psychology, 36, pp. 281-292, (2014); Majid U., Research Fundamentals: Study Design, Population and Sample Size, Undergraduate Research in Natural and Clinical Science and Technology (URNCST) Journal, 2, 1, pp. 1-7, (2018); Annual Report 2018/2019, (2020); Sheard M., Mental Toughness: The Mindset Behind Sporting Achievement, (2012); Stamatis A., Grandjean P., Morgan G., Padgett R. N., Cowden R., Koutakis P., Developing and training mental toughness in sport: a systematic review and meta-analysis of observational studies and pre-test and post-test experiments, BMJ open sport & exercise medicine, 6, 1, (2020); Stamp E., Crust L., Swann C., Perry J., Clough P., Marchant D., Relationships between mental toughness and psychological wellbeing in undergraduate students, Personality and Individual Differences, 75, pp. 170-174, (2015); Slack L, Maynard I, Butt J, Olusaga P, An evaluation of a mental toughness education and training program for early-career English Football League referees, Sport Psychol, 29, pp. 237-257, (2014); Strandh M., Winefield A., Nilsson K., Hammastrom A., Unemployment and mental health scarring during life course, European Journal of Public Health, 24, 3, pp. 440-445, (2014); Overview of the Western Cape - Western Cape Government, (2014); Sharp L, Woodcock C, Holland M.J.D, Cumming J, Duda J.J., A Qualitative Evaluation of the Effectiveness of a Mental Skills Training Program for Youth Athletes, The Sport Psychologist, 27, pp. 219-232, (2013); Thern E., Munter J., Hemmingsson T., Rasmussen F., Long-term effects of youth unemployment on mental health: does an economic crisis make a difference?, Journal of Epidemiology Community Health, 71, pp. 344-349, (2017); Zeng Q., Youth unemployment and the risk of social relationship exclusion: a qualitative study in a Chinese context, International Journal of Adolescence and Youth, 17, 2-3, pp. 85-94, (2012); Zalewska A. M., Krzywosz-Rynkiewicz B., Clough P. J., Dagnall N., Mental toughness development throughadolescence: Effects of age group and community size, Social Behavior and Personality: An international journal, 47, 1, (2019); Zukauskas P., Vveinhardt J., Andriukaitiene R., Research Ethics, Management Culture and Corporate Social Responsibility, Pranas? ukauskas, Jolita Vveinhardt and Regina Andriukaitien?, Intech Open, (2018)","","","Richtmann Publishing Ltd","","","","","","22813993","","","","English","Acad. J. Interdiscip. Stud.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85122881410"
"Jaiswal A.; Arun C.J.; Varma A.","Jaiswal, Akanksha (57202868909); Arun, C. Joe (18533747600); Varma, Arup (7202665999)","57202868909; 18533747600; 7202665999","Rebooting employees: upskilling for artificial intelligence in multinational corporations","2022","International Journal of Human Resource Management","33","6","","1179","1208","29","72","10.1080/09585192.2021.1891114","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102861561&doi=10.1080%2f09585192.2021.1891114&partnerID=40&md5=03aacd2def1536a23ee131dfe532ff69","Loyola Institute of Business Administration, Chennai, India; Quinlan School of Business, Loyola University Chicago, Chicago, IL, United States","Jaiswal A., Loyola Institute of Business Administration, Chennai, India; Arun C.J., Loyola Institute of Business Administration, Chennai, India; Varma A., Quinlan School of Business, Loyola University Chicago, Chicago, IL, United States","Proponents of artificial intelligence (AI) have envisaged a scenario wherein intelligent machines would execute routine tasks performed by humans, thus, relieving them to engage in creative pursuits. While there is widespread fear of corresponding job losses, organizational think tanks vouch for the synergistic culmination of human–machine competencies. Using the dynamic skill, neo-human capital and AI job replacement theories, we contend that the introduction and adoption of AI calls for employees to upskill themselves. To determine the key skills deemed critical for the upskilling of employees, we interviewed 20 experienced professionals in multinational corporations (MNCs) in the information technology sector in India. Deploying Gioia’s methodology for qualitative analysis, our investigation revealed five critical skills for employee upskilling: data analysis, digital, complex cognitive, decision making and continuous learning skills. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Artificial intelligence; employability; future of work; MNCs; multinational corporations; upskilling","","","","","","","","Agarwal S., Smet A.D., Poplawski P., Reich A., Beyond hiring: How companies are reskilling to address talent gaps, (2020); Agerfalk P.J., Artificial intelligence as digital agency, European Journal of Information Systems, 29, 1, pp. 1-8, (2020); Akerkar R., Artificial intelligence for business, (2019); Augier M., Teece D.J., Dynamic capabilities and the role of managers in business strategy and economic performance, Organization Science, 20, 2, pp. 410-421, (2009); Banihani M., Syed J., Gendered work engagement: Qualitative insights from Jordan, The International Journal of Human Resource Management, 31, 5, pp. 611-637, (2020); Bartel A.P., Lichtenberg F.R., The comparative advantage of educated workers in implementing new technology, The Review of Economics and Statistics, 69, 1, pp. 1-11, (1987); Bondarouk T., Brewster C., Conceptualizing the future of HRM and technology research, The International Journal of Human Resource Management, 27, 21, pp. 2652-2671, (2016); Bondarouk T., Parry E., Furtmueller E., Electronic HRM: Four decades of research on adoption and consequences, The International Journal of Human Resource Management, 28, 1, pp. 98-131, (2017); Budhwar P.S., Management of human resources in foreign firms operating in India: The role of HR in country-specific headquarters, The International Journal of Human Resource Management, 23, 12, pp. 2514-2531, (2012); Budhwar P.S., Varma A., Emerging HR management trends in India and the way forward, Organizational Dynamics, 40, 4, pp. 317-325, (2011); Budhwar P., Varma A., Kumar R., Indian business: Understanding a rapidly emerging economy, (2019); Bughin J., Batra P., Chui M., Manyika J., Ko R., Sanghvi S., Woetzel J., Lund S., Jobs lost, jobs gained: Workforce transitions in a time of automation, (2017); Bughin J., Hazan E., Lund S., Dahlstrom P., Wiesinger A., Subramaniam A., Skill shift: Automation and the future of the workforce, (2018); Butler D., A world where everyone has a robot: Why 2040 could blow your mind, Nature, 530, 7591, pp. 398-401, (2016); Cappelli P., Yakubovich P., Can data science change human resources, The future of management in an AI world, (2020); Chadwick C., Flinchbaugh C., Searching for competitive advantage in the hrm/firm performance relationship, Academy of Management Perspectives, (2020); Chaudhuri K., Varma A., Malik A., (2020); Collins C.J., Expanding the resource-based view model of strategic human resource management, The International Journal of Human Resource Management, (2020); Corea F., AI knowledge map: How to classify AI technologies, An introduction to data. Studies in big data, (2019); Daugherty P.R., Wilson H.J., Human + machine: Reimagining work in the age of AI, (2018); Davenport T.H., Kirby J., Just how smart are smart machines?, MIT Sloan Management Review, 57, 3, pp. 21-25, (2016); Fischer K., Yan Z., Stewart J., Adult cognitive development: Dynamics in the developmental web, Handbook of developmental psychology, pp. 491-516, (2003); Gioia D.A., Corley K.G., Hamilton A.L., Seeking qualitative rigor in inductive research: Notes on the Gioia methodology, Organizational Research Methods, 16, 1, pp. 15-31, (2013); Glaser B.G., Strauss A.L., The discovery of grounded theory. Strategies for qualitative research, (1967); Hancock B., Lazaroff-Puck K., Rutherford S., Getting practical about the future of work, (2020); Helfat C.E., Martin J.A., Dynamic managerial capabilities: Review and assessment of managerial impact on strategic change, Journal of Management, 41, 5, pp. 1281-1312, (2015); Huang M.H., Rust R.T., Artificial intelligence in service, Journal of Service Research, 21, 2, pp. 155-172, (2018); Huang M.-H., Rust R., Maksimovic V., The feeling economy: Managing in the next generation of artificial intelligence (AI), California Management Review, 61, 4, pp. 43-65, (2019); (2019); (2020); Jain N.K., Celo S., Kumar V., Internationalization speed, resources and performance: Evidence from Indian software industry, Journal of Business Research, 95, pp. 26-37, (2019); Jaiswal A., Arun C.J., Potential of artificial intelligence for transformation of education system in India, International Journal of Education and Development Using Information and Communication Technology, 17, 1, pp. 142-158, (2021); Jordan M.I., Mitchell T.M., Machine learning: Trends, perspectives, and prospects, Science (New York, N.Y.), 349, 6245, pp. 255-260, (2015); Kunnen E.S., Bosma H.A., Fischer’s skill theory applied to identity development: A response to Kroger, Identity, 3, 3, pp. 247-270, (2003); Lavelle J., Turner T., Gunnigle P., McDonnell A., The determinants of financial participation schemes within multinational companies in Ireland, The International Journal of Human Resource Management, 23, 8, pp. 1590-1610, (2012); Lecun Y., Bengio Y., Hinton G., Deep learning, Nature, 521, 7553, pp. 436-444, (2015); Malik A., Rowley C., Business models and people management in the Indian IT industry: From people to profits, (2015); Malik A., Budhwar P., Srikanth N.R., Varma A., (2019); Malik A., Pereira V., Budhwar P., HRM in the global information technology (IT) industry: Towards multivergent configurations in strategic business partnerships, Human Resource Management Review, (2020); Marler J.H., Boudreau J.W., An evidence-based review of HR Analytics, The International Journal of Human Resource Management, 28, 1, pp. 3-26, (2017); Meijerink J., Boons M., Keegan A., Marler J., Special issue of the international journal of human resource management: Digitization and the transformation of human resource management, The International Journal of Human Resource Management, (2018); Menon R.M., Vazirani M., Roy P., Rewire for growth: Accelerating India’s economic growth with Artificial Intelligence, (2017); Mitchell T.M., Key ideas in machine learning, Machine learning, pp. 1-11, (2017); (2020); (2020); Norlander P., Varma A., Nestorov S., (2021); Better skills, better jobs, better lives: A strategic approach to skills policies, (2012); Osterlund C., Jarrahi M.H., Willis M., Boyd K., Wolf C.T., Artificial intelligence and the world of work, a co‐constitutive relationship, Journal of the Association for Information Science and Technology, 72, 1, pp. 128-135, (2021); Pereira V., Malik A., Human capital in the Indian IT/BPO industry, (2015); Pereira V., Budhwar P., Temouri Y., Malik A., Tarba S., Investigating investments in agility strategies in overcoming the global financial crisis–The case of Indian IT/BPO offshoring firms, Journal of International Management, (2020); Portugal I., Alencar P., Cowan D., The use of machine learning algorithms in recommender systems : A systematic review, Expert Systems with Applications, 97, pp. 205-227, (2018); Rust R.T., Huang M.H., The service revolution and the transformation of marketing science, Marketing Science, 33, 2, pp. 206-221, (2014); Sullivan Y., de Bourmont M., Dunaway M., Appraisals of harms and injustice trigger an eerie feeling that decreases trust in artificial intelligence systems, Annals of Operations Research, pp. 1-24, (2020); Thite M., Budhwar P., Wilkinson A., Global HR roles and factors influencing their development: Evidence from emerging Indian IT services multinationals, Human Resource Management, 53, 6, pp. 921-946, (2014); Tschang F.T., Mezquita E.A., Artificial intelligence as augmenting automation: Implications for employment, Academy of Management Perspectives, (2020); Varma A., Tung R., Lure of country of origin: An exploratory study of ex-host country nationals in India, Personnel Review, 49, 7, pp. 1487-1501, (2020); Wilson H.J., Daugherty P.R., Morini-Bianzino N., The jobs that artificial intelligence will create, MIT Sloan Management Review, 58, 4, pp. 13-16, (2017); Wozniak G., The adoption of interrelated innovations: A human capital approach, The Review of Economics and Statistics, 66, 1, pp. 70-79, (1984); Wozniak G., Human capital, information, and the early adoption of technology, The Journal of Human Resources, 22, 1, pp. 101-112, (1987)","A. Jaiswal; Loyola Institute of Business Administration, Loyola Campus, Chennai, 600034, India; email: akanksha.jaiswal@liba.edu","","Routledge","","","","","","09585192","","","","English","Int. J. Hum. Resour. Manage.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85102861561"
"Flower R.L.; DIckens L.M.; Hedley D.","Flower, Rebecca L. (55816643600); DIckens, Louise M. (57375047000); Hedley, Darren (12794045100)","55816643600; 57375047000; 12794045100","Barriers to Employment: Raters' Perceptions of Male Autistic and Non-Autistic Candidates during a Simulated Job Interview and the Impact of Diagnostic Disclosure","2021","Autism in Adulthood","3","4","","300","309","9","9","10.1089/aut.2020.0075","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121289807&doi=10.1089%2faut.2020.0075&partnerID=40&md5=0c0652c251ed4bf9667aac25125495e7","Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia; Department of Psychology and Counselling, School of Psychology and Public Health, La Trobe University, Bendigo, Australia","Flower R.L., Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia, Department of Psychology and Counselling, School of Psychology and Public Health, La Trobe University, Bendigo, Australia; DIckens L.M., Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia; Hedley D., Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia","Job interviews seem to be a barrier to employment for autistic people. This is problematic, as job interviews are typically a part of the job application process. We wanted to explore how non-autistic people perceive male autistic job candidates, and how this compares with male non-autistic candidates. We also wanted investigate whether disclosing that the candidate was autistic changed the raters' judgments of candidates, and if these judgments improved if more information about autism and employment was provided. We showed 357 non-autistic participants short video snippets (∼10 seconds) of two ""job candidates""(people who had completed a simulated job interview). Each participant was shown one video of an autistic job candidate, and one video of a non-autistic job candidate. Participants rated the candidates on two scales (employability and first impressions). After watching both videos, they chose which of the two candidates they would ""hire""and gave an endorsement rating for each. Participants were in one of three conditions. Participants in the first condition (""None"") were not given information about autism before watching the two videos. Participants in the second condition (""Brief"") were told that both of the candidates were autistic. Participants in the third condition (""Detailed"") were told that both candidates were autistic and were also provided with information about autism and the workplace. We told raters in the Brief and Detailed conditions that both the autistic and non-autistic candidate were autistic to explore if the diagnostic label influenced raters' perceptions of candidates separately to the actual diagnostic status of candidates. Overall, the participants rated non-autistic candidates more favorably compared with autistic candidates. Participants gave more favorable job interview ratings for candidates when they were labeled as autistic, showing the autism label made a difference to how raters perceived candidates. Participants given information about autism and employment did not rate the candidates any higher than those in other two conditions, but they did ""hire""more autistic candidates than the other participants. The findings of this study provide some support that diagnostic disclosure may improve perceptions of autistic candidates (by non-autistic people) at job interview. Providing information about autism and the workplace in addition to disclosure may also provide some benefit, but more data are needed. Our findings may not reflect real-world settings. Further studies are also needed that include people of other genders. Given the small number of stimuli videos, and the many differences between autistic people, the less favorable ratings of autistic people should be interpreted with caution. The results of this study provide some evidence that there may be some benefit of disclosing an autism diagnosis during a job interview to non-autistic people. However, diagnostic disclosure is a complex and personal choice.  © Copyright 2021, Mary Ann Liebert, Inc., publishers 2021.; Background: Autistic individuals face low rates of engagement in the labor force. There is evidence that job interviews pose a significant barrier to autistic people entering the workforce. In this experimental study, we investigated the impact of diagnostic disclosure on decisions concerning candidate suitability during job interviews. Methods: Participants (n = 357; 59% female) from the general population rated 10 second ""thin slices""of simulated job interviews of one male autistic and one male non-autistic candidate. In a between-subjects design, autism diagnostic disclosure was manipulated (None, Brief, and Detailed), so that neither (""None""condition) or both (""Brief""and ""Detailed""conditions) candidates were labeled as autistic before the simulated interview (with additional information provided about autism in the ""Detailed""condition). Results: Results for 255 non-autistic raters (57.6% female) were analyzed. Participants gave more favorable ratings of first impressions, employability, and endorsement for candidates labeled as autistic, irrespective of the actual diagnostic status (i.e., autistic and non-autistic) of the individual. Participants rated non-autistic candidates more favorably on all employment measures (first impressions, employability, and endorsement), and ""hired""non-autistic candidates more frequently, compared with autistic candidates. Providing additional information about autism did not result in improved ratings. However, the discrepancy between autistic and non-autistic people chosen for ""hire""was reduced when more information was provided. Conclusions: Although we found some support for the benefits of diagnostic disclosure during a simulated interview, these benefits were not restricted to autistic candidates and may be a positive bias associated with the diagnostic label. Contrary to our predictions, providing information about autism in addition to the diagnostic label did not have an overall impact on results. More research is required to determine whether benefits outweigh any risks of disclosure for autistic job candidates, and whether training interviewers about autism might improve employment outcomes for autistic job seekers.  © Copyright 2021, Mary Ann Liebert, Inc., publishers 2021.","autism; disclosure; employment; first impressions; job interview","accommodation; adult; aged; Article; Australian; autism; awareness; Caucasian; controlled study; curriculum; employability; employment; female; follow up; human; interpersonal communication; job interview; knowledge; male; perception; priority journal; sex difference; simulation; social desirability; stigma","","","","","ANZ Bank; Australian Government’s Cooperative Research Centres Program; Cooperative Research Centre for Living; DXC Technology; Department of Defence, Australian Government","At the time of the study, Darren Hedley was supported by funding from DXC Technology, the Australian Government Department of Defence, and the ANZ Bank. During a period of time while the article was being prepared, Rebecca Flower’s position was supported by the Cooperative Research Centre for Living with Autism (Autism CRC), established and supported under the Australian Government’s Cooperative Research Centres Program. Darren Hedley is currently supported by a Suicide Prevention Australia National Suicide Prevention Research Fellowship. The authors declare no further conflicts of interest.","Hedley D, Uljarevic M, Cameron L, Halder S, Richdale A, Dissanayake C., Employment programs and interventions targeting adults with Autism Spectrum Disorder: A systematic review of the literature, Autism, 21, 8, pp. 929-941, (2017); Disability, Ageing and Carers, Australia: Summary of Findings, 2018, (2019); Roux AM, Shattuck PT, Rast JE, Rava JA, Anderson KA., National autism indicators report: Transition into young adulthood, (2015); Taylor JL, Seltzer MM., Employment and post-secondary educational activities for young adults with autism spectrum disorders during the transition to adulthood, J Autism Dev Disord, 41, 5, pp. 566-574, (2011); Howlin P., Social disadvantage and exclusion: Adults with autism lag far behind in employment prospects, J Am Acad Child Adolesc Psychiatry, 52, 9, pp. 897-899, (2013); Howlin P, Goode S, Hutton J, Rutter M., Adult outcome for children with autism, J Child Psychol Psychiatry, 45, 2, pp. 212-229, (2004); Baldwin S, Costley D, Warren A., Employment activities and experiences of adults with high-functioning autism and Asperger's disorder, J Autism Dev Disord, 44, 10, pp. 2440-2449, (2014); Hillier A, Campbell H, Mastriani K, Et al., Two-year evaluation of a vocational support program for adults on the autism spectrum, Career Dev Transit Except Individ, 30, 1, pp. 35-47, (2007); Ryan AM, Ployhart RE., A century of selection, Annu Rev Psychol, 65, pp. 693-717, (2014); Higgins K, Koch LC, Boughfman EM, Vierstra CV., School-to-work transition and Asperger syndrome, Work, 31, 3, pp. 291-298, (2008); Strickland DC, Coles CD, Southern LB., JobTIPS: A transition to employment program for individuals with autism spectrum disorders, J Autism Dev Disord, 43, 10, pp. 2472-2483, (2013); Huffcutt A, Conway J, Roth PL, Stone NJ., Identification and meta-analytic assessment of psychological constructs measured in employment interviews, J Appl Psychol, 86, 5, pp. 897-913, (2001); Salgado JF, Moscoso S., Comprehensive meta-analysis of the construct validity of the employment interview, Eur J Work Organ Psychol, 11, 3, pp. 299-324, (2002); 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Barrick MR., Swider BW, Stewart GL., Initial evaluations in the interview: Relationships with subsequent interviewer evaluations and employment offers, J Appl Psychol, 95, 6, pp. 1163-1172, (2010); Dougherty TW, Turban DB, Callender JC., Confirming first impressions in the employment interview: A field study of interviewer behavior, J Appl Psychol, 79, 5, pp. 659-665, (1994); Macan TH, Dipboye RL., The effects of interviewers' initial impressions on effects gathering, Organ Behav Hum Decis Process, 42, pp. 364-387, (1988); Swider BW, Barrick MR, Harris TB., Initial impressions: What they are, what they are not, and how they influence structured interview outcomes, J Appl Psychol, 101, 5, pp. 625-638, (2016); Sasson NJ, Faso DJ, Nugent J, Lovell S, Kennedy DP, Grossman RB., Neurotypical peers are less willing to interact with those with autism based on thin slice judgments, Sci Rep, 7, pp. 1-10, (2017); Cage E, Burton H., Gender differences in the first impressions of autistic adults, Autism Res, 12, 10, pp. 1495-1504, (2019); 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Flower; Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, Australia; email: r.flower@latrobe.edu.au","","Mary Ann Liebert Inc.","","","","","","25739581","","","","English","Autism  Adulthood","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85121289807"
"Waight E.","Waight, Emma (55921454400)","55921454400","What can cultural geography offer to the employability agenda? A reflection on powerful knowledge","2022","Journal of Geography in Higher Education","46","4","","516","522","6","1","10.1080/03098265.2021.1957801","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111595587&doi=10.1080%2f03098265.2021.1957801&partnerID=40&md5=5ce80e5d971907ad87bf906547510998","Research Centre for Arts, Memory and Communities, Coventry University, Coventry, United Kingdom","Waight E., Research Centre for Arts, Memory and Communities, Coventry University, Coventry, United Kingdom","This article explores the relevance and value of cultural geography within the undergraduate geography curriculum in light of graduate employability. The article is based on the assertion that employability is an objective to which universities are required to engage, and yet, cultural geography, as a sub-discipline, may be more challenging to map against the prevailing neoliberal employability discourse. To bridge this gap, I propose the use of “powerful knowledge” as a conceptual frame in order to demonstrate specific skills and knowledges cultural geography can and does offer the employability agenda. I briefly demonstrate how visual and ethnographic methods are deployed on two current geography courses in the UK in order to engage students with cultural geography. I end by proposing three key forms of powerful knowledge cultural geography has the potential to generate in graduates. These are: 1) situated knowledge and reflexivity; 2) thinking beyond the human, and; 3) a consideration of cultural landscapes. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","cultural studies; geography curriculum; Graduate attributes; reflexivity; teaching theory","United Kingdom; conceptual framework; cultural geography; curriculum; geography education; knowledge; student; teaching","","","","","","","Alexis-Martin B., Creating object-based learning for the Anthropocene: A critical reflection, International Journal of Management and Applied Research, 7, 3, pp. 215-223, (2020); Barnett R., Supercomplexity and the Curriculum, Studies in Higher Education, 25, 3, pp. 255-265, (2000); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: Navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Bulaitis Z., (2020); Chatterjee H.J., Hannan L., Engaging the Senses: Object-Based Learning in Higher Education, (2016); Clinkard K., Are employability and entrepreneurial measures for higher education relevant? Introducing AGILE reflection, Industry and Higher Education, 32, 6, pp. 375-390, (2018); Cosgrove D., Jackson P., New directions in cultural geography, Area, 19, 2, pp. 95-101, (1987); Daniels J., Brooker J., Student identity development in higher education: Implications for graduate attributes and work-readiness, Educational Research, 56, 1, pp. 65-76, (2014); Daniels S., Hockney Country, Journal of Historical Geography, 38, 4, pp. 458-464, (2012); DeLyser D., Rogers B., Meaning and methods in cultural geography: Practicing the scholarship of teaching, Cultural Geographies, 17, 2, pp. 185-190, (2010); Geoghegan H., On comfort and the culture of cultural geography, Area, 48, 3, pp. 378-383, (2016); Grant-Smith D., Osborne N., Resisting the ‘employability’ doctrine through anarchist pedagogies and prefiguration, Australian Universities’ Review, 59, 2, pp. 59-69, (2017); Hamnett C., Contemporary human geography: Fiddling while Rome burns, Geoforum, 34, 1, pp. 1-3, (2003); Lavrenova O., Spaces and Meanings: Semantics of the Cultural Landscape, (2019); Marginson S., The impossibility of capitalist markets in higher education, Journal of Education Policy, (2013); Penkauskiene D., Railiene A., Cruz G., How is critical thinking valued by the labour market? Employer perspectives from different European countries, Studies in Higher Education, 44, 5, pp. 804-815, (2019); Subject benchmark statement: Geography, (2019); Shurmer-Smith P., Doing Cultural Geography, (2002); Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employers’ perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Wald N., Harland T., Graduate attributes frameworks or powerful knowledge?, Journal of Higher Education Policy and Management, 41, 4, pp. 361-374, (2019); Young M., From constructivism to realism in the sociology of the curriculum, Review of Research in Education, 32, 1, pp. 1-32, (2008); Young M., Powerful knowledge: An analytically useful concept or just a “sexy sounding term”? A response to John Beck’s “Powerful knowledge, esoteric knowledge, curriculum knowledge”, Cambridge Journal of Education, 43, 2, pp. 195-198, (2013)","E. Waight; Research Centre for Arts, Memory and Communities, Coventry University, Coventry, United Kingdom; email: emma.waight@coventry.ac.uk","","Routledge","","","","","","03098265","","","","English","J. Geogr. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85111595587"
"Caballero-García P.A.; Sánchez Ruiz S.","Caballero-García, Presentación A. (57196236124); Sánchez Ruiz, Sara (57390763800)","57196236124; 57390763800","Creativity and Life Satisfaction in Spanish University Students. Effects of an Emotionally Positive and Creative Program","2021","Frontiers in Psychology","12","","746154","","","","5","10.3389/fpsyg.2021.746154","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121973908&doi=10.3389%2ffpsyg.2021.746154&partnerID=40&md5=075c2b00d24fa41dde7839de39b7ddfb","Faculty of Education, Camilo José Cela University, Madrid, Spain","Caballero-García P.A., Faculty of Education, Camilo José Cela University, Madrid, Spain; Sánchez Ruiz S., Faculty of Education, Camilo José Cela University, Madrid, Spain","There is an increasing demand by society that university students demonstrate competitive skills to enable them to achieve greater success when entering the workplace. Creativity and life satisfaction correlate positively with academic performance, productivity, and excellence in the working environment. The presence of creativity and emotional intelligence in the curriculum and teaching methods in Spanish universities, however, is surprisingly lacking. Studies that examine gender differences in these variables provide conflicting results. The purpose of our research is to analyse the changes produced in both creativity and life satisfaction in university students by a positive emotional and creative intervention and explore individual differences by gender. The methodology used was a quasi-experimental pre- test/post- test design with experimental/control groups. Three hundred university students (23% men and 77% women) from the Community of Madrid (Spain) completed three exercises that evaluated creativity and life satisfaction. The results show significantly higher results in creativity and life satisfaction in women, who continued to achieve high results after the intervention. Finally, we discuss the need for emotional and creative education in universities and focus on the employability and the guarantee of equal opportunities through the development of these competencies. Copyright © 2021 Caballero-García and Sánchez Ruiz.","creativity; employability; higher education; key competences; life satisfaction","","","","","","Camilo José Cela University and Education","Study funded by Camilo José Cela University and Education Faculty, Madrid (Spain). 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Wieku Rozwoj, 8, pp. 535-350, (2004); Wright B., Stone M., Diseño de Mejores Pruebas: Utilizando la Técnica de Rasch, (1998); Zheng R.C., Xiao B.L., A study of the creativity of high school students, Acta Psychol. Sin, 15, pp. 445-452, (1983)","P.A. Caballero-García; Faculty of Education, Camilo José Cela University, Madrid, Spain; email: pcaballero@ucjc.edu","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85121973908"
"Wong B.; Chiu Y.-L.T.; Copsey-Blake M.; Nikolopoulou M.","Wong, Billy (36172762600); Chiu, Yuan-Li Tiffany (56528856100); Copsey-Blake, Meggie (57219606168); Nikolopoulou, Myrto (57222019385)","36172762600; 56528856100; 57219606168; 57222019385","A mapping of graduate attributes: what can we expect from UK university students?","2022","Higher Education Research and Development","41","4","","1340","1355","15","21","10.1080/07294360.2021.1882405","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100997060&doi=10.1080%2f07294360.2021.1882405&partnerID=40&md5=25175ae15908e23df5074df50ab0431b","Institute of Education, University of Reading, Reading, United Kingdom; Centre for Higher Education Research and Scholarship, Imperial College London, London, United Kingdom; Ellinogermaniki Agogi, Pallini, Greece","Wong B., Institute of Education, University of Reading, Reading, United Kingdom; Chiu Y.-L.T., Centre for Higher Education Research and Scholarship, Imperial College London, London, United Kingdom; Copsey-Blake M., Institute of Education, University of Reading, Reading, United Kingdom; Nikolopoulou M., Ellinogermaniki Agogi, Pallini, Greece","The higher education market has prompted universities to justify their value and worth, especially to students. In Australia, New Zealand and the UK, it is increasingly common for universities to advertise their vision to prospective students, through Graduate Attributes, and showcase the sets of skills and competencies their graduates would develop throughout a degree. Whilst there are extensive studies in Australasia, research in the UK context is limited. This paper presents what we believe is the first national mapping of graduate attributes proposed by UK universities. Our analysis suggests four discourses that characterise the overarching qualities that UK students can expect to embody by graduation: self-awareness & lifelong learning, employability & professional development, global citizenship & engagement and academic & research literacy. These discourses are discussed in relation to the concept of the ‘ideal graduate’ as we highlight what can be expected from students who complete a UK higher education. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Graduate attributes; graduate outcome; ideal graduate; ideal student","","","","","","British Academy, (SG 170137)","This work was supported by British Academy: [grant number SG 170137].","Ball S.J., Maguire M., Braun A., How schools do policy: Policy enactments in secondary schools, (2012); Balloo K., In-depth profiles of the expectations of undergraduate students commencing university: A Q methodological analysis, Studies in Higher Education, 43, 12, pp. 2251-2262, (2018); Barrie S.C., A research-based approach to generic graduate attributes policy, Higher Education Research & Development, 23, 3, pp. 261-275, (2004); Barrie S.C., A conceptual framework for the teaching and learning of generic graduate attributes, Studies in Higher Education, 32, 4, pp. 439-458, (2007); Barrie S.C., Hughes C., Smith C., The national graduate attributes project: Integration and assessment of graduate attributes in curriculum, (2009); Bowden J., Hart G., King B., Trigwell K., Watts O., Generic capabilities of ATN University graduates, (2000); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Bush T., Bell L., Middlewood D., The principles of educational leadership & management, (2010); Corbin J., Strauss A., Basics of qualitative research: Techniques and procedures for developing grounded theory, (2014); de La Harpe B., David C., Major influences on the teaching and assessment of graduate attributes, Higher Education Research and Development, 31, 4, pp. 493-510, (2012); Green W., Hammer S., Star C., Facing up to the challenge: Why is it so hard to develop graduate attributes?, Higher Education Research & Development, 28, 1, pp. 17-29, (2009); Hill J., Walkington H., France D., Graduate attributes: Implications for higher education practice and policy, Journal of Geography in Higher Education, 40, 2, pp. 155-163, (2016); Social justice: Transforming lives, (2012); Hounsell D., Graduates for the 21st Century: Integrating the Enhancement themes, (2011); Hughes C., Barrie S., Influences on the assessment of graduate attributes in higher education, Assessment & Evaluation in Higher Education, 35, 3, pp. 325-334, (2010); Ingram N., Allen K., ‘Talent-spotting’ or ‘social magic’? Inequality, cultural sorting and constructions of the ideal graduate in elite professions, The Sociological Review, 67, 3, pp. 723-740, (2019); Jones A., Generic attributes as espoused theory: The importance of context, Higher Education, 58, 2, pp. 175-191, (2009); Jones A., Redisciplining generic attributes: The disciplinary context in focus, Studies in Higher Education, 34, 1, pp. 85-100, (2009); Jones A., There is nothing generic about graduate attributes: Unpacking the scope of context, Journal of Further and Higher Education, 37, 5, pp. 591-605, (2013); McArthur J., Reconsidering the social and economic purposes of higher education, Higher Education Research & Development, 30, 6, pp. 737-749, (2011); Normand C., Anderson L., Graduate attributes in higher education attitudes on attributes from across the disciplines, (2017); Oliver B., Graduate attributes as a focus for institution-wide curriculum renewal: Innovations and challenges, Higher Education Research & Development, 32, 3, pp. 450-463, (2013); Oliver B., Jorre de St Jorre T., Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers, Higher Education Research & Development, 37, 4, pp. 821-836, (2018); Osmani M., Weerakkody V., Hindi N.M., Al-Esmail R., Eldabi T., Kapoor K., Irani Z., Identifying the trends and impact of graduate attributes on employability: A literature review, Tertiary Education and Management, 21, 4, pp. 367-379, (2015); Rust C., Froud L., ‘Personal literacy’: The vital, yet often overlooked, graduate attribute, Journal of Teaching and Learning for Graduate Employability, 2, 1, pp. 28-40, (2011); Spronken-Smith R., Bond C., McLean A., Frielick S., Smith N., Jenkins M., Marshall S., How to engage with a graduate outcomes’ agenda: A guide for tertiary education institutions, (2013); Su Y., Self-directed, genuine graduate attributes: The person-based approach, Higher Education Research & Development, 33, 6, pp. 1208-1220, (2014); Wald N., Harland T., Graduate attributes frameworks or powerful knowledge?, Journal Of Higher Education Policy And Management, 41, 4, pp. 361-374, (2019); Wong B., Chiu Y.L.T., Exploring the concept of ‘ideal’ university student, Studies in Higher Education, (2019); Wong B., Chiu Y.L.T., University lecturers’ construction of the ‘ideal’ undergraduate student, Journal of Further and Higher Education, 44, 1, pp. 54-68, (2020)","B. Wong; Institute of Education, University of Reading, Reading, United Kingdom; email: b.wong@reading.ac.uk","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85100997060"
"Igwe P.A.; Lock D.; Rugara D.G.","Igwe, Paul Agu (57201619466); Lock, Deborah (57845552700); Rugara, David Gamariel (57218363467)","57201619466; 57845552700; 57218363467","What factors determine the development of employability skills in Nigerian higher education?","2022","Innovations in Education and Teaching International","59","3","","337","348","11","11","10.1080/14703297.2020.1850319","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096859793&doi=10.1080%2f14703297.2020.1850319&partnerID=40&md5=c372b7eb2712e85d79625652e302e2db","Lincoln International Business School, University of Lincoln, Lincoln, United Kingdom","Igwe P.A., Lincoln International Business School, University of Lincoln, Lincoln, United Kingdom; Lock D., Lincoln International Business School, University of Lincoln, Lincoln, United Kingdom; Rugara D.G., Lincoln International Business School, University of Lincoln, Lincoln, United Kingdom","Employability is a set of skills, knowledge and personal attributes that make an individual adapt to changes in the labour market. This study applies ‘Human Capital Theory’ (HCT) and the ‘theory of Interrole Learning Transfer’ (ILT) to examine factors which affect the attitudes, motivations and actions of learners towards their future employability. A qualitative approach enabled in-depth interviews with 36 participants drawn from academics, students, company managers and policymakers. Our findings reveal that there is a disconnect between the teaching of theoretical knowledge and employability skills. Higher education (HE) is presented to Nigerians as if young people must achieve a degree certificate to have a chance to succeed in life. Also, it appears that students have a notion that the certificate is enough to evidence ability. The findings lead to the development of ‘employability model’ which proposes that individual orientation and institutional factors determine the enactment of employability skills. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","employability behaviours; employability skills; Graduate employability; Nigerian higher education","","","","","","","","Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: Developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Bennis W., O'Toole J., How business schools lost their way, Harvard Business Review, (2005); The next generation Nigeria task force, (2010); Charmaz K., Constructing grounded theory, (2014); Christie F., Careers guidance and social mobility in UK higher education: Practitioner perspectives, British Journal of Guidance & Counselling, 44, 1, pp. 72-85, (2016); Clarke M., Understanding and managing employability in changing career contexts, Journal of European Industrial Training, 32, 4, pp. 258-284, (2018); Colman H.L., Rouzies A., Postacquisition boundary spanning: A relational perspective on integration, Journal of Management, 45, 5, pp. 2225-2253, (2019); Corley K.G., A commentary on “What grounded theory is … ”. 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What can be done about it?, The Conversation, (2019); Education: Programs and initiatives, (2019); Glaeser E.L., Ponzetto G.A.M., Shleifer A., Why does democracy need education?, Journal of Economic Growth, 12, 2, pp. 77-99, (2007); Green F., Zhu Y., Over-qualification, job dissatisfaction, and increasing dispersion in the returns to graduate education, Oxford Economic Papers, 62, 4, pp. 740-763, (2010); Henard F., Roseveare D., Fostering quality teaching in higher education: Policies and practices. An IMHE guide for higher education institutions, institutional management in higher education & OEDC, (2012); Employability in higher education: What it is and what it is not? (eds) Mantz Yorke, (2006); Hughes J., Simpson R., Slutskaya N., Simpson A., Hughes K., Beyond the symbolic: A relational approach to dirty work through a study of refuse collectors and street cleaners, Work, Employment and Society, 31, 1, pp. 106-122, (2017); Igwe P.A., Hack-polay D., Mendy J., Fuller T., Lock D., Improving higher education standards through re-engineering in West African universities - A case study of Nigeria, Studies in Higher Education, pp. 1-14, (2019); Igwe P.A., Okolie U.C., Nwokoro C.V., Towards a responsible entrepreneurship education and the future of the workforce, The International Journal of Management Education, (2019); Nigeria: Skills for competitiveness and employability, (2015); Kanyarusoke K.E., Nurturing competitive teamwork with individual excellence in an engineering classroom, Innovations in Education and Teaching International, 54, 5, pp. 438-447, (2017); Lock D., Constructing careers: Self-awareness, self-reflection, and self-efficacy amongst undergraduate business students, Employability via higher education: Sustainability as scholarship, pp. 373-388, (2019); Marginson S., Limitations of human capital theory, Studies in Higher Education, 44, 3, pp. 1-15, (2019); Maringe F., Higher education market. International encyclopedia of the social & behavioral sciences, (2015); Mark L.J., Wierika T., Beishuizenb J., van-Osb W., Career guidance and student success in Dutch higher vocational education, Studies in Higher Education, 40, 10, pp. 1947-1961, (2015); Marshall D., Davis D.W., Dibrell C., Ammeter A.P., Learning off the job: Examining part-time entrepreneurs as innovative employees, Journal of Management, 45, 8, pp. 3091-3113, (2018); Mero-Jaffe I., Is that what I said? Interview transcript approval by participants: An aspect of ethics in qualitative research, International Journal of Qualitative Methods, 2011, pp. 231-247, (2011); Naguib C., Baruffini M., Maggi R., Do wages and job satisfaction really depend on educational mismatch? Evidence from an international sample of master graduates, Education + Training, 61, 2, pp. 201-221, (2019); List of universities, (2020); Nielsen C.P., Immigrant over-education: Evidence from Denmark, Journal of Population Economics, 24, 2, pp. 499-520, (2011); Nwajiuba C.A., Igwe P.A., Akinsola-Obatolu A.D., Icha-Ituma A., Binuomote M.O., What can be done to improve higher education quality and graduate employability? A stakeholder approach, Industry and Higher Education, 34, 5, pp. 358-367, (2020); Okolie U.C., Nwosu H.E., Mlanga S., Graduate employability: How higher education institutions can meet the demand of the labour market, Higher Education, Skills and Work-Based Learning, 9, 4, pp. 620-636, (2019); Okunuga R.O., Ajeyalemi D., Relationship between knowledge and skills in the Nigerian undergraduate chemistry curriculum and graduate employability in chemical-based industries, Industry and Higher Education, 32, 3, pp. 183-191, (2018); Palinkas L.A., Horwitz S.M., Green C.A., Wisdom J.P., Duan N., Hoagwood K., Purposeful sampling for qualitative data collection and analysis in mixed method implementation research, Administration and Policy in Mental Health and Mental Health Services Research, 42, 5, pp. 533-544, (2015); Papaioannou E., Siourounis G., Initial factors behind the third wave of democratization, (2007); Pitan O.S., Graduate employees’ generic skills and training needs”, Higher Education, Skills and Work-Based Learning, 7, 3, pp. 290-303, (2017); Pitan O.S., Atiku S.O., Structural determinants of students’ employability: Influence of career guidance activities, South African Journal of Education, 37, 4, pp. 1-13, (2017); Pitan O.S., Muller C., Student perspectives on employability development in higher education in South Africa, Education + Training, (2020); Pryor C., Holmes R.M., Webb J.W., Liguori E.W., Top executive goal orientations’ effects on environmental scanning and performance: Differences between founders and non-founders, Journal of Management, 45, 5, pp. 1958-1986, (2019); Schultz T.W., Investment in human capital, The American Economic Review, 51, 1, pp. 1-17, (1961); Valenti A., Horner S., Leveraging board talent for innovation strategy, Journal of Business Strategy, ahead-of-print No. ahead-of-print, (2019); The 10 skills you need to thrive in the fourth industrial revolution, (2018)","P.A. Igwe; Lincoln International Business School, University of Lincoln, Lincoln, United Kingdom; email: pigwe@lincoln.ac.uk","","Routledge","","","","","","14703297","","","","English","Innov. Educ. Teach. Int.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85096859793"
"Hao Y.; Pym A.","Hao, Yu (57223095023); Pym, Anthony (24312917300)","57223095023; 24312917300","Translation skills required by Master's graduates for employment: Which are needed, which are not?","2021","Across Languages and Cultures","22","2","","158","175","17","9","10.1556/084.2021.00012","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130522169&doi=10.1556%2f084.2021.00012&partnerID=40&md5=f0ad4604ef416ff1bab4080dc2374d93","School of Languages and Linguistics, Faculty of Arts, University of Melbourne, Australia","Hao Y., School of Languages and Linguistics, Faculty of Arts, University of Melbourne, Australia; Pym A., School of Languages and Linguistics, Faculty of Arts, University of Melbourne, Australia","There is ongoing debate about which skills translation students require for employment. Numerous ""bridge the gap""studies draw on translation professionals in order to list the skills that graduates should have acquired. However, many of the available surveys indicate, with some regularity, that only a minority of graduates from Master's programs in translation actually find stable employment in the translation industry. Here we report on a survey of graduates from the University of Melbourne and the skills that they say they require once in employment. The graduates who are employed in the translation industry prioritize skills that are significantly different from those prioritized by graduates employed in other sectors. This raises an underlying question of whether we are training for an industry or for society. © 2021 Akademiai Kiado, Budapest.","employability; translation competence; translation skills; translator training","","","","","","","","Beninatto R., Quality Still Doesn't Matter. Presentation to ATA Conference, San Francisco, (2007); China Academy of Translation & Translators Association of China, (2016); Creswell J.W., Creswell J.D., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, (2017); Durban C., Translation. Getting It Right. Alexandra VA: American Translators Association, (2011); ELIA, Language Industry Survey-Expectations and Concerns of the European Language Industry, (2019); European Language Industry Association, (2020); European Masters in Translation Competence Framework 2017, EMT, (2017); EMT Competences for Professional Translators, Experts in Multilingual and Multimedia Communication, EMT Expert Group, (2009); Gopferich S., Towards a Model of Translation Competence and its acquisition: The longitudinal study Trans Comp, Behind the Mind: Methods, Models and Results in Translation Process Research, 4, 4, pp. 11-37, (2009); Hao Y., Pym A., Where do translation students go? A study of the employment and mobility of master graduates, Unpublished Manuscript, (2021); Horbacauskiene J., Translation studies: Translator training vs employers? expectations, Journal of Language and Cultural Education, 5, 1, pp. 145-159, (2017); Lafeber A., Testing competencies for translation recruits in the United Nations, System Doctoral Thesis, (2012); Li D., Translator Training: What Translation Students Have to Say, Meta, 47, 4, pp. 513-531, (2002); Li D., Translation curriculum and pedagogy: Views of administrators of translation services, Target, 19, 1, pp. 105-133, (2007); Obrien S., Rossetti A., Neural machine translation and evolution of the localisation sector. Implications for training, Journal of Internationalization and Localization, 7, 12, pp. 95-121, (2020); Results of the validation of the PACTE translation competence model: Acceptability and decision making, Across Languages and Cultures, 10, 2, pp. 207-230, (2009); Results of the validation of the PACTE translation competence model: Translation project and dynamic translation index, PACTE Group, pp. 30-53, (2011); Schnell B., Rodriguez N., Ivory tower vs. workplace reality: Employability and the ti curriculum-balancing academic education and vocational requirements: A study from the employers? perspective, The Interpreter and Translator Trainer, 11, 23, pp. 160-186, (2017); Schmitt P.A., Gerstmeyer L., Muller S., Ubersetzer und Dolmetscher-Eine Internationale Umfrage Zur Berufspraxis, (2016); Toudic D., Employer Consultation Synthesis Report, OPTIMALE Academic Network Project on Translator Education and Training, Universite Rennes 2, Rennes, (2012); Toudic D., Maintaining Standards in a Changing Market: The New EMT Competence Framework, PowerPoint Presented in Prague, 3 November 2017, (2017)","Y. Hao; School of Languages and Linguistics, Faculty of Arts, University of Melbourne, Australia; email: hao4@student.unimelb.edu.au","","Akademiai Kiado ZRt.","","","","","","15851923","","","","English","Across Lang. Cult.","Article","Final","","Scopus","2-s2.0-85130522169"
"Qehaja D.; Zhushi G.","Qehaja, Driton (57415855700); Zhushi, Genc (57298620700)","57415855700; 57298620700","Macroeconomic Policy Changes and Its Impact on Trade Unions, an Empirical Study on OECD Countries for the Period 2001-2020","2021","International Journal of Sustainable Development and Planning","16","8","","1575","1582","7","2","10.18280/ijsdp.160818","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123020938&doi=10.18280%2fijsdp.160818&partnerID=40&md5=55e2d17ca06a7cce0f429f7778b3e044","Faculty of Economics, University of Prishtina “Hasan Prishtina”, Pristina, 10000, Serbia","Qehaja D., Faculty of Economics, University of Prishtina “Hasan Prishtina”, Pristina, 10000, Serbia; Zhushi G., Faculty of Economics, University of Prishtina “Hasan Prishtina”, Pristina, 10000, Serbia","This study examines the macroeconomic variables affecting trade union rate membership in OECD nations from 2001 to 2020. The Organization for Economic Cooperation and Development (OECD) has 38 of the most industrialized countries globally, which counts more than 80% of the global GDP; analyzing the macroeconomic movements of these countries means that we most likely know the variance of the global macroeconomic changes. We target the effect of employability, expenditure on education, unemployment, inflation, FDI, economic growth, wages, and salaries on trade union participation of employers. To conduct this research, we used data from World Bank, ILO, and OECD for 38 countries during the period 2001-2020, conducting a panel data Fixed Effect non-linear regression model with robust effect considering the non-normality and the possibility of heteroscedasticity of some of the variables. The results show that employers in the industry, the productivity in the service sector, and wages will increase the enrolment in a trade union, but on the other side, an increase of FDI and unemployment rates will decrease the association of employers to be in a trade union. © 2021 WITPress. All rights reserved.","Macroeconomic factors; OECD; Trade union; Unemployment","macroeconomics; OECD; spatiotemporal analysis; trade union","","","","","","","Kearney R.C., Mareschal P.M., Labor Relations in the Public Sector, (2017); Blanchard O.J., Summers L.H., Hysteresis and the European unemployment problem, NBER Macroecon. Annu, 1, pp. 15-78, (1986); Turnbull P., What do unions do now?, Journal of Labor Research, 24, 3, pp. 491-527, (2003); Ramjas, Impact of trade unions on productivity: A study of the Indian chemical industry, Vikalpa J. Decis. Makers, 14, 2, pp. 13-18, (1989); Oswald A.J., Trade unions, wages and unemployment: What can simple models tell us?, Oxf. Econ. Pap, 34, 3, pp. 526-545, (1982); Bowdler C., Nunziata L., Trade union density and inflation performance: Evidence from OECD panel data, Economica, 74, 293, pp. 135-159, (2007); Freeman R.B., Nickell S., Labour market institutions and economic performance, Econ. Policy, 3, 6, (1988); Derber M., Dickman H., Industrial democracy in America: Ideological origins of national labor relations policy, Ind. Labor Relations Rev, 42, 3, (1989); De Groot H.L.F., Unemployment, growth, and trade unions, Growth Change, 32, 1, pp. 69-91, (2001); Daveri F., Tabellini G., Unemployment, growth and taxation in industrial countries, Econ. Policy, 30, pp. 47-104, (2000); Addison J.T., Hirsch B.T., Union effects on productivity, profits, and growth: Has the long run arrived?, J. Labor Econ, 7, 1, pp. 72-105, (1989); Bean C., Crafts N., British economic growth since 1945: Relative economic decline … and renaissance?, Economic Growth in Europe Since, pp. 131-172, (1945); Van Reenen J., The creation and capture of rents: wages and Innovation in a Panel of U.K, Companies. Q. J. Econ, 111, 1, pp. 195-226, (1996); Wrigley C., British Trade Unions Since 1933, (2002); Aldcroft D.H., Oliver M.J., Trade Unions and the Economy: 1870-2000, (2017); Motyovszki G., The Effect of Trade Union Density on Inflation Performance in OECD Countries, (2012); Choi M., POLITICAL ECONOMY Threat Effect of Foreign Direct Investment on Labor Union, (2001); Walters M., Lawrence M., How unions help all workers, Econ. Policy Inst, (2003); Ng I., Mccallum J, Trade unions, economic growth and politics, J. Ind. Relations, 31, 3, pp. 372-384, (1989); Unal E., Kose N., The impact of workdays lost to strikes on wage growth in Turkey, J. Econ. Struct, 7, 1, (2018); Mwamadzingo M., Chinguwo P., Productivity improvement and the role of trade unions, A Workers’ Education Manual, (2015); Bryson A., Forth J., The added value of trade unions. A review for the TUC of existing research, (2016); Barth E., Dale-olsen H., Bryson A., DISCUSSION PAPER SERIES Union Density, Productivity and Wages Union Density, Productivity and Wages, (2017); The role of trade unions in workers’ education: The key to trade union capacity building, (2007); Stevenson H., Milner A., Winchip E., Education Trade Unions for the Teaching Profession: Strengthening the capacity of education trade unions to represent teachers’ professional needs in social dialogue, (2018); Merdad H., Renaud M., State of legislative and normative art in the fields of the environment, health and security of European electrical and electronic equipment, Eur. J. Electr. Eng, 22, 4-5, pp. 293-300, (2020)","G. Zhushi; Faculty of Economics, University of Prishtina “Hasan Prishtina”, Pristina, 10000, Serbia; email: Genc.Zhushi@uni-pr.edu","","International Information and Engineering Technology Association","","","","","","17437601","","","","English","Int. J. Sustainable Dev. Plann.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85123020938"
"Orsmond P.; Merry S.; Reiling K.","Orsmond, Paul (6506645738); Merry, Stephen (58351513200); Reiling, Kevin (6602586412)","6506645738; 58351513200; 6602586412","Interconnected learning between university and the workplace: a socio-cultural perspective of graduate employability in the UK","2022","Oxford Review of Education","48","3","","303","319","16","2","10.1080/03054985.2021.1978961","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120063425&doi=10.1080%2f03054985.2021.1978961&partnerID=40&md5=aad8494e438e3e18de1a1db928008618","School of Health, Sciences and Wellbeing, Staffordshire University, Stoke-on-Trent, United Kingdom","Orsmond P., School of Health, Sciences and Wellbeing, Staffordshire University, Stoke-on-Trent, United Kingdom; Merry S., School of Health, Sciences and Wellbeing, Staffordshire University, Stoke-on-Trent, United Kingdom; Reiling K., School of Health, Sciences and Wellbeing, Staffordshire University, Stoke-on-Trent, United Kingdom","Undergraduate students have been shown to spontaneously form communities of practice and social networks that support their learning and identity development. This study considers the translation of this participatory learning into professional employment following graduation. Thirteen former biological sciences students from a single UK university were interviewed following their successful transition into graduate level scientific employment. A thematic analysis of the interview transcripts revealed that these students did not learn new workplace practices from more experienced peers de novo, rather they negotiated changes to their existing university practices and hence were able to participate as newcomers to the joint enterprise of their workplace community of practice. Hence, students’ capacity for know how and know who knowledge has important implications for their employability, and this should be encouraged by maximising students’ exposure to co-participatory learning both within the university and in collaboration with local community projects. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Communities of practice; employability; higher education; identity; legitimate peripheral participation; workplace","","","","","","Staffordshire University","The authors would like to thank all the participants for volunteering their time, Dr Andrew Wooton for the transcriptions of interviews, Drs Karen Handley and Geoffrey Hinchcliffe for their helpful comments on earlier versions of this manuscript, and Staffordshire University for financial support. ","Advance H.E., Knowledge hub; Alvesson M., Willmott H., Identity regulation as organizational control: Producing the appropriate individual, Journal of Management Studies, 39, 5, pp. 619-644, (2002); Artess J., Hooley T., Mellors-Bourn R., Employability: A review of the literature 2012 to 2016, (2017); Belt V., Drake P., Chapman K., Employability skills: A research and policy briefing, (2010); Callaghan J., A rational debate based on facts, Presentation at Ruskin College Oxford, (1976); Chadha D., Nicholls G., Teaching transferable skills to undergraduate engineering students: Recognising the value of embedded and bolt-on approaches, International Journal of Engineering Education, 22, 1, pp. 116-122, (2006); Clark T., Tucker M., Chapman A., Orwin C., Bragg A., Brooks N., Clarkson M., Skellern A., Townsley S., Rees S., Defining employability in higher education: Comparing student, academic and employer perspectives, (2016); Cohen L., Manion L., Research methods in education, (1994); Contu A., Willmott H., 14, 3, pp. 283-296, (2003); Cranmer S., Enhancing graduate employability: Best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Cresswell J.W., Educational research: Planning, conducting, and evaluating quantitative and qualitative research, (2008); Dearing R., Higher education in the learning society, Report of the national committee of inquiry into higher education, (1997); The future of universities in a knowledge economy, (2009); Supporting graduate employability: HEI practice in other countries, Research paper number 40, (2011); Fulfilling our potential: Teaching excellence, social mobility and student choice, (2015); Earl L.M., Assessment as learning: Using classroom assessment to maximize student learning, (2003); Farnsworth V., Kleanthous I., Wenger-Trayner E., Communities of practice as a social theory of learning: A conversation with etienne wenger, British Journal of Educational Studies, 64, 2, pp. 139-160, (2016); Fenton-McCreevy M., Brigham L., Jones S., Smith A., Students at the academic-workplace boundary: Tourists and sojourners in practice-based education, Learning in landscapes of practice: Boundaries, identity, and knowledgeability in practice-based learning, pp. 43-63, (2015); Fielding N., Qualitative Interviewing, Researching social life, pp. 135-153, (1993); Fraser S.P., Bosanquet A.M., Curriculum? That’s just a unit outline, isn’t it?, Studies in Higher Education, 31, 3, pp. 269-284, (2006); Fuller A., Hodkinson H., Hodkinson P., Unwin L., Learning as peripheral participation in communities of practice: A reassessment of key concepts in workplace learning, British Educational Research Journal, 31, 1, pp. 49-68, (2005); Goldie J., The formation of professional identity in medical students: Considerations for educators, Medical Teacher, 34, 9, pp. e641-e648, (2012); Green F., Ashton D., Skill shortage and skill deficiency: A critique, Work, Employment & Society, 6, 2, pp. 287-301, (1992); Grosemans I., Kyndt E., Transition from higher education to the labour market: State of the art, Higher education transitions: Theory and research, pp. 209-218, (2017); Grotkowska G., Wincenciak L., Gajderowicz T., Ivory-tower or market-oriented enterprise: The role of higher education institutions in shaping graduate employability in the domain of science, Higher Education Research & Development, 34, 5, pp. 869-882, (2015); Hager P., Hodkinson P., Moving beyond the metaphor of transfer of learning, British Educational Research Journal, 35, 4, pp. 619-638, (2009); Handley K., Sturdy A., Fincham R., Clark T., Within and beyond communities of practice: Making sense of learning through participation, identity and practice, Journal of Management Studies, 43, 3, pp. 641-653, (2006); Higgins R., Hartley P., Skelton A., The conscientious consumer: Reconsidering the role of assessment feedback in student learning, Studies in Higher Education, 27, 1, pp. 53-64, (2002); Hinchcliffe G.W., Jolly A., Graduate identity and employability, Studies in Higher Education, 37, 4, pp. 563-584, (2011); Holmes L., Reconsidering graduate employability: The ‘graduate identity’ approach, Quality in Higher Education, 7, 2, pp. 111-119, (2001); Holmes L., Reconsidering graduate employability: Beyond possessive-individualism, at the Seventh International Conference on HRD Research and Practice across Europe, (2006); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Knipprath H., How higher education may contribute to the development of graduates’ generic competencies, Higher education transitions: Theory and research, pp. 254-269, (2017); Kyndt E., Donche V., Trigwell K., Lindblom-Ylanne S., Understanding higher education transitions: Why theory, research and practice matter, Higher education transitions: Theory and research, pp. 306-319, (2017); Lauder H., Mayhew K., Higher education and the labour market: An introduction, Oxford Review of Education, 46, 1, pp. 1-9, (2020); Lave J., Teaching, as learning, in practice, Mind, Culture, and Activity, 3, 3, pp. 149-164, (1996); Lave J., Epilogue: Situated learning and changing practice, Community, economic creativity and organisation, pp. 283-296, (2008); Lave J., Wenger E., Sitiuated learning: Legitimate peripheral participation, (1991); Little B., International perspectives on employability, Briefing paper, (2003); Little B., Harvey L., Learning through work placements and beyond, (2006); Md Nasir A.N.B., Ali D.F., Noordin M.K.B., Noordin M.S.B., Technical skills and non-technical skills: Predefinition concept, Paper presented at the International Engineering and Technology Conference, (2011); Merry S., Orsmond P., Peer assessment: The role of relational learning through communities of practice, Studies in Higher Education, 45, 7, pp. 1312-1322, (2020); Muhamad S., Graduate employability and transferable skills: A review, Advances in Natural and Applied Sciences, 6, 6, pp. 882-885, (2012); O'Brien B.C., Battista A., Situated learning theory in health professions education research: A scoping review, Advances in Health Sciences Education Theory and Practice, 25, 2, pp. 483-509, (2020); O'Donnell V.L., Tobbell J., The transition of adult students to higher education: Legitimate peripheral participation in a community of practice?, Adult Education Quarterly, 57, 4, pp. 312-328, (2007); Orsmond P., Merry S., Tutors’ assessment practices and students’ situated learning: Chalk and cheese, Assessment & Evaluation in Higher Education, 42, 2, pp. 289-303, (2017); Orsmond P., Merry S., Callaghan A., Communities of practice and ways to learning: Charting the progress of biology undergraduates, Studies in Higher Education, 38, 6, pp. 890-906, (2013); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., Pedagogy for employability, (2012); Putnam R.D., (2000); Ryan J., It ain’t just what you do and the way that you do it: Why discourse matters in higher education communities of practice, Higher Education Research & Development, 34, 5, pp. 1001-1013, (2015); Saunders V., Zuzel K., Evaluating employability skills: Employer and student perceptions, Bioscience Education, 15, 1, pp. 1-15, (2010); Sfard A., 27, 2, pp. 4-13, (1998); Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Wegner E., Nuckles M., Knowledge acquisition or participation in communities of practice? Academics’ metaphors of teaching and learning at the university, Studies in Higher Education, 40, 4, pp. 624-643, (2015); Wenger E., Communities of practice: Learning, meaning and identity, (1998); Wenger E., A social theory of learning, Contemporary theories of learning, pp. 209-218, (2009); Wenger E., Conceptual tools for CoPs as social learning systems: Boundaries, identity, trajectories and participation, Social learning systems and communities of practice, pp. 125-143, (2010); Wenger E., Communities of practice and social learning systems: The career of a concept, Social learning systems and communities of practice, pp. 179-198, (2010); Wenger E., Traynor B., de Laat M., Promoting and assessing value creation in communities and networks: A conceptual framework, Rapport 18, (2011); Winterbotham M., Kik G., Selner S., Whittaker S., Employer skills survey 2019: Summary report, (2020); Winterton J., Turner J.J., Preparing graduates for work readiness: An overview and agenda, Education + Training, 61, 5, pp. 536-551, (2019); Yorke M., Employability in higher education: What it is–What it is not, (2006)","P. Orsmond; Department of Biological Sciences, Staffordshire University, Science Centre, Stoke-on-Trent, Leek Road, ST4 2DF, United Kingdom; email: p.orsmond@staffs.ac.uk","","Routledge","","","","","","03054985","","","","English","Oxf. Rev. Educ.","Article","Final","","Scopus","2-s2.0-85120063425"
"Vitalaru B.","Vitalaru, Bianca (55257730200)","55257730200","Public service interpreting and translation: employability, skills, and perspectives on the labour market in Spain","2022","Interpreter and Translator Trainer","16","2","","247","269","22","4","10.1080/1750399X.2021.1984032","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116334838&doi=10.1080%2f1750399X.2021.1984032&partnerID=40&md5=cd4eb25bb47ed7fb88ffb3b0734f7992","Department of Modern Philology, University of Alcalá, Alcalá de Henares, Spain","Vitalaru B., Department of Modern Philology, University of Alcalá, Alcalá de Henares, Spain","Over the past ten years, employability has been one of the key issues in translation and interpreting (T&I), both in professional practice and in academic settings. However, very few studies focus specifically on the employability of the graduates in the Public Service Interpreting and Translation (PSIT) sector. This article focuses on the latter in a postgraduate programme taught in several language pairs in Spain. Its objectives are to identify aspects that characterise the graduates’ professional situation within the PSIT labour market, to analyse the graduates’ perception regarding the training received and its applicability to the labour market, and to identify tendencies and differences by language pairs. The results, based on a questionnaire sent to eleven cohorts of graduates, will be used to assess the extent to which the programme prepares for market needs, to analyse adaptation possibilities, and provide information that can be useful for programmes that involve several language pairs. Moreover, programme designers, researchers, and PSIT employers can also benefit from the differentiation of the findings by language pairs, which shows different interests within the labour market, and the reflection on skills that may affect employability in the T&I sector. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","employability; labour market; Public service interpreting and translation; skills; translation & interpreting","","","","","","","","Alvarez-Alvarez S., Veronica A.-U., Translation and Interpreting Graduates under Construction: Do Spanish Translation and Interpreting Studies Curricula Answer the Challenges of Employability?, The Interpreter and Translator Trainer, 11, 2-3, pp. 139-159, (2017); Libro Blanco del Grado en Traducción e Interpretación, (2004); Guía De Apoyo Para La Elaboración De La Memoria De Verificación De Títulos Universitarios Oficiales [Grado Y Máster, (2021); Presentation, (2021); Master’s Degree in Intercultural Communication, Public Service Interpreting and Translation, (2009); Cifuentes Ferez P., Las diez competencias fundamentales para la empleabilidad según egresados, profesorado y profesionales de la traducción y la interpretación, Quaderns, 24, pp. 197-216, (2017); Master’s Degree in Intercultural Communication, Public Service Interpreting and Translation, (2020); Master’s Degree in Intercultural Communication, Public Service Interpreting and Translation, (2020); Competence Framework: 1–12, (2017); (2020); Employability, (2018); Galan-Manas A., Programa para la mejora de la empleabilidad de los egresados en traducción e interpretación. Un estudio de caso, Revista Conexão Letras, 12, 17, pp. 153-171, (2017); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1998); Recommendation Concerning Human Resources Development: Education, Training, and Lifelong Learning, (2004); Krause A., Programme Designing in Translation and Interpreting and Employability of Future Degree Holders, Superando límites en traducción e interpretación, pp. 147-158, (2017); Lantaron B., Empleabilidad: Análisis del concepto, Revista De Investigación En Educación, 14, 1, pp. 67-84, (2016); McIlveen P., Defining Employability for the New Era of Work, A Submission to the Select Committee on the Future of Work and Workers, (2018); Rico C., Alvaro G., Análisis del sector de la traducción, (2016); Rodriguez de Cespedes B., Addressing Employability and Enterprise Responsibilities in the Translation Curriculum, The Interpreter and Translator Trainer, 11, 2-3, pp. 107-122, (2017); Schnell B., Nadia R., Ivory Tower Vs. Workplace Reality, The Interpreter and Translator Trainer, 11, 2-3, pp. 160-186, (2017); Valero-Garces C., (2011); Valero-Garces C., Corrochano C.C., Approaches to Didactics for Technologies in Translation and Interpreting, Trans-kom, 11, 2, pp. 27-33, (2018); Valero-Garces C., Toudic D., Technological Innovation and Translation. Training Translators in the EU for the 21st Century, Verbeia0: 183–202, (2014); Vigier Moreno F., Is Translation Studies the Cinderella of the Spanish University Sector, or Is It Its New Milkmaid?, Transletters, 1, pp. 167-183, (2018)","B. Vitalaru; Department of Modern Philology, University of Alcalá, Alcalá de Henares, Spain; email: bianca.vitalaru@uah.es","","Taylor and Francis Ltd.","","","","","","1750399X","","","","English","Interpet Transl. Train.","Article","Final","","Scopus","2-s2.0-85116334838"
"Makhadi T.; Diederichs P.","Makhadi, Tshamano (57560359600); Diederichs, Pedro (57560797000)","57560359600; 57560797000","THE ROLE OF WORK-INTEGRATED LEARNING IN PREPARING JOURNALISM STUDENTS FOR THE WORKPLACE","2021","Communitas","26","","","167","178","11","0","10.18820/24150525/Comm.v26.10","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127533680&doi=10.18820%2f24150525%2fComm.v26.10&partnerID=40&md5=57b9bd1feeccdcb55f0f3883ad5ab82d","Department of Journalism, Tshwane University of Technology, Pretoria, South Africa","Makhadi T., Department of Journalism, Tshwane University of Technology, Pretoria, South Africa; Diederichs P., Department of Journalism, Tshwane University of Technology, Pretoria, South Africa","Over a broad spectrum, South African employers complain about the workplace readiness of newly graduated tertiary students. It is against this background that this article explores the role of work-integrated learning (WIL) in preparing tertiary journalism students for a work environment. Over the years, internship programmes in academic journalism training have proved to be the most efficient way to prepare students for the workplace. At the Tshwane University of Technology in Pretoria, South Africa, a six month work-integrated learning module, in which the media and communication industry were directly involved, proved crucial for the success of the journalism training programmes and was widely accepted and welcomed by employers and industry mentors. This article investigates the importance of preparation for WIL in the field of journalism. It further examines how undergraduate journalism students perceive the WIL programme and how they work towards rendering themselves employable in the media industry. The findings indicate that a combination of theory and practical training is important in journalism education to produce graduates who are work ready. © 2021, University Of The Free State. All rights reserved.","academic WIL supervisors; employability; experiential learning; industry WIL mentors; internship; journalism; media; students; work-integrated learning; workplace readiness","","","","","","","","(2018); Babbie E.R., The practice of social research, (2007); Billett S., Integrating contributions of work place and college experiences in developing vocational knowledge, International Handbook on Education for the World of Work, (2009); Work-integrated leaning: good practice guide, HE Monitor, 12, pp. 1-79, (2011); Work-integrated learning. DHET Learning Programme Regulations, (2012); Diederichs P.D., Pretoria, (2020); Du Plessis J.G.E., A work-integrated learning education and training programme for radiography in South Africa, (2015); Du Pre R., The place and role of universities of technology in South Africa. Kagisano 7. South African Technology Network, (2009); Forde S., Meadows M., The impact of co-operative peer reflection on the integration of work-integrated learning into journalism education curriculum and pedagogic bases for effecting integrating practice based experience with higher education, National Teaching Dialogue Forum proceedings, (2010); Katula R.A., Threnhauser E., Experiential education in the undergraduate curriculum, Communication Education, 48, 3, pp. 238-255, (1999); Martin A., Hughes H., How to make the most of work-integrated learning, (2009); Martin A., Leberman S., Keeping up with the play: practicum, partnership and practice, Asia-Pacific Journal of Cooperative Education, 6, 2, pp. 17-25, (2005); Meadows M., Taking a problem-based learning approach to journalism education, Asia Pacific Media Educator, 1, 3, pp. 89-107, (1997); Johannesburg, (2018); Odendaal L., Cooperative education and work-integrated learning, (2007); Odendaal L., Pretoria, (2018); Pritchard M., Citizen media coverage of Gautrain on social media, (2010); (2018); Thomas R., Goc N., Cooperative education in journalism studies, International Handbook for Cooperative Education, (2002); Department of Cooperative Education. Policy on work-integrated learning (WIL), (2013); Wessels M.L., Experiential learning, (2005); Winchester-Seeto T., Mackaway J., Coulson D., Harvey M., An analysis of assessment strategies for learning through participation (LTP), Asia-Pacific Journal of Cooperative Education, 11, 3, pp. 67-91, (2010)","","","University Of The Free State","","","","","","10230556","","","","English","Communitas","Article","Final","","Scopus","2-s2.0-85127533680"
"Liu W.-Y.; Chen J.S.; Chen Y.-L.","Liu, Wan-Yu (16313527900); Chen, Joseph S. (55999559400); Chen, Ya-Ling (55999445400)","16313527900; 55999559400; 55999445400","Attainment of Professional Certificates in Hospitality and Tourism Graduates’ Career Perspectives in Taiwan","2022","Journal of Hospitality and Tourism Education","34","2","","90","98","8","1","10.1080/10963758.2020.1868315","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099714268&doi=10.1080%2f10963758.2020.1868315&partnerID=40&md5=95e80beb961ac0591c7f1dd25d5580b5","Department of Forestry, National Chung Hsing University, Taiwan; Department of Health and Wellness Design, School of Public Health, Indiana University, Bloomington, United States; Department of Recreation and Leisure Studies, State University of New York, Brockport, United States","Liu W.-Y., Department of Forestry, National Chung Hsing University, Taiwan; Chen J.S., Department of Health and Wellness Design, School of Public Health, Indiana University, Bloomington, United States; Chen Y.-L., Department of Recreation and Leisure Studies, State University of New York, Brockport, United States","This research evaluates whether the attainment of certification could affect the career perspectives of hospitality and tourism graduates. It collects a set of survey data on 729 tourism and hospitality graduates from 38 colleges and vocational schools in Taiwan. The resultant data demonstrate that those acquiring a professional certificate are more likely to have a full-time job. The level of starting salaries mainly depends on academic credentials, language proficiency, and academic performance. Findings show that students often develop a secondary job skill (e.g., a foreign language) to enhance their career path. Surprisingly, the possession of tourism/hospitality-related certificates has no significant impact on starting salaries, a departure from students’ general perception. © 2021 The International Council on Hotel, Restaurant, and Institutional Education.","career perspectives; certificate; employability; Starting salary; Taiwan","","","","","","","","(2012); Barron J.M., Black D.A., Loewenstein M.A., Gender difference in training, capital, and wages, Journal of Human Resources, 28, 2, pp. 343-364, (1993); Barron P., Arcodia C., Linking learning style preferences and ethnicity: International students studying hospitality and tourism management in Australia, Journal of Hospitality, Leisure, Sport and Tourism Education, 1, 2, pp. 15-27, (2002); Becker G.S., Human capital: A theoretical and empirical analysis, with special reference to education, (1964); Becker G.S., Human capital: A theoretical and empirical analysis, with special reference to education, (1975); Blackall M., Global tourism hits record highs—but who goes where on holiday?, The Guardian, (2019); Blaug M., The empirical status of human capital theory: A slightly jaundiced survey, Journal of Economic Literature, 14, 3, pp. 827-855, (1976); Boo S., Kim S.H., The relationship between hospitality industry certification and course performance across multiple semesters, Journal of Hospitality & Tourism Education, 32, 2, pp. 112-123, (2020); Carbonaro W., Cross-national differences in the skills-earnings relationship: The role of labor market institutions, Social Forces, 84, 3, pp. 1819-1842, (2006); Chang C.-C., Rao D.-C., Reflections on the development of career licensure in vocational education, Education Data and Research Bi-monthly, 931, pp. 15-30, (2010); Damitio J.W., Schmidgall R.S., The value of professional certifications for hospitality financial experts, The Cornell Hotel and Restaurant Administration Quarterly, 42, 1, pp. 66-70, (2001); Deale C.S., Schoffstall D., Hospitality and tourism education and industry certifications, Journal of Hospitality & Tourism Education, 27, 3, pp. 112-119, (2015); Number of matriculated students in hospitality programs offered by colleges and universities, (2012); Feltovich N.R., Harbaugh R., To T., Too cool for school? Signalling and counter signaling, The RAND Journal of Economics, 33, 4, pp. 630-649, (2002); Greene W.H., Econometric analysis, (2008); Gronau R., Sex-related wage differentials and women’s interrupted labor careers: The chicken or the egg, Journal of Labor Economics, 6, 3, pp. 277-301, (1988); Hallinan M.T., Sorensen A.B., Ability grouping and sex differences in mathematics achievement, Sociology of Education, 60, 2, pp. 63-72, (1987); Hartman K.B., Andzulis J., Industry-based certificates: Student perceptions of benefits, Research in Higher Education Journal, 36, (2019); Heil O., Robertson T.S., Toward a theory of competitive market signaling: A research agenda, Strategic Management Journal, 12, 6, pp. 403-418, (1991); Hodson R., Kaufman R.L., Economic dualism: A critical review, American Sociological Review, 47, 6, pp. 727-739, (1982); Hotchkiss J.L., Pitts M.M., The role of labor market intermittency in explaining gender wage differentials, The American Economic Review, 97, 2, pp. 417-421, (2007); Hsin P.-L., Jiang Z.-Y., Impact of professional licenses on salary compensation, Training and Development Fashion, 1241, pp. 1-13, (2011); Kim S., Guo Y., Wang K., Agrusa J., The study motivations and study preferences of student groups from Asian nations majoring in hospitality and tourism management programs, Tourism Management, 28, 1, pp. 140-151, (2007); Kleiner M.M., Krueger R.T., Analyzing the extent and influence of occupational licensing on the labor market, (2009); Koeniger W., Leonardi M., Nunziata L., Labor market institutions and wage inequality, Industrial and Labor Relations Review, 60, 3, pp. 340-356, (2007); Lazear E.P., Rosen S., Male-female wage differentials in job ladders, Journal of Labor Economics, 81, pp. 106-123, (1990); Le Cordon Bleu ., (2013); Lee L.-F., Generalized econometric models with selectivity, Econometrica, 51, 2, pp. 507-512, (1983); Lee L.-S., Lee H.-T., Chen S.-C., Retrospect and prospect of certification system in Taiwan’s technological and vocational education, The Journal of Educational Resource and Research, 931, pp. 31-52, (2010); Lin F.-Y., Credentials and employment: The case of Taiwanese college graduates, (2013); Lin T.-S., The effect of academic/vocational public/private tracking in status attainment, Journal of Education and Psychology, 25, pp. 35-62, (2002); Ma H.-H., Examination of non-examination admittance system for vocational schools, Education and Psychology, 22, pp. 195-211, (1999); Malgwi C.A., Howe M.A., Burnaby P.A., Influences on students’ choice of college major, Journal of Education for Business, 80, 5, pp. 275-282, (2005); Mincer J., Schooling, experience and earnings, (1974); Workforce development agency statistical table of accredited certified individuals, (2014); Moreo A., Green A.J., O'Halloran R., What certifications are important in the hospitality industry?, Journal of Human Resources in Hospitality & Tourism, 17, 1, pp. 121-135, (2018); Nerlove M., Press S.J., (1973); Renes G., Ridder G., Are women overqualified?, Labour Economics, 2, 1, pp. 3-18, (1995); Rosenbaum J.E., Making inequality: The hidden curriculum of high school tracking, (1976); Rowan B., Miracle A.W., Systems of ability grouping and the stratification of achievement in elementary schools, Sociology of Education, 56, 3, pp. 133-144, (1983); Sakamoto A., Powers D.A., Education and the dual labor market for Japanese men, American Sociological Review, 60, 2, pp. 222-246, (1995); Shavit Y., Blossfeld H.P., Persistent inequality: Changing educational attainment in thirteen countries, (1993); Spense M., Job market signaling, Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); (2012); Teng C.-C., Horng J.-S., Baum T., Academic perceptions of quality and quality assurance in undergraduate hospitality, tourism and leisure programmes: A comparison of UK and Taiwanese programmes, Journal of Hospitality, Leisure, Sport & Tourism Education, 13, pp. 233-243, (2013); Theeuwes J., Family labour force participation: Multinomial logit estimates, Applied Economics, 13, 4, pp. 481-498, (2006); Tsai R.-M., Lin T.-S., Link between education and the labor market: A focus on Taiwan’s education distribution, market, class, and politics, and Chinese society in the throes of change, (2000); Tsai R.-M., Lin T.-S., Do rolling stones gather no moss? Impact of work experience on salary in Taiwan’s labor market, Taiwanese Journal of Sociology, 29, pp. 57-95, (2002); Tseng M.-J., Hsiao S.-M., Level and changes in gender occupational segmentation: Views on labor market segmentation, Taiwan Journal of Social Welfare, 7, 1, pp. 123-177, (2008); Travel & tourism economic impact 2019 world, (2019); Yakubovich V., Weak ties, information, and influence: How workers find jobs in a local Russian labor market, American Sociological Review, 70, 3, pp. 408-421, (2005); Yan Y.-Z., Business statistics, (1991); Yang C.-S., Certificate program and professional development of school principals, Education Data and Research, 37, pp. 26-31, (2000); Zmijewski M., Methodological issues related to the estimation of financial distress prediction models, Journal of Accounting Research, 22, pp. 59-82, (1984)","J.S. Chen; Department of Health and Wellness Design, School of Public Health, Indiana University Bloomington, Bloomington, 1025 E. 7th Street, Suite 111, 47405, United States; email: joechen@indiana.edu","","Routledge","","","","","","10963758","","","","English","J. Hosp. Tour. Educ.","Article","Final","","Scopus","2-s2.0-85099714268"
"Bos D.; Miller S.; Bull E.","Bos, Daniel (41560942600); Miller, Servel (33067977200); Bull, Eloise (57222510856)","41560942600; 33067977200; 57222510856","Using virtual reality (VR) for teaching and learning in geography: fieldwork, analytical skills, and employability","2022","Journal of Geography in Higher Education","46","3","","479","488","9","26","10.1080/03098265.2021.1901867","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102930559&doi=10.1080%2f03098265.2021.1901867&partnerID=40&md5=187f04a56199d74c385bd9a2ee51e1ef","Department of Geography and International Development, University of Chester, Chester, United Kingdom","Bos D., Department of Geography and International Development, University of Chester, Chester, United Kingdom; Miller S., Department of Geography and International Development, University of Chester, Chester, United Kingdom; Bull E., Department of Geography and International Development, University of Chester, Chester, United Kingdom","This article outlines how Virtual Reality (VR) technologies, software and content can be used as a resource for teaching and learning in Geography. Drawing on the authors’ first-hand experiences of using VR for undergraduate and postgraduate teaching, we explore firstly how VR can enhance the development of fieldwork observational techniques, knowledge and understanding of place, prior to entering the field. Secondly, we show how VR can be used to enable students to develop critical analytical skills in relation to emergent visual technologies and the wider implications VR has for the representation of people, places and landscapes. Finally, the article will attend to the ways VR and Augmented Reality (AR)–due to its growing industrial application–can offer important opportunities for the development of unique practical employability skills which can be applied to the geovisualization of data and environments enhancing graduate career prospects. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","augmented reality (AR); critical analytical skills; employability; fieldwork; Virtual reality (VR); visual analysis","employment; fieldwork; geography education; learning; software; teaching; virtual reality; visual analysis","","","","","Learning and Teaching Institute; University of Chester, (GID00040)","This work was supported by the Learning and Teaching Institute Innovation Grant 2019-20, University of Chester under Grant [GID00040]. The authors would like to acknowledge the support of the Learning and Teaching Institute (LTI) at the University of Chester who provided the funding, the students and members of staff who participated in the research, and Dr. Ruth Healey for her helpful suggestions on an earlier draft of the paper.","Che W., Virtual reality. International encyclopaedia of geography: people, the earth, environment and technology: people, the earth, environment and technology, pp. 1-19, (2016); Cliffe A., A review of the benefits and drawbacks to virtual field guides in today’s Geoscience higher education environment, International Journal of Educational Technology in Higher Education, 14, 1, pp. 1-14, (2017); Davies T., Lorne C., Sealey-Huggins L., Instagram photography and the geography field course: Snapshots from Berlin, Journal of Geography in Higher Education, 43, 3, pp. 362-383, (2019); Davis M., Ingress in geography: Portals to academic success?, Journal of Geography, 116, 2, pp. 89-97, (2017); Detyna M., Kadiri M., Virtual reality in the HE classroom: Feasibility, and the potential to embed in the curriculum, Journal of Geography in Higher Education, pp. 1-12, (2019); Higgitt D., Bullard J., Assessing fieldwork risk for undergraduate projects, Journal of Geography in Higher Education, 23, 3, pp. 441-449, (1999); Hollman V., Promoting visual literacy among undergraduate students in geography: Teaching a visualized Latin America, Journal of Geography in Higher Education, 38, 1, pp. 136-147, (2014); (2020); Martinell C., (2020); Mavroudi E., Jons H., video documentaries in the assessment of human geography field courses, Journal of Geography in Higher Education, 35, 4, pp. 579-598, (2011); McKendrick J.H., Bowden A., Equipped for the 21st century?: Audio-visual resource standards and product demands from geography departments in the UK, Journal of Geography in Higher Education, 24, 1, pp. 53-73, (2000); Minocha S., Tudor A., (2017); Mol L., Atchison C., Image is everything: Educator awareness of perceived barriers for students with physical disabilities in geoscience degree programs, Journal of Geography in Higher Education, 43, 4, pp. 544-567, (2019); Moro C., Stromberga Z., Stirling A., Virtualisation devices for student learning: Comparison between desktop-based (Oculus Rift) and mobile-based (Gear VR) virtual reality in medical and health science education, Australasian Journal of Educational Technology, 33, 6, (2017); (2020); (2015); Rose G., Teaching visualised geographies: Towards a methodology for the interpretation of visual materials, Journal of Geography in Higher Education, 20, 3, pp. 281-294, (1996); Stainfield J., Fisher P., Ford B., Solem M., International virtual field trips: A new direction?, Journal of Geography in Higher Education, 24, 2, pp. 255-262, (2000); Stojsic I., Ivkov Dzigurski A., Maricic O., Ivanovic Bibic L., Dukicin Vuckovic S., Possible application of virtual reality in geography teaching, Journal of Subject Didactics, 1, 2, pp. 83-96, (2017); Van Damme K., All A., De Marez L., Van Leuven S., 360° video journalism: Experimental study on the effect of immersion on news experience and distant suffering, Journalism Studies, (2018)","D. Bos; Department of Geography and International Development, University of Chester, Chester, United Kingdom; email: d.bos@chester.ac.uk","","Routledge","","","","","","03098265","","","","English","J. Geogr. High. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85102930559"
"Ngonda T.; Shaw C.; Kloot B.","Ngonda, Tiyamike (57210796938); Shaw, Corrinne (56397554300); Kloot, Bruce (33667766700)","57210796938; 56397554300; 33667766700","Perceived influence of mechanical engineering students’ work placement experiences on their occupational competency and self-efficacy","2022","International Journal of Mechanical Engineering Education","50","1","","197","216","19","2","10.1177/0306419020953117","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089856965&doi=10.1177%2f0306419020953117&partnerID=40&md5=09b3df8e1e851159bc1d4a282a25c756","University of Cape Town, Rondebosch, South Africa","Ngonda T., University of Cape Town, Rondebosch, South Africa; Shaw C., University of Cape Town, Rondebosch, South Africa; Kloot B., University of Cape Town, Rondebosch, South Africa","This paper proposes a qualitative systems dynamics model that explains how students’ work placement experiences either enhance or hinder the growth of their occupational competency and self-efficacy. The model is developed from qualitative analysis of work placement experiences of mechanical engineering students from a South African university of technology. Findings from the analysis show that students’ occupational competency and self-efficacy could be considered emergent outcomes of interactions of the learning environment, mentor posture, mentor capacity, mentor availability, meaningfulness of work, scope of work, agency, doing work, co-participating, participation trajectory and performance trajectory. The explanation of the factors and social mechanisms that influence students’ occupational competency and self-efficacy that is offered by the qualitative systems dynamics model would enable the implementation of work placement programs in a manner that would promote rather than hinder the growth of these two indicators of student employability. © The Author(s) 2020.","occupational competency; self-efficacy; systems dynamics; Work placement","Computer aided instruction; Learning environments; Mechanical engineering students; Qualitative analysis; Self efficacy; Systems dynamics; Work placement; Students","","","","","","","Billett S., Harteis C., Gruber H., Developing learning professionals: integrating experiences in university and practice settings, (2010); Wilton N., The impact of work placements on skills development and career outcomes for business and management graduates, Stud High Educ, 37, pp. 603-620, (2012); Rook L.L., McManus L., Viewing WIL in business schools through a new lens: moving to the edge of chaos with complexity theory, Emerg Complex Organ, 18, pp. 1-14, (2016); Jackson D., The contribution of work-integrated learning to undergraduate employability skill outcomes, Asia-Pacific J Coop Educ, 14, pp. 99-115, (2013); Smith C., Ferns S., Russell L., Placement quality has a greater impact on employability than placement structure or duration, Int J Work Learn, 20, pp. 15-29, (2019); Jackson D., Testing a model of undergraduate competence in employability skills and its implications for stakeholders, J Educ Work, 27, pp. 220-242, (2014); Edwards M., The impact of placements on students’ self-efficacy, HE Skills Work-Based Learn, 4, pp. 228-241, (2014); Bates M., Thompson C., Bates L., Not all dimensions of work self-efficacy are equal: understanding the role of tertiary work placements in the development of the elements of work self-efficacy, J Coop Educ Internships, 47, pp. 19-30, (2013); Walther J., Kellam N., Sochacka N., Et al., Engineering competence? An interpretive investigation of engineering students’ professional formation, J Eng Educ, 100, pp. 703-740, (2011); Cooper L., Orrell J., Bowden M., Work integrated learning : a guide to effective practice, (2010); Mingers J., White L., A review of the recent contribution of systems thinking to operational research and management science, Eur J Oper Res, 207, pp. 1147-1161, (2010); Shaw C., Roux K., From practitioner to researcher : designing the dissertation process for part time coursework masters students, Syst Pract Action Res, 30, pp. 433-446, (2017); Coll R.K., Hodges D., Bhat R., Et al., An exploration of the pedagogies employed to integrate knowledge in work-integrated learning, J Coop Educ Internships, 43, pp. 14-35, (2009); Deketelaere A., Kelchtermans G., Struyf E., Et al., Disentangling clinical learning experiences: an exploratory study on the dynamic tensions in internship, Med Educ, 40, pp. 908-915, (2006); Zehr S.M., Student internship experiences and learning opportunities: a mixed methods study, (2016); Eames C., Cates C., Theories of learning in cooperative and work-integrated education, International handbook for cooperative and work-integrated education, pp. 41-52, (2011); Cope P., Cuthbertson P., Stoddart B., Situated learning in the practice placement, J Adv Nurs, 31, pp. 850-856, (2000); Linn P.L., Theories about learning and development in cooperative education and internships, Handbook for research in cooperative education and internships, pp. 11-28, (2004); Lave J., Wenger E., Situated learning: legitimate peripheral participation, (1991); Bandura A., Self-efficacy: the exercise of control, (1997); Billett S., Toward a workplace pedagogy: guidance, participation, and engagement, Adult Educ Q, 53, pp. 27-43, (2002); Bonwell C., Eison J., Active learning: creating excitement in the classroom, (1991); Mezirow J., Transformative dimensions of adult learning, (1991); Boud D., Keogh R., Walker D., Reflection: turning experience into learning, (1985); Kolb D.A., Experiential learning: Experience as the source of learning and development, (2015); Guile D., Griffiths T., Learning through work experience, J Educ Work, 14, pp. 113-131, (2001); Engestrom Y., Learning by expanding : an activity-theoretical approach to developmental research; Kerka S., Constructivism: a matter of interpretation, ERIC Dig, 181, pp. 1-7, (1997); Burke L., Marks-Maran D.J., Ooms A., Et al., Towards a pedagogy of work-based learning: perceptions of work-based learning in foundation degrees, J Vocat Educ Train, 61, pp. 15-33, (2009); Bandura A., Social learning theory, (1977); Bandura A., Social foundations of thought and action, (1986); Bandura A., Social cognitive theory: an agentic perspective, Asian J Soc Psychol, 2, pp. 21-41, (1999); Bandura A., Toward a psychology of human agency, Perspect Psychol Sci, 1, pp. 164-180, (2006); Karalis T., Situated and transformative learning: exploring the potential of critical reflection to enhance organizational knowledge, Dev Learn Org, 24, pp. 17-20, (2010); Wenger E., Communities of practice: learning, meaning, and identity, (1998); Yin R.K., Case study research and applications: design and methods, (2018); Patton M.Q., Qualitative research and evaluation methods : integrating theory and practice, (2015); Merriam S.B., Tisdell E.J., Qualitative research: a guide to design and implementation, (2016); DeWalt K., DeWalt B., Participant observation: a guide for fieldworkers, (2011); Bryman A., Social research methods, (2012); Miles M.B., Huberman A.M., Saldana J., Qualitative data analysis: a methods sourcebook, (2014); Bazeley P., Jackson K., Qualitative data analysis with NVivo, (2013); Saunders B., Sim J., Kingstone T., Et al., Saturation in qualitative research: exploring its conceptualization and operationalization, Qual Quant, 52, pp. 1893-1907, (2018); Haraldsson H.V., Introduction to system thinking and causal loop diagrams, (2004); Koopmans M., Education is a complex dynamical system: challenges for research, J Exp Educ, pp. 1-17, (2019); Steenbeek H., van Geert P., The emergence of learning-teaching trajectories in education: a complex dynamic systems approach, Nonlinear Dynam Psychol Life Sci, 17, pp. 233-267, (2013); Jackson M.C., Social theory and operational research practice, J Oper Res Soc, 44, pp. 563-577, (1993); Yearworth M., White L., The uses of qualitative data in multimethodology: developing causal loop diagrams during the coding process, Eur J Oper Res, 231, pp. 151-161, (2013); Papp I., Markkanen M., von Bonsdorff M., Clinical environment as a learning environment: student nurses’ perceptions concerning clinical learning experiences, Nurse Educ Today, 23, pp. 262-268, (2003); Kramer M., Usher A., Work-integrated learning and career-ready students: examining the evidence, (2011); Nevison C., Drewery D., Pretti J., Et al., Using learning environments to create meaningful work for co-op students, High Educ Res Dev, 36, pp. 807-822, (2017); Lejonberg E., Elstad E., Christophersen K.A., Mentor education: challenging mentors’ beliefs about mentoring, Int J Ment Coach Educ, 4, pp. 142-158, (2015)","T. Ngonda; University of Cape Town, Rondebosch, South Africa; email: ngntiy002@myuct.ac.za","","SAGE Publications Inc.","","","","","","03064190","","IMEEB","","English","Int. J. Mech. Eng. Educ.","Article","Final","","Scopus","2-s2.0-85089856965"
"Bullen J.; Flavell H.","Bullen, Jonathan (57193382484); Flavell, Helen (54896092800)","57193382484; 54896092800","Decolonising the Indigenised curricula: preparing Australian graduates for a workplace and world in flux","2022","Higher Education Research and Development","41","5","","1402","1416","14","11","10.1080/07294360.2021.1927998","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106304759&doi=10.1080%2f07294360.2021.1927998&partnerID=40&md5=5143de397eac7f9edf03ea9ce438ed3c","Curtin University, Perth, Australia","Bullen J., Curtin University, Perth, Australia; Flavell H., Curtin University, Perth, Australia","This article argues that current Australian graduate attributes–the strategy for assuring graduate employability–are inherently and uncritically Western and privilege white subjectivity. Drawing on Moreton-Robinson’s critique of whiteness in Australian academia we challenge the idea that all students must achieve the same narrow list of generic attributes informed, we argue, by Western traditions. In doing so, we aim to create a space to explore Nakata’s cultural interface as a means to simultaneously deliver key capabilities essential for future work and expand the sector’s thinking beyond assuring a singular kind of graduate. Decolonising processes led by local Elders, based in authentic relationships forged at the cultural interface, we argue, would assist Australian universities to overcome tokenistic approaches to ‘Indigenising the curriculum’ and the challenges of ‘assuring’ graduate attributes. Through reimagining approaches to graduate employability, we explore how learning experiences informed by local place-based Aboriginal values, principles and perspectives present an opportunity to develop graduates equipped to reimagine themselves in response to a world and workplace in flux. © 2021 HERDSA.","decolonisation; Graduate attributes; indigenising curricula; intercultural education","","","","","","","","Allen R.L., Liou D.D., Managing whiteness: The call for Educational leadership to breach the contractual expectations of white supremacy, Urban Education, 54, 5, pp. 677-705, (2019); Anning B., Embedding an Indigenous graduate attribute into University of Western Sydney's courses, The Australian Journal of Indigenous Education, 39, pp. 40-52, (2010); Apgar J.M., Argumendo A., Allen W., Building transdisciplinarity for managing complexity: Lessons from Indigenous practice, International Journal of Interdisciplinary Social Sciences, 4, 5, pp. 255-270, (2009); (2018); Bachrach E., The agile mind: How your brain makes creativity happen, (2012); Barrie S.C., Understanding what we mean by the generic attributes of graduates, Higher Education, 51, 2, pp. 215-241, (2006); Barrie S.C., A conceptual framework for the teaching and learning of generic graduate attributes, Studies in Higher Education, 32, 4, pp. 439-458, (2007); Bodkin-Andrews G., Page S., Trudgett M., Shaming the silences: Indigenous graduate attributes and the privileging of Aboriginal and Torres Strait Islander voices, Critical Studies in Education, 1-18, (2018); Boud D., Molloy E., Feedback in higher and professional education: Understanding it and doing it well, (2013); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Bullen J., Flavell H., Measuring the ‘gift': Epistemological and ontological differences between the academy and Indigenous Australia, Higher Education Research & Development, 36, 3, pp. 583-596, (2017); Bullen J., Roberts L., ‘I wouldn't have been culturally safe': Health science students’ experiences of transformative learning within Indigenous studies, Higher Education Research & Development, 38, (2019); Carey M., Prince M., Designing an Australian Indigenous Studies curriculum for the twenty-first century: Nakata's ‘cultural interface’, standpoints and working beyond binaries, Higher Education Research & Development, 34, 2, pp. 270-283, (2015); Carlson B., Frazer R., (2018); Castagno A.E., Educated in whiteness: Good intentions and diversity in schools, (2014); Davis C., Councillor B., Indich K., (2019); de la Harpe B., David C., Major influences on the teaching and assessment of graduate attributes, Higher Education Research & Development, iFirst, (2011); Aboriginal and Torres Strait Islander Health curriculum framework, (2014); Dudgeon P., Bray A., Darlaston-Jones D., Walker R., (2020); Ehrlinger J., Mitchum A., Dweck C., Understanding overconfidence: Theories of intelligence, preferential attention, and distored self-assessment, Journal of Experimental Social Psychology, 63, pp. 94-100, (2016); Eisenman R., Reducing the digital divide, Journal of Information Ethics, 27, 1, pp. 12-13, (2018); Friedman B., Nissenbaum H., Bias in computer systems, ACM Transactions on Information Systems, 14, 3, pp. 330-347, (1998); Gale T., Parker S., Navigating change: A typology of student transition in higher education, Studies in Higher Education, 39, 5, pp. 734-753, (2014); Gilbey K., Bunda T., The pleasure and pain of Aboriginal being in the university, Producing pleasure in the contemporary university, pp. 185-199, (2017); Grant S., Australia day, (2019); Gunstone A., Whiteness, Indigenous peoples and Australian universities, Australian Critical Race and Whiteness Studies Association e-Journal, (2009); Hansen L., Hansen P., Corbett J., Hendrick A., Marchant T., Reaching across the Divide (RAD): Aboriginal Elders and academics working together to improve student and staff cultural capability outcomes, The Australian Journal of Indigenous Education, pp. 1-9, (2020); Hart C., Neocolonialism: The true intention behind the northern territory intervention, Emerging Scholars in Australian Indigenous Studies, 4, 1, pp. 76-80, (2018); Harvey A., Russell-Mundine G., Decolonising the curriculum: using graduate qualities to embed Indigenous knoweldges at the cultural interface, Teaching in Higher Education, 24, 6, pp. 789-808, (2018); (2011); Jeffrey L., Hegarty B., Kelly O., Penman M., Coburn D., McDonald J., Developing digital Information literacy in higher education: Obstacles and supports, Journal of Information Technology Education, 10, 1, pp. 383-413, (2011); Jones B.T., Tools of engagement: Using Outbound mobility to grow Australia’s Asia literacy, The globalisation of Higher education (pp. 117–129), (2018); Kanjere A., Defending race privilege on the internet: How whiteness uses innocence discourse online, Information, Communication & Society, 22, 14, pp. 2156-2170, (2019); Kegan R., What “form” transforms? A constructive-developmental approach to transformative learning, Contemporary Theories of learning: Learnign theorists … in their own words, pp. 43-60, (2009); Kim M.S., Non-Western perspectives on human communication: Implications for theory and practice, (2002); Kuokkanen R., Reshaping the university: Responsibility, Indigenous epistemes, and the logic of the gift, (2007); Lee D., Rutsohn P., Racial differences in the usage of information technology: Evidence from a national physician survey, Perspectives in Health Information Management, 9, Summer, (2012); Le Grange L., The curriculum case for decolonisation, Decolonisation in universities: The politics of knowledge (pp. 29–48), (2019); Loes C., Pascarella E., Umbach P., Effects of diversity experiences on critical thinking skills: Who benefits?, The Journal of Higher Education, 83, 1, pp. 1-25, (2012); Maddison S., The colonial fantasy: Why white Australia can't solve black problems, (2019); Martin D.H., Two-eyed seeing: A framework for understanding Indigenous and non-Indigenous approaches to Indigenous health research, Canadian Journal of Nursing Research Archive, 442, pp. 20-42, (2012); McIlwain C., Racial formation, inequality and the political economy of web traffic, Information, Communication & Society, 20, 7, pp. 1073-1089, (2017); Moreton-Robinson A., Unmasking whiteness: A goori Jondal's look at some duggai business, Unmasking whiteness: Race relations and reconciliation, pp. 1-7, (1999); Moreton-Robinson A., Walter M., Singh D., Kimber M., On stony ground: Governance and Aboriginal and Torres Strait Islander participation in Australian universities, report to the review of Higher Education access and outcomes for Aboriginal and Torres Strait Islander people, (2011); Nakata M., The cultural interface, The Australian Journal of Indigenous Education, 36, pp. 7-14, (2007); Nakata M., The rights and blights of the politics in Indigenous higher education, Anthropological Forum: A Journal of Social Anthropology and Comparative Sociology, 303, (2013); Nakata M., Nakata V., Keech S., Bolt R., Decolonial goals and pedagogies for Indigenous studies, Decolonization: Indigeneity, Education & Society, 1, 1, pp. 120-140, (2012); Oliver B., (2011); Oliver B., de St Jorre J., Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers, Higher Education Research & Development, pp. 821-836, (2018); Osmani M., Weerakkody V., Hindi N.M., Al-Esmail R., Tillal Eldabi T., Kapoor K., Irani Z., Identifying the trends and impact of graduate attributes on employability: A literature review, Tertiary Education and Management, 21, 4, pp. 367-379, (2015); Page S., Exploring new conceptualisations of old problems: Researching and reorienting teaching in Indigenous studies to transform student learning, The Australian Journal of Indigenous Education, 43, 1, pp. 21-30, (2014); Page S., Trudgett M., Bodkin-Andrews G., Creating a degree-focused pedagogical framework to guide Indigenous graduate attribute curriculum development, Higher Education, 78, 1, pp. 1-15, (2019); Pidgeon M., More than a checklist: Meaningful Indigenous inclusion in higher education, Social Inclusion, 4, 1, pp. 77-91, (2016); Piquemal N., From native North American oral traditions to Western literacy: Storytelling in Education, The Alberta Journal of Education Research, 49, 2, pp. 113-122, (2002); Speight S., Lackovic N., Cooker L., The contested curriculum: Academic learning and employability in higher education, Tertiary Education and Management, 19, 2, pp. 112-126, (2013); Thackrah R., Thompson S., Refining the concept of cultural competence: Building decades of progress, Medical Journal of Australia, 199, 1, pp. 35-38, (2013); Tuck E., Yang K.W., Decolonization is not a metaphor, Decolonization: Indigeneity, Education & Society, 11-40, (2012); (2017); (2017); Williams R., Why should I feel guilty? Reflections on the workings of guilt in white Aboriginal relations, Australian Psychologist, 352, (2000); Wright M., O'Connell M., Jones T., Walley R., Roarty L., (2015); Wright M., Lin A., O'Connell M., Humility, inquisitiveness, and openess: Key attributes for meaningful engagement with Nyoongar people, Advances in Mental Health, 14, 2, pp. 82-95, (2016); Yunkaporta T., Sand talk: How Indigenous thinking can save the world, (2019)","J. Bullen; Curtin Medical School, Curtin University, Bentley, 6102, Australia; email: jonathan.bullen@curtin.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85106304759"
"Williams K.E.; Hutchings P.B.; Phelps C.","Williams, Kate Elizabeth (57194755681); Hutchings, Paul B. (57189940510); Phelps, Ceri (12242660100)","57194755681; 57189940510; 12242660100","Beyond learning in higher education: an evaluation of the ‘Life Design’ initiative to improve student employability","2022","Studies in Higher Education","47","6","","1184","1198","14","4","10.1080/03075079.2020.1870946","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099981060&doi=10.1080%2f03075079.2020.1870946&partnerID=40&md5=ae689f9c9b268cce580a4b4e247aa4bb","Centre for Psychology and Counselling, University of Wales Trinity Saint David, Swansea, United Kingdom","Williams K.E., Centre for Psychology and Counselling, University of Wales Trinity Saint David, Swansea, United Kingdom; Hutchings P.B., Centre for Psychology and Counselling, University of Wales Trinity Saint David, Swansea, United Kingdom; Phelps C., Centre for Psychology and Counselling, University of Wales Trinity Saint David, Swansea, United Kingdom","With increasing evidence highlighting the link between psychological factors such as self-esteem, self-efficacy and optimism on employability outcomes, this paper reports an evaluation of a unique student experience initiative called ‘Life Design’ developed to support the professional and personal development of undergraduate students. First year undergraduates engaged in a two-hour workshop involving interactive exercises designed to foster self-reflection, self-efficacy, and career optimism. The impact of this workshop on validated self-report measures of self-esteem, self-efficacy, and optimism, alongside career-related outcomes was explored using a prospective longitudinal design. Analyses revealed a significant immediate and sustained increase in self-esteem following Life Design, but no impact on self-efficacy or career optimism. Certainty of career developing steps increased at a later follow up, but no changes to career prospect confidence or career choice certainty were reported. This paper highlights the benefits and wider challenges of delivering and engaging students in initiatives designed to enhance employability. © 2021 Society for Research into Higher Education.","career-optimism; Life Design; life-orientation; psychosocial evaluation; self-esteem; student experience","","","","","","University of Wales Trinity Saint David, UWTSD","This work was supported internally by the University of Wales Trinity Saint David. The Life Design evaluation project team wish to thank the following for their contribution and support to this research project: The Life Design Team - Lucy Griffiths, Christopher Thomas, Rhiannon Lleision-Jones, and Lewis Pearson; members of faculty from the three Schools involved in the project - the Heads of the Schools, the admin/support staff and the lecturers for allowing us to use their seminar time to administer the questionnaires; and Mr Christopher Sullivan for printing the questionnaires.","Bandura A., Cervone D., Self-Evaluative and Self-Efficacy Mechanisms Governing the Motivational Effects of Goal Systems, Journal of Personality and Social Psychology, 45, 5, pp. 1017-1028, (1983); Bandura A., Ramachandran V.S., Encyclopedia of Human Behavior, (1994); Bovill C., Cook-Sather A., Felten P., Millard L., Moore-Cherry N., Addressing Potential Challenges in Co-Creating Learning and Teaching: Overcoming Resistance, Navigating Institutional Norms and Ensuring Inclusivity in Student–Staff Partnerships, Higher Education, 71, 2, pp. 195-208, (2016); Chiesi F., Galli S., Primi C., Borgi P.I., Bonacchi A., The Accuracy of the Life Orientation Test–Revised (LOT–R) in Measuring Dispositional Optimism: Evidence from Item Response Theory Analyses, Journal of Personality Assessment, 95, 5, pp. 523-529, (2013); Clark T., Osterwalder A., Pigneur Y., Business Model You, (2012); Creed P.A., Patton W., Bartrum D., Multidimensional Properties of the LOT-R: Effects of Optimism and Pessimism on Career and Well-Being Related Variables in Adolescents, Journal of Career Assessment, 10, 1, pp. 42-61, (2002); Dweck C., Mindset: The New Psychology of Success, (2006); Dweck C., Carol Dweck Revisits the Growth Mindset, Education Week, 35, 5, pp. 20-24, (2015); Fox-Wasylyshyn S.M., El-Masri M.M., Handling Missing Data in Self-Report Measures, Research in Nursing & Health, 28, 6, pp. 488-495, (2005); Freudenberg B., Brimble M., Cameron C., WIL and Generic Skill Development: The Development of Business Students’ Generic Skills Through Work-Integrated Learning, Asia-Pacific Journal of Cooperative Education, 12, 2, pp. 79-93, (2011); Freudenberg B., Cameron C., Brimble M., The Importance of Self: Developing Students’ Self Efficacy Through Work Integrated Learning, The International Journal of Learning, 17, 10, pp. 479-496, (2011); Glaesmer H., Rief W., Martin A., Mewes R., Brahler E., Zenger M., Hinz A., Psychometric Properties and Population-Based Norms of the Life Orientation Test Revised (LOT-R), British Journal of Health Psychology, 17, 2, pp. 432-445, (2012); Gunkel M., Schlaegel C., The Influence of Personality on Students’ Career Decisiveness—A Comparison between Chinese and German Economics and Management Students, Management Revu, 21, 3, pp. 229-243, (2010); (2018); Kong F., Ding K., Zhao J., The Relationships among Gratitude, Self-Esteem, Social Support and Life Satisfaction among Undergraduate Students, Journal of Happiness Studies, 16, 2, pp. 477-489, (2015); Lewis D.I., Extracurricular Partnerships as a Tool for Enhancing Graduate Employability, International Journal for Students As Partners, 1, 1, (2017); Luszczynska A., Scholz U., Schwarzer R., The General Self-Efficacy Scale: Multicultural Validation Studies, The Journal of Psychology, 139, 5, pp. 439-457, (2005); Martin A.J., Exploring the Effects of a Youth Enrichment Program on Academic Motivation and Engagement, Social Psychology of Education, 8, 2, pp. 179-206, (2005); Martin-Albo J., Nunez J.L., Navarro J.G., Grijalvo F., The Rosenberg Self-Esteem Scale: Translation and Validation in University Students, The Spanish Journal of Psychology, 10, 2, pp. 458-467, (2007); Mayer R.E., Applying the Science of Learning to Medical Education, Medical Education, 44, 6, pp. 543-549, (2010); McIlveen P., Beccaria G., Burton L.J., Beyond Conscientiousness: Career Optimism and Satisfaction with Academic Major, Journal of Vocational Behavior, 83, 3, pp. 229-236, (2013); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., Pedagogy for Employability, (2012); Pelham B.W., Swann W.B., From Self-Conceptions to Self-Worth: On the Sources and Structure of Global Self-Esteem, Journal of Personality and Social Psychology, 57, 4, pp. 672-680, (1989); Enterprise and Entrepreneurship Education: Guidance for UK Higher Education Providers, (2018); (2018); Rattenbury J., Rennison Y., McEwen F., Holmes H., Reflections Upon an Employability Initiative at an English Post-92 Business School, Widening Participation and Lifelong Learning, 20, 1, pp. 179-186, (2018); Robins R.W., Hendin H.M., Trzesniewski K.H., Measuring Global Self-Esteem: Construct Validation of a Single-Item Measure and the Rosenberg Self-Esteem Scale, Personality and Social Psychology Bulletin, 27, 2, pp. 151-161, (2001); Rosenberg M., Society and the Adolescent Self-Image, (1965); Rottinghaus P.J., Day S.X., Borgen F.H., The Career Futures Inventory: A Measure of Career-Related Adaptability and Optimism, Journal of Career Assessment, 13, 1, pp. 3-24, (2005); Scheier M.F., Carver C.S., Bridges M.W., Distinguishing Optimism from Neuroticism (and Trait Anxiety, Self-Mastery, and Self-Esteem): A Reevaluation of the Life Orientation Test, Journal of Personality and Social Psychology, 67, 6, pp. 1063-1078, (1994); Schmitt D.P., Allik J., Simultaneous Administration of the Rosenberg Self-Esteem Scale in 53 Nations: Exploring the Universal and Culture-Specific Features of Global Self-Esteem, Journal of Personality and Social Psychology, 89, 4, pp. 623-642, (2005); Scholz U., Dona B.G., Sud S., Schwarzer R., Is General Self-Efficacy a Universal Construct? Psychometric Findings from 25 Countries, European Journal of Psychological Assessment, 18, 3, pp. 242-251, (2002); Schunk D.H., Self-efficacy and Academic Motivation, Educational Psychologist, 26, 3-4, pp. 207-231, (1991); Schwarzer R., Jerusalem M., Generalized Self-Efficacy Scale, Measures in Health Psychology: A User’s Portfolio. Casual and Control Beliefs, (1995); Schwarzer R., Mueller J., Greenglass E., Assessment of Perceived General Self-Efficacy on the Internet: Data Collection in Cyberspace, Anxiety, Stress and Coping, 12, 2, pp. 145-161, (1999); Smith S., Smith C., Taylor-Smith E., Fotheringham J., Towards Graduate Employment: Exploring Student Identity Through a University-Wide Employability Project, Journal of Further and Higher Education, pp. 1-13, (2017); Taylor A.R., Hooley T., Evaluating the Impact of Career Management Skills Module and Internship Programme Within a University Business School, British Journal of Guidance & Counselling, 42, 5, pp. 487-499, (2014); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Yorke M., Employability in Higher Education: What it is-What it is Not, 1, (2006)","K.E. Williams; Centre for Psychology and Counselling, University of Wales Trinity Saint David, Swansea, Swansea Campus, Technium 1, Kings Road, SA, 1 8PH, United Kingdom; email: kate.williams@uwtsd.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85099981060"
"Capone V.; Marino L.; Park M.S.-A.","Capone, Vincenza (55778145652); Marino, Leda (57222626668); Park, Miriam Sang-Ah (57189762686)","55778145652; 57222626668; 57189762686","Perceived Employability, Academic Commitment, and Competency of University Students During the COVID-19 Pandemic: An Exploratory Study of Student Well-Being","2021","Frontiers in Psychology","12","","788387","","","","17","10.3389/fpsyg.2021.788387","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122155291&doi=10.3389%2ffpsyg.2021.788387&partnerID=40&md5=a82a4d747021df8b370f79cb67072585","Department of Humanities, University of Naples “Federico II”, Naples, Italy; Department of Psychology, Nottingham Trent University, Nottingham, United Kingdom","Capone V., Department of Humanities, University of Naples “Federico II”, Naples, Italy; Marino L., Department of Humanities, University of Naples “Federico II”, Naples, Italy; Park M.S.-A., Department of Psychology, Nottingham Trent University, Nottingham, United Kingdom","Coronavirus disease 2019 (COVID-19) outbreak has led to the closure of schools and universities, which forced students to reorganize their daily and academic lives. The pandemic has thus impacted the well-being of students in various ways. This study aimed to investigate the relationship between the perceived employability, self-efficacy, ambition, organizational commitment, and career planning of students, as well as mental well-being, student engagement, and academic burnout during the pandemic. A total of 269 Italian university students participated in an online questionnaire. Our results highlight that students experienced high levels of uncertainty about their employability and career planning. In contrast, however, they reported healthy levels of mental well-being and student engagement, high career ambitions, and strong self-efficacy, despite the impact of COVID-19. We suggested that intervention and supportive programs should be offered to students over the long term in order to minimize the negative impact of the pandemic. Copyright © 2021 Capone, Marino and Park.","academic commitment; COVID-19; mental well-being; perceived employability; undergraduate students; university reputation","","","","","","","","Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W.B., Competencies for the contemporary career: development and preliminary validation of the career competencies questionnaire, J. Career Dev, 40, pp. 245-267, (2013); Akkermans J., Richardson J., Kraimer M.L., The Covid-19 crisis as a career shock: Implications for careers and vocational behavior, J. Vocat. Behav, 119, (2020); Aristovnik A., Kerzic D., Ravselj D., Tomazevic N., Umek L., Impacts of the COVID-19 pandemic on life of higher education students: a global perspective, Sustainability, 12, (2020); Atitsogbe K.A., Mama N.P., Sovet L., Pari P., Rossier J., Perceived employability and entrepreneurial intentions across university students and job seekers in Togo: The effect of career adaptability and self-efficacy, Front. Psychol, 10, (2019); Autin K.L., Blustein D.L., Ali S.R., Garriott P.O., Career development impacts of COVID-19: practice and policy recommendations, J. Career Dev, 47, pp. 487-494, (2020); Bainbridge B., The future's bright, the future's brand, Recruitment Portfolio, pp. 5-12, (2000); Balducci C., Fraccaroli F., Schaufeli W.B., Psychometric properties of the Italian version of the Utrecht Work Engagement Scale (UWES-9), Eur. J. Psychol. Assess, 26, pp. 143-149, (2010); Bandura A., Self-Efficacy: The Exercise of Control, (1997); Bandura A., Barbaranelli C., Caprara G.V., Pastorelli C., Self-efficacy beliefs as shapers of children's aspirations and career trajectories, Child Dev, 72, pp. 187-206, (2001); Bano Y., Vasantha S., Influence of university reputation on employability, Int. J. Sci. Technol. 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Med, 16, (2009); Bustamam U.S.A., Mutalib M.A., Yusof S.N.M., Graduate employability through entrepreneurship: a case study at USIM, Procedia Soc. Behav. Sci, 211, pp. 1117-1121, (2015); Capone V., Caso D., Donizzetti A.R., Procentese F., University student mental well-being during COVID-19 outbreak: what are the relationships between information seeking, perceived risk and personal resources related to the academic context?, Sustainability, 12, (2020); Capone V., Donizzetti A.R., Park M.S.A., Validation and psychometric evaluation of the COVID-19 risk perception scale (CoRP): a new brief scale to measure individuals' risk perception, Int. J. Ment. Health Addict, pp. 1-14, (2021); Capone V., e Petrillo G., “Il Work-Study Balance degli studenti universitari: quali relazioni con il benessere? 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Capone; Department of Humanities, University of Naples “Federico II”, Naples, Italy; email: vincenza.capone@unina.it","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85122155291"
"Van Geyte E.; Hadjianastasis M.","Van Geyte, Els (57221602685); Hadjianastasis, Marios (36188407000)","57221602685; 36188407000","Quality and qualifications: the value of centralised teaching courses for postgraduates who teach","2022","International Journal for Academic Development","27","1","","4","16","12","1","10.1080/1360144X.2020.1863810","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099563719&doi=10.1080%2f1360144X.2020.1863810&partnerID=40&md5=aba13d9d6cd04c2c5f00775b53002f6c","Higher Education Futures Institute, University of Birmingham, Birmingham, United Kingdom","Van Geyte E., Higher Education Futures Institute, University of Birmingham, Birmingham, United Kingdom; Hadjianastasis M., Higher Education Futures Institute, University of Birmingham, Birmingham, United Kingdom","The focus of this research is the centralised provision of professional development opportunities for postgraduate teaching assistants (PGTAs) through accredited and non-accredited courses (ACs and NACs), and their perceived and actual benefits. Evidence on the impact of courses at the University of Birmingham (UK) is synthesised with evidence from the wider sector and discussed within the context of UK higher education. The outcomes point to the positive impact of ACs for institutions and students with regard to learning, employability, professional confidence, and gaining a qualification. The consensus is that courses lead to a noticeable enhancement of professional knowledge, ability, and confidence. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Accredited CPD; CPD impact; graduate teaching assistants; non-accredited CPD; PGTAs","","","","","","University of Birmingham","We would like to thank our survey participants: the PGTAs (at the University of Birmingham) and the other Higher Education professionals (who responded to a request on the SEDA JISCmail list).","Acker S., Haque E., Doctoral students and a future in academe?, Becoming an academic: International perspectives, pp. 39-51, (2010); Artino A.R., La Rochelle J.S., Dezee K.J., Gehlbach H., Developing questionnaires for educational research: AMEE Guide No. 87, Medical Teacher, 36, 6, pp. 463-474, (2014); Beaton F., Just in time and future-proofing? Policy, challenges and opportunities in the professional development of part-time teachers, International Journal for Academic Development, 22, 1, pp. 19-30, (2017); Boman J.S., Graduate student teaching development: Evaluating the effectiveness of training in relation to graduate student characteristics, Canadian Journal of Higher Education, 43, 1, pp. 100-114, (2013); Brew A., Boud D., Un Namgung S., Influences on the formation of academics: The role of the doctorate and structured development opportunities, Studies in Continuing Education, 33, 1, pp. 51-66, (2011); Chadha D., Evaluating the impact of the graduate certificate in academic practice (GCAP) programme, International Journal for Academic Development, 20, 1, pp. 46-57, (2015); Dewey J., Democracy and education, (1916); Dotger S., Exploring and developing graduate teaching assistants’ pedagogies via lesson study, Teaching in Higher Education, 16, 2, pp. 157-169, (2011); Fuller M.P., Lee A.M., Pettigrove M., (2010); Gibbs G., The international context of teacher preparation: Rejoinder to “Isn’t it time we did something about the lack of teaching preparation in business doctoral programs?”, Journal of Management Education, 40, 5, pp. 533-537, (2016); Green D., Little D., Family portrait: A profile of educational developers around the world, International Journal for Academic Development, 21, 2, pp. 135-150, (2016); Guskey T., Evaluating professional development, (2000); Jemielniak D., Greenwood D.J., Wake up or perish: Neo-liberalism, the social sciences, and salvaging the public university, Cultural Studies ↔ Critical Methodologies, 15, 1, pp. 72-82, (2015); Jepsen D., Varhegyi M., Edwards D., Academics’ attitudes towards PhD students’ teaching: Preparing research higher degree students for an academic career, Journal of Higher Education Policy and Management, 34, 6, pp. 629-645, (2012); Kanuka H., Smith E., Perceptions of the content and employability value of credentialed teaching certificates, International Journal for Academic Development, 24, 1, pp. 73-85, (2019); Kenny N., Watson G.P., Watton C., Exploring the context of Canadian graduate student teaching certificates in university teaching, Canadian Journal of Higher Education, 44, 3, pp. 1-19, (2014); Kreber C., Brook P., Impact evaluation of educational development, International Journal for Academic Development, 6, 2, pp. 96-107, (2001); Land R., Orientations to educational development, Educational Developments, 1, 2, pp. 19-23, (2000); McClure J.W., A blended approach in a graduate teaching assistants’ pre-service course to promote self confidence, ICT: Providing choices for learners and learning. 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Insights into the graduate teaching assistant (GTA) experience in the UK, Journal of Graduate Education, 3, 2, pp. 47-53, (2002); Parsons D., Hill I., Holland J., Willis D., Impact of teaching development programmes in higher education, (2012); Postareff L., Lindblom-Ylanne S., Nevgi A., A follow-up study of the effect of pedagogical training on teaching in higher education, Higher Education, 56, 1, pp. 29-43, (2008); Santhanam E., Codner G., Enhancing undergraduate engineering education quality through teaching assistants (tutors/demonstrators), Australasian Journal of Engineering Education, 18, 1, pp. 15-24, (2012); Tomkinson B., Supporting part-time and other teaching staff: Who are they and why are they important?, Developing effective part-time teachers in higher education, pp. 39-51, (2012); Trigwell K., Evaluating the impact of university teaching development schemes, Teacher Development in Higher Education, pp. 257-273, (2012); Facts and stats: Higher education in numbers, (2019); Winter J., Turner R., Gedye S., Nash P., Grant V., Graduate teaching assistants: Responding to the challenges of internationalisation, International Journal for Academic Development, 20, 1, pp. 33-45, (2015)","E. Van Geyte; Higher Education Futures Institute, University of Birmingham, Birmingham, United Kingdom; email: e.m.vangeyte@bham.ac.uk","","Routledge","","","","","","1360144X","","","","English","Int. J. Acad. Dev.","Article","Final","","Scopus","2-s2.0-85099563719"
"Scholarios D.; Van der Heijden B.","Scholarios, Dora (6602423646); Van der Heijden, Beatrice (13406606600)","6602423646; 13406606600","Supervisor-Subordinate Age Dissimilarity and Its Impact on Supervisory Ratings of Employability: Does Supportive Learning Context Make a Difference?","2021","Frontiers in Psychology","12","","763746","","","","4","10.3389/fpsyg.2021.763746","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122059397&doi=10.3389%2ffpsyg.2021.763746&partnerID=40&md5=788b28013d04af3420de77d852f2806a","Department of Work, Employment and Organisation, University of Strathclyde, Glasgow, United Kingdom; Institute for Management Research, Radboud University Nijmegen, Nijmegen, Netherlands; Faculty of Management, Open Universiteit, Heerlen, Netherlands; Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium; Business School, Hubei University, Wuhan, China; Kingston Business School, Kingston University, Kingston Upon Thames, United Kingdom","Scholarios D., Department of Work, Employment and Organisation, University of Strathclyde, Glasgow, United Kingdom; Van der Heijden B., Institute for Management Research, Radboud University Nijmegen, Nijmegen, Netherlands, Faculty of Management, Open Universiteit, Heerlen, Netherlands, Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium, Business School, Hubei University, Wuhan, China, Kingston Business School, Kingston University, Kingston Upon Thames, United Kingdom","Status incongruence resulting from a supervisor who is younger than their subordinate potentially leads to age stereotyping of employees. This article investigates the relationship between age difference and supervisory ratings of five competence-based measures of subordinate employability (Occupational Expertise, Anticipation/Optimisation, Personal Flexibility, Corporate Sense, and Balance). In addition, we consider the buffering role of a supportive learning context which allows older workers access to learning resources. Learning context is represented by duration of the supervisory relationship, perceived organizational learning climate and participation in, and application of, training and development. Using 295 dyads of employees and their direct supervisors in a Dutch building company, findings show that age dissimilarity reflecting status incongruence was related to lower supervisory ratings of Occupational Expertise (job-related competence) and Corporate Sense (social/organizational competence) regardless of learning context. Longer duration relationships exacerbated, rather than buffered, the age difference effect on some types of supervisory ratings. The implications of these findings for age stereotyping with regard to employability are considered. Copyright © 2021 Scholarios and Van der Heijden.","age stereotyping; employability; employee-supervisor dyad; learning opportunities at work; relational demography; status incongruence","","","","","","Nederlandse Organisatie voor Wetenschappelijk Onderzoek, NWO; Aard- en Levenswetenschappen, Nederlandse Organisatie voor Wetenschappelijk Onderzoek, ALW-NOW","This study considered (directional) age difference effects in the context of supervisory ratings of subordinates’ five competence-based employability dimensions (Van der Heijde and Van der Heijden, 2006; Van der Heijden et al., 2018). Hypothesis 1 was partially supported by our findings. The greater the directional age difference between a supervisor and subordinate (younger supervisor-older subordinate), the lower supervisory ratings on all five dimensions of employability, controlling for demographic variables. Some contrasts across dimensions were found. For ratings of Occupational Expertise, Personal Flexibility and Corporate Sense, the directional age difference effect was persistent regardless of subordinates’ perception of a positive learning context. For the prediction of ratings of Anticipation/Optimization and Balance, supportive learning context explained more variance in supervisor ratings than directional age difference. Our findings provide partial support for Hypothesis 1 that directional age difference is associated with lower supervisory ratings.","Antonioni D., Park H., The relationship between rater affect and three sources of 360-degree feedback ratings, J. Manag. 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Psychol, 25, pp. 13-30, (2016); Van der Heijden B.I.J.M., Notelaers G., Peters P., Stoffers J., De Lange A.H., Froehlich D., Et al., Development and validation of the short-form employability five-factor instrument, J. Vocat. Behav, 106, pp. 236-248, (2018); Van der Heijden B.I.J.M., Scholarios D., Bozionelos N., Van der Heijde C.M., Epitropaki O., Report on Final Results. Indic@tor Report: A Cross-Cultural Study on the Measurement and Enhancement of Employability in Small and Medium-Sized ICT-Companies, (2005); Veld M., Semeijn J., Van Vuuren T., Enhancing perceived employability: an interactionist perspective on responsibilities of organizations and employees, Pers. Rev, 44, pp. 866-882, (2015); Vickerstaff S., Van der Horst M., The impact of age stereotypes and age norms on employees’ retirement choices: A neglected aspect of research on extended working lives, Front. Soc, 6, (2021); Warr P., Job performance and the ageing workforce, Introduction to Work and Organizational Psychology: A European Perspective, pp. 407-423, (2000); Yang J., Matz-Costa C., Age diversity in the workplace: The effect of relational age within supervisor–employee dyads on employees’ work engagement, Int. J. Aging Hum. Dev, 87, pp. 156-183, (2018); Ybema J.F., Van Vuuren T.V., Van Dam K., HR practices for enhancing sustainable employability: implementation, use, and outcomes, Int. J. Hum. Resour. Manag, 31, pp. 886-907, (2017); Zaniboni S., Kmicinska M., Truxillo D.M., Kahn K., Paladino M.P., Fraccaroli F., Will you still hire me when I am over 50? The effects of implicit and explicit age stereotyping on resume evaluations, Eur. J. Work Organ. Psychol, 28, pp. 453-467, (2019)","D. Scholarios; Department of Work, Employment and Organisation, University of Strathclyde, Glasgow, United Kingdom; email: d.scholarios@strath.ac.uk","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85122059397"
"Van Leeuwen E.H.; Taris T.; Van Rensen E.L.J.; Knies E.; Lammers J.-W.","Van Leeuwen, Evelien H. (57219836985); Taris, Toon (7006739971); Van Rensen, Elizabeth L.J. (56873002400); Knies, Eva (38861986500); Lammers, Jan-Willem (7102487235)","57219836985; 7006739971; 56873002400; 38861986500; 7102487235","Positive impact of the COVID-19 pandemic? A longitudinal study on the impact of the COVID-19 pandemic on physicians' work experiences and employability","2021","BMJ Open","11","12","e050962","","","","6","10.1136/bmjopen-2021-050962","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121012837&doi=10.1136%2fbmjopen-2021-050962&partnerID=40&md5=32b743a3434fd964a996e44a28e1100c","Department of Quality and Patient Safety, UMC Utrecht, Utrecht, Netherlands; Department of Strategic Human Resource Management, Utrecht University School of Governance, Utrecht, Netherlands; Department of Social, Health and Organizational Psychology, Utrecht University, Utrecht, Netherlands; Department of Respiratory Medicine, UMC Utrecht, Utrecht, Netherlands","Van Leeuwen E.H., Department of Quality and Patient Safety, UMC Utrecht, Utrecht, Netherlands, Department of Strategic Human Resource Management, Utrecht University School of Governance, Utrecht, Netherlands; Taris T., Department of Social, Health and Organizational Psychology, Utrecht University, Utrecht, Netherlands; Van Rensen E.L.J., Department of Quality and Patient Safety, UMC Utrecht, Utrecht, Netherlands; Knies E., Department of Strategic Human Resource Management, Utrecht University School of Governance, Utrecht, Netherlands; Lammers J.-W., Department of Respiratory Medicine, UMC Utrecht, Utrecht, Netherlands","Objective The COVID-19 pandemic places an enormous demand on physicians around the world. The aim of this study was to examine the impact of the COVID-19 pandemic on physicians' work experiences and their ability and willingness to continue working in their profession until retirement (ie, their employability). Design A longitudinal comparative design was used. Survey data were collected on three moments: before (May 2019), in the early phase (May 2020) and in a later phase (November 2020) of the COVID-19 pandemic. Time effects were tested using repeated-measures analyses of variance and one-way analyses of variance. Setting This study took place among physicians of two hospitals in a large city in the Netherlands. Participants 165 hospital physicians with surgical, medical and other specialties participated in this study. Results Physicians' employability significantly increased from the time prior to the COVID-19 pandemic, compared with the period during this pandemic. Employability differs among physicians with surgical, medical and other specialties. Furthermore, physicians experienced a lower emotional, physical and quantitative workload during the first peak of the COVID-19 pandemic, compared with before the pandemic. Moreover, physicians experienced the most stress from the impact of COVID-19 on their work in general and from combining work and private life. Conclusions This study shows that physicians' employability and work experiences are affected by the COVID-19 pandemic. Work experiences vary for physicians with different specialties. These varieties stress the importance of attention for physicians' individual needs and challenges regarding working during the COVID-19 pandemic and the possibility of continuing work in the aftermath of this crisis. Based on this, physicians can be offered tailor-made solutions. This is important to maintain a healthy and employable workforce, which is essential for a sustainable healthcare system.  © ","COVID-19; human resource management; mental health","COVID-19; Humans; Longitudinal Studies; Pandemics; Physicians; SARS-CoV-2; adult; Article; comparative study; coronavirus disease 2019; emotion; employability; female; health survey; hospital physician; human; job satisfaction; job stress; lockdown; longitudinal study; major clinical study; male; multicenter study; Netherlands; pandemic; physical capacity; quantitative analysis; social distancing; work experience; pandemic; physician","","","","","","","Pappa S., Ntella V., Giannakas T., Et al., Prevalence of depression, anxiety, and insomnia among healthcare workers during the COVID-19 pandemic: A systematic review and meta-analysis, Brain Behav Immun, 88, pp. 901-907, (2020); Ripp J., Peccoralo L., Charney D., Attending to the emotional well-being of the health care workforce in a New York City health system during the Covid-19 pandemic, Acad Med, 64, pp. 1-4, (2020); 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Fowler A., Abbott T.E.F., Pearse R.M., Can we safely continue to offer surgical treatments during the COVID-19 pandemic?, BMJ Qual Saf, 30, pp. 268-270, (2021)","E.H. van Leeuwen; Department of Quality and Patient Safety, UMC Utrecht, Utrecht, Netherlands; email: e.h.vanleeuwen@umcutrecht.nl","","BMJ Publishing Group","","","","","","20446055","","","34862285","English","BMJ Open","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85121012837"
"Nicholson A.","Nicholson, Alex (57213082620)","57213082620","The value of a law degree–part 4: a perspective from employers","2022","Law Teacher","56","2","","171","185","14","4","10.1080/03069400.2021.1936396","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85110495952&doi=10.1080%2f03069400.2021.1936396&partnerID=40&md5=b073af09d1fccce4d1e7b56a72f9263a","Department of Law and Criminology, Sheffield Hallam University, Sheffield, United Kingdom","Nicholson A., Department of Law and Criminology, Sheffield Hallam University, Sheffield, United Kingdom","Rising costs, an increasingly competitive graduate jobs market, and the introduction of alternative routes to highly skilled employment, have led many to question the “value” of higher education courses. This is the fourth in a series of papers which examines the value of a law degree from a range of perspectives: Part 1 explored theory from the marketing discipline in an attempt to identify the full range of possible value components; Part 2 analysed the online prospectus pages of over 50 UK law schools to understand which aspects of value were being articulated to the market; and Part 3 reported on life history interviews conducted with past and present students from a UK university, ultimately presenting a theory of value from a student viewpoint. This final paper provides a perspective from employers. It reports the findings of a qualitative study comprising 13 semi-structured interviews with people who have responsibility for trainee solicitor recruitment in England and Wales. The data reveals that whilst these influential individuals are guided by their own diverse range of value perceptions, they appear to reflect a common view that the legal profession is changing, and legal education needs to respond. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","customer value; differentiation; employability; marketing; Value; value propositions; value slices","","","","","","Association of Law Teachers, (750.27)","This work was supported by the Association of Law Teachers [Research Grant of £750.27 from the ALT Research Grant fund].","","A. Nicholson; Department of Law and Criminology, Sheffield Hallam University, Heart of the Campus Building, Sheffield, Collegiate Campus, S10 2LD, United Kingdom; email: a.nicholson@shu.ac.uk","","Routledge","","","","","","03069400","","","","English","Law Teach.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85110495952"
"Awacorach J.; Jensen I.; Lassen I.; Olanya D.R.; Zakaria H.L.; Tabo G.O.","Awacorach, Judith (57226083947); Jensen, Iben (42861818200); Lassen, Inger (14043709300); Olanya, David Ross (55991134700); Zakaria, Hanan Lassen (57985868400); Tabo, Geoffrey Olok (57219625311)","57226083947; 42861818200; 14043709300; 55991134700; 57985868400; 57219625311","Exploring Transition in Higher Education: Engagement and Challenges in Moving from Teacher-Centered to Student-Centered Learning","2021","Journal of Problem Based Learning in Higher Education","9","2","","113","130","17","5","10.5278/ojs.jpblhe.v9i2.5262","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85132182821&doi=10.5278%2fojs.jpblhe.v9i2.5262&partnerID=40&md5=7975829087f0a6d7541476399d207bf0","Department of Accounting and Finance, Gulu University, Uganda; Department of Culture and Learning, Aalborg University, Denmark; Department of Public Administration and Management, Gulu University, Uganda; Danish Centre for African Business (DanCAB), Denmark; Department of Computer Science, Gulu University, Uganda","Awacorach J., Department of Accounting and Finance, Gulu University, Uganda; Jensen I., Department of Culture and Learning, Aalborg University, Denmark; Lassen I., Department of Culture and Learning, Aalborg University, Denmark; Olanya D.R., Department of Public Administration and Management, Gulu University, Uganda; Zakaria H.L., Danish Centre for African Business (DanCAB), Denmark; Tabo G.O., Department of Computer Science, Gulu University, Uganda","The overall purpose of this study is to prefigure the feasibility of Problem Based Learning (PBL) for building research and employability capacity of MA-students in the context of Gulu University. Following a description of the basic tenets of PBL, we explain how PBL was used in experimental community outreach workshops for MA-students between 2016 and 2019. More specifically we identify traces of traditional learning practices and discuss to what extent the new learning approach might change the student-teacher power relationship. Methodologically and analytically, our study draws on a practice theory model developed by Kemmis and Mutton (2012). Although our findings indicate subtle traces of a traditional student-teacher relationship, the analyses indicate that the PBL learning mode is a promising candidate for strengthening research capacity in view of preparing students for post-graduate employability and community transformation. The workshops were organized collaboratively as part of the Danida-funded programme Building Stronger Universities. © 2021, Aalborg University press. All rights reserved.","PBL; practice theory; qualitative methods; quality teaching; Uganda","","","","","","","","Alidri A., Using Problem Based Learning (PBL) to Enhance Longlife Learning among University Graduates, Pan-Commonwealth Forum, 9, PCF9, pp. 1-9, (2019); Alvesson M., Methodology for close-up studies – struggling with closeness and closure. Higher Education, The International Journal of Higher Education Research, 46, 2, pp. 167-193, (2003); Amoako-Sakyi D., Amonoo-Kuofi H., Problem based learning in resource-poor settings: lessons from a medical school in Ghana, BMC Medical Education, 15, (2015); Armitage A., Conscientization, “Dialogue and Collaborative Problem Based Learning, Journal of Problem Based Learning in Higher Education, 1, 1, pp. 1-18, (2013); Barrett T., A New Model of Problem-based learning: Inspiring Concepts, Practice Strategies and Case Studies from Higher Education, (2017); Barrows H., Tamblyn R., Problem-based Learning: An Approach to Medical Education, (1980); Students of Problem Based Learning showcase their ideas on recycling plastic waste, (2018); De Graaff E., Kolmos A., Characteristics of Problem-Based Learning, International Journal of Engineering Education, 19, 5, pp. 657-662, (2003); Dewey J., Democracy and Education: An Introduction to the Philosophy of Education, (1916); Freire P., Cultural Action for Freedom, (1972); Harland T., Vygotsky‘s Zone of Proximal Development and Problem-based Learning: Linking a Theoretical Concept with Practice through Action Research, Teaching in Higher Education, 8, 2, pp. 263-272, (2003); Illeris K., Problemorientering og deltagerstyring: oplæg til en alternativ didaktik (Problem orientation and participation: draft for an alternative didactic), (1976); Kiguli-Malwadde E., Kijjambu S., Kiguli S., Galukande M., Mwanika A., Luboga S., Sewankambo N., Problem Based Learning, curriculum development and change process at Faculty of Medicine, Makerere University, Uganda, African Health Sci, 6, 2, pp. 127-130, (2006); Jensen I., Lassen I., Redesigning the curriculum: applying problem based learning in a new context, Pedagogy, Culture & Society, (2019); Kemmis S., Mutton R., Education for sustainability (EfS): practice and practice architectures, Environmental Education Research, 18, 2, pp. 187-207, (2012); Kolmos A., Fink F., Krogh L., The Aalborg PBL model – progress, diversity and challenges, (2006); Krogh L., Jensen A. 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"Lara-Bocanegra A.; Bohórquez M.R.; Grimaldi-Puyana M.; Gálvez-Ruiz P.; García-Fernández J.","Lara-Bocanegra, Alejandro (57191885789); Bohórquez, M. Rocío (57219440053); Grimaldi-Puyana, Moisés (56695219600); Gálvez-Ruiz, Pablo (57208982227); García-Fernández, Jerónimo (55956610500)","57191885789; 57219440053; 56695219600; 57208982227; 55956610500","Effects of an entrepreneurship sport workshop on perceived feasibility, perceived desiderability and entrepreneurial intentions: a pilot study in sports science students","2022","Sport in Society","25","8","","1528","1544","16","6","10.1080/17430437.2020.1829596","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092748628&doi=10.1080%2f17430437.2020.1829596&partnerID=40&md5=932d33d5186b0c6f55f2a4d0127b2ae3","Department of Physical Education and Sport, University of Seville, Seville, Spain; Department of Social Psychology, University of Seville, Seville, Spain; Facultad de Ciencias de la Educación, Valencian International University, Valencia, Spain","Lara-Bocanegra A., Department of Physical Education and Sport, University of Seville, Seville, Spain; Bohórquez M.R., Department of Social Psychology, University of Seville, Seville, Spain; Grimaldi-Puyana M., Department of Physical Education and Sport, University of Seville, Seville, Spain; Gálvez-Ruiz P., Facultad de Ciencias de la Educación, Valencian International University, Valencia, Spain; García-Fernández J., Department of Physical Education and Sport, University of Seville, Seville, Spain","Entrepreneurship training in the sports context is of vital importance for students of physical activity and sport sciences, increasing their employability and their ability to successfully adapt to a constantly changing business context. For this reason, this paper aims to analyze the influence of a Workshop on sports entrepreneurship on perceived desirability, perceived feasibility and entrepreneurial intentions, as well as the relationships between those concepts. 108 students from Physical Activity and Sports Sciences enrolled in a Workshop on sports entrepreneurship participated in the study, completing the Shapero and Sokol Entrepreneurial Event Model assessment instrument (1982) before and after the training sessions. The results demonstrated that the participation in the workshop significantly increased the participants’ entrepreneurial intention as well as their perceived feasibility and perceived desirability. Furthermore, perceived desirability and perceived feasibility were significant predictors of entrepreneurial intentions, both at pre and post workshop moments. A practical approach linked to know-how is necessary in future workshops. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","entrepreneurial intentions; Sports entrepreneurship; training; university","adult; article; entrepreneurship; feasibility study; female; human; major clinical study; male; physical activity; pilot study; sports science","","","","","","","Acosta-Veliz M., Washington H., Villacis-Aveiga W., Jimenez-Cercado M., Factores Que Conforman la Intención Emprendedora de Estudiantes de la Universidad de Guayaquil, Dominio de Las Ciencias, 3, 3, pp. 335-346, (2017); Alonso A., La Configuración de la Intención Emprendedora Entre Académicos Responsables de Proyectos de Investigación en España. 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Career Choice Intentions of Students with Family Business Background, Journal of Business Venturing, 26, 5, pp. 521-536, (2011)","M.R. Bohórquez; Department of Social Psychology, University of Seville, Seville, Spain; email: rociobohorquez@us.es","","Routledge","","","","","","17430437","","","","English","Sport Soc.","Article","Final","","Scopus","2-s2.0-85092748628"
"Papadakis N.; Drakaki M.; Saridaki S.; Amanaki E.; Dimari G.","Papadakis, Nikos (55057514600); Drakaki, Maria (57990492100); Saridaki, Sofia (57211965945); Amanaki, Eirini (57115311300); Dimari, Georgia (57190590183)","55057514600; 57990492100; 57211965945; 57115311300; 57190590183","Educational capital/ level and its association with precarious work and social vulnerability among youth, in EU and Greece","2022","International Journal of Educational Research","112","","101921","","","","4","10.1016/j.ijer.2021.101921","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122373775&doi=10.1016%2fj.ijer.2021.101921&partnerID=40&md5=bcc55a6dd6d9a877db909125ceb18619","Professor and Director of the Centre for Political Research & Documentation (KEPET), Department of Political Science, University of Crete (UoC), Distinguished Visiting Professor at the Academy of Globalization and Education Policy (AGEP) of the Zhengzhou University (ZZU), University of Crete Campus, Gallos, PC GR-74100, Rethymnon, China; Collaborating Teaching Staff at the Hellenic Open University, Teaching Staff at the Department of Social and Education Policy of the University of the Peloponnese; PhD Candidate and Researcher at KEPET, Department of Political Science, UoC; Collaborating Teaching Staff at the Hellenic Open University; Post-Doctoral Researcher at KEPET, Department of Political Science, UoC","Papadakis N., Professor and Director of the Centre for Political Research & Documentation (KEPET), Department of Political Science, University of Crete (UoC), Distinguished Visiting Professor at the Academy of Globalization and Education Policy (AGEP) of the Zhengzhou University (ZZU), University of Crete Campus, Gallos, PC GR-74100, Rethymnon, China; Drakaki M., Collaborating Teaching Staff at the Hellenic Open University, Teaching Staff at the Department of Social and Education Policy of the University of the Peloponnese; Saridaki S., PhD Candidate and Researcher at KEPET, Department of Political Science, UoC; Amanaki E., Collaborating Teaching Staff at the Hellenic Open University; Dimari G., Post-Doctoral Researcher at KEPET, Department of Political Science, UoC","Employability is undoubtedly critical for life chances, while is affected by the Economic Cries. During the last decade as well as in the begging of the new one, both the field of labour market and the working conditions have greatly affected by the impact of the back-to-back Crises, including the 2008 Economic Crisis and the ongoing Covid-19 pandemic. The abovementioned jointly with the mega-trend towards the digital economy have resulted in major modifications in the labour market, causing (among others), the gradual expansion of precarious work. The present paper deals with the association among the educational capital, the precarious work and the social vulnerability, among Youth. Based on both secondary quantitative-data analysis and primary qualitative research, the paper briefly analyses the relevant state-of-play in the EU, while it focuses on the Greek case. Issues related to the correlation between educational capital/ level and precarious work, the reproduction of socio-economic inequalities via education, the role of skills mismatch in the employment status and prospects, the parameters and characteristics of precarious employment and its impact to young people’ life course and life chances (including social vulnerability and in-work poverty risk), are raised, among others. © 2021 Elsevier Ltd","Educational capital/ level; Inequalities; Labour market; Precarious employment; Social vulnerability; Youth","","","","","","European Commission, EC; European Social Fund, ESF, (MIS 5048510)","This work is based on an a (large-scale) Research, co-financed by Greece and the European Union (European Social Fund- ESF) through the Operational Programme «Human Resources Development, Education and Lifelong Learning 2014-2020» in the context of the project “Precarious Work and Youth in today's Greece: secondary quantitative analysis, qualitative filed research and research-based policy proposals” (MIS 5048510).","Alheit P., Bergamini S., Biographical research and life story research, Social Transformation, Education and Local Society, pp. 121-130, (1998); Bourdieu P., Cultural reproduction and social reproduction, Knowledge, education, and cultural change, pp. 71-112, (2018); Bourdieu P., Outline of the theory of practice: structures and the habitus, Practicing History. 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Labour Market, Precarious Work, Social Vulnerability and Youth: The case of Greece within the EU context, Advances in Social Sciences Research Journal, 7, 12, pp. 474-496, (2020); Papadakis N., Drakaki M., Saridaki S., Dafermos V., The degree of despair”. The disjointed labour market, the impact of the pandemic, the expansion of precarious work among youth and its effects on young people's life trajectories, life chances and political mentalities-public trust. The case of Greece, The European Quarterly of Political Attitudes and Mentalities (EQPAM), 10, 2, pp. 26-53, (2021); Papadakis N., Drakaki M., Saridaki S., (2021); Rifkin J., Rethinking the Future of Employment in the E.U, the European Conference on «The future of work. Key challenges for the European Employment Strategy». Athens, pp. 13-14, (2003); Rubery J., Grimshaw D., Keizer A., Johnson M., Challenges and contradictions in the ‘normalising’ of precarious work, Work, Employment and Society, 32, 3, pp. 509-527, (2018); Spyridakis M., Homo Precarius. Vulnerability Experiences within the Crisis, (2018); Standing G., The precariat: the new dangerous class, (2014); Strauss A., Corbin J.M., Grounded theory in practice, (1997); Tsiolis G., Methods and techniques of analysis in qualitative social research, (2014); Vallas S., Prener C., Dualism, job polarization, and the social construction of precarious work, Work and Occupations, 39, 4, pp. 331-353, (2012); Vartanian T., Secondary Data Analysis, (2011)","N. Papadakis; Professor and Director of the Centre for Political Research & Documentation (KEPET), Department of Political Science, University of Crete (UoC), Distinguished Visiting Professor at the Academy of Globalization and Education Policy (AGEP) of the Zhengzhou University (ZZU), University of Crete Campus, Gallos, PC GR-74100, China; email: papadakn@uoc.gr","","Elsevier Ltd","","","","","","08830355","","","","English","Int. J. Educ. Res.","Article","Final","","Scopus","2-s2.0-85122373775"
"Riu D.; Casabayo M.; Sayeras J.M.; Rovira X.; Agell N.","Riu, David (57192812120); Casabayo, Monica (52663291300); Sayeras, Josep M. (55341777200); Rovira, Xari (26429946500); Agell, Nuria (8547384500)","57192812120; 52663291300; 55341777200; 26429946500; 8547384500","A new method to assess how curricula prepare students for the workplace in higher education","2022","Educational Review","74","2","","207","225","18","3","10.1080/00131911.2020.1713050","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078906836&doi=10.1080%2f00131911.2020.1713050&partnerID=40&md5=c98b3f98e5b436efd7cd06cf462fab6c","La Salle Campus Barcelona, Universitat Ramon Llull, Barcelona, Spain; ESADE, Universitat Ramon Llull, Barcelona, Spain","Riu D., La Salle Campus Barcelona, Universitat Ramon Llull, Barcelona, Spain; Casabayo M., ESADE, Universitat Ramon Llull, Barcelona, Spain; Sayeras J.M., ESADE, Universitat Ramon Llull, Barcelona, Spain; Rovira X., ESADE, Universitat Ramon Llull, Barcelona, Spain; Agell N., ESADE, Universitat Ramon Llull, Barcelona, Spain","Curricula are an essential ingredient of academic activity in higher education institutions and so it is necessary to develop tools that help improve these curricula. The need to increase student employability has recently been highlighted as an objective for universities. This paper introduces a methodology to help assess curricula in the training of skills for the labour market. Using a combination of the technique for order preference by similarity to the ideal solution (TOPSIS) method and an adaptation of importance-performance analysis (IPA), this methodology measures the gap between graduate perceptions of their university training and of its workplace utility. A dataset of 15,339 graduate opinions was used to analyse the mismatch between the two perceptions. To measure these differences, an index was drawn up enabling quantitative comparisons among subject areas. A ranking is provided, as well as guidelines for enhancing curricula. © 2020 Educational Review.","curriculum satisfaction; multicriteria decision aiding; skills acquisition; Student perception","","","","","","“la Caixa” Foundation, (2016-URL-Trac-033)","This work was supported by “La Caixa Foundation” under the social work grant 2016-URL-Trac-033.","Abalo J., Varela J., Manzano V., Importance values for importance-performance analysis: A formula for spreading out values derived from preference rankings, Journal of Business Research, 60, 2, pp. 115-121, (2007); Dipòsit legal: B-12.175-2014. Barcelona Spain., (2014); Alves H., Raposo M., Conceptual model of student satisfaction in higher education, Total Quality Management & Business Excellence, 18, 5, pp. 571-588, (2007); Alves H., Raposo M., Total quality management & business conceptual model of student satisfaction in higher education conceptual model of student satisfaction in higher education, Service Industries Journal, April 2012, pp. 37-41, (2007); Ashwin P., Knowledge, curriculum and student understanding in higher education, Higher Education, 67, 2, pp. 123-126, (2014); Barnett R., Parry G., Coate K., Conceptualising curriculum change, Teaching in Higher Education, 6, 4, pp. 435-449, (2001); Becket N., Quality management practice in higher education–What quality are we actually enhancing?, The Journal of Hospitality, Leisure, Sport and Tourism, 7, 1, pp. 40-54, (2008); Bhatt R., Koedel C., Lehmann D., Is curriculum quality uniform? Evidence from Florida, Economics of Education Review, 34, pp. 107-121, (2013); Bie D., Meng F., On student evaluation of teaching and improvement of the teaching quality assurance system at higher education institutions, Chinese Education & Society, 42, 2, pp. 100-115, (2009); Boden R., Nedeva M., Employing discourse: Universities and graduate “employability”, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Cheong K.-C., Hill C., Fernandez-Chung R., Leong Y.-C., Employing the ‘unemployable’: Employer perceptions of Malaysian graduates, Journal Studies in Higher Education, 41, 12, pp. 2253-2270, (2016); Chiclana F., Herrera-Viedma E., Herrera F., Alonso S., Some induced ordered weighted averaging operators and their use for solving group decision-making problems based on fuzzy preference relations, European Journal of Operational Research, 182, 1, pp. 383-399, (2007); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Coates H., Assessing student learning outcomes internationally: Insights and frontiers, Assessment & Evaluation in Higher Education, 41, 5, pp. 662-676, (2016); Duzevic I., Ceh Casni A., Student and faculty perceptions of service quality: The moderating role of the institutional aspects, Higher Education, 70, 3, pp. 567-584, (2015); Eskildsen J.K., Kristensen K., Enhancing importance-performance analysis, International Journal of Productivity and Performance Management, 55, 1, pp. 40-60, (2006); Eurico S.T., Da Silva J.A.M., Do Valle P.O., A model of graduates satisfaction and loyalty in tourism higher education: The role of employability, Journal of Hospitality, Leisure, Sport and Tourism Education, 16, pp. 30-42, (2015); European Commission, Supporting growth and jobs—an agenda for the modernisation of Europe’s higher education systems, (2011); Ginns P., Prosser M., Barrie S., Students’ perceptions of teaching quality in higher education: The perspective of currently enrolled students, Studies in Higher Education, 32, 5, pp. 603-615, (2007); 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Margolis E., The hidden curriculum in higher education, The effects of brief mindfulness intervention on acute pain experience: An examination of individual difference, 1, (2001); Martilla J.A., James J.C., Importance-performance analysis, Journal of Marketing, 41, 1, pp. 77-79, (1977); Martin P., Potocnik K., Fras A.B., Determinants of students’ innovation in higher education, Studies in Higher Education, 42, 7, pp. 1229-1243, (2017); Melguizo T., Wainer J., Toward a set of measures of student learning outcomes in higher education: Evidence from Brazil, Higher Education, 72, 3, pp. 381-401, (2016); Michavila F., Martinez J.M., Merhi R., Comparación Internacional, (2015); Moore T., Morton J., The myth of job readiness? Written communication, employability, and the ‘skills gap’ in higher education, Studies in Higher Education, 42, 3, pp. 591-609, (2017); Nadiri H., Kandampully J., Hussain K., Students’ perceptions of service quality in higher education, Total Quality Management & Business Excellence, 20, 5, pp. 523-535, (2009); Noaman A.Y., Ragab A.H.M., Madbouly A.I., Khedra A.M., Fayoumi A.G., Education H., Higher education quality assessment model: Towards achieving educational quality standard, Studies in Higher Education, pp. 1-24, (2015); Nygaard C., Hojlt T., Hermansen M., Learning-based curriculum development, Higher Education, 55, 1, pp. 33-50, (2008); Park Y., Heo P., Rim M., Park D., Customer satisfaction index measurement and importance-performance analysis for improvement of the mobile RFID services in Korea, PICMET ’08-2008 Portland International Conference on Management of Engineering & Technology, (c), pp. 2657-2665, (2008); Paxton M., Frith V., Implications of academic literacies research for knowledge making and curriculum design, Higher Education, 67, 2, pp. 171-182, (2014); Pinar W., Reynolds W., Slattery P., Taubman P., Understanding curriculum, Understanding Curriculum, 243-266, 1986, pp. 847-868, (2006); Ren S., Zhu Y., Warner M., Dilemmas concerning the employment of university graduates in China, Studies in Higher Education, 5079, July, pp. 1-21, (2015); Sahin I., Helley M., Considering students’ perceptions: The distance education student satisfaction model, Educational Technology & Society, 11, 2008, pp. 216-223, (2006); Sayeras J.M., Agell N., Rovira X., Sanchez M., Dawson J.A., A measure of perceived performance to assess resource allocation, Soft Computing, pp. 1-14, (2015); Schiro M.S., Curriculum theory: Conflicting visions and enduring concerns, SAGE Publications, pp. 1-78, (2007); Shah M., Cheng M., Fitzgerald R., Closing the loop on student feedback: The case of Australian and Scottish universities, Higher Education, 74, 1, pp. 115-129, (2017); Shay S., Curricula at the boundaries, Higher Education, 71, (2016); Silva F., Fernandes P., Importance-performance analysis as a tool in evaluating higher education service quality: The empirical results of ESTiG (IPB), International Business Information Management Association Conference, pp. 306-315, (2011); Sin C., Amaral A., Academics’ and employers’ perceptions about responsibilities for employability and their initiatives towards its development, Higher Education, 73, 1, pp. 97-111, (2017); Sin C., Neave G., Employability deconstructed: Perceptions of Bologna stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016); Teichler U., Higher education and the world of work, (2009); Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Tomusk V., Three Bolognas and a pizza pie: Notes on institutionalization of the European higher education system, International Studies in Sociology of Education, 214, March 2013, pp. 37-41, (2004); Viriansky Z.Y., Raychuk Y.A., Quality assurance in education at the stage of curriculum development, 2015 4th Forum Strategic Partnership of Universities and Enterprises of Hi-Tech Branches (Science. Education. Innovation), pp. 86-87, (2016); Voss R., Gruber T., Szmigin I., Service quality in higher education: The role of student expectations, Journal of Business Research, 60, 9, pp. 949-959, (2007); Yager R.R., Filev D.P., Induced ordered weighted averaging operators, IEEE Transactions on Systems, Man, and Cybernetics, Part B: Cybernetics, 29, 2, pp. 141-150, (1999); Zhang J., Wang J., Min S.D., Chen K.K., Huang H., Influence of curriculum quality and educational service quality on student experiences: A case study in sport management programs, Journal of Hospitality, Leisure, Sport and Tourism Education, 18, pp. 81-91, (2016); Zhang X., Shen S., Gao B., Relying on the graduate student curriculum construction to improve the training quality, (2016)","D. Riu; La Salle Campus Barcelona, Universitat Ramon Llull, Barcelona, Spain; email: david.riu@salle.url.edu","","Routledge","","","","","","00131911","","","","English","Educ. Rev.","Article","Final","","Scopus","2-s2.0-85078906836"
"Bennett D.; Ananthram S.","Bennett, Dawn (55574191781); Ananthram, Subramaniam (55555424300)","55574191781; 55555424300","Development, validation and deployment of the EmployABILITY scale","2022","Studies in Higher Education","47","7","","1311","1325","14","23","10.1080/03075079.2021.1888079","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100991775&doi=10.1080%2f03075079.2021.1888079&partnerID=40&md5=c21256fd15439ae8f6cf7ce98a5f6ca8","School of Education, Curtin University, Perth, Australia; School of Management, Curtin University, Perth, Australia","Bennett D., School of Education, Curtin University, Perth, Australia; Ananthram S., School of Management, Curtin University, Perth, Australia","This article presents the development, validation and deployment of a scale with which higher education students self-assess their perceived employability. Underpinned by social cognitive career theory and Yorke and Knight’s (2007) USEM model for students’ attainment of employability, a perceived employability questionnaire was developed and piloted with 1849 university students. The final questionnaire was administered with students from over 15 Australian universities, resulting in a sample of 10,193 students. The scale was validated using exploratory and confirmatory factor analyses, resulting in a 14-factor employability measure that met the acceptable validity thresholds. The multi-factor perceived employability scale validates the USEM model and has implications for theory and practice. © 2021 Society for Research into Higher Education.","career development learning; Employability development; graduate attributes; graduate outcomes; perceived employability; student success","","","","","","Australian Government Office for Learning and Teaching, (FS16-0274); Australian Learning and Teaching Council, (SP13-3258)","Early aspects of this work was supported by the Australian Government Office for Learning and Teaching: [grant number FS16-0274] and the Australian Learning and Teaching Council: [grant number SP13-3258].","Bandura A., The Explanatory and Predictive Scope of Self-Efficacy Theory, Journal of Social and Clinical Psychology, 4, 3, pp. 359-373, (1986); Baruch Y., Peiperl M., The Impact of an MBA on Graduate Careers, Human Resource Management Journal, 10, 2, pp. 69-90, (2000); Boden R., Nedeva M., Employing Discourse: Universities and Graduate ‘Employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Boudreau J., (2016); Brackett M.A., Rivers S.E., Shiffman S., Lerner N., Salovey P., Relating Emotional Abilities to Social Functioning: A Comparison of Self-Report and Performance Measures of Emotional Intelligence, Journal of Personality and Social Psychology, 91, 4, pp. 780-795, (2006); Bradley A., Quigley M., Bailey K., How Well are Students Engaging with the Careers Services at University?, Studies in Higher Education, (2019); Brainerd C., Zimmerman B., Schunk D.H., Self-regulated Learning and Academic Achievement: Theory, Research, and Practice, (1989); Byrne B., Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming, (2010); Byrne C., What Determines Perceived Graduate Employability? Exploring the Effects of Personal Characteristics, Academic Achievements and Graduate Skills in a Survey Experiment, Studies in Higher Education, (2020); Byrne M., Flood B., Griffin J., Measuring the Academic Self-Efficacy of First-Year Accounting Students, Accounting Education, 23, 5, pp. 407-423, (2014); Cassidy S., Self-Regulated Learning in Higher Education: Identifying Key Component Processes, Studies in Higher Education, 36, 8, pp. 989-1000, (2011); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Clements A.J., Kamau C., Understanding Students’ Motivation Towards Proactive Career Behaviours Through Goal-Setting Theory and the Job Demands–Resources Model, Studies in Higher Education, 43, 12, pp. 2279-2293, (2018); Coetzee M., Measuring Student Graduateness: Reliability and Construct Validity of the Graduate Skills and Attributes Scale, Higher Education Research & Development, 33, 5, pp. 887-902, (2014); Conway J.M., Method Variance and Method Bias in Industrial and Organizational Psychology, Blackwell Handbooks of Research Methods in Psychology. Handbook of Research Methods in Industrial and Organizational Psychology, pp. 344-365, (2002); Cranmer S., Enhancing Graduate Employability: Best Intentions and Mixed Outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Cronbach L.J., Coefficient Alpha and the Internal Structure of Tests, Psychometrika, 16, 3, pp. 297-334, (1951); Dacre Pool L., Sewell P., The Key to Employability: Developing a Practical Model of Graduate Employability, Education+ Training, 49, 4, pp. 277-289, (2007); Donald W.E., Baruch Y., Ashleigh M., The Undergraduate Self-Perception of Employability: Human Capital, Careers Advice, and Career Ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Edwards D., McMillan J., Completing University in a Growing Sector: Is Equity an Issue?, (2015); Fearon C., Nachmias S., McLaughlin H., Jackson S., Personal Values, Social Capital, and Higher Education Student Career Decidedness: A New ‘Protean’-Informed Model, Studies in Higher Education, 43, 2, pp. 269-291, (2018); Fornell C., Larcker D.F., Structural Equation Models with Unobservable Variables and Measurement Error: Algebra and Statistics, Journal of Marketing Research, 18, pp. 382-388, (1981); Greenberger E., Chen C., Dmitrieva J., Farruggia S.P., Item-wording and the Dimensionality of the Rosenberg Self-Esteem Scale: Do They Matter?, Personality and Individual Differences, 35, 6, pp. 1241-1254, (2003); Guildford J., Fundamental Statistics in Psychology and Education, (1965); Hair J., Black W., Babin B., Anderson R., Tatham R., (1998); Harvey A., (2020); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Jackson D., Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Skill Mastery and the Formation of Graduate Identity in Bachelor Graduates: Evidence from Australia, Studies in Higher Education, 41, 7, pp. 1313-1332, (2016); Jackson D., Chapman E., Non-technical Competencies in Undergraduate Business Degree Programs: Australian and UK Perspectives, Studies in Higher Education, 37, 5, pp. 541-567, (2012); Jackson D., Wilton N., Developing Career Management Competencies among Undergraduates and the Role of Work-Integrated Learning, Teaching in Higher Education, 21, 3, pp. 266-286, (2016); James R., Students’ Changing Expectations of Higher Education and the Consequences of Mismatches with Reality, Responding to Student Expectations, pp. 71-83, (2002); Kew B., (2015); Klemencic M., Chirikov I., How do we Know How Students Experience Higher Education? On the use of Student Surveys, Curaj, A., Matei, L., Pricopie, R., Salmi, J., & Scott, P. (Eds.), The European Higher Education Area, pp. 361-379, (2015); Knight E., Massification, Marketisation and Loss of Differentiation in Pre-Entry Marketing Materials in UK Higher Education, Social Sciences, 8, 11, pp. 304-320, (2019); Knight P.T., Yorke M., Employability Through the Curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Law B., Watts A., Schools, Careers and Community: A Study of Some Approaches to Careers Education in Schools, (1977); Leberman S., McDonald L., Doyle S., The Transfer of Learning–Participants’ Perspectives of Adult Education and Training, (2006); Lent R.W., Brown S.D., Hackett G., Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance, Journal of Vocational Behavior, 45, 1, pp. 79-122, (1994); Lent R.W., Ezeofor I., Morrison M.A., Penn L.T., Ireland G.W., Applying the Social Cognitive Model of Career Self-Management to Career Exploration and Decision-Making, Journal of Vocational Behavior, 93, pp. 47-57, (2016); Mancini T., Caricati L., Panari C., Tonarelli A., Personal and Social Aspects of Professional Identity, Journal of Vocational Behavior, 89, pp. 140-150, (2015); Mayer R., Wittrock M., Problem-solving Transfer, Handbook of Educational Psychology, pp. 47-62, (1996); Monteiro S., Almeida L., Gomes C., Sinval J., Employability Profiles of Higher Education Graduates: A Person-Oriented Approach, Studies in Higher Education, (2020); Moore T., Morton J., The Myth of Job Readiness? 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Understanding Objective and Subjective Employability During University-to Work Transitions, Studies in Higher Education, 42, 7, pp. 1275-1291, (2017); Pintrich P.R., A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts, Journal of Educational Psychology, 95, 4, pp. 667-686, (2003); Pitman T., Roberts L., Bennett D., Richardson S., An Australian Study of Graduate Outcomes for Disadvantaged Students, Journal of Further and Higher Education, 43, 1, pp. 45-57, (2019); Podsakoff P.M., MacKenzie S.B., Lee J.-Y., Podsakoff N.P., Common Method Biases in Behavioral Research: A Critical Review of the Literature and Recommended Remedies, Journal of Applied Psychology, 88, 5, pp. 879-903, (2003); Porter S.R., Do College Student Surveys Have any Validity?, Review of Higher Education, 35, 1, pp. 45-76, (2011); Rosenberg M., Society and the Adolescent Self-Image, (1965); Santos G.G., Career Boundaries and Employability Perceptions: An Exploratory Study with Graduates, Studies in Higher Education, 45, 3, pp. 538-556, (2020); Schumacker R., Lomax R., A Beginner’s Guide to Structural Equation Modeling, (2004); Smith C., Ferns S., Russell L., (2014); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education+ Training, 59, 4, pp. 228-352, (2017); Tymon A., The Student Perspective on Employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Tymon A., Batistic S., Improved Academic Performance and Enhanced Employability? The Potential Double Benefit of Proactivity for Business Graduates, Teaching in Higher Education, 21, 8, pp. 915-932, (2016); Williams J., Student Feedback on the Experience of Higher Education: A Significant Component of Institutional Research Data, M. E Menon, Terklas, G. D., & Gibbs, P. (Eds.), Using Data to Improve Higher Education, pp. 65-80, (2014); Yorke M., (2005); Yorke M., Knight P., Evidence-informed Pedagogy and the Enhancement of Student Employability, Teaching in Higher Education, 12, 2, pp. 157-170, (2007); Zimmerman B.J., Self-regulated Learning and Academic Achievement: An Overview, Educational Psychologist, 25, 1, pp. 3-17, (1990)","D. Bennett; Curtin University, Perth, 6845, Australia; email: d.bennett@curtin.edu.au","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","","Scopus","2-s2.0-85100991775"
"Jackson D.; Tomlinson M.","Jackson, Denise (37053893700); Tomlinson, Michael (35876837700)","37053893700; 35876837700","The relative importance of work experience, extra-curricular and university-based activities on student employability","2022","Higher Education Research and Development","41","4","","1119","1135","16","31","10.1080/07294360.2021.1901663","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103195409&doi=10.1080%2f07294360.2021.1901663&partnerID=40&md5=05b2b444b6b68981bf9a4b843838c5d0","School of Business and Law, Edith Cowan University, Perth, Australia; University of Southampton, Southampton, Education, United Kingdom","Jackson D., School of Business and Law, Edith Cowan University, Perth, Australia; Tomlinson M., University of Southampton, Southampton, Education, United Kingdom","Declining graduate labour markets, perceived devaluing of degree qualifications, and intense focus on graduate employment metrics have increased pressure on universities to enhance their students’ employability. Formal curricula developments have been accompanied by co-curricular and extra-curricular offerings intended to enhance students’ career readiness and emerging graduate profiles. Using survey data from undergraduate and postgraduate students in an Australian and UK university (N = 352), multivariate techniques examined participation in employability-related activities and students’ perceptions of their importance for their employability. Data revealed differential participation based on student profile characteristics and the type of activity undertaken. Overall, these were valued for boosting a range of employability-related facets, including networks, learning about future career and profile attractiveness to employers. The more aligned these activities were to intended career outcomes, the more importance they were ascribed. The implications of these findings for enhancing employability-related offerings in universities are discussed. © 2021 HERDSA.","co-curricular; Employability; extra-curricular; work experience; work-integrated learning","","","","","","","","Andrewartha L., Harvey A., Student voice and influence on employability in Australian higher education, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 202-214, (2017); Artess J., Ball C., Forbes P., Hughes T., Taught postgraduate employability and employer engagement, (2014); Bathmaker A., Ingram N., Abrahams J., Hoare A., Waller R., Bradley H., Higher education, social class and social mobility, (2016); Bennett D., Graduate employability and higher education: Past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2019); Bourner T., Millican J., Student-community engagement and graduate employability, Widening Participation and Lifelong Learning, 13, 2, pp. 68-85, (2011); Bradley A., Quigley M., Bailey K., How well are students engaging with the careers services at university?, Studies in Higher Education, pp. 1-14, (2019); Bridgstock R., Graduate employability 2.0: Enhancing the connectedness of learners, teachers and higher education institutions, (2016); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: Navigating meanings, measurements, and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Brooks R., Youngson P., Undergraduate work placements: An analysis of the effects on career progression, Studies in Higher Education, 41, 9, pp. 1563-1578, (2016); Buckley P., Lee P., The impact of extra-curricular activity on the student experience, Active Learning in Higher Education, (2018); Burke C., Scurry T., Blenkinsopp J., Navigating the graduate labour market: The impact of social class on student understandings of graduate careers and the graduate labour market, Studies in Higher Education, 45, 8, pp. 1711-1722, (2020); Cawood R., Roche J., Ong A., Sharma D., Mulder A., Jones L., (2018); Clark G., Marsden R., Whyatt J., Thompson L., Walker M., ‘It’s everything else you do … ’: Alumni views on extracurricular activities and employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Clegg S., Stevenson J., Willott J., Staff conceptions of curricular and extracurricular activities in higher education, Higher Education, 59, 5, pp. 615-626, (2010); Fagerland M., T-tests, non-parametric tests, and large studies–a paradox of statistical practice?, BMC Medical Research Methodology, 12, 1, pp. 78-84, (2012); Transitions into employment, further study and other outcome, (2013); Healy M., Hammer S., McIlveen P., Mapping graduate employability and career development in higher education research, Studies in Higher Education, (2020); Higdon R., Employability: The missing voice, how student and graduate views could be used to develop future higher education policy and inform curricula, Power and Education, 8, 2, pp. 176-195, (2016); Pedagogy for employability, (2012); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Internships and work placement opportunities for international students in Victoria, (2012); Interns Australia 2015 annual survey, (2015); Jackson D., Re-conceptualising graduate employability: The importance of pre-professional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jackson D., Students’ and their supervisors’ evaluations on professional identity in work placements, Vocations and Learning, 12, 2, pp. 245-266, (2018); Jackson D., Bridgstock R., Evidencing student success in the contemporary world-of-work: Renewing our thinking, Higher Education Research & Development, 37, 5, pp. 984-998, (2018); Kinash S., Crane L., Judd M., Knight C., Discrepant stakeholder perspectives on graduate employability strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); Lien N., Friestad C., Klepp K., Adolescents’ proxy reports of parents’ socioeconomic status: How valid are they?, Journal of Epidemiology & Community Health, 55, 10, pp. 731-737, (2001); McCarthy P., Swayn M., Higher education and employment in Australia: The impact of internship, (2019); Miller K., St Jorre T., West J., Johnson E., The potential of digital credentials to engage students with capabilities of importance to scholars and citizens, Active Learning in Higher Education, 21, 1, pp. 11-22, (2020); Palmer P., Zajonc M., Scribner M., Nepo M., The heart of higher education: A call to renewal, (2010); Pham T., Tomlinson M., Thompson C., Forms of capital and agency as mediations in negotiating employability of international graduate migrants, Globalisation, Societies and Education, (2019); Podsakoff P., MacKenzie S., Lee J., Podsakoff N., Common method biases in behavioral research, Journal of Applied Psychology, 88, 5, pp. 879-903, (2003); Sin C., Tavares O., Amaral A., Accepting employability as a purpose of higher education?, Studies in Higher Education, 44, 6, pp. 920-931, (2019); Smith M., Bell K., Bennett D., McAlpine A., Employability in a global context, (2018); Smith M., Brooks S., Lichtenberg A., McIlveen P., Torjul P., Tyler J., Career development learning, (2009); Stevenson J., Clegg S., Possible selves: Students orientating themselves towards the future through extra-curricular activity, British Educational Research Journal, 37, 2, pp. 231-246, (2011); Taylor S., Student self-assessment and multisource feedback assessment, Journal of Management Education, 38, 3, pp. 359-383, (2014); Thompson L., Clark G., Walker M., Exploring higher education students’ perceptions and experiences of extracurricular activity and employability, Active Learning in Higher Education, 14, 2, pp. 135-147, (2013); Tomlinson M., Graduate employability: Introducing a complex, contested and multi-faceted policy and research field, Graduate employability in context: Theory, research and debate, pp. 1-40, (2017); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Work-integrated learning in universities, (2019); Watts A., Careers education in higher education: Principles and practice, British Journal of Guidance & Counselling, 5, 2, pp. 167-184, (1977); Winstone N., Balloo K., Gravett K., Jacobs D., Keen H., Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university, Active Learning in Higher Education, (2020)","D. Jackson; School of Business and Law, Edith Cowan University, Perth, Australia; email: d.jackson@ecu.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85103195409"
"Pinto F.","Pinto, Fernando (57787958600)","57787958600","The effect of university graduates’ international mobility on labour outcomes in Spain","2022","Studies in Higher Education","47","1","","26","37","11","8","10.1080/03075079.2020.1725877","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079730732&doi=10.1080%2f03075079.2020.1725877&partnerID=40&md5=10a1320c7cb26f08a07e6f984f8f1831","Department of Applied Economics, University of Salamanca, Salamanca, Spain","Pinto F., Department of Applied Economics, University of Salamanca, Salamanca, Spain","The Erasmus programme represents one of the most popular policy measures of the European Union among its citizens. The aim of this paper is to explore the causal effect of this mobility action on labour market outcomes and skills’ development in Spain. In order to do so, this research exploits the Spanish University Students Employability Survey 2014 an employs and instrumental variables strategy, based on the supply of Erasmus scholarships by area of studies and region of residence, to address the potential endogeneity of the participation in the programme. On the one hand, the empirical results suggest that studying abroad has a positive effect on the probability of becoming an entrepreneur, working in a foreign country and the formation of Information Communication and Communication skills. On the other hand, they do not reveal any significant impact of participating in this programme on the likelihood of employment and several working conditions. © 2020 Society for Research into Higher Education.","employability; Erasmus; labour market outcomes; Mobility; Spain","","","","","","","","Curso 2009/2010. 2009. El Mundo; Ajzen I., The Theory of Planned Behavior, Organizational Behavior and Human Decision Processes, 50, 2, pp. 179-211, (1991); Angrist J.D., Krueger A.B., Instrumental Variables and the Search for Identification: From Supply and Demand to Natural Experiments, Journal of Economic Perspectives, 15, 4, pp. 69-85, (2001); Angrist J.D., Pischke J.S., Mostly Harmless Econometrics: An Empiricist’s Companion, (2008); Barone C., Ortiz L., Overeducation among European University Graduates: A Comparative Analysis of its Incidence and the Importance of Higher Education Differentiation, Higher Education, 61, 3, pp. 325-337, (2011); Becker G.S., Investment in Human Capital: A Theoretical Analysis, Journal of Political Economy, 70, 5, pp. 9-49, (1962); Becker G.S., Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, (1994); Bourn D., Neal I., (2008); Brooks R., Waters J., Social Networks and Educational Mobility: The Experiences of UK Students, Globalisation, Societies and Education, 8, 1, pp. 143-157, (2010); Burbules N.C., Torres C.A., Globalization and Education: Critical Perspectives, (2013); Chan B.T.Y., Postgraduate Transnational Education in Nonbusiness Subjects: Can it fit Conceptualizations of Curriculum Internationalization?, Journal of Studies in International Education, 15, 3, pp. 279-298, (2011); Council Decision of 15 June 1987 Adopting the European Community Action Scheme for the Mobility of University Students (ERASMUS), Official Journal of the European Communities, 166, pp. 20-24, (1987); Di Pietro G., Does Studying Abroad Cause International Labor Mobility? Evidence From Italy, Economics Letters, 117, 3, pp. 632-635, (2012); Di Pietro G., Do Study Abroad Programs Enhance the Employability of Graduates?, Education Finance and Policy, 10, 2, pp. 223-243, (2015); Doorbar A., The US Study Abroad Market: What are the Barriers to Purchase, IIE Networker, pp. 58-60, (2003); The Erasmus Impact Study, Regional Analysis. A Comparative Analysis of the Effects of Erasmus on the Personality, Skills and Career of Students of European Regions and Selected Countries, (2016); Erasmus+ Annual Report 2016, (2017); Unemployment Rates by Sex, Age and Educational Attainment Level, (2019); Fielden J., Middlehurst R., Woodfield S., Global Horizons for UK Students: A Guide for Universities, (2007); Iriondo I., Evaluation of the Impact of Erasmus Study Mobility on Salaries and Employment of Recent Graduates in Spain, Studies in Higher Education, pp. 1-19, (2019); King R., Findlay A., Ahrens J., (2010); Kratz F., Netz N., Which Mechanisms Explain Monetary Returns to International Student Mobility?, Studies in Higher Education, 43, 2, pp. 375-400, (2018); Llewellyn-Smith C., McCabe V.S., What is the Attraction for Exchange Students: The Host Destination or Host University? Empirical Evidence From a Study of an Australian University, International Journal of Tourism Research, 10, 6, pp. 593-607, (2008); Manski C.F., Identification of Endogenous Social Effects: The Reflection Problem, The Review of Economic Studies, 60, 3, pp. 531-542, (1993); Matherly C., Effective Marketing of International Experiences to Employers, Impact of Education Abroad on Career Development, 1, pp. 9-11, (2005); Messer D., Wolter S.C., Are Student Exchange Programs Worth it?, Higher Education, 54, 5, pp. 647-663, (2007); Series históricas del programa Erasmus (educación superior), (2019); Orahood T., Kruze L., Pearson D.E., The Impact of Study Abroad on Business Students’ Career Goals, Frontiers: The Interdisciplinary Journal of Study Abroad, 10, pp. 117-130, (2004); Otero M.S., The Socio-Economic Background of Erasmus Students: A Trend Towards Wider Inclusion?, International Review of Education, 54, 2, pp. 135-154, (2008); Parey M., Waldinger F., Studying Abroad and the Effect on International Labour Market Mobility: Evidence From the Introduction of ERASMUS, The Economic Journal, 121, 551, pp. 194-222, (2011); Rodrigues M., JRC Scientific and Technical Report JRC70059, (2012); Rodrigues M., Does Student Mobility During Higher Education Pay? Evidence From 16 European Countries, Luxemburg: European Commission, (2013); Rowson M., Smith A., Hughes R., Johnson O., Maini A., Martin S., Willott C., The Evolution of Global Health Teaching in Undergraduate Medical Curricula, Globalization and Health, 8, 1, (2012); Salisbury M.H., Umbach P.D., Paulsen M.B., Pascarella E.T., Going Global: Understanding the Choice Process of the Intent to Study Abroad, Research in Higher Education, 50, 2, pp. 119-143, (2009); Schultz T.W., Reflections on Investment in Man, Journal of Political Economy, 70, 5, pp. 1-8, (1962); Sicherman N., Galor O., A Theory of Career Mobility, Journal of Political Economy, 98, 1, pp. 169-192, (1990); Anuario Estadístico Programa Erasmus. Curso 2009-2010 (Excel), (2019); Waibel S., Ruger H., Ette A., Sauer L., Career Consequences of Transnational Educational Mobility: A Systematic Literature Review, Educational Research Review, 20, pp. 81-98, (2017); Wiers-Jenssen J., Career Impacts of Student Mobility, Borderless Knowledge, pp. 79-101, (2008); Wiers-Jenssen J., (2010); Wu S., Wu L., The Impact of Higher Education on Entrepreneurial Intentions of University Students in China, Journal of Small Business and Enterprise Development, 15, 4, pp. 752-774, (2008); Yusof H.M., Mustapha R., Mohamad S.A.M.S., Bunian M.S., Measurement Model of Employability Skills Using Confirmatory Factor Analysis, Procedia-Social and Behavioral Sciences, 56, pp. 348-356, (2012)","F. Pinto; Department of Applied Economics, University of Salamanca, Salamanca, Spain; email: fpinto@usal.es","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","","Scopus","2-s2.0-85079730732"
"Sturre V.L.; von Treuer K.M.; Knight T.; Walker A.","Sturre, Vanessa L. (55597394000); von Treuer, Kathryn M. (55284601800); Knight, Tess (7102214604); Walker, Arlene (15123322100)","55597394000; 55284601800; 7102214604; 15123322100","Using assessment centres to develop student competence: Nine steps to success and better partnerships","2022","Innovations in Education and Teaching International","59","2","","172","182","10","1","10.1080/14703297.2020.1838939","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096108067&doi=10.1080%2f14703297.2020.1838939&partnerID=40&md5=055aa8c2f99d56f9e0bb2f39afe65d2a","School of Psychology, Deakin University, Geelong, Australia; School of Medicine, Deakin University, Camberwell, Australia; Executive Office, Cairnmillar Institute, Hawthorn East, Australia; School of Psychology, Counselling and Psychotherapy, Cairnmillar Institute, Hawthorn East, Australia","Sturre V.L., School of Psychology, Deakin University, Geelong, Australia; von Treuer K.M., School of Medicine, Deakin University, Camberwell, Australia, Executive Office, Cairnmillar Institute, Hawthorn East, Australia; Knight T., School of Psychology, Counselling and Psychotherapy, Cairnmillar Institute, Hawthorn East, Australia; Walker A., School of Psychology, Deakin University, Geelong, Australia","Developing student competence relevant to real-world practice has been a persistent challenge in tertiary education. Organisational psychologists use assessment centres in industry to measure job-relevant competencies of employees or job-candidates to facilitate accurate recruitment or development decisions. Despite its potential as an innovative approach to developing student employability, this methodology remains novel in higher education. To stimulate wider usage and consideration, the steps and success criteria associated with a long-standing developmental assessment centre programme for postgraduate organisational psychology students are explained and demonstrated. The programme’s benefits have extended beyond delivering a quality assessment solution to providing a contemporary strategy to strengthen industry partnerships, thus ensuring sustainability and circumventing common criticisms of assessment centres being resource intensive. Although contextualised in the setting presented, this case highlights the assessment centre approach and practice implications for academics, particularly given that partnerships, and student competency and employability are important responsibilities for all university departments. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","Assessment centre; competency-based education; developmental assessment centre; employability; industry-partnerships; work-based learning","","","","","","Saville Assessment Asia Pacific","We thank Saville Assessment Asia Pacific for their annual support of our Programme by providing the Wave Personality Questionnaire for our students. Their generosity and involvement are greatly appreciated.","Baczynska A.K., Rowinski T., Cybis N., Proposed core competencies and empirical validation procedure in competency modeling: Confirmation and classification, Frontiers in Psychology, 7, 273, (2016); Bianchini S., Maxwell T., Dovey K., Rethinking leadership in the academy: An Australian case, Innovations in Education and Teaching International, 51, 5, pp. 556-567, (2014); Bieri C., Schuler P., Cross‐curricular competencies of student teachers: A selection model based on assessment centre admission tests and study success after the first year of teacher training, Assessment & Evaluation in Higher Education, 36, 4, pp. 399-415, (2011); Brodersen D.A., Thornton G.C., An investigation of alpha, beta, and gamma change in developmental assessment center participants, Performance Improvement Quarterly, 24, 2, pp. 25-48, (2011); Chappuis S., Chappuis J., The best value in formative assessment, Educational Leadership, 65, 4, pp. 14-19, (2007); Chen H.-C., Assessment center: A critical mechanism for assessing HRD effectiveness and accountability, Advances in Developing Human Resources, 8, 2, pp. 247-264, (2006); Ducrotoy J.-P., Higher education in coastal sciences and management: Establishing a partnership between education and industry, Innovations in Education and Teaching International, 38, 3, pp. 239-250, (2001); Herd A.M., Alagaraja M., Cumberland D.M., Assessing global leadership competencies: The critical role of assessment centre methodology, Human Resource Development International, 19, 1, pp. 27-43, (2016); Holmboe E.S., Sherbino J., Englander R., Snell L., Frank J.R., Collaborators I., A call to action: The controversy of and rationale for competency-based medical education, Medical Teacher, 39, 6, pp. 574-581, (2017); Guidelines and ethical considerations for assessment center operations, Journal of Management, 41, 4, pp. 1244-1273, (2015); Irvine C.K.S., Kevan J.M., Competency-based education in higher education, Handbook of research on competency-based education in university settings, pp. 1-27, (2017); Jackson D., Challenges and strategies for assessing student workplace performance during work-integrated learning, Assessment & Evaluation in Higher Education, 43, 4, pp. 555-570, (2018); Keele S.M., Sturre V.L., Von Treuer K., Feenstra F., Evaluation of the use of assessment centre methodology to enhance development planning, work placement outcomes and work readiness for postgraduate students—A pilot, Journal of Teaching and Learning for Graduate Employability, 1, 1, pp. 45-64, (2010); Kottke J.L., Shultz K.S., Using an assessment center as a developmental tool for graduate students: A demonstration, Journal of Social Behavior and Personality, 12, 5, pp. 289-302, (1997); Leigh I.W., Smith I.L., Bebeau M.J., Lichtenberg J.W., Nelson P.D., Portnoy S., Rubin N.J., Kaslow N.J., Competency assessment models, Professional Psychology: Research and Practice, 38, 5, pp. 463-473, (2007); Lievens F., Assessors and use of assessment centre dimensions: A fresh look at a troubling issue, Journal of Organizational Behavior, 22, 3, pp. 203-221, (2001); Lopez-Pastor V., Castejon J., Sicilia-Camacho A., Navarro-Adelantado V., Webb G., The process of creating a cross-university network for formative and shared assessment in higher education in Spain and its potential applications, Innovations in Education and Teaching International, 48, 1, pp. 79-90, (2011); McNamara J., The challenge of assessing professional competence in work integrated learning, Assessment & Evaluation in Higher Education, 38, 2, pp. 183-197, (2013); O'Donovan B., Rust C., Price M., A scholarly approach to solving the feedback dilemma in practice, Assessment & Evaluation in Higher Education, 41, 6, pp. 938-949, (2016); Riggio R.E., Mayes B.T., Schleicher D.J., Using assessment center methods for measuring undergraduate business student outcomes, Journal of Management Inquiry, 12, 1, pp. 68-78, (2003); Rotthoff T., Ostapczuk M.S., Kroncke K.D., Zimmerhofer A., Decking U., Schneider M., Ritz-Timme S., Criterion validity of a competency-based assessment center in medical education—A 4-year follow-up study, Medical Education Online, 19, 1, (2014); Rubin N.J., Bebeau M., Leigh I.W., Lichtenberg J.W., Nelson P.D., Portnoy S., Smith I.L., Kaslow N.J., The competency movement within psychology: An historical perspective, Professional Psychology: Research and Practice, 38, 5, pp. 452-462, (2007); Rupp D.E., Mitchell Gibbons A., Baldwin A.M., Snyder L.A., Spain S.M., Eun Woo S., Brummel B.J., Sims C.S., Kim M., An initial validation of developmental assessment centers as accurate assessments and effective training interventions, The Psychologist-Manager Journal, 9, 2, pp. 171-200, (2006); Rupp D.E., Snyder L.A., Mitchell Gibbons A., Thornton G.C., What should developmental assessment centers be developing?, The Psychologist-Manager Journal, 9, 2, pp. 75-98, (2006); Sackett P.R., Shewach O.R., Keiser H.N., Assessment centers versus cognitive ability tests: Challenging the conventional wisdom on criterion-related validity, Journal of Applied Psychology, 102, 10, pp. 1435-1447, (2017); Schmulian A., Coetzee S.A., Students’ experience of team assessment with immediate feedback in a large accounting class, Assessment & Evaluation in Higher Education, 44, 4, pp. 516-532, (2018); Siegfried W.D., Introduction to special issue: Developmental assessment centers, Psychologist-Manager Journal, 9, 2, pp. 71-74, (2006); Stupans I., Scutter S., Sawyer T., Fostering professionalism through scaffolding in first year clinical placements, Innovations in Education and Teaching International, 48, 3, pp. 263-274, (2011); Thornton G.C., Rupp D.E., Assessment centers in human resource management: Strategies for prediction, diagnosis, and development, (2006); Van Emmerik H., Bakker I., A B., Euwema M.C., What happens after the developmental assessment center? Employees’ reactions to unfavorable performance feedback, Journal of Management Development, 27, 5, pp. 513-527, (2008); Villarroel V., Bloxham S., Bruna D., Bruna C., Herrera-Seda C., Authentic assessment: Creating a blueprint for course design, Assessment & Evaluation in Higher Education, 43, 5, pp. 840-854, (2018); Von Treuer K.M., Reynolds N., A competency model of psychology practice: Articulating complex skills and practices, Frontiers in Education, 2, 54, (2017); Woodruffe C., Development and assessment centres: Identifying and assessing competence, (2007)","V.L. Sturre; School of Psychology, Deakin University, Burwood, Locked Bag 20001, 3220,, Australia; email: vanessa.sturre@deakin.edu.au","","Routledge","","","","","","14703297","","","","English","Innov. Educ. Teach. Int.","Article","Final","","Scopus","2-s2.0-85096108067"
"Mottershead R.; Alonaizi N.","Mottershead, Richard (58081105500); Alonaizi, Nafi (57413186300)","58081105500; 57413186300","A narrative inquiry into the resettlement of armed forces personnel in the Arabian Gulf: a model for successful transition and positive mental well-being","2022","F1000Research","10","","1290","","","","2","10.12688/f1000research.75276.2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122876950&doi=10.12688%2ff1000research.75276.2&partnerID=40&md5=0d65daf75b655845e67a2ddad9f36a8c","RAK College of Nursing, Ras Al Khaimah Medical and Health Sciences University, P.O.Box 11172, Ras Al Khaimah, United Arab Emirates; Military Medical Services, Military Medical Services, Riyadh, Saudi Arabia","Mottershead R., RAK College of Nursing, Ras Al Khaimah Medical and Health Sciences University, P.O.Box 11172, Ras Al Khaimah, United Arab Emirates; Alonaizi N., Military Medical Services, Military Medical Services, Riyadh, Saudi Arabia","Background: The study sought to explore the lived experiences of individuals having served in the Armed Forces of Saudi Arabia, as they made the transition to civilian life and sought new employment opportunities.     Methods: Researchers carried out qualitative research in the form of narrative inquiry. Narratives were collected from eleven in-depth interviews conducted in Saudi Arabia in 2021, allowed for insight into participant experiences. Existing literature on military retirement was also investigated. Results: Interviews were transcribed verbatim and analyzed concurrently using thematic analysis to identify patterns or themes. The researchers adopted thematic synthesis as an analytical framework though which descriptive themes from the literature on military retirement were generated. Overall, this approach allowed for the comparison of themes in literature with those of narrative interviews. Conclusion: The study identified challenges encountered by veterans during the resettlement and transitional phase from military to civilian life. There was a general consensus, however, that military life equips individuals with valuable skills that are transferrable to successful post-military employment, known as Positive Transferable Adaptability for Employability (PTAE), (https://chesterrep.openrepository.com/handle/10034/623101 Mottershead, 2019), which can greatly empower those making the transition. These findings led the researchers to develop a new model for veteran career paths that meet the contemporary employment needs of the Kingdom of Saudi Arabia: the REVERE Transition Model, which identifies six career paths. Copyright: © 2022 Mottershead R and Alonaizi N.","Keywords: Transition; Mental Well-Being; Resettlement; Retirement; Saudi Arabia; Veteran; Vision 2030","Employment; Humans; Mental Health; Military Personnel; Qualitative Research; Veterans; adult; article; career; consensus; employability; employment; genetic transcription; human; interview; military personnel; narrative; Persian Gulf; psychological well-being; qualitative research; retirement; Saudi Arabia; skill; synthesis; thematic analysis; veteran; vision; mental health","","","","","","","Abram D., Hogg M.A., Social identity theory: Constructive and critical advances, (1990); Ashcroft M., The veterans transition review, (2014); Ashforth B., Mael F., Social identity theory and the organisation, Acad. Manag. 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Attachment, (1969); Bowlby J., Attachment and loss, Separation anxiety and anger, (1973); Bowlby J., Attachment and Loss: Loss sadness and depression, (1980); Boyatzis R.E., Transforming qualitative information: Thematic analysis and code development, (1998); Bradford J.C., International Encyclopaedia of Military History, (2006); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qual. Res. Psychol, 3, 2, pp. 77-101, (2006); Brubaker R., Cooper F., Beyond “Identity.”, Theory Soc, 29, 1, pp. 1-47, (2000); Bryman A., Social Research Methods, (2012); Bulmer S.E., Eichler M., Unmaking militarized masculinity: veterans and the project of military-to-civilian transition, Crit Mil, 3, 2, pp. 161-181, (2017); Burnell K.J., Coleman P.G., Hunt N., Falklands War veterans' perceptions of social support and the reconciliation of traumatic memories, Aging Ment. Health, 10, 3, pp. 282-289, (2006); Burr V., Social Constructionism, (2003); Cohen D.J., Crabtree B.F., Evaluative criteria for qualitative research in health care: Controversies and recommendations, Ann. Fam. Med, 6, pp. 331-339, (2008); Cooper L., Caddick N., Godier L., Et al., Transition from the military into civilian life: an exploration of cultural competence, Armed Forces Soc, 44, 1, pp. 1-22, (2017); Denzin N.K., Lincoln Y.S., Introduction: The discipline and practice of qualitative research. The Sage handbook of qualitative research, (2005); Erikson E., Identity: Youth and crisis, (1968); Forces in Mind Trust — Policy Statement on Successful Transition to Civilian Life for Service leavers and their families, (2021); Finfgeld D.L., Empowerment of Individuals with Enduring Mental Health Problems: Results from Concept Analyses and Qualitative Investigations, Adv. Nurs. 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Med, 23, pp. 407-412, (1972); Solomon Z., Mikulincer M., Life events and combat-related posttraumatic stress disorder: The intervening role of locus of control and social support, Mil. Psychol, 2, 4, pp. 241-256, (1990); Standing K., Writing the Voices of the Less Powerful: Research on Lone Mothers, Feminist dilemmas in qualitative research: public knowledge and private lives, pp. 186-202, (1998); Steger M.F., Lopez S.J., The pursuit of meaningfulness in life, The Oxford Handbook of Positive Psychology, (2011); Stevenson R.J., Organisational Reaction to Social Deviance: The Military Case, (2010); Stillman T.F., Baumeister R.F., Lambert N.M., Et al., Alone and without purpose: Life loses meaning following social exclusion, J. Exp. Soc. Psychol, 45, 4, pp. 686-694, (2009); Suresh K.P., Chandrashekara S., Sample size estimation and power analysis for clinical research studies, Journal of Human Reproductive Sciences. Jan-Apr, 5, 1, pp. 7-13, (2012); Tanggaard L., Objections in research interviewing, Int J Qual Methods, 7, 3, pp. 15-29, (2008); Tajfel H., Turner J.C., The social identity theory of intergroup behaviour, Psychology of intergroup relations, pp. 7-24, (1986); Saudi Arabia Military Expenditure, (2021)","R. Mottershead; RAK College of Nursing, Ras Al Khaimah Medical and Health Sciences University, Ras Al Khaimah, P.O.Box 11172, United Arab Emirates; email: richard@rakmhsu.ac.ae","","F1000 Research Ltd","","","","","","20461402","","","35035901","English","F1000 Res.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85122876950"
"Teichert C.; Liefner I.; Otto A.","Teichert, Christian (57219148413); Liefner, Ingo (6507766731); Otto, Anne (9244433700)","57219148413; 6507766731; 9244433700","How wide is the gap? Comparing geography graduates’ labor market success with that of peers from business and computer science","2022","Journal of Geography in Higher Education","46","4","","599","627","28","2","10.1080/03098265.2021.1960490","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113741413&doi=10.1080%2f03098265.2021.1960490&partnerID=40&md5=6cfa6074082f7331fceec67ab8cd0024","Institute of Economic and Cultural Geography, Leibniz University Hannover, Germany; Institute for Employment Research, IAB Lower Saxony-Bremen, Germany; Institute for Employment Research, IAB Rhineland-Palatinate-Saarland, Germany","Teichert C., Institute of Economic and Cultural Geography, Leibniz University Hannover, Germany, Institute for Employment Research, IAB Lower Saxony-Bremen, Germany; Liefner I., Institute of Economic and Cultural Geography, Leibniz University Hannover, Germany; Otto A., Institute for Employment Research, IAB Rhineland-Palatinate-Saarland, Germany","With growing numbers of university graduates, the choice of academic programs has gained in importance to enter the labor market successfully. Simultaneously, the link between the field of study and actual professional career is becoming increasingly blurry. This paper aims to contribute to a better understanding of these relations and to position geography in this wide spectrum. We develop a conceptual framework to systematically categorize the relations between academic programs and their associated labor markets. We employ this framework in a most-different-case design to quantitatively analyze the influence of the field on the graduates’ career prospects, using student records of several German universities linked with administrative biographical data from social security records. We find evidence that the influence of the field of study on full-time employment and wage is substantial, controlling for various factors. Geographers do face difficulties on the labor market, but the demand for their core competencies–interdisciplinary, spatially specific and sustainability-related thinking–is rising through current societal developments. Moreover, we find some indication that those performance gaps are not an exceptional phenomenon of geographers but also apply to graduates of different fields of study with multidimensional and indirect links to the associated labor markets. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Employability; geography; graduates; higher education; labor market entry","Germany; business; comparative study; conceptual framework; geography education; higher education; labor market","","","","","","","Arcidiacono P., Ability sorting and the returns to college major, Journal of Econometrics, 121, 1-2, pp. 343-375, (2004); Investment in human capital: A theoretical analysis, Journal of Political Economy, 70, 5, pp. 9-49, (1962); Beffy M., Fougere D., Maurel A., Choosing the field of study in postsecondary education: Do expected earnings matter?, Review of Economics and Statistics, 94, 1, pp. 334-347, (2012); Bennett D., Knight E., Bell K., Graduate employability and the career thinking of university STEM students, Teaching in Higher Education, 25, 6, pp. 750-765, (2020); Bowman M.J., The human investment revolution in economic thought, Sociology of Education, 39, 2, pp. 111-137, (1966); Vereinigtes Königreich. 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FDZ-Methodenreport, 02/2005, Nürnberg, Institute for Employment Research, (2005); Gedye S., Fender E., Chalkley B., Students’ undergraduate expectations and post‐graduation experiences of the value of a degree, Journal of Geography in Higher Education, 28, 3, pp. 381-396, (2004); Glebbeek A., Nieuwenhuysen W., Schakelaar R., The labor-market position of Dutch sociologists - An investigation guided by a theoretical-model, Netherlands Journal of Social Sciences, 25, 1, pp. 57-74, (1989); Gould P., The Geographer at Work, (2016); Grave B.S., Goerlitz K., Wage differentials by field of study–The case of German university graduates, Education Economics, 20, 3, pp. 284-302, (2012); Heijke H., Meng C., The effects of higher education programme characteristics on the allocation and performance of the graduates, Education Economics, 19, 1, pp. 1-27, (2011); Heinisch D.P., Koenig J., Otto A., A supervised machine learning approach to trace doctorate recipients’ employment trajectories, Quantitative Science Studies, 1, 1, pp. 94-116, (2020); Hennemann S., Liefner I., Employability of German geography graduates: The mismatch between knowledge acquired and competences required, Journal of Geography in Higher Education, 34, 2, pp. 215-230, (2010); Hunnemeyer V.R., Von Generalisten und Spezialisten, Geographen Im Beruf. Deutscher Verband für Angewandte Geographie E, (2019); What’s the best major for this job?, (2020); Global employment trends for youth 2017, (2017); Katz-Gerro T., Yaish M., Higher education: Is more better? Gender differences in labour market returns to tertiary education in Israel, Oxford Review of Education, 29, 4, pp. 571-592, (2003); Kehm B.M., Teichler U., Which direction for bachelor and master programmes? A stocktaking of the Bologna process, Tertiary Education and Management, 12, 1, pp. 269-282, (2006); Kendall M., Those who failed II–Occupation and income, Higher Education Quarterly, 19, 1, pp. 69-77, (1964); Kinsler J., Pavan R., The specificity of general human capital: Evidence from college major choice, Journal of Labor Economics, 33, 4, pp. 933-972, (2015); Klein M., Higher education and non-pecuniary returns in Germany: Tracing the mechanisms behind field of study effects at the start of the career, Irish Educational Studies, 30, 2, pp. 253-270, (2011); Kolek E.A., The Silent Majority: An examination of nonresponse in college student surveys, Dissertations, (2012); Leuze K., Strauss S., Lohnungleichheiten zwischen Akademikerinnen und Akademikern: Der Einfluss von fachlicher Spezialisierung, frauendominierten Fächern und beruflicher Segregation, Zeitschrift für Soziologie, 38, 4, pp. 262-281, (2009); Mincer J., Investment in human capital and personal income distribution, Journal of Political Economy, 66, 4, pp. 281-302, (1958); Mincer J., Human capital and the labor market - A review of current research, Educational Researcher, 18, 4, pp. 27-34, (1989); Nikolova M., Cnossen F., What makes work meaningful and why economists should care about it, Labour Economics, 1, (2020); Noonan R., STEM Jobs: 2017 Update, (2017); National Student Survey, (2020); Ortiz L., Kucel A., Do fields of study matter for over-education? The cases of Spain and Germany, International Journal of Comparative Sociology, 49, 4-5, pp. 305-327, (2008); Pirog D., Do geography degree programmes facilitate a smooth transition to the job market? Reflections of working and job-seeking graduates in Poland, Journal of Geography in Higher Education, 38, 2, pp. 155-174, (2014); Pirog D., To study or not to study geography? The changing motivations behind choosing geography degree programmes by Polish students in the years 1995–2015, Geoforum, 94, 1, pp. 63-71, (2018); The transition to work for Italian university graduates. Labour, 231, pp. 131-169, (2009); Reimer D., Noelke C., Kucel A., Labor market effects of field of study in comparative perspective–An analysis of 22 European countries, International Journal of Comparative Sociology, 49, 4-5, pp. 233-256, (2008); Reimer D., Steinmetz S., Highly educated but in the wrong field?, European Societies, 11, 5, pp. 723-746, (2009); Royal geography society: Choose geography at university, (2021); Roska J., Levey T., What can you do with that degree? College major and occupational status of college graduates over time, Social Forces, 89, 2, pp. 389-416, (2010); Schlemper M.B., Adams J.K., Solem M., Geographers in business, government, and nonprofit organizations: skills, challenges, and professional identities, The Professional Geographer, 66, 3, pp. 480-492, (2014); Schnell R., Getting big data but avoiding big brother, Working Paper Series, 2/2013, (2013); Schultz T.W., Reflections on investment in man, Journal of Political Economy, 70, 5, pp. 1-8, (1962); Sciulli D., Signorelli M., University-to-work transitions: An empirical analysis on Perugia graduates, European Journal of Higher Education, 1, 1, pp. 39-65, (2011); Shepherd I.D.H., Learning for work, The Handbook of Teaching and Learning in Geography, chapter 29, pp. 399-413, (2019); Shwed U., Shavit Y., Occupational and economic attainments of college and university graduates in Israel, European Sociological Review, 22, 4, pp. 431-442, (2006); Smyth E., Gender differentiation and early labour market integration across Europe, European Societies, 7, 3, pp. 451-479, (2005); Solem M., Cheung I., Schlemper M.B., Skills in professional geography: An assessment of workforce needs and expectations, The Professional Geographer, 60, 3, pp. 356-373, (2008); Solem M., Kollasch A., Lee J., Career goals, pathways and competencies of geography graduate students in the USA, Journal of Geography in Higher Education, 37, 1, pp. 92-116, (2013); Spence M., Job market signaling, The Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Spronken-Smith R., Towards securing a future for geography graduates, Journal of Geography in Higher Education, 37, 3, pp. 315-326, (2013); Berufe auf einen Blick, (2021); Stewart B.A., An empirical approach to identifying employability skills required of graduates in the environmental sciences, Industry and Higher Education, pp. 1-13, (2020); Strambach S., Kohl H., Vom Studium in den Beruf–Berufssituation, Kompetenzen und Mobilität Marburger Geographieabsolventen/innen, GEOFOCUS, 3, 1, pp. 1-22, (2010); Teichert C., Niebuhr A., Otto A., Rossen A., Work experience and graduate migration: An event history analysis of German data, Regional Studies, 54, 10, pp. 1413-1424, (2020); Thurow L.C., Generating Inequality, (1975); Tura N., University students’ working life orientation in a knowledge-driven economy, . University of Eastern Finland, Philosophical Faculty, School of Educational Sciences and Psychology, (2020); van De Werfhorst H.G., Fields of study, acquired skills and the wage benefit from a matching job, Acta Sociologica, 45, 4, pp. 287-303, (2002); Vehling L.-M., Steht Die Erdkunde Vor Dem Aus? Frankfurter Allgemeine Zeitung, (2019); (2013); Walker I., Zhu Y., The college wage premium and the expansion of higher education in the UK, The Scandinavian Journal of Economics, 110, 4, pp. 695-709, (2008); Walkington H., Dyer S., Solem M., Haigh M., Waddington S., A capabilities approach to higher education: Geocapabilities and implications for geography curricula, Journal of Geography in Higher Education, (2017)","C. Teichert; Institute of Economic and Cultural Geography, Leibniz University Hannover, Germany; email: teichert@wigeo.uni-hannover.de","","Routledge","","","","","","03098265","","","","English","J. Geogr. High. Educ.","Article","Final","","Scopus","2-s2.0-85113741413"
"Tran L.T.; Phan H.L.T.; Tan G.; Rahimi M.","Tran, Ly Thi (35335429400); Phan, Huong Le Thanh (57205119879); Tan, George (57189639323); Rahimi, Mark (56903767700)","35335429400; 57205119879; 57189639323; 56903767700","‘I changed my strategy and looked for jobs on Gumtree’: the ecological circumstances and international graduates’ agency and strategies to navigate the Australian labour market","2022","Compare","52","5","","822","840","18","15","10.1080/03057925.2020.1837613","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095805863&doi=10.1080%2f03057925.2020.1837613&partnerID=40&md5=a48dc95de40b3a236d25ced81cf8eb52","School of Education, Deakin University, Geelong, Australia; Northern Institute, Charles Darwin University, Darwin, Australia","Tran L.T., School of Education, Deakin University, Geelong, Australia; Phan H.L.T., School of Education, Deakin University, Geelong, Australia; Tan G., Northern Institute, Charles Darwin University, Darwin, Australia; Rahimi M., School of Education, Deakin University, Geelong, Australia","Despite a significant number of international graduates staying in the host countries on post-graduation visas, their experiences in gaining access to the host labour market are less documented. This article addresses this critical but under-researched topic. It discusses the ecological circumstances impacting international graduates’ participation in the Australian host labour market, including the temporality of their visas, employers’ concerns, constraints of the market, time issue and bargaining position. Drawing on agency theory, the study shows two forms of agency enacted by international graduates in navigating the host market: needs-response agency, entailing their choice of field, persistence, and early job-seeking, and agency as becoming, entailing their professional identity development to become more employable. The study found the following common strategies adopted by international graduates: proactively explaining their work rights to employers, using alternative job search channels, reskilling, evidencing their professional skills, undertaking internships, networking and creating jobs for themselves and other peers. The study offered fresh insights into international graduates’ career adaptive behaviours, job-seeking skills and career management skills. © 2020 British Association for International and Comparative Education.","employability; International education; international graduates; international students; post-study work policies","","","","","","Deakin University","This work was supported by the Deakin University Research Support Grant. We would like to acknowledge the very helpful suggestions from the anonymous Reviewers and the valuable insights from the research participants.","Arkoudis S., Hawthorne L., Baik C., Hawthorne G., O'Loughlin K., Leach D., Bexley E., The Impact of English Language Proficiency and Workplace Readiness on Employment Outcomes and Performance of Tertiary International Students, (2009); Shaping a Nation: Population Growth and Immigration over Time, (2018); Temporary Graduate Visa (Subclass 485): Graduate Work Stream, (2019); Temporary Graduate Visa (Subclass 485): Post-Study Work Stream, (2019); Graduate Outcomes Survey 2019, (2019); Regional Migration, (2020); Baumeister R.F., “Self-Regulation and the Executive Function of the Self.”, pp. 197-217, (2003); Berquist B., Hall R., Morris-Lange, Global Perspectives on International Student Employability, International Education Association of Australia (IEAA), (2019); Biesta G., Priestley M., Robinson S., The Role of Beliefs in Teacher Agency, Teachers and Teaching, 21, 6, pp. 624-640, (2015); Biesta G., Tedder M., Agency and Learning in the Lifecourse: Towards an Ecological Perspective, Studies in the Education of Adults, 39, 2, pp. 132-149, (2007); Blackmore J., Gribble C., Farrell L., Australian International Graduates and the Transition to Employment, (2014); Bonnett M., Authenticity and Education, Journal of Philosophy of Education, 12, 1, pp. 51-61, (1978); Brown P., Hesketh A., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Chew J., Economic Opportunities and Outcomes of Post-study Work Rights in Australia, (2019); Coates H., Edwards D., The Graduate Pathways Survey: New Insights on Education and Employment Outcomes Five Years after Bachelor Degree Completion, Higher Education Quarterly, 65, 1, pp. 74-93, (2011); Cote J.E., Sociological Perspectives on Identity Formation: The Culture–identity Link and Identity Capital, Journal of Adolescence, 19, 5, pp. 417-428, (1996); Dyer S., Lu F., Chinese-born International Students’ Transition Experiences from Study to Work in New Zealand, Australian Journal of Career Development, 19, 2, pp. 23-31, (2010); Emirbayer M., Mische A., What Is Agency?, American Journal of Sociology, 103, 4, pp. 962-1023, (1998); Etelapelto A., Vahasantanen K., Hokka P., Paloniemi S., What Is Agency? 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Tran; School of Education, Deakin University, Geelong, Australia; email: ly.tran@deakin.edu.au","","Routledge","","","","","","03057925","","","","English","Compare","Article","Final","","Scopus","2-s2.0-85095805863"
"Caballero G.; Álvarez-González P.; López-Miguens M.J.","Caballero, Gloria (24337543300); Álvarez-González, Paula (57194605803); López-Miguens, María Jesús (16638117300)","24337543300; 57194605803; 16638117300","Which are the predictors of perceived employability? An approach based on three studies","2022","Assessment and Evaluation in Higher Education","47","6","","878","895","17","9","10.1080/02602938.2021.1983769","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117611887&doi=10.1080%2f02602938.2021.1983769&partnerID=40&md5=c5a7eab1edda2ecd6138191d1837a892","Campus Lagoas Marcosende, Business Organization and Marketing, University of Vigo, Vigo, Spain; Business Organization and Marketing, University of Santiago de Compostela, Santiago de Compostela, Spain","Caballero G., Campus Lagoas Marcosende, Business Organization and Marketing, University of Vigo, Vigo, Spain; Álvarez-González P., Business Organization and Marketing, University of Santiago de Compostela, Santiago de Compostela, Spain; López-Miguens M.J., Campus Lagoas Marcosende, Business Organization and Marketing, University of Vigo, Vigo, Spain","This study proposes a holistic model of perceived employability in university students, covering the following five areas: human capital, social capital, cultural capital, individual attributes and behaviours, and contextual factors. Three studies comprising five experts and 1,088 students were performed. Through these studies, the psychometric properties of the scales used were verified, and the proposed theoretical structural model was estimated. The results confirm that university student networks, labour market and self-confidence in job searching and university are the most important factors in graduates’ perception of employability. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Employability; holistic model; psychometric properties; university students","","","","","","Universidade de Vigo","This research was supported in part by grants from the Committee of Activities and Services of the Social Council of the University of Vigo.","Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived Employability in University Students: Developing an Integrated Model, Career Development International, 22, 3, pp. 280-299, (2017); Anderson V., Tomlinson M., Signaling Standout Graduate Employability: The Employer Perspective, Human Resource Management Journal, 31, 3, pp. 675-619, (2021); Andrews J., Higson H., Graduate Employability, ‘Soft Skills’ versus ‘Hard’ Business Knowledge: A European Study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Arsenis P., Flores M., Petropoulou D., Enhancing Graduate Employability Skills and Student Engagement through Group Video Assessment.” Assessment & Evaluation in Higher Education, (2021); Au-Yong-Oliveira M., Goncalves R., Martins J., Branco F., The Social Impact of Technology on Millennials and Consequences for Higher Education and Leadership, Telematics and Informatics, 35, 4, pp. 954-963, (2018); Bagozzi R.P., Yi Y., On the Evaluation of Structural Equations Models, Journal of the Academy of Marketing Science, 16, 1, pp. 74-94, (1988); Bandura A., Self-Efficacy: Toward a Unifying Theory of Behavioral Change, Psychological Review, 84, 2, pp. 191-215, (1977); Bandura A., Social Foundations of Thought and Action: A Social Cognitive Theory, (1986); Batistic S., Tymon A., Networking Behaviour, Graduate Employability: A Social Capital Perspective, Education + Training, 59, 4, pp. 374-388, (2017); Becker G., Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, (1993); Berntson E., Sverke M., Marklund S., Predicting Perceived Employability: Human Capital or Labour Market Opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Bourdieu P., The Forms of Capital, Handbook for Theory and Research for the Sociology of Education, pp. 241-258, (1986); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Bridgstock R., Jackson D., Strategic Institutional Approaches to Graduate Employability: Navigating Meanings, Measurements and What Really Matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Caballero G., Alvarez-Gonzalez P., Lopez-Miguens M.J., How to Promote the Employability Capital of University Students? 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López-Miguens; Campus Lagoas Marcosende, Business Organization and Marketing, University of Vigo, Vigo, Spain; email: chusl@uvigo.es","","Routledge","","","","","","02602938","","","","English","Assess. Eval. High. Educ.","Article","Final","","Scopus","2-s2.0-85117611887"
"Franklin D.N.; Harrison B.","Franklin, Daniel N. (57194032528); Harrison, Brittany (57224067002)","57194032528; 57224067002","How prepared do students feel for the quantitative nature of a biological sciences degree?","2022","Journal of Biological Education","56","5","","513","527","14","0","10.1080/00219266.2020.1841669","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106818011&doi=10.1080%2f00219266.2020.1841669&partnerID=40&md5=c289a7b9479977003e6d226b98088e62","School of Life Sciences, University of Warwick, Coventry, United Kingdom; Centre for Teacher Education, University of Warwick, Coventry, United Kingdom","Franklin D.N., School of Life Sciences, University of Warwick, Coventry, United Kingdom; Harrison B., Centre for Teacher Education, University of Warwick, Coventry, United Kingdom","Quantitative abilities and techniques are vital in modern biological sciences from lab calculations and classical hypothesis testing to the growth of ‘omics’ and big data. Long before the employability at Higher Education can be considered, the transition between Secondary and Higher Education must be. Students doing biological sciences degrees at a UK university were surveyed to ascertain the factors that prepared students best for the quantitative nature of a biological sciences degree. Student perceptions of biological sciences as a quantitative subject altered once they began their degree's. Students who studied mathematics post-16 felt more prepared for the quantitative nature of their biological sciences degree while Secondary level biology does not prepare. Post-16 mathematics is only an entry requirement for 1of 49 biological sciences courses across the UK’s Russell Group universities. Most students do not feel prepared by their Secondary Education for the quantitative nature of a biological sciences degree and Higher Education Institutions do not ask for quantitative qualifications. This study highlights the lack of preparedness perceived by students and the potential discord in this field between Secondary and Higher Education. © 2020 Royal Society of Biology.","mathematics; preparedness; Quantitative Biology; transition","","","","","","","","Thriving at University: University Admissions Officer Report 2017, (2017); Aikens M.L., Dolan E.L., Teaching Quantitative Biology: Goals, Assessments, and Resources, Molecular Biology of the Cell, 25, 22, pp. 3478-3481, (2014); Andrews S.E., Aikens M.L., Life Science Majors’ Math-Biology Task Values Relate to Student Characteristics and Predict the Likelihood of Taking Quantitative Biology Courses, Journal of Microbiology & Biology Education, 19, 2, (2018); A-LEVEL GEOGRAPHY(7037) Specification, (2019); AS AND A-LEVEL PSYCHOLOGY AS (7181) A-LEVEL (7182), (2019); Barone L., Williams J., Micklos D., Unmet Needs for Analyzing Biological Big Data: A Survey of 704 NSF Principal Investigators, PLoS Computational Biology, 13, 10, (2017); Ben-Shlomo Y., Fallon U., Sterne J., Brookes S., Do Medical Students with A-level Mathematics Have a Better Understanding of the Principles behind Evidence-based Medicine?, Medical Teacher, 26, 8, pp. 731-733, (2004); Bibby N., Curricular Discontinuity: A Study of the Transition in Mathematics from Sixth Form to University, (1985); Blakemore S.-J., Robbins T.W., Decision-making in the Adolescent Brain, Nature Neuroscience, 15, 9, (2012); Feser J., Vasaly H., Herrera J., On the Edge of Mathematics and Biology Integration: Improving Quantitative Skills in Undergraduate Biology Education, CBE—Life Sciences Education, 12, 2, pp. 124-128, (2013); Hill F., Mammarella I.C., Devine A., Caviola S., Passolunghi M.C., Szucs D., Maths Anxiety in Primary and Secondary School Students: Gender Differences, Developmental Changes and Anxiety Specificity, Learning and Individual Differences, 48, pp. 45-53, (2016); Hurrell E.R., Shawcross E., Keeling E., How Does a Vocational Qualification (BTEC) Prepare Students for a Degree in Biosciences at a Research Intensive University?, New Directions in the Teaching of Physical Sciences, (2019); TABLES–GCSE, Project and Entry Level Trends - UK, 2018, (2018); Jones H., Are Our Students Prepared for University?, Bioscience Education, 18, 1, pp. 1-12, (2011); Kang J., Park S., Venkat A., Gopinath A., Quantitative Analysis of the Trends Exhibited by the Three Interdisciplinary Biological Sciences: Biophysics, Bioinformatics, and Systems Biology, Journal of Microbiology & Biology Education, 16, 2, (2015); Kemp P.E., Wong B., Berry M.G., The Roehampton Annual Computing Education Report, (2016); Labov J.B., Reid A.H., Yamamoto K.R., Integrated Biology and Undergraduate Science Education: A New Biology Education for the Twenty-first Century?, CBE—Life Sciences Education, 9, 1, pp. 10-16, (2010); Mansell W., Count Us In: Quantitative Skills for a New Generation, (2015); Matthews K.E., Adams P., Goos M., The Influence of Undergraduate Science Curriculum Reform on Students’ Perceptions of Their Quantitative Skills, International Journal of Science Education, 37, 16, pp. 2619-2636, (2015); Matthews K.E., Hodgson Y., Varsavsky C., Factors Influencing Students’ Perceptions of Their Quantitative Skills, International Journal of Mathematical Education in Science and Technology, 44, 6, pp. 782-795, (2013); Mogilner A., Quantitative Biology on the Rise, Molecular Biology of the Cell, 27, 22, pp. 3377-3378, (2016); Nicholson L., Putwain D., Connors L., Hornby-Atkinson P., The Key to Successful Achievement as an Undergraduate Student: Confidence and Realistic Expectations?, Studies in Higher Education, 38, 2, pp. 285-298, (2013); OECD Skills Outlook 2015: Youth, Skills and Employability, (2015); Peduzzi P., Concato J., Kemper E., Holford T.R., Feinstein A.R., A Simulation Study of the Number of Events per Variable in Logistic Regression Analysis, Journal of Clinical Epidemiology, 49, 12, pp. 1373-1379, (1996); Pevzner P., Shamir R., Computing Has Changed Biology—biology Education Must Catch Up, Science, 325, 5940, pp. 541-542, (2009); Putwain D., Sander P., Larkin D., Academic Self‐efficacy in Study‐related Skills and Behaviours: Relations with Learning‐related Emotions and Academic Success, British Journal of Educational Psychology, 83, 4, pp. 633-650, (2013); 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Empirical Insights into Undergraduate Life Science Majors’ Emotions about Mathematics, CBE—Life Sciences Education, 16, 3, (2017); Zeegers P., First Year University Science-revisited, Research in Science Education, 24, 1, pp. 382-383, (1994)","D.N. Franklin; School of Life Sciences, University of Warwick, Coventry, United Kingdom; email: daniel.franklin@warwick.ac.uk","","Routledge","","","","","","00219266","","","","English","J. Biol. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85106818011"
"Herold E.; Hallmann K.; Valantine I.; Gonzalez-Serrano M.H.; Staskeviciute-Butiene I.; Breuer C.","Herold, Elisa (57222228970); Hallmann, Kirstin (36238695900); Valantine, Irena (55893105300); Gonzalez-Serrano, Maria Huertas (57194088383); Staskeviciute-Butiene, Inga (56527154300); Breuer, Christoph (8859518000)","57222228970; 36238695900; 55893105300; 57194088383; 56527154300; 8859518000","Athletes’ subjective evaluations of the implementation of dual career measures","2022","International Journal of Sport Policy and Politics","14","1","","111","129","18","3","10.1080/19406940.2021.1981424","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118262232&doi=10.1080%2f19406940.2021.1981424&partnerID=40&md5=dc92423e28c154cd014e10b117dfb9d7","Institute of Sport Economics and Sport Management, German Sport University Cologne, Cologne, Germany; Department of Sport and Tourism Management, Lithuanian Sports University, Kaunas, Lithuania; Department of Physical Education and Sport, University of Valencia, Valencia, Spain","Herold E., Institute of Sport Economics and Sport Management, German Sport University Cologne, Cologne, Germany; Hallmann K., Institute of Sport Economics and Sport Management, German Sport University Cologne, Cologne, Germany; Valantine I., Department of Sport and Tourism Management, Lithuanian Sports University, Kaunas, Lithuania; Gonzalez-Serrano M.H., Department of Physical Education and Sport, University of Valencia, Valencia, Spain; Staskeviciute-Butiene I., Department of Sport and Tourism Management, Lithuanian Sports University, Kaunas, Lithuania; Breuer C., Institute of Sport Economics and Sport Management, German Sport University Cologne, Cologne, Germany","Athletes face intrapersonal, interpersonal and structural constraints when pursuing high-performance sport and a professional career (education and vocation). The ‘EU Guidelines on Dual Career’ were developed to guide, structure, and foster the athlete’s dual careers in the European Union countries. Thus, this study investigates the effective implementation of favourable DC environments as subjectively perceived by athletes. A qualitative research paradigm was used. Semi-structured interviews (n = 21) were used to gather information. The sample was composed of 12 male and nine female elite athletes from six different EU countries. The athletes pursued different sports and were in various stages of their athletic careers. A structured qualitative content analysis, including frequency analysis, was conducted. Based on the athletes’ subjective evaluations, findings showed that athletes could still not manage a DC and balance their resources successfully. Thus, the EU Guidelines, as a measure for DC by the policies, were insufficiently implemented. Athletes claimed especially the need for organised governmental support. Also, the findings elaborated on the strengths and weaknesses of the existing EU Guidelines. It is the first international academic study assessing the EU Guidelines’ implementation of DC athletes in different countries. This research could help EU policymakers and national authorities implement the guidelines to facilitate favourable dual career environments effectively and improve their future employability. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","dual career; Elite athletes; EU Guidelines; evaluation; policy measures","","","","","","European Commission, EC; Erasmus+, (2018 -2708/001- 001, 603456-EPP-1-2018-1-LT-SPO-SCP)","This work was conducted under Media as a channel of Athletes’ Dual Careers promotion and education/EdMEdia project which is cofounded by the European Commission under the Erasmus + Sport program (Application Reference Number: 603456-EPP-1-2018-1-LT-SPO-SCP, Grant Agreement no 2018 -2708/001- 001). 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A systematic approach, (2019); Selva C., Pallares S., Gonzalez M.D., Una mirada a la con-ciliación a través de las mujeres deportistas [A look at reconciliation through sportswomen], Revista de Psicología del Deporte [Journal of Sport Psychology, 22, pp. 69-76, (2013); Stambulova N., Searching for an optimal balance: dual career experiences of Swedish adolescent athletes, Psychology of Sport and Exercise, 21, pp. 4-14, (2015); Stambulova N., Ryba T.V., Henriksen K., Career development and transitions of athletes: the International Society of Sport Psychology Position Stand Revisited, International Journal of Sport and Exercise Psychology, 94, pp. 524-550, (2020); Stambulova N., Stephan Y., Japhag U., Athletic retirement: a cross-national comparison of elite French and Swedish athletes, Psychology of Sport and Exercise, 8, 1, pp. 101-118, (2007); Stambulova N., Wylleman P., Psychology of athletes’ dual careers: a state-of-the-art critical review of the European discourse, Psychology of Sport & Exercise, 42, pp. 74-88, (2019); Stambulova N., Wylleman P., Athletes’ career development and transitions, Routledge companion to sport and exercise psychology, (2014); Sum R.K.W., Social-ecological determinants of elite student athletes’ dual career development in Hong Kong and Taiwan, SAGE Open, 7, 2, (2017); Tekavc J., Wylleman P., Erpic S.C., Perceptions of dual career development among elite level swimmers and basketball players, Psychology of Sport and Exercise, 21, pp. 27-41, (2015); Tshube T., Feltz D.L., The relationship between dual-career and post-sport career transition among elite athletes in South Africa, Botswana, Namibia and Zimbabwe, Psychology of Sport and Exercise, 21, pp. 109-114, (2015); Witzel A., Verfahren der qualitativen Sozialforschung. Überblick und Alternativen [Qualitative Social Research Methods. Overview and Alternatives, (1982); Wylleman P., A perspective on education and professional development in applied sport psychology, Psychology of Sport and Exercise, 10, pp. 435-446, (2009); Zaltman G., LeMasters K., Heffring M., Theory construction in marketing: some throughts on thinking, (1982)","E. Herold; German Sport University Cologne, Cologne, Germany; email: e.herold@dshs-koeln.de","","Routledge","","","","","","19406940","","","","English","Int. J. Sport Policy","Article","Final","","Scopus","2-s2.0-85118262232"
"Duncan S.","Duncan, Shirandula (57558429200)","57558429200","Evaluation Methods of Entrepreneurship Education and Acquisition of Entrepreneurial Skills among Hospitality Students","2021","Journal of Technical Education and Training","13","4","","118","128","10","0","10.30880/jtet.2021.13.04.010","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127394240&doi=10.30880%2fjtet.2021.13.04.010&partnerID=40&md5=ef2db4897389524c03b440ed4e430463","Department of Hospitality and Tourism Management, Kenyatta University, P.O Box 43844, Nairobi, 00100, Kenya","Duncan S., Department of Hospitality and Tourism Management, Kenyatta University, P.O Box 43844, Nairobi, 00100, Kenya","Entrepreneurship Education (EE) has been identified as the requisite driver for improving Kenya’s tourism economy. Consequently, the sector has emphasized entrepreneurship education to bolster entrepreneurial skills alongside core technical skills among hospitality graduates in Technical Training Institutes (TTIs), to boost their employability or capacity to start their ventures. However, concerns remain regarding the inadequacy of soft skills among youth despite having the necessary technical training. This study examined the relationship between evaluation methods of EE and acquisition of entrepreneurial skills among students in 5 selected public TTIs in Kenya. The study adopted an explanatory research design. The target population comprised 199 students pursuing a diploma course in Food and Beverage Production, Service and Sales Management from the selected TTIs. A sample of 132 students was selected using stratified and simple random sampling methods. Questionnaires were administered to students. The simple regression method was employed to analyze the data. The findings provide evidence of a positive relationship between evaluation methods of EE and acquisition of entrepreneurial skills (B=3.366, p=.000). It was evident that the use of end-term sit-in exams; participation in class by answering questions and, sit-in tests were the predominant methods adopted. Such methods were found to be theoretical-based and examination-oriented and thus inadequate to evaluate a high level of entrepreneurial skills. Therefore, recommendations are made to TTIs to adopt practical-oriented methods and establish self-regulatory practices to monitor quality compliance to the EE syllabus. © Universiti Tun Hussein Onn Malaysia Publisher’s Office.","entrepreneurial skills; Entrepreneurship; entrepreneurship education; evaluation methods; TTIs","","","","","","","","Afsahi S. E, The Role of Evaluation in Curriculum Design, (2016); Ana D., Costa R., Pita M., Costa C., Tourism Education: What about entrepreneurial skills?, Journal of Hospitality and Tourism Management, 30, pp. 65-72, (2017); Awiti A., Orwa C., Mbuvi L., Karumba M., Whole Youth Development in Kenya: Survey of employers and employees in the formal and informal sectors to determine entry-level skills among youth (18-30 years) in employment Kenya, (2019); Ayodele M. O, Perceptions of Students on Entrepreneurship Education and Entrepreneurial Intentions in Selected Nigerian Universities, (2017); Bacigalupo M., Kampylis P., Punie Y., Van den Brande G., EntreComp: The Entrepreneurship Competence Framework, (2016); Bae T.J., Qian S., Miao C., Fiet J.O., The Relationship between EE and EI: A Meta-Analytic Review, Entrepreneurship Theory and Practice, 38, 2, pp. 217-254, (2014); Barba-Sanchez V., Atienza-Sahuquillo C., Entrepreneurial intention among engineering students: the role of entrepreneurship education, European research on management and business economics (ERMBE), 24, 1, pp. 53-61, (2018); Chell E., Review of skill and the entrepreneurial process, International Journal of Entrepreneurial Behaviour and Research, 19, 1, pp. 6-31, (2013); Dekeyser R., Skill acquisition theory, Theories in second language acquisition: An introduction, (2007); Ekpe I., Razak R., Ismail M., Abdullah Z., Entrepreneurial Skill Acquisition & Youth’s Self-Employment in Malaysia: How Far?, Mediterranean Journal of Social Sciences, 6, 4, (2015); Fayolle A., Gailly B., From craft to science: Teaching models and learning processes in entrepreneurship education, Journal of European Industrial Training, 32, 7, pp. 569-593, (2008); Kalyoncuoglu S., Aydintan B., Goksel A., The Effect of Entrepreneurship Education on Entrepreneurial Intention: An Experimental Study on Undergraduate Business Students, Journal of Management Research, 9, (2017); Lackeus M., Entrepreneurship in Education: What, Why, When, How, (2015); Mkala D.M., Wanjau K., Transforming Implementation of Entrepreneurship Education Programme in Technical Training Institutions in Kenya, European Journal of Business and Innovation Research, 1, 3, pp. 18-27, (2013); Mwasalwiba E., A review of its objectives, teaching methods, and impact indicators, Journal of Education and Training, 52, 1, pp. 20-47, (2010); Mwasalwiba E. S., University Entrepreneurship Education in Tanzania: Teaching Context, Students Profiles, Expectations and Outcomes, (2012); Pittaway L., Edwards C., Assessment: examining practice in entrepreneurship education, Education + Training, 54, 8, pp. 778-800, (2012); Rahul R., Why Your Culinary Skills Deserve to be Entrepreneurial in 2018, (2018); Reddy S, Entrepreneur Media: An Entrepreneur's Guide to Success in F&B Industry, (2018); Rengiah P, Effectiveness of entrepreneurship education in developing entrepreneurial intentions among Malaysian university students, (2013); Technical Education Programmes Syllabi and Regulations, (2006); Kenya Vision 2030, (2007); Ministry of East African Affairs, Commerce and Tourism, Kenya, (2013); Saunders M., Lewis P., Thornhill A., Research Method for Business Students, (2012); Syed Z. A., Entrepreneurship Education in Tourism and Hospitality Programs, Journal of Hospitality and Tourism Education, 27, 1, pp. 20-29, (2015); Competence-Based Education, Training and Assessment Standards and Guidelines (CBETA), (2019); (2016); Tofan B. M., Semizhon H., Iakovleva T., Effects of Entrepreneurial Education on Entrepreneurial Intentions, Entrepreneurial Self-Efficacy and Risk-Perceptions: The Case of Skape Educational Offer, (2017); UNESCO Strategy for Technical and Vocational Education and Training (TVET), (UNESCOTVET), (2016); Glossary of Curriculum Terminology, (2013); Entrepreneurial learning in TVET: Report of the UNESCO-UNEVOC Virtual conference, (2019); Zhang Y., Duysters G. M., Cloodt M. M. A. H., The role of entrepreneurship education as a predictor of university students’ entrepreneurial intention, International Entrepreneurship and Management Journal, 10, 3, pp. 623-641, (2014)","S. Duncan; Department of Hospitality and Tourism Management, Kenyatta University, Nairobi, P.O Box 43844, 00100, Kenya; email: duncanshirandula@gmail.com","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85127394240"
"Leandro Cruz M.; Saunders-Smits G.N.","Leandro Cruz, Mariana (57197781937); Saunders-Smits, Gillian N. (24492709400)","57197781937; 24492709400","Using an industry instrument to trigger the improvement of the transversal competency learning outcomes of engineering graduates","2022","European Journal of Engineering Education","47","1","","30","49","19","5","10.1080/03043797.2021.1909539","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103589137&doi=10.1080%2f03043797.2021.1909539&partnerID=40&md5=f325665d50a38a2c0ce4498c5b51100c","Department of Aerospace Structures and Materials, Faculty of Aerospace Engineering, Delft University of Technology, Delft, Netherlands","Leandro Cruz M., Department of Aerospace Structures and Materials, Faculty of Aerospace Engineering, Delft University of Technology, Delft, Netherlands; Saunders-Smits G.N., Department of Aerospace Structures and Materials, Faculty of Aerospace Engineering, Delft University of Technology, Delft, Netherlands","To assist in resolving the perceived lack of transversal competencies (TCs) of engineering graduates by industry, this study investigates the characteristics of transforming an existing industry TC instrument for use in engineering education. The instrument consists of 36 nuanced sub-competencies with the corresponding definitions and descriptive mastery levels. This instrument was first used to determine required TCs mastery levels for BSc and MSc graduates by European industry and subsequently, using two representative curricula as case studies to map TCs course outcomes and lecturer perceptions of TCs course outcomes, using interviews for further exploration. The main findings are that the TC instrument is suitable to determine desired industry mastery levels as well as to map TCs course outcomes both in formal documentation and by lecturers. Also, a gap between the formal and perceived curriculum was found i.e. discrepancies in reported TC learning outcomes between formal documentation and lecturer-reported TCs in courses. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employability; Engineering Education; industry perception; lecturer perception; Transversal competency levels","Curricula; Case-studies; Engineering graduates; European industry; Formal documentation; Learning outcome; Engineering education","","","","","European Commission, EC, (575778-EPP-1-2016-1-BE-EPPKA2-KA); Erasmus+","The authors would like to thank all industry representatives and lecturers who participated in this study. Another big thank you goes to Prof. Marc de Vries of Delft University of Technology for his extremely valuable and constructive feedback on this paper. This work was supported by Erasmus+ programme of the European Union (grant Agreement 575778-EPP-1-2016-1-BE-EPPKA2-KA) and is part of the PREFER project ( http://www.preferproject.eu/ ). ","Beagon U., Niall D., Ni Fhloinn E., Problem-based Learning: Student Perceptions of its Value in Developing Professional Skills for Engineering Practice, European Journal of Engineering Education, 44, 6, pp. 850-865, (2019); Brumm T.J., Hanneman L.F., Mickelson S.K., Assessing and Developing Program Outcomes Through Workplace Competencies, International Journal of Engineering Education, 22, 1, pp. 123-129, (2006); Brunhaver S.R., Korte R.F., Barley S.R., Sheppard S.D., Bridging the gaps between engineering education and practice, U.S. Engineering in a Global Economy, pp. 129-163, (2018); Care E., Luo R., Assessment of Transversal Competencies: Policy and Practice in the Asia-Pacific Region, (2016); Carthy D., Gaughan K., Bowe B., Reconceptualising Studies of Engineering Professional Skills: Moving the Field on, Presented at the 47th SEFI Annual conference, (2019); Carvalho L.A., Tonini A.M., A Comparative Analysis of the Competences Required in Contemporary Professional Practice of Engineers and Those in the National Curriculum Guidelines for Engineering Courses, Gestão & Produção, 24, 4, pp. 829-841, (2017); Chassidim H., Almog D., Mark S., Fostering Soft Skills in Project-Oriented Learning Within an Agile Atmosphere, European Journal of Engineering Education, 43, 4, pp. 638-650, (2018); Commission E.A., Criteria for Accrediting Engineering Programs, (2000); Creswell J.W., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, (2009); EUR-ACE Framework Standards for the Accreditation of Engineering Programmes, (2008); Field A., Discovering Statistics Using SPSS, (2009); (2016); Jonassen D., Strobel J., Lee C.B., Everyday Problem Solving in Engineering: Lessons for Engineering Educators, Journal of Engineering Education, 95, 2, pp. 139-151, (2006); Leandro Cruz M., Saunders-Smits G.N., Groen P., Evaluation of Competency Methods in Engineering Education: A Systematic Review, European Journal of Engineering Education, 45, 5, pp. 729-757, (2019); Leandro Cruz M., Saunders-Smits G.N., Van den Bogaard M.E.D., Groen P., Testing the Validity and Reliability of an Instrument Measuring Engineering Students Perceptions of Transversal Competency Levels, IEEE Transactions on Education, (2020); Male S.A., Bush M.B., Chapman E.S., An Australian Study of Generic Competencies Required by Engineers, European Journal of Engineering Education, 36, 2, pp. 151-163, (2011); McHugh M.L., Interrater Reliability: The Kappa Statistic, Biochemia Medica, 22, 3, pp. 276-282, (2012); McMasters J., Matsch L., Desired Attributes of an Engineering Graduate–an Industry Perspective, Presented at the Advanced Measurement and Ground Testing Conference, (1996); Meier R.L., Williams M.R., Humphreys M.A., Refocusing our Efforts: Assessing non-Technical Competency Gaps, Journal of Engineering Education, 89, 3, pp. 377-385, (2000); Nair C.S., Patil A., Mertova P., Re-engineering Graduate Skills–a Case Study, European Journal of Engineering Education, 34, 2, pp. 131-139, (2009); Passow H.J., Passow C.H., Which ABET Competencies do Engineering Graduates Find Most Important in Their Work?, Journal of Engineering Education, 101, 1, pp. 95-118, (2012); Passow H.J., Passow C.H., What Competencies Should Undergraduate Engineering Programs Emphasize? A Systematic Review, Journal of Engineering Education, 106, 3, pp. 475-526, (2017); Prince M., Does Active Learning Work? A Review of the Research, Journal of Engineering Education, 93, 3, pp. 223-231, (2004); Prince M.J., Felder R.M., Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases, Journal of Engineering Education, 95, 2, pp. 123-138, (2006); Saunders-Smits G.N., de Graaff E., Assessment of Curriculum Quality Through Alumni Research, European Journal of Engineering Education, 37, 2, pp. 133-142, (2012); Saunders-Smits G.N., Roling P., Brugemann V., Timmer N., Melkert J., Using the Engineering Design Cycle to Develop Integrated Project Based Learning in Aerospace Engineering, Presented at the EE2012 International Conference on Innovation, Practice, and Research in Engineering Education, (2012); Saunders-Smits G.N., Schuurman M.J., Rans C.D., Forensic Engineering: Learning by Accident Teaching Investigation Skills to Graduate Students Using Real-Life Accident Simulations, Presented at 53rd AIAA Aerospace Sciences Meeting, AIAA SciTech, (2015); Scott G., Yates K.W., Using Successful Graduates to Improve the Quality of Undergraduate Engineering Programmes, European Journal of Engineering Education, 27, 4, pp. 363-378, (2002); Spinks N., Silburn N., Birchall D., Educating Engineers for the 21st Century: The Industry View, (2006); Trevelyan J., Mind the Gaps: Engineering Education and Practice, Proceedings of the 21st Annual Conference for the Australasian Association for Engineering Education, (2010); van den Akker J., Kuiper W., Hameyer U., Curriculum Landscapes and Trends, (2003); Winberg C., Bramhall M., Greenfield D., Johnson P., Rowlett P., Lewis O., Waldock J., Wolff K., Developing Employability in Engineering Education: a Systematic Review of the Literature, European Journal of Engineering Education, 45, 2, pp. 165-180, (2020)","G.N. Saunders-Smits; Department of Aerospace Structures and Materials, Faculty of Aerospace Engineering, Delft University of Technology, Delft, Netherlands; email: G.N.Saunders@tudelft.nl","","Taylor and Francis Ltd.","","","","","","03043797","","","","English","Eur. J. Eng. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85103589137"
"Alcover C.-M.; Mazzetti G.; Vignoli M.","Alcover, Carlos-María (8526479100); Mazzetti, Greta (55889758600); Vignoli, Michela (55767574400)","8526479100; 55889758600; 55767574400","Sustainable Employability in the Mid and Late Career: An Integrative Review; [La empleabilidad sostenible en las etapas media y final de la vida laboral: una revisión integradora]","2021","Revista de Psicologia del Trabajo y de las Organizaciones","37","3","","157","174","17","8","10.5093/jwop2021a16","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121523528&doi=10.5093%2fjwop2021a16&partnerID=40&md5=1bd370b41f62ee49cc7f6cdb46ef2f3e","Universidad Rey Juan Carlos, Spain; Università di Bologna, Italy; Università di Trento, Italy","Alcover C.-M., Universidad Rey Juan Carlos, Spain; Mazzetti G., Università di Bologna, Italy; Vignoli M., Università di Trento, Italy","In the last decade, interest in investigating the sustainable employability (SE) of older workers has gained ground, generating a significant number of theoretical and empirical contributions. However, the construct of SE lacks a definition accepted by the scientific community and unified measurement criteria, which has led to results that, so far, do not allow us to draw solid conclusions on its relevance. The aim of this integrative review is twofold. Firstly, we review the theoretical formulations and definitions proposed, as well as the main empirical results of the studies and interventions on SE. Our review includes 31 studies (26 empirical and five theoretical; total sample size N = 33,368). Secondly, proposals and suggestions are offered aimed at integrating the previous results and advancing in the definition, operationalization, and measurement of SE, with the ultimate goal of increasing its value for future research in the mid-and late-career domain. © 2021 Colegio Oficial de Psicologos de Madrid. All rights reserved.","Integrative review; Mid- and late-career; Older workers; Sustainable employability","","","","","","","","Abma F. I., Brouwer S., de Vries H. J., Arends I., Robroek S. J., Cuijpers M. P., van der Wilt G. J., Bultmann U., van der Klink J. J., The capability set for work: Development and validation of a new questionnaire, Scandinavian Journal of Work, Environment & Health, 42, 1, pp. 34-42, (2016); Akkermans J., de Lange A. H., van der Heijden B. I. J. M., Kooij D. T. A. M., Jansen P. G. W., Dikkers J. S. E., What about time? Examining chronological and subjective age and their relation to work motivation, The Career Development International, 21, 4, pp. 419-439, (2016); Alcover C. M., Crego A., Guglielmi D., Chiesa R., Comparison between the Spanish and Italian early work retirement models: A cluster analysis approach, Personnel Review, 41, 3, pp. 380-403, (2012); Alcover C. M., Guglielmi D., Depolo M., Mazzetti G., Aging-and-tech job vulnerability”: A proposed framework on the dual impact of aging and AI, robotics, and automation among older workers, Organizational Psychology Review, 11, 2, pp. 175-201, (2021); Bal P. M., de Lange A. H., Van der Heijden B. I. J. M., Zacher H., Oderkerk F. A., Otten S., Young at heart, old at work? Relations between age, (meta-)stereotypes, self-categorization, and retirement attitudes, Journal of Vocational Behavior, 91, pp. 35-45, (2015); Baltes P. B., Baltes M. M., Psychological perspectives on successful aging: The model of selective optimization with compensation, Successful aging: Perspectives from the behavioral sciences, pp. 1-34, (1990); Baltes B. B., Dickson M. W., Using life-span models in industrial-organizational psychology: The theory of selective optimization with compensation, Applied Developmental Science, 5, 1, pp. 51-62, (2001); Beier M. E., Torres W. J., Fisher G. G., Wallace L. E., Age and job fit: The relationship between demands-ability fit and retirement and health, Journal of Occupational Health Psychology, 25, 4, pp. 227-243, (2020); Brokerhof I. M., Ybema J. F., Bal P. M., Illness narratives and chronic patients’ sustainable employability: The impact of positive work stories, PloS ONE, 15, 2, (2020); Brouwers L. A., Engels J. A., Heerkens Y. F., van der Beek A. J., Development of a Vitality Scan related to workers’ sustainable employability: a study assessing its internal consistency and construct validity, BMC Public Health, 15, (2015); Brzykcy A. Z., Boehm S. A., Baldridge D. C., Fostering sustainable careers across the lifespan: The role of disability, idiosyncratic deals and perceived work ability, Journal of Vocational Behavior, 112, pp. 185-198, (2019); Caines V.D., Crane M.F., Noone J., Griffin B., Datta S., Earl J.K., Older workers: Past, present and future, Australian Journal of Management, 45, 3, pp. 425-448, (2020); de Lange A. H., Pak K., Osagie E., van Dam K., Christensen M., Furunes T., Lovseth L. T., Detaille S., An open time perspective and social support to sustain in healthcare work: Results of a two-wave complete panel study, Frontiers in Psychology, 11, (2020); De Vos A., Van der Heijden B. I. J. M., Current thinking on contemporary careers: the key roles of sustainable HRM and sustainability of careers, Current Opinion in Environmental Sustainability, 28, pp. 41-50, (2017); De Vos A., Van der Heijden B. I. J. M., Akkermans J., Sustainable careers: Towards a conceptual model, Journal of Vocational Behavior, 117, (2020); Detaille S. I., de Lange A., Engels J., Pijnappels M., Hutting N., Osagie E., Reig-Botella A., Supporting double duty caregiving and good employment practices in health care within an aging society, Frontiers in Psychology, 11, (2020); Di Fabio A., The psychology of sustainability and sustainable development for well-being in organizations, Frontiers in Psychology, 8, (2017); Dwertmann D. J. G., Knippenberg D., Capturing the state of the science to change the state of the science: A categorization approach to integrative reviews, Journal of Organizational Behavior, 42, 2, pp. 104-117, (2021); Edwards J. R., Cable D. M., Williamson I. O., Lambert L. S., Shipp A. J., The phenomenology of fit: Linking the person and environment to the subjective experience of person-environment fit, The Journal of Applied Psychology, 91, 4, pp. 802-827, (2006); Finkelstein L. M., King E. B., Voyles E. C., Age metastereotyping and cross-age workplace interactions: A meta view of age stereotypes at work Work, Aging and Retirement, 1, 1, pp. 26-0, (2015); Fisher G. G., Truxillo D. M., Finkelstein L. M., Wallace L. E., Age discrimination: Potential for adverse impact and differential prediction related to age, Human Resource Management Review, 27, 2, pp. 316-327, (2017); Fleischmann M., Koster F., Schippers J., Nothing ventured, nothing gained! How and under which conditions employers provide employability-enhancing practices to their older workers, The International Journal of Human Resource Management, 26, 22, pp. 2908-2925, (2015); Fleuren B., de Grip A., Jansen N., Kant I., Zijlstra F., Sustainable employability: A multidisciplinary approach, Securex’ International Conference on Sustainable Employability 2016 in Brussels and at APA and NIOSH’s Work, Stress, and Health Conference 2015 in Atlanta, (2015); Fleuren B., de Grip A., Jansen N., Kant I., Zijlstra F., Critical reflections on the currently leading definition of sustainable employability, Scandinavian Journal of Work, Environment & Health, 42, 6, pp. 557-560, (2016); Fleuren B. P. I., de Grip A., Jansen N. W. H., Kant I., Zijlstra F. R. H., Unshrouding the sphere from the clouds: Towards a comprehensive conceptual framework for sustainable employability, Sustainability, 12, 16, (2020); Fleuren B., van Amelsvoort L., de Grip A., Zijlstra F., Kant I., Time takes us all? A two-wave observational study of age and time effects on sustainable employability, Scandinavian Journal of Work, Environment & Health, 44, 5, pp. 475-484, (2018); Fleuren B., van Amelsvoort L., Zijlstra F., de Grip A., Kant I., Handling the reflective-formative measurement conundrum: A practical illustration based on sustainable employability, Journal of Clinical Epidemiology, 103, pp. 71-81, (2018); Forrier A., Sels L., The concept employability: A complex mosaic, Human Resources Development and Management, 3, 3, pp. 102-124, (2003); Fugate M., Kinicki A. J., Ashforth B. E., Employability: A psychosocial construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Goecke T., Kunze F., How old do you feel today at work?” Work-related drivers of subjective age in the workplace, European Journal of Work and Organizational Psychology, 29, 3, pp. 462-476, (2020); Hansen V., Pit S. W., Fiorentino M., Campion S., Abraham R., Cheng J., Phelan S., Changes in antidepressant medication use in the workplace and sustainable employability: A qualitative study of experiences, strategies and solutions, Archives of Environmental & Occupational Health, pp. 1-11, (2020); Harris K., Krygsman S., Waschenko J., Laliberte Rudman D., Pruchno R., Ageism and the older worker: A scoping review, The Gerontologist, 58, 2, pp. e1-e14, (2018); Hazelzet E., Picco E., Houkes I., Bosma H., deRijk A., Effectiveness of interventions to promote sustainable employability: A systematic review, International Journal of Environmental Research and Public Health, 16, 11, (2019); Houkes I., Miglioretti M., Picco E., De Rijk A. E., Tapping the employee perspective on the improvement of sustainable employability (SE): Validation of the MAastricht Instrument for SE (MAISE-NL), International Journal of Environmental Research and Public Health, 17, 7, (2020); Ilmarinen J., The work ability index (WAI), Occupational Medicine, 57, 2, pp. 160-167, (2007); Ilmarinen J., Work ability—a comprehensive concept for occupational health research and prevention, Scandinavian Journal of Work, Environment & Health, 35, 1, pp. 1-5, (2009); Kira M., van Eijnatten F. M., Balkin D. B., Crafting sustainable work: Development of personal resources, Journal of Organizational Change Management, 23, 5, pp. 616-632, (2010); Kooij D. T. A. 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E., Job crafting: Older workers’ mechanism for maintaining person-job fit, Frontiers in Psychology, 8, (2017); Ybema J. F., van Vuuren T., van Dam K., HR practices for enhancing sustainable employability: Implementation, use, and outcomes, The International Journal of Human Resource Management, 31, 7, pp. 886-907, (2020); Zink K. J., Designing sustainable work systems: The need for a systems approach, Applied Ergonomics, 45, 1, pp. 126-132, (2014)","C.-M. Alcover; Universidad Rey Juan Carlos, Spain; email: carlosmaria.alcover@urjc.es","","Colegio Oficial de Psicologos de Madrid","","","","","","15765962","","","","English","Rev. Psicol. Trab. Orga.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85121523528"
"Blackman T.","Blackman, Tim (7004627937)","7004627937","Raymond Williams and the new industrial trainers: a critique and a proposal","2022","Oxford Review of Education","48","5","","555","569","14","1","10.1080/03054985.2021.1997732","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119850368&doi=10.1080%2f03054985.2021.1997732&partnerID=40&md5=782b3aa7fd401812d1d8c524e2d0c21f","Vice-Chancellor’s Office, The Open University, Milton Keynes, United Kingdom","Blackman T., Vice-Chancellor’s Office, The Open University, Milton Keynes, United Kingdom","Raymond Williams was a literary critic, sociologist, novelist, and political activist but above all a teacher, with a theory of education as a societal process running through his work. He styled the UK’s educational establishment of the 1960s ‘Old Humanists’; guardians of a dominant elite culture who were losing their influence to the new ‘Industrial Trainers’, harbingers of an economic order based on mass production and consumption for which new technical skills were needed. The eclipse of the Old Humanists occurred with the transition from elite to mass higher education and an increasing focus in degree curricula on ‘employability’. Yet in England, the degree qualification is now under challenge, with government policy promoting new higher technical qualifications for specific occupations as better options for many learners who would otherwise choose ‘academic’ degrees. However, this new technical turn reflects thinking more akin to Williams’ twentieth century Industrial Trainers than twenty-first century needs. These are more likely to be met by mixed and interweaved ‘academic’ and ‘technical’ learning better provided through portfolios of modules built up over time, including progression between levels of study that are not necessarily linear nor within the same subject or occupational area. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","higher education; modular education; Raymond Williams; skills; technical education","","","","","","Open University in Wales","This article builds on the Raymond Williams Memorial Lecture which the author gave online on 1 February 2021, organised by the Learning and Work Institute Cymru in partnership with The Open University in Wales.","Anthopolous L., Reddick C.G., Giannakidou I., Mavridis N., Why e-government projects fail. 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Essay, Social Market Foundation, (2021); Binkley M., Erstad O., Herman J., Raizen S., Ripley M., Miller-Ricci M., Rumble M., Defining twenty-first century skills, Assessment and teaching of 21st century skills, pp. 17-66, (2012); Blackman T., The comprehensive university: An alternative to social stratification by academic selection, (2017); Bolton P., Education: Historical statistics, (2012); Chevalier A., Graduate over-education in the UK, (2000); Skills Index 2021, (2021); Clarke L., Sahin-Dikmen M., Winch C., Overcoming diverse approaches to vocational education and training to combat climate change: The case of low energy construction in Europe, Oxford Review of Education, 46, 5, pp. 619-636, (2020); The Report, (2021); Dehaene S., How we learn: The new science of education and the brain, (2000); Delaney J., McGuinness S., Pouliakas K., Redmond P., Educational expansion and overeducation of young graduates: A comparative analysis of 30 European countries, Oxford Review of Education, 46, 1, pp. 10-29, (2020); UK Innovation Survey 2019: Main Report covering the survey period 20162018, (2020); Skills for jobs: Lifelong Learning for opportunity and growth, (2021); Interim conclusion of the review of post-18 education and funding, (2021); Ertl H., Dual study programmes in Germany: Blurring the boundaries between higher education and vocational training, Oxford Review of Education, 46, 1, pp. 79-95, (2020); Espinoza H., Speckesser S., Tahir I., Britton J., McNally S., Vignoles A., Post-18 education: Who is taking different routes and how much do they earn?, (2020); Freedland J., The road to somewhere by David Goodhart–A liberal’s rightwing turn on immigration, The Guardian, (2017); The future of learning report, (2021); Gallagher S.R., The future of university credentials, (2016); Goodhart D., The road to somewhere: The new tribes shaping british politics, (2017); Goodhart D., The training we need now, (2020); Hall E., Stead H., A people’s history of classics, (2020); Hansen K., Jones E., Joshi H., Budge D., Millennium cohort study fourth survey: A user’s guide to initial findings, (2010); Hattie J., Visible learning: A synthesis of over 800 meta-analyses relating to achievement, (2008); Higher education student statistics: UK, 2019/20, Higher Education Statistcis Agency, (2021); Hollis P., Jennie Lee: A life, (1997); Report of the independent panel on technical education, (2016); Lauder H., Mayhew K., Higher education and the labour market: An introduction, Oxford Review of Education, 46, 1, pp. 1-9, (2020); Maguire D., Morris D., Homeward bound: Defining, understanding and aiding ‘commuter students, (2018); The future of education and skills, (2018); Which occupations are at highest risk of being automated?, (2019); Developing an understanding of projected rates of progression from entry to professional employment, (2020); The open university business barometer, (2020); Page S., The diversity bonus: How great teams pay off in the knowledge economy, (2017); Piketty T., Capital in the twenty-first century, (2014); Quintini G., Right for the job: Over-qualified or under-skilled?, OECD Social, Employment and Migration Working Paper 120, (2011); Reid S., Tech … On our terms ft. Sharmadean Reid, Acast, (2021); Savage M., Social class in the 21st century, (2015); Savic M., Overeducation and hourly wages in the UK labour market; 2006 to 2017, (2019); Shafique A., Dent A., Adopting global skills innovation for the UK, (2019); Skills and employment trend report, (2020); Sperlinger T., McLellan J., Pettigrew R., Who are universities for?, (2018); Steele T., Cultural studies and radical popular education: Resources of hope, European Journal of Cultural Studies, 23, 6, pp. 915-931, (2020); Stevens P.J., Education, culture and politics: The philosophy of education of Raymond Williams, (Unpublished doctoral dissertation), (1985); Susskind D., A world without work, (2020); Taylor R., Is the algorithm working for us?: Algorithms, qualifications and fairness, (2021); Tomlinson S., A comprehensive curriculum 1419, Affirming the comprehensive ideal, pp. 109-118, (1997); Watkins G., Bringing the culture war to campus, Tribune, (2020); Whyte W., Somewhere to live: Why British students study away from home–And why it matters, (2019); Williams R., Towards 2000, (1983); Williams R., Cobbett, (1983); Williams R., The fight for manod, (1988); Williams R., What I came to say: Raymond Williams, Adult education and social change, pp. 157-166, (1990); Williams R., The common good, Border country: Raymond Williams in adult education, pp. 226-231, (1993); Williams R., Culture is ordinary, Border country: Raymond Williams in adult education, pp. 289-302, (1993); Williams R., Adult education and social change, Border country: Raymond Williams in adult education, pp. 255-264, (1993); Williamson G., Gavin Williamson’s speech on FE reform: The full text, FE Week, (2020); Wolf A., Review of vocational education: The wolf report, (2011); Wolf A., Remaking tertiary education, (2016)","T. Blackman; Vice-Chancellor’s Office, The Open University, Milton Keynes, Walton Hall, MK7 6AA, United Kingdom; email: vc@open.ac.uk","","Routledge","","","","","","03054985","","","","English","Oxf. Rev. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85119850368"
"Palacios-Hidalgo F.J.; Gómez-Parra M.E.; Huertas-Abril C.A.; Espejo-Mohedano R.","Palacios-Hidalgo, Francisco Javier (57212648712); Gómez-Parra, María Elena (57202977022); Huertas-Abril, Cristina A. (57202977267); Espejo-Mohedano, Roberto (55505646700)","57212648712; 57202977022; 57202977267; 55505646700","Participation in bilingual education programs as a key factor to linguistic success: the Spanish case","2022","Language and Education","36","6","","560","575","15","2","10.1080/09500782.2021.1933019","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107837534&doi=10.1080%2f09500782.2021.1933019&partnerID=40&md5=79eca349e4abb8f526280ca465161a67","Department of English and German Philologies, University of Córdoba, Córdoba, Spain; Department of Statistics, University of Córdoba, Córdoba, Spain","Palacios-Hidalgo F.J., Department of English and German Philologies, University of Córdoba, Córdoba, Spain; Gómez-Parra M.E., Department of English and German Philologies, University of Córdoba, Córdoba, Spain; Huertas-Abril C.A., Department of English and German Philologies, University of Córdoba, Córdoba, Spain; Espejo-Mohedano R., Department of Statistics, University of Córdoba, Córdoba, Spain","As in other countries, bilingual/multilingual education has become widespread in Spain. However, research either focuses on Spanish programs’ implementation, students’ performance or teacher training, but not on their contribution to graduates’ self-perceived linguistic success (understood as a combination of intercultural competence, international mobility and employability). Therefore, this paper studies whether Spanish bilingual education results in higher self-perceived competences. An instrument examining these three elements is applied, and Facebook Audience Insights is used for sample targeting. Findings prove that Spanish bilingual education graduates have higher self-perceived intercultural competence and international mobility. In terms of gender, women who have participated in Spanish bilingual education show higher self-perceived intercultural competence, whereas men who have studied in these programs consider themselves more interculturally competent and mobile. Conversely, there is no evidence of more positive self-perceived employability than in monolingual education. All in all, participation in a Spanish bilingual program is demonstrated to be an influential factor in self-perceived global linguistic success, employability, and intercultural competence. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","bilingual education graduates; employability; intercultural competence; international mobility; Linguistic success","","","","","","Formación Profesional y Universidades; Secretaría de Estado de Educación; Australian Research Council, ARC, (LP160100263); Ministerio de Educación, Cultura y Deporte, MECD; Ministerio de Ciencia e Innovación, MICINN, (EDU2017-84800-R)","This paper was supported by Project ‘Facing Bilinguals: Study of Bilingual Education Programmes’ Results through Social Data Analysis’ (Ref. no. EDU2017-84800-R), granted by a competitive call of the Spanish Ministry of Science and Innovation. Moreover, it was also supported by the Spanish Ministry of Education (Resolución de 5 de diciembre de 2017, de la Secretaría de Estado de Educación, Formación Profesional y Universidades, por la que se convocan ayudas para la formación de profesorado universitario, de los Subprogramas de Formación y de Movilidad incluidos en el Programa Estatal de Promoción del Talento y su Empleabilidad, en el marco del Plan Estatal de Investigación Científica y Técnica y de Innovación 2013–2016). 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Chichester / Malden, (2009); Gomez-Parra M.E., Bilingual and Intercultural Education (Bie): Meeting 21st Century Educational Demands, Theoria Et Historia Scientiarum, 15, pp. 85-99, (2018); Gomez-Parra M.E., Measuring Intercultural Learning through CLIL, Journal of New Approaches in Educational Research, 9, 1, pp. 43-56, (2020); Gomez-Parra M.E.C.A., Huertas-Abrilespejo-mohedano R., Key Factors to Evaluate the Impact of Bilingual Programs: Employability, Mobility and Intercultural Awareness.”, Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, 35, 35, pp. 93-109, (2021); Heras A., Lasagabaster D., The Impact of CLIL on Affective Factors and Vocabulary Learning, Language Teaching Research, 19, 1, pp. 70-88, (2015); Hernandezperez N.M., “ Students’ Satisfaction with a Blended Instructional Design: The Potential of ‘Flipped Classroom’ in Higher Education, Journal of Interactive Media in Education, 2016, 1, pp. 1-12, (2015); Hillagepollard J.E., Employability: Developing a Framework for Policy Analysis, London: Department for Education and Employment., (1998); Hoff E., Interpreting the Early Language Trajectories of Children from low-SES and Language Minority Homes: Implications for Closing Achievement Gaps, Developmental Psychology, 49, 1, pp. 4-14, (2013); Plan Estratégico de Desarrollo de Las Lenguas en Andalucía. Horizonte 2020, (2016); Kallkvisthult M.F.M., Discursive Mechanisms and Human Agency in Language Policy Formation: Negotiating Bilingualism and Parallel Language Use at a Swedish University, International Journal of Bilingual Education and Bilingualism, 19, 1, pp. 1-17, (2016); (2020); Ligrant P.A., Second Language Learning Success Revealed by Brain Networks, Bilingualism: Language and Cognition, 19, 4, pp. 657-664, (2016); Luft D.D.L., Basarabapolanco P., Connecting the Present to the Past. Furthering the Research on Bilingual Education and Bilingualism, Review of Research in Education, 40, 1, pp. 821-883, (2016); Martinez-Agudo J.D.D., The Impact of CLIL on English Language Competence in a Monolingual Context: A Longitudinal Perspective, Language Learning Journal, 48, 1, pp. 36-47, (2020); Muijs D., Doing Quantitative Research in Education with SPSS, (2010); Muravyevtalavera A.O., Can State Language Policies Distort Students’ Demand for Education?, Journal of Comparative Economics, 44, 2, pp. 383-399, (2016); Nunnallybernstein J.C.I.H., Psychometric Theory, (1994); Oria B., Enhancing Higher Education Students’ Employability: A Spanish Case Study, International Journal of Technology Management & Sustainable Development, 11, 3, pp. 217-230, (2012); Paran A., Content and Language Integrated Learning: Panacea or Policy Borrowing Myth?, Applied Linguistics Review, 4, 2, pp. 317-342, (2013); Pereira-Ramos M.D.C., Mobility, Internationalisation, Higher Education: European Challenges, In Handbook of Research on Trends in European Higher Education Convergence, pp. 44-61, (2014); Perez-Canado M.L., Innovations and Challenges in CLIL Teacher Training, Theory into Practice, 57, 3, pp. 1-10, (2018); Perez-Vidal C., Languages for All in Education: CLIL and ICLHE at the Crossroads of Multilingualism, Mobility and Internationalisation, In Content-Based Language Learning in Multilingual Educational Environments, pp. 31-50, (2015); Pladevall-Ballester E., A Longitudinal Study of Primary School EFL Learning Motivation in CLIL and non-CLIL Settings, Language Teaching Research, 23, 6, pp. 765-786, (2019); Poon K., The Impact of Socioeconomic Status on Parental Factors in Promoting Academic Achievement in Chinese Children, International Journal of Educational Development, 75, (2020); Poveda D., Bilingual beyond School: Students’ Language Ideologies in Bilingual Programs in South-Central Spain, Foro de Educación, 17, 27, pp. 11-36, (2019); Purkarthofer J., Building Expectations: Imagining Family Language Policy and Heteroglossic Social Spaces, International Journal of Bilingualism, 23, 3, pp. 724-739, (2019); Thierry G., Neurolinguistic Relativity: How Language Flexes Human Perception and Cognition, Language Learning, 66, 3, pp. 690-713, (2016); Turnbull B., Towards New Standards in Foreign Language Assessment: Learning from Bilingual Education, International Journal of Bilingual Education and Bilingualism, 23, 4, pp. 488-498, (2020); Valdes-Sanchez L., Espinet M., Coteaching in a Science-CLIL Classroom: Changes in Discursive Interaction as Evidence of an English Teacher’s Science-CLIL Professional Identity Development, International Journal of Science Education, 42, 14, pp. 2426-2427, (2020); van Buuren S., Flexible Imputation of Missing Data, (2018); Zhao H., An Overview of Research on Family Language Planning, Theory and Practice in Language Studies, 8, 5, pp. 528-532, (2018)","F.J. Palacios-Hidalgo; Department of English and German Philologies, University of Córdoba, Córdoba, Av. San Alberto Magno, s/n, 14071, Spain; email: francisco.palacios@uco.es","","Routledge","","","","","","09500782","","","","English","Lang. Educ.","Article","Final","","Scopus","2-s2.0-85107837534"
"Healy M.; Hammer S.; McIlveen P.","Healy, Michael (57207348618); Hammer, Sara (23976162700); McIlveen, Peter (12808257400)","57207348618; 23976162700; 12808257400","Mapping graduate employability and career development in higher education research: a citation network analysis","2022","Studies in Higher Education","47","4","","799","811","12","62","10.1080/03075079.2020.1804851","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088963740&doi=10.1080%2f03075079.2020.1804851&partnerID=40&md5=a6f83d77a36bfc5581751d0036ef46f4","School of Education, University of Southern Queensland, Toowoomba, Australia; Office for the Advancement of Learning and Teaching, University of Southern Queensland, Toowoomba, Australia","Healy M., School of Education, University of Southern Queensland, Toowoomba, Australia; Hammer S., Office for the Advancement of Learning and Teaching, University of Southern Queensland, Toowoomba, Australia; McIlveen P., School of Education, University of Southern Queensland, Toowoomba, Australia","Greater attention than ever is being placed on how universities enable their graduates to achieve their career goals as a key return on significant private and public investment. Scholars in two distinct fields of research have explored the characteristics and conditions that promote or constrain graduates’ career success: graduate employability and career development. In this article, we present visualisations of direct citation networks among 4068 journal articles focused on graduate employability and career development and consider the disciplinary landscapes that they reveal. Our findings show that despite a clear alignment of research concerns and educational goals, there has been limited theoretical or practical exchange between the two fields. We argue that purposeful exchange between the two fields will enrich both and, when applied to practice, could inform an evidence-based, integrative pedagogy of careers and employability learning in higher education. © 2020 Society for Research into Higher Education.","career development; citation analysis; employability; Graduates; higher education research","","","","","","","","Akkermans J., Kubasch S., #Trending Topics in Careers: A Review and Future Research Agenda, Career Development International, Career Development International, 22, 6, pp. 586-627, (2017); Artess J., Hooley T., Mellors-Bourne R., Employability: A Review of the Literature 2012-2016, (2017); Becher T., Trowler P.R., Academic Tribes and Territories, (2001); Block J., A Contrarian View of the Five-Factor Approach to Personality Description, Psychological Bulletin, 117, 2, pp. 187-215, (1995); Bridgstock R., Grant-Iramu M., McAlpine A., Integrating Career Development Learning Into the Curriculum: Collaboration with the Careers Service for Employability, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 56-72, (2019); Bridgstock R., Jackson D., Strategic Institutional Approaches to Graduate Employability: Navigating Meanings, Measurements and What Really Matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Brown J.L., Healy M., McCredie T., McIlveen P., Career Services in Australian Higher Education: Aligning the Training of Practitioners to Contemporary Practice, Journal of Higher Education Policy and Management, 41, 5, pp. 518-533, (2019); Byington E.K., Felps W., Baruch Y., Mapping the Journal of Vocational Behavior: A 23-Year Review, Journal of Vocational Behavior, 110, B, pp. 229-244, (2018); Calma A., Davies M., Studies in Higher Education 1976: A Retrospective Using Citation Network Analysis, Studies in Higher Education, 40, 1, pp. 4-21, (2015); Calma A., Davies M., Geographies of Influence: A Citation Network Analysis of Higher Education 1972, Scientometrics, 110, 3, pp. 1579-1599, (2017); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Clayton K., Wessel R.D., McAtee J., Knight W.E., Key Careers: Increasing Retention and Graduation Rates with Career Interventions, Journal of Career Development, 46, 4, pp. 425-439, (2018); Clegg S., Conceptualising Higher Education Research and/or Academic Development as ‘Fields’: A Critical Analysis, Higher Education Research & Development, 31, 5, pp. 667-678, (2012); Daenekindt S., Huisman J., Mapping the Scattered Field of Research on Higher Education. A Correlated Topic Model of 17,000 Articles, 1991-2018, Higher Education, (2020); Donald W.E., Baruch Y., Ashleigh M.J., Striving for Sustainable Graduate Careers, Career Development International, 25, 2, pp. 90-110, (2019); Donald W.E., Baruch Y., Ashleigh M., The Undergraduate Self-Perception of Employability: Human Capital, Careers Advice, and Career Ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Fouad N.A., Kozlowski M.B., Turning Around to Look Ahead: Views of Vocational Psychology in 2001 and 2019, Journal of Career Assessment, 27, 3, pp. 375-390, (2019); Fugate M., Kinicki A.J., A Dispositional Approach to Employability: Development of a Measure and Test of Implications for Employee Reactions to Organizational Change, Journal of Occupational and Organizational Psychology, 81, 3, pp. 503-527, (2008); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A Psycho-Social Construct, Its Dimensions, and Applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Harland T., Higher Education as an Open-Access Discipline, Higher Education Research & Development, 31, 5, pp. 703-710, (2012); Holmes L.M., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Hooley T., Sultana R.G., Thomsen R., The Neoliberal Challenge to Career Guidance: Mobilising Research, Policy, and Practice Around Social Justice, Career Guidance for Social Justice: Contesting Neoliberalism, pp. 1-27, (2017); Jackson D., Tomlinson M., Career Values and Proactive Career Behaviour Among Contemporary Higher Education Students, Journal of Education and Work, 32, 5, pp. 449-464, (2019); Jackson D., Tomlinson M., Investigating the Relationship Between Career Planning, Proactivity and Employability Perceptions Among Higher Education Students in Uncertain Labour Market Conditions, Higher Education, (2020); Lent R.W., Brown S.D., Social Cognitive Model of Career Self-Management: Toward a Unifying View of Adaptive Career Behavior Across the Life Span.” Article, Journal of Counseling Psychology, 60, 4, pp. 557-568, (2013); Liu S., Huang J.L., Wang M., Effectiveness of Job Search Interventions: A Meta-Analytic Review, Psychological Bulletin, 140, 4, pp. 1009-1041, (2014); Macfarlane B., The Higher Education Research Archipelago, Higher Education Research & Development, 31, 1, pp. 129-131, (2012); MacRoberts M.H., MacRoberts B.R., The Mismeasure of Science: Citation Analysis, Journal of the Association for Information Science and Technology, 69, 3, pp. 474-482, (2018); Minocha S., Hristov D., Reynolds M., From Graduate Employability to Employment: Policy and Practice in UK Higher Education, International Journal of Training and Development, 21, 3, pp. 235-248, (2017); Monteiro S., Almeida L., Gomes C., Sinval J., Employability Profiles of Higher Education Graduates: A Person-Oriented Approach, Studies in Higher Education, pp. 1-14, (2020); Okay-Somerville B., Scholarios D., Position, Possession or Process? Understanding Objective and Subjective Employability During University-to-Work Transitions, Studies in Higher Education, 42, 7, pp. 1275-1291, (2017); Pan L., An T., The Evolutionary Characteristics of Higher Education Studies Worldwide: Central Themes and Regions, Studies in Higher Education, pp. 1-13, (2020); Rees S., Re-Imagining Employability: An Ontology of Employability Best Practice in Higher Education Institutions, Teaching in Higher Education, pp. 1-16, (2019); Romgens I., Scoupe R., Beausaert S., Unraveling the Concept of Employability, Bringing Together Research on Employability in Higher Education and the Workplace, Studies in Higher Education, pp. 1-16, (2019); Savickas M.L., The Next Decade in Vocational Psychology: Mission and Objectives, Journal of Vocational Behavior, 59, 2, pp. 284-290, (2001); Sin C., Tavares O., Amaral A., Accepting Employability as a Purpose of Higher Education? Academics’ Perceptions and Practices, Studies in Higher Education, 44, 6, pp. 920-931, (2019); Small L., Shacklock K., Marchant T., Employability: A Contemporary Review for Higher Education Stakeholders, Journal of Vocational Education & Training, 70, 1, pp. 148-166, (2017); Smith M., Bell K., Bennett D., McAlpine A., Employability in a Global Context: Evolving Policy and Practice in Employability, Work Integrated Learning, and Career Development Learning, (2018); Tight M., Higher Education Research as Tribe, Territory and/or Community: A Co-Citation Analysis, Higher Education, 55, 5, pp. 593-605, (2008); Tight M., Working in Separate Silos? What Citation Patterns Reveal About Higher Education Research Internationally, Higher Education, 68, 3, pp. 379-395, (2014); Tight M., Higher Education Research: The Developing Field, (2019); Tomlinson M., Jackson D., Professional Identity Formation in Contemporary Higher Education Students, Studies in Higher Education, pp. 1-16, (2019); Trowler P.R., Depicting and Researching Disciplines: Strong and Moderate Essentialist Approaches, Studies in Higher Education, 39, 10, pp. 1720-1731, (2014); van Eck N.J., Waltman L., CitNetExplorer: A New Software Tool for Analyzing and Visualizing Citation Networks, Journal of Informetrics, 8, 4, pp. 802-823, (2014); van Eck N.J., Waltman L., Citation-Based Clustering of Publications Using CitNetExplorer and VOSviewer, Scientometrics, 111, 2, pp. 1053-1070, (2017); Whiston S.C., Li Y., Mitts N.G., Wright L., Effectiveness of Career Choice Interventions: A Meta-Analytic Replication and Extension, Journal of Vocational Behavior, 100, pp. 175-184, (2017)","M. Healy; School of Education, University of Southern Queensland, Toowoomba, 4350, Australia; email: Michael.healy@usq.edu.au","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","","Scopus","2-s2.0-85088963740"
"Okay-Somerville B.; Allison I.; Luchinskaya D.; Scholarios D.","Okay-Somerville, Belgin (55646414200); Allison, I. (57224536562); Luchinskaya, D. (23005731400); Scholarios, D. (6602423646)","55646414200; 57224536562; 23005731400; 6602423646","Disentangling the impact of social disadvantage on ‘becoming employable’: evidence from STEM student university-to-work transitions","2022","Studies in Higher Education","47","3","","545","559","14","11","10.1080/03075079.2020.1767052","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085468041&doi=10.1080%2f03075079.2020.1767052&partnerID=40&md5=9f19250783bd85252241f19763905219","Adam Smith Business School, University of Glasgow, Glasgow, United Kingdom; Faculty of Science and Technology, University of Central Lancaster, Preston, United Kingdom; Department of Work, Employment and Organisation, University of Strathclyde, Glasgow, United Kingdom","Okay-Somerville B., Adam Smith Business School, University of Glasgow, Glasgow, United Kingdom; Allison I., Faculty of Science and Technology, University of Central Lancaster, Preston, United Kingdom; Luchinskaya D., Department of Work, Employment and Organisation, University of Strathclyde, Glasgow, United Kingdom; Scholarios D., Department of Work, Employment and Organisation, University of Strathclyde, Glasgow, United Kingdom","This article aims to examine alternative explanations of social disadvantage on the university-to-work transition experiences of science, technology, engineering and mathematics (STEM) students. ‘Becoming employable’ during the university-to-work transition is reflected in three ways: students’ cognition/patterns of thinking (i.e. perceived employability); affect/emotion (i.e. anxiety); and career-related behaviour (i.e. job search and networking). To understand how social disadvantage affects ‘becoming employable’, we examine three potential explanations: students’ social background, type of higher education institution attended and individual financial strain. A cross-sectional survey design targeted at final year students in two UK Higher Education Institutions provided 288 survey responses. Findings show support for an institutional explanation to ‘becoming employable’. The study contributes to our understanding of social disadvantage during preparation for labour market entry and the ‘employable graduate’ identity construction process. Practical recommendations focus on alleviating some of the pressures on socially disadvantaged students. © 2020 Society for Research into Higher Education.","Employability; graduate identity; social disadvantage; STEM; university-to-work transition","","","","","","British Academy, (SG132411)","This work was supported by British Academy: [Grant Number SG132411].","Allen K., ‘Blair's Children’: Young Women as ‘Aspirational Subjects’ in the Psychic Landscape of Class, The Sociological Review, 62, 4, pp. 760-779, (2014); Allen K., Quinn J., Hollingworth S., Rose A., Becoming Employable Students and ‘Ideal’creative Workers: Exclusion and Inequality in Higher Education Work Placements, British Journal of Sociology of Education, 34, 3, pp. 431-452, (2013); Allison I., Smith S., Purvis P., Broadband L., 3rd Horizons in STEM Higher Education Conference, (2018); Ashley L., Duberley J., Sommerlad H., Scholarios D., A qualitative evaluation of non-educational barriers to the elite professions, (2015); Bathmaker A.-M., Ingram N., Waller R., Higher Education, Social Class and the Mobilisation of Capitals: Recognising and Playing the Game, British Journal of Sociology of Education, 34, 5-6, pp. 723-743, (2013); Berglund K., Fighting Against all Odds: Entrepreneurship Education as Employability Training, Ephemera, 13, 4, (2013); Blasko Z., Brennan J., Little B., Shah T., Access to What: Analysis of Factors Determining Graduate Employability, (2002); Boden R., Nedeva M., Employing Discourse: Universities and Graduate ‘Employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Boliver V., Exploring Ethnic Inequalities in Admission to Russell Group Universities, Sociology, 50, 2, pp. 247-266, (2016); Boswell W.R., Zimmerman R.D., Swider B.W., Employee job Search: Toward an Understanding of Search Context and Search Objectives, Journal of Management, 38, 1, pp. 129-163, (2011); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability Through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Brooks L., Cornelius A., Greenfield E., Joseph R., The Relation of Career-Related Work or Internship Experiences to the Career Development of College Seniors, Journal of Vocational Behavior, 46, 3, pp. 332-349, (1995); Brown P., (2004); The Right Combination: CBI/Pearson Education and Skills Survey 2016, (2016); Clarke P., Beech D., Reaching the Parts of Society Universities Have Missed: A Manifesto for the new Director of Fair Access and Participation, (2018); Covarrubias R., Fryberg S.A., Movin’on up (to College): First-Generation College Students’ Experiences with Family Achievement Guilt, Cultural Diversity and Ethnic Minority Psychology, 21, 3, (2015); Crossley C.D., Highhouse S., Relation of job Search and Choice Process with Subsequent Satisfaction, Journal of Economic Psychology, 26, 2, pp. 255-268, (2005); Graduate Outcomes (LEO): Employment and Earnings Outcomes of Higher Education Graduates by Subject Studied and Graduate Characteristics, (2018); Edgerton J.D., Roberts L.W., Cultural Capital or Habitus? Bourdieu and Beyond in the Explanation of Enduring Educational Inequality, Theory and Research in Education, 12, 2, pp. 193-220, (2014); Engineering U.K., (2018); Farenga S.A., Quinlan K.M., Classifying University Employability Strategies: Three Case Studies and Implications for Practice and Research, Journal of Education and Work, 29, 7, pp. 767-787, (2016); Furlong A., Unemployment, insecurity, and poor work: young adults in the new economy, Handbook of Children and Youth Studies, pp. 531-542, (2015); Gbadamosi G., Evans C., Richardson M., Ridolfo M., Employability and Students’ Part-Time Work in the UK: Does Self-Efficacy and Career Aspiration Matter?, British Educational Research Journal, 41, 6, pp. 1086-1107, (2015); Gould S., Penley L.E., Career Strategies and Salary Progression: A Study of Their Relationships in a Municipal Bureaucracy, Organizational Behavior and Human Performance, 34, 2, pp. 244-265, (1984); Handley K., “Anticipatory Socialization and the Construction of the Employable Graduate: A Critical Analysis of Employers’ Graduate Careers Websites, Work, Employment and Society, 32, 2, pp. 239-256, (2018); Hausdorf P., Job Search Outcomes for University Graduates: The Role of Economic Hardship and Work Involvement, Canadian Journal of Career Development/Revue Canadienne de Development de Carriere, 6, 1, pp. 22-28, (2007); Holmes L.M., Becoming a Graduate: the Warranting of an Emergent Identity, Education+Training, 57, 2, pp. 219-238, (2015); Jackson D., Wilton N., Perceived Employability among Undergraduates and the Importance of Career Self-Management, Work Experience and Individual Characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Macmillan L., Tyler C., Vignoles A., Who Gets the top Jobs? The Role of Family Background and Networks in Recent Graduates’ Access to High-Status Professions, Journal of Social Policy, 44, 3, pp. 487-515, (2015); Marteau T.M., Bekker H., The development of a six-item short-form of the state scale of the Spielberger State-Trait Anxiety Inventory (STAI), British journal of clinical Psychology, 31, 3, pp. 301-306, (1992); Matthews V., Financial Times, (2017); McQuaid R.W., Lindsay C., The Concept of Employability, Urban Studies, 42, 2, pp. 197-219, (2005); Moreau M.-P., Leathwood C., Graduates` Employment and the Discourse of Employability: a Critical Analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); Mullen E., Bridges S., Eccles S., Dippold D., Precursors to Employability—How First Year Undergraduate Students Plan and Strategize to Become Employable Graduates, Employability via Higher Education: Sustainability as Scholarship, pp. 171-200, (2019); Noe R.A., Is Career Management Related to Employee Development and Performance?, Journal of Organizational Behavior, 17, 2, pp. 119-133, (1996); (2019); O'Sullivan K., Robson J., Winters N., ‘I Feel Like I Have a Disadvantage’: how Socio-Economically Disadvantaged Students Make the Decision to Study at a Prestigious University, Studies in Higher Education, 44, 9, pp. 1676-1690, (2019); Papafilippou V., Bathmaker A.-M., Transitions From Higher Education to Employment among Recent Graduates in England: Unequal Chances of Achieving Desired Possible Selves, Possible Selves and Higher Education, pp. 123-138, (2018); Reay D., Working class educational transitions to university: The limits of success, European Journal of Education, 53, 4, pp. 528-540, (2018); Richardson T., Elliott P., Roberts R., Jansen M., A Longitudinal Study of Financial Difficulties and Mental Health in a National Sample of British Undergraduate Students, Community Mental Health Journal, 53, 3, pp. 344-352, (2017); Rothwell A., Herbert I., Rothwell F., Self-perceived Employability: Construction and Initial Validation of a Scale for University Students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Scholarios D., Lockyer C., Johnson H., Anticipatory Socialisation: the Effect of Recruitment and Selection Experiences on Career Expectations, Career Development International, 8, 4, pp. 182-197, (2003); Graduate Outcomes by University and Subject (LEO Data) 2015/16: Scotland, (2018); Participation Indicators for HEIs, (2017); Shin J.E.L., Levy S.R., London B., Effects of Role Model Exposure on STEM and non-STEM Student Engagement, Journal of Applied Social Psychology, 46, 7, pp. 410-427, (2016); Smith V., Enhancing Employability: Human, Cultural, and Social Capital in an era of Turbulent Unpredictability, Human Relations, 63, 2, pp. 279-300, (2010); Smith E., White P., Where Do All the STEM Graduates Go? Higher Education, the Labour Market and Career Trajectories in the UK, Journal of Science Education and Technology, 28, 1, pp. 26-40, (2019); Spielberger C.D., State-Trait Anger Expression Inventory, The Corsini Encyclopedia of Psychology, (2010); Tomlinson M., ‘The Degree is not Enough’: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Turban D.B., Lee F.K., da Motta Veiga S.P., Haggard D.L., Wu S.Y., Be Happy, Don't Wait: The Role of Trait Affect in job Search.”, Personnel Psychology, 66, 2, pp. 483-514, (2013); Ullah P., The Association Between Income, Financial Strain and Psychological Well-Being among Unemployed Youths, Journal of Occupational Psychology, 63, 4, pp. 317-330, (1990); Wakeham W., Wakeham Review of STEM Degree Provision and Graduate Employability, Innovation and Skills: Department for Business, (2016); Watson S.J., Barber B.L., Dziurawiec S., Living Situation and Perceived Parental Financial Support as Protective Factors Against Financial Strain among A Ustralian University Students, Australian Journal of Psychology, 68, 2, pp. 130-138, (2016); Wong B., By Chance or by Plan?: The Academic Success of Nontraditional Students in Higher Education, AERA Open, 4, 2, (2018)","B. Okay-Somerville; Adam Smith Business School, University of Glasgow, Glasgow, United Kingdom; email: belgin.okay-somerville@glasgow.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85085468041"
"Pyöriä P.; Ojala S.; Nätti J.","Pyöriä, Pasi (6506571537); Ojala, Satu (54895709200); Nätti, Jouko (6507868948)","6506571537; 54895709200; 6507868948","Precarious work increases depression-based disability among male employees","2021","European Journal of Public Health","31","6","","1223","1230","7","1","10.1093/eurpub/ckab119","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122206514&doi=10.1093%2feurpub%2fckab119&partnerID=40&md5=230e7db4ef5d68e8d8095b7b9811d8d3","Faculty of Social Sciences, Tampere University, Tampere, FI-33014, Finland","Pyöriä P., Faculty of Social Sciences, Tampere University, Tampere, FI-33014, Finland; Ojala S., Faculty of Social Sciences, Tampere University, Tampere, FI-33014, Finland; Nätti J., Faculty of Social Sciences, Tampere University, Tampere, FI-33014, Finland","Background: Precarious employment is a potent occupational health risk, but little is known about its association with work-related disability and its causes. This study analyzes whether employment precariousness is associated with receiving disability pension (DP) due to depression and whether this differs according to gender. Methods: Statistics Finland's Quality of Work Life Surveys (1997, 2003, 2008 and 2013) were merged with register-based DP data obtained from the Finnish Centre for Pensions. The survey material was used to measure employment precariousness using five variables: Fear of job loss, poor employability prospects, previous unemployment, low earnings and temporary contracts. We followed 20-60-year-old employees until 2016 and studied Cox proportional hazard ratios (HRs) for receiving DP among women and men, adjusting for sociodemographic covariates, working conditions and health at baseline. Results: The overall risk of receiving DP tended to increase as precarious job features accumulated. Among men, a higher risk of receiving DP due to depression was associated with previous unemployment [HR 2.2, 95% confidence interval (CI) 1.1-4.2] and poor employability (HR 2.4, 95% CI 1.3-4.7), whereas no corresponding association was found among women. Conclusions: Employment precariousness may reflect a psychological stress mechanism that predisposes the individual to mental health problems, predicting future disability. Work disability risk shows gendered differences depending on the cause of DP. Promoting employability at workplace and policy levels could offset the health risks associated with precariousness.  © 2021 The Author(s). Published by Oxford University Press on behalf of the European Public Health Association.","","Adult; Depression; Disabled Persons; Employment; Female; Humans; Male; Middle Aged; Pensions; Risk Factors; Young Adult; adult; depression; disabled person; employment; female; human; male; middle aged; pension; risk factor; young adult","","","","","","","Kalleberg AR., Precarious lives: job insecurity and well-being in rich democracies, (2018); Hyman R., What future for industrial relations in Europe ER, 40, pp. 569-579, (2018); Rubery J, Keizer A, Grimshaw D., Flexibility bites back: the multiple and hidden costs of flexible employment policies, Hum Resour Manag J, 26, pp. 235-251, (2016); Jonsson J, Vives A, Benach J, Et al., Measuring precarious employment in Sweden: translation, adaptation and psychometric properties of the Employment Precariousness Scale (EPRES), BMJ Open, 9, (2019); Benach J, Muntaner C., Precarious employment and health: developing a research agenda, J Epidemiol Community Health, 61, pp. 276-277, (2007); Benach J, Vives A, Amable M, Et al., Precarious employment: understanding an emerging social determinant of health, Annu Rev Public Health, 35, pp. 229-253, (2014); Pyo ria P, Ojala S., Precarious work and intrinsic job quality: evidence from Finland, 1984-2013, Econ Labour Relat Rev, 27, pp. 349-367, (2016); Rasmussen S, Na tti J, Larsen TP, Et al., Nonstandard employment in the Nordics - toward precarious work, Nordic J Working Life Studies, 9, pp. 7-32, (2019); Koranyi I, Jonsson J, Ro nnblad T, Et al., Precarious employment and occupational accidents and injuries - a systematic review, Scand J Work Environ Health, 44, pp. 341-350, (2018); Ro nnblad T, Gro nholm E, Jonsson J, Et al., Precarious employment and mental health: a systematic review and meta-analysis of longitudinal studies, Scand J Work Environ Health, 45, pp. 429-443, (2019); Greenhalgh L, Rosenblatt Z., Job insecurity: toward conceptual clarity, AMR, 9, pp. 438-448, (1984); Gallie D, Felstead A, Green F, Inanc H., The hidden face of job insecurity, Work Employ Soc, 31, pp. 36-53, (2017); Burgard SA, Brand JE, House JS., Perceived job insecurity and worker health in the United States, Soc Sci Med, 69, pp. 777-785, (2009); Otterbach S, Sousa-Poza A., Job insecurity, employability and health: an analysis for Germany across generations, App Econ, 48, pp. 1303-1316, (2016); Knabe A, Ra tzel S., Scarring or scaring The psychological impact of past unemployment and future unemployment risk, Economica, 78, pp. 283-293, (2011); Green F., Unpacking the misery multiplier: how employability modifies the impacts of unemployment and job insecurity on life satisfaction and mental health, J Health Econ, 30, pp. 265-276, (2011); Ojala S, Pyo ria P., Precarious work and the risk of receiving a disability pension, Scand J Public Health, 47, pp. 293-300, (2019); Halonen JI, Ma nty M, Pietila inen O, Et al., Physical working conditions and subsequent disability retirement due to any cause, mental disorders and musculoskeletal diseases: does the risk vary by common mental disorders, Soc Psychiatry Psychiatr Epidemiol, 55, pp. 1021-1029, (2020); Juvani A, Oksanen T, Salo P, Et al., Effort-reward imbalance as a risk factor for disability pension: the Finnish Public Sector Study, Scand J Work Environ Health, 40, pp. 266-277, (2014); Juvani A, Oksanen T, Virtanen M, Et al., Organizational justice and disability pension from all-causes, depression and musculoskeletal diseases: a Finnish cohort study of public sector employees, Scand J Work Environ Health, 42, pp. 395-404, (2016); Vahtera J, Laine S, Virtanen M, Et al., Employee control over working times and risk of cause-specific disability pension: the Finnish Public Sector Study, Occup Environ Med, 67, pp. 479-485, (2010); Polvinen A, Laaksonen M, Rantala J, Et al., Working while on a disability pension in Finland: association of diagnosis and financial factors to employment, Scand J Public Health, 46, pp. 74-81, (2018); Polvinen A., Socioeconomic status and disability retirement in Finland: causes, changes over time and mortality, (2016); Laaksonen M, Rantala J, Ja rnefelt N, Kannisto J., Tyo kyvytto myyden vuoksi menetetty tyo ura [Working lives reduced by disability pensions], (2016); Mirowsky J, Ross CE., Education, interpersonal relationships, and health, Education, Social Status, and Health, pp. 126-139, (2017); Falkstedt D, Backhans M, Lundin A, Et al., Do working conditions explain the increased risks of disability pension among men and women with low education A follow-up of Swedish cohorts, Scand J Work Environ Health, 40, pp. 483-492, (2014); Karasek R, Theorell T., Healthy work: stress, productivity, and the reconstruction of working life, (1990); Knardahl S, Johannessen HA, Sterud T, Et al., The contribution from psychological, social, and organizational work factors to risk of disability retirement: a systematic review with meta-analyses, BMC Public Health, 17, (2017); Bodin T, C aglayan C, Garde AH, Et al., Precarious employment in occupational health - an OMEGA-NET working group position paper, Scand J Work Environ Health, 46, pp. 321-329, (2020); Vives A, Amable M, Ferrer M, Et al., Employment precariousness and poor mental health: evidence from Spain on a new social determinant of health, J Environ Public Health, 2013, pp. 978656-10, (2013); Ferrante G, Fasanelli F, Gigantesco A, Et al., Is the association between precarious employment and mental health mediated by economic difficulties in males Results from two Italian studies, BMC Public Health, 19, (2019); Park S, Kang M-Y, Lee J-H., Precarious employment as compared with unemployment reduces the risk of depression in the elderly in Korea, J Occup Environ Med, 62, pp. 559-566, (2020); Gender equality in Finland, (2018); Pirkola S, Nevalainen J, Laaksonen M, Et al., The importance of clinical and labour market histories in psychiatric disability retirement: analysis of the comprehensive Finnish national-level RETIRE data, Soc Psychiatry Psychiatr Epidemiol, 55, pp. 1011-1021, (2020); Zuo J, Tang S., Breadwinner status and gender ideologies of men and women regarding family roles, Sociol Perspec, 43, pp. 29-43, (2000); Santini ZI, Koyanagi A, Tyrovolas S, Et al., The association between social relationships and depression: a systematic review, J Affect Disord, 175, pp. 53-65, (2015); Kauppi M, Kivima ki M, Aalto V, Oksanen T., Sosiaaliset verkostot ja tyo urien pidenta minen. [Social Relationships and Extended Employment beyond the Pensionable Age], (2019)","P. Pyöriä; Faculty of Social Sciences, Tampere University, Tampere, FI-33014, Finland; email: pasi.pyoria@tuni.fi","","Oxford University Press","","","","","","11011262","","EJPHF","34254115","English","Eur. J. Public Health","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85122206514"
"Liu J.; Guo S.","Liu, Jingzhou (57201502526); Guo, Shibao (58638030000)","57201502526; 58638030000","Navigating transition to work: Recent immigrants’ experiences of lifelong learning in Canada","2021","International Review of Education","67","6","","733","750","17","5","10.1007/s11159-021-09931-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123115837&doi=10.1007%2fs11159-021-09931-9&partnerID=40&md5=64bbd4355cdeb230f976ea015a263f5b","Werklund School of Education, University of Calgary, Calgary, AB, Canada","Liu J., Werklund School of Education, University of Calgary, Calgary, AB, Canada; Guo S., Werklund School of Education, University of Calgary, Calgary, AB, Canada","One of the top priorities of immigrants upon their arrival in their host country is access to the labour market. However, many find themselves facing intersecting obstacles as they struggle to secure a job. Based on interviews with 18 immigrant settlement workers (16 female, 2 male) who themselves migrated to Canada from 10 different countries, this article investigates how these immigrants navigated the complex path of transition to work. Adopting intersectionality as its theoretical framework and institutional ethnography as its methodology, the qualitative study presented here focused on how race, gender and class intersect in shaping immigrants’ experiences of transition to work as a lifelong learning process. The findings reveal that newly arrived immigrants encounter multifaceted structural barriers in their struggle to secure a foothold in the Canadian labour market. These barriers include delays or even refusal in accepting immigrants’ prior qualifications, and they are shaped by the intersections of race, gender and class. The study also reveals how immigrants’ experiences of employability-oriented lifelong learning unveil institutional complexes and reflect colonising practices among governmental organisations, qualifications assessment agencies, employment institutions and immigrant service agencies. Instead, a decolonising and inclusive strategy is proposed to provide lifelong learning opportunities for all, acknowledge and affirm cultural difference and diversity as desirable assets, and challenge the current ideological moorings of lifelong learning theories, policies and practices in the age of transnational migration. © 2021, UNESCO Institute for Lifelong Learning and Springer Nature B.V.","Decolonisation; Immigration; Institutional ethnography; Integration; Intersectionality; Lifelong learning; Transition to work","Canada; accessibility; acculturation; class; decolonization; employment; ethnography; gender identity; immigration; institutional framework; labor market; labor migration; migrants experience; race; working conditions","","","","","","","Campbell M.L., Gregor F.M., Mapping Social Relations: A Primer in Doing Institutional Ethnography, (2002); Carbado D.W., Crenshaw K.W., Mays V.M., Tomlinson B., Intersectionality: Mapping the movements of a theory, Du Bois Review, 20, 2, pp. 303-312, (2013); Choo H.Y., Ferree M.M., Practicing intersectionality in sociological research: A critical analysis of inclusions, interactions, and institutions in the study of inequalities, Sociological Theory, 28, 2, pp. 129-149, (2010); Collins P.H., Bilge S., Intersectionality, (2016); Crenshaw K., Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics, Feminist Legal Theory: Readings in Law and Gender, pp. 57-80, (1989); Crenshaw K., Mapping the margins: Intersectionality, identity politics, and violence against women of color, Stanford Law Review, 43, 6, pp. 1241-1299, (1991); Crenshaw K., Beyond racism and misogyny: Black feminism and 2 Live Crew, Words That Wound: Critical Race Theory, Assaultive Speech, and the First Amendment, pp. 111-132, (1993); Crowther J., In and against” lifelong learning: Flexibility and the corrosion of character, International Journal of Lifelong Education, 23, 2, pp. 125-136, (2004); DeVault M.L., Introduction: What is institutional ethnography?, Social Problems, 53, 3, pp. 294-298, (2006); DeVault M., McCoy L., Institutional ethnography: Using interviews to investigate ruling relations, Institutional Ethnography as Practice, pp. 15-44, (2006); Dill B.T., Zambrana R.E., Critical thinking about inequality: An emerging lens, Emerging Intersections: Race, Class, and Gender in Theory, Policy, and Practice, pp. 1-21, (2009); Dusek G.A., Yurova Y.V., Ruppel C.P., Using social media and targeted snowball sampling to survey a hard-to-reach population: A case study, International Journal of Doctoral Studies, 10, 1, pp. 279-299, (2015); Guo S., Difference, deficiency, and devaluation: Tracing the roots of non-recognition of foreign credentials for immigrant professionals in Canada, The Canadian Journal for the Study of Adult Education, 22, 1, pp. 37-52, (2009); Guo S., Toward recognitive justice: emerging trends and challenges in transnational migration and lifelong learning, International Journal of Lifelong Education, 29, 2, pp. 149-167, (2010); Guo S., Revisioning education for all in the age of migration: Global challenges and opportunities for lifelong learning, International Review of Education, 60, 4, pp. 481-497, (2014); Guo S., Immigrants as active citizens: Exploring the volunteering experience of Chinese immigrants in Vancouver, Globalisation, Societies and Education, 12, 1, pp. 51-70, (2014); Guo S., The colour of skill: Contesting a racialised regime of skill from the experience of recent immigrants in Canada, Studies in Continuing Education, 37, 3, pp. 236-250, (2015); Guo S., Liu J., Taking stock of research on immigration and adult education in Canada: 1981–2020, Canadian Journal for the Study of Adult Education, 33, 2, pp. 135-155, (2021); Guo S., Maitra S., Revisioning curriculum in the age of transnational mobility: Towards a transnational and transcultural framework, Curriculum Inquiry, 47, 1, pp. 80-91, (2017); Jarvis P., Towards a Comprehensive Theory of Human Learning, (2006); Jarvis P., Gloablization, Lifelong Learning and the Learning Society: Sociological Perspectives, (2007); Kaushik V., Walsh C.A., A critical analysis of the use of intersectionality theory to understand the settlement and integration needs of skilled immigrants to Canada, Canadian Ethnic Studies, 50, 3, pp. 27-47, (2018); Liu J., The precarious nature of work in the context of Canadian immigration: An intersectional analysis, Canadian Ethnic Studies, 51, 2, pp. 169-186, (2019); Maitra S., Crafting “enterprising” workers through career training programs among Canada’s South Asian professional immigrants, Studies in the Education of Adults, 49, 2, pp. 196-213, (2017); Maitra S., Guo S., Theorising decolonisation in the context of lifelong learning and transnational migration: Anti-colonial and anti-racist perspectives, International Journal of Lifelong Education, 38, 1, pp. 5-19, (2019); McCall L., The complexity of intersectionality, Signs: Journal of Women in Culture and Society, 30, 3, pp. 1771-1800, (2005); Mehrotra G., Toward a continuum of intersectionality theorizing for feminist social work scholarship, Affilia: Journal of Women and Social Work, 25, 4, pp. 417-430, (2010); Ng R., Shan H., Lifelong learning as ideological practice: An analysis from the perspective of immigrant women in Canada, International Journal of Lifelong Education, 29, 2, pp. 169-184, (2010); Shan H., Complicating the entrepreneurial self: Professional Chinese immigrant women negotiating occupations in Canada, Globalisation, Societies and Education, 13, 2, pp. 177-193, (2015); Slade B., From high skill to high school”: Illustrating the process of deskilling immigrants through reader’s theatre and institutional ethnography, Qualitative Inquiry, 18, 5, pp. 401-413, (2012); Smith D.E., The Everyday World as Problematic: A Feminist Sociology, (1987); Smith D.E., Institutional Ethnography: A Sociology for People, (2005); Smith D.E., Institutional ethnography, Innovations in Social Science Research Methods, pp. 32-33, (2009); Who does what in foreign credential recognition: An overview of credentialing programs and services in Canada [online resource], (2010); Education for people and planet: Creating sustainable futures for all, Global Education Monitoring Report, (2016); Walters S., Cooper L., Learning/work: Turning work and lifelong learning inside out, International Review of Education, 57, 1-2, pp. 27-38, (2011)","S. Guo; Werklund School of Education, University of Calgary, Calgary, Canada; email: guos@ucalgary.ca","","Springer Science and Business Media B.V.","","","","","","00208566","","","","English","Int. Rev. Educ.","Article","Final","","Scopus","2-s2.0-85123115837"
"Yousef W.","Yousef, Wael (57340657800)","57340657800","An assessment of critical thinking in the Middle East: Evaluating the effectiveness of special courses interventions","2021","PLoS ONE","16","12 December","e0262088","","","","0","10.1371/journal.pone.0262088","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122034772&doi=10.1371%2fjournal.pone.0262088&partnerID=40&md5=db5ce9371abbfc0d9ae4873b7bc44def","Core Curriculum Program, Qatar University, Doha, Qatar","Yousef W., Core Curriculum Program, Qatar University, Doha, Qatar","Critical thinking is a requisite skill for college success, employability, and conducive active civic participation. Empirical studies have noted to the low achievement of Arab students on critical thinking assessments. Insufficient endeavors have attempted to propose effective interventions enhancing critical thinking abilities among Arab students. The current analysis provides a preliminary overview of a special course designed to improve critical thinking skills among Arab college students. Results indicated a great improvement in all areas of critical thinking including explanation of information, identification of strategies, implementing solutions, and formulating logical inferences. Students’ scores on a critical thinking assessment increased from sufficient to good as a result of participating in the program. The gains are consistent after controlling for gender, major, class seniority, and nationality. Notwithstanding these promising results, this paper is limited in several respects including the choice of critical thinking assessments represented by two questions, the highly contextualized setting making it difficult to be replicated, and the convenient sampling strategy used to recruit participants. This set of limitations, however, does not discourage proactive attempts like designing special courses to enhance students’ critical thinking acquisition in the Middle East. Copyright: © 2021 Wael Yousef. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.","","Achievement; Curriculum; Educational Measurement; Female; Focus Groups; Humans; Male; Middle East; Qatar; Qualitative Research; Reproducibility of Results; Research Design; Students; Thinking; Universities; Young Adult; adult; Arab; article; college student; comparative effectiveness; critical thinking; female; gender; human; human tissue; logical reasoning; male; Middle East; skill; achievement; curriculum; education; epidemiology; information processing; methodology; Middle East; Qatar; qualitative research; reproducibility; student; thinking; university; young adult","","","","","","","Ennis R. H., Critical thinking assessment, Theory into practice, 32, 3, pp. 179-186, (1993); Ahrari S., Samah B. A., Hassan M. S. H. B., Wahat N. W. 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H., The Effect of Critical Thinking Techniques for improving EFL Reading Skills, Journal of Research in Curriculum Instruction and Educational Technology, 7, 1, pp. 141-157, (2021); Elyas T., Al-Zahrani B. S., The impact of critical thinking on learners’ EFL vocabulary retention: The Arab context, Indonesian EFL Journal, 5, 2, pp. 11-30, (2019); Basha S., Drane D., Light G., Adapting the Critical Thinking Assessment Test for Palestinian Universities, Journal of Education and Learning, 5, 2, pp. 60-72, (2016); Arum R., Roksa J., Academically adrift: Limited learning on college campuses, (2011); Salih M. A., Mustawa al-tafkīr al-nāqid fi al-riyād iyātindatalabat kulliyat al-tarbiya al-asāsīya [The level of critical thinking in mathematics among students of the College of Basic Education], Journal of the College of Basic Education, 58, pp. 545-564, (2009); Al-Hadabi D. A., Al-Ashwal A. M. 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G., Mada waītālibāt kullīyat al-tarbīya bi-jāmiat al-Juf bi-mahārāt al-tafkīr al-nāqid [The extent of awareness among students of the College of Education at Jouf University of critical thinking skills], Journal of Educational Sciences, 22, 2, (2014); Al-Mahrooqi R., Denman C. J., Assessing Students’ Critical Thinking Skills in the Humanities and Sciences Colleges of a Middle Eastern University, International Journal of Instruction, 13, 1, pp. 783-796, (2020); Merrifield W., Culture and critical thinking: exploring culturally informed reasoning processes in a Lebanese university using think-aloud protocols, (2018); Shaaban K. A., Assessment of critical thinking skills through reading comprehension, International Journal of Language Studies, 8, 2, (2014); Al-Otaibi K. N. R., Al-khasāisal-sīkumitriya lil-sura al-qasīra minikhtibār Watson Glaser lil-tafkīr al-nāqid: Dirasaayniya mn al-tullāb/ al-mualimīn fi al-bīa al-Saudiya [Psychometric Properties of the Short Form of Watson-Glaser Critical Thinking (WGCTA-S): Case study of students and teachers in Saudi Arabia], King Saud University Journal, 24, 4, pp. 1454-1427, (2012); Al-Maliki F. A. O. 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M., Evaluation of Problem Solving and Critical Thinking Skills among Mosul’s Nursing Students, Indian Journal of Forensic Medicine & Toxicology, 13, 4, pp. 430-435, (2019); Amrous N., Nejmaoui N., A developmental approach to the use of critical thinking skills in writing: The case of Moroccan EFL university students, Arab World English Journal, December 2016 ASELS Annual Conference Proceedings, (2017); A Sharadgah T., A Sa'di R., H Ahmad H., Promoting and Assessing EFL College Students’ Critical Thinking Skills through Argumentative Essay Writing, Arab World English Journal (AWEJ), 10, (2020); Heflin H., Shewmaker J., Nguyen J., Impact of mobile technology on student attitudes, engagement, and learning, Computers & Education, 107, pp. 91-99, (2017); Lee J., Lee Y., Gong S., Bae J., Choi M., A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students, BMC medical education, 16, 1, (2016); Miterianifa, Trisnayanti Y., Khoiri A., Ayu H. D., Meta-analysis: The effect of problem-based learning on students’ critical thinking skills, AIP Conference Proceedings, 2194, 1, (2019); Abrami P. C., Bernard R. M., Borokhovski E., Waddington D. I., Wade C. A., Persson T., Strategies for teaching students to think critically: A meta-analysis, Review of Educational Research, 85, 2, pp. 275-314, (2015); Chen M. H., Tseng W. T., Hsiao T. Y., The Effectiveness of digital game-based vocabulary learning: A framework-based view of meta-analysis, British Journal of Educational Technology, 49, 1, pp. 69-77, (2018); Qian M., Clark K. R., Game-based Learning and 21st century skills: A review of recent research, Computers in Human Behavior, 63, pp. 50-58, (2016); Karakoc B., Eryilmaz K., Ozpolat E. T., Yildirim I., The Effect of Game-Based Learning on Student Achievement: A Meta-Analysis Study, Technology, Knowledge and Learning, pp. 1-16, (2020)","W. Yousef; Core Curriculum Program, Qatar University, Doha, Qatar; email: wyousef@qu.edu.qa","","Public Library of Science","","","","","","19326203","","POLNC","34972187","English","PLoS ONE","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85122034772"
"Carpenter L.; Nguyen B.; Davis L.; Rowland S.","Carpenter, Lauren (57298942000); Nguyen, Bindi (57190215030); Davis, Laura (57299673400); Rowland, Susan (7103405949)","57298942000; 57190215030; 57299673400; 7103405949","The undergraduate research experience as a vehicle for employability development—The student participants speak","2022","Biochemistry and Molecular Biology Education","50","1","","65","74","9","2","10.1002/bmb.21586","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117330017&doi=10.1002%2fbmb.21586&partnerID=40&md5=b6baa7396a72cd20f24633f796ff5863","School of Chemistry and Molecular Biosciences, The University of Queensland, St Lucia, QLD, Australia","Carpenter L., School of Chemistry and Molecular Biosciences, The University of Queensland, St Lucia, QLD, Australia; Nguyen B., School of Chemistry and Molecular Biosciences, The University of Queensland, St Lucia, QLD, Australia; Davis L., School of Chemistry and Molecular Biosciences, The University of Queensland, St Lucia, QLD, Australia; Rowland S., School of Chemistry and Molecular Biosciences, The University of Queensland, St Lucia, QLD, Australia","The employability of science graduates if of key concern. Employers report that STEM graduates lack appropriate employability skills and work experience, and science graduates take longer to find full-time work than graduates from many other programs. Undergraduate research experience (URE) is an important pedagogy that involves student immersion in a professional research environment—as such it provides an opportunity for science students to develop their understanding of the world of work, and of their own developing employability. In this study, we examine students' reflections on their URE learnings and their resultant perceived employability. We ask whether students understand the value of the URE as an employability development vehicle and consider what can be done to improve the employability learnings from the URE. The results show that students articulate multiple learnings from their UREs, but they struggle to translate these learnings into an employability or non-research-work context. We conclude that UREs are important opportunities to learn about work in science, but that URE students would benefit from URE curriculum components that foreground the way UREs can help develop students' employability. The insights from this study can help inform and refine future URE programs to improve their efficacy as vehicles to benefit graduate employability. © 2021 International Union of Biochemistry and Molecular Biology.","","Curriculum; Humans; Learning; Students; curriculum; human; learning; student","","","","","","","Workforce development needs survey report, (2016); Australia's STEM workforce: a survey of employers, (2014); Norton A., Cakitaki B., Mapping Australian higher education, (2016); Report on the National Science Foundation Disciplinary Workshops on Undergraduate Education. 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Davos, (2020); Yorke M., Employability in higher education: what it is—what it is not, (2006); Artess J., Hooley T., Mellors-Bourne R., Employability: a review of the literature 2012–2016, (2017); Jackson D., Bridgstock R., What actually works to enhance graduate employability? The relative value of curricular, co-curricular, ad extra-curricular learning and paid work, High Educ, 81, pp. 723-739, (2020); Harvey L., Defining and measuring employability, Qual High Educ, 7, pp. 97-109, (2001); Hinchliffe G., Jolly A., Graduate identity and employability, Br Educ Res J, 37, 4, pp. 563-584, (2011); Bennett D., Developing employability thinking across higher education, (2018); Grove M., Bob Gilworth on graduate employability and career planning, (2018); Kuh G., High-impact educational practices: what they are, who has access to them, and why they matter, (2008); Howitt S., Wilson A., Wilson K., Roberts P., Please remember we are not all brilliant: undergraduates experience of an elite, research-intensive degree at a research-intensive university, High Educ Res Develop, 29, 4, pp. 405-420, (2010); Hunter A.B., Laursen S., Seymour E., Becoming a scientist: the role of undergraduate research in students' cognitive, personal, and professional development, Sci Educ, 91, pp. 36-74, (2007); Seymour E., Hunter A.B., Laursen S., DeAntoni T., Establishing the benefits of research experiences for undergraduates in the sciences: first findings from a three-year study, Sci Educ, 88, pp. 493-534, (2004); Craney C., McKay T., Mazzeo A., Morris J., Prigodich C., de Groot R., Cross-discipline perceptions of the undergraduate research experience, High Educ, 82, pp. 92-113, (2011); Lopatto D., Survey of undergraduate research experiences (SURE): first findings, Cell Biol Educ, 3, pp. 270-277, (2004); Bauer K., Bennett J., Alumni perceptions used to assess undergraduate research experience, J High Educ, 74, pp. 210-230, (2003); Hayward C., Laursen S., Thiry H., Why work with undergraduate researchers? Differences in research advisors' motivations and outcomes by career stage, CBE Life Sci Educ, 16, pp. 1-11, (2017); Russell S., Hancock M., McCullough J., The pipeline. Benefits of undergraduate research experiences, Science, 316, pp. 548-549, (2007); Jr M., Eagan J., Sharkness S., Hurtado C., Mosqueda M.C., Engaging undergraduates in science research: not just about faculty willingness, Res High Educ, 52, pp. 151-177, (2011); Dolan E., Johnson D., The undergraduate–postgraduate–faculty triad: unique functions and tensions associated with undergraduate research experiences at research universities, CBE Life Sci Educ, 9, 4, pp. 543-553, (2010); Thiry H., Hunter A.B., Laursen S., What experiences help students become scientists?: a comparative study of research and other sources of personal and professional gains for STEM undergraduates, High Educ, 82, 4, pp. 357-388, (2011); Smith M., Bell K., Bennett D., McAlpine A., Employability in a global context: evolving policy and practice in employability, work integrated learning, and career development learning, (2018); Jarvis P., Towards a comprehensive theory of human learning, (2006); Boud D., Walker D., Promoting reflection in professional courses: the challenge of context, Stud High Educ, 23, 2, pp. 191-206, (1998)","S. Rowland; School of Chemistry and Molecular Biosciences, The University of Queensland, St Lucia, Australia; email: s.rowland1@uq.edu.au","","John Wiley and Sons Inc","","","","","","14708175","","BMBEC","34668638","English","Biochem. Mol. Biol. Educ.","Article","Final","","Scopus","2-s2.0-85117330017"
"Crimmins G.; Lipton B.; McIntyre J.; de Villiers Scheepers M.; English P.","Crimmins, Gail (56444297400); Lipton, Briony (57193198149); McIntyre, Joanna (57193202955); de Villiers Scheepers, Margarietha (57091731600); English, Peter (55170007100)","56444297400; 57193198149; 57193202955; 57091731600; 55170007100","Creative industries curriculum design for living and leading amid uncertainty","2022","Journal of Educational Administration and History","54","1","","20","36","16","3","10.1080/00220620.2021.1928613","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106686965&doi=10.1080%2f00220620.2021.1928613&partnerID=40&md5=1702260d728da24689679443c1e2c678","School of Business and Creative Industries, University of the Sunshine Coast, Maroochydore, DC, Australia; Discipline of Work and Organisational Studies, The University of Sydney Business School, Darlington, NSW, Australia; Department of Media and Communication, Swinburne University of Technology, Melbourne, Australia","Crimmins G., School of Business and Creative Industries, University of the Sunshine Coast, Maroochydore, DC, Australia; Lipton B., Discipline of Work and Organisational Studies, The University of Sydney Business School, Darlington, NSW, Australia; McIntyre J., Department of Media and Communication, Swinburne University of Technology, Melbourne, Australia; de Villiers Scheepers M., School of Business and Creative Industries, University of the Sunshine Coast, Maroochydore, DC, Australia; English P., School of Business and Creative Industries, University of the Sunshine Coast, Maroochydore, DC, Australia","Government policies are forcing universities to narrowly emphasise employability, which does not bode well for the Creative Industries (CI). Despite being one of the fastest-growing and diverse employment sectors, CI degrees have been criticised for failing to deliver adequate employment prospects. The employability focus, which serves ‘the [economic] system’ [Habermas, Jürgen. 1987. The Theory of Communicative Action. Volume 2 Lifeworld and Ssystem: The Ccritique of Functionalist reason, Translated by T McCarthy. Cambridge: Polity Press], ignores both the employment precarity in the sector and diminishes universities’ capacity to serve the lifeworld (Harbernas) to facilitate graduate citizenship. Dichotomising employability and citizenship fail to consider the supercomplexity of the twenty-first Century [Barnett, Ronald. 2000a. Realizing the University in an Age of Supercomplexity. Buckingham: Open University Press], constituted by the co-existence of a multiplicity of epistemological frameworks. In this paper, we draw on supercomplexity and the concept of the system and lifeworld to investigate how to develop CI curricula that foster employability and citizenship. Using an illustrative case, we demonstrate how CI curricula can be designed to support students to navigate multiple ideological geographies, facilitate employability, and contribute to civic society. © 2022 Informa UK Limited, trading as Taylor & Francis Group.","Creative Industries; critical thinking; graduate employability; lifeworlds; supercomplexity","","","","","","","","(2017); (2019); Barnett R., Higher Education: A Critical Business, (1997); Barnett R., Realizing the University in an Age of Supercomplexity, (2000); Barnett R., Supercomplexity and the Curriculum, Studies in Higher Education, 25, 3, pp. 255-265, (2000); Barnett R., The Ecological University: A Feasible Utopia, (2018); Barthes R., Mythologies, (2009); Bengtsen S.S.E., Supercomplexity and the University: Ronald Barnett and the Social Philosophy of Higher Education, Higher Education Quarterly, 72, 1, pp. 65-74, (2018); Bennett D., Meeting Society’s Expectations of Graduates: Education for the Public Good, Education for Employability 1: Learning for Future Possibilities, pp. 35-48, (2019); Blackmore J., Rahimi M., How ‘Best Fit’ Excludes International Graduates from Employment in Australia: A Bourdeusian Perspective, Journal of Education and Work, 32, 5, pp. 436-448, (2019); Blomdahl M., Changing the Conversation in Washington? An Illustrative Case Study of President Trump’s Air Strikes on Syria, 2017, Diplomacy & Statecraft, 30, 3, pp. 536-555, (2019); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bridgstock R., Australian Artists, Starving and Well-Nourished: What Can we Learn from the Prototypical Protean Career?, Australian Journal of Career Development, 14, 3, pp. 40-48, (2005); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability Through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Bridgstock R., Ben G., Rodgers J., Hearn G., Creative Graduate Pathways Within and Beyond the Creative Industries, Journal of Education and Work, 28, 4, pp. 333-345, (2015); Bridgstock R., Cunningham S., Creative Labour and Graduate Outcomes: Implications for Higher Education and Cultural Policy, International Journal of Cultural Policy, 22, 1, pp. 10-26, (2016); Butler J., Gender Trouble, (1990); Butler J., Performativity, Precarity, Sexual Politics, AIBR Revista de Antropología Iberoamericana, 4, 3, pp. i-xii, (2009); Cameron R., Farivar F., Coffey J., International Graduates Host Country Employment Intentions and Outcomes: Evidence from two Australian Universities, Journal of Higher Education Policy and Management, 41, 5, pp. 550-568, (2019); Caves R., Contracts Between Art and Commerce, The Journal of Economic Perspectives, 17, 2, pp. 73-84, (2003); Chapin L., Australian University Students’ Access to web-Based Lecture Recordings and the Relationship with Lecture Attendance and Academic Performance, Australasian Journal of Educational Technology, 34, 5, (2018); Christie F., The Reporting of University League Table Employability Rankings: A Critical Review, Journal of Education and Work, 30, 4, pp. 403-418, (2017); Crimmins G., Don’t Throw out the Baby with the Bathwater: Statistics Can Create Impetus to Address Educational Inequity, Strategies for Supporting Inclusion and Diversity in the Academy, pp. 3-26, (2020); Daniel R., Daniel L., Success in the Creative Industries: The Push for Enterprising and Entrepreneurial Skills, Journal of Australian Studies, 39, 3, pp. 411-424, (2015); Danvers E., Criticality's Affective Entanglements: Rethinking Emotion and Critical Thinking in Higher Education, Gender and Education, 28, 2, pp. 282-297, (2016); (2019); De Villiers-Scheepers M.J., McIntyre J., Crimmins G., English P., Connectedness Capabilities of Non-traditional Students: Pedagogical Implications, Higher Education and the Future of Graduate Employability: A Connectedness Learning Approach, pp. 59-60, (2019); Divan A., Knight E., Bennett D., Bell K., Marketing Graduate Employability: Understanding the Tensions Between Institutional Practice and External Messaging, Journal of Higher Education Policy and Management, 41, 5, pp. 485-499, (2019); Doughney J., Women and Leadership in Corporate Australia: Questions of Preference and “Adaptive Preference”, Advancing Women in Leadership, 23, pp. 1-10, (2007); (2019); (2015); Foucault M., Discipline and Punish, (1975); Gale T., Parker S., Retaining Students in Australian Higher Education: Cultural Capital, Field Distinction, European Educational Research Journal, 16, 1, pp. 80-96, (2017); Gerli F., Bonesso S., Claudio P., Boundaryless Career and Career Success: The Impact of Emotional and Social Competencies, Frontiers in Psychology, 6, (2015); Goldsmith B., Bridgstock R., Embedded Creative Workers and Creative Work in Education, Journal of Education and Work, 28, 4, pp. 369-387, (2015); (2019); Gramsci A., Selections from the Prison Notebooks of Antonio Gramsci, (1971); Habermas J., Reason and the Rationalization of Society. The Theory of Communicative Action, vol. 1, (1984); Habermas J., The Theory of Communicative Action. Volume 2 Lifeworld and System: The Critique of Functionalist Reason, (1987); Habermas J., Structural Transformation of the Public Sphere, (1989); Harvey A., Andrewartha L., Edwards D., Clarke J., Reyes K., (2017); Higdon R., From Employability to ‘Complexability’: Creatour–a Construct for Preparing Students for Creative Work and Life, Industry and Higher Education, 32, 1, pp. 33-46, (2018); Hooley T., Dodd V., The Economic Benefits of Career Guidance, (2015); Jackson D.A., Bridgstock R., Evidencing Student Success and Graduate Employability in the Contemporary World-of-Work: Renewing our Thinking, Higher Education Research and Development, 37, 5, pp. 984-988, (2018); Jackson D.A., Edgar S., Encouraging Students to Draw on Work Experiences When Articulating Achievements and Capabilities to Enhance Employability, Australian Journal of Career Development, 28, 1, pp. 39-50, (2019); Jones C., Lorenzen M., Sapsed J., Creative Industries: A Typology of Change, The Oxford Handbook of Creative Industries, 3, (2015); Karp P., (2020); Krause K.-L.D., Vectors of Change in Higher Education Curricula, Journal of Curriculum Studies, (2020); Kyburz-Graber R., Does Case-Study Methodology Lack Rigour? The Need for Quality Criteria for Sound Case-Study Research, as Illustrated by a Recent Case in Secondary and Higher Education, Environmental Education Research, 10, 1, pp. 53-65, (2004); Lawless A., Affirming Humanity: A Case Study of the Activism of General/Professional Staff in the Academy, Australian Universities’ Review, 59, 2, pp. 50-58, (2017); Li F., The Digital Transformation of Business Models in the Creative Industries: A Holistic Framework and Emerging Trends, Technovation, 92, (2020); Lizzio A., Wilson K., Early Intervention to Support the Academic Recovery of First-Year Students at Risk of non-Continuation, Innovations in Education and Teaching International, 50, 2, pp. 109-120, (2013); Lochab A., Mor K., Traditional to Boundaryless Career: Redefining Career in 21st Century, Global Journal of Management and Business Studies, 3, 5, pp. 485-490, (2013); McArthur J., Reconsidering the Social and Economic Purposes of Higher Education, Higher Education Research & Development, 30, 6, pp. 737-749, (2011); Morgan G., Nelligan P., The Creativity Hoax: Precarious Work in the Gig Economy, (2018); Morgan G., Wood J., Nelligan P., Beyond the Vocational Fragments: Creative Work, Precarious Labour and the Idea of ‘Flexploitation, The Economic and Labour Relations Review, 24, 3, pp. 397-415, (2013); (2018); Obeng-Odoom F., Economics, Education, and Citizenship, Australian Universities’ Review, 61, 1, pp. 3-11, (2019); Shoemaker A., (2017); Skeggs B., Values Beyond Value? Is Anything Beyond the Logic of Capital?”, British Journal of Sociology, 65, 1, pp. 1-20, (2014); Standing G., The Precariat: The New Dangerous Class, (2011); Stuckey M., Heering P., Mamlok-Naaman R., Hofstein A., Eilks I., The Philosophical Works of Ludwik Fleck and Their Potential Meaning for Teaching and Learning Science, Science & Education, 24, 3, pp. 281-298, (2015); Tomaszewski W., Perales F., Xiang N., Kubler M., Beyond Graduation: Socio-Economic Background and Post-University Outcomes of Australian Graduates, Research in Higher Education, 62, pp. 26-44, (2021); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); (2020); Yorke M., Employability in Higher Education: What it is–What it is not. Vol 1, (2006); Zepke N., Student Engagement Research: Thinking Beyond the Mainstream, Higher Education Research & Development, 34, 6, pp. 1311-1323, (2015)","G. Crimmins; School of Business and Creative Industries, University of the Sunshine Coast, Maroochydore, Australia; email: gcrimmin@usc.edu.au","","Routledge","","","","","","00220620","","","","English","J. Educ. Adm. Hist.","Article","Final","","Scopus","2-s2.0-85106686965"
"Nghia T.L.H.; Hoang G.; Vo P.Q.","Nghia, Tran Le Huu (57192099731); Hoang, Giang (57189490480); Vo, Phuong Quyen (57370718300)","57192099731; 57189490480; 57370718300","BUSINESS STUDENTS’ LEARNING MOTIVATIONS AND IMPLICATIONS FOR SUSTAINABLE IMPLEMENTATIONS OF AT-HOME INTERNATIONALIZED PROGRAMS: QUALITATIVE EVIDENCE FROM VIETNAM","2022","Marketing Education Review","32","4","","329","341","12","2","10.1080/10528008.2021.2012701","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121028592&doi=10.1080%2f10528008.2021.2012701&partnerID=40&md5=ced0e2f82c40f7d93b5174efb68f5da5","College of Business and Economics, Australian National University, Canberra, Australia; Victoria University Business School, Victoria University, Melbourne, Australia; College of Human and Social Futures, The University of Newcastle, Australia","Nghia T.L.H., College of Business and Economics, Australian National University, Canberra, Australia; Hoang G., Victoria University Business School, Victoria University, Melbourne, Australia; Vo P.Q., College of Human and Social Futures, The University of Newcastle, Australia","Internationalization of higher education programs has become more diverse in non-Western countries but there has been a paucity of studies exploring these at-home initiatives of internationalization, particularly using business students’ experience. This article reports a qualitative study that investigated 18 Vietnamese business students, majoring in marketing and international business, for their motivations of pursuing an elite internationalized university program. The results showed that business students were motivated by several foreign elements embedded in these programs: English language instruction, foreign certificate/degree, international teachers and friends, among others. The motivations were influenced by their rational self-interest and opinions of third parties and were practically driven by the motive of enhancing their employability. The article discusses the findings in relation to the current socio-cultural and educational context of Vietnam and provides practical implications for sustainable implementation of these business programs on the principle of meeting students-as-customers’ learning needs and expectations. © 2021 Society for Marketing Advances.","","","","","","","","","Al Habahbeh A.E., Motives of students’ joining master program at Princess Alia University College/Al Balqa Applied University, International Education Studies, 7, 1, pp. 81-91, (2014); Andersson S., Linder C., Motives and achievements of first year students on the master programme in Engineering Physics at Uppsala University, (2008); Andrews A., Wallis K.A., Goodyear-Smith F., Master of primary health care degree: Who wants it and why?, Journal of Primary Health Care, 8, 2, pp. 106-114, (2016); Anh D.T.N., Yoo G., A cross-national investigation into the filial piety and motivations for parenthood among vietnamese and korean college students, Family and Environment Research, 54, 6, pp. 575-588, (2016); Ashwill M., Vietnamese student enrolment in the US holds steady, University World News, (2020); Ashwill M., Viet Nam Ranks 5th in International Enrollment in 3 Countries, (2018); Batson C.D., Ahmad N., Tsang J.-A., Four motives for community involvement, Journal of Social Issues, 58, 3, pp. 429-445, (2002); Baumann C., Harvey M., What is unique about high performing students? 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Reiss S., Intrinsic and extrinsic motivation, Teaching of Psychology, 39, 2, pp. 152-156, (2012); Robson S., Almeida J., Schartner A., Internationalization at home: Time for review and development?, European Journal of Higher Education, 8, 1, pp. 19-35, (2018); Ryan R.M., Deci E.L., Intrinsic and extrinsic motivations: Classic definitions and new directions, Contemporary Educational Psychology, 25, 1, pp. 54-67, (2000); Ryu J.H., Nguyen A.T.J., Internationalization of higher education in Vietnam: Current situations, policies, and challenges, International Journal of Comparative Education and Development, 23, 3, pp. 227-241, (2021); Saeed S., Zyngier D., How motivation influences student engagement: A qualitative case study, Journal of Education and Learning, 1, 2, pp. 252-267, (2012); Scifres E.L., Cox M., Crocker R.M., Mishra R., Scott G.W., Academic motivation and the undergraduate business major, Journal of Education for Business, pp. 1-10, (2021); Sharma Y., Growth in foreign degrees–But are they worth it?, University World News, (2012); Sisavath S., Benefits of Studying Abroad for Graduate Employability: Perspectives of Exchange Students From Lao Universities, Journal of International Students, 11, 3, pp. 547-566, (2021); Suhre C.J., Jansen E.P., Torenbeek M., Determinants of timely completion: The impact of Bachelor’s degree programme characteristics and student motivation on study progress, Higher Education Research & Development, 32, 3, pp. 479-492, (2013); Tao R., Family influence, academic experience, and postgraduate plans of chinese students at the University of Saskatchewan, (Master of Arts), University of Saskatchewan, Saskatoon, (2006); Tho N.T., Hanh H.T., Piety in traditional culture and its aspects in Vietnam today, Mediterranean Journal of Social Sciences, 7, 2, pp. 98-103, (2016); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education and Training, 59, 4, pp. 338-352, (2017); Tran L.H.N., Hoang T.G., Vo P.Q., At-home international education in Vietnamese universities: Impact on graduates’ employability and career prospects, Higher Education, 78, 5, pp. 817-834, (2019); Tran L.T., Marginson S., Internationalisation of Vietnamese higher education: An overview, Internationalisation in Vietnamese higher education, pp. 1-16, (2018); Truong T.D., Hallinger P., Sanga K., Confucian values and school leadership in Vietnam: Exploringthe influence of culture on principal decision making, Educational Management Administration & Leadership, 45, 1, pp. 77-100, (2017); Van B., Young, educated, unemployed: Vietnamese graduates struggle to find jobs, Thanh Nien News, (2016); Vermunt J.D., The regulation of constructive learning processes, British Journal of Educational Psychology, 68, 2, pp. 149-171, (1998); Watkins D., Motivation and expectations of German and British nurses embarking on a Masters programme, Nurse Education Today, 31, 1, pp. 31-35, (2011); Wigfield A., Eccles J.S., Schiefele U., Roeser R.W., Davis-Kean P., Development of achievement motivation, Child and adolescent development: An advanced course, pp. 406-436, (2007); Yin R.K., Case study research: Design and methods, (2009)","G. Hoang; University Business School, Victoria University, Melbourne, Australia; email: giang.hoang@vu.edu.au","","Routledge","","","","","","10528008","","","","English","Mark. Educ. Rev.","Article","Final","","Scopus","2-s2.0-85121028592"
"Monteiro S.; Almeida L.; Gomes C.; Sinval J.","Monteiro, Sílvia (55535083900); Almeida, Leandro (7102247228); Gomes, Cristiano (22957919300); Sinval, Jorge (57200328070)","55535083900; 7102247228; 22957919300; 57200328070","Employability profiles of higher education graduates: a person-oriented approach","2022","Studies in Higher Education","47","3","","499","512","13","29","10.1080/03075079.2020.1761785","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084813280&doi=10.1080%2f03075079.2020.1761785&partnerID=40&md5=9f64c688f1d1c6eba41487d0d8383c94","Research Centre on Education, University of Minho, Braga, Portugal; Conselho Nacional de Desenvolvimento Científico e Tecnológico, Brasília, Brazil; Business Research Unit (BRU-IUL), Instituto Universitário de Lisboa (ISCTE-IUL), Lisbon, Portugal; William James Center for Research, ISPA - Instituto Universitário, Lisbon, Portugal","Monteiro S., Research Centre on Education, University of Minho, Braga, Portugal; Almeida L., Research Centre on Education, University of Minho, Braga, Portugal; Gomes C., Conselho Nacional de Desenvolvimento Científico e Tecnológico, Brasília, Brazil; Sinval J., Business Research Unit (BRU-IUL), Instituto Universitário de Lisboa (ISCTE-IUL), Lisbon, Portugal, William James Center for Research, ISPA - Instituto Universitário, Lisbon, Portugal","Theoretical and empirical literature developed over recent years supports the concept of employability as a construct combining complex interactions of individual and contextual dimensions. This study aimed to identify differentiated profiles in graduates, combining personal and contextual variables related to employability. For this, 182 graduates from a public university were surveyed about their sociodemographic and educational pathways and employment status 18 months after university-to-work transition. Then, a latent class analysis was performed, which allowed the emergence of four distinct groups: well-equipped, high demand, vulnerable and non-traditional pathways. By adopting a person-centered approach, this study allowed the identification of different combinations of factors that, although recognized in current literature, seem to organize themselves differently among the heterogeneous population that presently obtain a higher education degree. This study also raises some practical implications, namely the importance of differentiated interventions, taking into consideration the specificities of each group. © 2020 Society for Research into Higher Education.","Employability; graduates’ profiles; higher education; person-oriented approach; university-to-work transition","","","","","","INCD; MCTES-PT; Fundação para a Ciência e a Tecnologia, FCT; European Regional Development Fund, ERDF, (22153-01/SAICT/2016); Centre on Innovation and Energy Demand, University of Sussex, CIED, (UIDB/01661/2020, UIDP/01661/2020)","This work is funded by CIEd–Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-PT and with the support of INCD funded by FCT and FEDER under the project 22153-01/SAICT/2016.","Allen J., van der Velden R., Transitions From Higher Education to Work. 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Gender Dynamics in the Valuing of Extra-Curricular Activities in Higher Education, Gender and Education, 24, 1, pp. 41-55, (2012); Taber B.J., Blankemeyer M., Future Work Self and Career Adaptability in the Prediction of Proactive Career Behaviors, Journal of Vocational Behavior, 86, pp. 20-27, (2015); Team R.C., (2018); Teijeiro M., Rungo P., Freire M.J., Graduate Competencies and Employability: The Impact of Matching Firms’ Needs and Personal Attainments, Economics of Education Review, 34, pp. 286-295, (2013); Tharenou P., Latimer S., Conroy D., How do you Make it to the top? 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Learning and Employability Series 1, (2004); Yorke M., Knight P., Embedding Employability Into the Curriculum. Learning and Employability Series 1, (2004)","S. Monteiro; Research Centre on Education, University of Minho, Braga, Portugal; email: silviamonteiro@ie.uminho.pt","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85084813280"
"Schriemer A.G.; Roelen C.A.M.; Abma F.I.; van Rhenen W.; van der Klink J.J.L.; Bültmann U.","Schriemer, Arnold G. (36474216000); Roelen, Corné A. M. (6507980825); Abma, Femke I. (36983811000); van Rhenen, Willem (16302636300); van der Klink, Jac J. L. (6603920310); Bültmann, Ute (6603547181)","36474216000; 6507980825; 36983811000; 16302636300; 6603920310; 6603547181","Sustainable employability of teachers with hearing loss","2022","International Journal of Audiology","61","12","","1027","1034","7","1","10.1080/14992027.2021.2000650","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119690598&doi=10.1080%2f14992027.2021.2000650&partnerID=40&md5=a57a31bcbbe5d2147c7a5b13b193a3ad","Arbo Unie, Utrecht, Netherlands; Department of Health Sciences, Community and Occupational Medicine, University of Groningen, University Medical Center Groningen, Groningen, Netherlands; Pento Audiological Centre, Amersfoort, Netherlands; Center for Leadership and Management Development, Nyenrode Business University, Breukelen, Netherlands; Tilburg School of Social and Behavioral Sciences, Tilburg University, Tranzo, Netherlands; North West University of South Africa, Optentia, Vanderbijlpark, South Africa","Schriemer A.G., Arbo Unie, Utrecht, Netherlands, Department of Health Sciences, Community and Occupational Medicine, University of Groningen, University Medical Center Groningen, Groningen, Netherlands, Pento Audiological Centre, Amersfoort, Netherlands; Roelen C.A.M., Arbo Unie, Utrecht, Netherlands, Department of Health Sciences, Community and Occupational Medicine, University of Groningen, University Medical Center Groningen, Groningen, Netherlands; Abma F.I., Department of Health Sciences, Community and Occupational Medicine, University of Groningen, University Medical Center Groningen, Groningen, Netherlands; van Rhenen W., Arbo Unie, Utrecht, Netherlands, Center for Leadership and Management Development, Nyenrode Business University, Breukelen, Netherlands; van der Klink J.J.L., Tilburg School of Social and Behavioral Sciences, Tilburg University, Tranzo, Netherlands, North West University of South Africa, Optentia, Vanderbijlpark, South Africa; Bültmann U., Department of Health Sciences, Community and Occupational Medicine, University of Groningen, University Medical Center Groningen, Groningen, Netherlands","Objective: In many countries the retirement age is rising. Consequently, age-related hearing loss is an increasing occupational health problem. This study examined the association between hearing loss and sustainable employability of teachers. Design: For this cross-sectional study a survey and an online hearing screening test were used. Sustainable employability was measured with the Capability Set for Work Questionnaire (CSWQ), examining seven work values. CSWQ-scores of teachers with poor, insufficient, and good hearing were investigated with ordinal regression analyses. Work values and discrepancies between the importance and achievement of the values were examined by chi-square tests. Study sample: Dutch teachers (N = 737) of whom 146 (20%) had insufficient and 86 (12%) poor hearing. Results: Teachers with insufficient (OR = 0.64; 95% CI 0.46–0.89) and poor (OR = 0.55; 95% CI 0.36–0.83) hearing had lower CSWQ-scores compared with good hearing teachers. Adjustment for covariates, in particular for self-rated health, attenuated the associations. Compared with good hearing teachers, teachers with poor hearing reported more discrepancies in using their knowledge and skills and setting their own goals at work. Conclusions: Hearing loss was negatively associated with sustainable employability of teachers. This emphasises the importance of assessing the hearing status of teachers. © 2021 The Authors. Published by Informa UK Limited, trading as Taylor & Francis Group on behalf of British Society of Audiology, International Society of Audiology, and Nordic Audiological Society.","Capability set; hearing loss; online digits-in-noise hearing screening test; presbycusis; sustainable employability; teachers","Cross-Sectional Studies; Deafness; Hearing Loss; Hearing Tests; Humans; Occupational Diseases; Surveys and Questionnaires; cross-sectional study; hearing impairment; hearing test; human; occupational disease; questionnaire","","","","","","","Abma F.I., Brouwer S., de Vries H.J., Arends I., Robroek S.J.W., Cuijpers M.P.J., van der Wilt G.J., Et al., The Capability Set for Work: Development and Validation of a New Questionnaire, Scandinavian Journal of Work, Environment & Health, 42, 1, pp. 34-42, (2016); Akinpelu O.V., Mujica-Mota M., Daniel S.J., Is Type 2 Diabetes Mellitus Associated with Alterations in Hearing? A Systematic Review and Meta-Analysis, The Laryngoscope, 124, 3, pp. 767-776, (2014); (2017); Cunningham L.L., Tucci D.L., Hearing Loss in Adults, The New England Journal of Medicine, 377, 25, pp. 2465-2473, (2017); Global and Regional Burden of Disease and Injury in 2016 Arising from Occupational Exposures: A Systematic Analysis for the Global Burden of Disease Study 2016, Occupational and Environmental Medicine., 77, pp. 133-141, (2020); Goderie T.P.M., Stam M., Lissenberg-Witte B.I., Merkus P., Lemke U., Smits C., Kramer S.E., Et al., 10-Year Follow-up Results of The Netherlands Longitudinal Study on Hearing: trends of Longitudinal Change in Speech Recognition in Noise, Ear & Hearing, 41, 3, pp. 491-499, (2020); Greier K., Drenowatz C., Ruedl G., Et al., Noise Exposure of Physical Education Teachers–Empirical Study Using Measurement of Sound Pressure Level (SPL, Journal of Health Science & Education, 1, (2018); Gussenhoven A.H.M., Jansma E.P., Goverts S.T., Festen J.M., Anema J.R., Kramer S.E., Vocational Rehabilitation Services for People with Hearing Difficulties: A Systematic Review of the Literature, Work, 46, 2, pp. 151-164, (2013); Helvik A., Krokstad S., Tambs K., Hearing Loss and the Risk of Disability Pension in Norway: The Hunt Study, Scandinavian Journal of Public Health, 41, 8, pp. 818-824, (2013); Hua H., Anderzen-Carlsson A., Widen S., Lyxell B., Conceptions of Working Life among Employees with Mild-Moderate Aided Hearing Impairment: A Phenomenographic Study, International Journal of Audiology, 54, 11, pp. 873-880, (2015); Hua H., Karlsson J., Widen S., Moller C., Lyxell B., Quality of Life, Effort and Disturbance Perceived in Noise: A Comparison between Employees with Aided Hearing Impairment and Normal Hearing, International Journal of Audiology, 52, 9, pp. 642-649, (2013); James S.L., Abate D., Abate K.H., Abay S.M., Abbafati C., Abbasi N., Abbastabar H., Et al., Global, Regional, and National Incidence, Prevalence, and Years Lived with Disability for 354 Diseases and Injuries for 195 Countries and Territories, 1990–2017: A Systematic Analysis for the Global Burden of Disease Study 2017, The Lancet, 392, 10159, pp. 1789-1858, (2018); Kirk-Brown A.K., Van Dijk P.A., Simmons R.D., Bourne M.P., Cooper B.K., Disclosure of Diagnosis of Multiple Sclerosis in the Workplace Positively Affects Employment Status and Job Tenure, Multiple Sclerosis, 20, 7, pp. 871-876, (2014); Kramer S.E., Kapteyn T.S., Houtgast T., Occupational Performance: Comparing Normally-Hearing and Hearing-Impaired Employees Using the Amsterdam Checklist for Hearing and Work, International Journal of Audiology, 45, 9, pp. 503-512, (2006); Kristiansen J., Lund S.P., Persson R., Shibuya H., Nielsen P.M., Scholz M., A Study of Classroom Acoustics and School teachers’ noise exposure, voice load and speaking time during teaching, and the effects on vocal and mental fatigue development, International Archives of Occupational and Environmental Health, 87, 8, pp. 851-860, (2014); Lorenzi C., Gatehouse S., Lever C., Sound Localization in Noise in Hearing-Impaired Listeners, The Journal of the Acoustical Society of America, 105, 6, pp. 3454-3463, (1999); Marrie R.A., Elliott L., Marriott J., Cossoy M., Blanchard J., Leung S., Yu N., Et al., Effect of Comorbidity on Mortality in Multiple Sclerosis, Neurology, 85, 3, pp. 240-247, (2015); McGinley M.P., Goldschmidt C.H., Rae-Grant A.D., Diagnosis and Treatment of Multiple Sclerosis: A Review, JAMA, 325, 8, pp. 765-779, (2021); Mujica-Mota M.A., Patel N., Saliba I., Hearing Loss in Type 1 Diabetes: Are we Facing Another Microvascular Disease? A Meta-Analysis, International Journal of Pediatric Otorhinolaryngology, 113, pp. 38-45, (2018); Nachtegaal J., Festen J.M., Kramer S.E., Hearing Ability in Working Life and Its Relationship with Sick Leave and Self-Reported Work Productivity, Ear and Hearing, 33, 1, pp. 94-103, (2012); Nachtegaal J., Smit J.H., Smits C., Bezemer P.D., van Beek J.H.M., Festen J.M., Kramer S.E., Et al., The Association between Hearing Status and Psychosocial Health before the Age of 70 Years: Results from an Internet-Based National Survey on Hearing, Ear & Hearing, 30, 3, pp. 302-312, (2009); Nicholas J.A., Electricwala B., Lee L.K., Johnson K.M., Burden of Relapsing-Remitting Multiple Sclerosis on Workers in the US: A Cross-Sectional Analysis of Survey Data, BMC Neurology, 19, 1, (2019); (2004); Pichora-Fuller M.K., Kramer S.E., Eckert M.A., Edwards B., Hornsby B.W.Y., Humes L.E., Lemke U., Et al., Hearing Impairment and Cognitive Energy: The Framework for Understanding Effortful Listening (FUEL), Ear & Hearing, 37, 1, pp. 5S-27S, (2016); Smits C., Kapteyn T.S., Houtgast T., Development and Validation of an Automatic Speech-in-Noise Screening Test by Telephone, International Journal of Audiology, 43, 1, pp. 15-28, (2004); Smits C., Merkus P., Houtgast T., How we Do It: The Dutch Functional hearing-screening tests by telephone and internet, Clinical Otolaryngology, 31, 5, pp. 436-440, (2006); Southall K., Jennings M.B., Gagne J.P., Factors That Influence Disclosure of Hearing Loss in the Workplace, International Journal of Audiology, 50, 10, pp. 699-707, (2011); Stevens G., Flaxman S., Brunskill E., Mascarenhas M., Mathers C.D., Finucane M., Global and Regional Hearing Impairment Prevalence: An Analysis of 42 Studies in 29 Countries, European Journal of Public Health, 23, 1, pp. 146-152, (2013); Svinndal E.V., Jensen C., Rise M.B., Working Life Trajectories with Hearing Impairment, Disability and Rehabilitation, 42, 2, pp. 190-200, (2020); Svinndal E.V., Jensen C., Rise M.B., Employees with Hearing Impairment. A Qualitative Study Exploring Managers’ Experiences, Disability and Rehabilitation, 42, 13, pp. 1855-1862, (2020); Svinndal E.V., Solheim J., Rise M.B., Jensen C., Hearing Loss and Work Participation: A Cross-Sectional Study in Norway, International Journal of Audiology, 57, 9, pp. 646-656, (2018); van der Klink J.J.L., Cutting Stone or Building a Cathedral: Valedictory Address, (2019); van der Klink J.J.L., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R.H., Abma F.I., Brouwer S., Et al., “Sustainable employability-definition, conceptualization, and implications: A perspective based on the capability approach, Scandinavian Journal of Work, Environment & Health, 42, 1, pp. 71-79, (2016); van Gorp D.A.M., van der Klink J.J.L., Abma F.I., Jongen P.J., van Lieshout I., Arnoldus E.P.J., Beenakker E.A.C., Et al., The Capability Set for Work–Correlates of Sustainable Employability in Workers with Multiple Sclerosis, Health and Quality of Life Outcomes, 16, 1, (2018); Ware J.E., Kosinski M., Keller S.D., “A 12-Item Short-Form Health Survey: Construction of scales and preliminary tests of reliability and validity, Medical Care, 34, 3, pp. 220-233, (1996); (2008); (2017)","A.G. Schriemer; Department of Health Sciences, Community and Occupational Medicine, University of Groningen, University Medical Center Groningen, Groningen, Hanzeplein 1, PO Box 30.001, 9700 RB, Netherlands; email: a.g.schriemer@umcg.nl","","Taylor and Francis Ltd.","","","","","","14992027","","IJANG","34807796","English","Int. J. Audiol.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85119690598"
"Higgs A.","Higgs, Alison (57189506228)","57189506228","The England degree apprenticeship: a lens to consider the national and international context of social work education","2022","Social Work Education","41","4","","660","674","14","13","10.1080/02615479.2021.1873935","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099471848&doi=10.1080%2f02615479.2021.1873935&partnerID=40&md5=b7717d8daf457054ba324fd535af471b","Social Work Department, Open University, Milton Keynes, United Kingdom","Higgs A., Social Work Department, Open University, Milton Keynes, United Kingdom","This paper discusses the new English degree level social work apprenticeship scheme. Examining how it links and contrasts with modern and historical international apprenticeship models, it identifies how this route may offer new opportunities to open the profession to social care staff, while allowing employers to improve strategic workforce planning. In arguing that successful implementation of the new qualification pathway requires careful preparation and adequate resourcing, the paper highlights the importance of drawing on the extensive body of knowledge developed internationally in relation to social work education. The author discusses how this could prove challenging given the impact of government funding reductions to social care providers and other public sector bodies, and considers how long-standing debates about social work education reflect the context of global neoliberal socio-economic policies. Many of these can be seen to coalesce around the new training route. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","degree apprenticeship; employability; neo-liberalism; Social work; widening participation","","","","","","","","Anderson D., Lees R., Marketing education and the employability challenge, Journal of Strategic Marketing, 25, 2, pp. 128-137, (2017); Archer L., Diversity, equality and higher education: A critical reflection on the ab/uses of equity discourse within widening participation, Teaching in Higher Education, 12, 5-6, pp. 635-653, (2007); Arora B., A Gramscian analysis of the employability agenda, British Journal of Sociology of Education, 36, 4, pp. 1-14, (2013); Atherton G., A global view: What England can learn from the rest of the world, Higher Education Policy Institute, (2017); Baginsky M., Manthorpe J., The views and experiences of step up to social work graduates: Two and a half years following qualification, The British Journal of Social Work, 46, 7, pp. 2016-2032, (2016); Baginsky M., Manthorpe J., Hickman B., Social work teaching partnerships: A discussion paper, Social Work Education, 38, 8, pp. 968-982, (2019); Baker D., Potential implications of degree apprenticeships for healthcare education, Higher Education, Skills and Work-Based Learning, 9, 1, pp. 2-17, (2019); Bellinger A., Talking about (Re)generation: Practice learning as a site of renewal for social work, British Journal of Social Work, 40, 8, pp. 2450-2466, (2010); Berman G., Paradies Y., Racism, disadvantage and multiculturalism: Towards effective anti-racist praxis, Ethnic and Racial Studies, 33, 2, pp. 214-232, (2010); Bishop D., Hordern J., Degree apprenticeships: Higher technical or technical higher (education)?, (2017); Boliver V., How fair is access to more prestigious UK universities?, The British Journal of Sociology, 64, 2, pp. 344-364, (2013); Burns K., ‘Career preference’, ‘Transients’ and ‘Converts’: A study of social workers’ retention in child protection and welfare, British Journal of Social Work, 41, 3, pp. 520-538, (2011); Bynner J., Youth transitions and changing labour markets: Germany and England in the late 1980s, Historical Social Research/Historische Sozialforschung, 35, 132, pp. 76-98, (2010); Campbell J., Mckay A., Thomson E., How ‘Modern’ is the modern apprenticeship?, The Journal of the Local Economy Policy Unit, 20, 3, pp. 294-304, (2005); Cleary T., Social work education and the marketisation of UK universities, British Journal of Social Work, 488, pp. 2253-2271, (2018); (2018); Cooper B., Pickering M., Dialogues in widening participation: Transitions to professional qualification and the importance of self-directed learning, Transformative Dialogues: Teaching and Learning Journal, 1, 3, (2008); Dash B., Social work education through open and distance learning: An Indian perspective, Turkish Online Journal of Distance Education, 19, 2, (2018); Deepak A.C., Rountree M.A., Scott J., Delivering diversity and social justice in social work education: The power of context, Journal of Progressive Human Services, 26, 2, pp. 107-125, (2015); (2019); Dillon J., The conundrum of balancing widening participation with the selection of suitable students for social work education, Social Work Education, 26, 8, pp. 827-841, (2007); Dillon J., Black minority ethnic students navigating their way from access courses to social work programmes: Key considerations for the selection of students, British Journal of Social Work, 41, 8, pp. 1477-1496, (2011); Dominelli L., Globalization, contemporary challenges and social work practice, International Social Work, 53, 5, pp. 599-612, (2010); Epstein S., Craft guilds, apprenticeship, and technological change in preindustrial Europe, The Journal of Economic History, 58, 3, pp. 684-713, (1998); (2012); Fairtlough A., Bernard C., Fletcher J., Black social work students’ experiences of practice learning: Understanding differential progression rates, Journal of Social Work., 14, 6, pp. 605-624, (2014); Ferguson I., Lavalette M., Crisis, austerity and the future(s) of social work in the UK, Critical and Radical Social Work, 1, 1, pp. 95-110, (2013); Fletcher J., Bernard C., Fairtlough A., Ahmet A., Beyond equal access to equal outcomes: The role of the institutional culture in promoting full participation, positive inter-group interaction and timely progression for minority social work students, British Journal of Social Work, 45, 1, pp. 120-137, (2015); Forte J., Mathews C., Potential employers’ views of the ideal undergraduate social work curriculum, Journal of Social Work Education, 30, 2, pp. 228-240, (1994); Fuller A., Unwin L., Change and continuity in apprenticeship: The resilience of a model of learning, Journal of Education and Work, 22, 5, pp. 405-416, (2009); Garrett P.M., Examining the ‘Conservative revolution’: Neoliberalism and social work education, Social Work Education, 29, 4, pp. 340-355, (2010); Goglio V., One size fits all? A different perspective on university rankings, Journal of Higher Education Policy and Management, 38, 2, pp. 212-226, (2016); Gordon J., Dumbleton S., Miller C., We thought we would be the dunces’ - From a vocational qualification to a social work degree: An example of widening participation in social work education, Widening Participation and Lifelong Learning, 12, 1, pp. 169-184, (2010); Graf L., Work-based higher education programmes in Germany and the US: Comparing multi-actor corporatist governance in higher education, Policy and Society, 36, 1, pp. 89-108, (2017); Hamilton R., Work-based learning in social work education: The challenges and opportunities for the identities of work-based learners on university-based programs, Social Work Education, 38, 6, pp. 766-778, (2019); Heaslip V., Board M., Duckworth V., Thomas L., Widening participation in nurse education: An integrative literature review’, Nurse Education Today, 59, pp. 66-74, (2017); Higgins M., Popple K., Crichton N., The Dilemmas of contemporary social work: A case study of the social work degree in England, The British Journal of Social Work, 46, 3, pp. 619-634, (2016); Social justice, Ethics, values and social work practice, pp. 112-121, (2015); Hillen P., Levy S., Framing the experiences of BME social work students within a narrative of educating for a culturally diverse workforce, Social Work Education, 34, 7, pp. 785-798, (2015); International federation of social workers, (2014); (2019); Irons A., Reflection on higher degree apprenticeship development, Higher Education, Skills and Work-Based Learning, 7, 1, pp. 112-122, (2017); Jones K., Valuing diversity and widening participation: The experiences of access to social work students in further and higher education, Social Work Education, 25, 5, pp. 485-500, (2006); Jorgensen C.H., From apprenticeships to higher vocational education in Denmark–Building bridges while the gap is widening, Journal of Vocational Education & Training, 69, 1, pp. 64-80, (2017); Karpetis G., Social work skills: A narrative review of the literature, British Journal of Social Work, 48, 3, pp. 596-615, (2018); Kelly K., Cook S., Full‐time young participation by socio‐economic class: A new widening participation measure in higher education, Research Report 806, (2007); Laging M., Thomas H., Service user involvement in social work education: Experiences from Germany and implications for a European perspective, European Journal of Social Work, 20, 3, pp. 387-395, (2017); (2018); Masocha S., Reframing black social work students’ experiences of teaching and learning, Social Work Education, 34, 6, pp. 1-14, (2015); Moore S., Tailby S., The changing face of employment relations: Equality and diversity, Employee Relations, 37, 6, pp. 705-719, (2015); Morris K., The challenges for UK social work education: Some reflections, Social Work Education, 30, 3, pp. 247-249, (2011); Mueller F., Designing flexible teamwork: Comparing German and Japanese approaches, Employee Relations, 14, 1, pp. 5-16, (1992); (2011); Noble J., Harris J., Manthorpe J., Grow your own social workers: A toolkit, (2009); Degree apprenticeships: A viable alternative?.Birmingham, UK: Warwick Economics and Development, (2019); The Open University launches social worker degree apprenticeship, (2020); Phillips C., Institutional racism and ethnic inequalities: An expanded multilevel framework, Journal of Social Policy, 40, 1, pp. 173-192, (2011); Reay D., Crozier G., Clayton J., ‘Fitting in’ or ‘standing out’: Working‐class students in UK higher education, British Educational Research Journal, 361, pp. 107-124, (2010); Ryan L., Lorinc M., Perceptions, prejudices and possibilities: Young people narrating apprenticeship experiences, British Journal of Sociology of Education, 39, 6, pp. 762-777, (2018); Shardlow S., Scholar H., Munro L., The nature of employer’s involvement in social work education: An international exploration, International Social Work, 55, 2, pp. 205-224, (2012); Sims D., Chenu L.D., Williams J., The Global Agenda: Developing international perspectives and critical discourse in UK social work education and practice, International Social Work, 57, 372, (2014); Sims D., de Chenu L., Williams J., The global Agenda: Developing international perspectives and critical discourse in UK social work education and practice, International Social Work, 57, 4, pp. 360-372, (2014); (2019); Snell K.D.M., The apprenticeship system in British history: The fragmentation of a cultural institution, History of Education, 25, 4, pp. 303-321, (1996); Speight S., Lackovic N., Cooker L., The contested curriculum: Academic learning and employability in higher education, Tertiary Education and Management, 19, 2, pp. 112-126, (2013); Spolander G., Engelbrecht L., Martin M., The implications of neoliberalism for social work: Reflections from a six-country international research collaboration, International Social Work, 57, 4, pp. 301-312, (2014); Stevenson J., Clegg S., Lefever R., The discourse of widening participation and its critics: An institutional case study, London Review of Education, 8, 2, pp. 105-115, (2010); (2019); (2019); (2019); Unwin L., Employer‐led Realities: Apprenticeship past and present, Journal of Vocational Education & Training, 48, 1, pp. 57-68, (1996); Vickerstaff S., Apprenticeship in the ‘golden age’: Were youth transitions really smooth and unproblematic back then?, Work Employment and Society, 17, 2, pp. 269-287, (2003); Wiles F., Developing social work students’ professional identity: The role of England’s professional capabilities framework, European Journal of Social Work, 20, 3, pp. 349-360, (2017)","A. Higgs; Social Work Department, Open University, Milton Keynes, United Kingdom; email: Alison.higgs@open.ac.uk","","Routledge","","","","","","02615479","","","","English","Soc. Work Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85099471848"
"Potts D.","Potts, Davina (56900726200)","56900726200","Employability development and career outcomes from short-term learning abroad programmes","2022","Higher Education Research and Development","41","4","","1215","1230","15","8","10.1080/07294360.2021.1901665","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103174322&doi=10.1080%2f07294360.2021.1901665&partnerID=40&md5=8ac7e738c9829656c56a0d99d86df6e4","Student and Scholarly Services, The University of Melbourne, Victoria, Australia","Potts D., Student and Scholarly Services, The University of Melbourne, Victoria, Australia","Learning abroad has become a central component in the internationalisation strategies of many Australian universities, following trends in other countries such as France, Germany, USA, Singapore and Japan. To expand access to different types of students and to diversify host destinations, short-term programmes have been the focus of institutions over the last five years. However, little is known about the outcomes of short-term learning abroad programmes. This article explores the connection between short-term learning abroad experiences, career outcomes and employability skills development of graduates in the Australian context. In the first national study of learning abroad outcomes, most former participants were positive about the perceived benefits provided by their international study experiences in terms of their employment outcomes. Respondents strongly supported the role of learning abroad in the development of core employability skills. The findings confirm an amplified impact on participants in internship programmes and multiple learning abroad programmes. The results of this study support the further development of short-term learning abroad opportunities for students, with considerations for access to programmes for those from underrepresented backgrounds. © 2021 HERDSA.","careers; graduate outcomes; Higher education policy; internationalisation","","","","","","","","Anderson C., The impact of study abroad on career skills and job attainment for the University of Minnesota alumni, Career integration: Reviewing the impact of experience abroad on employment, pp. 53-56, (2015); 2018 AAGE Employer survey, (2018); 2019 AAGE Employer survey, (2018); (2015); Becker G.S., Human capital: A theoretical and empirical Analysis with special Reference to education, third edition, (1993); Bracht O., Engel C., Janson K., Over A., Schomburg H., Teichler U., The Professional Value of ERASMUS mobility. Final report. Presented to the European commission—DG Education and culture, (2006); Brandenburg U., Berghoff S., Taboadela O., Bischof L., Gajowniczek J., Gehlke A., (2014); Bretag T., van der Veen R., ‘Pushing the boundaries’: Participant motivation and self-reported benefits of short-term international study tours, Innovations in Education and Teaching International, 54, 3, pp. 175-183, (2017); Byrne C., Australia’s New Colombo Plan: enhancing regional soft power through student mobility, International Journal: Canada’s Journal of Global Policy Analysis, 71, 1, pp. 107-128, (2016); Cleary K., The long-term influence of interning abroad on career and professional development in the global economy, Unpublished doctoral dissertation UMI Number: 3682390, (2014); (2019); (2020); Dwyer M., Charting impact of study abroad, International Educator, Winter, 13, 1, pp. 14-20, (2004); Farrugia C., Sanger J., Gaining an employment edge: The impact of study abroad on 21st century skills & career prospects, (2017); Green W., King E., Gallagher J., How can international learning experiences enhance employability? Critical insights from new graduates and the people who employ them, Internationalization and Employability in higher education, pp. 25-38, (2019); Harvey A., Sellar S., Molla T.M., Baroutsis A., Cakitaki B., Tellefson J., Luckman M., Szalkowicz G., Brett M., Globalization opportunities for low socio-economic status and regional students, (2016); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, (1998); Hubbard A., Rexeisen R., Watson P., AIFS study abroad alumni outcomes: A longitudinal study of personal, intercultural and career development based on a survey of our alumni from 1990 to 2017 : volume 2, (2018); Jackson D., Collings D., The influence of work-integrated learning and paid work during studies on graduate employment and underemployment, Higher Education, 76, 3, pp. 403-425, (2018); Johnson M., Anderson C., The impact of education abroad on competency development, Internationalization and Employability in higher education, pp. 49-58, (2019); Matherly C., Tilman M., Linking learning abroad and employability, Internationalization and Employability in higher education, pp. 11-24, (2019); Mohajeri Norris E., Gillespie J., How study abroad shapes global careers: Evidence from the United States, Journal of Studies in International Education, 13, 3, pp. 382-397, (2009); Molony J., Sowter B., Potts D., (2011); Potts D., Understanding the early career benefits of learning abroad programs, Journal of Studies in International Education, 19, 5, pp. 441-459, (2015); Potts D., Career outcomes of learning abroad: Short-term programs, (2019); Potts D., (2020); The attitudes and perceptions of Australian employers towards an overseas study experience, (2006); Scharoun L., Short-term study tours as a driver for increasing domestic student mobility in order to generate global work-ready students and cultural exchange in Asia pacific, Perspectives: Policy and Practice in Higher Education, 20, 2-3, pp. 83-89, (2016); Sobocinska A., Purdey J., Enduring connections?, Bijdragen Tot de Taal-, Land- En Volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia, 175, 2-3, pp. 225-251, (2019); Teichler U., Janson K., The Professional Value of temporary study in another European country: Employment and work of former ERASMUS students, Journal of Studies in International Education, 11, 3-4, pp. 486-495, (2007); Tran L., Rahimi M., (2018); Tran L.T., Stafford G., Vu T.T.P., Rahimi M., Engagement with Asia via the New Colombo Plan: Impact on Australian students’ career directions and employability, Innovate higher education to enhance graduate employability, (2019); Twombly S.B., Salisbury M.H., Tumanut S.D., Klute P., (2012); Waibel S., Ruger H., Ette A., Sauer L., Career consequences of transnational educational mobility: A systematic literature review, Educational Research Review, 20, pp. 81-98, (2017); Wiers-Jenssen J., (2008); (2016); Yokota M., (2016)","D. Potts; Student and Scholarly Services, The University of Melbourne, Victoria, Australia; email: Davina.potts@unimelb.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85103174322"
"Colson N.; Shuker M.-A.; Maddock L.","Colson, Natalie (11440302300); Shuker, Mary-Ann (57193342870); Maddock, Louise (57210910829)","11440302300; 57193342870; 57210910829","Switching on the creativity gene: a co-creation assessment initiative in a large first year genetics course","2022","Assessment and Evaluation in Higher Education","47","8","","1149","1166","17","3","10.1080/02602938.2021.2011133","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121397430&doi=10.1080%2f02602938.2021.2011133&partnerID=40&md5=3b67ee187ffcb6dc77593982a678e28c","Griffith University, QLD, Australia","Colson N., Griffith University, QLD, Australia; Shuker M.-A., Griffith University, QLD, Australia; Maddock L., Griffith University, QLD, Australia","Creativity is an important twenty-first century skill often overlooked in higher education curricula, particularly in the sciences. Students need opportunities to practice and demonstrate their creativity and gain an awareness of the importance of such skills to enhance their graduate capabilities. One way is to embed creativity into course assessment and link it to an employability context. This article describes how we used a staff-student co-creation framework to develop a group project assessment task encouraging 400+ first-year online students to express their creativity and demonstrate graduate attributes. We were also interested in students’ perspectives of empowerment, collegiality and authenticity. Our findings indicate the task enabled student groups to generate a diverse array of creative educational products for varied audiences. Most students valued the opportunity to express their creativity and were able to see the connection with creativity and other soft skills along with future opportunities and achievements. The group work aspects of the task helped many students feel connected to their peers and in control of their assessment. Students perceived that this assessment task reflected multiple aspects of authenticity. We demonstrate co-created creative assessment can be undertaken in large first year science classes to facilitate student learning and capability development. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","assessment creativity; genetics; graduate capabilities; Higher education; learning and teaching","","","","","","","","Belluigi D.Z., Exploring the Discourses around ‘Creativity’ and ‘Critical Thinking’ in a South African Creative Arts Curriculum, Studies in Higher Education, 34, 6, pp. 699-717, (2009); Boud D., Falchikov N., Aligning Assessment with Long-Term Learning, Assessment & Evaluation in Higher Education, 31, 4, pp. 399-413, (2006); Bowden J., Hart G., King B., Trigwell K., Watts O., Generic Capabilities of ATN University Graduates, (2000); Bridges D., Transferable Skills: A Philosophical Perspective, Studies in Higher Education, 18, 1, pp. 43-51, (1993); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Cook-Sather A., Bovill C., Felten P., Engaging Students as Partners in Learning and Teaching: A Guide for Faculty, (2014); Creswell J.W., Creswell J.D., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, (2018); Creswell J.W., Plano Clark V.L., Designing and Conducting Mixed Methods Research, (2007); Daud A.M., Omar J., Turiman P., Osman K., Creativity in Science Education, Procedia–Social and Behavioral Sciences, 59, pp. 467-474, (2012); Dollinger M., Lodge J., Student-Staff co-Creation in Higher Education: An Evidence-Informed Model to Support Future Design and Implementation, Journal of Higher Education Policy and Management, 42, 5, pp. 532-546, (2020); Egan A., Maguire R., Christophers L., Rooney B., Developing Creativity in Higher Education for 21st Century Learners: A Protocol for a Scoping Review, International Journal of Educational Research, 82, pp. 21-27, (2017); Fabregues S., Molina-Azorin J., Addressing Quality in Mixed Methods Research: A Review and Recommendations for a Future Agenda, Quality & Quantity, 51, 6, pp. 2847-2863, (2017); Fiorella L., Mayer R.E., The Relative Benefits of Learning by Teaching and Teaching Expectancy, Contemporary Educational Psychology, 38, 4, pp. 281-288, (2013); Gilbert R., Balatti J., Turner P., Whitehouse H., The Generic Skills Debate in Research Higher Degrees, Higher Education Research & Development, 23, 3, pp. 375-388, (2004); Gray A., The 10 skills you need to thrive in the fourth industrial revolution, World Economic Forum, (2016); Haselberger D., Oberhuemer P., Perez E., Cinque M., Capasso F., Mediating Soft Skills at Higher Education Institutions. Guidelines for the Design of Learning Situations Supporting Soft Skills Achievement, Education and Culture DG Lifelong Learning Programme, European Union. Version, 1, pp. 1-133, (2012); Jackson N., Oliver M., Shaw M., Wisdom J., Developing Creativity in Higher Education: An Imaginative Curriculum, (2006); Jahnke I., Haertel T., Wildt J., Teachers’ Conceptions of Student Creativity in Higher Education, Innovations in Education and Teaching International, 54, 1, pp. 87-95, (2017); Kleiman P., Towards Transformation: Conceptions of Creativity in Higher Education, Innovations in Education and Teaching International, 45, 3, pp. 209-217, (2008); Li H., Xiong Y., Hunter C.V., Guo X., Tywoniw R., Does Peer Assessment Promote Student Learning? A Meta-Analysis, Assessment & Evaluation in Higher Education, 45, 2, pp. 193-211, (2020); Livingston L., Teaching Creativity in Higher Education, Arts Education Policy Review, 111, 2, pp. 59-62, (2010); Medland E., Assessment in Higher Education: Drivers, Barriers and Directions for Change in the UK, Assessment & Evaluation in Higher Education, 41, 1, pp. 81-96, (2016); Meer N., Chapman A., Co-Creation of Marking Criteria: Students as Partners in the Assessment Process, Business and Management Education in HE, pp. 1-15, (2014); Mezirow J., Learning to Think like an Adult: Core Concepts of Transformation Theory, The Handbook of Transformative Learning, pp. 73-95, (2012); Oliver B., Jorre de St Jorre T., Graduate Attributes for 2020 and beyond: Recommendations for Australian Higher Education Providers, Higher Education Research & Development, 37, 4, pp. 821-836, (2018); Oliver B., Assuring graduate capabilities: Evidencing levels of achievement for graduate employability 2011 ALTC National Teaching Fellowship Final Report, (2015); Pereira D., Assuncao Flores M., Niklasson L., Assessment Revisited: A Review of Research in Assessment and Evaluation in Higher Education, Assessment & Evaluation in Higher Education, 41, 7, pp. 1008-1032, (2016); Rampersad G., Patel F., Creativity as a Desirable Graduate Attribute: Implications for Curriculum Design and Employability, Asia-Pacific Journal of Cooperative Education, 15, 1, pp. 1-11, (2014); Rossetto C., Chapple S., Creative Accounting? The Critical and Creative Voice of Students, Assessment & Evaluation in Higher Education, 44, 2, pp. 216-232, (2019); Ryan A., Tilbury D., Flexible Pedagogies: New Pedagogical Ideas, (2013); Sarkar M., Overton T., Thompson C.D., Rayner G., Academics’ Perspectives of the Teaching and Development of Generic Employability Skills in Science Curricula, Higher Education Research & Development, 39, 2, pp. 346-361, (2020); Succi C., Canovi M., Soft Skills to Enhance Graduate Employability: Comparing Students and Employers’ Perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Virtanen A., Tynjala P., Factors Explaining the Learning of Generic Skills: A Study of University Students’ Experiences, Teaching in Higher Education, 24, 7, pp. 880-894, (2019); New Vision for Education: Unlocking the Potential of Technology, (2015); Yorke M., Employability in Higher Education: What It is-What It is Not. Vol. 1, (2006)","N. Colson; Griffith University, Australia; email: n.colson@griffith.edu.au","","Routledge","","","","","","02602938","","","","English","Assess. Eval. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85121397430"
"Gamage A.","Gamage, Ancy (57328046100)","57328046100","An inclusive multifaceted approach for the development of electronic work-integrated learning (eWIL) curriculum","2022","Studies in Higher Education","47","7","","1357","1371","14","8","10.1080/03075079.2021.1894116","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120821804&doi=10.1080%2f03075079.2021.1894116&partnerID=40&md5=3de81e70b89574b1e4fedd3fb064fca6","Victoria University Business School, Victoria University, Melbourne, VIC, Australia","Gamage A., Victoria University Business School, Victoria University, Melbourne, VIC, Australia","The need for inclusive and equitable teaching and learning approaches is widely accepted in higher education literature. Surprisingly, the notion of inclusion appears to be neglected within the context of eWIL. This paper uses insights from multi-disciplinary theories to propose a framework for the development of an eWIL framework. Its key features include an inclusive, intentional approach that integrates content (the ‘what’) and process (the ‘how’) aspects of delivery using technology. The primary considerations of the framework are anticipating and responding to the diverse backgrounds, abilities, aspirations, and needs of students, and primary partners (academics and employers). The desired outcomes of the curriculum include ‘hard’ outcomes (like student employability) and ‘soft’ outcomes (like involvement and inclusion). The framework highlights particular student-related obstacles for electronically mediated experiences and learning, and issues with employers are also likely as they evolve new ways to work in a digitalized environment. Anticipating some tensions in translating the intended eWIL curriculum into practice, a ‘transition prism’ is suggested. Overall, the eWIL framework offers a multifaceted approach for active discussion, implementation and evaluation of eWIL programs. This is a timely consideration given dramatic shifts to remote work and online instruction observed during COVID-19. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","community of inquiry; COVID-19; EWIL; intentional curriculum; signaling theory; transition pedagogy","","","","","","","","Ajjawi R., Tai J., Huu Nghia T.L., Boud D., Johnson L., Patrick C.J., Aligning Assessment with the Needs of Work-Integrated Learning: The Challenges of Authentic Assessment in a Complex Context, Assessment and Evaluation in Higher Education, 45, 2, pp. 304-316, (2020); Alvir H.P., (1975); Annala J., Makinen M., (2013); Billett S., Realising the Educational Worth of Integrating Work Experiences in Higher Education, Studies in Higher Education, 34, 7, pp. 827-843, (2009); Billett S., “Curriculum and Pedagogical Bases for Effectively Integrating Practice-Based Experiences, (2011); Billett S., Integrating Practice-Based Experiences Into Higher Education, Professional and Practice-Based Learning: Volume 13, (2015); Boud D., Walker D., Promoting Reflection in Professional Courses: The Challenge of Context, Studies in Higher Education, 23, 2, pp. 191-206, (1998); Bowen T., Becoming Professional: Examining how WIL Students Learn to Construct and Perform Their Professional Identities, Studies in Higher Education, 43, 7, pp. 1148-1159, (2018); Bowen D.E., Ostroff C., Understanding HRM-Performance Linkages: The Role of the “Strength” of the HRM System, Academy of Management Review, 29, 2, pp. 203-221, (2004); Bratton J., Gold J., Human Resource Management: Theory and Practice, (2012); Budd J.; Burgess M.L., Ice P., Using the Community of Inquiry (COI) Model and Bloom’s Revised Taxonomy to Support 21st Century Teaching and Learning in Multi-User Virtual Environments, Cutting-Edge Technologies in Higher Education, pp. 163-186, (2011); Connelly B.L., Certo S.T., Ireland R.D., Reutzel C.R., Signaling Theory: A Review and Assessment, Journal of Management, 37, 1, pp. 39-67, (2011); Cooper L., Orrell J., Bowden M., Work Integrated Learning. [Electronic Resource]: a Guide to Effective Practice, (2010); Danchak M.M., Walther J.B., Swan K., (2001); Davis C., King O.A., Clemans A., Coles J., Crampton P.E.S., Jacobs N., McKeown T., Morphet J., Seear K., Rees C.E., Student Dignity During Work-Integrated Learning: A Qualitative Study Exploring Student and Supervisors’ Perspectives, Advances in Health Sciences Education: Theory and Practice, 25, 1, pp. 149-172, (2020); Dollinger M., Brown J., An Institutional Framework to Guide the Comparison of Work-Integrated Learning Types, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 88-100, (2019); Engstrom C., Tinto V., Access Without Support Is Not Opportunity, Change, 40, 1, pp. 46-50, (2008); Ferns S., Russell L., Kay J., Enhancing Industry Engagement with Work-Integrated Learning: Capacity Building for Industry Partners, Asia-Pacific Journal of Cooperative Education, 17, 4, pp. 363-375, (2016); Fleming J., Haigh N.J., Examining and Challenging the Intentions of Work-Integrated Learning.”, Higher Education, Skills and Work-Based Learning, 7, 2, pp. 198-210, (2017); Fleming J., Haigh N.J., Using Sociocultural Insights to Enhance Work-Integrated Learning.”, Higher Education, Skills and Work-Based Learning, 8, 4, pp. 395-407, (2018); Fleming J., Pretti T.J., The Impact of Work-Integrated Learning Students on Workplace Dynamics, Journal of Hospitality, Leisure. Sport and Tourism Education, 25, pp. 1-10, (2019); French J.C., Bickett M.M., Locono J.A., Sifting Through Course Evaluations: Medical Student Comments Driving Surgery Curriculum Changes, Journal of Surgical Education, 70, 3, pp. 368-372, (2013); Fuller C.W., Vassie L.H., Assessing the Maturity and Alignment of Organisational Cultures in Partnership Arrangements, Employee Relations, 24, 5, pp. 540-555, (2002); Garrison D.R., E-learning in the 21st Century: A Community of Inquiry Framework for Research and Practice, (2016); Garrison D.R., Anderson T., Archer W., Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education, The Internet and Higher Education, 2, 2, pp. 87-105, (2000); Gee J., Lankshear C., Hull G., The new Work Order: Behind the Language of the new Capitalism, Studies in Education, (1996); Giroux H.A., Neoliberalism, Corporate Culture, and the Promise of Higher Education: The University as a Democratic Public Sphere, Harvard Educational Review, 72, 4, pp. 425-463, (2002); Gordon J., Creating Social Cues Through Self-Disclosures, Stories, and Paralanguage, Social Presence in Online Learning: Multiple Perspectives on Practice and Research, pp. 99-112, (2017); Harley J., Nomikoudis M., “RMIT Inclusive Teaching and Assessment Practices Project.” In, (2014); Horstmanshof L., Moore K., Understanding the Needs of all the Stakeholders: Issues of Training and Preparation for Health Work Students and Their Clinical Educators, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 93-100, (2016); Jackson D., Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Kay J., Ferns S., Russell L., Smith J., Winchester-Seeto T., The Emerging Future: Innovative Models of Work-Integrated Learning, International Journal of Work-Integrated Learning, 20, 4, pp. 401-413, (2019); Kift S., (2009); Kift S., A Decade of Transition Pedagogy: A Quantum Leap in Conceptualising the First Year Experience, HERDSA Review of Higher Education, 2, July 2015, pp. 51-86, (2015); Kim J., Developing an Instrument to Measure Social Presence in Distance Higher Education, British Journal of Educational Technology, 42, 5, pp. 763-777, (2011); Kirkpatrick D.L., Kirkpatrick J.D., Evaluating Training Programs: The Four Levels, (2006); Lodge C., From Hearing Voices to Engaging in Dialogue: Problematising Student Participation in School Improvement, Journal of Educational Change, 6, 2, pp. 125-146, (2005); Mallozzi R., Drewery D., Creating Inclusive Co-Op Workplaces: Insights from LGBTQ+ Students, International Journal of Work-Integrated Learning, 20, 3, pp. 219-228, (2019); McManus L., Rook L., Mixed Views in the Academy: Academic and Student Perspectives About the Utility of Developing Work-Ready Skills Through WIL, Studies in Higher Education, (2019); Ngai C.S.B., Lee W.M., Ng P.P.K., Wu D.D., Innovating an Integrated Approach to Collaborative ELearning Practices in Higher Education: The Case Study of a Corporate Communication e-Platform, Studies in Higher Education, 44, 11, pp. 1990-2010, (2019); Patrick C., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., (2009); Rowe P., Toward a Model of Work Experience in Work-Integrated Learning, Work-integrated Learning in the 21st Century: Global Perspectives on the Future, pp. 3-17, (2017); Rowe A., Winchester-Seeto T., Mackaway J., (2012); Schrum L., Hong S., From the Field: Characteristics of Successful Tertiary Online Students and Strategies of Experienced Online Educators, Education and Information Technologies, 7, 1, pp. 5-16, (2002); Schuster L., Glavas C., Exploring the Dimensions of Electronic Work Integrated Learning (eWIL), Educational Research Review, 21, pp. 55-66, (2017); Siddoo V., Janchai W., Sawattawee J., A Systematic Review of Work-Integrated Learning for the Digital Economy, International Journal of Work-Integrated Learning, 19, 4, pp. 385-398, (2018); Siebert S., Costley C., Conflicting Values in Reflection on Professional Practice, Higher Education, Skills and Work-Based Learning, 3, 3, pp. 156-167, (2013); Siebert S., Mills V., Tuff C., Pedagogy of Work-Based Learning: The Role of the Learning Group, Journal of Workplace Learning, 21, 6, pp. 443-454, (2009); Smith C., Worsfold K., Unpacking the Learning–Work Nexus: ‘Priming’ as Lever for High-Quality Learning Outcomes in Work-Integrated Learning Curricula, Studies in Higher Education, 40, 1, pp. 22-42, (2015); Spence M., Signaling in Retrospect and the Informational Structure of Markets, The American Economic Review, 92, 3, pp. 434-459, (2002); Swan K., Shih L.F., On the Nature and Development of Social Presence in Online Course Discussions, Journal of Asynchronous Learning Networks, 9, 3, pp. 115-136, (2005); Thite M., Electronic/Digital HRM: A Primer, e-HRM: Digital Approaches, Directions and Applications, pp. 1-21, (2019); Thomas K., Wong K.C., Li Y.C., The Capstone Experience: Student and Academic Perspectives, Higher Education Research & Development, (2014); Thomson K.E., Da Silva R., Draper P., Gilmore A., Majury N., O'Connor K., Vaquez A., Waite J., Student Voice in Work Integrated Learning Scholarship: A Review of Teacher Education and Geographical Sciences, Teaching & Learning Inquiry: The ISSOTL Journal, 5, 1, pp. 1-13, (2017); Williamson J., Wardle K., Hasmi H., Developing WIL Curriculum Which Enhances Hospitality Students Capabilities, Higher Education, Skills and Work-Based Learning, (2020); Woodley C., Beattie S., Communal Reflections on the Workplace: Locating Learning for the Legal Professional, Asia-Pacific Journal of Cooperative Education, 12, 1, pp. 19-30, (2011); Zegwaard K.E., Rowe A., Research-informed Curriculum and Advancing Innovative Practices in Work-Integrated Learning, International Journal of Work-Integrated Learning, 20, 4, pp. 323-334, (2019)","A. Gamage; Victoria University Business School, Victoria University, Melbourne, Australia; email: ancy.gamage@vu.edu.au","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85120821804"
"Kinsella P.; Williams S.; Scott P.; Fontinha R.","Kinsella, Patricia (57219852956); Williams, Steve (7404836021); Scott, Peter (22938894400); Fontinha, Rita (55366468500)","57219852956; 7404836021; 22938894400; 55366468500","Varying degrees of boundarylessness? The careers of self-employed and directly employed ICT professionals in the UK and Germany","2022","International Journal of Human Resource Management","33","8","","1696","1717","21","5","10.1080/09585192.2020.1841815","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095783447&doi=10.1080%2f09585192.2020.1841815&partnerID=40&md5=8bbf14bcc30695c24ef5fc8c3c9235c3","Independent Academic Scholar, Munich, Germany; Faculty of Business and Law, University of Portsmouth, Portsmouth, United Kingdom; Henley Business School, University of Reading, Reading, United Kingdom","Kinsella P., Independent Academic Scholar, Munich, Germany; Williams S., Faculty of Business and Law, University of Portsmouth, Portsmouth, United Kingdom; Scott P., Faculty of Business and Law, University of Portsmouth, Portsmouth, United Kingdom; Fontinha R., Henley Business School, University of Reading, Reading, United Kingdom","Despite growing interest in the influence of social and institutional settings on the nature of career trajectories, research into comparative differences in boundaryless careers is scarce. Informed by the Varieties of Capitalism approach, which emphasizes the embeddedness of employment practices within discrete types of capitalist market economy, and based on rich qualitative data from in-depth interviews with 32 self-employed and directly employed information and communications (ICT) professionals based in the UK and Germany, we investigate variation in their experience of, and attitudes towards, boundaryless careers. The research findings provide scant evidence that ICT professionals embrace boundaryless careers, despite working in a sector where positive engagement with boundarylessness, if it is going to be found anywhere, should be evident. The findings also point to cross-national differences; directly employed ICT professionals based in Germany are more concerned about the insecurity than their UK-based counterparts. In highlighting the complex and subtle influences on how boundaryless careers are experienced and understood, the research builds on existing work which both attests to the importance of context in influencing boundarylessness and its consequences and questions an overly crude distinction between ‘bounded’ and ‘boundaryless’ careers, to emphasize the value of an approach which is concerned with understanding comparative variation in the degree of career boundarylessness. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","Boundaryless careers; comparative careers; employability; ICT professionals; Varieties of Capitalism","","","","","","","","Addison J., Teixeira P., Pahnke A., Bellmann L., The demise of a model? 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Typologies and levels of analysis in comparative industrial relations, European Journal of Industrial Relations, 18, 3, pp. 185-202, (2012); Berntson E., Naswall K., Sverke M., The moderating role of employability in the association between job insecurity and exit, voice, loyalty and neglect, Economic and Industrial Democracy, 31, 2, pp. 215-230, (2010); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Briscoe J., Hall D., The interplay of boundaryless and protean careers: Combinations and implications, Journal of Vocational Behavior, 69, 1, pp. 4-18, (2006); Briscoe J., Henagan S., Burton J., Murphy W., Coping with an insecure employment environment: The differing roles of protean and boundaryless career orientations, Journal of Vocational Behavior, 80, 2, pp. 308-316, (2012); Bruff I., Horn L., Varieties of capitalism in crisis?, Socio-Economic Review, 16, 3, pp. 161-168, (2012); Budtz-Jorgensen J., Johnsen C., Sorensen B., Against boundarylessness: The liminal career of the flexible employee, Organization, 26, 6, pp. 917-935, (2019); Charmaz K., Constructing grounded theory, (2014); Chillas S., Marks A., Galloway L., Learning to labour: An evaluation of internships and employability in the ICT sector, New Technology, Work and Employment, 30, 1, pp. 1-15, (2015); Clarke M., The organizational career: Not dead but in need of redefinition, The International Journal of Human Resource Management, 24, 4, pp. 684-703, (2013); Cohen L., Mallon M., The transition from organisational employment to portfolio working: Perceptions of ‘boundarylessness’, Work, Employment and Society, 13, 2, pp. 329-352, (1999); Dickmann M., Doherty N., Exploring the career capital impact of international assignments within distinct organizational contexts, British Journal of Management, 19, 2, pp. 145-161, (2008); Doellgast V., Still a coordinated model? 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Examining physical and psychological mobility, Journal of Vocational Behavior, 69, 1, pp. 19-29, (2006); Super D., Toward a comprehensive theory of career development, Career development: Theory and practice, pp. 35-64, (1992); Tams S., Arthur M., New directions for boundaryless careers: Agency and interdependence in a changing world, Journal of Organizational Behavior, 31, 5, pp. 629-646, (2010); Tomlinson J., Baird M., Berg P., Cooper R., Flexible careers across the life course: Advancing theory, research and practice, Human Relations, 71, 1, pp. 4-22, (2018); Trusson C., Woods F., An end to the job as we know it’: How an IT professional has experienced the uncertainty of IT outsourcing, Work, Employment and Society, 31, 3, pp. 542-552, (2017); Vogl S., Telephone versus face-to-face interviews: Mode effect on semistructured interviews with children, Social Methodology, 43, 1, pp. 133-177, (2013); Williams S., Bradley H., Devadason R., Erickson M., Globalization and work, (2013); Zeitz G., Blau G., Fertig J., Boundaryless careers and institutional resources, The International Journal of Human Resource Management, 20, 2, pp. 372-398, (2009)","S. Williams; Faculty of Business and Law, University of Portsmouth, Portsmouth, United Kingdom; email: stephen.williams@port.ac.uk","","Routledge","","","","","","09585192","","","","English","Int. J. Hum. Resour. Manage.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85095783447"
"Quinlan K.M.; Renninger K.A.","Quinlan, Kathleen M. (55191584600); Renninger, K. Ann (55664078200)","55191584600; 55664078200","Rethinking employability: how students build on interest in a subject to plan a career","2022","Higher Education","","","","","","","15","10.1007/s10734-021-00804-6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122372545&doi=10.1007%2fs10734-021-00804-6&partnerID=40&md5=dc8394c5982cd5b797592990ae81bceb","Centre for the Study of Higher Education, University of Kent, UELT Building, Canterbury, CT2 7NZ, United Kingdom; Department of Educational Studies, Swarthmore College, Swarthmore, PA, United States","Quinlan K.M., Centre for the Study of Higher Education, University of Kent, UELT Building, Canterbury, CT2 7NZ, United Kingdom; Renninger K.A., Department of Educational Studies, Swarthmore College, Swarthmore, PA, United States","As universities prioritise employability, there is increased attention to promoting students’ career decidedness. In this mixed method, cross-sectional study, we explore whether and how students’ interest in their academic subject affects their career decidedness. Using surveys of 428 undergraduates studying sciences in a UK university (60% F, average age = 19.9) and case examples from follow-up interviews with 15 students, we examine students’ interest development and its relation to their career decidedness and their desire for meaningful, interesting work. Findings showed that most students who were studying science in university had a well-developed interest that had motivated their choice of programme, and their subject interest and career decidedness were linked. Regression analyses indicated that students’ interest in their subject was a significant predictor of career decidedness, mediated by students’ desire to pursue that interest in their career. Open-ended comments on the surveys suggested that decidedness was informed by coursework, proactive career exploration, work experience, interest, feasibility, and familial contacts. Interviews confirmed these factors and illustrated how they contributed to students’ career decidedness. We propose implications for academics and career counsellors who might help students refine their interest by considering connections between their academic subject, interest, and related career options. We argue that educators and policy-makers need to reframe employability interventions and think beyond teaching students skills or attributes that lead to employment. Educators can start with students’ interest in their subject and support students’ exploration of how they can continue to pursue that interest in various careers. © 2021, The Author(s).","Career values; Careers education; Employability; Higher education; Science interest; Subject interest","","","","","","University of Kent; Global Challenges Doctoral Centre, University of Kent, GCDC; Faculty of Social Sciences, University of Kent, (TESSA 2019)","","First-Year Career Readiness Survey Report. Sheffield, UK: Association of Graduate Careers Advisory Services, (2017); Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W.B., Validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Azevedo F.S., Lines of practice: A practice-centered theory of interest relationships, Cognition and Instruction, 29, 2, pp. 147-184, (2011); Azevedo F.S., Sustaining interest-based participation in science, Interest in mathematics and science learning, pp. 281-296, (2015); Baron R.M., Kenny D.A., The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations, Journal of Personality and Social Psychology, 51, 6, pp. 1173-1182, (1986); The national graduate attributes project: Integration and assessment of graduate attributes in curriculum. Sydney: Australian Learning and Teaching Council, (2009); GCSE Options: Everything you need to know about choosing your GCSE subjects, (2021); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Cobb F., Winter D., Careers registration learning gain project: Interim findings, (2018); Cobb F., ‘There’s no going back’: The transformation of HE careers services using big data, Journal of the National Institute for Career Education and Counselling, 42, 1, pp. 18-25, (2019); Daubney K., What Difference Does It Make? Using Careers Registration to Define and Measure Student Careers Learning Gain at King’s College London. Paper Presented at the Annual Meeting of the Society for Research into Higher Education, Newport, pp. 11-13, (2019); Cranmer S., Enhancing graduate employability: Best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Dewey J., Interest and Effort in Education, Houghton Mifflin, (1913); Eccles J.S., Wigfield A., Expectancy-value theory: Current status, current controversies, and a look ahead, Contemporary Educational Psychology, (2020); Farenga S.A., Quinlan K.M., Classifying university employability strategies: Three case studies and implications for practice and research, Journal of Education and Work, 29, 7, pp. 767-787, (2016); Foskett, R. & Johnston, B. (2006) Curriculum development and career decision-making in higher education: credit-bearing careers education. Manchester, UK. Higher Education Careers Services Unit; Green W., Hammer S., Star C., Facing up to the challenge: Why is it so hard to develop graduate attributes?, Higher Education Research and Development, 28, 1, pp. 17-29, (2009); The relationship between engagement at work and organizational outcomes,  Meta-Analysis: Ninth Edition. Washington, D.C.: Gallup., (2016); ). Forging pathways to meaningful work: The role of higher education, Washington, D.C.: Gallup, (2019); How millennials want to work and live, Washington, D.C., (2017); Gottlieb J., Oudeyer P.-Y., Lopes M., Baranes A., Information seeking, curiosity, and attention: Computational and neural mechanisms, Trends in Cognitive Sciences, 17, 11, pp. 585-593, (2013); Harackiewicz J.M., Durik A.M., Barron K.E., Linnenbrink L., Tauer J.M., The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance, Journal of Educational Psychology, 100, 1, pp. 105-122, (2008); Hecht C.A., Grande M.R., Harackiewicz J.M., The role of utility value in promoting interest development, Motivation Science, 7, 1, pp. 1-20, (2021); Hidi S., Renninger K.A., The four-phase model of interest development, Educational Psychologist, 41, 2, pp. 111-127, (2006); Holland J.L., A theory of vocational choice, Journal of Counseling Psychology, 6, 1, pp. 35-45, (1959); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Horn J., Values at Work: A Qualitative Study of Careers Education in Higher Education, (2009); Jackson D., Bridgstock R., Evidencing student success in the contemporary world-of-work: Renewing our thinking, Higher Education Research & Development, 37, 5, pp. 984-998, (2018); Jackson D., Tomlinson M., Career values and proactive career behaviour among contemporary higher education students, Journal of Education and Work, 32, 5, pp. 449-464, (2019); Jansen M., Ludtke O., Schroeders U., Evidence for a positive relation between interest and achievement: Examining between-person and within-person variation in five domains, Contemporary Educational Psychology, 46, pp. 116-127, (2016); Lent R.W., Brown S., Hackett G., Career development from a social cognitive perspective, Career Choice and Development (3Rd Ed.) (Pp., pp. 373-421, (1996); MacKinnon D.P., Fairchild A.J., Fritz M.S., Mediation analysis, Annual Review of Psychology, 28, pp. 593-614, (2007); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: What effects do they have on graduate labour Market Outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); McAlpine L., Why might you use narrative methodology? A story about narrative, Eesti Haridusteaduste Ajakiri, 4, 1, pp. 32-57, (2016); Mikkonen J., Heikkila A., Ruohoniemi M., Lindblom-Ylanne S., ‘I study because I’m interested’: University students’ explanations for their disciplinary choices, Scandinavian Journal of Educational Research, 53, pp. 229-244, (2009); Nuutila K., Tapola A., Tuominen H., Kupiainen S., Paasztor A., Niemivirta M., Reciprocal predictions between interest, self-efficacy, and performance during a task, Frontiers in Education, 16, (2020); Quinlan K.M., Developing student character through disciplinary curricula: An analysis of UK QAA subject benchmark statements, Studies in Higher Education, 41, 6, pp. 1041-1054, (2016); Quinlan K.M., What triggers students’ interest during higher education lectures? Personal and situational variables associated with situational interest, Studies in Higher Education, 44, 10, pp. 1781-1792, (2019); Renninger K.A., Hidi S., The Power of Interest for Motivation and Engagement, (2016); Ryan R.M., Deci E.L., Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions, Contemporary Educational Psychology, 61, (2020); Sansone C., Geering D.M., Thoman D.B., Smith J.L., Self-regulation of motivation: A renewable resource for learning, The Cambridge handbook of motivation and learning, pp. 87-110, (2019); Shury J., Vivian D., Turner C., Downing C., Planning for Success: Graduates’ Career Planning and Its Effect on Graduate Outcomes, (2017); Sortheix F., Dietrich J., Chow A., Salmela-Aro K., The role of career values for work engagement during the transition to working life, Journal of Vocational Behavior, 83, 3, pp. 466-475, (2013); Su R., The three faces of interests: An integrative review of interest research in vocational, organizational and educational psychology. Journal of Vocational Behavior 116(Part B), Article, (2018); Tomlinson M., Graduate employability and student attitudes and orientations to the labour market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Post 16 qualifications: The routes available to you after GCSE’s or Nationals, Retrieved 15 July 2021 From, (2021); How to choose the right undergraduate course for you, (2021); Yorke M., Employability in Higher Education: What It is and What It is Not., (2006); Vulperhorst J.P., van de Rijst R.M., Akkerman S.F., Dynamics in higher education choice: Weighing one’s interests in light of available programmes, Higher Education, 79, pp. 1001-1021, (2020)","K.M. Quinlan; Centre for the Study of Higher Education, University of Kent, UELT Building, Canterbury, CT2 7NZ, United Kingdom; email: K.M.Quinlan@kent.ac.uk","","Springer Science and Business Media B.V.","","","","","","00181560","","","","English","High. Educ.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85122372545"
"McMahon C.M.; Linthicum M.; Stoll B.","McMahon, Camilla M. (55514763500); Linthicum, Meghan (57212219839); Stoll, Brianna (57212218060)","55514763500; 57212219839; 57212218060","Developmental disability vs. neurodiverse identity: how cognitive lens affects the general public’s perceptions of autism","2022","Disability and Society","37","9","","1439","1455","16","0","10.1080/09687599.2021.1881882","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100913548&doi=10.1080%2f09687599.2021.1881882&partnerID=40&md5=23b3ebdb40f36a425aaf25ad264ed6ab","Department of Social and Behavioral Sciences, Miami University, Hamilton, OH, United States; Department of Psychology, Miami University, Oxford, OH, United States; New Affiliation: Department of Educational Psychology, Miami University, Oxford, OH, United States","McMahon C.M., Department of Social and Behavioral Sciences, Miami University, Hamilton, OH, United States, Department of Psychology, Miami University, Oxford, OH, United States; Linthicum M., Department of Social and Behavioral Sciences, Miami University, Hamilton, OH, United States, Department of Psychology, Miami University, Oxford, OH, United States, New Affiliation: Department of Educational Psychology, Miami University, Oxford, OH, United States; Stoll B., Department of Social and Behavioral Sciences, Miami University, Hamilton, OH, United States","Participants read a very brief educational message describing Autism Spectrum Disorder (ASD) as a developmental disability or neurodiverse identity. Participants who read the neurodiverse identity message were significantly more likely to endorse an entity/fixed mindset about autistic individuals, perceiving them as less likely to change over time. Educational message did not significantly affect social distance towards individuals with ASD, perceived importance of workplace accommodations for individuals with ASD, or perceived ability of individuals with ASD to possess or learn employability skills. These results suggest that the neurodiversity framework could be at risk for misinterpretation by the general population. Future research should carefully consider how to design public education campaigns that promote respect and appreciation for autistic differences, without potentially triggering an entity/fixed mindset about autistic capabilities. Points of interest In this study, participants read a very brief message describing Autism Spectrum Disorder (ASD) as a developmental disability or a neurodiversity. Participants who read the neurodiversity message were more likely to perceive autistic individuals as being fixed or unlikely to change over time. The type of message didn’t affect participants’ willingness to interact with individuals with ASD, the degree to which they viewed workplace accommodations to be important for individuals with ASD, or their perceptions that individuals with ASD had or could learn new employability skills. Public education campaigns should aim to promote respect and appreciation for autistic individuals, while also encouraging a mindset of growth and development for all individuals. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Autism spectrum disorder (ASD); developmental disability; entity/fixed and incremental/growth mindsets; essentialist thinking; neurodiverse identity; peer perception","","","","","","University of Miami, UM","This research was supported by internal funding from Miami University.","Allison C., Auyeung B., Baron-Cohen S., Toward Brief ‘Red Flags’ for Autism Screening: The Short Autism Spectrum Quotient and the Short Quantitative Checklist in 1,000 Cases and 3,000 Controls, Journal of the American Academy of Child and Adolescent Psychiatry, 51, 2, pp. 202-212, (2012); Diagnostic and Statistical Manual of Mental Disorders, (2013); Andersen S.C., Nielsen H.S., “Reading Intervention with a Growth Mindset Approach Improves children’s skills, Proceedings of the National Academy of Sciences of the United States of America, 113, 43, pp. 12111-12113, (2016); Anderson C., Law J.K., Daniels A., Rice C., Mandell D.S., Hagopian L., Law P.A., Occurrence and Family Impact of Elopement in Children with Autism Spectrum Disorders, Pediatrics, 130, 5, pp. 870-877, (2012); Angulo-Jimenez H., DeThorne L., Narratives about Autism: An Analysis of YouTube Videos by Individuals Who Self-Identify as Autistic, American Journal of Speech-Language Pathology, 28, 2, pp. 569-590, (2019); Baldwin S., Costley D., Warren A., Employment Activities and Experiences of Adults with High-Functioning Autism and Asperger’s Disorder, Journal of Autism and Developmental Disorders, 44, 10, pp. 2440-2449, (2014); Barneveld P.S., Swaab H., Fagel S., Van Engeland H., M. J L., Quality of Life: A Case-Controlled Long-Term Follow-up Study, Comparing Young High-Functioning Adults with Autism Spectrum Disorders with Adults with Other Psychiatric Disorders Diagnosed in Childhood, Comprehensive Psychiatry, 55, 2, pp. 302-310, (2014); Baron-Cohen S., “The Concept of Neurodiversity Is Dividing the Autism Community, (2019); Baron-Cohen S., Wheelwright S., Skinner R., Martin J., Clubley E., The Autism-Spectrum Quotient (AQ): Evidence from Asperger Syndrome/High-Functioning Autism, Males and Females, Scientists and Mathematicians, Journal of Autism and Developmental Disorders, 31, 1, pp. 5-17, (2001); Bogardus E.S., A Social Distance Scale, Sociology & Social Research, 17, pp. 265-271, (1933); Bolton M.J., With the Silence of a Thousand Cries: Extremes of Autistic Advocacy, Disability & Society, 33, 6, pp. 980-984, (2018); Buchanan E.M., Scofield J.E., Methods to Detect Low Quality Data and Its Implication for Psychological Research, Behavior Research Methods, 50, 6, pp. 2586-2596, (2018); Bury S.M., Rachel Jellett J.R.S., Hedley D., It Defines Who I Am’ or ‘It’s Something I Have’: What Language Do [Autistic] Australian Adults [on the Autism Spectrum] Prefer?, Journal of Autism and Developmental Disorders, (2020); Carroll D., Hallett V., McDougle C.J., Aman M.G., McCracken J.T., Tierney E., Arnold L.E., Et al., Examination of Aggression and Self-Injury in Children with Autism Spectrum Disorders and Serious Behavioral Problems, Child and Adolescent Psychiatric Clinics of North America, 23, 1, pp. 57-72, (2014); Cascio M.A., “Neurodiversity: Autism pride among mothers of children with autism spectrum disorders, Intellectual and Developmental Disabilities, 50, 3, pp. 273-283, (2012); Chown N., Robinson J., Beardon L., Downing J., Hughes L., Leatherland J., Fox K., Hickman L., MacGregor D., Improving Research about Us, with Us: A Draft Framework for Inclusive Autism Research, Disability & Society, 32, 5, pp. 720-734, (2017); Crowne D.P., Marlowe D., A New Scale of Social Desirability Independent of Psychopathology, Journal of Consulting Psychology, 24, 4, pp. 349-354, (1960); den Houting J., “Neurodiversity: An insider’s perspective, Autism : The International Journal of Research and Practice, 23, 2, pp. 271-273, (2019); Diener M.L., Wright C.A., Smith K.N., Wright S.D., Assessing Visual-Spatial Creativity in Youth on the Autism Spectrum, Creativity Research Journal, 26, 3, pp. 328-337, (2014); Dunn D.S., Andrews E.E., “Person-First and Identity-First Language: Developing psychologists’ cultural competence using disability language, The American Psychologist, 70, 3, pp. 255-264, (2015); Erickson W.A., von Schrader S., Bruyere S.M., VanLooy S.A., The Employment Environment: Employer Perspectives, Policies, and Practices regarding the Employment of Persons with Disabilities, Rehabilitation Counseling Bulletin, 57, 4, pp. 195-208, (2014); Frank F., Jablotschkin M., Arthen T., Riedel A., Fangmeier T., Lars H., Tebartz van Elst L., Education and Employment Status of Adults with Autism Spectrum Disorders in Germany - A Cross-Sectional-Survey, BMC Psychiatry, 18, 1, pp. 75-10, (2018); Gillespie-Lynch K., Brooks P.J., Someki F., Obeid R., Shane-Simpson C., Kapp S.K., Daou N., Smith D.S., “Changing College Students’ Conceptions of Autism: An Online Training to Increase Knowledge and Decrease Stigma, Journal of Autism and Developmental Disorders, 45, 8, pp. 2553-2566, (2015); Gillespie-Lynch K., Kapp S.K., Brooks P.J., Pickens J., Schwartzman B., Whose Expertise Is It? Evidence for Autistic Adults As, Frontiers in Psychology, 8, pp. 438-414, (2017); Goodman J.K., Cryder C.E., Cheema A., Data Collection in a Flat World: The Strengths and Weaknesses of Mechanical Turk Samples, Journal of Behavioral Decision Making, 26, 3, pp. 213-224, (2013); Guest E., Autism from Different Points of View: Two Sides of the Same Coin, Disability & Society, 35, 1, pp. 156-162, (2020); Haslam N., Kvaale E.P., Biogenetic Explanations of Mental Disorder: The Mixed-Blessings Model, Current Directions in Psychological Science, 24, 5, pp. 399-404, (2015); Haslam N., Bastian B., Bain P., Kashima Y., Psychological Essentialism, Implicit Theories, and Intergroup Relations, Group Processes & Intergroup Relations, 9, 1, pp. 63-76, (2006); Hoyt C.L., Burnette J.L., Auster-Gussman L., Blodorn A., Major B., The Obesity Stigma Asymmetry Model: The Indirect and Divergent Effects of Blame and Changeability Beliefs on Antifat Prejudice, Stigma and Health, 2, 1, pp. 53-65, (2017); Jaarsma P., Welin S., Autism as a Natural Human Variation: Reflections on the Claims of the Neurodiversity Movement, Health Care Analysis: HCA: Journal of Health Philosophy and Policy, 20, 1, pp. 20-30, (2012); Jivraj J., Sacrey L.A., Newton A., Nicholas D., Zwaigenbaum L., Assessing the Influence of Researcher-Partner Involvement on the Process and Outcomes of Participatory Research in Autism Spectrum Disorder and Neurodevelopmental Disorders: A Scoping Review, Autism : The International Journal of Research and Practice, 18, 7, pp. 782-793, (2014); Accommodation and Compliance Series: Employees with Autism Spectrum, (2018); Ju S., Zhang D., Pacha J., Employability Skills Valued by Employers as Important for Entry-Level Employees with and without Disabilities, Career Development and Transition for Exceptional Individuals, 35, 1, pp. 29-38, (2012); Kapp S.K., Gillespie-Lynch K., Sherman L.E., Hutman T., Deficit, Difference, or Both? Autism and Neurodiversity, Developmental Psychology, 49, 1, pp. 59-71, (2013); Kapp S.K., Steward R., Crane L., Elliott D., Elphick C., Pellicano E., Russell G., “‘People Should be Allowed to Do What They Like’: Autistic Adults’ Views and Experiences of Stimming, Autism : The International Journal of Research and Practice, 23, 7, pp. 1782-1792, (2019); Kenny L., Hattersley C., Molins B., Buckley C., Povey C., Pellicano E., Which Terms Should Be Used to Describe Autism? Perspectives from the UK Autism Community, Autism: The International Journal of Research and Practice, 20, 4, pp. 442-462, (2016); Levy S.R., Stroessner S.J., Dweck C.S., Stereotype Formation and Endorsement: The Role of Implicit Theories, Journal of Personality and Social Psychology, 74, 6, pp. 1421-1436, (1998); McCoy M.S., Liu E.Y., Lutz A.S., Sisti D., Ethical Advocacy across the Autism Spectrum: Beyond Partial Representation, The American Journal of Bioethics, 20, 4, pp. 13-24, (2020); McDowell C., Fossey E., Workplace Accommodations for People with Mental Illness: A Scoping Review, Journal of Occupational Rehabilitation, 25, 1, pp. 197-206, (2015); McMahon C.M., Stoll B., Linthicum M., Perceived versus Actual Autism Knowledge in the General Population, Research in Autism Spectrum Disorders, 71, (2020); Medin D.L., Concepts and Conceptual Structure, The American Psychologist, 44, 12, pp. 1469-1481, (1989); Mitra S., The Capability Approach and Disability, Journal of Disability Policy Studies, 16, 4, pp. 236-247, (2006); Neary P., Gilmore L., Ashburner J., Post-School Needs of Young People with High-Functioning Autism Spectrum Disorder, Research in Autism Spectrum Disorders, 18, pp. 1-11, (2015); Nevala N., Pehkonen I., Koskela I., Ruusuvuori J., Anttila H., Workplace Accommodation among Persons with Disabilities: A Systematic Review of Its Effectiveness and Barriers or Facilitators, Journal of Occupational Rehabilitation, 25, 2, pp. 432-448, (2015); Paolacci G., Jesse C., Ipeirotis P.G., Running Experiments on Amazon Mechanical Turk, Judgment and Decision Making, 5, 5, pp. 411-419, (2010); Pellicano E., Dinsmore A., Charman T., What Should Autism Research Focus upon? Community Views and Priorities from the United Kingdom, Autism: The International Journal of Research and Practice, 18, 7, pp. 756-770, (2014); Reynolds W.M., Development of Reliable and Valid Short Forms of the Marlowe-Crowne Social Desirability Scale, Journal of Clinical Psychology, 38, 1, pp. 119-125, (1982); Robison J.E., Division in the Autism Community: What’s Next for Us?, Spectrums Magazine, 5, 2, pp. 8-9, (2017); Russell G., Kapp S.K., Elliott D., Elphick C., Gwernan-Jones R., Owens C., Mapping the Autistic Advantage from the Accounts of Adults Diagnosed with Autism: A Qualitative Study, Autism in Adulthood : Challenges and Management, 1, 2, pp. 124-133, (2019); Schleider J., Weisz J., A Single-Session Growth Mindset Intervention for Adolescent Anxiety and Depression: 9-Month Outcomes of a Randomized Trial, Journal of Child Psychology and Psychiatry, and Allied Disciplines, 59, 2, pp. 160-170, (2018); Schur L., Nishii L., Adya M., Kruse D., Bruyere S.M., Blanck P., Accommodating Employees with and without Disabilities, Human Resource Management, 53, 4, pp. 593-621, (2014); Tager-Flusberg H., Kasari C., Minimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum, Autism Research, 6, 6, pp. 468-478, (2013); Tan C.D., ““I’m a Normal Autistic Person, Not an Abnormal Neurotypical”: Autism Spectrum Disorder diagnosis as biographical illumination, Social Science & Medicine (1982), 197, pp. 161-167, (2018); Thomas F.N., Burnette J.L., Hoyt C.L., Mindsets of Health and Healthy Eating Intentions, Journal of Applied Social Psychology, 49, 6, pp. 372-380, (2019)","C.M. McMahon; Department of Social and Behavioral Sciences, Miami University, Hamilton, United States; email: mcmahocm@miamioh.edu","","Routledge","","","","","","09687599","","","","English","Disabil. Soc.","Article","Final","","Scopus","2-s2.0-85100913548"
"Kieffer E.C.; Goold S.D.; Buchmueller T.; Nalliah R.; Beathard E.; Kirch M.A.; Solway E.; Tipirneni R.; Clark S.J.; Haggins A.N.; Patel M.R.; Ayanian J.Z.","Kieffer, Edith C. (7101709103); Goold, Susan D. (7004738405); Buchmueller, Tom (7003617768); Nalliah, Romesh (57212844070); Beathard, Erin (57204943135); Kirch, Matthias A. (25627575400); Solway, Erica (22836836600); Tipirneni, Renuka (35093447200); Clark, Sarah J. (7403150262); Haggins, Adrianne N. (55913952700); Patel, Minal R. (55464127600); Ayanian, John Z. (7006382123)","7101709103; 7004738405; 7003617768; 57212844070; 57204943135; 25627575400; 22836836600; 35093447200; 7403150262; 55913952700; 55464127600; 7006382123","Beneficiaries' perspectives on improved oral health and its mediators after Medicaid expansion in Michigan: a mixed methods study","2022","Journal of Public Health Dentistry","82","1","","11","21","10","6","10.1111/jphd.12447","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102788513&doi=10.1111%2fjphd.12447&partnerID=40&md5=5967cd5f891d81f4edc6988e671f3fdf","University of Michigan Institute for Healthcare Policy and Innovation, Ann Arbor, MI, United States; University of Michigan School of Social Work, Ann Arbor, MI, United States; University of Michigan Department of Internal Medicine, Ann Arbor, MI, United States; University of Michigan Center for Bioethics and Social Sciences in Medicine, Ann Arbor, MI, United States; University of Michigan School of Public Health, Ann Arbor, MI, United States; University of Michigan Ross School of Business, Ann Arbor, MI, United States; University of Michigan School of Dentistry, Ann Arbor, MI, United States; Michigan Opioid Prescribing Engagement Network, Ann Arbor, MI, United States; University of Michigan Child Health Evaluation and Research Center, Ann Arbor, MI, United States; University of Michigan Department of Emergency Medicine, Ann Arbor, MI, United States; University of Michigan Gerald R. Ford School of Public Policy, Ann Arbor, MI, United States","Kieffer E.C., University of Michigan Institute for Healthcare Policy and Innovation, Ann Arbor, MI, United States, University of Michigan School of Social Work, Ann Arbor, MI, United States; Goold S.D., University of Michigan Institute for Healthcare Policy and Innovation, Ann Arbor, MI, United States, University of Michigan Department of Internal Medicine, Ann Arbor, MI, United States, University of Michigan Center for Bioethics and Social Sciences in Medicine, Ann Arbor, MI, United States, University of Michigan School of Public Health, Ann Arbor, MI, United States; Buchmueller T., University of Michigan Institute for Healthcare Policy and Innovation, Ann Arbor, MI, United States, University of Michigan School of Public Health, Ann Arbor, MI, United States, University of Michigan Ross School of Business, Ann Arbor, MI, United States; Nalliah R., University of Michigan Institute for Healthcare Policy and Innovation, Ann Arbor, MI, United States, University of Michigan School of Dentistry, Ann Arbor, MI, United States, Michigan Opioid Prescribing Engagement Network, Ann Arbor, MI, United States; Beathard E., University of Michigan Institute for Healthcare Policy and Innovation, Ann Arbor, MI, United States; Kirch M.A., University of Michigan Institute for Healthcare Policy and Innovation, Ann Arbor, MI, United States; Solway E., University of Michigan Institute for Healthcare Policy and Innovation, Ann Arbor, MI, United States; Tipirneni R., University of Michigan Institute for Healthcare Policy and Innovation, Ann Arbor, MI, United States, University of Michigan Department of Internal Medicine, Ann Arbor, MI, United States; Clark S.J., University of Michigan Institute for Healthcare Policy and Innovation, Ann Arbor, MI, United States, University of Michigan Child Health Evaluation and Research Center, Ann Arbor, MI, United States; Haggins A.N., University of Michigan Institute for Healthcare Policy and Innovation, Ann Arbor, MI, United States, University of Michigan Department of Emergency Medicine, Ann Arbor, MI, United States; Patel M.R., University of Michigan Institute for Healthcare Policy and Innovation, Ann Arbor, MI, United States, University of Michigan School of Public Health, Ann Arbor, MI, United States; Ayanian J.Z., University of Michigan Institute for Healthcare Policy and Innovation, Ann Arbor, MI, United States, University of Michigan Department of Internal Medicine, Ann Arbor, MI, United States, University of Michigan School of Public Health, Ann Arbor, MI, United States, University of Michigan Gerald R. Ford School of Public Policy, Ann Arbor, MI, United States","Objective: To investigate self-reported improved oral health and its mediators, and job-related outcomes, of Medicaid expansion beneficiaries in Michigan. Methods: This cross-sectional mixed-methods study of adult “Healthy Michigan Plan” (HMP) Medicaid expansion beneficiaries included qualitative interviews with a convenience sample of 67 beneficiaries enrolled for ≥6 months, a stratified random sample survey of 4,090 beneficiaries enrolled for ≥12 months; and Medicaid claims data. We examined unadjusted associations between demographic variables and awareness of dental coverage, self-reported dental care access, dental visits, and self-reported oral health; and between improved oral health and job seeking and job performance. Multivariate analysis examined factors associated with self-reported oral health improvement, adjusting for sociodemographic characteristics, prior health insurance, and having at least one dental visit claim. Results: Among surveyed beneficiaries, 60 percent received ≥1 dental visit and 40 percent reported improved oral health. Adjusted odds ratios (aOR) for improved oral health were higher for African-American beneficiaries [aOR = 1.61; confidence interval (CI) = 1.28-2.03] and those previously uninsured for ≥12 months (aOR = 1.96; CI = 1.58-2.43). Beneficiaries reporting improved oral health were more likely to report improved job seeking (59.9 percent vs 51 percent; P = 0.04) and job performance (76.1 percent vs 65.0 percent; P < 0.001) due to HMP. Interviewees described previously unmet oral health needs, and treatments that improved oral health, functioning, appearance, confidence, and employability. Conclusion: Michigan's Medicaid expansion contributed to self-reported improved oral health, which was associated with improved job outcomes. Policymakers should consider the importance of Medicaid dental coverage in reducing oral health disparities and improving the health and socioeconomic well-being of low-income adults and communities when considering this optional benefit. © 2021 American Association of Public Health Dentistry.","dental care; health care reform; Medicaid; oral health; public health","Adult; Cross-Sectional Studies; Health Services Accessibility; Humans; Medicaid; Michigan; Oral Health; United States; adult; African American; article; awareness; controlled study; convenience sample; demography; dental procedure; employability; health care policy; human; interview; job performance; lowest income group; medicaid; medically uninsured; Michigan; public health; random sample; wellbeing; cross-sectional study; health; health care delivery; Michigan; United States","","","","","Adnan Hammad; American Indian Health and Family Services; Healthy Michigan Plan; Healthy Michigan Voices Community Advisory Board; Maryn Lewallen; Michigan Institute for Clinical and Health Research and City Connect Detroit; Centers for Medicare and Medicaid Services, CMS; Michigan Department of Health and Human Services, MDHHS; Cerebrotech Medical Systems, CMS; Institute for Healthcare Policy and Innovation, University of Michigan, IHPI, U-M","Funding text 1: The University of Michigan Institute for Healthcare Policy and Innovation (IHPI) is conducting the evaluation required by the Centers for Medicare and Medicaid Services (CMS) of the Healthy Michigan Plan (HMP) under contract with the Michigan Department of Health and Human Services (MDHHS). Data collected and analyzed for this study was funded by MDHHS and CMS for the purposes of the evaluation but does not represent the official views of either agency. There are no other financial or other conflicts of interest. The authors acknowledge the valuable insights provided by Zachary Rowe from Friends of Parkside and the members of the Healthy Michigan Voices Community Advisory Board: Karen Calhoun, Michigan Institute for Clinical and Health Research and City Connect Detroit; Adnan Hammad, Global Health Research, Management and Solutions; Lynnette LaHahnn, AuSable Valley Community Mental Health Authority; Charo Ledón, Acción Buenos Vecinos; Raymond Neff, Spectrum Health; Jennifer Raymond, Mid Michigan Community Action; George Sedlacek, Marquette County YMCA; and Ashley Tuomi, American Indian Health and Family Services. The authors acknowledge Maryn Lewallen, Corey Bryant and Melinda Lee for assistance with manuscript preparation.; Funding text 2: The University of Michigan Institute for Healthcare Policy and Innovation (IHPI) is conducting the evaluation required by the Centers for Medicare and Medicaid Services (CMS) of the Healthy Michigan Plan (HMP) under contract with the Michigan Department of Health and Human Services (MDHHS). Data collected and analyzed for this study was funded by MDHHS and CMS for the purposes of the evaluation but does not represent the official views of either agency. There are no other financial or other conflicts of interest. The authors acknowledge the valuable insights provided by Zachary Rowe from Friends of Parkside and the members of the Healthy Michigan Voices Community Advisory Board: Karen Calhoun, Michigan Institute for Clinical and Health Research and City Connect Detroit; Adnan Hammad, Global Health Research, Management and Solutions; Lynnette LaHahnn, AuSable Valley Community Mental Health Authority; Charo Ledón, Acción Buenos Vecinos; Raymond Neff, Spectrum Health; Jennifer Raymond, Mid Michigan Community Action; George Sedlacek, Marquette County YMCA; and Ashley Tuomi, American Indian Health and Family Services. The authors acknowledge Maryn Lewallen, Corey Bryant and Melinda Lee for assistance with manuscript preparation. ","Griffin S.O., Barker L.K., Griffin P.M., Cleveland J.L., Kohn W., Oral health needs among adults in the United States with chronic diseases, J Am Dent Assoc, 140, 10, pp. 1266-1274, (2009); Griffin S.O., Jones J.A., Brunson D., Griffin P.M., Bailey W.D., Burden of oral disease among older adults and implications for public health priorities, Am J Public Health, 102, 3, pp. 411-418, (2012); Rozier R.G., White A., Slade G., Trends in oral diseases in the U.S. population, J Dent Educ, 81, 8, pp. eS97-109, (2017); Medicaid adult dental benefits: an overview [Internet], (2019); Nalliah R.P., Virun V., Dhaliwal G., Kaur H., Kote A., Fifteen-year gap between oral health of blacks and whites in the USA, J Investig Clin Dent, 10, 3, (2019); Oral health and well-being in the United States [Internet], (2015); Glied S., Neidell M., The economic value of teeth, J Hum Resour, 45, 2, pp. 468-496, (2010); Jeffcoat M.K., Jeffcoat R.L., Gladowski P.A., Bramson J.B., Blum J.J., Impact of periodontal therapy on general health, Am J Prev Med, 47, 2, pp. 166-174, (2014); Manski R., Rohde F., Dental services: use, expenses, source of payment, coverage and procedure type, 1996–2015: Research Findings No. 38. Rockville, MD, (2017); Wehby G.L., Lyu W., Shane D.M., The impact of the ACA Medicaid expansions on dental visits by dental coverage generosity and dentist supply, Med Care, 57, 10, pp. 781-787, (2019); Hinton E., Paradise J., Access to dental care in Medicaid: spotlight on nonelderly adults, (2016); Decker S.L., Lipton B.J., Do Medicaid benefit expansions have teeth? The effect of Medicaid adult dental coverage on the use of dental services and oral health, J Health Econ, 44, pp. 212-225, (2015); Singhal A., Damiano P., Sabik L., Medicaid adult dental benefits increase use of dental care, but impact of expansion on dental services use was mixed, Health Aff, 36, 4, pp. 723-732, (2017); Buchmueller T., Miller S., Vujicic M., How do providers respond to changes in public health insurance coverage? Evidence from adult medicaid dental benefits, Am Econ J Econ Policy, 8, 4, pp. 70-102, (2016); Abdus S., Decker S.L., Association between Medicaid adult nonemergency dental benefits and dental services use and expenditures, J Am Dent Assoc, 150, 1, pp. 24-33, (2019); Nasseh K., Vujicic M., The impact of the affordable care act's Medicaid expansion on dental care use through 2016, J Public Health Dent, 52, 6, pp. 2256-2268, (2017); Elani H.W., Sommers B.D., Kawachi I., Changes in coverage and access to dental care five years after ACA Medicaid expansion, Health Aff, 39, 11, pp. 1900-1908, (2020); Status of state action on the Medicaid expansion decision [Internet], (2019); Healthy Michigan plan enrollment statistics [Internet]. The Healthy Michigan Plan Handbook, (2014); Patton M., Qualitative research & evaluation methods: integrating theory and practice, (2014); Tipirneni R., Kullgren J.T., Ayanian J.Z., Kieffer E.C., Rosland A.M., Chang T., Haggins A.N., Clark S.J., Lee S., Solway E., Kirch M.A., Mrukowicz C., Beathard E., Sears E., Goold S.D., Changes in health and ability to work among Medicaid expansion enrollees: a mixed methods study, J Gen Intern Med, 34, 2, pp. 272-280, (2019); Goold S.D., Kullgren J., Report on the 2016 healthy Michigan voices enrollee survey [Internet]. 2018; Vujicic M., Buchmueller T., Klein R., Dental care presents the highest level of financial barriers, compared to other types of health care services, Health Aff, 35, 12, pp. 2176-2182, (2016); Kane S.F., The effects of oral health on systemic health, Gen Dent, 65, pp. 30-34, (2017); Sun B.C., Chi D.L., Schwarz E., Milgrom P., Yagapen A., Malveau S., Chen Z., Chan B., Danner S., Owen E., Morton V., Lowe R.A., Emergency department visits for nontraumatic dental problems: a mixed-methods study, Am J Public Health, 105, 5, pp. 947-955, (2015); Davis E.E., Deinard A.S., Maiga E.W.H., Doctor, my tooth hurts: the costs of incomplete dental care in the emergency room, J Public Health Dent, 70, 3, pp. 205-210, (2010); Sommers B.D., Maylone B., Nguyen K.H., Blendon R.J., Epstein A.M., The impact of state policies on ACA applications and enrollment among low-income adults in Arkansas, Kentucky, and Texas, Health Aff, 34, 6, pp. 1010-1018, (2015); Adunola F., Garcia I., Iafolla T., Boroumand S., Silveira M.L., Adesanya M., Dye B.A., Self-perceived oral health, normative need, and dental services utilization among dentate adults in the United States: National Health and Nutrition Examination Survey (NHANES) 2011-2014, J Public Health Dent, 79, 1, pp. 79-90, (2019); Lin M., Li C.H., Wei L., Naavaal S., Kolavic Gray S., Manz M.C., Barker L., Prevalence of past-year dental visit among US adults, 1999–2010: comparison of trends and estimates between the behavioral risk factor surveillance system and three national surveys, J Public Health Dent, 77, 2, pp. 105-114, (2017); Valachovic R.W., Implications for the dental care of vulnerable populations if medicaid is cut back, Acad Med, 93, 5, pp. 687-689, (2018)","E.C. Kieffer; University of Michigan Institute for Healthcare Policy and Innovation, Ann Arbor, United States; email: ekieffer@umich.edu","","John Wiley and Sons Inc","","","","","","00224006","","JPHDA","33754344","English","J. Publ. Health Dent.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85102788513"
"Hansen V.; Pit S.W.; Fiorentino M.; Campion S.; Abraham R.; Cheng J.; Phelan S.","Hansen, Vibeke (7102356924); Pit, Sabrina Winona (6603495286); Fiorentino, Michele (58384910900); Campion, Selina (57219855025); Abraham, Ryan (57219857429); Cheng, Jonathan (57219845410); Phelan, Sue (57195726407)","7102356924; 6603495286; 58384910900; 57219855025; 57219857429; 57219845410; 57195726407","Changes in antidepressant medication use in the workplace and sustainable employability: a qualitative study of experiences, strategies and solutions","2022","Archives of Environmental and Occupational Health","77","1","","35","45","10","1","10.1080/19338244.2020.1841722","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095770054&doi=10.1080%2f19338244.2020.1841722&partnerID=40&md5=6b9c8c204568f8729818dd8a8e32c8b5","School of Medicine, University Centre for Rural Health, Western Sydney University, Penrith, Australia; School of Medicine, University of Sydney, Sydney, Australia","Hansen V., School of Medicine, University Centre for Rural Health, Western Sydney University, Penrith, Australia; Pit S.W., School of Medicine, University Centre for Rural Health, Western Sydney University, Penrith, Australia, School of Medicine, University of Sydney, Sydney, Australia; Fiorentino M., School of Medicine, University Centre for Rural Health, Western Sydney University, Penrith, Australia; Campion S., School of Medicine, University Centre for Rural Health, Western Sydney University, Penrith, Australia; Abraham R., School of Medicine, University Centre for Rural Health, Western Sydney University, Penrith, Australia; Cheng J., School of Medicine, University Centre for Rural Health, Western Sydney University, Penrith, Australia; Phelan S., School of Medicine, University of Sydney, Sydney, Australia","This study explores patients’ experiences of how antidepressant medication transition events (ceasing, changing or reducing) affect employment and workplace functioning. An anonymous online survey was conducted with adults who had experienced antidepressant medication transition events (AMTEs). Data were analyzed using a hybrid inductive and deductive thematic analysis approach. While a majority of participants perceived many positive impacts of antidepressant medication on their workplace functioning, considerable negative effects during AMTEs were reported. Participants provided practical solutions to assist employers, policy and clinicians. Significant and detrimental impact of antidepressant medication changes occurred in the workplace. There is an urgent need to raise awareness of the vulnerability of people during AMTEs and to develop educational and supportive resources to assist clinicians and practitioners to support people during this vulnerable time. © 2020 Taylor & Francis Group, LLC.","Depression; employability; employer; human resources; mental health; workforce","Adult; Aged; Antidepressive Agents; Australia; Employment; Female; Humans; Male; Middle Aged; Qualitative Research; Social Interaction; Withholding Treatment; Work Performance; Workplace; antidepressant agent; antidepressant agent; absenteeism; adult; aged; alertness; Article; bullying; change management; clinical article; clinical feature; clinician; coping behavior; coworker; decision making; depression; drug use; emotion; employability; employer; employment status; expectation; female; health care policy; human; job performance; loneliness; male; mental function; mental health; performance indicator; personal experience; psychosocial withdrawal; qualitative research; semi structured interview; sleep hygiene; social interaction; social stigma; social support; suicidal ideation; thematic analysis; vulnerability; withdrawal syndrome; work capacity; workplace; young adult; Australia; employment; middle aged; treatment withdrawal","","Antidepressive Agents, ","","","","","(2020); Fawcett J., The morbidity and mortality of clinical depression, Int Clin Psychopharmacol, 8, 4, pp. 217-220, (1993); Estimating the Economic Benefits of Eliminating Job Strain as a Risk Factor for Depression, (2010); Proper K.I., van Oostrom S.H., The effectiveness of workplace health promotion interventions on physical and mental health outcomes - a systematic review of reviews, Scand J Work Environ Health, 45, 6, pp. 546-559, (2019); (2011); Woo J.M., Kim W., Hwang T.Y., Et al., Impact of depression on work productivity and its improvement after outpatient treatment with antidepressants, Value Health, 14, 4, pp. 475-482, (2011); Berndt E., Finkelstein S., Greenberg P., Et al., Workplace performance effects from chronic depression and its treatment, J Health Econ, 17, 5, pp. 511-535, (1998); Pan A., Sun Q., Okereke O.L., Et al., Depression and risk of stroke morbidity and mortality: A meta-analysis and systematic review, JAMA, 306, 11, pp. 1241-1249, (2011); (2020); Schoenbaum M., Unutzer J., McCaffrey D., Et al., The effects of primary care depression treatment on patients' clinical status and employment, Health Serv Res, 37, 5, pp. 1145-1158, (2002); Haslam C., Brown S., Atkinson S., Et al., Patients' experiences of medication for anxiety and depression: effects on working life, Fam Pract, 21, 2, pp. 204-212, (2004); Pit S., Haydon T., (2013); Practice Guideline for the Treatment of Patients with Major Depressive Disorder, (2010); Sansone R.A., Sansone L.A., Antidepressant adherence: Are patients taking their medications?, Innov Clin Neurosci, 9, 5-6, pp. 41-46, (2012); Lingam R., Scott J., Treatment non-adherence in affective disorders, Acta Psychiatr Scand, 105, 3, pp. 164-172, (2002); Lerner D., Henke R., What does research tell us about depression, job performance, and work productivity?, J Occup Environ Med, 50, 4, pp. 401-410, (2008); Haddad P.M., Anderson I.M., Recognising and managing antidepressant discontinuation symptoms, Adv Psychiatr Treat, 13, 6, pp. 447-457, (2007); Depression in Adults: recognition and Management, (2013); Lee J.S., Joo E.J., Choi K.S., Perceived stress and self-esteem mediate the effects of work-related stress on depression, Stress Health, 29, 1, pp. 75-81, (2013); Fan L.-B., Blumenthal J.A., Watkins L.L., Et al., Work and home stress: associations with anxiety and depression symptoms, Occup Med (Lond), 65, 2, pp. 110-116, (2015); Tan L., Wang M.-J., Modini M., Et al., Preventing the development of depression at work: a systematic review and meta-analysis of universal interventions in the workplace, BMC Med, 12, (2014); Fereday J., Muir-Cochrane E., Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development, Int J Qual Methods, 5, 1, pp. 80-92, (2006); Braun V., Clarke V., Using thematic analysis in psychology, Qual. Res Psychol, 3, 2, pp. 77-101, (2006); Pyett P.M., Validation of Qualitative Research in the “Real world, Qual Health Res, 13, 8, pp. 1170-1179, (2003); Saldana J., The Coding Manual for Qualitative Researchers, (2016); Reeve E., Shakib S., Hendrix I., Et al., The benefits and harms of deprescribing, MJA, 201, 7, pp. 368-389, (2014); McTernan W.P., Dollard M.F., Michelle R., Et al., Enhanced co-worker social support in isolated work groups and its mitigating role on the work-family conflict-depression loss spiral, Int J Environ Res Public Health, 13, 4, (2016); Jain G., Roy A., Harikrishnan V., Et al., Patient-reported depression severity measured by the PHQ-9 and impact on work productivity, J Occup Environ Med, 55, 3, pp. 252-258, (2013); Lerner D., Adler D., Chang H., Et al., Unemployment, job retention, and productivity loss among employees with depression, Psychiatr Serv, 55, 12, pp. 1371-1378, (2004); Cohen S., Wills T.A., Stress, social support, and the buffering hypothesis, Psychol Bull, 98, 2, pp. 310-357, (1985); Tamam L., Ozpoyraz N., Selective serotonin reuptake inhibitor discontinuation syndrome: a review, Adv Ther, 19, 1, pp. 17-26, (2002); (2020)","S.W. Pit; University of Western Sydney, University Centre for Rural Health, Lismore, 62 Uralba Street, PO Box 3074, 2480, Australia; email: s.pit@westernsydney.edu.au","","Taylor and Francis Ltd.","","","","","","19338244","","","33167781","English","Archiv. Environ. Occup. Health","Article","Final","","Scopus","2-s2.0-85095770054"
"Bradley A.; Priego-Hernández J.; Quigley M.","Bradley, Alex (57201434343); Priego-Hernández, Jacqueline (55841785700); Quigley, Martyn (57195773989)","57201434343; 55841785700; 57195773989","Evaluating the efficacy of embedding employability into a second-year undergraduate module","2022","Studies in Higher Education","47","11","","2161","2173","12","9","10.1080/03075079.2021.2020748","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122100329&doi=10.1080%2f03075079.2021.2020748&partnerID=40&md5=b30c2855e7b251290e0e802f4969eb31","School of Education and Sociology, University of Portsmouth, Portsmouth, United Kingdom; School of Psychology, Swansea University, Swansea, United Kingdom","Bradley A., School of Education and Sociology, University of Portsmouth, Portsmouth, United Kingdom; Priego-Hernández J., School of Education and Sociology, University of Portsmouth, Portsmouth, United Kingdom; Quigley M., School of Psychology, Swansea University, Swansea, United Kingdom","Employability is a primary concern for many students who face a competitive job market in the aftermath of COVID-19. It is also a pressing concern for universities with governments increasing pressure on universities to deliver courses that bring value for money to the students whilst also positively contributing to the economy. To address these demands some universities and courses have embedded employability within their degree (embedded approach) whilst others offer employability teaching through career services separate from students’ courses (parallel approach). This article experimentally examines the impact of embedding employability within the curriculum on students’ career planning, knowledge, and confidence in completing common graduate selection tasks (i.e. application forms, psychometrics, interviews, etc.). A longitudinal pre–post experiment containing 64 second-year undergraduates found that students that received employability embedded within their course reported an increased sense of career planning, higher levels of knowledge and confidence on selection tasks and greater intentions to attain relevant work experience compared to those in a control group. These findings highlight the important role that universities can play in smoothing students’ transition into the workplace. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","career planning; careers service; embedded; Employability; graduate outcome","","","","","","","","Andrews G., Russell M., Employability Skills Development: Strategy, Evaluation and Impact, Higher Education, Skills and Work-Based Learning, 2, 1, pp. 33-44, (2012); Aucejo E.M., French J., Ugalde Araya M.P., Zafar B., The Impact of COVID-19 on Student Experiences and Expectations: Evidence from a Survey, Journal of Public Economics, 191, (2020); Aungles P., Pietsch S., Challice G., Spencer L., Johnston B., Tobias P., Behr K., Graduate Outcomes Survey-Longitudinal Methodological Report, (2021); Bates L., Hayes H., Walker S., Marchesi K., From Employability to Employment: A Professional Skills Development Course in a Three-Year Bachelor Program, International Journal of Work-Integrated Learning, 20, 4, pp. 413-423, (2019); Benjamini Y., Hochberg Y., Controlling the False Discovery Rate:A Practical and Powerful Approach to Multiple Testing, Journal Royal Statistics Society, 57, 1, pp. 289-300, (1995); Blackwell A., Bowes L., Harvey L., Hesketh A., Knight P., Transforming Work Experience in Higher Education, British Educational Research Journal, 27, 3, pp. 269-285, (2001); Bradley A., Beevers-Cowling F., Norton C., Hill C., Pelopida B., Quigley M., Falling at the First Hurdle: Undergraduate Students’ Readiness to Navigate the Graduate Recruitment Process, Studies in Higher Education, pp. 1-12, (2020); Bradley A., Quigley M., Bailey K., How Well Are Students Engaging with the Careers Services at University?, Studies in Higher Education, pp. 1-14, (2019); Callanan G., Benzing C., Assessing the Role of Internships in the Career-Oriented Employment of Graduating College Students, Education + Training, 46, 2, pp. 82-89, (2004); Challice G., Compton S., Bolton L., Vickers N., Morrison J., Kim C., Et al., (2020); Craig O., (2021); Cranmer S., Enhancing Graduate Employability: Best Intentions and Mixed Outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); (2012); Graduate Outcomes (LEO): Employment and Earnings Outcomes of Higher Education Graduates by Subject Studied and Graduate Characteristics, (2018); Gibbons S., Neumayer E., Perkins R., Student Satisfaction, League Tables and University Applications: Evidence from Britain, Economics of Education Review, 48, pp. 148-164, (2015); Gokuladas V.K., Predictors of Employability of Engineering Graduates in Campus Recruitment Drives of Indian Software Services Companies, International Journal of Selection and Assessment, 19, 3, pp. 313-319, (2011); Hazenberg R., Seddon F., Denny S., Programme Recruitment and Evaluation: The Effect of an Employability Enhancement Programme on the General Self-Efficacy Levels of Unemployed Graduates, Journal of Education and Work, 28, 3, pp. 273-300, (2015); Hepworth S., Beaumont C., Halligan D., Allanson M., (2015); Hernandez-Fernaud E., Ruiz-De La Rosa C.I., Negrin F., Ramos-Sapena Y., Hernandez B., Efficacy of an Intervention Program to Improve Employability of University Students, The Spanish Journal of Psychology, 20, pp. 1-11, (2017); (2020); (2015); (2018); (2021); Hooley T., (2020); Inceoglu I., Selenko E., McDowall A., Schlachter S., (How) Do Work Placements Work? Scrutinizing the Quantitative Evidence for a Theory-Driven Future Research Agenda, Journal of Vocational Behavior, 110, pp. 317-337, (2019); Jones C.M., Green J.P., Higson H.E., Do Work Placements Improve Final Year Academic Performance or do High-Calibre Students Choose to Do Work Placements?, Studies in Higher Education, 42, 6, pp. 976-992, (2017); Jorre de St Jorre T., Oliver B., Want Students to Engage? Contextualise Graduate Learning Outcomes and Assess for Employability, Higher Education Research & Development, 37, 1, pp. 44-57, (2018); King M.F., Bruner G.C., Social Desirability Bias: A Neglected Aspect of Validity Testing, Psychology and Marketing, 17, 2, pp. 79-103, (2000); Larson R.B., Controlling Social Desirability Bias, International Journal of Market Research, 61, 5, pp. 534-547, (2019); Lowden K., Hall S., Elliot D., Lewin J., (2011); Mason G., Williams G., Cranmer S., Employability Skills Initiatives in Higher Education: What Effects Do They Have on Graduate Labour Market Outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Montacute R., Holt-white E., (2021); Montacute R., Holt-White E., Gent A., The University of Life: Employability and Essential Life Skills at University, (2021); (2020); (2020); (2021); (2020); Park C.K., Student Factors on Employment of Engineering Graduates: A Korean University Case, Asian Journal of Innovation and Policy, 4, 3, pp. 288-306, (2015); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., (2012); Reddy P., Moores E., Measuring the Benefits of a Psychology Placement Year, Assessment & Evaluation in Higher Education, 31, 5, pp. 551-567, (2006); Reddy P., Moores E., Placement Year Academic Benefit Revisited: Effects of Demographics, Prior Achievement and Degree Programme, Teaching in Higher Education, 17, 2, pp. 153-165, (2012); Romiti M., (2021); Rothwell A., Arnold J., Self-Perceived Employability: Development and Validation of a Scale, Personnel Review, 36, 1, pp. 23-41, (2007); Tavakol M., Dennick R., Making Sense of Cronbach’s Alpha, International Journal of Medical Education, 2, pp. 53-55, (2011); Taylor A.R., Hooley T., Evaluating the Impact of Career Management Skills Module and Internship Programme within a University Business School, British Journal of Guidance & Counselling, 42, 5, pp. 487-499, (2014); Thissen D., Steinberg L., Kuang D., Quick and Easy Implementation of the Benjamini-Hochberg Procedure for Controlling the False Positive Rate in Multiple Comparisons, Journal of Educational and Behavioral Statistics, 27, 1, pp. 77-83, (2002); Thomas L., Jones R., (2007); Thune T., Storen L.A., Study and Labour Market Effects of Graduate Students’ Interaction with Work Organisations During Education: A Cohort Study, Education + Training, 57, 7, pp. 702-722, (2015); Williams K.E., Hutchings P.B., Phelps C., Beyond Learning in Higher Education: An Evaluation of the ‘Life Design’ Initiative to Improve Student Employability, Studies in Higher Education, pp. 1-15, (2021); Williamson G., (2021); Yung P., Lam K.C., Yu C., Impacts of Placement and Work Experience on Construction Education, International Journal of Construction Project Management, 7, 1, pp. 33-44, (2015); Zhao H., Liden R.C., Internship: A Recruitment and Selection Perspective, Journal of Applied Psychology, 96, 1, pp. 221-229, (2011)","A. Bradley; School of Education and Sociology, University of Portsmouth, Portsmouth, PO1 2HY, United Kingdom; email: alexander.bradley@port.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85122100329"
"Hagen Å.M.; Knoph R.; Hjetland H.N.; Rogde K.; Lawrence J.F.; Lervåg A.; Melby-Lervåg M.","Hagen, Åste Mjelve (56070634500); Knoph, Rebecca (57224814273); Hjetland, Hanne Næss (57188626060); Rogde, Kristin (57189846229); Lawrence, Joshua Fahey (53873977900); Lervåg, Arne (57203596451); Melby-Lervåg, Monica (36650912300)","56070634500; 57224814273; 57188626060; 57189846229; 53873977900; 57203596451; 36650912300","Measuring Listening Comprehension and Predicting Language Development in At-Risk Preschoolers","2022","Scandinavian Journal of Educational Research","66","5","","778","792","14","4","10.1080/00313831.2021.1939136","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108361241&doi=10.1080%2f00313831.2021.1939136&partnerID=40&md5=281365eaad7462c857b2b56c823970c1","Department of Special needs education, University of Oslo, Oslo, Norway; Department of education, University of Oslo, Oslo, Norway","Hagen Å.M., Department of Special needs education, University of Oslo, Oslo, Norway; Knoph R., Department of education, University of Oslo, Oslo, Norway; Hjetland H.N., Department of Special needs education, University of Oslo, Oslo, Norway; Rogde K., Department of education, University of Oslo, Oslo, Norway; Lawrence J.F., Department of education, University of Oslo, Oslo, Norway; Lervåg A., Department of education, University of Oslo, Oslo, Norway; Melby-Lervåg M., Department of Special needs education, University of Oslo, Oslo, Norway","Listening comprehension involves the ability to understand and extract meaning from spoken sentences, stories, and instruction. This skill is vital for young children and has long-term effects on school achievement, employability, income, and participation in society. There is a lack of measures of young children’s listening comprehension skills. We report on a new measure of listening comprehension (LURI) that we tested in a group of at-risk preschoolers. Using IRT (Item Response Theory) analysis, we examined the psychometric properties of the instrument. Moreover, in a series of regressions, we found that the LURI measure predicted a range of other language skills better than standardized measures. Thus, the LURI test is a reliable and valid measure of listening comprehension. Assessing listening comprehension is a time-effective way of measuring a skill critically important to language development and represents the product of a range of different oral language processes. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","at-risk for language problems; Language development; listening comprehension; preschool children; validating language measure; vocabulary","","","","","","Norges Forskningsråd, (203335)","This work was supported by Research council of Norway, Finnut [Grant Number 203335].","Alonzo C.N., Yeomans-Maldonado G., Murphy K.A., Bevens B., Predicting second grade listening comprehension using prekindergarten measures, Topics in Language Disorders, 36, 4, (2016); Bishop D.V.M., Test for reception of grammar. Version 2. 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Florit E., Roch M., Chiara Levorato M., The relationship between listening comprehension of text and sentences in preschoolers: Specific or mediated by lower and higher level components?, Applied Psycholinguistics, 34, 2, pp. 395-415, (2013); Fricke S., Bowyer-Crane C., Haley A.J., Hulme C., Snowling M.J., Efficacy of language intervention in the early years, Journal of Child Psychology and Psychiatry, and Allied Disciplines, 54, 3, pp. 280-290, (2013); Fricke S., Burgoyne K., Bowyer-Crane C., Kyriacou M., Zosimidou A., Maxwell L., Lervag A., Snowling M.J., Hulme C., The efficacy of early language intervention in mainstream school settings: A randomized controlled trial, Journal of Child Psychology and Psychiatry, and Allied Disciplines, 58, 10, pp. 1141-1151, (2017); Gillam R.B., Pearson N.A., TNL-2: Test of Narrative language, (2017); Gjessing H.J., Nygaard H.D., Solheim R., ITPA: Illinois Test of Psycholinguistic Abilities: En orientering om den norske utgaven av ITPA forfatterne: Bergen, (1975); Hagen A.M., Melby-Lervag M., Lervag A., Improving language comprehension in preschool children with language difficulties: A cluster randomized trial, Journal of Child Psychology and Psychiatry, and Allied Disciplines, 58, 10, pp. 1132-1140, (2017); Haley A., Hulme C., Bowyer-Crane C., Snowling M.J., Fricke S., Oral language skills intervention in preschool—a cautionary tale, International Journal of Language & Communication Disorders / Royal College of Speech & Language Therapists, 52, 1, pp. 71-79, (2017); Hjetland H.N., Brinchmann E.I., Scherer R., Melby-Lervag M., Pre-school predictors of later reading comprehension ability: A systematic review, Campbell Systematic Reviews, 13, 1, pp. 1-155, (2017); Hogan T.P., Adlof S.M., Alonzo C.N., On the importance of listening comprehension, International Journal of Speech-Language Pathology, 16, 3, pp. 199-207, (2014); Kim Y.S., Phillips B., Cognitive correlates of listening comprehension, Reading Research Quarterly, 49, 3, pp. 269-281, (2014); Kirk S.A., McCarthy J.J., Kirk W.D., Illinois test of psycholinguistic abilities, (1968); Klem M., Hagtvet B., Hulme C., Gustafsson J.-E., Screening for language delay: Growth trajectories of language ability in Low- and high-performing children, Journal of Speech, Language, and Hearing Research: JSLHR, 59, 5, pp. 1035-1045, (2016); (2011); Oral language and listening comprehension: Same or different constructs?, Journal of Speech, Language, and Hearing Research, 60, 5, pp. 1273-1284, (2017); The dimensionality of language ability in young children, Child Development, 86, 6, pp. 1948-1965, (2015); Jiang H., Logan J., Improving reading comprehension in the primary grades: Mediated effects of a language-focused classroom intervention, Journal of Speech, Language, and Hearing Research, 62, 8, pp. 2812-2828, (2019); Lervag A., Hulme C., Melby-Lervag M., Unpicking the Developmental relationship between oral language skills and Reading comprehension: It’s simple, But complex, Child Development, 89, 5, pp. 1821-1838, (2018); Lonigan C.J., Burgess S.R., Anthony J.L., Barker T.A., Development of phonological sensitivity in 2- to 5-year-old children, Journal of Educational Psychology, 90, 2, pp. 294-311, (1998); Lyster S.A.H., Horn E., Test for reception of grammar (TROG–2): norsk versjon, (2009); Lyster S.A.H., Horn E., Rygvold A.-L., Ordforråd og ordforrådsutvikling hos norske barn og unge. Resultaterfraen utprøving av[British Picture Vocabulary Scale, Second Edition (BPVS II)], Spesialpedagogikk, 9, pp. 35-43, (2010); Malec A., Peterson S.S., Elshereif H., Assessing young children’s oral language: Recommendations for classroom practice and policy, Canadian Journal of Education/Revue Canadienne de L’éducation, 40, 3, pp. 362-392, (2017); Maydeu-Olivares A., Joe H., Limited information goodness-of-fit testing in multidimensional contingency tables, Psychometrika, 71, 4, (2006); McKean C., Wraith D., Eadie P., Cook F., Mensah F., Reilly S., Subgroups in language trajectories from 4 to 11 years: The nature and predictors of stable, improving and decreasing language trajectory groups, Journal of Child Psychology and Psychiatry, and Allied Disciplines, 58, 10, pp. 1081-1091, (2017); Mokkink L.B., Terwee C.B., Patrick D.L., Alonso J., Stratford P.W., Knol D.L., Bouter L.M., de Vet H.C.W., The COSMIN checklist for assessing the methodological quality of studies on measurement properties of health status measurement instruments: An international delphi study, Quality of Life Research, 19, 4, pp. 539-549, (2010); Neale M.D., McKay M.F., Childs G.H., The Neale Analysis of Reading ability-revised, British Journal of Educational Psychology, 56, 3, pp. 246-256, (2011); Norbury C.F., Gooch D., Wray C., Baird G., Charman T., Simonoff E., Vamvakas G., Pickles A., The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study, Journal of Child Psychology and Psychiatry, and Allied Disciplines, 57, 11, pp. 1247-1257, (2016); Orlando M., Thissen D., Likelihood-Based item-Fit indices for dichotomous item response theory models, Applied Psychological Measurement, 24, 1, pp. 50-64, (2000); Peters G.Y., The alpha and the omega of Scale reliability and validity: Why and how to abandon Cronbach’s alpha, European Health Psychologist, 16, S, (2014); Raju N.S., Price L.R., Oshima T.C., Nering M.L., Standardized ConditionalSEM: A case for Conditional reliability, Applied Psychological Measurement, 31, 3, pp. 169-180, (2007); Kartlegging av språkstimulering og språkkartlegging i kommunene. [assessment of language stimulation and language assessments in the municipalities, (2008); Raven J.C., (1998); Renfrew C., Bus story test: A test of narrative speech (4th ed.), (1997); Rogde K., Hagen A.M., Melby-Lervag M., Lervag A., The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review, Campbell Systematic Reviews, 15, 4, (2019); Dyslexi hos barn och ungdomar - tester och innsatser. En systematisk litterauröversik [Dyslexia in children and adolescence–tests and efforts: A systematic review, (2014); Storch S.A., Whitehurst G.J., Oral language and code-related precursors to reading: Evidence from a longitudinal structural model, Developmental Psychology, 38, 6, pp. 934-947, (2002); Tomblin J.B., Zhang X., The dimensionality of language ability in school-age children, Journal of Speech, Language, and Hearing Research: JSLHR, (2006); Wechsler D., Wechsler preschool and primary scale of intelligence-revised, (1989); Wiig E.H., Semel E.M., Secord W., CELF 5: Clinical evaluation of language fundamentals, (2003); Yen W.M., Effects of Local item Dependence on the Fit and equating performance of the three-parameter logistic model, Applied Psychological Measurement, 8, 2, pp. 125-145, (1984); Yew S.G.K., O'Kearney R., Emotional and behavioural outcomes later in childhood and adolescence for children with specific language impairments: Meta-analyses of controlled prospective studies, Journal of Child Psychology and Psychiatry, and Allied Disciplines, 54, 5, pp. 516-524, (2013)","Å.M. Hagen; Department of Special needs education, University of Oslo, Oslo, Norway; email: ammhage@isp.uio.no","","Routledge","","","","","","00313831","","","","English","Scan. J. Educ. Res.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85108361241"
"Small L.; McPhail R.; Shaw A.","Small, Lynlea (57196344771); McPhail, Ruth (24723063800); Shaw, Amie (56125217900)","57196344771; 24723063800; 56125217900","Graduate employability: the higher education landscape in Australia","2022","Higher Education Research and Development","41","3","","919","933","14","15","10.1080/07294360.2021.1877623","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101284668&doi=10.1080%2f07294360.2021.1877623&partnerID=40&md5=359b68bb804313e113074743bab4168b","Griffith Business School, Griffith University, Gold Coast, Australia; Department of Employment Relations and Human Resources, Griffith Business School, Griffith University, Gold Coast, Australia","Small L., Griffith Business School, Griffith University, Gold Coast, Australia; McPhail R., Department of Employment Relations and Human Resources, Griffith Business School, Griffith University, Gold Coast, Australia; Shaw A., Department of Employment Relations and Human Resources, Griffith Business School, Griffith University, Gold Coast, Australia","The Dawkins white paper of 1988 was introduced by the Australian government to reshape the Higher Education (HE) landscape. Dawkins’ discussion paper of 1990, Nelson's policy document of 2003, the Bradley Review of 2008 and the Lomax-Smith Review of 2011 built on and extended Dawkins’ white paper. Such policy reforms have transformed the culture of Australian HE and contributed to shaping the employment outcomes of graduates of Australian HE institutions (HEI). However, rather than HE qualifications enhancing a resume, such qualifications are now expected. Today, HE graduates in Australia can face long periods to secure full-time jobs with many experiencing underemployment and unemployment. Using document reviews to research for this article, the article contributes to the discussion of HE graduates in Australia in several ways. Firstly, it reviews five key policies that led to the massification of HE in Australia. Secondly, it presents a comparison of the composition of university graduates in the period from 1989 to 2019. Thirdly, it examines how policy reforms contributed to shaping graduate employment prior to the COVID-19 global pandemic occurring. Finally, and importantly, this article will assist as a point of reference when researching graduate employability outcomes post COVID-19 global pandemic. This article represents a knowledge base for all stakeholders in the HE sector to draw from in terms of policy and planning with the end goal to enhance the employment prospects and employability of HE graduates. This article also presents numerous areas for future research. © 2021 HERDSA.","Australia; graduate employability; graduate outcomes; higher education; policy","","","","","","","","(2019); (2019); Artess J., Hooley T., Mellors-Bourne R., (2017); (2001); (2003); (2015); (2018); (2019); (2019); (2020); (2020); Future focus: 2013 national workforce development strategy, (2013); Barach Y., The career impact of management education from an average-ranked university: Human capital perspective, Career Development International, 20, 3, pp. 218-237, (2015); Bradley D., Review of Australian higher eduction final report, (2008); Chapman B., Ryan C., (2002); Coates H., Working on a dream: Educational returns from off-campus paid work, Journal of Education and Work, 28, 1, pp. 66-82, (2015); Dawkins J., Higher education: A policy statement, (1988); Dawkins J., A fair chance for all: Higher education that’s within everyone’s reach, (1990); Elsworth S., (2020); Gradstats: Employment and salary outcomes of recent higher education graduates–survey highlights, (2015); Harvey L., New realities: The relationship between higher education and employment, Tertiary Education and Management, 6, 1, pp. 3-17, (2000); Healy J., The Australian labour market in 2014: Still ill?, Journal of Industrial Relations, 57, 3, pp. 348-365, (2015); Hogan T., Coming of age: Griffith University in the unified national system, (2016); Hogan R., Chamorro-Premuzic T., Kaiser R., Employability and career success: Bridging the gap between theory and reality, Industrial and Organizational Psychology, 6, 1, pp. 3-16, (2013); Holmes L., Graduate employability: Future directions and debate, Graduate employability in context: Theory, research and debate, pp. 359-370, (2017); Kalfa S., Taksa L., Cultural capital in business higher education: Reconsidering the graduate attributes movement and the focus on employability, Studies in Higher Education, 40, 4, pp. 580-595, (2015); Kemp D., Norton A., (2014); Lindsay E., (2014); Lindsay E., (2015); Lomax-Smith J., Watson L., Webster B., (2011); Mackenzie N., Knipe S., Research dilemmas: Paradigms, methods and methodology, Issues in Educational Research, 16, 2, pp. 193-205, (2006); Marginson S., National and global competition in higher education, The Australian Educational Researcher, 31, 2, pp. 1-28, (2004); Mok K., Wen Z., Dale R., Employability and mobility in the valorisation of higher education qualifications: The experiences and reflections of Chinese students and graduates, Journal of Higher Education Policy and Management, 38, 3, pp. 264-281, (2016); Moore T., Morton J., The myth of job readiness? Written communication, employability, and the ‘skills gap’ in higher education, Studies in Higher Education, 42, 3, pp. 591-609, (2017); Nelson B., Our universities: Backing Australia's future, (2003); Norton A., Cherastidthan I., Mackey W., (2018); Okay-Somerville B., Scholarios D., Coping with career boundaries and boundary-crossing in the graduate labour market, Career Development International, 19, 6, pp. 668-682, (2014); Pick D., The re-framing of Australian higher education, Higher Education Quarterly, 60, 3, pp. 229-241, (2006); Schuetze H., Slowey M., Participation and exclusion: A comparative analysis of non-traditional students and lifelong learners in higher education, Higher Education, 44, 3-4, pp. 309-327, (2002); Small L., Shacklock K., Marchant T., Employability: A contemporary review for higher education stakeholders, Journal of Vocational Education and Training, 70, 1, pp. 148-166, (2018); Smith C., Ferns S., Russell L., Cretchely P., (2014); (2018); (2019); (2019); Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Tomlinson M., Introduction: Graduate employability in context: Charting a complex, contested and multi-faceted policy and research field, Graduate employability in context: Theory, research and debate, pp. 1-40, (2017); Tran T., Is graduate employability the ‘whole-of-highereducation-issue’?, Journal of Education and Work, 28, 3, pp. 207-227, (2015); (2019); West R., (1998); Wilkins R., Wooden M., Two decades of change: The Australian labour market, 1993–2013, Australian Economic Review, 47, 4, pp. 417-431, (2014); Yorke M., Harvey L., Graduate attributes and their development, New Directions for Institutional Research, 2005, 128, pp. 41-58, (2005)","L. Small; Griffith Business School, Griffith University, Gold Coast campus, 4222, Australia; email: DrLynlea@bigpond.com","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85101284668"
"Espinoza O.; González L.E.; Sandoval L.; Loyola J.; McGinn N.; Castillo D.","Espinoza, Oscar (23394755200); González, Luis Eduardo (36620979100); Sandoval, Luis (57198504502); Loyola, Javier (55258562800); McGinn, Noel (24565863100); Castillo, Dante (57198510988)","23394755200; 36620979100; 57198504502; 55258562800; 24565863100; 57198510988","Investigating the major factors that contribute to satisfaction with university formation in Psychology and Teaching in Chile","2022","Journal of Marketing for Higher Education","32","1","","37","53","16","5","10.1080/08841241.2020.1807447","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089969127&doi=10.1080%2f08841241.2020.1807447&partnerID=40&md5=d7f6ba22b0c463c53ccd601e38852b93","Facultad de Educación y Humanidades, Universidad de Tarapacá, Tarapacá, Chile; Programa Interdisciplinario de Investigaciones en Educación (PIIE), Santiago, Chile; Universidad Tecnológica Metropolitana (UTEM), Santiago, Chile; School of Education, Harvard University, Swampscott, United States","Espinoza O., Facultad de Educación y Humanidades, Universidad de Tarapacá, Tarapacá, Chile; González L.E., Programa Interdisciplinario de Investigaciones en Educación (PIIE), Santiago, Chile; Sandoval L., Universidad Tecnológica Metropolitana (UTEM), Santiago, Chile; Loyola J., Programa Interdisciplinario de Investigaciones en Educación (PIIE), Santiago, Chile; McGinn N., School of Education, Harvard University, Swampscott, United States; Castillo D., Programa Interdisciplinario de Investigaciones en Educación (PIIE), Santiago, Chile","The objective of this study was to understand which factors contribute most to Psychology and Teaching graduates’ satisfaction with their university professional formation. Two factors were assessed: the level of admissions selectivity by the university attended, and the salary received once employed. The participants graduated from three universities in Chile, one public and two private selected as representing three levels of university selectivity. The sample was constructed by random selection among five cohorts of graduates, from 2012 to 2016. A self-report questionnaire was administered on two occasions, in 2015 for the first three cohorts and in 2017 for the last two. The obtained sample included 587 graduates, in Psychology and in Teaching of Basic Education. The results reveal that selectivity is related to graduates’ satisfaction with their university experience; the more selective the university in which they are admitted, the more graduates are satisfied. Salary, on the other hand, is related to satisfaction only in the case of the least selective university. The findings provide some directions for how universities can improve graduates’ satisfaction. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","employability; Higher education; Psychology degree programs; satisfaction; selectivity; Teaching education programs","","","","","","IESED-Chile; Instituto Interuniversitario de Investigación Educativa; Comisión Nacional de Investigación Científica y Tecnológica, CONICYT; Fondo Nacional de Desarrollo Científico y Tecnológico, FONDECYT, (1151016)","This research was supported by the Comisión Nacional de Investigación Científica y Tecnológica (CONICYT) through the FONDECYT Project N°1151016. The authors are solely responsible for the contents of this report. We appreciate the valuable support given by the Instituto Interuniversitario de Investigación Educativa (IESED-Chile).","Abas M., Imam O., Graduates’ Competence on employability skills and Job performance, International Journal of Evaluation and Research in Education, 5, 2, pp. 119-125, (2016); Acock A.C., A gentle introduction to stata, (2018); Alhassan I., Sowley E., Yakubu R., Kassim B., Analysis of graduate satisfaction and experience with higher education services in a Ghanaian university, The European Journal of Educational Sciences, 5, 4, pp. 14-27, (2018); Alves H., Raposo M., The influence of university image on student behavior, International Journal of Educational Management, 24, 1, pp. 73-85, (2010); Amestica L., Llinas-Audet X., Sanchez I., Retorno de la Educación Superior en Chile. 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IZA DP N°. 10911, (2017)","O. Espinoza; Facultad de Educación y Humanidades, Universidad de Tarapacá, Tarapacá, Chile; email: oespinoza@academia.cl","","Routledge","","","","","","08841241","","","","English","J. Mark. High. Educ.","Article","Final","","Scopus","2-s2.0-85089969127"
"Ravenscroft A.","Ravenscroft, Andrew (6603788912)","6603788912","Participatory internet radio (RadioActive101) as a social innovation and co-production methodology for engagement and non-formal learning amongst socially excluded young people","2022","International Journal of Inclusive Education","26","6","","541","558","17","0","10.1080/13603116.2019.1700312","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85080952186&doi=10.1080%2f13603116.2019.1700312&partnerID=40&md5=55654c99f449cbf37fc4798fdf308e3a","Cass School of Education and Communities, University of East London, London, United Kingdom","Ravenscroft A., Cass School of Education and Communities, University of East London, London, United Kingdom","This paper describes an original interlinking of a conceptual frame and co-production methodology of a participatory internet radio intervention (RadioActive101) that supports engagement and non-formal learning amongst socially excluded young people. This considers the inclusive learning of socially excluded young people as a social innovation that is realised through a participation and co-production methodology that is inspired and informed by Paulo Freire. These are combined to develop an innovative pedagogy that has led to relatively high levels of participation (163 young people facilitated by 29 youth workers) and youth-led co-production (33 radio shows) that supports the reported development of psychosocial dimensions and twenty-first century (21C) and employability skills of young people in London in the UK. This approach and its evaluations suggest that our method (RadioActive101) involves harmonising emancipatory learning through co-production with an instrumental approach to skills development, to support a holistic approach to learning. The foundation and ‘key’ to this holistic learning appears to be the co-development of confidence and communication in ways that lead to the thoughtful and effective use of voice to underpin and support the development of 21C and employability skills. © 2019 Informa UK Limited, trading as Taylor & Francis Group.","co-production; non-formal learning; participatory radio; pedagogical issues; Social innovation; twenty-first century skills","","","","","","Nominet Trust; European Commission, EC, (531245-LLP1-2012-1-UK-KA3-KA3MP)","The research and development was supported by Nominet Trust in the UK, the Project: ‘RadioActive: Engagement, informal learning and employability of disenfranchised young people through internet radio and social media' and the EC’s Lifelong Learning Program [grant number 531245-LLP1-2012-1-UK-KA3-KA3MP]. I would like to thank the partners who collaborated on the international RadioActive Europe project–from Portugal (CIMJ), Germany (UKL), the UK (Pontydysgu), Romania (ODIP) and Malta (KIC). Most of all I would like to thank the three main Associate Partner organisations in London and every young person and youth worker who participated, without whom this research would not have been possible, our ‘RadioActivists’ as they were known. I would also like to thank Dr. Dane Mills, a clinical psychologist at Great Ormond Street, in helping me reconcile combining Freirian ideas with the pragmatic concerns of youth organisations.","Abrahms F., Learning to Fail: How Society Lets Young People Down, (2010); Ainley P., Allen M., Lost Generation? New Strategies for Youth and Education, (2010); Bailey D., (2017); Beers S., Teaching 21st Century Skills: an ASCD Action Tool, (2011); Bialik M., Fadel C., (2018); Boyle T., Ravenscroft A., Context and Deep Learning Design. 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The Development of an Innovative Intervention for Excluded Young People, Child and Adolescent Mental Health, 21, 2, pp. 102-108, (2016)","A. Ravenscroft; Cass School of Education and Communities, University of East London, London, United Kingdom; email: a.ravenscroft@uel.ac.uk","","Routledge","","","","","","13603116","","","","English","Int. J. Inclusive Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85080952186"
"Gamlath S.","Gamlath, Sharmila (55749295000)","55749295000","Peer learning and the undergraduate journey: a framework for student success","2022","Higher Education Research and Development","41","3","","699","713","14","9","10.1080/07294360.2021.1877625","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100192349&doi=10.1080%2f07294360.2021.1877625&partnerID=40&md5=47471d66e47925c1b270c9df6a2d90f4","Student Success Group, Learning and Teaching Unit, Queensland University of Technology, Brisbane, Australia","Gamlath S., Student Success Group, Learning and Teaching Unit, Queensland University of Technology, Brisbane, Australia","This article proposes a framework for strategically integrating peer learning to support the success of undergraduates and build targeted skills at each stage of their journey through university, which is regarded here as one that commences prior to enrolment, encompasses three years of undergraduate study, graduation and the alumni years. The framework incorporates three sets of factors that capture the broad tensions and challenges that need to be considered when integrating peer programs into the undergraduate journey: external or macro-level factors, such higher education policy, cultural attitudes and trends in higher education like the influx of international students and the greater demand for flexible study options; institutional or meso-level factors like an institution’s size, mission, structure, culture and characteristics of key student groups; and individual or micro-level factors including students’ socioeconomic status, enrolment status, age, motivations and attitudes, geographical and cultural orientations, learning and technological preferences. Higher education practitioners can use this framework as a planning tool to evaluate extant peer learning arrangements at their institutions and strategically position new programs to address the academic, social development and employability needs that emerge at different junctures of the undergraduate journey and improve student engagement, retention and success. © 2021 HERDSA.","graduate attributes; graduate outcomes; Peer learning; student engagement; student success","","","","","","","","Akinla O., Hagan P., Atiomo W., A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students, BMC Medical Education, 18, 1, (2018); Alpay E., Cutler P.S., Eisenbach S., Field A.J., Changing the marks-based culture of learning through peer-assisted tutorials, European Journal of Engineering Education, 35, 1, pp. 17-32, (2010); Anders A., Flipping the composing process: Collaborative drafting and résumé writing, Business and Professional Communication Quarterly, 79, 1, pp. 102-118, (2016); 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Topping K.J., The effectiveness of peer tutoring in further and higher education: A typology and review of the literature, Higher Education, 32, 3, pp. 321-345, (1996); Topping K.J., Trends in peer learning, Educational Psychology, 25, 6, pp. 631-645, (2005); Treisman U., Studying students studying calculus: A look at the lives of minority mathematics students in college, The College Mathematics Journal, 23, 5, pp. 362-372, (1992); Wendlandt N.M., Rochlen A.B., Addressing the college-to-work transition: Implications for university career counselors, Journal of Career Development, 35, 2, pp. 151-165, (2008); Zhao C.-M., Kuh G.D., Adding value: Learning communities and student engagement, Research in Higher Education, 45, 2, pp. 115-138, (2004); Zwart R.C., Wubbels T., Bergen T.C., Bolhuis S., Experienced teacher learning within the context of reciprocal peer coaching, Teachers and Teaching: Theory and Practice, 13, 2, pp. 165-187, (2007)","S. Gamlath; Student Success Group, Learning and Teaching Unit, Queensland University of Technology, Brisbane, Australia; email: s.gamlath@qut.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85100192349"
"Riebe L.; Whitsed C.; Girardi A.","Riebe, Linda (36490217300); Whitsed, Craig (37089593600); Girardi, Antonia (8847141000)","36490217300; 37089593600; 8847141000","Exploring the paradoxes and tensions encountered by business faculty teaching teamwork in a changing academic environment","2022","Higher Education Research and Development","41","7","","2338","2352","14","3","10.1080/07294360.2021.1979939","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116403070&doi=10.1080%2f07294360.2021.1979939&partnerID=40&md5=761305d1eb2dbaae076046b8db39bc8a","School of Business and Law, Edith Cowan University, Joondalup, WA, Australia; School of Education, Curtin University, Bentley, WA, Australia; Murdoch Business School, Murdoch University, Murdoch, WA, Australia","Riebe L., School of Business and Law, Edith Cowan University, Joondalup, WA, Australia; Whitsed C., School of Education, Curtin University, Bentley, WA, Australia; Girardi A., Murdoch Business School, Murdoch University, Murdoch, WA, Australia","The contemporary university is now characterised as a complex working environment wherein faculty must negotiate increasing demands for accountability, performativity, and productivity. A multiplicity of expectations adds to this complexity. Specifically, expectations set by employers in developing ‘work-ready’ graduates have compelled faculty to negotiate interdependent contradictions that focus on developing employability skills alongside technical skills. This qualitative study reports on the lived experiences of 30 business school teaching faculty, negotiating tensions as they relate to the teaching of one type of employability skill: teamwork. Paradox theory is appropriated to better understand how faculty perceive their professional environment and practices related to teamwork pedagogy. The findings reveal that faculty navigate the performing/learning, performing/organising and performing/belonging paradoxes of teamwork pedagogy by passively suppressing tensions or through proactive acceptance strategies. © 2021 HERDSA.","cost–benefit reasoning; faculty; higher education; paradox theory; Teamwork pedagogy","","","","","","","","Aust I., Brandl J., Keegan A., Lensges M., Tensions in managing human resources: Introducing a paradox framework and research agenda, The Oxford handbook of organizational paradox, (2019); (2019); Bennett D., Graduate employability and higher education: Past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2018); Borg J., Scott-Young C.M., Turner M., Smarter education: Leveraging stakeholder inputs to develop work ready curricula, Smart education and e-learning 2019, pp. 51-61, (2019); Braun V., Clarke V., Thematic analysis, APA handbook of research methods in psychology, 2, pp. 57-71, (2012); Cotronei-Baird V.S., Academic hindrances in the integration of employability skills development in teaching and assessment practice, Higher Education, 79, 2, pp. 203-223, (2020); Cunha M., Putnam L., Paradox theory and the paradox of success, Strategic Organization, 17, 1, pp. 95-106, (2019); De Keyser B., Guiette A., Vandenbempt K., On the use of paradox for generating theoretical contributions in management and organization research, International Journal of Management Reviews, 21, 2, pp. 143-161, (2019); (2017); Gilbert F., Michaud V., Bentein K., Dubois C.-A., Bedard J.-L., Unpacking the dynamics of paradoxes across levels, Dualities, dialectics, and paradoxes in organizational life, (2018); Jarzabkowski P., Bednarek R., Le J., Studying paradox as process and practice, Dualities, dialectics, and paradoxes in organizational life, (2018); Jarzabkowski P., Le J., Van den Ven A., Responding to competing strategic demands: How organizing, belonging, and performing paradoxes coevolve, Strategic Organization, 11, 3, pp. 245-280, (2013); Lewis M., Exploring paradox: Toward a more comprehensive guide, The Academy of Management Review, 25, 4, pp. 760-776, (2000); Lewis M., Vicious and virtuous cycles, Dualities, dialectics, and paradoxes in organizational life, (2018); Lewis M., Smith W., Paradox as a metatheoretical perspective, The Journal of Applied Behavioral Science, 50, 2, pp. 127-149, (2014); Macfarlane B., The CV as a symbol of the changing nature of academic life: Performativity, prestige and self-presentation, Studies in Higher Education, 45, 4, pp. 796-807, (2020); Miron-Spektor E., Ingram A., Keller J., Smith W., Lewis M., Microfoundations of organizational paradox: The problem is how we think about the problem, Academy of Management Journal, 61, 1, pp. 26-45, (2018); Mitten C., Ross D., Sustaining a commitment to teaching in a research-intensive university: What we learn from award-winning faculty, Studies in Higher Education, 43, 8, pp. 1348-1361, (2018); O'Driscoll A., Exploring paradox in marketing: Managing ambiguity towards synthesis, Journal of Business and Industrial Marketing, 23, 2, pp. 95-104, (2008); Papadopoulos A., The mismeasure of academic labour, Higher Education Research & Development, 36, 3, pp. 511-525, (2017); Patton M.Q., Qualitative research and evaluation methods, (2015); Raisch S., Zimmerman A., Pathways to ambidexterity, The Oxford handbook of organizational paradox, (2019); Riebe L., Girardi A., Whitsed C., A systematic literature review of teamwork pedagogy in higher education, Small Group Research, 47, 6, pp. 619-664, (2016); Riebe L., Girardi A., Whitsed C., Teaching teamwork in Australian university business disciplines: Evidence from a systematic literature review, Issues in Educational Research, 27, 1, pp. 134-150, (2017); Schad J., Lewis M.W., Raisch S., Smith W.K., Paradox research in management science: Looking back to move forward, Academy of Management Annals, 10, 1, pp. 5-64, (2016); Smith K., Berg D., Paradoxes of group life: Understanding conflict, paralysis, and movement in group dynamics, (1997); Smith W., Erez M., Jarvenpaa S., Lewis M., Tracey P., Adding complexity to theories of paradox, tensions, and dualities of innovation and change, Organization Studies, 38, 3-4, pp. 303-317, (2017); Smith W., Lewis M., Toward a theory of paradox: A dynamic equilibrium model of organizing, Academy of Management Review, 36, 2, pp. 381-403, (2011); Smith W., Lewis M., Jarzabkowski P., Langley A., Introduction: The paradoxes of paradox, The Oxford handbook of organizational paradox, pp. 1-24, (2019); Smith W., Tracey P., Institutional complexity and paradox theory: Complementarities of competing demands, Strategic Organization, 14, 4, pp. 455-466, (2016); Sparr J., Paradoxes in organisational change: The crucial role of leaders’ sensegiving, Journal of Change Management, 18, 2, pp. 162-180, (2018); Sutton P., Lost souls? The demoralization of academic labour in the measured university, Higher Education Research & Development, 36, 3, pp. 625-636, (2017); Vos L., Page S., Marketization, performative environments, and the impact of organizational climate on teaching practice in business schools, Academy of Management Learning & Education, 19, 1, pp. 59-80, (2020)","L. Riebe; School of Business and Law, Edith Cowan University, Joondalup, Australia; email: l.riebe@ecu.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85116403070"
"St-Onge S.; Legault M.-È.B.","St-Onge, Sylvie (57223801582); Legault, Marie-Ève Beauchamp (57216995112)","57223801582; 57216995112","What Can Motivate Me to Keep Working? Analysis of Older Finance Professionals’ Discourse Using Self-Determination Theory","2022","Sustainability (Switzerland)","14","1","484","","","","4","10.3390/su14010484","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122133513&doi=10.3390%2fsu14010484&partnerID=40&md5=2d3ca17738b06d0999fc35db05eea147","Department of Management, HEC Montréal, Montréal, H3T 2A7, QC, Canada; Department of Human Resources Management, HEC Montréal, Montréal, H3T 2A7, QC, Canada","St-Onge S., Department of Management, HEC Montréal, Montréal, H3T 2A7, QC, Canada; Legault M.-È.B., Department of Human Resources Management, HEC Montréal, Montréal, H3T 2A7, QC, Canada","The twin issues of population aging and critical talent shortages induce employers to encourage older workers to prolong their professional lives. Over the past two decades, studies have mainly examined which human resources practices influence older workers’ ability, motivation, and opportunity to continue working. Our conceptual lens rest on self-determination theory (SDT). This study explores how older professionals in the financial services sector may see how three psychological needs (i.e., autonomy, competence, and relatedness) are satisfied or frustrated through various management practices such as monetary rewards, benefits, career development, and work con-tent and context. Our interviews with older finance professionals also show the relevance of a fourth need, beneficence, to understand their decision to continue to work. Results of this study are likely to be significant at both managerial and societal levels in the perspective of sustainable development or employability. © 2022 by the authors. Licensee MDPI, Basel, Switzerland.","HRM practices; Older employees; Psychological needs; Self-determination theory","aging population; decision making; employment; financial services; self determination; sustainable development","","","","","Social Sciences and Humanities Research Council of Canada, SSHRC, (435-2017-1203); Mitacs, (IT10756)","Funding: This research was funded by the Social Sciences and Humanities Research Council (SSHRC), Grant number : 435-2017-1203 and MITACS, Grant number : IT10756","Population Trends by Age and Sex, 2016 Census of Population, (2016); Latulippe D., St-Onge S., Gagne C., Ballesteros-Leiva F., Beauchamp-Legault M.-E., Le prolongement de la vie professionnelle des Québécois: Une nécessité pour la société, les travailleurs et les employeurs?, Retraite Et Société, 3, pp. 45-67, (2017); Polat T., Bal P.M., Jansen P.G., How do development HR practices contribute to employees' motivation to continue working beyond retirement age?, Work Aging Retire, 3, pp. 366-378, (2017); Bal P.M., de Lange A.H., Van der Heijden B.I.J.M., Zacher H., Oderkerk F.A., Otten S., Young at heart, old at work? 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Et Stat, 403, pp. 39-62, (2007); Davies E.M.M., Van Der Heijden B.I.J.M., Flynn M., Job satisfaction, retirement attitude and intended retirement age: A conditional process analysis across workers' level of household income, Front. Psychol, 8, (2017); Kautonen T., Hytti U., Bogenhold D., Heinonen J., Job satisfaction and retirement age intentions in Finland: Self-employed versus salary earners, Int. J. Manpow, 33, pp. 424-440, (2012); Rosso B.D., Dekas K.H., Wrzesniewski A., On the meaning of work: A theoretical integration and review, Res. Organ. Behav, 30, pp. 91-127, (2010); Lee T.W., Mitchell T. R., An alternative approach: The unfolding model of voluntary employee turnover, Acad. Manag. J, 19, pp. 51-89, (1994); Mobley W.H., Intermediate linkages in the relationship between job satisfaction and employee turnover, J. Appl. Psychol, 62, pp. 237-240, (1977); Mobley W.H., Griffeth R.W., Hand H.H., Meglino B.M., Review and conceptual analysis of the employee turnover process, Psychol. Bull, 86, pp. 493-522, (1979); Porter L.W., Steers R.M., Organizational, work and personal factors in employee turnover and absenteeism, Psychol. Bull, 80, pp. 151-176, (1973); Bolino M.C., Grant A.M., The bright side of being prosocial at work, and the dark side, too: A review and agenda for research on other-oriented motives, behavior, and impact in organizations, Acad. Manag. Ann, 10, pp. 599-670, (2016); Tanno K., Sakata K., Ohsawa M., Onoda T., Itai K., Yaegashi Y., Tamakoshi A., Associations of ikigai as a positive psychological factor with all-cause mortality and cause-specific mortality among middle-aged and elderly Japanese people: Findings from the Japan Collaborative Cohort Study, J. Psychosom. Res, 67, pp. 67-75, (2009); Martela F., Pessi A.B., Significant work is about self-realization and broader purpose: Defining the key dimensions of meaningful work, Front. Psychol, 9, (2018); Dudovskiy J., The Ultimate Guide to Writing a Dissertation in Business Studies: A Step-by-Step Assistance, (2018); Bal P.M., de Jong S.B., Jansen P.G.W., Bakker A.B., Motivating employees to work beyond retirement: A multilevel study of the role of ideals and unit climate, J. Manag. Stud, 49, pp. 306-331, (2012); Allan B.A., Autin K.L., Duffy R.D., Self-determination and meaningful work: Exploring socioeconomic constraints, Front. Psy-chol, 7, pp. 1-9, (2016); Posthuma R.A., Campion M.A., Age stereotypes in the workplace: Common stereotypes, moderators, and future research directions, J. Manag, 35, pp. 158-188, (2009); Felps W., Mitchell T.R., Hekman D.R., Lee T.W., Holtom B.C., Harman W.S., Turnover contagion: How coworkers' job em-beddedness and job search behaviors influence quitting, Acad. Manag. J, 52, pp. 545-561, (2009); Grotto A.R., Hyland P.K., Caputo A.W., Semedo C., Employee turnover and strategies for retention, The Wiley Blackwell Handbook of the Psychology of Recruitment, Selection and Employee Retention, pp. 443-472, (2017); Spence M., Job market signaling, Uncertainty in Economics, pp. 281-306, (1978); Cable D.M., Turban D.B., The value of organizational reputation in the recruitment context: A brand-equity perspective, J. Appl. Soc. Psychol, 33, pp. 2244-2266, (2003); Blau P., Exchange and Power in Social Life, (1964); Hom P.W., Tsui A.S., Wu J.B., Lee T.W., Zhang A.Y., Fu P.P., Li L., Explaining employment relationships with social exchange and job embeddedness, J. Appl. Psychol, 94, pp. 277-297, (2009); Cotterell N., Eisenberger R., Speicher H., Inhibiting effects of reciprocation wariness on interpersonal relationships, J. Personal. Soc. Psychol, 62, pp. 658-668, (1992); Cropanzano R., Mitchell M.S., Social exchange theory: An interdisciplinary review, J. Manag, 31, pp. 874-900, (2005); Resick C.J., Hargis M.B., Shao P., Dust S.B., Ethical leadership, moral equity judgments, and discretionary workplace behavior, Hum. Relat, 66, pp. 951-972, (2013); Rhoades L., Eisenberger R., Perceived organizational support: A review of the literature, J. Appl. Psychol, 87, pp. 698-714, (2002)","S. St-Onge; Department of Management, HEC Montréal, Montréal, H3T 2A7, Canada; email: sylvie.st-onge@hec.ca","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85122133513"
"Jeevan J.; Rahadi R.A.; Mohd Zaideen I.M.; Mohd Salleh N.H.; Othman M.R.","Jeevan, Jagan (56582272000); Rahadi, Raden Aswin (56656538200); Mohd Zaideen, Izyan Munirah (57199864317); Mohd Salleh, Nurul Haqimin (57275374800); Othman, Mohamad Rosni (57208873778)","56582272000; 56656538200; 57199864317; 57275374800; 57208873778","Reconnoitering the contributions of dry ports on the regional development in Malaysia","2022","Australian Journal of Maritime and Ocean Affairs","14","3","","171","188","17","9","10.1080/18366503.2021.1962058","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112628218&doi=10.1080%2f18366503.2021.1962058&partnerID=40&md5=8675c7bf3284195a15fa629f8ec46d9f","Faculty of Maritime Studies, Universiti Malaysia Terengganu, Terengganu, Malaysia; School of Business and Management, Institut Teknologi Bandung (SBM-ITB), Bandung, Indonesia","Jeevan J., Faculty of Maritime Studies, Universiti Malaysia Terengganu, Terengganu, Malaysia; Rahadi R.A., School of Business and Management, Institut Teknologi Bandung (SBM-ITB), Bandung, Indonesia; Mohd Zaideen I.M., Faculty of Maritime Studies, Universiti Malaysia Terengganu, Terengganu, Malaysia; Mohd Salleh N.H., Faculty of Maritime Studies, Universiti Malaysia Terengganu, Terengganu, Malaysia; Othman M.R., Faculty of Maritime Studies, Universiti Malaysia Terengganu, Terengganu, Malaysia","Changes in supply chain are critical for Malaysia's inclusion in the competitiveness in this era of globalisation. One of the prevalent infrastructure developments is the addition of dry ports in remote areas, targeted to enhance the hubs and connection with significant seaports worldwide. However, the regional development especially on the east-coast of Peninsular Malaysia is trailing behind in terms of quality infrastructure, employability, job growth and quality of life. Economic development must be balanced on both the east-coast and west-coast to ensure this region progresses in the right direction towards economic equality. Therefore, this paper attempts to analyse the potential contributions of enhancing regional development in Peninsular Malaysia. A comprehensive assessment of the existing literature on Malaysian dry ports developments and components concerning the regional development has been conducted. The nexus between dry ports and regional development is then illustrated in a conceptual framework. The framework indicates that dry ports provide long-term and short-term benefits from the regional development perspective. In the short run, dry ports enhance seaport accessibility, boost production volume, increase the employment rate, and attract more investment. These findings will become the benchmark for future research and significant policy-making approaches to enhance regional development in Malaysia. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Dry ports; Malaysia; regional development","","","","","","Ministry of Higher Education, Malaysia, MOHE, (UMT/RMIC/FRGS/1/2019/59603); Universiti Malaysia Terengganu, UMT","This research is conducted under the Ministry of Higher Education (MOHE) Fundamental Research Grant Scheme (UMT/RMIC/FRGS/1/2019/59603) and the University of Malaysia Terengganu (UMT) for providing research facilities.","Adams N., Harris N., (2005); Allen J., Thorne G., Browne M., (2007); Bagia I.W., Cipta W., Suarmanayasa N., (2019); Ballis A., Golias J., Comparative Evaluation of Existing and Innovative Rail-Road Freight Transport Terminals, Transportation Research Part A: Policy and Practice, 36, pp. 593-611, (2002); Baptista R., Escaria V., Madruga P., Entrepreneurship, Regional Development and job Creation: The Case of Portugal, Small Business Economics, 30, pp. 49-58, (2008); Barter P.A., (2006); Beresford A., Pettit S., Xu Q., Williams S., A Study of Dry Port Development in China, Maritime Economics & Logistics, 14, pp. 73-98, (2012); Bichou K., Port Operations, Planning and Logistics, (2014); Cetin K.C., Cerit A.G., Organisational Effectiveness at Seaports: A Systems Approach, Maritime Policy & Management, 37, pp. 195-219, (2010); Chen S.L., Jeevan J., Cahoon S., Malaysian Container Seaport-hinterland Connectivity: Status, Challenges and Strategies, The Asian Journal of Shipping and Logistics, 13, pp. 127-138, (2016); Dawkins C.J., Regional Development Theory: Conceptual Foundations, Classic Works, and Recent Developments, Journal of Planning Literature, 18, 2, pp. 131-172, (2003); Do N.H., Nam K.C., Le Q.L.N., A Consideration for Developing a Dry Port System in Indochina Area, Maritime Policy & Management, 38, pp. 1-9, (2011); (2006); (2010); (2015); (2014); Fan S., Zhang X., Infrastructure and Regional Economic Development in Rural China, China Economic Review, 15, pp. 203-214, (2004); Fischer J.M., Amekudzi A., Quality of life, Sustainable Civil Infrastructure, and Sustainable Development: Strategically Expanding Choice, Journal of Urban Planning and Development, 137, pp. 39-48, (2011); Garnwa P., Beresford A., Pettit S., (2009); Ghosh B., De P., Investigating the Linkage Between Infrastructure and Regional Development in India: Era of Planning to Globalisation, Journal of Asian Economics, 15, pp. 1023-1050, (2005); Harmaakorpi V., Pekkarinen S., (2003); Hudson R., Regions and Regional Uneven Development Forever? Some Reflective Comments upon Theory and Practice, Regional Studies, 41, pp. 1149-1160, (2007); Jeevan J., The Role of Malaysian Dry Ports in the Container Seaport System, (2016); Jeevan J., Chen S.L., Cahoon S., The Impact of Dry Port Operations on Container Seaports Competitiveness, Maritime Policy & Management, 46, 1, pp. 4-23, (2019); Jeevan J., Chen S.L., Lee E.S., The Challenges of Malaysian Dry Ports Development, The Asian Journal of Shipping and Logistics, 31, pp. 109-134, (2015); Jeevan J., Yeng C.K., Othman M.R., Extension of the Seaport Life Cycle (SLC) by Utilising Existing Inland Capacity for Current and Future Trade Preparation, The Asian Journal of Shipping and Logistics, 37, pp. 45-60, (2020); Jiang Y., Shen J., Measuring the Urban Competitiveness of Chinese Cities in 2000, Cities, 27, pp. 307-314, (2010); Jugovic A., Bistricic A., Hadzic A.P., (2011); Khalid N., Ang M., Abu Hasan E.C., (2011); Khaslavskaya A., Roso V., Dry Ports: Research Outcomes, Trends, and Future Implications, Maritime Economics and Logistics, 22, 2, pp. 265-292, (2020); MacInnis D.J., A Framework for Conceptual Contributions in Marketing, Journal of Marketing, 75, pp. 136-154, (2011); McCall D.T., (2010); Mercado G.R., Regional Development in the Philippines: A Review of Experience, State of the Art and Agenda for Research and Action, (2002); Monios J., Notteboom T., Wilmsmeier G., Rodrigue J.-P., (2016); Ng A.K.Y., Gujar G.C., Government Policies, Efficiency and Competitiveness: The Case of dry Ports in India, Transport Policy, 16, pp. 232-239, (2009); Ngah I., (2010); (2016); Parola F., Risitano M., Ferretti M., Panetti E., The Drivers of Port Competitiveness: a Critical Review, Transport Reviews, 37, pp. 116-138, (2017); (2011); Qi G., Shi W., Lin K.C., Yuen K.F., Xiao Y., Spatial Spillover Effects of Logistics Infrastructure on Regional Development: Evidence from China, Transportation Research Part A: Policy and Practice, 135, pp. 96-114, (2020); Regan A.C., Golob T.F., Trucking Industry Demand for Urban Shared use Freight Terminals, Transportation, 32, pp. 23-36, (2005); Roberts B., Stimson R.J., Multi-sectoral Qualitative Analysis: a Tool for Assessing the Competitiveness of Regions and Formulating Strategies for Economic Development, The Annals of Regional Science, 32, pp. 469-494, (1998); Rodrigue J.P., The Governance of Intermediacy: The Insertion of Panama in the Global Liner Shipping Network, Research in Transportation Business & Management, 22, pp. 21-26, (2017); Rodrigue J.P., Notteboom T., The Terminalization of Supply Chains: Reassessing the Role of Terminals in Port/Hinterland Logistical Relationships, Maritime Policy & Management, 36, pp. 165-183, (2009); Roso V., Lumsden K., A Review of Dry Ports, Maritime Economics & Logistics, 12, pp. 196-213, (2010); Roso V., Woxenius J., Lumsden K., The Dry Port Concept: Connecting Container Seaports with the Hinterland, Journal of Transport Geography, 17, pp. 338-345, (2009); Saka layen Q., Chen P.S.L., Cahoon S., The Strategic Role of Ports in Regional Development: Conceptualising the Experience from Australia, Maritime Policy & Management, 44, pp. 933-955, (2017); Smith R.A., Railways: How They may Contribute to a Sustainable Future, Proceedings of the Institution of Mechanical Engineers, Part F: Journal of Rail and Rapid Transit, 217, pp. 243-248, (2003); Snyder H., Literature Review as a Research Methodology: An Overview and Guidelines, Journal of Business Research, 104, pp. 333-339, (2019); Terrados J., Almonacid G., Hontoria L., Regional Energy Planning Through SWOT Analysis and Strategic Planning Tools. Impact on Renewables Development, Renewable and Sustainable Energy Reviews, 11, pp. 1275-1287, (2007); Tornquist J., Gustafsson I., Perceived Benefits of Improved Information Exchange - A Case Study on Rail and Intermodal Transports, Research in Transportation Economics, 8, pp. 415-440, (2004); Torraco R.J., Writing Integrative Literature Reviews: Guidelines and Examples, Human Resource Development Review, 4, pp. 356-367, (2005); (2001); Review of Developments in Transport in Asia and the Pacific 2009, (2010); Visser J.G.S.N., (2006); Wilmsmeier G., Martinez-Zarzoso I., Determinants of Maritime Transport Costs–A Panel Data Analysis for Latin American Trade, Transportation Planning and Technology, 33, pp. 105-121, (2010); Zanni A.M., Bristow A.L., Emissions of CO2 from Road Freight Transport in London: Trends and Policies for Long run Reductions, Energy Policy, 38, pp. 1774-1786, (2010)","I.M. Mohd Zaideen; Faculty of Maritime Studies, Universiti Malaysia Terengganu, Kuala Nerus, Terengganu, 21030, Malaysia; email: izyan@umt.edu.my","","Routledge","","","","","","18366503","","","","English","Aust. J. Marit. Ocean Aff.","Article","Final","","Scopus","2-s2.0-85112628218"
"Mimirinis M.","Mimirinis, Mike (6507218149)","6507218149","What do undergraduate students understand by excellent teaching?","2022","Higher Education Research and Development","41","2","","466","480","14","8","10.1080/07294360.2020.1847048","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096584628&doi=10.1080%2f07294360.2020.1847048&partnerID=40&md5=df9606e1c05a77a1bebd63ddf06db2a9","School of Human and Social Sciences, University of West London, London, United Kingdom","Mimirinis M., School of Human and Social Sciences, University of West London, London, United Kingdom","This article explores undergraduate students’ conceptions of what constitutes excellent teaching. The analysis of semi-structured interviews with students at two English universities yields five qualitatively different conceptions of excellent teaching. In contrast to the current intense policy focus on outcome factors (e.g., graduate employability), students predominantly discern process factors as conducive to excellent teaching: how the subject matter is presented, what the lecturer brings to the teaching process, how students’ personal understanding is supported, and to what extent the questioning and transformation of disciplinary knowledge is facilitated. More importantly, this study demonstrates that an expansion of students’ awareness of the nature of teaching is internally related to the expansion of their awareness of the nature of disciplinary knowledge. © 2020 HERDSA.","conceptions; higher education; phenomenography; teaching; teaching excellence","","","","","","Society for Research into Higher Education, SRHE, (NR2017/15)","This work was supported by the Society for Research into Higher Education: [Grant Number NR2017/15].","Ashwin P., What is the teaching excellence framework in the United Kingdom, and will it work?, International Higher Education, 88, 88, pp. 10-11, (2017); Ball S.J., The teacher’s soul and the terrors of performativity, Journal of Education Policy, 18, 2, pp. 215-228, (2003); Bradbeer J., Healey M., Kneale P., Undergraduate geographers’ understandings of geography, learning and teaching: A phenomenographic study, Journal of Geography in Higher Education, 28, 1, pp. 17-34, (2004); Cheng A.Y., Tang S.Y., Cheng M.M., Changing conceptions of teaching: A four-year learning journey for student teachers, Teachers and Teaching, 22, 2, pp. 177-197, (2016); (2016); (2017); (2018); Elton L., Dimensions of excellence in university teaching, The International Journal for Academic Development, 3, 1, pp. 3-11, (1998); Entwistle N., Skinner D., Entwistle D., Orr S., Conceptions and beliefs about ‘good teaching’: An integration of contrasting research areas, Higher Education Research & Development, 19, 1, pp. 5-26, (2000); Fanghanel J., Teaching excellence in context: drawing from a socio-cultural approach, International perspectives on teaching excellence in higher education, pp. 211-226, (2013); Gonzalez C., Extending research on ‘conceptions of teaching’: Commonalities and differences in recent investigations, Teaching in Higher Education, 16, 1, pp. 65-80, (2011); Harris L.R., Phenomenographic perspectives on the structure of conceptions: The origins, purposes, strengths, and limitations of the what/how and referential/structural frameworks, Educational Research Review, 6, 2, pp. 109-124, (2011); Hayes A.M., Cheng J., Datafication of epistemic equality: Advancing understandings of teaching excellence beyond benchmarked performativity, Teaching in Higher Education, 25, 4, pp. 493-509, (2020); Kember D., A reconceptualisation of the research into university academics' conceptions of teaching, Learning and Instruction, 7, 3, pp. 255-275, (1997); Kember D., Jenkins W., Ng K., Adult students’ perceptions of good teaching as a function of their conceptions of learning–part 1: Influencing the development of self-determination, Studies in Continuing Education, 25, 2, pp. 240-251, (2003); Kember D., Kwan K.P., Lecturers’ approaches to teaching and their relationship to conceptions of good teaching, Instructional Science, 28, 5, pp. 469-490, (2000); Land R., Gordon G., Teaching excellence initiatives: Modalities and operational factors, (2015); Little B., Locke W., Conceptions of excellence in teaching and learning and implications for future policy and practice, Questioning excellence in higher education, pp. 117-137, (2011); Luckett K., Curriculum contestation in a post-colonial context: A view from the South, Teaching in Higher Education, 21, 4, pp. 415-428, (2016); Martin E., Prosser M., Trigwell K., Ramsden P., Benjamin J., What university teachers teach and how they teach it, Instructional Science, 28, 5-6, pp. 387-412, (2000); Marton F., Phenomenography—a research approach to investigating different understandings of reality, Journal of Thought, 21, pp. 28-49, (1986); Marton F., Booth S.A., Learning and awareness, (1997); Marton F., Dall'Alba G., Beaty E., Conceptions of learning, International Journal of Educational Research, 19, pp. 277-300, (1993); Matheson R., In pursuit of teaching excellence: Outward and visible signs of inward and invisible grace, Teaching in Higher Education, pp. 1-17, (2019); Mimirinis M., Qualitative differences in academics’ conceptions of e-assessment, Assessment & Evaluation in Higher Education, 44, 2, pp. 233-248, (2019); Mimirinis M.&.A.K., Variation in education doctoral students' conceptions of university teaching, British Educational Research Journal, (2020); (2020); O'Leary M., Cui V., Reconceptualising teaching and learning in higher education: Challenging neoliberal narratives of teaching excellence through collaborative observation, Teaching in Higher Education, 25, 2, pp. 141-156, (2020); Parpala A., Lindblom-Ylanne S., Rytkonen H., Students’ conceptions of good teaching in three different disciplines, Assessment & Evaluation in Higher Education, 36, 5, pp. 549-563, (2011); Pauler-Kuppinger L., Jucks R., Perspectives on teaching: Conceptions of teaching and epistemological beliefs of university academics and students in different domains, Active Learning in Higher Education, 18, 1, pp. 63-76, (2017); Prosser M., Martin E., Trigwell K., Ramsden P., Lueckenhausen G., Academics’ experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning, Instructional Science, 33, 2, pp. 137-157, (2005); Saunders D.B., Ramirez G.B., Against ‘teaching excellence’: Ideology, commodification, and enabling the neoliberalization of postsecondary education, Teaching in Higher Education, 22, 4, pp. 396-407, (2017); Skelton A.M., A ‘teaching excellence’ for the times we live in?, Teaching in Higher Education, 14, 1, pp. 107-112, (2009); Song L., Chen J., University students’ conceptions of an excellent physical education teacher in China, European Physical Education Review, 19, 1, pp. 110-126, (2013); Trigwell K., Teaching and learning: A relational view, Taking stock: Research on teaching and learning in higher education, pp. 115-128, (2010); Trigwell K., Prosser M., Martin E., Ramsden P., University teachers’ experiences of change in their understanding of the subject matter they have taught, Teaching in Higher Education, 10, 2, pp. 251-264, (2005); Virtanen V., Lindblom-Ylanne S., University students’ and teachers’ conceptions of teaching and learning in the biosciences, Instructional Science, 38, 4, pp. 355-370, (2010); Yin H., Wang W., Assessing and improving the quality of undergraduate teaching in China: The course experience questionnaire, Assessment & Evaluation in Higher Education, 40, 8, pp. 1032-1049, (2015)","M. Mimirinis; School of Human and Social Sciences, University of West London, London, United Kingdom; email: Mike.Mimirinis@uwl.ac.uk","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85096584628"
"Khelifi S.","Khelifi, Saber (57210283374)","57210283374","Employability reforms in Tunisian higher education: a path-dependence perspective","2022","Journal of North African Studies","27","4","","663","690","27","2","10.1080/13629387.2020.1858810","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106851133&doi=10.1080%2f13629387.2020.1858810&partnerID=40&md5=9bd4d8a7675cb66f66be3151b106d242","English Language Institute, King Abdulaziz University, Jeddah, Saudi Arabia","Khelifi S., English Language Institute, King Abdulaziz University, Jeddah, Saudi Arabia","The article investigates the impact of inherited cultural memes on employability policies in Tunisia, where the 2006 Bologna-inspired reforms were touted as a remedy for the critical problem of graduate unemployment. Mainstreaming vocational tracks, introducing transversal courses and involving employers in the design of curricula and training of students were promised to enhance graduates’ ‘job-readiness’. Yet a decade on, graduate unemployment has only exacerbated and fuelled a revolution that toppled the Ben Ali autocratic regime in 2011. Using the lens of path dependence theory, the article probes the way cultural vestiges may impinge on the outcome of the reform policy. The findings reported are mainly based on a doctoral dissertation conducted by the author and also on other relevant empirical studies. It concludes that ‘policy legacies’ and inherited ‘perceptual filters’ continued to shape stakeholders’ perceptions of the traditional mission of universities, while ‘nested rules’ diluted the impact of the new measures and impeded the institutionalisation of the new path of reforms. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","Employability; path dependence; policy reform; transversal skills; Tunisia","Tunisia; curriculum; employment; higher education; perception; policy reform; stakeholder; training; vocational education","","","","","","","Altbach P.G., Reisberg L., Rumbley L.E., Trends in Global Higher Education: Tracking an Academic Revolution, (2009); Aronowitz S., The Knowledge Factory: Dismantling the Corporate University and Creating True Higher Learning, (2000); Assaad R., Ghazouani S., Krafft C., Rolando D.J., Introducing the Tunisia Labor Market Panel Survey 2014, IZA Journal of Labor and Development, 5, 1, (2016); Attali J., Brandys P., Feneuille S., Kahn S., Kristeva J., Lazdunski M., Pour un modèle européen d’enseignement supérieur, (1998); Barrow R., Behr C., Deacy S., Mchardy F., Tempest K., Embedding Employability Into a Classics Curriculum, Arts and Humanities in Higher Education, 9, 3, pp. 339-352, (2010); Baumgartner F., Jones B., Agenda Dynamics and Policy Subsystems, The Journal of Politics, 53, 4, pp. 1044-1074, (1991); Belakhdar N., ‘L’Éveil du Sud’ ou quand la contestation vient de la marge: Une analyse du mouvement des chômeurs algériens, Politique africaine, 137, pp. 27-48, (2015); (1999); Boughzala M., Youth Employment and Economic Transition in Tunisia, (2013); Broecke S., Tackling Graduate Unemployment in North Africa Through Employment Subsidies: A Look at the SIVP Programme in Tunisia, IZA Journal of Labor Policy, 2, 1, (2013); Brown P., Hesketh A., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Burgess S.M., Steenkamp J.B.E.M., Marketing Renaissance: How Research in Emerging Markets Advances Marketing Science and Practice, International Journal of Research in Marketing, 23, 4, pp. 337-356, (2006); Campbell D., Public Workaround Stories Are Valuable Evaluative Indicators: But Should They be Told?, American Journal of Evaluation, 32, 3, pp. 408-417, (2011); Chamorro-Premuzic T., Frankiewicz B., (2019); Clarke M., Understanding and Managing Employability in Changing Career Contexts, Journal of European Industrial Training, 32, 4, pp. 258-284, (2008); Clarke P.B., Foweraker J., Encyclopedia of Democratic Thought, (2001); Higher Education in a Learning Society: Report of the National Committee for Inquiry Into Higher Education, (1997); Guide méthodologique de la co-constructions parcours de formation, (2013); Feeney S., Hogan J., A Path Dependence Approach to Understanding Educational Policy Harmonisation: The Qualifications Framework in the European Higher Education Area, Higher Education Policy, 30, 3, pp. 279-298, (2017); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A Psycho-Social Construct, Its Dimensions, and Applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Ghazali M., Mouelhi R., The Employment Intensity of Growth: Evidence from Tunisia, Journal of Economic Development, 43, 3, pp. 85-117, (2018); Hacker J., The Divided Welfare State: The Battle Over Public and Private Social Benefits in the United States, (2002); Hafaiedh A., Trajectoires de Diplômés Chômeurs en Tunisie: L’Attente, l’Ailleurs, et la Conversion, Diplômés Maghrébins d‘ici et d’ailleurs. Trajectoires Sociales et Itinéraires Migratoires, pp. 122-136, (2000); Hamida N.Z., Trabelsi S., Boulila G., The Impact of Active Labor Market Policies on the Employment Outcomes of Youth Graduates in the Tunisian Governorates, Economics, Management and Sustainability, 2, 2, pp. 62-78, (2017); Haouas I., Sayre E., Yagoubi M., Youth Unemployment in Tunisia: Characteristics and Policy Responses, Topics in Middle Eastern and North African Economies, 14, pp. 395-415, (2012); Harvey L., New Realities: The Relationship Between Higher Education and Employment, Tertiary Education and Management, 6, 1, pp. 3-17, (2000); Helyer R., Lee D., The Role of Work Experience in the Future Employability of Higher Education Graduates, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis. Research Report RR85, (1998); Humburg M., van der Velden R., Verhagen A., The Employability of Higher Education Graduates, (2013); (2013); Jochaud P., (2014); Kay A., A Critique of the Use of Path Dependency in Policy Studies, Public Administration, 83, 3, pp. 553-571, (2005); Kemp P., Housing Benefit and Welfare State Retrenchment in Britain, Journal of Social Policy, 29, 2, pp. 263-279, (2000); Krasner S.D., Approaches to the State: Alternative Conceptions and Historical Dynamics, Comparative Political Studies, 16, 2, pp. 223-246, (1984); Lipsky M., Street-Level Bureaucracy: Dilemmas of the Individual in Public Services, (2010); Mahoney J., Path Dependence in Historical Sociology, Theory and Society, 29, 4, pp. 507-548, (2000); Mason G., Williams G., Cranmer S., Employability Skills Initiatives in Higher Education: What Effects Do They Have on Graduate Labour Market Outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); McQuaid R., Lindsay C., The Concept of Employability, Urban Studies, 42, 2, pp. 197-219, (2005); Morley L., Producing New Workers: Quality, Equality and Employability in Higher Education, Quality in Higher Education, 7, 2, pp. 131-138, (2001); Nauffal D., Skulte-Ouaiss J., Quality Higher Education Drives Employability in the Middle East, Education + Training, 60, 9, pp. 1057-1069, (2018); North D.C., Institutions, Institutional Change and Economic Performance, (1990); Entrepreneuriat, PME et Développement Local Examens del’OECD sur les Qualifications et les Compétences en Entrepreneuriat. 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ESECT Learning and Employability Series, (2006); Yorke M., Knight P., Embedding Employability into the Curriculum, (2006); Zgaga P., Looking Out: The Bologna Process in a Global Setting: On the External Dimension of the Bologna Process, (2006)","S. Khelifi; English Language Institute, King Abdulaziz University, Jeddah, Saudi Arabia; email: skhlifi@kau.edu.sa","","Routledge","","","","","","13629387","","","","English","J. North Afr. Stud.","Article","Final","","Scopus","2-s2.0-85106851133"
"Iqbal F.; Gaffar F.; Singh H.","Iqbal, Fatima (57216709676); Gaffar, Fatema (57216710996); Singh, Harprit (57203455973)","57216709676; 57216710996; 57203455973","The use of near-peer tutors to improve level of learning & confidence in areas of human physiology","2022","Journal of Biological Education","56","1","","85","94","9","1","10.1080/00219266.2020.1756898","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084374377&doi=10.1080%2f00219266.2020.1756898&partnerID=40&md5=3053931790e56985760480e7525f8320","Faculty of Health and Life Sciences, Leicester School of Allied Health Sciences, De Montfort University, Leicester, United Kingdom","Iqbal F., Faculty of Health and Life Sciences, Leicester School of Allied Health Sciences, De Montfort University, Leicester, United Kingdom; Gaffar F., Faculty of Health and Life Sciences, Leicester School of Allied Health Sciences, De Montfort University, Leicester, United Kingdom; Singh H., Faculty of Health and Life Sciences, Leicester School of Allied Health Sciences, De Montfort University, Leicester, United Kingdom","This study investigates the impact near-peer tutors (NPTs) have on the learning experience of students enrolled on the biomedical and medical science programmes at De Montfort University, UK. Using a questionnaire, tutees were able to comment on their confidence level on certain academic taught topics in human physiology before and after attending near-peer tutored sessions. Statistical analysis showed a significant increase in the level of confidence observed by the tutees after attending the sessions (before vs after, p < 0.05). Tutees enjoyed the level of interaction and active learning with huge praise towards the NPTs. Qualitative data were also captured on the experience and skills gained by NTPs. The near-peer tutors highlighted the importance of these sessions in enhancing their knowledge and gaining valuable employability skills for the workplace. In conclusion, supporting lecturers with additional student-led sessions improved confidence levels and understanding of topics in human physiology among tutees. Having similar NPTs sessions across programmes can prove to be beneficial to student engagement & learning in higher education. © 2020 Royal Society of Biology.","engagement; human physiology; learning; Near-peer tutors","","","","","","De Montfort University, DMU, (10493)","We are grateful to DMU Frontrunner Internship (Ref: 10493) in funding the near-peer tutors.","Atayee R.S., Singh R.F., Best B.M., Freedman B.A., Morello C., An Active-learning Assignment Involving Peer-to-peer Presentations to Improve Pharmacy Students’ Attitudes and Knowledge of Dietary Supplements, American Journal of Pharmaceutical Education, 11, 6, pp. 1-6, (2011); Boud D., Cohen R., Sampson J., Peer Learning in Higher Education: Learning from and with Each Other, (2001); Brueckner J.K., MacPherson B., Benefits from Peer-teaching in the Dental Gross Anatomy Laboratory, European Journal of Dental Education, 8, pp. 72-77, (2004); Buckley S., Zamora J., Effects of Participation in a Cross Year Peer Tutoring Programme in Clinical Examination Skills on Volunteer Tutors’ Skills and Attitudes Towards Teachers and Teaching, BMC Medical Education, 7, (2007); de Menezes S., Premnath D., Near-peer Education: A Novel Teaching Program, International Journal of Medical Education, 7, pp. 160-167, (2016); Evans D.J., Near-peer Teaching in Anatomy: An Approach for Deeper Learning, Anatomical Sciences Education, 2, pp. 227-233, (2009); Falchikov N., Peer Tutoring in Higher Education, (2001); Field M., Burke J.M., McAllister D., Lloyd D.M., Peer-assisted Learning: A Novel Approach to Clinical Skills Learning for Medical Students, Medical Education, 41, 4, pp. 411-418, (2007); Gottlieb Z., Epstein S., Richards J., Near-peer Teaching Programme for Medical Students, The Clinical Teacher, 14, 3, pp. 164-169, (2016); Hall S., Harrison C.H., Stephens J., Andrade M.G., Seaby E.G., Parton W., Border S., The Benefits of Being a Near-peer Teacher, The Clinical Teacher, 15, 5, pp. 403-407, (2018); Hall S., Lewis M., Border S., Powell M., Near-peer Teaching in Clinical Neuroanatomy, The Clinical Teacher, 10, pp. 230-235, (2013); Henige K., Undergraduate Student Attitudes and Perceptions toward Low-and High-level Inquiry Exercise Physiology Teaching Laboratory Experiences, Advances in Physiology Education, 35, pp. 197-205, (2011); Hughes T.C., Jiwaji Z., Lally K., Llyoyd-Lavery A., Lota A., Dale A., Advanced Cardiac Resuscitation Evaluation (ACRE): A Randomised Single-blind Controlled Trial of Peer-led Vs. Expert-led Advanced Resuscitation Training, Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine, 18, 3, pp. 1-6, (2010); Irvine S., Williams B., McKenna L., Near-peer Teaching in Undergraduate Nurse Education: An Integrative Review, Nurse Education Today, 70, pp. 60-68, (2018); Khalid H., Shahid S., Punjabi N., Sahdev N., An Integrated 2-year Clinical Skills Peer Tutoring Scheme in a UK-based Medical School: Perceptions of Tutees and Peer Tutors, Advances in Medical Education and Practice, 9, pp. 423-432, (2018); Knobe M., Munker R., Sellei R.M., Holschen M., Mooij S.C., Schmidt-Rohlfing B., Pape H.-C., Pape H.-C., Peer Teaching: A Randomised Controlled Trial Using Student-teachers to Teach Musculoskeletal Ultrasound, Medical Education, 44, 2, pp. 148-155, (2010); Lake D.A., Peer Tutoring Improves Student Performance in an Advanced Physiology Course, Advances in Physiology Education, 21, pp. 586-592, (1999); Machado R.S., Mello-Carpes P.B., The Use of an Open-ended, Student-led Activity to Aid in the Learning and Understanding of Action Potential, Advances in Physiology Education, 42, pp. 324-328, (2018); Nestel D., Kidd J., Peer Tutoring in Patient-centred Interviewing Skills: Experience of a Project for First-year Students, Medical Teacher, 25, 4, pp. 398-403, (2003); Nnodium J., A Controlled Trial of Peer-teaching in Practical Gross Anatomy, Clinical Anatomy, 10, pp. 112-117, (1997); Rashid M.S., Sobowale O., Gore D., A Near-peer Teaching Program Designed, Developed and Delivered Exclusively by Recent Medical Graduates for Final Year Medical Students Sitting the Final Objective Structured Clinical Examination (OSCE), BMC Medical Education, 11, (2011); Ten Cate O., Durning S., Peer Teaching in Medical Education: Twelve Reasons to Move from Theory to Practice, Medical Teacher, 29, 6, pp. 591-599, (2007); Walker-Bartnick L.A., Berger J.H., Kappelman M.M., A Model for Peer Tutoring in the Medical School Setting, Journal of Medical Education, 59, 4, pp. 309-315, (1984); Peer Teaching: To Teach Is To Learn Twice, ASHE-ERIC Higher Education Report No, (1988); Youdas J.W., Hoffarth B.L., Kohlwey S.R., Kramer C.M., Petro J., Peer Teaching among Physical Therapy Students during Human Gross Anatomy: Perceptions of Peer Teachers and Students, Anatomical Sciences Education, 1, pp. 199-206, (2008)","H. Singh; Faculty of Health and Life Sciences, Leicester School of Allied Health Sciences, De Montfort University, Leicester, United Kingdom; email: Harprit.Singh@dmu.ac.uk","","Routledge","","","","","","00219266","","","","English","J. Biol. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85084374377"
"Harari M.B.; McCombs K.; Wiernik B.M.","Harari, Michael B. (56108554300); McCombs, Kate (57201418507); Wiernik, Brenton M. (55777428100)","56108554300; 57201418507; 55777428100","Movement Capital, RAW model, or circumstances? A meta-analysis of perceived employability predictors","2021","Journal of Vocational Behavior","131","","103657","","","","14","10.1016/j.jvb.2021.103657","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118563258&doi=10.1016%2fj.jvb.2021.103657&partnerID=40&md5=59d9aea8d8c5cbfd8aba89b30ab69ad5","Florida Atlantic University, Department of Management, Boca Raton, FL, United States; Samford University, Department of Management, Birmingham, AL, United States; University of South Florida, Department of Psychology, Tampa, FL, United States","Harari M.B., Florida Atlantic University, Department of Management, Boca Raton, FL, United States; McCombs K., Samford University, Department of Management, Birmingham, AL, United States; Wiernik B.M., University of South Florida, Department of Psychology, Tampa, FL, United States","Within the context of modern, turbulent careers, perceived employability (PE)—one's perceived chances of obtaining a new job—has risen in importance as a crucial psychological resource that enables individuals to better cope with and navigate this environment. Increased attention to the construct has brought tremendous interest into its determinants. Several models of employability determinants have been proposed to account for PE, each taking a different perspective concerning what it means to be employable. Although hundreds of studies evaluating relationships between variables outlined by these models and PE have been carried out, the literature is scattered and contradictory. The various predictor models outline unique sets of PE determinants. Further, the specific operationalizations of these determinants vary widely across studies, as do the empirical findings. There also exists a paucity of research attempting to compare and contrast findings between these models, thus the relative strengths and weaknesses of these various frameworks in accounting for PE are unknown. To address these issues, drawing upon influential models of PE determinants, we carry out a comprehensive meta-analytic review of the literature, spanning 202 studies (k = 221 independent samples). We observed evidence suggesting that, among the various models applied, Movement Capital dimensions (i.e., human capital, social capital, career insight, adaptability) consistently exhibited the most robust correlations with PE. We also observed some evidence suggesting that certain relationships are truncated for unemployed individuals as compared to employees or students. Implications for research and practice are discussed. © 2021 Elsevier Inc.","Employability; meta-analysis; Perceived employability","","","","","","","","Albert R., Escot L., Fernandez-Cornejo J.A., A field experiment to study sex and age discrimination in the Madrid labour market, The International Journal of Human Resource Management, 22, 2, pp. 351-375, (2011); Arthur M.B., Khapova S.N., Wilderom C.P., Career success in a boundaryless career world, Journal of Organizational Behavior, 26, 2, pp. 177-202, (2005); Ashford S.J., Taylor M.S., Adaptation to work transitions: An integrative approach, Research in personnel and human resources management, 8, pp. 1-39, (1990); Bagilhole B., Goode J., The contradiction of the myth of individual merit, and the reality of a patriarchal support system in academic careers: A feminist investigation, European Journal of Women's Studies, 8, 2, pp. 161-180, (2001); Bandura A., (1997); Bangerter A., Roulin N., Konig C.J., Personnel selection as a signaling game, Journal of Applied Psychology, 97, 4, pp. 719-738, (2012); Bear J.B., Glick P., Breadwinner bonus and caregiver penalty in workplace rewards for men and women, Social Psychological and Personality Science, 8, 7, pp. 780-788, (2017); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, 3, pp. 279-292, (2007); Berntson E., Sverke M., Marklund S., Predicting perceived employability: Human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Boswell W.R., Zimmerman R.D., Swider B.W., Employee job search: Toward an understanding of search context and search objectives, Journal of Management, 38, 1, pp. 129-163, (2012); Brannick M.T., Potter S.M., Benitez B., Morris S.B., Bias and precision of alternate estimators in meta-analysis: Benefits of blending schmidt-hunter and hedges approaches, Organizational Research Methods, 22, 2, pp. 490-514, (2019); Cech E.A., Blair-Loy M., Perceiving glass ceilings? 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Harari; Florida Atlantic University, Department of Management, Boca Raton, United States; email: mharari@fau.edu","","Academic Press Inc.","","","","","","00018791","","JVBHA","","English","J. Vocat. Behav.","Article","Final","","Scopus","2-s2.0-85118563258"
"Schrimpf M.; Froehlich D.E.; Venegas B.C.","Schrimpf, Marlene (57226893910); Froehlich, Dominik Emanuel (56071314400); Venegas, Barbara Covarrubias (57193986421)","57226893910; 56071314400; 57193986421","Hrm policies’ impact on employees’ employability: The role of age climate and the offering of developmental measures","2021","Administrative Sciences","11","3","79","","","","3","10.3390/admsci11030079","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113251196&doi=10.3390%2fadmsci11030079&partnerID=40&md5=4e6cde841e540c4d2af903fbc7ad9147","Human Resources & Organization, FHWien der WKW University of Applied Sciences for Management & Communication, Währinger Gürtel 97, Vienna, 1180, Austria; Department of Education and Centre for Teacher Education, University of Vienna, Porzellangasse 4, Vienna, 1090, Austria","Schrimpf M., Human Resources & Organization, FHWien der WKW University of Applied Sciences for Management & Communication, Währinger Gürtel 97, Vienna, 1180, Austria; Froehlich D.E., Department of Education and Centre for Teacher Education, University of Vienna, Porzellangasse 4, Vienna, 1090, Austria; Venegas B.C., Human Resources & Organization, FHWien der WKW University of Applied Sciences for Management & Communication, Währinger Gürtel 97, Vienna, 1180, Austria","How can (aging) individual employees continue to grow as persons, on the one hand, and contribute to their employing organizations in meaningful ways, on the other hand? In this article, we set out to study how two important instruments of human resource management—age climate and the offering of developmental measures—may help. We use path modeling to investigate the research model based on data of 208 respondents of both rural and urban regions in Austria. The results indicate that a positive organizational age climate has a positive influence on the offering of developmental measures and, subsequently, on employees’ employability. We emphasize the importance of facilitating developmental measures for staff of all ages, as well as the necessity to address the organizational age climate to successfully tackle the challenges of demographic change. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Age; Age climate; Competences; Employability; Human resource development","","","","","","","","Ahmed A. M., Andersson L., Hammarstedt M., Does age matter for employability? 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F., Van Vuuren T., Van Dam K., HR practices for enhancing sustainable employability: Implementation, use, and outcomes, The International Journal of Human Resource Management, 37, pp. 886-907, (2017)","D.E. Froehlich; Department of Education and Centre for Teacher Education, University of Vienna, Vienna, Porzellangasse 4, 1090, Austria; email: dominik.froehlich@univie.ac.at","","MDPI AG","","","","","","20763387","","","","English","Adm. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85113251196"
"Ruhanen L.; Axelsen M.; Bowles L.","Ruhanen, Lisa (14052828600); Axelsen, Megan (55974884900); Bowles, Leonie (57201121460)","14052828600; 55974884900; 57201121460","Engaging students through authentic learning: Connecting with international tourism partners","2021","Journal of Hospitality, Leisure, Sport and Tourism Education","29","","100291","","","","1","10.1016/j.jhlste.2020.100291","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85094603933&doi=10.1016%2fj.jhlste.2020.100291&partnerID=40&md5=1e77c2dcc57b01214571300258cefc0b","UQ Business School, The University of Queensland, Australia","Ruhanen L., UQ Business School, The University of Queensland, Australia; Axelsen M., UQ Business School, The University of Queensland, Australia; Bowles L., UQ Business School, The University of Queensland, Australia","Authentic learning is learning that is constructivist, inquiry-based and has work value. As issues with graduate employability have, in recent years, come to the fore, educators in a range of disciplines are interested in engaging their students in authentic activities that reflect the experiences of real-world practitioners. The purpose of this paper is to share the redevelopment of a postgraduate tourism course using an authentic, problem-based learning approach, and to reflect on the impact this learning approach had on student learning, particularly in relation to contemporary student and workforce needs related to employability. Designed around a focal ‘consultancy project’ with an international partner, the course aims to provide students with a unique opportunity to engage in real-world learning, while facilitating career-relevant activities for students that will help them develop stronger employability skills, including problem-solving, decision making, communication, collaboration, and creativity. © 2020 Elsevier Ltd","Active learning; Authentic learning; Course design; Employability; Problem-based learning; Real-world application","","","","","","","","Airy D., Tribe D., Benckendorff P., Xiao H., The managerial gaze: The long tail of tourism education and research, Journal of Travel Research, 54, 2, pp. 139-151, (2015); Ampountolas A., Shaw G., James S., Active learning to improve self-confidence and decision-making skills through the use of hotel simulation, Journal of Hospitality and Tourism Education, 31, 3, pp. 125-138, (2019); Balula A., Moreira G., Moreira A., Kastenholz E., Eusebio C., Breda Z., Digital transformation in tourism education, Tourism in Southern and Eastern Europe, 5, pp. 61-72, (2019); Benedikt-Frey C., Osborne M.A., The future of employment: How susceptible are jobs to computerisation, Technological Forecasting and Social Change, 114, pp. 254-280, (2017); Bennett D., Richardson S., MacKinnon P., Enacting strategies for graduate employability: How universities can best support students to develop generic skill Part A, (2016); Birgili B., Creative and critical thinking skills in problem-based learning environments, Journal of Gifted Education and Creativity, 2, 2, pp. 71-80, (2015); Boud D., Feletti G.I., The challenge of problem-based learning, (1997); Brent G., Sanger G., John R., A framework to embed employability initiatives in undergraduate Science, Technology, Engineering and Maths programs, Research and development in higher education: Curriculum transformation, 40, pp. 38-49, (2017); Da Silva A.B., de Araujo Bispo A.C.K., Rodriguez D.G., Vasquez F.I.F., Problem-based learning: A proposal for structuring pbl and its implications for learning among students in an undergraduate management degree program, Revista de Gestão, 25, 2, pp. 160-177, (2018); Deale C.S., Elders E., Jacques P.H., The Appalachian Growers' Fair: An authentic learning, community engagement, sustainable tourism project, Journal of Teaching in Travel & Tourism, 10, 2`, pp. 143-162, (2010); Dewey J., Democracy and education: An introduction to the philosophy of education, (1966); Dhiman M.C., Employers' perceptions about tourism management employability skills, Anatolia: An International Journal of Tourism and Hospitality Research, 23, 3, pp. 359-372, (2012); Dibben M., Norton S., Embedding employability in student programmes – it starts with the right language, (2017); Eldeen A.I.G., Abumalloh R.A., George R.P., Aldossary D.A., Evaluation of graduate students employability from employer perspective: Review of the literature, International Journal of Engineering & Technology, 7, 29, pp. 961-966, (2018); Errington E.P., Mission possible: Using near-world scenarios to prepare graduates for the professions, International Journal of Teaching and Learning in Higher Education, 23, 1, pp. 81-91, (2011); Felisitas C., Molline M., Clotildah K., The hospitality and tourism honours degree programme: Stakeholders' perceptions on competencies developed, Journal of Hospitality Management and Tourism, 3, 1, pp. 12-22, (2012); Ferns S., Lilly L., Driving institutional engagement in WIL: Enhancing graduate employability, Journal of Teaching and Learning for Graduate Employability, 6, 1, (2015); Gray A., The road to knowledge is always under construction': A life history journey to constructivist teaching, (1995); Green A.J., Sammons G.E., Student learning styles: Assessing active learning in the hospitality learners' model, Journal of Hospitality and Tourism Education, 26, 1, pp. 29-38, (2014); Gube M., Lajoie S., Adaptive expertise and creative thinking: A synthetic review and implications for practice, Thinking Skills and Creativity, 35, (2020); Herrington J., Herrington A., Authentic assessment and multimedia: How university students respond to a model of authentic assessment, Higher Education Research and Development, 17, 3, pp. 305-322, (1998); Herrington A., Herrington J., What is an authentic learning environment?, Online and distance learning: Concepts, methodologies, tools, and applications, pp. 68-76, (2007); Herrington J., Oliver R., Patterns of engagement in authentic online learning environments, Australian Journal of Educational Technology, 19, 1, pp. 59-71, (2003); Herrington J., Reeves T.C., Oliver R., Authentic learning environments, Handbook of research on educational communications and technology, pp. 401-412, (2014); Hmelo-Silver C.E., Problem-based learning: What and how do students learn?, Educational Psychology Review, 16, pp. 235-266, (2004); Jonassen D.H., Hung W., Problem-based learning, Encyclopedia of the sciences of learning, pp. 2687-2690, (2012); Kaider F., Hains-Wesson R., Enhancing Courses for Employability: Summary of report on research into authentic assessments funded by ACEN (2015), (2015); Kim H.J., Jeong M., Research on hospitality and tourism education: Now and future, Tourism Management Perspectives, 25, pp. 119-122, (2018); Knobloch N.A., Is experiential learning authentic?, Journal of Agricultural Education, 44, 4, pp. 22-34, (2003); Kong A.P., The dilemma facing higher education and industry in tourism and hospitality, SpringerPlus, 4, (2015); Lombardi M.M., Approaches that work: How authentic learning is transforming higher education (ELI Paper No. 5), (2007); Lombardi M.M., Authentic learning for the 21st century: An overview (ELI Paper No. 1), (2007); Martin L., West J., Bill K., Incorporating problem-based learning strategies to develop learner autonomy and employability skills in sports science undergraduates, Journal of Hospitality, Leisure, Sports and Tourism Education, 7, 1, pp. 18-30, (2008); van Merrienboer J.J.G., Kirschner P.A., Ten steps to complex learning: A systematic approach to four-component instructional design, (2018); Mylopoulos M., Kulasegaram K., Woods N.N., Developing the experts we need: Fostering adaptive expertise through education, Journal of Evaluation in Clinical Practice, 24, 3, pp. 674-677, (2018); Ornellas A., Falkner K., Edman Stalbrandt E., Enhancing graduates' employability skills through authentic learning approaches, Higher Education, Skills and Work-based Learning, 9, 1, pp. 107-120, (2019); Paavola S., Kakkarainen K., The knowledge creation metaphor–An emergent epistemological approach to learning, Science & Education, 14, 6, pp. 535-557, (2005); Paddison B., Mortimer C., Authenticating the learning environment, Journal of Teaching in Travel & Tourism, 16, 4, pp. 331-350, (2016); Patiar A., Benckendorff P., Kensbock S., Wang Y., Wilkins H., Robinson R.N.S., Goh E., Enhancing student employability skills through virtual field trips in the hospitality industry, (2019); Rodriguez-Anton J.M., Alonso-Almeida M., Andrada L.R., Pedroche M.S.C., Are university tourism programmes preparing the professionals the tourist industry needs? A longitudinal study, Journal of Hospitality, Leisure, Sports and Tourism Education, 12, 1, pp. 25-35, (2013); Ruhanen L., Bridging the divide between theory and practice: Experiential learning approaches for tourism and hospitality management education, Journal of Teaching in Travel & Tourism, 5, 4, pp. 33-51, (2005); Schoffstall D.G., Brown E.A., Arendt S.W., Hospitality and tourism student and alumni perspectives: Promotion expectations, academic and experience adjustments, and career growth, Journal of Teaching in Travel & Tourism, 14, 3, pp. 189-207, (2017); Shah M., Grebennikov L., Nair C.S., A decade of study on employer feedback on the quality of university graduates, Quality Assurance in Education, 23, 3, pp. 262-278, (2015); Stepien W., Gallagher S., Problem-based learning: As authentic as it gets, Educational Leadership, 50, 3, pp. 25-28, (1993); Stolk P., Hanley J., Authentic learning, assessment, and the work-ready student: A case study of an undergraduate tourism marketing course, CAUTHE 2015: Rising tides and sea changes: Adaptation and innovation in tourism and hospitality, pp. 722-725, (2015); Tai G.X.-L., Yuen M.C., Authentic assessment strategies in problem based learning, Paper presented at the ASCILITE conference (the australasian society for computers in learning in tertiary education), Singapore, (2007); Wakelin-Theron N., Building blocks for a well-rounded tourism student, African Journal of Hospitality, Tourism and Leisure, 6, 4, (2017); Wiggins G., The case for authentic assessment. ERIC Digest, (1990); World Economic Forum, White Paper. Digital transformation initiative: Aviation, travel and tourism industry, (2017); Yeoman I., Authentic learning: My reflective journey with postgraduates, Journal of Teaching in Travel & Tourism, 12, 3, pp. 295-311, (2012); Zehrer A., Mossenlechner C., Key competencies of TourismGraduates: The employers' point of view, Journal of Teaching in Travel & Tourism, 9, 3-4, pp. 266-287, (2009); Zwane F.N., Du Plessis L., Slabbert E., Analysing employers' expectations of employee skills in the South African tourism industry, SA Journal of Human Resource Management, 12, 1, (2014)","L. Ruhanen; UQ Business School, The University of Queensland, Australia; email: l.ruhanen@uq.edu.au","","Elsevier B.V.","","","","","","14738376","","","","English","J. Hosp. Leis. Sports Tour. Educ.","Article","Final","","Scopus","2-s2.0-85094603933"
"Jebreen I.; Nabot A.","Jebreen, Issam (55960428300); Nabot, Ahmad (56455257700)","55960428300; 56455257700","An analysis of job advertisements for software engineering employability skills and knowledge: Jordan as a case study","2021","Asia-Pacific Journal of Science and Technology","26","4","APST-26-04-16","","","","1","10.14456/apst.2021.46","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122436315&doi=10.14456%2fapst.2021.46&partnerID=40&md5=ac65d523d1180735cc4febba818f8f0f","Department of Software Engineering, IT Faculty, ZARQA University, Zarqa, Jordan","Jebreen I., Department of Software Engineering, IT Faculty, ZARQA University, Zarqa, Jordan; Nabot A., Department of Software Engineering, IT Faculty, ZARQA University, Zarqa, Jordan","Well prepared software engineering (SE) graduates for job markets is a big challenge for employers and industry. This challenge has been raised due to the lack of the required knowledge and skills. For instance, some of the graduates are technically strong but lack of communication and/or English language skills and vice versa. Therefore, software engineering graduate’s knowledge and skills have a direct impact on their job opportunity. Thus, universities should provide SE graduates with the required knowledge and skills that actually in demand by employment agencies and software industries. This study investigates the gaps between universities course syllabus and employment agencies through job advertisements analysis in Jordan as a first stage of this research. The collected job advertisements (178 job advertisement) are analyzed based on a search strategy in order to acquire the most important hard and soft skills required by industry. The findings of the study indicated that work experience and English language proficiency are the most occurred skills from both types of skills. In addition, knowledge gap of other hard and soft skills is discovered which might help in providing graduates with the required skills and minimizing the gap between the graduates and employers. © 2021, Khon Kaen University,Research and Technology Transfer Affairs Division. All rights reserved.","Employability; Hard skills; Jordan; Soft skills; Software engineering","","","","","","","","Begel A, Simon B., Struggles of new college graduates in their first software development job,  ACM Technical Symposium on Computer, pp. 226-230, (2008); Jebreen I, Qerem AA., Critical proficiencies for requirements analysts: reflect a real-world needs, Int Arab J Inf Technol, 15, pp. 1-6, (2017); Radermacher A, Walia G, Knudson D., Investigating the skill gap between graduating students and industry expectations,  International Conference on Software Engineering, pp. 291-300, (2014); McGill MM., Defining the expectation gap: a comparison of industry needs and existing game development curriculum, FDG 2009-International Conference on the Foundations of Digital Games, pp. 129-136, (2009); Oguz D, Oguz K., Perspectives on the gap between the software industry and the software engineering education, IEEE Access, 7, pp. 117527-117543, (2019); Lippman L, Moore KA, Ryberg R, Carney R., Key “Soft Skills” that foster youth workforce success: toward a consensus across fields [Internet], (2009); (1994); Assaad R., The Jordanian labor market in the new millennium, (2014); Ghali HE, Hawamdeh AA., Higher education and Syrian refugee students-the case of Jordan, Higher Education in Crisis Situations: Synergizing Policies and Promising Practices to enhance Access, Equity and Quality in the Arab Region, pp. 17-19, (2017); Tamimi M, Jebreen I., A systematic snapshot of small packaged software vendors' enterprises, Int J Enterp Inf Syst, 14, 2, pp. 21-42, (2018); Muller R, Martinsuo M, Blomquist T., Project portfolio control and portfolio management performance in different contexts, Proj Manag J, 39, 3, pp. 28-42, (2008); Ahmed F, Capretz LF, Bouktif S, Campbell P., Soft skills requirements in software development jobs: a cross-cultural empirical study, J Sys Inf Technol, 14, 1, pp. 58-81, (2012); Matturro G, Raschetti F, Fontan C., A systematic mapping study on soft skills in software engineering, J Univers Comput Sci, 25, 1, pp. 16-41, (2019); Groeneveld W, Becker BA., Soft skills: what do computing program syllabi reveal about non-technical expectations of undergraduate students?, ITiCSE '20: Innovation and Technology in Computer Science Education, pp. 1-10, (2020); Winkler D, Biffl S, Mendez D, Bergsmann J., Software quality: quality intelligence in software and systems engineering,  International Conference, SWQD, pp. 69-83, (2020); Khan MB, Kukalis S., MIS professionals: education and performance, Inf Manag, 19, 4, pp. 249-255, (1990); Craig VS, Kittner M, Cheney P., Skill requirements for entry-level IS graduates: a report from industry, J Inf Syst.Educ, 9, 3, pp. 7-11, (1998); Cappel JJ., Entry-level IS job skills: a survey of employers, J Comput Inf Syst, 42, 2, pp. 76-82, (2001); Ahmed F, Capretz LF, Bouktif S, Campbell P., Soft skills and software development: a reflection from; Int J Comput Inf Sci, 4, 3, pp. 171-191, (2013); Capretz LF, Ahmed F., Making sense of software development and personality types, IT Prof, 12, 1, pp. 6-13, (2010); Veenendaal EV., Next-generation software testers: broaden or specialize!, The future of software quality assurance, pp. 229-243, (2020)","I. Jebreen; Department of Software Engineering, IT Faculty, ZARQA University, Zarqa, Jordan; email: ijebreen@zu.edu.jo","","Khon Kaen University,Research and Technology Transfer Affairs Division","","","","","","25396293","","","","English","Asia-Pac. J. Sci. Technol.","Article","Final","","Scopus","2-s2.0-85122436315"
"Heafala A.; Mitchell L.J.; Williams L.T.","Heafala, Alana (57224731443); Mitchell, Lana J. (34875322100); Williams, Lauren T. (57880222500)","57224731443; 34875322100; 57880222500","Studying the transition from graduate to health practitioner: The Griffith Dietetics Graduate Outcomes Survey","2021","Nursing and Health Sciences","23","3","","723","732","9","11","10.1111/nhs.12861","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109011831&doi=10.1111%2fnhs.12861&partnerID=40&md5=b8b4c2d03f705b5c17fc272d60b17cb1","Nutrition and Dietetics, School of Health Sciences and Social Work, Griffith University, Gold Coast Campus, Gold Coast, QLD, Australia; Menzies Health Institute of Queensland, Southport, QLD, Australia","Heafala A., Nutrition and Dietetics, School of Health Sciences and Social Work, Griffith University, Gold Coast Campus, Gold Coast, QLD, Australia; Mitchell L.J., Nutrition and Dietetics, School of Health Sciences and Social Work, Griffith University, Gold Coast Campus, Gold Coast, QLD, Australia, Menzies Health Institute of Queensland, Southport, QLD, Australia; Williams L.T., Nutrition and Dietetics, School of Health Sciences and Social Work, Griffith University, Gold Coast Campus, Gold Coast, QLD, Australia, Menzies Health Institute of Queensland, Southport, QLD, Australia","Understanding health workforce profiles is important for planning. This study aimed to explore the experiences and influences on graduate dietitians transitioning to employment. A mixed-methods case-study design was used. Graduates of Griffith University Bachelor of Nutrition and Dietetics 2017–2019 cohorts (n = 150) were invited to participate. Purpose-developed surveys were administered prior to graduation and six-months later to examine employment outcomes. Telephone interviews were conducted with participants in the 2017 cohort using a semi-structured protocol and thematically analyzed to further explore key issues arising from the survey results. Qualitative data were synthesized using triangulation of open survey items and interview responses. Baseline data were provided by 137 graduates (91%), with 110 (80%) completing the six-month survey. At six-months, 84 of the 98 (85%) respondents seeking employment reported being employed as a dietitian (private practice, n = 46; hospital, n = 26), 39 of whom were working full-time. Key themes included the importance of networking to gain employment, willingness to relocate to rural areas, the need to persevere, and the need for supported career development. These findings can be used to inform dietetic education and workforce preparation. © 2021 John Wiley & Sons Australia, Ltd.","allied health; dietitian; employability; graduate; workforce","Adult; Dietetics; Employment; Female; Humans; Interviews as Topic; Longitudinal Studies; Male; Nutritionists; Surveys and Questionnaires; Workforce; adult; article; career; cohort analysis; dietetics; dietitian; education; employability; employment; female; health practitioner; health survey; human; human experiment; major clinical study; male; nutrition; private practice; rural area; telephone interview; workforce; dietetics; dietitian; education; employment; interview; longitudinal study; questionnaire","","","","","","","(2011); (2020); Ball L., Larsson R., Gerathy R., Hood P., Lowe C., Working profile of Australian private practice Accredited Practising Dietitians, Nutrition & Dietetics, 70, 3, pp. 196-205, (2013); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brown L., Capra S., Williams L., Profile of the Australian dietetic workforce: 1991–2005, Nutrition & Dietetics, 63, 3, pp. 166-178, (2006); Brown L., Mitchell L.J., Williams L.T., Macdonald-Wicks L., Capra S., Private practice in rural areas: An untapped opportunity for dietitians, Australian Journal of Rural Health, 19, 4, pp. 191-196, (2011); Brown L., Smith T., Wakely L., Wolfgang R., Little A., Burrows J., Longitudinal tracking of workplace outcomes for undergraduate allied health students undertaking placements in rural Australia, Journal of Allied Health, 46, 2, pp. 79-87, (2017); Brown L., Williams L., Capra S., Going rural but not staying long: Recruitment and retention issues for the rural dietetic workforce in Australia, Nutrition & Dietetics, 67, 4, pp. 294-302, (2010); (2018); (2020); (2021); Doherty G., Stagnitti K., Schoo A.M., From student to therapist: Follow up of a first cohort of Bachelor of Occupational Therapy students, Australian Occupational Therapy Journal, 56, 5, pp. 341-349, (2009); Edelson D.C., Design research: What we learn when we engage in design, Journal of the Learning Sciences, 11, 1, pp. 105-121, (2002); Hawker J., McMillan A., Palermo C., Enduring mentoring partnership: A reflective case study and recommendations for evaluating mentoring in dietetics, Nutrition & Dietetics, 70, 4, pp. 339-344, (2013); Australia's health workforce workforce series - dietitians in focus. Department of Health, Government of Australia, (2014); Hughes R., Desbrow B., Aspiring dietitians study: A pre-enrolment study of students motivations, awareness and expectations relating to careers in nutrition and dietetics, Nutrition & Dietetics, 62, pp. 106-109, (2005); Joyce C.M., Scott A., Jeon S.-H., Humphreys J., Kalb G., Witt J., Leahy A., The ""Medicine in Australia: Balancing Employment and Life (MABEL)"" longitudinal survey - Protocol and baseline data for a prospective cohort study of Australian doctors' workforce participation, BMC Health Services Research, 10, 1, (2010); Kinash S., Crane L., Judd M.-M., Mitchell K., McLean M., Knight C., Dowling D., Schulz M., Supporting graduate employability from generalist disciplines through employer and private institution collaboration: Final report. Office for Learning and Teaching, Department of Education, Government of Australia, (2015); Liamputtong P., Qualitative research methods, (2012); Liamputtong P., Research methods in health: Foundations for evidence-based practice, (2017); Lordly D., University students' reservations about dietetics as a career choice, Canadian Journal of Dietetic Practice and Research, 74, pp. 42-45, (2013); Lordly D., Dube N., The who, what, when, and how of choosing a dietetics career, Canadian Journal of Dietetic Practice and Research, 73, pp. 169-175, (2012); McCall L., Palermo C., Wray N., Placements and their influence on Australian nutrition and dietetics students, Focus on Health Professional Education, 11, 1, (2009); Morgan K., Campbell K.L., Reidlinger D.P., Dietetics students' experiences of dietetics workforce preparation and preparedness: A systematic review and qualitative synthesis, Journal of Human Nutrition and Dietetics, 32, 2, pp. 226-246, (2019); Morgan K., Campbell K.L., Sargeant S., Reidlinger D.P., Preparedness for advancing future health: A national qualitative exploration of dietetics graduates' experiences, Advances in Health Sciences Education: Theory and Practice, 25, 1, pp. 31-53, (2020); Mudryj A., Farquhar K., Spence K., Vagianos K., Suh M., Riediger N., Employment outcomes among registered dietitians following graduation in Manitoba, Canadian Journal of Dietetic Practice and Research, 80, 2, pp. 87-90, (2019); Neuman W.L., Social research methods: Qualitative and quantitative approaches, (2013); Palermo C., Mentoring for professional development and the future of nutrition and dietetics, Nutrition & Dietetics, 67, 3, pp. 132-133, (2010); Pelletier D., Donoghue J., Duffield C., Understanding the nursing workforce: A longitudinal study of Australian nurses six years after graduate study, Australian Journal of Advanced Nursing, 23, pp. 37-43, (2005); Plint H., Ball L., Hughes R., Desbrow B., Ten-year follow up of graduates from the Aspiring Dietitians Study: Implications for dietetic workforce development, Nutrition & Dietetics, 73, 3, pp. 241-246, (2016); (2020); (2021); Ross L.J., Mitchell L.J., Williams L.T., Is it possible to enhance the confidence of student dietitians prior to professional placements? A design-based research model, Journal of Human Nutrition and Dietetics, 30, 5, pp. 588-595, (2017); Segal L., Marsh C., Heyes R., The real cost of training health professionals in Australia: It costs as much to build a dietician workforce as a dental workforce, Journal of Health Services Research & Policy, 22, 2, pp. 91-98, (2017); (2018); Stewart D.W., Tracking the careers of graduates: A new agenda for graduate schools, Change: The Magazine of Higher Learning, 45, 2, (2013); (2017); Woolley T., Hays R.B., Barnwell S., Sen Gupta T., McCloskey T., A successful longitudinal graduate tracking system for monitoring Australian medical school graduate outcomes, Rural and Remote Health, 15, (2015)","L.T. Williams; Nutrition and Dietetics, School of Health Sciences and Social Work, Griffith University, Gold Coast Campus, Gold Coast, Australia; email: lauren.williams@griffith.edu.au","","John Wiley and Sons Inc","","","","","","14410745","","NHSUA","34145710","English","Nurs. Health Sci.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85109011831"
"Latorraca R.; Aiello J.","Latorraca, Rossella (57203398730); Aiello, Jacqueline (56684939100)","57203398730; 56684939100","Investigating translation trainees’ self-perceived competence: A process-oriented, collaborative seminar on translation and translation revision","2021","Babel","67","4","","460","481","21","2","10.1075/babel.00232.lat","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119183560&doi=10.1075%2fbabel.00232.lat&partnerID=40&md5=a73a955b6c7988ad2181987f85f5f933","DipSUm (Department of Humanities), University of Salerno, Via Giovanni Paolo II, 132, Fisciano (SA), 84084, Italy; University of Ferrara","Latorraca R., DipSUm (Department of Humanities), University of Salerno, Via Giovanni Paolo II, 132, Fisciano (SA), 84084, Italy; Aiello J., University of Ferrara","Pushed by the increasing internationalization of education and recent economic dynamics, training programs are shifting their focus to acquiring competences and know-how through real-life materials to enhance learners’ employability and access to the work market. Moreover, recent research has called for the implementation of editing/revision content in translation programs, overcoming the assumed distance between translation and editing/revision professions. In light of social constructivism and process-oriented pedagogical trends in translation training, an intensive twenty-hour seminar was designed and piloted in a Master’s degree program in Specialized Translation with the intent of increasing students’ awareness of the translation process, including translation revision and their sense of perceived competence. Rasch analysis of pre- and post-test questionnaires detected positive changes in students’ self-perceived proficiency in translation, translation revision, and editing, with critical implications for the usefulness of process-oriented, realistic approaches integrating both translation and editing/revision content in translation training programs. © Fédération Internationale des Traducteurs (FIT) Revue Babel","Curricular design in translation; Curricular development; Editing; Perceived competence; Translation revision; Translation training","","","","","","","","Angelone E., Uncertainty, uncertainty management and metacognitive problem solving in the translation task, Translation and Cognition, pp. 17-40, (2010); Baker M., Maier C., Ethics in interpreter and translator training, The Interpreter and Translator Trainer, 5, 1, pp. 1-14, (2011); Biel L., Training translators or translation service providers? EN 15038: 2006 standard of translation services and its training implications, The Journal of Specialised Translation, 16, pp. 61-76, (2011); Bisiada M., Translation and editing: A study of editorial treatment of nominalisations in draft translations, Perspectives, 26, 1, pp. 24-38, (2018); Breedveld H., Writing and revising processes in professional translation, Across Languages and Cultures, 3, 1, pp. 91-100, (2002); Casas-Tost H., Rovira-Esteva S., Chinese-Spanish translation studies in tertiary institutions in Spain: Historical review and future perspectives, The Interpreter and Translator Trainer, 2, 2, pp. 185-202, (2008); de Almeida G., O'Brien S., Analyzing post-editing performance: Correlations with years of translation experience, Proceedings of 14th Annual Conference of the European Association for Machine Translation, (2010); Duffy T.M., Jonassen D.H., Constructivism: New implications for instructional technology?, Educational Technology, 31, 5, pp. 7-12, (1991); Dunlosky J., Rawson K.A., Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention, Learning and Instruction, 22, 4, pp. 271-280, (2012); Elliot A.J., Dweck C.S., Competence and motivation: Competence as the core of achievement motivation, Handbook of Competence and Motivation, pp. 3-12, (2005); European Standard EN 15038. Translation Services – Service Requirements, (2006); Gile D., Basic Concepts and Models for Interpreter and Translator Training, (2009); Kiraly D., A Social Constructivist Approach to Translator Education, (2014); Kruger H., Training text editors as part of a general programme in language practice: A process-oriented approach, Southern African Linguistics and Applied Language Studies, 25, 1, pp. 1-16, (2007); Kunzli A., Teaching and learning translation revision: Some suggestions based on evidence from a think-aloud protocol study, Current Trends in Translation Teaching and Learning, pp. 7-21, (2006); Li D., Think-aloud teaching in translation class: Implications from TAPS translation research, Perspectives, 19, 2, pp. 109-122, (2011); Linacre J.M., Winsteps (Version 3.63) [Computer Software], (2006); Linacre J.M., How to simulate Rasch data, Rasch Measurement Transactions, 21, 3, (2007); Lorscher W., Investigating the translation process, Meta: Journal Des Traducteurs / Meta: Translators’ Journal, 37, 3, pp. 426-439, (1992); Maia B., Haller J., Ulrych M., Training the Language Services Provider for the New Millennium, (2002); Massof R.W., Fletcher D.C., Evaluation of the NEI visual functioning questionnaire as an interval measure of visual ability in low vision, Vision Research, 41, 3, pp. 397-413, (2001); Meister L., Threshold concepts and ways of thinking and practising: The potential of a framework for understanding in translation didactics, The Interpreter and Translator Trainer, 11, 1, pp. 20-37, (2017); Mossop B., Empirical studies of revision: What we know and need to know, The Journal of Specialised Translation, 8, pp. 5-20, (2007); Mossop B., Revising and Editing for Translators, (2014); Nunez J.L., Bolanos-Medina A., Predictors of problem-solving in translation: Implications for translator training, The Interpreter and Translator Trainer, 12, 3, pp. 282-298, (2018); Olvera-Lobo M.D., Et al., Teleworking and collaborative work environments in translation training, Babel, 55, 2, pp. 165-180, (2009); Olvera-Lobo M.D., Et al., A professional approach to translator training (PATT), Meta: Journal Des Traducteurs / Meta: Translators’ Journal, 52, 3, pp. 517-528, (2007); Building a translation competence model, Triangulating Translation: Perspectives in Process Oriented Research, pp. 43-66, (2003); Pesudovs K., Garamendi E., Elliott D.B., The quality of life impact of refractive correction (QIRC) questionnaire: Development and validation, Optometry and Vision Science, 81, 10, pp. 769-777, (2004); Rasch G., Probabilistic Models for Some Intelligence and Attainment Tests, (1993); Rasmussen K.W., Schjoldager A., Revising translations: A survey of revision policies in Danish translation companies, The Journal of Specialised Translation, 15, pp. 87-120, (2011); Rhodes M.G., Tauber S.K., The influence of delaying judgments of learning on metacognitive accuracy: A meta-analytic review, Psychological Bulletin, 137, 1, pp. 131-148, (2011); Robert I., Translation revision procedures: An explorative study, Translation and Its Others. Selected Papers of the CETRA Research Seminar in Translation Studies 2007, pp. 91-116, (2008); Robert I., Brunette L., Should revision trainees think aloud while revising somebody else’s translation? 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Latorraca; DipSUm (Department of Humanities), University of Salerno, Fisciano (SA), Via Giovanni Paolo II, 132, 84084, Italy; email: rlatorraca@unisa.it","","John Benjamins Publishing Company","","","","","","05219744","","","","English","Babel","Article","Final","","Scopus","2-s2.0-85119183560"
"Matsuo M.","Matsuo, Makoto (56190503000)","56190503000","Reflecting on Success in Difficult Times: A Key to Enhance Proactivity and Employability","2021","SAGE Open","11","4","","","","","0","10.1177/21582440211059167","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120464053&doi=10.1177%2f21582440211059167&partnerID=40&md5=cf6b4d0a523fac8a1a7181d1eb60ad38","Hokkaido University, Sapporo City, Japan","Matsuo M., Hokkaido University, Sapporo City, Japan","Employability and proactivity are believed to be key factors for survival in uncertain and unpredictable environments. Despite the related importance of continuous learning, little is known how learning-related factors enhance employability and proactivity. The purpose of this study was to examine the role of reflection in enhancing perceived employability and proactive behavior in turbulent conditions, drawing on positive psychology. A two-wave survey of Japanese employees (n = 408) was conducted during a pandemic period of coronavirus disease (COVID-19). Results of a structural equation model show that reflection on success had positive direct and indirect effects on perceived employability mediated through proactive behavior, while reflection on failures had no significant effect on perceived employability and proactive behavior. The findings extend prior research on employability and proactivity by examining the role of learning-related cognitive factors based on the broaden-and-build theory. © The Author(s) 2021.","failures; perceived employability; proactive behavior; reflection; success","","","","","","Japan Society for the Promotion of Science, KAKEN, (18K01744)","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Japan Society for the Promotion of Science [grant number 18K01744]. 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Matsuo; Hokkaido University, Sapporo City, Japan; email: mmatsuo@econ.hokudai.ac.jp","","SAGE Publications Inc.","","","","","","21582440","","","","English","SAGE Open","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85120464053"
"Bunce L.; Bennett M.","Bunce, Louise (26539392900); Bennett, Melanie (57210797336)","26539392900; 57210797336","A degree of studying? Approaches to learning and academic performance among student ‘consumers’","2021","Active Learning in Higher Education","22","3","","203","214","11","10","10.1177/1469787419860204","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071507170&doi=10.1177%2f1469787419860204&partnerID=40&md5=fb65c0759ed44747cbd85f7b6a47011e","Oxford Brookes University, United Kingdom; University of Winchester, United Kingdom","Bunce L., Oxford Brookes University, United Kingdom; Bennett M., University of Winchester, United Kingdom","The marketization of higher education and focus on graduate employability and earnings data has raised questions about how students perceive their roles and responsibilities while studying for their degree. Of particular concern is the extent to which students identify themselves as consumers of their higher education, for example, whether they view their degree as a purchasable commodity to improve future earnings. This is because research has found that a stronger consumer identity is related to lower academic performance. This study examined whether this relation could be explained by the impact of a consumer identity on the extent to which students adopt deep, surface or strategic approaches to learning. The hypotheses were that the relation between consumer identity and academic performance would be mediated by approaches to learning, whereby a consumer identity would be related to adopting a more surface approach, a less deep approach and less strategic approach. Undergraduates completed an online questionnaire that assessed the extent to which they identified as a consumer, their approaches to learning and academic performance. The analysis partly supported the hypotheses: a stronger consumer identity was related to a more surface approach to learning. However, a surface approach to learning did not mediate the relation between consumer identity and academic performance. Conversely, a deep approach to learning mediated the relation between consumer identity and academic performance, whereby a stronger consumer identity was related to lower academic performance through its negative impact on a deep approach to learning. There was no relation between consumer identity and strategic approach to learning. 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Bunce; Oxford Brookes University, United Kingdom; email: Louise.bunce@brookes.ac.uk","","SAGE Publications Ltd","","","","","","14697874","","","","English","Act. Learn. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85071507170"
"Ma Y.; Yue Y.; Hou L.","Ma, Yin (57211796765); Yue, Yun (57258335400); Hou, Liqi (57212485872)","57211796765; 57258335400; 57212485872","The impact of proactive personality and clinical learning environment on nursing college students’ perceived employability","2021","Nurse Education in Practice","56","","103213","","","","2","10.1016/j.nepr.2021.103213","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115940207&doi=10.1016%2fj.nepr.2021.103213&partnerID=40&md5=a737258b3fc6bca952af5f74ca6d5637","School of Philosophy and Sociology, Lanzhou University, China; School of Education, Torrens University, Australia; The Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong","Ma Y., School of Philosophy and Sociology, Lanzhou University, China; Yue Y., School of Education, Torrens University, Australia; Hou L., The Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong","Objectives: To examine the relationships between proactive personality, clinical learning environment, career adaptability and self-perceived employability in nursing college students based on the career construction model. Design: The study employed a cross-sectional research design. Participants and methods: A purposive and convenience sampling of 405 final year nursing college students were invited to finish online survey. Structural equation modeling has been utilized to perform the measurement and structural model assessment and bootstrapping approach is employed to perform the mediation test. Results: Students’ proactive personality was positively related to their career adaptability (Beta = 0.45, p < 0.001), and self-perceived employability (Beta = 0.26, p < 0.001), clinical learning environment was positively related to career adaptability (Beta = 0.14, p < 0.1) and self-perceived employability (Beta = 0.43, p < 0.001), career adaptability was positively related to self-perceived employability (Beta = 0.33, p < 0.001). Moreover, career adaptability significantly mediated the relationship between proactive personality and perceived employability, but it failed to mediate the relationship between clinical learning environment and perceived employability. Conclusions: For nursing college students, both clinical learning environment and proactive personality had a positive impact on their self-perceived employability, and career adaptability also mediated the relationship between proactive personality and perceived employability. Appropriate interventions may be implemented to enhance nursing college students’ perceived employability. © 2021","Career adaptability; Clinical learning environment; Nursing college students; Proactive personality; Self-perceived employability","adult; article; bootstrapping; career; college student; convenience sample; cross-sectional study; employability; female; human; human experiment; learning environment; male; nursing; personality; structural equation modeling; structural model","","","","","","","Anderson J.C., Gerbing D.W., Structural equation modeling in practice: a review and recommended two-step approach, Psychol. Bull., 103, 3, pp. 411-423, (1988); Babenko-Mould Y., Laschinger H.K., Effects of incivility in clinical practice settings on nursing student burnout, Int. J. Nurs. Educ. Scholarsh., 11, 1, pp. 145-154, (2014); Bateman T.S., Crant J.M., The proactive component of organizational behavior: a measure and correlates, J. Organ. 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"Crans S.; Gerken M.; Beausaert S.; Segers M.","Crans, Samantha (57197834365); Gerken, Maike (55911233500); Beausaert, Simon (36080307500); Segers, Mien (7004861099)","57197834365; 55911233500; 36080307500; 7004861099","The mediating role of social informal learning in the relationship between learning climate and employability","2021","Career Development International","26","5","","678","696","18","5","10.1108/CDI-09-2020-0234","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85110021086&doi=10.1108%2fCDI-09-2020-0234&partnerID=40&md5=b7f0dfbb17b953cb14cc5a3f59a51deb","Educational Research and Development, Maastricht University, Maastricht, Netherlands; Universität Witten∕Herdecke, Witten, Germany","Crans S., Educational Research and Development, Maastricht University, Maastricht, Netherlands; Gerken M., Universität Witten∕Herdecke, Witten, Germany; Beausaert S., Educational Research and Development, Maastricht University, Maastricht, Netherlands; Segers M., Educational Research and Development, Maastricht University, Maastricht, Netherlands","Purpose: This study examines whether learning climate relates to employability competences through social informal learning (i.e. feedback, help and information seeking). Design/methodology/approach: Multiple regression analyses and structural equation modeling were used to test direct and indirect effects in a sample of 372 employees working in two Dutch governmental institutes. Findings: The analyses confirmed that learning climate has an indirect effect on employability competences through feedback, help and information seeking. More specifically, the findings suggest that learning climate is important for employees' engagement in proactive social informal learning activities. Engaging in these learning activities, in turn, relates to a higher level of employability. Originality/value: This study employs an integrative approach to understanding employability by including the organization's learning climate and employees' social informal learning behavior. It contributes to the extant literature on professional development by unraveling how proactive social informal learning relates to employability competences. It also provides new insights on learning climate as a determinant for social informal learning and employability. © 2021, Samantha Crans, Maike Gerken, Simon Beausaert and Mien Segers.","Competences; Employability; Learning climate; Social informal learning; Workplace learning","","","","","","","","Anseel F., Beatty A.S., Shen W., Lievens F., Sackett P.R., How are we doing after 30 years? 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Van der Rijt J., Van den Bossche P., Segers M.S.R., Understanding informal feedback seeking in the workplace: the impact of the position in the organizational hierarchy, European Journal of Training and Development, 37, pp. 72-85, (2012); William S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Wolfson M.A., Tannenbaum S.I., Mathie J.E., Maynard M.T., A cross-level investigation of informal field-based learning and performance improvements, Journal of Applied Psychology, 103, pp. 14-36, (2018)","S. Crans; Educational Research and Development, Maastricht University, Maastricht, Netherlands; email: s.crans@maastrichtuniversity.nl","","Emerald Group Holdings Ltd.","","","","","","13620436","","","","English","Career Dev. Int.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85110021086"
"Creed P.A.; Sawitri D.R.; Hood M.; Hu S.","Creed, Peter A. (7003468262); Sawitri, Dian R. (58254451200); Hood, Michelle (57204664129); Hu, Shi (56479611400)","7003468262; 58254451200; 57204664129; 56479611400","Career Goal Setting and Goal Pursuit in Young Adults: The Role of Financial Distress","2021","Journal of Career Development","48","6","","801","816","15","9","10.1177/0894845319897136","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077702456&doi=10.1177%2f0894845319897136&partnerID=40&md5=b5b4cbc29a72ecd833775e3448385b07","School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia; Centre for Work, Organisation, and Wellbeing, Griffith University, Gold Coast, QLD, Australia; Faculty of Psychology, Diponegoro University, Semarang, Central Java, Indonesia; School of Education Science, Nanjing Normal University, China","Creed P.A., School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia, Centre for Work, Organisation, and Wellbeing, Griffith University, Gold Coast, QLD, Australia; Sawitri D.R., Faculty of Psychology, Diponegoro University, Semarang, Central Java, Indonesia; Hood M., School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia; Hu S., School of Education Science, Nanjing Normal University, China","Informed by goal-setting/self-regulatory theories, we tested the mediating role of career-related effort (i.e., goal striving) in the relationships between career-related indecision (i.e., goal ambiguity) and career-related stress (i.e., affect) and perceived employability (i.e., career-related attitude) and examined the effect of financial distress as a moderator in these direct and indirect relationships. Using a sample of 202 young adults (Mage = 19.8 years, 81.7% female), we found career indecision was related negatively to effort and perceived employability and positively to stress, with effort mediating between indecision and both stress and perceived employability. However, financial distress influenced these relationships. The associations between career indecision and effort and perceived employability were more negative and the associations between career indecision and stress were more positive when financial distress was higher. The study contributes by identifying how financial distress affects the relationships between career indecision, effort, and other career variables. © Curators of the University of Missouri 2020.","career effort; career goal setting; career indecision; career self-regulation; career stress; financial distress; perceived employability","","","","","","","","Allan B.A., Sterling H.M., Duffy R.D., Longitudinal relations among economic deprivation, work volition, and academic satisfaction, International Journal for Educational and Vocational Guidance, pp. 1-19, (2019); Australian social trends, (2013); Baker A.R., Implications of financial concerns for college goal commitment among undergraduate students in the United States, Social Psychology of Education, 22, pp. 63-89, (2019); Baker A.R., Montalto C.P., Student loan debt and financial stress, Journal of College Student Development, 60, pp. 115-120, (2019); Bandura A., Social cognitive theory of self-regulation, Organizational Behavior and Human Decision Processes, 50, pp. 248-287, (1991); 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Creed; School of Applied Psychology, Griffith University, Gold Coast, Australia; email: p.creed@griffith.edu.au","","SAGE Publications Inc.","","","","","","08948453","","","","English","J. Career Dev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85077702456"
"Fakunle O.","Fakunle, Omolabake (57211046566)","57211046566","International students' perspective on developing employability during study abroad","2021","Higher Education Quarterly","75","4","","575","590","15","11","10.1111/hequ.12308","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117249408&doi=10.1111%2fhequ.12308&partnerID=40&md5=47bfba7fff6af57785f716fc0a2ae6ad","Moray House School of Education and Sport, University of Edinburgh, Edinburgh, United Kingdom","Fakunle O., Moray House School of Education and Sport, University of Edinburgh, Edinburgh, United Kingdom","In the last three decades, the role of higher education institutions (HEIs) in employability skill development has been emphasised in UK national policy. Within the same time frame, internationalisation has emerged as a key strategy in higher education (HE), nationally and globally. However, the connection between the internationalisation of higher education and developing graduate employability is an understudied area of research. This paper addresses an identified gap in extant literature by examining the intersection of internationalisation, employability and the international student experience. The paper focuses on non-EU international students' perspectives which is neglected in dominant discourses on employability. Thematic analysis of data collected from 36 semi-structured interviews with students from 11 non-EU countries reveals the importance international students place on employability development opportunities during their study abroad. The findings highlight how international student agency is enabled or constrained within the affordances of international HE, and the implications for employability policy development in an increasingly internationalised context of the delivery of higher education. In conclusion, the implication of the findings is considered in view of the constraints on mobility brought on by COVID-19. © 2021 The Authors. Higher Education Quarterly published by John Wiley & Sons Ltd.","agency; employability; employability development opportunities; international student experience; internationalisation; study abroad","","","","","","","","Agasisti T., Dal Bianco A., Landoni P., Sala A., Salerno M., Evaluating the efficiency of research in academic departments: An empirical analysis in an Italian region, Higher Education Quarterly, 65, 3, pp. 267-289, (2011); Arambewela R., Maringe F., Mind the gap: Staff and postgraduate perceptions of student experience in higher education, Higher Education Review, 44, 2, pp. 63-84, (2012); Archer W., International taught postgraduate students: The UK's competitive advantage, (2016); Atkinson P., Coffey A., Analysing documentary realities, Qualitative research, pp. 56-75, (2011); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bridgstock R., The university and the knowledge network: A new educational model for twenty-first century learning and employability, Graduate employability in context theory, research and debate, pp. 339-358, (2017); Brown P., Hesketh A., Williams S., Employability in a knowledge-driven economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Collini S., What are universities for?, (2012); Di Pietro G., (2019); De Wit H., Internationalization of higher education: The need for a more ethical and qualitative approach, Journal of International Students, 10, 1, pp. i-iv, (2020); Fakunle O., Developing a framework for international students’ rationales for studying abroad, beyond economic factors, Policy Futures in Education, (2020); Fakunle O., Lock J., Johnson C., Is internationalization intentionally integrated in online learning environments? 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Fakunle; Moray House School of Education and Sport, University of Edinburgh, Edinburgh, United Kingdom; email: omolabake.fakunle@ed.ac.uk","","John Wiley and Sons Inc","","","","","","09515224","","","","English","Higer Educ. Q.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85117249408"
"Howell K.","Howell, Katherine (57196906086)","57196906086","Enhancing research and scholarly experiences based on students’ awareness and perception of the research-teaching nexus: A student-centred approach","2021","PLoS ONE","16","9 September","e0257799","","","","3","10.1371/journal.pone.0257799","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115983568&doi=10.1371%2fjournal.pone.0257799&partnerID=40&md5=7008541dfa45c207f53dfa6834f75ce8","School of Medicine, University College Dublin, Belfield, Dublin, Ireland","Howell K., School of Medicine, University College Dublin, Belfield, Dublin, Ireland","Objectives Research is a core competency of a modern-day doctor and evidence-based practice underpins a career in medicine. Early exposure encourages graduates to embed research in their medical career and improves graduate attributes and student experience. However, there is wide variability of research and scholarly experiences offered in medicals schools, many developed with a significant degree of pragmatism based on resources and financial and time constraints. We examined undergraduate medical students’ awareness and experience of research throughout their degree to provide recommendations for implementation and improvement of research and scholarly experiences. Method Focus groups were conducted with medical students at all five stages of the medical degree programme. Data was coded to facilitate qualitative analysis for identification of important themes from each stage. Results Students reported positive impacts of research on undergraduate experience, future career and society in general. Two important themes emerged from the data, the opportunity for research and timing of research experiences. Early-stage students were concerned by their lack of experience and opportunity, whereas later-stage students identified the importance of research to employability, personal development and good medical practice, but ironically suggested it should be integrated in early stages of the course due to limitations of time. Conclusions Students provided feedback for improving research and scholarly experiences, ideally involving early exposure, a clear programme overview, with equality of access and a longitudinal approach. An emerging framework is proposed summarising the important issues identified by students and the positive impacts research experiences provide for them. These recommendations can be applied to both existing and new research programmes to provide a student-centred approach designed to augment the students’ critical analysis, inspire life-long learning, enhance the student experience and inevitably train better physicians. © 2021 Katherine Howell. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.","","Biomedical Research; Cohort Studies; Education, Medical, Undergraduate; Female; Health Knowledge, Attitudes, Practice; Humans; Learning; Male; Schools, Medical; article; awareness; career; employability; human; lifelong learning; medical practice; medical student; perception; physician; qualitative analysis; teaching; attitude to health; cohort analysis; education; female; learning; male; medical education; medical research; medical school","","","","","","","Haynes R.B., Et al., Transferring evidence from research into practice: 1. 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Howell; School of Medicine, University College Dublin, Dublin, Belfield, Ireland; email: Katherine.howell@ucd.ie","","Public Library of Science","","","","","","19326203","","POLNC","34570801","English","PLoS ONE","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85115983568"
"Mok I.; Mackenzie L.; Thomson K.","Mok, Irene (57217455398); Mackenzie, Lynette (7006703790); Thomson, Kate (55897092400)","57217455398; 7006703790; 55897092400","Career development and human resource management of older workers: A scoping review","2021","Australian Journal of Career Development","30","3","","226","239","13","2","10.1177/10384162211069208","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122158218&doi=10.1177%2f10384162211069208&partnerID=40&md5=716bcf86dcf0f6419077bbf2a549f747","Sydney School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Australia; Ageing and Health Research Group, Faculty of Medicine and Health, The University of Sydney, Australia","Mok I., Sydney School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Australia, Ageing and Health Research Group, Faculty of Medicine and Health, The University of Sydney, Australia; Mackenzie L., Sydney School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Australia, Ageing and Health Research Group, Faculty of Medicine and Health, The University of Sydney, Australia; Thomson K., Sydney School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Australia","Career development for older workers is an emerging challenge to human resource management (HRM) which aims to improve the employability of older workers and mitigate labour and skill shortage problems. This review synthesised findings from 15 studies referring to career development and HRM practices for older workers. The aims were to examine the definition of career development for older workers and factors that affect the provision of career development. The five-step scoping review process outlined by Arksey and O'Malley (2005) was followed. Results indicated that when career development is incorporated as a part of HRM practices it improved employability and retention of older workers. However, the lack of definitional clarity of what career development meant for an ageing workforce made it challenging for organisations to integrate it into their HRM practices. Further research is needed to examine implementation barriers and find ways to increase collaboration between older workers and organisations. © Australian Council for Educational Research 2021.","career development; human resource management; Older workers; organisation; scoping review","","","","","","","","Arksey H., O'Malley L., Scoping studies: Towards a methodological framework, International Journal of Social Research Methodology, 8, 1, pp. 19-32, (2005); Armstrong-Stassen M., Human resource practices for mature workers – And why aren’t employers using them?, Asia Pacific Journal of Human Resources, 46, 3, pp. 334-352, (2008); Armstrong-Stassen M., Schlosser F., Benefits of a supportive development climate for older workers, Journal of Managerial Psychology, 23, 4, pp. 419-437, (2008); Bayl-Smith P., Griffin B., Age discrimination in the workplace: Identifying as a late-career workers and its relationship with engagement and intended retirement age, Journal of Applied Psychology, 44, 9, pp. 588-599, (2014); Bayl-Smith P., Griffin B., Age discrimination within a P-E fit paradigm: Maintaining fit with an active work style, Journal of Occupational and Organizational Psychology, 90, 3, pp. 306-328, (2017); Begley P., Dunne L., Maxwell J., (2018); Bentley T.A., Teo S.T., Catley B., Blackwood K., Roche M., O'Driscoll M.P., Factors influencing leave intentions among older workers: A moderated-mediation model, Personnel Review, 48, 4, pp. 898-914, (2019); Billett S., Dymock D., Johnson G., Martin G., Overcoming the paradox of employers’ views about older workers, The International Journal of Human Resource Management, 22, 6, pp. 1248-1261, (2011); Smith J.P., Macroeconomic implications of population ageing and selected policy responses, The Lancet, 385, 9968, pp. 649-657, (2015); Brooke L., Prolonging the careers of older information technology workers: Continuity, exit or retirement transitions?, Ageing & Society, 29, 2, pp. 237-256, (2009); Brooke L., Taylor P., Older workers and employment: Managing age relations, Ageing & Society, 25, 3, pp. 415-429, (2005); Brown M., Pitt-Catsouphes M., McNamara T.K., Besen E., Returning to the workforce after retiring: A job demands, job control, social support perspective on job satisfaction, The International Journal of Human Resource Management, 25, 22, pp. 3113-3133, (2014); Buyens D., Van Dijk H., Dewilde T., De Vos A., The ageing workforce: Perceptions of career ending, Journal of Managerial Psychology, 24, 2, pp. 102-117, (2009); Cameron R., Theoretical bridge-building: The career development project for the 21st century meets the new era of human resource development, Australian Journal of Career Development, 18, 3, pp. 9-17, (2009); Cebulla A., Wilkinson D., Responses to an ageing workforce: Germany, Spain, the United Kingdom, Business Systems Research, 10, 1, pp. 120-137, (2019); Claes R., Heymans M., HR Professionals’ views on work motivation and retention of older workers: A focus group study, Career Development International, 13, 2, pp. 95-111, (2008); (2010); (2015); de Lange A.H., Bal P.M., Van der Heijden B.I.J.M., de Jong N., Schaufeli W.B., When I’m 64: Psychological contract breach, work motivation and the moderating roles of future time perspective and regulatory focus, Work & Stress, 25, 4, pp. 338-354, (2011); De Vos A., Segers J., Self-directed career attitude and retirement intentions, Career Development International, 18, 2, pp. 155-172, (2013); Dello Russo S., Parry E., Bosak J., Andersen M., Apospori E., Bagdadli S., Reichel A., Still feeling employable with growing age? 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Uncovering the age-based strategies of European employers, The Gerontologist, 55, 5, pp. 814-824, (2015); Van der Heijden B.I.J.M., Schalk R., van Veldhoven M.J.P.M., Ageing and careers: European research on long-term career development and early retirement, Career Development International, 13, 2, pp. 85-94, (2008); van Veldhoven M., Dorenbosch L., Age, proactivity and career development, Career Development International, 13, 2, pp. 112-131, (2008); Veth K.N., Emans B.J.M., Van der Heijden B., Korzilius H.P.L.M., De Lange A., Development (f)or maintenance? An empirical study on the use of and need for HR practices to retain older workers in health care organizations, Human Resource Development Quarterly, 26, 1, pp. 53-80, (2015); Vickerstaff S., Phillipson C., Loretto W., Training and development: The missing part of the extending working life agenda?, Public Policy & Aging Report, 25, 4, pp. 139-142, (2015)","I. Mok; Sydney School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Australia; email: irene.mok@sydney.edu.au","","SAGE Publications Ltd","","","","","","22006974","","","","English","Aus.J. Career Develop.","Article","Final","","Scopus","2-s2.0-85122158218"
"Mogaji E.; Adamu N.; Nguyen N.P.","Mogaji, Emmanuel (56823605700); Adamu, Nenadi (57226528627); Nguyen, Nguyen Phong (57204146803)","56823605700; 57226528627; 57204146803","Stakeholders shaping experiences of self-funded international PhD students in UK business schools","2021","International Journal of Management Education","19","3","100543","","","","5","10.1016/j.ijme.2021.100543","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111866999&doi=10.1016%2fj.ijme.2021.100543&partnerID=40&md5=1237b990dabc3b5e6c9d61542ecdcb0a","Department of Marketing, Events and Tourism, University of Greenwich, London, UK, United Kingdom; Department of Research Administration and International Relations, University of Economics Ho Chi Minh City, Ho Chi Minh City, Viet Nam; School of Applied Social Sciences, University of Bedfordshire, Luton, United Kingdom; School of Accounting, University of Economics Ho Chi Minh City, Ho Chi Minh City, Viet Nam","Mogaji E., Department of Marketing, Events and Tourism, University of Greenwich, London, UK, United Kingdom, Department of Research Administration and International Relations, University of Economics Ho Chi Minh City, Ho Chi Minh City, Viet Nam; Adamu N., School of Applied Social Sciences, University of Bedfordshire, Luton, United Kingdom; Nguyen N.P., School of Accounting, University of Economics Ho Chi Minh City, Ho Chi Minh City, Viet Nam","Self-funded international PhD students bring substantial financial returns to universities, but they are often placed in a precarious position, caught between different identities and experiencing struggles that are peculiar to international students – liability for fees, which sometimes have to be raised during their study; visa restrictions that affect employability; and the solitary journey of their doctoral study. It is, therefore, important to recognise their unique positioning and understand how their experiences are being shaped and can be improved. Using qualitative data obtained through semi-structured interviews with 26 self-funded international PhD students in UK business schools, the analysis identified variations in experiences based on gender, marital status, and university group as significant to self-funded PhD students' experiences. The study also adopted the theory of student persistence and the multidimensional value-based approach to identify the role of university administrative systems, supervisors, fellow PhD students, social networks, families, and self-funded PhD students as key stakeholders shaping students’ learning experiences and maintaining their engagement, influencing completion rates, and affecting post-graduation outcomes. This study extended the existing knowledge on international student experiences and doctoral education, presenting vital implications for a range of stakeholders, including universities, post-graduate and business schools, academic and professional bodies, supervisors, and policymakers. © 2021","","","","","","","","","Adamu N., Mogaji E., Enhancing the student learning experience: Perspectives from self-funded international PhD students, (2015); Adefulu A., Farinloye T., Factors influencing post graduate students' university choice in Nigeria, Higher education marketing in Africa - explorations on student choice, (2020); Adnett N., The growth of international students and economic development: Friends or foes?, Journal of Education Policy, 25, 5, pp. 625-637, (2010); Agbo F.J., Olawumi O., Oyelere S.S., Kolog E.A., Olaleye S.A., Agjei R.O., Olawuni A., Social media usage for computing education: The effect of tie strength and group communication on perceived learning outcome, International Journal of Education and Development Using Information and Communication Technology, 16, 1, pp. 5-26, (2020); Al Makhamreh M., Stockley D., Mentorship and well-being: Examining doctoral students’ lived experiences in doctoral supervision context, International Journal of Mentoring and Coaching in Education, 9, 1, pp. 1-20, (2019); Ali A., Kohun F., Levy Y., Dealing with social isolation to minimize doctoral attrition- A four stage framework, International Journal of Doctoral Studies, 2, 1, pp. 33-49, (2007); Ames C., Berman R., Casteel A., A preliminary examination of doctoral student retention factors in private online workspaces, International Journal of Doctoral Studies, 13, 1, pp. 79-107, (2018); Amiri F., Puteh M., Oral communication apprehension among international doctoral students, English Language Teaching, 11, 2, pp. 164-171, (2018); Baker D., Arroyo A., Braxton J., Gasman M., Understanding student persistence in commuter historically black colleges and universities, Journal of College Student Development, 61, 1, pp. 34-50, (2020); Barry K.M., Woods M., Warnecke E., Stirling C., Martin A., Psychological health of doctoral candidates, study-related challenges and perceived performance, Higher Education Research and Development, 37, 3, pp. 468-483, (2018); Berger D., Wild C., Turned on, tuned in, but not dropped out: Enhancing the student experience with popular social media platforms, European Journal of Law and Technology, 7, 1, pp. 1-14, (2016); Bolton P., Hubble S., International and EU students in higher education in the UK FAQs, (2020); Botha R., Student throughput trends on post-graduate level: An African case study, The Independent Journal of Teaching and Learning, 13, 2, pp. 53-66, (2018); Boyatzis R.E., Transforming qualitative information: Thematic analysis and code development, (1998); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bridgestock L., How to get PhD funding, (2021); Caldwell E.F., Hyams-Ssekasi D., Leaving home: The challenges of black-african international students prior to studying overseas, Journal of International Students, 6, 2, pp. 588-613, (2016); Castello M., Pardo M., Sala-Bubare A., Sune-Soler N., Why do students consider dropping out of doctoral degrees? Institutional and personal factors, Higher Education, 74, 6, pp. 1053-1068, (2017); Chatterjee-Padmanabhan M., Nielsen W., Preparing to cross the research proposal threshold: A case study of two international doctoral students, Innovations in Education & Teaching International, 55, 4, pp. 417-424, (2018); Chrysikos A., Ahmed E., Ward R., Analysis of Tinto's student integration theory in first-year undergraduate computing students of a UK higher education institution, International Journal of Comparative Education and Development, 19, 2-3, pp. 97-121, (2017); da Costa M.G., Pinto L.H., Martins H., Vieira D.A., Developing psychological capital and emotional intelligence in higher education: A field experiment with economics and management students, International Journal of Management in Education, 19, 3, (2021); Evans C., Gbadamosi G., Richardson M., Flexibility, compromise and opportunity: Students' perceptions of balancing part-time work with a full-time business degree, International Journal of Management in Education, 12, 2, pp. 80-90, (2014); Evans C., Stevenson K., The experience of international nursing students studying for a PhD in the UK: A qualitative study, BMC Nursing, 10, 1, (2011); Farhan B., Managing academic institutions by enhancing student experience, International Journal of Economics and Business Research, 16, 3, pp. 382-394, (2018); Farinloye T., Aririguzoh S., Kieu T.A., Qualitatively exploring the effect of change in the residential environment on travel behaviour, Travel behaviour and society, 17, pp. 26-35, (2019); Fereday J., Muir-Cochrane E., Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development, International Journal of Qualitative Methods, 5, pp. 1-11, (2006); French A., Toward a new conceptual model: Integrating the social change model of leadership development and tinto's model of student persistence, Journal of Leadership Education, 16, 3, (2017); Gallarza M., Seric M., Cuadrado M., Trading off benefits and costs in higher education: A qualitative research with international incoming students, International Journal of Management in Education, 15, 3, pp. 456-469, (2017); Gao X., Hua Z., Experiencing Chinese education: Learning of language and culture by international students in Chinese universities, Language Culture and Curriculum, pp. 1-7, (2021); Goldsmith M., What got you here wont get you there, How successful people become even more successful, (2008); Greener S.L., Non-supervisory support for doctoral students in business and management: A critical friend, International Journal of Management in Education, 19, 2, (2021); Harman G., International PhD students in Australian universities: Financial support, course experience and career plans, International Journal of Educational Development, 23, 3, pp. 339-351, (2003); Hemsley-Brown J., Oplatka I., University choice: What do we know, what don't we know and what do we still need to find out?, International Journal of Educational Management, 29, 3, pp. 254-274, (2015); Horta H., Jung J., Santos J.M., Mobility and research performance of academics in city-based higher education systems, Higher Education Policy, pp. 1-22, (2019); Hsieh H.F., Shannon S.E., Three approaches to qualitative content analysis, Qualitative Health Research, 15, 9, pp. 1277-1288, (2005); Kashif M., Rehman A., Mustafa Z., Basharat S., Pakistani higher degree students' views of feedback on assessment: Qualitative study, International Journal of Management in Education, 12, 2, pp. 104-114, (2014); Kiraka R., Maringe F., Kanyutu W., Mogaji E., University league tables and ranking systems in Africa: Emerging prospects, challenges and opportunities, Understanding the higher education market in Africa. 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Soltovets E., Chigisheva O., Dmitrova A., The role of mentoring in digital literacy development of doctoral students at British universities, Eurasia Journal of Mathematics, Science and Technology Education, 16, 4, (2020); Spronken-Smith R., Cameron C., Quigg R., Factors contributing to high PhD completion rates: A case study in a research-intensive university in New Zealand, Assessment & Evaluation in Higher Education, 43, 1, pp. 94-109, (2018); Sverdlik A., Hall N.C., McAlpine L., Hubbard K., The PhD experience: A review of the factors influencing doctoral students' completion, achievement, and well-being, International Journal of Doctoral Studies, 13, 1, pp. 361-388, (2018); Terrell S.R., Snyder M.M., Dringus L.P., Maddrey E., A grounded theory of connectivity and persistence in a limited residency doctoral program, Qualitative Report, 17, (2012); Tinto V., Leaving college: Rethinking the causes and cures of student attrition, (1993); Tuma T.T., Adams J.D., Hultquist B.C., Dolan E.L., The dark side of development: A systems characterization of the negative mentoring experiences of doctoral students, CBE-Life Sciences Education, 20, 2, (2021); International student advice and guidance - international student statistics: UK higher education, (2020); Vahamaki M., Saru E., Palmunen L.M., Doctoral supervision as an academic practice and leader–member relationship: A critical approach to relationship dynamics, International Journal of Management in Education, 19, 3, (2021); Vaquera G., Testing theories of doctoral student persistence at a hispanic serving institution, Journal of College Student Retention: Research, Theory & Practice, 9, 3, pp. 283-305, (2007); Wang Z., Self-globalisation-a new concept in the push-and-pull theory: A study on Chinese self-funded master students, Education and citizenship in a globalising world, (2010); Wang L., Byram M., International doctoral students' experience of supervision: A case study in a Chinese university, Cambridge Journal of Education, 49, 3, pp. 255-274, (2019); Wilkins S., Hazzam J., Lean J., Doctoral publishing as professional development for an academic career in higher education, International Journal of Management in Education, 19, 1, (2021); Williams M.S., Brown Burnett T.J., Carroll T.K., Harris C.J., Mentoring, managing, and helping: A critical race analysis of socialization in doctoral education, Journal of College Student Retention: Research, Theory & Practice, 20, 2, pp. 253-278, (2018); Williams W., Parkes E., Davies P., Wordle: A method for analysing MBA student induction experience, International Journal of Management in Education, 11, 1, pp. 44-53, (2013); Xu Y.J., Webber K.L., College student retention on a racially diverse campus: A theoretically guided reality check, Journal of College Student Retention: Research, Theory & Practice, 20, 1, pp. 2-28, (2018); Zahl S.B., The impact of community for part-time doctoral students: How relationships in the academic department affect student persistence, International Journal of Doctoral Studies, 10, pp. 301-321, (2015); Zhou E., Okahana H., The role of department supports on doctoral completion and time-to-degree, Journal of College Student Retention: Research, Theory & Practice, 20, 4, pp. 511-529, (2019)","E. Mogaji; Department of Marketing, Events and Tourism, University of Greenwich, London, United Kingdom; email: e.o.mogaji@greenwich.ac.uk","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","","Scopus","2-s2.0-85111866999"
"Segbenya M.; Baafi-Frimpong S.A.; Oppong N.Y.","Segbenya, Moses (57209393653); Baafi-Frimpong, Sally Abena (57222002929); Oppong, Nana Yaw (56712823800)","57209393653; 57222002929; 56712823800","Effect of COVID-19 on acquisition of employable skills among national service personnel in Ghana","2021","Journal of Work-Applied Management","13","2","","215","226","11","9","10.1108/JWAM-12-2020-0058","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126635970&doi=10.1108%2fJWAM-12-2020-0058&partnerID=40&md5=6bd3d3c1693ddcf73884e75ed4f37b8d","Department of Business Studies, College of Distance Education, University of Cape Coast, Cape Coast, Ghana; College of Distance Education, University of Cape Coast, Cape Coast, Ghana; School of Business, University of Cape Coast, Cape Coast, Ghana","Segbenya M., Department of Business Studies, College of Distance Education, University of Cape Coast, Cape Coast, Ghana; Baafi-Frimpong S.A., College of Distance Education, University of Cape Coast, Cape Coast, Ghana; Oppong N.Y., School of Business, University of Cape Coast, Cape Coast, Ghana","Purpose: This study examined the effect of COVID-19 on the acquisition of employable skills among national service personnel in Ghana. Design/methodology/approach: The study adopted the cross-sectional descriptive survey design from the positivist paradigm to collect data from a sample of 2,263 out of a population of 77,962 trainees (national service personnel) posted to the public (85.1%) and the private (14.9%) sectors for the 2019/2020 service year. Sampling techniques were simple random, stratify and snowball sampling techniques and Google form softcopy questionnaire was used for data collection. Findings: The study found that COVID-19 had made workplaces and work schedules very risky for trainees' acquiring employable skills in Ghana because their employers/trainers' were unable to provide adequate PPEs for trainees. Preventive measures such as mandatory leaves, reduced workload/working hours and shift system had reduced the duration for acquiring employable skills which could affect employability and aggravate graduate unemployment in Ghana. The sustainability and quality of job opportunities presented by COVID-19 to graduate trainees-farming; trading and online teaching could also not be guaranteed. Research limitations/implications: It was recommended that employers/trainers should provide adequate PPEs, introduce teleworking with the necessary tools and training for their trainees. Educational institutions should provide work-based learning methods in their curricula to enhance employable skills for national service graduates. Government's support for trainees venturing into self-employed job opportunities presented by the COVID-19 was also recommended Practical implications: It was recommended that employers/trainers should provide adequate personal protective equipment (PPE), introduce teleworking with the necessary tools and training for their trainees. Government's support for trainees venturing into self-employed job opportunities presented by the COVID-19 was also recommended. Originality/value: This paper has not been published anywhere. © 2021, Moses Segbenya, Sally Abena Baafi-Frimpong and Nana Yaw Oppong.","COVID-19; Employable skills; National service personnel; Trainees","","","","","","University of Cape Coast; CODE","The authors appreciate the time and efforts of all regional administrators of the College of Distance Education, University of Cape Coast and the National Service Secretariat, Central Region, for their assistance during the data collection for the study. The authors are very grateful to the 2019/2020 cohorts of national service personnel for their timely and valuable responses to the questionnaire.The assistance provided by Dennis, Edwina, Sammy and Raymond of the Arts and Social Sciences Unit, CoDE, during the data analysis stage, is appreciated. God bless them all.","Ajayi, National service and beyond: a panel study of tertiary graduates in Ghana, 1, 1, pp. 1-24, (2016); Badu E.E., Boateng E.B., Antwi-Afari M.F., Tertiary educational infrastructural development in Ghana: financing, challenges and strategies, Africa Education Review, 5, 1, pp. 1-17, (2018); Buheji M., Buheji A., Planning competency in the new normal–employability competency in post-COVID-19 pandemic, International Journal of Human Resource Studies, 10, 2, pp. 237-251, (2020); Chih-Hui L., Sapphire H.L., Systems theory, The International Encyclopedia of Organizat ional Communication, (2017); Creswell J.W., Research Design: Qualitative, Quantitative, and Mixed Methods Approach, (2009); Deloitte, The Economic Impact of the COVID-19 Pandemic on the Economy of Ghana: Summary of Fiscal Measures and Deloitte Views, (2020); Situation update, COVID-19 outbreak in Ghana as at 25th August 2020, (2020); Golinelli G.M., Viable Systems Approach (VSA). Governing Business Dynamics, (2010); Hodges J., Baah A., National Labour Law Profile: Ghana, (2006); ILO Monitor: COVID-19 and the World of Work, Updated Estimates and Analysis, (2020); Langer A., Meuleman B., Service to the nation: prospective participants' engagement with national service in Ghana, Non-Profit and Voluntary Sector Quarterly, 48, 4, pp. 859-884, (2019); Mele, Pels, Polese, A brief review of systems theories and their managerial applications, Service Science, 2, 1-2, pp. 126-135, (2010); National service personnel directed to take mandatory paid- leave, (2020); Nazario B., What is SARS-CoV-2?, (2020); Prikshat V., Nankervis A., Work-readiness integrated competence model Conceptualisation and scale development, Education + Training, 61, 5, pp. 568-589, (2019); Rizvi S., Teckchandany S., Ahuja G., A study of competencies and skill sets needed by potential recruiters in the financial sector for management graduates, Management Dynamics, 13, 1, pp. 54-69, (2013); Schlippe A.V., Hermann F., The theory of social systems as a framework for understanding family businesses, Interdisciplinary Journal of Applied Family Studies, 62, pp. 384-398, (2013); Schroyens M., Langer A., Meuleman B., Service to the nation: prospective participants' engagement with national service in Ghana, Nonprofit and Voluntary Sector Quarterly, 48, 4, pp. 859-884, (2019); Segbenya M., Ahiatrogah P.D., Appraisal of managerial roles of study centre coordinators of college of distance education, university of cape coast, World Journal of Education, 8, 5, pp. 1-16, (2018); Segbenya M., OduroPeniana G.K.T.F., Ghansah F.K., Proximity and choice of college of distance education (CoDE) of the university of cape coast for further studies, International Journal of Educational Management, 33, 5, pp. 1012-1034, (2019); Segbenya M., Oppong N.Y., Baafi-Frimpong S.A., The role of national service in enhancing employability skills of tertiary graduates in Ghana: a case of national service personnel in the central region, Higher Education, Skills and Work-Based Learning, pp. 2042-3896, (2021); Upoalkpajor J.N., Upoalkpajor C.B., The impact of COVID-19 on education in Ghana, Asian Journal of Education and Social Studies, 9, 1, pp. 23-33, (2020); Watterson A., COVID-19 in the UK and occupational health and safety: predictable not inevitable failures by government, and trade union and nongovernmental organization responses, Journal of Environmental and Occupational Health Policy, 30, 2, pp. 86-94, (2020); Woolcott G., Keast R., Tsasis P., Lipina S., Chamberlain D., Reconceptualising person-centered service models as social ecology networks in supporting integrated care, International Journal of Integrated Care, 19, 2, pp. 1-12, (2019)","M. Segbenya; Department of Business Studies, College of Distance Education, University of Cape Coast, Cape Coast, Ghana; email: moses.segbenya@ucc.edu.gh","","Emerald Group Holdings Ltd.","","","","","","22052062","","","","English","J. Work. Appl. Manag.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85126635970"
"Van Selm M.; Van Den Heijkant L.","Van Selm, Martine (16644489800); Van Den Heijkant, Linda (57202576119)","16644489800; 57202576119","In Search of the Older Worker: Framing Job Requirements in Recruitment Advertisements","2021","Work, Aging and Retirement","7","4","","288","302","14","2","10.1093/workar/waaa026","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118998261&doi=10.1093%2fworkar%2fwaaa026&partnerID=40&md5=9e5956ff2cc4831bbd120fec9708dd53","Erasmus Research Centre for Media, Communication and Culture (ERMeCC), Erasmus University Rotterdam, Rotterdam, Netherlands; Amsterdam School of Communication Research (ASCoR), University of Amsterdam, Amsterdam, Netherlands","Van Selm M., Erasmus Research Centre for Media, Communication and Culture (ERMeCC), Erasmus University Rotterdam, Rotterdam, Netherlands; Van Den Heijkant L., Amsterdam School of Communication Research (ASCoR), University of Amsterdam, Amsterdam, Netherlands","Older workers face problems in the labor market due to dominant beliefs about their abilities: they are perceived as reliable, trustworthy, and loyal, but also as less adaptable, less motivated, and less capable compared to younger workers. The mixed beliefs about older workers resonate with the stereotype of older people in society according to the Stereotype Content Model (SCM) of being warm but less competent and are reflected in news and corporate media. The present study contributes by approaching stereotypes about older workers' employability from a communication perspective. The study examines which requirements are communicated by employers in job advertisements targeting older job seekers, compared to those in job advertisements targeting general job seekers. This is done by using automated content analysis to inductively identify prominently advertised requirements, and to examine how these align with the older workers' stereotype. Additionally, interviews with recruitment experts are conducted to provide explanation and interpretation. Findings reveal that the persistent idea about older workers performing well on so-called soft abilities and poorer on so-called hard abilities is reflected in job advertisements targeting older job seekers, as these represent requirements related to hard abilities to a lesser extent, whereas abilities related to customer service are more often requested. The mixed beliefs about older workers are reflected in the expert perspective of recruiters too, although with some optimism that older workers' soft abilities fit well with employers' need for a social and responsible workforce. The study contributes to insights regarding the SCM and framing theory.  © 2021 The Author(s) 2021. Published by Oxford University Press.","","","","","","","","","Allen D. G., Van Scotter J. R., Otondo R. F., Recruitment communication media: Impact on prehire outcomes, Personnel Psychology, 57, 1, pp. 143-171, (2004); Bai X., Images of ageing in society: A literature review, Journal of Population Ageing, 7, 3, pp. 231-253, (2014); Bal A. C., Reiss A. E., Rudolph C. W., Baltes B. B., Examining positive and negative perceptions of older workers: A meta-analysis, The Journals of Gerontology, Series B: Psychological Sciences and Social Sciences, 66, 6, pp. 687-698, (2011); Baltes B. B., Rudolph C. W., Bal A. 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R., Individual differences and their measurement: A review of 100 years of research, Journal of Applied Psychology, 102, 3, pp. 254-273, (2017); Semetko H. A., Valkenburg P. M., Framing European politics: A content analysis of press and television news, Journal of Communication, 50, 2, pp. 93-109, (2000); Shen F., Edwards H. H., Economic individualism, humanitarianism, and welfare reform: A value-based account of framing effects, Journal of Communication, 55, 4, pp. 795-809, (2005); Van Dalen H. P., Henkens K., Schippers J., How do employers cope with an ageing workforce? Views from employers and employees, Demographic Research, 22, pp. 1015-1036, (2010); Van Dalen H. P., Henkens K., Schippers J., Productivity of older workers: Perceptions of employers and employees, Population and Development Review, 36, 2, pp. 309-330, (2010); Van der Heijde C. M., Van der Heijden B. I. J. M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Van der Heijden B. I. J. M., De Lange A. H., Demerouti E., Van der Heijde C. M., Age effects on the employabilitycareer success relationship, Journal of Vocational Behavior, 74, 2, pp. 156-164, (2009); Van Gorp B., Where is the frame? Victims and intruders in the Belgian press coverage of the asylum issue, European Journal of Communication, 20, 4, pp. 484-507, (2005); Van Selm M., Helberger N., Talking to people II: Qualitative interviews, The Palgrave handbook of methods for media policy research, pp. 161-177, (2019); Van Selm M., Van der Heijden B. I. J. M., Communicating employability enhancement throughout the life-span: A national intervention program aimed at combating age-related stereotypes at the workplace, Educational Gerontology, 39, 4, pp. 259-272, (2013); Walker H. J., Feild H. S., Giles W. F., Bernerth J. B., Short J. C., So what do you think of the organization? A contextual priming explanation for recruitment web site characteristics as antecedents of job seekers' organizational image perceptions, Organizational Behavior and Human Decision Processes, 114, 2, pp. 165-178, (2011); Weiss D., Perry E. L., Implications of generational and age metastereotypes for older adults at work: The role of agency, stereotype threat, and job search self-efficacy, Work, Aging and Retirement, 6, 1, pp. 15-27, (2020); Weiss D., Weiss M., Why people feel younger: Motivational and social-cognitive mechanisms of the subjective age bias and its implications for work and organizations, Work, Aging and Retirement, 5, 4, pp. 273-280, (2019); Westerhof G. J., Harink K., Van Selm M., Strick M., Van Baaren R., Filling a missing link: The influence of portrayals of older characters in television commercials on the memory performance of older adults, Ageing & Society, 30, 5, pp. 897-912, (2010)","L. Van Den Heijkant; Amsterdam School of Communication Research (ASCoR), University of Amsterdam, Amsterdam, Nieuwe Achtergracht 166, 1018 WV, Netherlands; email: l.vandenheijkant@uva.nl","","Oxford University Press","","","","","","20544650","","","","English","Work Aging  Retirement","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85118998261"
"Cao X.; Henderson E.F.","Cao, Xuemeng (57216825322); Henderson, Emily F. (55991908700)","57216825322; 55991908700","The interweaving of diaries and lives: diary-keeping behaviour in a diary-interview study of international students’ employability management","2021","Qualitative Research","21","6","","829","845","16","13","10.1177/1468794120920260","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084797630&doi=10.1177%2f1468794120920260&partnerID=40&md5=b841a6fc089ee5ef4b07925881d4bef7","Centre for Education Studies, University of Warwick, United Kingdom","Cao X., Centre for Education Studies, University of Warwick, United Kingdom; Henderson E.F., Centre for Education Studies, University of Warwick, United Kingdom","This article explores ‘diary-keeping behaviour’, or the ways in which participants conduct the completion and submission of diaries in diary research. There is a paucity of methodologically oriented literature on diary method and as such this article makes a contribution to extending the existing knowledge of this method. The primary aim of this article is to set out in detail the key issues relating to diary-keeping behaviour, in order to provide a foundation for future critical explorations of this facet of diary research. The research that this paper is based on involved a 12-month diary-interview study. This project explored the employability management of Chinese international Master’s students in social sciences studying in the UK during one academic year. The article sets out key facets of diary-keeping behaviour and explores specific considerations for diary studies in higher education contexts, where diary research has been particularly neglected. © The Author(s) 2020.","Diary method; diary-keeping behaviour; higher education; international students; longitudinal research","","","","","","China Scholarship Council, CSC","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This article is based on doctoral research funded by the China Scholarship Council. ","Alaszewski A., Using Diaries for Social Research, (2006); Bamber M., What motivates Chinese women to study in the UK and how do they perceive their experience?, Higher Education, 68, 1, pp. 47-68, (2014); Bartlett R., Modifying the diary interview method to research the lives of people with dementia, Qualitative Health Research, 22, 12, pp. 1717-1726, (2012); Bartlett R., Milligan C., What is Diary Method?, (2015); Beckers R., van der Voordt T., Dewulf G., Why do they study there? Diary research into students’ learning space choices in higher education, Higher Education Research & Development, 35, 1, pp. 142-157, (2016); Burford J., Querying the affective politics of doctoral education: toward complex visions of agency and affect, Higher Education Research & Development, 34, 4, pp. 776-787, (2015); Calvert M., Lewis T., Spindler J., Negotiating professional identities in higher education: dilemmas and priorities of academic staff, Research in Education, 86, 1, pp. 25-38, (2011); Cao X., Enhancing the employability of Chinese international students: identifying achievements and gaps in the research field, Exchanges: The Warwick Research Journal, 5, 1, pp. 77-89, (2017); Carlson E.D., Engebretson J., Chamberlain R.M., Photovoice as a social process of critical consciousness, Qualitative Health Research, 16, pp. 836-882, (2006); Chen H.Y., Yarnal C., Hustad J.T., Et al., Take a Selfie of life: a qualitative exploration of college students’ self-reflections on free time use and personal values, Journal of College and Character, 17, 2, pp. 101-115, (2016); Cooley S.J., Holland M.J., Cumming J., Et al., Introducing the use of a semi-structured video diary room to investigate students’ learning experiences during an outdoor adventure education groupwork skills course, Higher Education, 67, 1, pp. 105-121, (2014); Dietrich J., Kracke B., Nurmi J.E., Parents’ role in adolescents’ decision on a college major: a weekly diary study, Journal of Vocational Behaviour, 79, 1, pp. 134-144, (2011); Falconer E., Taylor Y., Negotiating queer and religious identities in higher education: queering ‘progression’ in the ‘university experience’, British Journal of Sociology of Education, 38, 6, pp. 782-797, (2017); Furness P.J., Garrud P., Adaptation after facial surgery: using the diary as a research tool, Qualitative Health Research, 20, 2, pp. 262-272, (2010); Groves O., Verenikina I., Chen H., Mapping participation in situated language learning, Higher Education Research & Development, 35, 2, pp. 267-281, (2016); Haley A.N., Clough P., Affective experiences of international and home students during the information search process, New Review of Academic Librarianship, 23, 4, pp. 396-420, (2017); Harvey L., Intimate reflections: private diaries in qualitative research, Qualitative Research, 11, 6, pp. 664-682, (2011); Heng T.T., Voices of Chinese international students in USA colleges: ‘I want to tell them that.. ’, Studies in Higher Education, 42, 5, pp. 833-850, (2017); Henderson E.F., Academics in two places at once: (not) managing caring responsibilities at conferences, Accessibility, Inclusion, and Diversity in Critical Event Studies, pp. 218-229, (2019); Hislop J., Arber S., Meadows R., Et al., Narratives of the night: the use of audio diaries in researching sleep, Sociological Research Online, 10, 4, pp. 1-13, (2005); Hyers L.L., Diary Methods, (2018); Hyers L.L., Syphan J., Cochran K., Et al., Disparities in the professional development interactions of university faculty as a function of gender and ethnic underrepresentation, Journal of Faculty Development, 26, 1, pp. 18-28, (2012); Jia H., Analysis and suggestions on the causes of employment difficulties of returned overseas students – Based on the investigation in Beijing, Modern Economic Research, 11, pp. 37-41, (2012); Keleher H.M., Verrinder G.K., Health diaries in a rural Australian study, Journal of Qualitative Health Research, 13, 3, pp. 435-443, (2003); Lepore S.J., Evans G.W., Coping with multiple stressors in the environment, Handbook of Coping: Theory, Research, Applications, pp. 350-377, (1996); Malone S., Ethics at home: informed consent in your own backyard, International Journal of Qualitative Studies in Education, 16, 6, pp. 797-815, (2003); Milligan C., Bingley A., Gatrell A., Digging deep: using diary techniques to explore the place of health and well-being amongst older people, Social Science & Medicine, 61, 9, pp. 1882-1892, (2005); Nevalainen M.K., Mantyranta T., Pitkala K.H., Facing uncertainty as a medical student—a qualitative study of their reflective learning diaries and writings on specific themes during the first clinical year, Patient Education and Counseling, 78, 2, pp. 218-223, (2010); Neve H., Lloyd H., Collett T., Understanding students’ experiences of professionalism learning: a ‘threshold’ approach, Teaching in Higher Education, 22, 1, pp. 92-108, (2017); Nonis S.A., Philhours M.J., Hudson G.I., Where does the time go? 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Cao; Centre for Education Studies, University of Warwick, United Kingdom; email: Xuemeng.cao@warwick.ac.uk","","SAGE Publications Ltd","","","","","","14687941","","","","English","Qual. Res.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85084797630"
"Franco E.; Ocete C.; Hernández-Franco V.","Franco, Evelia (55735540900); Ocete, Carmen (55315584700); Hernández-Franco, Vicente (57193280382)","55735540900; 55315584700; 57193280382","Vocational value profiles of students with preferential vocational interest in sport and their relationship with personal and academic wellbeing","2021","International Journal of Environmental Research and Public Health","18","22","11872","","","","0","10.3390/ijerph182211872","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118919829&doi=10.3390%2fijerph182211872&partnerID=40&md5=1ae919c22daeba87afc2b6c34e8dde27","Departamento de Educación, Métodos de Investigación y Evaluación, Universidad Pontificia Comillas, Madrid, 28108, Spain","Franco E., Departamento de Educación, Métodos de Investigación y Evaluación, Universidad Pontificia Comillas, Madrid, 28108, Spain; Ocete C., Departamento de Educación, Métodos de Investigación y Evaluación, Universidad Pontificia Comillas, Madrid, 28108, Spain; Hernández-Franco V., Departamento de Educación, Métodos de Investigación y Evaluación, Universidad Pontificia Comillas, Madrid, 28108, Spain","In recent years there has been a significant increase in the number of students who choose to pursue university studies related to the field of sports. However, there are no studies that have investigated the existence of differentiated profiles within students whose preferred vocational area is sport. The main objective of this study was to establish the profiles of students in the second year of Spain Bachillerato whose preferred vocational interest is sport, according to the two representative vocational values: (a) “to have a fun professional activity”; and (b) “to have a professional activity whose schedule makes it possible to reconcile personal and professional life”. In addition, the resulting groups were compared according to their perception of general and academic wellbeing and their identification with the other vocational values. Two hundred and thirty participants (MAge = 17.47; DTAge = 0.669; N = 171; 74.3% male and N = 59; 25.7% female) completed some validated measures. Three clusters emerged which did not differ in terms of general and academic wellbeing. Differences were found though in terms of some vocational values such “to help people”, “to develop one’s entrepreneurial initiative” or “to be self-employed”. The findings invite us to rethink the differences in the specific profiles of vocational values and their impact on employability opportunities, and to consider these approaches in the orientation of students who have among their priority options to study sport sciences. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Sport science; Vocational guidance; Vocational interests; Vocational values; Wellbeing","Employment; Female; Humans; Male; Occupations; Sports; Students; Universities; employment; perception; sport; student; vocational education; adult; article; controlled study; employability; female; human; human experiment; major clinical study; male; perception; Spain; sports science; vocational guidance; wellbeing; employment; occupation; sport; student; university","","","","","Comillas Pontifical University","Funding: This research was funded by a collaboration agreement between the Comillas Pontifical University and the Bertelsmann Foundation of Spain. https://www.fundacionbertelsmann.org/es/ home/orientacion-profesional-de-calidad, accessed on 1 November 2021.","Olmos-Gomez M., Luque-Suarez M., Cuevas-Rincon J.M., A Confirmatory Evaluation of an Educational Orientation Tool for Pre-University Students, Educ. 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Psychol, 48, pp. 1253-1265, (1985); Ethical Principles of Psychologists and Code of Conduct, (2016); Hair J.F., Anderson R.E., Tatham R.L., Black W.C., Multivariate Data Analysis, (2008); Hardman K., Physical Education in Schools: A global perspective, Kinesiology, 40, pp. 5-28, (1998); Campos A., Gonzalez M.D., Los licenciados en Ciencias de la Actividad Física y del Deporte que trabajan como profesores de Educación Física en la Comunidad Valenciana, Rev. Educ. Fís, 117, pp. 5-11, (2010); Gomez-Tafalla A.M., Mestre J.A., La Importancia del Gestor Deportivo en el Municipio, (2005); Sanchez A., Rebollo S., Situación del mercado laboral actual en el ámbito de la Actividad Física y Deportiva, Rev. Mot, 6, pp. 141-154, (2000); Campos M.C., Romero S., Gonzalez-Campos G., La situación laboral del egresado en Magisterio de Educación Física: Garantía de calidad, Retos, 17, pp. 111-114, (2010); Castaneda-Vazquez C., Perez-Cortes A.J., Valdivia-Moral P.A., Zurita-Ortega F., Motivos de interés por la docencia e identidad profesional del futuro profesorado de Educación Física. Análisis en los másteres universitarios de Sevilla, Granada y Jaén (España), Rev. Interuniv. Form. Profr, 95, pp. 299-316, (2020); Latorre M.J., Blanco F.J., Percepciones del profesorado en formación sobre la formación docente, Experiencias en Docencia Superior, pp. 343-362, (2014); Gambau V., Análisis de las salidas profesionales en los planes de estudio de grado en ciencias de la actividad Física y el deporte en las universidades españolas, Rev. Esp. Educ. Fís. Deportes, 405, (2014); Gomez-Tafalla A.M., El trabajo desarrollado por el gestor deportivo local en el área de actividades de-portivas, J. Sports Econ. Manag, 3, pp. 78-89, (2013); Salgado-Barandela J., Barajas A., Sanchez-Fernandez P., Gambau V., Silva R., Perfil profesional del gestor deportivo municipal: Capacidades y habilidades necesarias, Rev. Esp. Educ. Fís. Deportes, 424, pp. 45-56, (2019); Gonzalez-Serrano G., Huescar E., Moreno-Murcia J.A., Satisfacción con la vida y ejercicio físico, Mot. Eur. J. Hum. Mov, 30, pp. 131-151, (2013); Estrada J.G.S., La relación entre el apoyo organizacional percibido y la calidad de vida relacionada con el trabajo, con la implementación de un modelo de bienestar en la organización, Signos, 10, pp. 41-53, (2018); Franco E., Cuevas R., Coteron J., Spray C., Work Pressures Stemming from School Authorities and Burnout Among Physical Education Teachers: The Mediating Role of Psychological Needs Thwarting, J. Teach. Phys. Educ, 1, pp. 1-11, (2021); Guerrero-Barona E., Guerrero-Molina M., Garcia-Gomez A., Moreno-Manso J.M., Garcia-Baamonde M.E., Quality of Working Life, Psychosocial Factors, Burnout Syndrome and Emotional Intelligence, Int. J. Environ. Res. Public Health, 17, (2020); Torregrosa D., Belando N., Moreno-Murcia J.A., Predicción de la satisfacción con la vida en practicantes de ejercicio físico saludable, Cuad. Psicol. Deporte, 14, pp. 117-122, (2014); Vera J.A., Yanez A., Grubits S., Evaluación del bienestar subjetivo en estudiantes universitarios de México y Brasil, Psicol. América Lat, 25, pp. 77-90, (2013); Barrantes-Brais K., Urena-Bonilla P., Bienestar psicológico y bienestar subjetivo en estudiantes univer-sitarios costarricenses, Rev. Intercont. Psicol. Educ, 17, pp. 101-123, (2015); Garcia-Viniegras C.R.V., El bienestar psicológico: Dimensión subjetiva de la calidad de vida, Rev. Electrónica Psicol. Iztacala, 8, pp. 1-20, (2005); Robitzsch A., Why Ordinal Variables Can (Almost) Always Be Treated as Continuous Variables: Clarifying Assumptions of Robust Continuous and Ordinal Factor Analysis Estimation Methods, Front. Educ, 5, (2020); Ajzen I., The theory of planned behavior, Organ. Behav. Hum. Decis. Process, 50, pp. 179-211, (1991); Ocete C., Perez-Tejero J., Coteron J., Reina R., How do competitiveness and previous contact with people with disabilities impact on attitudes after an awareness intervention in physical education?, Phys. Educ. Sport Pedagog, pp. 1-13, (2020)","C. Ocete; Departamento de Educación, Métodos de Investigación y Evaluación, Universidad Pontificia Comillas, Madrid, 28108, Spain; email: mcocete@comillas.edu","","MDPI","","","","","","16617827","","","34831632","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85118919829"
"Kuklek N.M.; Cséplő M.; Pozsonyi E.; Pusztafalvi H.","Kuklek, Noémi Meisznerné (57270184100); Cséplő, Máté (57270034000); Pozsonyi, Eszter (57270969400); Pusztafalvi, Henriette (57195969892)","57270184100; 57270034000; 57270969400; 57195969892","Raising employment and quality of life among people with disadvantages – results of a Hungarian project","2021","BMC Public Health","21","1","1729","","","","1","10.1186/s12889-021-11763-z","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115664501&doi=10.1186%2fs12889-021-11763-z&partnerID=40&md5=2fb71c1ae2e79879bb7472a633c8a3f1","Faculty of Health Sciences, Doctoral School of Health Sciences, University of Pécs, Pécs, Hungary; Department of Health Promotion and Public Health, Faculty of Health Sciences, Institute of Health Insurance, University of Pécs, Pécs, Hungary","Kuklek N.M., Faculty of Health Sciences, Doctoral School of Health Sciences, University of Pécs, Pécs, Hungary; Cséplő M., Faculty of Health Sciences, Doctoral School of Health Sciences, University of Pécs, Pécs, Hungary; Pozsonyi E., Faculty of Health Sciences, Doctoral School of Health Sciences, University of Pécs, Pécs, Hungary; Pusztafalvi H., Department of Health Promotion and Public Health, Faculty of Health Sciences, Institute of Health Insurance, University of Pécs, Pécs, Hungary","Background: People with disadvantages are a high-risk group of unemployment or underemployment. Disadvantages include disability, under-education, or being a member of a minority, etc. Effective labor market programs could be a key in raising employment and quality of life among this high-risk group of society. The TOP 6.8.2.-15-NA1 project is one of the main Hungarian labor market programs. The project’s primary aims are increasing the employability of disadvantaged unemployed and supporting the efficiency of job-seeking. Methods: Our goal was to analyze the effects and methodology of the TOP 6.8.2.-15-NA1 project in Hungary. The sample of our study contains participants of the project (n = 300), based in Zala County, Hungary. Results: After 28 days, 53.3% of participants had a job. At the 180th day status, the rate of employed people was 47.3%. We could identify low-educated participants and older participants as higher-risk groups of long-term unemployment. Conclusions: We emphasize the role of these services (job-seeking clubs, organization of job fairs, and mentorship) in the long-term individual success of participants. Improving the employment rate for people with disadvantages is a critical factor for enhancing the quality of life for individuals with disadvantages. © 2021, The Author(s).","Disability; Disadvantage; Labor market program; Mental health; Mental well-being","Employment; Humans; Hungary; Occupations; Quality of Life; Unemployment; employment; epidemiology; human; Hungary; occupation; quality of life; unemployment","","","","","Thematic Excellence Program 2020; Innovációs és Technológiai Minisztérium","The research was financed by the Thematic Excellence Program 2020 - Institutional Excellence Sub-programme / National Excellence Sub-program of the Ministry for Innovation and Technology in Hungary, within the framework of the 2. thematic programme of the University of Pécs. ","A Strategy for Smart, Sustainable and Inclusive Growth European Commission, (2010); Sep 9], Available From, (2020); Albanesi S., Sahin A., The gender unemployment gap, Rev Econ Dynamics, 30, pp. 47-67, (2018); Danacica D.E., Mazilescu R., Long-term unemployment spells and exit states of men in Romania and Hungary, Procedia Econ Finance, 8, pp. 236-245, (2014); Broulikova H.M., Huber P., Montag J., Sunega P., Homeownership, mobility, and unemployment: evidence from housing privatization, J Hous Econ, 50, (2020); International Classification of Functioning, Disability and Health (ICF), (2001); Lauer E.A., Lauer E., Assessing the association between mental health and disability indicators among adults living in the United States, Disabil Health J, 12, 1, pp. 98-105, (2019); King T.L., Shields M., Shakespeare T., Milner A., Kavanagh A., An intersectional approach to understandings of mental health inequalities among men with disability, SSM Popul Health, 9, (2019); Okoro C.A., Dhingra S.S., Severity of psychological distress among adults with and without disabilities, Soc Work Public Health, 29, 7, pp. 671-685, (2014); Tombat K., van Dijk J.P., Roma health: an overview of communicable diseases in eastern and Central Europe, Int J Environ Res Public Health, 17, 20, (2020); Norrback M., Munter J.D., Tynelius P., Ahlstrom G., Rasmussen F., The association of mobility disability, weight status and job strain, Scand J Public Health, 44, 3, pp. 311-319, (2016); Harkko J., Virtanen M., Kouvonen A., Unemployment and work disability due to common mental disorders among young adults: selection or causation?, Eur J Pub Health, 28, 5, pp. 791-797, (2018); Herbig B., Dragano N., Angerer P., Health in the long-term unemployed, Dtsch Arztebl Int, 110, 23-24, pp. 413-419, (2013); Aubeeluck N.D., Luximon-Ramma A., The Burdens of Family Caregivers of Schizophrenia in Mauritius, Scimed, 2, 3, pp. 118-131, (2020); Lappalainen P.H., Conflicts as Triggers of Personal Growth: Post-Traumatic Growth in the Organizational Setup., 1, 3, pp. 124-136, (2019); Milner A., LaMontagne A.D., Aitken Z., Bentley R., Kavanagh A.M., Employment status and mental health among persons with and without a disability: evidence from an Australian cohort study, J Epidemiol Community Health, 68, 11, pp. 1064-1071, (2014); Laditka J.N., Laditka S.B., Work disability in the United States, 1968–2015: prevalence, duration, recovery, and trends, SSM Popul Health, 4, pp. 126-134, (2018); Milner A., King T.L., LaMontagne A.D., Aitken Z., Petrie D., Kavanagh A.M., Underemployment and its impacts on mental health among those with disabilities: evidence from the HILDA cohort, J Epidemiol Community Health, 71, 12, pp. 1198-1202, (2017); Sinclair L.B., Fox M.H., Jonas B.S., Berry H.G., Quatrano L.A., McGowan A.K., Peacock G., Considering disability and health: reflections on the healthy people 2020 midcourse review, Disabil Health J, 11, 3, pp. 333-338, (2018); Services P.E., PES) Evaluation of the Public Employment services’ Client „categorization” System. Executive Summary, (2018); Magnusson K., Lalande V., Canadian Research Working Group for Evidence Based Practice in Career Development (CRWG) - The State of Practice in Canada in Measuring Career Service Impact: A CRWG Report, (2005); Heckman J.J., LaLonde R.J., Smith J.A., The economics and econometrics of active labor market programs, Handbook of lab econ, 3, pp. 1865-2097, (1999); Improving the Provision of Active Labour Market Policies in Estonia, (2021)","N.M. Kuklek; Faculty of Health Sciences, Doctoral School of Health Sciences, University of Pécs, Pécs, Hungary; email: noemi.kuklek@hotmail.com","","BioMed Central Ltd","","","","","","14712458","","","34556054","English","BMC Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85115664501"
"van Casteren P.A.J.; Meerman J.; Brouwers E.P.M.; van Dam A.; van der Klink J.J.L.","van Casteren, Patricia A.J. (57222100392); Meerman, Jan (57222083533); Brouwers, Evelien P.M. (7003375603); van Dam, Arno (35182135200); van der Klink, Jac J.L. (6603920310)","57222100392; 57222083533; 7003375603; 35182135200; 6603920310","How can wellbeing at work and sustainable employability of gifted workers be enhanced? A qualitative study from a capability approach perspective","2021","BMC Public Health","21","1","392","","","","10","10.1186/s12889-021-10413-8","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101383795&doi=10.1186%2fs12889-021-10413-8&partnerID=40&md5=06ec5179adbc3910a5ae1de8d1cc51d5","Tilburg School of Social and Behavioral Sciences / Tranzo, Postbus 90153, Tilburg, 5000, LE, Netherlands; North West University, Optentia, Vanderbijlpark, South Africa","van Casteren P.A.J., Tilburg School of Social and Behavioral Sciences / Tranzo, Postbus 90153, Tilburg, 5000, LE, Netherlands; Meerman J., Tilburg School of Social and Behavioral Sciences / Tranzo, Postbus 90153, Tilburg, 5000, LE, Netherlands; Brouwers E.P.M., Tilburg School of Social and Behavioral Sciences / Tranzo, Postbus 90153, Tilburg, 5000, LE, Netherlands; van Dam A., Tilburg School of Social and Behavioral Sciences / Tranzo, Postbus 90153, Tilburg, 5000, LE, Netherlands; van der Klink J.J.L., Tilburg School of Social and Behavioral Sciences / Tranzo, Postbus 90153, Tilburg, 5000, LE, Netherlands, North West University, Optentia, Vanderbijlpark, South Africa","Background: Being gifted with a very high IQ (> 98 percentile) can provide an advantage in the occupational context but can also come with its` own specific challenges. Where some studies found higher than average levels of wellbeing at work and successful careers amongst the gifted, other studies report boredom and less job satisfaction. This poses the question what gifted people value in work, and which factors are associated with the achievement of valued work related outcomes, wellbeing and sustainable employability. In this study these questions were explored using the value driven capability approach as a theoretical framework. Method: A qualitative approach was chosen and 16 in-depth semi-structured interviews with gifted workers (IQ > 130) were conducted. The transcripts were analysed using a reflexive thematic analysis aimed at identifying the work related outcomes participants aspired to achieve and the contextual and personal factors that affected the actualisation of these outcomes. Results: Participants placed great value on the opportunity to learn, to use their knowledge and skills, and tended to have high ethical standards. If realized, these values contributed to wellbeing whereas if not fulfilled, this often resulted in frustration and sadness. The most important personal factors associated with wellbeing at work and sustainable employability were the level of organizational awareness, self-knowledge, a willingness to compromise, and fear of stigmatisation. Contextually a facilitating leadership style of managers was important, allowing the worker autonomy and decision latitude. Socially, participants enjoyed others as sparring partners but often had an aversion to small talk which could lead to social avoidance and loneliness. Conclusions: If gifted workers managed (to get) what they valued in work, this was associated with wellbeing and sustainable employment Coaching aimed at improving organizational awareness, specific social skills (e.g. small talk, adaptability) and understanding their own cognitive processes could be valuable. The application of an autonomy supporting facilitative leadership style by supervisors would be beneficial. Further research should try to confirm the findings using quantitative methods and needs to examine more closely the impact of stigmatisation and leadership styles. © 2021, The Author(s).","Capabilities; Capability approach; Gifted; Intelligence; Qualitative; Sustainable employability; Wellbeing","Cognition; Employment; Humans; Occupations; Qualitative Research; Self Concept; cognition; employment; human; occupation; qualitative research; self concept","","","","","","","Deary I.J., Strand S., Smith P., Fernandes C., Intelligence and educational achievement, Intelligence., 35, 1, pp. 13-21, (2007); Bergman L.R., Corovic J., Ferrer-Wreder L., Modig K., High IQ in early adolescence and career success in adulthood: findings from a Swedish longitudinal study, Res Hum Dev, 11, 3, pp. 165-185, (2014); Schmidt F.L., Hunter J., General mental ability in the world of work: occupational attainment and job performance, J Pers Soc Psychol, 86, 1, pp. 162-173, (2004); Terman L.M., Oden M.H., Genetic studies of genius. 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Rapport van het onderzoek naar hoogbegaafde volwassenen zonder werk, Delft: IHBV, (2017); Vreys C., Venderickx K., Kieboom T., The strengths, needs and vulnerabilities of gifted employees, International Journal for Talent Development and Creativity, (2016); Rinn A.N., Bishop J., Gifted adults, Gifted Child Quarterly, 59, 4, pp. 213-235, (2015); World Employment Social Outlook, (2015); van Der Klink J.J.L., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R.H., Abma F.I., Et al., Sustainable employability – definition, conceptualization, and implications: A perspective based on the capability approach, Scandinavian Journal of Work, Environment & Health, 1, pp. 71-79, (2016); Gheaus A., Herzog L.; Lysova E.I., Allan B.A., Dik B.J., Duffy R.D., Steger M.F., Fostering meaningful work in organizations: a multi-level review and integration, J Vocat Behav, 110, pp. 374-389, (2019); Sen A., Equality of what? In: MacMurrin S, editor. 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Data saturation in qualitative research, Qual Rep, 20, 9, pp. 1408-1416, (2015); Cacioppo J.T., Cacioppo S., Capitanio J.P., Cole S.W., The neuroendocrinology of social isolation, Annu Rev Psychol, 66, 1, pp. 733-767, (2015); Deming D.J., The growing importance of social skills in the labor market*, Q J Econ, 132, 4, pp. 1593-1640, (2017); Colbert A.E., Bono J.E., Purvanova R.K., Flourishing via workplace relationships: moving beyond instrumental support, Acad Manag J, 59, 4, pp. 1199-1223, (2016); Feeney B.C., Collins N.L., A new look at social support:a theoretical perspective on thriving through relationships, Personal Soc Psychol Rev, 19, 2, pp. 113-147, (2015); Roeper A., Gifted adults: their characteristics and emotions, Advanced Development, 3, pp. 85-98, (1991); van den Bosch R., Taris T.W., Schaufeli W.B., Peeters M.C.W., Reijseger G., Authenticity at work: a matter of fit?, The Journal of Psychology, 153, 2, pp. 247-266, (2019); van den Bosch R., Taris T.W., The authentic Worker's well-being and performance: the relationship between authenticity at work, well-being, and work outcomes, The Journal of Psychology., 148, 6, pp. 659-681, (2014); Baudson T.G., The Mad Genius Stereotype: Still Alive and Well, Frontiers in Psychology, 7, 368, (2016); Quinn D.M., Chaudoir S.R., Living with a concealable stigmatized identity: the impact of anticipated stigma, centrality, salience, and cultural stigma on psychological distress and health, J Pers Soc Psychol, 97, 4, pp. 634-651, (2009); Brouwers E.P.M., Social stigma is an underestimated contributing factor to unemployment in people with mental illness or mental health issues: position paper and future directions, BMC psychology, 8, pp. 1-7, (2020); Brouwers E.P.M., Joosen M.C.W., van Zelst C., Van Weeghel J., To disclose or not to disclose: a multi-stakeholder focus group study on mental health issues in the work environment, J Occup Rehabil, 30, 1, pp. 84-92, (2020); Spector P.E., Perceived control by employees: a meta-analysis of studies concerning autonomy and participation at work, Hum Relat, 39, 11, pp. 1005-1016, (1986); Karasek R.A., Job demands, job decision latitude, and mental strain: implications for job redesign, Adm Sci Q, 24, 2, pp. 285-308, (1979); Bakker A.B., Demerouti E., Euwema M.C., Job resources buffer the impact of job demands on burnout, J Occup Health Psychol, 10, 2, (2005); Wu C.-H., Luksyte A., Parker S.K., Overqualification and subjective well-being at work: the moderating role of job autonomy and culture, Soc Indic Res, 121, 3, pp. 917-937, (2015); Weer C.H., DiRenzo M.S., Shipper F.M., A holistic view of employee coaching: longitudinal investigation of the impact of facilitative and pressure-based coaching on team effectiveness, J Appl Behav Sci, 52, 2, pp. 187-214, (2015); Skakon J., Nielsen K., Borg V., Guzman J., Are leaders' well-being, behaviours and style associated with the affective well-being of their employees? A systematic review of three decades of research, Work & Stress, 24, 2, pp. 107-139, (2010); Persson R.S., Intellectually gifted Individuals' career choices and work satisfaction: a descriptive study, Gifted and Talented International, 24, 1, pp. 11-23, (2009); Renzulli J.S., What makes giftedness?: reexamining a definition, Phi Delta Kappan, 92, 8, pp. 81-88, (2011); Olszewski-Kubilius P., Thomson D., Talent development as a framework for gifted education, Gift Child Today, 38, 1, pp. 49-59, (2015); Willig C., What can qualitative psychology contribute to psychological knowledge?, Psychol Methods, 24, 6, (2019)","P.A.J. van Casteren; Tilburg School of Social and Behavioral Sciences / Tranzo, Tilburg, Postbus 90153, 5000, Netherlands; email: p.a.j.vancasteren@tilburguniversity.edu","","BioMed Central Ltd","","","","","","14712458","","","33622286","English","BMC Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85101383795"
"Saleh W.; Malibari A.","Saleh, Wafaa (9839131500); Malibari, Areej (6506143515)","9839131500; 6506143515","Saudi women and vision 2030: Bridging the gap?","2021","Behavioral Sciences","11","10","132","","","","14","10.3390/bs11100132","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116864481&doi=10.3390%2fbs11100132&partnerID=40&md5=23103b4da3fe1c7cf6538cd8e70e2a5d","College of Engineering, Princess Nourah Bint Abdulrahman University, Riyadh, 84428, Saudi Arabia; School of Engineering and the Built Environment, Edinburgh Napier University, Edinburgh, EH10 5D, United Kingdom; Department of Computer Science, Faculty of Computing and Information Technology, King Abdulaziz University, Jeddah, 21488, Saudi Arabia","Saleh W., College of Engineering, Princess Nourah Bint Abdulrahman University, Riyadh, 84428, Saudi Arabia, School of Engineering and the Built Environment, Edinburgh Napier University, Edinburgh, EH10 5D, United Kingdom; Malibari A., Department of Computer Science, Faculty of Computing and Information Technology, King Abdulaziz University, Jeddah, 21488, Saudi Arabia","(1) Background, Travel characteristics of Saudi women contrast significantly from those in the west. This is not only because they have different culture, attitudes and preferences but also until recently, Saudi women were not allowed to drive. In 2018, they were granted the right to drive. It has been anticipated that enabling women to drive will improve their mobility and employability. (2) Methods: This study presents a qualitative study into factors affecting Saudi women’s travel decisions “before” and “after” enabling women to drive in the Kingdom. Two six “before” and “after” focus groups have been carried out to investigate the decision-making process associated with Saudi women’s travel, available options of travel and perception of Saudi women towards private car driving. (3) Results: The results reveal that main travelling options for professional and high-income women is a private driver in the “before” scenario and a ride-share option with a family member. In the “after” scenario, high income professional women prefer “drive own car” option. Moreover, many of the participants indicated that it is likely that they might keep private drivers as well. (4) Conclusion. The results from this research indicate that there has been significant change in travel characteristics, attitudes and behaviour of Saudi women since they were granted the right to drive. This is likely to have significant implications for decision and policy makers. Further research into potential impacts of the current situation on car ownership and use, impacts on public transport system, environmental impacts and sustainability is needed. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Private car driving; Saudi women travel behaviour; Women driving","","","","","","Abdulrahman University; Deanship of Scientific Research at Princess Nourah bint Abdulrahman University","Funding text 1: Funding: This research was funded by the Deanship of Scientific Research at Princess Nourah bint Abdulrahman University through the Fast-track Research Funding Program. The work reported in this article has been conducted while the researcher is affiliated with Princess Nourah bint Abdulrahman University.; Funding text 2: This research was funded by the Deanship of Scientific Research at Princess Nourah bint Abdulrahman University through the Fast-track Research Funding Program. The work reported in this article has been conducted while the researcher is affiliated with Princess Nourah bint Abdulrahman University.","Best H., Lanzendorf M., Division of labour and gender differences in metropolitan car use: An empirical study in Cologne, Germany, J. Transp. Geogr, 13, pp. 109-121, (2004); Boarnet M.G., Sarmiento S., Can Land-use Policy Really Affect Travel Behaviour? A Study of the Link between Non-work Travel and Land-use Characteristics, Urban Stud, 35, pp. 1155-1169, (1998); Hanson S., Johnston I., Gender differences in work-trip length: Explanations and implications, Urban Geogr, 6, pp. 193-219, (1985); Kwan M.-P., Kotsev A., Gender differences in commute time and accessibility in Sofia, Bulgaria: A study using 3D geovisualisation, Geogr. J, 181, pp. 1-14, (2014); Bernard A., Seguin A., Bussiere Y., Household Structure and Mobility Patterns of Women in O-D Surveys: Methods and Results Based on the Case Studies of Montreal and Paris, (2013); Madden J.F., Why women work closer to home, Urban Stud, 18, pp. 181-194, (1981); Root A., Schintler L., Women, motorization and the environment, Transp. Res. D Transp. Environ, 4, pp. 353-355, (1999); Shell-Duncan B., Moreau A., Wander K., Smith S., The role of older women in contesting norms associated with female genital mutilation/cutting in Senegambia: A factorial focus group analysis, PLoS ONE, 13, (2018); Hjorthol R.J., Same city—Different options: An analysis of the work trips of married couples in the metropolitan area of Oslo, J. Transp. Geogr, 8, pp. 213-220, (2000); Sandow E., Commuting behaviour in sparsely populated areas: Evidence from northern Sweden, J. Transp. Geogr, 16, pp. 14-27, (2008); Ignacio J., Nadal G., Commuting time and household responsibilities: Evidence using propensity score matching, J. Reg. Sci, 56, pp. 332-359, (2016); Polk M., Are Women Potentially More Accommodating Than Men to a Sustainable Transportation System in Sweden?, Transp. Res. D Transp. Environ, 8, pp. 75-95, (2005); Tilley S., Houston D., The gender turnaround: Young women now travelling more than young men, J. Transp. Geogr, 54, pp. 349-358, (2016); Kuhnimhof T., Armoogum J., Buehler R., Dargay J., Denstadli J.M., Yamamoto T., Men Shape a Downward Trend in Car Use among Young Adults‚ Evidence from Six Industrialized Countries, Transp. Rev, 32, pp. 761-779, (2012); Elias W., Benjamin J., Shiftan Y., Gender differences in activity and travel behavior in the Arab world, Transp. Policy, 44, pp. 19-27, (2015); Sirnivasan S., A spatial exploration of the accessibility of low-income women; Chengdu, China and Chennai, India, Gendered Mobilities, pp. 173-192, (2008); Schouten M.J., Heras S.L., Chauffeuring parenthood: The everyday travel times of families, Port. J. Soc. Sci, 18, pp. 283-298, (2019); Kunieda M., Gauthier A., Gender and Urban Transport, (2007); Saleh W., Downey L., Travel Behaviour in Saudi Arabia and Women’s Choices: Are There Any? A Working Paper, (2018); Grieco M., Transportation in African cities: An institutional perspective, The Oxford Handbook of Urban Economics and Planning, (2012); Peters D., Gender and Transport in Less Developed Countries: A Background Paper in Preparation for CSD-9, (2002); Hamed M., Olaywah H., Travel-related decisions by bus, service taxi, and private car commuters in the city of Amman, Jordan, Cities, 17, pp. 63-71, (2000); Assaad R., Arntz M., Constrained geographical mobility and gendered labor market outcomes under structural adjustment: Evidence from Egypt, World Dev, 33, pp. 431-454, (2005); Abuhamoud M., Rahmat R., Ismail A., Transportation and its concerns in Africa: A review, Soc. Sci, 6, pp. 21-63, (2013); Al-Ahmadi H.M., Travel Characteristics of Female Students to Colleges in the Kingdom of Saudi Arabia, J. Eng. Res, 3, pp. 79-83, (2006); Al-Dossary A., While A., Barriball L., Health care and nursing in Saudi Arabia, Int. Nurs. Rev, 55, pp. 125-128, (2008); Littlewood J., Yousuf S., Primary health care in Saudi Arabia: Applying global aspects of health for all locally, J. Adv. Nurs, 32, pp. 675-681, (2000); Al-Atawi A., Saleh W., Travel behaviour in Saudi Arabia and the role of social factors, Transport, 29, pp. 1-9, (2014); Powell R.A., Single H.M., Lloyd K.R., Focus groups in mental health research: Enhancing the validity of user and provider questionnaires, Int. J. Soc. Psychol, 42, pp. 193-206, (1996); Gibbs A., Social Research Update, 19: Focus Groups, (2007); Flowerdew R., Martin D., Methods in Human Geography: A Guide for Students Doing a Research Project, (2005); Krueger R.A., Moderating Focus Groups, (1997); Morgan D.L., Planning Focus Groups, (1997); Stewart D.W., Shamdasani P.N., Rook D.W., Focus Groups Theory and Practice, Applied Social Research Methods Series, 20, (2007); Braun V., Clarke V., Using thematic analysis in psychology, Qual. Res. Psychol, 3, pp. 77-101, (2006)","W. Saleh; College of Engineering, Princess Nourah Bint Abdulrahman University, Riyadh, 84428, Saudi Arabia; email: w.saleh@napier.ac.uk","","MDPI","","","","","","2076328X","","","","English","Behavioral Sciences","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85116864481"
"Verdecho M.-J.; Alfaro-Saiz J.-J.; Rodríguez-Rodríguez R.; Gómez-Gasquet P.","Verdecho, María-José (28867468800); Alfaro-Saiz, Juan-José (34067505900); Rodríguez-Rodríguez, Raúl (34067858400); Gómez-Gasquet, Pedro (36188265300)","28867468800; 34067505900; 34067858400; 36188265300","Using an ANP performance management framework to manage the development of transversal competences in University degrees","2021","Central European Journal of Operations Research","29","4","","1329","1352","23","1","10.1007/s10100-020-00693-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086667366&doi=10.1007%2fs10100-020-00693-7&partnerID=40&md5=1f53ef22301350fe7fa35ba46b4978e8","Department of Business Organisation, Research Centre on Production Management and Engineering (CIGIP), Universitat Politècnica de València, Camino de Vera s/n, Valencia, 46022, Spain","Verdecho M.-J., Department of Business Organisation, Research Centre on Production Management and Engineering (CIGIP), Universitat Politècnica de València, Camino de Vera s/n, Valencia, 46022, Spain; Alfaro-Saiz J.-J., Department of Business Organisation, Research Centre on Production Management and Engineering (CIGIP), Universitat Politècnica de València, Camino de Vera s/n, Valencia, 46022, Spain; Rodríguez-Rodríguez R., Department of Business Organisation, Research Centre on Production Management and Engineering (CIGIP), Universitat Politècnica de València, Camino de Vera s/n, Valencia, 46022, Spain; Gómez-Gasquet P., Department of Business Organisation, Research Centre on Production Management and Engineering (CIGIP), Universitat Politècnica de València, Camino de Vera s/n, Valencia, 46022, Spain","Organisations are concerned about measuring the performance of the product/service they deliver to their customers. In all types of organisations, if a proper performance assessment is to be developed, it should be measured in different dimensions. At University, the new study programs include the development and assessment of transversal competences due to their importance in enhancing the abilities and improving the employability of students. The achievement of transversal competences can be assessed in different levels/stages; for example, the 1st and 2nd years of a Bachelor’s degree; the 3rd and 4th years of a Bachelor’s degree and at Master’s level. The purpose of this paper is to integrate the research into performance management in organisations to develop an approach consisting of four components (a methodology, a solid and integrated performance management framework, graphical diagrams and quantitative techniques) to assess and manage the achievement of transversal competences through the different levels of study using a consolidated approach. The proposal uses the Analytic Network Process (ANP) to model dependences and feedback among the elements of the competences. © 2020, Springer-Verlag GmbH Germany, part of Springer Nature.","ANP; Assessment; Performance management; Transversal competences; University degrees","","","","","","Universitat Politècnica de València, UPV","This work has been developed within the research projects “Use of software applications for training and assessing the UPV transversal competence “effective communication” in bachelor and master” (Ref. PIME/2016/A/16) and “Development of a social network for the design, follow-up, assessment and multi-disciplinary coordination of the TFG and TFM” (Ref.: PIME/2017/A/018) funded by the Vice-Rectorate for Studies, Quality and Accreditation at Universitat Politècnica de València. ","Aczel J., Saaty T.L., Procedures for synthesizing ratio judgement, J Math Psychol, 27, 1, pp. 93-102, (1983); Alfaro J.J., Ortiz A., Rodriguez R., Performance measurement system for enterprise networks, Int J Product Perform Manag, 56, 4, pp. 305-334, (2007); Guía para la evaluación de competencias en el área de ingeniería y arquitectura, AQSUC, (2009); Begicevic N., Divjak B., Hunjak T., Decision-making on prioritization of projects in higher education institutions using the analytic network process approach, CEJOR, 18, 3, pp. 341-364, (2010); Bititci U.S., Mendibil K., Martinez V., Albores P., Measuring and managing performance in extended enterprises, International J Oper Product Manag, 25, 4, pp. 333-353, (2005); Blanco Fernandez A., Learreta Ramos B., Alba Ferre E., Asensio Castaneda E., Blanco Archilla Y., Bonson Aventin M., Castano Perea E., Escribano Otero J.J., Garcia Garcia M.J., Lara Bercial P.J., Merino Jimenez A.J., Pintor Pirzkal H., Jimenez Rodriguez R.M., Terron Lopez M.J., Desarrollo y Evaluación de competencias en educación superior, (2009); Boateng P., Chen Z., Ogunlana S.O., An analytical network process model for risks prioritisation in megaprojects, Int J Project Manage, 33, pp. 1795-1811, (2015); Choi C.R., Jeong H.Y., Quality evaluation for multimedia contents of e-learning systems using the ANP approach on high speed network, Multimedia Tools and Applications, (2019); Diaz-Balteiro L., Gonzalez-Pachon J., Romero C., Measuring systems sustainability with multi-criteria methods: a critical review, Eur J Oper Res, 258, pp. 607-616, (2017); Folan P., Browne J., Development of an extended enterprise performance measurement system, Product Plann Control, 16, 6, pp. 531-544, (2005); Forman E., Peniwati K., Aggregating individual judgements and priorities with the analytic hierarchy process, Eur J Oper Res, 108, pp. 165-169, (1998); Garcia Garcia M.J., Terron Lopez M.J., Blanco Archilla Y., Desarrollo De Recursos Docentes Para La evaluación De Competencias genéricas, (2009); Gomez-Gasquet P., Verdecho M.J., Rodriguez-Rodriguez R., Alfaro-Saiz J.J., Formative assessment framework proposal for transversal competencies: application to analysis and problem-solving competence, J Ind Eng Manag, 11, 2, pp. 73-89, (2018); Gonzalez J., Wagenaar R., Tuning educational structures in Europe, (2003); Ho W., Xu X., Dey P.K., Multi-criteria decision making approaches for supplier evaluation and selection: a literature review, Eur J Oper Res, 202, 1, pp. 16-24, (2010); Ibarra Saiz M.S., INevalCO: INnovación en la EVALuación de COmpetencias Diseño y desarrollo de procedimientos e instrumentos para la evaluación de competencias entornos de aprendizaje mixtos/virtuales con la participación de los estudiantes en los títulos de grado, (2010); Transversal competences rubrics, (2015); Ilgin M.A., Gupta S.M., Environmentally conscious manufacturing and product recovery (ECMPRO): a review of the state of the art, J Environ Manage, 91, pp. 563-591, (2010); Jablonsky J., Efficiency analysis in multi-period systems: an application to performance evaluation in Czech higher education, CEJOR, 24, pp. 283-296, (2016); Jonsson A., Svingby G., The use of scoring rubrics: reliability, validity and educational consequences, Educational Res Rev, 2, pp. 130-144, (2007); Kadoic N., Begicevic N., Divjak B., A new method for strategic decision-making in higher education, CEJOR, 26, 3, pp. 611-628, (2018); Kaplan R.S., Norton D.P., The balanced scorecard–measures that drive performance, Harvard Bus Rev, 70, 1, pp. 71-79, (1992); Masmitja J.A., Rúbricas para la evaluación de competencias, (2013); Rodrigues Lima-Junior F., Ribeiro Carpinetti L.C., Quantitative models for supply chain performance evaluation: a literature review, Comput Ind Eng, 113, pp. 333-346, (2017); Rodriguez Gomez G., EvalHIDA: evaluación de competencias con herramientas de interacción dialógica asíncronas (foros, blogs y wikis), (2009); Saaty T.L., The analytic hierarchy process, (1980); Saaty T.L., The analytic network process: decision making with dependence and feedback, (1996); Saaty T.L., Decision making with dependence and feedback: the analytic network process, (2001); Seyhan S., Mehpare T., The analytic hierarchy process and analytic network process: an overview of applications, Manag Decis, 48, 5, pp. 775-808, (2010); Sonseca A., Sahuquillo O., Martinez-Casas J., Carballeira J., Denia F.D., Rodenas J.J., Assessment of oral and written communication competences in the European higher education area: A proposal of evaluation methodologies, 1St International Conference on Higher Education Advances (HEAd’15), pp. 2-9, (2015); Tang H.W.V., Modeling Critical Leadership Competences for Junior High School Principals: A Hybrid MCDM Model Combining DEMATEL and ANP, (2018); Dimensiones competenciales. Marco UPV de definición y evaluación de adquisición de competencias, Vicerrectorado De Estudios, Calidad Y Acreditación, (2014); Verdecho M.J., Alfaro-Saiz J.J., Rodriguez-Rodriguez R., Ortiz Bas A., A multi-criteria approach for managing inter-enterprise collaborative relationships, OMEGA, 4, pp. 249-263, (2012); Verdecho M.J., Rodriguez-Rodriguez R., Alfaro-Saiz J.J., Evaluación de la competencia transversal UPV “comunicación efectiva” en máster, International Conference innodoct’15, (2015); Villa A., Poblete M., Una propuesta para la evaluación de las competencias genéricas, Aprendizaje Basado En Competencias, (2007); Yang Y.P.O., Shieh H.M., Leu J.D., Tzeng G., A novel hybrid MCDM model combined with DEMATEL and ANP with applications, Int J Oper Res, 5, 3, pp. 160-168, (2008)","M.-J. Verdecho; Department of Business Organisation, Research Centre on Production Management and Engineering (CIGIP), Universitat Politècnica de València, Valencia, Camino de Vera s/n, 46022, Spain; email: mverdecho@omp.upv.es","","Springer Science and Business Media Deutschland GmbH","","","","","","1435246X","","","","English","Cent. Eur. J. Oper. Res.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85086667366"
"Muhandiramge J.; Vu T.; Wallace M.J.; Segelov E.","Muhandiramge, Jaidyn (57218912581); Vu, Tony (57223313635); Wallace, Megan J. (7401942590); Segelov, Eva (6603229161)","57218912581; 57223313635; 7401942590; 6603229161","The experiences, attitudes and understanding of research amongst medical students at an Australian medical school","2021","BMC Medical Education","21","1","267","","","","17","10.1186/s12909-021-02713-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105577688&doi=10.1186%2fs12909-021-02713-9&partnerID=40&md5=b089bb6a7eb0bf89f0e7197adce1f20f","School of Medicine, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia; Department of Obstetrics and Gynaecology, Monash University, Melbourne, Australia; School of Clinical Sciences, Monash University, Melbourne, Australia","Muhandiramge J., School of Medicine, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia; Vu T., School of Medicine, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia; Wallace M.J., Department of Obstetrics and Gynaecology, Monash University, Melbourne, Australia; Segelov E., School of Clinical Sciences, Monash University, Melbourne, Australia","Background: Research engagement plays an integral role in developing clinicians that practice effective, evidence-based medicine. Research participation by clinicians, however, is declining. Given the link between research during medical school and future research output, promotion of medical student research is one avenue by which this shortage can be addressed. Student research attitudes and participation in Australia are not well-documented in the literature. This study therefore aims to investigate research practices, motivators, and barriers amongst Australian medical students in order to determine whether there is a need for further integration of research within Australian medical school curriculums. Methods: A cross-sectional study design was used to explore research experience and attitudes, as well as the enablers and barriers to research amongst students enrolled in all years of the five-year medical course at Monash University. A questionnaire was created by combining questions from several surveys on medical student research and comprised Likert scales, multiple choice options and free-text responses assessing research experience, attitudes, motivators, and barriers. Results: Seven hundred and four respondents (69.4% female; survey response rate 36.7%) reported variable research experience and interest. Less than half of the cohort (n = 296; 44.9%) had contributed to a research project. Increasing employability for specialty training programs was the primary motivating factor (n = 345; 51.9%) for pursuing research, with only 20.5% (n = 136) citing an interest in academia as a motivator. Time constraints (n = 460; 65.3%) and uncertainty surrounding how to find research opportunities (n = 449; 63.8%) were the most common barriers to research. Conclusions: Medical students at Monash University are interested in but have limited experience with research. Students are, however, primarily motivated by the prospect of increasing employability for specialist training; medical schools should therefore focus on encouraging intrinsic motivation for pursuing research. Greater integration of research education and opportunities within medical school curricula may also be required to provide students with the skills necessary to both pursue research and practice evidence-based medicine. © 2021, The Author(s).","Clinician-scientist; MD; Medical student research; Physician-scientist; Research attitudes; Research barriers; Research education; Research experiences; Research motivation; Research training","Attitude; Australia; Career Choice; Cross-Sectional Studies; Female; Humans; Male; Schools, Medical; Students, Medical; Surveys and Questionnaires; adult; article; Australia; cohort analysis; controlled study; cross-sectional study; curriculum; education; employability; evidence based medicine; female; human; human experiment; intrinsic motivation; Likert scale; major clinical study; male; medical school; medical student; physician; questionnaire; skill; uncertainty; attitude; decision making; medical school","","","","","Faculty of Medicine at Monash University","The authors wish to acknowledge Associate Professor Julia Choate for her contributions in the initial stages of study design, as well as the Faculty of Medicine at Monash University for their support in the creation and distribution of the survey.","Frishman W.H., Student research projects and theses: should they be a requirement for medical school graduation?, Heart Dis, 3, 3, pp. 140-144, (2001); Hunskaar S., Breivik J., Siebke M., Tommeras K., Figenschau K., Hansen J.B., Evaluation of the medical student research programme in Norwegian medical schools. A survey of students and supervisors, BMC Med Educ, 9, 1, (2009); Jain M.K., Cheung V.G., Utz P.J., Kobilka B.K., Yamada T., Lefkowitz R., Saving the endangered physician-scientist - a plan for accelerating medical breakthroughs, N Engl J Med, 381, 5, pp. 399-402, (2019); Amgad M., Man Kin Tsui M., Liptrott S.J., Shash E., Medical student research: an integrated mixed-methods systematic review and meta-analysis, PLoS One, 10, 6, (2015); Hyde S., Australian medical students’ interest in research as a career, Focus Health Prof Educ, 9, pp. 27-38, (2007); Reinders J.J., Kropmans T.J., Cohen-Schotanus J., Extracurricular research experience of medical students and their scientific output after graduation, Med Educ, 39, 2, (2005); Brass L.F., Is an MD/PhD program right for me? Advice on becoming a physician-scientist, Mol Biol Cell, 29, 8, pp. 881-885, (2018); Eley D.S., Benham H., From medical student to clinician-scientist: where is the pathway in Australia?, Intern Med J, 46, 12, pp. 1449-1452, (2016); Mileder L.P., Medical students and research: Is there a current discrepancy between education and demands?, GMS Z Med Ausbild, 31, 2, (2014); Eley D.S., Jensen C., Thomas R., Benham H., What will it take? Pathways, time and funding: Australian medical students' perspective on clinician-scientist training, BMC Med Educ., 17, 1, (2017); Rosenkranz S.K., Wang S., Hu W., Motivating medical students to do research: a mixed methods study using self-determination theory, BMC Med Educ, 15, 1, (2015); National data report 2020. Medical Deans Australia and New Zealand, (2020); Kasser T., Ryan R.M., Further examining the American dream: differential correlates of intrinsic and extrinsic goals, Personal Soc Psychol Bull, 22, 3, pp. 280-287, (1996); Patrick H., Williams G.C., Self-determination theory: its application to health behavior and complementarity with motivational interviewing, Int J Behav Nutr Phys Act, 9, 1, (2012); Griffin M.F., Hindocha S., Publication practices of medical students at British medical schools: experience, attitudes and barriers to publish, Med Teach, 33, 1, pp. e1-e8, (2011); Jacobs C.D., Cross P.C., The value of medical student research: the experience at Stanford University School of Medicine, Med Educ, 29, 5, pp. 342-346, (1995); Reynolds H.Y., In choosing a research health career, mentoring is essential, Lung., 186, 1, pp. 1-6, (2008); Boulis A.K., Jacobs J.A., The changing face of medicine: women doctors and the evolution of health care in America: Cornell University press, (2011); Shollen S.L., Bland C.J., Finstad D.A., Taylor A.L., Organizational climate and family life: how these factors affect the status of women faculty at one medical school, Acad Med, 84, 1, pp. 87-94, (2009); Eley D.S., The clinician-scientist track: an approach addressing Australia's need for a pathway to train its future clinical academic workforce, BMC Med Educ., 18, 1, (2018); Phang D.T.Y., Rogers G.D., Hashem F., Sharma S., Noble C., Factors influencing junior doctor workplace engagement in research: An Australian study, Focus Health Prof Educ, 21, 1, (2020); Gross domestic spending on R&D (indicator), (2020)","J. Muhandiramge; School of Medicine, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia; email: jaidyn.muhandiramge@monash.edu","","BioMed Central Ltd","","","","","","14726920","","","33971858","English","BMC Med. Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85105577688"
"ABDULLAH A.G.; LATIF M.A.; WIDIATY I.; MULYANTI B.; KUSWARDHANA D.","ABDULLAH, ADE GAFAR (36808946900); LATIF, MUH ABDUL (57205020031); WIDIATY, ISMA (57190060901); MULYANTI, BUDI (24491987500); KUSWARDHANA, DANDHI (57189058524)","36808946900; 57205020031; 57190060901; 24491987500; 57189058524","Fuzzy analytical hierarchy process - based priority identification of employability skills for vocational education students","2021","Journal of Engineering Science and Technology","16","5","","3907","3922","15","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117276637&partnerID=40&md5=9f0b29dbdf627b959a8dbfb55b4c84cc","Program Studi Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, Bandung, Indonesia","ABDULLAH A.G., Program Studi Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, Bandung, Indonesia; LATIF M.A., Program Studi Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, Bandung, Indonesia; WIDIATY I., Program Studi Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, Bandung, Indonesia; MULYANTI B., Program Studi Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, Bandung, Indonesia; KUSWARDHANA D., Program Studi Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, Bandung, Indonesia","This study attempts to reveal which Emplorability Skill (ES) attributes are the main priorities that must be mastered by vocational school graduates from the perspective of vocational high school (VHS) teachers in Indonesia. Determination of ES factors (main attributes) is conducted through the Fuzzy Analytical Hierarchy Process (Fuzzy AHP) method. Content analysis techniques are used to determine a set of attributes that are used in several frameworks and the Multi-Criteria Decision Making (MCDM)-based method is Fuzzy AHP in order to help determine priorities in decision making. This study involved 378 vocational schoolteachers as assessors of ES attributes. The results show that communication skills, teamwork, abilities to solve problems, ability to self-management, ability to plan and organize, ability to use technology, and ability to learn lifelong are attributes of employability skills that are widely used within the global context. The most prioritized attributes needed by vocational graduates based on the teachers' perspective are the ability to interact with colleagues, the ability to use basic information technology, and the ability to have a personal vision and mission. The results of this study are expected to be used as useful information for such related parties as the government as policy makers, schools for improving the quality of graduates and teaching, industry for improving the quality of workers, as well as for students and graduates for preparing themselves to become professional workers. © 2021 Taylor's University. All rights reserved.","Employability skills; Fuzzy AHP; Multi-criteria decision making; Vocational higher education","","","","","","","","Robinson J.P., What are employability skills?, (2000); Md Yusoff Y., Omar M.Z., Zaharim A., Mohamed A., Muhamad N., Employability skills performance score for fresh engineering graduates in Malaysian industry, Asian Social Science, 8, 16, pp. 140-145, (2012); Mcgunagle D., Zizka L., Employability skills for 21st-century STEM students: The employers' perspective, Higher Education, Skills and Work-Based Learning, 10, 3, pp. 591-606, (2020); Spinks N., Silburn N.L.J., Birchall D.W., Making it all work: The engineering graduate of the future, a UK perspective, European Journal of Engineering Education, 32, 3, pp. 325-335, (2007); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: What effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Onyene V., Salisu R., Johnson O., Olusanya O., Indigenous orientation in the technical and vocational education programme: Tool for a sustainable society, International Studies in Educational Administration (Commonwealth Council for Educational Administration and Management (CCEAM)), 42, 1, pp. 45-59, (2014); 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Chen D.C., Chen C.P., Lee C.Y., You C.S., Jao C.H., Using an analytic hierarchy process to develop competencies on mould product creativity for vocational college students, World Transactions on Engineering and Technology Education, 9, 1, pp. 54-59, (2011); Zare M., Pahl C., Rahnama H., Nilashi M., Mardani A., Ibrahim O., Ahmadi H., Multi-criteria decision making approach in E-learning: A systematic review and classification, Applied Soft Computing, 45, pp. 108-128, (2016); Ho W., Dey P.K., Higson H.E., Multiple criteria decision-making techniques in higher education, International Journal of Educational Management, 20, 5, pp. 319-337, (2006); Elmahmoudi F., Abra O.E., Raihani A., Serrar O., Bahatti L., GIS based fuzzy analytic hierarchy process for wind energy sites selection, 2019 International Conference on Advanced Communication Technologies and Networking (CommNet), pp. 1-8, (2019); Mardani A., Jusoh A., Zavadskas E.K., Fuzzy multiple criteria decision-making techniques and applications-two decades review from 1994 to 2014, Expert Systems with Applications, 42, 8, pp. 4126-4148, (2015); Kahraman C., Cebeci U., Ulukan Z., Multi-criteria supplier selection using fuzzy AHP, Logistics Information Management, 16, 6, pp. 382-394, (2003); Lavic Z., Vucijak B., Pasic M., Dukic N., Consistency check of fuzzy pairwise comparison matrices of dimensions larger than 3X3, Proceedings of the 29th International DAAAM Symposium on Intelligent Manufacturing and Automation, pp. 709-713, (2018); Employability skills for the future, (2002); Employability Skills, (2018); Enhancing youth employability: The importance of core work skills, (2013); DG employability tap skills framework, (2019); Munadi S., Widarto W., Yuniarti N., Jerusalem M.A., Hermansyah H., Rahmawati F., Employability skills lulusan SMK dan relevansinya terhadap kebutuhan dunia, (2018); Graduate employability skills: Prepared for the business, industry and higher education collaboration council, (2007); Skill Future SG., Singapore workforce skills qualifications (WSQ), (2020); Saaty T.L., How to make a decision: The analytic hierarchy process, European Journal of Operational Research, 48, 1, pp. 9-26, (1990); Wang Y.M., Luo Y., Hua Z., On the extent analysis method for fuzzy AHP and its applications, European Journal of Operational Research, 186, 2, pp. 735-747, (2008); Chang D.Y., Applications of the extent analysis method on fuzzy AHP, European Journal of Operational Research, 95, 3, pp. 649-655, (1996); Shafie L.A., Nayan S., Employability awareness among Malaysian undergraduates, International Journal of Business and Management, 5, 8, pp. 119-123, (2010); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Lane S., Promoting collaborative learning among students, American Journal of Educational Research, 4, 8, pp. 602-607, (2016); McLeish A., Employability skills for Australian small and medium sized enterprises: Report of the interviews and focus groups with small and medium enterprises, (2002); Rasul M.S., Puvanasvaran A.P., Importance of employability skills as perceived by employers of Malaysian manufacturing industry, Journal of Human Capital Development (JHCD), 2, 2, pp. 23-35, (2009); Kazilan F., Hamzah R., Bakar A.R., Employability skills among the students of technical and vocational training centers in Malaysia, European Journal of Social Sciences, 9, 1, pp. 147-160, (2009); DeLeon J.E., Borchers R.E., High school graduate employment trends and the skills graduates need to enter texas manufacturing industries, Journal of Vocational and Technical Education, 15, 1, pp. 28-41, (1998); Sayuti M., Parsusah M.B., Employability skills in vocational high school context: An analysis of the KTSP curriculum, Journal of Vocational Education Studies (JOVES), 1, 2, pp. 33-44, (2018); Robinson J.S., Garton B.L., An assessment of the employability skills needed by graduates in the college of agriculture, food and natural resources at the University of Missouri, Journal of Agricultural Education, 49, 4, pp. 96-105, (2008); Suarta I.M., Suwintana I.K., Sudhana I.F.P., Hariyanti N.K.D., Employability skills required by the 21st-century workplace: A literature review of labour market demand, Advances in Social Science, Education and Humanities Research, 102, 58, pp. 337-342, (2017); Wahyuni L.M., Masih I.K., Mei Rejeki I.N., Communication skill attributes needed for vocational education enter the workplace, Journal of Physics: Conference Series, 953, 1, pp. 1-6, (2018); Wye C.K., Lim Y.M., Perception differential between employers and undergraduates on the importance of employability skills, International Education Studies, 2, 1, pp. 95-105, (2009); Salleh K.M., Sulaiman N.L., Talib K.N., Globalisation's impact on soft skills demand in the Malaysian workforce and organisations: What makes graduates employable, Proceedings of the 1st UPI International Conference on Technical and Vocational Education and Training, pp. 10-11, (2010); Mulubrhan F., Mokhtar A.A., Muhammad M., Comparative analysis between fuzzy and traditional analytical hierarchy process, Proceedings of the 4th International Conference on Production, Energy and Reliability, pp. 1-5, (2014)","A.G. ABDULLAH; Program Studi Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Bandung, Jl. Dr. Setiabudhi 229, Indonesia; email: ade_gaffar@upi.edu","","Taylor's University","","","","","","18234690","","","","English","J. Eng. Sci. Technol.","Article","Final","","Scopus","2-s2.0-85117276637"
"Doan L.D.; Hamid M.O.","Doan, Linh Dieu (56423473400); Hamid, M. Obaidul (35097559900)","56423473400; 35097559900","Economics of English: Examining the Demand for English Proficiency in the Vietnamese Job Market","2021","RELC Journal","52","3","","618","634","16","8","10.1177/0033688219863166","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071639713&doi=10.1177%2f0033688219863166&partnerID=40&md5=fa8f4b23ff43357e40e362baaa61d24c","National Economics University, Viet Nam; The University of Queensland, Australia","Doan L.D., National Economics University, Viet Nam; Hamid M.O., The University of Queensland, Australia","Located in the economics of language, the present study seeks to contribute towards understanding the Vietnamese job market’s demand for competency in using English. The globalization of English and the global flow of capital are factors that are changing the linguistic landscape of the world of work. However, there has been limited research on the changing role of English in the job market, particularly in developing societies. An understanding of the labour market’s demand that candidates are proficient in English is critical given that language educators are under pressure to meet industry demands and prepare graduates for the world of work. Against this background, we investigated the demand for English proficency in the Vietnamese labour market by examining two samples of job advertisements. The advertisements were published in 2015 and 2018 on a popular job website. Based on our analysis, we attest to the growing importance of English and to higher levels of English proficiency demands, although these demands varied across job sectors. We suggest implications for educators, policy makers, job seekers, employers and researchers. © The Author(s) 2019.","Economics of English; English and employability; globalization; job advertisements; Vietnam","","","","","","University of Queensland School of Education International","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The study reported in the article was supported by the University of Queensland School of Education International Alumni Travel Award received by the first author.","Ammon U., World languages: trends and futures, The Handbook of Language and Globalization, (2010); Barsoum G.F., The Employment Crisis of Female Graduates in Egypt: An Ethnographic Account, (2014); Bleakley H., Chin A., Language skills and earnings: evidence from childhood immigrants, The Review of Economics and Statistics, 86, 2, (2004); Brutt-Griffler J., World English: A Study of its Development, (2002); Bui T., Nguyen T.T.T., Nguyen A.D., English as a key employability capacity: perspectives from Vietnamese students and lecturers, Language Education in Asia, 8, 2, (2017); Casale D., Posel D., English language proficiency and earnings in a developing country: the case of South Africa, The Journal of Socio-Economics, 40, (2011); Chiswick B.R., Miller P.W., The Economics of Language: International Analyses, (2007); Chiswick B.R., Miller P.W., International migration and the economics of language, (2014); Chowdhury F.Y., Hamid M.O., Language, migration and social wellbeing: a narrative inquiry into the lives of low English proficiency Bangladeshi migrants in Australia, Australian Review of Applied Linguistics, 39, 1, pp. 8-31, (2016); Coleman H., Dreams and Realities: Developing Countries and the English Language, (2011); Djite P.G., Language and development: theories and sobering realities, International Journal of the Sociology of Language, 225, (2014); Dustmann C., Fabbr F., Language proficiency and labour market performance of immigrants in the UK, The Economic Journal, 113, pp. 695-717, (2003); Erling E.J., The role of English in skills development in South Asia: policies, interventions and existing evidence, (2014); Erling E.J., The Relationship between English and Employability in the Middle East and North Africa, (2015); Erling E.J., Hamid M.O., Seargeant P., Grassroots attitudes to English as a language for international development in Bangladesh, English and Development: Policy, Pedagogy and Globalization, (2013); Erling E.J., Seargeant P., English and Development: Policy, Pedagogy and Globalization, (2013); Vietnam listed among countries with low English proficiency, (2014); Gazzola M., Wickstrom B.-A., The Economics of Language Policy, (2016); Grin F., Economic approaches to language and language planning: an introduction, International Journal of the Sociology of Language, 121, pp. 1-16, (1996); Grin F., English as economic value: facts and fallacies, World Englishes, 20, 1, pp. 65-78, (2001); Grin F., Economic considerations in language policy, An Introduction to Language Policy: Theory and Method, pp. 77-94, (2006); Grin F., 50 years of economics in language policy: critical assessment and priorities, (2014); Hamid M.O., English and employability, mobility and development: an auto-ethnographic exploration, Global Education Dialogue, (2015); Hamid M.O., The politics of language in education in a global polity, The Handbook of Global Education Policy, (2016); Hamid M.O., Nguyen H.T.M., Globalization, English language policy and teacher agency. Focus on Asia, International Education Journal: Comparative Perspectives, 15, 1, pp. 26-44, (2016); Hamid M.O., Nguyen H.T., Nguyen H.V., Phan H.T.T., Agency and language-in-education policy in Vietnamese higher education, Researching Agency in Language Policy and Planning, (2018); Hoang N.T.H., Hamid M.O., ‘A fair go for all?’ Australia’s language-in-migration policy, Discourse, 38, 6, (2017); Hutchinson T., Waters A., English for Specific Purposes, (1987); Lamberton D.M., The Economics of Language, (2002); Lindley J., The English language fluency and earnings of ethnic minorities in Britain, Scottish Journal of Political Economy, 49, 4, (2002); Majhanovich S., Neo-liberalism, globalization, language policy and practice issues in the Asia-Pacific region, Asia Pacific Journal of Education, 34, 2, (2014); May S., Rearticulating the case for minority language rights, Current Issues in Language Planning, 4, 2, pp. 95-125, (2003); Nguyen H.T.M., Primary English language education policy in Vietnam: insights from implementation, Current Issues in Language Planning, 12, 2, (2011); Nguyen T.C.N., Aligning English for Specific Purposes (ESP) curriculum with industry needs: language practices for Vietnam’s globalised workplaces, (2017); Nguyen V.H., Global language policy borrowing and individual agency in Vietnamese higher education, (2016); Petrovic J.E., A Post-liberal Approach to Language Policy in Education, (2015); Piller I., Takahashi K., Language, migration and human rights, The Sage Handbook of Sociolinguistics, (2011); Rassool N., English and migration, The Politics of English: Conflict, Competition, Co-existence, pp. 47-92, (2012); Ricento T., Language Policy and Political Economy: English in a Global Context, (2015); Roshid M.M., Chowdhury R., English language proficiency and employment: a case study of Bangladeshi graduates in Australian employment market, Mevlana International Journal of Education, 3, 1, pp. 68-81, (2013); Spring J., Economization of Education: Human Capital, Global Corporations, Skill-based Schooling, (2015); Toan V., English teaching in Vietnam: teacher ‘re-education’, (2013); Vu H.T.V., English as a lingua franca in the Vietnamese hotel industry: communicative strategies and their implications for vocational education, (2015)","M.O. Hamid; The University of Queensland, Australia; email: m.hamid@uq.edu.au","","SAGE Publications Ltd","","","","","","00336882","","","","English","RELC J.","Article","Final","","Scopus","2-s2.0-85071639713"
"Boehm S.A.; Schröder H.; Bal M.","Boehm, Stephan A (36815785300); Schröder, Heike (26321891100); Bal, Matthijs (23468566700)","36815785300; 26321891100; 23468566700","Age-Related Human Resource Management Policies and Practices: Antecedents, Outcomes, and Conceptualizations","2021","Work, Aging and Retirement","7","4","","257","272","15","19","10.1093/workar/waab024","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118998683&doi=10.1093%2fworkar%2fwaab024&partnerID=40&md5=f5112ede9fcffacb87a8068c5c97a5ee","Center for Disability and Integration (CDI-HSG), University of St. Gallen, St. Gallen, Switzerland; Queen's Management School, Queen's University Belfast, Belfast, United Kingdom; Lincoln International Business School, University of Lincoln, Lincoln, United Kingdom","Boehm S.A., Center for Disability and Integration (CDI-HSG), University of St. Gallen, St. Gallen, Switzerland; Schröder H., Queen's Management School, Queen's University Belfast, Belfast, United Kingdom; Bal M., Lincoln International Business School, University of Lincoln, Lincoln, United Kingdom","Due to the demographic change in age, societies, firms, and individuals struggle with the need to postpone retirement while keeping up motivation, performance, and health throughout employees' working life. Organizations, and specifically the Human Resource Management (HRM) practices they design and implement, take a central role in this process. Being influenced by macro-level trends such as new legislation, organizational HRM practices affect outcomes such as productivity and employability both at the firm and individual level of analysis. This editorial introduces the Special Issue on ""Age-related Human Resource Management Policies and Practices""by conducting an interdisciplinary literature review. We offer an organizing framework that spans the macro-, meso-, and individual level and discusses major antecedents, boundary conditions, and outcomes of age-related HRM practices. Further, we propose a typology of HRM practices and discuss the role of individual HRM dimensions versus bundles of HRM practices in dealing with an aging and more age-diverse workforce. Building on these considerations, we introduce the eight articles included in this special issue. Finally, taking stock of our review and the new studies presented here, we deduct some recommendations for future research in the field of age-related HRM.  © 2021 The Author(s) 2021. Published by Oxford University Press.","age management; age-inclusive HRM; age-related human resource management; age-specific HRM policies and practices","","","","","","","","Abrams D., Swift H., Drury L., Old and unemployable? How age-based stereotypes affect willingness to hire job candidates, Journal of Social Issues, 72, 1, pp. 105-121, (2016); Ali M., French E., Age diversity management and organisational outcomes: the role of diversity perspectives, Human Resource Management Journal, 29, 2, pp. 287-307, (2019); Allen J., Alpass F. M., Szabo A., Stephens C. V., Impact of flexible work arrangements on key challenges to work engagement among older workers, Work, Aging and Retirement, 7, 4, pp. 404-417, (2021); Antonakis J., Bastardoz N., Ronkko M., On ignoring the random effects assumption in multilevel models: review, critique, and recommendations, Organizational Research Methods, 24, 2, pp. 443-483, (2021); Appelbaum E., Bailey T., Berg P., Kalleberg A., Manufacturing advantage: why high-performance work systems pay off, (2000); Armstrong-Stassen M., Organisational practices and the post-retirement employment experience of older workers, Human Resource Management Journal, 18, 1, pp. 36-53, (2008); Armstrong-Stassen M., Lee S. H., The effect of relational age on older Canadian employees' perceptions of human resource practices and sense of worth to their organization, The International Journal of Human Resource Management, 20, 8, pp. 1753-1769, (2009); Armstrong-Stassen M., Templer A. J., Adapting training for older employees. The Canadian response to an aging workforce, Journal of Management Development, 24, 1, pp. 57-67, (2005); Armstrong-Stassen M., Templer A. J., The response of Canadian public and private sector human resource professionals to the challenge of the aging workforce, Public Personnel Management, 35, 3, pp. 247-260, (2006); Armstrong-Stassen M., Ursel N. D., Perceived organizational support, career satisfaction, and the retention of older workers, Journal of Occupational and Organizational Psychology, 82, 1, pp. 201-220, (2009); Bal P. M., Kooij D. T. A. M., De Jong S. B., How do developmental and accommodative HRM enhance employee engagement and commitment? The role of psychological contract and SOC strategies, Journal of Management Studies, 50, 4, pp. 545-572, (2013); Bal P. M., Boehm S. A., How do i-deals influence client satisfaction? the role of exhaustion, collective commitment, and age diversity, Journal of Management, 45, 4, pp. 1461-1487, (2019); Bal P. M., de Lange A. 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P., Macroeconomic implications of population ageing and selected policy responses, The Lancet, 385, 9968, pp. 649-657, (2015); Blossfeld H.-P., Buchholz S., Hofacker D., Globalization, uncertainty and late careers in society, (2006); Boehm S. A., Dwertmann D. J. G., Forging a single-edged sword: facilitating positive age and disability diversity effects in the workplace through leadership, positive climates, and HR practices, Work, Aging and Retirement, 1, 1, pp. 41-63, (2015); Boehm S. A., Kunze F., Bruch H., Spotlight on age-diversity climate: the impact of age-inclusive HR practices on firm-level outcomes, Personnel Psychology, 67, 3, pp. 667-704, (2014); Boheim R., The effect of early retirement schemes on youth employment, (2014); Brooke L., Taylor P., Older workers and employment: managing age relations, Aging & Society, 25, 3, pp. 415-429, (2005); Brouhier Q., Marz V., van Waes S., Raemdonck I., From isolation to interaction: a social network perspective on older teachers' position in school organizations and age-related HR practices, Work, Aging and Retirement, 7, 4, pp. 322-338, (2021); Brzykcy A. Z., Boehm S. A., Baldridge D. C., Fostering sustainable careers across the lifespan: the role of disability, idiosyncratic deals and perceived work ability, Journal of Vocational Behavior, 112, pp. 185-198, (2019); Burmeister A., van der Heijden B., Yang J., Deller J., Knowledge transfer in age-diverse coworker dyads in China and Germany: how and when do age-inclusive human resource practices have an effect?, Human Resource Management Journal, 28, pp. 605-620, (2018); Cadiz D., Pytlovany A., Truxillo D., Ageism in the workplace, (2017); Cahill K. E., James J. B., Pitt-Catsouphes M., The impact of a randomly assigned time and place management initiative on work and retirement expectations, Work, Aging and Retirement, 1, pp. 350-368, (2015); Callahan J. S., Kiker D. S., Cross T., Does method matter? A meta-analysis of the effects of training method on older learner training performance, Journal of Management, 29, 5, pp. 663-680, (2003); Calzavara M., Battini D., Bogataj D., Sgarbossa F., Zennaro I., Ageing workforce management in manufacturing systems: state of the art and future research agenda, International Journal of Production Research, 58, 3, pp. 729-747, (2019); Carstensen L. L., Selectivity theory: social activity in lifespan context, Annual Review of Gerontology and Geriatrics, 11, 8, pp. 195-217, (1991); Carstensen L. L., Evidence for a life-span theory of socioemotional selectivity, Current Directions in Psychological Science, 4, 5, pp. 151-156, (1995); Combs J., Liu Y., Hall A., Ketchen D., How much do high performance work practices matter? 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Boehm; Rosenbergstrasse 51, St. Gallen, CH-9000, Switzerland; email: stephan.boehm@unisg.ch","","Oxford University Press","","","","","","20544650","","","","English","Work Aging  Retirement","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85118998683"
"Deng J.; Liu J.; Deng W.; Yang T.; Duan Z.","Deng, Jianwei (57020501700); Liu, Jiahao (57217863097); Deng, Wenhao (57217856956); Yang, Tianan (57020338400); Duan, Zhezhe (57371469500)","57020501700; 57217863097; 57217856956; 57020338400; 57371469500","Redefinition and measurement dimensions of sustainable employability based on the swage-model","2021","International Journal of Environmental Research and Public Health","18","24","13230","","","","7","10.3390/ijerph182413230","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121100427&doi=10.3390%2fijerph182413230&partnerID=40&md5=85828849e020370a59c881415de757ee","Beijing Institute of Technology, School of Management and Economics, Haidian District, Beijing, 100081, China; Sustainable Development Research Institute for Economy and Society of Beijing, Beijing, 100081, China; Institute of Urban Governance, School of Government, Shenzhen University, Shenzhen, 215123, China","Deng J., Beijing Institute of Technology, School of Management and Economics, Haidian District, Beijing, 100081, China, Sustainable Development Research Institute for Economy and Society of Beijing, Beijing, 100081, China; Liu J., Beijing Institute of Technology, School of Management and Economics, Haidian District, Beijing, 100081, China; Deng W., Beijing Institute of Technology, School of Management and Economics, Haidian District, Beijing, 100081, China; Yang T., Beijing Institute of Technology, School of Management and Economics, Haidian District, Beijing, 100081, China, Sustainable Development Research Institute for Economy and Society of Beijing, Beijing, 100081, China; Duan Z., Institute of Urban Governance, School of Government, Shenzhen University, Shenzhen, 215123, China","Objectives: To solve the labour shortage, we clarify the definition and dimensions of sustainable employability, and make it possible to develop sustainable employability scales in the future and lay the foundation for subsequent quantitative research. Finally, people’s sustainable employability can be improved. Highly sustainable employability employees can continue to work in the labour market and their working lives can be prolonged. Labour market supply will increase and labour shortage will be partly solved. Methods: We discuss the concept of sustainable employability based on some previous studies. Our conclusion is that the existing definitions and measurement dimensions are problematic. The swAge-model, a tool that helps us understand how to make working life more sustainable and healthier for all ages, can be the basis of sustainable employability. Results: We develop a discussion paper concerning the definition and measurement dimensions of sustainable employability using the swAge-model with an added factor of intrinsic work value and the dynamic chain. Conclusions: Our definition of sustainable employability takes environmental factors into consideration and makes it clear that it is not a solely personal characteristic, but the result of an interaction between individuals and the environment, thus distinguishing employability from work ability. We use the swAge-model as a basis to make the composition of our definition more logical and informed. Our measurement dimensions are clearly described to facilitate the future development of a scale, and our concept may ultimately help to extend the working lives of older and retired workers and thus solve the future labour shortage problem. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Definition; Measurement dimensions; Sustainable employability; The swAge-model","Health Status; Humans; Occupations; conceptual framework; employment; future prospect; labor supply; measurement method; retirement; sustainability; sustainable development; working conditions; health status; human; occupation","","","","","2020 China National Social Science Foundation Major Project, (20ZDA024); National Natural Science Foundation of China, NSFC, (71603018, 71804009, 71974011, 72174022)","Funding: This research was funded by [the National Natural Science Foundation of China] grant number [71974011, 72174022, 71603018, 71804009] and [2020 China National Social Science Foundation Major Project] grant number [Grants 20ZDA024].","Van der Klink J.J.L., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R.H., Abma F.I., Brouwer S., Van Der Wilt G.J., Sustainable employability—Definition, conceptualization, and implications: A perspective based on the capability approach, Scand. 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A meta-analytic investigation, J. Appl. Psychol, 97, (2012); Nilsson K., A sustainable working life for all ages–The swAge-model, Appl. Ergon, 86, (2020); Nilsson K., Conceptualisation of ageing in relation to factors of importance for extending working life—A review, Scand. J. Public Health, 44, pp. 490-505, (2016); Robotham D., Satkunanathan S., Doughty L., Wykes T., Do we still have a digital divide in mental health? A five-year survey follow-up, J. Med. Internet Res, 18, (2016); Fairlie P., Meaningful work, employee engagement, and other key employee outcomes: Implications for human resource development, Adv. Dev. Hum. Resour, 13, pp. 508-525, (2011); Brown S.P., Leigh T.W., A new look at psychological climate and its relationship to job involvement, effort, and performance, J. Appl. Psychol, 81, pp. 358-368, (1996); Amabile T.M., Hill K.G., Hennessey B.A., Tighe E.M., The work preference inventory: Assessing intrinsic and extrinsic motivational orientations, J. Pers. Soc. 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Psychol, 82, pp. 739-759, (2009); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, J. Vocat. Behav, 65, pp. 14-38, (2004); Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W., Competencies for the contemporary career: Development and preliminary validation of the career competencies questionnaire, J. Career Dev, 40, pp. 245-267, (2013); McArdle S., Waters L., Briscoe J.P., Hall D.T.T., Employability during unemployment: Adaptability, career identity and human and social capital, J. Vocat. Behav, 71, pp. 247-264, (2007); Koen J., Klehe U.C., Van Vianen A.E., Employability among the long-term unemployed: A futile quest or worth the effort?, J. Vocat. Behav, 82, pp. 37-48, (2013); De Cuyper N., Van der Heijden B.I., De Witte H., Associations between perceived employability, employee well-being, and its contribution to organizational success: A matter of psychological contracts?, Int. J. Hum. Resour. Manag, 22, pp. 1486-1503, (2011); Van den Broeck A., De Cuyper N., Baillien E., Vanbelle E., Vanhercke D., De Witte H., Perception of organization’s value support and perceived employability: Insights from self-determination theory, Int. J. Hum. Resour. Manag, 25, pp. 1904-1918, (2014); Shao X., Yang Y., Wang L., Digital divide or digital welfare? The role of the internet in shaping the sustainable employability of chinese adults, J. Glob. Inf. Manag, 29, pp. 20-36, (2021); Van Casteren P.A., Meerman J., Brouwers E.P., Van Dam A., Van der Klink J.J., How can wellbeing at work and sustainable employability of gifted workers be enhanced? A qualitative study from a capability approach perspective, BMC Public Health, 21, pp. 1-10, (2021)","T. Yang; Beijing Institute of Technology, School of Management and Economics, Haidian District, Beijing, 100081, China; email: tianan.yang@bit.edu.cn; Z. Duan; Institute of Urban Governance, School of Government, Shenzhen University, Shenzhen, 215123, China; email: duanzz@szu.edu.cn","","MDPI","","","","","","16617827","","","34948839","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85121100427"
"Rizwan A.; Serbaya S.H.; Saleem M.; Alsulami H.; Karras D.A.; Alamgir Z.","Rizwan, Ali (24779840400); Serbaya, Suhail H. (57222903608); Saleem, Muhammad (57213165616); Alsulami, Hemaid (56785971400); Karras, Dimitrios A. (55549675500); Alamgir, Zobia (57298568700)","24779840400; 57222903608; 57213165616; 56785971400; 55549675500; 57298568700","A preliminary analysis of the perception gap between employers and vocational students for career sustainability","2021","Sustainability (Switzerland)","13","20","11327","","","","4","10.3390/su132011327","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117201033&doi=10.3390%2fsu132011327&partnerID=40&md5=de697f0f4cced97931f044da54f91475","Department of Industrial Engineering, Faculty of Engineering, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; Department of Industrial Engineering, Faculty of Engineering-Rabigh, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; School of Science, National and Kapodistrian, University of Athens (NKUA), Dept General, Athens, 34400, Greece; Department of Research and Analysis, Knowledge Kottage, Islamabad, 44000, Pakistan","Rizwan A., Department of Industrial Engineering, Faculty of Engineering, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; Serbaya S.H., Department of Industrial Engineering, Faculty of Engineering, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; Saleem M., Department of Industrial Engineering, Faculty of Engineering-Rabigh, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; Alsulami H., Department of Industrial Engineering, Faculty of Engineering, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; Karras D.A., School of Science, National and Kapodistrian, University of Athens (NKUA), Dept General, Athens, 34400, Greece; Alamgir Z., Department of Research and Analysis, Knowledge Kottage, Islamabad, 44000, Pakistan","(1) Background: Nowadays, technological advancement plays a key role in the economic uplift of developing countries, and it is paramount that the youth of these countries are well-equipped with both vocational and technical skills to bring about sustainability in their ca-reers. (2) Methods: The present study aims to investigate the perception gap between vocational students and industrial employers with regard to employability skills. In this regard, data were collected from 683 vocational students from urban/rural areas studying in the public/private vocational institutions of a developing country. Similarly, 82 vocational employers were contacted about their perception of employability skills. A questionnaire comprising 20 questions was ad-ministered online to both students and employers for registering their responses. Data were ana-lyzed with the help of descriptive statistics, interval plots, and an Ishikawa diagram. (3) Results: The findings reveal that vocational employers give maximum importance to interpersonal, tech-nical, and entrepreneurial skills, while students perceive that their technical and computing skills are vital for sustainable careers. Similarly, the rural/public students showed minimum levels of competency in these skills as compared with their counterparts living in rural areas and studying in the private institutions. Furthermore, structured interviews were conducted with the concerned stakeholders to develop a remedial framework for the sustainable careers of these vocational stu-dents. (4) Conclusions: The results of the study not only bring sustainability to the vocational sector of developing countries, but to all those countries enjoying similar socioeconomic backgrounds. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Career development; Sustainable future; Technical skills; Vocational education","advanced technology; developing world; economic activity; employment; perception; public-private partnership; stakeholder; student; sustainability","","","","","","","Nwosu J.C., Micah E.M., Technical and vocational education and training as a tool for national sustainable development in Nigeria, Int. 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Manag, 32, pp. 1041-1055, (2018); Billett S., Choy S., Hodge S., Enhancing the standing of vocational education and the occupations it serves: Australia, J. Vocat. Educ. Train, 72, pp. 270-296, (2020); Alsulami H., Bashir M., Rizwan A., Elnahas N., Bawareth F., Noorelahi R., Kamrani R., Impact of emotional intelligence on the academic performance and employability of female engineering students in Saudi Arabia, Int. J. Eng. Educ, 35, pp. 119-125, (2019); Manzoor U., Rizwan A., Demirbas A., Hafiz N.A.S., Analysis of perception gap between employers and fresh engineering graduates about employability skills: A case study of Pakistan, Int. J. Eng. Educ, 34, pp. 248-255, (2018); Velde C., Employers’ perceptions of graduate competencies and future trends in higher vocational education in China, J. Vocat. Educ. Train, 61, pp. 35-51, (2009); Locke P., Maton K., Serving two masters: How vocational educators experience marketisation reforms, J. Vocat. Educ. 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Educ, 11, pp. 89-100, (2007); Triyono M.B., Trianingsih L., Nurhadi D., Students’ employability skills for construction drawing engineering in Indonesia, World Trans. Eng. Technol. Educ, 16, pp. 29-35, (2018); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: A European study, High. Educ. Eur, 33, pp. 411-422, (2008); Blazquez M., Herrarte A., Llorente-Heras R., Competencies, occupational status, and earnings among European university graduates, Econ. Educ. Rev, 62, pp. 16-34, (2018); Rizwan A., Alsulami H., Shahzad A., Elnahas N., Almalki S., Alshehri R., Alamoudi M., Alshoaibi H., Perception Gap of Employability Skills between Employers’ and Female Engineering Graduates in Saudi Arabia, Int. J. Eng. Educ, 37, pp. 341-350, (2021); Robinson V.M., Lloyd C.A., Rowe K.J., The impact of leadership on student outcomes: An analysis of the differential effects of leadership types, Educ. Adm. Q, 44, pp. 635-674, (2008); Pan Y.-J., Lee L.-S., Academic performance and perceived employability of graduate students in business and management–an analysis of nationwide graduate destination survey, Procedia Soc. Behav. Sci, 25, pp. 91-103, (2011); Fakhar A., Jahanzaib M., Sarfraz M.H., Shafiq M., Rizwan A., Investigating the Impact of Emotional Intelligence on Academic Performance of Engineering Students: An Exploratory Study in Pakistan, Nucleus, 53, pp. 105-111, (2020)","A. Rizwan; Department of Industrial Engineering, Faculty of Engineering, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; email: arkhan71@kau.edu.sa","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85117201033"
"Calma A.; Cotronei-Baird V.","Calma, Angelito (35241983700); Cotronei-Baird, Valeria (57209300393)","35241983700; 57209300393","Assessing critical thinking in business education: Key issues and practical solutions","2021","International Journal of Management Education","19","3","100531","","","","6","10.1016/j.ijme.2021.100531","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108253617&doi=10.1016%2fj.ijme.2021.100531&partnerID=40&md5=1061912c34c0cf2598ae37f030dca6e0","Williams Centre for Learning Advancement, Faculty of Business and Economics, The University of Melbourne, Level 6, FBE Building, 111 Barry St Carlton, Melbourne, 3053, VIC, Australia","Calma A., Williams Centre for Learning Advancement, Faculty of Business and Economics, The University of Melbourne, Level 6, FBE Building, 111 Barry St Carlton, Melbourne, 3053, VIC, Australia; Cotronei-Baird V., Williams Centre for Learning Advancement, Faculty of Business and Economics, The University of Melbourne, Level 6, FBE Building, 111 Barry St Carlton, Melbourne, 3053, VIC, Australia","Developing critical thinking is an important goal in higher education and, more importantly, in business education. Yet, it is uncertain to what extent assessment influences students' critical thinking development and enhancement. This paper presents data from a study that applied a framework we developed to identify evidence of students’ ability to think critically and whether students face challenges at applying critical thinking. A sample of 100, 2000-word group reports from a masters business analysis subject were evaluated using a critical thinking assessment rubric. We followed this with a content analysis of 49 reports using our developed framework to identify the demonstration of critical thinking dispositions and abilities. The findings from both analyses indicate a difference between student reports on how critical thinking is demonstrated. Most importantly, our developed framework provides a novel way to analyse student reports that inform whether they demonstrate the specific components of critical thinking dispositions and abilities. The evaluation using our established framework enables us to offer practical suggestions that university instructors can use to address the issues and challenges raised that hinder critical thinking acquisition via assessment practice in business education. © 2021 Elsevier Ltd","Assessment; Business; Business education; Critical thinking; Employability skills; Management; Management education","","","","","","","","AACSB's 2020 business standards formation | AACSB, (2020); Alavi M., Wheeler B.C., Valacich J.S., Using IT to reengineer business education: An exploratory investigation of collaborative telelearning, MIS Quarterly, 19, 3, pp. 293-312, (1995); Barker M., Child C., Gallois C., Jones E., Callan V.J., Difficulties of overseas students in social and academic situations, Australian Journal of Psychology, 43, 2, (1991); Bateman A., Coles M., Qualifications frameworks and quality assurance of education and training, (2013); Bonk C.J., Smith G., Alternative instructional strategies for creative and critical thinking in the accounting curriculum, Journal of Accounting Education, 2, (1998); Borg M.O., Stranahan H.A., Evidence of the relationship between economics and critical thinking, Contemporary Economic Policy, 28, 1, pp. 80-93, (2010); Boud D., Sustainable assessment: Rethinking assessment for the learning society, Studies in Continuing Education, 22, 2, pp. 151-167, (2000); Boud D., Soler R., Sustainable assessment revisited, Assessment & Evaluation in Higher Education, 41, 3, pp. 400-413, (2016); Boyce G., Greer S., More than imagination: Making social and critical accounting real, Critical Perspectives on Accounting, 24, 2, pp. 105-112, (2013); Bradley D., Bradley M., Problems of Asian students in Australia: Language, culture and education. 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Employer perspectives from different European countries, Studies in Higher Education, 44, 5, pp. 804-815, (2019); Pryor J., Torrance H., Formative assessment in the classroom: Where psychological theory meets social practice*, Social Psychology of Education, 2, (1998); Roy A., Macchiette B., Debating the issues: A tool for augmenting critical thinking skills of marketing students, Journal of Marketing Education, 27, 3, pp. 264-276, (2005); Sadler D.R., Specifying and promulgating achievement standards, Oxford Review of Education, 13, 2, (1987); Shaheen N., International students' critical thinking-related problem areas: UK university teachers' perspectives, Journal of Research in International Education, 15, 1, pp. 18-31, (2016); Smith G.F., Beyond critical thinking and decision making: Teaching business students how to think, Journal of Management Education, 27, 1, pp. 24-51, (2003); Snyder L.G., Snyder M., Teaching critical thinking and problem solving skills, Delta Pi Epsilon Journal, 50, 2, pp. 90-99, (2008); Sormunen C., Chalupa M., Critical thinking skills research: Developing evaluation techniques, The Journal of Education for Business, 69, 3, (1994); Springer C.W., Borthick A.F., Business simulation to stage critical thinking in introductory accounting: Rationale, design, and implementation, Issues in Accounting Education, 3, (2004); Swaffield S., Feedback: The central process in assessment for learning. Unlocking Assessment, (2008); Watson G.B., Glaser E.M., Watson-glaser critical thinking appraisal, short form. WGCTA-S. Mmt, (1994); Wilkin C.L., Enhancing critical thinking: Accounting students' perceptions, Education & Training, 59, 1, pp. 15-30, (2017); Wolcott S.K., Baril C.P., Cunningham B.M., Fordham D.R., St Pierre K., Critical thought on critical thinking research, Journal of Accounting Education, 2, (2002); Zabit M.N.M., Problem-based learning on students critical thinking skills in teaching business education in Malaysia: A literature review, American Journal of Business Education (AJBE), 3, 6, (2010)","A. Calma; Williams Centre for Learning Advancement, Faculty of Business and Economics, The University of Melbourne, Melbourne, Level 6, FBE Building, 111 Barry St Carlton, 3053, Australia; email: calmaa@unimelb.edu.au","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85108253617"
"Walwei U.; Deller J.","Walwei, Ulrich (14422693300); Deller, Jürgen (16030269500)","14422693300; 16030269500","Labour Market Participation of Older Workers: Drivers and Obstacles","2021","Intereconomics","56","6","","341","347","6","2","10.1007/s10272-021-1010-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120977269&doi=10.1007%2fs10272-021-1010-9&partnerID=40&md5=6f7b0abf12745af7aa131b36ecfc1a21","Institute for Employment Research (IAB), German Federal Employment Agency (BA), Regensburger Strasse 104, Nürnberg, 90478, Germany; Institute of Management & Organization, Leuphana University of Lueneburg, Universitätsallee 1, Lüneburg, 21335, Germany","Walwei U., Institute for Employment Research (IAB), German Federal Employment Agency (BA), Regensburger Strasse 104, Nürnberg, 90478, Germany; Deller J., Institute of Management & Organization, Leuphana University of Lueneburg, Universitätsallee 1, Lüneburg, 21335, Germany","From an international comparative point of view the paper deals with driving forces and potential obstacles for the labour market participation of older workers. It goes into depth by focusing on four case studies that seem to be typical for different contexts. Germany, Israel, Italy and Sweden were selected in order to examine the development and the situation of older workers in detail. Each country stands for a specific configuration, e.g. because it may represent a trend reversal, a continuously outstanding performance, or lasting problems. The cases also provde information on pension reforms and approaches to better manage ageing workforces, in some cases including a new balance of work and retirement. Being aware of the different country situations, it becomes obvious that one size of politics does not fit all. Independent of national policies, employability over the life cycle should gain more attention. Regarding future developments, continuous skill improvement and a healthy work environment are indispensable to keep older workers in work. © 2021, The Author(s).","","","","","","","","","National report: Sweden, Understanding Employment Participation of Older Workers: Creating a Knowledge Base for Future Labor Market Challenges, (2015); Anger S., Trahms A., Westermeier C., Erwerbsarbeit nach Renteneintritt, Wirtschaftsdienst, 98, 12, pp. 904-906, (2018); Axelrad H., Early retirement and late retirement: Comparative analysis of 20 European countries, International Journal of Sociology, 48, 3, pp. 231-250, (2018); Axelrad H., Perception versus official data: Employers’ knowledge about the aging workforce, Journal of Aging and Social Policy, 33, 2, pp. 177-199, (2020); Bauer A.J., Fuchs H., Gartner M., Hummel C., Hutter S., Wanger E., Weberzika G., Iab-Prognose 2020/2021: Arbeitsmarkt Auf Schwierigem Erholungskurs, Iab-Kurzbericht, (2020); Bertonibrunello M.G., Does Delayed Retirement Affect Youth Employment? Evidence from Italian Local Labour Markets, (2017); Borsch-Supan A.M., Coppolarausch J., Die “Rente mit 63”: Wer sind die Begünstigten? Was sind die Auswirkungen auf die Gesetzliche Rentenversicherung?, Mea-Discussion Paper, 17/2014., (2014); Bosch G., Qualifikationsanforderungen an Arbeitnehmer—flexibel und zukunftsgerichtet, Wirtschaftsdienst, 91, 13, pp. 27-33, (2011); Colussi T., IZA Covid-19 Crisis Response Monitoring: Italy, (2020); Czepek J.N., Gurtzgen A., Moczallweber E., Halten rentenberechtigter Mitarbeiter in den Betrieben: Vor allem kürzere und flexiblere Arbeitszeiten kommen zum Einsatz, Iab-Kurzbericht, 16/2017., (2017); Dellerwalwei J.U., Workforce age trends and projections, Age and Work: Advances in Theory, Methods, and Practice; Dietz M., Walwei U., Germany — no country for old workers?, Zeitschrift für ArbeitsmarktForschung, 44, 4, pp. 363-376, (2011); Eichhorst W., Marx P., Reforming German labor market institutions: A dual path to flexibility, Journal of European Social Policy, 21, 1, pp. 73-87, (2011); Unemployment Statistics, (2020); Fuchsweiss H.A., Israel’s Labor Market: An Overview, (2018); Gesundheitsberichterstattung des Bundes, Selbsteinschätzung Des Gesundheitszustandes Von Personen Ab 16 Jahren, Anteil Der Befragten Personen in Prozent, (2020); Kennedy J.F., Remarks in Heber Springs, Arkansas, at the Dedication of Grers Ferry Dam, the American Presidency Project, (1963); Launpalme L.M., The Recent Rise of Labor Force Participation of Older Workers in Sweden, (2018); Laun T., Wallenius J., A life cycle model of health and retirement: The case of Swedish pension reform, Journal of Public Economics, 127, C, pp. 127-136, (2015); Laromlifshitz T.O., The labor market in Israel, IZA World of Labor, 415, (2018); Marinonunziata F.L., The labor market in Italy, 2000–2016, IZA World of Labor, (2017); Moller J., Did the German model survive the labor market reforms?, Journal for Labor Market Research, 48, 2, pp. 151-168, (2015); Italy: Key Policies to Promote Longer Working Lives, Country Note 2007 To, (2018); OECD Employment Outlook 2020: Worker Security and the COVID-19 Crisis, (2020); Data.Oecd.Org, (2021); Schneiderrinne H.U., The labor market in Germany, 2000–2018, (2019); Socci M.A., Principi J., Bauknecht G., Naegelegerling V., Final country report: Italy, MoPAct — Mobilising the potential of active ageing in Europe, (2017); Steiner V., The labor market for older workers in Germany, Journal for Labor Market Research, 50, 1, pp. 1-14, (2017); Department of Economic and Social Affairs, (2019); Venti S., Wise D., The long reach of education: Early retirement, Journal of the Economics of Aging, 6, pp. 133-148, (2015); Walwei U., From Deregulation to Re-Regulation: Trend Reversal in German Labor Market Institutions and Its Possible Implications, (2015); Walwei U., Silver Ager im Arbeitsmarktaufschwung: Wie steht es um die Qualität der Beschäftigung, Deutsche Rentenversicherung, 73, 2, pp. 144-158, (2018); Walwei U., Trends in der Beschäftigung Älterer. Rahmenbedingungen für betriebliche Personalpolitik, WSI-Mitteilungen, 71, 1, pp. 3-11, (2018); Westermeier C., Ältere am Arbeitsmarkt: Eine stabile Beschäftigung vor dem Rentenalter begünstigt die Weiterarbeit, Iab-Kurzbericht, 15/2019., (2019)","U. Walwei; Institute for Employment Research (IAB), German Federal Employment Agency (BA), Nürnberg, Regensburger Strasse 104, 90478, Germany; email: ulrich.walwei@iab.de; J. Deller; Institute of Management & Organization, Leuphana University of Lueneburg, Lüneburg, Universitätsallee 1, 21335, Germany; email: deller@uni.leuphana.de","","Springer Science and Business Media Deutschland GmbH","","","","","","00205346","","","","English","Intereconomics","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85120977269"
"Gomes da Costa M.; Pinto L.H.; Martins H.; Vieira D.A.","Gomes da Costa, Mariana (57224081029); Pinto, Luisa Helena (37089361300); Martins, Helena (12239656200); Vieira, Diana Aguiar (55180054100)","57224081029; 37089361300; 12239656200; 55180054100","Developing psychological capital and emotional intelligence in higher education: A field experiment with economics and management students","2021","International Journal of Management Education","19","3","100516","","","","24","10.1016/j.ijme.2021.100516","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106942733&doi=10.1016%2fj.ijme.2021.100516&partnerID=40&md5=1203b9be4bfe6ef591a11e7ae45f42f9","School of Economics, University of Porto, Rua Dr. Roberto Frias, Porto, 4200-464, Portugal; Lusófona University, School of Economics and Organizational Sciences, Campo Grande, Lisboa, 3761749-024, Portugal; Porto Accounting and Business School, Polytechnic of Porto, Porto Accounting and Business School, Rua Jaime Lopes Amorim, S/n 4465-004, S. Mamede de Infesta, Porto, Portugal; Centre for Social and Organizational Studies, Porto Accounting and Business School, Polytechnic of Porto, Rua Jaime Lopes Amorim, S/n, S. Mamede de Infesta, Porto, 4465-004, Portugal","Gomes da Costa M., School of Economics, University of Porto, Rua Dr. Roberto Frias, Porto, 4200-464, Portugal; Pinto L.H., School of Economics, University of Porto, Rua Dr. Roberto Frias, Porto, 4200-464, Portugal; Martins H., Lusófona University, School of Economics and Organizational Sciences, Campo Grande, Lisboa, 3761749-024, Portugal, Centre for Social and Organizational Studies, Porto Accounting and Business School, Polytechnic of Porto, Rua Jaime Lopes Amorim, S/n, S. Mamede de Infesta, Porto, 4465-004, Portugal; Vieira D.A., Porto Accounting and Business School, Polytechnic of Porto, Porto Accounting and Business School, Rua Jaime Lopes Amorim, S/n 4465-004, S. Mamede de Infesta, Porto, Portugal","This study examines the effectiveness of an educational intervention built upon the experiential learning model and positive psychology aimed at increasing management students' psychological capital (PsyCap) and emotional intelligence (EI) during higher education (HE). It also analyses how EI influences PsyCap and how both affect students' academic performance measured by self-reported grade point average (GPA). A field experiment was used employing a quasi-experimental design with a pre-test-post-test and a control group. Results confirm the effectiveness of the educational intervention in increasing management students' PsyCap and further influencing academic performance; however, the intervention was less effective in increasing students' overall EI. The findings of this paper contribute to the literature by examining the role of management education to develop students' psychological resources, which have key implications for graduates' academic success and future employability and institutions’ engagement in responsible management education. © 2021 Elsevier Ltd","Academic performance; Emotional intelligence; Field experiment; Management education; psychological Capital; Tertiary education","","","","","","","","Akkermans J., Brenninkmeijer V., Schaufeli W.B., Blonk R.W., It is all about CareerSKILLS: Effectiveness of a career development intervention for young employees, Human Resource Management, 54, pp. 533-551, (2015); Avey J.B., The left side of psychological capital: New evidence on the antecedents of PsyCap, Journal of Leadership & Organizational Studies, 21, 2, pp. 141-149, (2014); Avey J.B., Reichard R.J., Luthans F., Mhatre K.H., Meta-analysis of the impact of positive psychological capital on employee attitudes, behaviours, and performance, Human Resource Development Quarterly, 22, pp. 127-152, (2011); Bar-On R., The emotional quotient inventory (EQ-i): A test of emotional intelligence, (1997); Blazquez M., Herrarte A., Llorente-Heras R., Competencies, occupational status, and earnings among European university graduates, Economics of Education Review, 62, pp. 16-34, (2018); Botke J.A., Jansen P.G.W., Khapova S.N., Tims M., Work factors influencing the transfer stages of soft skills training: A literature review, Educational Research Review, 24, pp. 130-147, (2018); Boyatzis R.E., An overview of intentional change from a complexity perspective, The Journal of Management Development, 25, 7, pp. 607-623, (2006); Boyatzis R.E., Stubbs E.C., Taylor S.N., Learning cognitive and emotional intelligence competencies through graduate management education, The Academy of Management Learning and Education, 1, 2, pp. 150-162, (2002); Brook C., Pedler M., Action learning in academic management education: A state of the field review, International Journal of Management in Education, 18, 3, (2020); Brunello G., Schlotter M., Non-cognitive skills and personality traits: Labour market relevance and their development in education & training systems, (2011); Cho S., Drasgow F., Cao M., An investigation of emotional intelligence measures using item response theory, Psychological Assessment, 27, pp. 1241-1252, (2015); Cinque M., “Lost in translation”: Soft skills development in European countries, Tuning Journal for Higher Education, 3, 2, pp. 389-427, (2016); Dugard P., Todman J., Analysis of pre‐test‐post‐test control group designs in educational research, Educational Psychology, 15, 2, pp. 181-198, (1995); Gilar-Corbi R., Pozo-Rico T., Castejon-Costa J.L., Improving emotional intelligence in higher education students: Testing program effectiveness in tree countries, Educación XX1, 22, 1, pp. 161-187, (2019); Gilar-Corbi R., Pozo-Rico T., Pertegal-Felices M.L., Sanchez B., Emotional intelligence training intervention among trainee teachers: A quasi-experimental study, Psicologia: Reflexão e Crítica, 31, 33, pp. 1-13, (2018); Gilar-Corbi R., Pozo-Rico T., Sanchez B., Castejon J.L., Can emotional competence be taught in higher education? 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Harvard Business Press, (2013); Honicke T., Broadbent J., The influence of academic self-efficacy on academic performance: A systematic review, Educational Research Review, 17, pp. 63-84, (2016); Kolb D.A., Experiential learning: Experience as the source of learning and development, (1984); Kolb D.A., Boyatzis R.E., Mainemelis C., Experiential learning theory: Previous research and new directions, Perspectives on thinking, learning, and cognitive styles, pp. 227-247, (2001); Kolb A.Y., Kolb D.A., Experiential learning theory as a guide for experiential educators in higher education, Experiential Learning & Teaching in Higher Education, 1, 1, pp. 7-44, (2017); Linley A.P., Joseph S., Harrington S., Wood A.M., Positive psychology: Past, present, and (possible) future, The Journal of Positive Psychology, 1, 1, pp. 3-16, (2006); Lupsa D., Virga D., Maricutoiu L.P., Rusu A., Increasing psychological capital: A pre-registered meta-analysis of controlled interventions, Applied Psychology, 69, pp. 1506-1556, (2020); Luthans F., Positive organizational behaviour: Developing and managing psychological strengths, The Academy of Management Executive, 16, pp. 57-72, (2002); Luthans F., Avey J.B., Patera J.L., Experimental analysis of a web-based training intervention to develop psychological capital, The Academy of Management Learning and Education, 7, pp. 209-221, (2008); Luthans F., Avolio B.J., Avey J.B., Norman S.M., Positive psychological capital: Measurement and relationship with performance and satisfaction, Personnel Psychology, 60, pp. 541-572, (2007); Luthans B.C., Luthans K.W., Avey J.B., Building the leaders of tomorrow: The development of academic psychological capital, Journal of Leadership & Organizational Studies, 21, 2, pp. 191-199, (2014); Luthans F., Youssef C.M., Avolio B.J., Psychological capital: Developing the human competitive edge, (2007); Mattingly V., Kraiger K., Can emotional intelligence be trained? 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Pinto; School of Economics, University of Porto, Porto, Rua Dr. Roberto Frias, 4200-464, Portugal; email: lhpinto@fep.up.pt","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","","Scopus","2-s2.0-85106942733"
"Singh A.; Singh S.","Singh, Antra (57329543700); Singh, Seema (57204473643)","57329543700; 57204473643","Do Employability Skills Matter in Placement: An Exploratory Study of Private Engineering Institutions and IT Firms in Delhi NCR","2021","Indian Journal of Labour Economics","64","4","","1093","1113","20","2","10.1007/s41027-021-00341-x","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118862453&doi=10.1007%2fs41027-021-00341-x&partnerID=40&md5=5d0a8113aba631d3a863892d93c36144","ICSSR Post Doctoral Fellow Department of Humanities, Delhi Technological University, New Delhi, India; Professor in Economics Department of Humanities, Delhi Technological University, New Delhi, India","Singh A., ICSSR Post Doctoral Fellow Department of Humanities, Delhi Technological University, New Delhi, India; Singh S., Professor in Economics Department of Humanities, Delhi Technological University, New Delhi, India","Employability of youth in India has emerged as a major concern in recent years. Generally, it is as for uneducated or unskilled, but the situation is quite alarming even for educated youth as the skills provided by the institutions may not be at par with the industry’s requirement. With this background, the study discusses the outcome of the preliminary research into the employability skills that private engineering institutions try to instill during their graduate course and the employability skills that software/IT companies consider when they undertake fresh recruitment. This paper aims to find the gap between industry’s expectation and the availability which results in partial placements of engineering graduates and to ascertain the relationship between the employability skills and placement of engineering graduates. In particular, the set of employability skills considered for the study was derived from the literature review and pilot study. The data are derived from a survey carried out of 98 private engineering institutions in Delhi NCR and 20 IT/software companies, and the data were analysed using regression analysis and ANOVA. Both institutions and employers were found to focus on employability skills for the best returns. However, there is mismatch in consideration of the employability skills. There are certain skills on which companies lay more attention than the engineering institutions. The findings will be helpful for the engineering institutions and the regulatory bodies in revamping the curriculum. © 2021, Indian Society of Labour Economics.","Companies; Employability skills; Employers; Engineering graduates; Placements; Private engineering institutions","Delhi; India; curriculum; information technology; organization; private sector; young population","","","","","Indian Council of Social Science Research, ICSSR, (3-89/2017-18/PDF)","The paper is a part of research conducted for Post doctoral fellowship from Indian Council for Social Science Research (ICSSR) ","Ahsan K., Khan S., Recruiting project managers: A comparative analysis of competencies and recruitment signals from job advertisements, Project Management Journal, 44, 5, pp. 36-54, (2013); Ashton D., Green F., Education, (1996); Articulating a Transition Pedagogy to Scaffold and to Enhance the First Year Student Learning Experience in Australian Higher Education, (2009); National employability report, engineers. 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Learning and Employability Series, York: Enhancing Student Employability Co-Ordination Team, ESECT., (2006); Morgan G.J., Communication skills required by accounting graduates: Practitioner and academic perceptions, Accounting Education: An International Journal, 6, 2, pp. 93-107, (1997); Oliver D.B., Freeman C., Young S., Yuverma G., Employer satisfaction survey, Australia: The University of Sydney Business School, Report for The Department of Education., (2014); Overtoom C., Employability skills: An update, ERIC Digest, 220, (2000); Panse V., Employability of Indian Graduates, (2014); Passow H.J., Which ABET Competencies Do Engineering Graduates Find Most Important in their Work?, Journal of Engineering Education, 101, 1, pp. 95-118, (2012); Pool D.L., Sewell P., The key to employability: developing a practical model of graduate employability, Education Training, 49, 4, pp. 277-289, (2007); Robinson, What are Employability Skills?, The Workplace, 1, 3, pp. 1-3, (2000); Shukla O., Garg S., Skills requirements for engineering graduates: Industry perspective, IOSR Journal of Business and Management, 18, pp. 01-10, (2016); Shyamalee M.M.G.V.W.M.V.S.K., Vikramsinghedissanayake S., Employability Skills Expected from Fresh Civil Engineering Graduates, Recent Technological Advances in Education, pp. 172-184, (2014); Singh G.K., Singh S.K., Malaysian graduates’ employability skills, Unitar E-J., 4, 1, pp. 15-31, (2008); Stasz C.D., McArthur M., Lewisramsey K., Teaching and Learning Generic Skills for the Workplace. R-4004-NCRVE/UCB, (1990); Velasco M.S., More than just good grades: Candidates’ perceptions about the skills and attributes employers seek in new graduates, Journal of Business Economics and Management, 13, 3, pp. 499-517, (2012); Report on Unemployment, (2016); Yoke T.C., Ngang T.K., A study on soft skill development among final year diploma in business studies students, Malaysian Online Journal of Educational Management (MOJEM), 3, 2, pp. 32-50, (2015); Yorke M., Employability in the undergraduate curriculum: some student perspective”, European journal of education—research, Development and Policy, 39, 4, pp. 409-427, (2004); Yorke M., Employability in higher education: what it is—what it is not, (2006); Yorke M., Knight P., Embedding Employability into the Curriculum. Learning and Employability Series One, (2006)","A. Singh; ICSSR Post Doctoral Fellow Department of Humanities, Delhi Technological University, New Delhi, India; email: singhantra@gmail.com","","Springer","","","","","","09717927","","","","English","Indian J. Labour Econ.","Article","Final","","Scopus","2-s2.0-85118862453"
"Muhammad Idkhan A.; Syam H.; Sunardi; Hasim A.H.","Muhammad Idkhan, A. (57202607256); Syam, Husain (56913309900); Sunardi (57202164131); Hasim, Abdul Hafid (57202393111)","57202607256; 56913309900; 57202164131; 57202393111","The employability skills of engineering students': Assessment at the university","2021","International Journal of Instruction","14","4","","119","134","15","8","10.29333/iji.2021.1448a","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115739691&doi=10.29333%2fiji.2021.1448a&partnerID=40&md5=c670274bf96d273e43a96f33ec80d16e","Department of Mechanical Engineering Education, Universitas Negeri Makassar, Makassar, 90222, Indonesia; Department of Agricultural Technology Education, Universitas Negeri Makassar, Makassar, 90222, Indonesia; Department of Mechanical Engineering Education, Universitas Negeri Gorontalo, Gorontalo, 96128, Indonesia; Department of Civil Engineering and Planning Education, Universitas Negeri Makassar, Makassar, 90222, Indonesia","Muhammad Idkhan A., Department of Mechanical Engineering Education, Universitas Negeri Makassar, Makassar, 90222, Indonesia; Syam H., Department of Agricultural Technology Education, Universitas Negeri Makassar, Makassar, 90222, Indonesia; Sunardi, Department of Mechanical Engineering Education, Universitas Negeri Gorontalo, Gorontalo, 96128, Indonesia; Hasim A.H., Department of Civil Engineering and Planning Education, Universitas Negeri Makassar, Makassar, 90222, Indonesia","Employability can be an alternative solution to increase individual chances of getting a job. The study aims to identify indicators that can measure students' employability skills and attributes. The research model, based on The Conference Board of Canada (Employability Skills 2000+), is divided into fundamental skills, personal management skills, and cooperative skills. The method used Confirmatory Factor Analysis (CFA) with primary data obtained from surveys of students through a questionnaire will be analyzed using the AMOS program. These samples included 528 respondents who had done the work practices of the industry. The research respondents were students of the Faculty of Engineering, Universitas Negeri Makassar, divided into several majors. The results of the study identified that the low value of communication indicators in the variable of fundamental skills compared to other indicators was due to the lack of foreign language communication activities in the learning process. Communication is a vital aspect possessed by students, especially in global level competition. The study results were used to measure educational institutions to develop and improve low work skills indicators so that new graduates will better be prepared for work. © 2021 Eskisehir Osmangazi University. All rights reserved.","Confirmatory factor analysis; Fundamental skills; Personal management skills; Soft skill; Teamwork skills","","","","","","Universitas Negeri Makassar, (2406/UN36.11/LP2M/2020)","The Professor's Acceleration Program supports this research sourced from the Non-Tax State Revenue of Universitas Negeri Makassar in 2020 (Contract Number: 2406/UN36.11/LP2M/2020).","Altbach P. G., Reisberg L., Rumbley L. E., Trends in global higher education: Tracking an academic revolution, (2009); Arensdorf J., The perceptions of employability skills transferred from academic leadership classes to the workplace: A study of the FHSU leadership studies certificate program, (2009); Asirvatham I. A. S., Priya M. L., Employers Expectations on Employability Skills of Fresh Graduates-an Overview, International Journal of Innovative Research in Management Studies, 1, 12, pp. 15-18, (2017); Asonitou S., Employability skills in higher education and the case of Greece, Procedia-Social and Behavioral Sciences, 175, 1, pp. 283-290, (2015); Azmi I. A. G., Hashim R. C., Yusoff Y. M., The employability skills of Malaysian university students, International Journal of Modern Trends in Social Sciences, 1, 3, pp. 1-14, (2018); Bogdan R., Biklen S. K., Qualitative research for education: An introduction to theories and methods, (2016); Brewer L., Enhancing youth employability: What? Why? and How? Guide to core work skills, (2013); Bridgstock R., The graduate attributes we've overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Brown T. A., Confirmatory Factor Analysis for Applied Research, (2015); Buntat Y., Jabor M. K., Saud M. S., Mansor S. M. S. S., Mustaffa N. H., Employability skills element's: Difference perspective between teaching staff and employers industrial in Malaysia, Procedia-Social and Behavioral Sciences, 93, pp. 1531-1535, (2013); Caballero C. L., Walker A., Fuller-Tyszkiewicz M., The Work Readiness Scale (WRS): Developing a measure to assess work readiness in college graduates, Journal of Teaching and Learning for Graduate Employability, 2, 2, pp. 41-54, (2011); Central Bureau of Statistics, (2014); Chan C. K. Y., Fong E. T. Y., Luk L. Y. Y., Ho R., A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum, International Journal of Educational Development, 57, pp. 1-10, (2017); Chhinzer N., Russo A. M., An exploration of employer perceptions of graduate student employability, (2018); Collier J. E., Applied Structural Equation Modeling using AMOS: Basic to Advanced Techniques, (2020); El Mansour B., Dean J. C., Employability skills as perceived by employers and university faculty in the fields of human resource development (HRD) for entry level graduate jobs, Journal of Human Resource and Sustainability Studies, 4, (2016); Fong L. L., Sidhu G. K., Fook C. Y., Exploring 21st century skills among postgraduates in Malaysia, Procedia-Social and Behavioral Sciences, 123, pp. 130-138, (2014); Garson G. D., Structural Equation Modeling (Blue Book), (2012); Gill R. J., Building employability skills for higher education students: An Australian example, Journal of Teaching and Learning for Graduate Employability, 9, 1, pp. 84-92, (2018); Gonzales J., Wagenaar R., Tuning Educational Structures in Europe II: Universities' Contribution to the Bologna Process, (2005); Gowsalya G., Kumar M. A., Perceptions on employability skills necessary to enhance arts and science students in Namakkal District, International Journal of Pure and Applied Mathematics, 116, 22, pp. 9-18, (2017); Hager P., Holland S., Graduate attributes, learning and employability, 6, (2007); Hair J. F., Black W. C., Babin B. J., Anderson R. E., Multivariate Data Analysis, (2019); Harrington D., Confirmatory factor analysis, (2009); Harun H., Salleh R., Baharom M. N. R., Memon M. A., Employability Skills and Attributes of Engineering and Technology Graduates from Employers' Perspective: Important vs. Satisfaction, Global Business & Management Research, 9, (2017); Hawkins R., Langford C. H., Saunders C., Assessing the practical application of social knowledge: A survey of six leading Canadian Universities, Research Policy, 44, 1, pp. 83-95, (2015); Hinchliffe G. W., Jolly A., Graduate identity and employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Idkhan A. M., The Contribution Knowledge of Entrepreneurship Self Efficiency, and Preparation of Instrumentation to the Entrepreneurial Intension and Its Impact In Entrepreneurial Preparation, Journal of Physics: Conference Series, 1028, 1, (2018); Idkhan A. M., Djuanda I. I. P., Implementation of Mechanical Technology Competence Learning Model with Maximum Likelihood Estimation, International Journal on Advanced Science, Engineering and Information Technology, 9, 5, pp. 1535-1543, (2019); Global Employment Trends 2014: Risk of a Jobless Recovery?, (2014); Ito H., Kawazoe N., Active Learning for Creating Innovators: Employability Skills beyond Industrial Needs, International Journal of Higher Education, 4, 2, pp. 81-91, (2015); Iyer V. M., Dave K., Industry's role in employability, Industrial and Commercial Training, (2015); Jackson D., Business undergraduates' perceptions of their capabilities in employability skills: Implications for industry and higher education, Industry and Higher Education, 26, 5, pp. 345-356, (2012); Jackson D., Re-conceptualising graduate employability: The importance of pre-professional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jefferson M., Anderson M., Transforming schools: Creativity, critical reflection, communication, collaboration, (2017); Joreskog K. G., Testing structural equation models, Sage Focus Editions, 154, (1993); Kline R. B., Principles and Practice of Structural Equation Modeling, (2015); Lice A., Sloka B., Which skills, competencies and attitudes are employers looking for in recruitment process in Latvia, Proceedings of the International Scientific Conference ""Contemporary Issues in Business, Management and Economics Engineering, pp. 7-17, (2019); Likhitkar P., Verma P., HR Value Proposition Using Predictive Analytics: An Overview, New Paradigm in Decision Science and Management, pp. 165-171, (2020); Litchfield A., Frawley J., Nettleton S., Contextualising and integrating into the curriculum the learning and teaching of work-ready professional graduate attributes, Higher Education Research & Development, 29, 5, pp. 519-534, (2010); Lomax R. G., Schumacker R. E., A beginner's guide to structural equation modeling, (2004); Long J. S., Confirmatory factor analysis: A preface to LISREL, 33, (1998); Marsh H. W., Guo J., Dicke T., Parker P. D., Craven R. G., Confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), and set-ESEM: Optimal balance between goodness of fit and parsimony, Multivariate Behavioral Research, 55, 1, pp. 102-119, (2020); Mason C., Reeson A., Sanderson T., Demand for people skills is growing faster than demand for STEM skills, (2017); McQuaid R. W., Green A., Danson M., Introducing employability, Urban Studies, 42, 2, pp. 191-195, (2005); Mitchell M. L., Jolley J. M., Research design explained, (2012); Murdoch-Eaton D., Whittle S., Generic skills in medical education: Developing the tools for successful lifelong learning, Medical Education, 46, 1, pp. 120-128, (2012); Nghia T. L. H., Building soft skills for employability: Challenges and practices in Vietnam, (2019); O'Dell D. G., Sulastri T., The Impact of Using the Internet for Learning for Students with Technology Acceptance Model ( TAM ), International Journal of Environment, Engineering and Education, 1, 2, pp. 46-52, (2019); Ogbeide G.-C. A., Employability skills and students' self-perceived competence for careers in hospitality industry, (2006); Olojuolawe R. S., Amin N. F., Latif A. A., Arsat M., Employability skills of higher education graduates: A review and integrative approach, TVET Towards Industrial Revolution 4.0: Proceedings of the Technical and Vocational Education and Training International Conference (TVETIC 2018), (2019); Employment protection regulation and labour market performance, OECD Employment Outlook, pp. 61-125, (2004); Parker V., Giles M., Lantry G., McMillan M., New graduate nurses' experiences in their first year of practice, Nurse Education Today, 34, 1, pp. 150-156, (2014); Reynolds R. M., Factor Analysis: Exploratory and Confirmatory, The International Encyclopedia of Media Psychology, pp. 1-9, (2020); Robinson J. P., What are employability skills, The Workplace, 1, 3, pp. 1-3, (2000); Robinson L. L., Developing Employability Skills for Malaspina University-College Students, (2006); Robles M. M., Executive perceptions of the top 10 soft skills needed in today's workplace, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Romero M., Digital game design as a complex learning activity for developing the 4Cs skills: Communication, collaboration, creativity and critical thinking, International Conference on Games and Learning Alliance, pp. 90-99, (2015); Scott F. J., Connell P., Thomson L. A., Willison D., Empowering students by enhancing their employability skills, Journal of Further and Higher Education, 43, 5, pp. 692-707, (2019); Senior C., Cubbidge R., Nilsson S., Enhancing individual employability: The perspective of engineering graduates, (2010); Shafie L. A., Nayan S., Employability awareness among Malaysian undergraduates, International Journal of Business and Management, 5, 8, (2010); Singh A., Singh L. B., E-learning for employability skills: Students perspective, Procedia Computer Science, 122, pp. 400-406, (2017); Spowart J., Hospitality students' competencies: Are they work ready?, Journal of Human Resources in Hospitality & Tourism, 10, 2, pp. 169-181, (2011); Su W., Zhang M., An integrative model for measuring graduates' employability skills-A study in China, Cogent Business & Management, 2, 1, (2015); Tabachnick B. G., Fidell L. S., Using multivariate statistics, (2007); Tejan O. A., Sabil A., Understanding Employers' Perception of Employability Skills and Career Development in Morocco, International Journal of Education and Literacy Studies, 7, 2, pp. 134-138, (2019); Employability Skills. The Conference Board of Canada, (2000); Williams A.-M. C., Soft skills perceived by students and employers as relevant employability skills, (2015); Wu S.-H., Employability and effective learning systems in higher education, Ninth Quality in Higher Education International Seminar in Collaboration with ESECT and The Independent, (2005); Xiao Y., Liu H., Hau K.-T., A comparison of CFA, ESEM, and BSEM in test structure analysis, Structural Equation Modeling: A Multidisciplinary Journal, 26, 5, pp. 665-677, (2019); Ybema J. F., van Vuuren T., van Dam K., HR practices for enhancing sustainable employability: Implementation, use, and outcomes, The International Journal of Human Resource Management, pp. 1-22, (2017); Yeung S. S., Ng-Wong S. W. C., Liu P., Generic capabilities for lifelong education: Conceptualization and construct validity, (2007); Yusof M., Mustapha R., Malik S. A., Mohamad S., Bunian S., Measurement Model of Employability Skills Using Confirmatory Factor, Analysis, 56, pp. 348-356, (2012)","","","Gate Association for Teaching and Education","","","","","","1694609X","","","","English","Int. J. Instr.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85115739691"
"Kwan C.K.","Kwan, Chi Kin (57195515341)","57195515341","Helping People with Disabilities in the Workplace: Mezzo-Level Interventions Targeting Corporate Culture","2021","Social Work (United States)","66","4","","339","347","8","6","10.1093/sw/swab030","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115729808&doi=10.1093%2fsw%2fswab030&partnerID=40&md5=d61f384b12cc96cb1040ecea71cd9605","Department of Social and Behavioural Sciences, City University of Hong Kong, Kowloon Tong, Hong Kong","Kwan C.K., Department of Social and Behavioural Sciences, City University of Hong Kong, Kowloon Tong, Hong Kong","This article explores the relevance of mezzo-level interventions to help people with disabilities improve their employability. It begins with an overview of the micro-mezzo-macro spectrum in the context of vocational rehabilitation services and shows that corporate culture plays a critical role in determining the employment outcomes of people with disabilities. This case study, a collaborative project of two business enterprises in Hong Kong, illustrates the benefits brought by a mezzo-level intervention for people with disabilities. Feedback collected from eight participating staff members from the two companies revealed that such collaboration can facilitate disability-friendly work environments. By promoting workplace inclusion through three main factors - attitudes, skills, and knowledge - social workers helped support the participating staff members who worked with people with disabilities. The staff participants gained a more accurate understanding of the characteristics of people with disabilities, and better workplace accommodations were provided for employees with special needs. The experiences reported by the participants in this project suggest that social workers' scope of practice should be expanded to mezzo-level interventions to target corporate culture.  © 2021 National Association of Social Workers.","corporate culture; disability; mezzo-level interventions; social work practice; vocational rehabilitation","Disabled Persons; Employment; Humans; Organizational Culture; Rehabilitation, Vocational; Social Work; Workplace; disabled person; employment; human; organizational culture; rehabilitation; social work; vocational rehabilitation; workplace","","","","","","","Arenas A., Di Marco D., Munduate L., Euwema M. C., Dialogue for inclusion: When managing diversity is not enough, Shaping inclusive workplaces through social dialogue, pp. 3-21, (2017); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bruyere S. M., Van Looy S. A., Finding and maintaining employment: Lessons from workplace nondiscrimination measures in high income countries, Disability and equity at work, pp. 42-70, (2014); Corrigan P. W., McCracken S. G., Place first, then train: An alternative to the medical model of psychiatric rehabilitation, Social Work, 50, pp. 31-39, (2005); Farley O. W., Smith L. L., Boyle S. W., Introduction to social work, (2012); Fyffe C., Understanding intellectual disabilities, Planning and support for people with intellectual disabilities: Issues for case managers and other professionals, pp. 48-64, (2007); Hodgson D., Watts L., Key concepts and theory in social work, (2017); Funding and service agreement: Supported employment; Hughes D., Olsen M. C., Newhouse C., Occupational social work education for employee assistance practice, Journal of Teaching in Social Work, 38, pp. 379-397, (2018); Kalargyrou V., Kalargiros E., Kutz D., Social entrepreneurship and disability inclusion in the hospitality industry, International Journal of Hospitality & Tourism Administration, 21, pp. 1-27, (2018); Koelsch L., Reconceptualizing the member check interview, International Journal of Qualitative Methods, 12, pp. 168-179, (2013); Kwan C. K., Socially responsible human resource practices to improve the employability of people with disabilities, Corporate Social Responsibility and Environmental Management, 27, 1, pp. 1-8, (2020); Lee S., Lee S., Comparing employment quota systems for disabled people between Korea and Japan, Asian Journal of Human Services, 10, pp. 83-92, (2016); Lee W., Social work-business sector collaboration in pursuit of economic justice, Social Work, 61, pp. 209-216, (2016); Makaros A., Collaboration between business and social work: Findings from an Israeli study, Administration in Social Work, 35, 4, pp. 349-363, (2011); Miller T., Kim A. B., Roberts J. M., 2020 index of economic freedom, (2020); Mor-Barak M. E., Bargal D., Social services in the workplace: Repositioning occupational social work in the new millennium, (2000); Mori Y., Sakamoto N., Economic consequences of employment quota system for disabled people: Evidence from a regression discontinuity design in Japan, Journal of the Japanese and International Economies, 48, pp. 1-14, (2018); Nazarov Z., Kang D., Von Schrader S., Employment quota system and labour market outcomes of individuals with disabilities: Empirical evidence from South Korea, Fiscal Studies, 36, 1, pp. 99-126, (2015); Ngai K.K.H., Wu S.W.K., Chung J.L.P., A journey of change-History of disability inHong Kong 1841-2014, The Routledge history of disability, pp. 163-203, (2017); Pardeck J., An ecological approach for social work practice, Journal of Sociology and Social Welfare, 15, 2, pp. 133-142, (1988); Pardeck J. T., Yuen F. K., Social work for the twenty-first century: Challenges and opportunities, (2006); Petr C. G., Social work with children and their families: Pragmatic foundations, (2003); Phillips B. N., Kaseroff A. A., Fleming A. R., Huck G. E., Work-related social skills: Definitions and interventions in public vocational rehabilitation, Rehabilitation Psychology, 59, 4, pp. 386-398, (2014); Quarter J., Ryan S., Chan A., Social purpose enterprises: A conceptual framework, Social purposes enterprises: Case studies for social change, pp. 3-26, (2015); Reiter S., The ecological model, Disability from a humanistic perspective: Towards a better quality of life, pp. 73-114, (2008); Rubin S. E., Roessler R. T., Foundations of the vocational rehabilitation process, (2001); Schur L., Kruse D., Blanck P., Corporate culture and the employment of persons with disabilities, Behavioral Sciences & The Law, 23, 1, pp. 3-20, (2005); Sehgal R., Social work in industrial sector, Social work intervention with individuals and groups, pp. 66-95, (2010); Shakespeare T., Social models of disability and other life strategies, Scandinavian Journal of Disability Research, 6, 1, pp. 8-21, (2004); Shakespeare T., The social model of disability, The disability studies reader, pp. 195-203, (2017); Smith M. L., Social work in the workplace: An overview, So-cial work in the workplace, pp. 1-15, (1988); Turner F. J., Encyclopedia of Canadian social work, (2005); Vander Hart N. S., Social inclusion in supported employment settings, (2000); Yin R., Case study research and applications: Design and methods, (2017); Zijlstra F., van Ruitenbeek G., Mulders H., van Lierop B., Designing work for inclusiveness, Shaping inclusive workplaces through social dialogue, pp. 121-137, (2017)","C.K. Kwan; Department of Social and Behavioural Sciences, City University of Hong Kong, Kowloon Tong, Hong Kong; email: ckkwan@cityu.edu.hk","","Oxford University Press","","","","","","00378046","","","34329457","English","Soc. Work","Article","Final","","Scopus","2-s2.0-85115729808"
"Kahn P.; Lundgren-Resenterra M.","Kahn, Peter (24460223900); Lundgren-Resenterra, Mariangela (57205463251)","24460223900; 57205463251","Employability as a capacity for agency in the workplace: The implications for higher education of a collective perspective on work","2021","Higher Education Quarterly","75","4","","535","547","12","3","10.1111/hequ.12300","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099482233&doi=10.1111%2fhequ.12300&partnerID=40&md5=dc6e8cc7ba49cb389d759d70eee64670","Centre for Higher Education Studies, University of Liverpool, Liverpool, United Kingdom; Geneva School of Business Administration, University of Applied Sciences and Arts of Western Switzerland, Geneva, Switzerland","Kahn P., Centre for Higher Education Studies, University of Liverpool, Liverpool, United Kingdom; Lundgren-Resenterra M., Geneva School of Business Administration, University of Applied Sciences and Arts of Western Switzerland, Geneva, Switzerland","Graduate employability is now typically conceptualised in terms of the extent to which the capacities of individual students match the available employment opportunities. As a result, higher education is increasingly seen as an investment in a project of the self for economic reward. This theoretical study draws on critical realist perspectives to problematise existing understandings of employability. It explores a collective perspective on work, analysing the institutional, social and reflexive basis for agency in workplaces. This exploration supports a conceptualisation in which graduate employability is understood as the capacity of a graduate to act as an agent within the workplace in ways that contribute to the maintenance and elaboration of collectives. It is argued that were higher education to treat collectives as an integral aspect of learning, then workplaces could be aligned more directly towards values that matter to society. © 2021 John Wiley & Sons Ltd.","","","","","","","","","Abbott-Chapman J., Making the most of the mosaic: Facilitating post-school transitions to higher education of disadvantaged students, The Australian Educational Researcher, 38, 1, pp. 57-71, (2011); Archer M.S., Realist social theory: The morphogenetic approach, (1995); Archer M.S., Structure, agency and the internal conversation, (2003); Archer M.S., Collective reflexivity: A relational case for it, Conceptualizing relational sociology: Ontological and theoretical issues, pp. 145-161, (2013); Archer M.S., Bhaskar R., Collier A., Lawson T., Norrie A., Critical realism: Essential readings, (1998); Ashforth B.E., Harrison S.H., Corley K.G., Identification in organizations: An examination of four fundamental questions, Journal of Management, 34, 3, pp. 325-374, (2008); 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Mutch A., Employability or learning? 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Kahn; Centre for Higher Education Studies, University of Liverpool, Liverpool, United Kingdom; email: kahn@liv.ac.uk","","John Wiley and Sons Inc","","","","","","09515224","","","","English","Higer Educ. Q.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85099482233"
"López-Duarte C.; Maley J.F.; Vidal-Suárez M.M.","López-Duarte, Cristina (6507598912); Maley, Jane F. (35743572900); Vidal-Suárez, Marta M. (24339757300)","6507598912; 35743572900; 24339757300","Main challenges to international student mobility in the European arena","2021","Scientometrics","126","11","","8957","8980","23","7","10.1007/s11192-021-04155-y","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115724875&doi=10.1007%2fs11192-021-04155-y&partnerID=40&md5=7ef37a6cdb8b2e24eb3a8626d5a5f2a9","University of Oviedo, Oviedo, Spain; Sabanci University, Istambul, Turkey","López-Duarte C., University of Oviedo, Oviedo, Spain; Maley J.F., Sabanci University, Istambul, Turkey; Vidal-Suárez M.M., University of Oviedo, Oviedo, Spain","This study analyses international student mobility (ISM) in Europe since the 1999 Bologna Declaration. International mobility of higher education students is both a driver and a consequence of the Bologna Process and emerges as a relevant issue in a wide range of research areas. This literature review develops a qualitative content analysis of the set of high-performance articles published between 2000 and 2018 and identified through a wide range of bibliometric tools: direct (first generation) citation counts; indirect or accumulated impact; early influence; adjusted impact with respect to year of publication, type of document, and discipline; and alternative metrics that measure interactions in the internet and social media. The content analysis focuses on the pending achievements and main challenges to ISM, among them: attracting non-European students to whole degree programs, the need for actual and further convergence in programs and systems to ensure real compatibility, the impact of HE ISM on the promotion of the European citizenship and consciousness, the sharp imbalance between credit and degree mobility, the need to strengthen the link between ISM and employability, the existing social selectivity in European ISM, the frequent social segregation problems faced by international students. © 2021, The Author(s).","120; 123; Bibliometric; Bologna Process; Challenges to ISM; European Higher Education Area; International student mobility; Literature review","","","","","","Cátedra Telefónica, Universidad de Oviedo; Universidad de Oviedo","","Abramuszkinova Pavlikova E., Being mobile virtually, Acta Universitatis Agriculturae Et Silviculturae Mendelianae Brunensis, 59, 7, pp. 9-16, (2014); Almeida J., Fantini A.E., Simoes A.R., Costa N., Enhancing the intercultural effectiveness of exchange programmes: Formal and non-formal educational interventions, Intercultural Education, 27, 6, pp. 517-533, (2016); Altbach P.G., Knight J., The internationalisation of higher education: Motivations and realities, Journal of Studies in International Education, 11, 3-4, pp. 290-305, (2007); Baum J.A., Singh J.V., Organization-Environment Coevolution, Evolutionary Dynamics of Organizations, 379, (1994); Bednarek R., Lewis M.W., Schad J., Conversations and inspirations for organizational paradox scholarship Investigating Social Structures and Human Expression, Part B, (2021); Beerkens M., Souto-Otero M., de Wit H., Huisman J., Similar students and different countries? 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"Setor T.K.; Joseph D.","Setor, Tenace Kwaku (56217792700); Joseph, Damien (57220598400)","56217792700; 57220598400","College-Based Career Interventions: Raising IT Employability and Persistence in Early Careers of IT Professionals","2021","Journal of Information Systems Education","32","4","","262","273","11","4","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126769356&partnerID=40&md5=8eecf06f377fb0e0753ba64cec334404","College of Information Science and Technology, University of Nebraska, Omaha, 68182, NE, United States; Nanyang Business School, Nanyang Technological University, 639798, Singapore","Setor T.K., College of Information Science and Technology, University of Nebraska, Omaha, 68182, NE, United States; Joseph D., Nanyang Business School, Nanyang Technological University, 639798, Singapore","The aims of the current study are twofold. First, we examine the relationship between specific modalities of career interventions and initial employment in IT. Specifically, we take a skills and social learning perspective to distinguish between direct and vicarious experiences of career interventions and relate these experiences to IT employability and career persistence. We test our predictions using data drawn from the National Longitudinal Survey of Youth, 1997. Our findings suggest that cooperative education, internship, and mentorship experiences increase the likelihood of initial IT employment. In addition, we find that internship and mentorship experiences engender persistence in IT careers. We discuss the implications our findings have on research and practice. © 2021,Journal of Information Systems Education. All Rights Reserved.","Career persistence; Cooperative education; Internships & co-ops; It employability; Job shadowing; Mentorship","Apprentices; 'current; Career persistence; Cooperative education; Internship & co-ops; It employability; IT professional; Job shadowing; Mentorship; Skill learning; Social learning; Information systems","","","","","U.S. Department of Labor, DOL; Ministry of Education - Singapore, MOE, (2017-T1-001-255-0 (RG63/17)","Funding text 1: This study was partially funded by the Ministry of Education (Singapore) under Tier 1 Grant Number [2017-T1-001-255-0 (RG63/17)].; Funding text 2: The NLSY97 Survey. Sponsored and funded by the Department of Labor (DOL), the NLSY97 survey examines the lives of a sample of youthful Americans within the age range of 12 and 16 years as of December 31, 1996. The survey is administered by researchers from the National Opinion Research Center (NORC) under the auspices of the US Bureau of Labor Statistics. The researchers interview, administer questionnaires, and collect information about respondents in a longitudinal fashion.","Aasheim C. L., Li L., Williams S., Knowledge and Skill Requirements for Entry-Level Information Technology Workers: A Comparison of Industry and Academia, Journal ofInformation Systems Education, 20, 3, pp. 349-356, (2009); Allison P. D., Event History Analysis: Regression for Longitudinal Event Data, (1984); Allison P. D., Survival Analysis Using SAS: A Practical Guide, (2010); Armstrong D. J., Brooks N. G., Riemenschneider C. K., Exhaustion from Information System Career Experience: Implications for Turn-Away Intention, MIS Quarterly, 39, 3, pp. 713-727, (2015); Bandura A., Walters R. 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D., Role of Professional Associations in Preparing, Recruiting, and Retaining Computing Professionals, Proceedings of the 49th SIGMIS Annual Conference on Computer Personnel Research, pp. 49-57, (2011); 2002 Occupational Classification Codes, (2014); Labor Force Statistics from the Current Population Survey, (2015); National Longitudinal Surveys, (2016); Watts A., Experienced-Based Learning about Work, Rethinking Careers Education and Guidance: Theory, Policy and Practice, pp. 233-246, (1996); Young T., The Importance of Embedding Meta Skills in Computer Science Graduate Apprenticeship Programmes, Proceedings of the Annual Conference on Innovation and Technology in Computer Science Education, pp. 589-590, (2020); Zhao H., Liden R. C., Internship: A Recruitment and Selection Perspective, Journal ofAppliedPsychology, 96, 1, pp. 221-229, (2011)","T.K. Setor; College of Information Science and Technology, University of Nebraska, Omaha, 68182, United States; email: tsetor@unomaha.edu","","ISCAP- Information Systems and Computing Academic Professionals","","","","","","10553096","","","","English","J. Inf. Syst. Educ.","Article","Final","","Scopus","2-s2.0-85126769356"
"Huang A.Y.; Fisher T.; Ding H.; Guo Z.","Huang, Arthur Yan (57209654394); Fisher, Tyler (57280628800); Ding, Huiling (23988497800); Guo, Zhishan (34771412500)","57209654394; 57280628800; 23988497800; 34771412500","A network analysis of cross-occupational skill transferability for the hospitality industry","2021","International Journal of Contemporary Hospitality Management","33","12","","4215","4236","21","10","10.1108/IJCHM-01-2021-0073","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116155216&doi=10.1108%2fIJCHM-01-2021-0073&partnerID=40&md5=8fe4bddcc119516f4e7be03386ca7eca","Rosen College of Hospitality Management, University of Central Florida, Orlando, FL, United States; Department of English, North Carolina State University, Raleigh, NC, United States; Department of Electrical and Computer Engineering, University of Central Florida, Orlando, FL, United States","Huang A.Y., Rosen College of Hospitality Management, University of Central Florida, Orlando, FL, United States; Fisher T., Rosen College of Hospitality Management, University of Central Florida, Orlando, FL, United States; Ding H., Department of English, North Carolina State University, Raleigh, NC, United States; Guo Z., Department of Electrical and Computer Engineering, University of Central Florida, Orlando, FL, United States","Purpose: This paper aims to examine transferable skills and viable career transition pathways for hospitality and tourism workers. Future career prospects are discussed, along with the importance of reskilling for low-wage hospitality workers. Design/methodology/approach: A network analysis is conducted to model skill relationships between the hospitality industry and other industries such as health-care and information technology. Multiple data are used in the analysis, including data from the US Department of Labor Occupational Information Network (O*NET), wage data from the Bureau of Labor Statistics and job computerization data (Frey and Osborne, 2017). Findings: Although hospitality workers have lower than average skills scores when compared to workers from other career clusters included in the analysis, they possess essential soft skills that are valuable in other industries. Therefore, improving hospitality workers’ existing soft skills may help them enhance their cross-sector mobility, which may allow them to obtain jobs with a lower likelihood of computerization. Practical implications: The findings shed light on workforce development theories and practice in the hospitality industry by quantitatively analyzing cross-sector skill correlations. Sharpening transferable soft skills will be essential to enhancing hospitality workers’ career development opportunities. Originality/value: To the best of the authors’ knowledge, this is the first study that specifically examines the skill taxonomy for the hospitality industry and identifies its connection with other in-demand career clusters. © 2020, Emerald Publishing Limited.","Career agility; Career mobility; Career transition; Employability; Network analysis; Transferable skills","","","","","","","","Education and career navigation framework, (2020); Alabdulkareem A., Frank M.R., Sun L., AlShebli B., Hidalgo C., Rahwan I., Unpacking the polarization of workplace skills, Science Advances, 4, 7, pp. 1-9, (2018); Anthony S., Garner B., Teaching soft skills to business students: an analysis of multiple pedagogical methods, Business and Professional Communication Quarterly, 79, 3, pp. 360-370, (2016); Autor D., Reynolds E., The nature of work after the COVID crisis: too few low-wage jobs, (2020); Baum T., Mooney S.K.K., Robinson R.N.S., Solnet D., COVID-19’s impact on the hospitality workforce – new crisis or amplification of the norm?, International Journal of Contemporary Hospitality Management, 32, 9, pp. 2813-2829, (2020); Bedford C.L., The role of learning agility in workplace performance and career advancement, (2011); Ben-Achour S., Are businesses automating at a faster rate thanks to COVID-19?, (2020); Bergson-Shilcock A., Foundational skills in the service sector, (2017); Bersin J., Catch the wave: the 21st-century career, (2017); Bersin J., HR technology 2018: ten disruptions for the year ahead, (2017); Economic news release: employee tenure summary, (2020); About the leisure and hospitality supersector, (2021); Bowen J., Morosan C., Beware hospitality industry: the robots are coming, Worldwide Hospitality and Tourism Themes, 10, 6, pp. 726-733, (2018); Burrow G., EMSI skills, (2020); Cansler C., Contactless ordering forcing restaurants to adopt 9 tech strategies in 2021, (2021); Guide to investing in frontline health care workers, (2017); Chang W., Busser J.A., Hospitality career retention: the role of contextual factors and thriving at work, International Journal of Contemporary Hospitality Management, 32, 1, pp. 193-211, (2020); Claxton G., Building Learning Power: Helping Young People Become Better Learners, (2002); Cliath B.A., Rialtais O.D.F., Alliance T.S., Laighean S.T., Rialtais F., Post-Trachta A.R., Learning for Life: White Paper on Adult Education, (2000); Coetzee M., Bester M.S., Ferreira N., Potgieter I.L., Facets of career agility as explanatory mechanisms of employees’ career adaptability, African Journal of Career Development, 2, 1, (2020); Dai G., De Meuse K.P., Tang K.Y., The role of learning agility in executive career success, Journal of Managerial Issues, 25, 2, pp. 108-131, (2013); De la Mora Velasco E., Huang A., Haney A., An employee sharing model for the tourism and hospitality industry, Tourism and Hospitality, 2, 2, pp. 190-194, (2021); Ding H., Job Search 2.0 in an Algorithmic World. 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No problem. 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Why is hospitality in New Zealand still a ‘Cinderella’ industry?, Hospitality and Society, 7, 2, pp. 203-209, (2017); Jobs of tomorrow, (2020); Yadin A., Enhancing information systems students’ soft skill – a case study, International Journal of Modern Education and Computer Science, 4, 10, pp. 17-25, (2012); Binggeli U., Constantin M., Pollack E., COVID-19 tourism spend recovery in numbers, (2020); Lund S., Ellingrud K., Hancock B., Manyika J., Dua A., Lives and livelihoods: Assessing the near-term impact of COVID-19 on US workers, (2020); Pololikashvili Z., UN policy brief on tourism and COVID 19, (2020); Rockeman R., Jill W., Millions of job losses are at risk of becoming permanent, (2020)","A.Y. Huang; Rosen College of Hospitality Management, University of Central Florida, Orlando, United States; email: arthur.huang@ucf.edu","","Emerald Group Holdings Ltd.","","","","","","09596119","","","","English","Int. J. Contemp. Hosp. Manage.","Article","Final","","Scopus","2-s2.0-85116155216"
"Huang A.; Baker M.","Huang, Arthur (57209654394); Baker, Mark (57218826999)","57209654394; 57218826999","Exploring skill-based career transitions for entry-level hospitality and tourism workers","2021","Journal of Hospitality and Tourism Management","48","","","368","373","5","9","10.1016/j.jhtm.2021.07.007","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111015886&doi=10.1016%2fj.jhtm.2021.07.007&partnerID=40&md5=aaca91172f9a0b36d9040a0c2952b954","Rosen College of Hospitality Management, University of Central Florida, Orlando, 32819, FL, United States","Huang A., Rosen College of Hospitality Management, University of Central Florida, Orlando, 32819, FL, United States; Baker M., Rosen College of Hospitality Management, University of Central Florida, Orlando, 32819, FL, United States","This research note explores the prospect of cross-industry, skill-based career transitions for workers in entry-level hospitality and tourism positions. The note reports on the lack of hospitality and tourism literature currently discussing career transitions and uses the Occupational Information Network (ONet) database to develop SWAT (skill, work activity, ability, technology skill) profiles for two entry-level hospitality/tourism positions. The profiles are used to identify areas where skills overlap with different entry-level positions from other industries, such as information technology, business/finance, healthcare, and education. The findings reveal that (1) the number of hospitality and tourism research studies that critically consider career transitions and barriers are limited, (2) the skill profiles of entry-level hospitality and tourism positions overlap with different entry-level jobs from other industries, and (3) hospitality and tourism workers should enhance their technology skills to increase their employability. Lastly, theoretical and practical implications are provided. © 2021 The Authors","Career transition; Entry-level workers; On-the-job training; Transferable skills","","","","","","National Science Foundation, NSF, (ID 1937833)","This work was supported by the US National Science Foundation under Grant ID 1937833 .","Baum T., Mooney S.K.K., Robinson R.N.S., Solnet D., “COVID-19's impact on the hospitality workforce – new crisis or amplification of the norm?”, International Journal of Contemporary Hospitality Management, 32, 9, pp. 2813-2829, (2020); Education and training assignments by detailed occupation, (2020); Burning Glass, Burning Glass technologies, (2021); Casado-Diaz J.M., Simon H., Wage differences in the hospitality sector, Tourism Management, 52, pp. 96-109, (2016); Chang W., Busser J.A., Hospitality career retention: The role of contextual factors and thriving at work, International Journal of Contemporary Hospitality Management, 32, 1, pp. 193-211, (2020); Chauhan R.S., Occupation exploration: Using O* NET in the management classroom, Management Teaching Review, 4, 1, pp. 79-88, (2019); Cummings J., Janicki T.N., What skills do students need? A multi-year study of it/IS knowledge and skills in demand by employers, Journal of Information Systems Education, 31, 3, (2020); Daniel A.D., Costa R.A., Pita M., Costa C., Tourism Education: What about entrepreneurial skills?, Journal of Hospitality and Tourism Management, 30, pp. 65-72, (2017); DeFillippi R.J., Arthur M.B., The boundaryless career: A competency‐based perspective, Journal of Organizational Behavior, 15, 4, pp. 307-324, (1994); Dogru T., McGinley S., Line N., Szende P., Employee earnings growth in the leisure and hospitality industry, Tourism Management, 74, pp. 1-11, (2019); Emsi, (2021); Freeman R.B., Ganguli I., Handel M.J., Within-occupation changes dominate changes in what workers do: A shift-share decomposition, 2005–2015, AEA papers and proceedings, 110, pp. 394-399, (2020); Gebbels M., Gao X., Cai W., Let's not just “talk” about it: Reflections on women's career development in hospitality, International Journal of Contemporary Hospitality Management, 32, 11, pp. 3623-3643, (2020); Guan Y., Arthur M.B., Khapova S.N., Hall R.J., Lord R.G., Career boundarylessness and career success: A review, integration and guide to future research, Journal of Vocational Behavior, 110, pp. 390-402, (2019); Gunz H., Peiperl M., Tzabbar D., Boundaries in the study of career. Handbook of career studies, (2007); Handel M.J., The O* NET content model: Strengths and limitations, Journal for Labour Market Research, 49, 2, pp. 157-176, (2016); Josten C., Lordan G., Robots at work: Automatable and non-automatable jobs, (2020); Kost D., Fieseler C., Wong S.I., Boundaryless careers in the gig economy: An oxymoron?, Human Resource Management Journal, 30, 1, pp. 100-113, (2020); Kusyadi Y., Career adaptability in various theories: Review through multicultural perspectives, JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling, 4, 1, pp. 14-27, (2019); Liu M., Zou W., Shi Y., Pan Z., Li C., What do participants think of today's MOOCs: An updated look at the benefits and challenges of MOOCs designed for working professionals, Journal of Computing in Higher Education, pp. 1-23, (2019); Louis M.R., Career transitions: Varieties and commonalities, Academy of Management Review, 5, 3, pp. 329-340, (1980); Martins A., Riordan T., Dolnicar S., A post-COVID-19 model of tourism and hospitality workforce resilience, (2020); McGinley S., O'Neill J., Damaske S., Mattila A.S., A grounded theory approach to developing a career change model in hospitality, International Journal of Hospitality Management, 38, pp. 89-98, (2014); Mensah C., Appietu M.E., Asimah V.K., Work-based social support and hospitality internship satisfaction, Journal of Hospitality, Leisure, Sports and Tourism Education, (2020); Mitra R., COVID-19 is killing education budgets: Are educational public-private partnerships an answer?, Journal of Professional Capital and Community, 5, 3-4, pp. 255-264, (2020); ONet, O*NetOnLine, (2020); Rasheed M.I., Okumus F., Weng Q., Hameed Z., Nawaz M.S., Career adaptability and employee turnover intentions: The role of perceived career opportunities and orientation to happiness in the hospitality industry, Journal of Hospitality and Tourism Management, 44, pp. 98-107, (2020); Sullivan S.E., Al Ariss A., Making sense of different perspectives on career transitions: A review and agenda for future research. Human resource management review, (2021); Thayer K., Ko A.J., Barriers faced by coding bootcamp students, Proceedings of the 2017 ACM conference on international computing education research, pp. 245-253, (2017); Tolkach D., Tung V.W.S., Tracing hospitality and tourism graduates' career mobility, International Journal of Contemporary Hospitality Management, 31, 10, pp. 4170-4187, (2019); Wakelin-Theron N., Ukpere W., Spowart J., Determining tourism graduate employability, knowledge, skills, and competencies in a VUCA world: Constructing a tourism employability model, African Journal of Hospitality, Tourism, and Leisure, 8, 3, (2019); Economic impact reports, (2020)","A. Huang; Rosen College of Hospitality Management, University of Central Florida, Orlando, 32819, United States; email: arthur.huang@ucf.edu","","Elsevier Ltd","","","","","","14476770","","","","English","J. Hosp. Tour. Manage.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85111015886"
"Wohlfart O.; Adam S.; Hovemann G.","Wohlfart, Olivia (57208148645); Adam, Sandy (57208102025); Hovemann, Gregor (36659299400)","57208148645; 57208102025; 36659299400","Asymmetry in information acquisition—Exploring the principal–agent dyad of sport organizations and sport management higher education institutions; [Asymmetrie in der Informationsbeschaffung – Untersuchung der Prinzipal-Agenten-Dyade von Sportorganisationen und Sportmanagementstudiengängen]","2021","German Journal of Exercise and Sport Research","51","3","","344","353","9","3","10.1007/s12662-021-00722-w","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108194821&doi=10.1007%2fs12662-021-00722-w&partnerID=40&md5=77e990bf47d58138189ff59770122479","Faculty of Sport Science, Institute for Sport Psychology and Sport Pedagogy, Department of Sports Economics and Sports Management, Leipzig University, Jahnallee 59, Leipzig, 04109, Germany","Wohlfart O., Faculty of Sport Science, Institute for Sport Psychology and Sport Pedagogy, Department of Sports Economics and Sports Management, Leipzig University, Jahnallee 59, Leipzig, 04109, Germany; Adam S., Faculty of Sport Science, Institute for Sport Psychology and Sport Pedagogy, Department of Sports Economics and Sports Management, Leipzig University, Jahnallee 59, Leipzig, 04109, Germany; Hovemann G., Faculty of Sport Science, Institute for Sport Psychology and Sport Pedagogy, Department of Sports Economics and Sports Management, Leipzig University, Jahnallee 59, Leipzig, 04109, Germany","This study is based on a metaphorical contract in sport management, whereby sport organizations (the principal) engage sport management higher education institutions (the agent) in qualifying graduates according to industry demands. There is asymmetry in the contract due to the lack of incentives for the principal to provide specific information and the agent’s ignorance about this information. A third party can acquire crucial information that sport management higher education institutions need to fulfil the contract. Based on a qualitative content analysis of 12 interviews with sport organization representatives, the study finds that sport management higher education institutions need to focus on either developing generic competencies or credibly signalling the value of sport management-specific competencies in their curriculum in order to efficiently fulfil the contract. © 2021, The Author(s).","Agency theory; Agent ignorance; Competencies; Employability; Labour market","article; content analysis; curriculum; employability; human; human experiment; incentive; interview; job market; signal transduction; sports organization; tertiary education","","","","","European Commission, EC, (2017-1-DK01-KA203-034270); Erasmus+","This work was supported by the Erasmus+ Program “New Age of Sport Management Education in Europe” of the European Union (2017-1-DK01-KA203-034270). 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Fahrner M., Schuttoff U., Analysing the context-specific relevance of competencies—sport management alumni perspectives, European Sport Management Quarterly, 20, 3, pp. 344-363, (2020); Gornitzka A., Stensaker B., Smeby J.-C., de Boer H., Contract arrangements in the Nordic countries—solving the efficiency/effectiveness dilemma?, Higher Education in Europe, 29, 1, pp. 87-101, (2004); Hardin R., Bemiller J., Pate J., Development and organization of a student-operated sport management cocurricular club: partners in sports, Sport Management Education Journal, 7, 1, pp. 43-50, (2013); Heyse V., Erpenbeck J., Kompetenztraining: 64 modulare Informations- und Trainingsprogramme für die betriebliche, pädagogische und psychologische Praxis, (2004); Jensen M.C., Meckling W.H., Theory of the firm: managerial behavior, agency costs and ownership structure, Journal of Financial Economics, 3, 4, pp. 305-360, (1976); Jiang L., Alexakis G., Comparing students’ and managers’ perceptions of essential entry-level management competencies in the hospitality industry: an empirical study, Journal of Hospitality, Leisure, Sport and Tourism Education, 20, pp. 32-46, (2017); 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Beschluss der Kultusministerkonferenz., (2000); Qualifikationsrahmen f&#x00FC;r Deutsche Hochschulabschl&#x00FC;sse [Qualifications Framework for German University Degrees], (2017); Lewis T.R., Sappington D.E.M., Ignorance in agency problems, Journal of Economic Theory, 61, 1, pp. 169-183, (1993); Lewis T.R., Sappington D.E.M., Information management in incentive problems, Journal of Political Economy, 105, 4, pp. 796-821, (1997); Liefner I., Funding, resource allocation, and performance in higher education systems, Higher Education, 46, 4, pp. 469-489, (2003); Mathner R.P., Martin C.L.L., Sport management graduate and undergraduate students’ perceptions of career expectations in sports management, Sport Management Education Journal, 6, 1, pp. 21-31, (2012); Mayring P., Qualitative Inhaltsanalyse: Grundlagen und Techniken, (2015); Meroni E.C., Vera-Toscano E., The persistence of overeducation among recent graduates, Labour Economics, 48, pp. 120-143, (2017); Packheiser A., Hovemann G., Rekrutierung von Sportmanagern – eine quantitative Analyse der Anforderungsprofile in Stellenausschreibungen, Sport und Gesellschaft, 10, 3, pp. 240-259, (2013); Patton M., Qualitative research and evaluation methods, (2015); Petersen J., Pierce D., Professional sport league assessment of sport management curriculum, Sport Management Education Journal, 3, 1, pp. 110-124, (2009); Ross S.A., The economic theory of agency: the principal’s problem, The American Economic Review, 63, 2, pp. 134-139, (1973); Schlesinger T., Studer F., Nagel S., The relationship between competencies acquired through Swiss academic sports science courses and the job requirements, European Journal of Sport Science, 16, 1, pp. 115-127, (2016); Shilbury D., Phillips P., Karg A., Rowe K., Sport management in Australia: an organisational overview, (2017); Smith B., McGannon K.R., Developing rigor in qualitative research: problems and opportunities within sport and exercise psychology, International Review of Sport and Exercise Psychology, 11, 1, pp. 101-121, (2018); Smith J.K., Hodkinson P., Challenging neorealism, Qualitative Inquiry, 15, 1, pp. 30-39, (2009); Spence M., Job market signalling, Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Tsitskari E., Goudas M., Tsalouchou E., Michalopoulou M., Employers’ expectations of the employability skills needed in the sport and recreation environment, Journal of Hospitality, Leisure, Sport & Tourism Education, 20, pp. 1-9, (2017); Vossensteyn H., Kolster R., Seeber M., File J., Kaiser F., Huisman J., Gwosc C., Muehleck K., Vukasovic M., Promoting the relevance of higher education: main report, (2018); Wallrodt S., Thieme L., The role of sports volunteering as a signal in the job application process, European Sport Management Quarterly, 20, 3, pp. 255-275, (2020); Wicker P., Breuer C., Scarcity of resources in German non-profit sport clubs, Sport Management Review, 14, 2, pp. 188-201, (2011); Wohlfart O., Adam S., New age of sport management education in Europe – concluding report, (2019); Wohlfart O., Adam S., Hovemann G., Zukünftige Anforderungen an Sportmanagementabsolventinnen und -absolventen aus Sicht der Arbeitgeber in Deutschland [Future requirements for sports management graduates from the point of view of employers in Germany], Innovationsökonomie und -management im Sport [Innovation economics and management in sport], pp. 45-64, (2019); Zhang J.J., What to study? That is a question: A conscious thought analysis, Journal of Sport Management, 29, 1, pp. 1-10, (2015)","O. Wohlfart; Faculty of Sport Science, Institute for Sport Psychology and Sport Pedagogy, Department of Sports Economics and Sports Management, Leipzig University, Leipzig, Jahnallee 59, 04109, Germany; email: olivia.wohlfart@uni-leipzig.de; S. Adam; Faculty of Sport Science, Institute for Sport Psychology and Sport Pedagogy, Department of Sports Economics and Sports Management, Leipzig University, Leipzig, Jahnallee 59, 04109, Germany; email: sandy.adam@uni-leipzig.de; G. Hovemann; Faculty of Sport Science, Institute for Sport Psychology and Sport Pedagogy, Department of Sports Economics and Sports Management, Leipzig University, Leipzig, Jahnallee 59, 04109, Germany; email: hovemann@uni-leipzig.de","","Springer Science and Business Media Deutschland GmbH","","","","","","25093142","","","","English","Ger. J. Exerc. Sport Res.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85108194821"
"Rodrigues R.I.","Rodrigues, Rosa Isabel (57220749984)","57220749984","Testing the psychometric properties of a short skills inventory for students looking for their first job","2021","BMC Psychology","9","1","159","","","","1","10.1186/s40359-021-00662-y","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117493891&doi=10.1186%2fs40359-021-00662-y&partnerID=40&md5=313c0cb0a3ce7546fc31bd61edb32b1c","Instituto Superior de Gestão, Avenida Marechal Craveiro Lopes, no 2a, Lisbon, 1700-284, Portugal; The Transdisciplinary Research Center of Innovation and Entrepreneurship Ecosystems (TRIE), Universidade Lusófona de Humanidades E Tecnologias, Campo Grande, no 376, Lisbon, 1749-024, Portugal","Rodrigues R.I., Instituto Superior de Gestão, Avenida Marechal Craveiro Lopes, no 2a, Lisbon, 1700-284, Portugal, The Transdisciplinary Research Center of Innovation and Entrepreneurship Ecosystems (TRIE), Universidade Lusófona de Humanidades E Tecnologias, Campo Grande, no 376, Lisbon, 1749-024, Portugal","Background: In the last two decades, the transformations that have affected the business world have had a great impact on professional performance standards. As such, they have contributed significantly to increasing concerns regarding employability. Particularly, these concerns are even more worrying among students who are looking for their first job. Consequently, this leads organizations to question whether the skills these candidates have are sufficient and adequate for them to enter the job market. Although it is a problem that deserves an urgent response, it is still poorly understood amongst academics, which is why it continues to be essential to define and signal which skills candidates should develop in order to guarantee a better person-function fit. Hereupon, the present study aims at the construction and validation of a short skills inventory for students who are looking for their first job. This inventory will allow alignment between candidates' skills and the level of performance expected by their future employers. Methods: The development of the short skills inventory for students looking for their first job was based on Classical test theory and Item response theory methodologies. Specifically, its developmental process encompassed three studies. Study 1, comprising a qualitative scope, dealt with the development and construction of the items (n = 97). Study 2, of an exploratory nature, was intended to evaluate the psychometric properties of the instrument (n = 173). Finally, Study 3, of a confirmatory nature, was aimed at validating the results gathered from the Exploratory factor analysis (n = 407). Results: This inventory is a valuable asset for the selection of students who are looking for their first job. The analyzes carried out over the various studies show that this instrument has satisfactory psychometric properties, and, as such, is a valid and reliable instrument and an alternative to the instruments currently used in the recruitment and selection processes. Conclusions: The construction of this short skills inventory brings theoretical and practical benefits. In short, it contributes to reducing Portugal’s gap regarding psychological assessment upon selection considering the lack of validated and verified instruments for students looking for their first job. © 2021, The Author(s).","Construction and validation; Human resources; People selection; Psychological assessment; Skills","Factor Analysis, Statistical; Humans; Psychometrics; Students; adult; article; development; employer; exploratory factor analysis; exploratory research; female; human; job market; major clinical study; male; organization; Portugal; psychologic assessment; skill; theoretical study; validation process; factor analysis; psychometry; student","","","","","Fundação para a Ciência e a Tecnologia, FCT, (SFRH / BD / 91299/2012)","This study was partially funded by the Foundation for Science and Technology (FCT). In other words, the data collected for the first study was carried out within the scope of the doctoral Project: SFRH / BD / 91299/2012. ","Breznik L., Lahovnik M., Dynamic capabilities and competitive advantage: findings from case studies, Manag J Contemp Manag Issues, 21, pp. 167-185, (2016); Guardia-Olmos J., Pero-Cebollero M., Martinez-Ricart M., Canete-Masse C., Turbany-Oset J., Berlanga-Silvente V., Employability of recent graduates. 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Rodrigues; Instituto Superior de Gestão, Lisbon, Avenida Marechal Craveiro Lopes, no 2a, 1700-284, Portugal; email: rosa.rodrigues@isg.pt","","BioMed Central Ltd","","","","","","20507283","","","34663469","English","BMC Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85117493891"
"Angeloni S.","Angeloni, Silvia (55941190600)","55941190600","A Policy Reform Aimed at Improving the Job Quality of Graduates","2021","Higher Education Policy","34","4","","861","880","19","3","10.1057/s41307-019-00169-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075388139&doi=10.1057%2fs41307-019-00169-7&partnerID=40&md5=ec77dc5d231fc9d55b95419c2f9847a1","Department of Economics, University of Molise, Via F. De Sanctis, Campobasso, 86100, Italy","Angeloni S., Department of Economics, University of Molise, Via F. De Sanctis, Campobasso, 86100, Italy","The research investigates the employment opportunities and outcomes for Italian graduates in business economics, after two decades from the beginning of the Bologna process. Preliminarily, the study identifies the predictors of the employment status of graduates one year after graduation. Subsequently, the job quality of the employed graduates is assessed. Both kinds of analysis evidence problems of mismatch between education and occupation, leading to bad job quality. To overcome job deterioration, the research suggests a new policy measure. According to the proposed solution, higher education institutions should be funded by governments not only for graduation rates or for employment rates of their students, but, above all, for the job quality of their employed graduates. Without such adjustments, the strategy of the Bologna process, although valuable for its purpose, will remain an incomplete reform failing to address the main question: the job quality, rather than just the quantity, of graduates. © 2019, International Association of Universities.","business economics; employability; graduates; higher education; job quality; policy reform","","","","","","","","Adams T.L., Demaiter E.I., Skill, education and credentials in the new economy: the case of information technology workers, Work, Employment and Society, 22, 2, pp. 351-362, (2008); Agresti A., Categorical Data Analysis, (2002); Altonji J.G., Blom E., Meghir C., Heterogeneity in human capital investments: High school curriculum, college major, and careers, Annual Review of Economics, 4, 1, pp. 185-223, (2012); Andrews J., Higson H., Graduate employability, “soft skills” versus “hard” business knowledge: A European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Ashton D.N., Green F., Education, Training and the Global Economy, (1996); Baert S., Verhaest D., Work hard or play hard? 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"Mahdavimoghaddam J.; Krishnaswamy N.; Bagheri E.","Mahdavimoghaddam, Jalehsadat (57311979700); Krishnaswamy, Niranjan (57312865700); Bagheri, Ebrahim (20435297000)","57311979700; 57312865700; 20435297000","On the Congruence between Online Social Content and Future IT Skill Demand","2021","Proceedings of the ACM on Human-Computer Interaction","5","CSCW2","367","","","","2","10.1145/3479511","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117910367&doi=10.1145%2f3479511&partnerID=40&md5=6a463fba6e12ce91127dbe0b2f1c0de0","Ryerson University, Toronto, ON, Canada","Mahdavimoghaddam J., Ryerson University, Toronto, ON, Canada; Krishnaswamy N., Ryerson University, Toronto, ON, Canada; Bagheri E., Ryerson University, Toronto, ON, Canada","The speed of digital transformation has resulted in new challenges for job seekers to become lifelong learners and to develop new skills faster than before. In this paper, our main objective is to examine how online content can serve as indicators for changes to the Information Technology (IT) industry and its in-demand skills. To study this relationship, we collect Reddit posts to represent social media content and job postings to reflect the IT industry based on which we explore possible correlations between them. Further, we propose a methodology to quantitatively estimate the predictive power of social media content for future in-demand skills. Our results show that the frequency of skill-related conversations on Reddit correlates with the popularity of skills in job posting data. Additionally, our findings indicate that the number of social posts dedicated to a specific skill can be a strong indicator for future job requirements. This is an important finding because identifying what skills the labor force should acquire will assist job seekers to plan their lifelong learning objectives to (a) maximize their employability, (b) continuously update their skills to remain in demand, and (c) be informed and actively engaged in defining knowledge trends, rather than reactively becoming informed of the latest information.  © 2021 ACM.","future of work; granger causality; lifelong learning; reddit; social media","E-learning; Future of works; Granger Causality; Information technology industry; Job postings; Job seekers; Life long learning; Media content; Reddit; Social contents; Social media; Social networking (online)","","","","","","","Abel F., We know where you should work next summer: Job recommendations, Proceedings of the 9th ACM Conference on Recommender Systems, pp. 230-230, (2015); Althoff T., Jindal P., Leskovec J., Online actions with offline impact: How online social networks influence online and offline user behavior, Proceedings of the Tenth ACM International Conference on Web Search and Data Mining, pp. 537-546, (2017); Arabzadeh N., Fani H., Zarrinkalam F., Navivala A., Bagheri E., Causal dependencies for future interest prediction on twitter, Proceedings of the 27th ACM International Conference on Information and Knowledge Management, pp. 1511-1514, (2018); Beblavy M., Akguc M., Fabo B., Lenaerts K., What Are the New Occupations and the New Skills. 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ACM Hum. Comput. Interact.","Article","Final","","Scopus","2-s2.0-85117910367"
"Khalid K.; Ahmad A.M.","Khalid, Khalizani (57114687800); Ahmad, Abdul Majeed (57191040516)","57114687800; 57191040516","The relationship between employability skills and career adaptability: a case of undergraduate students of the United Arab Emirates","2021","Higher Education, Skills and Work-based Learning","11","5","","1035","1054","19","9","10.1108/HESWBL-08-2020-0175","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106254564&doi=10.1108%2fHESWBL-08-2020-0175&partnerID=40&md5=7e48175e0c7d3d7499401520bb71d9fe","College of Business, Abu Dhabi University, Abu Dhabi, United Arab Emirates; Faculty of Business and Management, Universiti Teknologi MARA – Cawangan Kedah, Merbok, Malaysia","Khalid K., College of Business, Abu Dhabi University, Abu Dhabi, United Arab Emirates; Ahmad A.M., Faculty of Business and Management, Universiti Teknologi MARA – Cawangan Kedah, Merbok, Malaysia","Purpose: The purpose of this study is to examine the psychometric properties of the Career Adapt-Abilities Scale (CAAS-Arabic form) and investigates the relationship between Emirati students' employability skills and their career adaptability in the workplace, against the backdrop of the Fourth Industrial Revolution (IR 4.0). Design/methodology/approach: A survey was conducted of 420 full-time, working and part-time students in their final year in the United Arab Emirates (UAEs). Findings: As hypothesized, career adaptability is positively related to the employability skills of complex problem-solving, critical thinking, creativity, people management and coordinating with others, even when controlling for demographic characteristics. Practical implications: Consistent with career construction theory, this study presents evidence of the instrumental role of skills required for IR 4.0 in managing career resources and subjective career success. Understanding the relationship between IR 4.0 skills and career adaptability offers valuable insights for academia and policymakers on formulating strategies and action plans to continually update Emirati students' transferable skills. It is also crucial for long-term success in human capital sustainability under the Emiratization policy. Originality/value: This study is a preliminary step toward clarifying the complex mechanism through which career adaptability relates to career outcomes and sustaining employability. Concentrating on UAE undergraduates, this study elucidates the relationship between employability skills and career adaptability, and advocates more research employing boundary conditions that might limit their effects on adapting behaviors. © 2021, Emerald Publishing Limited.","Career adaptability; Employability skills; United Arab Emirates; University students","","","","","","","","Al-Ali J., Emiratisation: drawing UAE nationals into their surging economy, International Journal of Sociology and Social Policy, 58, 9-10, pp. 365-379, (2008); Arbuckle J.L., AMOS (Version 23.0) [Computer Program], (2014); Armstrong K., Parmelee M., Santifort S., Burley J., van Fleet J.W., Koziol M., Greenberg R., Schwartz J., Tetrick R., Preparing Tomorrow's Workforce for the Fourth Industrial Revolution–For Business: A Framework for Action, (2018); Barhem B., Salih A.H., Yousef D.A., The business curriculum and the future employment market: UAE business leaders' views, Education, Business and Society: Contemporary Middle Eastern Issues, 1, 2, pp. 124-137, (2008); Bocciardi F., Caputo A., Fregonese C., Langher V., Sartori R., Career adaptability as a strategic competence for career development: an exploratory study of its key predictors, European Journal of Training and Development, 41, 1, pp. 67-82, (2017); Brewer L., Enhancing Youth Employability: What? 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Savickas M.L., Porfeli E.J., Career Adapt-Abilities Scale: construction, reliability, and measurement equivalence across 13 countries, Journal of Vocational Behavior, 80, pp. 661-673, (2012); Siebert S., Martin G., People management rationales and organizational effectiveness: the case of organizational trust repair, Journal of Organizational Effectiveness: People and Performance, 1, 2, pp. 177-190, (2014); Tabachnick B.G., Fidell L.S., Using Multivariate Statistics, (2012); Tak J., Career adapt-abilities scale – Korea form: psychometric properties and construct validity, Journal of Vocational Behavior, 80, pp. 712-715, (2012); Teng W., Ma C., Pahlevansharif S., Turner J., Graduate readiness for the employment market of the 4th industrial revolution: the development of soft employability skills, Education + Training, 61, 5, pp. 590-604, (2019); The Future of Work: Jobs and Skills in 2030, (2014); Vesper C., Abramova E., Butepage J., Ciardo F., Crossey B., Effenberg A., Hristova D., Karlinsky A., McEllin L., Nijssen S.R.R., Schmitz L., Wahm B., Joint action: mental representations, shared information and general mechanisms for coordinating with others, Frontiers of Psychology, 7, 2039, (2017); New Vision for Education: Unlocking the Potential of Technology, (2015); Wilkin C.L., Enhancing critical thinking: accounting students' perceptions, Education + Training, 59, 1, pp. 15-30, (2017); The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, (2016); Zacher H., Within-person relationships between daily individual and job characteristics and daily manifestations of career adaptability, Journal of Vocational Behavior, 92, pp. 105-115, (2016); Zhang W., Guan X., Zhou X., Lu J., The effect of career adaptability on career planning in reaction to automation technology, Career Development International, 24, 6, (2019)","K. Khalid; College of Business, Abu Dhabi University, Abu Dhabi, United Arab Emirates; email: drkhalizanikhalid@gmail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85106254564"
"Thi Tran L.; Thi Quy Do T.; Bui H.","Thi Tran, Ly (57221786102); Thi Quy Do, Thu (57221786897); Bui, Huyen (57219381996)","57221786102; 57221786897; 57219381996","‘Employability in context’: The importance of considering contextual factors in reimagining employability through Australian student mobility to the Indo-Pacific region","2021","Higher Education Quarterly","75","4","","591","607","16","5","10.1111/hequ.12303","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100171223&doi=10.1111%2fhequ.12303&partnerID=40&md5=aafe44c03a811b869f69a03c730d835e","Research for Educational Impact, Strategic Research Centre in Education, Deakin University, Burwood, VIC, Australia","Thi Tran L., Research for Educational Impact, Strategic Research Centre in Education, Deakin University, Burwood, VIC, Australia; Thi Quy Do T., Research for Educational Impact, Strategic Research Centre in Education, Deakin University, Burwood, VIC, Australia; Bui H., Research for Educational Impact, Strategic Research Centre in Education, Deakin University, Burwood, VIC, Australia","Australia has shifted its student mobility agenda since 2014 with a commitment to see learning abroad in the Indo-Pacific region, rather than in traditional destinations such as anglophone countries, as a ‘rite of passage’ for Australian students' future life and career. While there has been rich literature on the impact of outbound student mobility from Australia to anglophone countries, critical inquiry is warranted regarding how Australian students' learning abroad in the Indo-Pacific affects their employability and career directions. This article responds to this paucity in the literature. It is derived from a larger research project, including a survey of 1,362 New Colombo Plan alumni. Unlike dominant conceptualisations of employability focusing largely on the role of disciplinary knowledge and soft skills, this study found affording different perspectives, connections and opportunities and the increased knowledge about the Indo-Pacific have been critical in shaping Australian students' employability and career orientations. The findings of this study provide the empirical base for the development of the concept, ‘employability in context’, which underscores the importance of moving beyond the conventional discourse about employability and taking into account the contextual factors in conceptualising employability. © 2021 John Wiley & Sons Ltd.","Australia; career directions; employability in context; Indo-Pacific; learning abroad; New Colombo Plan; outbound mobility","","","","","","Australian Research Council, ARC, (FT170100101)","","New Colombo Plan: Connect to Australia's future—Study in the region, (2016); International mobility of Australian university students, (2018); International mobility of Australian university students, (2020); About the New Colombo Plan, (2020); Learning abroad 2015, (2016); Bennett D., Developing employABILITY thinking across higher education, (2018); Bourdieu P., Outline of a theory of practice, (1977); Bourdieu P., From rules to strategies, Cultural Anthropology, 1, 1, pp. 110-120, (1986); Bourdieu P., Sociology in question, (1990); Bourdieu P., Wacquant L.J.D., An invitation to reflexive sociology, (1992); Bowman K., Background paper for the AQF Council on generic skills, (2010); Brandenburg U., Berghoff S., Taboadela O., The ERASMUS impact study. Effects of mobility on the skills and employability of students and the internationalisation of higher education institutions, (2014); Broadening horizons: The value of the overseas experience, (2015); Generation UK–China, (2018); Cleary K.A., The long-term influence of interning abroad on career and professional development in the global economy, (2014); Coates H., Richardson S., An international assessment of bachelor degree graduates’ learning outcomes, Higher Education Management and Policy, 23, 3, pp. 1-19, (2012); Dall'Alba G., Sidhu R., Australian undergraduate students on the move: Experiencing outbound mobility, Studies in Higher Education, 40, 4, pp. 721-744, (2015); Di Pietro G., Do study abroad programs enhance the employability of graduates?, (2013); Farrugia C., Sanger J., Gaining an employment edge: The impact of study abroad on 21st century skills & career prospects in the United States, (2017); Gone international: Expanding opportunities report on the 2015–16 graduating cohort, (2018); Gonzalez J., Wagenaar R., Tuning educational structures in Europe, (2003); Gribble C., Tran L.T., International trends in learning abroad: Information and promotions campaign for student mobility, (2016); Hager P., Holland S., Graduate attributes, learning and employability, 6, (2006); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, (1998); Kearns P., Generic skills for the new economy: Review of research, (2001); Leask B., Embracing the possibilities of disruption, Higher Education Research & Development, 39, 7, pp. 1388-1391, (2020); Lowry D., Molloy S., McGlennon S., Future skill needs: Projections and employers' views, Australian Bulletin of Labour, 34, 2, pp. 192-247, (2008); Mayer E., Employment-related key competencies: A proposal for consultation, (1992); Fast Facts—Open Doors 2016, (2017); Parey M., Waldinger F., Studying abroad and the effect on international labour market mobility: Evidence from the introduction of ERASMUS, The Economic Journal, 121, 551, pp. 194-222, (2010); Pham L., Tran L.T., Understanding the symbolic capital of intercultural interactions: A case study of international students in Australia, International Studies in Sociology of Education, 25, 3, pp. 204-224, (2016); Potts D., Understanding the early career benefits of learning abroad programs, Journal of Studies in International Education, 19, 5, pp. 441-459, (2015); Potts D., Career outcomes of learning abroad: National report, (2020); Rizvi F., Postcolonialism and globalization in education, Cultural Studies, Critical Methodologies, 7, 3, pp. 256-263, (2007); Stebleton M.J., Soria K.M., Cherney B.T., The high impact of education abroad: College students' engagement in international experiences and the development of intercultural competencies, Frontiers: The Interdisciplinary Journal of Study Abroad, 22, 1, pp. 1-24, (2013); Tran L.T., ‘Mobility as becoming’: A Bourdieuian analysis of the factors shaping international student mobility, British Journal of Sociology of Education, 37, 8, pp. 1268-1289, (2016); Tran L.T., Understanding the full value of international students, (2020); Tran L.T., Rahimi M., New Colombo Plan: A review of research and implications for practice, (2018); Tran L.T., Stafford G., Soejatminah S., Gribble C., Building experience, opportunities, and the resume: Motivations of students participating in learning-abroad programmes through the New Colombo Plan, Higher Education Research & Development, pp. 1-15, (2020); Tran L.T., Stafford G., Vu T.T.P., Rahimi M., Engagement with Asia via the New Colombo Plan: Impact on Australian students' career directions and employability, Innovate higher education to enhance graduate employability, pp. 95-106, (2019); Tran L.T., Vu T.T.P., ‘Agency in mobility’: An examination of student agency in transnational education, Educational Review, 28, 3, pp. 283-303, (2017); Tran L.T., Vu T.T.P., ‘Responsibility in mobility’: International students and social responsibility, Globalization, Societies and Education, 15, 5, pp. 561-575, (2017); Tran L.T., Vu T.T.P., Beyond the ‘normal’ to the ‘new possibles’: Australian students' experiences in Asia and their roles in making connections with the region via the New Colombo Plan, Higher Education Quarterly, 72, 3, pp. 194-207, (2018); About us, (2018); White B., Lee J.J., The future of international HE in a post-mobility world, (2020); Yorke M., Employability in higher education: What it is, what it is not, (2006)","L. Thi Tran; Research for Educational Impact, Strategic Research Centre in Education, Deakin University, Burwood, Australia; email: ly.tran@deakin.edu.au","","John Wiley and Sons Inc","","","","","","09515224","","","","English","Higer Educ. Q.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85100171223"
"Ostojić M.; Leko Šimić M.","Ostojić, Martina (57244681500); Leko Šimić, Mirna (57200048534)","57244681500; 57200048534","Students’ perceptions of public vs. Private higher education institution brand value in Croatia","2021","Sustainability (Switzerland)","13","17","9767","","","","2","10.3390/su13179767","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114194484&doi=10.3390%2fsu13179767&partnerID=40&md5=ce751b1d1512c488e17f9a0bbc494334","Libertas International University, Zagreb, 10000, Croatia; Faculty of Economics, Josip Juraj Strossmayer University of Osijek, Osijek, 31000, Croatia","Ostojić M., Libertas International University, Zagreb, 10000, Croatia; Leko Šimić M., Faculty of Economics, Josip Juraj Strossmayer University of Osijek, Osijek, 31000, Croatia","Due to the transition process in Croatia that started about three decades ago, higher education institutions (HEIs) are forced to intensively involve themselves in market competition and become market and entrepreneurial oriented in order to keep up with new trends in higher education. The branding process in HEIs has become one of the major activities in creating value and gaining market position in many countries, including Croatia. The aim of this study is to provide a deeper insight into and understanding of differences in brand market value perceptions of students of public and private HEIs in Croatia. Altogether, 443 students (242 from a public HEI and 201 from a private HEI) responded to a questionnaire based on Aaker’s model of brand equity, from which a t-test and a correlation analysis showed that the public HEI was significantly better only in the dimension of other proprietary brand assets, while in the private HEI all other dimensions of brand market value were evaluated better. However, brand market value itself was significantly higher in the public sector HEI, mainly due to the perception of “value for money” and functional benefits, i.e., employability. The study identified several factors that need to be taken into account when branding private and public HEIs in Croatia. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Branding; Croatia; Higher education institutions; Private and public HEIs","Croatia; carbon sequestration; higher education; market development; market system; perception; public sector","","","","","","","Altbach P.G., The Private Sector in Asian Higher Education, International Higher Education, pp. 10-11, (2016); Leko Simic M., Carapic H., A research of business school service quality in Croatia: An entrepreneurial approach needed, Proceedings of the 17th Global IntEnt 2007 Conference, pp. 1-10, (2007); Leko Simic M., Stimac H., Competitiveness in higher education: A need for marketing orientation and service quality, Econ. Sociol, 5, pp. 23-34, (2012); Jovic D., Sveučilište na tržištu, (2002); Teixeira P.N., Rocha V., Biscaia R., Cardoso M.F., Competition and diversity in higher education: An empirical approach to specialization patterns of Portuguese institutions, High. Educ, 63, pp. 337-352, (2012); Korda Z., Pogledajte Koje Privatne Škole Najviše Zara ¯duju, (2015); Leko Simic M., Stimac H., Barilovic Z., Education service quality: Private vs. public business education in Croatia, Proceedings of the 38th International Conference on Economic and Social Development, pp. 75-84, (2019); Jahic G., School for Scandal: Corruption Downgrades Balkan Education, (2014); Ostojic M., Brendiranje Privatnih Visokoškolskih Institucija Prema Činiteljima Aakerovog Modela, (2020); Watkins B.A., Gonzenbach W.J., Assessing university brand personality through logos: An analysis of the use of academics and athletics in university branding, J. Mark. High. Educ, 23, pp. 15-33, (2013); Duesterhouse A.P., Duesterhouse M., Attributes of successful university brands in the U.S.A, J. Brand Strategy, 3, pp. 169-183, (2014); Ng I., Forbes J., Education as service: The understanding of university experience through the service logic, J. Mark. High. Educ, 19, pp. 38-64, (2009); Vranesevic T., Upravljanje Markama, (2007); Chen L.-H., Internationalization or international marketing? Two frameworks for understanding international students’ choice of Canadian universities, J. Mark. High. Educ, 18, pp. 1-33, (2008); Anctil E.J., Recommendations for selling higher education, ASHE High. Educ. Rep, 34, pp. 89-98, (2008); Jevons C., Universities: A prime example of branding gone wrong, J. Prod. Brand Manag, 15, pp. 466-467, (2006); Balaji M.S., Roy S.K., Sadeque S., Antecedents and consequences of university brand identification, J. Bus. Res, 69, pp. 3023-3032, (2016); Wilson E.J., Elliot E.A., Brand meaning in higher education: Leaving the shallows via deep metaphors, J. Bus. Res, 69, pp. 3058-3068, (2016); Bennett R., Ali-Choudhury R., Prospective students’ perceptions of university brands, J. Mark. High. Educ, 19, pp. 85-107, (2009); Nguyen B., Yu X., Melewar T.C., Hemsley-Brown J., Brand ambidexterity and commitment in higher education: An exploratory study, J. Bus. Res, 69, pp. 3105-3112, (2016); Pinar M., University Branding and Measuring Brand Equity: Conceptual Framework and Empirical Studies, J. Int. Sci. Res, 5, pp. 1-5, (2010); Nicolescu B., The need for transdisciplinarity in higher education, Veredas: Rev. Del Pensam. Sociológico, 30, pp. 7-14, (2015); Casidy R., The role of brand orientation in the higher education sector: A student-perceived paradigm, Asia Pac. J. Mark. Logist, 25, pp. 803-820, (2013); Cretu A.E., Brodie R.J., The influence of brand image and company reputation where manufacturers market to small firms: A customer value perspective, Ind. Mark. Manag, 36, pp. 230-240, (2007); Stephenson A.L., Heckert A., Yerger D.B., College choice and the university brand: Exploring the consumer decision framework, High. Educ, 71, pp. 489-503, (2016); Brown R.M., Mazzarol T.W., The importance of institutional image to student satisfaction and loyalty within higher education, High. Educ, 58, pp. 81-95, (2009); Pinar M., Trapp P., Girard T., Boyt T., Utilizing the brand ecosystem framework in designing branding strategies for higher education, Int. J. Educ. Manag, 25, pp. 724-739, (2011); MacMillan K., Money K., Downing S., Hillenbrand C., Reputation in relationships: Measuring experiences, emotions and behaviors, Corp. Reput. Rev, 8, pp. 214-232, (2005); Bush V., Ferrell O.C., Thomas J.L., Marketing the business school: An exploratory investigation, J. Mark. Educ, 20, pp. 16-23, (1998); Panda S., Pandey S., Bennett A., Tian X., University brand image as competitive advantage: A two-country study, Int. J. Educ. Manag, 33, pp. 234-251, (2018); Batra R., Ahuvia A., Bagozzi R.P., Brand love, J. Mark, 76, pp. 1-16, (2012); Tran M.A., Nguyen B., Melewar T.C., Bodoh J., Exploring the corporate image formation process, Qual. Mark. Res, 18, pp. 86-114, (2015); Sevier R.A., Image is everything: Strategies for measuring, changing and maintaining your institution’s image, Coll. Univ, 69, pp. 60-75, (1994); Berger K.A., Wallingford H.P., Developing advertising and promotion strategies for higher education, J. Mark. High. Educ, 7, pp. 61-72, (1996); Lawlor J., Brand identity, Case Curr, 24, pp. 16-23, (1998); Gatfield T., Braker B., Graham P., Measuring communication impact of university advertising materials, Corp. Commun. Int. J, 4, pp. 73-79, (1999); Gray B.J., Fam K.S., Llanes V.A., Branding universities in Asian markets, J. Prod. Brand Manag, 12, pp. 108-120, (2003); Judson K.M., Aurand T.W., Gorchels L., Gordon G.L., Building a university brand from within: University administrators’ perspectives of internal branding, Serv. Mark. Q, 30, pp. 54-68, (2009); Leko Simic M., Oberman Peterka S., Erceg A., Increasing competitiveness in higher business education—The case of INTENSE project, Proceedings of the 49th ESD Conference “Building Resilient Society”, pp. 18-25, (2019); Aristovnik A., Obadic A., Measuring relative efficiency of secondary education in selected EU and OECD countries: The case of Slovenia and Croatia, Technol. Econ. Dev. Econ, 20, pp. 419-433, (2014); Rauschnabel P.A., Krey N., Babin B.J., Ivens B.S., Brand management in higher education: The university brand personality scale, J. Bus. Res, 69, pp. 3077-3086, (2016); Aaker D., Managing the Brand Equity, (2009); Mazzarol T., Critical success factors for international education marketing, Int. J. Educ. Manag, 12, pp. 163-175, (1998); Hemsley-Brown J., Oplatka I., Universities in a competitive marketplace—A systematic review of the literature on higher education marketing, Int. J. Public Sect. Manag, 19, pp. 316-338, (2006); Straub D., Boudreau M.-C., Gefen D., Validation Guidelines for IS positivist research, Commun. Assoc. Inf. Syst, 13, pp. 380-427, (2004); Bulotaite N., University Heritage—An Institutional Tool for Branding and Marketing, High. Educ. Eur, 28, pp. 449-454, (2003); Maringe F., Gibbs P., Marketing Higher Education, Theory and Practice, (2009); Yoo B., Donthu N., Lee S., An examination of selected marketing mix elements and brand equity, J. Acad. Mark. Sci, 28, pp. 195-211, (2000); Aaker D., Measuring brand equity across products and markets, Calif. Manag. Rev, 38, pp. 102-120, (1996); Roskosa A., Stukalina Y., Investigating Students’ Perceptions of their University’s Brand, Rural Environ. Educ. Pers, 13, pp. 123-133, (2020); Mourad M., Ennew C., Kortam W., Brand equity in higher education, Mark. Intell. Plan, 29, pp. 403-420, (2011); Roskosa A., Stukalina Y., Marketing in Higher Education in the Agenda of Increasing International Enrolment, Rural. Environment. Education. Personal, 12, pp. 119-125, (2019); Waeraas A., Solbakk M.N., Defining the essence of a university: Lessons from higher education branding, High. Educ, 57, pp. 449-462, (2009); Martin M.C., Moriuchi E., Smith R.M., The importance of university traditions and rituals in building alumni brand communities and loyalty, Acad. Mark. Stud. J, 19, pp. 107-118, (2015)","M. Leko Šimić; Faculty of Economics, Josip Juraj Strossmayer University of Osijek, Osijek, 31000, Croatia; email: lekom@efos.hr","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85114194484"
"Jonbekova D.; Kim T.; Kerimkulova S.; Ruby A.; Sparks J.","Jonbekova, Dilrabo (57204241253); Kim, Tatyana (57222608028); Kerimkulova, Sulushash (57194236108); Ruby, Alan (9733356300); Sparks, Jason (56406106800)","57204241253; 57222608028; 57194236108; 9733356300; 56406106800","Employment of international education graduates: Issues of economy and resistance to change","2021","Higher Education Quarterly","75","4","","618","633","15","9","10.1111/hequ.12321","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103401987&doi=10.1111%2fhequ.12321&partnerID=40&md5=1b83489e05e9770424315b8e9811db75","Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan; Graduate School of Education, University of Pennsylvania, Philadelphia, PA, United States","Jonbekova D., Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan; Kim T., Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan; Kerimkulova S., Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan; Ruby A., Graduate School of Education, University of Pennsylvania, Philadelphia, PA, United States; Sparks J., Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan","The use of international scholarship programmes is part of a long-standing approach to human capital development in many developing and middle-income countries that finance studies at universities abroad and locally. Yet, many scholarship alumni struggle to thrive in their home country and encounter numerous difficulties in their transition to the job market. This paper examines the employment experiences of Kazakhstan's government scholarship alumni in science, technology, engineering and mathematics fields and identifies the challenges they encounter navigating the labour market. Our analysis of 45 interviews demonstrated that although alumni hold a positional advantage in the job market and many succeed, there are also many alumni whose employability and career success are impeded by an intersection of socioeconomic and cultural factors, intergenerational clashes and scholarship programme regulations. The implications for scholarship programmes and government policy goals are discussed. © 2021 The Authors. Higher Education Quarterly published by John Wiley & Sons Ltd.","Central Asia; employability; international education; international scholarship programmes; Kazakhstan","","","","","","Nazarbayev University, NU, (240919FD3930)","Funding text 1: This research was funded by Nazarbayev University, Faculty Development Grant. The number of the grant award is 240919FD3930 This article summarises a portion of findings from the authors' research project entitled ‘Giving back to one's country following a government scholarship: comparing in-country and expatriate graduates contribution to socioeconomic development in Kazakhstan' funded by Nazarbayev University. The authors thank group members Zakir Jumakulov, Yevgeniya Serkova, Diana Akhmet, Nadezhda Ponamaryova and Zhanar Mazbulova for their contribution to the study. The authors also thank the editors and anonymous reviewers for their comments on previous drafts.; Funding text 2: This research was funded by Nazarbayev University, Faculty Development Grant. The number of the grant award is 240919FD3930 ","Abdullayeva D., (2019); Abeuova D., Muratbekova-Touron M., Global talent management: Shaping the careers of internationally educated talents in developing markets, Thunderbird International Business Review, 61, 6, pp. 843-856, (2019); Abimbola S., Amazan R., Vizintin P., Howie L., Cumming R., Negin J., Australian higher education scholarships as tools for international development and diplomacy in Africa, Australian Journal of International Affairs, 70, 2, pp. 105-120, (2016); Amazan R., Negin J., Howie L., Wood J., From extraction to knowledge reproduction: The impact of Australia's development awards on Uganda and Mozambique, International Education Journal: Comparative Perspectives, 15, 1, pp. 45-65, (2016); (2020); Becker G., Human capital: A theoretical and empirical analysis, with special reference to education, (1994); Bizhanova A., (2020); Cai Y., International graduates from Finland: Do they satisfy the needs of Finnish employers abroad?, Journal of Research in International Education, 11, 1, pp. 19-31, (2012); Campbell A.C., How international scholarship recipients perceive their contributions to the development of their home countries: Findings from a comparative study of Georgia and Moldova, International Journal of Educational Development, 55, pp. 56-62, (2017); Creswell J.W., Research design: Qualitative, quantitative and mixed methods approaches, (2014); Darimbet N., (2020); Dubova M., (2020); Ehrmantraut L., Pinger P., Stans R., The expected (signaling) value of higher education, (2020); (2018); Fereday J., Muir-Cochrane E., Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development, International Journal of Qualitative Methods, 5, 1, pp. 80-92, (2006); Franken M., Langi N.T.K., Branson C., The reintegration of Tongan postgraduate scholars after study abroad: Knowledge utilisation and restitution, Asia Pacific Education Review, 17, 4, pp. 691-702, (2016); Gill S., The homecoming: An investigation into the effect that studying overseas had on Chinese postgraduates' life and work on their return to China, Compare: A Journal of Comparative and International Education, 40, 3, pp. 359-376, (2010); Guo C., Porschitz E., Alves J., Exploring career agency during self-initiated repatriation: A study of Chinese sea turtles, Career Development International, 18, pp. 34-55, (2013); Hao J., Welch A., A tale of sea turtles: Job-seeking experiences of hai gui (high-skilled returnees) in China, Higher Education Policy, 25, 2, pp. 243-260, (2012); Hao J., Wen W., Welch A., When sojourners return: Employment opportunities and challenges facing high-skilled Chinese returnees, Asian and Pacific Migration Journal, 25, 1, pp. 22-40, (2016); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Ivanov R., (2018); Jonbekova D., The diploma disease in Central Asia: Students' views about purpose of university education in Kazakhstan and Tajikistan, Studies in Higher Education, 45, 6, pp. 1183-1196, (2020); Jumabayeva Z., Academic mobility and the labor market, NUGSE Research in Education, 1, 1, pp. 8-14, (2016); Kossenov A., (2016); Kurganskaya V., (2016); Kuzhabekova A., Almukhambetova A., Women's progression through the leadership pipeline in the universities of Kazakhstan and Kyrgyzstan, Compare: A Journal of Comparative and International Education, 51, 1, pp. 99-117, (2019); Kuzhabekova A., Janenova S., Almukhambetova A., Analyzing the experiences of female leaders in civil service in Kazakhstan: Trapped between economic pressure to earn and traditional family role expectations, International Journal of Public Administration, 41, 15, pp. 1290-1301, (2017); Mun N., (2017); Mussapirova A., (2019); Nachatar Singh J.K., Challenges in obtaining employment in China: Lived experiences of Australian Chinese graduates, Australian Journal of Career Development, 29, 3, pp. 153-163, (2020); Reforming Kazakhstan: Progress, challenges and opportunities, (2017); Patrinos H.A., Psacharopoulos G., Returns to education in developing countries, The Economics of Education, pp. 53-64, (2020); Pavlenko D., (2016); Perna L.W., Orosz K., Jumakulov Z., Understanding the human capital benefits of a government-funded international scholarship program: An exploration of Kazakhstan's Bolashak program, International Journal of Educational Development, 40, pp. 85-97, (2015); Pham T., Reconceptualising employability of returnees: What really matters and strategic navigating approaches, Higher Education, (2020); Pham T., Tomlinson M., Thompson C., Forms of capital and agency as mediations in negotiating employability of international graduate migrants, Globalisation, Societies and Education, 117, 3, pp. 394-405, (2019); Preimanis A., Shanshiashvili N., Kazakhstan diagnostic paper: Assessing progress and challenges in developing sustainable market economy, (2017); Ramazanov O., (2018); Smakova A., (2020); Spence M., Job market signaling, Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Temirov A., (2019); Trotsenko P., (2018); Vervekin A., (2017); Vykhodchenko L., (2015); Wiers-Jenssen J., Does higher education attained abroad lead to international jobs?, Journal of Studies in International Education, 12, 2, pp. 101-130, (2007); Wu S., Zhou S., Huang M., Chen W., Employment prospects of graduates from Sino-foreign cooperative universities in China, Journal of Studies in International Education, pp. 1-23, (2020); (2020)","D. Jonbekova; Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan; email: dilrabo.jonbekova@nu.edu.kz","","John Wiley and Sons Inc","","","","","","09515224","","","","English","Higer Educ. Q.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85103401987"
"Shreenath A.; Manjunath S.","Shreenath, A. (57226489208); Manjunath, S. (57226502980)","57226489208; 57226502980","Impact of learning virtual reality on enhancing employability of indian engineering graduates","2021","Purushartha","13","2","","52","62","10","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111761523&partnerID=40&md5=7d8c8d807cd45445ecdee0f5948e513c","CMR University, Bengaluru, India","Shreenath A., CMR University, Bengaluru, India; Manjunath S., CMR University, Bengaluru, India","Rapid proliferation of technology during the last two decades has resulted in major changes in the nature of work. Further, the networking and automation of processes in the era of Industry 4.0 have necessitated the deployment of machines to perform routine and repetitive tasks which were earlier being handled by humans. Process automation and computerization have not only resulted in the loss of various jobs, but have also created new jobs which are technology-oriented and require relevant skills. This change in the job scenario has placed a great stress on the engineering students at undergraduate level to learn new skills in order to ensure their employability. Apart from learning contemporary technologies, the students need to possess non-cognitive skills, which will help them to deliver the demands posed by the current job challenges. The paper studies the impact of learning one such technology – Virtual Reality, on enhancing the employability of undergraduate engineering students in India. A model is proposed in the study and is substantiated through analysis of primary data collected from undergraduate engineering students in India. © 2021, School of Management Sciences. All rights reserved.","Contemporary Technologies; Employability; Industry 4.0; Learning; Virtual Reality","","","","","","","","Anderson L.W., Krathwohl D., (2001); Blom A., Saeki H., Employability and Skill Set of Newly Graduated Engineers in India, (2011); Bloom B., (1956); Couch J.D., Towne J., Rewiring education: How technology can unlock every student's potential, Ben Bella Books, (2018); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Heilig M.L., U.S. Patent No. 3,050,870, (1962); Hill R.B., Petty G.C., A new look at selected employability skills: A factor analysis of the occupational work ethic, Journal of Vocational Education Research, 20, 4, pp. 59-73, (1995); Report I.S., Wheebox, India Accessed At, (2014); Report I.S., Wheebox, India Accessed At, (2018); Report I.S., Wheebox, India Accessed At, (2020); Isdale J., What is virtual reality? A web-based introduction, I N F O R M a T I O N O N, (1998); Mazuryk T., Gervautz M., Virtual reality-history, applications, Technology and Future, (1996); Moy J., The impact of generic competencies on workplace performance: Review of research, National Centre for Vocational Education Research, (1999); Wheebox, India Accessed At, (2011); Onyesolu M.O., Eze F.U., Understanding virtual reality technology: Advances and applications. Adv. Comput. Sci. Eng, 53-70. Paranto, S. R., & Kelkar, M. (2000). Employer satisfaction with job skills of business college graduates and its impact on hiring behavior, Journal of Marketing for Higher Education, 9, 3, pp. 73-89, (2011); Sarkar S., (2019). Employability Of Engineering Graduates In India: A Challenge Needs To Address, Business World Education, (2019); Sekaran U., Research Methods for Business: A skill building approach, Wiley India, (2009); K.M. (2018). 94% of engineering graduates are not fit for hiring, The Economic Times – E-Paper, (2018); Storen L.A., Aamodt P.O., The quality of higher education and employability of graduates, Quality in Higher Education, 16, 3, pp. 297-313, (2010); Sutherland I.E., The ultimate display, Proceedings of the IFIP Congress, (1965); Sutherland I.E., A head-mounted three dimensional display, Proceedings of the December 9-11, 1968, Fall Joint Computer Conference, Part, 1, pp. 757-764, (1968); Zeltzer D., Autonomy, interaction, and presence, Presence: Teleoperators& Virtual Environments, 1, 1, pp. 127-132, (1992)","A. Shreenath; CMR University, Bengaluru, India; email: shreenath_5@yahoo.co.in","","School of Management Sciences","","","","","","0975024X","","","","English","Purushartha","Article","Final","","Scopus","2-s2.0-85111761523"
"Cheng G.H.-L.; Chan D.K.-S.; Au W.T.","Cheng, Grand H.-L. (36838338900); Chan, Darius K.-S. (24766372300); Au, Wing Tung (7202383104)","36838338900; 24766372300; 7202383104","Profiles of Employability and their Career and Psychological Implications among Unemployed Youth","2021","Applied Research in Quality of Life","16","5","","2205","2219","14","7","10.1007/s11482-020-09869-4","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092189097&doi=10.1007%2fs11482-020-09869-4&partnerID=40&md5=32bda4437e5711bb5932fe8529578dd3","School of Arts and Social Sciences, The Open University of Hong Kong, Hong Kong; Public and Social Policy Research Centre, The Open University of Hong Kong, Hong Kong; Department of Psychology, The Chinese University of Hong Kong, Hong Kong","Cheng G.H.-L., School of Arts and Social Sciences, The Open University of Hong Kong, Hong Kong, Public and Social Policy Research Centre, The Open University of Hong Kong, Hong Kong; Chan D.K.-S., Department of Psychology, The Chinese University of Hong Kong, Hong Kong; Au W.T., Department of Psychology, The Chinese University of Hong Kong, Hong Kong","Employability may play an important role in the job seeking behavior and well-being among unemployed youth. To date, the literature has tended to study the indicators of employability individually, without considering the intertwinement among them. The present research (N = 447 unemployed youth [16 to 24 years] in Hong Kong) addressed this gap. We adopted latent profile analysis to examine eight employability indicators (proactivity, boundaryless mindset, identity awareness, career self-efficacy, education level, work experience, networking, and social support). Four employability profiles were identified: high employability, moderate employability, low social support, and low adaptability – career identity. These profiles differed in job search intensity and psychological health. Mediation analysis revealed that the impact of employability profiles was channeled through perceived upward mobility. Our latent profile approach has captured the reality of employability and thus provided a valid picture of its impact among unemployed youth. The observed mediating effect of perceived upward mobility illustrates what employability means in social identity terms. This study has contributed to the understanding of unemployed youth’s quality of life. © 2020, The International Society for Quality-of-Life Studies (ISQOLS) and Springer Nature B.V.","Employability; Job search intensity; Latent profile analysis; Perceived upward mobility; Psychological health; Youth unemployment","","","","","","Research Grants Council, University Grants Committee, RGC, UGC; General Research Fund of Shanghai Normal University, (440713)","This study was funded by the Hong Kong Research Grants Council under General Research Fund (grant number: 440713). ","Berlin K.S., Williams N.A., Parra G.R., An introduction to latent variable mixture modeling (part 1): Overview and cross-sectional latent class and latent profile analyses, Journal of Pediatric Psychology, 39, 2, pp. 174-187, (2014); Briscoe J.P., Hall D.T., DeMuth R.L.F., Protean and boundaryless careers: An empirical exploration, Journal of Vocational Behavior, 69, pp. 30-47, (2006); Chen D.J.Q., Lim V.K.G., Strength in adversity: The influence of psychological capital on job search, Journal of Organizational Behavior, 33, 6, pp. 811-839, (2012); Cheng G.H.-L., Chan D.K.-S., Who suffers more from job insecurity? A meta-analytic review, Applied Psychology: An International Review, 57, 2, pp. 272-303, (2008); Cheng G.H.-L., Chan D.K.-S., Yeung D.Y., Correlates of acceptance of wealth inequality: A moderated mediation model, Frontiers in Psychology, 10, (2019); Cheung R., Jin Q., Impact of a career exploration course on career decision making, adaptability, and relational support in Hong Kong, Journal of Career Assessment, 24, 3, pp. 481-496, (2016); Cohen J., Statistical power analysis for the behavioral sciences (2ed.), (1988); Collins L.M., Lanza S.T., Latent class and latent transition analysis: With applications in the social behavioral, and health sciences, (2010); De Battisti F., Gilardi S., Guglielmetti C., Siletti E., Perceived employability and reemployment: Do job search strategies and psychological distress matter?, Journal of Occupational and Organizational Psychology, 89, 4, pp. 813-833, (2016); DeVellis R.F., Scale development: theory and applications (4ed.), (2017); Fan W., Cheung F.M., Leong F.T.L., Cheung S.F., Contributions of family factors to career readiness: A cross-cultural comparison, The Career Development Quarterly, 62, 3, pp. 194-209, (2014); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gander F., Hofmann J., Ruch W., From Unemployment to Employment and Back: Professional Trajectories and Well-Being, (2019); George E., Chattopadhyay P., Zhang L.L., Helping hand or competition? 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The role of economic and social identity factors, European Journal of Social Psychology, 38, 5, pp. 866-879, (2008); Kinicki A.J., Latack J.C., Explication of the construct of coping with involuntary job loss, Journal of Vocational Behavior, 36, 3, pp. 339-360, (1990); Koen J., Klehe U.-C., Van Vianen A.E., Employability among the long-term unemployed: A futile quest or worth the effort?, Journal of Vocational Behavior, 82, 1, pp. 37-48, (2013); Kossek E.E., Roberts K., Fisher S., DeMarr B., Career self-management: A quasi-experimental assessment of the effects of a training intervention, Personnel Psychology, 51, 4, pp. 935-962, (1998); Liang J., Ng G.T., Tsui M.-S., Yan M.C., Lam C.M., Youth unemployment: Implications for social work practice, Journal of Social Work, 17, 5, pp. 560-578, (2017); McArdle S., Waters L., Briscoe J.P., Hall D.T., Employability during unemployment: Adaptability, career identity and human and social capital, Journal of Vocational Behavior, 71, 2, pp. 247-264, (2007); McKee-Ryan F., Song Z., Wanberg C.R., Kinicki A.J., Psychological and physical well-being during unemployment: A meta-analytic study, Journal of Applied Psychology, 90, 1, pp. 53-76, (2005); McTier A., McGregor A., Influence of work-welfare cycling and labour market segmentation on employment histories of young long-term unemployed, Work, Employment and Society, 32, 1, pp. 20-37, (2018); Mummendey A., Klink A., Mielke R., Wenzel M., Blanz M., Socio-structural characteristics of intergroup relations and identity management strategies: Results from a field study in East Germany, European Journal of Social Psychology, 29, 2-3, pp. 259-285, (1999); Ngai S.S.-Y., Cheung C.-K., Yuan R., Lin S., Work motivation of unemployed youths: Moderating effects of financial dependence on parents, Children and Youth Services Review, 71, pp. 157-165, (2016); Park N.S., Jang Y., Lee B.S., Ko J.E., Haley W.E., Chiriboga D.A., An empirical typology of social networks and its association with physical and mental health: A study with older Korean immigrants, The Journals of Gerontology, Series B: Psychological Sciences and Social Sciences, 70, 1, pp. 67-76, (2015); Park N.S., Jang Y., Chiriboga D.A., Chung S., Social network types, health, and well-being of older Asian Americans, Aging & Mental Health, 23, 11, pp. 1569-1577, (2019); Paul K.I., Moser K., Unemployment impairs mental health: Meta-analyses, Journal of Vocational Behavior, 74, 3, pp. 264-282, (2009); LCA and LTA modeling FAQ, (2018); Seibert S.E., Crant J.M., Kraimer M.L., Proactive personality and career success, Journal of Applied Psychology, 84, 3, pp. 416-427, (1999); Shek D.T.L., Leung J.T.Y., Adolescent developmental issues in Hong Kong: Phenomena and implications for youth service, Development and evaluation of positive adolescent training through holistic social programs (P.A.T.H.S.), pp. 1-13, (2013); Simona-Moussa J., Ravazzini L., From one recession to another: Longitudinal impacts on the quality of life of vulnerable groups, Social Indicators Research, 142, 3, pp. 1129-1152, (2019); Unemployment rate in the United States from 1990 to 2019., (2020); United States: Youth Unemployment Rate from 1999 to 2019., (2020); Stumpf S.A., Colarelli S.M., Hartman K., Development of the career exploration survey (CES), Journal of Vocational Behavior, 22, pp. 191-226, (1983); Tajfel H., The exit of social mobility and the voice of social change: Notes on the social psychology of intergroup relations, Social Science Information, 14, 2, pp. 101-118, (1975); Tajfel H., Turner J.C., An integrative theory of intergroup conflict, The social psychology of intergroup relations, pp. 33-47, (1979); Tajfel H., Turner J.C., The social identity theory of intergroup behavior, Psychology of intergroup relations, pp. 7-24, (1986); Tamesberger D., Bacher J., NEET youth in Austria: A typology including socio-demography, labour market behaviour and permanence, Journal of Youth Studies, 17, 9, pp. 1239-1259, (2014); Terry D.J., Pelly R.N., Lalonde R.N., Smith J.R., Predictors of cultural adjustment: Intergroup status relations and boundary permeability, Group Processes & Intergroup Relations, 9, 2, pp. 249-264, (2006); van der Vaart L., De Witte H., Van den Broeck A., Rothmann S., A psychosocial typology of the unemployed in South Africa, South Africa Journal of Psychology, 48, 2, pp. 179-192, (2018); Vuori J., Vinokur A.D., Job-search preparedness as a mediator of the effects of the Tyohon job search intervention on re-employment and mental health, Journal of Organizational Behavior, 26, pp. 275-291, (2005); Xie Y., Population heterogeneity and causal inference, Proceedings of the National Academy of Sciences of the United States of America, 110, 16, pp. 6262-6268, (2013); Yucel D., Different types of work-family balance, social support, and job satisfaction: A latent class analysis, (2020)","G.H.-L. Cheng; Public and Social Policy Research Centre, The Open University of Hong Kong, Hong Kong; email: ghlcheng@ouhk.edu.hk; D.K.-S. Chan; Department of Psychology, The Chinese University of Hong Kong, Hong Kong; email: dchan@cuhk.edu.hk","","Springer Science and Business Media B.V.","","","","","","18712584","","","","English","Appl. Res. Qual. Life","Article","Final","","Scopus","2-s2.0-85092189097"
"Kurtzke S.; Setkute J.","Kurtzke, Simone (57258522200); Setkute, Justina (57258287000)","57258522200; 57258287000","Analytics Capability in Marketing Education: A Practice-Informed Model","2021","Journal of Marketing Education","43","3","","298","316","18","15","10.1177/02734753211042404","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114890408&doi=10.1177%2f02734753211042404&partnerID=40&md5=745acc613040dbe48a6690d948eff548","Edinburgh Napier University, Edinburgh, United Kingdom; Technological University Dublin, Dublin, Ireland","Kurtzke S., Edinburgh Napier University, Edinburgh, United Kingdom; Setkute J., Technological University Dublin, Dublin, Ireland","As marketing continues to be transformed by technology and the explosion of big data, academic research has identified a significant need for analytics skills in marketing education. However, it is unclear whether current curriculum approaches to marketing analytics equip students with the skills employers need and prepare them effectively for data-driven marketing roles. This study identifies the knowledge and skills marketing graduates require for analytics practice to bridge the theory-practice gap and increase students’ employability. Our research reveals that a blend of knowledge, soft and technical skills is needed, and that the ability to communicate insights from data to stakeholders is critical. We offer a practice-informed model which demonstrates that conceptual knowledge, technical skills, tools skills and soft skills are required to develop holistic analytics capability for marketing practice. Actionable takeaways for how educators can embed holistic analytics teaching in marketing education are also provided. © The Author(s) 2021.","analytics education; business schools; data analysis skills; digital marketing analytics; marketing education; marketing practice; theory-practice gap","","","","","","","","Adams R.J., Smart P., Huff A.S., Shades of grey: Guidelines for working with the grey literature in systematic reviews for management and organizational studies, International Journal of Management Reviews, 19, 4, pp. 432-454, (2017); Assarroudi A., Heshmati Nabavi F., Armat M.R., Ebadi A., Vaismoradi M., Directed qualitative content analysis: The description and elaboration of its underpinning methods and data analysis process, Journal of Research in Nursing, 23, 1, pp. 42-55, (2018); Glossary: Digital analytics, (2019); Batra R., Keller K.L., Integrating marketing communications: New findings, new lessons, and new ideas, Journal of Marketing, 80, 6, pp. 122-145, (2016); Billore S., The Sandwich model workshop: An innovative integrated teaching approach for theory and practice-based knowledge in marketing, Marketing Education Review, (2021); The quant crunch: How the demand for data science skills is disrupting the job market, (2017); The new foundational skills of the digital economy, (2018); No longer optional: Employer demand for digital skills, (2019); Buttle F., Maklan S., Customer relationship management: Concepts and technologies, (2019); Chaffey D., Patron M., From web analytics to digital marketing optimization: Increasing the commercial value of digital analytics, Journal of Direct, Data and Digital Marketing Practice, 14, 1, pp. 30-45, (2012); Chari S., Whats and whys of digital analytics for your venture, (2012); Cowley S., Humphrey W., Munoz C., Industry Certifications in digital marketing and media education: Examination of perceptions and use among educators, Journal of Marketing Education, 43, 2, pp. 189-203, (2021); Creswell J.W., Qualitative inquiry and research design: Choosing among five approaches, (2013); Crittenden V., Crittenden W., Digital and social media marketing in business education: Implications for the marketing curriculum, Journal of Marketing Education, 37, 2, pp. 71-75, (2015); Crittenden V., Peterson R.A., Digital disruption: The transdisciplinary future of marketing education, Journal of Marketing Education, 41, 1, pp. 3-4, (2019); Data and marketing: Attracting the next generation, (2019); Delen D., Zolbanin H.M., The analytics paradigm in business research, Journal of Business Research, 90, pp. 186-195, (2018); Di Gregorio A., Maggioni I., Mauri C., Mazzucchelli A., Employability skills for future marketing professionals, European Management Journal, 37, 3, pp. 251-258, (2019); Digital analytics competency framework study, (2014); Duffy K., Ney J., Exploring the divides among students, educators, and practitioners in the use of digital media as a pedagogical tool, Journal of Marketing Education, 37, 2, pp. 104-113, (2015); Elo S., Kyngas H., The qualitative content analysis process, Journal of Advanced Nursing, 62, 1, pp. 107-115, (2008); Finch D.J., Nadeau J., O'Reilly N., The future of marketing education: A practitioner’s perspective, Journal of Marketing Education, 35, 1, pp. 54-67, (2013); The state of skills: Digital marketing 2018, (2018); The state of skills: Marketing 2020, (2020); Gilbert S., Information literacy skills in the workplace: Examining early career advertising professionals, Journal of Business & Finance Librarianship, 22, 2, pp. 111-134, (2017); Godin K., Stapleton J., Kirkpatrick S.I., Hanning R.M., Leatherdale S.T., Applying systematic review search methods to the grey literature: A case study examining guidelines for school-based breakfast programs in Canada, Systematic Reviews, 4, 1, pp. 1-10, (2015); Gupta S., Leszkiewicz A., Kumar V., Bijmolt T., Potapov D., Digital analytics: Modeling for insights and new methods, Journal of Interactive Marketing, 51, pp. 26-43, (2020); Hanssens D.M., Pauwels K.H., Demonstrating the value of marketing, Journal of Marketing, 80, 6, pp. 173-190, (2016); Harrigan P., Hulbert B., How can marketing academics serve marketing practice? 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Identifying and remedying gaps between employer needs, accreditor prescriptions, and undergraduate curricular priorities, Industry and Higher Education, 33, 6, pp. 362-369, (2019); Rohm A.J., Stefl M., Saint Clair J., Time for a marketing curriculum overhaul: Developing a digital-first approach, Journal of Marketing Education, 41, 1, pp. 47-59, (2019); Rohm A.J., Stefl M., Ward N., Future proof and real-world ready: The role of live project-based learning in students’ skill development, Journal of Marketing Education, 43, 2, pp. 204-215, (2021); Royle J., Laing A., The digital marketing skills gap: Developing a digital marketer model for the communication industries, International Journal of Information Management, 34, 2, pp. 65-73, (2014); Schlee R.P., Harich K.R., Knowledge and skill requirements for marketing jobs in the 21st century, Journal of Marketing Education, 32, 3, pp. 341-352, (2010); Schlee R.P., Karns G.L., Job requirements for marketing graduates: Are there differences in the knowledge, skills, and personal attributes needed for different salary levels?, Journal of Marketing Education, 39, 2, pp. 69-81, (2017); Snyder H., Literature review as a research methodology: An overview and guidelines, Journal of Business Research, 104, pp. 333-339, (2019); Spencer D., Riddle M., Knewstubb B., Curriculum mapping to embed graduate capabilities, Higher Education Research & Development, 31, 2, pp. 217-231, (2012); Spiller L., Tuten T., Assessing the pedagogical value of branded digital marketing certification programs, Journal of Marketing Education, 41, 2, pp. 77-90, (2019); Staton M.G., Improving student job placement and assessment through the use of digital marketing certification programs, Marketing Education Review, 26, 1, pp. 20-24, (2016); Stephenson J., The concept of capability and its importance in higher education, Capability & quality in higher education, pp. 1-13, (1998); Digital analytics: Why it’s important for your business growth, (2019); Veeck A., Hoger B., Tools for monitoring social media: A marketing research project, Marketing Education Review, 24, 1, pp. 37-72, (2014); Vriens M., Brokaw S., Rademaker D., Verhulst R., The marketing research curriculum: Closing the practitioner–academic gaps, International Journal of Market Research, 61, 5, pp. 492-501, (2019); Walker K.L., Moran N., Consumer information for data-driven decision making: Teaching socially responsible use of data, Journal of Marketing Education, 41, 2, pp. 109-126, (2019); Wang W.Y.C., Wang Y., Analytics in the era of big data: The digital transformations and value creation in industrial marketing, Industrial Marketing Management, 86, pp. 12-15, (2020); Weathers D., Aragon O., Integrating analytics into marketing curricula: Challenges and effective practices for developing six critical competencies, Marketing Education Review, 29, 4, pp. 266-282, (2019); Wedel M., Kannan P.K., Marketing analytics for data-rich environments, Journal of Marketing, 80, 6, pp. 97-121, (2016); Wellman N., The employability attributes required of new marketing graduates, Marketing Intelligence & Planning, 28, 7, pp. 908-930, (2010); Wilson E.J., McCabe C., Smith R.S., Curriculum innovation for marketing analytics, Marketing Education Review, 28, 1, pp. 52-66, (2018); Marketing analytics: Success through analysis, (2019); Wymbs C., Digital marketing: The time for a new “academic major” has arrived, Journal of Marketing Education, 33, 1, pp. 93-106, (2011); Wymbs C., Managing the innovation process: Infusing data analytics into the undergraduate business curriculum (lessons learned and next steps), Journal of Information Systems Education, 27, 1, pp. 61-74, (2016); Ye C., Van Os J., Chapman D., Jacobson D., An online project-based competency education approach to marketing education, Journal of Marketing Education, 39, 3, pp. 162-175, (2017)","S. Kurtzke; Edinburgh Napier University, Edinburgh, United Kingdom; email: s.kurtzke@napier.ac.uk","","SAGE Publications Inc.","","","","","","02734753","","","","English","J. Mark. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85114890408"
"Ayodele T.O.; Adegoke O.J.; Kajimo-Shakantu K.; Olaoye O.","Ayodele, Timothy Oluwafemi (56736433500); Adegoke, Oluseyi Joshua (56205138900); Kajimo-Shakantu, Kahilu (12766501200); Olaoye, Olaitan (57219895989)","56736433500; 56205138900; 12766501200; 57219895989","Factors influencing real estate graduates soft skill gap in Nigeria","2021","Property Management","39","5","","581","599","18","6","10.1108/PM-08-2020-0051","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106238966&doi=10.1108%2fPM-08-2020-0051&partnerID=40&md5=f6a96399fcd96de19edeae1b5561ddd5","Department of Estate Management, Faculty of Environmental Design and Management, Obafemi Awolowo University, Ile-Ife, Nigeria; Department of Quantity Surveying and Construction Management, University of the Free State, Bloemfontein, South Africa; Department of Estate Management, Obafemi Awolowo University, Ile-Ife, Nigeria; Quantity Surveying and Construction Management, University of the Free State, Bloemfontein, South Africa","Ayodele T.O., Department of Estate Management, Faculty of Environmental Design and Management, Obafemi Awolowo University, Ile-Ife, Nigeria, Department of Quantity Surveying and Construction Management, University of the Free State, Bloemfontein, South Africa; Adegoke O.J., Department of Estate Management, Obafemi Awolowo University, Ile-Ife, Nigeria; Kajimo-Shakantu K., Quantity Surveying and Construction Management, University of the Free State, Bloemfontein, South Africa; Olaoye O., Department of Estate Management, Faculty of Environmental Design and Management, Obafemi Awolowo University, Ile-Ife, Nigeria","Purpose: The purpose of this study is to evaluate the soft skill gap of graduate employees, as well as the factors influencing the skill gaps of real estate graduates in the employment of real estate firms in Nigeria. Design/methodology/approach: Primary data were employed for the study. Close-ended questionnaire served on real estate employers in the two major property markets of Nigeria: Lagos and Abuja. From a total of 343 questionnaires administered, 172 (59.7%) questionnaires were retrieved. While data from the graduate employees were obtained via a web-based survey sent out to a total of 558 graduates, 119 (21.33%) responses were received. Descriptive and inferential statistical techniques were employed in the data analysis. Findings: The findings showed that employers had high expectations for soft skillsets relating to responsibility, administrative, listening and communication skills. These have respective mean scores of 6.38, 6.33, 6.31 and 6.31 on a seven point scale. However, the results revealed significant skill gaps with skills such as logical thinking, business negotiation, responsibility and marketing. Further, the analysis revealed that factors influencing the skill gap, in decreasing order of influence, are training/professional mentors/remuneration, personal preferences/industry characteristics and curriculum/faculties. Practical implications: Real estate graduate soft skills are investigated to uncover areas of emphasis and skill gaps. These outcomes could serve as important feedbacks for stakeholders towards improving real estate teaching and curriculum. The findings could also assist real estate graduates to know employers areas of emphasis in relation to graduate employability skills. Originality/value: Extant studies have reiterated and evaluated the soft skills gaps based on the perceptions of employers, faculties and institutions of higher learning. However, there is the need to investigate the perception of graduate employees, being the recipient and major stakeholders in the training process. © 2021, Emerald Publishing Limited.","Employability skills; Employees; Real estate; Self-perception; Skill expectation; Soft skills","","","","","","","","Adnan Y.M., Daud M.N., Alias A., Razali M.N., Importance of soft skills for graduates in the real estate programmes in Malaysia, Journal of Surveying, Construction and Property, 3, 2, pp. 1-13, (2017); Adrian M., Determining the skills gap for new hires in management: student perceptions vs employer expectations, International Journal for Innovation Education and Research, 5, 6, pp. 139-147, (2017); Archer W., Davison J., Graduate Employability: What Do Employers Think and Want?, (2008); Ayedun C.A., Ojelade O.K., Durodola D.O., Oni A.S., An examination of graduates of Estate management employers' skill expectations and Real estate education in Nigeria, The Estate Surveyor and Valuer, 40, 2, pp. 14-26, (2017); Ayodele T.O., Oladokun T.T., Oladokun S.O., Factors influencing real estate students' academic performance in an emerging economy, Property Management, 35, 5, pp. 472-489, (2017); Ayodele T.O., Oladokun T.T., Kajimo-Shakantu K., Employability skills of real estate graduates in Nigeria: a skill gap analysis, Journal of Facilities Management, 18, 3, pp. 297-323, (2020); Bano Y., Vasantha S., Review on employability skill gap, International Journal of Research in Social Sciences, 9, 2, pp. 438-452, (2019); Bowden J., Hart G., King B., Trigwell K., Watts O., Generic Capabilities of ATN University Graduates, (2000); Boyd T., Stakeholder impact on property education programs, Proceedings of the 11th Pacific Rim Real Estate Conference, (2005); Bryson J.R., Daniels P.W., Warf B., Service Worlds: People, Organisations, Technologies, (2004); Callanan J., McCarthy I., Property education in New Zealand: industry requirements and student perceptions, Journal of Real Estate Practice and Education, 6, 1, pp. 23-32, (2003); Connor H., Brown R., Value of Graduates: Employers' Perspective, (2009); Connor H., Forbes P., Docherty D., Talent Fishing: What Businesses Want from Postgraduates, (2010); Cotton K., Developing Employability Skills, (2001); Devaney S., Roberts D., Who gets the jobs? Factors influencing the employability of property and construction graduates in the UK, Journal of Construction Management and Economics, 30, 3, pp. 233-246, (2012); Dunbar K., Laing G., Wynder M., A content analysis of accounting job advertisements: skill requirements for graduates, E-Journal of Business Education and Scholarship of Teaching, 10, 1, pp. 58-72, (2016); Epley D.R., New ranking of decision making subject areas for corporate real estate executives, Journal of Real Estate Research, 26, 1, pp. 43-69, (2004); Flack D., Evolution of soft skills, (2016); Fry J.P., Whitmore P.G., What are soft skills?, Paper Presented at the CONARC Soft Skills Conference, Sponsored by the US Continental Army Command, (1972); Galuppo L.A., Worzala E., A study into the important elements of a Master's degree in real estate, Journal of Real Estate Practice and Education, 7, 1, pp. 25-42, (2004); Garavan T.N., Carbery R., Rock A., Nilsson S., Ellstrom P.E., Employability and talent management: challenges for HRD practices, European Journal of Training and Development, 36, 1, pp. 26-45, (2012); Gibler K.M., Black R.T., Agency risks in outsourcing corporate real estate functions, Journal of Real Estate Research, 26, 2, pp. 137-160, (2004); Gibler K.M., Black R.T., Moon K.P., Time, place, space, technology and corporate real estate strategy, Journal of Real Estate Literature, 24, 3, pp. 235-262, (2002); Hogan R., Chamorro-Premuzic T., Kaiser R.B., Employability and career success: bridging the gap between theory and reality, Industrial and Organizational Psychology, 6, 1, pp. 3-16, (2013); Hurrell S.A., Rethinking the soft skills deficit blame game: employers, skills withdrawal and the reporting of soft skills gaps, Human Relations, 69, 3, pp. 605-628, (2016); Jackson D., Chapman E., Non-technical skill gaps in Australian business graduates, Education Training, 54, 2-3, pp. 95-113, (2012); Khaouja I., Mezzour G., Kathleen M.C., Kassou I., Building a soft skill taxonomy from job openings, Journals of Social Network Analysis and Mining, 9, 43, (2019); Lipman L.H., Ryberg R., Carney R., Moore K.A., Workforce Connections: Key ‘Soft Skills’ that Foster Youth Workforce Success: Toward a Consensus across Fields, pp. 1-57, (2015); Manning C., Epley D., Do real estate faculties teach the skills and competencies needed by corporate real estate executives?, Journal of Real Estate Practice and Education, 9, 1, pp. 37-59, (2006); Muzio E., Fisher D.J., Thomas E.R., Peters V., Soft skills quantification (SSQ) Foi project manager competencies, Project Management Journal, 38, 2, pp. 30-38, (2007); Nusrat M., Sultana N., Soft skills for sustainable employment of business graduates of Bangladesh, Higher Education, Skills and Work-based Learning, 9, 3, pp. 264-278, (2019); Oladokun S.O., Gbadegesin J.T., Adequacy of core knowledge and soft skills in the performance of professional employees of real estate firms in Nigeria, Property Management, 35, 2, pp. 132-149, (2017); Oladokun T.T., Olaleye A., Bridging skill gap in real estate education in Nigeria, Pacific Rim Property Research Journal, 24, 1, pp. 17-34, (2017); Oladokun T.T., An evaluation of the training needs of Nigerian estate surveyors for corporate real estate management practice, Property Management, 30, 1, pp. 86-100, (2012); Pazil A.H.M., Razak R.C., Perspectives of asian employers on graduates' soft skills: a systematic review, Universal Journal of Educational Research, 7, 11, pp. 2397-2405, (2019); Pindar A., The top ten skills that will get you a job when you graduate, (2013); Poon J., Real estate graduates' employability skills: the perspective of human resource managers of surveying firms, Property Management, 30, 5, pp. 416-434, (2012); Poon J., Do real estate courses sufficiently develop graduates' employability skills? Perspectives from multiple stakeholders, Education + Training, 56, 6, pp. 562-581, (2014); Rao M.S., Enhancing employability in engineering and management students through soft skills, Industrial and Commercial Training, 46, 1, pp. 42-48, (2014); Robinson J.P., What are employability skills?, The Workplace, 1, 3, pp. 1-3, (2000); Salleh K.M., Subhi N.I., Sulaiman N.L., Latif A.A., Generic skills of technical undergraduates and industrial employers' perceptions in Malaysia, International Journal of Applied Business and Economic Research, 14, 14, pp. 907-919, (2016); Singh G.K.G., Singh S.K.G., Malaysian graduates’ employability skills, UNITAR eJournal, 4, 1, pp. 15-45, (2008); Stewart C., Wall A., Marciniec S., Mixed signals: do college graduates have the soft skills that employers want?, Competition Forum, 4, 2, pp. 276-281, (2016); Tavakol M., Dennick R., Making sense of Cronbach's alpha, International Journal of Medical Education, 2, 2, pp. 53-55, (2011); Tsirkas K., Chytiri A.P., Bouranta N., The gap in soft skills perceptions: a dyadic analysis, Education + Training, 62, 4, pp. 357-377, (2020); Weinstein M., Worzala E., Graduate real estate programs: an analysis of the past and present and trends for the future, Journal of Real Estate Literature, 16, 3, pp. 387-413, (2008); Yu S., Liu C., Langston C., Exploring inter-sectoral linkages between real estate and construction, The International Journal of Construction Management, 8, 1, pp. 73-83, (2008)","T.O. Ayodele; Department of Estate Management, Faculty of Environmental Design and Management, Obafemi Awolowo University, Ile-Ife, Nigeria; email: ayodele.t.oluwafemi@gmail.com","","Emerald Group Holdings Ltd.","","","","","","02637472","","","","English","Prop. Manage.","Article","Final","","Scopus","2-s2.0-85106238966"
"Ayentimi D.T.; Hinson R.E.; Burgess J.","Ayentimi, Desmond Tutu (57191928026); Hinson, Robert Ebo (55232992300); Burgess, John (7201650676)","57191928026; 55232992300; 7201650676","Cultivating social capital: an exploratory analysis of business postgraduates in Ghana","2021","Education and Training","63","9","","1225","1241","16","1","10.1108/ET-11-2020-0357","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111148069&doi=10.1108%2fET-11-2020-0357&partnerID=40&md5=6aaffd607ea2fe86e7b5f7600beae52b","University of Tasmania, Hobart, Australia; University of Ghana, Accra, Ghana; Torrens University Australia, Adelaide, Australia; Northwest University School of Business, Potchefstroom, South Africa","Ayentimi D.T., University of Tasmania, Hobart, Australia; Hinson R.E., University of Ghana, Accra, Ghana, Northwest University School of Business, Potchefstroom, South Africa; Burgess J., Torrens University Australia, Adelaide, Australia","Purpose: This paper, grounded on social capital and social networking theory, examines how postgraduate students in Ghana cultivate and utilise social resources towards career development. Design/methodology/approach: Following a qualitative study design, the authors recruited and conducted interviews with postgraduate student-workers undertaking a two-year Master of Science in International Business. Findings: There was an active engagement and consciously pre-plan mobilisation of social resources and utilisation of social resources among the postgraduates. Despite the diverse processes of social capital development identified, four important key themes emerged underpinning social capital mobilisation and utilisation: (1) the recognition of the importance of social capital acquisition, (2) the strong link between social capital and individual successes in employment and business opportunities, (3) the importance of the utilisation of social resources for emotional support and (4) the use of social capital to reinforce the individual social identity and recognition of an individual's worth. Practical implications: The authors offer a theoretical and practical contribution with a frame of understanding by demonstrating that there is more to social capital than economic gain. Social implications: Unlike the findings from prior research in Africa, the strong institutional and cultural conditions did not constrain the key force of education and employability as drivers in attainment and social positioning. This is an interesting and positive finding from the research, especially in terms of the importance of providing educational opportunities to overcome institutional and cultural barriers to workforce participation and career development. Originality/value: Social networks contribute to career success, and while the participants used social networks that reinforced ethnic and religious bonds, there is the opportunity to develop networks through other identity processes, especially education. Formal education imparts more than formal skills and qualifications. It provides the opportunity to access networks that transcend personal identity such as ethnicity and to get support for career development. © 2021, Emerald Publishing Limited.","Ghana; Higher education; Qualitative methods; Social capital; Social networking","","","","","","","","Alvareza E.C., Romani J.R., Measuring social capital: further insights, Gaceta Sanitaria, 31, 1, pp. 57-61, (2017); Anderson V., Criteria for evaluating qualitative research, Human Resource Development Quarterly, 28, 2, pp. 125-133, (2017); Ayentimi D.T., Burgess J., Brown K., HRM development in post-colonial societies - the challenges of developing and applying modern HRM practices in Ghana, International Journal of Cross Cultural Management, 18, 2, pp. 125-147, (2018); Ayentimi D.T., Burgess J., Dayaram K., Macro institutional conditions in Ghana and the challenges to HRM program development and implementation, Thunderbird International Business Review, 61, pp. 143-156, (2019); Bandelj N., Relational work and economic sociology, Politics and Society, 40, 2, pp. 175-120, (2012); Batistic S., Tymon A., Networking behaviour, graduate employability: a social capital perspective, Education + Training, 59, 4, pp. 374-388, (2017); Bourdieu P., The forms of capital, Handbook of Theory and Research for the Sociology of Education, pp. 241-258, (1986); Bridge S., Exploring the nature of social capital to facilitate its inclusion in enterprise education, Education + Training, 56, 8-9, pp. 839-851, (2014); Castelli L., Carraro L., Striving for difference: on the spontaneous preference for ingroup members who maximize ingroup positive distinctiveness, European Journal of Social Psychology, 40, 6, pp. 881-890, (2010); Chan M., Digital communications and psychological well-being across the life span: examining the intervening roles of social capital and civic engagement, Telematics and Informatics, 35, pp. 1744-1754, (2018); Chen H.T., Li X., The contribution of mobile social media to social capital and psychological well-being: examining the role of communicative use, friending and self-disclosure, Computers in Human Behavior, 75, pp. 958-965, (2017); Chen H.L., Hsu W.T., Chang C.Y., Independent directors' human and social capital, firm internationalization and performance implications: an integrated agency-resource dependence view, International Business Review, 25, pp. 859-871, (2016); Chuluun T., Prevost A., Puthenpurackal J., Board ties and the cost of corporate debt, Financial Management, 43, 3, pp. 533-568, (2014); Coleman J.S., Social capital in the creation of human capital, American Journal of Sociology, 94, pp. S95-S120, (1988); Creed P.A., Gagliardi R.E., Career compromise, career distress, and perceptions of employability: the moderating roles of social capital and core self-evaluations, Journal of Career Assessment, 23, 1, pp. 20-34, (2015); Dai W., Mao Z., Zhao X., Mattila A.S., How does social capital influence the hospitality firm's financial performance? The moderating role of entrepreneurial activities, International Journal of Hospitality Management, 51, pp. 42-55, (2015); Dhakal S., Prikshat V., Nankervis A., Burgess J., An introduction to the transition from graduation to work: challenges and strategies in the Asia Pacific and beyond, The Transition from Graduation to Work: Challenges and Strategies in the Asia Pacific and Beyond, pp. 3-14, (2020); Fearon C., Nachmias S., McLaughlin H., Jackson S., Personal values, social capital, and higher education student career decidedness: a new ‘protean’-informed model, Studies in Higher Education, 43, 2, pp. 269-291, (2018); Friedman R.A., Krackhardt D., Social capital and career mobility: a structural theory of lower returns to education for asian employees, Journal of Applied Behavioral Science, 33, 3, pp. 316-334, (1997); Gericke D., Burmeister A., Lowe J., Deller J., Pundt L., How do refugees use their social capital for successful labor market integration? 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Investigating time banking use and social capital development, Computers in Human Behavior, 81, pp. 274-281, (2018); Zelizer V.A., How I became a relational economic sociologist and what does that mean?, Politics and Society, 40, 2, pp. 145-174, (2012); Zhang S., Anderson S.G., Zhan M., The differentiated impact of bridging and bonding social capital on economic well-being: an individual level perspective, The Journal of Sociology and Social Welfare, 38, 1, pp. 119-142, (2011); Creswell J., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, (2009); Ferris G.R., Liden R.C., Munyon T.P., Summers J.K., Basik K.J., Buckley M.R., Relationships at work: toward a multidimensional conceptualization of dyadic work relationships, Journal of Management, 35, 6, pp. 1379-1403, (2009); Pena-Lopez J.A., Sanchez-Santos J.M., Individual social capital: accessibility and mobilization of resources embedded in social networks, Social Networks, 49, pp. 1-11, (2017); Yan Y., Guan J.C., Social capital, exploitative and exploratory innovations: the mediating roles of ego-network dynamics, Technological Forecasting and Social Change, 126, pp. 244-258, (2018)","D.T. Ayentimi; University of Tasmania, Hobart, Australia; email: desmond.ayentimi@utas.edu.au","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85111148069"
"Vooijs M.; van Kesteren N.M.C.; Hazelzet A.M.; Otten W.","Vooijs, Marloes (56526665100); van Kesteren, Nicole M. C. (8846189300); Hazelzet, Astrid M. (45561207700); Otten, Wilma (7004465776)","56526665100; 8846189300; 45561207700; 7004465776","Shared decision making from reintegration professionals’ perspectives to support return to work: a qualitative study","2021","BMC Public Health","21","1","325","","","","1","10.1186/s12889-021-10365-z","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100827011&doi=10.1186%2fs12889-021-10365-z&partnerID=40&md5=b104675b110b3439962ab31f27ea3a91","Netherlands Organisation for Applied Scientific Research TNO, Sustainable Productivity and Employability, Leiden, Netherlands","Vooijs M., Netherlands Organisation for Applied Scientific Research TNO, Sustainable Productivity and Employability, Leiden, Netherlands; van Kesteren N.M.C., Netherlands Organisation for Applied Scientific Research TNO, Sustainable Productivity and Employability, Leiden, Netherlands; Hazelzet A.M., Netherlands Organisation for Applied Scientific Research TNO, Sustainable Productivity and Employability, Leiden, Netherlands; Otten W., Netherlands Organisation for Applied Scientific Research TNO, Sustainable Productivity and Employability, Leiden, Netherlands","Background: Work participation is an important determinant of public health; being unemployed leads to a decrease in an individual’s health. In the Netherlands, people with a work disability can apply for disability benefits, in which people also receive support to return to work (RTW). A method, currently used in the medical sector, that can include both the perspective of the reintegration professional and of the individual in the process of RTW, is shared decision making (SDM). In this article we explore to what extent reintegration professionals currently use SDM, and to what extent they prefer to use SDM in their ideal interaction with clients. Methods: We performed semi-structured interviews with fourteen reintegration professionals from four different municipalities. The transcripts were coded according to content analysis, applying open and axial coding. Results: Reintegration professionals emphasised the importance of having a good relationship with clients, of building trust and collaborating as a team. They did not inform their clients that they could be part of the decision-making process, or discussed a shared goal. Although professionals did emphasise the importance of aligning their approach with the preferences of the client and though they tried to offer some choice options, they did not mention available options, discussed the pros and cons of these options or evaluated decisions with their clients. Furthermore, they did not mention any of these aspects in their ideal interaction with clients. Conclusions: SDM has a potential value, because all professionals underline the importance of having an alliance with clients, collaborating as a team, and striving to align their approach with the preferences of the client. However, professionals currently perform a limited set of SDM steps. Additional knowledge and skills are needed for both reintegration professionals and municipalities so that professionals can consider and reflect on the value of using SDM, or SDM steps, in supporting RTW. Providing clients with knowledge and skills seems necessary to facilitate both self-management and SDM. © 2021, The Author(s).","Autonomy; Employability; Employment; Evidence based; Patient participation; Return to work; Shared decision making","Decision Making; Decision Making, Shared; Humans; Netherlands; Patient Participation; Qualitative Research; Return to Work; decision making; human; Netherlands; patient participation; qualitative research; return to work","","","","","","","De arbeidsmarkt in cijfers 2017, (2018); Hooftman W.E., Mars G.M.J., Janssen B., de Vroome E.M.M., Janssen B.J.M., Ramaekers M.M.M.J., van Den Bossche S.N.J., Nationale enquête Arbeidsomstandigheden 2017, (2018); Sickness, disability, and work: Breaking the barriers, (2010); Arbeidsdeelname; arbeidsgehandicapten 2015–2017, (2018); VN-verdrag handicap in Nederland, (2017); Vooijs M., Leensen M.C.J., Hoving J.L., Wind H., Frings-Dresen M.H.W., Value of work for employees with a chronic disease, Occup Med, 68, 1, pp. 26-31, (2018); Saunders S.L., Nedelec B., What work means to people with work disability: a scoping review, J Occup Rehabil, 24, 1, pp. 100-110, (2014); Wadell G., Burton A.K., Is work good for your health and well-being?, (2006); Reducing income inequality while boosting economic growth: can it be done?, (2012); Decentralisatie Van Overheidstaken Naar Gemeenten.; Noordzij G., Motivating and Counseling the Unemployed: Thesis Rotterdam Erasmus University, (2013); Blonk RWB R.W.B., We zijn nog maar net begonnen. Rede Tilburg University, Blonk RWB. We only just have started. Oration Tilburg University. 2018, (2018); Hazelzet A.M., Otten W., Methodisch werken: waarom wel, waarom niet? Onderzoek naar factoren die methodisch werken van klantmanagers bij sociale diensten bevorderen. TNO, (2017); Overall rapportage sociaal domein 2015: Rondom de transitie, (2016); Otten W., Vooijs I.M., van Kesteren N., Boermans S.M.N., Hazelzet A.M., (2019); Faber M., Harmsen M., Van der Burg S., van der Weijden T., Gezamenlijke besluitvorming & zelfmanagement: Een literatuuronderzoek naar de effectiviteit en naar voorwaarden voor succes, (2013); Vooijs M., Leensen M.C.J., Hoving J.L., Wind H., Frings-Dresen M.H.W., Perspectives of people with a chronic disease on participating in work: a focus group study, J Occup Rehabil, 27, 4, pp. 593-600, (2017); Elwyn G., Durand M.A., Song J., Aarts J., Barr P.J., Berger Z., Cochran N., Frosch D., Galasinski D., Gulbrandsen P., Han P.K.J., Harter M., Kinnersley P., Lloyd A., Mishra M., Perestelo-Perez L., Scholl I., Tomori K., Trevena L., Witteman H.O., van Der Weijden T., A three-talk model for shared decision making: Multistage consultation process, BMJ, 359, (2017); Montori V.M., Brito J.P., Murad M.H., The optimal practice of evidence-based medicine: incorporating patient preferences in practice guidelines, JAMA., 310, 23, pp. 2503-2504, (2013); Tong A., Sainsbury P., Craig J., Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups, Int J Qual Health Care, 19, 6, pp. 349-357, (2007); Remler D.K., Gregg G., Ryzin V., Research methods in practice: strategies for description and causation, (2015); Boeije H., Analysis in qualitative research, (2010); de Winter P., Between the lines: a sociological study of law in social security enforcement, Thesis Rijksuniversiteit Groningen, (2019); Deci E.L., Ryan R.M., Self-determination theory. In van Lange PAM, Kruglanski AW, Higgins ET. Handbook of theories of social psychology, (2012); Marshall T., Goldberg R.W., Braude L., Dougherty R.H., Daniels A.S., Ghose S.S., George P., Delphin-Rittmon M.E., Supported employment: assessing the evidence, Psychiatr Serv, 65, pp. 16-23, (2014); Frost H., Campbell P., Maxwell M., O'Carroll R.E., Dombrowski S.U., Williams B., Cheyne H., Coles E., Pollock A., Effectiveness of Motivational Interviewing on adult behaviour change in health and social care settings: A systematic review of reviews, PLoS One, 13, (2018); Blonk R.W.B., van Twuijver M.A., van De Ven H.A., Hazelzet A.M., Quickscan Wetenschappelijke Literatuur Gemeentelijke Uitvoeringspraktijk., (2015); Stacey D., Legare F., Lewis K., Barry M.J., Bennett C.L., Eden K.B., Holmes-Rover M., Llewellyn-Thomas H., Lyddiatt A., Thomson R., Trevena L., Decision aids for people, Issue 4. No.:CD001431, (2017); Stalmeier P.F., van Tol-Geerdink J.J., van Lin E.N., Schimmel E.C., Huizenga H., van Daal W.A.J., Et al., Doctors’ and patients’ preferences for particpation and treatment in curative prostate cancer radiotherapy, Jo Clin Oncol, 25, pp. 3096-3100, (2007); Ter Haaft G., van Veenendaal H., Versnellen van gedeelde besluitvorming in Nederland. Opmaat naar een onderzoeks−/innovatieprogramma Samen Beslissen, (2016); Stiggelbout A.M., Pieterse A.H., de Haes J.C.J.M., Shared decision making: Concepts, evidence, and practice, Patient Educ Couns, 98, 10, pp. 1172-1179, (2015); Van der Weijden T., van Bodegom-Vos L., Stiggelbout A., Implementatie van Samen Beslissen. Overzicht van knelpunten en implementatiestrategieën. Notitie ten behoeve van het NFU-consortium Kwaliteit van Zorg, (2015); van Veenendaal H., Stalmeier P., van Den Broek I., Baas-Thijssen M., Drenthen T., Hilders C., Kiezen En Delen: Gedeelde Besluitvorming Als Pijler Voor Goede Zorg. Kwaliteit in Zorg, 3, pp. 4-6, (2013); Hendriks A., Jansen M.W.J., Gubbels J.S., de Vries N.K., Paulussen T., Kremers S.P.J., Proposing a conceptual framework for integrated local public health policy, applied to childhood obesity – The Behaviour Change Ball, Implement Sc, 18, 8, (2013)","M. Vooijs; Netherlands Organisation for Applied Scientific Research TNO, Sustainable Productivity and Employability, Leiden, Netherlands; email: marloes.vooijs@tno.nl","","BioMed Central Ltd","","","","","","14712458","","","33563251","English","BMC Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85100827011"
"Banasik E.; Jubb C.","Banasik, Ewa (36650178400); Jubb, Christine (17345709700)","36650178400; 17345709700","Are Accounting Programs Future-ready? Employability Skills","2021","Australian Accounting Review","31","3","","256","267","11","9","10.1111/auar.12337","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107976590&doi=10.1111%2fauar.12337&partnerID=40&md5=723cff5543744cc98eff23cd6ea353dd","Swinburne Business School, Swinburne University of Technology, Melbourne, Australia","Banasik E., Swinburne Business School, Swinburne University of Technology, Melbourne, Australia; Jubb C., Swinburne Business School, Swinburne University of Technology, Melbourne, Australia","The first aim of this paper is to ascertain the extent to which Master-level accounting units across Australian universities incorporate five specific employability skills: digital technology and intellectual, communication, teamwork and leadership and management skills. The accounting profession considers these skills as the skills required of accountants in the foreseeable future. Using the International Education Standards as a benchmark, we review unit outlines and synopses to identify whether these employability skills are reflected in unit learning outcomes and graduate attributes. Our research indicates that too often not evident in the documents examined are exposures to 1) digital technology and accounting software and systems, 2) assessment of oral presentation capability, 3) training that fosters teamwork skills before completion of assessable team tasks and 4) situations that model and develop leadership and management skills. The second aim of this paper is to offer recommendations for the inclusion of these skills into curricula. Based on the literature and best practices identified in this study, we formulate 13 recommendations that we feel, if implemented, would remedy the issues uncovered and improve the integration of these skills into all accounting programs. © 2021 CPA Australia","","","","","","","","","Professional Accountants – The Future: Drivers of Change and Future Skills’, (2016); Future Ready: Accountancy Careers in the 2020s, (2020); Australian Qualifications Framework', (2020); Barrie S.C., Understanding What We Mean By the Generic Attributes of Graduates, Higher Education, 51, pp. 215-241, (2006); Bayerlein L., Timpson M., Do Accredited Undergraduate Accounting Programmes in Australia Meet the Needs and Expectations of the Accounting Profession?, Education + Training, 59, 3, pp. 305-322, (2017); Bloch J., Brewer P.C., Stout D.E., Responding to the Leadership Needs of the Accounting Profession: A Module for Developing a Leadership Mindset in Accounting Students, Issues in Accounting Education, 27, 2, pp. 525-554, (2012); Bowden J., Hart G., King B., Trigwell K., Watts O., Generic Capabilities of ATN University Graduates, (2000); Professional Accreditation Guidelines Australia and New Zealand, (2020); Dane F.C., Research Methods, (1990); De Lange P., Watty K., Accounting Education at a Crossroad in 2010 and Challenges Facing Accounting Education in Australia, Accounting Education: An International Journal, 20, 6, pp. 625-630, (2011); DiGabriele G.A., The Expectation Differences Among Stakeholders in the Financial Valuation Fitness of Auditors, Journal of Applied Accounting Research, 17, 1, pp. 43-60, (2016); Drake J., Adding Value to Audit Education Through ‘Living’ Cases, Accounting Education: An International Journal, 20, 2, pp. 203-222, (2011); Dzuranina C.A., Jonesb J.R., Olverac R.M., Infusing Data Analytics into the Accounting Curriculum: A Framework and Insights from Faculty, The Journal of Accounting Education, 42, pp. 24-39, (2018); Evans E., Cable D., Evidence of Improvement in Accounting Students’ Communication Skills, International Journal of Educational Management, 25, 4, pp. 311-327, (2011); Future-proof Your Finance Capabilities, (2017); Giapponi C.C., Building Negotiation and Leadership Skills in Management Students, Organization Management Journal, 10, 3, (2013); Gueldenzoph Snyder L., Snyder M.J., Teaching Critical Thinking and Problem Solving Skills, Delta Pi Epsilon Journal, 50, pp. 90-99, (2008); Holsti O.R., Content Analysis for the Social Sciences and Humanities, (1969); Huff P.L., The Goal Project: A Group Assignment to Encourage Creative Thinking, Leadership Abilities and Communication Skills, Accounting Education: An International Journal, 23, 6, pp. 582-594, (2014); Handbook of International Education Pronouncements 2019 Edition’, (2019); ‘Australia’, (2018); Who We Are, (2020); IMA Management Accounting Competency Framework, (2019); Kerby D., Romine J., Develop Oral Presentation Skills Through Accounting Curriculum Design and Course-embedded Assessment, Journal of Education for Business, 85, 3, pp. 172-179, (2009); Krathwohl D.R., A Revision of Bloom's Taxonomy: An Overview, Theory Into Practice, 41, 4, pp. 212-218, (2002); Krippendorff K., Content Analysis: An Introduction to Its Methodology, (2004); O'Connell B., Carnegie G.D., Carter A.J., De Lange P., Hancock P., Helliar C., Watty K., Shaping the Future of Accounting in Business Education in Australia’, CPAA, Melbourne, Australia, (2015); Riebe L., Girardi A., Whitsed C., Teaching Teamwork in Australian University Business Disciplines: Evidence from a Systematic Literature Review, Issues in Educational Research, 27, 1, pp. 134-150, (2017); Riebe L., Roepen D., Santarelli B., Marchioro G., Teamwork: Effectively Teaching an Employability Skill, Education + Training, 52, 6-7, pp. 528-539, (2010); Schiopoiu A.B., Mihai M., Mihai L., The Leadership Behaviour of the Accounting Students: A Dilemma for Higher Education, International Journal of Organizational Leadership, 5, 4, pp. 299-306, (2016)","C. Jubb; Swinburne Business School, Swinburne University of Technology, Melbourne, Australia; email: cjubb@swin.edu.au","","John Wiley and Sons Inc","","","","","","10356908","","","","English","Aust. Account. Rev.","Article","Final","","Scopus","2-s2.0-85107976590"
"Kinnane P.; Kennedy N.; Quinton A.","Kinnane, Paula (57926808600); Kennedy, Narelle (57033735800); Quinton, Ann (19638981600)","57926808600; 57033735800; 19638981600","Work readiness attributes: Comparative views of clinical supervisors and final year sonography students","2021","Sonography","8","3","","82","89","7","2","10.1002/sono.12274","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85147462149&doi=10.1002%2fsono.12274&partnerID=40&md5=7abeee1002a7983480b95085f9c2afc0","Medical Sonography School of Health, Medical and Applied Science, Central Queensland University, Brisbane, QLD, Australia; Discipline of Obstetrics, Gynaecology and Neonatology, Sydney Medical School Nepean, University of Sydney, Nepean Hospital, Penrith, NSW, Australia; Medical Sonography School of Health, Medical and Applied Science, Central Queensland University, Sydney, NSW, Australia; University of Sydney, Nepean Hospital, Penrith, NSW, Australia","Kinnane P., Medical Sonography School of Health, Medical and Applied Science, Central Queensland University, Brisbane, QLD, Australia; Kennedy N., Discipline of Obstetrics, Gynaecology and Neonatology, Sydney Medical School Nepean, University of Sydney, Nepean Hospital, Penrith, NSW, Australia; Quinton A., Medical Sonography School of Health, Medical and Applied Science, Central Queensland University, Sydney, NSW, Australia, University of Sydney, Nepean Hospital, Penrith, NSW, Australia","Introduction: Graduate sonographers possess the necessary knowledge and practical skills for employment, but personal characteristics and behavioural skills can also affect employability prospects. There is a lack of research regarding important characteristic traits of graduate sonographers. This research aims to determine what personal, interpersonal, and professional attributes clinical supervisors think are important and compare these answers to final year student sonographers. Methods: An online questionnaire was designed and provided to clinical supervisors and final year sonography students from a single institution. Their anonymous responses were recorded, analysed, and compared. Results: Reponses were obtained from 65 clinical supervisors and 39 final year students. There was a statistically significant difference in 10 of the 18 attributes, and these mainly trended from the personal characteristics and organisational acumen categories. Student results rated ‘works as a team’, ‘technical knowledge’, and ‘communication with a range of people’ to be of the highest importance whilst clinical supervisors felt ‘communication with a range of people’, ‘seeks support’, ‘technical knowledge’, and ‘clinical reasoning’ were vital for new graduates. Both groups agreed ‘communication with a range of people’ and ‘seeks support’ were important skills. Conclusion: This research demonstrates both supervisors' and graduates' views of necessary work-related traits for new sonography graduates. Overall, both groups had similar views regarding social intelligence and work competence attributes but diverged when it came to personal and organisational acumen categories. Education could be incorporated into the sonography student curriculum to ensure future students are aware of characteristics that might enhance their job prospects and career performance. © 2021 Australasian Sonographers Association","clinical supervisors; graduate attributes; postgraduates; sonographer; students; work readiness","article; career; clinical reasoning; controlled study; curriculum; human; human experiment; intelligence; postgraduate student; questionnaire; skill; sonographer","","","","","","","Jackson D., Student perceptions of the development of work readiness in Australian undergraduate programs, J Coll Std Dev, 60, 2, pp. 219-239, (2019); Cavanagh J., Burston M., Southcombe A., Bartram T., Contributing to a graduate-centred understanding of work readiness: an exploratory study of Australian undergraduate students' perceptions of their employability, Int J Manage Educ, 13, 3, pp. 278-288, (2015); Stringfield S., Stone J.R., The labor market imperative for CTE: changes and challenges for the 21st century, Peabody J Educ, 92, 2, pp. 166-179, (2017); O'Brien M., Troy K., Kirkpatrick J., The allied health work readiness study: identifying personal characteristics signalling work readiness in allied health students, Int J Allied Health Sci Pract, 18, 1, (2020); Schull D.N., Morton J.M., Coleman G.T., Mills P.C., Final-year student and employer views of essential personal, interpersonal and professional attributes for new veterinary science graduates, Aust Vet J, 90, 3, pp. 100-104, (2012); Peral S.L., Geldenhuys M., The indirect relationship between personality and performance through job crafting behaviour, SA J Ind Psych, 46, 1, pp. 1-12, (2020); Brooks-Dowsett J., Dealing with the Australian workforce shortage through education innovation. 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A scoping review”, Nurse Educ Today, 67, (2018); Joint guidelines for reducing injuries to all ultrasound users, (2020); Anastakis D.J., Hamstra S.J., Matsumoto E.D., Visual-spatial abilities in surgical training, Am J Surg, 179, pp. 469-471, (2000); Rui M., Lee J.E., Vauthey J.-N., Conrad C., Enhancing surgical performance by adopting expert musicians' practice and performance strategies, Surg Radiol Anat, 163, 4, pp. 894-900, (2018); Lord T.R., Enhancing learning in the life sciences through spatial perception, Innov High Educ, 15, pp. 5-16, (1990); Tomlinson J., Using clinical supervision to improve the quality and safety of patient care: a response to Berwick and Francis, BMC Med Educ, 15, pp. 1-8, (2015)","P. Kinnane; Medical Sonography School of Health, Medical and Applied Science, Central Queensland University, Brisbane, Australia; email: p.kinnane@cqu.edu.au","","John Wiley and Sons Inc","","","","","","22028323","","","","English","Sonogr.","Article","Final","","Scopus","2-s2.0-85147462149"
"Bouwma-Gearhart J.; Lenhart C.; Carter R.; Mundorff K.; Cho H.; Knoch J.","Bouwma-Gearhart, Jana (16068252500); Lenhart, Cindy (57214444513); Carter, Rich (7402935978); Mundorff, Karl (57189202763); Cho, Holly (57223024991); Knoch, Jessica (57226192584)","16068252500; 57214444513; 7402935978; 57189202763; 57223024991; 57226192584","Inclusively recognizing faculty innovation and entrepreneurship impact within promotion and tenure considerations","2021","Journal of Open Innovation: Technology, Market, and Complexity","7","3","182","","","","5","10.3390/joitmc7030182","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112446555&doi=10.3390%2fjoitmc7030182&partnerID=40&md5=196fdf0adf284d2d1381eaaf7bc3d7ce","College of Education, Oregon State University, Corvallis, 97331, OR, United States; Department of Chemistry & Research Office, Oregon State University, Corvallis, 97331, OR, United States; Research Office, Oregon State University, Corvallis, 97331, OR, United States; STEM Research Center, Oregon State University, Corvallis, 97331, OR, United States","Bouwma-Gearhart J., College of Education, Oregon State University, Corvallis, 97331, OR, United States; Lenhart C., College of Education, Oregon State University, Corvallis, 97331, OR, United States; Carter R., Department of Chemistry & Research Office, Oregon State University, Corvallis, 97331, OR, United States; Mundorff K., Research Office, Oregon State University, Corvallis, 97331, OR, United States; Cho H., STEM Research Center, Oregon State University, Corvallis, 97331, OR, United States; Knoch J., College of Education, Oregon State University, Corvallis, 97331, OR, United States","Academic research has led to a plethora of innovations and entrepreneurial resources (I&E), allowing for enhancements to the greater good. Institutions of higher education have recognized the value of faculty (and student) I&E in mission statements and strategic plans, including developing students’ skills, thinking, and employability. Yet commensurate promotion and tenure processes and policies are not a certainty. We describe (1) mapping the unknown terrain of factors relevant to the evaluation of tenure-line faculty members’ I&E in United States promotion considerations, and related training for students via a survey of 99 diverse institutions, and (2) recommendations that inform an alliance of 67+ US institutions pursuing best practices for recognizing faculty I&E impact through reward structures. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Entrepreneurship; Faculty innovation; Higher education; Promotion; Tenure","","","","","","National Science Foundation, NSF, (CNS-1936073); Oregon State University, OSU","Funding text 1: Still, much of this past research has largely concerned one type of faculty I&E activity, that being the legal “transfer” of developed technology to another entity (e.g., a business or (non)governmental organization). We know less about how other types of faculty I&E are considered in P&T, including faculty members’ work with students, or under-serviced communities, both which may initially result in a reduced volume of products often assessed as P&T metrics [18]. Even when upper administration champions it, institutional reviewers may view such work as less worthy faculty output [5]. And there may be disagreement regarding what faculty I&E should “count as”—teaching, research, service, broader impact, or other faculty work category [5,18,36,57]. This research, coupled with complaints of faculty attempting I&E, have led to national efforts to better support faculty I&E. These include the National Science Foundation’s (NSF) I-Corps program, funding a consortium of institutions to better prepare current and future faculty to engage in activities focused on the broader impacts of research. This includes providing experiential entrepreneurship education to faculty and other structures to reduce the time and risk associated with translating promising ideas and technologies from the laboratory to the marketplace. However, these programs notably target projects and institutions already funded by NSF.; Funding text 2: Funding: This study was funded by the National Science Foundation (NSF) grant # CNS-1936073 and Oregon State University. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.","Clark J.H.C., Murri K., Nijhawan V., Blackwell C.T., Overton D., Ingram S., The Innovation Impact of U.S. Universities: Ranking and Policy Conclusions, (2020); Mintz S., Why Higher Education Will Change|Inside Higher Ed, (2010); O'Meara K., Inside the panopticon: Studying academic reward systems, Higher Education: Handbook of Theory and Research, 26, (2011); Park T., Do Faculty Members Get What They Deserve?: A Review of the Literature Surrounding the Determinants of Salary, Promotion and Tenure, J. Profr, 6, pp. 28-47, (2011); O'Meara K., Eatman T., Petersen S., Advancing engaged scholarship in promotion and tenure: A roadmap and call for reform, Lib. 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Educ, 18, (2019); Dinwoodie D.L., Criswell C., Tallman R., Wilburn P., Petrie N., Quinn L., McGuire J., Campbell M., McEvoy L., Transformational Change: An Ecosystem Approach, (2014); Carter R., Mundorff K., Risien J., Bouwma-Gearhart J., Bratsch-Prince D., Brown S., Campbell A., Hartman J., Hasemann C., Hollenbeck P., Et al., Inclusive recognition of innovation & entrepreneurship impact, Science, (2021)","J. Bouwma-Gearhart; College of Education, Oregon State University, Corvallis, 97331, United States; email: Jana.Bouwma-Gearhart@oregonstate.edu","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","21998531","","","","English","J. Open Innov.: Technol. Mark. Complex.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85112446555"
"Pichené-Houard A.; Paysant J.; Claudon L.; Paris N.; Michel B.; Jacquot A.; Martinet N.; Sirveaux F.; Wild P.","Pichené-Houard, Anne (57215504408); Paysant, Jean (7004312546); Claudon, Laurent (56617387500); Paris, Nicolas (57262295300); Michel, Blaise (57261860900); Jacquot, Adrien (55941369400); Martinet, Noël (7003400093); Sirveaux, François (6602354609); Wild, Pascal (7102744037)","57215504408; 7004312546; 56617387500; 57262295300; 57261860900; 55941369400; 7003400093; 6602354609; 7102744037","Predictive factors for the duration until return to work after surgery for work-related rotator cuff syndrome: A prospective study of 92 workers","2021","American Journal of Industrial Medicine","64","12","","1028","1039","11","5","10.1002/ajim.23293","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115062295&doi=10.1002%2fajim.23293&partnerID=40&md5=2ff0c548848cd956320fc8b3e40c7747","Institut National de Recherche et de Sécurité (INRS), Vandoeuvre-lès-Nancy, Cedex, France; Institut Régional de Réadaptation, Centre Louis Pierquin, UGECAM du Nord-Est, Nancy, France; Ortholor, Maxéville, France; Clinique Louis Pasteur, Service de chirurgie orthopédique, Essey-lès- Nancy, France; Centre Chirurgical Emile Gallé, Centre Hospitalier Régional Universitaire de Nancy, Nancy, France","Pichené-Houard A., Institut National de Recherche et de Sécurité (INRS), Vandoeuvre-lès-Nancy, Cedex, France; Paysant J., Institut Régional de Réadaptation, Centre Louis Pierquin, UGECAM du Nord-Est, Nancy, France; Claudon L., Institut National de Recherche et de Sécurité (INRS), Vandoeuvre-lès-Nancy, Cedex, France; Paris N., Ortholor, Maxéville, France; Michel B., Clinique Louis Pasteur, Service de chirurgie orthopédique, Essey-lès- Nancy, France; Jacquot A., Clinique Louis Pasteur, Service de chirurgie orthopédique, Essey-lès- Nancy, France, Centre Chirurgical Emile Gallé, Centre Hospitalier Régional Universitaire de Nancy, Nancy, France; Martinet N., Institut Régional de Réadaptation, Centre Louis Pierquin, UGECAM du Nord-Est, Nancy, France; Sirveaux F., Centre Chirurgical Emile Gallé, Centre Hospitalier Régional Universitaire de Nancy, Nancy, France; Wild P., Institut National de Recherche et de Sécurité (INRS), Vandoeuvre-lès-Nancy, Cedex, France","Background: Return to work (RTW) after surgery for a work-related rotator cuff disorder (WRRCD) is often difficult. The study's purpose was to identify preoperative factors predicting RTW. Methods: Ninety-two workers with a WRRCD were identified by four surgeons. Before surgery, the workers completed a series of standardized questionnaires related to working conditions, health, and health beliefs. They were followed up prospectively for 20 months. Statistical analysis was based on single and multiple-factor Cox models of the duration of absence from the time of surgery until RTW. Results: The median age at inclusion was 49 years (27–62), with 52 women included (57%). Sixty-one subjects (66%) were employed in highly physically demanding jobs. Forty-two (46%) stayed at work until their surgery, whereas preoperative sick leave exceeded 100 days in 20 subjects (21%). Twenty months after surgery, 14 were still not back at work. For the other participants, the mean duration until RTW was 225 days (SD 156). In the fully adjusted model, variables that were significantly predictive of the duration until RTW were: work physical demand levels, preoperative sick leave, the number of body parts causing pain or discomfort in the last 12 months, self-assessed 2-year workability, and the Readiness for RTW (RRTW) Scale. Conclusions: Several physical, psychological, and work-related factors, easily recorded, can be identified preoperatively. They may be predictive of delayed return, loss of employment, or employability as a result of shoulder surgery. © 2021 Wiley Periodicals LLC","duration until return to work; prognostic factors; rotator cuff repair; rotator cuff syndrome; surgery","Employment; Female; Humans; Prospective Studies; Return to Work; Rotator Cuff; Sick Leave; employment; female; human; medical leave; prospective study; return to work; rotator cuff","","","","","Institut National de la Santé et de la Recherche Médicale, Inserm; Institut National de Recherche et de Sécurité, INRS","Funding text 1: The authors thank B. Adam, A. Aublet‐Cuvelier, S. Balandras, C. Caël, S. Engel, C. Gaudez, H. Kwiatek, C. Lechaudel, F. Moureau, A. Parent, O. Remy, G. Reno. The authors also thank A. Leclerc (INSERM, France) and P. Mairiaux (University of Liège, Belgium) for their precious advices during this study. Grant sponsor: the research was supported by INRS. Grant number: none. ; Funding text 2: The authors thank B. Adam, A. Aublet-Cuvelier, S. Balandras, C. Ca?l, S. Engel, C. Gaudez, H. Kwiatek, C. Lechaudel, F. Moureau, A. Parent, O. Remy, G. Reno. The authors also thank A. Leclerc (INSERM, France) and P. Mairiaux (University of Li?ge, Belgium) for their precious advices during this study. Grant sponsor: the research was supported by INRS. Grant number: none.","van Rijn R.M., Huisstede B.M., Koes B.W., Burdorf A., Associations between work-related factors and specific disorders of the shoulder—a systematic review of the literature, Scand J Work Environ Health, 36, 3, pp. 189-201, (2010); Carton M., Santin G., Leclerc A., Et al., Prevalence of musculoskeletal disorders and occupational biomechanical factors: preliminary estimates from the french constances cohort, BEH, 35-36, pp. 630-639, (2016); Bodin J., Ha C., Chastang J.F., Et al., Comparison of risk factors for shoulder pain and rotator cuff syndrome in the working population, Am J Ind Med, 55, 7, pp. 605-615, (2012); Luime J.J., Koes B.W., Hendriksen I.J., Et al., Prevalence and incidence of shoulder pain in the general population; a systematic review, Scand J Rheumatol, 33, 2, pp. 73-81, (2004); Miranda H., Punnett L., Viikari-Juntura E., Heliovaara M., Knekt P., Physical work and chronic shoulder disorder. Results of a prospective population-based study, Ann Rheum Dis, 67, 2, pp. 218-223, (2008); Bodin J., Ha C., Petit A., Et al., Natural course of rotator cuff syndrome in a French working population, Am J Ind Med, 57, 6, pp. 683-694, (2014); Nove-Josserand L., Liotard J.P., Godeneche A., Et al., Occupational outcome after surgery in patients with a rotator cuff tear due to a work-related injury or occupational disease. A series of 262 cases, Orthop Traumatol Surg Res, 97, 4, pp. 361-366, (2011); Collin P., Abdullah A., Kherad O., Gain S., Denard P.J., Ladermann A., Prospective evaluation of clinical and radiologic factors predicting return to activity within 6 months after arthroscopic rotator cuff repair, J Shoulder Elbow Surg, 24, 3, pp. 439-445, (2015); Creton M., Devenir socioprofessionnel des patients de moins de 45 ans opérés d'une rupture de la coiffe des rotateurs, identification des facteurs prédictifs de retour au travail: à propos de 53 cas. Thèse de doctorat en médecine, Université Henri Poincaré-Nancy, 1, (2009); Siren M., Viikari-Juntura E., Arokoski J., Solovieva S., Work participation and working life expectancy after a disabling shoulder lesion, Occup Environ Med, 76, 6, pp. 363-369, (2019); Bonde J.P., Mikkelsen S., Andersen J.H., Et al., Prognosis of shoulder tendonitis in repetitive work: a follow up study in a cohort of Danish industrial and service workers, Occup Environ Med, 60, 9, (2003); Kuijpers T., van der Windt D.A., van der Heijden G.J., Bouter L.M., Systematic review of prognostic cohort studies on shoulder disorders, Pain, 109, 3, pp. 420-431, (2004); Desmeules F., Braen C., Lamontagne M., Dionne C.E., Roy J.S., Determinants and predictors of absenteeism and return-to-work in workers with shoulder disorders, Work (Reading, Mass.), 55, 1, pp. 101-113, (2016); Okunribido O., Wynn T., Ageing and Work-Related Musculosketal Disorders. A Review of the Recent Literature, (2010); von Knoch M., Enders D., Schlothauer N.I., Klinger H.M., Pigeot I., Duration of sick leave after shoulder arthroscopy in Germany: analysis of health care data, Arch Orthop Trauma Surg, 136, 6, pp. 843-848, (2016); Chung S.W., Park J.S., Kim S.H., Shin S.H., Oh J.H., Quality of life after arthroscopic rotator cuff repair: evaluation using SF-36 and an analysis of affecting clinical factors, Am J Sports Med, 40, 3, pp. 631-639, (2012); Fermont A.J., Wolterbeek N., Wessel R.N., Baeyens J.P., de Bie R.A., Prognostic factors for successful recovery after arthroscopic rotator cuff repair: a systematic literature review, J Orthop Sports Phys Ther, 44, 3, pp. 153-163, (2014); Imai T., Gotoh M., Hagie K., Et al., Factors affecting return to work in patients undergoing arthroscopic rotator cuff repair, Prog Rehabil Med, 4, (2019); van der Heijden G.J., Shoulder disorders: a state-of-the-art review, Bailliere's Clin Rheumatol, 13, 2, pp. 287-309, (1999); van der Windt D.A., Koes B.W., Boeke A.J., Deville W., De Jong B.A., Bouter L.M., Shoulder disorders in general practice: prognostic indicators of outcome, Br J Gen Pract, 46, 410, pp. 519-523, (1996); Kuijpers T., van der Windt D.A., van der Heijden G.J., Twisk J.W., Vergouwe Y., Bouter L.M., A prediction rule for shoulder pain related sick leave: a prospective cohort study, BMC Musculoskelet Disord, 7, (2006); Jayasekara M., Lam P., Murrell G., Which shoulder operations are the most effective at allowing patients to return to work?, J Sci Med Sport, 22, (2019); Harryman D.T., Hettrich C.M., Smith K.L., Campbell B., Sidles J.A., Matsen F.A., A prospective multipractice investigation of patients with full-thickness rotator cuff tears: the importance of comorbidities, practice, and other covariables on self-assessed shoulder function and health status, J Bone Joint Surg Am, 85, 4, pp. 690-696, (2003); Lotters F., Franche R.L., Hogg-Johnson S., Burdorf A., Pole J.D., The prognostic value of depressive symptoms, fear-avoidance, and self-efficacy for duration of lost-time benefits in workers with musculoskeletal disorders, Occup Environ Med, 63, 12, pp. 794-801, (2006); Viikari-Juntura E., Shiri R., Solovieva S., Et al., Risk factors of atherosclerosis and shoulder pain--is there an association? A systematic review, Eur J Pain (London, England), 12, 4, pp. 412-426, (2008); Macfarlane G.J., Hunt I.M., Silman A.J., Predictors of chronic shoulder pain: a population based prospective study, J Rheumatol, 25, 8, pp. 1612-1615, (1998); van der Windt D.A., Kuijpers T., Jellema P., van der Heijden G.J., Bouter L.M., Do psychological factors predict outcome in both low-back pain and shoulder pain?, Ann Rheum Dis, 66, 3, pp. 313-319, (2007); Strube P., Schope T., Holzl A., Brodt S., Matziolis G., Zippelius T.K., Influence of anxiety and depression, self-rated return-to-work problems, and unemployment on the outcome of outpatient rehabilitation after shoulder arthroscopy, Am J Phys Med Rehabil, 98, 12, pp. 1118-1124, (2019); Gowd A.K., Cvetanovich G.L., Liu J.N., Et al., Preoperative mental health scores and achieving patient acceptable symptom state are predictive of return to work after arthroscopic rotator cuff repair, Orthop J Sports Med, 7, 10, (2019); Melchior M., Roquelaure Y., Evanoff B., Et al., Why are manual workers at high risk of upper limb disorders? The role of physical work factors in a random sample of workers in France (the Pays de la Loire study), Occup Environ Med, 63, 11, pp. 754-761, (2006); Siren M., Viikari-Juntura E., Arokoski J., Solovieva S., Physical and psychosocial work exposures as risk factors for disability retirement due to a shoulder lesion, Occup Environ Med, 76, 11, pp. 793-800, (2019); Harkness E.F., Macfarlane G.J., Nahit E.S., Silman A.J., McBeth J., Mechanical and psychosocial factors predict new onset shoulder pain: a prospective cohort study of newly employed workers, Occup Environ Med, 60, 11, pp. 850-857, (2003); Razmjou H., Savona A., ElMaraghy A., Prevalence and significance of psychosocial flag signs in patients with compensable occupational upper extremity injuries, Phys Med Rehabil Res, 3, 3, pp. 1-6, (2018); Constant C.R., Murley A.H., A clinical method of functional assessment of the shoulder, Clin Orthop Relat Res, 214, pp. 160-164, (1987); Gable C., Kandel M., Moureau F., Beer L., Chau N., Paysant J., [Reproducibility study of the ""400 Points assessment"", a measurement of the hand's functional ability], Chir Main, 31, 2, pp. 76-82, (2012); Fayad F., Lefevre-Colau M.M., Mace Y., Et al., Validation de la version française du questionnaire Disability of the Arm, Shoulder and Hand (DASH), Rev Rhum, 75, 3, pp. 274-279, (2008); Ware J., Kosinski M., Keller S.D., A 12-Item Short-Form Health Survey: construction of scales and preliminary tests of reliability and validity, Med Care, 34, 3, pp. 220-233, (1996); Zigmond A.S., Snaith R.P., The hospital anxiety and depression scale, Acta Psychiatr Scand, 67, 6, pp. 361-370, (1983); Kori S.H., Miller R.P., Todd D.D., Kinesophobia: a new view of chronic pain behavior, Pain Manage, 3, pp. 35-43, (1990); Kuorinka I., Jonsson B., Kilbom A., Et al., Standardised Nordic questionnaires for the analysis of musculoskeletal symptoms, Appl Ergon, 18, 3, pp. 233-237, (1987); Niedhammer I., Psychometric properties of the French version of the Karasek Job Content Questionnaire: a study of the scales of decision latitude, psychological demands, social support, and physical demands in the GAZEL cohort, Int Arch Occup Environ Health, 75, 3, pp. 129-144, (2002); El Fassi M., Bocquet V., Majery N., Lair M.L., Couffignal S., Mairiaux P., Work ability assessment in a worker population: comparison and determinants of Work Ability Index and Work Ability score, BMC Public Health, 13, (2013); Tuomi K., Ilmarinen J., Jahkola A., Katajarinne L., Tulkki A., Work Ability Index, (1998); Franche R.L., Corbiere M., Lee H., Breslin F.C., Hepburn C.G., The Readiness for Return-To-Work (RRTW) scale: development and validation of a self-report staging scale in lost-time claimants with musculoskeletal disorders, J Occup Rehabil, 17, 3, pp. 450-472, (2007); Bhatia S., Piasecki D.P., Nho S.J., Et al., Early return to work in workers' compensation patients after arthroscopic full-thickness rotator cuff repair, Arthroscopy, 26, 8, pp. 1027-1034, (2010); Shields E., Thirukumaran C., Noyes K., Voloshin I., A review of a workers' compensation database 2003 to 2013: patient factors influencing return to work and cumulative financial claims after rotator cuff repair in geriatric workers' compensation cases, Geriatr Orthop Surg Rehabil, 8, 4, pp. 208-214, (2017); Selander J., Marnetoft S.U., Bergroth A., Ekholm J., Return to work following vocational rehabilitation for neck, back and shoulder problems: risk factors reviewed, Disabil Rehabil, 24, 14, pp. 704-712, (2002); Menigaux C., Klouche S., Sandiford M.H., Bauer T., Guignard B., Hardy P., Preoperative pain catastrophizing and psychological state predict postoperative chronic pain after shoulder arthroplasty. A prospective study with 1-year follow up, Rev de Chir Orthop Traumatol, 103S, pp. S27-S45, (2017); Park J., Roberts M.R., Esmail S., Rayani F., Norris C.M., Gross D.P., Validation of the readiness for return-to-work scale in outpatient occupational rehabilitation in Canada, J Occup Rehabil, 28, 2, pp. 332-345, (2018); Aasdahl L., Pape K., Jensen C., Et al., Associations between the readiness for return to work scale and return to work: a prospective study, J Occup Rehabil, 28, 1, pp. 97-106, (2018)","A. Pichené-Houard; Institut National de Recherche et de Sécurité (INRS), Vandoeuvre-lès-Nancy, France; email: anne.pichenehouard@inrs.fr","","John Wiley and Sons Inc","","","","","","02713586","","AJIMD","34541681","English","Am. J. Ind. Med.","Article","Final","","Scopus","2-s2.0-85115062295"
"Tam H.-L.; Asamoah E.; Chan A.Y.-F.","Tam, Hau-Lin (36807096000); Asamoah, Edward (57200099862); Chan, Angus Yuk-Fung (57219715719)","36807096000; 57200099862; 57219715719","Developing Social Entrepreneurship as an Intervention to Enhance Disadvantaged Young People’s Sense of Self-Worth and Career Competence in Hong Kong","2021","Applied Research in Quality of Life","16","6","","2497","2526","29","8","10.1007/s11482-021-09917-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101190166&doi=10.1007%2fs11482-021-09917-7&partnerID=40&md5=9adf72a233766a79e873394877fee11c","Department of Social and Behavioural Sciences, City University of Hong Kong, Tat Chi Avenue, Kowloon Tong, Hong Kong; Department of Sociology and Social Work, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana","Tam H.-L., Department of Social and Behavioural Sciences, City University of Hong Kong, Tat Chi Avenue, Kowloon Tong, Hong Kong; Asamoah E., Department of Sociology and Social Work, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana; Chan A.Y.-F., Department of Social and Behavioural Sciences, City University of Hong Kong, Tat Chi Avenue, Kowloon Tong, Hong Kong","This is the first empirical research in Hong Kong to examine the impact of social entrepreneurship training on disadvantaged young peoples’ career competence including their self-perceived employability, entrepreneurial knowledge, skills and intent, and their psychosocial development including their self-esteem, resilience, and career-linked self-efficacy. The subjects of this research were in-school youths and school drop-outs who joined the three waves of “Social-Up Youth Entrepreneurship Programme” including social entrepreneurship training (T1), internship (T2), and a pre-incubation project funded by a Charities Trust in Hong Kong. This research included a quantitative part, that is, questionnaires, and qualitative part, that is, focus group and individual interviews. At the time of data analysis, 100 disadvantaged young people joined the program at the baseline measure (T0). Only 77 and 31 could be matched and sufficient enough for data analysis at T1 and T2, respectively. The results demonstrated that social entrepreneurship training is positive and promising to enhance disadvantaged young peoples’ sense of self-worth and resilience, their entrepreneurial knowledge and skills, and overall self-perceived employability. The impact of the interactive and experiential-oriented social entrepreneurship training was the most significant. The impact of the internship was influenced by the extra burdens added to in-school youths. Because of its potential positive effects, further examination is required. Young people were found to have weak proactivity and flexibility in work, thinking, and interpersonal and communication skills, and the early introduction of curriculum-based youth entrepreneurship training in secondary schools is highly recommended. © 2021, The International Society for Quality-of-Life Studies (ISQOLS) and Springer Nature B.V.","Disadvantaged youths; Employability; Sense of self-worth and resilience; Social entrepreneurship","","","","","","Hong Kong Children and Youth Services; City University of Hong Kong, (9231229)","This research project is supported by Hong Kong Children and Youth Services with the project number of CityU 9231229. 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Tam; Department of Social and Behavioural Sciences, City University of Hong Kong, Kowloon Tong, Tat Chi Avenue, Hong Kong; email: ss.hltam@cityu.edu.hk","","Springer Science and Business Media B.V.","","","","","","18712584","","","","English","Appl. Res. Qual. Life","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85101190166"
"Uribetxebarria U.; Garmendia A.; Elorza U.","Uribetxebarria, Urtzi (57218504609); Garmendia, Alaine (57215659267); Elorza, Unai (38861284900)","57218504609; 57215659267; 38861284900","Does employee participation matter? An empirical study on the effects of participation on well-being and organizational performance","2021","Central European Journal of Operations Research","29","4","","1397","1425","28","13","10.1007/s10100-020-00704-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089358211&doi=10.1007%2fs10100-020-00704-7&partnerID=40&md5=2fab83f4280923e5a4fb839e026cfdad","Department of Industrial Organization and Management, Faculty of Engineering, Mondragon Unibertsitatea, Loramendi 4, Mondragón, 20500, Gipuzkoa, Spain","Uribetxebarria U., Department of Industrial Organization and Management, Faculty of Engineering, Mondragon Unibertsitatea, Loramendi 4, Mondragón, 20500, Gipuzkoa, Spain; Garmendia A., Department of Industrial Organization and Management, Faculty of Engineering, Mondragon Unibertsitatea, Loramendi 4, Mondragón, 20500, Gipuzkoa, Spain; Elorza U., Department of Industrial Organization and Management, Faculty of Engineering, Mondragon Unibertsitatea, Loramendi 4, Mondragón, 20500, Gipuzkoa, Spain","Employability, talent and/or motivation of people can be a source of sustainable competitive advantage; difficult for competitors to imitate. The involvement of people, and more specifically employee participation, has been identified as a key management tool to develop this advantage. Traditionally however, the industrial relations and personnel management streams have treated employee participation from different perspectives. Economic insights have guided the former, while how employees respond to the decisions in the workplace form the basis of the latter. Accordingly, three main employee participation practices are widely recognized in the field: employee management or decision-making, profit-sharing and employee share ownership. In this research, the relationship between 3 practices of participation, employee well-being and firm performance was explored in 278 Basque companies. Objective data was obtained for organizational performance measurement and 1503 employee responses were gathered about participation practices and well-being. After controlling company size and sector (manufacturing and services were tested in this study) the results showed a significant relationship between any form of participation and employee well-being. Interestingly, a significant and negative relationship was revealed for the relationship between employee decision-making participation and labor productivity. No statistical relationship was found between financial participation practices and organizational performance. This study, therefore, confirms the relationship between one of the pillars of HR practices and employee well-being, but fails to show that participation is positively related to higher firm performance (or vice versa). New research lines are opened for scientific contributors and important insights offered for managers. © 2020, Springer-Verlag GmbH Germany, part of Springer Nature.","Employee well-being; Labor productivity; Management science; Participation; Strategic human resource management (SHRM)","","","","","","Gipuzkoako Foru Aldundia – Diputacion Foral de Gipuzkoa; Deutsche Forschungsgemeinschaft, DFG","This research was supported with funds from the Gipuzkoako Foru Aldundia – Diputacion Foral de Gipuzkoa (a strategic collaboration agreement, between DFG and MU, part of the program called ‘Etorkizuna Eraikiz’). The views expressed in this manuscript are those of the authors and do not necessarily reflect those of the Gipuzkoako Foru Aldundia – Diputacion Foral de Gipuzkoa. 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Uribetxebarria; Department of Industrial Organization and Management, Faculty of Engineering, Mondragon Unibertsitatea, Mondragón, Loramendi 4, 20500, Spain; email: uuribetxebarria@mondragon.edu","","Springer Science and Business Media Deutschland GmbH","","","","","","1435246X","","","","English","Cent. Eur. J. Oper. Res.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85089358211"
"Mohamed M.N.A.; Talib S.; Tab F.M.; Ahmad S.; Anthony E.M.; Basar A.; Shahlee S.; Samynathan G.","Mohamed, Mimi Nahariah Azwani (57211479213); Talib, Salleh (57413760000); Tab, Fazita Md (57413760100); Ahmad, Salawati (57202115914); Anthony, Elizabeth M. (57210115573); Basar, Azizi (57412928400); Shahlee, Shakina (57413346000); Samynathan, Geeva (57412792300)","57211479213; 57413760000; 57413760100; 57202115914; 57210115573; 57412928400; 57413346000; 57412792300","Examining the Presence of Social Intelligence in Job Interviews through Multimodal Social Semiotic Analysis","2021","GEMA Online Journal of Language Studies","21","4","","314","328","14","3","10.17576/gema-2021-2104-16","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122855737&doi=10.17576%2fgema-2021-2104-16&partnerID=40&md5=8e96671552972ca8a7888a2f4ab95d17","Centre for Language Studies, Universiti Tun Hussein Onn Malaysia, Malaysia; ECTAA Sdn Bhd, Malaysia","Mohamed M.N.A., Centre for Language Studies, Universiti Tun Hussein Onn Malaysia, Malaysia; Talib S., Centre for Language Studies, Universiti Tun Hussein Onn Malaysia, Malaysia; Tab F.M., Centre for Language Studies, Universiti Tun Hussein Onn Malaysia, Malaysia; Ahmad S., Centre for Language Studies, Universiti Tun Hussein Onn Malaysia, Malaysia; Anthony E.M., Centre for Language Studies, Universiti Tun Hussein Onn Malaysia, Malaysia; Basar A., Centre for Language Studies, Universiti Tun Hussein Onn Malaysia, Malaysia; Shahlee S., Centre for Language Studies, Universiti Tun Hussein Onn Malaysia, Malaysia; Samynathan G., ECTAA Sdn Bhd, Malaysia","Graduates with high level of social intelligence are in high demand. Those who can demonstrate having good attitude and social flexibility, able to build good relationships with others, and able to use appropriate language during their interviews have higher chances of being employed. However, reports show that graduates of higher learning institutions lack social intelligence. Failure to address this issue can affect future graduates’ employability. This paper examined the extent to which students in higher learning institutions had developed social intelligence. The participants were the final year students of one technical university in Malaysia. These participants underwent a job interview session as one of their course assessments. In this paper, the responses by three participants were selected to be analysed. The mock job interview sessions, which were conducted online, were recorded and transcribed. The data were analysed using multimodal social semantic discourse analysis to determine the candidates’ intention and then, using the five dimensions of social intelligence which included social awareness, presence, authenticity, clarity, and empathy to examine the presence (absence) of social intelligence. It was found that social awareness and empathy to build relationships and develop trust with the interviewer were taken for granted by the participants. In addition, the participants’ focused more on the qualification and skills that they had rather than how they could use their skills for the benefit of a company or organisation. The findings provided invaluable input on ways in designing courses that promote the development of social intelligence among students of higher learning institutions. © 2021, Penerbit Universiti Kebangsaan Malaysia. All rights reserved.","Critical discourse analysis; Job interview; Social awareness; Social intelligence; Social semiotic","","","","","","Universiti Tun Hussein Onn Malaysia, UTHM, (H984)","This research is supported by Universiti Tun Hussein Onn Malaysia through TIER 1 Grant (Vot H984).","Ab Rahman F., Mohamed A. H., Nasir N. S. A., Saidin K., Exploring perceptions of employers on communication skills among fresh graduates, Practitioner Research, 1, pp. 69-85, (2020); Albrecht K., Social Intelligence: The New Science of Success, (2006); Al-Ghamdi N. A., Albawardi A. H., Multivocality of Saudi COVID-19 discourse in social media posts: A socio-semiotic multimodal perspective, GEMA Online® Journal of Language Studies, 20, 4, pp. 228-250, (2020); Al-Mwzaiji K. N. A., The political spin of conviction: A critical discourse analysis of the origin of Covid-19, GEMA Online® Journal of Language Studies, 21, 1, (2021); Anderson N. 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W., Summers J., Effects of salespersons’ use of nonverbal cues, Journal of Personal Selling and Sales Management, 22, 1, pp. 41-53, (2002); 63 Traditional Job Interview Questions to Prepare for Your Interview; Machin D., Mayr A., How to do Critical Discourse Analysis: A Multimodal Introduction, (2012); Meijs N., Cillessen A. H. N., Scholte R. H. 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F., How to Apply Social Intelligence to Candidate Interviews, (2020); Onufriieva L., Chaikovska O., Kobets O., Pavelkiv R., Melnychuk T., Social intelligence as a factor of volunteer activities by future medical workers, Journal of History Culture and Art Research, 9, 1, pp. 84-95, (2020); Petrides K. V., Mason M., Sevdalis N., Preliminary validation of the construct of trait social intelligence, Personality and Individual Differences, 50, 6, pp. 874-877, (2011); Rupasinghe A. T., Gunawardena N. L., Shujan S., Atukorale D., Scaling personality traits of interviewees in an online job interview by vocal spectrum and facial cue analysis, 2016 Sixteenth International Conference on Advances in ICT for Emerging Regions (ICTer), 2016, pp. 288-295, (2016); Tamunosiki-Amadi J. O., Sele G. D., Ernest O. E., Social intelligence and employee commitment in Bayelsa State Health Sector, International Journal of Business and Social Science, 11, 2, pp. 68-76, (2020); Thorndike E. L., Intelligence and its use, Harper's Magazine, 140, pp. 227-235, (1920); van Leeuwen T., Kress G., Discourse semiotics, Discourse Studies: A Multidisciplinary Introduction, pp. 107-125, (2009); Vernon P. E., Some characteristics of the good judge of personality, Journal of Social Psychology, 4, pp. 42-57, (1933); Wechsler D., The Measurement and Appraisal of Adult Intelligence, (1939)","M.N.A. Mohamed; Centre for Language Studies, Universiti Tun Hussein Onn Malaysia, Malaysia; email: azwani@uthm.edu.my","","Penerbit Universiti Kebangsaan Malaysia","","","","","","16758021","","","","English","GEMA Online J. Lang. Stud.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85122855737"
"Lin Y.; Chan P.W.K.","Lin, Yuqi (57220166014); Chan, Philip Wing Keung (57191918320)","57220166014; 57191918320","Class origins, higher education and employment in China during the 21st century","2021","Higher Education Quarterly","75","4","","634","647","13","5","10.1111/hequ.12291","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097087516&doi=10.1111%2fhequ.12291&partnerID=40&md5=290848709a94e9397d07167e2d5c1696","Faculty of Education, Monash University, Clayton, VIC, Australia","Lin Y., Faculty of Education, Monash University, Clayton, VIC, Australia; Chan P.W.K., Faculty of Education, Monash University, Clayton, VIC, Australia","The liberal theory of industrialism is one of the chief political theories impacting education. Such a framework associates academic achievement directly with employability and establishes education's dominant position in mediating social mobility. However, Chinese graduates are confronted with the broken promises of higher education, since college credentials are no longer regarded as ‘golden tickets’ that guarantee decent jobs or high social status. Therefore, this paper establishes a critical framework for analysing the liberal theory of industrialism. By referencing to empirical research, the current study provides an in-depth discussion from the national perspective and offers explanations from both quantitative and qualitative evidence. The study suggests that the implementation of the theory in egalitarian societies has been largely compromised with regard to meritocratic selection. Meanwhile, the theory relies on a veil of ignorance, for it assumes that people would have a unanimous perception regarding social status. In both respects, it is argued to be incompatible with the contemporary Chinese context. Thus a more comprehensive and flexible perspective is needed to identify functions of higher education in developing countries. 摘要: 工业自由主义提出教育是促进就业与提升社会地位的决定因素, 其理论对当代教育产生深远影响。然而,当大学毕业文凭已不再是‘金饭碗’的保证, 中国大学毕业们面临着逐渐暗淡的就业前景与日益渺茫的阶级跨越机会。因此, 本文就工业自由主义进行批判性探讨。通过引用研究数据, 结合量性与质性证据, 本文从国家层面进行深度探讨。本文提出,工业自由主义与精英教育相左,同时, 由于此理论搭建于人们对于社会地位的一致认知的假定, 其论证受 “无知之幕”矇昧。本研究旨在说明工业自由主义难以解释当代中国高等教育的困境, 并呼吁制定更全面理论, 采用更灵活的视角来了解发展中国家的高等教育模式。. © 2020 John Wiley & Sons Ltd","","","","","","","","","Barksdale-Ladd M.A., Thomas K.F., What's at stake in high-stakes testing: Teachers and parents speak out, Journal of Teacher Education, 51, 5, pp. 384-397, (2000); Beattie L., Educational leadership: Producing docile bodies? 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Perceived overqualification, goal orientations, and proactivity at work, Journal of Organizational Behavior, 37, 1, pp. 61-84, (2016); Zhang X., One life for sale: Youth culture, labor politics, and new idealism in China, Positions, 23, 3, pp. 515-543, (2015)","Y. Lin; Faculty of Education, Monash University, Clayton, Australia; email: alison1345904@gmail.com","","John Wiley and Sons Inc","","","","","","09515224","","","","English","Higer Educ. Q.","Article","Final","","Scopus","2-s2.0-85097087516"
"Ragavan N.A.; Balasubramanian K.; Francis R.S.","Ragavan, Neethiahnanthan Ari (56964110800); Balasubramanian, Kandappan (56939988100); Francis, Ruth Sabina (56957739200)","56964110800; 56939988100; 56957739200","Rethinking the Learning Space to Build 21st Century Learning Skills: Bringing Simulation-Based Gamification to the Hospitality Higher Education","2021","Asia-Pacific Journal of Innovation in Hospitality and Tourism","10","2","","95","101","6","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125951539&partnerID=40&md5=ee3deb794fb535d26fa2a8ac4d3894aa","Faculty of Social Sciences and Leisure Management, Taylor's University, Malaysia Centre for Research and Innovation in Tourism (CRiT), Taylor's University, Malaysia","Ragavan N.A., Faculty of Social Sciences and Leisure Management, Taylor's University, Malaysia Centre for Research and Innovation in Tourism (CRiT), Taylor's University, Malaysia; Balasubramanian K., Faculty of Social Sciences and Leisure Management, Taylor's University, Malaysia Centre for Research and Innovation in Tourism (CRiT), Taylor's University, Malaysia; Francis R.S., Faculty of Social Sciences and Leisure Management, Taylor's University, Malaysia Centre for Research and Innovation in Tourism (CRiT), Taylor's University, Malaysia","The development and growth of Web 4.0 has widened the opportunities for the higher education faculty fraternity to rethink their student learning space. The Industrial Revolution (IR) 4.0 now requires 21st century competencies or skills for industry employability, which in turn has necessitated higher education institutions to produce graduates with these capabilities. In this regard, hospitality educators recognised that introducing educational simulation into their learning space can help their students build 21st century learning skills in a simulated environment. The integration of simulation-based gamification in course programmes can create a stimulating learning journey and help develop graduates' intellectual, decision-making, analytical and critical skills to position their potential hotel employer as a top player amongst competitors. This study provides substantial theoretical support from the literature to show that simulation enables a learning environment that builds 21st century workforce capabilities in hospitality graduates by referencing to the Kolb's experiential learning model and Garris' logic model. The study suggests that the simulation-based gamification learning approach will help graduates relate to future challenges in the real-world hospitality industry and understand the impacts of humanising technology effectively. © 2021 Taylor's University Sdn Bhd. All rights reserved.","21st century learning skills; Gamification; Hospitality simulation; Learning space","","","","","","Department of Higher Education, Ministry of Higher Education, Malaysia; Faculty of Social Sciences and Leisure Management; Hotel Management Simulation Game in Developing 21st Century Competencies","The author wishes to thank the Department of Higher Education, Ministry of Higher Education, Malaysia for sponsoring this research project entitled “Gamification in Hospitality Management Programme: Application of Hotel Management Simulation Game in Developing 21st Century Competencies” via its Fundamental Research Grant Scheme (FRGS) funding and grateful to the continued motivation and support from the Faculty of Social Sciences and Leisure Management.","Garris R., Ahlers R., Driskell J. E., Games, motivation, and learning: A research and practice model, Simulation & Gaming, 33, 4, pp. 441-467, (2002); Gopinath C., Sawyer J. E., Exploring the learning from an enterprise simulation, Journal of Management Development, 18, 5, pp. 477-489, (1999); Gredler M., Designing and evaluating games and simulations: A process approach, (1994); Hsu C. H. C., Tourism education on and beyond the horizon, Tourism Management Perspectives, 25, pp. 181-183, (2018); Kolb D. A., Experiential learning - experience as the source of learning and development, (1984); Kolb A. Y., Kolb D. A., Learning styles and learning spaces: Enhancing experiential learning in higher education, Academy of Management Learning & Education, 4, 2, pp. 193-212, (2005); Knut E., User satisfaction and attitudes towards an internet-based simulation, Proceedings of the IADIS International Conference: Cognition and Exploratory Learning in Digital Age (CELDA 2004), pp. 224-232, (2004); Knut E., Sutherland J., Simulation game as a learning experience: An analysis of learning style, Cognition and Exploratory Learning in Digital Age (CELDA 2009), pp. 429-434, (2009); Looyestyn J., Kernot J., Boshoff K., Ryan J., Edney S., Maher C., Does gamification increase engagement with online programs? A systematic review, Plos One, 12, 3, (2017); Lopez Carrillo D., Calonge Garcia A., Rodriguez Laguna T., Ros Magan G., Lebron Moreno J. A., Using gamification in a teaching innovation project at the university of Alcala: A new approach to experimental science practices, Electronic Journal of E-Learning, 17, 2, pp. 93-106, (2019); Martin D., McEvoy B., Business simulations: A balanced approach to tourism education, International Journal of Contemporary Hospitality Management, 15, 6, pp. 336-339, (2003); Mulvey M. S., Lever M. W., Elliot S., A cross-national comparison of intra-generational variability in social media sharing, Journal of Travel Research, 59, 7, pp. 1-17, (2019); Nurul S., Mohamad M., Gamification approach in education to increase learning engagement, International Journal of Humanities, Arts and Social Sciences, 4, 1, pp. 22-32, (2018); Urarat P., Warrapojn P., How to build 21st century students for careers in hospitality and tourism: a combination of gamification and task-based learning, Tourism Hospitality International Conference 2019, (2019); Walker J., Ngara Manyamba V., Towards an emotion-focused, discomfort-embracing transformative tourism education, Journal of Hospitality, Leisure, Sport & Tourism Education, 26, (2019); Weiss C. H., Evaluation research. Methods for assessing program effectiveness, (1972)","K. Balasubramanian; Taylor's University, Malaysia; email: Kandappan.balasubramanian@taylors.edu.my","","Taylor's University Sdn Bhd","","","","","","22891471","","","","English","Asia-Pacific J. Innov. Hosp. Tour.","Article","Final","","Scopus","2-s2.0-85125951539"
"Jackson A.; Hurst G.A.","Jackson, Alice (57286263100); Hurst, Glenn A. (54992606200)","57286263100; 54992606200","Faculty perspectives regarding the integration of systems thinking into chemistry education","2021","Chemistry Education Research and Practice","22","4","","855","865","10","13","10.1039/d1rp00078k","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115727523&doi=10.1039%2fd1rp00078k&partnerID=40&md5=bdbafcd8f4910957e28e4df5fbf7525c","Green Chemistry Centre of Excellence, Department of Chemistry, University of York Heslington, York, YO10 5DD, United Kingdom","Jackson A., Green Chemistry Centre of Excellence, Department of Chemistry, University of York Heslington, York, YO10 5DD, United Kingdom; Hurst G.A., Green Chemistry Centre of Excellence, Department of Chemistry, University of York Heslington, York, YO10 5DD, United Kingdom","Research suggests that systems thinking is beneficial to education and it has been proposed that training students using systems thinking techniques may enhance their abilities to understand and solve some of the global grand challenges that society currently faces as outlined by the United Nations Sustainable Development Goals. However, before systems thinking can be incorporated into chemistry education, the perceptions of the instructors who would adopt this framework must be investigated. Therefore, semi-structured interviews were conducted with 14 instructors from the Department of Chemistry at the University of York. Responses were analysed using both qualitative (framework method) and quantitative (Likert-style) techniques. The instructors expressed positive opinions of systems thinking as all participants stated that systems thinking techniques should be implemented into the undergraduate chemistry curriculum to some extent. Examples of anticipated advantages to integrating systems thinking into curricula include benefits to student learning, the facilitation of interdisciplinary teaching/learning, enhanced student employability prospects, and societal benefits. Research has suggested that curriculum reform is only successful with support from instructors and so these positive opinions of systems thinking from participants with expertise from a variety of areas within chemistry show great promise for future implementation. This journal is  © The Royal Society of Chemistry.","","","","","","","National Science Foundation, NSF","The application of these, and other, systems thinking tools have only recently been applied in science, technology, engineering and mathematics (STEM) fields, with research into systems thinking in STEM education gaining momentum in the last decade or so (York et al., 2019). By 2018, the US National Science Foundation had provided grant funding for 27 projects focusing on systems thinking within STEM education, amounting","Ahmad F., Presage, context, process and product: Influencing variables in literature instruction in an ESL context, GEMA Online J. Lang. 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Hurst; Green Chemistry Centre of Excellence, Department of Chemistry, University of York Heslington, York, YO10 5DD, United Kingdom; email: glenn.hurst@york.ac.uk","","Royal Society of Chemistry","","","","","","11094028","","","","English","Chem. Educ. Res. Pract.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85115727523"
"Whitchurch C.; Locke W.; Marini G.","Whitchurch, Celia (54888643000); Locke, William (26642034900); Marini, Giulio (57188987130)","54888643000; 26642034900; 57188987130","Challenging career models in higher education: the influence of internal career scripts and the rise of the “concertina” career","2021","Higher Education","82","3","","635","650","15","17","10.1007/s10734-021-00724-5","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108610873&doi=10.1007%2fs10734-021-00724-5&partnerID=40&md5=a498ffb9004eac220b3e264815ebeb34","Centre for Global Higher Education, UCL Institute of Education, 20 Bedford Way, London, WC1E 0AL, United Kingdom; Centre for the Study of Higher Education, University of Melbourne, Elisabeth Murdoch Building, Parkville, 3010, VIC, Australia; Quantitative Social Science, University College London, 27-28 Woburn Square, London, WC1E 0AA, United Kingdom","Whitchurch C., Centre for Global Higher Education, UCL Institute of Education, 20 Bedford Way, London, WC1E 0AL, United Kingdom; Locke W., Centre for the Study of Higher Education, University of Melbourne, Elisabeth Murdoch Building, Parkville, 3010, VIC, Australia; Marini G., Quantitative Social Science, University College London, 27-28 Woburn Square, London, WC1E 0AA, United Kingdom","The paper develops the metaphorical concept of the “concertina” career to describe ways in which academic staff, across a diversifying workforce, modulate their interactions with institutional career frameworks, which tend to be unilinear and to be characterised by detailed progression criteria and milestones. In doing this, they are guided by Internal career scripts, providing an additional dimension to the dichotomy of boundaried and boundaryless careers found in the literature. Drawing on a longitudinal study between 2017 and 2020, of forty-nine mid-career academic staff across eight UK universities, consideration is given to individuals’ spatial movements, for instance, between academic activities, and professional and personal commitments; and the manipulation of timescales to accelerate or decelerate career progress in relation to opportunities and constraints. The study shows ways in which the spatial parameters of a career are being stretched in order to accommodate new forms of academic work supplementing disciplinary activity, such as online learning, employability initiatives and public engagement, as well as work-life considerations. In addition, individuals are adapting timescales to accommodate professional activities such as health practice or community outreach, as well as personal commitments such as caring responsibilities. Thus, in the concertina career, individuals expand and contract activity, as well as extending and compressing timescales. As a result, it is concluded that institutional career models do not entirely reflect the reality of career-making by individuals, which is likely to involve detours (therefore a spatial dimension) and a disruption of assumed timelines (therefore a temporal dimension). © 2021, The Author(s).","Academic career pathways; Academic career-making","","","","","","Centre for Global Higher Education; Office for Students, (ES/M010082/1); UCL Institute of Education; Economic and Social Research Council, ESRC","This paper draws on a study entitled The future higher education workforce in locally and globally engaged HEIs. The support of the Economic and Social Research Council (UK), the Office for Students (UK) and Research England (UK) (grant reference ES/M010082/1) is gratefully acknowledged, along with support from the Centre for Global Higher Education (CGHE), UCL Institute of Education, London, UK. ","Archer M., Being Human: The Problem of Agency, (2000); Archer L., The new neoliberal subjects? 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Whitchurch; Centre for Global Higher Education, UCL Institute of Education, London, 20 Bedford Way, WC1E 0AL, United Kingdom; email: c.whitchurch@ucl.ac.uk","","Springer Science and Business Media B.V.","","","","","","00181560","","","","English","High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85108610873"
"Giancaspro M.L.; Manuti A.; Lo Presti A.; De Rosa A.","Giancaspro, Maria Luisa (56500550200); Manuti, Amelia (38862224500); Lo Presti, Alessandro (57201070455); De Rosa, Assunta (57224413204)","56500550200; 38862224500; 57201070455; 57224413204","Human resource management practices perception and career success: The mediating roles of employability and extra-role behaviors","2021","Sustainability (Switzerland)","13","21","11834","","","","7","10.3390/su132111834","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118275388&doi=10.3390%2fsu132111834&partnerID=40&md5=18846faf232e027475fc87b3dc69f156","Department of Education, Psychology, Communication-University of Bari, Bari, 70121, Italy; Department of Psychology, University of Campania “Luigi Vanvitelli”, Caserta, 81100, Italy","Giancaspro M.L., Department of Education, Psychology, Communication-University of Bari, Bari, 70121, Italy; Manuti A., Department of Education, Psychology, Communication-University of Bari, Bari, 70121, Italy; Lo Presti A., Department of Psychology, University of Campania “Luigi Vanvitelli”, Caserta, 81100, Italy; De Rosa A., Department of Psychology, University of Campania “Luigi Vanvitelli”, Caserta, 81100, Italy","Over the last decades, growing interest has been devoted to employees’ perceptions of Human Resource Management Practices because of their positive influence on individual attitudes and behaviors as well as on organizational performance. Furthermore, assuming the mutual benefits coming from a people-based management of the human capital in organizations, both in terms of employees’ increased motivation, engagement and commitment, and consequently enhanced performance and competitive advantage, recent research in the field concentrated on the impact of HRM practices perceptions on some distinctive individual attitudes and behaviors driving the success of organizations especially in times of radical change like the present ones. Moving from these assumptions, the aim of the present study was to examine the relationship between HRM practices perception and objective career success, considering the mediating role played by employability and extra-role behaviors. Participants were 960 Italian employees who filled an online self-report questionnaire available through the web platform Google Forms. The questionnaire encompassed socio-demographic information and self-report scales assessing the study variables. Results showed that HRM practices perception was positively related to employability, objective career success, and extra-role behaviors. Implications for theory and practice, limitations, and future research directions were also discussed. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Career success; Employability; Extra-role behaviors; HRM practices; Organizational competitive advantage","human capital; human resource; management practice; perception; performance assessment","","","","","","","Truss C., Gratton L., Hope-Hailey V., McGovern P., Stiles P., Soft and hard models of Human Resource Management: A re-appraisal, J. Manag. Stud, 34, pp. 53-73, (1997); Guest D.E., Human resource management and industrial relations, J. Manag. Stud, 24, pp. 503-521, (1987); Storey J., Developments in the Management of Human Resources, (1992); Jackson S.E., Seo J., The greening of strategic HRM scholarship, Organ. Manag. 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"Brown J.L.; Dollinger M.; Hammer S.J.; McIlveen P.","Brown, Jason L. (57212760468); Dollinger, Mollie (57201722485); Hammer, Sara J. (23976162700); McIlveen, Peter (12808257400)","57212760468; 57201722485; 23976162700; 12808257400","Career adaptability and career adaptive behaviors: A qualitative analysis of university students’ participation in extracurricular activities","2021","Australian Journal of Career Development","30","3","","189","198","9","7","10.1177/10384162211067014","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122141877&doi=10.1177%2f10384162211067014&partnerID=40&md5=698372e38a1580a5517cdeb41a0ce0c5","La Trobe University, Australia; School of Education, University of Southern Queensland, Australia; University of Southern Queensland, Australia","Brown J.L., La Trobe University, Australia, School of Education, University of Southern Queensland, Australia; Dollinger M., La Trobe University, Australia, School of Education, University of Southern Queensland, Australia; Hammer S.J., University of Southern Queensland, Australia; McIlveen P., La Trobe University, Australia, School of Education, University of Southern Queensland, Australia","The present research is an investigation into students’ selection of extracurricular activities that support the development of their employability. The research deployed focus groups involving students (N = 25) aged 21–44 years (M = 26, SD = 6.6), 52% of the participants were female, 48% were undergraduate students, 56% were international students, and 64% were the first generation in their family to attend university. Transcripts of the focus groups were analyzed using qualitative content analysis focused on students’ descriptions of career adaptive behaviors and career adaptability dimensions of concern, control, curiosity, and confidence. Through the lens of career construction theory, this present investigation has identified new findings that can help educators and practitioners understand the motivations, and interests of university students in engaging in activities that are likely to support the transition from university to work. © Australian Council for Educational Research 2021.","career adaptability; Employability; extracurricular activities; student voice; template analysis","","","","","","","","(2020); Bennett D., Knight E., Divan A., Kuchel L., Horn J., van Reyk D., Burke da Silva K., How do research-intensive universities portray employability strategies? 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An inter- and intraindividual investigation, Journal of Occupational and Organizational Psychology, 93, 1, pp. 158-186, (2020); Taylor S., Govender C.M., Increasing employability by implementing a work-integrated learning partnership model in South Africa – A student perspective, Africa Education Review, 14, 1, pp. 105-119, (2017); Thompson L.J., Clark G., Walker M., Whyatt J.D., ‘It’s just like an extra string to your bow’: Exploring higher education students’ perceptions and experiences of extracurricular activity and employability, Active Learning in Higher Education, 14, 2, pp. 135-147, (2013); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Watson R., A rationale for the development of an extracurricular employability award at a British university, Research in Post-Compulsory Education, 16, 3, pp. 371-384, (2011); Wehrle K., Kira M., Klehe U.-C., Putting career construction into context: Career adaptability among refugees, Journal of Vocational Behavior, 111, pp. 107-124, (2019); Wilton N., Employability is in the eye of the beholder: Employer decision-making in the recruitment of work placement students, Higher Education, Skills and Work-Based Learning, 4, 3, pp. 242-255, (2014)","J.L. Brown; La Trobe University, Australia; email: jason.brown@usq.edu.au","","SAGE Publications Ltd","","","","","","22006974","","","","English","Aus.J. Career Develop.","Article","Final","","Scopus","2-s2.0-85122141877"
"Saric J.; Käser F.; Lys J.-A.; Utzinger J.; Breu T.","Saric, Jasmina (23480235900); Käser, Fabian (57224423891); Lys, Jon-Andri (57209973073); Utzinger, Jürg (7003667858); Breu, Thomas (6506521790)","23480235900; 57224423891; 57209973073; 7003667858; 6506521790","Synergising research and service activities at swiss research institutions to accelerate sustainable development","2021","Sustainability (Switzerland)","13","17","9626","","","","2","10.3390/su13179626","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114028575&doi=10.3390%2fsu13179626&partnerID=40&md5=067ecec7f41f18683b9663f95663e981","Swiss Tropical and Public Health Institute, Basel, 4002, Switzerland; University of Basel, Basel, 4002, Switzerland; Swiss Commission for Research Partnerships with Developing Countries, Bern, 3004, Switzerland; Centre for Development and Environment, University of Bern, Bern, 3004, Switzerland","Saric J., Swiss Tropical and Public Health Institute, Basel, 4002, Switzerland, University of Basel, Basel, 4002, Switzerland; Käser F., Swiss Commission for Research Partnerships with Developing Countries, Bern, 3004, Switzerland; Lys J.-A., Swiss Commission for Research Partnerships with Developing Countries, Bern, 3004, Switzerland; Utzinger J., Swiss Tropical and Public Health Institute, Basel, 4002, Switzerland, University of Basel, Basel, 4002, Switzerland; Breu T., Swiss Commission for Research Partnerships with Developing Countries, Bern, 3004, Switzerland, Centre for Development and Environment, University of Bern, Bern, 3004, Switzerland","Research that takes a pro-active role in bridging science and practice holds promise to accelerate progress towards the Sustainable Development Goals. While passing on best practices outside of academia, inspiration can be drawn from pressing global challenges. Using Swiss research institutions that maintain partnerships with low-and middle-income countries as a case study, the purpose of this study was to identify synergies between research and services for development (R&S4D). We mapped Swiss research institutions that host both types of activities and identified the strengths, weaknesses, opportunities, and threats (SWOT) linked to their hybrid models. Semi-structured interviews were conducted with representatives from the identified institutions, and data were analysed using the Framework Method. Strengths of combining R&S4D were ob-served on four levels: (i) individual (i.e., high employability outside academia); (ii) project (i.e., higher quality and practical relevance); (iii) entity (i.e., flexibility regarding funders, resources, and partners); and (iv) sustainable development (i.e., more impactful work). The main weaknesses were named as a decrease in the scientific quality of research projects specifically and inefficiency/lack of feasibility of implementation services. A lack of career paths and positions for individuals who wish to pursue academic research alongside services was identified as a threat. The Universities of Applied Sciences account for the largest share of hybrid positions in Switzerland; increasing their cur-rently limited funding for research and international activities represents an opportunity. Our reserch adds a unique viewpoint to the discussion on the role of academia in supporting society to move towards sustainable development. It does so by exploring whether and how the concept of multisectoriality can work as an integral part of academia at the individual and the institutional level. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Applied research; Project implementation; Sustainable development; Switzerland; SWOT; Universities of Applied Sciences","Switzerland; academic research; policy implementation; sustainable development","","","","","Direktion für Entwicklung und Zusammenarbeit, DEZA","This project was supported by the Swiss Agency for Development and Cooperation.","The 2030 Agenda for Sustainable Development, (2015); A Vision for Primary Health Are in the 21st century: Towards Universal Health Coverage and the Sustainable Development Goals, (2018); Saric J., Blaettler D., Bonfoh B., Hostettler S., Jimenez E., Kiteme B., Kone I., Lys J.A., Masanja H., Steinger E., Et al., Leveraging research partnerships to achieve the 2030 Agenda: experiences from north-south cooperation, Gaia, 28, pp. 143-150, (2019); Pober J.S., Neuhauser C.S., Pober J.M., Obstacles facing translational research in academic medical centers, FASEB J, 15, pp. 2303-2313, (2001); Steiner J.F., Kempe A., Davidson A.J., Dickinson W.P., Westfall J.M., Berman S., Kutner J.S., DeGruy F.V., The case for interdepartmental research in primary care, Acad. 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Horiz, 59, pp. 311-320, (2016); Fahim A., Tan Q.M., Naz B., ul Ain Q., Bazai S.U., Sustainable higher education reform quality assessment using SWOT analysis with integration of AHP and entropy models: a case study of Morocco, Sustainability, 13, (2021); Hanlon C., Alem A., Lund C., Hailemariam D., Assefa E., Giorgis T.W., Chisholm D., Moving towards universal health coverage for mental disorders in Ethiopia, Int. J. Ment Health Syst, 13, (2019); Gale N.K., Heath G., Cameron E., Rashid S., Redwood S., Using the framework method for the analysis of qualitative data in multi-disciplinary health research, BMC Med. Res. Methodol, 13, (2013); Transforming Development Co-Operation to Deliver the 2030 Agenda; United Nations Sustainable Cooperation Framework, (2019); Towards 2030: Effective Development Cooperation in Support of the Sustainable Development Goals; Brundtland G.H., Khalid M., Agnelli S., Al-Athel S., Chidzero B., Our Common Future, (1987); Huckle J., Wals A.E.J., The UN Decade of Education for Sustainable Development: business as usual in the end, Environ. Educ. 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Public Health, 61, pp. 163-168, (2017); Stibbe D., Reid S., Gilbert J., Maximising the Impact of Partnerships for the SDGs; A practical Guide to Partnership Value Creation; Accelerating Excellence in Science in Africa; Die Hochschulen; Forschungseinrichtgungen von Nationaler Bedeutung; Research Partners in Switzerland; The Declaration on Research Assessment: Improving How Research Is Assessed; Guidelines for Research Partnerships with Developing Countries: The 11 Principles, (1998); Stockli B., Wiesmann U., Lys J.A., A Guide for Transboundary Research Partnerships: 11 Principles & 7 Questions; Could a fifth of America’s volleges really face the chop?; The Economist 30 April 2020; A cry for help, Nature, 575, pp. 257-258, (2019); Woolston C., Pandemic darkens postdocs’ work and career hopes, Nature, 585, pp. 309-312, (2020); Woolston C., Seeking an 'exit plan' for leaving academia amid coronavirus worries, Nature, 583, pp. 645-646, (2020); UK Strategy for the Global Challenges Research Fund (GCRF); Kupferschmidt K., In new strategy, Wellcome Trust takes on global health concerns, Science, 370, (2020)","J. Saric; Swiss Tropical and Public Health Institute, Basel, 4002, Switzerland; email: j.saric@swisstph.ch","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85114028575"
"Suleman F.","Suleman, Fátima (56986030200)","56986030200","Revisiting the concept of employability through economic theories: Contributions, limitations and policy implications","2021","Higher Education Quarterly","75","4","","548","561","13","7","10.1111/hequ.12320","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103184190&doi=10.1111%2fhequ.12320&partnerID=40&md5=e36c301cf8f08223fca10b0edfa9a58c","Instituto Universitário de Lisboa (ISCTE-IUL) and DINAMIA'CET, Lisboa, Portugal","Suleman F., Instituto Universitário de Lisboa (ISCTE-IUL) and DINAMIA'CET, Lisboa, Portugal","Graduate employability is an economic concept that strives to link higher education and employment. Economics of education and labour market theories contribute to its definition and provide arguments on its drivers and barriers. However, available studies have focused on human capital theory, which addresses the resources with which graduates should be endowed but overlooks the insights from other theories. This paper not only presents a more comprehensive picture of employability based on economic literature, but also confronts economic-grounded arguments with academic research from other social sciences. It examines screening, signalling, and matching arguments that unveil concepts and factors affecting employability. On the other hand, it adds social and personal constraints that are neglected in the economic literature, notably social and cultural capital that impact access to and the benefits of higher education. The notion of contingent employability is suggested to bring all these factors together. © 2021 John Wiley & Sons Ltd","dependent employment; economics of education and labour market; employability; self-employment; sociology of higher education","","","","","","Fundação para a Ciência e a Tecnologia, FCT, (030016)","We gratefully acknowledge the comments and suggestions by Helena Lopes and Omolabake Fakunle. This work was financed by Portuguese funds through FCT—Foundation for Science and Technology in the framework of the project no. 030016, “BRIGHET‐ Bringing together Higher Education, Training, and Job Quality”. Reference: PTDC/SOC‐SOC/30016/2017. ","Allen J., van der Velden R., The flexible professional in the knowledge society. 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A study of the recent changes in methods and expectations, Career Development International, 13, 6, pp. 497-513, (2008); Branine M., Avramenko A., A comparative analysis of graduate employment prospects in European labour markets: A study of graduate recruitment in four countries, Higher Education Quarterly, 69, 4, pp. 342-365, (2015); Brown P., Hesketh A., Williams S., Employability in a knowledge-driven economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Caricati L., Chiesa R., Guglielmi D., Mariani M.G., Real and perceived employability: A comparison among Italian graduates, Journal of Higher Education Policy and Management, 38, 4, pp. 490-502, (2016); Clark B.R., Development of the sociology of higher education, Sociology of Education, 46, 1, pp. 2-14, (1973); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Clinkard K., Are employability and entrepreneurial measures for higher education relevant? 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Suleman; Instituto Universitário de Lisboa (ISCTE-IUL) and DINAMIA'CET, Lisboa, Portugal; email: fatima.suleman@iscte-iul.pt","","John Wiley and Sons Inc","","","","","","09515224","","","","English","Higer Educ. Q.","Article","Final","","Scopus","2-s2.0-85103184190"
"Klijn A.F.J.; Tims M.; Lysova E.I.; Khapova S.N.","Klijn, Alexandra F. J. (57353955100); Tims, Maria (36873503000); Lysova, Evgenia I. (56069678300); Khapova, Svetlana N. (8622648000)","57353955100; 36873503000; 56069678300; 8622648000","Construct dimensionality of personal energy at work and its relationship with health, absenteeism and productivity","2021","Sustainability (Switzerland)","13","23","13132","","","","0","10.3390/su132313132","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120002271&doi=10.3390%2fsu132313132&partnerID=40&md5=7c85f767cd8d8c738401e0433bad8753","Department of Management and Organisation, School of Business and Economics, Vrije Universiteit, Amsterdam, 1081HV, Netherlands","Klijn A.F.J., Department of Management and Organisation, School of Business and Economics, Vrije Universiteit, Amsterdam, 1081HV, Netherlands; Tims M., Department of Management and Organisation, School of Business and Economics, Vrije Universiteit, Amsterdam, 1081HV, Netherlands; Lysova E.I., Department of Management and Organisation, School of Business and Economics, Vrije Universiteit, Amsterdam, 1081HV, Netherlands; Khapova S.N., Department of Management and Organisation, School of Business and Economics, Vrije Universiteit, Amsterdam, 1081HV, Netherlands","Personal energy at work has become a popular topic among HRM scholars and practitioners because it has proven to impact performance. Based on the outcomes of previous research and the call for further exploration of the construct of personal energy at work, we executed this quantitative study. We explored the factor structure of the construct and its relationships with health and productivity by examining the construct that addresses four dimensions: physical, emotional, mental and spiritual energy. Data were collected from 256 employees in an international health tech company and used to analyze construct dimensionality and relationships with health, absenteeism and productivity. The results provided support for the four-dimensional structure of personal energy at work and show that the construct of personal energy at work is related to the outcomes of health, absenteeism and productivity. Implications for theory and practice, as well as directions for future research, are discussed. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Health; Personal energy; Productivity; Sustainable employability; Work","exploration; health impact; productivity; research work; working conditions","","","","","","","de Jonge J., Peeters M., The Vital Worker: Towards Sustainable Performance at Work, IJERPH, 16, (2019); Niessen C., Maeder I., Stride C., Jimmieson N.L., Thriving When Exhausted: The Role of Perceived Transformational Leadership, J. Vocat. Behav, 103, pp. 41-51, (2017); Spreitzer G., Porath C., Creating Sustainable Performance, Harv. Bus. Rev, 9, pp. 1-9, (2012); van Scheppingen A.R., de Vroome E.M.M., ten Have K.C.J.M., Zwetsloot G.I.J.M., Bos E.H., van Mechelen W., Motivations for Health and Their Associations With Lifestyle, Work Style, Health, Vitality, and Employee Productivity, J. Occup. Environ. 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Personal, 65, pp. 529-565, (1997); Baker R., Coenen P., Howie E., Lee J., Williamson A., Straker L., A Detailed Description of the Short-Term Musculoskeletal and Cognitive Effects of Prolonged Standing for Office Computer Work, Ergonomics, 61, pp. 877-890, (2018); Shirom A., Feeling Vigorous at Work? The Construct of Vigor and the Study of Positive Affect in Organizations, Emotional and Physiological Processes and Positive Intervention Strategies, 3, pp. 135-164, (2004); Both-Nwabuwe J.M.C., Dijkstra M.T.M., Beersma B., Sweeping the Floor or Putting a Man on the Moon: How to Define and Measure Meaningful Work, Front. Psychol, 8, (2017); Yang M., Fry L.W., The Role of Spiritual Leadership in Reducing Healthcare Worker Burnout, J. Manag. Spiritual. Relig, 15, pp. 305-324, (2018); Barnes C.M., Miller J.A., Bostock S., Helping Employees Sleep Well: Effects of Cognitive Behavioral Therapy for Insomnia on Work Outcomes, J. Appl. Psychol, 102, pp. 104-113, (2017); Ellingson L.D., Kuffel A.E., Vack N.J., Cook D.B., Active and Sedentary Behaviors Influence Feelings of Energy and Fatigue in Women, Med. Sci. Sports Exerc, 46, pp. 192-200, (2014); Prasad M., Wahlqvist P., Shikiar R., Shih Y.-C.T., A Review of Self-Report Instruments Measuring Health-Related Work Productivity: A Patient-Reported Outcomes Perspective, Pharm, 22, pp. 225-244, (2004); Niessen C., Sonnentag S., Sach F., Thriving at Work-A Diary Study, J. Organ. Behav, 33, pp. 468-487, (2012); Fredrickson B.L., The Role of Positive Emotions in Positive Psychology: The Broaden-and-Build Theory of Positive Emotions, Am. Psychol, 56, pp. 218-226, (2001); Allen T.D., Kiburz K.M., Trait Mindfulness and Work–Family Balance among Working Parents: The Mediating Effects of Vitality and Sleep Quality, J. Vocat. Behav, 80, pp. 372-379, (2012); Brown K.W., Ryan R.M., The Benefits of Being Present: Mindfulness and Its Role in Psychological Well-Being, J. Personal. Soc. Psychol, 84, pp. 822-848, (2003); Canby N.K., Cameron I.M., Calhoun A.T., Buchanan G.M., A Brief Mindfulness Intervention for Healthy College Students and Its Effects on Psychological Distress, Self-Control, Meta-Mood, and Subjective Vitality, Mindfulness, 6, pp. 1071-1081, (2015); Sahin S., Ozcan N.A., Babal R.A., The Mediating Role of Thriving: Mindfulness and Contextual Performance among Turkish Nurses, J. Nurs. Manag, 28, pp. 175-184, (2020); Zohar D., Marshall I., Spiritual Intelligence: The Ultimate Intelligence, (2000); Loehr J., Schwartz T., The Power of Full Engagement: Managing Energy, Not Time, Is the Key to High Performance and Renewal, (2003); Spreitzer G., Psychological Empowerment in the Workplace: Dimensions, Measurement, and Validation, Acad. Manag. J, 38, pp. 1442-1465, (1995); Kim E.S., Strecher V.J., Ryff C.D., Purpose in Life and Use of Preventive Health Care Services, Proc. Natl. Acad. Sci. USA, 111, pp. 16331-16336, (2014); Fawcett S.E., Brau J.C., Rhoads G.K., Whitlark D., Fawcett A.M., Spirituality and Organizational Culture: Cultivating the ABCs of an Inspiring Workplace, Int. J. Public Adm, 31, pp. 420-438, (2008); Hobfoll S.E., Shirom A., Conservation of Resources Theory: Applications to Stress and Management in the Workplace, Handbook of Organization Behavior, 2, pp. 57-81, (2000); Hoppe A., Toker S., Schachler V., Ziegler M., The Effect of Change in Supervisor Support and Job Control on Change in Vigor: Differential Relationships for Immigrant and Native Employees in Israel: Supervisor Support, Job Control, and Vigor, J. Organiz. Behav, 38, pp. 391-414, (2017); Wefald A.J., Smith M.R., Gopalan N., Downey R.G., Workplace Vigor as a Distinct Positive Organizational Behavior Construct: Evaluating the Construct Validity of the Shirom-Melamed Vigor Measure (SMVM), Empl. Respons. Rights J, 29, pp. 197-220, (2017); Adil M.S., Awais A., Effects of Leader-Member Exchange, Interpersonal Relationship, Individual Feeling of Energy and Creative Work Involvement towards Turnover Intention: A Path Analysis Using Structural Equation Modeling, Asian Acad. Manag. J, 21, pp. 99-133, (2016); Armon G., Shirom A., The Across-Time Associations of the Five-Factor Model of Personality with Vigor and Its Facets Using the Bifactor Model, J. Personal. Assess, 93, pp. 618-627, (2011); Cai Y., Song Y., Xiao X., Shi W., The Effect of Social Capital on Tacit Knowledge-Sharing Intention: The Mediating Role of Employee Vigor, SAGE Open, 10, (2020); Brewster C., Houldsworth E., Sparrow P., Vernon G., International Human Resource Management, (2016); Cooper C.L., Leiter M.P., The Routledge Companion to Wellbeing at Work, (2017); Tummers L., Steijn B., Nevicka B., Heerema M., The Effects of Leadership and Job Autonomy on Vitality: Survey and Experimental Evidence, Rev. Public Pers. Adm, 38, pp. 355-377, (2018); Gosselin E., Lemyre L., Corneil W., Presenteeism and Absenteeism: Differentiated Understanding of Related Phenomena, J. Occup. Health Psychol, 18, pp. 75-86, (2013); Bunderson J.S., Thompson J.A., The Call of the Wild: Zookeepers, Callings, and the Double-Edged Sword of Deeply Meaningful Work, Adm. Sci. Q, 54, pp. 32-57, (2009); Walker S.N., Richter Sechrist K., Pender N.J., The Health-Promoting Lifestyle Profile: Development and Psychometric Characteristics, Nurs. Res, 36, pp. 76-81, (1987); Cole M.S., Bruch H., Vogel B., Energy at Work: A Measurement Validation and Linkage to Unit Effectiveness: Productive Energy Measure, J. Organ. Behav, 33, pp. 445-467, (2012); Donald I., Taylor P., Johnson S., Cooper C., Cartwright S., Robertson S., Work Environments, Stress, and Productivity: An Examination Using ASSET, Int. J. Stress Manag, 12, pp. 409-423, (2005); Jacobs P.A., Tytherleigh M.Y., Webb C., Cooper C.L., Predictors of Work Performance among Higher Education Employees: An Examination Using the ASSET Model of Stress, Int. J. Stress Manag, 14, pp. 199-210, (2007); Strijk J.E., Proper K.I., van Mechelen W., van der Beek A.J., Effectiveness of a Worksite Lifestyle Intervention on Vitality, Work Engagement, Productivity, and Sick Leave: Results of a Randomized Controlled Trial, Scand. J. Work. Environ. Health, 39, pp. 66-75, (2013); Faragher E.B., Cooper C.L., Cartwright S., A Shortened Stress Evaluation Tool (ASSET), Stress Health, 20, pp. 189-201, (2004); Jain A., Giga S., Cooper C., Stress, Health and Well-Being: The Mediating Role of Employee and Organizational Commitment, Int. J. Environ. Res. Public Health, 10, pp. 4907-4924, (2013); Arbuckle J.L., Amos 6.0 User’s Guide, (2005); Good D.J., Lyddy C.J., Glomb T.M., Bono J.E., Brown K.W., Duffy M.K., Baer R.A., Brewer J.A., Lazar S.W., Contemplating Mindfulness at Work: An Integrative Review, J. Manag, 42, pp. 114-142, (2016); Kirag N., Ocaktan E.M., Analysis of Health Promoting Lifestyle Behaviors and Associated Factors among Nurses at a University Hospital in Turkey, Saudi Med. J, 34, pp. 1062-1067, (2013); Schwartz T., McCarthy C., Manage Your Energy, Not Your Time, Harv. Bus. Rev, 10, pp. 1-10, (2007); Boonyasiriwat W., Srisuwannatat P., Puttaravuttiporn V., Are You Working Vigorously? Adaptation and Validation of the Thai Version of Shirom-Melamed Vigor Scale, J. Pac. Rim Psychol, 11, (2017)","A.F.J. Klijn; Department of Management and Organisation, School of Business and Economics, Vrije Universiteit, Amsterdam, 1081HV, Netherlands; email: afjklijn@gmail.com","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85120002271"
"Segbenya M.; Oppong N.Y.; Baafi-Frimpong S.A.","Segbenya, Moses (57209393653); Oppong, Nana Yaw (56712823800); Baafi-Frimpong, Sally Abena (57222002929)","57209393653; 56712823800; 57222002929","The role of national service in enhancing employability skills of tertiary graduates in Ghana: a case of national service personnel in the Central Region","2021","Higher Education, Skills and Work-based Learning","11","5","","1089","1105","16","7","10.1108/HESWBL-07-2020-0162","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100912277&doi=10.1108%2fHESWBL-07-2020-0162&partnerID=40&md5=974adf248be40914dcbc42071af60bf5","Department of Business Studies, College of Distance Education, University of Cape Coast, Cape Coast, Ghana; School of Business, University of Cape Coast, Cape Coast, Ghana; College of Distance Education, University of Cape Coast, Cape Coast, Ghana","Segbenya M., Department of Business Studies, College of Distance Education, University of Cape Coast, Cape Coast, Ghana; Oppong N.Y., School of Business, University of Cape Coast, Cape Coast, Ghana; Baafi-Frimpong S.A., College of Distance Education, University of Cape Coast, Cape Coast, Ghana","Purpose: One of the means to enhance the employability skills of tertiary graduates transiting into the job market has been the compulsory national service instituted by the Government of Ghana. The purpose of this study, therefore, is to examine the contribution of the mandatory national service to enhance the employability of tertiary graduates in Ghana. Design/methodology/approach: The study used the longitudinal descriptive survey design to sample 375 national service personnel (2018 and 2019 batches) of 13,874 service personnel posted to the Central Region of Ghana, and 31 employers. Findings: The study found human relation, communication and experience to enter the job market were perceived higher by tertiary graduates in Ghana. It was also found that the preferred employers amongst tertiary graduates were the government, multinational companies and public schools. Skills mismatch between the acquired skills of tertiary graduates and the skills required by employers was also found. Responsible factor identified was the posting of personnel for national service without considering their academic background and future job aspirations. Tertiary graduates transiting into the job market after the national service preferred to be employed by the government because of the lack of entrepreneurial skills. Practical implications: Therefore, it was recommended that the national service secretariat post national service personnel to organisations that reflect personnel's career aspiration. Originality/value: This is original research carried out by the researchers and was not sponsored by any organisation/institution. © 2021, Emerald Publishing Limited.","Employability skills; National service; Tertiary graduates","","","","","","","","Adalet M., Andrews D., Skill mismatch and public policy in OECD countries, 1, 10, pp. 1-34, (2015); Ainley P., Allen M., Lost Generation?: New Strategies for Youth and Education, (2010); Ajayi, National service and beyond: a panel study of tertiary graduates in Ghana, 1, 1, pp. 1-24, (2016); Ananga E.D., Adzahlie-Mensah V., Tamanja E., Higher education and employability in Ghana, (2016); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: a European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Ayentimi D.T., Dayaram K., Skilled labour shortage: a qualitative study of Ghana’s training and apprenticeship system, Human Resource Development International, 21, 5, pp. 406-424, (2018); Badu E.E., Boateng E.B., Antwi-Afari M.F., Tertiary educational infrastructural development in Ghana: financing, challenges and strategies, Africa Education Review, 5, 1, pp. 1-17, (2018); Boden R., Nedeva M., Employing discourse: universities and graduate employability, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Universities, Employability and Inclusive Development: Repositioning Higher Education in Ghana, Kenyan, Nigeria and South Africa, (2016); Brown P., Hesketh A., Williams S., Employability in a knowledge-driven economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Unleashing Aspiration: The Final Report of the Panel on Fair Access to the Professions, (2009); Opening Doors, Breaking Barriers: A Strategy for Social Mobility, (2011); Chaturvedi A., Yadav A., Bajpai S., Communicative approach to soft and Hard skills Journal, International of Business and Management Research, 1, 1, pp. 1-23, (2011); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Creswell J.W., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, (2009); Frimpong F.O., Dankwa H.R., Ababio K.A., Modelling the perceptions and challenges of the national service personnel in Kumasi Metropolis, Ghana, Journal International Journal of Applied, 5, 3, pp. 1-23, (2015); Furlong A., Cartmel F., Graduates from Disadvantaged Families: Early Labour Market Experiences, (2005); Gary N.M., Do the labour market returns to university degrees differ between high and low achieving youth? Evidence from Australia, Journal for Labour Market Research, 52, 5, pp. 1-14, (2018); Krejcie R.V., Morgan D.W., Determining sample size for research activities, Educational and Psychological Measurement, 30, pp. 607-610, (1970); Langer A., Meuleman B., Service to the nation: prospective participants’ engagement with national service in Ghana, Non-profit and Voluntary Sector Quarterly, 48, 4, pp. 859-884, (2019); Deployment of National Service from 2017 to 2019, (2019); Packianathan S., Narayanan R., Employability skills: a conceptual framework, International Journal of Management, 5, 7, pp. 73-80, (2014); Pollard E., Pearson R., Willison R., Next Choices: Career Choices beyond University, (2004); Rizvi S., Teckchandany S., Ahuja G., A study of competencies and skill sets needed by potential recruiters in the financial sector for management graduates, Management Dynamics, 13, 1, pp. 54-69, (2013); Schroyens M., Langer A., Meuleman B., Service to the nation: prospective participants' engagement with national service in Ghana, Nonprofit and Voluntary Sector Quarterly, 48, 4, pp. 859-884, (2019); Segbenya M., Oduro G.K.T., Peniana G.F.K., Proximity and choice of college of distance education (CoDE) of the university of cape coast for further studies, International Journal of Educational Management, 33, 5, pp. 1012-1034, (2019); Segbenya M., Organising and Decent Work Conditions among Informal Stone Quarry Workers in Ghana, (2019); Tomlinson M., The degree is not enough: students' perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Investing in the self: structure, agency and identity in graduates' employability, Education, Knowledge and Economy, 4, 2, pp. 73-88, (2010); World Youth Report Youth and the 2030 Agenda for Sustainable Development, (2018); Matching Skills and Labour Market Needs. Building Social Partnerships for Better Skills and Better Jobs, (2014)","M. Segbenya; Department of Business Studies, College of Distance Education, University of Cape Coast, Cape Coast, Ghana; email: moses.segbenya@ucc.edu.gh","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85100912277"
"Simola A.; Wrede S.","Simola, Anna (57202339388); Wrede, Sirpa (9735535700)","57202339388; 9735535700","Young EU migrant citizens’ access to financial independence in conditions of precarious work: A tripartite approach to welfare conditionality","2021","Journal of European Social Policy","31","4","","395","408","13","3","10.1177/0958928720950625","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090557322&doi=10.1177%2f0958928720950625&partnerID=40&md5=44f5b64f89d004d14a8d90fc19164f7b","University of Helsinki, Finland","Simola A., University of Helsinki, Finland; Wrede S., University of Helsinki, Finland","Young EU citizens are encouraged to enhance their ‘employability’ by taking advantage of intra-EU mobility, but, for many, moving to another EU country can instead generate disadvantages in the labour market. Drawing on a qualitative study on the experiences of university-educated young Nordics and southern Europeans working in precarious jobs in Brussels, we examine how their access to income support in the context of mobility shapes their access to financial independence. We argue that the variation in European welfare models regarding young peoples’ social entitlements impacts this access in multiple and complex ways. The article advances a tripartite approach that looks at the regulation and enforcement of conditionality of social entitlements on the levels of EU, their country of origin and their country of destination. The analysis shows how, in Belgium, precarious EU migrant citizens are denied access to income support due to the interplay between general welfare conditionality for all claimants and recently reinforced conditionality affecting EU migrant citizens in particular. In these situations, the de-familialising Nordic welfare models showed an aptitude for shielding their young citizens. The young southern Europeans, on the other hand, often had no access to income support in any country, which forced them to choose between family dependency and unfiltered exposure to precarity. © The Author(s) 2020.","Conditionality; EU migrant citizens; familialisation; financial independence; income support; precarious work; social rights; unemployment; young workers","Belgium; Brussels [Belgium]; Brussels [Brussels (RGA)]; education; European Union; immigrant population; labor market; migrants experience; social policy; aptitude; article; Brussels Capital Region; drawing; human; human experiment; migrant; qualitative research; Southern European; unemployment; welfare; worker","","","","","Centre of Excellence for Research on Ageing and Care, (312310, 336669); Faculty of Social Sciences; Helsingin Yliopisto, HY; Academy of Finland, AKA, (1273392)","The author(s) disclosed receipt of the following financial support for the research, authorship and/or publication of this article: This work was supported by Centre of Excellence for Research on Ageing and Care (RG 3 Migration, Care and Ageing, [grant numbers #312310; #336669]; Academy of Finland project ‘Citizenisation in the Local Welfare State’ [grant number 1273392]; Palkansaajasäätiö and the Faculty of Social Sciences, University of Helsinki.","Ackers L., Citizenship, Migration and the Valuation of Care in the European Union, Journal of Ethnic and Migration Studies, 30, 2, (2004); Akgu M., Beblavy M., What Happens to Young People Who Move to Another Country to Find Work?, Youth Labour in Transition: Inequalities, Mobility, and Policies in Europe, pp. 389-418, (2019); Arundel R., Lennartz C., Returning to the Parental Home: Boomerang Moves of Younger Adults and the Welfare Regime Context, Journal of European Social Policy, 27, 3, (2017); Bartolini L., Gropas R., Triandafyllidou A., Drivers of Highly Skilled Mobility From Southern Europe: Escaping the Crisis and Emancipating Oneself, Journal of Ethnic and Migration Studies, 43, 4, (2017); Bonoli G., New Social Risks and the Politics of Post-Industrial Social Policies. Providing Coverage Against New Social Risks in Mature Welfare States, The Politics of Post-Industrial Welfare States: Adapting Post-War Social Policies to New Social Risks, pp. 21-44, (2006); Bruzelius C., Freedom of Movement, Social Rights and Residence-Based Conditionality in the European Union, Journal of European Social Policy, 29, 1, pp. 70-83, (2019); Bruzelius C., Reinprecht C., Seeleib-Kaiser M., Stratified Social Rights Limiting EU Citizenship, Journal of Common Market Studies, 55, 6, (2017); Buchholz S., Hofacker D., Mills M., Blossfield H.-P., Kurz K., Hofmeister H., Life Courses in the Globalization Process: The Development of Social Inequalities in Modern Societies, European Sociological Review, 25, 1, pp. 53-71, (2009); Carmel E., Sojka B., Papiez K., Free to Move, Right to Work, Entitled to Claim? Governing Social Security Portability for Mobile Europeans, (2016); Chevalier T., Varieties of Youth Welfare Citizenship: Towards a Two-Dimension Typology, Journal of European Social Policy, 26, 1, pp. 3-19, (2016); Clasen J., Clegg D., Levels and Levers of Conditionality: Measuring Change Within Welfare States, Investigating Welfare State Change: The ‘Dependent Variable Problem’ in Comparative Analysis, (2007); Coldron K., Ackers L., European Citizenship, Individual Agency and the Challenge to Social Welfare Systems: A Case Study of Retirement Migration in the European Union, Policy & Politics, 37, 4, (2009); Dougan M., National Welfare Systems, Residency Requirements and EU Law: Some Brief Comments, European Journal of Social Security, 18, 2, (2016); Dwyer P., Scullion L., Jones K., Stewart A., The Impact of Conditionality on the Welfare Rights of EU Migrants in the UK, Policy & Politics, 47, 1, (2019); Ehata R., Seeleib-Kaiser M., Benefit Tourism and EU Migrant Citizens: Real-World Experiences, Social Policy Review, 29, 1, (2017); Esping-Andersen G., The Three Worlds of Welfare Capitalism, (1991); Labour Market Information, Belgium – Région De Bruxelles-Capitale, (2018); Italy: Reforms to System of Unem-ployment Benefits, (2015); Your Social Security Rights in Denmark, (2018); Your Social Security Rights in Finland, (2018); Your Social Security Rights in Italy, (2018); Your Social Security Rights in Spain, (2018); Your Social Security Rights in Belgium, (2018); Evers A., Guillemard A.-M., Social Policy and Citizenship: The Changing Landscape, (2012); Greer I., Welfare Reform, Precarity and the Re-commodification of Labour, Work, Employment and Society, 30, 1, (2016); Jacqueson C., EU Social Citizenship: Between Individual Rights and National Concerns, EU Citizenship and Social Rights: Entitlements and Impediments to Accessing Welfare, pp. 27-48, (2018); Knijn T., Work, Family Policies and Transitions to Adulthood in Europe, (2012); Madsen P.-K., Kongshoj P., Moller J., Lozano M., Labour Market Transitions of Young Workers in Nordic and Southern European Countries: The Role of Flexicurity, Transfer, 19, 3, (2013); Martinsen D.-S., Pons Rotger G., Sampson Thierry J., Free Movement of People and Cross-Border Welfare in the European Union: Dynamic Rules, Limited Outcomes, Journal of European Social Policy, 29, 1, pp. 84-99, (2019); Mayring P., Qualitative Content Analysis, Forum: Qualitative Social Research, 1, 2, (2000); Meurens N., Van Caeneghem J., Obstacles to the Right of Free Movement and Residence for EU Citizens and Their Families: Country Report for Belgium, (2016); O'Brien C., Civis Capitalist Sum: Class as the New Guiding Principle of EU Free Movement Rights, Common Market Law Review, 53, 4, (2016); O'Brien C., Spaventa E., De Coninck J., The Concept of Worker Under Article 45 TFEU and Certain Non-standard Forms of Employment, (2015); O'Reilly J., Eichhorst W., Gabos A., Hadjivassiliou K., Lain D., Leschke J., Et al., Five Characteristics of Youth Unemployment in Europe: Flexibility, Education, Migration, Family Legacies, and EU policy, Sage Open, 5, 1, pp. 1-19, (2015); O'Reilly J., Leschke R., Ortlieb R., Seeleib-Kaiser M., Villa P., Youth Labour in Transition. Inequalities, Mobility, and Policies in Europe, (2019); Pennings F., Seeleib-Kaiser M., EU Citizenship and Social Rights: Entitlements and Impediments to Accessing Welfare, (2018); Saraceno C., Varieties of Familialism: Comparing Four Southern European and East Asian Welfare Regimes, Journal of European Social Policy, 26, 4, (2016); Shutes I., Work-Related Conditionality and the Access to Social Benefits of National Citizens, EU and Non-EU Citizens, Journal of Social Policy, 45, 4, pp. 691-707, (2016); Shutes I., Walker S., Gender and Free Movement: EU Migrant Women’s Access to Residence and Social Rights in the UK, Journal of Ethnic and Migration Studies, 44, 1, (2018); Simola A., Lost in Administration: (Re)producing Precarious Citizenship for Young University-Educated Intra-EU Migrants in Brussels, Work, Employment and Society, 32, 3, (2018)","A. Simola; University of Helsinki, Finland; email: anna.simola@helsinki.fi","","SAGE Publications Ltd","","","","","","09589287","","","","English","J. Eur. Soc. Policy","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85090557322"
"Green G.M.; Read R.H.; Lee S.; Tubon T.; Hunsberger J.G.; Atala A.","Green, Gary M. (57224152728); Read, Russ H. (57225848673); Lee, Sengyong (57225122883); Tubon, Thomas (6505927562); Hunsberger, Joshua G. (57218100295); Atala, Anthony (35403955200)","57224152728; 57225848673; 57225122883; 6505927562; 57218100295; 35403955200","Recommendations for workforce development in regenerative medicine biomanufacturing","2021","Stem Cells Translational Medicine","10","10","","1365","1371","6","1","10.1002/sctm.21-0037","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108447182&doi=10.1002%2fsctm.21-0037&partnerID=40&md5=9d7038d51d75753b8f57298b20d2c0e2","Wake Forest Institute for Regenerative Medicine, Wake Forest University School of Medicine, Winston-Salem, NC, United States; National Center for the Biotechnology Workforce, Forsyth Technical Community College, Winston-Salem, NC, United States; Ivy Tech Community College—Bloomington, Bloomington, IN, United States; Madison Area Technical College, Madison, WI, United States; Regenerative Medicine Manufacturing Society, Winston-Salem, NC, United States","Green G.M., Wake Forest Institute for Regenerative Medicine, Wake Forest University School of Medicine, Winston-Salem, NC, United States; Read R.H., National Center for the Biotechnology Workforce, Forsyth Technical Community College, Winston-Salem, NC, United States; Lee S., Ivy Tech Community College—Bloomington, Bloomington, IN, United States; Tubon T., Madison Area Technical College, Madison, WI, United States; Hunsberger J.G., Regenerative Medicine Manufacturing Society, Winston-Salem, NC, United States; Atala A., Wake Forest Institute for Regenerative Medicine, Wake Forest University School of Medicine, Winston-Salem, NC, United States","In its 2019 report, The Skilled Technical Workforce: Crafting America's Science and Engineering Enterprise, the National Science Board recommended a national charge to create a skilled technical workforce (STW) driven by science and engineering. The RegenMed Development Organization (ReMDO), through its RegeneratOR Workforce Development Initiative, has taken on this challenge beginning with an assessment of regenerative medicine (RM) biomanufacturing knowledge, skills, and abilities (KSAs) needed for successful employment. While STW often refers only to associate degree or other prebaccalaureate prepared technicians, the RM biomanufacturing survey included responses related to baccalaureate prepared technicians. Three levels of preparation were articulated in the research: basic employability skills, core bioscience skills, and RM biomanufacturing technical skills. The first two of these skill levels have been defined by previous research and are generally accepted as foundational—the Common Employability Skills developed by the National Network of Business and Industry Associations and the Core Skill Standards for Bioscience Technicians developed by the National Center for the Biotechnology Workforce. Fifteen skill sets addressing the specialized needs of RM and related biotechnology sectors were identified in the ReMDO survey, defining a third level of KSAs needed for entry-level employment in RM biomanufacturing. The purpose of the article is to outline the KSAs necessary for RM biomanufacturing, quantify the skills gap that currently exists between skills required by employers and those acquired by employees and available in the labor market, and make recommendations for the application of these findings. © 2021 The Authors. STEM CELLS TRANSLATIONAL MEDICINE published by Wiley Periodicals LLC on behalf of AlphaMed Press.","","Regenerative Medicine; Surveys and Questionnaires; Workforce; article; biotechnology; employability; employee; employer; employment; human; job market; quantitative analysis; regenerative medicine; skill; workforce; questionnaire","","","","","Bonnie Davis; Emily DeRocco; National Network of Business and Industry Associations; Program Director for Communications; Wake Forest Institute for Regenerative Medicine; U.S. Department of Defense, DOD","The authors acknowledge the foundational work of Emily DeRocco, former Director of the National Network of Business and Industry Associations and currently Senior Advisor, Department of Defense, on the NNBIA Common Employability Skills; and Bonnie Davis, Program Director for Communications, Wake Forest Institute for Regenerative Medicine, for her assistance with the ReMDO RegeneratOR skills survey design.","The skilled technical workforce: crafting America's Science and Engineering Enterprise, (2019); The Future of Jobs Report, (2020); Atala A., Henn A., Lundberg M., Et al., Regen med therapeutic opportunities for fighting COVID-19, Stem Cells Transl Med, 10, pp. 1-9, (2020); Common employability skills: A foundation for success in the workplace, (2014); Mowery J., Carrese J., Core Skill Standards for Bioscience Technicians; Read R., Bakhit K., Lee S., Et al., BETA Skills: Workforce Skills for Biomedical Emerging Technology Applications; Engineering, and Medicine, (2017); Chui M., Evers M., Manyika J., The bio revolution: Innovations transforming economies, societies, and our lives, (2020); Work and Learn in Action: Successful Strategies for Employers, (2015); Carnevale A.P., Schmidt P., Strohl J., The Merit Myth: How Our Colleges Favor the Rich and Divide America, (2020)","G.M. Green; Wake Forest Institute for Regenerative Medicine, Wake Forest University School of Medicine, Winston-Salem, United States; email: gmgreen@wakehealth.edu","","John Wiley and Sons Ltd","","","","","","21576564","","","34164942","English","Stem Cells Transl. Med.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85108447182"
"Handley K.; Den Outer B.","Handley, Karen (57204314510); Den Outer, Birgit (55821825600)","57204314510; 55821825600","Narrating 'potential': Older knowledge workers' anticipatory narratives about their future employment","2021","Ageing and Society","41","10","","2375","2395","20","2","10.1017/S0144686X20000252","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083399665&doi=10.1017%2fS0144686X20000252&partnerID=40&md5=db45384f4f12d41b69c2f7ca307fe6b3","Oxford Brookes Business School, Oxford, United Kingdom","Handley K., Oxford Brookes Business School, Oxford, United Kingdom; Den Outer B., Oxford Brookes Business School, Oxford, United Kingdom","This article examines the narratives of 24 knowledge workers aged 48-58 as they anticipate their future employment and employability. The term knowledge worker is used to indicate occupational roles such as software engineer, academic, architect, manager and lawyer, where work involves non-routine problem-solving using 'intellectual assets'. Four narrative patterns about future employment are presented: winding down, reorienting 'self' away from work, seeking progression and renewal. These patterns reveal contrasting self-evaluations of employability and potential. We argue that employability is not a straightforward function of human capital, which usually refers to experience, knowledge and qualifications. We show through our data how judgements about a person's employability-both self-evaluations as well as evaluations by others-are complicated by social norms and cultural understandings of 'potential'. Strategies to signal one's potential become more complex and sometimes less effective for older knowledge workers. We contend that a person's age influences others' evaluations of their employment potential, such that the relationship between attributed merit (based largely on past experience) and attributed potential (based on assumptions about a person's future) is inverted as workers become older. The findings have implications for public policies such as 'Extending Working Lives'. Policies that remove legal and institutional barriers to extended working lives may be only partially successful without changes to cultural attitudes about older workers' employment potential.  © The Author(s), 2020. Published by Cambridge University Press.","Employability; Narratives; Older workers; Potential","employment; human capital; knowledge; social policy; adult; article; attitude; decision making; employability; employment; human; narrative; public policy; self evaluation; social norm; worker","","","","","","","Alvesson M., Knowledge work: Ambiguity, image and identity, Human Relations, 54, pp. 863-886, (2001); Andrews M., Narrative Imagination and Everyday Life, (2014); Archer M., The Reflexive Imperative in Late Modernity, (2012); Bateson M., Changes in the lifecourse, Transitions and Transformations: Cultural Perspectives on Ageing and the Lifecourse, pp. 22-34, (2013); The Death of Retirement, (2017); Beck V., Employers’ views of learning and training for an ageing workforce, Management Learning, 45, pp. 200-215, (2014); Beck V., Williams G., Managing Older Workers: A Report for ACAS (Ref. 05/16), (2016); Boudiny K., Active ageing’: From empty rhetoric to effective policy tool, Ageing & Society, 33, pp. 1077-1098, (2013); 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The pervasiveness of age norms in Western Europe, Work, Employment & Society, 26, pp. 755-771, (2012); Riach K., Kelly S., The need for fresh blood: Understanding organizational age inequality through a vampiric lens, Organization, 22, pp. 287-305, (2015); Ricoeur P., Narrative time, Critical Inquiry, 7, pp. 169-190, (1980); Rose N., Governing the Soul, (1999); Sennett R., The Culture of the New Capitalism, (2006); Tait A., Telling Tales: Work, Narrative and Identity in A Market Age, (2012); Taylor P., Introduction: Older workers in an ageing society, Older Workers in An Ageing Society. Critical Topics in Research and Policy, pp. 1-16, (2013); Wainwright D., Crawford J., Loretto W., Phillipson C., Robinson M., Shepherd S., Vickerstaff S., Weyman A., Extending working life and the management of change. Is the workplace ready for the ageing worker?, Ageing & Society, 39, pp. 2397-2419, (2019); Walker A., Maltby T., Active ageing: A strategic policy solution to demographic ageing in Europe, International Journal of Social Welfare, 21, pp. S117-S130, (2012); Young M., The Rise of the Meritocracy, (1956)","K. Handley; Oxford Brookes Business School, Oxford, United Kingdom; email: khandley@brookes.ac.uk","","Cambridge University Press","","","","","","0144686X","","","","English","Ageing Soc.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85083399665"
"Behle H.","Behle, Heike (8913086100)","8913086100","Taking stock: Employability as an outcome of higher education. Evaluating developments in the German higher education system","2021","Higher Education Quarterly","75","4","","562","574","12","3","10.1111/hequ.12318","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103381505&doi=10.1111%2fhequ.12318&partnerID=40&md5=09e6b103afca2de8f5464cd72b61afef","Rektoratsbüro, Universität Hohenheim, Stuttgart, Germany","Behle H., Rektoratsbüro, Universität Hohenheim, Stuttgart, Germany","This article uses the example of Germany to elaborate on the historical development, the current practice, and recent debates on employability. Employability as an outspoken aim of higher education was only established in recent decades due to the introduction of Polytechnics, the expansion of higher education, and the Bologna-Process. Despite the diversity of the higher education sector (e.g., universities; universities of applied science), the assumption of equality means that degrees from any institution are of equal value according to the level of study. As in other countries, German higher education institutions have established measures to improve employability such as changes in the curricula or the establishment of career services. However, challenges remain to measure the employability and the employability outcome of HE. The article concludes that the identification of specific subject-related and transferable skills and competences and their transferability to the labour market remains an ongoing task to increase the employability of graduates in Germany. © 2021 The Authors. Higher Education Quarterly published by John Wiley & Sons Ltd.","Bologna-Process; employability; Germany","","","","","","","","Alesi B., Schomburg H., Teichler U., (2010); Arum R., Roksa J., Academically adrift: Limited learning on college campuses, (2011); Baethge M., Kerst C., Leszczensky M., Wieck M., Zur neuen Konstellation zwischen Hochschulbildung und Berufsausbildung, Forum Hochschule, 3, (2014); Bartram B., Economic motives to attend university: A cross-country study, Research in Post-Compulsory Education, 21, 4, pp. 394-408, (2016); Bauer A., Keveloh K., Mamertino M., Weber E., Wie die Corona-Krise die Suchprozesse am Arbeitsmarkt beeinflusst, (2020); Baum C., (2020); Behle H., Atfield G., Elias P., Gambin L., Green A., Hogarth T., Warhurst C., Reassessing the employment outcomes of higher education, Researching Higher Education: International Perspectives on Theory, Policy and Practice, 14, pp. 114-131, (2015); Behle H., Students' and graduates' employability. A framework to classify and measure employability gain, Policy Reviews in Higher Education, 4, 1, pp. 105-130, (2020); Behle H., Maher S., Measuring ‘teaching excellence’ and ‘learning gain’ in the United Kingdom, Beiträge zur Hochschulforschung, 40, 2, pp. 48-67, (2018); Budd R., Undergraduate orientations towards higher education in Germany and England: Problematizing the notion of ‘student as customer’, Higher Education, 73, 1, pp. 23-37, (2017); Blickpunkt Arbeitsmarkt. Akademikerinnen und Akademiker, (2019); Christie F., The reporting of university league table employability rankings: A critical review, Journal of Education and Work, 30, 4, pp. 403-418, (2017); Ausgangslage der Career Services in Deutschland 2017, (2017); Deuer E., Meyer T., Walkmann R., Rahn S., Das Studienverlaufspanel an der DHBW, Studienverlauf und Studienerfolg im Kontext des dualen Studiums: Ergebnisse einer Längsschnittstudie, (2020); Domask J.J., Achieving goals in higher education, International Journal of Sustainability in Higher Education, 8, 1, pp. 53-68, (2007); Elsholz U., Hochschulbildung zwischen Fachwissenschaft, Praxisbezug und Persönlichkeitsentwicklung, Hochschulbildungsforschung, pp. 7-21, (2019); Ertl H., Higher education in Germany: A case of ‘uneven’ expansion?, Higher Education Quarterly, 59, 3, pp. 205-229, (2005); Evans C., Kandiko Howson C., Forsythe A., Making sense of learning gain in higher education, Higher Education Pedagogies, 3, 1, pp. 1-45, (2018); Falk S., Gronostay M., Welpe I.M., Qualitätssicherung von Studium und Lehre und Profilbildung von Hochschulen durch Absolventenstudien, Qualitätssicherung und Qualitätsmanagement an Hochschulen: Theoretische Perspektiven und Methoden, (2019); Grotheer M., Berufseinstieg und Berufsverlauf mit Bachelorabschluss. 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Hochschul-Informations-System (HIS) GmbH, pp. 44-61, (2010); Schindler G., Employability und Bachelor-Studiengänge–eine unpassende Verbindung, Beiträge zur Hochschulforschung, 26, 4, pp. 6-26, (2004); Schomburg H., Implementierung von entscheidungsnahen Absolventenstudien an Hochschulen in Deutschland, Aktuelle Themen der Qualitätssicherung und Qualitätsentwicklung: Systemakkreditierung—Rankings—Learning Outcomes, pp. 81-92, (2008); Schubarth W., Beschäftigungsfähigkeit als Bildungsziel an Hochschulen, Aus Politik und Zeitgeschichte, 65, pp. 18-19, (2015); Schubarth W., Speck K., Employability und Praxisbezüge im wissenschaftlichen Studium, (2014); Seibert H., Übergang von der Ausbildung in den Beruf, Arbeitsmarkt kompakt. Analysen, Daten, Fakten, (2017); Smith R., O'Leary M., New public management in an age of austerity: Knowledge and experience in further education, Journal of Educational Administration and History, 45, 3, pp. 244-266, (2013); Teichler U., Massification: A challenge for institutions of higher education, Tertiary Education and Management, 4, 1, pp. 17-27, (1998); Tieben N., Non-completion, transfer, and dropout of traditional and non-traditional students in Germany, Research in Higher Education, 61, pp. 117-141, (2020); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); (2015); Wolter A., Eigendynamik und Irreversibilität der Hochschulexpansion: Die Entwicklung der Beteiligung an Hochschulbildung in Deutschland, Übergänge im Spannungsfeld von Expansion und Exklusion. Eine Analyse der Schnittstellen im deutschen Hochschulsystem, pp. 19-40, (2014); Wolter A., Banscherus U., Praxisbezug und Beschäftigungsfähigkeit im Bologna-Prozess—‘A never ending story’?, Studium nach Bologna: Praxisbezüge stärken?!., (2012); Yukselen I., Sandner M., Jugenheimer N., Christoph B., (2020)","H. Behle; Rektoratsbüro, Universität Hohenheim, Stuttgart, Germany; email: Heike_Behle@hotmail.com","","John Wiley and Sons Inc","","","","","","09515224","","","","English","Higer Educ. Q.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85103381505"
"Whitham D.; Whitham S.; Trowell M.; Otter S.","Whitham, D. (36667796300); Whitham, S. (57223015171); Trowell, M. (57223016222); Otter, S. (55792008200)","36667796300; 57223015171; 57223016222; 55792008200","Podiatry as a career in the UK - what attracts Generation Z? A qualitative exploration with university and college students","2021","Journal of Foot and Ankle Research","14","1","33","","","","5","10.1186/s13047-021-00470-y","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104468959&doi=10.1186%2fs13047-021-00470-y&partnerID=40&md5=bcd73ebb1aaa14a20939117470b4881b","School of Health Sciences, University of Brighton, 49 Darley Rd, Eastbourne, BN20 7UR, United Kingdom; Gills Farm, London Rd, Battle, London, United Kingdom; Widening Participation Team, University of Brighton, Trevin Towers, Gaudick Road, Eastbourne, BN20 7SP, United Kingdom; Centre for Regenerative Medicine and Devices, University of Brighton, Lewes Road, Brighton, BN2 4AT, United Kingdom","Whitham D., School of Health Sciences, University of Brighton, 49 Darley Rd, Eastbourne, BN20 7UR, United Kingdom; Whitham S., Gills Farm, London Rd, Battle, London, United Kingdom; Trowell M., Widening Participation Team, University of Brighton, Trevin Towers, Gaudick Road, Eastbourne, BN20 7SP, United Kingdom; Otter S., School of Health Sciences, University of Brighton, 49 Darley Rd, Eastbourne, BN20 7UR, United Kingdom, Centre for Regenerative Medicine and Devices, University of Brighton, Lewes Road, Brighton, BN2 4AT, United Kingdom","Background: Training for a career in podiatry is reported to provide graduates with excellent employability, alongside professional autonomy and suitable renumeration. Yet, there has been an ongoing decline in the number of those applying to study the subject. There is limited literature associated with this topic and we sought to explore the factors that attract ‘generation Z’ (those born 1995–2010) to a potential career in podiatry. Method: A qualitative design framework underpinned by phenomenological principles used four focus groups over a two-year period to generate data from participants at University and in Further Education. Focus group conversations were led by external facilitator, recorded, independently transcribed verbatim and anonymised prior to thematic analysis. This was followed by external, independent verification of themes. Results: Four main themes were determined from the analysis i) a lack of awareness of podiatry; ii) podiatry: accessible course, accessible career; iii) career status; iv) breadth/opportunity of the scope of practice. Both positive and negative experiences were reported and highlighted key gaps in how the attractiveness of a career in podiatry is portrayed. Conclusion: The chronic lack of awareness of podiatry as a career clearly needs to be addressed, ideally with more positive role modelling in mainstream and popular media. The career status offered together with the breadth of, and opportunity associated with, the scope of practice should continue to be celebrated. © 2021, The Author(s).","Career; Generation Z; Podiatry","Adolescent; Career Choice; Female; Focus Groups; Humans; Male; Podiatry; Qualitative Research; Students; United Kingdom; Universities; Young Adult; adult; article; awareness; career; college student; conversation; education; female; genetic transcription; human; human experiment; male; podiatry; scope of practice; thematic analysis; adolescent; decision making; education; information processing; podiatry; psychology; qualitative research; student; United Kingdom; university; young adult","","","","","Higher Education Funding Council, (600); Office for Participants","Funding text 1: We acknowledge the Higher Education Funding Council England programme of strategic interventions in health education disciplines (SIHED project 600), in collaboration with The College of Podiatry for funding this work. ; Funding text 2: We thank the Office for Participants for funding this work and our participants for sharing their thoughts. Thanks are extended to administrative teams for undertaking recruitment. ","The College of Podiatry Careers in Podiatry; (2017); (2016); (2017); Kerr M., Barron E., Chadwick P., Evans T., Kong W.M., Rayman G., Sutton-Smith M., Todd G., Young B., Jeffcoate W.J., The cost of diabetic foot ulcers and amputations to the National Health Service in England, Diabet Med, 36, 8, pp. 995-1002, (2019); Future Proofing the Podiatry Workforce, (2020); Seemiller C., Grace M., Generation Z Goes to College, San Francisco: Wiley; ISBN 978-1-119-14345-1; Hope J., Get your campus ready for Generation Z” Get your campus ready for Generation Z, Dean Provost, 17, 8, pp. 1-7, (2016); Homan A., Z is for Generation Z"". the Tarrant Institute for Innovative Education, (2015); Van Manen M., Researching lived experiences human science for an action sensitive pedagogy, (1997); Rodriguez A., Smith J., Phenomenology as a healthcare research method, Evid Based Nurs, 21, 4, pp. 96-98, (2018); Queiros A., Faria D., Almeida F., Strengths and limitations of qualitative and quantitative research methods, Eur J Educ Stud, 3, (2017); Neubauer B.E., Witkop C.T., Varpio L., How phenomenology can help us learn from the experiences of others, Perspect Med Educ, 8, pp. 90-97, (2019); Heidegger M., Being and time, (1867); Tong A., Sainsbury P., Craig J., Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups, Int J Qual Health Care, 19, 6, pp. 349-357, (2007); Office for Students National Collaborations Outreach Programme Baseline Survey, (2017); Breen R.L., A practical guide to focus-group research, J Geogr High Educ, 30, 3, pp. 463-475, (2006); Krueger R.A., Casey M.A., Focus Groups, pp. 69-96, (2000); Toolkit for Conducting Focus Groups; Braun V., Clarke V., Using thematic analysis in psychology, Qual Res Psychol, 3, 2, pp. 77-101, (2006); Council of Deans of Health and the College of Podiatry Call for Urgent Action to Tackle Falling Numbers of Podiatry Students, (2019); Department of Work and Pensions Find a Job: Podiatrist, (2020); Woolock N., Podiatrists Drive to Step up Recruitment the Times 17, 8, (2019); The Times View on the Shortage of Podiatrists: Footnotes the Times, (2019); Elack of Engineering Role Models Aggravates Skills Shortage Says IET, (2018); Rogers L.C.; Haines K.J., Berney S., Physiotherapists during COVID-19: Usual business, in unusual times, J Physiother, 66, 2, pp. 67-69, (2020); Broughton E How Physiotherapy is Helping Coronavirus Patients Available From; The College of Podiatry Sports Injuries - What Role Does the Podiatrist Play? 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Podiatry’s Role in Primary Care, (2018); Association of Graduate Careers Advisory Services, Job Profile: Podioatrist (2020) Available From; National Careers Service Job Profiles: Podiatrist; Girvin J., Jackson D., Hutchinson M., Contemporary public perceptions of nursing: a systematic review and narrative synthesis of the international research evidence, J Nurs Manag, 24, 8, pp. 994-1006, (2016); Boyle D.A., The invisibility of nursing: implications from an analysis of national cancer intstitute-designated comprehensive cancer center web sites, Oncol Nurs Forum, 37, 2, pp. E75-E83, (2010); Goodman A., Gregg P., Poorer children’s Educational Attainment How Important are Attitudes and Behaviour?, (2010); Health Education Fundingstrategic Interventions in Health Education Disciplines, (2020); Cunha F., Heckman J.J., Lochner L., Masterov D.V., (2006); National Health Service Learning Support Fund, (2020)","S. Otter; School of Health Sciences, University of Brighton, Eastbourne, 49 Darley Rd, BN20 7UR, United Kingdom; email: s.otter@brighton.ac.uk","","BioMed Central Ltd","","","","","","17571146","","","33863357","English","J. Foot Ankle Res.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85104468959"
"Lee Y.-C.","Lee, Yi-Chih (15755749200)","15755749200","Replacing work with study: A sustainable development strategy for economically or culturally disadvantaged students","2021","Sustainability (Switzerland)","13","17","9658","","","","2","10.3390/su13179658","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113986238&doi=10.3390%2fsu13179658&partnerID=40&md5=96c65438338ba13f18bd2210910d2dac","Department of International Business, Chien Hsin University of Science and Technology, Taoyuan City, 320312, Taiwan","Lee Y.-C., Department of International Business, Chien Hsin University of Science and Technology, Taoyuan City, 320312, Taiwan","Education is one of the most effective ways to eradicate and reduce poverty, helping to eliminate it as well as to promote social mobility. Although universities have been extensively es-tablished in Taiwan, the country still faces the problem of a large difference in students’ academic ability and a widening gap in educational resources among families. This study mainly explored whether the strategy of encouraging learning instead of working for disadvantaged students is help-ful to their learning effectiveness. The research samples were collected from the data of college students who participated in the higher education SPROUT project of Taiwan’s Ministry of Education. This study enrolled a total of 752 students categorized as disadvantaged. The results found that those students who participated in the project usually devoted more time to study and schoolwork, and so they passed more subjects in the schoolwork with better overall performance in learning. They also obtained the required licenses for employment and more student subsidies to improve their lives. Therefore, the conclusion of this study is that by participating in multiple counseling mechanisms such as schoolwork counseling, license counseling, or career counseling arranged by universities, disadvantaged students can increase their study time, which not only improves their schoolwork learning effects but also enhances their employability. © 2021 by the author. Licensee MDPI, Basel, Switzerland.","Disadvantaged students; Higher education SPROUT project; Learning effects","Taiwan; development strategy; employment; higher education; learning; spatiotemporal analysis; strategic approach; student; sustainable development; university sector","","","","","","","Yang M.J., Poverty and Discrimination. Radio Taiwan International; Liao C.W., Cheng P.W., Longitudinal Study of Economically Disadvantaged Student’s Learning Attitude and Academic Performance, J. Educ. Pract. Res, 32, pp. 71-105, (2019); Zhang G.W., An analysis of poverty trends in Taiwan over the past decade—Taking 1994, 2001, and 2004 surveys of low-income households as examples, Community Dev. J, 124, pp. 28-42, (2009); Shen S.S., The Study on Poverty and Education: Educational Policy Review, J. Educ. Res. Dev, 2, pp. 35-62, (2006); Ng C., Using student voice to promote reading engagement for economically disadvantaged students, J. Res. Read, 41, pp. 700-715, (2018); Donnelly M., The road to Oxbridge: Schools and elite university choices, Br. J. Educ. Stud, 62, pp. 57-72, (2014); Donnelly M., Progressing to university: Hidden messages at two state schools, Br. J. Educ. Stud, 41, pp. 85-101, (2015); McKnight A., Downward Mobility, Opportunity Hoarding and the ‘Glass Floor’. Centre for Analysis of Social Exclusion (CASE) Report; Thiele T., Pope D., Singleton A., Snape D., Stanistreet D., Experience of disadvantage: The influence of identity on engagement in working class students’ educational trajectories to an elite university, Br. Educ. Res. J, 43, pp. 49-67, (2017); Education for Sustainable Development Goals: Learning Objectives; Take Action for the Sustainable Development Goals; Koedel C., An empirical analysis of teacher spillover effects in secondary school, Econ. Educ. Rev, 28, pp. 682-692, (2009); Rivkin S.G., Hanushek E.A., Kain J.F., Teachers, schools, and academic achievement, Econometrica, 73, pp. 417-458, (2005); Bellibas M.S., Who are the Most Disadvantaged? Factors Associated with the Achievement of Students with Low Socio-Economic Backgrounds, Educ. Sci. Theory Pract, 16, pp. 691-710, (2016); Lucas S.R., Effectively Maintained Inequality: Education Transitions, Track Mobility, and Social Background Effects, Am. J. Sociol, 106, pp. 1642-1690, (2001); The Analysis and the Development of Talent Cultivation Policies for Economically Disadvantaged Students; The Standard Classification of Education of the Republic of China; Chang J.J., The Equity Effects of Three Higher Education Policies in Taiwan, Taiwan Econ. Rev, 41, pp. 443-484, (2013); Zhang D.F., Ye L.Q., Zhang Y.H., The Multiple Entrance Programs for the Universities and Their Impacts on the Equality of Opportunities, Educ. Policy Forum, 8, pp. 1-23, (2005); Cheng Y.Y., Fang D.L., Chuang S.Y., Chen L.M., Liu M.J., Expanding Access to and Participation in Higher Education for Low-SES Students: Policy Analysis and Suggestions, J. Res. Educ. Sci, 60, pp. 1-19, (2015); Luoh M.C., Educational Opportunities and Family Background in Taiwan, Taiwan Econ. Rev, 32, pp. 417-445, (2004); Henry G.T., Fortner C.K., Thompson C.L., Targeted Funding for Educationally Disadvantaged Students: A Regression Discon-tinuity Estimate of the Impact on High School Student Achievement, Educ. Eval. Policy Anal, 32, pp. 183-204, (2010); Reading J., Providing Enhanced Information Skills Support to Students from Disadvantaged Backgrounds: Western Sydney University Library Outreach Program, J. Acad. Librariansh, 42, pp. 694-704, (2016); Ortega J., Gonzalez J.M., Crenshaw N., Snowden K., De Tantillo L., Supporting Graduate Nursing Education for Students from Disadvantaged Backgrounds, J. Nurs. Educ, 59, pp. 287-290, (2020); Metz A.M., Medical School Outcomes, Primary Care Specialty Choice, and Practice in Medically Underserved Areas by Physi-cian Alumni of MEDPREP, a Postbaccalaureate Premedical Program for Underrepresented and Disadvantaged Students, Teach. Learn. Med, 29, pp. 351-359, (2017); Figueroa J.L., Van de gaer D., Did Progresa Reduce Inequality of Opportunity for School Re-enrollment?, Econ. Dev. Cult. Change, 69, pp. 541-567, (2021); Coco G., Pignataro G., Unfair credit allocations, Small Bus. Econ, 41, pp. 241-251, (2013); Ending Poverty; UN International Day of the World’s Indigenous Peoples; Chang C.C., Revisiting the Multicultural Myths, Bull. Educ. Res, 60, pp. 111-128, (2014); Educational Experience and Needs of Indigenous Peoples; An Analysis of Aboriginal Education, (2018); Tabi M., Helping minority students from rural and disadvantaged backgrounds succeed in nursing: A nursing workforce diversity project, Online J. Rural. Nurs. Health Care, 16, pp. 59-75, (2016); Lin H.C., Chien W.C., A Study on Learning Cultural Capital of Disadvantaged Students during the Summer Vacation in Urban Elementary Schools in Taiwan, J. Educ. Res. Dev, 15, pp. 23-58, (2019); Lee Y.M., Discriminating Math Low-Achievement Motivation Patterns: Comparing Disadvantaged and Other Students in Elementary and Junior High School, J. Res. Educ. Sci, 57, pp. 39-71, (2012); Hung L.Y., The study of remedial education for the disadvantaged students of compulsory education, J. Natl. Taiwan Norm. Univ, 46, pp. 45-65, (2001); Coleman J.S., Equality and Achievement in Education, (1990); Volmink J., Mathematics by All, Cultural Perspectives on the Mathematics Classroom; Mathematics Educational Library, (1994); Brighouse H., School Choice and Social Justice, (2000); Brighouse H., Educational Equality and School Reform, Educational Equality, pp. 15-69, (2010); Chen C.H., Equality or Adequacy? A Comparative Perspective on Justice in Education, J. Soc. Sci. Philos, 28, pp. 377-412, (2016); Hirsch F., Social Limits to Growth, (1976); Brighouse H., Swift A., Equality, Priority, and Positional Goods, Ethics, 116, pp. 471-497, (2006); Koski W.S., Reich R., When ‘Adequate’ Isn’t: The Retreat from Equity in Educational Law and Policy and Why It Matters, Emory Law J, 56, pp. 545-617, (2007); Swift A., How Not to Be a Hypocrite: School Choice for the Morally Perplexed Parent, (2003); The Financial Aid Project for Economically Disadvantaged University Students; Higher Education SPROUT Project; (2020); (2014); Liu P.Y., Guo Y.C., The Study on Professional and Technical Workers’ Qualifications and the Goal of Keeping the Tracks with Inter-nationalization; Tertiary Education for the Knowledge Society: Synthesis Report, (2008); Lai C.Y., Wu N.H., Kuo C.Y., Wang T.M., A Preliminary Investigation on Disadvantaged Education and Education Welfare Issues in Indigenous Villages in Taiwan: From the Perspective of Indigenous Principals, Soc. Policy Soc. Work, 17, pp. 213-258, (2013); Lin W.Y., Sun J.Z., Zheng L.Z., Wang Y.C., Operation Manual of Independent Poverty Alleviation Program, (2005); Guterres A., Remarks to Member States on Priorities for 2021; Midgley J., Social Development: The Developmental Perspective in Social Welfare, (1995); Chang T.T., Lu L., The Effects of Resource Loss and Resource Gain on Work-Family Conflict: The Perspective of Resource Conservation, NTU Manag. Rev, 20, pp. 69-98, (2009)","Y.-C. Lee; Department of International Business, Chien Hsin University of Science and Technology, Taoyuan City, 320312, Taiwan; email: leeyc@uch.edu.tw","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85113986238"
"Singh P.; Kumar S.","Singh, Paramjit (56579511000); Kumar, Surinder (57877733800)","56579511000; 57877733800","Demographic Dividend in the Age of Neoliberal Capitalism: An Analysis of Employment and Employability in India","2021","Indian Journal of Labour Economics","64","3","","595","619","24","8","10.1007/s41027-021-00326-w","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113339209&doi=10.1007%2fs41027-021-00326-w&partnerID=40&md5=5524c2f7689b1b0ed315ce3aea116ebc","Department of Economics, Panjab University, Chandigarh, India; Centre for Research in Rural and Industrial Development, Chandigarh, India","Singh P., Department of Economics, Panjab University, Chandigarh, India; Kumar S., Centre for Research in Rural and Industrial Development, Chandigarh, India","After examining the concept of demographic dividend and in-depth analysis of the changing demographic profile of Indian population in a comparative framework, in this study it has been argued that the transformation of demographic potential into demographic dividend is predicated on the premise that India adopts state sponsored social-economic policy regime for public health and education for its youth to acquire skills which will be required in the twenty-first century and adopts macroeconomic policies which ensures optimal use of human resources. Otherwise demographic dividend will be a myth and a mirage. © 2021, Indian Society of Labour Economics.","Capital-intensive technology; Demographic dividend; Employability; Employment","India; adaptive management; capitalism; comparative study; education; employment; human resource; labor policy; macroeconomics; neoliberalism; public health; skilled labor; young population","","","","","","","Arrow K.J., The economic implications of learning by doing, The Review of Economic Studies, 29, 3, pp. 155-173, (1962); Becker G.S., Investment in human capital: A theoretical analysis, Journal of Political Economy, 70, 5, pp. 9-49, (1962); Becker G.S., Et al., Population and economic growth, The American Economic Review, 89, 2, pp. 145-149, (1999); Bhaduri A., A study in development by dispossession, Cambridge Journal of Economics, 42, 1, pp. 19-31, (2018); Blacker C.P., Stages in population growth, The Eugenic Review, 39, 8, pp. 88-101, (1947); Bloom D., Et al., Demographic change and economic growth in Asia, Population and Development Review, 26, pp. 257-290, (2000); Bloomcanning D.E.D., Global demographic change: Dimensions and economic significance, Nation Bureau of Economic Research, (2004); Brander J.A., Dowrick S., The role of fertility and population in economic growth: Empirical results from aggregate cross-national data, Journal of Population Economics, 7, 1, pp. 1-25, (1994); Final population tables, (2011); Primary census abstract, (2011); Chandershekhar C.P., Ghosh J., Roychowdhury A., The ‘demographic dividend’ and young India’s economic future, Economic and Political Weekly, 41, 49, pp. 5055-5064, (2006); Chen R., Et al., China has faster pace than Japan in population aging in next 25 years, BioScience Trends, 13, 4, pp. 287-291, (2019); National account statistics, (2019); Fei C.H.J., Ranis G., Development of the labour surplus economy: Theory and policy, (1964); Economic survey of India 2013, (2013); Economic survey of India 2018, (2018); Annual survey of industries 2017–18, (2020); Harrod R.F., An essay in dynamic theory, The Economic Journal, 49, 193, pp. 14-33, (1939); Harvey D., Seventeen contradictions and end of capitalism, (2014); Kaldor N., Mirrlees J.A., A new model of economic growth, The Review of Economic Studies, 29, 3, pp. 174-192, (1962); Kalecki M., Political aspects of full employment, Selected essays in the dynamics of the capitalist economy: 1933–70, pp. 33-44, (1971); Kalecki M., [1965]. Theory of Economic Dynamics: An Essay on Cyclical and Long-Run Changes in Capitalist Economy, (2009); Keynes J.M., Economic possibilities for our grandchildren, Essays in persuasion, pp. 358-376, (1933); Kuznet S., Population change and aggregate output, Demographic and economic change in developed countries, pp. 324-351, (1960); Lewis W.A., Economic development with unlimited supplies of labour, The Manchester School, 22, 2, pp. 139-191, (1954); Lucas R.E., On the mechanics of economic development, Journal of Monetary Economics, 22, 1, pp. 3-42, (1988); Malthus T.R., An Essay on the Principle of Population. London: Reeves and Turner., (1878); Marx K., (1992); Modigliani F., Life cycle, individual thrift, and the wealth of nations, The American Economic Review, 76, 13, pp. 297-313, (1986); Report on the condition of work and promotion of livelihoods in the unorganised sector, (2007); Employment and unemployment situation in India, 68th round (2011–12), (2015); Periodic labour force survey, (2019); Patnaik P., Technology and employment in an open underdeveloped economy. The Idea Working Series, Paper no, 1, (2006); Handbook of statistics, 2018–19, (2019); Ricardo D., On Principles of Political Economy and Taxation. Third Edition, Ontario: Reprinted by Batoche Books, (2001); Romer P.M., Increasing return and long-run growth, Journal of Political Economy, 94, 5, pp. 1002-1037, (1986); Roy S., Structural change in employment in India since 1980s: How Lewisian isit?, Social Scientist, 36, 11-12, pp. 47-68, (2008); Sen A., Introduction, Growth economics: Selected readings, pp. 9-40, (1970); Singh P., Beyond the COVID-19 pandemic: Gauging neoliberal capitalism and the unipolar world order, International Critical Thought, 10, 4, pp. 635-654, (2020); Singh P., Indian agriculture under open economic regime: Implication for livelihood and food security, Journal of Asian and African Studies, 55, 8, pp. 1176-1193, (2020); Singh P., The economic consequences of prime minister Modi, Studies in Political Economy, 101, 2, pp. 174-184, (2020); Solow R.M., A contribution to the theory of economic growth, Quarterly Journal of Economics, 70, 1, pp. 65-94, (1956); Tiwana B.S., Singh P., Nation state, marketisation of social services and uncertainty of livelihood in India, World Review of Political Economy, 6, 1, pp. 33-57, (2015); Tiwari S., Kumar S., Neo-Liberal macroeconomic policy and structural transformation of Indian economy: Impact on income, employment and distribution, The Indian Journal of Labour Economics, 62, 2, pp. 219-238, (2019); Human development report 2019, (2019); World population prospects, 2019, (2019); India country office at a glance, (2018); India and the knowledge economy: Leveraging strengths and opportunities, (2005); Yashiro N., Aging of the population in japan and its implications to the other Asian countries, Journal of Asian Economics, 8, 2, pp. 245-261, (1997)","P. Singh; Department of Economics, Panjab University, Chandigarh, India; email: paramjiteco@yahoo.com","","Springer","","","","","","09717927","","","","English","Indian J. Labour Econ.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85113339209"
"Kleine A.-K.; Schmitt A.; Wisse B.","Kleine, Anne-Kathrin (57209108236); Schmitt, Antje (53864105500); Wisse, Barbara (36132287500)","57209108236; 53864105500; 36132287500","Students' career exploration: A meta-analysis","2021","Journal of Vocational Behavior","131","","103645","","","","22","10.1016/j.jvb.2021.103645","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119321276&doi=10.1016%2fj.jvb.2021.103645&partnerID=40&md5=c6dc70d8d31373b419b45cd1b0d29d3d","University of Groningen, Netherlands","Kleine A.-K., University of Groningen, Netherlands; Schmitt A., University of Groningen, Netherlands; Wisse B., University of Groningen, Netherlands","Career exploration refers to the exploration of the environment and the self with the aim of gathering career-related information. On the basis of Lent and Brown's (2013) model of career self-management (CSM), the current meta-analysis examined the antecedents and outcomes of career exploration among college students (K = 109, N = 34,969 students). We found support for the applicability of the CSM model to the context of students' career exploration. Specifically, positive associations were found for the association of the three core person-cognitive variables self-efficacy for career exploration and decision-making (rc = 0.52), outcome expectations (rc = 0.31), and career-exploratory goals (rc = 0.42) with career exploration. Results of path analyses suggest that the effects of both self-efficacy and outcome expectations on career exploration are mediated by career-exploratory goals. Further, in line with the CSM model, career exploration was positively related to career-related support (rc = 0.33) and negatively related to barriers (rc = −0.15). Moreover, career exploration was associated with important career-related outcomes, such as career decidedness (rc = 0.22), and perceived employability (rc = 0.35). Exploratory moderator analyses revealed that some relationships are influenced by sample (i.e., age, gender, cultural background) and measurement (e.g., publication date) characteristics. The findings of this meta-analysis highlight several implications for the further development of the CSM model, future research on students' career exploration, and career development practice. © 2021 The Authors","Career exploration; Career self-management; Meta-analysis; Students","","","","","","","","Ajzen I., Madden T.J., Prediction of goal-directed behavior: Attitudes, intentions, and perceived behavioral control, Journal of Experimental Social Psychology, 22, 5, pp. 453-474, (1986); Auyeung P., Sands J., Accounting Education, 6, 1, pp. 13-23, (1997); Bandura A., Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review, 84, 2, pp. 191-215, (1977); BarNir A., Watson W.E., Hutchins H.M., Mediation and moderated mediation in the relationship among role models, self-efficacy, entrepreneurial career intention, and gender, Journal of Applied Social Psychology, 41, 2, pp. 270-297, (2011); Belschak F.D., Den Hartog D.N., Fay D., Exploring positive, negative and context-dependent aspects of proactive behaviours at work, Journal of Occupational and Organizational Psychology, 83, 2, pp. 267-273, (2010); Betz N.E., Luzzo D.A., Career assessment and the career decision-making self-efficacy scale, Journal of Career Assessment, 4, 4, pp. 413-428, (1996); Betz N.E., Voyten K.K., Efficacy and outcome expectations influence career exploration and decidedness, The Career Development Quarterly, 46, 2, pp. 179-189, (1997); Betz N.E., Klein K.L., Taylor K.M., Evaluation of a short form of the career decision-making self-efficacy scale, Journal of Career Assessment, 4, 1, pp. 47-57, (1996); Blustein D.L., The relationship between motivational processes and career exploration, Journal of Vocational Behavior, 32, 3, pp. 345-357, (1988); Blustein D.L., Applying current theory and research in career exploration to practice, The Career Development Quarterly, 41, 2, pp. 174-183, (1992); Blustein D.L., A context-rich perspective of career exploration across the life roles, The Career Development Quarterly, 45, 3, pp. 260-274, (1997); Blustein D.L., A relational theory of working, Journal of Vocational Behavior, 79, 1, pp. 1-17, (2011); Blustein D.L., Devenis L.E., Kidney B.A., Relationship between the identity formation process and career development, Journal of Counseling Psychology, 36, 2, pp. 196-202, (1989); Blustein D.L., Juntunen C.L., Worthington R.L., The school-to-work transition: Adjustment challenges of the forgotten half, Handbook of counseling psychology, pp. 435-470, (2000); Borenstein M., Hedges L.V., Higgins J.P.T., Rothstein H.R., (2011); Cai Z., Guan Y., Li H., Shi W., Guo K., Liu Y., Li Q., Han X., Jiang P., Fang Z., Hua H., Self-esteem and proactive personality as predictors of future work self and career adaptability: An examination of mediating and moderating processes, Journal of Vocational Behavior, 86, pp. 86-94, (2015); Cheung M.W.-L., Meta-analysis: A structural equation modeling approach, (2015); Cheung M.W.-L., metaSEM: An R package for meta-analysis using structural equation modeling, Frontiers in Psychology, 5, 1521, pp. 1-7, (2015); Cheung R., Arnold J., Antecedents of career exploration among Hong Kong Chinese university students: Testing contextual and developmental variables, Journal of Vocational Behavior, 76, 1, pp. 25-36, (2010); Cheung R., Arnold J., The impact of career exploration on career development among Hong Kong Chinese university students, Journal of College Student Development, 55, 7, pp. 732-748, (2014); Cheung M.W.-L., Chan W., Meta-analytic structural equation modeling: A two-stage approach, Psychological Methods, 10, 1, pp. 40-64, (2005); Connelly B.S., Ones D.S., Chernyshenko O.S., Introducing the special section on openness to experience: Review of openness taxonomies, measurement, and nomological net, Journal of Personality Assessment, 96, 1, pp. 1-16, (2014); Dahlke J.A., Wiernik B.M., Psychmeta: An R package for psychometric meta-analysis, Applied Psychological Measurement, 43, 5, pp. 415-416, (2019); Dalton D.R., Aguinis H., Dalton C.M., Bosco F.A., Pierce C.A., Revisiting the file drawer problem in meta-analysis: An assessment of published and nonpublished correlation matrices, Personnel Psychology, 65, 2, pp. 221-249, (2012); Eby L.T., Allen T.D., Evans S.C., Ng T., DuBois D.L., Does mentoring matter? 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Kleine; Faculty of Behavioral and Social Sciences, Organizational Psychology, University of Groningen, Groningen, Grote Kruisstraat 2/1, 9712 TS, Netherlands; email: a.k.kleine@rug.nl","","Academic Press Inc.","","","","","","00018791","","JVBHA","","English","J. Vocat. Behav.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85119321276"
"Udayar S.; Canzio L.I.; Urbanaviciute I.; Masdonati J.; Rossier J.","Udayar, Shagini (57202720832); Canzio, Leandro Ivan (57221763855); Urbanaviciute, Ieva (56400952300); Masdonati, Jonas (23493166500); Rossier, Jérôme (7102912026)","57202720832; 57221763855; 56400952300; 23493166500; 7102912026","Significant life events and career sustainability: A three-wave study","2021","Sustainability (Switzerland)","13","23","13129","","","","2","10.3390/su132313129","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119974963&doi=10.3390%2fsu132313129&partnerID=40&md5=933d0b1b097fa07a1cb49d72dcb39592","Institute of Psychology, University of Lausanne, Lausanne, CH-1015, Switzerland; Swiss National Centre of Competence in Research LIVES, University of Lausanne, Lausanne, CH-1015, Switzerland","Udayar S., Institute of Psychology, University of Lausanne, Lausanne, CH-1015, Switzerland; Canzio L.I., Swiss National Centre of Competence in Research LIVES, University of Lausanne, Lausanne, CH-1015, Switzerland; Urbanaviciute I., Swiss National Centre of Competence in Research LIVES, University of Lausanne, Lausanne, CH-1015, Switzerland; Masdonati J., Institute of Psychology, University of Lausanne, Lausanne, CH-1015, Switzerland, Swiss National Centre of Competence in Research LIVES, University of Lausanne, Lausanne, CH-1015, Switzerland; Rossier J., Institute of Psychology, University of Lausanne, Lausanne, CH-1015, Switzerland, Swiss National Centre of Competence in Research LIVES, University of Lausanne, Lausanne, CH-1015, Switzerland","Over the last three decades, the professional landscape has changed, and career paths have become more plural, complex, and flexible, as well as less predictable. Consequently, career sustainability has become a major concern. Since the framework of sustainable careers captures the complexities of modern careers, we used it in the present study to understand how various types of significant life events (i.e., negative work events, negative nonwork events, positive work events, and positive nonwork events) hinder or foster career sustainability among 870 professionally active adults in Switzerland using a longitudinal design. We used repeated measures analysis of variance to study changes in health (i.e., self-rated health and stress at work), happiness (i.e., life satisfaction, quality of life, and job satisfaction), and productivity (i.e., employability and career prospects) by the type of significant life events over time, from 1 year before the event (T0) to 1 year after the event (T2). Results indicated that work events are important to consider when studying career sustainability as there is evidence for spillover effects from work to life. Specifically, experiencing positive work events seems to foster career sustainability, and these effects seem to be stronger than the negative effect of negative work or nonwork life events on health, happiness, and productivity. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Career prospects; Career sustainability; Employability; Job satisfaction; Life satisfaction; Quality of life; Self-rated health; Significant life events; Work stress","Switzerland; adult; lifestyle; public health; sustainability; variance analysis; working conditions","","","","","Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung, SNF, (51NF40-185901); National Centre of Competence in Research Robotics","Funding: Authors’ contribution benefited from the support of the Swiss National Centre of Competence in Research LIVES—Overcoming vulnerability: Life course perspective, financed by the Swiss National Science Foundation (grant number: 51NF40-185901). This research received no external funding.","Savickas M.L., Life Design: A Paradigm for Career Intervention in the 21st Century, J. Couns. 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Health Psychol, 5, (2000); Coetzee M., A Framework for Assessing and Developing Self-regulatory Positive Psychological Career Attributes for Sustained Employability, Positive Psychological Intervention Design and Protocols for Multi-Cultural Contexts, pp. 217-240, (2019); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, J. Vocat. Behav, 65, pp. 14-38, (2004); Udayar S., Urbanaviciute I., Massoudi K., Rossier J., The Role of Personality Profiles in the Longitudinal Relationship between Work–Related Well–Being and Life Satisfaction among Working Adults in Switzerland, Eur. J. Personal, 34, pp. 77-92, (2020)","S. Udayar; Institute of Psychology, University of Lausanne, Lausanne, CH-1015, Switzerland; email: shagini.udayar@unil.ch","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85119974963"
"de Melo M.R.; Martins-Silva P.O.; de Andrade A.L.; de Moura R.L.","de Melo, Mariana Ramos (57195575089); Martins-Silva, Priscilla de Oliveira (55440267400); de Andrade, Alexsandro Luiz (35772461300); de Moura, Ralf Luis (57194112588)","57195575089; 55440267400; 35772461300; 57194112588","Barriers, Adaptability, Employability, and Satisfaction: Career Perceptions of Business Students; [Barreiras, Adaptabilidade, Empregabilidade e Satisfação: Percepções de Carreira de Formandos em Administração]","2021","Revista de Administracao Contemporanea","25","6","e190124","","","","1","10.1590/1982-7849rac2021190124.en","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85164493835&doi=10.1590%2f1982-7849rac2021190124.en&partnerID=40&md5=6065a1cd02f8ecb9bc986914c3660519","Universidade Federal do Espírito Santo, Programa de Pós-Graduação em Administração, Av. Fernando Ferrari, nº 514, Goiabeiras, ES, Vitória, 29060-220, Brazil; Universidade Federal do Espírito Santo, Programa de Pós-Graduação em Psicologia, Av. Fernando Ferrari, nº 514, Goiabeiras, ES, Vitória, 29060-220, Brazil","de Melo M.R., Universidade Federal do Espírito Santo, Programa de Pós-Graduação em Administração, Av. Fernando Ferrari, nº 514, Goiabeiras, ES, Vitória, 29060-220, Brazil; Martins-Silva P.O., Universidade Federal do Espírito Santo, Programa de Pós-Graduação em Administração, Av. Fernando Ferrari, nº 514, Goiabeiras, ES, Vitória, 29060-220, Brazil; de Andrade A.L., Universidade Federal do Espírito Santo, Programa de Pós-Graduação em Psicologia, Av. Fernando Ferrari, nº 514, Goiabeiras, ES, Vitória, 29060-220, Brazil; de Moura R.L., Universidade Federal do Espírito Santo, Programa de Pós-Graduação em Administração, Av. Fernando Ferrari, nº 514, Goiabeiras, ES, Vitória, 29060-220, Brazil","Objective: this study was aimed to verify how perceptions of career barriers and adaptability held by senior undergraduate students attending Business Administration programs influence employability and career satisfaction. Method: a survey was conducted among 358 senior undergraduate students. Data analysis included descriptive statistics, hypothesis tests for differences between means, and structural equation modeling. Results: significant differences were found in individuals’ perceptions regarding career barriers depending on sex and race. Contrary to the expected, the hypothesis test showed that contextual career barriers do not predict employability or satisfaction. Adaptability, in turn, predicted both, while employability predicted satisfaction. Conclusions: the results reinforce that sociodemographic characteristics are potential indicators to support understanding of perceived career barriers. Additionally, the students’ continued development of adaptability (concern, control, curiosity, confidence) to advance their careers and life plays an important role, positively influencing perceptions of overall abilities for work (employability) and career success. © 2021, ANPAD - Associacao Nacional de Pos-Graduacao e Pesquisa em Administracao. All rights reserved.","adaptability; career barriers; career development; career success; higher education","","","","","","Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES","The authors inform that the present work was carried out with the support of the Coordination for the Improvement of Higher Education Personnel (CAPES) - Brazil through the Master's scholarship. The authors would like to thank CAPES for the financial support.","Ambiel R., Hernandez D., Martins G., Relações entre adaptabilidade de carreira e vivências acadêmicas no ensino superior, Psicología desde el Caribe, 33, 2, pp. 158-168, (2016); Audibert A., Teixeira M. A. P., Escala de adaptabilidade de carreira: Evidências de validade em universitários brasileiros, Revista Brasileira de Orientação Profissional, 16, 1, pp. 83-93, (2015); Bandura A., Self-efficacy: Toward a unifying theory of behavioral change, Advances in Behaviour Research and Therapy, 1, 4, pp. 139-161, (1978); Barbosa Filho F. H., A crise econômica de 2014/2017, Estudos Avançados, 31, 89, pp. 51-60, (2017); Bowling N. A., Eschleman K. J., Wang Q., A meta-analytic examination of the relationship between job satisfaction and subjective well‐being, Journal of Occupational and Organizational Psychology, 83, 4, pp. 915-934, (2010); Brown S. D., Lent R. W., A social cognitive view of career development and guidance, International handbook of career guidance, 2, pp. 147-166, (2019); Bullock-Yowell E., Peterson G. W., Reardon R. C., Leierer S. J., Reed C. A., Relationships among career and life stress, negative career thoughts, and career decision state: A cognitive information processing perspective, The Career Development Quarterly, 59, 4, pp. 302-314, (2011); Cardoso P., Inventário de percepção de barreiras da carreira, (2009); Cardoso P., Moreira J. M., Self-efficacy beliefs and the relation between career planning and perception of barriers, International Journal for Educational and Vocational Guidance, 9, 3, (2009); Cohen J., Statistical power analysis for the behavioral sciences, (1988); Cozby P. C., Métodos de pesquisa em ciências do comportamento, 7, pp. 141-170, (2003); Dahling J. J., Melloy R., Thompson M. N., Financial strain and regional unemployment as barriers to job search self-efficacy: A test of social cognitive career theory, Journal of Counseling Psychology, 60, 2, pp. 210-218, (2013); DeVos A., DeHauw S., VanderHeijden B. I., Competency development and career success: The mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); Di Fabio A., From career development to career management: A positive prevention perspective, International handbook of career guidance, 2, pp. 209-239, (2019); Dunn T. J., Baguley T., Brunsden V., From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation, British Journal of Psychology, 105, 3, pp. 399-412, (2014); Faria L. C., Taveira M. C., Saavedra L. M., Exploração e decisão de carreira numa transição escolar: Diferenças individuais, Revista Brasileira de Orientação Profissional, 9, 2, pp. 17-30, (2008); Gamboa V., Paixao O., Palma A. I., Adaptabilidade de carreira e autoeficácia na transição para o trabalho: O papel da empregabilidade percebida–estudo com estudantes do ensino superior, Revista Portuguesa de Pedagogia, 48-2, pp. 133-156, (2014); Greenhaus J. H., Parasuraman S., Wormley W. M., Effects of race on organizational experiences, job performance evaluations, and career outcomes, The Academy of Management Journal, 33, 1, pp. 64-86, (1990); Hair J. F., Black W. C., Babin B. J., Anderson R. E., Tatham R. L., Análise multivariada de dados, (2009); Hall D. T., The protean career: A quarter-century journey, Journal of Vocational Behavior, 65, 1, pp. 1-13, (2004); Heijde C., Van Der Heijden B., A competence‐based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Pesquisa nacional por amostra de domicílios contínua: Algumas características da força de trabalho por cor ou raça, (2017); Pesquisa nacional por amostra de domicílios contínua: Terceiro trimestre de 2020, (2020); Indicadores de qualidade da educação superior 2015, (2017); Johnston C. S., A systematic review of the career adaptability literature and future outlook, Journal of Career Assessment, 26, 1, pp. 3-30, (2016); Kim Y. H., O'Brien K. M., Assessing women’s career barriers across racial/ethnic groups: The perception of barriers scale, Journal of Counseling Psychology, 65, 2, pp. 226-238, (2018); Kuijpers M., Schyns B., Scheerens J., Career competencies for career success, The Career Development Quarterly, 55, 2, pp. 168-178, (2006); Ladeira M., Oliveira M., Melo-Silva L., Taveira M., Adaptabilidade de carreira e empregabilidade na transição universidade-trabalho: Mediação das respostas adaptativas, Psico-USF, 24, 3, pp. 583-595, (2019); Lent R. W., Brown S. D., Social cognitive model of career self-management: Toward a unifying view of adaptive career behavior across the life span, Journal of Counseling Psychology, 60, 4, pp. 557-568, (2013); Lent R. W., Brown S. D., Hackett G., Toward a unifying social cognitive theory of career and academic interest, choice, and performance, Journal of Vocational Behavior, 45, 1, pp. 79-122, (1994); Lent R. W., Brown S. D., Hackett G., Contextual supports and barriers to career choice: A social cognitive analysis, Journal of Counseling Psychology, 47, 1, pp. 36-49, (2000); Lipshits-Braziler Y., Tatar M., Perceived career barriers and coping among youth in Israel: Ethnic and gender differences, Journal of Vocational Behavior, 80, 2, pp. 545-554, (2012); Lo Presti A., Pluviano S., Looking for a route in turbulent waters: Employability as a compass for career success, Organizational Psychology Review, 6, 2, pp. 192-211, (2016); London M., Career barriers: How people experience, overcome, and avoid failure, (2014); Magalhaes M., Bendassolli P., Desenvolvimento de carreiras nas organizações, O trabalho e as organizações: Atuações a partir da psicologia, (2013); Melo M. R., Barreiras de carreira, adaptabilidade e satisfação: Percepções de alunos formandos em Administração em Instituições de Educação Superior, (2018); Melo M. R., Martins-Silva P., Andrade A., Inventário de percepçãodebarreiras de carreira: Estudo comuniversitários, Revista Brasileira de Orientação Profissional, 21, 1, pp. 67-80, (2020); Oreiro J. L., A grande recessão brasileira: Diagnóstico e uma agendadepolíticaeconômica, EstudosAvançados, 31, 89, pp. 75-88, (2017); Perera H. N., Athanasou J. A., Introduction: An international handbook of career guidance, International handbook of career guidance, 2, pp. 1-22, (2019); Pinho E., Kilimnik Z., Andrade D., A influência da estrutura matricial no comprometimento com a carreira em comparação com a estrutura tradicional: Um estudo de caso na EMATER-MG, REGE-Revista de Gestão, 22, 2, pp. 223-239, (2015); Praskova A., Creed P. A., Hood M., Self-regulatory processes mediating between career calling and perceived employability and life satisfaction in emerging adults, Journal of Career Development, 42, 2, pp. 86-101, (2015); Ristoff D., Democratização do campus: Impacto dos programas de inclusão sobre o perfil da graduação, Cadernos do GEA (Grupo Estratégico de Análise da Educação Superior no Brasil), 9, pp. 5-62, (2016); Santos A., Gimenez D., Inserção dos jovens no mercado de trabalho, Estudos Avançados, 29, 85, pp. 153-168, (2015); Savickas M. L., Career adaptability: An integrative construct for life‐span, life‐space theory, The Career Development Quarterly, 45, 3, pp. 247-259, (1997); Savickas M. L., The theory and practice of career construction, Career development and counselling: Putting theory and research to work, pp. 147-183, (2013); Savickas M. L., Reflection and reflexivity during life-design interventions: Comments on career construction counseling, Journal of Vocational Behavior, 97, pp. 84-89, (2016); Savickas M. L., Porfeli E. J., Career adapt-abilities scale: Construction, reliability, and measurement equivalence across 13 countries, Journal of Vocational Behavior, 80, 3, pp. 661-673, (2012); Silva M. Z., Pensamentos negativos de carreira e aspectos psicológicos relacionados à satisfação com os resultados alcançados na vida e na carreira, (2016); Silva M. Z., Andrade A. L., Avaliando pensamentos negativos sobre a carreira: O desenvolvimento de uma medida (EPNC), Revista Brasileira de Orientação Profissional, 17, 2, pp. 175-187, (2016); Swanson J., Daniels K., Tokar D., Assessing perceptions of career-related barriers: The career barriers inventory, Journal of Career Assessment, 4, 2, pp. 219-244, (1996); Trizano-Hermosilla I., Alvarado J. M., Best alternatives to cronbach’s alpha reliability in realistic conditions: Congeneric and asymmetrical measurements, Frontiers in Psychology, 7, 769, (2016); Urbanaviciute I., Pociute B., Kairys A., Liniauskaite A., Perceived career barriers and vocational outcomes among university undergraduates: Exploring mediation and moderation effects, Journal of Vocational Behavior, 92, pp. 12-21, (2016); Vasconcellos V. C., Borges-Andrade J. E., Porto J. B., Fonseca A. M. D. O., Carreira nas organizações: Revisão da produção brasileira no âmbito do microcomportamento organizacional, Revista Psicologia Organizações e Trabalho, 16, 1, pp. 73-87, (2016); Vianen A., Pater I., Preenen P., Career success: Employability and the quality of work experiences, International handbook of career guidance, 2, pp. 241-262, (2019)","M.R. de Melo; Universidade Federal do Espírito Santo, Programa de Pós-Graduação em Administração, Vitória, Av. Fernando Ferrari, nº 514, Goiabeiras, ES, 29060-220, Brazil; email: mariramos.melo@gmail.com","","ANPAD - Associacao Nacional de Pos-Graduacao e Pesquisa em Administracao","","","","","","14156555","","","","English","Rev. Adm. Contemp.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85164493835"
"Altinyelken H.K.","Altinyelken, Hülya Kosar (26428666200)","26428666200","Critical thinking and non-formal Islamic education: Perspectives from young Muslims in the Netherlands","2021","Contemporary Islam","15","3","","267","285","18","3","10.1007/s11562-021-00470-6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85110682516&doi=10.1007%2fs11562-021-00470-6&partnerID=40&md5=838158bc4657fac22be4773556f07280","The Research Institute of Child Development and Education, University of Amsterdam, Nieuwe Achtergracht 127, Amsterdam, 1018 WS, Netherlands","Altinyelken H.K., The Research Institute of Child Development and Education, University of Amsterdam, Nieuwe Achtergracht 127, Amsterdam, 1018 WS, Netherlands","Critical thinking is a highly valued skill in the twenty-first century, and its incorporation into formal school curricula as a core skill is nearly ubiquitous globally. It is considered imperative for educational quality, employability, competitiveness, and for promoting democratisation and social integration. While schools are tasked to promote critical thinking, non-formal Islamic education (NFIE) provided by mosques or by private organisations or tutors is often criticized for its emphasis on rote learning and memorisation, and for fostering an uncritical acceptance of authority. Based on interviews with 27 young adult alumni from four different Muslim communities in the Netherlands, this study seeks to explore the pedagogy of NFIE, with a focus on critical thinking. The accounts of young adults revealed that an emphasis on stimulating critical thinking was largely absent, and there were limited opportunities for interactions, questions, debating or challenging the authority of religious educators or Islamic texts. The traditional pedagogical approach, discouraging attitudes of educators and peers, lack of language proficiency, the young age of learners, and a perceived lack of need for critical deliberations were identified as key challenges. Young adults called for reforming the pedagogy of NFIE to allow for more reflexive, inquisitive and dialogical learning. Some argued that lack of critical deliberation would lead to weakness in the belief structures and faith of new generation Muslims in Europe, resulting in a sense of confusion and disorientation, and limited embodiment of Islamic principles. © 2021, The Author(s).","Critical thinking; Muslim youth; Muslims in Europe; Non-formal Islamic education; Pedagogy; Qur’an schools","","","","","","Nederlandse Organisatie voor Wetenschappelijk Onderzoek, NWO, (451–16-002)","This study was funded by the Talent Programme Veni of the Dutch Research Council [Nederlandse Organisatie voor Wetenschappelijk Onderzoek], grant number 451–16-002. The funder had no role in study design; in the collection, analysis and interpretation of data; in the writing of the report; and in the decision to submit the article for publication. 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History of immigration and immigration policy in the Netherlands, Immigrants, pp. 113-170, (2013); Veugelers W., Creating critical-democratic citizenship education: Empowering humanity and democracy in Dutch education, Compare, 37, 1, pp. 105-119, (2007); Waghid Y., Islamic education and cosmopolitanism: A philosophical interlude, Studies in Philosophy and Education, 33, pp. 329-342, (2014); Westheimer J., On the relationship between political and moral engagement, Getting involved. Global citizenship development and sources of moral values, pp. 17-29, (2008); Willingham D.T., Critical thinking: Why is it so hard to teach?, Arts Education Policy Review, 109, 4, pp. 21-29, (2008); Witteman J., Erbarmelijke Omstandigheden op Koranscholen [Appalling conditions in Qur’an schools], (2009)","H.K. Altinyelken; The Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, Nieuwe Achtergracht 127, 1018 WS, Netherlands; email: h.k.altinyelken@uva.nl","","Springer Science and Business Media B.V.","","","","","","18720218","","","","English","Contemp. Islam","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85110682516"
"Epitropaki O.; Marstand A.F.; Van der Heijden B.; Bozionelos N.; Mylonopoulos N.; Van der Heijde C.; Scholarios D.; Mikkelsen A.; Marzec I.; Jędrzejowicz P.","Epitropaki, Olga (6602219160); Marstand, Anders Friis (57192382875); Van der Heijden, Beatrice (13406606600); Bozionelos, Nikos (6701650986); Mylonopoulos, Nikolaos (6506474611); Van der Heijde, Claudia (13406179800); Scholarios, Dora (6602423646); Mikkelsen, Aslaug (7005100924); Marzec, Izabela (24464153400); Jędrzejowicz, Piotr (6601998884)","6602219160; 57192382875; 13406606600; 6701650986; 6506474611; 13406179800; 6602423646; 7005100924; 24464153400; 6601998884","What are the career implications of “seeing eye to eye”? Examining the role of leader–member exchange (LMX) agreement on employability and career outcomes","2021","Personnel Psychology","74","4","","799","830","31","12","10.1111/peps.12432","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096806692&doi=10.1111%2fpeps.12432&partnerID=40&md5=bc500e19724e8a25fbdf064f8a7987e5","Durham University Business School, Durham University, Durham, United Kingdom; Department of Organizational Psychology, Birkbeck, University of London, London, United Kingdom; Institute for Management Research, Radboud University, Nijmegen, Netherlands; Department Organisation, Open University of the Netherlands, Heerlen, Netherlands; Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium; Hubei Business School, Hubei University, Wuhan, China; Kingston Business School, Kingston University, London, United Kingdom; Emlyon Business School, Écully, France; Alba Graduate Business School, American College of Greece, Athens, Greece; University of Amsterdam, Amsterdam, Netherlands; Strathclyde Business School, University of Strathclyde, Glasgow, United Kingdom; University of Stavanger Business School, University of Stavanger, Stavanger, Norway; Department of Public Management and Social Science, University of Economics in Katowice, Katowice, Poland; Department of Information Systems, Gdynia Maritime University, Gdynia, Poland","Epitropaki O., Durham University Business School, Durham University, Durham, United Kingdom; Marstand A.F., Department of Organizational Psychology, Birkbeck, University of London, London, United Kingdom; Van der Heijden B., Institute for Management Research, Radboud University, Nijmegen, Netherlands, Department Organisation, Open University of the Netherlands, Heerlen, Netherlands, Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium, Hubei Business School, Hubei University, Wuhan, China, Kingston Business School, Kingston University, London, United Kingdom; Bozionelos N., Emlyon Business School, Écully, France; Mylonopoulos N., Alba Graduate Business School, American College of Greece, Athens, Greece; Van der Heijde C., University of Amsterdam, Amsterdam, Netherlands; Scholarios D., Strathclyde Business School, University of Strathclyde, Glasgow, United Kingdom; Mikkelsen A., University of Stavanger Business School, University of Stavanger, Stavanger, Norway; Marzec I., Department of Public Management and Social Science, University of Economics in Katowice, Katowice, Poland; Jędrzejowicz P., Department of Information Systems, Gdynia Maritime University, Gdynia, Poland","Are there career benefits to leaders and followers agreeing about the quality of their leader–member exchange (LMX) relationship? Is LMX disagreement always detrimental for a follower's career? Can the examination of LMX agreement as a substantive variable help us cast new light on some of the inconclusive findings of past research on LMX and career outcomes? These questions motivate our research. Using theories of social exchange and sponsorship, and responses from 967 leader–follower dyads of Information and Communication Technology (ICT) professionals in seven European countries, we examined the role of LMX agreement on subjective and objective career outcomes. After conducting polynomial regression combined with response surface analysis, we found that both follower-rated and leader-rated employability were higher when the leader agreed with the follower at a high level of LMX (vs. a low level of LMX). In case of disagreement, strong support was found for leader-rated employability being higher when the leader's perceptions of LMX exceeded those of their follower. Furthermore, follower-rated employability was found to mediate the relationship between LMX (dis)agreement and perceived career success, promotions, salary, and bonuses. Support was also found for the mediating role of leader-rated employability in the case of perceived career success, promotions, and salary but not for bonuses. Our findings highlight the importance of LMX (dis)agreement for career outcomes and further point to the possibility of employability offering an alternative explanation for the mixed findings of past LMX–career research. © 2020 The Authors. Personnel Psychology published by Wiley Periodicals LLC","career outcomes; employability; leader–member exchange agreement","","","","","","European Commission, EC, (IST-2000-31070)","information This research was supported by a grant from the European Commission within the Fifth Framework, Project ID: IST-2000-31070. Indicator: A cross-cultural study on the measurement and enhancement of employability among ICT professionals working in small and medium-sized enterprises.We thank the Action Editor John Kammeyer-Mueller and the two anonymous reviewers for their constructive comments and valuable suggestions that significantly improved our work. An early version of this paper was presented in the 2019 annual meeting of the Academy of Management in Boston.","Akkermans J., Kubasch S., Trending topics in careers: A review and future research agenda, Career Development International, 22, 6, pp. 586-627, (2017); Akkermans J., Tims M., Crafting your career: How career competencies relate to career success via job crafting, Applied Psychology: An International Review, 66, 1, pp. 168-195, (2017); Barley S.R., Bechky B.A., Milliken F.J., The changing nature of work: Careers, identities, and work lives in the 21st century, Academy of Management Discoveries, 3, 2, pp. 111-115, (2017); Baruch Y., Bozionelos N., Career issues. 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Epitropaki; Durham University Business School, Durham University, Durham, United Kingdom; email: olga.epitropaki2@durham.ac.uk","","John Wiley and Sons Inc","","","","","","00315826","","","","English","Pers. Psychol.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85096806692"
"Ruparelia J.; McMullen J.; Anderson C.; Munene D.; Arakawa N.","Ruparelia, Jalpa (57223907360); McMullen, Jessica (57223909901); Anderson, Claire (7404307632); Munene, Daniella (57223912112); Arakawa, Naoko (57216049268)","57223907360; 57223909901; 7404307632; 57223912112; 57216049268","Enhancing employability opportunities for Pharmacy students; a case study of processes to implement competency-based education in Pharmacy in Kenya","2021","Higher Education Quarterly","75","4","","608","617","9","0","10.1111/hequ.12319","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106412383&doi=10.1111%2fhequ.12319&partnerID=40&md5=7297d31c68a0f83035195ad8b661d6fa","School of Education, University of Nottingham, Nottingham, United Kingdom; School of Pharmacy, University of Nottingham, Nottingham, United Kingdom; Pharmaceutical Society of Kenya, Nairobi, Kenya","Ruparelia J., School of Education, University of Nottingham, Nottingham, United Kingdom; McMullen J., School of Pharmacy, University of Nottingham, Nottingham, United Kingdom; Anderson C., School of Pharmacy, University of Nottingham, Nottingham, United Kingdom; Munene D., Pharmaceutical Society of Kenya, Nairobi, Kenya; Arakawa N., School of Pharmacy, University of Nottingham, Nottingham, United Kingdom","This paper challenges the western concept of graduate employability as a measure of student success through a case study of a collaboration between pharmacy colleagues in universities in Nairobi, Kenya and Nottingham, UK. As Pharmacy programmes globally adapt their courses to a competency-based education (CBE) approach, we outline the implications of this for graduate success in Kenya. The Ministry of Education in Kenya recently announced a move to CBE across all educational sectors. This has led to a reconfiguring of how pharmacy is not only taught, but also assessed, and what success means for pharmacy graduates in Kenya. The collaboration has highlighted the need for key stakeholders to work together and influence policy change, and redefine employability in terms of behaviours that meet country-wide needs. We outline some of the processes and collaborations we formed to redevelop pharmacy programmes in Kenya, and suggest recommendations for continuing partnerships and sustainability. © 2021 The Authors. Higher Education Quarterly published by John Wiley & Sons Ltd.","competency-based education; country-wide employability needs; pharmacy education","","","","","","","","Alves de Costa F., Lee V., Nair Leite S., Murillo M.D., Menge T., Antoniou S., Pharmacists reinventing their roles to effectively respond to COVID-19: A global report from the international pharmacists for anticoagulation care taskforce (iPACT), Journal of Pharmaceutical Policy and Practice, 13, 12, pp. 1-3, (2020); Anamuah-Mensah J., Asabere-Ameyaw A., Dennis S., Bridging the gap: Linking school and the world of work in Ghana, Journal of Career and Technical Education, 23, 1, pp. 133-152, (2007); Arakawa N., Anderson C., Challenges and opportunities in conducting health services research through international collaborations: A review of personal experiences, Research in Social and Administrative Pharmacy, 16, 11, pp. 1609-1613, (2020); Bader L.R., McGrath S., Rouse M.J., Anderson C., A conceptual framework toward identifying and analyzing challenges to the advancement of pharmacy, Research in Social and Administrative Pharmacy, 13, pp. 321-331, (2017); Bruno-Tome A., Hadziabdic M.O., Mucalo I., Rennie T., Competency (and beyond): Think patient. Colaborate. Develop. Evaluate. Improve. Repeat, Pharmacy, 7, (2019); Burns C., ‘Urgent action’ needed on pharmacist shortages, The Pharmaceutical Journal, 303, 7931, (2019); (2020); Frankham J., Employability and higher education: The follies of the ‘productivity challenge’ in the teaching excellence framework, Journal of Education Policy, 32, 5, pp. 628-641, (2016); Frenk J., Chen L., Bhutta Z.A., Cohen J., Crisp N., Evans T., Fineberg H., Garcia P., Ke Y., Kelley P., Kistnasamy B., Meleis A., Naylor D., Pablos-Mendez A., Reddy S., Scrimshaw S., Sepulveda J., Serwadda D., Zurayk H., Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world, The Lancet, 376, pp. 1923-1958, (2010); The constitution of Kenya, (2010); Gruppen L.D., Mangrulkar R.S., Kolars J.C., The promise of competency-based education in the health professionals for improving global health, Human Resources for Health, 10, 43, pp. 1-7, (2012); Higher Education graduate outcomes statistics: UK, 2017/2018—Outcomes by subject studied, (2020); A global competency framework version 1, (2012); Research, development and evaluation strategies for pharmaceutical education and the workforce: A global report, (2017); Kalei A., University graduates' employability skills' mismatch and the labour market demands in Kenya, International Journal of Business and Management Science, 2, 10, pp. 1-8, (2016); Kenya Vision 2030, (2020); Kenya Health Policy 2014–2030, (2014); Lo Presti A., Pluviano S., Looking for trouble in turbulent waters: Employability as a compass for career success, Organizational Psychology Review, 6, 2, pp. 192-211, (2016); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: What effects do they have on graduate labour market outcomes?, Education Economics, 17, pp. 1-30, (2009); McCowan T., Oanda I., Oketch M., Towards a national graduate destinations survey in Kenya: An exploratory study of three universities, Higher Education Policy, 31, 1, pp. 97-119, (2018); Mills E.R., Developing and evaluating a competency framework for pharmacists working in primary care, (2007); Mills E., Farmer D., Bates I., Davies G., Webb D., McRobbie D., Development of an evidence-led competency framework for primary care and community pharmacists, Pharmaceutical Journal, 275, pp. 48-52, (2005); Mulder M., Competence theory and research: A synthesis, Competence-based vocational and professional education: Bridging the worlds of work and education, pp. 1071-1106, (2017); Njue D., Declining health service use in Nairobi has health implications beyond COVID-19, Africatatlse, (2020); Okereke M., Adebisi Y.A., Emmanuella N., Jaber H.M., Muthoni L., Barka N.B., COVID-19: Community pharmacy practice in Africa, International Journal of Health and Life Sciences, 6, 2, pp. 1-3, (2020); Tikly L., Education for sustainable development in the postcolonial world, (2020); Sustainable development goals, (2015); Vladimirova K., le Blanc D., How well are the links between education and other sustainable development goals covered in UN flagship reports? A contribution to the study of the science-policy interface on education in the UN system, (2015); Wongnaa C.A., Boachie W.K., Perception and adoption of competency-based training by academics in Ghana, International Journal of STEM Education, 5, 52, pp. 1-13, (2018); Transforming and scaling up health professional education and training: Policy brief on regulation of health professions education, (2013); A universal truth: No health without a workforce, (2014); Global strategy on human resources for health: Workforce 2030, (2016); Universal health coverage, (2019); Worley P., Achieving educational excellence along with a sustainable rural medical workforce, MEDICC Review, 10, 4, pp. 30-34, (2008)","J. Ruparelia; School of Education, University of Nottingham, Nottingham, United Kingdom; email: jalpa.ruparelia@nottingham.ac.uk","","John Wiley and Sons Inc","","","","","","09515224","","","","English","Higer Educ. Q.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85106412383"
"Kumar S.; Suhaib M.; Asjad M.","Kumar, Shailendra (55613229117); Suhaib, Mohd (16403070700); Asjad, Mohammad (55757997800)","55613229117; 16403070700; 55757997800","A Framework for Transforming Indian Sports Goods Manufacturing Industry","2021","South Asian Journal of Business and Management Cases","10","3","","313","326","13","6","10.1177/22779779211040191","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115628673&doi=10.1177%2f22779779211040191&partnerID=40&md5=8545bf3e55d8b2a110e30c0655a92de3","Mechanical Engineering Department, Jamia Millia Islamia, Delhi, New Delhi, India","Kumar S., Mechanical Engineering Department, Jamia Millia Islamia, Delhi, New Delhi, India; Suhaib M., Mechanical Engineering Department, Jamia Millia Islamia, Delhi, New Delhi, India; Asjad M., Mechanical Engineering Department, Jamia Millia Islamia, Delhi, New Delhi, India","The Indian manufacturing industry is gradually adopting the sustainable productivity-oriented processes of the fourth industrial revolution (4IR), but the sports goods manufacturing (SGM) sector has lagged far behind. In India, the city of Meerut is one of the hubs of SGM, providing about 25,000 direct jobs and exporting goods worth around ₹4.86 billion (~US$75 million). The thousands of mini, micro and small household manufacturing units of the Meerut sports goods manufacturing (MSGM) cluster widely operate with the centuries-old labour-intensive manufacturing practices. MSGM cluster has a vast untapped potential to increase productivity, quality and sustainability of processes. To remain relevant in this competitive era, a transformation of the sports goods manufacturing industry (SGMI) is the need of the hour. For this, the requirement for an integrated transformational framework capable of transforming the processes of the manufacturing cluster from its current state to intelligent manufacturing is felt. It will help the SGMI sustain and uplift its workforce’s employability, income and living standards. This transformation also invites the other allied industries to operate in the cluster, generating employment and business opportunities. In Decision-Making Trial and Evaluation Laboratory (DEMATEL)-based analysis of the MSGM cluster, cause–effect relations among eleven prevalent transformational challenges are deduced. From both prominence ranking and cause–effect relations for the eleven prevalent transformational challenges, ‘management’s willingness’, ‘government support system’, and ‘awareness and clear understanding of benefits (ROI)’ are observed among the prominent factors to be overcome. A transformational framework for SGMI from its present state to the I4.0 state is proposed. The study and proposed scalable framework with causal relationships will serve as a road map and tool for the smooth and effective transformation of the SGMI cluster. © 2021 SAGE Publications.","challenges; Industry 4.0; sports goods manufacturing industry; transformational framework","","","","","","","","Bai C., Sarkis J., A grey-based DEMATEL model for evaluating business process management critical success factors, International Journal of Production Economics, 146, 1, pp. 281-292, (2013); Baldassarre F., Ricciardi F., Campo R., The advent of industry 4.0 in manufacturing industry: Literature review and growth opportunities, (2017); Basuk M., Sengupta A., Bhute A., Tyagi S., Overview of Indian sporting goods and equipment industry, Indian Textile Journal, (2013); Duttagupta I., Meerut’s sports goods industry turns its focus on athletics, other niche areas, The Economic Times, (2018); Glass R., Meissner A., Gebauer C., Sturmer S., Metternich J., Identifying the barriers to industrie 4.0, 51st CIRP Conference on Manufacturing Systems, Procedia CIRP,72, pp. 985-988, (2018); Hofmann E., Rusch M., Industry 4.0 and the current status as well as future prospects on logistics, Computers and Industrial Engineering, 89, pp. 23-34, (2017); Kamble S.S., Gunasekaran A., Sharma R., Analysis of the driving and dependence power of barriers to adopt industry 4.0 in Indian manufacturing industry, Computers in Industry, 101, pp. 107-119, (2018); Kumar S., Suhaib M., Asjad M., Analysing the barriers to industry 4.0 through best-worst method, International Journal Performability Engineering, 16, 1, pp. 27-36, (2020); Kumar S., Suhaib M., Asjad M., Industry 4.0: Complex, disruptive, but inevitable, Management and Production Engineering Review, 11, 1, pp. 43-51, (2020); Kumar S., Suhaib M., Asjad M., Narrowing the barriers to industry 4.0 practices through PCA-fuzzy AHP-K-means, Journal of Advances in Management Research, (2020); Kumar S., Gupta M., Suhaib M., Asjad M., Current status, enablers and barriers of implementing cellular manufacturing system in sports industry through ISM, International Journal of System Assurance Engineering and Management, (2021); Lu Y., Industry 4.0: A survey on technologies, applications and open research issues, Journal of Industrial Information Integration, 6, pp. 1-10, (2017); Mitra J., Shankar V.Y., Bachchan A., Enhancement in productivity of sports goods industrial cluster in Meerut India, International Research Journal of Mechanical Engineering, 2, 6, pp. 154-160, (2014); Mogos M.F., Eleftheriadis R.J., Myklebust O., Enablers and inhibitors of industry 4.0: Results from a survey of industrial companies in Norway, Netherlands, Procedia CIRP, 81, pp. 624-629, (2019); Moktadir M.A., Ali S.M., Kusi-Sarpong S., Shaikh M.A.A., Assessing challenges for implementing Industry 4.0: Implications for process safety and environmental protection, Process Safety and Environmental Protection, 117, pp. 730-741, (2018); Orzes G., Rauch E., Bednar S., Poklemba R., Industry 4.0 implementation barriers in small and medium sized enterprises: A focus group study, (2018); Oztemel E., Gursev S., Literature review of industry 4.0 and related technologies, Journal of Intelligent Manufacturing, 31, pp. 127-182, (2020); Raj A., Dwivedi G., Sharma A., Jabbour A.B.L.S., Rajak S., Barriers to the adoption of industry 4.0 technologies in the manufacturing sector: An inter-country comparative perspective, International Journal of Production Economics, 224, (2020); Saeidipour B., Ismaeli S., A study of how to implement a successful CRM by identifying challenges using DEMATEL method: An empirical study on small to medium business units, Management Science Letters, 2, 1, pp. 363-368, (2012); Singh R., Bhanot N., An integrated DEMATEL-MMDE-ISM based approach for analysing the barriers of IoT implementation in the manufacturing industry, International Journal of Production Research, 58, 8, pp. 2454-2476, (2020); Shivakumar K., Jeyapaul R., Vimal K.E.K., Ravi P., A DEMATEL approach for evaluating barriers for sustainable end-of-life practices, Journal of Manufacturing Technology Management, 29, 6, pp. 1065-1091, (2018); Strandhagen J.W., Alfnes E., The fit of industry 4.0 applications in manufacturing logistics: A multiple case study, Advances in Manufacturing, 5, pp. 344-358, (2017); Thakkar J.J., Decision-making trial and evaluation, laboratory (DEMATEL), Multi-criteria decision making. Studies in systems, decision and control, (2021); Veile J.W., Kiel D., Muller J.M., Voigt K.-I., Lessons learned from industry 4.0 implementation in the German manufacturing industry, Journal of Manufacturing Technology Management, (2019); Weyer S., Schmitt M., Ohmer M., Gorecky D., Towards industry 4.0—Standardisation as the crucial challenge for highly modular, multi-vendor production systems, IFAC-PapersOnLine, 48, 3, pp. 579-584, (2015); Zhou K., Liu T., Zhou L., Industry 4.0: Towards future industrial opportunities and challenges in: 2015, pp. 2147-2152, (2016); Zhu Q., Sarkis J., Geng Y., Barriers to environmentally-friendly clothing production among Chinese apparel companies, Asian Business and Management, 10, 3, pp. 425-452, (2011)","S. Kumar; Mechanical Engineering Department, Jamia Millia Islamia, New Delhi, Delhi, India; email: tyagi_sk@yahoo.com","","SAGE Publications Ltd","","","","","","22779779","","","","English","South Asian J. Bus. Manag. Econ.","Article","Final","","Scopus","2-s2.0-85115628673"
"Benati K.; Lindsay S.; Fischer J.","Benati, Kelly (57219867407); Lindsay, Sophie (55811283400); Fischer, Juan (57219868165)","57219867407; 55811283400; 57219868165","Applying theory in practice: views of graduating business students","2021","Education and Training","63","9","","1213","1224","11","4","10.1108/ET-07-2020-0197","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109339794&doi=10.1108%2fET-07-2020-0197&partnerID=40&md5=8eaccacf2c2030716c067573771f36dd","Monash Business School, Monash University, Melbourne, Australia; Monash University, Melbourne, Australia","Benati K., Monash Business School, Monash University, Melbourne, Australia; Lindsay S., Monash University, Melbourne, Australia; Fischer J., Monash Business School, Monash University, Melbourne, Australia","Purpose: Universities have traditionally focused on imparting theoretical knowledge, which graduates then transfer to the workplace. However, the unpredictable modern workplace makes this transfer less certain. Whilst the gap between theory and practice has often been considered from an employer and academic standpoint, less is known about the graduate perspective. The purpose of this study is to determine the ways in which theoretical knowledge and practical experience interact for graduating students. Design/methodology/approach: The views of 86 undergraduate business approaching graduation were gathered on how they applied theory to practice during their recent internship. Findings: Graduating students apply theory that they have learnt at university through the direct application of fundamental knowledge and through workplace experience, which built on and deepened the knowledge accumulated at university. The findings indicate that there is, indeed, a gap between theory and practice but that employability skills may assist in the transfer process. Research limitations/implications: The research broadens the understanding of how theoretical knowledge is applied in practice and helps to determine if graduating students are prepared to meet the demands of an ever-changing workplace. Practical implications: The results give us insight into how theory and practice interact for graduating students and give support to universities further exploring experiential learning opportunities for students and continuing to the development of employability skills. Originality/value: The findings encourage a more nuanced debate regarding the role of universities and that both the provision of core theoretical concept and employability skills are necessary for graduates to effectively use their academic education in the modern workplace. © 2021, Emerald Publishing Limited.","Business students; Employability skills; Intern; Internships; Transferable skills; Work-integrated learning","","","","","","","","Angelidis J., Tomic I., Ibrahim N.A., Service-Learning Projects Enhance Student Learning in Strategic Management Courses, (2004); Baird A., Parayitam S., Employers’ ratings of importance of skills and competencies graduates need to get hired, Education + Training, 61, 5, pp. 622-634, (2019); Barron B., Schwartz D., Vye N., Moore A., Petrosino A., Zech L., Bransford J., The cognition and technology group at Venderbilt: doing with understanding: lessons from research on problem and project-based learning, The Journal of the Learning Sciences, 7, 3-4, pp. 271-311, (1998); Bosco A., Ferns S., Embedding of authentic assessment in work-integrated learning curriculum, Asia Pacific Journal of Cooperative Education, 15, 4, pp. 281-290, (2014); Bransford J., Schwartz D., Rethinking Transfer: A Simple Proposal with Multiple Implications, (1999); Candy P., Crebert R., Ivory tower to concrete jungle: the difficult transition from the academy to the workplace as learning environments, The Journal of Higher Education, 62, 5, (1991); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, (2018); Crebert G., Bates M., Bell M., Patrick C., Cragnolini V., Ivory tower to concrete jungle revisited, Journal of Education and Work, 17, 1, pp. 47-70, (2004); Creswell J.W., Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (2012); Effeney G., Risk in work integrated learning: a stakeholder centric model for higher education, Journal of Higher Education Policy and Management, 42, 4, pp. 388-403, (2020); Fromhold-Eisebeth M., Werker C., Universities functions in knowledge transfer: a geographical perspective, The Annals of Regional Science, 51, 3, pp. 621-643, (2013); Guest G., Bunce A., Johnson L., How many interviews are enough? An experiment with data saturation and variability, Field Methods, 18, 1, pp. 59-82, (2006); Hackathorn J., Soloman E., Blankmeyer K., Tennial R., Garczynski A., Learning by doing: an empirical study of active learning techniques, Journal of Effective Teaching, 11, 2, pp. 40-54, (2011); Herrington J., Reeves T.C., Oliver R., Authentic learning environments, Handbook of Research on Educational Communications and Technology, (2014); Jackson D., The contribution of work-integrated learning to undergraduate employability skill outcomes, Asia-Pacific Journal of Cooperative Education, 14, 2, pp. 99-115, (2013); Jackson D., Student perceptions of the importance of employability skill provision in business undergraduate programs, Journal of Education for Business, 88, pp. 271-279, (2013); Jackson D., Business graduate employability – where are we going wrong?, Higher Education Research and Development, 32, 5, pp. 776-790, (2013); Jackson D., Flemming J., Rowe A., Enabling the Transfer of Skills and Knowledge across Classroom and Work Contexts, (2019); Kolb D., Experiential Learning: Experience as the Source of Learning and Development, (1984); Kolb D., Fry R., Towards a theory of applied experiential learning, Theories of Group Processes, (1975); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: what effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); McCowan T., Should universities promote employability?, Theory and Research in Education, 13, 3, pp. 267-285, (2015); Meredith S., Burkle M., Building bridges between university and industry: theory and practice, Education + Training, 50, 3, (2008); Mestre J., Transfer of Learning from a Modern Multidisciplinary Perspective, (2005); Meyers C., Jones T.B., Promoting Active Learning, (1993); Osmani M., Weerakkody V., Hindi N., Eldabi T., Graduates employability skills: a review of literature against market demand, Journal of Education for Business, 94, 7, pp. 423-432, (2019); Phillips R., Challenging the primacy of lectures: the dissonance between theory and practice in university teaching, Journal of University Teaching & Learning Practice, 2, 1, pp. 1-12, (2005); Rambe P., Using Work Integrated Learning programmes as a strategy to broaden academic and workplace competencies, South African Journal of Human Resource Management, 16, 1, (2018); Robertson L., Griffiths S., Graduates’ reflections on their preparation for practice, British Journal of Occupational Therapy, 72, 3, pp. 125-132, (2009); Stanley T., Xu J., Work-Integrated Learning in accountancy at Australian universities - forms, future role and challenges, Accounting Education, 28, 1, pp. 1-24, (2019); Starkey K., Tempest S., The winter of our discontent: the design challenge for business schools, Academy of Management, Learning and Education, 8, 4, pp. 576-586, (2009); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Van De Ven H., Johnson P., Knowledge for theory and practice, The Academy of Management Review, 31, 4, pp. 802-821, (2006); Wickramasinghe V., Perera L., Graduates’, university lecturers and employers’ perceptions towards employability skills, Education + Training, 52, 3, pp. 226-244, (2010); Wilton N., Business graduates and management jobs: an employability match made in heaven?, Journal of Education and Work, 21, 2, pp. 143-158, (2008); Wilton N., The impact of work placements on graduate skills development and career outcomes for business and management graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012); Wyonch R., Working to create work-ready graduates: successful transition to the labor market and the role of Co-op, Journal of Organizational Psychology, 19, 6, pp. 68-90, (2019)","K. Benati; Monash Business School, Monash University, Melbourne, Australia; email: kelly.benati@monash.edu","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85109339794"
"Samkange F.; Ramkissoon H.; Chipumuro J.; Wanyama H.; Chawla G.","Samkange, Faith (57204001457); Ramkissoon, Haywantee (18435318500); Chipumuro, Juliet (51863185600); Wanyama, Henry (57288661000); Chawla, Gaurav (57444426800)","57204001457; 18435318500; 51863185600; 57288661000; 57444426800","Innovative and sustainable food production and food consumption entrepreneurship: A conceptual recipe for delivering development success in south africa","2021","Sustainability (Switzerland)","13","19","11049","","","","8","10.3390/su131911049","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116705377&doi=10.3390%2fsu131911049&partnerID=40&md5=9635e2ca9b389b29031268707705660e","Centre for Contemporary Hospitality & Tourism & Centre for Business Improvement, College of Business, Law, & Social Sciences, University of Derby, Derby, DE22 1GB, United Kingdom; College of Business & Economics, Johannesburg Business School, University of Johannesburg, Johannesburg, 2006, South Africa; School of Hotel Management, Stenden University, Saint Alfred, 1142, South Africa; Tshama Green Consultants, Johannesburg, 2006, South Africa; South Wales Business School, University of South Wales, Newport, NP20 2BP, United Kingdom","Samkange F., Centre for Contemporary Hospitality & Tourism & Centre for Business Improvement, College of Business, Law, & Social Sciences, University of Derby, Derby, DE22 1GB, United Kingdom; Ramkissoon H., Centre for Contemporary Hospitality & Tourism & Centre for Business Improvement, College of Business, Law, & Social Sciences, University of Derby, Derby, DE22 1GB, United Kingdom, College of Business & Economics, Johannesburg Business School, University of Johannesburg, Johannesburg, 2006, South Africa; Chipumuro J., School of Hotel Management, Stenden University, Saint Alfred, 1142, South Africa; Wanyama H., Tshama Green Consultants, Johannesburg, 2006, South Africa; Chawla G., South Wales Business School, University of South Wales, Newport, NP20 2BP, United Kingdom","Innovative food production and food consumption entrepreneurship can be viewed as a recipe for delivering sustainable development goals to promote economic, human, and community growth among vulnerable and marginalised communities in South Africa (SA). This study critically analyses the trends and related issues perpetuating the development gap between privileged and marginalised communities in SA. It explores the link between innovative food production and food consumption entrepreneurship and underdevelopment based on sustainable development goals (SDGs). The study also generates a conceptual model designed to bridge the development gap between privileged and marginalised communities in SA. Philosophically, an interpretivism research paradigm based on the socialised interpretation of extant literature is pursued. Consistent with this stance, an inductive approach and qualitative methodological choices are applied using a combination of thematic analysis and grounded theory to generate research data. Grounded theory techniques determine the extent to which the literature review readings are simultaneously pursued, analysed, and conceptualised to generate the conceptual model. Research findings highlight the perpetual inequality in land distribution, economic and employability status, social mobility, gender equity, education, emancipation, empowerment, and quality of life between privileged and marginalised societies in SA. Underdevelopment issues such as poverty, unemployment, hunger, criminal activities, therefore, characterise marginalised communities and are linked to SDGs. Arguably, food production and food consumption entrepreneurship are ideally positioned to address underdevelopment by creating job opportunities, generating income, transforming the economic status, social mobility, and quality of life. Although such entrepreneurship development initiatives in SA are acknowledged, their impact remains insignificant because the interventions are traditionally prescriptive, fragmented, linear, and foreign-driven. A robust, contextualised, integrated, and transformative approach is developed based on the conceptual model designed to create a sustainable, innovative, and digital entrepreneurship development plan that will be executed to yield employment, generate income and address poverty, hunger, gender inequity. To bridge the gap between privileged and marginalised societies. The conceptual model will be used to bridge the perpetual development gap between privileged and marginalised societies. In SA is generated. Recommended future research directions include implementing, testing, and validating the model from a practical perspective through a specific project within selected marginalised communities. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Community; Food production and food consumption entrepreneurship; Human and economic development; Privileged and marginalised communities; Sustainability","South Africa; food consumption; food production; literature review; quality of life; Sustainable Development Goal; underdevelopment","","","","","","","National Human Development Report, (2020); Devereux S., Social Protection Responses to the COVID-19 lockdown in South Africa, Conversation, (2020); Aleshinloye K.D., Woosnam K.M., Tasci A.D.A., Ramkissoon H., Antecedents and Outcomes of Resident Empowerment through Tourism, J. Travel Res, (2021); Quarterly Labour Force Survey, (2021); Verweijen J., Van Bockhaven V., Revisiting colonial legacies in knowledge production on customary authority in Central and East Africa, J. East. Afr. 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Knowl, 5, pp. 297-305, (2020); Madiche O., Taura N., Bolat T., What next for digital Entrepreneurship in Sub-Saharan Africa?, Challenges, Opportunities and Prospects, Digital Entrepreneurship in Sub-Saharan Africa, (2019); Moodley A., Digital Transformation in South Africa’s Short-Term Insurance Sector: Traditional Insurers’ Responses to the Internet of Things (IoT) and Insurtech, Afr. J. Inf. Commun, 24, pp. 1-16, (2019); Solomon E.M., van Klyton A., The impact of digital technology usage on economic growth in Africa, Util. Policy, 67, (2020); Ramkissoon H., Sowamber V., Local community support in tourism in Mauritius—The case of Ray of Light by LUX, Routledge Handbook of Tourism in Africa, 417, (2020); Allen T., Prosperi P., Modeling Sustainable Food Systems, Environ. Manag, 57, pp. 956-975, (2016)","F. Samkange; Centre for Contemporary Hospitality & Tourism & Centre for Business Improvement, College of Business, Law, & Social Sciences, University of Derby, Derby, DE22 1GB, United Kingdom; email: F.Samkange@derby.ac.uk; H. Ramkissoon; Centre for Contemporary Hospitality & Tourism & Centre for Business Improvement, College of Business, Law, & Social Sciences, University of Derby, Derby, DE22 1GB, United Kingdom; email: H.Ramkissoon@derby.ac.uk","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85116705377"
"O'Brien W.; Doré N.; Campbell-Templeman K.; Lowcay D.; Derakhti M.","O'Brien, William (57212926253); Doré, Nina (57315180200); Campbell-Templeman, Kayle (57315797300); Lowcay, Dan (57208880555); Derakhti, Mohammad (57314759100)","57212926253; 57315180200; 57315797300; 57208880555; 57314759100","Living labs as an opportunity for experiential learning in building engineering education","2021","Advanced Engineering Informatics","50","","101440","","","","1","10.1016/j.aei.2021.101440","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118186479&doi=10.1016%2fj.aei.2021.101440&partnerID=40&md5=14be9e9e289654049bc323da9e9c9cbd","Department of Civil and Environmental Engineering, Carleton University, 1125 Colonel By Drive, Ottawa, K1S 5B6, Canada; Teaching and Learning Services, Carleton University, 1125 Colonel By Drive, Ottawa, K1S 5B6, Canada","O'Brien W., Department of Civil and Environmental Engineering, Carleton University, 1125 Colonel By Drive, Ottawa, K1S 5B6, Canada; Doré N., Teaching and Learning Services, Carleton University, 1125 Colonel By Drive, Ottawa, K1S 5B6, Canada; Campbell-Templeman K., Department of Civil and Environmental Engineering, Carleton University, 1125 Colonel By Drive, Ottawa, K1S 5B6, Canada; Lowcay D., Department of Civil and Environmental Engineering, Carleton University, 1125 Colonel By Drive, Ottawa, K1S 5B6, Canada; Derakhti M., Department of Civil and Environmental Engineering, Carleton University, 1125 Colonel By Drive, Ottawa, K1S 5B6, Canada","Building performance – spanning energy use, greenhouse gas emissions, indoor environmental quality, etc. – is fundamental to the field of building engineering, yet it is typically taught with idealistic assumptions and traditional, teacher-centred, lecture-based methods. A promising emerging approach for university-level building engineering education is experiential learning, whereby students actively engage in complex tasks with real building data that reflect the kinds of problems graduates are likely to encounter in the workplace. To bridge the academic and employability skills and knowledge that they are developing through these tasks, students participate in reflective activities that help them to articulate the relevance and implications of the experience for lifelong learning. The objective of this paper is to assess the teaching and learning effectiveness of a data- and information-centric experiential learning approach to university-level engineering education. This paper reflects upon a particular course-based initiative informed by experiential learning theory that engaged fourth-year students in the life cycle of a new building on a university campus that was equipped with state-of-the-art building controls technologies. Students were provided access to a living lab resource with diverse artefacts from the building: drawings and building information models, guest lectures and technical tours, and live/historic data for the building. A series of assignments provided students with simulated problem scenarios to solve through the application of the building data as well as reflection prompts about their problem-solving process. The present paper details the assignments and the nature of the living lab data, students’ assignment results, and students and teaching assistants’ feedback on the overall teaching approach. The findings indicate a significant and continuous improvement in the reception and perceived educational value of the experiential assignments over the four-month term, suggesting living labs are a promising source of educational material for experiential learning. The paper concludes with lessons learned from the current course about experiential learning in building engineering education that can be applied more broadly to future courses in the field. © 2021 Elsevier Ltd","Building engineering; Engineering education; Experiential learning; Living lab","Buildings; Curricula; Education computing; Engineering education; Gas emissions; Greenhouse gases; Laboratories; Life cycle; Teaching; Building engineering; Building engineering educations; Building performance; Energy use; Experiential learning; Greenhouse gas emissions; In-buildings; Indoor environmental quality; Living lab; University levels; Students","","","","","building design team; Carleton University","The authors acknowledge Carleton University staff and faculty (particularly Facilities Management and Planning) who were involved in this living lab initiative, Delta Controls for funding research associated with the building controls equipment in the building, the building design team, the construction contractor, and the students who agreed to provide feedback and their assignments for analysis.","Breunig M., Experientially learning and teaching in a student-directed classroom, J. Experiential Educat., 40, 3, pp. 213-230, (2017); Dewey J., “Democracy and Education, (1916); Kolb A.Y., Kolb D.A., Experiential learning theory as a guide for experiential educators in higher education, Experiential Learning Teach. Higher Education, 1, pp. 7-44, (2017); Kolb D.A., Experiential learning: Experience as the source of learning and development, (2014); Ash S.L., Clayton P.H., (2009); Botelho W.T., Marietto M.D.G.B., Ferreira J.C.D.M., Pimentel E.P., Kolb's experiential learning theory and Belhot's learning cycle guiding the use of computer simulation in engineering education: A pedagogical proposal to shift toward an experiential pedagogy, Comput. Appl. Eng. Education, 24, 1, pp. 79-88, (2016); Conger A.J., Gilchrist B., Holloway J.P., Huang-Saad A., Sick V., Zurbuchen T.H., Experiential learning programs for the future of engineering education, pp. 1-14, (2010); Regev G., Gause D.C., Wegmann A., Requirements engineering education in the 21st century, an experiential learning approach, 2008 16th IEEE international requirements engineering conference, pp. 85-94, (2008); Zhang J., Xie H., Schmidt K., Xia B., Li H., Skitmore M., Integrated experiential learning–based framework to facilitate project planning in civil engineering and construction management courses, J. Prof. Issues Eng. Educ. Pract., 145, (2019); Gadola M., Chindamo D., Experiential learning in engineering education: The role of student design competitions and a case study, Int. J. Mech. Eng. Educ., 47, 1, pp. 3-22, (2019); Hajshirmohammadi A., Incorporating experiential learning in engineering courses, IEEE Commun. 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Developing the Campus as a Living Lab for Student Experiential Learning in Sustainability, pp. 91-113, (2019); Evans J., Jones R., Karvonen A., Millard L., Wendler J., Living labs and co-production: university campuses as platforms for sustainability science, Curr. Opin. Environ. Sustainability, 16, pp. 1-6, (2015); Bursill J., O'Brien W., Beausoleil-Morrison I., “Proxy zone-level energy use estimation in a commercial building with a variable air volume system, J. Build. Eng., 33, (2021); Brackley C., O'Brien W., Trudel C., Bursill J., The in-situ implementation of a feature-rich thermostat: A building engineering and human factors approach to improve perceived control in offices, Build. Environ., (2021); Bursill J., O'Brien L., Beausoleil-Morrison I., Multi-zone field study of rule extraction control to simplify implementation of predictive control to reduce building energy use, Energy Build., 222, (2020); Mina M., Cowan J., Heywood J., Case for reflection in engineering education-and an alternative, IEEE Front. Education Conference (FIE), 2015, pp. 1-6, (2015)","W. O'Brien; Department of Civil and Environmental Engineering, Carleton University, Ottawa, 1125 Colonel By Drive, K1S 5B6, Canada; email: liam.obrien@carleton.ca","","Elsevier Ltd","","","","","","14740346","","","","English","Adv. Eng. Inf.","Article","Final","","Scopus","2-s2.0-85118186479"
"Nimmi P.M.; Kuriakose V.; Donald W.E.; Muhammed Nowfal S.","Nimmi, P.M. (57223862848); Kuriakose, Vijay (57209532929); Donald, William E (57196032389); Muhammed Nowfal, S. (57397024300)","57223862848; 57209532929; 57196032389; 57397024300","HERO elements of Psychological Capital: Fostering career sustainability via resource caravans","2021","Australian Journal of Career Development","30","3","","199","210","11","19","10.1177/10384162211066378","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122320517&doi=10.1177%2f10384162211066378&partnerID=40&md5=98b631e4b1a6c67054cec874ad949863","Cochin University of Science and Technology, School of Management Studies, Kerala, India; IIM, Jammu, India; University of Southampton, Southampton Business School, Hampshire, United Kingdom; Ronin Institute, Organisational Behaviour and HRM, Montclair, NJ, United States","Nimmi P.M., Cochin University of Science and Technology, School of Management Studies, Kerala, India; Kuriakose V., IIM, Jammu, India; Donald W.E., University of Southampton, Southampton Business School, Hampshire, United Kingdom, Ronin Institute, Organisational Behaviour and HRM, Montclair, NJ, United States; Muhammed Nowfal S., Cochin University of Science and Technology, School of Management Studies, Kerala, India","A growing body of empirical research in vocational psychology has equivocally manifested the importance of psychological resources in sustainable careers. Drawing on a framework of Conservation of Resources theory, the purpose of this paper is to examine the role of the Hope, (Self)-Efficacy, Resilience, and Optimism elements of Psychological Capital as a mechanism for explaining Perceived Employability. We develop a conceptual model and empirically test it using questionnaire data from 421 software engineers working for private IT companies in India. Findings indicate that Hope, Self-Efficacy, and Optimism determine Perceived Employability, and that Resilience and Self-Efficacy are mediators. The theoretical contribution comes from advancing the understanding of sustainable careers by empirically examining how individual elements of Psychological Capital can create resource caravans. These personal resources empower individuals to take ownership of their careers and navigate different contexts over time, offering practical implications for career counseling and benefits to individuals and organizations. © Australian Council for Educational Research 2021.","Hope; Optimism; Perceived Employability; Resilience; Self-Efficacy; sustainable careers","","","","","","","","Akkermans J., Richardson J., Kraimer M., The COVID-19 crisis as a career shock: Implications for careers and vocational behavior, Journal of Vocational Behavior, 119, (2020); Akkermans J., Seibert S.E., Mol S.T., Tales of the unexpected: Integrating career shocks in the contemporary careers literature, SA Journal of Psychology, 44, pp. 1-10, (2018); Akkermans J., Tims M., Crafting your career: How career competencies relate to career success via job crafting, Applied Psychology, 66, 1, pp. 168-195, (2017); Ali Z., Ghani U., Islam Z.U., Mehreen A., Measuring career shocks: A study of scale development and validation in the Chinese context, Australian Journal of Career Development, 29, 3, pp. 164-172, (2020); Atitsogbe K.A., Mama N.P., Sovet L., Pari P., Rossier J., Perceived employability and entrepreneurial intentions across university students and job seekers in Togo: The effect of career adaptability and self-efficacy, Frontiers in Psychology, 10, (2019); Bandura A., Self-efficacy: The exercise of control, (1997); Baron R.A., Franklin R.J., Hmieleski K.M., Why entrepreneurs often experience Low, Not high levels of stress: The joint effects of selection and psychological capital, Journal of Management, 42, 3, pp. 742-768, (2016); Baruch Y., Careers in academe. 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Luthans F., Avey J.B., Avolio B.J., Peterson S.J., The development and resulting performance impact of positive psychological capital, Human Resource Development Quarterly, 21, 1, pp. 41-67, (2010); Luthans F., Avolio B., Avey J.B., Norman S.M., Positive psychological capital: Measurement and relationship with performance and satisfaction, Personnel Psychology, 60, 3, pp. 541-572, (2007); Luthans F., Avolio B.J., Brief summary of psychological capital and Introduction to the special issue, Journal of Leadership & Organizational Studies, 21, 2, pp. 125-129, (2014); Luthans F., Youssef C.M., Human, social and now positive psychological capital management: Investing in people for competitive advantage, Organizational Dynamics, 33, 2, pp. 143-160, (2004); Luthans K.W., Luthans B.C., Chaffins T.D., Refining grit in academic performance: The mediational role of psychological capital, Journal of Management Education, 43, 1, pp. 35-61, (2019); Madrid H.P., Diaz M.T., Leka S., Leiva P.I., Barros E., A finer grained approach to psychological capital and work performance, Journal of Business and Psychology, 33, 4, pp. 461-477, (2018); Magnano P., Santisi G., Zammitti A., Zarbo R., Di Nuovo S., Self-perceived employability and meaningful work: The mediating role of courage on quality of life, Sustainability, 11, 3, (2019); Martinez-Marti M.L., Ruch W., Character strengths predict resilience over and above positive affect, self-efficacy, optimism, social support, self-esteem, and life satisfaction, The Journal of Positive Psychology, 12, 2, pp. 110-119, (2017); Munoz R.T., Hellman C.M., Buster B., Robbins A., Carroll C., Kabbani M., Fox M.D., Life satisfaction, hope, and positive emotions as antecedents of health related quality of life among homeless individuals, International Journal of Applied Positive Psychology, 1, 1, pp. 69-89, (2016); Naseer S., Raja U., Syed F., Baig M.U.A., When and why organizational cynicism leads to CWBs, Personnel Review, 50, 1, pp. 90-107, (2020); Ngo H.Y., Liu H., Cheung F., (2015); Ngoma M., Dithan Ntale P., Psychological capital, career identity and graduate employability in Uganda: The mediating role of social capital, International Journal of Training and Development, 20, 2, pp. 124-139, (2016); 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Nimmi; Cochin University of Science and Technology, School of Management Studies, Kerala, India; email: nimmimohandas1985@gmail.com","","SAGE Publications Ltd","","","","","","22006974","","","","English","Aus.J. Career Develop.","Article","Final","","Scopus","2-s2.0-85122320517"
"Theobald K.A.; Coyer F.M.; Henderson A.J.; Fox R.; Thomson B.F.; McCarthy A.L.","Theobald, Karen A. (56264641800); Coyer, Fiona Maree (6508025441); Henderson, Amanda Jane (58588614700); Fox, Robyn (7403466147); Thomson, Bernadette F. (55206660600); McCarthy, Alexandra L. (7102038467)","56264641800; 6508025441; 58588614700; 7403466147; 55206660600; 7102038467","Developing a postgraduate professional education framework for emergency nursing: a co-design approach","2021","BMC Nursing","20","1","43","","","","9","10.1186/s12912-021-00560-z","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102504201&doi=10.1186%2fs12912-021-00560-z&partnerID=40&md5=8071397acc5715a33c980cecb09d438c","School of Nursing, Faculty of Health, Queensland University of Technology, GPO Box 2434, Brisbane, 4000, QLD, Australia; Centre for Health Care Transformation, Q Block, 60 Musk Avenue, Kelvin Grove, 4059, QLD, Australia; Royal Brisbane and Women’s Hospital, Herston, 4029, QLD, Australia; School of Nursing, Midwifery and Social Sciences, Central Queensland University, Brisbane, 4000, QLD, Australia; Princess Alexandra Hospital, 199 Ipswich Road, Woolloongabba, 4102, QLD, Australia; Metro North Hospital and Health Service, Herston, 4029, QLD, Australia; School of Nursing, Social Work and Midwifery, University of Queensland, St Lucia, 4072, QLD, Australia; Mater Health Services, Raymond Terrace, South Brisbane, 4101, QLD, Australia","Theobald K.A., School of Nursing, Faculty of Health, Queensland University of Technology, GPO Box 2434, Brisbane, 4000, QLD, Australia; Coyer F.M., School of Nursing, Faculty of Health, Queensland University of Technology, GPO Box 2434, Brisbane, 4000, QLD, Australia, Centre for Health Care Transformation, Q Block, 60 Musk Avenue, Kelvin Grove, 4059, QLD, Australia, Royal Brisbane and Women’s Hospital, Herston, 4029, QLD, Australia; Henderson A.J., School of Nursing, Midwifery and Social Sciences, Central Queensland University, Brisbane, 4000, QLD, Australia, Princess Alexandra Hospital, 199 Ipswich Road, Woolloongabba, 4102, QLD, Australia; Fox R., School of Nursing, Faculty of Health, Queensland University of Technology, GPO Box 2434, Brisbane, 4000, QLD, Australia, Metro North Hospital and Health Service, Herston, 4029, QLD, Australia; Thomson B.F., Princess Alexandra Hospital, 199 Ipswich Road, Woolloongabba, 4102, QLD, Australia; McCarthy A.L., School of Nursing, Social Work and Midwifery, University of Queensland, St Lucia, 4072, QLD, Australia, Mater Health Services, Raymond Terrace, South Brisbane, 4101, QLD, Australia","Background: Hospital and university service providers invest significant but separate resources into preparing registered nurses to work in the emergency department setting. This results in the duplication of both curricula and resource investment in the health and higher education sectors. This paper describes an evidence-based co-designed study with clinical-academic stakeholders from hospital and university settings. Methods: The study was informed by evidence-based co-design, using emergency nursing as an exemplar. Eighteen hours of co-design workshops were completed with 21 key clinical-academic stakeholders from hospital and university settings. Results: Outcomes were matrices synchronising professional and regulatory imperatives of postgraduate nursing coursework; mutually-shaped curriculum content, teaching approaches and assessment strategies relevant for postgraduate education; a new University-Industry Academic Integration Framework; five agreed guiding principles of postgraduate curriculum development for university-industry curriculum co-design; and a Graduate Certificate of Emergency Nursing curriculum exemplar. Conclusion: Industry-academic service provider co-design can increase the relevance of postgraduate specialist courses in nursing, strengthening the nexus between both entities to advance learning and employability. The study developed strategies and exemplars for future use in any mutually determined academic-industry education partnership. © 2021, The Author(s).","Co-design; Curriculum; Emergency nursing; Industry-academic; Partnership; Postgraduate nursing education","","","","","","Office for Learning and Teaching, OLT; Office of Learning and Teaching; Office for Learning and Teaching, OLT, (SD15–5094); Office of Learning and Teaching","Funding text 1: The authors wish to thank Professor Ramon Shaban (early research contribution), Mr. Ben McGarry and Ms. Kerri Gillespie (Research Assistants) and the Office of Learning and Teaching (OLT) Grants, Australian Government, for Seed Grant funding. ; Funding text 2: The work was supported by the Office of Learning and Teaching (OLT) Grants, Australian Government, for Seed Grant funding: (SD15–5094). ","Morphet J., Kent B., Plummer V., Considine J., The effect of transition to specialty practice programs on Australian emergency nurses’ professional development, recruitment and retention, AENJ, (2015); Australian Qualifications Framework, (2013); Dzau V.J., Cho A., Ellaissi W., Yoediono Z., Sangvai D., Shah B., Zaas D., Udayakumar K., Transforming academic health centres for an uncertain future, N Engl J Med, (2013); Masters Study in the USA - a Guide for 2019; Postgraduate Nursing, (2019); Papadopolous A., Taylor T., Fallshaw E., Zanko M., Engaging industry: embedding professional learning in the business curriculum, (2011); Juers A., Wheeler M., Pascoe H., Gregory N., Steers C., Transition to intensive care nusring: a state-wide, workplace centred program - 12 years on, Aust Crit Care, (2012); Sanders E.B.N., Stappers P.J., Co-creation and the new landscapes of design, CoDesign, (2008); Ogrin R., Viswanathan R., Aylen T., Wallace F., Scott J., Kumar D., Co-design of an evidence-based health education diabetes foot app to prevent serious foot complications: a feasability study, Pract Diabetes Int, (2018); Registered nurse standards for practice, (2016); Fact sheet: advanced nursing practice and specialty areas within nursing, (2019); Gardner G., Duffield C., Doubrovsky A., Adams M., Identifying advanced practice: a national survey of a nursing workforce, Int J Nurs Stud, 55, (2016); Nurse practitioner standards for practice, (2014); Theobald K., McCarthy A., Henderson A., Coyer F., Shaban R., Fox R., Thomson B., Academic–industry Integration in Health: Enhancing Postgraduate Professional Learning: Learning and Teaching Repository Website, (2019); Rapley T., Some pragmatics of qualitative data analysis, Qualitative research, pp. 331-345, (2016); Higher Education Standards Framework, (2015); Henderson A., Creedy D., Leading engagement of academic and clinical communities for learning, (2008); Govaerts M., van der Vleuten C.P.M., Validity in work-based assessment: expanding our horizons, Med Educ, (2013); Kinsella D., Fry M., Zecchin A., Motivational factors influencing nurses to undertake postgraduate hospital-based education, Nurse Educ Pract, (2018); Lin Y.Y., Lee Y.H., Chang S.C., Lee D.C., Lu K.Y., Hung Y.M., Chang Y.P., Individual resilience, intention to stay, and work frustration among postgraduate two-year programme nurses, Collegian, (2018); Scott G., ‘Right’ program level outcomes first, (2019); Billett S., Developing agentic professionals through practice-based pedagogies, (2007); Cumming J., Kiley M., Thomas M., Hort L., Pike M., Evans E., Main A., Research graduate skills project, (2009); Henderson A., Trede F., Strengthening attainment of student learning outcomes during work integrated learning: a collaborative governance framework across academic, industry and students, APJCE, 18, 1, pp. 73-80, (2017); Russell K., Coventry T., Innovations in postgraduate work integrated learning within the perioperative nursing environment: a Western Australian experience, JPN, 29, 4, pp. 15-19, (2016)","K.A. Theobald; School of Nursing, Faculty of Health, Queensland University of Technology, Brisbane, GPO Box 2434, 4000, Australia; email: k.theobald@qut.edu.au","","BioMed Central Ltd","","","","","","14726955","","","","English","BMC Nurs.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85102504201"
"Forrest C.J.; Swanton T.","Forrest, Cameron J. (57226387996); Swanton, Tasman (57226389047)","57226387996; 57226389047","Longitudinal associations between soft skills, education and labour market outcomes: evidence from a survey of young Australians","2021","Education and Training","63","9","","1276","1287","11","5","10.1108/ET-10-2020-0325","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111389930&doi=10.1108%2fET-10-2020-0325&partnerID=40&md5=83d3d32012f203a6e616141001436ae3","National Centre for Vocational Education Research, Adelaide, Australia","Forrest C.J., National Centre for Vocational Education Research, Adelaide, Australia; Swanton T., National Centre for Vocational Education Research, Adelaide, Australia","Purpose: The purpose of this paper is to develop a measure of soft skills suitable for use in a large survey of Australian adolescents. Design/methodology/approach: A survey was conducted with N = 4,704 Australians aged 15–19 over 2 years. Principal components analysis was performed on 14 self-report items, followed by generalised linear mixed modelling predicting education- and employment-related outcomes. Findings: Self-reported problem solving, creativity, teamwork and verbal communication were alternately associated with later high school performance, hourly wage and employment status. These effects persisted when controlling for demographics and prior academic achievement. Originality/value: Existing measures have been limited by their length or focus on specific skills or industries. The presented measures are short, domain-general, measure multiple skills simultaneously, and are suitable for a wide range of research contexts. © 2021, Emerald Publishing Limited.","Employability; Longitudinal; Non-cognitive skills; Skills; Soft skills; Transitions","","","","","","","","Balcar J., Soft skills and their wage returns: overview of empirical literature, Review of Economic Perspectives, 14, 1, pp. 3-15, (2014); Beghetto R.A., Creative self-efficacy: correlates in middle and secondary students, Creativity Research Journal, 18, pp. 447-457, (2006); Bowles S., Gintis H., Osborne M., The determinants of earnings: a behavioral approach, Journal of Economic Literature, 39, pp. 1137-1176, (2001); Brunello G., Schlotter M., Non cognitive skills and personality traits: labour market relevance and their development in education and training systems, (2011); Cassidy T., Long C., Problem-solving style, stress and psychological illness: development of a multifactorial measure, British Journal of Clinical Psychology, 35, pp. 265-277, (1996); 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Gosling S.D., Rentfrow P.J., Swann W.B., A very brief measure of the big five personality domains, Journal of Research in Personality, 37, 6, pp. 504-528, (2003); Gruzdev M.V., Kuznetsova I.V., Tarkhanova I.Y., Kazakova E.I., University graduates' soft skills: the employers' opinion, European Journal of Contemporary Education, 7, 4, pp. 690-698, (2018); Gutman L.M., Schoon I., The Impact of Non-cognitive Skills on Outcomes for Young People, (2013); Hadad A., Gafni N., Moshinsky A., Turvall E., Ziv A., Israeli A., The multiple mini-interviews as a predictor of peer evaluations during clinical training in medical school, Medical Teacher, 38, 11, pp. 1172-1179, (2016); Heckman J.J., Kautz T., Hard evidence on soft skills, Labour Economics, 19, pp. 451-464, (2012); Heckman J.J., Stixrud J., Urzua S., The effects of cognitive and noncognitive abilities on labor market outcomes and social behavior, Journal of Labor Economics, 24, 3, pp. 411-482, (2006); Hoeppner B.B., Kelly J.F., Urbanoski K.A., Slaymaker V., Comparative utility of a single-item vs. multiple-item measure of self-efficacy in predicting relapse among young adults, Journal of Substance Abuse Treatment, 41, 3, pp. 305-312, (2011); Humphries J.E., Kosse F., On the interpretation of non-cognitive skills – what is being measured and why it matters, Journal of Economic Behavior and Organization, 136, pp. 174-185, (2017); Hutcheson G., Sofroniou N., The Multivariate Social Scientist, (1999); Joseph D., Ang S., Chang R.H.L., Slaughter S.A., Practical intelligence in IT: assessing soft skills of IT professionals, Communications of the ACM, 53, 2, pp. 149-154, (2010); Kulasegaram K., Reiter H.I., Wiesner W., Hackett R.D., Norman G.R., Non-association between Neo-5 personality tests and multiple mini-interview, Advances in Health Sciences Education, 15, pp. 415-423, (2010); McCroskey J.C., McCroskey L.L., Self-perceived communication competence scale (SPCC), (2013); Moore J., Semo R., An introduction to the longitudinal surveys of Australian youth (LSAY), Longitudinal and Life Course Studies, 10, 1, pp. 109-123, (2018); Oladokun S.O., Gbadegesin J.T., Adequacy of core knowledge and soft skills in the performance of professional employees of real estate firms in Nigeria, Property Management, 35, 2, pp. 132-149, (2017); PISA 2015 technical report, (2017); Parvazian S., Semo R., The longitudinal surveys of Australian youth: 20 years and beyond, Australian Economic Review, 51, 3, pp. 426-440, (2018); Peng K., Nisbett R.E., Wong N.Y.C., Validity problems comparing values across cultures and possible solutions, Psychological Methods, 2, 4, pp. 329-344, (1997); Reynolds A.J., Temple J.A., Ou S.-R., Preschool education, educational attainment, and crime prevention: contributions of cognitive and non-cognitive skills, Children and Youth Services Review, 32, pp. 1054-1063, (2010); Riggio R.E., Assessment of basic social skills, Journal of Personality and Social Psychology, 51, 3, pp. 649-660, (1986); Robles M.M., Executive perceptions of the top 10 soft skills needed in today's workplace, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Stewart C., Wall A., Marciniec S., Mixed signals: do college graduates have the soft skills that employers want?, Competition Forum, 14, (2016); Strom P.S., Strom R.D., Teamwork skills assessment for cooperative learning, Educational Review and Evaluation, 17, pp. 233-251, (2011); Tempone I., Kavanagh M., Segal N., Hancock P., Howieson B., Kent J., Desirable generic attributes for accounting graduates into the twenty-first century: the views of employers, Accounting Research Journal, 25, 1, pp. 41-55, (2012); West M.R., Kraft M.A., Finn A.S., Martin R.E., Duckworth A.L., Gabrieli C.F.O., Gabrieli J.D.E., Promise and paradox: measuring students' non-cognitive skills and the impact of schooling, Educational Evaluation and Policy Analysis, 38, 1, pp. 148-170, (2015); Winterton J., Turner J.J., Preparing graduates for work readiness: an overview and agenda, Education + Training, 61, 5, pp. 536-551, (2019); Zhou K., Non-cognitive skill: potential candidates for global measurement, European Journal of Education, 52, pp. 487-497, (2017)","C.J. Forrest; National Centre for Vocational Education Research, Adelaide, Australia; email: cameron.forrest@ncver.edu.au","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85111389930"
"Sherino M.; Bhatta N.M.K.","Sherino, Mini (57495581100); Bhatta, N.M.K. (57203977923)","57495581100; 57203977923","A Three-Pronged Strategy for Emerging in the Next Normal Ahead","2021","SCMS Journal of Indian Management","18","4","","80","96","16","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126606380&partnerID=40&md5=d3f1e46ba7377060cdf65920ea129aa2","Xavier Institute of Management and Entrepreneurship (A Recognised Research Centre of University of Mysore), Bangalore, India","Sherino M., Xavier Institute of Management and Entrepreneurship (A Recognised Research Centre of University of Mysore), Bangalore, India; Bhatta N.M.K., Xavier Institute of Management and Entrepreneurship (A Recognised Research Centre of University of Mysore), Bangalore, India","In the era of the transition towards the 'new normal', rapidity and adaptability hold the key to determining the pace of success. It becomes all the more imperative to decide the course of action or approach to be adopted to fast track resilience to competitive advantage for growth. Continuous or lifelong learning has assumed prominence as never before in asserting one's suitability to a changing job landscape. In order to prove top-notch in the job market, there is a need for building up on information technology skills, especially those that seem 'essential' in the new era. These skills are termed as 'new-collar'1 skills in the modern era. This paper illustrates a field study conducted by the authors to examine how the IT Skills Building ecosystem is evolving, how skills initiatives are contributing to the development of these new-collar skills and, in turn to employability in the IT sector. Indian Skills Building ecosystem was chosen for the purpose of the study with the assumption that since the bulk of the global IT industry is in India, the study can be successfully extrapolated to the rest of the world with necessary local customisation. A survey of 600 graduates of IT/ITeS skills development programs in India was undertaken to get their views on employability skills and what it takes to sustain in the information technology industry. The results point to the impact of essential IT skills in driving employability further, identifying the high impact factors that influence the Skills building ecosystem and the need for focusing on skilling, reskilling, and upskilling in those high impact skills to bring about growth in the new era. Skilling, Reskilling and Upskilling are highlighted as the three-pronged strategy for people worldwide to emerge stronger and prove adept in the new transition post-pandemic. © 2021 SCMS Group of Educational Institutions. All rights reserved.","Evolution of skills; New collar skills; Reskilling; Skills building ecosystem; Upskilling","","","","","","","","Ahonen A. K., Kinnunen P., How do students value the importance of twenty-first century skills?, Scandinavian Journal of Educational Research, 59, 4, (2015); Alozie N. M., Grueber D. J., Dereski M. O., Promoting 21st-century skills in the science classroom by adapting cookbook lab activities: The case of DNA extraction of wheat germ, American Biology Teacher, 74, 7, (2012); Aharony N., Bronstein J., Academic librarians' perceptions on information literacy: The Israeli perspective, Portal, 14, 1, (2013); A Framework for All Educators Handouts, (2016); Boyaci S., Atalay N., A scale development for 21st century skills of primary school students: A validity and reliability study, International Journal of Instruction, 9, 1, (2016); Barbot B., Besancon M., Lubart T., Creative potential in educational settings: Its nature, measure, and nurture, Education 3-13, 43, 4, (2015); Cobo C., Mechanisms to identify and study the demand for innovation skills in world- renowned organisations, On the Horizon, 21, 2, (2013); Chai C. S., Deng F., Tsai P.-S., Koh J. H. L., Tsai C.-C., Assessing multidimensional students' perceptions of twenty-first-century learning practices, Asia Pacific Education Review, 16, 3, (2015); Choy D., Deng F., Chai C. S., Koh H. L. J., Tsai P. S., Singapore primary and secondary students' motivated approaches for learning: A validation study, Learning and Individual Differences, 45, (2016); Cox CM., Augmenting autonomy: 'New Collar' labor and the future of tech work, Convergence: The International Journal of Research into New Media Technologies, pp. 1-17, (2020); Davies HC., Eynon R., Is digital upskilling the next generation our 'pipeline to prosperity', (2018); De Bie H., Wilhelm P., van der Meij H., The Halpern critical thinking Assessment: Toward a Dutch appraisal of critical thinking, Thinking Skills & Creativity, 17, (2015); DiCerbo K. E., Game-based assessment of persistence, Journal of Educational Technology & Society, 17, 1, (2014); Dwyer C. P., Hogan M. J., Stewart I., An integrated critical thinking framework for the 21st century, Thinking Skills and Creativity, 12, (2014); van Laar Ester, Et al., The relation between 21<sup>st</sup> century skills and digital skills: A systematic literature review, Computers in Human Behaviour, (2017); Helsper Ellen, Eynon Rebecca, Digital natives: where is the evidence?, British Educational Research Journal, pp. 1-18, (2010); IBM New Collar Programs; (2020); Keevy J., Shiohira K, Vally Z, Revisiting lifelong learning in the era of transliteracy and new-collar skills, (2018); Lucia I, Et al., Employability Appraisal Scale (EAS): Development and Validation in a Spanish Sample, (2018); McLaughlin MA., Employability Skills Profile: What are employers looking for? ERIC, (1995); Upskilling: Do employers demand greater skill when workers are plentiful?, Review of Economics and Statistics, (2020); Vaughan- Williams N, Stevens D, Vernacular theories of everyday (in) security: the disruptive potential of non-elite knowledge, Security Dialogue 2016, 47, 1, pp. 40-58, (2016); Paulson K., Using competencies to connect the workplace and postsecondary education, New Directions for Institutional research, 110, 2001, pp. 41-54, (2001); Illanes P, Lund S, Mourshed M, Rutherford S, Retraining and reskilling workers in the age of automation, (2018); Kline SJ, Rosenberg N, An Overview of Innovation, Studies on Science and the Innovation process, pp. 173-203, (2010); (2020)","","","SCMS Group of Educational Institutions","","","","","","09733167","","","","English","SCMS J. Ind. Manag.","Article","Final","","Scopus","2-s2.0-85126606380"
"Tran L.T.; Blackmore J.; Rahimi M.","Tran, Ly Thi (35335429400); Blackmore, Jill (7003856064); Rahimi, Mark (56903767700)","35335429400; 7003856064; 56903767700","“You are not as localised as I need”: employability of Chinese returning graduates","2021","Higher Education, Skills and Work-based Learning","11","5","","949","965","16","16","10.1108/HESWBL-09-2020-0221","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101477118&doi=10.1108%2fHESWBL-09-2020-0221&partnerID=40&md5=811890f878c4da9abd69a9ee5d8fa3e4","School of Education, Deakin University, VIC, Australia","Tran L.T., School of Education, Deakin University, VIC, Australia; Blackmore J., School of Education, Deakin University, VIC, Australia; Rahimi M., School of Education, Deakin University, VIC, Australia","Purpose: International student employability has been accorded increased emphasis in the internationalisation agendas, especially in major destination countries as it shapes universities' attractiveness to prospective international students. Having insights into returning graduates' employability in their home country has become critical given that a majority of international graduates return home after their overseas study. This study responds to this critical need by examining how foreign credentials are valued by employers in the field of accounting in China, based on in-depth interviews with employers, alumni and policymakers. Design/methodology/approach: This study draws on a qualitative approach involving literature review and in-depth interviews with 28 key stakeholders: employers, returning graduates and policymakers in China and India. The key research question of the study is how foreign credentials are valued by employers in the field of accounting in China and India. This article focuses on the Chinese context. In-depth interviews with employers and policymakers focused on eliciting nuanced socio-cultural understandings as to perceptions and decisions associated with desirable graduate attributes and the relative value of credentials. Interviews with returning graduates aimed to understand how different capitals were mobilised to gain employment in the Chinese labour market. Findings: The empirical findings of the study show that Chinese returning graduates could be seen to lack the localised knowledge needed to work in Chinese companies and ability to adapt to the local environment. However the possible development of a dual local and international guanxi through overseas study can be regarded as a marker of distinction in the home labour market. The associated value of such a dual guanxi signals the importance for Chinese international students to develop transnational networks while simultaneously maintaining their kinship, social and business networks locally during their overseas education. Originality/value: The study provides fresh insights into a marked shift in China, with less of a preference for Western credentials, as compared to 10 years ago when overseas credentials were often regarded more favourably. Even though overseas study generally provides Chinese graduates with an exposure to international practices and global perspectives, whether such an overseas exposure and foreign language competency would be an advantage also depends on the business needs and sometimes the business model of organisations. © 2021, Emerald Publishing Limited.","China; Employability; Employers; International education; International student recruitment; International students; Returnees","","","","","","CPA Australia","The authors would like to thank the reviewers for their very helpful feedback that helped them significantly improve this article, and the participants for sharing their valuable insights.Funding : Global Research Perspectives Program grant, CPA Australia.","Aei, International Student Data, (2020); Bennett D., Embedding employABILITY Thinking across Higher Education, (2018); Bennett R., Kane S., Internationalization of UK university business schools: a survey of current practice, Journal of Studies in International Education, 15, 4, pp. 351-373, (2011); Berquist B., Hall R., Morris-Lange S., Shields H., Stern V., Tran L.T., Global Perspectives on International Student Employability, (2019); Blackmore J., Gribble C., Farrell C., Rahimi M., Arber R., Devlin M., Australian International Graduates and the Transition to Employment: Final Report for the ARC Linkage, (2014); Blackmore J., Gribble C., Rahimi M., International education, the formation of capital and graduate employment: Chinese accounting graduates' experiences of the Australian labour market, Critical Studies in Education, 58, 1, pp. 69-88, (2015); Blackmore J., Gribble C., Rahimi M., International education, the formation of capital and graduate employment: Chinese accounting graduates' experiences of the Australian labour market, Critical Studies in Education, 58, 1, pp. 69-88, (2017); Bochner S., Lin A., McLeod B.M., Anticipated role conflict of returning overseas students, The Journal of Social Psychology, 110, 2, pp. 265-272, (1980); Bourdieu P., The Forms of capitalHandbook of Theory and Research for the Sociology of Education, pp. 241-258, (1986); Bourdieu P., The Forms of capitalEducation: Culture, Economy, Society, pp. 46-58, (1997); Bourdieu P., Wacquant L.J., An Invitation to Reflexive Sociology, (1992); Bryla P., The impact of international student mobility on subsequent employment and professional career: a large-scale survey among polish former Erasmus students, Procedia - Social and Behavioral Sciences, 176, pp. 633-641, (2015); Chua V., Wellman B., Social networks in East and Southeast Asia II: labor migration, opportunity, social media, and well-being, American Behavioral Scientist, 59, 9, pp. 1055-1065, (2015); Creswell J.W., Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (2012); Dam H., Chan J., Wayland S., Missed opportunity: international students in Canada face barriers to permanent residence, Journal of International Migration and Integration, 19, 4, pp. 891-903, (2018); de Wit H., Recent trends and issues in international student mobility, International Higher Education, 59, pp. 13-14, (2010); Goodwin K., The power of employability-driven curricula to achieve higher education internal and external strategic drivers, Enhancing Graduate Employability: A Case Study Compendium, pp. 40-46, (2020); Gribble C., Blackmore J., Re-positioning Australia's international education in global knowledge economies: implications of shifts in skilled migration policies for universities, Journal of Higher Education Policy and Management, 34, 4, pp. 341-354, (2012); Hammer M.R., Hart W., Rogan R., Can you go home again? 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Tran; School of Education, Deakin University, Australia; email: ly.tran@deakin.edu.au","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85101477118"
"Chen Y.; Gan N.","Chen, Yujuan (57366407300); Gan, Ning (35268567800)","57366407300; 35268567800","Sustainable development of employability of university students based on participation in the internship promotion programme of Zhejiang Province","2021","Sustainability (Switzerland)","13","23","13454","","","","3","10.3390/su132313454","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120772312&doi=10.3390%2fsu132313454&partnerID=40&md5=16fb2fb8f342c01e9dbb236822c0ab9a","Research Center for Education Management and Policies, Ningbo University, Ningbo, 315211, China; Key Laboratory of Advanced Mass Spectrometry and Molecular Analysis of Zhejiang Province, Institute of Mass Spectrometry, School of Material Science and Chemical Engineering, Ningbo University, Ningbo, 315211, China","Chen Y., Research Center for Education Management and Policies, Ningbo University, Ningbo, 315211, China; Gan N., Research Center for Education Management and Policies, Ningbo University, Ningbo, 315211, China, Key Laboratory of Advanced Mass Spectrometry and Molecular Analysis of Zhejiang Province, Institute of Mass Spectrometry, School of Material Science and Chemical Engineering, Ningbo University, Ningbo, 315211, China","In the context of severely restricted employment opportunities, undertaking an internship is an important way for students to enhance their employability and sustainable development. The aim of this study was to judge if the implementation of the Internship Promotion Programme (IPP) at universities in Zhejiang Province, China, could enhance graduates’ employability. We conducted surveys and interviews with 400 students and 100 business executives who participated in the IPP during the past 6 years. Based on the collected data and statistical analysis, the findings show that internships help students to improve their innovative thinking, interpersonal communication abilities (domestic and international), problem-solving skills, value creation and responsibility. Participants in the IPP were compared with students who did not take part. The results demonstrated that the IPP participants exhibited higher capabilities to perform important workplace tasks and that as a result, they became more attractive to employers. The analysis, therefore, demonstrates a positive correlation between the internship experience and employability. As a result, it can be concluded that the IPP improves students’ employability and is beneficial to enhancing the quality of higher education, and hence the sustainable development of students. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Employability; Higher education; Internship promotion programme; Zhejiang Province","China; Zhejiang; employment; local participation; student; sustainable development; university sector; workplace","","","","","Education Science Planning Project of Zhejiang Province, (2020YZD006, 2021SCG085); Ningbo University, NBU, (422105453)","Funding: The Education Science Planning Project of Zhejiang Province, No.2021SCG085, Education Planning Project of Ningbo:No 2020YZD006; High-level Teaching Achievement Cultivation project of Ningbo University: No 422105453.","Pan J., Guan Y., Wu J., Han L., Zhu F., Fu X., Yu J., The interplay of proactive personality and internship quality in Chinese university graduates’ job search success: The role of career adaptability, J. Vocat. Behav, 109, pp. 14-26, (2018); Kashkan G.V., Egorova M.S., Problems and outlooks of international integration of higher education, Int. Educ. 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Commun, 3, (2013); Williams R.D., Lee A., Internationalizing Higher Education: Critical Collaborations across the Internship, (2015); Munadi M., Systematizing internationalization policy of higher education in state Islamic universities, Int. J. High. Educ, 9, (2020); Zayed J., What can Arab EFL teachers do to assure quality in education?, Int. J. Appl. Linguist. Engl. Lit, 9, (2020); Leutwyler B., Popov N., Wolhuter C., The Internationalization of Teacher Education: Different Contexts, Similar Challenges, Bulgarian Comparative Education Society. Current Business and Economics Driven Discourse and Education: Perspectives from Around the World BCES Conference Books, pp. 66-78, (2017); Jiang G., Exploration and Practice of Practical Teaching System of Shared Collaborative Education in Applied Universities—A case study of Z University in Zhejiang Province, Chin. J. 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Educ, 41, pp. 59-74, (2016); Schuerholz-Lehr S., Caws C., Van Gyn G., Preece A., Internationalizing the higher education curriculum: An emerging model for transforming faculty perspectives, Can. J. High. Educ, 37, pp. 67-94, (2007); Yin D.R.K., Case Study Research and Applications: Design and Methods, (2017); Fourati-Jamoussi F., Dubois M.J.F., Agnes M., Leroux V., Sauvee L., Sustainable Development as a Driver for Educational Innovation in an Engineering School: The Case of UniLaSalle, Eur. J. Eng. Educ, 44, pp. 570-588, (2019); Fourati-Jamoussi F., Dubois M.J.F., Chedru M., Teaching Sustainable Development and Innovation in Engineering Education: Students’ perception, Proceedings of the SEFI Annual Conference, (2018); Kopnina H., Cocis A., Environmental Education: Reflecting on Application of Environmental Attitudes Measuring Scale in Higher Education Students, Educ. Sci, 7, (2017); Moreno-Guerrero A.-J., Soler-Costa R., Marin-Marin J.-A., Lopez-Belmonte J., Flipped learning and good teaching practices in secondary education, Comun. Rev. Cient. Comun. Educ, 29, pp. 103-113, (2021); Quendler E., Sustainable development in education: Are we ready for change? System innovation and higher education in life sciences, Agro Ecological Transitions: Changes and Breakthroughs in the Making, pp. 195-212, (2017); Leask B., Internationalizing the Curriculum, (2015); Fourati-Jamoussi F., Agnes M., Dubois M.J.F., Leroux V., Rakotonandraina N., Kotbi G., Sauvee L., How to Promote, Support and Experiment Sustainability in Higher Education Institutions? The Case of LaSalle Beauvais in France, Int. J. Innov. Sustain. Dev, 9, pp. 227-245, (2015); Fourati F., Dubois M.J.F., Agnes M., Leroux V., Kotbi G., Sauvee L., Former des élèvesingénieurs au développementdurableUnea pproche par et pour l’innovationpédagogique à LaSalle Beauvais, Création, Créativité et Innovation Dans la Formation et L’Activité D’Ingénieur, pp. 229-237, (2017)","N. Gan; Research Center for Education Management and Policies, Ningbo University, Ningbo, 315211, China; email: ganning@nbu.edu.cn","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85120772312"
"Singh P.; Singh L.K.","Singh, Pooja (57212591610); Singh, Lalit Kumar (55579802200)","57212591610; 55579802200","Engineering Education for Development of Safety-Critical Systems","2021","IEEE Transactions on Education","64","4","","398","405","7","10","10.1109/TE.2021.3062448","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102629413&doi=10.1109%2fTE.2021.3062448&partnerID=40&md5=a9317649c881916392f282214322c2fe","Department of Mathematics, Veermata Jijabai Technological Institute, Mumbai, India; Department of Computer Science and Engineering, Indian Institute of Technology (BHU) Varanasi, Varanasi, India","Singh P., Department of Mathematics, Veermata Jijabai Technological Institute, Mumbai, India; Singh L.K., Department of Computer Science and Engineering, Indian Institute of Technology (BHU) Varanasi, Varanasi, India","Contribution: This article shares the learning ecosystem of a project-based safety-critical systems (SCS) course, identifying course contents that support self-directed learning and how assignments develop students' knowledge and understanding toward meeting the demand of industries. Background: The syllabus for undergraduate and postgraduate students of the engineering stream has been periodically updated by universities and higher education institutes to meet the demand of industries. Due to high reliability and safety requirements, the development process of SCS differs from that of other industrial systems in many ways. This article seeks to further understand ways that a project-based learning approach in an undergraduate and postgraduate SCS can earn a systematic knowledge to meet industrial demands. Research Question: In what ways can a project-based learning and experimental approach in the undergraduate and postgraduate course can embed the expertise on the development of SCS among the students to meet the industrial demands and increase the employability. Methodology: In-depth reviews with 21 experienced industry experts from ten different organizations, working on different domains, were conducted in the context of the development of SCS in order to investigate critical aspects related to the development of SCS. Then, students and faculty members of different universities and institutes were interviewed to know the existing course structure of SCS. Findings: The salient differences between the university students and practices were analyzed, based on which a systematic course on the development of SCS is proposed that can meet the industry demand.  © 1963-2012 IEEE.","Safety-critical system (SCS); software engineering; systems engineering; systems engineering education","Accident prevention; Curricula; Industrial research; Learning systems; Security systems; Experimental approaches; High reliability and safeties; Postgraduate course; Postgraduate students; Project based learning; Project-based learning approach; Safety critical systems; Self-directed learning; Students","","","","","","","Singh L., Rajput H., Dependability analysis of safety critical realtime systems by using Petri Nets, IEEE Trans. Control Syst. Technol., 26, 2, pp. 415-426, (2018); Svensson R.B., Gorschek T., Regnell B., Torkar R., Shahrokni A., Feldt R., Quality requirements in industrial practice-An extended interview study at eleven companies, IEEE Trans. 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Conf., pp. 1-9, (2013); Tripathi M., Singh L., Singh S., Dynamic reliability analysis framework for passive safety systems of nuclear power plant, Ann. Nucl. Energy, 140, (2020); Tripathi M., Singh L., Singh S., Dynamic reliability framework for a nuclear power plant using dynamic flowgraph methodology, Ann. Nucl. Energy, 143, (2020); Kumar V., Singh L.K., Tripathi A.K., Transformation of deterministic models into state space models for safety analysis of SCS: A case study of NPP, Ann. Nucl. Energy, 105, pp. 133-143, (2017)","P. Singh; Department of Mathematics, Veermata Jijabai Technological Institute, Mumbai, India; email: poojasingh1615@gmail.com","","Institute of Electrical and Electronics Engineers Inc.","","","","","","00189359","","IEEDA","","English","IEEE Trans Educ","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85102629413"
"Thomson B.; Hünefeld L.","Thomson, Birgit (57201183180); Hünefeld, Lena (36682757800)","57201183180; 36682757800","Temporary agency work and well-being—the mediating role of job insecurity","2021","International Journal of Environmental Research and Public Health","18","21","11154","","","","6","10.3390/ijerph182111154","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117595684&doi=10.3390%2fijerph182111154&partnerID=40&md5=ac67f32b32f4ed29c28d4b15b90b9c81","Bundesanstalt für Arbeitsschutz und Arbeitsmedizin (BAuA/Federal Institute for Occupational Safety and Health), Friedrich-Henkel-Weg 1-25, Dortmund, D-44149, Germany","Thomson B., Bundesanstalt für Arbeitsschutz und Arbeitsmedizin (BAuA/Federal Institute for Occupational Safety and Health), Friedrich-Henkel-Weg 1-25, Dortmund, D-44149, Germany; Hünefeld L., Bundesanstalt für Arbeitsschutz und Arbeitsmedizin (BAuA/Federal Institute for Occupational Safety and Health), Friedrich-Henkel-Weg 1-25, Dortmund, D-44149, Germany","Organisations use non-standard employment as a means of flexibility and reduction of fixed costs. An increasingly growing group of employees are self-employed, have work contracts such as part-time and temporary contracts or are employed by a temporary agency, a development catalysed by the COVID pandemic. Whereas there is some evidence that temporary work might affect health via job insecurity (JI )there are hardly any studies focussing on the effects and mechanisms of temporary agency work (TAW). This study sheds light on TAW’s potential health impact and the role of JI in this respect using a mediation analysis. Based on the BIBB/BAuA-Employment Survey 2018 (N = 20.021, representative of the German working population), we analysed the direct effect of TAW on cognitive and psychosomatic aspects of well-being. In particular, we considered JI as mediator for this association. In line with the potentially detrimental effects of temporary employment on well-being, we found that TAW was related to unfavourable outcomes in terms of job satisfaction, general health status and musculoskeletal complaints. JI partially mediated all three underlying associations. Organisations need to be flexible and adaptable. However, by using temporary agency employment as a means to achieve this flexibility, managers and leaders should be aware that it is related to unfavourable well-being and hence hidden costs. In using this type of employment, both the temporary work agency and the user company should consider these health risks by providing health care, options for increasing the temporary agency workers (TA), workers employability, and equal treatment between permanent and TA workers at the actual workplace. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Job and life satisfaction; Job insecurity; Psychosomatic complaints; Temporary agency employment; Well-being","COVID-19; Employment; Humans; Job Satisfaction; SARS-CoV-2; Workplace; employment; health care; health impact; health risk; health status; life satisfaction; working conditions; adult; Article; cognition; female; Germany; health hazard; health status; human; job insecurity; job satisfaction; job security; male; mediation analysis; musculoskeletal disease; occupational health; professional well-being; psychosomatics; risk factor; temporary employment; employment; workplace","","","","","Bundesanstalt für Arbeitsschutz und Arbeitsmedizin, BAuA","Funding: The study was entirely funded by the German Federal Institute for Occupational safety and health.","OECD Employment Outlook 2019 The Future of Work, (2019); Dutsch M., Wie prekär ist Zeitarbeit? [How precarious is temporary agency work?, Z. Für Arb, 43, pp. 299-318, (2011); Aspects of Non-Standard Employment in Europe, (2017); Economic Report 2020; Temporary Agency Workers Across EU Regions, (2020); Temporary Employment Agency Workers by Sex, Age and NACE Rev. 2 Activity, (2021); Distributional Risks Associated with Non-Standard Work: Stylised Facts and Policy Considerations, (2020); Ahrendt D., Cabrita J., Clerici E., Hurley J., Leoncikas T., Mascherini M., Riso S., Sandor E., Living, Working and COVID-19, COVID-19 Series, (2020); Kniffin K.M., Narayanan J., Anseel F., Antonakis J., Ashford S.P., Bakker A.B., Bamberger P., Bapuji H., Bhave D.P., Choi V.K., Et al., COVID-19 and the workplace: Implications, issues, and insights for future research and action, Am. Psychol, 76, pp. 63-77, (2021); Spurk D., Straub C., Flexible employment relationships and careers in times of the COVID-19 pandemic, J. Vocat. Behav, 119, pp. 103435-103435, (2020); Bapuji H., Ertug G., Shaw J.D., Organizations and Societal Economic Inequality: A Review and Way Forward, Acad. Manag. Ann, 14, pp. 60-91, (2020); Sverke M., Hellgren J., Naswall K., No security: A meta-analysis and review of JI and its consequences, J. Occup. Health Psychol, 7, pp. 242-264, (2002); Thomson B., Michel A., Organizational Change and Health, Organizational Change: Psychological Effects and Strategies for Cop-ing, pp. 142-162, (2018); Keim A.C., Landis R.S., Pierce C.A., Earnest D.R., Why do employees worry about their jobs? A meta-analytic review of pre-dictors of JI, J. Occup. Health Psychol, 19, pp. 269-290, (2014); Koper B., Gerstenberg S., Mental Health in the Working World JI [Psychische Gesundheit in der Arbeitswelt—Ar-beitsplatzunsicherheit], (2016); De Cuyper N., De Witte H., Job insecurity: Mediator or moderator of the relationship between type of contract and various outcomes?, SA J. Ind. 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Psychol, pp. 1-24, (2021); De Cuyper N., Notelaers G., De Witte H., Job insecurity and employability in fixed-term contractors, agency workers, and permanent workers: Associations with job satisfaction and affective organizational commitment, J. Occup. Health Psychol, 14, pp. 193-205, (2009); Green C.P., Heywood J.S., FLEXIBLE CONTRACTS AND SUBJECTIVE WELL-BEING, Econ. Inq, 49, pp. 716-729, (2010); Hunefeld L., Mental Health in the Working World, Atypical Work [Psychische Gesundheit in der Arbeitswelt—Atypische Bechäftigung], (2016); Felfe J., Schmook R., Schyns B., Six B., Does the form of employment make a difference?—Commitment of traditional, tempo-rary, and self-employed workers, J. Vocat. 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Manag, 19, pp. 446-460, (2008); Becker K., Brinkmann U., Engel T., Occupational safety and health and temporary staff—Two problematic fields of organizational action [Arbeits-und Gesundheitsschutz & Leiharbeit—zwei problematische Handlungsfelder], Arbeit, 21, pp. 20-38, (2012); De Witte H., Naswall K., “Objective” vs “subjective” job insecurity: Consequences of temporary work for job satisfaction and organizational commitment in four European countries, Econ. Ind. Democr, 24, pp. 149-188, (2003); Kvasnicka M., Werwatz A., Arbeitsbedingungen und Perspektiven von Zeitarbeitern, DIW Wochenbericht, 70, pp. 717-725, (2003); Silla I., Gracia F.J., Peiro J.M., Job Insecurity and Health-Related Outcomes among Different Types of Temporary Workers, Econ. Ind. Democr, 26, pp. 89-117, (2005); Becker K., Brinkmann U., Engel T., Einkommen, Weiterbildung und Entscheidungsspielräume: Die Leiharbeit „krankt “an kumulierten Ressourcendefiziten, Z. Für Arb, 67, pp. 93-103, (2013); Cohen J.A., Power Primer, Psychol. Bull, 112, pp. 155-159, (1992); Felfe J., Schmook R., Six B., Wieland R., Commitment gegenüber verleiher und entleiher bei zeitarbeitern: Bedingungen und konsequenzen, Z. Für Pers, 4, pp. 101-115, (2005); Faragher E.B., Cass M., Cooper C., The relationship between job satisfaction and health: A meta-analysis, Occup. Environ. Med, 62, pp. 105-112, (2005); De Witte H., Economic crisis and (coping with) job insecurity, Proceedings of the Annual ENOP Symposium, (2010); Cheng G.H.-L., Chan D.K.-S., Who Suffers More from Job Insecurity? A Meta-Analytic Review, Appl. Psychol, 57, pp. 272-303, (2007); Chirumbolo A., Areni A., Job insecurity influence on job performance and mental health: Testing the moderating effect of the need for closure, Econ. Ind. Democr, 31, pp. 195-214, (2010); Otto K., Isaksson K., Loeb C., Kinnunen U., Perko K., Rigotti T., Which culture suffers more from job insecurity? Different impact on job attitudes and health caused by masculinity vs. femininity, Proceedings of the 17th European Congress of Work and Organizational Psychology Oslo, (2015); Elst T.V., De Cuyper N., Baillien E., Niesen W., De Witte H., Perceived Control and Psychological Contract Breach as Expla-nations of the Relationships Between Job Insecurity, Job Strain and Coping Reactions: Towards a Theoretical Integration, Stress Health, 32, pp. 100-116, (2014); Heaney C.A., Israel B.A., House J.S., Chronic job insecurity among automobile workers: Effects on job satisfaction and health, Soc. Sci. Med, 38, pp. 1431-1437, (1994); Rousseau D.M., Psychological and implied contracts in organizations, Empl. Responsib. 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Psychol, 87, pp. 329-351, (2013); Schalk R., De Jong J., Rigotti T., Mohr G., Peiro J.M., Caballer A., The Psychological Contracts of Temporary and Permanent Workers, Employment Contracts, Psychological Contracts, And Employee Well-Being, pp. 89-120, (2010); Becker K., Engel T., Reduziertes Schutzniveau jenseits der Normalarbeit, WSI-Mitteilungen, 68, pp. 178-186, (2015); Bernhard-Oettel C., De Cuyper N., Berntson E., Isaksson K., Well-being and organizational attitudes in alternative employ-ment: The role of contract and job preferences, Int. J. Stress Manag, 15, pp. 345-363, (2008); Hunefeld L., Gerstenberg S., Arbeitsbedingungen von Leiharbeitnehmern im Fokus–Ergebnisse aus der BAuA Arbeitszeitbefragung, (2018); Wanous J.P., Reichers A.E., Hudy M.J., Overall job satisfaction: How good are single-item measures?, J. Appl. Psychol, 82, pp. 247-252, (1997); Diener E., Oishi S., Lucas R.E., Personality, culture, and subjective well-being: Emotional and cognitive evaluations of life, Annu. Rev. Psychol, 54, pp. 403-425, (2003); Lazarevic P., Brandt M., Diverging Ideas of Health? Comparing the Basis of Health Ratings across Gender, Age, and Country, Soc. Sci. Med, 267, (2020); Pundt F., Luck M., Working Conditions and Health of Leaders in Three Service Sectors, J. Serv. Manag. Res, 5, pp. 103-118, (2021); International Standard Classification of Educa-tion, ISCED 1997. Advances in Cross-National Comparison: A European Working Book for Demographic and Socio-Economic Variables, (2003); Crimmins E.M., Kim J.K., Sole-Auro A., Gender Differences in Health: Results from Share, Elsa and Hrs, Eur. J. Public Health, 21, pp. 81-91, (2010); Read J.G., Gorman B.K., Gender and Health Inequality, Annu. Rev. Sociol, 36, pp. 371-386, (2010); Campos-Serna J., Ronda-Perez E., Artazcoz L., Moen B.E., Benavides F.G., Gender inequalities in occupational health related to the unequal distribution of working and employment conditions: A systematic review, Int. J. Equity Health, 12, pp. 1-18, (2013); Kinnunen U., Mauno S., Natti J., Happonen M., Organizational antecedents and outcomes of job insecurity: A longitudinal study in three organizations in Finland, J. Organ. Behav, 21, pp. 443-459, (2000); Fullerton A.S., Wallace M., Traversing the flexible turn: US workers’ perceptions of job security, 1977–2002, Soc. Sci. Res, 36, pp. 201-221, (2007); Roskies E., Louis-Guerin C., Job insecurity in managers: Antecedents and consequences, J. Organ. Behav, 11, pp. 345-359, (1990); Eikemo T.A., Huisman M., Bambra C., Kunst A.E., Health inequalities according to educational level in different welfare regimes: A comparison of 23 European countries, Sociol. Health Illn, 30, pp. 565-582, (2008); Knesebeck O.V.D., Verde P.E., Dragano N., Education and health in 22 European countries, Soc. Sci. Med, 63, pp. 1344-1351, (2006); Working Conditions in Sectors, (2020); Winship C., Radbill L., Sampling Weights and Regression Analysis, Sociol. Methods Res, 23, pp. 230-257, (1994); Isaksson K.S., Bellagh K., Health problems and quitting among female”temps, Eur. J. Work. Organ, 11, pp. 27-45, (2002); Wagenaar A.F., Kompier M.A.J., Houtman I.L.D., van den Bossche S., Smulders P., Taris T.W., Can labour contract differences in health and work-related attitudes be explained by quality of working life and job insecurity?, Int. Arch. Occup. Environ. Health, 85, pp. 763-773, (2012); Spector P.E., Do Not Cross Me: Optimizing the Use of Cross-Sectional Designs, J. Bus. Psychol, 34, pp. 125-137, (2019); Hellgren J., Sverke M., Does job insecurity lead to impaired well-being or vice versa? Estimation of cross-lagged effects using latent variable modelling, J. Organ. Behav, 24, pp. 215-236, (2003); Kreienbrock L., Pigeot I., Ahrens W., Epidemiologische Methoden, (2012); Brinkmann U., Dorre K., Robenack S., Prekäre Arbeit, (2006); Keller B., Seifert H., Atypical employment [Atypische Beschäftigungsverhältnisse], Aus Polit. Und Zeitgesch, 27, pp. 40-46, (2009); Aronson E., The power of self-persuasion, Am. Psychol, 54, pp. 875-884, (1999); Galais N., Sende C., Hecker D., Wolff H.-G., Flexible and atypical employment: Stress and strain [Flexible und atypische Beschäftigung: Belastungen und Beanspruchung, Absenteeism Report 2012 [Fehlzeiten-Report 2012], pp. 109-121, (2012); Busk H., Dauth C., Jahn E.J., Do Changes in Regulation Affect Temporary Agency Workers’ Job Satisfaction?, Ind. Relat. A J. Econ. Soc, 56, pp. 514-544, (2017); Federal Minister Hubertus Heil on the Occupational Health and Safety Control Act. 2020","B. Thomson; Bundesanstalt für Arbeitsschutz und Arbeitsmedizin (BAuA/Federal Institute for Occupational Safety and Health), Dortmund, Friedrich-Henkel-Weg 1-25, D-44149, Germany; email: thomson.birgit@baua.bund.de","","MDPI","","","","","","16617827","","","34769672","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85117595684"
"Bashkin O.; Dopelt K.; Mor Z.; Leighton L.; Otok R.; Duplaga M.; Macleod F.; De Nooijer J.; Neumark Y.; Paillard-Borg S.; Tulchinsky T.; Zelber-Sagi S.; Davidovitch N.","Bashkin, Osnat (56905361900); Dopelt, Keren (36166568700); Mor, Zohar (15136607900); Leighton, Lore (57234438800); Otok, Robert (55444110600); Duplaga, Mariusz (22034024700); Macleod, Fiona (57109166700); De Nooijer, Jascha (6602934828); Neumark, Yehuda (6701672096); Paillard-Borg, Stephanie (8774095000); Tulchinsky, Theodore (7006953328); Zelber-Sagi, Shira (13407454800); Davidovitch, Nadav (9939110900)","56905361900; 36166568700; 15136607900; 57234438800; 55444110600; 22034024700; 57109166700; 6602934828; 6701672096; 8774095000; 7006953328; 13407454800; 9939110900","The future public health workforce in a changing world: A conceptual framework for a european–israeli knowledge transfer project","2021","International Journal of Environmental Research and Public Health","18","17","9265","","","","11","10.3390/ijerph18179265","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114117885&doi=10.3390%2fijerph18179265&partnerID=40&md5=925ec561310793c877810bd89f25e9e6","Department of Public Health, Ashkelon Academic College, Ben Tzvi 12, Ashkelon, 78211, Israel; Department of Health Policy and Management, School of Public Health, Faculty of Health Sciences, Ben Gurion University of the Negev, P.O. Box 653, Beer Sheva, 8410501, Israel; The Association of Schools of Public Health in the European Region (ASPHER), Avenue de Tervueren 153, Brussels, 1150, Belgium; Department of Health Promotion and e-Health, Institute of Public Health, Faculty of Health Sciences, Jagiellonian University Medical College, ul. Skawińska 8, Kraków, 31-066, Poland; School of Public Health, University College Cork, Cork, T12 XF62, Ireland; School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, P.O. Box 616, Maastricht, 6200 MD, Netherlands; Braun School of Public Health and Community Medicine, Hebrew University-Hadassah, Jerusalem, 91120, Israel; Department of Health Sciences, The Swedish Red Cross University College (SRCUC), P.O. Box 1059, Huddinge, 14121, Sweden; Faculty of Social Welfare and Health Sciences, School of Public Health, University of Haifa, 199 Aba Khoushy Ave. Mount Carmel, Haifa, 3498838, Israel; The Israeli Association of Public Health Physicians (IPAPH), Israeli Medical Association, P.O. Box 3566, Ramat Gan, 5213604, Israel","Bashkin O., Department of Public Health, Ashkelon Academic College, Ben Tzvi 12, Ashkelon, 78211, Israel; Dopelt K., Department of Public Health, Ashkelon Academic College, Ben Tzvi 12, Ashkelon, 78211, Israel, Department of Health Policy and Management, School of Public Health, Faculty of Health Sciences, Ben Gurion University of the Negev, P.O. Box 653, Beer Sheva, 8410501, Israel; Mor Z., Department of Public Health, Ashkelon Academic College, Ben Tzvi 12, Ashkelon, 78211, Israel; Leighton L., The Association of Schools of Public Health in the European Region (ASPHER), Avenue de Tervueren 153, Brussels, 1150, Belgium; Otok R., The Association of Schools of Public Health in the European Region (ASPHER), Avenue de Tervueren 153, Brussels, 1150, Belgium; Duplaga M., Department of Health Promotion and e-Health, Institute of Public Health, Faculty of Health Sciences, Jagiellonian University Medical College, ul. Skawińska 8, Kraków, 31-066, Poland; Macleod F., School of Public Health, University College Cork, Cork, T12 XF62, Ireland; De Nooijer J., School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, P.O. Box 616, Maastricht, 6200 MD, Netherlands; Neumark Y., Braun School of Public Health and Community Medicine, Hebrew University-Hadassah, Jerusalem, 91120, Israel; Paillard-Borg S., Department of Health Sciences, The Swedish Red Cross University College (SRCUC), P.O. Box 1059, Huddinge, 14121, Sweden; Tulchinsky T., Department of Public Health, Ashkelon Academic College, Ben Tzvi 12, Ashkelon, 78211, Israel; Zelber-Sagi S., Faculty of Social Welfare and Health Sciences, School of Public Health, University of Haifa, 199 Aba Khoushy Ave. Mount Carmel, Haifa, 3498838, Israel; Davidovitch N., Department of Health Policy and Management, School of Public Health, Faculty of Health Sciences, Ben Gurion University of the Negev, P.O. Box 653, Beer Sheva, 8410501, Israel, The Israeli Association of Public Health Physicians (IPAPH), Israeli Medical Association, P.O. Box 3566, Ramat Gan, 5213604, Israel","Health services quality and sustainability rely mainly on a qualified workforce. Adequately trained public health personnel protect and promote health, avert health disparities, and allow rapid response to health emergencies. Evaluations of the healthcare workforce typically focus on physicians and nurses in curative medical venues. Few have evaluated public health workforce capacity building or sought to identify gaps between the academic training of public health employees and the needs of the healthcare organizations in which they are employed. This project report describes the conceptual framework of “Sharing European Educational Experience in Public Health for Israel (SEEEPHI): harmonization, employability, leadership, and outreach”—a multinational Erasmus+ Capacity Building in Higher Education funded project. By sharing European educational experience and knowledge, the project aims to enhance professionalism and strengthen leadership aspects of the public health workforce in Israel to meet the needs of employers and the country. The project’s work packages, each jointly led by an Israeli and European institution, include field qualification analysis, mapping public health academic training programs, workforce adaptation, and building leadership capacity. In the era of global health changes, it is crucial to assess the capacity building of a well-qualified and competent workforce that enables providing good health services, reaching out to minorities, preventing health inequalities, and confronting emerging health challenges. We anticipate that the methods developed and the lessons learned within the Israeli context will be adaptable and adoptable by other countries through local and cultural adjustments. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Capacity building; Erasmus+; Israel public health services; Public health education; Public health workforce","Capacity Building; Health Promotion; Health Workforce; Humans; Public Health; Workforce; Europe; Israel; capacity building; conceptual framework; European Commission; health education; health services; health worker; knowledge; public health; training; article; capacity building; conceptual framework; employability; employee; employer; global health; human; human experiment; Israel; leadership; professionalism; public health service; tertiary education; workforce; capacity building; education; health promotion; public health","","","","","European Commission, EC, (618578-EPP-1-2020-1-BE-EPPKA2-CBHE-JP)","In May 2017, the Israeli Council for Higher Education (CHE) evaluated several PH programs in higher education institutions (HEIs) [16]. CHE met with HEI stakeholders, including management, faculty, staff, students, and alumni. Based on the evaluations, CHE published recommendations both at the individual, institutional level and overall, for Israeli academic PH programs (CHE reports are available in English at https://che.org.il/ wp-content/uploads/2018/07/PH-and-PHM-General-Evaluation-Report.pdf (accessed on 12 July 2021)): Following up the CHE reports, Israeli ASPHER members met with ASPHER and selected European Union ASPHER partners to consider how Israeli PH programs might benefit from best practices in Europe to improve their public health education delivery and better align the PHW in Israel to meet the requirements of employers. These discussions led to a proposal to learn from European-tested solutions and tools described in this concept paper. The proposal was submitted to the Erasmus+ program for Capacity Building in Higher Education (CBHE, KA2 Cooperation for innovation and the exchange of good practices) and awarded funding for a project period of three years (January 2021–January 2024). This concept paper describes the “Sharing European Educational Experience in Public Health for Israel (SEEEPHI): harmonization, employability, leadership, and outreach” project.","The Wrold Health Report 2006—Working Together for Health, (2006); Rosen B., Waitzberg R., Merkur S., Israel: Health system review, Health Syst. Transit, 17, pp. 1-212, (2015); Sabbah M.Y., Health care system structure in the state of Israel, J. Med. Sci, 88, pp. 39-46, (2019); Clarfield A.M., Manor O., Nun G.B., Shvarts S., Azzam Z.S., Afek A., Basis F., Israeli A., Health and health care in Israel: An introduction, Lancet, 389, pp. 2503-2513, (2017); Bashkin O., Davidovitch N., Asna N., Schwartz D., Dopelt K., The organizational atmosphere in israeli hospital during COVID-19: Concerns, perceptions, and burnout, Int. J. Environ. Res. Public Health, 18, (2021); Shadmi E., Healthcare disparities amongst vulnerable populations of Arabs and Jews in Israel, Isr. J. Health Policy Res, 7, (2018); Muhsen K., Green M.S., Soskolne V., Neumark Y., Inequalities in non-communicable diseases between the major population groups in Israel: Achievements and challenges, Lancet, 389, pp. 2531-2541, (2017); Dopelt K., Davidovitch N., Yahav Z., Urkin J., Bachner Y., Reducing health disparities: The social role of medical schools, Med. Teach, 36, pp. 495-504, (2014); Eitan A., Promoting renewable energy to cope with climate change-policy discourse in Israel, Sustainability, 13, (2021); Griver S., Fischhendler I., The social construction of food security: The Israeli case, Food Sec, pp. 1-19, (2021); Krasna H., Czabanowska K., Beck A., Cushman L.F., Leider J.P., Labour market competition for public health graduates in the United States: A comparison of workforce taxonomies with job postings before and during the COVID-19 pandemic, Int. J. Health Plan. Manag, 36, pp. 151-167, (2021); Gebbie K., Merrill J., Tilson H.H., The public health workforce, Health Aff, 21, pp. 57-67, (2002); Mansholt H., Czabanowska K., Otok R., De Nooijer J., Professionalisation of Public Health—An exploratory case study, South East. Eur. J. Public Health, (2020); Bashkin O., Tulchinsky T.H., Establishing undergraduate public health education: Process, challenges, and achievements in a case study in Israel, Public Health Rev, 38, pp. 1-11, (2017); Nursing Administration; Kominsky G., Bloom J.R., Eisenberg J.N.S., Zwanziger J., Pliskin J.S., General Report of the Committee for the Evaluation of Public Health and Health System Management Study Programs, (2017); Neumark Y., Manor O., Berry E.M., Promoting public health workforce training for developing and transitional countries: Fifty-year experience of the Braun School of Public Health and Community Medicine, Jerusalem, Israel, Public Health Rev, 33, pp. 251-263, (2011); Beaglehole R., Dal Poz M.R., Public health workforce: Challenges and policy issues, Hum. Resour. Health, 1, (2003); Dopelt K., Levi B., Davidovitch N., Identifying distinctive traits of healthcare leaders in Israel: In-depth interviews with senior physicians—An exploratory study, Leadersh. Health Serv, (2021); Czabanowska K., Moust J.H.C., Meijer A.W.M., Schroder-Back P., Roebertsen H., Problem-based learning revisited, introduction of active and self-directed learning to reduce fatigue among students, J. Univ. Teach. Learn. Pract, 9, (2012); Learning Outcomes in Quality Assurance and Accreditation: Principles, Recommendations, and Practice, (2013); Foldspang A., Birt C.A., Otok R., ASPHER’s European List of Core Competences for the Public Health Professional, (2018); Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee, and the Committee of the Regions on a Renewed EU Agenda for Higher Education, (2017); (2020); This is Public Health” Campaign. 2020","O. Bashkin; Department of Public Health, Ashkelon Academic College, Ashkelon, Ben Tzvi 12, 78211, Israel; email: osnatba@edu.aac.ac.il","","MDPI","","","","","","16617827","","","34501853","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85114117885"
"Killingberg N.M.; Kubberød E.; Blenker P.","Killingberg, Nils Magne (57219664060); Kubberød, Elin (57224677773); Blenker, Per (24068386400)","57219664060; 57224677773; 24068386400","Preparing for a future career through entrepreneurship education: Towards a research agenda","2021","Industry and Higher Education","35","6","","713","724","11","11","10.1177/0950422220969635","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85094657712&doi=10.1177%2f0950422220969635&partnerID=40&md5=ce2d05641f94b77c5e91ba4569b3255c","Norwegian University of Life Sciences, Norway; Aarhus University, Denmark","Killingberg N.M., Norwegian University of Life Sciences, Norway; Kubberød E., Norwegian University of Life Sciences, Norway; Blenker P., Aarhus University, Denmark","Although most students of entrepreneurship education find employment in established organizations after graduation, the employability of entrepreneurship education graduates remains largely overlooked in the education research literature. In this conceptual paper, the authors address this gap to motivate a future research agenda. The paper describes how entrepreneurship education may enable or impede the graduates’ entrance, development and transition in the labour market. To develop the theoretical arguments, the authors build on a processual conceptualization of employability. Seven propositions are presented to conceptually explore how competencies that are obtained through entrepreneurship education may influence the employability of graduates in a dynamic labour market. The propositions lay the groundwork for future studies on entrepreneurship education graduates’ employability and set a research agenda for how the employability of these graduates could be studied. © The Author(s) 2020.","Career; employability; entrepreneurship education; labour market","","","","","","","","Arthur M.B., Rousseau D.M., The Boundaryless Career: A New Employment Principle for a New Organizational Era, (2001); Ashforth B., Role Transitions in Organizational Life: An Identity-Based Perspective, (2000); Bell R., Unpacking the link between entrepreneurialism and employability: an assessment of the relationship between entrepreneurial attitudes and likelihood of graduate employment in a professional field, Education + Training, 58, 1, pp. 2-17, (2016); Blenker P., Korsgaard S., Neergaard H., Et al., The questions we care about: paradigms and progression in entrepreneurship education, Industry & Higher Education, 25, 6, pp. 417-427, (2011); Bolton D.L., Lane M.D., Individual entrepreneurial orientation: development of a measurement instrument, Education+ Training, 54, 2-3, pp. 219-233, (2012); Bridgstock R., The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Brown J.S., Duguid P., Organizational learning and communities-of-practice: toward a unified view of working, learning, and innovation, Organization Science, 2, 1, pp. 40-57, (1991); Charney A., Libecap G.D., Impact of Entrepreneurship Education, (2000); Cope J., Entrepreneurial learning and critical reflection: discontinuous events as triggers for ‘higher-level’ learning, Management Learning, 34, 4, pp. 429-450, (2003); Cope J., Entrepreneurial learning from failure: an interpretative phenomenological analysis, Journal of Business Venturing, 26, 6, pp. 604-623, (2011); DeFillippi R.J., Arthur M.B., The boundaryless career: a competency-based perspective, Journal of Organizational Behavior, 15, 4, pp. 307-324, (1994); Donnellon A., Ollila S., Middleton K.W., Constructing entrepreneurial identity in entrepreneurship education, International Journal of Management Education, 12, 3, pp. 490-499, (2014); Drucker P., Innovation and Entrepreneurship, (2014); Finch D.J., Peacock M., Levallet N., Et al., A dynamic capabilities view of employability: exploring the drivers of competitive advantage for university graduates, Education + Training, 58, 1, pp. 61-81, (2016); Flanagan J.C., The critical incident technique, Psychological Bulletin, 51, 4, (1954); Frey C.B., Osborne M.A., The future of employment: How susceptible are jobs to computerisation?, Technological Forecasting and Social Change, 114, pp. 254-280, (2017); Fugate M., Kinicki A.J., Ashforth B.E., Employability: a psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Fuller A., Hodkinson H., Hodkinson P., Et al., Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning, British Educational Research Journal, 31, 1, pp. 49-68, (2005); Gardiner C.M., Legitimizing processes: barriers and facilitators for experienced Newcomers’ entry transitions to knowledge practices, Learning, Culture and Social Interaction, 11, pp. 105-116, (2016); Gartner W.B., Who is an entrepreneur?’ is the wrong question, American Journal of Small Business, 12, 4, pp. 11-32, (1988); Gibb A.A., Enterprise culture and education: understanding enterprise education and its links with small business, entrepreneurship and wider educational goals, International Small Business Journal, 11, 3, pp. 11-34, (1993); Gibb A.A., In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: creative destruction, new values, new ways of doing things and new combinations of knowledge, International Journal of Management Reviews, 4, 3, pp. 233-269, (2002); Gundry L.K., Ofstein L.F., Kickul J.R., Seeing around corners: how creativity skills in entrepreneurship education influence innovation in business, International Journal of Management Education, 12, 3, pp. 529-538, (2014); Haase H., Lautenschlager A., The ‘teachability dilemma’ of entrepreneurship, International Entrepreneurship & Management Journal, 7, 2, pp. 145-162, (2011); Hall D.T., Protean careers of the 21st century, Academy of Management Perspectives, 10, 4, pp. 8-16, (1996); Harmeling S.S., Re-storying an entrepreneurial identity: education, experience and self-narrative, Education + Training, 53, 8-9, pp. 741-749, (2011); Harvey L., On Employability, (2003); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1998); Hoppe M., Westerberg M., Leffler E., Educational approaches to entrepreneurship in higher education: a view from the Swedish horizon, Education + Training, 59, 7-8, pp. 751-767, (2017); Hytti U., O'Gorman C., What is ‘enterprise education’? An analysis of the objectives and methods of enterprise education programmes in four European countries, Education + Training, 46, 1, pp. 11-23, (2004); Ibarra H., Provisional selves: experimenting with image and identity in professional adaptation, Administrative Science Quarterly, 44, 4, pp. 764-791, (1999); Jones P., Pickernell D., Fisher R., Et al., A tale of two universities: graduates perceived value of entrepreneurship education, Education + Training, 59, 7-8, pp. 689-705, (2017); Kanter R.M., When Giants Learn to Dance, (1990); Karlsson T., Moberg K., Improving perceived entrepreneurial abilities through education: exploratory testing of an entrepreneurial self efficacy scale in a pre-post setting, International Journal of Management Education, 11, 1, pp. 1-11, (2013); Kirzner I.M., Entrepreneurial discovery and the competitive market process: an Austrian approach, Journal of Economic Literature, 35, 1, pp. 60-85, (1997); Kolb D.A., Experiential Learning: Experience as the Source of Learning and Development, (1984); Kubberod E., Pettersen I.B., Exploring situated ambiguity in students’ entrepreneurial learning, Education + Training, 59, 3, pp. 265-279, (2017); Kubberod E., Pettersen I.B., Exploring students’ entrepreneurial identity matching through cross-cultural learning, Uniped, 41, 1, pp. 54-67, (2018); Kubberod E., Pettersen I.B., The role of peripherality in students’ entrepreneurial learning, Education + Training, 60, 1, pp. 2-15, (2018); Kyro P., A theoretical framework for teaching and learning entrepreneurship, International Journal of Business and Globalisation, 2, 1, pp. 39-55, (2008); Lackeus M., An emotion based approach to assessing entrepreneurial education, International Journal of Management Education, 12, 3, pp. 374-396, (2014); Lave J., Wenger E., Situated Learning: Legitimate Peripheral Participation, (1991); Lee S.M., Chang D., Lim S.-B., Impact of entrepreneurship education: a comparative study of the US and Korea, International Entrepreneurship and Management Journal, 1, 1, pp. 27-43, (2005); Levinson D.J., The Seasons of a Man’s Life, (1978); Lowden K., Hall S., Elliot D., Et al., Employers’ Perceptions of the Employability Skills of New Graduates, (2011); Markus H., Nurius P., Possible selves, American Psychologist, 41, 9, (1986); Matlay H., The impact of entrepreneurship education on entrepreneurial outcomes, Journal of Small Business and Enterprise Development, 15, 2, pp. 382-396, (2008); Meijers F., The development of a career identity, International Journal for the Advancement of Counselling, 20, 3, pp. 191-207, (1998); Moreau M.P., Leathwood C., Graduates’ employment and the discourse of employability: a critical analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); Morris M.H., Webb J.W., Fu J., Et al., A competency-based perspective on entrepreneurship education: conceptual and empirical insights, Journal of Small Business Management, 51, 3, pp. 352-369, (2013); Munoz C.C.A., Mosey S., Binks M., Developing opportunity-identification capabilities in the classroom: visual evidence for changing mental frames, Academy of Management Learning & Education, 10, 2, pp. 277-295, (2011); Murnieks C., Mosakowski E., Who am I? Looking inside the ‘entrepreneurial identity’, Frontiers of Entrepreneurship Research, 27, 5, (2007); Mwasalwiba E., Entrepreneurship education: a review of its objectives, teaching methods, and impact indicators, Education + Training, 52, 1, pp. 20-47, (2010); Neck H.M., Greene P.G., Entrepreneurship education: known worlds and new frontiers, Journal of Small Business Management, 49, 1, pp. 55-70, (2011); Oliver B., Redefining graduate employability and work-integrated learning: proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, (2015); Pittaway L., Cope J., Entrepreneurship education: a systematic review of the evidence, International Small Business Journal, 25, 5, pp. 479-510, (2007); Pittaway L., Cope J., Simulating entrepreneurial learning: integrating experiential and collaborative approaches to learning, Management Learning, 38, 2, pp. 211-233, (2007); Pittaway L., Rodriguez-Falcon E., Aiyegbayo O., Et al., The role of entrepreneurship clubs and societies in entrepreneurial learning, International Small Business Journal, 29, 1, pp. 37-57, (2011); Premand P., Brodmann S., Almeida R., Et al., Entrepreneurship education and entry into self-employment among university graduates, World Development, 77, pp. 311-327, (2016); Rae D., Understanding entrepreneurial learning: A question of how?, International Journal of Entrepreneurial Behavior & Research, 6, 3, pp. 145-159, (2000); Rae D., Connecting enterprise and graduate employability, Education + Training, 49, 8-9, pp. 605-619, (2007); Rae D., Riding out the storm: graduates, enterprise and careers in turbulent economic times, Education + Training, 50, 8-9, pp. 748-763, (2008); Rae D., Carswell M., Using a life-story approach in researching entrepreneurial learning: the development of a conceptual model and its implications in the design of learning experiences, Education + Training, 42, 4-5, pp. 220-228, (2000); Rae D., Woodier-Harris N., How does enterprise and entrepreneurship education influence postgraduate students’ career intentions in the New Era economy?, Education + Training, 55, 8-9, pp. 926-948, (2013); Rasmussen E.A., Sorheim R., Action-based entrepreneurship education, Technovation, 26, 2, pp. 185-194, (2006); Rosenbaum J.E., Tournament mobility: career patterns in a corporation, Administrative Science Quarterly, 24, pp. 220-241, (1979); Schumpeter J., The Theory of Economic Development, (1934); Shane S., Venkataraman S., The promise of entrepreneurship as a field of research, Academy of Management Review, 25, 1, pp. 217-226, (2000); Shepherd D.A., Educating entrepreneurship students about emotion and learning from failure, Academy of Management Learning & Education, 3, 3, pp. 274-287, (2004); Stephenson J., The concept of capability and its importance in higher education, Capability and Quality in Higher Education, pp. 1-13, (1998); Sullivan S.E., Baruch Y., Advances in career theory and research: a critical review and agenda for future exploration, Journal of Management, 35, 6, pp. 1542-1571, (2009); Super D.E., The Psychology of Careers: An Introduction to Vocational Development, (1957); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Van Der Heijde C.M., Van Der Heijden B.I., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Wendlandt N.M., Rochlen A.B., Addressing the college-to-work transition: implications for university career counselors, Journal of Career Development, 35, 2, pp. 151-165, (2008); Wickramasinghe V., Perera L., Graduates’, university lecturers’ and employers’ perceptions towards employability skills, Education + Training, 52, 3, pp. 226-244, (2010); Winkel D., Vanevenhoven J., Drago W.A., Et al., The structure and scope of entrepreneurship programs in higher education around the world, Journal of Entrepreneurship Education, 16, 1, pp. 15-28, (2013); The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, (2016); Yorke M., Employability in Higher Education: What It Is – What It Is Not, (2006)","N.M. Killingberg; Norwegian University of Life Sciences, Norway; email: nils.magne.killingberg@nmbu.no","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85094657712"
"Al Riyami T.K.","Al Riyami, Thuraya Khalifa (57225094910)","57225094910","Omani graduates’ English communication skills: employers’ perspectives","2021","Learning and Teaching in Higher Education: Gulf Perspectives","17","2","","136","149","13","3","10.1108/LTHE-01-2021-0007","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113898645&doi=10.1108%2fLTHE-01-2021-0007&partnerID=40&md5=d4d7d4609c0edf82cbc5707c254b022b","English Language Center, University of Technology and Applied Sciences, Ibra, Oman","Al Riyami T.K., English Language Center, University of Technology and Applied Sciences, Ibra, Oman","Purpose: The purpose of this study is to explore employers’ views on the current English communication skills of higher education institutions (HEIs) graduates in Oman and to identify the workplace communication challenges encountered by graduates of these institutions. Design/methodology/approach: The study used a mixed-methods approach. In the first phase of the study, a questionnaire was distributed to 50 employers in different government and private sectors. In the second phase of the study, semi-structured interviews were conducted with 15 employers to get clarification on some of the issues that were raised in the questionnaire and get the employers’ opinions about how to improve the communication skills of Omani graduates and what initiatives HEIs can take to achieve that. Findings: The study revealed that Omani graduates encounter many challenges in the workplace, including low proficiency in English, lack of research skills and persuasive skills and inappropriate use of language during meetings and events. Research limitations/implications: HEIs should foster a relationship with the job market through continuous meetings to seek their feedback on English courses so that they can improve them to cater to specific job requirements. Originality/value: The higher education system in Oman has achieved substantial growth in terms of quantity, including the number of institutions, enrolled students, hired teachers and specialisations. This growth of HEIs highlights the necessity of preparing Omani citizens who are capable of participating in the ongoing development in Oman and to this end, English communication skills are critical. © 2021, Thuraya Khalifa Al Riyami.","Communication skills; Employability; Higher education institutions; Linguistic skills; Oman","","","","","","University of Technology and Applied Sciences-Ibra","The author would like to thank her students Ali Al Amri and Mohammed Al Rumhi from the University of Technology and Applied Sciences-Ibra for their support during data collection and analysis.","Al-Azri A.K., academics’, students’, employers’, and graduates’ perceptions towards business management and administration undergraduate employability: implications for higher education and industry in oman, (2016); Al Hajri F., an evaluation of the effectiveness and predictive validity of english language assessment in two colleges of applied sciences in oman, (2013); Al Hinai I.A.S., They Cannot Write as Well as We Expect’, Why? A Multi-Case Study of Stakeholders’ Perceptions of Factors that Hinder Graduates of Colleges of Technology Mastering Technical Writing Skills Requested in the Omani Market, (2018); Al-Issa A., making a case for new directions in english language teaching research at an omani university: a critical qualitative content analysis report, the qualitative report, 20, 5, pp. 560-595, (2015); Al-Lamki S., The development of private higher education in the Sultanate of Oman: Perception and analysis, International Journal of Private Education, 1, pp. 54-77, (2006); Al-Mahrooqi R., A student perspective on low English proficiency in Oman, International Education Studies, 5, 6, pp. 263-271, (2012); Al-Mahrooqi R., Denman C., Proficiency and communicative competence in English and employability in the Arabian Gulf, Bridging the gap between education and employment: English language instruction in EFL contexts, pp. 389-409, (2016); Al-Mahrooqi R., Tuzlukova V., English communication skills and employability in the Arabian Gulf: the case of Oman, Pertanika Journal of Social Sciences & Humanities, 22, 2, pp. 473-488, (2014); Baporikar N., Shah I., Quality of higher education in 21st century – a case of Oman, Journal of Educational and Instructional Studies in the World, 2, 2, pp. 9-18, (2012); Basal A., The implementation of a flipped classroom in foreign language teaching, Turkish Online Journal of Distance Education, pp. 28-37, (2015); Buckingham L., Shades of cosmopolitanism: EFL teachers' perspectives on English accents and pronunciation teaching in the Gulf, Journal of Multilingual and Multicultural Development, 36, 6, pp. 638-653, (2015); Creswell J.W., Research design: Qualitative, quantitative, and mixed methods approaches (Third Edition), (2013); Creswell J.W., Plano Clark V., Designing and conducting mixed methods research, (2007); Jackson D., An international profile of industry-relevant competencies and skill gaps in modern graduates, The International Journal of Management Education, 8, 3, pp. 29-58, (2010); Jenkins J., Repositioning English and multilingualism in English as a Lingua Franca, Englishes in Practice, 2, 3, pp. 49-85, (2015); The english language curriculum framework, (2010); Mishra S.K., Mishra P., Functional aspects of communication skills for professional empowerment, Journal of English Language and Literature (JOELL), 7, 1, pp. 79-85, (2020); Moody J., A critique of the concept of EFL in the Arabian Gulf countries, Issues in Teaching and Learning English as a Foreign Language in the Arab World, pp. 9-32, (2012); Mourshed M., Farrell D., Barton D., Education to employment: Designing a system that works, (2013); Mousawa D.T., Elyas T., Presentation as employability soft skill to ESP learners in the English language institute at King Abdulaziz University, Journal of Language Teaching and Research, 6, 5, (2015); Roehl A., Reddy S.L., Shannon G.J., The flipped classroom: an opportunity to engage millennial students through active learning strategies, Journal of Family & Consumer Sciences, 105, 2, pp. 44-49, (2013); Ryan A.B., Methodology: Analysing qualitative data and writing up your findings, Researching and writing your thesis: a guide for postgraduate students, pp. 92-108, (2006); Sung C.C.M., Investigating perceptions of English as a lingua franca in Hong Kong: the case of university students, English Today, 34, 1, (2018); Tanveer M., The factors causing English language and study skills gaps between foundation and undergraduate programmes; an exploratory study at Majan college, Asian EFL Journal, 15, 3, pp. 161-200, (2013); Thomas A., Piquette C., McMaster D., English communication skills for employability: the perspectives of employers in Bahrain, Learning and Teaching in Higher Education: Gulf Perspectives, 13, 1, (2016); Whitley-Grassi N., Baizer J.S., Video lecture capture in physiology courses: student attendance, video viewing and correlations to course performance, International Journal of Instructional Technology and Distance Learning, 7, 10, pp. 31-38, (2010)","T.K. Al Riyami; English Language Center, University of Technology and Applied Sciences, Ibra, Oman; email: thuraya_r@ict.edu.om","","Emerald Group Holdings Ltd.","","","","","","20775504","","","","English","Learn. Teach. High. Educ.: Gulf Perspect.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85113898645"
"Nimmi N.P.; Zakkariya K.A.","Nimmi, N.P. (57223862848); Zakkariya, K.A. (56609290100)","57223862848; 56609290100","Determinants of perceived employability in current career context: evidence from India","2021","Journal of Asia Business Studies","15","5","","804","820","16","9","10.1108/JABS-05-2020-0187","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106318839&doi=10.1108%2fJABS-05-2020-0187&partnerID=40&md5=4622eb0f093d1ce628fd7c16da5a68f7","School of Management Studies, Cochin University of Science and Technology, Kochi, India","Nimmi N.P., School of Management Studies, Cochin University of Science and Technology, Kochi, India; Zakkariya K.A., School of Management Studies, Cochin University of Science and Technology, Kochi, India","Purpose: This paper aims to examine how the indicators of perceived employability in the current career context impact employees well-being on the backdrop of conservation of resources theory. The study also examines whether the underlying mechanisms towards employee well-being vary as a function of gender. Design methodology approach: Research data are gathered from a sample of 421 software engineers in private information technology companies in India. Structural equation modelling (SEM) using IBM-AMOS was conducted to examine the impact of protean attitude and employability culture on employee well-being and the mediating mechanism. Findings: Empirical analysis using SEM unravelled that perceived employability played a vital role as a mediator of employability culture, protean attitude – well-being relationships, confirming the underlying mechanisms of this association. Originality value: The study specifically examined the modern age indicators of employability perception amongst Indian software engineers and their impact on employee well-being. © 2021, Emerald Publishing Limited.","Employability culture; Employee well-being; Indian IT sector; Perceived employability; Protean attitude; Software engineers","","","","","","","","Adil M.S., Baig M., Impact of job demands-resources model on burnout and employee's well-being: evidence from the pharmaceutical organisations of Karachi, IIMB Management Review, 30, 2, pp. 119-133, (2018); Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? 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India skills report, (2020); Datta S., Aggarwal U., Factors effecting career advancement of indian women managers, South Asian Journal of Business Studies, 6, 3, pp. 314-336, (2017); De Cuyper N., Van der Heijden B.I.J.M., De Witte H., Associations between employability and employee and organizational outcomes: a matter of psychological contracts?, The International Journal of Human Resource Management, 22, 7, pp. 1486-1503, (2011); De Cuyper N., Bernhard-Oettel C., Berntson E., De Witte H., Alarco B., Employability and employees' well-being: mediation by job insecurity, Applied Psychology, 57, 3, pp. 488-509, (2008); De Vos A., Soens N., Protean attitude and career success: the mediating role of self-management, Journal of Vocational Behavior, 73, 3, pp. 449-456, (2008); De Vos A., De Hauw S., Van der Heijden B.I., Competency development and career success: the mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); De Vos A., Van der Heijden B.I., Akkermans J., Sustainable careers: towards a conceptual model, Journal of Vocational Behavior, 117, (2020); 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Nimmi; School of Management Studies, Cochin University of Science and Technology, India; email: nimmimohandas1985@gmail.com","","Emerald Group Holdings Ltd.","","","","","","15587894","","","","English","J. Asia Bus. Stud.","Article","Final","","Scopus","2-s2.0-85106318839"
"Ononye U.; Ogbeta M.; Ndudi F.; Bereprebofa D.; Maduemezia I.","Ononye, Uzoma (57196042267); Ogbeta, Mercy (57561240100); Ndudi, Francis (57561631200); Bereprebofa, Dudutari (57562210300); Maduemezia, Ikechuckwu (57562394600)","57196042267; 57561240100; 57561631200; 57562210300; 57562394600","Academic resilience, emotional intelligence, and academic performance among undergraduate students","2021","Knowledge and Performance Management","23","3","","1","10","9","0","10.7605/gdlxb.2021.03.037","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127613909&doi=10.7605%2fgdlxb.2021.03.037&partnerID=40&md5=92308211a054d0face07f1a98d823368","Faculty of Management and Social Sciences, Department of Business Administration, Dennis Osadebay University, Nigeria; Faculty of Management Sciences, Department of Business Administration, Delta State University, Abraka, Nigeria; Faculty of Management and Social Sciences, Department of Business Administration, Dennis Osadebay University, Nigeria; Faculty of Management and Social Sciences, Department of Business Administration, Dennis Osadebay University, Nigeria; Faculty of Management Sciences, Department of Business Administration, Delta State University, Abraka, Nigeria","Ononye U., Faculty of Management and Social Sciences, Department of Business Administration, Dennis Osadebay University, Nigeria; Ogbeta M., Faculty of Management Sciences, Department of Business Administration, Delta State University, Abraka, Nigeria; Ndudi F., Faculty of Management and Social Sciences, Department of Business Administration, Dennis Osadebay University, Nigeria; Bereprebofa D., Faculty of Management and Social Sciences, Department of Business Administration, Dennis Osadebay University, Nigeria; Maduemezia I., Faculty of Management Sciences, Department of Business Administration, Delta State University, Abraka, Nigeria","Academic resilience and emotional intelligence are considered important personal resources for furthering students' academic performance. However, many educational organizations seem to trivialize the performance implications of these constructs in teachings and curriculum. Consequently, it can decrease not just their academic performance but also their employability, as they lack the generic competencies to adapt and survive in a stressful context. Even so, empirical evidence on integrating academic resilience, emotional intelligence, and academic performance remains unexplored in the Nigerian university context. Therefore, the study aimed to investigate the linkages between academic resilience, emotional intelligence, and academic performance in Nigeria. The partial least square (PLS) modeling method was utilized for testing the stated hypotheses with data collected from 179 final year undergraduate students in the regular B.Sc. Business Administration and B.Sc. Marketing program at Delta State University, Nigeria. From the PLS results, the study reported that academic resilience was positively related to emotional intelligence (β = 0.125, p = 0.007), academic resilience (β = 0.231, p = 0.000) and emotional intelligence (β = 0.260, p = 0.000) were positively related to academic performance, and emotional resilience mediated the positive relationship between academic resilience and academic performance (β = 0.057, p = 0.005). While academic resilience predicted academic performance, it also predicted emotional intelligence, which affected academic performance significantly and positively. © Uzoma Ononye, Mercy Ogbeta, Francis Ndudi, Dudutari Bereprebofa, Ikechuckwu Maduemezia, 2022","emotions; intelligence; Nigeria; performance; public university; resilience; students","","","","","","","","Afzal A., Atta M., Malik I. N., Role of positive psychological capital in prediction of emotions and subjective wellbeing among adolescents, Journal of the Indian Academy of Applied Psychology, 42, 1, pp. 72-81, (2016); Alghamdi F. S., The role of trait emotional intelligence in individual performance: A descriptive study in Albaha University, Saudi Arabia, Journal of Service Science and Management, 7, 5, pp. 361-367, (2014); Anderson C. J., Gerbing W. D., Structural equation modelling in practice: A review and recommended two-step approach, Psychological Bulletin, 103, 3, pp. 411-423, (1988); Bittmann F., When problems just bounce back: About the relation between resilience and academic success in German tertiary education, SN Social Sciences, 1, (2021); Bracket A. M., Rivers E. 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J., Validity and reliability of a brief emotional intelligence scale (BEIS-10), Journal of Individual Differences, 31, 4, pp. 198-208, (2010); Edward K., Warelow P., Resilience: When coping is emotionally intelligent, Journal of the American Psychiatric Nurses Association, 11, 2, pp. 101-102, (2005); Ephrem A. N., Nguezet P. M. D., Charmant I. K., Murimbika M., Awotide B. A., Tahirou A., Lydie M. N., Manyong V., Entrepreneurial motivation, psychological capital, and business success of young entrepreneurs in the DRC, Sustainability, 13, 8, (2021); Garcia-Crespo F. J., Fernandez-Alonso R., Muniz J., Academic resilience in European countries: The role of teachers, families, and student profiles, PLoS ONE, 16, 7, (2021); Guterman O., Academic success from an individual perspective: A proposal for redefinition, International Review of Education, 67, 3, pp. 403-413, (2021); Hair F. J., Hult M. T. G., Ringe M. C., Sarstedt M., A primer on partial least squares structural equation modeling (PLS-SEM), (2017); Halbesleben B. R. J., Neveu J., Paustian-Underdahl P. C. S., Westman M., Getting to the “COR”: Understanding the Role of Resources in Conservation of Resources Theory, Journal of Management, 40, 5, pp. 1334-1364, (2014); Hartmann S., Weiss M., Hoeg M., Team resilience in organizations: A conceptual and theoretical discussion of team-level concept, Research Handbook on Organizational Resilience, pp. 39-52, (2020); Ibout E. J., Ibout C. J., Ibia I. E., Education, ideology and social transformation, Journal of the Historical Society of Nigeria, 27, pp. 24-47, (2018); Khajehpour M., Relationship between emotional intelligence, parental involvement and academic performance of high school students, Procedia Social and Behavioural Sciences, 15, pp. 1081-1086, (2011); Lamas H., School performance, Propósitos y Representaciones, 3, 1, pp. 313-386, (2015); Lovoll S. H., Roysamb E., Vitterso J., Zourbanos N., Experiences matter: Positive emotions facilitate intrinsic motivation, Cogent Psychology, 4, 1, (2017); Mayer J. D., Salovey P., What is emotional intelligence?, Emotional development and emotional intelligence: Implications for educators, pp. 3-31, (1997); Meher V., Baral R., Bankira S., An analysis of emotional intelligence and academic performance of four-year integrated B.Ed. trainees, Shanlax International Journal of Education, 9, 2, pp. 108-116, (2021); Olusoji J. G., Samuel E. O., Godbless O. A., Psychological capital and work engagement among employees in the Nigerian public sector: The mediating role of emotional intelligence, International Journal of Public Administration, (2021); Partido B. B., Stafford R., Association between emotional intelligence and academic performance among dental hygiene students, Journal of Dental Education, 82, 9, pp. 974-979, (2018); Pooley J., Cohen L., Resilience: A definition in context, The Australian Community Psychologist, 22, 1, pp. 30-37, (2010); Putwain D. W., Wood P., Pekrun R., Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy, Journal of Educational Psychology, 114, 1, pp. 108-126, (2022); Rode J. C., Mooney C. H., Arthaud-day M. L., Near P. P., Baldwin T. T., Rubin R. S., Bommer T. T., Emotional intelligence and individual performance: Evidence of direct and moderated effects, Journal of Organizational Behavior, 28, 4, pp. 399-421, (2007); Romano L., Angelini G., Consiglio P., Fiorilli C., Academic resilience and engagement in high school students: The mediating role of perceived teacher emotional support, European Journal of Investigation Health, Psychology and Education, 11, 2, pp. 334-344, (2021); Santos J., Jesmin T., Martis A., Maunder M., Cruz S., Novo C., Schiff H., Bessa P., Costa R., Carvalho C. V., Developing emotional intelligence with a game: The league of emotions learners approach, Computers, 10, 8, (2021); Sarrionandia A., Ramos-Diaz E., Fernandez-Lasarte O., Resilience as a mediator of emotional intelligence and perceived stress: A cross-country study, Frontiers in Psychology, 9, (2018); Sarwar H., Nadeem K., Aftab J., The impact of psychological capital on project success mediating role of emotional intelligence in construction organizations of Pakistan, Journal of Global Entrepreneurship Research, 7, pp. 1-13, (2017); Schneider R. T., Lyons B. J., Khazon S., Emotional intelligence and resilience, Personality and Individual Difference, 55, 8, pp. 909-914, (2013); Slatten T., Gudbrand L., Solveig B. N. E., Onshus T., Supportive study climate and academic performance among university students: The role of psychological capital, positive emotions and study engagement, International Journal of Quality and Service Sciences, 13, 4, pp. 585-600, (2021); Suleman Q., Hussain I., Syed M. A., Parveen R., Lodhi I. S., Mahmood Z., Association between emotional intelligence and academic success among undergraduates: A cross-sectional study in KUST, Pakistan, PLoS ONE, 14, 7, (2019); Thomas C., Zolkoski S., Preventing stress among undergraduate learners: The Importance of emotional intelligence, resilience, and emotion regulation, Frontiers in Education, 5, (2020); Trigueros R., Aguilar-Parra M. J., Cangas J. A., Bermejo R., Ferrandiz C., Lopez-Liria R., Influence of emotional intelligence, motivation and resilience on academic performance and the adoption of healthy lifestyle habits among adolescents, International Journal of Environmental Research and Public Health, 16, 16, (2019); Tugade M. M., Fredrickson L. B., Resilient individuals use positive emotions to bounce back from negative emotional experiences, Journal of Personality and Social Psychology, 86, 2, pp. 320-333, (2004); York T. T., Gibson C., Rankin S., Defining and measuring academic success, Practical Assessment, Research, and Evaluation, 20, (2015); Zheng Y., Cai D., Zhao J-L., Yang C., Xia T., Xu Z., Bidirectional relationship between emotional intelligence and perceptions of resilience in young adolescents: A TwentyMonth Longitudinal Study, Child & Youth Care Forum, 50, pp. 363-377, (2020)","","","LLC CPC Business Perspectives","","","","","","25435507","","","","English","Knowl. Perform. Manag.","Article","Final","","Scopus","2-s2.0-85127613909"
"Khan A.U.; Ali Y.","Khan, Amin Ullah (57214802943); Ali, Yousaf (57203208353)","57214802943; 57203208353","Sustainable supplier selection for the cold supply chain (CSC) in the context of a developing country","2021","Environment, Development and Sustainability","23","9","","13135","13164","29","30","10.1007/s10668-020-01203-0","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099230346&doi=10.1007%2fs10668-020-01203-0&partnerID=40&md5=2f2b5467b1e5cd0f58e6293886324dec","Department of Management Science and Humanities, Ghulam Ishaq Khan Institute of Engineering Sciences and Technology, Topi, Khyber Pakhtunkhwa, Swabi, Pakistan; Department of Management Science and Humanities, Ghulam Ishaq Khan Institute of Engineering Sciences and Technology, Topi, Khyber Pakhtunkhwa, Swabi, Pakistan","Khan A.U., Department of Management Science and Humanities, Ghulam Ishaq Khan Institute of Engineering Sciences and Technology, Topi, Khyber Pakhtunkhwa, Swabi, Pakistan; Ali Y., Department of Management Science and Humanities, Ghulam Ishaq Khan Institute of Engineering Sciences and Technology, Topi, Khyber Pakhtunkhwa, Swabi, Pakistan","Cold supply chain (CSC) is a process that involves temperature-controlled activities ranging from the acquisition of raw materials and down to the end consumers. A sustainable cold chain supplier is the one that incorporates sustainable practices in its complete cycle of operations. This is to ensure keeping the products from going to waste, especially in the case of a developing country. To identify the driving factors towards the sustainable cold chain supplier, this study utilizes the interpretive structural modelling (ISM) approach in the first phase. Fifteen various sustainability factors were analyzed and the “utilization of renewable resources” factor concluded to be the most important driving factor. By implementing renewable resources, a supplier can be able to convert its manufacturing processes and services to sustainable assets. The second phase of this study conducts the selection of cold chain suppliers in the context of Pakistan. For this purpose, fuzzy VIKOR, a multi-criteria decision-making (MCDM) technique is incorporated to analyze eight suppliers based on fifteen distinct criteria. The results concluded Mitchell foods to be the most economically, environmentally and socially sustainable suppliers in the context of Pakistan. This study recommends providing business-friendly incentives to suppliers like Mitchells and new investors who tend to keep their operations sustainable by adopting renewable resources. Furthermore, the relaxation of taxes and creating job employability by working with sustainable suppliers can contribute positively towards economic growth and the overall society. The study holds novelty in the area of cold chain supplier selection for Pakistan by utilizing a novel approach in the form of ISM and fuzzy VIKOR techniques, thus forming a major application of this research study. Graphic abstract: [Figure not available: see fulltext.] © 2021, The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature.","Cold supply chain; Developing countries; ISM; MCDM; Sustainability","Pakistan; decision making; developing world; economic growth; fuzzy mathematics; multicriteria analysis; renewable resource; sustainability","","","","","","","Ahmed S., Elhedhli S., Cold supply chain design with environmental considerations: A simulation-optimization approach, European Journal of Operational Research, 251, 1, pp. 274-287, (2016); Ali Y., Razi M., De Felice F., Sabir M., Petrillo A., A VIKOR based approach for assessing the social, environmental and economic effects of “smog” on human health, Science of The Total Environment, 650, pp. 2897-2905, (2019); Attri R., Dev N., Sharma V., Interpretive structural modelling (ISM) approach: an overview, Research Journal of Management Sciences, 2, 2, pp. 3-8, (2013); Aung M.M., Chang Y.S., Temperature management for the quality assurance of a perishable food supply chain, Food Control, 40, 1, pp. 198-207, (2014); 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Buledi R., Butt Z.A., Ahmed J., Alizai A.A., Status of cold chain in routine immunisation centres of the Expanded Programme on Immunisation in Quetta, Pakistan, JPMA, 67, 5, pp. 739-744, (2017); Carter A.W., Heinemann L., Insulin concentration in vials randomly purchased in pharmacies in the United States: considerable loss in the cold supply chain, Journal of Diabetes Science and Technology, 12, 4, pp. 839-841, (2018); Daofang C., Jinfeng Z., Danping L., Cold chain logistics distribution network planning subjected to cost constraints, International Journal of Advanced Science and Technology, 75, 1, pp. 1-10, (2015); Darbari J.D., Agarwal V., Sharma R., Jha P.C., Analysis of impediments to sustainability in the food supply chain: an interpretive structural modeling approach, (2018); De-La-Fuente M.V., Ros L., Cold supply chain processes in a fruit-and-vegetable collaborative network, (2010); Dixit P., Ahmed R.R., Yadav A.K., Lal R.C., Diversification of economy-an insight into inclusive growth & food security with special reference to Pakistan’s agriculture economy, Asian Journal of Agriculture and Rural Development, 9, 1, pp. 82-98, (2019); 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Zadeh L.A., Fuzzy Sets, Information and control, 8, 3, pp. 338-353, (1965); Zhang M., Guo H., Huo B., Zhao X., Huang J., Linking supply chain quality integration with mass customization and product modularity, International Journal of Production Economics, 207, 1, pp. 227-235, (2019)","A.U. Khan; Department of Management Science and Humanities, Ghulam Ishaq Khan Institute of Engineering Sciences and Technology, Swabi, Topi, Khyber Pakhtunkhwa, Pakistan; email: amin.llh@gmail.com","","Springer Science and Business Media B.V.","","","","","","1387585X","","EDSNB","","English","Environ. Dev. Sustainability","Article","Final","","Scopus","2-s2.0-85099230346"
"King M.; Courtier M.; Shaw C.; Anderson C.; Widdowson J.","King, Madeleine (56498344700); Courtier, Maxine (57221999568); Shaw, Chet (57221993772); Anderson, Cynthia (57224708471); Widdowson, John (58434630300)","56498344700; 57221999568; 57221993772; 57224708471; 58434630300","Different views? The experiences of international students studying he in three non-university settings","2021","Athens Journal of Education","8","3","","239","262","23","0","10.30958/aje.8-3-2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100900412&doi=10.30958%2faje.8-3-2&partnerID=40&md5=5ea55bbbd2a309cdb2c6ccf3ca0d204f","New College Durham, United Kingdom; Holmesglen Technical and Further Education Institute, Australia; Moraine Valley Community College, United States","King M., New College Durham, United Kingdom; Courtier M., Holmesglen Technical and Further Education Institute, Australia; Shaw C., Moraine Valley Community College, United States; Anderson C., Moraine Valley Community College, United States; Widdowson J., New College Durham, United Kingdom","The purpose of the research was to discover the views of three groups of International students who were undertaking their Higher Education (HE) in a publicly-funded college, rather than a university setting. A comparative survey was undertaken by International students attending an American Community College, an Australian Technical and Further Education Institute and a group of English colleges which offer Higher Education. All three groups were satisfied with their provision. The college setting was perceived to offer higher levels of support than would have been available at a university, plus enhanced employability prospects and lower fees than those charged by a university. The status of an Australian, English or American HE qualification was important, as was the reputation of their particular college. The market for International students is highly competitive and largely driven by universities. The English experience suggests that colleges should focus on the marketing of specialist courses. In all cases, the fact that teaching staff were primarily teachers, rather than researchers was highly valued by respondents, as was their currency in their subject. However, there were strong feelings about value for money and the ability to engage with Home students and wider Australian, British or American culture. International students choose to study abroad because they want to broaden their own horizons and learn more about other cultures: many respondents found these opportunities to be limited. In order to help address this, an International student recruitment Checklist for senior college staff is presented as part of the research findings. © 2021, Athens Institute for Education and Research. All rights reserved.","Colleges; Higher education; International students; Value-for-money","","","","","","","","Fast Facts, (2019); Conlon G., Halterbeck M., Hedges S., The UK‟s revenues from International students post-graduation, (2019); International Education Strategy: global potential, global growth, (2019); (2018); Student visa and Temporary Graduate visa program report, (2018); Guyton D. T., Adjusting to Community College as an International Student in Appalachia, Doctor of Philosophy (PhD) dissertation, Educational Foundations & Leadership, (2017); HEIFES 16 and HEIFES 17 FE data returns, (2017); Where do HE students come from?, (2018); Immigration policy: basis for building consensus, (2018); Australia‟s international education exports grew by 22% in 2017, (2018); The link between employment outcomes and recruiting, (2019); Kumari P., Staying Ahead: are International students going down under? For Policy Connect and the Higher Education Commission, (2018); Leask B., Carroll J., Learning and Teaching Across Cultures. Good Practice Principles and Quick Guides, (2013); Lee J.J., Rice C., Welcome to America? International student perceptions of discrimination, Higher Education, 53, 3, (2007); Martin F., The Interpreter, (2018); Mellors-Bourne R., Humphrey C., Kemp N., Woodfield S., The Wider Benefits of International Education in the UK, (2013); A Visa and Immigration Policy for the Brain-Circulation Era: Adjusting To What Happened in the World While we Were Making Other Plans, (2009); Welcoming International students and scholars, (2019); International student Economic Value tool, (2019); Institute of International Education, (2019); Redden E., New international student enrolments continue to decline at U.S. universities, (2018); Smith R., Khawaja N., A review of the acculturation experiences of International students, International Journal of Intercultural Relations, 35, 6, pp. 699-713, (2011); Statistics report on TEQSA registered higher education providers 2018, (2018); Tran L, Dempsey K., Internationalisation in Vocational Education and Training: Transnational perspectives, (2017); Briefing on International students, (2017); Vafors Fritz M., Chin D., DeMarinis V., Stressors, anxiety, acculturation and adjustment among International, and North American students, International Journal of Intercultural Relations, 32, 3, pp. 244-259, (2008); Wu H.-P., Garza E., Guzman N., International student‟s challenge and adjustment to college, Education Research International, pp. 1-9, (2015); Yeh C.J., Inose M., International students' reported English fluency, social support satisfaction, and social connectedness as predictors of acculturative stress, Counselling Psychology Quarterly, 16, 1, pp. 15-28, (2010)","","","Athens Institute for Education and Research","","","","","","22417958","","","","English","Athens J.  Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85100900412"
"Akdur D.","Akdur, Deniz (56426452200)","56426452200","Skills Gaps in the Industry: Opinions of Embedded Software Practitioners","2021","ACM Transactions on Embedded Computing Systems","20","5","43","","","","8","10.1145/3463340","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111695458&doi=10.1145%2f3463340&partnerID=40&md5=d79909e37e7dd090e222c2b16de0a18f","ASELSAN Inc., Ankara, Turkey","Akdur D., ASELSAN Inc., Ankara, Turkey","Many practitioners in the software-intensive embedded industry often face difficulties after beginning their careers due to misalignment of the skills learned at the university with what is required in the workplace. Companies spend crucial resources to train personnel whose academic backgrounds are not only based on ""computing disciplines""but also on non-computing ones. Analyzing the gap between the software industry and academia is important for three reasons: (1) for employers, hiring properly trained practitioners allows them to spend less time in training them while incorporating them more efficiently into the workforce; (2) for practitioners, knowing the most important skillset is helpful to increase their chance of employability; and (3) for academia, understanding the necessary skillset is critical to making curriculum changes. To achieve these objectives, we conducted a survey that yielded responses from 659 software professionals working worldwide in different roles. In this study, we only included the responses of 393 embedded software practitioners whose undergraduate degree was completed in Turkey, working in 10 countries. This article sheds light on the most important skills in the embedded software industry by presenting various cross-factor analyses. Understanding the coverage of these skills in the curriculum (mostly in Turkish universities) helps bridge the gaps, which can and should be achieved through more Industry Academia Collaborations (IACs).  © 2021 ACM.","Embedded software industry; Hard skills; Industry academia collaboration; Practitioner survey; Soft skills; Software engineering education","Curricula; Embedded software; Computing disciplines; Curriculum changes; Skills gaps; Software industry; Software practitioners; Turkishs; Undergraduate degrees; Firmware","","","","","","","Akdur D., Garousi V., Demirors O., A survey on modeling and model-driven engineering practices in the embedded software industry, Journal of Systems Architecture, 91, pp. 62-82, (2018); Akdur D., Demirors O., Say B., Towards modeling patterns for embedded software Industry: Feedback from the field, 44th Euromicro Conference on Software Engineering and Advanced Applications (SEAA), (2018); Akdur D., The design of a survey on bridging the gap between software industry expectations and academia, 8th Mediterranean Conference on Embedded Computing (MECO), Montenegro, 2019, (2019); Akdur D., A survey on bridging the gap between software industry and academia: Preliminary results, 13th Turkish National Software Engineering Symposium, Turkey, (2019); Garousi V., Giray G., Tuzun E., Catal C., Felderer M., Aligning software engineering education with industrial needs: A meta-analysis, Journal of Systems and Software, 156, pp. 65-83, (2019); Lethbridge T.C., A survey of the relevance of computer science and software engineering education, Proceedings of the 11th Conference on Software Engineering Education, 1998, pp. 56-66, (1998); Lethbridge T.C., What knowledge is important to a software professional?, Computer, 33, pp. 44-50, (2000); Kitchenham B., Budgen D., Brereton P., Woodall P., An investigation of software engineering curricula, Journal of Systems and Software, 74, pp. 325-335, (2005); Surakka S., What subjects and skills are important for software developers?, Communications of the ACM, 50, pp. 73-78, (2007); McMurtrey M.E., Downey J.P., Zeltmann S.M., Friedman W.H., Critical skill sets of entry-level IT professionals: An empirical examination of perceptions from field personnel, 2008. 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Trevelyan J., Transitioning to engineering practice, European Journal of Engineering Education, 44, pp. 821-837, (2019); Anderson K.J.B., Courter S.S., McGlamery T., Nathans-Kelly T.M., Nicometo C.G., Understanding engineering work and identity: A cross-case analysis of engineers within six firms, Engineering Studies, 2, pp. 153-174, (2010); Brunhaver S., Korte R., Barley S., Sheppard S., Bridging the gaps between engineering education and practice, U.S. Engineering in A Global Economy, (2017); Linaker J., Sulaman S.M., Mello De R.Maiani, Host M., Runeson P., Guidelines for Conducting Surveys in Software Engineering, (2015); Groves R.M., Fowler F.J., Couper M.P., Lepkowski J.M., Singer E., Tourangeau R., Survey Methodology, 2nd Ed, (2009); Shull F., Singer J., Sjoberg D.I.K., Guide to Advanced Empirical Software Engineering, (2007); Akdur D., Survey Form: Bridging the Gap between Software Industry Expectations and Academic Activities, (2019); Bourque P., Fairley R.E., Guide to the Software Engineering Body of Knowledge (SWEBOK(R)), (2014); 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The Council of Higher Education in Turkey, (2019); Demirors O., Coskuncay A., Software development in Turkey, IT Professional, 17, (2015); Wohlin C., Runeson P., Host M., Ohlsson M.C., Regnell B., Wesslen A., Experimentation in Software Engineering, (2012); Tulgan B., Bridging the Soft Skills Gap: How to Teach the Missing Basics to Today's Young Talent, (2015)","D. Akdur; ASELSAN Inc., Ankara, Turkey; email: denizakdur@aselsan.com.tr","","Association for Computing Machinery","","","","","","15399087","","","","English","ACM Trans. Embedded Comput. Syst.","Article","Final","","Scopus","2-s2.0-85111695458"
"Van Der Goot W.E.; Duvivier R.J.; Van Yperen N.W.; De Carvalho-Filho M.A.; Noot K.E.; Ikink R.; Gans R.O.B.; Kloeze E.; Tulleken J.E.; Jolanda Lammers A.J.; Jaarsma A.D.C.; Bierman W.F.W.","Van Der Goot, Wieke E. (57200564380); Duvivier, Robbert J. (26021798900); Van Yperen, Nico W. (55664819300); De Carvalho-Filho, Marco A. (57214856588); Noot, Kirsten E. (57226781061); Ikink, Renee (57226771563); Gans, Rijk O. B. (24080082700); Kloeze, Eveline (40261778700); Tulleken, Jaap E. (57211791491); Jolanda Lammers, A.J. (35317979500); Jaarsma, A. Debbie C. (57213602125); Bierman, Wouter F. W. (23983988200)","57200564380; 26021798900; 55664819300; 57214856588; 57226781061; 57226771563; 24080082700; 40261778700; 57211791491; 35317979500; 57213602125; 23983988200","Psychological distress among frontline workers during the COVID-19 pandemic: A mixed-methods study","2021","PLoS ONE","16","8 August","e0255510","","","","19","10.1371/journal.pone.0255510","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112647629&doi=10.1371%2fjournal.pone.0255510&partnerID=40&md5=89d5e692cb8213e2d137ba78982b819f","Martini Academy, Martini Hospital, Groningen, Netherlands; Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong Learning, Education and Assessment Research Network (LEARN), University Medical Center Groningen, University of Groningen, Groningen, Netherlands; Parnassia Psychiatric Institute, The Hague, Netherlands; Department of Psychology, University of Groningen, Groningen, Netherlands; ICVS Life and Health Sciences Research Institute, School of Medicine, University of Minho, Braga, Portugal; Department of Medicine, University Medical Center Groningen, University of Groningen, Groningen, Netherlands; Department of Critical Care, University Medical Center Groningen, University of Groningen, Groningen, Netherlands; Department of Internal Medicine / Infectious Diseases, Isala, Zwolle, Netherlands; Faculty of Veterinary Medicine, Utrecht University, Utrecht, Netherlands","Van Der Goot W.E., Martini Academy, Martini Hospital, Groningen, Netherlands, Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong Learning, Education and Assessment Research Network (LEARN), University Medical Center Groningen, University of Groningen, Groningen, Netherlands; Duvivier R.J., Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong Learning, Education and Assessment Research Network (LEARN), University Medical Center Groningen, University of Groningen, Groningen, Netherlands, Parnassia Psychiatric Institute, The Hague, Netherlands; Van Yperen N.W., Department of Psychology, University of Groningen, Groningen, Netherlands; De Carvalho-Filho M.A., Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong Learning, Education and Assessment Research Network (LEARN), University Medical Center Groningen, University of Groningen, Groningen, Netherlands, ICVS Life and Health Sciences Research Institute, School of Medicine, University of Minho, Braga, Portugal; Noot K.E., Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong Learning, Education and Assessment Research Network (LEARN), University Medical Center Groningen, University of Groningen, Groningen, Netherlands; Ikink R., Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong Learning, Education and Assessment Research Network (LEARN), University Medical Center Groningen, University of Groningen, Groningen, Netherlands; Gans R.O.B., Department of Medicine, University Medical Center Groningen, University of Groningen, Groningen, Netherlands; Kloeze E., Department of Medicine, University Medical Center Groningen, University of Groningen, Groningen, Netherlands; Tulleken J.E., Department of Critical Care, University Medical Center Groningen, University of Groningen, Groningen, Netherlands; Jolanda Lammers A.J., Department of Internal Medicine / Infectious Diseases, Isala, Zwolle, Netherlands; Jaarsma A.D.C., Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong Learning, Education and Assessment Research Network (LEARN), University Medical Center Groningen, University of Groningen, Groningen, Netherlands, Faculty of Veterinary Medicine, Utrecht University, Utrecht, Netherlands; Bierman W.F.W., Department of Medicine, University Medical Center Groningen, University of Groningen, Groningen, Netherlands","Background: Novel virus outbreaks, such as the COVID-19 pandemic, may increase psychological distress among frontline workers. Psychological distress may lead to reduced performance, reduced employability or even burnout. In the present study, we assessed experienced psychological distress during the COVID-19 pandemic from a self-determination theory perspective. Methods: This mixed-methods study, with repeated measures, used surveys (quantitative data) combined with audio diaries (qualitative data) to assess work-related COVID-19 experiences, psychological need satisfaction and frustration, and psychological distress over time. Fortysix participants (nurses, junior doctors, and consultants) completed 259 surveys and shared 60 audio diaries. Surveys and audio diaries were analysed separately. Results: Quantitative results indicated that perceived psychological distress during COVID-19 was higher than pre-COVID-19 and fluctuated over time. Need frustration, specifically autonomy and competence, was positively associated with psychological distress, while need satisfaction, especially relatedness, was negatively associated with psychological distress. In the qualitative, thematic analysis, we observed that especially organisational logistics (rostering, work-life balance, and internal communication) frustrated autonomy, and unfamiliarity with COVID-19 frustrated competence. Despite many need frustrating experiences, a strong connection with colleagues and patients were important sources of relatedness support (i.e. need satisfaction) that seemed to mitigate psychological distress. Conclusion: The COVID-19 pandemic resulted in an increase of psychological distress among frontline workers. Both need frustration and need satisfaction explained unique variance of psychological distress, but seemed to originate from different sources. Challenging times require healthcare organisations to better support their professionals by tailored formal and informal support. We propose to address both indirect (e.g. organisation) and direct (e.g. colleagues) elements of the clinical and social environment in order to reduce need frustration and enhance need satisfaction. © 2021 van der Goot et al.","","Adult; Anxiety; Burnout, Professional; COVID-19; Depression; Female; Health Personnel; Humans; Job Satisfaction; Male; Middle Aged; Pandemics; Personal Satisfaction; Psychological Distress; SARS-CoV-2; Surveys and Questionnaires; adult; anxiety; burnout; depression; distress syndrome; female; health care personnel; human; job satisfaction; male; middle aged; pandemic; pathogenicity; psychology; questionnaire; satisfaction","","","","","","","Director-General's opening remarks at the media briefing on COVID19; Adams JG, Walls RM., Supporting the Health Care Workforce During the COVID-19 Global Epidemic, JAMA, 323, 15, pp. 1439-1440, (2020); Cabarkapa S, Nadjidai SE, Murgier J, Ng CH., The psychological impact of COVID-19 and other viral epidemics on frontline healthcare workers and ways to address it: A rapid systematic review, Brain Behav Immun Health, 2020; Brooks SK, Dunn R, Amlot R, Rubin GJ, Greenberg N., A Systematic, Thematic Review of Social and Occupational Factors Associated With Psychological Outcomes in Healthcare Employees During an Infectious Disease Outbreak, J Occup Environ Med, 60, 3, pp. 248-257, (2018); De Brier N, Stroobants S, Vandekerckhove P, De Buck E., Factors affecting mental health of health care workers during coronavirus disease outbreaks (SARS, MERS & COVID-19): A rapid systematic review, PLOS ONE, 15, 12, (2020); Kisely S, Warren N, McMahon L, Dalais C, Henry I, Siskind D., Occurrence, prevention, and management of the psychological effects of emerging virus outbreaks on healthcare workers: rapid review and meta-analysis, BMJ, 369, (2020); Lai J, Ma S, Wang Y, Cai Z, Hu J, Wei N, Et al., Factors associated with mental health outcomes among health care workers exposed to coronavirus disease 2019, JAMA Netw Open, 3, 3, (2020); Kannampallil TG, Goss CW, Evanoff BA, Strickland JR, McAlister RP, Duncan J., Exposure to COVID- 19 patients increases physician trainee stress and burnout, PLOS ONE, 15, 8, (2020); Pappa S, Ntella V, Giannakas T, Giannakoulis VG, Papoutsi E, Katsaounou P., Prevalence of depression, anxiety, and insomnia among healthcare workers during the COVID-19 pandemic: A systematic review and meta-analysis, Brain Behav Immun, 88, pp. 901-907, (2020); Xiao H, Zhang Y, Kong D, Li S, Yang N., The effects of social support on sleep quality of medical staff treating patients with coronavirus disease 2019 (COVID-19) in January and February 2020 in China, Med Sci Monit, 26, (2020); De Kock JH, Latham HA, Leslie SJ, Grindle M, Munoz S-A, Ellis L, Et al., A rapid review of the impact of COVID-19 on the mental health of healthcare workers: implications for supporting psychological wellbeing, BMC Public Health, 21, 104, (2021); Spoorthy MS, Pratapa SK, Mahant S., Mental health problems faced by healthcare workers due to the COVID-19 pandemic-A review, Asian J Psychiatr, 51, (2020); Hall LH, Johnson J, Watt I, Tsipa A, O'Connor DB., Healthcare Staff Wellbeing, Burnout, and Patient Safety: A Systematic Review, PLOS ONE, 11, 7, (2016); Ryan RM, Deci EL., Self-determination theory and the facilitation of intrinsic motivation, social development and well-being, Am Psychol, 55, 1, pp. 68-78, (2000); Deci EL, Ryan RM., Facilitating optimal motivation and psychological well-being across life's domains, Can Psychol, 49, 1, pp. 14-23, (2008); DeCharms R., Personal causation; the internal affective determinants of behavior, (1968); Ten Cate TJ, Kusurkar RA, Williams GC., How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide no. 59, Medical Teacher, 33, pp. 961-973, (2011); White RW., Motivation reconsidered: The concept of competence, Psychological review, 66, 5, pp. 297-333, (1959); Elliot AJ, Dweck CS, Yeager DS., Handbook of competence and motivation: theory and application, (2017); Baumeister RF, Leary MR., The need to belong: Desire for interpersonal attachments as a fundamental human motivation, Psychol Bull, 117, 3, pp. 497-529, (1995); Deci EL, Ryan RM., The 'what' and 'why' of goal pursuits: human needs and the self-determination of behavior, Psychological Inquiry, 11, 4, pp. 227-268, (2000); Van den Broeck A, Ferris DL, Chang C-H, Rosen CC., A review of self-determination theory's basic psychological needs at work, Journal of Management, 42, 5, pp. 1195-1229, (2016); Vansteenkiste M, Ryan RM., On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle, J Psychother Integr, 23, 3, pp. 263-280, (2013); Bartholomew KJ, Ntoumanis N, Ryan RM, Bosch JA, Thogersen-Ntoumani C., Self-determination theory and diminished functioning: The role of interpersonal control and psychological need thwarting, Pers Soc Psychol Bull, 37, 11, pp. 1459-1473, (2011); Costa S, Ntoumanis N, Bartholomew KJ., Predicting the brighter and darker sides of interpersonal relationships: Does psychological need thwarting matter?, Motivation and Emotion, 39, pp. 11-24, (2015); Chen B, Vansteenkiste M, Beyers W, Boone L, Deci E, Van der Kaap-Deeder J, Et al., Basic psychological need satisfaction, need frustration, and need strength across four cultures, Motivation and Emotion, 39, pp. 216-236, (2015); Ryan RM, Deci EL., The darker and brighter sides of human existence: Basic psychological needs as a unifying concept, Psychological Inquiry, 11, 4, pp. 319-338, (2000); Mabbe E, Soenens B, Vansteenkiste M, van der Kaap-Deeder J, Mouratidis A., Day-to-day variation in autonomy-supportive and psychologically controlling parenting: The role of parents' daily experiences of need satisfaction and need frustration, Parenting, 18, 2, pp. 86-109, (2018); van der Kaap-Deeder J, Vansteenkiste M, Soenens B, Mabbe E., Children's daily well-being: The role of mothers', teachers', and siblings' autonomy support and psychological control, Developmental Psychology, 53, 2, pp. 237-251, (2017); Banks MH, Clegg CW, Jackson PR, Kemp NJ, Stafford EM, Wall TD., The use of the General Health Questionnaire as an indicator of mental health in occupational studies, J Occup Organ Psychol, 53, 3, pp. 187-194, (1980); Goldberg DP, Gater R, Sartorius N, Ustun TB, Piccinelli M, Gureje O, Et al., The validity of two versions of the GHQ in the WHO study of mental illness in general health care, Psychological Medicine, 27, 1, pp. 191-197, (1997); Charlton C, Rasbash J., Browne W.J., Healy M., Cameron B., MLwiN Version 3.05 ed: Centre for Multilevel Modelling, (2020); Kivunja C, Kuyini AB., Understanding and applying research paradigms in educational contexts, International Journal of Higher Education, 6, 5, pp. 26-41, (2017); Braun V, Clarke V., Using thematic analysis in psychology, Qual Res Psychol, 3, 2, pp. 77-101, (2006); Dyrbye LN, West CP, Satele D, Boone S, Tan L, Sloan J, Et al., Burnout among US medical students, residents, and early career physicians relative to the general US population, Academic medicine, 89, 3, pp. 443-451, (2014); Shanafelt TD, Sloan JA, Habermann TM., The well-being of physicians, The American journal of Medicine, 114, 6, pp. 513-519, (2003); Happell B, Dwyer T, Reid-Searl K, Burke KJ, Caperchione CM, Gaskin CJ., Nurses and stress: recognizing causes and seeking solutions, J Nurs Manag, 21, 4, pp. 638-647, (2013); Kok N, van Gurp J, Teerenstra S, van der Hoeven H, Fuchs M, Hoedemaekers C, Et al., Coronavirus Disease 2019 Immediately Increases Burnout Symptoms in ICU Professionals: A Longitudinal Cohort Study∗, Critical Care Medicine, 49, 3, pp. 419-427, (2021); Digby R, Winton-Brown T, Finlayson F, Dobson H, Bucknall T., Hospital staff well-being during the first wave of COVID-19: Staff perspectives, Int J Ment Health Nurs, 30, 2, pp. 440-450, (2021); Rieckert A, Schuit E, Bleijenberg N, Ten Cate D, de Lange W, de Man-van Ginkel JM, Et al., How can we build and maintain the resilience of our health care professionals during COVID-19? Recommendations based on a scoping review, BMJ Open, 11, 1, (2021); Pollock A, Campbell P, Cheyne J, Cowie J, Davis B, McCallum J, Et al., Interventions to support the resilience and mental health of frontline health and social care professionals during and after a disease outbreak, epidemic or pandemic: a mixed methods systematic review, Cochrane Database of Systematic Reviews, 2020, 11; Zace D, Hoxhaj I, Orfino A, Viteritti AM, Janiri L, Di Pietro ML., Interventions to address mental health issues in healthcare workers during infectious disease outbreaks: a systematic review, J Psychiatr Res, 136, pp. 319-333, (2021); Crozier SE, Cassell CM., Methodological considerations in the use of audio diaries in work psychology: Adding to the qualitative toolkit, J Occup Organ Psychol, 89, 2, pp. 396-419, (2016); Atherley A, Hu W, Teunissen PW, Hegazi I, Dolmans D., Appraising the use of smartphones and apps when conducting qualitative medical education research: AMEE Guide No. 130, Medical Teacher, 43, 1, pp. 68-74, (2020); Schifferdecker KE, Reed VA., Using mixed methods research in medical education: basic guidelines for researchers, Medical Education, 43, 7, pp. 637-644, (2009)","W.E. Van der Goot; Martini Academy, Martini Hospital, Groningen, Netherlands; email: w.e.van.der.goot@rug.nl","","Public Library of Science","","","","","","19326203","","POLNC","34351970","English","PLoS ONE","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85112647629"
"Chen T.-L.; Shen C.-C.; Gosling M.","Chen, Tzu-ling (7405539945); Shen, Ching-cheng (56301914000); Gosling, Mark (35336578100)","7405539945; 56301914000; 35336578100","To stay or not to stay? The causal effect of interns’ career intention on enhanced employability and retention in the hospitality and tourism industry","2021","Journal of Hospitality, Leisure, Sport and Tourism Education","28","","100305","","","","19","10.1016/j.jhlste.2021.100305","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101697518&doi=10.1016%2fj.jhlste.2021.100305&partnerID=40&md5=5cd977179457ca9984c19f4f366d5e4f","Department of Culinary Arts, National Kaohsiung University of Hospitality and Tourism, Taiwan; Graduate Institute of Tourism Management, National Kaohsiung University of Hospitality and Tourism, Taiwan; Department of Applied English, National Kaohsiung University of Hospitality and Tourism, Taiwan","Chen T.-L., Department of Culinary Arts, National Kaohsiung University of Hospitality and Tourism, Taiwan; Shen C.-C., Graduate Institute of Tourism Management, National Kaohsiung University of Hospitality and Tourism, Taiwan; Gosling M., Department of Applied English, National Kaohsiung University of Hospitality and Tourism, Taiwan","This study examines how the career intention and enhanced employability following an industry internship can affect the career choice of students in Hospitality and Tourism departments. The results of 918 valid questionnaires were tested and supported proposed conceptual models of 9 hypotheses and 5 regression models. The research findings of this study indicated that, in the case of Taiwan's Hospitality and Tourism Education, interns' career intention positively influenced their employability, and both career intention and enhanced employability had a positive impact on students' retention in the H/T industry after graduation. This study contributes to the H/T literature by confirming the mediating effect of employability on the relationship between career intention and retention in the H/T industry. It indicates stakeholders should work to build up students' career planning and confidence and to cultivate interns' positive work attitude. © 2021 Elsevier Ltd","Career intention; Employability; Hospitality and tourism industry; Internship","","","","","","","","Anderson W., Sanga J.J., Academia-Industry partnerships for hospitality and tourism education in Tanzania, Journal of Hospitality and Tourism Education, 31, 1, pp. 34-48, (2019); Andrews J., Higson H., Graduate employability, soft skills versus hard business knowledge: A European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Ansonitou S., Employability skills in higher education and the case of Greece, Procedia-Social and Behavioral Sciences, 175, pp. 283-290, (2015); Beaumont E., Gedye S., Richardson S., ‘Am I employable?’: Understanding students' employability confidence and their perceived barriers to gaining employment, Journal of Hospitality, Leisure, Sport & Tourism Education, 19, pp. 1-9, (2016); Beggs R., Goodwin, A comparison of student and practitioner perspectives of the travel and tourism internship, Journal of Hospitality, Leisure, Sport & Tourism Education, 7, 1, pp. 31-39, (2008); Binder J.F., Baguley T., Crook C., Miller F., The academic value of internships: Benefits across disciplines and student backgrounds, Contemporary Educational Psychology, 41, pp. 73-82, (2015); Busby G., Vocationalism in higher level tourism courses: The British perspective, Journal of Further and Higher Education, 25, 1, pp. 29-43, (2001); Busby G.D., Tourism degree internships: A longitudinal study, Journal of Vocational Education and Training, 55, 3, pp. 319-334, (2003); Chang S., Tse E.C.-Y., Understanding the initial career decisions of hospitality graduates in Hong Kong:quantitative and qualitative evidence, Journal of Hospitality & Tourism Research, 39, 1, pp. 57-74, (2015); Chen T.L., Shen C.C., Today's intern, tomorrow's practitioner? -The influence of internship programmes on students' career development in the hospitality industry, Journal of Hospitality, Leisure, Sport & Tourism Education, 11, 1, pp. 29-40, (2012); Chen T.L., Shen C.C., Gosling M., Does employability increase with internship satisfaction? Enhanced employability and internship satisfaction in a hospitality program, Journal of Hospitality, Leisure, Sport & Tourism Education, 22, pp. 88-99, (2018); Chuang N.K., Dellmann-Jenkins M., Career decision making and intention: A study of hospitality undergraduate students, Journal of Hospitality & Tourism Research, 34, 4, pp. 512-530, (2010); Chuang N.K., Lee P.C., Kwok L., Assisting students with career decision-making difficulties: Can career decision-making self-efficacy and career decision-making profile help?, Journal of Hospitality, Leisure, Sport & Tourism Education, 26, pp. 1-15, (2020); Collins A.B., Gateway to the real world, industrial training: Dilemmas and problems, Tourism Management, 23, pp. 93-96, (2002); Farmaki A., Tourism and hospitality internships: A prologue to career intentions?, Journal of Hospitality, Leisure, Sport & Tourism Education, 23, pp. 50-58, (2018); Gault J., Redington J., Schlager T., Undergraduate business internships and Career Success: Are they related?, Journal of Marketing Education, 22, 1, pp. 45-53, (2000); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, (1998); Huang R., Turner R., Chen Q., Chinese international students' perspective and strategies in preparing for their future employability, Journal of Vocational Education and Training, 66, 2, pp. 175-193, (2014); Inui Y., Wheeler D., Lankford S., Rethinking tourism education: What should schools teach?, Journal of Hospitality, Leisure, Sport and Tourism Education, 5, 2, pp. 25-35, (2006); Ishengoma E., Vaaland T.I., Can university-industry linkages stimulate student employability?, Education + Training, 58, 1, pp. 18-44, (2016); Jones E., Internationalization and employability: The role of intercultural experiences in the development of transferable skills, Public Money & Management, 33, 2, pp. 95-104, (2013); Kay C., DeVeau L.T., A survey of lodging executives' views on internship programs and cooperatives, Journal of Hospitality and Tourism Education, 15, 2, pp. 24-29, (2003); Kim H.B., Park E.J., The role of social experience in undergraduates' career perception through internships, Journal of Hospitality, Leisure, Sport & Tourism Education, 12, 1, pp. 70-78, (2013); Knight P.T., Yorke M., Employability through the curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Ko W.H., Training, satisfaction with internship programs, and confidence about future careers among hospitality students: A case study of universities in Taiwan, Journal of Teaching in Travel & Tourism, 7, 4, pp. 1-15, (2008); Lam T., Ching L., An exploratory study of an internship program: The case of Hong Kong students, Hospitality Management, 26, 2, pp. 336-351, (2007); Lee C.S., Chao C.W., Intention to ‘leave’ or ‘stay’-the role of internship organization in the improvement of hospitality students' industry employment intentions, Asia Pacific Journal of Tourism Research, 18, 7, pp. 749-765, (2013); Liu M.Q., Qiu J.R., Hu J.L., Competitive advantages enhanced through official education-survey of competitive advantages of college and university graduates. 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Student perceptions of internships in enhancing employability skills, British Journal of Sociology of Education, 38, 4, pp. 435-449, (2017); Pool L.D., Sewell P., The key to employability: Developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Qenani E., MacDougall N., Sexton C., An empirical study of self-perceived employability: Improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Richardson S., Undergraduate tourism and hospitality students' attitudes toward a career in the industry: A preliminary investigation, Journal of Teaching in Travel & Tourism, 8, 1, pp. 23-46, (2008); Ring A., Dickinger A., Wober K., Designing the ideal undergraduate program in tourism: Expectations from industry and educators, Journal of Travel Research, 48, 1, pp. 106-121, (2009); Robinson R.N.S., Ruhanen L., Breakey N., Tourism and hospitality internships: Influences on student career aspirations, Current Issues in Tourism, 19, 6, pp. 513-527, (2016); Ruhanen L., Robinson R., Breakey N., A foreign assignment: Internships and international students, Journal of Hospitality and Tourism Management, 20, pp. 1-4, (2013); Ruhanen L., Robinson R., Breakey N., A tourism immersion internship: Student expectations, experiences and satisfaction, Journal of Hospitality, Leisure, Sport & Tourism Education, 13, pp. 60-69, (2013); Singh A., Jaykumar P., On the road to consensus: Key soft skills required for youth employment in the service sector, Worldwide Hospitality and Tourism Themes, 11, 1, pp. 10-24, (2019); Song Z., Chathoth P.K., Career choice goals: The contribution of vocational interests, contextual support, and contextual barrier, Journal of China Tourism Research, 4, pp. 98-123, (2008); Teng W., Ma C., Pahlevansharif S., Turner J.J., Graduate readiness for the employment market of the 4<sup>th</sup> industrial revolution: The development of soft employability skills, (2019); Tribe J., Research paradigms and the tourism curriculum, Journal of Travel Research, 39, pp. 442-448, (2001); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Van Hoof H.B., The international internship as part of the hospitality management curriculum: Combining work experience with international exposure, Journal of Hospitality and Tourism Education, 12, 1, pp. 6-75, (2000); Wang Y.F., Tsai C.T., Employability of hospitality graduates: Student and industry perspective, Journal of Hospitality and Tourism Education, 26, 3, pp. 125-135, (2014); Wan Y.K.P., Wong I.A., Kong W.H., Student career prospect and industry commitment: The roles of industry attitude, perceived social status, and salary expectations, Tourism Management, 40, pp. 1-14, (2014); Yang H., Cheung C., Song H., Enhancing the learning and employability of hospitality graduates in China, Journal of Hospitality, Leisure, Sport & Tourism Education, 19, pp. 85-96, (2016); Yorke M., Knight P., Embedding employability into the curriculum (learning and employability series 1), (2006); Zopiatis A., Hospitality internships in Cyprus: A genuine academic experience or a continuing frustration?, International Journal of Contemporary Hospitality Management, 19, 1, pp. 65-77, (2007); Zopiatis A., Constanti P., And never the twain shall meet, investigating the hospitality industry-education relationship in Cyprus, Education + Training, 49, 5, pp. 391-407, (2007); Zopiatis A., Theocharous A., Revisiting hospitality internship practices: A holistic investigation, Journal of Hospitality, Leisure, Sport & Tourism Education, 13, pp. 33-46, (2013)","M. Gosling; National Kaohsiung University of Hospitality and Tourismm, Kaohsiung City, 81271 No.1, Song He Rd., Taiwan; email: markg@mail.nkuht.edu.tw","","Elsevier B.V.","","","","","","14738376","","","","English","J. Hosp. Leis. Sports Tour. Educ.","Article","Final","","Scopus","2-s2.0-85101697518"
"van der Hiele K.; van Gorp D.A.M.; van Egmond E.E.A.; Jongen P.J.; Reneman M.F.; van der Klink J.J.L.; Arnoldus E.P.J.; Beenakker E.A.C.; van Eijk J.J.J.; Frequin S.T.F.M.; de Gans K.; Hengstman G.J.D.; Hoitsma E.; Gerlach O.H.H.; Verhagen W.I.M.; Heerings M.A.P.; Middelkoop H.A.M.; Visser L.H.","van der Hiele, K. (15133503700); van Gorp, D.A.M. (54685501600); van Egmond, E.E.A. (57211806550); Jongen, P.J. (7003502897); Reneman, M.F. (6603414230); van der Klink, J.J.L. (6603920310); Arnoldus, E.P.J. (6701808203); Beenakker, E.A.C. (6506429934); van Eijk, J.J.J. (24377186100); Frequin, S.T.F.M. (6603558919); de Gans, K. (9337471200); Hengstman, G.J.D. (6603907896); Hoitsma, E. (6602936794); Gerlach, O.H.H. (9943675700); Verhagen, W.I.M. (7005678988); Heerings, M.A.P. (12787967600); Middelkoop, H.A.M. (7004344920); Visser, L.H. (55461896100)","15133503700; 54685501600; 57211806550; 7003502897; 6603414230; 6603920310; 6701808203; 6506429934; 24377186100; 6603558919; 9337471200; 6603907896; 6602936794; 9943675700; 7005678988; 12787967600; 7004344920; 55461896100","Self-reported occupational functioning in persons with relapsing-remitting multiple sclerosis: Does personality matter?","2021","Journal of the Neurological Sciences","427","","117561","","","","7","10.1016/j.jns.2021.117561","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109117016&doi=10.1016%2fj.jns.2021.117561&partnerID=40&md5=d4fb757e3e5061b8c10d6bcd2a393620","Leiden University, Institute of Psychology, Health, Medical and Neuropsychology Unit, Leiden, Netherlands; University of Humanistic Studies, Utrecht, Netherlands; National Multiple Sclerosis Foundation, Rotterdam, Netherlands; Elisabeth-TweeSteden Hospital, Department of Neurology, Tilburg, Netherlands; MS4 Research Institute, Nijmegen, Netherlands; University of Groningen, University Medical Centre Groningen, Department of Community & Occupational Medicine, Groningen, Netherlands; University of Groningen, University Medical Centre Groningen, Centre for Rehabilitation, Haren, Netherlands; Tilburg University, Department of Social and Behavioral Sciences, Tranzo Scientific Center for Care and Welfare, Tilburg, Netherlands; Optentia, North West University of South Africa, Vanderbijlspark, South Africa; Medical Centre Leeuwarden, Department of Neurology, Leeuwarden, Netherlands; Jeroen Bosch Hospital, Department of Neurology's-Hertogenbosch, Netherlands; St. Antonius Hospital, Department of Neurology, Nieuwegein, Netherlands; Groene Hart Hospital, Department of Neurology, Gouda, Netherlands; Upendo MS Clinic, Boxtel, Netherlands; Alrijne Hospital Leiden, Department of Neurology, Leiden, Netherlands; Zuyderland Medical Centre, Department of Neurology, Sittard-Geleen, Netherlands; Canisius-Wilhelmina Hospital, Department of Neurology, Nijmegen, Netherlands; Department of Human Genetics, Radboud University Medical Center, Donders Institute for Brain, Cognition and Behaviour, Nijmegen, Netherlands; Leiden University Medical Centre, Department of Neurology, Leiden, Netherlands","van der Hiele K., Leiden University, Institute of Psychology, Health, Medical and Neuropsychology Unit, Leiden, Netherlands; van Gorp D.A.M., University of Humanistic Studies, Utrecht, Netherlands; van Egmond E.E.A., Leiden University, Institute of Psychology, Health, Medical and Neuropsychology Unit, Leiden, Netherlands, University of Humanistic Studies, Utrecht, Netherlands, National Multiple Sclerosis Foundation, Rotterdam, Netherlands, Elisabeth-TweeSteden Hospital, Department of Neurology, Tilburg, Netherlands; Jongen P.J., MS4 Research Institute, Nijmegen, Netherlands, University of Groningen, University Medical Centre Groningen, Department of Community & Occupational Medicine, Groningen, Netherlands; Reneman M.F., University of Groningen, University Medical Centre Groningen, Centre for Rehabilitation, Haren, Netherlands; van der Klink J.J.L., Tilburg University, Department of Social and Behavioral Sciences, Tranzo Scientific Center for Care and Welfare, Tilburg, Netherlands, Optentia, North West University of South Africa, Vanderbijlspark, South Africa; Arnoldus E.P.J., Elisabeth-TweeSteden Hospital, Department of Neurology, Tilburg, Netherlands; Beenakker E.A.C., Medical Centre Leeuwarden, Department of Neurology, Leeuwarden, Netherlands; van Eijk J.J.J., Jeroen Bosch Hospital, Department of Neurology's-Hertogenbosch, Netherlands; Frequin S.T.F.M., St. Antonius Hospital, Department of Neurology, Nieuwegein, Netherlands; de Gans K., Groene Hart Hospital, Department of Neurology, Gouda, Netherlands; Hengstman G.J.D., Upendo MS Clinic, Boxtel, Netherlands; Hoitsma E., Alrijne Hospital Leiden, Department of Neurology, Leiden, Netherlands; Gerlach O.H.H., Zuyderland Medical Centre, Department of Neurology, Sittard-Geleen, Netherlands; Verhagen W.I.M., Canisius-Wilhelmina Hospital, Department of Neurology, Nijmegen, Netherlands; Heerings M.A.P., Department of Human Genetics, Radboud University Medical Center, Donders Institute for Brain, Cognition and Behaviour, Nijmegen, Netherlands; Middelkoop H.A.M., Leiden University, Institute of Psychology, Health, Medical and Neuropsychology Unit, Leiden, Netherlands, Leiden University Medical Centre, Department of Neurology, Leiden, Netherlands; Visser L.H., University of Humanistic Studies, Utrecht, Netherlands, Elisabeth-TweeSteden Hospital, Department of Neurology, Tilburg, Netherlands","Background: Multiple sclerosis (MS) poses a major threat to sustainable employability. Identifying conditions and factors that promote work participation is of great importance. Our objective was to explore the contribution of personality traits in explaining occupational functioning in MS. Methods: 241 participants with relapsing-remitting MS (78% female, median age: 42.0 years, median EDSS: 2.0) and 60 healthy controls (70% female, median age: 45.0 years) underwent neuropsychological and neurological examinations and completed questionnaires. Multivariate logistic and linear regression analyses were conducted to examine relations between personality traits and self-reported occupational functioning, while accounting for known correlates. Results: Personality traits were not associated with self-reported occupational functioning when correcting for known correlates. A higher impact of fatigue (B = -0.05, p = .005 and B = -0.04, p = .009) and depression (B = -0.22, p = .008 and B = -0.21, p = .01) were associated with no paid job (R2 = 0.13) and considering to reduce work hours (R2 = 0.12). A higher impact of fatigue (B = -0.05, p = .008, β = 0.46, p = .001 and β = −0.36, p = .001) was associated with absenteeism from work (R2 = 0.15), more presenteeism (R2 = 0.35) and lower work ability (R2 = 0.25). A higher impact of fatigue (β = 0.46, p = .001) and anxiety (β = 0.25, p = .001) were associated with more work difficulties (R2 = 0.54). Conclusion: Personality traits did not explain additional variance in self-reported occupational functioning in persons with relapsing-remitting MS with mild disability. The impact of fatigue was the main and most consistent correlate of occupational functioning, often combined with depression or anxiety. Total explained variance of the models was limited, emphasizing the need to additionally examine other (contextual) factors when considering occupational challenges in MS. © 2021","Fatigue; Mood; Multiple sclerosis; Occupational functioning; Personality","Adult; Depression; Fatigue; Female; Humans; Male; Middle Aged; Multiple Sclerosis; Multiple Sclerosis, Relapsing-Remitting; Personality; Self Report; immunomodulating agent; absenteeism; adult; anxiety; Article; depression; employability; Expanded Disability Status Scale; extraversion; fatigue; Fatigue Impact Scale; female; full time employment; Hospital Anxiety and Depression Scale; human; information processing; major clinical study; male; multiple sclerosis; neurologic examination; neuropsychological test; neurosis; personality; personality test; presenteeism; productivity; self employment; self report; symbol digit modalities test; work capacity; working time; depression; fatigue; middle aged; multiple sclerosis; personality; self report","","","","","National Multiple Sclerosis Foundation; Teva Pharmaceutical Industries; ZonMw, (842003003)","This work was supported by the National Multiple Sclerosis Foundation , Teva Pharmaceuticals and ZonMw (TOP Grant, project number: 842003003 ). 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Incl., 4, 4, pp. 176-187, (2016)","K. van der Hiele; Leiden University, Institute of Psychology, Health, Medical and Neuropsychology Unit, Leiden, PO box 9555, 2300 RB, Netherlands; email: hiele@fsw.leidenuniv.nl","","Elsevier B.V.","","","","","","0022510X","","JNSCA","34216973","English","J. Neurol. Sci.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85109117016"
"Darolia R.; Mueser P.; Cronin J.","Darolia, Rajeev (37070307500); Mueser, Peter (6602840298); Cronin, Jacob (56204980500)","37070307500; 6602840298; 56204980500","Labor market returns to a prison GED","2021","Economics of Education Review","82","","102093","","","","3","10.1016/j.econedurev.2021.102093","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102384344&doi=10.1016%2fj.econedurev.2021.102093&partnerID=40&md5=d6b12c82409db6561905aca0c2b407bf","University of Kentucky & IZA, KY, United States; University of Missouri & IZA, MO, United States; University of Missouri, MO, United States","Darolia R., University of Kentucky & IZA, KY, United States; Mueser P., University of Missouri & IZA, MO, United States; Cronin J., University of Missouri, MO, United States","Educational and skill-building programs are commonplace in prisons and have been the focus of recent prominent policy initiatives. These educational programs are expected to increase prisoners’ post-release employability, with the hope that these lead to both private and public benefits. One of the most popular programs prepares prisoners to pass the GED exam, which is an academic certification for those without a high-school diploma. We analyze the labor market returns to a GED earned in prison using new administrative data on all released prisoners in the state of Missouri over nearly 25 years, and a matched comparison group difference-in-differences design with individual fixed effects. We find that the GED can lead to higher short-term quarterly earnings and employment, with the largest benefits experienced soon after release. These effects are strongest for those who did not have strong work histories prior to entering prison and for those who had access to post-release support. We also find that the effect of the GED is of a similar magnitude for White and Black formerly incarcerated individuals. © 2021","GED; Incarceration; Prison; Returns to education","employment; labor market; labor policy; policy implementation; returns to education; secondary education","","","","","University of Missouri System Research Board; Spencer Foundation","The authors gratefully acknowledge funding for this project from the Spencer Foundation (Darolia) and University of Missouri System Research Board (Darolia and Mueser). ","Agan A., Starr S., Ban the box, criminal records, and racial discrimination: A field experiment, Quarterly Journal of Economics, 133, 1, pp. 191-235, (2018); GED testing in correctional centers. 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The labor market for released prisoners in post-industrial America, (2007); Tyler J., Murnane R., Willett J., Estimating the labor market signaling value of the GED, Quarterly Journal of Economics, 115, 2, pp. 431-468, (2000); Tyler J., Murnane R., Willett J., Who benefits from a GED? Evidence for females form High School and Beyond, Economics of Education Review, 22, 3, pp. 237-247, (2003); Waldfogel J., Does conviction have a persistent effect on income and employment?, International Review of Law and Economics, 14, 1, pp. 103-119, (1994); Western B., The impact of incarceration on wage mobility and inequality, American Sociological Review, 67, pp. 526-546, (2002); Western B., Punishment and inequality in America, (2006); Western B., Kling J.R., Weiman D.F., The labor market consequences of incarceration, Crime & Delinquency, 47, 3, pp. 410-427, (2001); Wilson W.J., When work disappears: The world of the new urban poor, (1996); Yang C.S., Local labor markets and criminal recidivism, Journal of Public Economics, 147, pp. 16-29, (2017); Zgoba K.M., Haugebrook S., Jenkins K., The influence of GED attainment on inmate release outcome, Criminal Justice and Behavior, 35, 3, pp. 375-387, (2008)","R. Darolia; University of Kentucky & IZA, United States; email: rajeev.darolia@uky.edu","","Elsevier Ltd","","","","","","02727757","","","","English","Econ. Educ. Rev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85102384344"
"Abulhassn A.; Roberts E.P.L.","Abulhassn, Aber (57189370796); Roberts, Edward P.L. (7402580405)","57189370796; 7402580405","Exploring the impact of an NSERC CREATE program on job readiness among science and engineering graduate students and postdoctoral fellows","2021","Education for Chemical Engineers","36","","","176","189","13","3","10.1016/j.ece.2021.06.002","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109526676&doi=10.1016%2fj.ece.2021.06.002&partnerID=40&md5=002e2c10457cf13aad3701ab1019ccf4","Department of Chemical & Petroleum Engineering, University of Calgary, Canada","Abulhassn A., Department of Chemical & Petroleum Engineering, University of Calgary, Canada; Roberts E.P.L., Department of Chemical & Petroleum Engineering, University of Calgary, Canada","The purpose of this paper is to investigate the impact of an NSERC CREATE program on job readiness among highly qualified personnel (HQP) in chemistry and chemical engineering, which in this paper refers to three groups: MSc students, PhD students, and postdoctoral fellows (PDFs). HQP in science and engineering are faced with numerous opportunities for employment, but they are not well-trained to pursue these opportunities. The CREATE program aims to prepare HQP for a wider range of career options within the Canadian workforce by providing technical and professional training to enable HQP to develop the skills needed for the job market. This training is delivered in various formats such as workshops, courses, panel discussions, lab demonstrations, and innovation fairs which are suited to the needs of the HQP. The authors of this paper used a qualitative case study approach to explore the impact the CREATE program has on HQP's job readiness. Thirty-five semi-structured interviews were conducted to collect data from the program HQP. Three themes emerged from the analyzed data. One of the study findings indicated that the technical and professional training provided by the CREATE program helped HQP develop the basic skills required to enter the job market. However, some participants felt that the program only facilitated their skill development, not their job readiness. The participants stated that universities should facilitate job fairs to provide opportunities for them to meet with professionals from the government, academia, and industry. Additional research is required to examine the impact of the CREATE program by using a larger sample and different program components. © 2021 Institution of Chemical Engineers","Career options; Chemical engineering MSc and PhD students; Employability; Job readiness; PDFs","Commerce; Employment; Personnel training; Panel discussions; Professional training; Program components; Qualified personnel; Qualitative case studies; Science and engineering; Semi structured interviews; Skill development; Students","","","","","University of Calgary, U of C; Natural Sciences and Engineering Research Council of Canada, NSERC, (495455-2017)","The authors acknowledge funding received from the Natural Sciences and Engineering Research Council of Canada (NSERC CREATE 495455-2017) and the University of Calgary .","Cannon M.E., Bangali M., Benjamin D., Doering J., Gopaul B., Gray D., Gruosso T., Polk J., Porter S., Reithmeier R., Walter D., Yachnin P., Degrees of Success the Expert Panel on the Labour Market Transition of PhD Graduates, (2021); Choe N.H., Borrego M., Prediction of engineering identity in engineering graduate students, IEEE Trans. Educ., 62, 3, pp. 181-187, (2019); Clark G., Marsden R., Whyatt J.D., Thompson L., Walker M., ‘It's Everything Else You Do…’: Alumni Views on Extracurricular Activities and Employability, Act. Learn. High. Educ., 16, 2, pp. 133-147, (2015); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Stud. High. Educ., 43, 11, pp. 1923-1937, (2017); Committee on Science, Engineering, and Public Policy (COSEPUP), Enhancing the Postdoctoral Experience for Scientists and Engineers. A Guide for Postdoctoral Scholars, Advisers, Institutions, Funding Organization, and Disciplinary Societies, (2000); Cramer J., Hamilton P., An internship may not be enough: enhancing bioscience industry job readiness through practicum experiences, J. Microbiol. Biol. Educ., 18, 1, pp. 1-5, (2017); CREATE ME2, Material for Electrochemical Energy Solutions Initiative, (2018); Denton M., Borrego M., Change C., Boklage A., Arroyava R., Non-academic career pathways for engineering doctoral students: an evaluation of an NSF research trainship program, Paper Presented at the ASEE Annual Conference and Exposition, Virtual Online, (2020); Engineering and Physical Sciences Research Council (EPSRC), Centres for Doctoral Training, (2021); Hancock D.R., Algozzine B., Doing Case Study Research: a Practical Guide for Beginning Researchers, (2016); Immigration, Refugees and Citizenship Canada (IRCC), Government of Canada Announces Further Measures to Support International Students, (2021); Jackson D., Student perceptions of the development of work readiness in australian undergraduate programs, J. Coll. Stud. Dev., 60, 2, pp. 219-239, (2019); Kamp A., Engineering Education in the Rapidly Changing World: Rethinking the Vision for Higher Engineering Education: Report, (2016); Kovesi K., Kalman A., How to manage the study-to-work transition? a comparative study of Hungarian and French graduate engineering students’ perception of their employability, Eur. J. Eng. Educ., 45, 4, pp. 516-533, (2019); Larson R.C., Ghaffarzadegan N., Xue Y., Too many PhD graduates or too few academic openings: the basic reproductive number R0 in academia, Syst. Res. Behav. Sci., 31, 6, pp. 745-750, (2014); Marbouti F., Lynch C.D., Assessing doctoral students’ employability skills,  ASEE Annual Conference & Exposition, Indianapolis, Indiana, (2014); McKeown T., Lindorff M., The graduate job search process - A lesson in persistence rather than good career management?, Educ. Training, 52, 4, pp. 310-320, (2011); Monastersky R., The real science crisis: bleak prospects for young researchers, Chron. High. Educ., 54, 4, pp. A1-A6, (2007); Myers F.J., Et al., The origin and implementation of the broadening experiences in scientific training programs: an NIH common fund initiative, FASEB J., 30, 2, pp. 507-514, (2015); National Association of College and Employers (NACE), Career Readiness Competencies: Employer Survey Results, (2014); Natural Science and Engineering Research Council (NSERC), Collaborative Research and Training Experience Program, (2020); Passow H.J., Passow C.H., What competencies should undergraduate engineering programs emphasize? A systematic review, J. Eng. Educ., 106, 3, pp. 475-526, (2017); Perrone L., Vickers M.H., Life after graduation as a ""very uncomfortable world"": an Australian case study, Educ. Training, 45, 2, pp. 69-78, (2003); Renewable Energy Northeast Universities (ReNU), EPSRC Centre for Doctoral Training in Renewable Energy Northeast Universities (ReNU), (2021); Schnoes A.M., Caliendo A., Morand J., Dillinger T., Naffziger-Hirsch M., Moses B., Gibeling J.C., Yamamoto K.R., Lindstaedt B., McGee R., O'Brien T.C., Internship experiences contribute to confident career decision making for doctoral students in the life sciences, CBE Life Sci. Educ., 17, 1, pp. 1-14, (2018); Statistics Canada, Table 37-10-0012-01 Postsecondary Graduates, by Field of Study, Program Type, Credential Type, and Gender, (2018); Teng W., Ma C., Pahlevansharif S., Turner J.J., Graduate readiness for the employment market of the 4th industrial revolution: the development of Soft employability skills, Educ. Training, 61, 5, pp. 590-604, (2019); Tongoco M., Purposive sampling as a tool for informant selection, Ethnobot. Res. Appl., 5, pp. 147-158, (2007); Treuren K.W.V., Jordan W.M., What Do engineering students really need for the workplace and life?,  Annual Conference & Exposition. American Society for Engineering Education, Tampa, Florida, (2019); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, J. Educ. Work., 29, 8, pp. 877-890, (2016); Yin R., Case Study Research: Design and Methods, (1994); Zook C., What Is Career Readiness and How Do You Teach It?, (2018)","A. Abulhassn; email: aaabulha@ucalgary.ca","","Elsevier B.V.","","","","","","17497728","","","","English","Educ. Chem. Eng.","Article","Final","","Scopus","2-s2.0-85109526676"
"Nilsson K.; Nilsson E.","Nilsson, Kerstin (57219768454); Nilsson, Emma (57194571376)","57219768454; 57194571376","Organisational measures and strategies for a healthy and sustainable extended working life and employability—a deductive content analysis with data including employees, first line managers, trade union representatives and hr-practitioners","2021","International Journal of Environmental Research and Public Health","18","11","5626","","","","17","10.3390/ijerph18115626","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106421387&doi=10.3390%2fijerph18115626&partnerID=40&md5=8699c42a3c134117814d936b6b403e91","Division of Occupational and Environmental Medicine, Lund University, Lund, 223 81, Sweden; Department of Public Health, Kristianstad University, Kristianstad, 291 88, Sweden","Nilsson K., Division of Occupational and Environmental Medicine, Lund University, Lund, 223 81, Sweden, Department of Public Health, Kristianstad University, Kristianstad, 291 88, Sweden; Nilsson E., Division of Occupational and Environmental Medicine, Lund University, Lund, 223 81, Sweden","Due to the global demographic change many more people will need to work until an older age, and organisations and enterprises need to implement measures to facilitate an extended working life. The aim of this study was to investigate organisational measures and suggestions to promote and make improvements for a healthy and sustainable working life for all ages in an extended working life. This is a qualitative study, and the data were collected through both focus group interviews and individual interviews that included 145 participants. The study identified several suggestions for measures and actions to increase employability in the themes: to promote a good physical and mental work environment; to promote personal financial and social security; to promote relations, social inclusion and social support in the work situation; and to promote creativity, knowledge development and intrinsic work motivation, i.e., based on the spheres of determination in the theoretical swAge-model (sustainable working life for all ages). Based on the study results a tool for dialogue and discussion on employee work situation and career development was developed, and presented in this article. Regular conversations, communication and close dialogue are needed and are a prerequisite for good working conditions and a sustainable working environment, as well as to be able to manage employees and develop the organisation further. The identified measures need to be revisited regularly throughout the employees’ entire working life to enable a healthy and sustainable working life for all ages. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Age management; Ageing; Competence; Creativity; Demography; Discrimination; Economy; Employability; Empowerment; Extended working life; Gerontology; Global sustainable goal; Health prevention; Health promotion; Job satisfaction; Manager; Motivation; Occupational health care; Older worker; Private finance; Psychosocial; Public health; Recovery; Recuperation; Retire-ment; Senior; Social support; SwAge-model; Work ability; Work environment; Working hours; Work–life balance","Aged; Health Status; Humans; Labor Unions; Occupations; Qualitative Research; Workplace; age; empowerment; finance; health care; human resource; psychology; public health; qualitative analysis; sustainability; trade union; working conditions; aged; aging; article; career; content analysis; conversation; creativity; demography; employability; employee; empowerment; female; finance; gerontology; health promotion; human; human experiment; interview; job satisfaction; major clinical study; male; manager; manual labor; motivation; physician; public health; qualitative research; social inclusion; social security; social support; theoretical study; trade union; work environment; work-life balance; worker; health status; occupation; trade union; workplace","","","","","AFA Försäkring; Forskningsrådet om Hälsa, Arbetsliv och Välfärd, FORTE","Funding: This study was funded by the Swedish Research Council for Health, Working Life and Welfare (Forte) and AFA insurance. The financiers were not involved or had any role in the design of the study, the data collection, the analysis, the interpretation of data or in the writing of this paper.","Global Agenda Council on Ageing, (2016); Pensions at a Glance 2019: OECD and G20 Indicators, (2019); Health at a Glance 2019: OECD Indicators, (2019); Sustainable Work over the Life Course: Concept Paper, (2015); Nilsson K., A sustainable working life for all ages—The swAge-model, Appl. Ergon, 86, (2020); Nilsson K., Conceptualization of ageing in relation to factors of importance for extending working life—A review, Scand. J. Public Health, 44, pp. 490-505, (2016); Nilsson K., To Work or Not to Work in an Extended Working Life? Factors in Working and Retirement Decision, (2013); de Wind A., Geuskens G.A., Ybema J.F., Bongers P.M., van der Beek A.J., The role of ability, motivation, and opportunity to work in the transition from work to early retirement—Testing and optimizing the Early Retirement Model, Scand. J. Work Environ. Health, 41, pp. 24-35, (2015); Van der Klink J.J.L., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R.H., Abma F.I., BRouwer S., van der Wilt G.J., Sustainable employability—Definition, conceptualization, and implications: A perspective based on the capability approach, Scand. J. Work Environ. Health, 42, pp. 71-79, (2016); Fleuren B.P.I., van Amelsvooort L.G.P.M., de Grip A., Zijlstra F.R.H., Kant I., Time takes us all? A two-wave observational study of age and time effects on sustainable employability, Scand. J. Work Environ. Health, 44, pp. 475-484, (2018); Fleuren B.P., de Grip A., Jansen N.W.H., Kant I., Zijlstra F.R.H., Unshrounding the Sphere from Clouds: Towards a Comprehensive Conceptual Framework for Sustainable Employability, Sustainability, 12, (2020); Nilsson K., Rignell-Hydbom A., Rylander L., Factors influencing the decision to extend working life or to retire, Scand. J. Work Environ. Health, 37, pp. 473-480, (2011); Nilsson K., Vem kan och vill arbeta till 65 år eller längre? En studie av anställda inom hälso-och sjukvården. [Who can and want to work until 65 years or beyond? A study with employed in health and medical care, Arbete Hälsa, 14, pp. 1-35, (2005); Nilsson K., Förlängt Arbetsliv—En Litteraturstudie Av Faktorer Med Betydelse För Förlängt Arbetsliv Som Alternativ till Tidig Pension-savgång. [Extended Working Life—A Literature Review on Factors Important to an Extended Working Life as an Alternative to Early Retirement], (2003); Nilsson K., Why work beyond 65? Discourse on the decision to continue working or retire early, Nordic J. Work. Life Stud, 2, pp. 7-28, (2012); Ilmarinen J., Toward a Longer Working Life: Aging and Quality of Working Life in the European Union, (2006); Nilsson E., Nilsson K., Time for Caring? Senior care employees’ occupational activities in the cross draft between their work priorities, “must-do’s” and meaningfulness, Int. J. Care Coord, 20, pp. 8-16, (2017); Nilsson K., Active and healthy ageing at work—A qualitative study with employees 55–63 years and their managers, Open J. Soc. Sci, 5, pp. 13-29, (2017); Nilsson E., Nilsson K., The transfer of knowledge between younger and older employees in the health and medical care: An intervention study, Open J. Soc. Sci, 5, pp. 71-96, (2017); Krueger R., Casey M., Focus Groups: A Practical Guide for Applied Research, (2009); Then K.L., Rankin J.A., Ali E., Focus group research: What is it and how can it be used?, Can. J. Cardiovasc. Nurs, 24, pp. 16-22, (2014); Kvale S., Den Kvalitativa Forskningsintervjun. [The Qualitative Research Interview], (2001); Hsieh H.-F., Shannon S.E., Three approaches to qualitative content analysis, Qual. Health Res, 15, pp. 1277-1288, (2005); Assarroudi A., Heshmati Nabavi F., Armat M.R., Ebadi A., Vaismoradi M., Directed qualitative content analysis: The description and elaboration of its underpinning methods and data analysis process, J. Res. Nurs, 23, pp. 42-55, (2018); Nilsson K., When is work a cause of early retirement and are there any effective organisational measures to combat this? A population-based study of perceived work environment and work-related disorders among employees in Sweden, BMC Public Health, 20, pp. 1-15, (2020); Ahola K., Siren I., Kivimaki M., Ripatti S., Aromaa A., Lonnqvist J., Work-Related Exhaustion and Telomere Length: A Population-Based Study, PLoS ONE, 7, (2012); von Bonsdorff M.E., Kokko K., Seitsamo J., von Bonsdorff M.B., Nygard C.-H., Ilmarinen J., Rantanen T., Work strain in midlife and 28-year work ability trajectories, Scand. J. Work Environ. Health, 6, pp. 455-463, (2011); Fridriksson J.F., Tomasson K., Midtsundstad T., Sivesind Mehlum I., Hilsen A.I., Nilsson K., Albin M., Poulsen O.M., Working Environment and Work Retention, 559, (2017); Wang M., Shultz K.S., Employee Retirement: A Review and Recommendations for Future Investigation, J. Manag, 36, pp. 172-206, (2010); Gratton L., Scott A., The Corporate Implications of Longer Lives, (2017); Lent R.W., Lopez A.M., Lopez F.G., Sheu H.B., Social cognitive theory and the prediction of interests and choice goals in the computing disciplines, J. Vocat. Behav, 73, pp. 52-62, (2008); Dengler P., Lifelong Employability Thriving in an Ageing Society, (2018); Nilsson K., Managers’ attitudes to their older employees—A cross-sectional study, Work, 59, pp. 49-58, (2018); Mykletun R., Furunes T., The Ageing Workforce Management Programme in Vattenfall AB Nordic, Sweden, Older Workers in a Sustainable Society. Labor, Education & Society, pp. 93-106, (2011); Hovbrandt C., Hakansson C., Karlsson G., Albin M., Nilsson K., Prerequisites and driving forces behind an extended working life among older workers, Scand. J. Occup. Ther, 28, pp. 1-13, (2017); Salthouse T., Aging and measures of processing speed, Biol. Psychol, 54, pp. 35-54, (2000); Willig C., Introducing Qualitative Research in Psychology, (2013); Agenda-2030, Goal 8, Employment, Decent Work for All and Social Protection","K. Nilsson; Division of Occupational and Environmental Medicine, Lund University, Lund, 223 81, Sweden; email: kerstin.nilsson@med.lu.se","","MDPI AG","","","","","","16617827","","","34070299","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85106421387"
"Ahmat N.H.C.; Bashir M.A.A.; Razali A.R.; Kasolang S.","Ahmat, Nur Hidayah Che (55331175400); Bashir, Muhammad Arif Aizat (57194127101); Razali, Ahmad Rashidy (35194760100); Kasolang, Salmiah (10938903300)","55331175400; 57194127101; 35194760100; 10938903300","Micro-Credentials in Higher Education Institutions: Challenges and Opportunities","2021","Asian Journal of University Education","17","3","","281","290","9","15","10.24191/ajue.v17i3.14505","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135473696&doi=10.24191%2fajue.v17i3.14505&partnerID=40&md5=41aaccad7e4310ed5c9058ced6c5a52a","Faculty of Hotel and Tourism Management, Universiti Teknologi MARA, Cawangan Pulau Pinang, UiTM Permatang Pauh Campus, Pulau Pinang, Permatang Pauh, 13500, Malaysia; Faculty of Electrical Engineering, Universiti Teknologi MARA, Cawangan Pulau Pinang, UiTM Permatang Pauh Campus, Pulau Pinang, Permatang Pauh, 13500, Malaysia; Faculty of Mechanical Engineering, Universiti Teknologi MARA, Cawangan Pulau Pinang, UiTM Permatang Pauh Campus, Pulau Pinang, Permatang Pauh, 13500, Malaysia","Ahmat N.H.C., Faculty of Hotel and Tourism Management, Universiti Teknologi MARA, Cawangan Pulau Pinang, UiTM Permatang Pauh Campus, Pulau Pinang, Permatang Pauh, 13500, Malaysia; Bashir M.A.A., Faculty of Hotel and Tourism Management, Universiti Teknologi MARA, Cawangan Pulau Pinang, UiTM Permatang Pauh Campus, Pulau Pinang, Permatang Pauh, 13500, Malaysia; Razali A.R., Faculty of Electrical Engineering, Universiti Teknologi MARA, Cawangan Pulau Pinang, UiTM Permatang Pauh Campus, Pulau Pinang, Permatang Pauh, 13500, Malaysia; Kasolang S., Faculty of Mechanical Engineering, Universiti Teknologi MARA, Cawangan Pulau Pinang, UiTM Permatang Pauh Campus, Pulau Pinang, Permatang Pauh, 13500, Malaysia","The COVID-19 pandemic has changed the education sector locally and globally especially in teaching and learning delivery methods as most universities have adopted online platforms. The present situation is not only challenging but also tests the flexibility of the existing education system. With the help of technology, the existing traditional education system could be more flexible to enable more individuals from around the world to access education. The latest revolution in online education, micro-credential, is growing interest among public and private universities worldwide, including Malaysia. However, to date, little scholarly work is found related to micro-credentials in higher education. This conceptual paper presents an overview of micro-credential and the challenges and opportunities of offering micro-credential certification in the form of digital badges to the national and global market. Recommendations are made to multiple stakeholders (e.g., higher education providers, employers) to enhance the use of certifications for graduate employability. Ideas for further research are also presented. © 2021. All Rights Reserved.","Digital badges; Digital credentialing; Higher-education; Micro-credential; Online certification","","","","","","UiTMCPP; Universiti Teknologi MARA, UiTM, (17/2020, 600-UiTMPP(RMU.5/1)","This study was funded by Universiti Teknologi MARA, Cawangan Pulau Pinang under the Internal Research Grant [600-UiTMPP(RMU.5/1)(17/2020)]. The authors would like to thank Professor Abdul Karim Alias for his continuous support in the micro-credential team at UiTMCPP.","Acree L., Seven lessons learned from implementing micro-credentials, (2016); Alias A. K., Developing Micro-Credentials for Universiti Sains Malaysia, (2020); Chung E., Subramaniam G., Dass L. C., Online learning readiness among university students in Malaysia amidst Covid-19, Asian Journal of University Education, 16, 2, pp. 45-48, (2020); DeMonte J., Micro-credentials for teachers: What three early adopter states have learned so far, (2017); Devedzic V., Jovanovic J., Developing Open Badges: A comprehensive approach, Educational Technology Research and Development, 63, 4, pp. 603-620, (2015); Gauthier T., The value of microcredentials: The employer's perspective, The Journal of Competency-based Education, 5, 2, (2020); Ghasia M. A., Machumu H. J., DeSmet E., Micro-credentials in higher education institutions: An exploratory study of its place in Tanzania, International Journal of Education and Development using Information and Communication Technology, 15, 1, pp. 219-230, (2019); Hunt T., Carter R., Zhang L., Yang S., Micro-credentials: The potential of personalized professional development, Development and Learning in Organizations, 34, 2, (2020); Kasriel S., The future of work won't be about college degrees, it will be about job skills, CNBC, (2018); Open Badges for Lifelong Learning: Exploring an open badge ecosystem to support skill development and lifelong learning. for real results such as jobs and advancement, (2012); Guideline on Micro-Credential, (2019); Guidelines To Good Practices: Micro-credentials, (2020); Challenges and opportunities of Micro-Credentials in Europe, (2019); Malaysia education blueprint 2015 - 2025 (higher education), (2015); Peacock R., Grevatt H., Dworak E., Marsh L., Doty S., Developing and evaluating an asynchronous online library microcredential: A case study, Reference Services Review, 48, 4, pp. 699-713, (2020); Pitt C. R., Bell A., Strickman R., Davis K., Supporting learners' STEM-oriented career pathways with digital badges, Information and Learning Services, 120, 1, pp. 87-107, (2019); Ralston S. J., Higher education's microcredentialing craze: A postdigital-deweyan critique, Postdigital Science and Education, 3, pp. 83-101, (2020); Rosenberger K., Designing digital badging programs: Findings from an interview-based study with instructional designers, Technology Trends, 63, pp. 477-484, (2019); Samat M. F., Awang N. A., Hussin S. N. A., Mat Nawi F. A., Online distance learning amidst Covid-19 pandemic among university students: A practicality of partial least squares structural equation modelling approach, Asian Journal of University Education, 16, 3, pp. 220-233, (2020); Selvaratnam R. M., Sankey M. D., An integrative literature review of the implementation of micro-credentials in higher education: Implications for practice in Australasia, Journal of Teaching and Graduate Employability, 12, 1, pp. 1-17, (2021)","N.H.C. Ahmat; Faculty of Hotel and Tourism Management, Universiti Teknologi MARA, Permatang Pauh, Cawangan Pulau Pinang, UiTM Permatang Pauh Campus, Pulau Pinang, 13500, Malaysia; email: salmiahk@uitm.edu.my","","UiTM Press","","","","","","18237797","","","","English","Asian J. Univ. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85135473696"
"Hamlett A.","Hamlett, Alexandra (57190029762)","57190029762","Getting to work: Information literacy instruction, career courses, and digitally proficient students","2021","Journal of Information Literacy","15","2","","166","177","11","0","10.11645/15.2.2857","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108591710&doi=10.11645%2f15.2.2857&partnerID=40&md5=dbf9a5705646c31dedd3d5965cfabdd8","Information Literacy Librarian, Guttman Community College Library, CUNY, United States","Hamlett A., Information Literacy Librarian, Guttman Community College Library, CUNY, United States","This article discusses how following graduation, students often enter the job market unprepared to find, evaluate, and use information in the digital environment effectively. Essentially, there is a disparity between the skills students attain in college coursework, including information literacy (IL) skills, and those required in the workplace, which impacts graduates’ success as new members of the labour market. The article highlights how collaboration between a librarian and an instructor of a career centered course influenced instructional design for IL instruction in their courses. Librarians and instructors will benefit from practical examples from Guttman Community College’s innovative IL Program and the professional courses, get creative ideas for instructional design, and learn new and exciting ways to deliver IL instruction. © 2021, CILIP Information Literacy Group. All rights reserved.","Career focused instruction; Community colleges; Employability; Information literacy; Information literacy education; Search strategies; Teaching staff-librarian collaboration; USA","","","","","","","","Abel J. R., Deitz R., Su Y., Are recent college graduates finding good jobs?, Current issues in economics and finance, 20, 1, pp. 1-8, (2014); Dugan M., Bergstrom G., Doan T., Campus career collaboration: “Do the research. Land the job, College & Undergraduate Libraries, 16, 2-3, pp. 122-137, (2009); Ferer E., Just Get a Job!: Collaborating with the Campus Career Center, At the helm: Leading transformation: The proceedings of the ACRL 2017 conference, pp. 372-376, (2017); Freeman S., Eddy S. L., McDonough M., Smith M. K., Okoroafor N., Jordt H., Wenderoth M. P., Active learning increases student performance in science, engineering, and mathematics, Proceedings of the National Academy of Sciences, 111, 23, pp. 8410-8415, (2014); Gatta M., Hoffman N., Putting vocation at the center of the curriculum: The student experience in CUNY's Ethnographies of Work course, (2018); Geisinger K. F., 21st century skills: What are they and how do we assess them?, Applied Measurement in Education, 29, 4, pp. 245-249, (2016); Falling short? College learning and career success, (2015); Head A. J., Van Hoeck M., Eschler J., Fullerton S., What information competencies matter in today’s workplace?, Library and information research, 37, 114, pp. 74-104, (2013); Hoffman N., Guttman Community College puts “work” at the center of learning: An approach to student economic mobility, Change: The Magazine of Higher Learning, 48, 4, pp. 14-23, (2016); Love E., Edwards M. B., Forging inroads between libraries and academic, multicultural and student services, Reference Services Review, 37, 1, pp. 20-29, (2009); Michael J., Where's the evidence that active learning works?, Advances in Physiology Education, 30, 4, pp. 159-167, (2006); Miller A. K., Osborn D. S., Sampson J. P., Peterson G. W., Reardon R. C., The impact of a college career course on students’ career decision states, The Career Development Quarterly, 66, 4, pp. 371-377, (2018); Otto P., Librarians, libraries, and the scholarship of teaching and learning, New Directions for Teaching and Learning, 2014, 139, pp. 77-93, (2014); Rainie L., Anderson J., The Future of Jobs and Jobs Training, (2017); A new community college concept paper, (2008)","A. Hamlett; Information Literacy Librarian, Guttman Community College Library, CUNY, United States; email: Alexandra.Hamlett@guttman.cuny.edu","","CILIP Information Literacy Group","","","","","","17505968","","","","English","J. Inf. Lit.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85108591710"
"Armellini A.; Teixeira Antunes V.; Howe R.","Armellini, Alejandro (6507262508); Teixeira Antunes, Virgínia (57222106176); Howe, Robert (56927667800)","6507262508; 57222106176; 56927667800","Student Perspectives on Learning Experiences in a Higher Education Active Blended Learning Context","2021","TechTrends","65","4","","433","443","10","23","10.1007/s11528-021-00593-w","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101762888&doi=10.1007%2fs11528-021-00593-w&partnerID=40&md5=413f320e32f69e4f0cc8d69b4f3ea494","University of Portsmouth, University House, Winston Churchill Ave, Portsmouth, PO1 2UP, United Kingdom; Institute of Learning and Teaching, University of Northampton, University Drive, Northampton, NN1 5PH, United Kingdom; Library and Learning Services, University of Northampton, University Drive, Northampton, NN1 5PH, United Kingdom","Armellini A., University of Portsmouth, University House, Winston Churchill Ave, Portsmouth, PO1 2UP, United Kingdom; Teixeira Antunes V., Institute of Learning and Teaching, University of Northampton, University Drive, Northampton, NN1 5PH, United Kingdom; Howe R., Library and Learning Services, University of Northampton, University Drive, Northampton, NN1 5PH, United Kingdom","This article focuses on university students’ perceptions of their learning and social experiences in the context of an institution-wide pedagogic shift to Active Blended Learning (ABL). It explores students’ perceived enablers and barriers to learning in the new environment. Thematic analysis was conducted on data collected through focus groups involving 60 students. Three key categories emerged: (1) learning experiences, (2) social experiences and (3) support provision. Findings suggest that quality learning experiences are necessary but not sufficient to provide a quality overall student experience. Tutors play a key role in both. Staff-student partnerships are central to promote learner engagement and a sense of belonging. Students value, above all, regular synchronous and asynchronous interaction with peers, tutors and content, enabled by sound pedagogic design and the appropriate deployment of digital technologies. Employability-focused activities that explicitly link theory and practice are regarded as an essential ingredient in learning and assessment. Students view support as a holistic term that integrates academic and pastoral aspects. © 2021, The Author(s).","Active blended learning; Learner support; Partnership; Student engagement","","","","","","","","Adams Becker S., Cummins M., Davis A., Freeman A., Hall Giesinger C., Ananthanarayanan V., NMC horizon report: 2017 higher Education Edition, (2017); Agyeman M.O., Enhancing student engagement in multidisciplinary groups in Higher Education: A case study of a module taken by Computer Science, Electrical and Electronics Engineering and Mechatronics Engineering students at University of Northampton, Academics as Changemakers: Addressing Challenges in HE Teaching Contexts, (2019); Anderson T., Getting the mix right again: An updated and theoretical rationale for interaction, International Review of Research in Open and Distance Learning, 4, 1, (2003); Andres H.P., Active teaching to manage course difficulty and learning motivation, Journal of Further and Higher Education, 43, 2, pp. 220-235, (2019); Anfara V.A., Brown K.M., Mangione T.L., Qualitative analysis on stage: Making the research process more public, Educational Researcher, 31, 7, pp. 28-38, (2002); Armellini A., De Stefani M., Social presence in the 21st century: An adjustment to the Community of Inquiry Framework, British Journal of Educational Technology, 47, 6, pp. 1202-1216, (2016); Bonwell C.C., Eison J.A., Active Learning; Creating Excitement in the Classroom, (1991); Boyle T., Bradley C., Chalk P., Jones R., Pickard P., Using blended learning to improve student success rates in learning to program, Journal of Educational Media, 28, 2-3, pp. 165-178, (2003); Braun V., Clarke V., What can “thematic analysis” offer health and wellbeing researchers?, International Journal of Qualitative Studies in Health and Well-being, 9, (2014); Bryson C., Engagement through partnership: Students as partners in learning and teaching in higher education, International Journal for Academic Development, 21, 1, pp. 84-90, (2016); Bryson C., Hand L., The role of engagement in inspiring teaching and learning, Innovations in Education and Teaching International, 44, 4, pp. 349-362, (2007); Carlile O., Jordan A., It works in practice but will it work in theory? The theoretical underpinnings of pedagogy, Emerging issues in the practice of university learning and teaching, (2005); Cook-Sather A., Matthews K.E., Ntem A., Leathwick S., What we talk about when we talk about students as partners, International Journal for students as partners, 2, 2, pp. 1-9, (2018); Crawford R., Rethinking teaching and learning pedagogy for education in the twenty-first century: Blended learning in music education, Music Education Research, 19, 2, pp. 195-213, (2017); Dringus L.P., Seagull A.B., A five-year study of sustaining blended learning initiatives to enhance academic engagement in computer and information sciences campus courses, Blended learning: Research perspectives, 2, pp. 122-140, (2015); Dziuban C., Graham C., Moskal P., Norberg A., Sicilia N., Blended learning: The new normal and emerging technologies, International Journal of Educational Technology in Higher Education, 15, (2018); Eboka T., Fostering student engagement with diverse cohorts: A case study of BAME undergraduate students, Academics as Changemakers: Addressing Challenges in HE Teaching Contexts, 2019, 1, (2019); Entwistle N.J., Teaching for understanding at university: Deep approaches and distinctive ways of thinking, (2009); Fortune T., Borkovic S., Bhopti A., Somoza R., Nhan H.C., Rangwala S., Transformative learning through international project-based learning in the global south: Applying a students-as-partners Lens to a “high-impact” capstone, Journal of Studies in International Education, 23, 1, pp. 49-65, (2018); Hake R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses, American Journal of Physics, 66, pp. 64-74, (1998); Halverson L.R., Graham C.R., Spring K.J., Drysdale J.S., Henrie C.R., A thematic analysis of the most highly cited scholarship in the first decade of blended learning research, The Internet and Higher Education, 20, pp. 20-34, (2014); Kaleta R., Skibba K., Joosten T., Discovering, designing and delivering hybrid courses, Blended Learning: Research Perspectives, pp. 111-143, (2007); Karagiannopoulou E., Entwistle N.J., Influences on personal understanding: Intentions, approaches to learning, perceptions of assessment, and a ‘meeting of minds’, Psychology Teaching Review, 19, 2, pp. 80-96, (2013); Karagiannopoulou E., Milienos F., Testing two path models to explore relations between experiences of the teaching-learning environment, approaches to learning and academic achievement, Educational Psychology, 35, pp. 26-52, (2015); Karagiannopoulou E., Entwistle N., Students’ learning characteristics, perceptions of small-Group University teaching, and understanding through a “meeting of minds”, Frontiers in Psychology, 10, (2019); Krause K.-L., Coates H., Students' engagement in first-year university, Assessment & Evaluation in Higher Education, 33, 5, pp. 493-505, (2008); Lomer S., Palmer E., It is a Lazy Way of teaching’: Overcoming Student Opposition to Active Blended Learning, (2019); Lopez-Perez M.V., Perez-Lopez M.C., Rodriguez-Ariza L., Blended learning in higher education: Students’ perceptions and their relation to outcomes, Computers & Education, 56, 3, pp. 818-826, (2011); Maguire M., Delahunt B., Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars, AISHE-J, 8, 3, pp. 3351-33514, (2017); Marton F., Saljo R., On qualitative differences in learning II: Outcome as a function of the learner’s conception of the task, British Journal of Educational Psychology, 46, pp. 115-127, (1976); Masika R., Jones J., Building student belonging and engagement: Insights into higher education students' experiences of participating and learning together, Teaching in Higher Education, 21, 2, pp. 138-150, (2016); Matthews K.E., Dwyer A., Hine L., Turner J., Conceptions of students as partners, Higher Education, 76, pp. 957-971, (2018); Matzen N., Edmunds J., Technology as a catalyst for change: The role of professional development, Journal of Research on Technology in Education, 39, pp. 417-430, (2007); McBeath M., Drysdale M.T.B., Bohn N., Work-integrated learning and the importance of peer support and sense of belonging, Education + Training, 60, 1, pp. 39-53, (2018); McGee P., Reis A., Blended course design: A synthesis of best practices, Journal of Asynchronous Learning Networks, 16, 4, pp. 7-22, (2012); Mikalayeva L., Motivation, ownership, and the role of the instructor in active learning, International Studies Perspectives, 17, 2, pp. 214-229, (2016); Monteiro E., Morrison K., Challenges for collaborative blended learning in undergraduate students, Educational Research and Evaluation, 20, pp. 564-591, (2014); Naumov N., To Do Or Not to Do: Student (Non-) Engagement with Active Blended Learning. Case Study from Innovation in Tourism & Hospitality Management and Leading Service Quality in Hospitality. in S. Bennett and M. Nie (2019), (2019); Ornellas O., Falkner K., Stalbrandt E., Enhancing graduates’ employability skills through authentic learning approaches, Higher Education, Skills and Work-Based Learning, 9, 1, pp. 107-120, (2019); Palmer E., Lomer S., Bashliyska I., Overcoming barriers to student engagement with active blended learning, Interim Report. University of Northampton, (2017); Potter J., Applying a hybrid model: Can it enhance student learning outcomes?, Journal of Instructional Pedagogies, 17, pp. 1-11, (2015); Prince M., Does active learning work? A review of the research, Journal of Engineering Education, 93, 3, pp. 223-231, (2004); Read S., Fostering engagement in assessed group work with diverse cohorts. Case study from Introduction to Marketing Communications (MKT1002), Academics as Changemakers: Addressing Challenges in HE Teaching Contexts, 1, (2019); Reynard R., Hybrid Learning: Maximizing Student Engagement, (2007); Schmidt H.G., Cohen-Schotanus J., Van der Molen H.T., Splinter T.A.W., Bulte J., Holdrinet R., van Rossum H.J.M., Learning more by being taught less: A ‘time-for-self-study’ theory explaining curricular effects on graduation rate and study duration, Higher Education, 60, 3, pp. 287-300, (2010); Schmidt H.G., Wagener S.L., Smeets G.A.C.M., Keemink L.M., van der Molen H.T., On the use and misuse of lectures in higher education, Health Professions Education, 1, 1, pp. 12-18, (2015); Shin H., Sok S., Hyun K.S., Kim M.J., Competency and an active learning program in undergraduate nursing education, Journal of Advanced Nursing (JAN), 71, 3, pp. 591-598, (2014); Strayhorn T.L., College students’ sense of belonging: A key to educational success for all students, (2012); Teixeira Antunes V., Armellini A., Howe R., Beliefs and Engagement in an Institution-Wide Pedagogic Shift; Thomas L., Building student engagement and belonging in higher education at a time of change: Final report from the what works? Student retention and success programme. London: Paul Hamlyn Foundation, Higher Education Funding Council for England, The Higher Education Academy and Action on Access, (2012); Trilling B., Fadel C., 21St Century Skills: Learning for Life in Our Times, (2009); Defining Active Blended Learning, (2020); Vinson D., Nixon S., Walsh B., Walker C., Mitchell E., Zaitseva E., Investigating the relationship between student engagement and transition, Active Learning in Higher Education, 11, pp. 131-143, (2010); Yale A.T., The personal tutor–student relationship: Student expectations and experiences of personal tutoring in higher education, Journal of Further and Higher Education, 43, 4, pp. 533-544, (2019); Zepke N., Leach L., Improving student engagement: Ten proposals for action, Active Learning in Higher Education, 11, 3, pp. 167-177, (2010)","R. Howe; Library and Learning Services, University of Northampton, Northampton, University Drive, NN1 5PH, United Kingdom; email: Rob.Howe@northampton.ac.uk","","Springer","","","","","","87563894","","","","English","TechTrends","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85101762888"
"Bechange S.; Jolley E.; Gascoyne B.; Smith K.; Griffiths A.; Ngorok J.; Schmidt E.","Bechange, Stevens (14322948100); Jolley, Emma (56700011000); Gascoyne, Ben (57222154197); Smith, Karen (57222148323); Griffiths, Andrew (56467729600); Ngorok, Johnson (57201074354); Schmidt, Elena (37096163100)","14322948100; 56700011000; 57222154197; 57222148323; 56467729600; 57201074354; 37096163100","Livelihood outcomes in a cohort of youth with disabilities following participation in an economic empowerment programme in rural Uganda","2021","Disability and Health Journal","14","3","101069","","","","2","10.1016/j.dhjo.2021.101069","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101675210&doi=10.1016%2fj.dhjo.2021.101069&partnerID=40&md5=fa474f74dfbd2684843786644a8fc51d","Sightsavers - Uganda, Kampala, Uganda; Sightsavers - United Kingdom, Haywards Heath, United Kingdom","Bechange S., Sightsavers - Uganda, Kampala, Uganda; Jolley E., Sightsavers - United Kingdom, Haywards Heath, United Kingdom; Gascoyne B., Sightsavers - United Kingdom, Haywards Heath, United Kingdom; Smith K., Sightsavers - United Kingdom, Haywards Heath, United Kingdom; Griffiths A., Sightsavers - United Kingdom, Haywards Heath, United Kingdom; Ngorok J., Sightsavers - Uganda, Kampala, Uganda; Schmidt E., Sightsavers - United Kingdom, Haywards Heath, United Kingdom","Background: Little evidence exists on the livelihoods of young people with disabilities in low- and middle-income settings. Objective: This study examined employability and livelihood outcomes among a cohort of youth with disabilities who participated in an economic empowerment programme in rural Uganda. Methods: Prospective cohort of youth with disabilities participating in an economic empowerment programme in rural Uganda. Livelihood outcomes of participants were assessed through structured interviews at baseline (n = 297) and again at 12 months (n = 252) and analysed using chi-squared tests and generalized estimating equations. Results: Of 297 participants at baseline, 144 (48%) were women and the mean age was 21.7 years. At 12 months follow-up, participants were significantly more likely to have a job (OR 3.04, 95% CI 2.10–4.39); to have accessed finance (OR 5.52, 95% CI 3.18–9.56); and experienced community support (OR 2.23, 95% CI 1.51–3.29) compared with baseline. There were no statistically significant changes in having enough money for food or in having experienced community discrimination. Conclusions: The findings suggest that targeted vocational skills training, apprenticeships scheme and a start-up financial package may improve the livelihoods of young people living with disabilities in rural African settings. © 2021 The Author(s)","Africa; Economic empowerment; Livelihoods; Uganda; Youth with disabilities","Adolescent; Adult; Disabled Persons; Female; Humans; Income; Prospective Studies; Rural Population; Uganda; Young Adult; adult; agricultural worker; apprenticeship; Article; cohort analysis; community; disability; disability discrimination; disabled person; educational status; employability; empowerment; family; female; follow up; human; income; major clinical study; male; patient-reported outcome; peer group; prospective study; rural population; salary; social support; Uganda; vocational education; young adult; adolescent; rural population","","","","","European Commission, EC, (CSO LA 376 565); National Lottery Community Fund, (ID 10 306 441)","This work was supported by the European Commission (grant #: CSO LA 376 565 ) and the National Lottery Community Fund (grant #: ID 10 306 441 ). The findings and conclusions in this paper are those of the authors and do not necessarily represent the views of the European Commission or the National Lottery Community Fund. ","United Nations, United Nations Convention on the Rights of Persons with Disabilities, (2006); Harpur P., Embracing the new disability rights paradigm: the importance of the Convention on the Rights of Persons with Disabilities, Disabil Soc, 27, 1, pp. 1-14, (2012); Mactaggart I., Banks L.M., Kuper H., Et al., Livelihood opportunities amongst adults with and without disabilities in Cameroon and India: a case control study, PloS One, 13, 4, (2018); Banks L.M., Mearkle R., Mactaggart I., Walsham M., Kuper H., Blanchet K., Disability and social protection programmes in low- and middle-income countries: a systematic review, Oxf Dev Stud, 45, 3, pp. 223-239, (2017); Bonaccio S., Connelly C.E., Gellatly I.R., Jetha A., Martin Ginis K.A., The participation of people with disabilities in the workplace across the employment cycle: employer concerns and research evidence, J Bus Psychol, 35, 2, pp. 135-158, (2020); Anders M., Global Disability Summit targets faster progress on inclusive development, Inside Development, (2018); Walsham M., Kuper H., Banks L.M., Blanchet K., Social protection for people with disabilities in Africa and Asia: a review of programmes for low- and middle-income countries, Oxf Dev Stud, 47, 1, pp. 97-112, (2019); Tripney J., Hogrebe N., Schmidt E., Vigurs C., Stewart R., Employment supports for adults with disabilities in low- and middle-income countries: a campbell systematic review, Res Soc Work Pract, 29, 3, pp. 243-255, (2017); Shakespeare T., Mugeere A., Nyariki E., Simbaya J., Success in Africa: people with disabilities share their stories, Afr J Disabil, 8, (2019); Makumbi R., Uganda's national youth policy and job creation for youth, IDS Bull, 49, 5, (2018); Griffiths A., Bechange S., Loryman H., Iga C., Schmidt E., How do legal and policy frameworks support employment of people with disabilities in Uganda? Findings from a qualitative policy analysis study, J Int Dev, 32, 8, pp. 1360-1378, (2020); Ebuenyi I.D., Regeer B.J., Nthenge M., Nardodkar R., Waltz M., Bunders-Aelen J.F.G., Legal and policy provisions for reasonable accommodation in employment of persons with mental disability in East Africa: a review, Int J Law Psychiatr, 64, pp. 99-105, (2019); Employment of Persons with Disabilities in the Formal Labour Market: Uganda – Mapping, (2016); Abimanyi-Ochom J., Mannan H., Uganda's disability journey: progress and challenges, Afr J Disabil, 3, 1, (2014); UNAPD. Projects website; McGann J., Johnstone M., The power shift and the NGO credibility crisis, Int J Not-for-Profit Law, 8, 2, pp. 65-77, (2006); Michaelowa K., Borrmann A., Evaluation bias and incentive structures in Bi- and multilateral aid agencies, Rev Dev Econ, 10, 2, pp. 313-329, (2006); Sightsavers Connecting the Dots, Investing in Youth with Disabilities for Enhanced Access to Employment in Rural Uganda, (2016); Tukundane C., Minnaert A., Zeelen J., Kanyandago P., Building vocational skills for marginalised youth in Uganda: a SWOT analysis of four training programmes, Int J Educ Dev, 40, pp. 134-144, (2015); Tukundane C., Zeelen J., Using participatory action research to improve vocational skills training for marginalised youth in Uganda: experiences from an early school-leavers’ project, Int J Train Res, 13, 3, pp. 246-261, (2015); Uganda Bureau of Statistics, National Population and Housing Census: Main Results, (2014); Uganda Bureau of Statistics, Statistical Abstract, (2018); Uganda Bureau of Statistics, The National Population and Housing Census 2014 – Education in the Thematic Report Series, (2017); Flory J., Emanuel E., Interventions to improve research participants’ understanding in informed consent for ResearchA systematic review, J Am Med Assoc, 292, 13, pp. 1593-1601, (2004); Horton N.J., Lipsitz S.R., Review of software to fit generalized estimating equation regression models, Am Statistician, 53, 2, pp. 160-169, (1999); Guo C., Luo Y., Tang X., Ding R., Song X., Zheng X., Poverty and youth disability in China: results from a large, nationwide, population-based survey, PloS One, 14, 4, (2019); Higashida M., The relationship between the community participation of disabled youth and socioeconomic factors: mixed-methods approach in rural Sri Lanka, Disabil Soc, 32, 8, pp. 1239-1262, (2017); Shore S., The long-term impact of wheelchair delivery on the lives of people with disabilities in three countries of the world, Afr J Disabl, 6, pp. 1-8, (2017); Hanass-Hancock J., McKenzie T.C., People with disabilities and income-related social protection measures in South Africa: where is the gap?, Afr J Disabl, 6, (2017); Shore S., Juillerat S., The impact of a low cost wheelchair on the quality of life of the disabled in the developing world, Med Sci Mon Int Med J Exp Clin Res, 18, 9, pp. CR533-CR542, (2012); Naami A., Disability, gender, and employment relationships in Africa: the case of Ghana, Afr J Disabil, 4, 1, (2015); Ballo J.G., Labour market participation for young people with disabilities: the impact of gender and higher education, Work Employ Soc, 34, 2, pp. 336-355, (2019); Hanif S., A systematic review of vocational interventions for youth with physical disabilities, Factors in Studying Employment for Persons with Disability, pp. 181-202, (2017)","S. Bechange; Policy and Programme Strategy Department, Kampala, Sightsavers – Uganda, 4 Nile Avenue, EADB Building, Uganda; email: sbechange@sightsavers.org","","Elsevier Inc.","","","","","","19366574","","","33653672","English","Disabil. Health J.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85101675210"
"Mello L.V.; Varga-Atkins T.; Edwards S.W.","Mello, Luciane V. (7005714723); Varga-Atkins, Tunde (8531564800); Edwards, Steve W. (7401520259)","7005714723; 8531564800; 7401520259","A structured reflective process supports student awareness of employability skills development in a science placement module","2021","FEBS Open Bio","11","6","","1524","1536","12","12","10.1002/2211-5463.13158","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107242398&doi=10.1002%2f2211-5463.13158&partnerID=40&md5=94baeb6eb08684f024e40753aa174e85","School of Life Sciences, University of Liverpool, United Kingdom; Centre for Innovation in Education, University of Liverpool, United Kingdom; Institute of Infection, Veterinary and Ecological Sciences, University of Liverpool, United Kingdom","Mello L.V., School of Life Sciences, University of Liverpool, United Kingdom; Varga-Atkins T., Centre for Innovation in Education, University of Liverpool, United Kingdom; Edwards S.W., Institute of Infection, Veterinary and Ecological Sciences, University of Liverpool, United Kingdom","Placements are often an extra-curricular activity of a science degree. This study reports on the outcomes of a final-year credit-bearing 6-week placement module that was specifically designed to develop and enhance students’ employability skills. A key element of this module was that the student placements were not only evaluated from a science perspective, but also evaluated with an emphasis on meaningful reflection and evaluation of employability skills development. Students recorded their levels of confidence in skills before, during and after the placement via an Online Reflective Log, as part of a module’s summative assessment. The results showed that taking part in the placement and conducting their own independent research helped students to make connections between their scientific knowledge, otherwise constrained within the walls of the undergraduate science laboratory, and the wider impact of their research on society. Another theme that emerged concerned career choices and aspirations, and the placement experiences either confirmed prior choices or opened new horizons. The Online Reflective Log helped students to feel supported by their university supervisor who were at a distance. Feedback on their tasks prompted students to reflect on the scientific and personal skills while being engaged in scientific activities during placement. Students agreed that they had further developed their employability skills during the placement and acknowledged that it was challenging to acquire evidence of skill development. However, students appreciated the usefulness of this reflection in relation to their future career development. © 2021 The Authors. FEBS Open Bio published by John Wiley & Sons Ltd on behalf of Federation of European Biochemical Societies","employability; higher education; placements; portfolio; skills reflection; transferable skills","Communication; Curriculum; Humans; Science; Students; article; aspiration; awareness; decision making; employability; human; human experiment; skill; tertiary education; curriculum; interpersonal communication; science; student","","","","","School of Life Sciences, Arizona State University; University of Liverpool, UoL","The authors thank Amy Jackson for the graphical abstract image, CIE, University of Liverpool. This work was funded by the School of Life Sciences, University of Liverpool, Liverpool, L69 7ZB. ","Report of the National Committee of Inquiry into Higher Education, Higher Education in the Learning Society (The Dearing Report), (1997); Baker G., Henson D., Promoting employability skills development in a research-intensive university, Education + Training, 52, pp. 62-75, (2010); Harvey L., New realities: the relationship between higher education and employment, Tert Educ Manag, 6, pp. 3-17, (2000); Birkin G., Evans J., Moreton R., What do Good Outcomes from HE look like? Research to support the HESA review of destinations and outcomes data for graduates from higher education, (2016); Education and learning for the modern world: CBI/Pearson Education and Skills Survey report 2019, (2019); Rowe L., Educating for the modern world: a report review, J Work Appl Manag, 11, pp. 5-16, (2019); Matthews A., Kotzee B., The rhetoric of the UK higher education Teaching Excellence Framework: a corpus-assisted discourse analysis of TEF2 provider statements, Educ Rev, 2019, pp. 1-21, (2019); Andrews J., Higson H., Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: a European Study, Higher Educ Eur, 33, pp. 411-422, (2008); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers’ perceptions, Stud High Educ, 45, pp. 1834-1847, (2020); Hurrell S.A., Rethinking the soft skills deficit blame game: employers, skills withdrawal and the reporting of soft skills gaps, Hum Relat, 69, pp. 605-628, (2016); Saunders V., Zuzel K., Evaluating employability skills: employer and student perceptions, Biosci Educ E-J, 15, pp. 1-15, (2010); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Stud High Educ, 40, pp. 350-367, (2015); Crebert G., Bates M., Bell B., Patrick C.-J., Cragnolini V., Developing generic skills at university, during work placement and in employment: graduates' perceptions, High Educ Res Dev, 23, pp. 147-165, (2004); Dacre Pool L., Sewell P., The key to employability: Developing a practical model of graduate employability, Education + Training, 49, pp. 277-289, (2007); Billet S., Guidelines for Practice: Integrating Practice-Based Experiences, (2011); Billet S., Curriculum and Pedagogical Bases for Effectively Integrating Practice-Based Experiences, (2011); Kolb D., Experimental Learning: Experience as the Source of Learning and Development, (1984); Bonwell C., Eison J., Active learning: creating excitement in the classroom, (1991); Knight P., Yorke M., Learning, Curriculum and Employability in Higher Education, (2004); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., Pedagogy for Employability, (2012); McKauge L., Stupans I., Owen S.M., Ryan G., Woulfe J., Building critical reflection skills for lifelong learning in the emergent landscape of a national registration and accreditation scheme, J Pharm Pract, 24, pp. 235-240, (2011); Voelkel S., Mello L.V., Varga-Atkins T., Supporting students during their undergraduate research projects using audio recordings, Innov Educ Teach Int, 55, pp. 433-440, (2018); Dale C., Lane A., A wolf in sheep’s clothing? An analysis of student engagement with virtual learning environments, J Hosp Leis Sport Tour Educ, 6, pp. 100-1008, (2007); MacCallum J., Casey S.C., Enhancing skills development and reflective practise in students during their programme of study, N Directions Teach Phys Sci, 12, pp. 1-10, (2017); Punch K.F., Introduction to Social Research: Quantitative and Qualitative Approaches, (2005); Cohen L., Manion L., Morrison K., Research Methods in Education, (2007); Braun V., Clarke V., Using thematic analysis in psychology, Qual Res Psychol, 3, pp. 77-101, (2006); McQueen R.A., Knussen C., Research Methods for Social Science: A Practical Introduction, (2002); Mello L.V., Tregilgas L., Cowley G., Gupta A., Makki F., Jhutty A., Shanmugasundram A., Students-as-partners’ scheme enhances postgraduate students’ employability while addressing gaps in bioinformatics education, High Educ Pedago, 2, pp. 43-57, (2017); Hill M.A., Overton T.L., Thompson C.D., Evaluating the impact of reflecting on curriculum embedded skill development: the experience of science undergraduates, High Educ Res Dev, 39, pp. 672-688, (2020); Beard D.F., Assessment of internship experiences and accounting core competencies, Account Educ, 16, pp. 207-220, (2007); Kensington-Miller B., Knewstubb B., Longley A., Gilbert A., From invisible to SEEN: a conceptual framework for identifying, developing and evidencing unassessed graduate attributes, High Educ Res Dev, 37, pp. 1439-1453, (2018); Gore V., 21st century skills and prospective job challenges, IUP J Soft Skills, 7, pp. 7-14, (2013); Moore T., Morton J., The myth of job readiness? Written communication, employability, and the “skills gap” in higher education, Stud High Educ, 42, pp. 591-609, (2017)","L.V. Mello; School of Life Sciences, University of Liverpool, United Kingdom; email: lumello@liverpool.ac.uk","","John Wiley and Sons Inc","","","","","","22115463","","","33835700","English","FEBS Open Bio.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85107242398"
"Ferns S.; Phatak A.; Benson S.; Kumagai N.","Ferns, Sonia (55597864100); Phatak, Aloke (7005067216); Benson, Susan (16940965300); Kumagai, Nina (57224903926)","55597864100; 7005067216; 16940965300; 57224903926","Building employability capabilities in data science students: An interdisciplinary, industry-focused approach","2021","Teaching Statistics","43","S1","","S216","S225","9","0","10.1111/test.12272","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108570355&doi=10.1111%2ftest.12272&partnerID=40&md5=898640a983e763e215862c5e7f1647a7","Curtin University, Bentley, Australia","Ferns S., Curtin University, Bentley, Australia; Phatak A., Curtin University, Bentley, Australia; Benson S., Curtin University, Bentley, Australia; Kumagai N., Curtin University, Bentley, Australia","In the contemporary workplace, data scientists who are capable of interdisciplinary collaboration are in high demand. Universities need to provide data science students with a plethora of learning opportunities that involve collaboration in interdisciplinary contexts and engagement with industry partners. Curtin University and Lab Tests Online Australasia (LTOAU) collaborated to provide an interdisciplinary, industry-focused learning experience for data science students. Upon completing the project, students reported improved understanding of the range of applications for data science skills. The experience delivered opportunities for greater self-awareness and highlighted the importance of teamwork, decision-making and leadership skills. This chapter presents Interdisciplinary Project-based Work-Integrated Learning (IPjWIL), an educational approach that equips data science students with the necessary skills to navigate the future world of work. The results of the pilot project described demonstrate how interdisciplinary, industry-focused learning experiences enhance the capabilities of data science students, thereby augmenting employability. © 2021 Teaching Statistics Trust.","employability; industry partners; interdisciplinary; learning; project-based; teaching; work-integrated learning","","","","","","Australian Research Council's Industrial Transformation Training Centres scheme, (IC180100030); Australian Technology Network; Australian Government; Curtin University of Technology","Funding text 1: The Curtin University and Lab Tests Online Australasia (LTO) initiative described here was part of a national project funded by the Australian Technology Network (ATN) entitled [ 3 ]. IPjBWIL pilots were designed, developed and implemented at four universities across Australia. The early projects aimed to improve students' employability capabilities in cognitive, intrapersonal and interpersonal domains [ 3 ]. In collaboration with 17 industry partners, 265 students from 10 disciplines were involved in the Australia‐wide scoping projects. The students developed plans and prototypes addressing the industry problems. AU Interdisciplinary Project‐Based Work‐Integrated learning: Student‐centered learning to enhance employability ; Funding text 2: Aloke Phatak was partially supported by the Australian Government through the Australian Research Council's Industrial Transformation Training Centres scheme (project IC180100030).","Baumer B., A data science course for undergraduates: Thinking with data, Am. Stat., 69, 4, pp. 334-342, (2015); Benoliel P., Somech A., The role of leader boundary activities in enhancing interdisciplinary team effectiveness, Small Group Res., 46, 1, pp. 83-124, (2015); Brewer M.L., Et al., Interdisciplinary project-based work-integrated learning: the Australian good practice guide, 2020; The quant crunch: How the demand for data science skills is disrupting the job market. Burning Glass Technologies, 2017; de Greef L., Post G., Vink C., Wenting L., Designing interdisciplinary education: A practical handbook for university teachers, (2017); Ferns S., Lewis S., Russell L., Childers J., Brewer M., Alessandrini J., Designing and Implementing interdisciplinary project-based work-integrated learning, Advances in research, theory and practice in work-integarted learning: Enhancing employability for a sustainable future; Ferns S., Zegwaard K., Critical assessment issues in work-integrated learning, Asia-Pac. J. Coop. Educ., 15, 3, pp. 179-188, (2014); Harris H.D., Murphy S.P., Vaisman M., Analyzing the analyzers: An introspective survey of data scientists and their work, (2013); Hidalgo E.S., Management of a multidisciplinary research project: A case study on adopting agile methods, J. Res. Pract., 14, 1, (2018); Huppenkothen D., Arendt A., Hogg D.W., Ram K., VanderPlas J.T., Rokem A., Hack weeks as a model for data science education and collaboration, PNAS, 115, 36, pp. 8872-8877, (2018); Industry 4.0: Industrial internet of things (IIoT) and predictive analytics, 2020; Kay J., Ferns S., Russell L., Smith J., Winchester-Seeto T., The emerging future: Innovative models of work-integrated learning, Int. J. Work Integr. Learn., 20, 4, pp. 401-413, (2019); Kay J., Russell L., Winchester-Seeto T., Rowe A., Le Clus M., External stakeholders in WIL, HERDSA guide: Work-integrated learning in the curriculum, pp. 59-68, (2014); Lazar N.A., Reeves J., Franklin C., A capstone course for undergraduate statistics majors, Am. Stat., 65, 3, pp. 183-189, (2011); Data scientist position description. Febuary 9, 2015; Provost F., Fawcett T., Data science and its relationship to big data and data-driven decision making, Big Data, 1, 1, pp. 1-59, (2013); Ramaley J.A., The changing role of higher education: Learning to deal with wicked problems, J. High. Educ. Outreach Engagem., 18, 3, pp. 7-21, (2014); Smucker B.J., Bailer A.J., Beyond normal: Preparing undergraduates for the work force in a statistical consulting capstone, Am. Stat., 69, 4, pp. 300-306, (2015); Svihla V., Reeve R., Facilitating problem framing in project-based learning, Interdiscip. J. Probl. Based Learn., 10, 2, pp. 1-18, (2016); Vance E.A., Smith H.S., The ASCCR frame for learning essential collaboration skills, J. Stat. Educ., 27, 3, pp. 265-274, (2019); Wild C., Pfannkuch M., Statistical thinking in empirical enquiry, Int. Stat. Rev., 67, 3, pp. 223-248, (1999); Yasinski E., Big data and collaboration seek to fight COVID-19. The Scientist, July 2020","S. Ferns; Curtin University, Bentley, Australia; email: s.ferns@curtin.edu.au","","John Wiley and Sons Inc","","","","","","0141982X","","","","English","Teach. Stat.","Article","Final","","Scopus","2-s2.0-85108570355"
"Lara-Prieto V.; Niño-Juárez E.","Lara-Prieto, Vianney (35488233200); Niño-Juárez, Elvira (36070006700)","35488233200; 36070006700","Assessment center for senior engineering students: In-person and virtual approaches","2021","Computers and Electrical Engineering","93","","107273","","","","6","10.1016/j.compeleceng.2021.107273","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108649348&doi=10.1016%2fj.compeleceng.2021.107273&partnerID=40&md5=6ba02cd00c109c405b6da9f5612a4de6","School of Engineering and Sciences, Tecnologico de Monterrey, Monterrey, Mexico","Lara-Prieto V., School of Engineering and Sciences, Tecnologico de Monterrey, Monterrey, Mexico; Niño-Juárez E., School of Engineering and Sciences, Tecnologico de Monterrey, Monterrey, Mexico","An Assessment Center with senior Mechatronics and Biomedical Engineering students was established to strengthen and measure transversal competencies before graduation. Students solved a relevant case during this standardized exercise while internal professors and external evaluators (disciplinary experts and human resources staff from different companies) observed the students' performance. Finally, each evaluator had the opportunity to ask specific questions to the students and give them general feedback. This exercise resulted in an excellent opportunity to showcase our students' competencies with the companies and improve their employability, preparing graduates to be hired soon after graduation. This project describes the case study of the Assessment Center, its evaluation instruments, and results. The study also compares the in-person and virtual (given the Covid-19 pandemic) approaches of the Assessment Center, discussing the potential of web-based technologies as collaboration tools. © 2021 Elsevier Ltd","Assessment center; Challenge based learning; Educational innovation; Employability; Higher education; Online collaboration tools","Biomedical engineering; Assessment center; Case-studies; Challenge-based learning; Educational innovations; Employability; High educations; ITS evaluation; Online collaboration tools; Student competencies; Student performance; Students","","","","","Institute for the Future of Education, Tecnologico de Monterrey","The authors would like to thank all the students, faculty members, and external evaluators who participated in the Assessment Centers' various implementations. The authors acknowledge the technical support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work.","QS Employer Insights Report, (2020); Shen J., Liu Y., Ma G., Qi J., Zheng C., Outcomes-Based Evaluation of Graduation Requirements for Traffic Engineering Education: An Example of Road Traffic Safety Course, Educ Sci: Theory Pract, 18, 5, pp. 2254-2265, (2018); Torres P.F., Costa A.F.P., Chaar Junior V.L., Monteiro W.L., Galhardo M.A.B., Pinho J.T., Et al., A mobile educational tool designed for teaching and dissemination of grid-connected photovoltaic systems, Comp Elec Eng, 76, pp. 168-182, (2019); Ricardo J.E., Hernandez N.B., Zumba G.R., Marquez M.C.V., Ballas B.W.O., El assessment center para la evaluación de las competencias adquiridas por los estudiantes de nivel superior, Investigacion Operacional, 40, 5, pp. 638-643, (2019); Roberts K.J., A model for a center for teaching and learning excellence: A catalyst for program improvement in developing institutions, Excell Higher Educ, 4, pp. 108-118, (2013); Woehr D.J., Arthur W., The Construct-Related Validity of Assessment Center Ratings: A Review and Meta-Analysis of the Role of Methodological Factors, J Manag, 29, 2, pp. 231-258, (2003); Jones R.G., Construct validation of assessment center final dimension ratings: Definition and measurement issues, Human Resour Manage Rev, 2, 3, pp. 195-220, (1992); Fabbri L., Romano A., Engaging Transformative Organizational Learning to Promote Employability, New Directions fAdult Continuing Educ, pp. 53-65, (2019); Resnick L.B.; Membrillo-Hernandez J., Ramirez-Cadena M.J., Martinez-Acosta M., Cruz-Gomez E., Munoz-Diaz E., Elizalde H., Challenge based learning: the importance of world-leading companies as training partners, Int J Interact Des Manuf., 13, pp. 1103-1113, (2019); Baneres D., Conesa J.A., Life-long Learning Recommender System to Promote Employability, Int J Emerg Tech In Learn (IJET), 12, 6, pp. 77-93, (2017); Guidelines and Ethical Considerations for Assessment Center Operations, J Manag, 41, 4, pp. 1244-1273, (2015); Joiner D., Assessment centers: What's new?, Public Personnel Manage, 31, 2, (2012); Jadhava M.R., Kakadea A.B., Jagtapa S.R., Patila M.S., Impact assessment of outcome-based approach in engineering education in India, 9th Worzd Engineering Education Forum, (2019); Glassey J., Magalhaes F.D., Virtual labs - love them or hate them, they are likely to be used more in the future, Educ Chem Eng, 33, pp. 76-77, (2020)","V. Lara-Prieto; School of Engineering and Sciences, Tecnologico de Monterrey, Monterrey, Mexico; email: vianney.lara@tec.mx","","Elsevier Ltd","","","","","","00457906","","CPEEB","","English","Comput Electr Eng","Article","Final","","Scopus","2-s2.0-85108649348"
"Wiśniewska S.; Wiśniewski K.; Szydło R.","Wiśniewska, Sylwia (57199298886); Wiśniewski, Kamil (57225926958); Szydło, Robert (57207689886)","57199298886; 57225926958; 57207689886","The relationship between organizational learning at the individual level and perceived employability: A model-based approach","2021","Sustainability (Switzerland)","13","14","7561","","","","2","10.3390/su13147561","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109819663&doi=10.3390%2fsu13147561&partnerID=40&md5=e1a263638c4cc3d5536f4d27243a8f71","Department of Labor Resources Management, Cracow University of Economics, Cracow, 31-510, Poland; Department of Management, The Jan Kochanowski University in Kielce, Kielce, 25-369, Poland","Wiśniewska S., Department of Labor Resources Management, Cracow University of Economics, Cracow, 31-510, Poland; Wiśniewski K., Department of Management, The Jan Kochanowski University in Kielce, Kielce, 25-369, Poland; Szydło R., Department of Labor Resources Management, Cracow University of Economics, Cracow, 31-510, Poland","The challenges of the modern labor market determine increased job insecurity and the growing importance of sustainable employability. Today, in an era of the growth of the world’s knowledge resources, permanent learning is indispensable in order to maintain or strengthen one’s employability. Therefore, this article aims to determine the relationship between organizational learning solutions at the individual level and perceived employability in the modern labor market according to the workers’ opinions. Studies conducted on the subject literature confirm the lack of research in this field. A survey was conducted among 351 employees from a number of organizations based in Poland and was performed using a computer-assisted web interview (CAWI). The study’s results indicate that out of eleven analyzed solutions, people value those connected with sustainable actions the most, such as learning from one’s own mistakes (own mistakes), observing other employees’ work (observing others), self-education, incentive systems (contributing to an increase in the commitment to competency development), and providing employees with feedback on the results of their work (feedback). Moreover, it is important to state that EFA first revealed, and CFA subsequently confirmed, two factors: Factor 1, Practical Aspects, which includes organizational learning that covered such activities as incentive systems, feedback, self-education, modern technologies, and the use of case studies, and Factor 2, Active Learning, which consists of two activities—one’s own mistakes and observing others. The research results lead to the conclusion that Factor 1, Practical Aspects, had a significant impact on perceived employability, while Factor 2, Active Learning, did not have an impact on the general assessment of organizational learning in the context of perceived employability. The authors also present the diamond attempt toward actions that might be taken by organizations in order to enhance the employability of workers in general. The conducted research is considered to be idiographic and exploratory. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Labor market; Organizational learning; Perceived employability; Sustainable employability","Poland [Central Europe]; computer simulation; employment; job search; knowledge; labor market; learning; perception; questionnaire survey; research work; sustainability","","","","","Ministerstwo Edukacji i Nauki, MNiSW, (021/RID/2018/19, PLN 11,897,131.40)","Funding: The research has been carried out as part of a research initiative financed by the Ministry of Science and Higher Education within the “Regional Initiative of Excellence” Programme for 2019– 2022. Project No.: 021/RID/2018/19. Total financing: PLN 11,897,131.40.","Aprianti V., Sahid S., The relationship between teachers’ competency and fourth industrial revolution (4ir) learning among economics teachers, Univers. J. Educ. 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Ann, 13, pp. 308-341, (2019); Kwon J.E., Work volition and career adaptability as predictors of employability: Examining a moderated mediating process, Sustainability, 11, (2019); Martinez-Cerda J.-F., Torrent-Sellens J., Gonzalez-Gonzalez I., Ficapal-Cusi P., Opening the black-box in lifelong e-learning for employability: A framework for a socio-technical e-learning employability system of measurement (STELEM), Sustainability, 10, (2018); Fleuren B.P., de Grip A., Jansen N.W.H., Kant I.J., Zijlstra F.R.H., Unshrouding the sphere from the clouds: Towards a comprehensive conceptual framework for sustainable employability, Sustainability, 12, (2020); Bennett D., Knight E., Rowley J., The role of hybrid learning spaces in enhancing higher education students’ employability, Br. J. Educ. Technol, 51, pp. 1188-1202, (2020); Magnano P., Santisi G., Zammitti A., Zarbo R., di Nuovo S., Self-perceived employability and meaningful work. 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Psychol, 82, pp. 233-251, (2009); Opengart R., Short D.C., Free agent learners: The new career model and its impact on human resource development, Int. J. Lifelong Educ, 21, pp. 220-233, (2002); Wisniewska S., Wisniewski K., Organizacyjne uczenie się jako determinanta zatrudnialności pracowników, Przeg. Org, pp. 20-27, (2020); Finn D., From full employment to employability: A new deal for Britain’s unemployed?, Int. J. Manpow, 21, pp. 384-399, (2000); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1998); Van der Heijde C.M., van der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Hum. Resour. Manag, 45, pp. 449-476, (2006); McArdle S., Waters L., Briscoe J.P., Hall D.T., Employability during unemployment: Adaptability, career identity and human and social capital, J. Vocat. Behav, 71, pp. 247-264, (2007); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Pers. Rev, 36, pp. 23-41, (2007); Vanhercke D., de Cuyper N., Peeters E., de Witte H., Defining perceived employability: A psychological approach, Pers. Rev, 43, pp. 592-605, (2014); Berntson E., Employability Perceptions: Nature, Determinants, and Implications for Health and Well-Being, (2008); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work Stress, 21, pp. 279-292, (2007); Yorke M., Knight P.T., Embedding Employability into the Curriculum: Learning & Employability Series I, (2006); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, J. Vocat. Behav, 65, pp. 14-38, (2004); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, J. Vocat. 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J. eSkills Lifelong Learn, 11, pp. 179-190, (2015); Cakmak Z., Akgun I.H., A theoretical perspective on the case study method, J. Educ. Learn, 7, pp. 96-102, (2018); Lucas P., Fleming J., Bhosale J., The utility of case study as a methodology for work-integrated learning research, Int. J. Work Integr. Learn, 19, pp. 215-222, (2018)","S. Wiśniewska; Department of Labor Resources Management, Cracow University of Economics, Cracow, 31-510, Poland; email: sylwia.wisniewska@uek.krakow.pl","","MDPI AG","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85109819663"
"Fumasoli T.; Rossi F.","Fumasoli, Tatiana (35772284300); Rossi, Federica (56347024500)","35772284300; 56347024500","The role of higher education institutions in transnational networks for teaching and learning innovation: The case of the Erasmus+ programme","2021","European Journal of Education","56","2","","200","218","18","15","10.1111/ejed.12454","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105159876&doi=10.1111%2fejed.12454&partnerID=40&md5=bb7e3bf965e4cf2bf0bb7e3c316b130b","UCL Institute of Education, University College London, London, United Kingdom; Department of Management, Birkbeck University of London, London, United Kingdom","Fumasoli T., UCL Institute of Education, University College London, London, United Kingdom; Rossi F., Department of Management, Birkbeck University of London, London, United Kingdom","Within the scholarship on internationalisation in higher education, transnational networks are seldom mentioned and even less studied. However, recent EU policy initiatives have attempted to enhance this form of internationalisation in order to tackle issues of employability, skills and competences and innovative curriculum development. Within European transnational networks, higher education institutions are posited to play a central role, as they are considered engines of socio-economic development in the so-called Knowledge Economy. To explore empirically the significance of higher education institutions in such networks, this article presents an analysis of 991 European networks promoting educational innovation within the Erasmus+ programme between 2014 and 2018. We analyse the role of higher education institutions by network size, governance, membership, and associated types of innovation. Our findings confirm expectations about the pivotal role of higher education institutions. However, expectations should be significantly nuanced, as higher education institutions tend to lead comparatively small networks. Also, higher education institutions tend to favour general innovative themes rather than specialised topics. Our contribution is threefold. First, it increases our understanding of higher education institutions' capacity to engage with multi-level, multi-actor, multi-country innovation networks. Second, it sheds light on how higher education institutions have engaged with different priorities in EU's modernisation agenda. Finally, our paper extends the scholarship on internationalisation in higher education by looking at transnational networks in teaching and learning as an emerging phenomenon. © 2021 The Authors. European Journal of Education published by John Wiley & Sons Ltd","","","","","","","Birkbeck University of London; Department Education, Practice and Society; Department of Management; UCL Institute of Education","This article is an output of the INTELLECT research project, funded by seed money from the Department of Management, Birkbeck University of London and the Department Education, Practice and Society, UCL Institute of Education. The authors acknowledge outstanding research support by Dr Andrea Detmer and by Ms Marya G. Khani. ","Altbach P.G., Knight J., The internationalization of higher education: Motivations and realities, Journal of Studies in International Education, 11, 3-4, pp. 290-305, (2007); Breschi S., Cusmano L., Unveiling the texture of a European Research Area: Emergence of oligarchic networks under EU Framework Programmes, International Journal of Technology Management, 27, 8, pp. 747-772, (2004); Cabanda E., Tan E.S., Chou M.-H., Higher education regionalism in Asia: What implications for Europe?, European Journal of Higher Education, 9, 1, pp. 87-101, (2019); Prospective report on the future of transnational collaboration in European higher education, (2020); Chou M.-H., Gornitzka A., Building the knowledge economy in Europe. New constellations in European research and higher education governance, (2014); Chou M.-H., Ravinet P., The rise of “higher education regionalism”: An agenda for higher education research, The Palgrave international handbook of higher education policy and governance, pp. 361-378, (2015); Corbett A., Universities and the Europe of knowledge: Ideas, institutions and policy entrepreneurship in European Community higher education policy, 1955–2005, (2005); Culver S.M., Kniola D., Beginning the assessment institute and building global networks, European Journal of Higher Education, 3, 1, pp. 3-9, (2013); Dagen T., Fink-Hafner D., Impact of globalisation on internationalisation of universities, (2019); de Wit A., Altbach P.G., Internationalization in higher education: Global trends and recommendations for its future, Policy Reviews in Higher Education, 5, 1, pp. 28-46, (2020); Key Action 2, (2019); Joint Report of the Council and the Commission on Implementing the Strategic Framework for cooperation in education and training (“ET 2020”), (2015); Communication on a renewed EU agenda for higher education, (2017); Fligstein N., Euro-clash. The EU, European identity and the future of Europe, (2008); Frank D.J., Meyer J.W., The university and the global knowledge society, (2020); Fumasoli T., Multi-Level governance in higher education research, The Palgrave international handbook of higher education policy and governance, pp. 761-794, (2015); Fumasoli T., Learning from internationalisation scholarship in higher education: Commonalities, divergences and possible research directions for internationalisation in schools, Beyond the established boundaries: The machinery of school internationalisation in action, pp. 165-178, (2019); Fumasoli T., Stensaker B., Vukasovic M., Tackling the multi-actor and multi-level complexity of European governance of knowledge: Transnational actors in focus, European Educational Research Journal, 17, 3, pp. 325-334, (2018); Jensen K., Fumasoli T., Stensaker B., Shadow organising: Emerging stakeholder collaboration in higher education to enhance quality, Journal of Further and Higher Education, 44, 3, pp. 365-377, (2020); Karvounaraki A., Subramaniam S., Hristov H., Ojala T., Jonkers K., Huisman J., Goenaga X., Mapping of European transnational collaborative partnerships in higher education, (2018); Kehm B.M., Teichler U., Research on internationalisation in higher education, Journal of Studies in International Education, 11, 3-4, pp. 260-273, (2007); Kerr C., Higher education cannot escape history: Issues for the twenty-first century, (1994); Knight J., Higher education in turmoil. 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Fumasoli; UCL Institute of Education, University College London, London, United Kingdom; email: t.fumasoli@ucl.ac.uk","","Blackwell Publishing Ltd","","","","","","01418211","","","","English","Eur. J. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85105159876"
"Ahmad R.; Scott N.","Ahmad, Rozila (55855797300); Scott, Noel (14033192900)","55855797300; 14033192900","Benefits and challenges for Malaysian hotels when employing foreign workers and interns","2021","International Journal of Culture, Tourism, and Hospitality Research","15","2","","248","265","17","5","10.1108/IJCTHR-05-2020-0103","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100172572&doi=10.1108%2fIJCTHR-05-2020-0103&partnerID=40&md5=47d371eb1f09417957c7af32e14f0fd0","School of Tourism, Hospitality and Event Management, Universiti Utara Malaysia, Sintok, Malaysia; Sustainability Research Centre, University of the Sunshine Coast, Sunshine Coast, Australia","Ahmad R., School of Tourism, Hospitality and Event Management, Universiti Utara Malaysia, Sintok, Malaysia; Scott N., Sustainability Research Centre, University of the Sunshine Coast, Sunshine Coast, Australia","Purpose: In Malaysia, globalization has increased the number of multinational hotel chains and independent five-star hotels employing foreign professionals, interns and labourers. This study aims to explore the benefits and challenges for hotels of the many foreigners working in Malaysia. Design/methodology/approach: Semi-structured interviews were conducted with Malaysian hotel managers concerning employment of foreign workers. Findings: The results indicate that the employment of foreign workers benefits customers, enlarges the hotel’s network of industry contacts and enhances the knowledge, professionalism and service culture of the hotel workforce. This study identified challenges for the foreign workers such as culture shocks and problems with learning the Malay language. Research limitations/implications: This is an exploratory qualitative study conducted prior to the outbreak of COVID-19. The unemployment issue is worsened as COVID-19 spreads globally. To the best of the authors’ knowledge, this is among the first study to examine the positive and negative impacts of foreign workers employment in hotels in Malaysia. Practical implications: The employment of foreign workers reduces the availability of jobs for locals. Recommendations are provided for locals to improve their employability and for hotels to better host international interns. Social implications: This study highlights the need for balance between the benefits of foreign workers employment, and its challenges such as local unemployment. Originality/value: To the best of the authors’ knowledge, this research is among the first in the international human resources management literature to provide a first-hand perspective of employment of expatriate managers, foreign labourers and interns in hotels in a Southeast Asian developing country. © 2020, Emerald Publishing Limited.","Benefit; Challenges; Expatriate; Foreign workers; Hotel business; Interns; Malaysia","Malaysia; COVID-19; globalization; hotel industry; human resource; migrant worker; resource management","","","","","Ministry of Higher Education, Malaysia, MOHE","This research is funded by Fundamental Research Grant Scheme, Ministry of Higher Education, Malaysia.","Ahmad R., Shariff N.M., Introduction to Human Resource Management in Tourism and Hospitality Industry, (2019); Ahmad R., Rashid B., Shariff N.M., Malaysian hospitality industry: graduates’ justifications for leaving the industry, International Journal of Management Studies, 21, 2, pp. 1-20, (2014); Ahmad R., Abdul-Rahman R., Mustaffa C.S., Shariff N.M., Zainol N.A., Rashid-Radha J.Z., Policy changes and its enforcement towards foreign workers in hotel industry, Journal of Tourism, Hospitality and Environment Management, 5, 18, pp. 1-9, (2020); 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Kaye M., Taylor S., Expatriate culture shock in China: a study in the Beijing hotel industry, Journal of Managerial Psychology, 12, pp. 496-510, (1997); Klooster E.V., Wijk J.V., Go F., Rekom J.V., Educational travel: the overseas internship, Annals of Tourism Research, 35, 3, pp. 690-711, (2008); Krippendorff K., Content Analysis: An Introduction to Its Methodology, (1980); Lee H., Labour policies and institutions in the eleventh Malaysia plan: aiming high, falling short, Journal of Southeast Asian Economies, 34, 3, pp. 552-570, (2017); Lu C., Berchoux C., Marek M.W., Chen B., Service quality and customer satisfaction: qualitative research implications for luxury hotels, International Journal of Culture, Tourism and Hospitality Research, 9, 2, pp. 168-182, (2015); McLaughlin C.P., Fitzsimmons J.A., Strategies for globalizing service operations, International Journal of Service Industry Management, 7, 4, pp. 43-57, (1996); Hotel industry of Malaysia surviving COVID-19, MAH Research and Development, pp. 1-35, (2020); Dasar semasa penggajian pekerja asing, (2020); Jumlah pekerja asing (PLKS aktif) mengikut sektor, (2020); Senarai pengelasan premis penginapan pelancong, (2020); Mohamad N.H., Salleh M., Ahmad A., Faktor penentu kepada niat berhenti kerja dalam kalangan pekerja hotel Di kuala Terengganu, Journal of Business and Social Development, 7, 1, pp. 55-65, (2019); Mohd-Ibrahim D.H., Mahyuddin M.Z., Youth unemployment in Malaysia: developments and policy considerations, (2016); Mroczek K., Transaction cost theory – explaining entry mode choices, Poznań University of Economics Review, 14, 1, pp. 48-62, (2014); Myers M.D., Qualitative Research in Business and Management, (2009); Nah A.M., Globalisation, sovereignty and immigration control: the hierarchy of rights for migrant workers in Malaysia, Asian Journal of Social Science, 40, 4, pp. 486-508, (2012); Nowak C., Linder C., Do you know how much your expatriate costs? An activity based cost analysis of expatriation, Journal of Global Mobility, 4, 1, pp. 88-107, (2016); Osman H., D'Acunto D., Johns N., Home and away: why do consumers shy away from reporting negative experiences in the peer‐to‐peer realms?, Psychology & Marketing, 36, 12, pp. 1162-1175, (2019); Sekaran U., Research Methods for Business: A Skill Building Approach, (2003); Sparks B.A., Browning V., The impact of online reviews on hotel booking intentions and perception of trust, Tourism Management, 32, 6, pp. 1310-1323, (2011); Tahir R., Expanding horizons and expatriate adjustment: perceptions of Western expatriate managers in multinational companies in the United Arab Emirates, Cross Cultural & Strategic Management, 25, 3, pp. 401-424, (2018); Taylor M., Finley D., Acculturation, assimilation, and retention of international workers in resorts, International Journal of Contemporary Hospitality Management, 22, 5, pp. 681-692, (2010); Tengku Kamarul Bahrim T.A.I., Hassan Azahari H.I., Zulkarnal N.A.A., Sallehhudin N.A., Mohd Yusop R., High rate of unemployment among graduates in Malaysia, e-Journal of Media and Society, 3, pp. 1-15, (2019); Malaysia unemployment rate, (2020); Velazquez B.M., Blasco M.F., Saura I.G., ICT adoption in hotels and electronic word-of-mouth, Academia Revista Latinoamericana de Administración, 28, 2, pp. 227-250, (2015); Velo V., Mittaz C., Breaking into emerging international hotel markets: skills needed to face this challenge and ways to develop them in hospitality management students, International Journal of Contemporary Hospitality Management, 18, 6, pp. 496-508, (2006); Zahari M.S., Hanafiah M.H., Othman Z., Jamaluddin M.R., Zulkifly M.I., Declining interest of hospitality students toward careers in hotel industry: who’s to be blamed?, Interdisciplinary Journal of Contemporary Research in Business, 2, 7, pp. 269-287, (2010); Zhang Y., Wildemuth B.M., Qualitative analysis of content, Applications of Social Research Methods to Questions in Information and Library Science, pp. 308-319, (2009); Zhao X., Wang L., Guo X., Law R., The influence of online reviews to online booking intention, International Journal of Contemporary Hospitality Management, 27, 6, pp. 1343-1364, (2015); Zopiatis A., Hospitality internships in Cyprus: a genuine academic experience or a continuing frustration?, International Journal of Contemporary Hospitality Management, 19, 1, pp. 65-77, (2007); Labour force in Malaysia, (2020)","R. Ahmad; School of Tourism, Hospitality and Event Management, Universiti Utara Malaysia, Sintok, Malaysia; email: rozila@uum.edu.my","","Emerald Group Holdings Ltd.","","","","","","17506182","","","","English","Int. J. Cult. Tour. Hosp. Res.","Article","Final","","Scopus","2-s2.0-85100172572"
"Hiew W.; Tibok R.P.; Ngui W.; Gabda D.; Suyansah Q.","Hiew, Wendy (57216368440); Tibok, Rose Patsy (57191282490); Ngui, Wirawati (57216374668); Gabda, Darmesah (24450068500); Suyansah, Qhatrunnada (57216334493)","57216368440; 57191282490; 57216374668; 24450068500; 57216334493","Science graduate employability and english language proficiency: Findings from a malaysian public university","2021","International Journal of Learning, Teaching and Educational Research","20","7","","23","43","20","2","10.26803/IJLTER.20.7.2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113314716&doi=10.26803%2fIJLTER.20.7.2&partnerID=40&md5=935a39165f40d8a6ffa385f95ee9a2c6","Universiti Malaysia Sabah, Sabah, Kota Kinabalu, Malaysia","Hiew W., Universiti Malaysia Sabah, Sabah, Kota Kinabalu, Malaysia; Tibok R.P., Universiti Malaysia Sabah, Sabah, Kota Kinabalu, Malaysia; Ngui W., Universiti Malaysia Sabah, Sabah, Kota Kinabalu, Malaysia; Gabda D., Universiti Malaysia Sabah, Sabah, Kota Kinabalu, Malaysia; Suyansah Q., Universiti Malaysia Sabah, Sabah, Kota Kinabalu, Malaysia","This study investigated the relationship between the employability of science graduates of a public university in Malaysia and their English language proficiency. Utilising a quantitative research design, the study involved 3,918 graduates from the 2015, 2016 and 2017 graduating years. Using available secondary data, three variables were examined: The graduates' employment status, their English Language course results, and their Malaysian University Entrance Test (MUET) results. The data was analysed using descriptive statistics, Kolmogorov-Smirnov test and Chi-square test. Findings showed the number of unemployed graduates was consistently greater than employed graduates although the unemployment percentage decreased progressively each year. No conclusive evidence however could be ascertained to suggest English Language proficiency as the main determinant affecting employability since the highest number of employed and unemployed graduates were from the Intermediate and Upper Intermediate language proficiency range. This points to other factors impacting employability which higher learning institutions may need to address in order to add value to their graduates' future work credentials. © 2021 Society for Research and Knowledge Management. All rights reserved.","Employment; English language proficiency; Graduate employability; Science graduates; Transversal skills","","","","","","Universiti Malaysia Sabah, (SDK0060-2018)","This research was supported by Universiti Malaysia Sabah under Grant Award No. SDK0060-2018.","Ahmad N. A., Kenayathulla H. B., Idris A. R., Employability skills for hospitality students in Malaysia, Malaysian Online Journal of Educational Management, 5, 4, pp. 63-86, (2017); Alias R., Hamzah M. I. M., Yahya N., Generic skill requirements: Between employer's aspiration and the need of professional employees, Jurnal Pengurusan, 37, pp. 105-114, (2013); D'Silva V., More and more graduates are facing unemployment in Malaysia, New Straits Times, (2020); Field A., Discovering Statistics Using SPSS Third Edition, (2009); Ghasemi A., Zahediasl S., Normality tests for statistical analysis: A guide for non-statisticians, International Journal of Endocrinology and Metabolism, 10, 2, pp. 486-489, (2012); Hadiyanto ` Ibrahim M. S. B., Students' generic skills at the National University of Malaysia and the National University of Indonesia, Procedia - Social and Behavioral Sciences, 83, pp. 71-82, (2013); Hamid M. S. A., Islam R., Abd Manaf N. H., Employability skills development approaches: An application of the analytic network process, Asian Academy of Management Journal, 19, 1, pp. 93-111, (2014); Hanapi Z., Nordin M. S., Unemployment among Malaysia graduates: Graduates' attributes, lecturers' competency and quality of education, Procedia - Social and Behavioral Sciences, 112, pp. 1056-1063, (2014); Hardin-Ramanan S., Gopee S., Rowtho V., Charoux O., Graduate work-readiness in Mauritius: A multi-stakeholder approach, Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 93-109, (2020); Ilhaamie A. G. A., Rosmawani C. H., Yusmini M. Y., The employability skills of Malaysian university students, International Journal of Modern Trends in Social Sciences, 1, 3, pp. 1-14, (2018); Koo Y. L., Mindful PluriLiteracy (PL) for multilingual learners: Sustaining diverse cultures in language and literacy education, Innovation and intervention in ELT: Pathways and practices, pp. 201-223, (2007); Lee T. H., Ling C. C., Lim Y. M., Cham T. H., University education and employment challenges: An evaluation of fresh accounting graduates in Malaysia, International Journal of Academic Research in Business and Social Sciences, 9, 9, pp. 1061-1076, (2019); Malaysia Education Blueprint 2015-2025 (Higher Education), (2015); The National Higher Education Action Plan (2007-2010), (2007); Murugasu A., Hakim M. I., Yau Y. S., Are Malaysian workers paid fairly? An assessment of productivity and equity, BNM Annual Report, 2018, pp. 35-47, (2019); Nazron M. A., Lim B., Nga J. L., Soft skills attributes and graduate employability: A case in Universiti Malaysia Sabah, Malaysian Journal of Business and Economics, 4, 2, pp. 65-76, (2017); Omar N. H., Manaf A. A., Mohd R. H., Kassim A. C., Abd Aziz K., Graduates' employability skills based on current job demand through electronic advertisement, Asian Social Science, 8, 9, pp. 103-110, (2012); Rasul M. S., Rauf R. A. A., Mansor A. N., Yasin R. M., Mahamod Z., Graduate employability for manufacturing industry, Procedia - Social and Behavioral Sciences, 102, pp. 242-250, (2013); Singh P., Thambusamy R. X., Ramly A., Assessing graduates' generic skills: An indicator of employability, Pertanika Journal of Social Sciences ` Humanities, 22, 3, pp. 845-860, (2016); Turner R., Towards a structural model connecting hard skills, soft skills and job conditions and the IS professional: The student perspective, Issues in Informing Science and Information Technology, 4, pp. 977-991, (2004); Wong S. P., Samsilah R., Siaw Y. L, Tajularipin S., Habibah A. B., The employability of undergraduate students in a Malaysian higher educational institution, Educational Leader, 6, pp. 165-182, (2018); Wuensch K. L., Chi-Square Tests, International Encyclopedia of Statistical Science, pp. 252-253, (2011); Yahaya A. S., Ahmed A., Gabda D., Na C. S., Problem and solution in statistics for engineers and scientists, (2008); Yong C., Graduate employability: The perspective of social network learning, Eurasia Journal of Mathematics, Science and Technology Education, 13, 6, pp. 2567-2580, (2017); Yorke M., Employability in higher education: What it is-What it is not, (2006); Yusof N., Jamaluddin Z., Graduate employability and preparedness: A case study of University of Malaysia Perlis (UNIMAP), Malaysia, Geografia Malaysian Journal of Society and Space, 11, 11, pp. 129-143, (2015); Zainuddin S. Z., Pillai S., Dumanig F. P., Phillip A., English language and graduate employability, Education + Training, 61, 1, pp. 79-93, (2019); Zakaria N. S., Yusoff K. Y. S. K. M., Ibrahim D., Tibok R. P., Career after graduation: Future graduates' perceptions of job attributes in small and medium enterprises (SMEs) and multi-national corporations (MNCs), e-Bangi, 17, 6, pp. 252-264, (2020)","","","Society for Research and Knowledge Management","","","","","","16942116","","","","English","Intl. J. Learn. Teach. Edu. Res.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85113314716"
"Hussain M.A.; Ejrnæs M.; Larsen J.E.","Hussain, M. Azhar (55839488500); Ejrnæs, Morten (44561175300); Larsen, Jorgen Elm (7402981166)","55839488500; 44561175300; 7402981166","Are benefit reductions an effective activation strategy? The case of the lowest benefit recipients in Denmark","2021","Journal of Social Policy","50","3","","569","587","18","2","10.1017/S0047279420000318","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085741222&doi=10.1017%2fS0047279420000318&partnerID=40&md5=8744e0edb662ade2c3a8981cdc861992","Department of Finance and Economics, University of Sharjah, United Arab Emirates; Department of Social Sciences and Business, Roskilde University, Denmark; Department of Sociology and Social Work, Aalborg University, Denmark; Department of Sociology, University of Copenhagen, Denmark","Hussain M.A., Department of Finance and Economics, University of Sharjah, United Arab Emirates, Department of Social Sciences and Business, Roskilde University, Denmark; Ejrnæs M., Department of Sociology and Social Work, Aalborg University, Denmark; Larsen J.E., Department of Sociology, University of Copenhagen, Denmark","Decades of commitment to the basic principles of the Danish welfare state have been discarded with a new social policy reducing the benefits for people already at the bottom of the income ladder. The political intention is to increase job search via economic incentives that increase the gap between benefit income and market income. Using a panel dataset with benefit recipients, we show that the intended job search effect did not materialise to any significant extent; rather, the affected people became poorer because the vast majority of individuals could not respond to the economic incentives in the intended manner. Joblessness was not due to lack of incentives. This study confirms the importance of employability and self-efficacy, but it shows that health is an underlying variable that explains both of these factors and the recipients' difficulties in getting a job. The results have two major social policy implications. Access to early retirement schemes should be easier for recipients who have serious health problems and therefore cannot respond to economic incentives, and there should be an increased focus on how to help the recipients without major health problems to develop self-efficacy. © 2020 The Author(s). Published by Cambridge University Press.","Economic incentives; Employment; Health; Regression; Self-efficacy; Social assistance","Denmark; economic development; employment; incentive; income distribution; job search; regression analysis; social policy","","","","","Danish Council","The representative survey data utilised in this paper, covering people who experienced reduced social benefits, stem from a research project financed by the Danish Council for the Socially Vulnerable. In this paper we utilize the repeated survey data from  and . The collection of data is described in detail in the appendix of Müller et al. ().","Andersen J., Larsen J.E., Moller I.H., The exclusion and marginalisation of immigrants in the danish welfare society, International Journal of Sociology and Social Policy, 29, 5-6, pp. 274-286, (2009); Andersen L.H., Hansen H., Schultz-Nielsen M.L., Tranaes T., Starthjælpens Betydning for Flygtninges Levevilkår Og Beskæftigelse, (2009); Andersson K., Predictors of re-employment: A question of attitude, behavior, or gender?, Scandinavian Journal of Psychology, 56, 4, pp. 438-446, (2015); Apel H., Fertig M., Operationalisierung von ""Beschäftigungsfähigkeit"" - Ein metodischer Beitrag zur Entwicklung eines Messkonzepts, Zeitschrift für Arbeitsmarkt Forschung, 42, 1, pp. 5-28, (2009); Arendt J.N., Jacobsen R.H., Litteraturreview Om Progression for Ikke-arbejdsmarkedsparate Ledige, (2017); Arendt J.N., Andersen H.L., Saaby M., Measuring Employability Trajectories among Social Welfare Recipients, (2017); Arni P., Lalive R., Van Ours J.C., How effective are unemployment benefit sanctions?, Journal of Applied Econometrics, 28, 7, pp. 1153-1178, (2013); Bach H.B., Arbejdsmarkedsparathed Og Selvforsørgelse, SFI 12:31, (2012); Bach H.B., Larsen B., 300-timers Reglen. Betydning Af 300-timers Reglen for Gifte Kontanthjælpsmodtagere, (2008); Bandura A., Perceived self-efficacy in cognitive development and functioning, Educational Psychologist, 28, 2, pp. 117-148, (1993); Bandura A., Self-efficacy: The Exercise of Control, (1997); Berntson E., Naswall K., Sverke M., Investigating the relationship between employability and self-efficacy: A cross-lagged analysis, European Journal of Work and Organizational Psychology, 17, 4, pp. 413-425, (2008); Bourdieu P., The Logic of Practice, (1990); Bourdieu P., Practical Reason: On the Theory of Action, (1998); Clasen J., Kvist J., Van Oorschot W., On condition of work: Increasing work requirements in unemployment compensation schemes, Nordic Welfare States in the European Context, pp. 198-231, (2001); Clasen J., Reforming European Welfare States. Germany and United Kingdom Compared, (2005); Diop-Christensen A., Is ""making work pay"" effective for the ""unemployable""? The impact of benefit sanctions on social assistance recipients in Denmark, Journal of European Social Policy, 25, 2, pp. 210-224, (2015); Diop-Christensen A., Beating the 'unemployable' with a stick? How danish streetlevel workers transformed a danish work-first policy, Neoliberalism, Nordic Welfare States and Social Work, pp. 205-215, (2018); Dolvik J.E., Flotten T., Hippe J., Jordfald B., The Nordic Model towards 2030. A New Chapter?, (2015); Dansk økonomi, Juni 2007, (2007); Ejrnaes M., Hansen F.K., Hansen H., Hussain M.A., Larsen J.E., På Laveste Sociale Ydelser et År Efter: En Kvantitativ Forløbsanalyse, (2011); Fawcett H., Papadopoulos T.N., Social exclusion, social citizenship and de-commodification: An evaluation of the adequacy of support for the unemployed in the european union, West European Politics, 20, 3, pp. 1-30, (1997); Fieseler C., Meckel M., Muller S., With a little help of my peers. The supportive role of online contacts for the unemployed, Computers in Human Behavior, 41, pp. 164-176, (2014); Geiger B.B., Benefit conditionality for disabled people: Stylized facts from review of international evidence and practice, Journal of Poverty and Social Justice, 25, 2, pp. 107-128, (2017); Goul Andersen J., Schoyen M.A., Hvinden B., Changing scandinavian welfare states - which way forward?, After Austerity: Welfare Transformation in Europe after the Great Recession, pp. 89-114, (2017); Graversen B.K., Making Work Pay: Is There An Employment Effect for Disadvantaged Families, (2006); Graversen B.K., Tinggard K., Loft over Ydelser. Evaluering Af Loftet over Ydelser Til Kontanthjælpsmodtagere, (2005); Griggs J., Evans M., Sanctions within Conditional Benefit Systems: A Review of Evidence, (2010); Hansen F.K., Hussain M.A., Personer Og Familier Med de Laveste Ydelser Som Forsørgelsesgrundlag: En Registerundersøgelse, (2009); Hansen H., Schultz-Nielsen M.L., Kontanthjælpen Gennem 25 År, (2015); Huynh D.T., Schultz-Nielsen M.L., Tranaes T., Employment effects upon arrival of reducing welfare to refugees, Essay in Migration and Fertility, (2010); Huynh D.T., Schultz-Nielsen M.L., Tranaes T., Employment Effects of Reducing Welfare to Refugees, (2007); Kellett S., Purdie F., Bickerstaffe D., Hopper S., Scott T., Predicting return to work from health related welfare following low intensity cognitive behaviour therapy, Behaviour Research and Therapy, 51, 3, pp. 134-141, (2013); Kemp P.A., Davidson J., Employability trajectories among new claimants of incapacity benefit, Policy Studies, 31, 2, pp. 203-221, (2010); Kirk R.E., Practical significance: A concept whose time has come, Educational and Psychological Measurement, 56, 5, pp. 746-759, (1996); Koen J., Klehe U., Van Vianen A.E.M., Employability among the long-term unem-ployed: A futile quest or worth the effort?, Journal of Vocational Behavior, 82, 1, pp. 37-48, (2013); Kuivalainen S., Nelson K., Eroding minimum protection in nordic countries? Reassessing the nordic model of social assistance, Century, pp. 67-89, (2012); Madsen P.K., How can it possibly fly? The paradox of a dynamic labour market in a scandinavian welfare state, National Identity and the Varieties of Capitalism. The Danish Experience, pp. 321-355, (2006); Manroop L., Richardson J., Job search: A multidisciplinary review and research agenda, International Journal of Management Reviews, 18, 2, pp. 206-227, (2016); McArdle S., Waters L., Briscoe J.P., Hall D.T., Employability during unemployment: Adaptability, career identity and human and social capital, Journal of Vocational Behavior, 71, 2, pp. 247-264, (2007); Effekter Af Aktiveringsindsatsen, (2000); Muller M., Hussain M.A., Larsen J.E., Hansen H., Hansen F.K., Ejrnaes M., Fattigdom, Afsavn Og Coping, (2015); Nilsson S., Ekberg K., Employability and work ability: Returning to the labour market after long-term absence, Work: A Journal of Prevention, Assessment and Rehabilitation, 44, 4, pp. 449-457, (2013); Quinto Romani A., Videregående multivariat lineær regression, Videregående Kvantitative Metoder, pp. 19-45, (2017); Rosholm M., Vejlin R., Reducing income transfers to refugee immigrants: Does start-help help you start?, Labour Economics, 17, 1, pp. 258-275, (2010); Svane-Petersen A.C., Dencker-Larsen S., The impact of self-reported health and register-based prescription medicine purchases on re-employment chances: A prospective study, SSM-Population Health, 2, pp. 580-586, (2016); Taylor-Gooby P., Choice and values: Individualised rational action and social goals, Journal of Social Policy, 37, 2, pp. 167-185, (2008); Van Hooft E.A.J., Motivating and hindering factors during the reemployment process: The added value of employment counselors' assessment, Journal of Occupational Health Psychology, 19, 1, pp. 1-17, (2014); Van Kersbergen K., Hemerijck A., Two decades of change in Europe: The emergence of the social investment state, Journal of Social Policy, 41, 3, pp. 475-492, (2012); Waldfogel J., The effect of children on Women's wages, American Sociological Review, 62, 2, pp. 209-217, (1997); Weichselbaumer D., Winter-Ebmer R., A meta-analysis of the international gender wage gap, Journal of Economic Surveys, 19, 3, pp. 479-511, (2005); Wooldridge J.M., Introductory Econometrics: A Modern Approach, (2013); Wright S., Welfare-to-work, agency and personal responsibility, Journal of Social Policy, 41, 2, pp. 309-328, (2012)","J.E. Larsen; Department of Sociology, University of Copenhagen, Denmark; email: jel@soc.ku.dk","","Cambridge University Press","","","","","","00472794","","","","English","J. Soc. Policy","Article","Final","","Scopus","2-s2.0-85085741222"
"Praskova A.; Johnston L.","Praskova, Anna (55737111100); Johnston, Lena (57221011349)","55737111100; 57221011349","The Role of Future Orientation and Negative Career Feedback in Career Agency and Career Success in Australian Adults","2021","Journal of Career Assessment","29","3","","463","485","22","13","10.1177/1069072720980174","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097990855&doi=10.1177%2f1069072720980174&partnerID=40&md5=b1a93f30bf4f91d627b6f6ded1347106","School of Health and Human Sciences, Southern Cross University, Gold Coast, QLD, Australia","Praskova A., School of Health and Human Sciences, Southern Cross University, Gold Coast, QLD, Australia; Johnston L., School of Health and Human Sciences, Southern Cross University, Gold Coast, QLD, Australia","Future orientation is crucial for young people to achieve career-developmental milestones, yet little research has examined the role of future orientation in attaining career outcomes in adult samples. Using the future orientation framework, we tested direct effects of future orientation on career agency (proactive career behaviors and work effort) and career success (perceived employability and career adaptability), indirect effects via career agency variables, and conditional effects of negative career feedback in the future orientation-career agency-career success relationships. We surveyed 285 adults (M = 38.38 years) and conducted structural equation and moderated mediation analyses. Future orientation was associated positively with work effort, proactive career behaviors, career adaptability, and perceptions of employability. Work effort and proactive career behaviors mediated the future orientation-career success relationship. The mediation via career behaviors (but not work effort) was dependent on the level of received negative career feedback. The results have theoretical and practical implications. © The Author(s) 2020.","career adaptability; career agency; career success; future orientation; negative career feedback; perceived employability","","","","","","","","Aguinis H., Beaty J.C., Boik R.J., Pierce C.A., Effect size and power in assessing moderating effects of categorical variables using multiple regression: A 30-year review, Journal of Applied Psychology, 90, 1, pp. 94-107, (2005); Akkermans J., Richardson J., Kramer M.L., The Covid-19 crisis as a career shock: Implications for careers and vocational behaviour, Journal of Vocational Behavior, 119, (2020); Arnold J., Cohen L., The psychology of careers in industrial and organizational settings: A critical but appreciative analysis, International review of industrial and organizational psychology, pp. 1-44, (2008); Arthur M.B., Khapova S.N., Wilderom C.P.M., Career success in a boundaryless career world, Journal of Organizational Behavior, 26, pp. 177-202, (2005); Bandura A., Social cognitive theory: An agentic perspective, Annual Review of Psychology, 52, pp. 1-26, (2001); Bentler P.M., Chou C.-P., Practical issues in structural equation modeling, Sociological Methods and Research, 16, 1, pp. 78-117, (1987); Brown D.J., Cober R.T., Kane K., Levy P.E., Shalhopp J., Proactive personality and the successful job search: A field investigation with college graduates, Journal of Applied Psychology, 91, 3, pp. 717-726, (2006); Byrne B.M., Multivariate applications series. Structural equation modeling with AMOS: Basic concepts, applications, and programming, (2010); Cabras C., Mondo M., Future orientation as a mediator between career adaptability and life satisfaction in university students, Journal of Career Development, 45, 6, pp. 597-609, (2018); Chen H., Fang T., Liu F., Pang L., Wen Y., Chen S., Gu X., Career adaptability research: A literature review with scientific knowledge mapping in Web of Science, International Journal of Environmental Research & Public Health, 17, (2020); Choi E., Johnson D., Moon K., Oah S., Effects of positive and negative feedback sequences on work performance and emotional responses, Journal of Organizational Behavior Management, 38, 2-3, pp. 97-115, (2018); Cole D.A., Maxwell S.E., Testing mediational models with longitudinal data: Questions and tips in the use of structural equation modeling, Journal of Abnormal Psychology, 112, 4, pp. 558-577, (2003); Creed P., Wamelink T., Hu S., Antecedents and consequences to perceived career goal–progress discrepancies, Journal of Vocational Behavior, 87, pp. 43-53, (2015); de Bilde J., Vansteenkiste M., Lens W., Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory, Learning and Instruction, 21, 3, pp. 332-344, (2011); De Cooman R., De Gieter S., Pepermans R., Jegers M., van Acker F., Development and validation of the work effort scale, European Journal of Psychological Assessment, 25, 4, pp. 266-273, (2009); Dietrich J., Parker P., Salmela-Aro K., Phase-adequate engagement at the post-school transition, Developmental Psychology, 48, 6, pp. 1575-1593, (2012); Dries N., Pepermans R., Carlier O., Career success: Constructing a multidimensional model, Journal of Vocational Behaviour, 73, 2, pp. 254-267, (2008); Duffy R., Sense of control and career adaptability among undergraduate students, Journal of Career Assessment, 18, 4, pp. 420-430, (2010); Faul F., Erdfelder E., Lang A.-G., Buchner A., G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences, Behavior Research Methods, 39, pp. 175-191, (2007); Fugate M., Kinicki J., Ashforth B., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gould S., Penley L.E., Career strategies and salary progression, Organizational Behavior and Human Performance, 34, 2, pp. 244-265, (1984); Gunewan W., Creed P.A., Glendon A.I., Development and initial validation of a Perceived Future Employability Scale for young adults, Journal of Career Assessment, 27, 4, pp. 610-627, (2018); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Multivariate data analysis, (2010); Hall D.T., Chandler D.E., Psychological success: When the career is a calling, Journal of Organizational Behavior, 26, pp. 155-176, (2005); Havighurst R., History of developmental psychology: Socialization and personality development through the life span, Personality and Socialization, pp. 3-24, (1973); Hayes A.F., Introduction to mediation, moderation, and conditional process analysis, (2018); Hejazi E., Naghsh Z., Moghadam A., Sharifi Saki S.H., Validation of the future orientation questionnaire among Iranian adolescents, Journal of Educational Management Studies, 3, 4, pp. 487-491, (2013); 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Praskova; School of Health and Human Sciences, Southern Cross University, Gold Coast, Australia; email: anna.praskova@scu.edu.au","","SAGE Publications Inc.","","","","","","10690727","","","","English","J. Career Assess.","Article","Final","","Scopus","2-s2.0-85097990855"
"Tesi A.; Aiello A.","Tesi, Alessio (57191039876); Aiello, Antonio (23484552300)","57191039876; 23484552300","«Uncertainty» beyond perceived employability among dropouts of the educational system the role of big-five personality traits, need for closure and system justification beliefs","2021","Psicologia Sociale","16","2","","209","224","15","3","10.1482/100096","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111819657&doi=10.1482%2f100096&partnerID=40&md5=7d7332334b1d864dd8c1d9667e590b25","Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, via Laura 48, Firenze, 50121, Italy; Department of Political Science, University of Pisa, via Serafini 3, Pisa, 56126, Italy","Tesi A., Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, via Laura 48, Firenze, 50121, Italy; Aiello A., Department of Political Science, University of Pisa, via Serafini 3, Pisa, 56126, Italy","We studied a set of individual differences associated with perceived employability (PE) of youngsters who dropped out of the educational system. Amongst big-five personality traits, we found that high levels of neuroticism meant a reduced PE. Controlling for personality, we found that those who had a high need for cognitive closure (NFCC; high desire for certainty) had higher PE, especially when they also reported low (vs. high) system justification beliefs. Higher levels of NFCC may serve to cope with an uncertain labor market leading youngsters to higher levels of PE, especially when they perceive the societal status quo as not rigidly legitimate. © 2021 Societa Editrice il Mulino. All rights reserved.","Big-five traits; Dropout students; Need for cognitive closure; Perceived employability; System justification","","","","","","","","Aiello A., Amato C., Giordano S., Masaracchia A., Pagano M., Adami D., Tesi A., Promoting STEM via UMI: An ecological framing of CoPs in networking and networked robotics, New perspectives in science education, pp. 216-220, (2017); Azzam A. 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M., Roberts G., High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout, Journal of Adolescence, 35, 4, pp. 787-798, (2012); Fugate M., Kinicki A. J., Ashforth B. E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Guest D., Isaksson K., De Witte H., Employment contracts, psychological contracts, and worker well-being: An international study, (2010); Guido G., Peluso A. M., Capestro M., Miglietta M., An Italian version of the 10-item Big Five Inventory: An application to hedonic and utilitarian shopping values, Personality and Individual Differences, 76, pp. 135-140, (2015); Hayes A. F., Introduction to mediation, moderation, and conditional process analysis: A regression-based approach, (2018); Hirsh J. B., DeYoung C. G., Xu X., Peterson J. 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P., The early employment and further education experiences of high school dropouts: A comparative study of the United States and Australia, Economics of Education Review, 22, pp. 353-366, (2003); Spurk D., Kauffeld S., Meinecke A. L., Ebner K., Why do adaptable people feel less insecure? Indirect effects of career adaptability on job and career insecurity via two types of perceived marketability, Journal of Career Assessment, 24, pp. 289-306, (2016); Tavakolian H. R., Howell N., Dropout dilemma and interventions, Global Education Journal, 1, pp. 77-81, (2012); Tradingeconomics, (2019); Tymon A., The student perspective on employability, Studies in Higher Education, 38, pp. 841-856, (2013); van Dam K., Antecedents and consequences of employability orientation, European Journal of Work and Organizational Psychology, 13, pp. 29-51, (2004); Van Hootegem A., De Witte H., De Cuyper N., Elst T. V., Job insecurity and the willingness to undertake training: The moderating role of perceived employability, Journal of Career Development, 46, pp. 395-409, (2019); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, pp. 592-605, (2014); Webster D. M., Kruglanski A. W., Individual differences in need for cognitive closure, Journal of Personality and Social Psychology, 67, pp. 1049-1062, (1994); Wenger E., Communities of practice: Learning, meaning, and identity, (1998); Wille B., De Fruyt F., Feys M., Big five traits and intrinsic success in the new career era: A 15-Year longitudinal study on employability and work-family conflict, Applied Psychology, 62, pp. 124-156, (2013); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, pp. 566-586, (2010)","A. Tesi; Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Firenze, via Laura 48, 50121, Italy; email: alessio.tesi@unifi.it","","Societa Editrice Il Mulino","","","","","","18272517","","","","English","Psicol. Soc.","Article","Final","","Scopus","2-s2.0-85111819657"
"Svabova L.; Kramarova K.","Svabova, Lucia (57193866755); Kramarova, Katarina (57076714400)","57193866755; 57076714400","An analysis of participation factors and effects of the active labour market measure Graduate practice in Slovakia – Counterfactual approach","2021","Evaluation and Program Planning","86","","101917","","","","9","10.1016/j.evalprogplan.2021.101917","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100884182&doi=10.1016%2fj.evalprogplan.2021.101917&partnerID=40&md5=76a2581d8f85d755f1a1f17877546717","Department of Economics, Faculty of Operation and Economics of Transport and Communications, University of Zilina, Univerzitna 1, Zilina, 010 26, Slovakia","Svabova L., Department of Economics, Faculty of Operation and Economics of Transport and Communications, University of Zilina, Univerzitna 1, Zilina, 010 26, Slovakia; Kramarova K., Department of Economics, Faculty of Operation and Economics of Transport and Communications, University of Zilina, Univerzitna 1, Zilina, 010 26, Slovakia","The paper presents the results of the evaluation of the selected active labour market policy measure “Contribution to the Graduate practice” in Slovakia. The measure is of a voluntary nature and its main aim is to prevent long-term unemployment among young people and to support a competitive ability of young school-leavers and thus their employability and sustainability in the labour market through the acquisition of work experience, professional skills and work habits. In the study, we analyse the selected characteristics of young jobseekers who participated in this measure in 2016 and their counterfactuals who did not participate. In addition to 2016, the observed period includes a subsequent 2 years – the individual impact period of the measure for each participant, i.e. the years 2017 and 2018. We evaluated the effects of the measure by applying the exact matching of treated and non-treated individuals using the outcome variables, namely wages and placement in the labour market in the impact period of the measure. The results indicate that the Graduate practice had a positive impact on the employability and sustainability of its participants, but rather in short-term or maximum long-term. Regarding the wage levels referring to the financial appraisal of the participants of the measure, the results suggest that non-treated individuals were better financially evaluated and so the Graduate practice did not guarantee better salary to its participants. The findings of the study are important in the setting of conditions of the measure for future periods in order to achieve its better functioning and efficiency in the way of proper targeting, more efficient use of funds, and for a system of their redistribution. © 2021 The Authors","Active labour market policy; Evaluation; Exact matching; Graduate practice; Youth unemployment","Slovakia; educational attainment; job search; labor participation; labor policy; skilled labor; unemployment; young population; adult; article; competitive ability; employability; habit; human; job market; juvenile; outcome assessment; outcome variable; salary; skill; Slovakia; unemployment; work experience","","","","","University of Zilina, Faculty of Operation and Economics of Transport and Communications, (1/KE/2020, 3/PEDAS/2019); European Social Fund, ESF","Funding text 1: This research was funded by University of Zilina, Faculty of Operation and Economics of Transport and Communications , grant Institutional research 3/PEDAS/2019 and 1/KE/2020 . ; Funding text 2: Gregova and Dengov (2015) simply explain a clear difference between active and passive labour policy measures: “while passive measures give food to the unemployed, active measures teach them how to obtain this food”. Both types of policies are the subject of discussions and studies, particularly as regards the effectiveness of spending, benefits for their beneficiaries and society. Svabova, Durica, and Kliestik (2019) and Pelucha, Kveton, and Potluka (2019) state that the evaluation of active labour market policy measures within the countries of the EU is required and supported by the European Commission, as the EU funds often participate in their funding. They also draw attention to the fact that youth unemployment is not only a problem of emerging nations or developing countries since well-developed countries face this reality, too. Caliendo and Schmidl (2016) state that among the most common interventions aimed at young jobseekers within European countries belong training courses, job search assistance and monitoring, subsidized employment, and public work programs. Duranti, Maitino, Patacchini, Rampichini, and Sciclone (2018) deal with the impact evaluation of target training activities financed by the European Social Fund and carried out in Italy. The study aims to identify the effects of training courses on the chances of re-employment. The study of Kluve et al. (2017) presents interesting findings. The study analyses selected active measures in 31 countries, totally 107 interventions aimed at young jobseekers. They found out that investing in youth through active measures might pay off since skills training and entrepreneurship promotion interventions appeared to yield positive results on average. However, the impacts of the analysed measures were greater in magnitude in low or middle-income countries than in high-income countries. Interventions aimed at young jobseekers in low and middle-income countries did lead to impacts on both employment and earnings outcomes. Specifically, skills training and entrepreneurship promotion measures appear to yield positive results on average. This finding is considered very important since it points to the potential benefits of combining supply- and demand-side interventions to support youth in the labour market. ","Barosova M., Keselova D., Application of active labor market measures in the context of European Union application practice (Final report VU n. 2159), (2012); Blasco S., Pertold-Gebicka B., Employment policies, hiring practices and firm performance, Labour Economics, 25, pp. 12-24, (2013); Blazek J., Netrdova P., Regional unemployment impacts of the global financial crisis in the new member states of the EU in Central and Eastern Europe, European urban and regional studies, (2012); Borik V., Caban M., Pilot impact evaluation of selected active labor market policy measures [Pilotné hodnotenie dopadov vybraných opatrení aktívnej politiky trhu práce], (2013); Borik V., Durica M., Molnarova M., Svabova L., The net effects of graduate work experience and the promotion of self-employment: Technical report, (2015); Burda M.C., Lubyova M., The impact of active labour market policies: A closer look at the Czech and Slovak Republics, (1995); Caliendo M., Schmidl R., Youth unemployment and active labor market policies in Europe, IZA Journal of Labor Policy, 5, 1, (2016); Calmfors L., Labour market policy and unemployment, European Economic Review, 39, 3, pp. 583-592, (1995); Cerulli G., Econometric evaluation of socio-economic programs: Theory and applications, (2015); COLSAF SR, Allowance for school-leaver practice performance—§ 51, (2017); COLSAF SR, Vyhodnotenie uplatnovania aktivnych opatreni na trhu prace za rok 2018 [Evaluation of the implementation of active labour market measures in 2018], (2019); COLSAF SR, Monthly statistics on the number and structure of jobseekers in Slovakia, (2020); Duranti S., Maitino M.L., Patacchini V., Rampichini C., Sciclone N., What training for the unemployed? An impact evaluation for targeting training courses, Politica Economica, 3, (2018); Field A., Discovering statistics using IBM SPSS statistics, (2013); Frondel M., Schmidt C.M., Evaluating environmental programs: The perspective of modern evaluation research, Ecological Economics, 55, 4, pp. 515-526, (2005); Giltman M.A., Obukhovich N.V., Tokareva O.E., Active and passive labour market policies on the Russian labour market: Centralization or regionalization?, Voprosy Ekonomiki, 6, pp. 79-98, (2019); Gontkovicova B., Mihalcova B., Pruzinsky M., Youth unemployment – current trend in the labour market?, Procedia Economics and Finance, 23, pp. 1680-1685, (2015); Gregova E., Dengov V., The practical economic policy in transition economies of V4 countries at the present stage of globalization, Globalization and its socio-economic consequences: 15th international scientific conference: Proceedings, pp. 150-156, (2015); Hartwig F., Statistical significance of the lambda coefficients, Behavioral Science, 18, 4, pp. 307-310, (1973); Harvan P., Evaluation of efficiency and effectiveness of active labor market policy expenditures in Slovakia [Hodnotenie efektívnosti a účinnosti výdavkov na aktívne politiky trhu práce na Slovensku], (2011); Khandker S., Koolwal B.G., Samad H., Handbook on impact evaluation, (2009); Kluve J., Puerto S., Robalino D., Romero J.M., Rother F., Stoterau J., Witte M., Interventions to improve the labour market outcomes of youth: A systematic review of training, entrepreneurship promotion, employment services and subsidized employment interventions, Campbell Systematic Reviews, 13, 1, pp. 1-288, (2017); Lee M., Matching, regression discontinuity, difference in differences, and beyond, (2016); Mascherini M., Ludwinek A., Vacas-Soriano C., Meierkord A., Gebel M., Mapping youth transitions in Europe, (2014); Moravcikova K., Graduate practice as a labor market intervention to tackle youth unemployment in Slovakia. Nove Vyzvy Pre Socialnu Politiku a Globalny Trh Prace 2015, Presented at the Nove vyzvy pre socialnu politiku a globalny trh prace 2015, Bratislava, Slovakia, (2015); O'Connell A., Logistic regression models for ordinal response variables, (2006); Pelucha M., Kveton V., Potluka O., Using mixed method approach in measuring effects of training in firms: Case study of the European Social Fund support, Evaluation and Program Planning, 73, pp. 146-155, (2019); Somers R.H., A new asymmetric measure of association for ordinal variables, American Sociological Review, 27, 6, pp. 799-811, (1962); Stefanik M., Karasova K., Studena I., Can supporting workplace insertions of unemployed recent graduates improve their long-term employability?, Empirica, 47, 2, pp. 245-265, (2020); Stefanik M., Lubyova M., Dovalova G., Karasova K., Analysis of the effects of active labor market policy measures [Analýza účinkov nástrojov aktívnej politiky trhu práce], (2014); Svabova L., Durica M., Kliestik T., Modeling the cost of unemployment for young graduates in Slovakia: a counterfactual approach [Modelovanie nákladov nezamestnanosti mladých absolventov na Slovensku: kontrafaktuálny prístup], Politicka ekonomie, 67, 5, pp. 552-566, (2019); Tanveer Choudhry M., Marelli E., Signorelli M., Youth unemployment rate and impact of financial crises, International Journal of Manpower, 33, 1, pp. 76-95, (2012); The Ministry of Labour, Social Affairs and Family of the Slovak Republic, Analyza prepojenia absolventov strednych a vysokych skol s potrebami trhu prace v kontexte financovania vzdelavania v SR [Analysis of the interconnection of secondary and university graduates with the needs of the labour market in the context of education financing in Slovakia], (2017); Wolbers M.H.J., Patterns of labour market entry: A comparative perspective on school-to-work transitions in 11 European countries, Acta Sociologica, 50, 3, pp. 189-210, (2007)","L. Svabova; Department of Economics, Faculty of Operation and Economics of Transport and Communications, University of Zilina, Zilina, Univerzitna 1, 010 26, Slovakia; email: lucia.svabova@fpedas.uniza.sk","","Elsevier Ltd","","","","","","01497189","","EPPLD","33611162","English","Eval. Program Plann.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85100884182"
"Den Boer H.; van Vuuren T.; de Jong J.","Den Boer, Hiske (57223268845); van Vuuren, Tinka (16415499900); de Jong, Jeroen (8518796300)","57223268845; 16415499900; 8518796300","Job design to extend working time: Work characteristics to enable sustainable employment of older employees in different job types","2021","Sustainability (Switzerland)","13","9","4719","","","","4","10.3390/su13094719","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105377879&doi=10.3390%2fsu13094719&partnerID=40&md5=362e0378dc50f0d30e9da76881c7b82e","Faculty of Management, Open University of The Netherlands, Heerlen, 6419 AT, Netherlands; Loyalis Knowledge & Consult B.V., Heerlen, 6411 CR, Netherlands; Institute for Management Research, Nijmegen School of Management, Radboud University Nijmegen, Nijmegen, 6525 AJ, Netherlands","Den Boer H., Faculty of Management, Open University of The Netherlands, Heerlen, 6419 AT, Netherlands, Loyalis Knowledge & Consult B.V., Heerlen, 6411 CR, Netherlands; van Vuuren T., Faculty of Management, Open University of The Netherlands, Heerlen, 6419 AT, Netherlands, Loyalis Knowledge & Consult B.V., Heerlen, 6411 CR, Netherlands; de Jong J., Institute for Management Research, Nijmegen School of Management, Radboud University Nijmegen, Nijmegen, 6525 AJ, Netherlands","Due to an aging workforce and an increasing structural labor shortage across Western economies, it is important to design jobs for older workers that support their continued employability. The aim of this qualitative study was to investigate how job type (operational, professional and managerial jobs) influences work characteristics older workers need to continue working. Semistructured interviews were conducted with 21 older (55+) Dutch employees working in the health and education sector. A full thematic analysis of interview transcripts was performed, and work characteristics were identified, coded, categorized and compared to discover patterns of similarities and differences between job types. The results show that job types have a number of work characteristics in common: operational job types share autonomy with managers and client interaction with professionals, and professionals and managers share mentorship. Unique work characteristics for operational roles are supervisor support and comfortable workspace. Professionals especially want to use their expertise and flexible working hours, and managers are different because they value personal development and contact with colleagues. In conclusion, the results show that certain work characteristics have a different impact on the design of future jobs for older workers, depending on the type of job of the employee. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Extend working time; Job design; Job types; Older workers; Qualitative research; Sustainable employability; Work characteristics","aging population; education; elderly population; employment; job search; questionnaire survey; sustainability; sustainable development; working conditions","","","","","","","Theeuwes J.J.M., Zijl M., Arbeidsparticipatie van Ouderen [Labour Participation of Older Workers], (2001); De Lange W., Thijssen J., De Waardevolle Senior: Personeelsbeleid Voor Oudere Werknemers [The Valuable Senior: Human Resource Management for Older Employees], (2007); Van Vuuren T., Vitality Management: You do not need to be ill, to get better! Enhancing the sustainable employment of workers can be realized by increasing their vitality, workability and employability, Gedrag Organ, 25, pp. 400-418, (2012); Zaniboni S., Truxillo D.M., Fraccaroli F., McCune E.A., Bertolino M., Who benefits from more tasks? Older versus younger workers, J. Manag. 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Behav, 77, pp. 266-278, (2010); Boumans N., de Jong A., Janssen S., Age-differences in work motivation and job satisfaction: The influence of age on the relationships between work characteristics and workers’ outcomes, Int. J. Aging Hum. Dev, 73, pp. 331-350, (2011); Kooij D.T.A.M., Tims M., Kanfer R., Successful aging at work: The role of job crafting, Aging Workers and the Employee-Employer Relationship, (2015); Wrzesniewski A., Dutton J., Crafting a Job: Revisioning employees as active crafters of their work, Acad. Manag. Rev, 26, pp. 179-201, (2001)","H. Den Boer; Faculty of Management, Open University of The Netherlands, Heerlen, 6419 AT, Netherlands; email: hiske.denboer@ou.nl","","MDPI AG","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85105377879"
"Moreno-Murcia L.M.; Quintero-Pulgar Y.A.","Moreno-Murcia, Luis M. (57221768223); Quintero-Pulgar, Yudy A. (57224892119)","57221768223; 57224892119","Relationship Between Subject Degree Training and Academic Degree Cycle in Soft Skills Development","2021","Formacion Universitaria","14","3","","65","74","9","2","10.4067/S0718-50062021000300065","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108551200&doi=10.4067%2fS0718-50062021000300065&partnerID=40&md5=81b4015120e5cbd228c3310750ac3f73","Facultad de Ciencias Humanas y Sociales, Unidad de Investigación-Programa de Psicología, Corporación Universitaria Minuto de Dios, UNIMINUTO, Bogotá, Colombia","Moreno-Murcia L.M., Facultad de Ciencias Humanas y Sociales, Unidad de Investigación-Programa de Psicología, Corporación Universitaria Minuto de Dios, UNIMINUTO, Bogotá, Colombia; Quintero-Pulgar Y.A., Facultad de Ciencias Humanas y Sociales, Unidad de Investigación-Programa de Psicología, Corporación Universitaria Minuto de Dios, UNIMINUTO, Bogotá, Colombia","The objectives of this research study are to compare the development of soft skills at different points of student training and to determine the relationship between student training stage and skill acquisition in three university degree programs. A descriptive-correlational cross-sectional design is used. The sample is composed of 116 students. To determine soft skills, the CompeTEA test and an observational exercise are used. The results indicate that there are no statistically significant differences in soft skills in relation to academic degree cycle or degree program. It is concluded that it is necessary to perform critical analyses inside educational institutions to favor degree program curricular harmonization and design for strengthening and improving soft skills development. This highlights the need to reform educational systems to achieve a more comprehensive education. © 2021. All Rights Reserved.","employability; higher education; industrial revolution; soft skills","","","","","","","","Araya E., Gonzalez G., Propuesta para el fortalecimiento de habilidades técnicas, blandas y complementarias, y su impacto en el currículo TIC desde una perspectiva laboral, profesional y de gestión académica, Revista Electrónica Calidad en la Educación Superior, 10, 2, pp. 112-114, (2019); Bakhshi H., Downing J., Osborne M., Schneider P., The future of skills: employment in 2030, (2017); Belzunce M., Danvila I., Martinez F., Guía de competencias emocionales para directivos, pp. 1-238, (2011); Berry R., Routon W., Soft skill change perceptions of accounting majors: current practitioner views versus their own reality, Journal of Accounting Education, 53, (2020); Buxarrais M., Nuevos valores para una nueva sociedad, un cambio de paradigma en educación, Edetania, 43, pp. 53-65, (2013); Cobo C., Moravec J., Aprendizaje invisible hacia una nueva ecología de la educación 1-239, (2011); Davies A., Fidler D., Gorbis M., Future work skills 2020., Institute for the Future (IFTF), (2011); Dubey R., Tiwari V., Operationalization of soft skill attributes and determining the existing gap in novice ICT professionals, International Journal of Information Management, 50, pp. 375-386, (2020); Guerra-Baez S., Una revisión panorámica al entrenamiento de las habilidades blandas en estudiantes universitarios, Psicología Escolar y Educacional, 23, pp. 1-11, (2019); Ginting H., Mahiranissa A., Bekti R., Febriansyah H., The effect of outing team building training on soft skills among MBA students, The International Journal of Management Education, 18, 3, (2020); Groh M., Mckenzie D., Vishwanath T., Reducing information asymmetries in the youth labor market of Jordan with psychometrics and skill based tests, The World Bank Economic Review, 29, pp. 106-117, (2015); Hariti T., Rejeki S., Strengthening soft skills as the character of student nurses through the preceptorship management model, Enfermería Clínica, 30, pp. 64-68, (2020); Keng L., The prceived importance of soft (service) skills in nursing care: a research study, Nurse Education Today, 85, (2020); Lopez-Mondejar L., Tomas L., Development of socioemotional skills through cooperative learning in a university environment, Procedia-Social and Behavioral Sciences, 237, pp. 432-437, (2017); Moreno J., Reflexión en torno a la perspectiva del currículo y las aulas virtuales, Revista Inclusión y Desarrollo, 6, 1, pp. 151-157, (2019); Musicco G., Las soft skills & coaching: motor de la universidad en Europa, Revista Universitaria Europea, 29, pp. 115-132, (2018); Ngang T., Yunus H., Hashim N., Soft skills integration in teaching professional training: novice teachers’ perspectives, Procedia-Social and Behavioral Sciences, 186, pp. 835-840, (2015); Nickson D., Warhurst C., Soft skills and employability: evidence from UK retail, Economic and Industrial Democracy, 33, 1, pp. 65-84, (2012); Nino-Pinilla E., Correa-Ocampo D., Caracterización de las habilidades blandas en los sectores priorizados del área metropolitana de Cúcuta, Revista Interfaces, 2, 2, pp. 1-13, (2019); Ortega C., Febles J., Estrada V., Una estrategia para la formación de competencias blandas desde edades tempranas, Revista Cubana de Educación Superior, 35, 2, pp. 35-41, (2016); Rebele J., St. Pierre E., Commentary on learning objectives for accounting education programs: the importance of soft skills and technical knowledge, Journal of Accounting Education, 48, pp. 71-79, (2019); Robles M., Executive perceptions of the top 10 soft skills needed in todays workplace, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Rueda P., Portilla S., Formación en competencias laborales generales, desafío para la educación superior, Universidad de Investigación y Desarrollo, 15, 1, pp. 37-44, (2019); Ruiz V., Habilidades para la vida: una propuesta de formación humana, Itinerario Educativo, 28, 63, pp. 61-89, (2014); Schwab K., Samans R., The future of jobs: employment, skills and workforce strategy for the fourth industrial, Revolution In World Economic Forum, pp. 1-32, (2016); Tito M., Serrano B., Desarrollo de soft skills una alternativa a la escasez de talento humano, INNOVA, Research Journal, 1, 12, pp. 59-76, (2016); Tseng H., Yi X., Yeh H., Learning-related soft skills among online business students in higher education: grade level and managerial role differences In self-Regulation, Motivation, and Social Skill, Computers in Human Behavior, 95, pp. 179-186, (2019); Vera F., Infusión de habilidades blandas en el currículo de la educación superior, Revista Akademèia, 7, 1, pp. 53-73, (2016); Wilson-Ahlstrom A., Yohalem N., From soft skills to hard data: measuring youth program outcomes, The Forum for Youth Investment, (2014); Zhang A., Peer assessment of soft skills and hard skills, Journal of Information Technology Education Research, 11, pp. 155-168, (2012)","L.M. Moreno-Murcia; Facultad de Ciencias Humanas y Sociales, Unidad de Investigación-Programa de Psicología, Corporación Universitaria Minuto de Dios, UNIMINUTO, Bogotá, Colombia; email: luis.moreno.mu@uniminuto.edu.co; Y.A. Quintero-Pulgar; Facultad de Ciencias Humanas y Sociales, Unidad de Investigación-Programa de Psicología, Corporación Universitaria Minuto de Dios, UNIMINUTO, Bogotá, Colombia; email: yaquinterop@unal.edu.co","","Centro de Informacion Tecnologica","","","","","","07185006","","","","English","Form. Univ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85108551200"
"Pinto J.; Cardoso T.","Pinto, João (57216369724); Cardoso, Teresa (57086240100)","57216369724; 57086240100","Facebook as a local and community digital media? Experiences impacting on the unemployed audiences of the project “REviver na Rede”","2021","Online Journal of Communication and Media Technologies","11","3","e202109","","","","0","10.30935/ojcmt/11080","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111416961&doi=10.30935%2fojcmt%2f11080&partnerID=40&md5=7385d5f416f254b4e078d8d062c22e56","LE@D-Laboratório de Educação a Distância e Elearning, Universidade Aberta, Portugal; Universidade Aberta, Departamento de Educação e Ensino a Distância (DEED), LE@D, Universidade Aberta, Portugal","Pinto J., LE@D-Laboratório de Educação a Distância e Elearning, Universidade Aberta, Portugal; Cardoso T., Universidade Aberta, Departamento de Educação e Ensino a Distância (DEED), LE@D, Universidade Aberta, Portugal","In the context of globalization, the Project “REviver na Rede” emerged as a response to a specific problem (unemployment) felt within a regional community (audience). Our threefold theoretical framework covers the perspectives drawn from a literature review on: networked society; social networks; unemployment and sociability. These theories sustain the practices put forward, taking advantage of the digital tools and features provided by Facebook. The impact of involving local audiences helped us achieve a valuable engagement, for instance through a prompt and assertive interaction, or a pedagogical moderation. Content curation and motivational communication also proved to be successful strategies to meet those aims. In short, the implementation of the project highlighted the fact that Facebook can contribute to manage employability factors, like the isolation and social exclusion in unemployment. We conclude, therefore, that this digital online social network is a valid tool for the integration, socialization and active job search, helping to improve employability. Ultimately, Facebook can act as a local and community digital media, facilitating experiences impacting on its audiences, among which the unemployed members of the online “REviver na Rede” page and group. © 2021 by authors; licensee OJCMT.","Digital literacies; Facebook; Networked society; Project “REviver na Rede”; Social networks; Unemployment","","","","","","Ministry of Science, Technology and Higher Education, of the Portuguese Government","7 Born from Knowledge Ideas: competition promoted by the Ministry of Science, Technology and Higher Education, of the Portuguese Government. 8 “Arrisca C” is a competition promoted by the University of Coimbra (Portugal), aiming at stimulating the development of business concepts in which the creation of new companies is expected, including social entrepreneurship initiatives. 9 The WSIS Prizes is an international competition that aims to recognize projects with strategies oriented to local development that use the power of ICT as a development facilitator. It is promoted by the World Summit on the Information Society, an event that is promoted by the United Nations.","Alberto M., A noção de empregabilidade: Origens e usos [The notion of employability: Origins and uses], Revista Trabalho & Educação, 14, (2005); Arcoverde A., Anais do XXI Seminário Latino-americano de Escolas de Trabalho Social, (1998); Bento A., Desemprego, pobreza e exclusão social [Unemployment, poverty and social exclusion], (2011); Boto B., Relação entre adaptabilidade e empregabilidade [Relationship between adaptability and employability], (2011); Braudel F., Civilisation matérielle et capitalisme. XV-XVII siècle [Material civilization and capitalism. XV-XVII century], (1967); Castells M., A sociedade em rede. A era da informação: Economia, sociedade e cultura, (2011); Coutinho V., The social book-tudo o que precisa de saber sobre o Facebook [The social book-everything you need to know about Facebook, (2014); Dias P., Living in the digital society-Digital technologies, new practices and social changes, (2014); Duarte A., Vivências de desemprego e transformação dos modos de vida dos operários mineiros [Unemployment experiences and transformation of the miners’ livelihoods, Sociologia, 8, pp. 247-317, (1998); Estratégia Nacional para a Inclusão e Literacia Digitais (2015-2020), Portugal [National Strategy for Digital Inclusion and Literacy (2015-2020), Portugal], (2015); INCoDe.2030 – Iniciativa Nacional Competências Digitais, Portugal [INCoDe.2030 – National Digital Skills Initiative, Portugal], (2017); Furtado J., Fractura digital e literacia: reequacionar as questões do acesso [Digital divide and literacy: rethinking access issues], Comunicação & Cultura, 3, pp. 97-111, (2007); Gispert C., Enciclopédia de psicologia [Encyclopedia of psychology], (1999); Hoffman R., Casnocha B., Vencer nas redes sociais-Start up, um novo futuro [Winning on social media-Start up, a new future], (2014); Services Kelly, Kelly Global Workforce Index [Report], (2011); Kirkpatrick D., O Efeito Facebook-A história da empresa que está a mudar o mundo [The Facebook Effect-The story of the company that is changing the world, (2011); Latour B., Reagregando o social: uma introdução à teoria do ator-rede [Reaggregating the social: An introduction to actor-network theory, (2012); Levy P., A inteligência coletiva: por uma antropologia do ciberespaço [Collective intelligence: towards an anthropology of cyberspace], (2003); Loison L., Atas do IV Congresso Português de Sociologia, (2000); Lopes M., Cunha M., O mundo é pequeno-O que podemos aprender sobre networking e as redes sociais [The world is small-What can we learn about networking and social media], (2011); Marques A. P., Broken trajectories-The experience of long-term unemployment, (2009); Martin A., DigEuLit – a European framework for digital literacy: A progress report, International Journal of eLiteracy, (2005); Milgram S., The small world problem, Psychology Today, 1, 1, pp. 61-67, (1967); Orientação escolar e profissional. Guia para decisores [Academic and professional guidance. Guide for decision makers], (2005); Oliveira J., II Simpósio de Excelência em Gestão e Tecnologia-SEGeT, (2005); Paixao M. P., Orientação e aconselhamento de carreira para jovens e jovens adultos: breve reflexão em torno dos principais desafios [Career guidance and counseling for young people and young adults: a brief reflection on the main challenges], D & F-Revista para Gestores e Formadores, (2021); Pinto J., Formação aberta e online, redes sociais e inclusão digital: o projeto Reviver na Rede [Open and online training, social networks and digital inclusion: the Reviver na Rede project, (2017); Pinto J., Cardoso T., Competências digitais, qualificação e empregabilidade: Mapeamento dos documentos em Português com acesso aberto indexados no RCAAP em repositórios portugueses [Digital skills, qualification and employability: Mapping of documents in Portuguese with open access indexed in RCAAP in Portuguese repositories], RE@D-Revista de Educação a Distância e Elearning-Competências Digitais, 1, 2, pp. 26-40, (2019); Recuero R., Sulina, (2009); Rheingold H., Net smart-How to thrive online, (2012); Santarosa L., Debora C., Schneider F., Tecnologias na Web 2.0: o empoderamento na educação aberta [Technologies in Web 2.0: empowerment in open education, Colóquio Luso-Brasileiro de Educação a Distância e Elearning, (2014); Santos A., Desemprego e trajectos de exclusão social [Unemployment and social exclusion pathways], (2010); Tavares S. R., Plataforma para gestão de conteúdos de entretenimento [Entertainment content management platform], (2013); Turkle S., A vida no ecrã [life on screen], (1997); Vermelho S., Velho A., Bonkovoski A., Pirola A., Refletindo sobre as redes sociais digitais [Reflecting on digital social networks, Educação & Sociedade, 35, 126, pp. 179-196, (2014)","J. Pinto; LE@D-Laboratório de Educação a Distância e Elearning, Universidade Aberta, Portugal; email: joao.pinto@uab.pt; T. Cardoso; Universidade Aberta, Departamento de Educação e Ensino a Distância (DEED), LE@D, Universidade Aberta, Portugal; email: teresa.cardoso@uab.pt","","Bastas Publishing","","","","","","19863497","","","","English","Online J. Commun. Media Technol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85111416961"
"Pham T.","Pham, Thanh (16032317300)","16032317300","Reconceptualising employability of returnees: what really matters and strategic navigating approaches","2021","Higher Education","81","6","","1329","1345","16","38","10.1007/s10734-020-00614-2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091785144&doi=10.1007%2fs10734-020-00614-2&partnerID=40&md5=ec7bf0b7f538e97aa58d40bb9ed567fd","Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton, VIC, Australia","Pham T., Faculty of Education, Monash University, 19 Ancora Imparo Way, Clayton, VIC, Australia","Although increasing attention has been paid to post-study career trajectories of returnees in emerging economies, there are very few studies on how returnees navigate the home labour market. To fill this gap, the present study aimed to explore how returnees negotiated their employability trajectories in home labour markets. It employed a mixed-method approach, conducting a survey and individual interviews with 80 and 15 returnees, respectively. The findings revealed that to sustain employability, returnees had to develop and utilise various forms of capital including human, social, identity, cultural, psychological, and agentic capital. In particular, technical knowledge emerged as a neutral factor at all stages of their career development; social capital was crucially important during market entry and for promotion; and an understanding of local work culture and professional skills were significant at the workplace. Most importantly, to achieve successful employment outcomes, career progression, and personal goals, returnees had to exercise ‘agentic capital’ to combine and utilise various forms of capital strategically. The findings implied that various stakeholders should share responsibilities to enable students to build a package of resources for their employability negotiation. Graduate employability should also be assessed a few years after students’ graduation so that useful resources can be revealed and then applied in teaching and learning programmes and support services. © 2020, Springer Nature B.V.","Agency; Australia; Bourdieu; Capital; Employability; Higher education; Returnees","","","","","","","","International employment outcomes, Where are they Now, (2017); Bourdieu P., The Forms of capital, Handbook of theory and research for the sociology of education, pp. 96-111, (1986); Blackmore J., Gribble C., Rahimi M., International education, the formation of capital and graduate employment: Chinese accounting graduates’ experiences of the Australian labour market, Critical Studies in Education, 58, 1, pp. 69-88, (2017); Brown P., The globalisation of positional competition?, Sociology, 34, 4, pp. 633-653, (2000); Brown P., Hesketh A., Williams S., The mismanagement of talent: Employability and jobs in the knowledge economy, (2004); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: Navigating meanings, measurements, and what really matters, Journal of Higher Education Policy and Management, (2019); Bridgstock R., The university and the knowledge network: A new educational model for twenty-first century learning and employability, Graduate employability in context: Theory, research and debate, pp. 339-358, (2017); Campbell A., Developing generic skills and attributes of international students: The (ir)relevance of the Australian university experience, Journal of Higher Education Policy and Management, 32, 5, pp. 487-497, (2010); Campbell M., Cooper M., Rueckert C., Smith J., Reimagining student employability: A case study of policy and practice transformation, Journal of Higher Education Policy and Management, 41, 5, pp. 500-517, (2019); Cassidy S., Developing employability skills: Peer assessment, Higher Education. Education and Training, 48, 7, pp. 508-517, (2006); Chen Q., Globalization and transnational academic mobility: The experiences of Chinese academic returnees, (2017); Chen Y., The limits of brain circulation: Chinese returnees and technological development in Beijing, Pacific Affairs, 81, 2, pp. 95-215, (2008); Chooi C., International student mobility trends to watch in, Retrieved From, (2020); Choudaha R., Three waves of international student mobility (1999–2020), Studies in Higher Education, 42, 5, pp. 825-832, (2017); Cox S., King D., Enhancing graduate employability: Best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Creswell J., Educational research: Planning, conducting, and evaluating quantitative and qualitative research, (2012); Finn D., From full employment to employability: A new deal for Britain's unemployed?, International Journal of Manpower, 21, 5, pp. 384-399, (2000); Forrier A., Sels L., The concept employability: A complex mosaic, International Journal of Human Resources Development and Management, 3, pp. 102-124, (2003); Fugate M., Kinicki A.J., A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, 3, pp. 503-527, (2008); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational behavior, 65, 1, pp. 14-38, (2004); Hao J., Welch A., A tale of sea turtles: Job-seeking experiences of Hai Gui (high-skilled returnees) in China, Higher Education Policy, 25, 2, pp. 243-260, (2012); Harman G., Internationalisation of Australian higher education: A critical review of literature and research, Internationalising higher education: Critical explorations of pedagogy and practice, pp. 119-140, (2005); Harvey W.S., Indian and British scientists considering returning to their home countries, Population, space and place, 15, pp. 493-508, (2009); Heffernan T., Academic networks and career trajectory: ‘There’s no career in academia without networks’, Higher Education Research & Development, (2020); Ho N., Seet P., Jones J., Understanding re-expatriation intentions among overseas returnees – an emerging economy perspective, The International Journal of Human Resource Management, 27, 17, pp. 1938-1966, (2016); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jones E., Killick D., Graduate attributes and the internationalised curriculum: Embedding a global outlook in disciplinary learning outcomes, Journal of Studies in International Education, 20, 10, pp. 1-18, (2013); Kwok-bun C., A returnee’s hybridity: Its upside and downside, In living intersections: Transnational migrant identifications in Asia, pp. 19-36, (2012); LaPointe K., Narrating career, positioning identity: Career identity as a narrative practice, Journal of Vocational Behaviour, 77, pp. 1-9, (2010); Li Z., A critical account of employability construction through the eyes of Chinese postgraduate students in the UK, Journal of Education and Work, 26, 5, pp. 473-493, (2013); Lin-Stephens S., Uesi J., Doherty J., Chinese returnees’ conceptions of positive career outcomes after graduating from Australian universities – quantitative findings, Australian Journal of Career Development, 24, 2, pp. 120-129, (2015); Leask B., Using formal and informal curricular to improve interactions between home and international students, Journal of Studies in International Education, 13, 2, pp. 205-221, (2009); Transnational education and employability development, CRAC, (2015); McQuaid D., Lindsay L., The concept of employability, Urban Studies, 43, 2, pp. 197-219, (2005); Meijers F., Lengelle R., Narratives at work: The development of career identity, British Journal of Guidance & Counselling, 40, pp. 155-177, (2012); Self-Financed Students Studying Abroad Increased 2.1% in 2005, (2006); Nguyen P.M., Intercultural communication: An interdisciplinary approach: When neurons, genes and evolution joined the discourse, (2017); Education at a Glace 2019, (2019); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Purcell K., Peter Elias G., Atfield H., Behle R., Ellison D., Luchinskaya J., Conaghan Snape L., Tzanakou C., Futuretrack stage 4: Transitions into employment, further study and other outcomes, (2012); Goel R., Grimpe C., Active versus passive academic networking: Evidence from microlevel data, Journal of Technology Transfer, 38, pp. 116-134, (2013); Pham L., International graduates returning to Vietnam: Experiences of the local economies, universities and communities, (2019); Pham T., Jackson D., The need to develop graduate employability for a globalised world, Developing and utilizing employability capitals: Graduates’ strategies across labsour markets, (2020); Pham T., Jackson D., Employability and determinants of employment outcomes, Developing and utilizing employability capitals: Graduates’ strategies across labour markets, (2020); Pham T., Saito E., Career development of returnees: Experienced constraints and navigating strategies of returnees in Vietnam, Journal of Further and Higher Education, (2019); Pham T., Saito E., Bao D., Chowdhury R., Enhancing employability of international students: A need to understand and solve their problems on work-integrated learning (WIL) programmes, Journal of Teaching and Learning for Graduate Employability, 9, 1, pp. 62-83, (2018); Pham T., Tomlinson M., Thompson C., Forms of capital and agency as mediations in negotiating employability of international graduate migrants, Globalisation, Societies and Education, 17, 3, pp. 394-405, (2019); Pham A., Employers’ perspectives on Vietnamese returnee students, Internationalisation in Vietnamese higher education, pp. 201-215, (2018); Qiongqiong C., Globalization and transnational academic mobility: The experiences of Chinese academic returnees, (2017); Robertson S., Hoare L., Harwood A., Returnees, student-migrants and second chance learners: Case studies of positional and transformative outcomes of Australian international education, Compare: A Journal of Comparative and International Education, 41, 5, pp. 685-698, (2011); Saito E., Pham T., A comparative institutional analysis on strategies that graduates use to show they are ‘employable’: A critical discussion on the cases of Australia, Japan and Vietnam, Higher Education Research and Development, 38, 2, pp. 369-382, (2018); Tharenou P., Caulfield N., Will I stay or will I go? Explaining repatriation by self-initiated expatriates, Academy of Management Journal, 53, 5, pp. 1009-1028, (2010); Tholen G., What can research into graduate employability tell us about agency and structure?, British Journal of Sociology of Education, 36, 5, pp. 766-784, (2015); Tholen G., Brown P., Power S., Allouch A., The role of networks and connections in educational elites’ labour market entrance, Research in social stratification and mobility, 34, 2013, pp. 142-154, (2013); Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Tran N., An overview of the current policy and conceptual landscape of graduate employability, Developing and Utilizing Employability Capitals: Graduates’ Strategies across Labour Markets, (2020); Tran N., Pham T., Tomlinson M., Medica K., Thompson C., The way ahead for the employability agenda in higher education, Developing and utilizing employability capitals: Graduates’ strategies across labour markets, (2020); Tran N., Truong H., Vo Q., At-home international education in Vietnamese universities: impact on graduates’ employability and career prospects, Higher Education, 78, pp. 817-834, (2019); Tran L.T., Marginson S., Internationalisation of Vietnamese higher education: An overview, Internationalisation in Vietnamese higher education, pp. 1-16, (2018); Worrall L., Parkes C., Cooper C., The impact of organizational change on the perceptions of UK managers, European Journal of Work and Organizational Psychology, 13, pp. 139-163, (2004); Hao J., Wen W., Welch A., When sojourners return: Employment opportunities and challenges facing high-skilled Chinese returnees, Asian and Pacific Migration Journal, 25, 1, pp. 22-40, (2016); Zhang Wj Li G.C., International Mobility of China’s Resources in Science and Technology and Its Impact OECD Ed International Mobility of the Highly Skilled OECD Paris, 189, (2001); How Chinese students who return home after studying abroad succeed – and why they don’t, Retrieved From, (2018); Welch A., Jie H., Returnees and diaspora as source of innovation in Chinese higher education, Front. Educ. China, 8, 2, pp. 214-238, (2013); Yao C., Thorn K., Doherty N., Boundarylessness as a dynamic construct: The case of Chinese early career expatriates, Career Development International, 19, pp. 683-699, (2014)","T. Pham; Faculty of Education, Monash University, Clayton, 19 Ancora Imparo Way, Australia; email: thanh.t.pham@monash.edu","","Springer Science and Business Media B.V.","","","","","","00181560","","","","English","High. Educ.","Article","Final","","Scopus","2-s2.0-85091785144"
"Aviso K.B.; Demeterio F.P.A., III; Janairo J.I.B.; Lucas R.I.G.; Promentilla M.A.B.; Tan R.R.; Yu D.E.C.","Aviso, K.B. (23491572600); Demeterio, F.P.A. (56630338400); Janairo, J.I.B. (57204054579); Lucas, R.I.G. (24399241500); Promentilla, M.A.B. (15045622100); Tan, R.R. (56962727300); Yu, D.E.C. (14323963400)","23491572600; 56630338400; 57204054579; 24399241500; 15045622100; 56962727300; 14323963400","What university attributes predict for graduate employability?","2021","Cleaner Engineering and Technology","2","","100069","","","","4","10.1016/j.clet.2021.100069","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116032836&doi=10.1016%2fj.clet.2021.100069&partnerID=40&md5=7d6a52fe3f3daf48d573ae434cef46ac","Chemical Engineering Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Filipino Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Biology Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Department of English and Applied Linguistics, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Chemistry Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines","Aviso K.B., Chemical Engineering Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Demeterio F.P.A., III, Filipino Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Janairo J.I.B., Biology Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Lucas R.I.G., Department of English and Applied Linguistics, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Promentilla M.A.B., Chemical Engineering Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Tan R.R., Chemical Engineering Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Yu D.E.C., Chemistry Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines","Research universities play an important role in developing new technologies that can be the basis for economic development, improved quality of life, and reduced environmental impacts. In developing countries, there have been accelerated efforts to transform teaching-oriented higher education institutions into research-intensive universities that can contribute to social development through the generation of new knowledge. There have also been parallel efforts to use internationalization to enrich both education and research. However, the effect of such reforms on the employability of university graduates is unclear. In this work, the influence of different institution attributes on graduate employability is investigated using the hyperbox machine learning technique, which is capable of generating classification models in the form of if/then rules. The analysis focuses on Southeast Asian universities listed in the 2020 Quacquarelli Symonds Asian University Rankings and uses the normalized scores across the different ranking criteria. Five plausible rule-based classifiers are derived and validated. The results show notable association between research and internationalization metrics with employability. © 2021 The Author(s)","Association of Southeast Asian Nations (ASEAN); Employment; League tables; Research intensity; University rankings","","","","","","","","Aviso K.B., Janairo J.I.B., Lucas R.I.G., Promentilla M.A.B., Yu D.E.C., Tan R.R., Predicting higher education outcomes with hyperbox machine learning: what factors influence graduate employability?, Chem. Eng. Trans., 81, pp. 679-684, (2020); Azevedo A., Apfelthaler G., Hurst D., Competency development in business graduates: an industry-driven approach for examining the alignment of our undergraduate business education with industry requirements, Int. J. Manag. Educ., 10, pp. 12-28, (2012); Bal H., Orkcu H., A new mathematical programming approach to multi-group classification problems, Comput. Oper. Res., 38, pp. 105-111, (2011); Bates T., Cobo C., Marino O., Wheeler S., Can artificial intelligence transform higher education?, Int. J. Educ. Technol. High. Educ., 17, (2020); Boden R., Nevada M., Employing discourse: universities and graduate ‘employability’, J. Educ. Pol., 25, pp. 37-54, (2010); Cavanagh J., Burston M., Southcombe A., Bartram T., Contributing to a graduate-centred understanding of work readiness: an exploratory study of Australian undergraduate students’ perceptions of their employability, Int. J. Manag. Educ., 13, pp. 278-288, (2015); Chang W., Yuan X., Wu Y., Zhou S., Lei J., Xiao Y., Decision-making method based on mixed integer linear programming and rough set: a case study of diesel engine quality and assembly clearance data, Sustainability, 11, (2019); Colombo M.G., Piva E., Start-ups launched by recent STEM university graduates: the impact of university education on entrepreneurial entry, Res. Pol., 49, (2020); Correa R.C., Blaum M., Marenco J., Koch I., Mydlarz M., An integer programming approach for the 2-class single-group classification problem, Electron. Notes Theor. Comput. Sci., 346, pp. 321-331, (2019); Cranmer S., Enhancing graduate employability: best intentions and mixed outcomes, Stud. High Educ., 31, pp. 169-184, (2006); Degl' Innocenti M., Matousek R., Tzeremes N., The interconnections of academic research and universities’ “third mission”: evidence from the UK, Res. Pol., 48, (2017); Fischer C., Pardos Z.A., Baker R.S., Williams J.J., Smyth P., Yu R., Slater S., Baker R., Warschauser M., Mining big data in education: affordances and challenges, Rev. Res. Educ., 44, pp. 130-160, (2020); Fletcher A.J., Sharif A.W.A., Haw M.D., Using the perceptions of chemical engineering students and graduates to develop employ ability skills, Educ. Chem. Eng., 18, pp. 11-25, (2017); Gyenes Z., Improve process safety in undergraduate education, Chem. Eng. Trans., 77, pp. 397-402, (2019); Hemsley-Brown J., Melewar T.C., Nguyen B., Wilson E.J., Exploring brand identity, meaning, image, and reputation (BIMIR) in higher education: a special section, J. Bus. Res., 69, pp. 3019-3022, (2016); Herberta I.P., Rothwella A.T., Gloverb J.T., Lamberta S.A., Graduate employability, employment prospects and work readiness in the changing field of professional work, Int. J. Manag. Educ., 18, pp. 1-13, (2020); Holdsworth S., Sandri O., Thomas I., Wong P., Chester A., McLaughlin P., The assessment of graduate sustainability attributes in the workplace: potential advantages of using the theory of planned behaviour (TPB), J. Clean. Prod., 238, (2019); Iannarilli F.J., Rubin P.A., Feature selection for multiclass discrimination via mixed-Integer linear programming, IEEE Trans. Pattern Anal. Mach. Intell., 25, pp. 779-783, (2003); Janairo J.I.B., Aviso K.B., Promentilla M.A.B., Tan R.R., Enhanced hyperbox classifier model for nanomaterial discovery, A&I, 1, pp. 299-311, (2020); Kim K., Ryoo H.S., Nonlinear separation of data via mixed 0-1 integer and linear programming, Appl. Math. Comput., 193, pp. 183-196, (2007); Labbe M., Martinez-Merino L.I., Rodriguez-Chia A.M., Mixed integer linear programming for feature selection in support vector machine, Discrete Appl. Math., 261, pp. 276-304, (2019); Lozano J.M., Bofarull I., Waddock S., Prat-i-Pubill Q., Avoiding the iron cage of business school rankings, High Educ. Pol., 33, pp. 135-157, (2018); Martin R.D., The importance of communication competency for employability, Procedia Soc. Behav. Sci., 139, pp. 387-394, (2014); Maskooki A., Improving the efficiency of a mixed integer linear programming based approach for multi-class classification problem, Comput. Ind. Eng., 66, pp. 383-388, (2013); Pavel A.P., Global university rankings-a comparative analysis, Procedia Econ. Fin., 26, pp. 54-63, (2015); QS Asian University Rankings, (2020); Rudin C., Ertekin S., Learning customized and optimized lists of rules with mathematical programming, Math. Program. Comput., 10, pp. 659-702, (2018); Shahjahan R.A., Sonneveldt E.L., Estera A.L., Bae S., Emoscapes and commercial university rankers: the role of affect in global higher education policy, Crit. Stud. Educ., (2020); Shahjahan R.A., Estera A.L., Bae S., Sonneveldt E.L., Imagining ‘Asian'higher education: visual campus gaze and global university rankings (GURs) websites, Compare, (2020); Soh K., The seven deadly sins of world university ranking: a summary from several papers, J. High Educ. Pol. Manag., 39, pp. 104-115, (2017); Tan R.R., Aviso K.B., Janairo J.I.B., Promentilla M.A.B., A hyperbox classifier model for identifying secure carbon dioxide reservoirs, J. Clean. Prod., 272, (2020); Tapado B.M., Acedo G.G., Palaoag T.D., Evaluating information technology graduates employability using decision tree algorithm,  International Conference on E-Education, E-Business, E-Management and E-Learning, pp. 88-93, (2018); Teijeiro M., Rung P., Freirea M.J., Graduate competencies and employability: the impact of matching firms’ needs and personal attainments, Econ. Educ. Rev., 34, pp. 286-295, (2013); Voll P., Jennings M., Hennen M., Shah N., Bardow A., The optimum is not enough: a near-optimal solution paradigm for energy systems synthesis, Energy, 82, pp. 446-456, (2015); Wang J., Li L., Research on the college graduate employment education based on data mining technology, Anthropol., 23, pp. 231-235, (2016); Xu G., Papageorgiou L.G., A mixed integer optimisation model for data classification, Comput. Ind. Eng., 56, pp. 1205-1215, (2009); Xu Y., Wang L., Zhang R., A dynamic attribute reduction algorithm based on 0-1 integer programming, Knowl. Base Syst., 24, pp. 1341-1347, (2011); Yan K., Ryoo H.S., 0-1 multilinear programming as a unifying theory for LAD pattern generation, Discrete Appl. Math., 218, pp. 21-39, (2017); Yang L., Ainali C., Kittas A., Nestle F.O., Papageorgiou L.G., Tsoka S., Pathway-level disease data mining through hyper-box principles, Math. Biosci., 260, pp. 25-34, (2015); Yang L., Liu S., Tsoka S., Papageorgiou L.G., Sample re-weighting hyper box classifier for multi-class data classification, Comput. Ind. Eng., 85, pp. 44-56, (2015); Yang Z., Chen H., Du L., Lin C., Lu W., How does alliance-based government-university-industry foster cleantech innovation in a green innovation ecosystem?, J. Clean. Prod., (2020); Yorke M., Employability in Higher Education: what it Is – what it Is Not, (2006)","K.B. Aviso; Chemical Engineering Department, De La Salle University, Manila, 2401 Taft Avenue, 0922, Philippines; email: kathleen.aviso@dlsu.edu.ph","","Elsevier Ltd","","","","","","26667908","","","","English","Clean. Eng. Technol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85116032836"
"Inskip C.; Donaldson S.","Inskip, Charles (23570463400); Donaldson, Sophia (57224925760)","23570463400; 57224925760","Exploring effective information use in an insurance workplace","2021","Journal of Information Literacy","15","2","","45","77","32","1","10.11645/15.2.2818","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108617535&doi=10.11645%2f15.2.2818&partnerID=40&md5=655cb512706b779c866c6504d88234f5","Department of Information Studies, University College London, United Kingdom; University College London, United Kingdom","Inskip C., Department of Information Studies, University College London, United Kingdom; Donaldson S., University College London, United Kingdom","As employability has become a more visible graduate attribute, it is becoming recognised that a better understanding of information practices in work may enable a smoother transition from university to employment. This paper discusses the current state of workplace information literacy and presents the findings of research into staff experiences of information use in a City insurance firm. A framework previously developed out of phenomenographic research into nursing is employed to draw parallels and highlight differences between insurance workplace and university student terminology. Context-specific hierarchical statements using the language of the participants are developed from coded interview texts. These statements, which are drawn together in illustrative personae, provide a rich and detailed view of the participants’ experience of effective information use. It is suggested that a better understanding of language use in communities of practice would facilitate transition both between and within the communities. © 2021, CILIP Information Literacy Group. All rights reserved.","Graduate employability; Information literacy; Insurance; UK; Workplace","","","","","","CILIP Information Literacy Group; Steve Rowett; University College London, UCL","The authors would like to thank the CILIP Information Literacy Group for funding this research. We would also like to thank the following for their input during the research: Kieron Jones (UCL Library), Steve Rowett (UCL Digital Education), Eleanor Wale (UCL MA LIS student), and the anonymous reviewers who made such helpful contributions. Most of all we would like to thank our anonymous participants, without whom this research would not have been possible, for their contributions.","Abram S., Workplace information literacy: It's different, Developing people's information capabilities: Fostering information literacy in educational, workplace and community contexts, pp. 205-222, (2013); Information literacy competency standards for higher education, (2000); Ahmad F., Widen G., Huvila I., The impact of workplace information literacy on organizational innovation: An empirical study, International Journal of Information Management, 51, (2020); Framework for Information Literacy for Higher Education, (2015); Andrews T., What is social constructionism?, Grounded Theory Review: An International Journal, 11, 1, (2012); Axelsson M. L., Brage C., Gustafsson Aman K., Ostrom M., Mind the gap! 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J., Information needs and uses, Annual review of information science and technology, 3, 1, pp. 1-30, (1968); Pavlina K., Spiranec S., Pavlina A. P., Information competences-students' perspective, 2014 37th International Convention on Information and Communication Technology, Electronics and Microelectronics (Mipro), pp. 778-781, (2014); Phillips M., Fosmire M., Turner L., Petersheim K., Lu J., Comparing the information needs and experiences of undergraduate students and practicing engineers, Journal of Academic Librarianship, 45, 1, pp. 39-49, (2019); Popescu I., Text ranking by the weight of highly frequent words, Exact Methods in the Study of Language and Text, pp. 555-566, (2007); Porter M., Millar V., How information gives you competitive advantage, Harvard Business Review, 63, 4, pp. 149-160, (1985); Prince M., Burns D., Lu X., Winsor R., Knowledge and skills transfer between mba and workplace, Journal of Workplace Learning, 27, 3, pp. 207-225, (2015); Subject benchmark statements, (2014); Quinn T., Leligdon L., Executive MBA students’ information skills and knowledge: Discovering the difference between work and academics, Journal of Business & Finance Librarianship, 19, 3, pp. 234-255, (2014); Rees C., Forbes P., Kubler B., Student Employability Profiles, (2006); Savolainen R., Information behavior and information practice: Reviewing the umbrella concepts of information seeking studies, The Library Quarterly, 77, 2, pp. 109-132, (2007); Schmitt N., An introduction to applied linguistics, (2010); The SCONUL seven pillars of information literacy: Core model, (2011); Secker J., The revised CILIP definition of information literacy, Journal of Information Literacy, 12, 1, pp. 156-158, (2018); Sharun S., Exploring value as a dimension of professional information literacy, Journal of Information Literacy, 13, 2, pp. 26-40, (2019); Talja S., Tuominen K., Savolainen R., ‘Isms’ in information science: Constructivism, collectivism and constructionism, Journal of Documentation, 61, 1, pp. 79-101, (2005); Teubert W., Cermakova A., Corpus linguistics: A short introduction, (2007); Tuominen K., Savolainen R., Talja S., Information literacy as a sociotechnical practice, The Library Quarterly, 75, 3, pp. 329-345, (2005); Wadson K., Phillips L. A., Information literacy skills and training of licensed practical nurses in Alberta, Canada: Results of a survey, Health Information & Libraries Journal, 35, 2, pp. 141-159, (2018); Wema E., Workplace reflections of information literacy training: The case of the agriculture and health sectors in tanzania, Developing people's information capabilities: Fostering information literacy in educational, workplace and community contexts, pp. 179-201, (2013); Widen-Wulff G., Information as a resource in the insurance business: The impact of structures and processes on organization information behaviour, The New Review of Information Behaviour Research, 4, 1, pp. 79-94, (2003); Wiley M., SCONUL, (2014); Williams D., Cooper K., Wavell C., Information literacy in the workplace: An annotated bibliography, (2014); Yates C., Partridge H. L., Bruce C. S., Exploring information experiences through phenomenography, Library and Information Research, 36, 112, pp. 96-119, (2012); Zhang X., Majid S., Foo S., Environmental scanning: An application of information literacy skills at the workplace, Journal of Information Science, 36, 6, pp. 719-732, (2010); Zurkowski P. G., The information service environment relationships and priorities, (1974)","","","CILIP Information Literacy Group","","","","","","17505968","","","","English","J. Inf. Lit.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85108617535"
"Jarvis D.H.; Mady C.","Jarvis, Daniel H. (54420296400); Mady, Callie (34869965700)","54420296400; 34869965700","Culture, confidence, and crêpes sucrées: Exploring teacher candidate perceptions of francophone homestay community leadership experiences","2021","Journal of Language Teaching and Research","12","4","","520","532","12","1","10.17507/jltr.1204.02","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85110115624&doi=10.17507%2fjltr.1204.02&partnerID=40&md5=4c98ce5676414643f8634564fa80ec1b","Schulich School of Education, Nipissing University, North Bay, ON, Canada","Jarvis D.H., Schulich School of Education, Nipissing University, North Bay, ON, Canada; Mady C., Schulich School of Education, Nipissing University, North Bay, ON, Canada","—This study examines the perceptions of two groups of teacher candidates (TCs) who had participated in a 2-week, French immersion homestay Community Leadership Experience (CLE) in rural Trois-Pistoles, Quebec, Canada. Based on individual participant interviews, the co-authors, who also each served as a Faculty Facilitator for several of these CLE trips (2015-2020), present thematic findings surrounding the five components (homestay, school placements, community volunteering, cultural workshops/events, and Quebec City trip), and perceived benefits of the program including accessibility, language acquisition and improvement, cultural awareness, self-confidence, career planning re-assessment (division/program), and future employability advantages. © 2021, Academy Publisher. All rights reserved.","Community leadership experience; French second language; Homestay; Immersion; Teacher education","","","","","","","","Arnott S., Hart D., Lapkin S., Mady C., Vandergrift L., Masson M.-E., French as a Second Language in Canada: Potential for collaboration, (2015); Arnott S., Masson M., Lapkin S., Exploring trends in 21st century Canadian K-12 French as Second Language research: A research synthesis, Canadian Journal of Applied Linguistics, 22, 1, pp. 60-84, (2019); An overview of French second language education in Canada; Castaneda M. E., Zirger M. S., Making the most of the “new” study-abroad: Social capital and the short-term sojourn, Foreign Language Annals, 44, 3, pp. 544-564, (2011); Cho C., The promise of bilingualism, Special Issue: 50th Anniversary of the Official Languages Act, pp. 41-43, (2019); Conroy M. A., Contextual factors in second language learning in a short-term study abroad programme in Australia, The Language Learning Journal, 46, 3, pp. 311-328, (2018); Di Silvio F., Donovan A., Malone M., The effect of study abroad homestay placements: Participant perspectives and oral proficiency gains, Foreign Language Annals, 47, 1, pp. 168-188, (2014); Gillmore M., Educators key to keeping bilingualism alive: A Conversation with the Official Languages Commissioner, Special Issue: 50th Anniversary of the Official Languages Act, pp. 13-17, (2019); Harbon L., Short-term international experiences and teacher language awareness, International Education Journal: Comparative Perspectives, 8, 1, pp. 229-243, (2007); Kinginger C., Carnine J., Language learning at the dinner table: Two case studies of French homestays, Foreign Language Annals, 52, 4, pp. 850-872, (2019); Kinginger C., Lee S., Wu Q., Tan D., Contextualized language practices as sites for learning: Mealtime talk in short-term Chinese homestays, Applied Linguistics, 37, 5, pp. 716-740, (2016); Lee S.-H., Wu Q., Di C., Kinginger C., Learning to eat politely at the Chinese homestay dinner table: Two contrasting case studies, Foreign Language Annals, 50, 1, pp. 135-158, (2017); Mady C., French as a Second Language teacher candidates’ language proficiency and confidence: Exploring the influences of a homestay practicum experience, Journal of Language Teaching and Research, 9, 5, pp. 887-894, (2018); Ontario curriculum: French as a second language, (2013); Meeting labour market needs for French as a Second Language instruction in Ontario: Understanding Perspectives Regarding the French as a Second Language Teacher Labour Market Issue, (2017); Ryan T. G., Sinay E., A Canadian perspective: French language learning, International Journal of Educational Reform, 29, 4, pp. 311-333, (2020); Shiri S., The homestay in intensive language study abroad: Social networks, language socialization, and developing intercultural competence, Foreign Language Annals, 48, 1, pp. 5-25, (2015); Tang S. Y. F., Choi P. L., The development of personal, intercultural and professional competence in international field experience in initial teacher education, Asia Pacific Education Review, 5, 1, pp. 50-63, (2004); Torii J., Fruja Amthor R., Murray J. L., Two-way cultural transmission in study-abroad: U.S. host families and Japanese college students in short-term home stay programs, Journal of Student Affairs Research & Practice, 57, 5, pp. 578-590, (2020); French Immersion School","","","Academy Publisher","","","","","","17984769","","","","English","J. Lang. Teach. Res.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85110115624"
"Rekalde-Rodríguez I.; Barrenechea J.; Hernandez Y.","Rekalde-Rodríguez, Itziar (55971295400); Barrenechea, Julieta (57226652186); Hernandez, Yannick (57214320715)","55971295400; 57226652186; 57214320715","Ocean i3. Pedagogical innovation for sustainability","2021","Education Sciences","11","8","396","","","","4","10.3390/educsci11080396","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112245326&doi=10.3390%2feducsci11080396&partnerID=40&md5=d63edf50ed90b84d59050e54ea963d26","Department of Didactics, School Organisation, University of the Basque Country, Donostia-San Sebastián, 20018, Spain; Euskampus Foundation, Leioa, 48940, Spain; Physical and Sporting Activity Sciences, Techniques Faculty, University of Bordeaux, Bordeaux, 33000, France","Rekalde-Rodríguez I., Department of Didactics, School Organisation, University of the Basque Country, Donostia-San Sebastián, 20018, Spain; Barrenechea J., Euskampus Foundation, Leioa, 48940, Spain; Hernandez Y., Physical and Sporting Activity Sciences, Techniques Faculty, University of Bordeaux, Bordeaux, 33000, France","Universities are undertaking transformation projects that align their work with the Sustainable Development Goals. This paper describes how Ocean I3, an educational innovation project that aims to reduce plastic in the sea, has made an impact on its community over its three editions (2018/19 to 2020/21). Methodologically, it has been approached by the people who make up the technical team and academic coordination as an exploratory study using discrete, non-reactive techniques, mainly from the public domain (websites, blogs, press releases, etc.), and instruments, such as field notes and work material to manage, organize, and train within the project. The analytical procedure has represented a dynamic and systematic process of categorisation. The results highlight the repercussion of the project in terms of capstone projects, master’s thesis, coursework, etc., produced by the students involved; association with employability; collaborative work from the teaching teams; monitoring experience for research purposes, and social dissemination of the project. It concludes by suggesting lines for Ocean I3 to work on in the future to make its footprint sustainable in institutions over time. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Higher education; Innovation; Pedagogy; Sustainability; Transdisciplinarity","","","","","","European Commission, EC; European Regional Development Fund, ERDF","Funding text 1: It comprises 20 schools and faculties spread over three campuses (Araba, Bizkaia, and Gipuzkoa), and it offers 70 degree programmes and 200 post-graduate programmes in all Educ. Sci. 2021, 11, x FOR PEERREVIEWknowledge areas. 6 of 21 In 2011, the University was recognised as a Campus of International Excellence by the Spanish Ministry of Education, and in 2014, it signed an agreement to work with the UB to create the first Cross-Border Campus of International Excellence in Europe, whose mission requires a real problem to be solved by means of a specific action, and this is not a problem is to build a higher education research and innovation space, working with the strategic designed for the classroom [35]. In fact, the literature compiles the relevance of working partners of both universities. on sustainability from the interdisciplinary aspect and methods based on active learning [3and6]. humanist,aplace for freedom,creativity, andresponsibilityindirectcontactwithIn turn, theUniversityofBordeauxisapublicuniversitythatdefinesitselfas open (3) Transdisciplinarity. Scientific progress often takes place in an interdisciplinary the challenges of society. It has 19 faculties, 50 international training programmes, and context where traditional disciplinary borders are no longer the main reference [8]. This 8 doctoral schools, and as a whole, its programmes cover over 50 scientific disciplines. new way of producing knowledge is characterised as generated in its application context, Within this international university framework, Ocean I3 fulfils the purpose of the being transdisciplinary, heterogeneous, organisationally transitory, socially responsible, mission, i.e., the ocean, and the pedagogic model of the UPV/EHU, which combines reflective, etc. All this aims to design contexts that are real learning environments [37], in other words, organising stimulus-rich learning environments which bring about an active learninguniversitypro(UPV/EHUcess [38]. and UB), cross-border international project (Basque-New Aquitaine Coast) that responds to positioning with respect to sustainability and valuation of the oceans and addresses SDG 14 (underwater life), 6 (clean water and sanitation), 4 (quality education), 12 (responsible production and consumption), and, indirectly, 13 (action for climate) on the 2030 Agenda. Ocean I3 slots into the Bordeaux-Euskampus Euro-Regional Campus for International Excellence, and it is currently funded by the European Regional Development Fund (ERDF) via the third call for the Spain, France, and Andorra cooperation programme (POCTEFA 2014–2020). Consequently, it is a key project in which students are immersed in a complex learning context to strengthen cross-discipline sustainability and employability competences concerning the cross-border coastline blue economy.; Funding text 2: Funding: This research received external funding. The Ocean I3 project. Blue skills to develop the blue economy on the Basque-Aquitaine cross-border coast was jointly financed by the European Regional Development Fund (ERDF) through the Spain-France-Andorra cooperation programme (POCTEFA 2014–2020) set up by the European Union. The aim of the project is to strengthen skills and inclusion within the territories.","Evans T.L., Competencies and pedagogies for sustainability education: A roadmap for sustainability studies program development in colleges and universities, Sustainability, 11, (2019); Harguindeguy J.B., La Frontière en Europe: Un Territoire? Coopération Transfrontalière Franco-Espagnole, (2007); Cenoz J., Gorter D., Focus on multilingualism as an approach in educational contexts, Heteroglossia as Practice and Pedagogy, pp. 239-254, (2014); Byram M., Fleming M., Language Learning in Intercultural Perspective: Approaches through Drama and Ethnography, (1998); Gibbons M., Limoges C., Nowotny H., Schwartzman S., Scott P., Trow M., The New Production of Knowledge: Science and Research in Contemporary Societies, (1997); Mazzucato M., Mission-Oriented Research & Innovation in the European Union. 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Siglo XXI, 25, pp. 187-208, (2007); Rieckmann M., Future-oriented higher education: Which key competencies should be fostered through university teaching and learning?, Futures, 44, pp. 127-135, (2012); Prabawani B., Hadi S.P., Zen I.S., Afrizal T., Purbawati D., Education for sustainable development as diffusion of innovation of secondary school students, J. Teach. Educ. Sustain, 22, pp. 84-97, (2020); Knapp D., The Thessaloniki declaration: A wake up call for environmental education?, J. Environ. Educ, 31, pp. 32-39, (2000); Wright T.S., A tenth year anniversary retrospect: The effect of the Halifax declaration on Canadian signatory universities, Can. J. Environ. Educ, 8, pp. 235-248, (2003); Herremans I.M., Reid R.E., Developing awareness of the sustainability concept, J. Environ. Educ, 34, pp. 16-20, (2002); Stubbs W., Addressing the business sustainability nexus in postgraduate education, Int. J. Sustain. High. Educ, 14, pp. 25-41, (2013); Leicht A., Combes B., Byun W.J., Agbedahin A.V., From Agenda 21 to Target 4.7: The development of education for sustainable development, Issues and Trends in Education for Sustainable Development, (2018); Corcoran P., Calder W., Clugston R., Introduction: Higher education for sustainable development, High. Educ. Policy, 15, pp. 99-103, (2002); Documento Aprobado por el Comité Ejecutivo del Grupo de Trabajo de Calidad Ambiental y Desarrollo Sostenible de la CRUE–Revisado y Actualizado en Marzo de 2011, (2012); Manifiesto de CRUE Universidades Españolas por un Planeta Más Sostenible, (2019); Aznar P., Ull M.A., La formación de competencias básicas para el desarrollo sostenible: El papel de la Universidad, Rev. Educ, pp. 219-237, (2009); Climat et Développement Durable, (2009); Transforming Our World: The 2030 Agenda for Sustainable Development, A/70/L.1, (2015); Leal Filho W., Pallant E., Enete A., Richter B., Brandli L.L., Planning and implementing sustainability in higher education institutions: An overview of the difficulties and potentials, Int. J. Sustain. Dev. World Ecol, 25, pp. 713-721, (2018); Mawonde A., Togo M., Implementation of SDGs at the University of South Africa, Int. J. Sustain. High. Educ, 20, pp. 932-950, (2019); Mori R., Fien J., Horne R., Implementing the UN SDGs in Universities: Challenges, opportunities, and lessons learned, Sustainability, 12, pp. 129-133, (2019); Paletta A., Bonoli A., Governing the university in the perspective of the United Nations 2030 Agenda: The case of the University of Bologna, Int. J. Sustain. High. Educ, 20, pp. 500-514, (2019); UPV/EHU Strategic Plan. 2018–2021; EHU Agenda for Sustainable Development, (2019); Saez de Camara E., Fernandez I., Castillo-Eguskitza N., A holistic approach to integrate and evaluate sustainable development in higher education. The case study of the University of the Basque Country, Sustainability, 13, (2021); Wright T.S., Definitions and frameworks for environmental sustainability in higher education, High. Educ. Policy, 15, pp. 105-120, (2002); Armstrong C.M., Implementing education for sustainable development: The potential use of time-honored pedagogical practice from the progressive era of education, J. Sustain. Educ, (2011); Barrenechea J., Alkorta I., Herrera S., Ocean I3: Proyecto internacional de innovación educativa para la sostenibilidad del océano—Campus Ocean, University of the Basque Country (UPV/EHU) and University of Bordeaux, III Congreso EuroSoTL: Explorando Nuevos Campos a Través de un Enfoque Académico de la Enseñanza y el Aprendizaje, (2019); Arocena R., Sutz J., La Universidad Latinoamericana del Futuro Tendencias—Escenarios—Alternativas, (2001); Owen R., Macnaghten P., Stilgoe J., Responsible research and innovation: From science in society to science for society, with society, Sci. Public Policy, 39, pp. 751-760, (2012); Observatorio de Innovación Educativa. Aprendizaje Basado en Retos–EduTrends, (2016); Dale A., Newman L., Sustainable development, education and literacy, Int. J. Sustain. High. Educ, 6, pp. 351-362, (2005); Oser F.K., Baeriswyl F.J., Choreographies of teaching: Bridging instruction to teaching, Handbook of Research on Teaching, pp. 1031-1065, (2001); Zabalza M.A., Zabalza M.A., Coreografías didácticas institucionales y calidad de la enseñanza, Linhas Críticas, 25, (2019); Gairin J., Cambio de cultura y organizaciones que aprenden, Educar, 27, pp. 31-85, (2000); Evans T.L., Transdisciplinary Collaborations for Sustainability Education: Institutional and intragroup challenges and opportuni-ties, Policy Futures Educ, 13, pp. 70-96, (2015); Alkorta I., Barrenechea J., Herrera S., Lamarche M., Dereamat M., Rekalde I., Plataforma Transfronteriza ZUZENBIDEOCEAN, una Propuesta de Comunidad Ampliada de Aprendizaje y Yalorización, Conferencia Internacional Red-U. Universidad y Desarrollo Sostenible: Experiencias de Aprendizaje que Comprometen el Futuro, (2017); Stefanova V., Leopold T., 5 Things to Know about the Future of Jobs; World Economic Forum, (2018); The OECD’s Work on Education and Skills, (2019); Barth M., Godemann J., Rieckmann M., Stoltenberg U., Developing key competencies for sustainable development in higher education, Int. J. Sustain. High. Educ, 8, pp. 416-430, (2007); Murga-Menoyo M.A., Competencias para el desarrollo sostenible: Las capacidades, actitudes y valores meta de la educación en el marco de la Agenda global post—2015, Foro Educ, 2, pp. 55-83, (2015); Rekalde-Rodriguez I., Madinabeitia A., Ovelar R., Eizagirre A., Pizarro J.L., ¿En qué medida las experiencias universitarias transfronterizas ayudan en el desarrollo de competencias transversales? Un estudio cualitativo, Márgenes Rev. Educ. Univ. Málaga, 2, pp. 79-102, (2021); Marine Station of Arcachon; Reason P., Bradbury H., The Sage Handbook of Action Research: Participative Inquiry and Practice, (2008); Ander-Egg E., El Taller: Una Alternativa de Renovación Pedagógica, (2001); Daniela L., Visvizi A., Gutierrez-Braojos C., Lytras M.D., Sustainable higher education and technology-enhanced learning (TEL), Sustainability, 10, (2018); Taylor S.J., Bogdan R., Introduction to Qualitative Research Methods: A Guidebook and Resource, (1998); Flick U., An Introduction to Qualitative Research, (2004); Grundy S., Currículum: Product or Praxis, (1991); Hernandez R., Fernandez C., Baptista P., Metodología de la Investigación, (2003); Ferreyra A., De Longhi A.L., Metodología de la Investigación I, (2014); Glaser B.G., Strauss A.L., Discovery of Grounded Theory: Strategies for Qualitative Research, (2017); Lee R.M., Unobtrusive Methods in Social Research, (2000); Webb E.J., Campbell D.T., Schwartz R.D., Sechrest L., Unobtrusive Measures, (2000); Rekalde I., Vizcarra M.T., Macazaga A.M., Observation as a research strategy for building learning context and encouraging participatory processes, Educación XX1, 17, pp. 199-220, (2014); Rodriguez G., Gil J., Garcia E., Metodología de la Investigación Cualitativa, (1996); Coffey A., Atkinson P., Making Sense of Qualitative Data, (1996); Donostia Research Group on Educacion and Multilingualism, (2021); IkasGura: Educational Change in the University, (2021)","I. Rekalde-Rodríguez; Department of Didactics, School Organisation, University of the Basque Country, Donostia-San Sebastián, 20018, Spain; email: itziar.rekalde@ehu.eus","","MDPI AG","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85112245326"
"Czabanowska K.; Kuhlmann E.","Czabanowska, Katarzyna (24390602700); Kuhlmann, Ellen (58713687500)","24390602700; 58713687500","Public health competences through the lens of the COVID-19 pandemic: what matters for health workforce preparedness for global health emergencies","2021","International Journal of Health Planning and Management","36","","","14","19","5","35","10.1002/hpm.3131","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100876567&doi=10.1002%2fhpm.3131&partnerID=40&md5=096d5b4ee7b34ebd919754bb388cf747","Department of International Health, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, Netherlands; Association of the Schools of Public Health in the European Region (ASPHER), Brussels, Belgium; Department of Rheumatology and Clinical Immunology, Hannover Medical School, Hannover, Germany; Institute of Infection Control and Infectious Diseases, University Medical Centre, Georg August University, Göttingen, Germany","Czabanowska K., Department of International Health, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, Netherlands, Association of the Schools of Public Health in the European Region (ASPHER), Brussels, Belgium; Kuhlmann E., Department of Rheumatology and Clinical Immunology, Hannover Medical School, Hannover, Germany, Institute of Infection Control and Infectious Diseases, University Medical Centre, Georg August University, Göttingen, Germany","The COVID-19 pandemic is raising new questions on public health competences and leadership and on health workforce preparedness for global public health emergencies. The present commentary aims to highlight demand and opportunities for innovation through the disruptions caused by the COVID-19 crisis. We review the public health competency framework recently launched by WHO and ASPHER through the lens of COVID-19. The framework provides guidance for aligning public health and global health competences across sectors and professional groups. Five critical competency areas can be identified in relation to public health emergencies: (1) flexibility, adaptation, motivation, communication, (2) research, analytical sensitivity, ethics, diversity, (3) epidemiology, (4) preparedness and (5) employability. However, this may not be enough. New models of public health leadership and changes in the health workforce are needed, which transform the silos of professions and policy. Such transformations would include learning, working, leading and governing differently and must stretch far beyond the public health workforce. To achieve transformative capacity, critical public health competences must be considered for all healthcare workers on all levels of policymaking, thus becoming the ‘heart’ of health workforce resilience and pandemic preparedness. © 2021 The Authors. The International Journal of Health Planning and Management published by John Wiley & Sons Ltd.","COVID-19; healthcare workers; pandemic preparedness; public health competences; public health leadership","COVID-19; Global Health; Health Workforce; Humans; Leadership; Pandemics; Professional Competence; Public Health; SARS-CoV-2; COVID-19; demand analysis; epidemic; epidemiology; innovation; leadership; public health; research work; World Health Organization; global health; human; leadership; pandemic; professional competence; public health","","","","","","","Czabanowska K., Smith T., Konings K.D., Et al., In search for a public health leadership competency framework to support leadership curriculum–a consensus study, Eur J Publ Health, 24, 5, pp. 850-856, (2013); Czabanowska K., Rethmeier K.A., Lueddeke G., Et al., Public health in the 21st century: working differently means leading and learning differently, Eur J Publ Health, 24, 6, pp. 1047-1052, (2014); Azzopardi-Muscat N., A public health approach to health workforce policy development in Europe, Eur J Publ Health, 30, pp. iv3-iv4, (2020); Czabanowska C., The crisis: a friend or a foe for public health leaders, WCPH 2020 Blog, (2020); Coronavirus: European Roadmap Shows Path towards Common Lifting of Containment Measures, (2020); Krasna H., Czabanowska K., Beck A., Cushman L.F., Leidner J.P., Labour market competition for public health graduates: a comparison of workforce taxonomies with job postings in the US before and during the COVID-19 pandemic, Int J Health Plann Manag, (2021); Global Humanitarian Response Plan COVID-19, (2020); COVID-19 Strategic Preparedness and Response Report, 1 February–30 June 2020, (2020); Kuhlmann E., Batenburg R., Wismar M., A call for action to establish a research agenda for building a future health workforce in Europe, Health Res Pol Syst, 16, (2018); Schalkwyk M.C., Bourek A., Kringos D.S., Et al., On behalf of the European Commission Expert Panel on Effective Ways of Investing in Health. The best person (or machine) for the job: rethinking task shifting in healthcare, Health Pol, 124, pp. 1379-1386, (2020); European Skills/competences, Qualifications and Occupations, (2020); WHO-ASPHER Competency Framework for the Public Health Workforce in the European Region, (2020); Frenk J., Chen L., Bhutta Z.A., Et al., Health professionals for a new century: transforming education to strengthen health systems in an interdependent world, Lancet, 376, pp. 1923-1958, (2010); Salas-Vallina A., Ferrer-Franco A., Herrer J., Fostering the healthcare workforce during the COVID-19 pandemic: shared leadership, social capital, and contagion among health professionals, Int J Health Plann Manag, (2020); Lucey C.R., Johnston S.C., The transformational effects of COVID-19 on medical education, J Am Med Assoc, 324, 11, pp. 1033-1034, (2020); Kuhlmann E., Dussault G., Wismar M., Editorial. Health labour markets and the human face of the health workforce: resilience beyond Covid-19, Eur J Publ Health, 30, pp. iv1-iv2, (2020)","K. Czabanowska; Department of International Health, Care and Public Health Research Institute (CAPHRI), Maastricht University, Maastricht, Netherlands; email: kasia.czabanowska@maastrichtuniversity.nl","","John Wiley and Sons Ltd","","","","","","07496753","","IJHME","33598987","English","Int. J. Health Plann. Manage.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85100876567"
"Blaschke L.M.","Blaschke, Lisa Marie (34978309300)","34978309300","The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning","2021","British Journal of Educational Technology","52","4","","1629","1645","16","25","10.1111/bjet.13105","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105947078&doi=10.1111%2fbjet.13105&partnerID=40&md5=c2a4b0ecf4b3f7d9ae87df31ebfd5c22","Home Hub, Learnlife, Barcelona, Spain","Blaschke L.M., Home Hub, Learnlife, Barcelona, Spain","With the swift pivot to online learning, teachers and students have been forced to adopt a new way of teaching and learning, which has required students to become more self-directed in their learning. In addition, teachers are faced with the challenge of preparing students for the workforce and lifelong learning. One emerging approach for addressing both these challenges is that of heutagogy, or self-determined learning. This paper discusses the rising demand for lifelong learning skills and the role that heutagogy can play in supporting students in developing self-directed and lifelong learning skills. Specifically, the paper presents a case study of a higher education institution that has introduced heutagogy, using interviews with programme leaders/instructors to investigate how a college in Israel incorporated heutagogy into their master's education programmes. Case study results reveal that there are challenges in incorporating heutagogy (eg, difficulty for students in adopting the approach), but once adopted, students preferred learning in a self-determined way. Practitioner notes What is already known about this topic? Lifelong learning skills are critical to student employability, and there is a need for exploring new theories and approaches for developing these skills. The current pandemic has forced traditional learning into the online space, requiring more self-directed learning skills in learners. Heutagogy has been identified as a net-centric teaching and learning theory for online learning. What this paper adds Positions heutagogy for use in traditional and online classroom settings in order to develop learners' self-directed and lifelong learning skills. Explores the pedagogy-andragogy-heutagogy continuum and its use as an instructional strategy. Presents a case study of a higher education institution that has implemented self-determined learning. Implications for practice and/or policy This study encourages further research into use of heutagogy for developing self-directed and lifelong learning skills. This study provides guidance for those who want to introduce self-determined learning into classroom settings. © 2021 British Educational Research Association.","heutagogy; higher education; lifelong learning; online learning; self-determined learning; self-directed learning","E-learning; Teaching; Classroom settings; Education programmes; Higher education institutions; Instructional strategy; Self-determined learning; Self-directed learning; Teaching and learning; Traditional learning; Students","","","","","","","Agonacs N., Matos J.F., Heutagogy and self-determined learning: A review of the published literature on the application and implementation of the theory, Open Learning: The Journal of Open, Distance and e-Learning, 34, 3, pp. 223-240, (2019); Anderson T., Theories for learning with emerging technologies, Emerging technologies in distance education, pp. 35-50, (2010); Archer M.S., Being human: The problem of agency, (2000); Bandura A., Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review, 84, 2, pp. 191-215, (1977); Bandura A., Social cognitive theory: An agentic perspective, Annual Review of Psychology, 52, pp. 1-26, (2001); Blaschke L.M., Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning, The International Review of Research in Open and Distance Learning, 13, 1, pp. 56-71, (2012); Blaschke L.M., Using social media to engage and develop online learners in self-determined learning, (2014); Blaschke L.M., The pedagogy-andragogy-heutagogy continuum and technology-supported personal learning environments, Open and distance education theory revisited: Implications for the online era, pp. 75-84, (2019); Blaschke L.M., Hase S., Heutagogy and digital media networks: Setting students on the path to lifelong learning, Pacific Journal of Technology Enhanced Learning, 1, 1, pp. 1-14, (2019); Blaschke L.M., Marin V.I., Applications of heutagogy in the educational use of e-portfolios, Revista de Educación a Distancia RED, (2020); Blum S.D., UNgrading: Why rating students undemines learning (and what to do instead), (2020); Boud D., Soler R., Sustainable assessment revisited, Assessment and Evaluation in Higher Education, 41, 3, pp. 400-413, (2016); Bozkurt A., Jung I., Xiao J., Vladimirschi V., Schuwer R., Egorov G., Paskevicius M., A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis, Asian Journal of Distance Education, 15, 1, pp. 1-126, (2020); Brandt B., The learner's perspective, Self- determined learning: Heutagogy in action, pp. 99-113, (2013); Braun V., Clark V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brown M., McCormack M., Reeves J., Brooks D.C., Grajek S., Alexander B., Bali M., Bulger S., Dark S., Engelbert N., Gannon K., Gauthier A., Gibson D., Gibson R., Lundin B., Veletsianos G., Weber N., 2020 EDUCAUSE horizon report: Teaching and learning edition, (2020); Canning N., Playing with heutagogy: Exploring strategies to empower mature learners in higher education, Journal of Further and Higher Education, 34, 1, pp. 59-71, (2010); Cochrane T., Exploring #heutagogy, (2020); Cochrane T., Bateman R., Smartphones give you wings: Pedagogical affordances of mobile Web 2.0, Australasian Journal of Educational Technology, 26, 1, pp. 1-14, (2010); Cochrane T., Munn J., Integrating educational design research and design thinking to enable creative pedagogies, Pacific Journal of Technology Enhanced Learning, 2, 2, pp. 1-14, (2020); Cohen L., Manion L., Morrison K., Research methods in education, (2008); Dron J., Anderson T., Teaching crowds: Learning and social media, (2014); Dweck C., Mindset; The new psychology of success, (2006); Eberle J., Childress M., Heutagogy: It isn’t your mother’s pedagogy any more, National Social Science Journal, 28, 1, pp. 28-32, (2007); Eberle J., Childress M., Using heutagogy to address the needs of online learners, Encyclopedia of distance learning, pp. 2239-2245, (2009); Ehlers U.-D., Kellermann S.A., Future skills: The future of learning and higher education. 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Blaschke; Home Hub, Learnlife, Barcelona, Spain; email: lisamarie@learnlife.com","","Blackwell Publishing Ltd","","","","","","00071013","","BJETD","","English","Br J Educ Technol","Article","Final","","Scopus","2-s2.0-85105947078"
"Anderson V.; Tomlinson M.","Anderson, Valerie (36551092300); Tomlinson, Michael (35876837700)","36551092300; 35876837700","Signaling standout graduate employability: The employer perspective","2021","Human Resource Management Journal","31","3","","675","693","18","25","10.1111/1748-8583.12334","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097282991&doi=10.1111%2f1748-8583.12334&partnerID=40&md5=5a2dd24f206d73a78b51a56ccb0e76fb","Faculty of Business and Law, Portsmouth Business School, University of Portsmouth, Portsmouth, United Kingdom; School of Education, University of Southampton, Southampton, United Kingdom","Anderson V., Faculty of Business and Law, Portsmouth Business School, University of Portsmouth, Portsmouth, United Kingdom; Tomlinson M., School of Education, University of Southampton, Southampton, United Kingdom","This study examines employers' graduate employability expectations. In an overcrowded graduate labour market, employers must distinguish between equally qualified graduates to determine ‘standout employability’. Grounded in a dramaturgical perspective, we integrate concepts of skilful social action with signaling theory to extend the processual conceptualization of graduate employability. We report a qualitative abductive analysis of employers' expectations of graduates' employability performances. We theorise that employers frame and decode signals of standout employability from graduates' narrations of experientially referenced skilful social action. These form the dramaturgical backdrop from which employers infer unique personal brand assets and qualities they associate with standout employability. Our analysis has important implications for higher education (HE), human resource management and career counselling practitioners. It indicates that the employability value of non-HE experience is as a backdrop for the dramaturgical performance of graduate employability rather than for the acquisition of work-related skills or the enablement of work ready behaviours. © 2020 John Wiley & Sons Ltd.","dramaturgy; graduate employability; signaling theory; work experience","","","","","","","","Akkermans J., Tims M., Beijer S., Cuyper N., Should employers invest in employability? 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The case of business and management graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011); Wilton N., The impact of work placements on skills development and career outcomes for business and management graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012)","V. Anderson; Faculty of Business and Law, Portsmouth Business School, University of Portsmouth, Portsmouth, United Kingdom; email: Valerie.anderson@port.ac.uk","","John Wiley and Sons Inc","","","","","","09545395","","","","English","Hum. Resour. Manage. J.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85097282991"
"Hudson S.; González-Gómez H.V.","Hudson, Sarah (36640504800); González-Gómez, Helena V. (56401906100)","36640504800; 56401906100","Can impostors thrive at work? The impostor phenomenon's role in work and career outcomes","2021","Journal of Vocational Behavior","128","","103601","","","","9","10.1016/j.jvb.2021.103601","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107678160&doi=10.1016%2fj.jvb.2021.103601&partnerID=40&md5=48312f27ba7768790d2e8461643006af","Department of Management and Organisations, Rennes School of Business, 2 Rue Robert d'Arbrissel, Rennes, 35065, France; Department of People and Organisations, NEOMA Business School, Rouen Campus, 1 Rue du Maréchal Juin, Mont Saint Aignan, 76825, France","Hudson S., Department of Management and Organisations, Rennes School of Business, 2 Rue Robert d'Arbrissel, Rennes, 35065, France; González-Gómez H.V., Department of People and Organisations, NEOMA Business School, Rouen Campus, 1 Rue du Maréchal Juin, Mont Saint Aignan, 76825, France","This paper examines the effect the impostor phenomenon (IP) on short-term emotions (shame) and performance (creativity and organizational citizenship behavior- OCB) at work, and on career outcomes. Previous research shows direct detrimental effects of IP on some short-term performance measures, but effects on creativity and OCB remain under-researched, and no work has investigated any career effects. Through an experimental approach (Studies 1 and 3) and an online vignette (Study 2) using working populations, we find that IP is expressed as shame in response to simulated and recalled real work events. Shame mediates the negative effect of IP on creativity, and its positive effect on OCB, and mechanistic organizational structure exacerbates the negative shame-creativity relationship. Furthermore, Study 4 uses a survey design to reveal that IP relates negatively to external employability and career success. Drawing on conservation of resources theory, we suggest that IP and shame deplete resources such that impostors suffer reduced ability to perform well at work in the short-term, with negative consequences for career success. © 2021 Elsevier Inc.","Career success; Conservation of resources theory; Creativity; Employability; Impostor phenomenon; Organizational citizenship behavior; Shame","","","","","","","","Aiken L.S., West S.G., Multiple regression: Testing and interpreting interactions, (1991); Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W., Competencies for the contemporary career: Development and preliminary validation of the Career Competencies Questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Amabile T.M., A model of creativity and innovation in organizations, Research in organizational behavior, pp. 123-167, (1988); Amabile T.M., Barsade S.G., Mueller J.S., Staw B.M., Affect and creativity at work, Administrative Science Quarterly, 50, pp. 367-403, (2005); Amabile T.M., Conti R., Coon H., Lazenby J., Herron M., Assessing the work environment for creativity, Academy of Management Journal, 39, 5, pp. 1154-1184, (1996); Amabile T.M., Pratt M.G., The dynamic componential model of creativity and innovation in organizations: Making progress, making meaning, Research in Organizational Behavior, 36, pp. 157-183, (2016); Arthur M.B., Khapova S.N., Wilderom C.P., Career success in a boundaryless career world, Journal of Organizational Behavior, 26, 2, pp. 177-202, (2005); Bagozzi R.P., Verbeke W., Gavino J.C., Culture moderates the self-regulation of shame and its effects on performance: The case of salespersons in the Netherlands and the Philippines, Journal of Applied Psychology, 88, pp. 219-233, (2003); Barbot B., Hass R.W., Reiter-Palmon R., Creativity assessment in psychological research: (Re)setting the standards, Psychology of Aesthetics, Creativity, and the Arts, 13, pp. 233-240, (2019); Benedek M., Franz F., Heene M., Neubauer A.C., Differential effects of cognitive inhibition and intelligence on creativity, Personality and Individual Differences, 53, pp. 480-485, (2012); Bernard N.S., Dollinger S.J., Ramaniah N.V., Applying the big five personality factors to the impostor phenomenon, Journal of Personality Assessment, 78, pp. 321-333, (2002); Blokker R., Akkermans J., Tims M., Jansen P., Khapova S., Building a sustainable start: The role of career competencies, career success, and career shocks in young professionals' employability, Journal of Vocational Behavior, 112, pp. 172-184, (2019); Brief A.P., Weiss H.M., Organizational behavior: Affect in the workplace, Annual Review of Psychology, 53, pp. 279-307, (2002); Burns T., Stalker G., The management of innovation, (1961); Chrisman S.M., Pieper W., Clance P.R., Holland C., Glickauf-Hughes C., Validation of the Clance imposter phenomenon scale, Journal of Personality Assessment, 65, pp. 456-467, (1995); Chua R.Y.J., The costs of ambient cultural disharmony: Indirect intercultural conflicts in social environment undermine creativity, Academy of Management Journal, 56, pp. 1545-1577, (2013); Clance P.R., The impostor phenomenon: Overcoming the fear that haunts your success, (1985); Clance P.R., Imes S.A., The impostor phenomenon in high achieving women: Dynamics and therapeutic intervention, Psychotherapy: Theory, Research & Practice, 15, pp. 241-247, (1978); Clance P.R., O'Toole M.A., The imposter phenomenon: An internal barrier to empowerment and achievement, Women & Therapy, 6, 3, pp. 51-64, (1988); Cohen T.R., Wolf S.T., Panter A.T., Insko C.A., Introducing the GASP scale: A new measure of uilt and shame proneness, Journal of Personality and Social Psychology, 100, pp. 947-966, (2011); Covin J.G., Slevin D.P., A conceptual model of entrepreneurship as firm behavior, Entrepreneurship Theory and Practice, 16, pp. 7-26, (1991); Cowman S.E., Ferrari J.R., “Am I for real?” Predicting impostor tendencies from self-handicapping and affective components, Social Behavior and Personality: An International Journal, 30, pp. 119-125, (2002); Crawford W.S., Shanine K.K., Whitman M.V., Kacmar K.M., Examining the impostor phenomenon and work-family conflict, Journal of Managerial Psychology, 31, 2, pp. 375-390, (2016); Davis M.A., Understanding the relationship between mood and creativity: A meta-analysis, Organizational Behavior and Human Decision Processes, 108, pp. 25-38, (2009); De Cuyper N., De Witte H., Gepercipieerde kans op een baan versus een betere baan: Relaties met arbeidstevredenheid en welzijn. 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Hudson; Department of Management and Organisations, Rennes School of Business, Rennes, 2 Rue Robert d'Arbrissel, 35065, France; email: sarah.hudson@rennes-sb.com","","Academic Press Inc.","","","","","","00018791","","JVBHA","","English","J. Vocat. Behav.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85107678160"
"Jjuuko R.; Tukundane C.; Zeelen J.","Jjuuko, Robert (57211788836); Tukundane, Cuthbert (55847169800); Zeelen, Jacques (6603682257)","57211788836; 55847169800; 6603682257","Reclaiming the educative power of vocational placements: Experiences from agriculture education practice in Uganda","2021","International Journal of Training and Development","25","2","","144","159","15","4","10.1111/ijtd.12212","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105158328&doi=10.1111%2fijtd.12212&partnerID=40&md5=6af37538a6be5ecf683126a0966d6ba2","Graduate School for the Humanities, University of Groningen, Groningen, Netherlands; School of Arts and Social Sciences, Uganda Martyrs University, Nkozi, Uganda; Globalisation Studies Groningen, University of Groningen, Groningen, Netherlands; UNESCO Chair on Lifelong Learning, Youth and Work, Gulu University, Gulu, Uganda","Jjuuko R., Graduate School for the Humanities, University of Groningen, Groningen, Netherlands; Tukundane C., School of Arts and Social Sciences, Uganda Martyrs University, Nkozi, Uganda; Zeelen J., Globalisation Studies Groningen, University of Groningen, Groningen, Netherlands, UNESCO Chair on Lifelong Learning, Youth and Work, Gulu University, Gulu, Uganda","Amidst the global pressure on education systems to harness youth employability and transition to the world of work, there is increased interest in vocational placements. It is evident that Uganda's tertiary education sector, like others in similar context, is struggling to optimise vocational placements for better students’ learning and labour market outcomes. This article explores the “educative” potential of vocational placements offered as a component of study programmes by a public tertiary agricultural training institution in Uganda. It draws on data generated from a qualitative case study that engaged 70 stakeholders namely students, graduates, lecturers, administrators and workplace supervisors. Undertaken between 2016 and 2019, the study reveals the complexities and prospects associated with the design and delivery of vocational placements in stressed education and labour market contexts. From a social constructivist perspective, we make contextual pedagogical propositions for unleashing the educative power of vocational placements in Uganda and similar contexts. © 2021 The Authors. International Journal of Training and Development published by Brian Towers (BRITOW) and John Wiley & Sons Ltd.","agricultural education; vocational placements; workplace learning","","","","","","","","Alm C.T., Using student journals to improve the academic quality of internships, Journal of Education for Business, 72, 2, pp. 113-115, (1996); Baker M.A., Robinson J.S., Kolb D.A., Aligning Kolb’s experiential learning theory with a comprehensive agricultural education model, Journal of Agricultural Education, 53, 4, pp. 1-16, (2012); Bailey A., Once the capacity development initiative is over: Using communities of practice theory to transform individual into social learning, The Journal of Agricultural Education and Extension, 20, 4, pp. 429-448, (2014); Baldock K., Murphrey T.P., Secondary students’ perceptions of inquiry-based learning in the agriculture classroom, Journal of Agricultural Education, 61, 1, pp. 235-246, (2020); Biggs J., Aligning teaching and assessing to course objectives, Teaching and Learning in Higher Education: New Trends and Innovations, 2, April, pp. 13-17, (2003); 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Jjuuko; Graduate School for the Humanities, University of Groningen, Groningen, Netherlands; email: robert@adultslearnuganda.org","","Blackwell Publishing Ltd","","","","","","13603736","","","","English","Int. J. Train. Dev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85105158328"
"Kenayathulla H.B.","Kenayathulla, Husaina Banu (55255158900)","55255158900","Are Malaysian TVET graduates ready for the future?","2021","Higher Education Quarterly","75","3","","453","467","14","3","10.1111/hequ.12310","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101906883&doi=10.1111%2fhequ.12310&partnerID=40&md5=dc55afd18960ba921dc0562f53c1bdd0","Department of Educational Management, Planning and Policy, Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia","Kenayathulla H.B., Department of Educational Management, Planning and Policy, Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia","Currently, we are at the beginning of the Fourth Industrial Revolution, where the rapid developments in genetics, artificial intelligence, robotics, nanotechnology, 3D printing and biotechnology are growing rapidly. It is expected that the majority of the children entering primary school today might end up working in jobs that do not yet exist. In such a fast-changing employment landscape, the ability to prepare for future skills will be required to take advantage of the opportunities presented by these trends. National Dual Training System has been implemented by the Ministry of Human Resource to ensure TVET graduates are equipped with the employability skills needed in the job market. Questionnaires were distributed to employers from different training institutions, industries and agencies. The employers were to evaluate the level of employability skills obtained by the graduates that had gone through the National Dual Training System and then, the employers were asked to identify employability skills needed to meet employment demands in the Fourth Industry Revolution. The findings provide insights to the policymakers and curriculum developers on the appropriate interventions that need to be taken to ensure our graduates are well equipped with the employability skills needed for the future. © 2021 John Wiley & Sons Ltd","employability; future; graduates; industrial revolution; Malaysia","","","","","","","","Ahmad A., Shahbaki M.N., Samad S.A., Zain R.M., Rahim N.A., Ludin A.H., Ling S.H.K., Nor A.M., Abdullah R., Saleh S., Daud N.M., Wadud N.D.A., Penerimaan pekerja lulusan SLDN di alam pekerjaan dari persepsi majikan [Employers' Perspectives on the acceptance of SLDN graduates in employment sector], (2012); Ahmad N.A., Kenayathulla H.B., Idris A.R., Employability skills for hospitality students in Malaysia, MOJEM: Malaysian Online Journal of Educational Management, 5, 4, pp. 63-86, (2017); Azian H., Mun L.Y., (2011); Bennett N., Dunne E., Carre C., Skills development in higher education and employment, (2000); Billing D., Generic cognitive abilities in higher education: An international analysis of skills sought by stakeholders, Compare, 33, 3, pp. 335-350, (2003); Clarke M., Where to from here? 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Q.","Article","Final","","Scopus","2-s2.0-85101906883"
"Lettieri A.; Soto-Pérez F.; Franco-Martín M.A.; de Borja Jordán de Urríes F.; Shiells K.R.; Díez E.","Lettieri, Andrea (57202291584); Soto-Pérez, Felipe (55981314000); Franco-Martín, Manuel A. (6602230662); de Borja Jordán de Urríes, Francisco (8973852300); Shiells, Kate R. (57194415621); Díez, Emiliano (57188556594)","57202291584; 55981314000; 6602230662; 8973852300; 57194415621; 57188556594","Employability With Mental Illness: The Perspectives of Employers and Mental Health Workers","2021","Rehabilitation Counseling Bulletin","64","4","","195","207","12","4","10.1177/0034355220922607","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088390033&doi=10.1177%2f0034355220922607&partnerID=40&md5=0a25adbca9df104d194d993db5699516","Universidad de Salamanca, Spain; Fundación INTRAS, Zamora, Spain; Hospital Provincial de Zamora, Zamora, Spain; Hospital Universitario Rio Hortega, Valladolid, Spain; Instituto Universitario de Integración en la Comunidad, Universidad de Salamanca, Spain; Charles University, Prague, Czech Republic","Lettieri A., Universidad de Salamanca, Spain, Fundación INTRAS, Zamora, Spain; Soto-Pérez F., Universidad de Salamanca, Spain, Fundación INTRAS, Zamora, Spain; Franco-Martín M.A., Universidad de Salamanca, Spain, Hospital Provincial de Zamora, Zamora, Spain, Hospital Universitario Rio Hortega, Valladolid, Spain; de Borja Jordán de Urríes F., Instituto Universitario de Integración en la Comunidad, Universidad de Salamanca, Spain; Shiells K.R., Charles University, Prague, Czech Republic; Díez E., Instituto Universitario de Integración en la Comunidad, Universidad de Salamanca, Spain","Having prior contact with people with mental illness in the workplace can lead to an improvement in employers’ attitudes toward this group. However, there is currently a lack of instruments to measure attitudes toward the employability of people with mental illness. The overall aim of this study was to develop a Spanish scale of attitudes toward the employability of people with mental illness (CEPEM) and obtain preliminary data regarding its psychometric properties. Ninety-four items from three content domains were selected (attitudes, employability, and impact) and revised in an inter-rater agreement procedure in order to produce an initial scale. The scale was tested by employers and workers from the field of mental health. A reduced set of items was selected according to variability and homogeneity indexes. Additional analyses were conducted to explore the validity of the scale. Internal consistency was estimated for the full 33-item scale. Scale scores partially captured attitudinal differences between employers and workers. Finally, linear multiple regression analysis showed that the scale score, in combination with educational level, can help to predict employers’ intentions to hire people with mental illness. Limitations and future research directions are also addressed. © Hammill Institute on Disabilities 2020.","attitudes toward disability; employment discrimination; psychiatric disability","","","","","","Osaka Medical Research Foundation for Intractable Diseases","","Baldwin M.L., Beyond schizophrenia: Living and working with a serious mental illness, (2016); Bellostas A., Lopez-Arceiz F., Mateos L., Social value and economic value in social enterprises: Value creation model of Spanish sheltered workshops, Voluntas: International Journal of Voluntary & Nonprofit Organizations, 27, 1, pp. 367-391, (2016); Bezborodovs N., Thornicroft G., Stigmatisation of mental illness in the workplace: Evidence and consequences, Die Psychiatrie: Grundlagen & Perspektiven, 10, 2, pp. 102-107, (2013); Biggs D., Hovey N., Tyson P.J., MacDonald S., Employer and employment agency attitudes towards employing individuals with mental health needs, Journal of Mental Health, 19, 6, pp. 505-516, (2010); Blanco-Martin J.M., Las incapacidades laborales. Un punto de vista práctico [The inability to work. 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A review of reviews, Sociologica, 3, (2017); Luciano A., Drake R.E., Bond G.R., Becker D.R., Carpenter-Song E., Lord S., Swanson S.J., Evidence-based supported employment for people with severe mental illness: Past, current, and future research, Journal of Vocational Rehabilitation, 40, 1, pp. 1-13, (2014); Luis Gil y Gil J., Protección jurídico-laboral de las personas con discapacidad mental [Legal-labour protection of people with mental disabilities], Anuario de la Facultad de Derecho (Alcalá de Henares), 5, pp. 17-52, (2012); Malo M.A., Cueto B., Rodriguez V., Compatibilidad entre pensiones contributivas por incapacidad y empleo: el caso español [Compatibility between occupational disability pensions and employment: the Spanish case], Cuadernos de Relaciones Laborales, 29, 1, pp. 125-153, (2011); Marshall T., Goldberg R.W., Braude L., Dougherty R.H., Daniels A.S., Ghose S.S., Delphin-Rittmon M.E., Supported employment: Assessing the evidence, Psychiatric Services, 65, 1, pp. 16-23, (2014); Marwaha S., Balachandra S., Johnson S., Clinicians’ attitudes to the employment of people with psychosis, Social Psychiatry & Psychiatric Epidemiology, 44, 5, pp. 349-360, (2009); Menendez-Calvo R., Integración laboral de las personas con discapacidad. Modelo legal tras la reforma de 2012 [Labour integration of people with disabilities. Legal model after the 2012 reform], Anuario de la Facultad de Derecho (Alcalá de Henares), 5, pp. 223-243, (2012); Sick on the job? Myths and realities about mental health and work, (2012); Ozawa A., Yaeda J., Employer attitudes toward employing persons with psychiatric disability in Japan, Journal of Vocational Rehabilitation, 26, 2, pp. 105-113, (2007); Pettersen K.T., Fugletveit R., Should we talk about it?” A study of the experiences business leaders have of employing people with mental health problems, Work, 52, 3, pp. 635-641, (2015); Piat M., Polvere L., Recovery-oriented mental health policies: Implications for transformative change in five nations, Community psychology and community mental health: Towards transformative change, pp. 327-348, (2014); Prior S., Maciver D., Forsyth K., Walsh M., Meiklejohn A., Irvine L., Readiness for employment: Perceptions of mental health service users, Community Mental Health Journal, 49, 6, pp. 658-667, (2013); Rodriguez V., Malo M.A., Cueto B., Diferencias salariales por discapacidad y Centros Especiales de Empleo [Disability-related wage differences and Special Employment Centres], Cuadernos de Economía, 35, 98, pp. 100-116, (2012); Ryan P., Ramon S., Greacen T., Empowerment, lifelong learning and recovery in mental health: Towards a new paradigm, (2012); Saavedra J., Lopez M., Gonzales S., Cubero R., Does employment promote recovery? Meanings from work experience in people diagnosed with serious mental illness, Culture, Medicine, and Psychiatry: An International Journal of Cross-Cultural Health Research, 40, 3, pp. 507-532, (2016); Sharac J., McCrone P., Clement S., Thornicroft G., The economic impact of mental health stigma and discrimination: A systematic review, Epidemiology and Psychiatric Sciences, 19, 3, pp. 223-232, (2010); Stuart H., Mental illness and employment discrimination, Current Opinion in Psychiatry, 19, 5, pp. 522-526, (2006); Tsang H.W., Angell B., Corrigan P.W., Lee Y.-T., Shi K., Lam C.S., Fung K.M., A cross-cultural study of employers’ concerns about hiring people with psychotic disorder: Implications for recovery, Social Psychiatry & Psychiatric Epidemiology, 42, 9, pp. 723-733, (2007); Tsang H.W., Corrigan P.W., Fung K.M., Shi K., Lam C., Larson J., Chung R.C., Sino-American employer perspective about behavioral-driven health conditions: Predictive analyses, International Journal of Psychiatry in Clinical Practice, 16, 4, pp. 284-292, (2012); Unger D.D., Employers’ attitudes toward persons with disabilities in the workforce: Myths or realities?, Focus on Autism and Other Developmental Disabilities, 17, 1, pp. 2-10, (2002); Van Voorhis C., Morgan B., Understanding power and rules of thumb for determining sample size. Tutorials in Quantitative Methods for Psychology, 3, pp. 43-50, (2007); Wang K., Link B.G., Corrigan P.W., Davidson L., Flanagan E., Perceived provider stigma as a predictor of mental health service users’ internalized stigma and disempowerment, Psychiatry Research, 259, pp. 526-531, (2018); Mental health and work: Impact, issues and good practices, (2000); Ylla L., Gonzalez-Pinto A., Ballesteros J., Guillen V., Evolución de las actitudes de la población frente al enfermo mental [Evolution of the population’s attitudes towards the mentally ill], Actas Españolas de Psiquiatria, 35, 5, pp. 323-335, (2007)","E. Díez; Instituto Universitario de Integración en la Comunidad, Universidad de Salamanca, Spain; email: emid@usal.es","","SAGE Publications Inc.","","","","","","00343552","","","","English","Rehabil. Couns. Bull.","Article","Final","","Scopus","2-s2.0-85088390033"
"Torres-Coronas T.; Vidal-Blasco M.-A.","Torres-Coronas, Teresa (37662352600); Vidal-Blasco, María-Arántzazu (37662251700)","37662352600; 37662251700","Predicting global entrepreneurship: An exploratory study; [Predicció d'una emprenedoria global. Un estudi exploratori]; [Predicción de un emprendimiento global. Un estudio exploratorio]","2021","Educar","57","2","","519","536","17","4","10.5565/REV/EDUCAR.1279","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111068775&doi=10.5565%2fREV%2fEDUCAR.1279&partnerID=40&md5=43ef5040ae48ca88860f155fd5a993c5","Universitat Rovira i Virgili, Spain","Torres-Coronas T., Universitat Rovira i Virgili, Spain; Vidal-Blasco M.-A., Universitat Rovira i Virgili, Spain","Globalization provides international career opportunities and options, such as entrepreneurship. Entrepreneurship education is currently promoted in both national and European educational strategies. For university students, the viability of this career option depends on their own motivations, perceived competencies, and professional objectives. This study uses a structural equations model analyses the factors that affect the intention to create an international company. It focuses on how intercultural skills, cognitive cultural intelligence, entrepreneurial self-efficacy, and linguistic competence affects students' motivation to create a company with an international vocation. The results of the study show that proficiency in a foreign language, language competence, and entrepreneurial self-efficacy are relevant factors. The research also discusses the implications of these results for teaching in higher education institutions. There is a need to update graduates' employability skills and the competences that future teachers must acquire. © 2021 Universitat Autonoma de Barcelona. All rights reserved.","Cognitive cultural intelligence; Entrepreneurial intention; Entrepreneurial self-efficacy; Entrepreneurship; Language skills","","","","","","","","Ahmetoglu G., Leutner F., Chamorro T., EQ-nomics: Understanding the relationship between individual differences in trait emotional intelligence and entrepreneurship, Personality and Individual Differences, 51, pp. 1028-1033, (2011); Ajzen I., The theory of planned behavior, Organizational Behavior and Human Decision Processes, 50, 2, pp. 179-211, (1991); Attitudes, personality, and behavior, (2005); Alcaraz-Rodriguez R., Alvarez M. M., Villasana M., Developing entrepreneurial competences in students in the life sciences: The Lifetech Ad- Venture program, On the Horizon, 22, 3, pp. 182-191, (2014); Alon I., Higgins J. M., Global leadership success through emotional and cultural intelligences, Business Horizons, 48, 6, pp. 501-512, (2005); Ang S., Van Dyne L., Conceptualization of cultural intelligence: Definition, distinctiveness, and nomological network, Handbook of cultural intelligence: Theory, measurement, and applications, pp. 3-15, (2008); Ang S., Van Dyne L., Tan M. L., Cultural intelligence, Cambridge handbook on intelligence, pp. 582-602, (2011); Ang S., Van Dyne L., Koh C., Ng K. Y., Templer K., Tay C., Chandrasekar N. A., Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation and task performance, Management and Organization Review, 3, 3, pp. 335-371, (2007); Azevedo A., Shane M. J., A new training program in developing cultural intelligence can also improve innovative work behavior and resilience: A longitudinal pilot study of graduate students and professional employees, The International Journal of Management Education, 17, 3, (2019); Bandura A., Self-efficacy: The exercise of control, (1997); Barbero J., Maestro A., Pitcairn C., Saiz A., Las competencias básicas en el área de lenguas extranjeras, Cuadernos de Educación de Cantabria [Basic competencies in foreign languages. Education notebooks of Cantabria], (2008); Brislin R., Worthley R., Macnab B., Cultural intelligence: Understanding behaviors that serve people's goals, Group & Organization Management, 31, 1, pp. 40-55, (2006); Byrne B. M., Structural equation modeling with AMOS: Basic concepts, applications and programming, (2010); Camuffo A., Gerli F., Gubitta P., Competencies matter: Modeling effective entrepreneurship in Northeast of Italy small firms, Cross Cultural Management, 19, 1, pp. 48-66, (2012); Carree M. A., Thurik A. R., The impact of entrepreneurship on economic growth, Handbook of Entrepreneurship Research, pp. 557-594, (2010); Common European Framework of Reference for Languages: Learning, teaching, assessment, CEFRL, (2001); De Noble A., Jung D., Ehrlich S., Entrepreneurial self-efficacy: The development of a measure and its relationship to entrepreneurial actions, Paper presented at the Conference on Frontiers of Entrepreneurship Research, (1999); Diaz-Garcia M. C., Jimenez-Moreno J., Entrepreneurial intention: The role of gender, International Entrepreneurship Management Journal, 6, pp. 261-283, (2010); Dinis A., do Paco A., Ferreira J., Raposo M., Gouveia R., Psychological characteristics and entrepreneurial intentions among secondary students, Education + Training, 55, 8, pp. 763-780, (2013); Do Paco A., Matos J., Raposo M., Gouveia R., Dinis A., Entrepreneurial intentions: Is education enough?, International Entrepreneurship and Management Journal, 50, pp. 57-75, (2013); Doanh D. C., Bernat T., Entrepreneurial self-efficacy and intention among Vietnamese students: A meta-analytic path analysis based on the theory of planned behavior, Procedia Computer Science, 159, pp. 2447-2460, (2019); Earley P. 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P., Entrepreneurship, Journal of Labor Economics, 23, 4, pp. 649-680, (2005); Lee B., Porfeli E. J., Hirschi A., Between- and within-person level motivational precursors associated with career exploration, Journal of Vocational Behavior, 92, pp. 125-134, (2016); Linan F., Chen Y. W., Development and cross-cultural application of a specific instrument to measure entrepreneurial intentions, Entrepreneurship Theory and Practice, 33, 3, pp. 593-617, (2009); Lustig M., Koester J., Intercultural competence interpersonal communication across cultures, (2006); Martin C., Iucub R. 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H., Cultural competence for tour leaders: Scale development and validation, Tourism Management, 71, pp. 9-17, (2019); Utamin C. W., Attitude, subjective norms, perceived behavior, entrepreneurship education and self-efficacy towards entrepreneurial intention university student in Indonesia, European Research Studies Journal, 20, 24, pp. 475-495, (2017); Wang K. T., Heppner P. P., Wang L., Zhu F., Cultural intelligence trajectories in new international students: Implications for the development of crosscultural competence, International Perspectives in Psychology: Research, Practice, Consultation, 4, 1, (2015); Wei X., Liu X., Sha J., How does the entrepreneurship education influence the students' innovation? Testing on the multiple mediation model, Frontiers in Psychology, 10, (2019); Yeh C. H., Wang S., Hsu J. W., Lin S. J., Predicting individuals' digital autopreneurship: Does educational intervention matter?, Journal of Business Research, 106, pp. 35-45, (2020); Zampetakis L. A., Kafetsios K., Bouranta N., Dewett T., Moustakis V. S., On the relationship between emotional intelligence and entrepreneurial attitudes and intentions, International Journal of Entrepreneurial Behaviour & Research, 15, 6, pp. 595-618, (2009); Zhang Y., Duysters G. M., Cloodt M. M. A. H., The role of entrepreneurship education as a predictor of university students' entrepreneurial intention, International Entrepreneurship and Management Journal, 10, 3, pp. 623-641, (2014)","","","Universitat Autonoma de Barcelona","","","","","","0211819X","","","","English","Educar","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85111068775"
"Zenner-Höffkes L.; Harris R.; Zirkle C.; Pilz M.","Zenner-Höffkes, Lea (57209910263); Harris, Roger (8451902000); Zirkle, Chris (56111359300); Pilz, Matthias (7003332637)","57209910263; 8451902000; 56111359300; 7003332637","A comparative study of the expectations of SME employers recruiting young people in Germany, Australia and the United States","2021","International Journal of Training and Development","25","2","","124","143","19","11","10.1111/ijtd.12214","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105210397&doi=10.1111%2fijtd.12214&partnerID=40&md5=5ed121fb48b5a9f58b8de41ec9173cdf","Economics and Business Education, University of Cologne, Cologne, Germany; Centre for Research in Educational and Social Inclusion, University of South Australia, Adelaide, Australia; College of Education and Human Ecology, The Ohio State University, Columbus, OH, United States","Zenner-Höffkes L., Economics and Business Education, University of Cologne, Cologne, Germany; Harris R., Centre for Research in Educational and Social Inclusion, University of South Australia, Adelaide, Australia; Zirkle C., College of Education and Human Ecology, The Ohio State University, Columbus, OH, United States; Pilz M., Economics and Business Education, University of Cologne, Cologne, Germany","Debate continues to feature prominently in many countries on such notions as skills, skill shortages and employability. Clearly such notions remain significant internationally in the rhetoric of both economic reform and training policy and practice. However, the problem remains of differing perceptions. The purpose of this comparative study was to examine the expectations of small and medium-sized enterprises (SMEs) when they recruit young people. Focusing on Germany, Australia and the United States, interviews were held with 30 managers in two diverse job roles—hospitality front-desk staff and automotive technicians. In addition to differences in the range of desired skills between the job roles in these countries, difficulties in recruiting young people were highlighted by the study. Generational differences and academization were perceived as having effects on the hiring of young workers. Various problems with each country's general education system were also emphasized, as managers perceived many young people being inadequately prepared for work. The study also demonstrates the influence of the skill formation system of the countries is less relevant in comparison to the sector in which the SMEs are active. © 2021 Brian Towers (BRITOW) and John Wiley & Sons Ltd","","","","","","","","","Andrews A., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: a European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Argyris C., Putnam R., McLain Smith D., Action science, (1985); Small business in Australia: 2001, (2002); Babbie E., The practice of social research, (2007); Bathmaker A., Defining ‘knowledge’ in vocational education qualifications in England: An analysis of key stakeholders and their constructions of knowledge, purposes and content, Journal of Vocational Education & Training, 65, 1, pp. 87-107, (2013); Baum T., Skills and training for the hospitality sector: A review of issues, Journal of Vocational Education & Training, 54, 3, pp. 343-364, (2002); Baum T., Odgers P., Nerve centre or nerd centre—The changing role of front office in the contemporary hotel sector, Paper to the Council for Hospitality Management Education Research Conference, (2001); Baumeler C., Lamamra N., Micro firms matter. How do they deal with the tension between production and training?, Journal of Vocational Education & Training, 71, pp. 464-481, (2019); Bencsik A., Juhasz T., Horvath-Csikos G., Y and Z generations at workplaces, Journal of Competitiveness, 6, 3, pp. 90-106, (2016); Bennett R., Employers’ demands for personal transferable skills in graduates: a content analysis of 1000 job advertisements and an associated empirical study, Journal of Vocational Education & Training, 54, 4, pp. 457-476, (2002); Billett S., The standing of vocational education: Sources of its societal esteem and implications for its enactment, Journal of Vocational Education & Training, 66, 1, pp. 1-21, (2014); Billett S., Ehrich L., Hernon-Tinning B., Small business pedagogic practices, Journal of Vocational Education & Training, 55, 2, pp. 149-168, (2003); Bishop D., Small firms and the failure of national skills policies: adopting an institutional perspective, International Journal of Training and Development, 19, 1, pp. 69-80, (2015); Brockmann M., Clarke L., Winch C., Knowledge, skills, competence: European divergences in vocational education and training (VET), Oxford Review of Education, 34, 5, pp. 547-567, (2008); Brown P., Hesketh A., Williams S., Employability in a knowledge-driven economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Cojan M., Verzea I., Gaiginschi L., Closing the competency gaps trough e-learning: A case study for automotive industry, Paper presented at the 14th International Scientific Conference eLearning and Software for Education, 1, pp. 380-387, (2018); Financial services and small and medium-sized enterprises (SMEs), (2018); Ausbildung 2019. 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Harris; Centre for Research in Educational and Social Inclusion, University of South Australia, Adelaide, Australia; email: roger.harris@unisa.edu.au","","Blackwell Publishing Ltd","","","","","","13603736","","","","English","Int. J. Train. Dev.","Article","Final","","Scopus","2-s2.0-85105210397"
"Lumb M.; Jane Burke P.; Bennett A.","Lumb, Matt (57207347311); Jane Burke, Penny (55665340500); Bennett, Anna (57190167076)","57207347311; 55665340500; 57190167076","Obscenity and fabrication in equity and widening participation methodologies","2021","British Educational Research Journal","47","3","","539","556","17","2","10.1002/berj.3663","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088787526&doi=10.1002%2fberj.3663&partnerID=40&md5=03a18b46db12a28a08b6af7583392885","The University of Newcastle, NSW, Australia","Lumb M., The University of Newcastle, NSW, Australia; Jane Burke P., The University of Newcastle, NSW, Australia; Bennett A., The University of Newcastle, NSW, Australia","Equity and widening participation (EWP) initiatives in Australia are increasingly reimagined in policy as sites where participants are constructed as competitor-individuals, with education considered only in terms of employability, social mobility and nation-state market competition. In the context of EWP outreach, and with school students in particular, this can transpire into demands for narrow forms of ‘legitimate’ aspirations. Goffman defines obscenity as when (1) the very intimate is forced into the public sphere, while (2) the humanising dimensions or contexts are stripped away, with an example being pornography—where intimate encounters are reproduced as de-contextualised acts while being made public. This article argues that dominant approaches to practicing and evaluating EWP risk obscene consequences if they force community members to present static future-oriented valuations of intimate, fluid aspirations and experiences of education against a backdrop of increasingly individuated, competitive and standardised educational institutions. In this article, firstly we detail the context to establish a foundation for theorising consequences of particular socio-educational discursive practices. Secondly, we engage with notions of frame, keying and fabrication as a toolbox to reveal some of the unintended (obscene) dynamics risked via certain approaches to programmatic practice and evaluation. Thirdly, we review the diversity of approaches to evaluation (and their attendant debates), highlighting the importance of these debates and diversities, making a case against methodological imperialism. © 2020 British Educational Research Association","educational issues; formal learning contexts; higher education; inequity and social justice; obscenity; widening participation","","","","","","","","Ahmed S., Swan E., Doing diversity, Policy Futures in Education, 4, 2, pp. 96-100, (2006); Bennett A., Access and equity programme provision-evaluation in Australian higher education: A what matters approach, Educational Research and Evaluation, 24, 8, pp. 523-537, (2019); Bennett A., Lumb M., Policy misrecognitions and paradoxes: Developing more contextually attuned access and equity policies in Australian higher education, Policy Futures in Education, 17, 8, pp. 966-982, (2019); Bennett A., Naylor R., Mellor K., Brett M., Gore J., Harvey A., Et al., The Critical Interventions Framework Part 2: Equity initiatives in Australian higher education, (2015); Bettinger E.P., Long B., Oreopoulos P., Sanbonmatsu L., The role of application assistance and information in college decisions: Results from the H&R Block Fafsa Experiment, Quarterly Journal of Economics, 127, 3, pp. 1205-1242, (2012); Bickman L., Reich S.M., Randomized controlled trials: A gold standard with feet of clay?, What counts as credible evidence in applied research and evaluation practice?, pp. 51-77, (2009); Biesta G., Why ‘what works’ still won’t work: From evidence-based education to value-based education, Studies in Philosophy and Education, 29, pp. 491-503, (2010); Bourdieu P., Pascalian meditations, (2000); Burke P.J., Men accessing education: Gendered aspiration, British Educational Research Journal, 32, 5, pp. 719-734, (2006); Burke P.J., The right to higher education, (2012); Burke P.J., Access to and Widening Participation in Higher Education. 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Lumb; The University of Newcastle, Australia; email: matt.lumb@newcastle.edu.au","","Blackwell Publishing Ltd","","","","","","01411926","","","","English","Br. Educ. Res. J.","Article","Final","","Scopus","2-s2.0-85088787526"
"Alcover C.-M.; Guglielmi D.; Depolo M.; Mazzetti G.","Alcover, Carlos-María (8526479100); Guglielmi, Dina (23993451800); Depolo, Marco (23970275700); Mazzetti, Greta (55889758600)","8526479100; 23993451800; 23970275700; 55889758600","“Aging-and-Tech Job Vulnerability”: A proposed framework on the dual impact of aging and AI, robotics, and automation among older workers","2021","Organizational Psychology Review","11","2","","175","201","26","15","10.1177/2041386621992105","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100953429&doi=10.1177%2f2041386621992105&partnerID=40&md5=971ffb353907995a810bdfb12289c014","Universidad Rey Juan Carlos, Spain; University of Bologna, Italy","Alcover C.-M., Universidad Rey Juan Carlos, Spain; Guglielmi D., University of Bologna, Italy; Depolo M., University of Bologna, Italy; Mazzetti G., University of Bologna, Italy","As the aging population and workforce constitute a worldwide concern, it is becoming necessary to predict how the dual threat of aging and technology at work increases the job vulnerability of older workers and jeopardizes their employability and permanence in the labor market. The objective of this paper is twofold: (1) to analyze perceptions of artificial intelligence, robotics, and automation in work settings and the expected impact of these technologies on older workers to contextualize this emergent phenomenon; and (2) to propose a general model related to “Aging-and-Tech Job Vulnerability” to explain and predict the combined effect of aging and AI/robotics/automation on job insecurity and additional outcomes among older workers. The propositions of the Age-and-Tech Job Vulnerability model developed in this paper seek to present a first approach for the conceptual advance and research on this emerging phenomenon and entails several theoretical and practical implications for organizational psychology. © The Author(s) 2021.","aging; job insecurity; older workers; technology; vulnerability","","","","","","Universities?Program; Ministerio de Ciencia, Innovación y Universidades, MCIU, (PRX19/00119); Ministerio de Ciencia e Innovación, MICINN","Funding text 1: The first author disclosed receipt of the following financial support for the research of this article: This work was supported by the Spanish Ministry of Science, Innovation, and Universities—Program for Stays of Professors and Senior Researchers in Foreign Centers 2019 [grant number PRX19/00119]. ; Funding text 2: The first author disclosed receipt of the following financial support for the research of this article: This work was supported by the Spanish Ministry of Science, Innovation, and Universities?Program for Stays of Professors and Senior Researchers in Foreign Centers 2019 [grant number PRX19/00119].","Acemoglu D., Autor D., Skills, tasks, and technologies: Implications for employment and earnings, Handbook of Labor Economics, 4b, pp. 1043-1171, (2011); Alcover C.M., Bridge employment: Transitions from career employment to retirement and beyond, The Palgrave handbook of age diversity and work, pp. 225-262, (2017); Alcover C.M., Topa G., Work characteristics, motivational orientations, psychological work ability and job mobility intentions of older workers, PLoS One, 13, (2018); Alwang J., Siegel P.B., Jorensen S.L., Vulnerability: A view from different disciplines, (2001); Appelbaum E., Kalleberg A., Rho H.J., Nonstandard work arrangements and older Americans, 2005–2017, (2019); Armstrong-Stassen M., Cattaneo J., The effect of downsizing on organizational practices targeting older workers, Journal of Management Development, 29, pp. 344-363, (2010); Autor D., Levy F., Murnane R.J., The skill content of recent technological change: An empirical exploration, Quarterly Journal of Economics, 118, pp. 1279-1333, (2003); Bal A.C., Reiss A., Cort W.R., Baltes B.B., Examining positive and negative perceptions of older workers: A meta-analysis, The Journals of Gerontology, 66B, pp. 687-698, (2011); Bal P.M., Doci E., Neoliberal ideology in work and organizational psychology, European Journal of Work and Organizational Psychology, 27, pp. 536-548, (2018); Bandura A., Self-efficacy conception of anxiety, Anxiety Research, 1, pp. 77-98, (1988); Bartel A.P., Sicherman N., Technological change and retirement decisions of older workers, Journal of Labor Economics, 11, pp. 162-183, (1993); Beck V., Employers’ views of learning and training for an ageing workforce, Management Learning, 45, pp. 200-215, (2012); Beehr T.A., Bennett M.M., Working after retirement: Features of bridge employment and research directions, Work, Aging and Retirement, 1, pp. 112-128, (2015); Bisom-Rapp S., Frazer A., Sargeant M., Decent work, older workers and vulnerability in the economic recession: A comparative study of Australia, the United Kingdom, and the United States, Employee Rights and Employment Policy Journal, 15, pp. 43-121, (2011); Bohle P., Pitts C., Quinlan M., Time to call it quits? 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Mazzetti; University of Bologna, Italy; email: greta.mazzetti3@unibo.it","","SAGE Publications Inc.","","","","","","20413866","","","","English","Org. Psy. Rev.","Article","Final","","Scopus","2-s2.0-85100953429"
"Wang Q.; Aman M.S.; Hooi L.B.","Wang, Qinglei (58046717600); Aman, Mohd Salleh (35095033100); Hooi, Lim Boon (57210282159)","58046717600; 35095033100; 57210282159","Exploring Talent Cultivation of College Student-Athletes for New Ventures and Entrepreneurial Psychology of New Venture Entrepreneur","2021","Frontiers in Psychology","12","","679901","","","","4","10.3389/fpsyg.2021.679901","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113602966&doi=10.3389%2ffpsyg.2021.679901&partnerID=40&md5=ace66c08b98ca60630b7ebce99109d8b","Centre for Sport and Exercise Sciences, University of Malaya, Kuala Lumpur, Malaysia","Wang Q., Centre for Sport and Exercise Sciences, University of Malaya, Kuala Lumpur, Malaysia; Aman M.S., Centre for Sport and Exercise Sciences, University of Malaya, Kuala Lumpur, Malaysia; Hooi L.B., Centre for Sport and Exercise Sciences, University of Malaya, Kuala Lumpur, Malaysia","To further promote the development of new ventures, sufficient research and analysis have been conducted on the managers (especially, new venture entrepreneurs) and employees of new ventures. In this study, the case investigation is adopted to study the psychological stress of new venture entrepreneurs, the psychological capital of college athletes and the cultivation of employability. The research results show that there is no significant difference in career guidance curriculum and employability among students with different academic performances (p > 0.05), but there is a significant difference in psychological capital among students with different academic performances (p < 0.05). The career guidance curriculum, employability, and psychological capital have different correlation degrees. The career guidance curriculum has a significantly positive impact on the employability of students, and psychological capital plays a mediating role in the impact of the career guidance curriculum on employability. The analysis of the psychological stress of new venture entrepreneurs indicates that the stress of the dimension of resource requirements is the least. Meanwhile, the psychological stress of new entrepreneurs has a positive impact on new venture performance. The research content is fully considered, which can provide a scientific and effective reference for the follow-up research. © Copyright © 2021 Wang, Aman and Hooi.","career guidance curriculum for college students; positive psychology; promoting employment; psychological capital; student athletes","","","","","","","","Alvarez R., Grazzi M., Innovation and entrepreneurship in Latin America: what do we know? What would we like to know?, Estud. Econ, 45, pp. 157-171, (2018); Bamberger P.A., Koopmann J., Wang M., Larimer M., Nahum-Shani I., Geisner I., Et al., Does college alcohol consumption impact employment upon graduation? Findings from a prospective study, J. Appl. Psychol, 103, (2018); Beauchemin J., College student-athlete wellness: an integrative outreach model, J. Coll. Stud, 48, pp. 268-280, (2014); Bird M.D., Chow G.M., Meir G., Freeman J., Student-athlete and student non-athletes' stigma and attitudes toward seeking online and face-to-face counseling, J. Clin. Sport Psychol, 12, pp. 347-364, (2018); Bosch T.A., Carbuhn A.F., Stanforth P.R., Oliver J.M., Keller K.A., Dengel D.R., Body composition and bone mineral density of division 1 collegiate football players: a consortium of college athlete research study, J. Strength Cond. Res, 33, pp. 1339-1346, (2019); Bush J., Student or professional athlete-tax implications in the United States if student-athletes were to be classified as paid employees, Labor. Law J, 68, (2017); Chienwattanasook K., Jermsittiparsert K., Impact of entrepreneur education on entrepreneurial self-employment: a study from Thailand, Polish J. Manag. Stud, 19, (2019); Corrada R.L., Student-athletes in revenue-generating sports as employees: a look into the alt-labor future, Chicago-Kent Law Rev, 95, (2020); Cunningham J.A., Lehmann E.E., Menter M., Seitz N., The impact of university focused technology transfer policies on regional innovation and entrepreneurship, J. Technol. Trans, 44, pp. 1451-1475, (2019); Deviants V.G., Organizing student-athletes utilizing the civil rights unionism model, Emp. Res. Rights J, 29, pp. 107-125, (2017); Ding Y.Y., The constraints of innovation and entrepreneurship education for university students, J. Interdisc. Math, 20, pp. 1431-1434, (2017); Fadzil A.F.M., Hashim U.J., Yaacob M.R., Sallehudin H., Muhayiddin M.N., Mukhtar D., Et al., Entrepreneurial psychology and competencies: some perspectives from E-Commerce Entrepreneurs in Malaysia, J. Entrepr. Bus. Econ, 7, pp. 31-79, (2019); Huml M.R., Svensson P.G., Hancock M.G., Community service in intercollegiate athletics: a student involvement approach to college athlete engagement, J. Iss. Intercoll. Athlet, 10, pp. 101-121, (2017); Jin L., Madison K., Kraiczy N.D., Kellermanns F.W., Crook T.R., Xi J., Entrepreneurial team composition characteristics and new venture performance: a meta-analysis, Entrep. Theory. Prac, 41, pp. 743-771, (2017); Kim M., Oja B.D., Kim H.S., Chin J.H., Developing student-athlete school satisfaction and psychological well-being: the effects of academic psychological capital and engagement, J. Sport Manage, 34, pp. 378-390, (2020); Kirrane M., Lennon M., O'Connor C., Fu N., Linking perceived management support with employees' readiness for change: the mediating role of psychological capital, J. Change Manage, 17, pp. 47-66, (2017); Knoester C., Ridpath B.D., Should student-athletes be allowed to be paid? A public opinion analysis, Sociol. Sport J, 1, pp. 1-13, (2020); Kroshus E., Wagner J., Wyrick D.L., Hainline B., Pre-post evaluation of the “supporting student-athlete mental wellness” module for college coaches, J. Clin. Sport Psychol, 1, pp. 1-18, (2019); Manner C., An eye toward the future: examining the relationship between future time perspective and college student employment in the United States, Bus. Econ. Res. J, 11, pp. 925-938, (2020); Nambisan S., Wright M., Feldman M., The digital transformation of innovation and entrepreneurship: Progress, challenges and key themes, Res. Policy, 48, (2019); Ozturk A., Karatepe O.M., Frontline hotel employees' psychological capital, trust in the organization, and their effects on nonattendance intentions, absenteeism, and creative performance, J. Hosp. Market. Manage, 28, pp. 217-239, (2019); Saito E., Pham T., A comparative institutional analysis on strategies deployed by Australian and Japanese universities to prepare students for employment, High. Educ. Res. Dev, pp. 1-15, (2020); Wang Y., Zheng Y., Zhu Y., How transformational leadership influences employee voice behavior: the roles of psychological capital and organizational identification, Soc. Behav. Pers, 46, pp. 313-321, (2018); Wiklund J., Hatak I., Lerner D.A., Verheul I., Thurik R., Antshel K., Entrepreneurship, clinical psychology, and mental health: an exciting and promising new field of research, Acad. Manage. Perspect, 34, pp. 291-295, (2020); Witasari J., Gustomo A., Understanding the effect of human capital management practices, psychological capital, and employee engagement to employee performances, Asian J. Tech. Manage, 13, pp. 1-15, (2020); Wu Y.C.J., Wu T., Li Y., Impact of using classroom response systems on students' entrepreneurship learning experience, Comput. Hum. Behav, 92, pp. 634-645, (2019)","M.S. Aman; Centre for Sport and Exercise Sciences, University of Malaya, Kuala Lumpur, Malaysia; email: amanms@um.edu.my; L.B. Hooi; Centre for Sport and Exercise Sciences, University of Malaya, Kuala Lumpur, Malaysia; email: lboonhooi@um.edu.my","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85113602966"
"Fuertes V.; McQuaid R.; Robertson P.J.","Fuertes, Vanesa (35182889100); McQuaid, Ronald (6701595003); Robertson, Peter J. (57220707680)","35182889100; 6701595003; 57220707680","Career-first: an approach to sustainable labour market integration","2021","International Journal for Educational and Vocational Guidance","21","2","","429","446","17","7","10.1007/s10775-020-09451-2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099759446&doi=10.1007%2fs10775-020-09451-2&partnerID=40&md5=cc6fa113e3704e6da3410a3ac92e5e92","School of Education & Social Sciences, University of the West of Scotland, Elles Building East - L104c, High Street, Paisley, PA1 2BE, United Kingdom; Stirling Management School, University of Stirling, Stirling, United Kingdom; School of Applied Sciences, Edinburgh Napier University, Edinburgh, United Kingdom","Fuertes V., School of Education & Social Sciences, University of the West of Scotland, Elles Building East - L104c, High Street, Paisley, PA1 2BE, United Kingdom; McQuaid R., Stirling Management School, University of Stirling, Stirling, United Kingdom; Robertson P.J., School of Applied Sciences, Edinburgh Napier University, Edinburgh, United Kingdom","Active labour market policies aim at supporting people entering and, importantly, remaining in the labour market. Initiatives to this end have often been characterised by a mixture of ‘human capital’ and ‘work-first’ approaches, although both have had a relatively limited effect on achieving job sustainability for those most distant from the labour market. This paper explores a distinctive approach to supporting job entry and sustainable employment that we have called ‘career-first’. The career-first approach to labour activation draws on three separate traditions of thinking: labour market, career development, and the capability literatures. Common ground is found in these three perspectives so each complements the weaknesses of the others. A career-first approach may be able to help deliver benefits to the individual, their family, and the wider society. © 2021, The Author(s).","Capability; Career-first; Employability","","","","","","","","Arthur N., Neault R., McMahon M., Career theories and models at work: Ideas for practice, CERIC., (2019); Arthur M.B., Rousseau D.M., Introduction: The boundaryless career as a new employment principle, The Boundaryless Career: A New Employment Principle for A New Organizational Era, pp. 3-20, (1996); Barnes A., Bassott B., Chant A., An introduction to career learning and development 11–19: Perspectives, practice and possibilities, Routledge, (2011); Beatty C., Fothergill S., The impact on welfare and public finances of job loss in industrial Britain, Regional Studies, Regional Science, 4, 1, pp. 161-180, (2017); Berry C., The Hyper-Anglicisation of Active Labour Market Policy, (2014); Evaluation of the StepUp Pilot: Final Report, Research report 337, Department for Work and Pensions, (2006); The psychology of working, A new perspective for career development, counseling, and public policy, (2006); Blustein D.L., Medvide M.B., Wan C.M., A critical perspective of contemporary unemployment policy and practices, Journal of Career Development, 39, 4, pp. 341-356, (2012); Bonvin J.M., Farvaque N., What informational basis for assessing job-seekers?: Capabilities vs. preferences, Review of Social Economy, 63, 2, pp. 269-289, (2005); Bonvin J.M., Farvaque N., Promoting capability for work: The role of local actors, Transforming Unjust Structures the Capability Approach, pp. 121-142, (2006); Brown J., Katikireddi S.V., Leyland A.H., McQuaid R., Frank J., Macdonald E.B., Age, health and other factors associated with return to work for those engaging with a welfare-to-work initiative: A cohort study of administrative data from the UK’s Work Programme, British Medical Journal Open, 8, 10, pp. 786-792, (2018); Burchardt T., Vizard P., Operationalizing” the capability approach as a basis for equality and human rights monitoring in twenty-first-century Britain, Journal of Human Development and Capabilities, 12, 1, pp. 91-119, (2011); Bussi M., Dahmen S., When ideas circulate. A walk across disciplines and different uses of the “capability approach, Transfer: European Review of Labour and Research, 18, 1, pp. 91-95, (2012); Cantillon B., The paradox of the social investment state: Growth, employment and poverty in the Lisbon era, Journal of European Social Policy, 21, 5, pp. 432-449, (2011); Card D., Kluve J., Weber A., Active labour market policy evaluations: A meta-analysis, The Economic Journal, 120, 548, pp. F452-F477, (2010); Carter E., Whitworth A., Work activation regimes and well-being of unemployed people: Rhetoric, risk and reality of quasi-marketization in the UK work programme, Social Policy & Administration, 51, 5, pp. 796-816, (2017); Castonguay J., Benchmarking Carrots and Sticks: Developing a Model for the Evaluation of Work-Based Employment Programs, (2009); Code of ethics, Career Development Institute., (2014); Chiappero-Martinetti E., Egdell V., Hollywood E., McQuaid R., Operationalisation of the capability approach, Facing Trajectories from School to Work, pp. 115-139, (2015); Daguerre A., Active Labour Market Policies and Welfare Reform: Europe and the US in Comparative Perspective, (2007); de Vos A., Dujardin J.-M., Gielens T., Meyers C., Developing sustainable careers across the lifespan, European Social Fund Network on ‘Career and AGE (Age, (2016); Dean H., The ethics of welfare-to-work, Policy & Politics, 35, 4, pp. 573-589, (2007); Dean H., Bonvin J.-M., Vielle P., Farvaque N., Developing capabilities and rights in welfare-to-work policies, European Societies, 7, 1, pp. 3-26, (2005); Deeming C., Foundations of the workfare state: Reflections on the political transformation of the welfare state in Britain, Social Policy & Administration, 49, 7, pp. 862-886, (2015); Deneulin S., Development and the limits of Amartya Sen’s the idea of justice, Third World Quarterly, 32, 4, pp. 787-797, (2011); Constructing new policy narratives: The capability approach as normative language, Human Development, pp. 45-63, (2014); Dwyer P., Wright S., Universal Credit, ubiquitous conditionality and its implications for social citizenship, Journal of Poverty and Social Justice, 22, 1, pp. 27-35, (2014); Dyke A., Heinrich C.J., Mueser P.R., Troske K.R., Kyung-Seong J., The effects of welfare-to-work program activities on labor market outcomes, Journal of Labor Economics, 24, 3, pp. 567-607, (2006); Egdell V., Graham H., A capability approach to unemployed young people’s voice and agency in the development and implementation of employment activation policies, Social Policy & Administration, 51, 7, pp. 1191-1209, (2017); Egdell V., McQuaid R., Supporting disadvantaged young people into work: Insights from the Capability Approach, Social Policy & Administration, 50, 1, pp. 1-18, (2016); Evaluation of the Council Recommendation on the Integration of the Long-Term Unemployed into the Labour Market, (2019); “Employment First”: Activating the British welfare state, Bringing the Jobless into Work? 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Fuertes; School of Education & Social Sciences, University of the West of Scotland, Paisley, Elles Building East - L104c, High Street, PA1 2BE, United Kingdom; email: vanesa.fuertes@uws.ac.uk","","Springer Science and Business Media B.V.","","","","","","18730388","","","","English","Int. J. Educ. Vocat. Guid.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85099759446"
"Isopahkala-Bouret U.; Aro M.; Ojala K.","Isopahkala-Bouret, Ulpukka (23485411500); Aro, Mikko (57189019311); Ojala, Kristiina (57221678742)","23485411500; 57189019311; 57221678742","Positional competition in a binary system: the case of Finnish higher education","2021","Tertiary Education and Management","27","2","","143","159","16","9","10.1007/s11233-021-09070-8","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107694399&doi=10.1007%2fs11233-021-09070-8&partnerID=40&md5=160d882bffe6f01d7579ceec9eb62858","Department of Education, University of Turku, Assistentinkatu 5, Turku, 20014, Finland","Isopahkala-Bouret U., Department of Education, University of Turku, Assistentinkatu 5, Turku, 20014, Finland; Aro M., Department of Education, University of Turku, Assistentinkatu 5, Turku, 20014, Finland; Ojala K., Department of Education, University of Turku, Assistentinkatu 5, Turku, 20014, Finland","Positional competition in the labour market entails graduate opportunities that depend not only on graduates’ skills, experience and abilities, but also on how their educational credentials compare to those of others. In this study, we examined the positional competition in the Finnish labour market and compared the influence of different ‘degree types’ on the probability of obtaining high-paid, high-status jobs. We used a register-based 5% sample of 25–45-year-old Finnish higher education (HE) graduates from 2010 to 2012 (N = 63 486). It was expected that the relative position of graduates would be affected by the degree level as well as the educational field and the binary division (university vs. non-university) of HE. Therefore, master’s and bachelor’s degree levels in all educational fields from universities versus universities of applied sciences (UASs) were included. The method of analysis was logistic regression. According to our results, the binary divide structured the opportunities to enter high-paid, high-status jobs within different fields of education. The university master’s degree graduates had the highest probability of succeeding in the Finnish labour market, and their status/rank elevated them above the competition by regulating access to certain professions or occupations through specific qualification requirements (i.e., credential social closure). Moreover, our results demonstrated how the degree rankings and the relative distance between university and UAS degrees vary in different fields. The Finnish case offers a valuable point of comparison to other HE systems with a binary structure. © 2021, The Author(s).","Binary system of higher education; Graduate employability; Job competition model; Labour market success; Positionality; Social closure","","","","","","Suomen Akatemia, (315797)","Open access funding provided by University of Turku (UTU). This work was supported by the Academy of Finland under Grant 315797. ","Becker G.S., Investment in human capital: A theoretical analysis, The Journal of Political Economy, 70, 5-2, pp. 9-49, (1962); Boer H., Kolster R., Vossensteyn H., Motives underlying bachelors–masters transitions: The case of Dutch degree stackers, Higher Education Policy, 23, pp. 381-396, (2010); Bol T., van de Werfhorst H.G., Educational systems and the trade-off between labor market allocation and equality of educational opportunity, Comparative Education Review, 57, 2, pp. 285-308, (2013); Clark B.R., The higher education system: Academic organization in cross-national perspective, (1983); Di Stasio V., Who is ahead in the labor queue? Institutions’ and employers’ perspective on overeducation, undereducation, and horizontal mismatches, Sociology of Education, 90, 2, pp. 109-126, (2017); Di Stasio V., Bolb T., van de Werfhorst H.G., What makes education positional? Institutions, overeducation, and the competition for jobs, Research in Social Stratification and Mobility, 43, pp. 53-63, (2016); Hirsch F., Social limits to growth, (1977); Stratification through a binary degree structure in Finnish higher education, Universities and the Production of Elites. Palgrave Studies in Global Higher Education, pp. 83-101, (2018); Isopahkala-Bouret U., Troublesome access. Non-admission experiences in a competitive Finnish higher education, Social Sciences, 8, 11, (2019); Kyvik S., Structural changes in higher education systems in Western Europe, Higher Education in Europe, 29, 3, pp. 393-409, (2004); Lampinen O., Suomalaisen Korkeakoulutuksen Uudistaminen. Reformeja Ja Innovaatioita, (2003); Leppanen O., (2019); Nori H., Isopahkala-Bouret U., Haltia N., Access to higher education (Finland), Higher Education Section in Bloomsbury Education and Childhood Studies, (2020); Education at a Glance, (2018); Benchmarking Higher Education System Performance, (2019); Ojala K., Ylemmät ammattikorkeakoulututkinnot työmarkkinoilla ja korkeakoulujärjestelmässä [The university of applied sciences master’s degree in the labour market and higher education system], (2017); Ortiz L., Rodriguez-Menes J., The positional value of education and its effect on general and technical fields of education: Educational expansion and occupational returns to education in Spain, European Sociological Review, 32, 2, pp. 216-237, (2016); Thurow L.C., Generating inequality, (1975); Triventi M., Panichella N., Ballarino G., Barone C., Bernardi F., Education as a positional good: Implications for social inequalities in educational attainment in Italy, Research in Social Stratification and Mobility, 43, pp. 39-52, (2016); van de Werfhorst H.G., Skills, positional good or social closure? The role of education across structural-institutional labour market settings, Journal of Education and Work, 24, 5, pp. 521-548, (2011); van de Werfhorst H.G., Andersen R., Social Background, credential inflation and educational strategies, Acta Sociologica, 48, 4, pp. 321-340, (2005); van Os W., Selection to the master’s phase at the binary divide, a Dutch case study, Tertiary Education and Management, 13, pp. 127-140, (2007); Weber M., (1978); Weeden K.A., Why do some occupations pay more than others? Social closure and earnings inequality in the United States, American Journal of Sociology, 108, 1, pp. 55-101, (2002); Wolbers M.H.J., De Graaf P.M., Ultee W.C., Trends in the occupational returns to educational credentials in the Dutch labor market: Changes in structures and in the association?, Acta Sociologica, 44, 1, pp. 5-19, (2001); Wright E.O., Classes, (1987)","U. Isopahkala-Bouret; Department of Education, University of Turku, Turku, Assistentinkatu 5, 20014, Finland; email: ulpukka.isopahkala-bouret@utu.fi","","Springer Science and Business Media B.V.","","","","","","13583883","","","","English","Tertiary Educ. Manage.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85107694399"
"Habets O.; Van der Heijden B.; Ramzy O.; Stoffers J.; Peters P.","Habets, Omar (57211535023); Van der Heijden, Beatrice (13406606600); Ramzy, Omar (49964432400); Stoffers, Jol (56589821100); Peters, Pascale (7202363177)","57211535023; 13406606600; 49964432400; 56589821100; 7202363177","Employable through social media: An intervention study","2021","Sustainability (Switzerland)","13","9","5093","","","","7","10.3390/su13095093","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105590442&doi=10.3390%2fsu13095093&partnerID=40&md5=df66c99b901e2e5f685f0c0be0a6745a","Research Centre for Employability, Zuyd University of Applied Sciences, Sittard, 6131 MT, Netherlands; Institute for Management Research, Radboud University, Nijmegen, 6500 HK, Netherlands; Faculty of Management, Open Universiteit, Heerlen, 6419 AT, Netherlands; Department of Marketing, Innovation and Organisation, Ghent University, Ghent, 9000, Belgium; Business School, Hubei University, 430062, Wuhan, China; Kingston Business School, Kingston University, Kingston Upon Thames, London, KT2 7LB, United Kingdom; Faculty of Business and Economics, Heliopolis University for Sustainable Development, Cairo Governorate, 11785, Egypt; Research Centre for Education and the Labour Market (ROA), Maastricht University, Maastricht, 6211 LM, Netherlands; Center for Strategy, Organization and Leadership, Nyenrode Business Universiteit, Breukelen, 3621 BG, Netherlands","Habets O., Research Centre for Employability, Zuyd University of Applied Sciences, Sittard, 6131 MT, Netherlands; Van der Heijden B., Institute for Management Research, Radboud University, Nijmegen, 6500 HK, Netherlands, Faculty of Management, Open Universiteit, Heerlen, 6419 AT, Netherlands, Department of Marketing, Innovation and Organisation, Ghent University, Ghent, 9000, Belgium, Business School, Hubei University, 430062, Wuhan, China, Kingston Business School, Kingston University, Kingston Upon Thames, London, KT2 7LB, United Kingdom; Ramzy O., Faculty of Business and Economics, Heliopolis University for Sustainable Development, Cairo Governorate, 11785, Egypt; Stoffers J., Research Centre for Employability, Zuyd University of Applied Sciences, Sittard, 6131 MT, Netherlands, Faculty of Management, Open Universiteit, Heerlen, 6419 AT, Netherlands, Research Centre for Education and the Labour Market (ROA), Maastricht University, Maastricht, 6211 LM, Netherlands; Peters P., Institute for Management Research, Radboud University, Nijmegen, 6500 HK, Netherlands, Center for Strategy, Organization and Leadership, Nyenrode Business Universiteit, Breukelen, 3621 BG, Netherlands","This longitudinal, quantitative study contributes to the debate on technology-based professional development by examining the extent to which a learning (LinkedIn) intervention in a university setting affects an individual’s social media use for professional development, and the extent to which this relates to self-reported employability. In addition, we investigated how this relationship is moderated by an individual’s motivation to communicate through social media (LinkedIn). Based on social capital theory and the conservation of resources theory, we developed a set of hypotheses that were tested based on longitudinal data collected from university employees (N = 101) in middle- and high-level jobs. First, in line with our expectations, social media use for professional development was significantly higher after the learning intervention than before. Second, partially in line with our expectations, social media use for professional development was positively related with the employability dimension anticipation and optimization. Third, contrary to our expectations, motivation to communicate through social media (LinkedIn) did not have a moderating role in this relationship. We concluded that the learning intervention has the potential to foster social media use for professional development, and in turn, can contribute to individuals’ human capital in terms of their employability. Hence, the intervention that forms the core of this empirical research can be a sustainable and promising human resource management (HRM) practice that fits the human capital agenda. © 2021 by the author. Licensee MDPI, Basel, Switzerland.","Employability; Learning intervention study; Motivation; Social media use for professional development; Sustainable human resource management","employment; human capital; human resource; learning; management practice; resource management; social media","","","","","","","Martinez-Cerda J.F., Torrent-Sellens J., Gonzalez-Gonzalez I., Ficapal-Cusi P., Opening the black-box in lifelong e-learning for employability: A framework for a socio-technical e-learning employability system of measurement (STELEM), Sustainability, 10, (2018); Sun Y., Ding Z., Zhang Z.J., Gauthier J., The sustainable positive effects of enterprise social media on employees: The visibility and vicarious learning lens, Sustainability, 12, (2020); Nisar T.M., Prabhakar G., Strakova L., Social media information benefits, knowledge management and smart organizations, J. Bus. 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Dev, 20, pp. 78-91, (2014); Sobaih A.E.E., Moustafa M.A., Ghandforoush P., Khan M., To use or not to use? Social media in higher education in developing countries, Comput. Hum. Behav, 58, pp. 296-305, (2016); Osgerby J., Rush D., An exploratory case study examining undergraduate accounting students’ perceptions of using Twitter as a learning support tool, Int. J. Educ. Manag, 13, pp. 337-348, (2015); Ratten V., Coronavirus (Covid-19) and the entrepreneurship education community, J. Enterprising Communities People Places Glob. Econ, 14, pp. 753-764, (2020); Coleman J., Foundations of Social Theory, (1990); Manzoor F., Wei L., Banyai T., Nurunnabi M., Subhan Q.A., An examination of sustainable HRM practices on job performance:An application of training as a moderator, Sustainability, 11, (2019); Nahapiet J., Ghoshal S., Social Capital, Intellectual Capital, and the Organizational Advantage, Acad. Manag. Rev, 23, pp. 242-266, (1998); Van der Klink M.V., van der Heijden B.I.J.M., Boon J., Rooij S.W., Exploring the contribution of formal and informal learning to academic staff member employability: A Dutch perspective, Career Dev. Int, 19, pp. 337-356, (2014); Miller F., Partridge H., Bruce C., Hemmings B., Designing informal learning experiences for early career academics using a knowledge ecosystem model, J. Furth. High. Educ, 41, pp. 692-705, (2017); Zhang X., Gao Y., Yan X., de Pablos P.O., Sun Y., Cao X., From e-learning to social-learning: Mapping development of studies on social media-supported knowledge management, Comput. Hum. Behav, 51, pp. 803-811, (2015); Ahmad N., Quadri N.N., Qureshi M.R., Alam M.M., Relationship modeling of critical success factors for enhancing sustainability and performance in e-learning, Sustainability, 10, (2018); Spitzberg B.H., Preliminary development of a model and measure of computer-mediated communication (CMC) competence, J. Comput. Mediat. 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Manag, 29, pp. 235-258, (2015); Van der Heijde C.M., van der Heijden B.I.J.M., A competence-based and multi-dimensional operationalization and measurement of employability, Hum. Resour. Manag, 45, pp. 449-476, (2006); Van der Heijden B.I.J.M., Notelaers G., Peters P., Stoffers J.M., de Lange A.H., Froehlich D.E., van der Heijde C.M., Development and validation of the short-form employability five-factor instrument, J. Vocat. Behav, 106, pp. 236-248, (2018); Katz D., Kahn R.L., The Social Psychology of Organizations, (1978); Nonaka I., Takeuchi H., The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation, (1995); Anand A., Singh M.D., Understanding knowledge management, Int. J. Eng. Sci. Technol, 3, pp. 926-939, (2011); Wiig K.M., Knowledge Management Foundations: Thinking About Thinking-How People and Organizations Create, Represent and Use Knowledge, (1993); Polanyi M., Tacit knowing: Its bearing on some problems of philosophy, Rev. Mod. Phys, 34, pp. 601-615, (1962); Nonaka I., von Krogh G., Perspective-Tacit knowledge and knowledge conversion: Controversy and advancement in organizational knowledge creation theory, Organ. Sci, 20, pp. 635-652, (2009); Nonaka I., A dynamic theory of organizational knowledge creation, Organ. Sci, 5, pp. 14-37, (1994); Nonaka I., Umemoto K., Senoo D., From information processing to knowledge creation: A paradigm shift in business management, Technol. Soc, 18, pp. 203-218, (1996); Teece D.J., Explicating dynamic capabilities: The nature and microfoundations of (sustainable) enterprise performance, Strateg. Manag. J, 28, pp. 1319-1350, (2007); Antunes H.D.J.G., Pinheiro P.G., Linking knowledge management, organizational learning and memory, JIK, 5, pp. 140-149, (2020); Morris M.G., Venkatesh V., Ackerman P.L., Gender and age differences in employee decisions about new technology: An extension to the theory of planned behavior, IEEE Trans. Eng. Manag, 52, pp. 69-84, (2005); Culpan O., Attitudes of end-users towards information technology in manufacturing and service industries, Inf. Manag, 28, pp. 167-176, (1995); Rosenbusch K., Technology intervention: Rethinking the role of education and faculty in the transformative digital environment, Adv. Dev. Hum. Resour, 22, pp. 87-101, (2020); Sigala M., Chalkiti K., Knowledge management, social media and employee creativity, Int. J. Hosp. Manag, 45, pp. 44-58, (2015); Van der Heijden B.I.J.M., Boon J., van der Klink M., Meijs E., Employability enhancement through formal and informal learning: An empirical study among Dutch non-academic university staff members, Int. J. Train. Dev, 13, pp. 19-37, (2009); Callanan M., Cervantes C., Loomis M., Informal learning, Wiley Interdiscip. Rev. Cogn. Sci, 2, pp. 646-655, (2011); Froehlich D.E., Segers M., Beausaert S., Kremer M., On the relation between task-variety, social informal learning, and employability, Vocat. Learn, 12, pp. 113-127, (2019); Froehlich D.E., Beausaert S., Segers M., Gerken M., Learning to stay employable, Career Dev. Int, 19, pp. 508-525, (2014); Ross C., Orr E.S., Sisic M., Arseneault J.M., Simmering M.G., Orr R.R., Personality and motivations associated with Facebook use, Comput. Hum. Behav, 25, pp. 578-586, (2009); Bryant J.A., Sanders-Jackson A., Smallwood A.M., IMing, textmessaging, and adolescent social networks, J. Comput. Mediat. Commun, 11, pp. 577-592, (2006); Wlodkowski R.J., Ginsberg M.B., Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults, (2017); Brooks S., Roberts E., ‘Simultaneous immersion’: How online postgraduate study contributes to the development of reflective practice among public service practitioners, Interact. Learn. Environ, 24, pp. 1692-1705, (2016); Pintrich P.R., Smith D.A.F., Garcia T., McKeachie W.J., A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ), (1991); De Lange A.H., What About Causality? Examining Longitudinal Relations between Work Characteristics and Mental Health, (2005); Griffin M.A., Parker S.K., Mason C.M., Leader vision and the development of adaptive and proactive performance: A longitudinal study, J. Appl. Psychol, 95, pp. 174-182, (2010); Hayes A.F., Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach, (2017); Williamson B., Eynon R., Potter P., Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency, Learn. Media Technol, 45, pp. 107-144, (2020); Lopez-Carril S., Ano V., Gonzalez-Serrano M.H., Introducing TED talks as a pedagogical resource in sport management education through YouTube and LinkedIn, Sustainability, 12, (2020); Whiting A., Williams D., Why people use social media: A uses and gratifications approach, Qual. Mark. Res, 16, pp. 362-369, (2013); Weick K.E., Enactment and the boundaryless career: Organizing as we work, The Boundaryless Career: A New Employment Principle for a New Organizational Era, pp. 40-57, (1996); Froehlich D.E., Mingyang L.M., van der Heijden B.I.J.M., Work in progress: The progression of competence-based employability, Career Dev. Int, 23, pp. 230-244, (2018); Hemsley J., Mason R.M., The nature of knowledge in the social media age: Implications for knowledge management models, Proceedings of the 45th Hawaii International Conference on System Sciences, pp. 3928-3937, (2012)","O. Habets; Research Centre for Employability, Zuyd University of Applied Sciences, Sittard, 6131 MT, Netherlands; email: omar.habets@zuyd.nl","","MDPI AG","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85105590442"
"Björck V.","Björck, Ville (57203118219)","57203118219","Taking issue with how the Work-integrated Learning discourse ascribes a dualistic meaning to graduate employability","2021","Higher Education","82","2","","307","322","15","7","10.1007/s10734-020-00650-y","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098971251&doi=10.1007%2fs10734-020-00650-y&partnerID=40&md5=2aa98ae03a7c50cc6624b0a3035cb00e","Department of Health Sciences, University West, Trollhättan, Sweden","Björck V., Department of Health Sciences, University West, Trollhättan, Sweden","Work-integrated Learning (WIL) is renowned for providing a bridge between ‘theory’ and ‘practice’ that fosters ‘employable graduates’. This study critically argues that the WIL discourse continues to ascribe a dualistic meaning to graduate employability that primarily contributes to creating the so-called theory–practice gap for students. As an argument towards such a conclusion, a genealogical discourse analysis of how the graduate employability idea operates in 87 present and past official documents concerning the Cooperative Education (Co-op) WIL model is used. Two accounts of graduate employability, the antagonistic practice acclaiming account and the harmonious theory and practice account, recur in both the present and past documents. Both accounts contribute to creating the gap, while the latter also contributes to bridging it. The non-dualistic account, which involves knowing that the key to becoming employable is understanding how both research-based and informal theory shape daily occupational work, could be a useful alternative to these accounts. This is because it could encourage students to see how theory is a form of knowledge manifested in, rather than disconnected from, this work. However, the usual WIL design, whereby universities and workplaces outside universities are respectively institutionalised as the places where ‘theory’ and ‘practice’ is learnt, is not so much instrumental in spreading this non-dualistic account, but rather implies to students that ‘theory’ is absent from daily work until they apply it. Thus, I discuss how establishing physical and/or virtual countersites to the usual WIL design could potentially spread this account to students. © 2020, The Author(s).","Cooperative Education; Dualistic vs. non-dualistic; Genealogy; Graduate employability; Theory–practice gap; Work-integrated Learning","","","","","","University of Cincinnati, UC; University of Waterloo, UW","This work was supported by University West—thank you. I would also like to thank the employees at University West, the University of Cincinnati and the University of Waterloo who helped me gain access to the empirical material. A final ‘thank you’ goes to Göran Lassbo, Kristina Johansson and Tomasz Szkudlarek for all their constructive criticism throughout the writing process.","Allan H., Evans K., Reintegrating theory and practice in nursing, Routledge International Handbook of Nurse Education, pp. 130-147, (2019); Bjorck V., The idea of academia and the real world and its ironic role in the discourse on Work-integrated learning, Studies in Continuing Education, 42, 1, pp. 1-16, (2020); Bjorck V., Johansson K., Problematising the theory–practice terminology: a discourse analysis of students’ statements on Work-integrated learning, Journal of Further and Higher Education, 43, 10, pp. 1363-1375, (2019); Boud D., Problematising practice-based education, Practice-based education: Perspectives and strategies, pp. 55-69, (2012); Growth, (2006); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Promotional Document from University West, (2014); COOP – the Education that Will Earn You More than Just Money, (1990); Cooperative Education – Putting Higher Education to Work, (1990); Crisp G., Higgs J., Letts W., The employability agenda, Education for employability (Volume 2): Learning for future possibilities, pp. 4-12, (2019); Dahlstedt M., Fejes A., Shaping entrepreneurial citizens: A genealogy of entrepreneurship education in Sweden, Critical Studies in Education, 60, 4, pp. 462-476, (2017); Fejes A., Discourses on employability: Constituting the responsible citizen, Studies in continuing education, 32, 2, pp. 89-102, (2010); Forgasz R., Heck D., Williams J., Ambrosetti A., Willis L.D., Theorising the third space of professional experience partnerships, Educating future teachers: Innovative perspectives in professional experience, pp. 33-47, (2018); Foucault M., Orders of discourse, Social Science Information, 10, 2, pp. 7-30, (1971); Foucault M., The archaeology of knowledge, (1972); Foucault M., The foucault reader. Pantheon, (1984); Foucault M., The History of Sexuality: An Introduction, Volume, (1990); Foucault M., The Foucault Effect: Studies in Governmentality, (1991); Gazier B., Employability: Definitions and trends, Employability: Concepts and Policies. European Employment Observatory, (1998); Statement of Mr Herman Schneider, (1914); Jackson D., Developing pre-professional identity in undergraduates through work-integrated learning, Higher Education, 74, 5, pp. 833-853, (2017); Jackson D., Collings D., The influence of work-integrated learning and paid work during studies on graduate employment and underemployment, Higher Education, 76, 3, pp. 403-425, (2018); Jolly J.L., Historical perspectives: The national defense education act, current STEM initiative, and the gifted, Gifted Child Today, 32, 2, pp. 50-53, (2009); Lakes R., Work-Ready Testing: Education and Employability in Neoliberal Times, Journal for Critical Education Policy Studies, 9, 1, pp. 317-340, (2011); Lau P.L., Baranovich D.L., Leong K.E., Enhancing work readiness: A review of career development of adolescents in Malaysia, International Journal, 3, 8, pp. 13-20, (2018); Letts W., University employability agendas, targets and strategies, Education for employability (Volume 2): Learning for future possibilities, pp. 21-36, (2019); Masschelein J., Simons M., Defence of the School, (2013); Orr C.M., Challenging the ‘academic/real world’ divide, Teaching feminist activism: Strategies from the field, pp. 36-53, (2002); Raelin J.A., Work-based (not classroom) learning as the apt preparation for the practice of management, Management Teaching Review, 1, 1, pp. 43-51, (2016); Sin C., Neave G., Employability deconstructed: perceptions of Bologna stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016); Stearns M.M., A University Based on a New Idea, (1930); Suleman F., The employability skills of higher education graduates: insights into conceptual frameworks and methodological options, Higher Education, 76, 2, pp. 263-278, (2018); The University of Cincinnati’s Website. Accessed, (2018); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education+ Training, 59, 4, pp. 338-352, (2017); Trede F., McEwen C., Early workplace learning experiences: What are the pedagogical possibilities beyond retention and employability?, Higher Education, 69, 1, pp. 19-32, (2015); University of Waterloo Admissions Brochure for Degree Programmes in Accounting and Financial Management, (2005); (1977); University West’s Website. Accessed, (2019); Webb H.S., The splendid and the savage: The dance of the opposites in indigenous Andean thought, Journal of Transpersonal Research, 4, 1, pp. 69-93, (2013); Zegwaard K.E., Rowe A.D., Research-informed curriculum and advancing innovative practices in work-integrated learning, International Journal of Work-Integrated Learning, 20, 4, pp. 323-334, (2019)","V. Björck; Department of Health Sciences, University West, Trollhättan, Sweden; email: ville.bjorck@hv.se","","Springer Science and Business Media B.V.","","","","","","00181560","","","","English","High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85098971251"
"Bai A.; Hira S.","Bai, Anita (56592152800); Hira, Swati (56900946500)","56592152800; 56900946500","An intelligent hybrid deep belief network model for predicting students employability","2021","Soft Computing","25","14","","9241","9254","13","11","10.1007/s00500-021-05850-x","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106054809&doi=10.1007%2fs00500-021-05850-x&partnerID=40&md5=53faf628f59bfd6b61161ba8f93329cb","Department of Computer Science and Engineering, CVR College of Engineering, Hyderabad, India; Department of Computer Science and Engineering, Shri Ramdeobaba College of Engineering and Management, Nagpur, India","Bai A., Department of Computer Science and Engineering, CVR College of Engineering, Hyderabad, India; Hira S., Department of Computer Science and Engineering, Shri Ramdeobaba College of Engineering and Management, Nagpur, India","In recent times, the question of employability has become a critical concern not only for degree holders but for educational organizations. Hence, employability prediction models play an important role in analyzing the student’s capability to get employment. In this paper, a hybrid model of deep belief network and soft max regression (DBN-SR) is proposed for student employability prediction. Initially, pre-processing is performed on student’s data for removing irrelevant attributes to achieve data consistency. Further, to enhance the accuracy of the prediction model, the crow search algorithm-based feature selection model is employed to select the optimal subset of features from original features. Then, the selected subset of features is taken as the input of the deep belief network (DBN) for intrinsic feature learning to obtain high-level feature representation. Finally, the soft max regression (SR) is used to predict the class of students as employed or unemployed. The proposed employability prediction model achieves above 98% of accuracy which is comparatively 2.5%, 5% higher than the deep autoencoder and deep neural network-based models. The performance outcomes proved that the proposed DBN-SR model has been well suitable for predicting student’s employability. © 2021, The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.","Crow search algorithm; Data mining; Deep belief network-softmax regression; Employability prediction","Deep neural networks; Forecasting; Students; Deep belief network (DBN); Deep belief networks; Educational organizations; High-level features; Intrinsic features; Performance outcome; Prediction model; Search Algorithms; Predictive analytics","","","","","","","Abualigah L.M.Q., Feature selection and enhanced krill herd algorithm for text document clustering, pp. 1-165, (2019); Abualigah L.M., Khader A.T., Hanandeh E.S., Hybrid clustering analysis using improved krill herd algorithm, Appl Intell, 48, 11, pp. 4047-4071, (2018); Abualigah L.M., Khader A.T., Hanandeh E.S., A new feature selection method to improve the document clustering using particle swarm optimization algorithm, J Comput Sci, 25, pp. 456-466, (2018); Acerado R.M., Morco R.C., Santos J.R., Carpio J.J., Isanan H.A., PredICT: A mobile application for predicting the students' career using Naïve Bayes algorithm, Proceedings of the 2Nd International Conference on Software Engineering and Information Management, pp. 119-123, (2019); Algur S.P., Bhat P., Kulkarni N., Educational data mining: Classification techniques for recruitment analysis, Int J Mod Educ Comput Sci, 8, 2, pp. 59-65, (2016); Asif R., Merceron A., Ali S.A., Haider N.G., Analysing undergraduate students’ performance using educational data mining, Comput Educ, 113, pp. 177-194, (2017); Askarzadeh A., A novel metaheuristic method for solving constrained engineering optimization problems: crow search algorithm, Comput Struct, 169, pp. 1-2, (2016); Awang-Hashim R., Lim H.E., Yatim B., Ariffin T.F., Zubairi A.M., Yon H., Osman O., Estimating a prediction model for the early identification of low employability graduates in Malaysia, Singap Econ Rev, 60, 4, (2015); Aziz M.T., Yusof Y., Graduate’s employment classification using data mining approach, AIP Conference Proceedings, 1761, 1, (2016); Bakhshinategh B., Zaiane O.R., ElAtia S., Ipperciel D., Educational data mining applications and tasks: a survey of the last 10 years, Educ Inf Technol, 23, 1, pp. 537-553, (2018); Bhagavan K.S., Thangakumar J., Subramanian D.V., Predictive analysis of student academic performance and employability chances using HLVQ algorithm, J Ambient Intell Humaniz Comput, pp. 1-9, (2020); Bharambe Y., Mored N., Mulchandani M., Shankarmani R., Shinde S.G., Assessing employability of students using data mining techniques, 2017 International Conference on Advances in Computing, Communications and Informatics (ICACCI), pp. 2110-2114, (2017); Casuat C.D., Festijo E.D., Predicting students' employability using machine learning approach, IEEE 6Th International Conference on Engineering Technologies and Applied Sciences (ICETAS), pp. 1-5, (2019); Denny J., Rubeena M.M., Denny J.K., A noval approach for predicting the academic performance of student, 2019 IEEE International Conference on Electrical, Computer and Communication Technologies (ICECCT), pp. 1-5, (2019); Hasan H.R., Rabby A.S., Islam M.T., Hossain S.A., Machine learning algorithm for student's performance prediction. 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IEEE, pp. 26-30, (2016); Rahman N.A., Tan K.L., Lim C.K., Supervised and unsupervised learning in data mining for employment prediction of fresh graduate students, J Telecommun Electron Comput Eng, 9, 2-12, pp. 155-161, (2017); Rahmat N., Ayub A.R., Buntat Y., Employability skills constructs as job performance predictors for Malaysian polytechnic graduates: A qualitative study, Geogr-Malays J Socspace, 12, 3, (2017); Saa A.A., Educational data mining & students’ performance prediction, Int J Adv Comput Sci Appl, 7, 5, pp. 212-220, (2016); Slater S., Joksimovic S., Kovanovic V., Baker R.S., Gasevic D., Tools for educational data mining: A review, J Educ Behav Stat, 42, 1, pp. 85-106, (2017); Sobnath D., Kaduk T., Rehman I.U., Isiaq O., Feature selection for UK disabled students’ engagement post higher education: a machine learning approach for a predictive employment model, IEEE Access, 8, pp. 159530-159541, (2020); Sood S.K., Singh K.D., Optical fog-assisted smart learning framework to enhance students’ employability in engineering education, Comput Appl Eng Educ, 27, 5, pp. 1030-1042, (2019); Tarmizi S.S., Mutalib S., Hamid N.H., Rahman S.A., A review on student attrition in higher education using big data analytics and data mining techniques, Int J Modern Educ Comput Sci, 11, 8, pp. 1-14, (2019); Ulker E.D., Ulker S., Unemployment rate and GDP prediction using support vector regression, Proceedings of the International Conference on Advanced Information Science and System, pp. 1-5, (2019); Yasmin D.R., Application of the classification tree model in predicting learner dropout behaviour in open and distance learning, Distance Educ, 34, 2, pp. 218-231, (2013); Zawawi N.S., Salwana E., Zulkifli Z., Nayan N.M., Systematic literature review of prediction techniques to identify work skillset, International Visual Informatics Conference, pp. 415-428, (2019)","S. Hira; Department of Computer Science and Engineering, Shri Ramdeobaba College of Engineering and Management, Nagpur, India; email: hiras@rknec.edu","","Springer Science and Business Media Deutschland GmbH","","","","","","14327643","","","","English","Soft Comput.","Article","Final","","Scopus","2-s2.0-85106054809"
"Trentini M.","Trentini, Marco (55386300200)","55386300200","Retirement timing in Italy: Rising age and the advantages of a stable working career","2021","Ageing and Society","41","8","","1878","1896","18","3","10.1017/S0144686X20000148","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081611914&doi=10.1017%2fS0144686X20000148&partnerID=40&md5=f55a8f431afec0bb822b830ee61ad4f8","Department of Education Studies Giovanni Maria Bertin, University of Bologna, Bologna, Italy","Trentini M., Department of Education Studies Giovanni Maria Bertin, University of Bologna, Bologna, Italy","This article looks at how retirement timing is changing in Italy. A first aim is descriptive and it is to identify recent trends in retirement age, following the pension reform. Then the focus is on factors which may favour or hinder the extension of the working career of older workers. They are studied by looking at the reasons for retirement, introducing the distinction between voluntary and involuntary retirement, and some predictors of retirement. Some of them relate to the work history of individuals, in particular the stability/instability of careers due to episodes of unemployment. The level of education and gender, two variables that may affect the employability of older workers, have also been considered. The study is based on a longitudinal analysis (Kaplan-Meier survival estimates of transition to retirement and binomial logit discrete-time model for the analysis of retirement predictors) of the Survey of Health, Ageing and Retirement in Europe (SHARE) Job Episodes Panel data. They refer to a sample of 1,999 individuals born between 1911 and 1959. Although the various pension reforms initiated in Italy in the 1990s have not yet been fully implemented, retirement age is rising, even in the case of involuntary retirement. Regarding work history, the advantages of a working career with a small number of unemployment episodes emerge from the study. Copyright © The Author(s), 2020. Published by Cambridge University Press.","employability; involuntary; pension reform; retirement; timing; voluntary; work history","Italy; employment; panel data; pension system; reform process; retirement; unemployment; adult; aging; article; career; education; employability; female; gender; human; human experiment; Italy; major clinical study; male; pension; unemployment; worker","","","","","National Institute on Aging, NIA, (HHSN271201300071C, IAG_BSR06-11, OGHA_04-064, P01_AG005842, P01_AG08291, P30_AG12815, R21_AG025169, U01_AG09740-13S2, Y1-AG-4553-01); Horizon 2020 Framework Programme, H2020, (870628); Seventh Framework Programme, FP7, (211909, 227822, 261982); Sixth Framework Programme, FP6, (CIT4-CT-2006-028812, CIT5-CT-2005-028857, RII-CT-2006-062193); Fifth Framework Programme, FP5, (QLK6-CT-2001-00360); European Commission, EC; Bundesministerium für Bildung und Forschung, BMBF; Max-Planck-Gesellschaft, MPG","This paper uses data from SHARE Waves 1, 2 and 3 (SHARELIFE), see Börsch-Supan et al. () for methodological details, and data from the generated Job Episodes Panel (doi:10.6103/SHARE.jep.600), see Brugiavini et al. () and Antonova et al. () for methodological details. The Job Episodes Panel release 6.0.0 is based on SHARE Waves 1, 2 and 3 (SHARELIFE) (DOIs: 10.6103/SHARE.w1.611, 10.6103/SHARE.w2.611, 10.6103/SHARE.w3.611). The SHARE data collection has been primarily funded by the European Commission through FP5 (QLK6-CT-2001-00360), FP6 (SHARE-I3: RII-CT-2006-062193, COMPARE: CIT5-CT-2005-028857, SHARELIFE: CIT4-CT-2006-028812) and FP7 (SHARE-PREP: No. 211909, SHARE-LEAP: No. 227822, SHARE M4: No. 261982). Additional funding from the German Ministry of Education and Research, the Max Planck Society for the Advancement of Science, the US National Institute on Aging (U01_AG09740-13S2, P01_AG005842, P01_AG08291, P30_AG12815, R21_AG025169, Y1-AG-4553-01, IAG_BSR06-11, OGHA_04-064, HHSN271201300071C) and from various national funding sources is gratefully acknowledged (see www.share-project.org ). 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Riekhoff A.-J., De-standardisation and differentiation of retirement trajectories in the context of extended working lives in the netherlands, Economic and Industrial Democracy, pp. 1-23, (2016); Riekhoff A.-J., Institutional and socio-economic drivers of work-to-retirement trajectories in the netherlands, Ageing & Society, 38, pp. 568-593, (2018); Sargent L.D., Lee M.D., Martin B., Zikic J., Reinventing retirement: New pathways, new arrangements, new meanings, Human Relations, 66, pp. 3-21, (2012); Scharn M., Sewdas R., Boot C.R.L., Huisman M., Lindeboom M., Van Der Beek A.J., Domains and determinants of retirement timing: A systematic review of longitudinal studies, BMC Public Health, 18, (2018); Schils T., Early retirement in Germany, the netherlands, and the United Kingdom: A longitudinal analysis of individual factors and institutional regimes, European Sociological Review, 24, pp. 315-329, (2008); Schizzerotto A., Vite ineguali, Disuguaglianze e Corsi di Vita Nell'Italia Contemporanea, (2002); Schroder M., Retrospective data collection in the survey of health, ageing and retirement in Europe, SHARELIFE Methodology, (2011); Singer J.D., Willett J.B., Applied longitudinal data analysis, Modeling Change and Event Occurrence, (2003); Steiber N., Kohli M., You can't always get what you want: Actual and preferred ages of retirement in Europe, Ageing & Society, 37, pp. 352-385, (2017); Turek K., Henkens K., Accessibility of Training in Older Age; A Longitudinal European Perspective, (2019); Van Solinge H., Henkens K., Involuntary retirement: The role of restrictive circumstances, timing, and social embeddedness, Journals of Gerontology: Psychological Sciences and Social Sciences, 62 B, pp. 295-303, (2007); Van Solinge H., Henkens K., Work-related factors as predictors in the retirement decisionmaking process of older workers in the netherlands, Ageing & Society, 34, pp. 1551-1574, (2014); Wang M., Schultz K.S., Employee retirement: A review and recommendations for future investigation, Journal of Management, 36, pp. 172-206, (2010); Wang M., Shi J., Psychological research on retirement, Annual Review of Psychology, 65, pp. 209-233, (2014)","","","Cambridge University Press","","","","","","0144686X","","","","English","Ageing Soc.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85081611914"
"Maxwell C.; McKendrick J.; Hanlon C.; Penson P.; Fleming V.","Maxwell, Clare (57204121199); McKendrick, Jane (57221132284); Hanlon, Claire (57204390460); Penson, Peter (6506734112); Fleming, Valerie (7004014614)","57204121199; 57221132284; 57204390460; 6506734112; 7004014614","Exploring pharmacists' views surrounding conscientious objection to abortion and implications in practice","2021","International Journal of Pharmacy Practice","29","3","","258","264","6","6","10.1093/ijpp/riab009","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107089396&doi=10.1093%2fijpp%2friab009&partnerID=40&md5=de65c6b09e9706b2ba2c1d8732826d8d","School of Nursing and Allied Health, Liverpool John Moores University, Liverpool, United Kingdom; School of Pharmacy and Biomolecular Sciences, Liverpool John Moores University, Liverpool, United Kingdom","Maxwell C., School of Nursing and Allied Health, Liverpool John Moores University, Liverpool, United Kingdom; McKendrick J., School of Nursing and Allied Health, Liverpool John Moores University, Liverpool, United Kingdom; Hanlon C., School of Nursing and Allied Health, Liverpool John Moores University, Liverpool, United Kingdom; Penson P., School of Pharmacy and Biomolecular Sciences, Liverpool John Moores University, Liverpool, United Kingdom; Fleming V., School of Nursing and Allied Health, Liverpool John Moores University, Liverpool, United Kingdom","Background: General Pharmaceutical Council standards (UK) state 'pharmacy professionals have the right to practise in line with their religion, personal values or beliefs as long as they ...make sure that person-centred care is not compromised', indicating a potential conflict for pharmacists who wish to exercise their right to conscientious objection (CO) to abortion while maintaining a duty of care to their patients. Objective: The objective of this study was to explore pharmacists' views of conscientious objection to abortion and whether this included the supply of EC and the impact on practice. Method: Eighteen UK pharmacists were interviewed using semistructured interviews. Interviews were transcribed verbatim, imported into NVivo11 and analysed using thematic analysis. Key findings: Five themes were identified: beliefs as to what constitutes abortion, influences on beliefs, conflicts of conscience, accommodating conscience and professional obligations. Views were polarised in relation to the role of emergency contraception (EC) as an abortifacient. Religion was often viewed as the reason underpinning CO to abortion. Conflicts in relation to CO to abortion included the role of referral and EC and employability for objectors. Some pharmacists viewed their role of providing patient choice as incompatible with the right of CO to abortion. Conclusions: This study shows the conflicts and challenges surrounding CO to abortion in professional pharmacy practice. While the majority of pharmacists believe CO to abortion should and could be accommodated, this can prove challenging in certain working environments, both in relation to ensuring a duty of care to patients is upheld and due to the ongoing debate concerning EC and whether it has a definitive role in abortion or not.  © 2021 Oxford University Press 2021.","abortifacients; abortion; conscientious objection; emergency contraception; pharmacists","Conscience; Contraception, Postcoital; Female; Humans; Pharmacists; Pregnancy; Refusal to Treat; Article; clinical practice; emergency contraception; health belief; human; patient referral; pharmacist; risk factor; semi structured interview; United Kingdom; conscience; emergency contraception; female; patient abandonment; pregnancy","","","","","","","Abortion Act, (1967); Heino A, Gissler M, Apter D, Et al., Conscientious objection and induced abortion in Europe, Eur J Contracept Reprod Health Care, 18, pp. 231-233, (2013); Wicclair M., Conscientious objection in medicine, Bioethics, 14, pp. 205-227, (2000); Deans Z., Conscientious objections in pharmacy practice in Great Britain, Bioethics, 27, pp. 48-57, (2013); Lewis J, Sullivan D., Abortifacient potential of emergency contraceptives, Ethics and Medicine, 28, pp. 113-120, (2012); Deans Z, Might A., Conscience clause be used for non-moral or prejudiced reasons?, J Med Ethics, 42, pp. 76-77, (2016); Blackall M., Lloyds Pharmacy Apologises to Woman Refused Emergency Contraception, (2019); Leung VW, Levine M, Soon JA., Mechanisms of action of hormonal emergency contraceptives, Pharmacotherapy, 30, pp. 158-168, (2010); Emergency contraception; (2020); Shen J, Che Y, Showell E, Et al., Interventions for emergency contraception, Cochrane Database Syst Rev, 1, (2019); Lalitkumar PG, Laltikumar S, Meng CX, Et al., Mifepristone, but not levonorgestrel, inhibits human blastocyst attachment to an in vitro endometrial three-dimensional cell culture model, Hum Reprod, 22, pp. 3031-3037, (2007); Meng CX, Andersson KL, Bentin-Ley U, Et al., Effect of levonorgestrel and mifepristone on endometrial receptivity markers in a three-dimensional human endometrial cell culture model, Fertil Steril, 91, pp. 256-264, (2009); Durand M, del Carmen Cravioto M, Raymond EG, Et al., On the mechanisms of action of short-term levonorgestrel administration in emergency contraception, Contraception, 64, pp. 227-234, (2001); Meng CX, Cheng L, Lalitkumar PGL, Et al., Expressions of steroid receptors and Ki67 in first-trimester decidua and chorionic villi exposed to levonorgestrel used for emergency contraception, Fertil Steril, 91, 4, pp. 1420-1423, (2009); Rosato E, Farris M, Bastianelli C., Mechanism of action of ulipristal acetate for emergency contraception: a systematic review, Front Pharmacol, 6, (2015); Munuce MJ, Gomez-Elias MD, Caille AM, Et al., Mechanisms involved in the contraceptive effects of ulipristal acetate, Reproduction, 159, pp. R139-R149, (2020); Gemzell-Danielsson K, Marions L., Mechanisms of action of mifepristone and levonorgestrel when used for emergency contraception, Hum Reprod Update, 10, pp. 341-348, (2004); Pellegrino E., The physicians conscience, conscience clause, and a religious belief: a catholic perspective, Fordham Urb Law J, 30, pp. 221-244, (2002); Fleming V, Frith L, Luyben A, Et al., Conscientious objection to participation in abortion by midwives and nurses: a systematic review of reasons, BMC Med Ethics, 19, (2018); Cooper R, Bissell P, Wingfield J., Ethical, religious and factual beliefs about the supply of emergency hormonal contraception by UK community pharmacists, J Fam Plann Reprod Health Care, 34, pp. 47-50, (2008); Gauly J, Ross J, Hall I, Et al., Pharmacy-based sexual health services: a systematic review of experiences and attitudes of pharmacy users and pharmacy staff, Sex Transm Infect, 95, pp. 488-495, (2019); European Convention on Human Rights, (1950); Sezelwa D., Killing 'unborn children'? The catholic church and abortion law in Poland since 1989, Soc Leg Stud, 25, pp. 741-764, (2016); Brzezinski M., The emergence of judicial review in Eastern Europe: the case of Poland, Am J Comp Law, 41, pp. 53-200, (1993); Davidson L, Pettis CT, Joiner AJ, Et al., Religion and conscientious cbjection: a survey of pharmacists' willingness to dispense medications, Soc Sci Med, 71, pp. 161-165, (2010); Bryman A., Social Research Methods, (2016); Fielding N, Lee R, Blank G., The SAGE Handbook of Online Research Methods, (2017); Braun V, Clarke V., Successful Qualitative Research: A Practical Guide for Researchers, (2013); Hawkins J., Thematic analysis, The SAGE Encyclopedia of Communication Research Methods, pp. 1757-1760, (2017); Sepper E., Taking Conscience Seriously, Virginia: Law Review, 98, (2012); Standards for Pharmacy Professionals, (2017); Fleming V, Ramsayer B, Skodic Zaksek T., Freedom of conscience in Europe? An analysis of three cases of midwives with conscientious objection to abortion, J Med Ethics, 44, pp. 104-108, (2017); Fiala C, Arthur J., Refusal to treat patients does not work in any country- even If misleadingly labeled ""Conscientious Objection, Health Hum Rights, 19, pp. 299-302, (2017); Brock D., Conscientious refusal by physicians and pharmacists: who is obligated to do what, and why?, Theor Med Bioeth, 29, pp. 187-200, (2008)","C. Maxwell; School of Nursing and Allied Health, Liverpool John Moores University, Liverpool, United Kingdom; email: c.maxwell@ljmu.ac.uk","","Oxford University Press","","","","","","09617671","","IJPPF","33876827","English","Int. J. Pharm. Pract.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85107089396"
"Schedlbauer J.; Raptis G.; Ludwig B.","Schedlbauer, Jürgen (57222809678); Raptis, Georgios (57189313950); Ludwig, Bernd (23091203900)","57222809678; 57189313950; 23091203900","Medical informatics labor market analysis using web crawling, web scraping, and text mining","2021","International Journal of Medical Informatics","150","","104453","","","","16","10.1016/j.ijmedinf.2021.104453","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104073013&doi=10.1016%2fj.ijmedinf.2021.104453&partnerID=40&md5=9ec1ad77b2c81e556d32c8b6961ed7a2","OTH Regensburg, Seybothstraße 2, Regensburg, 93053, Germany; University of Regensburg, Universitätsstraße 31, Regensburg, 93053, Germany","Schedlbauer J., OTH Regensburg, Seybothstraße 2, Regensburg, 93053, Germany; Raptis G., OTH Regensburg, Seybothstraße 2, Regensburg, 93053, Germany; Ludwig B., University of Regensburg, Universitätsstraße 31, Regensburg, 93053, Germany","Objectives: The European University Association (EUA) defines “employability” as a major goal of higher education. Therefore, competence-based orientation is an important aspect of education. The representation of a standardized job profile in the field of medical informatics, which is based on the most common labor market requirements, is fundamental for identifying and conveying the learning goals corresponding to these competences. Methods: To identify the most common requirements, we extracted 544 job advertisements from the German job portal, STEPSTONE. This process was conducted via a program we developed in R with the “rvest” library, utilizing web crawling, web extraction, and text mining. After removing duplicates and filtering for jobs that required a bachelor's degree, 147 job advertisements remained, from which we extracted qualification terms. We categorized the terms into six groups: professional expertise, soft skills, teamwork, processes, learning, and problem-solving abilities. Results: The results showed that only 45% of the terms are related to professional expertise, while 55% are related to soft skills. Studies of employee soft skills have shown similar results. The most prevalent terms were programming, experience, project, and server. Our second major finding is the importance of experience, further underlining how essential practical skills are. Conclusions: Previous studies used surveys and narrative descriptions. This is the first study to use web crawling, web extraction, and text mining. Our research shows that soft skills and specialist knowledge carry equal weight. The insights gained from this study may be of assistance in developing curricula for medical informatics. © 2021 Elsevier B.V.","Competence-based education; Graduate employability; Medical informatics; Soft skills; Text mining","Curriculum; Data Mining; Humans; Learning; Medical Informatics; Commerce; Employment; Extraction; Medical informatics; Text mining; Bachelor's degree; European universities; Higher education; Learning goals; Practical skill; Problem-solving abilities; Professional expertise; Web extraction; advertising; article; education; employability; employee; filtration; human; human experiment; job market; learning; medical informatics; mining; narrative; problem solving; skill; teamwork; curriculum; data mining; Web crawler","","","","","Bavarian Academic Forum; Bavarian State Ministry of Science and the Arts","This work was supported by the Bavarian Academic Forum (BayWISS) – Doctoral Consortium “Health Research,” and is funded by the Bavarian State Ministry of Science and the Arts . ","Crosier D., Horvath A., Kerpanova V., Kocanova D., Parveva T., Dalferth S., Et al., The European Higher Education Area in 2012: Bologna Process Implementation Report, (2012); ENQA, Standards and Guidelines for Quality Assurance in the European Higher Education Area, (2015); Rieckmann M., Future-oriented higher education: which key competencies should be fostered through university teaching and learning?, Futures, 44, 2, pp. 127-135, (2012); Holmboe E.S., Sherbino J., Englander R., Snell L., Frank J.R., A call to action: the controversy of and rationale for competency-based medical education, Med. Teacher, 39, 6, pp. 574-581, (2017); Sutcliffe N., Chan S.S., Nakayama M., A competency based msis curriculum, J. Inform. Syst. Educ., 16, 3, (2020); Huang Q.R., Competencies for graduate curricula in health, medical and biomedical informatics: a framework, Health Informatics J., 13, 2, pp. 89-103, (2007); Davies A., Mueller J., Moulton G., Core competencies for clinical informaticians: a systematic review, Int. J. Med. Informatics, 141, (2020); Meyer M.A., Healthcare data scientist qualifications, skills, and job focus: a content analysis of job postings, J. Am. Med. Informatics Assoc., 26, 5, pp. 383-391, (2019); Thye J., Shaw T., Husers J., Esdar M., Ball M., Babitsch B., Et al., What are inter-professional ehealth competencies?, Stud. Health Technol. Informatics, 253, pp. 201-205, (2018); Riley M., Robinson K., Prasad N., Gleeson B., Barker E., Wollersheim D., Et al., Workforce survey of australian graduate health information managers: employability, employment, and knowledge and skills used in the workplace, Health Inform. Manag. 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Appl., (2018); Bederson B.B., Shneiderman B., Wattenberg M., Ordered and quantum treemaps: making effective use of 2d space to display hierarchies, ACM Trans. Graph., 21, 4, pp. 833-854, (2002); Destatis, Gesundheitsausgaben, (2019); Wright G., The development of the imia knowledge base: original research, South Afr. J. Inform. Manag., 13, 1, pp. 1-5, (2011); Elkin P.L., Brown S.H., Wright G., Biomedical informatics: we are what we publish, Methods Inform. Med., 52, 6, pp. 538-546, (2013); Schedlbauer J., Raptis G., Ludwig B., Medical Informatics Labour Market Analysis Using Web Crawling, -Scraping and Text Mining: Dataset v1, (2020)","J. Schedlbauer; OTH Regensburg, Regensburg, Seybothstraße 2, 93053, Germany; email: juergen.schedlbauer@extern.oth-regensburg.de","","Elsevier Ireland Ltd","","","","","","13865056","","IJMIF","33862508","English","Int. J. Med. Informatics","Article","Final","","Scopus","2-s2.0-85104073013"
"Hemmy K.; Mehta S.R.","Hemmy, Kirsten (57191179432); Mehta, Sandhya Rao (56583305200)","57191179432; 56583305200","The role of liberal arts in a skills economy: A case study in Oman","2021","Arts and Humanities in Higher Education","20","3","","274","294","20","2","10.1177/1474022220949432","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089780434&doi=10.1177%2f1474022220949432&partnerID=40&md5=58e5a600fa7980748c2ccc9542dd92b0","Department of English Language and Literature, Sultan Qaboos University, Muscat, Oman","Hemmy K., Department of English Language and Literature, Sultan Qaboos University, Muscat, Oman; Mehta S.R., Department of English Language and Literature, Sultan Qaboos University, Muscat, Oman","This study focuses on the place and role of the humanities, especially the liberal arts in emerging economies which rely vastly on the development of national skills and expertise. It is based on one example of a publicly funded university in Oman where the urgency of creating a skilled workforce has led to an exercise in aligning higher education with the creation of an employable pool of skilled graduates. Given a variety of social, cultural and administrative considerations, the role of an English program has been challenged for its capacity to address changing market requirements. Based on current students, alumni, and faculty perceptions and recommendations, this study investigates the possible immediate and far-reaching goals of an English program in a tertiary educational institution and suggests ways in which liberal education could be rearticulated to align itself with rapidly changing realities for students and the community. © The Author(s) 2020.","employability; English education; higher education; Liberal arts; Oman; program outcomes","","","","","","Sultan Qaboos University, SQU, (IG/ART/ENGL/2002)","The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by an internal grant from Sultan Qaboos University (grant number IG/ART/ENGL/2002).","Al Issa A., English language teaching reform in sultanate of Oman: The case of theory and practice disparity, Educational Research for Policy and Practice, 11, 2, pp. 141-176, (2012); Al Lamki S., Higher education in the sultanate of Oman: The challenge of access, equity and privatization, Journal of Higher Education Policy and Management, 24, 1, pp. 75-86, (2002); Al Mahrooqi R., Tuzlukova V., English communication skills and employability in the Arabian Gulf: The case of Oman, Pertanika Journal of Social Sciences and Humanities, 22, 2, pp. 473-488, (2014); A Changing Major: The Report of the 2016–17. ADE Ad Hoc Committee on the English Major, Accessed At, (2018); (2020); Baker E., Bergmann L., Composition and/or Literature, (2006); Becker J., Liberal arts and sciences education: Responding to the challenges of the XXIst century, Voprosy Obrazovaniya/Educational Studies, 4, 4, pp. 33-61, (2015); Bloom D.E., Rosovsky H., Liberal Education: Why Developing Countries Should Not Neglect It, Liberal Education, 89, 1, pp. 16-23, (2003); Chun D., Plass J.L., Networked multimedia environments for second language acquisition, Network-Based Language Teaching: Concepts and Practice, pp. 151-170, (2000); Chung P., Foreword, General Education and the Development of Global Citizenship in Hong Kong, Taiwan and Mainland China, (2020); DiConti V., Experiential education in a knowledge-based economy: Is it time to re-examine the liberal arts?, The Journal of General Education, 53, 3, pp. 167-183, (2004); Duderstadt J., A University for the 21st Century, (2000); English J., The global future of English studies, Language and Communication, 23, 3-4, pp. 385-408, (2012); Geiger R., The History of American Higher Education, (2004); Gerber S., (2012); Ghabra S., Arnold M., Studying the American way: An assessment of American-Style higher education in Arab countries, The Washington Institute for near East Policy, 71, pp. 13-14, (2007); Godwin K., The worldwide emergence of liberal education, International Higher Education, 79, 79, pp. 2-4, (2015); Hartley S., The Fuzzy and the Techie, (2017); Hassan S., Canons after ‘postcolonial studies, Pedagogy, 1, 2, pp. 297-304, (2001); Hay I., Defending letters: A pragmatic response to assaults on the humanities, Journal of Higher Education Policy and Management, 38, 6, pp. 1-624, (2016); Jaschik S., (2014); Keeling R., Hirsch R., (2012); Kellman S., (2018); Kumar R., James R., Evaluation of critical thinking in higher education in Oman, International Journal of Higher Education, 4, 3, pp. 33-43, (2015); Levin R., Top of the class: The rise of Asia’s universities, Foreign Affairs, 89, 3, pp. 70-72, (2010); Lewin T., (2013); Lock D., International higher education: Ownership and opportunities – A case study of the British University in Dubai, Higher Education in the Gulf States: Shaping Economies, Politics and Culture, (2008); Madsbjerg C., Sensemaking: The Power of the Humanities in the Age of the Algorithm, (2017); Mehta S., Al Mahrooqi R., Can thinking be taught? Linking critical thinking and writing in and EFL context, RELC Journal, 46, 1, pp. 23-36, (2015); Miller T., Blow up the Humanities, (2012); (2018); Morson G., Schapiro M.O., Cents and Sensibility: What Economics Can Learn from the Humanities, (2017); Moyle K., Wjingaards G., Student Reactions to Learning with Technologies: Perceptions and Outcomes, (2012); Omaggio-Hadley A., Teaching Language in Context, (2001); Ostergaard S., Nordlund A., (2019); Pan D., The crisis of the humanities and the end of the university, TELOS, 111, pp. 69-106, (1998); Pfinster A., The role of the liberal arts college: A historical overview of the debates, Journal of Higher Education, 55, 2, pp. 145-170, (1984); Reilly B., Liberal education in the Middle east, Middle East Institute Viewpoints Special Edition, pp. 27-30, (2010); Roche M., Why Choose the Liberal Arts, (2010); Shelley P., (1821); Smith K., What good is world literature: World literature and pedagogy and the rhetoric of moral crisis, College English, 73, 6, pp. 585-603, (2011); Stoller F., Project work. A means to promote language content, Forum, 35, 4, pp. 1-10, (1997); Stross R., A Practical Education: Why Liberal Arts Majors Make Great Employees, (2017); Tan L., French-Arnold E., (2012); Tao L., Berci M., He W., (2005); (2018); Urlaub P., On language and content: The stakes of curricular transformation in collegiate foreign language transformation, Transforming Postsecondary Foreign Language Teaching in the United States, pp. 1-18, (2014); Warschauer M., The changing global economy and the future of English teaching, TESOL Quarterly, 34, 3, pp. 511-535, (2000); Winter D., Stewart A., A New Case for the Liberal Arts. Assessing Institutional Goals and Student Development, (1981); Yong T., (2017)","S.R. Mehta; Department of English Language and Literature, Sultan Qaboos University, Muscat, Oman; email: rao@squ.edu.om","","SAGE Publications Ltd","","","","","","14740222","","","","English","Arts Humanit. High. Educ.","Article","Final","","Scopus","2-s2.0-85089780434"
"Wells C.; Olson R.; Bialocerkowski A.; Carroll S.; Chipchase L.; Reubenson A.; Scarvell J.M.; Kent F.","Wells, Cherie (45162056700); Olson, Rebecca (36925937000); Bialocerkowski, Andrea (6603607250); Carroll, Sara (57226518871); Chipchase, Lucy (6602699730); Reubenson, Alan (55090244800); Scarvell, Jennie Mary (6603492910); Kent, Fiona (55811472900)","45162056700; 36925937000; 6603607250; 57226518871; 6602699730; 55090244800; 6603492910; 55811472900","Work Readiness of New Graduate Physical Therapists for Private Practice in Australia: Academic Faculty, Employer, and Graduate Perspectives","2021","Physical Therapy","101","6","pzab078","","","","11","10.1093/ptj/pzab078","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111789663&doi=10.1093%2fptj%2fpzab078&partnerID=40&md5=b5774fa9e26b9bdf365673ed47d549d1","Charles Sturt University Ringgold Standard Institution, School of Community Health, Port Macquarie, NSW, Australia; The University of Queensland, Saint Lucia Campus Ringgold Standard Institution, School of Social Science, Saint Lucia, QLD, Australia; Griffith University, Faculty of Health Ringgold Standard Institution-Griffith Health, Gold Coast, QLD, Australia; Curtin University Ringgold Standard Institution, Faculty of Health Science, Perth, Australia; Flinders University, College of Nursing and Health Sciences, Adelaide, Australia; Curtin University Ringgold Standard Institution, School of Physiotherapy and Exercise Science, Perth, Australia; University of Canberra, Faculty of Health Ringgold Standard Institution, Faculty of Health, College Street Bruce, Bruce, 2601, ACT, Australia; Monash University Ringgold Standard Institution, Faculty of Medicine, Nursing, and Health Sciences, Clayton, VIC, Australia","Wells C., Charles Sturt University Ringgold Standard Institution, School of Community Health, Port Macquarie, NSW, Australia; Olson R., The University of Queensland, Saint Lucia Campus Ringgold Standard Institution, School of Social Science, Saint Lucia, QLD, Australia; Bialocerkowski A., Griffith University, Faculty of Health Ringgold Standard Institution-Griffith Health, Gold Coast, QLD, Australia; Carroll S., Curtin University Ringgold Standard Institution, Faculty of Health Science, Perth, Australia; Chipchase L., Flinders University, College of Nursing and Health Sciences, Adelaide, Australia; Reubenson A., Curtin University Ringgold Standard Institution, School of Physiotherapy and Exercise Science, Perth, Australia; Scarvell J.M., University of Canberra, Faculty of Health Ringgold Standard Institution, Faculty of Health, College Street Bruce, Bruce, 2601, ACT, Australia; Kent F., Monash University Ringgold Standard Institution, Faculty of Medicine, Nursing, and Health Sciences, Clayton, VIC, Australia","Objective: The purpose of this study is to explore academic faculty, employer, and recent graduate perspectives of the work readiness of Australian new graduate physical therapists for private practice and factors that influence new graduate preparation and transition to private practice. Methods: This study used a mixed-methods design with 3 surveys and 12 focus groups. A total of 112 participants completed a survey, and 52 participated in focus groups. Descriptive statistics were used to summarize the quantitative data, and thematic analysis was used to analyze the qualitative data. Triangulation across participant groups and data sources was undertaken. Results: Australian new graduate physical therapists were perceived to be ""somewhat ready""for private practice and ""ready""by their third year of employment. Participants proposed that new graduates bring enthusiasm, readiness to learn, and contemporary, research-informed knowledge. New graduates were also perceived to find autonomous clinical reasoning and timely caseload management difficult; to have limited business, marketing, and administration knowledge and skills; and to present with underdeveloped confidence, communication, and interpersonal skills. Factors perceived to influence graduate transition included private practice experience, such as clinical placements and employment; employer and client expectations of graduate capabilities; workplace support; university academic preparation and continuing education; and individual graduate attributes and skills. Conclusion: Australian new graduate physical therapists have strengths and limitations in relation to clinical, business, and employability knowledge and skills. New graduate work readiness and transition may be enhanced by additional private practice experience, employer and client expectation management, provision of workplace support, and tailored university and continuing education. Impact: The number of new graduate physical therapists employed in private practice in Australia is increasing; however, until this study, their work readiness for this setting was unknown. This exploration of new graduate performance in private practice and transition can help to increase understanding and enhancement of work-readiness.  © 2021 The Author(s) 2021.","Clinical; Clinical Competence; Education: Physical Therapist Students; Employment; Private Practice; Workplace","Adult; Attitude of Health Personnel; Australia; Clinical Competence; Education, Continuing; Employment; Faculty; Female; Humans; Male; Middle Aged; Personnel Selection; Physical Therapists; Private Practice; Surveys and Questionnaires; adult; article; Australia; clinical competence; clinical reasoning; continuing education; controlled study; education; employability; employer; employment; expectation; female; human; human experiment; interpersonal communication; major clinical study; male; marketing; physiotherapist; private practice; quantitative analysis; skill; thematic analysis; workplace; Australia; continuing education; health personnel attitude; middle aged; personnel management; questionnaire; university","","","","","","","Australia's health workforce series- physiotherapists in focus, (2014); Occupational Outlook Handbook: Physical Therapists, (2018); Stokes F, Dixon H, Nana G, Workforce Supply Projects, 2014-2035: The PhysiotherapyWorkforce, (2014); Physiotherapists in Canada: physiotherapists, 2019-data tables, (2020); Pretorius A, Karunaratne N, Fehring S., Australian physiotherapy workforce at a glance: a narrative review, Aust Health Rev, 40, pp. 438-442, (2016); Dennis S, Watts I, Pan Y, Britt H., Who do Australian general practitioners refer to physiotherapy?, Aust FamPhysician, 46, pp. 421-426, (2017); Landry MD, Williams AP, Verrier MC, Holyoke P, Zakus D, Deber RB., Shifting sands: assessing the balance between public, private not-for-profit, private for-profit physical therapy delivery in Ontario, Canada Physiother Res Int, 13, pp. 189-199, (2008); Perreault K, Dionne CE, Rossignol M, Poitras S, Morin D., Physiotherapy practice in the private sector: organizational characteristics and models, BMC Health Serv Res, 14, (2014); 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Hall M, Poth C, Manns P, Beaupre L., An exploration of Canadian physiotherapists' decisions about whether to supervise physiotherapy students: results from a national survey, Physiother Can, 68, pp. 141-148, (2016); McMahon S, Cusack T, O'Donoghue G., Barriers and facilitators to providing undergraduate physiotherapy clinical education in the primary care setting: a three-round Delphi study, Physiotherapy, 100, pp. 14-19, (2014); Rodger S, Webb G, Devitt L, Gilbert J, Wrightson P, McMeeken J., Clinical education and practice placements in the allied health professions: an international perspective, J Allied Health, 37, pp. 53-62, (2008); Billet S., Learning through work: workplace affordances and individual engagement, J Workplace Learn, 13, pp. 209-214, (2001); Mondloch MV, Cole DC, Frank JW., Does how you do depend on how you think you'll do? A systematic review of the evidence for a relation between patients' recovery expectations and health outcomes, CMAJ, 165, pp. 174-179, (2001); Stetler C., Adherence, expectations, and the placebo response: why is good adherence to an inert treatment beneficial?, Psychol Health, 29, pp. 127-140, (2014); Physiotherapy practice thresholds in Australia and Aotearoa New Zealand, (2015); Cranmer S., Enhancing graduate employability: best intentions and mixed outcomes, Studies in Higher Education, 31, pp. 169-184, (2006); Jackson D., Skill mastery and the formation of graduate identity in bachelor graduates evidence from Australia, Studies in Higher Education, 41, pp. 1313-1332, (2016); Saunders B, Sim J, Kingstone T, Et al., Saturation in qualitative research: exploring its conceptualization and operationalization, Qual Quant, 52, pp. 1893-1907, (2018)","C. Wells; Charles Sturt University Ringgold Standard Institution, School of Community Health, Port Macquarie, Australia; email: chwells@csu.edu.au","","Oxford University Press","","","","","","00319023","","PTHEA","33686439","English","Phys. Ther.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85111789663"
"Román-Calderón J.P.; Aguilar-Barrientos S.; Escalante J.E.; Barbosa J.; Arias Salazar A.","Román-Calderón, Juan Pablo (56927701900); Aguilar-Barrientos, Sara (57189987431); Escalante, Juan Esteban (57160804400); Barbosa, Jaime (55426744500); Arias Salazar, Alejandro (55909462400)","56927701900; 57189987431; 57160804400; 55426744500; 55909462400","The Effect of Student Work Group Emotional Intelligence on Individual Task Performance in Teams","2021","Journal of Experiential Education","44","2","","121","136","15","6","10.1177/1053825920940342","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087980783&doi=10.1177%2f1053825920940342&partnerID=40&md5=f18e4cb7d137bc3d1eb888937590aee9","Universidad EAFIT Medellín, Colombia","Román-Calderón J.P., Universidad EAFIT Medellín, Colombia; Aguilar-Barrientos S., Universidad EAFIT Medellín, Colombia; Escalante J.E., Universidad EAFIT Medellín, Colombia; Barbosa J., Universidad EAFIT Medellín, Colombia; Arias Salazar A., Universidad EAFIT Medellín, Colombia","Background: The development of employability skills is a concern of educational institutions, which must introduce experiential learning scenarios for undergraduate students. Purpose: This study is aimed at testing the relationship between emotional intelligence and individual task performance in teams, during a recruiting activity for an experiential learning program. Methodology/Approach: Self-reported and third rater’s measures were used to assess both variables as part of the selection process of participants on an experiential learning program focused on engineering competitions. Exploratory structural equation modeling was used for data analysis. Findings/Conclusions: Results show partial support of the hypothesis by revealing a significant but apparently counterintuitive relationship. Implications: The study reveals the measurement of employability skills as a challenge and a necessity. For employers, it reinforces that teamwork, socialization, and daily organizational endeavors require the appropriate soft skills to obtain good performance levels. © The Authors 2020.","emotional intelligence; experiential education; Latin America; task performance; teams","","","","","","","","Antonakis J., Why “emotional intelligence” does not predict leadership effectiveness: A comment on Prati, Douglas, Ferris, Ammeter, and Buckley (2003), The International Journal of Organizational Analysis, 11, 4, pp. 355-361, (2003); Ardila Soto V., Gomez Chinas C., Trabajo en equipo: El caso Colombiano [Team-work: The Colombian Case], Análisis Económico, 20, 43, pp. 147-165, (2005); Ashkanasy N., Daus C., Emotion in the workplace: The new challenge for managers, Academy of Management Executive, 16, 1, pp. 76-86, (2002); Austin E.J., Evans P., Magnus B., O'Hanlon K., A preliminary study of empathy, emotional intelligence and examination performance in MBChB students, Medical Education, 41, pp. 684-689, (2007); Batool B.F., Emotional intelligence and effective leadership, Journal of Business Studies Quarterly, 4, 3, pp. 84-94, (2013); Bollen K.A., Diamantopoulos A., In defense of causal-formative indicators: A minority report, Psychological Methods, 22, 3, pp. 581-596, (2017); Borman W.C., Motowidlo S.M., Expanding the criterion domain to include elements of contextual performance, Personnel selection in organizations, pp. 71-98, (1993); Boyatzis R.E., The competent manager: A model for effective performance, (1982); Boyatzis R.E., A behavioral approach to emotional Intelligence, Journal of Management Development, 28, pp. 749-770, (2009); Boyatzis R.E., Rochford K., Cavanagh K.V., Emotional intelligence competencies in engineer’s effectiveness and engagement, Career Development International, 22, 1, pp. 70-86, (2017); Clarke N., Emotional intelligence and its relationship to transformational leadership and key project manager competences, Project Management Journal, 41, 2, (2010); Cooper R., Sawaf A., Executive EQ: Emotional intelligence in business, (1997); de Boer A.G.E.M., van Lanschot J.J.B., Stalmeier P.F.M., van Sandick J.W., Hulscher J.B.F., de Haes J.C.J.M., Sprangers M.A.G., Is a single-item visual analogue scale as valid, reliable and responsive as multi-item scales in measuring quality of life?, Quality of Life Research, 13, pp. 311-320, (2004); DeCarvalho A., The search for qualified talent in Latin America, (2019); Elvira M.M., Davila A., Managing human resources in Latin America: An agenda for international leaders, (2005); Fernandez-Abascal E.G., Martin-Diaz M.D., Relations between dimensions of emotional intelligence, specific aspects of empathy, and non-verbal sensitivity, Frontiers in Psychology, 10, pp. 1-20, (2019); Flores M., Melguizo A., World Economc Forum on Latin America, Latin America has the biggest skills gap in the world. 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"Balcar J.; Dokoupilová L.","Balcar, Jiří (56287252700); Dokoupilová, Lucie (57224636646)","56287252700; 57224636646","Communication and language skills pay off, but not everybody needs them","2021","International Journal of the Sociology of Language","2021","270","","59","93","34","3","10.1515/ijsl-2020-0021","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108074430&doi=10.1515%2fijsl-2020-0021&partnerID=40&md5=9148bc263e2485c0cae49bc07e59d54f","VSB-Technical University of Ostrava, Ostrava, Czech Republic; University of Ostrava, Ostrava, Czech Republic","Balcar J., VSB-Technical University of Ostrava, Ostrava, Czech Republic; Dokoupilová L., University of Ostrava, Ostrava, Czech Republic","The importance of communication skills is increasing on the labour market and a further strengthening of this trend is expected due to Industry 4.0. This development will have significant consequences for individuals' employability, requirements on educational outcomes and gender equality. This article employs data from a representative survey of Czech employees (N = 1,500) replenished with information on requirements on their communication skills (Effective communication, Czech language and English language) in order to explore (a) the distribution of communication skills requirements on the labour market, (b) personal and job characteristics related to work positions requiring highly developed communication skills, and (c) wage returns to these skills. The results show that one standard deviation increase in job requirements on communication skills is connected with 5.8% wage premium. However, not everybody needs well-developed communication skills. Only a quarter of employees needs highly developed effective communication, Czech and English languages, while there is also a quarter of employees that needs only a very basic level of communication skills. The results also revealed that females perform more communication-intensive occupations than males do. Cognitive skills and the need to excel represent other significant factors correlated with higher job requirements on communication skills.  © 2021 Walter de Gruyter GmbH, Berlin/Boston 2021.","communication skills; gender; job requirements; language skills; occupation; wage returns","","","","","","Grantová Agentura České Republiky, GA ČR, (P402/11/2464); Vysoká Škola Bánská - Technická Univerzita Ostrava, (SGS SP2020/116)","Research funding: This work was funded by VSB – Technical University of Ostrava (grant no. SGS SP2020/116) and Czech Science Foundation (grant no. 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Linguistic skills in the US labour market, Economic and Labour Relations Review, 31, 3, pp. 403-424, (2020); Vermandere D., Vangehuchten L., Van Herck R.E., Language policy evaluation in business settings, European Journal of Language Policy, 11, 1, pp. 25-46, (2019); Wang Z., De Graaff T., Peter N., Look who's talking: On the heterogeneous returns to foreign language use at work among natives and migrants in Europe, Global Labor Organization, (2017); Widin J., Malthus C., Off-shore and out of reach: Student voice in pre-departure EAP pedagogies, Language Education in Asia, 8, 2, pp. 213-223, (2017); Williams D.R., Multiple language usage and earnings in Western Europe, International Journal of Manpower, 32, 4, pp. 372-393, (2011); Zalewski J., Gonzalez F., Evolution in the education of software engineers: Online course on cyberphysical systems with remote access to robotic devices, International Journal of Online and Biomedical Engineering (IJOE), 13, 8, pp. 133-146, (2017)","J. Balcar; VSB-Technical University of Ostrava, Ostrava, Czech Republic; email: jiri.balcar@vsb.cz","","De Gruyter Mouton","","","","","","01652516","","","","English","Intern. J. Sociol. Lang.","Article","Final","","Scopus","2-s2.0-85108074430"
"Perkins J.; Pryor M.","Perkins, Joy (7202032897); Pryor, Mary (57224073700)","7202032897; 57224073700","Digital badges: Pinning down employer challenges","2021","Journal of Teaching and Learning for Graduate Employability","12","1","","24","38","14","12","10.21153/JTLGE2021VOL12NO1ART1027","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106928724&doi=10.21153%2fJTLGE2021VOL12NO1ART1027&partnerID=40&md5=ab6338de6432ea5209d786ab5b5f9752","University of Aberdeen, Scotland, United Kingdom","Perkins J., University of Aberdeen, Scotland, United Kingdom; Pryor M., University of Aberdeen, Scotland, United Kingdom","Digital badges hold considerable potential for employers and recruiters, as they evidence accomplishments of skills and competencies at a more granular level than a traditional degree certificate. Badges are a validated, online graphical representation of an achievement, which is accomplished by undertaking criteria-based learning activities. Despite the established educational benefits of badges in higher education, limited research has been conducted into employer awareness, acceptance, and use of digital badges in recruitment practices. To address this research gap, a mixed method study combining quantitative and qualitative data collection was conducted before and during the COVID-19 health pandemic. Approximately 700 employers were emailed and invited to complete the initial survey and 73 responded. One of the major survey findings is that 97% of respondents were unfamiliar with the concept of digital badges. Significantly, however, despite the lack of employer awareness there was no widespread resistance to the concept of badges, but a strong appeal for further clarification of their value, credibility, and security. Analysis of the data reveals stronger partnership working, between the higher education sector and employers, is pivotal to establish effective digital credentialing systems. Recommendations for higher education institutions have emerged from this study, which aim to balance pedagogical digital badge practice with employer needs. Such synergies are crucial to address the changing skills agenda, to prepare students to thrive in physical and virtual work environments. Given the paucity of research in this field, further studies are warranted, to investigate the impact of digital badges on the employer community. © 2021 Deakin University. All rights reserved.","digital badges; digital credentialing; employability; employment; graduate recruitment; microcredentials; online learning; skills development","","","","","","","","Abramovich S., Schunn C., Higashi R. M., Are badges useful in education? It depends upon the type of badge and expertise of the learner, Education Technology Research and Development, 61, 2, pp. 217-232, (2013); Anderson L., Shennan K., Blackwell-Young J., Greenhill A-M., Perkins J., Pryor M., Maxwell C., Open badges in the Scottish HE sector: The use of technology and online resources to support student transitions, (2017); Bowen K., Thomas A., Badges: A common currency for learning, Change: The Magazine of Higher Learning, 46, 1, pp. 21-25, (2014); Carey K., Stefaniak J., An exploration of the utility of digital badging in higher education settings, Education Technology Research and Development, 66, 1, pp. 1211-1229, (2018); Coleman J.D., Engaging undergraduate students in a co-curricular digital badging platform, Education and Information Technologies, 23, 1, pp. 211-224, (2018); Devedzic V., Jovanovic J., Developing open badges: A comprehensive approach, Educational Technology Research and Development, 63, 4, pp. 603-620, (2015); Dyjur P., Lindstrom G., Perceptions and uses of digital badges for professional learning development in higher education, TechTrend, 61, 4, pp. 386-392, (2017); Elliot R., Clayton J., Iwata J., Exploring the use of micro-credentialing and digital badges in learning environments to encourage motivation to learn and achieve, Rhetoric and reality: Critical perspectives on educational technology, pp. 703-707, (2014); Fanfarelli J. R., McDaniel R., Designing effective digital badges: Applications for learning, (2019); Fields E., Making visible new learning: Professional development with open digital badge pathways, Partnership: The Canadian Journal of Library and Information Practice and Research, 10, 1, pp. 1-10, (2015); Gallagher S. R., Educational credentials come of age: A survey on the use and value of educational credentials in hiring, (2018); Gauthier T., The value of microcredentials: The employer's perspective, The Journal of Competency-Based Education, 5, 2, pp. 1-6, (2020); Gibson D., Ostashewski N., Flintoff K., Grant S., Knight E., Digital badges in education, Education and Information Technologies, 20, 2, pp. 403-410, (2015); Glover I., Open badges: A visual method of recognising achievement and increasing learner motivation, Student Engagement and Experience Journal, 2, 1, pp. 1-4, (2013); Glover I., Student perceptions of digital badges as recognition of achievement and engagement in cocurricular activities, Foundation of digital badges and micro-credentials, pp. 443-455, (2016); Grove M., Overton T., Getting started in pedagogic research within the STEM disciplines, (2014); Hensiek S., DeKorver B. K., Harwood C. J., Fish J., O'Shea K., Towns M., Improving and assessing student hands-on laboratory skills through digital badging, Journal of Chemical Education, 93, 11, pp. 1847-1854, (2016); Hensiek S., DeKorver B. K., Harwood C. J., Fish J., O'Shea K., Towns M., Digital badges in science: A novel approach to the assessment of student learning, Journal of College Science Teaching, 46, 3, pp. 28-33, (2017); Hickey D.T., Otto N., Itow R., Schenke K., Tran C., Chow C., Badges design principles documentation project, (2014); Hill M. A., Overton T., Kitson R. R. A., Thompson C. D., Brookes R. H., Coppo P., Bayley L., They help us realise what we're actually gaining': The impact on undergraduates and teaching staff of displaying transferable skills badges, Active Learning in Higher Education, pp. 1-18, (2020); Janzow P., Connecting learning to jobs through digital badges, Catalyst, 42, 2, pp. 9-11, (2014); Jorre de St Jorre T. J., Johnson L., Oliver B., Deakin Hallmarks: Principles for employability credentials, Proceedings ASCILITE 2016 Show Me the Learning, pp. 305-311, (2016); Kehoe A., Goudzwaard M., ePortfolios, badges, and the whole digital self: How evidence-based learning pedagogies and technologies can support integrative learning and identity development, Theory Into Practice, 54, 4, pp. 343-351, (2015); Levine A., The 'just in time' learner and the coming revolution in higher education, Change: The Magazine of Higher Learning, 50, 3-4, pp. 27-29, (2018); Loughlin C., Hitchings C., Barton C., Anthoney J., Barker H., Warburton S., Niculescu I., Open Badges: Acknowledging Soft Skills Acquisition Conference: European Conference on eLearning ECEL, (2016); Maguire D., Dale L., Pauli M., Learning and teaching reimagined A new dawn for higher education?, (2020); Mah D-K., Learning analytics and digital badges: Potential impact on student retention in higher education, Technology, Knowledge and Learning, 21, 3, pp. 285-305, (2016); Mah D-K., Ifenthaler D., What do first-year students need? Digital badges for academic support to enhance student retention, Journal of Applied Research in Higher Education, 12, 1, pp. 86-96, (2019); Mathur A., Wood M. E., Cano A., Mastery of transferrable skills by doctoral scholars: Visualization using digital micro-credentialing, Change: The Magazine of Higher Learning, 50, 5, pp. 38-45, (2018); Miller K. K., Jorre de St Jorre T. J., West J. M., Johnson E. D., The potential of digital credentials to engage students with capabilities of importance to scholars and citizens, Active Learning in Higher Education, 21, 1, pp. 11-22, (2017); Oliver B., Better 21C credentials: Evaluating the promise, perils and disruptive potential of digital credentials, (2016); Oliver B., Making micro-credentials work for learners, employers and providers, (2019); Phillips S., Working through the pandemic: Accelerating the transition to remote working, Business Information Review, 37, 3, pp. 129-134, (2020); The Global Skills Gap in the 21st Century, (2018); Raish V., Rimland E., Employer perceptions of critical information literacy skills and digital badges, College and Research Libraries, 77, 1, pp. 87-113, (2016); Rimland E., Raish V., Micro-credentials and digital badges, Library Technology Reports, 55, 3, pp. 5-6, (2019); Risquez A., Cassidy D., O'Suilleabhain G., Badge of honour? An exploration of the use of digital badges to support a partnership approach to faculty development, Australasian Journal of Educational Technology, 36, 5, pp. 18-29, (2020); Roy S., Clark D., Digital badges, do they live up to the hype?, British Journal of Educational Technology, 50, 5, pp. 2619-2636, (2019); Shields R., Chugh R., Digital badges - rewards for learning?, Education and Information Technologies, 22, pp. 1817-1824, (2017); Stefaniak J., Carey K., Instilling purpose and value in the implementation of digital badges in higher education, International Journal of Education Technology in Higher Education, 16, 44, pp. 1-21, (2019); Sutton H., Consider how a credential registry improves communication, program ROI, The Successful Registrar, 19, 1, pp. 1-5, (2019); The future of work: Jobs and skills in 2030, (2014); The Future of Jobs Report 2020, (2020)","J. Perkins; University of Aberdeen, Scotland, United Kingdom; email: j.perkins@abdn.ac.uk","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85106928724"
"Weston E.J.E.; Millman C.; Setarehnejad A.; Bennett E.J.; Oruna-Concha M.J.","Weston, Emma J E (57202738305); Millman, Caroline (56012225700); Setarehnejad, Anita (36021957000); Bennett, Emma J (49960984100); Oruna-Concha, Maria Jose (6603319509)","57202738305; 56012225700; 36021957000; 49960984100; 6603319509","Career management for UK food degree students at multiple institutes using an industry-developed professional competencies framework","2021","Journal of Food Science Education","20","3","","99","109","10","0","10.1111/1541-4329.12224","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105910148&doi=10.1111%2f1541-4329.12224&partnerID=40&md5=8ed50fcd9023a4b7bf924bced5ebc046","Division of Food, Nutrition and Dietetics, School of Biosciences, University of Nottingham, Nottingham, United Kingdom; Service Sector Management, Sheffield Hallam University, Sheffield, United Kingdom; Food Science and Technology, School of Sport and Health Sciences, Cardiff Metropolitan University, Cardiff, United Kingdom; Food and Nutritional Sciences, University of Reading, Harry Nursten Building, Pepper Lane, Whiteknights, Reading, United Kingdom","Weston E.J.E., Division of Food, Nutrition and Dietetics, School of Biosciences, University of Nottingham, Nottingham, United Kingdom; Millman C., Service Sector Management, Sheffield Hallam University, Sheffield, United Kingdom; Setarehnejad A., Food Science and Technology, School of Sport and Health Sciences, Cardiff Metropolitan University, Cardiff, United Kingdom; Bennett E.J., Food and Nutritional Sciences, University of Reading, Harry Nursten Building, Pepper Lane, Whiteknights, Reading, United Kingdom; Oruna-Concha M.J., Food and Nutritional Sciences, University of Reading, Harry Nursten Building, Pepper Lane, Whiteknights, Reading, United Kingdom","Recruitment of food science and technology graduates remains a priority for the UK food industry in the wake of skills shortages. As a result of the contemporary pressures faced by the food industry, it is essential that students applying for such roles are aware of and ready for management, leadership, and relevant professional competencies. This collaborative study uses the industry-informed established framework, namely, Competencies for Food Graduate Careers (CFGC) and assesses the integration of this resource into careers education for food-related programs of four higher education institutions: Cardiff Metropolitan University, Sheffield Hallam University, University of Nottingham and University of Reading. Mixed method analysis was conducted with students prior to and on conclusion of the teaching sessions, including surveys and focus groups. Students confirmed that CFGC was informative and useful for preparing them for a graduate career in food science and technology. No single method of integration of CFGC was proposed; instead, intervention can be undertaken by a variety of approaches, suitable for the level of study and Institutional operation as outlined in the study. © 2021 Institute of Food Technologists®","education; employability; food industry careers; food science; professional competencies","article; career; employability; food industry; human; human experiment; nutritional science; teaching","","","","","","","Artess J., Hooley T., Mellors-Bourne R., Employability: A review of the literature 2012–2016, (2017); Bohlscheid J., Clark S., Career preparedness survey outcomes of food science graduates: A follow-up assessment, Journal of Food Science Education, 11, 2, pp. 8-15, (2012); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Creswell J.W., Research design: Qualitative, quantitative, and mixed method approaches, (2014); Emond B., Poole J., Weston E., Engage in developments to best prepare food science graduates for the global workplace, (2020); Fagan C., Cooper A., Chatzifragkou A., Bennett E.J., Principles in partnership: Embedding employability in curriculum design, Journal of Educational Innovation, Partnership and Change, 6, 1, (2020); Preparing for a changing workforce: A food and drink supply chain approach to skills, (2019); Golafshani N., Understanding reliability and validity in qualitative research, The Qualitative Report, 8, 4, pp. 597-606, (2003); Hartel R.W., Klawitter C.P., Careers in food science: From undergraduate to professional, (2008); Career Information; Accreditation of degree courses; Joyner H.S., Curriculum mapping: a method to assess and refine undergraduate degree programs, Journal of Food Science Education, 15, 3, pp. 83-100, (2016); Joyner H.S., Stevenson C.D., If you don't know, ask! Using expert knowledge to determine what content is needed in an undergraduate food quality management and control course, Journal of Food Science Education, 16, 1, pp. 19-27, (2017); Lillford P., Hermansson A., Global challenges and the critical needs of food science and technology, (2019); Tasty careers in food and drink; Oreopoulou V., Giannou V., Lakner Z., Pittia P., Mayor L., Silva C.L.M., Costa R., Career path of food science and technology professionals: entry to the world of work, Trends in Food Science & Technology, 422, 2, pp. 183-192, (2015); Pollard E., Hirsh W., Williams M., Buzzeo J., Marvell R., Tassinari A., Bertram C., Fletcher L., Artess J., Redman J., Ball C., Understanding employers’ graduate recruitment and selection practices, (2015); Roberts A.J., Robbins J., McLandsborough L., Wiedmann M., A 10-year review of the food science summer scholars program: A model for research training and for recruiting undergraduate students into graduate programs and careers in food science, Journal of Food Science Education, 9, 4, pp. 98-105, (2010); Stevenson C.D., Toward determining best practices for recruiting future leaders in food science and technology, Journal of Food Science Education, 15, 1, pp. 9-13, (2016); Stata statistical software: Release 15.1, (2017); Professional marketing standards, (2019); Subject benchmark statement: Agriculutre, horticulture, forestry, food, nutrition and consumer sciences, (2019); Welcome to the competencies for food graduate careers toolkit; Supporting graduates in a Covid-19 economy, (2020); Weston E., Crilly J., Mossop L., Foster T., Competencies for food graduate careers: Developing a language tool, Higher Education Pedagogies, 2, 1, pp. 101-115, (2017); Weston E., Competencies for food graduate careers, (2018); Weston E., Foster T., Crilly J., Mossop L., Development of a professional competency framework for UK food science graduates, Journal of Food Science Education, 19, 1, pp. 10-25, (2020); Weston E., Benlloch-Tinoco M., Mossop L., McCullough F., Foster T., Curriculum mapping food science programs: An approach to quantification of professional competencies, Journal of Food Science Education, 19, 2, pp. 97-108, (2020)","E.J.E. Weston; Division of Food, Nutrition and Dietetics, School of Biosciences, University of Nottingham, Nottingham, United Kingdom; email: emma.weston@nottingham.ac.uk","","Blackwell Publishing Ltd","","","","","","15414329","","","","English","J. Food Sci. Educ.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85105910148"
"Dhingra M.; Kundu S.C.","Dhingra, Meenakshi (57216746060); Kundu, Subhash C (7201406793)","57216746060; 7201406793","Factors affecting placement and hiring decisions: A study of students’ perceptions","2021","Industry and Higher Education","35","3","","223","232","9","1","10.1177/0950422220950191","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089595353&doi=10.1177%2f0950422220950191&partnerID=40&md5=9da29313d9eb0599153bb20fb15c4fa8","Ansal University, India; Guru Jambheshwar University of Science Technology, India","Dhingra M., Ansal University, India; Kundu S.C., Guru Jambheshwar University of Science Technology, India","This paper assesses students’ perceptions concerning the level of campus placement activities of their higher education institution (HEI) and determines the order of importance of various factors, as perceived by students, relating to employers’ selection criteria. Primary data based on the responses of 621 students in 29 HEIs operating in the National Capital Region of India, were analysed using statistical tools such as average, t-test and Garrett Ranking. The t-test results indicated that students’ perceptions across the five demographics under study were significantly different. Further, the Garrett Ranking method revealed that students perceived performance in the interview as the most important factor affecting their selection or rejection by employers during campus placements. The findings should assist educational institutions in formulating an effective campus placement process and students in preparing for their transition to the labor market. Moreover, companies engaging in campus placements will obtain a better understanding of students’ perceptions regarding their hiring decisions. The major implication of the study is that the gap in perception between students and employers needs to be bridged through collaboration between HEIs and industry. © The Author(s) 2020.","Campus placement; employers’ hiring decisions; Garrett ranking; graduate employability; student perceptions","","","","","","","","Abd-Razak M.Z., Mustafa N.K.F., Che-Ani A.I., Et al., Campus sustainability: student’s perception on campus physical development planning in Malaysia, Procedia Engineering, 20, pp. 230-237, (2011); Baird A.M., 21st Century workforce: employers and students perceptions of satisfaction and preparation of skills and competencies graduates need to get hired in the Northeast, (2016); Baird A.M., Parayitam S., Employers’ ratings of importance of skills and competencies college graduates need to get hired: evidence from the New England region of USA, Education+ Training, 61, 5, pp. 622-634, (2019); Baruch Y., Holtom B.C., Survey response rate levels and trends in organizational research, Human Relations, 61, 8, pp. 1139-1160, (2008); Beck C., Kosnik C., Components of a good practicum placement: student teacher perceptions, Teacher Education Quarterly, 29, 2, pp. 81-98, (2002); Bharathi A.V., Communication skills-core of employability skills: issues and concerns, Higher Learning Research Communications, 6, 4, (2016); Boyle A., Maguire S., Martin A., Et al., Fieldwork is good: the student perception and the affective domain, Journal of Geography in Higher Education, 31, 2, pp. 299-317, (2007); Caldwell D.F., O'Reilly I.I.I.C.A., Measuring person-job fit with a profile-comparison process, Journal of applied psychology, 75, 6, pp. 648-657, (1990); Capobianco F., Reputation versus reality: the impact of US News and World Report Rankings and education branding on hiring decisions in the job market, (2009); Chimes M., Gordon S., What works; a student and counselor explore college recruitment, Journal of College Admission, 199, pp. 26-30, (2008); Cleak H., Smith D., Student satisfaction with models of field placement supervision, Australian Social Work, 65, 2, pp. 243-258, (2012); Crebert G., Bates M., Bell B., Et al., Developing generic skills at university, during work placement and in employment: graduates’ perceptions, Higher Education Research & Development, 23, 2, pp. 147-165, (2004); Dancza K., Warren A., Copley J., Et al., Learning experiences on role-emerging placements: an exploration from the students’ perspective, Australian Occupational Therapy Journal, 60, 6, pp. 427-435, (2013); Dhanavandan S., Application of garret ranking technique: practical approach, International Journal of Library and Information Studies, 6, 3, pp. 135-140, (2016); Dhingra M., Higher education and professional graduates’ employability status – an alarming situation for India, Amity Global Business Review, 12, 2, pp. 77-84, (2017); Dhingra M., Factors affecting hiring decision: employers’ perspective in national capital region, Journal of Strategic Human Resource Management, 7, 3, pp. 15-21, (2018); El-Temtamy O., O'Neill K.K., Midraj S., Undergraduate employability training and employment: a UAE study, Higher Education, Skills and Work-Based Learning, 6, 1, pp. 100-115, (2016); Darwin’s influence; Gupta R., How to ensure right placements in management, engineering & pharmacy colleges?, Indian Journal of Higher Education, 2, 1, pp. 85-86, (2011); Hanchinal V.V., Developing leadership qualities in librarians through soft skills, Episteme, 2, 4, (2014); Jackson D., Student perceptions of the importance of employability skill provision in business undergraduate programs, Journal of Education for Business, 88, 5, pp. 271-279, (2013); Jusoh M., Rizal A.R.M., Chong S.C., Employers’ preference and assessment of the qualities of fresh business graduates: empirical evidence from Malaysia, International Journal of Management and Enterprise Development, 4, 3, pp. 316-336, (2007); Kandiko C.B., Mawer M., Student Expectations and Perceptions of Higher Education, (2013); Kealy M.J., Rockel M.L., Student perceptions of college quality: the influence of college recruitment policies, The Journal of Higher Education, 58, 6, pp. 683-703, (1987); Kramarz F., Skans O.N., When strong ties are strong: networks and youth labour market entry, Review of Economic Studies, 81, 3, pp. 1164-1200, (2014); Kristof-Brown A.L., Perceived applicant fit: distinguishing between recruiters’ perceptions of person-job and person-organization fit, Personnel Psychology, 53, 3, pp. 643-671, (2000); Liagouras G., Protogerou A., Caloghirou Y., Exploring mismatches between higher education and the labour market in Greece, European Journal of Education, 38, 4, pp. 413-426, (2003); Lin H.Y., Lin S.H., Chiu C.Y., Et al., An AHP approach to industry-oriented management competence development in an institute of technology, World Transactions on Engineering and Technology Education, 8, 3, pp. 339-343, (2010); Liu-Farrer G., Shire K., Who are the fittest? The question of skills in national employment systems in an age of global labour mobility, Journal of Ethnic and Migration Studies, (2020); Matsouka K., Mihail D.M., Graduates’ employability: What do graduates and employers think?, Industry and Higher Education, 30, 5, pp. 321-326, (2016); Mulligan T., Uncertainty in hiring does not justify affirmative action, Philosophia, 45, pp. 1299-1311, (2017); (2011); Neill N.T., Mulholland G.E., Student placement–structure, skills and e-support, Education+ Training, 45, 2, pp. 89-99, (2003); Nwajiuba C.A., Igwe P.A., Akinsola-Obatolu A.D., Et al., What can be done to improve higher education quality and graduate employability in Nigeria? A stakeholder approach, Industry and Higher Education, 34, pp. 358-367, (2020); O'Reilly C.A.I.I.I., Chatman J.A., Caldwell D.F., People and organization culture: a profile comparison approach to assessing person-organization fit, Academy of Management Journal, 34, pp. 487-516, (1991); Prikshat V., Kumar S., Nankervis A., Work-readiness integrated competence model: Conceptualisation and scale development, Education+ Training, 61, 5, pp. 568-589, (2019); Raya R.P., Rajkumar V.S., Ganesan P., Et al., Stake holders’ perceptions in a campus recruitment process, Mediterranean Journal of Social Sciences, 6, 5, pp. 96-101, (2015); Renganathan S., Ambri Bin Abdul Karim Z., Su Li C., Students’ perception of industrial internship programme, Education+ Training, 54, 2-3, pp. 180-191, (2012); Rezaei S., Karami Matin B., Hajizadeh M., Et al., Evaluating service quality in the higher education sector in Iran: an examination of students’ perspective, International Journal of Human Rights in Healthcare, 10, 2, pp. 146-155, (2017); Rogers J.A., Darwinism and social darwinism, Journal of the History of Ideas, 33, 2, pp. 265-280, (1972); Salahu-Din H., Campus perceptions of students: Implications for strategic planning in black recruitment and retention, Educational Considerations, 15, 1, pp. 25-30, (1988); Schmitt N., Chan D., Personnel Selection: A Theoretical Approach, (1998); Shah M., Nair C.S., Bennett L., Factors influencing student choice to study at private higher education institutions, Quality Assurance in Education, 21, 4, pp. 402-416, (2013); Sharma A.C.D.N., A study of competency requirements and business education curriculum in India, Journal Current Science, 20, 5, (2019); Shen Y.J., Herr E.L., Career placement concerns of international graduate students: a qualitative study, Journal of Career Development, 31, 1, pp. 15-29, (2004); Shenoy V., Aithal P.S., Changing approaches in campus placements - A new futuristic model, International Journal of Scientific Research and Modern Education (IJSRME) ISSN (Online) 2455–5630, 1, 1, pp. 766-776, (2016); Shenoy V., Aithal P.S., Green placement – an innovative concept & strategy in campus placement model, Munich Personal RePEc Archive (MPRA), (2016); Taliaferro J.D., DeCuir-Gunby J.T., African American educators’ perspectives on the advanced placement opportunity gap, The Urban Review, 40, 2, pp. 164-185, (2008); Tan P.J.B., Students’ adoptions and attitudes towards electronic placement tests: a UTAUT analysis, American Journal of Computer Technology and Application, 1, 1, pp. 14-23, (2013); Tomlinson M., The degree is not enough: students’ perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Unas A.W., Kumar S.R., A study on policyholders satisfaction on service of LIC: reference to Coimbatore district, International Journal of Informative & Futuristic Research, 2, 10, pp. 3620-3626, (2015); Venezia A., Bracco K.R., Nodine T., One-Shot Deal? Students’ Perceptions of Assessment and Course Placement in California’s Community Colleges, (2010); Wrye B., Chafin C., Higginbotham C., Creating a win-win, Education+ Training, 61, 5, pp. 605-621, (2019)","M. Dhingra; Ansal University, India; email: meenakshiphd2016@gmail.com","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85089595353"
"Navalgund S.S.; Nidagundi J.C.; Kerur S.S.","Navalgund, Siddalingesh S. (55532192400); Nidagundi, Jayashree C. (56493193800); Kerur, S.S. (56009700400)","55532192400; 56493193800; 56009700400","Industry linked projects as tools for improving employability of budding engineers","2021","Journal of Engineering Education Transformations","35","","","55","63","8","0","10.16920/jeet/2021/v35i0/167022","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119370457&doi=10.16920%2fjeet%2f2021%2fv35i0%2f167022&partnerID=40&md5=94c329cfa5abc399a855fe2ffa873de0","Department of Electronics and Communication Engineering, Shree Dharmasthala College of Engineering and Technology, Dhavalagiri, Dharwad, Karntaka-, 580002, India","Navalgund S.S., Department of Electronics and Communication Engineering, Shree Dharmasthala College of Engineering and Technology, Dhavalagiri, Dharwad, Karntaka-, 580002, India; Nidagundi J.C., Department of Electronics and Communication Engineering, Shree Dharmasthala College of Engineering and Technology, Dhavalagiri, Dharwad, Karntaka-, 580002, India; Kerur S.S., Department of Electronics and Communication Engineering, Shree Dharmasthala College of Engineering and Technology, Dhavalagiri, Dharwad, Karntaka-, 580002, India","Technology is an ever-advancing field at par with scientific and technological innovations. Technical higher education policy always tries to adopt and implement these changes in their scheme and curriculum in line with industry requirements. The present paper briefs about the latest indications on the teaching/learning methods and technical change in academia of countries on the path of development, and its effects in the applying the enhanced employment of students in core industries. Here the tool for successful enhancing of employment in related industry over the years is discussed. Exploration of the corporate working environment with focused design orientation is addressed through specific industry guided projects. The proposed plan of industry supported (Prakalp) projects are implemented at our institution, starting from pre-final year to final year UG scheme over past three years. Key benefits observed through the implementation of the proposed scheme are enhanced employment of students in related industries, improved skill development of the students and peer learning among student fraternity through group discussions. Industry guided projects can help to reduce the technological gap between industry and academia. Teaching fraternity can communicate in progressive and meaningful way with team of students and industry mentors for the implementation of set objectives of the projects. © 2021, Rajarambapu Institute Of Technology. All rights reserved.","Best Practices; Core industries; Employment enhancement; Prakalp; VLSI","","","","","","","","Lamancusa John S., Jorgensen Jens E., Zayas-Castro Jose L., Ratner Julie, The Learning Factory-New Approach to Integrating Design and Manufacturing into Engineering Curricula, JEE The Research Journal for Engineering Education, (2013); Boje D., Narrative Methods for Organizational and Communication Research, (2001); De Bono E., Lateral Thinking Step by Step Publisher, (1970); Gloeckler G., The case against case studies, (2008); Martinich J. A., Solarz S. L., Lyons J. R., Preparing students for conservation careers through project-based learning, Business Week, pp. 66-67, (2006); Gorman M., The University of Dayton operations management capstone course: Undergraduate student field consulting applies theory to practice, Interfaces, 40, 6, pp. 432-443, (2010); Weiss John, CBA assumptions Industrial projects and the importance of assumptions about learning and technical change published online, (2012); Nandini, New Education Policy 2020 Highlights: School and higher education to see major changes, Hindustan Times, (2020); Aithal P. S., Aithal Shubhrajyotsna, Analysis of Higher Education in Indian National Education Policy Proposal 2019 and Its Implementation Challenges, International Journal of Applied Engineering and Management Letters, 3, 2, pp. 1-35, (2019); Hillon Mark E., Cai-Hillon Yue, Brammer Darrell, A Brief Guide to Student Projects with Industry, INFORMS Transactions on Education, 13, 1, pp. 10-16, (2012); Lakshmi T.K.S., Rama K., Hendrikz Johan, An Anthology of Best Practices in Teacher Education, (2007); Pillai Latha, Mujumdar B.R., Hasan Wahidul, Community Engagement: Case Presentations, (2006); Sawant D.G., Role of IQAC in maintaining quality standard in teaching, learning and evaluation. Pacific evaluation, Pacific Science Review B: Humanities and Social Sciences, 2, pp. 66-69, (2016); Sawant Dutta, Best Practices of Top (NAAC) Accredited, (2017); Rao Potti Srinivas, Viswanadhan K G, Raghunandana K, Shiva Prasad H C., A Few Unique Practices in High-Performance Engineering Colleges, International Journal of Research in Advent Technology, (2014); Rao Potti Srinivas, Viswanadhan K G, Raghunandana K., Best Practices for Quality Improvement-Lessons from Top Ranked Engineering Institutions, International Education Studies, 8, 11, (2015); (2018); Parikinson Alan, Engineering Study Abroad Programs: Formats, Challenges, Best Practices, (2007); Ziyatdinova Julia, Best Practices of Engineering Education Internationalization in a Russian Top-20 University, ASEE 2016, International Forum, (2016); Meguid Shankar A, Best Practices in Engineering Education: Can Digital Immigrants Teach Digital Natives?, Proceedings of the 7th International Conferences on Mechanics and materials in Design Albufeira, (2017); Chinmoy Goswami, Role of Technology in Indian Education, Humanities and Social Science Department, (2014); Beanland D., Hadgraft R., Engineering Education: Transformation and Innovation, (2013); An Anthology of Best Practices in Teacher Education, (2007); Pawar Rupali Virendrasingh, Prasad Jayashree Rajesh, Scenario of Engineering education in India, International Journal of Development Research, pp. 19552-19554, (2018)","S.S. Navalgund; Department of Electronics and Communication Engineering, Shree Dharmasthala College of Engineering and Technology, Dharwad, Karntaka-, Dhavalagiri, 580002, India; email: siddunavalgund@yahoo.com","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","","Scopus","2-s2.0-85119370457"
"Zhao W.-X.; Peng M.Y.-P.; Liu F.","Zhao, Wen-Xuan (57208402925); Peng, Michael Yao-Ping (57162108500); Liu, Fang (57225146578)","57208402925; 57162108500; 57225146578","Cross-Cultural Differences in Adopting Social Cognitive Career Theory at Student Employability in PLS-SEM: The Mediating Roles of Self-Efficacy and Deep Approach to Learning","2021","Frontiers in Psychology","12","","586839","","","","22","10.3389/fpsyg.2021.586839","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109342025&doi=10.3389%2ffpsyg.2021.586839&partnerID=40&md5=1e9d63ebcfb2c6378ebb814a4f9c4393","School of Economics and Management, Huaiyin Normal University, Huai'an, China; School of Economics and Management, Foshan University, Foshan, China; School of Foreign Languages, Huaiyin Normal University, Huai'an, China","Zhao W.-X., School of Economics and Management, Huaiyin Normal University, Huai'an, China; Peng M.Y.-P., School of Economics and Management, Foshan University, Foshan, China; Liu F., School of Foreign Languages, Huaiyin Normal University, Huai'an, China","Unable to keep pace with the expectations of employers and societies that are constantly changing around the world, higher education policy and talent training have given rise to a gap between university education and employment. However, the higher education and industrial needs derived from technological progress have changed the development in country. This study aims to verify the learning method of Taiwanese vs. Malaysian university students and examines the relationship between teacher knowledge transfer and student employability from the perspective of a social cognitive career theory. In this study, 619 copies of questionnaires from the Taiwanese sample group and 443 copies of questionnaires from the Malaysian sample group were collected in total to compare the two sample groups in the development of student employability. The results indicate that teacher knowledge transfer has significant positive correlations with self-efficacy and a deep approach to learning and student employability, and the self-efficacy and a deep approach to learning have significant positive correlations with student employability in the Taiwanese sample. In Malaysia, except for the path between teacher knowledge transfer and student employability, all paths were significant and positively related. Finally, according to our results and findings, this study proposes several insights with practical and theoretical implications for future study. © Copyright © 2021 Zhao, Peng and Liu.","deep approach to learning; higher education; PLS-SEM; self-efficacy; student employability; teacher knowledge transfer","","","","","","National Natural Science Foundation of China, NSFC, (52078237, 71904059); Science and Technology Planning Project of Guangdong Province, (FZ20200551)","This research was funded by the National Natural Science Foundation of China (Nos. 52078237 and 71904059) and Science and Technology Planning Project of Jiangsu Province, China (No. FZ20200551).","Ahmed J.U., Ahmed K.U., Shimul M.A.S., Zuniga R., Managing strategies for higher education institutions in the UK: an overview, Higher Educ. 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Manage, 15, pp. 15-31, (2009); Thompson M.N., Dahling J.J., Chin M.Y., Melloy R.C., Integrating job loss, unemployment, and reemployment with Social Cognitive Career Theory, J. Career Assessment, 25, pp. 40-57, (2017); Tong Y., Song S., A study on general self-efficacy and subjective well-being of low SES-college students in a Chinese university, Coll. Stud. J, 38, pp. 637-643, (2004); van Dam K., van Vuuren T., Kemps S., Sustainable employment: the importance of intrinsically valuable work and an age-supportive climate, Int. J. Hum. Resour. Manage, 28, pp. 2449-2472, (2017); Van der Klink J.J., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R., Abma F.I., Et al., Sustainable employability—definition, conceptualization, and implications: a perspective based on the capability approach, Scand. J. Work Environ. Health, 42, pp. 71-79, (2016); Van Dinther M., Dochy F., Segers M., Factors affecting students' self-efficacy in higher education, Educ. Res. Rev, 6, pp. 95-108, (2011); Vanhercke D., Cuyper N.D., Peeters E., Witte H.D., Defining perceived employability: a psychological approach, Person. Rev, 43, pp. 592-605, (2014); Varunki M., Katajavuori N., Postareff L., First-year students' approaches to learning, and factors related to change or stability in their deep approach during a pharmacy course, Stud. Higher Educ, 42, pp. 331-353, (2017); Vermeulen B., Kesselhut J., Pyka A., Saviotti P.P., The impact of automation on employment: just the usual structural change?, Sustainability, 10, (2018); Walter J., Lechner C., Kellermanns F.W., Knowledge transfer between and within alliance partners: private versus collective benefits of social capital, J. Bus. Res, 60, pp. 698-710, (2007); Wang J.H., Chang C.C., Yao S.N., Liang C., The contribution of self-efficacy to the relationship between personality traits and entrepreneurial intention, Higher Educ, 72, pp. 209-224, (2016); White K.M., Thomas I., Johnston K.L., Hyde M.K., Predicting attendance at peer-assisted study sessions for statistics: role identity and the theory of planned behavior, J. Soc. Psychol, 148, pp. 473-492, (2008); Zhou S., Siu F., Wang M., Effects of social tie content on knowledge transfer, J. Knowl. Manage, 14, pp. 449-463, (2010)","M.Y.-P. Peng; School of Economics and Management, Foshan University, Foshan, China; email: s91370001@mail2000.com.tw","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85109342025"
"Fakunle O.","Fakunle, Omolabake (57211046566)","57211046566","Developing a framework for international students’ rationales for studying abroad, beyond economic factors","2021","Policy Futures in Education","19","6","","671","690","19","17","10.1177/1478210320965066","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092478092&doi=10.1177%2f1478210320965066&partnerID=40&md5=fd3a6ebfb5278c32d652d4def7e03bd6","The University of Edinburgh Moray House School of Education, United Kingdom","Fakunle O., The University of Edinburgh Moray House School of Education, United Kingdom","Underpinned by neoliberalism and spurred by growing international student mobility (ISM), global trends and policymaking on internationalisation are geared towards the maximisation of efforts by countries and institutions to recruit fee-paying international students. For international students, previous studies on their decision-making processes and motivations for studying abroad emphasise the benefit of acquiring a quality education and employability, tending to human capital development. The dominant framing of internationalisation around economic imperatives, which has been criticised by several scholars, limits our understanding of non-economic dimensions of ISM. A review of Sen’s capability approach encompassing both intrinsic and instrumental values supports the framework presented in this article. The framework, illustrated by qualitative data, captures how international students’ rationales for studying abroad include the following four dimensions: educational; experiential; aspirational; and economic. This article raises a critical question about how an internationalisation policy that does not represent a broad range of students’ rationales for studying abroad can be expected to provide a transformative experience for students. The concluding section details recommendations for a re-imagining of policy towards enhancing the international student experience. It briefly points to the timeliness of the proposed framework in the light the possible impact of Covid-19 on the future of ISM. © The Author(s) 2020.","capability approach; international student mobility; Internationalisation; rationales for study abroad","","","","","","","","Alderson P., Childhoods Real and Imagined: Volume 1: An Introduction to Critical Realism and Childhood Studies (Ontological Explorations), (2013); Altbach P.G., Global Perspectives on Higher Education, (2016); Artess J., Ball C., Forbes P., Et al., (2014); Ball S.J., Neoliberal education? Confronting the slouching beast, Policy Futures in Education, 14, 8, pp. 1046-1059, (2016); Bohm A., Follari M., Hewett A., Et al., Forecasting International Student Mobility: A UK perspective, (2004); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brooks R., Waters J., Student Mobilities: Migration and the Internationalisation of Higher Education, (2013); Buckner E., Stein S., What counts as internationalisation? Deconstructing the internalization imperative, Journal of Studies in International Education, 24, 2, pp. 151-166, (2019); Cebolla-Boado H., Hu Y., Soysal Y.N., Why study abroad? Sorting of Chinese students across British universities, British Journal of Sociology of Education, 39, 3, pp. 365-380, (2018); Cubillo J.M., Sanchez J., Cervino J., International students' decision-making process. The, International Journal of Educational Management, 20, 2, pp. 101-115, (2006); de Wit H., Internationalisation of higher education: The need for a more ethical and qualitative approach, Journal of International Students, 10, 1, (2020); de Wit H., Hunter F., Howard L., Et al., Internationalisation of higher education, Policy Department B: Structural Cohesion Policies, (2015); Fakunle L., Allison P., Fordyce K., Chinese postgraduate students’ perspectives on developing critical thinking on a UK Education Masters, Journal of Curriculum and Teaching, 5, 1, pp. 27-38, (2016); Findlay A.M., An assessment of supply and demand-side theorizations of international student mobility, International Migration, 49, 2, pp. 162-190, (2011); Forbes-Mewett H., Nyland C., Funding international student support services: Tension and power in the university, Higher Education, 65, 2, pp. 181-192, (2013); Gale T., Molla T., Social justice intents in policy: An analysis of capability for and through education, Journal of Education Policy, 30, 6, pp. 810-830, (2015); 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Sen A., Development as Freedom, (1999); Silverman D., Qualitative Research, (2016); Tarc P., Internationalisation of education as an emerging field? A framing of international education for cross-domain analyses, Policy Futures in Education, 17, 6, pp. 732-744, (2019); Tesar M., Towards a Post-Covid-19 ‘new normality?’: Physical and social distancing, the move to online and higher education, Policy Futures in Education, 18, 5, pp. 556-559, (2020); Tesar M., Arndt S., Cross-cultural complexities of educational policies, Policy Futures in Education, 15, 6, pp. 665-669, (2017); Tran L.T., Soejatminah S., Integration of work experience and learning for international students: From harmony to inequality, Journal of Studies in International Education, 21, 3, pp. 261-277, (2017); Tran L.T., Vu T.T.P., Agency in mobility’: Towards a conceptualisation of international student agency in transnational mobility, Educational Review, 70, 2, pp. 167-187, (2018); (2019); (2018); Wihlborg M., Robson S., Internationalisation of higher education: Drivers, rationales, priorities, values and impacts, European Journal of Higher Education, 8, 1, pp. 8-18, (2018); Wilkins S., Balakrishnan M.S., Huisman J., Student choice in higher education: Motivations for choosing to study at an international branch campus, Journal of Studies in International Education, 16, 5, pp. 413-433, (2012); Willis I., Taylor J., The importance of rationales for internationalisation at a local level – university and individual, European Journal of Higher Education, 4, 2, pp. 153-166, (2014)","O. Fakunle; The University of Edinburgh Moray House School of Education, United Kingdom; email: omolabake.fakunle@ed.ac.uk","","SAGE Publications Inc.","","","","","","14782103","","","","English","Policy Futures Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85092478092"
"Wallinder Y.","Wallinder, Ylva (57016668000)","57016668000","Perceived employability among foreign-born employees, before and during crisis","2021","Economic and Industrial Democracy","42","3","","692","715","23","3","10.1177/0143831X18804355","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058969061&doi=10.1177%2f0143831X18804355&partnerID=40&md5=b9630f258644091c24d77d69326a1210","University of Gothenburg, Sweden","Wallinder Y., University of Gothenburg, Sweden","This article investigates the subjective prospects of job mobility via the perceived employability for different groups of employees. Based on comparative data from 2004 and 2010 for 16 European countries, the study explores whether perceived employability varies depending on country of birth. Furthermore, this study examines the influence of country-level factors on perceived employability. The analyses show that compared to native-born employees, foreign-born employees generally demonstrate a more positive view of their possibilities to find a new position that is similar to or better than the current one. Given that previous research indicates a rather negative de facto labour market outcome for foreign-borns compared to native-borns, the results of this study show that the foreign-borns’ self-estimation most likely differs from their expected labour market outcomes. Furthermore, these overall results are influenced by the strictness of employment protection legislation, the level of competition for qualified positions, and the general economic conditions. © The Author(s) 2018.","Foreign-born employees; multilevel study; perceived employability; selective hiring; social policy","","","","","","","","Aberg R., Unemployment persistency, over-education and the employment chances of the less educated, European Sociological Review, 19, 2, pp. 199-216, (2002); Acker J., Hierarchies, jobs, bodies: A theory of gendered organisations, Gender and Society, 4, 2, pp. 139-158, (1990); Acker J., Class Questions: Feminist Answers, (2006); Anderson C., Pontusson J., Workers, worries and welfare states: Social protection and job insecurity in 15 OECD countries, European Journal of Political Research, 46, 2, pp. 211-235, (2007); Aslund O., Hensvik L., Nordstrom Skans O., Seeking similarity: How immigrants and natives manage in the labor market, Journal of Labor Economics, 32, 3, pp. 405-441, (2014); Barslund M., Busse M., Vargas-Silva C., Et al., Labour mobility in the EU: Dynamics, patterns and policies, Intereconomics, 49, 3, pp. 116-158, (2014); Becker G., Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, (1997); Berglund T., Wallinder Y., Perceived employability in difficult economic times: The significance of education systems and labour market policies, European Societies, 17, 5, pp. 674-699, (2015); Berglund T., Furaker B., Vulkan P., Is job insecurity compensated for by employment and income security?, Economic and Industrial Democracy, 35, 1, pp. 165-184, (2014); Berntson E., Employability perceptions: Nature, determinants, and implications for health and well-being, (2008); Berntson E., Market-oriented relationships in work life – on the perception of being employable, Makeshift Work in a Changing Labour Market, (2011); Berntson E., Sverke M., Marklund S., Predicting perceived employability: Human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Bonoli G., The political economy of active labor-market policy, Politics and Society, 38, 4, pp. 435-457, (2010); Breen R., Risk, recommodification and stratification, Sociology, 31, 3, pp. 473-489, (1997); Chung H., Van Oorschot W., Institutions versus market forces: Explaining the employment insecurity of European individuals during (the beginning of) the financial crisis, Journal of European Social Policy, 21, 4, pp. 287-301, (2011); Diedrich A., Eriksson-Zetterquist U., Styhre A., Sorting people out: The uses of one-dimensional classificatory schemes in a multi-dimensional world, Culture and Organization, 17, 4, pp. 271-292, (2011); Esping-Andersen G., The Three Worlds of Welfare Capitalism, (1990); Sampling Guidelines: Principles and Implementation for the European Social Survey, (2016); Third CoR Monitoring Report on Europe 2020, (2012); The European Higher Education Area in 2012: Bologna Process Implementation Report, (2012); Favell A., Guiraudon V., Sociology of the European Union, (2011); Fogde M., The Work of Job Seeking: Studies on Career Advice for White-collar Workers, (2009); Forrier A., Sels L., The concept employability: A complex mosaic, International Journal of Human Resources Development and Management, 3, 3, pp. 102-124, (2003); Furaker B., Sociological Perspectives on Labor Markets, (2005); Granovetter M.S., Getting a Job: A Study of Contacts and Careers, (1995); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2010); Heggebo K., Are immigrants and descendants with ill health more prone to unemployment? Evidence from 18 European countries, Ethnicity and Health, 22, pp. 402-424, (2017); Hox J.J., Multilevel Analysis: Techniques and Applications, (2010); Jacobsson K., A European politics for employability: The political discourse on employability of the EU and the OECD, Learning to be Employable, (2004); Likic-Brboric B., EU enlargement, migration, and asymmetric citizenship: Political economy of inequality and the demise of the European Social Model?, Globalizations, 8, 3, pp. 277-294, (2011); Likic-Brboric B., Slavnic Z., Woolfson C., Informalisering – migration och arbete i ett utvidgat Europa, Migrationens och etnicitetens epok, (2013); Lundvall B., Lorenz E., From the Lisbon strategy to EUROPE 2020, Towards a Social Investment State? Ideas, Policies and Challenges, (2012); Report for the meeting of the OECD Council at Ministerial Level Paris, Towards an OECD Skills Strategy, (2011); Peck J., Theodore N., Beyond ‘employability’, Cambridge Journal of Economics, 24, 6, pp. 729-749, (2000); Rydgren J., Mechanisms of exclusion: Ethnic discrimination in the Swedish labour market, Journal of Ethnic and Migration Studies, 30, 4, pp. 697-716, (2004); Siebers H., When nationalism meets soft skills: Towards a comprehensive framework for explaining ethno-migrant inequality in the Dutch labour market, Towards a Decent Labour Market for Low Waged Migrant Workers, (2018); Skedinger P., Employment consequences of employment protection legislation, Nordic Economic Policy Review, 1, pp. 45-83, (2011); Streeck W., Mertens D., Fiscal austerity and public investment: Is the possible the enemy of the necessary?, (2011); Svallfors S., Introduction, The Political Sociology of the Welfare State: Institutions, Social Cleavages, and Orientations, (2006); Sverke M., Hellgren J., Naswall K., No security: A meta-analysis and review of job insecurity and its consequences, Journal of Occupational Health Psychology, 7, 3, pp. 242-264, (2002); Van den Berg A., Furaker B., Johansson L., Labour Market Regimes and Patterns of Flexibility. A Sweden–Canada Comparison, (1997); Van der Heijde C., Van der Heijden B., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Wilthagen T., Tros F., The concept of ‘flexicurity’: A new approach to regulating employment and labour markets, Transfer: European Review of Labour and Research, 10, pp. 166-186, (2004)","Y. Wallinder; University of Gothenburg, Sweden; email: ylva.wallinder@gu.se","","SAGE Publications Ltd","","","","","","0143831X","","","","English","Econ. Ind. Democr.","Article","Final","","Scopus","2-s2.0-85058969061"
"Stalin C.E.","Stalin, Catherine E. (23482693400)","23482693400","Exploring the use of a novel self-assessment employability questionnaire to evaluate undergraduate veterinary attainment of professional attributes: An explanatory mixed-methods study","2021","Journal of Veterinary Medical Education","48","3","","267","275","8","1","10.3138/jvme.2019-0027","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108123943&doi=10.3138%2fjvme.2019-0027&partnerID=40&md5=ce415ef2dab22afcbfdfb52ee8c7a19b","School of Veterinary Medicine, University of Glasgow, Bearsden, Glasgow, G61 1QH, United Kingdom","Stalin C.E., School of Veterinary Medicine, University of Glasgow, Bearsden, Glasgow, G61 1QH, United Kingdom","The move to outcome-based education for professional degrees has placed an emphasis on defining what constitutes competencies for a profession. A review of the literature on professional competencies shows the development of professional frameworks that encompass the knowledge, clinical skills, professional skills, and professional attributes regarded as necessary for veterinary graduates. It follows that veterinary education has a responsibility to ensure students have these professional competencies.This study used an explanatory mixed-methods approach to determine whether veterinary students at the University of Glasgow attained professional skills and attributes. Using a publicly available employability framework developed as part of the VetSet2Go project, a quantitative comparison was made between students of different genders and students from separate year groups. Focus groups from these year groups explored the potential reasons for the scores and where the employability attributes were acquired. Participants were asked to provide feedback on the usefulness of the employability self-assessment tool. Data analysis showed that students tended to score themselves low on self-confidence and high on trustworthiness. Fourth-year students tended to score themselves lower on each attribute than second-year students. Results indicate that students are aware of the provision of teaching interventions for the development of certain attributes, but they feel some attributes are gained through experience and recognize the importance of school culture; university provides a period for socialization in a professional identity. Self-confidence is important for well-being and for bringing value to future employers, and educators should consider ways to improve this attribute. © 2021 AAVMC.","Academic affairs; Assessment; Curriculum; Neuroscience; Outcomes; Veterinary teaching hospital","Animals; Clinical Competence; Curriculum; Education, Veterinary; Female; Humans; Male; Self-Assessment; Students; Surveys and Questionnaires; adult; article; controlled study; curriculum; data analysis; employability; employer; female; gender; human; human experiment; male; mental capacity; neuroscience; questionnaire; responsibility; self evaluation; skill; socialization; teaching hospital; veterinary education; veterinary student; wellbeing; animal; clinical competence; curriculum; education; questionnaire; self evaluation; student","","","","","","","Davis MH, Amin Z, Grande JP, Et al., Case studies in outcome-based education, Med Teach, 29, 7, pp. 717-722, (2007); Bell MA, Cake MA, Mansfield CF., Beyond competence: Why we should talk about employability in veterinary education, J Vet Med Educ, 45, 1, pp. 27-37, (2018); Hodgson JL, Pelzer JM, Inzana KD., Beyond NAVMEC: competency-based veterinary education and assessment of the professional competencies, J Vet Med Educ, 40, 2, pp. 102-118, (2013); Tinga CE, Adams CL, Bonnett BN, Ribble CS., Survey of veterinary technical and professional skills in students and recent graduates of a veterinary college, J Am Vet Med Assoc, 219, 7, pp. 924-931, (2001); AVMA report on The Market for Veterinary Education, (2017); Veterinary schools council employer survey, (2017); Bachynsky EA, Dale VHM, Kinnison T, Gazzard J, Baillie S., A survey of the opinions of recent veterinary graduates and employers regarding early career business skills, Vet Rec, 172, 23, (2013); Roadmap for veterinary medical education in the 21st century: responsive, collaborative, flexible, (2011); Thilakaratne R, Kvan T., Competence-based assessment in professional education validation, Qual High Educ, 12, 3, pp. 315-327, (2006); Eraut M., Developing professional knowledge and competence: developing professional knowledge and competence, (2014); Bok HG, Jaarsma DA, Teunissen PW, van der Vleuten CP, van BP., Development and validation of a competency framework for veterinarians, J Vet Med Educ, 38, 3, pp. 262-269, (2011); VetFutures action plan 2016-2020: taking charge; taking action, (2016); Voices from the future of the profession: survey of vet students and graduates, (2015); Ridge A., Disillusionment among young vets: causes and potential solutions, Vet Rec, 179, 15, pp. 375-376, (2016); Yorke M., Employability in higher education: what it is – what it is not, Learning and employability series 1, (2006); About the project, (2015); Hillis DJ, Grigg MJ., Professionalism and the role of medical colleges, Surgeon, 13, 5, pp. 292-299, (2015); Moffett JE, Bartram DJ., Veterinary students’ perspectives on resilience and resilience-building strategies, J Vet Med Educ, 44, 1, pp. 116-124, (2017); Hall DT., Careers and socialization, J Manage, 13, 2, pp. 301-321, (1987); Becker HS, Geer B, Hughes EC, Strauss A., Boys in white: student culture in medical school, (1961); Trede F, Macklin R, Bridges D., Professional identity development: a review of the higher education literature, Stud High Educ, 37, 3, pp. 365-384, (2012); Hogg MA, Terry DJ., Social identity and self-categorization processes in organizational contexts, Acad Manag Rev, 25, 1, pp. 121-140, (2000); Haslam SA., Psychology in organizations: The social identity approach, (2004); Miller GE., The assessment of clinical skills/competence/ performance, Acad Med, 65, 9, pp. s63-s67, (1990); Falchikov N, Boud D., Student self-assessment in higher education: a meta-analysis, Rev Educ Res, 59, 4, pp. 395-430, (1989); Hecimovich MD, Styles I, Volet SE., Development and psychometric evaluation of scales to measure professional confidence in manual medicine: a Rasch measurement approach, BMC Res Notes, 7, (2014); Sullivan ME, Trial J, Baker C, Et al., A framework for professionalism in surgery: what is important to medical students?, Am J Surg, 207, 2, pp. 255-259, (2014)","C.E. Stalin; School of Veterinary Medicine, University of Glasgow, Bearsden, Glasgow, G61 1QH, United Kingdom; email: catherine.stalin@glasgow.ac.uk","","University of Toronto Press","","","","","","0748321X","","","32427542","English","J. Vet. Med. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85108123943"
"Shao X.; Yang Y.; Wang L.","Shao, Xu (57195761132); Yang, Yanlin (24480148000); Wang, Lingzhi (57224083188)","57195761132; 24480148000; 57224083188","Digital divide or digital welfare? The role of the internet in shaping the sustainable employability of Chinese adults","2021","Journal of Global Information Management","29","5","","20","36","16","7","10.4018/JGIM.20210901.oa2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106920979&doi=10.4018%2fJGIM.20210901.oa2&partnerID=40&md5=62064bbc477aef5d2ce121bdf9a1967f","Business School, Hubei University, China; Center for Economic Development Research, Wuhan University, China","Shao X., Business School, Hubei University, China; Yang Y., Center for Economic Development Research, Wuhan University, China; Wang L., Business School, Hubei University, China","With the widespread use of the internet, exploring how it will influence the labor market is of great significance. Based on the 2010-2018 China Family Panel Studies dataset, this paper investigates the effect of the internet on sustainable employability among Chinese aged 16-60. The empirical results of the panel double-hurdle model show that the internet can significantly enhance an individual's competitiveness in the labor market. Moreover, the heterogeneity tests show that the middle aged and older adults, freelancers, and those living in disadvantaged regions can benefit more on employability brought about by the internet. The authors define this phenomenon as the information welfare of the internet, which has narrowed the digital gap caused by the uneven development of technology among different social groups. In addition, the positive coefficient associated with internet use is driven by higher skill requirements in specific workplaces. The authors further explored the role workplace computerization has had in this process. © 2021 IGI Global. All rights reserved.","Digital Economy; Internet; Skill Requirements; Sustainable Employability","Commerce; Digital divide; Double hurdle model; Information welfare; Labor markets; Panel studies; Positive coefficients; Skill requirements; Social groups; Employment","","","","","Ministry of Education of the People's Republic of China, MOE, (19YJC790108); Humanities and Social Science Fund of Ministry of Education of China","This research was funded by a grant from the Humanities and Social Science Foundation provided by the Chinese Ministry of Education (No. 19YJC790108). For comments and discussions, we thank Beatrice I.J.M. Vander Heijden and anonymous reviewers for their constructive suggestions.","Acemoglu D., Autor D., Dorn D., Hanson G.H., Price B., Return of the solow paradox? IT, productivity, and employment in U.S. manufacturing, Social Science Electronic Publishing, 104, 5, pp. 394-399, (2014); Agarwal R., Animesh A., Prasad K., Social interactions and the “digital divide”: Explaining variations in internet use, Information Systems Research, 20, 2, pp. 277-294, (2009); Anseel F., Agile learning strategies for sustainable careers: A review and integrated model of feedback-seeking behavior and reflection, Current Opinion in Environmental Sustainability, 28, pp. 51-57, (2017); Atasoy H., The effects of broadband internet expansion on labor market outcomes, Industrial & Labor Relations Review, 66, 2, pp. 315-345, (2013); Autor D. H., Dorn D., Hanson G. H., Untangling trade and technology: Evidence from local labor markets, Economic Journal (London), 125, 584, pp. 621-646, (2013); Berntson E., Nswall K., Sverke M., Investigating the relationship between employability and self-efficacy: A cross-lagged analysis, European Journal of Work and Organizational Psychology, 17, 4, pp. 413-425, (2008); The Forty-second statistical Report on Internet Development in China, (2018); Collard-Wexler A., Asker J., De Loecker J., Productivity volatility and the misallocation of resources in developing economies, (2015); Cruickshank N., He who defends everything, defends nothing: Proactivity in organizational resilience, Transnational Corporations Review, 12, 2, pp. 94-105, (2020); Eichengreen B., Lafarguette R., Mehl A., Cables, sharks and servers: Technology and the geography of the foreign exchange market, (2016); Elnahla N., Ruth M., Workplace issues in the context of Aldous Huxley's Brave New World: Mental health problems, cannabis and the division of labor, Transnational Corporations Review, 12, 2, pp. 106-125, (2020); Engel C., Moffatt P., Dhreg, xtdhreg, and bootdhreg: Commands to implement double-hurdle regression, The Stata Journal, 14, 4, pp. 778-797, (2014); Forrier A., Sels L., The concept employability: A complex mosaic, International Journal of Human Resources Development and Management, 3, 2, pp. 102-124, (2003); Garicano L., Rossi-Hansberg E., Organization and inequality in a knowledge economy, The Quarterly Journal of Economics, 121, 4, pp. 1383-1435, (2006); Goldfarb A., Tucker C. E., Digital Economics, (2017); Guvenen F., Kuruscu B., Tanaka S., Wiczer D., Multidimensional Skill Mismatch, American Economic Journal. Macroeconomics, 12, 1, pp. 210-244, (2020); Kuhn P., Mansour H., Is internet job search still ineffective?, Economic Journal (London), 124, 581, pp. 1213-1233, (2014); Le B. P. M., Van der Heijden B. I. J. M., Tinka V. V., “I will survive” a construct validation study on the measurement of sustainable employability using different age conceptualizations, Frontiers in Psychology, 8, pp. 1690-1690, (2017); Lee H., Embedding and integrating employability, New Directions for Institutional Research, 2005, 128, pp. 13-28, (2005); Penard T., Poussing N., Suire R., Does the internet make people happier?, Journal of Socio-Economics, 46, pp. 105-116, (2013); Sabatini F., Sarracino F., Online networks and subjective well-being, Kyklos, 70, 3, pp. 456-480, (2017); Savage S. J., Waldman D. M., Ability, location and household demand for internet bandwidth, International Journal of Industrial Organization, 27, 2, pp. 166-174, (2009); Schultz T. W., The rate of return in allocating investment resources to education, Economic Papers A Journal of Applied Economics & Policy, 2, 27, pp. 40-55, (1968); Spitz A., Are skill requirements in the workplace rising? stylized facts and evidence on skill-biased technological change, (2004); Van Der Heijde C. M., Van Der Heijden B. I. J. M., A competence‐based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Walker T. C., Inclusive talent management in the public sector: Theory and practice, Transnational Corporations Review, 12, 2, pp. 140-148, (2020); Wang Q., Li M., Home computer ownership and Internet use in china: Trends, disparities, socioeconomic impacts, and policy implications, First Monday, 17, 2, pp. 2-6, (2012)","","","IGI Global","","","","","","10627375","","","","English","J. Global Inf. Manage.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85106920979"
"Nikitas A.; Vitel A.-E.; Cotet C.","Nikitas, Alexandros (36671731900); Vitel, Alexandra-Elena (57222870024); Cotet, Corneliu (57222870373)","36671731900; 57222870024; 57222870373","Autonomous vehicles and employment: An urban futures revolution or catastrophe?","2021","Cities","114","","103203","","","","45","10.1016/j.cities.2021.103203","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104137791&doi=10.1016%2fj.cities.2021.103203&partnerID=40&md5=7e9fd782ea189879fdd0ff477ac49ce0","Department of Logistics, Marketing, Hospitality and Analytics, Huddersfield Business School, University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, United Kingdom","Nikitas A., Department of Logistics, Marketing, Hospitality and Analytics, Huddersfield Business School, University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, United Kingdom; Vitel A.-E., Department of Logistics, Marketing, Hospitality and Analytics, Huddersfield Business School, University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, United Kingdom; Cotet C., Department of Logistics, Marketing, Hospitality and Analytics, Huddersfield Business School, University of Huddersfield, Queensgate, Huddersfield, HD1 3DH, United Kingdom","Paradigm-shifting technologies such as Autonomous Vehicles (AVs) despite a wealth of promised benefits for the future of our cities may generate new unprecedented threats. The transportation industry will be the first to experience the aftermath of AVs since these can kill driving professions and create new layers of employability-related social exclusion. This paper appraises public perceptions of AVs and their employment repercussions as a forecasting tool that can drive equitable policy planning that prioritises humans over machines. The study is based on an online survey of 773 responses from an international audience. Descriptive statistics and ordinal regression modelling have been used. Most respondents recognised that the arrival of AVs is likely to revolutionise the distribution of jobs within the transport industry. They also believe governments are not prepared for the transformations AVs will force upon workplace arenas. Age, field of work/study, level of understanding AVs, income, gender, awareness about the risks on own employment were factors influencing the respondents' perceptions of whether transport professionals' job security will be jeopardised. The study argues that AVs are perceived as a significant employment disruptor and that reskilling, public engagement and awareness exercises should be widely adopted by the stakeholders ‘responsible’ for the transition. © 2021 The Author(s)","Autonomous vehicles; Driverless urban futures; Employment; Labour market disruption; Skill demand","employment; Internet; labor market; regression analysis; skilled labor; transportation development; travel behavior; urban transport; workplace","","","","","","","Abbott M., (2013); Acheampong R.A., Cugurullo F., Capturing the behavioural determinants behind the adoption of autonomous vehicles: Conceptual frameworks and measurement models to predict public transport, sharing and ownership trends of self-driving cars, Transportation Research Part F: Psychology and Behaviour, 62, pp. 349-375, (2019); Al-Ani A., CPS and the worker: Reorientation and requalification?, In Industrial internet of things (pp. 563–574), (2017); Alyavina E., Nikitas A., Njoya E.T., Mobility as a service and sustainable travel behaviour: A thematic analysis study, Transportation Research Part F: Traffic Psychology and Behaviour, 73, pp. 362-381, (2020); Andrews C., The end of work or overworked? Self-service, prosumer capitalism, and “irrational work”, Sociological Inquiry, 88, 4, pp. 649-672, (2018); Anton C., Camarero C., San Jose R., Public employee acceptance of new technological processes: The case of an internal call centre, Public Management Review, 16, 6, pp. 852-875, (2014); Arakawa T., Hibi R., Fujishiro T., Psychophysical assessment of a driver's mental state in autonomous vehicles, Transportation Research Part A: Policy and Practice, (2018); Arntz M., Gregory T., Zierahn U., “The risk of automation for jobs in OECD countries: A comparative analysis”, working paper, (2016); Autor D.H., Levy F., Murnane R.J., The skill content of recent technological change: An empirical exploration, The Quarterly Journal of Economics, 118, 4, pp. 1279-1333, (2003); Bansal P., Kockelman K.M., Are we ready to embrace connected and self-driving vehicles? A case study of Texans, Transportation, 45, 2, pp. 641-675, (2018); Bansal P., Kockelman K.M., Singh A., Assessing public opinions of and interest in new vehicle technologies: An Austin perspective, Transportation Research Part C, 67, pp. 1-14, (2016); Beede D.N., Powers R., Ingram C., (2017). The employment impact of autonomous vehicles. ESA issue brief # 05-17. 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E-employment - The next internet revolution, Business Information Review, 27, 2, pp. 101-103, (2010); Milakis D., Van Arem B., Van Wee B., Policy and society related implications of automated driving: A review of literature and directions for future research, Journal of Intelligent Transportation Systems, 21, 4, pp. 324-348, (2017); Narayanan S., Chaniotakis E., Antoniou C., Shared autonomous vehicle services: A comprehensive review, Transportation Research Part C: Emerging Technologies, 111, pp. 255-293, (2020); Nathan D., Ahmed N., Technological change and employment: Creative destruction, The Indian Journal of Labour Economics, 61, 2, pp. 281-298, (2018); Nikitas A., Understanding bike-sharing acceptability and expected usage patterns in the context of a small city novel to the concept: A story of ‘Greek Drama’, Transportation Research Part F: Traffic Psychology and Behaviour, 56, pp. 306-321, (2018); Nikitas A., Kougias I., Alyavina E., Njoya Tchouamou E., How can autonomous and connected vehicles, electromobility, BRT, hyperloop, shared use mobility and mobility-as-A-service shape transport futures for the context of smart cities?, Urban Science, 1, 4, (2017); Nikitas A., Avineri E., Parkhurst G., Understanding the public acceptability of road pricing and the roles of older age, social norms, pro-social values and trust for urban policy-making: The case of Bristol, Cities, 79, pp. 78-91, (2018); Nikitas A., Michalakopoulou K., Njoya E.T., Karampatzakis D., Artificial intelligence, transport and the smart city: Definitions and dimensions of a new mobility era, Sustainability, 12, 7, (2020); Nikitas A., Njoya E.T., Dani S., Examining the myths of connected and autonomous vehicles: Analysing the pathway to a driverless mobility paradigm, International Journal of Automotive Technology and Management, 19, 1-2, pp. 10-30, (2019); Nikitas A., Wallgren P., Rexfelt O., The paradox of public acceptance of bike sharing in Gothenburg, Proceedings of the Institution of Civil Engineers-Engineering Sustainability, 169, 3, pp. 101-113, (2016); Papa E., Ferreira A., Sustainable accessibility and the implementation of automated vehicles: Identifying critical decisions, Urban Science, 2, 1, (2018); 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Wu J., Liao H., Wang J., Chen T., The role of environmental concern in the public acceptance of autonomous electric vehicles: A survey from China, Transportation Research Part F: Psychology and Behaviour, 60, pp. 37-46, (2019)","A. Nikitas; Department of Logistics, Marketing, Hospitality and Analytics, Huddersfield Business School, University of Huddersfield, Huddersfield, Queensgate, HD1 3DH, United Kingdom; email: a.nikitas@hud.ac.uk","","Elsevier Ltd","","","","","","02642751","","","","English","Cities","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85104137791"
"Kamaruddin A.; Rasdi R.M.","Kamaruddin, Azlin (57388965000); Rasdi, Roziah Mohd (8362914800)","57388965000; 8362914800","Work value orientation and TVET Students' career decision-making self-efficacy: The mediating role of academic major satisfaction","2021","Pertanika Journal of Social Sciences and Humanities","29","2","","799","817","18","3","10.47836/pjssh.29.2.04","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121936298&doi=10.47836%2fpjssh.29.2.04&partnerID=40&md5=6490ca11d1191b5f21b35ca78b872c06","Department of Professional Development and Continuing Education, Faculty of Educational Studies, Universiti Putra Malaysia, Selangor, Serdang, 43400, Malaysia","Kamaruddin A., Department of Professional Development and Continuing Education, Faculty of Educational Studies, Universiti Putra Malaysia, Selangor, Serdang, 43400, Malaysia; Rasdi R.M., Department of Professional Development and Continuing Education, Faculty of Educational Studies, Universiti Putra Malaysia, Selangor, Serdang, 43400, Malaysia","Graduates should know how technical and vocational education and training (TVET) can increase their employability and set them on a path to a professional career. However, graduate underemployment continues to be a severe and rising issue in many countries due to graduates' lack of readiness to make a future career decision. The present study assessed the influence of work value orientation on Career Decision-Making Self-Efficacy (CDMSE) and the mediating role of Academic Major Satisfaction (AMS) on the relationship between work value orientation and CDMSE of TVET students. A cross-sectional survey design was employed, involving 223 full-time Malaysian Skills Certificate (MSC) students who were randomly selected from TVET public institutions in Selangor, Malaysia. This study found that work value orientation was positively correlated with CDMSE. Extrinsic work values have more impact than intrinsic values in serving as precursors to students' career decision-making. Besides, AMS satisfaction mediated the relationship between work value orientation and CDMSE. © Universiti Putra Malaysia Press","Academic major satisfaction; Students; Technical and vocational education and training; Work value orientation","","","","","","Jabatan Perkhidmatan Awam Malaysia, JPA","Authors would like to extend our sincere gratitude to the Malaysia Public Service Department (JPA) for the study sponsorship and to the management of TVET Institutions for their participation and cooperation in the data collection process.","Abessolo M., Rossier J., Hirschi A., Basic values, career orientations, and career anchors: Empirical investigation of relationships, Frontiers in Psychology, 8, (2017); Afeti G., Stefen T., TVET policy review: South Sudan, (2014); Agrawal P., Indian experience of internal and international collaboration in TVET and prospects of regional cooperation, TVET@Asia, 1, pp. 1-13, (2013); Allen M. 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A., Advances in vocational psychology theory and research, Handbook of counseling psychology, pp. 233-269, (2000); Taylor K. M., Betz N. E., Applications of self-efficacy theory to the understanding and treatment of career indecision, Journal of Vocational Behavior, 22, 1, pp. 63-81, (1983); Vansteenkiste M., Neyrinck B., Niemiec C. P., Soenens B., De Witte H., Van Den Broeck A., On the relations among work value orientations, psychological need satisfaction and job outcomes: A self-determination theory approach, Journal of Occupational and Organizational Psychology, 80, 2, pp. 251-277, (2007); Wang C.-C. D., Castaneda-Sound C., The role of generational status, self-esteem, academic self-efficacy, and perceived social support in college students' psychological well-being, Journal of College Counseling, 11, 2, pp. 101-118, (2008); Watson M., McMahon M., Foxcroft C., Els C., Occupational aspirations of low socioeconomic black South African children, Journal of Career Development, 37, 4, pp. 717-734, (2010); Willner T., Gati I., Guan Y., Career decision-making profiles and career decision-making difficulties: A cross-cultural comparison among US, Israeli, and Chinese samples, Journal of Vocational Behavior, 88, pp. 143-153, (2015); Yates A., Brindley-Richards W., Thistoll T., Student engagement in distance-based vocational education, Journal of Open, Flexible, and Distance Learning, 18, 2, pp. 29-43, (2014)","R.M. Rasdi; Department of Professional Development and Continuing Education, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, 43400, Malaysia; email: roziah_m@upm.edu.my","","Universiti Putra Malaysia","","","","","","01287702","","","","English","Pertanika J. Soc. Sci. Humanit.","Article","Final","","Scopus","2-s2.0-85121936298"
"Rasanjali C.; Sivashankar P.; Mahaliyanaarachchi R.P.","Rasanjali, Chamika (57411976200); Sivashankar, Pathmanathan (57196168504); Mahaliyanaarachchi, Rohana P. (57207687949)","57411976200; 57196168504; 57207687949","Women Participation in Rural Tourism: A Case of Ella, Sri Lanka","2021","Agraris","7","2","","256","269","13","8","10.18196/AGRARIS.V7I2.11294","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122786749&doi=10.18196%2fAGRARIS.V7I2.11294&partnerID=40&md5=7fd4e76db70a62d2279bb8a63f207c29","Department of Agribusiness Management, Sabaragamuwa University of Sri Lanka, Sri Lanka","Rasanjali C., Department of Agribusiness Management, Sabaragamuwa University of Sri Lanka, Sri Lanka; Sivashankar P., Department of Agribusiness Management, Sabaragamuwa University of Sri Lanka, Sri Lanka; Mahaliyanaarachchi R.P., Department of Agribusiness Management, Sabaragamuwa University of Sri Lanka, Sri Lanka","Tourism industry is one of sectors that have potential to develop and grow in the next few years in Sri Lanka. According to Tourism Development Strategy of Sri Lanka, tourism industry is expected to be the largest foreign exchange earner by 2024. The principal focus of this study was to explore major factors that affect women's participation and non-participation in the hospitality industry in Ella DS division Sri Lanka. The study used a deductive approach, and primary data were collected through a self-administered structured questionnaire. Samples were 60 women, consisting of thirty women involved in the hospitality industry and thirty women of the non-hospitality industry, randomly selected. Results were analyzed using descriptive statistics and inferential statistics. The results found that the differences in language skills and problem-solving had the most significant effect on women's participation in hospitality industry. Besides, childcare responsibility and lack of experience were affected women's involvement in this industry. The results also showed that most of the non-hospitality workers have language barriers (33.3%), lack of knowledge about tourism industry (23.3%), and lack of opportunities to engage in tourism work (13.3%). Based on the results, 53.3% of 30 non-hospitality workers had an idea to be involved in tourism and hospitality industry in the future, while the remaining 46.6% had no idea to be involved. © 2021 The authors. All right reserved.","Barriers; Gender; Glass ceiling; Hospitality; Rural tourism; Women employability","","","","","","","","AlBattat A. R. S., Som A. P. M., Employee Dissatisfaction and Turnover Crises in the Malaysian Hospitality Industry, International Journal of Business and Management, 8, 5, pp. 62-71, (2013); Aslam M.S.M., Awang K.W., Enterprising rural tourism for sustainable rural development in Sri Lanka, International Journal of Economics and Financial Issues, 5, (2015); Aslam M. S. M., Awang K. W., Othman N. B. H., Issues and Challenges in Nurturing Sustainable Rural Tourism Development, Tourism, Leisure and Global Change, 1, pp. 75-89, (2014); Aytug H. K., Mikaeili M., Evaluation of Hopa's Rural Tourism Potential in the Context of European Union Tourism Policy, Procedia Environmental Sciences, 37, pp. 234-245, (2017); Budig M. J., Intersections on the Road to Self-Employment: Gender, Family and Occupational Class, Social Forces, 84, 4, pp. 2223-2239, (2006); Chant S., Gender and tourism employment in Mexico and the Philippines, Gender, Work and Tourism. Routledge advances in tourism, (2005); Cvijanovic D., Gajic T., The Level of Engagement of The Female Workforce in The Rural Tourism Development of Serbia, Journal of Tourism, Leisure and Hospitality, 2, 1, pp. 36-42, (2020); Duarte D. C., Pereira A. D. J., The role of women in rural tourism: a study in the Planaltina's Rajadinha circuit -Federal Districts, Revista Brasileira de Pesquisa Em Turismo, 12, 3, pp. 81-102, (2018); Gamhewage M. I., Sivashankar P., Mahaliyanaarachchi R. P., Wijeratne A. W., Hettiarachchi I. C., Women participation in urban agriculture and its influence on family economy - Sri Lankan experience, Journal of Agricultural Sciences, 10, 3, pp. 192-206, (2015); Gibbs L., Slevitch L., Beyond the classroom: student employability and intention to stay in the hospitality industry, Journal of Teaching in Travel & Tourism, 19, 4, pp. 267-284, (2019); Hafci B., Could Rural Tourism be a Good Generator of Women Workforce?: The Case of Kirazli Town, International Rural Tourism and Development Journal Uluslararası Kırsal Turizm ve Kalkınma Dergisi, 2, 2, (2018); Herawati A., Purwaningsih A., Pudianti A., Surya R. V., Rural Tourism Community Empowerment Based on Local Resources for Improving Community Welfare: Case on Pentingsari Village, Yogyakarta, Indonesia, Review of Integrative Business & Economi Research (RIBER), 3, 2, (2014); Hettiarachchi I. C., De Silva D. A. M., Sivashankar P., Human Resource Audit for the Sri Lankan Tourism and Hospitality Industry, Tourism, Leisure and Global Change, 2, pp. 88-104, (2015); Factors affecting women's labour force participation in Sri Lanka, (2016); Janta H., Polish migrant workers in the UK hospitality industry: Profiles, work experience and methods for accessing employmen, International Journal of Contemporary Hospitality Management, 23, 6, pp. 803-819, (2011); Khartishvili L., Muhar A., Dax T., Khelashvili I., Rural Tourism in Georgia in Transition: Challenges for Regional Sustainability, Sustainability, 11, 2, (2019); Knutson B. J., Schmidgall R. S., Dimensions of the Glass Ceiling in the Hospitality Industry, Cornell Hotel and Restaurant Administration Quarterly, 40, 6, pp. 64-75, (1999); Koutsou S., Notta O., Samathrakis V., Partalidou M., Women's Entrepreneurship and Rural Tourism in Greece: Private Enterprises and Cooperatives, South European Society and Politics, 14, 2, pp. 191-209, (2009); Malkanthi S. H. P., Ishana A. S. F., Sivashankar P., Weeralal J. L. K., Willingness to initiate spice-tourism in the Kolonna District Secretariat of Ratnapura district in Sri Lanka: Farmers' perspective, Sri Lanka Journal of Food and Agriculture, 1, 1, (2015); Marinakou E., Women in Hotel Management and Leadership: Diamond or Glass?, Journal of Tourism and Hospitality Management, 2, 1, pp. 18-25, (2014); Maxwell G. A., Ogden S. M., Broadbridge A., Generation Y's Career Expectations and Aspirations: Engagement in the Hospitality Industry, Journal of Hospitality and Tourism Management, 17, 1, pp. 53-61, (2010); Milena P., Natasa D., Snezana M., Rural tourism in the function of life quality improvement of rural population on Goč mountain, Ekonomika Poljoprivrede, 66, 1, pp. 205-220, (2019); Milicaa C., Gordanaa N., Milan S., The relation between gender and differences in emotional intelligence of female managers in modern rural tourism, Ekonomika Poljoprivrede, 68, 1, pp. 69-83, (2021); Mohanty P., Swain S. K., Besra S., Women at work: exploring the issues and challenges of women employees in travel and tourism, Indian Journal of Economics and Development, 6, 1, pp. 1-5, (2018); Moore S., No matter what I did I would still end up in the same position': age as a factor defining older women's experience of labour market participation, Work, Employment and Society, 23, 4, pp. 655-671, (2009); Nayomi G., Gnanapala W.A., Socio-economic impacts on local community through tourism development with special reference to Heritance Kandalama, Tourism, Leisure and Global Change, 2, 1, pp. 57-73, (2015); Nyataya I. P. K., Ma N. E. K., Constraints Facing Women's Career Advancement in the Hospitality Industry in Rwanda: Case of Selected Hotels in Kigali, International Journal of Research in Sociology and Anthropology (IJRSA), 2, 2, pp. 43-52, (2016); Orido C. O., Challenges Faced by Female Chefs in the Kenyan Hospitality Industry: A Study Through an African Oral Tradition of Storytelling, (2017); Palikhe A., Women Empowerment in Tourism: Special Reference to Pokhara Metropolitan City, Journal of Nepalese Business Studies, 11, 1, pp. 35-44, (2018); Ramli M., Rinanto Y., Ariyanto J., Mafruhah I., Praseptiangga D., Rural Tourism in Ponorogo East Java Indonesia, Journal of Asian Vocational Education and Training, 9, pp. 52-66, (2016); Rinaldi A., Salerno I., The tourism gender gap and its potential impact on the development of the emerging countries, Quality & Quantity, 54, pp. 1465-1477, (2020); Sanagustin-Fons V., Lafita-Cortes T., Mosene J., Social Perception of Rural Tourism Impact: A Case Study, Sustainability, 10, 2, (2018); Ella Development Plan 2019-2030 Volume I, (2019); Walpole M. J., Goodwin H. J., Local economic impacts of dragon tourism in Indonesia, Annals of Tourism Research, 27, 3, pp. 559-576, (2000); Wang Y.-F., Constructing career competency model of hospitality industry employees for career success, International Journal of Contemporary Hospitality Management, 25, 7, pp. 994-1016, (2013); Women and Tourism: Designing for Inclusion, (2017); Global Report on Women in Tourism - Second Edition, (2019); Yusoff N. M., Zahari M. S. M., Ahmad Z., Isa N. F., Ghani F. A., Employment Opportunities of The Hearing Impaired in The Hospitality Industry: Gender Analysis, International Journal of Business and Management Studies, 5, 1, pp. 368-379, (2013); Zahari M. S. M., Yusoff N. M., Jamaluddin M. R., Radzi S. M., Othman Z., The Employability of the Hearing Impaired Graduates in Malaysia Hospitality Industry, World Applied Sciences Journal, 10, pp. 126-135, (2010)","P. Sivashankar; Department of Agribusiness Management, Sabaragamuwa University of Sri Lanka, Sri Lanka; email: sivashankar.p@hotmail.com","","Department of Agribusiness, Universitas Muhammadiyah Yogyakarta","","","","","","2407814X","","","","English","Agraris.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85122786749"
"Yu H.; Yan C.; Zhang L.; Dong Z.; Cheng L.; Zheng X.; Zhao Z.","Yu, Haibo (37666452300); Yan, Changli (57226727863); Zhang, Lu (55428148200); Dong, Zhenhua (57226729030); Cheng, Long (57226710704); Zheng, Xiaoming (37666528000); Zhao, Ziqian (57226724812)","37666452300; 57226727863; 55428148200; 57226729030; 57226710704; 37666528000; 57226724812","Does the Employability Paradox Exist or Not? An Inverted U-Shaped Model","2021","Frontiers in Psychology","12","","588793","","","","2","10.3389/fpsyg.2021.588793","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112423260&doi=10.3389%2ffpsyg.2021.588793&partnerID=40&md5=8b7f6b00080857192ef4d5740204cfdf","School of Government, Beijing Normal University, Beijing, China; School of Business Administration, Ulsan National Institute of Science and Technology, Ulsan, South Korea; School of Business Administration, Shandong Women’s University, Jinan, China; Science and Technology Talent Exchange and Development Service Center, Ministry of Science and Technology, Beijing, China; School of Economics and Management, Tsinghua University, Beijing, China","Yu H., School of Government, Beijing Normal University, Beijing, China; Yan C., School of Government, Beijing Normal University, Beijing, China; Zhang L., School of Business Administration, Ulsan National Institute of Science and Technology, Ulsan, South Korea; Dong Z., School of Government, Beijing Normal University, Beijing, China, School of Business Administration, Shandong Women’s University, Jinan, China; Cheng L., Science and Technology Talent Exchange and Development Service Center, Ministry of Science and Technology, Beijing, China; Zheng X., School of Economics and Management, Tsinghua University, Beijing, China; Zhao Z., School of Economics and Management, Tsinghua University, Beijing, China","This paper’s purpose is to test the employability paradox by adopting a combined linear and non-linear approach based on the conservation of resource (COR) theory and the prospect theory and further to discuss it in two groups of employees with different seniority following the career timetable perspective. A total of 623 pairs of matched employee and manager surveys was collected from 27 Chinese enterprises in two waves. Hierarchical regression analysis was used to test the hypotheses. The results show no paradox that perceived employability promotes both an employee’s turnover intention and performance. Specifically, perceived employability has a significant inverted U-shaped effect on turnover intention but no direct influence on job performance. Seniority is a moderator, showing the curvilinear relationship only exhibits for employees with shorter work seniority (≤3 years), and a positive linear relationship between perceived employability and job performance only exists for employees with longer seniority (>3 years). This study emphasizes the value of employability for employers and proposes who is more suitable and what timetable should be followed for employability enhancement in practice. In addition, the study provides an enlightening finding of the inverted U-shaped relationship between perceived employability and turnover intention, applies the COR theory and the prospect theory to explain the non-linear relationship, validates the effect of too much of a good thing (TMGT), and negates the paradox from the perspective of the perceived general employability and career timetable. © Copyright © 2021 Yu, Yan, Zhang, Dong, Cheng, Zheng and Zhao.","employability paradox; job performance; perceived employability; the conservation of resource theory; the prospect theory; too much of a good thing effect; turnover intention; work seniority","","","","","","National Natural Science Foundation of China, NNSFC, (71802023, 71871025)","This research was funded by grants from the National Natural Science Foundation of China (71871025) and the Youth Program of National Natural Science Foundation of China (71802023).","Acikgoz Y., Sumer H., Sumer N., Do employees leave just because they can? examining the perceived employability–turnover intentions relationship, J. 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J, 27, pp. 152-168, (2017); Nielsen K., Nielsen M.B., Ogbonnaya C., Kansala M., Saari E., Isaksson K., Workplace resources to improve both employee well-being and performance: a systematic review and meta-analysis, Work Stress, 31, pp. 101-120, (2017); Philippaers K., De Cuyper N., Forrier A., Employability and performance: the role of perceived control and affective organizational commitment, Pers. Rev, 48, pp. 1299-1317, (2019); Pierce J.R., Aguinis H., The too-much-of-a-good-thing effect in management, J. Manag, 39, pp. 313-338, (2013); Podsakoff P.M., MacKenzie S.B., Lee J.Y., Podsakoff N.P., Common method biases in behavioral research: a critical review of the literature and recommended remedies, J. Appl. Psychol, 88, pp. 879-903, (2003); Rodrigues R., Butler C., Guest D., Evaluating the employability paradox: when does organizational investment in human capital pay off?, Int. J. Hum. Resour. Manag, 31, pp. 1-23, (2020); Rothwell A., Arnold J., Self-perceived employability: development and validation of a scale, Pers. Rev, 36, pp. 23-41, (2007); Shimizu K., Prospect theory, behavioral theory, and the threat-rigidity thesis: combinative effects on organizational decisions to divest formerly acquired units, Acad. Manage. J, 50, pp. 1495-1514, (2007); Van der Heijde C.M., Van der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Hum. Resour. Manag, 45, pp. 449-476, (2006); Van der Heijde C.M., Van Der Heijden B.I.J.M., Scholarios D., Bozionelos N., Mikkelsen A., Epitropaki O., Et al., Learning climate perceptions as a determinant of employability: an empirical study among European ICT professionals, Front.Psychol, 9, (2018); Van der Heijden B.I.J.M., Lange A.H.D., Demerouti E., Heijde C.M.V.D., Age effects on the employability–career success relationship, J. Vocat. Behav, 74, pp. 156-164, (2009); Van der Heijden B.I.J.M., Notelaers G., Peters P., Stoffers J., Lange A.D., Froehlich D.E., Et al., Development and validation of the short-form employability five-factor instrument, J. Vocat. Behav, 106, pp. 236-248, (2018); Vardaman J.M., Taylor S.G., Allen D.G., Gondo M.B., Amis J.M., Translating intentions to behavior: The interaction of network structure and behavioral intentions in understanding employee turnover, Organ. Sci, 26, pp. 1177-1191, (2015); Virga D., De Witte H., Cifre E., The role of perceived employability, core self-evaluations, and job resources on health and turnover intentions, J. Psychol, 151, pp. 632-645, (2017); Wong K.F.E., Cheng C., The turnover intention-behaviour link: a culture-moderated meta-analysis, J. Manag. Stud, 57, pp. 1174-1216, (2020)","C. Yan; School of Government, Beijing Normal University, Beijing, China; email: yanchangli@mail.bnu.edu.cn","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85112423260"
"Bapat G.; Ravikumar C.; Shrivallabh S.","Bapat, Gautam (58490532500); Ravikumar, Chitnis (57279853300); Shrivallabh, Sane (57279200700)","58490532500; 57279853300; 57279200700","An exploratory study to identify the important factor of the university website for admissions during covid-19 crisis","2021","Journal of Engineering Education Transformations","35","1","","116","120","4","1","10.16920/jeet/2021/v35i1/155961","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116012867&doi=10.16920%2fjeet%2f2021%2fv35i1%2f155961&partnerID=40&md5=6bd3d19f6ead6e81c08ff55b31cf75cb","MIT World Peace University, School of Management (UG), India; BioStatistics, Maharashtra Institute of Mental Health, India","Bapat G., MIT World Peace University, School of Management (UG), India; Ravikumar C., MIT World Peace University, School of Management (UG), India; Shrivallabh S., BioStatistics, Maharashtra Institute of Mental Health, India","Universities have been using various Communications channels for promoting their brand. Chapleo et al. reported that the segment of Higher Education concerning branding is attracting increasing academic investigation. They also reported that scarce work has been done to investigate if universities are using their websites to proficiently communicate their brands. Universities, having very unique characteristics would be able to communicate very proficiently using their websites (Chapleo et al., 2011). In India, the challenge was particularly tough for enrolling the students in the academic year 2020-21. The lockdown due to the covid-19 pandemic started in March 2020. All the traditional approaches of University marketers were challenged (Rutter et al., 2017). The role of University websites suddenly became very important concerning reaching the prospective students for the upcoming academic year. Universities started experiencing that the singular approach of their efficiency of delivering academic content digitally was the key factor for the admissions into the academic year 2020-21. An exploratory study was undertaken to investigate how far University websites are efficient in playing an important role in the admission decision-making process. Using the snowball sampling method 700 students, newly admitted into the academic year 2020-21 in various universities in Pune city of Maharashtra were approached. 200 responses were found effective for the study. The hypothesis testing yielded the result that a single or both parents earning family had a close association with the University website’s usability towards admission decisions. The factor analysis was done to investigate the most important component on the University website conceded that faculty profiles and the opportunities for the students concerning employability and placements carried great importance towards admission decisions. © 2021, Rajarambapu Institute Of Technology. All rights reserved.","Admissions; COVID-19; University; Website","","","","","","","","Astani M., Elhindi M. A., Edu M., AN EMPIRICAL STUDY OF UNIVERSITY WEBSITES, Issues in Information Systems, 9, 2, pp. 460-465, (2008); Chapleo C., Duran M. V. C., Diaz A. C., Do UK universities communicate their brands effectively through their websites?, Journal of Marketing for Higher Education, 21, 1, pp. 25-46, (2011); Davis L. A., Wolniak G. C., George C. E., Nelson G. R., Demystifying Tuition? A Content Analysis of the Information Quality of Public College and University Websites, AERA O p e n, 5, 3, (2019); Detail Question and Answers on COVID-19 for Public, Ministry of Health and Family Welfare, pp. 1-10, (2020); Mustafa S. H., Al-Zoua'bi L. F., Faculty of Information Technology, pp. 1-9, (2008); Rutter R., Lettice F., Nadeau J., Brand p e r s o n a l i t y i n h i g h e r e d u c a t i o n: anthropomorphized university marketing communications, Journal of Marketing for Higher E d u c a t i o n, 2 7, 1, pp. 19-39, (2017); Saichaie K., Morphew C. C., What College and University Websites Reveal About the Purposes of Higher Education, The Journal of H i g h e r E d u c a t i o n, 8 5, 4, pp. 499-530, (2014); Verkijika S. F., De Wet L., Accessibility of South African university websites, (2020); WHO Report on India Covid19, (2020) (testimony of Organisation World Health)","","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","","Scopus","2-s2.0-85116012867"
"Ashipala D.O.; Shatimwene G.P.","Ashipala, Daniel Opotamutale (57217033473); Shatimwene, Gelasius Panduleni (57218776268)","57217033473; 57218776268","Perceptions of employability skills of newly qualified nursing graduates from the University of Namibia","2021","Africa Journal of Nursing and Midwifery","23","1","8017","","","","0","10.25159/2520-5293/8017","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106634457&doi=10.25159%2f2520-5293%2f8017&partnerID=40&md5=fe7d49ed7e6c1e539d58c611786942e9","University of Namibia","Ashipala D.O., University of Namibia; Shatimwene G.P., University of Namibia","The period of transition from being a student nurse to a professional nurse remains the most traumatic and stressful period for newly qualified nursing graduates. These graduates are expected to adapt to the working environment while they are still under scrutiny to see whether they have acquired sufficient knowledge, skills and confidence to practise safe nursing care. This study aimed to determine and describe the perceptions of employers regarding the employability skills of newly qualified nursing graduates from the School of Nursing at the University of Namibia. A total of 168 nursing service managers from four public hospitals and two private hospitals were invited to participate in the study during 2019. Altogether 114 (68%) participants completed a self-administered questionnaire. The findings of this study showed a relatively low rating of 37 (32.5%) participants who had observed weak performance in the skills of newly qualified nursing graduates regarding invasive procedures and cardiopulmonary resuscitation (CPR). These skills were mostly rated as poor, fair or average. There was no association between observing poor skills with invasive procedures and the number of employees' years of experience, χ2 (24)>= 24.070, p=0.239. Findings in this study call for well-articulated plans from nurse educators and faculty members to implement immediate actions to address the issues highlighted in this study. © Unisa Press 2021","Employability; Employers; Graduates; Nurse manager; Perceptions; Skills","adult; article; controlled study; employability; employee; employer; female; human; human experiment; invasive procedure; male; Namibia; nurse manager; perception; private hospital; public hospital; questionnaire; resuscitation; school health nursing; skill","","","","","","","Brink H. I., van der Walt C., van Rensburg G., Fundamentals of Research Methodology for Healthcare Professions, (2018); Brown R. A., Crookes P.A., The 'Necessary' Skills for a Newly Graduating RN: Results of an Australian Survey, BMC Nursing, 15, 23, pp. 1-8, (2016); Bruce J. C., Klopper H. C., Mellish J. M., Teaching and Learning the Practice of Nursing, (2011); Carrol D. P., Notes on Nursing. By Florence Nightingale, (1992); Donik B., Pajnkihar M., Bernik M., Employability of Nursing Care Graduates, Organizacija, 48, 4, pp. 287-297, (2015); Doyle A., Top 5 Employability Skills, (2018); Hussein R., Everett B., Hu W., Ramjan L. M., New Graduate Nurses' Experiences in a Clinical Specialty: A Follow-up Study of Newcomer Perceptions of Transitional Support, BMC Nurs, (2017); Karahan A., Toruner E. E., Abbasoglu A., Ceylan A., Perceptions of New Graduate Nurses Regarding their Competence in Nursing Skills, Sağlık Bilimleri Fakültesi Hemşirelik Dergisi, pp. 62-72, (2012); Kotze W., Nurse Educators' Guides to Management, (2010); Langford R. W., Navigating the Maze of Nursing Research: An Interactive Learning Adventure, (2008); Low K. S., Employers' Perceptions of the Employability Skills of New Graduates, Edge/SCRE centre, pp. 7-8, (2011); Mansour E., Dean C., Employability Skills as Perceived by Employers and University Faculty in the Field of Human Resource Development (HRD) for Entry Level Graduate Jobs, Journal of Human Resource and Sustainability Studies, 4, pp. 39-49, (2016); Mason G., Williams G., Cranmer S., Employability Skills Initiatives in Higher Education: What Effects Do they Have on Graduate Labour Market Outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Messum D. G., Wilkes L. M., Jackson D., Peters K., Employability Skills in Health Services Management: Perception of Recent Graduates, Asia Pacific Journal of Health Management, 11, pp. 25-32, (2016); Minten S., Forsyth J., The Careers of Sports Graduates: Implications for Employability Strategies in Higher Education Sports Courses, Journal of Hospitality, Leisure, Sport and Tourism Education, 15, pp. 94-102, (2014); Report on Nurses Consultative Meeting, (2010); Report on Presidential Commission of Enquiry, (2013); Motsa G. N., Malesela J. M., Professional Nurses' Perceptions about the Competency of Newly Qualified Diploma Nurses in Swaziland, African Journal for Physical Activity and Health Sciences (AJPHES), 24, 4, pp. 597-613, (2018); Murray A. P., Daly A. W., Stewart D., Nursing and Pharmacy Students' Perception of Employability Skills in a Selected University in Kingston, Jamaica, International Journal of Nursing Science, 8, 1, pp. 8-12, (2018); Naanda R., The Integration of Identified Employability Skills into the Namibian Vocational Education and Training Curriculum, (2018); Nayak S. G., Time Management in Nursing: Hour of Need, International Journal of Caring Sciences, 11, 3, pp. 1997-2000, (2018); Pavelka J., Trends Emerging on the Czech Higher-Education Market and their Influence on the Employability of Graduates in Practice since 1989, Procedia Social and Behavioral Sciences, 139, pp. 87-92, (2014); Roy P., Enhancing Graduate Employability: A Study of Stakeholder Perceptions of Employability Policy and its Translation into University Strategy, (2016); Siqueira C. L., Bernadeli A. C. F., Gasparino R. C., Feldman L. B., Cunha I. C. K. O., Oliveira R. A., Knowledge of Responsible Technical Nurses on Management Skills: A Qualitative Study, Revista Brasileira de Enfermagem, 72, 1, pp. 43-49, (2019); Sonmez B. A., Difficulties Experienced by Newly Graduated Nurses in Turkey, Journal of Nursing Education and Practice, 6, pp. 104-105, (2016); Torabizadeh C., Rakhshan M., Freidooni Z., Beygi N., Bijani M., Professional Capability in Nursing, Medical Science Nursing, 11, 1, pp. 556-566, (2019); Uys L. R., Gwele N. S., Curriculum Development in Nursing. Process and Innovation, (2005); Williamson A. M. C., Soft Skills Perceived by Students and Employers as Relevant Employability Skills, (2015)","","","UNISA, University of South Africa, Department of Advanced Nursing Sciences","","","","","","16825055","","","","English","Afr. J. Nurs. Midwifery","Article","Final","","Scopus","2-s2.0-85106634457"
"Sree G.S.; Porika R.","Sree, Garimidi Siva (57236490500); Porika, Ramlal (57193010011)","57236490500; 57193010011","A structural approach towards reinvigorating student satisfaction in industrial training institutes – a contemplating outlook","2021","Prabandhan: Indian Journal of Management","14","5-7","","22","39","17","0","10.17010/pijom/2021/v14i5-7/164688","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113744193&doi=10.17010%2fpijom%2f2021%2fv14i5-7%2f164688&partnerID=40&md5=0adfcb046cfd39901deb9d7ff9ab395e","Business Administration (Central Campus), CHRIST (Deemed to be University), Hosur Road, Bangalore, Karnataka, 560 029, India; School of Management, National Institute of Technology, Warangal, Telangana, 506 004, India","Sree G.S., Business Administration (Central Campus), CHRIST (Deemed to be University), Hosur Road, Bangalore, Karnataka, 560 029, India; Porika R., School of Management, National Institute of Technology, Warangal, Telangana, 506 004, India","The research paper focused to conceptualize and empirically test the conceptual model of student satisfaction proposed for Indian vocational education and training (VET), precisely industrial training institutes (ITIs). Even though the upgradation of ITIs through public-private partnership (PPP) is emphasized from the previous decade, little empirical evidence exists about the quality of the institutes. Improved quality in ITIs helps in increased employability of the students and would help in meeting India’s projected skill demand of 191 million youths by 2022. Empirical data were collected from upgraded ITIs of Andhra Pradesh and Telangana states to assess student satisfaction. Student satisfaction gives the measure of student feedback on the quality of the courses. PLS-SEM was applied to develop measurement and structural models. Subsequently, statistical values were used to estimate the validity and reliability of the models. Besides, the predictive accuracy of the model was also tested. The data analysis assisted to ascertain whether to accept or reject the hypothesized relations proposed based on the conceptual model. The results proved that institute quality factors were positively correlated with student satisfaction. Eventually, it was observed that industry exposure was a significant determinant of student satisfaction followed by training facilities & equipment, trainer credibility, learning environment, and placement and counseling services. Above all being said, it can be posited that focusing on the above all quality factors would help in enhancing the quality of ITIs. © 2021, Associated Management Consultants Pvt. Ltd.. All rights reserved.","Industrial training institutes; Quality indicators; Skill development; Student satisfaction; Vocational education and training","","","","","","","","Agrawal T., Vocational education and training in India: Challenges, status and labour market outcomes, Journal of Vocational Education&Training, 64, 4, pp. 453-474, (2012); Agrawal T., Agrawal A., Vocational education and training in India: A labour market perspective, Journal of Vocational Education and Training, 6 9, 2, pp. 246-265, (2017); Ajithkumar U., Pilz M., Attractiveness of Industrial Training Institutes (ITI) in India: A study on ITI students and their parents, Education + Training, 61, 2, pp. 153-168, (2019); Alves H., Raposo M., The measurement of the construct satisfaction in higher education, The Service Industries Journal, 29, 2, pp. 203-218, (2009); Bright L., Graham C. B., Predictors of graduate student satisfaction in public administration programs, Journal of Public Affairs Education, 22, 1, pp. 17-34, (2016); Burlakanti K., Kumar J. N., Srinivas R. V., Parents’ perception about factors of quality education in private schools in Kakinada City, Andhra Pradesh, Prabandhan: Indian Journal of Management, 7, 4, pp. 5-16, (2014); Burnett P. C., Clarke J. A., How should a vocational education and training course be evaluated ?, Journal of Vocational Education and Training, 51, 4, pp. 607-628, (1999); De Oliveira Silva J. H., de Sousa Mendes G. H., Ganga G. M., Mergulhao R. C., Lizarelli F. L., Antecedents and consequents of student satisfaction in higher technical-vocational education: Evidence from Brazil, International Journal for Educational and Vocational Guidance, 20, 2, pp. 351-373, (2020); Dijkstra T. K., Henseler J., Consistent partial least squares path modeling, MIS Quarterly, 39, 2, pp. 297-316, (2015); Douglas J., Douglas A., Barnes B., Measuring student satisfaction at a UK university, Quality Assurance in Education, 14, 3, pp. 251-267, (2006); Fishbein M., Ajzen I., Attitudes towards objects as predictors of single and multiple behavioral criteria, Psychological Review, 81, 1, pp. 59-74, (1974); Gallifa J., Batalle P., Student perceptions of service quality in a multi-campus higher education system in Spain, Quality Assurance in Education, 18, 2, pp. 156-170, (2010); Giri A., Biswas W., Biswas D., The impact of social networking sites on college students: A survey study in West Bengal, Indian Journal of Marketing, 48, 8, pp. 7-23, (2018); Annual report: Periodic labour force survey, 2018 – 19, (2019); Hair J. F., Hult G. T. M., Ringle C., Sarstedt M., A primer on partial least squares structural equation modeling (PLS-SEM), (2016); Hair J. F., Risher J. J., Sarstedt M., Ringle C. M., When to use and how to report the results of PLS-SEM, European Business Review, 31, 1, pp. 2-24, (2019); Harsolekar D. D., Munshi J., An empirical analysis of the perception of management students about their employment, Prabandhan: Indian Journal of Management, 11, 9, pp. 21-37, (2018); Henseler J., Dijkstra T. K., Sarstedt M., Ringle C. M., Diamantopoulos A., Straub D. W., Ketchen D. J., Hair J. F., Hult T. M., Calantone R. J., Common beliefs and reality about PLS: Comments on Rönkkö and Evermann (2013), Organizational Research Methods, 17, 2, pp. 182-209, (2014); Henseler J., Ringle C.M., Sarstedt M., A new criterion for assessing discriminant validity in variance-based structural equation modeling, Journal of the Academy of Marketing Science, 43, pp. 115-135, (2015); Ibrahim M. Z., Rahman M. N. A., Yasin R. M., Determining factors of students’ satisfaction with Malaysian skills training institutes, International Education Studies, 7, 6, pp. 9-24, (2014); Joreskog K. G., Wold H. O., Systems under indirect observation: Causality, structure, prediction, 139, (1982); Kagaari J. R., Evaluation of the effects of vocational choice and practical training on students’ employability, Journal of European Industrial Training, 3 1, 6, pp. 449-471, (2007); King K., The cultural challenge in India’s massive skills development ambitions, Vikalpa: The Journal for Decision Makers, 37, 3, pp. 1-6, (2012); Knoell C. M., The role of the student-teacher relationship in the lives of fifth graders: A mixed methods analysis (Doctoral Dissertation), (2012); Kock N., Hadaya P., Minimum sample size estimation in PLS-SEM: The inverse square root and gamma-exponential methods, Information Systems Journal, 28, 1, pp. 227-261, (2018); Kumar R., Mandava S., Gopanapalli V. S., Vocational training in India: Determinants of participation and effect on wages, Empirical Research in Vocational Education and Training, 11, 1, pp. 1-17, (2019); Lenton P., Determining student satisfaction: An economic analysis of the National Student Survey, Economics of Education Review, 47, pp. 118-127, (2015); Mark E., Student satisfaction and the customer focus in higher education, Journal of Higher Education Policy and Management, 35, 1, pp. 2-10, (2013); Mehrotra S., From 5 million to 20 million a year: The challenge of scale, quality and relevance in India’s TVET, Prospects, 44, 2, pp. 267-277, (2014); Menon M. E., The mission of universities and the vocational paradigm: An investigation of students’ perceptions, Journal of Vocational Education and Training, 54, 4, pp. 515-532, (2002); Muscalu E., Dumitrascu O., Determination of students’ satisfaction regarding extracurricular activities conducted in the university. Comparative Study Romania-Germany, Procedia Economics and Finance, 16, May, pp. 568-574, (2014); Neroorkar S., Gopinath P., Impact of Industrial Training Institutes (ITIs) on the employability of graduates – a study of government ITIs in Mumbai, Journal of Vocational Education and Training, 72, 1, pp. 23-46, (2019); Parker E. L., Factos that contibute to a successful secondary vocational education progam in the State of Mississippi (Doctoral Dissertation), (2008); Pathak R., Patwardhan M., Impact of job involvement on organizational effectiveness: A study among faculty members, Prabandhan: Indian Journal of Management, 4, 5, pp. 36-42, (2011); Peugh J. L., Enders C. K., Missing data in educational research: A review of reporting practices and suggestions for improvement, Review of Educational Research, 74, 4, pp. 525-556, (2004); Plackle I., Konings K. D., Jacquet W., Libotton A., Jeroen J. G., Merrienboer V., Engels N., Students embracing change towards more powerful learning environments in vocational education, Educational Studies, 44, 1, pp. 26-44, (2018); Roman I., Qualitative methods for determining students’ satisfaction with teaching quality, Procedia-Social and Behavioral Sciences, 149, pp. 825-830, (2014); Ronkko M., Evermann J., A critical examination of common beliefs about partial least squares p a t h m o d e l i n g, O r g a n i z a t i o n a l R e s e a r c h M e t h o d s, 1 6, 3, pp. 425-448, (2013); Sharma L., Nagendra A., Skill development in India: Challenges and opportunities, Indian Journal of Science and Technology, 9, 48, pp. 1-8, (2016); Sharma P. N., Shmueli G., Sarstedt M., Danks N., Ray S., Prediction-oriented model selection in partial least squares path modeling, Decision Sciences, 52, 3, pp. 567-607, (2021); Shmueli G., To explain or to predict ?, Statistical Science, 25, 3, pp. 289-310, (2010); Shmueli G., Ray S., Estrada J. M., Chatla S. B., The elephant in the room: Predictive performance o f P L S m o d e l s, J o u r n a l o f B u s i n e s s R e s e a r c h, 6 9, pp. 4552-4564, (2016); Tara N., Kumar S., Pilz M., Quality of VET in India: The case of Industrial Training Institutes, TVET@Asia, 7, pp. 1-17, (2016); Wang S.-L., Chen H.-P., Hu S.-L., Lee C.-D., Analyzing student satisfaction in the technical and vocational education system through collaborative teaching, Sustainability (Switzerland), 11, 18, pp. 1-9, (2019)","G.S. Sree; Business Administration (Central Campus), CHRIST (Deemed to be University), Bangalore, Karnataka, Hosur Road, 560 029, India; email: sivasreegarimidi@gmail.com","","Associated Management Consultants Pvt. Ltd.","","","","","","09752854","","","","English","Prabandhan Ind. J. Manag.","Article","Final","","Scopus","2-s2.0-85113744193"
"Lokaj A.S.; Miftari V.; Hajdari V.","Lokaj, Alma Shehu (56400882000); Miftari, Vehbi (57298312400); Hajdari, Vjosa (56005165600)","56400882000; 57298312400; 56005165600","Leading students toward a new soft-skills perspective: Development for employment","2021","Journal of Education Culture and Society","12","1","","283","296","13","3","10.15503/jecs2021.1.283.296","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130733462&doi=10.15503%2fjecs2021.1.283.296&partnerID=40&md5=190eea6536a128a1b1e51fdd68104f57","Faculty of Business/University ""Haxhi Zeka"", Str. UCK Peja, Kosovo","Lokaj A.S., Faculty of Business/University ""Haxhi Zeka"", Str. UCK Peja, Kosovo; Miftari V., Faculty of Business/University ""Haxhi Zeka"", Str. UCK Peja, Kosovo; Hajdari V., Faculty of Business/University ""Haxhi Zeka"", Str. UCK Peja, Kosovo","Aim. Based on similar studies, this research work aims to investigate the perception of students and Higher Education Institutions (HEIs) of learning about the importance of soft skills for their education and employment since these skills are increasingly sought-after by potential employers. Methods. The Kendall Tau b test and Mann Whitney U test have been applied to show the relationship between soft skills and job preparedness for students. This study investigates a selection of 100 students from a private HEI (UBT College) and 100 students from a public HEI (University ""Haxhi Zeka""), both in Kosovo. A total of 200 valid responses were collected from July to September 2020. Goldsmith inventory for 15 soft skills has been distributed as a questionnaire has been distributed to the students of these universities. Results and conclusion. The research results indicate that in soft skills development of the UBT College students is significantly higher than the soft skills developed of the University ""Haxhi Zeka"" students. The findings also show that most of the students believe that their actual soft skills were at a less than the desired level. Practical application. This research implicates the Higher Education Institutions to consider the soft skills as an important tool for enhancing graduates' employability. The results indicate the need to reconsider the curriculum by embedding soft skills on it. The students' perception on soft skills is a contribution not only for the universities considered in this research but also for all graduates in HEIs in Kosovo, since the curriculum does not change much among universities. According to Eurostat the unemployment youth rate in Kosovo is about 55.4% and for this reason the results will help the HEIs to rethink about their students' future employment opportunities. Originality. This is the only study done in Kosovo about graduates' soft skills and employment and it provides information about a concerning problem in the country. This paper suggests initiatives to upgrade students' soft skills and to improve their perspective on their future employment. © 2021, Pro Scientia Publica Foundation. All rights reserved.","Employability; Graduates; Kendall Tau-b Test; Mann Whitney test; Soft skills","","","","","","","","Ahmad, Mohd Z. M., Noorul A. M. N., The Role of Soft Skills on Business Graduates Employabiity, Journal of Entrepreneurship and Business, 7, 2, pp. 83-94, (2019); Ahmad S. S. B., Soft Skills Level of Malaysian Students at a Tertiary Institution: A Comparative Case Study Based On Gender, Area of Residence and Type of Schools, International Journal of Asian Social Science, 3, 9, pp. 1929-1937, (2013); Andrews J., Higson H., Graduate Employability, 'Soft Skills' Versus 'Hard' Business Knowledge: A European Study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Anthony S., Garner B., Teaching Soft Skills to Business Students: An Analysis of Multiple Pedagogical Methods, Business and Professional Communication Quarterly, 33, 4, (2016); Ariana S. M., Some Thoughts on Writing Skills, Annals of Faculty of Economics, 1, 1, pp. 127-133, (2010); Beard D. F., Schwieger D., Surendran K., Integrating soft skills assessment through university, college, and programmatic efforts at an AACSB accredited institution, Journal of Information Systems Education, 19, 2, pp. 229-240, (2008); Chamorro Premuzic T., Arteche A., Bremner A. 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M., Graduates' employability: What do graduates and employers think?, Industry and Higher Education, 30, 5, pp. 321-326, (2016); Nusrat M., Naz K., Soft Skills for Sustainable Employment: Does it Really Matter?, International Journal of Management and Economics Invention, 4, 7, pp. 1835-1837, (2018); Patacsil F. F., Tablatin C. L. S., Exploring the Importance of Soft and Hard Skills as Perceived by IT Internship students and Industri: A Gap Analysis, Journal of Technology and Science Education, 7, 3, pp. 347-368, (2017); Poon J., Real estate graduates' employability skills: The perspective of human resource managers of surveying firms, Property Management, 30, 5, pp. 416-434, (2012); Robles M. M., Executive Perceptions of the Top 10 Soft Skills Needed in Today's Workplace, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Singh A., Jaykumar P., On the road to consensus: Key soft skills required for youth employment in the service sector, Worldwide Hospitality and Tourism Themes, (2019); Srivastava N., Kuri M., Soft Skills: An Integral Part of Technical Education, Advances in Information Communication Technology and Computing, pp. 189-193, (2020); Teng W., Ma C., Pahlevansharif S., Turner J. J., Education + Training Graduate readiness for the employment market of the 4th industrial revolution: The development of soft employability skills, Education + Training, 61, 5, pp. 590-604, (2019); Sustainable Development Goal, (2016)","","","Pro Scientia Publica Foundation","","","","","","20811640","","","","English","J. Educ. Cult. Soc.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85130733462"
"Sato S.; Kang T.-A.; Daigo E.; Matsuoka H.; Harada M.","Sato, Shintaro (57191963241); Kang, Tae-Ahn (57218681943); Daigo, Ebe (57215843659); Matsuoka, Hirotaka (35186240100); Harada, Munehiko (7402782242)","57191963241; 57218681943; 57215843659; 35186240100; 7402782242","Graduate employability and higher education's contributions to human resource development in sport business before and after COVID-19","2021","Journal of Hospitality, Leisure, Sport and Tourism Education","28","","100306","","","","22","10.1016/j.jhlste.2021.100306","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101593128&doi=10.1016%2fj.jhlste.2021.100306&partnerID=40&md5=b15b48044a8939ef6d9039af26de37e1","Faculty of Sport Sciences, Waseda University, 3-4-1 Higashifushimi Nishi-Tokyo, Tokyo, 2020021, Japan; Graduate School of Sport Sciences, Waseda University, 3-4-1 Higashifushimi Nishi-Tokyo, Tokyo, 2020021, Japan; Faculty of Health and Sport Sciences, University of Tsukuba, 1-1-1 Tennodai, Tsukuba, Ibaraki, 3058577, Japan","Sato S., Faculty of Sport Sciences, Waseda University, 3-4-1 Higashifushimi Nishi-Tokyo, Tokyo, 2020021, Japan; Kang T.-A., Graduate School of Sport Sciences, Waseda University, 3-4-1 Higashifushimi Nishi-Tokyo, Tokyo, 2020021, Japan; Daigo E., Faculty of Health and Sport Sciences, University of Tsukuba, 1-1-1 Tennodai, Tsukuba, Ibaraki, 3058577, Japan; Matsuoka H., Faculty of Sport Sciences, Waseda University, 3-4-1 Higashifushimi Nishi-Tokyo, Tokyo, 2020021, Japan; Harada M., Faculty of Sport Sciences, Waseda University, 3-4-1 Higashifushimi Nishi-Tokyo, Tokyo, 2020021, Japan","The sport labor market's needs are susceptive to environmental factors. The situation regarding COVID-19 has particularly been influential in altering employment and education policies. The purpose of this research was twofold (1) to understand the graduate employability (i.e., hard and soft skills): and contributions that higher education institutions can make to produce human resources and (2) to identify the differences regarding the above factors before and after COVID-19. The results of Delphi study with executive-level experts in sport business identified various hard/soft skills and higher education's potential contributions. Moreover, experts' expectations are found to be intensified after the COVID-19 outbreak. © 2021 Elsevier Ltd","COVID-19; Delphi study; Graduate employability; Higher education","","","","","","","","Allen J., Van der Velden R., Educational mismatches versus skill mismatches: Effects on wages, job satisfaction, and on-the-job search, Oxford Economic Papers, 53, 3, pp. 434-452, (2001); Anderson V., A digital pedagogy pivot: Re-thinking higher education practice from an HRD perspective, Human Resource Development International, 23, 4, pp. 452-467, (2020); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: A European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Angelucci M., Angrisani M., Bennett D.M., Kapteyn A., Schaner S.G., Remote work and the heterogeneous impact of covid-19 on employment and health (No. w27749), (2020); Bakhshi H., Downing J.M., Osborne M.A., Schneider P., The future of skills: Employment in 2030, (2017); Becker G., Human capital, (1964); Bennett G., Henson R.K., Drane D., Student experiences with service-learning in sport management, Journal of Experiential Education, 26, 2, pp. 61-69, (2003); Brekelmans G., Poell R.F., van Wijk K., Factors influencing continuing professional development: A Delphi study among nursing experts, European Journal of Training and Development, 37, 3, pp. 313-325, (2013); Buheji M., Buheji A., Planning competency in the new Normal–employability competency in post-COVID-19 pandemic, International Journal of Human Resource Studies, 10, 2, pp. 237-251, (2020); Cai Y., Graduate employability: A conceptual framework for understanding employers' perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Chan R.Y., Studying coronavirus (COVID-19) and global higher education: Evidence for future research and practice, (2020); Chen T.L., Shen C.C., Gosling M., Does employability increase with internship satisfaction? 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Conceptual frameworks, comparative perspectives, empirical findings, (2009); Todd S.Y., Andrew D.P., An exploratory investigation of sport management students' attraction to sport jobs, International Journal of Sport Management and Marketing, 4, 4, pp. 323-337, (2008); Todd S.Y., Magnusen M., Andrew D.P., Lachowetz T., From great expectations to realistic career outlooks: Exploring changes in job seeker perspectives following realistic job previews in sport, Sport Management Education Journal, 8, 1, pp. 58-70, (2014); Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Treleaven L., Voola R., Integrating the development of graduate attributes through constructive alignment, Journal of Marketing Education, 30, 2, pp. 160-173, (2008); Tsitskari E., Goudas M., Tsalouchou E., Michalopoulou M., Employers' expectations of the employability skills needed in the sport and recreation environment, Journal of Hospitality, Leisure, Sports and Tourism Education, 20, pp. 1-9, (2017); Ugur N.G., Akbiyik A., Impacts of COVID-19 on global tourism industry: A cross-regional comparison, Tourism Management Perspectives, 36, (2020); Weber M.R., Crawford A., Lee J., Dennison D., An exploratory analysis of soft skill competencies needed for the hospitality industry, Journal of Human Resources in Hospitality & Tourism, 12, 4, pp. 313-332, (2013); Weber M.R., Lee J., Crawford A., A suggested best practices for enhancing performance of soft skills with entry-level hospitality managers, Anatolia, 31, 1, pp. 76-87, (2020); Wiers-Jenssen J., Does higher education attained abroad lead to international jobs?, Journal of Studies in International Education, 12, 2, pp. 101-130, (2008); Winchester-Seeto T., Piggott L., “Workplace'or workforce: What are we preparing students for?, Journal of University Teaching and Learning Practice, 17, 4, pp. 1-6, (2020); Yorke M., Employability in higher education: What it is-what it is not. ESECT learning and employability series, (2006); Yoshino N., Morgan P.J., Trinh Q.L., Financial literacy in Japan: Determinants and impacts, (2017); Zhang J., Wang J., Min S.D., Chen K.K., Huang H., Influence of curriculum quality and educational service quality on student experiences: A case study in sport management programs, Journal of Hospitality, Leisure, Sports and Tourism Education, 18, pp. 81-91, (2016)","S. Sato; Faculty of Sport Sciences, Waseda University, Tokyo, 3-4-1 Higashifushimi Nishi-Tokyo, 2020021, Japan; email: satoshintaro@aoni.waseda.jp","","Elsevier B.V.","","","","","","14738376","","","","English","J. Hosp. Leis. Sports Tour. Educ.","Article","Final","","Scopus","2-s2.0-85101593128"
"Anicic K.P.; Buselic V.","Anicic, Katarina Pazur (57200917622); Buselic, Vjeran (57193268085)","57200917622; 57193268085","Importance of Generic Skills of ICT Graduates - Employers, Teaching Staff, and Students Perspective","2021","IEEE Transactions on Education","64","3","9271905","245","252","7","11","10.1109/TE.2020.3034958","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097171967&doi=10.1109%2fTE.2020.3034958&partnerID=40&md5=183d0983c9489a6452c3aa315125d418","Department of Information Systems Development, Faculty of Organization and Informatics, University of Zagreb, Varaždin, Croatia; Information Technologies and Computing Department, Zagreb University of Applied Sciences, Zagreb, Croatia","Anicic K.P., Department of Information Systems Development, Faculty of Organization and Informatics, University of Zagreb, Varaždin, Croatia; Buselic V., Information Technologies and Computing Department, Zagreb University of Applied Sciences, Zagreb, Croatia","Contribution: This study explores employers, university teaching staff, and student perceptions of the importance of the generic skills of information and communication technology (ICT) graduates. Background: The generic skills mastery of ICT graduates has been an important topic for many years and it still is nowadays, especially in the context of educating ICT professionals for unknown future jobs. A comprehensive view of the importance of the generic skills from the perspective of three main stakeholder groups, as presented in this study, provides a basis for educators globally to make further steps in the provision and assessment of the most important generic skills of ICT students within higher education curricula. Research Questions: This research addresses three simple, but important questions: 1) when hiring recent ICT graduates, how important are their broader employability skills (generic/soft/transferable skills) comparing to the specific professional, technical, or academic knowledge and skills that come with graduation? 2) which generic skills of ICT graduates are the most important? and 3) do ICT graduates possess the most important generic skills? Methodology: Research was conducted in Croatia, by using an online survey among 155 employers who employ ICT professionals, 208 students, and 49 teaching staff from two Croatian higher education institutions (HEIs). It was supported by the Croatian Chamber of Economy, Croatian Employers' Association, and Croatian Independent Software Exporters. Findings: Research results show that: 1) generic skills of ICT graduates are very important; 2) the three most important skills, as recognized by all three stakeholder groups are ability to rapidly acquire new knowledge; ability to apply knowledge in practical situations; and ability to identify and resolve problems; and 3) the perception of graduates' possession of generic skills varies among three stakeholders groups. © 1963-2012 IEEE.","Employers; generic skills; information and communication technology (ICT) graduates; students; survey; teaching staff","Curricula; Croatian higher educations; Employability skills; Higher education; Information and Communication Technologies; Research questions; Stakeholder groups; Student perceptions; University teaching; Students","","","","","Croatian Independent Software Exporters","Methodology: Research was conducted in Croatia, by using an online survey among 155 employers who employ ICT professionals, 208 students, and 49 teaching staff from two Croatian higher education institutions (HEIs). It was supported by the Croatian Chamber of Economy, Croatian Employers’ Association, and Croatian Independent Software Exporters.","Buselic V., Anicic K.P., Developing ICT students' generic skills in higher education: Towards a model for competence assessment and evaluation, Proc. Central Eur. Conf. Inf. Intell. Syst., pp. 67-75, (2019); Computing Curricula 2020: Paradigms for Future Computing Curricula, Draft Report, Version 43, (2015); Jackson D., Self-assessment of employability skill outcomes among undergraduates and alignment with academic ratings, Assess. Eval. High. 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(MIPRO), pp. 800-805, (2019); Dos Santos S.C., PBL-SEE: An authentic assessment model for PBLbased software engineering education, IEEE Trans. Educ., 60, 2, pp. 120-126, (2017); Adorjan A., Nunez-Del-Prado M., Fostering 21 century learning and innovation competencies through students' online collaborative activities in software engineering courses, Proc. IEEE World Eng. Educ. Conf. (EDUNINE), pp. 1-4, (2018); Sablis A., Gonzalez-Huerta J., Zabardast E., Smite D., Building LEGO towers: An exercise for teaching the challenges of global work, ACM Trans. Comput. Educ., 19, 2, pp. 1-32, (2019); Bosnic I., Cavrak I., Zagar M., Assessing the impact of the distributed software development course on the careers of young software engineers, ACM Trans. Comput. Educ., 19, 2, pp. 1-27, (2019); Fadel C., Bialik M., Trilling B., Four-Dimensional Education: The Competencies Learners Need to Succeed, (2015); Konst T., Scheinin M., The changing world has implications on the higher education and the teaching profession, Horizon, 26, 1, pp. 1-8, (2018)","K.P. Anicic; Department of Information Systems Development, Faculty of Organization and Informatics, University of Zagreb, Varaždin, Croatia; email: kpazur@foi.hr","","Institute of Electrical and Electronics Engineers Inc.","","","","","","00189359","","IEEDA","","English","IEEE Trans Educ","Article","Final","","Scopus","2-s2.0-85097171967"
"Næss H.E.","Næss, Hans Erik (57188562185)","57188562185","‘Sportual reality’: Igniting a pedagogical idea for sport management educators","2021","Journal of Physical Education and Sport","21","","254","1988","1994","6","2","10.7752/jpes.2021.s3254","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112602899&doi=10.7752%2fjpes.2021.s3254&partnerID=40&md5=31527fbea911daf4e9cfa8f709db5d4b","Department of Leadership and Organization, Kristiania University College, Norway","Næss H.E., Department of Leadership and Organization, Kristiania University College, Norway","Problem Statement: Because ready-made solutions to complex issues, paradoxes and conflicts in sport management that improve students’ employability rarely exist, it is here argued that such situations require a flexible pedagogy that allows students to confront and handle them. The aim of this article is therefore to ignite an idea on to how educational pedagogies can be developed to keep up with the rapid transformations in the governance, management, and leadership of sport. Materials and methods: This article draw upon an exploratory study of an undergraduate course in health and sport management. Data were derived from a practitioner research project followed by a qualitative online survey with informants from two separate student groups (2019-20), in addition to field observations from both runs of the course. Results and Conclusions: The idea of a sportual reality shows promising potential when it comes to enhancing students’ transformative agency and stimulate new thinking about how instructors may innovate the pedagogical apparatus in sport management education. The reason is threefold. First, ‘sportual reality’ rests on well-established pedagogical principles which are applicable to many types of educational programmes. Second, it suggests a way to enhance critical thinking about contemporary issues in sport management using dilemmas and paradoxes in case assignments. Finally, it is adaptable to different cultural contexts. Although many of the challenges to sport managers today are similar in the US, Europe and Asia, the structural and personal opportunities to do something about them are quite different. For example, in contrast to France, the US or Japan, sport management educational programs in Norway bear a historical legacy closely tied to ‘the Norwegian model of sport’. © 2021, Editura Universitatii din Pitesti. All rights reserved.","Case methodology; Leadership-as-practice; Problem-based learning; Sport education pedagogy","","","","","","","","Andersen S.S., Bjorndal C.T., Ronglan L.T., The Ecology of Talent Development in the Nordic Elite Sport Model, Managing Elite Sport Systems: Research and Practice, pp. 49-67, (2015); Bandura A., Toward a Psychology of Human Agency, Perspectives on Psychological Science, 1, 2, pp. 164-180, (2006); Barnes J.C., What Becomes of our Graduates? New Employee Job Transition and Socialization in Sports Administration, Sport Management Education Journal, 8, 1, pp. 27-34, (2014); Bartlett S., Burton D., Practitioner Research or Descriptions of Classroom Practice? A Discussion of Teachers Investigating their Classrooms, Educational Action Research, 14, 3, pp. 395-405, (2006); Biggs J., What the Student Does: Teaching for Enhanced Learning, Higher Education Research & Development, 18, 1, pp. 57-75, (1999); Braun V., Clarke V., Weate P., Using Thematic Analysis in Sport and Exercise Research, Routledge Handbook of Qualitative Research in Sport and Exercise, pp. 191-205, (2016); Braun V., Clarke V., Reflecting on Reflexive Thematic Analysis, Qualitative Research in Sport, Exercise and Health, 11, 4, pp. 589-597, (2019); Braun V., Clarke V., Boulton E., Davey L., McEvoy C., The Online Survey as a Qualitative Research Tool, International Journal of Social Research Methodology, (2020); Brevik L.M., Gudmundsdottir G.B., Lund A., Stromme T.A., Transformative Agency in Teacher Education: Fostering Professional Digital Competence, Teaching and Teacher Education, 86, (2019); Bulatova M., Krol I., Ermolova V., Radchenko L., The cultural heritage of the Olympic movement for shaping the ability of school children to self-development, creative activity, involvement in the Olympic movement, Journal of Physical Education and Sport, 19, 6, pp. 2075-2080, (2019); Burkitt I., Relational agency: Relational Sociology, Agency and Interaction, European Journal of Social Theory, 19, 3, pp. 322-339, (2016); Campbell C., Distinguishing the Power of Agency from Agentic Power: A Note on Weber and the “Black Box” of Personal Agency, Sociological Theory, 27, 4, pp. 407-418, (2009); Clawson J.G.S., Haskins M.E., Case Method: Fostering Multidimensional Learning, Teaching Management: A Field Guide for Professors, Consultants, and Corporate Trainers, pp. 119-140, (2006); Clifford J., Notes on (Field) Notes, Fieldnotes: The Making of Anthropology, pp. 47-70, (1990); Crouch M., McKenzie H., The logic of small samples in interview-based qualitative research, Social Science Information, 45, 4, pp. 483-499, (2006); Dane-Staples E., Assessing a Two-Pronged Approach to Active Learning in Sport Sociology Classrooms, Sport Management Education Journal, 13, 1, pp. 11-22, (2019); Dadds M., Hart S., Doing Practitioner Research Differently, (2001); DeLuca J.R., Braunstein-Minkove J., An Evaluation of Sport Management Student Preparedness: Recommendations for Adapting Curriculum to Meet Industry Needs, Sport Management Education Journal, 10, 1, pp. 1-12, (2016); Dixon J.C., ‘Making the Case’ for Using the Case Method in Sport Management Education, International Journal of Sport Management and Marketing, 4, 2, pp. 146-164, (2008); Dowling M., Edwards J., Washington M., Understanding the Concept of Professionalisation in Sport Management Research, Sport Management Review, 17, 4, pp. 520-529, (2014); Dyson B., Griffith L.L., Hastie P., Sport Education, Tactical Games, and Cooperative Learning: Theoretical and Pedagogical Considerations, Quest, 56, pp. 226-240, (2004); Engestrom Y., Nuttall J., Hopwood N., Transformative Agency by Double Stimulation: Advances in Theory and Methodology, Pedagogy, Culture & Society, (2020); Farias C., Hastie P.A., Mesquita I., Towards a More Equitable and Inclusive Learning Environment in Sport Education: Results of an Action Research-based Intervention, Sport, Education and Society, 22, 4, pp. 460-476, (2017); Farias C., Mesquita I., Hastie P.A., O'Donovan T., Mediating Peer Teaching for Learning Games: An Action Research Intervention Across Three Consecutive Sport Education Seasons, Research Quarterly for Exercise and Sport, 89, 1, pp. 91-102, (2018); Farias C., Hastie P.A., Mesquita I., Scaffolding Student–Coaches’ Instructional Leadership Towards Student-Centred Peer Interactions: A Yearlong Action-Research Intervention in Sport Education, European Physical Education Review, 24, 3, pp. 269-291, (2018); Ferkins L., Skinner J., Swanson S., Sport Leadership: A New Generation of Thinking, Journal of Sport Management, 32, 2, pp. 77-81, (2018); Gillentine A., Moving Mountains. Encouraging a Paradigm Shift in Sport Management, Critical Essays in Sport Management: Exploring and Achieving a Paradigm Shift, pp. 1-16, (2017); Haapasaari A., Kerosuo H., Transformative Agency: The Challenges of Sustainability in a Long Chain of Double Stimulation, Learning, Culture and Social Interaction, 4, pp. 37-47, (2015); Mercer J., The Challenges of Insider Research in Educational Institutions: Wielding a Double-Edged Sword and Resolving Delicate Dilemmas, Oxford Review of Education, 33, 1, pp. 1-17, (2007); New Age of Sport Management Education in Europe, (2019); Light R., Dixon M.A., Contemporary Developments in Sport Pedagogy and their Implications for Sport Management Education, Sport Management Review, 10, 2, pp. 159-175, (2007); Miragaia D.A.M., Soares J.A.P., Higher Education in Sport Management: A Systematic Review of Research Topics and Trends, Journal of Hospitality, Leisure, Sport & Tourism Education, 21, pp. 101-116, (2017); Morse A., McEvoy C.D., Qualitative Research in Sport Management: Case Study as a Methodological Approach, The Qualitative Report, 19, 31, pp. 1-13, (2014); O'Reilly C.A., Tushman M.L., Organizational Ambidexterity in Action: How Managers Explore and Exploit, California Management Review, 53, 4, pp. 4-22, (2011); O'Reilly M., Parker N., ‘Unsatisfactory Saturation’: a critical exploration of the notion of saturated sample sizes in qualitative research, Qualitative Research, 13, 2, pp. 190-197, (2013); Raelin J., From Leadership-as-Practice to Leaderful Practice, Leadership, 7, 2, pp. 195-211, (2011); Simpson B., Where’s the Agency in Leadership-as-Practice?, Leadership-as-practice. Theory and application, pp. 159-177, (2016); Skirstad B., Strittmatter A-M., Gronkjaer A., Sport Management in Norway: Present and Future Trends, (2019); Sotiriadou P., Improving the Practicum Experience in Sport Management: A Case Study, European Sport Management Quarterly, 11, 5, pp. 525-546, (2011); Sotiriadou P., Hill B., Using Scaffolding to Promote Sport Management Graduates' Critical Thinking, Annals of Leisure Research, (2014); Spence K.K., Hess D.G., McDonald M., Sheehan B.J., Designing Experiential Learning Curricula to Develop Future Sport Leaders, Sport Management Education Journal, 3, 1, pp. 1-25, (2009); Stratta T.M.P., The Needs and Concerns of Students during the Sport Management Internship Experience, Journal of Physical Education, Recreation & Dance, 75, 2, pp. 25-29, (2004); Tuominen T.M., Lehtonen M.H., The Emergence of Transformative Agency in Professional Work, Organization Studies, 39, 11, pp. 1601-1624, (2018); Zimmer W.K., Keiper P., Redesigning Curriculum at the Higher Education Level: Challenges and Successes within a Sport Management Program, Educational Action Research, (2020)","H.E. Næss; Department of Leadership and Organization, Kristiania University College, Norway; email: hanserik.naess@kristiania.no","","Editura Universitatii din Pitesti","","","","","","22478051","","","","English","J. Phys. Educ. Sport","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85112602899"
"van Leeuwen E.H.; Taris T.W.; van den Heuvel M.; Knies E.; van Rensen E.L.J.; Lammers J.-W.J.","van Leeuwen, Evelien H. (57219836985); Taris, Toon W. (7006739971); van den Heuvel, Machteld (35220591400); Knies, Eva (38861986500); van Rensen, Elizabeth L. J. (56873002400); Lammers, Jan-Willem J. (7102487235)","57219836985; 7006739971; 35220591400; 38861986500; 56873002400; 7102487235","A Career Crafting Training Program: Results of an Intervention Study","2021","Frontiers in Psychology","12","","664453","","","","11","10.3389/fpsyg.2021.664453","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107585456&doi=10.3389%2ffpsyg.2021.664453&partnerID=40&md5=d80d330506456bb472e64b7cc6b94097","Department of Quality and Patient Safety, University Medical Center Utrecht, Utrecht, Netherlands; Department of Strategic Human Resource Management, Utrecht University School of Governance, Utrecht, Netherlands; Department of Social, Health and Organizational Psychology, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, Netherlands; Work and Organisational Psychology, University of Amsterdam, Amsterdam, Netherlands","van Leeuwen E.H., Department of Quality and Patient Safety, University Medical Center Utrecht, Utrecht, Netherlands, Department of Strategic Human Resource Management, Utrecht University School of Governance, Utrecht, Netherlands; Taris T.W., Department of Social, Health and Organizational Psychology, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, Netherlands; van den Heuvel M., Work and Organisational Psychology, University of Amsterdam, Amsterdam, Netherlands; Knies E., Department of Strategic Human Resource Management, Utrecht University School of Governance, Utrecht, Netherlands; van Rensen E.L.J., Department of Quality and Patient Safety, University Medical Center Utrecht, Utrecht, Netherlands; Lammers J.-W.J., Department of Quality and Patient Safety, University Medical Center Utrecht, Utrecht, Netherlands","This intervention study examined the effects of a career crafting training on physicians' perceptions of their job crafting behaviors, career self-management, and employability. A total of 154 physicians working in two hospitals in a large Dutch city were randomly assigned to a waitlist control group or an intervention group. Physicians in the intervention group received an accredited training on career crafting, including a mix of theory, self-reflection, and exercises. Participants developed four career crafting goals during the training, to work on in the subsequent weeks, after which a coaching conversation took place over the phone. Physicians in the control group received no intervention. A pre- and post-test 8 weeks later measured changes in job crafting and career self-management (primary outcomes) and employability (secondary outcome) of 103 physicians that completed the pre- and post-test. RM ANOVAs showed that the intervention enhanced perceptions of career self-management and job crafting behavior to decrease hindering job demands. No support was found for the effect of the intervention on other types of job crafting and employability. This study offers novel insights into how career crafting can be enhanced through training, as this is the first empirical study to examine a career crafting intervention. HR managers can use the outcomes to develop tailored career policies and career development practices. © Copyright © 2021 van Leeuwen, Taris, van den Heuvel, Knies, van Rensen and Lammers.","career crafting; career self-management; employability; intervention study; job crafting; physicians","","","","","","University Medical Center Utrecht","This project was funded by the University Medical Center Utrecht in the Netherlands.","Ajzen I., The theory of planned behavior, Organ. Behav. Hum. Dec. Proc, 50, pp. 179-211, (1991); Akkermans J., Kubasch S., Trending topics in careers: a review and future research agenda, Career Dev. Int, 22, pp. 586-627, (2017); Akkermans J., Tims M., Crafting your career: how career competencies relate to career success via job crafting, Appl. 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A multi-sample study on individual, job-related, and organizational antecedents of employability and retirement intentions, Front. Psychol, 10, (2019); Levine R.B., Lin F., Kern D.E., Wright S.M., Carrese J., Stories from early-career women physicians who have left academic medicine: a qualitative study at a single institution, Acad. Med, 86, pp. 752-758, (2011); Loyttyniemi V., Doctors drifting: autonomy and career uncertainty in young physicians' stories, Soc. Sci. Med, 52, pp. 227-237, (2001); Moore G.F., Audrey S., Barker M., Bond L., Bonell C., Hardeman W., Et al., Process evaluation of complex interventions: medical research council guidance, BMJ, 350, (2015); Nielsen K., Abildgaard J.S., The development and validation of a job crafting measure for use with blue-collar workers, Work Stress, 26, pp. 365-384, (2012); Nielsen K., Randall R., Opening the black box: presenting a model for evaluating organizational-level interventions, Eur. J. Work Organ. 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Behav, 87, pp. 134-144, (2015); Tims M., Akkermans J., Job and career crafting to fulfill individual career pathways, Career Pathways, pp. 10-28, (2020); Tims M., Bakker A., Job crafting: towards a new model of individual job redesign, South Afr. J. Industr. Psychol, 36, (2010); Tims M., Bakker A.B., Derks D., Development and validation of the job crafting scale, J. Vocat. Behav, 80, pp. 173-186, (2012); Van Dam K., Antecedents and consequences of employability orientation, Eur. J. Work Organ. Psychol, 13, pp. 29-51, (2004); Van den Heuvel M., Demerouti E., Peeters M.C.W., The job crafting intervention: effects on job resources, self-efficacy, and affective well-being, J. Occupat. Organ. Psychol, 88, pp. 511-532, (2015); Van der Heijde C.M., Van Der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Hum. Resour. Manag, 45, pp. 449-476, (2006); Van Harten J., Employable Ever After: Examining the Antecedents and Outcomes of Sustainable Employability in a Hospital Context, (2016); Van Leeuwen E.H., Van den Heuvel M., Knies E., Taris A.W., Career crafting training intervention for physicians: protocol for a randomized controlled trial, JMIR Res. Protoc, 9, (2020); Vuori J., Toppinen-Tanner S., Mutanen P., Effects of resource-building group intervention on career management and mental health in work organizations: randomized controlled field trial, J. Appl. Psychol, 97, pp. 273-286, (2012); West C.P., Dyrbye L.N., Erwin P.J., Shanafelt T.D., Interventions to prevent and reduce physician burnout: a systematic review and meta-analysis, Lancet, 388, pp. 2272-2281, (2016); West C.P., Dyrbye L.N., Rabatin J.T., Call T.G., Davidson J.H., Multari A., Et al., Intervention to promote physician well-being, job satisfaction, and professionalism: a randomized clinical trial, JAMA Int. Med, 174, pp. 527-533, (2014); West C.P., Dyrbye L.N., Shanafelt T.D., Physician burnout: contributors, consequences and solutions, J. Int. Med, 283, pp. 516-529, (2018); White A.A., Sage W.M., Osinska P.H., Salgaonkar M.J., Gallagher T.H., Patient safety and the ageing physician: a qualitative study of key stakeholders attitudes and experiences, BMJ Qual. Safety, 28, pp. 468-475, (2018); Wrzesniewski A., Dutton J.E., Crafting a job: revisioning employees as active crafters of their work, Acad. Manag. Rev, 26, pp. 179-201, (2001); Zhang F., Parker S.K., Reorienting job crafting research: a hierarchical structure of job crafting concepts and integrative review, J. Organ. Behav, 40, pp. 126-146, (2018)","E.H. van Leeuwen; Department of Quality and Patient Safety, University Medical Center Utrecht, Utrecht, Netherlands; email: e.h.vanleeuwen@umcutrecht.nl","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85107585456"
"Consiglio C.; Menatta P.; Borgogni L.; Alessandri G.; Valente L.; Caprara G.V.","Consiglio, Chiara (55348550900); Menatta, Pietro (57224685056); Borgogni, Laura (6506403338); Alessandri, Guido (24447790600); Valente, Lucia (57230958000); Caprara, Gian Vittorio (7006408578)","55348550900; 57224685056; 6506403338; 24447790600; 57230958000; 7006408578","How youth may find jobs: The role of positivity, perceived employability and support from employment agencies","2021","Sustainability (Switzerland)","13","16","9468","","","","4","10.3390/su13169468","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113376151&doi=10.3390%2fsu13169468&partnerID=40&md5=403158bdc1aa86d29de87eb1072c27f3","Department of Psychology, Sapienza University of Rome, Rome, 00185, Italy","Consiglio C., Department of Psychology, Sapienza University of Rome, Rome, 00185, Italy; Menatta P., Department of Psychology, Sapienza University of Rome, Rome, 00185, Italy; Borgogni L., Department of Psychology, Sapienza University of Rome, Rome, 00185, Italy; Alessandri G., Department of Psychology, Sapienza University of Rome, Rome, 00185, Italy; Valente L., Department of Psychology, Sapienza University of Rome, Rome, 00185, Italy; Caprara G.V., Department of Psychology, Sapienza University of Rome, Rome, 00185, Italy","Youth unemployment is a relevant issue among most European countries; therefore, it is important to understand its individual and situational determinants. This study aimed to investigate a conceptual model that explains the associations among positivity (POS), perceived support from employment agencies, perceived employability (PE), and employment status in a sample of 317 unemployed Italian youth involved in the Youth Guarantee program. In particular, this study investigated the relationships between POS and PE and between PE and employment. Moreover, we analyzed whether the relationship between POS and employment status was mediated by PE and whether the relationship between POS and PE was moderated by perceived support from employment agencies. Results showed that PE totally mediated the relationship between POS and employment status. Furthermore, the moderating role of perceived support from agencies was confirmed; when high, it boosted the relationship between POS and PE. In sum, this study contributes to understanding the key impact of POS on PE, as well as the role played by employment agencies as a “catalyst” of this relationship, allowing, with their support, unemployed youth to maximize their opportunity to find a job. Implications for both research and practice are discussed. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Employment; Perceived employability; Personal resources; Positivity; Support from employment agency; Youth Guarantee program; Youth unemployment","Italy; adolescence; employment generation; job search; planning method; unemployment; welfare impact","","","","","European Social Fund, ESF","Keywords: perceived employability; positivity; personal resources; youth unemployment; support from employment agency; employment; Youth Guarantee program","Malo M.A., Minguez M., European Youth Labour Markets, (2018); Dietrich H., Youth unemployment in the period 2001–2010 and the European crisis–looking at the empirical evidence, Transf. Eur. Rev. Labour Res, 19, pp. 305-324, (2013); Bell D.N., Blanchflower D.G., Young people and the Great Recession, Oxf. Rev. Econ. Pol, 27, pp. 241-267, (2011); Covid-19: How the EU Fights Youth Unemployment, (2020); Unemployment Statistics and Beyond, (2020); The Youth Guarantee, (2020); Yates S., Payne M., Not so NEET? 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"Rhee C.S.; Woo S.; Yu S.-J.; Rhee H.","Rhee, Chang Seop (56625593100); Woo, Sohee (56461975900); Yu, So-Jin (57208397765); Rhee, Hyunjung (57207915388)","56625593100; 56461975900; 57208397765; 57207915388","Corporate social responsibility and sustainable employability: Empirical evidence from Korea","2021","Sustainability (Switzerland)","13","14","8114","","","","9","10.3390/su13148114","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111370911&doi=10.3390%2fsu13148114&partnerID=40&md5=64dda60bc9007c5a3b4df3feaed08c14","School of Business, Sejong University, 209 Neungdong-ro, Gwangjin-gu, Seoul, 05006, South Korea; School of Business, Chungbuk National University, Chungdae-ro 1, Seowon-Gu, Chungbuk, Cheongju, 28644, South Korea; School of Business, State University of New York at Fredonia, 280 Central Ave, Fredonia, 14063, NY, United States; Da Vinci College of General Education, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, Seoul, 06974, South Korea","Rhee C.S., School of Business, Sejong University, 209 Neungdong-ro, Gwangjin-gu, Seoul, 05006, South Korea; Woo S., School of Business, Chungbuk National University, Chungdae-ro 1, Seowon-Gu, Chungbuk, Cheongju, 28644, South Korea; Yu S.-J., School of Business, State University of New York at Fredonia, 280 Central Ave, Fredonia, 14063, NY, United States; Rhee H., Da Vinci College of General Education, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, Seoul, 06974, South Korea","A firm’s corporate social responsibility (CSR) aids in social well-being, but it is costly. It is thus necessary to study whether a firm’s CSR activities are valuable in terms of costs and benefits for shareholders’ interest. Recent studies reported that firms’ CSR activities help to develop the corporate environment and improve financial performance. In addition, prior studies explained that a firm’s CSR activities can have a positive effect on financial performance by increasing employees’ commitment to their firm. The purpose of this study research is to examine the effect of CSR activities on sustainable employability through empirical analysis. We measured the sustainable employability using the percentage of regular employees and then examined the effect of CSR activities on sustainable employability using 3802 firm-year data for Korean listed firms. From the empirical results, we found that firms engaging in CSR activities improve more in terms of sustainable employability than do firms who are not engaging in CSR activities. We also found that the companies engaging in a high CSR index score showed greater sustainable employability than did those with a low CSR index score. The results of this study suggested a way to increase sustainability in terms of employment by supporting a rational basis for companies to adopt CSR. These findings are expected to contribute to academia and the capital market by providing empirical evidence that a company’s CSR activities have a positive impact on sustainable employability. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Corporate social responsibility; Non-regular employment; Regular employment; Sustainable employability","Korea; capital market; corporate social responsibility; empirical analysis; employment; firm size; sustainability","","","","","","","Brown T., Dacin P., The company and the product: Corporate associations and consumer product responses, J. 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Law Bus, 8, pp. 59-102, (2017); Lee J.H., Lee Y.M., The influence of perceived organizational support & voluntary choice on nonstandard worker<sup>′</sup> s job satisfaction, J. Organ. Manag, 39, pp. 35-61, (2015); Kalleberg A.I., Nonstandard employment relations: Part-time, temporary and contract work, Annu. Rev. Sociol, 26, pp. 341-365, (2000); Ang S., Slaughter S.A., Work Outcome and job design for contract verses permanet information systems professional on software deveopment teams, MIS Q, 25, pp. 321-350, (2001); Michie J., Sheehan-Quinn M., Labor market flexibility. Human resource management and corporate performance, Br. J. Manag, 12, pp. 287-306, (2001); Panayoyopoulou L., Kikandrou I., Papalexandris N., The choice between internalization and externalization of employment and its impact on firm performance: Evidence from five South-eastern European countries, Int. J. Hum. Resour. 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Theory Pract, 25, pp. 11-26, (2000); Tansky J.W., Heneman R., Guest editor<sup>′</sup> s note: Introduction to the special issue on human resource management in SMEs: A call for more research, Hum. Resour. Manag, 42, pp. 299-302, (2003); Hite L.M., McDonald K.S., Careers after COVID-19: Challenges and changes, Hum. Resour. Dev. Int, 23, pp. 427-437, (2020); Irfan S., Qadeer F., Employers’ investments in job crafting for sustainable employability in pandemic situation due to COVID-19: A lens of job demands-resources theory, J. Bus. Econ, 12, pp. 144-164, (2020)","S. Woo; School of Business, Chungbuk National University, Cheongju, Chungdae-ro 1, Seowon-Gu, Chungbuk, 28644, South Korea; email: soheewoo@chungbuk.ac.kr","","MDPI AG","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85111370911"
"Petrou P.; Xanthopoulou D.","Petrou, Paraskevas (51061293300); Xanthopoulou, Despoina (57189618374)","51061293300; 57189618374","Interactive Effects of Approach and Avoidance Job Crafting in Explaining Weekly Variations in Work Performance and Employability","2021","Applied Psychology","70","3","","1345","1359","14","20","10.1111/apps.12277","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087456110&doi=10.1111%2fapps.12277&partnerID=40&md5=8cfdb0bb3124068034ed1d074c67e45b","Erasmus University Rotterdam, Netherlands; Aristotle University of Thessaloniki, Greece","Petrou P., Erasmus University Rotterdam, Netherlands; Xanthopoulou D., Aristotle University of Thessaloniki, Greece","Meta-analyses on job crafting reveal that while approach-oriented job crafting (e.g., increasing job resources or challenging job demands) relates positively to employee performance, avoidance-oriented job crafting (e.g., decreasing hindering job demands) has either non-significant or negative implications for employee functioning. However, the joint effects of approach and avoidance job crafting remain an underdeveloped area of research. We administered a three-week diary survey among 87 employees to test interaction effects of approach and avoidance job crafting on employee (other-referenced and past-referenced) work performance and employability. Results revealed that decreasing hindering job demands related positively to other-referenced performance when increasing social job resources was higher than employees’ average, and to past-referenced performance when increasing structural job resources was higher than employees’ average. Also, decreasing hindering job demands related negatively with employability only at lower levels of increasing challenging job demands, while the relationship was non-significant at higher levels of increasing challenging demands. These results indicate that considering job crafting strategies in tandem adds to our understanding of their role for employee functioning. © 2020 The Authors. Applied Psychology published by John Wiley & Sons Ltd on behalf of International Association of Applied Psychology.","","article; avoidance behavior; employability; employee; human; job performance; meta analysis","","","","","","","Akkermans J., Tims M., Crafting your career: How career competencies relate to career success via job crafting, Applied Psychology: An International Review, 66, pp. 168-195, (2017); Bakker A.B., Sanz-Vergel A.I., Weekly work engagement and flourishing: The role of hindrance and challenge job demands, Journal of Vocational Behavior, 83, pp. 397-409, (2013); Baltes P.B., On the incomplete architecture of human ontogeny: Selection, optimization, and compensation as foundation of developmental theory, American Psychologist, 52, pp. 366-380, (1997); Beal D.J., Weiss H.M., Barros E., MacDermid S.M., An episodic process model of affective influences on performance, Journal of Applied Psychology, 90, pp. 1054-1068, (2005); Brenninkmeijer V., Hekkert-Koning M., To craft or not to craft: The relationships between regulatory focus, job crafting and work outcomes, Career Development International, 20, pp. 147-162, (2015); Demerouti E., Bakker A.B., Halbesleben J.R.B., Productive and counterproductive job crafting: A daily diary study, Journal of Occupational Health Psychology, 20, pp. 457-469, (2015); Demerouti E., Peeters M.C., Transmission of reduction-oriented crafting among colleagues: A diary study on the moderating role of working conditions, Journal of Occupational and Organizational Psychology, 91, pp. 209-234, (2018); Demerouti E., Rispens S., Improving the image of student-recruited samples: A commentary, Journal of Occupational and Organizational Psychology, 87, pp. 34-41, (2014); Demerouti E., Xanthopoulou D., Petrou P., Karagkounis C., Does job crafting assist dealing with organizational changes due to austerity measures? Two studies among Greek employees, European Journal of Work and Organizational Psychology, 26, pp. 574-589, (2017); Gordon H.J., Demerouti E., Le Blanc P.M., Bakker A.B., Bipp T., Verhagen M.A.M.T., Individual job redesign: Job crafting interventions in healthcare, Journal of Vocational Behavior, 104, pp. 98-114, (2018); Hobfoll S.E., Shirom A., Conservation of resources theory: Applications to stress and management in the workplace, Handbook of organization behavior, pp. 57-81, (2000); Kao Y.L., Chen C.F., Antecedents, consequences and moderators of ambidextrous behaviours among frontline employees, Management Decision, 54, pp. 1846-1860, (2016); Kessler R.C., Barber C., Beck A., Berglund P., Cleary P.D., McKenas D., Pronk N., Simon G., Stang P., Ustun T.B., Wang P., The world health organization health and work performance questionnaire (HPQ), Journal of Occupational and Environmental Medicine, 45, pp. 156-174, (2003); Lee J.Y., Lee Y., Job crafting and performance: Literature review and implications for human resource development, Human Resource Development Review, 17, pp. 277-313, (2018); Lee J.Y., Seo Y., Jeung W., Kim J.H., How ambidextrous organizational culture affects job performance: A multilevel study of the mediating effect of psychological capital, Journal of Management & Organization, 25, pp. 860-875, (2019); Lichtenthaler P.W., Fischbach A., A meta-analysis on promotion-and prevention-focused job crafting, European Journal of Work and Organizational Psychology, 28, pp. 30-50, (2019); Makikangas A., Job crafting profiles and work engagement: A person-centered approach, Journal of Vocational Behavior, 106, pp. 101-111, (2018); Miron-Spektor E., Beenen G., Motivating creativity: The effects of sequential and simultaneous learning and performance achievement goals on product novelty and usefulness, Organizational Behavior and Human Decision Processes, 127, pp. 53-65, (2015); Nielsen J., Employability and workability among Danish employees, Experimental Aging Research, 25, pp. 393-397, (1999); Nikitin J., Freund A.M., When wanting and fearing go together: The effect of co-occurring social approach and avoidance motivation on behavior, affect, and cognition, European Journal of Social Psychology, 40, pp. 783-804, (2010); Petrou P., Demerouti E., Peeters M.C., Schaufeli W.B., Hetland J., Crafting a job on a daily basis: Contextual correlates and the link to work engagement, Journal of Organizational Behavior, 33, pp. 1120-1141, (2012); Petrou P., Van den Heuvel M., Schaufeli W., The joint effects of promotion and prevention focus on performance, exhaustion and sickness absence among managers and non-managers, Personnel Review, 46, pp. 1493-1507, (2017); Riedl E.M., Thomas J., The moderating role of work pressure on the relationships between emotional demands and tension, exhaustion, and work engagement: An experience sampling study among nurses, European Journal of Work & Organizational Psychology, 3, pp. 414-429, (2019); Rudolph C.W., Katz I.M., Lavigne K.N., Zacher H., Job crafting: A meta-analysis of relationships with individual differences, job characteristics, and work outcomes, Journal of Vocational Behavior, 102, pp. 112-138, (2017); Tadic M., Bakker A.B., Oerlemans W.G.M., Challenge versus hindrance job demands and well-being: A diary study on the moderating role of job resources, Journal of Occupational and Organizational Psychology, 88, pp. 702-725, (2015); Tims M., Bakker A.B., Derks D., Development and validation of the job crafting scale, Journal of Vocational Behavior, 80, pp. 173-186, (2012); Tims M., Bakker A.B., Derks D., The impact of job crafting on job demands, job resources, and well-being, Journal of Occupational Health Psychology, 18, pp. 230-240, (2013); Van Dam K., Antecedents and consequences of employability orientation, European Journal of Work and Organizational Psychology, 13, pp. 29-51, (2004); Van der Heijden B.I., de Lange A.H., Demerouti E., Van der Heijde C.M., Age effects on the employability–career success relationship, Journal of Vocational Behavior, 74, pp. 156-164, (2009); van Wingerden J., Bakker A.B., Derks D., The longitudinal impact of a job crafting intervention, European Journal of Work and Organizational Psychology, 26, pp. 107-119, (2017); Xanthopoulou D., Bakker A.B., Dollard M.F., Demerouti E., Schaufeli W.B., Taris T.W., Schreurs P.J.G., When do job demands particularly predict burnout? The moderating role of job resources, Journal of Managerial Psychology, 22, pp. 766-786, (2007); Xanthopoulou D., Bakker A.B., Fischbach A., Work engagement among employees facing emotional demands, Journal of Personnel Psychology, 12, pp. 74-84, (2013); Ybema J.F., van Vuuren T., van Dam K., HR practices for enhancing sustainable employability: Implementation, use, and outcomes, International Journal of Human Resource Management, 31, pp. 886-907, (2020); Zhang F., Parker S.K., Reorienting job crafting research: A hierarchical structure of job crafting concepts and integrative review, Journal of Organizational Behavior, 40, pp. 126-146, (2019)","P. Petrou; Erasmus University Rotterdam, Netherlands; email: petrou@essb.eur.nl","","Blackwell Publishing Ltd","","","","","","0269994X","","","","English","Appl. Psychol.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85087456110"
"Moore K.","Moore, Katherine (57198867773)","57198867773","Critical factors that influence a young person’s journey toward sustainable employment","2021","International Journal for Educational and Vocational Guidance","21","2","","329","354","25","2","10.1007/s10775-020-09444-1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85094650811&doi=10.1007%2fs10775-020-09444-1&partnerID=40&md5=57d8308a96e6ba75368437bbacd5933b","School of Management, Queensland University of Technology, 2 George Street, Brisbane, 4000, QLD, Australia","Moore K., School of Management, Queensland University of Technology, 2 George Street, Brisbane, 4000, QLD, Australia","This article examines the employment trajectories of 50 young job seekers to gain insight into the critical factors that influence a young person’s journey toward sustainable employment. Drawing on the employability and youth unemployment literatures, the analysis revealed that lower levels of education, limited access to transport and housing, multiple non-vocational barriers, and disengagement from job search, were typical characteristics of young people who experienced long periods of unemployment. The findings provide support for future employability research to consider factors outside the control of the young person when predicting the sustainable employment. Considerations for vocational and career counselors are discussed. © 2020, Springer Nature B.V.","Employability; Sustainable employment; Young people; Youth employment; Youth unemployment","","","","","","","","Labour Force, Australia, Retrieved From, (2018); Jobactive Deed 2015–2020, Canberra. Department of Employment., (2020); Employment Services Assessments., (2019); Bassett J., Lloyd C., Bassett H., Work issues for young people with psychosis: Barriers to employment, The British Journal of Occupational Therapy, 64, 2, pp. 66-72, (2001); Coleman J., Coleman J., Social capital in the creation of human capital, American Journal of Sociology, 94, pp. S95-120, (1988); Cote J., An empirical test of the identity capital model, Journal of Adolescence, 20, 5, pp. 577-597, (1997); Crisp R., Powell R., Young people and UK labour market policy: A critique of ‘employability’ as a tool for understanding youth unemployment, Urban Studies, 54, 8, pp. 1784-1807, (2017); Currie G., Delbosc A., Modelling the social and psychological impacts of transport disadvantage, Transportation, 37, 6, pp. 953-966, (2010); Dacre Pool L., Sewell P., The key to employability: Developing a practical model of graduate employability, Education and Training, 49, 4, pp. 277-289, (2007); de Grip A., Loo J., Sanders J., The Industry Employability Index: Taking account of supply and demand characteristics, International Labor Review, 143, 3, pp. 211-233, (2004); Franklin S., Location, search costs and youth unemployment: Experimental evidence from transport subsidies, The Economic Journal, 128, 614, pp. 2353-2379, (2018); Fugate M., Kinicki A., Ashforth B., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gmitroski T., Bradley C., Heinemann L., Liu G., Blanchard P., Beck C., Mathias S., Leon A., Barbic S., Barriers and facilitators to employment for young adults with mental illness: A scoping review, British Medical Journal Open, 8, 12, (2018); Guilbert L., Bernaud J., Gouvernet B., Rossier J., Employability: Review and research prospects, International Journal for Educational and Vocational Guidance, 16, 1, pp. 69-89, (2016); Hillage J., Pollard E., Employability: Developing a framework for policy analysis. 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McKay S., Jeffreys S., Paraksevopoulou A., Keles J., Study on Precarious Work and Social Rights., (2012); McKee-Ryan F., Song Z., Wanberg C., Kinicki A., Psychological and physical well-being during unemployment: A meta-analytic study, Journal of Applied Psychology, 90, 1, pp. 53-76, (2005); McQuaid R., Lindsay C., The concept of employability, Urban Studies, 42, 3, pp. 197-219, (2005); McWhirter E.H., Torres D., Rasheed S., Assessing barriers to women’s career adjustment, Journal of Career Assessment, 6, 4, pp. 449-479, (1998); Miller C., Porter K.E., Barriers to employment among out-of-school youth, Children and Youth Services Review, 29, 5, pp. 572-587, (2007); Mitchell D., Betts A., Epling M., Youth employment, mental health and substance misuse: A challenge to mental health services, Journal of Psychiatric and Mental Health Nursing, 9, 2, pp. 191-198, (2002); Moore K., The quest for sustainable employment: Challenges faced by young people during the job-search process, Australian Journal of Social Issues, 54, 1, pp. 91-108, (2019); Moore K., Jobactive and young job seekers: Strengths, limitations, and suggested improvements to current practices, Australian Journal of Public Administration, 78, 4, pp. 530-545, (2019); Morris A., Wilson S., Chester L., Struggling on the Newstart unemployment benefit in Australia: The experience of a neoliberal form of employment assistance, The Economic and Labour Relations Review, 25, 2, pp. 202-221, (2014); Mowbray J., Hall H., Raeside R., Robertson P., Job search information behaviors: An ego-net study of networking amongst young job-seekers, Journal of Librarianship and Information Science, 50, 3, pp. 239-253, (2018); Noel V., Oulvey E., Drake R., Bond G., Barriers to employment for transition-age youth with developmental and psychiatric disabilities, Administration and Policy in Mental Health and Mental Health Services Research, 44, 3, pp. 354-358, (2016); O'Neill S., Strnadova I., Cumming T., Systems barriers to community re-entry for incarcerated youths: A review, Children and Youth Services Review, 79, pp. 29-36, (2017); Peeters E., Nelissen J., De Cuyper N., Forrier A., Verbruggen M., De Witte H., Employability capital: A conceptual framework tested through expert analysis, Journal of Career Development, 46, 2, pp. 79-93, (2019); Perkins D., Improving employment participation for welfare recipients facing personal barriers, Social Policy and Society, 7, 1, pp. 13-26, (2008); Schmillen A., Umkehrer M., The scars of youth: Effects of early-career unemployment on future unemployment experience, International Labor Review, 156, 3-4, pp. 465-494, (2017); Souto-Otero M., Young people’s views of the outcomes of non-formal education in youth organizations: Its effects on human, social, and psychological capital, employability, and employment, Journal of Youth Studies, 19, 7, pp. 938-956, (2016); Tweedie D., Precarious work and Australian labour norms, Economic and Labor Relations Review, 24, 3, pp. 297-315, (2013); Wiesner M., Vondracek F.W., Capaldi D.M., Porfeli E., Childhood and adolescent predictors of early adult career pathways, Journal of Vocational Behavior, 63, 3, pp. 305-328, (2003); Woodman D., Young people and the future: Multiple temporal orientations shaped in interaction with significant others, Young, 19, 2, pp. 111-128, (2011); Worth S., Beating the “churning” trap in the youth labor market, Work, Employment & Society, 19, 2, pp. 403-414, (2005)","K. Moore; School of Management, Queensland University of Technology, Brisbane, 2 George Street, 4000, Australia; email: k3.moore@qut.edu.au","","Springer Science and Business Media B.V.","","","","","","18730388","","","","English","Int. J. Educ. Vocat. Guid.","Article","Final","","Scopus","2-s2.0-85094650811"
"Pace F.; Ingusci E.; Signore F.; Sciotto G.","Pace, Francesco (55646019700); Ingusci, Emanuela (57197815766); Signore, Fulvio (57210146145); Sciotto, Giulia (57221280888)","55646019700; 57197815766; 57210146145; 57221280888","Human resources management practices perception and extra-role behaviors: The role of employability and learning at work","2021","Sustainability (Switzerland)","13","16","8803","","","","4","10.3390/su13168803","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112317847&doi=10.3390%2fsu13168803&partnerID=40&md5=4fb8e1fde9860809c2d0d02b42f47aff","Department of Economics, Business and Statistics, University of Palermo, Viale Delle Scienze Ed. 13, Palermo, 90128, Italy; Department of History, Society and Human Studies, University of Salento, Via di Valesio Angolo Viale San Nicola, Lecce, 73100, Italy; Department of Psychology, Educational Sciences and Human Movement, University of Palermo, Viale Delle Scienze Ed. 15, Palermo, 90128, Italy","Pace F., Department of Economics, Business and Statistics, University of Palermo, Viale Delle Scienze Ed. 13, Palermo, 90128, Italy; Ingusci E., Department of History, Society and Human Studies, University of Salento, Via di Valesio Angolo Viale San Nicola, Lecce, 73100, Italy; Signore F., Department of History, Society and Human Studies, University of Salento, Via di Valesio Angolo Viale San Nicola, Lecce, 73100, Italy; Sciotto G., Department of Psychology, Educational Sciences and Human Movement, University of Palermo, Viale Delle Scienze Ed. 15, Palermo, 90128, Italy","Human Resource Management (HRM) processes are considered the beating heart of any successful organization. Recently, several studies have highlighted how organizations can use commitment-oriented HR practices to generate organizational and individual effectiveness. The aim of this study was to verify whether the perception of HRM practices could be able to elicit extra-role behaviors and, at the same time, whether this relationship could be mediated by employability and learning conditions. The analyses were carried out on a sample of 1219 Italian workers using Structural Equation Models. The structural model yielded good fit indices and the results showed a significant and positive effect of the perception of HRM practices on both employability and learning. However, the perception of HRM practices is not directly associated with extra-role behaviors, but only through the effect of both mediators (full mediation). Practical implications about the importance of creating working conditions that are adequately oriented to the development of individual skills in order to produce indirect beneficial effects on the organization are discussed. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Employability; Extra-role behavior; Flourishing; HRM; Learning; SEM","best management practice; human resource; learning; management practice; organizational framework; perception; sampling; working conditions","","","","","","","Walton R.E., From control to commitment in the workplace, Harv. Bus. Rev, 63, pp. 77-84, (1985); Morris T., Lydka H., Fenton O'Crevy M., Can Commitment Be Managed? A Longitudinal Analysis of Employee Commitment and Human Resource Policies, Hum. Resour. Manag. J, 3, pp. 21-42, (1993); Hitt M.A., Bierman L., Shimizu K., Kochhar R., Direct and moderating effects of human capital on strategy and performance in professional service firms: A resource-based perspective, Acad. Manag. 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Pace; Department of Economics, Business and Statistics, University of Palermo, Palermo, Viale Delle Scienze Ed. 13, 90128, Italy; email: francesco.pace@unipa.it","","MDPI AG","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85112317847"
"Tandon U.; Chand P.K.; Mittal A.","Tandon, Urvashi (57190029593); Chand, Pawan Kumar (57211244641); Mittal, Amit (57210989478)","57190029593; 57211244641; 57210989478","Emotional maturity and employer satisfaction: A study on recruitment of information technology graduates","2021","International Journal of Human Capital and Information Technology Professionals","12","3","","54","73","19","2","10.4018/IJHCITP.2021070104","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106149518&doi=10.4018%2fIJHCITP.2021070104&partnerID=40&md5=f8f6e409e56c5bd12ebffde74ca4c0d1","Chitkara Business School, Chitkara University, India","Tandon U., Chitkara Business School, Chitkara University, India; Chand P.K., Chitkara Business School, Chitkara University, India; Mittal A., Chitkara Business School, Chitkara University, India","The present research study examines emotional maturity and its relationship with employer satisfaction in recruiting fresh engineering Information Technology graduates. Four hundred sixty-five employers of multinational and national information technology companies in India were considered as respondents. These employers conduct the campus placement drives in the public and private technical universities of India for the recruitment of fresh engineering graduates with specialization in information technology. The collected data was analyzed using structural equation modelling (SEM). Results revealed that all the four dimensions of emotional maturity are defined by emotional stability, emotional progression, social adjustment, and personality integration. Emotional maturity had a significant positive relationship with employer satisfaction. The study is useful for employers investing in India to recognize employability skills in young graduates. The findings of the study will also give insight to academicians to recognize the need for soft skills in their course curriculum. Copyright © 2021, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.","Emotional Maturity; Emotional Progression; Emotional Stability; Employer Satisfaction; Fresh Engineering Graduates; India; IT Sector; Personality Integration; Social Adjustment","","","","","","","","Aggarwal V., Aspiring Minds National Employability Report – Engineering Graduates, (2011); Ahangar R. G., Emotional intelligence: The most potent factor of job performance among executives, Emotional Intelligence-New Perspectives and Applications, 1, 1, pp. 121-138, (2012); Altman I., Taylor D. A., Social penetration: The development of interpersonal and Emotional Maturity of Adolescents, Anthropologist, 17, 2, pp. 359-365, (1973); Alves J., Lima N., Alves G., Garcia-Penalvo F. 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"Nikunen M.","Nikunen, Minna (15128720200)","15128720200","Labour Market Demands, Employability and Authenticity","2021","Journal of Applied Youth Studies","4","3","","205","220","15","4","10.1007/s43151-021-00049-1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124490847&doi=10.1007%2fs43151-021-00049-1&partnerID=40&md5=73e060a8183c04a34d7697ed079deda9","Department of Social Sciences and Philosophy, University of Jyväskylä, Jyväskylä, Finland","Nikunen M., Department of Social Sciences and Philosophy, University of Jyväskylä, Jyväskylä, Finland","Finding employment has been a challenge for young adults in recent years. This is not only due to high unemployment rates, but also because entering working life is more complicated than before. It is no longer just a question of credentials and skills. ‘Employability’ depends on investments in personal capacities: labour market demands in recruitment exceed the capacity of employees’ bodies and minds. This article asks what demands for increasing one’s employability young adults (aged 18–30) experience in relation to their education and working life and how they respond to these ideas, especially to the idea of modifying their minds and bodies—habitus—in order to increase their employability. What demands are they complying with or resisting? How and why are they doing so? The article draws on interviews with 40 young Finnish women and men. The data analysis reveals that employability ideals emphasising affective and bodily capacities or dispositions are not shared by everyone. However, modifying one’s attitude or demeanour seems to be less threatening for young adults than does changing one’s appearance or body. Changes to one’s body are associated with rules and codes dictated from above, whereas changing one’s mindset is usually conceived of as self-development; thus, it is not seen as contrary to authenticity. Identification with a line of work is an important factor in accepting demands on one’s body or demeanour. It should be asked if the importance of authenticity for young adults entering working life should be taken into consideration in governmental youth and employment policies. © 2021, The Author(s).","Affective labour; Authenticity; Employability; Habitus; Young adults","","","","","","Koneen Säätiö","Open access funding provided by University of Jyväskylä (JYU). This research was funded by the Kone Foundation. ","Adkins L., Revisions: gender & sexuality in late modernity, (2002); Adkins L., Contingent labour and rewriting of the sexual contract, The post-Fordist sexual contract: working and living in contingency, pp. 1-28, (2016); Alasuutari P., Social theory and human reality, (2004); Bourdieu P., Outline of theory of practice, (1977); Bourdieu P., The logic of practice, (1990); Brown P., Education, opportunity and the prospects for social mobility, Br J Sociol Educ, 34, 5-6, pp. 678-700, (2013); Brown P., Hesket A., Williams S., Employability in a knowledge-driven economy, J Educ Work, 16, 2, pp. 107-126, (2003); Castels M., The Rise of the Network Society, (2000); Costas J., Fleming P., Beyond dis-identification: a discursive approach to self-alienation in contemporary organizations, Hum Relat, 62, 3, pp. 353-378, (2009); Maahanmuuttajien määrä. 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Aamulehti, (2017); Reay D., Class, authenticity and the transition to higher education for mature students, Sociol Rev, 50, 3, pp. 398-418, (2002); Simola A., Passionate EU citizens or precarious migrant workers? Young EU migrants, (2021); Skeggs B., Imagining personhood differently: person value and autonomist working-class value practices, Sociol Rev, 59, 3, pp. 496-513, (2011); Spohrer K., Deconstructing ‘aspiration’: UK policy debates and European policy trends, Eur Educ Res J, 10, 1, pp. 53-63, (2011); Stahl G., Nelson J.D., Wallace D.O., Introduction, Masculinity and aspiration in the era of neoliberal education, pp. 1-16, (2017); Thompson M., Willmott H., The social potency of affect: identification and power in the immanent structuring practice, Hum Relat, 69, 2, pp. 483-506, (2016); Tienari J., Merilainen S., Palvelukseen halutaan ajokoira: johtajan ulkonäkö ja esiintyminen, (2016); Tolonen T., Youth cultures, lifestyles and social class in Finnish contexts, Young, 21, 1, pp. 55-75, (2013); Vanttaja M., Opiskelijoiden työssäkäynti ja opintojen pitkittymisen ongelma, Suomen kasvatustieteellinen aikakauskirja, 43, 3, pp. 291-297, (2012); Ylostalo H., Adkins L., Economizing the political: Workfare reform in strategic management mode, Current Sociology Onlinefirst, pp. 1-19, (2020)","M. Nikunen; Department of Social Sciences and Philosophy, University of Jyväskylä, Jyväskylä, Finland; email: Minna.m.nikunen@jyu.fi","","Springer","","","","","","22049193","","","","English","JAYS","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85124490847"
"Lu H.-F.","Lu, Huei-Fu (15124408900)","15124408900","Enhancing university student employability through practical experiential learning in the sport industry: An industry-academia cooperation case from Taiwan","2021","Journal of Hospitality, Leisure, Sport and Tourism Education","28","","100301","","","","18","10.1016/j.jhlste.2021.100301","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100503767&doi=10.1016%2fj.jhlste.2021.100301&partnerID=40&md5=e41bea18551cbc688b47f5102eb5b43c","Department of Sport Management, Aletheia University, No. 32, Chen-Li St., Tamsui Dist., New Taipei City, 25103, Taiwan","Lu H.-F., Department of Sport Management, Aletheia University, No. 32, Chen-Li St., Tamsui Dist., New Taipei City, 25103, Taiwan","The purpose of this study is to develop an industry-academia strategy to help undergraduate sport management students enhance employability through practical experiential learning in a specific sporting event. Both in-depth interviews and a questionnaire survey were administered to teachers, enterprise mentors and students to evaluate students’ learning outcomes and reveal how embedding PEL into a professional course could enhance employability. The results not only identify the necessary employability skills, attitudes, and traits that students should possess before graduation, but also address the benefits of incorporating PEL into professional curriculum through practicing the learning-by-doing philosophy. © 2021","Employability; Industry-academia cooperation; Learning outcomes; Practical experiential learning (PEL); Sport industry","","","","","","Ministry of Education, MOE, (PED1080020)","The author would like to acknowledge the research grant from the Ministry of Education, Taiwan, R.O.C. Grant ID: PED1080020 .","Barton J., Collins A., Portfolio assessment: A handbook for educators, (1997); Bennett G., Henson R.K., Drane D., Students experiences with service-learning in sport management, Journal of Experiential Education, 26, 2, pp. 61-69, (2003); Birt L., Scott S., Cavers D., Campbell C., Walter F., Member checking: A tool to enhance trustworthiness or merely a nod to validation?, Qualitative Health Research, 26, 13, pp. 1802-1811, (2016); Bishop J.L., Verleger M.A., The flipped classroom: A survey of the research, ASEE national conference proceedings, Atlanta, GA, (2013); Bonwell C.C., Eisen J.A., Active learning: Creating excitement in the classroom. 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Hosp. Leis. Sports Tour. Educ.","Article","Final","","Scopus","2-s2.0-85100503767"
"Gorbatov S.; Khapova S.N.; Oostrom J.K.; Lysova E.I.","Gorbatov, Sergey (57203021922); Khapova, Svetlana N. (8622648000); Oostrom, Janneke K. (24729513000); Lysova, Evgenia I. (56069678300)","57203021922; 8622648000; 24729513000; 56069678300","Personal brand equity: Scale development and validation","2021","Personnel Psychology","74","3","","505","542","37","19","10.1111/peps.12412","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087205334&doi=10.1111%2fpeps.12412&partnerID=40&md5=a76216a3571de3287f59b5237f2ca0a6","Department of Management & Organization, School of Business and Economics, Vrije Universiteit Amsterdam, Netherlands","Gorbatov S., Department of Management & Organization, School of Business and Economics, Vrije Universiteit Amsterdam, Netherlands; Khapova S.N., Department of Management & Organization, School of Business and Economics, Vrije Universiteit Amsterdam, Netherlands; Oostrom J.K., Department of Management & Organization, School of Business and Economics, Vrije Universiteit Amsterdam, Netherlands; Lysova E.I., Department of Management & Organization, School of Business and Economics, Vrije Universiteit Amsterdam, Netherlands","Crafting a personal brand has become an important factor for career success. Despite the growing literature on topics associated with personal brands, the conceptualization and measurement of personal brand equity (PBE) have received little attention. By drawing upon and integrating the marketing and careers literatures on branding, we reconceptualized the definition of PBE and delineated its dimensions and conceptual boundaries. Furthermore, we developed a 12-item scale to measure PBE. Among seven different samples (total N = 3,273), including two samples of employees, this study tested the construct and criterion-related validity of the PBE scale. First, exploratory and confirmatory factor analyses supported a three-dimensional structure of PBE (brand appeal, brand differentiation, and brand recognition). In two samples, the convergent and discriminant validity of the PBE scale was established. Finally, this study showed that PBE predicts perceived employability, career success, and job performance. The PBE scale offers new opportunities to understand and measure career behaviors by considering individuals’ personal brand positioning. © 2020 The Authors. 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Gorbatov; Department of Management & Organization, School of Business and Economics, Vrije Universiteit Amsterdam, Netherlands; email: sergey.gorbatov@faculty.ie.edu","","John Wiley and Sons Inc","","","","","","00315826","","","","English","Pers. Psychol.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85087205334"
"Ibrahim N.H.M.; Rahman P.A.; Dahlan A.","Ibrahim, Nur Hidayah Mohamed (57218158674); Rahman, Padma A. (57192676282); Dahlan, Akehsan (36951428600)","57218158674; 57192676282; 36951428600","Parent’s experience on employment issues faced by young adult with Autism Spectrum Disorder (ASD)","2021","Malaysian Journal of Medicine and Health Sciences","17","","","75","83","8","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108968423&partnerID=40&md5=60fe630e743d0bfff795c100e5774ef5","Centre of Occupational Therapy, Faculty of Health Sciences, Universiti Teknologi MARA, Puncak Alam, Selangor, 42300, Malaysia; Institut Latihan Kementerian Kesihatan Malaysia, Lot 8173 Jalan Persiaran Kempas Baru,, Kempas, Johor Bharu, Johor, 81200, Malaysia","Ibrahim N.H.M., Centre of Occupational Therapy, Faculty of Health Sciences, Universiti Teknologi MARA, Puncak Alam, Selangor, 42300, Malaysia, Institut Latihan Kementerian Kesihatan Malaysia, Lot 8173 Jalan Persiaran Kempas Baru,, Kempas, Johor Bharu, Johor, 81200, Malaysia; Rahman P.A., Centre of Occupational Therapy, Faculty of Health Sciences, Universiti Teknologi MARA, Puncak Alam, Selangor, 42300, Malaysia; Dahlan A., Centre of Occupational Therapy, Faculty of Health Sciences, Universiti Teknologi MARA, Puncak Alam, Selangor, 42300, Malaysia","Introduction: Young Adults (YAs) with Autism Spectrum Disorder (ASD) have high unemployment rates even in the developed countries. In Malaysia, the rate is assumed to be even higher. Presently, there is no statistical data on the employment rates of individuals with ASD in Malaysia due to the absence of ASD subcategories in the National Registry of Persons with Disabilities (PWDs). Nevertheless, parents of this sub-category have been facing financial struggles and emotional challenges due to their children`s employability issues. However, to date, their concerns have not been made known and unconvincing. This paper aimed to gain a better understanding of the employment issues that YAs with ASD face from their parents’ perspectives and experiences. Methods: A qualitative phenomenological design was employed via semi-structured interview where 8 respondents were recruited through purposive sampling. Each interview lasted between 30 minutes to an hour where their opinions were digitally recorded and then transcribed verbatim. Results: TData were analyzed using the Thematic Analysis and three themes emerged from the findings; i) ASD Symptomatology ii) Contextual Challenges iii) Parenting Behaviour. Conclusion: Therefore, this study suggests that employment requirements should take the YAs with ASD abilities, life and employable skills, parents’ expectations, employers’ awareness and acceptance, and the socioecological into account as this can be a significance of an inclusive policy and practice. Further research is needed to identify strategies for improving employment outcomes as these YAs transition into adulthood. © 2021 UPM Press. All rights reserved.","Autism spectrum disorder (ASD); Employment; Parent’s experiences; Young adult","","","","","","","","Baio J, Wiggins L, Christensen DL, Maenner MJ, Daniels J, Warren Z, Et al., Prevalence of autism spectrum disorder among children aged 8 years — autism and developmental disabilities monitoring network, 11 sites, united states, 2016, MMWR surveill summ, 67, 6, pp. 1-2, (2020); Braun V, Clarke V., Using thematic analysis in psychology, Qualitative research in psychology, 3, 2, pp. 77-101, (2006); Bush K, Tasse M., Employment and choice-making for adults with intellectual disability, autism, and down syndrome, Research in developmental disabilities, 65, pp. 23-34, (2017); Chandran S., 4 Malaysian groups that offer job opportunities for special needs kids, (2019); Chen J, Leader G, Sung C, Leahy M., Trends in employment for individuals with autism spectrum disorder: A review of the research literature, Review journal of autism and developmental disorders, 2, 2, pp. 115-127, (2014); 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Ta TL., Leng KS., Challenges faced by Malaysians with disabilities in the world of employment, Disability CBR & inclusive development, 24, 1, pp. 6-20, (2020); Teo J, Lau B., Parental perceptions, attitudes and involvement in interventions for autism spectrum disorders in Sarawak, Malaysia, Disability, CBR & inclusive development, 29, 1, (2018); Xiao T, Xiao Z, Ke X, Hong S, Yang H, Su Y, Et al., Response Inhibition Impairment in High Functioning Autism and Attention Deficit Hyperactivity Disorder: Evidence from NearInfraredSpectroscopyData, PLoSONE, 7, 10, (2012); Yusof A, Ali M, Salleh A., Youth workers with disabilities: The views of employers in Malaysia, Procedia - social and behavioral sciences, 204, pp. 105-113, (2015); Woods R., Exploring how the social model of disability can be re-invigorated for autism: in response to Jonathan Levitt, Disability & society, 32, 7, pp. 1090-1110, (2017)","P.A. Rahman; Centre of Occupational Therapy, Faculty of Health Sciences, Universiti Teknologi MARA, Selangor, Puncak Alam, 42300, Malaysia; email: padmaarahman@gmail.com","","Universiti Putra Malaysia Press","","","","","","16758544","","","","English","Malays. J. Med. Health Sci.","Article","Final","","Scopus","2-s2.0-85108968423"
"Bodolica V.; Spraggon M.; Badi H.","Bodolica, Virginia (22978699000); Spraggon, Martin (58083551900); Badi, Hussam (57222338631)","22978699000; 58083551900; 57222338631","Extracurricular activities and social entrepreneurial leadership of graduating youth in universities from the Middle East","2021","International Journal of Management Education","19","2","100489","","","","18","10.1016/j.ijme.2021.100489","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102345955&doi=10.1016%2fj.ijme.2021.100489&partnerID=40&md5=4b877480480af0e8beb96ff154a87c61","The Said T. Khoury Chair of Leadership Studies American University of Sharjah School of Business Administration, P.O. Box 26666, Sharjah, United Arab Emirates; Dean of School of Business and Quality Management, Hamdan Bin Mohammed Smart University (HBMSU), Dubai Academic City, P.O. Box 71400, Dubai, United Arab Emirates; Boston Consulting Group, Dubai, United Arab Emirates","Bodolica V., The Said T. Khoury Chair of Leadership Studies American University of Sharjah School of Business Administration, P.O. Box 26666, Sharjah, United Arab Emirates; Spraggon M., Dean of School of Business and Quality Management, Hamdan Bin Mohammed Smart University (HBMSU), Dubai Academic City, P.O. Box 71400, Dubai, United Arab Emirates; Badi H., Boston Consulting Group, Dubai, United Arab Emirates","We examine the role that extracurricular activities and student-led activity clubs at institutions of higher education play in the development of social entrepreneurial competences of the graduating youth in emerging market settings. Relying on a single case study approach, we adopt a narrative inquiry into the journey of an undergraduate student in the UAE who longed to build a sense of community at his university aimed at generating positive social spillovers. Our study demonstrates the critical role that the sanction-free university environment plays in the activation of social entrepreneurial behaviors and intentions of students in the UAE. Decision makers are urged to reconceptualize the educational institution as a place of not just learning, but also practicing the entrepreneurial skills of the future generation of social leaders. Students who get exposed to practical activities during their studies have an edge in the labor market due to greater employability skills. Universities that invest in social entrepreneurship education contribute to the development of social leaders of tomorrow and also attract more scholarships through their strengthened network of alumni. Our qualitative inquiry seeks to stimulate more scholarly interest in conducting culturally relevant research on student-led social entrepreneurship endeavors in the context of Middle Eastern universities. © 2021 Elsevier Ltd","Higher education; Innovation; Sense of community; Social entrepreneurship; Social leadership; UAE","","","","","","","","Abell P., Narrative explanation: An alternative to variable-centered explanation?, Annual Review of Sociology, 30, 1, pp. 287-310, (2004); Abou Soueid M., Spraggon M., Bodolica V., Al qatef holding: A case of a rough landing in the gulf-based real estate industry, Emerald Emerging Markets Case Studies, 7, 3, pp. 1-13, (2017); Ahl H., Sex business in the toy store: A narrative analysis of a teaching case, Journal of Business Venturing, 22, 5, pp. 673-693, (2007); Almeida J., Dias Daniel A., Figueiredo C., The future of management education: The role of entrepreneurship education and junior enterprises, International Journal of Management in Education, (2019); Arroyo-Vazquez M., van der Sijde P., Jimenez-Saez F., Innovative and creative entrepreneurship support services at universities, Journal of Service Business, 4, 1, pp. 63-76, (2010); Austin J., Stevenson H., Wei-Skillern J., Social and commercial entrepreneurship: Different or both?, Entrepreneurship: Theory and Practice, 30, 1, pp. 1-22, (2012); Awaysheh A., Bonfiglio D., Leveraging experiential learning to incorporate social entrepreneurship in MBA programs: A case study, International Journal of Management in Education, 15, 2, pp. 332-349, (2017); Barton M., Schaefer R., Canavati S., To be or not to be a social entrepreneur. Motivational drivers amongst American business students, Entrepreneurial Business & Economics Review, 6, 1, pp. 9-35, (2018); Benneworth P., Cunha J., Universities' contributions to social innovation: Reflections in theory & practice, European Journal of Innovation Management, 18, 4, pp. 508-527, (2015); Berger R., Herstein R., McCarthy D., Puffer S., Doing favors in the Arab world, International Journal of Emerging Markets, 14, 5, pp. 916-943, (2019); Bodolica V., Spraggon M., Life on heels and making deals: A narrative approach to female entrepreneurial experiences in the UAE, Management Decision, 53, 5, pp. 984-1004, (2015); Bodolica V., Spraggon M., An end-to-end process of writing and publishing influential literature review articles: Do's and don'ts, Management Decision, 56, 11, pp. 2472-2486, (2018); Bodolica V., Spraggon M., Incubating innovation in university settings: Building entrepreneurial mindsets in the future generation of innovative emerging market leaders, Education + Training, (2021); Bodolica V., Spraggon M., Abou Soueid M., Innovation drivers and trends in the retail industry: An application to emerging markets and the case of the Gulf region, International Journal of Comparative Management, 2, 1, pp. 51-66, (2019); Bodolica V., Spraggon M., Saleh N., Innovative leadership in leisure and entertainment industry: The case of the UAE as a global tourism hub, International Journal of Islamic and Middle Eastern Finance and Management, 13, 2, pp. 323-337, (2020); Bodolica V., Spraggon M., Shahid A., Strategic adaptation to environmental jolts: An analysis of corporate resilience in the property development sector in Dubai, Middle East Journal of Management, 5, 1, pp. 1-20, (2018); Bodolica V., Spraggon M., Zaidi S., Boundary management strategies for governing family firms: A UAE-based case study, Journal of Business Research, 68, 3, pp. 684-693, (2015); Brock D.D., Steiner S.D., Social entrepreneurship education: Is it achieving the desired aims?, SSRN Electronic Journal, (2009); Certo S.T., Miller T., Social entrepreneurship: Key issues and concepts, Business Horizons, 51, 4, pp. 267-271, (2008); Chang J., Benamraoui A., Rieple A., Learning-by-doing as an approach to teaching social entrepreneurship, Innovations in Education & Teaching International, 51, 5, pp. 459-471, (2014); Chell E., Spence L.J., Perrini F., Harris J.D., Social entrepreneurship and business ethics: Does social equal ethical?, Journal of Business Ethics, 133, 4, pp. 619-625, (2016); Cinar R., Delving into social entrepreneurship in universities: Is it legitimate yet? 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Sumy: Virtus interpress, (2018); Kwong C.C.Y., Thompson P., Cheung C.W.M., The effectiveness of social business plan competitions in developing social and civic awareness and participation, The Academy of Management Learning and Education, 11, 3, pp. 324-348, (2012); Marachly G., Bodolica V., Spraggon M., Misakyan Technical Solutions: Between two mindsets and the emergence of the new generation, Emerald Emerging Markets Case Studies, 10, 1, pp. 1-17, (2020); Mort G.S., Weerawardena J., Carnegie K., Social entrepreneurship: Towards conceptualization, International Journal of Nonprofit and Voluntary Sector Marketing, 8, 1, pp. 76-88, (2003); Nami A., Bodolica V., Spraggon M., Lighting up the Bulb's Station: From ideation and early trial to flickering lights in hazy skies, Asian Journal of Management Cases, 15, 2, pp. 117-128, (2018); Nwagwu I., Driving sustainable banking in Nigeria through responsible management education: The case of Lagos Business School, International Journal of Management in Education, 18, (2020); Osburg T., Schmidpeter R., Social innovation: Solutions for a sustainable future, (2013); Peredo A.M., McLean M., Social entrepreneurship: A critical review of the concept, Journal of World Business, 41, 1, pp. 56-65, (2006); Ratten V., Jones P., Entrepreneurship and management education: Exploring trends and gaps, International Journal of Management in Education, (2020); Roslan M.H.H., Hamid S., Ijab M.T., Bukhari S., Social entrepreneurship learning model in higher education using social network analysis, Journal of Physics: Conference Series, 1339, pp. 1-11, (2019); Shaw E., Carter S., Social entrepreneurship theoretical antecedents and empirical analysis of entrepreneurial process outcomes, Journal of Small Business and Enterprise Development, 14, 3, pp. 418-434, (2007); Siggelkow N., Persuasion with case studies, Academy of Management Journal, 50, 1, pp. 20-24, (2007); Smith B.R., Kistruck G.M., Cannatello B., The impact of moral intensity and desire for control on scaling decisions in social entrepreneurship, Journal of Business Ethics, 133, pp. 677-689, (2016); Spraggon M., Bodolica V., Knowledge creation processes in small innovative hi-tech firms, Management Research Review, 31, 11, pp. 879-894, (2008); Spraggon M., Bodolica V., A multidimensional taxonomy of knowledge transfer processes, Journal of Business Research, 65, 9, pp. 1273-1282, (2012); Spraggon M., Bodolica V., Managing organizations in the United Arab Emirates: Dynamic characteristics and key economic developments, (2014); Spraggon M., Bodolica V., Social ludic activities: A polymorphous form of organizational play, Journal of Managerial Psychology, 29, 5, pp. 524-540, (2014); Spraggon M., Bodolica V., Collective tacit knowledge generation through play: Integrating socially distributed cognition and transactive memory systems, Management Decision, 55, 1, pp. 119-135, (2017); Spraggon M., Bodolica V., A practice-based framework for understanding (informal) play as practice phenomena in organizations, Journal of Management and Organization, 24, 6, pp. 846-869, (2018); Walsh A., Powell P., Supporting student innovation through an engagement, employability and employment ecosystem, Higher Education, Skills and Work-based Learning, 8, 1, pp. 15-28, (2018); Weber J.M., Social innovation and social enterprise in the classroom: Frances Westley on bringing clarity and rigor to program design, The Academy of Management Learning and Education, 11, 3, pp. 409-418, (2012); Wu Y.J., Kuo T., Shen J., Exploring social entrepreneurship education from a web-based pedagogical perspective, Computers in Human Behavior, 29, 2, pp. 329-334, (2013); Yin R.K., Case study research. Design and methods, (2009)","V. Bodolica; The Said T. Khoury Chair of Leadership Studies American University of Sharjah School of Business Administration, Sharjah, P.O. Box 26666, United Arab Emirates; email: virginia.bodolica@hec.ca","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","","Scopus","2-s2.0-85102345955"
"Leather M.; Harper N.; Obee P.","Leather, Mark (55705779700); Harper, Nevin (57223799006); Obee, Patricia (57210289706)","55705779700; 57223799006; 57210289706","A Pedagogy of Play: Reasons to be Playful in Postsecondary Education","2021","Journal of Experiential Education","44","3","","208","226","18","5","10.1177/1053825920959684","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091032871&doi=10.1177%2f1053825920959684&partnerID=40&md5=971d2054eb404903b249b1c978c13baf","University of St Mark and St John Plymouth, Devon, United Kingdom; University of Victoria, BC, Canada","Leather M., University of St Mark and St John Plymouth, Devon, United Kingdom; Harper N., University of Victoria, BC, Canada; Obee P., University of Victoria, BC, Canada","Background: Teaching experientially in postsecondary education has challenges; institutional constraints, neoliberal management, and a colonized learning environment. We discuss playing as a form of experiential education. Purpose: We challenge conventional teaching and offer an alternative to enrich and broaden conventional pedagogies. We argue for the benefits of playfulness and how this leads to creativity, wellness, and improved graduate employability. Methodology/Approach: As provocation to the consequences of neoliberalism in education, we examine the literature from a biased position as advocates of play and experiential education. We argue for faculty to adopt an ontology and pedagogy of play. Findings/Conclusions: Play is well represented in the literature; contributing positively to a range of health and educational outcomes. As play manifests in numerous forms in postsecondary education, faculty would benefit from a clear educational rationale for an ontology and pedagogy of play. We share examples from our practice which highlight spontaneous and planned play and playful attitudes/behaviors and suggest how play may be integrated as planned curriculum. Implications: Ideally, these concepts resonate with faculty allowing them to challenge conventional pedagogies and confirm play in practice with the underpinning of experiential education research. © The Authors 2020.","ludic; ontology; pedagogy; play; postsecondary education","","","","","","","","Apple M.W., Between neoliberalism and neoconservatism: Education and conservatism in a global context, Globalization and education: Critical perspectives, pp. 57-78, (2000); Arnett J.J., Emerging adulthood: What is it, and what is it good for?, Child Development Perspectives, 1, 2, pp. 68-73, (2007); Ball S.J., Politics and policy making in education: Explorations in sociology, (2012); Ball S.J., The education debate, (2017); Barnett L.A., The nature of playfulness in young adults, Personality and Individual Differences, 43, 4, pp. 949-958, (2007); Bateson P., The role of play in the evolution of great apes and humans, The nature of play: Great apes and humans, pp. 13-24, (2005); Bateson P., Martin P., Play, playfulness, creativity and innovation, (2013); Beames S., Brown M., Adventurous learning: A pedagogy for a changing world, (2016); Bennett N., Wood E., Rogers S., Teaching through play: Reception teachers’ theories and practice, (1997); Biesta G., Against learning. Reclaiming a language for education in an age of learning, Nordic Studies in Education/Nordisk Pedagogik, 23, pp. 70-82, (2004); Biesta G., Safstrom C.A., A manifesto for education, Policy Futures in Education, 9, 5, pp. 540-547, (2011); Broadhead P., Howard J., Wood E., Play and learning in the early years: From research to practice, (2010); Brookfield S., Adult learning: An overview, International Encyclopedia of Education, 10, pp. 375-380, (1995); Brougere G., Some elements relating to children’s play and adult simulation/gaming, Simulation & Gaming, 30, 2, pp. 134-146, (1999); Caillois R., Man, play and games, (1958); Clark M.C., Off the beaten path: Some creative approaches to adult learning, New Directions for Adult and Continuing Education, 2001, 89, pp. 83-92, (2001); Top 10 UK Universities for graduate prospects, (2018); Working towards your future: Making the most of your time in higher education, (2011); Gateway to growth: CBI/Pearson education and skills survey, (2014); Csikszentmihalyi M., Beyond boredom and anxiety, (2000); Davies B., Bansel P., Neoliberalism and education, International Journal of Qualitative Studies in Education, 20, 3, pp. 247-259, (2007); Dewey J., Experience and education, (1938); Dirkx J.M., The power of feelings: Emotion, imagination, and the construction of meaning in adult learning, New Directions for Adult and Continuing Education, 2001, 89, pp. 63-72, (2001); Edison H., Ali N.B., Torkar R., Towards innovation measurement in the software industry, Journal of Systems and Software, 86, 5, pp. 1390-1407, (2013); Erikson E.H., Play and actuality, Play and development, pp. 127-167, (1972); Erikson E.H., Identity and the life cycle, (1994); Estes C.A., Promoting student-centered learning in experiential education, Journal of Experiential Education, 27, 2, pp. 141-160, (2004); Fagen R., Animal play behavior, (1981); Farber M., Global perspectives on gameful and playful teaching and learning, (2020); Fenwick T.J., Expanding conceptions of experiential learning: A review of the five contemporary perspectives on cognition, Adult Education Quarterly, 50, 4, pp. 243-272, (2000); 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King P., Sturrock G., The play cycle: Theory, research and application, (2020); Kolb A.Y., Kolb D.A., Learning to play, playing to learn: A case study of a ludic learning space, Journal of Organizational Change Management, 23, 1, pp. 26-50, (2010); Lyotard J.F., The postmodern condition: A report on knowledge, (1979); University rankings 2018, (2017); Meckley A., Observing children’s play: Mindful methods, (2002); Mitchell R.G., Sociological implications of the flow experience, Optimal experience: Psychological studies of flow in consciousness, pp. 36-59, (1988); Olssen M., Peters M.A., Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism, Journal of Education Policy, 20, 3, pp. 313-345, (2005); Piaget J., The child’s conception of the world, (1951); Postman N., Weingartner C., Teaching as a subversive activity, (1971); Proyer R.T., Ruch W., The virtuousness of adult playfulness: The relation of playfulness with strengths of character, Psychology of Well-Being, 1, (2011); Qian X.L., Yarnal C., The role of playfulness in the leisure stress-coping process among emerging adults: An SEM analysis, Leisure/Loisir, 35, 2, pp. 191-209, (2011); Rice L., Playful learning, Journal for Education in the Built Environment, 4, 2, pp. 94-108, (2009); Roberts P., Rereading Lyotard: Knowledge, commodification and higher education, Electronic Journal of Sociology, 3, 3, pp. 1-23, (1998); Robinson K., Do schools kill creativity?, (2007); Robinson K., Changing education paradigms, (2010); Robinson K., Out of our minds: Learning to be creative, (2011); Rolfe G., Freshwater D., Jasper M., Critical reflection in nursing and the helping professions: A user’s guide, (2001); Ruch W., Proyer R.T., Weber M., Humor as character strength among the elderly: Empirical findings on age-related changes and its contribution to satisfaction with life, Zeitschrift Fur Gerontologie Und Geriatrie, 43, 1, pp. 13-18, (2010); Shore C., Beyond the multiversity: Neoliberalism and the rise of the schizophrenic university, Social Anthropology, 18, 1, pp. 15-29, (2010); Simunkova K., Hybrid ludic engagement—A manifesto, Sociálni Studia/Social Studies, 15, 2, pp. 119-143, (2018); Siviy S.M., A brain motivated to play-insights into the neurobiology of playfulness, Behaviour, 153, 6-7, pp. 819-844, (2016); Sturrock G., Else P., The playground as therapeutic space: Playwork as healing “The Colorado Paper, (1998); Sutton-Smith B., The ambiguity of play, (1997); Tierney W.G., Corwin Z.B., Fullerton T., Ragusa G., Postsecondary play: The role of games and social media in higher education, (2014); Graduate employability: Top universities in the UK ranked by employers, (2017); Tomlinson S., Education policy, 1997-2000: The effects on top, bottom and middle England, International Studies in Sociology of Education, 11, 3, pp. 261-278, (2001); The traditional view of the learning process, (2003); Vygotsky L.S., Uchenie ob emotsi jakh [The doctrine of emotion]. LS Vygotsky, Sobranie Sochinenii, 6, pp. 92-318, (1933); Vygotsky L.S., Mind in society: The development of higher psychological processes, (1980); Whitebread D., Basilio M., Kuvalja M., Verma M., The importance of play, (2012); Winnicott D.W., Playing and reality, (1971); Wood E., Developing integrated pedagogical approaches to play and learning, Play and learning in the early years: From research to practice, pp. 9-26, (2010); Wood E., Play, learning and the early childhood curriculum, (2013); Yu P., Wu J.-J., Chen I., Lin Y.-T., Is playfulness a benefit to work? Empirical evidence of professionals in Taiwan, International Journal of Technology Measurement, 39, pp. 412-429, (2007)","M. Leather; University of St Mark and St John Plymouth, Devon, United Kingdom; email: mleather@marjon.ac.uk","","SAGE Publications Ltd","","","","","","10538259","","","","English","J.  Experiential Education","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85091032871"
"Cook E.","Cook, Emily (23395936600)","23395936600","Practice-Based Engineering: Mathematical Competencies and Micro-Credentials","2021","International Journal of Research in Undergraduate Mathematics Education","7","2","","284","305","21","6","10.1007/s40753-020-00128-3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108844267&doi=10.1007%2fs40753-020-00128-3&partnerID=40&md5=1882e5875abdc78bba0a7b1bdb0d3589","Faculty of Science, Engineering and Technology, Swinburne University of Technology, Melbourne, Australia","Cook E., Faculty of Science, Engineering and Technology, Swinburne University of Technology, Melbourne, Australia","A practice-based engineering degree, in which students worked on real-world, team-based projects from day one and throughout their course, was designed to address the need for employability skills in a rapidly changing world. Teaching mathematics in this way required a very different approach to the lecture-exam based model prevalent in most engineering degrees. In order to ensure all students developed the fundamental skills and knowledge required of engineers, a micro-credential based curriculum was developed where micro-credentials were mapped to projects and delivered “just-in-time”. The curriculum contained forty-eight explicit mathematical micro-credentials in the areas of measurement and geometry, algebra, calculus, and statistics and probability as well as many more micro-credentials in other areas of curriculum that contain mathematical skills, from physics to project budgeting. Mathematical competencies were used as a framework in the design and analysis of the micro-credentials. This paper presents a description of, and reflection on the successes and challenges in implementing this model of teaching mathematics in engineering. © 2021, The Author(s), under exclusive licence to Springer Nature Switzerland AG part of Springer Nature.","Engineering; Mathematical competencies; Micro-credentials; Practice-based; Tertiary study","","","","","","","","Accreditation Board for Engineering and Technology, Criteria for Accrediting Engineering Programs, 2016–2017, (2016); Alpers B., Studies on the mathematical expertise of mechanical engineers, Journal of Mathematical Modelling and Application, 1, 3, pp. 2-17, (2011); Alpers B.A., Demlova M., Fant C.-H., Gustafsson T., Lawson D., Mustoe L., Velichova D., A Framework for Mathematics Curricula in Engineering Education: A Report of the Mathematics Working Group, (2013); Review of the Australian Qualifications Framework Final Report, (2019); Atweh B., Meaney T., McMurchy C., Neyland J., Trinick T., Social Justice and Sociocultural Perspectives Research in Mathematics Education in Australasia 2000–2003, pp. 29-52, (2004); Barrington F., Brown P.G., Comparison of year 12 pre-tertiary mathematics subjects in Australia 2004–2005, International Centre of Excellence for Education in Mathematics, (2005); Barry M., Steele N., A core curriculum in mathematics for the European engineer: An overview, International Journal of Mathematical Education in Science and Technology, 24, 2, pp. 223-229, (1993); Beagon U., Niall D., Ni Fhloinn E., Problem-based learning: Student perceptions of its value in developing professional skills for engineering practice, European Journal of Engineering Education, 44, 6, pp. 850-865, (2019); Beanland D., Hadgraft R., Engineering education: Innovation and transformation, (2014); Bowen K., Thomas A., Badges: A common currency for learning, Change: The Magazine of Higher Learning, 46, 1, pp. 21-25, (2014); Cardella M., What your engineering students might be learning from their mathematics pre-reqs (Beyond Integrals and Derivatives), Paper Presented at the Frontiers in Education Conference-Global Engineering: Knowledge without Borders, Opportunities without Passports, (2007); Cardella M.E., Which mathematics should we teach engineering students? An empirically grounded case for a broad notion of mathematical thinking, Teaching Mathematics and its Applications: An International Journal of the IMA, 27, 3, pp. 150-159, (2008); Carr M., Ni Fhloinn E., A Project-Based-Learning Approach to Teaching Second-Order Differential Equations to Engineers, Proceedings of 45Th SEFI Annual Conference Azores, (2017); Cook E.J., Mann L.M.W., Daniel S.A., Co-designing a new engineering curriculum with industry, Paper Presented at the Proceedings of the 45Th SEFI Annual Conference 2017 - Education Excellence for Sustainability, (2017); Cook E., Chandrasekaran S., Crossin E., Mann L., The fundamentals are important… but what are they?, Paper Presented at the Proceedings of the 28Th Annual Conference of the Australasian Association for Engineering Education (AAEE 2017), (2017); Dowling D., Hadgraft R.G., The DYD stakeholder consultation process: A user guide: Office for Learning and Teaching, Department of Industry, Innovation, Science, (2013); Dym C.L., Agogino A.M., Eris O., Frey D.D., Leifer L.J., Engineering design thinking, teaching, and learning, Journal of Engineering Education, 94, 1, pp. 103-119, (2005); Engineers Australia, Stage 1 Competency Standard for Professional Engineer, (2011); European Network for Accreditation of Engineering Education EUR-ACE® Standards and Guidelines for Accreditation of Engineering Programmes, (2008); Farrell F., Carr M., The effect of using a project-based learning (PBL) approach to improve engineering students' understanding of statistics, Teaching Mathematics and its Applications, 38, 3, pp. 135-145, (2019); Firouzian S., Ismail Z., Abd Rahman R., Yusof Y.M., Kashefi H., Firouzian F., Mathematical competency of engineers and engineering students, 2014 International Conference on Teaching and Learning in Computing and Engineering, pp. 216-219, (2014); Gainsburg J., The mathematical modeling of structural engineers, Mathematical Thinking and Learning, 8, 1, pp. 3-36, (2006); Graham R., The Global State of the Art in Engineering Education, (2018); Graham R., Crawley E., Making projects work: A review of transferable best practice approaches to engineering project-based learning in the UK, Engineering Education, 5, 2, pp. 41-49, (2010); Harrison M.C., Mathematics support for engineering undergraduates, International Conference on Engineering Education, (2008); Hung W., Theory to reality: A few issues in implementing problem-based learning, Educational Technology Research and Development, 59, 4, pp. 529-552, (2011); Kato S., Galan-Muros V., Weko T., The Emergence of Alternative Credentials, (2020); Kent P., Noss R., The mathematical components of engineering expertise, The Relationship between Doing and Understanding Mathematics, (2002); King R., Engineers for the future: Addressing the supply and quality of Australian engineering graduates for the 21st century, (2008); Kolmos A., de Graaff E., Problem-based and project-based learning in engineering education, Cambridge Handbook of Engineering Education Research, pp. 141-161, (2014); Lambert J., Kalyuga S., Capan L.A., Student perceptions and cognitive load: What can they tell us about e-learning web 2.0 course design?, E-Learning and Digital Media, 6, 2, pp. 150-163, (2009); Lehmann M., Christensen P., Du X., Thrane M., Problem-oriented and project-based learning (POPBL) as an innovative learning strategy for sustainable development in engineering education, European Journal of Engineering Education, 33, 3, pp. 283-295, (2008); Li N., Koch I., Gender Report 2017: Participation, Performance, and Attitudes Towards Mathematics, (2017); Connecting Credentials: A Beta Credentials Framework: Building A System for Communicating about and Connecting Diverse Credentials, (2015); Mann L., Chang R., Chandrasekaran S., Coddington A., Daniel S., Cook E., Dohaney J., From problem-based learning to practice-based education: A framework for shaping future engineers, European Journal of Engineering Education, pp. 1-21, (2020); Mills J.E., Treagust D.F., Engineering education—Is problem-based or project-based learning the answer, Australasian Journal of Engineering Education, 3, 2, pp. 2-16, (2003); Mischewski B., Micro-Credentials: A Model for Engineering Education, (2017); Mustoe L., Lawson D., Mathematics for the European engineer. A Curriculum for the Twenty-First Century, (2002); Niss M., Mathematical competencies and the learning of mathematics: The Danish KOM project, Paper Presented at the 3Rd Mediterranean Conference on Mathematics Education, (2003); Niss M., Hojgaard T., Competencies and Mathematical Learning: Ideas and Inspiration for the Development of Mathematics Teaching and Learning in Denmark, Ministry of Education, (2011); Niss M., Hojgaard T., Mathematical competencies revisited, Educational Studies in Mathematics, 102, 1, pp. 9-28, (2019); Oliver B., Making micro-credentials work for learners, employers and providers, (2019); Peard R., Socioeconomic background and pupil achievement in mathematics, Mathematics education for a knowledge-based era, pp. 21-27, (2002); Pearson R.W., Why don’t most engineers use undergraduate mathematics in their professional work?, Undergraduate Mathematics Education (UME) Trends, 3, 4, (1991); Perrenet J.C., Bouhuijs P.A.J., Smits J.G.M.M., The suitability of problem-based learning for engineering education: Theory and practice, Teaching in Higher Education, 5, 3, pp. 345-358, (2000); Schoenfeld A.H., Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics, Handbook of Research on Mathematics Teaching and Learning, pp. 334-370, (1992); Somerville M., Anderson D., Berbeco H., Bourne J.R., Crisman J., Dabby D., Et al., The Olin curriculum: Thinking toward the future, IEEE Transactions on Education, 48, 1, pp. 198-205, (2005); van der Wal N.J., Bakker A., Drijvers P., Which techno-mathematical literacies are essential for future engineers?, International Journal of Science and Mathematics Education, 15, 1, pp. 87-104, (2017); Webster B.J., Fisher D.L., School-level environment and student outcomes in mathematics, Learning Environments Research, 6, 3, pp. 309-326, (2003)","E. Cook; Faculty of Science, Engineering and Technology, Swinburne University of Technology, Melbourne, Australia; email: ejcook@swin.edu.au","","Springer Science and Business Media B.V.","","","","","","21989753","","","","English","Int. J. Res. Undergrad. Math. Education.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85108844267"
"Houben E.; De Cuyper N.; Kyndt E.; Forrier A.","Houben, Ellen (57210322518); De Cuyper, Nele (8355522100); Kyndt, Eva (26654784300); Forrier, Anneleen (6508172969)","57210322518; 8355522100; 26654784300; 6508172969","Learning to Be Employable or Being Employable to Learn: The Reciprocal Relation Between Perceived Employability and Work-Related Learning","2021","Journal of Career Development","48","4","","443","458","15","9","10.1177/0894845319867431","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070275437&doi=10.1177%2f0894845319867431&partnerID=40&md5=2f0feb3ed6e7c484b8206ae1d713eea9","Research Group for Occupational Organizational Psychology and Professional Learning, KU Leuven, Leuven, Belgium; Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Antwerp, Belgium; Centre for the New Workforce, Swinburne University of Technology, Australia; Department of Work and Organization Studies, Faculty of Economics and Business, KU Leuven, Leuven, Belgium","Houben E., Research Group for Occupational Organizational Psychology and Professional Learning, KU Leuven, Leuven, Belgium; De Cuyper N., Research Group for Occupational Organizational Psychology and Professional Learning, KU Leuven, Leuven, Belgium; Kyndt E., Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Antwerp, Belgium, Centre for the New Workforce, Swinburne University of Technology, Australia; Forrier A., Department of Work and Organization Studies, Faculty of Economics and Business, KU Leuven, Leuven, Belgium","Learning to become employable is a catch phrase often used to highlight the importance of upskilling in today’s knowledge-based labor market. Yet, evidence on the relationship between work-related learning and employability is limited and does not account for potential reciprocity. This is important though: if employability also promotes work-related learning, labor market segmentation could be enhanced. Accordingly, this study investigates the reciprocal relationship between (formal and informal) work-related learning and perceived (internal and external) employability. Hypotheses are based on the attribution-based theory of intrapersonal motivation, which has not yet figured in employability research. Structural equation modeling was performed on three-wave survey data of Belgian employees. The pattern of results showed a reciprocal, albeit weak, relationship between formal work-related learning and perceived internal employability. No other significant relationships were established. Hence, the relationship between work-related learning and perceived employability might not be as straightforward as generally assumed. © Curators of the University of Missouri 2019.","attribution-based theory of intrapersonal motivation; perceived employability; structural equation modeling; work-related learning","","","","","","Research Fund KU Leuven, (C24/15/008)","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported by the Research Fund KU Leuven (C24/15/008).","Allison P.D., Missing data techniques for structural equation modeling, Journal of Abnormal Psychology, 112, pp. 545-557, (2003); Andrew A., Challenging boundaries to ‘employability’: Women apprentices in a non-traditional occupation, Social Policy and Society, 8, pp. 347-359, (2009); Atkinson J.W., Motivational determinants of risk-taking behavior, Psychological Review, 64, pp. 359-372, (1957); Bagshaw M., Employability—Creating a contract of mutual investment, Industrial and Commercial Training, 29, pp. 187-189, (1997); Baruch Y., Employability: A substitute for loyalty?, Human Resource Development International, 4, pp. 543-566, (2001); Becker G.S., Human capital: A theoretical and empirical analysis, with special reference to education, (1975); Bentler P., Bonett D., Significance tests and goodness of fit in the analysis of covariance structures, Psychological Bulletin, 88, pp. 588-606, (1980); Berntson E., Sverke M., Marklund S., Predicting perceived employability: Human capital or labour market opportunities?, Economic and Industrial Democracy, 27, pp. 223-244, (2006); Brown P., Hesketh A., Wiliams S., Employability in a knowledge-driven economy, Journal of Education and Work, 16, pp. 107-126, (2003); Carbery R., Garavan T.N., Organisational restructuring and downsizing: Issues related to learning, training and employability of survivors, Journal of European Industrial Training, 29, pp. 488-508, (2005); Chen F.F., Sensitivity of goodness of fit indexes to lack of measurement invariance, Structural Equation Modeling, 14, pp. 464-504, (2007); Colley H., Hodkinson P., Malcom J., Informality and formality in learning: A report for the Learning and Skills Research Centre, (2003); De Cuyper N., De Witte H., Perceived chance of alternative employment versus better employment: Associations with job satisfaction and well-being, Gedrag En Organisatie, 21, pp. 475-492, (2008); De Cuyper N., De Witte H., The management paradox: Self-rated employability and organizational commitment and performance, Personnel Review, 40, pp. 152-172, (2012); De Cuyper N., Sulea C., Philippaers K., Fischmann G., Iliescu D., De Witte H., Perceived employability and performance: Moderation by felt job insecurity, Personnel Review, 43, pp. 536-552, (2014); De Lange A.H., Taris T.W., Jansen P., Kompier M.A.J., Houtman I.L.D., Bongers P.M., On the relationships among work characteristics and learning-related behavior: Does age matter?, Journal of Organizational Behavior, 31, pp. 925-950, (2010); De Vries S., Grundemann R., Van Vuuren T., Employability policy in Dutch organizations, International Journal of Human Resource Management, 12, pp. 1193-1202, (2001); Desjardins R., Rubenson K., The impact of welfare state regimes on barriers to participation in adult education: A bounded agency model, Adult Education Quarterly, 59, pp. 187-207, (2009); Employability and skills of higher education graduates. 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Houben; Research Group for Occupational Organizational Psychology and Professional Learning, KU Leuven, Leuven, Belgium; email: ellen.houben@kuleuven.be","","SAGE Publications Inc.","","","","","","08948453","","","","English","J. Career Dev.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85070275437"
"Maree J.G.","Maree, Jacobus Gideon (7005892691)","7005892691","Innovating and contextualising career counselling for young people during the Covid-19 pandemic","2021","South African Journal of Psychology","51","2","","244","255","11","5","10.1177/0081246321999507","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102370171&doi=10.1177%2f0081246321999507&partnerID=40&md5=f5eee7b5498c8cbde2dac0d3472bd9af","Department of Educational Psychology, University of Pretoria, South Africa","Maree J.G., Department of Educational Psychology, University of Pretoria, South Africa","This article reports on how the changing career counselling needs of young people during the Covid-19 pandemic can be met. It is argued that innovative and contextualised career counselling that is in line with the basic principles of ‘best practice’ and draws on a life design–based framework offers a viable conceptual framework for this kind of endeavour. Such counselling can promote young people’s adaptability; enhance their employability; and bolster their narratability, narrativity and autobiographicity. A brief theoretical overview explains innovation and contextualisation in career counselling and clarifies key aspects of counselling for self- and career construction. The style of e-career counselling advocated here can help young people make meaning of their career-lives and (re-)kindle their sense of hope and purpose. Moreover, it can help them devise practicable strategies to actuate their sense of purpose and hope and also help them experience a sense of being part of something much bigger than themselves. In addition, it can promote young people’s entrepreneurship and self-entrepreneurship and bolster their employability. Longitudinal research, including qualitative, quantitative and mixed-methods studies on the topic, is needed to examine the value of the e-career counselling approach. Such research could involve different assessment instruments and counselling strategies and include questionnaires to facilitate pre- and post-assessment of the effectiveness of the approach. © The Author(s) 2021.","Adaptability; Covid-19 pandemic; e-career counselling; employability; innovating and contextualising career counselling; young people","","","","","","","","Autin K.L., Blustein D.L., Ali S.R., Garriott P.O., Career development impacts of COVID-19: Practice and policy recommendations, Journal of Career Development, 47, 5, pp. 487-494, (2020); Bassot B., Book review: Counseling for career construction – Connecting life themes to construct life portraits: Turning pain into hope, British Journal of Guidance & Counselling, 43, pp. 369-370, (2015); Brown J., COVID-19: Children eat wild plants to survive as hunger explodes, Cape Town ETC, (2020); The employment situation: June 2020, (2020); Cardoso P., Savickas M.L., Goncalves M.M., Career construction counseling: Proposal for an integrative model, Career Development Quarterly, 67, pp. 188-204, (2019); Implementing safety practices for critical infrastructure workers who may have had exposure to a person with suspected or confirmed COVID-19, (2020); Chandler A., Making the ‘new’ normal: Five tips for providing teletherapy, Counseling Today, (2020); Cherry K., The pros and cons of online therapy, (2020); Cranford P., Julius Nyerere: Reflections on the legacy of his socialism, Canadian Journal of African Studies, 33, 1, pp. 137-152, (1999); Di Fabio A., Blustein D.L., Emotional intelligence and decisional conflict styles: Some empirical evidence among Italian high school students, Journal of Career Assessment, 18, 1, pp. 71-81, (2010); Evans D., Some guidelines for telepsychology in South Africa, South African Journal of Psychology, 48, 2, pp. 166-170, (2018); Greenfeld K.T., Are we the next lost generation?, Town & Country, (2020); Guichard J., Life-long self-construction, International Journal for Educational and Vocational Guidance, 5, pp. 111-124, (2005); Hartung P.J., The life-span, life-space theory of careers, Career development and counseling: Putting theory and research to work, pp. 83-113, (2013); Hartung P.J., Life design: A unifying paradigm for international Counseling Psychology [Paper presentation], (2018); Disaster Management Act, 2002, (2020); Guidance on the application of telemedicine guidelines during the Covid-19 pandemic, (2020); Hogg A., An outstanding secondary education, BizNews Digest, (2020); Ibdawoh B., Dibua J.I., Deconstructing Ujamaa: The legacy of Julius Nyerere in the quest for social and economic development in Africa, African Journal of Political Science, 8, 1, pp. 59-83, (2003); As job losses escalate, nearly half of global workforce at risk of losing livelihoods, (2020); Kassid S., What about us? Youth (un)employment in times of Covid-19, (2020); LaPointe K., Narrating career, positioning identity: Career identity as a narrative practice, Journal of Vocational Behavior, 77, pp. 1-9, (2010); Maree J.G., Counselling for career construction: Connecting life themes to construct life portraits. Turning pain into hope, (2013); Maree J.G., The Maree career matrix, (2016); Maree J.G., The career interest profile, (2017); Maree J.G., Contextualisation as a determining factor for career counselling throughout the world, International handbook of career guidance, pp. 555-580, (2019); Maree J.G., Innovating counselling for self- and career construction: Connecting conscious knowledge with subconscious insight, (2020); Myers L., #disconnected: Why counselors can no longer ignore social media, Counseling Today, (2020); Nussbaum B., Palsule S., Mkhize V., Personal growth African style, (2010); Envisioning the future of education and jobs: Trends, data and drawings, (2019); Phares E.J., Clinical psychology: Concepts, methods and profession, (1992); Phillips A., The need for history in a time of plague, South African Journal of Science, 16, 7-8, pp. 2-3, (2020); Phillips L., Coping with the (ongoing) stress of COVID-19, (2020); Pillay A.L., Prioritising career guidance and development services in post-apartheid South Africa, African Journal of Career Development, 2, 1, (2020); Savickas M.L., Career counseling in the postmodern era, Journal of Cognitive Psychotherapy: An International Quarterly, 7, pp. 205-215, (1993); Savickas M.L., The theory and practice of career construction, Career development and counseling: Putting theory and research to work, pp. 42-70, (2005); Savickas M.L., Career counseling paradigms: Guiding, developing, and designing, The APA handbook of career intervention, 1, pp. 129-143, (2015); Savickas M.L., Life-design counseling manual, (2015); Savickas M.L., Career counseling, (2019); Savickas M.L., Career construction theory and counseling model, Career development and counseling: Putting theory and research into work, pp. 165-200, (2020); Youth, (2021); Winnicott D.W., The child, the family and the outside world, (1964); Winnicott D.W., The maturational processes and the facilitating environment, (1987)","J.G. Maree; Department of Educational Psychology, University of Pretoria, South Africa; email: kobus.maree@up.ac.za","","SAGE Publications Inc.","","","","","","00812463","","","","English","S. Afr. J. Psychol.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85102370171"
"Ottrey E.; Rees C.E.; Kemp C.; Brock T.P.; Leech M.; Lyons K.; Monrouxe L.V.; Morphet J.; Palermo C.","Ottrey, Ella (57060489300); Rees, Charlotte E. (56265450600); Kemp, Caitlin (57208343694); Brock, Tina P. (7102984609); Leech, Michelle (7005703962); Lyons, Kayley (54888691500); Monrouxe, Lynn V. (26029946600); Morphet, Julia (23489367400); Palermo, Claire (19337309600)","57060489300; 56265450600; 57208343694; 7102984609; 7005703962; 54888691500; 26029946600; 23489367400; 19337309600","Exploring health care graduates' conceptualisations of preparedness for practice: A longitudinal qualitative research study","2021","Medical Education","55","9","","1078","1090","12","15","10.1111/medu.14475","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103192703&doi=10.1111%2fmedu.14475&partnerID=40&md5=0f7209b3945e6a81db7a0daf5140adaa","Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia; College of Science, Health, Engineering & Education, Murdoch University, Murdoch, WA, Australia; Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Parkville, VIC, Australia; Medicine, Nursing & Health Sciences Medicine Course, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Vic, Australia; School of Health Sciences, Faculty of Medicine and Health, University of Sydney, Camperdown, NSW, Australia; Monash Nursing & Midwifery, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia; Department of Nutrition, Dietetics and Food, School of Clinical Sciences at Monash Health, Monash University, Clayton, VIC, Australia","Ottrey E., Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia; Rees C.E., Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia, College of Science, Health, Engineering & Education, Murdoch University, Murdoch, WA, Australia; Kemp C., Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia; Brock T.P., Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia, Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Parkville, VIC, Australia; Leech M., Medicine, Nursing & Health Sciences Medicine Course, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Vic, Australia; Lyons K., Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Parkville, VIC, Australia; Monrouxe L.V., School of Health Sciences, Faculty of Medicine and Health, University of Sydney, Camperdown, NSW, Australia; Morphet J., Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia, Monash Nursing & Midwifery, Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia; Palermo C., Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, VIC, Australia, Department of Nutrition, Dietetics and Food, School of Clinical Sciences at Monash Health, Monash University, Clayton, VIC, Australia","Introduction: Although preparedness for practice (P4P) has been variously described, little shared understanding exists about what P4P is across the health professions. How P4P is conceptualised matters, because this shapes how stakeholders think, talk about and act towards it. Further, multiple understandings can result in diverse expectations for graduate performance. This study therefore explores health care learners’ solicited and unsolicited conceptualisations of P4P over their early graduate transition. Methods: We conducted longitudinal qualitative research including individual and group entrance interviews (phase 1: n = 35), longitudinal audio-diaries (phase 2: n = 30), and individual and group exit interviews (phase 3: n = 22) with learners from four disciplines (dietetics, medicine, nursing and pharmacy). We employed framework analysis to interrogate data cross-sectionally and longitudinally. Results: We found 13 conceptualisations of P4P (eg knowledge, confidence), broadly similar across the disciplines. We found some conceptualisations dominant in both solicited and unsolicited talk (eg skills), some dominant only in solicited talk (eg competence) and others dominant only in unsolicited talk (eg experience). Although most conceptualisations appeared relatively stable across time, some appeared to dominate at certain time points only (eg employability and skills in phases 1 and 2, and competence in phase 3). Discussion: This novel study extends previous uniprofessional work by illustrating a broader array of conceptualisations, differences between professions, solicited versus unsolicited talk and longitudinal cohort patterns. We encourage health care educators to discuss these different P4P understandings in graduate transition interventions. Further research is needed to explore other stakeholders’ conceptualisations, and over a duration beyond the early graduate transition. © 2021 John Wiley & Sons Ltd and The Association for the Study of Medical Education","dietetics; graduates; longitudinal qualitative research; medicine; nursing; pharmacy; preparedness for practice; work readiness","Clinical Competence; Concept Formation; Delivery of Health Care; Humans; Longitudinal Studies; Qualitative Research; article; clinical article; cohort analysis; dietetics; employability; human; interview; nursing; occupation; pharmacy (discipline); qualitative research; skill; clinical competence; concept formation; health care delivery; longitudinal study; qualitative research","","","","","Faculty of Medicine, Nursing and Health Sciences, Monash University","This study was funded by a Large Research Grant from the Monash University Faculty of Medicine, Nursing and Health Sciences 2019 Teaching & Learning Research Grants Scheme. ","Monrouxe L.V., Bullock A., Gormley G., Et al., New graduate doctors’ preparedness for practice: a multistakeholder, multicentre narrative study, BMJ Open, 8, (2018); Monrouxe L.V., Grundy L., Mann M., Et al., How prepared are UK medical graduates for practice? A rapid review of the literature 2009–2014, BMJ Open, 7, (2017); Chanakit T., Low B.Y., Wongpoowarak P., Moolasarn S., Anderson C., Hospital pharmacists’ perceptions of the suitability of doctor of pharmacy graduates in hospital settings in Thailand, BMC Med Educ, 15, (2015); Edward K.-L., Ousey K., Playle J., Giandinoto J.-A., Are new nurses work ready – The impact of preceptorship. An integrative systematic review, J Prof Nurs, 33, pp. 326-333, (2017); James P.B., Cole C.P., Intern pharmacists' perceived preparedness for practice, their extent of involvement in pharmacy related activities and future career choices in Sierra Leone: a baseline descriptive survey, Pharm Educ, 16, pp. 26-32, (2016); Rutter P., Taylor D., Branford D., Mental health curricula at schools of pharmacy in the United Kingdom and recent graduates’ readiness to practice, Am J Pharm Educ, 77, pp. 1-7, (2013); Waite N.M., McCarthy L., Milne E., Hillier C., Houle S.K.D., Dolovich L., Perceived preparedness for full-scope pharmacist services among recent Doctor of Pharmacy graduates from Ontario schools of pharmacy, J Am Pharm Assoc, 58, pp. 630-637, (2018); Missen K., McKenna L., Beauchamp A., Registered nurses’ perceptions of new nursing graduates’ clinical competence: a systematic integrative review, Nurs Health Sci, 18, pp. 143-153, (2016); Hawkins N., Jeong S., Smith T., Coming ready or not! An integrative review examining new graduate nurses' transition in acute care, Int J Nurs Pract, 25, (2019); Mohan M., Ravindran T.K.S., Conceptual framework explaining “preparedness for practice” of dental graduates: a systematic review, J Dent Educ, 82, pp. 1194-1202, (2018); Morgan K., Kelly J.T., Campbell K.L., Hughes R., Reidlinger D.P., Dietetics workforce preparation and preparedness in Australia: A systematic mapping review to inform future dietetics education research, Nutr Diet, 76, pp. 47-56, (2019); Gordon L.J., Rees C.E., Ker J.S., Cleland J., Dimensions, discourses and differences: trainees conceptualising health care leadership and followership, Med Educ, 49, pp. 1248-1262, (2015); Rees C.E., Knight L.V., Cleland J.A., Medical educators’ metaphoric talk about their assessment relationships with students: ‘you don’t want to sort of be the one who sticks the knife in them’, Assess Eval High Educ, 34, pp. 455-467, (2009); Alexander C., Millar J., Szmidt N., Hanlon K., Cleland J., Can new doctors be prepared for practice? A review, Clin Teach, 11, pp. 188-192, (2014); Barnes T., Yu T.-C.W., Webster C.S., Preparedness of medical students and junior doctors for their role as clinical leaders: a systematic review, Med Teach, 42, pp. 79-85, (2020); Fox L., Harrison A., Nadpara P., Goode J.-V.K.R., Pharmacy interns’ perceptions of knowledge and skills required for delivery of patient care services, J Am Pharm Assoc, 59, pp. S57-S61, (2019); Gome J.J., Paltridge D., Inder W.J., Review of intern preparedness and education experiences in General Medicine, Intern Med J, 38, pp. 249-253, (2008); Kairuz T., Noble C., Shaw J., Preceptors, interns, and newly registered pharmacists' perceptions of New Zealand pharmacy graduates' preparedness to practice, Am J Pharm Educ, 74, pp. 1-6, (2010); Langley C.A., Aheer S., Do pharmacy graduates possess the necessary professional skills?, Pharm Educ, 10, pp. 114-118, (2010); Mak V.S., March G., Clark A., Gilbert A.L., Australian intern pharmacists’ perceived preparedness for practice, and their expectations and experiences of the internship year and future career intentions, Integr Pharm Res Pract, 2, pp. 25-34, (2013); McIntosh T., Stewart D., A qualitative study of UK pharmacy pre-registration graduates' views and reflections on pharmacist prescribing, Int J Pharm Pract, 24, pp. 139-141, (2016); Walker A., Costa B.M., Foster A.M., de Bruin R.L., Transition and integration experiences of Australian graduate nurses: A qualitative systematic review, Collegian, 24, pp. 505-512, (2017); Burford B., Vance G., When I say … preparedness, Med Educ, 48, pp. 849-850, (2014); Morgan K., Campbell K.L., Reidlinger D.P., Dietetics students’ experiences of dietetics workforce preparation and preparedness: a systematic review and qualitative synthesis, J Hum Nutr Diet, 32, pp. 226-246, (2019); Ferguson G.R., Bacila I.A., Swamy M., Does current provision of undergraduate education prepare UK medical students in ENT? A systematic literature review, BMJ Open, 6, (2016); Knight L.V., A silly expression: Consultants’ implicit and explicit understanding of Medical Humanities. A qualitative analysis, Med Humanit, 32, pp. 119-124, (2006); Burr V., Social Constructionism, (2015); Neale B., What is Qualitative Longitudinal Research?, (2018); Neale B., Flowerdew J., Time, texture and childhood: The contours of longitudinal qualitative research, Int J Soc Res Methodol, 6, pp. 189-199, (2003); SmithBattle L., Lorenz R., Reangsing C., Palmer J.L., Pitroff G., A methodological review of qualitative longitudinal research in nursing, Nurs Inq, 25, (2018); Gordon L., Jindal-Snape D., Morrison J., Et al., Multiple and multidimensional transitions from trainee to trained doctor: a qualitative longitudinal study in the UK, BMJ Open, 7, (2017); Gordon L., Rees C.E., Jindal-Snape D., Doctors’ identity transitions: choosing to occupy a state of ‘betwixt and between’, Med Educ, 54, pp. 1006-1018, (2020); Monrouxe L.V., Solicited audio diaries in longitudinal narrative research: a view from inside, Qual Res, 9, pp. 81-103, (2009); Kitto S.C., Chesters J., Grbich C., Quality in qualitative research, Med J Aust, 188, pp. 243-246, (2008); Riessman C.K., Narrative Methods for the Human Sciences, (2008); Balmer D.F., Teunissen P.W., Devlin M.J., Richards B.F., Stability and change in the journeys of medical trainees: A 9-year, longitudinal qualitative study, Acad Med, (2020); Malterud K., Siersma V.D., Guassora A.D., Sample size in qualitative interview studies: guided by information power, Qual Health Res, 26, pp. 1753-1760, (2016); Jindal-Snape D., Setting the scene: Educational transitions and moving stories, Educational Transitions: Moving Stories from Around the World, pp. 1-10, (2010); Jindal-Snape D., A-Z of Transitions, (2016); Ritchie J., Spencer L., Qualitative data analysis for applied policy research, Analyzing Qualitative Data, pp. 173-194, (1994); Vogl S., Zartler U., Schmidt E.-M., Rieder I., Developing an analytical framework for multiple perspective, qualitative longitudinal interviews (MPQLI), Int J Soc Res Methodol, 21, pp. 177-190, (2018); Barry C.A., Britten N., Barber N., Bradley C., Stevenson F., Using reflexivity to optimize teamwork in qualitative research, Qual Health Res, 9, pp. 26-44, (1999); Monrouxe L.V., Rees C.E., Healthcare Professionalism: Improving Practice Through Reflections on Workplace Dilemmas, (2017); Australia’s health workforce series - Dietitians in focus; Morgan K., Campbell K.L., Sargeant S., Reidlinger D.P., Preparedness for advancing future health: a national qualitative exploration of dietetics graduates’ experiences, Adv Health Sci Educ, 25, pp. 31-53, (2020); Australian Standard Classification of Cultural and Ethnic Groups Commonwealth of Australia, Belconnen, ACT, 2019; Monrouxe L.V., Rees C.E., When I say … quantification in qualitative research, Med Educ, 54, pp. 186-187, (2020)","C.E. Rees; Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing & Health Sciences, Monash University, Clayton, Australia; email: charlotte.rees@murdoch.edu.au","","John Wiley and Sons Inc","","","","","","03080110","","MEDUD","33617656","English","Med. Educ.","Article","Final","","Scopus","2-s2.0-85103192703"
"Mohammed S.","Mohammed, Shariq (57089876200)","57089876200","Analysis for Employment Preference of Undergraduate Accounting Students in Oman","2021","TEM Journal","10","2","","825","831","6","0","10.18421/TEM102-41","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107803641&doi=10.18421%2fTEM102-41&partnerID=40&md5=4613773d73fd3913b90f6eaf2f630a26","Department of Accounting, College of Commerce and Business Administration, Dhofar University, Salalah, Oman","Mohammed S., Department of Accounting, College of Commerce and Business Administration, Dhofar University, Salalah, Oman","The sole purpose of this study was to study the relative importance of different employment factors which affect the students’ choice for employment. In this study the factors that affect the choice of employability was studied. This was conducted among the undergraduate accounting students of the University. The factor analysis was done by using the principal component extraction method. The Varimax rotation extraction was used. This gave us three factors that explained 57.593 percent of the variance. In this study, the following factor was significant as per the factor analysis, which was named as a financial outcome. The variables were starting salary, ability to work independently and future prospects. According to this study, we can see the most important variables that were identified with the help of factor analysis, which were good income and accounting knowledge, starting salary, the ability to work independently, future prospects, and employer’s reputation, which accounted for the cumulative contribution rate that reached 57.593%. © 2021. Shariq Mohammed; published by UIKTEN. This work is licensed under the Creative Commons Attribution‐NonCommercial‐NoDerivs 4.0 License.","Accounting graduates; employability skills; employment factors; Factor analysis; job selection preferences; Oman","","","","","","","","Ghani E. K., Said J., Nasir N. M., Jusoff K., The 21st century accounting career from the perspective of the Malaysian university students, Asian Social Science, 4, 8, pp. 73-83, (2008); Vroom V. H., Work And Motivation, (1964); Jeswani S., Assessment of Employability Skills Among Fresh Engineering Graduates: A Structural Equation Modeling Approach, The IUP Journal of Soft Skills, 10, 2, pp. 7-43, (2016); Adrian M., Determining the skills gap for new hires in management: Student perceptions vs employer expectations, International Journal for Innovation Education and Research, 5, 6, pp. 139-147, (2017); Hooley T., Climbing the employability mountain, (2017); Finch D. J., Hamilton L. K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education+ Training, 55, 7, pp. 681-704, (2013); Osmani M., Weerakkody V., Hindi N., Graduate attributes in higher education: Examining academics' perception in the Middle East, Journal of Education for Business, 92, 2, pp. 53-64, (2017); Harnovinsah H., Career decision of accounting students and its influencing factors: A study of university accounting students in DKI Jakarta, Indonesia, International Journal of Finance and Accounting, 6, 2, pp. 59-65, (2017); Shivaswamy M. K., Hanks G. F., What do accounting students look for in a job, Management Accounting, 66, 12, pp. 60-61, (1985); Segall M. H., Dasen P. R., Berry J. W., Poortinga Y. H., Human behavior in global perspective, (1999); Steh B., Saric M., Enhancing self regulated learning in higher education, Journal of Elementary Education, 13, pp. 129-150, (2020); Said J., K Ghani E., Hashim A., Mohd Nasir N., Perceptions towards accounting career among Malaysian undergraduates, National Accounting Research Journal, 2, 1, pp. 17-30, (2004); Myburgh J. E., An empirical analysis of career choice factors that influence first-year Accounting students at the University of Pretoria: a cross-racial study, Meditari: Research Journal of the School of Accounting Sciences, 13, 2, pp. 35-48, (2005); Sugahara S., Hiramatsu K., Boland G., The factors influencing accounting school students' career intention to become a Certified Public Accountant in Japan, Asian Review of Accounting, 17, 1, pp. 5-22, (2009); Oliver B., Whelan B., Hunt L., Hammer S., Accounting graduates and the capabilities that count: Perceptions of graduates, employers and accounting academics in four Australian universities, Journal of Teaching and Learning for Graduate Employability, 2, 1, pp. 2-27, (2011); Edinyang S. D., Odey C. O., Joseph G. I. M. B. A., Academic factors and graduate employability in Nigeria, Global Journal of Human Resource Management, 3, 5, pp. 9-17, (2015); Ng Y. H., Lai S. P., Su Z. P., Yap J. Y., Teoh H. Q., Lee H., Factors influencing accounting students’ career paths, Journal of Management Development, (2017); Oraison H. M., Konjarski L., Howe S. T., Does university prepare students for employment? Alignment between graduate attributes, accreditation requirements and industry employability criteria, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 173-194, (2019); Cahyadi D. D., Andayani S., Suryaningrum D. H., Accounting Students Perceptions on Factors Affecting Career Choices, Journal of Accounting and Strategic Finance, 2, 2, pp. 170-182, (2019); Zotorvie J. S. T., Determinants of Career Choice among Students of Institute of Chartered Accountants (Ghana), European Scientific Journal, 12, 31, pp. 255-274, (2016); Baliyan P. S., Baliyan S. P., Employment Preference of Undergraduate Accounting students in Botswana: Perceptional Analysis of Practitioners and Students, International Journal of Business and Management, 11, 12, pp. 271-282, (2016)","S. Mohammed; Department of Accounting, College of Commerce and Business Administration, Dhofar University, Salalah, Oman; email: shariqmohd2008@yahoo.com","","UIKTEN - Association for Information Communication Technology Education and Science","","","","","","22178309","","","","English","TEM J.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85107803641"
"Zhang X.; Deng H.; Xia Y.; Lan Y.","Zhang, Xiaoyan (57219980245); Deng, Hui (57216771043); Xia, Yuhuan (57200145230); Lan, Yuanyuan (57206670364)","57219980245; 57216771043; 57200145230; 57206670364","Employability Paradox: The Effect of Development Idiosyncratic Deals on Recipient Employees’ Turnover Intention","2021","Frontiers in Psychology","12","","696309","","","","6","10.3389/fpsyg.2021.696309","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113159410&doi=10.3389%2ffpsyg.2021.696309&partnerID=40&md5=ba8ed3462164a3edeb1ad86377301b45","School of Economics and Management, Beijing Jiaotong University, Beijing, China","Zhang X., School of Economics and Management, Beijing Jiaotong University, Beijing, China; Deng H., School of Economics and Management, Beijing Jiaotong University, Beijing, China; Xia Y., School of Economics and Management, Beijing Jiaotong University, Beijing, China; Lan Y., School of Economics and Management, Beijing Jiaotong University, Beijing, China","Applied social cognitive theory, this study built a moderated mediation model to explain how and when development idiosyncratic deals (i-deals) affect recipients’ turnover intention. Specifically, this study proposed two paths that linked development i-deals with the recipients’ turnover intention. One path was a retention path via perceived internal employability and another path was a turnover path via perceived external employability. This study tested the hypotheses with a sample of 337 employees from three companies in China. The results showed that development i-deals improved recipients’ perception of internal and external employability both. Perceived internal employability predicted low risk of turnover, but perceived external employability predicted high risk of turnover. And perceived internal and external employability played mediating roles in the relationship between development i-deals and turnover intention. Furthermore, the recipients’ perception of opportunity to perform in current organization strengthened the relationship between perceived internal employability and turnover intention, but weakened the relationship between perceived external employability and turnover intention. Theoretical and practical implications of these findings were discussed. © Copyright © 2021 Zhang, Deng, Xia and Lan.","development idiosyncratic deals; external employability; internal employability; opportunity to perform; turnover intention","","","","","","Fundamental Research Funds for the Central Universities, (2021YJS064)","This study was supported by the Fundamental Research Funds for the Central Universities (2021YJS064).","Aiken L.S., West S.G., Reno R.R., Multiple Regression: Testing and Interpreting Interactions, (1991); Anand S., Hu J., Vidyarthi P., Liden R.C., Leader-member exchange as a linking pin in the idiosyncratic deals - Performance relationship in workgroups, Leadership Q, 29, pp. 698-708, (2018); Anand S., Vidyarthi P.R., Liden R.C., Rousseau D.M., Good citizens in poor-quality relationships: Idiosyncratic deals as a substitute for relationship quality, Acad. Manag. 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Psychol, 74, pp. 846-854, (1989); Tett R.P., Meyer J.P., Job satisfaction, organizational commitment, turnover intention, and turnover: Path analyses based on meta-analytic findings, Person. Psychol, 46, pp. 259-293, (1993); Vidyarthi P., Singh S., Erdogan B., Chaudhry A., Posthuma R., Anand S., Individual deals within teams: Investigating the role of relative i-deals for employee performance, J. Appl. Psychol, 101, pp. 1536-1552, (2016); Wang S., Liu Y., Shalley C.E., Idiosyncratic deals and employee creativity: The mediating role of creative self-efficacy, Hum. Resour. Manag, 57, pp. 1443-1453, (2018); Zhang X., Wu W., Wu W., Zhang Y., Xia Y., Are your gains threat or chance for me? A social comparison perspective on idiosyncratic deals and coworkers’ acceptance, J. Manag. Org, 2020, (2020)","H. Deng; School of Economics and Management, Beijing Jiaotong University, Beijing, China; email: 19113068@bjtu.edu.cn; Y. Lan; School of Economics and Management, Beijing Jiaotong University, Beijing, China; email: 16113168@bjtu.edu.cn","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85113159410"
"Ghattu A.; Narayanan B.; Kavitha P.","Ghattu, Anupama (58198836200); Narayanan, Balaguruprasad (58199372800); Kavitha, P. (58199738800)","58198836200; 58199372800; 58199738800","Experiential study to integrate theory and lab for an introductory programming course in an Indian engineering classroom","2021","Journal of Applied Learning and Teaching","4","2","","91","97","6","0","10.37074/jalt.2021.4.2.16","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153712802&doi=10.37074%2fjalt.2021.4.2.16&partnerID=40&md5=2397fcc06e547a48698aa84f2a9a06ef","Teaching Learning Center, SRM University AP, Andhra Pradesh, India; BVRIT Hyderabad College of Engineering for Women, Telangana, India","Ghattu A., Teaching Learning Center, SRM University AP, Andhra Pradesh, India; Narayanan B., Teaching Learning Center, SRM University AP, Andhra Pradesh, India; Kavitha P., BVRIT Hyderabad College of Engineering for Women, Telangana, India","At present, programming is a crucial competence for employability that is a requirement for engineering graduates. In India, all engineering students are required to register for an introductory programming course at the Freshmen level. Over the years, this introductory programming course is taught in a traditional chalk and talk approach. Traditionally, theory and lab classes were conducted separately. This kind of traditional approach limited students’ ability to think logically and develop problem-solving skills through programming. On that account, to encourage experiential learning which improves students’ logical thinking and problem-solving skills, this action research study looked at the possibility of implementing an integrated theory lab approach to a freshman C Programming course. Based on the course credits, the students met eight hours each week as part of the integrated implementation. A pretest posttest experimental research approach was used to examine the effects of the integrated pedagogical strategy. The classes for the students in the integrated approach were conducted directly in the laboratory to ensure meaningful learning and to enable more hands-on coding practice in the classroom simultaneously while the concepts were taught. Active and peer learning activities were designed to help students learn meaningfully. Due to the short intervention time and small sample size, there was no statistically significant effect to this integrated approach. However, the classroom activities increased hands-on practice time and regular formative assessments showed that students’ programming competency including logical thinking and problem-solving skills were improved through this integrated approach. © Kaplan Singapore. All rights reserved.","Active learning; coding; hands on practice; ICT; logical thinking; problem-solving; programming","","","","","","","","Albrecht K., Brain building: Easy games to develop your problem solving skills, (1984); Bandura A., Self‐efficacy, The Corsini Encyclopedia of Psychology, pp. 1-3, (2010); Berland M., Martin T., Benton T., Petrick Smith C., Davis D., Using learning analytics to understand the learning pathways of novice programmers, Journal of the Learning Sciences, 22, 4, pp. 564-599, (2013); Canfield S. L., Abdelrahman M., Enhancing the programming experience for first-year engineering students through hands-on integrated computer experiences, Journal of STEM Education: Innovations and Research, 13, 4, pp. 43-54, (2012); Ghattu A., An exploratory study on the impact of mobile wireless technologies in a teacher education classroom, (2015); Handur V., Kalwad P. D., Patil M. S., Garagad V. G., Yeligar N., Pattar P., Mehta D., Baligar P., Joshi G. H., Integrating class and laboratory with hands-on programming: Its benefits and challenges, 2016 IEEE 4th international conference on MOOCs, Innovation and Technology in Education (MITE), pp. 163-168, (2016); Kozuh I., Krajnc R., Hadjileontiadis L. J., Debevc M., Assessment of problem solving ability in novice programmers, PloS One, 13, 9, (2018); Malik S.I., Coldwell-Neilson J., Impact of a new teaching and learning approach in an introductory programming course, Journal of Educational Computing Research, 55, 6, pp. 789-819, (2017); Masters J., The history of action research, Action research electronic reader, (1995); Miller M., Board 98: Lessons learned from an integrated class-lab approach to a mechanics of materials course, 2019 ASEE Annual Conference & Exposition, (2019); Narayanan B., University faculty comfort in using handheld/mobile technology to communicate with students, (2015); Silvia D., O'Shea B., Danielak B., A learner-centered approach to teaching computational modeling, data analysis, and programming, International conference on computational science, pp. 374-388, (2019); Titterton N., Lewis C. M., Clancy M. J., Experiences with lab-centric instruction, Computer Science Education, 20, 2, pp. 79-102, (2010); Wieman C., Stop lecturing me, Scientific American311, 2, pp. 70-71, (2014); Wood D., Bruner J. S., Ross G., The role of tutoring in problem solving, Journal of Child Psychology and Psychiatry, 17, 2, pp. 89-100, (1976); Stefik A., Siebert A., Stefik M., Slattery K., An empirical comparison to the accuracy rates of novices using the Quorum, Perl, and Randomo programming languages, Proceedings of the 3rd ACM SIGPLAN workshop on evaluation and usability of programming languages and tools, pp. 3-8, (2011)","A. Ghattu; Teaching Learning Center, SRM University AP, Andhra Pradesh, India; email: anupamaghattu@gmail.com","","Kaplan Singapore","","","","","","2591801X","","","","English","J. Appl. Learn. Teach.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85153712802"
"Hazelzet E.; Houkes I.; Bosma H.; de Rijk A.","Hazelzet, Emmelie (57209338950); Houkes, Inge (6602249669); Bosma, Hans (7003678505); de Rijk, Angelique (6602074444)","57209338950; 6602249669; 7003678505; 6602074444","Using intervention mapping to develop 'Healthy HR' aimed at improving sustainable employability of low-educated employees","2021","BMC public health","21","1","","1259","","","8","10.1186/s12889-021-11278-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85110245393&doi=10.1186%2fs12889-021-11278-7&partnerID=40&md5=f8d4a85680dd27f949c00934cb85c418","Department of Social Medicine, CAPHRI Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, 6200 MD, Netherlands","Hazelzet E., Department of Social Medicine, CAPHRI Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, 6200 MD, Netherlands; Houkes I., Department of Social Medicine, CAPHRI Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, 6200 MD, Netherlands; Bosma H., Department of Social Medicine, CAPHRI Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, 6200 MD, Netherlands; de Rijk A., Department of Social Medicine, CAPHRI Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, 6200 MD, Netherlands","BACKGROUND: The perspectives of low-educated employees are often neglected when designing sustainable employability (SE) interventions. As a result, the interventions offered by the employer do often not align with the needs of low-educated employees. This particular group should therefore be actively involved in the process of developing and implementing SE interventions in their work organizations. The current paper describes the development process of a web-based intervention for HR managers and direct supervisors aimed at improving the SE of low-educated employees. This intervention is specifically designed to involve low-educated employees. METHODS: The first four steps of the Intervention Mapping (IM) approach were used to systematically develop the intervention with the active involvement of stakeholders. Step 1 comprised a needs assessment including a literature review, empirical evidence, scoping search and several focus group interviews with employees and with representatives of employers. Step 2 formulated the intervention objective. During step 3, suitable theoretical methods were selected and translated to practical applications. Step 4 involved the development of a web-based intervention by integrating all information from the preceding steps. RESULTS: The needs assessment indicated that the employees' active involvement and employees-employer genuine dialogue should be essential characteristics of an SE intervention for low-educated employees. The online toolkit 'Healthy HR' (HHR) was developed, which contains eight steps. Each step consists of one or more tasks helping the employer and employees with developing and implementing SE interventions themselves. One or more dialogue-based tools support each task. The leading principle providing structure within HHR was Adapted Intervention Mapping. CONCLUSION: Principles of IM appeared to be useful to develop the intervention HHR systematically. This development process resulted in a practical online toolkit that supports employers in the development and implementation of local SE interventions tailored to the needs of low-educated employees. These employees should be actively involved in the process through a dialogue-based approach. By using IM principles, HHR is expected to increase the effectiveness in bettering the health and well-being of low-educated employees.","Active involvement; Dialogue; Employers; Intervention mapping; Job control; Low-educated employees; Sustainable employability","Focus Groups; Health Status; Humans; health status; human; information processing","","","","","","","","","","NLM (Medline)","","","","","","14712458","","","34187445","English","BMC Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85110245393"
"Bjørnshagen V.","Bjørnshagen, Vegar (57196036062)","57196036062","The mark of mental health problems. A field experiment on hiring discrimination before and during COVID-19","2021","Social Science and Medicine","283","","114181","","","","15","10.1016/j.socscimed.2021.114181","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113279184&doi=10.1016%2fj.socscimed.2021.114181&partnerID=40&md5=43355934df0c85438225348f72a810f9","Norwegian Social Research, Oslo Metropolitan University, Pb. 4 St. Olavs, plass, Oslo, 0130, Norway","Bjørnshagen V., Norwegian Social Research, Oslo Metropolitan University, Pb. 4 St. Olavs, plass, Oslo, 0130, Norway","Mental health problems are associated with poor labour market outcomes. Based on data from a field experiment, this article investigates the extent to which hiring discrimination limits the job opportunities of young applicants who disclose a history of mental health problems. From September 2019 to December 2020, 1398 job applications were sent in pairs to 699 employers with job openings in a broad selection of occupations in the Norwegian labour market. The applicants were equally qualified except that, in each pair, one applicant informed about mental health problems as an explanation for a past employment break. The results show that applicants who disclose mental health problems are discriminated against in hiring processes. Applicants with mental health problems have about 27% lower probability of receiving an invitation to a job interview and about 22% lower probability of receiving any positive employer response. These results do not seem to have been driven by the COVID-19 crisis that unfolded during the course of the study. As such, the study provides suggestive evidence that uncertain economic times might not necessarily increase the level of discrimination against applicants with mental health problems. © 2021 The Author(s)","COVID-19; Field experiment; Hiring discrimination; Mental health; Recession","COVID-19; Humans; Job Application; Mental Health; Personnel Selection; SARS-CoV-2; Norway; COVID-19; employment; experiment; financial crisis; labor market; mental health; occupation; social discrimination; adult; Article; controlled study; coronavirus disease 2019; employability; employment discrimination; female; field experiment; human; interpersonal communication; job finding; job interview; job market; major clinical study; male; medical history; mental disease; mental patient; Norway; mental health; personnel management","","","","","Mental Health Youth Norway; Norwegian Social Research; Norges Forskningsråd, (273745); Tokyo Metropolitan University, TMU","Funding text 1: This paper is part of the HIRE project at Norwegian Social Research, Oslo Metropolitan University, funded by The Research Council of Norway (grant number: 273745). The research was conducted in cooperation with Elisabeth Ugreninov, who also contributed valuable comments on the article that were much appreciated. Gunn Elisabeth Birkelund also provided excellent suggestions on design and comments on the article. The study design has also benefited from useful advice and comments from Dan-Olof Rooth and Edvard Nergård Larsen. Sehrish Akhtar, Nora Birgitte Framstad and Even Kallevik provided excellent research assistance. I also thank the participants and partner institutions of the HIRE project and Mental Health Youth Norway. All errors are the author's own.; Funding text 2: This paper is part of the HIRE project at Norwegian Social Research, Oslo Metropolitan University, funded by The Research Council of Norway (grant number: 273745 ). The research was conducted in cooperation with Elisabeth Ugreninov, who also contributed valuable comments on the article that were much appreciated. Gunn Elisabeth Birkelund also provided excellent suggestions on design and comments on the article. The study design has also benefited from useful advice and comments from Dan-Olof Rooth and Edvard Nergård Larsen. Sehrish Akhtar, Nora Birgitte Framstad and Even Kallevik provided excellent research assistance. I also thank the participants and partner institutions of the HIRE project and Mental Health Youth Norway. All errors are the author's own. ","Bjornshagen V., Ugreninov E., Labour market inclusion of young people with mental health problems in Norway, Alter, 15, 1, pp. 46-60, (2021); Aigner D.J., Cain G.G., Statistical theories of discrimination in labor markets, Ind. Labor Relat. Rev., 30, 2, pp. 175-187, (1977); Alstadsaeter A., Bratsberg B., Eielsen G., Kopczuk W., Markussen S., Raaum O., Roed K., The First Weeks of the Coronavirus Crisis: Who Got Hit, When and Why? 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Psychiatr., 19, 5, pp. 522-526, (2006); Utviklingen på arbeidsmarkedet. NAVs arbeidsmarkedsprognose, (2020); Thornicroft G., Brohan E., Rose D., Sartorius N., Leese M., Global pattern of experienced and anticipated discrimination against people with schizophrenia: a cross-sectional survey, Lancet, 373, 9661, pp. 408-415, (2009); Tomaskovic-Devey D., Skaggs S., An establishment-level test of the statistical discrimination hypothesis, Work Occup., 26, 4, pp. 422-445, (1999); Van Belle E., Di Stasio V., Caers R., De Couck M., Baert S., Why are employers put off by long spells of unemployment?, Eur. Socio Rev., 34, 6, pp. 694-710, (2018); Vuolo M., Uggen C., Lageson S., Race, recession, and social closure in the low-wage labor market: experimental and observational evidence, Emerging Conceptions of Work, Management and the Labor Market, 30, pp. 141-183, (2017); Zschirnt E., Ruedin D., Ethnic discrimination in hiring decisions: a meta-analysis of correspondence tests 1990–2015, J. Ethnic Migrat. Stud., 42, 7, pp. 1115-1134, (2016)","","","Elsevier Ltd","","","","","","02779536","","SSMDE","34216884","English","Soc. Sci. Med.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85113279184"
"Fuentes G.Y.; Moreno-Murcia L.M.; Rincón-Tellez D.C.; Silva-Garcia M.B.","Fuentes, Gina Y. (57226840235); Moreno-Murcia, Luís M. (57221768223); Rincón-Tellez, Diana C. (57226832356); Silva-Garcia, María B. (57226838590)","57226840235; 57221768223; 57226832356; 57226838590","Evaluation of soft skills in higher education; [Evaluación de las habilidades blandas en la educación superior]","2021","Formacion Universitaria","14","4","","49","60","11","6","10.4067/S0718-50062021000400049","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112816435&doi=10.4067%2fS0718-50062021000400049&partnerID=40&md5=dda22266c22250b092882e07253fbbaa","Facultad de Ciencias Empresariales, Programa de Administración en Seguridad y Salud en el Trabajo y Administración en Salud Ocupacional, Corporación Universitaria Minuto de Dios - UNIMINUTO, Zipaquirá, Colombia; Facultad de Ciencias Humanas y Sociales, Unidad de Investigación-Programa de Psicología, Corporación Universitaria Minuto de Dios - UNIMINUTO, Bogotá, Colombia","Fuentes G.Y., Facultad de Ciencias Empresariales, Programa de Administración en Seguridad y Salud en el Trabajo y Administración en Salud Ocupacional, Corporación Universitaria Minuto de Dios - UNIMINUTO, Zipaquirá, Colombia; Moreno-Murcia L.M., Facultad de Ciencias Humanas y Sociales, Unidad de Investigación-Programa de Psicología, Corporación Universitaria Minuto de Dios - UNIMINUTO, Bogotá, Colombia; Rincón-Tellez D.C., Facultad de Ciencias Empresariales, Programa de Administración en Seguridad y Salud en el Trabajo y Administración en Salud Ocupacional, Corporación Universitaria Minuto de Dios - UNIMINUTO, Zipaquirá, Colombia; Silva-Garcia M.B., Facultad de Ciencias Humanas y Sociales, Unidad de Investigación-Programa de Psicología, Corporación Universitaria Minuto de Dios - UNIMINUTO, Bogotá, Colombia","The objective of this research study is to determine the prevalence of soft skills in students at the Corporación Universitaria Minuto de Dios - UNIMINUTO (Colombia), in the academic programs of psychology and occupational health administration at the Bogotá-South and Zipaquirá campuses. The approach of the study is quantitative, descriptive in scope, and cross-sectional. The sample consists of 50 students in their last semesters. The results show that the most prevalent soft skills are listening, influence, and teamwork. The soft skills that require strengthening are responsibility and support. It is concluded that the labor market observes and demands the presence of soft skills in professionals, opening an opportunity for academics to strengthen behaviors associated with each soft skill by adapting academic curricula. © 2021. All Rights Reserved.","behaviors; competencias; competencies; conductas; educación superior; empleabilidad; employability; habilidades blandas; higher education; soft skills","","","","","","","","Araya E., Gonzalez G., Propuesta para el fortalecimiento de habilidades técnicas, blandas y complementarias, y su impacto en el currículo TIC desde una perspectiva laboral, profesional y de gestión académica, Revista Electrónica Calidad en la Educación Superior, 10, 2, pp. 112-114, (2019); Arango O.E., Clavijo S.J., Formación académica, valores, empatía y comportamientos socialmente responsables en estudiantes universitarios, Revista de la Educación Superior, 43, 169, pp. 89-105, (2014); Berry R., Routon W., Soft Skill Change Perceptions of Accounting Majors: Current Practitioner Views Versus their Own Reality, Journal of Accounting Education, 53, pp. 1-12, (2020); Busso M., Bassi M., Urzua S., Vargas J., Desconectados: habilidades, educación y empleo en América Latina, (2012); Buxarrais M., Nuevos valores para una nueva sociedad. Un cambio de paradigma en educación, Edetania, 43, pp. 53-65, (2013); Cobo C., Moravec J.W., Aprendizaje Invisible hacia una nueva ecología de la educación, pp. 1-239, (2011); Espinosa M.A., Gallegos D., Habilidades blandas en la educación y la empresa: mapeo sistemático, Revista Científica Uisrael, 7, 2, pp. 39-56, (2020); Gomez M., Las habilidades blandas competencias para el nuevo milenio, Divulgare Boletín Científico de la Escuela Superior de Actopan, 6, 11, pp. 1-5, (2019); Groh M, Mckenzie D, Vishwanath T., Reducing Information Asymmetries in the Youth Labor Market of Jordan with Psychometrics and Skill Based Tests, The World Bank Economic Review, 29, pp. S106-S117, (2015); Kalugina E., Shvydun S., An Effective Personnel Selection Model, Procedia Computer Science, 31, pp. 1102-1106, (2014); Skills for Social Progress: The Power of Social and Emotional Skills, (2015); Morales-Maure L., Garcia-Marimon O., Habilidades cognitivas a través de la estrategia de aprendizaje cooperativo y perfeccionamiento epistemológico en matemática de estudiantes de primer año de universidad, Form. Univ, 11, 2, pp. 45-56, (2018); Musa F., Mufti N., L R.A., Amin M.M., Project-Based Learning (PjBL): inculcating soft skills in 21<sup>st</sup> century workplace, Procedia Social and Behavioral Sciences, 59, pp. 565-573, (2012); Musicco G., Las soft skills & coaching: motor de la Universidad en Europa, RUE: Revista Universitaria Europea, 29, pp. 115-132, (2018); Ortega T., Desenredando la conversación sobre habilidades blandas, (2016); Ortega C., Febles J., Estrada V., Una estrategia para la formación de competencias blandas desde edades tempranas, Revista Cubana de Educación Superior, 35, 2, pp. 35-41, (2016); Prada M. F., Rucci G., Urzua S., Training, soft skills and productivity: evidence from a Field Experiment in Retail, pp. 1-53, (2019); Peeters E., Nelissen J., Employability Capital: A Conceptual Framework Tested Through Expert Analysis, Journal of Career Development, 46, 2, pp. 79-93, (2019); Runciman B., IT Leaders Report: Cloud, Security & Soft Skills Come Into Their Own, ITNOW, 63, 1, pp. 6-9, (2021); Tito M., Serrano B., Desarrollo de soft skills una alternativa a la escasez de talento humano, INNOVA Research Journal, 1, 12, pp. 59-76, (2016); Tseng H., Yi X., Yeh H. T., Learning-related soft skills among online business students in higher education: Grade level and managerial role differences in self-regulation, motivation, and social skill, Computers in Human Behavior, 95, pp. 179-186, (2019); Zhang A., Peer Assessment of Soft Skills and Hard Skills, Journal of Information Technology Education: Research, 11, pp. 155-168, (2012)","","","Centro de Informacion Tecnologica","","","","","","07185006","","","","English","Form. Univ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85112816435"
"Schmid E.; Scharnhorst U.; Kammermann M.","Schmid, Evi (57217550722); Scharnhorst, Ursula (35954789700); Kammermann, Marlise (36163166700)","57217550722; 35954789700; 36163166700","Developing Two-Year Apprenticeships in Norway and Switzerland","2021","Vocations and Learning","14","1","","55","74","19","1","10.1007/s12186-020-09254-0","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088421279&doi=10.1007%2fs12186-020-09254-0&partnerID=40&md5=9247e85d5750227bfc2806bcbbbd428e","Department of Vocational Teacher Education, Oslo Metropolitan University, Oslo, Norway; Department of Research & Development, Swiss Federal Institute for Vocational Education and Training SFIVET, Zollikofen, Switzerland; Department of Basic Training, Swiss Federal Institute for Vocational Education and Training SFIVET, Zollikofen, Switzerland","Schmid E., Department of Vocational Teacher Education, Oslo Metropolitan University, Oslo, Norway; Scharnhorst U., Department of Research & Development, Swiss Federal Institute for Vocational Education and Training SFIVET, Zollikofen, Switzerland; Kammermann M., Department of Research & Development, Swiss Federal Institute for Vocational Education and Training SFIVET, Zollikofen, Switzerland, Department of Basic Training, Swiss Federal Institute for Vocational Education and Training SFIVET, Zollikofen, Switzerland","Over the last 15 years, different countries have developed low-level vocational education and training (VET) programmes for young people who struggle to enter or complete education at upper secondary level. Switzerland introduced nationally standardised two-year initial VET programmes in 2005, Norway in 2016. Data of interviews with curriculum experts in Norway and Switzerland provided an empirical basis to examine the underlying intentions for offering these programmes and the respective criteria for defining the learning outcomes and the curricula. The reference frame in Norway for identifying appropriate learning outcomes and selecting learning goals are the national curricula of the respective four-year VET programmes. In Switzerland, the learning outcomes of two-year curricula are defined by lower-level occupational activities which are usually identified in analyses involving active workers and experts in the respective fields. Despite these differences, the criteria for developing two-year curricula are largely the same in both countries. The findings further show that two-year VET programmes in Norway are not intended to lead to a direct labour market entry but are understood as a first step of a staged qualification whereas in Switzerland they are designed to find a viable balance between employability and permeability to the more demanding three- or four-year VET programmes. In both countries, the two-year apprenticeships do not correspond to a holistic concept of vocation. © 2020, The Author(s).","Apprenticeship; Curriculum development; Partial qualification; Vocational education and training; Youth at risk","","","","","","","","Becker M., Kammermann M., Spottl G., Balzer L., Ausbildung zum Beruf, Internationaler Vergleich Der berufsförmigen Ausbildungskonzepte für Benachteiligte Jugendliche, (2017); Becker M., Musekamp F., Spottl G., Berufsausbildung mit gemindertem Ausbildungsniveau in drei Ländern im Vergleich, Ausbildung Zum Beruf. Internationaler Vergleich Der berufsförmigen Ausbildungskonzepte für Benachteiligte Jugendliche, pp. 93-141, (2017); Quote Der Erstabschlüsse Auf Der Sekundarstufe II Und Maturitätsquote, (2018); Berufliche Grundbildung – Lehrverhältnisse, (2019); Billett S., Guided learning at work, Journal of Workplace Learning, 12, 7, pp. 272-285, (2000); Billett S., Learning in the workplace: Strategies for effective practice, (2001); Billett S., Constituting the workplace curriculum, Journal of Curriculum Studies, 38, 1, pp. 31-48, (2006); Billett S., Vocational education. 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Challenges to adult, professional and vocational education, pp. 173-182, (2015); Education at a Glance, (2018); Seven Questions about Apprenticeships: Answers from International Experience, (2018); Pilz M., Modularisation of vocational training in Germany, Austria and Switzerland: Parallels and disparities in a modernisation process, Journal of Vocational Education & Training, 64, 2, pp. 169-183, (2012); Pilz M., Canning R., The modularisation approach of work-based VET in Scotland, Journal of Education and Work, 30, 7, pp. 722-730, (2017); Rauner F., Practical knowledge and occupational competence, European Journal of Vocational Training, 40, 1, pp. 52-66, (2007); Rauner F., Stabile Kernberufe fördern die Flexibilität der Fachkräfte, Panorama, 15, (2012); Reegard K., Sales assistants in the making: Learning through responsibility, Vocations and Learning, 8, 2, pp. 117-133, (2015); Rogoff B., Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship, Sociocultural studies of mind, pp. 139-164, (1995); Prozess Der Berufsentwicklung in Der Beruflichen Grundbildung, (2017); Schmid E., Upper secondary education for youth at risk: A comparative analysis of education and training Programmes in Austria, Norway, Sweden and Switzerland, International Journal for Research in Vocational Education and Training, 7, 1, pp. 21-44, (2020); Seufert S., Flexibilisierung Der Berufsbildung Im Kontext Fortschreitender Digitalisierung. Bericht Im Auftrag Des Staatssekretariats für Bildung, Forschung Und Innovation SBFI Im Rahmen Des Projekts, (2018); Vocational Training Act, (2002); Praksisbrev, (2017); Van den Akker J., Curriculum perspectives: An introduction, Curriculum landscapes and trends, pp. 1-10, (2003); Wenger E., Communities of practice: Learning, meaning, and identity, (1998); Wettstein E., Schmid E., Gonon P., Swiss Vocational and Professional Education and Training (VPET), Forms, System, Stakeholders, (2017); Zbinden A., Berufe reformieren und weiterentwickeln, Ein Handlungskompetenzorientierter Ansatz. Bern: Hep., (2010)","E. Schmid; Department of Vocational Teacher Education, Oslo Metropolitan University, Oslo, Norway; email: evis@oslomet.no","","Springer Science and Business Media B.V.","","","","","","1874785X","","","","English","Vocat. Learn.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85088421279"
"Guàrdia L.; Mancini F.; Jacobetty P.; Maina M.","Guàrdia, Lourdes (55696915700); Mancini, Federica (57219469780); Jacobetty, Pedro (55235105400); Maina, Marcelo (55696968400)","55696915700; 57219469780; 55235105400; 55696968400","Graduates' employability skills in East Africa","2021","Journal of Teaching and Learning for Graduate Employability","12","2","","169","184","15","8","10.21153/jtlge2021vol12no2art988","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108887126&doi=10.21153%2fjtlge2021vol12no2art988&partnerID=40&md5=c8add587b278a5fe6aaee8f17e7b77a7","Psychology and Educational Sciences Department, Universitat Oberta de Catalunya, Spain","Guàrdia L., Psychology and Educational Sciences Department, Universitat Oberta de Catalunya, Spain; Mancini F., Psychology and Educational Sciences Department, Universitat Oberta de Catalunya, Spain; Jacobetty P., Psychology and Educational Sciences Department, Universitat Oberta de Catalunya, Spain; Maina M., Psychology and Educational Sciences Department, Universitat Oberta de Catalunya, Spain","This paper reports a study about the perceptions of the academic community, employers and civil servants regarding graduates' employability skills in East Africa. Specifically, it focuses on the mismatch between skills acquired in Higher Education (HE) and those in demand by employers, and explores factors influencing the situation. A mixed method approach was implemented including a survey and a set of focus groups. The questionnaire on employability skills was distributed among regional stakeholders attending the Open Day events organised by three East African HE Institutions. A Principal Components Analysis was applied for the categorisation of the most in-demand skills and the identification of four major workplace skill sets. To gain further insights into the stakeholders' perceptions of the graduate employability skills gap, 11 focus groups were organised at the same universities. The general results showed that employability skills were mostly perceived as insufficiently developed during the students' progress in their programs. The final results enabled a better understanding of the nuanced relationship between labour market valuation and graduates' acquisition of each skill set. It also allowed us to identify problems and barriers, and suggest possible solutions to overcome the shortcomings experienced by the sub-Saharan HE system. © 2021 Deakin University. All rights reserved.","Competences; East Africa; Employability; Employability skills; Graduates; Higher education; Labour market; Skills gap","","","","","","","","State of education in Africa report, 2015: A report card on the progress, opportunities and challenges confronting the African education sector, (2015); African Economic Outlook 2019, (2019); Arias O., Evans D. K., Santos I., The Skills Balancing Act in Sub-Saharan Africa: Investing in Skills for Productivity, Inclusivity, and Adaptability, (2019); Awad A., From school to employment; the dilemma of youth in Sub-Saharan Africa, International Journal of Adolescence and Youth, 25, 1, pp. 945-964, (2020); Betcherman G., Khan T., Youth employment in Sub-Saharan Africa: Taking stock of the evidence and knowledge gaps, (2015); Bhorat H., Naidoo K., Ewinyu A., Increasing employment opportunities: Navigating Africa's complex job market, Foresight Africa: Top priorities for the continent in 2017, pp. 30-31, (2017); Choi J., Dutz M., Usman Z., The future of work in Africa: Harnessing the potential of digital technologies for all, (2020); Crossman J.E., Clarke M., International experience and graduate employability: Stakeholder perceptions on the connections, High Education, 59, 5, pp. 599-613, (2010); Employment and Skills for Eastern Africa, (2020); Fenta H., Asnakew Z.S., Debele P.K., Nigatu S.T, Muhaba A.M., Analysis of supply side factors influencing employability of new graduates: A tracer study of Bahir Dar University graduates, Journal of Teaching and Learning for Graduate Employability, 10, 2, pp. 67-85, (2019); Fox L., Gandhi D., Youth employment in sub-Saharan Africa, (2021); Gibbs G. R., Analyzing qualitative data, (2018); Guardia L., Maina M., Mancini F., Increasing the visibility of graduate students' employability skills: An ePortfolio solution addressing the skill gap, Cases on active blended learning in higher education, pp. 253-275, (2021); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Multivariate data analysis, (2014); Hayward F. M., Ncayiyana D. J., Confronting the challenges of graduate education in Sub-Saharan Africa and prospects for the future, International Journal of African Higher Education, 1, 1, (2014); Holmes L., Graduate employability: Future directions and debate, Graduate employability in context: Theory, research and debate, pp. 359-370, (2017); Hong Q.N., Pluye P., Fabregues S., Bartlett G., Boardman F., Cargo M., Dagenais P., Gagnon M.P., Griffiths F., Nicolau B., O'Cathain A., Rousseau M.C., Vedel I., Improving the content validity of the mixed methods appraisal tool: A modified e-Delphi study, Journal of Clinical Epidemiology, 111, pp. 49-59, (2019); Global employment trends for youth 2017: Paths to a better working future, (2017); World employment and social outlook trends 2020, (2020); Report on employment in Africa (Re-Africa) Tackling the youth employment challenge, (2020); 4.5 Informal economy workers; Jiboku J. O., Multinational corporations and skills development in Nigeria: The case of Unilever Nigeria, AFRREV IJAH: An International Journal of Arts and Humanities, 7, 1, pp. 29-40, (2018); Kalei A., University graduates' employability skills' mismatch and the labour market demands in Kenya, EPH - International Journal of Business & Management Science, 2, 10, pp. 1-8, (2016); Kalufya N., Mwakajinga L., Employability of graduates from higher education institutions in Tanzania, Institute of Social Work Journal, 1, 2, pp. 51-68, (2016); Kerre M., Kitima F.C., Mwawaza S., Regional Higher Education Qualification Gaps: Vol II, (2014); Leopold T. A., Ratcheva V., Zahidi S., The future of jobs and skills in Africa: Preparing the region for the Fourth Industrial Revolution, (2017); Manji F., Jal E., Badisang B., Opoku-Mensah A., The eLearning Africa Report 2015. The trajectory of change - Next steps for education, (2015); McCowan T., Can higher education solve Africa's job crisis? Understanding graduate employability in Sub-Saharan Africa, (2014); McCowan T., Students in the driving seat: Young people's voices on higher education in Africa, (2015); McCowan T., Walke M., Fongwa S., Oanda I., Sifuna D., Adedeji S., Oyebade S., Ananga E.D., Adzahlie-Mensah V., Tamanja E., Universities, employability and inclusive development: Repositioning higher education in Ghana, Kenya, Nigeria and South Africa, (2016); Mgaiwa S. J., Fostering graduate employability: Rethinking Tanzania's university practices, SAGE Open, 11, 2, (2021); Miles M. B., Huberman A. M., Qualitative data analysis: An expanded sourcebook, (1994); Ngoma M., Dithan Ntale P., Psychological capital, career identity and graduate employability in Uganda: The mediating role of social capital, International Journal of Training and Development, 20, 2, pp. 124-139, (2016); Njeg'ere Kabita D., Ji L., The why, what and how of competency-based curriculum reforms: The Kenyan experience, Progress Reflection No 11, (2017); Education at a Glance 2011: Highlights, (2011); Ornellas A., Falkner K., Edman Stalbrandt E., Enhancing graduates' employability skills through authentic learning approaches, Higher Education, Skills and Work-Based Learning, 9, 1, pp. 107-120, (2019); Siraye Z., Abebe T., Melese M., Wale T., A tracer study on employability of business and economics graduates at Bahir Dar University, International Journal of Higher Education and Sustainability, 2, 1, pp. 45-63, (2018); Sparreboom T., Staneva A., Is education the solution to decent work for youth in developing economies?, (2014); Teddlie C., Tashakkori A., Overview of contemporary issues in mixed methods research, SAGE handbook of mixed methods in social & behavioral research, pp. 1-41, (2010); Tomlinson M., Graduate employability in context: Charting a complex, contested and multifaceted policy and research field, Graduate employability in context: Theory, research and debate, pp. 1-40, (2017); Transforming our world: The 2030 agenda for sustainable development (A/RES/70/1), (2015); Walker M., Student perceptions of employability and inclusive development: South Africa, (2015); Whelan M.B., Academic work-integrated learning (WIL): Reengaging teaching-focused academics with industry, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 172-187, (2017); Wild J., Omingo M., Graduate skills for employability in East Africa: Evolution of a skills matrix for course redesign, (2020); The Africa Competitiveness Report 2017, (2017); Strategies for the new economy: Skills as the currency of the labour market, (2019)","F. Mancini; Psychology and Educational Sciences Department, Universitat Oberta de Catalunya, Spain; email: fmancini0@uoc.edu","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85108887126"
"Raidal S.L.; Neutze D.; Strous J.","Raidal, S.L. (56262788700); Neutze, D. (56597002500); Strous, J. (6506578400)","56262788700; 56597002500; 6506578400","Disclosure of disability or misconduct in veterinary graduate registration: balancing confidentiality, equity and stakeholder interests","2021","Australian Veterinary Journal","99","4","","93","107","14","0","10.1111/avj.13045","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099866100&doi=10.1111%2favj.13045&partnerID=40&md5=1d6b4c3034b703704742842d6173ade6","School of Animal and Veterinary Sciences, Charles Sturt University, Wagga Wagga, Australia; Veterinary Industry Consultant, Sydney, Australia; Australasian Veterinary Boards Council (AVBC), Melbourne, Australia","Raidal S.L., School of Animal and Veterinary Sciences, Charles Sturt University, Wagga Wagga, Australia; Neutze D., Veterinary Industry Consultant, Sydney, Australia; Strous J., Australasian Veterinary Boards Council (AVBC), Melbourne, Australia","Background: Veterinary registration processes, including disclosure of disability or misconduct, vary across jurisdictions in Australasia, and there is currently no clear mechanism for the communication of registration requirements to prospective or current students. Procedures for registration of graduating students are evolving but are not necessarily responsive to conflicting imperatives for confidentiality, protection of stakeholder interests and graduate support. Objective: To obtain opinions from members of the veterinary profession in Australasia on issues relating to graduate registration, including communication between veterinary schools and registration bodies. Method: This was an online survey. Results: Responses were received from 245 members of the profession, including employers, educators, current students, recent graduates and board members. Respondents agreed on the importance of the survey topic to all stakeholder groups, and responses reflected the complex, contestable and nuanced nature of inherent concepts. Responses were strongly polarised between individuals with an appetite for reform, improved discourse around disability and remediation of unprofessional conduct and those with concerns and experiences suggesting boards and educators could not responsibly manage processes that included increased disclosure of disability or prior conduct. Conclusion: Issues related to disability and misconduct should be addressed separately in any change to registration processes. A harmonisation of registration processes across jurisdictions is desirable, but the legal implications of any potential changes require careful consideration. There is a need for improved support of disability, remediation of misconduct and a desire to promote diversity within the profession. The survey evoked strong emotions, and future discussion requires sensitivity, empathy and insight. © 2021 Australian Veterinary Association","discrimination; diversity; employability; fitness to practice; graduate registration; graduate support","Animals; Disclosure; Humans; Prospective Studies; Schools, Veterinary; Students; Surveys and Questionnaires; adult; Article; behavior disorder; behavioral risk factor surveillance system; cognitive defect; conduct disorder; confidentiality; data analysis; data interoperability; disability; discourse analysis; empathy; ethical decision making; graduate; health care organization; health care policy; human; human experiment; interpersonal communication; interpretation bias; leadership; medical profession; misconduct; misdemeanor; occupation; outcome assessment; patient safety; perceptive discrimination; professional misconduct; questionnaire; registration; risk assessment; stakeholder engagement; stigma; veterinary education; veterinary graduate; veterinary medicine; animal; interpersonal communication; prospective study; school; student","","","","","Australasian Veterinary Boards Council; Australian Veterinary Association, AVA","This project was partially funded by the Australasian Veterinary Boards Council. The authors thank medical and human health professionals who shared their expertise and insights; colleagues (including veterinary students) who piloted the survey and discussed related concepts; and survey respondents who provided their experiences, opinions and perspectives. Drs Anne Fawcett, Amy Little, Iain McLachlan, Jenny Weston and Peter Kelly provided feedback and assistance in the interpretation and presentation of concepts raised in this report. If the content of this study raises concerns for you, support is available through the Australian Veterinary Association (https://www.ava.com.au/member-services/vethealth/), from Lifeline on 13 11 14 or Beyond Blue on 1300 22 46 36.","McGurgan P.M., Olson-White D., Holgate M., Et al., Fitness-to-practise policies in Australian medical schools – are they fit for purpose?, Med J Aust, 193, pp. 665-667, (2010); Aldridge J., Bray S.A., David T.J., Medical student fitness to practise committees at UK medical schools, BMC Res Notes, 2, (2009); Paton L.W., Tiffin P.A., Smith D., Et al., Predictors of fitness to practise declarations in UK medical undergraduates, BMC Med Educ, 18, (2018); Lo K., Curtis H., Keating J.L., Et al., Physiotherapy clinical educators' perceptions of student fitness to practise, BMC Med Educ, 17, (2017); Chew-Graham C.A., Rogers A., Yassin N., I wouldn't want it on my CV or their records: medical students' experiences of help-seeking for mental health problems, Med Educ, 37, pp. 873-880, (2003); Givens J.L., Tjia J., Depressed medical students' use of mental health services and barriers to use, Acad Med, 77, pp. 918-921, (2002); Jones J.T.R., North C.S., Vogel-Scibilia S., Et al., Medical licensure questions about mental illness and compliance with the Americans With Disabilities Act, J Am Acad Psych Law, 46, pp. 458-471, (2018); Smith W.T., Allen W.L., Implications of the 2008 amendments to the Americans with Disabilities Act for medical education, Acad Med, 86, pp. 768-772, (2011); Hafferty F.W., Gibson G.G., Learning disabilities, professionalism and the practice of medical education, Acad Med, 78, pp. 189-201, (2003); Searcy C.A., Dowd K.W., Hughes M.G., Et al., Association of MCAT scores obtained with standard vs extra administration time with medical school admission, medical student performance and time to graduation, J Am Med Assoc, 313, pp. 2253-2262, (2015); Teherani A., Papadakis M.A., Clinical performance of medical students with protected disabilities, J Am Med Assoc, 310, pp. 2309-2311, (2013); DeLisa J.A., Lindenthal J.J., Commentary: reflections on diversity and inclusion in medical education, Acad Med, 87, pp. 1461-1463, (2012); Schwarz C.M., Zetkulic M., You belong in the room: Addressing the underrepresentation of physicians with physical disabilities, Acad Med, 94, pp. 17-19, (2019); Snashall D., Doctors with disabilities: licensed to practise?, Clin Med, 9, pp. 315-319, (2009); Domino K.B., Hornbein T.F., Polissar N.L., Et al., Risk factors for relapse in health care professionals with substance use disorders, J Am Med Assoc, 293, pp. 1453-1460, (2005); Pilgrim J.L., Dorward R., Drummer O.H., Drug-caused deaths in Australian medical practitioners and health-care professionals, Addiction, 112, pp. 486-493, (2017); Weenink J.W., Kool R.B., Bartels R.H., Et al., Getting back on track: a systematic review of the outcomes of remediation and rehabilitation programmes for healthcare professionals with performance concerns, BMJ Qual Saf, 26, pp. 1004-1014, (2017); Parker M., Assessing professionalism: theory and practice, Med Teach, 28, pp. 399-403, (2006); Pavlik D.L., Melcher B.Q., Agnew D.M., Et al., The Americans With Disabilities Act, reasonable accommodations, and medical education, J Phys Assist Educ, 30, pp. 214-218, (2019); Shrewsbury D., Mogensen L., Hu W., Problematizing medical students with disabilities: a critical policy analysis, MedEdPublish, 7, (2018); Mogensen L., Hu W., A doctor who really knows …"": a survey of community perspectives on medical students and practitioners with disability, BMC Med Educ, 19, (2019); Goulet F., Thiffault J., Ladouceur R., Remediation and rehabilitation programmes for health professionals: challenges for the future, BMJ Qual Saf, 26, pp. 941-943, (2017); Bismark M.M., Spittal M.J., Gurrin L.C., Et al., Identification of doctors at risk of recurrent complaints: a national study of healthcare complaints in Australia, BMJ Qual Saf, 22, pp. 532-540, (2013); Papadakis M.A., Hodgson C.S., Teherani A., Et al., Unprofessional behavior in medical school is associated with subsequent disciplinary action by a state medical board, Acad Med, 79, pp. 244-249, (2004); Papadakis M.A., Teherani A., Banach M.A., Et al., Disciplinary action by medical boards and prior behavior in medical school, N Engl J Med, 353, pp. 2673-2682, (2005); Colliver J.A., Markwell S.J., Verhulst S.J., Et al., The prognostic value of documented unprofessional behavior in medical school records for predicting and preventing subsequent medical board disciplinary action: the Papadakis studies revisited, Teach Learn Med, 19, pp. 213-215, (2007); Fargen K.M., Drolet B.C., Philibert I., Unprofessional behaviors among tomorrow's physicians: review of the literature with a focus on risk factors, temporal trends, and future directions, Acad Med, 91, pp. 858-864, (2016); Moir F.M., Van den Brink A., Current insights in veterinarians' psychological wellbeing, N Z Vet J, 68, pp. 3-12, (2020); Perret J.L., Best C.O., Coe J.B., Et al., Prevalence of mental health outcomes among Canadian veterinarians, J Am Vet Med Assoc, 256, pp. 365-375, (2020); Buchanan E.A., Hvizdak E.E., Online survey tools: ethical and methodological concerns of human research ethics committees, J Emp Res Human Res Ethics, 4, pp. 37-48, (2009); Scholz E., Professional identity development in new graduate veterinarians, (2019)","S.L. Raidal; School of Animal and Veterinary Sciences, Charles Sturt University, Wagga Wagga, Australia; email: sraidal@csu.edu.au","","Blackwell Publishing","","","","","","00050423","","","33506514","English","Austr. Vet. J.","Article","Final","","Scopus","2-s2.0-85099866100"
"Durazzi N.","Durazzi, Niccolo (57193211597)","57193211597","Opening universities' doors for business? Marketization, the search for differentiation and employability in England","2021","Journal of Social Policy","50","2","","386","405","19","8","10.1017/S0047279420000276","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086861696&doi=10.1017%2fS0047279420000276&partnerID=40&md5=40f8596627810226423822174e8da530","School of Social and Political Science, University of Edinburgh, United Kingdom","Durazzi N., School of Social and Political Science, University of Edinburgh, United Kingdom","The article investigates the causes and consequences of the increased engagement of British universities with employability and skills initiatives. By employing case studies of six universities based in England, it asks whether the increased engagement between higher education and the labour market is driven by universities or business and whether such engagement has increased the diversity of the higher education sector. Findings suggest that the alignment between labour market needs and educational provision in universities is strongly mediated by the competitive environment within which higher education institutions have been operating since the late 1990s: the higher education market-not the labour market-is the key driver for universities to engage in employability and skills initiatives. The article also questions the assumption that 'competition' leads to 'differentiation' in higher education. Rather, isomorphic tendencies seem to prevail over differentiation in the context of a highly competitive higher education market. © The Author(s), 2020. Published by Cambridge University Press.","employability; Higher education; marketisation; organisational change; skills","competitiveness; educational attainment; employment; higher education; labor market; organizational change; skilled labor; university sector","","","","","","","Ainley P., Weyers M., The variety of student experience, Structure and Agency in the Neoliberal University, pp. 151-172, (2008); Barnett R., The Limits of Competence, (1994); Barr N., The Economics of the Welfare State, (2012); Benassi C., Durazzi N., Fortwengel J., Not All Firms Are Create Equal: SMEs and Vocational Training in Germany, Italy and Uk, (2020); Boden R., Nedeva M., Employing discourse, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Burniston S., Rodger J., Brass J., Enterprise in Higher Education-Changing the Mindset, (1999); Busemeyer M., Skills and Inequality, (2015); Working towards Your Future Making the Most of Your Time in Higher Education, (2011); Future Fit, (2009); Clark B., The Higher Education System, (1983); Cranmer S., Enhancing graduate employability, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Crouch C., Schroder M., Voelzkow H., Regional and sectoral varieties of capitalism, Economy and Society, 38, 4, pp. 654-678, (2009); Culpepper P., Employers, Public Policy, and the Politics of Decentralized Cooperation in Germany and France, Varieties of Capitalism, pp. 275-306, (2001); Davey T., Baaken T., Galan-Muros V., Meerman A., The State of University-Business Cooperation in United Kingdom, (2011); Dearing R., Higher Education in the Learning Society, (1997); Dimaggio P., Powell W., The iron cage revisited, American Sociological Review, 48, 2, pp. 147-160, (1983); Durazzi N., 'The Political Economy of High Skills', (2018); Durazzi N., The political economy of high skills, Journal of European Public Policy, 26, 12, pp. 1799-1817, (2019); Estevez-Abe M., Iversen T., Soskice D., Social Protection and the Formation of Skills, Varieties of Capitalism, pp. 145-183, (2001); Farnsworth K., Holden C., The business-social policy nexus, Journal of Social Policy, 35, 3, pp. 473-494, (2006); Finegold D., Soskice D., The failure of training in Britain, Oxford Review of Economic Policy, 4, 3, pp. 21-53, (1988); Freeman B., Marginson S., Tytler R., The Age of Stem, (2014); Gerring J., What is a case study and what is it good for?, American Political Science Review, 98, 2, pp. 341-354, (2004); Goglio V., Regini M., Processes and stages of differentiation in European higher education, Higher Education Quarterly, 71, 4, pp. 320-337, (2017); Hall P., Soskice D., An Introduction to Varieties of Capitalism, Varieties of Capitalism, pp. 1-68, (2001); Harvey L., Review of Research Literature Focussed on Foundation Degrees, (2009); Huddleston P., Laczik A., Successes and challenges of employer engagement, Journal of Education and Work, 25, 4, pp. 403-421, (2012); Ingold J., Employer engagement in active labour market programmes, Public Administration, 96, 4, pp. 707-720, (2018); Ingold J., Stuart M., The demand-side of active labour market policies, Journal of Social Policy, 44, 3, pp. 443-462, (2015); Mares I., The Politics of Social Risk, (2003); Martin C.J., Corporatism from the firm perspective, British Journal of Political Science, 35, 1, pp. 127-148, (2005); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education, Education Economics, 17, 1, pp. 1-30, (2009); Mazzucato M., Dibb G., Missions: A Beginner's Guide, (2019); McNair S., Editorial, Education+ Training, 37, 9, (1995); Morley L., Producing new workers, Quality in Higher Education, 7, 2, pp. 131-138, (2001); The Higher Education Market, (2017); Tertiary Education for the Knowledge Society, (2008); Is Increasing Private Expenditure, Especially in Tertiary Education, Associated with Less Public Funding and Less Equitable Access?, (2012); Youth, Skills and Employability, (2015); Pratt J., Unification of higher education in the United Kingdom, European Journal of Education, 27, 1-2, pp. 29-44, (1992); Pratt J., UK: End of the British Binary System, (2008); Shattock M., Making Policy in British Higher Education 1945-2011, (2012); Shaw C., Removing the cap on student numbers-six questions answered, The Guardian, (2014); Soskice D., Social skills from mass higher education, Oxford Review of Economic Policy, 9, 3, pp. 101-113, (1993); University Funding Explained, (2016); Mind the Gap: Engaging Employers to Secure the Future of Stem in Higher Education, (2015); Whiteley T., Enterprise in higher education-an overview from the Department for Education and Employment, Education+ Training, 37, 9, pp. 4-8, (1995); Yin R., The case study crisis: Some answers, Administrative Science Quarterly, 26, 1, pp. 58-65, (1981)","N. Durazzi; School of Social and Political Science, University of Edinburgh, United Kingdom; email: niccolo.durazzi@ed.ac.uk","","Cambridge University Press","","","","","","00472794","","","","English","J. Soc. Policy","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85086861696"
"Balz A.; Schuller K.","Balz, Anne (57195985068); Schuller, Karin (57195738412)","57195985068; 57195738412","Always looking for something better? The impact of job insecurity on turnover intentions: Do employables and irreplaceables react differently?","2021","Economic and Industrial Democracy","42","1","","142","159","17","13","10.1177/0143831X18757058","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85043338644&doi=10.1177%2f0143831X18757058&partnerID=40&md5=f8ff272fdfc33f6e2651e1f0acece255","GESIS – Leibniz Institute for the Social Sciences, Germany; Max-Planck-Institute for Social Law and Social Policy, Germany","Balz A., GESIS – Leibniz Institute for the Social Sciences, Germany; Schuller K., Max-Planck-Institute for Social Law and Social Policy, Germany","This study contributes to the current research on the effect of job insecurity on turnover intentions by examining what happens to employees when job security is replaced with employment security. It analyzes whether perceived employability and irreplaceability (a) increase or decrease turnover intentions, or (b) buffer or intensify the negative effects of job insecurity on turnover intentions. The study focuses on an international context by using International Social Survey Programme (ISSP) data to assess the generalizability of the results. The findings show that perceived job insecurity increases turnover intentions in all countries. In addition, perceived employability increases turnover intentions in most countries, whereas weak evidence suggests that employees who feel irreplaceable are less likely to have turnover intentions. The results on the question about whether employees who feel employable or irreplaceable react differently to job insecurity – with respect to turnover intentions – vary widely between countries, and so a general conclusion about buffering effects cannot be drawn. © The Author(s) 2018.","Employability; intention to leave; irreplaceability; job insecurity; turnover intentions","","","","","","","","Acikgoz Y., Sumer H.C., Sumer N., Do employees leave just because they can? Examining the perceived employability–turnover intentions relationship, The Journal of Psychology, 150, 5, pp. 666-683, (2016); Allen D.G., Weeks K.P., Moffitt K.R., Turnover intentions and voluntary turnover: The moderating roles of self-monitoring, locus of control, proactive personality, and risk aversion, The Journal of Applied Psychology, 90, 5, pp. 980-990, (2005); Allison P.D., Missing Data, (2001); Anderson C.J., Pontusson J., Workers, worries and welfare states: Social protection and job insecurity in 15 OECD countries, European Journal of Political Research, 46, 2, pp. 211-235, (2007); Aybas M., Elmas S., Dundar G., Job insecurity and burnout: The moderating role of employability, European Journal of Business and Management, 7, 9, pp. 195-202, (2015); Berntson E., Naswall K., Sverke M., The moderating role of employability in the association between job insecurity and exit, voice, loyalty and neglect, Economic and Industrial Democracy, 31, 2, pp. 215-230, (2010); Borg I., Elizur D., Job insecurity: Correlates, moderators and measurement, International Journal of Manpower, 13, 2, pp. 13-26, (1992); Bowers J., Drake K.W., EDA for HLM: Visualization when probabilistic inference fails, Political Analysis, 13, 4, pp. 301-326, (2005); Bryan M.L., Jenkins S.P., Multilevel modelling of country effects: A cautionary tale, European Sociological Review, 32, 1, pp. 3-22, (2016); Buffel V., Dereuddre R., Bracke P., Medicalization of the uncertainty? An empirical study of the relationships between unemployment or job insecurity, professional care seeking, and the consumption of antidepressants, European Sociological Review, 31, 4, pp. 446-459, (2015); Centeno M., Novo A.A., Excess worker turnover and fixed-term contracts: Causal evidence in a two-tier system, Labour Economics, 19, 3, pp. 320-328, (2012); Cheng G.H.-L., Chan D.K.-S., Who suffers more from job insecurity? A meta-analytic review, Applied Psychology, 57, 2, pp. 272-303, (2008); Cheng T., Mauno S., Lee C., The buffering effect of coping strategies in the relationship between job insecurity and employee well-being, Economic and Industrial Democracy, 35, 1, pp. 71-94, (2014); Chirumbolo A., Areni A., Job insecurity influence on job performance and mental health: Testing the moderating effect of the need for closure, Economic and Industrial Democracy, 31, 2, pp. 195-214, (2010); Clark A.E., What really matters in a job? Hedonic measurement using quit data, Labour Economics, 8, 2, pp. 223-242, (2001); Dawson C., Veliziotis M., Hopkins B., Temporary employment, job satisfaction and subjective well-being, Economic and Industrial Democracy, 38, 1, pp. 69-98, (2017); De Cuyper N., De Witte H., Job insecurity in temporary versus permanent workers: Associations with attitudes, well-being, and behaviour, Work and Stress, 21, 1, pp. 65-84, (2007); De Cuyper N., De Witte H., Job insecurity and employability among temporary workers: A theoretical approach based on the psychological contract, The Individual in the Changing Working Life, pp. 88-107, (2008); De Cuyper N., Bernhard-Oettel C., Berntson E., Et al., Employability and employees’ well-being: Mediation by job insecurity, Applied Psychology, 57, 3, pp. 488-509, (2008); De Witte H., Job insecurity and psychological wellbeing: Review of the literature and exploration of some unresolved issues, European Journal of Work and Organizational Psychology, 8, 2, pp. 155-177, (1999); Dickerson A., Green F., Fears and realisations of employment insecurity, Labour Economics, 19, 2, pp. 198-210, (2012); Eichhorst W., Marx P., Reforming German labour market institutions: A dual path to flexibility, Journal of European Social Policy, 21, 1, pp. 73-87, (2011); Towards Common Principles of Flexicurity: More and Better Jobs Through Flexibility and Security, (2007); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Furaker B., Berglund T., Job insecurity and organizational commitment, Revista Internacional de Organizaciones, 13, pp. 163-186, (2014); Ganster D.C., Murphy L.R., Workplace interventions to prevent stress-related illness: Lessons from research and practice, I/O Psychology: What We Know about Theory and Practice, pp. 34-51, (2000); Gaure S., Roed K., Westlie L., Job search incentives and job match quality, Labour Economics, 19, 3, pp. 438-450, (2012); Gielen A.C., Tatsiramos K., Quit behavior and the role of job protection, Labour Economics, 19, 4, pp. 624-632, (2012); Green F., Unpacking the misery multiplier: How employability modifies the impacts of unemployment and job insecurity on life satisfaction and mental health, Journal of Health Economics, 30, 2, pp. 265-276, (2011); Greenhalgh L., Rosenblatt Z., Job insecurity: Toward conceptual clarity, The Academy of Management Review, 9, 3, pp. 438-448, (1984); Hancock J.I., Allen D.G., Bosco F.A., Et al., Meta-analytic review of employee turnover as a predictor of firm performance, Journal of Management, 39, 3, pp. 573-603, (2013); Hirschman A.O., Exit, Voice and Loyalty: Responses to Decline in Firms, Organizations and States, (1970); International Social Survey Programme: Work Orientation III – ISSP 2005, (2013); Kahn L.M., Temporary jobs and job search effort in Europe, Labour Economics, 19, 1, pp. 113-128, (2012); Kalleberg A., Nonstandard employment relations: Part-time, temporary and contract work, Annual Review of Sociology, 26, pp. 341-365, (2000); Kalleberg A., Flexible firms and labor market segmentation: Effects of workplace restructuring on jobs and workers, Work and Occupations, 30, 2, pp. 154-175, (2003); Kroneberg C., Kalter F., Rational choice theory and empirical research: Methodological and theoretical contributions in Europe, Annual Review of Sociology, 38, pp. 73-92, (2012); Lazarus R.S., Folkman S., Stress, Appraisal, and Coping, (1984); Lozza E., Libreri C., Bosio A.C., Temporary employment, job insecurity and their extraorganizational outcomes, Economic and Industrial Democracy, 34, 1, pp. 89-105, (2013); Mood C., Logistic regression: Why we cannot do what we think we can do, and what we can do about it, European Sociological Review, 26, 1, pp. 67-82, (2010); Naswall K., De Witte H., Who feels insecure in Europe? Predicting job insecurity from background variables, Economic and Industrial Democracy, 24, 2, pp. 189-215, (2003); Porter L.W., Steers R.M., Mowday R.T., Et al., Organizational commitment, job satisfaction, and turnover among psychiatric technicians, Journal of Applied Psychology, 59, 5, pp. 603-609, (1974); Rousseau D., Psychological Contracts in Organizations: Understanding Written and Unwritten Agreements, (1995); Silla I., De Cuyper N., Gracia F.J., Et al., Job insecurity and well-being: Moderation by employability, Journal of Happiness Studies, 10, 6, pp. 739-751, (2009); Silver B.J., Forces of Labor: Workers’ Movements and Globalization since 1870, (2003); Sousa-Poza A., Sousa-Poza A.A., The effect of job satisfaction on labor turnover by gender: An analysis for Switzerland, The Journal of Socio-Economics, 36, 6, pp. 895-913, (2007); Spurk D., Kauffeld S., Meinecke A.L., Et al., Why do adaptable people feel less insecure? Indirect effects of career adaptability on job and career insecurity via two types of perceived marketability, Journal of Career Assessment, 24, 2, pp. 289-306, (2016); Sverke M., Goslinga S., The consequences of job insecurity for employers and unions: Exit, voice and loyalty, Economic and Industrial Democracy, 24, 2, pp. 241-270, (2003); Sverke M., Hellgren J., Naswall K., No security: A meta-analysis and review of job insecurity and its consequences, Journal of Occupational Health Psychology, 7, 3, pp. 242-264, (2002); Wilthagen T., Tros F., Dealing with the ‘flexibility-security-nexus’: Institutions, strategies, opportunities and barriers, (2003); Zeytinoglu I.U., Yilmaz G., Keser A., Et al., Job satisfaction, flexible employment and job security among Turkish service sector workers, Economic and Industrial Democracy, 34, 1, pp. 123-144, (2013)","A. Balz; GESIS – Leibniz Institute for the Social Sciences, Germany; email: anne.balz@gesis.org","","SAGE Publications Ltd","","","","","","0143831X","","","","English","Econ. Ind. Democr.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85043338644"
"Cohn A.; Maréchal M.A.; Schneider F.; Weber R.A.","Cohn, Alain (56066577100); Maréchal, Michel André (26434406600); Schneider, Frédéric (35726075700); Weber, Roberto A (7403384886)","56066577100; 26434406600; 35726075700; 7403384886","Frequent Job Changes can Signal Poor Work Attitude and Reduce Employability","2021","Journal of the European Economic Association","19","1","","475","508","33","2","10.1093/jeea/jvaa017","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105655488&doi=10.1093%2fjeea%2fjvaa017&partnerID=40&md5=971bc1854a627c95525961849d7d669e","School of Information, University of Michigan, United States; Department of Economics, University of Zurich, Switzerland; Judge Business School, University of Cambridge, United Kingdom","Cohn A., School of Information, University of Michigan, United States; Maréchal M.A., Department of Economics, University of Zurich, Switzerland; Schneider F., Judge Business School, University of Cambridge, United Kingdom; Weber R.A., Department of Economics, University of Zurich, Switzerland","We study whether employment history provides information about a worker's ""work attitude"", that is, the tendency to act cooperatively and reliably in the workplace. We conjecture that, holding all else equal, frequent job changes can indicate poor work attitude and that this information is transmitted through employment histories. We find support for this hypothesis across three studies that employ complementary laboratory, field, and survey experiments, as well as in labor market panel data. First, a tightly controlled laboratory labor market experiment demonstrates that prior employment information allows employers to screen for reliable and cooperative workers and that these workers obtain better employment outcomes. Secondly, we conduct a field experiment that varies the frequency of job changes in applicants' resumes and find that those with fewer job changes receive substantially more callbacks from prospective employers. Thirdly, a survey experiment with human resources professionals confirms that the resume manipulations in the field study create different perceptions of work attitude and that these largely account for the callback differences. Finally, we find evidence consistent with our hypothesized relationships in empirical labor market data. Our work highlights the potential importance of job history as a signal of work attitude in labor markets, and points to a potential cost of frequent job changes.  © 2020 The Author(s) 2020. Published by Oxford University Press on behalf of European Economic Association.","","","","","","","","","Ackermann Kurt A., Fleiss Jurgen, Murphy Ryan O., Reciprocity as an Individual Difference, Journal of Conflict Resolution, 60, 2, pp. 340-367, (2016); Altonji Joseph G., Smith Anthony A., Vidangos Ivan, Modeling Earnings Dynamics, Econometrica, 81, 4, pp. 1395-1454, (2013); Arrow Kenneth J., Higher Education as a Filter, Journal of Public Economics, 2, 3, pp. 193-216, (1973); Bagger Jesper, Fontaine Fran, Postel-Vinay Fabien, Robin Jean-Marc, Tenure, Experience, Human Capital, and Wages: A Tractable Equilibrium Search Model of Wage Dynamics, American Economic Review, 104, 6, pp. 1551-1596, (2014); Bartel Ann P., Earnings Growth on the Job and Between Jobs, Economic Inquiry, 18, 1, pp. 123-137, (1980); Bartos Vojtech, Bauer Michal, Chytilova Julie, Matejka Filip, Attention Discrimination: Theory and Field Experiments With Monitoring Information Acquisition, American Economic Review, 106, 6, pp. 1437-1475, (2016); Becker Anke, Deckers Thomas, Dohmen Thomas, Falk Armin, Kosse Fabian, The Relationship Between Economic Preferences and Psychological Personality Measures, Annual Review of Economics, 4, 1, pp. 453-478, (2012); Becker Brian E., Hills Stephen M., The Long-Run Effects of Job Changes and Unemployment Among Male Teenagers, Journal of Human Resources, 18, 2, pp. 197-212, (1983); Becker Gary S., Investment in Human Capital: A Theoretical Analysis, Journal of Political Economy, 70, 5, pp. 9-49, (1962); Becker Gary S., Human Capital: A Theoretical and Empirical Analysis, With Special Reference to Education, (1964); Bedard Kelly, Human Capital Versus Signaling Models: University Access and High School Dropouts, Journal of Political Economy, 109, 4, pp. 749-775, (2001); Bellemare Charles, Kroger Sabine, On Representative Social Capital, European Economic Review, 51, 1, pp. 183-202, (2007); Bertrand Marianne, Mullainathan Sendhil, Are Emily and Greg More Employable Than Lakisha and Jamal? 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A Field Experiment with Thirteen Thousand Résumés, American Economic Journal: Economic Policy, 3, 4, pp. 148-171, (2011); Pager Devah, Western Bruce, Bonikowski Bart, Discrimination in a Low-Wage Labor Market: A Field Experiment, American Sociological Review, 74, 5, pp. 777-799, (2009); Pallais Amanda, Inefficient Hiring in Entry-Level Labor Markets, American Economic Review, 104, 11, pp. 3565-3599, (2014); Petrongolo Barbara, Pissarides Christopher A., Looking Into the Black Box: A Survey of the Matching Function, Journal of Economic Literature, 39, 2, pp. 390-431, (2001); Rees Albert, Information Networks in Labor Markets, American Economic Review, 56, 1, pp. 559-566, (1966); Riach Peter A., Rich Judith, Field Experiments of Discrimination in the Market Place, Economic Journal, 112, 483, pp. F480-F518, (2002); Rogerson Richard, Shimer Robert, Wright Randall, Search-Theoretic Models of the Labor Market: A Survey, Journal of Economic Literature, 43, 4, pp. 959-988, (2005); Rustichini Aldo, DeYoung Colin G., Anderson Jon E., Burks Stephen V., Toward the Integration of Personality Theory and Decision Theory in Explaining Economic Behavior: An Experimental Investigation, Journal of Behavioral and Experimental Economics, 64, pp. 122-137, (2016); Monthly Labor Market Statistics, (2013); Siegel Sidney, Castellan John N., Nonparametric Statistics for the Behavioral Sciences, (1988); Spence Michael, Job Market Signaling, Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Stiglitz Joseph E., The Theory of 'Screening, ' Education, and the Distribution of Income, American Economic Review, 65, 3, pp. 283-300, (1975); Suster Mark, Never Hire Job Hoppers. They Make Terrible Employees, (2010); Berufshauptgruppen CH-ISCO-19 nach Geschlecht, (2019); Nationalitaet Altersgruppen; Thielmann Isabel, Hilbig Benjamin E., The Traits One Can Trust: Dissecting Reciprocity and Kindness as Determinants of Trustworthy Behavior, Personality and Social Psychology Bulletin, 41, 11, pp. 1523-1536, (2015); Topel Robert H., Ward Micheal P., Job Mobility and the Careers of Young Men, Quarterly Journal of Economics, 107, 2, pp. 439-479, (1992); Trikha Ritika, How a Gen-Y Job Seeker Can Justify Their Job Hopping, (2012); Tyler John H., Murnane Richard J., Willett John B., Estimating the Labor Market Signaling Value of the GED, Quarterly Journal of Economics, 115, 2, pp. 431-468, (2000); Waldman Michael, Job Assignments, Signalling, and Efficiency, RAND Journal of Economics, 15, 2, pp. 255-267, (1984); Zhao Kun, Ferguson Eamonn, Smillie Luke D., Prosocial Personality Traits Differentially Predict Egalitarianism, Generosity, and Reciprocity in Economic Games, Frontiers in Psychology, 7, (2016)","","","Oxford University Press","","","","","","15424766","","","","English","J. Eur. Econ. Assoc.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85105655488"
"Hadiyanto; Noferdiman; Syamsurizal; Muhaimin; Krisantia I.","Hadiyanto (57195236668); Noferdiman (57210928501); Syamsurizal (57189097322); Muhaimin (57194016573); Krisantia, Ina (57200730182)","57195236668; 57210928501; 57189097322; 57194016573; 57200730182","Students' soft skills, hard skills, and competitiveness (SHC): A suggested model for Indonesian higher education curriculum","2021","International Journal of Learning, Teaching and Educational Research","20","2","","218","234","16","5","10.26803/ijlter.20.2.12","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104230621&doi=10.26803%2fijlter.20.2.12&partnerID=40&md5=d30a5bcf8586301a246051cbf273460d","Universitas Jambi, Kota Jambi, Indonesia; Universitas Trisakti, Jakarta, Indonesia","Hadiyanto, Universitas Jambi, Kota Jambi, Indonesia; Noferdiman, Universitas Jambi, Kota Jambi, Indonesia; Syamsurizal, Universitas Jambi, Kota Jambi, Indonesia; Muhaimin, Universitas Jambi, Kota Jambi, Indonesia; Krisantia I., Universitas Trisakti, Jakarta, Indonesia","This study develops a model for students and graduates of Soft Skills, Hard Skills, and Competitiveness (SHC) and seeks user validation after the development process. The development process uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. A quantitative survey using questionnaires and descriptive quantitative analysis was applied in obtaining user validation as the study objective. The development results validated the students' SHC Development model, which has 3 main phases, including Input, Process and Output. The Input phase comprises course content, SHC component, and strategy of students' center approach. The Process phase consists of blended course design, instruction and students' engagement, and evaluation. The Output phase comprises soft and hard skills achievement, as well as students' competitiveness level. Users perceived the model's phases and components as wholly acceptable, appropriate, and applicable for implementation through curriculum, teaching, and learning at the university. This study contributes to graduate preparation for employability skills in the challenging and complex working environment in revolution industry 4.0. © 2021 The authors and IJLTER.ORG. All rights reserved.","21st century skills; Employability; Entrepreneurship; Lifelong learning; Revolution industry 4.0","","","","","","Ministry of Finance Indonesia; RISPRO LPDP","The study was funded by RISPRO LPDP PRJ 13/LPDP/2018, Ministry of Finance Indonesia.","Ahlstrom A. W., Yohalem N., David P., Hillaker P., David P., From Soft Skills to Hard Data: Measuring Youth Program Outcomes, (2014); Andreeva Е., Khrisanova Е., Gunina Е., Vishnevskaya М., Psychological and Pedagogical Support for the Formation of Students' Competitiveness in the Educational and Professional Space of the University, International Scientific and Practical Conference on Education, Health and Human Wellbeing Advances in Social Science, Education and Humanities Research, 396, pp. 50-54, (2020); Balcar J., Simek M., Filipova L., Soft Skills of Czech Graduates, Review of Economic Perspectives, De Gruyter, Warsaw, 18, 1, pp. 45-60, (2018); Bialik M., Bogan M., Fadel C., Horyathova M., Character Education for the 21st Century: What Should Students Learn? Center for Curriculum Redesign, (2015); Branch R. M., Instructional Design: The ADDIE Approach, (2009); Burce A., O'sullivan N., Teaching and Learning in Competency-Based Education [Conference paper], The Fifth International Conference on e-Learning (eLearning-2014), (2014); Caggiano K. S., Loredana P., Jeronimo G., Towards Identifying the Soft Skills Needed in Curricula: Finnish and Italian Students' Self-Evaluations Indicate Differences between Groups Valeria, Sustainability, 12, 4031, pp. 1-10, (2020); Chan J., Goh J., Priest K., Soft skills, hard challenges: Understanding the nature of China's skills gap, (2015); Cimatti B., Definition, Development, Assessment of Soft Skills and Their Role for The Quality of Organizations and Enterprises, International Journal for Quality Research, 10, 1, pp. 97-130, (2016); Dick W., Carey L., Carey J. O., The systematic design of instruction, (2001); Panduan Penyusuanan Kurrikulum Pendidikan, (2016); Guide Book of Independent learning - Independence of Campus, (2020); Hadiyanto, Mukminin A., Failasofah. Arif N., Fajaryani N., Habibi A., In Search of Quality Student Teachers in a Digital Era: Reframing the Practices of Soft Skills in Teacher Education, TOJET: The Turkish Online Journal of Educational Technology, 16, 3, pp. 71-78, (2017); Constructing A Prototype of Developing Students' 21st Century Skills; Soft Skills, Hard Skills, and Competitiveness at a University in Indonesia; Hadiyanto Failasofah, Armiwati, Abrar M., Thabran Y., Students' Practices of 21st Century Skills between Conventional learning and Blended Learning, Journal of University Teaching & Learning Practice, 18, 3, pp. 7-19, (2021); Hadiyanto Noferdiman, Moehamin, Yuliusman, Assessing Students And Graduates Soft Skills, Hard Skills And Competitiveness, International Journal of Social Sciences, 3, 2, pp. 1885-1906, (2017); Survey of ASEAN employers on skills and competitiveness. Emerging Markets Consulting, (2014); Khalil M., Elkhider I. A., Applying learning theories and instructional design models for effective instruction, Advances in physiology education, 40, 2, pp. 147-156, (2016); Lippman L. H, Ryberg R., Carney R., Moore K. A., Child Trend:. Workforce Connections: Key ""Soft Skills"" That Foster Youth Workforce Success: Toward A Consensus Across Fields, (2015); Liventsova E., Rumyantsevaa T., Syriamkina E., Development of Social and Entrepreneurial Skills of Students of Engineering and Technical Specialties In The Modern University, Proceeding MATEC Web of Conferences, 7, pp. 1-9, (2016); Marando A., Balancing Project Management Hard Skill and Soft Skills, (2012); Md-Ali R., Shaffie F., Yusof M. F., Understandings and Conceptions of Soft Skills for Educators in Public Universities, Future Academy: The European Proceedings of Social & Behavioural Sciences, pp. 694-701, (2016); Novikova N., Competitiveness of Students in the Culture Sphere in the Modern Educational Space, SHS Web of Conferences, 9, pp. 1-4, (2016); Patacsil F. F., Tablatin C. L. S., Exploring the Importance of Soft and Hard Skills as Perceived by It Internship Students and Industry: A Gap Analysis, Journal of Technology and Science Education, 7, 3, pp. 347-368, (2017); Rajadurai J., Sapuan N. M., Daud S., Salina D., Abidin N, The Marketability of Technical Graduates from Higher Educational Institutions (HEIs) Offering Technical and Vocational Education and Training (TVET): A Case from Malaysia, Asia-Pacific Edu Res, 27, 137, pp. 535-543, (2018); Setiawan T. W., Qonita A. B., Asna, Arna A., Khaidir M., Rifa M. J., Rozikan M., Mufid A., Fahmi K., Purwanto A., Effect of Hard Skills, Soft Skills, Organizational Learning and Innovation Capability on Islamic University Lecturers' Performance, Sys Rev Pharm, 11, 7, pp. 556-569, (2020); Towards Defining 21st Century Competencies for Ontario, (2016); Panduan Implementasi Merdeka Belajar - Kampus Merdeka Universitas Pendidikan Indonesia, (2020); Jambi-UNJA Universitas, Strategic Plan of University of Jambi, (2020)","","","Society for Research and Knowledge Management","","","","","","16942116","","","","English","Intl. J. Learn. Teach. Edu. Res.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85104230621"
"Saffie-Robertson M.C.; Fiset J.","Saffie-Robertson, Ma. Carolina (55971595800); Fiset, John (55873786700)","55971595800; 55873786700","Finding a tenure-track position in academia in North America: Development of an employability model for new assistant professors","2021","Higher Education Quarterly","75","2","","263","277","14","4","10.1111/hequ.12278","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091287865&doi=10.1111%2fhequ.12278&partnerID=40&md5=2c9f9b04efa3c0996268b300a6d1bdea","Management Department, St. John Fisher College, Rochester, NY, United States; Faculty of Business Administration, Memorial University of Newfoundland, St. John's, NL, Canada","Saffie-Robertson M.C., Management Department, St. John Fisher College, Rochester, NY, United States; Fiset J., Faculty of Business Administration, Memorial University of Newfoundland, St. John's, NL, Canada","Searching for an academic position is known to be a stressful and often ambiguous process for applicants. During this transition from doctoral students to assistant professors, applicants seek any additional means to increase their chances of securing an academic appointment. This research draws on data gathered from a sample of recently hired business school professors for tenure-track positions in Canada and the United States to develop an inductive model of academic employability. The academic employability model derived from our data consists of four dimensions, three of which have been included in existing employability models (Career Identity, Personal Adaptability, and Social and Human Capital) as well as a fourth unique dimension to this model (Academic Professionalism). In addition to providing an analysis of this distinct and context-rich job market environment, we offer practical advice for aspiring job candidates, doctoral programmes and academic supervisors seeking to improve academic employability of doctoral graduates. © 2020 John Wiley & Sons Ltd","","","","","","","","","Akerlind G.S., Postdoctoral researchers: Roles, functions and career prospects, Higher Education Research and Development, 24, 1, pp. 21-40, (2005); Anthis K., Hope, will, purpose, competence, and fidelity: Ego strengths as predictors of career identity, Identity, 14, 2, pp. 153-162, (2014); Global Salary Survey Report, (2017); Austin A.E., Preparing the next generation of faculty: Graduate school as socialization to the academic career, The Journal of Higher Education, 73, 1, pp. 94-122, (2002); Austin A.E., McDaniels M., Preparing the professoriate of the future: Graduate student socialization for faculty roles, Higher Education: Handbook of Theory and Research, 21, pp. 397-456, (2006); Aytekin I., Erdogmus N., Erdil O., Akgun A.E., Academicians' career capital and career satisfaction: The mediation effect of research productivity, Educational Sciences: Theory and Practice, 16, 6, pp. 1921-1945, (2016); Barker K.K., Hunsley J., The use of theoretical models in psychology supervisor development research from 1994 to 2010: A systematic review, Canadian Psychology/Psychologie Canadienne, 54, 3, pp. 176-185, (2013); Barnes B.J., Williams E.A., Archer S.A., Characteristics that matter most: Doctoral students' perceptions of positive and negative advisor attributes, NACADA Journal, 30, 1, pp. 34-46, (2010); Baruch Y., Hall D., The academic career: A model for future careers in other sectors?, Journal of Vocational Behavior, 64, 2, pp. 241-262, (2004); Bedeian A.G., Twelve suggestions for optimizing career success, Rhythms of academic life: Personal accounts of careers in academia, pp. 3-9, (1996); Boice R., New faculty as teachers, The Journal of Higher Education, 62, 2, pp. 150-173, (1991); Bozeman B., Dietz J.S., Gaughan M., Scientific and technical human capital: An alternative model for research evaluation, International Journal of Technology Management, 22, 7-8, pp. 716-740, (2001); Browning L., Thompson K., Dawson D., From early career researcher to research leader: Survival of the fittest?, Journal of Higher Education Policy and Management, 39, 4, pp. 1-17, (2017); Clauset A., Arbesman S., Larremore D.B., Systematic inequality and hierarchy in faculty hiring networks, Science Advances, 1, 1, (2015); Close A.G., Moulard J.G., Monroe K.B., Establishing human brands: Determinants of placement success for first faculty positions in marketing, Journal of the Academy of Marketing Science, 39, pp. 922-941, (2011); Cyranoski D., Gilbert N., Ledford H., Nayar A., Yahia M., Education: The PhD factory, Nature News, 472, 7343, pp. 276-279, (2011); Davies E., Jenkins A., The work-to-retirement transition of academic staff: Attitudes and experiences, Employee Relations, 35, 3, pp. 322-338, (2013); De Vos A., De Hauw S., van der Heijden B., Competency development and career success: The mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); De Zuniga H.G., Barnidge M., Scherman A., Social media social capital, offline social capital, and citizenship: Exploring asymmetrical social capital effects, Political Communication, 34, 1, pp. 44-68, (2017); Demaray M.K., Carlson J.S., Hodgson K.K., Assistant professors of school psychology: A national survey of program directors and job applicants, Psychology in the Schools, 40, 6, pp. 691-698, (2003); Edmondson A.C., McManus S.E., Methodological fit in management field research, Academy of Management Review, 32, 4, pp. 1246-1264, (2007); Finch D., Deephouse D.L., O'Reilly N., Massie T., Hillenbrand C., Follow the leaders? An analysis of convergence and innovation of faculty recruiting practices in US business schools, Higher Education, 71, 5, pp. 699-717, (2016); Fiset J., Saffie-Robertson M.C., The impact of gender and perceived academic supervisory support on new faculty negotiation success, Higher Education Quarterly,, 74, 3, pp. 240-256, (2020); Forrier A., Sels L., The concept employability: A complex mosaic, International Journal of Human Resources Development and Management, 3, 2, pp. 102-124, (2003); Fugate M., Kinicki A.J., A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, 3, pp. 503-527, (2008); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gilbert R., Balatti J., Turner P., Whitehouse H., The generic skills debate in research higher degrees, Higher Education Research and Development, 23, 3, pp. 375-388, (2004); Harzing A.W., What, who, or where? Rejoinder to ‘Identifying research topic development in business and management education research using legitimation code theory’, Journal of Management Education, 40, 6, pp. 726-731, (2016); Horta H., Holding a post-doctoral position before becoming a faculty member: Does it bring benefits for the scholarly enterprise?, Higher Education, 58, 5, pp. 689-721, (2009); Hutchins H.M., Rainbolt H., What triggers imposter phenomenon among academic faculty? A critical incident study exploring antecedents, coping, and development opportunities, Human Resource Development International, 20, 3, pp. 194-214, (2017); Jackson D., Michelson G., Factors influencing the employment of Australian PhD graduates, Studies in Higher Education, 40, 9, pp. 1660-1678, (2015); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research and Development, 36, 4, pp. 747-762, (2017); Kraimer M.L., Greco L., Seibert S.E., Sargent L.D., An investigation of academic career success: The new tempo of academic life, Academy of Management Learning & Education, 18, 2, pp. 128-152, (2019); Link A.N., Swann C.A., Bozeman B., A time allocation study of university faculty, Economics of Education Review, 27, 4, pp. 363-374, (2008); McAlpine L., Emmioglu E., Navigating careers: Perceptions of sciences doctoral students, post-PhD researchers and pre-tenure academics, Studies in Higher Education, 40, 10, pp. 1770-1785, (2015); McAlpine L., Turner G., Imagined and emerging career patterns: Perceptions of doctoral students and research staff, Journal of Further and Higher Education, 36, 4, pp. 535-548, (2012); McArdle S., Waters L.E., Briscoe J.P., Hall D.T., Employability during unemployment: Adaptability, career identity and human and social capital, Journal of Vocational Behavior, 71, 2, pp. 247-264, (2007); Meijers F., The development of a career identity, International Journal for the Advancement of Counselling, 20, 3, pp. 191-207, (1998); Neumann R., Tan K.K., From PhD to initial employment: the doctorate in a knowledge economy, Studies in Higher Education, 36, 5, pp. 601-614, (2011); O'Connell D.J., McNeely E., Hall D.T., Unpacking personal adaptability at work, Journal of Leadership and Organizational Studies, 14, 3, pp. 248-259, (2008); Ortlieb R., Weiss S., What makes academic careers less insecure? The role of individual-level antecedents, Higher Education, 76, 4, pp. 571-587, (2018); Patton M.Q., Qualitative research and evaluation methods, (2002); Ployhart R.E., Nyberg A.J., Reilly G., Maltarich M.A., Human capital is dead; long live human capital resources!, Journal of Management, 40, 2, pp. 371-398, (2014); Prasad A., Playing the game and trying not to lose myself: A doctoral student's perspective on the institutional pressures for research output, Organization, 20, 6, pp. 936-948, (2013); Praskova A., Creed P.A., Hood M., Career identity and the complex mediating relationships between career preparatory actions and career progress markers, Journal of Vocational Behavior, 87, pp. 145-153, (2015); Pratt M.G., From the editors: For the lack of a boilerplate: Tips on writing up (and reviewing) qualitative research, Academy of Management Journal, 52, 5, pp. 856-862, (2009); Raineri N., Business doctoral education as a liminal period of transition: Comparing theory and practice, Critical Perspectives on Accounting, 26, pp. 99-107, (2015); Sattar K., Roff S., Meo S.A., Your professionalism is not my professionalism: congruence and variance in the views of medical students and faculty about professionalism, BMC Medical Education, 16, 1, pp. 285-291, (2016); Sauermann H., Roach M., Science PhD career preferences: Levels, changes and advisor encouragement, PloS ONE, 7, 5, (2012); Sheehan E.P., Haselhorst H., A profile of applicants for an academic position in social psychology, Journal of Social Behavior and Personality, 14, 1, pp. 23-30, (1999); Smith Z.A., The best search committees, Chronicle of Higher Education, 63, 13, (2016); Stallman H.M., Embedding resilience within the tertiary curriculum: A feasibility study, Higher Education Research & Development, 30, 2, pp. 121-133, (2011); Trespalacios J.H., Perkins R.A., Effects of personalization and invitation email length on web-based survey response rates, TechTrends, 60, 4, pp. 330-335, (2016); Wisneski J.E., So, you want to be a business professor?, Business Horizons, 56, pp. 551-559, (2013); Van der Heijde C.M., van der Heijden B., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Zell D., Pressure for relevancy at top-tier business schools, Journal of Management Inquiry, 14, 3, pp. 271-274, (2005)","M.C. Saffie-Robertson; Management Department, St. John Fisher College, Rochester, United States; email: mcsaffierobertson@sjfc.edu","","Blackwell Publishing","","","","","","09515224","","","","English","Higer Educ. Q.","Article","Final","","Scopus","2-s2.0-85091287865"
"Sawleshwarkar S.; Zodpey S.P.; Negin J.","Sawleshwarkar, Shailendra (23668968900); Zodpey, Sanjay P. (7003415080); Negin, Joel (25937447400)","23668968900; 7003415080; 25937447400","Indian Public Health Students' Perspectives on Global Health Education","2021","Frontiers in Public Health","8","","614744","","","","2","10.3389/fpubh.2020.614744","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100563917&doi=10.3389%2ffpubh.2020.614744&partnerID=40&md5=cca1680474f3158bb1c84e59126e4d42","Faculty of Medicine and Health, Sydney School of Public Health, The University of Sydney, Sydney, NSW, Australia; Faculty of Medicine and Health, Westmead Clinical School, The University of Sydney, Sydney, NSW, Australia; Public Health Foundation of India, New Delhi, India","Sawleshwarkar S., Faculty of Medicine and Health, Sydney School of Public Health, The University of Sydney, Sydney, NSW, Australia, Faculty of Medicine and Health, Westmead Clinical School, The University of Sydney, Sydney, NSW, Australia, Public Health Foundation of India, New Delhi, India; Zodpey S.P., Faculty of Medicine and Health, Westmead Clinical School, The University of Sydney, Sydney, NSW, Australia, Public Health Foundation of India, New Delhi, India; Negin J., Faculty of Medicine and Health, Sydney School of Public Health, The University of Sydney, Sydney, NSW, Australia","Global health discipline is of increasing interest for educators and students in public health across the world. Public health education is recently gaining momentum in India, but global health is still at an embryonic stage. Value of students as stakeholders in curriculum development is increasingly recognized but literature about perspectives of public health students regarding global health education is limited. This study aimed to explore Indian public health students' perspectives about global health education and to provide platform for the development of global health education framework for future public health professionals. This study involved a series of focus groups with students and sought to understand perceptions about global health and global health education framework. We recruited public health students at three institutes across India for focus group discussions. Focus groups questions covered current understanding of global health, opinions regarding global health education for public health curriculum and the relevance of global health competency domains for future employment. Recordings were transcribed verbatim and the transcripts were read along with field notes and then analyzed thematically. A total of 36 students participated in four focus groups. There was a general recognition that global health is transnational and that a global outlook is now essential. But there were concerns regarding local and global priorities in public health. Global health was regarded as being wider than public health by some, but others viewed public health being the umbrella term with global health as a specialization. Global health competencies were viewed as a “step up” from the public health competencies but core public health competencies were considered essential. International experiences and use of technology were key themes for delivery of global health education. Employability and career progression for global health graduates were of concern for many participants. This study provides insight into the student perspectives regarding global health education for public health programs in India. Clear direction in terms of curriculum and its utility for career growth and employability as a global health professional needs to be established for global health education in India and other similar settings. © Copyright © 2021 Sawleshwarkar, Zodpey and Negin.","curriculum development; education; global health; India; public health education; student perspectives","Curriculum; Global Health; Health Education; Humans; India; Students, Public Health; curriculum; global health; health education; human; India; public health student","","","","","","","Withers M., Press D., Wipfli H., McCool J., Chan C.-C., Jimba M., Et al., Training the next generation of global health experts: experiences and recommendations from Pacific Rim universities, Global Health, 12, (2016); Merson M.H., University engagement in global health, N Engl J Med, 370, pp. 1676-1678, (2014); Koplan J.P., Bond T.C., Merson M.H., Reddy K.S., Rodriguez M.H., Sewankambo N.K., Et al., Towards a common definition of global health, Lancet, 373, pp. 1993-1995, (2009); Harmer A., Lee K., Petty N., Global health education in the United Kingdom: a review of university undergraduate and postgraduate programmes and courses, Public Health, 129, pp. 797-809, (2015); Muir J., Farley J., Osterman A., Hawes S., Martin K., Morrison J., Et al., Global Health Programs and Partnerships: Evidence of Mutual Benefit and Equity, (2016); Liu Y., Zhang Y., Liu Z., Wang J., Gaps in studies of global health education: an empirical literature review, Glob Health Action, 8, (2015); Ablah E., Biberman D.A., Weist E.M., Buekens P., Bentley M.E., Burke D., Et al., Improving global health education: Development of a global health competency model, Am J Trop Med Hyg, 90, pp. 560-565, (2014); Arthur M.A.M., Battat R., Brewer T.F., Teaching the basics: core competencies in global health, Infect Dis Clin North Am, 25, pp. 347-358, (2011); Walpole S.C., Shortall C., van Schalkwyk M.C., Merriel A., Ellis J., Obolensky L., Et al., Time to go global: a consultation on global health competencies for postgraduate doctors, Int Health, 8, pp. 317-323, (2016); Clark M., Raffray M., Hendricks K., Gagnon A.J., Global and public health core competencies for nursing education: A systematic review of essential competencies, Nurse Educ Today, 40, pp. 173-180, (2016); Jogerst K., Callender B., Adams V., Evert J., Field E., Hall T., Identifying interprofessional global health competencies for 21st-century health professionals, Ann Glob Health, 81, pp. 239-247, (2015); Withers M., Lin H.H., Schmidt T., Delos Trinos J., Kumar S., Establishing competencies for a global health workforce: recommendations from the Association of Pacific Rim Universities, Ann Glob Health, 85, (2019); Macfarlane S.B., Jacobs M., Kaaya E.E., In the name of global health: trends in academic institutions, J Public Health Policy, 29, pp. 383-401, (2008); Pati S., Sinha R., Panda M., Pati S., Sharma A., Zodpey S., Global health teaching in India: a curricular landscape, Front Public Health, 5, (2017); Eaton D.M., Redmond A., Bax N., Training healthcare professionals for the future: Internationalism and effective inclusion of global health training, Med Teach, 33, pp. 562-569, (2011); O'Mara-Eves A., Brunton G., Oliver S., Kavanagh J., Jamal F., Thomas J., The effectiveness of community engagement in public health interventions for disadvantaged groups: a meta-analysis, BMC Public Health, 15, (2015); Basu I., Jana S., Rotheram-Borus M.J., Swendeman D., Lee S.-J., Newman P., Et al., HIV prevention among sex workers in India, J Acquir Immune Defic Syndr, 36, pp. 845-852, (2004); Brooman S., Darwent S., Pimor A., The student voice in higher education curriculum design: is there value in listening?, Innovations Educ Teach Int, 52, pp. 663-674, (2015); Bovill C., Cook-Sather A., Felten P., Students as co-creators of teaching approaches, course design, and curricula: implications for academic developers, Int J Acad Dev, 16, pp. 133-145, (2011); Martens S.E., Meeuwissen S.N.E., Dolmans D.H.J.M., Bovill C., Konings K.D., Student participation in the design of learning and teaching: Disentangling the terminology and approaches, Med Teach, 41, pp. 1203-1205, (2019); Hsih K.W., Iscoe M.S., Lupton J.R., Mains T.E., Nayar S.K., Orlando M.S., Et al., The Student Curriculum Review Team: how we catalyze curricular changes through a student-centered approach, Med Teach, 37, pp. 1008-1012, (2015); Blum N., Berlin A., Isaacs A., Burch W.J., Willott C., Medical students as global citizens: a qualitative study of medical students' views on global health teaching within the undergraduate medical curriculum, BMC Med Educ, 19, (2019); Jackson S.F., Cole D.C., Graduate global public health education: activities and outcomes in relation to student prior experience, Glob J Health Sci, 5, pp. 54-63, (2013); Gopfert A., Mohamedbhai H., Mise J., Driessen A., Shakil A., Fitzmaurice A., Et al., Do medical students want to learn about global health?, Glob Health Act, 7, (2014); Holmes D., Zayas L.E., Koyfman A., Student objectives and learning experiences in a global health elective, J Commun Health, 37, pp. 927-934, (2012); Tiwari R., Negandhi H., Zodpey S., Current status of master of public health programmes in India: a scoping review, WHO South-East Asia J Public Health, 7, pp. 29-35, (2018); Sawleshwarkar S., Negin J., Title: a review of global health competencies for postgraduate public health education, Front Public Health, 5, (2017); Stalmeijer R.E., McNaughton N., Van Mook W.N.K.A., Using focus groups in medical education research: AMEE Guide No. 91, Med Teach, 36, pp. 923-939, (2014); Macdonald M.E., Carnevale F.A., Razack S., Understanding what residents want and what residents need: the challenge of cultural training in pediatrics, Med Teach, 29, pp. 464-471, (2007); Yu X., Xie Y., Pan X., Mayfield-Johnson S., Whipple J., Azadbakht E., Developing an evidence-based public health informatics course, J Med Libr Assoc, 103, pp. 194-197, (2015); Abimbola S., The foreign gaze: authorship in academic global health, BMJ Glob Health, 4, (2019); Creswell J.W., Poth C.N., Qualitative Inquiry & Research Design: Choosing Among Five Approaches, (2018); Krueger R.A., Casey M.A., Focus Groups: A Practical Guide for Applied Research, (2015); Ritchie J., Jane L., Qualitative Research Practice: A Guide for Social Science Students and Researchers, (2003); Ritchie J., Lewis J., Nicholls C.M., Ormston R., Qualitative Research Practice: A Guide for Social Science Students and Researchers, (2013); Gale N.K., Heath G., Cameron E., Rashid S., Redwood S., Using the framework method for the analysis of qualitative data in multi-disciplinary health research, BMC Med Res Methodol, 13, (2013); Ose S.O., Using excel and word to structure qualitative data, J Appl Soc Sci, 10, pp. 147-162, (2016); Goldner B.W., Bollinger R.C., Global health education for medical students: new learning opportunities and strategies, Med Teach, 34, pp. e58-e63, (2012); Atkins S., Yan W., Meragia E., Mahomed H., Rosales-Klintz S., Skinner D., Et al., Student experiences of participating in five collaborative blended learning courses in Africa and Asia: a survey, Glob Health Act, 9, (2016); Eichbaum Q., Evert J., Hall T., Will there be enough jobs for trained global health professionals?, Lancet Glob Health, 4, pp. e692-e693, (2016); Eichbaum Q., Hoverman A., Cherniak W., Evert J., Nezami E., Hall T., Career opportunities in global health: A snapshot of the current employment landscape, J Glob Health, 5, (2015)","S. Sawleshwarkar; Faculty of Medicine and Health, Sydney School of Public Health, The University of Sydney, Sydney, Australia; email: shailendra.sawleshwarkar@sydney.edu.au; S. Sawleshwarkar; Faculty of Medicine and Health, Westmead Clinical School, The University of Sydney, Sydney, Australia; email: shailendra.sawleshwarkar@sydney.edu.au; S. Sawleshwarkar; Public Health Foundation of India, New Delhi, India; email: shailendra.sawleshwarkar@sydney.edu.au","","Frontiers Media S.A.","","","","","","22962565","","","33585385","English","Front. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85100563917"
"Benkendorf D.L.; Sommer K.L.","Benkendorf, Daniel L. (57221967069); Sommer, Kristin L. (7103104201)","57221967069; 7103104201","The impact of emotions on stereotyping in workplace selection: The role of certainty appraisals","2021","Journal of Applied Social Psychology","51","4","","434","448","14","0","10.1111/jasp.12746","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100818974&doi=10.1111%2fjasp.12746&partnerID=40&md5=7e8fd1c32380f3af20a8b042d3e721c7","Department of Social Sciences, Fashion Institute of Technology, New York, NY, United States; Department of Psychology, Baruch College, New York, NY, United States","Benkendorf D.L., Department of Social Sciences, Fashion Institute of Technology, New York, NY, United States; Sommer K.L., Department of Psychology, Baruch College, New York, NY, United States","An appraisal tendency approach was adopted to explore the influence of emotional certainty on stereotyping and judgment in a workplace context. Across two studies, participants completed an emotional memory task designed to induce emotions representing two different levels of emotional certainty (certain versus uncertain). They then reviewed interview footage, a résumé, and qualifying criteria before rating a hypothetical job candidate’s personality and employability. Study 1 revealed that emotions high in certainty (compared to uncertainty) led to more favorable personality and employability ratings for attractive compared to unattractive candidates. Study 2 produced the same pattern of results for younger (compared to older) candidates. We conclude that certainty appraisals associated with temporary, incidental emotions are a useful predictor of the likelihood that stereotypes will be applied during decision making. © 2021 Wiley Periodicals LLC","","adult; article; decision making; emotion; employability; female; human; human experiment; interview; male; memory; personality; stereotyping; stereotypy; uncertainty; workplace","","","","","","","Angie A.D., Connelly S., Waples E.P., Kligyte V., The influence of discrete emotions on judgement and decision-making: A meta-analytic review, Cognition & Emotion, 25, 8, pp. 1393-1422, (2011); Bachkirov A.A., Managerial decision making under specific emotions, Journal of Managerial Psychology, 30, 7, pp. 861-874, (2015); Barrick M.R., Shaffer J.A., DeGrassi S.W., What you see may not be what you get: Relationships among self-presentation tactics and ratings of interview and job performance, Journal of Applied Psychology, 94, pp. 1394-1411, (2009); Bless H., The interplay of affect and cognition, The role of affect in social cognition, pp. 201-222, (2000); Bless H., Mood and the use of general knowledge structures, Theories of mood and cognition: A user’s guidebook, pp. 9-26, (2001); Bodenhausen G.V., Sheppard L.A., Kramer G.P., Negative affect and social judgment: The differential impact of anger and sadness, European Journal of Social Psychology, 24, pp. 45-62, (1994); Chartrand T.L., van Baaren R.B., Bargh J.A., Linking automatic evaluation to mood and information processing style: Consequences for experienced affect, impression formation, and stereotyping, Journal of Experimental Psychology: General, 135, 1, pp. 70-77, (2006); Chasteen A.L., Cary L.A., Age stereotypes and age stigma: Connections to research on subjective aging, Annual Review of Gerontology and Geriatrics, 35, 1, pp. 99-119, (2015); DeGroot T., Gooty J., Can nonverbal cues be used to make meaningful personality attributions in employment interviews?, Journal of Business & Psychology, 24, 2, pp. 179-192, (2009); DeGroot T., Motowidlo S.J., Why visual and vocal interview cues can affect interviewers’ judgments and predict job performance, Journal of Applied Psychology, 84, 6, pp. 986-993, (1999); Dovidio J.F., Hewstone M., Glick P., Esses V.M., Prejudice, stereotyping and discrimination: Theoretical and empirical overview, The SAGE handbook of prejudice, stereotyping and discrimination, pp. 3-28, (2010); Duckitt J., Sibley C.G., Right-wing authoritarianism, social dominance orientation and the dimensions of generalized prejudice, European Journal of Personality, 21, pp. 113-130, (2007); Eagly A.H., Ashmore R.D., Makhijani M.G., Longo L.C., What is beautiful is good, but…: A meta-analytic review of research on the physical attractiveness stereotype, Psychological Bulletin, 110, 1, pp. 109-128, (1991); Farley S.D., Chia R.C., Allred L.J., Stereotypes about attractiveness: When beautiful is not better, Journal of Social Behavior and Personality, 13, 3, pp. 479-492, (1998); Feingold A., Good-looking people are not what we think, Psychological Bulletin, 111, 2, pp. 304-341, (1992); Festinger L., A theory of social comparison processes, Human Relations, 7, 2, pp. 117-140, (1954); Fiedler K., Toward an integrative account of feeling and cognition in phenomena using the BIAS computer algorithm, Feeling and thinking: The role of affect in social cognition, pp. 223-252, (2000); Forgas J.P., Mood and judgment: The affect infusion model (AIM), Psychological Bulletin, 117, pp. 1-28, (1995); Gasper K., Do you see what I see? 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Worth L.T., Mackie D.M., Cognitive mediation of positive affect in persuasion, Social Cognition, 5, 1, pp. 76-94, (1987)","D.L. Benkendorf; Department of Social Sciences, Fashion Institute of Technology, New York, United States; email: Daniel_Benkendorf@fitnyc.edu","","Blackwell Publishing Ltd","","","","","","00219029","","","","English","J. Appl. Soc. Psychol.","Article","Final","","Scopus","2-s2.0-85100818974"
"Tomlinson M.","Tomlinson, Michael (35876837700)","35876837700","Employers and Universities: Conceptual Dimensions, Research Evidence and Implications","2021","Higher Education Policy","34","1","","132","154","22","16","10.1057/s41307-018-0121-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057333038&doi=10.1057%2fs41307-018-0121-9&partnerID=40&md5=81eb0b2d3147da756d33c481740cdd89","Southampton Education School, University of Southampton, Southampton, United Kingdom","Tomlinson M., Southampton Education School, University of Southampton, Southampton, United Kingdom","The relationship between universities and employer organisations has been given significant attention in the context of a changing graduate economy and the policy imperative to enhance post-university returns. This article presents a conceptual analysis of this relationship in the context of structural changes on both sides and its bearing on the nature, form and outcomes emerging from this relationship. Three key conceptual domains relating to theories of human capital, signalling and institutionalism are outlined to show the dynamics of the university–employer interplay and employer behaviour towards recruiting graduates. This is then further illustrated by an outline of salient research evidence from employers’ perceptions of graduate employability and approaches to recruitment. The article shows that a set of largely contextual and cultural dimensions underscores much of this relationship and this transcends the supply–demand and skill mismatch accounts which pervade policy approaches on how this relationship should operate in practice. Implications for higher education institutions and key stakeholders in this relationship are further illustrated. © 2019, International Association of Universities.","human capital; institutionalism; recruitment, employability; signalling","","","","","","","","Akkermans J., Kubash S., Trending topics in careers: a review and future research, Career Development International, 22, 6, pp. 589-622, (2017); Andrews J., Higson H., Graduate Employability: ‘soft’ skills versus ‘hard, Business knowledge’, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Arrow K., Higher Education as a filter, Journal of Public Economics, 2, pp. 193-216, (1973); The AGR Graduate Recruitment Survey 2016, (2016); Bailly F., The role of employers’ beliefs in the evaluation of educational output, Journal of Socio-economics, 37, 3, pp. 959-968, (2008); Bathmaker A.M., Ingram N., Waller R., Higher Education, Social Class and the Mobilisation of capitals: recognising and playing the game, British Journal of Sociology of Education, 34, 5-6, pp. 723-743, (2013); Becker G., Human Capital: Theoretical and Empirical Analysis with Special Reference to Education, (1993); Bolden R., Connor C., Duquemin A., Hirsh W., Petrov G., Employer Engagement with Higher Education: Defining, Sustaining and Supporting Higher Skills Provision, (2009); Bridgstock R., The University and the Knowledge Network: a new educational model for twenty-first century learning and employability, Graduate Employability in Context: Theory, Research and Rebate, pp. 339-358, (2017); Brown P., Hesketh A., The Mismanagement of talent, (2004); Brown P., Lauder H., Ashton D.N., The Global Auction: The Broken Promises of Education, (2011); Bourdieu P., Distinction: a social critique of the judgement of taste, (1984); Bourdieu P., Social space and symbolic power, Sociological Theory, 7, 1, pp. 14-25, (1989); Bryson J., James S., Keep E., ‘Recruitment and Selection, Managing Human Resources: Human Resource Management in transition, pp. 125-149, (2013); Burke C., Culture, Capital and Graduate Futures: degrees of class, (2015); Changing the pace, (2013); Clarke M., Re-thinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, (2017); Collini S., What are Universities for?, (2012); Connelly B., Trevis Certo S., Duane Ireland R., Reutzel C.R., Signalling Theory: a review and assessment, Journal of Management, 37, 1, pp. 39-67, (2011); Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice, (2016); Eraut M., Early Career learning at Work: insights into professional development during the first job, (2007); Fugate M., Kinicki A.J., Ashforth B.E., Employability: a psycho-social construct, its dimensions and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Figueiredo H., Biscaia R., Rocha V., Teixeria P., Should we start worrying? Mass higher education, skill demand and the increasingly complex landscape of young graduates’ employment, Studies in Higher Education, 42, 8, pp. 1401-1420, (2017); Grant-Smith D., MacDonald P., Ubiquitous yet Ambiguous: an integrative review of unpaid work, International Journal of Management Reviews, 20, 2, pp. 559-578, (2018); Green F., Henseke G., Should governments across OECD countries worry about graduate under-employment?, Oxford Review of Economic Policy, 32, 4, pp. 514-537, (2016); Harvey L., Moon S., Geall V., Graduates’ work: organisational change and students’ attributes, (1997); Helyer R., Lee D., The role of work experience in the future employability of graduates, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Hinchliffe G., Jolly A., Graduate Identity and Employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Holmes L., Competing Perspectives on Graduate Employability: possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Hora M., Hiring as cultural gatekeeping into occupational communities: implications for college students, faculty and careers advisors, (2018); Humburg M., van de Velden R., Verhagen A., The employability of higher education graduates: the employers’ perspectives, (2013); How English domiciled graduate earnings vary with gender, institution attended, subject of study and socio-economic background, (2016); Jackson D., Employability skill development and work-integrated learning: barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-567, (2015); Jackson D., Wilton N., Perceived employability amongst undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research & Development, 36, 4, pp. 747-764, (2017); Keep E., Education and Industry: taking two steps back and reflecting, Journal of Education and Work, 24, 4, pp. 357-379, (2012); Keep E., Mayhew K., Inequality–‘wicked problems’, labour market outcomes and the search for silver bullets, Oxford Review of Education, 40, 6, pp. 764-781, (2014); Lindberg O., Gatekeepers of a profession: employability as capital in the recruitment of medical interns, Journal of Education and Work, 26, 4, pp. 431-452, (2013); Lindberg O., Rantatalo O., Competence in professional practice: a practice theory analysis of police and doctors, Human Relations, 68, 4, pp. 561-582, (2015); Lowden K., Hall S., Elliot D., Lewin J., Employers’ perceptions of the employability skills of new graduates, (2011); McCracken M., Currie D., Harrison J., Understanding graduate recruitment, development and retention for the enhancement of talent management: sharpening ‘the edge’ of graduate talent, The International Journal Human Resource Management, 27, 22, pp. 2727-2752, (2016); MacMillan L., Tyler C., Vignoles A., Who gets the top jobs? The role of family background and networks in recent graduates’ access to high-status professions, Journal of Social Policy, 44, 3, pp. 487-515, (2015); Mann A., Stanley J., Archer L., Understanding Employer Engagement in Education: Theories and evidence, (2014); Mann A., Huddleston P., Schools and the twenty-first century labour market: perspectives on structural change, British Journal of Guidance and Counselling, 45, 2, pp. 208-218, (2017); Mason G., Williams G., Cramner S., Employability skills initiatives in higher education: what effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Morley L., The X Factor: employability, elitism and equity in graduate recruitment, Twenty-first Century Societies, 2, 2, pp. 191-207, (2007); Nilsson S., Ellstrom P.E., Employability and talent management: challenges for HRD practices, European Journal of Training and Development, 36, 1, pp. 26-45, (2012); Graduates in the UK labour market, (2013); Olssen M., Neoliberal competition in higher education today: research, impact and accountability, British Journal of Sociology of Education, 37, 1, pp. 129-148, (2016); Peters M., Bulut E., Cognitive capitalism, (2011); Powell W., DiMaggio P., The New Institutionalism in Organizational Analysis, (1991); Purcell K., Morley M., Rowley G., Employers in the new graduate labour market: recruiting from a wider spectrum of graduates, (2002); Rivera L., Hiring as cultural matching: the case of elite professional service firms, American Sociological Review, 77, 6, pp. 999-1022, (2012); Schon D., Rein M., Frame reflection: towards the resolution of intractable policy controversies, (1994); Schultz T.W., Investment in Human Capital, (1961); Scott P., Higher Education and the Knowledge Economy, Valuing Higher Education, (2017); A qualitative evaluation of non-cognitive barriers to the elite professions, (2015); Spence M., Job market signalling, Quarterly Journal of Economic, 87, 4, pp. 355-374, (1973); Suleman F., The employability skills of higher education graduates: insights into conceptual frameworks and methodological options, Higher Education, 76, 2, pp. 263-278, (2018); Sweet S., Meiksins P., Changing contours of work, (2016); Thurow L., Generating Inequality, (1975); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education and Training, 59, 4, pp. 438-452, (2017); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); UK Results, London, (2013); Walker M., Fongwa S., Universities, employability and human development, (2017); Wilton N., Employability is in the eye of the beholder, Higher Education, Skills and Work-based Learning, 4, 3, pp. 242-255, (2014)","M. Tomlinson; Southampton Education School, University of Southampton, Southampton, United Kingdom; email: m.b.tomlinson@soton.ac.uk","","Palgrave Macmillan","","","","","","09528733","","","","English","High. Educ. Policy","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85057333038"
"Suleman F.; Videira P.; Araújo E.","Suleman, Fátima (56986030200); Videira, Pedro (36976336500); Araújo, Emília (9133499900)","56986030200; 36976336500; 9133499900","Higher education and employability skills: Barriers and facilitators of employer engagement at local level","2021","Education Sciences","11","2","51","1","14","13","4","10.3390/educsci11020051","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101042955&doi=10.3390%2feducsci11020051&partnerID=40&md5=fd046f1ca9244497d2284b05874f39f4","Instituto Universitário de Lisboa (ISCTE-IUL) and DINAMIA’CET, Lisboa, 1649-026, Portugal; University of Minho, Instituto de Ciências Sociais and CECS, Braga, 4710-057, Portugal","Suleman F., Instituto Universitário de Lisboa (ISCTE-IUL) and DINAMIA’CET, Lisboa, 1649-026, Portugal; Videira P., Instituto Universitário de Lisboa (ISCTE-IUL) and DINAMIA’CET, Lisboa, 1649-026, Portugal; Araújo E., University of Minho, Instituto de Ciências Sociais and CECS, Braga, 4710-057, Portugal","This research examines the barriers and facilitators to employers’ engagement with higher education institutions. The data were collected through interviews with a set of employers (n = 19) in the Northern region of Portugal, V.N.de Famalicão, in 2019. We begin by exploring employers’ engagement activities as a potential solution to address local-level skill problems. Empirical evidence suggests that the engagement activities are mostly passive as firms use higher education largely as a recruitment channel. The differences in organizational goals and culture are the most cited barriers to the lack of more active engagement. Some efforts have recently been made to strengthen the ties between higher education and employers, notably through a local multi-stakeholder partnership as a potential broker. However, it will take time for this to bear fruit and contribute to reducing skill gaps and shortages. The data show that despite employers’ apparent willingness, more effort must be made to encourage active engagement. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Employability; Employers’ engagement; Higher education; Multi-stakeholder partnership","","","","","","Fundação para a Ciência e a Tecnologia, FCT, (FCT-PTDC/SOC-SOC/30016/2017)","Funding: This research was funded by Fundação para a Ciência e a Tecnologia: Project BRIGHET ’Bringing Together Higher Education, Training, and Job Quality’ FCT-PTDC/SOC-SOC/30016/2017.","Perkmann M., Tartari V., McKelvey M., Autio E., Brostrom A., D'Este P., Fini R., Geuna A., Grimaldi R., Hughes A., Et al., Academic engagement and commercialisation: A review of the literature on university–industry relations, Res. Policy, 42, pp. 423-442, (2013); Etzkowitz H.D., Leydesdorff L., The dynamics of innovation: From National Systems and “Mode 2” to a Triple Helix of university–industry–government relations, Res. Policy, 29, pp. 109-123, (2000); Carayannis E.G., Campbell D.F.J., Rehman S.S., Mode 3 knowledge production: Systems and systems theory, clusters and networks, J. 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Chang, 113, pp. 352-362, (2016); Regional Competitiveness and Skills, (1997); OECD Skills Strategy Diagnostic Report: Portugal, (2015); Silva P., Lopes B., Costa M., Melo A., Paiva G., Dias E., Seabra D., The million-dollar question: Can internships boost employment?, Stud. High. Educ, 43, pp. 2-21, (2018); Firms’ Imported and Exported Goods, (2020); Firms (No.) by Geographic Location (NUTS-2013) and Employment size class. 2020; Araujo E.R., Pereira D., Entidades de Mediação e Constituição de Parcerias Institucionais Locais: Uma Reflexão a Partir do Famalicão Made IN, Portugal, DRd-Desenvolv. Reg. Em Debate, 10, pp. 1123-1138, (2020); Magalhaes A., Veiga A., Amaral A., The Changing Role of External Stakeholders: From Imaginary Friends to Effective Actors or Non-interfering Friends, Stud. High. Educ, 43, pp. 1-17, (2016)","P. Videira; Instituto Universitário de Lisboa (ISCTE-IUL) and DINAMIA’CET, Lisboa, 1649-026, Portugal; email: Pedro.Videira@iscte-iul.pt","","MDPI AG","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85101042955"
"Giancaspro M.L.; Manuti A.","Giancaspro, Maria Luisa (56500550200); Manuti, Amelia (38862224500)","56500550200; 38862224500","Learning to Be Employable Through Volunteering: A Qualitative Study on the Development of Employability Capital of Young People","2021","Frontiers in Psychology","12","","574232","","","","3","10.3389/fpsyg.2021.574232","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102710198&doi=10.3389%2ffpsyg.2021.574232&partnerID=40&md5=eb230a902392ceb7f733e870036a056f","Department of Education, Psychology, Communication, University of Bari, Bari, Italy","Giancaspro M.L., Department of Education, Psychology, Communication, University of Bari, Bari, Italy; Manuti A., Department of Education, Psychology, Communication, University of Bari, Bari, Italy","Over the last decades, consistent research showed that voluntary work could be considered as a tool for professional development and concrete employment: volunteering could be either experienced as a desire to improve career opportunities or to acquire new skills. The study aimed to investigate voluntary work as a context of informal and non-formal workplace learning and vocational guidance, useful to develop skills and abilities, namely the capital of personal and social resources, that could promote future employability. Participants were 38 young volunteers who experienced the Universal Civil Service, a national Italian program addressed to young people aged up to 28 years, giving them both the opportunity to engage in social activities useful for the community and have the first contact with a working context. In line with the objectives of the study, participants were invited to describe their volunteering experience in a diary, highlighting if and to what extent this context contributed to enhancing their employability capital, namely the asset of skills, knowledge, and networks acquired, that they could transfer to a future professional domain. The narrative data collected were examined through diatextual analysis, a specific address of discourse analysis designed to catch the relationship between enunciators, text, and context of the talk. This qualitative analysis allowed us to investigate the meanings young people attributed to these activities. In light of these results, the paper contributed to investigate volunteers’ perceptions about the conditions that could best foster this specific kind of workplace informal and non-formal learning and at proposing a qualitative perspective on the analysis of the employability capital they developed. © Copyright © 2021 Giancaspro and Manuti.","career management; employability capital; informal and non-formal learning; soft skills; voluntary work","","","","","","","","Astin A.W., Sax L.J., How undergraduates are affected by service participation, J. Coll. Stud. Dev, 39, pp. 251-263, (1998); Astin A.W., Sax L.J., Avalos J., Long-term effects of volunteerism during the undergraduate years, Rev. High. Educ, 22, pp. 187-202, (1999); Aydinli A., Bender M., Chasiotis A., van de Vijver F.J.R., Cemalcilar Z., Chong A., Et al., A cross-cultural study of explicit and implicit motivation for long-term volunteering, Nonprofit Volunt. Sect. Q, 45, pp. 375-396, (2016); Barron P., Rihova I., Motivation to volunteer: a case study of the Edinburgh international magic festival, Int J. Event Festiv. Manag, 2, pp. 202-217, (2011); Barton E., Bates E.A., O'Donovan R., That extra sparkle: students’ experiences of volunteering and the impact on satisfaction and employability in higher education, J. Furth. High. Educ, 43, pp. 453-466, (2017); Berntson E., Sverke M., Marklund S., Predicting perceived employability: human capital or labour market opportunities?, Econ. Ind. 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Q, 39, pp. 498-523, (2010); Handy F., Mook L., Volunteering and volunteers: benefit-cost analyses, Res. Soc. Work. Pract, 21, pp. 412-420, (2011); Heidrich K.W., Volunteers’ life-styles: market segmentation based on volunteers’ role choices, Nonprofit Volunt. Sect. Q, 9, pp. 21-31, (1990); Hirst V., (2001); Hobfoll S.E., The influence of culture, community, and the nested-self in the stress process: advancing conservation of resources theory, Appl. Psychol. Int. Rev, 50, pp. 337-421, (2001); Imperial M.T., Perry J.L., Katula M.C., Incorporating service learning into public affairs programs: lessons from the literature, J. Public Aff. Educ, 13, pp. 243-264, (2007); Jacobs R.L., Parks Y., A proposed conceptual framework of workplace learning: implications for theory development and research in human resource development, Hum. Resour. Dev. Rev, 8, pp. 133-150, (2009); Jurasaite-Harbison E., Learning in and from practice: Opportunities and implications for teachers’ learning in informal contexts in Lithuania and the United States, (2009); Kamerade D., Ellis Paine A., Volunteering and employability: implications for policy and practice, Volun. Sector Rev, 5, pp. 259-273, (2014); Kanter R., Nice work if you can get it: the software industry as a model for tomorrow’s jobs, Am. Prospect, 6, pp. 52-58, (1995); Katz E., Rosenberg J., An economic interpretation of institutional volunteering, Eur. J. Polit. Econ, 21, pp. 429-443, (2005); Kechagias K., (2011); Keough M., From volunteering to paid employment: Skills transfer in the south Australian country fire service, (2015); Khasanzyanova A., How volunteering helps students to develop soft skills, Int. Rev. Educ, 63, pp. 363-379, (2017); Kim J., Morgul K., Long-term consequences of youth volunteering: voluntary versus involuntary service, Soc. Sci. Res, 67, pp. 160-175, (2017); Knepper H., D'Agostino M.J., Levine H., Volunteer management practices during challenging economic times, J. Public Manag. Soc. Policy, 20, pp. 1-20, (2015); Le Clus M.A., Informal learning in the workplace: a review of the literature, AJAL, 51, pp. 355-373, (2011); Livingstone D.W., (2006); Lo Presti A., Pluviano S., Looking for a route in turbulent waters: employability as a compass for career success, Organ. Psychol. Rev, 6, pp. 192-211, (2016); Low N., Butt S., Ellis Paine A., Davis Smith J., Helping out: A national survey of volunteering and charitable giving, (2007); Manuti A., Integrating formal and informal learning to develop self-management skills: challenges and opportunities for higher education in the university-to-work transition, Informal learning at schools in a knowledge-based world, pp. 168-178, (2019); Manuti A., De Palma P.D., Digital HR: A critical management approach to the Digitilization of organizations, (2018); Manuti A., Giancaspro M.L., People make the difference: an explorative study on the relationship between organizational practices, employees’ resources, and organizational behavior enhancing the psychology of sustainability and sustainable development, Sustain. For, 11, (2019); Manuti A., Pastore S., Scardigno A.F., Giancaspro M.L., Morciano D., Formal and informal learning in the workplace: a research review, Int. J. Train. Dev, 19, pp. 1-17, (2015); Manuti A., Traversa R., Mininni G., The dynamics of sense making: a diatextual approach to the intersubjectivity of discourse, Text Talk, 32, pp. 39-61, (2012); Maranta A., Sladowski P.S., (2010); Markus H., Ruvolo A., Possible selves: personalized representations of goals, Goal concepts in personality and social psychology, pp. 211-241, (1989); Marsick V.J., Volpe M., The nature of and need for informal learning, Informal learning on the job, advances in developing human resources, no. 3, (1999); Marsick V.J., Watkins K., Informal and incidental learning in the workplace, (1990); Marsick V.J., Watkins K.E., Informal and incidental learning, New. Dir. Adult Cont. Educ, 9, pp. 25-34, (2001); Marsick V.J., Watkins K.E., Informal learning in learning organizations, The Routledge companion to human resource development, pp. 236-248, (2015); McAllum M., Volunteers/volunteering. The international Encyclopedia of organizational communication, (2017); McArdle S., Waters L., Briscoe J.P., Hall D.D.T., Employability during unemployment: adaptability, career identity and human and social capital, J. Vocat. Behav, 71, pp. 247-264, (2007); Mininni G., Manuti A., A rose is more than a rose … the diatextualconstitution of subjects and objects, Text Talk, 37, pp. 243-263, (2017); Mininni G., Manuti A., Scardigno R., Rubino R., Old roots, new branches: the shoots of diatextual analysis, Qual. Res. Psychol, 11, pp. 384-399, (2014); Nichols G., Ralston R., Social inclusion through volunteering: the legacy potential of the 2012 Olympic games, Sociology, 45, pp. 900-914, (2011); Oppenheimer M., Volunteering. Why we can’t survive without it, (2008); Pacesila M., Improving the public policy making process in Romania, Manag. Res. Pract, 7, pp. 5-22, (2015); Paine A.E., McKay S., Moro D., Does volunteering improve employability? Insights from the British household panel survey and beyond, Volun. Sector Rev, 4, pp. 355-376, (2013); Peeters E., Nelissen J., De Cuyper N., Forrier A., Verbruggen M., De Witte H., Employability capital: a conceptual framework tested through expert analysis, J. Career Dev, 46, pp. 79-93, (2019); Peterson T., Van Fleet D., The ongoing legacy of R. L. Katz: an updated typology of management skills, Manag. Decis, 42, pp. 1297-1308, (2004); Poell F.F., Van der Krogt F.J., Vermulst A.A., Harris R., Simons M., Roles of informal workplace trainers in different organizational contexts: empirical evidence from Australian companies, Hum. Resour. Dev. Q, 17, pp. 175-198, (2006); Prouteau L., Wolff F.C., Does volunteer work pay off in the labor market?, J. Socio-Econ, 35, pp. 992-1013, (2006); Reason R., Hemer K., Civic learning engagement: Are view of the literature on civic learning, assessment, and instruments, (2010); Ren P., Du Z., Information science and management engineering, (2014); Sambrook S., Factors influencing the context and process of work-related learning: synthesizing findings from two research projects, Hum. Resour. Dev. Int, 8, pp. 101-119, (2005); Schugurensky D., (2000); Skule S., Learning conditions at work: a framework to understand and assess informal learning in the workplace, Int. J. Train. Dev, 8, pp. 8-19, (2004); Smith V., Enhancing employability: human, cultural, and social capital in an era of turbulent unpredictability, Hum. Relat, 63, pp. 279-303, (2010); Snyder M., Omoto A.M., Volunteerism: social issues perspectives and social policy implications, Soc. Issues Policy Rev, 2, pp. 1-36, (2008); Souto-Otero M.S., McCoshan A., Junge K., European inventory on validation of non-formal and informal learning, (2005); Souto-Otero M., Ulicna D., Schaepkens L., Bognar V., (2013); Thijssen J.G.L., Van der Heijden B.I.J.M., Rocco T.S., Toward the employability–link model: current employment transition to future employment perspectives, Hum. Resour. Dev. Rev, 7, pp. 165-183, (2008); Turner C., Subject leaders in secondary schools and informal learning: towards a conceptual framework, Sch. Leader. Manag, 26, pp. 419-435, (2006); Tynjala P., Perspectives into learning at the workplace, Educ. Res. Rev, 3, pp. 130-154, (2008); Tynjala P., Toward a 3-P model of workplace learning: a literature review, Vocat. Learn, 6, pp. 11-36, (2013); Van der Heijde C.M., Van der Heijden B.I.J.M., (2005); Van der Heijde C.M., Van der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Hum. Resour. Manag, 45, pp. 449-476, (2006); Van der Heijden B.I.J.M., van der Klink J.B.M., Meijs E., Employability enhancement through formal and informal learning: an empirical study among Dutch non-academic university staff members, Int. J. Train. Dev, 13, pp. 19-37, (2009); Van Leewen T., The representation of social actors, Texts and practices-readings in critical discourse analysis, pp. 31-72, (1996); Van Noy M., James H., Bedley C., Reconceptualizing learning: A review of the literature on informal learning, (2016); Waldner L.S., Hunter D., Client-based courses: variations in service learning, J. Public Aff. Educ, 14, pp. 219-239, (2008); Wilson J., Volunteerism research: a review essay, Nonprofit Volunt. Sect. Q, 41, pp. 176-212, (2012); Wuthnow R., Between states and markets, (1991)","A. Manuti; Department of Education, Psychology, Communication, University of Bari, Bari, Italy; email: amelia.manuti@uniba.it","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85102710198"
"Checcucci P.; Principi A.; Quattrociocchi L.; Tibaldi M.; Zurlo D.","Checcucci, Pietro (57190211353); Principi, Andrea (22136384900); Quattrociocchi, Luciana (6508207860); Tibaldi, Mauro (57201870927); Zurlo, Davide (57209096993)","57190211353; 22136384900; 6508207860; 57201870927; 57209096993","Employment of Older People across Italian Regions: an Exploration of Drivers and Barriers Based on the Active Ageing Index","2021","Journal of Population Ageing","14","1","","23","35","12","0","10.1007/s12062-020-09266-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103639009&doi=10.1007%2fs12062-020-09266-7&partnerID=40&md5=6c94f454769a2eb59b647fabd52d2b06","INAPP Istituto Nazionale per l’Analisi delle Politiche Pubbliche, C.so d’Italia 33, Rome, 00198, Italy; IRCCS INRCA – National Institute of Health and Science on Ageing, Via Santa Margherita 5, Ancona, 60124, Italy; ISTAT Istituto Nazionale di Statistica, Via C. Balbo 16, Rome, 00184, Italy; ISTAT Istituto Nazionale di Statistica, Viale Liegi 13, Rome, 00198, Italy","Checcucci P., INAPP Istituto Nazionale per l’Analisi delle Politiche Pubbliche, C.so d’Italia 33, Rome, 00198, Italy; Principi A., IRCCS INRCA – National Institute of Health and Science on Ageing, Via Santa Margherita 5, Ancona, 60124, Italy; Quattrociocchi L., ISTAT Istituto Nazionale di Statistica, Via C. Balbo 16, Rome, 00184, Italy; Tibaldi M., ISTAT Istituto Nazionale di Statistica, Via C. Balbo 16, Rome, 00184, Italy; Zurlo D., ISTAT Istituto Nazionale di Statistica, Viale Liegi 13, Rome, 00198, Italy","The main aim of this study is to measure and evaluate the participation of aged people in the labour market in Italy based on the AAI and to identify determinants. We used Istat data from official surveys harmonized at European level or based on samples which are representative at national and subnational level. In Italy the increase in retirement age and discouragement of early retirement have determined deep changes in the age composition of the Italian workforce, with employment rate of aged workers increased considerably. Considering the multifaceted nature of active ageing, we used Principle Components Analysis to identify the main factors that contribute to strengthening the employability of aged people. 18 related AAI indicators were considered and specific attention has been devoted also to macro-economic indicators such as investments, availability of infrastructures, etc. that could contribute to regional imbalances. The analysis shows that the variability of regional employment rate can be explained by the two ACP factors individuated: territory characteristics and individual well-being. Regression analysis (10 regression models were developed for panel data and random effects all controlled for ages 55–64 years and over 65 s) has provided clear indications on the determinants: the first factor seems to have more influence on the employment rate in the case of over 65s while the second factor has a greater influence for workers aged 55–64. © 2020, Springer Nature B.V.","Active ageing; Employability; Individual well-being; Social environment","Italy; aging population; economic impact; elderly population; employment; index method; labor market; principal component analysis; regression analysis; retirement; sampling","","","","","","","Aversa M.L., Checcucci P., D'Agostino L., Fefe R., E Scarpetti G., Il ruolo delle politiche per la qualità del lavoro nel contrasto ai fattori di espulsione dei lavoratori maturi, Conferenza Internazionale: Analisi E Prospettive Delle Politiche Del Lavoro. Università Degli Studi Roma Tre, (2017); P., (2018); Brown A., Guttmann R., Ageing and Labour Supply in Advanced Economies, (2017); Checcucci P., Fefe R., Scarpetti G., Etá e invecchiamento della forza lavoro nelle piccole e medie imprese italiane, INAPP Report, pp. 1-2017, (2017); Checcucci P., Mandrone E., E Roma F., Il Prolungamento Della Vita Attiva. Le Possibili Implicazioni Delle Riforme Sulla qualità Della Partecipazione E Il Rischio Di Un Incremento Dello Svantaggio Sociale. Espanet Conference “Sfide Alla Cittadinanza E Trasformazione Dei Corsi Di Vita: precarietà. Invecchiamento E migrazioni” Università Degli Studi Di Torino, (2014); De Preter H., Van Looy D., Mortelmans D., Individual and institutional push and pull factors as predictors of retirement timing in Europe: A multilevel analysis, Journal of Aging Studies, 27, 4, pp. 299-307, (2013); Desjardins R., Warnke A.J., Ageing and Skills: A Review and Analysis of Skill Gain and Skill Loss Over the Lifespan and Over Time, OECD Education Working Papers, 72, (2012); Fugate M., Kinicki A.J., E Ashforth B.E., Employability: A psycho-social construct. its dimensions. and applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Grimaldi A., Porcelli R., E Rossi A., Orientamento: Dimensioni e strumenti per l’occupabilità, Osservatorio Isfol, 1-2, pp. 45-63, (2014); Hoff A., Reichert M., Hamblin K.A., Perek-Bialas J., E Principi A., Informal and formal reconciliation strategies of older peoples’ working carers: The European carers@work project, Vulnerable Groups & Inclusion, 5, (2014); Istat M.L., Inps I.E.A., Il mercato del Lavoro: Verso una lettura integrata 2017, Roma Dicembre, (2017); Jensen P.H., Modelling of factors in late career working and retirement patterns. Workshop on delivering longer working lives and higher retirement ages. Organised jointly by the European Commission and the OECD, Bruxelles, (2014); Working better with age, Ageing and Employment Policies, (2019); Principi A., Lamura G., Sirolla C., Mestheneos L., Bien B., Brown J., Krevers B., Melchiorre M.G., Dohner H., Work restrictions experienced by midlife family care-givers of older people: Evidence from six European countries, Ageing & Society, 34, pp. 209-231, (2014); Principi A., Fabbietti P., Lamura G., Perceived qualities of older workers and age management in companies: Does the age of HR managers matter?, Personnel Review, 44, 5, pp. 801-820, (2015); Riley M.W., Foner A., E Waring J., Sociology of age, Handbook of Sociology, pp. 243-290, (1988); Active Ageing: A Policy Framework. A Contribution of the World Health Organization to the Second United Nations World Assembly on Ageing, (2002)","L. Quattrociocchi; ISTAT Istituto Nazionale di Statistica, Rome, Via C. Balbo 16, 00184, Italy; email: luciana.quattrociocchi@istat.it","","Springer Science and Business Media B.V.","","","","","","18747884","","","","English","J. Popul. Ageing","Article","Final","","Scopus","2-s2.0-85103639009"
"Stewart B.A.","Stewart, Barbara A (7202105898)","7202105898","An empirical approach to identifying employability skills required of graduates in the environmental sciences","2021","Industry and Higher Education","35","2","","89","101","12","16","10.1177/0950422220936869","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087294546&doi=10.1177%2f0950422220936869&partnerID=40&md5=450672583740c3189148d64587e2867b","University of Western Australia, Australia","Stewart B.A., University of Western Australia, Australia","Universities are under pressure to produce work-ready graduates. This study analyzed 130 job advertisements to identify skills required by environmental science employers in Australia. For degree-related criteria, the most frequently required were content knowledge, a tertiary qualification and experience. Other desired skills were an understanding of environmental legislation, and an ability to undertake Geographical Information Systems (GIS) analysis, fieldwork, ecological surveys and species identification. For generic skills, more than half of advertisements required strong interpersonal, communication, writing and project management skills. It was concluded that universities should prioritize skills that occur most frequently in advertisements, and students should be given opportunities to participate in work experience. This would involve nurturing oral and written communication and teamwork skills, while equipping students with the ability to undertake ecological surveys in the field, identify important plants and animals, and conduct data analysis using GIS approaches. Senior undergraduate and postgraduate programs should include content on environmental policy and legislation, and the opportunity for students to hone their project and time management skills. © The Author(s) 2020.","Degree-related skills; environmental sciences; generic skills; graduate employability; job advertisements","","","","","","","","Abbasi F.K., Ali A., Bibi N., Analysis of skill gap for business graduates: managerial perspective from banking industry, Education + Training, 60, 4, pp. 354-367, (2018); Ahsan K., Ho M., Khan S., Recruiting project managers: a comparative analysis of competencies and recruitment signals from job advertisements, Project Management Journal, 44, 5, pp. 36-54, (2013); Andrews J., Higson H., Graduate employability, “soft skills” versus “hard” business knowledge: a European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Arcodia C., Barker T., A review of web-based job advertisements for Australian event management positions, Journal of Human Resources in Hospitality & Tourism, 1, 4, pp. 1-18, (2002); 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Bradley A., Quigley M., Bailey K., How well are students engaging with the careers services at university?, Studies in Higher Education, (2019); Bridgstock R., The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Clyde L.A., An instructional role for librarians: an overview and content analysis of job advertisements, Australian Academic & Research Libraries, 33, 3, pp. 150-167, (2002); Cole D., Tibby M., Defining and developing your approach to employability, (2013); Cox S., King D., Skill sets: an approach to embed employability in course design, Education + Training, 48, 4, pp. 262-274, (2006); Cranmer S., Enhancing graduate employability: best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); 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Blog, 31 December 2015, (2015)","B.A. Stewart; University of Western Australia, Australia; email: barbara.cook@uwa.edu.au","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85087294546"
"Dobson H.; Bishop M.L.; Enns C.; Horn P.; Stiles G.","Dobson, Hugo (12794272700); Bishop, Matthew L. (36007126100); Enns, Charis (56388501200); Horn, Philipp (55389116100); Stiles, Gregory (57216462863)","12794272700; 36007126100; 56388501200; 55389116100; 57216462863","Teaching Global Citizenship: The Global Leadership Initiative, its Impact and Challenges","2021","Global Policy","12","1","","131","139","8","1","10.1111/1758-5899.12905","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099082566&doi=10.1111%2f1758-5899.12905&partnerID=40&md5=590062c5e62ee6f612cab21cc97df635","The University of Sheffield, United Kingdom; The University of Manchester, United Kingdom; The University of Leeds, United Kingdom","Dobson H., The University of Sheffield, United Kingdom; Bishop M.L., The University of Sheffield, United Kingdom; Enns C., The University of Manchester, United Kingdom; Horn P., The University of Sheffield, United Kingdom; Stiles G., The University of Leeds, United Kingdom","In 2015, as part of the University of Sheffield's strategic commitment to innovation in its approaches to internationalization, as well as recognition of both the importance of student employability and growing opportunities in student-led research, the Faculty of Social Sciences established a unique learning and research initiative in the shape of the Global Leadership Initiative as part of the Global Learning Opportunities in the Social Sciences programme. Its mission reflects both a desire to develop Social Sciences students as global citizens with an international outlook and a belief that staff and students can, and should, collaborate as partners in research. To this end, these initiatives have provided students, who would not normally have the opportunity, with the means to blend an international experience into their studies and understand the Social Sciences in this context. At the same time, they have sought to provide students in the Faculty with a unique Social Sciences research-based opportunity that will enhance their employability. This article outlines the development of these Global Citizenship Education initiatives before exploring the pedagogical benefits and challenges of the programme from an academic and student perspective based on semi-structured interviews, surveys and student evaluations. © 2021 Durham University and John Wiley & Sons Ltd.","","","","","","","","","Cameron J.D., Grounding Experiential Learning in “Thick” Conceptions of Global Citizenship, Globetrotting or Global Citizenship? Perils and Potential of International Experiential Learning, pp. 21-42, (2014); Curtis W., Goodson A., McDonnell J., Shields S., Wyness R., Learning Together and Expanding Horizons: Reflections on a Student-Lecturer Collaborative Enquiry, Enhancing Learning in the Social Sciences, 4, 3, pp. 1-11, (2012); Dickenson C., Jarvis J., Stockwell L., Staff-Student Collaboration: Student Learning from Working Together to Enhance Educational Practice in Higher Education, Teaching in Higher Education, 21, 3, pp. 249-265, (2016); Fanghanel J., Cousin G., ‘Worldly’ Pedagogy: A Way of Conceptualising Teaching Towards Global Citizenship, Teaching in Higher Education, 17, 1, pp. 39-50, (2012); Gentry W.A., Weber T.J., Sadri G., Empathy in the Workplace: A Tool for Effective Leadership’, Centre for Creative Leadership [online], (2016); Grimwood R., Producing Global Citizens? How New Zealand Universities Implement the Concept of Global Citizenship, New Zealand Sociology, 33, 1, pp. 97-120, (2018); Henneman E.A., Lee J.L., Cohen J.I., Collaboration: A Concept Analysis, Journal of Advanced Nursing, 21, 1, pp. 103-109, (1995); Hordern J., The Student as Producer Within a Productive System, Enhancing Learning in the Social Sciences, 4, 3, pp. 1-12, (2012); Howe E.R., Alternatives to a Master's Degree as the New Gold Standard in Teaching: A Narrative Inquiry of Global Citizenship Teacher Education in Japan and Canada, Journal of Education for Teaching, 39, 1, pp. 60-73, (2013); Illich I., Tools for Conviviality, (1973); John-Steiner V., Weber R.J., Minnis M., The Challenge of Studying Collaboration, American Educational Research Journal, 35, 4, pp. 773-783, (1998); Mitlin D., Bennett J., Horn P., King S., Makau J., Masimba Nyama G., Knowledge Matters: The Potential Contribution of the Co-production of Research to Urban Transformation, (2019); Mountz A., Bonds A., Mansfield B., Loyd J., Hyndman J., Walton-Roberts M., Et al., For Slow Scholarship: A Feminist Politics of Resistance Through Collective Action in the Neoliberal University, ACME: An International E-Journal for Critical Geographies, 14, 4, pp. 1236-1259, (2015); Munck R., Civic Engagement and Global Citizenship in a University Context: Core Business or Desirable Add-on?, Arts and Humanities in Higher Education, 9, 1, pp. 31-41, (2010); Sklad M., Friedman J., Park E., Oomen B., ‘Going Glocal’: A Qualitative and Quantitative Analysis of Global Citizenship Education at a Dutch Liberal Arts and Sciences College, Higher Education, 72, 3, pp. 323-340, (2016); The Sheffield Graduate, (2019); Tiessen R., Grantham K., Cameron J., The Relationship Between Experiential Learning and Career Outcomes for Alumni of International Development Studies Programs in Canada, Canadian Journal of Higher Education, 48, 3, pp. 23-42, (2018); Tiessen R., Huish R., Globetrotting or Global Citizenship? Perils and Potential of International Experiential Learning, (2014); Education for People and Planet: Creating Sustainable Futures for All, (2016); UNESCO in brief – Mission and Mandate, (2019); Global Citizenship Education, (2019)","H. Dobson; The University of Sheffield, United Kingdom; email: h.dobson@sheffield.ac.uk","","Blackwell Publishing Ltd","","","","","","17585880","","","","English","Global Policy","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85099082566"
"Ameri M.; Kurtzberg T.; Schur L.; Kruse D.","Ameri, Mason (57193329854); Kurtzberg, Terri (6602206406); Schur, Lisa (56135566200); Kruse, Douglas (7006527955)","57193329854; 6602206406; 56135566200; 7006527955","Disability and influence in job interviews","2021","International Journal of Conflict Management","32","2","","266","291","25","6","10.1108/IJCMA-04-2020-0070","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090156617&doi=10.1108%2fIJCMA-04-2020-0070&partnerID=40&md5=6244e5cf1bf23a2d5082117939ee9e75","Rutgers Business School, Rutgers University, New Brunswick, NJ, United States; Department of Management and Global Business, Rutgers Business School, Rutgers University, New Brunswick, NJ, United States; Department of Labor Studies and Employment Relations, Rutgers University, New Brunswick, NJ, United States; School of Management and Labor Relations, Rutgers University, New Brunswick, NJ, United States","Ameri M., Rutgers Business School, Rutgers University, New Brunswick, NJ, United States; Kurtzberg T., Department of Management and Global Business, Rutgers Business School, Rutgers University, New Brunswick, NJ, United States; Schur L., Department of Labor Studies and Employment Relations, Rutgers University, New Brunswick, NJ, United States; Kruse D., School of Management and Labor Relations, Rutgers University, New Brunswick, NJ, United States","Purpose: This purpose of this paper is to explore to efficacy of influence tactics at the outset of a job interview. Across three empirical studies, five influence tactics were manipulated during a simulated job interview to explore first impressions for candidates with or without a visible disability. Design/methodology/approach: Participants viewed videos of candidates (either in a wheelchair or not) responding to the opening question in a job interview by using one of five influence tactics (i.e. revealing a strong alternative, setting a numerical anchor, demonstrating approachability through imperfections, presenting hard skills that described job-related competencies or presenting soft skills including connecting well with and leading others). Perceptions of trustworthiness, fit for the current job and perceived appropriate salary amount were rated. Findings: Results show that, in general, tactics that might have beneficial effects when used at later moments, including the use of a strong alternate, anchor or imperfection display, may instead harm first impressions of anyone. When discussing specific skills, hard skills helped in both cases. However, the presentation of soft skills helped only the non-disabled job candidate. Trustworthiness acted as a mediator for most of these relationships in both populations. Originality/value: Results provide insight into how the use of these tactics very early in an interaction unfolds. Further, parsing the use of influence tactics into their effects on specific populations (such as people with disabilities) allows us to better understand the conditions under which they may help or hurt perceptions of employability. © 2020, Emerald Publishing Limited.","Disability; First impressions; Influence; Job interviews; Tactics","","","","","","Rutgers Business School; School of Management and Labor Relations","The author thank the Rutgers Business School and the School of Management and Labor Relations at Rutgers University for their financial support of this research, and Sanghoon Kang, Daniel Levin, Oliver Sheldon and Alex Van Zant for helpful comments on an earlier draft. 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Wyer, Jr, pp. 79-80, (2003); Strindlund L., Abrandt-Dahlgren M., Stahl C., Employers’ views on disability, employability, and labor market inclusion: a phenomenographic study, Disability and Rehabilitation, 41, 24, pp. 2910-2917, (2019); Tinsley C.H., O'Connor K.M., Sullivan B.A., Tough guys finish last: the perils of a distributive reputation, Organizational Behavior and Human Decision Processes, 88, 2, pp. 621-642, (2008); Tversky A., Kahneman D., Judgment under uncertainty: heuristics and biases, Science, 185, 4157, pp. 1124-1131, (1974); World report on disability, (2011)","T. Kurtzberg; Department of Management and Global Business, Rutgers Business School, Rutgers University, New Brunswick, United States; email: tk@business.rutgers.edu","","Emerald Group Holdings Ltd.","","","","","","10444068","","","","English","Int. J. Confl. Manage.","Article","Final","","Scopus","2-s2.0-85090156617"
"Hadromi H.; Sudarman S.; Yudiono H.; Budiman F.A.; Majid M.N.; Permana K.N.C.","Hadromi, H. (57210826718); Sudarman, S. (58668011500); Yudiono, Heri (57197819997); Budiman, Febrian Arief (57211947892); Majid, Muhamad Nurkholis (57222121731); Permana, Khoerul Nofa Candra (57222120603)","57210826718; 58668011500; 57197819997; 57211947892; 57222121731; 57222120603","The Learning Strategy Based on Scientific Approach to Strengthen the Employability Skill of Teacher Candidates","2021","International Journal of Instruction","14","2","","551","570","19","5","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101524939&partnerID=40&md5=8591b9f8ac91d83b2a89222ef0d8a0e7","Semarang State University, Indonesia","Hadromi H., Semarang State University, Indonesia; Sudarman S., Semarang State University, Indonesia; Yudiono H., Semarang State University, Indonesia; Budiman F.A., Semarang State University, Indonesia; Majid M.N., Semarang State University, Indonesia; Permana K.N.C., Semarang State University, Indonesia","The preparation of Vocational School teacher candidates who have technical skills and employability skills begins with the learning process. This paper aims to formulate learning strategies based on scientific approach to strengthen employability skills for vocational school teacher candidates. This study employed a quantitative approach with a non-experimental survey design. The samples in the study consisted of 120 vocational teacher candidates in the Automotive Engineering Education Program, Faculty of Engineering, Semarang State University who took car body’s electrical system practice course. Research data were collected with test questions, observation sheets and questionnaires. The research data were analysed using descriptive analysis, regression analysis. The results showed that the implementation of learning strategies with scientific approach significantly strengthen employability skills of vocational teacher candidates with a contribution of 22.0%, while the remaining 78% was influenced by other factors. The reinforcement of employability skills vocational teacher candidates resulted in the reinforcement of the competitiveness of prospective graduates. When they have become vocational teachers, they are able to produce competitive vocational school graduates in 4.0 industry era © 2021. All rights reserved.","employability skills; learning strategies; scientific approach; teacher candidates; vocational school","","","","","","","","Ajwad M. 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Sudarman; Prof., Semarang State University, India; email: drsudarman@mail.unnes.ac.id; H. Yudiono; Asst. Prof., Semarang State University, Indonesia; email: heri_yudiono@mail.unnes.ac.id; F.A. Budiman; Semarang State University, Indonesia; email: febrian.arif.budiman@mail.unnes.ac.id; K.N.C. Permana; Semarang State University, Indonesia; email: mnurkholismadjid@gmail.com; M.N. Majid; Semarang State University, Indonesia; email: khoerulpermana123@gmail.com","","Eskisehir Osmangazi University","","","","","","1694609X","","","","English","Int. J. Instr.","Article","Final","","Scopus","2-s2.0-85101524939"
"Bathmaker A.-M.","Bathmaker, Ann-Marie (9333553100)","9333553100","Constructing a graduate career future: Working with Bourdieu to understand transitions from university to employment for students from working-class backgrounds in England","2021","European Journal of Education","56","1","","78","92","14","14","10.1111/ejed.12436","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104528150&doi=10.1111%2fejed.12436&partnerID=40&md5=c4b2eae60023b3c2b2b244b4d5109c79","School of Education, University of Birmingham, Birmingham, United Kingdom","Bathmaker A.-M., School of Education, University of Birmingham, Birmingham, United Kingdom","In high participation systems of higher education, the link between undergraduate study and progression to graduate employment is increasingly tenuous. One response is a growing emphasis on the development of employability skills and preparing students to take advantage of future opportunities as part of university study. This paper uses a Bourdieusian-based conceptualisation of graduate capitals, combined with a concern for the psycho-social dimensions of classed experience, to consider transitions through university and into employment for students from working-class backgrounds in England, drawing on data from a study of students who attended the two universities in Bristol UK. It is argued that the assemblage of capitals that make up graduate capital could be seen as constituting a form of symbolic capital with magical powers, that hides the power relations involved in successful progression to graduate futures. While the move from university into work is more prolonged and precarious for students from all backgrounds, access to the resources that enable the development and mobilisation of graduate capitals, along with psycho-social dimensions of class, create additional challenges for the development of viable graduate career identities for working-class students such as those discussed in this paper. The paper concludes by noting implications for policy and practice. © 2021 The Authors. European Journal of Education published by John Wiley & Sons Ltd.","","","","","","","Leverhulme Trust, (F/100 182/CC)","The Paired Peers study was funded by the Leverhulme Trust, grant number F/100 182/CC. The work of the PP1 and PP2 research teams forms the basis for the paper: Harriet Bradley (PI), Jessica Abrahams, Ann‐Marie Bathmaker, Phoebe Beedell, Laura Bentley, Tony Hoare, Nicola Ingram, Vanda Papafilippou and Richard Waller. Thanks to the two reviewers of this paper for constructive and helpful suggestions. ","Abrahams J., Honourable mobility or shameless entitlement? Habitus and graduate employment, British Journal of Sociology of Education, 38, 5, pp. 625-640, (2017); Abrahams J., Ingram N., The Chameleon habitus: Exploring local students' negotiations of multiple fields, Sociological Research Online, 18, 4, pp. 213-226, (2013); Allen K., Top girls navigating austere times: Interrogating youth transitions since the “crisis”, Journal of Youth Studies, 19, 6, pp. 805-820, (2016); Artess J., Hooley T., Mellors-Bourne R., Employability: A review of the literature 2012–2016, (2017); Bathmaker A.M., Thinking with Bourdieu: Thinking after Bourdieu. 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"Khan K.I.; Niazi A.; Nasir A.; Hussain M.; Khan M.I.","Khan, Kanwal Iqbal (54395558800); Niazi, Amna (57221788410); Nasir, Adeel (55398249000); Hussain, Mujahid (57225935401); Khan, Maryam Iqbal (41361471300)","54395558800; 57221788410; 55398249000; 57225935401; 41361471300","The effect of COVID-19 on the hospitality industry: The implication for open innovation","2021","Journal of Open Innovation: Technology, Market, and Complexity","7","1","30","1","17","16","66","10.3390/joitmc7010030","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100217553&doi=10.3390%2fjoitmc7010030&partnerID=40&md5=3da643881a448311d8e1b9c3805c1956","Institute of Business & Management, University of Engineering and Technology, Lahore, 39161, Pakistan; Humanities and Social Science Department, University of Engineering and Technology, Lahore, 39161, Pakistan; Department of Management Sciences, Lahore College for Women University, Lahore, 54000, Pakistan; FAST School of Management, National University of Computer & Emerging Sciences, Lahore, 54000, Pakistan; Institute of Technology and Management, University of the Punjab Lahore Campus, Lahore, 54000, Pakistan","Khan K.I., Institute of Business & Management, University of Engineering and Technology, Lahore, 39161, Pakistan; Niazi A., Humanities and Social Science Department, University of Engineering and Technology, Lahore, 39161, Pakistan; Nasir A., Department of Management Sciences, Lahore College for Women University, Lahore, 54000, Pakistan; Hussain M., FAST School of Management, National University of Computer & Emerging Sciences, Lahore, 54000, Pakistan; Khan M.I., Institute of Technology and Management, University of the Punjab Lahore Campus, Lahore, 54000, Pakistan","The current coronavirus pandemic (COVID-19) has led the world toward severe socioeconomic crisis and psychological distress. It has severely hit the economy; but the service sector, particularly the hospitality industry, is hard hit by it. It increases the sense of insecurity among the employees and their perception of being unemployed, adversely affecting their mental health. This research aims to contribute to the emerging debate by investigating the effect of economic crisis and non-employability on employees’ mental health through perceived job insecurity under the pandemic situation. It empirically examines the underlying framework by surveying 372 employees of the hospitality industry during COVID-19. Results indicate that perceived job insecurity mediates the relationship of fear of economic crisis, non-employability, and mental health. Furthermore, the contingency of fear of COVID-19 strengthens the indirect relationship of fear of economic crisis on mental health through perceived job insecurity. The findings will provide a new dimension to the managers to deal with the psychological factors associated with the employees’ mental health and add to the emerging literature of behavioral sciences. The study also highlights the increasing need for investment in the digital infrastructure and smart technologies for the hospitality industry. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","COVID-19; Digital infrastructure; Fear of COVID-19; Fear of economic crisis; Hospitality industry; Mental health; Non-employability; Perceived job insecurity","","","","","","","","Wang C., Pan R., Wan X., Tan Y., Xu L., Ho C., Ho R.C., Immediate Psychological Responses and Associated Factors during the Initial Stage of the 2019 Coronavirus Disease (COVID-19) Epidemic among the General Population in China, Int. J. Environ. Res. Public Health, 17, (2020); Terry D.L., Woo M.J., Burnout, job satisfaction, and work-family conflict among rural medical providers, Psychol. 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Econ, 17, pp. 53-69, (2019); Marasco A., De Martino M., Magnotti F., Morvillo A., Collaborative innovation in tourism and hospitality: A systematic review of the literature, Int. J. Contemp. Hosp. Manag, 30, pp. 2364-2395, (2018); Hossain M., Anees-Ur-Rehman M., Open innovation: An analysis of twelve years of research, Strat. Outsourcing Int. J, 9, pp. 22-37, (2016); Cuyper N.D., Broeck A.V.D., Witte H.D., Handbook of Research on Sustainable Careers, Perceived Employability in Times of Job Insecurity: A Theoretical Perspective, (2015); Yehudai M., Bender S., Gritsenko V., Konstantinov V., Reznik A., Isralowitz R., COVID-19 Fear, Mental Health, and Substance Misuse Conditions Among Uni-versity Social Work Students in Israel and Russia, Int. J. Ment. Health Addict, pp. 1-8, (2020); Carson J., Eyre H., Lavretsky H., Dear Mental Health Innovators: The COVID-19 Honeymoon is Almost Over, Pandemic Response and Religion in the USA: Health, (2020)","A. Niazi; Humanities and Social Science Department, University of Engineering and Technology, Lahore, 39161, Pakistan; email: amna.niazi@uet.edu.pk; A. Nasir; Department of Management Sciences, Lahore College for Women University, Lahore, 54000, Pakistan; email: adeel.nasir@lcwu.edu.pk","","Multidisciplinary Digital Publishing Institute (MDPI)","","","","","","21998531","","","","English","J. Open Innov.: Technol. Mark. Complex.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85100217553"
"Pavlidou I.; Dragicevic N.; Tsui E.","Pavlidou, Ioanna (57219406683); Dragicevic, Nikolina (57197854492); Tsui, Eric (8610865400)","57219406683; 57197854492; 8610865400","A multi-dimensional hybrid learning environment for business education: A knowledge dynamics perspective","2021","Sustainability (Switzerland)","13","7","3889","","","","11","10.3390/su13073889","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104012574&doi=10.3390%2fsu13073889&partnerID=40&md5=756482dd5ef2239b8afb6f8ec5a556ff","Department of Industrial and Systems Engineering, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong; Educational Development Centre, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong","Pavlidou I., Department of Industrial and Systems Engineering, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong; Dragicevic N., Department of Industrial and Systems Engineering, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong; Tsui E., Educational Development Centre, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong","The main promise of new, digitally enabled and hybrid learning environments is to enable future-ready knowledge workers by equipping them with business and digital competences. However, business education (BE) research often focuses on the problems of instructional design and individual disciplines, rather than on the challenges of developing a holistic knowledge and competences required to ensure students’ long-term employability. This paper, to address this gap, approaches BE as a knowledge dynamics field that consists of rational, emotional and spiritual knowledge and proposes a related framework to serve as a guide for developing and analyzing a hybrid learning environment (HLE) that would support BE. Then, it uses the developed framework in an interview-based study to understand the students’ perceptions of how the implementation of an HLE in postgraduate course stimulated knowledge dynamics for BE. The results show that the HLE stimulated different aspects of knowledge due to the diversity of modes of learning-Face-to-Face (F2F) and online, the diversification of learning sources and the internationalization of the course-level curriculum. These results pave the direction for teachers to use the knowledge framework as a compass for future implementations and evaluations of similar methods. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Blended learning; Business education; Higher education; Hybrid learning; Hybrid learning environment; Knowledge dynamics; Learning objectives","education; globalization; holistic approach; knowledge; learning; student","","","","","Hong Kong Polytechnic University, PolyU, (GYF18-19/PT1/ISE01)","Funding: The work covered in this paper is funded by a “Exploring New Ways of Learning project at PolyU” (Project code is GYF18-19/PT1/ISE01) by The Hong Kong Polytechnic University. Support by the university is gratefully acknowledged.","Robles M.M., Executive Perceptions of the Top 10 Soft Skills Needed in Today’s Workplace, Bus. Commun. 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Rev, 22, pp. 1-18, (2017); Wang Y.D., Building student trust in online learning environments, Distance Educ, 35, pp. 345-359, (2014); Internationalization-at-Home-SYA Project; Ora A., Sahatcija R., Ferhataj A., Learning Styles and the Hybrid Learning: An Empirical Study about the Impact of Learning Styles on the Perception of the Hybrid Learning, Mediterr. J. Soc. Sci, 9, pp. 137-148, (2018); Chen B.H., Chiou H.-H., Learning style, sense of community and learning effectiveness in hybrid learning environment, Interact. Learn. Environ, 22, pp. 485-496, (2012)","N. Dragicevic; Department of Industrial and Systems Engineering, The Hong Kong Polytechnic University, Kowloon, Hung Hom, Hong Kong; email: nikolina.dragicevic@connect.polyu.hk","","MDPI AG","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85104012574"
"Regueiro B.; Rodríguez-Fernández J.E.; Crespo J.; Pino-Juste M.R.","Regueiro, Bibiana (56609997900); Rodríguez-Fernández, José Eugenio (57194902792); Crespo, Julia (7201639439); Pino-Juste, Margarita Rosa (23092313500)","56609997900; 57194902792; 7201639439; 23092313500","Design and Validation of a Questionnaire for University Students’ Generic Competencies (COMGAU)","2021","Frontiers in Education","6","","606216","","","","4","10.3389/feduc.2021.606216","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105950818&doi=10.3389%2ffeduc.2021.606216&partnerID=40&md5=460ee113443dac7c40e5bdff50ce68da","Esculca Research Group, Department of Pedagogy and Learning, University of Santiago de Compostela, Santiago de Compostela, Spain; Esculca Research Group, Department of Applied Learning, University of Santiago de Compostela, Santiago de Compostela, Spain; School Organization and Research Methods, University of Vigo, Vigo, Spain","Regueiro B., Esculca Research Group, Department of Pedagogy and Learning, University of Santiago de Compostela, Santiago de Compostela, Spain; Rodríguez-Fernández J.E., Esculca Research Group, Department of Applied Learning, University of Santiago de Compostela, Santiago de Compostela, Spain; Crespo J., Esculca Research Group, Department of Pedagogy and Learning, University of Santiago de Compostela, Santiago de Compostela, Spain; Pino-Juste M.R., School Organization and Research Methods, University of Vigo, Vigo, Spain","University, as a social institution as defined in the European Higher Education Area, must be a benchmark in the preparation for beginning employment and education for the exercise of active citizenship. Therefore its functions include the development of knowledge and skills needed for appropriate personal performance in various social and professional arenas. This education is complex and requires bringing together specific and generic (or transversal) competencies. The fundamental aim of this study is to present the construction and validation of a questionnaire for evaluating generic competencies acquired via practical service-learning education and the potential employability of university students. Empirical analysis of the reliability and validity of the instrument was performed with a sample of 564 university students (67.2% women), aged between 18 and 59 years old, although with the majority between 18 and 22 (M = 20.96). Following exploratory and confirmatory factor analysis, as well as analysis of the items and the internal consistency of the scale, the results allow us to conclude that the internal consistency and validity of the Questionnaire on University Students’ Generic Competencies are satisfactory. The proposed measurement model incorporates various prior theoretical contributions, and offers a complementary scale that may contribute to advancing research into service-learning and employability. © Copyright © 2021 Regueiro, Rodríguez-Fernández, Crespo and Pino-Juste.","COMGAU; employability; generic competencies; higher education; learning-service; university students","","","","","","Spanish State Program of Research, Development and Innovation oriented toward the Challenges of Society, (EDU2017-82629-R, EDU2017-90651-REDT)","This work is derived from a project of the Spanish State Program of Research, Development and Innovation oriented toward the Challenges of Society (EDU2017-82629-R) and a Research Network of the Spanish State Program for Knowledge Generation and Scientific and Technological Strengthening of the R&D&I System (EDU2017-90651-REDT) – http://www.usc. es/apsuni/.","Estudo da Inserción Laboral Dos Titulados no Sistema Universitario de Galicia. 2009–2010 [Study of the Labor Insertion of the Graduates in the University System of Galicia. 2009–2010], (2014); Allen J., Van der Velden R., The Flexible Professional in the Knowledge Society: General Results of the REFLEX Project, (2007); Allen J., Van der Velden R., The Flexible Professional in the Knowledge Society, (2011); Alonso L., Fernandez C., Nyssen J., El Debate Sobre Competencias. 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Regueiro; Esculca Research Group, Department of Pedagogy and Learning, University of Santiago de Compostela, Santiago de Compostela, Spain; email: bibiana.regueiro@usc.es","","Frontiers Media S.A.","","","","","","2504284X","","","","English","Front. Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85105950818"
"Jariot-Garcia M.; Sala-Roca J.; Arnau-Sabatés L.; Marzo Arpón T.","Jariot-Garcia, Mercè (26635345600); Sala-Roca, Josefina (6507991763); Arnau-Sabatés, Laura (36683101800); Marzo Arpón, Teresa (57207619185)","26635345600; 6507991763; 36683101800; 57207619185","Analysis of the theorical model of the situational test for measuring the development of basic employability competences: The workers' perspective; [Análise do modelo teórico do teste situacional de desenvolvimento das competências básicas de empregabilidade: A perspectiva dos trabalhadores]; [Análisis del modelo teórico del test situacional de desarrollo de competencias básicas de empleabilidad: La perspectiva de los trabajadores]","2021","Pedagogia Social","","37","","23","38","15","3","10.7179/PSRI_2021.37.01","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101422463&doi=10.7179%2fPSRI_2021.37.01&partnerID=40&md5=d011a65d17d1539c6adea4422066bfdb","Universidad Autónoma de Barcelona, Spain; Universidad Ramón Llull, Spain","Jariot-Garcia M., Universidad Autónoma de Barcelona, Spain; Sala-Roca J., Universidad Autónoma de Barcelona, Spain; Arnau-Sabatés L., Universidad Autónoma de Barcelona, Spain; Marzo Arpón T., Universidad Ramón Llull, Spain","The aim of this study is to analyse, from the workers' perspective, the employability model developed by the research group IARS linked to the Situational Test for measuring the Development of Basic Employability Competences (Test Situacional de Desarrollo de las Competencias Básicas de Empleabilidad). The hypothesis was that basic employability competences proposed by this model are necessary to attain, remain and be promoted within the labour market regardless of the economic sector, sex, age and work experience. A questionnaire was completed by 255 workers from different professional sectors. They evaluated the need for eight basic employability competences proposed in the model to obtain and retain their position and also to be promoted: self-organization; training-career plan; decision-making; teamwork; communication; flexibility; perseverance; responsibility/co-responsibility. The competences were perceived to be very necessary to attain, maintain and to be promoted within the position, although the competences were considered progressively more relevant as workers' progress along their professional career. All competences were assessed as necessary for different jobs independently of the professional sector, sex, age, and difficulties accessing the labour market after being unemployed. Only some nuances with small size effect were detected. To initially obtain their first job, flexibility is the competence most valued by women and young people, whereas for workers aged 25 to 54, it is the construction of a training-career plan. With regards to maintaining a position, perseverance is most valued by workers who have experienced more difficulties accessing the labour market or have been unemployed. Regarding promotion, teamwork is seen as key by those who have remained at the same company for the longest time. The results endorse the validity of the model and allow for advances to be made in constructing psychoeducational instruments for developing the employability basic competences from an early age. © 2015 SIPS. Licencia Creative Commons Attribution-Non Commercial (by-nc) Spain 3.0","Career guidance; Employability; Employability competences; Labour market; Socio-educational intervention","","","","","","Ministerio de Economía y Competitividad, MINECO, (EDU2013-43326-R)","This study was supported by a grant from the Min-isterio de Economia y Competitividad (EDU2013-43326-R). 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L., Jorna Calixto A.R., Berra Socarras E.M., Consideraciones sobre los enfoques, definiciones y tendencias de las competencias profesionales, Educación Médica Superior, 30, 2, pp. 0-0, (2016); Villa Sanchez A., Poblete Ruiz M., Evaluación de competencias genéricas: Principios, oportunidades y limitaciones, Bordón. Revista de Pedagogía, 63, 1, pp. 147-170, (2011)","M. Jariot-Garcia; Facultat de Ciències de l'Educació, Universitat Autònoma de Barcelona, Cerdanyola del Vallès, Despacho G6-265, 08193, Spain; email: Merce.Jariot@uab.cat","","Sociedad Iberoamericana de Pedagogía Social","","","","","","11391723","","","","English","Pedagog. Soc.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85101422463"
"Sim A.K.S.; Tan K.-L.; Sia J.K.-M.; Hii I.S.H.","Sim, Adriel K.S. (55329955500); Tan, Kim-Lim (57210853163); Sia, Joseph Kee-Ming (56299530000); Hii, Ivy S.H. (57218712447)","55329955500; 57210853163; 56299530000; 57218712447","Students' choice of international branch campus in Malaysia: a gender comparative study","2021","International Journal of Educational Management","35","1","","87","107","20","16","10.1108/IJEM-01-2020-0027","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090109000&doi=10.1108%2fIJEM-01-2020-0027&partnerID=40&md5=c7958bb7642b56f73b3f31c0a71f5a01","Curtin University Malaysia, Miri, Malaysia; BNU-HKBU United International College, Zhuhai, China; University of Newcastle, Singapore, Singapore","Sim A.K.S., Curtin University Malaysia, Miri, Malaysia; Tan K.-L., BNU-HKBU United International College, Zhuhai, China, University of Newcastle, Singapore, Singapore; Sia J.K.-M., Curtin University Malaysia, Miri, Malaysia; Hii I.S.H., Curtin University Malaysia, Miri, Malaysia","Purpose: In the last decade, female students' enrolment in higher education has experienced significant growth. However, male and female students still differ in criteria set of choosing higher education institutions. While several studies have been disentangled in developed countries in analyzing gender differences in pursuing higher education, a similar area of studies conducted in developing countries is scarce. The purpose of this study is to examine gender differences and the factors that influence first-year students' choice of higher education in a developing country. Design/methodology/approach: The study involved 575 students who were either enrolled in an undergraduate or foundation program of an international branch campus. We tested the hypotheses using partial least squares multigroup analysis (PLS-MGA). Findings: Our results revealed that graduate employability, information sources, program characteristics, institution characteristics and campus safety were influential factors affecting the students' institutional choice. The MGA results also indicated that gender differences exist in selecting higher education institutions. Male students are more strongly influenced by information sources such as family, friends, media compared with female students. Originality/value: Very few international branch campus choice studies explore gender differences in developing countries. This study enriches the current literature of institutional choice through the lens of an Asian developing country and extends the discourse regarding the role of gender in influencing students' institutional choice, of which they are commonly overlooked in most literature. The study has significant implications for student recruitment managers in higher education institution to develop marketing strategies targeting to potential male and female students. © 2020, Emerald Publishing Limited.","Gender; Higher education; International branch campus; Malaysia; Partial least squares-multigroup analysis; Students' institutional choice","","","","","","Curtin University Malaysia; Office of Research and Development, ORD","The authors acknowledge the funding from the Office of Research and Development, Curtin University Malaysia, for the conduct of this study.","Aguinis H., Edwards J.R., Bradley K.J., Improving our understanding of moderation and mediation in strategic management research, Organizational Research Methods, 20, 4, pp. 665-685, (2017); Ahmad S.Z., Buchanan F.R., Motivation factors in students decision to study at international branch campuses in Malaysia, Studies in Higher Education, 42, 4, pp. 651-668, (2015); Ahmad S.Z., Buchanan F.R., Ahmad N., Examination of students' selection criteria for international education, International Journal of Educational Management, 30, 6, pp. 1088-1103, (2016); Ancheh K.S.B., Krishnan A., Nurtjahja O., Evaluative criteria for selection of private universities and colleges in Malaysia, Journal of International Management Studies, 2, 1, pp. 1-11, (2007); Azzone G., Soncin M., Factors driving university choice: a principal component analysis on Italian institutions, Studies in Higher Education, pp. 1-13, (2019); Babin B.J., Griffin M., Hair J.F., Heresies and sacred cows in scholarly marketing publications, Journal of Business Research, 69, 8, pp. 3133-3138, (2016); Bartkute D., Lithuanian students' choice of university: a consumer value approach, European Journal of Higher Education, 7, 2, pp. 173-187, (2017); Basha N.K., Sweeney J.C., Soutar G.N., International students' university preferences: how different are Malaysian and Chinese students?, International Journal of Educational Management, 30, 2, pp. 197-210, (2016); Blake B.S., Mestry R., Parental decision-making factors for school choice: a south African middle class perspective, Educational Management Administration and Leadership, pp. 1-17, (2019); Busby E., Gender gap in university applications at record high, Ucas figures show, (2018); Cai Y., Graduate employability: a conceptual framework for understanding employers' perceptions, Higher Education, 65, 4, pp. 457-469, (2012); Callender C., Jackson J., Does the fear of debt constrain choice of university and subject of study?, Studies in Higher Education, 33, 4, pp. 405-429, (2008); Cheah J.-H., Ng S.-I., Ting H., Memon M.A., Stephanie Loo S.C., Customer orientation and office space performance: assessing the moderating effect of building grade using PLS-MGA, International Journal of Strategic Property Management, 23, 2, pp. 117-129, (2019); Ciriaci D., Muscio A., University choice, research quality and graduates' employability: evidence from Italian national survey data, European Educational Research Journal, 13, 2, pp. 199-219, (2014); Cohen J., Statistical Power Analysis for the Behavioral Sciences, (1988); Dao M.T.N., Thorpe A., What factors influence Vietnamese students' choice of university?, International Journal of Educational Management, 29, 5, pp. 666-681, (2015); Diamantopoulos A., Siguaw J.A., Formative versus reflective indicators in organizational measure development: a comparison and empirical illustration, British Journal of Management, 17, 4, pp. 263-282, (2006); Drewes T., Michael C., How do students choose a university? 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Tan; BNU-HKBU United International College, Zhuhai, China; email: tan.kim.lim@postgrad.curtin.edu.my; K.-L. Tan; University of Newcastle, Singapore, Singapore; email: tan.kim.lim@postgrad.curtin.edu.my","","Emerald Group Holdings Ltd.","","","","","","0951354X","","","","English","Int. J. Educ. Manage.","Article","Final","","Scopus","2-s2.0-85090109000"
"Neștian Ș.A.; Vodă A.I.; Tiță S.M.; Guță A.L.; Turnea E.-S.","Neștian, Ștefan Andrei (56300123900); Vodă, Ana Iolanda (56067360600); Tiță, Silviu Mihail (56299483900); Guță, Alexandra Luciana (56505278300); Turnea, Elena-Sabina (57215573733)","56300123900; 56067360600; 56299483900; 56505278300; 57215573733","Does individual knowledge management in online education prepare business students for employability in online businesses?","2021","Sustainability (Switzerland)","13","4","2091","1","24","23","7","10.3390/su13042091","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101222283&doi=10.3390%2fsu13042091&partnerID=40&md5=889fcb7b10c120d8042840b4f23867a7","Department of Management, Marketing and Business Administration, Alexandru Ioan Cuza University of Iași, Iași, 700505, Romania; Social Sciences and Humanities Research Department, Institute for Interdisciplinary Research, Alexandru Ioan Cuza University of Iași, Iași, 700107, Romania","Neștian Ș.A., Department of Management, Marketing and Business Administration, Alexandru Ioan Cuza University of Iași, Iași, 700505, Romania; Vodă A.I., Social Sciences and Humanities Research Department, Institute for Interdisciplinary Research, Alexandru Ioan Cuza University of Iași, Iași, 700107, Romania; Tiță S.M., Department of Management, Marketing and Business Administration, Alexandru Ioan Cuza University of Iași, Iași, 700505, Romania; Guță A.L., Department of Management, Marketing and Business Administration, Alexandru Ioan Cuza University of Iași, Iași, 700505, Romania; Turnea E.-S., Department of Management, Marketing and Business Administration, Alexandru Ioan Cuza University of Iași, Iași, 700505, Romania","Business education has been currently challenged by the fast introduction of online learning platforms for students enrolled in higher education who had been previously used only face-to-face interaction, raising questions about the sustainability of online education. This new learning environment creates a different path for students managing their knowledge, who, due to the influence of online experiences, could develop different skills with different outcomes for their chances of employment. This study analyses knowledge management of business students in an online education setting to discover its influence on students’ perception of both their general employment chances, and specifically in online businesses. To conduct the study, we opted for a quantitative research design based on a questionnaire applied between November and December of 2020, which resulted in valid responses from 256 Bachelor’s and Master’s Degree students. In line with the research hypotheses, correlation, reliability tests and logistic regression were used to perform data analysis. The results clearly indicate that students’ perception of their employment chances depend on the increasing score of knowledge acquisition, knowledge revision, conceptual change and knowledge application, independently and under the action of control variables. Additionally, knowledge application proved to be an important determinant for students’ perception of their employment chances in online businesses. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Business students; Chances of employment; Knowledge acquisition; Knowledge application; Knowledge management; Knowledge revision and conceptual change; Knowledge sharing; Online education","employment; higher education; knowledge; learning; management practice; perception; questionnaire survey; spatiotemporal analysis; student; World Wide Web","","","","","European Social Fund, ESF, (15/30.09.2019, POCU/380/6/13/125015)","Funding text 1: Acknowledgments: This work was cofinanced from the European Social Fund through Operational Programme Human Capital 2014-2020, project number POCU/380/6/13/125015 ”Development of entrepreneurial skills for doctoral students and postdoctoral researchers in the field of economic sciences”.; Funding text 2: Funding: This research was funded by European Social Fund through Operational Programme Human Capital 2014–2020, grant number 15/30.09.2019.","Tarabasz A., Selakovic M., Abraham C., The Classroom of the Future: Disrupting the Concept of Contemporary Busi-ness Education, Entrepreneurial Bus. 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Lett, 10, pp. 3477-3484, (2020); How Graduates Can Get Hired During the Coronavirus Pandemic 2020; Seaman A., The skills employers want most during the pandemic; Zhan Q., A Model for Knowledge Innovation in Online Learning Community Edutainment Conference: Technologies for E-Learning and Digital Entertainment, proceedings of Third International Conference, Edutainment 2008, pp. 21-31; Thomas C. L., Kirby L. A., Situational interest helps correct misconceptions: An investigation of conceptual change in university students, Instructional Science: An International Journal of the Learning Science, 48, pp. 223-241, (2020); Kendeou P., Walsh E. K., Smith E. R., O'Brien E. J., Knowledge revision processes in refutation texts, Discourse Processes, 51, pp. 374-397, (2014); Chiva R., Grandio A., Alegre J., Adaptive and Generative Learning: Implications from Complexity Theories, Int. J. Manag. Rev, 12, pp. 114-129, (2010); Sharp D. C., Knowlton D. S., Weiss R. E., Applications of Generative Learning for the Survey of International Economics Course, J. Econ. Educ, 36, pp. 345-357, (2005); Guta A.L., Education for The Knowledge Society, Education for a Free Society; Trevors G. J., Kendeou P., Braten I., Braasch J. L., Adolescents’ epistemic profiles in the service of knowledge revision, Contemp. Educ. Psychol, 49, pp. 107-120, (2017); Trevors G.J, Muis K.R., Pekrun R., Sinatra G.M., Winne P.H., Identity and Epistemic Emotions During Knowledge Revi-sion: A Potential Account for the Backfire Effect, Discourse Process, 53, pp. 339-370, (2016); Grandzol J.R., Grandzol C.J., Best Practices for Online Business Education, The International Review of Research in Open and Distributed Learning, 7, pp. 1-18, (2006); Tiwari (Mishra), S. Skills, competencies and employability through business education, J. Manag. Res, 6, pp. 1-13, (2012); Nentl N., Zietlow R., Using Bloom's Taxonomy to Teach Critical Thinking Skills to Business Students, Coll. Undergrad. Libr, 15, pp. 159-172, (2008); Karyaningsih R.P.D., Wibowo A., Saptono A., Narmaditya B.S., Does entrepreneurial knowledge influence vocational students’ intention? Lessons from Indonesia, Entrepreneurial Bus. Econ. Rev, 8, pp. 138-155, (2020); Brinza G., Anichiti A., Butnaru G.I., Perceptions of the Students in the Tourism Specialisations Regarding the Effectiveness of the Educational Process and Their Preparation for the Tourism Sector, 6th BASIQ International Conference on New Trends in Sustainable Business and Consumption, pp. 137-144; Shea P., Pickett A., Li C.S., Increasing access to Higher Education: A study of the diffusion of online teaching among 913 college faculty, International Review of Research in Open and Distance Learning, 6, pp. 1-27, (2005); Cerny C.A., Kaiser H.F., A study of a measure of sampling adequacy for factor-analytic correlation matrices, Multivariate Behav Res, 12, pp. 43-47, (1977); Gravetter F. J., Wallnau L. B., Statistics for behavioral science, (2008)","A.L. Guță; Department of Management, Marketing and Business Administration, Alexandru Ioan Cuza University of Iași, Iași, 700505, Romania; email: luciana.guta@uaic.ro","","MDPI AG","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85101222283"
"Krishnan I.A.; Ramalingam S.; Kaliappen N.; Uthamaputhran S.; Suppiah P.C.; Mello G.D.; Paramasivam S.","Krishnan, Isai Amutan (57211013238); Ramalingam, Selvajothi (57211014115); Kaliappen, Narentheren (55930830800); Uthamaputhran, Sathiswaran (56669852300); Suppiah, Puspalata C (56951215600); Mello, Geraldine De (57222605162); Paramasivam, Sheela (57222601253)","57211013238; 57211014115; 55930830800; 56669852300; 56951215600; 57222605162; 57222601253","Graduate employability skills: Words and phrases used in job interviews","2021","Australian Journal of Career Development","30","1","","24","32","8","4","10.1177/1038416220980425","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103376881&doi=10.1177%2f1038416220980425&partnerID=40&md5=6cb56ff3490a66695077f550b4f98c42","Faculty of Languages and Linguistics, University Malaya, Kuala Lumpur, Malaysia; Department of Malaysian Languages and Applied Linguistics, Faculty of Languages Linguistics, University Malaya, Kuala Lumpur, Malaysia; School of International Studies, Universiti Utara Malaysia, Bukit Kayu Hitam, Malaysia; Faculty of Entrepreneurship and Business, University of Kelantan, Bharu, Malaysia; Academy of Language Studies, Universiti Teknologi MARA, Shah Alam, Malaysia; Jabatan Bahasa Inggeris, Akademi Pengajian Bahasa, UiTM Cawangan Melaka.Kampus Alor Gajah, Melaka, Malaysia","Krishnan I.A., Faculty of Languages and Linguistics, University Malaya, Kuala Lumpur, Malaysia; Ramalingam S., Department of Malaysian Languages and Applied Linguistics, Faculty of Languages Linguistics, University Malaya, Kuala Lumpur, Malaysia; Kaliappen N., School of International Studies, Universiti Utara Malaysia, Bukit Kayu Hitam, Malaysia; Uthamaputhran S., Faculty of Entrepreneurship and Business, University of Kelantan, Bharu, Malaysia; Suppiah P.C., Academy of Language Studies, Universiti Teknologi MARA, Shah Alam, Malaysia; Mello G.D., Jabatan Bahasa Inggeris, Akademi Pengajian Bahasa, UiTM Cawangan Melaka.Kampus Alor Gajah, Melaka, Malaysia; Paramasivam S.","The purpose of this qualitative study was to investigate the words and phrases used by student graduates in job interviews. Twenty-Seven Malaysian graduates participated in the study. “How to face challenges” was the focal theme chosen for analysis of the data. The findings indicated that successful interviewees covered six out of seven important employability skills, while interviewees on the reserve list covered only four of the employability skills, and the unsuccessful interviewees covered only three of the seven skills. Successful interviewees were deemed able to portray high level proficiency by using the most salient words and phrases to express their employability skills in the interviews. It is expected that this study will encourage current undergraduates to develop high level language proficiency regarding their employability and foster training in this area by educational institutions so as to benefit their students. © Australian Council for Educational Research 2020.","Employability skills; graduates; job interviews; phrases; words","","","","","","","","Abd Majid M.Z., Hussin M., Norman M.H., Kasavan S., The employability skills among students of public higher education institution in Malaysia, Malaysian Journal of Society and Space, 16, 1, pp. 36-45, (2020); (2016); English is crucial for success, The Star, (2018); Ahmad N.A., Kenayathulla H., B, Idris A.R., Employability skills for hospitality students in Malaysia, Malaysian Online Journal of Educational Management, 5, pp. 63-86, (2017); Altonji J.G., Pierret C.R., Employer learning and statistical discrimination, The Quarterly Journal of Economics, 116, pp. 313-350, (2001); Archer W., Davison J., Graduate employability: What do employers think and want? Council for Industry and Higher Education, (2008); Azmi I.A., Hashim R.C., Yusoff Y.M., The employability skills of malaysian university students, International Journal of Modern Trends in Social Sciences, 1, pp. 01-14, (2018); Benjamin B., O'Reilly C., Becoming a leader: Early career challenges faced by MBA graduates, Academy of Management Learning & Education, 10, pp. 452-472, (2011); Bhatia G., Hynes V., Graduate business students' preferences for the managerial communication course curriculum, Business Communication Quarterly, 59, pp. 45-55, (1996); Brownell J., Chung B.G., The management development program: A competency-based model for preparing hospitality leaders, Journal of Management Education, 25, pp. 124-145, (2001); Cheong K.C., Hill C., Leong Y.C., Zhang C., Employment as a journey or a destination? Interpreting graduates’ and employers’ perceptions: A Malaysia case study, Studies in Higher Education, 43, pp. 702-717, (2016); Chynoweth C., Work the experience, People Management, pp. 42-46, (2012); Canning J., A skill or a discipline? An examination of employability and the study of modern foreign languages, Modern Languages, 3, (2009); Creswell J., (2018); Davies A., Fidler D., Gorbis M., (2020); (2010); Edmund T.E., (2015); Hamid M.S.A., Islam R., Abd Manaf N.H., Employability skills development approaches: An application of the analytic network process, Asian Academy of Management Journal, 19, pp. 93-111, (2014); Hansen K., (2010); Ishak M.A., (2018); Islam R., Shukri M., Enhancing graduates’ employability skills: A Malaysian case, Semantic Scholar, 1, pp. 13-33, (2013); Jackson D., An international profile of industry-relevant competencies and skill gaps in modern graduates, The International Journal of Management Education, 8, pp. 29-58, (2010); (2013); (2014); Karim H.A., (2016); Kenayathulla H.B., Ahmad N.A., Idris A.R., Gaps between competence and importance of employability skills: Evidence from Malaysia, Higher Education Evaluation and Development, 13, pp. 97-112, (2019); Krishnan I.A., Govindasamy M., Ramalingam R., Ching H., Kausalya M., Preparedness for the world of work among Malaysian diploma students in a local institution, Malaysian Journal of Social Sciences and Humanities (MJSSH), 5, pp. 56-70, (2020); Krishnan I.A., Hee S.S., Ramalingam S., Maruthai E., The selection practices and recruitments of fresh graduates in local organisation’s job interview, Journal of Language and Communication, 4, pp. 153-167, (2017); Krishnan I.A., Hee S.S., Ramalingam S., Maruthai E., An investigation of communication skills required by employers from the fresh graduates, Pertanika Journal of Social Sciences, 27, pp. 1507-1524, (2019); Li W., What do you want me to say?’ On the conversation, Language in Society, 3, pp. 159-180, (2002); Matthew J., D, Nanette D., Perfect phrases for negotiating salary and job offers, (2007); McMahon M., Patton W., Watson M., Creating career stories through reflection: An application of the systems theory framework of career development, Australian Journal of Career Development, 13, pp. 13-16, (2004); McMahon M., Watson M., Patton W., Developing a qualitative career assessment process: The system of career influences reflection activity, Journal of Career Assessment, 13, pp. 476-490, (2005); (2014); Mohan M., Sarfraz I., Hewege C., Rajendran D., An exploration of global employability skills: A systematic research review, International Journal of Work Organisation and Emotion, 9, pp. 63-87, (2018); Moslehifar M.A., Ibrahim N.A., English language oral communication needs at the workplace: Feedback from human resource development (HRD) trainees, Procedia – Social and Behavioral Sciences, 66, pp. 529-536, (2012); Mustafa Z., Proficient way to be better English. New Straits Times, (2018); Ngah E., Radzuan N.R.M., Fauzi W.J., Abidin N.A.Z., The need for competent work ready English language learners, Procedia – Social and Behavioral Sciences, 29, pp. 1490-1499, (2011); Packianathan S., Narayanan R., Employability skills: A conceptual framework, International Journal of Management, 5, pp. 70-80, (2014); Patton W., McMahon M., (1999); Patton W., McMahon M., (2006); Rahmat N., Buntat Y., Ayub A.R., Employability skills constructs as job performance predictors for Malaysian polytechnic graduates: A qualitative study, Malaysian Journal of Society and Space 1, 12, 3, (2015); Rasul M.S., Ismail M.Y., Ismail N., Rajuddin M.R., Rauf R.A.A., Development of employability skills assessment tool for manufacturing industry, Journal of Mechanical, 30, 1, pp. 4-61, (2010); Graduate employability for manufacturing industry, Procedia-Social and Behavioural Sciences, 1, 2, pp. 242-250, (2013); Rizvi S., Teckchandany S., Ahuja G., A study of competencies and skill sets needed by potential recruiters in the financial sector for management graduates, Management Dynamics, 13, pp. 54-69, (2013); Sabrena R.P., Susan A.S., Lawrence A.H., Jeff L., Employment interview outcomes and speech style effects, Journal of Language and Social Psychology, 21, pp. 144-161, (2013); Sapaat M.A., Mustapha A., Ahmad J., Chamili K., Muhamad R., A data mining approach to construct graduates’ employability model in Malaysia, International Journal of New Computer Architectures and Their Applications (IJNCAA), 1, pp. 1086-1098, (2011); Spawa C.M.C., Hassan F., I doesn’t know English: Beliefs and practices in the teaching of speaking in ESL classroom, Pertanika Journal of Social Sciences & Humanities, 21, pp. 449-460, (2013); Singh G.K.G., Singh S.K.G., Malaysian graduates’ employability skills, UNITAR E-Journal, 4, pp. 14-44, (2008); Singh R., Language main barrier to grads getting jobs. The Sun Daily, (2018); Spielhofer T., Walker M., (2008); Tanius E., Johari E.T.H., Yulia A., Heng C.S., Pazim K.H., The employability skills performance of business graduates in Malaysia: Do employers, graduates and academicians speak the same language, International Journal of Asian Social Science, 9, pp. 11-17, (2019); Van Der Heijde C.M., A competence-based and multidimensional operationalisation and measurement of employability, Human Resource Management, 45, pp. 449-476, (2006); Wodak R., Critical discourse analysis, (2013); Yoong D., Mohd Don Z., Foroutan M., Prescribing roles in the employability of Malaysian graduates, Journal of Education and Work, 30, (2016); Yorke M., Knight P., Employability: Judging and communicating achievements. LTSN Generic Centre, (2004); Zainuddin S.Z., Pillai S., Perlag F.D., Phillip P., English language and graduate employability, Education + Training, 61, pp. 79-93, (2019); Zahiid S.J., (2015)","I.A. Krishnan; Faculty of Languages and Linguistics, University Malaya, Kuala Lumpur, Malaysia; email: amuthan.isai@gmail.com","","SAGE Publications Ltd","","","","","","22006974","","","","English","Aus.J. Career Develop.","Article","Final","","Scopus","2-s2.0-85103376881"
"Mwelwa K.; Mawela A.S.","Mwelwa, Kapambwe (57224854510); Mawela, Ailwei S. (57196419563)","57224854510; 57196419563","Effectiveness of Internships as Pedagogical Practices in Promoting Employability Skills Amongst Graduating Students in Selected Social Science Degree Programmes in Zambia","2021","International Journal of Educational Methodology","7","4","","649","668","19","0","10.12973/ijem.7.4.649","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178407265&doi=10.12973%2fijem.7.4.649&partnerID=40&md5=6786db169908d6892dbe7c40884db2c2","University of Zambia, Zambia; University of South Africa, South Africa; Kapambwe Mwelwa, School of Education, Department of Educational Administration and Policy Studies, University of Zambia, Lusaka, Zambia","Mwelwa K., University of Zambia, Zambia, Kapambwe Mwelwa, School of Education, Department of Educational Administration and Policy Studies, University of Zambia, Lusaka, Zambia; Mawela A.S., University of South Africa, South Africa","To explore their role in enhancing graduate employability, the study investigated the effectiveness of student internships as pedagogical practices in promoting employability skills amongst graduating students in four Social Science Degree programmes of selected universities in Zambia. Qualitative and quantitative data were collected from 162 participants through the questionnaires and interview guides using a mixed-methods approach. The participants included different actors in the labour industry as critical informants; graduating students taking Social Science Degree Programmes; Lecturers, and Employers. The quantitative and qualitative data were analysed using the SPSS version 24 and Atlas. Ti. Version 8, respectively. This study employed the Human Capability Approach and Human Capital theories. Findings indicated that although internship practices were considered an essential component in the social science degree programmes for skills development, their effectiveness in promoting employability skills amongst graduating students varied from one programme to the other. The findings have implications on how universities and the labour industry could work together to design and implement internship experiences for students in social science degree programmes that are more effective in promoting the acquisition of employability skills in Zambia. © 2021 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).","Employability skills; graduating students; internships; pedagogical practices; social science degree programmes","","","","","","","","Akomaning E., Improving student internship through collaborative curriculum design: Needs and context analysis to inform the design process, Collaborative curriculum design for sustainable innovation and teacher learning, pp. 105-114, (2019); Anderson K. P., Evaluation of undergraduate equine related internship experience by students and employers, NACTA Journal, 59, 3, pp. 234-239, (2015); Baert S., Neyt B., Siedler T., Tobback I., Verhaest D., Student internships and employment opportunities after graduation: A field experiment (Discussion paper series), (2019); Barnwell S., Relationship between internships and employment competencies of degreed professionals who completed a college internship, (2016); Benavides A. D., Dicke L. A., Holt A. C., Internships adrift: anchoring internship programmes in collaboration, Journal of Public Affairs Education, 19, 2, pp. 325-353, (2013); Bless C., Higson-Smith C., Sithole S. L., Fundamentals of social research methods: An African perspective, (2013); Creswell J. W., Research Designs: Quantitative, qualitative and mixed methods approaches, (2014); Creswell J. W., Plano Clark V. L., Designing and conducting mixed methods research, (2018); Eide E. R., Showalter M. H., Human Capital, Economics of Education, pp. 27-32, (2010); Finch D. F., Hamilton L. K., Riley B., Zehner M., An exploratory study of factors affecting undergraduate employability, Education + Training, 55, 7, pp. 681-704, (2013); Gao L., Wang X., Cui Y.-P., Courses and employability skills: the voice of students, Proceedings of the 2014 International Conference on Management Science and Management Innovation, pp. 43-49, (2014); Gonzalez-Roma V., Gamboa J. P., Reiro J. M., University graduates' employability, employment status, and job quality, Journal of Career Development, 45, 2, pp. 132-149, (2016); Zambia Vision 2030, (2006); Zambia seventh national development plan, (2017); Haddad G. K., Habibi N., Vertical skills mismatch and wage consequences in low skilled jobs: evidence from Iran, International Labour Review, 156, 1, pp. 45-72, (2017); Hartman J. L., Internships, The encyclopaedia of criminology and criminal justice, pp. 1-4, (2014); Guidelines for approval of internship programmes for health practitioners, (2018); Henneberry S. R., Radmehr R., Quantifying impacts of internships in an international agricultural degree programme, Plos One, 15, 8, pp. 1-28, (2020); (2013); Ismail Z., Benefits of internships for interns and host organisations (K4D help desk report), (2018); Jackson D., Student perceptions of the importance of employability skill provision in business undergraduate programs, Journal of Education for Business, 88, 5, pp. 271-279, (2013); Jackson D., Employability skills development in work-integrated learning: barriers and best practices, Journal of Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Modelling graduate skill transfer from university to the workplace, Journal of Education and Work, 29, 2, pp. 199-231, (2016); Jogan S. N., Evaluating the effectiveness of a school internship, International Journal for Social Studies, 5, 2, pp. 227-235, (2019); King M. A., Sweitzer H. F., Towards a pedagogy of internships, Journal of Applied Learning in Higher Education, 6, pp. 37-59, (2014); Lamanauskas V., Makarskite P. R., Lukaviciene V., The development of pedagogical Internship: Mentors and student activity and experience aspects, Bulgarian Journal of Science and Education Policy, 10, 6, pp. 250-272, (2016); Makenzie D., Assaf N., Cusolito A., The demand for, and impact of youth internship: Evidence from a randomized experiment in Yemen (Policy research working paper no. 7436), (2015); Marsh L. E., Hashen F. M., Cotton C. P., Allen A. L., Min B., Clarke M., Fivazi F., Research internships: a useful experience for honing soft and disciplinary skills of agriculture majors, NACTA Journal, 60, 4, pp. 379-384, (2016); Menashy F., Theorising privatization in education: Comparing conceptual frameworks and the value of the capability approach, Current Issues in Comparative Education, 16, 1, pp. 13-25, (2014); National higher education policy, (2019); National Internship Guidelines: Preparing Zambia for Work, (2019); Moono H., Rankin N., Education and employment in Zambia: evidence from a scoping exercise, (2013); Murphy T. P., Government management internships and executive development: Education for change, (1973); Mwelwa K., Lebeloane L. D. M., Mawela A. S., Relevance of selected social science degree programs on skills development and graduate employability in Zambia, Journal of Teaching and Learning for Graduate Employability, 12, 1, pp. 131-147, (2021); Naseem J., Connecting graduates with the real world: transforming research based skills to the work place, Shaping Higher Education with Students, pp. 224-241, (2018); Nunley J. M., Pugh A., Romeo N., Seals R., College major, internship experience, and employment opportunities. Estimates from a resume audit, Labour Economics, 38, pp. 37-46, (2016); O' Higgins N., Pinedo L., Internships and outcomes: Just how effective are internships as a bridge to stable employment?, (2018); Oliver B., Redefining graduate employability and work integrated learning: proposes for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Osmani M., Weerakody V., Hindi N., Eldabi T., Graduate employability skills: a review of literature against market demand, Journal of Education and Business, 94, 7, pp. 423-432, (2019); Pandolfini V., Poli S., Education as a capability for young adults life trajectories: some evidence from an Italian case study, Italian Journal of Sociology of Education, 7, 2, pp. 43-69, (2015); Pennbrant S., Nunstedt H., Bernhardsson L., Learning through reflection. the portfolio method as a tool to promote work integrated learning in higher education, INTED2019 Proceedings, 13th International Technology, Education and Development Conference, pp. 729-739, (2019); Pitan O. S., Towards enhancing university graduate employability in Nigeria, Journal of Sociology and Anthropology, 7, 1, pp. 1-11, (2016); Prescott P., Gjerde K. P., Rice J. L., Analysing mandatory college internships: Academic effects and implications for curricular design, Studies in Higher Education, (2020); Rastrick C., Meaningful employment for humanities and social sciences graduates, (2018); Riebe L., Jackson D., The use of rubrics in benchmarking and assessing employability skills, Journal of Management Education, 38, 3, pp. 319-344, (2014); Robertson P. J., Egdell V., A capability approach to career development: an introduction and implications for practice, Australian Journal of Career Development, 27, 3, pp. 119-126, (2018); Robeyns I., The capability approach: a theoretical survey, Journal of Human Development, 6, 1, pp. 93-114, (2005); Routon P. W., Walker J. K., College internships, tenure gaps, and student outcomes: A multiple treatment matching approach, Education Economics, 27, 4, pp. 383-400, (2019); Rowe A. D., Zegwaard K. N., Developing graduate employability skills and attributes: curriculum enhancement through work integrated learning, Asia Pacific Journal of Cooperative Education, Special Issue, 18, 2, pp. 87-99, (2017); Saito M., Amartya sen's capability approach to education: a critical exploration, Philosophy of Education, 37, 1, pp. 17-33, (2003); Samoei M., Student Teaching Internship Experiences and Perceived success of first Year School based Agricultural Education (SBAE) Teachers, (2020); Saniter N., Schumann M., Siedler T., The effects of leadership on graduates' labour market outcomes, (2018); Sattler P., Peters J., Work integrated learning in Ontario's postsecondary sector: The experience of Ontario graduates, (2013); Schech S., Kelton M., Carati C., Kingsmill V., Simulating the global workplace for graduate employability, Higher Education Research and Development, 36, 7, pp. 1476-1498, (2017); Top 10 Employability skills, (2021); Scott M., Richardson S., Preparing for practice: how internships and other practice-based learning exchanges benefit students, industry hosts and universities, AICCM Bulletin, 32, 1, pp. 73-79, (2011); Shah R. H., Campus S., Conceptualising and defining pedagogy, IOSR Journal of Research and Methods in Education, 11, 1, pp. 6-29, (2021); Shivoro R. S., Shalyefu R. K., Kadhila N., A critical analysis of universal literature on graduate employability, Journal of Studies in Humanities and Social Sciences, 6, 2, pp. 248-268, (2017); Shivoro R. S., Shalyefu R. K., Kadhila N., Perspectives on graduate employability attributes for management science graduates, South African Journal of Higher Education, 32, 1, pp. 216-232, (2018); Silva P., Lopes B., Costa M., Melo A. I., Dias G. P., Brito E., Seabra D., The million dollar question: Can internships boost employment?, Studies in Higher Education, 43, 1, pp. 2-21, (2018); Simon O., Graduates' experiences of and attitudes towards the inclusion of employability related support in undergraduate degree programmes: trends and variations by subject discipline and gender, Journal of Education and Work, 30, 1, pp. 84-105, (2016); Simukanga S., Chifwepa V., Mfune O., Nsokolo D., Chanda D., The state of higher education in Zambia 2019: 5 decades of university education, (2020); Sin C., Tavares O., Amaral A., Accepting employability as a purpose of higher education? Academics’ perceptions and practices, Studies in Higher Education, 44, 6, pp. 920-931, (2019); Stewart A., Owens R., Hewitt A., Nikoloudakis I., The regulation of internships: A comparative study (Employment working paper No. 240), (2018); Zambia education policy review: paving the way for SDG 4-education 2030, (2016); Yorke M., Employability in higher education: What it is, what it is not. Learning and employability series one, (2006); Zambia qualifications framework, (2016); Zambia 2019 labour force survey, (2019)","K. Mwelwa; University of Zambia, Zambia; email: kmwelwa@unza.zm","","Eurasian Society of Educational Research","","","","","","24699632","","","","English","Int. J. Educ. Methodol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85178407265"
"Pantano E.; Pizzi G.; Rogers A.","Pantano, Eleonora (24481493600); Pizzi, Gabriele (55463681700); Rogers, Andrew (57219946051)","24481493600; 55463681700; 57219946051","Who is interested in retail education? The (mis)match between the leading universities’ offerings and job demand in the UK","2021","International Journal of Retail and Distribution Management","49","3","","317","340","23","3","10.1108/IJRDM-04-2019-0139","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096216861&doi=10.1108%2fIJRDM-04-2019-0139&partnerID=40&md5=a7e4656faba77e7180dc2d47c7e5154c","School of Management, University of Bristol, Bristol, United Kingdom; Dipartimento di Scienze Aziendali, Universita degli Studi di Bologna, Bologna, Italy","Pantano E., School of Management, University of Bristol, Bristol, United Kingdom; Pizzi G., Dipartimento di Scienze Aziendali, Universita degli Studi di Bologna, Bologna, Italy; Rogers A., School of Management, University of Bristol, Bristol, United Kingdom","Purpose: Retail management has acquired the attention of scholars and practitioners, with many international and prestigious journals specifically relating to the topic. Also, top-tier journals in other disciplines have proposed special issues on the new advances in retailing, with emphasis on the role of new and smart technologies. On the one hand, the research in retailing seems to be prolific; on the other hand, the interest in retail education (from a research and university perspective) seems to be more limited. The purpose of this paper is to capture the (mis)match between the leading universities' offerings and job demand in the UK. In this way, the paper identifies opportunities for educators and researchers to educate future career-ready professionals in retailing and improve research in retail education. Design/methodology/approach: The research evaluates the offer of UK retail education in terms of programmes/courses, focusing on the Russell Group universities for the academic year 2020/2021 (September starts) and the demand of certain skills and competences by the largest retailers in the UK. The study utilizes secondary data based on the courses/programmes specifically related to the retail sector and on the job opportunities through the leading UK grocery retailers. Findings: The findings reveal the extent of the gap between the university educational offerings and the requirements from retailers. 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Pantano; School of Management, University of Bristol, Bristol, United Kingdom; email: e.pantano@bristol.ac.uk","","Emerald Group Holdings Ltd.","","","","","","09590552","","","","English","Int. J. Retail Disrtib. Manage.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85096216861"
"Spurk D.","Spurk, Daniel (8522673900)","8522673900","Vocational behavior research: Past topics and future trends and challenges","2021","Journal of Vocational Behavior","126","","103559","","","","18","10.1016/j.jvb.2021.103559","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104478717&doi=10.1016%2fj.jvb.2021.103559&partnerID=40&md5=7b2bf701c17a67c7de3c5e838647ace0","University of Bern, Switzerland","Spurk D., University of Bern, Switzerland","As part of the 50th anniversary special issue, this article aims to give an overview of the topics of past vocational behavior research and to reflect upon important future topics and challenges. Vocational behavior research as a discipline diversified to a substantial degree over the past 50 years. Starting with career choice and a matching approach as main topics of the field, recent review work showed that several topic areas (e.g., career success and well-being, employability, proactivity and career self-management, and socio-occupational context) emerged and dominate the field in recent years. The present article provides a short summary of recent review work. Additionally, the article identifies and suggests some future trends and challenges of vocational behavior research (e.g., life span approaches, historical and time-specific context, and interdisciplinarity). By doing so, this article provides a summary of the past and looks into the future, hoping that the next 50 years of JVB research will be as fruitful and promising as the past 50 years have already been. © 2021 The Author","50 years; Anniversary; Future topics; Review; Vocational behavior research","","","","","","","","Akkermans J., Kubasch S., #trending topics in careers: A review and future research agenda, Career Development International, 22, pp. 586-627, (2017); Akkermans J., Richardson J., Kraimer M., The Covid-19 crisis as a career shock: Implications for careers and vocational behavior: Elsevier, (2020); Allen T.D., French K.A., Braun M.T., Fletcher K., The passage of time in work-family research: Toward a more dynamic perspective, Journal of Vocational Behavior, 110, pp. 245-257, (2019); Arthur M.B., Hall D.T., Lawrence B.S., Handbook of career theory, New York, (1989); Arthur M.B., Rousseau D.M., The boundaryless career: A new employment principle for a new organizational era, (1996); Ashford S.J., Caza B.B., Reid E.M., From surviving to thriving in the gig economy: A research agenda for individuals in the new world of work, Research in Organizational Behavior, 38, pp. 23-41, (2018); Auvinen E., Huhtala M., Kinnunen U., Tsupari H., Feldt T., Leader motivation as a building block for sustainable leader careers: The relationship between leadership motivation profiles and leader and follower outcomes, Journal of Vocational Behavior, 120, (2020); Baruch Y., Vardi Y., A fresh look at the dark side of contemporary careers: Toward a realistic discourse, British Journal of Management, 27, pp. 355-372, (2016); Biemann T., Muhlenbock M., Dlouhy K., Going the distance in vocational behavior research: Introducing three extensions for optimal matching analysis based on distances between career sequences, Journal of Vocational Behavior, 119, (2020); Blustein D.L., Extending the reach of vocational psychology: Toward an inclusive and integrative psychology of working, Journal of Vocational Behavior, 59, pp. 171-182, (2001); Brouwer S., Bakker R., Schellekens J., Predictors for re-employment success in newly unemployed: A prospective cohort study, Journal of Vocational Behavior, 89, pp. 32-38, (2015); Brown S.D., Lent R.W., Vocational psychology: Agency, equity, and well-being, Annual Review of Psychology, 67, pp. 541-565, (2016); Bubany S.T., Hansen J.-I.C., Birth cohort change in the vocational interests of female and male college students, Journal of Vocational Behavior, 78, pp. 59-67, (2011); Buchanan N.T., Settles I.H., Managing (in) visibility and hypervisibility in the workplace: Elsevier, (2019); Byington E.K., Felps W., Baruch Y., Mapping the Journal of Vocational Behavior: A 23-year review, Journal of Vocational Behavior, 110, pp. 229-244, (2019); Crites J.O., Vocational psychology the study of vocational behavior and Dev: McGraw-Hill, (1969); de Vos A., Career transitions and employability, (2021); De Witte H., Job insecurity: Review of the international literature on definitions, prevalence, antecedents and consequences, SA Journal of Industrial Psychology, 31, pp. 1-6, (2005); Doden W., Grote G., Rigotti T., Does leader–member exchange buffer or intensify detrimental reactions to psychological contract breach? 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Spurk D., Hofer A., Kauffeld S., Why does competitive psychological climate foster or hamper career success?, The role of challenge and hindrance pathways and leader-member-exchange. Journal of Vocational Behavior, 103542, (2021); Spurk D., Straub C., Flexible employment relationships and careers in times of the COVID-19 pandemic, Journal of Vocational Behavior, 119, (2020); Spurk D., Volmer J., Orth M., Goritz A.S., How do career adaptability and proactive career behaviours interrelate over time?, (2019); Su R., The three faces of interests: An integrative review of interest research in vocational, organizational, and educational psychology, Journal of Vocational Behavior, 116, (2020); Valcour M., Ladge J.J., Family and career path characteristics as predictors of women's objective and subjective career success: Integrating traditional and protean career explanations, Journal of Vocational Behavior, 73, pp. 300-309, (2008); Van der Heijden B., De Vos A., Akkermans J., Spurk D., Semeijn J., Van der Veldek M., Fugate M., Sustainable careers across the lifespan: Moving the field forward, Journal of Vocational Behavior, 117, (2020); Van der Heijden B.I.J.M., De Lange A.H., Demerouti E., Van der Heijde C.M., Age effects on the employability-career success relationship, Journal of Vocational Behavior, 74, pp. 156-164, (2009); Verbruggen M., De Vos A., When people don't realize their career desires: Toward a theory of career inaction, Academy of Management Review, 45, pp. 376-394, (2020); Vondracek F.W., The developmental perspective in vocational psychology, Journal of Vocational Behavior, 59, pp. 252-261, (2001); Wang M., Profiling retirees in the retirement transition and adjustment process: Examining the longitudinal change patterns of retirees’ psychological well-being, Journal of Applied Psychology, 92, (2007); Wiernik B.M., Allan B., Cardador M.T., Caza B.B., Hofmans J., Nye C.D., Critically evaluating and advancing research and statistical methods in vocational behavior research: Introduction to the 2020 special issue on research methodology, Journal of Vocational Behavior, 125, (2020); Yang W.-N., Niven K., Johnson S., Career plateau: A review of 40 years of research, Journal of Vocational Behavior, 110, pp. 286-302, (2019); Zacher H., Individual difference predictors of change in career adaptability over time, Journal of Vocational Behavior, 84, pp. 188-198, (2014); Zacher H., Life stage, lifespan, and life course perspectives on vocational behavior and development: A theoretical framework, review, and research agenda, (2021); Zhao X., Lim V.K., Teo T.S., The long arm of job insecurity: Its impact on career-specific parenting behaviors and youths’ career self-efficacy, Journal of Vocational Behavior, 80, pp. 619-628, (2012)","D. Spurk; University of Bern, Department of Work and Organizational Psychology, Bern, Fabrikstrasse 8, 3012, Switzerland; email: daniel.spurk@psy.unibe.ch","","Academic Press Inc.","","","","","","00018791","","JVBHA","","English","J. Vocat. Behav.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85104478717"
"Lexis L.; Thomas J.; Taylor C.J.; Church J.E.; Julien B.L.","Lexis, Louise (12775794400); Thomas, Jency (55752147300); Taylor, Caroline J. (9436238000); Church, Jarrod E. (9237189500); Julien, Brianna L. (55914243400)","12775794400; 55752147300; 9436238000; 9237189500; 55914243400","Informational interviews help undergraduate students at the midpoint of non-specialist STEM degrees confirm their career aspirations","2021","Journal of Teaching and Learning for Graduate Employability","12","2","","299","315","16","4","10.21153/jtlge2021vol12no2art1318","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150879593&doi=10.21153%2fjtlge2021vol12no2art1318&partnerID=40&md5=2c20d2e1b2fac1ad4fc7143d8baaf493","Department of Physiology Anatomy and Microbiology, School of Life Sciences, La Trobe University, Melbourne, VIC, Australia","Lexis L., Department of Physiology Anatomy and Microbiology, School of Life Sciences, La Trobe University, Melbourne, VIC, Australia; Thomas J., Department of Physiology Anatomy and Microbiology, School of Life Sciences, La Trobe University, Melbourne, VIC, Australia; Taylor C.J., Department of Physiology Anatomy and Microbiology, School of Life Sciences, La Trobe University, Melbourne, VIC, Australia; Church J.E., Department of Physiology Anatomy and Microbiology, School of Life Sciences, La Trobe University, Melbourne, VIC, Australia; Julien B.L., Department of Physiology Anatomy and Microbiology, School of Life Sciences, La Trobe University, Melbourne, VIC, Australia","Higher education institutions are expected to produce career-ready graduates who are equipped for the challenges of the 21st century. Employability experts argue that this can be achieved by integrating career development learning (CDL) into the curriculum. The informational interview helps students learn more about a career by interviewing a professional working in a field of interest, and helps students to make decisions regarding their career plans. The aims of the study were to determine students': 1) preferred career paths and career identity at the midpoint of their non-specialist degree; and 2) experiences and perceptions of an informational interview module. An informational interview module was embedded into a second-year human biosciences subject taken by students in undergraduate non-specialist health-related STEM degrees. Students indicated their preferred career, learned about informational interviews, and conducted an interview with a professional working in the field they wished to enter. After the interview, students completed reflection activities, responding to open-ended and Likert-scale questions. 91 student reflections were analysed to determine students' career identity, and their experiences and perceptions of the module. Descriptive statistical analysis was conducted on Likert-scale answers and inductive thematic analysis was conducted on open-ended answers. Students' career preferences were wide-ranging, with allied health the most popular. Career identity was reasonably well established in this cohort. The student experience was overall positive, and students' thought the module was useful in supporting their career planning and career development. In conclusion, an informational interview assignment is an effective career development tool for human biosciences students. © 2021 Deakin University. All rights reserved.","career aspirations; career development learning; career identity; employability; higher education; STEM education","","","","","","","","Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bridgstock R., The graduate attributes we've overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Bridgstock R., Graduate employability 2.0: Social networks for learning, career development and innovation in the digital age, (2016); Bridgstock R., Grant-Iramu M., McAlpine A., Integrating Career Development Learning into the Curriculum: Collaboration with the Careers Service for Employability, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 56-72, (2019); Bruno B., Informational Interviewing, (2017); Choate J., Long H., Why do science students study physiology? Career priorities of 21st century physiology undergraduates, HAPS Educator, 23, 1, pp. 53-63, (2019); Creswell J. W., Plano Clark V., Gutmann M. L., Hanson W. E., An expanded typology for classifying mixed methods research into designs, Handbook of mixed methods in social and behavioral research, pp. 209-240, (2003); Crosby O., Informational Interviewing: Get the inside scoop on careers, Occupational Outlook Quarterly, 54, 2, pp. 22-29, (2010); Decarie C., Literacy and informational interviews, Business Communication Quarterly, 73, 3, pp. 306-317, (2010); National Priorities and Industry Linkage Fund (NPILF, (2020); Fugate M., Kinicki A. J., Ashforth B. E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational behavior, 65, 1, pp. 14-38, (2004); Lieb S., Goodlad J., Principles of adult learning, Best practice resources, (2005); Lindsey J. S., Barker C., Focus on informational interviews; Lock E., Kelly K., Ignorance is risk: An exploratory investigation of students' perceptions of their education-employment pathways, Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 22-36, (2020); Lun M. W. A., Informational interview: Broadening helping field professional students' perception of employment opportunities in the real world, Journal of Social Service Research, 46, 1, pp. 124-132, (2020); Mackey D. A., Courtright K. E., Connecting academic criminal justice to the practitioner perspective: The efficacy of the professional interview, Journal of Criminal Justice Education, 23, 4, pp. 536-549, (2012); McMahon M., Patton W., Tatham P., Managing life, learning and work in the 21st century: Issues informing the design of an Australian Blueprint for Career Development, (2003); Meijers F., The development of a career identity, International Journal for the Advancement of Counselling, 20, 3, pp. 191-207, (1998); Mulvaney M. K., The information interview: Bridging college and beyond, Business and Professional Communication Quarterly, 66, 3, pp. 66-70, (2003); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Plakhotnik M. S., Using the informational interview to get an insight into the profession of a manager, The International Journal of Management Education, 15, 2, pp. 1-10, (2017); Steele K. J., VanRyn V. S., Stanescu C. I., Rogers J., Wehrwein E. A., Start with the end in mind: using student career aspirations and employment data to inform curriculum design for physiology undergraduate degree programs, Advances in Physiological Education, 44, 4, pp. 697-701, (2020); Teller E., Teaching the importance of networking by conducting informational interviews, Journal of the Academy of Business Education, 18, (2017); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education+ Training, 59, 4, pp. 338-352, (2017)","B.L. Julien; Department of Physiology Anatomy and Microbiology, School of Life Sciences, La Trobe University, Melbourne, Australia; email: B.Julien@latrobe.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85150879593"
"Peng M.Y.-P.; Wang L.; Yue X.; Xu Y.; Feng Y.","Peng, Michael Yao-Ping (57162108500); Wang, Lin (57222482843); Yue, Xiaoyao (57212409533); Xu, Yan (57221173835); Feng, Yongjun (57222710442)","57162108500; 57222482843; 57212409533; 57221173835; 57222710442","A Study on the Influence of Multi-Teaching Strategy Intervention Program on College Students’ Absorptive Capacity and Employability","2021","Frontiers in Psychology","12","","631958","","","","8","10.3389/fpsyg.2021.631958","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103795982&doi=10.3389%2ffpsyg.2021.631958&partnerID=40&md5=69ceff4fa5950a5c77af3c5a9af728db","School of Economics & Management, Foshan University, Foshan, China; Research Institute of Higher Education, Yunnan University, Kunming, China; Business School, Yango University, Fuzhou, China; School of Education, Shaanxi Normal University, Xi’an, China","Peng M.Y.-P., School of Economics & Management, Foshan University, Foshan, China; Wang L., School of Economics & Management, Foshan University, Foshan, China; Yue X., Research Institute of Higher Education, Yunnan University, Kunming, China; Xu Y., Business School, Yango University, Fuzhou, China; Feng Y., School of Education, Shaanxi Normal University, Xi’an, China","Student employability is a key aspect of any university degree. The relationship between high student learning outcomes and high employability is a problem that needs to be addressed and improved by colleges and universities. Students with high employability can find good jobs after graduation and perform well in the workplace. Employability is associated with the success of university education, thus giving the university a good reputation. This study explores the development of employability, alongside teaching and student learning abilities to examine how these variables affect student employability. The study collected 442 responses to a questionnaire to investigate the relationship between pedagogy for employability, problem-based learning, absorptive capacity, and student employability based on a structural model. The SEM results show that pedagogy for employability and problem-based learning positively correlate to absorptive capacity; pedagogy for employability and absorptive capacity positively correlate to student employability. We then analyzed a case study teaching intervention strategy with 221 students from the school of management and discuss the differential results of all variables. Results showed that the test group was superior to the control group in each variable performance, indicating that the intervention strategy proved effective. Based on these findings, this study proposes suggestions for future research. © Copyright © 2021 Peng, Wang, Yue, Xu and Feng.","absorptive capacity; case teaching strategy intervention program; higher education; problem-based teaching mode; student employability","","","","","","","","Abbas J., Sagsan M., Impact of knowledge management practices on green innovation and corporate sustainable development: a structural analysis, J. Clean. Prod, 229, pp. 611-620, (2019); Abbas T., Sjoberg K., Karedal J., Tufvesson F., A measurement based shadow fading model for vehicle-to-vehicle network simulations, Int. J. 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Resour. Life Sci. Educ, 38, pp. 50-55, (2009); Yadav A., Shaver G.M., Meckl P., Lessons learned: implementing the case teaching method in a mechanical engineering course, J. Eng. Educ, 99, pp. 55-69, (2010); Yadav A., Subedi D., Lundeberg M.A., Bunting C.F., Problem-based learning: influence on students’ learning in an electrical engineering course, J. Eng. Educ, 100, pp. 253-280, (2011); Yeoh P.L., Realized and potential absorptive capacity: understanding their antecedents and performance in the sourcing context, J. Mark. Theory Pract, 17, pp. 21-36, (2009); Yorke M., Employability in Higher Education, (2006); Yorke M., Knight P., Self-theories: some implications for teaching and learning in higher education, Stud. High. Educ, 29, pp. 25-37, (2004); Zhai X., Wang M., Ghani U., The SOR (stimulus-organism-response) paradigm in online learning: an empirical study of students’ knowledge hiding perceptions, Interact. Learn. Environ, 28, pp. 586-601, (2020); Zhao H., Seibert S.E., Hills G.E., The mediating role of self-efficacy in the development of entrepreneurial intentions, J. Appl. Psychol, 90, 1265, (2005); Zimmerman B.J., Becoming a self-regulated learner: an overview, Theory Pract, 41, pp. 64-70, (2002)","L. Wang; School of Economics & Management, Foshan University, Foshan, China; email: Irene0705@126.com; X. Yue; Research Institute of Higher Education, Yunnan University, Kunming, China; email: sandyyuexiaoyao@gmail.com; Y. Xu; Business School, Yango University, Fuzhou, China; email: many0902@foxmail.com; Y. Feng; School of Education, Shaanxi Normal University, Xi’an, China; email: fengyongjun_cn@126.com","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85103795982"
"Tentama F.; Nur M.Z.","Tentama, Fatwa (57190063333); Nur, Muhammad Zulfikar (58654205500)","57190063333; 58654205500","The correlation between self-efficacy and peer interaction towards students’ employability in vocational high school","2021","International Journal of Evaluation and Research in Education","10","1","","8","15","7","17","10.11591/ijere.v10i1.20573","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100851695&doi=10.11591%2fijere.v10i1.20573&partnerID=40&md5=01feeabc6ed0f51f14bc969426be253f","Faculty of Psychology, Universitas Ahmad Dahlan, Indonesia","Tentama F., Faculty of Psychology, Universitas Ahmad Dahlan, Indonesia; Nur M.Z., Faculty of Psychology, Universitas Ahmad Dahlan, Indonesia","Employability is an important factor that can determine the quality of prospective graduates, especially in vocational high schools. Therefore, vocational high schools, as one of the educational institutions that prepare workforce resources, need to pay attention to factors that can increase their students' employability. This study aims to empirically examine the role of self-efficacy and the peer interaction on student employability. The subjects of this study were 132 students at Vocational High School Muhammadiyah Prambanan. The data were collected through an employability scale, a self-efficacy scale, and a peer interaction scale. The data were then analyzed with multiple linear regression techniques. The results showed that: 1) Simultaneously, there was a very significant role that self-efficacy and peer interaction have on employability with p=0.000 (p<0.01); 2) Partially, there was also a very significant role that self-efficacy has on employability with p=0.000 (p<0.01); 3) Peer interaction also had a partially significant role on employability with p=0.001 (p<0.01). Both self-efficacy and peer interaction simultaneously contributed 40.8% to employability, but self-efficacy had a more dominant role (26.7%) than peer interactions (14.1%). © 2021, Institute of Advanced Engineering and Science. All rights reserved.","Employability; Peer interaction; Self-efficacy","","","","","","","","Wang Y. F., Tsai C. T., Employability of hospitality graduates: Student and industry perspectives, Journal of Hospitality & Tourism Education, 26, 3, pp. 125-135, (2014); Jameson S. M., A case study of international hospitality students’ development of employability skills, Tourism and Hospitality Research, pp. 57-59, (2008); Hess N., Jepsen D. M., Dries N., Career and employer change in the age of the ‘boundaryless’ career, Journal of Vocational Behavior, 81, 2, pp. 280-288, (2012); McArdle S., Waters L., Briscoe J. P., Hall D. T. T., Employability during unemployment: Adaptability, career identity and human and social capital, Journal of Vocational Behavior, 71, 2, pp. 247-264, (2007); Lowden K., Hall S., Elliot D., Lewin J., Employers’ perceptions of the employability skills of new graduates, (2011); Benabou R., Tirole J., Self-confidence and personal motivation, The Quarterly Journal of Economics, 117, 3, pp. 871-915, (2002); Yorke M., Knight P., Evidence-informed pedagogy and the enhancement of student employability, Teaching in Higher Education, 12, 2, pp. 157-170, (2007); Ronnas P., Shamchiyeva L., Employment diagnostic analysis: Maluku, Indonesia, (2011); Jackson D., Chapman E., Non-technical skill gaps in Australian business graduates, Education + Training, 54, 2, pp. 95-113, (2012); Brewer L., Enhancing youth employability: What? Why? And How?, (2013); Coetzee M., Roythorne-Jacobs H., Career counselling and guidance in the workplace: A manual for career practitioners, (2007); Herr E., Cramer S., Niles S., Career guidance and counselling through the lifespan, (2004); Hall D. T., Chandler D. E., Psychological success: When the career is a calling, Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 26, 2, pp. 155-176, (2005); Van der Heijde C. M., Van Der Heijden B. I., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Fugate M., Ashforth B. E., Employability: The construct, its dimensions, and applications, Academy of Management Proceedings, 1, pp. 1-6, (2003); Hazenberg R., Seddon F., Denny S., Programme recruitment and evaluation: The effect of an employability enhancement programme on the general self-efficacy levels of unemployed graduates, Journal of Education and Work, 28, 3, pp. 273-300, (2015); Yorke M., Harvey L., Graduate attributes and their development, New Directions for Institutional Research, 4, 128, pp. 41-58, (2005); Gbadamosi G., Et al., Employability and students’ part‐time work in the UK: does self‐efficacy and career aspiration matter?, British Educational Research Journal, 41, 6, pp. 1086-1107, (2015); Markman G. D., Balkin D. B., Baron R. A., Inventors and new venture formation: The effects of general self– efficacy and regretful thinking, Entrepreneurship Theory and Practice, 27, 2, pp. 149-165, (2002); Olwage D., Predictors of burnout and engagement of university students, (2012); Austin K., Cilliers F., The psychometric relationship between career thinking and salutogenic functioning amongst unemployed adults, Journal of Industrial Psychology, 7, 1, pp. 1-11, (2011); Ochs L. A., Roessler R. T., Predictors of career exploration intentions: A social cognitive career theory perspective, Rehabilitation Counseling Bulletin, 47, 4, pp. 224-233, (2004); Chen G., Gully M. S., Eden D., General self-efficacy and self-esteem: Toward theoretical and empirical distinction between correlated self-evaluations, Journal of Organizational Behavior, 25, 3, pp. 375-395, (2004); Hoy W. K., Miskel C. G., Educational administration: Theory, research and practice, (2012); Baron R. A., Byrne D., Social psychology: Understanding human interaction, (2002); Feltz D. L., Magyar T. M., Self-efficacy and adolescents in sport and physical activity, Adolescence and Education, 4, pp. 161-179, (2006); Dascalu M. I., Tesila B., Dragoi G., Bodea C. N., Intelligent virtual communities to sustain lifelong learners and related recruitment processes, eLearning & Software for Education, 1, pp. 524-531, (2015); Tess P. A., The role of social media in higher education classes (real and virtual): A literature review, Computers in Human Behavior, 29, 5, pp. 60-68, (2013); Jones C., Creating employability skills in SMEs: Modification through interaction, Industry and Higher Education, 19, 1, pp. 25-34, (2005); Promoting employability through higher education, (2015); Bodea C. N., Dascalu M. I., Huemann M., Velikic G., Mogos R. I., Social media information systems and graduate employability: A qualitative regional research, Issues in Information Systems, 19, 3, pp. 53-60, (2018); Hari R., Kujala M. V., Brain basis of human social interaction: From concepts to brain imaging, Physiological Reviews, 89, 2, pp. 453-479, (2009); Mele V., Social interaction, (2017); Kringelbach M. L., Rolls E. T., Neural correlates of rapid reversal learning in a simple model of human social interaction, Neuroimage, 20, 2, pp. 1371-1383, (2003); Carmona M., Tiesdell S., Heath T., Oc T., Public places-urban spaces: The dimensions of urban design, (2010); Gehl J., Cities for people, (2011); Little S. G., Swangler J., Akin-Little A., Defining social skills, (2017); Fugate M., Kinicki A. J., Ashforth B. E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Bandura A., Self-efficacy, (2010); Partowisastro K., The dynamics of social psychology (in Bahasa), (2009); Tentama F., Abdillah M. H., Student employability examined from academic achievement and self-concept, International Journal of Evaluation and Research in Education (IJERE), 8, 2, pp. 243-248, (2019); Juhdi N., Pa'Wan F., Othman N. A., Moksin H., Factors influencing internal and external employability of employees, Business and Economics Journal, 11, pp. 1-10, (2010); Finch D. J., Hamilton L. K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education + Training, 55, 7, pp. 681-704, (2013); Whelan N., McGilloway S., Murphy M. P., McGuinness C., EEPIC-Enhancing employability through positive interventions for improving career potential: The impact of a high support career guidance intervention on the wellbeing, hopefulness, self-efficacy and employability of the long-term unemployed-a study protocol for a randomised controlled trial, Trials, 19, 141, pp. 1-18, (2018); Kanfer R., Wanberg C. R., Kantrowitz T. M., Job search and employment: A personality–motivational analysis and meta-analytic review, Journal of Applied Psychology, 86, 5, pp. 837-855, (2001); Kreitner R., Kinicki A., Organizational behavior, (2012); Coetzee M., Schreuder A., The relation between career anchors, emotional intelligence and employability satisfaction among workers in the service industry, Southern African Business Review, 15, 3, pp. 76-97, (2011); Van der Velde M., Van den Berg P., Managing functional flexibility in a passenger transport firm, Human Resource Management Journal, 13, 4, pp. 45-55, (2003); Junco R., Mastrodicasa J. M., Aguiar A. V., Longnecker E. M., Rokkum J. N., Impact of technology-mediated communication on student evaluations of advising, NACADA Journal, 36, 2, pp. 54-66, (2016); Green A. E., De Hoyos M., Barnes S. A., Owen D., Baldauf B., Behle H., Literature review on employability, inclusion, and ICT, report 1: The concept of employability with a specific focus on young people, older workers and migrants, (2013); Yorke M., Knight P. T., Embedding employability into the curriculum: The higher education academy, (2006); Costa-Lobo C., Lopes F. C., Santos-Pereira C., Durao N., Magalhaes M., Human interaction skills and employability at information technology internships, International Conference on Lifelong Education and Leadership for All Iclel, (2017); Tentama F., Jayanti H. D., Self-concept, perception of the learning environment and employability: A study of vocational high school students in Prambanan Yogyakarta, Indonesia, Humanities & Social Sciences Reviews, 7, 1, pp. 433-440, (2019); Tentama F., Yusantri S., The role of entrepreneurial intention in predicting vocational high school students employability, International Journal of Evaluation and Research in Education (IJERE), 9, 3, pp. 558-563, (2020); Tentama F., Merdiaty N., Analysis of factors that affect employability and its implications, Humanities & Social Sciences Reviews, 8, 3, pp. 238-245, (2020); Tentama F., Subardjo, Abdillah M. H., Motivation to learn and social support determine employability among vocational high school students, International Journal of Evaluation and Research in Education (IJERE), 8, 2, pp. 237-242, (2019)","F. Tentama; Faculty of Psychology, Universitas Ahmad Dahlan, Indonesia; email: fatwa.tentama@psy.uad.ac.id","","Institute of Advanced Engineering and Science","","","","","","22528822","","","","English","Int. J. Eval. Res. Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85100851695"
"Young K.; Cardilini A.; Hermon K.","Young, Karen (57189987266); Cardilini, Adam (55062212100); Hermon, Karen (26023295400)","57189987266; 55062212100; 26023295400","Foundational-WIL for employability awareness: A faculty-wide approach","2021","International Journal of Work-Integrated Learning","22","4","","445","461","16","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148084662&partnerID=40&md5=7aded12cd07af51bffc31bfc1d7e7823","Deakin University, Geelong, Australia","Young K., Deakin University, Geelong, Australia; Cardilini A., Deakin University, Geelong, Australia; Hermon K., Deakin University, Geelong, Australia","This paper discusses the outcomes of an action-research project designed to consider whether a compulsory foundational work-integrated learning (WIL) subject within a faculty at an Australian university could make an impact on three key outcomes: 1) student awareness of employability; 2) student perceptions of WIL approaches to enhance employability skills; 3) student understanding of the value of career platform tools to practise and demonstrate employability skills. Results gathered from a pre- and post-study survey and subject evaluation survey indicate an improvement in student perceptions relating to the three intersecting aspects of employability learning after completing the subject. At the conclusion of the study, over 3,000 students had completed the subject and it had evolved to become core in 80% of undergraduate courses in the Faculty. The results provide evidence of a sustainable course-wide curriculum approach for commencing the horizontal and vertical scaffolding of constructively aligned discipline-specific employability assessments. © 2021 International Journal of Work-Integrated Learning. All rights reserved.","career education; Employability; foundational WIL; fully online learning; scaffolded curriculum","","","","","","","","Core skills for work developmental framework; Bates D., Maechler M., Bolker B., Walker S., Fitting linear mixed-effects models using lme4, Journal of Statistical Software, 67, 1, pp. 1-48, (2015); Bennett D., Embedding EmployABILITY thinking across Australian higher education, (2018); Biggs J., Tang C. S., Teaching for quality learning at university: What the student does, (2011); Braun V., Clarke V., Thematic analysis, APA handbook of research methods in psychology: Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological, pp. 57-71, (2012); Deakin 2030 ideas to impact - Strategic plan, (2020); Gulikers J. T., Bastiaens T. J., Kirschner P. A., A five-dimensional framework for authentic assessment, Educational Technology Research and Development, 52, 3, pp. 67-86, (2004); Hains-Wesson R., Young K., A collaborative autoethnography study to inform the teaching of reflective practice in STEM, Higher Education Research & Development, 36, 2, pp. 297-310, (2017); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Kaider F., Hains-Wesson R., Young K., Practical typology of authentic WIL learning activities and assessments, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 153-165, (2017); Kolb A. Y., Kolb D. A., Learning styles and learning spaces: Enhancing experiential learning in higher education, Academy of Management Learning & Education, 4, 2, pp. 193-212, (2005); Kruger J., Dunning D., Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments, Journal of Personality and Social Psychology, 77, 6, pp. 1121-1134, (1999); Miles J., The impact of a career development programme on career maturity and academic motivation, (2008); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Patrick C., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The WIL (work integrated learning) report: A national scoping study, (2008); Sambell R., Devine A., Lo J., Work-integrated learning builds student identification of employability skills: Utilizing a food literacy education strategy, International Journal of Work-Integrated Learning, 21, 1, pp. 63-87, (2020); Sampson J. P., Designing and implementing career programs: A handbook for effective practice, (2008); Saunders D. E., Peterson G. W., Sampson J. P., Reardon R. C., Relation of depression and dysfunctional career thinking to career indecision, Journal of Vocational Behavior, 56, 2, pp. 288-298, (2000); Smith C., Ferns S., Russell L., Cretchley P., The impact of work integrated learning on student work-readiness, (2014); Smith M., Bell K., Bennett D., McAlpine A., Employability in a global context: Evolving policy and practice in employability, work integrated learning, and career development learning, Graduate Careers Australia, (2018); Stirling A., Kerr G., Banwell J., MacPherson E., Heron A., A practical guide for work-integrated learning: Effective practices to enhance the educational quality of structured work experiences offered through colleges and universities, (2016); Talib J. A., Salleh A., Amat S., Ghavifekr S., Ariff A. M., Effect of care module on career development of community college students, International Journal for Educational and Vocational Guidance, 15, 1, pp. 37-55, (2015); Teychenne M., Parker K., Teychenne D., Sahlqvist S., MacFarlane S., Costigan S., A pre-post evaluation of an online career planning module on university students’ career adaptability, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 42-55, (2019); Waddell J., Spalding K., Canizares G., Navarro-Bailey J., Connell M., Jancar S., Stinson J., Victor C., Integrating a career planning and development program into the baccalaureate nursing curriculum: Part I. Impact on students’ career resilience, International Journal of Nursing Education Scholarship, 12, 1, pp. 163-173, (2015); Willems J., Young K., Cardilini A., Teychenne S., WIL-fully flipping online: A novel pedagogical approach in STEM, Show me the learning Conference Proceedings ASCILITE 2016, pp. 656-665, (2016); Yorke M., Employability in higher education: What it is-what it is not, (2006); Young K., Kimberley J., Noy S., Exploration of a reflective practice rubric, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 135-147, (2016); Young K., Palmer S., Binek C., Tolson M., Campbell M., Assessment-led reform: Creating a sustainable culture for on and off campus WIL, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 73-87, (2019); Young K., Palmer S., Campbell M., Good WIL hunting: Building capacity for curriculum re-design, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 215-232, (2017)","K. Young; Deakin University, Geelong, Australia; email: k.young@deakin.edu.au","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85148084662"
"Anasori E.; Bayighomog S.W.; De Vita G.; Altinay L.","Anasori, Elham (57204946995); Bayighomog, Steven W. (57201975752); De Vita, Glauco (6701770370); Altinay, Levent (6507918447)","57204946995; 57201975752; 6701770370; 6507918447","The mediating role of psychological distress between ostracism, work engagement, and turnover intentions: An analysis in the Cypriot hospitality context","2021","International Journal of Hospitality Management","94","","102829","","","","43","10.1016/j.ijhm.2020.102829","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098883686&doi=10.1016%2fj.ijhm.2020.102829&partnerID=40&md5=457f68b81cd3d8e3091ccdbc0072e033","Arkin University of Creative Arts and Design, şair Nedim street, No:11, Kyrenia (via Mersin 10, Turkey), Cyprus; Department of Business Administration, Eastern Mediterranean University, TRNC, Gazimagusa, Turkey; Centre for Business in Society, Faculty of Business and Law, Coventry University, Priory Street, Coventry, CV1 5FB, United Kingdom; Faculty of Business, Oxford Brookes University, Oxford, OX3 0BP, United Kingdom","Anasori E., Arkin University of Creative Arts and Design, şair Nedim street, No:11, Kyrenia (via Mersin 10, Turkey), Cyprus; Bayighomog S.W., Department of Business Administration, Eastern Mediterranean University, TRNC, Gazimagusa, Turkey; De Vita G., Centre for Business in Society, Faculty of Business and Law, Coventry University, Priory Street, Coventry, CV1 5FB, United Kingdom; Altinay L., Faculty of Business, Oxford Brookes University, Oxford, OX3 0BP, United Kingdom","Drawing on the conservation of resources and job-demands resource theories, this study proposes and tests psychological distress as an underlying mechanism mediating the relationships between workplace ostracism, work engagement, and turnover intentions. Furthermore, it investigates how resilience and perceived external employability condition the aforementioned relationships. Four- and five-star full-time hotel employees provided the data for this study. The findings suggest that psychological distress mediated the relationship between workplace ostracism and turnover intention, but did not mediate the workplace ostracism-work engagement linkage. Also, workplace ostracism plummeted the work engagement of less resilient employees, and surprisingly aroused that of more resilient employees. Finally, the result did not support the argument that employees with perceived high external employability would have stronger turnover intentions compared to those with lower external employability. This study offered new insights into the interface between workplace ostracism, engagement, and turnover intention, and relevant theoretical implications and address to managers are further discussed. © 2020 Elsevier Ltd","External employability; Psychological distress; Resilience; Turnover intentions; Work engagement; Workplace ostracism","","","","","","","","Acikgoz Y., Sumer H.C., Sumer N., Do employees leave just because they can? Examining the perceived employability–turnover intentions relationship, J. Psychol., 150, 5, pp. 666-683, (2016); Ali M., Usman M., Pham N.T., Agyemang-Mintah P., Akhtar N., Being ignored at work: understanding how and when spiritual leadership curbs workplace ostracism in the hospitality industry, Int. J. Hosp. Manag., 91, (2020); Alwerthan T.A., Swanson D.P., Rogge R.D., It's better to give than to receive: psychological need satisfaction mediating links between wasta (favouritism) and individuals’ psychological distress, Int. J. 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Ethics, 148, 4, pp. 879-891, (2018); Yousaf S., Rasheed M.I., Hameed Z., Luqman A., Occupational stress and its outcomes: the role of work-social support in the hospitality industry, Pers. Rev., 49, 3, pp. 755-773, (2019); Zhao X., Lynch J.G., Chen Q., Reconsidering Baron and Kenny: myths and truths about mediation analysis, J. Consum. Res., 37, 2, pp. 197-206, (2010); Zhao H., Peng Z., Sheard G., Workplace ostracism and hospitality employees’ counterproductive work behaviors: the joint moderating effects of proactive personality and political skill, Int. J. Hosp. Manag., 33, pp. 219-227, (2013); Zheng X., Yang J., Ngo H.Y., Liu X.Y., Jiao W., Workplace ostracism and its negative outcomes, J. Pers. Psychol., 15, 4, pp. 143-151, (2016); Zhu H., Lyu Y., Deng X., Ye Y., Workplace ostracism and proactive customer service performance: a conservation of resources perspective, Int. J. Hosp. Manag., 64, pp. 62-72, (2017)","E. Anasori; Arkin University of Creative Arts and Design, şair Nedim street, No:11, Kyrenia (via Mersin 10, Turkey), Cyprus; email: elanasori@yahoo.com","","Elsevier Ltd","","","","","","02784319","","IJHMD","","English","Int. J. Hosp. Manage.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85098883686"
"Van Lunen B.L.; Clines S.H.; Reems T.; Eberman L.E.; Hankemeier D.A.; Bacon C.E.W.","Van Lunen, Bonnie L. (6506227549); Clines, Stephanie H. (56700265200); Reems, Tyler (57195631086); Eberman, Lindsey E. (6505652651); Hankemeier, Dorice A. (54795182900); Bacon, Cailee E.Welch (57079149300)","6506227549; 56700265200; 57195631086; 6505652651; 54795182900; 57079149300","Employability in academe for athletic trainers with the doctor of athletic training degree","2021","Journal of Athletic Training","56","3","","220","226","6","1","10.4085/1062-6050-0253.20","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104381889&doi=10.4085%2f1062-6050-0253.20&partnerID=40&md5=42f01dea653c81fc46a32cdb8a9c4bad","Old Dominion University, Norfolk, VA, United States; Sacred Heart University, Fairfield, CT, United States; Ergonomic Consultants of Indiana, Carmel, United States; Indiana State University, Terre Haute, United States; Ball State University, Muncie, IN, United States; Department of Interdisciplinary Health Sciences, School of Osteopathic Medicine in Arizona, Mesa, United States","Van Lunen B.L., Old Dominion University, Norfolk, VA, United States; Clines S.H., Sacred Heart University, Fairfield, CT, United States; Reems T., Ergonomic Consultants of Indiana, Carmel, United States; Eberman L.E., Indiana State University, Terre Haute, United States; Hankemeier D.A., Ball State University, Muncie, IN, United States; Bacon C.E.W., Department of Interdisciplinary Health Sciences, School of Osteopathic Medicine in Arizona, Mesa, United States","Context: The doctor of athletic training (DAT) degree has recently been introduced into academe. Limited literature exists regarding how individuals with this degree can become part of an athletic training faculty. Objective: To identify department chairs' perceptions of the DAT degree and determine whether they viewed the degree as viable when hiring new faculty within a postbaccalaureate professional athletic training program. Design: Cross-sectional study. Setting: Online survey instrument. Patients or Other Participants: A total of 376 department chairs who had oversight of Commission on Accreditation of Athletic Training Education athletic training programs were invited to participate. Of these, 190 individuals (50.5%) accessed the survey, and 151 of the 190 department chairs (79.5%) completed all parts of the survey. Main Outcome Measure(s): A web-based survey instrument consisted of several demographic questions and 4-point Likert-scale items related to perceptions of the DAT degree. Independent variables were degree qualifications, advanced degree requirements, institutional control, student enrollment, current faculty with a clinical doctorate, and institutional degreegranting classification. The dependent variables were the department chairs' responses to the survey items. Results: More than 80% of department chairs were moderately or extremely familiar with the concept of an advanced practice doctoral degree, and 64% believed it would be extremely to moderately beneficial to hire someone with this degree in the athletic training program. Furthermore, 67% of department chairs were very likely or likely to hire someone with a DAT degree and expected they would do so in the next 5 years. Characteristics associated with higher perception scores were lower institutional student enrollment, having more current faculty with an advanced practice doctoral degree, and a lower institutional degree-granting classification. Conclusions: Department chairs recognized the DAT degree as a viable degree qualification for teaching in professional athletic training programs. Future researchers should examine the need for athletic trainers with the DAT degree in clinical practice settings. © by the National Athletic Trainers' Association, Inc.","Advanced practice doctorate; Health care professionals; Postprofessional education","accreditation; adult; article; athletic trainer; athletic training education; clinical practice; controlled study; cross-sectional study; demography; dependent variable; employability; female; human; independent variable; Likert scale; major clinical study; male; outcome assessment; perception; teaching; human experiment","","","","","","","Athletic Training Strategic Alliance Web site; Commission on Accreditation of Athletic Training Education Web site; Mulder ER, Welch Bacon CE, Edler JR, Et al., Motivators, anticipated challenges, and supportive factors for athletic trainers pursuing the Doctor of Athletic Training degree, Athl Train Educ J, 13, 2, pp. 148-157, (2018); Hamson-Utley J, Ave J, Weiss L., Athletic training education pathways: the doctorate in athletic training, NATA News, pp. 28-29, (2019); Van Lunen B., The future of athletic training and the role of DAT/ residency programs in building clinical expertise, Virginia Athletic Trainers' Association Student Symposium, (2020); Determining qualified faculty through HLC's criteria for accreditation and assumed practices: guidelines for institutions and peer reviewers; Huxel Bliven KC, Potteiger K, Baker RT, Pitney WA., Part II: examining stakeholder perceptions of the postprofessional clinical doctoral degree in athletic training, Athl Train Educ J, 13, 3, pp. 205-218, (2018); Delforge GD, Behnke RS., The history and evolution of athletic training education in the United States, J Athl Train, 34, 1, pp. 53-61, (1999); Mazerolle SM, Dodge TM., National Athletic Trainers' Associationaccredited postprofessional athletic training education: attractors and career intentions, J Athl Train, 47, 4, pp. 467-476, (2012); Cronenwett L, Dracup K, Grey M, McCauley L, Meleis A, Salmon M., The Doctor of Nursing Practice: a national workforce perspective, Nurs Outlook, 59, 11, pp. 9-17, (2011); AACN Position Statement on the Practice Doctorate in Nursing, (2004); Udlis KA, Mancuso JM., Perceptions of the role of the Doctor of Nursing Practice-prepared nurse: clarity or confusion, J Prof Nurs, 31, 4, pp. 274-283, (2015); American Association of Colleges of Nursing Web site; Agger CA, Oermann MH, Lynn MR., Hiring and incorporating Doctor of Nursing Practice-prepared nurse faculty into academic nursing programs, J Nurs Educ, 53, 8, pp. 439-446, (2014); Cavallario JM, Van Lunen BL., Preparation of the professional athletic trainer: a descriptive study of undergraduate and graduate degree programs, J Athl Train, 50, 7, pp. 760-766, (2015); Boud D, Tennant M., Putting doctoral education to work: challenges to academic practice, Higher Educ Res Develop, 25, 3, pp. 293-306, (2006); Servage L., Alternative and professional doctoral programs: what is driving the demand?, Stud Higher Educ, 34, 7, pp. 765-779, (2009); Walters D., The relationship between postsecondary education and skill: comparing credentialism with human capital theory, Can J Higher Educ, 34, 2, pp. 97-124, (2004); Brown DK., The social sources of educational credentialism: status cultures, labor markets, and organizations, Sociol Educ, 74, pp. 19-34, (2001); Zusman A., Degrees of Change: How New Kinds of Professional Doctorates Are Changing Higher Education Institutions, pp. 1-20, (2013); Commission on Accreditation of Physical Therapy Education Web site; Hinman MR, Brown T., Changing profile of the physical therapy professoriate-are we meeting CAPTE's expectations?, J Phys Ther Educ, 31, 4, pp. 95-104, (2017)","","","National Athletic Trainers' Association Inc.","","","","","","10626050","","JATTE","33618362","English","J. Athl. Train.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85104381889"
"Benati K.; Fischer J.","Benati, Kelly (57219867407); Fischer, Juan (57219868165)","57219867407; 57219868165","Beyond human capital: student preparation for graduate life","2021","Education and Training","63","1","","151","163","12","16","10.1108/ET-10-2019-0244","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095850298&doi=10.1108%2fET-10-2019-0244&partnerID=40&md5=31b7ff631c32e5d3728a73bbad1bf47a","Business School, Monash University, Melbourne, Australia","Benati K., Business School, Monash University, Melbourne, Australia; Fischer J., Business School, Monash University, Melbourne, Australia","Purpose: This research moves beyond a focus on employability skills and explores student perceptions of preparedness for graduate life in a more holistic manner. Design/methodology/approach: Final-year business students were asked to outline their concerns regarding graduate life and the personal and professional challenges anticipated in their careers. The results are presented in the context of graduate capitals, which is a broader view than the more traditional skills-based approach. Findings: The results indicate students do not feel underprepared for the workplace in terms of human capital, social capital, cultural capital and identity capital. However, many students feel inadequately prepared in terms of psychological capital and their ability to deal with the expected challenges of the workplace such as stress, long hours and the demands of a professional environment. Research limitations/implications: This study extends our knowledge of student preparation for the workplace and suggests research opportunities to better understand psychological capital development in graduates. Practical implications: Greater confidence and a perception of preparedness may be increased for graduates if opportunities for psychological capital development and increased promotion of its importance are enhanced. Social implications: The results encourage a more holistic approach to employability in graduates and have relevance for all stakeholders concerned with graduate outcomes and workplace transition. Originality/value: The paper presents work-readiness in the context of graduate capitals, which is broader than the traditional skills-based approach. It also focuses on student perceptions of their level of preparation for the workplace. This has enabled results which highlight psychological capital development as a key area in which students feel underprepared. © 2020, Emerald Publishing Limited.","Graduate capitals; Graduate life; Graduate perceptions; Graduate preparation; Psychological capital","","","","","","","","Batistic S., Tymon A., Networking behaviour, graduate employability: a social capital perspective, Education + Training, 59, 4, pp. 374-388, (2017); Becker G.S., Human Capital: Theoretical and Empirical Analysis with Special Reference to Education, (1993); Bourdieu P., The forms of capital, Handbook for Theory and Research for the Sociology of Education, pp. 241-258, (1986); Bridgstock R., The graduate attributes we've overlooked: enhancing graduate employability through career management skills, Higher Education Research Development, 28, 1, pp. 31-44, (2009); Brown P., Hesketh A., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Brown A., Bimrose J., Barnes S.-A., Hughes D., The role of career adaptabilities for mid-career changers, Journal of Vocational Behavior, 80, 3, pp. 754-761, (2012); Chalofsky N., Cavallaro L., A good living versus a good life meaning, purpose, and HRD, Advances in Developing Human Resources, 15, 4, pp. 331-340, (2013); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, pp. 1923-1937, (2018); Fein E., Skinner N., Machin A., Work intensification, work–life interference, stress, and well-being in Australian workers, International Studies of Management and Organization, 47, pp. 360-371, (2017); Gedye S., Beaumont E., The ability to get a job: student understandings and definitions of employability, Education + Training, 60, 5, pp. 406-420, (2018); Graham C., MacKenzie A., Delivering the promise: the transition from higher education to work, Education + Training, 37, 1, pp. 4-11, (1995); Greenbank P., I'd rather talk to someone I know than somebody who knows'–the role of networks in undergraduate career decision‐making, Research in Post‐Compulsory Education, 16, 1, pp. 31-45, (2011); Guest G., Bunce A., Johnson L., How many interviews are enough? 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Work/life balance early in the career, Human Resource Management Journal, 14, 4, pp. 5-20, (2004); Tholen G., Graduate employability and educational context: a comparison between Great Britain and The Netherlands, British Educational Research Journal, 40, 1, pp. 1-17, (2012); Tomlinson M., The degree is not enough: students' perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Graduate employability: a review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Van Der Heijde C.M., Van Der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Wilton N., The impact of work placements on skills development and career outcomes for business and management graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012); Zamudio C., Wang Y., Haruvy E., Human brands and mutual choices: an investigation of the marketing assistant professor job market, Journal of the Academy of Marketing Science, 41, 6, pp. 722-736, (2013)","K. Benati; Business School, Monash University, Melbourne, Australia; email: kelly.benati@monash.edu","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85095850298"
"Borah D.; Malik K.; Massini S.","Borah, Dhruba (57210286947); Malik, Khaleel (7203038264); Massini, Silvia (6506592749)","57210286947; 7203038264; 6506592749","Teaching-focused university–industry collaborations: Determinants and impact on graduates’ employability competencies","2021","Research Policy","50","3","104172","","","","23","10.1016/j.respol.2020.104172","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098106088&doi=10.1016%2fj.respol.2020.104172&partnerID=40&md5=aaefa8cccb166fa0dab4cc9cfa456d28","Lecturer in Innovation Management, University of Liverpool Management School, Chatham Street, Liverpool, L69 7ZH, United Kingdom; Senior Lecturer in Technology Management & Innovation, Alliance Manchester Business School and Manchester Institute of Innovation Research (MIOIR), The University of Manchester, Booth Street West, Manchester, M15 9PB, United Kingdom; Professor of Economics and Management of Innovation, Alliance Manchester Business School and Manchester Institute of Innovation Research (MIOIR), The University of Manchester, Booth Street West, Manchester, M15 9PB, United Kingdom","Borah D., Lecturer in Innovation Management, University of Liverpool Management School, Chatham Street, Liverpool, L69 7ZH, United Kingdom; Malik K., Senior Lecturer in Technology Management & Innovation, Alliance Manchester Business School and Manchester Institute of Innovation Research (MIOIR), The University of Manchester, Booth Street West, Manchester, M15 9PB, United Kingdom; Massini S., Professor of Economics and Management of Innovation, Alliance Manchester Business School and Manchester Institute of Innovation Research (MIOIR), The University of Manchester, Booth Street West, Manchester, M15 9PB, United Kingdom","Although teaching is a core mission of universities, we know little about industry's input into universities’ teaching activities. This paper advances research on teaching-focused university–industry collaborations (UICs) by studying the determinants of universities’ participation in these collaborations as well as the impact of teaching-focused UICs on graduates’ employability competencies. We designed a three-staged mixed-methods approach in the context of Indian Higher Education Institutes (HEIs). In the first stage, we conducted nine case studies through 53 interviews with Indian HEIs and their industrial partners to understand what factors facilitate or hinder an HEI to engage in teaching-focused UICs. In the second stage, we tested the influence of these factors on HEIs’ propensity to form teaching-focused UICs using data gathered from the websites of 2,280 Indian HEIs. In the third stage, we studied the impact of these collaborations on graduates’ employability competencies on the subset of 486 HEIs for which data on graduates’ employability competencies are available. Our results show that among institutional factors, location, the academic autonomy of an HEI and government-supported intermediary organizations facilitate HEIs’ participation in teaching-focused UICs, whereas the HEI's public ownership inhibits such collaborations. Among HEI-level factors, we found that an HEI's size, discipline variety, academic embeddedness and industrial embeddedness facilitate its participation in teaching-focused industrial collaborations. Lastly, our results demonstrate that graduates from HEIs collaborating in teaching-focused UICs are able to acquire better employability competencies, particularly domain-specific employability competencies. © 2020","Employability; Mixed methods; Teaching; University–industry collaborations","Higher education; Industrial collaboration; Industrial partners; Industry collaboration; Institutional factors; Participation in teachings; Public ownership; Teaching activities; Engineering","","","","","Alliance Manchester Business School, R&D Management Association; RADMA; Strategic Research Foundation; Strategic Management Society, SMS, (SRF - 2016DP - 7763)","We would like to express our gratitude to Aspiring Minds for providing us with the employability data. As this paper is spin-off from the first author's PhD thesis, the first author would also like to thank his PhD sponsors Alliance Manchester Business School, R&D Management Association (RADMA) and Strategic Research Foundation (SRF) of the Strategic Management Society (Grant n. SRF - 2016DP - 7763 ). Lastly, we are grateful to Prof. Ben Martin and the three anonymous reviewers for their constructive feedback, which were instrumental to the development of this paper and our broader understanding of this topic. All remaining errors are ours. ","Abramo G., D'Angelo C.A., Di Costa F., University-industry research collaboration: a model to assess university capability, High. Educ., 62, 2, pp. 163-181, (2011); Alexandre F., Portela M., Sa C., Admission conditions and graduates’ employability, Stud. High. Educ., 34, 7, pp. 795-805, (2009); Alharthi A., Krotov V., Bowman M., Addressing barriers to big data, Bus. 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"López-Carril S.; Villamón M.; González-Serrano M.H.","López-Carril, Samuel (57205435919); Villamón, Miguel (24400412000); González-Serrano, María Huertas (57194088383)","57205435919; 24400412000; 57194088383","Linked(In)g sport management education with the sport industry: A preliminary study","2021","Sustainability (Switzerland)","13","4","2275","1","23","22","5","10.3390/su13042275","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101867184&doi=10.3390%2fsu13042275&partnerID=40&md5=dec2097f33f631047a2db8dbd64ebadd","Department of Physical Education and Sports, Faculty of Physical Activity and Sport Sciences, Universitat de València, Valencia, 46010, Spain","López-Carril S., Department of Physical Education and Sports, Faculty of Physical Activity and Sport Sciences, Universitat de València, Valencia, 46010, Spain; Villamón M., Department of Physical Education and Sports, Faculty of Physical Activity and Sport Sciences, Universitat de València, Valencia, 46010, Spain; González-Serrano M.H., Department of Physical Education and Sports, Faculty of Physical Activity and Sport Sciences, Universitat de València, Valencia, 46010, Spain","Social media are one of the most valuable management tools used by sport managers in the fulfilment of their daily tasks. However, the studies that share and analyse the impact of educational experiences that incorporate social media into sport management education for professional purposes are scarce to date. Thus, this study presents an educational innovation piloted in a sport management course where LinkedIn—the social media most associated with the professional sphere—is introduced through an experiential learning methodology, as a driver of students’ career development and as a tool to keep up to date and interact with the sport industry. To assess the learning outcomes, a new scale was developed and tested. A total of 90 Spanish undergraduate sport management students (M = 22.71; SD = 3.84) participated in the study, partaking in a pre-test and a post-test. Regarding the results linked to the testing of the scale, the statistical analysis reflects the scale’s two-dimensional nature, explaining 68.78% of the variance, presenting good psychometric properties (α = 0.95). On the other hand, significant increases in all the scale items between the two measures were obtained, with large effects size in the two dimensions (Cohen’s d ≥ 0.80). Therefore, it is concluded that LinkedIn can help to develop the professional profile of sport management students, Linked(In)g what is taught in the classroom with what the sport industry demands. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Career development; Employability; Entrepreneurship education; Higher education; Labour market; LinkedIn; Professional skills; Social media; Sport management","detection method; education; learning; methodology; research and methodology; social media; sport; student; supervised learning","","","","","Ministerio de Ciencia, Innovación y Universidades, MCIU","Acknowledgments: We would like to express our gratitude to all the students who participated in the study. Further, the first author of this work is grateful for the support of the predoctoral contract “FPU15/05670” granted by the Spanish Ministry of Science, Innovation and Universities.","Liguori E., Winkler C., From Offline to Online: Challenges and Opportunities for Entrepreneurship Education Following the COVID-19 Pandemic, Entrep. Educ. Pedagog, 3, pp. 346-351, (2020); Secundo G., Gioconda M., Del Vecchio P., Gianluca E., Margherita A., Valentina N., Threat or Opportunity? A Case Study of Digital-Enabled Redesign of Entrepreneurship Education in the COVID-19 Emergency, Technol. Forecast. Soc. Chang, 166, (2021); Ratten V., Coronavirus (Covid-19) and the Entrepreneurship Education Community, J. Enterprising Communities People Places Glob. Econ, 14, pp. 753-764, (2020); Kara N., Cubukcuoglu B., Elci A., Using Social Media to Support Teaching and Learning in Higher Education: An Analysis of Personal Narratives, Res. Learn. 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López-Carril; Department of Physical Education and Sports, Faculty of Physical Activity and Sport Sciences, Universitat de València, Valencia, 46010, Spain; email: samuel.lopez@uv.es","","MDPI AG","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85101867184"
"Buckley P.; Lee P.","Buckley, Patrick (7202909397); Lee, Paul (57205114757)","7202909397; 57205114757","The impact of extra-curricular activity on the student experience","2021","Active Learning in Higher Education","22","1","","37","48","11","38","10.1177/1469787418808988","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058639348&doi=10.1177%2f1469787418808988&partnerID=40&md5=bef75acc1b749f20bc3c3c7a891b1c2d","University of Limerick, Ireland","Buckley P., University of Limerick, Ireland; Lee P., University of Limerick, Ireland","Extra-curricular activities including clubs, fraternities and societies have been part of the fabric of higher level institutions since their origin. A significant body of educational research has investigated the impact of these activities on academic performance and the acquisition of discipline complementary skills and competencies. In the modern context, driven by forces such as marketization and massification, higher level educational institutions find themselves competing to attract students on the basis of the lived student experience. In this article, a large qualitative survey is used to capture data on the impact of extra-curricular activity on the lived student experience. In addition to supporting existing theories on the academic and skills acquisition effect of extra-curricular activities, the article contributes by identifying a wide range of additionalities to the student experience that participants attribute to their participation in extra-curricular activities. © The Author(s) 2018.","education; employability; extra-curricular activity; skills development; student experience","","","","","","","","Bartkus K.R., Nemelka B., Nemelka M., Et al., Clarifying the meaning of extracurricular activity: A literature review of definitions, American Journal of Business Education, 5, 6, pp. 693-703, (2012); Bovill C., Cook-Sather A., Felten P., Students as co-creators of teaching approaches, course design, and curricula: Implications for academic developers, International Journal for Academic Development, 16, 2, pp. 133-145, (2011); Buckley P., Doyle E., Doyle S., Game on! Students’ perceptions of gamified learning, Journal of Educational Technology & Society, 20, 3, pp. 1-10, (2016); Burke V., Jones I., Doherty M., Analysing student perceptions of transferable skills via undergraduate degree programmes, Active Learning in Higher Education, 6, 2, pp. 132-144, (2005); Cavanagh M., Students’ experiences of active engagement through cooperative learning activities in lectures, Active Learning in Higher Education, 12, 1, pp. 23-33, (2011); Chan Y.-K., Investigating the relationship among extracurricular activities, learning approach and academic outcomes: A case study, Active Learning in Higher Education, 17, 3, pp. 223-233, (2016); Clark G., Marsden R., Whyatt J.D., Et al., ‘It’s everything else you do …’: Alumni views on extracurricular activities and employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Clark R.C., Mayer R.E., e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, (2016); East L., Stokes R., Walker M., Universities, the public good and professional education in the UK, Studies in Higher Education, 39, 9, pp. 1617-1633, (2014); Elwick A., Cannizzaro S., Happiness in higher education, Higher Education Quarterly, 71, 2, pp. 204-219, (2017); Fink L.D., Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, (2013); Gallo M., Beyond philanthropy: Recognising the value of alumni to benefit higher education institutions, Tertiary Education and Management, 18, 1, pp. 41-55, (2012); Greenbank P., Still focusing on the ‘essential 2:1’: Exploring student attitudes to extra-curricular activities, Education + Training, 57, 2, pp. 184-203, (2015); Harrison L.M., Risler L., The role consumerism plays in student learning, Active Learning in Higher Education, 16, 1, pp. 67-76, (2015); Hornsby D.J., Osman R., Massification in higher education: Large classes and student learning, Higher Education, 67, 6, pp. 711-719, (2014); Iskhakova L., Hoffmann S., Hilbert A., Alumni loyalty: Systematic literature review, Journal of Nonprofit & Public Sector Marketing, 29, 3, pp. 274-316, (2017); Larson R.W., Hansen D.M., Moneta G., Differing profiles of developmental experiences across types of organized youth activities, Developmental Psychology, 42, 5, pp. 849-863, (2006); McAlexander J.H., Koenig H.F., Schouton J.W., Building a university brand community: The long-term impact of shared experiences, Journal of Marketing for Higher Education, 14, 2, pp. 61-79, (2005); Maher A., Graves S., Graduate Employability: Can Higher Education Deliver?, (2008); Marginson S., The worldwide trend to high participation higher education: Dynamics of social stratification in inclusive systems, Higher Education, 72, 4, pp. 413-434, (2016); Nguyen L.T., Ikeda M., The effects of ePortfolio-based learning model on student self-regulated learning, Active Learning in Higher Education, 16, 3, pp. 197-209, (2015); Noaman A.Y., Ragab A.H.M., Madbouly A.I., Et al., Higher education quality assessment model: Towards achieving educational quality standard, Studies in Higher Education, 42, 1, pp. 23-46, (2017); Osterman K.F., Students’ need for belonging in the school community, Review of Educational Research, 70, 3, pp. 323-367, (2000); Race P., Making Learning Happen: A Guide for Post-compulsory Education, (2010); Sambell K., McDowell L., Montgomery C., Assessment for Learning in Higher Education, (2012); Seow P.-S., Pan G., A literature review of the impact of extracurricular activities participation on students’ academic performance, Journal of Education for Business, 89, 7, pp. 361-366, (2014); Sequeira I., Daly P., Student associations: The promotion of cultural and social engagement of future managers, (2012); Spronken-Smith R., Harland T., Learning to teach with problem-based learning, Active Learning in Higher Education, 10, 2, pp. 138-153, (2009); Stuart M., Lido C., Morgan J., Et al., The impact of engagement with extracurricular activities on the student experience and graduate outcomes for widening participation populations, Active Learning in Higher Education, 12, 3, pp. 203-215, (2011); Thompson L.J., Clark G., Walker M., Et al., ‘It’s just like an extra string to your bow’: Exploring higher education students’ perceptions and experiences of extracurricular activity and employability, Active Learning in Higher Education, 14, 2, pp. 135-147, (2013); Torenbeek M., Jansen E., Hofman A., The effect of the fit between secondary and university education on first-year student achievement, Studies in Higher Education, 35, 6, pp. 659-675, (2010); Wiggins B.E., An overview and study on the use of games, simulations, and gamification in higher education, International Journal of Game-based Learning, 6, 1, pp. 18-29, (2016); Zimmerman B.J., Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects, American Educational Research Journal, 45, 1, pp. 166-183, (2008)","P. Buckley; University of Limerick, Ireland; email: Patrick.Buckley@ul.ie","","SAGE Publications Ltd","","","","","","14697874","","","","English","Act. Learn. High. Educ.","Article","Final","","Scopus","2-s2.0-85058639348"
"Mueller B.; Robert J.","Mueller, Beate (57195515519); Robert, Julie (53264851000)","57195515519; 53264851000","Two sides of the same coin? Internationalisation and employability: Students' perceptions of employability and career outcomes from International Studies","2021","Journal of Teaching and Learning for Graduate Employability","12","2","","19","35","16","3","10.21153/JTLGE2021VOL12NO2ART973","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104500140&doi=10.21153%2fJTLGE2021VOL12NO2ART973&partnerID=40&md5=fc4cf127f7668754ecb2b956243ff77e","School of International Studies and Education, University of Technology Sydney, Australia","Mueller B., School of International Studies and Education, University of Technology Sydney, Australia; Robert J., School of International Studies and Education, University of Technology Sydney, Australia","The Australian higher education sector has promoted internationalisation opportunities for students, including through international studies (IS) courses that entail language and culture study and international exchange. Educators promote internationalisation for many reasons, including enhanced employability, and international studies degrees are increasingly offered in combination with professional courses. Students, however, do not necessarily share in the belief that international opportunities and language study will increase their employability. A thematic analysis of statements (n=223) supplied on student applications to withdraw from combined international studies courses in favour of single professional degrees, reveals that students fail to see employability benefits and may even perceive their international studies course as a professional liability. Understanding these beliefs can allow educators to more effectively promote the value of not only international studies degrees, but also language and culture study and exchange opportunities, and to counter some of the myths that prevent students from undertaking international opportunities. © 2021 Deakin University. 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Munro K., Why students are turning away from learning foreign languages, (2016); Oakes L., Foreign language learning in a 'monoglot culture': Motivational variables amongst students of French and Spanish at an English university, System: An International Journal of Educational Technology and Applied Linguistics, 41, 1, pp. 178-191, (2013); Oguro S., Mueller B., Learning abroad and graduate employability: Challenges articulating international learning outcomes, Research and Development in Higher Education: Next generation, Higher Education: Challenges, Changes and Opportunities, 42, pp. 85-93, (2020); Oliver B., Jorre de St Jorre T., Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers, Higher Education Research & Development, 37, 4, pp. 821-836, (2018); Otsuji E., Pennycook A., Metro-lingualism: Fixity, fluidity and language in flux, International Journal of Multilingualism, 7, pp. 240-254, (2010); Parks A., Mills J., Weber D., Westwell M., Ready or not, here I come! Learning to support year 12 students' university study choices, Conference Proceedings, HERDSA Conference, (2017); Higher Education Support Amendment (Job-Ready Graduates and Supporting Regional and Remote Students) Bill 2020, (2020); Potts D., Understanding the early career benefits of learning abroad programs, Journal of Studies in International Education, 19, 5, pp. 441-459, (2015); Potts D., Outcomes of learning abroad programs, (2016); The attitudes and perceptions of Australian employers towards an overseas study experience, (2006); Thompson A., Language learning motivation in the United States: An examination of language choice and multilingualism, The Modern Language Journal, 101, 3, pp. 483-500, (2017); Trede F., Macklin R., Bridges D., Professional identity development: A review of the higher education literature, Studies in Higher Education, 37, 3, pp. 365-384, (2012); More Australian students see the value of study abroad, (2016); Career Ready Graduates, (2019); Young B., Harper C., Australian student mobility through exchange: A Universities 21 case study, the 18th IDP Australian International Education Conference, (2004); Young E., Should we insist Aussie kids learn a second language?, (2018); Yorke M., Employability in higher education: what it is-what it is not, 1, (2006)","B. Mueller; School of International Studies and Education, University of Technology Sydney, Australia; email: beate.mueller.sydney@gmail.com","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85104500140"
"Lohrová H.; Prošková A.","Lohrová, Helena (56449331200); Prošková, Alena (58667365500)","56449331200; 58667365500","INTERNATIONALISATION AS A STRATEGY OF EDUCATING FUTURE TEACHERS OF ENGLISH; [ИНТЕРНАЦИОНАЛИЗАЦИЯ КАК СТРАТЕГИЯ ПОДГОТОВКИ БУДУЩИХ ПРЕПОДАВАТЕЛЕЙ АНГЛИЙСКОГО ЯЗЫКА]","2021","Philological Class","26","3","","166","177","11","0","10.51762/1FK-2021-26-03-14","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85175053795&doi=10.51762%2f1FK-2021-26-03-14&partnerID=40&md5=302289801933f134226d085c1490509a","University of South Bohemia, Ceske Budejovice, Czech Republic","Lohrová H., University of South Bohemia, Ceske Budejovice, Czech Republic; Prošková A., University of South Bohemia, Ceske Budejovice, Czech Republic","The close relationship between internationalisation and the employability of university graduates is increasingly viewed as not merely an aspirational agenda, but a strategic one for any HE institution. This transnational perspective has become even more relevant in the period of global challenges for traditional ways of working and educating – with the teaching profession profoundly included. The present article encompasses the theme of the future role of teachers and, in particular, introduces a current 2020–2023 project Teachers of English for Future Europe (TEFE). Fundamentally, the project is viewed as one of Applied Linguistics and much of its inspiration is couched in addressing real-word issues and creating practical relevance for research. By introducing the project vision, methodology and planned outputs, the article argues that the impetus of international mobilities is shifting from the well-understood focus on developing linguistic competence of teachers of English to a more comprehensive, practice-oriented teacher education. Specifically, the trend is to transform traditional environment of taught courses by embedding international experience – be it physical, blended or fully online – into the study programmes of future teachers of English. The TEFE project methodology integrates the vision of English teacher preparation change with collaborative working of linguists, methodologists, student teachers and teacher mentors and uses as a basis the action-oriented approach. As part of the present TEFE report, experiential learning and reflexivity are advocated as the key drivers in arriving at four main outputs of the project: internationalisation of teaching practice, international employability skills, online evaluation and diagnostic tools, communication strategies on TEFE COIL (collaborative online international learning) platform. A case is also made in support of harnessing both existing and emerging technology to create platforms for collaboration, continued learning and self-development as an inherent part of any internationalisation package. The resources produced by the project are useful for HE institutions educating future teachers of English as they will help in preparation for international mobility in an effective way. The contribution of each author in this research is the following: H. Lohrová – 50%, A. Prošková – 50%. © 2021 Authors. All rights reserved.","English language teaching; graduate employability; higher education; internationalisation; mobility; teacher education; TEFE project","","","","","","South Bohemia in Ceske Budejovice; Erasmus+","The project is funded under the Eras mus+ Strategic Partnership scheme and coordinated by the University of South Bohemia in Ceske Budejovice, Czech Republic. The project commenced in September 2020 and is due to be completed in August 2023.","American Council on the Teaching of Foreign Languages, (2015); Australian Professional Standards for Teachers, (2018); Bosio E., The Need for Values-Based University Curriculum, University World News, (2019); Bowles H., Murphy A. C., English-Medium Instruction and the Internationalization of Universities, (2020); Continuing Professional Development (CPD) Framework for Teachers, (2015); Continuing Professional Development (CPD) Framework for Teacher Educators, (2017); Cameron D., Fraser E., Harvey P., Rampton M. B. H., Richardson K., Researching Language: Issues of Power and Method, (1992); Carr W., Kemmis S., Becoming Critical: Education, Knowledge andAction Research, (1986); A Framework of Reference for Pluralistic Approaches (FREPA), (2012); The Employability Skills Framework, (2015); Competency Framework for Teachers, (2004); Evaluation and Accreditation of Quality in Language Services (Eaquals), (2016); European Portfolio for Student Teachers of Languages – EPOSTL, (2007); Education and Training Monitor 2020; Common European Principles for Teacher Competences and Qualifications, (2010); Supporting Teacher Competence Development for Better Learning Outcomes, (2012); European Skills Agenda. European Commission, Employment, Social Affairs and Inclusion, (2016); European Skills Agenda for Sustainable Competitiveness, Social Fairness and Resilience, (2021); Fakunle O., Yuen Chan B. T., The Podcast: Rethinking the Internationalisation of Higher Education. How Should International Study Evolve Post-Pandemic in Order to Extend the Benefits of Higher Education to Every Corner of the Globe?, (2021); Hager P., Holland S., Graduate Attributes, Learning and Employability, (2007); Johnson K. W., Business and Management Internships: Improving Employability through Experiential Learning, (2021); Kawana W. J., Business and Management Internships: Improving Employability through Experiential Learning, (2021); Kelly M., Grenfell M., European Profile for Language Teacher Education, (2004); Knight P., Yorke M., Learning, Curriculum and Employability in Higher Education, (2004); Koster B., Dengerink J., Professional Standards for Teacher Educators: How to Deal with Complexity, Ownership and Function. Experiences from the Netherlands, European Journal of Teacher Education, 31, pp. 135-149, (2008); Lorber B., Pram S., Post-Covid, Internationalisation Must Be More Flexible, The Times Higher Education, (2020); Muscatelli A., Gleason N., The Podcast: Student Employability Post-Pandemic, (2021); Preparing Our Youth for an Inclusive and Sustainable World: OECD PISA Global Competence Framework, (2018); TALIS – The OECD Teaching and Learning International Survey, (2018); Richards J. C., Rodgers T. S., Approaches and Methods in Language Teaching (Third Edition), (2014); Roberts C., Applied Linguistics Applied, Applied linguistics and communities of practice: selected papers from the annual meeting of the British Association for Applied Linguistics, (2003); Schon D., The Reflective Practitioner, (1983); Tasci G., The Impact of COVID-19 on Higher Education: Rethinking Internationalization behind the Iceberg, International Journal of Curriculum and Instruction, 13, 1, pp. 522-536, (2021); Tomlinson M., Holmes L., Graduate Employability in Context: Theory, Research and Debate, (2017); Cambridge English Teaching Framework. Cambridge Assessment English, (2018); Transforming Our World: the 2030 Agendafor Sustainable Development, (2015); Yorke M., Employability And Higher Education: What It Is – and What It Is Not, (2004)","","","Ural State Pedagogical University","","","","","","20712405","","","","English","Philol. Class.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85175053795"
"Vamsi Krishna B.; Selwyn Babu J.","Vamsi Krishna, B. (58090435500); Selwyn Babu, J. (56602778700)","58090435500; 56602778700","Impact of internship on employability of undergraduate engineering students: A case study","2021","Journal of Engineering Education Transformations","34","4","","67","73","6","0","10.16920/jeet/2021/v34i4/153410","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109050784&doi=10.16920%2fjeet%2f2021%2fv34i4%2f153410&partnerID=40&md5=e1a151778acc1db8f1df3b932f3a844a","Department of Civil Engineering, Malla Reddy Engineering College (Autonomous), Secunderabad, 500100, India","Vamsi Krishna B., Department of Civil Engineering, Malla Reddy Engineering College (Autonomous), Secunderabad, 500100, India; Selwyn Babu J., Department of Civil Engineering, Malla Reddy Engineering College (Autonomous), Secunderabad, 500100, India","Introduction of model curriculum and internships for all undergraduate engineering students by AICTE has shifted the focus of many engineering institutions towards building a relationship with industry and arranging for an internship for their students. This analysis aimed to assess the impact of the internship on the employment potential of students. Civil Engineering students from the 2010 Batch in Malla Reddy Engineering College (Autonomous), who had the opportunity to do an internship in industry, are the theme of this study. Students in the industry after jobs have been surveyed and evaluated by a degree Performance Assessment Method via questionnaire. The average percentage of internship students and employability based on internship students for the past 5 years is 67% and 53%. However, it is graded and evaluated at different levels with an average score of 82 percent for the success of students in the industry through internship [2]. This study also found the method to improve the internship levels to match the requirements of the industries. The internship section shall give confidence to the students in achieving their employability levels during the internship in reputed MNC companies, which will be very much useful for placement once they graduated. The students are highly recommended to go through an internship program at under graduation level at Internship-based companies [2]. This program is important for undergraduate students to enhance their self-development and employment ability. In this case study interns students, non-intern students and companies are taken as an example and student's performance was rigorously evaluated in their workplace. © 2021, Rajarambapu Institute Of Technology. All rights reserved.","Analysis; Ark Infra; Employability; Industries; Internship; MNC; My Homes","","","","","","Malla Reddy Engineering College","I would like to thank our management, principal and HOD, and all faculty members for their continuous support for the implementation of 3 Internships in the curriculum at Malla Reddy Engineering College (Autonomous). I would like to thank civil industries for providing interns and their continuous support in giving internships to our students and assessing their performance after joining. The authors would like to thank the anonymous reviewers for the constructive feedback on this paper.","Marsono Machmud Sugandi, Tuwoso, Purnomo, Study the impact of internship on improving engineering students' competency, American Institute of Physics, AIP Conference Proceedings; Sunyoto Agus Nugroho, Ulum Miftakhul, Influence of internship toward entrepreneurship interest for mechanical engineering students"" American Institute of Physics, AIP Conference Proceedings; Schuurman M.K., Pangborn R.N., Mc Clintic R.D., the influence of workplace experience during college on early post-graduate careers of un d erg raduate engi n eering s tu d ents, WEPAN Joint Conference, (2005); Mathur Prakhar, Singh Sanat Kumar, Kumari Madhuri, outcome oriented academia-industry handshaking: improvised strategy for delivering indus try-ready en gineers, Jou rnal of Engineering Education Transformations, pp. 2394-1707; Jose Galvan, Eden Fisher, Elizabeth Casman, Mitch Small, Assessing the impact of mandatory internships on employability of recent college graduates in Mexico, Session ETD, 435; Knouse S.B., Tanner J.R., Harris E.W., The relation of college internships, college performance, and subsequent job opportunity, Journal of Employment Counseling, 36, 1, pp. 35-43, (1999); Taylor M.S., Effects of college internships on individual participants, Journal of Applied Psychology, 73, 3, pp. 393-401, (1988); Bidanda B., Billo R., On the Use of S t u d e n t s f o r D e v e l o p i n g E n g i n e e r i n g Laboratories, Journal of Engineering Education, 84, 2, pp. 205-213, (1995)","B. Vamsi Krishna; Department of Civil Engineering, Malla Reddy Engineering College (Autonomous), Secunderabad, India; email: localvamsi1987@gmail.com","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","","Scopus","2-s2.0-85109050784"
"Baluku M.M.; Mugabi E.N.; Nansamba J.; Matagi L.; Onderi P.; Otto K.","Baluku, Martin Mabunda (57193201896); Mugabi, Eriphase Nsaale (58158838400); Nansamba, Joyce (57210464957); Matagi, Leonsio (57203528056); Onderi, Peter (57211457791); Otto, Kathleen (56284625200)","57193201896; 58158838400; 57210464957; 57203528056; 57211457791; 56284625200","Psychological Capital and Career Outcomes among Final Year University Students: the Mediating Role of Career Engagement and Perceived Employability","2021","International Journal of Applied Positive Psychology","6","1","","55","80","25","33","10.1007/s41042-020-00040-w","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098090052&doi=10.1007%2fs41042-020-00040-w&partnerID=40&md5=2e1e5c8109782333faf2bbf98d40a053","Department of Educational, Social, & Organizational Psychology, Makerere University School of Psychology, P. O Box, Kampala, 7062, Uganda; Work and Organizational Psychology, Faculty of Psychology, Philipps-Universität, Gutenberg Str. 18, Marburg, D-35032, Germany; Department of Psychology, Maseno University, Private Bag, Maseno, Kenya","Baluku M.M., Department of Educational, Social, & Organizational Psychology, Makerere University School of Psychology, P. O Box, Kampala, 7062, Uganda, Work and Organizational Psychology, Faculty of Psychology, Philipps-Universität, Gutenberg Str. 18, Marburg, D-35032, Germany; Mugabi E.N., Department of Educational, Social, & Organizational Psychology, Makerere University School of Psychology, P. O Box, Kampala, 7062, Uganda; Nansamba J., Department of Educational, Social, & Organizational Psychology, Makerere University School of Psychology, P. O Box, Kampala, 7062, Uganda; Matagi L., Department of Educational, Social, & Organizational Psychology, Makerere University School of Psychology, P. O Box, Kampala, 7062, Uganda; Onderi P., Department of Psychology, Maseno University, Private Bag, Maseno, Kenya; Otto K., Work and Organizational Psychology, Faculty of Psychology, Philipps-Universität, Gutenberg Str. 18, Marburg, D-35032, Germany","Increasingly, graduates are taking much more time in the transition from school to work. Recent research suggests that the ability to adjust quickly plays a key role in the transition process. This is even more important today given the tough labor market realities such as exacerbated unemployment levels and global competitions for the few available job openings. Yet new graduates often lack experience and certain skills that employers look for. Those unable to maneuver through the School-To-Work Transition (STWT) quickly may experience further challenges in their career development process. Using a sample of 516 students in their final semester of their university studies in Ugandan and Kenya, the present study examines the role of psychological resources, namely psychological capital and the mechanisms (i.e. Career Engagement - CE, Perceived Employability - PE) through which it works to affect students’ readiness for STWT as well as positively evaluating their career success. The major findings of the study reveal substantial positive direct effects of psychological capital on perceived employability, readiness for STWT, and career satisfaction. The double mediation results show that psychological capital indirectly affects the readiness for STWT via career engagement and internal PE, while psychological capital indirectly affects career satisfaction via career engagement and external PE. The implications of these results are discussed. © 2020, The Author(s).","Career engagement; Intrinsic career satisfaction; Perceived employability; Psychological capital; School-to-work transition; Social cognitive model of career self-management","","","","","","Philipps-Universität Marburg","","Abel J.R., Deitz R., Su Y., Are recent college graduates finding good jobs?, Current Issues in Economics and Finance, 20, 1, pp. 1-8, (2014); Practice makes perfect? 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Guan M., Capezio A., Restubog S.L.D., Read S., Lajom J.A.L., Li M., The role of traditionality in the relationships among parental support, career decision-making self-efficacy and career adaptability, Journal of Vocational Behavior, 94, pp. 114-123, (2016); Hall D.T., Careers of the 21st century, The Academy of Management Executive, 10, 4, pp. 8-16, (1996); Hall D.T., Careers In and Out of Organisations (foundation), (2002); Hanapi Z., Nordin M.S., Unemployment among Malaysia graduates: graduates’attributes, lecturers’ competency and quality of education, Procedia - Social and Behavioral Sciences, 112, pp. 1056-1063, (2014); Hayes A.F., PROCESS: A versatile computational tool for observed variable moderation, mediation, and conditional process modeling, In Manuscript Submitted for Publication (Issue January, pp. 1-39, (2012); Hayes A.F., Introduction to mediation, moderation, and conditional process analysis (first edi), (2013); Hayes A.F., Introduction to mediation, moderation, and conditional process analysis: A regession approach (second edi), (2018); 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Baluku; Department of Educational, Social, & Organizational Psychology, Makerere University School of Psychology, Kampala, P. O Box, 7062, Uganda; email: mbaluku@chuss.mak.ac.ug","","Springer Nature","","","","","","23645040","","","","English","Int J Appl Posit Psychol","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85098090052"
"Gunawan W.; Creed P.A.; Glendon A.I.","Gunawan, W. (57203010872); Creed, P.A. (7003468262); Glendon, A.I. (6701487189)","57203010872; 7003468262; 6701487189","Young adults’ perceived future employability: antecedents and consequences","2021","International Journal for Educational and Vocational Guidance","21","1","","101","122","21","10","10.1007/s10775-020-09430-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088087709&doi=10.1007%2fs10775-020-09430-7&partnerID=40&md5=fb011517eca4bcbb8368c4c9248a8690","School of Applied Psychology, Griffith University, Gold Coast Campus, Brisbane, 4222, QLD, Australia; Faculty of Psychology, Krida Wacana Christian University, Jakarta, 11470, Indonesia; Centre for Work, Organisation and Wellbeing, Griffith University, Nathan Campus, Brisbane, 4111, QLD, Australia; Cities Research Institute, Griffith University, Gold Coast Campus, Brisbane, 4222, QLD, Australia","Gunawan W., School of Applied Psychology, Griffith University, Gold Coast Campus, Brisbane, 4222, QLD, Australia, Faculty of Psychology, Krida Wacana Christian University, Jakarta, 11470, Indonesia, Centre for Work, Organisation and Wellbeing, Griffith University, Nathan Campus, Brisbane, 4111, QLD, Australia; Creed P.A., School of Applied Psychology, Griffith University, Gold Coast Campus, Brisbane, 4222, QLD, Australia, Centre for Work, Organisation and Wellbeing, Griffith University, Nathan Campus, Brisbane, 4111, QLD, Australia; Glendon A.I., School of Applied Psychology, Griffith University, Gold Coast Campus, Brisbane, 4222, QLD, Australia, Centre for Work, Organisation and Wellbeing, Griffith University, Nathan Campus, Brisbane, 4111, QLD, Australia, Cities Research Institute, Griffith University, Gold Coast Campus, Brisbane, 4222, QLD, Australia","Optimistic perception of one’s future employability is critical for young people, being linked to motivation, behaviours, and well-being. We tested some antecedents and outcomes to perceived future employability (PFE) and their mediation effects. 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The potential double benefit of proactivity for business graduates, Teaching in Higher Education, 21, 8, pp. 915-932, (2016); Van Dam K., Antecedents and consequences of employability orientation, European Journal of Work and Organizational Psychology, 13, 1, pp. 29-51, (2004); Heijde C.M., Employability and self-regulation in contemporary careers, Psycho-Social Career Meta-Capacities: Dynamics of Contemporary Career Development, pp. 7-17, (2014); Van der Heijde C.M., Van der Heijden B.I., The development and psychometric evaluation of a multi-dimensional measurement instrument of employability—And the impact of aging, International Congress Series, 1280, pp. 142-147, (2005); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, pp. 592-605, (2014); Van Vianen A.E.M., Klehe U., Koen J., Dries N., Career adapt-abilities scale—Netherlands form: Psychometric properties and relationships to ability, personality, and regulatory focus, Journal of Vocational Behavior, 80, 3, pp. 716-724, (2012); Weng Q., McElroy J.C., Organizational career growth, affective occupational commitment and turnover intentions, Journal of Vocational Behavior, 80, pp. 256-265, (2012); Whiston S.C., Li Y., Mitts N.G., Wright L., Effectiveness of career choice interventions: A meta-analytic replication and extension, Journal of Vocational Behavior, 100, pp. 175-184, (2017); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, pp. 566-586, (2010); Wong C.A., Laschinger H.K., Authentic leadership, performance, and job satisfaction: The mediating role of empowerment, Journal of Advanced Nursing, 69, 4, pp. 947-959, (2013)","W. Gunawan; School of Applied Psychology, Griffith University, Brisbane, Gold Coast Campus, 4222, Australia; email: willian.gunawan@ukrida.ac.id","","Springer Science and Business Media B.V.","","","","","","18730388","","","","English","Int. J. Educ. Vocat. Guid.","Article","Final","","Scopus","2-s2.0-85088087709"
"Bell M.A.; Cake M.; Mansfield C.F.","Bell, Melinda A. (56956237700); Cake, Martin (7004365542); Mansfield, Caroline F. (35484958600)","56956237700; 7004365542; 35484958600","International multi-stakeholder consensus for the capabilities most important to employability in the veterinary profession","2021","Veterinary Record","188","5","e20","","","","8","10.1002/vetr.20","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102146706&doi=10.1002%2fvetr.20&partnerID=40&md5=6d5a72a1ebf7cf25fd16156f2e84b200","School of Veterinary Medicine, Murdoch University, Murdoch, WA, Australia; School of Education, Notre Dame University, Fremantle, WA, Australia","Bell M.A., School of Veterinary Medicine, Murdoch University, Murdoch, WA, Australia; Cake M., School of Veterinary Medicine, Murdoch University, Murdoch, WA, Australia; Mansfield C.F., School of Education, Notre Dame University, Fremantle, WA, Australia","Background: Employability has been defined within the veterinary context as a set of personal and professional capabilities that enable a veterinarian to gain employment, contribute meaningfully to the profession, and develop a career pathway that achieves satisfaction and success. This study explicitly addressed the construct of veterinary employability by exploring the perceptions of multiple stakeholders (recent graduates, employee veterinarians, veterinarian and non-veterinarian employers, para-veterinary staff, academics and policy makers). Methods: A four-part online survey was distributed internationally via various agencies. Free-text responses, ratings of capabilities and rankings of categories were analysed. Results: The congruence of stakeholder responses was notable, regardless of age and geographical location, with minor differences noted in academics' and para-veterinary staff responses, and gender. The most important capabilities were honesty, ethical behaviour, communicating effectively and collaboratively with clients, knowing when to ask for help, and the willingness to learn. The categories of communication and teamwork ranked highest. Conclusion: This study adds granularity to the existing evidence for the importance of communication and teamwork. The relationship between the veterinarian (self) and their work, enabled by engagement, meaning and purpose, and respect for their profession was a key finding, and illustrative of how to achieve personal satisfaction and well-being within the profession. © 2021 British Veterinary Association","","Communication; Consensus; Employment; Humans; Internationality; Interprofessional Relations; Stakeholder Participation; Surveys and Questionnaires; Veterinarians; Veterinary Medicine; article; consensus; employability; employee; employer; female; gender; honesty; human; male; occupation; perception; satisfaction; teamwork; veterinarian; wellbeing; consensus; employment; international cooperation; interpersonal communication; organization and management; psychology; public relations; questionnaire; stakeholder engagement; veterinarian; veterinary medicine","","","","","Australian Government Office for Learning and Teaching, (ID15‐4930)","This study forms part of the VetSet2Go project (supported by the Australian Government Office for Learning and Teaching, grant number ID15‐4930). The authors would like to acknowledge Dr. Laura King (Project Manager) and the rest of the Vetset2Go project team members for their hard work and contributions. ","Lewis R.E., Klausner J.S., Nontechnical competencies underlying career success as a veterinarian, J Am Vet Med Assoc., 222, 12, pp. 1690-1696, (2003); Viner B., Success in veterinary practice: maximizing clinical outcomes and personal well-being, (2010); Cake M.A., Bell M.A., Williams J.C., Brown F.J.L., Dozier M., Rhind S.M., Et al., Which professional (non-technical) competencies are most important to the success of graduate veterinarians? A Best Evidence Medical Education (BEME) systematic review: BEME Guide No. 38, Med Teacher., 38, 6, pp. 550-563, (2016); RCVS Day One Competences, (2014); Roadmap for veterinary medical education in the 21st century—responsive, collaborative, flexible, (2011); Bok H.G.J., Jaarsma D., Teunissen P.W., van der Vleuten C.P.M., van Beukelen P., Development and validation of a competency framework for veterinarians, J Vet Med Educ., 38, 3, pp. 262-269, (2011); Collins G.H., Taylor R.M., Attributes of Australasian veterinary graduates: report of a workshop held at the veterinary conference centre, Faculty of Veterinary Science, University of Sydney, January 28-29, 2002, J Vet Med Educ., 29, 2, pp. 71-72, (2002); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Educ + Training., 49, 4, pp. 277-289, (2007); Hogan R., Chamorro-Premuzic T., Kaiser R.B., Employability and career success: bridging the gap between theory and reality, Ind Org Psychol., 6, pp. 3-16, (2013); Cake M.A., Melinda B., Kate C., Adele F., Wendy H., Kirsty H., Et al., Interpreting employability in the veterinary context: a guide and framework for veterinary educators, (2018); Armitage-Chan E., Maddison J., May S.A., What is the veterinary professional identity? Preliminary findings from web-based continuing professional development in veterinary professionalism, Vet Rec., 178, (2016); Bell M.A., Cake M.A., Mansfield C.F., Beyond competence: why we should talk about employability in veterinary education, J Vet Med Educ., 45, 1, pp. 27-37, (2018); Patton M.Q., Enhancing the quality and credibility of qualitative analysis, Health Serv Res., 34, 5, pp. 1189-1208, (1999); Klassen R.M., Al-Dhafri S., She W.H., Bettsa M., Investigating pre-service teacher motivation across cultures using the Teachers' Ten Statements Test, Teach Teacher Educ., 27, pp. 579-588, (2011); Saldana J., The coding manual for qualitatitve researchers, (2009); Schull D.N., King E., Hamood W., Feakes A., ‘Context’ matters: factors considered by employers when selecting new graduate veterinarians, Higher Educ Res Dev., 39, pp. 1-15, (2020); Bell M., Cake M., Mansfield C., Success in career transitions in veterinary practice: perspectives of employers and their employees, Vet Rec., 185, (2019); Hsu C.C., Sandford B., The Delphi technique: making sense of consensus, Pract1 Assess Res Eval., 12, 10, pp. 1-7, (2007); Bok H.G., Teunissen P.W., Boerboom T.B., Rhind S.M., Baillie S., Tegzes J., Et al., International survey of veterinarians to assess the importance of competencies in professional practice and education, J Am Vet Med Assoc., 245, 8, pp. 906-913, (2014); Hughes K., Rhind S.M., Mossop L., Cobb K., Morley E., Kerrin M., Et al., ‘Care about my animal, know your stuff and take me seriously’: United Kingdom and Autralian clients' views on the capabilities most important in their veterinarians, Vet Rec., 183, (2018); Coleman G.T., Salter L., Thornton J., What skills should a veterinarian possess on graduation?, Aust Vet Pract., 30, pp. 124-131, (2000); Danielson J.A., Fales-Williams A.J., Kirk R.A., Predictors of employer satisfaction: technical and non-technical skills, J Vet Med Educ., 39, 1, pp. 62-70, (2012); Rhind S.M., Baillie S., Kinnison T., Shaw D.J., Bell C.E., Mellanby R.J., Et al., The transition into veterinary practice: opinions of recent graduates and final year students, BMC Med Educ., 11, 64, (2011); Heath T., Western J., Lynch-Blosse M., Adapting to the world of veterinary work—profile of a group in their second year after graduation (1991), Aust Vet Pract., 23, 1, pp. 11-15, (1993); Schull D.N., Morton J.M., Coleman G.T., Mills P.C., Final-year student and employer views of essential personal, interpersonal and professional attributes for new veterinary science graduates, Aust Vet J., 90, 3, pp. 100-104, (2012); Competency-based veterinary education: Part 1—CBVE framework, (2018); Rogers K.S., Green E.M., Chaney K.P., Macik M.L., Turner J.S., Keefe L.M., Et al., Preparing veterinary students for entry-level practice by identifying new graduate outcomes, J Am Vet Med Assoc., 248, 7, pp. 751-753, (2016); Martin F., Ruby K.L., Deking T.M., Taunton A.E., Factors associated with client, staff, and student satisfaction regarding small animal euthanasia procedures at a veterinary teaching hospital, J Am Vet Med Assoc., 224, 11, pp. 1774-1779, (2004); Clarke P., Henning J., King E., Coleman G., Schull D., What makes a great clinical team? Stakeholder perspectvies on the attributes of effective veterinary health care teams in Australia, Aust Vet J., 97, 11, pp. 424-432, (2019); Kinnison T., May S.A., Guile D., Inter-professional practice: from veterinarian to the veterinary team, J Vet Med Educ., 41, 2, pp. 172-178, (2014); Cake M., Rhind S.M., Baillie S., The need for business skills in veterinary education: perceptions versus evidence, Veterinary business and enterprise: theoretical foundations and practical cases, pp. 9-22, (2014); Bachynsky E.A., Dale V.H.M., Kinnison T., Gazzard J., Baillie S., A survey of the opinions of recent veterinary graduates and employers regarding early career business skills, Vet Rec., 172, 23, pp. 604-609, (2013); Bell M., Cake M., Who are you, and why are you here?, Vet Rec., 183, pp. 65-66, (2018); Wallace J., Meaningful work and well-being: a study of the positive side of veterinary work, Vet Rec., 2019, pp. 1-7, (2019); Crane M.F., Louis W.R., Phillips J.K., Amiot C.E., Steffens N.K., Identity centrality moderates the relationship between acceptance of group-based stressors and well-being, Eur J Soc Psychol., 48, pp. 866-882, (2018); Armitage-Chan E., May S.A., Identity, environment and mental wellbeing in the veterinary profession, Vet Rec., 183, 2, (2018); Harden R.M., Crosby J.R., Davis M.H., AMEE guide no. 14: outcome-based education: Part 1—an introduction to outcome-based education, Med Teacher., 21, 1, pp. 7-14, (1999); Wald H.S., Professional identity (trans)formation in medical education: reflection, relationship, resilience, Academic Med., 90, 6, pp. 701-706, (2015); Scott G., Transforming graduate capabilities & achievement standards for a sustainable future, Key insights from a 2014-16 Office of Learning and Teaching National Senior Teaching Fellowship, pp. 1-46, (2016)","M.A. Bell; School of Veterinary Medicine, Murdoch University, Murdoch, Australia; email: M.Bell@murdoch.edu.au","","John Wiley and Sons Inc","","","","","","00424900","","VETRA","33666987","English","Vet. Rec.","Article","Final","","Scopus","2-s2.0-85102146706"
"Lorenz T.; Brüning C.R.; Waltz M.; Fabri M.","Lorenz, Timo (56233330800); Brüning, Chelsea Rebecca (57222760091); Waltz, Mitzi (6701743438); Fabri, Marc (23396358300)","56233330800; 57222760091; 6701743438; 23396358300","Not a stranger to the dark: discrimination against autistic students and employees","2021","Advances in Autism","7","1","","60","72","12","2","10.1108/AIA-10-2019-0036","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104005915&doi=10.1108%2fAIA-10-2019-0036&partnerID=40&md5=5922de46f35df591b1d8a0e43b4a2da4","Department of Psychology, MSB Medical School Berlin GmbH, Berlin, Germany; Athena Institute, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; School of Built Environment, Engineering and Computing, Leeds Beckett University, Leeds, United Kingdom","Lorenz T., Department of Psychology, MSB Medical School Berlin GmbH, Berlin, Germany; Brüning C.R., Department of Psychology, MSB Medical School Berlin GmbH, Berlin, Germany; Waltz M., Athena Institute, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Fabri M., School of Built Environment, Engineering and Computing, Leeds Beckett University, Leeds, United Kingdom","Purpose: The purpose of this paper is to reveal barriers and their coherences between discrimination and self-perceived employability which students and employees on the autism spectrum often face and need to overcome. These include discrimination based on disability, when applying for a job or retaining employment. This research located barriers in three different categories: formality – problems that focus on organizational structures in the application process; social – communication and interaction problems; and job demand barriers – obstacles that epitomize work-related strains. Design/methodology/approach: Barriers and discrimination can prevent individuals from accessing the labor market which can lead to severe consequences for an individual on the autism spectrum, such as poverty, social deprivation or lack of health promotion and equal treatment. Self-perceived employability can be regarded as an additional strength, as it describes the perception of an individual’s own skills and versatility to acquire and keep a job. In total, 53 German-speaking individuals on the autism spectrum participated in an online survey. Findings: Results showed statistically significant coherences between both, formality and social barriers with discrimination. Formality barriers also indicated statistically significant coherences with self-perceived employability. A mediation model with discrimination as mediator between each category of barriers and self-perceived employability was examined. The non-significant results suggest that discrimination does not work as a superior construct but as a sole influence next to barriers and self-perceived employability. Originality/value: Individuals on the autism spectrum epitomize a less common research approach. Moreover, diversity policies and practices in the workplace often do not focus on including individuals on the autism spectrum even though the employment rates for this specific group of potential highly qualified employees were reported to be consistently lower when compared to any other group of disabled people. Findings suggest possible starting points for future research, which are discussed alongside practical strategies to overcome barriers and change discriminatory attitudes toward skilled individuals on the autism spectrum. © 2021, Emerald Publishing Limited.","Autism; Autism spectrum condition; Barriers to employment; Discrimination; Employability","","","","","","European Commission Erasmus +, (2018-1-UK01-KA203-048276)","This research was funded by the European Commission Erasmus + programme – Project Reference: 2018-1-UK01-KA203-048276.","Allen M., Coney K., What happens next? A report on the first destinations of 2016 disabled graduates. 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Hasse Ed.), (2010); Lorenz T., Frischling C., Cuadros R., Heinitz K., Autism and overcoming job barriers: comparing job-related barriers and possible solutions in and outside of autism-specific employment, PLoS One, 11, 1, (2016); Lorenz T., Heinitz K., Aspergers–different, not less: occupational strengths and job interests of individuals with Asperger's syndrome, PLoS One, 9, 6, (2014); McQuade D.V., Negative social perception of hypothetical workers with rheumatoid arthritis, Journal of Behavioral Medicine, 25, 3, (2002); Magrin M.E., Marini E., Nicolotti M., Employability of disabled graduates: resources for a sustainable employment, Sustainability, 11, 6, (2019); Milton D.E.M., On the ontological status of autism: the ‘double empathy problem, Disability & Society, 27, 6, pp. 883-887, (2012); New Zealand Autism Spectrum Disorder Guideline, (2008); New Zealand Autism Spectrum Disorder Guideline, (2016); The autism employment gap – too much information in the workplace, (2016); Nota L., Santilli S., Ginevra M.C., Soresi S., Employer attitudes toward the work inclusion of people with disability, Journal of Applied Research in Intellectual Disabilities, 27, 6, pp. 511-520, (2014); Ozawa A., Yaeda J., Employer attitudes toward employing persons with psychiatric disability in Japan, Journal of Vocational Rehabilitation, 26, 2, pp. 105-113, (2007); Ozawa A., Kikuchi E., Yaeda J., Causal analysis of employer attitude formation toward employing individuals with psychiatric disabilities, Journal of Vocational Rehabilitation, 44, 2, pp. 201-212, (2016); UNIPARK Survey-Software, (2019); Rao D., Horton R.A., Tsang H.W.H., Shi K., Corrigan P.W., Does individualism help explain differences in employers' stigmatizing attitudes toward disability across Chinese and American cities?, Rehabilitation Psychology, 55, 4, pp. 351-359, (2010); Rashid M., Hodgetts S., Nicholas D., Building employer capacity to support meaningful employment for persons with developmental disabilities: a grounded theory study of employment support perspectives, Journal of Autism and Developmental Disorders, 47, 11, pp. 3510-3519, (2017); Ripamonti L., Disability, diversity, and autism: philosophical perspectives on health, The New Bioethics, 22, 1, pp. 56-70, (2016); Ritsher J.B., Otilingam P.G., Grajales M., Internalized stigma of mental illness: psychometric properties of a new measure, Psychiatry Research, 121, 1, pp. 31-49, (2003); Rogge N., Janssen J., The economic costs of autism spectrum disorder: a literature review, Journal of Autism and Developmental Disorders, 49, 7, pp. 1573-3432, (2019); Rosqvist H.B., Keisu B.-I., Adaptation or recognition of the autistic subject? Reimagining autistic work life: deconstructing the notion of ‘real jobs’ in the Swedish autistic self-advocacy movement, Journal of Vocational Rehabilitation, 37, 3, pp. 203-212, (2012); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Rothwell A., Jewell S., Hardie M., Self-perceived employability: investigating the responses of post-graduate students, Journal of Vocational Behavior, 75, 2, pp. 152-161, (2009); Russinova Z., Griffin S., Bloch P., Wewiorski N.J., Rosoklija I., Workplace prejudice and discrimination toward individuals with mental illnesses, Journal of Vocational Rehabilitation, 35, 3, pp. 227-241, (2011); Sasson N.J., Morrison K.E., First impressions of adults with autism improve with diagnostic disclosure and increased autism knowledge of peers, Autism, 23, 1, pp. 50-59, (2019); Scott M., Jacob A., Hendrie D., Parsons R., Girdler S., Falkmer T., Falkmer M., Employers’ perception of the costs and the benefits of hiring individuals with autism spectrum disorder in open employment in Australia, PLoS One, 12, 5, (2017); Stringer D.M., The role of women in workplace diversity consulting, Journal of Organizational Change Management, 8, 1, (1995); Unger D.D., Employers' attitudes toward persons with disabilities in the workforce: myths or realities?, Focus on Autism and Other Developmental Disabilities, 17, 1, pp. 2-10, (2002); 10th anniversary of the adoption of convention on the rights of persons with disabilities, (2016); Vornholt K., Uitdewilligen S., Nijhuis F.J.N., Factors affecting the acceptance of people with disabilities at work: a literature review, Journal of Occupational Rehabilitation, 23, 4, pp. 463-475, (2013); Vornholt K., Villotti P., Muschalla B., Bauer J., Colella A., Zijlstra F., Van Ruitenbeek G., Uitdewilligen S., Corbiere M., Disability and employment – overview and highlights, European Journal of Work and Organizational Psychology, 27, 1, pp. 40-55, (2018); West E.A., Travers J.C., Kemper T.D., Liberty L.M., Cote D.L., McCollow M.M., Brusnahan L.L.S., Racial and ethnic diversity of participants in research supporting evidence-based practices for learners with autism spectrum disorder, The Journal of Special Education, 50, 3, pp. 151-163, (2016); Woods R., Exploring how the social model of disability can be re-invigorated for autism: in response to Jonathan Levitt, Disability & Society, 32, 7, pp. 1090-1095, (2017); World report on disability, (2011); Autism spectrum disorders, (2018)","T. Lorenz; Department of Psychology, MSB Medical School Berlin GmbH, Berlin, Germany; email: timo.lorenz@medicalschool-berlin.de","","Emerald Group Holdings Ltd.","","","","","","20563868","","","","English","Adv. Autism","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85104005915"
"Cook E.J.; Crane L.; Kinash S.; Bannatyne A.; Crawford J.; Hamlin G.; Judd M.-M.; Kelder J.-A.; Partridge H.; Richardson S.","Cook, Elizabeth J. (57224999542); Crane, Linda (56735777400); Kinash, Shelley (36023802700); Bannatyne, Amy (56190438900); Crawford, Joseph (57196083515); Hamlin, Gary (55552485500); Judd, Madelaine-Marie (56769206500); Kelder, Jo-Anne (8851824900); Partridge, Helen (24470072800); Richardson, Sarah (57225418302)","57224999542; 56735777400; 36023802700; 56190438900; 57196083515; 55552485500; 56769206500; 8851824900; 24470072800; 57225418302","Australian postgraduate student experiences and anticipated employability: A national study from the students' perspective","2021","Journal of Teaching and Learning for Graduate Employability","12","2","","148","168","20","6","10.21153/jtlge2021vol12no2art1030","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108888807&doi=10.21153%2fjtlge2021vol12no2art1030&partnerID=40&md5=cdae93d9e30ca27f76bd25494f6fc8a5","Strategic and Governance Services Centre, Edith Cowan University, Perth, Australia; Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Australia; Advancement of Learning and Teaching, University of Southern Queensland, Toowoomba, Australia; Academic Division, University of Tasmania, Australia; Student Employability Centre, The University of Queensland, Brisbane, Australia; Deakin Learning Futures, Deakin University, Melbourne, Australia; Australian Council for Educational Research, United Kingdom","Cook E.J., Strategic and Governance Services Centre, Edith Cowan University, Perth, Australia; Crane L., Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Australia; Kinash S., Advancement of Learning and Teaching, University of Southern Queensland, Toowoomba, Australia; Bannatyne A., Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Australia; Crawford J., Academic Division, University of Tasmania, Australia; Hamlin G., Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Australia; Judd M.-M., Student Employability Centre, The University of Queensland, Brisbane, Australia; Kelder J.-A., Academic Division, University of Tasmania, Australia; Partridge H., Deakin Learning Futures, Deakin University, Melbourne, Australia; Richardson S., Australian Council for Educational Research, United Kingdom","Postgraduate students are navigating a rapidly evolving landscape for their future careers. In this context, higher education providers are responsible for supporting and monitoring postgraduate (masters and doctoral) students' development for both education and employability contexts. This empirical research provides a rich analysis of feedback breakfasts, focus groups and interviews with 319 postgraduate student participants from 26 universities. Emergent themes highlight widespread lack of confidence in university-mediated student experiences, particularly in the context of employability, and pessimism regarding career outcomes. Students expressed a view that higher education providers need to direct further attention and relevant supports toward postgraduate education. Future career despondency was particularly prevalent among students with academic aspirations. The findings are discussed using the theoretical framework of eudemonia and flourishing as an approach to revitalising and improving both the process and outcomes of postgraduate education. The paper concludes with practical recommendations for universities to improve the postgraduate student experience in the context of employability. © 2021 Deakin University. All rights reserved.","Careers; Employability; Graduate outcomes; Postgraduate; Student experience","","","","","","Australian Government Office for Learning and Teaching, (SP1404599)","This research is indebted to over 300 students, who so candidly and generously shared their stories, experiences and perceptions. The authors wish to acknowledge Harry Rolf. As the President of Council of Australian Postgraduate Associations at the time this research was conducted, Harry was instrumental in recruiting student participants, sharing knowledge of the research, and analysing and interpreting the results. This work was supported by the Australian Government Office for Learning and Teaching under Grant SP1404599.","Allison L., Waters L., Kern M. 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H., Kinash S., Bannatyne A., Judd M-M., Eckersley B., Hamlin G., Partridge H., Richardson S., Rolf H., Udas K., Stark A., Engaging postgraduate students and supporting higher education to enhance the 21st century student experience: Final report, (2016); Creswell J., Creswell J., Research design: Qualitative, quantitative and mixed methods approaches, (2018); Curren R., Aristotle's educational politics and the Aristotelian renaissance in philosophy of education, Oxford Review of Education, 36, 5, pp. 543-559, (2010); Higher education statistics, (2020); Dollinger M., Arkoudis S., Marangell S., University alumni mentoring programs: A win-win?, Journal of Higher Education Policy and Management, 41, 4, pp. 375-389, (2019); Durham S., Jordan H., Naccarella L., Russell M., Work-integrated learning and skill development in a Master of Public Health program: Graduate perspectives, Journal of University Teaching & Learning Practice, 17, 4, (2020); Edwards D., Issues facing scientific research employment in Australia, Issues, 88, pp. 4-7, (2009); Foote K., Benarz S., Monk J., Solem M., Stollman J., Rethinking postgraduate geography education in the USA: Issues and concerns, Journal of Geography in Higher Education, 36, 1, pp. 57-64, (2012); Giles M., Ski C., Vrdoljak D., Career pathways of science, engineering and technology research postgraduates, Australian Journal of Education, 53, 1, pp. 69-86, (2009); Haapakorpi A., Doctorate holders outside the academy in Finland: Academic engagement and industryspecific competence, Journal of Education and Work, 30, 1, pp. 53-68, (2017); Harman K., Producing 'industry-ready' doctorates: Australian cooperative research centre approaches to doctoral education, Studies in Continuing Education, 26, 3, pp. 387-404, (2004); Herrera L., Nieto M., PhD careers in Spanish industry: Job determinants in manufacturing versus non-manufacturing firms, Technological Forecasting & Social Change, 113, pp. 341-351, (2016); Ho A., Kember D., Hong C., What motivates an ever increasing number of students to enroll in parttime taught postgraduate awards?, Studies in Continuing Education, 34, 3, pp. 319-338, (2012); Irwin A., Nordmann E., Simms K., Stakeholder perception of student employability: Does the duration, type and location of work experience matter?, Higher Education, 78, 5, pp. 761-781, (2019); Jackson D., Bridgstock R., What actually works to enhance graduate employability? 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J., Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teaching, (2008); Kendal E., Waterhouse-Watson D., I'm a unicorn, ask me how! 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K., From PhD to initial employment: The doctorate in a knowledge economy, Studies in Higher Education, 36, 5, pp. 601-614, (2011); Passaretta G., Trivellato P., Triventi M., Between academia and the labour market - the occupational outcomes of PhD graduates in a period of academic reforms and economic crisis, Higher Education, 77, 3, pp. 541-559, (2019); Pedersen H., New doctoral graduates in the knowledge economy: Trends and key issues, Journal of Higher Education Policy and Management, 36, 6, pp. 632-645, (2014); Pitt R., Mewburn I., Academic superheroes? A critical analysis of academic job descriptions, Journal of Higher Education Policy and Management, 38, 1, pp. 88-101, (2016); Rae D., Woodier-Harris R.N., Matlay H., How does enterprise and entrepreneurship education influence postgraduate students' career intentions in the New Era economy?, Education & Training, 55, 8, pp. 926-948, (2013); Richardson S., Australian postgraduate research student international mobility: Research report 2015, (2015); Shaddock A., Using data to improve learning: A practical guide for busy teachers, (2014); 2016 Graduate outcomes survey, (2016); Torda A.J., Velan G., Perkovic V., The impact of the COVID-19 pandemic on medical education, The Medical Journal of Australia, 213, 4, (2020); Towers A., Towers N., Re-evaluating the postgraduate students' course selection decision making process in the digital era, Studies in Higher Education, 45, 6, pp. 1133-1148, (2020); Tran L. T., Rahimi M., Tan G., Dang X. T., Le. N., Post-study work for international graduates in Australia: Opportunity to enhance employability, get a return on investment or secure migration?, Globalisation, Societies and Education, 18, 5, pp. 495-510, (2020); van Manen M., Researching lived experience: Human science for an action sensitive pedagogy, (1997); Wolbert L., de Ruyter D., Schinkel A., Formal criteria for the concept of human flourishing: The first step in defending flourishing as an ideal aim of education, Ethics and Education, 10, 1, pp. 118-129, (2015); Wright P., Pascoe R., Eudaimonia and creativity: The art of human flourishing, Cambridge Journal of Education, 45, 3, pp. 295-306, (2015); Young S., Kelder J-A., Doctoral employability: A systematic literature review and research agenda, Journal of Applied Learning and Teaching, 3, pp. 1-11, (2020); Zhan M., Downey C., Kyke M., International postgraduate students' labour mobility in the United Kingdom: A cross-classified multilevel analysis, Population Space and Place, 27, 1, (2021)","E.J. Cook; Strategic and Governance Services Centre, Edith Cowan University, Perth, Australia; email: e.cook@ecu.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85108888807"
"Lee T.-C.; Yao-Ping Peng M.; Wang L.; Hung H.-K.; Jong D.","Lee, Tzai-Chiao (57222482789); Yao-Ping Peng, Michael (57210914452); Wang, Lin (57222482843); Hung, Hao-Kai (43961177000); Jong, Din (14031936700)","57222482789; 57210914452; 57222482843; 43961177000; 14031936700","Factors Influencing Employees’ Subjective Wellbeing and Job Performance During the COVID-19 Global Pandemic: The Perspective of Social Cognitive Career Theory","2021","Frontiers in Psychology","12","","577028","","","","20","10.3389/fpsyg.2021.577028","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102830585&doi=10.3389%2ffpsyg.2021.577028&partnerID=40&md5=947bbae1c34b94e64b38725cd570643d","Department of Accounting and Auditing, Guangxi University of Finance and Economics, Nanning, China; School of Economics & Management, Foshan University, Foshan, China; Department of Business Administration, Yango University, Fuzhou, China; Department of Digital Design and Information Management, Chung Hwa University of Medical Technology, Tainan, Taiwan","Lee T.-C., Department of Accounting and Auditing, Guangxi University of Finance and Economics, Nanning, China; Yao-Ping Peng M., School of Economics & Management, Foshan University, Foshan, China; Wang L., School of Economics & Management, Foshan University, Foshan, China; Hung H.-K., Department of Business Administration, Yango University, Fuzhou, China; Jong D., Department of Digital Design and Information Management, Chung Hwa University of Medical Technology, Tainan, Taiwan","The novel coronavirus disease that emerged at the end of 2019 began threatening the health and lives of millions of people after a few weeks. However, social and economic problems derived from COVID-19 have changed the development of individuals and the whole country. This study examines the work conditions of Taiwanese versus mainland China employees, and evaluates the relationship between support mechanisms and subjective wellbeing from a social cognitive career theory perspective. In this study, a total of 623 Taiwanese questionnaires and 513 mainland China questionnaires were collected to compare the two sample groups in terms of the development of employees’ subjective wellbeing. The results show that the Taiwanese sample had more significant development paths compared to mainland China employees in terms of prior knowledge, perceived organizational support, self-efficacy, employee employability, subjective wellbeing, and job performance. Finally, based on the conclusions, this study proposes some specific suggestions on theoretical mode for future studies. © Copyright © 2021 Lee, Yao-Ping Peng, Wang, Hung and Jong.","employee employability; job performance; perceived organizational support; prior knowledge; self-efficacy; subjective well-being","","","","","","","","Abbas J., Mahmood H., Hussain F., Information security management for small and medium size enterprises, Sci. Int, 27, pp. 2393-2398, (2015); Abbas J., Sagsan M., Impact of knowledge management practices on green innovation and corporate sustainable development: a structural analysis, J. Clean. Product, 229, pp. 611-620, (2019); Ahmed I., Nawaz M.M., Antecedents and outcomes of perceived organizational support: a literature survey approach, J. Manag. Dev, 34, pp. 867-880, (2015); Ahmed J.U., Ahmed K.U., Shimul M.A.S., Zuniga R., Managing strategies for higher education institutions in the UK: an overview, High. Educ. Future, 2, pp. 32-48, (2015); Akgunduz Y., Alkan C., Gok O.A., Perceived organizational support, employee creativity and proactive personality: the mediating effect of meaning of work, J. Hosp. Tour. Manag, 34, pp. 105-114, (2018); Amadieu F., Van Gog T., Paas F., Tricot A., Marine C., Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning, Learn. Instr, 19, pp. 376-386, (2009); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: a european study, High. Educ. Eur, 33, pp. 411-422, (2008); Baek W., Cho J., Identifying the virtuous circle of humanity education and post-graduate employment: evidence from a Confucian country, Sustainability, 10, 202, (2018); Bewick B., Koutsopoulou G., Miles J., Slaa E., Barkham M., Changes in undergraduate students’ psychological well-being as they progress through university, Stud. High. 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Pract, 17, 38, (2016); Thompson M.N., Dahling J.J., Chin M.Y., Melloy R.C., Integrating job loss, unemployment, and reemployment with social cognitive career theory, J. Career Assess, 25, pp. 40-57, (2017); Uppal N., Mishra S.K., Moderation effects of personality and organizational support on the relationship between prior job experience and academic performance of management students, Stud. High. Educ, 39, pp. 1022-1038, (2014); Vaziri H., Casper W.J., Wayne J.H., Matthews R.A., Changes to the work–family interface during the COVID-19 pandemic: examining predictors and implications using latent transition analysis, J. Appl. Psychol, 105, pp. 1073-1087, (2020); Williams J.J., Lombrozo T., Explanation and prior knowledge interact to guide learning, Cogn. Psychol, 66, pp. 55-84, (2013)","M. Yao-Ping Peng; School of Economics & Management, Foshan University, Foshan, China; email: s91370001@mail2000.com.tw; ; ","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85102830585"
"Fossati F.; Liechti F.; Wilson A.","Fossati, Flavia (56432557600); Liechti, Fabienne (57201365880); Wilson, Anna (57205329586)","56432557600; 57201365880; 57205329586","Participation in labour market programmes: A positive or negative signal of employability?","2021","Acta Sociologica (United Kingdom)","64","1","","70","85","15","6","10.1177/0001699320902837","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083392315&doi=10.1177%2f0001699320902837&partnerID=40&md5=ee349dd60eb1105b626da763ef353e4b","University of Lausanne, Switzerland","Fossati F., University of Lausanne, Switzerland; Liechti F., University of Lausanne, Switzerland; Wilson A., University of Lausanne, Switzerland","Active labour market policies (ALMPs) are widely diffused measures aiming to re-integrate jobseekers into the labour market. Despite their crucial role in acting as gatekeepers to employment, the literature scarcely considers the employer’s perspective of these measures. We analysed whether and how employers consider ALMP participation in the hiring process as a signal that helps explain the labour market outcomes of jobseekers. We developed a theoretical argument regarding how employers interpret ALMP participation and identify assumed agency, that is, whether employers believe that the agency for initiating ALMP participation lies with the jobseeker (voluntary participation) or the job centre (mandatory participation), as a crucial factor determining whether their evaluation of ALMPs is positive or negative. To examine our expectations, we conducted qualitative interviews with employers hiring for low-skilled occupations in Switzerland and Sweden, representing two countries with comprehensive ALMP systems. As expected, the interpretation of ALMP programmes differs depending on the assumed agency. Employers who believe that participation is voluntary interpret participation as a signal of motivation; however, employers who believe that participation is mandatory interpret participation as a signal of lower productivity, which reduces the chances of a successful labour market access. © The Author(s) 2020.","Employers; interviews; labour market policy; recruitment; unemployment","","","","","","NCCR; Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung, SNF","The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the NCCR on-the move, Phase I [Project 7], which is funded by the Swiss National Science Foundation. ","Arrow K., The theory of discrimination, Discrimination in Labour Markets, (1973); Auer D., Fossati F., Compensation or competition: Bias in immigrants’ access to active labour market measures, Social Policy & Administration, 12, 6, (2019); Baert S., Wage subsidies and hiring chances for the disabled: Some causal evidence, European Journal of Health Economics, 17, 1, pp. 71-86, (2016); Belt V., Richardson R., Social labour, employability and social exclusion: Pre-employment training for call centre work, Urban Studies, 42, 2, pp. 257-270, (2005); Bernhard L., Fossati F., Hanggli D., Et al., Debating Unemployment Policy. Political Communication and the Labour Market in Western Europe, (2019); Bertozzi F., Bonoli G., Ross F., The Swiss road to activation: Legal aspects, implementation and outcomes, Bringing the Jobless into Work? Experiences with Activation Schemes in Europe and the US, pp. 121-155, (2008); Bonoli G., The political economy of active labor-market policy, Politics & Society, 38, 4, pp. 435-457, (2010); Bonoli G., The Origin of Active Social Policy: Labour Market and Childcare Policies in a Comparative Perspective, (2013); Bredgaard T., Evaluating what works for whom in active labour market policies, European Journal of Social Security, 17, 4, pp. 436-452, (2015); Bredgaard T., Employers and active labour market policies: Typologies and evidence, Social Policy and Society, 17, 3, pp. 365-377, (2017); Burtless G., Are targeted wage subsidies harmful? 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Career Paths for the Forgotten Half, (2001); Sianesi B., Differential effects of active labour market programs for the unemployed, Labour Economics, 15, 3, pp. 370-399, (2008); Stryker S., Symbolic Interactionism: A Social Structural Version, (1980); Swenson P.A., Capitalist against Markets: The Making of Labor Markets and Welfare States in the United States and Sweden, (2002); van der Aa P., van Berkel R., Innovating job activation by involving employers, International Social Security Review, 67, 2, pp. 11-27, (2014); Van Belle E., Caers R., De Couck M., Et al., The signal of applying for a job under a vacancy referral scheme, GLO Discussion Paper No, 173, pp. 1-34, (2018); Waldinger R.D., Lichter M.I., How the Other Half Works: Immigration and the Social Organization of Labor, (2003); Yin R., Case Study Research: Design and Methods, (2003)","F. Fossati; University of Lausanne, Switzerland; email: flavia.fossati@unil.ch","","SAGE Publications Ltd","","","","","","00016993","","","","English","Acta Sociol.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85083392315"
"Ponikwer F.; Patel B.A.","Ponikwer, Fiona (57201255896); Patel, Bhavik Anil (56073286300)","57201255896; 56073286300","Work-Integrated Learning: A Game-Based Learning Activity That Enhances Student Employability","2021","Journal of Chemical Education","98","3","","888","895","7","7","10.1021/acs.jchemed.0c00919","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100146356&doi=10.1021%2facs.jchemed.0c00919&partnerID=40&md5=e8ac6c80eb4ab6ba876de35c82161dec","School of Pharmacy and Biomolecular Sciences, University of Brighton, Brighton, BN2 4GJ, United Kingdom","Ponikwer F., School of Pharmacy and Biomolecular Sciences, University of Brighton, Brighton, BN2 4GJ, United Kingdom; Patel B.A., School of Pharmacy and Biomolecular Sciences, University of Brighton, Brighton, BN2 4GJ, United Kingdom","Enhancing student employability is a key aspect of any chemistry-based degree; however, embedding such activities in the curriculum is often challenging. Placements (internships in the USA) or experiential visits are the most widely used approach, but these are not always inclusive. Work-integrated learning (WIL), the practice of combining traditional academic study or formal learning with student exposure to the world-of-work, is widely seen as an alternative approach to provide key employability skills. Our study utilizes a game-based learning activity based on the TV show The Apprentice to conduct WIL. Working in teams, students evaluated the performance of two different chromatography analytical columns and are asked to generate various marketing materials to highlight the performance of one column over the other. This included creating an infomercial and marketing flyer before finally pitching their findings to an expert panel. This activity provided a creative platform for students to showcase a range of employability skills, which they reflected upon immediately afterward and a year after graduating. Students indicated that the real-life work-based content of this specific activity significantly enhanced their employability and helped them secure a job. This educational WIL can be modified for any discipline of chemistry, providing a unique and inclusive way to provide a vast array of skills to enhance employability.  © ","Analytical Chemistry; Chromatography; Collaborative/Cooperative Learning; Humor/Puzzles/Games; Second-Year Undergraduate","","","","","","","","Scott F.J., Connell P., Thomson L.A., Willison D., Empowering students by enhancing their employability skills, Journal of Further and Higher Education, 43, 5, pp. 692-707, (2019); Soft Skills for Business Success; Tomlinson M., The degree is not enough': Students' perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employers' perceptions, Studies in Higher Education, 45, pp. 1834-1847, (2020); Hanson S., Overton T., Skills Required by Chemistry Graduates and Their Developement in Degree Programmes, (2010); Overton T., McGarvey D.J., Development of key skills and attributes in chemistry, Chem. Educ. Res. Pract., 18, 3, pp. 401-402, (2017); Sarkar M., Overton T., Thompson C., Rayner G., Graduate Employability: Views of Recent Chemistry Graduates; Fletcher A.J., Sharif A.W.A., Haw M.D., Using the perceptions of chemical engineering students and graduates to develop employability skills, Education for Chemical Engineers, 18, pp. 11-25, (2017); Yorke M., Knight P., Embedding Employability into the Curriculum, 3, (2006); Holmes A., Miller S., A case for advanced skills and employability in higher education, Journal of Vocational Education and Training, 52, 4, pp. 653-664, (2000); Matlay H., Rae D., Connecting enterprise and graduate employability, Education+ Training, 49, 89, pp. 605-619, (2007); Coll R.K., Eames C.W., Paku L.K., Lay M.C., Hodges D., Bhat R., Ram S., Ayling D., Fleming J., Ferkins L., An exploration of the pedagogies employed to integrate knowledge in work-integrated learning, Journal of Cooperative Education and Internships, 43, pp. 14-35, (2011); Coll R.K., The role of cooperative and work-integrated education in chemistry career clarification, Relevant Chemistry Education, pp. 301-315, (2015); Bennett D., Embedding EmployABILITY Thinking across Higher Education; Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Crebert G., Bates M., Bell B., Patrick C.J., Cragnolini V., Developing generic skills at university, during work placement and in employment: Graduates' perceptions, Higher Education Research & Development, 23, 2, pp. 147-165, (2004); Von Treuer K.M., Sturre V.L., Keele S.M., McLeod J.E., Evaluation Methodology for Work Integrated Learning-Placements: A Discussion Paper, ACEN 2010: Proceedings of the 3rd Biannual Australian Collaborative Education Network National Conference, pp. 489-497, (2010); Johnson E., Rice J., Varsavsky C., Holdsworth J., Ward J., Skelly D., Campbell M., Jorre De St Jorre T., Elliott J., Aughterson J., Successful WIL in Science, (2019); Billet S., Curriculum and Pedagogic Bases for Effectively Integrating Practice-Based Experiences, (2011); Michael D.R., Chen S.L., Serious Games: Games That Educate, Train, and Inform, (2005); Robson K., Plangger K., Kietzmann J.H., McCarthy I., Pitt L., Is it all a game? Understanding the principles of gamification, Business Horizons, 58, 4, pp. 411-420, (2015); Banerjee K., Can Games Based Learning Enhance Learning of Chemistry?, (2019); Nebel S., Schneider S., Rey G.D., Mining learning and crafting scientific experiments: A literature review on the use of Minecraft in education and research, Journal of Educational Technology & Society, 19, 2, pp. 355-366, (2016); Rastegarpour H., Marashi P., The effect of card games and computer games on learning of chemistry concepts, Procedia-Social and Behavioral Sciences, 31, pp. 597-601, (2012); Campbell S., Muzyka J., Chemistry game shows, J. Chem. Educ., 79, 4, (2002); Deavor J.P., Who Wants to Be a (Chemical) Millionaire?, J. Chem. Educ., 78, 4, (2001); Barr M., Graduate Skills and Game-Based Learning: Using Video Games for Employability in Higher Education, (2019); Sailer M., Hense J., Mandl H., Klevers M., Fostering development of work competencies and motivation via gamification, Competence-Based Vocational and Professional Education, pp. 795-818, (2017); Kerr W., Murray R., Moore B., Nonhebel D., An integrated communication skills package for undergraduate chemists, J. Chem. Educ., 77, 2, (2000); Stewart A.F., Williams A.L., Lofgreen J.E., Edgar L.J., Hoch L.B., Dicks A.P., Chemistry writing instruction and training: Implementing a comprehensive approach to improving student communication skills, J. Chem. Educ., 93, 1, pp. 86-92, (2016); Werner T., Reflections on the emphasis of communication skills in the undergraduate chemistry curriculum, J. Chem. Educ., 63, 2, (1986); Dunne E., Rawlins M., Bridging the Gap between Industry and Higher Education: Training Academics to Promote Student Teamwork, Innovations in Education and Training International, 37, 4, pp. 361-371, (2000)","B.A. Patel; School of Pharmacy and Biomolecular Sciences, University of Brighton, Brighton, BN2 4GJ, United Kingdom; email: b.a.patel@brighton.ac.uk","","American Chemical Society","","","","","","00219584","","JCEDA","","English","J Chem Educ","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85100146356"
"Visser W.","Visser, Wayne (58457326000)","58457326000","Measuring future resilience: a multilevel index","2021","Corporate Governance (Bingley)","21","2","","252","267","15","17","10.1108/CG-01-2020-0044","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85093971751&doi=10.1108%2fCG-01-2020-0044&partnerID=40&md5=c1501b4c7b22338ba61383a3a86f4bb0","Antwerp Management School, Antwerp, Belgium","Visser W., Antwerp Management School, Antwerp, Belgium","Purpose: For the purpose of applied research, we are interested in deriving and measuring multi-level future resilience, from a human capital perspective. This paper aims to set the theoretical foundations for a future resilience index to be launched in 2020. Design/methodology/approach: Based on a review of the literature on individual, organisational and socio-ecological resilience, the researcher has distilled 10 elements of future resilience. These were elaborated into a 20-question index, which has been piloted with an anonymous organisation. Findings: The 10 elements of future resilience, which the index will seek to measure include: emergency preparedness; creative adaptability; technological empowerment; dynamic employability; diversity cultivation; participative governance; systemic responsiveness; resource efficiency; purposeful motivation; and well-being orientation. Illustrative findings from the pilot show that organisational support for resilience across all 10 categories is seen as weaker than individuals’ perception of their own level of resilience. Practical implications: The areas of strong versus weak performance revealed by the index, either individually or in terms of organisational support, give organisations a clear set of priorities for follow-up. Social implications: This paper has demonstrated that future resilience is a highly relevant and useful concept for society, organisations and individuals in these rapidly changing times. Originality/value: Through the future resilience index, being developed by Antwerp Management School in collaboration with Randstad, this paper wants to encourage behaviours and capacities amongst employees that will increase resilience at the individual, organisational and socio-ecological levels. This is the first multi-level resilience measurement instrument aimed at human capital measurement. © 2020, Emerald Publishing Limited.","Human capital; Human resource development; Integrated value; Resilience; Sustainability; Sustainable development","","","","","","","","Allenby B., Fink J., Toward inherently secure and resilient societies, Science, 309, 5737, pp. 1034-1036, (2005); Amortegui J., Why Finding Meaning at Work is More Important than Feeling Happy, (2014); Amstad F.T., Meier L.L., Fasel U., Elfering A., Semmer N.K., A meta-analysis of work–family conflict and various outcomes with a special emphasis on cross-domain versus matching-domain relations, Journal of Occupational Health Psychology, 16, 2, (2011); Arntz M., Gregory T., Zierahn U., The Risk of Automation for Jobs in OECD Countries: A Comparative Analysis. 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Conf. on Systems, Man and Cybernetics, (2008); Weick K.E., Sutcliffe K.M., Managing the Unexpected, (2001); Weick K.E., Sutcliffe K.M., Obstfeld D., Organizing and the process of sensemaking, Organization Science, 16, 4, pp. 409-421, (2005); Welbourne J.L., Eggerth D., Hartley T.A., Andrew M.E., Sanchez F., Coping strategies in the workplace: relationships with attributional style and job satisfaction, Journal of Vocational Behavior, 70, 2, pp. 312-325, (2007); Werner E.E., Smith R.S., Journeys from Childhood to Midlife: Risk, Resilience, and Recovery, (2001); Whelan T., Fink C., The comprehensive business case for sustainability, Harvard Business Review Online, (2016); White G.B., Hurricanes Irma and Harvey Spur the First Employment Decline in 7 Years, (2017); Wilson R.L., Organisational resilience as a human capital strategy for companies in bankruptcy – IOS press, Work, 54, 2, pp. 309-323, (2016); World Development Report 2016: Digital Dividends. Washington, DC pact of hope, optimism, and resilience, (2017); Youssef C.M., Luthans F., Positive organizational behavior in the workplace: the impact of hope, optimism, and resilience, Journal of Management, 33, 5, (2007)","W. Visser; Antwerp Management School, Antwerp, Belgium; email: wayne.visser@ams.ac.be","","Emerald Group Holdings Ltd.","","","","","","14720701","","","","English","Corp. Gov.","Article","Final","","Scopus","2-s2.0-85093971751"
"González-Serrano M.H.; Calabuig Moreno F.; Crespo Hervás J.","González-Serrano, María Huertas (57194088383); Calabuig Moreno, Ferran (56373388500); Crespo Hervás, Josep (56527120500)","57194088383; 56373388500; 56527120500","Sport management education through an entrepreneurial perspective: Analysing its impact on Spanish sports science students","2021","International Journal of Management Education","19","1","100271","","","","16","10.1016/j.ijme.2018.11.007","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057607408&doi=10.1016%2fj.ijme.2018.11.007&partnerID=40&md5=c8e809212888c86d83a0d0807b5f1f3c","Department of Physical Education and Sport, University of Valencia, Spain, Gascó Oliag, 3, Valencia, 46010, Spain","González-Serrano M.H., Department of Physical Education and Sport, University of Valencia, Spain, Gascó Oliag, 3, Valencia, 46010, Spain; Calabuig Moreno F., Department of Physical Education and Sport, University of Valencia, Spain, Gascó Oliag, 3, Valencia, 46010, Spain; Crespo Hervás J., Department of Physical Education and Sport, University of Valencia, Spain, Gascó Oliag, 3, Valencia, 46010, Spain","Entrepreneurship education is becoming increasingly important because it can improve the employability of students. However, although it has been introduced in universities in recent years, its integration into sports education is still scarce. Therefore, the aim of this study is to present a way of approaching a sports management subject from an entrepreneurial perspective and to evaluate the effects of that approach on students. For this purpose, a sample of 54 sports science students from a Spanish university has been analysed. A longitudinal design has been carried out using Ajzen's theory of planned behaviour (1991), intrapreneurial intentions, the entrepreneurial climate and the entrepreneurial skills as the bases for analysing the effects of this approach on students. The results show that students who receive this training significantly improve their perception of perceived behavioural control and the university's climate towards entrepreneurship. This paper also highlights that the approach affects students differently depending on their existing characteristics. Finally, a series of practical implications for sport education managers are presented. © 2018 Elsevier Ltd","Entrepreneurship education; Sport management; Sports science students; Theory of planned behaviour; University; University climate","","","","","","Universitat de València","The project funded by the call for innovation of the Vice-rectorate of training policies and quality education of the University of Valencia 2017/2018. This work was also supported by the VALi+d predoctoral contract to María Huertas González (ACIF/2016/445).","Ahmed T., Chandran V.G., Klobas J., Specialized entrepreneurship education: Does it really matter? 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A review and methodological critique of the empirical literature on the effects of university-based entrepreneurship education, Journal of Small Business Management, 51, 3, pp. 329-351, (2013); Sieger P., Fueglistaller U., Zellweger T., Student entrepreneurship 2016: Insights from 50 countries, (2016); Southall R.M., Nagel M.S., LeGrande D., Han P., Sport management practica: A metadiscrete experiential learning model, Sport Marketing Quarterly, 12, 1, pp. 8-27, (2003); Stull M., Singh J., Intrapreneurship in nonprofit organizations examining the factors that facilitate entrepreneurial behaviour among employees, (2005); Teijeiro M., Rungo P., Freire M.J., Graduate competencies and employability: The impact of matching firms' needs and personal attainments, Economics of Education Review, 34, pp. 286-295, (2013); Turner T., Gianiodis P., Entrepreneurship unleashed: Understanding entrepreneurial education outside of the business school, Journal of Small Business Management, 56, 1, pp. 131-149, (2018); Vazquez J.L., Lanero A., Gutierrez P., Garcia M.P., Alves H., Georgiev I., Entrepreneurship education in the university: Does it make the difference, Trakia Journal of Sciences, 8, 3, pp. 64-70, (2010); Woodside A.G., Moving beyond multiple regression analysis to algorithms: Calling for adoption of a paradigm shift from symmetric to asymmetric thinking in data analysis and crafting theory, Journal of Business Research, 66, 4, pp. 463-472, (2013); Woodside A.G., Embrace Perform Model: Complexity theory, contrarian case analysis, and multiple realities, Journal of Business Research, 67, pp. 2495-2503, (2014)","J. Crespo Hervás; Department of Physical Education and Sport, University of Valencia, Spain, Valencia, Gascó Oliag, 3, 46010, Spain; email: josep.crespo@uv.es","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","","Scopus","2-s2.0-85057607408"
"Lau S.S.S.; Wan K.; Tsui M.","Lau, Sam S. S. (56207904800); Wan, Kelvin (56814366900); Tsui, Martin (57366793800)","56207904800; 56814366900; 57366793800","Evaluation of a blended career education course during the COVID-19 pandemic on students’ career awareness","2021","Sustainability (Switzerland)","13","6","3471","","","","6","10.3390/su13063471","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103086243&doi=10.3390%2fsu13063471&partnerID=40&md5=62fca89cd1a3c4f15dee2886b96a5427","Careers and Employability Centre, School of Continuing Education, Hong Kong Baptist University, Hong Kong; Multidisciplinary Research Centre, School of Continuing Education, Hong Kong Baptist University, Hong Kong; College of International Education, School of Continuing Education, Hong Kong Baptist University, Hong Kong; Centre for Holistic Teaching and Learning, Hong Kong Baptist University, Hong Kong","Lau S.S.S., Careers and Employability Centre, School of Continuing Education, Hong Kong Baptist University, Hong Kong, Multidisciplinary Research Centre, School of Continuing Education, Hong Kong Baptist University, Hong Kong, College of International Education, School of Continuing Education, Hong Kong Baptist University, Hong Kong; Wan K., Centre for Holistic Teaching and Learning, Hong Kong Baptist University, Hong Kong; Tsui M., College of International Education, School of Continuing Education, Hong Kong Baptist University, Hong Kong","Higher education has increasingly emphasized the importance of employability traits in order to personalize students’ learning needs and meet dynamic workplace demands. Previous research addressing the personalized learning on career education in blended learning model is limited. The present study aims to examine whether students with distinctive stable personality traits would improve their career adaptability and adaptation results after attending a synchronous career course during the COVID-19 pandemic. A total of 162 participants completed the questionnaires at both the first and last sessions of the course in spring 2020. Findings revealed that the course positively improved students’ identity formation. Personality traits demonstrated significant main effects on the middle identity formation stage and career adaptability. This study highlights traits such as emotional stability and possible cultural effects on the career development course in the young Chinese sample population. The implication of specific attributes and cultural backgrounds in career development courses is discussed. © 2021 by the authors.","Career adaptability; Career education; Employability; Personalize learning; Synchronous learning","China; adult education; COVID-19; education; educational development; learning; spatiotemporal analysis; student; workplace; young population","","","","","Careers and Employability Centre of the School of Continuing Education of Hong Kong Baptist University","This study is part of the employability-enhancing initiatives conducted by the Careers and Employability Centre of the School of Continuing Education of Hong Kong Baptist University which was established with the support of the Quality Enhancement Support Scheme of the Education Bureau on a project entitled “The establishment of an integrated, institution-wide centre to promote students’ workplace readiness and employability for life-Careers and Employability Centre (CEC)"".","Survey on Opinions of Employers on Major Aspects of Performance of First Degree Graduates in Year 2016-Executive Summary, (2019); Shek D.T.L., Nurturing holistic development of university students in Hong Kong: Where are we and where should we go?, Sci. 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Rev, 57, pp. 478-484, (2010); Xu X.-M., Yu K., When core self-evaluation leads to career adaptability: Effects of ethical leadership and implications for citizenship behavior, J. Psychol, 153, pp. 1-15, (2019); Savickas M.L., Career Development and Counseling: Putting Theory and Research to Work, (2013); Savickas M.L., Porfeli E.J., Career adapt-abilities scale: Construction, reliability, and measurement equivalence across 13 countries, J. Vocat. Behav, 80, pp. 661-673, (2012); Rudolph C.W., Lavigne K.N., Zacher H., Career adaptability: A meta-analysis of relationships with measures of adaptivity, adapting responses, and adaptation results, J. Vocat. Behav, 98, pp. 17-34, (2017); Erikson E., Youth: Identity and Crisis, (1968); Marcia J.E., Development and validation of ego-identity status, J. Pers. Soc. Psychol, 3, pp. 551-558, (1966); Melgosa J., Development and validation of the occupational identity scale, J. 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Psychol, 111, pp. 396-410, (2016); Xu H., Lee J.C.-K., Exploring the contextual influences on adolescent career identity formation: A qualitative study of Hong Kong secondary students, J. Career Dev, 46, pp. 219-234, (2019); Berrios-Allison A.C., Family influences on college students’ occupational identity, J. Career Assess, 13, pp. 233-247, (2005); Yoo K., Lee K.-H., Core self-evaluation and work engagement: Moderated mediation model of career adaptability and job insecurity, Front. Psychol, 10, (2019); Guan Y., Dai X., Gong Q., Deng Y., Hou Y., Dong Z., Wang L., Huang Z., Lai X., Understanding the trait basis of career adaptability: A two-wave mediation analysis among Chinese university students, J. Vocat. Behav, 101, pp. 32-42, (2017); Bandura A., Self-Efficacy: The Exercise of Control, (1997); Schouten A., Boiger M., Kirchner-Hausler A., Uchida Y., Mesquita B., Cultural differences in emotion suppression in Belgian and Japanese couples: A social functional model, Front. Psychol, 11, (2020); Murata A., Moser J.S., Kitayama S., Culture shapes electrocortical responses during emotion suppression, Soc. Cogn. Affect. Neurosci, 8, pp. 595-601, (2013); Soto J.A., Perez C.R., Kim Y.-H., Lee E.A., Minnick M.R., Is expressive suppression always associated with poorer psychological functioning? A cross-cultural comparison between European Americans and Hong Kong Chinese, Emotion, 11, pp. 1450-1455, (2011); Peng K.Z., Wong C.-S., Song J.L., How do Chinese employees react to psychological contract violation?, J. World Bus, 51, pp. 815-825, (2016); Zhao Y., Wang N., Li Y., Zhou R., Li S., Do cultural differences affect users’ e-learning adoption? A meta-analysis, Br. J. Educ. Technol, 52, (2020)","S.S.S. Lau; Careers and Employability Centre, School of Continuing Education, Hong Kong Baptist University, Hong Kong; email: samlau@hkbu.edu.hk","","MDPI AG","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85103086243"
"Hanks S.J.; Coelho C.S.","Hanks, Sally J. (57190379863); Coelho, Catherine S. (56694027100)","57190379863; 56694027100","Students’ views on the sustained impact of a learning approach developed by blending pedagogy to prepare for professional practice: Introducing “Daybook”","2021","European Journal of Dental Education","25","2","","360","370","10","2","10.1111/eje.12612","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092672058&doi=10.1111%2feje.12612&partnerID=40&md5=bd6899a9ba5045990a140e05805fb87c","Peninsula Dental School, University of Plymouth, Plymouth, United Kingdom","Hanks S.J., Peninsula Dental School, University of Plymouth, Plymouth, United Kingdom; Coelho C.S., Peninsula Dental School, University of Plymouth, Plymouth, United Kingdom","Introduction: Daybook is an enquiry-based teaching and learning approach that blends various adult learning theories. It is designed to equip and prepare a new graduate to do a designated job in the workplace. It supports the safe beginner to undertake high-level thinking that permits adaptation to unfamiliar challenges of the job, as well as use of continuous learning strategies to do the job better. Its aim is to support four main pedagogic pillars of learning: preparing for practice, educating for employability, enhancing capability over competence and lifelong learning. Methods: A study using three successive student cohorts evaluated the perceived sustained impact of Daybook on learners’ clinical practice following graduation and entry into the workplace. Using a questionnaire with open-ended, opinion and closed questions, descriptive quantitative analysis was used on numerical data, and qualitative data underwent a deductive thematic analysis. Results: Quantitative and qualitative results supported one another to identify that the four pedagogic pillars of learning were all impacted positively by use of Daybook. Enhancing capability was the most influenced area. Each of the four areas, although discrete academic entities, demonstrated overlap and commonality. Conclusions: Although an academic exercise, Daybook is perceived to support users’ undergraduate learning across the four domains of educating for employability, preparing for practice, enhancing capability and lifelong learning, and this impact sustains through the transition from student to independent practitioner when they qualify. © 2020 The Authors. European Journal of Dental Education published by John Wiley & Sons Ltd","capability; employability; enquiry-based learning; lifelong learning; preparing for practice","Adult; Education, Dental; Education, Nursing, Baccalaureate; Humans; Learning; Professional Practice; Students, Nursing; article; case report; clinical article; clinical practice; employability; exercise; human; human experiment; lifelong learning; pedagogics; professional practice; quantitative analysis; questionnaire; thematic analysis; workplace; adult; dental education; learning; nursing education; nursing student; professional practice","","","","","Peninsula Dental School","The authors would like to acknowledge the commitment, dedication and skill of the Daybook facilitators at Peninsula Dental School; the DTH programme for incorporating Daybook into the curriculum; and all previous and current students who continue to engage with Daybook with enthusiasm and trust. We also thank Dr Harjot Bansal and Dr Kyle Durman for their contribution to this project; Mr Ashley Webb for his help with analysing the data; and the clinicians who supplied clinical resources to inform many of the cases.","Thistlethwaite J., Davies D., Ekeocha S., Et al., The effectiveness of case-based learning in health profession education. A BEME systematic review: BEME Guide No. 23, Med Teach, 34, pp. e421-e444, (2012); Jacques D., ABC of learning and teaching in medicine: teaching small groups, BMJ, 326, pp. 492-494, (2003); Mills D., Alexander P.; Laal M., Ghodsi S.M., Benefits of collaborative learning, Procedia - Soc Behav Sci, 31, pp. 486-490, (2012); Higgs J., Chapter 8: professional socialisation, Educating Health Professionals: Becoming a University Teacher, pp. 83-92, (2013); Lave J., Wenger E., Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive and Computational Perspectives), (1991); White C., A socio-cultural approach to learning in the practice setting, Nurse Educ Today, 30, pp. 794-797, (2010); Schmidt H., Problem-based learning: rationale and description, Med Ed, 17, pp. 11-16, (1983); Flanagan J., Baldwin S., Clarke D., Work based learning as a means of developing and assessing nursing competence, J Clin Nurs, 9, pp. 360-368, (2000); Norcini J., Burch V., Workplace-based assessment as an educational tool: AMEE Guide No. 31, Med Teach, 29, pp. 855-871, (2007); Lemansk T., Mewis R., Overton T., An Introduction to Work-Based Learning; Pegg A., Waldock J., Hendy-Isaac S., Lawton R., Pedagogy for Employability; Hanks S., Coelho C., Coster R., Prepared for practice and equipped for employment: what do dental foundation trainers think of their trainees?, BDJ, 225, pp. 549-555, (2018); Neve H., Hanks S., When I say…capability, Med Ed, 50, pp. 610-611, (2016); Teunissen P.W., Dornan T., Lifelong learning at work, BMJ, 336, pp. 667-669, (2008); Harvey L., (2003); Bridgstock R., The graduate attributes we've overlooked: enhancing graduate employability through career management skills, Higher Educ Red Dev, 28, pp. 31-44, (2009); Preparing for Practice: Dental Team Learning Outcomes for Registration, (2015); Ledema R., Creating safety by strengthening clinicians' capacity for reflexivity, BMJ Quality & Safety, 20, pp. 83-186, (2011); Cole M., Learning through reflective practice: a professional approach to effective continuing professional development among healthcare professionals, Res Post-Compul Educ, 5, pp. 3-38, (2000); Koh G.C.-H., Khoo H.E., Wong M.L., Koh D., The effects of problem-based learning during medical school on physician competence: a systematic review, Can Med Assoc J, 178, pp. 34-41, (2008); Bassir S.H., Sadr-Eshkevari P., Amirikhorheh S., Karimbux N., Problem-based learning in dental education: a systematic review of the literature, J Dent Educ, 78, pp. 98-109, (2014); Azer S.A., Peterson R., Guerrero A.P., Edgren G., Twelve tips for constructing problem-based learning cases, Med Teach, 34, pp. 361-367, (2012); Wood D.F., Problem based learning, BMJ (Clinical research ed), 326, pp. 328-330, (2003); Torre D.M., Durning S.J., Daley B.J., Twelve tips for teaching with concept maps in medical education, Med Teach, 35, pp. 201-208, (2013); Hase S., Kenyon C., (2001); England T., Nagel G., Salter S., Using collaborative learning to develop students’ soft skills, J Educ Business, 95, pp. 106-114, (2020); Branch W.T., Paranjape A., Feedback and reflection: teaching methods for clinical settings, Acad Med, 77, pp. 1185-1188, (2002); Harden R., Laidlaw J., Be FAIR to students: four principles that lead to more effective learning, Med Teach, 35, pp. 27-31, (2013); Schon D., The Reflective Practitioner, (1991); Thompson N., Pascal J., Developing critically reflective practice, Reflective Pract, 13, pp. 311-325, (2012); Evans A., McKenna C., Oliver M., Self-assessment in medical practice, J R Soc Med, 95, pp. 511-513, (2002); Swaffield S., Getting to the heart of authentic assessment for learning, Assess Educ, 18, pp. 433-449, (2011); Weller J.M., Nestel D., Marshall S.D., Brooks P.M., Conn J.J., Simulation in clinical teaching and learning, Med J Aust, 196, (2012); Cleland J., Simulation-based education: what’s it all about?, Perspect Med Educ, 7, pp. 30-33, (2018); Page G., Professional socialisation of valuers: what the literature and professional bodies offers, Int Educ J, 5, pp. 105-116, (2005); de Swardt H., van Rensburg G., Oosthuizen M., Supporting students in professional socialisation: Guidelines for professional nurses and educators, Int J Africa Nurs Sci, 6, pp. 1-7, (2017); Hanks S., Coelho C., Bansal H., Durman K., (2016); Norman G., Likert scales, levels of measurement and the “laws” of statistics, Adv Health Sci Educ Theory Pract, 15, pp. 625-632, (2010); Saldana J., The coding manual for qualitative researchers’, (2013)","S.J. Hanks; Peninsula Dental School, University of Plymouth, Plymouth, United Kingdom; email: sally.hanks@plymouth.ac.uk","","Blackwell Publishing Ltd","","","","","","13965883","","","33012094","English","Eur. J. Dent. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85092672058"
"Gupta R.","Gupta, Renu (57222020201)","57222020201","The Role of Pedagogy in Developing Life Skills","2021","Margin","15","1","","50","72","22","4","10.1177/0973801020974786","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100981610&doi=10.1177%2f0973801020974786&partnerID=40&md5=559f1cc82db7b55489f49f08ae29b5d7","","","In response to recent concerns expressed by Indian industry about the ‘employability’ of school and university graduates, this article examines the role of pedagogy in developing life skills (or twenty-first-century skills) and how these can be incorporated in the school/university curriculum. Recent curricular frameworks have incorporated life skills within the school curriculum by stressing the importance of inquiry and collaborative work through all subjects taught in school. The article finds a similar emphasis in the National Curriculum Framework (NCF) in India, but classroom observations and textbook analyses show that learning objectives in schools are frequently incorrect or misaligned with the NCF vision. The article briefly touches on how the beliefs of teachers affect their classroom practices and recommends that attention should be paid to the professionalisation of teachers, as only then can students acquire skills that are relevant for the twenty-first century, which is what employers want. JEL Classification: O15, J24, I21. © 2021 National Council of Applied Economic Research.","Education; employability; India; non-cognitive skills; pedagogy; skill","","","","","","","","Alexander R., Culture and pedagogy: International comparisons in primary education, (2001); Andrews S., Teacher language awareness and the professional knowledge base of the L2 teacher, Language Awareness, 12, 2, pp. 81-95, (2003); Arvind G.R., Institutional context, classroom discourse and children’s thinking: Pedagogy re-examined, Psicologia & Sociedade, 20, 3, pp. 378-390, (2008); Annual status of education report, (2005); Annual status of education report (rural) 2010, (2012); Banchi H., Bell R., The many levels of inquiry, Science and Children, 46, 2, pp. 26-29, (2008); Behrani P., Implementation aspects of life skills education program in Central Board of Secondary Education programs, International Education and Research Journal, 2, 3, pp. 68-71, (2016); Bell R.L., Smetana L., Binns I., Simplifying inquiry instruction, The Science Teacher, 72, 7, pp. 30-33, (2005); Bhattacharjea S., Wadhwa W., Banerji R., Inside primary schools: A study of teaching and learning in rural India, (2011); Blom A., Saeki H., Employability and skill set of newly graduated engineers in India (Policy Research Working Paper No. WPS 5640), (2011); Borko H., Putnam R.T., Learning to teach, Handbook of educational psychology, pp. 673-708, (1996); Brinkmann S., The invisible barriers to India’s educational reforms, Economic & Political Weekly, 55, 4, pp. 50-57, (2020); Bruner J.S., Needed: A theory of instruction, Educational Leadership, 20, 8, pp. 523-532, (1963); Clarke P., Culture and classroom reform: The case of the District Primary Education Project, India, Comparative Education, 39, 1, pp. 27-44, (2003); Clay M.M., The early detection of reading difficulties, (1985); Chu S.K.W., Reynolds R.B., Tavares N.J., Notari M., Lee C.W.Y., 21st century skills development through inquiry-based learning: From theory to practice, (2017); Dede C., Comparing frameworks for 21st century skills, 21st century skills: Rethinking how students learn, pp. 51-76, (2010); Dubeck M.M., Gove A., The Early Grade Reading Assessment (EGRA): Its theoretical foundation, purpose, and limitations, International Journal of Educational Development, 40, C, pp. 315-322, (2015); Early grade reading assessment toolkit, (2009); Student learning in the metros 2006, (2006); Quality education study; Padho likho maza karo: Part 1, (2003); Ferreiro E., Teberosky A., Literacy before schooling, (1982); Goldman C.A., Kumar K.B., Liu Y., Education and the Asian surge: A comparison of the education systems in India and China, (2008); Gupta R., Which way do the letters go? A study of children learning about print directionality, Language in India, 12, 4, pp. 1-16, (2012); Gupta R., More than ABC: Instructional practices and children’s understanding of literacy through English, Contemporary Education Dialogue, 10, 1, pp. 37-65, (2013); Gupta R., Children acquiring literacy in an unfamiliar language, Procedia-Social and Behavioral Sciences, 47, 12, pp. 1838-1842, (2013); Gupta R., Change in teaching practices: The case of phonics instruction in India, Procedia-Social and Behavioral Sciences, 116, pp. 3911-3915, (2014); Heath B., Ways with words: Language, life and work in communities and classrooms, (1983); Jayaram K., Early literacy project: Explorations and reflections, Part 2: Interventions in Hindi classrooms, Contemporary Education Dialogue, 5, 2, pp. 175-212, (2008); Jhingran D., A study of school based academic factors influencing reading achievements in primary grades, (2012); Kingdon G., Banerji R., Addressing school quality: Some policy pointers from rural north India, RECOUP Policy Brief 5, (2009); Kumar K., Origins of India’s ‘textbook culture’, (1988); Lortie D.C., Schoolteacher: A sociological study, (1975); Ma L., Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States, (1999); How the world’s best-performing school systems come out on top, (2007); Mitra S., Minimally invasive education: a progress report on the ‘hole-in-the-wall’ experiments, British Journal of Educational Technology, 34, 3, pp. 367-371, (2003); Priorities for India’s primary education policy in India’s 12th Five-Year Plan, (2013); Draft national education policy, (2016); National curriculum framework (NCF), (2005); CCE packages in science for upper primary stage, pp. 7-10; Framework for 21st century learning, (2011); Pritchett L., The rebirth of education: Schooling ain’t learning, (2013); Pritchett L., Beatty A., The negative consequences of overambitious curricula in developing countries, (2012); Purcell-Gates V., Family literacy as the site for emerging knowledge of written language, Handbook of family literacy, pp. 101-116, (2004); Rezba R.J., Auldridge T., Rhea L., Teaching and learning the basic science skills, (1999); Schwab J., The teaching of science as enquiry, The teaching of science, pp. 1-103, (1962); Scott C.L., The futures of learning 2: What kind of learning for the 21st century?, (2015); Shulman L., Those who understand: Knowledge growth in teaching, Educational Researcher, 15, 2, pp. 4-14, (1986); Singh B.D., Menon R., Life skills in India: An overview of evidence and current practices in our education system, (2016); Sinha S., Banerji R., Wadhwa W., Teacher performance in Bihar, India: Implications for education, (2016); Slavin R.E., Cooperative learning, Review of Educational Research, 50, 2, pp. 315-342, (1980); Smith F., Hardman F., Tooley J., Classroom interaction in private schools serving low-income families in Hyderabad, India, International Education Journal, 6, 5, pp. 607-618, (2005); Sparks J.R., Deane P., Cognitively based assessment of research and inquiry skills: Defining a key practice in the English Language Arts, ETS Research Report RR-15-35, 2, pp. 1-29, (2015); Srinivasan M.V., Centralised evaluation practices: An ethnographic account of continuous and comprehensive evaluation in a government residential school in India, Contemporary Education Dialogue, 12, 1, pp. 59-86, (2015); STEP skills measurement surveys: Innovative tools for assessing skills, (2014); Sternberg R.J., Subotnik R.F., Optimising student success in school with the other three Rs: Reasoning, resilience, and responsibility, (2006); Tyler R.W., Basic principles of curriculum and instruction, (1949); School and teaching practices for twenty-first century challenges: Lessons from the Asia-Pacific region, ERI-Net Asia-Pacific Regional Policy Series 2014 Regional Study on Transversal Competencies in Education Policy and Practice (Phase II), (2016); Vygotsky L.S., Mind in society: The development of higher psychological processes, (1978); Secondary education in India: Universalising opportunity, (2009)","R. Gupta; email: cieflelt@gmail.com","","SAGE Publications Ltd","","","","","","09738010","","","","English","Margin","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85100981610"
"Oyelade O.O.; Nkosi-Mafutha N.G.","Oyelade, Oyeyemi Olajumoke (57201267391); Nkosi-Mafutha, Nokuthula Gloria (57208261725)","57201267391; 57208261725","Living beyond the limitation: Rehabilitation, life and productivity of individuals with schizophrenia in South-West Nigeria","2021","Health Expectations","24","2","","198","208","10","4","10.1111/hex.13139","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099090790&doi=10.1111%2fhex.13139&partnerID=40&md5=f6623b4b2c700ebcd0623cdb2d1e414f","Department of Nursing Education, School of Therapeutic Sciences, University of the Witwatersrand, Parktown, Johannesburg, South Africa; Department of Nursing Science, Faculty of Basic Medical Sciences, Obafemi Awolowo University, Ile-Ife, Osun-state, Nigeria","Oyelade O.O., Department of Nursing Education, School of Therapeutic Sciences, University of the Witwatersrand, Parktown, Johannesburg, South Africa, Department of Nursing Science, Faculty of Basic Medical Sciences, Obafemi Awolowo University, Ile-Ife, Osun-state, Nigeria; Nkosi-Mafutha N.G., Department of Nursing Education, School of Therapeutic Sciences, University of the Witwatersrand, Parktown, Johannesburg, South Africa","Introduction: Schizophrenia, the most chronic and stigmatized form of mental illness, can be described as a brain disorder that affects an individual's cognition. Individuals with schizophrenia exhibit socially unacceptable symptoms that affect their psychosocial lives. They suffer from reduced productivity due to the debilitating effect of the illness, and the negative symptoms impede their employability; such symptoms and effects aggravate the stigma around mental illness. However, when rehabilitation is successfully achieved, so is productivity, and this decreases the associated stigma. Thus, this study describes the rehabilitation experiences and productivity of individuals with schizophrenia in South-West Nigeria. Methods and analysis: A descriptive qualitative approach with semi-structured interviews was used to gather information from mental health service users. The discharged users in this study received in-hospital or outpatient rehabilitation care at four outpatient units within two specialist mental health-care facilities in South-West Nigeria. These facilities offer vocational training and rehabilitation services for individuals with schizophrenia. Twenty-nine mental health service users were interviewed. The data from the interviews were independently analysed by two researchers through a content analysis approach using NVIVO version 11. The researchers compared the results of the analysis and reached an agreement on the conclusion. Findings and recommendations: The rehabilitation services availed by patients in the research setting are of three types. Some attend occupational rehabilitation to learn a trade; they depend on professionals for the choice of skill but at a cost that is not affordable to many. Some stay in rehabilitation units linked to the hospital, rendering their services at a cost, and their living expenses and skill acquisition processes are based on the remuneration they get from the services rendered to the institution. Others depend on their family members' efforts to afford rehabilitation services but set up on job by family or employed in family business. The mental health service users in this study who offered their services to the institutions were able to make informed decisions and showed better performance with their chosen occupation than those who depended on their family or health professionals for the choice of rehabilitation service or vocational career. Therefore, this study concludes that prioritizing mental health facility users' preferences in terms of productive activities (sales, services, vocation) or rehabilitation goals should be encouraged. © 2020 The Authors. Health Expectations published by John Wiley & Sons Ltd","mental health service users; productivity; rehabilitation; schizophrenia","Hospitals, Psychiatric; Humans; Mental Health Services; Nigeria; Schizophrenia; Social Stigma; human; mental health service; mental hospital; Nigeria; schizophrenia; social stigma","","","","","Consortium for Advanced Research Training in Africa; Health Science, University of the Witwatersrand; Carnegie Corporation of New York, CCNY; Styrelsen för Internationellt Utvecklingssamarbete, Sida, (107768/Z/15/Z, 54100113); University of the Witwatersrand, Johannesburg; Wellcome Trust, WT; Government of the United Kingdom, (001 254 8491102 5121105 000000 0000000000 5254); Center for Academic Research and Training in Anthropogeny, CARTA; Deutscher Akademischer Austauschdienst France; New Partnership for Africa's Development, NEPAD; African Population and Health Research Center, APHRC; African Academy of Sciences, AAS","Funding text 1: This study is supported by: 1. The Consortium for Advanced Research Training in Africa (CARTA). CARTA is jointly led by the African Population and Health Research Centre and the University of the Witwatersrand and funded by the Carnegie Corporation of New York (Grant No: B 8606.R02), Sida (Grant No: 54100113), the DELTAS Africa Initiative (Grant No: 107768/Z/15/Z) and Deutscher Akademischer Austauschdienst (DAAD). The DELTAS Africa Initiative is an independent funding scheme of the African Academy of Sciences (AAS)'s Alliance for Accelerating Excellence in Science in Africa (AESA) and supported by the New Partnership for Africa's Development Planning and Coordinating Agency (NEPAD Agency), with funding from the Wellcome Trust (UK) and the UK Government. 2. The Faculty of Health Science, University of the Witwatersrand, South Africa. Grant Number: 001 254 8491102 5121105 000000 0000000000 5254. ; Funding text 2: This study is supported by: 1. The Consortium for Advanced Research Training in Africa (CARTA). CARTA is jointly led by the African Population and Health Research Centre and the University of the Witwatersrand and funded by the Carnegie Corporation of New York (Grant No: B 8606.R02), Sida (Grant No: 54100113), the DELTAS Africa Initiative (Grant No: 107768/Z/15/Z) and Deutscher Akademischer Austauschdienst (DAAD). The DELTAS Africa Initiative is an independent funding scheme of the African Academy of Sciences (AAS)'s Alliance for Accelerating Excellence in Science in Africa (AESA) and supported by the New Partnership for Africa's Development Planning and Coordinating Agency (NEPAD Agency), with funding from the Wellcome Trust (UK) and the UK Government. 2. The Faculty of Health Science, University of the Witwatersrand, South Africa. Grant Number: 001 254 8491102 5121105 000000 0000000000 5254.","Loh S.Y., Interdisciplinary rehabilitation to facilitate recovery of people living with long-term schizophrenia in developing countries, Psychotic Disorders: Update, 63, pp. 63-78, (2018); Alphs L., Bossie C., Mao L., Lee E., Starr H.L., Treatment effect with paliperidone palmitate compared with oral antipsychotics in patients with recent-onset versus more chronic schizophrenia and a history of criminal justice system involvement, Early Intervent Psychiatry, 12, 1, pp. 55-65, (2018); The Global Burden of Disease, 2004 Update, (2004); International Guidelines on Health-related Rehabilitation, (2018); Schizophrenia, (2018); Kahn R.S., Sommer I.E., The neurobiology and treatment of first-episode schizophrenia, Mol Psychiatry, 20, 1, (2015); Chong H.Y., Teoh S.L., Wu D.B.C., Kotirum S., Chiou C.F., Chaiyakunapruk N., Global economic burden of schizophrenia: a systematic review, Neuropsychiatr Dis Treat, 12, (2016); Opoku-Boateng Y.N., Kretchy I.A., Aryeetey G.C., Et al., Economic cost and quality of life of family caregivers of schizophrenic patients attending psychiatric hospitals in Ghana, BMC Health Serv Res, 17, 2, (2017); 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Oyelade; Department of Nursing Education, School of Therapeutic Sciences, University of the Witwatersrand, Johannesburg, Parktown, South Africa; email: yemilad13@gmail.com; O.O. Oyelade; Department of Nursing Science, Faculty of Basic Medical Sciences, Obafemi Awolowo University, Ile-Ife, Nigeria; email: yemilad13@gmail.com","","John Wiley and Sons Inc","","","","","","13696513","","HEHPF","33428815","English","Health Expect.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85099090790"
"Jentjens S.","Jentjens, Sabine (56922327700)","56922327700","Je ne parle pas français—So what? The impact of language on skilled German migrant women’s employment in France","2021","International Journal of Cross Cultural Management","21","1","","71","93","22","5","10.1177/1470595821999073","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102121635&doi=10.1177%2f1470595821999073&partnerID=40&md5=3aeed0298488fac654ca591810bb6a6f","ISC Paris, France","Jentjens S., ISC Paris, France","This paper uncovers language-related issues that skilled female migrants face and what their strategies are to (re-)build their careers after migrating. Using an inductive, interpretative research methodology, the author conducted 19 in-depth interviews with skilled German women who had migrated to France. Contrary to the findings of extant research, the study revealed that host country language proficiency played a minor role in the migration motivation, choice of destination, and labor market integration in this sample. However, the informants’ mother tongue (German) and their proficiency in English were perceived as competitive advantages when it came to integrating into the labor market. For some, these particular language skills even led to a conscious change of career. The findings demonstrate that language proficiency goes beyond grammatical mastery but relates, more importantly, to culture-sensitive communication skills underlining the importance of investigating language associated with the concept of culture. This study contributes to the language-related literature on international migration by combining different strands of research and levels of analysis to obtain a more holistic picture of the complex impact of language and its culture-relatedness. © The Author(s) 2021.","Employability; gravity model of trade; human capital; intercultural communication; language skills; migration; skilled women","","","","","","","","Adsera A., Pytlikova M., The role of language in shaping international migration, The Economic Journal, 125, 586, pp. F49-F81, (2015); Adsera A., Pytlikova M., Language and migration, The Palgrave Handbook of Economics and Language, pp. 342-372, (2016); Al Ariss A., Koall I., Ozbilgin M., Et al., Careers of skilled migrants: towards a theoretical and methodological expansion, Journal of Management Development, 31, 2, pp. 92-101, (2012); Alarcon A., Heyman J., Bilingual call centers at the US-Mexico border: location and linguistic markers of exploitability, Language in Society, 42, 1, pp. 1-21, (2013); Anderson J.E., van Wincoop E., Trade costs, Journal of Economic Literature, 42, 3, pp. 691-751, (2004); Antonia Silles M., The effects of language skills on the economic assimilation of female immigrants in the United States, The Manchester School, 86, 6, pp. 789-815, (2018); Aten K., Nardon L., Isabelle D., Making sense of foreign context: skilled migrant’s perceptions of contextual barriers and career options, International Journal of Cross Cultural Management, 16, 2, pp. 191-214, (2016); Bansal P., Smith W.K., Vaara E., New ways of seeing through qualitative research, Academy of Management Journal, 61, 4, pp. 1189-1195, (2018); Bastida M., Yes, they can do it! 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SAGE Series in Management Research, (2001); Lucke M., Stohr T., Heterogeneous immigrants, exports and foreign direct investment: the role of language skills, The World Economy, 41, 6, pp. 1529-1548, (2018); Marschan-Piekkari R., Welch D.E., Welch Lawrence S., Language in International Business: The Multilingual Reality of Global Business Expansion, (2014); Melitz J., Toubal F., Native language, spoken language, translation and trade, Journal of International Economics, 93, 2, pp. 351-363, (2014); Miles M.B., Huberman A.M., Qualitative Data Analysis: An Expanded Sourcebook, (1994); Miyar-Busto M., Mato Diaz Fco J., Gutierrez R., Immigrants’ educational credentials leading to employment outcomes: the role played by language skills, Revista Internacional de Organizaciones, 23, pp. 167-191, (2020); Talent Abroad: A Review of German Emigrants, (2015); Under-Employment: A Crisis Hangover, or Something More?, (2019); Women at Work in G20 countries: Progress and Policy Action, (2019); Peltokorpi V., Intercultural communication in foreign subsidiaries: the influence of expatriates’ language and cultural competencies, Scandinavian Journal of Management, 26, 2, pp. 176-188, (2010); Piekkari R., Tietze S., A world of languages: implications for international management research and practice, Journal of World Business, 46, 3, pp. 267-269, (2011); Pieroni L., D'agostino G., Lanari D., The effects of language skills on immigrant employment and wages in Italy, (2019); Ponomareva E., Chou S.-Y., Nikolsko-Rzhevskyy A., Social and economic impacts of international marriages in Europe, Journal of Labor Research, 39, 3, pp. 259-276, (2018); Pudelko M., Tenzer H., Harzing A.-W., Cross-cultural management and language studies within international business research: past and present paradigms and suggestions for future research, The Routledge Companion to Cross-Cultural Management. Routledge Companions in Business, Management and Accounting, pp. 85-94, (2015); Riano Y., Baghdadi N., understanding the labour market participation of skilled immigrant women in Switzerland: the interplay of class, ethnicity, and gender, Journal of International Migration and Integration / Revue de L’integration et de la Migration Internationale, 8, 2, pp. 163-183, (2007); Richards J.C., Schmidt R.W., Longman Dictionary of Language Teaching and Applied Linguistics, (2010); Saunders B., Sim J., Kingstone T., Et al., Saturation in qualitative research: exploring its conceptualization and operationalization, Quality & Quantity, 52, 4, pp. 1893-1907, (2018); Sauter N., Talking trade: language barriers in intra-Canadian commerce, Empirical Economics, 42, 1, pp. 301-323, (2012); Selmer J., Leung A.S.M., International adjustment of female vs male business expatriates, The International Journal of Human Resource Management, 14, 7, pp. 1117-1131, (2003); Shields M.A., Wheatley Price S., Language fluency and immigrant employment prospects: evidence from Britain’s ethnic minorities, Applied Economics Letters, 8, 11, pp. 741-745, (2001); Taras V., Rowney J., Steel P., Work-related acculturation: change in individual work-related cultural values following immigration, The International Journal of Human Resource Management, 24, 1, pp. 130-151, (2013); Tenzer H., Terjesen S., Harzing A.-W., Language in international business: a review and agenda for future research, Management International Review, 57, 6, pp. 815-854, (2017); Toomet O., Learn English, not the local language! Ethnic Russians in the Baltic states, American Economic Review, 101, 3, pp. 526-531, (2011); International Migration Report 2017 (ST/ESA/SER.A/403). Department of Economic and Social Affairs, Population Division, (2017); van der Slik F.W.P., van Hout R.W.N.M., Schepens J.J., The gender gap in second language acquisition: gender differences in the acquisition of Dutch among immigrants from 88 countries with 49 mother tongues, PLOS One, 10, 11, (2015); Varol B., Yilmaz S., Similarities and differences between female and male learners: inside and outside class autonomous language learning activities, Procedia—Social and Behavioral Sciences, 3, pp. 237-244, (2010); Vidal-Suarez M., Lopez-Duarte C., Language distance and international acquisitions: transaction cost approach, International Journal of Cross Cultural Management, 13, 1, pp. 47-63, (2013); West J., Graham J.L., A linguistic-based measure of cultural distance and its relationship to managerial values, Management International Review, 44, 3, pp. 239-260, (2004); Yao Y., van Ours J.C., Language skills and labor market performance of immigrants in the Netherlands, Labour Economics, 34, pp. 76-85, (2015); Zhang L.E., Peltokorpi V., Multifaceted effects of host country language proficiency in expatriate cross-cultural adjustments: a qualitative study in China, The International Journal of Human Resource Management, 27, 13, pp. 1448-1469, (2016)","S. Jentjens; ISC Paris, France; email: sabine.bacouel-jentjens@iscparis.com","","SAGE Publications Ltd","","","","","","14705958","","","","English","Int. J. Cross Cult. Manage.","Article","Final","","Scopus","2-s2.0-85102121635"
"Monteiro S.; Almeida L.; García-Aracil A.","Monteiro, Sílvia (55535083900); Almeida, Leandro (7102247228); García-Aracil, Adela (55932398800)","55535083900; 7102247228; 55932398800","“It's a very different world”: work transition and employability of higher education graduates","2021","Higher Education, Skills and Work-based Learning","11","1","","164","181","17","23","10.1108/HESWBL-10-2019-0141","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084219292&doi=10.1108%2fHESWBL-10-2019-0141&partnerID=40&md5=7a700a2010c6929ecee27952ce8545ba","Institute of Education, University of Minho, Braga, Portugal; Spanish Council for Scientific Research and Universitat Politècnica de València, Institute for Innovation and Knowledge Management - INGENIO, CSIC-UPV, Valencia, Spain","Monteiro S., Institute of Education, University of Minho, Braga, Portugal; Almeida L., Institute of Education, University of Minho, Braga, Portugal; García-Aracil A., Spanish Council for Scientific Research and Universitat Politècnica de València, Institute for Innovation and Knowledge Management - INGENIO, CSIC-UPV, Valencia, Spain","Purpose: This study addresses the specific topic of transition between higher education and the world of work, taking differences naturally inherent to the individual and to the surrounding micro and macro contexts. With a holistic approach, this paper aimed to provide a deeper understanding about the university-to-work transition process in a period of turbulence and continuous changes in the labour market. Design/methodology/approach: The three research questions that guide this qualitative study are as follows: (1) What are the factors that facilitate the transition to the labour market? (2) What are the factors that constrain the transition to the labour market? (3) What are graduates' perceptions of their employability? To answer these questions, eleven graduates were interviewed about facilitators and barriers of the transition process and perceptions of employability. Data collected from the interviews were then related to categories previously defined from the literature review. Version 12.0 of the NVivo software was used to support the process of data analysis. Findings: Overall, participants' discourse refer to a multidimensional and dynamic perspective of factors related with work transition and employability. The obtained results indicate that the lack of career agency during graduation and professional experiences, together with late career exploration processes, represent possible barriers of transition, especially in study fields with targeted job offers. Likewise, experiences promoting the development of competencies through supportive practice from teachers, mentors and colleagues are referred as facilitators of transition. Practical implications: One of the most consistent outcomes of the interviews conducted concerns the importance of a stronger focus on developing practical experiences during higher education studies. This empirical study demonstrated how this type of experience can mitigate the impact of the transition from university to the labour market. Originality/value: This empirical study demonstrated how work being integrated into learning in curricula can mitigate the impact of the transition from university to the labour market. It offers important insights about possible strategies that could be adopted to promote graduates' employability from a perspective of shared responsibility. © 2020, Emerald Publishing Limited.","Competence and skills; Employability; Higher education; Work transition","","","","","","MCTES-PT; Fundação para a Ciência e a Tecnologia, FCT; Centre on Innovation and Energy Demand, University of Sussex, CIED, (UID/CED/01661/2019)","This work is funded by CIEd - Research Centre on Education, project UID/CED/01661/2019, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT.","Allen J., van der Velden R., Transitions from higher education to work, Careers of University Graduates, (2007); Allen J., van der Velden R., The flexible professional in the knowledge society: general results of the REFLEX Project, (2011); Allen J., van der Velden R., Skills for the 21st Century: Implications for Education, (2012); Alvarez P., Lopez Miguens M.J., Caballero G., Perceived employability in university students: developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Alves M.G., Morais C., Chaves M., Employability of higher education graduates in Portugal: trends and challenges in the beginning of the 21st century, Forum Sociológico, 31, pp. 9-19, (2018); Bandura A., Social Foundations of Thought and Action: A Social Cognitive Theory, (1986); Bandura A., Barbaranelli C., Caprara G.V., Pastorelli C., Self-efficacy beliefs as shapers of children's aspirations and career trajectories, Child Development, 72, 1, pp. 187-206, (2001); Beavis A., Curtis D., Curtis N., What Do Students Know About Work? 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Monteiro; Institute of Education, University of Minho, Braga, Portugal; email: silviamonteiro@ie.uminho.pt","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85084219292"
"Chu M.L.; Creed P.A.; Conlon E.G.","Chu, Moong L. (57204512825); Creed, Peter A. (7003468262); Conlon, Elizabeth G. (7004685423)","57204512825; 7003468262; 7004685423","Work–Study Boundary Congruence, Contextual Supports, and Proactivity in University Students Who Work: A Moderated-Mediation Model","2021","Journal of Career Development","48","2","","166","181","15","9","10.1177/0894845319830253","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061941746&doi=10.1177%2f0894845319830253&partnerID=40&md5=2c3af36fdec3c32a461de07bd78ecada","School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia","Chu M.L., School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia; Creed P.A., School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia; Conlon E.G., School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia","Informed by role boundary congruence, person–environment fit, and conservation of resources theories, this study tested a cross-sectional, moderated-mediation model of work–study boundary congruence in working tertiary students (N = 401). In this model, contextual supports (family and workplace) were associated with well-being, academic performance, and employability, and these relationships were mediated by boundary congruence and were conditional on level of proactivity. The study found that family support (FS) was related to better well-being, academic performance, and employability, whereas workplace support was related to better academic performance. Boundary congruence mediated between FS and the three outcomes and also mediated between workplace support and academic performance. The mediated relationships were stronger when proactivity was lower. The study demonstrated that work–study boundary congruence is a potential mechanism for explaining the relationships between contextual supports and student outcomes and showed that these relationships were conditional on the person factor of proactivity. © Curators of the University of Missouri 2019.","academic performance; contextual supports; employability; proactive personality; well-being; work–study boundary congruence","","","","","","","","Ahmed W., Minnaert A., Van der Werf G., Kuyper H., Perceived social support and early adolescents’ achievement, Journal of Youth and Adolescence, 39, pp. 36-46, (2010); Allen T., French K., Dumani S., Shockley K., Meta-analysis of work–family conflict mean differences: Does national context matter?, Journal of Vocational Behavior, 90, pp. 90-100, (2015); Ballout H.I., Career success, Journal of Managerial Psychology, 22, pp. 741-765, (2007); Bateman T.S., Crant J.M., The proactive component of organizational behavior, Journal of Organizational Behavior, 14, pp. 103-118, (1993); 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Explorations on the meaning of psychological well-being, Journal of Personality and Social Psychology, 57, pp. 1069-1081, (1989); Schneider M., Yin L., The hidden costs of community colleges, (2011); Seibert S.E., Kraimer M.L., Crant J.M., What do proactive people do?, Personnel Psychology, 54, pp. 845-874, (2001); Selvarajan T.T., Singh B., Cloninger P.A., Role of personality and affect on the social support and work family conflict relationship, Journal of Vocational Behavior, 94, pp. 39-56, (2016); Sharp E., Coatsworth J., Darling N., Cumsille P., Ranieri S., Gender differences in the self-defining activities and identity experiences of adolescents and emerging adults, Journal of Adolescence, 30, pp. 251-269, (2007); Siedlecki K.L., Salthouse T.A., Oishi S., Jeswani S., The relationship between social support and subjective well-being across age, Social Indicators Research, 117, pp. 561-576, (2014); Su R., Murdock C.D., Rounds J., Person-environment fit, APA handbook of career intervention, 1, pp. 81-98, (2015); Ten Brummelhuis L.L., Bakker A.B., A resource perspective on the work-home interface, American Psychologist, 67, pp. 545-556, (2012); Thoits P., Mechanisms linking social ties and support to physical and mental health, Journal of Health and Social Behaviour, 5, pp. 145-161, (2011); Walen H., Lachman M., Social support and strain from partner, family and friends, Journal of Social and Personal Relationships, 17, pp. 5-30, (2000); Wang J., Staver J.R., Examining relationships between factors of science education and student career aspiration, The Journal of Educational Research, 94, pp. 312-319, (2001); Zhang Z., Wang M., Shi J., Leader-follower congruence in proactive personality and work outcomes: The mediating role of leader-member exchange, The Academy of Management Journal, 55, pp. 111-130, (2012); Zimet G.D., Dahlem N.W., Zimet S.G., Farley G.K., The multidimensional scale of perceived social support, Journal of Personality Assessment, 52, pp. 30-41, (1988)","M.L. Chu; School of Applied Psychology, Griffith University, Gold Coast, Australia; email: moongli.chu@griffithuni.edu.au","","SAGE Publications Inc.","","","","","","08948453","","","","English","J. Career Dev.","Article","Final","","Scopus","2-s2.0-85061941746"
"Carrein-Lerouge C.; Lo Presti A.; Rioux L.; Scrima F.","Carrein-Lerouge, Cindy (36499105900); Lo Presti, Alessandro (57201070455); Rioux, Liliane (6701789470); Scrima, Fabrizio (37108498100)","36499105900; 57201070455; 6701789470; 37108498100","Psychometrics properties of the French version of the van Dam's Employability Questionnaire; [Propriétés psychométriques de la version française du questionnaire de l'employabilité de van Dam]","2021","Revue Europeenne de Psychologie Appliquee","71","2","100628","","","","1","10.1016/j.erap.2021.100628","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101104888&doi=10.1016%2fj.erap.2021.100628&partnerID=40&md5=4fdb500cfa1fa0d0a26eea994c923a61","Université de Rouen Normandie EA 7475, 1, rue Lavoisier, Mont-Saint-Aignan cedex, 76821, France; Università degli Studi della Campania “Luigi Vanvitelli”, Viale Ellittico, 31, Caserta, 81100, Italy; Université Paris Nanterre EA 4386, 200, avenue de la République, Nanterre, 92001, France","Carrein-Lerouge C., Université de Rouen Normandie EA 7475, 1, rue Lavoisier, Mont-Saint-Aignan cedex, 76821, France; Lo Presti A., Università degli Studi della Campania “Luigi Vanvitelli”, Viale Ellittico, 31, Caserta, 81100, Italy; Rioux L., Université Paris Nanterre EA 4386, 200, avenue de la République, Nanterre, 92001, France; Scrima F., Université de Rouen Normandie EA 7475, 1, rue Lavoisier, Mont-Saint-Aignan cedex, 76821, France","Introduction: The importance of employability is related to the fact that various studies show that this resource allows people to enter and maintain their employment or to progress in their career. Objective: The aim of this study is to analyse the psychometric characteristics of the French version of van Dam's Employability Scale. Method: One hundred and ninety French workers and job seekers completed the questionnaire. Confirmatory factor analysis was carried out, and reliability and discriminant validity between employability orientation and employability activities were tested. Results: The results confirm two related but independent factors. Conclusion: Van Dam's scale offers the professional community an excellent short instrument to measure the two dimensions of employability: employability orientation and employability activities. © 2021 Elsevier Masson SAS","Activities; Career; Confirmatory factor analysis; Employability; Orientation; Validity","","","","","","","","Ajzen I., The theory of planned behavior, Organizational Behavior and Human Decision Processes, 50, pp. 179-211, (1991); Armitage C.J., Conner M., Efficacy of the theory of planned behaviour: A meta-analytic review, British Journal of Social Psychology, 40, pp. 471-499, (2001); Armstrong-Stassen M., Schlosser F., Benefits of a supportive development climate for older workers, Journal of Managerial Psychology, 23, 4, pp. 419-437, (2008); Bargsted M., Impact of personal competencies and market value of type of occupation over objective employability and perceived career opportunities of young professionals, Journal of Work and Organizational Psychology, 33, 2, pp. 115-123, (2017); Beque M., Kingsada A., Mauroux A., Reconnaissance, insécurité et changements dans le travail, (2019); Bernaud J.-L., Gaudron J.-P., Lemoine C., Effects of career counseling on French adults: An experimental study, Career Development Quarterly, 54, pp. 241-256, (2006); Berntson E., Marklund S., The relationship between employability and subsequent health, Work and Stress, 21, 3, pp. 279-292, (2007); Berntson E., Naswall K., Sverke M., Investigating the relationship between employability and self-efficacy: A cross-lagged analysis, European Journal of Work and Organizational Psychology, 17, 4, pp. 413-425, (2008); Berntson E., Sverke M., Marklund S., Predicting perceived employability: Human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Boomars C., Yorks L., Shetty R., Employee learning motives, perceived learning opportunities and employability activities, Journal of Workplace Learning, 30, 5, pp. 335-350, (2018); Briscoe J.P., Hall D.T., DeMuth R.L.F., Protean and boundaryless careers: An empirical exploration, Journal of Vocational Behavior, 69, pp. 30-47, (2006); Camps J., Rodriguez H., Transformational leadership, learning, and employability: Effects on performance among faculty members, Personnel Review, 40, 4, pp. 423-442, (2011); Cohen J., Statistical power analysis for the behavioral sciences, (1988); De Cuyper N., Bernhard-Oettel C., Berntson E., De Witte H., Alarco B., Employability and employees’ well-being: Mediation by job insecurity, Applied Psychology: An International Review, 57, 3, pp. 488-509, (2008); De Vos A., De Hauw S., Van der Heijden B.I., Competency development and career success: The mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); Eurofound, Sixth European Working Conditions Survey, (2015); Eurostat, Employment statistics, (2020); Farrell A.M., Insufficient discriminant validity: A comment on Bove, Pervan, Beatty, and Shiu (2009), Journal of Business Research, 63, 3, pp. 324-327, (2010); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psychosocial construct, its dimensions and applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Guilbert L., Bernaud J.-L., Gouvernet B., Rossier J., Employability: A review and research's perspectives, International Journal of Educational and Vocational Guidance, 16, 1, pp. 69-89, (2016); Hambleton R.K., Merenda P.F., Spielberger C.D., Adapting educational and psychological tests for cross-cultural assessment., (2005); Hoe S.L., Issues and procedures in adopting structural equation modeling technique, Journal of Applied Quantitative Methods, 3, 1, pp. 76-83, (2008); Hu L.T., Bentler P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6, 1, pp. 1-55, (1999); Ingusci E., Manuti A., Callea A., Employability as mediator in the relationship between the meaning of working and job search behaviours during unemployment, Electronic Journal of Applied Statistical Analysis, 9, 1, pp. 1-16, (2016); Kirves K., Kinnunen U., De Cuyper N., Makikangas A., Trajectories of perceived employability and their associations with well-being at work: A three-wave study, Journal of Personnel Psychology, 13, 1, pp. 46-57, (2014); Koen J., Klehe U.C., Van Vianen A.E., Employability among the long-term unemployed: A futile quest or worth the effort?, Journal of Vocational Behavior, 82, 1, pp. 37-48, (2013); Lo Presti A., Pluviano S., Looking for a route in turbulent waters: Employability as a compass for career success, Organizational Psychology Review, 6, 2, pp. 192-211, (2016); Lo Presti A., Elia A., Is the project manager's road to success paved only with clear career paths? A dominance analysis of the additive contributions of career attitudes and employability factors, Project Management Journal, (2020); Lo Presti A., Ingusci E., Magrin M.E., Manuti A., Scrima F., Employability as a compass for career success: Development and initial validation of a new multidimensional measure, International Journal of Training and Development, (2019); Lo Presti A., Tornroos K., Pluviano S., “Because I am worth it and employable”: A cross-cultural study on self-esteem and employability orientation as personal resources for psychological well-being at work, Current Psychology, (2018); Manuti A., Depergola V., Giancaspro M.L., “Mi spezzo ma non mi piego” L'employability per i lavoratori maturi del pubblico impiego, Giornale Italiano di Psicologia, 4, pp. 855-873, (2016); McArdle S., Waters L., Briscoe J.P., Hall D.T., Employability during unemployment: Adaptability, career identity and human and social capital, Journal of Vocational Behavior, 71, 2, pp. 247-264, (2007); McIver J., Carmines E.G., Unidimensional scaling, 24, (1981); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Muthen L.K., Muthen B.O., How to use a Monte Carlo study to decide on sample size and determine power, Structural equation modeling, 9, 4, pp. 599-620, (2002); Nauta A., Van Vianen A., Van der Heijden B., Van Dam K., Willemsen M., Understanding the factors that promote employability orientation: The impact of employability culture, career satisfaction, and role breadth self-efficacy, Journal of Occupational and Organizational Psychology, 82, 2, pp. 233-251, (2009); Rafique A., Bashir M., Akhtar M., Saqib S., What fuels the engine of career success?, The Pakistan Journal of Social Issues, 6, pp. 35-52, (2015); Redmond E., Competency models at work: The value of perceived relevance and fair rewards for employee outcomes, Human Resource Management, 52, 5, pp. 771-792, (2013); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 26-34, (2007); Saorin-Iborra M.D.C., Sanchez-Manjavacas A.M.S., La empleabilidad interna percibida como estrategia clave del comportamiento de ciudadanía organizativo y la intención de abandonar la empresa, Tourism & Management Studies, 9, 2, pp. 93-99, (2013); Schneider B., Brief A.P., Guzzo R.A., Creating a climate and culture for sustainable organizational change, Organizational Dynamics, 24, 4, pp. 7-19, (1996); Serim H., Demirbag O., Yozgat U., The effects of employees’ perceptions of competency models on employability outcomes and organizational citizenship behavior and the moderating role of social exchange in this effect, Procedia-Social and Behavioral Sciences, 150, pp. 1101-1110, (2014); Singh K., Junnarkar M., Kaur J., Norms for test construction, Measures of positive psychology, pp. 17-34, (2016); Solberg E., Dysvik A., Employees’ perceptions of HR investment and their efforts to remain internally employable: Testing the exchange-based mechanisms of the ‘new psychological contract’, The International Journal of Human Resource Management, 27, 9, pp. 909-927, (2016); Sullivan S.E., Baruch Y., Advances in career theory and research: A critical review and agenda for future exploration, Journal of Management, 35, 6, pp. 1542-1571, (2009); Sutton S., Predicting and explaining intentions and behavior: How well are we doing?, Journal of Applied Social Psychology, 28, pp. 1317-1338, (1998); Tiraieyari N., Hamid J.A., Is employability orientation more enhanced by career self-efficacy or leadership attribute?, Modern Applied Science, 9, 8, pp. 57-63, (2015); Van Dam K., Antecedents and consequences of employability orientation, European Journal of Work and Organizational Psychology, 13, 1, pp. 29-51, (2004); Van der Heijde C.M., van der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Vignoli D., Guetto R., Bazzani G., Pirani E., Minello A., Economic uncertainty and fertility in Europe: Narratives of the future, (2020); Whiston S.C., Sexton T.L., Lasoff D.L., Career-intervention outcome: A replication and extension of Oliver and Spokane (1988), Journal of Counseling Psychology, 45, pp. 150-165, (1998)","C. Carrein-Lerouge; Université de Rouen Normandie EA 7475, Mont-Saint-Aignan cedex, 1, rue Lavoisier, 76821, France; email: cindy.carrein@univ-rouen.fr","","Elsevier Masson s.r.l.","","","","","","11629088","","","","English","Rev. Eur. Psychol. Appl.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85101104888"
"Twyford E.; Dean B.","Twyford, Erin (57223868272); Dean, Bonnie (55480837800)","57223868272; 55480837800","Industry facilitated case-based learning in accounting education","2021","International Journal of Work-Integrated Learning","22","4","","489","503","14","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148092499&partnerID=40&md5=44ec5415614c218078ebc80bc4011496","University of Wollongong, Wollongong, Australia","Twyford E., University of Wollongong, Wollongong, Australia; Dean B., University of Wollongong, Wollongong, Australia","Higher education providers are facing increasing demands to ensure graduates are prepared for the complexities of a globalized, changing and dynamic workforce. Accounting educators grapple with finding ways to develop discipline and employability skills within the curriculum to prepare students for the workforce within the limited resources available to them. This paper addresses recent calls for a range of non-placement work-integrated learning (NPWIL) strategies in accounting education, by outlining how industry partners co-designed and facilitated a case-based project in an accounting subject. NPWIL experiences engage industry partners to shape, contextualize and support student learning in an inclusive and flexible format. The paper offers recommendations for designing industry facilitated case-based learning into existing curricular and advice for accounting educators to support their students’ career readiness. © 2021 International Journal of Work-Integrated Learning. All rights reserved.","action research; employability; graduate skills; inclusive education; industry engagement; Non-placement WIL","","","","","","","","Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: A European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Ary D., Jacobs L., Razavieh A., Sorensen C., Introduction to research in education, (2009); Boyatzis R., Transforming qualitative information: Thematic analysis and code development, (1998); Brimble M., Cameron C., Freudenberg B., Fraser C., MacDonald K., Collaborating with industry to enhance financial planning and accounting education, Australasian Accounting Business and Finance Journal, 6, 4, pp. 79-93, (2012); Bui B., Porter B., The expectation-performance gap in accounting education: An exploratory study, Accounting Education, 19, 1-2, pp. 23-50, (2010); Creswell J., Educational research: Planning, conducting, and evaluating quantitative and qualitative research, (2012); Daff L., Accounting students’ reflections on a course to enhance their interpersonal skills, Accounting Education, 22, 6, pp. 563-581, (2013); Dean B. A., Campbell M., Reshaping work-integrated learning in a post-COVID-19 world of work, International Journal of Work-Integrated Learning, 21, 4, pp. 356-364, (2020); Dean B. A., Eady M. J., Yanamandram V., Advancing non-placement work-integrated learning across the degree, Journal of University Teaching & Learning Practice, 17, 4, pp. 1-4, (2020); Dolce V., Emanuel F., Cisi M., Ghislieri C., The soft skills of accounting graduates: Perceptions versus expectations, Accounting Education, 29, 1, pp. 57-76, (2019); Drew C., Hardman M., Hosp J., Designing and conducting research in education, (2008); Elijido-Ten E., Kloot L., Experiential learning in accounting work-integrated learning: a three-way partnership, Education + Training, 57, 2, pp. 204-218, (2015); Australian Higher Education Curriculum and Accreditation Framework in Financial Planning, (2017); Freudenberg B., Brimble M., Vyvyan V., The penny drops: Can work integrated learning improve students’ learning?, e-Journal of Business Education & Scholarship of Teaching, 4, 1, pp. 42-61, (2010); Gracia L., Accounting students' expectations and transition experiences of supervised work experience, Accounting Education, 19, 1-2, pp. 51-64, (2010); Gribble C., Blackmore J., Rahimi M., Challenges to providing work integrated learning to international business students at Australian universities, Higher Education, Skills and Work-Based Learning, 5, 4, pp. 401-416, (2015); Herbert I. P., Rothwell A. T., Glover J. L., Lambert S. A., Does the changing world of professional work need a new approach to accounting education?, Accounting Education, 30, 2, pp. 188-212, (2020); Jackling B., De Lange P., Do accounting graduates’ skills meet the expectations of employers? A matter of convergence or divergence, Accounting Education, 18, 4-5, pp. 369-385, (2009); Jackson D., Collings D., The influence of work-integrated learning and paid work during studies on graduate employment and underemployment, Higher Education, 76, 3, pp. 403-425, (2018); Jackson D., Meek S., Embedding work-integrated learning into accounting education: The state of play and pathways to future implementation, Accounting Education, 30, 1, pp. 63-85, (2021); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Leong R., Kavanagh M., A work-integrated learning (WIL) framework to develop graduate skills and attributes in an Australian university’s accounting program, Asia-Pacific Journal of Cooperative Education, 14, 1, pp. 1-14, (2013); MacDonald K., Cameron C., Brimble M., Freudenberg B., English D., Realizing the professional within: The effect of WIL, Asia-Pacific Journal of Cooperative Education, 15, 2, pp. 159-178, (2014); Patrick C. -J., Peach D., Pocknee C., The WIL (work integrated learning) report: A national scoping study, (2009); Rossetto C., Murphy B., Embedding communication skills for future financial planners, Australasian Accounting Business and Finance Journal, 4, 4, pp. 73-85, (2010); Schonell S., Macklin R., Work integrated learning initiatives: Live case studies as a mainstream WIL assessment, Studies in Higher Education, 44, 7, pp. 1197-1208, (2019); Sin S., Reid A., Jones A., An exploration of students' conceptions of accounting work, Accounting Education, 21, 4, pp. 323-340, (2012); Stanley T., Marsden S., Problem-based learning: Does accounting education need it?, Journal of Accounting Education, 30, 3-4, pp. 267-289, (2012); Stanley T., Xu J., Work-integrated learning in accountancy at Australian universities – Forms, future role and challenges, Accounting Education, 28, 1, pp. 1-24, (2019); Subramaniam N., Freudenberg B., Preparing accounting students for success in the professional environment: Enhancing self-efficacy through a work integrated learning program, Asia-Pacific Journal of Cooperative Education, 8, 1, pp. 77-92, (2007); Teale J., Improving financial planning graduate employability through enterprise education, Australasian Accounting Business and Finance Journal, 3, 3, pp. 91-105, (2013); Winterton J., Turner J., Preparing graduates for work readiness: An overview and agenda, Education + Training, 61, 5, pp. 536-551, (2019); Zegwaard K. E., Pretti J., Rowe A., Responding to an international crisis: The adaptability of the practice of work-integrated learning, International Journal of Work-Integrated Learning, 21, 4, pp. 317-330, (2020)","E. Twyford; University of Wollongong, Wollongong, Australia; email: etwyford@uow.edu.au","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85148092499"
"Mwelwa K.; Lebeloane L.D.M.; Mawela A.S.","Mwelwa, Kapambwe (57224854510); Lebeloane, Lazarus D.M. (57210152040); Mawela, Ailwei S. (57196419563)","57224854510; 57210152040; 57196419563","Relevance of selected social science degree programs on skills development and graduate employability in Zambia","2021","Journal of Teaching and Learning for Graduate Employability","12","2","","131","147","16","2","10.21153/JTLGE2021VOL12NO2ART1046","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108408960&doi=10.21153%2fJTLGE2021VOL12NO2ART1046&partnerID=40&md5=572e12e312c611b9329dcadbc5a19834","School of Education, Department of Educational Administration and Policy Studies, University of Zambia; College of Education, Department of Science and Technology, University of South Africa, Pretoria, South Africa; College of Education, Department: Curriculum and Instructional Studies, University of South Africa, Pretoria, South Africa","Mwelwa K., School of Education, Department of Educational Administration and Policy Studies, University of Zambia; Lebeloane L.D.M., College of Education, Department of Science and Technology, University of South Africa, Pretoria, South Africa; Mawela A.S., College of Education, Department: Curriculum and Instructional Studies, University of South Africa, Pretoria, South Africa","A pragmatic approach was used to explore the extent to which four selected social science degree programs were relevant for the skill needs of the job market in Zambia. Both qualitative and quantitative data were collected from 162 participants using interviews and questionnaires. The SPSS version 24 and Atlas. Ti Version 8 were used to analyse and interpret data within the framework of the Capability Approach. The findings reveal that the relevance of each of the four social science degree programs depend on how key stakeholders in higher education and the labour market perceive them and that graduate employability was affected by factors such as the need and importance of social sciences to the labour market; employer and student perceptions of employability skills in the degree programs; demand for the programs; graduate work readiness, and the availability of graduate job prospects. It could be concluded that although all four social science degree programs were important, their relevance to the needs of Zambia’s labour market varied from program to program. © 2021 Deakin University. All rights reserved.","Graduate employability; Labour market; Skills development; Social science degree programs; Zambia","","","","","","","","Akinyemi S., The economics of education, (2013); Anwaruddin R.M., Neoliberal universities and the education of arts, humanities and social sciences in Bangladesh, Policy Futures in Education, 11, 4, pp. 364-374, (2013); Axelrod P., Is there too much emphasis on STEM fields at universities?, (2017); Bhorat H., Cassin A., Masumba G., Naidoo K., Steenkamp F., Youth unemployment challenges in Zambia: A statistical profile, current policy frameworks, and existing interventions, (2015); Bless C., Higson-Smith C., Sithole S.L., Fundamentals of social research methods: An African perspective, (2013); Bryman A., Social Research Methods, (2008); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Clarke M., Understanding and managing employability to changing career contexts, Journal of European Industrial Training, 32, 4, pp. 258-284, (2018); Cohen L., Manion L., Morrison K., Research methods in education, (2010); Creswell J.W., Research designs: Quantitative, qualitative, and mixed methods approaches, (2014); Creswell J.W., Plano Clark V.L., Designing and conducting mixed methods research, (2007); Cunningham W.V., Villasenor P., Employer voices, employer demands, and implications for public skills development policy connecting the labour and education sectors, The World Bank Research Observer, 31, 1, pp. 102-134, (2016); Damoah O.O., Peprah A.A., Brefo K.O., Does higher education equip graduates with skills employers require? The perceptions of employers in Ghana, Journal of Further and Higher Education, (2021); ElKhayat R.S., The capabilities approach: A future alternative to neoliberal higher education in the Mena Region, International Journal of Higher Education, 7, 3, pp. 36-44, (2018); Field A., Discovering statistics using IBM SPSS Statistics, (2013); Finch D.F., Hamilton L.K., Riley B., Zehner M., An explanation of factors affecting undergraduate employability, Education and Training, 55, 7, pp. 670-681, (2013); Employer’s perception of graduate employability: Analytical Report, (2010); Gao L., Wang X., Cui Y-P., Courses and employability skills: The voice of students, Proceedings of the 2014 International Conference on Management Science and Management Innovation, pp. 43-49, (2014); Goma L.K.H., The African university and the human understanding: Vice-Chancellors speech at the seventh graduation ceremony of the University of Zambia, (1975); Gonzalez-Roma V., Gamboa J.P., Peiro J.M., University graduates’ employability, employment status, and job quality, Journal of Career Development, 45, 2, pp. 132-149, (2016); 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Legg C., Christopher H., Pragmatism, The Stanford Encyclopedia of Philosophy, (2021); Masaiti G., Mwelwa K., Mwale N., Shifting from government bursaries to a loan scheme in higher education: Exploring the Zambian experience in student financial Aid, International Journal of African Higher Education, 2, pp. 69-99, (2015); Menashy F., Theorising privatization in education: Comparing conceptual frameworks and the value of the capability approach, Current Issues in Comparative Education, 16, 1, pp. 13-25, (2014); 2016 Educational Statistical Bulletin, (2017); National Higher Education Policy, (2019); National Higher Education, (2019); Moono H., Rankin N., Education and employment in Zambia: Evidence from a scoping exercise, (2013); Morgan D. l., Paradigms lost and paradigms regained, Journal of Mixed-methods Research, 1, 1, pp. 48-76, (2007); Mulenga I.M., English language teacher education curriculum designing: A mixed-methods analysis of the degree program at the University of Zambia, (2015); Mwelwa K., Implementation of the student loans scheme policy as a viable cost-sharing measure in promoting equitable access to higher education in Zambia, Perspectives of Selected Stakeholders in Education, (2014); Mwila K., Education and skills development: Examining the effectiveness of technical education, vocational and entrepreneurship training in Solwezi District of Zambia, (2017); Onwuegbuzie A.J., Combs J.P., Data analysis in mixed research: A primer, International Journal of Education, 3, 1, pp. 1-25, (2011); Oppong S., Sachs P.R., Managing graduate employability in emerging economies: Critical analysis of the skills mismatch and oversupply theses, Business Excellence, 9, 1, pp. 125-137, (2015); Osmani M., Weerakody V., Hindi N., Eldabi T., Graduate employability skills: A review of literature against market demand, Journal of Education and Business, 94, 7, pp. 423-432, (2019); Page M.E., Signaling in the labour market, Economics of Education, pp. 33-36, (2010); Pandolfini V., Poli S., Education as a capability for young adults’ life trajectories: Some evidence from an Italian case study, Italian Journal of Sociology of Education, 7, 2, pp. 43-69, (2015); Rastrick C., Meaningful employment for humanities and social sciences graduates, (2018); Riebe L., Jackson D., The use of rubrics in benchmarking and assessing employability skills, Journal of Management Education, 38, 3, pp. 319-344, (2014); Robeyns I., The capability approach: A theoretical survey, Journal of Human Development, 6, 1, pp. 93-114, (2005); Rowe A.D., Zegwaard K.N., Developing graduate employability skills and attributes: Curriculum enhancement through work integrated learning, Asia Pacific Journal of Cooperative Education, Special Issue, 18, 2, pp. 87-99, (2017); Shenton A.K., Strategies for ensuring trustworthiness in qualitative research projects, Journal of Education for Information, 22, 2, pp. 63-75, (2004); Simukanga S., Chifwepa V, Mfune O., Nsokolo D., Chanda D., The State of Higher Education in Zambia 2019: 5 Decades of University Education, (2020); Simukungwe-Moono M., Program development and employability in higher education institutions in Zambia, (2010); Singh P., Themusamy R.X., Ramly A., Assessing graduate’s generic skills: An indicator of employability, Pertanika Journal of Social Sciences and Humanities, 22, 3, pp. 845-860, (2014); Tavakol M., Dennick R., Making sense of Cronbach’s Alpha, International Journal of Medical Education, 2, pp. 53-55, (2011); Teddlie C., Tashakkori A., Foundations of Mixed Methods Research: Integrating Qualitative and Quantitative Approaches in the Social and Behavioural Sciences, (2009); Zambia Human Development Report 2016: Industrialisation and Human Development, (2016); Policy on Research Ethics, (2016); Yonezawa A., The Humanities and Social Sciences in the Age of STEM: The Struggle of Japanese as a Linguistic Minority, International Higher Education, 88, pp. 31-33, (2017); Zambia 2019 Labour Force Survey, (2019)","K. Mwelwa; School of Education, Department of Educational Administration and Policy Studies, University of Zambia; email: kmwelwa@unza.zm","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85108408960"
"ElAtia S.; Ipperciel D.; Zaiane O.; Bakhshinategh B.; Thibaudeau P.","ElAtia, Samira (55993010600); Ipperciel, Donald (6506688677); Zaiane, Osmar (6602849837); Bakhshinategh, Behdad (56023779300); Thibaudeau, Patrick (57218693157)","55993010600; 6506688677; 6602849837; 56023779300; 57218693157","Graduate Attributes Assessment Program","2021","International Journal of Information and Learning Technology","38","1","","117","134","17","5","10.1108/IJILT-03-2020-0025","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090062013&doi=10.1108%2fIJILT-03-2020-0025&partnerID=40&md5=6d3fc38097589d9364c72d865261a2ab","University of Alberta, Edmonton, Canada; York University, York, United Kingdom","ElAtia S., University of Alberta, Edmonton, Canada; Ipperciel D., York University, York, United Kingdom; Zaiane O., University of Alberta, Edmonton, Canada; Bakhshinategh B., University of Alberta, Edmonton, Canada; Thibaudeau P., York University, York, United Kingdom","Purpose: In this paper, the challenging and thorny issue of assessing graduate attributes (GAs) is addressed. An interdisciplinary team at The University of Alberta ----developed a formative model of assessment centered on students and instructor interaction with course content. Design/methodology/approach: The paper starts by laying the theoretical groundwork on which this novel GA assessment tool is based, that is, competency-based education, assessment theory and GA assessment. It follows with a description of the online assessment tool for GAs that was developed in the course of this project. Findings: The online assessment tool for GAs targets three types of stakeholders: (1) students, who self-assess in terms of GAs, (2) instructors, who use the tool to define the extent to which each GA should be inculcated in their course and (3) administrators, who receive aggregate reports based on the data gathered by the system for high-level analysis and decision-making. Collected data by students and professors advance formative assessment of these transversal skills and assist administration in ensuring the GAs are addressed in academic programs. Graduate attributes assessment program (GAAP) is also a space for students to build a personal portfolio that would be beneficial to highlight their skills for potential employers. Research limitations/implications: This research has strong implications for the universities, since it can help institutions, academics and students achieve better results in their practices. This is done by demonstrating strong links between theory and practice. Although this tool has only been used within the university setting by students, instructors and administrators (for self-, course and teaching and program improvement), it could increase its social and practical impact by involving potential employers and increase our understanding of student employability. Moreover, because the tool collects data on a continuous basis, it lends itself to many possible applications in educational data mining, Practical implications: The GAAP can be used and adapted to various educational contexts. The plugin can be added to any Learning Management System (LMS), and students can have access to their data and results throughout their education. Social implications: The GAAP allows institutions to provide a longitudinal formative assessment of students’ graduate attributes acquisition. It provides solid and valid evidence of students’ progress in a way that would advance society and citizenship. Originality/value: To date, the GAAP is the first online interactive platform that has been developed to longitudinally assess the acquisition of GAs during a complete academic cycle/cohort. It provides a unique space where students and instructors interact with assessment scales and with concrete data for a complete university experience profile. © 2020, Emerald Publishing Limited.","Assessment; Data processing; Decision support systems; E-learning; Higher education; Skills","","","","","","Office of the Provost, University of South Carolina; University of Alberta, UofA, (RES0025918)","The research project on the Assessment of the Graduate Attribute was funded by the Office of the Provost, at the University of Alberta, through a Teaching and Learning Enhancement Funds, Project # RES0025918. Dr. ElAtia as the Principal Investigator. ","Andrade H., Du Y., Student responses to criteria‐referenced self‐assessment, Assessment and Evaluation in Higher Education, 32, 2, pp. 159-181, (2007); Bajis D., Chaar B., Moles R., Rethinking competence: a nexus of educational models in the context of lifelong learning, Pharmacy, 8, 2, (2020); Banta T.W., Palomba C.A., Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education, (2014); Barrie S.C., A research‐based approach to generic graduate attributes policy, Higher Education Research and Development, 23, 3, pp. 261-275, (2004); Belwal R., Priyadarshi P., Mariam Humaid A.F., Graduate attributes and employability skills, International Journal of Educational Management, 31, 6, pp. 814-827, (2017); Bowden J., Hart G., King B., Trigwell K., Watts O., Generic Capabilities of ATN University Graduates, (2000); Bubacz M., Rabb R., Howison J., Skenes K., Introducing a tool for ABET course assessment (A.C.A) for a new engineering program, 2016 ASEE Southeast Section Conference (American Society for Engineering Education), (2016); Burke J.B., Criteria for Describing and Assessing Competency Based Programs, (1974); DiPerna J.C., Elliot S.N., The Academic Competence Evaluation Scales (ACES College), (2000); Elam S., Performance Based Teacher Education. What Is the State of the Art?, (1971); ElAtia S., Ippeciel D., Towards a 21st century competency-based model of higher education: the pragmatics of accountability, International Journal of Advances in Education, 1, 1, pp. 5-13, (2015); Elliot S.N., DiPerna J.C., Assessing the academic competence of college students: validation of a self-report measure of skills and enablers, Journal of Postsecondary Education and Disability, 15, 2, pp. 87-100, (2002); George A., Groza V., Peyton L., Graduate attribute assessment in computer engineering program at university of Ottawa, 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT), pp. 301-302, (2017); George A., Lethbridge T., Peyton L., Graduate attribute assessment in software engineering program at university of Ottawa – continual improvement process, Proceedings of the Canadian Engineering Education Association, pp. 1-6, (2017); George A., Groza V., Peyton L., Systematic tool support of engineering education performance management, Advances in Science, Technology and Engineering Systems Journal, 3, 1, pp. 418-425, (2017); (2011); Gronlund N.E., Assessment of Student Achievement, (1998); Haladyna T.M., Writing Test Items to Evaluate Higher Order Thinking, 160, (1997); Halibas A.S., Mehtab A., Al-Attili A., Alo B., Cordova R., Taeza Cruz M.E.L., A thematic analysis of the quality audit reports in developing a framework for assessing the achievement of the graduate attributes, International Journal of Educational Management, 34, 5, pp. 917-935, (2020); Hodge S., Mavin T., Kearns S., Hermeneutic dimensions of competency-based education and training, Vocations and Learning, 13, pp. 27-46, (2020); Ipperciel D., ElAtia S., Assessing graduate attributes: building a criteria-based competency model, International Journal of Higher Education, 3, 3, pp. 27-38, (2014); Kanuka H., Cowley S., Graduand students attributes: a Canadian case, Canadian Journal of Higher Education, 47, 1, pp. 61-79, (2017); Kennedy D., Abercrombie K., Bollo M., Jenness J., Reconciling graduate attribute assessment with existing outcome-based assessment, Proceedings 2014 Canadian Engineering Education Association (CEEA14), pp. 1-6, (2017); Limon L., Competency-Based Education Explained, (2014); Lunz M., Examination Development Guidelines, (2010); Madhavi B.K., Mohan V., Nalla D., Improving attainment of graduate attributes using Google classroom, Journal of Engineering Education Transformations, 31, 3, pp. 200-205, (2018); Popham W.J., Transformative Assessment, (2008); Rogers E., Diffusion of Innovations, (2003); Saunders A.L., Mydlarski L.B., Evolution of graduate attribute assessment and continuous program improvement in the Faculty of Engineering at McGill University, Proceeding of the CEEA Canadian Engineering Education Conference, (2015); Soares I., Dias D., Monteiro A., Proenca J., Learning outcomes and employability: a case study on management academic programmes, INTED2017 Proceedings, (2017); Sondergeld T.A., Stone G.E., Kruse L.M., Objective standard setting in educational assessment and decision making, Educational Policy, 34, 5, pp. 735-759, (2020); Suleman F., The employability skills of higher education graduates: insights into conceptual frameworks and methodological options, Higher Education, 76, pp. 263-278, (2018); Tsang A., Enhancing learners' awareness of oral presentation (delivery) skills in the context of self-regulated learning, Active Learning in Higher Education, 21, 1, pp. 39-50, (2020); Van Wieren T., Academic competency, Encyclopedia of Clinical Neuropsychology, (2011); Winchester-Seeto T., Rowe A., Assessment Strategies for new learning, Learning through Community Engagement: Vision and Practice in Higher Education, pp. 185-197, (2017); Competency-based Language Teaching in Higher Education, 14, (2012); Bologna Working Group on Qualification Framework, (2005); Rychen D.S., Salganik L.H., Key Competencies for a Successful Life and Well-Functioning Society, (2003); Competency-based Learning or Personalized Learning","S. ElAtia; University of Alberta, Edmonton, Canada; email: selatia@ualberta.ca","","Emerald Group Holdings Ltd.","","","","","","20564880","","","","English","Int. J. Inf. Learn. Technol.","Article","Final","","Scopus","2-s2.0-85090062013"
"Fotiadou M.","Fotiadou, Maria (57197785331)","57197785331","""We are here to help you"": Understanding the role of careers and employability services in UK universities","2021","Text and Talk","41","3","","287","307","20","1","10.1515/text-2019-0162","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100461801&doi=10.1515%2ftext-2019-0162&partnerID=40&md5=c53d721b7c6e3a1d132ea140b6fdd43a","Faculty of Education and Society, University of Sunderland, Reg Vardy Building, Sunderland, SR6 0DD, United Kingdom","Fotiadou M., Faculty of Education and Society, University of Sunderland, Reg Vardy Building, Sunderland, SR6 0DD, United Kingdom","This paper examines the language used by careers services in UK universities. Using a combination of critical discourse analysis and corpus linguistics methods and tools, the analysis of 2.6 million words collected from 58 UK university websites shows that the services highlight the quantity and variety of resources and assistance offered to Higher Education (HE) students. In addition, the close analysis of linguistic data brings to light a commonly used semantic pattern where the services act as the enablers of the students' self-beneficiary actions. The main idea communicated in these webpages is that if HE students want to succeed in the graduate job market they need to prepare for the world of work, follow instructions and develop their employability. This course of action is presented by UK universities as natural or common sense. The interpretation and evaluation of linguistic patterns that emerge from the corpus-based analysis challenges the notion of employability and its association with the idea of 'empowering' young people to successfully compete in the graduate job market. © 2021 De Gruyter Mouton. All rights reserved.","Careers services; Corpus-based CDA; Employability; Empowerment; Higher education; University websites","","","","","","","","Alvesson M., Stanley D., Critical theory and postmodernism approaches to organizational studies, The Sage Handbook of Organization Studies, pp. 255-283, (2006); Anthony L., Laurence Anthony's AntConc, (2014); Askehave I., The impact of marketization on higher education genres - The international student prospectus as a case in point, Discourse Studies, 9, 6, pp. 723-742, (2007); Baker P., McEnery T., Corpora and Discourse Studies: Integrating Discourse and Corpora, (2015); Biber D., Johansson S., Leech G., Conrad S., Finegan E., Longman Grammar of Spoken and Written English, (1999); Higher Education: Students at the Heart of the System, (2011); Brown R., Carasso H., Everything for Sale?: The Marketisation of UK Higher Education, (2013); Browne J., Securing A Sustainable Future for Higher Education: An Independent Review of Higher Education Funding and Student Finance, (2010); Chertkovskaya E., Watt P., Tramer S., Spoelstra S., Giving notice to employability, Ephemera, 13, 4, pp. 701-716, (2013); Towards A Strong Careers Profession: An Independent Report to the Department for Education, (2010); The Future of Higher Education, (2003); Fairclough N., Critical discourse analysis and the marketization of public discourse: The universities, Discourse & Society, 4, 2, pp. 133-168, (1993); Fairclough N., Analysing Discourse: Textual Analysis for Social Research, (2003); Fairclough N., Critical Discourse Analysis: The Critical Study of Language, (2013); Fairclough N., Language and Power, (2015); Fotiadou M., The Discourse of Careers Services: A Corpus-based Critical Discourse Analysis of UK University Websites, (2017); Fotiadou M., Denaturalising the discourse of competition in the graduate job market and the notion of employability: A corpus-based study of UK university websites, Critical Discourse Studies, 17, 3, pp. 260-291, (2020); Halliday M., An Introduction to Functional Grammar, (1994); Mautner G., Time to get wired: Using web-based corpora in critical discourse analysis, Discourse & Society, 16, 6, pp. 809-828, (2005); Mautner G., Language and the Market Society: Critical Reflections on Discourse and Dominance, (2010); Mautner G., Discourse and Management: Critical Perspectives through the Language Lens, (2016); McEnery T., Hardie A., Corpus Linguistics: Method, Theory and Practice, (2012); Molesworth M., Scullion R., Nixon E., The Marketisation of Higher Education: The Student As Consumer, (2011); Moreau M.-P., Leathwood C., Graduates' employment and the discourse of employability: A critical analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); Mulderrig J., The grammar of governance, Critical Discourse Studies, 8, 1, pp. 45-68, (2011); Scott J., Power, (2001); Tight M., The Development of Higher Education in the United Kingdom since 1945, (2009); Van-Leeuwen T., Discourses of unemployment in new labour Britain, Challenges in A Changing World: Issues in Critical Discourse Analysis, pp. 87-100, (1999); Van-Leeuwen T., Discourse and Practice: New Tools for Critical Discourse Analysis, (2008); Watts A.G., Careers work in higher education, Rethinking Careers Education and Guidance: Theory, Policy and Practice, pp. 127-141, (1996); Yorke M., Employability in Higher Education: What It is - What It is Not, (2006); Zhang Y., O'Halloran K.L., Toward a global knowledge enterprise: University websites as portals to the ongoing marketization of higher education, Critical Discourse Studies, 10, 4, pp. 468-485, (2013)","M. Fotiadou; Faculty of Education and Society, University of Sunderland, Reg Vardy Building, Sunderland, SR6 0DD, United Kingdom; email: maria.fotiadou@sunderland.ac.uk","","De Gruyter Mouton","","","","","","18607330","","","","English","Text Talk","Article","Final","","Scopus","2-s2.0-85100461801"
"Liu Y.; Zhang X.; Feng J.","Liu, Yu (57221698486); Zhang, Xue (57221696711); Feng, Jian (7403884012)","57221698486; 57221696711; 7403884012","Clustering in declining industries? The economic-social isolation and instability of migrant workers in Beijing","2021","Habitat International","108","","102310","","","","5","10.1016/j.habitatint.2020.102310","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099860393&doi=10.1016%2fj.habitatint.2020.102310&partnerID=40&md5=5121a3908749dcbc23fb2557dabd4954","School of Applied Economics, Renmin University of China, Beijing, 100872, China; College of Urban and Environmental Sciences, Peking University, Beijing, 100871, China","Liu Y., School of Applied Economics, Renmin University of China, Beijing, 100872, China; Zhang X., School of Applied Economics, Renmin University of China, Beijing, 100872, China; Feng J., College of Urban and Environmental Sciences, Peking University, Beijing, 100871, China","The industrial restructuring in China has led to constant adjustments in employment. Migrant workers play an important role in the labor market, and the relationship between migrant employment and industrial evolution is worthy of attention. Previous studies have revealed the negative impact of industrial restructuring on the employment of migrant workers, but few studies have paid attention to the employment choice of migrant workers under the background of industrial evolution, and how these choices affect their lives. Based on data from Beijing, this study empirically finds that, compared with the control group, migrant workers are more likely to work in industries in which the proportion of value-added in GDP continues to decline. After controlling individual characteristics, the wage level, social integration, and settlement intention of migrant workers employed in declining industries are significantly lower than those in non-declining industries. This paper contributes to the literature on understanding the integration and stability of migrant workers from the perspective of industry choice. The findings provide insights for improving the employability of migrant workers and their adaptability to China's industrial restructuring as well as for promoting the process of migrant citizenization. © 2020 Elsevier Ltd","China; Declining industries; Migrant workers; Settlement intention; Social integration; Wage","Beijing [China]; China; employment; industrial restructuring; labor market; migrant worker; wage","","","","","National Natural Science Foundation of China, NSFC, (41571160, 41671157)","The authors acknowledge the support from the National Natural Science Foundation of China ( 41571160 , 41671157 ).","Alexander R., The Ethics of seasonal labor migration, Griffith Law Review, 20, 1, pp. 127-152, (2011); Bartik T.J., Who benefits from local job growth: Migrants or the original residents, Regional Studies, 27, pp. 297-311, (1993); Brodmann S., Polavieja J.G., Immigrants in Denmark: Access to employment, class attainment and earnings in a high‐skilled economy, International Migration, 49, 1, pp. 58-90, (2010); Chen M., Zhou X., Empirical analysis on the effect of industrial structure adjustment on employment of migrant workers (In Chinese), Guangdong Agricultural Sciences, 37, 6, pp. 340-344, (2010); Connelly R., Kenneth R., Zheng Z., The settlement of rural migrants in urban China-some of China's migrants are not “floating” anymore, Journal of Chinese Economics and Business Studies, 9, 3, pp. 283-300, (2011); Creese G., Weibe B., “Survival employment”: Gender and deskilling among african immigrants in Canada, International Migration, 50, 5, pp. 56-76, (2012); Cui Y., Nahm D., Tani M., Wage differentials and employment choice of Chinese rural-migrant and urban-resident workers, The Australian Economic Review, 4, pp. 382-399, (2015); De Vroome T., Van Tubergen F., Settlement intentions of recently arrived immigrants and refugees in The Netherlands, Journal of Immigrant & Refugee Studies, 12, 1, pp. 47-66, (2014); Doeringer P.B., Michael J.P., Internal labor markets and manpower analysis, (1970); Easton T., King M.C., Differences in wage levels among metropolitan areas: Less-educated workers in the United States, Regional Studies, 34, 1, pp. 21-27, (2000); Fan C.C., The elite, the native, and the outsiders: Migration and labor market segmentation in urban China, Annals of the Association of American Geographers, 92, 1, pp. 103-124, (2004); Fullin G., Reyneri E., Low unemployment and bad jobs for new immigrants in Italy, International Migration, 49, 1, pp. 118-147, (2011); Guo F., Iredale R., The impact of hukou status on migrants’ employment: Findings from the 1997 beijing migrant census, International Migration Review, 38, 2, pp. 709-731, (2004); He Q., Gerber T.P., Origin-country culture, migration sequencing, and female employment: Variations among immigrant women in the United States, International Migration Review, 54, 1, pp. 233-261, (2020); Hiebert D., Local geographies of labor market segmentation: Montréal, Toronto, and Vancouver, 1991, Economic Geography, 75, 4, pp. 339-369, (2008); Holbrow H., Nagayoshi K., Economic integration of skilled migrants in Japan: The role of employment practices, International Migration Review, Fall, pp. 1-29, (2016); Knight J., Song L., Huaibin J., Chinese rural migrants in urban enterprises: Three perspectives, Journal of Development Studies, 35, 3, pp. 73-107, (1999); Kogan I., New immigrants--old disadvantage patterns? Labor market integration of recent immigrants into Germany, International Migration, 149, 1, pp. 91-117, (2011); Liu C.Y., Employment concentration and job quality for low-skilled Latino immigrants, Journal of Urban Affairs, 33, 2, pp. 117-142, (2011); Li M., An empirical analisis of employment distribution and income of migrants in rural areas under labour market segmentation --a case study of Wuhan, China, Population Research (In Chinese), 28, 6, pp. 70-75, (2004); Li Q., Yang D., Chen Y., Unemployment and turnover of new-generation migrant workers in the context of industrial transformation and upgrading--an analytical framework based on employability (In Chinese), East China Economic Management, 28, 12, pp. 29-33, (2014); McFadden D.L., Conditional logistic analysis of qualitative choice behavior, Frontiers in econometrics, pp. 105-142, (1974); Meng X., Zhang J., The two-tier labor market in urban China: Occupational segregation and wage differentials between urban residents and rural migrants in shanghai, Journal of Comparative Economics, 29, pp. 485-504, (2001); Mohabir N., Jiang Y., Ma R., Chinese floating migrants: Rural-urban migrant labourers’ intentions to stay or return, Habitat International, 60, pp. 101-110, (2016); Mori H., Migrant workers and labor market segmentation in Japan, Asian and Pacific Migration Journal, 3, 4, pp. 619-638, (1994); Partridge M.D., Rickman D.S., The role of industry structure, costs, and economic spillovers in determining state employment growth rates, The Review of Regional Studies, 26, pp. 235-264, (1996); Partridge M.D., Rickman D.S., A note on the benefits to current residents of state employment growth: Is there an industry mix effect on migration?, Journal of Regional Science, 39, 19, pp. 167-181, (1999); Poncet S., Provincial migration dynamics in China: Borders, costs and economic motivations, Regional Science and Urban Economics, 36, pp. 385-398, (2006); Rabe B., Taylor M., Differences in opportunities? Wage, employment and house-price effects on migration, Oxford Bulletin of Economics & Statistics, 74, 6, pp. 831-855, (2012); Rao C., Yu J., Zhu H., Land ownership as an urban employment disincentive for rural migrants in China, The Developing Economics, 2, pp. 135-149, (2015); Ren F., Yu X., Dang W., Et al., Depressive symptoms in Chinese assembly‐line migrant workers: A case study in the shoe-making industry, Asia-Pacific Psychiatry, 11, 2, (2019); Sangaramoorthy T., Liminal living: Everyday injury, disability, and instability among Migrant Mexican Women in Maryland's Seafood Industry, Medical Anthropology Quarterly, 33, 4, pp. 557-578, (2019); Shen J., Stuck in the suburbs? Socio-spatial exclusion of migrants in Shanghai, Cities, 60, pp. 428-435, (2017); Siow E., Ng J., Internal migration of nurses in the United States: migratory prompts and difference in job satisfaction between migrants and non-migrants, Nursing Economics, 31, 3, pp. 128-139, (2013); Stier H., Levanon V., Finding an adequate job: employment and income of recent immigrants to Israel, International Migration, 41, 2, pp. 81-107, (2003); Tang S., Feng J., Cohort differences in the urban settlement intentions of rural migrants: a case study in Jiangsu province, China, Habitat International, 49, pp. 357-365, (2015); Wang H., Proposal for the implementation of labor contracts for migrant construction workers: follow the mass line and achieve the Chinese dream of labor contracts for migrant construction workers, Boundary, 48, 2, pp. 209-217, (2019); Wang H.N., Guo F., Cheng Z.M., Discrimination in migrant workers’ welfare entitlements and benefits in urban labor market: findings from a four‐city study in China, Population, Space and Place, 21, 2, pp. 124-139, (2013); Wang X., Chi Chan G.K., Yang L., Economic upgrading, social upgrading, and rural migrant workers in the Pearl River Delta, The China Review, 20, 1, pp. 51-81, (2020); Yue Z., Li S., Feldman M.W., Et al., Floating choices: a generational perspective on intentions of rural-urban migrants in China, Environment and Planning A, 42, 3, pp. 545-562, (2010); Zhang B., Druijven P., Strijker D., Does ethnic identity influence migrant's settlement intentions? Evidence from three cities in Gansu Province, Northwest China, Habitat International, 69, pp. 94-103, (2017); Zhang L., Strangers in the city: reconfigurations of space, power, and social networks within China's floating population, (2001); Zhao Y., Sun X., Tan J., Research on the choice of industries which can promote the employment of rural migrant workers in cities—based on the pressure of non-farm sector employment in China, Forecasting (In Chinese), 34, 2, pp. 34-40, (2015); Zhang N., The impact of Guanxi network on the employment relations of rural migrant woman in contemporary China, Industrial Relations Journal, 6, pp. 580-595, (2011); Zhang Y., Can the employability of rural migrant workers promote their employment quality? —an empirical study based on intergenerational and urban-rural comparison, Modern Economic Science (In Chinese), 42, 2, pp. 16-31, (2020)","J. Feng; College of Urban and Environmental Sciences, Peking University, Beijing, 100871, China; email: fengjian@pku.edu.cn","","Elsevier Ltd","","","","","","01973975","","","","English","Habitat Int.","Article","Final","","Scopus","2-s2.0-85099860393"
"Stevens M.L.; Crowley P.; Holtermann A.; Mortensen O.S.; Korshøj M.","Stevens, Matthew Leigh (56035652000); Crowley, Patrick (57193254481); Holtermann, Andreas (6507009913); Mortensen, Ole Steen (6603930101); Korshøj, Mette (37081089700)","56035652000; 57193254481; 6507009913; 6603930101; 37081089700","Cardiorespiratory fitness, occupational aerobic workload and age: workplace measurements among blue-collar workers","2021","International Archives of Occupational and Environmental Health","94","3","","503","513","10","8","10.1007/s00420-020-01596-5","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095572167&doi=10.1007%2fs00420-020-01596-5&partnerID=40&md5=078af60e86b6ad996a54a5b6b42ae31a","The National Research Centre for the Work Environment, Copenhagen, Denmark; Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark; Section of Social Medicine, Department of Public Health, University of Copenhagen, Copenhagen, Denmark; Department of Occupational and Social Medicine, Copenhagen University Hospital Holbæk, Holbaek, Denmark","Stevens M.L., The National Research Centre for the Work Environment, Copenhagen, Denmark; Crowley P., The National Research Centre for the Work Environment, Copenhagen, Denmark; Holtermann A., The National Research Centre for the Work Environment, Copenhagen, Denmark, Institute of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark; Mortensen O.S., Section of Social Medicine, Department of Public Health, University of Copenhagen, Copenhagen, Denmark, Department of Occupational and Social Medicine, Copenhagen University Hospital Holbæk, Holbaek, Denmark; Korshøj M., The National Research Centre for the Work Environment, Copenhagen, Denmark, Department of Occupational and Social Medicine, Copenhagen University Hospital Holbæk, Holbaek, Denmark","Background: The knowledge, from laboratory studies dating back to the 1950s on the importance of the association between cardiorespiratory fitness and aerobic workload for workers health, is fundamental for promoting sustainable healthy employability among ageing blue-collar workers today. However, the association between cardiorespiratory fitness and aerobic workload has not yet been documented during daily work, and we do not know if it applies to the normal work of blue-collar workers in different age groups. We aim to investigate the association between cardiorespiratory fitness and aerobic workload among blue-collar workers using measurements of 24-h heart rate collected over consecutive working days. Methods: We analyzed baseline cardiorespiratory fitness, assessed using a sub-maximal cycle ergometer test, and 1–4 days of 24-h heart rate measurement from 497 blue-collar workers participating in the DPHACTO study. We investigated the association between cardiorespiratory fitness and aerobic workload defined as the average percentage of heart rate reserve (%HRR), maximum %HRR and the duration time spent at a high HRR (> 30%) during working hours. The association was assessed using multivariate linear regression models adjusted for age, sex, self-rated health, shift-work, prescription medication and occupation, as well as for different age strata. Results: Higher cardiorespiratory fitness was significantly associated with decreased mean %HRR −0.32 [95% CI −0.39 to −0.25], maximum %HRR −0.35 [95% CI −0.45 to −0.25] and time spent at ≥ 30% HRR; −1.8% [95% CI −2.2 to −1.5%]. These associations were evident across age groups, with slightly stronger associations for workers aged 46–51 (total range 18–68). Conclusions: Higher cardiorespiratory fitness was associated with the decreased aerobic workload during normal work across all age groups and levels of work intensity. Our findings highlight the importance of cardiorespiratory fitness when considering the workload and its relevance in the promotion of healthy sustainable employment. © 2020, The Author(s).","Heart rate reserve; Objective measurement; Physical work demands; Recovery; Sustainable employment","Adult; Aging; Cardiorespiratory Fitness; Denmark; Female; Heart Rate; Humans; Male; Middle Aged; Occupational Health; Occupations; Physical Exertion; Workload; Workplace; adult; aging; cardiorespiratory fitness; Denmark; exercise; female; heart rate; human; male; middle aged; occupation; occupational health; physiology; workload; workplace","","","","","Danish Working Environment Research Fund, (11-2017-03)","This work is funded by a grant from the Danish Working Environment Research Fund (11-2017-03). Acknowledgements ","Astrand P.O., Ryhming I., A nomogram for calculation of aerobic capacity (physical fitness) from pulse rate during submaximal work, J Appl Physiol, 7, pp. 218-221, (1954); Fox J., R Package “car”: Companion to Applied Regression, (2018); Gommans F., Jansen N., Stynen D., Et al., The ageing shift worker: a prospective cohort study on need for recovery, disability, and retirement intentions, Scand J Work Environ Health, 41, pp. 356-367, (2015); Hallman D.M., Holtermann A., Sogaard K., Et al., Effect of an aerobic exercise intervention on cardiac autonomic regulation: a worksite RCT among cleaners, Physiol Behav, 169, pp. 90-97, (2017); Harari G., Green M.S., Zelber-Sagi S., Combined association of occupational and leisuretime physical activity with all-cause and coronary heart disease mortality among a cohort of men followed-up for 22 years, Occup Environ Med, 72, pp. 617-624, (2015); Hodgson J.L., Buskirk E.R., Physical fitness and age, with emphasis on cardiovascular function in the elderly, J Am Geriatr Soc, 25, pp. 385-392, (1977); Holtermann A., Hansen J.V., Burr H., Et al., The health paradox of occupational and leisure-time physical activity, Br J Sports Med, 46, pp. 291-295, (2012); Holtermann A., Jorgensen M.B., Gram B., Et al., Worksite interventions for preventing physical deterioration among employees in job-groups with high physical work demands: background, design and conceptual model of FINALE, BMC Public Health, 10, pp. 1-12, (2010); Holtermann A., Mortensen O.S., Burr H., Et al., Physical demands at work, physical fitness, and 30-year ischaemic heart disease and all-cause mortality in the Copenhagen male study, Scand J Work Environ Heal, 36, pp. 357-365, (2010); Hothorn T., Zeileis A., Farebrother R.W., Et al., R Package ‘lmtest’: Testing Linear Regression Models, (2018); Jorgensen M.B., Gupta N., Korshoj M., Et al., The DPhacto cohort: an overview of technically measured physical activity at work and leisure in blue-collar sectors for practitioners and researchers, Appl Ergon, 77, pp. 29-39, (2019); Karvonen M.J., The effects of training on heart rate: a longitudinal study, Ann Med ExpBiolFenn, 35, pp. 307-315, (1957); Kenny G.P., Groeller H., McGinn R., Flouris A.D., Age, human performance, and physical employment standards, Appl Physiol Nutr Metab, 41, pp. S92-S107, (2016); Klabunde R., Cardiovascular physiology concepts, (2011); Korshoj M., Lidegaard M., Skotte J.H., Et al., Does aerobic exercise improve or impair cardiorespiratory fitness and health among cleaners? A cluster randomized controlled trial, Scand J Work Environ Heal, 41, pp. 140-152, (2015); Korshoj M., Ravn M.H., Holtermann A., Et al., Aerobic exercise reduces biomarkers related to cardiovascular risk among cleaners: effects of a worksite intervention RCT, Int Arch Occup Environ Health, 89, pp. 239-249, (2016); Krause N., Physical activity and cardiovascular mortality—disentangling the roles of work, fitness, and leisure, Scand J Work Environ Heal, 36, pp. 349-355, (2010); Kristiansen J., Korshoj M., Skotte J.H., Et al., Comparison of two systems for long-term heart rate variability monitoring in free-living conditions—a pilot study, Biomed Eng Online, 10, (2011); Lidegaard M., Sogaard K., Krustrup P., Et al., Effects of 12 months aerobic exercise intervention on work ability, need for recovery, productivity and rating of exertion among cleaners: a worksite RCT, Int Arch Occup Environ Health, 91, pp. 225-235, (2018); Lund Rasmussen C., Nielsen L., LinanderHenriksen M., Et al., Acute effect on ambulatory blood pressure from aerobic exercise: a randomised cross-over study among female cleaners, Eur J Appl Physiol, 118, pp. 331-338, (2018); Matthias A., Hron K., Filzmoser P., Et al., R Package ‘robCompositions’: Robust Estimation for Compositional Data, (2019); Merkus S.L., Lunde L.K., Koch M., Et al., Physical capacity, occupational physical demands, and relative physical strain of older employees in construction and healthcare, Int Arch Occup Environ Health, 92, pp. 295-307, (2019); Mohren D.C.L., Jansen N.W.H., Kant I.J., Need for recovery from work in relation to age: a prospective cohort study, Int Arch Occup Environ Health, 83, pp. 553-561, (2010); Ng J.Y.K., Chan A.H.S., The work ability of Hong Kong construction workers in relation to individual and work-related factors, Int J Environ Res Public Health, (2018); Oakman J., Clays E., Jorgensen M.B., Holtermann A., Are occupational physical activities tailored to the age of cleaners and manufacturing workers, Int Arch Occup Environ Health, 92, pp. 185-193, (2019); Pensions at a glance 2017, (2017); Rstudio: Integrated Development for R, (2016); Sewdas R., Thorsen S.V., Boot C.R.L., Et al., Determinants of voluntary early retirement for older workers with and without chronic diseases: a Danish prospective study, Scand J Public Health, (2019); Skotte J.H., Kristiansen J., Heart rate variability analysis using robust period detection, Biomed Eng Online, 13, pp. 1-11, (2014); Tanaka H., Monahan K.D., Seals D.R., Age-predicted maximal heart rate revisited, J Am Coll Cardiol, 37, pp. 153-156, (2001); van Den Boogaart K.G., Tolosana-Delgado R., Bren M., R Package ‘compositions’: Compositional Data Analysis, (2018); Wanner M., Lohse T., Braun J., Et al., Occupational physical activity and all-cause and cardiovascular disease mortality: results from two longitudinal studies in Switzerland, Am J Ind Med, 62, pp. 559-567, (2019); Wickham H., Averick M., Bryan J., Et al., Welcome to the Tidyverse, J Open Source Softw, 4, (2019); Wu H., Wang M.J., Relationship between maximum acceptable work time and physical workload, Ergonomics, 45, pp. 280-289, (2002); Zacher H., Successful aging at work, Work Aging Retire, 1, pp. 4-25, (2015)","M.L. Stevens; The National Research Centre for the Work Environment, Copenhagen, Denmark; email: mws@nfa.dk","","Springer Science and Business Media Deutschland GmbH","","","","","","03400131","","IAOHD","33161441","English","Int. Arch. Occup. Environ. Health","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85095572167"
"Kirkpatrick S.; Jensen J.","Kirkpatrick, Sarah (57195959988); Jensen, Jessica (37088413200)","57195959988; 37088413200","Understanding Job Placement of Recent Emergency Management Graduates: An Initial Test of a Theoretical Framework","2021","Journal of Homeland Security and Emergency Management","18","2","","177","213","36","1","10.1515/jhsem-2019-0055","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85093514519&doi=10.1515%2fjhsem-2019-0055&partnerID=40&md5=645b87f1459dd92000fed3680713b9c2","Emergency Management, North Dakota State University, Fargo, 58108-6050, ND, United States; Department of Emergency Management, North Dakota State University, Fargo, ND, United States","Kirkpatrick S., Emergency Management, North Dakota State University, Fargo, 58108-6050, ND, United States; Jensen J., Department of Emergency Management, North Dakota State University, Fargo, ND, United States","The job placement of emergency management degree program graduates has been an enduring point of conversation for over a decade https://training.fema.gov/hiedu/readinglist.aspx, https://www.hsdl.org/?viewdid=478470, https://doi.org/10.2202/1547-7355.1910, https://training.fema.gov/hiedu/readinglist.aspx, https://training.fema.gov/hiedu/readinglist.aspx, https://training.fema.gov/hiedu/latest/2018.aspx. Whether graduates are employable, whether they are getting jobs, and why some get jobs and others do not have been of concern. Yet, until recently, no empirical study had examined the extent to which emergency management degree holders who want emergency management jobs actually get them. Jensen and Kirkpatrick (2020), found that the majority of graduates who intended such jobs got them, while almost a third did not. Jensen and Kirkpatrick (2019), proposed a theoretical framework that might guide research on job outcomes of emergency management degree program graduates, including job placement. This manuscript reports the authors' efforts to utilize the theoretical framework to explore the difference between those graduates who wanted and secured an emergency management position post-graduation and those who wanted one but did not. Specifically, this manuscript reports initial findings and challenges related to this question in the context of a theoretical framework of job placement and the current state of emergency management higher education nationally.  © 2020 Walter de Gruyter GmbH, Berlin/Boston 2020.","degree; emergency management; employability; graduate; higher education; job placement","","","","","","","","Abel J.R., Deitz R., Su Y., Are Recent College Graduates Finding Good Jobs?, Federal Reserve Bank of New York: Current Issues in Economics and Finance, 20, 1, pp. 1-8, (2014); Bennet D.D., Emergency Management Programs in Higher Education: Status Update, (2018); Bennett D.D., Emergency Management Programs in Higher Education: Status Update, 2017 FEMA Higher Education Report, (2017); Blau G., Hill T.L., Halbert T.A., Snell C., Atwater C.A., Kershner R., Zuckerman M.M., Correlates of Graduating with a Full-Time Job versus a Full-Time Job Consistent with Major, College Student Journal, 50, 3, pp. 355-360, (2017); Bowers P.J., Dickman M.M., Fuqua D.R., Psychosocial and Career Development Related to Employment of Graduating Seniors, NASPA Journal, 38, 3, pp. 326-347, (2001); Brown P., Anthony H., Williams S., Employability in a Knowledge-Driven Economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); The Employment Situation: January 2019, (2019); Cwiak C., 2006 Body of Knowledge Report: FEMA Higher Education Project, (2006); Cwiak C., The Face of Emergency Management Education: 2007 FEMA Higher Education Program Report, (2007); Cwiak C., Hubbard J., Emergency Management Higher Education: Demographics, Projections and Challenges, Emergency Management in Higher Education: Current Practices and Conversations, pp. 139-154, (2008); Cwiak C., Framing the Future: What Should Emergency Management Graduates Know?, Journal of Homeland Security and Emergency Management, 8, 2, pp. 1-14, (2011); Cwiak C., Shaping the Future: A Status Report on Emergency Management Higher Education: 2012 FEMA Higher Education Program Report, (2012); Fogg N.P., Harrington P.E., Rising Mal-Employment and the Great Recession: The Growing Disconnection between Recent College Graduates and the College Labor Market, Continuing Higher Education Review, 75, pp. 51-65, (2011); Jackson D., Factors Influencing Job Attainment in Recent Bachelor Graduates: Evidence from Australia, Higher Education, 68, 1, pp. 133-153, (2014); Jackson D., Wilton N., Perceived Employability among Undergraduates and the Importance of Career Self-Management, Work Experience and Individual Characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Jensen J., Kirkpatrick S., Emergency Management Degree Program Graduate Outcomes: A Potential Theoretical Framework for Future Research, International Journal of Security, Preparedness, and Resilience Education, 8, pp. 1-22, (2019); Jensen J., Kirkpatrick S., Exploring the Job Placement of Recent Emergency Management Graduates, Journal of Emergency Management, 8, 4, pp. 325-339, (2020); Lipka S., In Tight Employment Market, Career Services Gain Clout, (2008); Digest of Education Statistics, (2018); Sagen H.B., Dallam J.W., Laverty J.R., Effects of Career Preparation Experiences on the Initial Employment Success of College Graduates, Research in Higher Education, 41, 6, pp. 753-767, (2000); Stone C., Van Horn C., Zukin C., Chasing the American Dream: Recent College Graduates and the Great Recession, (2012); Tomlinson M., Graduate Employability and Student Attitudes and Orientations to the Labour Market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, 4, pp. 407-431, (2012)","S. Kirkpatrick; Emergency Management, North Dakota State University, Fargo, 58108-6050, United States; email: sarah.kirkpatrick@ndsu.edu","","De Gruyter Open Ltd","","","","","","15477355","","","","English","J. Homeland Secur. Emerg. Manage.","Article","Final","","Scopus","2-s2.0-85093514519"
"David M.E.; David F.R.; David F.R.","David, Meredith E. (56799768700); David, Fred R. (7101713544); David, Forest R. (36544776400)","56799768700; 7101713544; 36544776400","Closing the gap between graduates’ skills and employers’ requirements: A focus on the strategic management capstone business course","2021","Administrative Sciences","11","1","10","","","","6","10.3390/admsci11010010","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104677249&doi=10.3390%2fadmsci11010010&partnerID=40&md5=b8dc89cc9fd297d660fdadcc09e15d7c","Marketing Department, Baylor University, Waco, 76798, TX, United States; Business Administration Department, Francis Marion University, Florence, 29506, SC, United States; Faculty of Economics and Business, University of Debrecen, Debrecen, H-4032, Hungary","David M.E., Marketing Department, Baylor University, Waco, 76798, TX, United States; David F.R., Business Administration Department, Francis Marion University, Florence, 29506, SC, United States; David F.R., Faculty of Economics and Business, University of Debrecen, Debrecen, H-4032, Hungary","Strategic management has long been the capstone course for business majors at most colleges and universities globally. As originally designed, the capstone course sought to teach students an array of skills and tools needed to actually perform strategic planning, primarily through integration and application of functional business concepts and techniques. Times have changed, however, and business schools have come under scrutiny regarding their ineffectiveness in developing graduates’ skills commensurate with employers’ requirements. Such criticism is justified as academics teaching the capstone business course have partitioned their instruction efforts to focus increasingly on theory rather than practical applications. After a pertinent evaluation of current academic research, we illuminate how and why increased focus on practice is needed in strategic-management pedagogy. We delineate how the once well-designed business capstone course has evolved into a course that too often fails to impart practical competencies to graduating students. To facilitate closing the gap between graduates’ skills and employers’ requirements, we present a strategic management pedagogical model designed to promote student learning and development of hard and soft skills related to actually doing strategic planning. The proposed model can help reduce the gap between graduates’ skills and employers’ requirements with the intended purpose to provide increased interest for teaching practical tools that were developed by practitioners. Such tools include the BCG matrix, developed by the Boston Consulting Group, and the Internal-External (IE) portfolio matrix derived from the General Electric (GE) Business Screen developed by Jack Welch, former CEO of GE. The proposed model also reveals the process of including both internal and external aspects into strategic decision making as evidenced by countless organizations perform-ing Strength-Weakness-Opportunity-Threat (SWOT) analyses. The proposed model significantly enhances previous theory-based approaches for teaching the capstone strategic-management course. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Applying tools and skills; Business pedagogy; Capstone course; Case analysis; Employability; Management competencies; Strategic management; Strategic planning; Teaching strategy","","","","","","","","(2020); Alamo-Vera Francisca Rosa, Herndandez-Lopez Lidia, Ballesteros-Rodrigues Jose Luis, De Saa-Perez Petra, Competence development and employability expectations: A gender perspective of mobility programmes in higher education, Administrative Sciences, 10, (2020); Barney Jay, Firm resources and sustained competitive advantage, Journal of Management, 17, pp. 99-120, (1991); Barney Jay B., Looking inside for competitive advantage, Academy of Management Perspectives, 9, pp. 49-61, (1995); Barney Jay B., Mackey Alison, Monopoly profits, efficiency profits, and teaching strategic management, Academy of Management Learning and Education, 17, pp. 359-373, (2018); Beard Debbie, Schwieger Dana, Surendran Ken, Integrating Soft Skills Assessment through University, College, and Programmatic Efforts at an AACSB Accredited Institution, Journal of Information Systems Education, 19, pp. 229-240, (2008); Bell Greg R., Filatotchev Igor, Krause Ryan, Hitt Michael, Opportunities and challenges for advancing strategic management education, Academy of Management Learning and Education, 17, pp. 233-240, (2018); Bennis Warren, O'Toole Jim, How business schools lost their way, Harvard Business Review, 83, pp. 96-104, (2005); Berdrow Iris, Evers Frederick T., Bases of competence: An instrument for self and institutional assessment, Assessment & Evaluation in Higher Education, 35, pp. 419-434, (2010); Boselie Paul, Dietz Graham, Boon Corine, Commonalities and contradictions in HRM and performance research, Human Resource Management Journal, 15, pp. 67-94, (2005); Bower Joseph L., The teaching of strategy: From general manager to analyst and back again?, Journal of Management Inquiry, 17, pp. 269-275, (2008); Boyd Brian K., Reuning-Elliott Elke, A measurement model of strategic planning, Strategic Management Journal, 19, pp. 181-192, (1998); Bridgman Todd, McLaughlin Colm, Cummings Stephen, Overcoming the problem with solving business problems: Using theory differently to rejuvenate the case method for turbulent times, Journal of Management Education, 42, pp. 441-460, (2018); Buckley Peter J., How theory can inform strategic management education and learning, Academy of Management Learning and Education, 17, pp. 339-358, (2018); Campbell Noel D., Heriot Kirk C., Finney Zachary R., In defense of silos: An argument against the integrative undergraduate business curriculum, Journal of Management Education, 30, pp. 316-332, (2006); Cappelli Peter, Bassi Laurie, Katz Harry, Knoke David, Osterman Paul, Useem Michael, Change at Work, (1997); Carson James Taylor, Blueprints of distress?: Why quality assurance frameworks and disciplinary education cannot sustain a 21st-century education, Teaching in Higher Education, 24, pp. 1014-1023, (2019); Cochran Daniel S., David Fred R., Communication effectiveness of organizational mission statements, Journal of Applied Communication Research, 14, pp. 108-118, (1986); David Fred R., The strategic planning matrix—A quantitative approach, Long Range Planning, 19, pp. 102-107, (1986); David Meredith E., David Fred R., Are key marketing topics adequately covered in strategic management?, Journal of Strategic Marketing, 25, pp. 405-417, (2017); David Fred R., David Meredith E., David Forest R., What are business schools doing for business today?, Business Horizons, 54, pp. 51-62, (2011); David Forest R., David Fred R., David Meredith E., Benefits, characteristics, components, and examples of customer-oriented mission statements, International Journal of Business, Marketing, and Decision Sciences, 9, pp. 1-14, (2016); David Meredith E., David Fred R., David Forest R., The Quantitative Strategic Planning Matrix (QSPM): A new marketing tool, Journal of Strategic Marketing, 3, pp. 1-11, (2016); David Fred R., Creek Steven A., David Forest R., What is the key to effective SWOT analysis? 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A., David Fred, Corporate mission statements: The bottom line, Academy of Management Executive, 1, pp. 109-116, (1987); Peng Mike W., Nguyen Huy Will, Wang Joyce, Shay Jason, Bringing institutions into strategy teaching, Academy of Management Learning and Education, 17, pp. 259-278, (2018); Perera Srinath, Babatunde Solomon Olusola, Pearson John, Ekundayo Damilola, Professional competency-based analysis of continuing tensions between education and training in higher education, Higher Education, Skills and Work-Based Learning, 7, pp. 92-111, (2017); Pfeffer Jeffrey, Long Christina T., The end of business schools? Less success than meets the eye, Academy of Management Learning and Education, 1, pp. 78-95, (2002); Pilz Matthias, Zenner Lea, Using case studies in business education to promote networked thinking: Findings of an intervention study, Teaching in Higher Education, 23, pp. 325-342, (2018); Porter Michael E., Competitive Strategy: Techniques for Analyzing Industries and Companies, (1980); Powell Thomas C., Strategic planning as competitive advantage, Strategic Management Journal, 13, pp. 551-558, (1992); Priem Richard L., Toward becoming a complete teacher of strategic management, Academy of Management Learning and Education, 17, pp. 374-388, (2018); Rassuli A., Bingi P., Karim A., Chang O., A survey of critical knowledge and skills of business school graduates: Employer perspectives, The Journal of International Management Studies, 7, pp. 1-6, (2012); Reibstein David J., Day George, Wind Jerry, Guest editorial: Is marketing academia losing its way?, Journal of Marketing, 73, pp. 1-3, (2009); Rendtorff Jacob Dahl, Case studies, ethics, philosophy, and liberal learning for the management profession, Journal of Management Education, 39, pp. 36-55, (2015); Rippin Ann, Booth Charles, Bowie Stuart, Jordan Judith, A Complex Case: Using the case study method to explore uncertainty and ambiguity in undergraduate business education, Teaching in Higher Education, 7, pp. 429-441, (2002); Ruth Damian, Teaching strategy: Reflections on professional practice, Teaching in Higher Education, 19, pp. 254-265, (2014); Schneider Marguerite, Lieb Pamela, The challenges of teaching strategic management: Working toward successful inclusion of the resource-based view, Journal of Management Education, 28, (2004); Sheehan Norman T., Gujarathi Mahendra R., Jones Joanne C., Phillips Fred, Using design thinking to write and publish novel teaching cases: Tips from experienced case authors, Journal of Management Education, 42, pp. 135-160, (2018); 6 Skills All College Graduates Should Have, (2013); Thomas Anisya S., The business policy course: Multiple methods for multiple goals, Journal of Management Education, 22, pp. 484-497, (1998); Uyar Ali, Gungormus Ali Haydar, Professional knowledge and skills required for accounting majors who intend to become auditors: Perceptions of external auditors, Business and Economics Research Journal, 2, pp. 33-49, (2011); Journal Wall Street, Why Aren’t Companies Getting Graduates with Skills They Need?, (2013); Wegman Lauren A., Hoffman Brian J., Carter Nathan T., Twenge Jean M., Guenole Nigel, Placing job characteristics in context cross-temporal meta-analysis of changes in job characteristics since 1975, Journal of Management, 44, pp. 352-386, (2018); Wilton Nick, Business graduates and management jobs: An employability match made in heaven?, Journal of Education and Work, 21, pp. 143-158, (2008); Wolf Carola, Floyd Steven W., Strategic planning research: Toward a theory-driven agenda, Journal of Management, 43, pp. 1754-1788, (2017); Yang Min, Making interdisciplinary subjects relevant to students: An interdisciplinary approach, Teaching in Higher Education, 14, pp. 597-606, (2009)","M.E. David; Marketing Department, Baylor University, Waco, 76798, United States; email: meredith_david@baylor.edu","","MDPI AG","","","","","","20763387","","","","English","Adm. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85104677249"
"Tendolkar V.; Suraj S.; Panchbhai A.","Tendolkar, Vaishali (55418365600); Suraj, Shaini (57221768125); Panchbhai, Aarati (55270834300)","55418365600; 57221768125; 55270834300","Psychosocial impact of the nationwide lockdown on undergraduate engineering students in Maharashtra","2021","Journal of Datta Meghe Institute of Medical Sciences University","16","2","","313","318","5","0","10.4103/jdmimsu.jdmimsu_241_21","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118738264&doi=10.4103%2fjdmimsu.jdmimsu_241_21&partnerID=40&md5=efcca4db110c11b3a9fbb52a190d5bed","Department of Mental Health Nursing, Mental Health Nursing, Datta Meghe College of Nursing, India; Department of Mental Health Nursing, Meghe Group of Institutes, Nagpur, India; Department of Oral Medicine and Radiology, Datta Meghe Institute of Medical Sciences (Deemed to Be University), Sharad Pawar Dental College and Hospital, Maharashtra, Wardha, India; Department of Mental Health Nursing, Meghe Group of Institute, Datta Meghe College of Nursing, Maharashtra, Nagpur, India","Tendolkar V., Department of Mental Health Nursing, Mental Health Nursing, Datta Meghe College of Nursing, India, Department of Mental Health Nursing, Meghe Group of Institute, Datta Meghe College of Nursing, Maharashtra, Nagpur, India; Suraj S., Department of Mental Health Nursing, Meghe Group of Institutes, Nagpur, India; Panchbhai A., Department of Oral Medicine and Radiology, Datta Meghe Institute of Medical Sciences (Deemed to Be University), Sharad Pawar Dental College and Hospital, Maharashtra, Wardha, India","Background: In the last few decades, mushrooming of technology institutes and engineering colleges has led to saturation of graduate engineers. For most technology and engineering graduates, the future seems gloomy and uncertain. With the recent worldwide recession, employability chances of many technology and engineering graduates have gone down. Survival of the most skilled is the thumb rule in recent years. The condition is further augmented by the COVID-19 pandemic and its consequences of the lockdown. The graduates pursuing technology education and engineering are badly affected by this phase. Aim: The current study aims at assessing the impact of lockdown due to COVID-19 on the psychosocial behavior of the technology and engineering students. Study Design: This is an online survey. Study Population: Technology and Engineering students in the age group of 17-25 years, both males and females. Sample Size: The sample size was 779. Materials and Methods: A psychological impact scale for students was developed by the investigators (r = 0.85). It is a 5-point scale with 0 as minimum score and 120 as the maximum possible score. Results: The mean age of the students was 20.49 ± 1.45 years. Nearly 95.4% of the students were living with their parents during this period of lockdown. Approximately 34.79% of the students experienced borderline negative impact, 18.74 reported mild negative impact, and 4.24% reported moderate negative impact of lockdown in just 30 days of the lockdown period. Most surprisingly, despite being with parents, 23.1% of the students had been out on roads during the lockdown. Conclusion: The lockdown has shown its adverse impact on the technology and engineering students. There is an urgent need to take steps to improve the employability of technology and engineering students. Else such a skilled workforce will be victim of psychological problems and a very important asset of the country shall be a waste. © 2021 Wolters Kluwer Medknow Publications. All rights reserved.","COVID 19 pandemic; Nationwide lockdown; psychosocial impact","","","","","","","","Darling C, McWey L, Howard S, Olmstead S., College student stress: The influence of interpersonal relationships on sense of coherence, Stress Health, 23, pp. 215-229, (2007); Gallagher RP., National Survey of Counseling Center Directors 2008 (Monograpgh Series No. 8R), (2009); Larson M, Luthans F., Potential added value of psychological capital in predicting work attitudes, J Leadersh Organ Stud, 13, pp. 75-92, (2006); Lin Y., Life experiences of dissatisfied science and engineering graduate students in Taiwan, Coll Stud J, 46, pp. 51-66, (2012); Majumdar B., Stress and coping strategies among university students: A phenomenological study, Indian J Soc Sci Res, 7, pp. 100-111, (2010); Mackenzie S, Wiegel JR, Mundt M, Brown D, Saewyc E, Heiligenstein E, Et al., Depression and suicide ideation among students accessing campus health care, Am J Orthopsychiatry, 81, pp. 101-107, (2011); Whitman NA, Spendlove DC, Clark CH., Student Stress: Effects and Solutions, (1984)","V. Tendolkar; Department of Mental Health Nursing, Mental Health Nursing, Datta Meghe College of Nursing, India; email: vaishali.ten@gmail.com","","Wolters Kluwer Medknow Publications","","","","","","09743901","","","","English","J. Datta Meghe Inst. Med. Sci. Univ.","Article","Final","","Scopus","2-s2.0-85118738264"
"Low S.P.; Gao S.; Ng E.W.L.","Low, Sui Pheng (7005900893); Gao, Shang (57218665855); Ng, Eileen Wan Leng (57212512597)","7005900893; 57218665855; 57212512597","Future-ready project and facility management graduates in Singapore for industry 4.0: Transforming mindsets and competencies","2021","Engineering, Construction and Architectural Management","28","1","","270","290","20","32","10.1108/ECAM-08-2018-0322","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076929420&doi=10.1108%2fECAM-08-2018-0322&partnerID=40&md5=e9a289b4f311baa870f78aaa48342729","Department of Building, National University of Singapore, Singapore; Faculty of Architecture, Building and Planning, University of Melbourne, Melbourne, Australia","Low S.P., Department of Building, National University of Singapore, Singapore; Gao S., Faculty of Architecture, Building and Planning, University of Melbourne, Melbourne, Australia; Ng E.W.L., Department of Building, National University of Singapore, Singapore","Purpose: The disparity between employers’ expectations and the ability of graduates to meet them is an issue for employment. Industry 4.0, represented by technologies like big data and automation, permeate the construction industry, exacerbating the rift of changing expectations that future graduates must bridge. As sophisticated forms of technology emerge, the ways individuals work are also expected to change. Soft skills are needed to support, materialise, and enhance the workforce’s existing technical skills. The purpose of this paper is to explore the effect of Industry 4.0 on employability in the local construction industry from the viewpoint of employers and future graduates. Design/methodology/approach: This study adopts mixed-methods sequential explanatory design, quantitative followed by qualitative. The questionnaire survey crosschecked the needs and expectations of employers in the local construction industry, regarding these nine soft skills and the extent to which students currently possess them, to determine whether students from the construction industry are Industry 4.0-ready. Qualitative interviews were also conducted with employers in the construction industry and PFM students to further understand the disparity between the survey results of the two parties. Findings: Gap analyses and t-test results found six significant divides in nine soft skills – resilience, curiosity, adaptability, entrepreneurial thinking, pursuing convictions and vision – showing a significant difference between the mean expectations of employers and the soft skills capabilities of graduate students. Future graduate students thus lack the soft skills needed by Industry 4.0. The reasons for this significant difference and the barriers to improving soft skills are explored through interviews with employers and future graduates. Three parties – government, educational institutions and industry – were identified as crucial partners in change. Originality/value: Little has been researched about the future strategies and mindsets required by the workforce to prepare for the changes brought by Industry 4.0. Likewise, the government’s and companies’ one-sided focus on promoting skill-upgrading leaves many to wonder about the soft skills needed to stay competitive. Hence, it is timely to examine the readiness of Singapore’s future graduates in the construction industry in adapting to Industry 4.0’s requirements in terms of soft skills. © 2019, Emerald Publishing Limited.","Construction industry; Employability; Industry 4.0; SERVQUAL model; Soft skills; USEM model of employability key","Bridges; Construction industry; Industry 4.0; Office buildings; Personnel; Students; Surveys; Design/methodology/approach; Educational institutions; Employability; Entrepreneurial thinking; Qualitative interviews; Servqual models; Soft skills; USEM model of employability key; Project management","","","","","","","Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: a European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Azim S., Gale A., Lawlor-Wright T., Kirkham R., Khan A., Alam M., The importance of soft skills in complex projects, International Journal of Managing Projects in Business, 3, 3, pp. 387-401, (2010); Barlow J., Ozaki R., Building mass customised housing through innovation in the production system: lessons from Japan, Environment and Planning A, 37, 1, pp. 9-20, (2005); Baur C., Wee D., Manufacturing’s next act, (2015); Briscoe G., Dainty A.R., Millett S., Construction supply chain partnerships: skills, knowledge and attitudinal requirements, European Journal of Purchasing & Supply Management, 7, 4, pp. 243-255, (2001); Carvalho M.M., Rabechini Junior R., Impact of risk management on project performance: the importance of soft skills, International Journal of Production Research, 53, 2, pp. 321-340, (2015); Christenson D., Walker D.H., Understanding the role of ‘vision’ in project success, Project Management Journal, 35, 3, pp. 39-52, (2004); Creswell J.W., Clark V.L.P., Designing and Conducting Mixed Methods Research, (2011); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education+Training, 49, 4, pp. 277-289, (2007); Dainty A.R.J., Cheng M.-I., Moore D.R., Redefining performance measures for construction project managers: an empirical evaluation, Construction Management & Economics, 21, 2, pp. 209-218, (2003); 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Forsythe P., Modelling customer perceived service quality in housing construction, Engineering, Construction and Architectural Management, 15, 5, pp. 485-496, (2008); Frey C.B., Osborne M.A., The future of employment: how susceptible are jobs to computerisation?, Technological Forecasting and Social Change, 114, pp. 254-280, (2017); Gates G., Bremicker M., Beyond the hype: Separating ambition from reality in Industry 4.0, KPMG International, (2017); Gann D.M., Wang Y., Hawkins R., Do regulations encourage innovation?-The case of energy efficiency in housing, Building Research & Information, 26, 5, pp. 280-296, (1998); Gao S., Low S.P., Nair K., Design for manufacturing and assembly (DfMA): a preliminary study of factors influencing its adoption in Singapore, Architectural Engineering and Design Management, 14, 6, pp. 440-456, (2018); Garvin D.A., What does ‘product quality’ really mean?, Sloan Management Review, 26, 1, pp. 25-42, (1984); Geissbauer R., Vedso J., Schrauf S., Industry 4.0: Building the Digital Enterprise, (2016); Goldenhar L.M., Williams L.J., Swanson N.G., Modelling relationships between job stressors and injury and near-miss outcomes for construction labourers, Work & Stress, 17, 3, pp. 218-240, (2003); Hermann M., Pentek T., Otto B., Design principles for industrie 4.0 scenarios system sciences (HICSS), 2016 49th Hawaii International Conference on System Sciences (HICSS), IEEE, pp. 3928-3937, (2016); Hillage J., Pollard E., Employability: developing a framework for policy analysis, (1998); Holloway I., Galvin K., Qualitative Research in Nursing and Healthcare, (2017); Ivankova N.V., Creswell J.W., Stick S.L., Using mixed-methods sequential explanatory design: from theory to practice, Field Methods, 18, 1, pp. 3-20, (2006); Knight P., Yorke M., Learning, Curriculum and Employability in Higher Education, (2004); Lasi H., Fettke P., Kemper H.-G., Feld T., Hoffmann M., Industry 4.0, Business & Information Systems Engineering, 6, 4, pp. 239-242, (2014); Lavender S., Management for the Construction Industry, (2014); 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Maeda J., Current research and development and approach to future automated construction in Japan, Construction Research Congress 2005: Broadening Perspectives, (2005); Manyika J., Chui M., Miremadi M., Bughin J., George K., Willmott P., Dewhurst M., A Future that Works: Automation, Employment, and Productivity, (2017); People and Technology in the Workplace, (1991); Higher education in the learning society: report of the National Committee of Inquiry into Higher Education, (1997); Niu Y., Lu W., Chen K., Huang G.G., Anumba C., Smart construction objects, Journal of Computing in Civil Engineering, 30, 4, (2015); Oesterreich T.D., Teuteberg F., Understanding the implications of digitisation and automation in the context of Industry 4.0: a triangulation approach and elements of a research agenda for the construction industry, Computers in Industry, 83, pp. 121-139, (2016); Parasuraman A., Zeithaml V.A., Berry L.L., A conceptual model of service quality and its implications for future research, Journal of Marketing, 49, 4, pp. 41-50, (1985); Perkins I., Skitmore M., Three-dimensional printing in the construction industry: a review, International Journal of Construction Management, 15, 1, pp. 1-9, (2015); Phua F.T.T., Does the built-environment industry attract risk-taking individuals?, Construction Management and Economics, 35, 4, pp. 207-217, (2017); Sabug B.J.R., Low S.P., Competitive and entry strategies for UK transnational contractors in the Singapore rail sector, International Journal of Construction Management, pp. 1-24, (2018); Schwab K., The Fourth Industrial Revolution, (2017); Symonds P.M., On the loss of reliability in ratings due to coarseness of the scale, Journal of Experimental Psychology, 7, 6, pp. 456-461, (1924); Taylor A., What employers look for: the skills debate and the fit with youth perceptions, Journal of Education and Work, 18, 2, pp. 201-218, (2005); Toor S.-U.-R., Ofori G., Leadership for future construction industry: agenda for authentic leadership, International Journal of Project Management, 26, 6, pp. 620-630, (2008); Weber R.P., Basic Content Analysis, (1990); Wilson S., Resilience, persistence and unshakeable optimism, British Journal of Healthcare Management, 19, 9, pp. 449-451, (2013); Winch G., Zephyrs of creative destruction: understanding the management of innovation in construction, Building Research & Information, 26, 5, pp. 268-279, (1998); Wu P., Wang J., Wang X., A critical review of the use of 3-D printing in the construction industry, Automation in Construction, 68, pp. 21-31, (2016); Yelon S.L., Ford J.K., Pursuing a multidimensional view of transfer, Performance Improvement Quarterly, 12, 3, pp. 58-78, (1999); Zuo J., Zhao X., Nguyen Q.B.M., Ma T., Gao S., Soft skills of construction project management professionals and project success factors: a structural equation model, Engineering, Construction and Architectural Management, 25, 3, pp. 425-442, (2018)","S. Gao; Faculty of Architecture, Building and Planning, University of Melbourne, Melbourne, Australia; email: shang.gao@unimelb.edu.au","","Emerald Group Holdings Ltd.","","","","","","09699988","","","","English","Eng. Constr. Archit. Manage.","Article","Final","","Scopus","2-s2.0-85076929420"
"Jain M.; Goel A.; Sinha S.; Dhir S.","Jain, Mahima (57209736149); Goel, Apoorva (57221112176); Sinha, Shuchi (56395914400); Dhir, Sanjay (56966376600)","57209736149; 57221112176; 56395914400; 56966376600","Employability implications of artificial intelligence in healthcare ecosystem: responding with readiness","2021","Foresight","23","1","","73","94","21","8","10.1108/FS-04-2020-0038","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098669425&doi=10.1108%2fFS-04-2020-0038&partnerID=40&md5=2d8893384a49309824cee64fc17096f4","Department of Management Studies (DMS), Indian Institute of Technology Delhi, New Delhi, India; Department of Management Studies (DoMS), Indian Institute of Technology Madras, Chennai, India","Jain M., Department of Management Studies (DMS), Indian Institute of Technology Delhi, New Delhi, India; Goel A., Department of Management Studies (DoMS), Indian Institute of Technology Madras, Chennai, India; Sinha S., Department of Management Studies (DMS), Indian Institute of Technology Delhi, New Delhi, India; Dhir S., Department of Management Studies (DMS), Indian Institute of Technology Delhi, New Delhi, India","Purpose: Intervention of artificial intelligence (AI) has brought up the issue of future job prospects in terms of the employability of the professionals and their readiness to harness the benefits of the AI. The purpose of this study is to recognize the implications of AI on employability by analyzing the issues in the health-care sector that if not addressed, can dampen the possibilities offered by AI intervention and its pervasiveness (Cornell University, INSEAD, and WIPO, 2019). Design/methodology/approach: To get an insight on these concerns, an approach of total interpretive structural modelling, cross impact matrix multiplication applied to classification and path analysis have been used to understand the role of the critical factors influencing employability in the health-care sector. Findings: This study primarily explores the driving-dependence power of the critical factors of the employability and displays hierarchical relationships. It also discusses measures which, if adopted, can enhance employability in the health-care sector with the intervention of AI. Research limitations/implications: Employability also has an impact on the productivity of the health-care service delivery which may provide a holistic opportunity to the management in health-care organizations to forecast the allocation and training of human resources and technological resources. Originality/value: The paper attempts to analyze AI intervention and other driving factors (operational changes, customized training intervention, openness to learning, attitude toward technology, job-related skills and AI knowledge) to analyze their impact on employability with the changing needs. It establishes the hierarchical relationship among the critical factors influencing employability in the health-care sector because of the intervention of AI. © 2020, Emerald Publishing Limited.","Artificial intelligence; Employability; Health care; MICMAC; Total interpretive structural modeling (TISM)","","","","","","Ministry of Human Resource Development, MHRD","The work presented in this paper was carried out as a part of Research Project (Proposal ID – 1452, 2019) financed by the Scheme for Promotion of Academic and Research Collaboration (SPARC), Ministry of Human Resource Development, Government of India Initiative.","Agarwal Y., Jain M., Sinha S., Dhir S., Delivering high‐tech, AI‐based health care at Apollo hospitals, Global Business and Organizational Excellence, 39, 2, pp. 20-30, (2020); Ajmera P., Jain V., Modeling the factors affecting the quality of life in diabetic patients in India using total interpretive structural modeling, Benchmarking: An International Journal, 26, 3, pp. 951-970, (2019); Arndt B.G., Beasley J.W., Watkinson M.D., Temte J.L., Tuan W.J., Sinsky C.A., Gilchrist V.J., Tethered to the EHR: primary care physician workload assessment using EHR event log data and time-motion observations, The Annals of Family Medicine, 15, 5, pp. 419-426, (2017); Bakhtin P., Saritas O., Chulok A., Kuzminov I., Timofeev A., Trend monitoring for linking science and strategy, Scientometrics, 111, 3, pp. 2059-2075, (2017); Baum S., Mitchell W.F., Using a multi-level framework to understand individual fortunes: an illustration for individual labour market outcomes, International Journal of Foresight and Innovation Policy, 7, 2-3, pp. 56-71, (2011); Billett S., Cain M., Le A., Augmenting higher education students’ work experiences: preferred purposes and processes, Studies in Higher Education, 43, 7, pp. 1279-1294, (2016); Brewe L., Enhancing Youth Employability: What? 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Guide to Core Work Skills, (2013); Burmaoglu S., Saritas O., Kidak L.B., Berber I.C., Evolution of connected health: a network perspective, Scientometrics, 112, 3, pp. 1419-1438, (2017); Calof J., Richards G., Smith J., Foresight, competitive intelligence and business analytics for developing and running better programmes, Deploying Foresight for Policy and Strategy Makers, pp. 161-180, (2016); Chow M., Herold D., Choo T., Chan K., Extending the technology acceptance model to explore the intention to use second life for enhancing healthcare education, Computers & Education, 59, 4, pp. 1136-1144, (2012); Clarke N., Job/work environment factors influencing training transfer within a human service agency: some indicative support for Baldwin and Ford’s transfer climate construct, International Journal of Training and Development, 6, 3, pp. 146-162, (2002); Connell J., Burgess J., Skill, training and workforce restructuring in Australia: an overview, International Journal of Employment Studies, 9, 1, (2001); 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Department of health & family welfare: draft of charters of patient rights, (2018); The topol review: preparing the healthcare workforce to deliver the digital future, (2019); Pannu A., Artificial intelligence and its application in different areas, Artificial Intelligence, 4, 10, pp. 79-84, (2015); Patel V.L., Shortliffe E.H., Stefanelli M., Szolovits P., Berthold M.R., Bellazzi R., Abu-Hanna A., The coming of age of artificial intelligence in medicine, Artificial Intelligence in Medicine, 46, 1, pp. 5-17, (2009); PaulHickokSinhaTiwariMohandasRay Y., Bidare P.M., Artificial intelligence in the healthcare industry in India, (2018); Pearson T., How to Replicate Watson Hardware and Systems Design for Your Own Use in Your Basement, (2011); Petropoulos G., The impact of artificial intelligence on employment, Journal of Workplace Behavioral Health, 21, 2, pp. 119-132, (2005); Prikshat V., Kumar S., Nankervis A., Work-readiness integrated competence model: conceptualisation and scale development, Education and Training, 61, 5, pp. 568-589, (2019); How AI is reshaping jobs in India, (2018); Qureshi M.O., Syed R.S., The impact of robotics on employment and motivation of employees in the service sector, with special reference to health care, Safety and Health at Work, 5, 4, pp. 198-202, (2014); Raban Y., Hauptman A., Foresight of cyber security threat drivers and affecting technologies, foresight, 20, 4, pp. 353-363, (2018); Rao D.P., AI and healthcare technology in India: opportunities, challenges, and emerging trends, Health Management Journal, 18, 3, pp. 236-238, (2018); Reddy S., Use of artificial intelligence in healthcare delivery, (2018); Ruyter A.D., Brown M., Burgess J., The fourth industrial revolution, Journal of International Affairs, 72, 1, pp. 37-50, (2019); Saritas O., Dranev Y., Chulok A., A dynamic and adaptive scenario approach for formulating science and technology policy, Foresight, 19, 5, pp. 473-490, (2017); Saxena J.P., Sushil Vrat P., Policy and strategy formulation: an application of flexible systems methodology, Global Institute of Flexible Systems Management, (2006); 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Wartman S.A., Combs C.D., Reimagining medical education in the age of AI, AMA Journal of Ethics, 21, 2, pp. 146-152, (2019); Monitoring the building blocks of health systems: a handbook of indicators and their measurement strategies, (2010); Cardiovascular diseases (CVDs), (2017); Wimmer H., Yoon V.Y., Sugumaran V., A multi-agent system to support evidence-based medicine and clinical decision making via data sharing and data privacy, Decision Support Systems, 88, pp. 51-66, (2016); WisskirchenBiacabeBormannMuntzNiehausSoler G., Von Brauchitsch B., Artificial intelligence and robotics and their impact on the workplace, (2017); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010); Delivering Quality Health Services: A Global Imperative for Universal Health Coverage, (2018); Yampolskiy R., Predicting future AI failures from historic examples, foresight, 21, 1, pp. 138-152, (2019); Yu K.H., Beam A.L., Kohane I.S., Artificial intelligence in healthcare, Nature Biomedical Engineering, 2, 10, pp. 719-731, (2018)","M. Jain; Department of Management Studies (DMS), Indian Institute of Technology Delhi, New Delhi, India; email: mj.dmsiitd@gmail.com","","Emerald Group Holdings Ltd.","","","","","","14636689","","","","English","Foresight","Article","Final","","Scopus","2-s2.0-85098669425"
"Laddha M.D.; Lokare V.T.; Kiwelekar A.W.; Netak L.D.","Laddha, Manjushree D. (57208084314); Lokare, Varsha T. (57044668300); Kiwelekar, Arvind W. (8268122100); Netak, Laxman D. (14036006600)","57208084314; 57044668300; 8268122100; 14036006600","Performance analysis of the impact of technical skills on employability","2021","International Journal of Performability Engineering","17","4","","371","378","7","13","10.23940/ijpe.21.04.p5.371378","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105081248&doi=10.23940%2fijpe.21.04.p5.371378&partnerID=40&md5=5b523be4d421b306194e0a3cb7008e5c","Dr. Babasaheb Ambedkar Technological University, Lonere, 402103, India; Rajarambapu Institute of Technology, Uran Islampur, 415414, India","Laddha M.D., Dr. Babasaheb Ambedkar Technological University, Lonere, 402103, India; Lokare V.T., Rajarambapu Institute of Technology, Uran Islampur, 415414, India; Kiwelekar A.W., Dr. Babasaheb Ambedkar Technological University, Lonere, 402103, India; Netak L.D., Dr. Babasaheb Ambedkar Technological University, Lonere, 402103, India","The competency to predict student success in a course or program generates opportunities to enhance educational outcomes to improve graduate employment. With effective performance prediction techniques, teachers can appropriate resources and instruction more precisely. Research in this area aspires to recognize features that can be used to make predictions with the help of machine learning techniques that can refine predictions and quantify aspects of student performance on employability. Moreover, research in predicting student performance on employability strives to discover interrelated features and to connect the underlying reasons why definite features work better than others. This study is to build the Technical Skills Based Employability Prediction Model (TSBEPM) using machine learning techniques. The technical skills are the scores of the students in various programming courses. The experimental work is based on the predictions obtained by various machine learning classifiers, namely Support Vector Machine, Naive Bayes, Logistic Regression, Decision Tree, Random Forest, AdaBoost, and Artificial Neural Network. To confirm all models used, the experiments were carried out using real data collected from the graduate students at the University. With the help of performance measuring parameters, different models are formulated to be used for predicting whether a student is placed or not. Random Forest gives a maximum accuracy of 70% and F1-Score of 0.85. The model is formulated to be used for predicting whether a student is placed or not. © 2021 Totem Publisher, Inc. All rights reserved.","Classification model; Machine learning techniques; Performance; Technical skills","","","","","","","","Hellas A., Ihantola P., Petersen A., Ajanovski V.V., Gutica M., Hynninen T., Knutas A., Leinonen J., Messom C., Liao S.N., Predicting academic performance: a systematic literature review, Proceedings of the companion of the 23rd annual ACM conference on Innovation And Technology In Computer Science Education, pp. 175-199, (2018); Lokare V.T., Netak L.D., Concentration level prediction system for the students based on physiological measures using the EEG device, International Conference on Intelligent Human Computer Interaction, pp. 24-33, (2020); Sapaat M.A., Mustapha A., Ahmad J., Chamili K., Muhamad R., A classification-based graduates employability model for tracer study by MOHE, Proceedings of the International Conference on Digital Information Processing and Communications, pp. 277-287, (2011); Daud A., Aljohani N.R., Abbasi R.A., Lytras M.D., Abbas F., Alowibdi J.S., Predicting student performance using advanced learning analytics, Proceedings of the 26th international conference on world wide web companion, pp. 415-421, (2017); Jeevalatha T., Ananthi N., Kumar D.S., Performance analysis of under-graduate students placement selection using decision tree algorithms, International Journal of Computer Applications, 108, 15, (2014); Mavani U., Lobo V.B., Pednekar A., Pereira N.C., Mishra R., Ansari N., Naive bayes classification on student placement data: A comparative study of data mining tools, Information and Communication Technology for Sustainable Development, Advances in Intelligent Systems and Computing, 933, pp. 363-372, (2020); Vazquez-Ingelmo A., Garcia-Penalvo F.J., Theron R., Domain engineering for generating dashboards to analyze employment and employability in the academic context, Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality, pp. 896-901, (2018); Boahin P., Hofman A., A disciplinary perspective of competency-based training on the acquisition of employability skills, Journal of Vocational Education and Training, 65, 3, pp. 385-401, (2013); Ashok M., Apoorva A., Data mining approach for predicting student and institution’s placement percentage, Proceedings of the IEEE International Conference on Computation System and Information Technology for Sustainable Solutions (CSITSS), pp. 336-340, (2016); Xiaochen D., Xue H., Decision-Tree Classifier in Master Data Management System, Proceedings of the International Conference on Business Management and Electronic Information, IEEE, 3, pp. 756-759, (2011); Thakar P., Mehta A., Role of Secondary Attributes to Boost the Prediction Accuracy of Students Employability Via Data Mining, (2017); Casuat C.D., Festijo E.D., Predicting students’ employability using machine learning approach, Proceedings of the IEEE 6th International Conference on Engineering Technologies and Applied Sciences (ICETAS), pp. 1-5, (2019); Umadevi S., Marseline K.J., A survey on data mining classification algorithms, Proceedings of the IEEE International Conference on Signal Processing and Communication (ICSPC), pp. 264-268, (2017); Adewole P., Okewu E., Artificial neural network-based learning analytics technique for employability and self-sustenance, (2018); An T.K, Kim M.H., A new diverse AdaBoost classifier, Proceedings of the IEEE International conference on artificial intelligence and computational intelligence, 1, pp. 359-363, (2010); Maalouf M., Logistic regression in data analysis: an overview, International Journal of Data Analysis Techniques and Strategies, 3, 3, pp. 281-299, (2011)","M.D. Laddha; Dr. Babasaheb Ambedkar Technological University, Lonere, 402103, India; email: mdladdha@dbatu.ac.in","","Totem Publishers Ltd","","","","","","09731318","","","","English","Int. J. Perform. Eng.","Article","Final","","Scopus","2-s2.0-85105081248"
"Celarta C.B.; Esponilla F.D., II","Celarta, Cristina B. (57222431001); Esponilla, Francisco D. (57211342954)","57222431001; 57211342954","Industrial education competencies: Valuing students stakeholder’s role in the academe","2021","Cypriot Journal of Educational Sciences","16","1","","46","56","10","5","10.18844/cjes.v16i1.5507","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102700564&doi=10.18844%2fcjes.v16i1.5507&partnerID=40&md5=c4e073de4b198bf24c557d9efa2f297a","Technological University of the Philippines, College of Industrial Education, Ermita, Manila, 1000, Philippines","Celarta C.B., Technological University of the Philippines, College of Industrial Education, Ermita, Manila, 1000, Philippines; Esponilla F.D., II, Technological University of the Philippines, College of Industrial Education, Ermita, Manila, 1000, Philippines","Over the years, the Technological University of the Philippines sustains the rank as a highly performing State University in the Philippines in terms of the employability of the graduate students. This qualitative research aimed to explore the relevance of competencies of the graduates of Industrial Education from the school year 2013 to 2017. Convenience sampling techniques were employed in the selection of the respondents. A validated survey questionnaire was utilised to investigate the necessary educational competencies and their relevance to the current labour market. The gathered data were treated statistically using frequency counts, percentage, mean and ranking. Results revealed the relevance of the educational competencies to the current industrial curricula and the importance of academic–industry stakeholders. Hence, the results of the study can be utilised as a basis for the enhancement of collaboration among the academic-industry stakeholders and curriculum development in the aspect of the knowledge-based and competency-based academic performance for productivity. ©2021 Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. All rights reserved.","Academic–industry stakeholders; Collaboration; Curriculum development; Educational competency; Industry competency","","","","","","","","Alvarez M., Employment trend of graduates of bachelor of science in business administration major in marketing of the college of business, accountancy and public administration, Isabela State University, Journal of Critical Reviews, 7, 11, pp. 313-317, (2020); Badiru E., Wahome M., Conducting graduate tracer studies for quality assurance in East African Universities: A focus on graduate students voices on quality culture, Journal of Education and Practice, 7, 6, pp. 174-181, (2016); Cuadra L. J., Aure M. R. K., Gonzaga G. L., The use of tracer study in improving undergraduate programs in the university, Asia Pacific Higher Education Research Journal (APHERJ), 6, 1, pp. 13-25, (2019); Darling-Hammond L., Hyler M., Gardner M., Effective teacher professional development, (2017); Davey T., Baaken T., Galan-Muros V., Meerman A., The State of European University Business Cooperation. Part of the DG Education and Culture Study on the cooperation between higher education institutions and public and private organisations in Europe, (2011); Durden G. R., Yang G., Higher vocational education in China, Journal of European Industrial Training, 30, 8, pp. 622-638, (2006); Etzkowitz H., Viale R., Polyvalent knowledge and the entrepreneurial university: a third academic revolution?, Critical Sociology, 36, 4, pp. 595-609, (2010); Gardner P. L., Fong A. Y., Huang R. L., Measuring the impact of knowledge transfer from public research organisations: a comparison of metrics used around the world, International Journal of Learning and Intellectual Capital, 7, 3, pp. 318-327, (2010); Gines A. C., Tracer study of PNU graduates, American International Journal of Contemporary Research, 4, 3, pp. 81-98, (2014); Guerrero M., Urbano D., Cunningham J., Organ D., Entrepreneurial universities in two European regions: a case study comparison, The Journal of Technology Transfer, (2012); Gupta O., Ross G., Mergers and acquisitions through an intellectual capital perspective, Journal of Intellectual Capital, 2, 3, pp. 297-309, (2001); Hargreaves A., Fullan M., Professional capital: transforming teaching in every school, (2012); Harrison J. S., Freeman R. E., Sa de Abreu M. C., Stakeholder theory as an ethical approach to effective management: applying the theory to multiple contexts, Revista Brasileira de Gestao de Negocios, 17, 55, pp. 858-869, (2015); Hendawi M., Nosair M. R., Students’ technological awareness at the College of Education, Cypriot Journal of Educational Sciences, 15, 4, pp. 749-765, (2020); Hillebrand B., Biemans W. G., The relationship between internal and external cooperation, Journal of Business Research, 56, 9, pp. 735-743, (2003); Karunathilake K. K. A., Bandara W. M. C., Damayanthi P. G. R., Venura K., Malkanthi A. A. P., Vocedplus: NCVER’s International Tertiary Education Research Database, (2010); Male S., Generic engineering competencies: a review and modelling approach, Education Research and Perspectives, 37, 1, pp. 25-51, (2010); Marhl M., Pausits A., Third mission indicators for new ranking methodologies, Evaluation in Higher Education, 5, 1, pp. 43-64, (2011); Mcgowan P., Cooper S., Durkin M., O'Kane C., The influence of social and human capital in developing young women as entrepreneurial business leaders, Journal of Small Business Management, 53, 3, pp. 645-661, (2015); Meerza A., Beauchamp G., Factors influencing undergraduates’ attitudes towards ICT: An empirical study in Kheis, Turkish Online Journal of Educational Technology, 16, 2, pp. 35-42, (2017); Miller T. L., Wesley C. L., Williams D. E., Educating the minds of caring hearts: Comparing the views of practitioners and educators on the importance of social entrepreneurship competencies, Academy of Management Learning & Education, 11, 3, pp. 349-370, (2012); Morris M. H., Webb J. W., Fu J., Singhal S., A competency‐based perspective on entrepreneurship education: conceptual and empirical insights, Journal of Small Business Management, 51, 3, pp. 352-369, (2013); Philpott K., Dooley L., O'Reilly C., Lupton G., The entrepreneurial university: Examining the underlying academic tensions, Technovation, 31, 4, pp. 161-170, (2011); Perkmann M., Tartari V., McKelvey M., Autio E., Brostrom A., D'Este P., Sobrero M., Academic engagement and commercialisation: a review of the literature on university–industry relations, Research Policy, 42, 2, pp. 423-442, (2013); Pinheiro R., Langa P. V., Pausits A., One and two equals three?: The third mission of higher education institutions, European Journal of High Education, 5, 3, pp. 233-249, (2015); Pinheiro R., Wangenge-Ouma G., Balbachevsky E., Cai Y., The role of higher education in society and the changing institutionalized features in higher education, The Palgrave International Handbook of Higher Education Policy and Governance, pp. 225-242, (2015); Ramirez T. L., Cruz L. T., Alcantara N. V., Tracer study of RTU graduates: an analysis, Researchers World: International Refereed Social Sciences Journal, 5, 1, pp. 66-76, (2014); Sanchez F., Soler A., Martin C., Lopez D., Ageno A., Cabre J., Gibert K., Competency maps: an effective model to integrate professional competencies across a STEM curriculum, Journal of Science Education and Technology, 27, 5, pp. 448-468, (2018); Seppo M., Lilles A., Indicators measuring university-industry cooperation, Discussions on Estonian Economic Policy, 20, 1, (2012); Schomburg H., The professional success of higher education graduates, European Journal of Education, 42, 1, pp. 35-57, (2007); Schomburg H., Handbook for graduate tracer studies: centre for research on higher education and work, (2003); Strijbos J., Engels N., Struyven K., Criteria and standards of generic competences at bachelor degree level: a review study, Educational Research Review, 14, pp. 18-32, (2015); Tantalo C., Priem R. L., Value creation through stakeholder synergy, Strategic Management Journal, 37, 2, pp. 1-16, (2014); Velde C. R., The changing context of business education, International perspectives on competence in the workplace: research, policy and practice, (2001); Verma C., Dahiya S., Gender difference towards information and communication technology awareness in Indian universities, Springer Plus, 5, 370, pp. 2-7, (2016); Vykydal D., Folta M., Nenadal J., A study of quality assessment in higher education within the context of sustainable development: a case study from Czech Republic, Sustainability, 12, 4769, pp. 1-22, (2020); Woya A. A., Employability among statistics graduates: Graduates’ attributes, competence, and quality of education, Education Research International, 2019, pp. 1-7, (2019); Young J., Chapman E., Generic competency frameworks: a brief historical overview, Education Research and Perspectives, 37, 1, pp. 1-24, (2010)","F.D. Esponilla; Technological University of the Philippines, Faculty College of Industrial Education, Ermita, Manila, 1000, Philippines; email: francisco_esponilla@tup.edu.ph","","Birlesik Dunya Yenilik Arastirma ve Yayıncilik Merkezi","","","","","","13059076","","","","English","Cypriot J. Edu. Sci.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85102700564"
"Jackson D.; Bridgstock R.","Jackson, Denise (37053893700); Bridgstock, Ruth (6508046104)","37053893700; 6508046104","What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work","2021","Higher Education","81","4","","723","739","16","102","10.1007/s10734-020-00570-x","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086386861&doi=10.1007%2fs10734-020-00570-x&partnerID=40&md5=1e872e7d271a11595f57ed8581ab3c5c","School of Business and Law, Edith Cowan University, 270 Joondalup Drive, Joondalup, 6027, WA, Australia; Centre for Learning Futures, Griffith University, Brisbane, Australia","Jackson D., School of Business and Law, Edith Cowan University, 270 Joondalup Drive, Joondalup, 6027, WA, Australia; Bridgstock R., Centre for Learning Futures, Griffith University, Brisbane, Australia","The focus on short-term graduate employment metrics has catalysed the employability agenda as a strategic directive in universities. A raft of embedded, co-curricular, and extra-curricular activities has emerged for developing employability. Their relative value lacks empirical exploration. This study explored graduates’ self-reported participation in, and their perspectives on the value of, a range of embedded, extra-curricular, and co-curricular learning activities, as well as paid work, for employability. Survey data were gathered (N = 510) from Business and Creative Industries graduates from three Australian universities about the perceived value of activities for skill development, gaining relevant experience, networking, and creating employment opportunities. The activities were considered more useful for gaining experience and skills than for broadening networks and improving career outcomes. Embedded and extra-curricular internships, as well as extra-curricular activities, were believed to be important for enhancing employability. Internships organised as an extra-curricular activity rated better than those delivered as work-integrated learning. Implications for stakeholders responsible for curricular and co-curricular design are discussed. © 2020, Springer Nature B.V.","Employability; Experiential learning; Extra-curricular activities; Skills development; Work-integrated learning","","","","","","Graduate Careers Australia","This work was financially supported by Graduate Careers Australia. 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Bridgstock R., Cunningham S., Creative labour and graduate outcomes: implications for higher education and cultural policy, International Journal of Cultural Policy, 22, 1, pp. 10-26, (2016); Bridgstock R., Tippett N., Higher education and the future of graduate employability: a connectedness learning approach, (2019); Brooks R., Youngson P., Undergraduate work placements: an analysis of the effects on career progression, Studies in Higher Education, 41, 9, pp. 1563-1578, (2016); Burke C., Scurry T., Blenkinsopp J., Graley K., Critical perspectives on graduate employability, Graduate employability in context, pp. 87-107, (2017); Clark G., Marsden R., Whyatt J., Thompson L., Walker M., ‘It’s everything else you do…’: alumni views on extracurricular activities and employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2017); 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Fugate M., Kinicki A., Ashforth B., Employability: a psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); George D., Mallery M., SPSS for windows step by step: a simple guide and reference, (2010); Gibson D., Role models in career development: new directions for theory and Research, Journal of Vocational Behavior, 65, 1, pp. 134-156, (2004); 2017 State of telecommuting in the US employee workforce, (2017); Goldfinch J., Hughes M., Skills, learning styles and success of first-year undergraduates, Active Learning in Higher Education, 8, 3, pp. 259-273, (2007); Gracia L., Accounting students’ expectations and transition experiences of supervised work experience, Accounting Education, 19, 1-2, pp. 51-64, (2010); Green J., Carbone A., Rayner G., Employability pursuits beyond the formal curriculum: extra and co-curricular activities, Education for employability (Volume 1), pp. 165-176, (2019); Grewal R., Cote J.A., Baumgartner H., Multicollinearity and measurement error in structural equation models: Implications for theory testing, Marketing science, 23, 4, pp. 519-529, (2004); Gribble C., Employment, work placements and work integrated learning of international students in Australia, (2014); Guilbert L., Bernaud J., Gouvernet B., Rossier J., Employability: review and research prospects, International Journal for Educational and Vocational Guidance, 16, 1, pp. 69-89, (2016); Harrell F., Regression modelling strategies, (2001); Fulfilling the American dream: liberal education and the future of work, (2018); Holmes L., Competing perspectives on graduate employability: possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Hordosy R., Clark T., Beyond the compulsory: a critical exploration of the experiences of extracurricular activity and employability in a northern red brick university, Research in Post-Compulsory Education, 23, 3, pp. 414-435, (2018); Hordosy R., Clark T., Vickers D., Lower income students and the ‘double deficit’ of part-time work: undergraduate experiences of finance, studying and employability, Journal of Education and Work, 31, 4, pp. 353-365, (2018); Horverak J., Sandal G., Bye H., Pallesen S., Managers’ selection preferences: the role of prejudice and multicultural personality traits in the assessment of native and immigrant job candidates, European Review of Applied Psychology, 63, 5, pp. 267-275, (2013); Irwin A., Nordmann E., Simms K., Stakeholder perception of student employability: does the duration, type and location of work experience matter?, Higher Education, 78, 5, pp. 761-781, (2019); Jackson D., Employability skill development in work-integrated learning: barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Applying academic selection criterion to work-integrated learning programmes: risk management or perpetuating inequality?, Teaching in Higher Education, 25, 1, pp. 98-115, (2018); Jackson D., Preparedness for the world-of work: gauging the workplace relevance of Australian undergraduate programs and the influence of work-integrated learning, Journal of College Student Development, 60, 2, pp. 219-239, (2019); Jackson D., Bridgstock R., Evidencing student success and graduate employability in the contemporary world-of-work: renewing our thinking, Higher Education Research and Development, 37, 5, pp. 984-998, (2018); Jackson D., Collings D., The influence of work-integrated learning and paid work during studies on employment and underemployment outcomes among graduates, Higher Education, 76, 3, pp. 403-425, (2018); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research and Development, 36, 4, pp. 747-762, (2017); Jackson D., Rowbottom D., Ferns S., Mclaren D., Employer understanding of work-integrated learning and the challenges of engaging in WIL opportunities, Studies in Continuing Education, 39, 1, pp. 35-51, (2016); Kay J., Ferns S., Russell L., Smith J., Expanding WIL possibilities: enhancing student employability through innovative WIL models, (2018); Kinash S., Crane L., Judd M., Knight C., Discrepant stakeholder perspectives on graduate employability strategies, Higher Education Research and Development, 35, 5, pp. 951-967, (2016); McHugh P., The impact of compensation, supervision and work design on internship efficacy: implications for educators, employers and prospective interns, Journal of Education and Work, 30, 4, pp. 367-382, (2017); Moore K., Ferns S., Peach D., Australian Collaborative Education Network student scholarship for work-integrated learning, Asia-Pacific Journal of Cooperative Education, 16, 4, pp. 241-254, (2015); Muldoon R., Recognizing the enhancement of graduate attributes and employability through part-time work while at university, Active Learning in Higher Education, 10, 3, pp. 237-252, (2009); Job outlook 2019, (2018); Nghia T., Duyen N., Developing and validating a scale for evaluating internship-related learning outcomes, Higher Education, 77, 1, pp. 1-18, (2019); Oliver B., Graduate attributes as a focus for institution-wide curriculum renewal: innovations and challenges, Higher Education Research and Development, 32, 3, pp. 450-463, (2013); Podsakoff P., MacKenzie S., Lee J., Podsakoff N., Common method biases in behavioral research, Journal of Applied Psychology, 88, 5, pp. 879-903, (2003); Purcell K., Elias P., Atfield G., Behle H., Ellison R., Luchinskaya D., Tzanakou C., Futuretrack 4: transitions into employment, further study and other outcomes, (2012); Roulin N., Bangerter A., Students’ use of extra-curricular activities for positional advantage in competitive job markets, Journal of Education and Work, 26, 1, pp. 21-47, (2013); Silva P., Lopes B., Costa M., Melo A., Dias G., Brito E., Seabra D., The million-dollar question: can internships boost employment?, Studies in Higher Education, 43, 1, pp. 2-21, (2018); Smith C., Evaluating the quality of work-integrated learning curricula: a comprehensive framework, Higher Education Research and Development, 31, 2, pp. 247-262, (2012); Smith M., Bell K., Bennett D., McAlpine A., Employability in a global context: evolving policy and practice in employability, work-integrated learning, and career development learning, (2018); Thompson L., Clark J., Walker G., Whyatt J., ‘It’s just like an extra string to your bow’: exploring higher education students’ perceptions and experiences of extracurricular activity and employability, Active Learning in Higher Education, 14, 2, pp. 135-147, (2013); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Work-integrated learning in universities, (2019); Universities Australia B.C.A., ACCI A., National strategy on work-integrated learning in university education, (2015); Williams S., Dodd L., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Wilton N., The impact of work placements on skill development and career outcomes for business and management graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012)","D. Jackson; School of Business and Law, Edith Cowan University, Joondalup, 270 Joondalup Drive, 6027, Australia; email: d.jackson@ecu.edu.au","","Springer Science and Business Media B.V.","","","","","","00181560","","","","English","High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85086386861"
"McQuillan N.; Wightman C.; Moore C.; McMahon-Beattie U.; Farley H.","McQuillan, Nikki (57216871873); Wightman, Christine (57216880126); Moore, Cathy (57216878660); McMahon-Beattie, Una (8689566300); Farley, Heather (9838979600)","57216871873; 57216880126; 57216878660; 8689566300; 9838979600","Developing resilient graduates to be future workplace leaders","2021","Higher Education, Skills and Work-based Learning","11","1","","214","227","13","9","10.1108/HESWBL-11-2019-0162","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085118465&doi=10.1108%2fHESWBL-11-2019-0162&partnerID=40&md5=8a6e14e2ce7d0641e12920e642a6eb9a","Ulster University Business School, Belfast, United Kingdom","McQuillan N., Ulster University Business School, Belfast, United Kingdom; Wightman C., Ulster University Business School, Belfast, United Kingdom; Moore C., Ulster University Business School, Belfast, United Kingdom; McMahon-Beattie U., Ulster University Business School, Belfast, United Kingdom; Farley H., Ulster University Business School, Belfast, United Kingdom","Purpose: Vocational higher education and skills are recognised as key factors in shaping an economy to adapt to fast-emerging business models that disrupt workplace behaviours. Employers require graduates to be “work-ready”, emphasising the need to demonstrate resilience, as a critical desired behaviour (CBI, 2019). This case study shares the integrated curriculum design, co-creation and operationalisation of “Graduate Transitions” workshops that were piloted in a compulsory final-year module across a number of programmes in a higher education institutions’ business faculty to enhance graduates “work readiness”. Design/methodology/approach: The collaboration and leadership thinking of industry professionals, academics and career consultants designed and co-created a workshop that enhances transitioning student resilience and prepares them for their future of work. Action research gathered data using a mixed-methods approach to evaluate student and stakeholder feedback. Findings: Evidence indicates that the workshops actively embed practical coping strategies for resilience and mindful leaders in transitioning graduates. It assures employers that employability and professional practice competencies are experienced by transitioning graduates entering the future workplace. Research limitations/implications: Limitations to this research are clearly in the methodology and concentrating on the co-creation of an innovative curriculum design project instead of the tools to accurately evaluate the impact in a systematic manner. There was also limited time and resource to design a more sophisticated platform to collect data and analyse it with the imperative academic rigour required. Emphasis on piloting and operationalisation of the intervention, due to time and resource restrictions, also challenged the methodological design. Practical implications: The positive feedback from these workshops facilitated integration into the curriculum at an institution-wide level. This paper shares with the academic community of practice, the pedagogy and active learning design that could be customised within their own institution as an intervention to positively influence the new metrics underpinning graduate outcomes. Originality/value: This pioneering curriculum design ensures that employability and professional practice competencies are experienced by graduates transitioning to the workplace. © 2020, Emerald Publishing Limited.","Future leaders; Graduate resilience; Graduate transition","","","","","","","","Arvanitakis J., Hornsby D., Universities, the Citizen Scholar and the Future of Higher Education, (2016); Barnett R., Coate K., Engaging the Curriculum in Higher Education, (2005); Bowden J., Marton F., What Are Universities for?, (1998); Education and learning for the modern world: CBI/Pearson Education and Skills Survey report 2019, (2019); Claxton G., Building Learning Power: Helping Young People Become Better Learners, (2002); Cooper C., Flint-Taylor J., Pearn M., Building Resilience for Success: A Resource for Managers and Organizations, (2013); Cornbleth C., Curriculum in Context, (1990); Crockett R., The critical 21st century skills every student needs and why, (2015); Denscombe M., Communities of practice: a research paradigm for the mixed methods approach, Journal of Mixed Methods Research, 2, 3, pp. 270-283, (2008); Denscombe M., The Good Research Guide, (2014); Duckworth A., Grit: The Power of Passion and Perseverance, (2016); Dweck C.S., Mindset: How You Can Fulfil Your Potential, (2012); Dweck C.S., Walton G.M., Cohen G.L., Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning, (2014); Fraser S.P., Bosanquet A.M., The curriculum? That's just a unit outline, isn't it?, Studies in Higher Education, 31, 3, pp. 269-284, (2006); Grundy S., Curriculum: Product or Praxis?, (1987); Habermas J., Knowledge and Human Interests, (1972); Kemmis S., Fitzclarence L., Curriculum Theorising: Beyond Reproduction theory, (1986); Langer E., A call for mindful leadership, Harvard Business Review, 28, (2010); Magowan H., Work to Learn: the future of work is learning, (2018); Marturano J., Finding the Space to Lead: A Practical Guide to Mindful Leadership, (2014); McIntosh E., Shaw J., Student resilience: exploring the positive case for resilience, (2017); McIntosh P., Action Research and Reflective Practice: Creative and Visual Methods to Facilitate Reflection and Learning, (2010); McTaggart R., Garbutcheon-Singh M., New directions in action research, Curriculum Perspectives, 6, 2, pp. 42-46, (1986); Investing in a resilient generation, (2018); Molden D.C., Dweck C.S., Finding meaning in psychology: a lay theories approach to self-regulation, social perception, and social development, American Psychologist, 61, 3, (2006); Norton L.S., Action Research in Teaching and Learning: A Practical Guide to Conducting Pedagogical Research in Universities, (2009); Sources of resilience and their moderating relationships with harms from adverse childhood experiences, (2018); Robertson I.T., Cooper C.L., Sarkar M., Curran T., Resilience training in the workplace from 2003 to 2014: a systematic review, Journal of Occupational and Organizational Psychology, 88, 3, pp. 533-562, (2015); Robson C., How to Do a Research Project: A Guide for Undergraduate Students, pp. 153-163, (2014); Seligman M., Learned Optimism: How to Change Your Mind and Your Life, (2006); Sharples M., Rock R., Ferguson R., Gaved M., Herodotou C., Koh E., Kukulska-Hulme A., Looi C.-K., McAndrews P., Rienties B., Weller M., Wong L.H., Innovative Pedagogy, (2016); Skidmore C., A STEP Further for Students, (2019); Stallman H.M., Embedding resilience within the tertiary curriculum: a feasibility study, Journal of Higher Education and Development, 30, 2, pp. 121-133, (2011); Stark J., Lattuca L., Shaping the College Curriculum, (1997); Student Resilience: The Unite Students Insight Report 2016, (2016); O'Neill G., Donnelly R., Fitzmaurice M., Supporting programme teams to develop sequencing in higher education curricula, International Journal for Academic Development, 19, 4, pp. 268-280, (2014); Smith D.L., Lovat T.J., Curriculum: action on reflection revisited, Wentworth Falls, (1990)","N. McQuillan; Ulster University Business School, Belfast, United Kingdom; email: n.mcquillan@ulster.ac.uk","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85085118465"
"López-Íñiguez G.; Bennett D.","López-Íñiguez, Guadalupe (55787046700); Bennett, Dawn (55574191781)","55787046700; 55574191781","Broadening student musicians’ career horizons: The importance of being and becoming a learner in higher education","2021","International Journal of Music Education","39","2","","134","150","16","18","10.1177/0255761421989111","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100006871&doi=10.1177%2f0255761421989111&partnerID=40&md5=800518f203bd6ce7583c377fdcd2ff54","Sibelius Academy, University of the Arts Helsinki, Finland; School of Education, Curtin University, Australia","López-Íñiguez G., Sibelius Academy, University of the Arts Helsinki, Finland; Bennett D., School of Education, Curtin University, Australia","Research in higher music education acknowledges a persistent divide between performance studies and the realities of musicians’ work. Alongside this is global pressure for curriculum that is more supportive of students’ metacognitive engagement, experiential learning and career preparation. However, scholars assert that the provision of these curricular elements is insufficient unless students recognise their value and engage in them at a deep level; this is because career-long employability in precarious industries such as music is underpinned by strategic, lifelong and self-regulated learning. The study reported here featured a scaffolded employability intervention located within the existing curriculum and trialled with seven student musicians at a European institution. The study had three aims: to understand the students’ career-related thinking and confidence; to determine whether such an intervention might be scalable; and to gauge the intervention’s potential efficacy in helping students to become conscious of their learner identity. Results indicate that many student musicians are aware of the need to extend their essential professional capabilities but unaware of how to address these deficits. Participants realised that ‘learning how to learn’ would help them achieve personal and professional goals. The findings suggest that similar in-curricular interventions are achievable at scale. Furthermore, they have the potential to foster a more holistic vision of performance education and practice such that aspiring musicians might graduate as both skilled professionals and agentic learners. © The Author(s) 2021.","Career development learning (CDL); employability; growth mind-set; higher music education; identity construction; learner identity; metacognition; self-regulation","","","","","","Center for Educational Research and Academic Development in the Arts; Suomen Akatemia; Taideyliopisto, UNIARTS","This research was undertaken as part of the Transforming Musicianship: Developing Musicians’ Learner Identity Through Multidisciplinary Pedagogy project (no. 315378) funded by the Academy of Finland, and supported by the Center for Educational Research and Academic Development in the Arts (CERADA) at the University of the Arts Helsinki. ","Bandura A., Perceived self-efficacy in cognitive development and functioning, Educational Psychologist, 28, 2, pp. 117-148, (1993); Barron B., Interest and self-sustained learning as catalysts of development: A learning ecology perspective, Human Development, 49, 4, pp. 193-224, (2006); Becue-Bertaut M., Minería de textos: Aplicación a preguntas en encuestas (Text mining. Application to survey questions), (2010); Bennett D., The TILE approach: Making the link between future selves and learning, (2012); Bennett D., Embedding employABILITY thinking across higher education, (2019); Bennett D., Bridgstock R., The urgent need for career preview: Student expectations and graduate realities in music and dance, International Journal of Music Education, 33, 3, pp. 263-277, (2015); Bennett D., Male S.A., A student-staff community of practice within an inter-university final-year project, Implementing communities of practice in higher education, pp. 325-346, (2017); Brown J.E., Reflective practice: A tool for measuring the development of generic skills in the training of professional musicians, International Journal of Music Education, 27, 4, pp. 372-382, (2009); Burland K., Pitts S., Becoming a music student investigating the skills and attitudes of students beginning a music degree, Arts and Humanities in Higher Education, 6, 3, pp. 289-308, (2007); Calissendorf M., Hanneson H.F., Educating orchestral musicians, British Journal of Music Education, 34, 2, pp. 217-223, (2017); Caruana V., Ploner J., Internationalisation and equality and diversity in higher education: Merging identities, (2010); Coll C., El sentido del aprendizaje hoy: un reto para la innovación educativa, Aula de Innovación Educativa, 232, pp. 12-17, (2014); Coll C., Falsafi L., Learner identity. An educational and analytical tool, Revista de Educación, 353, pp. 211-233, (2010); Creech A., Papageorgi I., Duffy C., Morton F., Haddon E., Potter J., de Bezenac C., Whyton T., Himonides E., Welch G., From music student to professional: The process of transition, British Journal of Music Education, 25, 3, pp. 315-331, (2008); Creswell J.W., Qualitative inquiry & research design: Choosing among five approaches, (2007); Creswell J.W., Plano Clark V.L., Gutmann M., Hanson W., Advanced mixed methods research designs, Handbook of mixed methods in social and behavioral research, pp. 209-240, (2003); Czikszentmihalyi M., Developing creativity, Developing creativity in higher education, (2007); Dobson M.C., Insecurity, professional sociability, and alcohol: Young freelance musicians’ perspectives on work and life in the music profession, Psychology of Music, 39, 2, pp. 240-260, (2010); Dweck C.S., Mindset: The new psychology of success, (2006); Falsafi L., Learner identity: A sociocultural approach to how people recognize and construct themselves as learners (Doctoral Dissertation, University of Barcelona), (2011); Falsafi L., Coll C., Influencia educativa y actos de reconocimiento. La identidad de aprendiz, una herramienta para atribuir sentido al aprendizaje, Papeles De Trabajo Sobre Cultura, Educación Y Desarrollo Humano (Educational influence and acts of recognition. Learner identity, a tool to attribute learning meaning), 11, 2, (2015); Gill R., Cool, creative and egalitarian? Exploring gender in project-based new media work in Europe, Information, Communication and Society, 5, 1, pp. 70-89, (2002); Ha J., The careers of three experienced string teachers: Some observations, International Journal of Music Education, 35, 4, pp. 601-620, (2017); Hodkinson P., Sparkes A.C., Careership: A sociological theory of career decision making, British Journal of Sociology of Education, 18, 1, pp. 29-44, (1997); Leontiev A., Lecture 13. The structure of consciousness, Journal of Russian and East European Psychology, 43, 5, pp. 14-24, (2005); Lopez-Iniguez G., Bennett D., A lifespan perspective on multi-professional musicians: Does music education prepare classical musicians for their careers?, Music Education Research, 22, 1, pp. 1-14, (2020); Lopez-Iniguez G., Perez-Echeverria M.P., Pozo J.I., Torrado J.A., La educación musical centrada en el alumno: principios para mejorar el aprendizaje y la enseñanza [Student-centered music education: Principles to improve learning and teaching], Aprender y enseñar música: Un enfoque centrado en los alumnos, pp. 409-423, (2020); MacNamara A., Holmes P., Collins D., Negotiating transitions in musical development: The role of psychological characteristics of developing excellence, Psychology of Music, 36, 3, pp. 335-352, (2008); Marcus H., Nurius P., Possible selves, American Psychologist, 41, 9, pp. 954-969, (1986); Monereo C., Badia A., Los heterónimos del docente: Identidad, selfs y enseñanza [Teachers’ heteronyms: Identity, self and teaching], La identidad en psicología de la educación: necesidad, utilidad y límites, pp. 57-76, (2011); Moustakas C., Phenomenological research methods, (1994); Norton B., Identity and language learning: Gender, ethnicity and educational change, (2000); Norton B., McKinney C., An identity approach to second language acquisition, Alternative approaches to second language acquisition, pp. 73-94, (2011); Pozo J.I., Perez-Echeverria M.P., Torrado J.A., Lopez-Iniguez G., Aprender y enseñar música. Un enfoque centrado en los alumnos (Music learning and teaching. A student-centered approach), (2020); Ramberg U., Edgren G., Wahlgren M., Capturing progression of formal knowledge and employability skills by monitoring case discussions in class, Teaching in Higher Education, (2019); Ramsden P., Learning to teach in higher education, (2003); Reay D., Identity making in schools and classrooms, The SAGE handbook of identities, pp. 277-294, (2010); Sarath E., Campbell P.S., Myers D., Chattah J., Higgins L., Levine V.L., Rudge D., Rice T., Transforming music study from its foundations: A manifesto for progressive change in the undergraduate preparation of music majors, (2014); Schmidt P., Creativity as a framing capacity in higher music education, Developing creativities in higher music education, pp. 23-36, (2014); Sfard A., Prusak A., Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity, Educational Researcher, 34, 4, pp. 14-22, (2005); Sinha C., Situated selves: Learning to be a learner, Technological resources for learning, pp. 32-46, (1999); Slaughter J., Springer D.G., What they didn’t teach me in my undergraduate degree: An exploratory study of graduate student musicians’ expressed opinions of career development opportunities, College Music Symposium, 55, (2015); Stake R.E., Qualitative case studies, The SAGE handbook of qualitative research, pp. 443-466, (2005); Tomlinson M., Introduction: Graduate employability in context: Charting a complex, contested and multi-faceted policy and research field, Graduate employability in context, pp. 1-40, (2017); Toscher B., The skills and knowledge gap in higher music education: An exploratory empirical study, International Journal of Education & the Arts, 21, 10, (2020); Valdes A., Coll C., Falsafi L., Experiencias transformadoras que nos confieren identidad como aprendices: Las experiencias claves de aprendizaje, Perfiles Educativos, 38, 153, pp. 168-184, (2016); Varvarigou M., Creech A., Hallam S., Partnership working and possible selves in music education, International Journal of Music Education, 32, 1, pp. 84-97, (2014); Vygotsky L.S., Mind and society. The development of higher psychological processes, (1978); Wenger E., Communities of practice. Learning, meaning and identity, (1998)","G. López-Íñiguez; Sibelius Academy, University of the Arts Helsinki, Finland; email: guadalupe.lopez.iniguez@uniarts.fi","","SAGE Publications Ltd","","","","","","02557614","","","","English","Int. J. Music Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85100006871"
"Shahabadkar P.K.; Joshi A.S.; Nandurkar K.N.","Shahabadkar, Pramod K. (57223861104); Joshi, Ajinkya S. (57221688236); Nandurkar, Keshav N. (36537620600)","57223861104; 57221688236; 36537620600","Enhancing employability skills and placements in technical institutes: A case study","2021","Journal of Engineering Education Transformations","34","4","","13","21","8","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106227578&partnerID=40&md5=65ed4e1066060512e65490101c232c6d","K. K. Wagh Institute of Engineering Education and Research, Nashik, Maharashtra, India","Shahabadkar P.K., K. K. Wagh Institute of Engineering Education and Research, Nashik, Maharashtra, India; Joshi A.S., K. K. Wagh Institute of Engineering Education and Research, Nashik, Maharashtra, India; Nandurkar K.N., K. K. Wagh Institute of Engineering Education and Research, Nashik, Maharashtra, India","Objective: Employability skills and placements are extremely important for any technical institute. Analysis of strengths, weakness, opportunities and challenges (SWOC) helps to make informed decisions on the inputs received from the stakeholders. The purpose of this paper is to identify the SWOC of training and placement cell of a technical institute, undertake initiatives based on the SWOC analysis and determine the impact of these initiatives. Methodology: IT tools like Google form were designed and employed to carry out the SWOC analysis. This Google form was sent to the students and responses were obtained from 1087 students. The students responses were grouped under strengths, weaknesses, opportunities and challenges and then segregated under five sub categories namely-institute and infrastructure; staff; teaching and learning; training / placement activities and mechanism or policies for improvement. Based on the SWOC analysis, certain initiatives were undertaken to overcome the weakness and to explore the opportunities. These initiatives have been mapped with the SWOC are analysed to determine the impact. To remain within the scope of this paper, data related to training and placement activities are presented in this paper. This SWOC analysis has been conducted in an engineering college located in the western part of India in the state of Maharashtra. Findings: Findings indicate that there has been a significant improvement in the number of placements, average package and industry footfall following the implementation of the initiatives. Average placements increased by 36.03%, average package increased by 2.31%, maximum package increased by 40% and industry footfall increased by 35%. According to the recruiter feedback, a satisfactory increase of around 10 to 15% has been observed in the leadership skills, overall behaviour and sincerity of the students. Limitations: The present study has considered only the activities related to training and placement cell for enhancing the employability skills and placements in the institute. A larger study including other categories needs to be undertaken. Social Implications: The analysis is based on the opinion of the students, faculty, recruiters and actual values obtained after the implementation of the initiatives. Authors believe that a similar process with suitable modifications can be adopted to enhance the employability skills of students and placements of any educational institute. Originality: This study is original in the sense that data is collected directly from the students. Further, in this study systematic mapping of SWOC analysis, initiatives undertaken and outcome of these initiatives is being carried out. The outcome of this study will help the Management, Principal and other senior faculty in developing appropriate strategies for enhancing the employability skills and placements. © 2021, Rajarambapu Institute Of Technology. All rights reserved.","Employability skills; Global Competition; Google Form; Google Sheets; Higher Education; Quality Technical Education; SWOC analysis; Training and Placement","","","","","","","","Aithal P. S., Suresh Kumar P. M., Applying SWOC analysis to an institution of higher education, International Journal of Management, IT and Engineering, 5, 7, pp. 231-247, (2015); Angadi S. S., Ravanavar G. M., Study and analysis of training and placement cells in engineering colleges, International Journal of Management, IT and Engineering, 4, 10, pp. 162-175, (2014); Blicblau A. S., Nelson T. L., Dini K., The role of work placement in engineering students, Asia-Pacific Journal of Cooperative Education, 17, 1, pp. 31-34, (2016); Chadha V., Sachdeva H., Students' Perceptions of Employability: A Gender Perspective, Arthshastra Indian Journal of Economics & Research, pp. 23-37, (2019); Dyson R. G., Strategic development and SWOT analysis at the University of Warwick, European Journal of Operational Research, 152, pp. 631-640, (2004); Iyer V. M., Dave K., Industry's role in employability, Industrial and Commercial Training, 47, 3, pp. 151-158, (2015); Kovesi Klara, Kalman Aniko, How to manage the study-to-work transition? a comparative study of Hungarian and French graduate engineering students' perception of their employability, European Journal of E n g i n e e r i n g E d u c a t i o n, D O I, (2019); Matsouka K., Mihail D. M., Graduates' employability: What do graduates and employers think?, Industry and Higher Education, 30, 5, pp. 321-326, (2016); Naik B. M., Enhancing Employability, Innovation, Entrepreneurship and Creativity in Changing World, Journal of Engineering Education Transformations, 30, 4, pp. 84-91, (2017); Nasreen K., Afzal M. T., Strengths, weakness, opportunities and threats in higher education: a SWOT analysis of Allama Iqbal Open University Islamabad (Pakistan), Asian Association of Open Universities Journal, (2020); Aspiring Minds, (2019); Patil V. K., Joshi A. S., Kadave P. T., Role of Stakeholders in Improving Indian Engineering Education Ecosystem, Glimpses of Engineering and Technology in the Modern Wo rld, pp. 29-39, (2020); Rao M. S., Enhancing employability in engineering and management students through soft skills, Industrial and Commercial Training, 46, 1, pp. 42-48, (2014); Shahabadkar P. K., Joshi A. S., Nandurkar K. N., Developing IT Enabled Mechanism for SWOC Analysis: A Case Study, Proceedings of the 2nd International Conference on Manufacturing Excellence (ICMAX-2019), pp. 158-164, (2019); Shahabadkar P. K., Nandurkar K. N., Shahabadkar P., Changing The Nature Of College Through Co-operative Learning-A Case Study, Journal of Engineering Education, 18, 4, pp. 56-63, (2005); Siddoo V., Sawattawee J., Janchai W., Yodmongkol P., Exploring the competency gap of IT students in Thailand: the employers' view of an effective workforce, Journal of Technical Education and Training, 9, 2, pp. 1-15, (2017); Tulsi P. K., Poonia M. P., Expectations of Industry from Technical Graduates: Implications for Curriculum and Instructional Processes, Journal of Engineering Education Transformations, pp. 19-24, (2015)","A.S. Joshi; K. K. Wagh Institute of Engineering Education and Research, Nashik, Maharashtra, India; email: ajinkya_j@rediffmail.com","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","","Scopus","2-s2.0-85106227578"
"García-Aracil A.; Monteiro S.; Almeida L.S.","García-Aracil, Adela (55932398800); Monteiro, Sílvia (55535083900); Almeida, Leandro S (7102247228)","55932398800; 55535083900; 7102247228","Students’ perceptions of their preparedness for transition to work after graduation","2021","Active Learning in Higher Education","22","1","","49","62","13","39","10.1177/1469787418791026","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052531310&doi=10.1177%2f1469787418791026&partnerID=40&md5=cb265b159373531e8ab10f5ee18ab377","Universitat Politècnica de València, Spain; University of Minho, Portugal","García-Aracil A., Universitat Politècnica de València, Spain; Monteiro S., University of Minho, Portugal; Almeida L.S., University of Minho, Portugal","This study explores the factors that contribute to students’ perceptions of their preparedness for transition from university to work, taking a multidimensional perspective on their academic experience. To that end, a questionnaire was designed and administered to students enrolled in the final year of their master’s degree programme. Students were asked to self-assess their preparedness for the transition to the world of work and also self-assess their academic experience by exploring their academic engagement and the knowledge and competencies they developed during their study. Regarding academic engagement, we find that they consider that participation in lectures and the quality in developing collective work have a positive influence on their preparedness for work, while regular attendance at lectures appears to be negatively associated with their perceptions of their preparedness. The results also show that the practical and theoretical content, together with methodological and employability competencies, have a positive impact on students’ perceptions of their preparedness for transition to work. Thus, the promotion of learning experiences fostering methodological and practical competencies, together with more collective career-related experience and employability skills, may better help prepare graduates for the transition to work. © The Author(s) 2018.","competencies; higher education; learning experiences; students’ perceptions; work transition","","","","","","CIEd–Research Centre on Education, (UID/CED/1661/2013, UID/CED/1661/2016); MCTES-PT, (EDU-2013-45177-R); Fundação para a Ciência e a Tecnologia, FCT, (SFRH/BPD/92331/2013); Ministerio de Economía y Competitividad, MINECO; Fundació Catalana de Trasplantament, FCT","The author(s) disclosed receipt of the following financial support for the research, authorship and/or publication of this article: This research was supported by the Foundation for Science and Technology (SFRH/BPD/92331/2013) and by CIEd–Research Centre on Education, projects UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT. A.G.-A.’s participation was part of the research project ref. EDU-2013-45177-R ‘Education, Employability and Empowerment of the Youth’ (3E4Youth), funded by the National R&D Programme of the Spanish Ministry of Economy and Competitiveness. The views expressed in this paper are not necessarily the views of that organization.","Allen J., van der Velden R., Skills for the 21st Century: Implications for Education, (2012); Almeida L., Guisande M.A., Paisana J., Extra-curricular involvement, academic adjustment and achievement in higher education: A study of Portuguese students, Anales de Psicologia, 28, 3, (2012); Alvarez P., Lopez Miguens M.J., Caballero G., Perceived employability in university students: Developing an integrated model, Career Development International, 22, 3, (2017); Andrew L., Ewens B., Maslin-Prothero S., Enhancing the online learning experience using virtual interactive classrooms, Australian Journal of Advanced Nursing, 32, 4, pp. 22-31, (2015); Bakker A.B., Demerouti E., Lieke L., Work engagement, performance, and active learning: The role of conscientiousness, Journal of Vocational Behavior, 80, 2, (2012); Bakker A.B., Sanz Vergel A.I., Kuntze J., Student engagement and performance: A weekly diary study on the role of openness, Motivation and Emotion, 39, 1, pp. 49-62, (2014); Bandura A., Self-Efficacy: The Exercise of Control, (1997); Bandura A., Barbaranelli C., Caprara G.V., Et al., Self-efficacy beliefs as shapers of children’s aspirations and career trajectories, Child Development, 72, 1, pp. 187-206, (2001); Barnett R., The Idea of Higher Education, (1994); Berntson E., Sverke M., Marklund S., Predicting perceived employability: Human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, (2006); Boni A., Gasper D., Rethinking the quality of universities: How can human development thinking contribute?, Journal of Human Development and Capabilities, 13, 3, (2012); Bryson C., Hand L., The role of engagement in inspiring teaching and learning, Innovations in Education and Teaching International, 44, 4, (2007); Burke V., Jones I., Doherty M., Analysing student perceptions of transferable skills via undergraduate degree programmes, Active Learning in Higher Education, 6, 2, (2005); Cardoso J.L., Empregabilidade e Ensino Superior em Portugal (Employability and Higher Education in Portugal), (2012); Christian M.S., Garza A.S., Slaughter J.E., Work engagement: A quantitative review and test of its relations with task and contextual performance, Personnel Psychology, 64, 1, pp. 89-136, (2011); Costa A.R., Araujo A.M., Almeida L.S., Relação entre a percepção da autoeficácia acadèmica e o engagement de estudantes de engenharia, International Journal of Developmental and Educational Psychology, 2, 1, (2014); Derous E., Ryan A.M., When earning is beneficial for learning: The relation of employment and leisure activities to academic outcomes, Journal of Vocational Behavior, 73, 1, (2008); Eden D., Aviram A., Self-efficacy training to speed reemployment: Helping people to help themselves, Journal of Applied Psychology, 78, 3, (1993); Edwards M., The impact of placements on students’ self-efficacy, Higher Education, Skills and Work-Based Learning, 4, 3, (2014); Froehlich D.E., Beausaert S.A.J., Segers M.S.R., Age, employability and the role of learning activities and their motivational antecedents: A conceptual model, The International Journal of Human Resource Management, 26, 16, (2015); Garcia-Aracil A., European graduates’ level of satisfaction with higher education, Higher Education, 57, 1, pp. 1-21, (2009); Garcia-Aracil A., van der Velden R., Competencies for young European higher education graduates: Labor market mismatches and their payoffs, Higher Education, 55, 2, (2008); Green W.H., Econometric Analysis, (1997); Haller A.O., Et al., Reflections on the social psychology of status attainment, Social Structure and Behavior: Essays in Honor of William Hamilton Sewell, pp. 3-28, (1982); Heijke H., Meng C., The effects of higher education programme characteristics on the allocation and performance of the graduates, Education Economics, 19, 1, pp. 1-27, (2011); Herrmann K.J., Bager-Elsborg A., McCune Y., Investigating the relationships between approaches to learning, learner identities and academic achievement in higher education, Higher Education, 74, 3, pp. 385-400, (2017); Illing J.C., Morrow G.M., Rothwell nee Kergon C.R., Et al., Perceptions of UK medical graduates’ preparedness for practice: A multi-centre qualitative study reflecting the importance of learning on the job, BMC Medical Education, 13, 1, (2013); Jollands M., Jolly L., Molyneaux T., Project-based learning as a contributing factor to graduates’ work readiness, European Journal of Engineering Education, 37, 2, (2012); Knight P., Yorke M., Employability and good learning in higher education, Teaching in Higher Education, 8, 1, pp. 3-16, (2003); Lizzio A., Wilson K., Simons R., University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice, Studies in Higher Education, 27, 1, pp. 27-52, (2002); Lozano R., Lukman R., Lozano F.J., Et al., Declarations for sustainability in higher education: Becoming better leaders, through addressing the university system, Journal of Cleaner Production, 48, (2013); Martin R., Maytham B., Case J., Et al., Engineering graduates’ perceptions of how well they were prepared for work in industry, European Journal of Engineering Education, 30, 2, (2005); Maxwell G.A., Broadbridge A., Generation y graduates and career transition: Perspectives by gender, European Management Journal, 32, 4, (2014); Monteiro S., Almeida L., Garcia-Aracil A., Graduates’ perceptions of competencies and preparation for labour market transition: The effect of gender and work experience during higher education, Higher Education, Skills and Work-Based Learning, 6, 2, (2016); Muldoon R., Recognizing the enhancement of graduate attributes and employability through part-time work while at university, Active Learning in Higher Education, 10, 3, (2009); Newman F., Couturier L., Scurry J., The Future of Higher Education: Rhetoric, Reality, and the Risks of the Market, (2010); Ochsmann E.B., Zier U., Drexler H., Et al., Well prepared for work? Junior doctors’ self-assessment after medical education, BMC Medical Education, 11, 1, (2011); Pegg A., Waldock J., Hendy-Isaac S., Et al., Pedagogy for Employability, (2012); Pinquart M., Juang L.P., Silbereisen R.K., Self-efficacy and successful school-to-work transition: A longitudinal study, Journal of Vocational Behavior, 63, 3, pp. 329-346, (2003); Pool L.D., Sewell P., The key to employability: Developing a practical model of graduate employability, Education + Training, 49, 4, (2007); Qenani E., MacDougall N., Sexton C., An empirical study of self-perceived employability: Improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Rocca K.A., Student participation in the college classroom: An extended multidisciplinary literature review, Communication Education, 59, 2, pp. 185-213, (2010); Saks A.M., Longitudinal field investigation of the moderating and mediating effects of self-efficacy on the relationship between training and newcomer adjustment, Journal of Applied Psychology, 80, 2, (1995); Salanova M., Llorens S., Schaufeli W.B., ‘Yes, I can, I feel good, and I just do it!’ On gain cycles and spirals of efficacy beliefs, affect, and engagement, Applied Psychology, 60, 2, (2011); Salanova M., Schaufeli W., Martinez I., Et al., How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement, Anxiety, Stress, and Coping, 23, 1, pp. 53-70, (2010); Slaughter S., Rhoades G., Academic Capitalism and the New Economy: Markets, State, and Higher Education, (2004); Teichler U., Higher education and the world of work: The perennial controversial debate, Mass Higher Education Development in East Asia (Knowledge Studies in Higher Education), 2, (2015); Thompson L.J., Clark G., Walker M., Et al., ‘It’s just like an extra string to your bow’: Exploring higher education students’ perceptions and experiences of extracurricular activity and employability, Active Learning in Higher Education, 14, 2, (2013); Tomlinson M., Graduate employability and student attitudes and orientations to the labour market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Turner N.K., Development of self-belief for employability in higher education: Ability, efficacy and control in context, Teaching in Higher Education, 19, 6, pp. 592-602, (2014); Van Dinther M., Dochy F., Segers M., Factors affecting students’ self-efficacy in higher education, Educational Research Review, 6, 2, pp. 95-108, (2011); Vinson D., Nixon S., Walsh B., Et al., Investigating the relationship between student engagement and transition, Active Learning in Higher Education, 11, 2, (2010); Warnock J.N., Mohammadi-Aragh M.J., Case study: Use of problem-based learning to develop students’ technical and professional skills, European Journal of Engineering Education, 41, 2, (2016); Werquin P., The missing link to connect education and employment: Recognition of non-formal and informal learning outcomes, Journal of Education and Work, 25, 3, (2012); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, (2010); Xu Y.J., Career outcomes of STEM and non-STEM college graduates: Persistence in majored-field and influential factors in career choices, Research in Higher Education, 54, 3, (2013); Yorke M., Employability in Higher Education: What it is – What it is Not (Learning and Employability Series 1), (2004); Yorke M., Knight P., Embedding Employability into the Curriculum (Learning and Employability Series 1), (2004); Zepke N., Leach L., Improving student engagement: Ten proposals for action, Active Learning in Higher Education, 11, 3, (2010); Zikic J., Saks A.M., Job search and social cognitive theory: The role of career-relevant activities, Journal of Vocational Behavior, 74, 1, (2009)","A. García-Aracil; Universitat Politècnica de València, Spain; email: agarcia@ingenio.upv.es","","SAGE Publications Ltd","","","","","","14697874","","","","English","Act. Learn. High. Educ.","Article","Final","","Scopus","2-s2.0-85052531310"
"Bhargava A.; Bester M.; Bolton L.","Bhargava, Amisha (57926060100); Bester, Marais (57208778941); Bolton, Lucy (56675588600)","57926060100; 57208778941; 56675588600","Employees’ Perceptions of the Implementation of Robotics, Artificial Intelligence, and Automation (RAIA) on Job Satisfaction, Job Security, and Employability","2021","Journal of Technology in Behavioral Science","6","1","","106","113","7","50","10.1007/s41347-020-00153-8","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85139769247&doi=10.1007%2fs41347-020-00153-8&partnerID=40&md5=5c52e3132fa88f98f0773a5490c29c31","Heriot Watt University, Dubai, United Arab Emirates","Bhargava A., Heriot Watt University, Dubai, United Arab Emirates; Bester M., Heriot Watt University, Dubai, United Arab Emirates; Bolton L., Heriot Watt University, Dubai, United Arab Emirates","The study aimed at qualitatively exploring working adult’s perceptions of the implementation of robotics, artificial intelligence (AI), and automation (RAIA) on their job security, job satisfaction, and employability. By means of a cross-sectional and exploratory design, the researchers conducted 21 semi-structured interviews with a diverse sample. The heterogeneous sample came from numerous industries for instance consulting, accounting and finance, and hospitality and varied seniority levels. The thematic analysis led to the emergence of five high-level themes and several sub-themes. The findings indicate that (a) “human touch” and “soft skills” remain irreplaceable and cannot be replicated by RAIA, (b) employees need to perceive RAIA as an opportunity and not a threat, (c) employees might experience a job satisfaction dilemma, and (d) organizations have to be well prepared pre- and post-industrial change. The findings could be used by industrial and organizational psychologists, human resource practitioners, and strategic information technology decision-makers when managing RAIA-related technological changes in organizations. Employees’ suggestions and perceptions could be considered to mitigate the consequences of technological changes in organizations. Both employees and employers need to change their perspective toward RAIA technology, work with a flexible, open mind, and embrace the potential impact of RAIA advancements on job roles and responsibilities. Employees will have to follow a path of continuous learning and keep up with technology. © 2020, The Author(s).","Artificial intelligence; Automation; Employability; Job satisfaction; Job security; Organizational psychology; RAIA; Robotics","","","","","","","","Agrawal A., Gans J., Goldfarb A., MIT Sloan Management Review, What to Expect from Artificial Intelligence, (2017); Axtell C., Wall T., Stride C., Pepper K., Clegg C., Gardner P., Bolden R., Familiarity breeds content: the impact of exposure to change on employee openness and well-being, Journal of Occupational and Organizational Psychology, 75, 2, pp. 217-231, (2002); Bowen H.R., Report of the national commission on technology, automation, and economic progress, (1966); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brougham D., Haar J., Smart technology, artificial intelligence, robotics, and algorithms (STARA): employees’ perceptions of our future workplace, Journal of Management & Organization, 24, 2, pp. 239-257, (2018); Castelvecchi D., Can we open the black box of AI?, Nature News, 538, 7623, pp. 20-23, (2016); Chao G.T., Kozlowski S.W., Employee perceptions on the implementation of robotic manufacturing technology, Journal of Applied Psychology, 71, 1, pp. 70-76, (1986); Chui M., Manyika J., Miremadi M., Four fundamentals of workplace automation, The McKinsey Quarterly, 29, 3, pp. 1-9, (2015); Making employability work: An agenda for action, (1999); Davenport T.H., Ronanki R., Artificial intelligence for the real world, Harvard Business Review, 96, 1, pp. 108-116, (2018); Davy J.A., Kinicki A.J., Scheck C.L., A test of job security's direct and mediated effects on withdrawal cognitions, Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 18, 4, pp. 323-349, (1997); Dekker F., Salomons A., Waal J.V.D., Fear of robots at work: the role of economic self-interest, Socio-Economic Review, 15, 3, pp. 539-562, (2017); Elliott R., Therapy process research and clinical practice: practical strategies, Research foundations for psychotherapy practice, pp. 49-72, (1995); Fast E., Horvitz E., Long-term trends in the public perception of artificial intelligence, Proceedings of the Thirty-First AAAI Conference on Artificial Intelligence, (2017); Fernandez D., Aman A., Impacts of robotic process automation on global accounting services, Asian Journal of Accounting and Governance, 9, pp. 123-132, (2018); Findlay P., Lindsay C., McQuarrie J., Bennie M., Corcoran E.D., Van Der Meer R., Employer choice and job quality: workplace innovation, work redesign, and employee perceptions of job quality in a complex health-care setting, Work and Occupations, 44, 1, pp. 113-136, (2017); Frank M., Roehrig P., Pring B., What to do when machines do everything: How to get ahead in a world of AI, algorithms, bots, and big data, (2017); The fifth industrial revolution: When humans and machines combine, Digital Technology, (2018); Greenhalgh L., Rosenblatt Z., Job insecurity: toward conceptual clarity, Academy of Management Review, 9, 3, pp. 438-448, (1984); Hill J., Ford W.R., Farreras I.G., Real conversations with artificial intelligence: a comparison between human–human online conversations and human–chatbot conversations, Computers in Human Behavior, 49, pp. 245-250, (2015); Hirst T., Does technological innovation increase unemployment?, The World Economic Forum Blog, Agenda, (2014); Ili S., Lichtenthaler U., Das Ende des traditionellen Bankwesens? Hoffentlich!, Innovationen und Innovationsmanagement in der Finanzbranche, pp. 21-36, (2017); Ivanov S., Robonomics: principles, benefits, challenges, solutions, Yearbook of Varna University of Management, 10, pp. 283-293, (2017); Kalleberg A.L., Job quality and precarious work: clarifications, controversies, and challenges, Work and Occupations, 39, 4, pp. 427-448, (2012); Kalton G., Models in the practice of survey sampling, International Statistical Review/Revue Internationale De Statistique, pp. 175-188, (1983); Kolbjornsrud V., Amico R., Thomas R.J., The promise of artificial intelligence: Redefining management in the workforce of the future, Accenture Institute for High Performance Business, (2016); Lichtenthaler U., Substitute or synthesis: the interplay between human and artificial intelligence, Research-Technology Management, 61, 5, pp. 12-14, (2018); Liu M., Huang Y., Zhang D., Gamification’s impact on manufacturing: enhancing job motivation, satisfaction and operational performance with smartphone-based gamified job design, Human Factors and Ergonomics in Manufacturing & Service Industries, 28, 1, pp. 38-51, (2018); Locke E.A., The Nature and Causes of Job Satisfaction, pp. 1297-1349, (1976); McClure P.K., You’re fired, says the robot: the rise of automation in the workplace, technophobes, and fears of unemployment, Social Science Computer Review, 36, 2, pp. 139-156, (2018); Nam T., Technology usage expected job sustainability, and perceived job insecurity, Technological Forecasting and Social Change, 138, pp. 155-165, (2019); Petrillo A., Felice F.D., Cioffi R., Zomparelli F., Fourth industrial revolution: Current practices, challenges, and opportunities, Digital Transformation in Smart Manufacturing, pp. 1-20, (2018); Plastino E., Purdy M., Game changing value from artificial intelligence: eight strategies, Strategy & Leadership, 46, 1, pp. 16-22, (2018); Raj M., Seamans R., Primer on artificial intelligence and robotics, Journal of Organization Design, 8, 1, (2019); Reinardy S., Job security, satisfaction influence work commitment, Newspaper Research Journal, 33, 1, pp. 54-70, (2012); Robbins S.P., Coulter M., Management, (1996); Setia M.S., Methodology series module 5: sampling strategies, Indian Journal of Dermatology, 61, 5, pp. 505-509, (2016); Suarta I.M., Suwintana I.K., Sudhana I.F.P., Hariyanti N.K.D., Employability skills required by the 21st century workplace: a literature review of labor market demand, International Conference on Technology and Vocational Teachers (ICTVT 2017), (2017); Webster C., Ivanov S.H., Robotics, artificial intelligence, and the evolving nature of work, Business Transformation in Data Driven Societies, (2019); West D.M., What happens if robots take the jobs? The impact of emerging technologies on employment and public policy, (2015); Wisskirchen G., Biacabe B.T., Bormann U., Muntz A., Niehaus G., Soler G.J., von Brauchitsch B., Artificial intelligence and robotics and their impact on the workplace, IBA Global Employment Institute, pp. 2012-2017, (2017); The future of jobs report 2018, (2018)","A. Bhargava; Heriot Watt University, Dubai, United Arab Emirates; email: amish.1711@gmail.com","","Springer","","","","","","23665963","","","","English","J. technol. behav. sci.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85139769247"
"Fuente-Vidal A.; March-Amengual J.-M.; de Souza D.L.B.; Busquets-Alibés E.; Sole S.; Cañete S.; Jerez-Roig J.","Fuente-Vidal, Andrea (57214241188); March-Amengual, Jaume-Miquel (56203518200); de Souza, Dyego L. Bezerra (57222094997); Busquets-Alibés, Ester (26537210700); Sole, Silvia (56490702800); Cañete, Sergi (6602979101); Jerez-Roig, Javier (55210911300)","57214241188; 56203518200; 57222094997; 26537210700; 56490702800; 6602979101; 55210911300","Factors influencing student choice of a degree in physiotherapy: A population-based study in Catalonia (Spain)","2021","PeerJ","9","","10991","","","","5","10.7717/peerj.10991","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104438264&doi=10.7717%2fpeerj.10991&partnerID=40&md5=4cb5793b8d52b39285840abf4bd2aebb","University School for Health and Sports (EUSES), Interuniversity degree in Physiotherapy, University of Barcelona, University of Girona, Spain; Research group on Methodology Methods Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Barcelona, Spain; Càtedra de Bioètica Fundació Grífols, UVic-UCC, Vic, Barcelona, Spain; Federal University of Rio Grande do Norte, Department of Collective Health, Graduate Programme in Collective Health, Natal, Rio Grande do Norte, Brazil; Faculty of Nursery and Physiotherapy, GESEC Research Group, University of Lleida, Lleida, Spain","Fuente-Vidal A., University School for Health and Sports (EUSES), Interuniversity degree in Physiotherapy, University of Barcelona, University of Girona, Spain, Research group on Methodology Methods Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Barcelona, Spain; March-Amengual J.-M., Research group on Methodology Methods Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Barcelona, Spain, Càtedra de Bioètica Fundació Grífols, UVic-UCC, Vic, Barcelona, Spain; de Souza D.L.B., Research group on Methodology Methods Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Barcelona, Spain, Federal University of Rio Grande do Norte, Department of Collective Health, Graduate Programme in Collective Health, Natal, Rio Grande do Norte, Brazil; Busquets-Alibés E., Research group on Methodology Methods Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Barcelona, Spain, Càtedra de Bioètica Fundació Grífols, UVic-UCC, Vic, Barcelona, Spain; Sole S., Faculty of Nursery and Physiotherapy, GESEC Research Group, University of Lleida, Lleida, Spain; Cañete S., Research group on Methodology Methods Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Barcelona, Spain; Jerez-Roig J., Research group on Methodology Methods Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Centre for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Barcelona, Spain","Background. In other healthcare professions, there has been extensive research into students' motivation, but studies aiming to determine what leads individuals to choose a degree in physiotherapy are scarce. This research study had three main objectives: To obtain a sociodemographic profile of first-year physiotherapy students in Catalonia; to determine the factors that lead individuals to choose a degree in physiotherapy; and to determine potential differences, according to gender and country of origin. Methods. This is an observational, cross-sectional, multicentre study. Data were collected by means of a self-administered, ad-hoc questionnaire, consisting of 15 Likert scale questions, options ranging from ""not influencing at all -1-""to ""extremely influencing -5-"". Ten out of the twelve universities in Catalonia (Spain) that offer a degree in physiotherapy participated in this study. The sample consisted of 941 firstyear physiotherapy students (55.2% men; mean age 20.1, SD: 3.4). Results. The most determinant factors leading individuals to pursue a degree in physiotherapy were: Helping others (95.6%); the relationship between physiotherapy and sports (79%); physiotherapy involving manual work (76.4%); and it being perceived as providing multiple job opportunities (75.9%). Male and French students were attracted due to its relation to sports (MD D 0.369, p<0:001 and MD D 0.130, p<0:027), perception of it being an easy degree (MD =0.148, p<0:001 and MD = 0.091, p < 0:037), admiration for a known physiotherapist (MD = 0.223, p = 0:006 and MD = 0.265, p=0:001), employability (MD = 0.297, p<0:001 and MD = 0.706, p < 0:001), good income (MD = 0.190, p = 0:002 and MD = 0.609, p < 0:001) and social recognition (MD=0.164, p=0:011 andMD=0.286, p<0:001). Helping others (MD = -0.149, p < 0:001) and interest in the sciences (MD = -0.164, p = 0:030) were more determinant for female students. Male students were more guided by recommendation (MD = 0.234, p=0:001) and to complement previous studies (MD = 0.237, p=0:016). French students tended to present more interest in the selection of physiotherapy as a wish since childhood (MD = 0.595, p<0:001), due to its multiple job opportunities (MD = 0.427, p<0:001) and because of manual work, and did not choose it to complement previous studies (MD = -1.122, p<0:001). Conclusions. The desire to help and care for others, the relation to sports, and involving manual work are the predominant factors that lead students to pursue a degree in physiotherapy. Female students favour helping others and science, whereas male students favour its relation to sports, complementing studies, social factors (admiration, recommendation, friendship) and socioeconomic determinants such as employability, good income or social recognition. When compared to Spanish students, French students were more motivated by its connection to sports, social and socioeconomic factors and some vocational determinants such as being a wish since childhood and interest in a manual profession.  © 2021 Fuente-Vidal et al.","Career choice; College; Gender; Motivation; Origin; Physical therapy; Physiotherapy; Students; Undergraduate; University","Physical therapy; Radiotherapy; Sports; Students; Career choice; Catalonia (Spain); College; Female students; Gender; Job opportunities; Origin; Social recognition; Undergraduate; University; adult; article; Catalonia; child; childhood; controlled study; decision making; demography; employability; female; Frenchman; friendship; gender; human; human experiment; human tissue; Likert scale; major clinical study; male; manual labor; motivation; multicenter study; perception; physical therapy student; potential difference; questionnaire; socioeconomics; Spaniard; sport; vocation; young adult; Motivation","","","","","","","Arrigoni C, Micheletti P, Grugnetti AM, Ferrari P, Borrelli P, Montomoli C, Pelissero G., The students' reasons to choose a nursing degree program: An Italian exploratory study, Annals of Hygienne, 26, 6, pp. 570-577, (2014); (2019); Camps V., La excelencia de las profesiones sanitarias, Humanitas. 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Fuente-Vidal; University School for Health and Sports (EUSES), Interuniversity degree in Physiotherapy, University of Barcelona, University of Girona, Spain; email: cienciayfisioterapia@gmail.com","","PeerJ Inc.","","","","","","21678359","","","","English","PeerJ","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85104438264"
"Eady M.J.; Keen J.","Eady, Michelle J. (57194206889); Keen, Joel (57223031400)","57194206889; 57223031400","Employability readiness for aboriginal and torres strait islander students: Yarning circles as a methodological approach to illuminate student voice","2021","Journal of Teaching and Learning for Graduate Employability","12","2","","1","18","17","7","10.21153/JTLGE2021VOL12NO2ART962","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104512157&doi=10.21153%2fJTLGE2021VOL12NO2ART962&partnerID=40&md5=f677a04c214851e021f14ca02007ca0a","University of Wollongong, Australia","Eady M.J., University of Wollongong, Australia; Keen J., University of Wollongong, Australia","This paper describes the current situation for Aboriginal and Torres Strait Islander graduates entering the workforce and compares this with personal reflections from current Indigenous students engaged in the tertiary setting. The purpose is twofold: First, to promote Aboriginal and Torres Strait Islander student voice; and second, to provide an avenue for this voice to contribute to and influence the design of employability programs in higher education. This study examines how the use of Indigenous research methods, such as yarning/yarning circles, can effectively and ethically collect data to amplify and promote the student voice in ways that conventional Western research methods currently fail to do. This amplified voice can create a platform for researchers and practitioners to understand students' views and implement informed and tailored approaches to planning programs and delivering curriculum; in this case, employability-readiness skill sets for Aboriginal and Torres Strait Islander students in higher education. The findings are analysed thematically, and recommendations presented for higher-education institutions to consider when creating pedagogical approaches for the employability readiness of Aboriginal and Torres Strait Islander graduates. © 2021 Deakin University. All rights reserved.","Aboriginal and Torres Strait Islander students; Employability readiness; Methodological approach; Workintegrated learning; Yarning circles","","","","","","","","Arnold W. 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A., Hernandez Rodriguez J., Gomez D., Effects of language concordance and interpreter use on therapeutic alliance in Spanish-speaking integrated behavioural health care patients, Psychological Services, 13, 1, pp. 49-59, (2016); Walsh L., Black R., Zyngier D., Fernandes V., Harnessing student voice and leadership: A study of one Australian Indigenous leadership program, Pedagogy, Culture & Society, 27, 3, pp. 383-401, (2019); Wellington S., Ambitious new targets for Indigenous students in NSW, (2019); Wierenga A., Wyn J., Generic Youth Development Framework: A discussion document for Department of Defence, (2011); Winchester-Seeto T., Mackaway J., Peach D., Moore K., Ferns S., Campbell M., Principles, guidelines and strategies for inclusive WIL: A resource for academics, practitioners and higher education institutions involved in the delivery of work integrated learning, ACEN 2014: Conference Proceedings of the 2014 Australian Collaborative Education Network National Conference: Work Integrated Learning: Building Capacity, (2015)","M.J. Eady; University of Wollongong, Australia; email: meady@uow.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85104512157"
"Sarkar M.; Gibson S.; Karim N.; Rhys-Jones D.; Ilic D.","Sarkar, Mahbub (36661398900); Gibson, Simone (56225355900); Karim, Nazmul (56841188100); Rhys-Jones, Dakota (57211774621); Ilic, Dragan (7005535791)","36661398900; 56225355900; 56841188100; 57211774621; 7005535791","Exploring the use of self-assessment to facilitate health students’ generic skills development","2021","Journal of Teaching and Learning for Graduate Employability","12","2","","65","81","16","6","10.21153/JTLGE2021VOL12NO2ART976","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105611528&doi=10.21153%2fJTLGE2021VOL12NO2ART976&partnerID=40&md5=742112c43282bd7f241514397fb9dad7","Monash University, Australia","Sarkar M., Monash University, Australia; Gibson S., Monash University, Australia; Karim N., Monash University, Australia; Rhys-Jones D., Monash University, Australia; Ilic D., Monash University, Australia","Employability skills for health graduates, and many disciplines within higher education, are considered vital to maximising their capacity to cope with the rapidly changing, uncertain and highly competitive labour market. Despite the increasing importance of developing generic skills for employability, there is a dearth of knowledge about how to support health students to develop generic skills as part of their formal education. The main objective of this two-phase study was to engage health students in the process of self-assessment of their generic skills and explore the potential of this process to facilitate their generic skills development. The first phase of this study engaged students in completing a self- assessment questionnaire, incorporating a validated set of industry-demanded skills with associated behaviours. In the second phase a subsection of respondents participated in focus group interviews that explored their perception of the self-assessment process in generic skills development. Students viewed themselves as having some capabilities to perform the generic skills, as well as their university studies contributing to the development of these skills. The qualitative data found that the self-assessment process prompted students to reflect on their abilities and further engage with developing these skills. This study supports the evidence for contextualising and embedding a process of self-assessment of generic skills into the formal curricula to help better prepare health students for their future work. © 2021 Deakin University. All rights reserved.","Employability; Generic skills; Health education; Self-assessment; Work readiness","","","","","","Monash Education Academy","We wish to acknowledge all study participants for their contribution. 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D., Rayner G., Academics’ perspectives of the teaching and development of generic employability skills in science curricula, Higher Education Research & Development, 39, 2, pp. 346-361, (2020); Stalmeijer R. E., McNaughton N., Van Mook W. N. K. A., Using focus groups in medical education research: AMEE Guide No. 91, Medical Teacher, 36, 11, pp. 923-939, (2014); Tejeiro R. A., Gomez-Vallecillo J. L., Romero A. F., Pelegrina M., Wallace A., Emberley E., Summative self-assessment in higher education: Implications of its counting towards the final mark, Electronic Journal of Research in Educational Psychology, 10, 2, pp. 789-812, (2012); Yorke M., Employability and higher education: What it is – what it is not, (2006); Zimmerman B. J., Self-efficacy: An essential motive to learn, Contemporary Educational Psychology, 25, 1, pp. 82-91, (2000)","M. Sarkar; Monash University, Australia; email: mahbub.sarkar@monash.edu","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85105611528"
"Martínez A.R.; Sánchez V.S.; Linares C.F.; Cosculluela C.L.","Martínez, Ana Rodríguez (57210372391); Sánchez, Verónica Sierra (57218139227); Linares, Carolina Falcón (57217533053); Cosculluela, Cecilia Latorre (57200030902)","57210372391; 57218139227; 57217533053; 57200030902","Key soft skills in the orientation process and level of employability","2021","Sustainability (Switzerland)","13","6","3554","","","","8","10.3390/su13063554","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103546283&doi=10.3390%2fsu13063554&partnerID=40&md5=7d03053495d0bec4de7088eb79edfc65","Department of Educational Sciences, Faculty of Education, University of Zaragoza, Zaragoza, 50009, Spain; Department of Educational Sciences, Faculty of Human Sciences and Education, University of Zaragoza, Huesca, 22003, Spain","Martínez A.R., Department of Educational Sciences, Faculty of Education, University of Zaragoza, Zaragoza, 50009, Spain; Sánchez V.S., Department of Educational Sciences, Faculty of Human Sciences and Education, University of Zaragoza, Huesca, 22003, Spain; Linares C.F., Department of Educational Sciences, Faculty of Education, University of Zaragoza, Zaragoza, 50009, Spain; Cosculluela C.L., Department of Educational Sciences, Faculty of Human Sciences and Education, University of Zaragoza, Huesca, 22003, Spain","We understand soft skills as an integrated set of knowledge, skills and values that facilitate the effective, affective and efficient development of a skill or activity. The objective of this study was to identify the soft skills that are most often used in the orientation process and those that improve employability, according to Spanish counselors. A qualitative methodology was used. The participants (n = 57) were orientation professionals. A total of 273 interviews were conducted over five years. The results and conclusions show that communication and decision-making are the most important competencies in the orientation process and at the level of employability, followed by intrapersonal skills, skills in interpersonal relationships, teamwork, problem solving, adaptation to new situations, creativity and leadership. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Communication; Decision making; Personal and professional development; Soft skills","Spain; communication; decision making; employment; knowledge; leadership; orientation","","","","","","","Rodriguez A., Cano J., Cortes A., Competencias y emprendimiento, Estrategias Transformadoras Para la Educación, pp. 247-264, (2018); Cortes A., Rodriguez A., Val S., Estrategias Transformadoras Para la Educación, (2018); Professionalising Career Guidance: Practitioner Competences and Qualification Routes in Europe, (2009); The flexible Professional in the Knowledge Society. New Demands on Higher Education in Europe; Kimaryo J., Strategies for improving competence based education in Tanzania: Experiences, insight and possibility, Teachers’ Perceptions and Teaching Practices, (2011); Educational Structures in Europe; Serra P., Soler S., Camacho-Minano M.J., Rey-Cao A., Vilanova A., Gendered career choices: Paths toward studying a degree in physical activity and sport science, Front. Psychol, 10, (2019); Di Nuovo S., Magnano P., Competenze Trasversali e Scelte Formative. Strumenti Per Valutare Metacognizione, Motivazione, Interessi E Abilità Sociali per la Continuità Tra Livelli Scolastici, (2013); Flum H., Blustein D.L., Reinvigorating the study of vocational exploration: A framework for research, J. Vocat. Behav, 56, pp. 380-404, (2000); Santilli S., di Maggio I., Ginevra M.C., Nota L., Soresi S., ‘Looking to the future and the university in an inclusive and sustainable way’: A career intervention for high school students, Sustainability, 12, (2020); Hobson T., A Qualitative Investigation into Three Upper Primary Teacher’s Responses Towards the Puberty-Focused Content in the Australian Curriculum: HPE (F-10), in One Faith-Based School in Queensland, (2014); Rodriguez M.A., Cortes P.A., Val B.S., Análisis de la mejora del nivel de empleabilidad de los universitarios mediante la mejora de competencias transversales y habilidades, Rev. Esp. Orientac. Psicopedag, 20, pp. 102-119, (2019); Kahneman D., Thinking, Fast and Slow, (2011); Tranel D., Damasio A.R., Neuropsychology and behavioral neurology, Handbook of Psychophysiology, pp. 119-141, (2000); Damasio A.R., El Error de Descartes, (1996); Janis I.L., Mann L., Decision Making. A Psychological Analysis of Conflict, Choice, and Commitment, (1977); Damasio H., Grabowski T., Frank R., Galaburda A.M., Damasio A.R., The return of Phineas Gage: Clues about the brain from the skull of a famous patient, Science, 264, pp. 1102-1105, (1994); Aguado D., Gonzalez A., Antunez M., de Dios T., Evaluación de competencias transversales en universitarios. Propiedades psicométricas iniciales del cuestionario de competencias transversales, Rev. Iberoam. Sobre Calid. Efic. Cambio Educ, 15, pp. 129-152, (2017); Rodriguez A., Sierra V., Latorre C., Vazquez S., Analysis of transversal competences in Spanish university teachers and students, J. Educ. Hum. Dev, 9, pp. 82-90, (2020); Super D.E., Career and life development, Career Choice and Development: Applying Contemporary Theories to Practice, pp. 192-234, (1984); Bayona J.A., Caballer A., Peiro J.M., The relationship between knowledge characteristics’ fit and job satisfaction and job performance: The mediating role of work engagement, Sustainability, 12, (2020); Maree J.G., Di Fabio A., Exploring New Horizons in Career Counseling: Turning Challenges into Opportunities, (2015); Daake D., Dawley D.D., Anthony W.P., Formal data use in strategic planning: An organizational field experiment, J. Manag. Issues, 16, pp. 232-247, (2004); Handa N., Education for Sustainability through Internationalisation: Transnational Knowledge Exchange and Global Citizenship, (2018); Newman K.L., Sustainable careers: Lifecycle engagement in work, Organ. Dyn, 40, pp. 136-143, (2011); Greig A., Priddle J., Mapping students’ development in response to sustainability education: A conceptual model, Sustainability, 11, (2019); Panadero E., Jonsson A., Botella J., Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses, Educ. Res. Rev, 22, pp. 74-98, (2017); Azzollini S.C., Depaula P.D., Análisis de validez y confiabilidad de una escala para la evaluación de estilos decisorios operativos, Evaluar, 13, pp. 38-60, (2013); Mintzberg H., The Nature of Managerial Work, (1973); Canabate D., Martinez G., Rodriguez D., Colomer J., Analysing emotions and social skills in physical education, Sustainability, 10, (2018); Bisquerra R., Perez N., Las competencias emocionales. Educación XXI, Rev. Educ, 10, pp. 61-82, (2007); Betsch C., Kunz J.J., Individual strategy preferences and decisional fit, J. Behav. Decis. Mak, 21, pp. 532-555, (2008); Fuentes M.J., Lopez F., Eceiza A., Aguirrezabala E., Predictores emocionales y conductuales de la aceptación de los compaiñeros en la edad escolar, Rev. Psicol. Soc, 16, pp. 275-291, (2001); Kahneman D.Y., Frederick S., Representativeness revisited: Attribute substitution in intuitive judgment, Heuristics and Biases: The Psychology of Intuitive Thought, pp. 49-81, (2002); Mayring P., Qualitative Inhaltsanalyse [Qualitative Content Analysis], (2010); Enggruber R., Migration und jugendberufshilfe. [Migration and youth vocational assistance, Soziale Arbeit in der Migrationsgesellschaft [Social Work in the Migration Society], pp. 483-491, (2018)","A.R. Martínez; Department of Educational Sciences, Faculty of Education, University of Zaragoza, Zaragoza, 50009, Spain; email: anaromar@unizar.es","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85103546283"
"Markwell K.E.; Ross L.J.; Mitchell L.J.; Williams L.T.","Markwell, K.E. (26323713500); Ross, L.J. (36806785100); Mitchell, L.J. (34875322100); Williams, L.T. (57880222500)","26323713500; 36806785100; 34875322100; 57880222500","A self-determination theory analysis of reflective debrief themes about dietetic student placement experiences in hospital: implications for education","2021","Journal of Human Nutrition and Dietetics","34","1","","115","123","8","5","10.1111/jhn.12808","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090121859&doi=10.1111%2fjhn.12808&partnerID=40&md5=3436691c92875458d73407fecf79252b","School of Sport and Health Sciences, University of Central Lancashire, Fylde Rd, Preston, PR1 2HE, Lancashire, United Kingdom; School of Allied Health Sciences, Gold Coast Campus, Griffith University, 1 Parklands Dr, Southport, 4215, QLD, Australia; Department of Clinical Sciences and Nutrition, University of Chester, Parkgate Road, Chester, CH1 4BJ, Cheshire, United Kingdom; Menzies Health Institute Queensland, Gold Coast Campus, Griffith University, 1 Parklands Dr, Southport, 4215, QLD, Australia","Markwell K.E., School of Sport and Health Sciences, University of Central Lancashire, Fylde Rd, Preston, PR1 2HE, Lancashire, United Kingdom, School of Allied Health Sciences, Gold Coast Campus, Griffith University, 1 Parklands Dr, Southport, 4215, QLD, Australia, Department of Clinical Sciences and Nutrition, University of Chester, Parkgate Road, Chester, CH1 4BJ, Cheshire, United Kingdom; Ross L.J., School of Allied Health Sciences, Gold Coast Campus, Griffith University, 1 Parklands Dr, Southport, 4215, QLD, Australia, Menzies Health Institute Queensland, Gold Coast Campus, Griffith University, 1 Parklands Dr, Southport, 4215, QLD, Australia; Mitchell L.J., School of Allied Health Sciences, Gold Coast Campus, Griffith University, 1 Parklands Dr, Southport, 4215, QLD, Australia, Menzies Health Institute Queensland, Gold Coast Campus, Griffith University, 1 Parklands Dr, Southport, 4215, QLD, Australia; Williams L.T., School of Allied Health Sciences, Gold Coast Campus, Griffith University, 1 Parklands Dr, Southport, 4215, QLD, Australia, Menzies Health Institute Queensland, Gold Coast Campus, Griffith University, 1 Parklands Dr, Southport, 4215, QLD, Australia","Background: Healthcare placements in dietetics education contribute significantly to student learning. Exploring students’ self-conceptualisation of placement experiences may provide insights to better support learning. Self-determination theory (SDT) has been used to seek insight into clinical and educational settings but has not yet been applied to dietetic placement learning. The present study investigated dietetics students’ reflections of key influences on placement learning experiences and their alignment with an SDT framework. Methods: A post-placement two-stage critical incident debrief was conducted with seven successive cohorts (168 students) of dietetic undergraduate students on final placement. In debriefs, students’ anonymous themes were collected and discussed, inductively analysed, and then mapped against an SDT framework of psychological and motivational constructs. Results: Nine key themes were identified that impacted upon placement experiences. Four themes related to framework constructs: (1) Supervisor (and Peer) Autonomy Support; (2) Perceived Competence; (3) Relatedness; and (4) Autonomy and Intrinsic Motivation. Non-SDT themes were also present, including: (5) Learning Environment and Experience; as well as themes about professional behaviours and identity: (6) Teamwork and Interactions; (7) Managing Emotions and Self-Care; (8) Dietetic Communications and Behaviours; and (9) Developing a Professional Identity. Conclusions: Embedding a structured debrief in the curriculum and using a psychological motivational SDT framework to analyse themes arising can provide valuable information about the learning needs of students on placement with potential for wider application in dietetic learning and teaching and workforce employability. The current findings may have application in university curricula before and after professional placement. © 2020 The Authors. Journal of Human Nutrition and Dietetics published by John Wiley & Sons Ltd on behalf of British Dietetic Association","dietitian; placement; reflection; self-determination theory; teaching","Curriculum; Dietetics; Female; Humans; Learning; Male; Preceptorship; Psychological Theory; Qualitative Research; Students, Health Occupations; article; curriculum; dietetics student; embedding; employability; human; human experiment; learning environment; major clinical study; motivation; self care; teaching; teamwork; theoretical study; undergraduate student; workforce; curriculum; dietetics; education; female; health student; learning; male; psychological theory; psychology; qualitative research","","","","","Australian Government Department of Industry, Innovation, Science, Research & Tertiary Education, Office for Learning and Teaching; Office for Learning and Teaching, OLT, (ID15‐4902)","We thank the students for their participation and the debrief facilitators. We also thank Clare Van Dorssen for her assistance with the graphical abstract. The project received funding from a grant held by Professor Stephen Billet. Conflict of interests, source of funding, authorship ","Cruess R.L., Cruess S.R., Steinert Y., Amending Miller’s pyramid to include professional identity formation, Acad Med, 91, pp. 180-185, (2016); Miller G.E., The assessment of clinical skills/competence/performance, Acad Med, 65, pp. S63-S67, (1990); Kolb A.Y., Kolb D.A., Learning styles and learning spaces: enhancing experiential learning in higher education, Acad Manag Learn Educ, 4, pp. 193-212, (2005); Wetmore A.O.K., Boyd L.D., Bowen D.M., Et al., Reflective blogs in clinical education to promote critical thinking in dental hygiene students, J Dent Educ, 74, pp. 1337-1350, (2010); Feather A., Fry H., Chapter 23: Key aspects in teaching and learning in medicine and dentistry, A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, (2009); Gaba A., Development and evaluation of an e-portfolio for use in a dietetic internship program, Proc Soc Behav Sci, 174, pp. 1151-1157, (2015); Pearson A.G., Harris-Reeves B.E., Mitchell L.J., Et al., Use of E-portfolios in health professions education, Emerging Technologies and Work-Integrated Learning Experiences in Allied Health Education, pp. 208-233, (2018); Pender F.T., de Looy A.E., The testing of clinical skills in dietetic students prior to entering clinical placement, J Hum Nutr Diet, 17, pp. 17-24, (2004); Farahat E., Rice G., Daher N., Et al., Objective structured clinical examination (OSCE) improves perceived readiness for clinical placement in nutrition and dietetic students, J Allied Health, 44, pp. 208-214, (2015); Delany C., Watkin D., A study of critical reflection in health professional education: ‘learning where others are coming from’, Adv Health Sci Educ, 14, pp. 411-429, (2009); Dowding K., Ash S., Shakespeare-Finch J., Using critical incident interviews to identify the mental health knowledge, skills and attitudes of entry-level dietitians, Nutr Diet, 68, pp. 297-304, (2011); Marquis M., Hln G., Exploring clinical dietitians’ day-to-day practice through the critical incident technique, J Am Diet Assoc, 102, pp. 1461-1465, (2002); Lewis A.V., Reflective practice: what is it and how do I do it?, J Clin Pract Speech Lang Pathol, 15, pp. 70-74, (2013); Maloney C., Critical incident stress debriefing and pediatric nurses: An approach to support the work environment and mitigate negative consequences, Pediatr Nurs, 38, pp. 110-113, (2012); Osland E., An investigation into the Professional Quality of Life of dietitians working in acute care caseloads: are we doing enough to look after our own?, Journal of human nutrition and dietetics, 28, pp. 493-501, (2015); Deci E., Ryan R., The “what” and “why” of goal pursuits: Human needs and self-determination of behavior, Psychol Inq, 11, pp. 227-268, (2000); Williams G.C., Freedman Z.R., Deci E.L., Supporting autonomy to motivate glucose control in patients with diabetes, Diabetes Care, 21, pp. 1644-1651, (1998); Williams G.C., Chapter 11: Improving patients’ health through supporting the autonomy of patients and providers, Handbook of Self-determination Research, pp. 223-253, (2002); Ng J.Y., Ntoumanis N., Thogersen-Ntoumani C., Et al., Self-determination theory applied to health contexts: a meta-analysis, Pers Psychol Sci, 7, pp. 325-340, (2012); Niemiec C.P., Ryan R.M., Autonomy, competence, and relatedness in the classroom: applying self-determination theory to educational practice, Theor Res Educ, 7, pp. 133-144, (2009); Orsini C., Evans P., Jerez O., How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory, J Educ Eval Health Professions, 12, (2015); ten Cate T.J., Kusurkar R.A., Williams G.C., How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59, Med Teach, 33, pp. 961-973, (2011); Deci E., Intrinsic Motivation, (1975); Deci E., Ryan R., Handbook of Self-Determination Research, (2002); Nunez J.L., Leon J., Autonomy support in the classroom: a review from self-determination theory, Eur Psychol, 20, pp. 275-283, (2015); Orsini C., Evans P., Binnie V., Et al., Encouraging intrinsic motivation in the clinical setting: teachers' perspectives from the self-determination theory, Eur J Dent Educ, 20, pp. 102-111, (2016); Edelson D.C., Design research: what we learn when we engage in design, J Learn Sci, 11, pp. 105-121, (2002); van den McKenney S., Nieveen N., Van den Akker J., Et al., Chapter 6: Design research from a curriculum perspective, Educational Design Research, pp. 110-143, (2006); Ross L.J., Mitchell L.J., Williams L.T., Is it possible to enhance the confidence of student dietitians prior to professional placements? A design-based research model, J Hum Nutr Diet, 30, pp. 588-595, (2017); Williams L., Ross L., Mitchell L., Et al., The reflective debrief: using students’ placement experiences to enrich understandings of distinct kinds of nutrition and dietetics practice, Augmenting Health and Social Care Students’ Clinical Learning Experiences: Outcomes and Processes, (2018); Decker S., Fey M., Sideras S., Et al., Standards of best practice: simulation standard VI: the debriefing process, Clin Simul Nurs, 9, pp. S26-S29, (2013); Cyr J., The pitfalls and promise of focus groups as a data collection method, Sociol Methods Res, 45, pp. 231-271, (2015); Braun V., Clarke V., Using thematic analysis in psychology, Qual Res Psychol, 3, pp. 77-101, (2006); Ryan R., Deci E., An overview of self-determination theory: an organismic-dialectical perspective, Handbook of Self-Determination Research, pp. 3-35, (2002); Korthagen F.A., Evelein F.G., Relations between student teachers' basic needs fulfillment and their teaching behavior, Teach Teach Educ, 60, pp. 234-244, (2016); Wilkes Z., The student-mentor relationship: a review of the literature, Nurs Stand, 20, pp. 42-47, (2006); Levett-Jones T., Lathlean J., Belongingness: A prerequisite for nursing students’ clinical learning, Nurse Educ Pract, 8, pp. 103-111, (2008); Maher J., Pelly F., Swanepoel E., Et al., The contribution of clinical placement to nutrition and dietetics competency development: a student-centred approach, Nutr Diet, 72, pp. 156-162, (2015); Van den Broeck A., Vansteenkiste M., De Witte H., Self-determination theory: a theoretical and empirical overview in occupational health psychology, Occupational Health Psychology: European Perspectives on Research, Education, and Practice edition, pp. 63-88, (2008); Ryan R., Brown K.W., Legislating competence : high-stakes testing policies and their relations with psychological theories and research, Handbook of Competence and Motivation, pp. 354-372, (2005); Johnson C.E., Keating J.L., Boud D.J., Et al., Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement, BMC Med Educ, 16, (2016); Palermo C., Beck E.J., Chung A., Et al., Work-based assessment: qualitative perspectives of novice nutrition and dietetics educators, J Hum Nutr Diet, 27, pp. 513-521, (2014); Groves M., Mitchell M., Henderson A., Et al., Critical factors about feedback: “They told me what I did wrong; but didn’t give me any feedback”’, J Clin Nurs, 24, pp. 1737-1739, (2015); McSweeney F., Williams D., Social care students’ learning in the practice placement in Ireland, Soc Work Educ, 37, pp. 581-596, (2018); Cant R.P., Aroni R.A., Exploring dietitians’ verbal and nonverbal communication skills for effective dietitian–patient communication, J Hum Nutr Diet, 21, pp. 502-511, (2008); Atkins J., Gingras J., Coming and going: dietetic students’ experience of their education, Can J Diet Pract Res, 70, pp. 181-186, (2009); Cruess R.L., Cruess S.R., Boudreau J.D., Et al., Reframing medical education to support professional identity formation, Acad Med, 89, pp. 1446-1451, (2014); Williams G.C., Lynch M.F., McGregor H.A., Et al., Validation of the 'important other' climate questionnaire: assessing autonomy support for health related change, Fam Syst Health, 24, pp. 179-194, (2006); Jamieson J., Palermo C., Hay M., Et al., Assessment practices for dietetics trainees: a systematic review, J Acad Nutr Diet, 119, pp. 272-292, (2019); Inceoglu I., Selenko E., McDowall A., Et al., (How) Do work placements work? Scrutinizing the quantitative evidence for a theory-driven future research agenda, J Vocat Behav, 110, pp. 317-337, (2019); Korstjens I., Moser A., Series: practical guidance to qualitative research. Part 4: trustworthiness and publishing, Eur J General Pract, 24, pp. 120-124, (2018)","K.E. Markwell; School of Sport and Health Sciences, University of Central Lancashire, Fylde Rd, Preston, PR1 2HE, United Kingdom; email: kmarkwell@uclan.ac.uk; K.E. Markwell; School of Allied Health Sciences, Gold Coast Campus, Griffith University, Southport, 1 Parklands Dr, 4215, Australia; email: kmarkwell@uclan.ac.uk; K.E. Markwell; Department of Clinical Sciences and Nutrition, University of Chester, Chester, Parkgate Road, CH1 4BJ, United Kingdom; email: kmarkwell@uclan.ac.uk","","Blackwell Publishing Ltd","","","","","","09523871","","JHNDE","32885486","English","J. Hum. Nutr. Diet.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85090121859"
"Excel C.N.","Excel, Chinny Nzekwe (58629958800)","58629958800","Equipping MBA Graduates for the Workplace: The MBA Program with Professional Practice","2021","Change Management","21","2","","21","29","8","0","10.18848/2327-798X/CGP/v21i02/21-29","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172993498&doi=10.18848%2f2327-798X%2fCGP%2fv21i02%2f21-29&partnerID=40&md5=b69e1e599cb25960aef11753c4c53a2c","Faculty of Arts, Business, and Social Sciences, University of Wolverhampton, Wolverhampton, United Kingdom","Excel C.N., Faculty of Arts, Business, and Social Sciences, University of Wolverhampton, Wolverhampton, United Kingdom","The Master of Business Administration (MBA) degree is considered a contributing factor toward career advancement. However, organizations have raised concerns that graduates do not possess the vital abilities and employability skills required in the workplace. Using insights and outcomes from relevant previous and current studies on the benefits of the MBA, this study discusses the significance of the “MBA Program with Professional Practice” degree-structure toward successful learning experience for students, community engagement and collaborative practice between academic institutions and businesses. The “MBA Program with Professional Practice” will help to foster academic and organizational partnerships, as well as develop pragmatic and confident graduates who are ready to apply employability skills gained during the program in the workplace or the real world. This study argues that robust research is needed to uncover the practical implications of the “MBA Program with Professional Practice” to businesses and academic institutions alike. It presents the program as an innovative and growing initiative that will progress the opportunity to impact the real world in the upcoming decades, and subsequently produce graduates who can positively change organizations and the society. © 2021 Common Ground Research Networks. All rights reserved.","Community Engagement; Employability Skills; Leadership; Management; Master of Business Administration; MBA; Professional Practice; Workplace","","","","","","","","Globalisation of Management Education: Changing International Structures, Adaptive Strategies, and the Impact on Institutions, (2011); Annual Report, AMBA, (1997); Baruch Yehuda, Peiperl Maury, The Impact of an MBA on Graduate Careers, Human Resource Management Journal, 10, 2, pp. 69-90, (2000); Baruch Yehuda, Leeming Anne, The Added Value of MBA Studies-Graduates’ Perceptions, Personnel Review, 30, 5, pp. 589-602, (2001); Beenen Gerald, Mrousseau Denise M., Getting the Most from MBA Internships: Promoting Intern Learning and Job Acceptance, Human Resource Management, 49, 1, pp. 3-22, (2010); Boyatzis Richard E., Renio Case A., Research Article: The Impact of an MBA Programme on Managerial Abilities, Journal of Management Development, 8, 5, pp. 66-77, (1989); Boyatzis Richard E., Stubbs Elizabeth C., Taylor Scott N., Learning Cognitive and Emotional Intelligence Competencies through Graduate Management Education, Academy of Management Learning and Education, 1, 2, pp. 150-162, (2002); Boyde Emma, The MBA – A Degree of Relevance for the 21st Century?, Financial Times, (2013); Callanan Gerard, Benzing Cynthia, Assessing the Role of Internships in the Career-Oriented Employment of Graduating College Students, Education + Training, 46, 2, pp. 82-89, (2004); Coxhead Francis, Grauberg Janet, Joyce Paul, Knox Colin, Lawes Tanya, Massey Andrew, New Development: Adapting University Education for Changing Expectations of Public Services Leaders and Managers – Guidance for Designing and Delivering MPAs, Public Money and Management, 30, 3, pp. 138-142, (2010); Dalton Chris, The Everyday MBA: How to Turn World-Class Business Thinking into Everyday Business Brilliance, (2014); Dreher George F., Ryan Katherine C., A Suspect MBA Selection Model: The Case against the Standard Work Experience Requirement, Academy of Management Learning & Education, 3, 1, pp. 87-91, (2004); Erickson Suzanne, Laing William, The Oxford MBA: A Case Study in Connecting Academia with Business, Journal of Entrepreneurship Education, 19, 1, pp. 1-8, (2016); Gander Michelle, Higher Education Business Management Staff and the MBA: A Small Study Analysing Intrinsic and Extrinsic Benefits, Journal of Education for Business, 90, 3, pp. 139-144, (2015); Gupta Pola B., Saunders Paula M., Smith Jeremy, Traditional Master of Business Administration (MBA) Versus the MBA with Specialization: A Disconnection Between What Business Schools Offer and What Employers Seek, Journal of Education for Business, 82, 6, pp. 307-312, (2007); Hay Amanda, Seeing Differently: Putting MBA Learning into Practice, International Journal of Training & Development, 10, 4, pp. 291-297, (2006); Hesselbart Charlotte, Schaltegger Steffan, Educating Change Agents for Sustainability: Learnings from the First Sustainability Management Master of Business Administration, Journal of Cleaner Production, 62, 1, pp. 24-36, (2014); Jain Mohit, Harindram M., Break the MBA Admissions Barrier Making It to the World’s Best Business Schools, (2007); Kang Lakhwinder Singh, Sharma Surinder, Managerial Skills and Attitude of MBA and Non-MBA Employees: A Comparison, Management and Labour Studies, 37, 2, pp. 77-92, (2012); Kretovics Mark, Assessing the MBA What Do Our Students Learn?, Journal of Management Development, 18, 2, pp. 125-136, (1999); Kim Jeongeun, Celis Sergio, Global Partnership as a Strategy for Internationalisation: MBAs in Latin America and Asia and Oceania, Higher Education Policy, 29, 3, pp. 355-378, (2016); Lamsa Anna-Maija, Savela Terttu, The Effect of an MBA on the Development of Women’s Management Competencies: A Gender Viewpoint, Baltic Journal of Management, 9, 2, pp. 213-230, (2014); Mihail Dimitios M., Antigoni Elefterie Kristina, Perceived Effects of an MBA Degree on Employability and Career Advancement: The Case of Greece, Career Development International, 11, 4, pp. 352-361, (2006); Murray Seb, Can MBAs Create Top Entrepreneurs?, Financial Times, (2019); Pham Nga Thi Phuong, Segers Mien R., Gijselaers Wim, Effects of Work Environment on Transfer of Training: Empirical Evidence from Master of Business Administration Programs in Vietnam, International Journal of Training and Development, 17, 1, pp. 1-19, (2013); Pickard Laurie, Don’t Pay for Your MBA: The Faster, Cheaper, Better Way to Get the Business Education You Need, (2017); Simpson Ruth, Winners and Losers: Who Benefits Most from the MBA?, Management Learning, 31, 3, pp. 331-351, (2000); Simpson Ruth, Sturges Jane, Woods Adrian, Altman Yochanan, Gender, Age, and the MBA: An Analysis of Extrinsic and Intrinsic Career Benefits, Journal of Management Education, 29, 2, pp. 218-247, (2005); Sturges Jane, Simpson Ruth, Altman Yochanan, Capitalizing on Learning: An Exploration of the MBA as a Vehicle for Developing Career Opportunities, International Journal of Training and Development, 7, 1, pp. 53-66, (2003); Warhurst Russell, Managers’ Practice and Managers’ Learning as Identity Formation: Reassessing the MBA Contribution, Management Learning, 42, 3, pp. 261-278, (2011); Warhurst Russell, Leadership Development as Identity Formation: Middle Managers’ Leadership Learning from MBA Study, Human Resource Development Journal, 15, 4, pp. 471-487, (2012); Zhao Jensen, Allen D. Truell, Alexander Melody, Hill Inga B., Less Success than Meets the Eye? The impact of Master of Business Administration Education on Graduates’ Careers, Journal of Education for Business, 81, 5, pp. 261-268, (2006)","C.N. Excel; lty of Arts, Business, and Social Sciences, University of Wolverhampton, Wolverhampton, WV1 1AD, United Kingdom; email: nyerenoels@mail.com","","Common Ground Research Networks","","","","","","2327798X","","","","English","Change Manage.","Article","Final","","Scopus","2-s2.0-85172993498"
"Okolie U.C.; Elom E.N.; Igwe P.A.; Binuomote M.O.; Nwajiuba C.A.; Igu N.C.N.","Okolie, Ugochukwu Chinonso (57195417537); Elom, Elisha Nwonu (57209046888); Igwe, Paul Agu (57201619466); Binuomote, Michael Olayinka (57214220416); Nwajiuba, Chinyere Augusta (7801367933); Igu, Ntasiobi C.N. (57215071917)","57195417537; 57209046888; 57201619466; 57214220416; 7801367933; 57215071917","Improving graduate outcomes : Implementation of problem-based learning in TVET systems of Nigerian higher education","2021","Higher Education, Skills and Work-based Learning","11","1","","92","110","18","8","10.1108/HESWBL-12-2018-0140","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079769393&doi=10.1108%2fHESWBL-12-2018-0140&partnerID=40&md5=ca84fb5d1055fbf6643da06d7a9ec096","Department of Vocational and Technology Education, Alex Ekwueme Federal University, Ndufu-Alike Ikwo, Nigeria; Department of Technology and Vocational Education, Ebonyi State University, Faculty of Education, Abakaliki, Nigeria; University of Lincoln, Lincoln, United Kingdom; Alex Ekwueme Federal University, Ndufu-Alike Ikwo, Nigeria; Department of Educational Foundations, Alex Ekwueme Federal University, Ndufu-Alike Ikwo, Nigeria","Okolie U.C., Department of Vocational and Technology Education, Alex Ekwueme Federal University, Ndufu-Alike Ikwo, Nigeria; Elom E.N., Department of Technology and Vocational Education, Ebonyi State University, Faculty of Education, Abakaliki, Nigeria; Igwe P.A., University of Lincoln, Lincoln, United Kingdom; Binuomote M.O., Department of Vocational and Technology Education, Alex Ekwueme Federal University, Ndufu-Alike Ikwo, Nigeria; Nwajiuba C.A., Alex Ekwueme Federal University, Ndufu-Alike Ikwo, Nigeria; Igu N.C.N., Department of Educational Foundations, Alex Ekwueme Federal University, Ndufu-Alike Ikwo, Nigeria","Purpose: This study explores how the implementation of problem-based learning (PBL) in technical and vocational education training (TVET) systems of Nigerian higher education (HE) can enhance quality graduate outcomes. The study also explores the issues and challenges of PBL implementation in the TVET system of Nigerian HE. Design/methodology/approach: This study follows the assumptions of qualitative research. The authors interviewed 55 participants and had a focus group with 7 TVET postgraduate students. The 55 interviewees were drawn from TVET teachers (n = 33; 24 males and 9 females), Directors at National Board for Technical Education (n = 4; 3 males and 1 female), Directors of National Directorate of Employment (n = 5; 3 males and 2 females), Directors at the Federal Ministry of Education (n = 3 males), and industry executives (n = 10; 7 males and 3 females). Data were collected through a semistructured interview approach, transcribed and coded using NVivo 12 plus and analyzed through thematic analysis. Findings: The results show that PBL in the Nigerian TVET system has positive implications for quality TVET graduate outcomes in that it can enable integrating theory and practice, motivate learning, improve students' self-efficacy, allow students to construct learning on their own, enhance graduate competencies and graduate employability. It also revealed six perceived possible major challenges to effective implementation of PBL in the Nigerian TVET system, which includes inadequacy of teaching and learning facilities; corruption in Nigerian education sector; recruitment of unqualified incompetent TVET teachers; difficulties in identifying real-life problems, among others. Participants offered benchmarks and actions and standards for improving the identified challenges, which formed a framework for coping with issues, challenges, and barriers to effective implementation of PBL in the TVET system of Nigerian HE (Table 1). Originality/value: The results of this study are original and serve as an advocacy for Nigerian HE authorities to explore how PBL can be implemented in the TVET system to improve graduate outcomes. The study serves as a starting point for more research in the domain of improving the quality of TVET programs in Nigerian HE. Industry leaders and policymakers in Nigeria and other developing countries could use the findings from this study to increase HE and industry participation and partnership for quality of TVET program. © 2020, Emerald Publishing Limited.","Cognitive learning; Nigeria; Pedagogy; Problem-based learning; TVET","","","","","","","","Akombi I., Strategies for ensuring quality in the teaching of vocational education in secondary schools, Journal of Qualitative Education, 1, 2, pp. 111-122, (2005); AlBuali W.H., Khan A.S., Challenges facing the shift from the conventional to problem-based learning curriculum, Higher Education Studies, 8, 1, pp. 36-41, (2018); Alt D., Assessing the contribution of a constructivist learning environment to academic self-efficacy in higher education, Learning Environments Research, 18, pp. 47-67, (2015); Ansah S.K., Kissi E., Technical and vocational education and training in Ghana: a tool for skill acquisition and industrial development, Journal of Education and Practice, 4, 16, pp. 172-180, (2013); Ary D., Jacobs L.C., Sorenson C., Introduction to Research in Education, (2010); Ayonmike S.C., Technical and vocational education and training (TVET): model for addressing skills shortage in Nigerian oil and gas industry, American Journal of Educational Research, 3, 1, pp. 62-66, (2015); Barrows H., Is it truly possible to have such a thing as PBL?, Distance Education, 23, 1, pp. 119-122, (2002); Barrows H.S., Tamblyn R.M., Problem-based Learning: An Approach to Medical Education, (1980); Blair E., A reflexive exploration of two qualitative data coding techniques, Journal of Methods and Measurement in the Social Sciences, 6, 1, pp. 14-29, (2015); Boitshwarelo B., Vemuri S., Conceptualising strategic alignment between curriculum and pedagogy through a learning design framework, International Journal for Academic Development, 22, 4, pp. 278-292, (2017); The next generation Nigeria task force, (2010); Creswell J.W., Qualitative Inquiry and Research Design, (2013); Deissinger T., The German dual vocational education and training system as ‘good practice’?, Local Economy: The Journal of the Local Economy Policy Unit, 30, 5, pp. 557-567, (2015); Delaney Y., Pattinson B., McCarthy J., Beecham S., Transitioning from traditional to problem-based learning in management education: the case of frontline manager skills development programme, Innovation in Education and Teaching International, 54, 3, pp. 214-222, (2015); Eze C.P., Empowering the youth through technical and vocational education: a panacea for sustainable national development, Unizik Orient Journal of Education, 7, 1, pp. 59-64, (2013); National Policy on Education, (2004); Floersch J., Longhofer J.L., Kranke D., Townsend L., Integrating thematic, grounded theory and narrative analysis: a case study of adolescent psychotropic treatment, Qualitative Social Work: Research and Practice, 9, 3, pp. 407-425, (2010); Gibbert M., Ruigrok W., Wicki B., What passes as a rigorous case study?, Strategic Management Journal, 29, 13, pp. 1465-1474, (2008); Gorghiu G., Draghicescu L.M., Cristea S., Petrescu M., Gorghiu L.M., Problem-based learning - an efficient learning strategy in the science lessons context, Procedia - Social and Behavioral Sciences, 191, pp. 1865-1870, (2015); Guest G., MacQueen K., Namey E., Applied Thematic Analysis, (2012); Gwee M.C., Problem-based learning: a strategic learning system design for the education of healthcare professionals in the 21st century, Kaohsiung Journal of Medical Sciences, 25, 5, pp. 231-239, (2009); Hallinger P., Lu J., Implementing problem-based learning in higher education in Asia: challenges, strategies and effect, Journal of Higher Education Policy and Management, 33, 3, pp. 267-285, (2011); Holm M., Project-based instruction: a review of the literature on effectiveness in prekindergarten through 12th grade classrooms, InSight: Rivier Academic Journal, 7, 2, pp. 1-13, (2011); Holmes V.L., Hwang Y., Exploring the effects of project-based learning in secondary mathematics education, The Journal of Educational Research, 109, 5, pp. 449-463, (2016); Igwe P.A., Hack-Polay D., Mendy J., Fuller T., Lock D., Improving higher education standards through reengineering in West African universities – a case study of Nigeria, Studies in Higher Education, (2019); Jabarullah N.H., Hussain H.I., The effectiveness of problem-based learning in technical and vocational education in Malaysia, Education + Training, 61, 5, pp. 552-567, (2019); Khairiyah M.Y., Helmi S.A., Mohammad-Zamry J., Nor-Farida H., Cooperative problem-based learning (CPBL): framework for integrating cooperative learning and problem-based learning, Proceeding of the 3rd Regional Conference on Engineering Education and Research in Higher Education (RCEE & RHEd 2010), (2010); Kumar R., Mandava S., Gopanapalli V.S., Vocational training in India: determinants of participation and effect on wages, Empirical Research in Vocational Education and Training, 11, 3, pp. 1-17, (2019); Lim W.K., Dysfunctional problem-based learning curricula: resolving the problem, BMC Medical Education, 12, 1, (2012); Lingard L., Kennedy T.J., Qualitative research methods in medical education, Understanding Medical Education: Evidence, Theory and Practice, pp. 323-335, (2010); Liuzzi F., Looking back on problems I encountered in problem‐based learning, The Clinical Teacher, 8, 3, pp. 202-203, (2011); Loyens S.M.M., Magda J., Rikers R.M.J.P., Self-directed learning in problem-based learning and its relationships with self-regulated learning, Education Psychology Review, 20, 4, pp. 411-427, (2008); McPaland M., Noble L.M., Livingston G., Effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry, Medical Education, 38, 8, pp. 859-867, (2004); Momoh O.A., Revitalization of technical education in Nigeria as a vehicle for transformation, Proceedings of Coren 21st Engineering Assembly, pp. 53-81, (2012); Moskovsky C., Alrabi F., Paolini S., Ratcheva S., The effects of teachers' motivational strategies on learners' motivation: a controlled investigation of second language acquisition, A Journal of Research in Language Studies, 63, 1, pp. 34-62, (2013); Tools to Support the System”, Learning for Jobs, OECD Reviews of Vocational Education and Training, pp. 137-162, (2010); Ojimba D.P., Vocational and technical education in Nigeria: issues, problems and prospects” dimensions, Journal of Education and Social Research, 2, 9, pp. 23-30, (2012); Okolie U.C., Management of woodwork workshop in tertiary institutions in Nigeria: an analytical study, Malaysian Online Journal of Education, 2, 1, pp. 20-36, (2014); Okolie C.U., Igwe P.A., Elom E.N., Improving graduate outcomes for technical colleges in Nigeria, Australian Journal of Career Development, 28, 1, pp. 21-30, (2019); Okolie U.C., Nwosu H.E., Mlanga S., Graduate employability: how the higher education institutions can meet the demand of the labour market, Higher Education, Skills and Work-Based Learning, 9, 4, pp. 620-636, (2019); Okoye K.R.E., Okwelle P.C., Technical and vocational education and training (TVET) in Nigeria and energy development, marketing and national transformation, Journal of Education and Practice, 4, 14, pp. 134-138, (2013); Okoye R., Arimonu M.O., Technical and vocational education in Nigeria: issues, challenges and a way forward, Journal of Education and Practice, 7, 30, pp. 113-118, (2016); Oviawe J.I., Uwameiye R., Uddin P.S.O., Bridging skill gap to meet technical, vocational education and training school-workplace collaboration in the 21st century, International Journal of Vocational Education and Training Research, 3, 1, pp. 7-14, (2017); O'Brien E., Hamburg I., Southern M., Using technology-oriented, problem-based learning to support global workplace learning, The Wiley Handbook of Global Workplace Learning, pp. 591-609, (2019); Palinkas L.A., Horwitz S.M., Green C.A., Wisdom J.P., Duan N., Hoagwood K., Purposeful sampling for qualitative data collection & analysis in mixed method research, Administration Policy Mental Health, 42, 5, pp. 533-544, (2015); Pease M.A., Kuhn D., Experimental analysis of the effective components of problem-based learning, Science Education, 95, 1, pp. 57-86, (2011); Rolfe G., Validity, trustworthiness and rigour: quality and the idea of qualitative research, Journal of Advanced Nursing, 53, 3, pp. 304-310, (2006); Savin-Baden M., Major C.H., Foundations of Problem-Based Learning, (2004); Seidman I., Interviewing as Qualitative Research: a Guide for Researchers in Education and the Social Sciences, (2013); Seyi D., An overview of vocational and technical education in Nigeria under secondary school education system, International Journal of Technology Enhancements and Emerging Engineering Research, 2, 6, pp. 119-122, (2014); Stanley T., Marsden M., Problem-based learning: does accounting education need it?, Journal of Accounting Education, 30, 3-4, pp. 267-289, (2012); Summers E.J., Dickinson G., A longitudinal investigation of project–based instruction and student achievement in high school social studies, Interdisciplinary Journal of Problem-Based Learning, 6, 1, pp. 82-103, (2012); Trampusch C., Collective skill formation: a historical analysis of the least-likely case New Zealand, Journal of Vocational Education and Training, 66, 2, pp. 135-155, (2014); Strengthening TVET teacher education, Report of the UNESCO-UNEVOC online Conference, (2012); Van-Ark B., Vocational education and productivity in The Netherlands and Britain, National Institute Economic Review, 5, (1992); Career and Technical Education","U.C. Okolie; Department of Vocational and Technology Education, Alex Ekwueme Federal University, Ndufu-Alike Ikwo, Nigeria; email: nonyeck@gmail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85079769393"
"Limarutti A.; Maier M.J.; Mir E.; Gebhard D.","Limarutti, Andrea (57223255612); Maier, Marco Johannes (25951403600); Mir, Eva (55516904700); Gebhard, Doris (56430723600)","57223255612; 25951403600; 55516904700; 56430723600","Pick the Freshmen Up for a “Healthy Study Start” Evaluation of a Health Promoting Onboarding Program for First Year Students at the Carinthia University of Applied Sciences, Austria","2021","Frontiers in Public Health","9","","652998","","","","7","10.3389/fpubh.2021.652998","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105408855&doi=10.3389%2ffpubh.2021.652998&partnerID=40&md5=0916edf67fe2041720d644b94a84eef7","Department of Health Sciences and Social Work, Carinthia University of Applied Sciences, Spittal an der Drau, Austria; Department of Human Sciences, University of Education Schwäbisch Gmünd, Shwäbisch Gmünd, Germany; Independent Researcher, Vienna, Austria; Faculty of Sports and Health Sciences, Technical University of Munich, Munich, Germany","Limarutti A., Department of Health Sciences and Social Work, Carinthia University of Applied Sciences, Spittal an der Drau, Austria, Department of Human Sciences, University of Education Schwäbisch Gmünd, Shwäbisch Gmünd, Germany; Maier M.J., Independent Researcher, Vienna, Austria; Mir E., Department of Health Sciences and Social Work, Carinthia University of Applied Sciences, Spittal an der Drau, Austria; Gebhard D., Faculty of Sports and Health Sciences, Technical University of Munich, Munich, Germany","Introduction: Universities are an essential setting for creating health promoting environments. Evidence shows that university life can pose various threats to the students' health. Especially first year students are vulnerable to mental health issues. To support well-being and prevent psychological distress from the first day of studying, onboarding programs are needed to promote the students' health and their self- and social competencies. The study demonstrates a tailored multi-component onboarding intervention program named “Healthy Study Start.” An evaluation of the effectiveness is presented focusing on outcomes regarding the students' sense of coherence (S-SoC), social support, sympathy, the work-related collective and the participative safety (a sub-scale of the team climate) among freshmen at the Carinthia University of Applied Sciences (CUAS, Austria). Methods: For the analyses, a quantitative controlled study design was used and results were measured three times. The intervention group (n = 72) was composed of freshmen selected from the bachelor study programs Occupational Therapy, Speech and Language Therapy, Biomedical Science and Radiologic Technology. Freshmen from the bachelor study program Healthcare and Nursing formed the control group (n = 81). As the requirements for analyses of variance were not fulfilled, the data had to be analyzed using e.g., Mann-Whitney U-tests. Results: Significant changes (all p < 0.016) between the two groups were found between T0/T1, and between T0/T2. Furthermore, changes within the intervention group (all p < 0.016) emerged in nearly all outcomes between T0/T1, while within the control group no changes were identified. However, the intervention group had statistically significantly higher values in the majority of outcomes at T1 and T2 compared to the control group. Conclusion: The onboarding program “Healthy Study Start” shows how an initiative at the beginning of their studies can support students in entering a new phase of their lives. The results indicate a positive effect on the students' self- and social competencies. However, students' health promotion is not only an investment for a health conscious university or an enhanced employability. Especially in health-related fields of study, students are future multipliers and play an essential role in implementing health promotion concepts for clients, patients and employees. © Copyright © 2021 Limarutti, Maier, Mir and Gebhard.","employability; Healthy Universities; outdoor pedagogical intervention; peer to peer approach; self- and social competencies; sense of coherence; social belonging; students' health promotion","Austria; Health Promotion; Humans; Sense of Coherence; Students; Universities; Austria; health promotion; human; sense of coherence; student; university","","","","","","","Tsouros A., Dowding G., Thomson J., Dooris M., Health Promoting Universities: Concept, Experience and Framework for action, (1998); Okanagan C., Okanagan Charter. 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Messung des studentischen Kohärenzgefühls [The University – a Coherent setting? Measuring students' sense of coherence], Praev Gesundheitsf, 4, pp. 66-70, (2009); Suarez-Reyes M., van den Broucke S., Implementing the Health Promoting University approach in culturally different contexts: a systematic review, Glob Health Promot, 23, pp. 46-56, (2016); Dietz P., Reichel J.L., Edelmann D., Werner A.M., Tibubos A.N., Schafer M., Et al., A systematic umbrella review on the epidemiology of modifiable health influencing factors and on health promoting interventions among university students, Front Public Health, 8, (2020); Kunzler A.M., Helmreich I., Konig J., Chmitorz A., Wessa M., Binder H., Et al., Psychological interventions to foster resilience in healthcare students, Cochrane Database Syst Rev, 7, (2020); Cooley S.J., Burns V.E., Cumming J., The role of outdoor adventure education in facilitating groupwork in higher education, High Educ, 69, pp. 567-582, (2015); de Clercq M., Michel C., Remy S., Galand B., Providing freshmen with a good “starting-block”, Swiss J Psychol, 78, pp. 69-75, (2019); Barnett P., Arundell L.-L., Saunders R., Matthews H., Pilling S., The efficacy of psychological interventions for the prevention and treatment of mental health disorders in university students: a systematic review and meta-analysis, J Affect Disord, 280, pp. 381-406, (2021); Robert K.-I., Gesundheit in Deutschland. 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Public Health","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85105408855"
"De Vos A.; Jacobs S.; Verbruggen M.","De Vos, Ans (8206252400); Jacobs, Sofie (57143615100); Verbruggen, Marijke (16745355000)","8206252400; 57143615100; 16745355000","Career transitions and employability","2021","Journal of Vocational Behavior","126","","103475","","","","39","10.1016/j.jvb.2020.103475","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104412508&doi=10.1016%2fj.jvb.2020.103475&partnerID=40&md5=4d60a09989893ccbdf9a4c84a7f45216","Antwerp Management School, University of Antwerp, Belgium; KU Leuven, Belgium","De Vos A., Antwerp Management School, University of Antwerp, Belgium; Jacobs S., Antwerp Management School, University of Antwerp, Belgium; Verbruggen M., KU Leuven, Belgium","How individuals can be employable and make successful career transitions throughout their working life is gaining increased attention from scholars in the field of vocational and organizational psychology for several decades now. Although contemporary career literature implicitly or explicitly assumes a strong connectedness between career transitions and employability, these two concepts have their own historical development in the literature. In this paper we provide a historical account of how the research fields around both have evolved, and we highlight some key insights from seminal work. We then review the literature to explore in more detail how the relationship between career transitions and employability has been empirically studied in the vocational and organizational psychology literature so far. We end with discussing the major observations from this review and formulate pathways for future research. © 2020","Career transitions; Employability; Organizational psychology; Vocational psychology","","","","","","Flemish Fund for Scientific Research; European Orthodontic Society, EOS, (30987235, CARST G0E8318N)","Our work is supported by the Flemish Fund for Scientific Research , as part of the EOS research grant EOS Grant CARST G0E8318N (EOS number 30987235 ). ","Acikgoz Y., Sumer H.C., Sumer N., Do employees leave just because they can? 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Transition challenges, hindrances, and resources influencing motivation and retention through basic needs satisfaction, Group & Organization Management, 40, 6, pp. 744-775, (2015); Verbruggen M., De Vos A., When people don't realize their career desires: Toward a theory of career inaction, Academy of Management Review, (2020); Verbruggen M., Sels L., Social-cognitive factors affecting clients’ career and life satisfaction after counseling, Journal of Career Assessment, 18, 1, pp. 3-15, (2010); Verbruggen M., van Emmerik H., When staying is dissatisfying: Examining when and why turnover cognitions affect Stayers’ career satisfaction, Journal of Management, (2018); Wang M., Wanberg C.R., 100 years of applied psychology research on individual careers: From career management to retirement, Journal of Applied Psychology, 102, 3, pp. 546-563, (2017); Wang M., Zhou L., Zhang Z., Dynamic modeling, Annual Review of Organizational Psychology and Organizational Behavior, 3, 1, pp. 241-266, (2016); Watts A.G., Toward a policy for lifelong career development: A transatlantic perspective, The Career Development Quarterly, 45, 1, pp. 41-53, (1996); Watts A.G., Career guidance policy: An international review, The Career Development Quarterly, 54, 1, pp. 66-76, (2005); West M.A., Nicholson N., Rees A., Transitions into newly created jobs, Journal of Occupational Psychology, 60, 2, pp. 97-113, (1987); Wheeler A.R., Coleman Gallagher V., Brouer R.L., Sablynski C.J., When person-organization (mis)fit and (dis)satisfaction lead to turnover: The moderating role of perceived job mobility, Journal of Managerial Psychology, 22, 2, pp. 203-219, (2007); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010)","A. De Vos; Antwerp Management School, University of Antwerp, Department of Management, Faculty of Economics and Business, Antwerp, Boogkeers 5, 2000, Belgium; email: ans.devos@ams.ac.be","","Academic Press Inc.","","","","","","00018791","","JVBHA","","English","J. Vocat. Behav.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85104412508"
"Zaheer M.I.; Ajayi S.O.; Zulu S.L.; Oyegoke A.; Kazemi H.","Zaheer, Mohammad Ittshaam (57218316925); Ajayi, Saheed O. (56394201100); Zulu, Sambo Lyson (36697442900); Oyegoke, Adekunle (11338853900); Kazemi, Hadi (57200369476)","57218316925; 56394201100; 36697442900; 11338853900; 57200369476","Understanding the key competencies of market-ready building surveying graduates from employers’ perspectives","2021","Journal of Engineering, Design and Technology","19","1","","291","314","23","7","10.1108/JEDT-01-2020-0012","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088800777&doi=10.1108%2fJEDT-01-2020-0012&partnerID=40&md5=a3c10935ded203a43a9b0d1b9c864c72","School of Built Environment, Engineering and Computing, Leeds Beckett University, Leeds, United Kingdom","Zaheer M.I., School of Built Environment, Engineering and Computing, Leeds Beckett University, Leeds, United Kingdom; Ajayi S.O., School of Built Environment, Engineering and Computing, Leeds Beckett University, Leeds, United Kingdom; Zulu S.L., School of Built Environment, Engineering and Computing, Leeds Beckett University, Leeds, United Kingdom; Oyegoke A., School of Built Environment, Engineering and Computing, Leeds Beckett University, Leeds, United Kingdom; Kazemi H., School of Built Environment, Engineering and Computing, Leeds Beckett University, Leeds, United Kingdom","Purpose: This study aims to investigate the various competencies a graduate should hold to prepare them for graduate building surveying roles from employers’ perspective. Design/methodology/approach: This study uses a sequential exploratory mixed-method approach by informing a quantitative study with the finding from a qualitative study. Findings: Based on exploratory factor analysis, the study found that 13 essential competencies are valued by the employers when recruiting building surveying graduates, as they are requisites for effective job performance. Personal management skills, technical surveying knowledge and knowledge of the Royal Institute of Chartered Surveyor standards are the essential competencies based on the level of variance extracted by the three components. Other competency categories include client management skills, being goal-driven and self-motivated, optimistic personality traits, strong mental resilience, building maintenance and management knowledge and time management skills, among others that are explained in the paper. Originality/value: The essential competencies were dependent on maintaining a balance between knowledge, skills and personality-based competencies. Measures and approaches for gaining the essential competencies, as well as their level of significance, are further discussed. The study will be of significant benefits to employers of graduate building surveyors, academic institutions that are seeking to improve their graduate employability, as well as students who are preparing for the world of work. © 2020, Emerald Publishing Limited.","Building surveying; Built environment research; Competency; Cooperation between academia and industry; Curriculum development; Education","Buildings; Factor analysis; Surveys; Academic institutions; Building maintenance; Building surveyings; Building surveyors; Design/methodology/approach; Exploratory factor analysis; Quantitative study; Royal institute of chartered surveyors; Students","","","","","","","Abas M.C., Imam O.A., Graduates' competence on employability skills and job performance, International Journal of Evaluation and Research in Education (IJERE), 5, 2, pp. 119-125, (2016); Ajayi S.O., Oyedele L.O., Policy imperatives for diverting construction waste from landfill: experts’ recommendations for UK policy expansion, Journal of Cleaner Production, 147, pp. 57-65, (2017); 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concepts and theory, Advances in Applied and Pure Mathematics, 5, pp. 375-382, (2014); Tashakkori A., Teddlie C., SAGE Handbook of Mixed Methods in Social and Behavioural Research, (2010); Torres-Machi C., Carrion A., Yepes V., Pellicer E., Employability of graduate students in construction management, Journal of Professional Issues in Engineering Education and Practice, 139, 2, pp. 163-170, (2013); Trinder J.C., Competency standards-a measure of the quality of a workforce, pp. 165-168, (2008); Building Surveying – Unistats, (2019); Waheed S., Hongxia L., Waheed A., Habib S., Majeed A., Impact of social media on effective e-recruitment and selection in construction industries of Pakistan, 2018 2nd IEEE Advanced Information Management, Communicates, Electronic and Automation Control Conference (IMCEC), pp. 1355-1359, (2018); Wall T., A manifesto for higher education, skills and workbased learning: through the lens of the manifesto for work, Higher Education, Skills and Work-Based Learning, 7, 3, pp. 304-314, (2017); Wilkinson S., Hoxley M., Impact of the 2001 RICS education reforms on building surveying, COBRA 2005: Proceedings of the Construction and Building Research Conference of the Royal Institution of Chartered Surveyors, pp. 1-12, (2005); Yang J., Shen G.Q., Ho M., Drew D.S., Xue X., Stakeholder management in construction: an empirical study to address research gaps in previous studies, International Journal of Project Management, 29, 7, pp. 900-910, (2011); Yogeshwaran G., Perera B.A.K.S., Ariyachandra M.R.M.F., Competencies expected of graduate quantity surveyors working in developing countries, Journal of Financial Management of Property and Construction, 23, 2, pp. 202-220, (2018)","S.O. Ajayi; School of Built Environment, Engineering and Computing, Leeds Beckett University, Leeds, United Kingdom; email: arcileogbo@outlook.com","","Emerald Group Holdings Ltd.","","","","","","17260531","","","","English","J. Eng. Des. Technol.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85088800777"
"Bhandari B.; Jain C.; Sahu A.K.","Bhandari, Bornali (57201670412); Jain, Charu (57225396990); Sahu, Ajaya K. (57215856321)","57201670412; 57225396990; 57215856321","Are Secondary Schools Imparting Digital Skills? An Empirical Assessment","2021","Margin","15","1","","73","100","27","0","10.1177/0973801020976607","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100998903&doi=10.1177%2f0973801020976607&partnerID=40&md5=c4f9982c6ce94ef5477fbdbb2b042bcc","NCAER, New Delhi, India; Charu Jain is an Associate Fellow at NCAER, New Delhi, India; Ajaya K. Sahu is a Senior Research Analyst at NCAER, New Delhi, India","Bhandari B., NCAER, New Delhi, India; Jain C., Charu Jain is an Associate Fellow at NCAER, New Delhi, India; Sahu A.K., Ajaya K. Sahu is a Senior Research Analyst at NCAER, New Delhi, India","The aim of this article was to analyse the employability of currently enrolled secondary education (classes 9–12) students aged 14–21, specifically their functional digital skills. Digital skills are increasingly being recognised as a key foundational skill that also enhances employability. Gaining digital skills at the secondary education is important because it is one of the foundational skills that help prepare students transition to work and prepares them for life. There were three major objectives in this article: (a) to examine the trends and transitions in the acquisition of functional digital skills of currently enrolled secondary school Indian students according to their socio-economic and demographic profiles; (b) empirically investigate the factors influencing the acquisition of functional digital skills in urban areas and (c) examine whether the policy of providing schools with computers has had any discernible impact on the acquisition of functional digital skills of these students. Using the National Statistical Office 2017–2018 data on expenditure on education, we found that at the national level only 42% of the enrolled secondary school students had the ability to operate a computer and 46% had the ability to browse Internet in 2017–2018. The attainment of functional digital skills differed across rural and urban regions. The individual characteristics, socio-economic profile of households and school-related indicators were factors that explained the likelihood of students’ being equipped with functional digital skills. A key result was that students who had digital devices at home were more likely to have functional digital skills. The government had introduced computers in secondary schools in 2004 in India. We found evidence of a positive association between the provision of functional computers at secondary schools and attainment of digital skills, even for students from households with no computers at home. A key policy recommendation is that providing computers at schools can help overcome barriers to access to digital devices at home and improve the attainment of digital skills. JEL Codes: I2, O15, O3 © 2021 National Council of Applied Economic Research.","Digital Skills; Employability; ICT Skills; India; Indian Schooling; Secondary Education","","","","","","","","ASER 2017 rural: Beyond basics, (2018); Atasoy H., ICT skills and employment opportunities [working paper #11-24], (2011); Azam M., Chin A., Prakash N., The returns to English-language skills in India, Economic Development and Cultural Change, 61, 2, pp. 335-367, (2010); Becker G.S., Lewis H.G., On the interaction between the quantity and quality of children, Journal of Political Economy, 81, 2, pp. S279-S288, (1973); Burns T., Gottschalk F., Educating 21st century children: Emotional well-being in the digital age, educational research and innovation, (2019); Falck O., Heimisch A., Wiederhold S., Returns to ICT skills [OECD education working papers, no. 134]. OECD Publishing, (2016); Garrido M., Sullivan J., Gordon A., Understanding the links between ICT skills training and employability: An analytical framework, Information Technologies and International Development, 8, 2, pp. 17-32, (2012); Education in India: 2007–08 participation and expenditure. NSS 64th Round (July 2007–June 2008), (2010);  Round (January-June 2014), (2016); Dashboard. Department of School Education & Literacy, Ministry of Human Resource Development. UDISE+, (2019); All-India survey on higher education 2018–19. Department of Higher Education, Ministry of Human Resources and Development, (2019); Periodic labour force survey (July 2017–June 2018). Ministry of Statistics and Programme Implementation, New Delhi, (2019); Key indicators of household social consumption on education in India: 75th Round (July 2017-June 2018). Ministry of Statistics and Programme Implementation, New Delhi, (2019); National Education Policy 2020. Ministry of Human Resource and Development, New Delhi, (2020); Greene W.H., Econometric analysis, (2000); Pseudo R-Squared Measures; Kugler A., Kumar S., Preference for boys, family size, and educational attainment in India, Demography, 54, pp. 835-859, (2017); Mudassir I.U., Abubakar B.A., The impact of parents’ occupation on academic performance of secondary school students in Kuala Terengganu, Multilingual Academic Journal of Education and Social Sciences, 3, 1, pp. 112-120, (2015); Mukherjee E., Mazar O., Aggarwal R., Kumar R., Exclusion from digital infrastructure and access, (2016); Myroniuk T.W., Vanneman R., Desai S., Getting a child through secondary school and to college in India: The role of household social capital, Sociology of Development (Oakl), 3, 1, pp. 24-46, (2017); Skilling India: No time to lose, (2018); A summary of National Achievement Survey: Class X, (2015); Ocansey T.S., Sharma A., Maharashtra digital schools survey findings report [ICT India working paper # 24]. Center for Sustainable Development, Earth Institute, Columbia University, New York, (2020); HH-12 number of households availing banking services and number of households having each of the specified assets, (2011); Rani P.G., Shree M., Shukla R., Return to skills in India: The role of digital access and usage, Indian Journal of Human Development, 13, 3, pp. 254-277, (2019); Sunder N., It runs in the family: Parents’ education and child learning outcomes, Ideas for India, (2019); Indian Telecom Sector 2018, (2019); Thakur G.K., ICT and digital divide in Indian school system, International Journal of Interdisciplinary and Multidisciplinary Studies (IJIMS), 2, 2, pp. 34-38, (2014); Working Group on Education: Digital skills for life and work, (2017); Digital skills critical for jobs and social inclusion, (2018); World Development Indicators; Education and Learning: Preliminary Findings from the 2016 Young Lives Survey (Round 5): United Andhra Pradesh, (2017)","B. Bhandari; NCAER, New Delhi, India; email: bbhandari@ncaer.org","","SAGE Publications Ltd","","","","","","09738010","","","","English","Margin","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85100998903"
"Villanueva-Flores M.; Diaz-Fernandez M.; Hernandez-Roque D.; van Engen M.","Villanueva-Flores, Mercedes (56204712900); Diaz-Fernandez, Mirta (35261807200); Hernandez-Roque, Dara (57222368577); van Engen, Marloes (6507767123)","56204712900; 35261807200; 57222368577; 6507767123","Psychological capital and entrepreneurship: gender differences","2021","Gender in Management","36","3","","410","429","19","18","10.1108/GM-07-2020-0231","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102531001&doi=10.1108%2fGM-07-2020-0231&partnerID=40&md5=d997a47367a2bb0926254d325e999c36","Cadiz University Bay of Algeciras Campus, Algeciras, Spain; Pablo de Olavide University, Sevilla, Spain; Tilburg University, Tilburg, Netherlands","Villanueva-Flores M., Cadiz University Bay of Algeciras Campus, Algeciras, Spain; Diaz-Fernandez M., Pablo de Olavide University, Sevilla, Spain; Hernandez-Roque D., Cadiz University Bay of Algeciras Campus, Algeciras, Spain; van Engen M., Tilburg University, Tilburg, Netherlands","Purpose: This study aims to examine whether the psychological capital of male and female university students explains the intention to undertake entrepreneurism. Following Ajzen’s theory of planned behaviour, the aim was to study whether perceived behavioural control and subjective norms influence entrepreneurial intention and if subjective norms moderate established relationships, in both genders. Design/methodology/approach: Structural equation modelling and analysis of variance was applied to test the hypotheses amongst students at a Spanish university. Findings: The results showed that gender differences in psychological capital, in perceived behavioural control and in subjective norms existed between the male and female population, which explain gender differences in entrepreneurial intention. Similarly, subjective norms acted as a moderator in the relationship between psychological capital, the perceived behavioural control and entrepreneurial intention, with the moderating impact being higher on the female population. Practical implications: The results obtained in this paper indicate that developing perceived behavioural control and the psychological capital of university students in training programmes of male and female students helps to promote their entrepreneurial intention. Similarly, the results suggest that building a support network, for instance of family and groups of friends is key to fostering entrepreneurial intention, particularly for women. Originality/value: Entrepreneurship is key to the successful employability of current and future generations in the labour market. This study examined key antecedents of student’s entrepreneurial intention and how these are gendered. For both men and women (investing in) psychological capital is important. Informal social support was shown to play a key role in women’s entrepreneurial intention. © 2021, Emerald Publishing Limited.","Entrepreneurial intention and gender; Perceived behavioural control; Psychological capital; Subjective norms","","","","","","","","Ajzen I., The theory of planned behaviour, Organizational Behavior and Human Decision Processes, 50, 2, pp. 179-211, (1991); Ajzen I., Nature and operation of attitudes, Annual Review of Psychology, 52, 1, pp. 27-58, (2001); Al-Swidi A., Huque S.M.R., Hafeez M.H., Shariff M.N.M., The role of subjective norms in theory of planned behavior in the context of organic food consumption, British Food Journal, 116, 10, pp. 1561-1580, (2014); Ayala J.C., Manzano G., The resilience of the entrepreneur. Influence on the success of the business. 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Hirschi A., Fischer S., Work values as predictors of entrepreneurial career intentions, Career Development International, 18, 3, pp. 216-231, (2013); Hizam-Hanafiah M., Yousaf S.U., Usman B., The influence of psychological capital on the growth intentions of entrepreneurs: a study on malaysian SME entrepreneurs, Business and Economic Horizons, 13, 5, pp. 556-569, (2017); Hmieleski K.M., Baron R.A., Entrepreneurs optimism and new venture performance: a social cognitive perspective, Academy of Management Journal, 52, 3, pp. 473-488, (2009); Huarng K.H., Mas-Tur A., Yu T.H.K., Factors affecting the success of women entrepreneurs, International Entrepreneurship and Management Journal, 8, 4, pp. 487-497, (2012); Hui-Chen C., Kuen-Hung T., Chen-Yi P., The entrepreneurial process: an integrated model, International Entrepreneurship and Management Journal, 10, 4, pp. 727-745, (2014); Jennings J.E., Brush C.G., Research on women entrepreneurs: challenges to (and from) the broader entrepreneurship literature?, Academy of Management Annals, 7, 1, pp. 663-715, (2013); 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Kolvereid L., Isaksen E., New business start-up and subsequent entry into self-employment, Journal of Business Venturing, 21, 6, pp. 866-885, (2006); Kroeger A., Weber C., Developing a conceptual framework for comparing social value creation, Academy of Management Review, 39, 4, pp. 513-540, (2014); Krueger N., Reilly M., Carsrud A., Competing models of entrepreneurial intentions, Journal of Business Venturing, 15, 5-6, pp. 411-432, (2000); Luong-Hoai-Thuong P., Nhu-Ty N., Thanh-Tuyen T., On the factors affecting start-up intention of millennials in Vietnam, International Journal of Advanced and Applied Sciences, 6, 1, pp. 1-8, (2018); LuthansAvolio F., Avey J.B., Psychological capital (psychological capital) questionnaire (PCQ), (2007); Luthans F., Norman S.M., Jensen S.M., The value of the psychological capital of immigrant entrepreneurs, International Journal of Business and Globalisation, 1, 2, pp. 161-175, (2007); Luthans F., Youssef C.M., Avolio B.J., Psychological Capital and beyond, (2015); Maden C., A gendered lens on entrepreneurship: women entrepreneurship in Turkey, Gender in Management: An International Journal, 30, 4, pp. 312-331, (2015); Micozzi A., Lucarelli C., Heterogeneity in entrepreneurial intent: the role of gender across countries, International Journal of Gender and Entrepreneurship, 8, 2, pp. 173-194, (2016); Moriano J.A., Gorgievski M., Laguna M., Stephan U., Zarafshani K., A cross-cultural approach to understanding entrepreneurial intention, Journal of Career Development, 39, 2, pp. 162-185, (2012); Nabi G., Linan F., Considering business start-up in recession time: the role of risk perception and economic context in shaping the entrepreneurial intent, International Journal of Entrepreneurial Behavior and Research, 19, 6, pp. 633-655, (2013); Outsios G., Farooqi S.A., Gender in sustainable entrepreneurship: evidence from the UK, Gender in Management: An International Journal, 32, 3, pp. 183-202, (2017); Ozaralli N., Rivenburgh N.K., Entrepreneurial intention: antecedents to entrepreneurial behaviour in the USA and Turkey, Journal of Global Entrepreneurship Research, 6, 1, pp. 1-32, (2016); 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Rodriguez-Gulias M.J., Fernandez-Lopez S., Rodeiro-Pazos D., Gender differences in growth of spanish university spin-offs, gender in management, Gender in Management: An International Journal, 33, 2, pp. 86-103, (2018); Ruiz J., Camelo C., De la Vega I., Coduras A., Mujer y desafío emprendedor en españa. Características y determinantes, Economía Industrial, (2012); Sanchez-Canizares S., Fuentes-Garcia F., Castillo-Canalejo A., Attitudes towards entrepreneurial activity: differences between business administration students in two universities of the UK and Spain, Society and Economy, 36, 4, pp. 469-492, (2014); Santos F., Roomi M.A., Linan F., About gender differences and the social environment in the development of entrepreneurial intentions, Journal of Small Business Management, 54, 1, pp. 49-66, (2016); Schlaegel C., Koenig M., Determinants of entrepreneurial intent: a meta–analytic test and integration of competing models, Entrepreneurship Theory and Practice, 38, 2, pp. 291-332, (2014); Sequeira J., Mueller S.L., McGee J.E., The influence of social ties and self-efficacy in forming entrepreneurial intentions and motivating nascent behaviour, Journal of Developmental Entrepreneurship, 12, 3, pp. 275-293, (2007); Tsai K.H., Chang H.C., Peng C.Y., Extending the link between entrepreneurial self-efficacy and intention: a moderated mediation model, International Entrepreneurship and Management Journal, 1, 1, pp. 1-19, (2014); Van Dijk J., Van Engen M.L., The flywheel effect of gender role expectations in diverse work groups, Frontiers in Psychology, 10, 976, pp. 1-11, (2019); Varamaki E., Joensuu S., Tornikoski E., Viljamaa A., The development of entrepreneurial potential among higher education students, Journal of Small Business and Enterprise Development, 22, 3, pp. 563-589, (2015); Ventura R., Quero M.J., Explicative factors for entrepreneurial intention in women: gender differentials Amon, Cuadernos de Gestión, 13, 1, pp. 127-149, (2013)","M. Diaz-Fernandez; Pablo de Olavide University, Sevilla, Spain; email: mdiafer@upo.es","","Emerald Group Holdings Ltd.","","","","","","17542413","","","","English","Gender Manage.","Article","Final","","Scopus","2-s2.0-85102531001"
"Gupta A.; Kumar B.; Rajguru R.; Parate K.","Gupta, Arvind (24437602900); Kumar, B. (58280860300); Rajguru, Renu (54793445500); Parate, K. (57226276817)","24437602900; 58280860300; 54793445500; 57226276817","Assessment of sea sickness in naval personnel: Incidence and management","2021","Indian Journal of Occupational and Environmental Medicine","25","2","","119","124","5","2","10.4103/ijoem.IJOEM_94_20","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111075774&doi=10.4103%2fijoem.IJOEM_94_20&partnerID=40&md5=91c5b9a8b71716a521ee3e7a71ecd8fb","Department of ENT, INHS Asvini, Maharashtra, Mumbai, India; Fleet Medical Centre, Maharashtra, Mumbai, India","Gupta A., Department of ENT, INHS Asvini, Maharashtra, Mumbai, India; Kumar B., Fleet Medical Centre, Maharashtra, Mumbai, India; Rajguru R., Department of ENT, INHS Asvini, Maharashtra, Mumbai, India; Parate K., Fleet Medical Centre, Maharashtra, Mumbai, India","Background: Strategic, operational and tactical superiority of Navy hinges on extremely efficient warships which in turn depend on professionally competent sailors ready to undertake tasks to deliver timely, structured and metered response. Ships and their potentialities are tools to achieve the required strategic advantage which is dependent on the proficiency of sailors. Sailors who are fit ashore may be debilitated on board because of sea sickness. Aims: To study the incidence and severity of sea sickness among 500 naval personnel from various ships. Setting and design: An observational study conducted from May 2019 to March 2020 among 500 naval personnel from various ships of the fleet. Materials and Methods: Motion Sickness Assessment Questionnaire (MSAQ) was used to collect data from personnel of different departments working in different part of ship aged between 20 to 50 years. Results: The majority suffered mild symptoms (78.78%) and did not require any medication. Their symptoms were selflimiting and settled on rest within 24 hours. Moderately severe symptoms were observed among 19.31 % personnel and had to be administered medication and rest for 24 hours. Only 1.91% had severe symptoms and had to be excused from duties along with medication and rest. Conclusion: Sea sickness is unpleasant and has an adverse effect on employability of the sailors. It is mild and self limiting in majority of the personnel not requiring active intervention. Some personnel may require desensitisation along with pharmacotherapy. © 2021 Wolters Kluwer Medknow Publications. All rights reserved.","behavioral strategy; medications; Motion sickness assessment questionnaire; sensory conflict","adult; alertness; anthropometric parameters; apathy; Article; autonomic dysfunction; depression; dizziness; eructation; fatigue; gastrointestinal disease; headache; human; incidence; lethargy; major clinical study; malaise; male; middle aged; motion sickness; nausea and vomiting; neurologic disease; observational study; salivation; sensation; sopite syndrome; sweating","","","","","","","Sakata E, Ohtsu K, Sakata H., Motion sickness: Its pathophysiology and treatment, Int Tinnitus J, 10, pp. 132-136, (2004); Leung AK, Hon KL., Motion sickness: An overview, Drugs Context, 8, pp. 2019-2019, (2019); Regan EC, Price KR., The frequency of occurrence and severity of side-effects of immersion virtual reality, Aviat Space Environ Med, 65, pp. 527-530, (1994); Griffin MJ., Sea Sickness. In Motion Sickness: Significance in aerospace operations and prophylaxis. Advisory Group for Aerospace Research and Development, 7, pp. 1-20, (1991); Bles W, De Jong HAA, Oosterveld WS., Prediction of Sea sickness susceptibility in Motion sickness: Mechanism, Prediction, Prevention and Treatment. Advisory Group for Aerospace Research and Development, North Atlantic Treaty Organisation, 27, pp. 1-6, (1984); Rolnick A, Gordon CR., The effects of motion induced sickness on military performance, Handbook of Military Psychology, pp. 279-293, (1991); Panagiotis M, McCauley ME, Papoulias FA., Evaluation of mild motion sickness nauseogenic space and comparison with current standards: Should we go forward?, Inst Arch Naval Post Grad School, (2008); Golding JF, Gresty MA., Pathophysiology and treatment of motion sickness, Curr Opin Neurol, 28, pp. 83-88, (2015); Koch A, Cascorbi I, Westhofen M, Dafotakis M, Klapa S, Kuhtz-Buschbeck JP., The neurophysiology and treatment of motion sickness, Dtsch Arztebl Int, 115, pp. 687-696, (2018); Bertolini G, Straumann D., Moving in a moving world: A review on vestibular motion sickness, Front Neurol, 7, (2016); Lackner JR., Motion sickness: More than nausea and vomiting, Exp Brain Res, 232, pp. 2493-2510, (2014); Schmal F., Neuronal mechanisms and the treatment of motion sickness, Pharmacology, 91, pp. 229-241, (2013); Tal D, Hershkovitz D, Kaminski-Graif, Wiener G, Samuel O, Shupak A., Vestibular evoked myogenic potentials and habituation to seasickness, Clin Neurophys, 124, pp. 2445-2449, (2013); Yates BJ, Miller AD, Lucot JB., Physiological basis and pharmacology of motion sickness: An update, Brain Res Bull, 47, pp. 395-406, (1998); Reason JT., Motion sickness adaptation: A neural mismatch model, J R Soc Med, 71, pp. 819-829, (1978); Kennedy RS, Liillenthal MG, Berbaum KS, Baltzley DR, McCauley ME., Symptomatology of Simulator Sickness in 10 US Navy Flight Simulators, (1988); Pethybridge RJ, Davies JW, Walters JD., A Pilot Study on the Incidence of Sea Sickness in RN Personnel on Two Ships, pp. 55-78, (1978); Lauther A, Griffin MJ., A survey of the occurrence of motion sickness amongst passengers at sea, Aviat Space Environ Med, 59, pp. 399-406, (1998); Bagshaw M, Stiott JRR., The desensitisation of chronically motion sick aircrew in the Royal Air Force, Aviat Space Environ Med, 56, pp. 1144-1151, (1985); Malek M, Maruf A, Hossain M., Sea sickness in naval personnel, J Armed Forces Med College Bangladesh, 5, pp. 32-35, (2010); Stott JRR., Adaptation to nauseogenic motion stimuli and its application in the treatment of airsickness, Motion and Space Sickness, pp. 373-390, (1990); Dobie TG, May JG., Cognitive behavioural management of motion sickness, Aviat Space Environ Med, 65, 10, pp. C1-C2, (1994); Brainard A, Gresham C., Prevention and treatment of motion sickness, Am Fam Physician, 90, pp. 41-46, (2014); Zhang LL, Wang JQ, Qi RR, Pan LL, Li M, Cai YL., Motion sickness: Current knowledge and recent advance, CNS Neurosci Ther, 22, pp. 15-24, (2016); White B., Ginger: An overview, Am Fam Physician, 75, pp. 1689-1691, (2007); Jarisch R, Weyer D, Ehlert E, Koch CH, Pinkowski E, Jung P, Et al., Impact of oral vitamin C on histamine levels and seasickness, J Vestib Res, 24, pp. 281-288, (2014); Keshavarz B, Hecht H., Pleasant music as a countermeasure against visually induced motion sickness, Appl Ergon, 45, pp. 21-27, (2014); Keshavarz B, Stelzmann D, Paillard A, Hecht H., Visually induced motion sickness can be alleviated by pleasant odors, Exp Brain Res, 233, pp. 1353-1364, (2015); Chu H, Li MH, Juan SH, Chiou WY., Effects of transcutaneous electrical nerve stimulation on motion sickness induced by rotary chair: A crossover study, J Altern Complement Med, 18, pp. 494-500, (2012); Chu H, Li MH, Huang YC, Lee SY., Simultaneous transcutaneous electrical nerve stimulation mitigates simulator sickness symptoms in healthy adults: A crossover study, BMC Complement Altern Med, 13, (2013)","R. Rajguru; Department of ENT, INHS ASVINI, Mumbai, Maharashtra, India; email: renurajguru@yahoo.com","","Wolters Kluwer Medknow Publications","","","","","","09732284","","IJIDA","","English","Indian J. Occup. Environ. Med.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85111075774"
"Tilak J.B.G.","Tilak, Jandhyala B. G. (6602571009)","6602571009","Students’ perspectives on quality of engineering education in India","2021","Journal of Applied Learning and Teaching","4","1","","56","71","15","0","10.37074/jalt.2021.4.1.15","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85145095094&doi=10.37074%2fjalt.2021.4.1.15&partnerID=40&md5=b2bfdf5bb6b7cc004a2a99bbc498704b","Council for Social Development, New Delhi, India","Tilak J.B.G., Council for Social Development, New Delhi, India","It is widely held that engineering education in India has expanded massively at the cost of quality, quality being perceived in terms of, inter alia, ranking of institutions in the national and global university ranking systems, and employability and attributes of graduates. Evidence on these aspects is based on the perspectives of the policy makers, administrators in higher education and employers in the labour market. Rarely the students’ perspectives on quality of their education are considered in formulating these conclusions. Assuming that students’ perceptions on the quality of education, which may differ from prevailing perceptions of the others, are important and they need to be paid attention to in research and policy making, the attempt in this study is to examine this aspect and fill the gap in research to some extent. Based on a survey of about 7,000 students enrolled in undergraduate engineering studies in 48 public and private institutions in four major states in India, this article presents a contrasting perspective on quality of engineering education in India. The findings are indeed perplexing, as a majority of students are ‘satisfied’ with the quality of education in their institutions, and they are well prepared for the world of work in India or abroad, and/or for further education. These findings will compel the researchers to widen their approach to study quality-related problems of higher education in India, and administrators and policy makers to rethink on their perspectives and associated actions.* © Kaplan Singapore. All rights reserved.","Engineering education; evaluation; India; knowledge; quality skills; student survey; teaching","","","","","","Indian Council of Social Science Research, ICSSR","*This paper is a part of a research project funded by Indian Council of Social Science Research through its programme of National Fellows, awarded to the author.","Report of the High-Power Committee for mobilisation of additional resources for technical education, (1994); Technical education in India in independent India: 1947-1997. A compendium to commemorate the 50th anniversary of Independence, (1999); Revitalising technical education: Report of the Review Committee on AICTE, (2003); Technical education in India: A futuristic scenario (Report of the AICTE Review Committee, 2015), (2015); Engineering education in India: Short-and medium-term perspectives, (2018); Anandkrishnan M., Technical education: Trends, polices and prospects, (2014); National employability report: Engineers 2019, (2019); Banerjee R., Muley V. P., Engineering education in India, (2009); Biswas G., Chopra K. L., Jha C. S., Singh D. V., Profile of engineering education in India: Status, concerns and recommendations, (2010); Bose P.K., Sanyal B. C., Mukherjee S. P., Graduate employment and higher education in West Bengal, (1983); Carnoy M., Dossani R., Tilak J. B. G., Understanding the expansion and quality of engineering education in India, (2010); Carnoy M., Loyalka P., Dobryakova M., Dossani R., Froumin I., Kuhns K., Tilak J. B. G., Wang R., University expansion in a changing global economy: Triumph of the BRICs?, (2013); Choudhury P. K., An economic analysis of demand for higher education in India, (2012); National policy on education 2020, (2020); Kulkarni N. G., Improving employability of engineering graduates: A study of colleges based in North Karnataka, (2017); Loyalka P., Carnoy M., Froumin I., Dossani R., Tilak J. B. G., Yang P., Factors affecting the quality of engineering education in the four largest emerging economies, Higher Education, 68, 6, pp. 977-1004, (2016); Taking IITs to excellence and greater relevance, (2011); Madheswari S. P., Mageswari S. D. U., Changing paradigms of engineering education-An Indian perspective, Procedia Computer Science, 172, pp. 215-224, (2020); Mani Sunil, Arun M., Liberalisation of technical education in Kerala: Has higher enrollment led to a larger supply of engineers, Economic and Political Weekly, 47, 21, pp. 63-73, (2012); Mathew A., Reforms in higher education in India: A review of recommendations of commissions and committees on education, (2016); Science and Engineering indicators 2018, (2018); Prabhu B. V., Kudva A. S., Success of student internship in engineering industry: A faculty perspective, Higher Education for the Future, 3, 2, pp. 1-19, (2016); The report of the University Education Commission (December 1948 – August 1949), (1949); Rao V. K. R. V., University education and employment: A case study of Delhi graduates, (1961); Senthilkumar N., Arulraj A., SQM‐HEI – determination of service quality measurement of higher education in India, Journal of Modelling in Management, 6, 1, pp. 60-78, (2011); Sharan R., Engineering education in India: A critical look, IASSI Quarterly, 23, 1, pp. 63-79, (2004); Singh G., Fees and economic background of students: A study of university of Delhi, Journal of Educational Planning and Administration, 7, 4, pp. 427-451, (1993); Tilak J. B. G., Determinants of students’ choice of engineering disciplines in India, (2020); Draft national policy on education 2019, (2019); Tilak J. B. G., Who goes to private colleges in India and why? Determinants of students’ choice of engineering institutions in India, Global Comparative Education: Journal of the World Council of Comparative Education Societies, 4, pp. 78-110, (2020); Tilak J. B. G., Choudhury P. K., Paradoxes and contradictions in the growth of engineering education in India, (2021); Examination reform: A plan of action, (1973); Uplaonkar A. T., Occupational Aspirations of College Students, Social Change, 13, 2, pp. 16-26, (1983); Towards more effective education: Emergence of stem education in India, (2019); Vijay A., Appraisal of student rating as a measure to manage the quality of higher education in India: An institutional study using six sigma model approach, International Journal for Quality Research, 7, 3, pp. 3-14, (2013)","","","Kaplan Singapore","","","","","","2591801X","","","","English","J. Appl. Learn. Teach.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85145095094"
"Ruiz-Lozano M.; Ariza-Montes A.; Sianes A.; Tirado-Valencia P.; Fernández-Rodríguez V.; López-Martín M.D.C.","Ruiz-Lozano, Mercedes (55822968800); Ariza-Montes, Antonio (57217331422); Sianes, Antonio (55600093100); Tirado-Valencia, Pilar (55823932600); Fernández-Rodríguez, Vicente (57191373496); López-Martín, María Del Carmen (55560786200)","55822968800; 57217331422; 55600093100; 55823932600; 57191373496; 55560786200","The social value generated by the inclusion programs. The case of the ROMI Program of the Fundación Secretariado Gitano","2021","CIRIEC-Espana Revista de Economia Publica, Social y Cooperativa","101","","","5","32","27","3","10.7203/CIRIEC-E.101.18028","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104018299&doi=10.7203%2fCIRIEC-E.101.18028&partnerID=40&md5=4a8608d7611b7cadcda5fa8eb8cced8e","CIRIEC-España","Ruiz-Lozano M., CIRIEC-España; Ariza-Montes A., CIRIEC-España; Sianes A., CIRIEC-España; Tirado-Valencia P., CIRIEC-España; Fernández-Rodríguez V., CIRIEC-España; López-Martín M.D.C., CIRIEC-España","In modern societies, there is an increasing demand to address the reduction of inequalities. It has led to a diversification in the modes of implementation of social policies, given the interest of private entities to contribute to this achievement. To this goal, the role of non-profit entities is key, making it clear the need to analyze and communicate their processes of creation of social value to legitimize their actions. The objective of this research is to show the usefulness of certain methodologies for third sector entities to account for the social value derived from their interventions. Not because such generation of value is questionable, but mostly because the real impact generated by their interventions is not reflected in a mere financial analysis. The application to a specific case will be a reference for other organizations and will favor progress towards a more efficient and sustainable management of similar entities. In our case, we apply the Social Return on Investment (SROI) methodology to evaluate the social value generated by the ROMI Program. As it is a live program at the time of the analysis, the objective of the evaluation has been to determine the social value of two last projects performed under this program. But the analysis has also been carried out with the intention of guiding decision-making in future management, to establish stable channels of dialogue with its stakeholders, and to improve transparency and accountability. SROI is considered one of the most effective methodologies to show the social impact of the activities developed by social entities, where the economic result is not relevant beyond the concern for budget balance. In this analysis predominates a legitimate interest in analyzing whether the tangible and intangible impacts generated on its stakeholders are consistent with the organizational purposes. The implementation of the SROI analysis allows to demonstrate the effectiveness of the organization in the use of its resources, with the idea of attracting new funds or justifying their existence. In turn, it also provides information that facilitates making decisions to improve the allocation of resources or to demonstrate the management performance, because of the detail with which the activities carried out by the organization are analyzed. The final objective is to prove by means of evidence the sustainability and social value generated by the actions, through the understanding, management and communication of the impacts in economic, social and environmental terms. This study includes a detailed analysis of the impact achieved by one of the Fundacion Secretariado Gitano (FSG) employment programs in a Spanish city: the ROMI Program. The Romi Program is aligned with the learning provided by previous studies, for which access to employment is one of the most effective levers to improve the social inclusion of people and groups at risk of exclusion. It is especially relevant in a context such as Spain, in which job insecurity and difficult access to employment are a distressing reality. The projects whose social impact has been evaluated in this process are ROMI II (carried out between the months of March to June 2014) and ROMI III (carried out between the months of March to May 2015). Of these programs, 30 Roma people at risk of exclusion have benefited, focusing on helping them in the search for better qualification and job placement, but also improving in aspects related to education, coexistence, participation in the environment and work-life balance of his professional and personal life. Specifically, 20 women and 10 men have been beneficiaries, distributed equally in the two programs evaluated: 15 people in each of them, 10 women and 5 men. The program consists of a theoretical-practical training of 300 hours in a real work environment. Specifically, through their temporary insertion into the staff of a company that we will fictitiously call MULTISERVICIOS, the beneficiaries participate in gardening, cleaning or maintenance tasks develops in hospitals in the city. Similarly, the program ensures that 100% of the participants, regardless of whether they continue to be hired after their training period, enroll in the Public Employment Services, which already connects them in a stable way with the world of work, thus starting the exit from the circle of exclusion. To analyze the social impact of these project, the SROI methodology was used through an evaluative analysis of the activities carried out in the program. The theory of change behind the ROMI program shows how the FSG tries to address the problem of social exclusion of Roma people, a problem that is aggravated by the lack of expectations and the low employability of the group, especially in the case of women. The application of the methodology has been participatory through the use of three main instruments: focus groups, structured and semi-structured interviews and surveys designed ad-hoc. These techniques have been applied to the stakeholders as prioritized by FSG: technical personnel from FSG, the beneficiaries participating in the program, the Foundation that financed the program, the technical staff of the MULTISERVICIOS company, the company’s management, and finally, other service-providing companies. The impacts were identified with a series of indicators, the data of which was obtained through surveys and / or interviews carried out with the different groups, allowing to determine the amount of change experienced by each stakeholder and thus allowing the quantification of the incidence for each impact. The results show how the ROMI projects, coordinated and executed by the FSG, have generated social value and how this has been distributed among the different stakeholders considered. Our analysis makes it possible to draw substantive conclusions, by differentiating the value between the different stakeholders and distinguishing the types of impacts they receive. This distilling of the impacts will favor decision-making for continuous improvement, as well as will provide information that allows contrasting the level of achievement of the objectives of the projects. A first draft of the results shows how: • The main group favored by the impacts of the project are the beneficiaries of the training, since they receive just over 50% of the total value generated. • The social value received by the beneficiaries is not limited to the professional aspect. It is, the people who participate in the project receive impacts not only related to their employability, but also to improvements in their personal situation and within society. This multipolarity of impacts is another of the great strengths of the intervention, since the social value is effectively equidistributed in this triple aspect: professional, personal and social. • The intervention impacts on the six of the identified interest groups. It stands out the impact caused on the personnel of the companies participating in the project. The generation of value of this type of project is shown in the sensitization of society towards the problem of social exclusion. • The intervention also has wide and varied institutional impacts in all the organizations linked to it, also in line with raising awareness to face exclusion beyond the participating interest groups. In conclusion, the application of the SROI methodology reveals the impacts generated by its value creation process, allowing the contrast to verify the fulfillment of its objectives. But, at the same time, it reflects impacts that are not always on the strategic horizon of organizations when they design their interventions. The study also shows certain limitations. The results must be analyzed with a certain degree of relativity, considering into account the context and adaptation to the object of study. In line with previous research, the lack of standardization and a certain arbitrariness of the approaches to social value, as well as the limitations when using the information, make it difficult to carry out comparative analyzes. In our specific case, we consider that these limitations can be offset by the incorporation of this methodology is incorporated into a continuous improvement management process in the execution of the program. This integration can help the organization to set strategies and priorities aligned with the demands of the society and its closest stakeholders. © 2021 CIRIEC-España","monetization; non-profit entities; social inclusion; Social value; SROI; Stakeholder Theory","","","","","","","","Arvidson M., Lyon F., Social Impact Measurement and Non-Profit Organisations: Compliance, Resistance, and Promotion, Voluntas, 25, 4, pp. 869-886, (2014); Arvidson M., Battye F., SAlisbury D., The social return on investment in community befriending, International Journal of Public Sector Management, 27, 3, pp. 225-240, (2014); Arza Porras J., Carron Sanchez J., Comunidad gitana: la persistencia de una discriminación histórica, OBETS: Revista de Ciencias Sociales, 10, 2, pp. 275-299, (2015); Banke-Thomas A.O., Madaj B., Charles A., Van Den Broek N., Social Return on Investment (SROI) methodology to account for value for money of public health interventions: a systematic review, BMC Public Health, 15, 1, (2015); Bellucci M., Nitti C., Franchi S., Testi E., Bagnoli L., Accounting for social return on investment (SROI): The costs and benefits of family-centred care by the Ronald Mc- Donald House Charities, social enterprise journal, 15, 1, pp. 46-75, (2019); benjamin L.M., Nonprofit organizations and outcome measurement: From tracking program activities to focusing on frontline work, American Journal of Evaluation, 33, 3, pp. 431-447, (2012); Valor del impacto social de las acciones financiadas por la Obra Social de las Cajas de Ahorros, (2012); Cheung C.K., Public policies that help foster social inclusion, Social indicators research, 112, 1, pp. 47-68, (2013); Cooney K., Legitimation dynamics: How SROI could mobilize resources for new constituencies, Evaluation and Program Planning, 64, pp. 110-115, (2017); Cooney K., Lynch-Cerullo K., Measuring the social returns of nonprofits and social enterprises: the promise and perils of the SROI, Nonprofit Policy Forum, 5, 2, pp. 367-393, (2014); Ebrahim A., RANGAN V.K., What impact? A framework for measuring the scale and scope of social performance, California Management Review, 56, 3, pp. 118-141, (2014); Farr M., Cressey P., The social impact of advice during disability welfare reform: from social return on investment to evidencing public value through realism and complexity, Public Management Review, pp. 1-26, (2019); Flockhart A., Raising the profile of social enterprises: the use of social return on investment (SROI) and investment ready tools (IRT) to bridge the financial credibility gap, Social Enterprise Journal, 1, 1, pp. 29-42, (2005); Freeman R.E., Reed D.L., Stockholders and stakeholders: A new perspective on corporate governance, California Management Review, 25, 3, pp. 88-106, (1983); Memoria de actividad. Fundación Secretariado Gitano, (2019); Handley S., Sabri F., Kazimirski A., Shared Measurement: Greater than the Sum of Its Parts, (2016); Jardine C., Whyte B., Valuing Desistence? A social return on investment case study of a throughcare project for short-term prisoners, Social and Environmental Accountability Journal, 33, 1, pp. 20-32, (2013); Klemela J., Licence to operate: Social Return on Investment as a multidimensional discursive means of legitimating organisational action, Social Enterprise Journal, 12, 3, pp. 387-408, (2016); Lingane A., Olsen S., Guidelines for social return on investment, California management review, 46, 3, pp. 116-135, (2004); Lumley T., Wyatt A., Jakoet M., Global Impact Investing Network (GIIN), (2019); Macindoe H., Barman E., How organizational stakeholders shape performance measurement in nonprofits: Exploring a multidimensional measure, Nonprofit and Voluntary Sector Quarterly, 42, 4, pp. 716-738, (2013); Maier F., Schober C., Simsa R., Millner R., SROI as a method for evaluation research: Understanding merits and limitations, VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 26, 5, pp. 1805-1830, (2015); Millar R., Hall K., Social return on investment (SROI) and performance measurement: The opportunities and barriers for social enterprises in health and social care, Public Management Review, 15, 6, pp. 923-941, (2013); Mitchell B., Agle R., Wood D.J., Toward a Theory of Stakeholder Identification and Salience: Defining the Principle of Who and What Really Counts, The Academy of Management Review, 22, 4, pp. 853-886, (1997); Mook L., Maiorano J., Ryan S., Armstrong A., Quarter J., Turning Social Return on Investment on Its Head, Nonprofit Management and Leadership, 26, 2, pp. 229-246, (2015); Nicholls J., Lawlor E., Neitzert E., Goodspeed T., A guide to social return on investment, (2009); Olsen S., Galimidi B., Managing social and environmental impact: A new discipline for a new economy, The Brown Journal of World Affairs, 15, 2, pp. 43-56, (2008); Owen F., LI J., Whittingham L., HOPE J., BISHOP C., READHEAD A., MOOK L., Social Return on Investment of an Innovative Employment Option for Persons with Developmental Disabilities: Common Ground Co‐operative, Nonprofit Management & Leadership, 26, 2, pp. 209-228, (2015); Oxoby R., Understanding social inclusion, social cohesion, and social capital, International Journal of Social Economics, 36, 12, pp. 1133-1152, (2009); Rauscher O., Schober C., Millner R., Social Impact Measurement und Social Return on Investment (SROI)-Analysis. New methods of economic evaluation, (2012); Reeder N., O'Sullivan C., Tucker S., Ramsden P., Mulgan G., Strengthening Social Innovation in Europe: Journey to Effective Assessment and Metrics, (2012); Retolaza J.L., Et al., Incorporando el valor social en las licitaciones públicas: un modelo integral, Ciriec-España, Revista de Economía Pública, Social y Cooperativa, 85, pp. 55-82, (2015); Rica S., GOron L., Miller L., Ubeda P., Estudio comparado de la situación de la población gitana en España en relación al empleo y la pobreza, (2019); Robin S., Garcia B., Luces y sombras de la medición del impacto social en España, (2019); Rossetti L., Wall T., The impact of story: measuring the impact of story for organisational change, Journal of Work-Applied Management, 9, 2, pp. 170-184, (2017); Rotheroe N., Richards A., Social return on investment and social enterprise: transparent accountability for sustainable development, Social Enterprise Journal, 3, 1, pp. 31-48, (2007); Ruiz-Lozano M., Tirado-Valencia P., Sianes A., Ariza-Montes A., Fernandez- Rodriguez V., Lopez-Martin M.C., SROI methodology for public administration decisions about financing with social criteria. A case study, Sustainability, 12, 3, (2020); Ryan P.W., Lyne I., Social enterprise and the measurement of social value: methodological issues with the calculation and application of the social return on investment, Education, Knowledge & Economy, 2, 3, pp. 223-237, (2008); Sinervuo V., Vuorinen M., Klemela J., Volume. Calculating the Social Impact of the Volume proyect in 2014, (2015); Vanclay F., Esteves A.M., Aucamp I., Franks D., Social Impact Assessment: Guidance for assessing and managing the social impacts of projects, (2015); Walk M., Greenspan I., Crossley H., Handy F., Social return on investment analysis. A Case Study of a Job and Skills Training Program Offered by a Social Enterprise, Nonprofit Management and Leadership, 26, 2, pp. 129-144, (2015); Wernerfelt B., A resource‐based view of the firm, Strategic Management Journal, 5, 2, pp. 171-180, (1984)","M. Ruiz-Lozano; Universidad Loyola Andalucía; email: mruiz@uloyola.es","","CIRIEC","","","","","","19896816","","","","English","CIRIEC Esp. Rev. Econ. Publica Soc. Coop.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85104018299"
"Wang C.; Yang K.","Wang, Chadwick (57195295504); Yang, Kunyun (57223215833)","57195295504; 57223215833","Enterprising and lost: Professional lives of programmer interns","2021","Chinese Journal of Sociology","7","2","","252","279","27","1","10.1177/2057150X211006938","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105250051&doi=10.1177%2f2057150X211006938&partnerID=40&md5=e94ac39bc7a8dbb4ca1689775bce30b9","Department of the History of Science, Tsinghua University, China; Center for Science, Technology and Society, Tsinghua University, China","Wang C., Department of the History of Science, Tsinghua University, China; Yang K., Center for Science, Technology and Society, Tsinghua University, China","Programmer interns are a distinctive group of precarious laborers. They undertake the same jobs as junior programmers with formal employment, while suffering from high pressure and earning low pay. Still, they are convinced that only a long-term internship can keep them on the right track of professional career development. We explore their consent-making through six months of fieldwork in an internet company, and propose the “enterprising-self” game to explain their subjective orientations. In the enterprising-self game, programmer interns become accustomed to identifying themselves with a particular type of quantifiable labor product, for instance, the positioning of “their” sticky notes on company whiteboards and the expected “T-levels” that represent their employability in the industry, by which their enterprising self is a by-product. Programmer interns seems to believe that, rather than higher education, state-owned enterprises, or multinational enterprises, only domestic internet companies can help them attain their enterprising selves. Even though the supervisor–intern relationship and the “gender game” of masculinity performance constitute part of the programmer interns’ enterprising-self game, the essence of the game has never been challenged and in some ways is only being reinforced. Though only a few lucky employees can win the game by attaining promotion to the senior engineer or management level, most of them still get lost in the “periodic” and “imperceptible” time of life as a programmer, which is characterized by full devotion to the company, until the “35-year-old crisis”. © The Author(s) 2021.","35-year-old crisis; Enterprising-self game; intern; programmer; subjectivity","","","","","","University of Chicago","First and foremost, we would like to express our deepest gratitude to our informants in Weixun for their unconditional trust, patience, and assistance. We also thank Benjamin Ross, a PhD candidate in sociology at the University of Chicago, for his assistance with English-language editing. Last but not least, we thank the anonymous reviewers and the editor Professor Jun Zhang for their insightful and helpful suggestions. The author(s) received no financial support for the research, authorship, and/or publication of this article.","Allison A., Ordinary refugees: Social precarity and soul in 21st century Japan, Anthropological Quarterly, 85, 2, pp. 345-370, (2012); Anderson B., Migration, immigration controls and the fashioning of precarious workers, Work, Employment and Society, 24, 2, pp. 300-317, (2010); Beck U., Beck-Gernsheim E., (2011); Braudy L., From Chivalry to Terrorism: War and the Changing Nature of Masculinity, (2003); Burawoy M., Manufacturing Consent: Changes in the Labor Process Under Monopoly Capitalism, (1979); Butler J., Gender Trouble: Feminism and the Subversion of Identity, (1990); Cangia F., Precarity, imagination, and the mobile life of the “trailing spouse, Ethos, 46, 1, pp. 8-26, (2018); Castells M., The Rise of the Network Society, (1996); (2018); Chan J., Intern labor in China, Rural China, 14, 1, pp. 82-100, (2017); Chan J., Pun N., Selden M., Interns or workers? 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Economic Daily, 14 Jan, 5, (2018); Shieh G.S., From workers to bosses: Class mobility in Taiwan’s manufacturing industry. Taiwan: A Radical Quarterly in, Social Studies, 2, 2, pp. 11-54, (1990); Standing G., The Precariat: The New Dangerous Class, (2014); Terranova T., Free labor: Producing culture for the digital economy, Social Text, 18, 2, pp. 33-58, (2000); Tsing A.L., The Mushroom at the End of the World: On the Possibility of Life in Capitalist Ruins, (2015); Vallas S.P., Christin A., Work and identity in an era of precarious employment: How workers respond to “personal branding” discourse, Work and Occupations, 45, 1, pp. 3-37, (2017); Vallas S.P., Hill A.L., Reconfiguring worker subjectivity: Career advice literature and the “branding” of the worker’s self, Sociological Forum, 33, 2, pp. 1-23, (2018); Wang X., The political economy of skill: Based on Marxism theory of labor process, Chinese Journal of Sociology, 31, 1, pp. 200-222, (2011); Wright R., The occupational masculinity of computing, Masculinities in Organizations, pp. 77-96, (1996); Xiang B., Global Body Shopping: An Indian Labor System in the Information Technology Industry, (2006); Yan H., Interview with Zhou Hongyi: Started from the topic of programmer entrepreneurship, Programmer, 11, pp. 24-26, (2005); Yan H., Interview with Zhou Hongyi: Started from the topic of programmer entrepreneurship (2, Programmer, 1, pp. 42-44, (2006); Yan Y., The Chinese path to individualization, The British Journal of Sociology, 61, 3, pp. 489-512, (2010); Yanagisako S., Reconfiguring labour value and the capital/labour relation in Italian global fashion, Journal of the Royal Anthropological Institute, 24, S1, pp. 47-60, (2018); Yang J., The crisis of masculinity: Class, gender, and kindly power in post-Mao China, American Ethnologist, 37, 3, pp. 550-562, (2010); Zelizer V.A., The Social Meaning of Money, (1994); Zelizer V.A., The Purchase of Intimacy, (2005); Zelizer V.A., How I became a relational economic sociologist and what does that mean?, Politics & Society, 40, 2, pp. 145-174, (2012); Zheng G., Sun H., Wan X., From the “game of making out” to the “game of boss”: Labor control in the informal employment, Sociological Studies, 30, 3, pp. 170-195, (2015); Zhou H.Y., The Politics of Memory, (2013)","C. Wang; Department of the History of Science, Tsinghua University, China; email: chengwei.thu@gmail.com","","SAGE Publications Ltd","","","","","","2057150X","","","","English","Chin. J.  Sociol.","Article","Final","","Scopus","2-s2.0-85105250051"
"Subekti S.; Ana A.; Muktiarni M.; Dwiyanti V.","Subekti, Sri (57198420042); Ana, A. (57192877885); Muktiarni, M. (57205030649); Dwiyanti, Vina (57205233051)","57198420042; 57192877885; 57205030649; 57205233051","E-Rubric to measure employability skills","2021","Journal of Engineering Science and Technology","16","1","","851","860","9","3","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102205374&partnerID=40&md5=a5fbc94885da397513674ee81b85d60f","Fakultas Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi no 207, Bandung, 40154, Indonesia","Subekti S., Fakultas Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi no 207, Bandung, 40154, Indonesia; Ana A., Fakultas Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi no 207, Bandung, 40154, Indonesia; Muktiarni M., Fakultas Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi no 207, Bandung, 40154, Indonesia; Dwiyanti V., Fakultas Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi no 207, Bandung, 40154, Indonesia","The need for an evaluation instrument to test employability skills motivated this study. The purpose of this study was to design an electronic assessment method for rubric. This research was conducted to develop an electronic rubric that can be used as a tool for evaluating employability skills. In assessing the skills of students, not all teachers utilize standard assessment tools. This circumstance encouraged researchers to develop assessment tools that can be use during the process of measuring employability skills, specifically in vocational education. The research method used is Designed Based Research to develop a prototype of a performance appraisal tool. The design of the performance assessment in this study was web-based using the SmartRubric framework. The SmartRubric program uses browser technology to optimize it and is accessed through a computer network. In addition to the use of this application of a computer or laptop system using a mobile device, such as Smartphone, Tablet PC, Mac, Android, BlackBerry, and another mobile device that have a browser application for internet access. The SmartRubric application has a program that is stored on a server, sent over the internet, and accessed through a browser interface, so it can be access through a web browser through the internet or an intranet network. The use of the SmartRubric framework by computer software written in programming languages that support web-based software, such as HTML, JavaScript, CSS, Ruby, Python, Php, Java, and other programming languages.  © 2021 School of Engineering.","Electronic rubric; Employability skills; Performance assessment","","","","","","Universitas Pendidikan Indonesia, UPI","Researchers would like to thank all authors for the collaboration in completing this paper in order to provide more information about the uses and benefits of using Rubrics Electronics employability skills. In addition, the researchers would like to thank the UPI through the Teaching Innovation Research Grant Program for supporting this research. As well as to the entire UPI family as an institution where the authors studied and worked.","Grosch M., Developing a competency standard for TVET teacher education in ASEAN countries, Jurnal Pendidikan Teknologi dan Kejuruan, 23, 3, pp. 279-287, (2017); Khaled A., Gulikers J., Biemans H., van der Wel M., Mulder M., Characteristics of hands-on simulations with added value for innovative secondary and higher vocational education, Journal of Vocational Education & Training, 66, 4, pp. 462-490, (2014); Ismail N.A., Graduates' characteristics and unemployment: A study among Malaysian graduates, International journal of business and social science, 2, 16, (2011); Lamb M. E., Socio-emotional development and early schooling: Experimental research, Prospects, 34, 4, pp. 401-409, (2004); Raihan A., Collaboration between TVET institutions and industries in Bangladesh to enhance employability skills, International Journal of Engineering and Technical Research (IJETR), 2, 10, pp. 50-55, (2014); Olander C., Olander M. H., Professional development through the use of learning study: Contributions to pedagogical content knowledge in biology, Procedia-Social and Behavioral Sciences, 89, pp. 205-212, (2013); Abele E., Metternich J., Tisch M., Chryssolouris G., Sihn W., El Maraghy H., Ranz F., Learning factories for research, education, and training, Procedia CIRP, 32, pp. 1-6, (2015); Baraki A.H., Kemenade E.V., Effectiveness of technical and vocational education and training (TVET): Insights from Ethiopia's reform, The TQM Journal, 25, 5, pp. 492-506, (2013); de Guzman A.B., Choi K.O., The relations of employability skills to career adaptability among technical school students, Journal of Vocational Behavior, 82, 3, pp. 199-207, (2013); Prineas M., Cini M., Assessing learning in online education: the role of technology in improving student outcomes, Occasional Paper, 12, (2011); Hashim H., Judi H.M., TENGKU WOOK T.S.M., Success factors for knowledge sharing among TVET instructors, Journal of Theoretical and Applied Information Technology, 85, 1, pp. 12-21, (2016); Alsina A., Ayllon S., Colomer J., Fernandez-Pena R., Fullana J., Pallisera M., Perez-Burriel M., Serra L., Improving and evaluating reflective narratives: A rubric for higher education students, Teaching and Teacher Education, 63, pp. 148-158, (2017); Brettel M., Friederichsen N., Keller M., Rosenberg M., How virtualization, decentralization and network building change the manufacturing landscape: An Industry 4.0 Perspective, International journal of mechanical, industrial science and engineering, 8, 1, pp. 37-44, (2014); Springfield E., Gwozdek A., Smiler A.P., Transformation Rubric for Engaged Learning: A Tool and Method for Measuring Life-Changing Experiences, International Journal of ePortfolio, 5, 1, pp. 63-74, (2015); Robles D.C., Angulo J.S., De La Serna M.C., Federated eRubric service to facilitate self-regulated learning in the European University Model, European Educational Research Journal, 13, 5, pp. 575-583, (2014); Reddy Y.M., Andrade H., A review of rubric use in higher education, Assessment and evaluation in higher education, 35, 4, pp. 435-448, (2010); Chai C.S., Lim C.P., The Internet and teacher education: Traversing between the digitized world and schools, The Internet and Higher Education, 14, 1, pp. 3-9, (2011); Haack S., Fornoff A., Caligiuri F., Dy-Boarman E., Bottenberg M., Mobley-Bukstein W., Bryant G., Bryant A., Comparison of electronic versus paper rubrics to assess patient counselling experiences in a skills-based lab course, Currents in Pharmacy Teaching and Learning, 9, 6, pp. 1117-1122, (2017); Riebe L., Jackson D., The use of rubrics in benchmarking and assessing employability skills, Journal of Management Education, 38, 3, pp. 319-344, (2014); Hudha M.N., Aji S.D., Huda C., E-Rubric: scientific work based on Android for experimental physic, IOP Conference Series: Materials Science and Engineering, 13, 5, pp. 1181-1189, (2018); Aji S.D., Hudha M.N., Huda C., Nandiyanto A.B.D., Abdullah A.G., The improvement of learning effectiveness in the lesson study by using e-rubric, Journal of Engineering Science and Technology JESTEC, 13, 5, pp. 1181-1189, (2018); Moskal B.M., Recommendations for developing classroom performance assessments and scoring rubrics, Practical Assessment, Research, and Evaluation, 8, 1, (2002); Mertler C.A., Designing scoring rubrics for your classroom, Practical assessment, research, and evaluation, 7, 1, (2000); Sadler D.R., Indeterminacy in the use of preset criteria for assessment and grading, Assessment & Evaluation in Higher Education, 34, 2, pp. 159-179, (2009)","A. Ana; Fakultas Pendidikan Teknologi dan Kejuruan, Universitas Pendidikan Indonesia, Bandung, Jl. Dr. Setiabudhi no 207, 40154, Indonesia; email: ana@upi.edu","","Taylor's University","","","","","","18234690","","","","English","J. Eng. Sci. Technol.","Article","Final","","Scopus","2-s2.0-85102205374"
"Santos Rego M.A.; Mella Núñez Í.; Naval C.; Vázquez Verdera V.","Santos Rego, Miguel A. (6505558022); Mella Núñez, Ígor (57217107091); Naval, Concepción (13607393700); Vázquez Verdera, Victoria (36445105100)","6505558022; 57217107091; 13607393700; 36445105100","The Evaluation of Social and Professional Life Competences of University Students Through Service-Learning","2021","Frontiers in Education","6","","606304","","","","9","10.3389/feduc.2021.606304","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104982802&doi=10.3389%2ffeduc.2021.606304&partnerID=40&md5=4fa1aa27dcdcca053098fca8b792c83b","Research Group ESCULCA, Department of Pedagogy and Didactics, University of Santiago de Compostela, Santiago de Compostela, Spain; Character, Education and Citizenship Research Group, Department of Research Theory and Methods in Education and Psychology, University of Navarra, Pamplona, Spain; Research Group on University Pedagogy and Teaching-Learning Strategies (GIPU-EA), Department of Education Theory, University of Valencia, Valencia, Spain","Santos Rego M.A., Research Group ESCULCA, Department of Pedagogy and Didactics, University of Santiago de Compostela, Santiago de Compostela, Spain; Mella Núñez Í., Research Group ESCULCA, Department of Pedagogy and Didactics, University of Santiago de Compostela, Santiago de Compostela, Spain; Naval C., Character, Education and Citizenship Research Group, Department of Research Theory and Methods in Education and Psychology, University of Navarra, Pamplona, Spain; Vázquez Verdera V., Research Group on University Pedagogy and Teaching-Learning Strategies (GIPU-EA), Department of Education Theory, University of Valencia, Valencia, Spain","The view previously held in the university regarding teaching-learning processes has changed significantly over the past few years. Undoubtedly, in the case of Europe, this change of pedagogical model has gone hand in hand with the creation of the European Higher Education Area (EHEA). Some of the pivotal areas of EHEA are the independent work of the individual student, the social dimension of learning, and the acquiring of skills, which are not reduced to the mere technical and/or subject matter knowledge. Generic competences and the so-called “soft skills” have also become important, given their significant contribution to the students’ academic, personal, social, and professional development. Predictably, within this framework, new methodologies appear, in line with this educational focus on competences; among these new methodologies include service-learning (SL). It basically consists of introducing a community service into the traditional academic and curricular tasks thereby seeking a better relevance and applicability in the learning processes. This article analyzes the way in which SL contributes to the acquisition, by university students, of a certain skill set which is useful for their social and professional life. To this end, we used a quasi-experimental design, which included pretest and posttest assessments based on a total sample of 1,153 students (789 SL students and 364 non-SL students). The used questionnaire evaluates three important components relevant for the purpose of the present article (perception of the university education, social participation and civic-social competences). The conclusion is that students involved in SL not only show a more positive evolution, but also obtain better results after the projects are completed (regarding satisfaction with the training, and social participation). By the same token, not all students included in the experimental group achieve homogeneous results; the differences are according to variables such as gender, the cycle/year they are enrolled in, area of study or whether or not they previously participated in university service activities. Finally, we observe that this methodology is capable of approaching university education in a holistic way by asserting cross-section type learning processes likely to be useful in the transition from the students’ academic to their professional life. © Copyright © 2021 Santos Rego, Mella Núñez, Naval and Vázquez Verdera.","competences; employability; evaluation; higher education; service-learning; social capital; soft skills","","","","","","Spanish State Program of Research, Development and Innovation oriented toward the Challenges of Society, (EDU2013-41687-R, EDU2017-82629-R, EDU2017-90651-REDT)","This work is derived from two projects of the Spanish State Program of Research, Development and Innovation oriented toward the Challenges of Society (EDU2013-41687-R and EDU2017-82629-R) and a Research Network of the Spanish State Program for Knowledge Generation and Scientific and Technological Strengthening of the R&D&I System (EDU2017-90651-REDT)—http://www.usc.es/apsuni/.","Alonso I., Arandia M., Martinez Dominguez I., Martinez Dominguez B., Gezuraga M., El aprendizaje-servicio en la innovación universitaria. 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Dev, 39, pp. 251-263, (1998); Astin A.W., Vogelgesang L.J., Ikeda E.K., Yee J.A., How service-learning affects students, (2000); Astin A.W., Vogelgesang L.J., Misa K., Anderson J., Denson N., Jayamukar U., Et al., Understanding the effects of service-learning: A study of students and faculty, (2006); Bancino R., Zevalkink C., Soft Skills: The New Curriculum for Hard-Core Technical Professionals, Techniques: Connecting Education and Careers, 82, pp. 20-22, (2007); Brandes K., Randall G.K., Service learning and civic responsibility: Assessing aggregate and individual level change, International Journal of Teaching and Learning in Higher Education, 23, pp. 20-29, (2011); Bringle R.G., Clayton P.H., Civic education through service learning: what, how, and why?, Higher education and civic engagement. Comparative perspectives, pp. 101-124, (2012); Bringle R.G., Hatcher J.A., Muthiah R.N., The role of service-learning on the retention of first-year students to second year, Michigan Journal of Community Service Learning, 16, pp. 38-49, (2010); Butin D.W., Of what use is it? Multiple conceptualizations of service learning within education, Teach. Coll. Rec, 105, pp. 1674-1692, (2003); Preparing to accelerate change: understanding our starting line. 2015 annual member survey, (2015); Celio C.I., Durlak J., Dymnicki A., A meta-analysis of the impact of service-learning on students, Journal of Experiential Education, 34, pp. 164-181, (2011); Clarke L., Winch C., A European skills framework?—but what are skills? Anglo-Saxon versus German concepts, Journal of Education and Work, 19, pp. 255-269, (2006); Cohen A., Teaching to teach civics in fragile times: a conceptual framework, Eur. J. Teach. Educ, 44, pp. 1-22, (2020); The role of universities in the Europe of knowledge, (2003); Council conclusions of 11 May 2010 on competences supporting lifelong learning and the ‘new skills for new jobs’ initiative, (2010); Cudeck R., Browne M.W., Cross-validation of covariance structures, Multivariate Behav. 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Soc, 51, pp. 143-164, (2012); Eyler J., Giles D.E., Where’s the learning in service-learning?, (1999); Fenzel L.M., Peyrot M., Comparing college community participation and future service behaviors and attitudes, Michigan Journal of Community Service Learning, 12, pp. 23-31, (2005); Folgueiras P., Luna E., Puig G., Aprendizaje y servicio: estudio del grado de satisfacción de estudiantes universitarios, Rev. Educ, 362, pp. 159-185, (2013); Furco A., Evaluation System for Experiential Education Programs (ESEE), (1995); Garcia Garcia M., Sanchez Calleja L., El aprendizaje servicio y el desarrollo de las competencias emocionales en la formación inicial del profesorado, Contextos Educativos, 20, pp. 127-145, (2017); Gonsalves J., Metchik E.Y., Lynch C., Belezos C.N., Richards P., Optimizing service-learning for self-efficacy and learner empowerment, Michigan Journal of Community Service Learning, 25, pp. 19-41, (2019); Gonzalez J., Wagenaar R., Tuning Educational Structures in Europe, (2003); Hebert A., Hauf P., Student learning through service learning: Effects on academic development, civic responsibility, interpersonal skills and practical skills, Active Learning in Higher Education, 16, pp. 37-49, (2015); Heckman J.J., Kautz T., Hard evidence on soft skills, Labour Econ, 19, pp. 451-464, (2012); Holsapple M.A., Service-learning and student diversity outcomes: Existing evidence and directions for future research, Michigan Journal of Community Service Learning, 18, pp. 5-18, (2012); Jagla V., Tice K., Educating teachers & tomorrow’s students through service-learning pedagogy, (2019); Jover G., Aprendizaje y pragmatismo universitario en la sociedad del conocimiento, Sociedad del conocimiento. Aprendizaje e innovación en la universidad, pp. 23-40, (2016); Lane R.E., The decline of politics and ideology in a knowledgeable society, Am. Sociol. Rev, 31, pp. 649-662, (1966); Lazarus A., Soften up: the importance of soft skills for job success, Physician Executive, 39, pp. 40-45, (2013); Levesque-Bristol C., Richards K.A., Evaluating civic learning in service-learning programs: creation and validation of the Public Affairs Scale–Short Survey (PAS-SS), Journal of Public Affairs Education, 20, pp. 413-428, (2014); Markus G.B., Howard J., King D.C., Integrating community service and classroom instruction enhances learning: results from an experiment, Educ. Eval. Policy Anal, 15, pp. 410-419, (1993); Matteson M., Anderson L., Boyden C., Soft Skills: A phrase in search of meaning, Portal Libraries and the Academy, 16, pp. 71-88, (2016); McCarthy A.M., Tucker M.L., Student attitudes toward service-learning: implications for implementation, Journal of Management Education, 23, pp. 554-573, (1999); McIlrath L., Community perspective on university partnership – Prodding the sacred cow, Higher education and civic engagement. Comparative perspectives, pp. 139-154, (2012); Mella I., Aprendizaje-servicio y rendimiento académico del alumnado universitario. La evaluación de un programa, (2019); Mella I., Santos Rego M.A., Malheiro X.M., Aprendizaje-servicio y rendimiento académico del alumnado universitario, Revista de Estudios e Investigación en Psicología y Educación, 12, pp. 35-39, (2015); Mitchell G., Skinner L., White B., Essential soft skills for success in the twenty-first century workforce as perceived by business educators, Delta Pi Epsilon Journal, 52, pp. 43-53, (2010); Moely B.E., Ilustre V., The impact of service-learning course characteristics on university students’ learning outcomes, Michigan Journal of Community Service Learning, 21, pp. 5-16, (2014); Moely B.E., Ilustre V., Service involvement and civic attitudes of university alumni: later-correlates of required public service participation during college, Michigan Journal of Community Service Learning, 25, pp. 30-42, (2019); Moely B.E., McFarland M., Miron D., Mercer S., Ilustre V., Changes in college students’ attitudes and intentions for civic involvement as a function of service-learning experiences, Michigan Journal of Community Service Learning, 9, pp. 18-26, (2002); Moely B.E., Mercer S.H., Ilustre V., Miron D., McFarland M., Psychometric properties and correlates of the Civic Attitudes and Skills Questionnaire (CASQ): A measure of students’ attitudes related to service-learning, Michigan Journal of Community Service Learning, 8, pp. 15-26, (2002); Naval C., Arbues E., The effects of the economic crisis on active citizenship among young people in Spain, and what we can do about it through civic education in Universities, Citizenship, Teaching and Learning, 11, pp. 305-314, (2016); Naval C., Arbues E., Hacer la Universidad en el espacio social, (2018); Naval C., Garcia R., Puig J., Santos Rego M.A., Ethical and civic education and the social commitment of university students, Encount. Educ, 12, pp. 77-91, (2011); Opazo H., Aramburuzabala P., Ramirez C., Emotions related to Spanish student-teachers’ changes in life purposes following service-learning participation, J. Moral Educ, 47, pp. 217-230, (2018); Opazo H., Ramirez C., Garcia-Peinado R., Lorite M., La ética en el aprendizaje-servicio: Un meta-análisis a partir de Education Resources Information Center (ERIC), Profesorado, 19, pp. 144-175, (2015); Pike G.R., Bringle R.G., Hatcher J.A., Assessing civic engagement at Indiana University–Purdue University Indianapolis, New Directions for Institutional Research, 162, pp. 87-97, (2014); Reed S.C., Rosenberg H., Statham A., Rosing H., The effect of community service learning on undergraduate persistence in three institutional contexts, Michigan Journal of Community Service Learning, 21, pp. 22-36, (2015); Santos Rego M.A., Sociedad del conocimiento. Aprendizaje e Innovación en la Universidad, (2016); Santos Rego M.A., Ferraces M.J., Mella I., Vazquez-Rodriguez A., University, civic-social competences, and the labour market, Rev. Esp. Pedagog, 78, pp. 213-232, (2020); Santos Rego M.A., Lorenzo M., A guide for the institutionalization of service-learning at university level, (2018); Santos Rego M.A., Lorenzo M., Mella I., El aprendizaje-servicio y la educación universitaria. Hacer personas competentes, (2020); Santos Rego M.A., Lorenzo M., Vazquez Rodriguez A., Educación no formal y empleabilidad de la juventud, (2018); Sotelino A., Mella I., Rodriguez M.A., El papel de las entidades cívico-sociales en el aprendizaje-servicio. Sistematizando la participación del alumnado en el tercer sector, Teor. Educ, 31, pp. 197-219, (2019); Steinberg K.S., Hatcher J.A., Bringle R.G., Civic-minded graduate: a north star, Michigan Journal of Community Service Learning, 18, pp. 19-33, (2011); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers’ perceptions, Stud. High. Educ, 45, pp. 1-14, (2019); Thamwipat K., Princhankol P., Yampinij S., Meejaleurn S., The development of media activities by undergraduate students in order to promote agricultural tourism community enterprise according to the principles of social service learning and community-based leaning, International Education Studies, 11, pp. 38-45, (2018); Touloumakos A., Now you see it now you don’t: the gap between the characteristics of soft skills in Policy and in Practice, (2011); Ugarte C., Naval C., La formación política de los alumnos de educación secundaria. Descripción y valoración de programas de service-learning en los Estados Unidos y la Unión Europea, Edetania, 37, pp. 109-128, (2010); World Conference on Higher Education. Higher education in the twenty-first century: Vision and action, (1998); Valimaa J., Hoffman D., Knowledge society discourse and higher education, High. Educ, 56, pp. 265-285, (2008); Watson R.M., Willford J.D., Pfeifer M.A., A cultured learning environment: implementing a problem- and service-based microbiology capstone course to assess process- and skill-based learning objectives, Interdisciplinary Journal of Problem-based Learning, 12, 8, (2018); Weglarz S.G., Seybert J.A., Participant perceptions of a community college service-learning program, Community College Journal of Research and Practice, 28, pp. 123-132, (2004); Weiss D., Hajjar E.R., Giordano C., Joseph A.S., Student perception of academic and professional development during an introductory service-learning experience, Currents in Pharmacy Teaching and Learning, 8, pp. 833-839, (2016); Wye C., Lim Y., Perception differential between employers and undergraduates on the importance of employability skills, International Education Studies, 2, pp. 95-105, (2009); Zlotkowski E., Service-learning research in the disciplines, Michigan Journal of Community Service Learning Special Volume, 1, pp. 61-67, (2000)","M.A. Santos Rego; Research Group ESCULCA, Department of Pedagogy and Didactics, University of Santiago de Compostela, Santiago de Compostela, Spain; email: miguelangel.santos@usc.es","","Frontiers Media S.A.","","","","","","2504284X","","","","English","Front. Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85104982802"
"Zighan S.; EL-Qasem A.","Zighan, Saad (57204790682); EL-Qasem, Ahmed (57216530385)","57204790682; 57216530385","Lean thinking and higher education management: revaluing the business school programme management","2021","International Journal of Productivity and Performance Management","70","3","","675","703","28","25","10.1108/IJPPM-05-2019-0215","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083794593&doi=10.1108%2fIJPPM-05-2019-0215&partnerID=40&md5=4afbaee2a614b2c4e61ae2110b3e72a4","University of Petra, Amman, Jordan; The Faculty of Administrative and Financial Sciences, University of Petra, Amman, Jordan","Zighan S., University of Petra, Amman, Jordan; EL-Qasem A., The Faculty of Administrative and Financial Sciences, University of Petra, Amman, Jordan","Purpose: This paper explores the applications of lean thinking in re-evaluating the business school curriculum, syllabus and intended learning objectives to enhance the employability of graduates through identifying and eliminating non–value-added activities. Design/methodology/approach: The research employed multilevel qualitative methodology, where 55 semi-structured interviews were conducted to collect data from academics, students and graduates from several private and public universities in Jordan. Findings: The study finds that the application of lean thinking in the business school is twofold – it helps the developer of the school curriculum to get rid of many superfluous and non–value-added activities and also emphasises and reinforces the value-added activities. Value stream mapping, with a consideration for internal and external outputs, has been found to be a useful tool for developing an employability-focussed curriculum that equips business school students with the required competences and skills in the labour market. Research limitations/implications: The study is based on a qualitative research approach. The generalisability of the findings is difficult to assess, and future research would benefit from the insights obtained from the quantitative data Practical implications: In practice, this study has identified different types of non–value-added and unnecessary activities in business school curriculum and has made suggestions for the development of a more employability-focussed curriculum. Originality/value: This paper investigates the non–value-added activities of the business school curriculum, syllabus and the intended learning objectives to enhance the employability of graduates in Jordan. © 2020, Emerald Publishing Limited.","Business school; Curriculum; Intended learning objectives (ILOs); Lean thinking; Syllabus; Value stream mapping","","","","","","","","Al-Hayaly M.A.M., Alnajjar F.J.S., Knowledge management processes and their impact on organizational performance, the adoption balanced scorecard: the moderating role of quality assurance standards—an applied study on Private Jordanian Universities, International Journal of Business and Management, 11, 6, (2016); Al-Tarawneh H., Mubaslat M., The implementation of total quality management (TQM) on the higher educational sector in Jordan, International Journal of Industrial Marketing, 1, 1, pp. 1-10, (2011); Alagaraja M., Lean thinking as applied to the adult education environment, International Journal of Human Resources Development and Management, 10, 1, pp. 51-62, (2010); Alakaleek W., The status of entrepreneurship education in Jordanian universities, Education + Training, 61, 2, pp. 169-186, (2019); Altarawneh G., An empirical evaluation of accounting graduates' employability skills from Jordanian employers' perspective, International Business Research, 9, 1, pp. 55-65, (2016); Antony J., Readiness factors for the Lean Six Sigma journey in the higher education sector, International Journal of Productivity and Performance Management, 63, 2, pp. 257-264, (2014); Antony J., Krishan N., Cullen D., Kumar M., Lean Six Sigma for higher education institutions (HEIs) Challenges, barriers, success factors, tools/techniques, International Journal of Productivity and Performance Management, 61, 8, pp. 940-948, (2012); Antony J., Ghadge A., Ashby S.A., Cudney E.A., Lean Six Sigma journey in a UK higher education institute: a case study, International Journal of Quality and Reliability Management, 35, 2, pp. 510-526, (2018); Aqlan F., Al-Araidah O., Al-Hawari T., Quality assurance and accreditation of engineering education in Jordan, European Journal of Engineering Education, 35, 3, pp. 311-323, (2010); Arnheiter E.D., Maleyeff J., The integration of lean management and six sigma, The TQM Magazine, 17, 1, pp. 5-18, (2005); Assaad R., Krafft C., Salehi-Isfahani D., Does the type of higher education affect labor market outcomes? 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Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Comm C.L., Mathaisel D.F., A case study in applying Lean sustainability concepts to universities, International Journal of Sustainability in Higher Education, 6, 2, pp. 134-146, (2005); Hall M., Pascoe D., Charity M., The impact of work-integrated learning experiences on attaining graduate attributes for exercise and sports science students, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 101-113, (2017); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, 107, (1998); Hodge K.A., Lear J.L., Employment skills for 21st century workplace: the gap between faculty and student perceptions, Journal of Career and Technical Education, 26, 2, pp. 28-41, (2011); Manevska S., Danquah K.A.B., Cleland F.A., Smerdova J., Manev N., Bridging the gap between university curriculum and industrial needs: a case study of teaching interpersonal skills, International Journal of Organizational Leadership, 7, 1, (2018); Pereira E.T., Villas-Boas M., Rebelo C.C., Does entrepreneurship and innovative education matter to increase employability skills?: a framework based on the evidence from five European countries, Global Considerations in Entrepreneurship Education and Training, pp. 218-231, (2019); Robles M.M., Executive perceptions of the top 10 soft skills needed in today's workplace, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Rowe A.D., Zegwaard K.E., Developing graduate employability skills and attributes: curriculum enhancement through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 87-99, (2017); Wolff R., Booth M., Bridging the gap: creating a new approach for assuring 21st century employability skills, Change: The Magazine of Higher Learning, 49, 6, pp. 51-54, (2017)","S. Zighan; University of Petra, Amman, Jordan; email: szighan@uop.edu.jo","","Emerald Group Holdings Ltd.","","","","","","17410401","","","","English","Int. J. Product. Perform. Manage.","Article","Final","","Scopus","2-s2.0-85083794593"
"Daubney K.","Daubney, Kate (6507537068)","6507537068","“Employability is not inimical to good learning” *: rearticulating school academic curricula to surface their employability value","2021","Journal of Work-Applied Management","13","1","","103","116","13","5","10.1108/JWAM-08-2020-0041","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111660698&doi=10.1108%2fJWAM-08-2020-0041&partnerID=40&md5=672db04e299e3318b869e1142f5f3c2d","The Careers Group, University of London, London, United Kingdom","Daubney K., The Careers Group, University of London, London, United Kingdom","Purpose: This paper introduces a new approach to extracting the employability value of school/further education (FE) curriculums, using textual analysis to surface the transferable skills from UK curriculum documentation. The higher education extracted employability concept already established by the author is applied to help learners articulate the skills value of their knowledge-focused qualifications, closing the gap between the academic learning and the workplace. Proposals for additions to existing curriculum documentation would enable delivery of the Organisation for Economic Co-operation and Development’s (OECD's) aspiration to embed skill development in school education. Design/methodology/approach: Manual textual analysis of United Kingdom A Level, General Certificate of Secondary Education (GCSE) and Scottish academic qualifications surfaced a database of transferable skills, which are categorised, and their interrelationships were analysed. Findings: Relatively few skills are explicitly articulated in curriculum documentation, revealing issues for learners recognising and articulating transferable skills. Extracted employability surfaces significant value from curriculum by identifying over 200 transferable skills, framed in the language employers recognise, thus closing the perceived “skills gap”. Comparisons reveal significantly greater diversity of skills innate to subjects perceived as “less academic”. Practical implications: Learners will find it easier to recognise a comprehensive language of transferable skills, aligned with what employers need, and fundamental to career decision-making through understanding the relationships between academic qualifications and work. Social implications: Learners who understand the wider value of their qualifications beyond knowledge focus, particularly in relation to transferable skills, are better able to be join, navigate and be agile in a challenging employment market. Originality/value: Higher education (HE) concepts of employability are not well-established or understood in schools. This new approach articulates it through transferable skills within existing academic curriculum. © 2020, Kate Daubney.","Curriculum; Education policy; Employability; Schools; Skills","","","","","","","","Campbell M., The UK's Skills Mix: Current Trends and Future Needs, (2016); Education and Learning for the Modern World: CBI/Pearson Education and Skills Survey, (2019); Daubney K., Extracted employability: the employability value of what is taught, Enhancing Graduate Employability: A Case Study Compendium, pp. 89-93, (2020); DeKeyser R., Skill acquisition theory, Theories in Second Language Acquisition: An Introduction, pp. 94-112, (2015); Teachers' Standards (Overview), (2011); History Programmes of Study: National Curriculum for England, (2013); GCE AS and A Level Subject Content for Computer Science, (2014); Geography: GCE AS and A Level Subject Content, (2014); GCE AS and A Level Subject Content for History, (2014); Mathematics Programmes of Study: Key Stage 4, (2014); Philosophy: GCE AS and A Level Subject Content, (2015); Science Programmes of Study: National Curriculum for England, (2015); Careers Guidance and Access for Education and Training Providers: Statutory Guidance for Governing Bodies, (2018); Participation in Education, Training and Employment by 16-18 Year Olds in England: End 2019, (2019); Good Career Guidance, (2014); Harvey L., On Employability, (2003); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1998); Hudson B., Henderson S., Hudson A., Developing mathematical thinking in the primary classroom: liberating students and teachers as learners of mathematics, Journal of Curriculum Studies, 47, 3, pp. 374-398, (2015); The ISE Annual Survey, (2014); The ISE Annual Survey, (2017); The ISE Annual Survey, (2019); The ISE 2020 Development Survey: Trends, Benchmarks and Insights, (2020); Knight P.T., Yorke M., Employability and good learning in higher education, Teaching in Higher Education, 8, 1, pp. 3-16, (2003); OECD Skills Strategy 2019: Skills to Shape a Better Future, (2019); Subject Benchmark Statements; Thijssen J.G.L., Van der Heijden B.I.J.M., Rocco T.S., Toward the employability—link model: current employment transition to future employment perspectives, Human Resource Development Review, 7, 2, pp. 165-183, (2008); Yates J., The Career Coaching Handbook, (2013); Yorke M., Employability in Higher Education: What it Is - what it Is Not, (2004); Blackmore P., Bulaitis Z.H., Jackman A.H., Tan E., Employability in Higher Education: A Review of Practice and Strategies Around the World, (2016); Brown J., Gosling T., Sethi B., Sheppard B., Stubbings C., Sviokla J., Williams J., Zarubina D., Fisher L., Workforce of the Future: The Competing Forces Shaping 2030, (2018); Carnell B., Fung D., Developing the Higher Education Curriculum: Research-Based Education in Practice, (2017); GCE AS and A Level Subject Content for English Literature, (2014); Physical Education: AS and A Level Content, (2015); Ancient Languages: AS and A Level Content, (2017); Jones C., Penaluna A., Moving beyond the business plan in enterprise education, Education and Training, 55, 8-9, pp. 804-814, (2013); PSHE Education Programme of Study: Key Stages 1-5, (2017); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016)","K. Daubney; The Careers Group, University of London, London, United Kingdom; email: kate.daubney@careers.lon.ac.uk","","Emerald Group Holdings Ltd.","","","","","","22052062","","","","English","J. Work. Appl. Manag.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85111660698"
"Steeb D.R.; Zeeman J.M.; Bush A.A.; Dascanio S.A.; Persky A.M.","Steeb, David R. (55544483000); Zeeman, Jacqueline M. (57190066830); Bush, Antonio A. (57190341673); Dascanio, Sarah A. (57203984707); Persky, Adam M. (7003449846)","55544483000; 57190066830; 57190341673; 57203984707; 7003449846","Exploring career development through a student-directed practicum to provide individualized learning experiences","2021","Currents in Pharmacy Teaching and Learning","13","5","","500","505","5","4","10.1016/j.cptl.2021.01.020","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100041422&doi=10.1016%2fj.cptl.2021.01.020&partnerID=40&md5=aaf9de1f3fb40f259068299ef0cdb258","The University of North Carolina at Chapel Hill Eshelman School of Pharmacy, 301 Pharmacy Lane, CB#7574, Chapel Hill, 27599, NC, United States; Associationn Medical Colleges, 655 K Street, NW, Suite 100, Washington, DC, 20001-2399, United States; The University of North Carolina at Chapel Hill Eshelman School of Pharmacy, 301 Pharmacy Lane, CB#7569, Chapel Hill, 27599, NC, United States","Steeb D.R., The University of North Carolina at Chapel Hill Eshelman School of Pharmacy, 301 Pharmacy Lane, CB#7574, Chapel Hill, 27599, NC, United States; Zeeman J.M., The University of North Carolina at Chapel Hill Eshelman School of Pharmacy, 301 Pharmacy Lane, CB#7574, Chapel Hill, 27599, NC, United States; Bush A.A., Associationn Medical Colleges, 655 K Street, NW, Suite 100, Washington, DC, 20001-2399, United States; Dascanio S.A., The University of North Carolina at Chapel Hill Eshelman School of Pharmacy, 301 Pharmacy Lane, CB#7574, Chapel Hill, 27599, NC, United States; Persky A.M., The University of North Carolina at Chapel Hill Eshelman School of Pharmacy, 301 Pharmacy Lane, CB#7569, Chapel Hill, 27599, NC, United States","Introduction: The primary objective was to assess the impact of an optional student-directed career development program on career and professional development between the second and third year of a doctor of pharmacy curriculum. Methods: Students who completed the student-directed practicum (SDP) completed a nine item pre−/post-survey assessing its impact on their career development within the learning constructs of discovery, application, and reflection. Additional open-ended questions assessed why students participated in the SDP and their perceived benefits of doing so. An additional questionnaire regarding the impact of the practicum was conducted at graduation. Quantitative data were analyzed with Wilcoxon signed-rank test for the pre−/post-survey and descriptive statistics for the graduation survey while qualitative data used a two-cycle open coding process. Results: Statistically significant increases were noted with those responding with “agree” or “strongly agree” to each of the nine statements in the pre−/post-survey. Students participated to further explore career options, and believed doing so resulted in enhanced career direction and future employability. The graduation survey showed those participating in the SDP had a higher rate of: postgraduate placement (86% vs. 77%), receiving ≥ five residency interview offers (81% vs. 69%), and first or second choice residency match (92% vs. 85%) compared to those who completed an internship outside of the SDP. Students commented that the SDP was a valuable part of their education and helped them take the next steps for their career. Conclusions: A student-directed career development experience can positively impact student's career direction and professional development. © 2021 Elsevier Inc.","Career choice; Career development; Pharmacy education; Professional development; Student-directed learning","Curriculum; Education, Pharmacy; Humans; Internship and Residency; Learning; Students, Pharmacy; article; controlled study; curriculum; decision making; employability; human; human experiment; interview; learning; postgraduate student; professional development; quantitative analysis; questionnaire; Wilcoxon signed ranks test; curriculum; education; learning; medical education; pharmacy student","","","","","","","Osborne K.W., Woods K.M., Maxwell W.D., McGee K., Bookstaver P.B., Outcomes of student-driven, faculty-mentored research and impact on postgraduate training and career selection, Am J Pharm Educ, 82, 4, (2018); Blake E.W., Friesner D., Gettig J.P., Hajjar E., Gentry E.J., Kline J.M., Comparing pharmacy practice faculty perceptions of first-year post-graduate residency (PGY1) selection criteria to those reported by PGY1 residency directors, Curr Pharm Teach Learn, 7, 1, pp. 20-28, (2015); Hammond D.A., Garner S.S., Linder M.A., Cousins W.B., Bookstaver P.B., Assessment of mentor involvement with pharmacy students pursuing post-graduate residency training, Curr Pharm Teach Learn, 8, 1, pp. 18-23, (2016); Lyons K.M., Christopoulos A., Brock T.P., Sustainable pharmacy education in the time of COVID-19, Am J Pharm Educ, 84, 6, (2020); Engle J.P., Assuring quality in pharmacy education during a time of crisis, Am J Pharm Educ, 84, 6, (2020); DiPiro J.T., Preparing our students for the many opportunities in pharmacy, Am J Pharm Educ, 10, 75(9), (2011); Accreditation standards and key elements for the professional program in pharmacy leading to the doctor of pharmacy degree (“Standards 2016”), (2015); Ives R.C., Klein K.C., Mason N.A., Career and professional development services for pharmacy students, Curr Pharm Teach Learn, 12, 9, pp. 1110-1115, (2020); Olive K.E., Kwasigroch T.E., Wooten D.J., Lybrand C., Peeples C.R., A career exploration program: an effective alternative to the traditional use of faculty advisors, Acad Med, 91, 11, pp. 1530-1533, (2016); Dorsey E.R., Jarjoura D., Rutecki G.W., The influence of controllable lifestyle and sex on the specialty choices of graduating U.S. medical students, 1996-2003, Acad Med, 80, 9, pp. 791-796, (2005); Athey E.K., Leslie M.S., Briggs L.A., Et al., How important are autonomy and work setting to nurse practitioners’ job satisfaction?, J Am Assoc Nurse Pract, 28, 6, pp. 320-326, (2016); Medina M.S., Schwier N.C., Miller J.L., Miller M.M., Skrepnek G.H., Career skills assessment in a doctor of pharmacy curriculum, Am J Pharm Educ, 82, 7, (2018); Gee D., Schulte M., Matsumoto R.R., An individual development plan for pharmacy students for career planning and tracking accreditation standards, Am J Pharm Educ, 83, 6, (2019); Phillips J.A., McLaughlin M.M., Rose C., Gallagher J.C., Gettig J.P., Rhodes N.J., Student characteristics associated with successful matching to a PGY1 residency program, Am J Pharm Educ, 80, 5, (2016); APhA Career Pathway Evaluation Program for Pharmacy Professionals, (2021); Christensen C.M., How will you measure your life?, Harv Bus Rev, 88, 7-8, pp. 46-51, (2010); Hsieh H.F., Shannon S.E., Three approaches to qualitative content analysis, Qual Health Res, 15, 9, pp. 1277-1288, (2005); Saldana J., The Coding Manual for Qualitative Researchers, (2015); McLaughlin J.E., Bush A.A., Zeeman J.M., Mixed methods: expanding research methodologies in pharmacy education, Curr Pharm Teach Learn, 8, 5, pp. 715-721, (2016); Super D.E., Starishevsky R., Matlin N., Jordaan J.P., Career Development; Self-Concept Theory, (1963); Ibarra H., Provisional selves: experimenting with image and identity in professional adaptation, Adm Sci Q, 44, 4, pp. 764-791, (1999); Arnold J., Masterson A., Self-concept certainty, career exploration and readiness for career decision-making amongst undergraduate students, Brit J Guid Couns, 15, 1, pp. 92-96, (1987); Wald H.S., Anthony D., Hutchinson T.A., Liben S., Smilovitch M., Donato A.A., Professional identity formation in medical education for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice, Acad Med, 90, 6, pp. 753-760, (2015); Wong A., Trollope-Kumar K., Reflections: an inquiry into medical students’ professional identity formation, Med Educ, 48, 5, pp. 489-501, (2014); Siracuse M.V., Schondelmeyer S.W., Hadsall R.S., Schommer J.C., Third-year pharmacy students’ work experience and attitudes and perceptions of the pharmacy profession, Am J Pharm Educ, 72, 3, (2008); Brazeau G.A., Meyer S.M., Belsey M., Et al., Preparing pharmacy graduates for traditional and emerging career opportunities, Am J Pharm Educ, 73, 8, (2009); Merriam S.B., Andragogy and self-directed learning: illars of adult learning theory, New Direc Adult Cont Educ, 2001, 89, pp. 3-14, (2001); O'Shea E., Self-directed learning in nurse education: a review of the literature, J Adv Nurs, 43, 1, pp. 62-70, (2003); Asadoorian J., Batty H.P., An evidence-based model of effective self-assessment for directing professional learning, J Dent Educ, 69, 12, pp. 1315-1323, (2005); Tracey J.M., Arroll B., Richmond D.E., Barham P.M., The validity of general practitioners’ self assessment of knowledge: cross sectional study, BMJ, 315, 7120, pp. 1426-1428, (1997)","D.R. Steeb; The University of North Carolina at Chapel Hill Eshelman School of Pharmacy, Chapel Hill, 301 Pharmacy Lane, CB#7574, 27599, United States; email: david_steeb@unc.edu","","Elsevier Inc.","","","","","","18771297","","","33795101","English","Currents Pharm. Teach. Learn.","Article","Final","","Scopus","2-s2.0-85100041422"
"Llenares I.I.; Deocaris C.C.; Deocaris C.C.","Llenares, Ian I. (57202914489); Deocaris, Chester C. (6507110154); Deocaris, Custer C. (57216802098)","57202914489; 6507110154; 57216802098","Work values of Filipino college students","2021","British Journal of Guidance and Counselling","49","4","","513","523","10","2","10.1080/03069885.2021.1939267","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109287418&doi=10.1080%2f03069885.2021.1939267&partnerID=40&md5=0f9b0979c1f0ac0ab1de8b9326d0cb09","Department of Psychology, National University, Manila, Philippines; Department of Physical Sciences, College of Science, Polytechnic University of the Philippines, Manila, Philippines; Research and Development Management Office, Technological Institute of the Philippines, Quezon City, Philippines; Department of Science and Technology, Philippine Nuclear Research Institute, Quezon City, Philippines","Llenares I.I., Department of Psychology, National University, Manila, Philippines; Deocaris C.C., Department of Physical Sciences, College of Science, Polytechnic University of the Philippines, Manila, Philippines; Deocaris C.C., Research and Development Management Office, Technological Institute of the Philippines, Quezon City, Philippines, Department of Science and Technology, Philippine Nuclear Research Institute, Quezon City, Philippines","Work values refer to the business ethics and personal work preferences of individuals. Using the Filipino Work Values Scale, we characterised 10 work values of 141 full-time Filipino college students. Interpersonal, intellectual-achievement and occupational work values emerged as the most salient work values among the students. The rest appeared as either “weak” (environmental, material, managerial, religious, organisational and family-centred) or “very weak” (variety). Reflective of family influence over career orientation, some of the work values correlated with parents’ educational and professional backgrounds. As student work values are considered to influence long-term career choices and employability, comprehensively characterising work values may be useful in tailoring career counselling interventions that can help improve career pathing and job placements of students. © 2021 Technological Institute of the Philippines.","Career guidance; career services for young people; counselling in higher education; family influence; Filipino students; work values","","","","","","","","Arnett J.J., Emerging adulthood: A theory of development from the late teens through the twenties, American Psychologist, 55, 5, pp. 469-480, (2000); Arnett J.J., Emerging adulthood: The winding road from the late teens through the twenties, (2004); Balsamo M., Lauriola M., Saggino A., Work values and college major choice, Learning and Individual Differences, 24, pp. 110-116, (2013); Brown S.D., Lent R.W., Career development and counselling: Putting theory and research to work, (2004); Cervera V.M., Filipino work values scale, (1999); Dawis R.V., Lofquist L.H., A psychological theory of work adjustment, (1984); Dimitriou T., (2018); Dizon P., Fulgencio A., Gregorio J., Obias P., Vendivel R., General psychology, (2003); Dose J.J., Work values: An integrative framework and illustrative application to organisational socialization, Journal of Occupational and Organizational Psychology, 70, 3, pp. 219-240, (1997); Duffy R.D., Sedlacek W.E., The work values of first-year college students: Exploring group differences, The Career Development Quarterly, 55, 4, pp. 359-364, (2007); Elizur D., Borg I., Hunt R., Beck I.M., The structure of work values: A cross cultural comparison, Journal of Organizational Behavior, 12, 1, pp. 21-38, (1991); Field A., Discovering statistics using SPSS, (2009); (2007); Furnham A., Forde L., Ferrari K., Personality and work motivation, Personality and Individual Differences, 26, 6, pp. 1035-1043, (1999); Greenberger E., Steinberg L., When teenagers work: The psychological and social costs of adolescent employment, (1986); Grimm S.D., Church A.T., Katigbak M.S., Reyes J.A.S., Self-described traits, values, and moods associated with individualism and collectivism testing I.C. theory in an individualistic (U.S.) and a collectivistic (Philippine) culture, Journal of Cross-Cultural Psychology, 30, 4, pp. 466-500, (1999); Haslett B.B., Leidel K., Work values in a changing global environment: Comparing Chinese and U.S. students, Intercultural Communication Studies, 24, 2, (2015); Henne D., Locke E.A., Job dissatisfaction: What are the consequences?, International Journal of Psychology, 20, 2, pp. 221-240, (1985); Ho C.C., (2006); Hofstede G., Cultures and organisations-software of the mind: Intercultural cooperation and its importance for survival, (1991); Hofstede G., Attitudes, values and organizational culture: Disentangling the concepts, Organization Studies, 19, 3, pp. 477-493, (1998); Howell D.C., Statistical methods for psychology, (2012); Hunter I., Dik B.J., Banning J.H., College students’ perceptions of calling in work and life: A qualitative analysis, Journal of Vocational Behavior, 76, 2, pp. 178-186, (2010); Ilagan J., Hechanova M., Co T., Pleyto V., Bakit ka kumakayod? Developing a Filipino needs theory of motivation, Philippine Journal of Psychology, 47, 1, pp. 117-143, (2014); (2017); Jacobs J.E., Davis-Kean P., Bleeker M., Eccles J.S., Malanchuk O., Gender difference in mathematics, pp. 246-263, (2005); Jocano F.L., Filipino social organisation: Traditional kinship and family organisation, (1998); Knoop R., Work values and job satisfaction, The Journal of Psychology, 128, 6, pp. 683-690, (1994); Leong F.T.L., Kao E., Lee S., The relationship between family dynamics and career interests among Chinese Americans and european Americans, Journal of Career Assessment, 12, 1, pp. 65-84, (2004); Levine K.J., Hoffner C.A., Adolescents’ conceptions of work what is learned from different sources during anticipatory socialization?, Journal of Adolescent Research, 21, 6, pp. 647-669, (2006); Meglino B.M., Ravlin E.C., Individual values in organizations: Concepts, controversies, and research, Journal of Management, 24, 3, pp. 351-389, (1998); Mendoza S.L., Perkinson J., Filipino “Kapwa” in global dialogue: A different politics of being-with the “other”, Intercultural Communication Studies, 12, 4, pp. 177-194, (2003); Messersmith E.E., Garrett J.L., Davis-Kean P.E., Malanchuk O., Eccles J.S., Career development from adolescence through emerging adulthood insights from information technology occupations, Journal of Adolescent Research, 23, 2, pp. 206-227, (2008); Meulman J.J., (1998); Moniarou-Papaconstantinou V., Triantafyllou K., Job satisfaction and work values: Investigating sources of job satisfaction with respect to information professionals, Library & Information Science Research, 37, 2, pp. 164-170, (2015); Mortimer J.T., Zimmer-Gembeck M.J., Holmes M., Shanahan M.J., The process of occupational decision making: Patterns during the transition to adulthood, Journal of Vocational Behavior, 61, 3, pp. 439-465, (2002); Palos R., Drobot L., The Impact of family influence on the career choice of adolescents, Procedia - Social and Behavioral Sciences, 2, 2, pp. 3407-3411, (2010); (2016); (2017); Ramota C., (2005); Resurreccion R., Mansukhani R., Garo-Santiago M.A., (2009); Roe R.A., Ester P., Values and work: Empirical findings and theoretical perspective, Applied Psychology, 48, 1, pp. 1-21, (1999); Rosse J., Saturay S., (2004); Saito I., Imamura T.A., Miyagi M., (2010); Savickas M.L., Career Development and Counseling: Putting Theory and Research to Work, 1, pp. 42-70, (2005); Super D.E., A life-span, life-space, approach to career development, Journal of Vocational Behavior, 16, 3, pp. 282-298, (1980); Super D.E., Contemporary approaches to interest measurement, (1973); Super D.E., Career Choice & Development, pp. 197-261, (1990); Super D.E., Savickas M.L., Super C., Career choice and development. Applying contemporary theories to practice, pp. 121-178, (1996); Talisayon S.D., Values in our quest for freedom (1896–1898) and their application for future development, (1996); Tria J.Z., The COVID-19 pandemic through the lens of education in the Philippines: The new normal, International Journal of Pedagogical Development and Lifelong Learning, 1, 1, pp. 2-4, (2020); (2014); Vondracek F.W., Shimizu K., Schulenberg J., Hostetler M., Sakayanagi T., A comparison between American and Japanese students’ work values, Journal of Vocational Behavior, 36, 3, pp. 274-286, (1990); Wong S.W., Yuen M., Work values of university students in Chinese mainland, Taiwan, and Hong Kong, International Journal for the Advancement of Counselling, 34, 4, pp. 269-285, (2012); Xiao S., Froese F., (2008)","I.I. Llenares; Department of Psychology, National University, Manila, Philippines; email: ianllenares8@gmail.com","","Routledge","","","","","","03069885","","","","English","Br. J. Guid. Couns.","Article","Final","","Scopus","2-s2.0-85109287418"
"Rakowska A.; de Juana-Espinosa S.","Rakowska, Anna (57198513073); de Juana-Espinosa, Susana (22834599100)","57198513073; 22834599100","Ready for the future? Employability skills and competencies in the twenty-first century: The view of international experts","2021","Human Systems Management","40","5","","669","684","15","12","10.3233/HSM-201118","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121809676&doi=10.3233%2fHSM-201118&partnerID=40&md5=18d7488e7558225b2d2b70d390f06c78","Marie Curie Sklodowska University, Lublin, Poland; Business Organization Department, University of Alicante, Spain","Rakowska A., Marie Curie Sklodowska University, Lublin, Poland; de Juana-Espinosa S., Business Organization Department, University of Alicante, Spain","BACKGROUND: Today's uncertain economic and social dynamics are leading companies to seek the sort of human talent that will help them to survive and thrive. Training demands are thus arising for specific skills and competencies that would make current students and employment seekers more employable. OBJECTIVE: The aim of this study was to identify the twenty-first century's major employability skills and competencies as well as the main demand trends for skills and competencies. METHODS: An international panel of experts (from Spain, Thailand and Poland), from both, academic and professional business backgrounds, were asked to quantitatively project the importance of different generic and specific skills and competencies over the next five years. They were asked to do so twice, once before and once after a four-year interval (in 2016 and in 2019). Each time, they were interviewed to discuss the results. RESULTS: The most valued employability skills were of a generic nature, in all three countries. Regarding specific skills, those of a social and managerial nature were the most highly valued. Work experience and formal education became less relevant for employability. CONCLUSIONS: The study's results can lead to recommendations on how to design a more employability-oriented curriculum in educational institutions. © 2021 - IOS Press. All rights reserved","","'current; Economic dynamics; Educational institutions; Employability skills; Formal education; Generic nature; International experts; Social dynamics; Thailand; Work experience; Students","","","","","European Commission, EC; Generalitat Valenciana, GVA; Narodowe Centrum Nauki, NCN, (2013/09/b/hs4/01307)","Funding text 1: the position of Assistant Professor for the Department of Business Organi- zation at the University of Alicante (Spain) and is a member of the SIRHO research group. Her main teaching areas are IS management, HRM and e- business. Her research topics include e-government, HRM, and MIS. Her research has been published in vari- ous conferences and impact journals, and has participated in competitive research projects funded by the Euro- pean Commission and the Generalitat Valenciana and has also worked as a consultant and trainer for public sector and private organizations.; Funding text 2: To finish, this study presented certain limitations that create a number of avenues for future research. First, the list of chosen competencies comprised only 10 generic ones (as identified in the literature) and twice as many specific ones. Even though the experts were asked to add missing competencies to the list, none were put forward. Second, the experts were asked to use a Likert scale from 1–5, therefore giving them a limited value range, and thus small differences. The findings of this study could, however, This study was funded by the National Science Center (Poland) in the framework of the project “Competence Potential of Selected Employee Groups in Terms of Diversity Management in Innovative Enterprises”, project No. 2013/09/b/hs4/01307.","Cambridge Business English Dictionary; Ehlers U.D., Kellermann S.A., Future skills: The future of learning and higher education, Ulf-Daniel Ehlers, pp. 2-69, (2019); Volini E., Schwartz J., Roy I., Hauptmann M., van Durme Y., Denny B., Bersin J., Learning in the Flow of Life 2019 Global Human Capital Trends, (2019); Valenduc G., New forms of work and employment in the digital economy, The Deconstruction of Employment as a Political Question, pp. 63-80, (2019); Xu M., David J.M., Kim S.H., The fourth industrial revolution: Opportunities and challenges, International Journal of Financial Research, 9, 2, pp. 90-95, (2018); Lee M., Yun J., Pyka A., Won D., Kodama F., Schiuma G., Yan M.R., How to respond to the Fourth Industrial Revolution, or the Second Information Technology Revolution? 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The case of Central and Eastern Europe, Industry 4.0 and Engineering for a Sustainable Future, pp. 153-175, (2019); New Skills for Europa, (2016); Puriwat W., Tripopsakul S., Preparing for Industry 4.0 - Will youths have enough essential skills?: An evidence from Thailand, International Journal of Instruction, 13, pp. 89-104, (2020); Khidhir S., Singapore Is Getting 4.0 Ready, (2019); Future Work Skills 2020, (2011); The Future of Work: Jobs and Skills in 2030, (2014); Hoftijzer M., Gortazar L., Skills and Europe's Labor Market: How Technological Change and Other Drivers of Skill Demand and Supply Are Shaping Europe's Labor Market, (2018); Mason A.D., Kehayova V., Yang J., Trade, technology, skills and jobs exploring the road ahead for developing East Asia, Background Paper for Sustaining the Revival of Middle-Income East Asia, (2018); Kongtong T., Phusavat K., Pastuszak Z., Hidayanto A.N., Majava J., Human capital development: A construct for underprivileged students, Human Systems Management, 39, 3, pp. 357-366, (2020); Suleman F., Laranjeiro A.M., The employability skills of graduates and employers' options in Portugal, Education+ Training, pp. 1097-1111, (2018); Trilling B., Fadel C., 21st Century Skills: Learning for Life in Our Times, (2009); Skill Shift: Automation and the Future of the Workforce, (2018); Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employers' perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Claxton G., Costa A.L., Kallick B., Hard thinking about soft skills, Educational Leadership, 73, 6, pp. 60-64, (2016); Plecher H., Employment by Economic Sector in Thailand 2020, (2020); Neumann J., Why Spain Can't Shake One of World's Highest Unemployment Rates, (2020); News Release: Euroindicators. Euro Area Unemployment at 7.4%, (2020); Plecher H., Poland: Unemployment Rate from 1999 to 2020, (2020); Selected Indicators for Spain, (2020); Poland - Employment by Economic Sector, (2020); Higher Education Systems Strength Rankings, (2016); Education, Countries, (2020); Education in Thailand, (2018); Tappanai B., Staff R., Half of Thai Graduates Work in Jobs Unrelated to Their Degrees: Survey, (2019); Getting Skills Right: Spain, (2018); Skills Strategy for Poland, (2019); Skills and Europe's Labor Market How Technological Change and Other Drivers of Skill Demand and Supply Are Shaping Europe's Labor Market, (2018); Johnson R.B., Onwuegbuzie A.J., Mixed methods research: A research paradigm whose time has come, Educational Researcher, 33, 7, pp. 14-26, (2004); Hart L., Smith S., Swars S., Smith M., An examination of research methods in mathematics education (1995-2005), Journal of Mixed Methods Research, 3, 1, pp. 26-41, (2009); Richardson S., Bennett D., MacKinnon P., Mahat M., Poronnik P., Coates H., Schmidt L., Embedding Employability in the Curriculum-Strategies to Improve Outcomes for University Graduates, (2015); Sulea C., Future skills at work: A perspective on critical skills, Psihologia Resurselor Umane, 16, 2, pp. 56-58, (2018); Tiili J.U.H.O., Suhonen S.A.M.I., Physics lab as learning environment for important engineering skills, Proceedings of the 10th PTEE, (2019); Field R., Teaching resilience and self-management skills: Fostering student psychological wellbeing for future employability, Education for Employability, 2, pp. 237-246, (2019); Loveland T.R., Teaching personal skills in technology and engineering education: Is it our job? It is every teacher's responsibility to prepare youth to be professional and ethical in their future dealings in classrooms or the workplace, Technology and Engineering Teacher, 76, 7, (2017); van Laar E., van Deursen A.J., van Dijk J.A., de Haan J., The relation between 21st-century skills and digital skills: A systematic literature review, Computers in Human Behavior, 72, pp. 577-588, (2017); Sapovadia V.K., Role of HR in Employability Skills of 21st Century, (2019); Williams P., Assessing collaborative learning: Big data, analytics and university futures, Assessment & Evaluation in Higher Education, 42, 6, pp. 978-989, (2017); Siddiq F., Scherer R., Is there a gender gap? A meta-analysis of the gender differences in students' ICT literacy, Educational Research Review, 27, pp. 205-217, (2019); Chin J.L., Desormeaux L., Sawyer K., Making way for paradigms of diversity leadership, Consulting Psychology Journal: Practice and Research, 68, 1, pp. 49-71, (2016); Ornellas A., Falkner K., Stalbrandt E., Enhancing graduates' employability skills through authentic learning approaches, Higher Education, Skills and Work-Based Learning, 9, 1, (2019); Tisch M., Metternich J., Potentials and limits of learning factories in research, innovation transfer, education, and training, Procedia Manufacturing, 9, pp. 89-96, (2017); Tomlinson M., Conceptions of the value of higher education in a measured market, Higher Education, 75, 4, pp. 711-727, (2018); Beam E.A., Hyman J., Theoharides C., The relative returns to education, experience, and attractiveness for young workers, Economic Development and Cultural Change, 68, 2, pp. 391-428, (2020); Mivehchi L., Rajabion L., A framework for evaluating the impact of mobile games, technological innovation and collaborative learning on students' motivation, Human Systems Management, 39, 1, pp. 27-36, (2020)","A. Rakowska; Department of Intellectual Capital and Quality, Faculty of Economics, Maria Curie-Skłodowska University, Lublin, Poland; email: a.rakowska@umcs.lublin.pl","","IOS Press BV","","","","","","01672533","","HSMAD","","English","Hum Syst Manage","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85121809676"
"Hay K.; Fleming J.","Hay, Kathryn (25723338400); Fleming, Jenny (55419568400)","25723338400; 55419568400","Keeping students safe: Understanding the risks for students undertaking work-integrated learning","2021","International Journal of Work-Integrated Learning","22","4","","539","552","13","5","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148050700&partnerID=40&md5=440acc03c6073ddd7826ab3935fff886","Massey University, Palmerston North, New Zealand; Auckland University of Technology, Auckland, New Zealand","Hay K., Massey University, Palmerston North, New Zealand; Fleming J., Auckland University of Technology, Auckland, New Zealand","Universities in New Zealand are increasingly focused on an employability and global citizenship agenda, leading to a proliferation of work-integrated learning (WIL) courses across diverse curriculum areas. WIL exposes students to authentic learning opportunities in a workplace. It is however an activity with inherent risks which may have significant consequences for students, universities and host organizations. This study drew on qualitative interpretive methodology to examine risks related to WIL at eight universities from the perspective of eighteen academic and professional staff. The findings indicate that significant risks for students undertaking WIL relate to the readiness and suitability of the student, the learning environment and student safety. A framework that outlines the responsibilities and conduct of students during WIL is presented. While it is acknowledged that all stakeholders are important in the WIL enterprise, it is the student experience that should be prioritized. © 2021 International Journal of Work-Integrated Learning. All rights reserved.","reputation; risk; safety; student conduct; work-integrated learning","","","","","","","","Abbott M., Competition and reform of the New Zealand tertiary education sector, Journal of Education Policy, 21, 3, pp. 367-387, (2006); Adamson C., Stress, trauma and critical incidents: The challenge for social work education, Social Work Review, 18, 4, pp. 50-58, (2006); Apaitia-Vague T., Pitt L., Younger D., Fit and proper” and fieldwork: A dilemma for social work educators?, Aotearoa New Zealand Social Work, 23, 4, pp. 55-64, (2011); Aprile K. T., Knight B. A., The WIL to learn: Students’ perspectives on the impact of work-integrated learning placements on their professional readiness, Higher Education Research & Development, 39, 5, pp. 869-882, (2020); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Came H. A., Tudor K., The whole and inclusive university: A critical review of health promoting universities from Aotearoa New Zealand, Health Promotion International, 35, 1, pp. 102-110, (2020); Cameron C., Work integrated learning: A study of risk management by university lawyers, (2016); Cameron C., The strategic and legal risks of work-integrated learning: An enterprise risk management perspective, Asia-Pacific Journal of Cooperative Education, 18, 3, pp. 243-256, (2017); Cameron C., The student as inadvertent employee in work-integrated learning: A risk assessment by university lawyers, International Journal of Work-Integrated Learning, 19, 4, pp. 337-348, (2018); Cameron C., Ashwell J., Connor M., Duncan M., Mackay W., Naqvi J., Managing risks in work-integrated learning programmes: A cross-institutional collaboration, Higher Education Skills and Work-Based Learning, 10, 2, pp. 325-338, (2020); Cameron C., Freudenberg B., Giddings J., Klopper C., The program risks of work-integrated learning: A study of Australian university lawyers, Journal of Higher Education Policy and Management, 40, 1, pp. 67-80, (2018); Curtis B., Matthewman S., The managed university: The PBRF, its impacts and staff attitudes, New Zealand Journal of Employment Relations, 30, 2, pp. 1-18, (2005); Effeney G., Risk in work-integrated learning: A stakeholder centric model for higher education, Journal of Higher Education Policy and Management, 42, 4, pp. 388-403, (2020); Fleming J., Haigh N. J., Examining and challenging the intentions of work-integrated learning, Higher Education, Skill and Work-Based Learning, 7, 2, pp. 198-210, (2017); Fleming J., Hay K., Understanding risks in work-integrated learning, International Journal of Work-Integrated Learning, 22, 2, pp. 167-181, (2021); Freudenberg B., Brimble M., Cameron C., Where there is a WIL there is a way, Higher Education Research & Development, 5, 29, pp. 575-588, (2010); Graj E., Sheen J., Dudley A., Sutherland-Smith W., Adverse health events associated with clinical placements: A systematic review, Nurse Education Today, 76, pp. 178-190, (2019); Hay K., What is quality work-integrated learning? Social work tertiary educator perspectives, International Journal of Work-Integrated Learning, 21, 1, pp. 51-61, (2020); Hay K., Brown K., Social work practice placements in Aotearoa New Zealand: Agency manager perspectives, Social Work Education, 34, 6, pp. 700-715, (2015); Jackson D., Riebe L., Meek S., Ogilvie M., Kuilboer A., Murphy L., Collins N., Lynch K., Brock M., Using an industry-aligned capabilities framework to effectively assess student performance in non-accredited work-integrated learning contexts, Teaching in Higher Education, (2020); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Leitz C. A., Zayas L. E., Evaluating qualitative research for social work practitioners, Advances in Social Work, 11, 2, pp. 188-202, (2010); Minton C., Birks M., “You can’t escape it”: Bullying experiences of New Zealand nursing students on clinical placement, Nurse Education Today, 77, pp. 12-17, (2019); Naderifar M., Goli H., Ghaljaie F., Snowball sampling: A purposeful method of sampling in qualitative research, Strides in Development of Medical Education, 14, 3, (2017); Neden J., Townsend R., Zuchowski I., Towards sustainability in Australian social work field education, Australian Social Work, 71, 3, pp. 345-357, (2018); Newhook R., Perceptions of risk in co-operative education, Journal of Cooperative Education and Internships, 47, 1, pp. 78-93, (2013); Newhook R., Are university co-operative education students safe? Perceptions of risks to students on work terms, Canadian Journal of Higher Education/La revue canadienne d’enseignement supérieur, 46, 1, pp. 121-137, (2016); Oliver B., Jorre de St Jorre T., Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers, Higher Education Research & Development, 37, 4, pp. 821-836, (2018); Rowe A., Zegwaard K., Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 87-99, (2017); Rowe P., Researcher’s reflections on what is missing from work-integrated learning research, Asia-Pacific Journal of Cooperative Education, 16, 2, pp. 101-107, (2015); Smith C., Ferns S., Russell L., Placement quality has a greater impact on employability than placement structure or duration, International Journal of Work-Integrated Learning, 20, 1, pp. 15-29, (2019); Tierney K. J., Toward a critical sociology of risk, Sociological Forum, 14, 2, pp. 215-242, (1999); Trede F., Role of work-integrated learning in developing professionalism and professional identity, Asia-Pacific Journal of Cooperative Education, 13, 3, pp. 159-167, (2012); Wenham K. E., Valencia-Forrester F., Backhaus B., Make or break: The role and support needs of academic advisors in work-integrated learning courses, Higher Education Research & Development, 39, 5, pp. 1026-1039, (2020)","K. Hay; Massey University, Palmerston North, New Zealand; email: k.s.hay@massey.ac.nz","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85148050700"
"Griffiths T.-L.; Dickinson J.; Day C.J.","Griffiths, Teri-Lisa (57197770553); Dickinson, Jill (57197769007); Day, Catherine J. (54931889500)","57197770553; 57197769007; 54931889500","Exploring the relationship between extracurricular activities and student self-efficacy within university","2021","Journal of Further and Higher Education","45","9","","1294","1309","15","7","10.1080/0309877X.2021.1951687","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111679405&doi=10.1080%2f0309877X.2021.1951687&partnerID=40&md5=03a16d75b5e1db34e112f55b0d6a96ff","Department of Law and Criminology, Sheffield Hallam University, Sheffield, United Kingdom; Department of Psychology, Sociology and Politics, Sheffield Hallam University, Sheffield, United Kingdom","Griffiths T.-L., Department of Law and Criminology, Sheffield Hallam University, Sheffield, United Kingdom, Department of Psychology, Sociology and Politics, Sheffield Hallam University, Sheffield, United Kingdom; Dickinson J., Department of Law and Criminology, Sheffield Hallam University, Sheffield, United Kingdom, Department of Psychology, Sociology and Politics, Sheffield Hallam University, Sheffield, United Kingdom; Day C.J., Department of Law and Criminology, Sheffield Hallam University, Sheffield, United Kingdom, Department of Psychology, Sociology and Politics, Sheffield Hallam University, Sheffield, United Kingdom","This exploratory study addresses a gap in the literature for the potential in assessing domain-specific self-efficacy within the context of Higher Education (HE). Focusing on HE students’ participation in extracurricular activities (ECAs), the study builds on the authors’ previous research which recognised the impact of ECAs on HE students’ lived experiences. An initial sample of two hundred and ninety-four students from a from a post-92 Higher Education Institution (HEI) in the North of England (UK) completed a survey designed to measure self-concepts of student self-efficacy, encompassing academic and social tasks, and fifty-four of those students completed a follow-up survey. The key finding was that there is a positive association between involvement in certain ECAs and self-efficacy in students within the university context. Furthermore, the results indicate a relationship between engagement with certain ECA-types and specific domains of self-efficacy. These findings have important implications in that supporting students to develop higher levels of self-efficacy specific to the university setting could have an impact on key HE outcomes, such as employability. Further research needs to be undertaken to establish if there is a causal link between involvement in ECAs and the development of self-efficacy whilst at university. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","academic self-efficacy; employability; extracurricular activities (ECAs); Self-efficacy; student experience; widening participation","","","","","","Department of Law and Criminology; Sheffield Hallam University","The authors would like to thank the Learning and Teaching Cluster, the Department of Law and Criminology, Sheffield Hallam University for funding this project. ","Bandura A., Self-Efficacy: The Exercise of Control, (1997); Bandura A., Guide for Constructing Self-efficacy Scales, Self-Efficacy Beliefs of Adolescents, pp. 307-331, (2006); Bandura A., On the Functional Properties of Perceived Self-Efficacy Revisited, Journal of Management, 38, 1, pp. 9-44, (2012); Berntson E., Naswall K., Sverke M., Investigating the Relationship between Employability and Self-efficacy: A Cross-lagged Analysis, European Journal of Work and Organizational Psychology, 17, 4, pp. 413-425, (2008); Bestlaudet D.A., “ The Potential of Recovery Capital.” RSA Projects, Royal Society for the Arts, (2010); Bowles D.G., Sharkeyday C., Psychological Predictors of National Student Survey Course Satisfaction, Journal of Perspectives in Applied Academic Practice, 8, 2, pp. 7-15, (2020); Bryman A., Social Research Methods, (2012); Cano I.D., Best M., Edwardslehman J., Recovery Capital Pathways: Mapping the Components of Recovery Wellbeing, Drug and Alcohol Dependence, 181, pp. 11-19, (2017); Chan Y., Investigating the Relationship among Extracurricular Activities, Learning Approach and Academic Outcomes: A Case Study, Active Learning in Higher Education, 17, 3, pp. 223-233, (2016); Clegg S., Stevenson J., Willott J., Staff Conceptions of Curricular and Extracurricular Activities in Higher Education, Higher Education, 59, 5, pp. 615-626, (2010); Dacre Poolqualter L.P., Empotional Self-efficacy, Graduate Employability, and Career Satisfaction: Testing the Associations, Australian Journal of Psychology, 65, pp. 214-223, (2013); Supporting Graduate Employability: HE Practice in Other Countries, (2011); Dickinson J., Griffiths T., Building Bridges: A Critical Analysis of University and Industry Collaboration to Improve Diverse Access to Elite Professions, Industry and Higher Education, 31, 4, pp. 227-238, (2017); Dickinson J.T., Griffithsbredice A., ’It’s Just Another Thing to Think About’: Encouraging Students’ Engagement in Extracurricular Activities, Journal of Further and Higher Education, pp. 1-14, (2020); Fabrigar L.R.D.T., Wegener R.C., Maccallumstrahan E.J., Evaluating the Use of Exploratory Factor Analysis in Psychological Research, Psychological Methods, 4, pp. 247-299, (1999); Field A., Discovering Statistics Using SPSS, (2009); Experts Call for Employers and Universities to Do More to Address STEM Skill Shortages, (2016); Education Secretary Sets Vision for Boosting Mobility, (2018); Harvey A.L., Andrewartha D., Edwards J., Clarkereyes K., “ Student Equity and Employability in Higher Education. Report for the Australian Government Department of Education and Training.” Melbourne: Centre for Higher Education Equity and Diversity Research (CHEEDR), Accessed 8September, (2017); Hendricks K.S., The Sources of Self-Efficacy: Educational Research and Implications for Music, National Association for Music Education, 35, 1, pp. 32-38, (2016); Futuretrack, (2012); Hillagepollard J.E., Employability: Developing a Framework for Policy Analysis. Research Report RR85, London: Department for Education and Employment, (1998); Honicke T., Broadbent J., The Influence of Academic Self-efficacy on Academic Performance: A Systematic Review, Educational Research Review, 17, pp. 63-84, (2016); Jackson N., Tackling the Wicked Problem of Creativity in Higher Education.” In: Background Paper for a Presentation at the ARC Centre for the Creative Industries and Innovation, (2008); King A.E.F.A.E., McQuarriebrigham S.M., Exploring the Relationship between Student Success and Participation in Extracurricular Activities, SCHOLE: A Journal of Leisure Studies and Recreation Education, pp. 1-17, (2020); Lee B., Vondracek F.W., Teenage Goals and Self-efficacy Beliefs as Precursors of Adult Career and Family Outcomes, Journal of Vocational Behavior, 85, 2, pp. 228-237, (2014); Lees D., Graduate Employability - Literature Review, (2002); Lent R.W., Hackett G., Career Self-Efficacy: Empirical Status and Future Directions, Journal of Vocational Behaviour, 30, pp. 347-382, (1987); McQuaid R.W., Lindsay C.D., The Concept of Employability, Urban Studies, 42, 2, pp. 197-219, (2005); Minocha S., Hristov D., Reynolds M., From Graduate Employability to Employment: Policy and Practice in UK Higher Education, International Journal of Training and Development, 21, 3, pp. 235-248, (2017); Muldoon R., Recognizing the Enhancement of Graduate Attributes and Employability through Part-time Work while at University, Active Learning in Higher Education, 10, 3, pp. 237-252, (2009); The National Statistics Socio-economic Classification (NS-SEC), (2019); Ojonugwa O.I.R., Hamzah A.B.R., Bakarrashid A.M., Evaluating Self-Efficacy Expected of Polytechnic Engineering Students as a Measure of Employability, International Journal of Education & Literacy Studies, 3, 3, pp. 24-30, (2015); Pinto L.H., Ramalheira D.C., Perceived Employability of Business Graduates: The Effect of Academic Performance and Extracurricular Activities, Journal of Vocational Behavior, 99, pp. 165-178, (2017); Preston C.C., Colman A.M., Optimal Number of Response Categories in Rating Scales: Reliability, Validity, Discriminating Power, and Respondent Preferences, Acta Psychologica, 104, 1, pp. 1-15, (2000); Volunteering, (2021); Qenani E., MacDougall N., Sexton C., An Empirical Study of Self-perceived Employability: Improving the Prospects for Student Employment Success in an Uncertain Environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Extracurricular Awards Stimulus Papers: AGCAS Perspective; Roulinbangerter N.A., Students‘ Use of Extracurricular Activities for Positional Advantage in Competitive Job Markets, Journal of Education and Work, 26, 1, pp. 21-47, (2013); Our Universities, (2021); Shankland R.C., Genolini L.R., Franca J.-D., Guelfiionescu S., Student Adjustment to Higher Education: The Role of Alternative Educational Pathways in Coping with the Demands of Student Life, Higher Education, 59, 3, pp. 353-366, (2010); Stevenson J., Clegg S., Possible Selves: Students Orientating Themselves Towards the Future for Extracurricular Activity, British Educational Research Journal, 37, 2, pp. 231-246, (2011); Stuart M.C., Lido J., Morganmay S., Student Diversity, Extracurricular Activities and Perceptions of Graduate Outcomes, Accessed 1July, (2009); Stuart M., Lido C., Morgan J., Solomon L., May S., The Impact of Engagement with Extracurricular Activities on the Student Experience and Graduate Outcomes for Widening Participation Populations, Active Learning in Higher Education, 12, 3, pp. 203-215, (2011); Tang Y., Tseng H.W., Distance Learners’ Self-efficacy and Information Literacy Skills, The Journal of Academic Librarianship, 39, 6, pp. 517-521, (2013); Thompson L.G., Clark M., Walkerwhyatt J., ‘It’s Just like an Extra String to Your Bow’: Exploring Higher Education Students’ Perceptions and Experiences of Extracurricular Activity and Employability, Journal of Learning Development in Higher Education, 14, 2, pp. 135-147, (2013); Tieu T.T., Pancer M., Pratt M.W., Wintre M., Birnie-Lefcovitch S., Polivy J., Adams G., Helping Out or Hanging Out: The Features of Involvement and How It Relates to University Adjustment, Higher Education, 60, 3, pp. 343-355, (2010); Tobin L., Students Look to Extracurricular Activities to Give Them Employability.” the Guardian, (2010); Careers and Employability Service, (2017); Extracurricular Activities and Employability, (2017); van Dinther M., Dochy F., Segers M., Factors Affecting Students’ Self-Efficacy in Higher Education, Educational Research Review, 6, 2, pp. 95-108, (2011); Watson R., A Rationale for the Development of an Extracurricular Employability Award at A British University, Research in Post-Compulsory Education, 16, 3, pp. 371-384, (2011); Wilcox P.S., Winnfyvle-Gauld M., ’It Was Nothing to Do with the University, It Was Just the People’: The Role of Social Support in the First Year Experience in Higher Education, Studies in Higher Education, 30, 6, pp. 707-722, (2005); Wood J.S., Littlegoldring L., The Confidence to Do Things that I Know Nothing about - Skills Development through Extracurricular Inquiry Activity, Journal of Learning Development in Higher Education, 3, pp. 2-21, (2011); Yorke M., Employability in Higher Education: What It Is - What It Is Not, The Higher Education Academy. Accessed 9September, 2006, (2020); Zimmerman B.J., Bandura A., Martinez-Pons M., Self-motivation for Academic Attainment: The Role of Self-efficacy Beliefs and Personal Goal Setting, American Educational Research Journal, 29, 3, pp. 663-676, (1992)","T.-L. Griffiths; Department of Psychology, Sociology and Politics, Sheffield Hallam University, HC 2.21 Heart of the Campus Collegiate Crescent, Sheffield, S10 2BP, United Kingdom; email: teri-lisa.griffiths@shu.ac.uk","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85111679405"
"Brown P.; Sadik S.; Xu J.","Brown, Phillip (57195466318); Sadik, Sahara (57200722029); Xu, Jing (57226428296)","57195466318; 57200722029; 57226428296","Higher education, graduate talent and the prospects for social mobility in china's innovation nation","2021","International Journal of Educational Research","109","","101841","","","","8","10.1016/j.ijer.2021.101841","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111487140&doi=10.1016%2fj.ijer.2021.101841&partnerID=40&md5=da9c774bf0718aaa86e1d58545608e58","School of Social Sciences, Cardiff University, King Edward VII AveCardiff CF10 3NN, United Kingdom; Distinguished Visiting Professor, Department of Education, Zhengzhou University, China; Institute for Adult Learning, Singapore University of Social Sciences, 11 Eunos Road 8, Singapore; Central Institute for Vocational and Technical Education, Ministry of Education, P. R. China, Floor 16, Fusheng Tower, No.4 Huixindongjie Street, Chaoyang District, Beijing, 100029, China","Brown P., School of Social Sciences, Cardiff University, King Edward VII AveCardiff CF10 3NN, United Kingdom, Distinguished Visiting Professor, Department of Education, Zhengzhou University, China; Sadik S., Institute for Adult Learning, Singapore University of Social Sciences, 11 Eunos Road 8, Singapore; Xu J., Central Institute for Vocational and Technical Education, Ministry of Education, P. R. China, Floor 16, Fusheng Tower, No.4 Huixindongjie Street, Chaoyang District, Beijing, 100029, China","This article examines China's response to issues of social inequity, talent management and social mobility through an analysis of HE policies aimed at transforming China into an innovation nation, alongside the views of corporate managers and executives. Our analysis identifies a positional convergence between China's elite universities and corporate hiring strategies, which renders the ‘vocational turn’ in HE as part of its digtial innovation strategy, unlikely to narrow educational and labor market inequalities in relative life-chances. What is identified in China is widely applicable, highlighting that social equity and social mobility cannot be delivered through neo-liberal models of technological change. © 2021","digital disruption; digital innovation; future of work; graduate employability; higher education; social mobility; talent management; vocational turn","","","","","","Institute for Adult Learning, IAL","This work was supported by funding from the Institute for Adult Learning, Singapore , from 2016-2018.","Adams R., Ministers to ditch target of 50% of young people in England going to university, The Guardian., (2020); Autor D.H., Why are there still so many jobs? the history and future of workplace automation, The Journal of Economic Perspectives, 29, 3, pp. 3-30, (2015); Banks O., Parity and prestige in English secondary education, (1955); Becker B.E., Huselid M.A., Beatty R.W., The differentiated workforce: transforming talent into strategic impact, (2009); Becker G., The age of human capital, Education, globalization and social change, pp. 292-294, (2006); Bourdieu P., (1984); Brown P., pp. 633-653, (2000); Brown P., pp. 678-700, (2013); Brown P., Hesketh A., (2004); Brown P., Keep E., (2018); Brown P., Lauder H., Ashton D., (2011); Brown P., Lauder H., Cheung S.Y., (2020); Brynjolfsson E., McAfee A., Race against the machine: how the digital revolution is accelerating innovation, diving productivity, and irreversibly transforming employment and the economy, (2012); Bukodi E., Goldthorpe J., Social mobility and education in Britain, (2018); Burgess R.G., The field: an introduction to field research, (1984); Caplan B., The case against education: why the education system is a waste of time and money, (2018); Collins R., The credential society: an historical sociology of education and stratification, (1979); (2020); (2020); (2020); (2020); Denzin N.K., The Research Act, (1989); Drucker P., Post-capitalist society, (1993); Elliott S.W., Computers and the future of skill demand, (2017); Erikson R., Goldthorpe J., (1993); Goldin C., Katz L., The race between education and technology, (2008); Goldthorpe J.H., Jackson M., Intergenerational class mobility in contemporary Britain: political concerns and empirical findings, The British Journal of Sociology, 58, 4, pp. 525-546, (2007); Goldthorpe J.H., Llewellyn C., Payne C., Social mobility and class structure in modern Britain, (1980); Goodhart D., Head hand heart: the struggle for dignity and status in the 21st century, (2020); Halsey A.H., Heath A.F., Ridge J.M., Origins and destinations: family, class and education in modern Britain, (1980); Han S., Xu X., How far has the state ‘stepped back’: an exploratory study of the changing governance of higher education in China (1978–2018), Higher Education, 78, pp. 931-946, (2019); He Y., Mai Y., Higher education expansion in China and the ‘ant tribe’ problem, Higher Education Policy, 28, pp. 333-352, (2015); Head S., Mindless: why smart machines are making dumber humans, (2014); Hirsch F., Social limits to growth, (1977); Keane M., Yu H., A digital empire in the making: China's outbound digital platforms, International Journal of Communication, 13, pp. 4624-4641, (2019); Li S., A practical research on model of school-enterprise cooperation of applied local universities, IEEE international conference on control, automation and systems engineering, 2011-07, 1-4, (2011); Li X., State power, symbolic capital, and the hierarchy and homogeneity of higher education in China: in the example of three key universities policies after the founding of new China, Chinese Education & Society, 52, 3-4, pp. 208-230, (2019); Li Y., (2020); Lian S., (2011); Marshall G., Swift A., Roberts S., Against the odds? social class and social justice in industrial societies, (1997); McCulloch G., Parity and prestige in English secondary education revisited, British Journal of Sociology of Education, 29, 4, pp. 381-389, (2008); Michaels E., Handfield-Jones H., Axelrod B., The war for talent, (2001); (2020); Mok K.H., Wen Z., Dale R., Employability and mobility in the valorisation of higher education qualifications: the experiences and reflections of Chinese students and graduates, Journal of Higher Education Policy and Management, 38, 3, pp. 264-281, (2016); Otar C., What percentage of small businesses fail – and how can you aviod being one of them?, Forbes Finance Council, (2018); Shi Q., Wen J., The employability of undergraduates in China: A study based on self-assessment of the national project for undergraduates learning questionnaire design and survey (NCSS) (in Chinese), Peking University Education Review, 10, 1, pp. 59-60, (2012); Sjoholm F., Lundin N., Will science and technology solve China's unemployment problem?, Asian Economic Papers, 9, 2, pp. 1-28, (2010); Song Z., Negative effects of the converging trend of providing specialized programs by different types and levels of Chinese higher education institutions (in Chinese), Journal of China Higher Education, 24, (2011); Trow M., Reflections on the transition from elite to mass to universal access: forms and phases of higher education in modern societies since WWII, International handbook of higher education, pp. 243-280, (2007); Wang D., Wang Z., Trilateral gaming analysis on discrimination against educational background in doctorates’ job market (in Chinese), Journal of Higher Education, 34, (2013); Wang X., Liu J., China's higher education expansion and the task of economic revitalization, Higher Education, 62, 2, pp. 213-229, (2011); Warner W.L., Havighurst R.J., Loeb M.B., Who shall be educated?; the challenge of unequal opportunities, (1946); Yu H., Networking China: the digital transformation of the Chinese economy, (2017)","P. Brown; School of Social Sciences, Cardiff University, King Edward VII AveCardiff CF10 3NN, United Kingdom; email: brownp1@cardiff.ac.uk","","Elsevier Ltd","","","","","","08830355","","","","English","Int. J. Educ. Res.","Article","Final","","Scopus","2-s2.0-85111487140"
"Näring G.; van Scheppingen A.","Näring, Gérard (6701415724); van Scheppingen, Arjella (36241118400)","6701415724; 36241118400","Using health and safety monitoring routines to enhance sustainable employability","2021","Work (Reading, Mass.)","70","3","","959","966","7","6","10.3233/WOR-213615","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122646300&doi=10.3233%2fWOR-213615&partnerID=40&md5=a39fdd2c8ea9550bb9f32bc0b5563b99","Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, Netherlands; Independent Researcher, Netherlands","Näring G., Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, Netherlands; van Scheppingen A., Independent Researcher, Netherlands","BACKGROUND: Traditionally, the field of health and employment has mainly focused on preventing unhealthy work practices. Nowadays, there is increasing interest in also promoting a positive work environment. It is relevant to investigate how organizations can integrate both approaches into their work practices. We posit this could promote the sustainable employability of employees. OBJECTIVE: We explored whether a tool that monitors health and safety risks can also be used to create a positive work environment. METHODS: Almost 600 employees completed the Dutch version of the Copenhagen Psychosocial Questionnaire (COPSOQ). We used regression analyses to investigate the associations between dimensions of work and employees' outcome (stress and sustainable employability). We also validated the Dutch version of this questionnaire by adding Sustainable employability and Vigor. RESULTS: A theory-based selection of dimensions explained 32%of the variance in Sustainable employability, whereas a set of established predictors explained 16%in Stress. Confirmatory factor analyses indicated a good fit of the COPSOQ to the hypothesized model. Reliabilities of the dimensions were satisfactory to good. CONCLUSIONS: Our study indicates that organizations can use COPSOQ both as a tool to monitor risk, as well as a means of promoting positive work practices.","COPSOQ; psychosocial risks; stress; sustainable employability; work resources","Employment; Humans; Surveys and Questionnaires; Workplace; employment; human; questionnaire; workplace","","","","","","","","","","NLM (Medline)","","","","","","18759270","","","34744042","English","Work","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85122646300"
"Tabieh A.A.S.; Abuzagha H.Y.; Ghou K.A.A.","Tabieh, Ahmad A. S. (57216730272); Abuzagha, Hiba Y (57220106424); Ghou, Kazim A. Al (57313252100)","57216730272; 57220106424; 57313252100","In-demand Soft Skills and Employability during and Post COVID-19: Evidence from EFL Teachers","2021","Pegem Egitim ve Ogretim Dergisi","11","4","","219","229","10","0","10.47750/pegegog.11.04.21","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117965005&doi=10.47750%2fpegegog.11.04.21&partnerID=40&md5=be55adf331d5351ad88acc66cf8907b3","Middle East University, Jordan","Tabieh A.A.S., Middle East University, Jordan; Abuzagha H.Y., Middle East University, Jordan; Ghou K.A.A., Middle East University, Jordan","The Interest in blending soft skills along with the cognitive ones in the EFL teaching field originates from dimensioning the drastic changes facing the world with the hit of the COVID-19. Eventually, EFL teachers are confronted with hostile situations that challenge individuals’ ability to adapt to the work environment. Employers and teachers in this particular field need to recognize this reality because they should be prepared to transform the classical approaches of education and respond by teaching strategies to mitigate these difficulties. Through the quantitative method, a questionnaire and a survey that 121 experienced employers and 250 teachers have responded to, this paper provides EFL teachers with a clear perception about their required soft skills acquisition degrees that are demanded by employers in the EFL teaching field. The results showed a strong availability degree in Communication and Time management. It also showed a significantly positive correlation between the acquisition of the in-demand soft skills and the EFL teachers’ performance. Moreover, this paper contributes in providing employers some practical strategies and tools to be utilized to enhance their EFL teachers’ soft skills acquisition, thus, enhancing the teaching-learning process. © 2021. Pegem Egitim ve Ogretim Dergisi. All rights reserved.","COVID-19; EFL teachers; Employability; Soft Skills","","","","","","Middle East University, MEU","The authors are grateful to the Middle East University, Amman, Jordan, for the financial support granted to cover this research article’s publication fee.","Asif M., Zhiyong D., Raisinghani M. S., Hassan A., Rhetoric Situation of Novel Coronavirus (COVID-19) in Social Media and its Impact on Pedagogy, International Journal of Online Pedagogy and Course Design (IJOPCD), 11, 3, pp. 62-77, (2021); Buheji M., Buheji A., Planning Competency in the New Normal– Employability Competency in Post- COVID-19 Pandemic, International Journal of Human Resource Studies, 10, 2, (2020); Cacciolatti L., Lee S. H., Molinero C. M., Clashing institutional interests in skills between government and industry: An analysis of demand for technical and soft skills of graduates in the UK, Technological Forecasting and Social Change, 119, pp. 139-153, (2017); Cimatti B., Definition, development, assessment of soft skills, and their role for the quality of organizations and enterprises, International Journal for Quality Research, 10, 1, pp. 97-130, (2016); Cornali F., Training and developing soft skills in higher education, pp. 961-967, (2018); Editor C., Medriano R., Tesol international journal, 16, 4, (2021); Fixsen A., Ridge D., Shades of Communitas: A Study of Soft Skills Programs, Journal of Contemporary Ethnography, 48, 4, pp. 510-537, (2019); Garcia E., The Need To Address No cognitive Skills in the Education Policy, pp. 1-36, (2014); Immanuel G., Sankar G., Saravanan V., Jose M., Materials Today: Proceedings Significance of interpersonal skills and english language teaching, (2021); Mahasneh Jaser Khalaf, A Theoretical Framework for Implementing Soft Skills in Construction Education Utilizing Design for Six Sigma, (2016); Mishra D. L., Gupta D. T., Shree D. A., Online Teaching-Learning in Higher Education during Lockdown Period of COVID-19 Pandemic, International Journal of Educational Research Open, (2020); Patel P. C., Rietveld C. A., The impact of financial insecurity on the self-employed’s short-term psychological distress: Evidence from the COVID-19 pandemic, Journal of Business Venturing Insights, 14, (2020); Pisoni G., Gaio L., Rossi A., Investigating Soft Skills Development through Peer Reviews Assessments in an Entrepreneurship Course, Proceedings - 2019 IEEE International Symposium on Multimedia, ISM, 2019, pp. 291-296, (2019); Robertson P., Adamson J., The Asian EFL Journal, 24, 1, (2020); Robertson P., Asian EFL Journal, Asian EFL Journal, 28, 2, (2021); Singh Dubey R., Tiwari V., Operationalization of soft skill attributes and determining the existing gap in novice ICT professionals, International Journal of Information Management, 50, pp. 375-386, (2020); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students’ and employers’ perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Tseng H., Yi X., Yeh H. Te., Learning-related soft skills among online business students in higher education: Grade level and managerial role differences in self-regulation, motivation, and social skill, Computers in Human Behavior, 95, (2019)","A.A.S. Tabieh; Middle East University, Jordan; email: atabieh@meu.edu.jo","","Pegem Akademi Yayıncılık Egitim Danısmanlik Hizmetleri Ticaret A.S.","","","","","","21460655","","","","English","Pegem Egit. Ogr. Dergisi","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85117965005"
"Nabulsi N.; McNally B.; Khoury G.","Nabulsi, Nadine (57225026759); McNally, Beverley (56404361100); Khoury, Grace (14825449400)","57225026759; 56404361100; 14825449400","Improving graduateness: addressing the gap between employer needs and graduate employability in Palestine","2021","Education and Training","63","6","","947","963","16","9","10.1108/ET-06-2020-0170","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108950401&doi=10.1108%2fET-06-2020-0170&partnerID=40&md5=c11fd87d779bd3d9e96095eda46f6c73","Faculty of Business and Economics, Birzeit University, Ramallah, Palestine; Prince Mohammad Bin Fahd University, Al Khobar, Saudi Arabia","Nabulsi N., Faculty of Business and Economics, Birzeit University, Ramallah, Palestine; McNally B., Prince Mohammad Bin Fahd University, Al Khobar, Saudi Arabia; Khoury G., Faculty of Business and Economics, Birzeit University, Ramallah, Palestine","Purpose: This research paper seeks to identify multiple stakeholder perceptions relating to the level of graduateness of a group of business school graduates in Palestine. Design/methodology/approach: An exploratory mixed method approach was employed. Survey data provided the quantitative information that was analysed using statistical package for the social sciences (SPSS). Interviews of 1.5–2 h duration were conducted to gather the qualitative data. The study utilised an inductive thematic approach to analyse these data. Findings: Employers were resolute in the view that despite the high level of youth unemployment in Palestine, they still had difficulty in sourcing suitably qualified graduates. Collaboration between employers and higher education providers is not of a level that supports the development of graduateness. The identified key skill shortages occurred in the soft skills area, for example, written and verbal communication, language and problem-solving skills, negotiation and conflict resolution. Research limitations/implications: As an exploratory research study, there are opportunities for future research investigating more deeply the themes identified and the success or otherwise of the recommended initiatives. Practical implications: This study has implications for both educationalists and policymakers, regarding the prioritisation of development funding and of policies and practices aimed at improving youth employment. There are implications for all stakeholders with regard to collaboration in curriculum development, provision of education, and training and development programmes targeting young people to ensure that they are work ready. Originality/value: This paper is one of the first to examine the skills gap between business schools' graduates and employment in Palestine. © 2021, Emerald Publishing Limited.","Graduateness; Palestine; Skills-gap; Transitioning societies; Youth unemployment","","","","","","","","Abbasi F.K., Ali A., Bibi N., Analysis of skills gap for business graduates: managerial perspective from the banking industry, Education and Training, 60, 4, pp. 354-367, (2018); Abu Fasheh W., The Status of Youth in Palestine, 2013, (2014); Aggarwal R., Selection of IT personnel through hybrid multi-attribute AHP-FLP approach, International Journal Soft Computing and Engineering, 2, 6, pp. 2231-2307, (2013); Baker G., Henson D., Promoting employability skills development in a research intensive university, Education and Training, 52, 1, pp. 62-75, (2010); Baron J.N., Dobbin F.R., Jennings P.D., War and peace: the evolution of modern personnel administration in US industry, American Journal of Sociology, 92, pp. 350-383, (1986); Belwal R., Priyadarshi P., Al Fazari M., Graduate attributes and employability skills: graduates perspectives on employers' expectations in Oman, International Journal Educational Management, 31, 6, pp. 814-827, (2016); Berthod O., Institutional theory of organizations, Global Encyclopaedia of Public Administration, Public Policy and Governance, 1, pp. 1-5, (2018); Bhanugopan R., Fish A.J., Achieving graduate employability through consensus in a South Pacific Island nation, Education and Training, 5, 12, pp. 108-123, (2009); Bowers-Brown T., Harvey L., Are there too many graduates in the UK? A literature review and an analysis of graduate employability, Industry and Higher Education, pp. 243-254, (2004); Branine M., Graduate recruitment and selection in the UK: a study of the recent changes in methods and expectations, Career Development International, 13, 6, pp. 497-513, (2008); Brits H.J., Assessing employer satisfaction: an attempt to enhance graduate employability at an institution of higher learning, South African Journal Higher Education, 32, pp. 39-53, (2018); Cai Y., Graduate employability: a conceptual framework for understanding employers' perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Conner H., Shaw S., Graduate training and development: current trends and issues, Education and Training, 50, 5, pp. 62-75, (2008); Cresswell J.W., Plano-Clark V.L., Designing and Conducting Mixed Method Research, (2011); Cumming J., Contextualised performance: reframing the skills debate in research education, Studies in Higher Education, 35, 4, pp. 405-419, (2010); Dacre-Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Das Augustine B., Middle East’s youth unemployment expected to surge in coming years, Gulf News, (2015); David R.J., Tolbert P.S., Boghossian J., Institutional theory in organization studies, Oxford Research Encyclopaedia Business and Management, (2019); Fakeeh M.S., Saudization as a Solution for Unemployment: The Case of Jeddah Western Region, (2009); Finch J., Hamilton K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education + Training, 55, 7, pp. 681-704, (2013); Flick U., An Introduction to Qualitative Research, (2009); Grant T., From the classroom to the boardroom -higher education strategies for enhancing professional communication practice and graduateness for a global workplace, Paper presented at the Centre for Promoting Learner Autonomy, (2010); Employment Opportunities and Market Assessment for University Graduates in Palestine, (2013); Heaton N., McCracken M., Harrison J., Graduate recruitment and development: sector influence on a local market/regional economy, Education + Training, 50, 4, pp. 276-288, (2008); Helyer R., Lee D., The twenty-first century multiple generations workforce: overlaps and differences but also challenges and benefits, Education + Training, 54, 7, pp. 565-578, (2012); Youth Employment, (2017); Ishengoma E., Vaaland T.I., Can university-industry linkages stimulate student employability, Education and Training, 58, 1, pp. 18-44, (2016); Khoury G., McNally B., Importance of fostering alignment to ensure sustainable nation building: the role of HRD in large Palestinian organizations, Journal of Management Development, 35, 6, pp. 718-734, (2016); Leaptrott J., An institutional theory view of the family business, Family Business Review, 18, pp. 215-228, (2005); Levhari D., Weiss Y., The effect of risk on the investment in human capital, The American Economic Review, 64, 6, pp. 950-963, (1974); McMurray S., Dutton M., McQuaid R., Richard A., Employer demands from business graduates, Education and Training, 58, 1, pp. 112-132, (2016); Meyer J.W., Rowan B., Institutional organizations: formal structure as myth and ceremony, American Journal of Sociology, 83, pp. 340-363, (1977); Moore T., Morton J., The myth of job readiness? Written communication, employability and the 'skills gap' in higher education, Studies in Higher Education, 42, 3, pp. 129-152, (2015); Nafukho F.M., Hairston N.R., Brooks K., Human capital theory: implications for human resource development, Human Resources Development International, 7, 4, pp. 545-551, (2004); Nilsson S., Enhancing individual employability: the perspective of engineering graduates, Education and Training, 52, 6-7, pp. 540-551, (2010); Osmani M., Weerakkody V., Hindi N.M., Al-Esmail R., Eldabi T., Kapoor K., Irani Z., Identifying the trends and impact of graduate attributes on employability: a literature review, Tertiary Education and Management, 21, 4, pp. 367-379, (2015); Osmani M., Weerakkody V., Hindi N.M., Graduate attributes in higher education: examining academics' perception in the Middle East, Journal of Education for Business, 92, 2, pp. 53-64, (2017); Press Release on the Occasion of International Youth Day - the Situation of Youth in Palestine, (2018); Press Release on the Students Who Sit for the General Secondary School Certificate Examinations “Tawjihi” “Injaz” of the Academic Year 2018/2019, (2019); Labor Force Survey Results 2019, (2020); Parsons T., Suggestions for a sociological approach to the theory of organizations, Administrative Science Quarterly, 1, pp. 63-85, (1956); Sekaran U., Bougie R., Research Methods for Business: A Skill-Building Approach, (2013); Sweetland S.R., Human capital theory: foundations of a field of inquiry, Review of Educational Research, 66, 3, pp. 341-359, (1996); Symonds W.C., Schwartz R., Ferguson R.F., Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century, (2011); Assistance Strategy for the West Bank and Gaza (December 2018), (2017); Economic Monitoring Report to the Ad Hoc Liaison Committee (For Palestine), (2017); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Walters D., Zarifa D., Earnings and employment outcomes for male and female postsecondary graduates of coop and non‐coop programmes, Journal of Vocational Education and Training, 60, 4, pp. 377-399, (2008); Warraich F., Ameen K., Employability skills of LIS graduates in Pakistan: needs and expectations, Library Management, 32, 3, pp. 209-224, (2011); Wickam M.J., Using service-learning to enhance employability skills in graduate business capstones: a dissertation overview, Journal of Higher Education Outreach and Engagement, 22, 1, pp. 163-172, (2018); Woods A., Dennis C., What do UK small and medium size enterprises think about employing graduates, Journal of Small Business and Enterprise, 32, 3, pp. 209-224, (2009); Unemployment, youth total (% of total labor force ages 15-24) (modelled ILO estimate), Key Indicators of the Labour Market Database, (2014); Economic Monitoring Report for the Ad Hoc Committee, (2017); Yousafzai S.Y., Saeed S., Muffatto M., Institutional theory and contextual embeddedness of women's' entrepreneurial leadership: evidence from 92 countries, Journal of Small Business Management, 53, 3, pp. 587-604, (2015); Zikmund W., Business Research Methods, (2000); Zula K.J., Chermack T.J., Human capital planning: a review of literature and implications for human resource development, Human Resources Development Review, 6, 3, pp. 245-262, (2007)","N. Nabulsi; Faculty of Business and Economics, Birzeit University, Ramallah, Palestine; email: nnabulsi@birzeit.edu","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85108950401"
"Gonzálvez C.; Marhuenda-Fluixà F.","Gonzálvez, Carolina (57189521363); Marhuenda-Fluixà, Fernando (50861288700)","57189521363; 50861288700","Programs' Efficacy to Develop Employable Skills for People With Functional Diversity: A Meta-Analysis","2021","International Journal for Research in Vocational Education and Training","8","3","","300","333","33","1","10.13152/IJRVET.8.3.3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122367341&doi=10.13152%2fIJRVET.8.3.3&partnerID=40&md5=99ccd2e9ac91f7897c8f5efeb720b05e","Departament of Developmental Psychology and Teaching, University of Alicante, Ctra. San Vicente, S/N., San Vicent del Raspeig, 03690, Spain; Department of Didactics and School Organization, University of Valencia, Avda. Blasco Ibáñez 30, València, 46010, Spain","Gonzálvez C., Departament of Developmental Psychology and Teaching, University of Alicante, Ctra. San Vicente, S/N., San Vicent del Raspeig, 03690, Spain; Marhuenda-Fluixà F., Department of Didactics and School Organization, University of Valencia, Avda. Blasco Ibáñez 30, València, 46010, Spain","Purpose: Promoting the labour integration of people with functional diversity is a key element to achieve their social inclusion. This meta-analysis aims to examine the effectiveness of experimental programs in developing employable skills for people with disabilities. Methods: Literature searches up to June 2019 were conducted in four databases (Web of Science, Scopus, PsycINFO and ERIC). Studies that met the following criteria were selected: (1) The program should develop employable skills; (2) the participants should be people with functional diversity; (3) the study should have a design with an experimental group and a control group as well as pretest and posttest measurements; (4) the study had to provide enough data to calculate the effect sizes; and (5) the study had to be written in English or Spanish. 67 independent studies met the selection criteria, among 14 articles published between 1998 and 2019. Results: The results revealed mean effect sizes in favour of the experimental group for the set of all studies according to data reported by people with functional diversity, as well as according their relatives and teachers. The two dimensions of the programs with a significant effect size in favour of the experimental group were interview skills and career planning. Furthermore, it was found that the programs showed a higher degree of effectiveness in groups formed only by people with intellectual disabilities, with a lower educational level, whose duration ranged from six to twelve months. This was particularly the case with participants from Spain and Australia. Conclusion: Promoting the labour insertion of people with disability is a key element to achieve their social inclusion. Programs that support and develop employability and that are conducted upon experimental conditions do have a positive impact upon young people with functional diversity. Upon the results, we discuss practical implications for integrating disabled persons into the labour market. © 2021 European Research Network Vocational Education and Training. All rights reserved.","Career Planning; Employability; People With Disability; Transition From Education and Training to Employment; VET; Vocational Education and Training","","","","","","","","Achenbach T. 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"Zhang K.","Zhang, Kelvin (57226778813)","57226778813","Exploring critical conceptual space in hospitality higher education","2021","Hospitality and Society","11","2","","209","233","24","3","10.1386/HOSP_00029_1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112663782&doi=10.1386%2fHOSP_00029_1&partnerID=40&md5=4cea66b9861f2ba16aff84a36f551fbc","Macau University of science and Technology","Zhang K., Macau University of science and Technology","This article employs criticality, a concept that embodies various intellectual values, to evaluate the forms and degree of criticality currently manifested in hospitality higher education. Criticality is discussed in relation to the academic well-being of hospitality as an academic subject. Semi-structured interviews were conducted with 55 academics working in nine universities in the United Kingdom, capturing how they interpret criticality in relation to teaching hospitality courses and conducting hospitality research. The study revealed that conceptualizations of criticality in relation to the academic subject of hospitality largely occupy an uncritical conceptual space. Hospitality is restrictively understood with its commercial manifestations, namely ‘the hotel industry', with alternative understandings of hospitality and hospitality offerings largely missing. The primary purpose of teaching criticality is perceived as an essential competency crucial for graduate employability. Critical research is perceived as studies that are relevant and applicable to ‘the hotel industry'. The conceptualizations of criticality revealed an unwelcoming academic community, whereby a dismissive attitude was expressed towards alternative approaches to the study of hospitality. With the prevalent neoliberal influences on higher education, an uncritical conceptual space of hospitality raises serious concerns regarding the future development of hospitality as an academic subject in higher education. © 2021 Intellect Ltd Article. All Rights Reserved.","criticality hospitality higher; education hospitality research teaching and learning academic well-being neo-liberalism","","","","","","","","Airey D., Tribe J., Education for hospitality, Search of Hospitality: Theoretical Perspectives and Debates, pp. 276-291, (2000); Alvesson M., Skoldberg K., Reflexive Methodology: New Vistas for Qualitative Research, (2018); Archer L., The new Neoliberal subjects? Young/er academics' constructions of professional identity, Journal of Education Policy, 23, 3, pp. 265-285, (2008); Ateljevic I., Morgan N., Pritchard A., The Critical Turn in Tourism Studies: Creating an Academy of Hope, (2012); Bailin S., Case R., Coombs J. R., Daniels L. 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"Mandale R.; Patil A.; Adamuthe A.","Mandale, Ravindra (57226629097); Patil, Ashwini (36841595500); Adamuthe, Amol (37062955200)","57226629097; 36841595500; 37062955200","Improved undergraduate software capstone project development with adoption of industry practices","2021","Journal of Engineering Education Transformations","34","4","","74","89","15","0","10.16920/jeet/2021/v34i4/153757","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112126442&doi=10.16920%2fjeet%2f2021%2fv34i4%2f153757&partnerID=40&md5=e7a986ce8dcbc2e1548a2ac85bf745e6","Computer Science & Information Technology Department, RIT, Rajaramnagar, India","Mandale R., Computer Science & Information Technology Department, RIT, Rajaramnagar, India; Patil A., Computer Science & Information Technology Department, RIT, Rajaramnagar, India; Adamuthe A., Computer Science & Information Technology Department, RIT, Rajaramnagar, India","To improve cost-effectiveness, the software development processes in the IT industries are changing rapidly. There is a gap in different processes in IT industries and engineering institutes due to a mismatch in industry expectations and academic practices. According to different survey reports, this gap is increasing significantly due to lack of domain knowledge, inabilities of adopting recent technologies, old curriculum contents, poor assessment methodologies, and old project development practices, etc. To make students industry-ready, it is necessary to inculcate recent software development processes in academics. Academic project is one of the important courses in an undergraduate program which inculcates industry required skills among the students to bridge the gap to a greater extent. In this work, the gap in academic software project development practices is identifies through feedback from industry experts, alumni, and previous three years' student projects. This paper presents Industry Oriented Software Engineering Practices (IOSEP) methodology to adopt the recent industry practices in academics for improving students' project quality. The proposed methodology is implemented for the third-year mini project and a final year capstone project for academic year 2018-19. The IOSEP methodology incorporates an agile model, industry coding practices, GitHub platform, modern tools and technologies, testing tools, real-time deployment and, LaTex for documentation. To analyse the effectiveness of the proposed methodology, a new skill-based assessment method and rubrics are designed. K-means clustering is used to analyse students' performance. The Elbow method and silhouette analysis are used to select the number of clusters. Results show that optimal cluster values are three and more than 38% of students are in excellent cluster. The post feedback analysis from faculties and students show that project quality improved compared to previous years on development time, coding practices, technology use, and technical report writing. Industry-sponsored projects, participation in project competitions, student paper publications, and placement statistics are improved than the previous three years. © 2021, Rajarambapu Institute Of Technology. All rights reserved.","Agile model; Employability skills; GitHub; LaTex; Software development","","","","","","","","(2019); Blom A., Saeki H., Employability and skill set of newly graduated engineers in India, (2011); Boettger R. K., Rubric use in technical communication: Exploring the process of creating valid and reliable assessment tools, I E E E t r a n s a c t i o n s o n p r o f e s s i o n a l communication, 53, 1, pp. 4-17, (2010); Chatley R., Field T., Lean learning-applying lean techniques to improve software engineering education, 2017 IEEE/ACM 39th International Conference on Software Engineering: Software Engineering Education and Training Track (ICSE-SEET), pp. 117-126, (2017); Derrick E. J., Stevens K. T., Work in progress-using emerging technologies to assess student software development projects, Proceedings Frontiers in Education 35th Annual Conference, pp. F4G-F19, (2005); Hashim N., Hashim H., Outcome based education performance evaluation on the final year degree project, the Proceedings of the 7th WSEAS international conference on engineering education, pp. 215-222, (2010); Jayawardena D. S., Ekanayake L. L., Adaptation analysis of agile project management for managing it projects in sri lanka, 2010 International Conference on Advances in ICT for Emerging Regions (ICTer), pp. 1-4, (2010); Keller S., Parker C. M., Chan C., Employability skills: Student perceptions of an IS final year capstone subject, Innovation in Teaching and Learning in Information and Computer Sciences, 10, 2, pp. 4-15, (2011); Li Youguo, Wu Haiyan, A Clustering Method Based on K-Means Algorithm, Physics P r o c e d i a, 2 5, (2012); Luo Y. M., Huang S. Y., Cao S. Y., Application of Improved fishbone diagram in the Operation Management, INDUSTRIAL ENGINEERING JOURNAL-GUANGZOU, 10, 2, (2007); MacKrell D., A project to improve the employability skills of postgraduate ICT students through workplace cultural awareness, Proceedings of the Informing Science & IT Education Conference (InSITE), pp. 17-18, (2010); Aspiring Minds, (2019); Oyelade O. J., Oladipupo O. O., Obagbuwa I. C., Application of K-means Clustering algorithm for prediction of Students Academic Performance, (2010); Posthuma J., Pieterse V., Baror S., A class project to prepare software engineering students for their capstone projects, Proceedings of the 8th Computer Science Education Research Conference, pp. 66-78, (2019); Prashant R., Na ir (202 0), Increasing Employability of Indian Engineering Graduates through Experiential Learning Programs and Competitive Programming: Case Study, Procedia Computer Science, 172, pp. 831-837; Wlodarski Rafal, Poniszewska-Maranda Aneta, Measuring dimensions of software engineering projects' success in academic context, 2017 Federated Conference on Computer Science and Information Systems (FedCSIS), pp. 1207-1210, (2017); Raibulet C., Fontana F. A., Collaborative and teamwork softw are development in an undergraduate software engineering course, Journal of Systems and Software, 144, pp. 409-422, (2018); Rajeshwari K., Naarayan B. K., Babu K. M., Android MOOC, Blended MOOC Intertwined with Curriculum for Outcomes-Based Education, Journal of Engineering Education Transformations, 30, 1, pp. 68-72, (2016); Mandale Ravindra J., Adamuthe Amol C., Skill Based Evaluation Technique for Software Development Projects in Higher Education, (2019); Reilly J. B., Myers J. S., Salvador D., Trowbridge R. L., Use of a novel, modified fishbone diagram to analyze diagnostic errors, Diagnosis, 1, 2, pp. 167-171, (2014); Roberts P., Modi S., Roubert F., Simeonova B., Stefanidis A., Information Systems undergraduate degree project: gaining a better understanding of the final year project module, EuroSymposium on Systems Analysis and Design, pp. 145-170, (2015); Robillard P. N., Robillard M., Improving academic software engineering projects: A comparative study of academic and industry projects, Annals of Software Engineering, 6, 1-4, pp. 343-363, (1998); Sanchez F., Climent J., Corbalan J., Fonseca P., Garcia J., Herrero J. R., Cabre J., Evaluation and assessment of professional skills in the Final Year Project, 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, pp. 1-8, (2014); Schwalbe K., Information Technology Project Management, (2014); Shaw M., Tomayko J. E., Models for undergraduate project courses in software engineering, SEI Conference on Software Engineering Education, pp. 33-71, (1991); Sheng-lei P. I., Research on the PRS Integrated Fishbone Diagram and Its Application in Project Management [J], China Soft Science, 4, pp. 92-97, (2009); Shinde D. D., Ahirrao S., Prasad R., Fishbone diagram: application to identify the root causes of student–staff problems in technical education, Wireless personal communications, 100, 2, pp. 653-664, (2018); Skruch P., Dlugosz M., Mitkowski W., Improving the success rate of student software projects through developing effort estimation practices, Polish Control Conference, pp. 869-880, (2017); Song X., Jingchun F., Ming L., Research on IT project life cycle, 2009 Second International Conference on Intelligent Computation Technology and Automation, 4, pp. 244-247, (2009); Stratton A., Holcombe M., Croll P., Improving the quality of software engineering courses through university based industrial projects, Projects in the computing curriculum, pp. 47-69, (1998); Thayer R. H., Endres L. A., Software engineering project laboratory: the bridge between university and industry, Software Engineering Education, pp. 263-291, (1987); Vijayalakshmi M., Bhandiwad A., Mellikeri K., Nagesh P., Transition from Conventional to Agile Process Model an Experience Report, Journal of Engineering Education Transformations, (2018)","","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","","Scopus","2-s2.0-85112126442"
"Zissis G.; Canale L.; Buso D.; Madias E.-N.; Bourousis C.; Krakowiak M.; Sozza A.; Topalis F.; Zerefos S.","Zissis, Georges (57217737739); Canale, Laurent (8393679000); Buso, David (24504151800); Madias, Evangelos-Nikolaos (57189227205); Bourousis, Constantinos (22936759600); Krakowiak, Marta (57703007700); Sozza, Alberto (57219507710); Topalis, Frangiskos (6701686661); Zerefos, Stylianos (16306116200)","57217737739; 8393679000; 24504151800; 57189227205; 22936759600; 57703007700; 57219507710; 6701686661; 16306116200","MAPPING THE NEEDS FOR TRAINED LIGHTING ENGINEERS IN CONSTRUCTION INDUSTRY: THE FIRST OUTCOMES FROM ECOSLIGHT SKILLS ALLIANCES EUROPEAN PROJECT","2021","Light and Engineering","29","6","","6","24","18","1","10.83333/2021-087","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85137944167&doi=10.83333%2f2021-087&partnerID=40&md5=81b06be90e9a1360788f204b30add442","Université Toulouse 3 – Paul Sabatier, LAPLACE UMR-5213 (CNRS, INPT, UT3), France; National Technical University of Athens, Lighting Laboratory, Greece; European Lighting Cluster Alliance (ELCA), (PD), Levada di Piombino Dese, Italy; Hellenic Open University, Laboratory of Lighting Design, Patras, Greece","Zissis G., Université Toulouse 3 – Paul Sabatier, LAPLACE UMR-5213 (CNRS, INPT, UT3), France; Canale L., Université Toulouse 3 – Paul Sabatier, LAPLACE UMR-5213 (CNRS, INPT, UT3), France; Buso D., Université Toulouse 3 – Paul Sabatier, LAPLACE UMR-5213 (CNRS, INPT, UT3), France; Madias E.-N., National Technical University of Athens, Lighting Laboratory, Greece; Bourousis C., National Technical University of Athens, Lighting Laboratory, Greece; Krakowiak M., European Lighting Cluster Alliance (ELCA), (PD), Levada di Piombino Dese, Italy; Sozza A., European Lighting Cluster Alliance (ELCA), (PD), Levada di Piombino Dese, Italy; Topalis F., National Technical University of Athens, Lighting Laboratory, Greece; Zerefos S., Hellenic Open University, Laboratory of Lighting Design, Patras, Greece","The construction sector faces new challenges in order to provide smart, energy efficient and sustain-able lighting environments for infrastructure, cit-ies, buildings and the industry, in order to follow the 2050 low-carbon economy roadmap of the European Commission. In parallel, the Environmentally Conscious Smart Lighting (ECOSLIGHT) project aims to design training programs in lighting that will actively enhance employability and improve career prospects of lighting-related professionals, while also help businesses to find the right compe-tences they need to increase their competitiveness. In this paper, by analysing critically the 438 col-lected answers though on-line ECOSLIGHT orig-inal developed questionnaire, we were able to un-derstand clearly what are the needs of the sector for well-trained lighting professionals and indent the training needs for future lighting professionals who want find jobs in the sector. Further, we could estab-lish standard “job-profiles” for two of the most pop-ular need lighting professionals: lighting designers and lighting system engineers. © 2021, LLC Editorial of Journal """"Light Technik"""". All rights reserved.","competence needs; construction and lighting industry; employment needs; information communication technologies (ICTs); lighting engineering; smart lighting; training","Competition; Construction industry; Energy efficiency; Personnel training; Renewable energy resources; Competence need; Construction and lighting industry; Employment need; Information communication technology; Lighting engineering; Lighting engineers; Lighting industry; Lighting professionals; Smart lightings; Lighting","","","","","European Commission, EC, (612658-EPP-1–2019)","This work is supported by European Commission grant Agreement No. 612658-EPP-1–2019–1-EL-EPPKA2-SSA – Environmentally Conscious","Mischke Jan, The next normal in construction How disruption is reshaping the world’s largest eco-system, (2020); Predicting the Future: Construction Industry Job Skills to Recruit for Now, (2020); Holoubek Elisabeth, Lighting Solutions for Austrian Building Construction Projects – A Customer Analysis, (2011); LED Energy Market Observer, (2018); (2019); Analysis of the LED Lighting Market in the GCC, forecast to 2020, F&S Energy & Environment Growth Partnership Service program, (2017); Digital Market outlook: Comfort and Lighting, online database, (2019); International Lighting Association","G. Zissis; Université Toulouse 3 – Paul Sabatier, LAPLACE UMR-5213 (CNRS, INPT, UT3), France; email: georges.zissis@univ-tlse3.fr","","LLC Editorial of Journal """"Light Technik""""","","","","","","02362945","","","","English","Light Eng.","Article","Final","","Scopus","2-s2.0-85137944167"
"Meng X.; Ren G.; Huang W.","Meng, Xiangmin (57219112647); Ren, Guoyan (57203339293); Huang, Wenjun (57416094100)","57219112647; 57203339293; 57416094100","A Quantitative Enhancement Mechanism of University Students’ Employability and Entrepreneurship Based on Deep Learning in the Context of the Digital Era","2021","Scientific Programming","2021","","7245465","","","","3","10.1155/2021/7245465","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122992841&doi=10.1155%2f2021%2f7245465&partnerID=40&md5=82e61a989aaa5ba807c455722e9692c2","Zhejiang Wanli University, 8 Qianhu South Road, Zhejiang, Ningbo, 315100, China","Meng X., Zhejiang Wanli University, 8 Qianhu South Road, Zhejiang, Ningbo, 315100, China; Ren G., Zhejiang Wanli University, 8 Qianhu South Road, Zhejiang, Ningbo, 315100, China; Huang W., Zhejiang Wanli University, 8 Qianhu South Road, Zhejiang, Ningbo, 315100, China","This paper adopts a deep learning approach to analyze and study the mechanism of quantitative enhancement of college students’ employment and entrepreneurial abilities in the context of the digital era. The deep learning connotation is predetermined as five abilities, which are metacognitive ability, active communication and cooperation ability, deep processing ability, creative practice ability, and learning empathy experience, and, based on this, the deep learning questionnaire is designed, and it is reclassified by exploratory factor analysis to reduce the dimensionality, and the specific indicators and scientific connotation dimensions of the deep learning questionnaire are determined; and, through the deep learning of each dimension, the problems of deep learning of college students are examined and in-depth analysis is conducted, and the inner relationship and correlation among the dimensions of deep learning of college students are derived through correlation analysis. The success of innovation and entrepreneurship depends on the innovation and entrepreneurial ability of college students, and the formation of the ability influenced various factors. Therefore, not only is studying the influencing factors of college students’ innovation and entrepreneurship ability in line with the requirements of the times and social development, but also it can solve real problems. This thesis adopts a combination of two methods, qualitative research and quantitative research, to study the influencing factors of college students’ innovation and entrepreneurship ability and tries to ensure the scientificity, accuracy, and comprehensiveness of the conclusion. In this paper, we analyzed the requirements of the employment prediction system for graduating secondary school students, carried out the software framework and database design of the employment analysis and prediction system for secondary school students, and designed the system modularly based on the analysis results. By applying the proposed deep feedforward neural network prediction model to the prediction system, a software system applicable to the employment prediction and guidance of secondary school students is implemented. Copyright © 2021 Xiangmin Meng et al.","","Computer programming; Deep learning; E-learning; Factor analysis; Forecasting; Students; Surveys; College students; Digital era; Enhancement mechanism; Learning approach; Metacognitives; Prediction systems; School students; Secondary schools; Student employment; University students; Employment","","","","","Ningbo Soft Science Project; achievement of scientific research and innovation team project of Zhejiang Wanli University, (SHSZ202007)","+is study was the achievement of scientific research and innovation team project of Zhejiang Wanli University in 2020, supported by the College Students’ Ideological and Political Life Project (a new exploration of college life and politics under the new situation: taking the “entrepreneurship into the community” of business school as an example) under the new situation, under Grant SHSZ202007, and the achievement of 2021 Ningbo Soft Science Project.","Fayoumi A.G., Hajjar A.F., Advanced learning analytics in academic education, International Journal on Semantic Web and Information Systems, 16, 3, pp. 70-87, (2020); Kamberidou I., Distinguished” women entrepreneurs in the digital economy and the multitasking whirlpool, Journal of Innovation and Entrepreneurship, 9, 1, pp. 18-26, (2020); Choukade G., Ingalagi N.S., A study on role of teachers in enhancing and minimizing factors affecting employability skills, Educational Quest-An International Journal of Education and Applied Social Sciences, 11, 2, pp. 69-74, (2020); Lopez-Meri A., Alonso-Munoz L., Casero-Ripolles A., What is behind the entrepreneurship intention in journalism? Entrepreneur typologies based on student perceptions, Journalism Practice, 15, 3, pp. 402-419, (2021); Matthews A., Sociotechnical imaginaries in the present and future university: A corpus-assisted discourse analysis of UK higher education texts, Learning, Media and Technology, 46, 2, pp. 204-217, (2021); Elliott C., Mavriplis C., Anis H., An entrepreneurship education and peer mentoring program for women in STEM: Mentors’ experiences and perceptions of entrepreneurial self-efficacy and intent, The International Entrepreneurship and Management Journal, 16, 1, pp. 43-67, (2020); Guo H., Effect of curriculum planning for physical education in colleges on innovation ability, International Journal of Emerging Technologies in Learning (iJET), 15, 12, pp. 103-115, (2020); Liu H., Chen R., Cao S., Lv H., Evaluation of college English teaching quality based on grey clustering analysis, International Journal of Emerging Technologies in Learning (iJET), 16, 2, pp. 173-187, (2021); Hua X., Huang Y., Understanding China’s fintech sector: Development, impacts and risks, The European Journal of Finance, 27, 4-5, pp. 321-333, (2021); Magni D., Pezzi A., Vrontis D., Towards a framework of students’ co-creation behaviour in higher education institutions, International Journal of Managerial and Financial Accounting, 12, 2, pp. 119-148, (2020); Warrier U., John M., Warrier S., Leveraging emotional intelligence competencies for sustainable development of higher education institutions in the new normal, FIIB Business Review, 10, 1, pp. 62-73, (2021); Uddin M., Addressing employability challenges of business graduates in Bangladesh: Evidence from an emerging economy perspective, Australian Journal of Career Development, 30, 2, pp. 83-94, (2021); Pennarola C., Bandini A., Exploring higher education pathways in Italy, France and Germany: A linguistic analysis of master’s degree home pages in English as a medium of instruction and the national languages, European Education, 52, 4, pp. 324-337, (2020); Setiawan R., Cavaliere L.P.L., Chowdhury A.R., The impact of motivation on employees productivity in the retail sector: The mediating effect of compensation benefits, Turkish Online Journal of Qualitative Inquiry (TOJQI), 12, 6, pp. 8159-8190, (2021); George G., Merrill R.K., Schillebeeckx S.J.D., Digital sustainability and entrepreneurship: How digital innovations are helping tackle climate change and sustainable development, Entrepreneurship: Theory and Practice, 45, 5, pp. 999-1027, (2021); Aparicio G., Iturralde T., Maseda A., A holistic bibliometric overview of the student engagement research field, Journal of Further and Higher Education, 45, 4, pp. 540-557, (2021); Wijayanti A., Critical analysis on legal aid regulation for marginal community based on legal language, Test Engineering and Management, 8, 2, pp. 2806-2814, (2020); Del Giudice M., Scuotto V., Papa A., Tarba S.Y., Bresciani S., Warkentin M., A self-tuning model for smart manufacturing smes: Effects on digital innovation, Journal of Product Innovation Management, 38, 1, pp. 68-89, (2021); Sharma M.K., Sharma R.C., Innovation framework for excellence in higher education institutions, Global Journal of Flexible Systems Management, 22, 2, pp. 141-155, (2021)","X. Meng; Zhejiang Wanli University, Ningbo, 8 Qianhu South Road, Zhejiang, 315100, China; email: mengxiangmin@zwu.edu.cn","","Hindawi Limited","","","","","","10589244","","SCIPE","","English","Sci. Program","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85122992841"
"Paat Y.-F.; Morales J.; Escajeda A.I.; Tullius R.","Paat, Yok-Fong (36835178500); Morales, Jessica (57209850826); Escajeda, Aaron I. (57219317837); Tullius, Ray (57209849015)","36835178500; 57209850826; 57219317837; 57209849015","Insights from the shelter: Homeless shelter workers’ perceptions of homelessness and working with the homeless","2021","Journal of Progressive Human Services","32","3","","263","283","20","4","10.1080/10428232.2021.1969719","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113552174&doi=10.1080%2f10428232.2021.1969719&partnerID=40&md5=368d87bdc77942ef3d8c26e1bd20a7d5","Department of Social Work, The University of Texas at El Paso, TX, United States; Assertive Community Treatment Program, Emergence Health Network, El Paso, TX, United States; The University of Texas at El Paso, El Paso, TX, United States; Opportunity Center for the Homeless, El Paso, TX, United States","Paat Y.-F., Department of Social Work, The University of Texas at El Paso, TX, United States; Morales J., Assertive Community Treatment Program, Emergence Health Network, El Paso, TX, United States; Escajeda A.I., The University of Texas at El Paso, El Paso, TX, United States; Tullius R., Opportunity Center for the Homeless, El Paso, TX, United States","Using in-depth face-to-face interviews, this study explored 34 homeless shelter workers’ perceptions of homelessness and working with the homeless. We asked the following questions: 1) What were the barriers that homeless shelter residents faced in combating homelessness, from the perspective of the homeless shelter workers? 2) What were the challenges that homeless shelter workers encountered in working with this at-risk population? Our findings shared the realities that the homeless population faced from the lens of shelter workers with different job responsibilities (ranging from customer service workers to case managers, program directors/coordinators, and shelter administrators). Overall, we found that working with the homeless community could present a challenge for shelter workers given the limited availability of funding, discrepancies in agreement of solutions, the lack of qualified helping professionals, the limits of service coordination, preconceived judgment/prejudice from the public, and a series of obstacles that the homeless population faces including barriers to accessing services, employability, personal hardship, and social stigma. © 2021 Taylor & Francis.","at-risk population; Homeless shelters; perceptions of homelessness; shelter residents; shelter workers","","","","","","","","Amore K., Baker M., Howden-Chapman P., The ETHOS definition and classification of homelessness: An analysis, European Journal of Homelessness, 5, 2, pp. 19-37, (2011); Apicello J., A paradigm shift in housing and homeless services: Applying the population and high-risk framework to preventing homelessness, The Open Health Services and Policy Journal, 3, pp. 41-52, (2010); Aubry T., Klodawsky F., Coulombe D., Comparing the housing trajectories of different classes within a diverse homeless population, American Journal of Community Psychology, 49, 1-2, pp. 142-155, (2012); Barak G., Bohm R.M., The crimes of the homeless or the crime of homelessness? On the dialectics of criminalization, decriminalization, and victimization, Contemporary Crises, 13, 3, pp. 275-288, (1989); Barile J.P., Pruitt A.S., Parker J.L., A latent class analysis of self-identified reasons for experiencing homelessness: Opportunities for prevention, Journal of Community & Applied Social Psychology, 28, 2, pp. 94-107, (2018); Bassuk E.L., Ending child homelessness in America, American Journal of Orthopsychiatry, 80, 4, pp. 496-504, (2010); Bassuk E.L., Richard M.K., Tsertsvadze A., The prevalence of mental illness in homeless children: A systematic review and meta-analysis, Journal of the American Academy of Child and Adolescent Psychiatry, 54, 2, (2015); Belcher J.R., DeForge B.R., Social stigma and homelessness: The limits of social change, Journal of Human Behavior in the Social Environment, 22, 8, pp. 929-946, (2012); Breakey W.R., Fischer P.J., Homelessness: The extent of the problem, Journal of Social Issues, 46, 4, pp. 31-47, (1990); Byrne T., Munley E.A., Fargo J.D., Montgomery A.E., Culhane D.P., New perspectives on community-level determinants of homelessness, Journal of Urban Affairs, 35, 5, pp. 607-625, (2013); Chamberlain C., Johnson G., Pathways into adult homelessness, Journal of Sociology, 49, 1, pp. 60-77, (2013); Chamie J., As cities grow, so do the numbers of homeless, YaleGlobal Online, (2020); Clifford S., Piston S., pp. 503-504, (2017); Da L., Zhou P., The health issues of the homeless and the homeless issues of the ill-health, Socio-Economic Planning Sciences, 69, (2020); Fazel S., Geddes J.R., Kushel M., The health of homeless people in high-income countries: Descriptive epidemiology, health consequences, and clinical and policy recommendations, The Lancet, 384, 9953, pp. 1529-1540, (2014); Finfgeld-Connett D., Becoming homeless, being homeless, and resolving homelessness among women, Issues in Mental Health Nursing, 31, 7, pp. 461-469, (2010); Fowler P.J., Hovmand P.S., Marcal K.E., Das S., Solving homelessness from a complex systems perspective: Insights for prevention responses, Annual Review of Public Health, 40, 1, pp. 465-486, (2019); Chronic illnesses/diseases and mortality; Discrimination; Infectious Diseases; Poverty; Hugh S., Fox M.S., Homelessness and open city data: Addressing a global challenge, Open Cities | Open Data, pp. 29-55, (2020); Ijaz S., Thorley H., Porter K., Fleming C., Jones T., Kesten J., Mamluk L., Richards A., Marques E.M.R., Savovic J., Interventions for preventing or treating malnutrition in homeless problem-drinkers: A systematic review, International Journal for Equity in Health, 17, 1, (2018); Homelessness, health, and human needs, National Academy of Sciences, (1988); Johnstone M., Jetten J., Dingle G.A., Parsell C., Walter Z.C., Discrimination and well-being amongst the homeless: The role of multiple group membership, Frontiers in Psychology, 6, (2015); Kryda A.D., Compton M.T., Mistrust of outreach workers and lack of confidence in available services among individuals who are chronically street homeless, Community Mental Health Journal, 45, 2, pp. 144-150, (2009); Kuhn R., Culhane D.P., Applying cluster analysis to test a typology of homelessness by pattern of shelter utilization: Results from the analysis of administrative data, American Journal of Community Psychology, 26, 2, pp. 207-232, (1998); Lee B.A., Farrell C.R., Link B.G., Revisiting the contact hypothesis: The case of public exposure to homelessness, American Sociological Review, 69, 1, pp. 40-63, (2004); Lee B.A., Tyler K.A., Wright J.D., The new homelessness revisited, Annual Review of Sociology, 36, 1, pp. 501-521, (2010); Lyon-Callo V., Medicalizing homelessness: The production of self-blame and self-governing within homeless shelters, Medical Anthropology Quarterly, 14, 3, pp. 328-345, (2000); Markowitz F.E., Syverson J., Race, gender, and homelessness stigma: Effects of perceived blameworthiness and dangerousness, Deviant Behavior, pp. 1-12, (2019); McAllister W., Lennon M.C., Kuang L., Rethinking research on forming typologies of homelessness, American Journal of Public Health, 101, 4, pp. 596-601, (2011); Mejia-Lancheros C., Lachaud J., O'Campo P., Wiens K., Nisenbaum R., Wang R., Stergiopoulos V., Hwang S.W., Trajectories and mental health-related predictors of perceived discrimination and stigma among homeless adults with mental illness, Plos One, 15, 2, (2020); Montgomery A.E., Metraux S., Culhane D., Rethinking homelessness prevention among persons with serious mental illness, Social Issues and Policy Review, 7, 1, pp. 58-82, (2013); Mullen J.R., Leginski W., Building the capacity of the homeless service workforce, The Open Health Services and Policy Journal, 3, 2, pp. 101-110, (2010); Narendorf S.C., Bowen E., Santa Maria D., Thibaudeau E., Risk and resilience among young adults experiencing homelessness: A typology for service planning, Children and Youth Services Review, 86, pp. 157-165, (2018); Racial disparities in homelessness in the United States, (2018); Housing, (2020); Children and families, (2021); Domestic violence, (2021); Health; Income; State of homelessness; Discrimination and economic profiling among the homeless of Washington, DC, Policy Briefing Paper, (2014); Guest post: 6 things I want you to understand about being homeless in America, (2014); Natural disasters and homelessness, (2017); Homelessness in America; Frequently asked questions; Opalach C., Romaszko J., Jaracz M., Kuchta R., Borkowska A., Bucinski A., Ginsberg S.D., Coping styles and alcohol dependence among homeless people, PloS One, 11, 9, (2016); Patterson M.L., Moniruzzaman A., Somers J.M., History of foster care among homeless adults with mental illness in Vancouver, British Columbia: A precursor to trajectories of risk, BMC Psychiatry, 15, 1, (2015); Piat M., Polvere L., Kirst M., Voronka J., Zabkiewicz D., Plante M., Isaak C., Nolin D., Nelson G., Goering P., Pathways into homelessness: Understanding how both individual and structural factors contribute to and sustain homelessness in Canada, Urban Studies, 52, 13, pp. 2366-2382, (2015); Roy, Robert M., Fournier L., Laverdiere, Berbiche D., Boivin J.-F., Predictors of residential stability among homeless young adults: A cohort study, BMC Public Health, 16, 1, (2015); Russell M., Soong W., Nicholls C., Griffiths J., Curtis K., Follett D., Homelessness youth and mental health service utilization: A long-term follow-up study, Early Intervention in Psychiatry, 15, 3, pp. 563-568, (2020); Skosireva A., O'Campo P., Zerger S., Chambers C., Gapka S., Stergiopoulos V., Different faces of discrimination: Perceived discrimination among homeless adults with mental illness in healthcare settings, BMC Health Services Research, 14, 1, (2014); Stone B., Dowling S., Cameron A., Cognitive impairment and homelessness: A scoping review, Health and Social Care in the Community, 27, 4, pp. e125-e142, (2019); Swartz M.S., Bhattacharya S., Victimization of persons with severe mental illness: A pressing global health problem, World Psychiatry, 16, 1, pp. 26-27, (2017); Sylvestre J., Kerman N., Polillo A., Lee C.M., Aubry T., Czechowski K., A qualitative study of the pathways into and impacts of family homelessness, Journal of Family Issues, 39, 8, pp. 2265-2285, (2018); Taylor E.M., Kendzor D.E., Reitzel L.R., Businelle M.S., Health risk factors and desire to change among homeless adults, American Journal of Health Behavior, 40, 4, pp. 455-460, (2016); Thompson S.J., Ryan T.N., Montgomery K.L., Lippman A.D.P., Bender K., Ferguson K., Perceptions of resiliency and coping: Homeless young adults speak out, Youth & Society, 48, 1, pp. 58-76, (2016); Torelli J., Puddephatt A., Reframing “dirty work”: The case of homeless shelter workers, Symbolic Interaction, (2020); Tsai J., Edens E.L., Rosenheck R.A., A typology of childhood problems among chronically homeless adults and its association with housing and clinical outcomes, Journal of Health Care for the Poor and Underserved, 22, 3, pp. 853-870, (2011); Tsai J., Lee C.Y.S., Byrne T., Pietrzak R.H., Southwick S.M., Changes in public attitudes and perceptions about homelessness between 1990 and 2016, American Journal of Community Psychology, 60, 3-4, pp. 599-606, (2017); Tyler K.A., Schmitz R.M., Childhood disadvantage, social and psychological stress, and substance use among homeless youth: A life stress framework, Youth & Society, 52, 2, pp. 272-287, (2020); Core performance indicators for homeless-serving programs administered by the U.S. Department of Health and Human Services, (2003); Homelessness, (2018); Strategic action plan on homelessness, (2018); The 2020 annual homeless assessment report (AHAR) to congress, (2021); How We Count People Experiencing Homelessness, (2020); Homelessness in America: Focus on chronic homelessness among people with disabilities, (2018); Wadhera R.K., Khatana S.A.M., Choi E., Jiang G., Shen C., Yeh R.W., Joynt Maddox K.E., Disparities in care and mortality among homeless adults hospitalized for cardiovascular conditions, JAMA Internal Medicine, 180, 3, pp. 357-366, (2020); Weng S.S., Clark P.G., Working with homeless populations to increase access to services: A social service providers’ perspective through the lens of stereotyping and stigma, Journal of Progressive Human Services, 29, 1, pp. 81-101, (2018); Winship J.P., Challenges in evaluating programs serving homeless families, Journal of Children and Poverty, 7, 2, pp. 163-177, (2001); Woodhall-Melnik J., Dunn J.R., Svenson S., Patterson C., Matheson F.I., Men’s experiences of early life trauma and pathways into long-term homelessness, Child Abuse & Neglect, 80, pp. 216-225, (2018); Zhang N.S., Schonberg J., Syme S.L., Auerswald C.L., “My Hope Is”: A hope-based typology of homeless youth, Youth & Society, 52, 8, pp. 1523-1543, (2020)","Y.-F. Paat; Department of Social Work, The University of Texas at El Paso, United States; email: ypaat@utep.edu","","Routledge","","","","","","10428232","","","","English","J. Prog. Hum. Serv.","Article","Final","","Scopus","2-s2.0-85113552174"
"Gazzano A.","Gazzano, Alan (58069316900)","58069316900","Japan’s programming education: a critical focus on music in elementary schools","2021","Arts Education Policy Review","","","","","","","2","10.1080/10632913.2021.1974996","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114613405&doi=10.1080%2f10632913.2021.1974996&partnerID=40&md5=aea12469778c76d82addc701791af231","United Graduate School of Education, Tokyo Gakugei University, Koganei, Japan; Yokohama National University, Yokohama, Japan","Gazzano A., United Graduate School of Education, Tokyo Gakugei University, Koganei, Japan, Yokohama National University, Yokohama, Japan","This study examines the underpinnings of Japan’s programming education in elementary school music, officially implemented nationwide in 2020. Through that reform, which has introduced programming thinking (a local version of computational thinking) in all areas of compulsory education, the country follows the international trend of reinforcing IT skills, considered essential for employability. However, Japan’s cross-curricular policy raises questions on its implications for the arts, including music. In view of that, this study presents a content analysis of 12 recent Japanese-language sources, selected for reporting about activities that integrate programming education into music in elementary schools in Japan. As part of that analysis, the main objectives of those activities are described and examined together with their approaches to programming and music learning contents. Findings reveal the apparent lack of a specific theoretical framework aimed at music learning goals, and beliefs about a certain affinity between music and programming, only partially defined. They also show tensions between flexible and fixed-goal approaches to compositional activities, as well as several interpretations of IT terms that have permeated music education, namely, algorithm and program. This suggests new roles being attributed to music as a school subject in relation to computer science, a fact that leads to discussion about the need for specific strategies, in view of challenges and goals particular to this country, such as society 5.0. © 2021 Taylor & Francis Group, LLC.","computational thinking; elementary school; Japan; music education; Programming","","","","","","","","Attride-Stirling J., Thematic networks: An analytic tool for qualitative research, Qualitative Research, 1, 3, pp. 385-405, (2001); Bocconi S., Chioccariello A., Dettori G., Ferrari A., Engelhardt K., Developing Computational Thinking in Compulsory Education–Implications for policy and practice, (2016); Denning P.J., The profession of IT. Beyond computational thinking, Communications of the ACM, 52, 6, pp. 28-30, (2009); (2013); (2016); Fukami Y., Konashi T., (2019); Operational definition of computational thinking for K-12 education, (2011); Jones P., Music education for society’s sake: Music education in an era of global neo-imperial/neo-medieval market-driven paradigms and structures, Action, Criticism, and Theory for Music Education, 6, 1, pp. 2-28, (2007); Jones P., Policy studies as a component of music teacher education: Building the profession’s capacity for strategic action, Music education policy and implementation: International perspectives, pp. 72-82, (2008); (2018); Krippendorff K., Content analysis: An introduction to its methodology, (2018); Mayring P., (2014); (2016); (2017); (2018); (2018); (2018); (2018); (2020); (2018); Moriwaki M., Shōgakkō ongakuka no ongakuzukuri no naiyō ni okeru programming kyōiku dōnyп no kokoromi [Attempts to integrate programming education into music-making in elementary school music], Information Processing Society of Japan, pp. 231-238, (2017); Moriwaki M., Nihon no ongaku ni shitashimu gakushū no ongakuzukuri ni okeru futatsu no programming gengo no katsuyō to hikaku [Implementation and comparative study of two programming languages in music-making on Japanese folk songs, pp. 234-241, (2019); Nagayama H., Performance characteristics of musical expression using live coding, Bulletin of the Japan Music Expression Society, 17, pp. 63-72, (2019); Nagayama H., Shōgakkō ongakuka ni okeru programming kyōiku no arikata no kentō–Jugyō jissenjirei wo tegakari ni [Considering models for programming education in elementary school music: A study based on classroom practice], Journal of Elementary Education and Curriculum, Hiroshima University, 7, pp. 55-67, (2019); Nagayama H., Tinkering with Programming Education in Music Classes at Elementary Schools: Music-Making Activities Using Computer Software, Bulletin of the Graduate School of Education, Hiroshima University, 1, 68, pp. 57-65, (2019); Nakamura T., Shōgakkō ni okeru oto no gakushū wo tōshita algorithm gakushū [Learning algorithms through sound learning in elementary school], Shō-chū-kōtōgakkō de no programming kyōiku jissen: Mondaikaiketsu wo mokuteki to shita rironteki shikōryoku no ikusei, pp. 118-123, (2019); (2013); (2017); (2018); Ogawa M., Japan: Music as a tool for moral education?, The origins and foundations of music education. Cross-cultural historical studies of music in compulsory schooling, pp. 205-220, (2010); Ohba M., Arai S., Tanaka R., Shiraishi E., Iwao F., Nogami S., Programming kyōzai MESH ni riyō dekiru kanjō wo arawasu mijikai hyōgen ongaku no sakkyoku [Composing short, expressive music for MESH as a programming learning material], Bulletin of the Center for Development Support, Nakamura Gakuen University, 10, pp. 1-7, (2019); Papert S., Mindstorms: Children, computers, and powerful ideas, (1980); Resnick M., Rosenbaum E., Designing for tinkerability, Design, make, play, pp. 163-181, (2013); Seow P., Looi C.K., How M.L., Wadhwa B., Wu L.K., Educational policy and implementation of computational thinking and programming: Case study of Singapore, Computational thinking education, pp. 345-361, (2019); Terauchi D., Ensō kōi no algorithm wo kōchiku suru katsudō no teian–Shōgakkō ongakuka ni okeru programming kyōiku no arikata no kentō wo tōshite [A proposal of algorithm-design activities for performance: Considering models for programming education in elementary school music], Ongaku Kyōikugaku, 49, 2, pp. 25-32, (2020); Wing J., Computational thinking, Communications of the ACM, 49, 3, pp. 33-35, (2006); Wing J., (2010); Yadav A., Mayfield C., Zhou N., Hambrusch S., Korb J.T., Computational thinking in elementary and secondary teacher education, ACM Transactions on Computing Education, 14, 1, pp. 1-16, (2014)","","","Routledge","","","","","","10632913","","","","English","Arts Educ. Policy Rev.","Article","Article in press","","Scopus","2-s2.0-85114613405"
"Pilar M.C.; Cristina G.L.","Pilar, Martínez Clares (56534349700); Cristina, González Lorente (57427985300)","56534349700; 57427985300","Satisfaction of university students in relation to their transition into the workforce: a case study; [Satisfacción del universitario en su camino hacia la inserción socio-laboral: un estudio de caso]","2021","RELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa","27","2","4","","","","0","10.30827/RELIEVE.V27I2.20998","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123531991&doi=10.30827%2fRELIEVE.V27I2.20998&partnerID=40&md5=2e4f242b7bfed33c0c4ca69c1cd92281","University of Murcia, Spain","Pilar M.C., University of Murcia, Spain; Cristina G.L., University of Murcia, Spain","Are university students satisfied with the path to seeking employment? Student satisfaction is routinely forgotten, in both research and university career guidance services, when analyzing the transition into the workforce. In order to measure satisfaction, an ad-hoc scale was designed based on a theoretical framework for understanding career guidance in higher education. The chosen framework was the academic training-career guidance-employability prism. The present research aimed to validate a satisfaction rating scale using confirmatory factor analysis and SEM methodology. A second aim was to compare data on career guidance satisfaction by administering this scale to 497 final-year undergraduate students at the University of New Haven (USA) and the University of Padua (Italy). Outcomes showed good model fit and revealed that students completing the rating scale at UPD (Italy) were less satisfied than their American counterparts (UNH). This finding corresponds with other related studies. The present study demonstrates the adequacy and appropriateness of the satisfaction rating scale, highlighting it as an important tool for collecting reliable data with a view to improving university career guidance services. © Esta obra tiene licencia de Creative Commons Reconocimiento-NoComercial 4.0 Internacional. This work is under a Creative Commons Attribution 4.0 International license.","Career guidance; Employability; Entering the workforce; Higher education; Satisfaction","","","","","","Ministerio de Educación, Cultura y Deporte, MECD","Doctor of Education with international distinction from the University of Murcia. She developed her research activity as a contracted doctoral candidate through the Programa de Ayudas a la Formación del Profesorado Universitario (FPU) funded by the Spanish Ministry of Education and carried out her research at the Department of Research Methods and Diagnostics in Education of the Faculty of Education at the University of Murcia. She specializes in subjects related to career guidance, job placement and employability in higher education, diagnostics, and development and evaluation of professional competencies.","Ayala J.C., Manzano G., The influence of psychological capital on graduates’ perception of employability: the mediating role of employability skills, Higher Education Research & Development, 4, 2, pp. 293-308, (2020); Behle H., Students’ and graduates’ employability. A framework to classify and measure employability gain, Policy Reviews in Higher Education, 4, 1, pp. 105-130, (2020); Bialik K., Fry R., Millennial life: How young adulthood today compares with prior generations, (2019); Bolliger D. U., Inan F. A., Development and validation of the Online Instructor Satisfaction Measure (OISM), Educational Technology & Society, 17, 2, pp. 183-195, (2014); Botella C., Perez F., El Grado de Traducción e Interpretación y su vinculación con el mundo profesional: la visión del alumnado, Investigación e innovación en la Ensenanza Superior. Nuevos contextos, nuevas ideas, pp. 909-920, (2019); Brooman S., Stirk S., Who Am I?: Using Reflective Practice and Selfdetermination to Redefine ‘Employability’ in Legal Education, Liverpool Law Review, 41, 1, pp. 79-98, (2020); Labor Force Statistics from the Current Population Survey, (2019); Byrne C., What determines perceived graduate employability? Exploring the effects of personal characteristics, academic achievements and graduate skills in a survey experiment, Studies in Higher Education, (2020); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Cole D., Tibby M., Defining and developing your approach to employability: A framework for higher education institutions, The Higher Education Academy, (2013); Collie R. J., Martin A. J., Curwood J. S., Multidimensional Motivation and Engagement for Writing: Construct Validation with a Sample of Boys, Educational Psychology, 36, 4, pp. 771-791, (2016); Dapia M. D., Fernandez M. R., La bùsqueda activa de empleo en el colectivo Universitario: Conocimientos y practicas, Revista Espanola de Pedagogia, 265, (2016); Donald W. E., Baruch Y., Ashleigh M., The Undergraduate Self-Perception of Employability: Human Capital, Careers Advice, and Career Ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Esnaola I., Benito M., Antonio-Agirre I., Freeman J., Sarasa M., Measurement invariance of the Satisfaction With Life Scale (SWLS) by countrym gender and age, Psicothema, 29, 4, (2017); Modernización de la educación superior en Europa: acceso, permanencia y empleabilidad 2014. Informe Eurydice, (2014); The European Higher Education Area in 2018: Bologna Process Implementation Report, (2018); Felicetti V. L., University for All Programs (ProUni): Engagement, Satisfaction, and Employability, International Education Studies, 10, 8, (2017); Gonzalez-Peiteado M., Pino-Juste M., Penado M., Estudio de la satisfacción percibida por los estudiantes de la UNED con su vida universitaria, Revista Iberoamericana de Educación a Distancia, 20, 1, pp. 243-260, (2017); Hair J. F., Black W. C., Babin B.J., Anderson R. E., Tatham R. L., Multivariate data analysis, 7, (2005); Harrison R., Meyer L., Rawstorne P., Razee H., Chitkara U., Mears S., Chinthaka B., Evaluating and enhancing quality in higher education teaching practice: a metareview, Studies in Higher Education, (2020); Hernandez R., Fernandez C., Baptista P., Metodologia de la investigación (6a ed.), (2014); Herron E.K., Powers K., Mullen L., Burkhart B., Effect of case study versus video simulation on nursing students' satisfaction, self-confidence, and knowledge: A quasi-experimental study, Nurse Education Today, 79, pp. 129-134, (2019); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Global Employment Trends for Youth 2020: Technology and the future of jobs, (2020); Isus S., Concepto y funciones de la Orientación Profesional, Orientación Profesional, (2008); Jackson D. A., Edgar S., Encouraging students to draw on work experiences when articulating achievements and capabilities to enhance employability, Australian Journal of Career Development, 28, 1, pp. 39-50, (2019); Kline R.B., Principles and practice of structural equation modeling, (2016); Krskova H., Baumann C., Breyer Y., Wood L.N., The skill of discipline -measuring FIRST discipline principles in higher education, Higher Education Skills and Work-Based Learning, 11, 1, pp. 258-281, (2020); Laidi Z., La tyrannie de l’urgence, L’Indécis, 39, pp. 5-17, (2000); Lambie G. W., Mullen P. R., Swank J. M., Blount A., The Counseling Competencies Scale: Validation and Refinement, Measurement and Evaluation in Counseling and Development, 51, 1, pp. 1-15, (2018); Lee M. J., Kang H., Choi H., Lee J., Olds D., Students’ perceptions of hospitality education quality in the United States higher education: Domestic versus international students, Journal of Hospitality Leisure Sport & Tourism Education, 25, (2019); Lopez-Aguado M., Gutierrez-Provecho L., Cómo realizar e interpretar un analisis factorial exploratorio utilizando SPSS, Revista d’Innovació i Recerca en Educació, 12, 2, pp. 1-14, (2019); Luu G., Metcalfe A. S., Visualizing Quality: University Online Identities as Organizational Performativity in Higher Education, The Review of Higher Education, 43, 3, pp. 781-809, (2020); Mainardes E., Alves A., Raposo M., Identifying stakeholders in a Portuguese university: a case study, Revista de Educaci0n, 362, pp. 429-457, (2013); Maiolo M. E., Zuffo R. G., Cortini M., Students’ academic performance and employability: a study on italian undergraduates, The International Journal ofLearning in Higher Education, 19, 4, (2013); Marasi S., Jones B., Parker J. M., Faculty satisfaction with online teaching: a comprehensive study with American faculty, Studies in Higher Education, pp. 1-13, (2020); Marsh H. W., Morin A. J. S., Parker P. D., Kaur G., Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis, Annual Review of Clinical Psychology, (2014); Martinez-Clares P., Gonzalez-Lorente C., Validez de contenido y consistencia interna de un cuestionario sobre el proceso de inserción socio-laboral desde la mirada del universitario, Revista Complutense de Educación, 29, 3, pp. 739-756, (2018); Martinez-Clares P., Gonzalez-Lorente C., Personal and Interpersonal Competencies of University Students Entering the Workforce: Validation of a Scale, RELIEVE, 25, 1, (2019); Martinez-Nicolas M., Garcia-Galera M. C., Torregrosa-Carmona J. F., Inserción laboral y satisfacción con el empleo en los grados de Comunicación adaptados al EEES. Un estudio de caso, El profesional de la información, 27, 6, (2018); McCowan T., Should universities promote employability?, Theory and Research in Education, 13, 3, pp. 267-285, (2015); McCracken M., Currie C., Harrison J., Understanding graduate recruitment, development and retention for the enhancement of talent management: Sharpening the edge of graduate talent, The International Journal of Human Resource Management, 27, 22, pp. 2727-2752, (2015); Michavila F., Martinez J. M., Martin-Gonzalez M., Garcia-Penalvo F. J., Cruz-Benito J., Baròmetro de Empleabilidad y Empleo de los Universitarios en Espana, 2015 (Primer informe de resultados), (2016); Mora R., Microeconomia cuantitativa: Estimación Màxima Verosimilitud, (2018); Job outlook 2016, (2016); Baccalaureate and Beyond Longitudinal Study, (2019); OECD Employment Outlook 2019: The Future of Work, (2019); Ortega y Gasset J., Misión de la Universidad, Obras completas, 4, (1930); Perez-Garcia F., Itinerarios de inserción laboral y factores determinantes de la empleabilidad: Formaciôn universitaria versus entorno, (2018); Pineda-Herrero P., Ciraso-Cali A., Armijos-Yambay M., Competencias para la empleabilidad de los titulados en Pedagogia, Psicologia y Psicopedagogia: un estudio comparativo entre empleadores y titulados, Revista espanola de pedagogia, 270, pp. 313-333, (2018); Porter S. R., Do college student surveys have any validity?, The Review of Higher Education, 3, 1, pp. 45-76, (2011); Ramirez J. M., Creencias y actitudes para el empleo de los/as estudiantes y egresados/as universitarios/as y satisfacción con la formación universitaria, (2015); Riu D., Casabayo M., Sayeras J. M., Rovira X., Agell N., A new method to assess how curricula prepare students for the workplace in higher education, Educational Review, (2020); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2019); Ruiz-Corbella M., Bautista-Cerro M. J., Garcia-Blanco M., Prâcticas profesionales y la formación en competencias para la empleabilidad, Contextos educativos, 23, pp. 65-82, (2019); Sanchez-Garcia M. F., Suarez-Ortega M., Orientación para la construcción del proyecto profesional, (2018); Savickas M. L., Porfeli E. J., Career Adapt-Abilities Scale: Construction, reliability and measurement equivalence across 13 countries, Journal of Vocational Behaviour, 80, pp. 661-673, (2012); Sirgy M. J., Grezeskowiak S., Rahtz D., Quality of College Life (QCL) of Students: Developing and Validating a Measure of Well-Being, Social Indicators Research, 80, 2, pp. 343-360, (2007); Slaten C. D., Rose C. A., Bonifay W., Ferguson J. K., The Milwaukee Youth Belongingness Scale (MYBS): Development and validation of the scale utilizing item response theory, Journal of School Psychology, 34, 3, pp. 296-306, (2019); Solinas G., Masia M. D., Maida G., Muresu E., What Really Affects Student Satisfaction? An Assessment of Quality through a University-Wide Student Survey, Scientific Research, 3, 1, pp. 37-40, (2012); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers’ perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2019); Torres-Valdes R. M, Santa A., Lorenzo C., Resignificant of educational einnovation to enhance oppotunities for graduate employability in the context of new university degrees, NAER: Journal of New Approaches in Educational Research, 7, 1, pp. 70-78, (2018); La nueva dinamica de la educación superior y la investigación para el cambio social y el desarrollo, Conferencia Mundial sobre la Educación Superior, (2009); Wilcox G., Nordstokke D., Predictors of University Student Satisfaction with Life, Academic SelfEfficacy, and Achievement in the First Year, Canadian Journal of Higher Education, 49, 1, pp. 104-124, (2019); Wilton N., The impact of work placements on graduate skills development and career outcomes for business and management graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012)","M.C. Pilar; University of Murcia, Spain; email: pmclares@um.es","","Universidad de Granada","","","","","","11344032","","","","English","RELIEVE Rev. Electron. Invest. Eval. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85123531991"
"Ergün M.; Şeşen H.","Ergün, Meriç (57226426115); Şeşen, Harun (55280039800)","57226426115; 55280039800","A Comprehensive Study on University Students’ Perceived Employability: Comparative Effects of Personal and Contextual Factors","2021","SAGE Open","11","3","","","","","16","10.1177/21582440211036105","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111519223&doi=10.1177%2f21582440211036105&partnerID=40&md5=19ea05d683fa8e33dfc01812423646ef","European University of Lefke, Mersin, Turkey","Ergün M., European University of Lefke, Mersin, Turkey; Şeşen H., European University of Lefke, Mersin, Turkey","This study aimed to investigate the personal and contextual determinants affecting the employability perception of university students using a comprehensive model, and to compare the effects of these determinants with each other. The sample consisted of 463 university students from Turkish universities in İstanbul. Following explanatory and confirmatory analyses, the study variables were tested via hierarchical regression analysis. Across all variables, generic skills, academic performance, personal circumstances, and external labor market had significant and positive effects on the perception of employability, while students’ work experience and the contribution of university and consultants did not. The external labor market was identified as the strongest determinant of employability, and contextual factors were identified as having a stronger influence than personal ones. The results present a number of suggestions for stakeholders—including the Ministry of Education, university administrations, teaching staff, employers, students, families, media, and graduates—vis-à-vis perceived employability. © The Author(s) 2021.","contextual factors; higher education; perceived employability; personal factors; university students","","","","","","","","Alessandri S., Yang S., Kinsey D., An integrative approach to university visual identity and reputation, Corporate Reputation Review, 9, pp. 258-270, (2006); Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: Developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Andrews J., Higson H., Graduate employability, “soft skills” versus “hard” business knowledge: A European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Bandura A., Social foundations of thought and action: A cognitive theory, The health psychology reader, pp. 94-104, (2002); Becker G., Human capital: A theoretical and empirical analysis with special reference to education, (1993); Bell R., Unpacking the link between entrepreneurialism and employability: An assessment of the relationship between entrepreneurial attitudes and likelihood of graduate employment in a professional field, Education + Training, 58, 1, pp. 2-17, (2016); Berntson E., Naswall K., Syeke M., Investigating the relationship between employability and self-efficacy: A cross-lagged analysis, European Journal of Work and Organizational Psychology, 17, 4, pp. 413-425, (2008); Berntson E., Sverke M., Marklund M., Predicting perceived employability: Human capital or labour market opportunities?, Economical and Industrial Democracy, 27, 2, pp. 223-244, (2006); Blackwell A., Bowes L., Harvey L., Hesketh A.J., Knight P.T., Transforming work experience in higher education, British Educational Research Journal, 27, 3, pp. 269-285, (2000); Brennan R., McFadden M., Elizabeth L., All that glitters is not gold: Online delivery of education and training. Review of research, (2001); Cabarello G., Vazquez X.H., Quintas M.A., Improving employability through stakeholders in European higher education: The case of Spain, Long Range Planning, 48, 6, pp. 398-411, (2015); Carroll D., Tani M., Over-education of recent higher education graduates: New Australian panel evidence, Economics of Education Review, 32, pp. 207-218, (2013); Chevalier A., Conlon G., Does it pay to attend a prestigious university?, SSRN, (2003); Chou C.M., Shen C.H., Factors influencing employability self-efficacy of engineering students in Taiwan, International Journal of Engineering Practical Research, 1, 1, pp. 10-14, (2012); Clark M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, pp. 1923-1937, (2017); Dacre P.L., Qualter P., Sewell P.J., Exploring the factor structure of the career EDG employability development profile, Education + Training, 56, 4, pp. 303-313, (2014); Dacre P.L., Sewell P.J., The key to employability: Developing a practical model of graduate employability, Education + Training, 56, 4, pp. 277-289, (2007); De Guzman A.B., Choi K.O., The relations of employability skills to career adaptability among technical school students, Journal of Vocational Behaviour, 82, 3, pp. 199-207, (2013); (2020); Finch D.J., Hamilton L.K., Baldwin R., Zehner M., An explanatory study of factors affecting undergraduate employability, Education + Training, 55, 7, pp. 681-704, (2013); Finch D.J., Peacock M., Levallet N., Foster W., A dynamic capabilities view of employability: Exploring the drivers of competitive advantage for university graduates, Education + Training, 58, 1, pp. 61-81, (2016); Fornell C., Larcker D.F., Evaluating structural equation models with unobservable variables and measurement error, Journal of Marked Research, 18, 1, pp. 39-50, (1981); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions and applications, Journal of Vocational Behaviour, 65, 1, pp. 14-38, (2004); Gault J., Redington J., Schlager T., Undergraduate business internship and career success: Are they related?, Journal of Marketing Education, 22, 1, pp. 45-53, (2000); 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A comprehensive study on the entrepreneurial intentions of university students, Education + Training, 55, 7, pp. 624-640, (2012); Surucu L., Maslakci A., Validity and reliability in quantitative research, BMIJ, 8, 3, pp. 2694-2726, (2020); Tsui A.S., Pearce J.L., Porter L.W., Tripoli A.M., Alternative approaches to the employee organization relationship: Does investment in employees pay off?, Academy of Management Journal, 40, 5, pp. 1089-1121, (1997); Labor force statistics, (2020); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Uysal D., Aydemir E.E., Concept of Higher Education and Analysis of Impact of Higher Education on Employment and Economy in Turkey, Selcuk University The Journal of Institute of Social Sciences, 35, pp. 275-284, (2016); Van der Heijde C., Van der Heijden B., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Varheast D., Van der Velden R., Cross-country differences in graduates over education, European Sociological Review, 29, 3, pp. 642-653, (2013); Vinchur A.J., Schippmann J.S., Switzer I.I.I., Roth P.L., A meta-analytic review of predictors of job performance for salespeople, Journal of Applied Psychology, 83, pp. 586-597, (1998); Wang L., MacCann C., Zhuang X., Liu L.O., Roberts R.D., Assessing teamwork and collaboration in high school students: A multimethod approach, Canadian Journal of School Psychology, 24, 2, pp. 108-124, (2009); Wittekind A., Reader S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behaviour, 31, 4, pp. 566-586, (2010)","M. Ergün; European University of Lefke, Mersin, Turkey; email: 162661@eul.edu.tr","","SAGE Publications Inc.","","","","","","21582440","","","","English","SAGE Open","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85111519223"
"Aboagye B.; Puoza J.C.","Aboagye, Bernard (57193848345); Puoza, Julius Caesar (57193670877)","57193848345; 57193670877","Employability of mechanical engineering graduates from Sunyani Technical University of Ghana","2021","Journal of Teaching and Learning for Graduate Employability","12","2","","185","205","20","2","10.21153/JTLGE2021VOL12NO2ART1002","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112839683&doi=10.21153%2fJTLGE2021VOL12NO2ART1002&partnerID=40&md5=d2b841988951cc8e7cf1f39ab271f6ce","Department of Mechanical Engineering, Sunyani Technical University, Ghana","Aboagye B., Department of Mechanical Engineering, Sunyani Technical University, Ghana; Puoza J.C., Department of Mechanical Engineering, Sunyani Technical University, Ghana","Although the Government of Ghana gives considerable attention to technical education to accelerate national development, some graduates remain unemployed for years after graduation. In this study, employability of mechanical engineering graduates from Sunyani Technical University of Ghana is presented. It assessed the employment status and duration of unemployment of the graduates, identified the factors that hinder their employability and the challenges that require attention prior to graduation of students, and made suggestions for improvement. Respondents of the study were 131 graduates from 2014-2017 graduation years, comprising 50% of graduates from each of the Program options in the department. The sampling techniques used were purposive and stratified random sampling techniques. A questionnaire was the research instrument used for data collection and it was administered using e-mails, WhatsApp and phone calls. The results revealed that the employment status of the graduates was about 84% with the duration of unemployment about 29%, 41% and 19% for one, two and three years after their national service respectively. The main factor hindering employability of the graduates was inadequate practical skills since more attention was given to theory at the expense of practical work. The main challenge which requires attention prior to graduation of students was the lack of job-seeking skills. The Department should therefore, focus more on the practical element of the Programs by increasing the practical hours and partner with industry for curriculum development, more internship opportunities and industrial tours, and organise seminars on job acquisition processes prior to graduation of students to enhance employability of the graduates. © 2021 Deakin University. All rights reserved.","Employability status; Ghana; Mechanical engineering graduates; Unemployment duration","","","","","","","","Afeti G., Adubra A. L., Skilling Africa: The paradigm shift to technical and vocational skills development, (2014); Amoa-Mensah K., G.S.T.S Centenary Anniversary Lectures (1909 -2009), (2007); Aryeetey E., Jobs are our greatest worry, (2011); Azami Z., Omar M. Z., Basri H., Muhamad N., Isa F. L. M., A gap study between employers' perception and expectation of engineering graduates in Malaysia, WSEAS Transactions on Advances in Engineering Education, 6, 11, pp. 409-419, (2009); Azami Z., Yuzainee M. Y., Omar M. Z., Azah M., Norhamidi M., Engineering employability skills required by employers in Asia, Paper presented at the Proceedings of the 6th WSEAS International Conference on ENGINEERING EDUCATION, pp. 195-201, (2009); Azami Z., Yuzainee M. Y., Omar M. Z., Azah M., Norhamidi M., Ramlee M., Perceptions and expectation toward engineering graduates by employers: A Malaysian case study, WSEAS TRANSACTIONS on ADVANCES in ENGINEERING EDUCATION, 6, 9, pp. 296-305, (2009); Baah-Boateng W., Unemployment in Ghana: A cross sectional analysis from demand and supply perspectives, African Journal of Economic and Management Studies, 6, 4, pp. 402-415, (2015); Bhaduri A., Banerjee K., Moughari K., Fight against unemployment: Rethinking public works programs, Real-World Economics Review, 72, pp. 174-185, (2015); Biney I. K., Exploring graduate unemployment problem in Ghana: Challenges and strategies, Journal of Education, 3, 2, pp. 1-18, (2015); Boakye-Agyeman N. A., Polytechnic education in Ghana: The Case of the HND Estate Management Program, the 5th FIG Regional Conference, (2006); Universities, employability and inclusive development: Repositioning higher education in Ghana, Kenya, Nigeria and South Africa, (2016); Donkor K. B., Graduate unemployment levels alarming, (2014); Cai Y., Graduate employability: A conceptual framework for understanding employers' perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Constantinescu M., Long term unemployment and low wage work implications on security and development, Journal of Defense Resources Management (JoDRM), 6, 1, pp. 41-44, (2015); Cyphert D., Lyle S. P., Employer expectations of information literacy: Identifying the skills gap, Information literacy: Research and collaboration across disciplines, pp. 51-76, (2016); Dalrymple O., Cox M. F., Work in progress: Undergraduate engineering students' perceptions of engineering education as an academic discipline, the 36th ASEEIIEEE Frontiers in Education Conference, (2006); Enu P., Havi E. D. K., The manufacturing sector of Ghana: Are there any macroeconomic disturbances?, Asia Pacific Journal of Multidisciplinary Research, 3, 2, pp. 111-122, (2014); Ezit L., Teach entrepreneurship in tertiary institution, Daily Graphic, (2014); Frimpong A., Converting polytechnics into technical universities. Critical issues that must be addressed, (2011); 2015 Labour Force Report, (2015); White Paper on the Reforms to the Tertiary Education System, (1991); Polytechnics Law, 1992, (1992); Polytechnics Act, 2007, (2007); The Technical Universities Act, 2016 (Act 922), (2016); The Technical Universities (AMENDMENT) ACT, 2017, (2017); Jonah S., University graduates must fashion out own destiny, Daily Graphic, (2011); Kamsah M. Z., Developing generic skills in classroom environment: engineering students' perspective, the Conference On ENGINEERING EDUCATION (CEE 2004), (2004); Kigotho W., Universities must share blame for critical skills shortage, (2014); Lee F. T., Identifying essential learning skills in students' engineering education, the 26th HERDSA Annual Conference, (2003); Lisa E., Hennelova K., Newman D., Comparison between employers' and students' expectations in respect of employability skills of university graduates, International Journal of Work-Integrated Learning, 20, 1, pp. 71-82, (2019); Education Strategic Plan 2010-2020. Policies, Strategies Delivery and Finance, (2012); Mohamad N. H., Selamat A., Ibrahim B., Salleh B. M., Exploration of spiritual elements in Holistic Entrepreneur (Holistic-E) among TVET graduate students, Journal of Technical Education and Training, 11, 3, pp. 73-83, (2019); Motsoeneng L., Schultz C., Bezuidenhout A., Skills needed by engineers in the platinum mining industry in South Africa, Paper presented in the Proceedings of PICMET'13: Technology Management in the IT-Driven Services (PICMET), pp. 1738-1745, (2013); Nsiah-Gyabaah K., Polytechnic education in Ghana: The past, the present and the future, (2005); Alignment of higher professional education with the needs of the local labour market: The case of Ghana, (2011); Perkins J., Nigel F., Engineering and technology skills and demand in industry: Overview of issues and trends from 2015 survey, (2015); Sahu A. R., Shrivastava R. L., Shrivastava R. R., Key factors affecting the effectiveness of technical education- An Indian perspective, Proceedings of the World Congress on Engineering 2008, (2008); Sasa Y., Main causes of unemployment in Ghana, (2018); Shahrin M., Hasanan M. N., Omar W., Danial M., Enhancing teaching and learning through the incorporation of generic skills for civil engineering undergraduates, Paper presented at the Conference on Engineering Education (CEE 2004), (2004); Smith E. E., Kruger J., A critical assessment of the perceptions of potential graduates regarding their generic skills level: An exploratory study, South African Journal of Economic and Management Sciences, 11, 2, pp. 121-138, (2008); Spinks N., Silburn N. L., Birchall D. W., Making it all work: The engineering graduate of the future, a UK perspective, European Journal of Engineering Education, 32, 3, pp. 325-335, (2007); Trevelyan J. P., Early career learning by novice engineers, (2008); Engineering: Issues challenges and opportunities for development, (2010); Williams P., The school leaver in developing countries, (1976)","B. Aboagye; Department of Mechanical Engineering, Sunyani Technical University, Ghana; email: autobeespoly@yahoo.co.uk","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85112839683"
"Sisavath S.","Sisavath, Soubin (58483548500)","58483548500","Benefits of Studying Abroad for Graduate Employability: Perspectives of Exchange Students From Lao Universities","2021","Journal of International Students","11","3","","547","566","19","4","10.32674/jis.v11i3.2779","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121045943&doi=10.32674%2fjis.v11i3.2779&partnerID=40&md5=fb3f3f6284498b14cd921c320eb45656","National University of Laos, Laos","Sisavath S., National University of Laos, Laos","This study investigated the benefits of studying abroad with student exchange programs for graduate employability. Data were drawn from a survey with 163 Lao former exchange participants at three public universities in Laos, followed by 19 semi-structured interviews. Results revealed that participants benefited from participating in overseas exchanges at a high level in terms of the development of employability skills, particularly interpersonal and communication skills, and in multidisciplinary knowledge and international competences. Study abroad experience was positively considered as being related to increasing job opportunities, which signal better educational credentials with proven skills that are demanded in the domestic labor market. This study offers useful insights into the benefits of student exchange programs and adds perspectives from a developing country whose voice has been little heard in the literature on the value of study abroad. © Journal of International Students.","graduate employability; higher education; Laos; student exchange programs; study abroad experience","","","","","","","","Amendola A., Restaino M., An evaluation study on students’ international mobility experience, Quality and Quantity, 51, 2, pp. 525-544, (2017); Becker G. S., Human capital: A theoretical and empirical analysis with special reference to education, (1993); Bracht O., Engel C., Janson K., Over A., Schomburg H., Teichler U., The professional value of ERASMUS mobility, (2006); Brandenburg U., Berghoff S., Taboadela O., Bischof L., Gajowniczek J., Gehlke A., Vancea M. L., The ERASMUS impact study: Effects of mobility on the skills and employability of students and the internationalization of higher education institutions, (2014); Bremer L., The value of international study experience on the labour market: The case of Hungary: A study on the impact of Tempus on Hungarian students and their transition to work, Journal of Studies in International Education, 2, 1, pp. 39-57, (1998); Creswell J. W., Research design: Qualitative, quantitative, and mixed methods approaches, (2014); Crossman J. E., Clarke M., International experience and graduate employability: Stakeholder perceptions on the connection, Higher Education, 59, 5, pp. 599-613, (2010); Cubillos J. H., Ilvento T., The impact of study abroad on students’ self-efficacy perceptions, Foreign Language Annals, 45, 4, pp. 494-511, (2012); Del Carpio X., Ikeda Y., Zini M., Lao PDR-Skills for quality jobs and development in Lao PDR: A technical assessment of the current context, (2013); Duronsoy J., Syvilay V., Billany N., Report on employers’ survey related to higher education graduates’ employment issues in Lao PDR, (2014); Farrugia C., Sanger J., Gaining an employability edge: The impact of study abroad on 21st century skills & career prospects in the United States, (2017); Gale T., Parker S., Retaining students in Australian higher education: Cultural capital, field distinction, European Educational Research Journal, 16, 1, pp. 80-96, (2017); Garam I., Study on the relevance of international student mobility to work and employment: Finnish employers’ views on benefits of studying and work placement abroad, (2005); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, (1998); Ivankova N. V., Creswell J. W., Stick S. L., Using mixed-methods sequential explanatory design: From theory to practice, Field Methods, 18, 1, pp. 3-20, (2006); Kratz F., Netz N., Which mechanisms explain monetary returns to international student mobility?, Studies in Higher Education, 43, 2, pp. 375-400, (2018); Matherly C., Tillman M., Linking learning abroad and employability, Internationalization and employability in higher education, pp. 11-24, (2020); Messer D., Wolter S. C., Are student exchange programs worth it?, Higher Education, 54, 5, pp. 647-663, (2007); Vision 2030 strategy 2025 and the 8th five-year education sector development plan (2016-2020), (2015); Report study on education and skills demand in private sector 2018, (2019); Nilsson P. A., Ripmeester N., International student expectations: Career opportunities and employability, Journal of International Students, 6, 2, pp. 614-631, (2016); Ota H., Shimmi Y., Recent trends in learning abroad in the context of a changing Japanese economy and higher education situation, Internationalization and employability in higher education, pp. 78-91, (2020); Pham T., Thompson C., Essential resources for successful employment of international students in Australia, (2019); Pool L. D., Sewell P., The key to employability: Developing a practical model of graduate employability, Education and Training, 49, 4, pp. 277-289, (2007); Potts D., Understanding the early career benefits of learning abroad programs, Journal of Studies in International Education, 19, 5, pp. 441-459, (2015); Roy A., Newman A., Ellenberger T., Pyman A., Outcomes of international student mobility programs: A systematic review and agenda for future research, Studies in Higher Education, 44, 9, pp. 1630-1644, (2019); Saito E., Pham T., A comparative institutional analysis on strategies that graduates use to show they are “employable”: A critical discussion on the cases of Australia, Japan and Vietnam, Higher Education Research & Development, 38, 2, pp. 369-382, (2019); Schultz T. W., Investment in human capital, The American Economic Review, 51, 1, pp. 1-17, (1961); Sisavath S., A study of factors influencing Lao university student participation in student exchange programs, (2019); Suleman F., The employability skills of higher education graduates: Insights into conceptual frameworks and methodological options, Higher Education, 76, 2, pp. 263-278, (2018); Teichler U., Janson K., The professional value of temporary study in another European country: Employment and work of former ERASMUS students, Journal of Studies in International Education, 11, 3, pp. 486-495, (2007); Tomlinson M., “The degree is not enough”: Students’ perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Trooboff S., Vande Berg M., Rayman J., Employer attitudes toward study abroad, Frontier: The Interdisciplinary Journal of Study Abroad, 15, pp. 17-33, (2008); Van Mol C., Intra-European student mobility in international HE circuits: Europe on the move, (2014); Wiers-Jenssen J., Background and employability of mobile vs. non-mobile students, Tertiary Education and Management, 17, 2, pp. 79-100, (2011); Wiers-Jenssen J., Try S., Labour market outcomes of higher education undertaken abroad, Studies in Higher Education, 30, 6, pp. 681-705, (2005); Williams T. R., Exploring the impact of study abroad on student’s intercultural communication skills: Adaptability and sensitivity, Journal of Studies in International Education, 9, 4, pp. 356-371, (2005)","S. Sisavath; National University of Laos, Laos; email: soubin@nuol.edu.la","","STAR Scholars Network","","","","","","21623104","","","","English","J. int. Students","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85121045943"
"Do Paço A.; Fernandes C.; Nave E.; Alves H.; Ferreira J.J.; Raposo M.","Do Paço, Arminda (57870437600); Fernandes, Cristina (55343368900); Nave, Edgar (57204393941); Alves, Helena (35208145700); Ferreira, João J. (25959981800); Raposo, Mário (23768404400)","57870437600; 55343368900; 57204393941; 35208145700; 25959981800; 23768404400","Succession planning and strategies in family business: A multiple case study","2021","International Journal of Entrepreneurship","25","Special Issue 1","","","","","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114685358&partnerID=40&md5=d36931fffe177bbb330e0db48f82ba23","University Beira Interior, Portugal","Do Paço A., University Beira Interior, Portugal; Fernandes C., University Beira Interior, Portugal; Nave E., University Beira Interior, Portugal; Alves H., University Beira Interior, Portugal; Ferreira J.J., University Beira Interior, Portugal; Raposo M., University Beira Interior, Portugal","Family businesses represent a significant percentage of GDP and employability in developed economies, and their continuity and transition to a new generation is a crucial challenge. This study aims to analyse the nature of succession processes in small and medium-sized family business, exploring critical skills and succession strategies. A qualitative methodology was adopted through the formation of a focus group with eight senior and junior members of family business from different sectors of activity. The results show that family businesses have characteristics that distinguish them from other companies, presenting experiences and obstacles that can put its continuity in cause, particularly the succession. Furthermore, these businesses generally adopt a long-term perspective, with family-centred decision-making and greater stability while the founder is the leader. This research contributes to extending knowledge about family business, especially the problems arising and experienced in succession processes from the first to the second generation. © 2021, Allied Business Academies. All rights reserved.","Critical events; Family business; Succession; Transition","","","","","","Commission; Erasmus+ Knowledge Alliances, (2018-2547/001-001); European Commission, EC","Funding text 1: Acknowledgments: This project has been co-funded with support from the European Commission under the Erasmus+ Knowledge Alliances programme under Grant Agreement 2018-2547/001-001. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.; Funding text 2: This project has been co-funded with support from the European Commission under the Erasmus+ Knowledge Alliances programme under Grant Agreement 2018-2547/001-001. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.","Associação das empresas familiares, (2018); Allouche J., Amman B., L’entreprise familiale: Un état de l’art, Revue Finance Contrôle Stratégie, 3, 1, pp. 33-79, (2000); Aronoff C.E., Megatrends in family business, Family Business Review, 11, 3, pp. 181-186, (1998); Astrachan J.H., Kolenko T.A., A Neglected factor explaining family business success: Human resource practices, Family Business Review, 7, 3, pp. 251-262, (1994); Bjuggren P.O., Sund L.G., Strategic decision making in intergenerational successions of small and medium-size family-owned businesses, Family Business Review, 14, 1, pp. 11-23, (2001); Breton-Miller I., Miller D., Steier L.P., Toward an integrative model of effective fob succession, Entrepreneurship Theory and Practice, 28, 4, pp. 305-328, (2004); Cabrera-Suarez K., Leadership transfer and the successor’s development in the family firm, Leadership Quarterly, 16, 1, pp. 71-96, (2005); Cabrera-Suarez K., Saa-Perez P.De, Garcia-Almeida D., The succession process from a resource and knowledge-based view of the family firm, Family Business Review, 14, 1, pp. 37-48, (2001); Casillas J.C., Moreno-Menendez A.M., International business & family business: Potential dialogue between disciplines, European Journal of Family Business, 7, 1-2, pp. 25-40, (2017); Chua J.H., Chrisman J.J., Steier L.P., Rau S.B., Sources of heterogeneity in family firms: An introduction, Entrepreneurship: Theory and Practice, 36, 6, pp. 1103-1113, (2012); Constantinidis C., Nelson T., Integrating succession and gender issues from the perspective of the daughter of family enterprise: A cross-national investigation from the perspective of the daughter of family, International Management, 14, 1, pp. 43-54, (2020); Corbetta G., Montemerlo D., Ownership, governance, and management issues in small and medium-size family businesses: A comparison of Italy and the United States, Family Business Review, 12, 4, pp. 361-374, (1999); De Massis A., Chua J.H., Chrisman J.J., Factors preventing intra-family succession, Family Business Review, 21, 2, pp. 183-199, (2008); Dyer J.H., Singh H., The relational view: Cooperative strategy and sources of interorganizational competitive advantage, Academy of Management Review, 23, 4, pp. 660-679, (1998); Dyer W.G., Handler W., Entrepreneurship and family business: Exploring the Connections, Entrepreneurship Theory and Practice, 19, 1, pp. 71-83, (1994); Handler W.C., Succession in family business: A review of the research on behalf of family firm institute, Family Business Review, 7, 2, pp. 133-157, (1994); Ibrahim A.B., Soufani K., Lam J., A study of succession in a family firm, Family Business Review, 14, 3, pp. 245-258, (2001); Ingram T., Glod G., Organizational resilience of family business: Case study, Ekonomia i Prawo, 17, 1, (2018); Jaskiewicz P., Combs J.G., Rau S.B., Entrepreneurial legacy: Toward a theory of how some family firms nurture transgenerational entrepreneurship, Journal of Business Venturing, 30, 1, pp. 29-49, (2015); 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Tan J.D., Supratikno H., Pramono R., Purba J.T., Bernarto I., Nurturing transgenerational entrepreneurship in ethnic Chinese family SMEs: Exploring Indonesia, Journal of Asia Business Studies, 13, 2, pp. 294-325, (2019); Venter E., Boshoff C., Maas G., The influence of successor-related factors on the succession process in small and medium-sized family businesses, Family Business Review, 18, 4, pp. 283-303, (2005); Vera C.F., Dean M.A., An examination of the challenges daughters face in family business succession, Family Business Review, 18, 4, pp. 321-345, (2005); Verbeke A., Kano L., The transaction cost economics theory of the family firm: Family-based human asset specificity and the bifurcation, Entrepreneurship Theory and Practice, 36, 6, pp. 1183-1205, (2012); Zahra S.A., Entrepreneurial risk taking in family business, Family Business Review, 18, 1, pp. 1-18, (2005); Zahra S.A., Sharma P., Family business research: A strategic reflection, Family Business Review, 17, 4, pp. 331-346, (2004); Zellweger T.M., Nason R.S., Nordqvist M., From longevity of firms to transgenerational entrepreneurship of families: introducing family entrepreneurial orientation, Family Business Review, 25, 2, pp. 136-155, (2012)","","","Allied Business Academies","","","","","","10999264","","","","English","Int. J. Enterp.","Article","Final","","Scopus","2-s2.0-85114685358"
"Souto-Otero M.; Białowolski P.","Souto-Otero, Manuel (56006130100); Białowolski, Piotr (55252809600)","56006130100; 55252809600","Graduate employability in Europe: the role of human capital, institutional reputation and network ties in European graduate labour markets","2021","Journal of Education and Work","34","5-6","","611","631","20","9","10.1080/13639080.2021.1965969","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114797982&doi=10.1080%2f13639080.2021.1965969&partnerID=40&md5=4bb02dfa9bc5e9d14096381945a2babd","School of Social Sciences, Cardiff University, Cardiff, United Kingdom; Harvard T.h. Chan School of Public Health, Sustainability and Health Initiative for Net-Positive Enterprise, Harvard University, Boston, MA, United States","Souto-Otero M., School of Social Sciences, Cardiff University, Cardiff, United Kingdom; Białowolski P., Harvard T.h. Chan School of Public Health, Sustainability and Health Initiative for Net-Positive Enterprise, Harvard University, Boston, MA, United States","The link between higher education and employment is central to the understanding of social stratification and social mobility. We use three theories to analyse the importance of education and credentials in recruitment decisions in European graduate labour markets: human capital (HC), network capital (NC) and reputational capital (RC) theory. Latent class modelling was applied to data from over 5,000 European private-sector companies to allow segmentation. The results identify four groups of companies using different HC, NC and RC mixes in the recruitment process. A ‘complementary effect’ was found between these forms of capital at the time of recruitment. Company classes, however, vary in their emphasis on different types of capital according to their characteristics. The article further contributes to the literature by exploring how national political economies relate to segmentation patterns, and questioning some of the central tenets of the Varieties of Capitalism literature. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","credentials; employer demands; Europe; Graduate labour markets; human capital; network capital; reputational capital; survey","","","","","","","","Barone C., Van De Werfhorst H.G., Education, Cognitive Skills and Earnings in Comparative Perspective, International Sociology, 26, 4, pp. 483-502, (2011); Becker G., Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, (1964); Becker G., The Age of Human Capital, (2002); Bialowolski P., pp. 509-528, (2016); Bialowolski P., 57, 6, pp. 1811-1827:, (2021); Bills D.B., Credentials, Signals, and Screens: Explaining the Relationship between Schooling and Job Assignment, Review of Educational Research, 73, 4, pp. 441-449, (2003); Bowles S., Gintis H., Osborne M., The Determinants of Earnings: A Behavioral Approach, Journal of Economic Literature, 39, 4, pp. 1137-1176, (2001); Boxman E.A., De Graaf P.M., Flap H.D., The Impact of Social and Human Capital on the Income Attainment of Dutch Managers, Social Networks, 13, 1, pp. 51-73, (1991); Brown P., Lauder H., Ashton D., The Global Auction, (2011); Brown P., Lauder H., Cheung S.Y., The Death of Human Capital?: Its Failed Promise and How to Renew It in an Age of Disruption, (2020); Brown P., Lloyd C., 1000, 127, (2018); Brown P., Souto-Otero M., The end of the credential society? An analysis of the relationship between education and the labour market using big data, Journal of Education Policy, 35, 1, (2020); Brunello G., Schlotter M., Non Cognitive Skills and Personality Traits: Labour Market Relevance and Their Development in Education & Training Systems, (2011); Burks S.V., Cowgill B., Hoffman M., Housman M., The Value of Hiring through Employee Referrals, The Quarterly Journal of Economics, 130, 2, pp. 805-839, (2015); Busemeyer M.R., Asset Specificity, Institutional Complementarities and the Variety of Skill Regimes in Coordinated Market Economies, Socio-Economic Review, 7, 3, pp. 375-406, (2009); Busemeyer M.R., On Phillip Brown, Hugh Lauder and David Ashtons’ the Global Auction: The Broken Promises of Education, Jobs, and Incomes, Socio-Economic Review, 10, 4, pp. 79-93, (2012); Camacho J.A., Rodriguez M., How Innovative are Services? 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A Vignette Study in England and the Netherlands, Social Forces, 95, 1, pp. 77-106, (2016); Di Stasio V., Gerxhani K., Employers’ Social Contacts and Their Hiring Behavior in a Factorial Survey, Social Science Research, 51, pp. 93-107, (2015); Eriksson S., Johansson P., (2012); Tertiary Education Statistics, (2019); Fernandez R.M., Castilla E.J., Moore P., Social Capital at Work: Networks and Employment at a Phone Center, American Journal of Sociology, 105, 5, pp. 1288-1356, (2000); Fernandez R.M., Galperin R.V., ‘The causal status of social capital in labor markets’, Contemporary Perspectives on Organizational Social Networks Research in the Sociology of Organizations, 40, (2014); Finegold D., Soskice D., The Failure of Training in Britain: Analysis and Prescription, Oxford Review of Economic Policy, 4, 3, pp. 21-53, (1988); Fleckenstein T., Saunders A.M., Seeleib-Kaiser M., The Dual Transformation of Social Protection and Human Capital: Comparing Britain and Germany, Comparative Political Studies, 44, 12, pp. 1622-1650, (2011); Gaddis S.M., Discrimination in the Credential Society: An Audit Study of Race and College Selectivity in the Labor Market, Social Forces, 93, 4, pp. 1451-1479, (2015); Garcia E., The Need to Address Non-cognitive Skills in the Education Policy Agenda, Economic Policy Institute Briefing Paper, 386, (2014); Gerber T.P., Cheung S.Y., Horizontal Stratification in Postsecondary Education: Forms, Explanations, and Implications, Annual Review of Sociology, 34, 1, pp. 299-318, (2008); Hall P.A., Soskice D., Varieties of Capitalism: The Institutional Foundations of Comparative Advantage, (2001); Hansen H., Rethinking Certification Theory and the Educational Development of the United States and Germany, Research in Social Stratification and Mobility, 29, 1, pp. 31-55, (2011); Hanusehk E.A., ‘Why Standard Measures of Human Capital are Misleading’, KDI Journal of Economic Policy, 37, 2, pp. 22-39, (2015); Heckman J.J., Kautz T., Fostering and Measuring Skills: Interventions that Improve Character and Cognition, IZA Discussion Paper, 7750, (2013); Heckman J.J., Rubinstein Y., The Importance of Non-cognitive Skills: Lessons from the GED Testing Program, The American Economic Review, 91, 2, pp. 145-149, (2001); Hewitt-Dundas N., The Role of Proximity in University-business Cooperation for Innovation, The Journal of Technology Transfer, 38, 2, pp. 93-115, (2013); Humburg M., van der Velden R., Skills and the Graduate Recruitment Process: Evidence from Two Discrete Choice Experiments, Economics of Education Review, 49, pp. 24-41, (2015); Inkpen A.C., Tsang E.W., Social Capital, Networks, and Knowledge Transfer, Academy of Management Review, 30, 1, pp. 146-165, (2005); Ioannides Y.M., Loury L.D., ‘Job Information Networks, Neighborhood Effects, and Inequality, Journal of Economic Literature’, 42, 4, pp. 1056-1093, (2004); Iversen T., Stephens J.D., Partisan politics, the welfare state, and three worlds of human capital formation, Comparative Political Studies, 41, 4-5, (2008); Jackson M., Disadvantaged through Discrimination? The Role of Employers in Social Stratification, The British Journal of Sociology, 60, 4, pp. 669-692, (2009); Kankaras M., Moors G., Vermunt J.K., Testing for Measurement Invariance with Latent Class Analysis, Cross-Cultural Analysis: Methods and Applications, pp. 359-384, (2011); Kurekova L.M., Beblavy M., Haita C., Thum A.E., Employers’ Skill Preferences across Europe: Between Cognitive and Non-cognitive Skills, Journal of Education and Work, 29, 6, pp. 662-687, (2016); Lauder H., Brown P., Cheung S.Y., Fractures in the Education–economy Relationship: The End of the Skill Bias Technological Change Research Programme?, Oxford Review of Economic Policy, 34, 3, pp. 495-515, (2018); Lawton-Smith H., Bagchi-Sen S., University-industry Interactions: The Case of the UK Biotech Industry, Industry and Innovation, 13, 4, pp. 371-392, (2006); Le Grand C., On-the-job Training, Firm Resources and Unemployment Risks: An Analysis of the Swedish Recession 1991-1993, ECONSTOR Working Paper No, 2000, (2000); Leuze K., Higher Education and Graduate Employment: The Importance of Occupational Specificity in Germany and Britain, Converging Worlds of Welfare?, pp. 245-265, (2011); Lucas S.R., Effectively maintained inequality: Education transitions, track mobility, and social background effects, American Journal of Sociology, 106, 6, (2001); Mayrhofer W., Brewster C., Morley M.J., Ledolter J., Hearing a Different Drummer? 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What Employers Say versus What They Do, American Sociological Review, 70, 3, pp. 355-380, (2005); Park J., Lee L., Analysing Cognitive or Non‐cognitive Factors Involved in the Process of Physics Problem‐solving in an Everyday Context, International Journal of Science Education, 26, 13, pp. 1577-1595, (2004); Perkins R., Neumayer E., Geographies of Educational Mobilities: Exploring Unevenness, Difference and Changes in International Student Flows, Working Paper, (2011); Petzold K., Heterogeneous Effects of Graduates’ International Mobility on Employers’ Hiring Intentions—experimental Evidence from Germany, Higher Education, (2020); Piketty T., Capital in the 21st Century, (2014); Piopiunik M., Schwerdt G., Simon L., Woessmann L., Skills, Signals, and Employability: An Experimental Investigation, IZA Discussion Papers, 11283, (2018); Protsch P., Solga H., How Employers Use Signals of Cognitive and Noncognitive Skills at Labour Market Entry: Insights from Field Experiments, European Sociological Review, 31, 5, pp. 521-532, (2015); Raffiee J., Coff R., Micro-foundations of Firm-specific Human Capital: When Do Employees Perceive Their Skills to Be Firm-specific?, Academy of Management Journal, 59, 3, pp. 766-790, (2016); Ramos-Vielba I., Fernandez-Esquinas M., Beneath the Tip of the Iceberg: Exploring the Multiple Forms of University–industry Linkages, Higher Education, 64, 2, pp. 237-265, (2012); Rivera L.A., Pedigree: How Elite Students Get Elite Jobs, (2016); Schwarz G., Estimating the Dimensions of a Model, The Annals of Statistics, 6, 2, pp. 461-464, (1978); Souto-Otero M., Access to post‐compulsory education and training: economic, sociological and political determinants and remaining research gaps, Comparative Education, 43, 4, (2007); Souto-Otero M., Education, meritocracy and redistribution, Journal of Education Policy, 25, 3, (2010); Spence M., Job Market Signaling, The Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Stiglitz J.E., The Theory Of” Screening,” Education, and the Distribution of Income, The American Economic Review, 65, 3, pp. 283-300, (1975); Strathdee R.C., Tertiary Education in the 21 Century. 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Souto-Otero; School of Social Sciences, Cardiff University, Cardiff, Glamorgan Building, King Edward VII, CF10 3WT, United Kingdom; email: soutooteromanuel@gmail.com","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85114797982"
"Naranjo A.; Shoss M.; Gebben A.; DiStaso M.; Su S.","Naranjo, Anthony (57219572916); Shoss, Mindy (41262584000); Gebben, Alissa (57221616644); DiStaso, Michael (57218801022); Su, Shiyang (57201477790)","57219572916; 41262584000; 57221616644; 57218801022; 57201477790","When Minor Insecurities Project Large Shadows: A Profile Analysis of Cognitive and Affective Job Insecurity","2021","Journal of Occupational Health Psychology","26","5","","421","436","15","3","10.1037/ocp0000294","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117878027&doi=10.1037%2focp0000294&partnerID=40&md5=4a3923b92372f1e952c6a5be7faf8b3e","Department of Psychology, University of Central Florida, United States; Peter Faber Business School, Australian Catholic University, United States","Naranjo A., Department of Psychology, University of Central Florida, United States; Shoss M., Department of Psychology, University of Central Florida, United States, Peter Faber Business School, Australian Catholic University, United States; Gebben A., Department of Psychology, University of Central Florida, United States; DiStaso M., Department of Psychology, University of Central Florida, United States; Su S., Department of Psychology, University of Central Florida, United States","People are generally thought to worry about potential job loss to the extent to which they view job loss as likely to occur. However, might there be some individuals for whom job loss may be so detrimental that they experience high levels of worry even if they view job loss as less likely? To answer this question, the present study leveraged research on future-oriented cognition to investigate profiles of cognitive and affective job insecurity (JI).Weexamined how economic job dependency relates to different profiles of JI experiences aswell as the implications of these profiles for understanding heterogeneity in work strain. Latent profile analysis using theU.S. International Social Survey Program data set, and replicated in theU.K. data set, revealed three profiles: Employees who are secure in their role and do not worry about potential job loss (secure alignment profile), those who worry significantly about job loss despite perceiving minimal job threats (affective JI misalignment profile), and employees who worry to some extent and perceive minimal job threats (ambivalent JI alignment profile). As anticipated, several economic job dependence factors (perceived employability and education) were predictors of profile membership. Further, those in the affective JI misalignment profile reported the greatest amount of strain. We discuss our results in terms of implications for JI theory and organizational practice. © 2021 American Psychological Association","affective job insecurity; cognitive job insecurity; latent profile analysis; work strain","Anxiety; Cognition; Employment; Humans; article; cognition; education; employability; employee; human; human experiment; anxiety; cognition; employment","","","","","","","Abebe M. A., Alvarado D., Blessing in disguise? Social and institutional determinants of entrepreneurial intentions following involuntary job loss, Journal of Small Business Management, 56, 4, pp. 555-572, (2018); Adler N. E., Epel E. S., Castellazzo G., Ickovics J. 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"Uddin M.","Uddin, Mahi (57222511707)","57222511707","Addressing employability challenges of business graduates in Bangladesh: Evidence from an emerging economy perspective","2021","Australian Journal of Career Development","30","2","","83","94","11","13","10.1177/1038416220986887","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109277845&doi=10.1177%2f1038416220986887&partnerID=40&md5=4f3a381902023bdaa0374b80e0d94d07","Department of Business Administration, International Islamic University Chittagong, Bangladesh","Uddin M., Department of Business Administration, International Islamic University Chittagong, Bangladesh","This study aimed to explore and address the employability challenges of business graduates in the higher education sector in Bangladesh. Data were collected through semi-structured interviews and analysed applying thematic analysis (N = 35, 77% male, mean age = 34 years). Findings revealed that skill gaps, lack of quality education system, quality teachers, industry-university collaboration, backdated course curriculum, and corruption are important challenges for graduate employability in Bangladesh. The study suggests improving communication skills, updating course curriculum, curbing institutional corruption, limiting student-teacher politics, hiring and promoting quality teachers, and industry-university collaboration as strategies to improve graduate employability. The findings may help employers, managers, graduates, academics, and policymakers in the higher education sector to identify and address graduate employability challenges in an emerging economy such as Bangladesh. © Australian Council for Educational Research 2021.","Bangladesh; challenges; Graduate employability; higher educational institutions","","","","","","","","Abbasi F.K., Ali A., Bibi N., Analysis of skill gap for business graduates: A managerial perspective from the banking industry, Education + Training, 60, pp. 354-367, (2018); Asonitou S., Employability skills in higher education and the case of Greece, Procedia - Social and Behavioral Sciences, 175, pp. 283-290, (2015); Ayoubi R.M., Alzarif K., Khalifa B., The employability skills of business graduates in Syria, Education + Training, 59, pp. 61-75, (2017); Labour Force Survey Bangladesh 2016-17., (2018); Women Assess Rurality -- A Tailored Rural Idyll, Women and Migration in Rural Europe. 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Uddin; Department of Business Administration, International Islamic University Chittagong, Bangladesh; email: mahiuddiniiuc@gmail.com","","SAGE Publications Ltd","","","","","","22006974","","","","English","Aus.J. Career Develop.","Article","Final","","Scopus","2-s2.0-85109277845"
"Griffin R.; Townsley M.","Griffin, Robert (57224929920); Townsley, Matt (56027960600)","57224929920; 56027960600","Points, Points, and More Points: High School Grade Inflation and Deflation when Homework and Employability Scores are Included","2021","Journal of School Administration Research and Development","6","1","","1","11","10","2","10.32674/JSARD.V6I1.3460","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108585318&doi=10.32674%2fJSARD.V6I1.3460&partnerID=40&md5=b07025b220a1c94560447010980e653c","Waterloo Community Schools, Iowa, United States; University of Norther Iowa, United States","Griffin R., Waterloo Community Schools, Iowa, United States; Townsley M., University of Norther Iowa, United States","With a strong movement of schools starting to use standards-based grading practices, one of the aims of this study was to learn if traditional grading practices communicate grades that are accurate based on the students’ learning of the course objectives. The purpose of this study was to determine the extent to which employability and homework scores within a traditional points- and percentages-weighted grading model inflates or deflates grades. This study analyzed 795 students’ semester math grades at an urban high school to see if, and to what extent, students’ grades were inflated or deflated due to including homework and employability scores in the grade. Final grades, which included homework and employability points, were compared to each student’s overall summative assessment scores to determine grade inflation or deflation. The study also analyzed how changing grading practices to eliminate homework and employability points would impact the number of students that ultimately passed or failed the course. Results of this study indicated 336 (43.2%) students had their grades inflated or deflated by 5% or more and 97 (12.6%) students had their grades inflated or deflated by 10% or more, which is equivalent to moving up or down a full letter grade. School leaders should consider separately communicating academic and non-academic factors to minimize grade inflation/deflation in order to make decisions based upon grades more justifiable. © 2021. All Rights Reserved.","deflation; employability; homework; inflation; standards-based grading","","","","","","","","Allen J. D., Grades as valid measures of academic achievement of classroom learning, The Clearinghouse, 78, 5, pp. 218-223, (2005); Allensworth E. 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S., Test-flexible admissions policies and student enrollment demographics: Examining a public research university, The Review of Higher Education, 42, 4, pp. 1337-1371, (2019); Russell J. A., Austin J. R., Assessment practices of secondary music teachers, Journal of Research in Music Education, 58, 1, pp. 37-54, (2010); Townsley M., Mastery-minded grading in secondary schools, School Administrator, 75, 2, pp. 16-21, (2018); Townsley M., Buckmiller T., Cooper R., Anticipating a second wave of standards-based grading implementation and understanding the potential barriers: Perceptions of high school principals, NASSP Bulletin, 103, 4, pp. 281-299, (2019); Vatterott C., Making homework central to learning, Educational Leadership, 69, 3, pp. 60-64, (2011); Wentzel K. R., Adolescent classroom goals, standards for performance, and academic achievement: An interactionist perspective, Journal of Educational Psychology, 81, 2, pp. 131-142, (1989); Woodruff D. J., Ziomek D. L., Differential grading standards among high schools (ACT Research Report Series 2004-2), (2004); Wormeli R., Redos and retakes done right, Educational Leadership, 69, 3, pp. 22-26, (2011); Zhang Q., Sanchez E. I., High school grade inflation from 2004 to 2011, (2013)","R. Griffin; Waterloo Community Schools, Iowa, United States; email: robgrif32@gmail.com; M. Townsley; University of Norther Iowa, United States; email: matt.townsley@uni.edu","","California State University","","","","","","24708496","","","","English","J. School Administ. Res. Devel.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85108585318"
"Fakhreldin H.; Youssef N.; Anis M.","Fakhreldin, Hadia (55874477500); Youssef, Noha (57320121500); Anis, Marwa (57150465100)","55874477500; 57320121500; 57150465100","Cross-Cultural Management Education: Core for Business Students in the 21st Century","2021","Journal of Teaching in International Business","32","2","","109","134","25","2","10.1080/08975930.2021.1960242","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118339016&doi=10.1080%2f08975930.2021.1960242&partnerID=40&md5=f941ca3dca653ed68a522088c5067e84","Business Administration Department, The British University in Egypt, Cairo, Egypt","Fakhreldin H., Business Administration Department, The British University in Egypt, Cairo, Egypt; Youssef N., Business Administration Department, The British University in Egypt, Cairo, Egypt; Anis M., Business Administration Department, The British University in Egypt, Cairo, Egypt","The study examines the impact of introducing several cross-cultural management courses in the undergraduate program of a business school on the students’ cultural intelligence level and on their ability to manage conflict more effectively. The experimental method is used where students in the experimental and the control groups respond to the same survey at three different times (240 students); the focus group method is used with a group of nine students from the experimental group to obtain a deeper understanding of the results of the statistical analysis. The findings suggest a positive and significant effect of the cross-cultural management courses on the cultural intelligence level and the conflict management styles of students with obvious differences between male and female students. The findings confirm the importance of these courses and recommend making cross-cultural management courses core for all students to support their future global employability. Furthermore, experiential and blended learning techniques can replace international exposure, which is timely considering the constraints imposed on international travel due to COVID19. The study suggests a helpful insight to international business educators that can support the process of developing their programs through introducing specific courses and complementary teaching techniques that are effective and timely. © 2021 Taylor & Francis Group, LLC.","active learning; business education; conflict management; Cross-cultural management; cultural intelligence","","","","","","","","Aggarwal R., Zhan F., Course Design Considerations in International Business Education, Journal of Teaching in International Business, 29, 4, pp. 267-271, (2018); Aggarwal R., Wu Y., Online Teaching in International Business, Journal of Teaching in International Business, 31, 1, pp. 1-6, (2020); Aggarwal R., Goodell J.W., Scholarship of Teaching International Business: Challenges and Opportunities, Journal of Teaching in International Business, 22, 1, pp. 1-12, (2011); Agnew M., Kahn H.E., Internationalization-at-Home: Grounded Practices to Promote Intercultural, International, and Global Learning, Metropolitan Universities, 25, 3, pp. 31-46, (2014); Akdeniz M.B., Zhang C., Tamer Cavusgil S., Innovative Pedagogical Approaches in Teaching International Business, Journal of Teaching in International Business, 30, 2, pp. 96-101, (2019); Alokluk J.A., Investigation into the Effectiveness of Blended Learning as a Means of Supporting Management Development in MBA Programmes, Hull University Business School, pp. 69-75, (2016); Alzaghoul A., The Implication Of The Learning Theories On Implementing E-Learning Courses, ACM Conference on Innovations in Computing & Engineering Machinery, pp. 1-5, (2012); Ang S., Van Dyne L., Conceptualization of Cultural Intelligence: Definition, Distinctiveness, and Nomological Network, Handbook of Cultural Intelligence: Theory, Measurement, and Applications, pp. 21-33, (2015); Ang S., Van Dyne L., Koh C., Personality Correlates of the Four-factor Model of Cultural Intelligence, Group & Organization Management, 31, 1, pp. 100-123, (2006); Ang S., Van Dyne L., Christine Koh K., Yee N.G., Templer K., Tay C., Anand Chandrasekar N., Cultural Intelligence: Its Measurement and Effects on Cultural Judgment and Decision Making, Cultural Adaptation and Task Performance, Management and Organization Review, 3, 3, pp. 335-371, (2007); Bagley C.E., Sulkowski A.J., Nelson J.S., Waddock S., Shrivastava P., A Path to Developing More Insightful Business School Graduates: A Systems-Based, Experiential Approach to Integrating Law, Strategy, and Sustainability, Academy of Mana, 4, 19, pp. 541-568, (2019); Bolivar L.M., “Educating the Global-Minded Business Professional and Manager.“, pp. 163-182, (2020); Brockman J.L., Nunez A.A., Basu A., Effectiveness of a Conflict Resolution Training Program in Changing Graduate Students Style of Managing Conflict with Their Faculty Advisors, Innovative Higher Education, 35, March, pp. 277-293, (2010); Browaeys M., Price R., Understanding Cross-Cultural Management, (2008); Bucker J., “Developing cultural intelligence: assessing the effect of the Ecotonos cultural simulation game for international business students.“, The International Journal of Human Resource Management, 26, 15, (1995); Caputo A., Ayoko O.B., Amoo N., Menke C., The Relationship between Cultural Values, Cultural Intelligence and Negotiation Styles, Journal of Business Research, 99, pp. 23-36, (2019); Chen J.-S., Stevens J., Cox S.X., Tudor T.R., Does a Student’s Personality Influence Global Attentiveness and Internationalism in an International Business Course, Journal of Teaching in International Business, 27, 4, pp. 147-157, (2016); Chen P., Chavez O., Ong D.C., Gunderson B., Strategic Resource Use for Learning: A Self-administered Intervention that Guides Self-reflection on Effective Resource Use Enhances Academic Performance, Psychological Science, 28, 6, pp. 774-785, (2017); Clinebell S.K., Ieva K., Facilitating Cross-Cultural Management Education Through Global Faculty Exchanges, Journal of Teaching in International Business, 24, 1, pp. 44-61, (2013); Crowne K.A., What Leads to Cultural Intelligence, Business Horizons, 51, 5, pp. 391-399, (2008); Daniel S.J., Serapio M.G., IB Teaching and Curriculum Development: Insights from Members of the Pacific Asian Consortium for International Business Education and Research, Journal of Teaching in International Business, 25, 3, pp. 161-164, (2014); Earley P.C., Ang S., Cultural Intelligence: Individual Interactions across Cultures, (2003); Eisenberg J., Lee H.J., Brueck F., Brenner B., Claes M.T., Mironski J., Bell R., Can Business Schools Make Students Culturally Competent? 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Johnson R.B., Onwuegbuzie A.J., Turner L.A., Toward a Definition of Mixed Methods Research, Journal of Mixed Methods Research, 1, 2, pp. 112-133, (2007); Lazar J., Feng J.H., Hochheiser H., Research Methods in Human-computer Interaction, (2017); Lowery R.C., Teaching and Learning with Interactive Student Response Systems: A Comparison of Commercial Products in the Higher-Education Market, University of North Carolina at Wilmington, pp. 1-14, (2005); MacNab B.R., An Experiential Approach to Cultural Intelligence Education, Journal of Management Education, 36, 1, pp. 66-94, (2012); Martin J.A., Heppard K.A., Green S.G., Taking International Business Education Program and Pedagogy to New Heights: Fundamental Questions for Educators and Students, Business Horizons, 54, 4, pp. 355-363, (2011); Martin R., Dagostino-Kalniz V., Living outside Their Heads: Assessing the Efficacy of a Multicultural Course on the Attitudes of Graduate Students in Teacher Education, Journal of Cultural Diversity, 22, 2, pp. 43-49, (2015); 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Tuleja E.A., Developing Cultural Intelligence for Global Leadership through Mindfulness, Journal of Teaching in International Business, 25, 1, pp. 5-24, (2014); Uma S., Roger B., Research Methods for Business: A Skill Building Approach, (2016); Van Dyne L., Ng K.Y., Ang S., From Experience to Experiential Learning: Cultural Intelligence as a Learning Capability for Global Leader Development, Academy of Management Learning & Education, 8, 4, pp. 511-526, (2009); Van Dyne L., Ang S., Koh C., Development and Validation of the CQs: The Cultural Intelligence Scale, Handbook on Cultural Intelligence: Theory, Management and Application, pp. 16-38, (2008); Vedadi A., Mohammadi F., Effect of Cultural Intelligence on Conflict Management Styles (Cultural Organization of Tehran Municipality Studies), International Journal of Business Quantitative Economics and Applied Managenment Research, 3, 12, pp. 55-65, (2017); Vemala P., Chen J., Cox S., Can Taking an IB Course Change Students’ Attitudes Towards International Affairs and Welfare of Other Countries?, Journal of Learning in Higher Education, 10, 1, pp. 39-44, (2014); Yitshaki R., How Do Entrepreneurs’ Emotional Intelligence and Transformationa Leadership Orientation Impact New Ventures’ Growth?, Journal of Small Business and Entrepreneurship, 25, 3, pp. 357-374, (2012)","H. Fakhreldin; The British University in Egypt, El Sherouk City, Postal No. 11837, P.O. Box 43, Egypt; email: Hadia.fakhreldin@bue.edu.eg","","Routledge","","","","","","08975930","","","","English","J. Teach. Int. Bus.","Article","Final","","Scopus","2-s2.0-85118339016"
"Chirkowska-Smolak T.; Chumak M.","Chirkowska-Smolak, Teresa (57195179188); Chumak, Mykola (57413968000)","57195179188; 57413968000","JOB INSECURITY AND EMOTIONAL DISTURBANCE OF POLISH EMPLOYEES DURING PANDEMIC COVID-19","2021","Medycyna Pracy","72","6","","645","652","7","5","10.13075/MP.5893.01181","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122904076&doi=10.13075%2fMP.5893.01181&partnerID=40&md5=0f95e8111ff9db602d113e082258cb86","Faculty of Psychology and Cognitive Science, Adam Mickiewicz University, Poznań, Poland","Chirkowska-Smolak T., Faculty of Psychology and Cognitive Science, Adam Mickiewicz University, Poznań, Poland; Chumak M., Faculty of Psychology and Cognitive Science, Adam Mickiewicz University, Poznań, Poland","Background: The pandemic, as an event that is new and dangerous to the health and life of the population, has put employees at risk of losing their job and experiencing deteriorating working and employment conditions. In this situation, authors were particularly concerned with the extent to which job insecurity (both quantitative and qualitative) contributed to the deterioration of workers’ well-being. Material and Methods: The study was carried out on 382 Polish employees in April and May 2020. The following research tools were used: the Job Insecurity in Pandemic Scale by Chirkowska-Smolak and Czumak and the Depression, Anxiety, Stress Scale (DASS-21) by Levibond and Levibond. Results: The quantitative and qualitative job insecurity were significant predictors of depression and stress, but they did not explain anxiety symptoms. The scope of the explained variance of these negative emotional states by concerns related to work and employment was not large (from 11% to 17.6%). The moderating role of perceived employability was confirmed only in the case of the relationship between qualitative job insecurity and depression, as well as quantitative job insecurity and stress. However, the increase in the explained variance was very small. Conclusions: Uncertainty related to the main-tenance of employment and concerns about the deterioration of working conditions due to the COVID-19 pandemic had an impact on emotional disturbances of employees, but they only explained some of the variance of depression and stress and did not affect the perceived level of anxiety. The smaller role of economic stress in the emergence of negative emotional states could be associated with the occurrence of much more serious threats to the health and life of the population in this period. The very low level of un-employment in Poland, which remained at a similar level throughout the pandemic despite the catastrophic forecasts of economists, could also have played an important role. © 2021, Nofer Institute of Occupational Medicine. All rights reserved.","Anxiety; COVID-19; Depression; Employability; Job insecurity; Stress","Affective Symptoms; COVID-19; Employment; Humans; Pandemics; Poland; SARS-CoV-2; emotional disorder; employment; epidemiology; human; pandemic; Poland","","","","","","","Rigotti T, Yang L, Jiang Z, Newmann A, De Cuyper N, Sekiguchi T., Work-Related Psychosocial Risk Factors and Coping Resources during the COVID-19 Crisis, Appl Psy, 70, 1, pp. 3-15, (2021); Wachtler B, Michalski N, Nowossadeck E, Diercke M, Wahrendorf M, Santos-Hovener C, Et al., Socioeconomic inequalities and COVID-19: A review of the current inter-national literature, J Health Mon, 5, 7, pp. 3-17, (2020); Sinclair RR, Probst TM, Watson GP, Bazzoli A., Caught between Scylla and Charybdis: How economic stressors and occupational risk factors influence workers’ occupational health reactions to COVID-19, Appl Psy, 70, 1, pp. 85-119, (2021); Rudolph CW, Allan B, Clark M, Hertel G, Hirschi A, Kunze F, Et al., Pandemics: Implications for research and practice in industrial and organizational psychology, Ind Organ Psychol – US, 14, 1–2, pp. 1-35, (2021); Kossowska M, Szumowska E, Szwed P., Tolerancja w cza-sach niepewności, (2018); Stress in America 2020. A national mental health crisis, (2020); Mazza C, Ricci E, Biondi S, Colasanti M, Ferracuti S, Na-poli C, Et al., A nationwide survey of psychological distress among Italian people during the COVID-19 pandemic: Immediate psychological responses and associated fac-tors, Int J Env Res Pub He, 17, 9, pp. 31-65, (2020); Gonzalez-Sanguino C, Ausin B, Castellanos M, Saiz J, Lo-pez-Gomez A, Ugidos C, Et al., Mental health consequences during the initial stage of the 2020 Coronavirus pandemic (COVID-19) in Spain, Brain Behav Imun, 87, 7, pp. 172-176, (2020); Goldberg DP, Lecrubier Y., Form and frequency of mental disorders across centres, Mental Illness in General Health Care: An Inter-national Study, pp. 323-334, (1995); Clark LA, Watson D., Tripartite model of anxiety and de-pression: Psychometric evidence and taxonomic implica-tions, J Abnorm Psych, 100, 3, pp. 316-336, (1991); Lovibond PF, Lovibond SH., The structure of negative emotional states: comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories, Beh Res Ther, 33, 3, pp. 335-343, (1995); Davy JA, Kinicki AJ, Scheck CL., A test of job security’s direct and mediated effects on withdrawal cognitions, J Org Behav, 18, 4, pp. 323-349, (1997); Hellgren J, Sverke M, Isaksson K., A two-dimensional ap-proach to job insecurity: consequences for employee attitudes and well-being, Eur J Work Organ Psy, 8, pp. 179-195, (1999); Brondino M, Bazzoli A, Van der Elst T, De Witte H, Pasini M., Validation and measurement invariance of the multidimensional qualitative job insecurity scale, Qal Quant, pp. 925-942, (2020); Kinnunen U, Mauno S, Natti J, Happonen M., Organizational antecedents and outcomes of job insecurity: A longitudinal study in three organizations in Finland, J Org Behav, 21, 4, pp. 443-459, (2000); Cheng T, Huang G, Lee C, Ren X., Longitudinal effects of job insecurity on employee outcomes: The moderating role of emotional intelligence and the leader-member ex-change, Asia Pac J Manag, 29, 3, pp. 709-728, (2012); Dekker S, Schaufeli W., The effects of job insecurity on psychological health and withdrawal: A longitudinal study, Aust Psychol, 30, 1, pp. 57-63, (1995); Richter A, Naswall K, De Cuyper N, Sverke M, De Wit-te H, Hellgren J., Coping with job insecurity, Career Dev Int, 18, 5, pp. 484-502, (2013); Chirkowska-Smolak T., Konsekwencje stresu wynikające-go z braku bezpieczeństwa zatrudnienia i sposoby radze-nia sobie z nim, Bezpieczeństwo Pracy. Nauka i Praktyka, 10, pp. 8-11, (2015); Chirkowska-Smolak T, Czumak M., Ryzyko braku rela-cji zawodowych. Konstrukcja Skali Niepewności Zatrud-nienia w Sytuacji Pandemii, Człowiek i Społeczeństwo, 1, 51, pp. 145-164, (2021); Zawislak D, Zur-Wyrozumska K, Habera M, Skrzy piec K, Pac A, Cebula G., Evaluation of a Polish Version of the Depression Anxiety Stress Scales (DASS-21), J Neurosci Cogn Stud, 4, 1, (2020); Laszlo KD, Pikhart H, Kopp MS, Bobak M, Pajak A, Ma-lyutina S, Et al., Job insecurity and health: a study of 16 European countries, Soc Sci Med, 70, 6, pp. 867-874, (2010)","T. Chirkowska-Smolak; Adam Mickiewicz University, Faculty of Psychology and Cognitive Science, Poznań, Szamarzewskiego 89, 60-568, Poland; email: chirko@amu.edu.pl","","Nofer Institute of Occupational Medicine","","","","","","04655893","","MEPAA","34870642","English","Med. Pr.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85122904076"
"Bennett D.; Knight E.; Koshy P.; Li I.","Bennett, Dawn (55574191781); Knight, Elizabeth (57209056399); Koshy, Paul (7003915118); Li, Ian (26423053000)","55574191781; 57209056399; 7003915118; 26423053000","Does Regionality Influence Students' Perceived Employability and Career Orientation?: A Study of Students at an Australian University","2021","Australian and International Journal of Rural Education","31","3","","61","80","19","1","10.47381/aijre.v31i3.305","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85133229820&doi=10.47381%2faijre.v31i3.305&partnerID=40&md5=3048f2c8b60acfa2dde5622e4ea4f98d","Bond University, Australia; Victoria University, Australia; Curtin University, Australia; The University of Western, Australia","Bennett D., Bond University, Australia; Knight E., Victoria University, Australia; Koshy P., Curtin University, Australia; Li I., The University of Western, Australia","Insufficient access to specialised career development within many rural, regional and remote (RRR) areas contributes to persistent differences in the higher education participation rates of young people from these areas. This paper reports on research conducted with 4,993 students at a university in Western Australia who self-assessed their perceived employability (career capabilities) and career orientation. Data were analysed by year and mode of study, location, gender and discipline. Comparisons were made between RRR students and their metropolitan peers. The findings compare perceptions of employability and career orientation among RRR students in comparison with domestic metropolitan students. This shows a level of commonality between the two groups, with lessons from research on RRR students being applicable to metropolitan students. © The Author(s) 2021.","career orientation; employability; higher education; regional; regionality; remote; rural; student equity","","","","","","","","Abbott-Chapman J., Making the most of the mosaic: Facilitating post-school transitions to higher education of disadvantaged students, The Australian Educational Researcher, 38, 1, pp. 57-71, (2011); Alloway N., Factors impacting on student aspirations and expectations in regional Australia, (2004); Alloway N., Dalley-Trim L., High and dry” in rural Australia: Obstacles to student aspirations and expectations, Rural Society, 19, 1, pp. 49-59, (2009); Andrews D., Green C., Mangan J., Spatial inequality in the Australian youth labour market: The role of neighbourhood composition, Regional Studies, 38, 1, pp. 15-25, (2004); Archer L., Hutchings M., Bettering yourself?” Discourses of risk, cost and benefit in ethnically diverse, young working-class non-participants' constructions of higher education, British Journal of Sociology of Education, 21, 4, pp. 555-574, (2000); Bandura A., The explanatory and predictive scope of self-efficacy theory, Journal of Social and Clinical Psychology, 4, 3, pp. 359-373, (1986); Baruch Y., Peiperl M. 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C., Lee P., Wills M., National regional, rural and remote tertiary education strategy final report, (2019); Submission to the independent review into regional, rural and remote education, (2017); O'Shea S., Arriving, surviving and succeeding: First-in-family women and their experiences of transitioning into the first year of university, Journal of College Student Development, 56, 5, pp. 499-517, (2015); O'Shea S., Mind the Gap!” Exploring the post-graduation outcomes and employment mobility of individuals who are first in their family to complete a university degree, (2020); Parker S., Jimmieson N., Amiot C., Self-determination as a moderator of demands and control: Implications for employee strain and engagement, Journal of Vocational Behavior, 76, 1, pp. 52-67, (2010); Raciti M., Career construction, future work and the perceived risks of going to university for young people from low SES backgrounds, (2019); Roberts P., Fuqua M., Ruraling education research, (2021); Roberts P., Guenther J., Framing rural and remote: Key issues, debates, definitions, and positions in constructing rural and remote disadvantage, Ruraling education research, pp. 13-27, (2021); Rosenberg M., Society and the adolescent self-image, (1965); Smith C., Ferns S., Russell L., Conceptualising and measuring “employability”: Lessons from a national OLT project, Work integrated learning: Building capacity, pp. 139-148, (2014); Vernon L., Watson S., Taggart A., University aspirational pathways for metropolitan and regional students: Implications for supporting school-university outreach partnerships, Australian and International Journal of Rural Education, 28, 17, pp. 87-103, (2018); Webb R., Watson D., Cook S., Arico F., Graduate views on access to higher education: Is it really a case of pulling up the ladder?, Studies in Higher Education, 42, 3, pp. 504-518, (2017); Weber R., Basic content analysis, (1990)","","","Society for the Provision of Education in Rural Education","","","","","","10360026","","","","English","Aust. Int. J. Rural. Educ.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85133229820"
"Lettieri A.; Díez E.; Soto-Pérez F.","Lettieri, Andrea (57202291584); Díez, Emiliano (57188556594); Soto-Pérez, Felipe (55981314000)","57202291584; 57188556594; 55981314000","Prejudice and work discrimination: Exploring the effects of employers’ work experience, contact and attitudes on the intention to hire people with mental illness","2021","Social Science Journal","","","","","","","4","10.1080/03623319.2021.1954464","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111859195&doi=10.1080%2f03623319.2021.1954464&partnerID=40&md5=710431606296e241b8cc2dd396929bb1","Psychology Department, University of Salamanca, Salamanca, Spain; INTRAS Foundation, Zamora, Spain; Institute of Community Integration (INICO), University of Salamanca, Salamanca, Spain","Lettieri A., Psychology Department, University of Salamanca, Salamanca, Spain, INTRAS Foundation, Zamora, Spain; Díez E., Institute of Community Integration (INICO), University of Salamanca, Salamanca, Spain; Soto-Pérez F., Psychology Department, University of Salamanca, Salamanca, Spain, INTRAS Foundation, Zamora, Spain","Previous studies informed that work experience improves employers’ attitudes toward hiring people with mental illness. However, there is a lack of reliable instruments to measure employers’ attitudes. In this study, significant associations between employers’ attitudes toward the employability of people with mental illness and the intention to hire them were explored, as well as the work experience and contact with those individuals. Employers’ opinions were collected answering a questionnaire measuring attitudes and intention to hire. Psychometric properties of both scales were analyzed. Score differences were tested and a path model was performed for explaining intention to hire. EFA and CFA provided 14 items distributed into two factors for the attitudes scale. Intention to hire scale demonstrates employers’ preferences about the modality in which they would hire people with mental illness. Attitudes, work experience and contact with relatives prove to be significant direct and indirect predictors of the intention to hire. © 2021 Western Social Science Association.","Attitudes; employability; mental illness; scale development; work discrimination","","","","","","","","Asparouhov T., Muthen B., Exploratory structural equation modeling, Structural Equation Modeling, 16, 3, pp. 397-438, (2009); Asparouhov T., Muthen B., Simple second order chi-square correction, (2010); Assis Gomes C.M., Almeida L.S., Nunez J.C., Rationale and applicability of exploratory structural equation modeling (ESEM) in psychoeducational contexts, Psicothema, 29, 3, pp. 396-401, (2017); Bentler P.M., Comparative fit indexes in structural models, Psychological Bulletin, 107, 2, pp. 238-246, (1990); Biggs D., Hovey N., Tyson P.J., MacDonald S., Employer and employment agency attitudes towards employing individuals with mental health needs, Journal of Mental Health, 19, 6, pp. 505-516, (2010); Blank A.A., Harries P., Reynolds F., ‘Without occupation you don’t exist’: Occupational engagement and mental illness, Journal of Occupational Science, 22, 2, pp. 197-209, (2015); 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Lettieri A., Diez E., A systematization of the international evidence related to labor inclusion barriers and facilitators for people with mental illness. 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Lettieri; Psychology Department, University of Salamanca, Salamanca, Spain; email: andrea.lettieri@usal.es","","Taylor and Francis Ltd.","","","","","","03623319","","","","English","Soc. Sci. J.","Article","Article in press","","Scopus","2-s2.0-85111859195"
"Chowdhury T.A.; Anon N.Z.","Chowdhury, Tamgid Ahmed (55145642100); Anon, Nusrat Zaman (57226480752)","55145642100; 57226480752","Exploring skill requirements of local and multinational companies for entry level marketing professionals in the apparel industry in a developing country","2021","Journal of Global Fashion Marketing","12","4","","359","374","15","1","10.1080/20932685.2021.1939758","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111631443&doi=10.1080%2f20932685.2021.1939758&partnerID=40&md5=0db5f9eebe33a489d767114fe2dada12","Marketing and International Business, North South University, Dhaka, Bangladesh; Research Department, Keystone Business Support Company Limited, Dhaka, Bangladesh","Chowdhury T.A., Marketing and International Business, North South University, Dhaka, Bangladesh; Anon N.Z., Research Department, Keystone Business Support Company Limited, Dhaka, Bangladesh","The purpose of this study is to offer an ‘employability skill index” for entry-level marketing professionals in the apparel industry and compare the skill requirements of local and multinational companies (MNCs). The study applies Structural Equation Modeling approach for index development. Primary data were collected through a structured questionnaire from 1082 managers of 18 local and 16 MNCs operating in the apparel industry in Bangladesh. Convergent and discriminant validities of the proposed index were tested. The research revealed a six-dimensional 22-item skill index with significant differences in skill requirements between local and MNCs. The skills MNCs prioritized are major courses taken, research-based internship, written communication skills, and English language ability. Local companies, on the other hand, put preferences on experience, team building ability, network skill, and effective listening. The literature review revealed that there is a lack of quantitative studies to offer employability skills for entry-level marketing managers in the apparel industry in the South Asia region. Therefore, the current study is original and adds significant value to the literature. The proposed skill index can help the universities to design their courses accordingly to increase the employability of marketing graduates in the apparel industry. © 2021 Korean Scholars of Marketing Science.","Bangladesh; developing countries; Employability skills; marketing in the apparel sector; multinational companies","","","","","","","","Arasinah K., Abrahim B., Norhaily A., Technical Skills, Knowledge Competencies and Expected Changes in the Clothing Industry, International Journal Humanities, Arts, Medicine and Sciences, 2, (2014); Statistical Yearbook of Bangladesh 2019, (2019); Benson L., Leadership skills in the digital age: Implications for university Business School, Journal of Eastern European and Central Asian Research, 5, 2, pp. 80-89, (2018); Employability skills in retail services, (2014); Brixiova Z., Ncube M., Bicaba Z., Skills and Youth Entrepreneurship in Africa: Analysis with Evidence from Swaziland, (2014); Burnett N., Jayaram S., Skills for employability in Africa and Asia, (ISESE Skills Synthesis Paper), (2012); Chisty K.K., Uddin M., Ghosh S., The Business graduate employability in Bangladesh: Dilemma and expectations by corporate world, BRAC University Journal, 4, 1, pp. 1-8, (2007); Cho E., Making Reliability Reliable: A Systematic Approach to Reliability Coefficients, Organizational Research Methods, 19, 4, pp. 651-682, (2016); Chowdhury T., Miah M., Perceptions of students and employers regarding employability skills for entry-level positions in marketing and sales, Australian Journal Of Career Development, 28, 1, pp. 3-13, (2019); Employability skills 2000+ [Poster Presentation, (2013); Crawford P., Lang S., Comparative analysis of soft skills: What is important for new graduates, (2011); Dominique-Ferreira S., Rodrigues B., Braga R., Personal marketing and the recruitment and selection process: Hiring attributes and particularities in tourism and hospitality, Journal of Global Scholars of Marketing Science, pp. 1-21, (2021); Duoc T.Q., Metzger C., Quality of business graduates in Vietnamese institutions: Multiple perspective, Journal of Management Development, 26, 7, (2007); Education E., (2012); Finegold D., 21st-century competencies and their impact: An interdisciplinary literature review, (2010); Frazier B., Cheek W., An Industry View of Competencies for Entry-Level Merchandising Jobs: Application of the ITAA meta-goals, Clothing And Textiles Research Journal, 34, 2, pp. 79-93, (2016); Fukunishi T., The Bangladeshi garment sector in the liberalised market: Is upgrading needed?, (2014); (2012); Guercini S., Integrating Design and Fashion Marketing, Journal of Global Fashion Marketing, 3, 1, pp. 1-4, (2012); Hair J., Black B., Babin B., Anderson R., Multivariate Data Analysis: A Global Perspective, (2016); Harris P., Ten essential skills that employers are actively searching for now, (2014); Heffernan T., Feng W., Angell R., Fang Y., The identification of marketing focused employability attributes for graduates in China, Proceedings of 2010 Australian and New Zealand Marketing Academy conference, pp. 1-7, (2010); Hiyang T.K., Halim N.H., Generic skills profile hospitality graduates: Perspective polytechnic lecturers, 2nd World Congress on teacher education for TVET 2010, Batu Pahat, Johor, Malaysia, (2010); Hossain M., Rahman S., Chowdhury T., Chan C., Yang X., Su Q., How signaling mechanisms reduce “lemons” from online group buying (OGB) markets? 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Development of an apparel merchandising competency framework, International Journal of Fashion Design, Technology and Education, 12, 3, pp. 272-282, (2019); Jacobs B., Karpova E., Skills and Knowledge for Merchandising Professionals: The Case of the South African Apparel Retail Industry, Clothing and Textiles Research Journal, (2020); Jain S., Mishra S., Mukhopadhyay S., Critical success factors for luxury fashion brands in emerging markets: Insights from a qualitative study, Journal of Global Fashion Marketing, 12, 1, pp. 47-61, (2021); Jiboku J.O., Akpan W., Skills development in the multinational corporate sector: Building employee capacity beyond the factory gate, African Sociological Review, 23, 2, pp. 83-102, (2019); Karpova E., Marcketti S.B., Barker J., Putting the puzzle together: Apparel professionals’ perspectives on creativity, International Journal of Fashion Design, Technology and Education, 4, 2, (2011); Kenayathulla H.B., Ahmad N.A., Idris A.R., Gaps between competence and importance of employability skills: Evidence from Malaysia, Higher Education Evaluation and Development, 13, 2, pp. 97-112, (2019); Kim E., Johnson K.P., The U.S. apparel industry: Futuring with Undergraduates students in apparel major, Clothing and Textiles Research Journal, 25, 4, (2007); Knight P., Yorke M., Assessment, Learning and Employability, (2003); Koka A.S., Raman M., Importance of employability skills in information technology multinational corporations, Asian Journal of Management Research, 6, 10, pp. 1-9, (2015); Kuruppu R., Skilling Requirements in Textiles: Technical Training and Its Trainers-Sri Lanka in Perspective, Journal of Textile Science and Technology, 4, 4, pp. 101-116, (2018); Latendresse M., Cortoni F., Increasing employability related skills among federal male offenders: A preliminary analysis of the national employability skills program, (2005); Lauder S., Employability skills: The connection between skills and employment, (2013); LeHew M.L.A., Meyer D.J.C., Preparing global citizens for leadership in the textile and apparel industry, Clothing and Textile Research Journal, 23, 3, (2005); Macchiavello R., Menzel A., Woodruff C., Managerial Capital and Productivity: Evidence from a Training Program in the Bangladeshi Garment Sector, (2014); (2012); (2021); Employability skills craftsman training scheme (CTS) apprenticeship training scheme (ATS). Salt Lake, (2014); Mykkanen M., Vos M., Clarifying skills and competencies in organizational decision making, Advances in Public Relation and Communication Management, 2, pp. 1-10, (2017); 21st century skills and competences for new millennium learners in OECD countries, (Working Papers no. 41, (2009); Paulrajan R., Employability Skills in Chennai Retail Market, India, ACTA Universitatis Danubias, 7, 5, pp. 16-30, (2011); Pimpa N., Skills development in the Vietnamese garment industry: The engagement of the vocational education institutions & industry, International Journal Entrepreneurship, 24, 2, pp. 1-6, (2020); Schlee R., Harich K., Knowledge and Skill Requirements for Marketing Jobs in the 21st Century, Journal of Marketing Education, 32, pp. 341-352, (2010); Shimp T.A., Sharma S., Consumer ethnocentrism: Construction and validation of the CETSCALE, Journal of Marketing Research, 24, 3, pp. 280-289, (1987); Srivastava A., Khare M., Skills for employability–South Asia, (2012); High university enrolment, low graduate employment, (2014); (2019); Whetten D., Cameron K., Developing Management Skills, (2007); (2019); Yu H., Jin B., Enhancing international dimensions in apparel and merchandising curricula in the USA, Journal of Fashion Marketing and Management, 9, 2, pp. 232-243, (2005)","T.A. Chowdhury; Marketing and International Business, North South University, Bashundhara, Plot-15, Block-B, 1229, Bangladesh; email: tamgid.chowdhury76@gmail.com","","Routledge","","","","","","20932685","","","","English","J. Glob. Fash. Mark.","Article","Final","","Scopus","2-s2.0-85111631443"
"Fogel Y.; Lamash L.","Fogel, Yael (55631629100); Lamash, Liron (55842556900)","55631629100; 55842556900","Role Perception of Occupational Therapists in Education Systems: Self-Efficacy and Employability Skills","2021","Occupational Therapy International","2021","","5531224","","","","1","10.1155/2021/5531224","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120870931&doi=10.1155%2f2021%2f5531224&partnerID=40&md5=a9021fcda1cd1f9a68d4fab2007b66c4","Department of Occupational Therapy, Ariel University, Ariel, 4077625, Israel; Department of Occupational Therapy, University of Haifa, Haifa, 3498838, Israel","Fogel Y., Department of Occupational Therapy, Ariel University, Ariel, 4077625, Israel; Lamash L., Department of Occupational Therapy, University of Haifa, Haifa, 3498838, Israel","Although the main framework for occupational therapy includes delivery of services in educational institutions with students with disabilities, little is known about how the occupational therapists perceive their role in this specific system. This research examines an integrated conceptual model wherein self-efficacy explains the occupational therapists' role perception with employability skills as a mediator. Participants, 147 occupational therapists working in educational systems, completed an online demographic questionnaire, the Perception Questionnaire for Occupational Therapists in the Education System, General Self-Efficacy Questionnaire, and Employability Key Questionnaire. The proposed model was analyzed by the structural equation model (SEM) using AMOS software. The SEM provided excellent goodness of fit indices, χ224=40.49; p=.019; NFI=.93; CFI=.97; RMSEA=.07; SRMR=.05, and explained 40% of the variance in role perception. These findings highlight employability skills as the primary contributor that affects occupational therapists' role perception. Self-efficacy and employment skills influence how occupational therapists working in education systems perceive their roles; thus, employment skills should be included in professional training and development courses. This study has implications for occupational therapists working on the education system to understand the meaningful effects of employability skills as critical to developing and improving their role perception.  © 2021 Yael Fogel and Liron Lamash.","","Humans; Occupational Therapists; Occupational Therapy; Perception; Self Efficacy; Surveys and Questionnaires; adult; article; conceptual model; controlled study; demography; education; employability; employment; female; General Self-Efficacy Scale; human; human experiment; male; occupational therapist; self concept; skill; software; structural equation modeling; occupational therapy; perception; questionnaire; self concept","","","","","","","Occupational therapy practice framework: Domain and process (3rd ed.), American Journal of Occupational Therapy, 68, pp. S1-S48, (2014); Clark G.F., Chandler B.E., Best Practices for Occupational Therapy in Schools, (2013); Truong V., Hodgetts S., An exploration of teacher perceptions toward occupational therapy and occupational therapy practices: A scoping review, Journal of Occupational Therapy, Schools, & Early Intervention, 10, 2, pp. 121-136, (2017); Bolton T., Plattner L., Occupational therapy role in school-based practice: Perspectives from teachers and OTs, Journal of Occupational Therapy, Schools, &early Intervention, 13, 2, pp. 136-146, (2020); Grobgeld E., Teichman-Weinberg A., Wasserman E., Barchilon Ben-Av M., Role perception among faculty members at teacher education colleges, Australian Journal of Teacher Education, 41, 5, pp. 78-98, (2016); Levinson D.J., The mid-life transition: A period in adult psychosocial development, Psychiatry, 40, 2, pp. 99-112, (1977); Lamash L., Fogel Y., Professional Identity of Occupational Therapists Working in Education Systems. Manuscript Submitted for Publication, (2020); Saha A., Role Perception: The Role It Plays. Hrm Review, pp. 29-33, (2008); De Cuyper N., Bernhard-Oettel C., Berntson E., Witte H.D., Alarco B., Employability and employees' well-being: Mediation by job insecurity, Applied Psychology, 57, 3, pp. 488-509, (2008); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis. Report for the Department for Education and Employment. Research Brief No. 85, (1998); Rosenberg S., Heimler R., Morote E.S., Basic employability skills: A triangular design approach, Education + Training, 54, 1, pp. 7-20, (2012); Smith E.E., Kruger J., A critical assessment of the perceptions of graduates regarding their generic skills level: An exploratory study, South African Journal of Economic and Management Sciences, 11, 2, pp. 121-138, (2011); Marks M.A., Mathieu J.E., Zaccaro S.J., A temporally based framework and taxonomy of team processes, Academy of Management Review, 26, 3, pp. 356-376, (2001); Adam K., Peters S., Chipchase L., Knowledge, skills, and professional behaviours required by occupational therapist and physiotherapist beginning practitioners in work-related practice: A systematic review, Australian Occupational Therapy Journal, 60, 2, pp. 76-84, (2012); Bandura A., Suls J., The self and mechanisms of agency, Psychological Perspectives on the Self, 1, pp. 3-39, (1982); Bandura A., Self-Efficacy: The Exercise of Control, (1997); Coetzee M., Oosthuizen R.M., Students' sense of coherence, study engagement and self-efficacy in relation to their study and employability satisfaction, Journal of Psychology in Africa, 22, 3, pp. 315-322, (2012); Berntson E., Naswall K., Sverke M., Investigating the relationship between employability and self-efficacy: A cross-lagged analysis, European Journal of Work and Organizational Psychology, 17, 4, pp. 413-425, (2008); Cmar J.L., McDonnall M.C., Crudden A., Transportation self-efficacy and employment among individuals with visual impairments, Journal of Vocational Rehabilitation, 48, 2, pp. 257-268, (2018); Buchner A., Erdfelder E., Faul F., G ∗ Power: Statistical Power Analyses for Windows and Mac (Version 3.2), (2013); Kulik L., Benjamin B., 'Key to Employment': Diagnosing Soft Skills to Promote Young Employment. Report, School of Social Work, (2014); Chen G., Gully S.M., Specific Self-Efficacy, General Self-Efficacy, and Self-Esteem: Are They Distinguishable Constructs?; Vax S., Schreuer N., Sachs D., Work-related self-efficacy of occupational therapists in mental health, Scandinavian Journal of Occupational Therapy, 19, 1, pp. 42-48, (2012); Chen G., Gully S.M., Eden D., Validation of a new general self-efficacy scale, Organizational Research Methods, 4, 1, pp. 62-83, (2001); Byrne B.M., Structural Equation Modeling with EQS: Basic Concepts, Applications and Programming, (2013); Arbuckle J.L., Amos 22 User's Guide, (2013); Kennedy J.N., Missiuna C.A., Pollock N.A., Sahagian Whalen S., Dix L., Campbell W.N., Making connections between school and home: Exploring therapists' perceptions of their relationships with families in partnering for change, British Journal of Occupational Therapy, 83, 2, pp. 98-106, (2020); Zinser R., Developing career and employability skills: A US case study, Education + Training, 45, 7, pp. 402-410, (2003); Omar N.H., Abdul Manaf A., Helma Mohd R., Che Kassim A., Abd. Aziz K., Graduates' employability skills based on current job demand through electronic advertisement, Asian Social Science, 8, 9, pp. 103-110, (2012)","Y. Fogel; Department of Occupational Therapy, Ariel University, Ariel, 4077625, Israel; email: yfogel@gmail.com","","Hindawi Limited","","","","","","09667903","","OTICA","34908916","English","Occup. Ther. Int.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85120870931"
"Tran L.T.; Bui H.","Tran, Ly Thi (35335429400); Bui, Huyen (57219381996)","35335429400; 57219381996","International graduate returnees’ accumulation of capitals and (re)positioning in the home labour market in Vietnam: the explorer, the advancer or the adventurer?","2021","Journal of Education and Work","34","4","","544","557","13","5","10.1080/13639080.2021.1943334","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109925352&doi=10.1080%2f13639080.2021.1943334&partnerID=40&md5=c30139a31fc3682a9b3714a4630a3fa8","Research for Educational Impact, School of Education, Deakin University, Geelong, Australia","Tran L.T., Research for Educational Impact, School of Education, Deakin University, Geelong, Australia; Bui H., Research for Educational Impact, School of Education, Deakin University, Geelong, Australia","International graduate employability is critical to host universities’ positioning in the education export market, internationalisation agenda and ethical responsibility to international students and alumni. However, little is known about the positioning and re-positioning of international graduates in their home labour market. This article responds to this critical gap in the literature by drawing on in-depth interviews with 30 Vietnamese graduates from Australian universities who have returned to their home country since 2015. The qualitative data were interpreted through the innovative conceptual framework combining Bourdieu’s forms of capital and Harré’s positioning theory. The study found the emergence of three distinctive positionings of Vietnamese returning graduates: the explorer, the advancer and the adventurer. Based on the empirical findings, the study contributes to the literature on graduate employability by showing that labour market navigation is an ongoing interaction between initial capitals and continued accumulation of capitals, which play a critical role in determining returnees’ positioning and repositioning in the market. The findings of the study provide important implications for returning graduates as well as host universities and home employers to provide effective support for this cohort to enhance their employability and facilitate their access to the home labour market. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Interaction of capitals and positioning; international graduate employability; international students; returning graduates; Vietnam; international education; labour market","","","","","","","","Market Action Plan–Vietnam, (2019); Bathke B., Vietnamese Returnees are Contributing to Vietnam’s Burgeoning Startup Scene, while Also Learning about Their Own Culture, (2018); Berquist B., Hall R., Morris-Lange S., Shields H., Stern V., Tran L.T., Global Perspectives on International Student Employability, International Education Association of Australia (IEAA), (2019); Blackmore J., Gribble C., Farrell L., Rahimi M., Arber R., Devlin M., Australian International Graduates and the Transition to Employment: Final Report, (2014); Blackmore J., Gribble C., Rahimi M., International Education, the Formation of Capital and Graduate Employment: Chinese Accounting Graduates’ Experiences of the Australian Labour Market, Critical Studies in Education, 58, 1, pp. 69-88, (2017); Bourdieu P., The Forms of Capital, Handbook of Theory and Research for the Sociology of Education, pp. 241-257, (1986); Cai Y., International Graduates from Finland: Do They Satisfy the Needs of Finnish Employers Abroad?, Journal of Research in International Education, 11, 1, pp. 19-31, (2012); Chan Y.W., Tran T.L.T., Recycling Migration and Changing Nationalisms: The Vietnamese Return Diaspora and Reconstruction of Vietnamese Nationhood, Journal of Ethnic and Migration Studies, 37, 7, pp. 1101-1117, (2011); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Cohen B.N., Applying Existential Theory and Intervention to Career Decision-making, Journal of Career Development, 29, 3, pp. 195-209, (2003); Ding Y., Constructing a Theory of Individual Space: Understanding Transnational Migration through the Experience of Return Chinese Immigrants from Canada in Beijing, Globalisation, Societies and Education, 13, 2, pp. 260-275, (2015); Erickson B.H., Good Networks and Good Jobs: The Value of Social Capital to Employers and Employees, Social Capital: Theory and Research, (2001); Gomes C., Keeping Memories Alive: Maintaining Singapore Nationalism Abroad, Asia Journal of Global Studies, 3, pp. 37-50, (2010); Gribble C., Tran L.T., Connecting and Reconnecting with Vietnam: Migration, Vietnamese Overseas Communities and Social Media, Multiethnic Southeast Asia and Social Media: Identity, Ethnicity, Community and Migration, pp. 63-86, (2016); Guo C., Porschitz E., Alves J., Exploring Career Agency during Self-initiated Repatriation: A Study of Chinese Sea Turtles, Career Development International, 18, 1, pp. 34-55, (2013); Hao J., Wen W., Welch A., When Sojourners Return: Employment Opportunities and Challenges Facing High-skilled Chinese Returnees, Asian and Pacific Migration Journal, 25, 1, pp. 22-40, (2016); Harre R., Positioning Theory: Moral Dimensions of Social-cultural Psychology, Oxford Library of Psychology. The Oxford Handbook of Culture and Psychology, pp. 191-206, (2012); Harre R., Moghaddam F.M., Cairnie T.P., Rothbart D., Sabat S.R., Recent Advances in Positioning Theory, Theory & Psychology, 19, 1, pp. 5-31, (2009); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Increasing Numbers of Chinese Graduates Returning Home from Overseas, ICEF Monitor, (2018); James M., Situating a New Voice in Public Relations: The Application of Positioning Theory to Research and Practice, Media International Australia, 154, 1, pp. 34-41, (2015); Kapareliotis I., Voutsina K., Patsiotis A., Internship and Employability Prospects: Assessing Student’s Work Readiness, Higher Education, Skills and Work-based Learning, 9, 4, pp. 538-549, (2019); Keong T.T., Social Capital and State-Civil Society Relations in Singapore, IPS Working Paper No.9, (2001); Kinash S., Crane L., Judd M.-M., Knight C., Discrepant Stakeholder Perspectives on Graduate Employability Strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); Nhat M., More Vietnamese Parents Send Children Abroad for Secondary Education, Vietnamnet, (2019); Okay-Somerville B., Scholarios D., Position, Possession or Process? Understanding Objective and Subjective Employability during University-to-work Transitions, Studies in Higher Education, 42, 7, pp. 1275-1291, (2017); Pham A., Employers’ Perspectives on Vietnamese Returnee Students, Internationalisation in Vietnamese Higher Education, pp. 201-215, (2018); Pham L., Improving the Contribution of Returning Students to SDGs, (2019); International Student Surveys 2018, (2018); International Student Surveys 2019, (2019); Scherer S., Stepping-Stones or Traps?: The Consequences of Labour Market Entry Positions on Future Careers in West Germany, Great Britain and Italy, Work, Employment and Society, 18, 2, pp. 369-394, (2004); Shipilov A., Labianca G., Kalnysh V., Kalnysh Y., Career-related Network Building Behaviors, Range Social Capital, and Career Outcomes, Paper presented at the Academy of Management Proceedings, (2007); Succi C., Canovi M., Soft Skills to Enhance Graduate Employability: Comparing Students and Employers’ Perceptions, Studies in Higher Education, pp. 1-14, (2019); Tharenou P., Seet P.S., China’s Reverse Brain Drain: Regaining and Retaining Talent, International Studies of Management and Organization, 44, 2, pp. 55-74, (2014); Vietnam Overview, The World Bank in Vietnam, (2020); Tram B., Chi 3 Tỉ USD Mỗi Năm, Du Học Sinh Việt Nam Đến Nước Nào?, Forbes Vietnam, (2019); Tran L., Rahimi M., Tan G., Temporary Graduatification: Impacts of Post-study Work Rights Policy in Australia, (2019); Tran L.T., Blackmore, “You are not as localised as I need”, (2021); Tran L.T., Bui H.T.N., International Graduates: Navigating the Host and Home Labour Markets, International Education Association of Australia (IEAA), (2019); Tran L.T.H.L.T., Phan G., Tan, M. Rahimi, pp. 1-19, (2020); Tran L.T., Rahimi M., Tan G., Dang X.T., Le N., Post-study Work for International Graduates in Australia: Opportunity to Enhance Employability, Get a Return on Investment or Secure Migration?, Globalisation, Societies and Education, 18, 5, pp. 495-510, (2020); Van Langenhove L., Harre R., Introducing Positioning Theory, Positioning Theory: The Moral Context of Intentional Actions, pp. 15-30, (1999); Việt Nam’s GDP Jumps 7.02 Per Cent in 2019, (2020); Wadhwa V., Jain S., Saxenian A., Gereffi G., Wang H., The Grass Is Indeed Greener in India and China for Returnee Entrepreneurs: America’s New Immigrant entrepreneurs–Part VI, Available at SSRN 1824670, (2011); Wall T., Tran L., Soejatminah S., Inequalities and Agencies in Workplace Learning Experiences: International Student Perspectives, Studies in Vocational and Professional Education, 10, 2, pp. 141-156, (2017); Welch T., Hao J., Global Argonauts: Returnees and Diaspora as Sources of Innovation in China and Israel, Globalisation, Societies and Education, 14, 2, pp. 272-297, (2016); Zakaria S., Gabriela T., Development and Highly Skilled Migrants: Perspectives from the Indian Diaspora and Returnees, Revue Internationale de Politique de Développement, 5, 2, pp. 1-21, (2014); Zaman S., Arshad M., Sultana N., Saleem S., The Effect of Family Business Exposure on Individuals’ Entrepreneurial Intentions: An Institutional Theory Perspective, Journal of Family Business Management, (2020); Zhai K., Gao X., Wang G., Factors for Chinese Students Choosing Australian Higher Education and Motivation for Returning: A Systematic Review, SAGE Open, 9, 2, (2019)","L.T. Tran; Research for Educational Impact, School of Education, Deakin University, Geelong, Australia; email: ly.tran@deakin.edu.au","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85109925352"
"Rowland S.; Blundell D.","Rowland, Susan (7103405949); Blundell, Daniel (57301973300)","7103405949; 57301973300","Discipline predicts Work Integrated Learning (WIL) practice in Science courses","2021","Journal of Teaching and Learning for Graduate Employability","12","2","","222","259","37","0","10.21153/JTLGE2021VOL12NO2ART1237","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117524650&doi=10.21153%2fJTLGE2021VOL12NO2ART1237&partnerID=40&md5=fbf9b2c6ccedbe695b9941f43d8073fb","Faculty of Science and School of Chemistry and Molecular Biosciences, The University of Queensland, St Lucia, QLD, Australia; Faculty of Science, The University of Queensland, St Lucia, QLD, Australia","Rowland S., Faculty of Science and School of Chemistry and Molecular Biosciences, The University of Queensland, St Lucia, QLD, Australia; Blundell D., Faculty of Science, The University of Queensland, St Lucia, QLD, Australia","Australian mathematics and science students have low participation in WIL, posing implications for student employability. To better understand this problem, an examination of the industry-placement and coursework-incorporated WIL offered across the Faculty of Science at a large research-intensive university was undertaken. The aim of the study was to provide an evidenced discussion of the types and amounts of WIL that different disciplines offer their students. A matrix was used to measure the inclusion of WIL activities in 265 courses (units of study) across all undergraduate programs in a Faculty of Science. The results, which show comparisons between disciplines, year levels, and class sizes, indicate that a high proportion of courses incorporate WIL, but that some disciplines are significantly more likely to incorporate WIL than others. This study provides important insights into how science students in different disciplines and in different levels of their degree are prepared for the workplace. In considering how to address graduate employability through integrating WIL in university STEM coursework, this study provides evidence-based justification to initiate reflection about pedagogy. © 2021 Deakin University. All rights reserved.","Employability; Science curriculum; Workintegrated learning; Workplace learning","","","","","","","","Workforce Development Needs Survey Report, (2016); Anderson W.A., Banerjee U., Drennan C.L., Elgin S.C.R., Epstein I.R., Handelsman J., Hatfull G.F., Losick R., O'Dowd D.K., Olivera B.M., Strobel S.A., Walker G.C., Warner I.M., Changing the culture of science education at research universities, Science, 331, pp. 152-153, (2011); Beard C., Wilson J.P., Experiential learning: Best practice handbook for educators and trainers, (2006); Becher T., The significance of disciplinary differences, Studies in Higher Education, 19, 2, pp. 151-161, (1994); Becher T., Trowler P.R., Academic tribes and territories, (2001); Benjamini Y., Hochberg Y., Controlling the false discovery rate: A practical and powerful approach to multiple testing, Journal of the Royal Statistical Society SeriesB, 57, 1, pp. 289-300, (1995); Blakey E., Khachikian C., Lemus D., Increasing research requirements for tenure at teaching universities: Mission creep or mission critical?, 8, (2017); Campbell M., Russell L., Smith L., McAllister L., Tunny R., Thomson K., Barrett M., A framework for the institutional quality assurance of work integrated learning, (2019); Da Silva K.B., Fawcett R., Hunter N., Buckley P., Roberts M., Dent L., Wood D., Gannaway D., Raising the profile of teaching and learning: Scientists leading scientists, (2009); Dean B. A., Campbell M., Reshaping work-integrated learning in a post-COVID-19 world of work, IJWIL, 21, pp. 356-364, (2020); Australia's STEM workforce: A survey of employers, (2014); Edwards D., Perkins K., Pearce J., Hong J., Work integrated learning in STEM in Australian Universities, (2015); Graduate outlook 2015, (2015); Handelsman J., Ebert-May D., Beichner R., Bruns P., Chang A., DeHaan R., Gentile J., Lauffer S., Stewart J., Tilghman S.M., Wood W.B., Scientific teaching, Science, 304, 5670, pp. 521-522, (2004); Helyer R., Learning through reflection: The critical role of reflection in work-based learning (WBL), Journal of Work-Applied Management, 7, 1, pp. 15-27, (2015); Kaider F., Hains-Wesson R., Young K., Practical typology of authentic Work-Integrated Learning activities and assessments, Asia-Pacific Journal of Cooperative Education: Special Edition, 18, 2, pp. 153-165, (2017); Kay J., Ferns S., Russell L., Smith J., Winchester-Seeto T., The emerging future: Innovative models of work-integrated learning, International Journal of Work Integrated Learning, 20, 4, pp. 410-413, (2019); Krause K.-L., Vectors of change in higher education curricula, Journal of Curriculum Studies, (2020); Loomes S., Owens A., McCarthy G., Patterns of recruitment of academic leaders to Australian universities and implications for the future of higher education, Journal of High Education Policy and Management, 41, 2, pp. 137-152, (2019); Martensson K., Roxa T., Stensaker B., From quality assurance to quality practices: An investigation of strong microcultures in teaching and learning, Studies in Higher Education, 39, 4, pp. 1-12, (2012); Norton A., Cakitaki B., Mapping Australian higher education 2016, (2016); Nulty D.D., The adequacy of response rates to online and paper surveys: What can be done?, Assess & Evaluation in Higher Education, 33, 3, pp. 301-314, (2008); Australia's STEM Workforce, (2020); Oliver B., Redefining graduate employability and work integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employment, 6, 1, pp. 56-65, (2015); Orrell J., Good Practice Report: Work-integrated learning, (2011); Patrick C.-J., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The WIL (Work Integrated Learning) report: A national scoping study, (2008); Radloff A., Coates H., Doing more for learning: Enhancing engagement and outcomes: Australasian Survey of Student Engagement: Australasian Student Engagement Report, (2010); Rowland S., Gannaway D., Pedwell R., Adams P., Evans R., Bonner H., Wong K.S., Legitimising transgression: Design and delivery of a science work integrated learning program that draws on students' extant work in diverse, non-science fields, Higher Education Research and Development, 39, 2, pp. 318-331, (2020); Rowland S., Pedwell R., Lawrie G., Lovie-Toon J., Hung Y., Do we need to design course-based undergraduate research experiences for authenticity?, CBE Life Sciences Education, 15, 4, (2016); Scott F.J., Willison D., Students' reflections on an employability skills provision, Journal of Further and Higher Education, pp. 1-16, (2021); Shulman L.S., Signature pedagogies in the professions, Daedalus, 134, 3, pp. 52-59, (2005); Sin S., Reid A., Jones A., An exploration of students' conceptions of accounting work, Accounting Education, 21, 4, pp. 323-340, (2012); Small L., Shacklock K., Marchant T., Employability: A contemporary review for higher education stakeholders, Journal of Vocational Education & Training, 70, 1, pp. 148-166, (2018); Smith C.D., Evaluating the quality of work-integrated learning curricula: A comprehensive framework, Higher Education Research and Development, 31, 2, pp. 247-262, (2012); Tehan D., Job-ready graduates key driver of performance-based funding for universities, (2019); 2018 Graduate Outcomes Survey National Report, (2018); Theobald R., Freeman S., Is it the intervention or the students? Using linear regression to control for student characteristics in undergraduate STEM education research, CBE-Life Sciences Education, 13, 1, pp. 41-48, (2014); Work Integrated Learning in Universities: Final report, (2017); Wellings P., Black R., Craven G., Freshwater D., Harding S., Performance-based funding for the Commonwealth Grant Scheme, (2019); Winchester-Seeto T., Piggott L., Workplace' or workforce: What are we preparing students for?, Journal of University Teaching and Learning Practice, 17, 4, (2020); Yeo M., Boman J., Disciplinary approaches to assessment, Journal of Further and Higher Education, 43, 4, pp. 482-493, (2019)","S. Rowland; Faculty of Science and School of Chemistry and Molecular Biosciences, The University of Queensland, St Lucia, Australia; email: s.rowland1@uq.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85117524650"
"Mustapa R.F.; Rifin R.; Mahadan M.E.; Zainuddin A.","Mustapa, Rijalul Fahmi (36559810300); Rifin, Rozi (55617483100); Mahadan, Mohd Ezwan (56453253900); Zainuddin, Aznilinda (57403685200)","36559810300; 55617483100; 56453253900; 57403685200","Interactive water level control system simulator based on OMRON CX-programmer and CX-designer","2021","International Journal of Emerging Technology and Advanced Engineering","11","9","","91","99","8","5","10.46338/IJETAE0921_11","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116537913&doi=10.46338%2fIJETAE0921_11&partnerID=40&md5=bac56ba941aeb0b15ba4aba8c2a03d36","School of Electrical Engineering, College of Engineering, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang, Malaysia","Mustapa R.F., School of Electrical Engineering, College of Engineering, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang, Malaysia; Rifin R., School of Electrical Engineering, College of Engineering, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang, Malaysia; Mahadan M.E., School of Electrical Engineering, College of Engineering, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang, Malaysia; Zainuddin A., School of Electrical Engineering, College of Engineering, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang, Malaysia","Programmable Logic Controller (PLC) is an essential component in industrial automation where it acts as the backbone of the system. In line with Industrial Revolution (IR) 4.0, most industrial and manufacturing sectors move towards automation systems. Preparing university students about automation and PLC fundamental knowledge and skill is crucial before graduation, where the preoccupied knowledge will enhance graduate employability. Fulfilling this task, universities have to prepare the necessary equipment in the laboratory for teaching and learning purposes. The problem arises when certain universities with budget constraints cannot purchase the equipment for the PLC embedded system as huge costs have to be borne by universities. Thus, an alternative approach has to be taken where the main objective of this paper is to develop an interactive water level control system simulator as a substitution of the expensive automation PLC embedded system for teaching and learning purposes. OMRON software, namely CX-Programmer and CX-Designer used to design and develop an interactive water level control system simulator. In addition, the interactive water level control will be embedded with a PLC component that replicates the actual automation system laboratory equipment. Moreover, universities with a limited budget can utilize the tool for teaching and learning purposes of the PLC and automation system, which is the main contribution of this paper. © 2021 IJETAE Publication House. All rights reserved.","CX-Designer; CX-Programmer; Programmable logic controller; Simulator; Water level control system","","","","","","","","Alcacer V., Cruz-Machado V., Scanning the Industry 4.0: A Literature Review on Technologies for Manufacturing Systems, Engineering Science and Technology, an International Journal, 22, pp. 899-919, (2019); Malaysia M.o.E., Malaysia Education Blueprint 2015 - 2025 (Higher Education), (2015); Burhan I., Talib S., Azman A. A., Design and fabrication of Programmable Logic Controller Kit with multiple output module for teaching and learning purposes, 2012 IEEE 8th International Colloquium on Signal Processing and its Applications, pp. 14-18, (2012); Burhan I., Azman A. A., Talib S., Multiple input/outputs Programmable Logic Controller (PLC) module for educational applications, 2015 Innovation & Commercialization of Medical Electronic Technology Conference (ICMET), pp. 39-43, (2015); Thamrin NM., Ismail M.M., Development of virtual machine for Programmable Logic Controller (PLC) by using STEPS™ programming method, 2011 IEEE International Conference on System Engineering and Technology, pp. 138-142, (2011); Villa-Lopez F.H., Garcia-Guzman J., Enriquez J.V., Leal-Ortiz S., Ramirez A., Electropneumatic System for Industrial Automation: A Remote Experiment within a Web-Based Learning Environment, Procedia Technology, 7, pp. 198-207, (2013); Hsieh S.J., Web-based programmable logic controller learning system, 32nd Annual Frontiers in Education, pp. S2D-S2D, (2002); Sheng-Jen H., Hsieh P.Y., Dongmin Z., Web-based simulations and intelligent tutoring system for programmable logic controller, 33rd Annual Frontiers in Education, 2003. FIE 2003, (2003); del Pozo AJS, Escano J.M., de la Pena DM, Gomez-Estern F., 3D simulator of industrial systems for control education with automated assessment, IFAC Proceedings Volumes, 46, pp. 321-326, (2013); Saracin C.G., Deaconu I.D., Chirila A.I., Educational Platform Dedicated to the Study of Programmable Logic Controllers and the Human-Machine Interface, 2019 11th International Symposium on Advanced Topics in Electrical Engineering (ATEE), pp. 1-4, (2019); Navrapescu V., Chirila A., Deaconu A., Deaconu I., Educational platform for working with programmable logic controllers, 2015 9th International Symposium on Advanced Topics in Electrical Engineering (ATEE), pp. 215-220, (2015); Lucache DD., Gabor G., Dosoftei C.C., Integrated Learning in Electrical and Control Engineering Using an Educational Elevator System, 2020 International Conference and Exposition on Electrical And Power Engineering (EPE), pp. 744-748, (2020); Anuradha KBJ, Wijewardhana WMTG, Pathirana APAC, MWKN Bandaranayake A., Samarakoon SMBP, Jayasekara AGBP, Interactive Learning Platform for Programmable Logic Controllers with a Web Application, 2019 Moratuwa Engineering Research Conference (MERCon), pp. 370-375, (2019); Oladapo BI., Balogun V.A., Adeoye A.O.M., Ijagbemi C.O., Oluwole A.S., Daniyan I.A., Et al., Model design and simulation of automatic sorting machine using proximity sensor, Engineering Science and Technology, an International Journal, 19, pp. 1452-1456, (2016); Alvarez J., Diaz G., Macias M., Programming logical controllers using remote labs and virtual reality, 2019 IEEE International Conference on Engineering Veracruz (ICEV), pp. 1-4, (2019); Gavali A.B., Patil S.A., Koli AR, Technology-Based Learning system in Programmable Logic Controller Education, 2016 IEEE Eighth International Conference on Technology for Education (T4E), pp. 264-265, (2016); Palma L.B., Brito V., Rosas J., Gil P., WEB PLC simulator for ST programming, 2017 4th Experiment@International Conference (exp.at'17), pp. 303-308, (2017); Khairudin A.R.M., Abu-Samah A., Aziz N.A S., Azlan M.A.F.M., Karim M.H.A., Zian N.M., Design of Portable Industrial Automation Education Training Kit Compatible for IR 4.0, 2019 IEEE 7th Conference on Systems, Process and Control (ICSPC), pp. 38-42, (2019); Awalludin A.F.A., Monitoring and controlling double carriage elevator system using CX-designer and CX-programmer, 2015 IEEE 6th Control and System Graduate Research Colloquium (ICSGRC), pp. 151-157, (2015); ""PLC Programming Software for Use With Simatic S7-1200 Basic Panels [Online]"", (2021); ""PLC Programming Software for Use With CP1E Series and CP1L Series [Online] "", (2021); "" PLC Programming Software for Use With MELSEC IQ-F Series Programmable Controllers, MELSEC IQ-R Series [Online]"", (2021); ""PLC Programming Software for Use with OEM Machine [Online]"", (2021)","","","IJETAE Publication House","","","","","","22502459","","","","English","Int. J. Emerg. Technol. Adv. Eng.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85116537913"
"Badrakhan S.; Mbaydeen M.; Ab Yajid M.S.; Khatibi A.; Tham J.","Badrakhan, Sawsan (57222961859); Mbaydeen, Mohamd (57487849900); Ab Yajid, Mohd Shukri (57159774100); Khatibi, Ali (26435824800); Tham, Jacquline (57209180058)","57222961859; 57487849900; 57159774100; 26435824800; 57209180058","Determining the Mediating Role of Employability: Labor Market and Educational Intervention towards Higher Education Output","2021","Eurasian Journal of Educational Research","96","96","","262","280","18","0","10.14689/ejer.2021.96.16","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127019584&doi=10.14689%2fejer.2021.96.16&partnerID=40&md5=66e758eb86042a3a291542288e045af2","AL-Ahliyya Amman University, Hourani Center for Applied Scientific Research, Jordan; Management and Science University, Malaysia","Badrakhan S., AL-Ahliyya Amman University, Hourani Center for Applied Scientific Research, Jordan; Mbaydeen M., AL-Ahliyya Amman University, Hourani Center for Applied Scientific Research, Jordan; Ab Yajid M.S., Management and Science University, Malaysia; Khatibi A., Management and Science University, Malaysia; Tham J., Management and Science University, Malaysia","A country's educational system serves as the cornerstone upon which the rest of the statecraft is built. Education's means and purposes must be consistent with national objectives in to create a broad range of attainable learning outcomes. In recent years, a paradigm change has occurred, with many persons passing through the gates of institutions seeking higher education, disrupting the link between higher education and employability. While college graduates were always promised solid jobs, new variables such as interventions in the labour market have emerged in recent years due to unprecedented entries. This study evaluates the relationship between newly accepted and previously admitted variables. We then used educational intervention and higher education as independent factors and attempted to determine their effect on the labour market as the dependent variable. Employability is used as a mediator. Data were gathered via questionnaires distributed to 600 educational specialists. SPSS and Smart PLS were used to analyse the data. The findings demonstrate that higher education, as currently structured, does not complement the labour market and does not result in employability. However, no such relationship exists between educational intervention and labour market outcomes. © 2021 Ani Publishing Ltd. All rights reserved.","Educational Intervention; Employability; Higher Education Output; Labour Market","","","","","","","","Afridi T., Aqdas R., Khizar U., Kamlana B. S., Emotional intelligence as predictor of academic achievement among university students: an implication for the educational managers, Hamdard Islamicus: quarterly journal of the Hamdard National Foundation, Pakistan, 43, 2, pp. 132-142, (2020); Ali A., Khan D. M., Hussain M., Causes of teacher’s favouritism and its effects on the university students: A case study, 3, 2, pp. 371-386; Alkhaldi A. A., ESL Materials Selection: Key Principles and Suggestions, Educational Sciences: Theory & Practice, 21, 3, pp. 12-26, (2021); Alshebami A. S., Seraj A. H. A., The Antecedents of Saving Behavior and Entrepreneurial Intention of Saudi Arabia University Students, Educational Sciences: Theory & Practice, 21, 2, pp. 67-84, (2021); Altbach P. G., Reisberg L., Rumbley L. E., Trends in Global Higher Education: Tracking an Academic Revolution, (2019); Artess J., Mellors-Bourne R., Hooley T., Employability: A review of the literature 2012-2016, (2017); Aryeetey E., Kanbur S. M. R., The Economy of Ghana Sixty Years After Independence, (2017); Basal A., Toraman M., Celen K. M., ONCOLL: A quasi-experimental study on the effect of a web-based platform on teaching collocations, Eurasian Journal of Applied Linguistics, 7, 1, pp. 68-84, (2021); BHATTI M. A., ALDOSSARY M. A., Faculty Development through Training Effectiveness: Role of Training Contents, Social Support and Instrumentality, Eurasian Journal of Educational Research, 96, 96, pp. 170-181, (2021); Blackmore P., Bulaitis Z. H., Jackman A., Tan E., Employability in Higher Education: A review of practice and strategies around the world, (2016); Blazar D., Validating teacher effects on students’ attitudes and behaviors: Evidence from random assignment of teachers to students, Education Finance and Policy, 13, 3, pp. 281-309, (2018); Bowen W. G., Higher Education in the Digital Age, (2013); Bursali N., Misir H., Uncovering emerging identity performances of Turkish foreign language teaching assistants, Eurasian Journal of Applied Linguistics, 7, 1, pp. 45-67, (2021); Capstick M. K., Harrell-Williams L. M., Cockrum C. D., West S. L., Exploring the effectiveness of academic coaching for academically at-risk college students, Innovative Higher Education, 44, 3, pp. 219-231, (2019); Cavenaugh B., Giesen J. M., A systematic review of transition interventions affecting the employability of youths with visual impairments, Journal of Visual Impairment & Blindness, 106, 7, pp. 400-413, (2012); Champenois P. P., Typologie des opérations aéroportées “Du ciel au combat”, Res Militaris, 11, 2, pp. 1-4, (2021); Cotton D. R., Nash T., Kneale P., Supporting the retention of non-traditional students in Higher Education using a resilience framework, European Educational Research Journal, 16, 1, pp. 62-79, (2017); Da Wan C., Sirat M., Razak D. A., Education in Malaysia towards a developed nation, (2018); Darmi R., Albion P., English language in the Malaysian education system: Its existence and implications, Proceedings of the 3rd Malaysian Postgraduate Conference (MPC 2013), (2013); FATHI S., KASSEM A., Investigating Attitudes and Feelings Towards Volunteering: A Comparison of Arab and non-Arab students, Eurasian Journal of Educational Research, 96, 96, pp. 1-13, (2021); Fulgence K., Employability of Higher Education Institution Graduates: Exploring the influence of Entrepreneurship Education and Employability Skills Development Programmes activities in Tanzania, (2016); Guilmois C., Popa-Roch M., Clement C., Bissonnette S., Troadec B., Effective numeracy educational interventions for students from disadvantaged social background:a comparison of two teaching methods, Educational Research and Evaluation, 25, 7-8, pp. 336-356, (2019); Hazelzet E., Picco E., Houkes I., Bosma H., de Rijk A., Effectiveness of interventions to promote sustainable employability: A systematic review, International Journal of Environmental Research and Public Health, 16, 11, (2019); Hernandez-Fernaud E., Ruiz-de la Rosa C. I., Negrin F., Ramos-Sapena Y., Hernandez B., Efficacy of an intervention program to improve employability of university students, The Spanish Journal of Psychology, 20, (2017); Herrero C., Villar A., The Impact of the Crisis on the Labour Market: a new Appraisal, (2019); Hodzic S., Ripoll P., Lira E., Zenasni F., Can intervention in emotional competences increase employability prospects of unemployed adults?, Journal of Vocational Behavior, 88, pp. 28-37, (2015); Hosain M. S., Mustafi M. A. A., Parvin T., Factors affecting the employability of private university graduates: an exploratory study on Bangladeshi employers, PSU Research Review, (2021); Hussain T., Rafiq N., Malik M., Effect of Teachers’ Favouritism on Academic Sabotage: An Empirical Evidence of Elementary Education Students in Pakistan, Journal of Elementary Education, 29, 2, pp. 100-108, (2020); Ibrahim D. H. M., Mahyuddin M. Z., Youth unemployment in Malaysia: Developments and policy considerations, (2017); Kluve J., Puerto S., Robalino D., Romero J. M., Rother F., Stoeterau J., Weidenkaff F., Witte M., Interventions to improve the labour market outcomes of youth: A systematic review of training, entrepreneurship promotion, employment services and subsidized employment interventions, Campbell Systematic Reviews, 13, 1, pp. 1-288, (2017); Kovalchuk V., High education system challenges in the context of requirements of labour market and society, Scientiic letters of academic society of Michal Baludansky, pp. 88-90, (2016); McVicar D., Wooden M., Lass I., Fok Y.-K., Contingent employment and labour market pathways: bridge or trap?, European Sociological Review, 35, 1, pp. 98-115, (2019); Miller T., HIGHER EDUCATION OUTCOMES-BASED FUNDING MODELS AND ACADEMIC QUALITY, (2016); Mok K. H., Wen Z., Dale R., Employability and mobility in the valorisation of higher education qualifications: the experiences and reflections of Chinese students and graduates, Journal of Higher Education Policy and Management, 38, 3, pp. 264-281, (2016); Mok K. H., Wu A. M., Higher education, changing labour market and social mobility in the era of massification in China, Journal of Education and Work, 29, 1, pp. 77-97, (2016); Morley L., Producing new workers: Quality, equality and employability in higher education, Quality in higher education, 7, 2, pp. 131-138, (2001); Murad M., Pereira J. J., Malaysia: Environmental Health Issues, (2019); Nicolescu L., Nicolescu C., Using PLS-SEM to build an employability confidence model for higher education recipients in the field of business studies, Kybernetes, 48, 9, pp. 1965-1988, (2019); Nurul-Awanis A., Hazlina A., Yoke-May L., Zariyawati M., Malaysian education system reform: Educationists’ perspectives, Proceeding of the International Conference on Social Science, Economics and Art 2011, (2011); Okolie U. C., Nwosu H. E., Mlanga S., Graduate employability: How the higher education institutions can meet the demand of the labour market, Higher education, skills and work-based learning, 9, 4, pp. 620-636, (2019); Olssen M., Neoliberal competition in higher education today: Research, accountability and impact, A Normative Foucauldian, pp. 307-327, (2021); Passaretta G., Wolbers M. H., Temporary employment at labour market entry in Europe: Labour market dualism, transitions to secure employment and upward mobility, Economic and Industrial Democracy, 40, 2, pp. 382-408, (2019); Prokou E., The emphasis on employability and the changing role of the university in Europe, Higher Education in Europe, 33, 4, pp. 387-394, (2008); Riley-Tillman T. C., Burns M. K., Kilgus S. P., Evaluating Educational Interventions, Second Edition: Single-Case Design for Measuring Response to Intervention, (2020); Rogan M., Reynolds J., Schooling inequality, higher education and the labour market: Evidence from a graduate tracer study in the Eastern Cape, South Africa, Development Southern Africa, 33, 3, pp. 343-360, (2016); Rothwell A. T., Employability, APA handbook of career intervention, Volume 2: Applications, pp. 337-350, (2015); Sadler D. R., Three in-course assessment reforms to improve higher education learning outcomes, Assessment & Evaluation in Higher Education, 41, 7, pp. 1081-1099, (2016); Suleman F., Employability skills of higher education graduates: Little consensus on a much-discussed subject, Procedia-Social and Behavioral Sciences, 228, pp. 169-174, (2016); Suleman F., The employability skills of higher education graduates: insights into conceptual frameworks and methodological options, Higher Education, 76, 2, pp. 263-278, (2018); van Nieuwerburgh C., Coaching in education: Getting better results for students, educators, and parents, (2012); Wasko R., Efekt trzeciej osoby jako jeden z przejawów wpływu mediów na odbiorcę, Geneza i perspektywy badawcze. socialspacejournal.eu, 21, 1, pp. 159-188, (2021); Wee M. I., Ariffin F. N., Ng T. F., Shabudin A. F. A., Awareness and attitudes towards sustainable development amongst higher education students in Penang, Malaysia, Handbook of theory and practice of sustainable development in higher education, pp. 49-64, (2017); Wu J.-Y., Hughes J. N., Teacher Network of Relationships Inventory: measurement invariance of academically at-risk students across ages 6 to 15, School Psychology Quarterly, 30, 1, (2015)","J. Tham; Management and Science University, Malaysia; email: jacquline@msu.edu.my","","Ani Publishing","","","","","","1302597X","","","","English","Eurasian J. Educ. Res.","Article","Final","","Scopus","2-s2.0-85127019584"
"Christidis A.","Christidis, Angela (55607616200)","55607616200","Preparing Overseas Chinese Students to Become Successful Global Citizens","2021","Chinese Education and Society","54","3-4","","141","160","19","1","10.1080/10611932.2021.1958190","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115825430&doi=10.1080%2f10611932.2021.1958190&partnerID=40&md5=24e5a177df8ca1f66c4995b8e47a25a3","","","Recent studies indicate that the academic and social integration of overseas students in the destination country often plays a major role in their academic performance, employability outcomes and integration into the wider community. This study investigates these issues in more depth from the perspective of overseas Chinese in the Southwest UK, aiming to improve understanding of their academic, well-being and sociocultural adaptation. The results indicate that academic and social integration continue to hold a strong positive correlation as previously indicated. Other factors and barriers against integration are addressed and policies are suggested to promote integration not only within the university but also the wider community. © 2021 Taylor & Francis Group, LLC.","Academic integration; overseas Chinese; social integration","","","","","","University of Exeter Policy, Planning and Business Intelligence Team and Market Research Team","The author thanks the University of Exeter Policy, Planning and Business Intelligence Team and Market Research Team for providing the dataset for analysis and the participants in surveys, interviews and focus groups.","What does it mean to be culturally competent?, (2014); (2018); Bennett M.J., A developmental approach to training for intercultural sensitivity, International Journal of Intercultural Relations, 10, 2, pp. 179-186, (1986); Bennett M.J., Development model of intercultural sensitivity, International Encyclopaedia of Intercultural Communication, (2017); Berry J.W., Immigration, acculturation and adaptation, Applied Psychology: An International Review, 46, pp. 5-68, (1997); Berry J.W., Theories and models of acculturation, Oxford handbook of acculturation and health, pp. 15-28, (2017); Berry J.W., Acculturation, A personal journey across cultures, Elements in Psychology and Culture, (2019); Berry J.W., Acculturation: Living successfully in two cultures, International Journal of Intercultural Relations, 29, 6, pp. 697-712, (2005); Ching Y., Renes S., McMurrow S., Simpson J., Strange A.T., Challenges facing Chinese International Students studying in the United States, Education Research and Reviews, 12, 8, pp. 473-482, (2017); Devonald E., (2018); Glass C.R., Westmont C.M., Comparative effects of belonging ness on the academic success and cross-cultural interactions of domestic and international students, International Journal of Intercultural Relations, 38, pp. 106-119, (2014); Lee J., Ciftci A., Asian international students’ socio-cultural adaptation: Influence of multicultural personality, assertiveness, academic self-efficacy, and social support, International Journal of Intercultural Relations, 38, pp. 97-105, (2014); Liu C., (2018); Ngow V., Why don’t UK students make friends with those from overseas?, (2013); Ohlson J.A., Financial ratios and the probabilistic prediction of bankruptcy, Journal of Accounting Research, 18, 1, pp. 109-131, (1980); (2019); Song G., Academic and Social Integration of Chinese International Students in Italy. National Academy for Educational Research, Asia Pacific Journal of Educational Development, 2, 1, pp. 13-25, (2013); Soysal Y., Qiang L., Liu J., Faist T., Woodman S., Cebolla-Boado H., Schneider D., In search of excellence: Chinese students on the move, (2018); Spencer-Oatey H., Dauber D., Jing J., Wang L., Chinese students’ social integration into the university community: Hearing the students’ voices, Higher Education, 74, 5, pp. 739-756, (2017); Spencer-Oatey H., Dauber, Williams D.S., (2014); Spencer-Oatey H., Xiong Z., Chinese students’ psychological and sociocultural adjustments to Britain: An empirical study, Language, Culture and Curriculum, 19, 1, pp. 37-53, (2006); Tran N., Duong T., Xiao J., Sun C., The integration of international Chinese Students into local Singaporean Community, Journal of Tourism and Hospitality Management, 4, 2, pp. 73-86, (2016); Weale S., Chinese students’ applications to UK universities up by 30%, (2019); Wu B., (2014); Wu W., Hammond M., Challenges of university adjustment in the UK: A study of East Asian Master’s degree students, Journal of Further and Higher Education, 35, 3, pp. 423-438, (2011); Yuan W., Academic and cultural experiences of Chinese students at an American University: A qualitative study, Intercultural Communication Studies, 20, 1, pp. 141-157, (2011); Zhang J., Goodson P., Predictors of international students’ psychosocial adjustment to life in the United States. A systematic review, International Journal of Intercultural Relations, 35, 2, pp. 139-162, (2011); Zheng J., When east meets west: Mainland Chinese students and scholars in UK higher education institutions, Journal of International Education, 7, 3, pp. 9-15, (1997); Zhou F., Jindal-Snape D., Topping K., Todman J., Theoretical models of culture shock and adaptation in international students in higher education, Studies in Higher Education, 33, 1, pp. 63-75, (2008)","","","Routledge","","","","","","10611932","","","","English","Chin. Educ. Soc.","Article","Final","","Scopus","2-s2.0-85115825430"
"John A.; Clinton A.; Thwala W.D.","John, Aliu (57202873480); Clinton, Aigbavboa (54956705100); Thwala, Wellington Didibhuku (15728526800)","57202873480; 54956705100; 15728526800","Driving the Fourth Industrial Revolution Initiative Through University and Industry Collaborations","2021","Journal of Construction in Developing Countries","26","2","","211","230","19","2","10.21315/jcdc2021.26.2.10","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122242515&doi=10.21315%2fjcdc2021.26.2.10&partnerID=40&md5=48aa386ac19510bc05ab89a31f4e01a3","CIDB Centre of Excellence and Sustainable Human Settlement and Construction Research Centre, University of Johannesburg, Johannesburg, South Africa","John A., CIDB Centre of Excellence and Sustainable Human Settlement and Construction Research Centre, University of Johannesburg, Johannesburg, South Africa; Clinton A., CIDB Centre of Excellence and Sustainable Human Settlement and Construction Research Centre, University of Johannesburg, Johannesburg, South Africa; Thwala W.D., CIDB Centre of Excellence and Sustainable Human Settlement and Construction Research Centre, University of Johannesburg, Johannesburg, South Africa","As the world basks in the euphoria of the fourth Industrial Revolution (4IR), Africa is gearing up for this innovative age, with South Africa as one of its leading voices. One of theways of leveraging on the opportunities presented by the 4IR era is to foster collaborationsbetween universities and the construction industry (university-industry collaboration, UIC).This research article aims to determine the positive impacts of UIC on the employability ofbuilt environment graduates. A qualitative Delphi approach was adopted to validate16 factors, which were identified from literature. A total of 14 experts completed a twostageiterative Delphi study process and reached consensus on all 16 factors identified.This study found that networking activities with industry professionals, student's exposure toinnovative ideas and 4IR training programme opportunities are some of the ways throughwhich UIC can improve 4IR knowledge and employability skills among students. From theDelphi survey results, educational institutions have been placed under significant pressuresto intensify collaborations with the industry by creating avenues for students to experienceindustrial training with present-day 4IR-driven sectors such as the construction industry,which has begun the adoption of 4IR elements into its processes to improve efficiency andproductivity. Although the issue of UIC has been widely discussed in the body of knowledge,very few have incorporated the 4IR dimension as a gap, which this study aims to fill © Penerbit Universiti Sains Malaysia, 2021. This work is licensed under the terms of the Creative Commons Attribution (CC BY) (http://creativecommons.org/licenses/by/4.0/)","Built environment; Collaboration; Employability skills; Fourth industrial revolution; Pedagogy","","","","","","","","Partnership for the 4th Industrial Revolution in South Africa, (2019); Aasheim C.L., Li L., Williams S., Knowledge and skill requirements for entry-level information technology workers: A comparison of industry and academia, Journal of Information Systems Education, 20, 3, pp. 349-356, (2009); Adler M., Ziglio E., Gazing into the Oracle: The Delphi Method and its Application to Social Policy and Public Health, (1996); Agumba J., Musonda I., Experience of using Delphi method in construction health and safety research, the Seventh International Conference on Construction in the 21st Century (CITC-VII) ""Challenges in Innovation, Integration and Collaboration in Construction and Engineering"", (2013); Aigbavboa C.O., An integrated beneficiary centred satisfaction model for publicly funded housing schemes in South Africa, (2014); Aliu J., Aigbavboa C., Equipping graduates for the future: The need for higher institutions to collaborate, Industrial Engineering (IE) and Operations Management (OM), 57, 3, pp. 121-133, (2018); Alomari K.A., Gambatese J.A., Tymvios N., Risk perception comparison among construction safety professionals: Delphi perspective, Journal of Construction Engineering and Management, 144, 12, (2018); Ameyaw E.E., Hu Y., Shan M., Chan A.P., Le Y., Application of Delphi method in construction engineering and management research: a quantitative perspective, Journal of Civil Engineering and Management, 22, 8, pp. 991-1000, (2016); Andranovich G., Developing Community Participation and Consensus: The Delphi Technique, (1995); Ankrah S., Omar A.T., Universities-industry collaboration: A systematic review, Scandinavian Journal of Management, 31, 3, pp. 387-408, (2015); Bamberger Y., Tal T., Multiple outcomes of class visits to natural history museums: The students' view, Journal of Science Education and Technology, 17, 3, pp. 274-284, (2008); Belfield H., Making Industry-University Partnerships Work: Lesson from Successful Collaborations, (2012); Bozeman B., Gaughan M., Impacts of grants and contracts on academic researchers' interactions with industry, Research Policy, 36, 5, pp. 694-707, (2007); Buckley C., Delphi: A methodology for preferences more than predictions, Library Management, 16, 7, pp. 16-19, (1995); Cavalli-Sforza V., Ortolano L., Delphi forecasts of land use: Transportation interactions, Journal of Transportation Engineering, 110, 3, pp. 324-339, (1984); Dalkey N., Helmer O., An experimental application of the Delphi method to the use of experts, Journal of the Institute of Management Science, 9, 3, pp. 458-467, (1963); DeWitt J., Storksdieck M., A short review of school field trips: Key findings from the past and implications for the future, Visitor Studies, 11, 2, pp. 181-197, (2008); Dori Y.J., Tal R.T., Formal and informal collaborative projects: Engaging in industry with environmental awareness, Science Education, 84, 1, pp. 95-113, (2000); Etzkowitz H., Zhou C., The Triple Helix: University-Industry-Government Innovation and Entrepreneurship, (2017); Fayolle A., Redford D.T., Introduction: Towards more entrepreneurial universities; Myth or reality?, Handbook on the Entrepreneurial University, (2014); Green R.A., The Delphi technique in educational research, Sage Open, 4, 2, pp. 1-8, (2014); Guimon J., Promoting university-industry collaboration in developing countries, The Innovation Policy Platform, 3, pp. 12-48, (2013); Habibi A., Sarafrazi A., Izadyar S., Delphi technique theoretical framework in qualitative research, The International Journal of Engineering and Science, 3, 4, pp. 8-13, (2014); Hader M., Hader S., Delphi and cognitive psychology: An approach to the theoretical foundation of the Delphi method, ZUMA Nachrichten, 19, 37, pp. 8-34, (1995); Hallowell M.R., Gambatese J.A., Qualitative research: Application of the Delphi method to CEM research, Journal of Construction Engineering and Management, 136, 1, pp. 99-107, (2010); Hallowell M., Esmaeili B., Chinowsky P., Safety risk interactions among highway construction work tasks, Construction Management and Economics, 29, 4, pp. 417-429, (2011); Hanapi Z., Mamat A.B., Zulkifli R.M., Sharif M.S., Hasnan K.A., Development of employability skills measurement model among engineering graduates of community college using Delphi technique and confirmatory factor analysis, Advanced Science Letters, 24, 4, pp. 2660-2664, (2018); Hariharasudan A., Kot S., A scoping review on Digital English and Education 4.0 for industry 4.0, Social Sciences, 7, 11, (2018); Holey E.A., Feeley J.L., Dixon J., Whittaker V.J., An exploration of the use of simple statistics to measure consensus and stability in Delphi studies, BMC Medical Research Methodology, 7, (2007); Hussin A.A., Education 4.0 made simple: Ideas for teaching, International Journal of Education and Literacy Studies, 6, 3, pp. 92-98, (2018); Hyland T., Vocational Studies, Lifelong Learning and Social Values: Investigating Education, Training and NVQs Under the New Deal, (2019); Ivascu L., Cirjaliu B., Draghici A., Business model for the university-industry collaboration in open innovation, Procedia Economics and Finance, 39, pp. 674-678, (2016); Kamp A., Milke M., Times of Change in the Engineering Industry: Practising Engineers, Undergraduate Students and Mentoring, (2019); Lawson R., Papadopoulos T., Taylor T., Fallshaw E., Zanko M., Professional learning in the business curriculum: Engaging industry, academics and students, Asian Social Science, 7, 4, pp. 61-68, (2011); Leung L., Validity, reliability, and generalizability in qualitative research, Journal of Family Medicine and Primary Care, 4, 3, pp. 324-327, (2015); Leydesdorff L., The triple helix of university-industry-government relations, Encyclopedia of Creativity, Innovation, and Entrepreneurship, (2013); Link A.N., Siegel D.S., Bozeman B., An empirical analysis of the propensity of academics to engage in formal university technology transfer, Universities and the Entrepreneurial Ecosystem, pp. 97-111, (2017); Lundberg J., Tomson G., Lundkvist I., Skar J., Brommels M., Collaboration uncovered: Exploring the adequacy of measuring university-industry collaboration through co-authorship and funding, Scientometrics, 69, 3, pp. 575-589, (2006); Marotta D., Mark M., Blom A., Thorn K., Human Capital and University-Industry Linkages' Role in Fostering Firm Innovation: An Empirical Study of Chile and Colombia, (2007); Mei X.Y., Gaps in tourism education and workforce needs: Attracting and educating the right people, Current Issues in Tourism, 22, 12, pp. 1400-1404, (2019); Nyawo J.C., Mashau P., An evaluation of the role of the cultural-heritage industry in the economy of South Africa, African Journal of Hospitality, Tourism and Leisure, 8, 5, pp. 1-13, (2019); Phillips R., New Applications for the Delphi Technique, (2000); Plutino A., Anything can happen out there: A holistic approach to field trips, Innovative Language Teaching and Learning at University: Enhancing Participation and Collaboration, pp. 113-120, (2016); Pouratashi M., Zamani A., University and graduates employability: Academics' views regarding university activities (the case of Iran), Higher Education, Skills and Work-Based Learning, 9, 3, pp. 290-304, (2019); Ramaphosa C., Address by President Cyril Ramaphosa to the 1st South African Digital Economy Summit, (2019); Rayens M.K., Hahn E.J., Building consensus using the policy Delphi method, Policy, Politics and Nursing Practice, 1, 4, pp. 308-315, (2000); Rinaldi C., Cavicchi A., Spigarelli F., Lacche L., Rubens A., Universities and smart specialisation strategy: From third mission to sustainable development co-creation, International Journal of Sustainability in Higher Education, 19, 1, pp. 67-84, (2018); Roberts P.J., Kozlowski R.Z., Open day review: Bridging the gap between academia and industry, Drug Discovery Today, 6, 1, pp. 19-20, (2001); Rogers M.R., Lopez E.C., Identifying critical cross-cultural school psychology competencies, Journal of School Psychology, 40, 2, pp. 115-141, (2002); Sarantakos S., Social Research, (2005); Short F., Lloyd T., Taking the student to the world: Teaching sensitive issues using field trips, Psychology Teaching Review, 23, 1, pp. 49-55, (2017); Skulmoski G.J., Hartman F.T., Krahn J., The Delphi method for graduate research, Journal of Information Technology Education: Research, 6, 1, pp. 1-21, (2007); Stitt-Gohdes W.L., Crews T.B., The Delphi technique: A research strategy for career and technical education, Journal of Career and Technical Education, 20, 2, pp. 55-67, (2004); Tengan C., Aigbavboa C., Validating factors influencing monitoring and evaluation in the Ghanaian construction industry: A Delphi study approach, International Journal of Construction Management, 10, 2, pp. 1-12, (2018); Tseng F.C., Huang M.H., Chen D.Z., Factors of university–industry collaboration affecting university innovation performance, The Journal of Technology Transfer, 45, pp. 560-577, (2018); Wu Y., Welch E.W., Huang W.L., Commercialization of university inventions: Individual and institutional factors affecting licensing of university patents, Technovation, 36–37, pp. 12-25, (2015)","A. John; CIDB Centre of Excellence and Sustainable Human Settlement and Construction Research Centre, University of Johannesburg, Johannesburg, South Africa; email: Ajseries77@gmail.com","","Penerbit Universiti Sains Malaysia","","","","","","18236499","","","","English","J. Constr. Dev. Ctries.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85122242515"
"Vermeulen J.; Vivilaki V.G.","Vermeulen, Joeri (37118072400); Vivilaki, Victoria G. (24081650400)","37118072400; 24081650400","A value-based philosophy debate on academic midwifery education in Europe","2021","European Journal of Midwifery","5","November","55","","","","5","10.18332/EJM/143528","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124940807&doi=10.18332%2fEJM%2f143528&partnerID=40&md5=199d9c3195cba66b530dd6cbfaa10adf","Department Health Care, Brussels Centre for Healthcare Innovation, Erasmus Brussels and Arts, Brussels, Belgium; Faculty of Medicine and Pharmacy, Department of Public Health, Biostatistics and Medical Universiteit Brussel, Brussels, Belgium; Department of Midwifery, School of Health and Care Sciences, University of West Attica, Athens, Greece","Vermeulen J., Department Health Care, Brussels Centre for Healthcare Innovation, Erasmus Brussels and Arts, Brussels, Belgium, Faculty of Medicine and Pharmacy, Department of Public Health, Biostatistics and Medical Universiteit Brussel, Brussels, Belgium; Vivilaki V.G., Department of Midwifery, School of Health and Care Sciences, University of West Attica, Athens, Greece","Background Worldwide midwifery educators are passionate about educating the next generation of midwives and prepare them to contribute to public health and the midwifery profession. A redesign and transformation of midwifery education may be needed, focusing on the longterm impact on mothers, families and communities. To meet these challenges, midwifery students are expected to acquire competences in all fields of midwifery according to both national and European legislation and the International Confederation of Midwives (ICM) Global Standards for midwifery education1. The landscape of Higher Education initiated a transparent and easily comparable system of academic degrees in Europe. In 1999, an educational system in three cycles was established (Bachelor’s, Master’s and Doctorate level), by the so called Bologna process2. In recent years, midwifery educational reforms shifted from vocational training to academic education in Europe, which enhanced opportunities for mobility, employability and research. A recent study (2019) confirmed that, in most European countries, midwifery education took place at university (19 at Bachelor’s and in seven at Master’s level). Only four countries still offered vocational diploma level programs3. Nevertheless, midwives from different countries have uneven levels of proﬁciency, scope of practice, and education. While variation exists, some countries face challenges operating in a European context where midwifery is regulated, measured and documented in a similar way enabling comparison and impact4. © 2021 Vermeulen J. and Vivilaki V. G. This is an Open Access article distributed under the terms of the Creative Commons Attribution NonCommercial 4.0 International License","Academic degree; Competence; Educationalstandards; Midwifery education; Midwiferystudents","","","","","","","","International Confederation of Midwives. ICM GLOBAL STANDARDS FOR MIDWIFERY EDUCATION (REVISED 2021), (2021); Hermansson E, Martensson LB., The evolution of midwifery education at the master's level: a study of Swedish midwifery education programmes after the implementation of the Bologna process, Nurse Educ Today, 33, 8, pp. 866-872, (2013); Vermeulen J, Luyben A, O'Connell R, Gillen P, Escuriet R, Fleming V., Failure or progress?: The current state of the professionalisation of midwifery in Europe, Eur J Midwifery, 3, 22, pp. 1-9, (2019); Fleming V, Pehlke-Milde Hebamme J, Davies S, Zaksek T., Developing and validating scenarios to compare midwives' knowledge and skills with the International Confederation of Midwives' essential competencies in four European countries, Midwifery, 27, 6, pp. 854-860, (2011); Luyben AG, Wijnen HA, Oblasser C, Perrenoud P, Gross MM., The current state of midwifery and development of midwifery research in four European countries, Midwifery, 29, 5, pp. 417-424, (2013); Bogren M, Ndela B, Toko C, Berg M., Midwifery education, regulation and association in the Democratic Republic of Congo (DRC) - current state and challenges, Glob Health Action, 13, 1, (2020); Fullerton JT, Johnson PG, Thompson JB, Vivio D., Quality considerations in midwifery pre-service education: exemplars from Africa, Midwifery, 27, 3, pp. 308-315, (2011); Midwifery educator core competencies: building capacities of midwifery educators, (2014); Vermeulen J, Luyben A, Jokinen M, Matintupa E, O'Connell R, Bick D., Establishing a Europe-wide foundation for high quality midwifery education: The role of the European Midwives Association (EMA), Midwifery, 64, pp. 128-131, (2018); Schytt E, Waldenstrom U., How well does midwifery education prepare for clinical practice? Exploring the views of Swedish students, midwives and obstetricians, Midwifery, 29, 2, pp. 102-109, (2013); CURRICULUM MAPPING TOOL, CONCORDANCE OF MIDWIFERY CURRICULUM WITH ICM: Essential Competencies for Basic Midwifery Practice, (2013); Vermeulen J, Vandelannoote I, Fobelets M, De Clercq G, Beeckman K., An integrative educational model aiming to improve student midwives’ readiness for practice in Brussels, Belgium, Eur J Obstet Gynecol Reprod Biol, 234, (2019); Buring SM, Bhushan A, Broeseker A, Et al., Interprofessional education: definitions, student competencies, and guidelines for implementation, Am J Pharm Educ, 73, 4, (2009); Darlow B, Coleman K, McKinlay E, Et al., The positive impact of interprofessional education: a controlled trial to evaluate a programme for health professional students, BMC Med Educ, 15, (2015)","J. Vermeulen; Department Health Care, Brussels Centre for Healthcare Innovation, Erasmus Brussels and Arts, Brussels, Belgium; email: joeri.vermeulen@ehb.","","European Publishing","","","","","","25852906","","","","English","Eur. J. Midwifery.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85124940807"
"Cornish C.","Cornish, Carlene (57194273076)","57194273076","The paradox of BKSB assessments and functional skills: the experiences of ‘disengaged’ youth on an employability course in a further education college","2021","Journal of Further and Higher Education","45","10","","1411","1423","12","1","10.1080/0309877X.2021.1945001","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109004846&doi=10.1080%2f0309877X.2021.1945001&partnerID=40&md5=c28b23e0a53a2c340a9f2125416e137c","School of Social Work, University of East Anglia, Norwich, United Kingdom","Cornish C., School of Social Work, University of East Anglia, Norwich, United Kingdom","Self-governance and responsibilisation are integral to Basic Key Skills Builder (BKSB) assessments and Functional Skills qualifications. However, very little is known of its neoliberalist effects and the governance practices of tutors teaching disengaged youth taking Functional Skills as part of the overall employability certificate. Adopting a case study approach within a large further education (FE) college, qualitative research was conducted over two academic years (2013–2015) with tutors and students enrolled on the Level 1 Achieving Skills Course, an employability course designed as a Raising of Participation Age (RPA) re-engagement provision to engage former NEET and disengaged youth in FE. Drawing on Foucault’s theory of governmentality for analysis, key empirical findings revealed chaos, controversy and contradictions inasmuch as exposing the problematic ways in which course tutors implemented BKSB assessments and Functional Skills. Evidently, BKSB and Functional Skills operated as powerful, governance mechanisms of management ordering students according to their capabilities whilst simultaneously bringing students face-to-face with their individual shortcomings. The paper concludes that although in principle the participants were positioned in a setting which could ideally offer them a through-way from pre-vocational studies to university or apprenticeships, in actual reality this opportunity was not granted for many participants. This was exacerbated by the fact that this qualification held lowered academic status. It is on this basis that I argue for a revamp and restructure of the educational framework so that it integrates and position pre-vocational courses as the first formal rung of qualifications. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","BKSB; disengaged youth; employability; Functional skills; further education; neoliberalism","","","","","","","","Allen M., Ainley P., Lost Generation? New Strategies for Youth and Education, (2010); Atkins L., Invisible Students, Impossible Dreams: Experiencing Vocational Education 14-19, (2009); Atkins L., Researching ‘With’, Not ‘On’: Engaging Marginalised Learners in the Research Process, Research in Post-Compulsory Education, 18, 1-2, pp. 143-158, (2013); Ayry D., Jacobs L., Sorensen C., Razavieh A., Introduction to Research in Education, (2010); Babbie E., The Practice of Social Research, (2012); Berg B., Qualitative Research Methods for the Social Sciences, (2004); Bourdieu P., The School as a Conservative Force: Scholastic and Cultural Inequalities, (1974); Bynner J., Participation and Progression: Use of Birth Cohort Study Data in Illuminating the Role of Basic Skills and Other Factors, (2004); Coffield F., Edward S., Finlay I., Hodgson A., Steer R., Spours K., Improving Learning, Skills and Inclusion: The Impact of Policy on Post-compulsory Education, (2008); Cornish C., Educated or Warehoused? The Educational Experiences of Former NEET and So-called Disengaged Youth in a Further Education (FE) College in England, European Journal of Multidisciplinary Studies, 6, (2017); Cornish C., ‘Keep Them Students Busy’: ‘Warehoused’ or Taught Skills to Achieve?, Research in Post-Compulsory Education, 23, 1, pp. 100-117, (2018); Cornish C., Student Welfare: Complexity, Dilemmas and Contradictions, Research in Post-Compulsory Education, 24, 2-3, pp. 173-184, (2019); The Future of Higher Education, (2003); 14-19 Curriculum and Qualifications Reform Interim Report, (2004); Raising the Participation Age (RPA) Regulations: Government Response to Consultation and Plans for Implementation, (2012); (2008); Making a European Area of Lifelong Learning a Reality, (2007); Exley S., Ball S., Neo-liberalism and English Education, Neo-Liberal Educational Reforms: A Critical Analysis, (2014); Fejes A., What’s the Use of Foucault in Research on Lifelong Learning and Post-compulsory Education: A Review of Four Academic Journals, Studies in the Education of Adults, 40, 1, pp. 7-23, (2008); Foucault M., The History of Sexuality, 1, (1978); Foucault M., Governmentality, The Foucault Effect: Studies in Governmentality, pp. 87-104, (1991); Glaser B., Strauss A., The Discovery of Grounded Theory: Strategies for Qualitative Research, (1967); UK Strategy for Outward Mobility, (2013); Lincoln Y.S., Guba E.G., Naturalistic Inquiry, (1985); Young People in the Labour Market, (2014); Russell L., Simmons R., Thompson R., Ordinary Lives: An Ethnographic Study of Young People on Entry to Employment Programmes, Journal of Education and Work, 24, 5, pp. 477-499, (2011); Simmons R., Raising the Age of Compulsory Education in England: A NEET Solution?, British Journal of Educational Studies, 56, 4, pp. 420-439, (2008); Simmons R., Thompson R., NEET Young People and Training for Work: Learning on the Margins, (2011); Simmons R., Thompson R., (2009); Standing G., The Precariat: The New Dangerous Class, (2011); Tomlinson S., Ignorant Yobs? Low Attainers in a Global Knowledge Economy, (2013); Wolf A., Review of Vocational Education#x3A; the Wolf Report, (2011)","C. Cornish; School of Social Work, University of East Anglia, Norwich, Room 1.06, Elizabeth Fry Building, Norwich Research Park, NR4 7TJ, United Kingdom; email: C.Cornish@uea.ac.uk","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85109004846"
"Bennett S.J.; Low S.G.","Bennett, Sarita Jane (7403105644); Low, Susan Gai (57541137300)","7403105644; 57541137300","The Value of Student-led Field Trials for Agronomic Industry Training","2021","International Journal of Innovation in Science and Mathematics Education","29","4","","22","29","7","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129388489&partnerID=40&md5=84e1eb3cc948ea6f433f34b072f02deb","School of Molecular and Life Science, Curtin University, Perth, 6845, WA, Australia","Bennett S.J., School of Molecular and Life Science, Curtin University, Perth, 6845, WA, Australia; Low S.G., School of Molecular and Life Science, Curtin University, Perth, 6845, WA, Australia","Maximising student employability on graduation by ensuring they have the discipline knowledge as well as the ‘soft skills’ required by employers is an important focus of university courses. Following completion of an Agribusiness or Agricultural Science degree, many students enter the workforce in industries where they are required to run their own field trials to test new products or varieties, or to research agronomic best practise. One of the approaches highlighted in this paper is to incorporate Work Integrated Learning (WIL), including authentic assessment, into unit learning outcomes where the practical component of a unit is focused on developing industry required skills, such as field trial management, data collection, analysis and report writing, as well as embedding core discipline knowledge. Students, working in small groups, are required to run their own research field trial over a semester, having been guided to develop their research question based on a current industry issue on a presown crop, identify the measurements required to answer the question, and then plan their semester. At the end of the semester, the students present their work to the class and submit a conference-style research paper. Success is measured in relation to a clear hypothesis, measurements and analysis that addresses their hypothesis, and results related to the industry issue. Anecdotal feedback from students is that they enjoy the experience and responsibility of running their own trials, are able to add a skill to their curriculum vitae, and have increased confidence in their ability when entering the industry. The aim of this paper is to present an example of unit-level WIL, including authentic assessment that contains the application of discipline skills in crop science. © 2021","agriculture; cropping; employability; industry-ready graduates; Work-integrated learning","","","","","","NSW; University of New England, UNE","This paper was initially presented at the Agricultural Education Symposium, December 2019 at the University of New England, NSW. The authors would like to thank the organisers for the opportunity to present the paper and to receive critical feedback. Thank you to anonymous reviewers for helpful comments that have improved the quality of this manuscript.","WIL Guide for Science (Good Practice), (2021); Acuna T. B., Able A. J., Bobbi P., New standards to align agriculture education with industry expectations [online], Agricultural Science, 27, 1, pp. 71-73, (2015); Anderson L. W., Krathwohl D. R., Airasian P. W., Cruikshank K. A., Mayer R. E., Pintrich P. R., Wittrock M. C., A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, (2001); Andrews J., Higson H., Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Bauerle T. L., Park T. D., Experiential Learning Enhances Student Knowledge Retention in the Plant Sciences, Horttechnology, 22, 5, pp. 715-718, (2012); Bennett S. J., Lee R. C., Sharma A., Management of field peas to reduce ascochyta blight and maximise yield, (2019); Botwright Acuna T., Able A. J., Good Practise Guide: Threshold Learning Outcomes for Agriculture, (2016); Botwright Acuna T., Kelder J.-A., Able A. J., Guisard Y., Bellotti W. D., McDonald G., Meinke H., Academic, industry and student perspectives on the inclusion of ‘vocational knowledge’ in a Learning and Teaching Academic Standards Statement for Agriculture, Journal of Learning Design, 7, pp. 1-15, (2014); Botwright Acuna T. L., Able A., Kelder J., Bobbi P., Guisard Y., Bellotti W., Meinke H., Learning and Teaching Academic Standards Statement for Agriculture, (2014); Dresner M., de Rivera C., Fuccillo K. K., Chang H., Improving Higher-Order Thinking and Knowledge Retention in Environmental Science Teaching, BioScience, 64, 1, pp. 40-48, (2013); Johnson E. D., Rice J., Varsavsky C., Holdsworth J., Ward J., Skelly D., Aughterson J., Successful WIL in Science, (2019); Jones J., Collins M. J., Loveys B. R., Riggs K. M., Threshold Learning Outcome 4: Communication, Good Practice Guide: Threshold Learning Outcomes for Agriculture, (2016); Kirkup L., Inquiry-oriented learning in science: Transforming practice through forging new partnerships and perspectives, (2013); Kirkup L., Johnson L., Threshold Learning Outcome 3: Inquiry and problem-solving, Good Practise Guide (Science), (2013); Lamont G. E., Bennett S. J., Lesion and sclerotia development in four pulse species when inoculated with different isolates of Sclerotinia sclerotiorum, (2019); Loveys B. R., Riggs K. M., Able A. J., Threshold Learning Outcome 2: Knowledge of Agriculture, Good Practice Guide: Threshold Learning Outcomes for Agriculture, (2016); Low S. G., Bennett S. J., Threshold Learning Outcome 3: Inquiry and problem-solving, Good Practice Guide: Threshold Learning Outcomes for Agriculture, (2016); Low S. G., Bennett S. J., Case Study: Curtin Agribusiness Industry Experience (CAIE) Program, (2018); McQuaid R. W., Lindsay C., The Concept of Employability, Urban Studies (Routledge), 42, 2, pp. 197-219, (2005); McSweeney P., Rayner J., Developments in Australian agricultural and related education, Journal of Higher Education Policy and Management, 33, 4, pp. 415-425, (2011); Meyer J. H., Land R., Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning, Higher Education, 49, 3, pp. 373-388, (2005); RStudio: Integrated Development for R, (2019); Tertiary Education Quality and Standards Agency, (2016); Swaffield S., Getting to the heart of authentic Assessmentfor Learning, Assessment in Education: Principles, Policy & Practice, 18, 4, pp. 433-449, (2011); Suleman F., The employability skills of higher education graduates: insights into conceptual frameworks and methodological options, Higher Education, 76, 2, pp. 263-278, (2018); Volkov A., Volkov M., Teamwork benefits in tertiary education, Education + training, 57, 3, pp. 262-278, (2015); Yorke M., Employability in Higher Education: What It Is-What It Is Not. Learning & Employability Series 1, (2006); Zadoks J. C., Chang T. T., Konzak C. F., A decimal code for the growth stages of cereals, Weed research, 14, 6, pp. 415-421, (1974)","S.J. Bennett; School of Molecular and Life Science, Curtin University, Perth, 6845, Australia; email: sarita.bennett@curtin.edu.au","","Institute for Innovation in Science and Mathematics Education, The University of Sydney","","","","","","22004270","","","","English","Int. J. Inn. Sci. Math. Educ.","Article","Final","","Scopus","2-s2.0-85129388489"
"Martins S.; Lopes I.C.; Carvalho M.","Martins, Susana (57214993243); Lopes, Isabel Cristina (56661901600); Carvalho, Milena (57215715574)","57214993243; 56661901600; 57215715574","Perceptions of the Skills of Graduates in the Library and Information Science and Technology Degree of P. Porto, Portugal: A Statistical Data Analysis of the Alignment Between Students, Teachers, and Employers","2021","Evidence Based Library and Information Practice","16","3","","46","66","20","0","10.18438/eblip29944","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116002194&doi=10.18438%2feblip29944&partnerID=40&md5=1c846e7be56f85e6b5bce44be1ce7f1f","Library and Information Science and Technology, Porto Accounting and Business School (ISCAP) of Polytechnic of Porto, Porto,Sao Mamede Infesta, Portugal","Martins S., Library and Information Science and Technology, Porto Accounting and Business School (ISCAP) of Polytechnic of Porto, Porto,Sao Mamede Infesta, Portugal; Lopes I.C., Library and Information Science and Technology, Porto Accounting and Business School (ISCAP) of Polytechnic of Porto, Porto,Sao Mamede Infesta, Portugal; Carvalho M., Library and Information Science and Technology, Porto Accounting and Business School (ISCAP) of Polytechnic of Porto, Porto,Sao Mamede Infesta, Portugal","Objective – The objective of this research was to identify the four professional competences of graduates in Library and Information Sciences and Technologies (LIST) considered most pertinent, from the points of view of students, teachers, and employers. We also sought to compare the perceptions of the different groups. The study was based on the premise that alignment of these perceptions may enhance the employability of LIST graduates. Methods – A questionnaire, used and validated by Arias-Coello et al. (2014), was further translated by Martins and Carvalho (2018). The questionnaire consisted of a set of questions regarding four dimensions: Information Management; Communication and Interpersonal Relationships; Domain and Application of Information Technologies; Organization Management. We sent the survey by email to the target audience; it was available to complete in April and May 2018. Data analysis included calculating mean and standard deviation, as well as Shapiro Wilk normality tests, statistical tests for multiple comparisons, ANOVA, Kruskal Wallis test, Friedman test, Wilcoxon test, and Pearson's correlation. Results – In relation to certain dimensions, one could think that age would be a determining factor, but this has not been proved. In fact, results showed that age is not a factor that influenced the importance attributed to different competences in the several dimensions. The respondents' academic degrees and areas of knowledge were linked to significant differences transversally. The Kruskal Wallis test indicated that students, teachers, and employers perceived the importance of Information and Communication Technologies (ICT) skills equally. As for the other competences, overall there were significant differences between students and employers, and there were significant differences between students and teachers regarding the perceived importance of organization management skills. There were also significant differences between teachers, students, and employers regarding the perceived importance of communication skills. We also found that responses within the teacher group had less dispersion of answers, therefore there was greater internal agreement. The opposite occurred in the employer group. Conclusion – The differences detected in the perception of the different groups were minor. However, it is necessary to create initiatives for the alignment of the perceptions of students and employers, because if all groups have the same perception, they will develop and value the same skills, responding to the needs of the labor market, thus promoting the employability of LIST graduates. The inclusion of a curricular internship, even one of short duration, in the first year of the degree could also be a way of endeavoring to bring together the expectations of both groups. These suggestions are part of a proposal to change and update the study plan and enhance the performance of course management. © 2021,Evidence Based Library and Information Practice.All Rights Reserved","","","","","","","","","Amaral A., Bolonha, o Ensino Superior e a competitividade económica, O Processo de Bolonha e a formação dos educadores e professores portugueses, pp. 35-45, (2005); Arias-Coello A., Simon-Blas C., Simon-Martin J., Competencias profesionales de los postgraduados en el Máster de Gestión de la Documentación, Bibliotecas y Archivos desde la perspectiva de empleadores, estudiantes y professores. [Professional Skills of Post-Graduates in the Master in Documentation, Libraries and Archives Management from the Perspective of Employers, Students and Teachers, Revista Española de Documentación Científica, 37, 3, (2014); Carvalho M., Estudo da mediação e do uso da informação nos Arquivos Distritais, (2014); Recomendação da Comissão Europeia sobre literacia mediática no ambiente digital para uma indústria audiovisual e de conteúdos mais competitiva e uma sociedade do conhecimento inclusiva, Jornal Oficial da União Europeia, (2009); Euro-referencial D, (2005); Employability in the Bologna Process; Kumar B., Employability of library and information science graduates: Competencies expected versus taught— A case study, DESIDOC Journal of Library & Information Technology, 30, 5, pp. 74-82, (2010); Martins S., Tecnologias de informação, literacia e bibliotecas do ensino superior da área Metropolitana do Porto, (2015); Martins S., Carvalho M., Professional skills of the graduates in library and information sciences and technology from the point of view of the potential employers, students and professors, EDULEARN18 Proceedings, pp. 2814-2820, (2018); Morgado J. C., Processo de Bolonha e ensino superior num mundo globalizado, Educação & Sociedade, 30, 106, pp. 37-62, (2009); Ochoa P., Pinto L.G., Observar a profissão: Fundamentos, metodologias e práticas, A imagem das competências dos profissionais de Informação-Documentação: relatório, pp. 29-59, (2006); Pradhan S., Study of employability and needed skills for LIS graduates, DESIDOC Journal of Library & Information Technology, 35, 2, pp. 106-112, (2015); Ribeiro F., A formação dos profissionais de informação na Universidade do Porto: Um modelo teórico-prático inovador assente numa perspectiva integrada, (2008); Ribeiro F., Silva A. M., Formação, perfil e competências do profissional da Informação, Actas do Congresso Nacional de Bibliotecários, Arquivistas e Documentalistas, 8, (2004)","S. Martins; Library and Information Science and Technology, Porto Accounting and Business School (ISCAP) of Polytechnic of Porto, Porto,Sao Mamede Infesta, Portugal; email: susanamartins@iscap.ipp.pt","","University of Alberta","","","","","","1715720X","","","","English","Evid. Based Libr. Inf. Pract.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85116002194"
"Almeida F.L.; Santos J.D.","Almeida, Fernando Luís (36599853700); Santos, José Duarte (57104249700)","36599853700; 57104249700","Perceptions and role of university spin-offs on the employment of young graduates","2021","International Journal of Entrepreneurship and Innovation Management","25","4-5","","279","302","23","0","10.1504/IJEIM.2021.119177","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120942123&doi=10.1504%2fIJEIM.2021.119177&partnerID=40&md5=f58706c0fefe3c227fe4fc2b93ed661d","Inesc Tec and ISPGaya, University of Porto, Rua Dr. Roberto Frias s/n, Porto, 4200-465, Portugal; School of Accounting and Administration, Polytechnic Institute of Porto, R. Jaime Lopes Amorim s/n, Matosinhos, 4465-004, Portugal","Almeida F.L., Inesc Tec and ISPGaya, University of Porto, Rua Dr. Roberto Frias s/n, Porto, 4200-465, Portugal; Santos J.D., School of Accounting and Administration, Polytechnic Institute of Porto, R. Jaime Lopes Amorim s/n, Matosinhos, 4465-004, Portugal","This study intends to characterise and analyse the role that university spin-offs play in the employability of recent graduates and their function in opposing youth unemployment. For that purpose, this study uses empirical data from Portugal to analyse the evolution of the population with higher education levels, the evolution of the unemployment rate and the geographical distribution of university spin-offs. Additionally, a survey was adopted to collect data from 117 Portuguese university spin-offs to identify the main advantages and difficulties in hiring young graduates. The results indicate that the number of young graduates in these companies is small, representing only 11.8% of their total employees. The main advantages of hiring young graduates include their learning ability and new knowledge brought from abroad. By contrast, the main difficulties are their low capacity in dealing with pressure, low autonomy, and difficulties in taking responsibilities. © 2021 Inderscience Enterprises Ltd.. All rights reserved.","Employment; Entrepreneurship; Graduate employability; Higher education; University spin-off","","","","","","European Regional Development Fund, ERDF","The convergence objectives of the European Regional Development Fund (ERDF) (Articles 4–6) specifically rely upon “promoting entrepreneurship by facilitating the economic exploitation of new ideas, and by fostering the creation of new firms by appropriate tertiary education and research institutions and existing firms”. The European Social Fund (FSE) further expects to be used “to promote entrepreneurship, innovation and business start-ups” (Article 3). The Competitiveness and Innovation Program (CIP) was developed to encourage “entrepreneurial risk and reward, in particular for young entrepreneurs” as well as “a business environment favorable to innovation, enterprise development, and growth” and “the creation and transfer of enterprises”.","Independent Assessment of Portuguese Collaboration with US Universities in Research and Education, (2012); Astebro T., Bernhardt I., Start-up financing, owner characteristics, and survival, Journal of Economics & Business, 55, 4, pp. 303-319, (2003); Bassi N., Silva C., Santoyo A., Technology transfer: An interdisciplinary process, European Scientific Journal, 2, 5, pp. 314-324, (2015); Birley S., Universities, academics, and spinout companies: Lessons from imperial, International Journal of Entrepreneurship Education, 1, 1, pp. 1-21, (2002); Bradley S., Hayter C., Link A., Models and methods of university technology transfer, Foundations and Trends in Entrepreneurship, 9, 6, pp. 571-650, (2013); Brockmann M., Clarke L., Winch C., Knowledge, Skills and Competence in the European Labour Market: What's in a Vocational Qualification?, (2011); Cetindamar D., A new role for universities: Technology transfer for social innovations, Proceedings of PICMET'16: Technology Management for Social Innovation, pp. 290-295, (2016); Cho E., Kim S., Cronbach's coefficient alpha: well known but poorly understood, Organizational Research Methods, 18, 2, pp. 207-230, (2014); Conceicao O., Faria A., Fontes M., Regional variation of academic spinoffs formation, The Journal of Technology Transfer, 42, 3, pp. 654-675, (2017); Conceicao O., Fontes M., Calapez T., The commercialisation decisions of research-based spin-off: Targeting the market for technologies, Technovation, 32, 1, pp. 43-56, (2012); Inovação, Conhecimento e Valor, (2015); Dahlstrand A., Stevenson L., Innovative entrepreneurship policy: Linking innovation and entrepreneurship in a European context, Annals of Innovation & Entrepreneurship, 1, 1, pp. 1-15, (2010); De Cleyn S., Braet J., Research valorisation through spin-off ventures: Integration of existing concepts and typologies, World Review of Entrepreneurship, Management and Sustainable Development, 5, 4, pp. 325-352, (2007); Ebner A., Entrepreneurship and economic development: From classical political economy to economic sociology, Journal of Economic Studies, 32, 3, pp. 256-274, (2005); Ensley M., Hmieleski K., A comparative study of new venture top management team composition, dynamics and performance between university based and independent start-ups, Research Policy, 34, 7, pp. 1091-1105, (2005); The Entrepreneurship 2020 Action Plan, (2017); Partnership Agreement Portugal, (2014); Fackler D., Schnabel C., Schumcker A., Spin-offs in Germany: Characteristics, survival, and the role of their parents, Small Business Economics, 46, 1, pp. 93-114, (2016); Fini R., Grimaldi R., Santoni S., Sobrero M., Complements or substitutes? The role of universities and local context in supporting the creation of academic spin-offs, Research Policy, 40, 8, pp. 1113-1127, (2011); Fontes M., The process of transformation of scientific and technological knowledge into economic value conducted by biotechnology spin-offs, Technovation, 25, 4, pp. 339-347, (2005); Fricker R., Schonlau M., Advantages and disadvantages of Internet research surveys: Evidence from the literature, Field Methods, 14, 4, pp. 347-367, (2002); Friedman J., Silberman J., University technology transfer: Do incentives, management, and location matter?, The Journal of Technology Transfer, 28, 1, pp. 17-30, (2003); Structural Funds 2014-2020 in Portugal, (2014); Hogg R., Tanis E., Zimmerman D., Probability and Statistical Inference, (2014); Libaers D., Meyer M., Geuna A., The role of university spinout companies in an emerging technology: The case of nanotechnology, Journal of Technology Transfer, 31, 4, pp. 443-450, (2006); Muller K., Academic spin-offs transfer speed: Analyzing the time from leaving university to venture, Research Policy, 39, 2, pp. 189-199, (2010); Pattnaik P., Pandey S., University spinoffs: what, why, and how?, Technology Innovation Management Review, 4, 12, pp. 44-50, (2014); Perkmann M., Tartari V., McKelvey M., Autio E., Brostrom A., D'Este P., Sobrero M., Academic engagement and commercialisation: A review of the literature on university-industry relations, Research Policy, 42, 2, pp. 423-442, (2013); Rasmussen E., Mosey S., Wright M., The evolution of entrepreneurial competencies: A longitudinal study of university spin-off venture emergence, Journal of Management Studies, 48, 6, pp. 1314-1345, (2011); Ratner B., The correlation coefficient: Its values range between +1/-1, or do they?, Journal of Targeting, Measurement and Analysis for Marketing, 17, 2, pp. 139-142, (2009); Shane S., Academic Entrepreneurship: University Spinoffs and Wealth Creation, (2004); Singh P., Thambusamy R., Ramly M., Fit or unfit? Perspectives of employers and university instructors of graduates' generic skills, Procedia - Social and Behavioral Sciences, 123, 2014, pp. 315-324, (2014); Song M., Podoynitsyna K., van der Bijl H., Halman J., Success factors in new ventures: A meta-analysis, Journal of Product Innovation Management, 25, 1, pp. 7-27, (2008); Steffensen M., Rogers E., Speakman K., Spin-offs from research centers at a research university, Journal of Business Venturing, 15, 1, pp. 93-111, (2000); Teixeira A., Castro R., Economic performance of Portuguese academic spin-offs: Does the human capital of founders matter?, Entrepreneurship, Human Capital, and Regional Development, pp. 125-156, (2015); Teixeira A., Coimbra C., The determinants of the internationalization speed of Portuguese university spin-offs: An empirical investigation, Journal of International Entrepreneurship, 12, 3, pp. 270-308, (2014); Teixeira A., Grande M., Determinants of the Economic Performance of Portuguese Academic Spin-Offs: Do Science and Technology Infrastructures and Support Matter?, (2013); Toma S., Grigore A., Marinescu P., Economic development and entrepreneurship, Procedia Economics and Finance, 8, pp. 436-443, (2014); Wahab S., Defining the concepts of technology and technology transfer: A literature analysis, International Business Research, 5, 1, pp. 61-71, (2012); Wright M., Academic entrepreneurship, technology transfer and society: where next?, Journal of Technology Transfer, 39, 3, pp. 322-334, (2012); Wright M., Clarysse B., Mustar P., Lockett A., Academic Entrepreneurship in Europe, (2007)","F.L. Almeida; Inesc Tec and ISPGaya, University of Porto, Porto, Rua Dr. Roberto Frias s/n, 4200-465, Portugal; email: almd@fe.up.pt","","Inderscience Publishers","","","","","","1368275X","","","","English","Int. J. Entrepreneurship Innov. Manage.","Article","Final","","Scopus","2-s2.0-85120942123"
"Švábová L.; Kramárová K.; Ďurica M.","Švábová, L. (57193866755); Kramárová, K. (57076714400); Ďurica, M. (57204943406)","57193866755; 57076714400; 57204943406","Evaluation of the effects of the graduate practice in Slovakia: Comparison of results of counterfactual methods","2021","Central European Business Review","10","4","","1","31","30","2","10.18267/j.cebr.266","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115783631&doi=10.18267%2fj.cebr.266&partnerID=40&md5=dece3df9f50cdd0d978d826d369f8d74","Department of Economics, Faculty of Operation and Economics of Transport and Communications, University of Zilina, Univerzitna 1, 010 26, Žilina, Slovakia; Department of Economics, Faculty of Operation and Economics of Transport and Communications, University of Zilina, Univerzitna 1, Žilina, 010 26, Slovakia; Department of Quantitative Methods and Economic Informatics, Faculty of Operation and Economics of Transport and Communications, University of Zilina, Univerzitna 1, Žilina, 010 26, Slovakia","Švábová L., Department of Economics, Faculty of Operation and Economics of Transport and Communications, University of Zilina, Univerzitna 1, 010 26, Žilina, Slovakia; Kramárová K., Department of Economics, Faculty of Operation and Economics of Transport and Communications, University of Zilina, Univerzitna 1, Žilina, 010 26, Slovakia; Ďurica M., Department of Quantitative Methods and Economic Informatics, Faculty of Operation and Economics of Transport and Communications, University of Zilina, Univerzitna 1, Žilina, 010 26, Slovakia","Graduate Practice is in Slovakia one of the measures of active labour market policy aimed at decreasing the unemployment rate of young graduates. It is one of the most frequently used interventions by young jobseekers under the age of 26; similar measures are used in other European Union (EU) member states. The specific objective of this intervention is to provide young jobseekers to gain the first contact with the labour market, first work experience and work habits that may be attractive to potential employers. The intervention is financed from the European Social Fund (within the Operational Program – Human Resources and the priority axis – Youth Employment Initiative) and the state budget. This fact requires ad 1) to evaluate the eligibility of drawing these resources and ad 2) to evaluate the effectiveness of the use of resources in terms of employability and sustainability of participants of the intervention in the labour market, the second of which is the primary objective of this study. The European Commission has increasingly required the member states of the EU to carry out impact evaluations of funded interventions and to develop evidence-based policies that will implement the results of such evaluations. The aim of this study is, therefore, to evaluate and review the effects of the Graduate Practice on the employability of young jobseekers in conditions of Slovakia. This evaluation is carried out using a counterfactual approach by comparing the results of treated and non-treated individuals by applying the three most used methods: regression adjustment, instrumental variable, and propensity score matching method. The results indicate significant effects of the Graduate Practice on the employability of young jobseekers and their sustainability in employment. The results of the evaluation are valuable mainly for policymakers, i.e. in setting the rules of the intervention and its eligibility to make the measure more effective or potentially in preparing other measures aimed at youth unemployment. Implications for Central European audience: The findings of the evaluation may inspire policymakers in other countries than Slovakia to introduce similar or new programs for the youth unemployed. The results of this study may also be used for an international comparison of the effectiveness of interventions if a similar program for youth unemployed operates in another country, which may be appropriate mainly from the point of view of being a program(s) co-financed by the European Social Fund. © 2021","active labour market policy; counterfactual evaluation; Graduate practice; intervention","","","","","","Council laying down common provisions on the European Regional Development Fund; European Maritime and Fisheries Fund, EMFF; European Social Fund, ESF; European Regional Development Fund, ERDF; European Agricultural Fund for Rural Development, EAFRD; Cohesion Fund","In recent years, the Directorate-General for Employment, Social Affairs and Inclusion (DG EMPL) has launched several initiatives to support the submission of impact assessments of the European Social Fund interventions (Elia et al., 2016). This is probably the reason why the European Commission is also putting pressure on applying evaluation methods to empirically test the impact of the EU cohesion policy (Potluka et al., 2016). Impact assessments are mandatory for the EU member states, as they are listed in the Regulation (EU, Euratom) 2018/1046 of the European Parliament and the Council on the financial rules applicable to the general budget of the Union and in the Regulation No. 1303/2013 (EU) of the European Parliament and the Council laying down common provisions on the European Regional Development Fund, the European Social Fund, the Cohesion Fund, the European Agricultural Fund for Rural Development and the European Maritime and Fisheries Fund and laying down general provisions on the European Regional Development Fund, the European Social Fund, the Cohesion Fund and the European Maritime and Fisheries Fund. The EU is nowadays increasingly encouraging the member states to implement evidence-based policy-making models (Knox et al., 2018). These models use the results of rigorous evaluations of the impacts of the programs in deciding whether to finance, terminate or improve programs. Rigorous empirical studies assure policymakers that social programs help to improve the situation of citizens while at the same time giving them some evidence that intervention programs are responsible for this improvement. In recent years, the first successes in some EU countries have led to efforts to demand the presentation and use of evidence-based policy and budget setting, as well as efforts to develop new laws concerning the results of the effects of policies (Knox et al., 2018). The budgetary problems of the member states and the consequent efforts to save funds also increase the pressure to know how effectively these funds are spent (Koszela, 2020; Mikiashvili & Lobzhanidze, 2017). In this context, the question of what the real impacts of policies are arises (Pelucha et al., 2019; Potluka et al., 2016). There is a growing political interest in demonstrating the impact of intervention programs. The question is not only what was achieved by using the funds but also whether their use caused a significant difference or what would have been achieved if they had not been used (Elia et al., 2016).","Agocs P., Agocs S., Youth in post-communist Hungary, Society, 31, 3, pp. 76-81, (1994); Angrist J. D., Pischke J.-S., Mostly Harmless Econometrics: An Empiricist’s Companion, (2009); Arco-Tirado J. L., Fernandez-Martin F., Ramos-Garcia A. M., Littvay L., Villoria J., Naranjo J. A., A counterfactual impact evaluation of a bilingual program on students’ grade point average at a spanish university, Evaluation and Program Planning, 68, pp. 81-89, (2018); Barcakova M., Janas K., Youth Unemployment in Slovakia and in Slovenia, Izzivi Prihodnosti/ Challenges of the Future, 4, 2, pp. 98-105, (2019); Barosova M., Keselova D., Application of active labor market measures in the context of European Union application practice(Final report VU n. 2159), (2012); Bell D. N. F., Blanchflower D. G., Young people and the Great Recession, Oxford Review of Economic Policy, 27, 2, pp. 241-267, (2011); Borik V., Caban M., Pilot impact evaluation of selected active labor market policy measures [Pilotné hodnotenie dopadov vybraných opatrení aktívnej politiky trhu práce], (2013); Borik V., Durica M., Molnarova M., Svabova L., The net effects of graduate work experience and the promotion of self-employment: Technical report, (2015); Burda M. C., Lubyova M., The Impact of Active Labour Market Policies: A Closer Look at the Czech and Slovak Republics, (1995); Caliendo M., Kunn S., Mahlstedt R., The return to labor market mobility: An evaluation of relocation assistance for the unemployed, Journal of Public Economics, 148, pp. 136-151, (2017); Caliendo M., Schmidl R., Youth unemployment and active labor market policies in Europe, IZA Journal of Labor Policy, 5, 1, (2016); Cappellini E., Maitino M., Patacchini V., Sciclone N., Are traineeships stepping-stones for youth working careers in Italy?, International Journal of Manpower, 40, 8, pp. 1389-1410, (2019); Cefalo R., Scandurra R., Kazepov Y., Youth Labor Market Integration in European Regions, Sustainability, 12, 9, (2020); Cerulli G., Econometric Evaluation of Socio-Economic Programs: Theory and Applications, (2015); Handout for the training workshop on counterfactual impact evaluation, (2014); Donato L., Migliore M. C., Poy S., Employment Effects of Vocational Training: An Evaluation Using Propensity Score Matching, Politica Economica, 3, pp. 273-296, (2018); Dunsch S., Okun’s Law and Youth Unemployment in Germany and Poland, International Journal of Management and Economics, 49, 1, pp. 34-57, (2016); Dvoulety O., Does the Self-employment Policy Reduce Unemployment and Increase Employment? Empirical Evidence from the Czech Regions, Central European Journal of Public Policy, 11, 2, pp. 11-22, (2017); Dvoulety O., Lukes M., Review of Empirical Studies on Self-Employment out of Unemployment: Do Self-Employment Policies Make a Positive Impact?, Nternational Review of Entrepreneurship, 14, 3, pp. 361-376, (2016); Elia L., Santangelo G., Schnepf S. V., Synthesis report on the call ‘Pilot projects to carry out ESF related counterfactual impact evaluations’, (2016); Covid-19: How the EU fights youth unemployment | News | European Parliament, (2020); Young people aged 15-24 neither in employment nor in education and training (NEET), by sex—Quarterly data, (2020); Frondel M., Schmidt C. M., Evaluating environmental programs: The perspective of modern evaluation research, Ecological Economics, 55, 4, pp. 515-526, (2005); Golias P., How to decrease unemployment in Slovakia. Joint seminar of the European Commission Representation in Slovakia and the institute INEKO “How to reduce unemployment in Slovakia, (2014); Grandtnerova L., Promoting employment for young people [Podpora zamestnanosti pre mladých ľudí], (2014); Gregova E., Dengov V., The Practical Economic Policy in Transition Economies of V4 Countries at the Present Stage of Globalization, Globalisation and Its Socio-Economic Consequences: 15th International Scientific Conference: Proceedings, pp. 150-156, (2015); Gripaios P., Bishop P., Hart T., McVittie E., Analysing the Impact of Objective 1 Funding in Europe: A Review, Environment and Planning C: Government and Policy, 26, 3, pp. 499-524, (2008); Harvan P., Evaluation of efficiency and effectiveness of active labor market policy expenditures in Slovakia [Hodnotenie efektívnosti a účinnosti výdavkov na aktívne politiky trhu práce na Slovensku], (2011); Imbens G. W., Rubin D. B., Causal Inference for Statistics, Social, and Biomedical Sciences: An Introduction, (2015); Janicko P., Youth Employment in the Czech Republic, (2012); Karasova K., Active labor market measures and their impact on the dynamics of unemployment in the Slovak Republic, (2013); Knox V., Hill C. J., Berlin G., Can Evidence-Based Policy Ameliorate the Nation’s Social Problems?, The ANNALS of the American Academy of Political and Social Science, 678, 1, pp. 166-179, (2018); Kostolna Z., Unemployment of school leavers and approaches to its solution in EU member states during the global economic crisis [Nezamestnanosť absolventov škôl a prístupy k jej riešeniu v členských štátoch EU v období globálnej ekonomickej krízy] (Final Report VÚ n. 2146), (2010); Koszela A., The influence of staff turnover on work motivation and job performance of employees in IT sector – the results of empirical research, Forum Scientiae Oeconomia, 8, 1, pp. 29-48, (2020); Analysis of youth unemployment in the Slovak Republic [Analýza nezamestnanosti mladých ľudí v SR], (2015); Counterfactual Impact Evaluation Methods, (2015); Kurekova Mytna L., Salner A., Farenzenova M., Implementácia aktivačných prác na Slovensku: Hodnotenie a odporúčania pre verejnú politiku, Zhrnutie záverečnej správy, (2013); Lelkes G., Kmet P., Ondrus B., Pribelsky V., Vaclavova M., NEET in Slovakia—With whom and how [NEET v SR – s kým a ako] (National Project Support for the Quality of Social Dialogue, (2019); Lenihan H., Hart M., The Use of Counterfactual Scenarios as a Means to Assess Policy Deadweight: An Irish Case Study, Environment and Planning C: Government and Policy, 22, 6, pp. 817-839, (2016); Lubyova M., Aktívna politika trhu práce v Slovenskej republike, (1997); Maguire S., Cockx B., Dolado J. J., Felgueroso F., Jansen M., Styczynska I., Kelly E., McGuinness S., Eichhorst W., Hinte H., Rinne U., Youth unemployment, Intereconomics, 48, 4, pp. 196-235, (2013); Marginean S., Youth Unemployment in Romania: Post-crisis Challenges, Procedia Economics and Finance, 16, pp. 613-620, (2014); Mikiashvili N., Lobzhanidze N., Green innovations and economic policy in small economies, Forum Scientiae Oeconomia, 5, 2, pp. 29-40, (2017); Mueller C. E., Gaus H., Assessing the performance of the “Counterfactual as Self-Estimated by Program Participants”: Results From a Randomized Controlled Trial, American Journal of Evaluation, 36, 1, pp. 7-24, (2015); Noelke C., Horn D., Social Transformation and the Transition from Vocational Education to Work in Hungary: A Differences-in-differences Approach, European Sociological Review, 30, 4, pp. 431-443, (2014); OECD Employment Outlook 2010: Moving beyond the Jobs Crisis, (2010); Unemployment—Unemployment rate by age group—OECD Data, (2020); Unemployment—Youth unemployment rate—OECD Data, (2020); Patache L., TRENDS IN YOUTH EMPLOYMENT: ROMANIA CASE OF STUDY, Ecoforum Journal, 4, SI 1, pp. 147-152, (2015); Pelucha M., Kveton V., Potluka O., Using mixed method approach in measuring effects of training in firms: Case study of the European Social Fund support, Evaluation and Program Planning, 73, pp. 146-155, (2019); Polakowski M., Youth Unemployment in Poland, (2012); Popescu M. E., Roman M., Vocational training and employability: Evaluation evidence from Romania, Evaluation and Program Planning, 67, C, pp. 38-46, (2018); Potluka O., Bruha J., Spacek M., Vrbova L., Counterfactual Impact Evaluation on EU Cohesion Policy Interventions in Training in Companies, Ekonomicky Casopis, 64, 6, pp. 575-595, (2016); Quintini G., Martin J. P., Martin S., The Changing Nature of the School-to-Work Transition Process in OECD Countries, SSRN Electronic Journal, (2007); Ragazzi E., Effectiveness Evaluation of Training Programmes for Disadvantaged Targets, Procedia - Social and Behavioral Sciences, 141, pp. 1239-1243, (2014); Problems of labor market and employment policy [Problémy trhu práce a politiky zaměstnanosti] [Summary report from a research study carried out under the “Modern Society” program], (2003); Sianesi B., An Evaluation of the Swedish System of Active Labor Market Programs in the 1990s, The Review of Economics and Statistics, 86, 1, pp. 133-155, (2004); Stefanik M., Estimating treatment effects of a training programme in Slovakia using propensity score matching, Ekonomický Časopis (Journal of Economics), 62, 6, pp. 631-645, (2014); Stefanik M., Karasova K., Studena I., Can supporting workplace insertions of unemployed recent graduates improve their long-term employability?, Empirica, 47, 2, pp. 245-265, (2020); Stefanik M., Lubyova M., Dovalova G., Karasova K., Analysis of the effects of active labor market policy measures, (2014); Stefanik M., Lubyova M., Dovalova G., Karasova K., Analysis of the effects of active labor market policy measures [Analýza účinkov nástrojov aktívnej politiky trhu práce], (2014); Styczynska I., In-depth analysis on “Social impact investment: Best practices and recommendations for the next generation, (2020); Svabova L., Durica M., Who were the jobseekers treated by the graduate practice intervention? A closer view on the beneficiaries of the intervention, Proceedings of the Faculty of Economics of Matej Bel University in Banska Bystrica, I, pp. 614-624, (2018); Trivellato U., Fifteen years of labour market regulations and policies in Italy: What have we learned from their evaluation?, Statistica, 71, 2, pp. 167-187, (2011); Walther A., Zentner M., Cicognani E., Hansen B. J., Kuhn R., Szelenyi Z., Williamson H., Youth policy in Hungary: Conclusions of the Council of Europe international review team, (2008); White H., Sabarwal S., Quasi-Experimental Design and Methods: Methodological Briefs - Impact Evaluation No. 8, (2014)","L. Švábová; Department of Economics, Faculty of Operation and Economics of Transport and Communications, University of Zilina, Univerzitna 1, 010 26, Slovakia; email: lucia.svabova@fpedas.uniza.sk","","Economics - Prague, Faculty of Business Administration","","","","","","18054854","","","","English","Cent. European Bus. Rev.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85115783631"
"Tarkiainen L.","Tarkiainen, Laura (57196000170)","57196000170","Motivated, resistant, unfortunate and blameworthy–Positions constructed for Finnish long-term unemployed individuals through the employability discourse","2021","Nordic Social Work Research","11","4","","361","373","12","2","10.1080/2156857X.2020.1749457","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124511698&doi=10.1080%2f2156857X.2020.1749457&partnerID=40&md5=b85a159d1d34365a2bf500dfc576c114","Department of Social Sciences, University of Helsinki, Helsinki, Finland","Tarkiainen L., Department of Social Sciences, University of Helsinki, Helsinki, Finland","In this study I examined the positions Finnish frontline workers constructed for their long-term unemployed clients through the employability discourse. The data consisted of 34 telephone interviews with rehabilitation counsellors working as part of a multi-sectoral team aiming to enhance the employability of unemployed jobseekers who face multiple barriers to attaining a job. In my analysis I identified four main positions: motivated, resistant, unfortunate and blameworthy. Within all of these positions, the responsibility related to employability enhancement was scrutinized. My analysis revealed that frontline workers position themselves as responsible or not responsible for enhancing their long-term unemployed clients’ employability depending on how employability or lack of it is constructed and a long-term unemployed individual positioned. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","employability; frontline work; long-term unemployment; Positioning analysis; responsibility","","","","","","","","Agllias K., Howard A., Schubert L., Gray M., Australian Workers’ Narratives about Emergency Relief and Employment Service Clients: Complex Issues, Simple Solutions, Australian Social Work, 69, 3, pp. 297-310, (2016); Arts J., Van Den Berg M., Pedagogies of Optimism: Teaching to ‘Look Forward’ in Activating Welfare Programmes in the Netherlands, Critical Social Policy, 39, 1, pp. 66-86, (2019); Broughton C., Reforming Poor Women: The Cultural Politics and Practices of Welfare Reform, Qualitative Sociology, 26, pp. 35-51, (2003); Caswell D., Larsen F., van Berkel R., Kupka P., Conclusions and Topics for Future Research, Frontline Delivery of Welfare-to-work Policies in Europe. Activating the Unemployed, pp. 181-200, (2017); Cummins E.R., Blum L.M., Suits to Self-Sufficiency”: Dress for Success and Neoliberal Maternalism, Gender & Society, 29, 5, pp. 623-646, (2015); Davies B., Rom H., Positioning: The Discursive Production of Selves, Journal for the Theory of Social Behaviour, 20, pp. 43-63, (1990); Dean M., Governing the Unemployed Self in an Active Society, Economy and Society, 24, 4, pp. 559-583, (1995); Diedrich A., Styhre A., Constructing the Employable Immigrant: The Uses of Validation Practices in Sweden, Ephemera: Theory & Politics in Organization, 13, 4, pp. 759-783, (2013); Eskelinen L., Olesen S.P., Caswell D., Client Contribution in Negotiations on Employability–Categories Revised?, International Journal of Social Welfare, 19, pp. 330-338, (2010); Fejes A., Discourses on Employability: Constituting the Responsible Citizen, Studies in Continuing Education, 32, 2, pp. 89-102, (2010); Fejes A., Berglund G., Employability: Significant Signs of the Present, Arbetsmarknad & Arbetsliv, 16, 2, pp. 11-23, (2010); Garsten C., Jacobsson K., Learning to Be Employable: An Introduction, Learning to Be Employable, pp. 1-22, (2004); Garsten C., Jacobsson K., Sorting People in and Out: The Plasticity of the Categories of Employability, Work Capacity and Disability as Technologies of Government. Giving Notice to Employability, Ephemera: Theory & Politics in Organization, 13, 4, pp. 825-850, (2013); Greg M., Larsen J.E., Catherine McDonald C., The Active Subjects of Welfare Reform: A Street-level Comparison of Employment Services in Australia and Denmark, Social Work and Society, 3, 2, pp. 141-157, (2005); Haikkola L., Shaping Activation Policy at the Street Level: Governing Inactivity in Youth Employment Services, Acta sociologica, 62, 3, pp. 334-348, (2019); Harre R., Langanhove L., Varieties of Positioning, Journal for the Theory of Social Behaviour, 21, pp. 393-407, (1991); Heino E., Tarkiainen L., pp. 136-152, (2019); Holmqvist M., Medicalization of Unemployment: Individualizing Social Issues as Personal Problems in the Swedish Welfare State, Work, Employment and Society, 23, 3, pp. 405-421, (2009); Howard A., Agllias K., Leanne Schubert L., Gray M., Hovering above the Stream: Perception, Experience and Identity at the Frontline of Work with Australian Unemployed Clients, International Social Work, 61, 2, pp. 219-233, (2018); Juhila K., Hall C., Raitakari S., Accounting for the Clients’ Troublesome Behaviour in a Supported Housing Unit: Blames, Excuses and Responsibility Professionals’ Talk, Journal of Social Work, 10, 1, pp. 59-79, (2010); Karjalainen V., Saikku P., Governance of Integrated Activation Policy in Finland, The Governance of Active Welfare States in Europe, pp. 216-236, (2011); Laki työllistymistä edistävästä monialaisesta yhteispalvelusta, (2014); Lipsky M., Street-Level Bureaucracy. Dilemmas of the Individual in Public Services, (2010); Maynard-Moody S., Musheno M., Cops, Teachers, Counsellors: Stories from the Front Lines of Public Service, (2003); McDonald C., Marston G., Buckley A., Risk Technology in Australia: The Role of the Job Seeker Classification Instrument in Employment Services, Critical Social Policy, 23, 4, pp. 498-525, (2003); Michailakis D., Schirmer W., Agents of Their Health? How the Swedish Welfare State Introduces Expectations of Individual Responsibility, Sociology of Health and Illness, 32, 6, pp. 930-947, (2010); Minas R., One-stop Shops: Increasing Employability and Overcoming State Fragmentation?, International Journal of Social Welfare, 23, pp. S40-S53, (2014); Moller M.O., Stone D., Disciplining Disability under Danish Active Labour Market Policy, Social Policy & Administration, 47, pp. 586-604, (2013); Nothdurter U., (2017); Purser G.W., Hennigan B., “Works as Unto the Lord”: Enhancing Employability in and Evangelical Job-Readiness Program, Qualitative Sociology, 40, pp. 111-133, (2017); Raitakari S., Saario S., Juhila K., Kirsi G., Client Participation in Health: Shifting Positions in Decision Making, Nordic Social Work Research, 5, 19, pp. 35-49, (2015); Rajavaara M., Maatta A., Kokko R.-L., Tarkiainen L., (2019); Romppainen K., Jahi R., Saloniemi A., Virtanen P., Encounters with Unemployment in Occupational Health Care: Nurses’ Constructions of Clients without Work, Social Science & Medicine, 70, pp. 605-608, (2010); Rose N., Government and Control, British Journal of Criminology, 40, pp. 321-399, (2000); Rosenthal P.A., Peccei R., The Social Construction of Clients by Service Agents in Reformed Welfare Administration, Journal of Human Relations, 59, 12, pp. 1633-1658, (2006); Saikku P., Karjalainen V., Network Governance in Activation Policy–Health Care as an Emergent Partner, International Journal of Sociology and Social Policy, 32, 5-6, pp. 299-311, (2012); Seale E., Buck A., Parrotta K., Who’s to Blame? The Identity Talk of Welfare-To-Work Program Managers, Sociological Perspectives, 55, 3, pp. 501-527, (2012); Turgeon B., Taylor T., Niehaus L., Contrast and Classtalk: A Critical Discourse Analysis of Welfare-to-work Programme Managers, Discourse and Society, 25, 5, pp. 656-671, (2014); van den Berg M., Arts J., The Aesthetics of Work-Readiness: Aesthetic Judgements and Pedagogies for Conditional Welfare and Post-Fordist Labour Markets, Work, Employment and Society, 33, 2, pp. 298-313, (2019); van Lagenhove L., Rom H., Introducing Positioning Theory, Positioning Theory: Moral Context of Intentional Action, pp. 14-31, (1999); Vesterberg V., Ethnicized Un/employability: Problematized Others and the Shaping of Advanced Liberal Subjects, Ephemera: Theory & Politics in Organization, 13, 2, pp. 737-757, (2013); Woolford A., Nelund A., The Responsibilities of the Poor: Performing Neoliberal Citizenship within the Bureaucratic Field, Social Service Review, 87, 2, pp. 292-318, (2013)","L. Tarkiainen; Department of Social Sciences, University of Helsinki, Helsinki, Finland; email: laura.tarkiainen@helsinki.fi","","UBM Exhibition Singapore PTE LTD","","","","","","2156857X","","","","English","Nord. Soc. Work. Res.","Article","Final","","Scopus","2-s2.0-85124511698"
"Villares R.","Villares, Rosana (57222016265)","57222016265","EMI, international visibility and competitiveness A corpus-assisted discourse study of Spanish higher education internationalisation plans","2021","European Journal of Language Policy","13","2","","201","222","21","2","10.3828/ejlp.2021.12","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85141378788&doi=10.3828%2fejlp.2021.12&partnerID=40&md5=f095072bcee58e34e5df5beb0b74a176","University of Zaragoza, Spain","Villares R., University of Zaragoza, Spain","One of the main goals of Spanish higher education is the consolidation of an internationalised university system through international visibility, attractiveness, competitiveness and collaboration. As the literature reports, English plays a relevant role in internationalisation strategies, so this paper examines the relationship between internationalisation and English in institutional documents. Corpus linguistics and critical discourse analysis were used to identify language-related strategies and interpret the language beliefs underlying the promotion of English in the Spanish university context. Results showed that the main language-related strategy was English-medium instruction (EMI) because it promotes the international visibility of universities and helps local students improve their foreign language competence. Measures to support bilingual education were found regarding language training and accreditation. Furthermore, the discourses of globalisation, excellence and employability support the position of English as the international language. Therefore, the introduction of English as another working language in the universities’ linguistic repertoire is widely accepted, although institutional support and constant language training measures are considered essential for the success of internationalisation goals. © Liverpool University Press.","document analysis; EMI; English-medium instruction; internationalisation; language beliefs; Spanish higher education; visibility strategies","","","","","","","","Airey J., Lauridsen K.M., Rasanen A., Salo L., Schwach V., The Expansion of English-Medium Instruction in the Nordic Countries: Can Top-Down University Language Policies Encourage Bottom-Up Disciplinary Literacy Goals?, Higher Education, 73, pp. 561-576, (2017); Anthony L., AntConc (Version 3.5.9), (2020); Bazo P., Centellas A., Dafouz E., Fernandez A., Gonzalez D., Pavon V., Documento marco de política lingüística para la internacionalización del sistema universitario español, (2017); Coleman J.A., English-medium Teaching in European Higher Education, Language Teaching, 39, pp. 1-14, (2006); Corcoran J.N., Englander K., Muresan L-M., Pedagogies and Policies for Publishing Research in English. Local Initiatives Supporting International Scholars, (2019); Dafouz E., Repositioning English-Medium Instruction in a Broader International Agenda: Insights from a Survey on Teacher Professional Development, Alicante Journal of English Studies, 34, pp. 15-38, (2021); de Wit H., Hunter F., Howard L., Egron-Polak E., Internationalisation of Higher Education, (2015); Dimova S., Hultgren A.K., Jensen C., English-Medium Instruction in European Higher Education, (2015); Elliott N., Vila F.X., Gilabert R., The Presentation of Catalan Universities’ Linguistic Reality to a Transnational Audience, European Journal of Language Policy, 10, pp. 121-146, (2018); Multilingualism: an Asset for Europe and a Shared Commitment COM(2008) 566 Final, (2008); European Higher Education in the World COM(2013) 499 Final, (2013); Fairclough N., Analysing Discourse. Textual Analysis for Social Research, (2003); Ferguson G., English in Language Policy and Management, The Cambridge Handbook of Language Policy, pp. 475-498, (2012); Halbach A., Lazaro A., La acreditación del nivel de lengua inglesa en las universidades españolas: actualización 2015, (2015); House J., English As a Lingua Franca: a Threat to Multilingualism?, Journal of Sociolinguistics, 7, pp. 556-578, (2003); Jones E., The Role of Languages in Transformational Internationalisation, Applied Linguistics and Knowledge Transfer. Employability, Internationalisation and Social Challenges, pp. 135-158, (2020); Knight J., Internationalization Remodeled: Definition, Approaches, and Rationales, Journal of Studies in International Education, 8, pp. 5-31, (2004); Lanvers U., Public Debates of the Englishization of Education in Germany: a Critical Discourse Analysis, European Journal of Language Policy, 10, pp. 39-76, (2018); Liddicoat A.J., Language Planning in Universities: Teaching, Research and Administration, Current Issues in Language Planning, 17, pp. 231-241, (2016); Lillis T., Curry M.J., Academic Writing in a Global Context: the Politics and Practices of Publishing in English, (2010); Linn A., Investigating English in Europe: Contexts and Agendas, (2016); Maringe F., Foskett N., Globalization and Internationalization in Higher Education. Theoretical, Strategic and Management Perspectives, (2010); Datos y cifras del sistema universitario español. Curso 2015–2016, (2016); Estrategia para la Internacionalización de las Universidades Españolas 2015–2020, (2014); Perez-Llantada C., Bringing into Focus Multilingual Realities: Faculty Perceptions of Academic Languages on Campus, Lingua, 212, pp. 30-43, (2018); Plo Alastrue R., Perez-Llantada C., English as a Scientific and Research Language, (2015); Ramos-Garcia A.M., Pavon Vazquez V., The Linguistic Internationalization of Higher Education: A Study on the Presence of Language Policies and Bilingual Studies in Spanish Universities, Porta Linguarum Monográfico, III, pp. 31-46, (2018); Rumbley L.E., Howard L., Soaring Spain: A Dream Deferred?, International Higher Education, 74, pp. 12-14, (2014); The Internationalisation of Higher Education in Spain, (2017); Soler J., Gallego-Balsa L., The Sociolinguistics of Higher Education. Language Policy and Internationalisation in Catalonia, (2019); Soler-Carbonell J., English in the Language Ecology of Europe, Investigating English in Europe: Contexts and Agendas, pp. 53-58, (2016); Soler-Carbonell J., Gallego-Balsa L., The Internationalisation of Higher Education in Two Different Contexts: Catalan and Estonian Sociolinguistic Perspectives, Language, Culture and Curriculum, 29, pp. 40-55, (2016); Spolsky B., Language Management, (2009); Stein S.R., A Discourse Analysis of University Internationalization Planning Documents, (2013); Sursock A., Trends 2015: Learning and Teaching in European Universities, (2015); Vessey R., Corpus Approaches to Language Ideology, Applied Linguistics, 38, pp. 277-296, (2017); Villares R., The Convergence Between Internationalisation and Language Policy in Higher Education: a Discursive Analysis of Language Implications for Internationally Engaged Universities, (2019); Villares R., The Challenges and Opportunities of Multilingual Academia: Spanish Scholars’ Language Choice for Research and Teaching Practices, Synergy, 16, pp. 131-156, (2020); Wachter B., Maiworm F., English-Taught Programmes in European Higher Education: The State of Play in 2014, (2014)","R. Villares; University of Zaragoza, Spain; email: rvillares@unizar.es","","Liverpool University Press","","","","","","17576822","","","","English","Eur. J. Lang. Policy","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85141378788"
"Brown M.; Nic Giolla Mhichil M.; Beirne E.; Mac Lochlainn C.","Brown, Mark (55516559200); Nic Giolla Mhichil, Mairéad (56708717800); Beirne, Elaine (57208692729); Mac Lochlainn, Conchúr (57208836645)","55516559200; 56708717800; 57208692729; 57208836645","The global micro-credential landscape: Charting a new credential ecology for lifelong learning","2021","Journal of Learning for Development","8","2","","228","254","26","35","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111444796&partnerID=40&md5=ac21e1f3775808e71932a23e9d36a6c7","National Institute for Digital Learning, Dublin City University, Ireland","Brown M., National Institute for Digital Learning, Dublin City University, Ireland; Nic Giolla Mhichil M., National Institute for Digital Learning, Dublin City University, Ireland; Beirne E., National Institute for Digital Learning, Dublin City University, Ireland; Mac Lochlainn C., National Institute for Digital Learning, Dublin City University, Ireland","This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) What are micro-credentials? (ii) Why micro-credentials? (iii) Who are the key stakeholders? (iv) What is happening globally? and (v) What are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st-century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic. © 2021, Commonwealth of Learning. All rights reserved.","Credentials; Digital badges; Employability; Micro-credentials; Transversal skills","","","","","","","","ARUCC partners with Digitary to build the Canadian National Network, (2020); Bariso J., Google has a plan to disrupt the college degree, (2020); Beirne E., Nic Giolla Mhichil M., Brown M., Micro-credentials: An evolving ecosystem – Insights paper, (2020); Boud D., Jorre de St Jorre T., The move to micro-credentials exposes the deficiencies of existing credentials, The Journal of Teaching and Learning for Graduate Employability, 12, 1, pp. 18-20, (2021); Brown M., Mac Lochlainn C., Nic Giolla Mhichil M., Beirne E., Micro-credentials at Dublin City University [Paper presentation], EDEN 2020 Annual Conference, Timisoara, (2020); Brown M., Nic Giolla Mhichil M., Mac Lochlainn C., Pirkkalainen H., Wessels O., Paving the road for the micro-credential movement: ECIU University white paper on micro-credentials, (2021); Buchanan J., Allais S., Anderson M., Calvo R. A., Peter S., Pietsch T., The futures of work: What education can and can’t do, (2020); Chakroun B., Keevy J., Digital credentialing: Implications for the recognition of learning across borders, (2018); The status of microcredentials in Canadian colleges and institutes: Environment scan report, (2021); 10 key actions to ensure micro-credentials meet the needs of learners and employers, (2021); Corrigan-Matthews B., Troy A., Developing new learning technologies: Digital, (2019); Craig R., College disrupted: The great unbundling of higher education, (2015); Marketplace for online credentials, (2020); Premium skills: The wage premium associated with human skills, (2019); Duklas J., Micro-credentials: Trends in credit transfer and credentialing, BCCAT, (2020); Joint ETUC – ETUCE position on micro-credentials in VET and tertiary education, (2020); Current trends in the global education sector, (2017); Adult participation in learning by sex, (2020); Final report: A European approach to micro-credentials, (2020); European Skills Agenda, (2020); The European MOOC Consortium (EMC) launches a Common Microcredential Framework (CMF) to create portable credentials for lifelong learners, (2019); Gallagher S. R., Educational credentials come of age: A survey on the use and value of educational credentials in hiring, (2018); Gibson D., Coleman K., Irving L., Learning journeys in higher education: Designing digital pathways badges for learning, motivation and assessment, Foundation of digital badges and micro-credentials: demonstrating and recognizing knowledge and competencies, pp. 115-138, (2016); Holon IQ., Online degree and micro-credential market to reach $118B by 2025, (2021); Holon IQ., Micro-credentials executive panel survey, (2021); Holon IQ., 2.5x Global MOOC Web traffic, (2020); Report of the ICDE Working Group on the Present and Future of Alternative Digital Credentials (ADCs), (2019); IUA universities secure €106.7 million funding under HCI Pillar 3, (2020); Kato S., Galan-Muros V., Weko T., The emergence of alternative credentials, (2020); Kazin C., Clerkin K., The potential and limitations of microcredentials, (2018); Lantero L., Finocchietti C., Petrucci E., Micro-credentials and Bologna key commitments: State of play in the European higher education area, CIMEA, (2021); Manyika J., Lund S., Chui M., Bughin J., Woetzel J., Batra P., Ko R., Sanghvi S., Jobs lost, jobs gained: Workforce transitions in a time of automation, (2017); A briefing paper on the award, recognition, portability and accreditation of micro-credentials: An investigation through interviews with key stakeholders & decision makers, (2019); MicroHE, (2020); The Micro-credential Observatory, (2020); Approval of Micro-credentials, (2019); Guidelines for Applying for Approval of a Training Scheme or a Micro-credential, (2019); Nic Giolla Mhichil M., Brown M., Beirne E., Mac Lochlainn C., A micro-credential roadmap: Currency, cohesion and consistency, (2021); Trends shaping education 2019, (2019); Open education passport, (2020); Oliver B., Making micro-credentials work for learners, employers and providers, (2019); Pichette J., Brumwell S., Rizk J., Han S., Making sense of microcredentials, (2021); Pickard L., Analysis of 450 MOOC-based microcredentials reveals many options but little consistency, (2018); Pickard L., Shah D., De Simone J., Mapping micro-credentials across MOOC platforms, pp. 17-21, (2018); Ralson S. J., Higher education’s microcredentialing craze: A postdigital-Deweyan critique, Postdigital Science and Education, 3, pp. 83-101, (2021); Resei C., Friedl C., Staubitz T., Rohloff T., Result 1.1c Micro-credentials in EU and Global, (2019); Rossiter D., Tynan B., Designing and implementing micro-credentials: A guide for practitioners, (2019); Selvaratnam R., Sankey M., Survey of micro-credentialing practice in Australasian universities, (2020); Shah D., By the numbers: MOOCs in 2020, (2020); Shah D., How different MOOC providers are responding to the pandemic, (2020); Shapiro H., Background paper for the first meeting of the Consultation Group on Micro-credentials, (2020); Sturgis C., What’s the difference between micro-credentials and badges?, (2019); Lessons learned pilot Edubadges: Experiences with digital badges in Dutch education system, (2020); Micro-credentials-funding approval guidelines, (2019); Skills urgency: Transforming Australia’s workplaces, (2021); The next era of human machine partnerships: Emerging technologies’ impact on society and work by 2030, (2017); Digital credentialing: Implications for the recognition of learning across borders, (2018)","","","Commonwealth of Learning","","","","","","23111550","","","","English","J. Learn. Dev.","Article","Final","","Scopus","2-s2.0-85111444796"
"Sree G.S.; Ramlal P.","Sree, Garimidi Siva (57236490500); Ramlal, P. (57193010011)","57236490500; 57193010011","Impact of socio-demographics on decision making for participation in vocational education and training","2021","International Journal of Management in Education","15","5","","477","506","29","0","10.1504/IJMIE.2021.117590","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115206084&doi=10.1504%2fIJMIE.2021.117590&partnerID=40&md5=9ce66acef8aefa21c9b713580d10fba3","School of Management, National Institute of Technology, Telangana, Warangal, India","Sree G.S., School of Management, National Institute of Technology, Telangana, Warangal, India; Ramlal P., School of Management, National Institute of Technology, Telangana, Warangal, India","The burgeoning industrialisation has been the cornerstone of the increasing relevance of Vocational Education and Training (VET) systems. VET has many societal and economic implications by boosting the employability and self-reliance among young individuals. Despite its salience, VET is plagued by increasing dropouts and shrinking enrolments. Guided by a conceptual framework, the current study investigates the role of demographics, socioeconomic status and their interactions in the motivational orientations involved in VET decision making. Data was collected from 408 first-year students enrolled in VET. The hypotheses are tested using hierarchical multiple regression analysis. The vital findings of the study focus on a novel model on decision making for VET, which offers empirical support for the relationships between demographic variables, socioeconomic status and motivation orientations. Implications for skill development and vocational education-based literature are provided. Future research can consider parents' autonomy-supportive behaviour as a mediator to socio-demographics and study choice motivation for a more comprehensive understanding. Copyright © 2021 Inderscience Enterprises Ltd.","Autonomous motivation; Controlled motivation; Emerging adults; Interactions; Late adolescents; Skill development; Socio-demographics; Socio-economic status; Vocational education and training","","","","","","","","Agodini R., Uhl S., Novak T., Factors that influence participation in secondary vocational education, Mathematica Policy Research, Inc, pp. 1-54, (2004); Agrawal T., Agrawal A., Vocational education and training in India: a labour market perspective, Journal of Vocational Education and Training, 69, 2, pp. 246-265, (2017); Ahmad S.K., Stratification and Occupational Segmentation in the Peninsular Malaysia Labour Force: A Case for Gender Oriented Development Planning, (1989); Ahmed T., Socio-economic impact of VET: are students interested in joining vocational education and training in India - in the context of skilling mission in India, India: Preparation for the World of Work: Education System and School to Work Transition, pp. 331-344, (2016); Ainsworth J.W., Roscigno V.J., Stratification, school-work linkages and vocational education, Social Forces, 84, 1, pp. 257-284, (2005); Arnett J.J., Emerging adulthood: a theory of development from the late teens through the twenties, American Psychologist, 55, 5, pp. 469-480, (2000); Autor D., Figlio D., Karbownik K., Roth J., Wasserman M., School quality and the gender gap in educational achievement, American Economic Review, 106, 5, pp. 289-295, (2016); Azubuike O.C., Influencial factors affecting attitude of students towards technical subjects, Journal of Educational and Social Research, 2, pp. 49-56, (2011); Bandura A., Barbaranelli C., Caprara V.G., Pastorelli C., Self-efficacy beliefs as shapers of children ? 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Sree; School of Management, National Institute of Technology, Warangal, Telangana, India; email: gsivasree1@student.nitw.ac.in","","Inderscience Publishers","","","","","","1750385X","","","","English","Int. J. Manage. Educ.","Article","Final","","Scopus","2-s2.0-85115206084"
"Ekpenyong E.M.; Agboke A.L.","Ekpenyong, Ekeng Martina (57226434584); Agboke, Abimbola Labake (56765983100)","57226434584; 56765983100","Library and Information Science Professional Skills and Entrepreneurial Intention among Undergraduates of Universities","2021","Library Philosophy and Practice","2021","","","1","11","10","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111573343&partnerID=40&md5=a0cf376ab2275a0bcb25ffce9510498e","Department of library and Information Science University of Calabar Cross Rivers, Nigeria; Resource Processing Section, University Library University of Uyo, Akwa, Ibom State, Nigeria","Ekpenyong E.M., Department of library and Information Science University of Calabar Cross Rivers, Nigeria; Agboke A.L., Resource Processing Section, University Library University of Uyo, Akwa, Ibom State, Nigeria","This study investigated the relationship between Library and Information Science Professional Skills and Entrepreneurial Intention among Undergraduates of Universities Cross River States and University of Uyo, Akwa Ibom State, Nigeria. Correlational survey design was adopted for the study. The population of the study was 284 undergraduates and this was also used as sample. A validated research-made questionnaire with reliability range of 0.71- 0.79 was used for data collection. The data collected were analyzed using Pearson Product Moment Correlation at 0.05 level of significance. The result of the analysis showed that acquisition of the following variables: indexing skills and abstracting skills were significantly related to entrepreneurial intention. It was recommended among others that there should be public orientation programme that will enlighten the graduates of importance of entrepreneurial activities on students' employability and self-reliance. © 2021. All Rights Reserved.","Abstracting Skills; Indexing Skills; Professional skills; Undergraduates and Entrepreneurial intention; Universities","","","","","","","","Aina L. O., National Conference/AGM of NLA held in Uyo, (2004); Cotton J., O'Gorman C., Stampfi C., Can national educational policies meet the call for more entrepreneur? A project supported by the European community (Project Number-FIN/00/C/P/RF/92650), (2002); Duysters G., Cloodt M., The role of entrepreneurship education as a predictor of university students' entrepreneurial intention, International Entrepreneurship and Management Journal, 2, pp. 102-107, (2013); Hannon P., Entrepreneurship education in Ireland: Toward creating the entrepreneurial graduate, (2009); Ekpoh U. I., Edet A. O., Entrepreneurship education and career intentions of tertiary education students in AkwaIbom and Cross River States, Nigeria, International Education Studies, 4, 1, (2013); Igbeka J.U., Entrepreneurship in Library and Information Science, (2008); Issa A.O., Uzuegbu C.P., Nwosu M.C., Entrepreneurship Studies and Practices in Library and Information Science, (2014); Lawal O.O., Library information practice and education in Nigeria: Current trends and issues, (2010); Nnadozie C.O., Indexing and abstracting for beginners: Owerri, (2010); Owusu-Ansah W. A., The impact of entrepreneurship education on career intentions and aspiration of tertiary students in Ghana,  world conference of international council for small business, (2004); Ugah A. D., Nigerian Library Association: Cataloguing, classification and Indexing Section seminars and workshops; analysis of themes and venues, Middle Belt Journal of Library and Information Science, 6, 1, pp. 24-31, (2006); Reitz M. J., Dictionary for Library and Information Science Westport: Libraries Unlimited, (2004)","","","University of Idaho Library","","","","","","15220222","","","","English","Libr. Philos. Pract.","Article","Final","","Scopus","2-s2.0-85111573343"
"Singh J.K.N.; Fan S.X.","Singh, Jasvir Kaur Nachatar (56392929200); Fan, Shea X. (57194195842)","56392929200; 57194195842","International education and graduate employability: Australian Chinese graduates’ experiences","2021","Journal of Education and Work","34","5-6","","663","675","12","11","10.1080/13639080.2021.1965970","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112202990&doi=10.1080%2f13639080.2021.1965970&partnerID=40&md5=45decd62df4ccdc01759b9141dc4758b","Department of Management, Sport and Tourism, La Trobe University, Melbourne, Australia; Department of Management, RMIT, Melbourne, Australia","Singh J.K.N., Department of Management, Sport and Tourism, La Trobe University, Melbourne, Australia; Fan S.X., Department of Management, RMIT, Melbourne, Australia","This article investigates how international educational experiences affect the employment opportunities of Chinese who graduated from an Australian university. Findings based on 26 semi-structured interviews highlight that Chinese students who graduated from Australia gained a web of capital (i.e., human, cultural, psychological and identity), which facilitated their employment upon return home. However, social capital, which is critical in China, was a weakness for Chinese students who graduated from overseas institutions. The findings have provided strong evidence that Chinese students’ employability benefited from studying overseas. This research utilised the Tomlinson’s Graduate Capital Model to an international education context. It has implications for Chinese students on how they could benefit from studying overseas and for universities that recruit Chinese international students. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Australia; Chinese graduates; graduate capital; Graduate employability","","","","","","La Trobe China Studies Research Centre","This work was supported by the La Trobe China Studies Research Centre [No grant number].","International Trade in Services, by Country, by State and by Detailed Services Category, Financial Year, 2016–17, (2017); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Cao X., Enhancing the Employability of Chinese International Students: Identifying Achievements and Gaps in the Research Field, Exchange, 5, 1, pp. 77-89, (2017); Chen C.H., Zimitat C., Understanding Taiwanese Students’ Decision-making Factors regarding Australian International Higher Education, International Journal of Educational Management, 20, 2, pp. 91-100, (2006); Cheng M., Adekola O.A., Shah M., Valyrakis M., Exploring Chinese Students’ Experience of Curriculum Internationalisation: A Comparative Study of Scotland and Australia, Studies in Higher Education, 43, 4, pp. 754-768, (2018); Cheung A.C.K., Xu L., To Return or Not to Return: Examining the Return Intentions of Mainland Chinese Students Studying at Elite Universities in the United States, Studies in Higher Education, 40, 9, pp. 1605-1624, (2015); Cheung C.K., Gui Y., Job Referral in China: The Advantages of Strong Ties, Human Relations, 59, 6, pp. 847-872, (2006); Cooke F.L., Yao X., Jiang Y., Li A.S., Space, Agency and Overseas Employment for Chinese University Graduates in a Transient Global Labour Market, The International Journal of Human Resource Management, 28, 18, pp. 2622-2655, (2017); Creswell J.W., Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research, (2008); Creswell J.W., Qualitative Inquiry & Research Design: Choosing among Five Approaches, 3rd, (2013); Export income to Australia from international education activity in 2017, (2018); International student data summary, (2019); Gill S., The Homcoming: An Investigation into the Effect that Studying Overseas Had on Chinese Postgraduates’ Life and Work on Their Return to China, Compare, 40, 3, pp. 359-376, (2010); Guest G., Bunce A., Johnson L., How Many Interviews are Enough? An Experiment with Data Saturation and Variability, Field Methods, 18, 1, pp. 59-82, (2006); Exploring Career Agency during Self-initiated Repatriation: A Study of Chinese Sea Turtles, Career Development International, 18, 1, pp. 34-55, (2013); Hao J., Welch A., A Tale of Sea Turtles: Job-seeking Experiences of Hai Gui (High-skilled Returnees) in China, Higher Education Policy, 25, 2, pp. 243-260, (2012); Hao J., Wen W., Welch A., When Sojourners Return: Employment Opportunities and Challenges Facing High-skilled Chinese Returnees, Asian and Pacific Migration Journal, 25, 1, pp. 22-40, (2016); Hao X., Yan K., Guo S., Wang M., Chinese Returnees’ Motivation, Post-return Status and Impact of Return: A Systematic Review, Asian and Pacific Migration Journal, 26, 1, pp. 143-157, (2017); Huang R., International Experience and Graduate Employability: Perceptions of Chinese International Students in the UK, Journal of Hospitality, Leisure, Sport & Tourism Education, 13, pp. 87-96, (2013); Huang R., Turner R., International Experience, Universities Support and Graduate Employability–perceptions of Chinese International Students Studying in UK Universities, Journal of Education and Work, 31, 2, pp. 175-189, (2018); Four megatrends that are changing the competitive landscape of international education, (2018); A record number of Chinese students abroad in 2015 but growth is slowing, (2018); Jackson D., Developing Pre-professional Identity in Undergraduates through Work-integrated Learning, Higher Education, 74, 5, pp. 833-853, (2017); Kinash S., Crane L., Judd M.M., Knight C., Discrepant Stakeholder Perspectives on Graduate Employability Strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); Li Z., A Critical Account of Employability Construction through the Eyes of Chinese Postgraduate Students in the UK, Journal of Education and Work, 26, 5, pp. 473-493, (2013); Lin-Stephens S., Uesi J., Doherty J., Chinese Returnees’ Conceptions of Positive Career Outcomes after Graduating from Australian Universities–quantitative Findings, Australian Journal of Career Development, 24, 2, pp. 120-129, (2015); Liu D., Parental Involvement and University Graduate Employment in China, Journal of Education and Work, 29, 1, pp. 98-113, (2016); McClure J.W., The experiences of Chinese international postgraduates studying in Singapore, (2003); Minichiello V., Aroni R., Hays T., In-depth Interviewing: Principles, Techniques, Analysis, (2008); Mok K.H., Han X., Jiang J., Zhang X., International and Transnational Education for Whose Interests? A Study on the Career Development of Chinese Students, Higher Education Quarterly, 72, 3, pp. 208-223, (2018); Mok K.H., Wen Z., Dale R., Employability and Mobility in the Valorisation of Higher Education Qualifications: The Experiences and Reflections of Chinese Students and Graduates, Journal of Higher Education Policy and Management, 38, 3, pp. 264-281, (2016); Nafukho F.M., Hairston N., Brooks K., Human Capital Theory: Implications for Human Resource Development, Human Resource Development International, 7, 4, pp. 545-551, (2004); China statistical yearbook, (2019); Pham T., Tomlinson M., Thompson C., Forms of Capital and Agency as Mediations in Negotiating Employability of International Graduate Migrants, Globalisation, Societies and Education, 17, 3, pp. 394-405, (2019); Ren S., Zhu Y., Warner M., Human Resources, Higher Education Reform and Employment Opportunities for University Graduates in the People’s Republic of China, The International Journal of Human Resource Management, 22, 16, pp. 3429-3446, (2011); Ren S., Zhu Y., Warner M., Dilemmas Concerning the Employment of University Graduates in China, Studies in Higher Education, 42, 3, pp. 551-571, (2017); Scanlon L., Becoming a Professional: An Interdisciplinary Analysis of Professional Learning, (2011); Silverman D., Interpreting Qualitative Data: Methods for Analyzing Talk, Text and Interaction, (2006); Singh J.K.N., Why Do Chinese International Students Studying in Australia Repatriate? Australian Chinese Graduates Tell It All, Journal of Further and Higher Education, 44, 9, pp. 1207-1219, (2020); Singh J.K.N., Jack G., The Benefits of Overseas Study for International Postgraduate Students in Malaysia, Higher Education, 75, 4, pp. 607-624, (2018); Sonnenschein K., Barker M., Hibbins R., Benefits of Work-Integrated Learning: Perceptions Held by Chinese International Students Enrolled in an Australian University and Managers in the Chinese Hotel Industry, Journal of Hospitality & Tourism Education, 31, 3, pp. 139-148, (2019); Tesch R., Qualitative Research: Analysis Types and Software Tools, (1990); Tharenou P., Chinese International Business Graduates: A Career Dilemma: Repatriate or Stay?, Journal of Management & Organization, 21, 1, pp. 37-59, (2015); Tharenou P., Donohue R., Cooper B., Management Research Methods, (2007); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education+ Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Jackson D., Professional Identity Formation in Contemporary Higher Education Students, Studies in Higher Education, pp. 1-16, (2019); Van Manen M., Researching Lived Experience: Human Science for an Action Sensitive Pedagogy, (1990); Yorke M., Employability in Higher Education: What It Is-what It Is Not, 1, (2006); Yuzhuo C.A.I., Enhancing Overseas Chinese Graduate Employability: The Case of Chinese Graduates with Finnish Academic Qualifications, Frontiers of Education in China, 9, 3, pp. 377-402, (2014)","J.K.N. Singh; La Trobe University, Melbourne, Australia; email: J.NachatarSingh@latrobe.edu.au","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85112202990"
"Muhammad A.M.; Kamil M.A.; Druckman Z.A.","Muhammad, Ahmad Mazli (57195062573); Kamil, Maisarah Ahmad (57287196900); Druckman, Zachariah Aidin (57390797900)","57195062573; 57287196900; 57390797900","Towards a CEFR Framework for Workplace Communication: Students' Perceptions of the Sub-Skills, Use and Importance of Language Productive Skills (LPS)","2021","Pertanika Journal of Social Sciences and Humanities","29","3","","27","46","19","2","10.47836/pjssh.29.s3.02","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121974553&doi=10.47836%2fpjssh.29.s3.02&partnerID=40&md5=84688ba220a285d6e3b196ea9d2889d5","Department of English Language and Linguistics, Akademi Pengajian Bahasa, Universiti Teknologi MARA, Selangor, Shah Alam, 40450, Malaysia","Muhammad A.M., Department of English Language and Linguistics, Akademi Pengajian Bahasa, Universiti Teknologi MARA, Selangor, Shah Alam, 40450, Malaysia; Kamil M.A., Department of English Language and Linguistics, Akademi Pengajian Bahasa, Universiti Teknologi MARA, Selangor, Shah Alam, 40450, Malaysia; Druckman Z.A., Department of English Language and Linguistics, Akademi Pengajian Bahasa, Universiti Teknologi MARA, Selangor, Shah Alam, 40450, Malaysia","The ever-changing demands of the workforce due to current trends have led to the need for universities to equip their graduates with the necessary soft skills to increase their employability. As a result, the implementation of CEFR in language curricula was emphasised to address this matter. However, research on how CEFR could be implemented into a university's workplace communication course is severely lacking. Moreover, there is room to further enhance existing CEFR frameworks for workplace communication. Thus, this preliminary study was conducted to investigate students' perceptions of the use and importance of language productive skills (LPS) at the workplace towards developing a CEFR framework for workplace communication. The study adopted the quantitative approach through questionnaires to gauge students' perceptions of the use and importance of LPS at the workplace. A total of 354 students from various faculties under the clusters of science and technology, business and management, and social sciences and humanities participated in the study. The responses were analysed using the Statistical Package for Social Sciences (SPSS). The study's findings show that, generally, students' perceptions regarding the use and importance of speaking skills in the workplace are congruent to the CEFR scale for formal discussions. However, the use and importance of writing skills do not match the current available scale under CEFR to cater to workplace communication. Thus, future research calls for curriculum developers to identify relevant descriptors needed for written workplace communication. © Universiti Putra Malaysia Press.","CEFR; Curriculum design; Curriculum development; Language productive skills; Learning-centred; Needs analysis; University courses","","","","","","Academic Affairs Department of UiTM; Akademi Pengajian Bahasa; Universiti Teknologi MARA, UiTM","The authors want to thank the management of Akademi Pengajian Bahasa, UiTM, and the Academic Affairs Department of UiTM for assisting and cooperating in this study.","Agus A., Awang A. H., Yussof I., Makhbul I. Y. M., The gap analysis of graduate employees' work skills in Malaysia, Proceedings of Business and Information, 8, pp. 1-15, (2011); Course InformationforELC650(EnglishforProfessional Interaction), (2016); Albaum G., The likert scale revisited, International Journal of Market Research, 39, 2, pp. 1-21, (1997); Barni M., In the name of the CEFR: Individuals and standards, Challenges of language education and policy: Making space for people, pp. 40-52, (2015); Common European frameworkofreferenceforlanguages:Learning, teaching, assessment, (2001); Daniel E., The usefulness of qualitative and quantitative approaches and methods in researching problem-solving ability in Science education curriculum, Journal of Education and Practice, 7, 15, pp. 91-100, (2016); Dzulkifly D., Employers blame poor communication, language skills for unemployed Bumi grads, Malay Mail, (2018); Foley J. A., Issues on assessment using CEFR in the region, Language Education and Acquisition Research Network Journal, 12, 2, pp. 28-48, (2019); Harsch C., Seyferth S., Marrying achievement with proficiency - Developing and validating a local CEFR-based writing checklist, Assessing Writing, 43, (2020); Hee S. C., Zainal A. Z., Analysing the English communication needs of service technicians in the pest control industry, Pertanika Journal of Social Sciences & Humanities, 26, 2, pp. 1079-1095, (2018); Hutchinson T., Waters A., English for specific purposes: A learning-centred approach, (1987); Isnin S. F., Mustapha R., Othman W. M., engineering students' perspectives on the need of a new module in technical report writing at Polytechnic in Malaysia, Journal of Engineering Science and Technology, pp. 31-38, (2018); Labaree R. V., Research guides - The methodology, (2009); Malaysia Education Blueprint 2013-2025, (2013); Programme standards: Language, (2018); Mustafa Z., Importance of academia-industry linkages, (2019); Perinpasingam P. T. S., Arumugam N., Thayalan X., Maniam M., Needs analysis on the importance of English language skills for workplace: Trainee architects, International Review of Basic and Applied Sciences, 3, 10, pp. 129-137, (2015); Sarudin I., Noor Z. M., Zubairi A. M., Ahmad T. B. T., Nordin M. S., Needs assessment of workplace English and Malaysian graduates' English language competency, World Applied Sciences Journal, 21, pp. 88-94, (2013); Singh P, Fook C. Y., Sidhu G. K., A comprehensive guide to writing a research proposal, (2015); Singh P., Ghani P. A., Hoon T. S., Quantitativedataanalysisfornoviceresearchers, (2009); Tajuddin A. J. A., A Malaysian professional communication skills in English Framework for English for Occupational Purposes Courses, (2015); Uri N. F. M., Aziz M. S. A., Implementation of CEFR in Malaysia: Teachers' awareness and the Challenges, 3L The Southeast Asian Journal of English Language Studies, 24, 3, pp. 168-183, (2018); Zainuddin S. Z. B., Pillai S., Dumanig F. P., Phillip A., English language and graduate employability, Education + Training, 61, 1, pp. 79-93, (2019)","A.M. Muhammad; Department of English Language and Linguistics, Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, Selangor, 40450, Malaysia; email: a.mazli@uitm.edu.my","","Universiti Putra Malaysia","","","","","","01287702","","","","English","Pertanika J. Soc. Sci. Humanit.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85121974553"
"Froelich T.C.; de Oliveira M.Z.; de Lara Machado W.","Froelich, Tatiane Cristine (57226839943); de Oliveira, Manoela Ziebell (36967838600); de Lara Machado, Wagner (55622456900)","57226839943; 36967838600; 55622456900","Network analysis of the variables involved in Career Development; [Análise de rede das variáveis envolvidas no Desenvolvimento de Carreira]; [Análisis de red de las variables involucradas en el Desarrollo Profesional]","2021","Psico-USF","26","2","","265","277","12","0","10.1590/1413-82712021260206","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112836900&doi=10.1590%2f1413-82712021260206&partnerID=40&md5=4c168e1ef061cd2581008be6746e1fe6","Pontificia Universidade Católica do Rio Grande do Sul — PUCRS — Porto Alegre, Rio Grande do Sul, Brazil","Froelich T.C., Pontificia Universidade Católica do Rio Grande do Sul — PUCRS — Porto Alegre, Rio Grande do Sul, Brazil; de Oliveira M.Z., Pontificia Universidade Católica do Rio Grande do Sul — PUCRS — Porto Alegre, Rio Grande do Sul, Brazil; de Lara Machado W., Pontificia Universidade Católica do Rio Grande do Sul — PUCRS — Porto Alegre, Rio Grande do Sul, Brazil","The aim of the study was to identify the relationships between career commitment and the perception of employability, career adaptability, self-reflection and insight of professionals from the southern region of Brazil. Participants were 535 individuals who answered an online questionnaire with sociodemographic questions and scales from career commitment, employability perception, career adaptability, self-reflection and insight, to evaluate the variables of interest in the study. The data were submitted to descriptive and network analysis. The results show a moderate and positive relationship between the variables studied and highlight the centrality and strength of the variables identity, planning and confidence among the analyzed variables. It is concluded that it is essential to encourage professionals to reflect on professional choices and their responsibility with their careers, based on the promotion of self-knowledge. Also, the role of organizations in the development of People Management practices that promote autonomy and relationships of trust stands out. © 2021. All Rights Reserved.","commitment; comprometimento; compromiso; desarrollo profesional; desenvolvimento profissional; empleabilidad; employability; empregabilidade; graph theory; orientación vocacional; orientação vocacional; professional development; teoria dos grafos; teoría de grafos; vocational guidance","","","","","","","","Andrade R. S., Fernandes S. R. P., Bastos A.V.B., Bem-estar subjetivo e comprometimento com a carreira: Examinando suas relações entre professores do ensino superior, Revista de Psicologia, 4, 2, pp. 47-60, (2013); Attisgobe K. A., Rossier J., Paboussoum P., Career adapt-abilities scale in Togo: Psychometric properties and relation to general self-efficacy, employability and entrepreneurial intentions, (2016); Audibert A., Teixeira M. A. P., Escala de adaptabilidade de carreira: evidências de validade em universitários brasileiros, Revista Brasileira De Orientação Profissional, 16, 1, pp. 83-93, (2015); Baruch Y., Career development in organizations and beyond: Balancing traditional and contemporary viewpoints, Human resource management review, 16, 2, pp. 125-138, (2006); Baruch Y., Szucs N., Gunz H., Career studies in search of theory: The rise and rise of concepts, Career Development International, 20, 1, pp. 3-20, (2015); Borsboom D., Cramer A. O. J., Network analysis: An integrative approach to the structure of psychopathology, Annual Review of Clinical Psychology, 9, (2013); Boto B. C. N., Relação entre adaptabilidade e empregabilidade: Um estudo exploratório com uma amostra do sector da construção civil (Dissertação de mestrado da faculdade de Psicologia de Lisboa), (2011); Carson K. D., Bedeian A. G., Career commitment: Construction of a measure and examination of its psychometric properties, Journal of Vocational Behavior, 44, (1994); Cowden R. G., Meyer-Weitz A., Self-reflection and self-insight predict resilience and stress in competitive tennis, Social Behavior and Personality, 44, 7, pp. 1133-1150, (2016); DaSilveira A. C., DeCastro T. G., Gomes W. B., Escala de Autorreflexão e Insight: Nova Medida de Autoconsciência Adaptada e Validada para Adultos Brasileiros, Psico, 43, 2, pp. 155-162, (2012); Eng C.-J., Pai H.-C., Determinants of nursing competence of nursing students in Taiwan: The role of self-reflection and insight, Nurse Education Today, 35, 3, pp. 450-455, (2015); Epskamp S., Cramer A. O. J., Waldorp L. J., Schmit-tmann V. D., Borsboom D., (2012); Network visualization of relationships in psychometric data, Journal of Statistical Software, 48, 4; Fiori M., Bollmann G., Rossier J., Exploring the path through which career adaptability increases job satisfaction and lowers job stress: The role of affect, Journal of Vocational Behavior, 91, (2015); Fraga S. I. D., Adaptabilidade e empre-gabilidade numa perspectiva construtivista: Estudo com desempregados em contexto de formação, (2013); Fugate M., Employability, Encyclopedia of career development, 1, pp. 267-271, (2006); Fugate M., Kinicki A. J., Ashfhort B. E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Gamboa V., Paixao O., Palma A., Adaptabilidade de carreira e autoeficácia na transição para o trabalho: O papel da Empregabilidade Percebida — Estudo com Estudantes do Ensino Superior, Revista Portuguesa De Pedagogia, pp. 133-156, (2015); Grant A. M., Rethinking psychological mindedness: Metacognition, self-reflection, and insight, Behaviour Change, 8, 18, pp. 8-17, (2001); Grant A.M., Franklin J., Langford P., The Self-Reflection and Insight Scale: A new measure of private self-consciousness, Social Behavior and Personality, 30, pp. 821-836, (2002); Herachwati N., Rachma A., Organizational Commitment Versus Career Commitment, KnE Social Sciences, pp. 371-383, (2018); Censo Demográfico 2018 por estado: Trabalho - Amostra, (2018); Pesquisa Nacional por Amostra de Domicílios Contínua Terceiro trimestre de 2018, (2018); Kashefpakdel E., Newton O., Clark J., Joint Dialogue: How are Schools Developing Real Employability Skills?, (2018); Leal C. K. N., Souza M. D. P., Souza M. L., Autorreflexão e insight como dimensões da autoconsciência privada: Uma revisão da literatura, Psico, 49, 3, pp. 231-241, (2018); (2017); Magalhaes M. O., Propriedades psico-métricas da versão brasileira da escala de comprometimento com a carreira, Psicologia: Ciência e Profissão [online], 33, 2, pp. 303-317, (2013); Magalhaes M.O., Medidas do vínculo do trabalhador com a carreira, Ferramentas de diagnóstico para organizações e trabalho: um olhar a partir da psicologia, pp. 302-314, (2015); McArdle S., Waters L., Briscoe J. P., Hall D. T., Employability during unemployment: Adaptability, career identity and human and social capital, Journal of Vocational Behavior, 71, (2007); Moreira L. V., DeSouza M.L., Guerra V. M., Self-perception, empathy and moral self-concept predict moral concerns in adults, Paidéia, 28, (2018); Mukaka M. M., Statistics corner: A guide to appropriate use of correlation coefficient in medical research, Malawi medical journal: The journal of Medical Association of Malawi, 24, 3, pp. 69-71, (2012); Negru-Subtirica O., Pop E. I., Longitudinal links between career adaptability and academic achievement in adolescence, Journal of Vocational Behavior, 93, pp. 163-170, (2016); Oliveira M. Z., Zanon C., Silva I. S. da, Pinhatti M. M., Gomes W. B., Gauer G., Avaliação do autogerenciamento e do direcionamento de carreira: Estrutura fatorial da Escala de Atitudes de Carreira Proteana, Gerais: Revista Interinstitucional de Psicologia, 2, 2, pp. 160-169, (2010); Pai H.-C., The Effect of a Self-reflection and Insight program on the nursing competence of nursing students: A longitudinal study, Journal of Professional Nursing, 31, 5, pp. 424-431, (2015); Peixoto A. D. L. A., Janissek J., Aguiar C. V. N., Autopercepção de Empregabilidade, Ferramentas de Diagnóstico para Organizações e Trabalho: Um Olhar a partir da Psicologia, pp. 175-186, (2015); Potgieter I. L., Coetzee M, Ferreira N., Employability capacities and organisational commitment foci of human resource professionals: An exploratory study, Journal of Psychology in Africa, 26, 5, pp. 436-442, (2016); Praskova A., Creed P. A., Hood M., Self-regulatory processes mediating between career calling and perceived employability and life satisfaction in emerging adults, Journal of Career Development, 42, 2, pp. 86-101, (2015); Ribeiro G. B., O comprometimento com a carreira e a percepção de sucesso na carreira: Estudos de caso com coaches que atuam na cidade de Belo Horizonte (Dissertação de Mestrado, Fundação Mineira de Educação e Cultura), (2016); Rizzatti D. B., Sacramento A. M., Valmorbida V. S., Mayer V. P., Oliveira M. Z., Transição de carreira em adultos brasileiros: Um levantamento da literatura científica, Gerais: Revista Interinstitucional de Psicologia, 11, 1, pp. 153-173, (2018); Robinaugh D. J., Millner A. J., McNally R. J., Identifying highly influential nodes in the complicated grief network, Journal of Abnormal Psychology, 125, 6, pp. 747-757, (2016); Rudolph C. W., Lavigne K. N., Zacher H., Career adaptability: A meta-analysis of relationships with measures of adaptivity, adapting responses, and adaptation results, Journal of Vocational Behavior, 98, pp. 17-34, (2017); Rudolph C. W., Lavigne K. N., Katz I. M., Zacher H., Linking dimensions of career adaptability to adaptation results: A meta-analysis, Journal of Vocational Behavior, 102, pp. 151-173, (2017); Santos J. I. V., O papel do comprometimento profissional na relação de mediação entre gestão de carreira e o comprometimento organizacional, (2017); Savickas M.L., The theory and practice of career construction, Career development and counseling: Putting theory and research to work, pp. 42-70, (2005); Savickas M.L., Career construction theory and practice, Career development and counseling: putting theory and reaserch to work, pp. 147-183, (2013); Savickas M. L., Porfeli E. J., Career AdaptAbilities Scale: Construction, reliability, and measurement equivalence across 13 countries, Journal of Vocational Behavior, 80, 3, pp. 661-673, (2012); Silvia P. J., Phillips A. G., Evaluating selfreflection and insight as self-conscious traits, Personality and Individual Differences, 50, 2, (2011); Sullivan S. E., Baruch Y., Advances in Career Theory and Research: A Critical Review and Agenda for Future Exploration, Journal of Management, 35, 6, pp. 1542-1571, (2009); Teixeira M. A. P, Desenvolvimento de carreira em universitários: Construção de um instrumento, Anais do III Congresso Brasileiro de Psicologia Ciência e Profissão, (2010); Vandenberghe C., Ok A. B., Career commitment, proactive personality, and work outcomes: A crosslagged study, Career Development International, 18, 7, pp. 652-672, (2013); Zikic J., Klehe U. C., Job loss as a blessing in disguise: The role of career exploration and career planning in predicting reemployment quality, Journal of Vocational Behavior, 69, (2006)","","","Universidade Sao Francisco","","","","","","21753563","","","","English","Psico-USF","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85112836900"
"Froehlich D.E.; Beausaert S.; Segers M.","Froehlich, Dominik E. (56071314400); Beausaert, Simon (36080307500); Segers, Mien (7004861099)","56071314400; 36080307500; 7004861099","Similarity-attraction theory and feedback-seeking behavior at work: How do they impact employability?","2021","Studia Paedagogica","26","2","","77","96","19","4","10.5817/SP2021-2-4","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114155004&doi=10.5817%2fSP2021-2-4&partnerID=40&md5=29829276c99f8385464919c0736d3cef","Department of Education, University of Vienna, Austria; Department for Educational Research and Development, School of Business and Economics, Maastricht University, Netherlands","Froehlich D.E., Department of Education, University of Vienna, Austria; Beausaert S., Department for Educational Research and Development, School of Business and Economics, Maastricht University, Netherlands; Segers M., Department for Educational Research and Development, School of Business and Economics, Maastricht University, Netherlands","Employees' feedback-seeking networks at work are important for employees' learning and employability. Earlier studies often neglected the specific characteristics of the different relationships an individual employee has at work. We conduct social network analyses in seven samples to study inter-individual differences in feedback-seeking relationships in detail. We investigate 2,058 feedback-seeking relationships of 118 employees to study how similarity-attraction affects the composition of feedback-seeking networks at work and how the composition of these feedback-seeking networks influences employees' employability. This research study aims to contribute by taking into account both the mechanisms that shape feedback-seeking networks and the effects of this on employability. The results show that similarity-attraction affects feedback-seeking in the workplace and that having a largely homogeneous feedback-seeking network has detrimental effects on employability. © 2021 Masaryk University, Faculty of Arts. All rights reserved.","Employability; Feedback-seeking; Similarity-attraction; Social networks","","","","","","","","Alexiev A. S., Jansen J. J. P., Van den Bosch F. A. J., Volberda H. W., Top management team advice seeking and exploratory innovation: The moderating role of TMT heterogeneity, Journal of Management Studies, 47, 7, pp. 1343-1364, (2010); Ammons R. B., Effects of knowledge of performance: A survey and tentative theoretical formulation, Journal of General Psycholog y, 54, 2, pp. 279-299, (1956); Anseel F., Beatty A. S., Shen W., Lievens F., Sackett P. R., How are we doing after 30 years? A meta-analytic review of the antecedents and outcomes of feedback-seeking behavior, Journal of Management, 41, 1, pp. 318-348, (2013); Anseel F., Lievens F., Levy P. E., A self-motives perspective on feedback-seeking behavior: Linking organizational behavior and social psychology research, International Journal of Management Reviews, 9, 3, pp. 211-236, (2007); Ashford S. 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Froehlich; Department of Education, University of Vienna, Austria; email: dominik.froehlich@univie.ac.at; S. Beausaert; Department for Educational Research and Development, School of Business and Economics, Maastricht University, Netherlands; email: s.beausaert@maastrichtuniversity.nl; M. Segers; Department for Educational Research and Development, School of Business and Economics, Maastricht University, Netherlands; email: m.segers@maastrichtuniversity.nl","","Masaryk University","","","","","","18037437","","","","English","Stud. Paedagog.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85114155004"
"Atsiyeva E.; Balabiyev K.; Zharkenova S.; Namazbayeva Z.; Kurmanova A.","Atsiyeva, Ellada (57347651400); Balabiyev, Kairat (56195441400); Zharkenova, Svetlana (57188855657); Namazbayeva, Zaure (57347810700); Kurmanova, Aigul (57210435972)","57347651400; 56195441400; 57188855657; 57347810700; 57210435972","Problems of agency work during the coronavirus crisis: A case of Kazakhstan","2021","Problems and Perspectives in Management","19","4","","148","160","12","0","10.21511/ppm.19(4).2021.13","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119496188&doi=10.21511%2fppm.19%284%29.2021.13&partnerID=40&md5=55da1ed7c1b90401ff2e8a6823f75340","Department of Law, Kazakh-Russian International University, Kazakhstan; Faculty of Social Science, Department of Law, Central Asian Innovation University, Kazakhstan; Faculty of Law, Department of Civil, Labor and Environmental Law, Gumilev Eurasian National University, Kazakhstan; Faculty of Social Science, Department of Tourism, Narxoz University, Kazakhstan; Faculty of Economics and Law, Department of Law, Zhubanov Aktobe Regional University, Kazakhstan","Atsiyeva E., Department of Law, Kazakh-Russian International University, Kazakhstan; Balabiyev K., Faculty of Social Science, Department of Law, Central Asian Innovation University, Kazakhstan; Zharkenova S., Faculty of Law, Department of Civil, Labor and Environmental Law, Gumilev Eurasian National University, Kazakhstan; Namazbayeva Z., Faculty of Social Science, Department of Tourism, Narxoz University, Kazakhstan; Kurmanova A., Faculty of Economics and Law, Department of Law, Zhubanov Aktobe Regional University, Kazakhstan","The study was carried out based on a survey among 115 Kazakhstani employees and 49 employers to understand attitudes to online employability during the coronavirus crisis and related problems to such format of work. Employees were presented by 32% of Generation Y (born between 1985 and 2002), 44% of Generation X (born between 1964 and 1984), 13% of Baby Boomers (born between 1944 and 1963), and 11% of Silent Generation (born before 1943). As for employers, they were presented by 28% of Generation Y, 51% of Generation X, 16% of Baby Boomers, and 5% of Silent Generation. The result reveals that the format of work has been 46% full-time online, 49% part-time online, 5% mix of full and part-time format. The same pattern was observed among employers with 60% confirming the use of remote online work of staff within the framework of self-isolation, although 31% switched to the part-time online format of work and 9% used a mix of full and part-time. At the same time, only about 7% of the workers and 11% of employers previously had such a practice, and for the majority, such work became an absolutely new experience. Most of 85% of Generation Y and 76% of Generation X have the sufficiency of digital skills and ability to work online, while 42% of Baby Boomers and 67% of Silent Generation experienced difficulties. In terms of problems, both employees and employers prioritize organization policies, communication, and law relationship. © 2021 LLC CPC Business Perspectives. All rights reserved.","COVID-19; Economic crisis; Employment; Kazakhstan; Online","","","","","","","","Absalyamova S. G., Absalyamov T. B., Remote employment as a form of labor mobility of today's youth, Mediterranean Journal of Social Sciences, 6, 1S3, pp. 227-227, (2015); Adams A., Technology and the labour market: The assessment, Oxford review of economic policy, 34, 3, pp. 349-361, (2018); Agell J., On the benefits from rigid labour markets: norms, market failures, and social insurance, The Economic Journal, 109, 453, pp. 143-164, (1999); AlShehabi O. 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L., Trends in Socioeconomic Health Inequalities in Kazakhstan: National Household Surveys Analysis, Communist and Post-Communist Studies, 53, 2, pp. 177-190, (2020); Staines Z., Australia's remote workfare policy: Rhetoric versus reality of ""community"" empowerment, Critical Social Policy, 41, 1, pp. 4-24, (2021); Vijai C., Nivetha P., A Study of Stress Complications among Employees during Covid-19 Pandemic Special References to Chennai City, Shanlax International Journal of Management, 8, 3, pp. 56-64, (2021); Wilthagen T., Rogowski R., Legal regulation of transitional labour markets, The Dynamics of full employment: Social integration through transitional labour markets, pp. 233-273, (2002); Youssef A. B., Boubaker S., Dedaj B., Carabregu-Vokshi M., Digitalization of the economy and entrepreneurship intention, Technological Forecasting and Social Change, 164, (2021)","","","LLC CPC Business Perspectives","","","","","","17277051","","","","English","Probl. Perspect. Manage.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85119496188"
"de Alba J.M.; Stucki V.","de Alba, Jaime Moll (57191222971); Stucki, Virpi (8701366000)","57191222971; 8701366000","From pilot to scale-a framework for development practitioners for market driven vocational training","2021","International Journal of Business and Society","22","2","","653","674","21","1","10.33736/ijbs.3749.2021","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117351363&doi=10.33736%2fijbs.3749.2021&partnerID=40&md5=033716931e3c902899b77c59d575b4a1","United Nations Industrial Development Organization (UNIDO), Austria","de Alba J.M., United Nations Industrial Development Organization (UNIDO), Austria; Stucki V., United Nations Industrial Development Organization (UNIDO), Austria","Partnerships bringing together both the private and the public sector, as well as development actors might play an important role in facilitating the acquisition of skills and thereby support sustainable socio-economic development, notably in the manufacturing sector. The participation of the private sector in such partnerships contributes to enhance the adequacy between skills supply and demand and thereby spurs employability and economic activity. This paper makes use of the case study method to analyse the role of this kind of partnership in skills acquisition in five industrial development projects in Africa. We hypothesize that the Market System Development (MSD) approach offers potential to enhance the impact of skills acquisition partnerships. We conclude by proposing an innovative framework to support policymakers and development practitioners to conceptualise new skills development partnerships through the application of the MSD approach contributing to systemic change and long-term sustainability. © 2021, Universiti Malaysia Sarawak. All rights reserved.","COVID-19; Fourth industrial revolution; Industrial development; Market system development; Public private development partnership; Skills acquisition; Sustainable development goals","","","","","","Governments of Finland; UNIDO; United Nations Industrial Development Organization; Volvo Group; Styrelsen för Internationellt Utvecklingssamarbete, Sida","Funding text 1: We would like to thank the editor and the anonymous peer-reviewers for their comments and Stefan Windberger for the data compilation. The Swedish International Development Cooperation Agency and UNIDO funded the Learning and Knowledge Development Facility project while the by the Governments of Finland and Japan and the United States Agency for International Development supported financially the PPDP projects. Disclaimer: The views expressed herein are those of the author(s) and do not necessarily reflect the views of the United Nations Industrial Development Organization. (As provided for in Administrative Circular UNIDO/DA/PS/AC.69 of 17. December 1990). Mention of firm names or commercial products does not constitute an endorsement by UNIDO.; Funding text 2: UNIDO has accumulated unique experience using the above partnership approach in a number of projects in different industrial subsectors in several developing countries. Supported by UNIDO and the Swedish International Development Agency, the Learning and Knowledge Development Facility provides policymakers and development practitioners with a platform to share and discuss practices and experience in the area of industrial skills development. The facility has developed and promoted a common framework, on the one hand, to facilitate the acquisition of the skills required by the industrial sector and thereby enhance employability and reduce poverty and, on the other hand to meet the labour market demands of skilled labour and thereby underpin economic growth. Partnerships, and namely the public private development partnership approach, lie at the core of the facility. The role of the private sector in such partnership projects is fundamental to identify and facilitate the acquisition of skills required by a given industrial subsector as well as the mastering of the key technologies and knowledge the labour should become conversant.; Funding text 3: The project established in 2015, with financial support from the Swedish International Development Agency and the Volvo Group, a centre in Zambia for the operation and maintenance of heavy equipment used in the mining industry, i.e., earthmoving equipment and trucks. The centre was integrated into the existing technical and vocational education program of the Northern Technical College, a public vocational training centre that is located in Ndola and provides training programs in electrical, mechanical, automotive engineering and the applied sciences.","Albaladejo M., Weiss M., Skills policy instruments for industrial development in low and middle-income countries, (2017); Annan K., Secretary-General’s Address to meeting on ""The Business Contribution to the Millennium Development Goals”, (2005); Autor D., Reynolds E., The Nature of Work after the COVID Crisis: Too Few Low-Wage Jobs, (2020); Barrero J., Bloom N., Davis S., COVID-19 Is Also a Reallocation Shock, (2020); Why a systems approach?, (2020); Features of a market systems approach; Stephen Kinzer Quotes; Chang H-J., Andreoni A., Industrial Policy in the 21st Century, Development and Change, 51, 2, pp. 324-351, (2020); Skills gap and the future of work study, (2018); National Skills Development Plan (NSDP), (2018); White Paper for Post-School Education and Training, (2014); Hoyaux A., Development of public private partnerships in technical vocational education and training, (2019); About: The JET Story, (2020); Kaldor N., Causes of the Slow Rate of Economic Growth of the United Kingdom, (1966); Kaldor N., The Role of Increasing Returns, Technical Progress and Cumulative Causation in the Theory of International Trade and Economic Growth, Economie appliquée, 34, 4, pp. 593-617, (1981); Full Text of Royal Speech on 65th Anniversary of the Revolution of the King and the People, (2018); National Technical and Vocational Education and Training (TVET) Strategy, (2008); National Policy for Technical and Vocational Education and Training (TVET), (2015); Moll de Alba J., Stucki V., Enhancing youth employability: a public private development partnership (PPDP) model to acquire industrial skills, International Journal of Economics and Business Research, 17, 1, pp. 1-17, (2019); Blended Finance in the Least Developed Countries 2019, (2019); Schwab K., Davis N., Shaping the Fourth Industrial Revolution, (2018); The operational guide for the making markets work for the poor (M4F) Approach, (2015); Collaboration opportunities-Public Private Development Partnership, (2019); Destination digital Africa: preparing our youth for the future, (2019); International Consultation on Education for Sustainable Development: Engaging the Corporate Sector, (2007); World TVET Database – Zambia, (2010); World TVET Database – South Africa, (2014); World TVET Database – Morocco, (2015); World TVET Database-Country Profiles, (2019); High Level Political Forum Review of SDG implementation and interrelations among goals Discussion on SDG 4 – Quality education, (2019); World Investment Report, 2014: Investing in the SDGs: An Action Plan, (2014); SDG Investment Trends Monitor, (2019); World Investment Report, 2020: International Production: Beyond the Pandemic, (2020); Resolution Transforming our world: the 2030 Agenda for Sustainable Development, (2015); Swedish Academy for Training. Lessons learnt from a Public Private Development Partnership, (2016); Académie Engins Lourds et Véhicules Commerciaux (AGEVEC), (2017); Independent Final Evaluation. Revitalization of Forest Training Centers in the SADC Region for Green Employment (Phase I and Phase II), (2017); Heavy Duty Equipment and Commercial Vehicles Academy (HDECoVA), (2018); Lessons-learnt: Promoting Youth Employment by supporting Technical and Vocational Training in Liberia, (2018); Industrial Development Report 2020. Industrializing in the digital age, (2019); Competitive Industrial Performance Report 2018, Biennial CIP report, edition 2018, (2019); Creating Opportunities through Vocational Training. Results of a Baseline Survey among Commercial Vehicle Drivers in Addis Ababa, Ethiopia, (2019); 18th General Conference Abu Dhabi Declaration, Abu Dhabi, (2019); Industrialization as the driver of sustained prosperity, (2020); How industrial development matters to the well-being of the population: Some statistical evidence, (2020); Design of a public private development partnership between Sida, Volvo and UNIDO in the Democratic Republic of the Congo, using the market system development approach, (2020); Independent Terminal Evaluation – Morocco, Training Academy for Heady-duty Industry Equipment and Commercial Vehicles, (2020); Index of industrial production, (2020); How governance is changing in the 4IR, (2018); The Future of Jobs Report 2018, (2019); Strategies for the New Economy Skills as the Currency of the Labour Market, (2019); Jobs of Tomorrow Mapping Opportunity in the New Economy, (2020); Yin R. K., Case study research: Design and methods, (2014)","J.M. de Alba; UNIDO, Department of Programme and Partnership Coordination, Vienna, Austria; email: J.Moll-de-Alba@unido.org","","Universiti Malaysia Sarawak","","","","","","15116670","","","","English","Int. J. Bus. Soc.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85117351363"
"Min S.J.; Fink K.","Min, Seong Jae (35194394600); Fink, Katherine (56111769200)","35194394600; 56111769200","Keeping Up with the Technologies: Distressed Journalistic Labor in the Pursuit of “Shiny” Technologies","2021","Journalism Studies","22","14","","1987","2004","17","13","10.1080/1461670X.2021.1979425","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115296248&doi=10.1080%2f1461670X.2021.1979425&partnerID=40&md5=62f0c251344a713a9866b30a476fffc5","Associate Professor of Communication Studies at Pace University, New York, United States; Media, Communications, and Visual Arts at Pace University, Pleasantville, NY, United States","Min S.J., Associate Professor of Communication Studies at Pace University, New York, United States; Fink K., Media, Communications, and Visual Arts at Pace University, Pleasantville, NY, United States","Journalism has taken a technological turn, as reflected in industry narratives that suggest innovation is key to a strong financial future. This pursuit of technological innovation is consistent with Bourdieu’s field theory, which suggests the journalistic field wants to re-assert its power and ward off threats from neighboring fields by increasing cultural capital through the acquisition of technological expertise and innovation. This study examined how journalists have responded to the push for technological upskilling. Based on a survey of 226 U.S. journalists, we found that some emerging technologies are not utilized as often and are not as highly valued as industry narratives suggest. Journalists were most motivated to learn new technologies to improve their employability; yet, they found it hard to keep up. Journalists also believed traditional skills, such as writing and interviewing, were more important to their jobs than digital technology skills. This study thus builds on research suggesting a gap exists between discourse emphasizing technology as a savior of the industry’s future, and the day-to-day practices of most journalists. We find a need to more critically reflect upon the realities of technology adoption and use and their connection to journalism's mission. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","digital; field theory; innovation; journalism skills; journalistic labor; Technology","","","","","","","","Alexander J.C., Fin de Siècle Social Theory: Relativism, Reduction, and the Problem of Reason, (1995); (2019); Atton C., Alternative and Citizen Journalism, The Handbook of Journalism Studies, pp. 265-278, (2009); Belair-Gagnon V., Lewis S.C., Agur C., Failure to Launch: Competing Institutional Logics, Intrapreneurship, and the Case of Chatbots, Journal of Computer-Mediated Communication, 25, 4, pp. 291-306, (2020); Bell E., Owen T., (2017); Benson R., Neveu E., Bourdieu and the Journalistic Field, (2005); Blom R., Davenport L., Searching for the Core of Journalism Education: Program Directors Disagree on Curriculum Priorities, Journalism and Mass Communication Educator, 67, 1, pp. 70-86, (2012); Bock M.A., Lough K., Fadnis D., ‘Her’ Photographer: The Roanoke Live-Shot Murders and Visual Communication’s Place in the Newsroom, Visual Communication Quarterly, 24, 3, pp. 162-173, (2017); Bourdieu P., On Television and Journalism, (1998); Bourdieu P., Pascalian Meditations, (2000); Bourdieu P., The Political Field, the Social Science Field, and the Journalistic Field, Bourdieu and the Journalistic Field, pp. 29-47, (2005); Boyles J.L., The Isolation of Innovation: Restructuring the Digital Newsroom Through Intrapreneurship, Digital Journalism, 4, 2, pp. 229-246, (2016); Braverman H., Labor and Monopoly Capital: The Degradation of Work in the Twentieth Century, (1974); Briggs M., Entrepreneurial Journalism: How to Build What’s Next for News, (2012); Carlson M., The Robotic Reporter, Digital Journalism, 3, 3, pp. 416-431, (2015); Coddington M., Seeing Through the User’s Eyes: The Role of Journalists’ Audience Perceptions in Their Use of Technology, Electronic News, 12, 4, pp. 235-250, (2018); Cohen N.S., Entrepreneurial Journalism and the Precarious State of Media Work, South Atlantic Quarterly, 114, 3, pp. 513-533, (2015); Cottle S., Ashton M., From BBC Newsroom to BBC Newscentre: On Changing Technology and Journalist Practices, Convergence, 5, 3, pp. 22-43, (1999); Creech B., Mendelson A., Imagining the Journalist of the Future: Technological Visions of Journalism Education and Newswork, The Communication Review, 18, 2, pp. 142-165, (2015); Danzon-Chambaud S., Cornia A., Changing or Reinforcing the ‘Rules of the Game’: A Field Theory Perspective on the Impacts of Automated Journalism on Media Practitioners, Journalism Practice, (2021); Doctor K., (2020); Ferrucci P., ‘We’ve Lost the Basics’: Perceptions of Journalism Education from Veterans in the Field, Journalism and Mass Communication Educator, 73, 4, pp. 410-420, (2018); Finberg H.I., Klinger L., (2014); Gottfried J., Barthel M., (2020); Hanitzsch T., Hanusch F., Ramaprasad J., de Beer A.S., Worlds of Journalism: Journalistic Cultures Around the Globe, (2019); Holcomb J., Stubbs H., (2020); Josephi B., Journalism Education, The Handbook of Journalism Studies, pp. 42-56, (2009); (2011); Kosterich A., Managing News Nerds: Strategizing About Institutional Change in the News Industry, Journal of Media Business Studies, 17, 1, pp. 51-68, (2020); Kung L., (2017); Lewis S.C., Westlund O., Mapping the Human–Machine Divide in Journalism, Sage Handbook of Digital Journalism, pp. 341-353, (2016); Liu C., De-skilling Effects on Journalists: ICTs and the Labour Process of Taiwanese Newspaper Reporters, Canadian Journal of Communication, 31, 3, pp. 695-714, (2006); Maares P., Hanusch F., Interpretations of the Journalistic Field: A Systematic Analysis of How Journalism Scholarship Appropriates Bourdieusian Thought, Journalism, (2020); Maycotte H.O., (2015); McChesney R.W., Nichols J., The Death and Life of American Journalism: The Media Revolution That Will Begin the World Again, (2010); Milk C., How Virtual Reality Can Create the Ultimate Empathy Machine, (2015); Molyneux L., Lewis S.C., Holton A., Media Work, Identity, and the Motivations That Shape Branding Practices among Journalists: An Explanatory Framework, New Media and Society, 21, 4, pp. 836-855, (2019); Montal T., Reich Z., I, Robot. You, Journalist. Who is the Author?, Digital Journalism, 5, 7, pp. 829-849, (2017); Newton E., Searchlights and Sunglasses: Field Notes from the Digital Age of Journalism, (2013); Ornebring H., Technology and Journalism-as-Labour: Historical Perspectives, Journalism, 11, 1, pp. 57-74, (2010); Ornebring H., Mellado C., Valued Skills among Journalists: An Exploratory Comparison of Six European Nations, Journalism, 19, 4, pp. 445-463, (2016); Parasie S., Data-Driven Revelation?, Digital Journalism, 3, 3, pp. 364-380, (2015); Petre C., Engineering Consent, Digital Journalism, 6, 4, pp. 509-527, (2018); Picard R., Deficient Tutelage: Challenges of Contemporary Journalism Education, Toward 2020: New directions in journalism education conference, (2014); Posetti J., Time to Step Away from the ""Bright, Shiny Things""? Towards a Sustainable Model of Journalism Innovation in an Era of Perpetual Change, (2018); Reuters Institute Digital News Report 2021, (2021); Robinson S., Lewis S.C., Carlson M., Locating the ‘Digital’ in Digital Journalism Studies: Transformations in Research, Digital Journalism, 7, 3, pp. 368-377, (2019); Salcetti M., The Emergence of the Reporter: Mechanization and the Devaluation of Editorial Workers, Newsworkers: Toward a History of the Rank and File, pp. 48-74, (1995); Schudson M., The Objectivity Norm in American Journalism, Journalism, 2, 2, pp. 149-170, (2001); Schudson M., Anderson C.W., Objectivity, Professionalism, and Truth-Seeking in Journalism, The Handbook of Journalism Studies, pp. 88-101, (2009); Seo S., Blue-Collar Witnesses to Power: The Culture of Photographers at the Associated Press, Journalism Studies, 20, 15, pp. 2200-2217, (2019); Singer J., Broersma M., Innovation and Entrepreneurship: Journalism Students' Interpretive Repertoires for a Changing Occupation, Journalism Practice, 14, 3, pp. 319-338, (2020); Stray J., (2016); Tandoc E., Journalism is Twerking? How Web Analytics is Changing the Process of Gatekeeping, New Media and Society, 16, 4, pp. 559-575, (2014); Tandoc E., Maitra J., News Organizations’ Use of Native Videos on Facebook: Tweaking the Journalistic Field One Algorithm Change at a Time, New Media and Society, 20, 5, pp. 1679-1696, (2018); Usher N., Making News at The New York Times, (2014); Usher N., Interactive Journalism: Hackers, Data, and Code, (2016); Van Dalen A., The Algorithms Behind the Headlines, Journalism Practice, 6, 5-6, pp. 648-658, (2012); Van der Haak B., Parks M., Castells M., The Future of Journalism: Networked Journalism, International Journal of Communication, 6, pp. 2923-2938, (2012); Vos T.P., Singer J.B., Media Discourse About Entrepreneurial Journalism, Journalism Practice, 10, 2, pp. 143-159, (2016); Wahl-Jorgensen K., A Manifesto of Failure for Digital Journalism, Remaking the News: Essays on the Future of Journalism Scholarship in the Digital Age, pp. 251-266, (2017); Wu S., Tandoc E., Salmon C.T., Journalism Reconfigured, Journalism Studies, 20, 10, pp. 1440-1457, (2019); Wu S., Tandoc E., Salmon C.T., A Field Analysis of Journalism in the Automation Age: Understanding Journalistic Transformations and Struggles Through Structure and Agency, Digital Journalism, 7, 4, pp. 428-446, (2019); Zamith R., Belair-Gagnon V., Lewis S.C., Constructing Audience Quantification: Social Influences and the Development of Norms About Audience Analytics and Metrics, New Media and Society, 22, 10, pp. 1763-1784, (2019); Zelizer B., Journalists as Interpretive Communities, Critical Studies in Mass Communication, 10, 3, pp. 219-237, (1993); Zelizer B., Why Journalism Is About More Than Digital Technology, Digital Journalism, 7, 3, pp. 343-350, (2019)","S.J. Min; Communication Studies at Pace University, New York, United States; email: smin@pace.edu","","Routledge","","","","","","1461670X","","","","English","Journal. Stud.","Article","Final","","Scopus","2-s2.0-85115296248"
"Kadir O.; Omar M.Z.; Rasul M.S.","Kadir, Osman (57414294500); Omar, Mohd Zaidi (55420424000); Rasul, Mohamad Sattar (55554426600)","57414294500; 55420424000; 55554426600","The Impact of Psychological Well-Being, Employability and Work-Life Balance on Organizational Mobility of Women Engineering Technology Graduate; [Kesan Kebolehgajian, Kesejahteraan Psikologi dan Keseimbangan Kerja-Kehidupan Terhadap Mobiliti Organisasi Graduan Teknologi Kejuruteraan Wanita]","2021","Jurnal Pengurusan","63","","","","","","2","10.17576/pengurusan-2021-63-08","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122959157&doi=10.17576%2fpengurusan-2021-63-08&partnerID=40&md5=3f211ff863af162a728d38e4bc6e58fd","STEM Department, IPG Kampus Kota Bharu, Jln Maktab, Pengkalan Chepa, Kelantan, Kota Bharu, 16109, Malaysia; Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, UKM Bangi, Selangor, 43600, Malaysia; Faculty of Education, Universiti Kebangsaan Malaysia, UKM Bangi, Selangor, 43600, Malaysia","Kadir O., STEM Department, IPG Kampus Kota Bharu, Jln Maktab, Pengkalan Chepa, Kelantan, Kota Bharu, 16109, Malaysia; Omar M.Z., Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, UKM Bangi, Selangor, 43600, Malaysia; Rasul M.S., Faculty of Education, Universiti Kebangsaan Malaysia, UKM Bangi, Selangor, 43600, Malaysia","Kerajaan sentiasa memberi penekanan kepada pendidikan Sains, Teknologi, Kejuruteraan dan Matematik (STEM) bagi memenuhi keperluan sumber tenaga manusia negara dalam bidang STEM. Walaubagaimanapun, kuantiti sumber manusia dalam bidang STEM agak membimbangkan disebabkan kemerosotan bilangan pelajar yang mengambil mata pelajaran STEM dan mobiliti kerjaya dalam kalangan graduan STEM ke kerjaya bukan STEM terutama graduan STEM wanita. Mobiliti kerjaya sering berlaku terutama dalam kalangan wanita kejuruteraan yang mengakibatkan kehilangan sumber manusia yang berharga kepada organisasi. Reka bentuk produk yang dihasilkan di organisasi lama akan dibawa ke organisasi baru dan dengan itu mencetuskan kerahsiaan isu reka bentuk produk. Kajian ini dijalankan untuk meneliti hubungan antara keseimbangan kerja-kehidupan, kebolehgajian dan kesejahteraan psikologi terhadap mobiliti organisasi dalam kalangan 114 graduan teknologi kejuruteraan wanita yang berada dalam industri di Malaysia. Model telah dibangunkan dan diuji menggunakan teknik SEM menggunakan perisian SmartPLS. Hasil kajian menunjukkan bahawa terdapat hubungan antara kesejahteraan psikologi, kebolehgajian dan keseimbangan kerja-kehidupan terhadap mobiliti organisasi. Kajian ini menunjukkan kesejahteraan psikologi memainkan peranan utama dalam mobiliti organisasi bagi graduan teknologi kejuruteraan wanita. Di samping itu, kebolehgajian yang rendah juga menyumbang kepada mobiliti organisasi di kalangan graduan teknologi kejuruteraan wanita di industri. © 2021 Penerbit Universiti Kebangsaan Malaysia. All rights reserved.","Kata kunci: Mobiliti organisasi; Kebolehgajian; Keseimbangan kerja-kehidupan; Kesejahteraan psikologi; Teknologis wanita","","","","","","Universiti Kebangsaan Malaysia, UKM","This work was fully funded by a research grant under the IDE-2018-003 from Universiti Kebangsaan Malaysia.","Allen J., Van Der Velden R., Transitions from Higher Education to Work. Dlm. 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Dlm. (pnyt.), Handbook of Research on Work–Life Balance in Asia, (2015); Patrick M.W., Russell Wayne C., Thomas P.M., Strategic Human Capital Crossing the Great Divide, Journal of management, (2014); Pearce J.L., Randel A.E., Expectations of Organizational Mobility, Workplace Social Inclusion, and Employee Job Performance, Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 25, 1, pp. 81-98, (2004); Rahim N.B., Siti-Rohaida M., Protean Career Orientation and Career Goal Development: Do They Predict Engineer's Psychological Well-Being?, Procedia-Social and Behavioral Sciences, 172, pp. 270-277, (2015); Ringle C.M., Sarstedt M., Gain More Insight from Your Pls-Sem Results: The Importance-Performance Map Analysis, Industrial Management & Data Systems, 116, 9, pp. 1865-1886, (2016); Ringle C.M., Wende S., Becker J.M., Smartpls 3, (2015); Rosenberg S., Heimler R., Morote E.-S., Basic Employability Skills: A Triangular Design Approach, Education+ Training, 54, 1, pp. 7-20, (2012); Rothwell A., Arnold J., Self-Perceived Employability: Development and Validation of a Scale, Personnel review, 36, 1, pp. 23-41, (2007); Ryff C.D., Keyes C.L.M., The Structure of Psychological Well-Being Revisited, Journal of personality and social psychology, 69, 4, (1995); Samuel R., Ramayah T., Employability, Mobility and Work-Life Balance: How Do They Relate for Mba Holders in Malaysia?, Pertanika Journal of Social Sciences & Humanities, 24, 1, (2016); Seah A., Salaries to Rise Amid Higher Turnover in 2014, HumanResources, (2013); Somaya D., Williamson I.O., Lorinkova N., Gone but Not Lost: The Different Performance Impacts of Employee Mobility between Cooperators Versus Competitors, Academy of management journal, 51, 5, pp. 936-953, (2008); Song J., Almeida P., Wu G., Learning–by–Hiring: When Is Mobility More Likely to Facilitate Interfirm Knowledge Transfer?, Management Science, 49, 4, pp. 351-365, (2003); Sullivan S.E., Arthur M.B., The Evolution of the Boundaryless Career Concept: Examining Physical and Psychological Mobility, Journal of Vocational Behavior, 69, 1, pp. 19-29, (2006); Sullivan S.E., The Changing Nature of Careers: A Review and Research Agenda, Journal of management, 25, 3, pp. 457-484, (1999); Thijssen J.G., Van Der Heijden B.I., Rocco T.S., Toward the Employability—Link Model: Current Employment Transition to Future Employment Perspectives, Human Resource Development Review, 7, 2, pp. 165-183, (2008); Trevor C.O., Interactions among Actual Ease-of-Movement Determinants and Job Satisfaction in the Prediction of Voluntary Turnover, Academy of management journal, 44, 4, pp. 621-638, (2001); Watts A.G., Career Development Learning and Employability, (2006); Wright T.A., Bonett D.G., Job Satisfaction and Psychological Well-Being as Nonadditive Predictors of Workplace Turnover, Journal of management, 33, 2, pp. 141-160, (2007); Zainuddina N., Norb N.N.M., Joharic H., Turnover Intention (Transactional Leadership Styles Perspective) among Electrical and Electronics Sub-Sector Employees in Malaysia, Conference of Business Management Research, pp. 367-377, (2015); Zulkarnain A., Kharissa Pratiwi A., Analysis of Psychological Well-Being and Turnover Intentions of Hotel Employees: An Empirical Study, International Journal of Innovation and Applied Studies, 3, 3, pp. 662-671, (2013)","O. Kadir; STEM Department, IPG Kampus Kota Bharu, Kota Bharu, Jln Maktab, Pengkalan Chepa, Kelantan, 16109, Malaysia; email: osman.kdr@gmail.com","","Penerbit Universiti Kebangsaan Malaysia","","","","","","01272713","","","","English","Jurnal Pengurusan","Article","Final","","Scopus","2-s2.0-85122959157"
"Grant-Smith D.C.; Carroli L.; Winter A.; Mayere S.","Grant-Smith, Deanna Chantal (54420128200); Carroli, Linda (57190782467); Winter, Abbe (57470013600); Mayere, Severine (55794187600)","54420128200; 57190782467; 57470013600; 55794187600","UNDERSTANDING PLANNING STUDENTS’ SELF-PERCEIVED EMPLOYABILITY IN AN UNCERTAIN FUTURE","2021","Spatium","","46","","11","21","10","1","10.2298/SPAT2146011G","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125414966&doi=10.2298%2fSPAT2146011G&partnerID=40&md5=90771e3dc83734342a2a840baec81729","Queensland University of Technology Business School, QLD, Australia; School of Architecture and Built Environment, Queensland University of Technology, QLD, Australia; Queensland University of Technology, QLD, Australia","Grant-Smith D.C., Queensland University of Technology Business School, QLD, Australia; Carroli L., School of Architecture and Built Environment, Queensland University of Technology, QLD, Australia; Winter A., Queensland University of Technology, QLD, Australia; Mayere S., School of Architecture and Built Environment, Queensland University of Technology, QLD, Australia","Planning students are entering an increasingly competitive professional labour market. To understand their selfperceivedemployability and identify the employability-enhancing strategies they engage in to improve their graduateemployment prospects, this paper analyses survey data collected from 106 undergraduate students at a large Australianuniversity. Three key themes are identified as important for graduate employability from the perspective of planningstudents: education; personal attributes and assets; and appropriate professional experience. This study finds thatmany respondents were critical of the extent to which they believed their university studies were positively positionedfor the real world of planning and positively positioned them to succeed in the graduate employment market relativeto other planning graduates. To address these limitations, respondents emphasised the importance of developingpersonal and professional networks with peers and engaging in skills-enhancing activities, and revealed an expectationthat they may need to engage in unpaid professional work experience. However, notwithstanding these efforts toactively moderate the impact of self-perceived personal skills and experiential deficits on their employability, therewas a nascent acknowledgement that despite investing significant effort into developing networks, getting professionalexperience, and modelling appropriate attitudes and professional traits, they may become highly employable yet stillfail to secure graduate employment as a planner due to structural constraints beyond their control. © 2021, Spatium. All Rights Reserved.","Graduate employability; Higher education; Planning education; Self-perceived employability","","","","","","Queensland University of Technology, QUT","This research received funding from a Queensland University of Technology Learning and Teaching Grant.","Adu P., A Step-by-Step Guide to Qualitative Data Coding, (2019); Andrews G., Russell M., Employability skills development: Strategy, evaluation and impact, Higher Education, Skills and Work-Based Learning, 2, 1, pp. 33-44, (2012); Arrowsmith C., Cartwright W., Embedding employability skills in the curriculum and extending into postgraduate programs, Handbook for Teaching and Learning in Geography, pp. 414-429, (2019); Labour Market Information Portal: Employment Projections, (2020); Azungah T., Qualitative research: Deductive and inductive approaches to data analysis, Qualitative Research Journal, 18, 4, pp. 383-400, (2018); Baldwin C., Rosier J., Growing future planners: A framework for integrating experiential learning into tertiary planning programs, Journal of Planning Education and Research, 37, 1, pp. 43-55, (2017); Bosman C., Tomerini D., Embedding employability: A case study using ePortfolios in studio learning and teaching, Blended Learning Designs in STEM Higher Education: Putting Learning First, pp. 151-165, (2019); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Brooks K. R., Nocks B. C., Farris J. T., Cunningham M. G., Teaching for practice: Implementing a process to integrate work experience into an MCRP curriculum, Journal of Planning Education and Research, 22, pp. 188-200, (2002); Brown P., Hesketh A., Williams S., Employability in a knowledge-driven economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Brown P., Hesketh A., Williams S., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Buczko M., The rise of cities and city planning, Landscape Australia, (2017); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Coiacetto E., The value of a structured planning practicum program, Australian Planner, 41, 2, (2004); Dacre Pool L., Sewell P., The key to employability: Developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Donald W. E., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: Human capital, careers advice, and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Dowling R., Ruming K., Synergies between geography, planning and vocationalism in curriculum development and implementation, Journal of Geography in Higher Education, 37, 2, pp. 204-219, (2013); Drydakis N., Economics applicants in the UK labour market: University reputation and employment outcomes, International Journal of Manpower, 36, 3, pp. 296-333, (2015); Fereday J., Muir-Cochrane E., Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development, International Journal of Qualitative Methods, 5, 1, pp. 80-92, (2006); Finch D. J., Hamilton L. K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education + Training, 55, 7, (2013); Frank A. I., da Rosa Pires A., Introduction: Transformation changes in planning education pedagogy?, Teaching Urban and Regional Planning: Innovative Pedagogies in Practice, pp. 1-18, (2021); Freestone R., Thompson S., Williams P., Student experiences of work-based learning in planning education, Journal of Planning Education and Research, 26, (2006); Fugate M., Kinicki A. J., A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, pp. 503-527, (2008); Fugate M., Kinicki A. J., Ashforth B. E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Gedye S., Fender E., Chalkey B., Student’s undergraduate expectations and post-graduation experiences of the value of a degree, Journal of Geography in Higher Education, 28, 3, pp. 381-396, (2004); Grant-Smith D., Mayere S., Doing planning and being a planner: Employment and education challenges for the Australian planning profession, The Routledge Handbook of Australian Urban and Regional Planning, pp. 325-334, (2017); Grant-Smith D., McDonald P., The trend toward unpaid pre-graduation professional work experience for Australian young planners: Essential experience or essentially exploitation?, Australian Planner, 53, 2, pp. 65-72, (2016); Grant-Smith D., McDonald P., Planning to work for free: Building the graduate employability of planners through unpaid work, Journal of Youth Studies, 21, 2, (2018); Guilbert L., Bernaud J. L., Gouvernet B., Rossier J., Employability: Review and research prospects, International Journal of Educational and Vocational Guidance, 16, pp. 69-89, (2016); Hinchliffe G. W., Graduate identity and employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Jackson J., Jones M., Steele W., Coiacetto E., How best to assess students taking work placements? An empirical investigation from Australian urban and regional planning, Higher Education Pedagogies, 2, 1, pp. 131-150, (2017); Jamieson S., Likert scales: How to (ab)use them?, Medical Education, 38, 12, pp. 1217-1218, (2004); Urban and Regional Planners: ANZSCO ID 2326, (2019); Johnston B., The shape of research in the field of higher education and graduate employment: Some issues, Studies in Higher Education, 28, 4, pp. 413-426, (2003); Linneberg M. S., Korsgaard S., Coding qualitative data: A synthesis guiding the novice, Qualitative Research Journal, 19, 3, pp. 259-270, (2019); McCarthy J., Bagaeen S., Good practice in planning education, Town and Country Planning, pp. 43-48, (2015); McDonald P., Grant-Smith D., Moore K., Marston G., Navigating employability from the bottom up, Journal of Youth Studies, 23, 4, pp. 447-464, (2020); McLoughlin M., Employability Skills for Planners: A Scoping Report into the Changing Requirements of Planning Employment, (2012); McQuaid R. W., Lindsay C. D., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Moreau M., Leathwood C., Graduates’ employment and the discourse of employability, Journal of Education and Work, 19, 4, pp. 305-324, (2006); O'Leary S., Graduates’ experiences of, and attitudes towards, the inclusion of employability-related support in undergraduate degree programmes: Trends and variations by subject discipline and gender, Journal of Education and Work, 30, 1, pp. 84-105, (2017); O'Leary S., Gender and management implications from clearer signposting of employability attributes developed across graduate disciplines, Studies in Higher Education, 46, 3, pp. 437-456, (2021); Okay-Somerville B., Scholarios D., Position, possession or process? Understanding objective and subjective employability during university-to-work transitions, Studies in Higher Education, 14, 7, pp. 1275-1291, (2017); Osborne N., Grant-Smith D., Resisting the ‘employability’ doctrine through anarchist pedagogies and prefiguration, Australian Universities Review, 59, 2, pp. 59-69, (2017); Pitan O. S., Muller C., University reputation and undergraduates’ self-perceived employability: Mediating influence of experiential learning activities, Higher Education Research and Development, 38, 6, pp. 1269-1284, (2019); Training for Exploitation? Politicising employability and reclaiming education, (2017); Qenani E., MacDougall N., Sexton C., An empirical study of self-perceived employability: Improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, 3, (2014); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Rothwell A., Jewell S., Hardie M., Self-perceived employability: Investigating the Responses of post-graduate students, Journal of Vocational Behaviour, 75, 1, pp. 152-161, (2009); Roulin N., Bangerter A., Students’ use of extra-curricular activities for positional advantage in competitive job markets, Journal of Education and Work, 26, 1, pp. 21-47, (2013); Saldana J., The Coding Manual for Qualitative Researchers, (2012); Sin C., Tavares O., Amaral A., Who is responsible for employability? Student perceptions and practices, Tertiary Education and Management, 22, 1, pp. 65-81, (2016); Smith V., Enhancing employability: Human, cultural, and social capital in an era of turbulent unpredictability, Human Relations, 63, 2, pp. 279-303, (2010); Smyth L., Mavor K. I., Platow M. J., Grace D. M., Reynolds K. J., Discipline social identification, study norms and learning approach in university students, Educational Psychology, 35, 1, pp. 53-72, (2015); Suleman F., The employability skills of higher education graduates: Insights into conceptual frameworks and methodological options, Higher Education, 76, (2018); Sullivan G. M., Artino A. R., Analyzing and interpreting data from Likert-type scales, Journal of Graduate Medical Education, 5, 4, pp. 541-542, (2013); Tasan-Kok T., Babalik-Sutcliffe E., van Huyssteen E., Oranje M., Mismatch between planning education and practice: Contemporary educational challenges and conflicts confronting young planners, From Student to Urban Planner: Young Practitioners' Reflections on Contemporary Ethical Challenges, pp. 15-32, (2018); Tholen G., What can research into graduate employability tell us about agency and structure?, British Journal of Sociology of Education, 36, 5, pp. 766-784, (2013); Tomlinson M., The degree is not enough’: Students’ perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Education Policy, 25, pp. 407-431, (2012); Tomlinson M., Graduate employability in context: Charting a complex, contested and multi-faceted policy and research field, Graduate Employability in Context: Theory, Research and Debate, pp. 1-40, (2017); Tsakissiris J., Grant-Smith D., The influence of professional identity and self-interest in shaping career choices in the ICT workforce, International Journal of Work-Integrated Learning, 22, 1, pp. 1-15, (2021); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Vanhercke D., de Cuyper N., Peeters E., de Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Willson R., A Guide for the Idealist: Launching and Navigating Your Planning Career, (2018); Yorke M., Employability in Higher Education: What it is -What it is not, (2006)","D.C. Grant-Smith; Queensland University of Technology Business School, Australia; email: deanna.grantsmith@qut.edu.au","","Institut za Arhitekturu i Urbanizam Srbije","","","","","","1450569X","","","","English","Spatium","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85125414966"
"Mudure-Iacob I.","Mudure-Iacob, Ioana (57211136975)","57211136975","Enhancing Autonomous Language Learning in Digital Environments- Paving the Way for Self-Learning via Escape Rooms and Communities of Practice","2021","Astra Salvensis","","2","","79","86","7","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124980218&partnerID=40&md5=ba28190d73a03caa1dbddc820c412ff2","Babes-Bolyai University, Cluj-Napoca, Romania","Mudure-Iacob I., Babes-Bolyai University, Cluj-Napoca, Romania","The potential offered by digital tools and apps in the ESP teaching/learning process encouraged both teachers and learners to explore the affordances of such learning instruments in synchronous and asynchronous contexts. However, faced with the new scenario of shifting instruction entirely in a digital format, the conventional use of pedagogical and didactic methods and approaches was put under scrutiny. New learning needs and more customised employability skills are deemed necessary for learners, digital natives who prove availability and high interest in exploring and playing with the wide array of digital tools. The manner in which ESP teachers can exploit such readiness and, at the same time, use the resourceful digital apps is by building on learner autonomy, so as to expand language learning beyond the virtual walls of class instruction. To do so, there is a stringent need to boost learner motivation through gamified learning experiences, to facilitate resourceful digital interactions in micro-communities of practice and to allow learners to use peer assessment as a selfimprovement mechanism. Teacher assistance along the process, regarding choice of digital tasks, collaboration within communities of practice and reciprocal multimodal training will this way redesign the digital ESP class and provide it a more practical pedagogical foundation. © 2021 Transilvanian Association for the Literarure and Culture of Romanian People (ASTRA). All rights reserved.","Autonomous learning; Communities of practice; Digital escape rooms; Employability skill needs; Gamified learning","","","","","","","","Holec H., Autonomy in Foreign Language Learning, (1981); Manea Adriana Denisa, Educational Values within the Scope of the Technological Revolution, Astra Salvensis, VII, 14, pp. 31-37, (2019); Manea Adriana Denisa, Albulescu Ion, Stan Cristian, Student Learning, Education, Reflection, Development (8th edition). The European proceedings of Social and Behavioural Sciences, (2020); Littlewood W., Autonomy: An anatomy and a framework, System, 24, 4, (1996); Voller P., Does the Teacher Have a Role in Autonomous Learning?, Autonomy and Independence in Language Learning, (1997); Gibson J., The ecological approach to visual perception, (1979); Moeller A., Moving from instruction to learning with technology: Where's the content?, CALICO Journal, 14, 2-4, pp. 5-13, (1997); Mudure-Iacob Ioana, Hide and Seek in Gamified Learning: Formative Assessment of ESP in Digital Escape Rooms, Astra Salvensis, IX, 17, (2021); Kohonen V., Autonomy, authenticity and agency in language education: The European Language Portfolio as a Pedagogical Resource, Language Education and Lifelong Learning Helskinki, (2009); Mercieca B., What is a community of practice?, Communities of Practice. Facilitating Social Learning in Higher Education, (2017)","","","Transilvanian Association for the Literarure and Culture of Romanian People (ASTRA)","","","","","","23934727","","","","English","Astra Salvensis","Article","Final","","Scopus","2-s2.0-85124980218"
"Lose T.","Lose, Thobekani (56993838600)","56993838600","Perceptions on the role of practical and simulated learning in promoting successful entrepreneurship","2021","Knowledge and Performance Management","5","1","","29","37","8","5","10.21511/kpm.05(1).2021.03","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122177846&doi=10.21511%2fkpm.05%281%29.2021.03&partnerID=40&md5=d2cd74f463e0ed35012a1badf8dd55bf","Centre for Entrepreneurship Rapid Incubator (CfERI), Walter Sisulu University, South Africa","Lose T., Centre for Entrepreneurship Rapid Incubator (CfERI), Walter Sisulu University, South Africa","Practical work-based learning (WBL) or simulated learning has been widely recognized as essential for developing desirable cognitive and behavioral qualities among university learners. Despite this recognition, most practical and simulated learning experiences have been directed to facilitate learners' employability rather than to promote entrepreneurship. The study aimed to examine the perception of students on the usage of WBL to foster entrepreneurial intention at higher education institutions in South Africa. The study employed mixed research methods. The results show that opportunity recognition, desire to exploit entrepreneurial opportunities, increasing knowledge and skills, desire to be involved in starting a business, desire to own or manage a new business, desire to own or manage an old business, attitude towards entrepreneurship, motivation to be an entrepreneur, and fascination with entrepreneurship were key impacts of WBL among entrepreneurship students. Friedman test was carried out to compare the mean ranks of the nine impacts and test whether there were any significant differences in agreeableness to their impact. The test result was significant, and Kendall's coefficient of concordance of 0.023 indicated no significant differences among the nine impact factors, which are not different in their strength as a key result of WBL. The study recommends the adoption of WBL strategies in entrepreneurial programs at universities.  © Thobekani Lose, 2021.","Friedman test; Higher education; South Africa; Students; Work-based learning","","","","","","","","Ahmad A. M., Hussain K., Ekiz E., Tang T., Work-based learning: An approach towards entrepreneurial advancement, Worldwide Hospitality and Tourism Themes, 12, 2, pp. 127-135, (2020); Amadi-Echendu A. P., Phillips M., Chodokufa K., Visser T., Entrepreneurial education in a tertiary context: A perspective of the University of South Africa, International Review of Research in Open and Distributed Learning, 17, 4, pp. 21-35, (2016); Atkinson G., Work-based learning and work-integrated learning: Fostering engagement with employers, (2016); Botha M., Bignotti A., Internships enhancing entrepreneurial intent and selfefficacy: Investigating tertiarylevel entrepreneurship education programmes, The Southern African Journal of Entrepreneurship and Small Business Management, 8, 1, pp. 45-53, (2016); Bowmaker-Falconer A., Herrington M., Igniting start-ups for economic growth and social change (Global Entrepreneurship Monitor South Africa (GEM SA) 2019/2020 Report), (2020); Bux S., Van Vuuren J., The effect of entrepreneurship education programmes on the development of self-efficacy, entrepreneurial intention and predictions for entrepreneurial activity, Acta Commercii, 19, 2, pp. 6-15, (2019); Comyn P., Brewer L., Does work-based learning facilitate transitions to decent work?, (2018); Creswell J. W., Research design: Qualitative, quantitative, and mixed methods approaches, (2013); Research Agenda 2017-2020, (2017); Franco M., Haase H., Lautenschlager A., Students' entrepreneurial intentions: An interregional comparison, Education + Training, 52, 4, pp. 260-275, (2010); Glaser B. G., Strauss A. L., The discovery of grounded theory: Strategies for qualitative research, (1967); Ismail Z., Mujuru S., Workplace based learning and youth employment in Africa (Evidence Synthesis Paper Series), (2020); Lose T., Tengeh R. K., The sustainability and challenges of business incubators in the Western Cape Province, South Africa, Sustainability, 7, 10, pp. 14344-14357, (2015); Mthembu T., WIL-power remains at the level of WILL and not POWER, The African Journal for Work-Based Learning, 1, 1, pp. 1-4, (2013); Nenzhelele T. E., Moraka N. V., More K. K., The impact of practical entrepreneurship project on future entrepreneurial intentions, Problems and Perspectives in Management, 14, 4, pp. 67-75, (2016); Omoruyi E. M. M., Olamide K. S., Gomolemo G., Donath O. A., Entrepreneurship and economic growth: Does entrepreneurship bolster economic expansion in Africa?, Journal of Socialomics, 6, 4, pp. 2-11, (2017); Ori S., Foreword. Work-integrated learning and employability, The African Journal for Work-Based Learning, 1, 1, (2013); Oskooii N., Ajali J., Social capital and social entrepreneurship and innovation culture, Innovative Marketing, 13, 3, pp. 42-46, (2017); Ramchander M., Reconceptualising undergraduate entrepreneurship education at traditional South African universities, Acta Commercii, 19, 2, (2019); Rizzo R., A case study of an experiential learning and graduate placement partnership between the South Africa Automotive Industry Development Centre (AIDC) and the Nelson Mandela Metropolitan University (NMMU), The African Journal for Work-Based Learning, 1, 1, pp. 5-13, (2013); Said Z., Friesen H., Al-Ezzah H., The importance of practical activities in school science: Perspectives of independent schoolteachers in Qatari schools, Proceedings of the 6th International Conference on Education and New Learning Technologies, (2014); Schumpeter J., Business Cycles: A Theoretical, Historical, and Statistical Analysis of the Capitalist Process, (1939); Mid-year population estimates 2020, (2020); Taylor S., Govender C., Education and training for the workplace: workplace-readiness skills, The African Journal for Work-Based Learning, 1, 1, pp. 14-21, (2013); Vosloo C., Vosloo P., Antonites A., An entrepreneurship education, training and support framework for South African architects, South African Journal of Higher Education, 32, 5, pp. 289-313, (2019); Wasilczuk J., Chukhray N., Karyy O., Halkiv L., Entrepreneurial competencies and intentions among students of technical universities, Problems and Perspectives in Management, 19, 3, pp. 10-21, (2021); Wessels M., Cooperative education at the Tshwane University of Technology: A new direction for work-integrated learning and employability, The African Journal for Work-Based Learning, 2, 2, pp. 1-15, (2014); Beyond borders: Digitizing entrepreneurship for impact (Community Paper), (2019)","","","LLC CPC Business Perspectives","","","","","","25435507","","","","English","Knowl. Perform. Manag.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85122177846"
"Kumar S.; Dinesh N.; Periasamy P.","Kumar, Santhosh (56122694100); Dinesh, N. (57209475416); Periasamy, P. (57188959926)","56122694100; 57209475416; 57188959926","Testing validity and reliability of the questionnaire in soft skills research: A perspective from b-school alumni","2021","International Journal of Entrepreneurship","25","Special Issue 1","","1","10","9","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114666523&partnerID=40&md5=e04c7fba3d63be6f9058f8a2765e3a4e","Government First Grade College for Women, India; Jain Deemed to be University, India","Kumar S., Government First Grade College for Women, India; Dinesh N., Jain Deemed to be University, India; Periasamy P., Jain Deemed to be University, India","The purpose of a survey is to use questionnaires or interviews to collect data from participants in a sample about their characteristics, experiences and opinions in order to generalize the findings to a population that the sample is intended to represent. A survey or questionnaire provides structure and standardization in the research design. It also provides the opportunity to gather large amounts of data from many respondents. A questionnaire was designed for B school alumni to study the effect of soft skills training on employability of B-School graduates in Bangalore. Measurement Model (Structural Equation Modelling-SEM) was used to establish convergent validity, discriminant validity and reliability of the above questionnaire before conducting the survey. Validity represents the capacity of an instrument/ questionnaire to ascertain what it claims to measure. Convergent validity is proven when constructs that are similar respond to one another, while Discriminant validity is said to exist if we can sufficiently differentiate two of the dissimilar constructs. Any research instrument must be totally concerned with accuracy leading to dependability, otherwise called as reliability. A reliable instrument supposes to consistently measure whatever is measured over time. The main objective of this study was to test the validity and reliability of the research instrument used to study the effect of soft skills training on employability of B-School graduates. © 2021, Allied Business Academies. All rights reserved.","Measurement Model; Questionnaire; Reliability; SEM; Validity","","","","","","","","Cronbach L.J., Coefficient alpha and the internal structure of tests, Psychometrika, 16, pp. 297-334, (1951); Fornell C., Larcker D., Evaluating structural equation models with unobservable variables and measurement error, Journal of Marketing Research, 18, 3, pp. 39-50, (1981); Hair JF., Hult. G.T.M., Ringle C., Sarstedt M., A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM) 2nd edition, (2016); Henseler J., Hubona G., Ray P.A., Using PLS path modeling in new technology research: Updated Guidelines, (2015); Imeokparia P.O., Ediagbonya K., Employability of business education graduates, Educational Research, 3, 8, pp. 645-651, (2012); Kim J., Erdem M., Byun J.W., Jeong H., Training soft skills via e-learning: International chain hotels, International Journal of Contemporary Hospitality Management, 23, 6, pp. 739-763, (2011); Lewis T.L., Smith W.J., Belanger F., Harrington K.V., Are technical and soft skills required?: The use of structural equation modeling to examine factors leading to retention in the CS Major, (2008); Nunnally J.O., Psychometric theory, (1978); Powell E.T., Renner M., Collecting evaluation data: End-of session questionnaires, (2009); Shanmugapriya S., Subramanian K., Structural equation model to investigate the factors influencing quality performance in Indian construction projects, Indian Academy of Sciences, 40, 6, pp. 1975-1987, (2015); Thongrattana P.T., Assessing reliability and validity of a measurement instrument for studying uncertain factors in Thai rice supply chain, (2010)","","","Allied Business Academies","","","","","","10999264","","","","English","Int. J. Enterp.","Article","Final","","Scopus","2-s2.0-85114666523"
"Nudelman G.","Nudelman, Gabrielle (57126015900)","57126015900","Using agential morphogenesis to track professional identity development in higher education","2021","Critical Studies in Teaching and Learning","9","1","","78","93","15","0","10.14426/cristal.v9i1.360","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85110239551&doi=10.14426%2fcristal.v9i1.360&partnerID=40&md5=0cb23026d73d7b4ad303b26f850806c3","University of Cape Town, South Africa","Nudelman G., University of Cape Town, South Africa","Professional identity development (PID) is a growing focus for higher education researchers interested in graduate employability and workplace readiness. This raises the challenge of how to trace students’ identity shifts. This paper shows how Margaret Archer’s agential morphogenesis can be used to generate understandings of how students’ identities change during professional degree programmes. Archer’s theories of double and triple morphogenesis are applied to data collected through interviews and documentary research. The findings are presented as narratives about two final-year electrical engineering students who participated in employability-development focussed courses at a South African university. These narratives offer in-depth descriptions of the students’ identity shifts as they neared completion of their studies. The richness of the findings, which incorporate the constraints and enablements of the students’ professional identity development, leads to the paper’s argument that agential morphogenesis is a productive analytical tool for researchers wanting to better understand PID in higher education. © 2021, University of the Western Cape. All rights reserved.","Higher education; Morphogenesis; Professional identity development; Realist social theory; Workplace readiness","","","","","","","","Archer M.S., Being Human: The Problem of Agency, (2000); Archer M.S., Realist Social Theory: The Morphogenetic Approach, (1995); Assen J.H.E., Koops H., Meijers F., Otting H., Poell R.F., How can a dialogue support teachers’ professional identity development? Harmonising multiple teacher I-positions, Teaching and Teacher Education, 73, pp. 130-140, (2018); Barbara-i-Molinero A., Cascon-Pereira R., Hernandez-Lara A.B., Professional identity development in higher education: influencing factors, International Journal of Educational Management, 31, 2, pp. 189-203, (2017); Brooks S.L., Fostering wholehearted lawyers: Practical guidance for supporting law students’ professional identity formation, University of St. Thomas Law Journal, 14, 2, pp. 412-432, (2018); Case J.M., A social realist perspective on student learning in higher education: The morphogenesis of agency, Higher Education Research & Development, 34, 5, pp. 841-852, (2015); Cousin G., Getting to the bottom of the well: the value of qualitative research into teaching and learning, Critical Studies in Teaching and Learning, 1, 1, pp. 123-136, (2013); Cruickshank J., Critical Realism: The Difference it Makes, (2003); Dickerson C., Trodd L., Gaining professional recognition: Exploring professionality and professional identity of early years practitioners in higher education, Teaching in Higher Education, (2020); Donati P., Archer M.S., The relational subject, (2015); Duemer L., Fontenot D., Gumfory K., Kallus M., Larsen J., Schafer S., Shaw B., The use of online synchronous discussion groups to enhance community formation and professional identity development, The Journal of Interactive Online Learning, 1, 2, pp. 1-12, (2002); Durrheim K., Research design, Research in Practice: Applied Methods for the Social Sciences, pp. 33-59, (2012); Eliot M., Turns J., Constructing professional portfolios: Sense-making and professional identity development for engineering undergraduates, Journal of Engineering Education, 100, 4, pp. 630-654, (2011); Fisher G., Improving throughput in the engineering Bachelors degree, (2011); Fisher L., Kim D., Two approaches to the use of blogs in pre-service foreign language teachers’ professional development: A comparative study in the context of two universities in the UK and the US, The Language Learning Journal, 41, 2, pp. 142-160, (2013); Hardy G.S., Exploring professional identity development in medical laboratory professional students, (2020); Hutchings P., Taylor Huber M., Placing theory in the scholarship of teaching and learning, Arts and Humanities in Higher Education, 7, 3, pp. 229-244, (2008); Katz P., McGinnis J.R., Hestness E., Riedinger K., Marbach-Ad G., Dai A., Pease R., Professional identity development of teacher candidates participating in an informal science education internship: A focus on drawings as evidence, International Journal of Science Education, 33, 9, pp. 1169-1197, (2011); King A., Against structure: A critique of morphogenetic social theory, The Sociological Review, 47, 2, pp. 199-227, (1999); Kunrath K., Cash P., Kleinsmann M., Social-and self-perception of designers’ professional identity, Journal of Engineering Design, 31, 2, pp. 100-126, (2020); Maginnis C., A discussion of professional identity development in nursing students, Journal of Perspectives in Applied Academic Practice, 6, 1, pp. 91-97, (2018); Mahon M., Conway T., Farrell M., McDonagh J., Geography graduates’ professional socialisation and identity development through service learning, All Ireland Journal of Higher Education, 12, 1, (2020); Maxwell J.A., Qualitative Research Design: An Interactive Approach, (2013); Maxwell J.A., A Realist Approach for Qualitative Research, (2012); Mylrea M.F., Gupta T.S., Glass B.D., Validation of a motivation survey tool for pharmacy students: exploring a link to professional identity development, Currents in Pharmacy Teaching and Learning, 9, 5, pp. 763-769, (2017); Nudelman G.R., Engineering identity: Analysing e-portfolios in a professional communications course, South African Journal of Higher Education, 31, 2, pp. 211-225, (2017); Nystrom S., The dynamics of professional identity formation: graduates’ transitions from higher education to working life, Vocations and Learning, 2, 1, pp. 1-18, (2009); Pittman E.C., Foubert J.D., Predictors of professional identity development for student affairs professionals, Journal of Student Affairs Research and Practice, 53, 1, pp. 13-25, (2016); Riley D., Slaton A.E., Pawley A.L., Social justice and inclusion: women and minorities in engineering, Cambridge Handbook of Engineering Education Research, pp. 335-356, (2014); Smith S., Sobolewska E., Smith I., From employability attributes to professional identity: students transitioning to the workplace, 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, pp. 1-8, (2014); Tan C.P., Van der Molen H.T., Schmidt H.G., A measure of professional identity development for professional education, Studies in Higher Education, 42, 8, pp. 1504-1519, (2017); Tomlinson M., Jackson D., Professional identity formation in contemporary higher education students, Studies in Higher Education, 46, 4, pp. 885-900, (2019); Trede F., Role of work-integrated learning in developing professionalism and professional identity, International Journal of Work-Integrated Learning, 13, 3, pp. 159-167, (2012); Trede F., Macklin R., Bridges D., Professional identity development: a review of the higher education literature, Studies in Higher Education, 37, 3, pp. 365-384, (2012); Zegwaard K.E., Campbell M., Pretti T.J., Professional identities and ethics: The role of work-integrated learning in developing agentic professionals, Work-Integrated Learning in the 21st Century: Global Perspectives on the Future, pp. 145-160, (2017)","G. Nudelman; University of Cape Town, South Africa; email: gabrielle.nudelman@uct.ac.za","","University of the Western Cape","","","","","","23107103","","","","English","Crit. Stud. Teach. Learn.","Article","Final","","Scopus","2-s2.0-85110239551"
"Morse K.P.; Dukes C.; Brady M.P.; Frain M.; Duffy M.L.","Morse, Kerri P. (57347199000); Dukes, Charles (8885553400); Brady, Michael P. (36198043100); Frain, Michael (8731113800); Duffy, Mary Lou (55414904200)","57347199000; 8885553400; 36198043100; 8731113800; 55414904200","Using an iPad job coaching intervention to enhance food preparation skills for individuals with developmental disabilities","2021","Journal of Vocational Rehabilitation","55","3","","235","249","14","3","10.3233/JVR-211160","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119404441&doi=10.3233%2fJVR-211160&partnerID=40&md5=cb3b7bc89f36bcdf5abf836076d7c577","Morse Consulting Group, Jupiter, FL, United States; Department of Exceptional Student Education, Florida Atlantic University, Boca Raton, 33431, FL, United States; Department of Counselor Education, FloridaAtlantic University, Boca Raton, FL, United States; Educational Consultant, Saint David, AZ, United States","Morse K.P., Morse Consulting Group, Jupiter, FL, United States; Dukes C., Department of Exceptional Student Education, Florida Atlantic University, Boca Raton, 33431, FL, United States; Brady M.P., Department of Exceptional Student Education, Florida Atlantic University, Boca Raton, 33431, FL, United States; Frain M., Department of Counselor Education, FloridaAtlantic University, Boca Raton, FL, United States; Duffy M.L., Educational Consultant, Saint David, AZ, United States","BACKGROUND: Technology is portable, affordable, and accessible, making it a viable support option for people with disabilities in the workplace. In the past, many supported employment programs relied on natural and paid job coaching supports with little to no use of technology. OBJECTIVE: The purpose of this two-experiment study was to investigate the use of a portable multimedia device to teach seven young adults with developmental disabilities to increase independence and decrease dependence on coaching prompts while performing a food preparation task. METHODS: Participants adhered to an industry specific protocol while using an application on an iPad that provided audio and video prompts. A multiple baseline across participants was used to show effects of the intervention on task performance and reliance on prompts. RESULTS: All participants were able to follow directions delivered to complete tasks accurately, while reducing the need for simultaneous coaching prompts. Maintenance probes were added to Study 2, and for two of three participants, newly acquired skills were maintained for eight weeks. CONCLUSIONS: Results from both studies indicated that using the iPad application to video model tasks was effective in improving and maintaining accurate skill performance, while reducing the need for prompts.  © 2021-IOS Press. All rights reserved.","employability skills; iPad applications; job coaching; prompt reduction; Video modeling","adult; Article; cerebral palsy; clinical article; controlled study; developmental disorder; employability; employment; female; food processing; human; independent living; intellectual impairment; job performance; language disability; male; physical disease; post hoc analysis; posttraumatic stress disorder; self grooming; task performance; videorecording; work environment; work experience; young adult","","","","","","","Aljehany M.S., Bennett K.D., Meta-Analysis of video prompting to teach daily living skills to individuals with autism spectrum disorder, Journal of Special Education Technology, 34, 1, pp. 17-26, (2019); Ayres K.M., Mechling L.C., Sansosti F.J., The use of mobile technologies to assist with life skills/independence of students with moderate/severe intellectual disability and/or autism spectrum disorders: Considerations for the future of school psychology, Psychology in the Schools, 50, 3, pp. 259-271, (2013); Baker S.D., Lang R., Oreilly M., Review of video modeling with students with emotional and behavioral disorders, Education and Treatment of Children, 32, pp. 403-420, (2009); Bereznak S., Ayres K.M., Mechling L.C., Alexander J.L., Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders, Journal of Developmental and Physical Disabilities, 24, pp. 269-285, (2012); Boles M., Ganz J., Hagan-Burke S., Hong E.R., Neely L.C., Davis J.L., Zhang D., Effective interventions in teaching employment skills to individuals with developmental disabilities: A single-case meta-Analysis, Review Journal of Autism and Developmental Disorders, 6, pp. 200-215, (2019); Brady M., Rosenberg H., Job Observation and Behavior Scale: A supported employment assessment instrument, Education and Training in Mental Retardation and Developmental Disabilities, 37, pp. 427-433, (2002); Burke R.V., Allen K.D., Howard M.R., Downey D., Matz M.G., Bowen S.L., Tablet-based video modeling and prompting in the workplace for individuals with autism, Journal of Vocational Rehabilitation, 38, 1, pp. 1-14, (2013); Cihak D., Alberto P.A., Taber-Doughty T., Gama R.I., A comparison of static picture prompting and video prompting simulation strategies using group instructional procedures, Focus on Autism and Other Developmental Disabilities, 21, 2, pp. 89-99, (2006); Cihak D.F., Kessler K., Alberto P.A., Use of a handheld prompting system to transition independently through vocational tasks for students with moderate and severe intellectual disabilities, Education and Training in Developmental Disabilities, 43, pp. 102-110, (2008); Collins J.C., Ryan J.B., Katsiyannis A., Yell M., Barrett D.E., Use of portable electronic assistive technology to improve independent job performance of young adults with intellectual disability, Journal of Special Education Technology, 29, 3, pp. 15-29, (2014); Cruz-Torres E., Duffy M.L., Brady M.P., Bennett K., Goldstein P., Promoting daily living skills for adolescents with autism spectrum disorder via parent delivery of video prompting, Journal of Autism&Developmental Disorders, 50, pp. 212-223, (2020); Davies D.K., Stock S.E., Wehmeyer M.L., Enhancing independent task performance for individuals with mental retardation through use of a handheld self-directed visual and audio prompting system, Education and Training in Mental Retardation and Developmental Disabilities, 37, pp. 209-218, (2002); Davies D.K., Stock S.E., Wehmeyer M.L., A palmtop computer-based intelligent aid for individuals with intellectual disabilities to increase independent decision making, Research and Practice for Persons with Severe Disabilities, 28, 4, pp. 182-193, (2003); Devlin P., Enhancing the job performance of employees with disabilities using the self-determined career development model, Education and Training in Developmental Disabilities, 43, pp. 502-513, (2008); Domire S., Effects of video prompting techniques on teaching daily living skills to children with autism spectrum disorders: A review, Research and Practice for Persons with Severe Disabilities, 39, 3, pp. 211-226, (2014); Gentry T., Wallace J., Kvarfordt C., Lynch K.B., Personal digital assistants as cognitive aids for high school students with autism: Results of a community-based trial, Journal of Vocational Rehabilitation, 32, pp. 101-107, (2010); Gilson C.B., Carter E.W., Biggs E.E., Systematic review of instructional methods to teach employment skills to secondary students with intellectual and developmental disabilities, Research and Practice for Persons with Severe Disabilities, 42, 2, pp. 89-107, (2017); Hill D.A., Belcher L., Brigman H.E., Renner S., Stephens B., The Apple iPadTM as an innovative employment support for young adults with autism spectrum disorder and other developmental disabilities, Journal of Applied Rehabilitation Counseling, 44, 1, pp. 28-37, (2013); Kearney K.B., Joseph B., Finnegan L., Wood J., Using a peer-mediated instructional package to teach college students with intellectual and developmental disabilities to navigate an inclusive university campus, Journal of Special Education, 55, 1, pp. 45-54, (2021); Kellems R.O., Morningstar M.E., Using video modeling delivered through iPods to teach vocational tasks to young adults with autism spectrum disorders, Career Development and Transition for Exceptional Individuals, 35, 3, pp. 155-167, (2012); Mechling L.C., Review of twenty-first century portable electronic devices for persons with moderate intellectual disabilities and autism spectrum disorders, Education and Training in Autism and Developmental Disabilities, 46, pp. 479-498, (2011); Mechling L.C., Ayers K., Bryant K., Foster A., Comparison of the effects of continuous video modeling, video prompting, and video modeling on task completion by young adults with moderate intellectual disability, Education and Training in Autism and Developmental Disabilities, 49, pp. 491-504, (2014); Mechling L.C., Gast D.L., Seid N.H., Evaluation of a personal digital assistant as a self-prompting device for increasing multi-Task task completion by students with moderate intellectual disabilities, Education and Training in Autism and Developmental Disabilities, 45, pp. 422-439, (2010); Mechling L.C., Obrien E., Computer-based video instruction to teach students with intellectual disabilities to use public bus transportation, Education and Training in Autism and Developmental Disabilities, 45, pp. 230-241, (2010); Blenders N., The Ninja Ultima Blender Review: How to Assemble the Single Serve Cup & Blade, (2014); Plavnick J.B., Sam A.M., Hume K., Odom S.L., Effects of video-based group instruction for adolescents with autism spectrum disorder, Exceptional Children, 80, pp. 67-83, (2013); Rayner C., Denholm C., Sigafoos J., Video-based intervention for individuals with autism: Key questions that remain unanswered, Research in Autism Spectrum Disorders, 3, pp. 291-303, (2009); Riffel L., Wehmeyer M., Turnbull A., Lattimore J., Davies D., Stock S., Fisher S., Promoting independent performance of transition-related tasks using a palmtop PC-based self-directed visual and auditory prompting system, Journal of Special Education Technology, 20, 2, pp. 5-14, (2005); Rusch F.R., Braddock D., Adult day programs versus supported employment 1988-2002): Spending and service practices of mental retardation and developmental disabilities state agencies, Research and Practice for Persons with Severe Disabilities, 29, 4, pp. 237-242, (2004); Sauer A., Parks A., Heyn P., Assistive technology effects on the employment outcomes for people with cognitive disabilities: A systematic review, Disability and Rehabilitation: Assistive Technology, 5, 6, pp. 377-391, (2010); Scruggs T.E., Mastropieri M.A., PND at 25: Past present, and future trends in summarizing single-subject research, Remedial and Special Education, 34, pp. 9-19, (2013); Shipley-Benamou R., Lutzker J.R., Taubman M., Teaching daily living skills to children with autism throughout instructional video modeling, Journal of Positive Behavior Interventions, 4, 3, pp. 165-175, (2002); Taber-Doughty T., Considering student choice when selecting instructional strategies: A comparison of three prompting systems, Research in Developmental Disabilities, 26, pp. 411-432, (2005); Van Laarhoven T., Johnson J.W., Van Laarhoven-Myers T., Grider K.L., Grider K.M., The effectiveness of using a video iPod as a prompting device in employment settings, Journal of Behavioral Education, 18, pp. 119-141, (2009); Van Laarhoven T., Kraus E., Karpman K., Nizzi R., Valentino J., A comparison of picture and video prompts to teach daily living skills to individuals with autism, Focus on Autism and Other Developmental Disabilities, 25, 4, pp. 195-208, (2010); Van Laarhoven T., Van Laarhoven-Myers T., Zurita L., The effectiveness of using a Pocket PC as a video modeling feedback device for individuals with developmental disabilities in vocational settings, Assistive Technology Outcomes and Benefits, 4, pp. 28-45, (2007); Van Laarhoven T., Winiarski L., Blood E., Chan J.M., Maintaining vocational skills of individuals with autism and developmental disabilities through video modeling, Education and Training in Autism and Developmental Disabilities, 47, pp. 447-461, (2012); Wehman P., Taylor J., Brooke V., Avellone L., Whittenburg H., Ham W., Brooke A.M., Carr S., Toward competitive employment for persons with intellectual and developmental disabilities: What progress have we made and where do we need to go, Research and Practice for Persons with Severe Disabilities, 43, 3, pp. 131-144, (2018)","C. Dukes; Department of Exceptional Student Education, Florida Atlantic University, Boca Raton, 33431, United States; email: cdukes@fau.edu","","IOS Press BV","","","","","","10522263","","JVREF","","English","J. Vocat. Rehabil.","Article","Final","","Scopus","2-s2.0-85119404441"
"Ndlovu N.; Cupido X.","Ndlovu, Ngizimisele (57224995676); Cupido, Xena (57189927133)","57224995676; 57189927133","A Need for Pedagogical Renewal: A Focus on Graduate Preparedness for Employability","2021","International Journal of Learning in Higher Education","28","2","","37","48","11","0","10.18848/2327-7955/CGP/V28I02/37-48","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108889861&doi=10.18848%2f2327-7955%2fCGP%2fV28I02%2f37-48&partnerID=40&md5=c8b17aaec8e209af902766220e3097aa","Cape Peninsula University of Technology, South Africa","Ndlovu N., Cape Peninsula University of Technology, South Africa; Cupido X., Cape Peninsula University of Technology, South Africa","Higher education is increasingly under pressure to prepare hospitality graduates for future employment to cater to the continuously growing tourism and hospitality sectors. This growth prompts the need to renew the existing teaching and learning methods in hospitality management courses to equip hospitality graduates with the skills and knowledge required for employment which they currently lack. Using the change laboratory (CL) method, an expansive study cycle engaged hospitality lecturers in the activity of finding collective interventions to improve existing teaching and learning techniques, with the aim of improving graduates’ skills and knowledge for employment purposes. This article reports on the findings of the CL expansive cycle held with hospitality management lecturers for the collection of mirror data, which was used with the aim of coming up with a solution to the changes needed in terms of hospitality graduates’ preparedness for employability. The findings reveal contradictions between the opinions of hospitality lecturers and hospitality graduates on the graduates’ preparedness for their work. The study also outlined the lack of graduates’ preparedness for employment due to teaching and learning challenges encountered during their study period. The study reveals a need for pedagogical renewal at the tertiary level and a need for the hospitality management lecturers to have a relationship with the hospitality industry in order to be in sync with the ever-changing skills and knowledge needs in the hospitality sector. © Common Ground Research Networks, Ngizimisele Ndlovu, Xena Cupido, Some Rights Reserved, (CC BY-NC-ND 4.0). Permissions: cgscholar.com/cg_support ISSN: 2327-7955 (Print), ISSN: 2327-8749 (Online) https://doi.org/10.18848/2327-7955/CGP/v28i02/37-48 (Article)","Change Laboratory; Expansive Cycle; Hospitality Graduates; Hospitality Lecturers; Pedagogical Renewal","","","","","","","","Barblett Lennie, Why Play-Based Learning?, Every Child, 16, 3, pp. 4-5, (2010); Barnett Ronald, Graduate Attributes in an Age of Uncertainty, Graduate Attributes, Learning and Employability, pp. 49-65, (2006); Bitzer Eli, Costandius Elmarie, Continuous Programme Renewal and Critical Citizenship: Key Items for the South African Higher Education Curriculum Agenda, Transformation in Higher Education, 3, (2018); Bryman Alan, Bell Emma, Research Methodology: Business and Management Contexts, (2014); Costa Arthur, Kallick Bena, Assessing and Reporting on Habits of Mind: A Developmental Series, (2000); Cribb Allan, Gewirtz Sharon, The Hollowed-Out University? A Critical Analysis of Changing Institutional and Academic Norms in UK Higher Education, Discourse: Studies in the Cultural Politics of Education, 34, 3, pp. 338-350, (2013); Deale Cynthia S., Learning Preferences Instead of Learning Styles: A Case Study of Hospitality Management Students’ Perceptions of How They Learn Best and Implications for Teaching and Learning, International Journal for the Scholarship of Teaching and Learning, 13, 2, pp. 1-7, (2019); Guidelines for the Department of Higher Education and Training Bursary Scheme for Students at Public Universities: 2020, (2019); Engestrom Yrjo, Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization, Journal of Education and Work, 14, 1, pp. 133-156, (2001); Engestrom, Enriching the Theory of Expansive Learning: Lessons from Journeys toward Coconfiguration, Mind, Culture, and Activity, 14, 1–2, pp. 23-39, (2007); Engestrom Yrjo, Sannino Annalisa, Studies of Expansive Learning: Foundations, Findings and Future Challenges, Educational Research Review, 5, 1, pp. 1-24, (2010); Fongwa Samuel, Towards an Expanded Discourse on Graduate Outcomes in South Africa, Education as Change, 22, 3, pp. 1-23, (2018); Jaykumar Prashanti, Hospitality Management Institutes—The Skills Training Industry Perspective, Journal of Services Research, 18, 2, pp. 140-151, (2018); Keong John, Maguire Theresa, O'Donoghue John, Graduate Work-Readiness in the 21st Century, the Higher Education in Transformation Conference, pp. 385-395, (2015); Kim H. Jeong, Jeong Miyoung, Research on Hospitality and Tourism Education: Now and Future, Tourism Management Perspectives, 25, pp. 119-122, (2018); Kirschner Paul A., Stop Propagating the Learning Styles Myth, Computers & Education, 106, 1, pp. 166-171, (2017); Kokt Desere, Strydom Albertus J., Reflecting on Industry and Student Expectations for Working in the Tourism and Hospitality Industry: A Case Study, South African Journal for Research in Sport, Physical Education and Recreation, 36, 1, pp. 119-130, (2014); La Lopa Joseph, Wray Michael L., Debunking the Matching Hypothesis of Learning Style Theorists in Hospitality Education, Journal of Hospitality & Tourism Education, 27, 1, pp. 120-128, (2015); Makumbirofa Sandra, Saayman Andrea, Forecasting Demand for Qualified Labour in the South African Hotel Industry, Journal of Economic and Financial Sciences, 11, 1, (2018); Matthews Kelly E., Rethinking the Problem of Faculty Resistance to Engaging with Students as Partners in Learning and Teaching in Higher Education, International Journal for the Scholarship of Teaching and Learning, 13, 2, pp. 1-5, (2019); Matthews Kelly E., Cook-Sather Alison, Healey Mick, Connecting Learning, Teaching, and Research through Student–Staff Partnerships: Toward Universities as Egalitarian Learning Communities, Shaping Higher Education with Students: Ways to Connect Research and Teaching, pp. 23-29, (2018); Moolman Hermanus Johannes, Wilkinson Annette, Essential Generic Attributes for Enhancing the Employability of Hospitality Management Graduates, Tourism, 62, 3, pp. 257-276, (2014); Nachmias Stefanos, Walmsley Andreas, Orphanidou Yianna, Students’ Perception towards Hospitality Education: An Anglo-Cypriot Critical Study, Journal of Hospitality, Leisure, Sport & Tourism Education, 20, pp. 134-145, (2017); National Tourism Sector Strategy, (2017); Quinn Katherine A., Buzzetto-Hollywood Nicole A., Faculty and Student Perceptions of the Importance of Management Skills in the Hospitality Industry, Interdisciplinary Journal of e-Skills and Lifelong Learning, 15, pp. 21-41, (2019); Razack Fathima, Employability Attributes for Tourism Management Graduates: The Perspectives of Tour Operators in Gauteng, (2017); (2019); Sibanyoni July, Kleynhans Carina I., Vibetti Sindi, South African Hospitality Graduates’ Perceptions of Employment in the Hospitality Industry, African Journal of Hospitality, Tourism and Leisure, 4, 1, pp. 1-15, (2015); Spowart Jane, Hospitality Students’ Competencies: Are They Work Ready?, Journal of Human Resources in Hospitality & Tourism, 10, 2, pp. 169-181, (2011); Quarterly Labour Force Survey: Quarter 1, (2019); van der Merwe Annadia, Septoe Nina, The Relevance of the Curriculum of Selected Hotel Schools in South Africa in Preparing Students to Successfully Operate a Commercial Restaurant, African Journal of Hospitality, Tourism and Leisure, 4, 2, pp. 1-14, (2015); Virkkunen Jaakko, Newnham Denise Shelley, The Change Laboratory: A Tool for Collaborative Development of Work and Education, (2013); Wakelin-Theron Nicola, Ukpere Wilfred I., Spowart Jane, Perception of Tourism Graduates and the Tourism Industry on the Important Knowledge and Skills Required in the Tourism industry, African Journal of Hospitality, Tourism and Leisure, 7, 4, pp. 1-18, (2018); Economic Impact 2019 World, (2020); Ya-hui Su, Li-yia Feng, Assessing Graduate Attributes for Employability in the Context of Lifelong Learning: The Holistic Approach, US-China Education Review, 5, 11, pp. 1-10, (2008); Yorke Mantz, Harvey Lee, Graduate Attributes and Their Development, New Directions for Institutional Research, 128, pp. 41-58, (2005)","N. Ndlovu; Cape Peninsula University of Technology, Tourism and Hospitality, Cape Town, P.O. Box 1906 Bellville/Symphony Way Bellville, Western Cape, 7535, South Africa; email: ndlovung@cput.ac.za","","Common Ground Research Networks","","","","","","23277955","","","","English","Int. J. Learn. High. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85108889861"
"Wong S.-C.; Zaffwan Idris M.; Tan W.-C.","Wong, Shaw-Chiang (57132159800); Zaffwan Idris, Muhammad (56239030000); Tan, Wee-Chuen (57301972900)","57132159800; 56239030000; 57301972900","Identifying competencies for future graphic design graduates in malaysia: A delphi study","2021","Journal of Graphic Engineering and Design","12","3","","13","23","10","1","10.24867/JGED-2021-3-013","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85117490174&doi=10.24867%2fJGED-2021-3-013&partnerID=40&md5=7b1aed10676470ee1cb1ef5b6ed47b3b","Raffles University, Faculty of Art and Design, Johor Bahru, Malaysia; Universiti Pendidikan Sultan Idris, Faculty of Art. Computing and Creative Industry, Tanjong Malim, Malaysia","Wong S.-C., Raffles University, Faculty of Art and Design, Johor Bahru, Malaysia; Zaffwan Idris M., Universiti Pendidikan Sultan Idris, Faculty of Art. Computing and Creative Industry, Tanjong Malim, Malaysia; Tan W.-C., Raffles University, Faculty of Art and Design, Johor Bahru, Malaysia","Traditionally, graphic design (GD) education focuses on the training of technical production skills to prepare graduates for entry-level employment. However, due to the new challenges and the expanding opportunities of emerging practices, GD graduates are expected to master a wide range of additional competencies beyond traditional scope. The study aims to identify the competencies required by future GD graduates in the context of Malaysia. A two-round modified Delphi technique was used to gain consensus from a panel of experts consisted of design educators and industry practitioners regarding the competencies needed by the graduates for effective work performance. A total of 108 competencies were generated. All accepted competencies were ranked 'very important' and 'extremely important' by at least 75 percent of the respondents in Round Two. These competencies could be classified into 29 subdomains under five components, i.e., cognitive competence, functional competence, personal competence, ethical competence, and meta-competencies. The findings of this study are useful for enhancing the education and employability of graphic designers as they provide a common vocabulary to relevant stakeholders about the standards of performance for new entrants to the GD profession. © 2021 University of Novi Sad - Faculty of Technical Sciences, Department of Graphic Engineering and Design. All rights reserved.","And meta-competencies; Cognitive competence; Ethical competence; Functional competence; Graphic design graduates; Malaysia; Modified Delphi technique; Personal competence","","","","","","","","Adu A., Graduate employability: The link between design education and the graphic design industry, (2015); Al-Muallem A., Elzubeir M., Roberts C., Magzoub M., Development and Initial Testing of an Instrument for Evaluating Needs and Inferring Readiness of Research Supervisors: A Mixed Methods Approach, Health Professions Education, 2, 2, pp. 138-147, (2016); AIGA Standards of professional practice, (2010); Designer of 2015 competencies, (2015); Designer of 2015 trends, (2015); Andrews C. G., Allen J. M., Utilization of technology-enhanced Delphi techniques, Workforce Education Forum, 29, 1, pp. 1-15, (2002); Arbabisarjou A., Siadat S. A., Hoveida R., Shahin A., Zamani B. E., Managerial competencies for chairpersons: A Delphi study, International Journal of Humanities and Cultural Studies, 3, 1, pp. 1634-1645, (2016); Berman D., Do Good Design. California, AIGA & New Riders. Berman, D. (2013) A dialogue with David Berman, pp. 54-57, (2009); Bridges A. W., Identification of perceived 21st century graphic design skills, content knowledge, and tools needed in an effective university-level graphic design program, (2013); Butler J., The process for effective graphic design curriculum development, (1995); Cheetham G., Chivers G., Towards a holistic model of numeracy competence, Jorunal of European Industrial Training, 20, 5, pp. 20-30, (1996); Cheetham G., Chivers G., The reflective (and competent) practitioner: A model of professional competence which seeks to harmonise the reflective practitioner and competence-based approaches, Journal of European Industrial Training, 22, 7, pp. 267-276, (1998); Cheung B. P. S., Double 'Blind Spots' of the academia and design industry, BODW: Proceedings of DesignEd Asia Conference 2011, (2011); Cheung B. P. S., Professional graphic design knowledge in Hong Kong: From graduate to professional, Communication Design, 4, 1-2, pp. 21-40, (2016); Chiang W. S., Lecturers' understanding of integrating social responsibility dimensions into graphic design curriculum?, Journal of Education and Social Sciences, 2, 2, pp. 12-26, (2019); Chiang W. S., Idris M. Z., Chuen T. W., Is graphic design being taken seriously as a profession?, Journal of Arts and Social Sciences, 3, 1, pp. 1-9, (2019); Chiang W. S., Idris M. Z., Chuen T. W., What makes an undergraduate graphic design education valuable?, Journal of Education and Social Sciences, 11, 1, pp. 73-82, (2018); Chiang W. S., Al-Hudawi S. H. V., Hamdam A. R., Musah M. B., Students' understanding of integrating social responsibility dimensions into graphic design curriculum?, Man in India, 96, 1-2, pp. 547-566, (2016); Clayton M. J., Delphi: A technique to harness expert opinion for critical decision-making tasks in education, Educational Psychology, 17, 4, pp. 373-386, (1997); Cohen L., Manion L., Morrison K., Research methods in education - 5th edition, (2000); Falmer. Custer R. L., Scarcella J. A., Stewart B. R., The Modified Delphi Technique - A Rotational Modification, Journal of Career and Technical Education, 15, 2, pp. 50-58, (1999); Davis M., Littlejohn D., Accountability for anticipating design outcomes, (2017); Davis M., Raising the bar for higher education, The education of a graphic designer -2nd edition, pp. 13-18, (2005); Davis M., Why do we need doctoral study in design?, International Journal of Design, 2, 3, pp. 71-79, (2008); Davis M., Interdisciplinarity and the education of the design generalist, The education of a graphic designer - 3rd edition, pp. 20-29, (2015); Davis M., Introduction to Design Futures, (2017); Debbie G. S. S., A nation's visual language: Nation branding and the visual identity of contemporary malaysia, (2011); Delbecq A. L., VandeVen A. H., Gustafson D. H., Group techniques for program planners: A guide to nominal group and Delphi processes, (1975); Foresman, Dharavath H. N., Importance of technical competencies in the graphic communications technology curriculum as perceived by the graphic communications industry and educators, Journal of Industrial Technology, 19, 2, pp. 1-7, (2003); Dziobczenski P. R. N., Galeotti A. A. R., Preparing design students for the market: An initial investigation on the required knowledge and skills for graphic designers in Brazil, The Design Journal, 20, pp. S1241-S1249, (2017); Dziobczenski P. R. N., Person O., Graphic designer wanted: A document analysis of the described skill set of graphic designers in job advertisements from the United Kingdom, International Journal of Design, 11, 2, pp. 41-55, (2017); Dziobczenski P. R. N., Person O., Merilainen S., Designing career paths in graphic design: A document analysis of job advertisements for graphic design positions in Finland, The Design Journal, 21, 3, pp. 349-370, (2018); Dziobczenski P. R. N., Person O., Tonetto L. M., Mandelli R. R., Requests from companies and requirements for design education in Brazil: Where do they meet?, DRS 2018, Design Research Society International Conference, Catalyst, pp. 2823-2835, (2018); Eraut M., Early career learning at work and its implications for universities, Student Learning and University Teaching, British Journal of Educational Psychology (BJEP), Monograph Series, 11, 4, pp. 113-133, (2007); Frascara J., Graphic design : Fine art or social science?, Design Issues, 5, 1, pp. 18-29, (1988); Code of ethics and professional conduct for graphic designers, (2012); Harland R., Graphic Design in urban environments, (2016); Hasson F., Keeney S., Enhancing rigour in the Delphi technique research, Technological Forecasting and Social Change, 78, 9, pp. 1695-1704, (2011); Hasson F., Keeney S., McKenna H., Research guidelines for the Delphi survey technique, Journal of Advanced Nursing, 32, 4, pp. 1008-1015, (2000); Heller S., Vienne V., Citizen designers: Perspectives on design responsibility, (2003); Heller S., The education of a graphic designer - 3rd edition, (2015); Heller S., The education of a graphic designer, Choice Reviews Online - 2nd edition, (2005); Heller S., Too many grads or too few competencies? The design school dilemma, (2005); Higgins B., Program evaluation: Utilizing graduate and employer perception data in determining graduates'job preparedness levels, Journal of Industrial Technology, 24, 3, (2008); Hollis R., Principles before style: Questions in design history, The education of a graphic designer - 3rd edition, pp. 144-146, (2015); Hsieh S. F., Guan S. S., Wu C. L., The study on competency of graduating students being major in graphic design, International Journal of Learning, 17, 9, pp. 389-402, (2010); Best practice paper: Model code of professional conduct for designers, (2011); Johnston L. M., Wiedmann M., Orta-Ramirez A., Oliver H. F., Nightingale K. K., Moore C. M., Stevenson C. D., Jaykus L. A., Identification of Core Competencies for an Undergraduate Food Safety Curriculum Using a Modified Delphi Approach, Journal of Food Science Education, 13, 1, pp. 12-21, (2014); Kang H. J., Chung K. W., Nam K. Y., A competence model for design managers: A case study of middle managers in Korea, International Journal of Design, 9, 2, pp. 109-127, (2015); Keeney S., Hasson F., McKenna H., A critical review of Delphi as a research methodology in nursing research, International Journal of Nursing Studies, 38, pp. 195-200, (2001); Kiernan L., Ledwith A., Designers for the of product design graduates in Ireland, The Design Journal, 17, 2, pp. 218-237, (2014); Lewis W. P., Bonollo E., An analysis of professional skills in design: Implications for education and research, Design Studies, 23, 4, pp. 385-406, (2002); Lim B., A discussion on creativity and design education in Singapore and Malaysia, Journal of Research in Humanities and Social Sciences, 3, 2, pp. 56-61, (2015); Linstone H. A., Turoff M., The Delphi method: Technique and applications, (1975); Logan C. D., Circles of practice: Educational and professional graphic design, Journal of Workplace Learning, 18, 6, pp. 331-343, (2006); Marks A., A design core for the twenty-first century, The education of a graphic designer - 3rd edition, pp. 17-19, (2015); McCollam P., Redefine design ethics: Why, Design and Culture, 6, 3, pp. 315-325, (2014); McCoy K., Professional design education: An opinion and a proposal, Design Issues, 7, 1, pp. 20-22, (1990); McCoy K., Good citizenship: Design as a social and political force, Citizen designers: Perspectives on design responsibility, pp. 2-8, (2003); Mullen P. M., Delphi: Myths and reality, Journal of Health Organization and Management, 17, 1, pp. 37-52, (2003); Muratovski G., Research for designers: A guide to methods and practice, (2016); Nae H.-J., An Interdisciplinary Design Education Framework, The Design Journal, 20, pp. S835-S847, (2017); Neves M., The future of print design relies on interaction, The Design Journal, 20, sup1, pp. S4087-S4100, (2017); Ogbeifun E., Agwa-Ejon J., Mbohwa C., Pretorius J. H. C., The Delphi technique: A credible research methodology, Proceedings of the 2016 International Conference on Industrial Engineering and Operations Management, pp. 2004-2009, (2016); Okyere M., The graphic design workforce in Ghana: A case study of Asafo, Kumasi, Communication Design, 5, 1-2, pp. 183-202, (2017); Perkins S., Ethics and Social Responsibility?, (2011); Perks H., Cooper R., Jones C., Characterizing the role of design in new product development: An empirically derived taxonomy, Journal of Product Innovation Management, 22, 2, pp. 111-127, (2005); Powell C., The Delphi Technique: Myths and realities, Methodological Issues in Nursing Research, 41, 4, pp. 376-382, (2003); Roberts J., The future of academic-industry collaboration, International Association of Scieties of Design Research, pp. 1-17, (2007); Stahl N. N., Stahl R. J., We can agree after all! achieving consensus for a critical thinking component of a gifted program using the delphi technique, Roeper Review, 14, 2, pp. 79-88, (1991); Swanson G., Design and knowledge in the university and the ""real world, The education of a graphic designer - 3rd edition, pp. 33-43, (2015); Employment Projections - 2016-26, (2017); Valtonen A., Six decades - and six different roles for the industrial designer, (2005); Van der Waarder K., On graphic design: Listening to the reader?, (2009); Walker S., Research in Graphic Design, The Design Journal, 20, 5, pp. 549-559, (2017); Wang S.-Y., Identification of the significant competencies in graphic design, (2006); Whiteley N., Design for society, (1993); Wilson G. D., Needs assessment: Implications for graphic communications education, Visual Communications Journal, pp. 1-6, (2001); Wilson R. G., Curriculum & course design: Preparing graphic design & visual communication students, (2014); Code of professional conduct (COPC)? Kuala Lumpur, (2012)","S.-C. Wong; Raffles University, Faculty of Art and Design, Johor Bahru, Malaysia; email: wongshawchiang@raffles-university.edu.my","","University of Novi Sad - Faculty of Technical Sciences, Department of Graphic Engineering and Design","","","","","","2217379X","","","","English","J. Graph. Eng. Des.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85117490174"
"Mesa L.V.; Ortíz S.L.; de Madariaga C.J.","Mesa, Laura Del Valle (57226359075); Ortíz, Saúl Lázaro (57226347339); de Madariaga, Celeste Jiménez (26038319200)","57226359075; 57226347339; 26038319200","The professionalization of cultural managers in spain","2021","Cultural Management: Science and Education","5","1","","9","24","15","0","10.30819/cmse.5-1.01","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111281330&doi=10.30819%2fcmse.5-1.01&partnerID=40&md5=f759e6101e14ba19c10a9c89ce04898a","University of Huelva, Spain","Mesa L.V., University of Huelva, Spain; Ortíz S.L., University of Huelva, Spain; de Madariaga C.J., University of Huelva, Spain","The professionalization of cultural management in Spain emerged as a complex process in which the demand for professionals anticipated the existence of an academic discipline to support qualified knowledge, giving rise to strong epistemological debates. The main objective of this research paper is to study the development of the profession linked to the political, social, institutional and economic con-text, finding a recent research gap. The methodological triangulation of the various sources has revealed the importance of public and private systems in the definition of professional competencies, endowing them with a strong technical character that has been reflected in the theoretical development of cultural management. A lack of consensus between professionals, associations, entities and academies has been detected, showing the current fragmentation caused by the interest of certain sectors in maintain-ing the status quo that existed prior to the academic development of the profession. Scientific involve-ment in theoretical and educational development is necessary to guarantee adequate professional compliance in the practice of cultural management. © 2021, Logos Verlag Berlin GmbH. All rights reserved.","Cultural education; Cultural institutions; Cultural management; Cultural policies; Employability","","","","","","","","Bardayo R., Cultura, artes y gestión. La pro-fesionalización de la gestión cultural, Lucera, Re-Vista Del Centro Cultural Parque De España, 8, pp. 17-21, (2002); Ben L., Formación de gestores culturales, Manual Atalaya, (2014); Bernardez J., La profesión de la gestión cultural: Definiciones y retos, Portal Iberoamericano De Gestión Cultural, (2003); Cantero J., Historia De La Gestión Cultural In: Manual Atalaya. Apoyo a La Gestión Cultural, (2014); Dziurski P., Pawlicka K., Wroblewska A., Cultural Management as a Research Area: Chal-lenges, London, (2018); La Declaración de Toledo, Docu-Mentos Programáticos De La FEAGC, (2008); Código Deontológico de la Gestión Cultural, Documentos Programáticos De La FEAGC, (2009); Descripción Del Puesto De Trabajo De La gestión Cultural En España (DPTGC). Perfiles Profesionales De Los Gestores Culturales, November, (2019); Gonzalez A.J., Ben L., Gestión Cultural, Manual Atalaya, (2014); Martinell A., La gestión Cultural: Singulari-Dad Profesional Y Perspectivas De Futuro (Compi-Lation of Texts), In: Seminario Internacional: La formación En gestión Y políticas Culturales Para La Diversidad Cultural Y El Desarrollo, (2007); Martinell A., Los agentes de la cultura, Manual Atalaya, (2014); Navarro A., Reconstruyendo trayectorias profesionales de gestores culturales para pensar la profesión, Métodos Y Herramientas En Ges-tión Cultural. Investigaciones Y Experiencias En América Latina, (2019); Padula J.E., Aproximaciones a La Gestión Cultural, (2015); El Observatorio Latinoamericano De Gestión Cultural. Una Herramienta Importante Para Conocer, Medir Y Planificar En El Campo académico Y Laboral De La Gestión Cultural, In: Métodos Y Herramientas En Gestión Cultural. In-Vestigaciones Y Experiencias En América Latina, C. Yáñez, J. L. Mariscal and U. Rucker (Ed.), Mani-Zales, Colombia, Matiz Taller Editorial., (2019); Rucker U., Mariscal J.L., Hacia la crea-ción de sistemas de gestión del conocimiento en Gestión Cultural. El observatorio latinoamerica-no de gestión cultural, J. A. Trujillo, J. P. Rivas and M, (2016); Sepulveda M., Aproximación desde la gestión cultural en América Latina, Conceptos Clave De La Gestión Cultural. Enfoques Desde Latinoamérica, (2019); Vives P.A.,  Edition, (2009); Wroblewski L., Gaio A., Rosewall E., Sustainable cultural management in the 21st cen-tury, Sustainability, 11, 17, (2019); Wroblewski L., Building the Relationship Between Cultural Institutions and Citizens of a Small City Divided by the Border, Cultural Man-Agement: Science and Education, 4, 1, pp. 119-128, (2020); Wroblewski L., Lis M., Marketing mix of cultural institutions on the cross-border market of a city divided by a border-an analysis and evaluation, Polish Journal of Management Stu-Dies, 23, 2, pp. 555-572, (2021)","","","Logos Verlag Berlin GmbH","","","","","","25126962","","","","English","Cult. Manag.: Sci. Educ.","Article","Final","","Scopus","2-s2.0-85111281330"
"Demissie M.M.; Herut A.H.; Yimer B.M.; Bareke M.L.; Agezew B.H.; Dedho N.H.; Lebeta M.F.","Demissie, Mesfin Molla (57326621900); Herut, Adane Hailu (57326622000); Yimer, Berhanu Mekonnen (57325862900); Bareke, Misganu Legesse (57325862800); Agezew, Birhanu Haile (57326247900); Dedho, Negash Haile (57325487800); Lebeta, Mulugeta Fufa (57326805600)","57326621900; 57326622000; 57325862900; 57325862800; 57326247900; 57325487800; 57326805600","Graduates' Unemployment and Associated Factors in Ethiopia: Analysis of Higher Education Graduates' Perspectives","2021","Education Research International","2021","","4638264","","","","5","10.1155/2021/4638264","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122221129&doi=10.1155%2f2021%2f4638264&partnerID=40&md5=7d953bd42a1f59adca14149a22b465c7","Department of Educational Planning and Management, Dilla University, Dila, Ethiopia; Centre for Education Research, Dilla University, Dila, Ethiopia; Department of Curriculum and Instructional Supervision, Dilla University, Dila, Ethiopia; Department of Economics, Dilla University, Dila, Ethiopia","Demissie M.M., Department of Educational Planning and Management, Dilla University, Dila, Ethiopia; Herut A.H., Centre for Education Research, Dilla University, Dila, Ethiopia; Yimer B.M., Department of Curriculum and Instructional Supervision, Dilla University, Dila, Ethiopia; Bareke M.L., Department of Educational Planning and Management, Dilla University, Dila, Ethiopia; Agezew B.H., Department of Educational Planning and Management, Dilla University, Dila, Ethiopia; Dedho N.H., Department of Economics, Dilla University, Dila, Ethiopia; Lebeta M.F., Centre for Education Research, Dilla University, Dila, Ethiopia","Higher education institutions are responsible for providing their graduates with relevant job skills that will allow them to compete in the labour market. With this in mind, the purpose of this study was to identify the factors associated with graduate unemployment in Ethiopia. The data were collected, analysed, and interpreted using a quantitative design. Using Cochran's sampling formula, 359 graduates from five regions were selected as the sources of primary data. Multinomial logistic regression was used to analyse the data because it is a good model for computing the interaction between more than two independent and dependent variables. Cronbach's alpha coefficient of 0.947 indicated that the instrument's reliability is adequate. The study revealed that the independent variables that correlate with graduates' unemployment are demographic characteristics, curriculum, institutional characteristics, graduate characteristics, and economic and labour market conditions. These findings imply that HEIs and governance bodies should reconsider the sector's policy and strategic directions in terms of graduates' employability output. As one of the major improvements, the study also recommends creating an enabling environment for employers to thrive, while higher education institutions adjust their curricula to meet the needs of employers.  © 2021 Mesfin Molla Demissie et al.","","","","","","","","","Boccanfuso D., Larouche A., Trandafir M., Quality of Higher Education and the Labour Market in Developing Countries: Evidence from An Education Reform in Senegal, (2015); Harrison D.F., The Role of Higher Education in the Changing World of Work, (2017); Teichler U., Graduate employment: Challenges for higher education in the twenty-first century, Higher Education in Europe, 22, 1, pp. 75-84, (1997); College V., The Importance of Higher Education in the 21st Century, (2021); John A., Moyer A., Student debt and perceptions of preparedness for employment or higher education, Journal of Young Investigators, 26, 2, pp. 11794-12500, (2014); Foroughi Abari A.A., Yarmohammadian M.H., Toroqi J., Effectiveness in Higher Education, Encyclopedia of Higher Education, (2004); Weber L.E., Justification and Methods of University Evaluation: A European Perspective, (2003); Corominas E., Saurina C., Villa E., The Match between University Education and Graduate Labour Market Outcomes (Education-job Match) An Analysis of Three Graduate Cohorts in Catalonia, (2010); Abelha M., Fernandes S., Mesquita D., Seabra F., Ferreira-Oliveira A.T., Graduate employability and competence development in higher education - A systematic literature review using PRISMA, Sustainability, 12, 15, (2020); Lima R.M., Mesquita D., Rocha C., Rabelo M., Defining the industrial and engineering management professional profile: A longitudinal study based on job advertisements, Production, 27, (2017); Cruz M.L., Saunders-Smits G.N., Groen P., Evaluation of competency methods in engineering education: A systematic review, European Journal of Engineering Education, 45, 5, pp. 729-757, (2019); Schwab K., The Fourth Industrial Revolution: What It Means and How to Respond, (2016); Rogan M., Reynolds J., Schooling inequality, higher education and the labour market: Evidence from a graduate tracer study in the Eastern Cape, South Africa, ISER Working Paper No. 2015/3, (2015); 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Taye H., Enhancing graduate employability for enhancing the role of higher education in poverty reduction: A gap analysis study with particular reference to private providers operating in Ethiopia, Journal of Business and Administrative Studies (JBAS), 5, 1, pp. 64-88, (2013); Nunley J.M., Pugh A., Romero N., Seals R.A., The effects of unemployment and underemployment on employment opportunities, ILR Review, 70, 3, pp. 642-669, (2016); Star T., Unemployed Graduates Increased by 22.5% to 202,400 in 2020, (2021); Justesen M., Verner D., Factors Impacting Youth Development in Haiti, (2007); Banks N., Youth poverty, employment and livelihoods: Social and economic implications of living with insecurity in Arusha, Tanzania, Environment and Urbanization, 28, 2, pp. 437-454, (2016); Ethiopia Unemployment Rate 1991-2021. Macrotrends: The Long Term Perspective on Markets, (2021); Education Network (wen) W., Education in Ethiopia, (2021); Mazzotta F., The Effect of Parents' Background on Youth Unemployment Duration, (2008); Kulik L., The impact of gender and age on attitudes and reactions to unemployment: The Israeli case, Sex Roles, 43, 1, pp. 85-104, (2000); Poon J., Relationships between demographic factors and employment prospects of architecture, construction and urban planning graduates, International Journal of Construction Education and Research, 13, 2, pp. 83-101, (2016); Hosain M.S., Mustafi M.A.A., Parvin T., Factors affecting the employability of private university graduates: An exploratory study on Bangladeshi employers, PSU Research Review, (2021); Graham L., Mlatsheni C., Youth unemployment in South Africa: Understanding the challenge and working on solutions, South African Child Gauge, 2, pp. 51-59, (2015); Ismail N.A., Graduates' characteristics and unemployment: A study among Malaysian graduates, International Journal of Business and Social Science, 2, 16, pp. 94-102, (2011); Yu D., Youth unemployment in South Africa revisited, Development Southern Africa, 30, 4, pp. 545-563, (2013); Afolabi O.A., 2017, Indigenous emotional intelligence scale: Development and validation, Psychological Thought, 10, 1, pp. 138-154, (2017); Sin C., Tavares O., Amaral A., Accepting employability as a purpose of higher education? Academics' perceptions and practices, Studies in Higher Education, 44, 6, pp. 920-931, (2019); Kunene Z.P., Transitioning from Graduation to Employment: Unemployed Graduate's Experiences of Finding Employment, (2018); Tentama F., Abdillah M.H., Student employability examined from academic achievement and self-concept, International Journal of Evaluation and Research in Education (IJERE), 8, 2, (2019); Nauffal D., Skulte-Ouaiss J., Quality higher education drives employability in the Middle East, Education and Training, 60, 9, pp. 1057-1069, (2018); Heo J., Xiaohui L., A study on the factors influencing graduates' employment, Asia-Pacific Journal of Convergent Research Interchange, 5, 3, (2019); Fahimirad M., Nair P.K., Kotamjani S.S., Mahdinezhad M., Feng J.B., Integration and development of employability skills into Malaysian higher education context: Review of the literature, International Journal of Higher Education, 8, 6, (2019); Kornelakis A., Petrakaki D., Embedding employability skills in UK higher education: Between digitalization and marketization, Industry and Higher Education, 34, 5, pp. 290-297, (2020); Okolie U.C., Igwe P.A., Nwosu H.E., Eneje B.C., Mlanga S., Enhancing graduate employability: Why do higher education institutions have problems with teaching generic skills?, Policy Futures in Education, 18, 2, pp. 294-313, (2019); Uddin P.S.O., Uddin O.O., Causes, effects, and solutions to youth unemployment problems in Nigeria, Journal of Emerging Trends in Economics and Management Sciences, 4, 4, pp. 397-402, (2013); Blinova T., Bylina S., Rusanovskiy V., Vocational education in the system of determinants of reducing youth unemployment: Interregional comparisons, Procedia - Social and Behavioral Sciences, 214, pp. 526-534, (2015); Bhebhe T.B., Bhebhe R.K., Bhebhe B.S., An investigation into the causes of unemployment among youths in the city of Harare, Global Journal of Arts, Humanities and Social Sciences, 4, 2, pp. 99-102, (2016); Hwang Y., What is the cause of graduates' unemployment? Focus on individual concerns and perspectives, Journal of Educational Issues, 3, 2, (2017); Su Z., McDonnell D., Wen J., Kozak M., Abbas J., Segalo S., Xiang Y.T., Mental health consequences of COVID-19 media coverage: The need for effective crisis communication practices, Globalization and Health, 17, 1, pp. 1-8, (2021); Babiker M.H., Eckaus R.S., Unemployment effects of climate policy, Environmental Science & Policy, 10, 7-8, pp. 600-609, (2007); Lee A., Cho J., The impact of epidemics on labor market: Identifying victims of the Middle East respiratory syndrome in the Korean labor market, International Journal for Equity in Health, 15, 1, (2016); Lima Y., Barbosa C.E., Dos Santos H.S., De Souza J.M., Understanding technological unemployment: A review of causes, consequences, and solutions, Societies, 11, 2, (2021); Smith R.P., Zoega G., Global factors, unemployment adjustment and the natural rate, SSRN Electronic Journal, 2, (2007); Smith J.D., Hasan M., Quantitative approaches for the evaluation of implementation research studies, Psychiatry Research, 283, (2020); Cochran W.G., Sampling Techniques, (1977); Alemu Mihret Y., Factors associated with women unemployment in Ethiopia, International Journal of Theoretical and Applied Mathematics, 5, 5, pp. 68-73, (2019); Khodyreva E.A., Cai J., Youngblood V.T., Khuziakhmetov A.N., Higher education curricula designing on the basis of the regional labour market demands, EURASIA Journal of Mathematics, Science and Technology Education, 13, 7, (2017)","M.M. Demissie; Department of Educational Planning and Management, Dilla University, Dila, Ethiopia; email: mesfinmollademissie@gmail.com","","Hindawi Limited","","","","","","20904002","","","","English","Educ. Res. Int.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85122221129"
"Bayerlein L.; Hora M.T.; Dean B.A.; Perkiss S.","Bayerlein, Leopold (41561072800); Hora, Matthew T (54408567800); Dean, Bonnie A (55480837800); Perkiss, Stephanie (57193267625)","41561072800; 54408567800; 55480837800; 57193267625","Developing skills in higher education for post-pandemic work","2021","Labour and Industry","31","4","","418","429","11","13","10.1080/10301763.2021.1966292","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129198629&doi=10.1080%2f10301763.2021.1966292&partnerID=40&md5=746b37c07469930aa5b2660b996bb47f","University of New England Business School, University of New England, Armidale, Australia; Wisconsin Center for Education Research, University of Wisconsin, Madison, WI, United States; School of Nursing, University of Wollongong, Wollongong, Australia; School of Accounting, Economics and Finance, University of Wollongong, Wollongong, Australia","Bayerlein L., University of New England Business School, University of New England, Armidale, Australia; Hora M.T., Wisconsin Center for Education Research, University of Wisconsin, Madison, WI, United States; Dean B.A., School of Nursing, University of Wollongong, Wollongong, Australia; Perkiss S., School of Accounting, Economics and Finance, University of Wollongong, Wollongong, Australia","Many white-collar workplaces have changed substantially because of the pandemic. This paper examines how the rise of technology-based distributed work arrangements impacts on the knowledge, skills and competencies that higher education graduates must possess to be successful in post-pandemic white-collar work environments. In addition, this paper examines prior literature to identify digital forms of Work Integrated Learning as a mechanism through which higher education providers can assist graduates in their post-pandemic transition from university to the workplace. © 2021 AIRAANZ.","Education-Workplace Transition; Employability; Internship; Work-Integrated Learning; Workplace Readiness","","","","","","","","Agrawal S., Smet D.E., Lacroix A., Reich A., To Emerge Stronger from the COVID-19 Crisis, Companies Should Start Reskilling Their Workforces Now, (2020); Alexander B., Ashford-Rowes K., Barajas-Murphy N., Dobbin G., Knott J., Mccormack M., Pomerantz J., Seilhamer R., Weber N., EDUCAUSE Horizons Report: 2019 Higher Education Edition, (2019); Anderson V., A Digital Pedagogy Pivot: Re-thinking Higher Education Practice from an HRD Perspective, Human Resource Development International, 23, 4, pp. 452-467, (2020); Bayerlein L., Curriculum Innovation in Undergraduate Accounting Degree Programmes through “Virtual Internships”, Education + Training, 57, 6, pp. 673-684, (2015); Bayerlein L., The Impact of Prior Work-experience on Student Learning in Simulated Internships, Journal of University Teaching & Learning Practice, (2020); Bayerlein L., Jeske D., The Potential of Computer-mediated Internships for Higher Education, International Journal of Educational Management, 32, pp. 526-537, (2018); Bayerlein L., Jeske D., Student Learning Opportunities in Traditional and Computer-mediated Internships, Education + Training, 60, 1, pp. 27-38, (2018); Bayerlein L., Perkiss S., Dean B., Jeske D., Technology Platforms for WIL, Advances in Reserach, Theory and Practice in Work-Integrated Learning: Enhancing Employability for a Sustainable Future, (2021); Bilsland C., Carter L., Wood L.N., Work Integrated Learning Internships in Transnational Education, Education + Training, 61, 3, pp. 359-373, (2019); Bixler R., How to Show Your Ability to Work Remotely as a New Grad [Online, (2020); The 2020 State of Remote Work [Online, (2020); Candy P.C., Crebert R.G., Ivory Tower to Concrete Jungle: The Difficult Transition from the Academy to the Workplace as Learning Environments, The Journal of Higher Education, 62, pp. 570-592, (1991); Carroll N., Conboy K., Normalising the “New Normal”: Changing Tech-driven Work Practices under Pandemic Time Pressure, International Journal of Information Management, (2020); Cavanagh J., Burston M., Southcombe A., Bartram T., Contributing to a Graduate-centred Understanding of Work Readiness: An Exploratory Study of Australian Undergraduate Students, The International Journal of Management Education, 13, 3, pp. 278-288, (2015); Chesler N., Ruis R., Collier W., Swieck Z., Arastoopour G., Williamson Shaffer D., A Novel Paradigm for Engineering Education: Virtual Internships with Individualized Mentoring and Assessment of Engineering Thinking, Journal of Biomechanical Engineering, 137, 2, pp. 1-8, (2015); Coll R., Zegwaard K., Perceptions of Desirable Graduate Competencies for Science and Technology New Graduates, Research in Science and Technologies Education, 24, 1, pp. 29-58, (2006); De R., Pandey N., Pal A., Impact of Digital Surge during Covid-19 Pandemic: A Viewpoint on Research and Practice, International Journal of Information Management, (2020); Dean B.A., Campbell M., Reshaping Work-integrated Learning in a post-COVID-19 World of Work, International Journal of Work-Integrated Learning, 21, pp. 356-364, (2020); Eyler J., Giles D.E.J., Where’s the Learning in Service-learning, (1999); Fleming D.L., Building Bridges to Connect the Disconnects: An Analysis of Business Program Design Processes, American Journal of Business Education, 1, pp. 21-49, (2008); Gardner P.D., Liu W.-Y., Prepared to Perform? Employers Rate Workforce Readiness of New Grads, Journal of Career Planning & Employment, 57, pp. 32-56, (1997); Gilgillan G., COVID-19: Labour Market Impacts on Key Demographic Groups, Industries and Regions, (2020); Hite L.M., Mcdonald K.S., Careers after COVID-19 Challenges and Changes, Human Resource Development International, 23, 4, pp. 427-437, (2020); Hora M.T., Benbow R.J., Smolarek B.B., Re-thinking Soft Skills and Student Employability: A New Paradigm for Undergraduate Education, Change. The Magazine for Higher Learning, 50, pp. 30-37, (2018); Hora M.T., Smolarek B.B., Martin K.N., Scrivener L., Exploring the Situated and Cultural Aspects of Communication in the Professions: Implications for Teaching, Student Employability, and Equity in Higher Education, American Educational Reserach Journal, 56, 6, pp. 2221-2261, (2019); Houlden S., Veletsianos G., Coronavirus Pushes Universities to Switch to Online Classes - but are They Ready? [Online, (2020); Hu X., Kaplan S., Dalal R.S., An Examination of Blue- versus White-collar Workers’ Conceptualizations of Job Satisfaction Facets, Journal of Vocational Behavior, 76, 2, pp. 317-325, (2021); Jackson D., Chapman E., Non-technical Skill Gaps in Australian Business Graduates, Education + Training, 54, 2-3, pp. 95-113, (2012); Jackson D., Rowbottom D., Ferns S., McLaren D., Employer Understanding of Work-Integrated Learning and the Challenges of Engaging in Work Placement Opportunities, Studies in Continuing Education, 39, 1, pp. 35-51, (2017); Jeske D., Axtell C.M., E-internships: Prevalence, Characteristics and Role of Student Perspectives, Internet Research, 24, 4, pp. 457-473, (2014); Jeske D., Axtell C.M., Going Global in Small Steps: E-internships in SMEs, Organizational Dynamics, 45, 1, pp. 55-63, (2016); Jeske D., Axtell C.M., Virtuality in E-internships: A Descriptive Account, Organizing in the Digital Economy., (2018); Kay J., Ferns S., Russell L., Smith J., Winchester-Seeto T., The Emerging Future: Innovative Models of Work-integrated Learning, International Journal of Work-Integrated Learning, 20, pp. 401-413, (2019); Kraft C., Jeske D., Bayerlein L., Seeking Diversity? Consider Virtual Internships, Strategic HR Review, 18, 3, pp. 133-137, (2019); Kraiger K., Ford J., Salas E., Application of Cognitive, Skill-based and Affective Theories of Learning Outcomes to New Methods of Training Evaluation, Journal of Applied Psychology, 78, 2, pp. 311-328, (1993); Maertz C.P., Stoeberl P.A., Marks J., Building Successful Internships: Lessons from the Research for Interns, Schools, and Employers, Career Development International, 19, 1, pp. 123-142, (2014); Markowitsch J., Plaimauer C., Winterton J., Descriptors for Competence: Towards an International Standard Classifican for Skills and Competencies, Journal of European Industrial Training, 33, 8-9, pp. 817-837, (2009); Martin A., Grudziecki J., DigEuLit: Concepts and Tools for Digital Literacy Development, Innovation in Teaching and Learning in Information and Computer Sciences, 5, 4, pp. 249-267, (2006); Mishra P., Mcdonald K., Career Resilience: An Integrated Review of the Empirical Literature, Human Resource Development Review, 16, 3, pp. 207-234, (2017); Norton A., Sitting Out the Recession at University: Postgraudate Courses [Online, (2020); Norton A., Will the COVID-19 Recession Increase School-leaver Applications for Higher Education? [Online]., (2020); Perkiss S., Anastasiadis S., Bayerlein L., Dean B., Jun H., Pilar A., Gonzales-perez M.A., Wersun A., Gibbons B., Advancing Sustainability Education in Business Studies through Digital Service Learning, American Business Review, 23, 2, pp. 276-292, (2020); Perkiss S., Dean B.A., Gonzalez-perez A., Heithaus M., Acosta T., Mills P., Gibbons R., Et al., Learning Experientially for Corporate Contribution to Global Sustainable Development: International Applications of the WikiRate Project, The Palgrave Handbook of Learning and Teaching International Business and Management, (2019); Prikshat V., Kumar S., NankervisS A., Work-readiness Integrated Competence Model: Conceptualisation and Scale Development, Education + Training, 61, 5, pp. 568-589, (2019); Prikshat V., Nankervis A., Burgess J., Dhakal S., Conceptualising Graduate Work-readiness: Theories, Concepts and Implications for Practice and Reserach, The Transition from Graduation to Work: Challenges and Strategies in the Twenty-first Century Asia Pacific and Beyond, (2018); Sahi P.K., Mishra D., Singh T., Medical Education amid the COVID-19 Pandemic, Indian Pediatrics, 57, 7, pp. 652-657, (2020); Schuster L., Glavas C., Exploring the Dimensions of Electronic Work Integrated Learning (Ewil), Educational Research Review, 21, pp. 55-66, (2017); Silva P., Lopes B., Costa M., Melo A.I., Dias G.P., Brito E., Seabra D., The Million-dollar Question: Can Internships Boost Employment?, Studies in Higher Education, 43, 1, pp. 2-21, (2018); Sneader K., Singhal S., Beyond Coronavirus: The Path to the Next Normal, (2020); Stasz C., Do Employers Need the Skills They Want? Evidence from Technical Work, Journal of Education and Work, 10, 3, pp. 205-223, (1997); Torda A., How COVID-19 Has Pushed Us into a Medical Education Revolution, Internal Medicine Journal, 50, 9, pp. 1150-1153, (2020); Career Ready Graduates [Online, (2019); Urciuoli B., Skills and Selves in the New Workplace, American Ethnologist, 35, 2, pp. 211-228, (2008); Vitale C., Bowyer D., Bayerlein L., Developing and Presenting a Framework for Meeting Industry, Student and Education Expectations in University Degrees, e-Journal of Business Education & Scholarship of Teaching, 14, pp. 59-67, (2020); Vrasidas C., Mcisaac M.S., Factors Influencing Intreaction in an Online Course, American Journal of Distance Education, 13, 3, pp. 22-36, (1999); Vriens M., Beeck O.D., Make It Work! Integrating Virtual Mobility in International Internships, EDULEARN 2013. 5th International Conference on Education and New Learning Technologies, (2013); Watson W.R., Woori K., Watson S.L., Learning Outcomes of A MOOC Designed for Attitudinal Change: A Case Study of an Animal Behaviour and Welfare MOOC, Computers & Education, 96, pp. 83-93, (2016); Xiao J., Successful and Unsuccessful Distance Language Learners: An ‘Affective’ Perspective, Open Learning, 27, 2, pp. 121-136, (2012); Xu H., Tracey T.J.G., The Role of Ambiguity Tolerance in Career Decision Making, Journal of Vocational Behavior, 85, 1, pp. 18-26, (2014); Yawson R., Strategic Flexibility Analysis of HRD Research and Practice Post COVID-19 Pandemic, Human Resource Development International, 23, 4, pp. 406-417, (2020)","L. Bayerlein; University of New England Business School, University of New England, Armidale, Australia; email: leopold.bayerlein@une.edu.au","","Informa UK Ltd","","","","","","10301763","","","","English","Lab. Indust.","Article","Final","","Scopus","2-s2.0-85129198629"
"Benatti F.; Gooding P.; Sillence M.","Benatti, Francesca (57194272184); Gooding, Paul (57147346800); Sillence, Matthew (57854748500)","57194272184; 57147346800; 57854748500","Learning Digital Humanities in a Community of Practice: the DEAR model of Postgraduate Research Training","2021","Digital Humanities Quarterly","15","3","","","","","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136381489&partnerID=40&md5=825272710211955c45121ac718fd61fc","The Open University, India; University of Glasgow, United Kingdom; University of East Anglia, United Kingdom","Benatti F., The Open University, India; Gooding P., University of Glasgow, United Kingdom; Sillence M., University of East Anglia, United Kingdom","To date, there has been relatively little discussion of how the UK doctoral funding landscape shapes digital humanities pedagogy for postgraduate research students. This article sets out to address this relative lack, by introducing the inter-and multi-disciplinary context in which many students in the UK work. We examine the phenomenon of students who are not necessarily interested in becoming DH practitioners, but have identified DH as a knowledge gap in their own disciplinary practice. Such a realisation changes the nature of the learner within DH communities of practice, requiring a different form of learning. This study therefore explores learning within a community of practice, the inter-and multi-disciplinary space in which digital humanities practitioners operate. First, drawing on the diverse disciplinary landscape, it highlights an individual's learning journey through self-determined learning (heutagogy). Second, it outlines an idea of digital humanities pedagogy for postgraduate research based on current frameworks of digital literacies and broader researcher development in the UK, framing research activity as learning. Third, it presents the DEAR model for learning and teaching design, which is based on four principles: Diversity; Employability; Application; and Reflection. Finally, it provides an evaluation of the DEAR model in the context of one UK Doctoral Training Partnership (DTP). It contributes to understanding of pedagogical practices for doctoral-level DH training and provides a set of recommendations for instructors to adopt and adapt these pedagogical principles in their own programmes. © 2021, Alliance of Digital Humanities Organisations. All rights reserved.","","","","","","","","","Bennett M., Understanding the Journey to Doctoral Education: Results from the 2019 Future PhD Student Survey | FindAUniversity.com, FindAUniversity, (2020); Berman J., Utility of a conceptual framework within doctoral study: A researcher’s reflections, Issues in Educational Research, 23, 1, pp. 1-18, (2013); Berman, Berman J., Smyth R., Conceptual frameworks in the doctoral research process: a pedagogical model, Innovations in Education and Teaching International, 52, 2, pp. 125-136, (2013); Evaluating the quality of learning: the SOLO taxonomy (structure of the observed learning outcome), (1982); Blaschke 2013 Blaschke L. M., E-Learning and Self-Determined Learning Skills, Self-Determined Learning: Heutagogy in Action, pp. 55-67, (2013); Bonds E. L., Listening in on the Conversations: An Overview of Digital Humanities Pedagogy, CEA Critic, 76, 2, pp. 147-157, (2014); CHASE Annual Review 2018, (2018); CHASE Doctoral Training Partnership CHASE DTP, (2020); Cassuto, Cassuto L., Weisbuch R., The New PhD: How to Build a Better Graduate Education, (2021); Cordell R., How Not to Teach Digital Humanities, Debates in the Digital Humanities, (2016); Elliot, Elliot D.L., Bengsten S.S.E., Guccione K., Kobayashi S., Et al., The Hidden Curriculum in Doctoral Education, (2020); Ensslin, Slocombe 2012 Ensslin A., Slocombe W., Training humanities doctoral students in collaborative and digital multimedia, Arts and Humanities in Higher Education, 11, 1–2, pp. 140-156, (2012); Gooding P., The Library in Digital Humanities: Interdisciplinary Approaches to Digital Materials, Routledge Handbook on Research Methods in Digital Humanities, (2020); Hancock S., The employment of PhD graduates in the UK: what do we know?, HEPI (Higher Education Policy Institute), (2020); Harrison J., Smith D. P., Kinton C., New institutional geographies of higher education: The rise of transregional university alliances, Environment and Planning A: Economy and Space, 48, 5, pp. 910-936, (2016); Learner Defined Curriculum: Heutagogy and Action Learning in Vocational Training, Southern Institute of Technology Journal of Applied Research; Hase, Self-Determined Learning: Heutagogy in Action, (2013); The Power of Feedback, Review of Educational Research, 77, 1, pp. 81-112, (2007); Hinrichsen, Hinrichsen J., Coombs A., The Five Resources of Critical Digital Literacy: A Framework for Curriculum Integration, Research in Learning Technology, 21, pp. 1-16, (2013); Review of progress in implementing the recommendations of Sir Gareth Roberts, regarding employability and career development of PhD students and research staff, (2010); Developing Digital Literacies in the Curriculum, The Design Studio, (2014); Jockers, Jockers M., Worthey G., Introduction: Welcome to the Big Tent, (2011); Kiley, Kiley M., Wisker G., Threshold concepts in research education and evidence of threshold crossing, Higher Education Research & Development, 28, 4, pp. 431-441, (2009); Interdisciplinarity: History, Theory, and Practice, (1990); Interdisciplining Digital Humanities: Boundary Work in an Emerging Field, (2014); The Modern Practice of Adult Education: Andragogy versus Pedagogy, (1970); Konkol M., Public Archives, New Knowledge, and Moving Beyond the Digital Humanities/Digital Pedagogy Distinction, Hybrid Pedagogy, (2015); Liu 2013 Liu A., Is Digital Humanities a Field?-An Answer From the Point of View of Language, (2013); Mahony S., Et al., Digital Humanities Pedagogy: Integrative Learning and New Ways of Thinking About Studying the Humanities, Proceedings of the Digital Humanities Congress 2014, (2014); Nerad M., Doctoral Education in the USA, The Doctorate Worldwide, pp. 133-140, (2007); Nowviskie B., On the Origin of ‘Hack’ and ‘Yack,’, Debates in the Digital Humanities 2016, (2016); Powell, Green H., Powell S., Doctoral Education in the UK, The Doctorate Worldwide, pp. 88-102, (2007); Home · The Praxis Network; Characteristics Statement: Doctoral Degree, (2020); Risam R., Decolonizing the Digital Humanities in Theory and Practice, The Routledge Companion to Media Studies and Digital Humanities, pp. 78-86, (2018); Roberts 2002 Roberts, G. (Sir) (2002) SET for success. The supply of people with science, technology, engineering and mathematics skills; Rogers K.L., Putting the Humanities PhD to Work: Thriving in and Beyond the Classroom, (2020); Romanova, Romanova N., Ciula A., Smithies J., Jakeman N., Murphy O., Tupman C., Winters J., Edmond J., Doran M., Gooding P., Hughes L., Murrieta-Flores P., Tonra J., Capacity Enhancement in Digital humanities in the UK and Ireland: Training and Beyond; Siemens R., Communities of Practice, the Methodological Commons, and Digital Self-Determination in the Humanities, Digital Studies / Le Champ Numérique, (2016); Sustaining the Digital Humanities in the UK, (2020); Spiro L., This Is Why We Fight’: Defining the Values of the Digital Humanities, Debates in the Digital Humanities, (2012); Svensson P., Beyond the Big Tent, Debates in the Digital Humanities, (2012); Taylor, Taylor S., Kiley M., Humphrey R., Et al., A Handbook for Doctoral Supervisors, (2018); Terras M., Disciplined: Using Educational Studies to Analyse ‘Humanities Computing, Literary and Linguistic Computing, 21, 2, pp. 229-246, (2006); Terras M., Peering Inside the Big Tent: Digital Humanities and the Crisis of Inclusion, Melissa Terras’ Blog, (2011); Thouaille M.-A., One Size Does Not Fit All: Arts and Humanities Doctoral and Early Career Researchers’ Professional Development Survey, (2017); Building Theories or Theories of Building? A Tension at the Heart of Digital Humanities, A New Companion to Digital Humanities, pp. 538-552, (2016)","","","Alliance of Digital Humanities Organisations","","","","","","19384122","","","","English","Digit. Humanit. Q.","Article","Final","","Scopus","2-s2.0-85136381489"
"Fleming J.; Rowe A.D.; Jackson D.","Fleming, Jenny (55419568400); Rowe, Anna D. (37361395400); Jackson, Denise (37053893700)","55419568400; 37361395400; 37053893700","Employers as educators: the role of work placement supervisors in facilitating the transfer of skills and knowledge","2021","Journal of Education and Work","34","5-6","","705","721","16","8","10.1080/13639080.2021.1969343","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113784826&doi=10.1080%2f13639080.2021.1969343&partnerID=40&md5=62a5d59d02ac94bef01ced48fafbfcb0","School of Sport and Recreation, Auckland University of Technology, New Zealand; Office of the Pro-Vice Chancellor (Education) and School of Education, University of New South Wales, Sydney, Australia; School of Business and Law, Edith Cowan University, Perth, Australia","Fleming J., School of Sport and Recreation, Auckland University of Technology, New Zealand; Rowe A.D., Office of the Pro-Vice Chancellor (Education) and School of Education, University of New South Wales, Sydney, Australia; Jackson D., School of Business and Law, Edith Cowan University, Perth, Australia","Work-integrated learning (WIL) placements, undertaken as part of a higher education qualification, are  recognised as a key opportunity for developing talent that is future-capable and can meet contemporary labour market demands. A workplace supervisor that can facilitate this learning is critical to the experience. The purpose of this study was to explore workplace supervisors’ views on their contributions as educators, and their role as facilitators for the transfer of skills and knowledge from university to the workplace. Semi-structured interviews were undertaken with 24 WIL host supervisors of students from Business, Sociology and Sports and Recreation in three universities across Australia and New Zealand. The findings confirm WIL supervisors do consider themselves as educators, moving beyond training students on how to complete tasks, to helping them develop the graduate capabilities needed for contemporary work. Further, they consider some skills to be transferable, rather than context-specific and particular to certain industries or workplace cultures. Yet, views on who should be responsible for transfer were mixed with disparities between the higher education curriculum and workplace tasks considered problematic. Key strategies and behaviours for facilitating transfer are identified to help workplace supervisors and educators create appropriate WIL experiences that integrate university and workplace learning. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","employability; learning transfer; Work-integrated learning; work-readiness; workplace supervision","","","","","","","","Al-Eisa A., Furayyan M., Alhemoud A., An Empirical Examination of the Effects of Self‐Efficacy, Supervisor Support and Motivation to Learn on Transfer Intention, Management Decision, 47, 8, pp. 1221-1244, (2009); Allen J.M., Stakeholders’ Perspectives of the Nature and Role of Assessment during Practicum, Teaching and Teacher Education, 27, 4, pp. 742-750, (2011); Barbour R.S., Checklists for Improving Rigour in Qualitative Research: A Case of the Tail Wagging the Dog?, BMJ, 322, 7294, pp. 1115-1117, (2001); Belenky D.M., Nokes-Malach T.J., Motivation and Transfer: The Role of Mastery-Approach Goals in Preparation for Future Learning, Journal of the Learning Sciences, 21, 3, pp. 399-432, (2012); Bereiter C., A Dispositional View of Transfer, Teaching for Transfer: Fostering Generalization in Learning, pp. 21-34, (1995); Billett S., Learning in the Workplace. Strategies for Effective Practice, (2001); Billett S., Integrating Practice-based Experiences into Higher Education, Professional and Practice-based Learning, 13, (2015); Blume B.D., Ford J.K., Baldwin T.T., Huang J.L., Transfer of Training: A Meta-Analytic Review, Journal of Management, 36, 4, pp. 1065-1105, (2010); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bray L., Nettleton P., Assessor or Mentor? Role Confusion in Professional Education, Nurse Education Today, 27, 8, pp. 848-855, (2007); Brown P., Lauder H., Ashton D., The Global Auction: The Broken Promises of Education, Jobs and Incomes, (2010); Brown P., Lauder H., Cheung S., The Death of Human Capital? Its Failed Promise and How to Renew It in an Age of Disruption, (2020); Brown P., Lauder H., Cheung S.Y., Rethinking Labor Supply, The Death of Human Capital? Its Failed Promise and How to Renew It in an Age of Disruption, pp. 152-173, (2020); Burke L.A., Hutchins H.M., A Study of Best Practices in Training Transfer and Proposed Model of Transfer, Human Resource Development Quarterly, 19, 2, pp. 107-128, (2008); Campbell M., Russell L., McAllister L., Smith L., Tunny R., Thomson K., Barrett M., A Framework to Support Assurance of Institution-wide Quality in Work-Integrated Learning, (2019); Chauhan R., Ghosh P., Rai A., Kapoor S., Improving Transfer of Training with Transfer Design: Does Supervisor Support Moderate the Relationship?, Journal of Workplace Learning, 29, 4, pp. 268-285, (2017); Chillas S., Marks A., Galloway L., Learning to Labour: An Evaluation of Internships and Employability in the ICT Sector, New Technology, Work and Employment, 30, 1, pp. 1-15, (2015); Coll R.K., Eames C., Paku L., Lay L.M., Hodges D., Bhat R., Martin A.J., An Exploration of the Pedagogies Employed to Integrate Knowledge in Work‐Integrated Learning, Journal of Cooperative Education & Internships, 43, 1, pp. 14-35, (2011); Coll R.K., Chapman R., Qualitative or Quantitative? Choices of Methodology for Cooperative Education Researchers, Journal of Cooperative Education, 35, 1, pp. 25-34, (2000); Cooper L., Orrell J., Bowden M., Work Integrated Learning: A Guide to Effective Practice, (2010); De Rijdt C., Stes A., van der Vleuten C., Dochy F., Influencing Variables and Moderators of Transfer of Learning to the Workplace within the Area of Staff Development in Higher Education, Educational Research Review, 8, pp. 48-74, (2013); (2019); Donohue M.M., Transfer of Learning from the Classroom to the Cooperative Education Workplace in a Baccalaureate Program in an Ontario College of Applied Arts and Technology, (2010); Ferns S., Dawson V., Howitt C., A Collaborative Framework for Enhancing Graduate Employability, International Journal of Work-Integrated Learning, Special Issue, 20, 2, pp. 99-111, (2019); Fleming J., Exploring Stakeholders’ Perspectives of Cooperative Education in Sport Tertiary Education, Doctoral Thesis, (2014); Fleming J., Exploring Stakeholders’ Perspectives of the Influences on Student Learning in Cooperative Education, Asia-Pacific Journal of Cooperative Education, 16, 2, pp. 109-119, (2015); Fleming J., Hickey C., Exploring Cooperative Education Partnerships: A Case Study in Sport Tertiary Education, Asia-Pacific Journal of Cooperative Education, 14, 3, pp. 209-221, (2013); Fleming J., Haigh N., Using Sociocultural Insights to Enhance Work-integrated Learning, Higher Education, Skills and Work-based Learning, 8, 4, pp. 395-407, (2018); Ford J.K., Baldwin T.T., Prasad J., Transfer of Training: The Known and the Unknown, Annual Review of Organizational Psychology and Organizational Behaviour, 5, 1, pp. 201-225, (2018); The New Work Order: Ensuring Young Australians Have the Skills and Experience for the Jobs of the Future, (2015); Fugate M., Kinicki A., Ashforth B., Employability: A Psycho-Social Construct, Its Dimensions, and Applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Garraway J., Volbrecht T., Wicht M., Ximba B., Transfer of Knowledge between University and Work, Teaching in Higher Education, 16, 5, pp. 529-540, (2011); Geertshuis S., Lewis N., Future Ready Graduates, (2020); Ghosh P., Chauhan R., Rai A., Supervisor Support in Transfer of Training: Looking Back at past Research, Industrial & Commercial Training, 47, 4, pp. 201-207, (2015); Govaerts N., Kyndt E., Vreye S., Dochy F., A Supervisors’ Perspective on Their Role in Transfer of Training, Human Resource Development Quarterly, 28, 4, pp. 515-552, (2017); Govaerts N., Dochy F., Disentangling the Role of the Supervisor in Transfer of Training, Educational Research Review, 12, pp. 77-93, (2014); Grant-Smith D., McDonald P., Planning to Work for Free: Building the Graduate Employability of Planners through Unpaid Work, Journal of Youth Studies, 21, 2, pp. 161-177, (2018); Hastings W., Expectations of a Pre-service Teacher: Implications of Encountering the Unexpected, Asia-Pacific Journal of Teacher Education, 38, 3, pp. 207-219, (2010); Holton E., Chen H., Naquin S., An Examination of Learning Transfer System Characteristics across Organizational Settings, Human Resource Development Quarterly, 14, 4, pp. 459-482, (2003); Jackson D., The Contribution of Work-integrated Learning to Undergraduate Employability Skill Outcomes, Asia-Pacific Journal of Cooperative Education, 14, 2, pp. 99-115, (2013); Jackson D., Modelling Graduate Skill Transfer from University to the Workplace, Journal of Education and Work, 29, 2, pp. 199-231, (2016); Jackson D., Re-Conceptualising Graduate Employability: The Construction of Pre-Professional Identity in the Higher Education Landscape of Practice, Higher Education Research and Development, 35, 5, pp. 925-939, (2016); Jackson D., Rowbottom D., Ferns S., McLaren D., Employer Understanding of Work-Integrated Learning and the Challenges of Engaging in Work Placement Opportunities, Studies in Continuing Education, 39, 1, pp. 35-51, (2017); Jackson D., Fleming J., Rowe A., Enabling the Transfer of Skills and Knowledge across Classroom and Work Contexts, Vocations and Learning, 12, 3, pp. 459-478, (2019); Jackson D., Riebe L., Meek S., Ogilvie M., Kuilboer A., Murphy L., Collins N., Lynch M., Brock M., Using an Industry-aligned Capabilities Framework to Effectively Assess Student Performance in Non-accredited WIL Contexts, Teaching in Higher Education, pp. 1-20, (2020); Jackson D., Hancock P., Developing Non-Technical Skills in Undergraduate Degrees in Business and Their Transfer to the Workplace, Education Research and Perspectives, 37, 1, pp. 52-84, (2010); Jackson D., Ferns S., Rowbottom D., McLaren D., Working Together to Achieve Better Work-Integrated Learning Outcomes: Improving Productivity through Better Employer Involvement, (2015); Johnston S., Coyer F., Nash R., Simulation Debriefing Based on Principles of Transfer of Learning: A Pilot Study, Nurse Education in Practice, 26, pp. 102-108, (2017); Jones A., Redisciplining Generic Attributes: The Disciplinary Context in Focus, Studies in Higher Education, 34, 1, pp. 85-100, (2009); Karmel T., Carroll D., Had the Graduate Job Market Been Swamped?, (2016); Kirwan C., Birchall D., Transfer of Learning from Management Development Programmes: Testing the Holton Model, International Journal of Training and Development, 10, 4, pp. 252-268, (2006); Konkola R., Tuomi-Grohn T., Lambert P., Ludvigsen S., Promoting Learning and Transfer between School and Workplace, Journal of Education and Work, 20, 3, pp. 211-228, (2007); Le Maistre C., Bourdreau S., Pare A., Mentor or Evaluator? Assisting and Assessing Newcomers to the Professions, The Journal of Workplace Learning, 18, 6, pp. 344-354, (2006); Leberman S., McDonald L., Doyle S., The Transfer of Learning: Participants’ Perspectives of Adult Education and Training, (2006); Lim D., Morris M., Influence of Trainee Characteristics, Instructional Satisfaction, and Organizational Climate on Perceived Learning and Training Transfer, Human Resource Development Quarterly, 17, 1, pp. 85-115, (2006); Massenberg A., Spurk D., Kauffeld S., Social Support at the Workplace, Motivation to Transfer and Training Transfer: A Multilevel Indirect Effects Model, International Journal of Training and Development, 19, 3, pp. 161-178, (2015); Nijman D.J., Gelissen J., Direct and Indirect Effects of Supervisor Support on Transfer of Training, Supporting Workplace Learning. Professional and Practice-based Learning, 5pp. 89-106, (2011); The Definitive Guide to Thriving in the Future of Work, (2019); Patton M.Q., Qualitative Evaluation and Research Methods, (1990); Patton M.Q., Qualitative Research and Evaluation Methods, (2002); Peeters E., Nelissen J., De Cuyper N., Forrier A., Verbruggen M., De Witte H., Employability Capital: A Conceptual Framework Tested Through Expert Analysis, Journal of Career Development, 46, 2, pp. 79-93, (2019); Pennington A., Stanford J., The Future of Work for Australian Graduates: The Changing Landscape of University-employment Transitions in Australia, (2019); Romgens I., Scoupe R., Beausaert S., Unraveling the Concept of Employability, Bringing Together Research on Employability in Higher Education and the Workplace, Studies in Higher Education, (2019); Rouiller J.Z., Goldstein I.L., The Relationship between Organizational Transfer Climate and Positive Transfer of Training, Human Resource Development Quarterly, 4, 4, pp. 377-390, (1993); Rowe A., Mackaway J., Winchester-Seeto T., But I Thought You Were Doing that–Clarifying the Role of the Host Supervisor in Experience Based Learning, Asia-Pacific Journal of Cooperative Education, 13, 2, pp. 115-134, (2012); Rowe A.D., Zegwaard K.E., Developing Graduate Employability Skills and Attributes: Curriculum Enhancement through Work-Integrated Learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 87-99, (2017); Saldana J., The Coding Manual for Qualitative Researchers, (2016); Schram T.H., Conceptualizing and Proposing Qualitative Research, (2006); Schramm D.G., Galovan A., Futris T.G., Kanter J.B., Use It or Lose It? Predicting Learning Transfer of Relationship and Marriage Education among Child Welfare Professionals, Family Relations, 68, 1, pp. 5-21, (2019); Smith C., Ferns S., Russell L., The Impact of Work-Integrated Learning on Student Readiness, Final Report, (2014); Smith M., Bell K., Bennett D., McAlpine A., Employability in a Global Context: Evolving Policy and Practice in Employability, Work Integrated Learning, and Career Development Learning, (2018); Sparr J.L., Knipfer K., Willems F., How Leaders Can Get the Most Out of Formal Training: The Significance of Feedback-Seeking and Reflection as Informal Learning Behaviours, Human Resource Development Quarterly, 28, 1, pp. 29-54, (2017); Trede F., The Role of Work-integrated Learning in Developing Professionalism and Professional Identity, Asia-Pacific Journal of Cooperative Education, 13, 3, pp. 159-167, (2012); Trede F., Sutton K., Maxwell D., Get Engaged! Growing WPL through a Workplace Supervisor Capacity Building Module, (2016); Winchester-Seeto T., Rowe A., Mackaway J., Sharing the Load — Understanding the Roles of Academics and Host Supervisors in Work-Integrated Learning, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 101-118, (2016); The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, (2018)","J. Fleming; School of Sport and Recreation, Auckland University of Technology, New Zealand; email: jenny.fleming@aut.ac.nz","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85113784826"
"Connor M.; Mueller B.; Mann S.; Andrew M.","Connor, Melissa (57211800694); Mueller, Beate (57195515519); Mann, Samuel (38061624200); Andrew, Martin (37005535300)","57211800694; 57195515519; 38061624200; 37005535300","Pivots, pirouettes and practicalities: Actions and reactions of work-integrated learning practitioners","2021","Journal of University Teaching and Learning Practice","18","5","2","","","","9","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113788506&partnerID=40&md5=1acde87769f22d0db59e9e3e59fbb228","University of Adelaide, Australia; University of Technology Sydney, Australia; Otago Polytechnic, New Zealand","Connor M., University of Adelaide, Australia; Mueller B., University of Technology Sydney, Australia; Mann S., Otago Polytechnic, New Zealand; Andrew M., Otago Polytechnic, New Zealand","One impact of the global pandemic of 2020 was a rapid shift in the delivery of work-integrated learning (WIL) to remote activity among WIL practitioners, students and educators alike. Along with professional practice research in higher degrees, WIL practice, including placements and non-placements, responded actively and sometimes reactively to the challenges of sudden transition to online environments. What strategies-pivots and pirouettes-did WIL practitioners use to weather the storm of Covid-19? What does this tell us about the nature of WIL? This paper captures the seemingly overnight response to shifting work-based learning to online and other spaces. With change came the opportunity to reflect on the varying areas of WIL: from the practical processes of ensuring students are cared for to pivoting to the learning opportunities it presented in building digital literacies and adapting to the global future of work. This study is a Trans-Tasman collaboration of four WIL practitioners exploring their responsiveness to disruption in WIL contexts. We present collective autoethnographic responses to such themes as disruption, becoming resilient, pivoting to change, changing perceptions of WIL and the legacies of the pandemic. These themes apply to learners and educators alike, and our words embody the experiences of both groups. Our responses to phenomena highlighted this need for resilience and agility. Methodologically, the researchers’ micro-narrative responses to key themes structure themselves into a macro-narrative that demonstrates the lived experiences of the researchers as educators in the WIL space and explores implications for ongoing and future practice. © 2021, University of Wollongong. All rights reserved.","COVID-19; Employability; Higher education; Pandemic; WIL; Work-based learning","","","","","","","","Andrew M., Community and individuality: Teaching and learning insights from a postgraduate online writing program, SAGE Open, 4, pp. 1-13, (2014); Arastoopour G., Shaffer D. W., Swiecki Z., Ruis A. R., Chesler N. C., Teaching and assessing engineering design thinking with virtual internships and epistemic network analysis, International Journal of Engineering Education, 32, 3, pp. 1492-1501, (2016); Atchison J., Kennedy J., Being on Country as protest: Designing a virtual geography fieldtrip guided by Jindaola, Journal of University Teaching & Learning Practice, 17, 4, (2020); Barnett R., Learning for an unknown future, Higher Education Research & Development, 23, 3, pp. 247-260, (2004); Barnett R., Researching supercomplexity: Planes, possibilities, poetry, Methods and paradigms in Education Research, pp. 291-308, (2017); Billett S., Workplace learning: Its potential and limitations, Education + Training, 37, 5, pp. 20-27, (1995); Boud D., Solomon N., Work-based learning: a new higher education?, (2001); Chang H., Ngunjiri F., Hernandez K-A. C., Collaborative autoethnography, (2013); Chauvin L.O., Faiola A., Remote learning is deepening the divide between rich and poor, The Washington Post, (2020); Cooper L., Orrell J., Bowden M., Work Integrated Learning: A guide to effective practice, (2010); Crawford J., Butler-Henderson K., Rudolph J., Malkawi B., Glowatz M., Burton R., Magni P., Lam S., COVID-19: 20 countries' higher education intra-period digital pedagogy responses, Journal of Applied Learning & Teaching, 3, 1, pp. 1-20, (2020); Crawford J., Percy A., Kelder J. A., Butler-Henderson K., Editorial 17.5. Strengthening our focus for a post-COVID-19 environment: Learnings from a pandemic in higher education, Journal of University Teaching & Learning Practice, 17, 5, (2020); Davies L., Bentrovato D., Understanding education's role in fragility; Synthesis of four situational analyses of education and fragility: Afghanistan, Bosnia and Herzegovina, Cambodia, Liberia, (2011); Dean B. A., Campbell M., Reshaping work-integrated learning in a post-COVID-19 world of work, International Journal of Work-Integrated Learning, 21, 4, pp. 355-364, (2020); Dean B., Eady M.J., Venkata Y., Editorial: Advancing non-placement. Work-integrated Learning across the degree, Journal of University Teaching & Learning Practice, 17, 4, (2020); Ellis C., The ethnographic I: A methodological novel about autoethnography, (2004); Gacs A., Goertler S., Spasova S., Planned online language education versus crisis-prompted online language teaching: Lessons for the future, Foreign Language Annals, 53, 2, pp. 380-392, (2020); Guth S., Rubin J., How to get started with COIL, Globally networked teaching in the humanities: Theories and practices, (2015); Hecht M. L., Introduction, Communicating prejudice, pp. 3-23, (1998); Hernandez K-A. C., Chang H., Ngunjiri F., Collaborative Autoethnography as multivocal, relational, and democratic research: Opportunities, challenges, and aspirations, Auto/Biography Studies, 32, 2, pp. 251-254, (2017); Hora M.T., Vivona B., Chen Z., Zhang J., Thompson M., Brown R., What do we know about online internships? A review of the academic and practitioner literatures, (2020); Hyett N., Lee K. M., Knevel R., Fortune T., Yau M. 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Z., The potential impact of the COVID-19 pandemic on occupational status, work from home, and occupational mobility, Journal of Vocational Behavior, 119, (2020); Larkin I., Beatson A., Blended delivery and online assessment: Scaffolding student reflections in work-integrated learning, Marketing Education Review, 24, 1, pp. 9-14, (2014); Marr M., Virtual international internships in an online international business program, Developments in Business Simulation and Experiential Learning: Proceedings of the Annual ABSEL conference, 46, (2019); Marshman I., Larkins F., Modelling individual Australian universities resilience in managing overseas student revenue losses from the COVID-19 pandemic, (2020); Richardson L., St. Pierre E. A., Writing a method of inquiry, The Sage Handbook of Qualitative Research, pp. 959-978, (2005); Mackey J., Gilmore F., Dabner N., Breeze D., Buckley P., Blended learning for academic resilience in times of disaster or crisis, Journal of Online Learning and Teaching, 8, 2, pp. 122-135, (2012); Martin A. J., Academic buoyancy and academic resilience: Exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity, School Psychology International, 34, 5, pp. 488-500, (2013); Mueller B., Oguro S., French language studies in New Caledonia despiteCOVID-19: The emergency response move from in-country to virtual program, Emergency remote teaching: Voices from world language teachers and researchers; Ross J., Mann S., Leonard G., Rural nursing during the COVID-19 pandemic: A snapshot of nurses' experiences from Aotearoa New Zealand, Journal of Nursing and Practice, (2020); Schreiner L. A., The “thriving quotient”: A new vision for student success, About Campus, 15, 2, pp. 2-10, (2010); Shelley M., Murphy L., White C., Language teacher development in a narrative frame: the transition from classroom to distance and blended settings, System, 41, 3, pp. 560-574, (2013); Stanley T., Xu J., Work-Integrated Learning in accountancy at Australian universities – forms, future role and challenges, Accounting Education, 28, 1, pp. 1-24, (2019); Annotated Bibliography on Virtual Exchange Research, (2020); Stringer E., Teaching community-based ethnography, Community-based ethnography: Breaking traditional boundaries of research, teaching, and learning, pp. 17-37, (1997); Strongman S., Covid-19: Virus and recession a devastating combination for Māori and Pasifika, (2020); Thompson G., Cook I., The lack of work and the contemporary university, Education and technological unemployment, (2019); Toyosaki S., Pensoneau-Conway S. L., Wendt N. A., Leathers K., Community autoethnography: Compiling the personal and resituating whiteness, Cultural Studies <=> Critical Methodologies, 9, 56, pp. 56-83, (2009); Work-integrated learning in universities: Final report, (2019); Wang M. C., Gordon E. W., Educational resilience in inner-city America: Challenges and prospects, (1994); Wood Y. I., Zegwaard K. E., Fox-Turnbull W., Conventional, remote, virtual and simulated work-integrated learning: A meta-analysis of existing practice, International Journal of Work-Integrated Learning, 21, 4, pp. 331-354, (2020); Zegwaard K. E., Pretti T. J., Rowe A. D., Responding to an international crisis: The adaptability of the practice of work-integrated learning, International Journal of Work-Integrated Learning, 21, 4, pp. 317-330, (2020)","","","University of Wollongong","","","","","","14499789","","","","English","J. Univ. Teach. Learn. Pract.","Article","Final","","Scopus","2-s2.0-85113788506"
"Monteiro S.; Almeida L.S.","Monteiro, Sílvia (55535083900); Almeida, Leandro S. (7102247228)","55535083900; 7102247228","Employability of higher education graduates: Reflections and pedagogical implications; [Employabilité des diplômés de l’enseignement supérieur: Réflexions et implications pédagogiques]; [Empregabilidade dos graduados do ensino superior: Reflexões e implicações pedagógicas]; [Perspectivas actuales sobre la empleabilidad de los graduados de la enseñanza superior: Reflexiones e implicaciones pedagógicas]","2021","Revista Lusofona de Educacao","51","51","","47","58","11","1","10.24140/issn.1645-7250.rle51.03","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111042195&doi=10.24140%2fissn.1645-7250.rle51.03&partnerID=40&md5=5abe6b123c4552ad09350ce689da2430","Centro de Investigação em Educação, Universidade do Minho, Braga, Portugal","Monteiro S., Centro de Investigação em Educação, Universidade do Minho, Braga, Portugal; Almeida L.S., Centro de Investigação em Educação, Universidade do Minho, Braga, Portugal","The changes that have occurred in higher education and labour market in recent years highlight the need for an in-depth reflection on current prevailing educational paradigms, and their adequacy in responding to the demands of today’s society. One of the topics that has gained particular attention is related with graduates’ employment rates, which represents one current criteria used to assess the quality of higher education institutions and courses. In this context, this article aims to reflect on current knowledge about graduates’ employability. Considering vari-ous empirical works and research lines developed over recent years, we propose a set of four premises in an effort to lend structure to some pedagogical and curricular implications for higher education institutions: (i) the risk of the “one-dimensional prioritisation” of technical skills; (ii) career management skills as a catalyst for employability; (iii) graduates and their transformative potential within organizations; (iv) the implau-sibility of a single model for promoting employability. To conclude, it is argued that the education of future graduates should not limit itself to the present. Pedagogical practices of teaching and learning must promote the continued construction of knowledge and skills, practical experience and work placements in organizations with different structures within the community. © 2021, Edicoes Universitarias Lusofonas. All rights reserved.","Employability; Graduates; Higher education; Pedagogical implications","","","","","","MCTES-PT; Fundação para a Ciência e a Tecnologia, FCT; Centre on Innovation and Energy Demand, University of Sussex, CIED, (UIDB/01661/2020, UIDP/01661/2020)","Funding text 1: This work is funded by CIEd – Research Centre on Education, Institute of Education, Univer-; Funding text 2: This work is funded by CIEd – Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/ MCTES-PT.","Allen J., van der Velden R., The flexible professional in the knowledge society: General Results of the REFLEX Project, (2011); Allen J., van der Velden R., Skills for the 21st century: Implications for education, (2012); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Bridgstock R., Educating for digital futures: what the learning strategies of digital media professionals can teach higher education, Innovations in Education and Teaching International, 53, 3, pp. 306-315, (2016); Brown P., Hesketh A., Wiliams S., Employability in a Knowledge-driven Economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Coutinho M. T., Dam U. C., Blustein D. L., The psychology of working and globalisation: A new perspective for a new era, International Journal for Educational and Vocational Guidance, 8, 1, pp. 5-18, (2008); Fugate M., Kinicki A. J., Ashforth B. E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Guidice R. M., Thompson Heames J., Wang S., The indirect relationship between organizational‐level knowledge worker turnover and innovation, The Learning Organization, 16, 2, pp. 143-167, (2009); Hall D., The protean career: A quarter-century journey, Journal of Vocational Behavior, 65, 1, pp. 1-13, (2004); Harvey L., New realities: The relationship between higher education and employment, Tertiary Education and Management, 6, 1, pp. 3-17, (2000); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, (1998); Knight P., Yorke M., Employability through the curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Lafuente J., Martinez A., Palacio-Massotti C., Pardinas A. F., Satisfaction with higher education of Spanish graduates in the pre-Bologna era: A mirror of employment conditions?, Journal of Further and Higher Education, 36, 4, pp. 519-534, (2012); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: what effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); McMahon M., Patton W., Tatham P., Managing life, learning and work in the twenty-first century: Issues informing the design of an Australian Blueprint for Career Development, (2003); Education at a Glance 2018, (2018); Savickas M. L., Career construction theory and practice, Career development and counseling: Putting theory and research to work, pp. 147-183, (2013); Sultana R. G., Learning career management skills in Europe: a critical review, Journal of Organizational Behavior, 25, 5, pp. 629-248, (2012); The Future of Jobs Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, (2016)","S. Monteiro; Universidade do Minho, Centro de Investigação em Educação, Braga, Campus de Gualtar, 4710-057, Portugal; email: silviamonteiro@ie.uminho.pt","","Edicoes Universitarias Lusofonas","","","","","","16457250","","","","English","Rev. Lusofona Educ.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85111042195"
"May J.; Grotowski M.; Walker T.; Kelly B.","May, Jennifer (24740755000); Grotowski, Miriam (24741006700); Walker, Tim (56088653300); Kelly, Brian (7202842593)","24740755000; 24741006700; 56088653300; 7202842593","Rapid implementation of a novel embedded senior medical student program, as a response to the educational challenges of covid-19","2021","International Journal of Practice-Based Learning in Health and Social Care","9","2","","63","73","10","2","10.18552/ijpblhsc.v9i2.736","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120772057&doi=10.18552%2fijpblhsc.v9i2.736&partnerID=40&md5=66e6a8f0e33e4f310499aa7f788f87aa","University of Newcastle, Australia; Calvary Mater Newcastle Hospital, Australia; University of New England, Australia","May J., University of Newcastle, Australia; Grotowski M., University of Newcastle, Australia; Walker T., University of Newcastle, Australia, Calvary Mater Newcastle Hospital, Australia; Kelly B., University of Newcastle, Australia, University of New England, Australia","As with many OECD countries, graduating medical students have been choosing specialist careers at a greater rate than ever before. Generalism in the form of family (general practice) and more generalist medical specialties have been trending down resulting in distributional geographic challenges. With the advent of COVID-19 in March 2020, medical schools and in particular the Joint Medical Program situated in a regional and rural area in NSW Australia had the unique opportunity to rethink the penultimate year curriculum when the previous rapid rotation model through numerous medical specialities became untenable. The need to vision a new practical pragmatic curriculum spurred a rapid revaluation of assessment, placement length and model with a pivot to an ""embedded senior student placement"" agnostic of discipline and supported by a competency-based learning portfolio. This article explores the barriers and enablers and identifies the potential elements of this type of placement which can be adapted to community and smaller rural sites. The positive student and supervisor experience also enabled an employment model to be woven into the students learning and ensured on hand medical student workforce for hospitals throughout the rural footprint. The capacity of these placements to celebrate variation in experience and support students to learn on the job have now caused a revision of the penultimate year with expectation of gains in students' satisfaction and in employability. It has also opened up options to deliver and increase the inherent value of generalist placements with likely long term workforce benefit. © 2021 Coventry University. All rights reserved.","Assistants in Medicine; COVID-19 impact; Generalism; Longitudinal placement; Work-based assessment","","","","","","","","Albritton W., Bates J., Brazeau M., Busing N., Clarke J., Kendel D., McClean K., Saucier D., Waddington A., Walker D., Gray J., Generalism versus subspecialization: Changes necessary in medical education, Canadian Journal of Rural Medicine, 11, 2, pp. 126-128, (2006); Doctors 4 Doctors, (2021); Accreditation and Covid-19, (2020); Mental health and Wellbeing policy, (2018); AQF levels, (2013); Boud D., Feedback: Ensuring that it leads to enhanced learning, The Clinical Teacher, 12, 1, pp. 3-7, (2015); Brown M. E. L., Finn G. M., Intra-COVID collaboration: Lessons for a post-COVID world, Medical Education, 55, 1, pp. 122-124, (2020); Dornan T., Conn R., Monaghan H., Kearney G., Gillespie H., Bennett D., Experience based learning (ExBL): Clinical teaching for the twenty-first century, Medical Teacher, 41, 10, pp. 1098-1105, (2019); Dudek N., Marks M., Regehr G., Failure to fail: The perspectives of clinical supervisors, Academic Medicine, 80, 10, pp. S84-S87, (2005); Frank J. R., Snell L. S., Ten Cate O., Holmboe E. S., Carraccio C., Swing S. R., Harris P., Glasgow N. J., Campbell C., Dath D., Harden R. M., Iobst W., Long D. M., Mungroo R., Richardson D. L., Sherbino J., Silver I., Taber S., Talbot M., Harris K. A., Competency-based medical education: Theory to practice, Medical Teacher, 32, 8, pp. 638-645, (2010); Fraser S. W., Greenhalgh T., Coping with complexity: Educating for capability, British Medical Journal, 323, 7316, pp. 799-803, (2001); Frenk J., Chen L., Bhutta Z. A., Cohen J., Crisp N., Evans T., Fineberg H., Garcia P., Ke Y., Kelley P., Kistnasamy B., Meleis A., Naylor D., Pablos-Mendez A., Reddy S., Scrimshaw S., Sepulveda J., Serwadda D., Zurayk H., Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world, The Lancet, 376, 9756, pp. 1923-1958, (2010); Holliday V., O'Mara P., Watts A., The Miroma Bunbilla Pre-entry to Medicine program for Aboriginal and Torres Strait Islander people, LIME Good Practice Case Studies, 3, pp. 24-30, (2015); Kaufman D., Teaching and learning in medical education: How theory can inform practice, Understanding Medical Education, pp. 37-69, (2019); Kemp S., Hu W., Bishop J., Forrest K., Hudson J., Wilson I., Teodorczuk A., Rogers G., Roberts C., Wearn A., Medical student wellbeing-A consensus statement from Australia and New Zealand, BMC Medical Education, 19, pp. 1-8, (2019); Supervised practice for international medical graduates, (2020); Medical Schools Outcomes Database -National Data Report 2020, 2015-2019 Data from Final Year Medical Students at Australian medical Schools, (2020); (2021); Nair B. R., Moonen-van Loon J. M. W., Parvathy M., Jolly B. C., van der Vleuten C. P. M., Composite reliability of workplace-based assessment of international medical graduates, Medical Journal of Australia, 207, 10, pp. 453-453, (2017); Assistants in Medicine Evaluation Report, (2021); Nixon L. J., Gladding S. P., Duffy B. L., Describing failure in a clinical clerkship: Implications for identification, assessment and remediation for struggling learners, Journal of General Internal Medicine, 31, 10, pp. 1172-1179, (2016); Norcini J., Burch V., Workplace-based assessment as an educational tool: AMEE Guide No. 31, Medical Teacher, 29, 9-10, pp. 855-871, (2007); Norcini J., Holmboe E., Work based assessment, ABC of Learning and Teaching in Medicine, pp. 48-51, (2010); Parboosingh J. T., Physician communities of practice: Where learning and practice are inseparable, Journal of Continuing Education in the Health Professions, 22, 4, pp. 230-236, (2002); Playford D., May J. A., Ngo H., Puddey I. B., Decline in new medical graduates registered as general practitioners, Medical Journal of Australia, 212, 9, pp. 421-422, (2020); Powis D. A., Rolfe I., Selection and performance of medical students at Newcastle, New South Wales, Education for Health, 11, 1, (1998); Wellbeing Principles for Embedded Senior Medical Students, (2019); Schuwirth L. W., Van der Vleuten C. P., Programmatic assessment: From assessment of learning to assessment for learning, Medical Teacher, 33, 6, pp. 478-485, (2011); Snell L. S., Frank J. R., Competencies, the tea bag model, and the end of time, Medical Teacher, 32, 8, pp. 629-630, (2010); Ten Cate O., Tobin S. A., Stokes M.-L., Bringing competencies closer to day-to-day clinical work through entrustable professional activities, Medical Journal of Australia, 206, 1, pp. 14-16, (2017); van der Vleuten C. P., Schuwirth L. W., Driessen E. W., Dijkstra J., Tigelaar D., Baartman L. K., van Tartwijk J., A model for programmatic assessment fit for purpose, Medical Teacher, 34, 3, pp. 205-214, (2012); Van Schalkwyk S. C., Hafler J., Brewer T. F., Maley M. A., Margolis C., McNamee L., Meyer I., Peluso M. J., Schmutz A. M., Spak J. M., Davies D., Transformative learning as pedagogy for the health professions: A scoping review, Medical Education, 53, 6, pp. 547-558, (2019); Wass V., Van der Vleuten C., Shatzer J., Jones R., Assessment of clinical competence, The Lancet, 357, 9260, pp. 945-949, (2001); Wilcha R. -J., Effectiveness of virtual medical teaching during the COVID-19 crisis: Systematic review, JMIR Medical Education, 6, 2, (2020); Worley P., Couper I., Strasser R., Graves L., Cummings B.-A., Woodman R., Stagg P., Hirsh D., A typology of longitudinal integrated clerkships, Medical Education, 50, 9, pp. 922-932, (2016)","J. May; University of Newcastle Department of Rural Health, University of Newcastle, Tamworth, 114-148 Johnston St, 2340, Australia; email: jennifer.may@newcastle.edu.au","","Coventry University","","","","","","20516223","","","","English","Int. J. Pra. Based Learning Health Soc. Care","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85120772057"
"Ng P.M.L.; Chan J.K.Y.; Wut T.M.; Lo M.F.; Szeto I.","Ng, Peggy M.L. (57118921300); Chan, Jason K. Y. (23990051100); Wut, Tai Ming (55654942500); Lo, Man Fung (57212513542); Szeto, Irene (57218599248)","57118921300; 23990051100; 55654942500; 57212513542; 57218599248","What makes better career opportunities for young graduates? Examining acquired employability skills in higher education institutions","2021","Education and Training","63","6","","852","871","19","18","10.1108/ET-08-2020-0231","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108960492&doi=10.1108%2fET-08-2020-0231&partnerID=40&md5=89d38733c8851cb82cec7934cc740e43","School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong; College of Professional and Continuing Education, The Hong Kong Polytechnic University, Hong Kong; The Education University of Hong Kong, Tai Po, Hong Kong; City University of Hong Kong, Kowloon Tong, Hong Kong","Ng P.M.L., School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong; Chan J.K.Y., College of Professional and Continuing Education, The Hong Kong Polytechnic University, Hong Kong; Wut T.M., School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong; Lo M.F., The Education University of Hong Kong, Tai Po, Hong Kong; Szeto I., City University of Hong Kong, Kowloon Tong, Hong Kong","Purpose: The purpose of this paper is to develop a conceptual model to examine key employability skills that match workplace requirements and foster employability. Design/methodology/approach: This research comprises a cross-sectional study from self-financing institutions in Hong Kong. The current study adopted structural equation modeling to examine key employability skills that match workplace requirements and foster employability. Findings: Based on the empirical findings, the acquired employability skills of young graduates are entrepreneurship, professional development, work with others, self-management, communication and problem solving. Moreover, higher education institutions should work closely with industry stakeholders to get employers engaged with the work-integrating learning (WIL) programs and subsequently equip young graduates for better employability opportunities. In connection with employer engagement, employability skills of communication, problem solving and self-management would be improved. Furthermore, entrepreneurship and problem-solving skills could further be developed for young graduating students working in SME organizations during WIL. Originality/value: As a notable gap exists in the current literature to examine young graduates' key employability skills in the context and content of Hong Kong self-financing tertiary education, this research explores key employability skills of self-financed young graduates and the relative importance of employability skills across company size using a quantitative approach. © 2021, Emerald Publishing Limited.","Employability skills; Employer engagement; Structural equation modelling; Work-integrated learning (WIL); Young graduates","","","","","","","","Abeysekera I., Issues relating to designing a Work-Integrated Learning (WIL) program in an undergraduate accounting degree program and its implications for the curriculum, Asia-Pacific Journal of Cooperative Education, 7, 1, pp. 7-15, (2006); Azmi I.A.G., Hashim R.C., Yusoff Y.M., The employability skills of Malaysian university students, International Journal of Modern Trends in Social Sciences, 1, 3, pp. 1-14, (2018); Barkhuizen N., Schutte N., Work integrated learning: a conceptual model, International Conference on Arts, Economics and Management, (2014); 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A discussion of overconfidence among graduates and its impact on employability, Education + Training, 63, 3, pp. 377-391, (2020)","P.M.L. Ng; School of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hong Kong; email: peggy.ng@cpce-polyu.edu.hk","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85108960492"
"Spencer S.M.","Spencer, Stacie M. (57198077298)","57198077298","A Comprehensive, Iterative, and Integrated Model for Developing Psychology Workforce Literacy","2021","Canadian Psychology","62","4","","409","419","10","6","10.1037/cap0000309","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123244987&doi=10.1037%2fcap0000309&partnerID=40&md5=cde3197149969f27ab00884470a37026","School of Arts and Sciences, MCPHS University, United States","Spencer S.M., School of Arts and Sciences, MCPHS University, United States","One important issue we are facing in higher education is the role colleges and universities play in preparing students to enter the workforce. Although the purpose of higher education is more than preparing students to enter the workforce, students focus on the role the major plays in employability. Psychology workforce literacy is the ability to articulate the ways in which the knowledge and skills acquired through the psychology major are applicable to diverse occupational domains. Making psychology workforce literacy a priority requires a shift in the way we think about undergraduate education in psychology and the role instructors play in career mentoring. This article describes a comprehensive, iterative, and integrated model for developing workforce literacy and addresses the challenges and rewards associated with incorporating this model into the undergraduate psychology curriculum © 2021. Canadian Psychological Association","Career exploration; Career preparation; Professional development; Workforce literacy","","","","","","","","APA guidelinesfor the undergraduate psychology major: Version 2.0, (2013); Preparing to use your bachelor’s degree in psychology, (2018); Appleby D. C., An online career-exploration resourceforpsychology majors, Society for the Teaching of Psychology Resources for Teachers of Psychology, (2016); Appleby D. C., Preparing psychology majors to enter the workforce: Then, now, with whom, and how [Special section], Teaching of Psychology, 45, 1, pp. 14-23, (2018); What liberal education looks like: What it is, who it’sfor, & where it happens, (2020); Atchley P., Hooker E., Kroska E., Gilmour A., Validation of an online orientation seminar to improve career and major preparedness, Teaching of Psychology, 39, 2, pp. 146-151, (2012); Bailey S. F., Barber L. K., Nelson V. L., Undergraduate internship supervision in psychology departments: Use of experiential learning best practices, Psychology Learning & Teaching, 16, 1, pp. 74-83, (2017); Bass R., Disrupting ourselves: The problem of learning in higher education, EDUCAUSE Review, 47, 2, pp. 23-33, (2012); Borden V. M. H., Rajecki D. W., First-year employment outcomes of psychology baccalaureates: Relatedness, preparedness, and prospects, Teaching of Psychology, 27, 3, pp. 164-168, (2000); Borwein S., Bridging the divide, part I: What Canadian job ads said, (2014); Developing Canada’s future workforce: A survey of large private-sector employers, (2016); Carnevale A. P., Garcia T. I., Gulish A., Career pathways: Five ways to connect college and careers, (2017); Ciarocco N. J., Traditional and new approaches to career preparation through coursework [Special section], Teaching of Psychology, 45, 1, pp. 32-40, (2018); Ciarocco N. J., Strohmetz D. B., The Employable Skills SelfEfficacy Survey: An assessment of skill confidence for psychology undergraduates, Scholarship of Teaching and Learning in Psychology, 4, 1, pp. 1-15, (2018); Crisp G., Conceptualization and initial validation of the College Students Mentoring Scale (CSMS), Journal of College Student Development, 50, 2, pp. 177-194, (2009); Finley A., How college contributes to workforce success: Employer views on what matters most, (2021); Folsom B., Reardon R., College career courses: Design and accountability, Journal ofCareerAssessment, 11, pp. 421-450, (2003); Forging pathways to purposeful work: The role of higher education, (2019); Golding J. M., Lippert A. M., Malik S. E., Using the internet to facilitate career choices in psychology-related fields [Special section], Teaching of Psychology, 45, 1, pp. 60-66, (2018); Green R. J., McCord M., Westbrooks T., Student awareness of educational requirements for desired careers and the utility of a careers in psychology course, College Student Journal, 39, 2, pp. 218-222, (2005); Gullan R. L., Bauer K., Korfiatis P., DeOliveira J., Blong K., Docherty M., Development of a quantitative measure of the mentorship experience in college students, Journal of College Student Development, 57, 8, pp. 1049-1055, (2016); Halonen J. S., The worthies vs. the great unwashed: Overcoming psychology’s tier problem, Eye on Psi Chi, 17, 2, (2013); Halonen J. S., Dunn D. S., Embedding career issues in advanced psychology major courses [Special section], Teaching of Psychology, 45, 1, pp. 41-49, (2018); Fulfilling theAmerican Dream: Liberal education and thefuture ofwork, (2018); Kidd J. M., Understanding career counselling: Theory, research, and practice, (2006); Lackner C., Martini T., Helping university students succeed at employment interviews: The role of self-reflection in e-portfolios, Teaching & Learning Inquiry, 5, 2, pp. 3-15, (2017); Landrum R. E., Affordances and alignments: Continuing challenges in advising undergraduate psychology majors [Special section], Teaching of Psychology, 45, 1, pp. 84-90, (2018); Landrum R. E., Hettich P. I., Wilner A., Alumni perceptions of workforce readiness, Teaching of Psychology, 37, 2, pp. 97-106, (2010); Lawson T. J., Tapping into alumni as a source of authentic information and advice on careers in psychology [Special section], Teaching of Psychology, 45, 1, pp. 67-74, (2018); Markos K., Knowing their worth: Three ways to help students connect a liberal arts degree to career paths, Liberal Education, 107, 2, pp. 8-10, (2021); Martini T., Verby-Verutis R., Grose J., Clarke B., Elder A., Canadian undergraduates’ reports of co-curricular involvement across the degree, Teaching & Learning Inquiry: The ISSOTL Journal, 7, 1, (2019); Martini T. S., Rail A., Norton C., Psychology students’ understanding of the skill-based learning fostered through university assignments, Teaching ofPsychology, 42, 4, pp. 335-338, (2015); McGovern T. V., Corey L., Cranney J., Dixon W. E., Holmes J. D., Kuebli J. E., Ritchey K. A., Smith R. A., Walker S. J., Psychologically literate citizens, Undergraduate education in psychology: A blueprint for the future of the discipline, pp. 9-27, (2010); Naufel K. Z., Appleby D. C., Young J., Van Kirk J. F., Spencer S. M., Rudmann J., Carducci B. J., Hettich P., Richmond A. S., The skillful psychology student: Prepared for success in the 21st century workplace, (2018); Naufel K. Z., Bodily K. D., Holtzman N. S., Ryan R. G., Steirn J. S., The value ofpsychology in professional domains scale, (2018); Naufel K. Z., Spencer S. M., Appleby D., Richmond A. S., Rudmann J., Van Kirk J., Young J., Carducci B. J., Hettich P., The skillful psychology student: How to empower students with workforce-ready skills by teaching psychology, Psychology Teacher Network, 29, 1, (2019); Nauta M., A career research project for undergraduate psychology students, Teaching of Psychology, 29, 4, pp. 288-291, (2002); Norris M. E., The Canadian handbook for careers in psychological science, (2019); Norton C., Martini T., Perceived benefits of an undergraduate degree, The Canadian Journal for the Scholarship of Teaching and Learning, 8, 1, (2017); Pasquerella L., The purpose of higher education and its future, Liberal Education, 105, 3-4, pp. 2-3, (2019); Patton W., McMahon M., The Systems Theory Framework of career development: 20 years of contribution to theory and practice, Australian Journal of Career Development, 24, 3, pp. 141-147, (2015); Peterson J. J., Wardwell C., Will K., Campana K. L., Pursuing a purpose: The role of career exploration courses and service-learning internships in recognizing and developing knowledge, skills, and abilities, Teaching of Psychology, 41, 4, pp. 354-359, (2014); Pfund R. A., Hailstorks R., Stamm K. E., Christidis P., Conroy J. C., Norcross J. C., Careers in psychology course: Prevalence, structure, and timing, Teaching ofPsychology, 48, 1, pp. 63-68, (2021); Refling E., Borwein S., Bridging the divide, part II: What Canadian job ads produced, (2014); Roscoe L. J., McMahan E. A., Outcomes of introduction to the psychology major: Careers and opportunities course, Teaching of Psychology, 41, 2, pp. 110-114, (2014); Rudmann J., Tucker K., Career preparation self-efficacy scale, (2018); Schwartz B. M., Gregg V. R., McKee M., Conversations about careers: Engaging students in and out of the classroom [Special section], Teaching of Psychology, 45, 1, pp. 50-59, (2018); Siegel D. J., A pause for play: Making space for the free exploration of ideas, Liberal Education, 107, 2, pp. 6-7, (2021); Spencer S. M., Instructor materials for teaching research methods using a consulting model, Society for the Teaching of Psychology Resources for Teachers of Psychology, (2015); Spencer S. M., Pride of ownership: Do you recognize the value of your bachelor’s degree in psychology?, Eye on Psi Chi, 22, 1, pp. 16-19, (2017); Spencer S. M., One course, two courses, three courses, more? Providing career support throughout the undergraduate curriculum, Psychology Teacher Network, (2019); Spencer S. M., That’s Psychology?” A simple strategyfor expanding students’ perception ofpsychology, (2020); Spencer S. M., Naufel K. Z., Richmond A. S., Time to teach the majority of students: A workshop on The Skillful Psychology Student [Workshop], Annual Conference on Teaching, (2019); Spencer S. M., Van Kirk J., Prove it! Designing Course Assignments for Skill Demonstration and Workforce Marketing [Conference session], (2020); Strapp C. M., Drapela D. J., Henderson C. I., Nasciemento E., Roscoe L. J., Psychology students’ expectations regarding educational requirements and salary for desired careers [Special section], Teaching ofPsychology, 45, 1, pp. 6-13, (2018); Thomas J. H., McDaniel C. R., Effectiveness of a required course in career planning for psychology majors, Teaching of Psychology, 31, 1, pp. 22-27, (2004); Today’s liberal arts; Vespia K. M., Freis S. D., Arrowood R. M., Faculty and career advising: Challenges, opportunities, and outcome assessment [Special section], Teaching ofPsychology, 45, 1, pp. 24-31, (2018); Vespia K. M., Naufel K. Z., Rudmann J., Van Kirk J. F., Briihl D., Young J., Yes, you can get ajob with that major! Goal 5 strategies for facilitating, assessing, and demonstrating psychology students’ professional development [Special issue], Teaching of Psychology, 47, 4, pp. 305-315, (2020)","S.M. Spencer; School of Arts and Sciences, MCPHS University, United States; email: stacie.spencer@mcphs.edu","","Canadian Psychological Association","","","","","","07085591","","","","English","Can. Psychol.","Article","Final","","Scopus","2-s2.0-85123244987"
"Yende S.J.; Mugovhani G.","Yende, Sakhiseni Joseph (57226644203); Mugovhani, George (57226649916)","57226644203; 57226649916","Employability Challenges Facing Vocal Art Graduates in South Africa: A Case Study of Tshwane University of Technology","2021","Muziki","18","1","","110","126","16","5","10.1080/18125980.2021.1957002","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112232120&doi=10.1080%2f18125980.2021.1957002&partnerID=40&md5=3b4d3cfd0e9e4d79a953de82b0e90929","Tshwane University of Technology, South Africa","Yende S.J., Tshwane University of Technology, South Africa; Mugovhani G., Tshwane University of Technology, South Africa","Unemployment has emerged as a global phenomenon that brutally affects young people, irrespective of whether they have academic qualifications, but is more prevalent and predominant in semi-peripheral and peripheral countries. Like graduates from other emerging countries, South African graduates are experiencing unemployment. The issue of unemployment in the performing arts industry has become a matter of great concern. Vocal Art (hereafter VA) graduates are finding it increasingly challenging to find a bridge between university and the industry of their profession. This article reports on a study that explored the relevance of the Performing Arts (Vocal Art) curriculum at the Tshwane University of Technology (TUT), Pretoria, South Africa, to employment opportunities for its graduates. A qualitative research method was employed using approaches such as a review of scholarly writings and interviews with arts graduates, lecturers, employers, VA performers, and selected performing arts industry practitioners and leaders. The findings demonstrated that there are a high number of arts graduates battling to find employment which is partly attributable to a lack of specific skills not catered for in the present curriculum. The study identified these special and relevant skills crucial for the performing arts industry. The article concludes by affirming that the TUT curriculum has to be redesigned, restructured and aligned with the continuously changing performing arts industry. © 2021 Unisa Press.","curriculum; graduates; performing arts industry; unemployment; Vocal Art","","","","","","","","Abbing H., Conclusion: A Cruel Economy–Why Is the Exceptional Economy of the Arts so Persistent?, Why Are Artists Poor?, pp. 280-294, (2019); Bennett D., Staying Afloat: Skills, Attributes and Passion, (2012); Berry P., Redesign of the Undergraduate Business Curriculum: The Way Forward, a Paradigm Shift, American Journal of Business Education (AJBE, 2, 8, pp. 55-64, (2009); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brown R.S., (2003); Bunting I., Cloete N., Institutional Types in Higher Education in South Africa, (2010); Carbonel L.G., Sannadan J.G.M., Venus J.J., Employability: A Perspective on the Employment of the Bachelor of Arts in Political Science Graduates at the Kalinga- Apayao State College, International Journal of Advanced Research in Management and Social Sciences, 4, 9, pp. 109-126, (2015); Davies L., Why Kick the ‘l’ out of ‘Learning’? The Development of Students’ Employability Skills through Part-Time Working, Education and Training, 42, 8, pp. 436-445, (2000); Florea D., Considerations Regarding Financing Issues in Opera Houses: Showcasing the National Opera of Bucharest, Proceedings of the International Conference Communication, Context, Interdisciplinarity, 3, pp. 787-792, (2014); Freudenberg B., Brimble M., Cameron C., WIL and Generic Skill Development : The Development of Business Students’ Generic Skills through Work-Integrated Learning, Asia-Pacific Journal of Cooperative Education, 12, 2, pp. 79-93, (2011); Griesel H., Parker B., (2009); Global Employment Trends for Youth, (2011); Jorgensen C.H., Connecting Work and Education: Should Learning Be Useful, Correct or Meaningful?, Journal of Workplace Learning: Employee Counselling Today, 16, 8, pp. 455-465, (2004); Kavanagh M.H., Drennan L., What Skills and Attributes Does an Accounting Graduate Need? Evidence from Student Perceptions and Employer Expectations, Accounting and Finance, 48, 2, pp. 279-300, (2008); Leibbrandt M., Woolard I., McEwen H., Koep C., (2010); Lewis J., Performing Arts Sound Bites, (2018); Lowden K., Hall S., Elliot D., Lewin J., (2011); Merriam S.B., Qualitative Research: A Guide to Design and Implementation, (2009); Mitchell R.M., (2014); Moleke P., The Graduate Labour Market, Student Retention and Graduate Destination: Higher Education and Labour Market Access and Success, pp. 87-95, (2010); Mtero K., (2012); Mugovhani N.G., Defining South African Musical Arts Practices: A Brief Chronicle of the Twentieth and Twenty-First Centuries, Twentieth-Century Music, 14, 3, pp. 411-462, (2017); Nilsson P.A., Ripmeester N., International Student Expectations: Career Opportunities and Employability, Journal of International Students, 6, 2, pp. 614-631, (2016); Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century, (2013); Ogude N., Nel H., Oosthuizen M., The Challenge of Curriculum Responsiveness in South African Higher Education, (2005); Olorundare A.S., Kayode D.J., Entrepreneurship Education in Nigerian Universities: A Tool for National Transformation, Asia Pacific Journal of Educators and Education, 29, 8, pp. 155-175, (2014); Perkins R., Rethinking ‘Career’ for Music Students: Identity and Vision, Life in the Real World: How to Make Music Graduates Employable, pp. 11-26, (2012); Pollard V., Wilson E., The ‘Entrepreneurial Mindset’ in Creative and Performing Arts Higher Education in Australia, Artivate: A Journal of Entrepreneurship in the Arts, 3, 1, pp. 3-22, (2013); Spies A.M., (2015); Subbaye R., The Shrinking Professoriate: Academic Promotion and University Teaching, South African Journal of Higher Education, 31, 3, pp. 249-273, (2017); Van Broekhuizen H., (2015); Van der Berg S., Taylor S., Gustafsson M., Spaull N., Armstrong P., Improving Education Quality in South Africa, Report for the National Planning Commission, 2, pp. 1-23, (2011); Van Zuilenburg P.L., Music Entrepreneurship: An Indispensable Part of Tertiary Music Curricula, Tydskrif Vir Geesteswetenskappe, 52, 2, pp. 322-336, (2012); West J., Higher Education and Employment: Opportunities and Limitations in the Formation of Skills in a Mass Higher Education System, Journal of Vocational Education and Training, 52, 4, pp. 573-588, (2000); Wilton N., “Employability Is in the Eye of the Beholder Employer Decision-Making in the Recruitment of Work Placement Students.” Higher Education, Skills and Work-Based Learning, 4, 3, pp. 242-255, (2014); Wright M., Clarysse B., Lockett A., Knockaert M., Mid-Range Universities’ Linkages with Industry: Knowledge Types and the Role of Intermediaries, Research Policy, 37, 8, pp. 1205-1223, (2008); Yende S.J., (2017); Yende S.J., Performing Arts: A Case Study on Curriculum Transformation, Independent Journal of Teaching and Learning, 16, 1, pp. 129-141, (2021)","S.J. Yende; Tshwane University of Technology, South Africa; email: sakhiseniyende@gmail.com","","Routledge","","","","","","18125980","","","","English","Muziki","Article","Final","","Scopus","2-s2.0-85112232120"
"Fernández H.G.; Molla C.L.; García M.J.","Fernández, Henar González (57193201013); Molla, Cristina Laborda (57193199932); García, Mercè Jariot (26635345600)","57193201013; 57193199932; 26635345600","Competencias de empleabilidad y calidad de vida en usuarios con discapacidad intelectual leve y moderada de centros ocupacionales de Cataluña (España); [Employability skills and quality of life among employees with mild and moderate intellectual disability who attend occupation centres in catalonia (Spain)]","2021","Siglo Cero","52","1","","45","57","12","3","10.14201/SCERO20215214557","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111156031&doi=10.14201%2fSCERO20215214557&partnerID=40&md5=87c351f1cfe5c18727b8d9148420fec7","Universitat Autònoma de Barcelona, Departament de Pedagogia Aplicada","Fernández H.G., Universitat Autònoma de Barcelona, Departament de Pedagogia Aplicada; Molla C.L., Universitat Autònoma de Barcelona, Departament de Pedagogia Aplicada; García M.J., Universitat Autònoma de Barcelona, Departament de Pedagogia Aplicada","Background: The study explores the relationship between quality of life (QoL) and employability skills in a non-random sample of 100 employees of occupational centres (OCs) in Barcelona (Spain). The influence of gender, age and level of intellectual disability (ID) is also explored. Method: A quantitative approach was adopted to collect and examine data, gathered through two different instruments: the GENCAT SCALE (Verdugo et al., 2008) (and the Employability Skills Scale (Jariot, Laborda and González, 2020). Results: A correlation between QoL and employability skills has been found. A relationship between age and employability skills was also found, in which younger individuals reported better in employability skills. Age was also found to have an effect on some QoL domains. The ID level turned out to be a significant factor in the development of employability skills, as well as in some QoL domains. The crucial role of job placement in personal development is underlined, as well as the need for more inclusive procedures in occupancy services. © 2021 University of Salamanca. All rights reserved.","Employability skills; Intellectual disabilities; Occupational centres; Quality of life","","","","","","","","Discapacidad intelectual. Definición, clasificación y sistemas de apoyo, (2011); Blanco A., Skills based University education, La enseñanza universitaria centrada en el aprendizaje [Learning-centred university education], pp. 31-59, (2008); Blas F., Competencias profesionales en la formación profesional [Professional skills in vocational training], (2007); Cocks E., Thoresen S., Lee E., Pathways to employment and quality of life for apprenticeship and traineeship graduates with disabilities, International Journal of Disability, Development and Education, 62, 4, pp. 422-437, (2015); Cummins R., Quality of life, Handbook of practices in intellectual and developmental disabilities, pp. 169-228, (2016); Docampo G., Moran M. C., Professional skills evaluation in people with intellectual disability: a proposal of and adaptation of the INCUAL methodology and instruments for the equal opportunity, Revista Española de Discapacidad, 2, 1, pp. 71-96, (2014); Ellenkamp J., Brouwers E., Embregts P., Joosen M., van Weeghel J., Work environment-related factors in obtaining and maintaining work in a competitive employment setting for employees with intellectual disability: a systematic review, Journal of Occupational Rehabilitation, 26, pp. 56-69, (2016); Fillary R., Pernice R., Workplace culture analysis where people with intellectual disabilities work: a case study approach, Journal of Intellectual and Developmental Disability, 30, 3, pp. 176-180, (2005); Gilson C., Carter E., Biggs E., Systematic review of instructional methods to teach employment skills to secondary students with intellectual and developmental disabilities, Research and Practice for Persons with Severe Disabilities, 42, 2, pp. 89-107, (2017); Holmes J., Fillary R., Handling small talk at work: challenges for workers with intellectual disabilities, International Journal of Disability, Development and Education, 47, 3, pp. 273-291, (2000); Jahoda A., Kemp J., Riddell S., Banks P., Feelings about work: a review of the socio-emotional impact of supported employment on people with intellectual disabilities, Journal of Applied Research in Intellectual Disabilities, 21, 1, pp. 1-18, (2008); Jariot M., Laborda C., Gonzalez H., El perfil competencial laboral de personas con discapacidad intelectual en centros ocupacionales, Revista de Investigación Educativa, 38, 2, pp. 475-493, (2020); Kober R., Eggleton I., The effect of different types of employment on quality of life, Journal of Intellectual Disability Research, 49, pp. 756-760, (2005); Laborda C., Gonzalez H., Características diferenciales del empleo de personas con discapacidad intelectual. Prácticas innovadoras inclusivas: retos y oportunidades, XIV Congreso Internacional de Educación Inclusiva. XXXIV Jornadas de Universidades y Educación Inclusiva, pp. 2621-2628, (2017); Lindstrom L., Doren B., Miesch J., Waging a living: career development and long-term employment outcomes for young adults with disabilities, Exceptional Children, 77, 4, pp. 423-434, (2011); Lovgren V., Hamreby K., Factors of importance in the world of work for young people with intellectual disabilities, Scandinavian Journal of Disability Research, 13, 2, pp. 91-117, (2011); Lucas S., Arias B., Ovejero A., Career guidance and employability of people with intellectual disability, Revista Universitaria de Ciencias del Trabajo, 6, pp. 393-414, (2005); Nota L., Ginevra M., Carrieri L., Career interests and self-efficacy beliefs among young adults with an intellectual disability, Journal of Policy and Practice in Intellectual Disabilities, 7, 4, pp. 250-260, (2010); Peralta F., Arellano A., La autodeterminación de las personas con discapacidad intelectual: situación actual en España. [Self-determination and autonomy of people with intellectual disability: the status of the issue in Spain, Revista CES Psicología, 7, 2, pp. 59-77, (2014); Robertson J., Hatton C., Beyer S., Emerson E., Baines S., The association between employment and the health of people with intellectual disabilities: a systematic review, Journal of Applied Research in Intellectual Disabilities, 32, pp. 1335-1348, (2019); Saiz O., Santamaria-Vazquez M., La influencia de las variables sociodemográficas en la calidad de vida analizadas con el Whoqol-Bref. [The influence of sociodemographic variables in quality of life analysed with Whoqol-Bref], TOG, 12, 21, (2015); Schalock R., Keith K., Verdugo M., Gomez L., Quality of life model development in the field of intellectual disability, Quality of life for people with intellectual disability, pp. 17-32, (2010); Stephens D., Collins M., Dodder R., A longitudinal study of employment and skill acquisition among individuals with developmental disabilities, Research in Developmental Disabilities, 26, 5, pp. 469-486, (2005); The Sundberg Declaration, (1981); The Salamanca Statement and Framework for Action on Special Needs Education, (1994); Verdugo M., Arias B., Gomez L., Schalock R., Formulari de l'Escala Gencat de Qualitat de vida. Manual d'aplicació de l'Escala Gencat de Qualitat de vida. [Gencat's Quality of Life scale form: application manual of the Gencat's Quality of life scale], (2008); Verdugo M., Arias B., Ibanez A., Schalock R., Development of an objective instrument to assess quality of life in social services: reliability and validity in Spain, International Journal of Clinical and Health Psychology, 10, pp. 105-123, (2010); Verdugo M. A., Schalock R. L., Gomez L. E., Arias B., Building process of the multidimensional centered in the context quality of life scales: the GENCAT scale, Siglo Cero, 38, pp. 57-72, (2007); West M., Wehman P., Wehman P., Competitive employment outcomes for persons with intellectual and developmental disabilities: the national impact of the Best Buddies Jobs Program, Journal of Vocational Rehabilitation, 23, 1, pp. 51-63, (2005); Williams J., Mavin S., Disability as constructed difference: a literature review and research agenda for management and organization studies, International Journal of Management Reviews, 14, pp. 159-179, (2012)","H.G. Fernández; Universitat Autònoma de Barcelona, Departament de Pedagogia Aplicada; email: henar.gonzalez@uab.cat","","University of Salamanca","","","","","","02101696","","","","English","Siglo Cero","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85111156031"
"Mistry U.","Mistry, Usha (57226019408)","57226019408","Enhancing students’ employability skills awareness through the accounting professional body on an undergraduate accounting degree","2021","Accounting Education","30","6","","578","600","22","4","10.1080/09639284.2021.1950016","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85110060920&doi=10.1080%2f09639284.2021.1950016&partnerID=40&md5=7aae58f5016987404afefa8a663bb3b2","London South Bank University, London, United Kingdom","Mistry U., London South Bank University, London, United Kingdom","Whilst there is an array of literature written about students’ skills development, there is a gap between skills development and what students can learn through a membership of professional accounting bodies. This study examines how being connected with a professional body, the Association of Chartered and Certified Accountants (ACCA) from the outset of their degree helps awareness of developing their employability skills via belonging to the profession. Using an online questionnaire, focus group meetings, and email reminders about the ACCA services offered, the findings show that ACCA student membership begins to help students identify with the profession and brings awareness to planning and developing both their technical and employability skills, assisting them in entry to the profession and the world of work. The results from this research illuminate the importance of integrating student membership into the curriculum so that students identify early with the career that they have chosen. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","ACCA student membership‌; accounting employability skills‌; pre-professional identity‌; professional belonging","","","","","","British Accounting and Finance Association","I would like to thank the following: Professor Christine Helliar and the British Accounting and Finance Association pilot mentorship programme which has aided tremendously in writing this research paper. Association of Chartered and Certified Accountants for their time and support with the research. Dr Nadeeka Withanage and Bijal Limbachia for their valuable feedback during the final stages of the research.","Alemu S.K., African higher education and the Bologna process, European Journal of Higher Education, 9, 1, pp. 118-132, (2019); (2014); (2016); (2019); Barnett R., (2003); Barnett R., The purposes of higher education and the changing face of academia, London Review of Education, 2, 1, pp. 61-73, (2004); Bennett D., (2012); Benson V., Morgan S., Filippaios F., Social career management: Social media and employability skills gap, Computers in Behaviour, 30, pp. 515-525, (2014); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brouard F., Bujaki M., Durocher S., Neilson L.C., Professional accountants’ identity formation: An integrative framework, Journal of Business Ethics, 142, 2, pp. 225-238, (2017); Browne C., Wall P., Batt S., Bennett R., Understanding perceptions of nursing professional identity in students entering an Australian undergraduate nursing degree, Nursing Education in Practice, 32, pp. 90-96, (2018); Bryman A., (2004); Bui B., Porter B., The expectation-performance gap in accounting education: An exploratory study, Accounting Education: An International Journal, 19, 1-2, pp. 23-50, (2010); Burke M., Jones J., Gee L., (2016); (2016); Creswell J.W., Plano Clark V.L., Designing and conducting mixed methods research, (2007); Cruess R.L., Cruess S.R., Boudreau J.D., Snell L., Steinert Y., A schematic representation of the professional identity formation and socialization of medical students and residents: A guide for medical educators, Academic Medicine, 90, 6, pp. 1-8, (2015); Dall'Alba G., Learning professional ways of being: Ambiguities of becoming, Educational Philosophy and Theory, 41, 1, pp. 34-45, (2009); Ellison N.B., Steinfield C., Lampe C., The benefits of Facebook “friends”: Social capital and college students’ use of online social network sites, Journal of Computer-Mediated Communication, 12, 4, pp. 1143-1168, (2007); Greene J.C., Caracelli V.J., Graham W.F., Toward a conceptual framework for mixed-method evaluation designs, Educational Evaluation and Policy Analysis, 11, 3, pp. 255-274, (1989); Gunn V., Bell S., Kafmann K., (2010); Haglar B.E., Value of social media in today’s classroom, Journal for Research in Business Education, 55, 1, pp. 14-23, (2013); Hamid S., WayCott J., Kurnia S., Chang S., Understanding students’ perceptions of the benefits of online social networking use for teaching and learning, Internet and Higher Education, 26, pp. 1-9, (2015); Hogan R., Chamorro-Premuzic T., Kaiser R.B., Employability and career success: Bridging the gap between theory and reality, Industrial and Organizational Psychology, 6, 1, pp. 3-16, (2013); Howieson B., Hancock P., Segal N., Kavanagh M., Tempone I., Kent J., Who should teach what? Australian perceptions of the roles of universities and practice in the education of professional accountants, Journal of Accounting Education, 32, 3, pp. 259-275, (2014); (2014); (2014); (2014); Ismail Z., Ahmad A.S., Ahmi A., Perceived employability skills of accounting graduates: The insights from employers, Elementary Education Online, 19, 4, pp. 36-41, (2020); Jackson D., Re-conceptualising graduate employability: The importance of pre-professional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jick T.D., Mixing qualitative and quantitative methods: Triangulation in action, Administrative Science Quarterly, 24, 4, pp. 602-611, (1979); (2012); Jones R., Bridging the gap: Engaging in scholarship with accountancy employers to enhance understanding of skills development and employability, Accounting Education: An International Journal, 23, 6, pp. 527-541, (2014); Karseth B., Solbrekke T.D., Curriculum trends in European higher education: The pursuit of the Humboldtian university ideas, Higher education, stratification, and workforce development, pp. 215-233, (2016); Kavanagh M.H., Drennan L., What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations, Accounting and Finance, 48, 2, pp. 279-300, (2008); Lim Y.-M., Lee T.H., Yap C.C., Ling C.C., Employability skills, personal qualities, and early employment problems of entry-level auditors: Perspectives from employers, lecturers, auditors, and students, Journal of Education for Business, 91, 4, pp. 185-192, (2016); McGuigan N., Weil S.H., Kern T., Hu B., Industry perspective workshop program: An instructional case used to integrate transferable skills in introductory accounting, Accounting Education: An International Journal, 27, 1, pp. 157-186, (2012); Mylrea F.M., Gupta T.S., Glass B.D., Professionalization in pharmacy education as a matter of identity, American Journal of Pharmaceutical Education, 79, 9, (2015); Niglas K., (2004); Piazza R., The changing role of universities in Italy: Placement services, Journal for Perspectives of Economic Political and Social Integration, 17, 1-2, pp. 173-185, (2011); Poole L.D., Sewell P., (2007); (2009); Sacks M.A., Graves N., How many “friends” do you need? Teaching students how to network using social media, Business Communication Quarterly, 75, 1, pp. 80-88, (2012); Sikka P., Haslam C., Kyriacou O., Agrizzi D., Professionalizing claims and the state of UK professional accounting education: Some evidence, Accounting Education, 16, 1, pp. 3-21, (2007); Sin S., Jones A., Wang Z., Critical thinking in professional accounting practice: Conceptions of employers and practitioners, The Palgrave handbook of critical thinking in higher education, pp. 431-456, (2015); Sin C., Tavares O., Amaral A., Accepting employability as a purpose of higher education? Academics’ perceptions and practices, Studies in Higher Education, 44, 6, pp. 920-931, (2019); Stoner G., Milner M., Embedding generic employability skills in an accounting degree: Development and impediments, Accounting Education: An International Journal, 19, 1-2, pp. 123-138, (2010); Tan L.M., Laswad F., Professional skills required of accountants: What do job advertisements tell us?, Accounting Education, 27, 4, pp. 403-432, (2018); Tashakkori A., Teddlie C., Mixed methodology: Combining qualitative and quantitative approaches, (1998); Tomlinson M., The degree is not enough–students’ perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-46, (2008); Trede F., Role of work-integrated learning in developing professionalism and professional identity, Asia-Pacific Journal of Cooperative Education, 13, 3, pp. 159-167, (2011); Trede F., Macklin R., Bridges D., Professional identity development: A review of the higher education literature, Studies in Higher Education, 37, 3, pp. 365-384, (2012); Tyson R., What would Humboldt say: A case of general Bildung in vocational education?, International Journal for Research in Vocational Education and Training, 3, 3, pp. 230-249, (2016); Webb J., Chaffer C., The expectation performance gap in accounting education: A review of generic skills development in UK accounting degrees, Accounting Education: An International Journal, 25, 4, pp. 349-367, (2016); Zahavi H., Friedman Y., The Bologna process: An international higher education regime, European Journal of Higher Education, 9, 1, pp. 23-39, (2019)","U. Mistry; London South Bank University, London, United Kingdom; email: mistryu2@lsbu.ac.uk","","Routledge","","","","","","09639284","","","","English","Account. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85110060920"
"Selvaratnam R.","Selvaratnam, Ratna (57210860202)","57210860202","The Link Between Learning Spaces and Employability Outcomes","2021","Journal of Learning Spaces","10","2","","48","53","5","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85134006125&partnerID=40&md5=ddc41914fec06ca643104604da41a7d6","Edith Cowan University, Australia","Selvaratnam R., Edith Cowan University, Australia","Universities are investing considerable funds in designing and building innovative learning spaces without knowing the positive impact on student learning and their achievement of employability skills for the 21st century. There is a possibility of designing these new generation learning spaces to enable active and deep learning approaches to be employed to improve student learning outcomes and their achievement of employability skills. This paper proposes that an evaluative framework for innovative learning spaces and tools to measure the impact of these learning spaces on students’ achievement of employability skills is a worthy endeavor. Best practice innovative active learning strategies can then be identified and incorporated into a professional learning module for academics teaching in higher education. The outcomes can guide universities in developing learning spaces that maximize student learning consistent with 21st century employability skills. © 2021, University of North Carolina at Greensboro. All rights reserved.","","","","","","","","","Abualrub I., Stensaker B., How are universities responding to demands for an improved learning environment?, Journal of Further and Higher Education, 1, (2017); Beichner R. J., History and Evolution of Active Learning Spaces, New Directions for Teaching and Learning, 2014, 137, pp. 9-16, (2014); Binkley M., Erstad O., Herman J., Raizen S., Ripley M., Miller-Ricci M., Rumble M., Defining Twenty‐ First Century Skills, Assessment and Teaching of 21st Century Skills, pp. 17-66, (2012); Bower M., Dalgarno B., Kennedy G. E., Lee M. J. W., Kenney J., Design and implementation factors in blended synchronous learning environments: Outcomes from a cross‐case analysis, Computers & Education, 86, pp. 1-17, (2015); Bridgstock R., Educating for digital futures: what the learning strategies of digital media professionals can teach higher education, Innovations in Education and Teaching International, 53, 3, (2016); Brooks D. C., Space matters: The impact of formal learning environments on student learning, British Journal of Educational Technology, 42, 5, (2011); Brooks D. C., Solheim C. A., Pedagogy Matters, Too: The Impact of Adapting Teaching Approaches to Formal Learning Environments on Student Learning, New Directions for Teaching and Learning, 2014, 137, (2014); Byers T., Imms W., Hartnell-Young E., Comparative analysis of the impact of traditional versus innovative learning environment on student attitudes and learning outcomes, Studies in Educational Evaluation, 58, pp. 167-177, (2018); Charlton D., The rise of the gig worker in the sharing economy, (2015); Chiu P. H. P., Cheng S. H., Effects of active learning classrooms on student learning: a two‐year empirical investigation on student perceptions and academic performance, Higher Education Research & Development, 36, 2, (2017); Elliot F., Malcolm B., The Case for a Learning Space Performance Rating System, Journal of Learning Spaces, 1, 1, (2011); Ellis R. A., Goodyear P., Models of learning space: integrating research on space, place and learning in higher education, Review of Education, 4, 2, (2016); Ellis R.A., Han F., Pardo A., Measuring Engagement in the University Student Experience of Learning in Blended Environments, Spaces of Teaching and Learning. Understanding Teaching‐ Learning Practice, (2018); Fisher K., The Translational Design of Schools: An Evidence‐Based Approach to Aligning Pedagogy and Learning Environments, (2016); (2014); Griffin P. E., Assessment and Teaching of 21st Century Skills: Methods and Approach, (2015); Imms W., Cleveland B., Fisher K., Evaluating Learning Environments: Snapshots of Emerging Issues, Methods and Knowledge, (2016); Imms W., Mahat M., Byers T., Murphy D., Type and Use of Innovative Learning Environments in Australasian Schools: ILETC Survey 1, (2017); Kaddoura M., Think Pair Share: A Teaching Learning Strategy to Enhance Students Critical Thinking, Educational Research Quarterly, 36, 4, pp. 3-24, (2013); Kersh N., Rethinking the learning space at work and beyond: The achievement of agency across the boundaries of work‐related spaces and environments, International Review of Education, 61, 6, (2015); Knight P. T., Yorke M., Employability: Judging and communicating achievements, (2006); Lamb G., Shraiky J., Designing for competence: spaces that enhance collaboration readiness in healthcare, Journal of Interprofessional Care, 27, S2, (2013); About the LSC, (2020); Lee N., Tan S., A Comprehensive Learning Space Evaluation Model, (2011); Ling P., Fraser K., Pedagogies for next generation learning spaces: Theory, context, action, International Perspectives on Higher Education Research, 12, (2014); Martinez R., Gonzalez C., Campoy P., Garcia-Sanchez A., Ortega-Mier M., Do Classes in Cooperative Classrooms Have a Positive Influence on Creativity and Teamwork Skills for Engineering Students?, International Journal of Engineering Education, 30, 6, pp. 1729-1740, (2014); (2017); Horizon Report: 2017 Higher Education Edition, (2017); Oblinger D., Learning spaces, (2006); Oliver B., Redefining graduate employability and work‐integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, (2015); Park E. L., Choi B. K., Transformation of classroom spaces: traditional versus active learning classroom in colleges, Higher Education, 68, 5, (2014); (2017); Radcliffe D., Wilson H., Powell D., Tibbetts B., Learning Spaces in Higher Education: Positive Outcomes by Design, (2009); Roehl A., Reddy S. L., Shannon G. J., The Flipped Classroom: An Opportunity to Engage Millennial Students through Active Learning Strategies, Journal of Family and Consumer Sciences, 105, 2, (2013); Trees A., Jackson M., The learning environment in clicker classrooms: student processes of learning and involvement in large university‐level courses using student response systems, Learning, Media and Technology, 32, 1, (2007); Vercellotti M. L., Do interactive learning spaces increase student achievement? a comparison of classroom context, Active Learning in Higher Education, 19, 3, pp. 197-210, (2018); The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, (2016); Yin R. K., Case study research: Design and methods, (2014)","","","University of North Carolina at Greensboro","","","","","","21586195","","","","English","J. Learn. Space.","Article","Final","","Scopus","2-s2.0-85134006125"
"Sheridan L.; Price O.; Sheridan L.; Plumb M.; Cunial R.","Sheridan, Lynnaire (56003619900); Price, Oriana (27967961200); Sheridan, Lynn (55871257200); Plumb, Melinda (55634948100); Cunial, Renee (57223931794)","56003619900; 27967961200; 55871257200; 55634948100; 57223931794","Uncovering wil practices to enable wil's expansion in higher education","2021","Journal of University Teaching and Learning Practice","18","6","05","54","67","13","4","10.53761/1.18.6.05","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118192846&doi=10.53761%2f1.18.6.05&partnerID=40&md5=d7dd4774b3e9849dd405d564a36804ee","University of Otago, New Zealand; University of Wollongong, Australia","Sheridan L., University of Otago, New Zealand; Price O., University of Wollongong, Australia; Sheridan L., University of Wollongong, Australia; Plumb M., University of Wollongong, Australia; Cunial R., University of Wollongong, Australia","The Australian Government is financially incentivising work integrated learning (WIL) to enhance graduate employability. As such, universities are currently expanding WIL pedagogies and practices from their traditional domain of professional degrees, to be incorporate into almost all university degrees. Using Kemmis’ Theory of Practice Architecture, this study investigated the practices of established WIL practitioners in universities and uncovers what can be referred to as a WIL ecology of practice. This ecology comprises of key WIL practices, including: networking and selling, negotiating, collaborating and innovating and legitimising. The findings from this study offer important insights into how higher education institutions may develop a WIL ecology of practice, and critically, achieve WIL funding objectives, which has arguably become ever more important given the challenges COVID-19 has presented to university operational budgets. Practitioner Notes 1. The Australian Government is financially incentivising work integrated learning (WIL) in higher education to enhance job-ready graduates. Particularly given the COVID-19 downturn, this ensures WIL’s expansion into more degrees but does require capacity building. 2. To inform WIL’s expansion at universities, our qualitative empirical study investigated the ‘practices’ of established WIL practitioners, as practices are potentially more scalable than individual characteristics. 3. By taking this Theory of Practice Architectures approach, we identified six shared WIL practitioner practices; networking, selling, negotiating, collaborating, innovating and legitimising. These practices interconnected to form a WIL ecology of practice at this university site – this was important because this ecology can be adapted to expand WIL in other universities. 4. By professionally developing willing academics in networking, selling and negotiating practices and enhancing support for WIL in the institutional environment, to reduce the time and effort they invest in legitimising their work, we propose that you can achieve both WIL outcomes for your learners and achieve the Australian Government funding targets for your institution. © 2021, University of Wollongong. All rights reserved.","Pracademic; Theory of practice architectures; Work integrated learning","","","","","","","","NPILF Pilot (2022-24) Guidance Document, (2021); Performance-based funding for the Commonwealth Grant Scheme: Report for the Minister for Education, (2019); The Higher Education Reform Package, (2017); Clark L., Rowe A., Cantori A., Bilgin A., Mukuria V., The power dynamics and politics of survey design: measuring workload associated with teaching, administering and supporting work-integrated learning courses, Studies in Higher Education, 41, 6, pp. 1055-1073, (2016); Divan A., Knight E., Bennett D., Bell K., Marketing graduate employability: understanding the tensions between institutional practice and external messaging, Journal of Higher Education Policy and Management, 41, 5, pp. 485-499, (2019); Edwards D., Perkins K., Pearce J., Hong J., Work Integrated Learning in STEM in Australian Universities: Final Report, (2015); Emslie M., Where’s WIL? Including work-integrated learning in descriptions of what it is that academics do, Journal of Cooperative Education and Internships, 45, 1, pp. 34-44, (2011); Jackson D., Rowbottom D., Ferns S., McLaren D., Employer understanding of Work-Integrated Learning and the challenges of engaging in work placement opportunities, Studies in Continuing Education, 39, 1, pp. 35-51, (2016); Kemmis S., Mahon K., Practice Architectures of University Education, Practice Theory Perspectives on Pedagogy and Education, (2017); Kemmis S., Mutton R., Education for sustainability (EfS): practice and practice architectures, Environmental Education Research, 18, 2, pp. 187-207, (2012); Kemmis S., Wilkinson J., Hardy I., Edwards-Groves C., Leading and learning: Developing ecologies of educational practice, Symposium: Ecologies of practice, (2009); Kemmis S., Wilkinson J., Bristol L., Hardy I., Edwards-Groves C., Grootenboer P., Changing Practices, Changing Education, (2014); McDonald M., Mooney C., Pracademics”: Mixing an Academic Career with Practical Politics, PS: Political Science & Politics, 44, 2, pp. 251-253, (2011); Nicolini D., Articulating practice through the interview to the double, Management Learning, 40, 2, pp. 195-202, (2009); Nicolini D., Is Small the only beautiful? Making sense of ‘large phenomena’ from a practice-based perspective, The Nexus of Practices: Connections, constellations and practitioners, (2016); Orrell J., Work Integrated Learning: why is it increasing and who benefits?, (2018); Patrick C., Peach D., Pocknee C., Webb F., Fletcher M, Pretto G., The WIL (Work Integrated Learning) Report: A National Scoping Study, Final Report, (2009); Sheridan L., Sheridan L., Price O. M., Pocius R., McDonnell T., Cunial R., Work Integrated Learning (WIL) mainstreamed: the identity of the practitioner, Educational Research, pp. 1-18, (2021); Susskind L., Confessions of a Pracademic: Searching for a Virtuous Cycle of Theory Building, Teaching, and Action Research, Negotiation Journal, 29, 2, pp. 225-237, (2013); Guidance Note: Work Integrated Learning, (2017); Whelan M. B., Academic work-integrated learning (WIL): Reengaging teaching focused academics with industry, Journal of Teaching and Learning for Graduate Employability, 8, 1, (2017)","","","University of Wollongong","","","","","","14499789","","","","English","J. Univ. Teach. Learn. Pract.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85118192846"
"Burman I.; Som S.; Hossain S.A.","Burman, Iti (57202893535); Som, Subhranil (26422606600); Hossain, Syed Akhter (57197918832)","57202893535; 26422606600; 57197918832","Model for Analyzing Psychological Parameters Recommending Student Learning Behaviour using Machine Learning","2021","International Journal of Computing and Digital Systems","10","1","","973","990","17","1","10.12785/ijcds/100188","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122622307&doi=10.12785%2fijcds%2f100188&partnerID=40&md5=b6e166325842c2bf453ab90bb61e0b37","Department of Information Technology, Vivekananda Institute of Professional Studies, India; Bhairab Ganguly College, Belgharia, West Bengal, Kolkata, India; Daffodil International University, Dhaka, Bangladesh","Burman I., Department of Information Technology, Vivekananda Institute of Professional Studies, India; Som S., Bhairab Ganguly College, Belgharia, West Bengal, Kolkata, India; Hossain S.A., Daffodil International University, Dhaka, Bangladesh","One of the main objectives of Educational Data Mining (EDM) is to improve the education system to increase student retention, help students to score high and attain holistic development. The purpose of the study is to analyze the psychological parameters of students to predict their intellectual performance and generate recommendations to be utilized by institutes and students to improve academic performance. This study performs matrix factorization using single value decomposition (SVD) to predict missing parameters related to the psychological behaviour of students with root mean square equals 0.059 and uses the user-based collaborative filtering technique to predict their grade with RMSEA as 0.055. It makes use of decision tree (ID3) algorithm for generating decision rules that produces results with an accuracy of 76% and provides suggestions on how to improve learning by changing the psychological behaviour of students. The results showed that three parameters of personality (namely conscientiousness, openness and need for cognition), six of motivation construct (intrinsic motivation, optimistic, goal orientation, concentration, locus of control and self-efficacy), five of self-regulatory learning strategies construct (rehearsal, elaboration, metacognition, peer learning, time/study management) highly impacted academic performance in positive way. Students belonging to upper and middle socioeconomic status avail more from learning facilities. Also, learning the in-depth knowledge of the topic enhance student intellectual performance. It is noted that social integration and academic integration help students to learn the subject matter in friendly environment and reduces depression. The key findings highlight the parameters positively impacting students’ intellectual performance. This help in improving students’ intellectual performance which further addresses student retention, progress and employability. © 2021 University of Bahrain. All rights reserved.","Academic Performance; Collaborative Filtering; Decision Tree; Educational Data Mining; Prediction; Recommendation; Single Value Decomposition; Student","","","","","","","","Ackerman P. L., Heggestad E. D., Intelligence, personality, and interests: Evidence for overlapping traits, Psychol. Bull, 121, 2, pp. 219-245, (1997); Aksoy S., Haralick R. M., Feature normalization and likelihood-based similarity measures for image retrieval, Pattern Recognit. Lett, 22, 5, pp. 563-582, (2001); Anderson Koenig J., Assessing 21st century skills: Summary of a workshop, (2011); Baker R. W., Siryk B., SACQ student adaptation to college questionnaire, (1999); Bandura A., Self-efficacy: The exercise of control, (1997); Bell R. 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Syst.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85122622307"
"Carvalho L.; Mourão L.","Carvalho, Luara (57218994126); Mourão, Luciana (35769737000)","57218994126; 35769737000","Career Adaptability, Perceptions of Professional Development and Employability: A Mediation Analysis; [Adaptabilidade de Carreira, Percepções de Desenvolvimento Profissional e Empregabilidade: uma análise mediacional]; [Adaptabilidad de carrera, percepciones de desarrollo profesional y empleabilidad: un análisis mediacional]","2021","Psico-USF","26","4","","697","705","8","2","10.1590/1413-82712021260408","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85126947195&doi=10.1590%2f1413-82712021260408&partnerID=40&md5=ce0953402e642c61b3dc8d74a37c82b0","Universidade Salgado de Oliveira, Rio de Janeiro, Brazil","Carvalho L., Universidade Salgado de Oliveira, Rio de Janeiro, Brazil; Mourão L., Universidade Salgado de Oliveira, Rio de Janeiro, Brazil","The objective of this study was to test the mediating role that Perception of Professional Development has in the relationship between Career Adaptability and Perception of/Expectation of Employability among undergraduate students. A total of 1.105 students (57% of women) participated in the investigation, all from different undergraduate courses and institutions. The instruments used had evidence of validity, and data were analyzed through structural equation modeling. The results supported the research hypothesis and corroborate previous empirical studies. The model showed good fit for the data as to the hypothesized model (X2/df=0.65; CFI=0.94; TLI=0.94; RMSEA=0.05; indirect effect=0.31). The confirmation of the mediating relationship contributes to the understanding of the processes related to Perception of/Expectation of Employability among undergraduate students. Impacts on the career planning of undergraduate students and subsidies for Higher Education management are some of the practical implications of this study. © 2021. All Rights Reserved.","adaptabilidad de carrera; adaptabilidade de carreira; análise mediacional; análisis mediacional; career adaptability; desarrollo profesional; desenvolvimento profissional; educación superior; educação superior; higher education; mediation analysis; professional development","","","","","","","","Almeida B., Teixeira M., Well-being and career adaptability in adaptation to college, Brazilian Journal of Vocational Guidance, 19, 1, pp. 19-30, (2018); Ambiel R. A., Hernandez D. N., Martins G. H., Relation between Career Adaptability and Academic Experiences in Higher Education, Psicología desde el Caribe, 33, 2, pp. 158-168, (2016); Audibert A., Teixeira M., Career Adapt-A-bilities Scale: Evidences of validity in Brazilian undergraduate students, Brazilian Journal of Vocational Guidance, 16, 1, pp. 83-93, (2015); Bates G., Rixon A., Carbone A., Pilgrim C., Beyond employability skills: Developing professional purpose, Journal of Teaching and Learning for, (2019); Graduate Employability, 10, 1, pp. 7-26; Carvalho L, Mourao L., Perception of Professional Development and Employability in Undergraduate Students: A Comparative Analysis, Studies and Research in Psychology, 21, 4, pp. 1522-1540, (2021); Donald W. E., Ashleigh M. 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B., Principles and practice of structural equation modeling, (2011); Ladeira M., Oliveira M., Melo-Silva L., Taveira M., Career Adaptability and Employability in the University-Work Transition: Mediating Adaptive Responses, Psico-USF, 24, 3, pp. 583-595, (2019); Lamas K., Ambiel R., Silva B., Academic Experiences and Employability of Senior College Students, Trends in Psychology, 22, 2, pp. 329-340, (2014); Miles J., Shevlin M., Applying regression and correlation: A guide for students and researchers, (2001); Monteiro S., Almeida L. S., The relation of career adaptability to work experience, extracurricular activities, and work transition in Portuguese graduate students, Journal of Vocational Behavior, 91, pp. 106-112, (2015); Monteiro A. C., Mourao L., Professional development: the national and international scientific production, Journal Psychology: Organizations and Work, 17, 1, pp. 39-45, (2017); Mourao L., Monteiro A. C., Professional development: Proposal of a conceptual model, Studies of Psychology (Natal), 23, 1, pp. 33-45, (2018); Mourao L., Fernandes H., Perception of workers about inhibitors and fuels of professional development, Journal Psychology: Theory and Practice, 22, 2, pp. 250-272, (2020); Mourao L., Porto J., Puente-Palacios K., Evidence of validity of the Perception of Professional Development Scale, Psico-USF, 19, 1, pp. 73-85, (2014); Peixoto A., Janissek J., Aguiar C., Self-perception of Employability, Diagnostic Tools for Organizations and Work: A Look from Psychology, pp. 175-186, (2015); Peron V., Bezerra R., Pereira E., Causes and monitoring of university evasion in the Brazilian context: a systematic review, Journal of Studies and Research on Technological Teaching, 5, 11, pp. 163-179, (2019); Rudolph C., Lavigne K., Zacher H., Career adaptability: A meta-analysis of relationships with measures of adaptivity, adapting responses, and adaptation result, Journal of Vocational Behavior, 98, 1, pp. 17-34, (2017); Savickas M. L., Career construction theory and practice, Career development and counseling: Putting theory and research to work, pp. 147-183, (2013); Tabachnick B., Fidell L., Using Multivariate Statistics, (2013); Travassos R., Mourao L., Valentini F., Longitudinal and Multilevel Study on Skill Acquisition in Undergraduate Psychology Courses, Trends in Psychology, 28, pp. 180-196, (2020); Valentini F., Mourao L., Franco V. R., Latent models and random slopes for testing moderation and mediation, Journal Psychological Assessment, 17, 4, pp. 439-450, (2018)","","","Universidade Sao Francisco","","","","","","21753563","","","","English","Psico-USF","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85126947195"
"Marzec I.; Austen A.","Marzec, Izabela (24464153400); Austen, Agata (57202150437)","24464153400; 57202150437","The role of training in improving employability, job satisfaction and the career success of public sector employees","2021","Argumenta Oeconomica","47","2","","187","204","17","0","10.15611/aoe.2021.2.08","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120807140&doi=10.15611%2faoe.2021.2.08&partnerID=40&md5=33b1390b3eb4a915715429c27abb390e","Department of Public Management and Social Sciences, University of Economics in Katowice, Poland; Department of Human Recources Management, University of Economics in Katowice, Poland","Marzec I., Department of Public Management and Social Sciences, University of Economics in Katowice, Poland; Austen A., Department of Human Recources Management, University of Economics in Katowice, Poland","The importance of knowledge for the success of modern organizations results in growing interest in the issue of the professional development and the employability of public sector employees. Constant development and professional training are necessary. This situation poses a serious challenge for many employees, affecting their job satisfaction and opportunities for career success. The paper attempted to answer the question of what are the relations between training and professional development, and employability, job satisfaction and the subjective career success of public sector employees? This goal was achieved by examining the results of surveys conducted in public sector organizations. The results indicate that employee training and development positively influence employability, as well as employee career success and job satisfaction. Moreover, the positive impact of job satisfaction on subjective career success was identified. © 2021, Wroclaw University of Economics. 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Diagnosis, Modeling and Management], pp. 13-32, (2010); Van Dam K., Antecedents and consequences of employability orientation, European Journal of Work and Organizational Psychology, 13, 1, pp. 29-51, (2004); Van den Broeck A., De Cuyper N., De Witte H., Vansteenkiste M., Not all job demands are equal: Differentiating job hindrances and job challenges in the Job Demands–Resources model, European Journal of Work and Organizational Psychology, 19, 6, pp. 735-759, (2010); Van Maanen J., Experiencing organization: notes on the meaning of careers and socialization, Organizational Careers: Some New Perspectives, (1977); Vyas L., Customization in Civil Service Training: Implications for Outsourcing Human Resources Management, International Journal of Public Administration, 42, 1, pp. 1-14, (2017); Wayne S. J., Liden R. C., Kraimer M. L., Graf I. K., The role of human capital, motivation and supervisor sponsorship in predicting career success, Journal of Organizational Behavior, 20, 5, pp. 577-595, (1999); Yeves J., Bargsted M., Cortes L., Merino C., Cavada G., Age and perceived employability as moderators of job insecurity and job satisfaction: A moderated moderation model, Frontiers in Psychology, 10, (2019)","","","Wroclaw University of Economics","","","","","","12335835","","","","English","Argum. Oecon.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85120807140"
"Bennett D.; Knight E.; Bawa S.; Dockery A.M.","Bennett, Dawn (55574191781); Knight, Elizabeth (57209056399); Bawa, Sherry (56549658700); Dockery, Alfred M (7005131638)","55574191781; 57209056399; 56549658700; 7005131638","Understanding the career decision making of university students enrolled in STEM disciplines","2021","Australian Journal of Career Development","30","2","","95","105","10","9","10.1177/1038416221994312","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109391422&doi=10.1177%2f1038416221994312&partnerID=40&md5=3779c685dfca57b7c6c2996c4b299775","Curtin University, Perth, Australia; Centre for International Research on Education Systems, Victoria University, Melbourne, Australia; School of Economics, Finance and Property, Curtin University, Perth, Australia; Bankwest Curtin Economics Centre, Curtin University, Perth, Australia","Bennett D., Curtin University, Perth, Australia; Knight E., Centre for International Research on Education Systems, Victoria University, Melbourne, Australia; Bawa S., School of Economics, Finance and Property, Curtin University, Perth, Australia; Dockery A.M., Bankwest Curtin Economics Centre, Curtin University, Perth, Australia","This study investigated why university students choose to major in Science, Technology, Engineering, Mathematics, and Medicine/health (STEM(M)) disciplines, and how their study and career-related confidence compares with that of their peers. The study engaged 12,576 students enrolled at Australian universities. The findings suggest that STEM(M) students’ career decision making is guided by their interest in the subject and their intentions to help people. Within the STEM(M) cohort, students in medicine and health were more confident in their career decision making than either their STEM or non-STEM(M) peers. Of interest, they were less aware of alternative career pathways and less prepared to reorient their careers should this be necessary. Female students reported greater confidence than male students in their career decision making, career identity, and career commitment. Implications include the need for career narratives beyond the STEM industries and for career development initiatives that are mindful of disciplinary and gendered differences. © Australian Council for Educational Research 2021.","career decision making; career development; employability; engineering; health; higher education; maths; Science; STEM; technology","","","","","","Curtin University of Technology; Government of Western Australia, WA Government","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Government of Western Australia with funding administered through the Future of Work Institute at Curtin University. ","Alic J.A., What we mean when we talk about workforce skills, Issues in Science and Technology, 34, pp. 30-36, (2018); Alvesson M., Skoldberg K., Reflexive methodology: New vistas for qualitative research, (2009); Archer L., DeWitt J., Dillon J., It didn’t really change my opinion”: Exploring what works, what doesn’t and why in a school science, technology, engineering and mathematics careers intervention, Research in Science & Technological Education, 32, pp. 35-55, (2014); Athanasou J.A., Advantages and disadvantages of the different inventoried approaches to assessing career interests, Australian Journal of Career Development, 20, pp. 53-62, (2011); (2013); Azizzadeh A., McCollum C., Miller C.C., Holliday K.M., Shilstone H.C., Lucci A., Factors influencing career choice among medical students interested in surgery, Current Surgery, 60, pp. 210-213, (2003); Balka D., Standards of mathematical practice and STEM. Math science connector, (summer), (2011); Bennett D., Embedding employABILITY thinking across Australian higher education, (2019); Bennett D., Graduate employability and higher education: Past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2019); Development, validation and deployment of the EmployABILITY scale, Studies in Higher Education, Accepted February 2021.; Bennett D., Male S., An Australian study of possible selves perceived by undergraduate engineering students, European Journal of Engineering Education, 42, pp. 603-617, (2017); Bennett D., Roberts L., Creagh C., Exploring possible selves in a first-year physics education class: Engaging students by establishing relevance, Physical Review Physics Education Research, 12, (2016); Blackley S., Howell J., A STEM narrative: 15 years in the making, Australian Journal of Teacher Education, 40, (2015); Blackley S., Sheffield R., (2015); Brown E.R., Thoman D.B., Smith J.L., Diekman A.B., Closing the communal gap: The importance of communal affordances in science career motivation, Journal of Applied Social Psychology, 45, pp. 662-673, (2015); Brown P., Lloyd C., Souto-Otero M., The prospects for skills and employment in an age of digital disruption: A cautionary note, SKOPE Research Papers, 127, (2018); Cameron R., Is mixed methods research used in Australian career development research?, Australian Journal of Career Development, 19, pp. 52-66, (2010); Camilli G., Hira R., STEM workforce: STEM education and the post-scientific society, Journal of Science Education and Technology, 28, pp. 1-8, (2019); Cannady M.A., Greenwald E., Harris K.N., Problematizing the STEM pipeline metaphor: Is the STEM pipeline metaphor serving our students and the STEM workforce?, Science Education, 98, pp. 443-460, (2014); Coffey A., Atkinson P., Narratives and stories, Making sense of qualitative data: Complementary research strategies, pp. 54-82, (1996); Dede C., Comparing frameworks for 21st century skills, 21st century skills: Rethinking how students learn, pp. 51-75, (2009); (2018); Fouad N.A., Santana M.C., SCCT and underrepresented populations in STEM fields: Moving the needle, Journal of Career Assessment, 25, pp. 24-39, (2017); Hardin E.E., Longhurst M.O., Understanding the gender gap: Social cognitive changes during an introductory STEM course, Journal of Counseling Psychology, 63, pp. 233-239, (2016); Healy D.J., Nicholson D., Gahan P., The future of work in Australia: Anticipating how new technologies will reshape labour markets, occupations and skill requirements, (2017); Hooley T., Barham L., Career development policy and practice: The tony watts reader, (2015); Kurbanoglu N.I., Arslan S., High school students’ educational and career interest (science–technology–mathematics) and career adaptabilities, Australian Journal of Career Development, 24, pp. 166-172, (2015); Lent R.W., Hung-Bin S., Clay S.G., Wilkins G., Longitudinal test of the social cognitive model of choice in engineering students at historically black universities, Journal of Vocational Behavior, 76, pp. 387-394, (2010); Lent R.W., Ezeofor I., Morrison A., Penn L.T., Ireland G.W., Applying the social cognitive model of career self-management to career exploration and decision-making, Journal of Vocational Behavior, 93, pp. 47-57, (2016); Liao H.Y., Armstrong P.I., Rounds J., Development and initial validation of public domain basic interest markers, Journal of Vocational Behavior, 73, pp. 159-183, (2008); Liu Y., Shi-Jer L., Ru-Chu S., The investigation of STEM self-efficacy and professional commitment to engineering among female high school students, South African Journal of Education, 34, pp. 1-15, (2014); Lyons T., Quinn F., Wilson S., (2016); McClure E.R., Guernsey L., Clements D.H., Bales S.N., Nichols J., Kendall-Taylor N., Levine M.H., STEM starts early: Grounding science, technology, engineering, and math education in early childhood, (2017); MacDonald A., STEM: Not for people like me, (2014); Maltese A., Cooper C., STEM pathways: Do men and women differ in why they enter and exit?, AERA Open, 3, (2017); Moss-Racusin C.A., Sanzari C., Caluori N., Rabasco H., Gender bias produces gender gaps in STEM engagement, Sex Roles, 79, pp. 651-670, (2018); Murphy S., MacDonald A., Danaia L., Wang C., An analysis of Australian STEM education strategies, Policy Futures in Education, 17, pp. 122-139, (2019); Newhouse C.P., STEM the boredom: Engage students in the Australian curriculum using ICT with problem-based learning and assessment, Journal of Science Education and Technology, 26, pp. 44-57, (2017); Australia’s STEM workforce: Science, Technology, Engineering and Mathematics, (2015); Payton A., Knight G., (2018); Gender equity in STEMM, (2018); Sheffield R., Koul R., Blackley S., Fitriani E., Rahmawati Y., Resek D., Transnational examination of STEM education, International Journal of Innovation in Science and Mathematics Education, 26, pp. 67-80, (2018); Siekmann G., What is STEM? The need for unpacking its definitions and applications, (2016); Sigelman M., Why the STEM gap is bigger than you think, (2016); Timms M., Moyle K., Weldon P., Mitchell P., Challenges in STEM learning in Australian schools: Literature and policy review, (2018); Weber R.P., Basic content analysis, (1990); Welde A.M., Bernes K.B., Gunn T.M., Ross S.A., Integrated career education in senior high: Intern teacher and student recommendations, Australian Journal of Career Development, 24, pp. 81-92, (2015); Wilkinson R., Changing interactional behaviour: Using conversation analysis in intervention programmes for aphasic conversation, Applied conversation analysis: Changing institutional practices, pp. 32-53, (2011); The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution, (2016)","D. Bennett; Curtin University, Perth, Australia; email: d.bennett@curtin.edu.au","","SAGE Publications Ltd","","","","","","22006974","","","","English","Aus.J. Career Develop.","Article","Final","","Scopus","2-s2.0-85109391422"
"Petritsopoulou M.; Karunaratne T.; Glinos M.","Petritsopoulou, Maria (57220785002); Karunaratne, Thashmee (25822554100); Glinos, Myrsini (57192370892)","57220785002; 25822554100; 57192370892","Yes! I Want My Non-Cognitive Skills to Be Improved: Perceptions on an ICT-Enabled Learning Journey","2021","International Journal of Emerging Technologies in Learning","16","22","","42","58","16","1","10.3991/ijet.v16i22.24665","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122916285&doi=10.3991%2fijet.v16i22.24665&partnerID=40&md5=608a7f958cf00c10f982ea1524f80b1f","Stockholm University, Kista, Sweden","Petritsopoulou M., Stockholm University, Kista, Sweden; Karunaratne T., Stockholm University, Kista, Sweden; Glinos M., Stockholm University, Kista, Sweden","Non-cognitive skills (NCS) are important for personal development and enhancing employability. However, as related literature points out, designs for NCS development are challenged by their fidelity, complexity, technology pedagogy and content value, user-centricity and so forth. Thus, this study investigates on 1) how do individuals recognise their needs, challenges and motivations for improving NCS, and 2) how do they envision their individual roadmap towards NCS achievement. An exploratory strategy is followed in capturing the learners’ perceptions. Expected data were collected by a questionnaire aiming at a sample of 80 purposely selected employable adults, followed by interviews with 11 randomly selected individuals among the sample. The outcomes provided feedback towards optimising design concepts for an NCS learning environment. Consequently, the framework for NCS improvement must include components, in the order of importance, tools for assessment of NCS, premises for learning NCS, dynamic CV, and linking to the occupations of individual interests as envisioned by the respondents. The participants recognised the significance of NCS and that NCS contribute meaningfully to their personal and professional growth. As such, research efforts shall be invested in evaluating the methods and tools in a systematic user-centric process to determine their effectiveness and impact in lifelong learning. © 2021","assessment; lifelong learning; NCS; technology mediated learning; user perception; —non-cognitive skills","Surveys; Assessment; Cognitive skill; Life long learning; Non-cognitive skill; Personal development; Skills development; Technology-mediated learning; User perceptions; —non-cognitive skill; Computer aided instruction","","","","","European Commission, EC","This empirical work, conducted as a part of the SkillsMatch project, is co-financed by the European Union’s DG CONNECT, Unit G2 - Interactive Technologies, Digital for Culture and Education. The authors would like to acknowledge the contributions from the project consortium.","Prada M. F., Urzua S. S., One Size does not Fit All: Multiple Dimensions of Ability, College Attendance and Wages, National Bureau of Economic Research, (2014); Lundberg S., Noncognitive Skills as Human Capital, Educ. Ski. Tech. Change Implic. Future US GDP Growth, pp. 219-243, (2017); Mitsea E., Drigas A., Mantas P., Soft Skills & Metacognition as Inclusion Amplifiers in the 21st Century, Int. J. Online Biomed. Eng. IJOE, 17, (2021); Hattie J., Biggs J., Purdie N., Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis, Rev. Educ. Res, 66, 2, pp. 99-136, (1996); Andrews J., Higson H., Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study, High. Educ. Eur, 33, 4, pp. 411-422, (2008); New Skills Agenda for Europe - Employment, Social Affairs & Inclusion – European Commission; Heckman J. J., Kautz T. D., Hard Evidence on Soft Skills, National Bureau of Economic Research, (2012); Cinque M., Lost in translation’. Soft skills development in European countries, Tuning J. High. Educ, 3, (2016); Cunha F., Heckman J. J., Schennach S. M., Estimating the Technology of Cognitive and Noncognitive Skill Formation, Econometrica, 78, 3, pp. 883-931, (2010); Zhou K., Non-cognitive skills: Potential candidates for global measurement, Eur. J. Educ, 52, 4, pp. 487-497, (2017); Elena Silva, Measuring Skills for 21st-Century Learning, Phi Delta Kappan, 90, 9, pp. 630-634, (2009); Souto-Otero M., Villalba E., Migration and validation of non-formal and informal learning in Europe: Inclusion, exclusion or polarisation in the recognition of skills?, Int. Rev. Educ, 61, (2016); Glinos M., Petritsopoulou M., Karunaratne T., The learner’s perceptions of an Integrated system for learning management of non-cognitive skills, (2020); Marcus V. B., Atan N. A., Talib R., Latif A. A., Yusof S. M., Promoting Students’ Generic Skills with the Integration of e-Service Learning Platform, Int. J. Emerg. Technol. Learn. IJET, 14, 20, (2019); Otty R., Milton L., Promoting Soft Skills with the HOT (Higher Order Thinking) Sheet Assignment, J. Instr. Pedagog, 22, (2019); Mobini P., Karunaratne T., Towards an ICT Enabler for Enhancing Non-Cognitive Skills in a Lifelong Learning Setting, European Conference on e-Learning, pp. 396-405, (2019); Borner K., Et al., Skill discrepancies between research, education, and jobs reveal the critical need to supply soft skills for the data economy, Proc. Natl. Acad. Sci, 115, 50, pp. 12630-12637, (2018); Bottcher A., Thurner V., Winter V., Soft Skill Development along the Education Path Evaluating expectations on and perceptions of student competencies in Software Engineering education, Int. J. Eng. Pedagogy IJEP, 2, 3, (2012); SkillsMatch | Developing a prototype that helps users adapt their non-cognitive skills to the demands of the market, (2018); Gibb S., Soft skills assessment: theory development and the research agenda, Int. J. Lifelong Educ, 33, 4, pp. 455-471, (2014); Smith M. K., BEYOND THE CURRICULUM: FOSTERING ASSOCIATIONAL LIFE IN SCHOOLS, Learning in Places: The Informal Education Reader, 249, pp. 9-33, (2006); Binkley M., Et al., Defining Twenty-First Century Skills, Assessment and Teaching of 21st Century Skills, pp. 17-66, (2011); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers’ perceptions, Stud. High. Educ, pp. 1-14, (2019); Baneres D., Conesa J., A Life-long Learning Recommender System to Promote Employability, Int. J. Emerg. Technol. Learn. IJET, 12, (2017); Fernandez-Sanz L., Villalba M. T., Medina J., Misra S., A Study on the Key Soft Skills for Successful Participation of Students in Multinational Engineering Education, Int. J. Eng. Educ, 33, (2017); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers’ perceptions, Stud. High. Educ, pp. 1-14, (2019); Kaplan R. M., Saccuzzo D. P., Psychological testing : principles, applications, and issues, (2009); Kautz T., Heckman J. J., Diris R., ter Weel B., Borghans L., Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success, National Bureau of Economic Research, (2014); Mooij T., Education and self‐regulation of learning for gifted pupils: systemic design and development, Res. Pap. Educ, 23, 1, pp. 1-19, (2008); DeLone W. H., McLean E. R., Measuring e-Commerce Success: Applying the DeLone & McLean Information Systems Success Model, Int. J. Electron. Commer, 9, 1, pp. 31-47, (2004); MAXQDA | All-In-One Qualitative & Mixed Methods Data Analysis Tool, MAXQDA - The Art of Data Analysis; Gliem J. A., Gliem R. R., Calculating, Interpreting, And Reporting Cronbach’s Alpha Reliability Coefficient For Likert-Type Scales, (2003); Hauke Jan, Kossowski Tomasz, Comparison of values of Pearson’s and Spearman’s correlation coefficient on the same sets of data, (2011); McHugh M. L., The Chi-square test of independence, Biochem. Medica, 23, 2, pp. 143-149, (2013); Weisberg H., Weisberg P. H. F., Central Tendency and Variability, (1992)","M. Petritsopoulou; Stockholm University, Kista, Sweden; email: mariap@dsv.su.se","","International Association of Online Engineering","","","","","","18688799","","","","English","Int. J. Emerg. Technol. Learn.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85122916285"
"Tee P.-K.; Cham T.-H.; Low M.-P.; Lau T.-C.","Tee, Poh-Kiong (57191344245); Cham, Tat-Huei (57035596700); Low, Mei-Peng (57212441763); Lau, Teck-Chai (36570540500)","57191344245; 57035596700; 57212441763; 36570540500","The role of organisational career management: Comparing the academic staff’ perception of internal and external employability in determining success in academia","2021","Malaysian Online Journal of Educational Management","9","3","","41","58","17","7","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109684394&partnerID=40&md5=cbc474c6354cad470742b2772427ded2","Faculty of Accountancy & Management, Universiti Tunku Abdul Rahman, Malaysia; Southampton Business School, University of Southampton, Malaysia","Tee P.-K., Faculty of Accountancy & Management, Universiti Tunku Abdul Rahman, Malaysia; Cham T.-H., Faculty of Accountancy & Management, Universiti Tunku Abdul Rahman, Malaysia; Low M.-P., Faculty of Accountancy & Management, Universiti Tunku Abdul Rahman, Malaysia; Lau T.-C., Southampton Business School, University of Southampton, Malaysia","This research sought to investigate the organisation’s roles in career management. It further explores the mediating effects of perceived internal and external employability to deepen the understanding of whether academics who experienced organisational learning practices are more likely to pursue their career within the institution or across the external labour market. Data from 288 academics in Malaysian universities were collected and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results revealed the significant impacts of organisational learning practices on career success. Furthermore, both internal and external perceived employability mediated the relationship between organisational learning practices and career success. Also, perceived external employability having a more substantial direct and mediating effect on academics’ career success. This study uncovers that Malaysian academic staff depend upon external employment opportunities to pursue success in academia. Implications of the findings are discussed, along with the study’s limitations and future research directions. © 2021, University of Malaya. All rights reserved.","Career Success; Organisational Career Management; Organisational Learning Practices; Perceived External Employability; Perceived Internal Employability","","","","","","","","Abu Said A., Mohd Rasdi R., Abu Samah B, Silong A.D., Sulaiman S., A career success model for academics at Malaysian research universities, European Journal of Training and Development, 39, 9, pp. 815-835, (2015); Ahmad S., Kalim R., Kaleem A., Academics’ perceptions of bullying at work: insights from Pakistan, International Journal of Educational Management, 31, 2, pp. 204-220, (2017); Akkermans J., Tims M., Crafting your career: How career competencies relate to career success via job crafting, Applied Psychology: An International Review, 66, 1, pp. 168-195, (2017); Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? Examining employability as a mediator in the HRM-commitment relationship, Frontier in Psychology, 10, 717, pp. 1-10, (2019); Arokiasamy L., Marimuthu M, Lai F.W., Balaraman R.A., Career advancement of academics in private higher education: A literature review, Global Business and Management Research: An International Journal, 6, 4, pp. 271-276, (2014); Arthur M.B., Khapova S.N., Wilderom C.P.M., Career success in a boundaryless career world, Journal of Organizational Behavior, 26, pp. 172-202, (2005); Baranchenko Y., Xie Y., Lin Z., Lau M., Ma J., Relationship between employability and turnover intention: The moderating effects of organizational support and career orientation, Journal of Management & Organization, 26, 2, pp. 241-262, (2020); Baruch Y., Szucs N., Gunz H., Career studies in search of theory: The rise of concepts, Career Development International, 20, 1, pp. 3-20, (2015); Becker J.M., Klein K., Wetzels M., Hierarchical latent variable model in PLS-SEM: Guidelines for using reflective-formative type models, Long Range Planning, 45, pp. 359-394, (2012); Bossu C., Brown N., Warren V., Career progression and development of professional staff in higher, (2019); Professional and support staff in higher education; pp. 1-10; Bozionelos G., Bozionelos N., Employability and key outcomes in times of severe economic crisis: The roles of career orientation, Human Resource Management, 107, 6, pp. 11-35, (2015); Cerdin J.L., Liao Y., Sharma K., The role of temporal focus, dispositional employability, and training on the perceived career prospects of talents, The International Journal of Human Resource Management, 31, 9, pp. 1106-1133, (2020); Cham T. 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T., Al Ariss A., Linking talent management to traditional and boundaryless career orientations: Research propositions and future directions, European Management Review, 16, 1, pp. 5-19, (2018); De Cuyper N., De Witte H., The management paradox: Employability and organisational commitment and performance, Personnel Review, 40, 1-2, pp. 152-172, (2011); De Cuyper N., Mauno S., Kinnunen U., Makikangas A., The role of job resources in the relation between perceived employability and turnover intention: a prospective two-sample study, Journal of Vocational Behavior, 78, 2, pp. 253-263, (2011); De Grips A., Van Loo J., The economies of skills obsolescence: A review, The economics of skills obsolescence: Theoretical innovations and empirical application, 21, pp. 1-26, (2002); De Vos A., Cambre' B., Career management in high-performing organisations: A set-theoretic approach, Human Resource Management, 56, pp. 501-518, (2017); De Vos A., Dewettinck K., Buyens D., To move or not to move? The relationship between career management and preferred career moves, Employee Relations, 30, 2, pp. 156-175, (2008); Diamantopoulos A., Siguaw J.A., Formative versus reflective indicators in organisational measure development: A comparison and empirical illustration, British Journal of Management, 17, 4, pp. 263-282, (2006); Di Fabio A., Cumbo T., Career management and employability, Counseling, 10, 1, (2017); Forrier A., De Cuyper N., Akkermans J., The winner takes it all, the loser has to fall: Provoking the agency perspective in employability research, Human Resource Management Journal, 28, pp. 511-523, (2018); Forrier A., Verbruggen M., De Cuyper N., Integrating different notions of employability in a dynamic chain: The relationship between job transition, movement capital and perceived employability, Journal of Vocational Behaviour, 89, pp. 56-64, (2015); Gandy R., Harrison P., Gold J., Talent management in higher education: Is turnover relevant?, European Journal of Training and Development, 42, 9, pp. 597-610, (2018); Guilbert L., Bernaud J.-L., Gouvernet B., Rossier J., Employability: Review and research prospects, International Journal for Educational and Vocational Guidance, 16, 1, pp. 69-89, (2016); Hair J. F., Risher J. J., Sarstedt M., Ringle C. M., When to use and how to report the results of PLS-SEM, European Business Review, 31, 1, pp. 2-24, (2019); Henseler J., Ringle C.M., Sarstedt M., A new criterion for assessing discriminant validity in variance-based structural equation modeling, Journal of the Academy of Marketing Science, 43, 1, pp. 115-135, (2015); Hirschi A., Nagy N., Baumeler F., Johnston C.S., Spurk D., Assessing key predictors of career success: Development and validation of the career resources questionnaire, Journal of Career Assessment, 26, pp. 338-358, (2018); Hobfoll S.E., Halbesleben J., Neveu J-P., Westman M., Conservation of resources in the organisational context: The reality of resources and their consequences, Annual Review of Organisational Psychology and Organisational Behaviour, 5, pp. 103-128, (2018); Judge T. A., Klinger R.L., Simon L.S., Time is on my side: Time, general mental ability, human capital and extrinsic career success, Journal of Applied Psychology, 95, 1, pp. 92-107, (2010); Khalid F., The choreography of talent development in higher education, Higher Education Studies, 9, 1, pp. 40-52, (2019); Kim J. G., Kim H. J., Lee K. H., Understanding behavioural job search self-efficacy through the social cognitive lens, Journal of Vocational Behavior, 112, pp. 17-34, (2019); Kraaijenbrink J., Spender J.C., Groen A. J., The resource-based view: A review and assessment of its critiques, Journal of Management, 36, pp. 349-372, (2010); Krishnan T.N., Maheshwari S.K., A re-conceptualisation of career systems, its dimensions and proposed measures, Career Development International, 16, 7, pp. 706-732, (2011); Kumar R., Impact of innovative human resources practices on organisational learning, International Journal of Academic Research in Business, Arts and Science, 1, 1, pp. 95-109, (2019); Lee T. H., Ling C. C., Lim Y. M, Cham T. H., University Education and Employment Challenges: An Evaluation of Fresh Accounting Graduates in Malaysia, International Journal of Academic Research in Business and Social Sciences, 9, 9, pp. 1061-1076, (2019); Leiber T., A general theory of learning and teaching and a related comprehensive set of performance indicators for higher education institutions, Quality in Higher Education, 25, 1, pp. 76-97, (2019); Lim Y. M., Cham T. H., Lee T. H., Ramalingam T., Latha C., Employer-Employee Perceptual Differences in Job Competency: A Study of Generic Skills, Knowledge Required, and Personal Qualities for Accounting-Related Entry-Level Job Positions, International Journal of Academic Research in Accounting, Finance and Management Sciences, 9, 4, pp. 73-83, (2019); Lips-Wiersma M., Hall D.T., Organisational career development are not dead: A case study on managing the new career during organisational change, Journal of Organisational Behavior, 28, 6, pp. 771-792, (2007); Memon M. A., Ting H., Cheah J. H., Ramayah T., Chuah F., Cham T. H., Sample size for survey research: review and recommendations, Journal of Applied Structural Equation Modelling, 4, 2, pp. 1-20, (2020); Higher education statistics 2019, (2020); Nelissen J., Forrier A., Verbruggen M., Employee development and voluntary turnover: Testing the employability paradox, Human Resource Management Journal, 27, pp. 152-168, (2017); Nguyen T.T.L, Teh C.J., Tee P.K., Chan Y.F., Work-family conflict and employee job satisfaction: A comparison of state-owned and foreign-invested enterprises in Vietnam, Journal of Asian Business Strategy, Asian Economic and Social Society, 6, 4, pp. 63-73, (2016); Nitzl C., Roldan J.L., Cepada G., Mediation analysis in partial least squares path modelling, Industrial Management and Data Systems, 119, 9, pp. 1849-1864, (2016); Niu Y.L., Hunter-Johnson Y., Xu X., Liu T.T., Self-perceived employability and subjective career success: Graduates of a workforce education and development program, The Journal of Continuing Higher Education, 67, 2-3, pp. 55-71, (2019); Podsakoff P.M., MacKenzie S.B., Podsakoff N.P., Sources of method bias in social science research and recommendations on how to control it, Annual Review of Psychology, 63, 1, pp. 539-569, (2012); Ringle C.M., Sarstedt M., Mitchell R., Gudergan S.P., Partial least square structural equation modelling in HRM research, The International Journal of Human Resource Management, 31, 12, pp. 1617-1643, (2020); Rodrigues R., Butler C. L., Guest D., Antecedents of protean and boundaryless career orientations: The role of core self-evaluations, perceived employability and social capital, Journal of Vocational Behavior, 110, pp. 1-11, (2019); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 5, pp. 23-41, (2007); Singh S., Organisational career management practices, career satisfaction, and intention to quit among Indian employee: Examining the moderating effect of ‘four types of work experience’, Australian Journal of Career Development, 27, 3, pp. 150-159, (2018); Soares M.E., Mosquera P., Linking career management practices with individual outcomes: The mediating role of perceived employability, Journal of Business Research, 124, pp. 547-559, (2021); Spence M., Job market signalling, The Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Tan J. X., Cham T. H., Zawawi D., Aziz Y. A., Antecedents of Organizational Citizenship Behavior and the Mediating Effect of Organization Commitment in the Hotel Industry, Asian Journal of Business Research, 9, 2, pp. 121-139, (2019); Tee P. K, Chan Y. F., Exploring factors toward career success in Malaysia, International Business Management, 10, 17, pp. 3936-3943, (2016); Tee P. K., Eaw H. C., Oh S. P., Han K. S., The employability of Chinese graduate in Malaysia upon returning to China employment market, International Journal of Recent Technology & Engineering, 8, pp. 358-365, (2019); Ulrich D., Kryscynski D., Brockbank W., Ulrich M., Victory through an organisation: Why the war for talent is failing your company and what you can do about it, (2017); Van den Brink M., Fruytier B., Thunnissen M., Talent management in academia: performance systems and HRM policies, Human Resource Management Journal, 23, 2, pp. 180-195, (2013); Van der Heijden B.I.J.M, Gorgievski M.J., De Lange A.H., Learning at the workplace and sustainable employability: A multi-source model moderated by age, European Journal of Work and Organisational Psychology, 25, 1, pp. 13-30, (2015); Van der Klink M., Van der Heijden B.I.J.M, Boon J., Van Rooij S.W, Exploring the contribution of formal and informal learning to academic staff member employability, Career Development International, 19, 3, pp. 337-356, (2014); Van Harten J., De Cuyper N., Guest D., Fugate M., Knies E., Forrier A., Special issue of international human resource management journal HRM and employability: An international perspective, The International Journal of Human Resource Management, 28, 19, pp. 2831-2835, (2017); Verbruggen M., Van Emmerik H., Van Gils A., Meng C., De Grip A., Does early-career underemployment impact future career success? A path dependency perspective, Journal of Vocational Behavior, 90, pp. 101-110, (2015); Watkins K.E., Marsick V.J., Dimensions of the learning organisation questionnaire [survey], partners for the learning organisation, (1997); Watkins K.E., Marsick V.J., Make learning count! Diagnosing the learning culture in organisations, (2003); Wilhelm F., Hirschi A., Career self-management as a key factor for career wellbeing, Theory, research and dynamics of career wellbeing: Becoming fit for the future, pp. 117-137, (2019); Yang B., Watkins K.E., Marsick V.J., The construct of the learning organisation: dimensions, measurement, and validation, Human Resource Development Quarterly, 15, 1, pp. 31-55, (2004); Zacher H., Rudolph C., Todorovic T., Ammann D., Academic career development: A review and research Agenda, Journal of Vocational Behavior, 110, pp. 357-373, (2019); Zafar J., Mat NB, Protean career attitude, competency development and career success: A mediating effect of perceived employability, International Journal of Academic Research in Business & Social Sciences, 2, 4, pp. 204-223, (2012); Zilkmund W.G., Quinlan C., Griffin M., Babin B., Carr J, Business research methods, (2019)","P.-K. Tee; Universiti Tunku Abdul Rahman, Malaysia; email: seantee@live.com","","University of Malaya","","","","","","22894489","","","","English","Malaysian Online J. Educ. Manag.","Article","Final","","Scopus","2-s2.0-85109684394"
"Brookfield C.; Williams M.; Sloan L.; Maule E.","Brookfield, Charlotte (57210596919); Williams, Malcolm (8324627800); Sloan, Luke (55206061000); Maule, Emily (57226345879)","57210596919; 8324627800; 55206061000; 57226345879","Engaging social science students with statistics: Opportunities, challenges and barriers","2021","Numeracy","14","2","6","","","","0","10.5038/1936-4660.14.2.1386","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111338783&doi=10.5038%2f1936-4660.14.2.1386&partnerID=40&md5=2b764ee2b5d3c2d839c7635ae4591a21","Cardiff University's School of Social Sciences, United Kingdom","Brookfield C., Cardiff University's School of Social Sciences, United Kingdom; Williams M., Cardiff University's School of Social Sciences, United Kingdom; Sloan L., Cardiff University's School of Social Sciences, United Kingdom; Maule E., Cardiff University's School of Social Sciences, United Kingdom","In 2012, in a bid to improve the quantitative methods training of social science students in the UK, the £19.5 million Q-Step project was launched. This investment demonstrated a significant commitment to changing how we train social science students in quantitative research methods in the UK. The project has involved eighteen higher education institutions exploring and trialling potential ways of engaging social science students with quantitative approaches. This paper reflects on the activities of one Q-Step centre based in the School of Social Sciences at Cardiff University. As well as describing some of the pedagogic changes that have been implemented, the paper draws on data to begin to evaluate the success of new approaches. Specifically, data showing the proportion of students undertaking a quantitative final-year dissertation project is used to measure the impact of these activities. The data presented in this paper suggest that resistance to learning quantitative research methods and engaging with such techniques has decreased. The data also indicates that students see this learning as beneficial for their own employability. Despite this, closer analysis reveals that several students change their mind about employing quantitative methods in their own research part way through their dissertation journey. We argue that while social science students are comfortable learning about quantitative approaches, they are less confident at applying these techniques. Thus, the paper argues that there is a wider challenge of demonstrating the relevance and appropriateness of such approaches to understanding the social world. © 2021, National Numeracy Network. All rights reserved.","Dissertations; Pedagogy; Q-Step; Quantitative; Research methods","","","","","","","","Allebon L., Impact Assessment for Centres of Excellence in Quantitative Methods, (2013); Bechhofer F., Substantive Dogs and Methodological Tails: A Question of Fit, Sociology, 15, 4, pp. 495-505, (1981); Bullock K., Meadows R., Brunton-Smith I., DiscoverQuants’: Integrating Quantitative Methods (QM) and Substantive Teaching for First Year Undergraduate Sociology Students, Enhancing Learning in the Social Sciences, 6, 2, pp. 6-20, (2014); Brookfield C., Teaching Quantitative Research Methods: The Employability Factor, International Journal of Pedagogy, Innovation and New Technologies, 3, 2, pp. 10-19, (2016); Brookfield C., Quantification Is the Root of All Evil in Sociology’ What Does It Add Up To? The Place of Quantitative Research Methods in British Sociology, (2017); Carey S., Adenay K.S., The Development of Undergraduate Curricula in Quantitative Methods: Full Research Report ESRC End of Award Report, (2009); Coxon A.M.P., Formal Foundations for Research Methods: The Matching of Methodological Needs, International Journal of Mathematical Education in Science and Technology, 4, 1, pp. 43-49, (1973); Cohn E.G., Farrington D.P., Differences between British and American Criminology: An Analysis of Citations, The British Journal of Criminology, 30, 4, pp. 467-482, (1990); Dale A. J., Higgins V., Increasing the Use of Large-Scale Social Surveys in Undergraduate Dissertations in the Social Sciences: A Pilot Project: Full Research Report, ESRC End of Award Report, (2008); SSRC/ESRC the First Forty Years, (2005); Falkingham J., Harris B., McGrew A., Powell J., Increasing the Use of Quantitative Methods in Social Science Undergraduate Dissertations: Full Research Report ESRC End of Award Report, (2009); Grundy S., The Past, Present and Future of Q-Step—A Programme Creating a Step-Change in Quantitative Social Science Skills, Numeracy, 13, 1, (2020); Ha PS., International Benchmarking Review of UK Sociology, (2010); Lynch R., Maio G., Moore G., Moore L., Orford S., Robinson A., Taylor C., Whitfield K., ESRC/HEFCW Scoping Study into Quantitative Methods Capacity Building in Wales. Final Report to the ESRC and HEFCW, 91, (2007); MacInnes J., ESRC Initiative on Undergraduate Teaching of Quantitative Methods. Interim Report of the Strategic Advisor, (2009); MacInnes J., Breeze H., de Haro M., Kandlik M., Karels M., Measuring Up: International Case Studies on Teaching of Quantitative Methods in the Social Sciences, (2016); MacInnes J., Eichhorn J., Whybrow P., Quantitative Methods in British Sociology: Evidence of a ‘Critical deficit’?, Sociology; McCambridge J., Waissbein C., Forrester D., Strang J., What Is the Extent and Nature of Quantitative Research in British Social Work?, International Social Work, 50, 2, pp. 265-271, (2007); Murtonen M., Lehtinen E., Difficulties Experienced by Education and Sociology Students in Quantitative Methods Courses, Studies in Higher Education, 28, 2, pp. 171-185, (2003); Advancing Social Science Research Methods; Aims and Activities of the Q-Step Centres, (2014); Parker J., Dobson A., Scott S., Wyman M., Sjostedt Landen A., International Benchmarking Review of Best Practice in the Provision of Undergraduate Teaching in Quantitative Methods in the Social Sciences, (2008); Payne G., Williams M., Chamberlain S., Methodological Pluralism in British Sociology, Sociology, 38, 1, pp. 153-163, (2004); Rice R., Burnhill P., Wright M., Townsend S., An Enquiry into the Use of Numeric Data in Learning and Teaching: Report and Recommendations for UK Higher Education, (2001); Roberts A., Quantitative Skills: Learning Lessons from Overseas, (2012); Scott J., Sociology and Its Others: Reflections on Disciplinary Specialisation and Fragmentation, Sociological Research Online, 10, 1, (2005); Williams M., Payne G., Hodgkinson L., Poade D., Does British Sociology Count? Sociology Students’ Attitudes Toward Quantitative Methods, Sociology, 42, 5, pp. 1003-1021, (2008); Williams M., Sloan L., Cheung S.Y., Sutton C., Stevens S., Runham L., Can't Count or Won't count? Embedding Quantitative Methods in Substantive Sociology Curricula: A Quasi Experiment, Sociology, 50, 3, pp. 435-452, (2015); Williams M., Sloan L., Brookfield C., A Tale of Two Sociologies: Analytic Versus Critique in UK Sociology, Sociological Review Online, 22, 4, (2017)","","","National Numeracy Network","","","","","","19364660","","","","English","Numeracy","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85111338783"
"Botha D.","Botha, Doret (55308697500)","55308697500","Self-perceived employability among undergraduate students at a south african university","2021","SA Journal of Human Resource Management","19","","a1685","","","","3","10.4102/sajhrm.v19i0.1685","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119057687&doi=10.4102%2fsajhrm.v19i0.1685&partnerID=40&md5=53af6cf11185f4a4c2aed341a40db354","Department of Sociology, Faculty of Humanities, North-West University, Potchefstroom, South Africa","Botha D., Department of Sociology, Faculty of Humanities, North-West University, Potchefstroom, South Africa","Orientation: South Africa has been suffering from persistently high levels of unemployment since 2008. The youth is regarded as the most at-risk group in the South African labour market and unemployment amongst the youth is considered one of the most critical socio-economic problems in South Africa. Increasing one’s employability is essential to securing employment and enhancing one’s well-being. Research purpose: This study aimed to explore the self-perceived employability of undergraduate students at a South African university. Motivation for the study: Currently, there is a scarcity of published research on the self-perceived employability amongst undergraduate students at higher education institutions in South Africa. Research approach/design and method: The study was conducted within a positivistic research paradigm. A quantitative-based cross-sectional survey design was used. Convenience sampling was used to select the students who were included in the survey. Data were collected through a web-based survey, using a standardised coded questionnaire that consisted of a five-point Likert-type scale. Main findings: The results indicated that the respondents were relatively confident about their internal employability, but they were less confident about their opportunities in the external labour market. Practical/managerial implications: Understanding one’s employability and the accompanied issues creates awareness of one’s potential, skills and knowledge to become a successful citizen and employee. Contribution/value-add: The study shed light on the self-perceived employability of undergraduate students at a South African university and consequently contributes to the existing literature on employability in the South African context. © 2021. The Authors. Licensee: AOSIS. This work.","External employability; Higher education; Internal employability; Self-perceived employability; Undergraduate students","","","","","","","","Babbie E., Mouton J., The practice of social research, (2011); Blunch N.J., Introduction to structural equation modelling using SPSS and AMOS, (2008); Brown T.A., Moore M.T., Confirmatory factor analysis, (2012); Carmines E.G., McIver J.P., Analyzing models with unobserved variables, Social measurement: Current issues, pp. 65-115, (1981); Clark L.A., Watson D., Constructing validity: Basic issues in objective scale development, Psychological Assessment, 7, 3, pp. 309-319, (1995); Cloete A., Youth unemployment in South Africa: A theological reflection through the lens of human dignity, Missionalia, 43, 3, pp. 513-525, (2015); Cohen J., Statistical power analysis for the behavioral sciences, (1988); Creswell J.W., Creswell J.D., Research design: Qualitative, quantitative, and mixed methods approaches, (2018); Dacre Pool L., Sewell P., The key to employability: Developing a practical model of graduate employability, Education and Training, 49, 4, pp. 277-289, (2007); 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Harry T., Chinyamurindi W.T., Mjoli T., Perceptions of factors that affect employability amongst a sample of final-year students at a rural South African university, SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 44, (2018); Helyer R., Lee D., The role of work experience in the future employability of higher education graduates, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, (1998); Hooley T., Climbing the employability mountain, (2017); A practical introduction to factor analysis: Confirmatory factor analysis, (2021); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Juhdi N., Pa'Wan F., Othman N.A., Moksin H., Factors influencing internal and external employability of employees, Business and Economics Journal, 11, pp. 1-10, (2010); Karli U., Adaptation and validation of self-perceived employability scale: An analysis of sports department students and graduates, Educational Research and Reviews, 11, 8, pp. 848-859, (2016); Knight P.T., Yorke M., Employability and good learning in higher education, Teaching in Higher Education, 8, 1, pp. 3-16, (2003); Law B., Watts A.G., The DOTS analysis – Original version, The Career Learning Network, (2003); McLeod S., What does effect size tell you?, Simply Psychology, (2019); Moolman H., A conceptual competence-based framework for enhancing the employability of graduates, The Independent Journal of Teaching and Learning, 12, 2, pp. 26-43, (2017); Mueller R.O., Basic principles of structural equation modelling: An introduction to LISREL and EQS, (1996); Nogales R., Cordova P., Urquidi M., The impact of university reputation on employment opportunities: Experimental evidence from Bolivia, The Economic and Labour Relations Review, 31, 4, pp. 524-542, (2020); Oluwajodu F., Blaauw D., Greyling L., Kleynhans E.P.J., Graduate unemployment in South Africa: Perspectives from the banking sector, SA Journal of Human Resource Management/SA Tydskrif vir Menslikehulpbronbestuur, 13, 1, (2015); Pallant J., SPSS survival manual: A step by step guide to data analysis using IBM SPSS, (2016); Paterson R., Because sometimes your failures can also teach you certain skills: Lecturer and student perceptions of employability skills at a transnational university, Qualitative Research in Education, 6, 3, pp. 241-275, (2017); Qenani E., MacDougall N., Sexton C., An empirical study of self-perceived employability: Improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Quiring S., Boys S., Harris E., The role of self-efficacy in employability: Implications for pedagogical change, Thurgood Marshall Law Review, 43, 1, pp. 533-550, (2017); Raty H., Hytti U., Kasanen K., Komulainen K., Siivonen P., Kozlinska I., Perceived employability and ability self among Finnish university students, European Journal of Psychology of Education, 35, pp. 975-993, (2020); South Africa’s unemployment rate jumps to new record high, (2021); 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Quarterly labour force survey (QLFS) Q2:2021, (2021); Stojanovaa H., Blaskovaa V., The role of graduates’ field of study and its impact on the transition to working life, Procedia Economics and Finance, 12, pp. 636-643, (2014); Thijssen J.G.L., Van der Heijden B.I.J.M., Rocco T.S., Toward the employability–link model: Current employment transition to future employment perspectives, Human Resource Development Review, 7, pp. 165-183, (2008); Van Broekhuizen H., Graduate unemployment and higher education institutions in South Africa, (2016); Van der Heijden B., Prerequisites to guarantee life-long employability, Personnel Review, 31, 1, pp. 44-61, (2002); Vargas R., Sanchez-Queija M.I., Rothwell A., Parra A., Self-perceived employability in Spain, Education and Training, 60, 3, pp. 226-237, (2018); Wakefield H.I., Yu D., Swanepoel C., Revisiting transitory and chronic unemployment in South Africa, Development Southern Africa, (2020); Watson T., Sociology, work and organisation, (2017); Yu D., Swanepoel C., Granular understanding of joblessness in South Africa can help pinpoint policies, (2021); Zikmund W.G., Babin B.J., Carr J.C., Griffin M., Business research methods, (2010)","D. Botha; Department of Sociology, Faculty of Humanities, North-West University, Potchefstroom, South Africa; email: Doret.Botha@nwu.ac.za","","AOSIS OpenJournals Publishing AOSIS (Pty) Ltd","","","","","","16837584","","","","English","SA J. Human Res.  Manag.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85119057687"
"Jebril M.Y.","Jebril, Mohammad Y. (57284453700)","57284453700","Exploring people with disabilities' perspectives on the availability of appropriate work that fits their capabilities in Jordan","2021","Work","70","1","","219","233","14","0","10.3233/WOR-213567","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116362545&doi=10.3233%2fWOR-213567&partnerID=40&md5=cf4c519269aaf6f77d366afdb4c25878","Physical and Occupational Therapy Department, Faculty of Applied Health Sciences, Hashemite University, Zarqa, Jordan","Jebril M.Y., Physical and Occupational Therapy Department, Faculty of Applied Health Sciences, Hashemite University, Zarqa, Jordan","BACKGROUND: There is a lack of information regarding the availability of work and the appropriateness of work to people with disabilities (PWD) in Jordan. Therefore, this research was initiated and it was hypothesized that work is available and it is appropriate to PWD abilities. OBJECTIVES: To explore the availability of work and the appropriateness of working conditions to PWD abilities. METHOD: Thirty-five individuals completed the 'People with Disabilities Working Condition Scale' (PWDWCS). Descriptive and nonparametric statistical analyses including Chi square, Pearson correlation, Mann-Whitney U and Kruskal Wallis tests were used, and content analysis was used for the open-ended questions section to identify the availability of work in terms of opportunities and competition as well as to identify the work fitness to PWDs' abilities. RESULTS: Sixty percent of the participants had difficulties finding a job, with a high competition on the available ones. Several work conditions do not fit PWDs' abilities including improper fitness of work assignment to their capabilities and relatively inappropriate wages. In addition, a higher percentage of the participants reported: A) availability of written job descriptions and procedure manuals B) lack of work-related training and continuing education (CE) programs C) PWD are not being promoted D) availability of relative social acceptance at work E) a relatively comfortable work environment F) finally, work areas which require several modifications to boost accessibility. CONCLUSION: Initial hypotheses could not be confirmed. Several challenges face PWD in Jordan pertaining to the availability and fitness to work. Rehabilitation for all sectors of work is necessary as well as for PWD to improve their employability and work appropriateness to PWD abilities. © 2021 - IOS Press. All rights reserved.","accessibility; qualitative research; reasonable accommodations; rehabilitation; stigma; supported employment; Working conditions","adult; article; clinical article; competition; content analysis; continuing education; disabled person; employability; female; human; human experiment; Jordan; Kruskal Wallis test; male; qualitative research; rehabilitation; social acceptance; stigma; supported employment; work environment","","","","","","","Occupational therapy practice framework: Domain and process, The American Journal of Occupational Therapy, 68, pp. S1-S48, (2014); Nurhayati S., Social inclusion for personswith disabilities through access to employment in Indonesia, Prophetic Law Review, 2, 1, pp. 1-21, (2020); (2007); Wu H.-C., Predicting subjective quality of life in workerswith severe psychiatric disabilities, Community Mental Health Journal, pp. 135-146, (2008); Aroonsrimorakot S., Laiphrakpam M., Paisantanakij W., Nilthongkum G., Barriers to employment of persons with disabilities, Interdisciplinary Research Review, 15, 4, pp. 1-7, (2020); Klimoski R., Donahue L.H.R., Strategies for integrating individuals with disabilities into the work place, Human Resources Management Review, 7, 1, pp. 109-138, (1997); McKinney E.L., Swartz L., Employment integration barriers: Experiences of people with disabilities, The International Journal of Human Resource Management, pp. 1-23, (2019); Thompson S., The Current Situation of Persons with Disabilities in Jordan. 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Knowledge, Evidence and Learning for Development, (2018); Westmorland M.G., Williams R., Strong S., Arnold E., Perspectives on work (re)entry for persons with disabilities: Implications for clinicians, Work, pp. 29-40, (2002); Coelho C.M., Sampaioa R.F., Luz M.T., Mancini M.C., Work reality perceived by individuals with impairments: A biopsychosocial experience, Work, 45, pp. 537-551, (2013); McDonnall M.C., Crudden A., Employer Attitudes towards Persons who are Blind or Visually Impaired: Perspectives and Recommendations from Vocational Rehabilitation personnel, Journal of Rehabilitation, 79, 3, pp. 17-24, (2013); Nota L., Santilli S., Ginevra M.C., Soresi S., Employer attitudes towards thework inclusion of peoplewith disability, Journal of Applied Research in Intellectual Disabilities, 27, pp. 511-520, (2014); Riches V.C., Green V.A., Social integration in the workplace for people with disabilities: An Australian perspective, Jourmal of Vocational Rehabilitation, 19, pp. 127-142, (2003); Schur L., Kruse D., Blasi J., Blanck P., Is disability disabling in all workplaces? Workplace disparities and corporoate culture, Industrial Relation:AJornal of Economy and Society, 48, 3, pp. 381-410, (2009); Vornholt K., Uitdewilligen S., Nijhuis F.J.N., Factors affecting the acceptance of people with disabilities at work: A literature review, Journal of Occupational Rehabilitation, 23, 4, pp. 463-557, (2013); Anand P., Sevak P., The role of workplace accommodations in the employment of people with disabilities, IZA Journal of Labor Policy, 6, 1, (2017); Castro N.R., Moreira G.C., Silva R., Wage differential and disability in Brazil-A productive or discriminatory effect?, Encontro Nacional de Economia, (2017); Jachova Z., Grut L., Valso Eide C., Tyrmi G., Karovska A., Workplaces for all a pilot study on employment and working conditions for people with disabilities in Macedonia, Journal of Special Education and Rehabilitation, 3, 4, pp. 45-56, (2006); Akkerman A., Janssen C.G., Kef S., Meininger H.P., Perspectives of employees with intellectual disabilities on themes relevant to their job satisfaction. An explorative study using photovoice, Journal of Applied Research in Intellectual Disabilities, pp. 542-554, (2014); Patton M.Q., Qualitative Research & Evaluation Methods, (2002); Polit D.F., Beck C.T., Essentials of Nursing Research: Appraising Evidence for Nursing Practice, (2010); Lance C.E., Butts M.M., Michels L.C., The source of four commonly reported cutoff criteria: What did they really Say?, Organizational Research Methods, 9, 2, pp. 202-220, (2006); Gustafsson J., Peralta J., Danermark B., Supported employment and social inclusion-experiences of workers with disabilities in wage subsidized employment in Sweden, Scandinavian Journal of Disability Research, 20, 1, (2018); Raynor O., Hayward K., Semenza G., Stoffmacher B., Community conversations to increase employment opportunities for young adults with developmental disabilities in California, Journal of Disability Policy Studies, 28, 4, pp. 203-215, (2018); Broka A., Mihailova H., Demme-Vimba D., Meaningful emploment of young adults with intellectual disabilities in Latvia, Economic Science for Rural Development Conference Proceedings, (2017); Friedman C., Rizzolo M.C., Fair-wages for peoplewith disabilities: Barriers and facilitators, Journal of Disability Policy Studies, (2020); Petri G., Peer Review on Social Inclusion, Health and the Equalisation of Opportunities for Young People with Disabilities, (2018); Villanueva-Flores M., Valle R., Bornay-Barrachina M., Perceptions of discrimination and distributive injustice among people with physical disabilities, Personnel Review, 46, 3, pp. 680-698, (2017); Bricout J.C., Bentley K.J., Disability status and perceptions of employability by employers, Social Work Research, 24, 2, pp. 87-95, (2000); Ababneh R.I., Disabled employees in Jordanian public sector: An exploratory study, International Journal of Public Sector Management, 29, 2, pp. 164-182, (2016); Miller L.C., Gottlieb M., Morgan K.A., Gray D.B., Interviews with Employed People with Mobility Impairments and Limitations: Environmental supports impactingwork acquisition and satisfaction, Work, pp. 361-372, (2014); Banu O., Analysis of the impact and effectiveness of support measures and interventions on people with disabilities, Jurnalul Practicilor Comunitare Pozitive, 18, 1, pp. 18-36, (2018); Brite R., Nunes F., Souza D., Labor Inclusion of Individuals with Disabilities: Managers' conceptions as a contributing factor, Work, pp. 553-561, (2015); Ju S., Pacha J., Moore K., Zhang D., Employability skills for entry-level employees with and without disabilities: A comparison between the perspectives of educators & employers, Journal of Vocational Rehabilitation, 40, pp. 203-212, (2014); Kruse D., Schur L., Rogers S., Ameri M., Why do workers with disabilities earn less? Occupational job requirements and disability discrimination, British Journal of Industrial Relations, 56, 4, pp. 798-834, (2018); Wong S., McLafferty S.L., Planey A.M., Preston V.A., Disability, wages, and commuting in New York, Journal of Transport Geography, 87, (2020); Jakobsen K., Svendsen E., Employers' Perspective: When a return to work (RTW) is the objective for persons with reduced mobility, Work, 42, pp. 145-153, (2013); Gray D.B., Morgan K.A., Gottlieb M., Hollingsworth H.A., Person factors and work environments of workers who use mobility devices, Work, pp. 349-359, (2014); Irvine A., Lupart J., Into the Workforce: Employers' perspectives of inclusion, Developmental Disability Bulletin, 36, 1-2, pp. 225-250, (2008)","","","IOS Press BV","","","","","","10519815","","WORKF","","English","Work","Article","Final","","Scopus","2-s2.0-85116362545"
"Zulkifli N.N.; Halim N.D.A.; Yahaya N.; van der Meijden H.; Zaid N.M.; Rashid A.H.A.; Hashim S.","Zulkifli, Nurul Nadwa (57200140543); Halim, Noor Dayana Abd (37041232600); Yahaya, Noraffandy (37041809100); van der Meijden, Henny (8313189800); Zaid, Norasykin Mohd (56237777400); Rashid, Ana Haziqah A (57188851638); Hashim, Suhaizal (56367294000)","57200140543; 37041232600; 37041809100; 8313189800; 56237777400; 57188851638; 56367294000","Online Reciprocal Peer Tutoring Approach in Facebook: Measuring Students' Critical Thinking","2021","International Journal of Emerging Technologies in Learning","16","23","","16","28","12","2","10.3991/ijet.v16i23.27451","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122573045&doi=10.3991%2fijet.v16i23.27451&partnerID=40&md5=26e477f56f0d7ca6d1c92029fb61a8fd","Universiti Putra Malaysia Bintulu Campus, Bintulu, Malaysia; Universiti Putra Malaysia, Bintulu, Malaysia; Universiti Teknologi Malaysia, Johor Bahru, Malaysia; Radboud University, Nijmegen, Netherlands; Universiti Tun Hussein Onn Malaysia, Batu Pahat, Malaysia","Zulkifli N.N., Universiti Putra Malaysia Bintulu Campus, Bintulu, Malaysia, Universiti Putra Malaysia, Bintulu, Malaysia; Halim N.D.A., Universiti Teknologi Malaysia, Johor Bahru, Malaysia; Yahaya N., Universiti Teknologi Malaysia, Johor Bahru, Malaysia; van der Meijden H., Radboud University, Nijmegen, Netherlands; Zaid N.M., Universiti Teknologi Malaysia, Johor Bahru, Malaysia; Rashid A.H.A., Universiti Teknologi Malaysia, Johor Bahru, Malaysia; Hashim S., Universiti Tun Hussein Onn Malaysia, Batu Pahat, Malaysia","Critical thinking skills are one of the essential employability skills for graduates when entering the workforce. The lack of critical thinking skills among Malaysian graduates is a concern, as these skills are vital for success in the 21st century. Therefore, this paper aims to study the effects of online reciprocal peer tutoring (RPT) through Facebook discussion on students' critical thinking. In this study, the instructor used the online RPT approach on Facebook to nurture students to think critically. In RPT, the tutor role is switched between participants in each task, giving equal opportunities to all learners to benefit from the tutor and tutee role. This approach was integrated into their learning for four weeks to increase students' critical thinking. They need to be involved in 4 critical thinking tasks based on Bloom's taxonomy during the learning process. Twentynine undergraduate students from the School of Education, Faculty of Social Sciences and Humanities at Universiti Teknologi Malaysia completed the validated instrument, Watson-Glaser Critical Thinking Appraisal test (inference, assumption, deduction, interpretation, evaluation arguments) before and after the treatment. The findings show that it is significantly different in making inference (Z=- 3.85, p=.000<*.05) and deduction (Z=-3.627, p=.000<*.05) criterion in post-test. These revealed that students who engaged in the online RPT environment showed positive improvements in those criteria in critical thinking after the treatment. In conclusion, students' critical thinking can be nurtured using Facebook with active learning strategies such as online RPT. © 2021. International Journal of Emerging Technologies in Learning. All Rights Reserved.","Critical thinking; Facebook; Online reciprocal peer tutoring; Wgcta","Learning systems; Students; Critical thinking; Critical thinking skills; Employability skills; Equal opportunity; Facebook; Malaysians; Online reciprocal peer tutoring; Reciprocal peer tutoring; Task-based; Wgctum; Social networking (online)","","","","","Fundamental Research Grant Scheme, (Q.J130000.2853.00L34); Ministry of Higher Education, Malaysia, MOHE; Universiti Putra Malaysia, UPM; Universiti Teknologi Malaysia, UTM","The authors would like to thank the Universiti Teknologi Malaysia, Universiti Putra Malaysia, and the Ministry of Higher Education Malaysia for their support in making this project possible. This work was supported by the Fundamental Research Grant Scheme (Q.J130000.2853.00L34) initiated by the Ministry of Higher Education.","Malaysia Education Blueprint 2013 2025: 2016 Annual Report, (2016); Robles M. M., Executive perceptions of the top 10 soft skills needed in today's workplace, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Jumaat N. F., Ahmad N., Abu Samah N., Ashari Z. M., Ali D. F., Abdullah A. H., F acebook as a Platform of Social Interactions for Meaningful Learning, International Journal of Emerging Technologies in Learning, 14, 4, (2019); Zaid N. M., Yaacob F., Shukor N. A., Said M. M., Musta'amal A., Rahmatina D., Integration of Peer Instruction in Online Social Network to Enhance Higher Order Thinking Skills, IJIM, 12, 8, (2018); Abdullah M., Leveraging the Use of Social Media in Teaching Writing: A Qualitative Investigation among ESL Pre-Service Teachers, IJIM, 73, 11, (2019); Allen I. E., Seamann J., Learning on demand: Online education in the United States, 2009, (2009); Nincarean D., Bilal Ali M., Abd halim N., Learning with Augmented Reality: Effects Toward Student with Different Spatial Abilities, Advanced Science Letters, 21, pp. 2200-2204, (2015); Anderson T., The Theory and Practice of Online Learning, (2008); Tutty J. I., Klein J. D., Computer-Mediated Instruction: A Comparison of Online and Face-to-Face Collaboration, Educational Technology Research and Development, 56, 2, pp. 101-124, (2008); Alsaif S., Li A. S., Soh B., Alraddady S., The Efficacy of Facebook in Teaching and Learning: Studied via Content Analysis of Web Log Data, Procedia Computer Science, 161, pp. 493-501, (2019); Ng E. M. W., Wong H. C. H., Facebook: More than social networking for at-risk students, Procedia-Social and Behavioral Sciences, 73, pp. 22-29, (2013); Manickam Y., Selvam N. D., Ahrumugam P., A study on the impact of collaborative learning on academic performance using Facebook in higher education, International Journal of Advanced Research in Education and Society, 2, 1, pp. 15-23, (2020); DiVall M. V., Kirwin J. L., Using Facebook to Facilitate Course-Related Discussion Between Students and Faculty Members, American Journal of Pharmaceutical Education, 76, 2, (2012); Hong K., Jacob S. M., Critical Thinking and Socratic Questioning in Asynchronous Mathematics Discussion Forums, Malaysian Journal of Educational Technology, 12, 3, pp. 17-26, (2012); King A., Designing the instructional process to enhance critical thinking across the curriculum, (1995); King A., Ask to THINK-tel WHY: A model of transactive peer tutoring for scaffolding higher level complex learning, Educational Psychologist, 32, pp. 221-235, (1997); King A., Staffieri A., Adelgais A., Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning, (1998); King A., Enhancing Peer Interaction and Learning in the Classroom Through Reciprocal Questioning, American Educational Research Journal, 27, 4, pp. 664-687, (1990); King A., Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How to Question and How to Explain, American Educational Research Journal, 31, 2, pp. 338-368, (1994); Kustijono R., Zuhri F., The use of Facebook and WhatsApp application in learning process of physics to train students' critical thinking skills, IOP Conference Series: Materials Science and Engineering, 296, 1, (2018); Topping K. J., Trends in Peer Learning, Educational Psychology, 25, 6, pp. 631-645, (2005); Falchikov N., Learning Together: Peer Tutoring in Higher Education, (2001); King A., Structuring Peer Interaction to Promote High-Level Cognitive Processing, (2015); Facione P. A., The California Critical Thinking Skills Test - College Level. Experimental Validation and Content Validity, (1990); Facione P. A., Facione N. C., CCTDI: A disposition inventory, (1992); Ennis R. H., Millman J., Tomko T. N., Cornell critical thinking tests, (1985); Watson G., Glaser E., Watson-Glaser critical thinking appraisal, (1980); Sulaiman F., The effectiveness of Problem-Based Learning (PBL) online on students' creative and critical thinking in physics at tertiary level in Malaysia, (2011); Zulkifli N. N., Abd Halim N. D., Yahaya N., Van Der Meijden H., Patterns of critical thinking processing in online reciprocal peer tutoring through Facebook discussion, IEEE Access, 8, pp. 24269-24283, (2020); Krathwohl D. R., Anderson L. W., A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives, (2009); Szabo Z., Schwartz J., Learning methods for teacher education: The use of online discussions to improve critical thinking, Technology, Pedagogy, and Education, 20, 1, (2011); Yang Y.-T. C., Newby T., Bill R., Facilitating interactions through structured web-based bulletin boards: A quasi-experimental study on promoting learners' critical thinking skills, Computers & Education, 50, 4, pp. 1572-1585, (2008); Wu E., Lin W. C., Yang S. C., An experimental study of cyber face-to-face vs. cyber text-based English tutorial programs for low-achieving university students, Computers and Education, 63, pp. 52-61, (2013); Whiteley T. R., Using The Socratic Method and Bloomâ€TM s Taxonomy of the Cognitive Domain to Enhance Online Discussion, Critical Thinking, and Student Learning, Developments in Business Simulation and Experiential Learning: Proceedings of the Annual ABSEL Conference, (2014); Davies M., Critical thinking and the disciplines reconsidered, Higher Education Research & Development, 32, 4, pp. 529-544, (2013); Dos B., Bay E., Aslansoy C., Tiryaki B., Cetin N., Duman C., An Analysis of Teachers' Questioning Strategies, Educational Research and Reviews, 11, 22, pp. 2065-2078, (2016)","N.N. Zulkifli; Universiti Putra Malaysia Bintulu Campus, Bintulu, Malaysia; email: nurulnadwa@upm.edu.my","","International Association of Online Engineering","","","","","","18688799","","","","English","Int. J. Emerg. Technol. Learn.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85122573045"
"Budiarto A.; Gunawan G.; Kadiyono A.L.; Andriani E.","Budiarto, Arief (57223447771); Gunawan, Gianti (57226854900); Kadiyono, Anissa L. (57193234613); Andriani, Endah (57226859785)","57223447771; 57226854900; 57193234613; 57226859785","Predicting Graduate Employability Through Personal Development Training In Digitalization Context.Association Of Industrial & Organizational Psychology (Apio) West Java","2021","Journal of Legal, Ethical and Regulatory Issues","24","Special Issue 1","","1","8","7","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113152735&partnerID=40&md5=37b7f57af6ac3a79221030b159ebab60","Universitas Jenderal Ahmad Yani, Indonesia; Universitas Kristen Maranatha, Indonesia; Universitas Padjadjaran, Indonesia","Budiarto A., Universitas Jenderal Ahmad Yani, Indonesia; Gunawan G., Universitas Kristen Maranatha, Indonesia; Kadiyono A.L., Universitas Padjadjaran, Indonesia; Andriani E., Universitas Jenderal Ahmad Yani, Indonesia","Having high employability has become students’ goal to achieve after graduating from university. However, having employability requires preparation, not only for the degree obtained but also the skills, abilities, competencies, and mental attitudes required to work in industries. A competitive labor market, illustrated as the imbalance between the number of graduates and the number of job vacancies available in industries, has become a problem for university graduates and resulted in the high unemployment rate in Indonesia. As prospective graduates, students provided with training to be more aware of themselves and to develop their potential is a method to improve their mental attitudes in having themselves prepared to enter the labor market. Digital personal development training can be implemented to enhance students’ employability specifically in the midst of the COVID-19 pandemic situation which limits physical meetings. The result showed that personal development training had a significant influence on enhancing students’ employability. However, it requires further improvement especially to digitally increase students’ job competencies in order to produce fully prepared university graduates to enter the labor market. © 2021,Journal of Legal, Ethical and Regulatory Issues.All Rights Reserved.","Digitalization; Employability; Personal Development; Training; University Students","","","","","","","","Yorke M., Knight P., Embedding employability into the curriculum: Learning and employability series one, (2006); Pool L.D., Qualter P., Sewell P.J., Exploring the factor structure of the CareerEDGE employability development profile, 56, 4, pp. 303-313, (2014); Suparno E.W., Human Resource Development Management, (2015); Jufrizen R.P., Soft Competency: Efforts to increase the company's competitive advantage in the era of global competition (Rbv Approach), Journal of Accounting Research, 14, 1, (2014); Koca G.S., Erigus G., The effect of communication skills level of health professionals on the dimensions of the Johari window model, International Journal of Healthcare Management, (2019); Lowes R., Knowing you: Personal tutoring, learning analytics and the Johari window, Frontiers in Education, 5, (2020); Qualitative quantitative research methods and R&B, (2012); Ann P., Jeff W., Hendy-Isaac S., Ruth L., Pedagogy for employability, (2012); Arshad M.A., Khan K., Khan S., Shahid Z., High performance organization: The only way to sustain public sector organisations, International Journal of Public Sector Performance Management, (2020); Goleman D., Boyatzis R., McKee A., Primal leadership: The hidden driver of great performance, Harvard Business Review, 79, 11, pp. 42-51, (2001); Paul J., Convenience sampling, Ensyclopedia of Survey Research Methods, (2008); Andreas G., Schmidt-Hertha B., Paul L., Digital technologies in training and adult education, International Journal of Training and Development, (2020)","","","Allied Business Academies","","","","","","15440036","","","","English","J. Leg. Ethical Regul. Iss.","Article","Final","","Scopus","2-s2.0-85113152735"
"Cuthbert C.E.; Skae F.O.","Cuthbert, Carol Elaine (57225142276); Skae, F. Owen (57225139721)","57225142276; 57225139721","Employability tautological trauma","2021","Education and Training","63","6","","939","946","7","3","10.1108/ET-08-2020-0235","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109264528&doi=10.1108%2fET-08-2020-0235&partnerID=40&md5=4d6a2948b2cc89f9cc0e189251a0f772","Rhodes Business School, Faculty of Commerce, Rhodes University, Makhanda, South Africa","Cuthbert C.E., Rhodes Business School, Faculty of Commerce, Rhodes University, Makhanda, South Africa; Skae F.O., Rhodes Business School, Faculty of Commerce, Rhodes University, Makhanda, South Africa","Purpose: This paper explores the institutional and economic drivers of employability, as existing literature focuses on the individual and skills aspects, of employability. Tertiary institutions, possessing a strong academic reputation and standing amongst potential employers, will achieve high graduate employability, however when measured, this is not the case. Design/methodology/approach: This exploratory study builds on Santos' career boundary theory, recognising organisational boundaries; those related to the labour market, personal-aspects and finally, cultural boundaries (Santos, 2020). 37 Universities that provided their employability rate, within 12 months of graduation for 2020, are analysed. The Quacquarelli Symonds (QS) Ranking, measures drivers in terms of institutional reputation through survey responses, and partnerships with employers via research and placement data. Findings: The regression explained 19% of the variation between the number of graduates being employed and the institutional and economic drivers. Universities in the same economic context, do not have the same number of employed students. Equally, those universities with the most favourable academic reputation, do not have the most employed student rate. Research limitations/implications: Only 37 universities provided all their employability data, thus, research with a larger sample will have to be conducted, but equally more needs to be done to establish why the smaller universities are unable to submit all the required data. Originality/value: An exploratory understanding of the institutional and economic drivers of employability, is provided. © 2021, Emerald Publishing Limited.","Employability; Employer partnerships; University reputation","","","","","","","","Acharya A., Making a COVID-19 vaccine globally available once developed: decoupling production of the vaccine from its development, (2020); Adrian M., Determining the skills gap for new hires in management: student perceptions vs employer expectations, International Journal for Innovation Education and Research, 5, 6, pp. 139-147, (2017); Angrist J.D., Pischke J.-S., Mastering Metrics: The Path from Cause to Effect, (2015); Batistic S., Tymon A., Networking behaviour, graduate employability: a social capital perspective, Education + Training, 59, 4, pp. 374-388, (2017); Belwal R., Priyadarshi P., Al Fazari M.H., Graduate attributes and employability skills: graduates' perspectives on employers' expectations in Oman, International Journal of Educational Management, 31, 6, pp. 814-827, (2017); Bhorat H., Cassim A., Tseng D., Higher education, employment and economic growth: exploring the interactions, Development Southern Africa, 33, 3, pp. 312-327, (2016); Blustein D.L., Duffy R., Ferreira J.A., Cohen-Scali V., Gali Cinamon R., Allan B.A., Unemployment in the time of COVID-19: a research agenda, Journal of Vocational Behavior, 119, (2020); Chhinzer N., Russo A.M., An exploration of employer perceptions of graduate student employability, Education + Training, 60, pp. 104-120, (2018); Chinyamurindi W.T., A narrative investigation into the meaning and experience of career success: perspectives from women participants, SA Journal of Human Resource Management, 15, (2016); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Cuthbert C., Quality Education and Employability: Linking Employability Measures to Government Funding Allocation Measures Ultimately Ensures Increased Economic Growth, (2018); Fairclough I., Political Discourse Analysis: A Method for Advanced Students, (2013); Figueiredo H., Biscaia R., Rocha V., Teixeira P., Should we start worrying? Mass higher education, skill demand and the increasingly complex landscape of young graduates' employment, Studies in Higher Education, 42, 8, pp. 1401-1420, (2017); Frauley J., Post-social politics, employability, and the security effects of higher education, Journal of Pedagogy/Pedagogický Casopis, 3, 2, pp. 219-241, (2012); Gill R.J., Graduate employability skills through online internships and projects during the COVID-19 pandemic: an Australian example, Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 146-158, (2020); Hewitt R., Getting on: Graudate Employment and Its Influence on UK Higher Education, (2018); Hillman N.W., Tandberg D.A., Fryar A.H., Evaluating the impacts of ‘new’ performance funding in higher education, Educational Evaluation and Policy Analysis, 37, 4, pp. 501-519, (2015); Helyer R., Lee D., The role of work experience in the future employability of higher education graduates: internships and graduate employability, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Huq A., Gilbert D.H., Enhancing graduate employability through work‐based learning in social entrepreneurship: a case study, Education + Training, 55, 6, pp. 550-572, (2013); Jollands M., Clarke B., Grando D., Hamilton M., Smith J., Xenos S., Brodie M., Pocknee C., Carbone A., Burton L., Developing graduate employability through partnerships with industry and professional associations, (2015); Kuriakose F., Iyer D.K., Job polarisation in India: structural causes and policy implications, The Indian Journal of Labour Economics, 63, 2, pp. 247-266, (2020); Lafuente-Ruiz-de-Sabando A., Zorrilla P., Forcada J., A review of higher education image and reputation literature: knowledge gaps and a research agenda, European Research on Management and Business Economics, 24, 1, pp. 8-16, (2018); Lowden K., Employers' Perceptions of the Employability Skills of New Graduates: Research Commissioned by the Edge Foundation, (2011); Minocha S., Dean H., Reynolds M., From graduate employability to employment: policy and practice in UK higher education: from graduate employability to employment, International Journal of Training and Development, 21, 3, pp. 235-248, (2017); Okay-Somerville B., Scholarios D., Coping with career boundaries and boundary-crossing in the Graduate Labour Market, Career Development International, 19, 6, pp. 668-682, (2014); Oraison H.M., Konjarski L., Howe S.T., Does university prepare students for employment? Alignment between graduate attributes, accreditation requirements and industry employability criteria, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 173-194, (2019); Top universities. ‘QS top universities’. QS graduate employability rankings, (2021); Rees S., Re-imagining employability: an ontology of employability best practice in higher education institutions, Teaching in Higher Education September, 23, pp. 1-16, (2019); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, 45, 12, pp. 2588-2603, (2020); Post-school Education and the Labour Market in South Africa, (2018); Santos G.G., Career boundaries and employability perceptions: an exploratory study with graduates, Studies in Higher Education, 45, 3, pp. 538-556, (2020); Sin C., Neave G., Employability deconstructed: perceptions of Bologna stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016); Higher education funding models and institutional effectiveness: empirical research of European experience and Russian trends, Voprosy Obrazovaniya/Educational Studies Moscow, 3, pp. 37-82, (2017); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Global Economic Prospects, (2020); Zacharewicz T., Lepori B., Reale E., Jonkers K., Performance-Based research funding in EU member states—a comparative assessment, Science and Public Policy, 46, 1, pp. 105-115, (2019)","C.E. Cuthbert; Rhodes Business School, Faculty of Commerce, Rhodes University, Makhanda, South Africa; email: c.cuthbert@ru.ac.za","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85109264528"
"Khan J.; Hemsley-Brown J.","Khan, Jashim (57002312800); Hemsley-Brown, Jane (8744533500)","57002312800; 8744533500","Student satisfaction: the role of expectations in mitigating the pain of paying fees","2021","Journal of Marketing for Higher Education","","","","","","","14","10.1080/08841241.2021.1973646","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116839576&doi=10.1080%2f08841241.2021.1973646&partnerID=40&md5=7d2da0c54d9e2aa9bdc4e38c9a2344a6","Surrey International Institute, University of Surrey, Dalian, China; Department of Marketing and Retail Management, University of Surrey, Guildford, United Kingdom","Khan J., Surrey International Institute, University of Surrey, Dalian, China; Hemsley-Brown J., Department of Marketing and Retail Management, University of Surrey, Guildford, United Kingdom","The objective of this study of student-consumers in higher education is to investigate the direct influence of student choice factors on student expectations. The mediating role of perceptions of employability in the relationship between costs of study (fees) and student satisfaction, and the outcome variable of students’ recommendations, is examined in the study based on respondents’ chosen U.K. higher education institution (HEI). The theoretical framework draws on cost-expectation-satisfaction assessment and expectation of employability after graduation. A survey sample of 11,822 respondents and 140 higher education institutions suggests university reputation, course design, service quality, and campus social life directly influence student expectations. Student expectations of choice factors mediate the relationship between the cost of study and satisfaction, and students’ perceptions of employability after graduation mediate the relationship between the cost of study and the likelihood of making a recommendation to peers. The course design was the most influential factor impacting student expectations. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","choice; higher education; mental accounting; reputation; Satisfaction; tuition fees","","","","","","","","Alvis H., Rapaso M., Conceptual model of student satisfaction in higher education, Total Quality Management & Business Excellence, 18, 5, pp. 571-588, (2007); Ammigan R., Dennis J.L., Jones E., The differential impact of learning experiences on international student satisfaction and institutional recommendation, Journal of International Students, 11, 2, pp. 299-321, (2021); Antony J., Karamperidis S., Antony F., Cudney E.A., Understanding and evaluating teaching effectiveness in the UK higher education sector using experimental design: A case study, International Journal of Quality & Reliability Management, 36, 2, pp. 202-216, (2019); Asiabaka I.P., The need for effective facility management in schools in Nigeria, New York Science Journal, 1, 2, pp. 10-21, (2008); Banwait K., (2021); Barton G., Hartwig K., Le A.H., International students’ perceptions of workplace experiences in Australian study programs: A large-scale survey, Journal of Studies in International Education, 23, 2, pp. 248-264, (2019); Bates E.A., Kaye L.K., Exploring the impact of the increased tuition fees on academic staffs’ experiences in post-92 universities: A small-scale qualitative study, Education Sciences, 4, 4, pp. 229-246, (2014); Belanche D., Casalo L.V., Flavian C., Perez-Rueda A., The role of customers in the gig economy: How perceptions of working conditions and service quality influence the use and recommendation of food delivery services, Service Business, 15, 1, pp. 45-75, (2021); Belfield C., Britton J., Dearden L., Van Der Erve L., (2017); Berbegal-Mirabent J., Mas-Machuca M., Marimon F., Is research mediating the relationship between teaching experience and student satisfaction?, Studies in Higher Education, 43, 6, pp. 973-988, (2018); Berndt A., Hollebeek L.D., Brand image and reputation development in higher education institutions, Strategic brand management in higher education, pp. 143-158, (2019); Bhattacherjee A., Understanding information systems continuance. 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Some findings from young people on attitudes to increases in university tuition fees, Widening Participation and Lifelong Learning, 13, 1, pp. 57-70, (2012); Muijs D., Kelly A., Sammons P., Reynolds D., Chapman C., The value of educational effectiveness research–a response to recent criticism, Research Intelligence, 114, 24, pp. 24-25, (2011); Musselin C., New forms of competition in higher education, Socio-Economic Review, 16, 3, pp. 657-683, (2018); Najimdeen A.H.A., Amzat I.H., Ali H.B.M., The impact of service quality dimensions on students’ satisfaction: A study of International students in Malaysian Public universities, IIUM Journal of Educational Studies, 9, 2, pp. 89-108, (2021); Navarro M.M., Iglesias M.P., Torres P.R., A new management element for universities: Satisfaction with the offered courses, International Journal of Educational Management, 19, 6, pp. 505-526, (2005); Oliver R.L., Acognitivemodel of the antecedents and consequences of satisfaction decisions, Journal of Marketing Research, 17, 4, pp. 460-469, (1980); Oliver R.L., Cognitive, affective, and attribute bases of the satisfaction response, Journal of Consumer Research, 20, 3, pp. 418-430, (1993); Oliver R.L., DeSarbo W.S., Processing satisfaction response in consumption: A suggested framework and research proposition, Journal of Consumer Satisfaction, Dissatisfaction, and Complaining Behavior, 2, 1, pp. 1-16, (1989); Osman A.R., Saputra R.S., A pragmatic model of student satisfaction: A viewpoint of private higher education, Quality Assurance in Education, 27, 2, pp. 142-165, (2019); Paechter M., Maier B., Macher D., Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction, Computers & Education, 1, 1, pp. 222-229, (2010); Parasuraman A., Zeithaml V.A., Berry L., SERVQUAL: A multiple-item scale for measuring consumer perceptions of service quality, Journal of Retailing, 64, 1, pp. 12-40, (1988); Pascarella E.T., Terenzini P.T., How college affects students: Findings and insights from twenty years of research, (1991); Patterson P.G., Johnson L.W., Disconfirmation of expectations and the gap model of service quality: An integrated paradigm, Journal of Satisfaction, Dissatisfaction and Complaining Behavior, 6, 1, pp. 90-99, (1993); Pitan O.S., (2010); Pizam A., Milman A., Predicting satisfaction among first-time visitors to a destination by using the expectancy disconfirmation theory, International Journal of Hospitality Management, 12, 2, pp. 197-209, (1993); Polas M.R.H., Juman M.K., Karim A.M., Tabash M.I., Hossain M.I., Do service quality dimensions increase the customer brand relationship among Gen Z? 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Khan; Surrey International Institute, University of Surrey, Dalian, China; email: j.a.khan@surrey.ac.uk","","Routledge","","","","","","08841241","","","","English","J. Mark. High. Educ.","Article","Article in press","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85116839576"
"Karuna; Sharma P.","Karuna (57357938600); Sharma, Pinki (57222366349)","57357938600; 57222366349","Perception Analysis on Employability Skills of LIS Graduates: An Analysis","2021","Library Philosophy and Practice","2021","","","1","12","11","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120312129&partnerID=40&md5=70cb4fae076adac2d3977f487e7c5269","DLIS, Maharshi Dayanand University, Rohtak, India","Karuna, DLIS, Maharshi Dayanand University, Rohtak, India; Sharma P., DLIS, Maharshi Dayanand University, Rohtak, India","This paper presents the result of a study carried out to know the student’s perception about their skill acquisition during their Master of Library and Information Science at Maharshi Dayanand University (MDU), Rohtak, Haryana. The study is being conducted as a pilot project for a major research work. To collect the data, questionnaire method containing structured as well as open ended questions was used and an academic batch of 2011-2013 at MDU Rohtak consisting of 30 students was evaluated, and it was found that majority of them are employed in different sector libraries such as public, private and special libraries associated with different institutions in the country. It was further supported by the results of the survey that majority of the student are satisfied with the skills and knowledge they obtained from the Library and Information Science (LIS) curriculum of MDU Rohtak. However, few of them were unsatisfied with the curriculum itself, often for contradictory reasons. © 2021. Library Philosophy and Practice. All Rights Reserved.","Employability; LIS Graduates; Skill","","","","","","","","Ali A. F., Employability Skills among Students and Employers’ Perceptions: An Assessment of Levels of Employability Skills Acquired by Business Students at Ishik University, International Journal of Social Sciences & Educational Studies, 3, 2, pp. 81-93, (2016); Ameen K., Warraich N. F., Employability skills of LIS graduates in Pakistan: Needs and expectations, Library Management, 32, 3, pp. 209-224, (2011); Andrews G., Russell M., Employability skills development: Strategy, evaluation and impact, Higher Education, Skills and Work-Based Learning, 2, 1, pp. 33-44, (2012); Debbarma P., LIS Education in India: Emerging Trends and Challenges, Library Herald, 9, S1, pp. 41-43, (2019); Garg M., Library and information Science education in india: A detailed Study, Asian Journal of Multisciplinary Studies, 3, 12, pp. 61-64, (2015); Gerolimos M., Skills developed through library and information science education, Library Review, 58, 7, pp. 527-540, (2009); Kumar K., Sharma J., Library and Information Science Educationin India: A Historical Perspective, DESIDOC Journal of Library & Information Technology, 30, 5, pp. 3-8, (2010); Nayak J., Library and Information Science ( Lis ) Education in India : Relationship Between the Syllabus and… Knowledge Librarian: An International Peer Reviewed Bilingual E-Journal of Library and Information Science, pp. 15-23, (2016); Shivaraja, A study on the Employabilty of LIS Graduates in Karnatka:A Survey, Journal of Library & Information Science, 7, 2, pp. 299-313, (2017); Pradhan S., Study of employability and needed skills for LIS graduates, DESIDOC Journal of Library and Information Technology, 35, 2, pp. 106-112, (2015); Wickramasinghe V., Perera L., Graduates’, university lecturers’ and employers’ perceptions towards employability skills, Education and Training, 52, 3, pp. 226-244, (2010); Yadav A. K. S., Singh S. N., Employability skills of a new generation of LIS professional: an Indian scenario, International Journal of Information Research, 2, 2, pp. 111-136, (2012); Singh S.P., Library and information Science Education in india: Issues and trends, Malaysian Journal of Library & Information Science, 8, 2, (2003); Singh S.P., Pinki, Skill Requirement for LIS professionals in Electronic Environment, Shaping the Future of Special Libraries beyond Boundaries, pp. 393-404, (2008)","Karuna; DLIS, Maharshi Dayanand University, Rohtak, India; email: karunarani91@gmail.com","","University of Nebraska-Lincoln","","","","","","15220222","","","","English","Libr. Philos. Pract.","Article","Final","","Scopus","2-s2.0-85120312129"
"Silva J.F.; da Silva Texeira G.; Halmenschlager V.; Pereira R.M.; Ely R.A.","Silva, José Felipe (57226355689); da Silva Texeira, Gibran (57201737712); Halmenschlager, Vinícius (57199170567); Pereira, Rafael Mesquita (57208438662); Ely, Régis Augusto (56644229100)","57226355689; 57201737712; 57199170567; 57208438662; 56644229100","Pronatec e o mercado de trabalho: Uma análise para os cursos oferecidos no ifrs campus rio grande","2021","Economia Aplicada","25","2","","191","216","25","0","10.11606/1980-5330/ea149391","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111322527&doi=10.11606%2f1980-5330%2fea149391&partnerID=40&md5=656ca7b9b4a14ffd60dd97fbc000f691","Universidade Federal do Rio Grande, Brazil; Universidade Federal do Rio Grande do Sul, Brazil; Universidade Federal de Pelotas, Brazil","Silva J.F., Universidade Federal do Rio Grande, Brazil; da Silva Texeira G., Universidade Federal do Rio Grande, Brazil; Halmenschlager V., Universidade Federal do Rio Grande do Sul, Brazil; Pereira R.M., Universidade Federal do Rio Grande, Brazil; Ely R.A., Universidade Federal de Pelotas, Brazil","This article aims to evaluate the effectiveness of Pronatec on the reintegration salary, time of employment and employability of workers who participated in the program courses at IFRS, campus Rio Grande, in the years 2013 and 2014. For that, the method of differences in differences was applied with the data identified from the Relação Anual de Informações Sociais – RAIS for the period from 2011 to 2018. The results indicate that the Pronatec courses offered by IFRS - campus Rio Grande, in the mentioned period, did not generate effects on the dimensions evaluated, thus indicating the lack of effectiveness of the program. © 2021","DID; DID; políticas públicas; professional qualification; Pronatec; Pronatec; public policies; qualificação profissional","","","","","","Aux?lio Financeiro a Projeto Educacional ou de Pesquisa, (55/2013); Comiss?o de Aperfei?oamento de Pessoal do N?vel Superior (Capes) e do Programa Primeiros Projetos; Conselho Nacional de Desenvolvimento Cien-tífico e Tecnológico; Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico; Pesquisa do Rio Grande do Sul; Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES; Conselho Nacional de Desenvolvimento Científico e Tecnológico, CNPq; Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul, FAPERGS","Funding text 1: Esta pesquisa contou com o Auxílio Financeiro a Projeto Educacional ou de Pesquisa (Auxpe) 3217 do Pró-Integração (edital 55/2013) da Comissão de Aperfeiçoamento de Pessoal do Nível Superior (Capes) e do Programa Pri-meiros Projetos (ARD/PPP 2014) da Fundação de Amparo à Pesquisa do Rio Grande do Sul (FAPERGS) e do Conselho Nacional de Desenvolvimento Cien-tífico e Tecnológico (CNPq). Além disso, os autores agradecem a Coordenação-Geral de Cadastros, Identificação Profissional e Estudos – CGCIPE pela dispo-nibilização dos dados da RAIS.; Funding text 2: Esta pesquisa contou com o Aux?lio Financeiro a Projeto Educacional ou de Pesquisa (Auxpe) 3217 do Pr?-Integra??o (edital 55/2013) da Comiss?o de Aperfei?oamento de Pessoal do N?vel Superior (Capes) e do Programa Primeiros Projetos (ARD/PPP 2014) da Funda??o de Amparo ? Pesquisa do Rio Grande do Sul (FAPERGS) e do Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq). Al?m disso, os autores agradecem a Coordena??o-Geral de Cadastros, Identifica??o Profissional e Estudos ? CGCIPE pela disponibiliza??o dos dados da RAIS.","Abraham K., Farber H., Job duration, seniority, and earnings, The American Economic Review, 77, (1987); Angrist J. 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F., Uma avaliação de impacto de um programa de qualificação profissional na empresa sobre a inserção dos jovens no mercado de trabalho formal, (2018); Cunha R., Ruckert A., Polo Naval Offshore de Rio Grande: estratégias políticas e a formação de um complexo da produção naval, Geosul, Florianópolis, 10, pp. 239-260, (2017); Domingues M., Carvalho D., Menezes G., Polo Naval do Rio Grande: Primeiros insights sobre a formação de um cluster portuário marítimo, IV Seminário Internacional sobre Desenvolvimento Regional, (2008); Fernandes R., Menezes-Filho N. A., Zylberstajn H., Avaliando o PLANFOR: O programa do Sindicato dos Metalúrgicos de São Paulo, (2000); Firpo S., Fogel M., Jales H., Evaluating the impact of stratified randomized experiments with an application to a Brazilian public training program, World Congress of the Econometric Society, (2014); Fogel M., Avaliação econômica de projetos sociais, (2012); Friedlander D., Greenberg D. H., Robins P., Evaluating government training programs for the economically disadvantaged, Journal of Economic Literature, 35, pp. 1809-1855, (1997); Greenberg D. H., A meta-analysis of government-sponsored training programs, Industrial and Labor Relations Review, 57, pp. 31-53, (2003); Heckman J., Lalonde R., Smith J., The economics and econometrics of active labor market programs, Handbook of Labor Economics, 3, pp. 1865-2097, (1999); Ibarraran P., Shady D. R., Evaluating the impact of job training programmes in Latin America: evidence from IDB funded operations, Journal of Development Effectiveness, 1, pp. 195-216, (2009); Kluve J., The Effectiveness of European Active Labour Market Policy, (2006); Lechner M., Melly B., Earnings Effects of Training Programs, (2007); Lima A. F. R., Ribeiro F. G., Teixeira G. S., Job qualification programs for young apprentices: an analysis in the Brazilian Midwest, Education + Training, Bingley, 62, pp. 677-692, (2020); Lima S. B., Teixeira G. S., Abdallah P. R., Halmenschlager V., Efeito da política de mobilização do setor naval no Rio Grande do Sul: uma análise sobre a arrecadação municipal, RACE, 17, pp. 449-474, (2018); Lopo R. M., Do macro-discurso de pujança ao choque cultura: alguns dos impactos do Polo Naval na cidade de Rio Grande, Conflitos Ambientais e Urbanos: casos do extremo sul do Brasil, (2015); Martin J., Grubb D., What works and for whom: a review of OECD countries’ experiences with active labour market policies, Swedish Economic Policy Review, Lund, 8, pp. 9-56, (2001); Governo Federal, (2020); Oliveira G. R., Oliveira F. R., Terra R., Zoghbi A. C., Efeitos do programa de qualificação profissional Bolsa Futuro na empregabilidade e salário dos trabalhadores, Pesquisa e Planejamento Econômico, 49, pp. 69-98, (2019); Silva D. M., Desvelando o Pronatec: Uma Avaliação Política do Programa, (2015); Silva P. V., O PRONATEC-FIC no Rio Grande do Sul: quem é o seu participante? 2016, (2016); Teixeira G., Balbinotto Neto G., Seguro-desemprego brasileiro e salário de reinserção: análise empírica com regressão com descontinuidade e propensity score matching, Nova Economia, Belo Horizonte, 26, pp. 943-980, (2016); Teixeira G. S., Balbinotto Neto G., Leivas P. H. S., Evidence on rule manipulation and moral hazard in the Brazilian unemployment insurance program, International Journal of Social Science Studies, 8, pp. 67-78, (2020); Teixeira G. S., Ribeiro F. G., Abdallah P. R., Goncalves R. R., Indústria da construção naval e economia regional: uma análise via diferenças em diferenças para os municípios inseridos no Corede Sul, Ensaios FEE, Porto Alegre, 37, pp. 459-488, (2016); Wambugu A., Essays on Earnings and Human Capital in Kenya, (2003)","J.F. Silva; Universidade Federal do Rio Grande, Brazil; email: j_felipeds@yahoo.com.br","","Universidade de Sao Paolo","","","","","","14138050","","","","English","Econ. Apl.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85111322527"
"Fadhil S.S.; Ismail R.; Alnoor A.","Fadhil, Sally S. (57226328183); Ismail, Ramlee (41961469400); Alnoor, Alhamzah (57204894353)","57226328183; 41961469400; 57204894353","The influence of soft skills on employability: A case study on technology industry sector in malaysia","2021","Interdisciplinary Journal of Information, Knowledge, and Management","16","","","255","283","28","43","10.28945/4807","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85111190733&doi=10.28945%2f4807&partnerID=40&md5=f48b96cb27411fef9bebd6bee90a1a27","Universiti Pindidikan Sultan Idris, Faculty of Management and Economic, Perak, Malaysia; Department of Business Management Techniques, Management Technical College, Southern Technical University, Basrah, Iraq","Fadhil S.S., Universiti Pindidikan Sultan Idris, Faculty of Management and Economic, Perak, Malaysia; Ismail R., Universiti Pindidikan Sultan Idris, Faculty of Management and Economic, Perak, Malaysia; Alnoor A., Department of Business Management Techniques, Management Technical College, Southern Technical University, Basrah, Iraq","Aim/Purpose This research investigates the influence of soft skills on graduates’ employability in the technology industry, using the technology industry sector in Malaysia as a case. Background Organizations are looking for appropriate mechanisms to hire qualified employees with strong soft skills and hard skills. This requires that job candidates possess a set of qualifications and skills which impact their employability. Methodology Fuzzy Delphi analysis was conducted as preliminary study to identify the critical soft skills required by technology industry sector. The preliminary study produced ten critical soft skills to form a conceptual model of their influence on employability. Then, an online questionnaire survey was distributed in two industry companies in Malaysia to collect research data, and regression analysis was conducted to validate the conceptual model. Contribution This research focuses on the influence of soft skills on graduate employability in the technology industry sector, since the selection of the best candidate in the industry will improve employee performance and lead to business success. Findings The results of regression analysis confirmed that Communication skills, Attitude, Integrity, Learnability, Motivation, and Teamwork are significantly correlated with employability, which means that these soft skills are the critical factors for employability in Malaysian technology companies. Recommendations The model proposed in this article can be used by employers to give better as-for Practitioners sessment of candidates’ compatibility with the jobs available. Impact on Society This research highlights the critical soft skills required by technology industry sector, which will reduce the unemployment percentages among graduates. Future Research More studies are required to examine the soft skills found in the literature and to define the most important skills from a general perspective of the industry. Future research should assess the moderating role of other variables, such as skills gap, employee performance, and employee knowledge. Furthermore, it is recommended to conduct similar studies of soft skills for employability in other countries. © 2021 Informing Science Institute. All rights reserved.","Employability; Human development; Human resource; Industry; Soft skills; Unemployment","Electronic assessment; Personnel rating; Regression analysis; Surveys; Business success; Communication skills; Conceptual model; Critical factors; Employee performance; Online questionnaire; Technology companies; Technology industry; Engineering education","","","","","","","Abelha M., Fernandes S., Mesquita D., Seabra F., Ferreira-Oliveira A. T., Graduate employability and competence development in higher education – A systematic literature review using PRISMA, Sustainability, 12, 15, (2020); Adnan A. H. M., Ramalingam S., Ilias N., Tahir T. 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Fadhil; Universiti Pindidikan Sultan Idris, Faculty of Management and Economic, Perak, Malaysia; email: sallysaad.upsi@gmail.com","","Informing Science Institute","","","","","","15551229","","","","English","Interdiscip. J. Inf. Knowl. Manage.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85111190733"
"Vu N.T.","Vu, Ngoc Tung (57224577497)","57224577497","Analyzing capital to be developed in language learning among graduates: A case study to employ bourdieusian stances","2021","Journal of Ethnic and Cultural Studies","8","4","","36","54","18","1","10.29333/ejecs/780","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113200806&doi=10.29333%2fejecs%2f780&partnerID=40&md5=ea2cd096b94ad922f31f083bcaa97dc5","VNU University of Languages and International Studies, Hanoi, Viet Nam","Vu N.T., VNU University of Languages and International Studies, Hanoi, Viet Nam","Language and culture are indispensably inseparable in language learning. The development of capital during language learning is of growing importance in Vietnam’s sociocultural context. However, there are very few studies that have explored Vietnamese learners of English use of capital to enhance their employability skills. This qualitative study examined five selected language learners who were graduates with various degrees from higher education institutions and were employed in different jobs. We sought to examine the reflections of participants from different disciplines regarding their capital construction and development, which occurred during English language learning. Drawing on Bourdieu’s (1986) stances on capital and field, data collection primarily concentrated on semi-structured interviews that were thematically analyzed. Findings suggested that students utilized various forms of learning in order to negotiate their capital and think that field acts as a driver force behind their use of certain strategies. Language learners were observed as cultural-beings able to make informed decisions on how to develop certain types of capital, based on their sense of agency and formation of multiple identities available in their academic, professional, and social fields. The findings are discussed and implications are presented. © 2021, Florida Gulf Coast University. All rights reserved.","Bourdieusian stances; Capital; English as a foreign language; Learning forms; Vietnamese higher education","","","","","","","","Baker W., Research into practice: Cultural and intercultural awareness, Language Teaching, 48, 1, pp. 130-141, (2015); Bennett J. M., Bennett M. J., Allen W., Developing intercultural competence in the language classroom, Culture as the core: Integrating culture into the language curriculum, pp. 13-46, (1999); Bennett J. M., Bennett M. J., Allen W., Developing intercultural competence in the language classroom, Culture as the core, pp. 237-270, (2003); Bennett M. 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L., Siaya L., Klein F., Colby J., Culture learning in language education: A review of the literature, Culture as the core: Integrating culture into the language curriculum, pp. 47-113, (1999); Paige R. M., Jorstadt H. L., Siaya L., Klein F., Colby J., Culture learning in language education: A review of the literature, Culture as the core, pp. 173-236, (2003); Pham T., Tomlinson M., Thompson C., Forms of capital and agency as mediations in negotiating employability of international graduate migrants, Globalisation Societies and Education, 17, 1, pp. 1-12, (2019); Porto M., Culturally responsive L2 education: An awareness-raising proposal, ELT Journal, 64, 1, pp. 45-53, (2010); Rehm M., Notten A., Twitter as an informal learning space for teachers!? The role of social capital in Twitter conversations among teachers, Teaching & Teacher Education, 60, pp. 215-223, (2016); Risager K., The cultural dimensions of language teaching and learning, Language Teaching, 44, 4, pp. 485-499, (2011); Samimy K., Kim S., Ah Lee J., Kasai M., A participative inquiry in a TESOL program: Development of three NNES graduate students’ legitimate peripheral participation to fuller participation, The Modern Language Journal, 95, 4, pp. 558-574, (2011); Sercu L., Foreign language teachers and intercultural competence: An international investigation, Languages for intercultural communication and education, 10, pp. 130-159, (2005); Song J., English just is not enough!: Neoliberalism, class, and children’s study abroad among Korean families, System, 73, (2018); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education+ Training, 59, 4, pp. 338-352, (2017); Tran L. H. N., Developing employability skills via extra-curricular activities in Vietnamese universities: Student engagement and inhibitors of their engagement, Journal of Education and Work, 30, 8, pp. 854-867, (2017); Tran L. H. N., Building soft employability skills: The case of Vietnamese universities, (2019); Truong L. B., Tran L. T., Students' intercultural development through language learning in Vietnamese tertiary education: A case study on the use of film as an innovative approach, Language & Intercultural Communication, 14, 2, pp. 207-225, (2015); Varghese M., Morgan B., Johnston B., Johnson K. A., Theorizing language teacher identity: Three perspectives and beyond, Journal of Language, Identity & Education, 4, 1, pp. 21-44, (2005); Vu N. T., Examining teacher agency among teacher educators: An action research in Vietnam, Australian Journal of Teacher Education, 45, 7, (2020); Vu N. T., Dinh H., College-level students' development of intercultural communicative competence: A quantitative study in Vietnam, Journal of Intercultural Communication Research, (2021); Vu N. T., Do H., Developing capital in language learning: A mixed-method study on Vietnamese English learners, Journal of Ethnic and Cultural Studies, 8, 3, pp. 17-39, (2021); Vu N. T., Nguyen T., Hoang H., English-majoring student teachers’ response to employability in light of a transition to online learning, Journal of Teacher Education and Professional Development; Weng Z., Zhu J., Kim G. J. Y., English language teacher agency in classroom-based empirical studies: Research synthesis, TESOL International Journal, 14, 1, pp. 37-61, (2019); Xiong T., Yuan Z.-m., It was because I could speak english that I got the job. neoliberal discourse in a Chinese English textbook series, Journal of Language Identity and Education, 17, 2, pp. 103-177, (2018); Zhao H., Coombs S., Zhou X., Developing professional knowledge about teachers through metaphor research: Facilitating a process of change, Teacher Development, 14, 3, pp. 381-395, (2010)","N.T. Vu; VNU University of Languages and International Studies, Hanoi, Viet Nam; email: vungoctung2006@gmail.com","","Florida Gulf Coast University","","","","","","21491291","","","","English","J.  Ethnic  Cult. Stud.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85113200806"
"Deyrich M.-C.","Deyrich, Marie-Christine (55484628700)","55484628700","LSP in European projects: recent developments and challenges in language policy and practice","2021","Language Teaching Research Quarterly","23","","","105","120","15","0","10.32038/ltrq.2021.23.08","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114476240&doi=10.32038%2fltrq.2021.23.08&partnerID=40&md5=0609aab528f5815a970aceca6de40baf","University of Bordeaux, France","Deyrich M.-C., University of Bordeaux, France","This article examines the relationship between European language policy and funded language learning projects in the field of LSP. We look at why and how the objectives were expressed, how the overall directions have evolved over the past decade, and how the LSP landscape has been redefined through research and implementation. Our discursive and ethnographic analysis is based on the framework texts published by Europe in the Lifelong Learning Programme and then in the Erasmus+ Programme. These institutional texts are put into perspective with the documents produced in the framework of three European projects in which we have participated: LILAMA (employability), INCLUDE (social inclusion), TRAILs (teacher training). Our analysis seeks to identify and explain the reasons that led to the shift from working on the needs of companies and employees to focusing on the needs necessary for implementation, which implies that interest is now focused on the training needs of the teachers involved in this context (Basturkmen, 2019) and on the challenges that remain to be met. © 2021 European Knowledge Development (EUROKD). All rights reserved.","Discourse; European Projects; Linguistic Policy; Recontextualisations; Teacher Training needs","","","","","","","","Barrault-Methy A. M., Les langues de spécialité au cœur des politiques linguistiques universitaires européennes. Recherche et pratiques pédagogiques en langues de spécialité, Cahiers de l’Apliut, 32, 1, pp. 33-60, (2013); Basturkmen H., LSP teacher education: Review of literature and suggestions for the research agenda, Ibérica, 28, pp. 17-34, (2014); Basturkmen H., ESP teacher education needs, Language Teaching, 52, 3, pp. 318-330, (2019); Bocanegra-Valle A., Learning to learn in ESP, ESP in European Higher Education: Integrating Language and Content, pp. 213-232, (2008); Bocanegra-Valle A., Basturkmen H., Investigating the teacher education needs of experienced ESP teachers in Spanish universities, Ibérica, 38, pp. 127-149, (2019); Bertin J. C., L’approche projet et la recherche en langues: quels enjeux?.Recherche et pratiques pédagogiques en langues de spécialité, Cahiers de l’Apliut, 30, 1, pp. 25-41, (2011); Bourdon M., Lifelong learning from the ‘70s to Erasmus for all: A rising concept, Procedia. Social and Behavioral Sciences, 116, pp. 3005-3009, (2014); Co E, Council Resolution of 14 February 2002 on the promotion of linguistic diversity and language learning in the framework of the implementation of the objectives of the European Year of Languages 2001, Official Journal C050, pp. 0001-0002, (2002); Co E, Council Resolution of 21 November 2008 on a European strategy for multilingualism, Official Journal of the European Union, C, 320, pp. 1-3, (2008); Cots J. M., Llurda E., Garrett P., Language policies and practices in the internationalisation of higher education on the European margins: an introduction, Journal of Multilingual and Multicultural Development, 35, 4, pp. 311-317, (2014); Deyrich M.-C., Qualité et équité de l’enseignement à l’ère de la mondialisation: Contextes et recontextualisations, Politiques éducatives, justice sociale et démocratie. Perspectives comparatives internationales, pp. 181-196, (2021); Deyrich M.-C., Bian B., Begin-Caouette O., Internationalisation de la formation des enseignants du supérieur: contextes et impacts, Éducation Comparée, 15, (2016); Defazio D., Lockett A., Wright M., Funding incentives, collaborative dynamics and scientific productivity: Evidence from the EU framework program, Research Policy, 38, 2, pp. 293-305, (2009); Lifelong Learning Programmes> Languages (KA2), (2007); Estermann T., Pruvot E. B., Claeys-Kulik A. L., Designing strategies for efficient funding of higher education in Europe, (2013); Languages Mean Business. Companies work better with languages Recommendations from the Business Forum for Multilingualism established by the European Commission, (2008); Communication from the Commission to the European Parliament, the council, the European economic and social committee and the committee of the regions. Rethinking education: Investing in skills for better socio-economic outcomes, (2012); Rethinking education: country analysis Part I. Accompanying the document Rethinking Education: Investing in skills for better socio-economic outcomes, (2012); Language competences for employability, mobility and growth, Accompanying the document. Communication from the Commission. “Rethinking Education: Investing in skills for better socio-economic outcomes”, (2012); Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the regions on a renewed EU agenda for higher education COM/2017/0247 final, (2017); Proposal for a Council Recommendation on a comprehensive approach to the teaching and learning of languages COM/2018/272 final - 2018/0128 (NLE), (2018); Decision no 1720/2006/EC of the European Parliament and of the Council of 15 November 2006 establishing an action programme in the field of lifelong learning, (2006); Gazzola M., Research for Cult Committee–European Strategy for Multilingualism: Benefits and Costs, (2016); Hyland K., English for Academic Purposes, (2006); INCLUDE network and language policies and practices for active social inclusion: the state of the art, (2014); Roadmap for integration of language learning in inclusion policies in Europe, (2016); John P., Greenwood R., Jurkovic V., Kerekovic S., Kic-Drgas J., Identification and analysis of LSP teacher training programmes in Europe, Proceedings of the 3rd ESP conference, (2019); Koskinen K., Translating Institutions: An Ethnographic Study of EU Translation, (2014); Klatt M., Understanding the European Union and its political power: The contribution of European studies to adult education policy research, Adult education policy and the European Union: Theoretical and methodological perspectives, pp. 51-71, (2014); Kutter A., Legitimation in the European Union, (2020); Levinson B., Sutton M., Winstead T., Educational policy as a practice of power: Theoretical tool, ethnographic methods, democratic options, Educational Policy, 23, 6, pp. 767-795, (2009); Language and Training Policy: Best Practices for Employability and Competitiveness, (2011); Towards a European Language Policy, (2011); Lima L. C., Guimaraes P., European strategies in lifelong learning: A critical introduction, 165, (2011); Majhanovich S., Deyrich M.-C., Language learning to support active social inclusion: Issues and challenges for lifelong learning, International Review of Education, 63, pp. 435-452, (2017); O'Connell A. M., Chaplier C., ESP/ASP in the domains of Science and Law in a French higher education context: Preliminary reflections, The European English Messenger, 24, 2, pp. 61-76, (2015); Ruggiero D. M., Graduate courses in languages for specific purposes: Needs, challenges, and models, Global Business Languages, 19, 1, (2014); Romaine S., Politics and policies of promoting multilingualism in the European Union, Language Policy, 12, 2, pp. 115-137, (2013); Application Package Lifelong Learning Program Application Form: Detailed Description of the Project, (2018); Van Leeuwen T., Discourse as the recontextualization of social practice: A guide, Methods of critical discourse analysis, 2, pp. 144-161, (2009); Wagenaar H., Meaning in action: interpretation and dialogue in policy analysis, (2011); Whyte S., Who are the specialists? Teaching and learning specialised language in French educational contexts, Recherche et pratiques pédagogiques en langues de spécialité, 35, 1, (2016); Wodak R., Savski K., Critical discourse-ethnographic approaches to language policy, The Oxford handbook of language policy and planning, pp. 93-112, (2018); Yanow D., Conducting interpretive policy analysis, (2000)","","","European Knowledge Development (EUROKD)","","","","","","26676753","","","","English","Lang. Teach. Res. Q.","Article","Final","","Scopus","2-s2.0-85114476240"
"Demazière D.; Zune M.","Demazière, Didier (6506069354); Zune, Marc (36712907700)","6506069354; 36712907700","When Job Search is Deemed Insufficient: Experiences of Unemployed People Disbarred following Compliancy Monitoring","2021","Social Policy and Society","","","","","","","1","10.1017/S1474746421000488","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85119418998&doi=10.1017%2fS1474746421000488&partnerID=40&md5=81f09d06b2f31bc761b26634376276e9","CNRS - Sciences Po, Centre de Sociologie des Organisations, Paris, France; Université de Louvain, IACCHOS-GIRSEF, Louvain-la-Neuve, Belgium","Demazière D., CNRS - Sciences Po, Centre de Sociologie des Organisations, Paris, France; Zune M., Université de Louvain, IACCHOS-GIRSEF, Louvain-la-Neuve, Belgium","Job search is a central element of activation policies, which aim to transform unemployed people into active jobseekers who are subject to checks. We examine a neglected aspect of activation: sanctions. To do so we analyse, through biographical interviews with formerly-unemployed people whose benefit payments have been stopped, what it means when a job search is deemed insufficient. Although these formerly-unemployed people have failed to present enough written and tangible evidence of their job search during checks, they have pursued a different type of job search comprising more informal activities that are difficult to convert into written documents. So, we identify a twin-stranded job search - prescribed and alternative. We also point out that the gap between institutionally-framed job search and experience-based job search widens among unemployed people having low employability attributes, so that ever-stricter checks penalize those who are most vulnerable.  © The Author(s), 2021. Published by Cambridge University Press.","activation; checks; job search; sanction; Unemployment","","","","","","","","Adler M., Cruel, Inhuman or Degrading Treatment? Benefit Sanctions in the UK, (2018); Anderson P., (2001); Aurich P., Activating the unemployed - Directions and divisions in Europe, European Journal of Social Security, 13, 3, pp. 294-316, (2011); Bachmann R., Baumgarten D., How do the unemployed search for a job? Evidence from the EU Labour Force Survey, IZA Journal of European Labour Studies, 2, 22, pp. 1-25, (2013); Bakke E.W., The Unemployed Worker. A Study of the Task of Making A Living without A Job, (1940); De B.P., Shils T., The Labour Market Triangle, (2009); Beuker L., Demaziere D., Morrissette J., Zune M., La Socialisation Professionnelle Au Cœur des Situations de Travail, pp. 33-53, (2019); Beuker L., Orianne J.-F., Meilland C., Sarfati F., Accompagner Vers l'Emploi. Quand les Dispositifs Se Mettent en Action, pp. 149-163, (2016); Boland T., Boland T., Griffin R., Sociology of Unemployment, pp. 143-161, (2015); Boland T., Seeking a role: Disciplining jobseekers as actors in the labour market, Work, Employment and Society, 30, 2, pp. 334-351, (2016); Boland T., Griffin R., Sociology of Unemployment, (2015); Boone J., Van Ours J., Modelling financial incentives to get unemployed back to work, Journal of Institutional and Theoretical Economics, 162, 2, pp. 227-252, (2006); Bowman D., McGann M., Kimberley H., Biggs S., Activation and active ageing? Mature-age jobseekers' experience of employment services, Social Policy and Society, 15, 4, pp. 647-658, (2016); Brodkin E., Marston G., Work and the Welfare State. 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Activating the Unemployed, (2017); Van Den Berg G.J., Van Der Klaauw B., Counseling and monitoring of unemployed workers: Theory and evidence from a controlled social experiment, International Economic Review, 47, 3, pp. 895-936, (2006); Van Den Berg G.J., Van Der Klaauw B., Van Ours J., Punitive sanctions and the transition rate from welfare to work, Journal of Labor Economics, 22, 1, pp. 211-241, (2004); Van Der Klaauw B., Van Ours J., Carrot and stick: How reemployment bonuses and benefit sanctions affect exit rates from welfare, Journal of Applied Econometrics, 28, 2, pp. 275-296, (2013); Van Oort M., Making the neoliberal precariat: Two faces of job searching in Minneapolis, Ethnography, 16, 1, pp. 74-94, (2015); Venn D., (2012); Wanberg C.R., Glomb T.M., Song Z., Sorenson S., Job-search persistence during unemployment: A 10-wave longitudinal study, Journal of Applied Psychology, 90, 3, pp. 411-430, (2005); Wright S., Clasen J., What Future for Social Security? Debates and Reforms in National and Cross-National Perspective, pp. 235-250, (2002); Wright S., Fletcher D.R., Stewart A.B.R., Punitive benefit sanctions, welfare conditionality, and the social abuse of unemployed people in Britain: Transforming claimants into offenders?, Social Policy and Administration, 54, 2, pp. 278-294, (2020)","","","Cambridge University Press","","","","","","14747464","","","","English","Soc. Policy Soc.","Article","Article in press","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85119418998"
"Eimer A.; Bohndick C.","Eimer, Andreas (57224904495); Bohndick, Carla (56043923200)","57224904495; 56043923200","How individual experiential backgrounds are related to the development of employability among university students","2021","Journal of Teaching and Learning for Graduate Employability","12","2","","114","130","16","4","10.21153/JTLGE2021VOL12NO2ART1011","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108522496&doi=10.21153%2fJTLGE2021VOL12NO2ART1011&partnerID=40&md5=a517d4d723fd8739b1af015c531ea9d4","University of Muenster, Germany; University of Hamburg, Germany","Eimer A., University of Muenster, Germany; Bohndick C., University of Hamburg, Germany","University students have different backgrounds and varied experiences. This diversity has frequently been examined with regard to performance in Higher Education. However, much less attention has been paid to its significance concerning employability. The investigation of this potential relationship is the focus of this study. In this research, 429 students at a German university were assessed on the strength of their employability, which here is defined as a multi-factorial construct. The Career Resources Questionnaire (CRQ) was used (Hirschi et al., 2019) which is a comprehensive instrument that analyses the self-assessed strength of twelve essential career resources amongst respondents. The results were then related to several individual preconditions: existing or non-existing commitment to voluntary work, sporting activity or sporting inactivity and being a first-generation student (FGS) or a continuing-generation student (CGS). These characteristics were chosen, because they are commonly represented in the student population. In addition, some socio-economic implications are discussed. Significant differences were found between the participant groups. Some results correspond with the findings of existing studies, others lead to new explanatory approaches. Based on the overall findings, recommendations for career counselling as well as for seminars in career orientation are given. For example, students' experiences outside the university environment can be used in career counselling to strengthen perceived employability or a supportive approach to first-generation students can lead to the development of career-related strengths. © 2021 Deakin University. All rights reserved.","Career resources; Employability; First-generation students; Higher education; Perceived employability; Sport; Volunteering","","","","","","","","Abele-Brehm A. E., Spurk D., The longitudinal impact of self-efficacy and career goals on objective and subjective career success, Journal of Vocational Behavior, 74, 1, pp. 53-62, (2009); Allen K., Bullough S., Cole D., Shibili S., Wilson J., The impact of engagement in sport on graduate employability, (2013); Astin A. W., Say L. J., Avalos J., Long-term effects of volunteerism during the undergraduate years, The Review of Higher Education, 22, 2, pp. 187-202, (1999); Barton E., Bates E. A., O'Donovan R., ‘That extra sparkle’: Students’ experiences of volunteering and the impact on satisfaction and employability in higher education, Journal of Further and Higher Education, 43, 4, pp. 453-466, (2017); Bourner T., Millican J., Student-community engagement and graduate employability, Widening Participation and Lifelong Learning, 13, 2, pp. 68-85, (2011); Brunton J., Interpreting university sport policy in England: Seeking a purpose in turbulent times?, International Journal of Sport Policy and Politics, 9, 3, pp. 377-395, (2017); Coakley J., Assessing the sociology of sport: On cultural sensibilities and the great sport myth, International Review for the Sociology of Sport, 50, 4-5, pp. 402-406, (2015); Resolution of the Council and of the representatives of the governments of the member states, meeting within the Council, of 21 May 2014 on the European Union work plan for sport (2014-2017), Official Journal of the European Union, 183, pp. 12-16, (2014); Success as a knowledge economy: Teaching excellence, social mobility and student choice, (2016); Share of adults who volunteered in the last 12 months in England from 2015/16 to 2019/20, by age, (2020); Dwyer B., Gellock J. L., Does athletic participation signal employability? An experimental analysis of male and female athlete job applicants, Journal of Intercollegiate Sport, 11, 1, pp. 40-64, (2018); Eimer A., Knauer J., Kremer I., Nowak T., Schroder A., Employability als ein Ziel des Universitätsstudiums: Grundlagen, Methoden, Wirkungsanalyse, (2019); Gervais S., A study comparing motivation and self-efficacy of first generation students and non-first generation students in their first year of post- secondary studies, (2014); Gibbons M. M., Borders L. D., Prospective first-generation college students: A social-cognitive perspective, The Career Development Quarterly, 58, 3, pp. 194-208, (2010); Goodman S., Tredway G., Antecedents of perceived graduate employability: A study of student volunteers in a community-based organisation, SA Journal of Industrial Psychology, 42, 1, (2016); Greenbank P., Competing in the graduate labour market: Student perspectives on (not) participating in extra-curricular activities, Journal of Teaching and Learning for Graduate Employability, 5, 1, pp. 63-79, (2014); Halbesleben J. R. B., Neveu J.-P., Paustian-Underdahl S. C., Westman M., Getting to the “COR”: Understanding the role of resources in conservation of resources theory, Journal of Management, 40, 5, pp. 1334-1364, (2014); Hinchliffe G. W., Jolly A., Graduate identity and employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Hirschi A., The career resources model: An integrative framework for career counsellors, British Journal of Guidance & Counselling, 40, 4, pp. 369-383, (2012); Hirschi A., Hanggli M., Nagy N., Baumeler F., Johnston C., Spurk D., Karriere-Ressourcen messen, Diagnostica, 65, 3, pp. 133-141, (2019); Hirschi A., Nagy N., Baumeler F., Johnston C. S., Spurk D., Assessing key predictors of career success, Journal of Career Assessment, 26, 2, pp. 338-358, (2018); Sporting future: A new strategy for an active nation, (2015); Hu S., Hood M., Creed P. A., Shen X., The relationship between family socioeconomic status and career outcomes: A life history perspective, Journal of Career Development, 82, (2020); Hustinx L., Vanhove T., Declercq A., Hermans K., Lammertyn F., Bifurcated commitment, priorities, and social contagion: The dynamics and correlates of volunteering within a university student population, British Journal of Sociology of Education, 26, 4, pp. 523-538, (2005); Short-term international study enhances employability, (2019); Jackson D., Testing a model of undergraduate competence in employability skills and its implications for stakeholders, Journal of Education and Work, 27, 2, pp. 220-242, (2012); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Jenkins S. R., Belanger A., Connally M. L., Boals A., Duron K. 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W., Shea M., First-generation college students’ perceived barriers and career outcome expectations: Exploring contextual and cognitive factors, Journal of Career Development, 48, 2, pp. 91-104, (2019); Manzoni A., Streib J., The equalizing power of a college degree for first-generation college students: Disparities across institutions, majors, and achievement levels, Research in Higher Education, 60, 5, pp. 577-605, (2019); Martha C., Grelot L., Peretti-Watel P., Participants’ sports characteristics related to heavy episodic drinking among French students, The International Journal on Drug Policy, 20, 2, pp. 152-160, (2009); Millard L., Students as colleagues: The impact of working on campus on students and their attitudes towards the university experience, The Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 37-49, (2020); Moreau M.-P., Leathwood C., Graduates’ employment and the discourse of employability: A critical analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); Muldoon R., Recognizing the enhancement of graduate attributes and employability through part-time work while at university, Active Learning in Higher Education, 10, 3, pp. 237-252, (2009); Murata A., Designing youth employment policies in Egypt (working paper 68), (2014); UK civil society almanac 2020 DATA, (2019); Ng T. W. H., Eby L. T., Sorensen K. L., Feldman D. C., Predictors of objective and subjective career success: A meta-analysis, Personnel Psychology, 58, 2, pp. 367-408, (2005); NUS graduates are 15th most employable in the world, (2016); Report on benchmarking Higher Education system performance: Conceptual framework and data: Enhancing Higher Education system performance [Special issue], (2017); Partington S., Partington E., Heather N., Gibson A., Longstaff F., Allsop S., Warenham H., Jankowski M., Use and abuse of alcohol in UK university sport, (2010); Perry J. L., Sport and its role in developing young people, Developing mental toughness in young people: Approaches to achievement, well-being, employability and positive behaviour, pp. 181-189, (2014); R: A language and environment for statistical computing, (2020); Raque-Bogdan T. L., Lucas M. S., Career aspirations and the first generation student: Unraveling the layers with social cognitive career theory, Journal of College Student Development, 57, 3, pp. 248-262, (2016); Rosseel Y., Lavaan. An r package for structural equation modeling, Journal of Statistical Software, 48, 2, pp. 1-36, (2012); Rothwell A., Charleston B., International volunteering: employability, leadership and more, Education and Training, 55, 2, pp. 159-173, (2013); First-generation college students: Demographic characteristics and postsecondary enrollment, (2019); Souto-Otero M., Ulicna D., Schaepkens L., Bognar V., Study on the impact of non-formal education in youth organisations on young people’s employability, (2012); Sutin A. R., Costa P. T., Miech R., Eaton W. W., Personality and career success: Concurrent and longitudinal relations, European Journal of Personality, 23, 2, pp. 71-84, (2009); Tate K. A., Caperton W., Kaiser D., Pruitt N. T., White H., Hall E., An exploration of first-generation college students’ career development beliefs and experiences, Journal of Career Development, 42, 4, pp. 294-310, (2015); Six ways to ensure Higher Education leaves no one behind, (2017); Wolff H.-G., Moser K., Effects of networking on career success: A longitudinal study, The Journal of Applied Psychology, 94, 1, pp. 196-206, (2009); You J. W., The relationship between participation in extracurricular activities, interaction, satisfaction with academic major, and career motivation, Journal of Career Development, 47, 4, pp. 454-468, (2020)","A. Eimer; University of Muenster, Germany; email: andreas.eimer@uni-muenster.de","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85108522496"
"Musa N.C.; Nizam A.S.; Mohamad W.N.W.; Othman Z.","Musa, Normazidah Che (54893562900); Nizam, Azwan Shaiza (57390794400); Mohamad, Wan Nur'ashiqin Wan (56463981800); Othman, Zarina (32667968600)","54893562900; 57390794400; 56463981800; 32667968600","Framing the English Language (EL) CEFR-informed Curriculum Structure: The UKM Experience","2021","Pertanika Journal of Social Sciences and Humanities","29","3","","243","261","18","0","10.47836/pjssh.29.s3.13","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121986689&doi=10.47836%2fpjssh.29.s3.13&partnerID=40&md5=f1b759b9c866a216b5bc6d7bdc737f68","Pusat Pengajian Citra Universiti, Universiti Kebangsaan Malaysia, UKM, Bangi, Selangor, 43600, Malaysia","Musa N.C., Pusat Pengajian Citra Universiti, Universiti Kebangsaan Malaysia, UKM, Bangi, Selangor, 43600, Malaysia; Nizam A.S., Pusat Pengajian Citra Universiti, Universiti Kebangsaan Malaysia, UKM, Bangi, Selangor, 43600, Malaysia; Mohamad W.N.W., Pusat Pengajian Citra Universiti, Universiti Kebangsaan Malaysia, UKM, Bangi, Selangor, 43600, Malaysia; Othman Z., Pusat Pengajian Citra Universiti, Universiti Kebangsaan Malaysia, UKM, Bangi, Selangor, 43600, Malaysia","One of the main concerns that have been raised in the realm of the graduate employability workforce in Malaysia is for graduates to be competent in speaking English. The concern on the graduates' standard in speaking English has been amplified to meet a global standard. It has triggered the Malaysian Ministry of Education to adopt the CEFR benchmark. This paper presents the framework of a CEFR-informed curriculum for Universiti Kebangsaan Malaysia (UKM) English Language (EL) courses at UKM and its basis. The paper outlines the method used in framing the curriculum structure based on the ADDIE model. It particularises the curriculum structure into four (4) main implementation phases that address the different proficiency levels in the targeted CEFR levels. © Universiti Putra Malaysia Press.","ADDIE model; CEFR; Curriculum design; English language; Higher education","","","","","","CITRA UKM, (CITRA-2020-001); Deputy Vice-Chancellor of Academic Affairs UKM; UKM","The authors would like to thank all the English Language Instructors at Pusat Pengajian Citra Universiti (School of Liberal Studies) UKM for their dedicated time and commitment in aligning the English courses offered in the framing of the new curriculum structure. Utmost grateful to the management team of CITRA UKM for their ongoing support and CITRA-2020-001 grant. Special thanks to Prof Dato' Ir Dr Mohd Marzuki Mustafa, the former Deputy Vice-Chancellor of Academic Affairs UKM and Prof Dr Hazita Azman, the Chair for UKM English Language Enhancement programme, for their initiatives, enthusiasm and guidance throughout this exercise. Thanks should also go, of course, to UKM for giving us this opportunity and supporting this initiative.","Abdullah M. H., Ho S. W., Wong B. E., Delivering the ELEX Package: An English language experience approach for developing undergraduates' language proficiency, Journal of Language and Communication, 2, 2, pp. 283-296, (2015); Ahmad R., Zainol Z. A., What it takes to be a manager: The case of Malaysian five-star resort hotel, 2nd International Conference on Business and Economic Research (2nd ICBER 2011), (2011); Aldoobie N., ADDIE model, American International Journal of Contemporary Research, 5, 6, pp. 68-72, (2015); Arslan A., Ozenici S., A CEFR-based curriculum design for tertiary education level, International Journal of Languages' Education and Teaching, 5, 3, pp. 12-36, (2017); Balanyk J., Developing English for academic purposes MOOCS using the ADDIE Model, Proceedings of INTED2017 Conference, pp. 6514-6522, (2017); Chonghui L., Boosting English standards, The Star Online, (2019); Citra UKM., Panduan Prasiswazah Pusat Citra Universiti: Sesi Akademik 2019-2020 [Undergraduate guide book. Academic session 2019-2020], (2019); Common European Framework of References for Languages: Teaching, learning and assessments, (2017); Darmi R., Saad N. S. M., Abdullah N., Puteh-Behak F., Zakaria Z. A., Adnan J. N. I., Teachers' views on students' performance in EL proficiency courses via CEFR descriptors, International E-Journal of Advances in Education, 3, 8, pp. 363-370, (2017); Dick W., Carey L., Carey J. O., The systematic design of instruction, (2011); Don Z. M., Abdullah M. H., The reform of English language education in Malaysia, (2019); Don Z. M., Abdullah M. H., Abdullah A. C., Lee B. H., Kaur K., Pillai J., Hooi M. Y., English language education reform in Malaysia: The roadmap 2015-2025, (2015); Drljaca D., Latinovic B., Stankovic Z., Cvetkovic D., ADDIE model for development of e-courses, International ScientificConferenceonInformationTechnology and Data Related Research, pp. 242-247, (2017); Gustafson K. L., Branch R. M., What is instructional design?, Trends and issues in instructional design and technology, pp. 16-25, (2011); Hazita A., Aziz M. S. A., Ismail K., Wahi W., Shamsuddin C., Ya'acob A., Mohamad W. N. W., Othman S., Wong F. F., CBET: Competency based test CBET 2017 and 2018 results report, (2018); Hsu T. C., Lee-Hsieh J., Turton M. A., Cheng S. F., Using the ADDIE model to develop online continuing education courses on caring for nurses in Taiwan, Journal of Continuing Education in Nursing, 45, 3, pp. 124-131, (2014); Morrison G. R., Designing effective instruction, (2010); Preparing undergraduates for the workplace, New Straits Times, (2019); Pandian A., Balraj S., Ready for the workplace? English language and literacy skills among public university students in Malaysia, Malaysian Journal of Languages and Linguistics, 2, pp. 56-71, (2013); Razali S. N., Shahbodin F., The development of an online project based collaborative learning using ADDIE Model, Procedia - Social and Behavioral Sciences, 195, pp. 1803-1812, (2015); Sidhu G. K., Kaur S., Chi L. J., CEFR-aligned school-based-assessment in the Malaysian primary ESL classroom, Indonesian Journal of Applied Linguistics, 8, 2, pp. 452-463, (2018); Bicara Perdana Naib Canselor 2019: Kualiti teras kebitaraan university [Vice Chancellor's Inaugural Speech. Quality as the basis for university excellence], (2019); Uri N. F. M., Aziz M. S. A., Implementation of CEFR in Malaysia: Teachers' awareness and the Challenges, 3L: The Southeast Asian Journal of English Language Studies, 24, 3, pp. 168-183, (2018); Yusof K. M., English language education reform in Malaysia: The Roadmap 2015-2025, (2015); Zhang J., The construction of college English online learning community under ADDIE Model, English Language Teaching, 13, 7, pp. 46-51, (2020); Zubairi A. M., Sarudin I., Nordin M. S., Ahmad T. B. T., English language competency for entry level employment: A market research on industrial needs, (2011)","Z. Othman; Pusat Pengajian Citra Universiti, Universiti Kebangsaan Malaysia, UKM, Bangi, Selangor, 43600, Malaysia; email: zothman@ukm.edu.my","","Universiti Putra Malaysia","","","","","","01287702","","","","English","Pertanika J. Soc. Sci. Humanit.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85121986689"
"Zainun Z.; Mat Noor M.S.A.","Zainun, Zainoriza (57216709872); Mat Noor, Mohd Syafiq Aiman (57570961400)","57216709872; 57570961400","The implementation of abakery sales project during the COVID-19 pandemic to improve the employability of Semai indigenous students; [La implementación de un proyecto de venta de panadería durante la pandemia COVID19 para mejorar la empleabilidad de los estudiantes indígenas Semai]","2021","International Journal of Action Research","17","3","","244","267","23","0","10.3224/ijar.v17i3.04","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85127967039&doi=10.3224%2fijar.v17i3.04&partnerID=40&md5=563ee42537fb8f97467fda1cf44fedfc","Special Education Integration Programme (SEIP), Sekolah Menengah Kebangsaan Bandar Behrang 2020, Jalan Wawasan Mesra, Perak, Tanjong Malim, 35900, Malaysia; UCL Institute of Education, University College London, Gower St, London, WC1E 6BT, United Kingdom","Zainun Z., Special Education Integration Programme (SEIP), Sekolah Menengah Kebangsaan Bandar Behrang 2020, Jalan Wawasan Mesra, Perak, Tanjong Malim, 35900, Malaysia; Mat Noor M.S.A., UCL Institute of Education, University College London, Gower St, London, WC1E 6BT, United Kingdom","During the COVID-19 pandemic, the practitioner and author of this practice in action took the initiative to carry out apiece of action research, by running abakery sales project with Semai indigenous students. She found that running this project online and remotely was less successful than anticipated, due to the lack of physical proximity and issues with internet connectivity. Thus, in this practice in action, the resulting action research is discussed qualitatively and narratively, asking the following question: how can the practitioner enhance her practice as aspecial education teacher of Specific Vocational Skills (Bread Making), to improve the employability of Semai indigenous students through abakery sales project?The bakery sales project not only exposedstudents to the work environment, but also enabled the practitioner to improve her content knowledge and pedagogy, especially with regard to developing meaningful lessons during the COVID-19 pandemic. © 2021, Verlag Barbara Budrich. All rights reserved.","Employability; indigenous students; special education; vocational skills","","","","","","Collaborative Action Research Network; Susan Noffke Action Research Foundation","This study was supported by the Susan Noffke Action Research Foundation, Collaborative Action Research Network (CARN) based in the United. This study also is part of the results of the major study KPM.600–3/2/3-eras(7416) titled Action Research on Pandemic Pedagogy: Surviving Distance Teaching and Learning Challenges in the Era of COVID-19. The views expressed in this article are those of the authors’ and do not necessarily reflect the views of the granting agencies.","Abdullah J., Resettlement of orang asli (aborigines) in Malaysia– Marginalization or demarginalization of an ethnic group, Nature, tourism and ethnicity as drivers of (de)marginalization: Insights to marginality from perspective of sustainability and development, 3, pp. 145-155, (2018); Abdul Rahman M. 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International Conference on Special Education In South East Asia Region 10th Series 2020, pp. 489-493, (2020)","","","Verlag Barbara Budrich","","","","","","18611303","","","","English","Int. J. Action Res.","Article","Final","","Scopus","2-s2.0-85127967039"
"Ma Y.; Bennett D.","Ma, Yin (57211796765); Bennett, Dawn (55574191781)","57211796765; 55574191781","The relationship between higher education students' perceived employability, academic engagement and stress among students in China","2021","Education and Training","63","5","","744","762","18","43","10.1108/ET-07-2020-0219","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103199485&doi=10.1108%2fET-07-2020-0219&partnerID=40&md5=28efeff9b77c439b735ee6690403a715","Lanzhou University, Lanzhou, China; Bond University, Gold Coast, Australia","Ma Y., Lanzhou University, Lanzhou, China; Bennett D., Bond University, Gold Coast, Australia","Purpose: With a focus on Chinese higher education students, the purpose of this study was to explore the relationship between students' perceived employability and their levels of academic engagement and stress. Design/methodology/approach: The study engaged 1,155 students from three universities in China. Students responded to an online survey, reporting their confidence in relation to their perceived employability, academic engagement and stress in life. The authors employed structural equation modelling to explore students' confidence in each employability attribute and to assess perceived employability relation to academic engagement and perceived stress. Findings: The results suggest that self-perceptions of employability are positively associated with students' academic engagement and negatively associated with perceived stress. Perceived employability mediated the majority paths. Originality/value: This is one of the few studies to examine perceived employability in line with academic engagement or stress and the first study to do so in China. © 2021, Emerald Publishing Limited.","Academic engagement; Career capital; Perceived employability; Structural equation modelling; Student stress","","","","","","","","Akkermans J., Tims M., Crafting your career: how career competencies relate to career success via job crafting, Applied Psychology, 66, 1, pp. 168-195, (2017); Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Anderson J.C., Gerbing D.W., Structural equation modeling in practice: a review and recommended two-step approach, Psychological Bulletin, 103, 3, pp. 411-423, (1988); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: a European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); 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"Roobol C.; Pruijt H.; Koster F.; Leijten F.R.M.","Roobol, Conny (57217735229); Pruijt, Hans (6602910902); Koster, Ferry (57934562800); Leijten, Fenna Ruby Marie (55579688900)","57217735229; 6602910902; 57934562800; 55579688900","Developmental proactivity and professional ability as older workers’ employability resources: A longitudinal study explaining career events","2021","International Journal of Business Science and Applied Management","16","2","","64","88","24","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107927775&partnerID=40&md5=f33841271c38e960918d66ac931752ba","Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Burgemeester Oudlaan 50, Rotterdam, 3062PA, Netherlands; Erasmus School of Health Policy & Management, Erasmus University Rotterdam, Burgemeester Oudlaan 50, Rotterdam, 3062PA, Netherlands","Roobol C., Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Burgemeester Oudlaan 50, Rotterdam, 3062PA, Netherlands; Pruijt H., Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Burgemeester Oudlaan 50, Rotterdam, 3062PA, Netherlands; Koster F., Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Burgemeester Oudlaan 50, Rotterdam, 3062PA, Netherlands; Leijten F.R.M., Erasmus School of Health Policy & Management, Erasmus University Rotterdam, Burgemeester Oudlaan 50, Rotterdam, 3062PA, Netherlands","This four-year longitudinal study examines how two facets of employability-professional ability and developmental proactivity-are linked to career events among workers ages 45 years and older. We construe employability as a personal resource that predicts a higher likelihood of experiencing positive career events and a lower likelihood of experiencing negative ones. Results reveal that developmental proactivity leads to a higher probability of internal promotion, while professional ability leads to a lower probability of salary loss, demotion, and unemployment. The findings indicate that these two facets of employability can offer critical insights for understanding the career events of older workers. © 2021, International Journal of Business Science and Applied Management. All rights reserved.","Career resources; Employability; Longitudinal design; Older workers; Personal resources","","","","","","Technology Opportunities Program, TOP; Nederlandse Organisatie voor Wetenschappelijk Onderzoek, NWO, (407–13-021)","Acknowledgements: This work was financially supported by the Netherlands Organization for Scientific Research, TOP Grant “Sustaining Employability” (NWO 407–13-021).","Arthur M. B., Rousseau D. M., Introduction: The boundaryless career as a new employment principle, The boundaryless career: A new employment principle for a new organizational era, pp. 3-20, (1995); Bakker A., Emmerik H., Euwema M., Crossover of burnout and engagement in work teams, Work and Occupations, 33, 4, pp. 464-489, (2006); Baltes P. B., Staudinger U. M., Lindenberger U., Lifespan psychology: Theory and application to intellectual functioning, Annual Review of Psychology, 50, pp. 471-507, (1999); Baruch Y., Holtom B. 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R., Toward a sustainable work systems design and change methodology, Creating sustainable work systems: Developing social sustainability, pp. 247-267, (2009); Svensson L., Lifelong learning: A clash between a production and a learning logic, Learning to be employable: New agendas on work, responsibility, and learning in a globalizing world, pp. 83-106, (2004); Taylor P., Brooke L., McLoughlin C., Biase T. D., Older workers and organizational change: Corporate memory versus potentiality, International Journal of Manpower, 31, 3, pp. 374-386, (2010); Thijssen J. G. L., Van der Heijden B. I. J. M., Rocco T. S., Toward the employability-link model: Current employment transition to future employment perspectives, Human Resource Development Review, 7, 2, pp. 165-183, (2008); Trougakos J. P., Beal D. J., Cheng B. 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B., Kantas A., Demerouti E., Measuring burnout and work engagement: Factor structure, invariance, and latent mean differences across Greece and the Netherlands, International Journal of Business Science and Applied Management, 7, 2, pp. 40-52, (2012); Yang F., Chau R., Proactive personality and career success, Journal of Managerial Psychology, 31, 2, pp. 467-482, (2016); Ybema J. F., Geuskens G. A., Van den Heuvel S. G., De Wind A., Leijten F. R. M., Joling C., Bongers P. M., Study on transitions in employment, ability and motivation (STREAM): The design of a four-year longitudinal cohort study among 15,118 persons aged 45 to 64 years, British Journal of Medicine & Medical Research, 4, 6, pp. 1383-1399, (2014); Zacher H., Kooij D. T. A. M., Aging and proactivity, Proactivity at work: Making things happen in organizations, pp. 258-294, (2017); Zinsmeister J., Meerman M. G. M., The deployment of enriched capacities: The rights of older workers, Journal of Workplace Rights, 17, 3, (2013)","H. Pruijt; Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam, Rotterdam, Burgemeester Oudlaan 50, 3062PA, Netherlands; email: pruijt@essb.eur.nl","","International Journal of Business Science and Applied Management","","","","","","17530296","","","","English","Int. J. Bus. Sci. Appl. Manage.","Article","Final","","Scopus","2-s2.0-85107927775"
"Stankic D.P.; Begonja H.","Stankic, Diana Prodanovic (54966722400); Begonja, Helga (57224002106)","54966722400; 57224002106","Intercultural competences in translation education: A collaborative task-based approach","2021","Folia Linguistica et Litteraria","11","34","","329","343","14","2","10.31902/FLL.34.2021.18","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106676310&doi=10.31902%2fFLL.34.2021.18&partnerID=40&md5=78ab3bafbd25d2e9b444a171d5b9d122","University of Novi Sad, Novi Sad, Serbia; University of Zadar, Zadar, Croatia","Stankic D.P., University of Novi Sad, Novi Sad, Serbia; Begonja H., University of Zadar, Zadar, Croatia","The aim of the paper is to report on the collaborative task-based case study that was organized bilaterally between the students at the University of Novi Sad and the University of Zadar, as a part of two translation courses, at the undergraduate and graduate level of studies. This study is part of some bigger research and the study presented in this paper has the following aims: To help the students gain intercultural competences by working collaboratively both in teams at the home university and online together with the students from the other country, using different virtual collaborative tools, and to face the challenge of organizing the translation project related to a specific task. Intercultural competences and the ability to cooperate are among the core competences that are required from a professional translator; however, these competences are not sufficiently covered by the learning objectives of curricula and syllabi at the university level. For that reason we wanted to focus on these competences to try to increase our students' employability prospects. The study was qualitative and quantitative, based on process and product analysis. We used observation, questionnaires and analysis of the final product of translation to collect the data for the study. The results point to benefits of this approach as well as to the areas that are in need of improvement in this field. © 2021 Polish Academy of Sciences. All rights reserved.","Collaboration; Intercultural competences; Task-based approach; Team work; Translation education","","","","","","","","Bassnett Susan, Translation studies, (2013); Byram Michael, Teaching and assessing intercultural communicative competence, (1997); Byram Michael, Assessing intercultural competence in language teaching, Sprogforum, 18, pp. 8-13, (2000); Byram Michael, From foreign language education to intercultural citizenship, (2008); Cordingley Anthony, Manning Celine Frigau, Collaborative Translation: From Renaissance to the Digital Age, (2017); de Beugrande Robert, Dessler Wolfgang, Introduction to Text Linguistics, (1981); Deardorff Darla, Identification and Assessment of Intercultural Competence as Student Outcome of Internationalization, Journal of Studies in Intercultural Education, 1, pp. 241-266, (2006); Deardorff Darla, The Sage Handbook of Intercultural Competence, (2009); Desmidt Isabelle, A Prototypical Approach within Descriptive Translation Studies? Colliding Norms in Translated Children's Literature, Children's Literature in Translation: Challenges and Strategies, pp. 79-97, (2006); Erakovic Borislava, Prevodenje knjiga za decu: Problem strategije, Encounter of cultures II, pp. 789-799, (2013); Fantini Alvino, Exploring and Assessing Intercultural Competence, (2006); Gonzales-Davies Maria, The Role of Translation in Other Learning Contexts: Towards Acting Interculturally, Global Trends in Translator and Interpreter Training: Mediation and Culture, pp. 161-180, (2012); Hoffmann Heinrich, Der Struwwelpeter, (1845); Katan David, Translating Cultures: An Introduction for Translators, Interpreters, and Mediators, (2004); Katan David, Intercultural mediation, Handbook of translation studies, 4, pp. 84-91, (2013); Kecskes Istvan, Intercultural pragmatics, (2014); Kiraly David, A Social Constructivist Approach to Translator Education; Empowerment from Theory to Practice, (2000); Kucis Vlasta, Translatologija u teoriji i praksi, (2016); Lazar Ildiko, Et al., Developing and Assessing Intercultural Communicative Competence: A Guide for Language Teachers and Teacher Educators, (2007); Newmark Peter, A Textbook of Translation, (1995); Spitzberger Brian, Changnon Gabrielle, Conceptualizing Intercultural Competence, The SAGE Handbook of Intercultural Competence, pp. 2-52, (2009); Pym Anthony, Et al., Translation and language learning: The role of translation in the teaching of languages in the European Union, (2013); Toury Gideon, Descriptive translation studies and beyond: Revised edition, (2012)","","","University of Montenegro","","","","","","18008542","","","","English","Folia Linguistica Litteraria","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85106676310"
"Gandhi V.; Paija P.; Joshi T.; Vekariya J.; Zaveri P.; Patel V.N.","Gandhi, Vaibhav (57205394675); Paija, Parag (57221728054); Joshi, Tarang (57221725852); Vekariya, Jay (57221726029); Zaveri, Priyank (57221717634); Patel, Vimal N. (58110757500)","57205394675; 57221728054; 57221725852; 57221726029; 57221717634; 58110757500","A framework to create employability skills for small and medium scale industry","2021","Journal of Engineering Education Transformations","34","Special Issue","","628","632","4","1","10.16920/jeet/2021/v34i0/157233","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099910947&doi=10.16920%2fjeet%2f2021%2fv34i0%2f157233&partnerID=40&md5=334693bc1d27477d4b320029d1a9d64e","Department of MCA, B H Gardi College of Engineering and Technology, India; Department of Mechanical Engineering, B H Gardi College of Engineering and Technology, India; Department of Electrical Engineering, B H Gardi College of Engineering and Technology, India; Department of Civil Engineering, B H Gardi College of Engineering and Technology, India","Gandhi V., Department of MCA, B H Gardi College of Engineering and Technology, India; Paija P., Department of Mechanical Engineering, B H Gardi College of Engineering and Technology, India; Joshi T., Department of Electrical Engineering, B H Gardi College of Engineering and Technology, India; Vekariya J., Department of Civil Engineering, B H Gardi College of Engineering and Technology, India; Zaveri P., Department of Mechanical Engineering, B H Gardi College of Engineering and Technology, India; Patel V.N., Department of Civil Engineering, B H Gardi College of Engineering and Technology, India","Many recent surveys in India are proving a huge gap between industry expectations from engineering students and students’ employability skills. These surveys had majorly focused on employability skills required for MNCs but not been catered for SMEs and MSMEs of rural area. We are focusing on employability skills required for SMEs and MSMEs in the local region. Even the Indian government is promoting AtmaNirbhar Bharat scheme under which there will be a huge demand for skilled engineers in the local region. Authors are in connection with industries in the local region and prepared a framework to fill the gap between local industries and Engineering Institutes situated in a rural area. Our framework helps engineering students and faculty members to work on industry assigned work which will sharpen their skills required by industry. Our framework is solving burning issues like employability of engineers, lack of manpower for local SMEs and MSMEs and placements for institutes situated in remote areas. Even working with local industry during study inculcates seeds of entrepreneurship in students’ minds. © 2021, Rajarambapu Institute Of Technology. All rights reserved.","Consultancy; Employable engineer; Engineering education; Engineers for SMEs and MSMEs; Entrepreneurship; Industry institute interaction; Skill enhancement","","","","","","","","Anna L, Carew P. C., Engineering curriculum review, Annual SEFI Conference, (2008); Ashish Kumar Parashara R., Innovations and Curriculum Development for Engineering Education and Research in India, International Conference on Teaching and Learning in Higher Education (ICTLHE 2012) in conjunction with RCEE & RHED 2012, pp. 685-690, (2012); Employability Skills -A Study on the Perception of the Engineering Students and their Prospective Employers, Global Journal of Management and Business Studies, 3, pp. 525-534, (2013); Coommissionerate M., District Wise UAM, (2020); Corporate W., India Skills report, (2019); Kavitha J., Employability Skill Gap Analysis Among the Engineering Students and Industry Expectation in Chennai with Structural Equation Model, International Journal of Innovative Technology and Exploring Engineering, (2019); Marta Abelha S. F.-O., Graduate Employability and Competence Development in Higher Education-A Systematic Literature Review Using PRISMA, (2020); Ministry M. S., (2020); Mohd Yusof Husain S. B., Importance of Employability Skills from Employers’ Perspective, International Conference on Learner Diversity 2010, pp. 430-438, (2010); Nicholas D., Rhew J. A., Are we teaching what employers want? Identifying and remedying gaps between employer needs, accreditor prescriptions, and undergraduate curricular priorities, Industry and Higher Education, pp. 1-8, (2019); Selvasundaram K., An Overview of Empirical Study on Employability Skills, International Journal of Pharmaceutical Sciences Review and Research, pp. 40-45, (2016); Okolie Ugochukwu Chinonso, A critical perspective on industry involvement in higher education learning: Enhancing graduates’ knowledge and skills for job creation in Nigeria, Industry and Higher Education, pp. 1-12, (2020)","V. Gandhi; Department of MCA, Department of IT Engineering, B H Gardi College of Engineering and Technology, India; email: gandhi.vaibhav@gmail.com","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85099910947"
"Whelan N.; Murphy M.P.; McGann M.","Whelan, Nuala (57200855616); Murphy, Mary P. (56278744500); McGann, Michael (55273822000)","57200855616; 56278744500; 55273822000","The enabling role of employment guidance in contemporary public employment services: A work-first to life-first typology","2021","British Journal of Guidance and Counselling","49","2","","200","212","12","5","10.1080/03069885.2021.1879374","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107192812&doi=10.1080%2f03069885.2021.1879374&partnerID=40&md5=13d4d9aeedea4aed5b4c7045a037d94e","Maynooth University Social Science Institute (MUSSI), Maynooth University, Maynooth, Ireland; Maynooth University Department of Sociology, National University of Ireland Maynooth, Maynooth, Ireland; Department of Sociology and MU Social Sciences Institute, Maynooth University, Maynooth, Ireland","Whelan N., Maynooth University Social Science Institute (MUSSI), Maynooth University, Maynooth, Ireland; Murphy M.P., Maynooth University Department of Sociology, National University of Ireland Maynooth, Maynooth, Ireland; McGann M., Department of Sociology and MU Social Sciences Institute, Maynooth University, Maynooth, Ireland","Employment guidance theory and praxis promote long-term career development and access to decent work and sustainable jobs, yet the focus of public employment services in recent times has been influenced by policy matters of activation, conditionality and rapid job placement. While effective for some, it has been less effective for workers exposed to negative impacts of social and economic development. COVID-19-related unemployment has highlighted the need for employment guidance mechanisms that facilitate inclusive and resilient labour forces. Drawing on previous developments in employability approaches, this paper presents a conceptual analysis of employment guidance, integrating it within a work-first to life-first employability continuum. We propose an expansion of theory-informed employment guidance in national public employment services towards work-life employability for all. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","active labour market policy approaches; employability; Employment guidance; enabling activation; public employment services","","","","","","European Commission nor Irish Research Council; Horizon 2020 Framework Programme, H2020; H2020 Marie Skłodowska-Curie Actions, MSCA, (841477); Irish Research Council, (IRC/COALESCE/2019/56/MURPHY)","This work was supported by the Irish Research Council under Grant IRC/COALESCE/2019/56/MURPHY. This research has also received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie Actions, Grant Agreement No. 841477. The views expressed are those of the authors alone. Neither Maynooth University, the European Commission nor Irish Research Council is responsible for any use that may be made of the information in this article.","Alkire S., Using the capability approach: Prospective and evaluative analyses, The capability approach: Concepts, measures and applications, pp. 26-50, (2008); Arnkil R., Spangar T., Vuorinen R., European Network of public employment services mutual learning: PES Network seminar ‘career guidance and lifelong learning’ 28-29 June 2017. Discussion paper, (2017); Arnkil R., Spangar T., Vuorinen R., Practitioner’s toolkit for PES building career guidance and lifelong learning, (2017); Barnes S.A., Bimrose J., Brown A., Kettunen J., Vuorinen R., Lifelong guidance policy and practice in the EU: Trends, challenges and opportunities. 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The role of case managers’ conceptions of their work, British Journal of Guidance & Counselling, 46, 1, pp. 12-26, (2018); Waddell G., Burton A.K., Is work good for your health and well-being?, (2006); Wanberg C.R., The individual experience of unemployment, Annual Review of Psychology, 63, 63, pp. 369-396, (2012); Warr P., Work, unemployment, and mental health, (1987); Wilson T., Cockett J., Papoutsaki D., Takala H., Getting back to work dealing with the labour market impacts of the covid-19 recession, p. 26, (2020)","N. Whelan; Maynooth University Social Science Institute (MUSSI), Maynooth University, Maynooth, Ireland; email: nuala.whelan@mu.ie","","Routledge","","","","","","03069885","","","","English","Br. J. Guid. Couns.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85107192812"
"Peasland E.L.; Henri D.C.; Morrell L.J.; Scott G.W.","Peasland, Emma L. (57211580103); Henri, Dominic C. (51663600000); Morrell, Lesley J. (6701780983); Scott, Graham W. (7402930532)","57211580103; 51663600000; 6701780983; 7402930532","Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants","2021","International Journal of Science Education","43","10","","1576","1599","23","3","10.1080/09500693.2021.1923080","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105972160&doi=10.1080%2f09500693.2021.1923080&partnerID=40&md5=1b76af9911c2a7250b49b2ab78c47930","Department of Biological and Marine Sciences, University of Hull, Hull, United Kingdom","Peasland E.L., Department of Biological and Marine Sciences, University of Hull, Hull, United Kingdom; Henri D.C., Department of Biological and Marine Sciences, University of Hull, Hull, United Kingdom; Morrell L.J., Department of Biological and Marine Sciences, University of Hull, Hull, United Kingdom; Scott G.W., Department of Biological and Marine Sciences, University of Hull, Hull, United Kingdom","Fieldwork is an important part of higher education programmes in geography, geology, environmental sciences and biosciences because it offers opportunities to enhance graduate employability alongside pedagogical and social benefits. However, not all students choose to participate in fieldwork and the reasons that some opt out are unknown. We used the expectancy-value theory of motivation to investigate why some students opt out of fieldwork. Data from six universities showed that students who opted out held lower fieldwork motivation than those who opted in. There was no effect of gender on fieldwork motivation but there was an effect of previous experience whereby students with previous fieldwork experience had higher motivation than those without. The reasons that students opted out related to pursuing alternative opportunities, barriers to their participation or a disinterest in fieldwork. Our findings suggest that alternative opportunities should offer similar pedagogical and professional and social development benefits to fieldwork and that further fieldwork opportunities are included in programmes to cater for students who have high fieldwork motivation but encounter barriers that prevent them from participating in field courses. Furthermore, programme design should eliminate structural barriers to fieldwork participation. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","employability; expectancy-value theory; field trips; Fieldwork; motivation","","","","","","University of Hull, HU; Higher Education Academy, HEA","This work was supported by Higher Education Academy and University of Hull. 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"Khurana K.; Misra R.K.","Khurana, Khushbu (57200220512); Misra, Rajnish Kumar (57224075882)","57200220512; 57224075882","Measuring employability skills of budding IT professionals in India","2021","International Journal of Human Capital and Information Technology Professionals","12","1","","51","73","22","2","10.4018/IJHCITP.2021010104","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097253602&doi=10.4018%2fIJHCITP.2021010104&partnerID=40&md5=c8eb684b15075e67ec9dece058f2ce90","Jaypee Institute of Information Technology, Noida, India","Khurana K., Jaypee Institute of Information Technology, Noida, India; Misra R.K., Jaypee Institute of Information Technology, Noida, India","The purpose of this study is to identify employability skills among aspiring engineering graduates and develop measurement scale to assess their skill sets. This research has been conducted in two phases: Phase 1 covers the scale development process and Phase 2 covers exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and validation. The findings of EFA resulted in ten factors of employability. Subsequently, CFA identified nine different factors: leadership, critical thinking, numeracy, sociability, using technology, planning and organizing, problem-solving, teamwork, and emotional intelligence skills. The values of CFA met the acceptance level of different fit indices and thus, resulted in a good model fit. Further, the internal consistency of the total scale yielded Cronbach’s alpha value (α = 0.82). The threshold values of CR, AVE, and MSV also met the required criteria. Thus, it received a valid and reliable 26-item measurement scale of employability which can prove to be useful for academia, students, and employers in computer science and information technology. Copyright © 2021, IGI Global","Attributes; Computer Science; Employability; Employability Scale; Engineering Students; Information Technology; Quantitative; Skills","","","","","","University Grants Commission, UGC","Khushbu Khurana is a Research Scholar (pursuing Ph.D) in the Department of Management, JIIT, Noida, India. She has been awarded with Junior Research Fellowship (JRF) of University Grants Commission. She is working in the area of employability. Besides, her other research interests include CSR, employee engagement.","Accord W., Graduate Attributes and Professional Competencies, International Engineering Alliance, 3, pp. 1-16, (2013); Alshare K., Sewailem M. 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D., Salovey P., Caruso D. R., Emotional Intelligence: New Ability or Eclectic Traits?, The American Psychologist, 63, 6, pp. 503-517, (2008); Mclaughlin M., Employability Skills Profile: What Are Employers Looking For?, (1995); McQuaid R., Lindsay C., The Concept of Employability, Urban Studies (Edinburgh, Scotland), 42, 2, pp. 197-219, (2005); Results-Framework Document (RFD) for Ministry of Labour and Employment-(2014-2015), (2014); Mohammad Akhriza T., Ma Y., Li J., Revealing the Gap Between Skills of Students and the Evolving Skills Required by the Industry of Information and Communication Technology, International Journal of Software Engineering and Knowledge Engineering, 27, pp. 675-698, (2017); Nguyen D. Q., The Essential Skills and Attributes of an Engineer: A Comparative Study of Academics, Industry Personnel and Engineering Students, Global Journal of Engineering Education, 2, 1, pp. 65-76, (1998); Overtoom C., Employability Skills: An Update, (2000); Patacsil F. 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A., Using simulation to teach critical thinking skills: You can’t just throw the book at them, Critical Care Nursing Clinics, 13, 1, pp. 93-103, (2001); Robinson J., What are employability skills?, The Workplace, 1, 3, pp. 1-3, (2000); Ross M., Staples G., Udall M., Engaging the students in activity based learning for future employability, International Journal of Human Capital and Information Technology Professionals, 2, 4, pp. 38-48, (2011); Rothwell A., Arnold J., Self‐perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Saad M. S., Robani A., Jano Z., Majid I. A., Employers’ perception on engineering, information and communication technology (ICT) students’ employability skills, Global Journal of Engineering Education, 15, 1, pp. 42-46, (2013); What work requires of schools: A SCANS report for America 2000, (1991); Sherer M., Eadie R., Employability skills: Key to success, Thrust, 17, 2, pp. 16-17, (1987); Trajanoska N., Kostovski N., Importance-performance gaps in skills and knowledge of junior management and staff in tourism and hospitality industry in Republic of Macedonia, Journal of Sustainable Development, 5, 14, pp. 68-80, (2016); Employers’ Perception of Graduate Employability: Analytical Report Flash Eurobarometer No. 304, (2010); Tibby M., Employer and student perspectives of employability, (2012); Executive Summary, Futurework: Trends and challenges for work in the 21st century, (1999); Graduate Employability in Asia, (2012); Wilton N., Do employability skills really matter in the UK graduate labour market? The case of business and management graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011); Yorke M., Employability in higher education: what it is – what it is not, 1, (2006); Yorke M., Knight P. T., Embedding employability into the curriculum, 3, (2006); Zaharim A., Yusoff Y., Omar M., Engineering Employability Skills Required By Employers In Asia, Proceedings of the 6th WSEAS International Conference on Engineering Education Engineering, 6, pp. 195-201, (2009)","","","IGI Global","","","","","","19473478","","","","English","Int. J. Hum. Cap. Inf. Technol. Prof.","Article","Final","","Scopus","2-s2.0-85097253602"
"Sofie S.; Paul W.; Koen D.B.; Simon D.; Francesca V.; Yago R.; Miquel T.; Babett L.; Stambulova Natalia B.; Sasa C.E.","Sofie, Smismans (57222372541); Paul, Wylleman (57222369602); Koen, De Brandt (57222375452); Simon, Defruyt (57222371873); Francesca, Vitali (55996650000); Yago, Ramis (57222369255); Miquel, Torregrossa (57222374123); Babett, Lobinger (57222373345); Stambulova Natalia, B. (57222374100); Sasa, Cecić Erpič (57222368711)","57222372541; 57222369602; 57222375452; 57222371873; 55996650000; 57222369255; 57222374123; 57222373345; 57222374100; 57222368711","From elite sport to the job market: Development and initial validation of the athlete competency questionnaire for employability (acqe); [Del deporte de elite al mercado laboral: Desarrollo y validación inicial del cuestionario de competencias de deportistas para la empleabilidad (acqe)]","2021","Cultura, Ciencia y Deporte","16","47","","39","48","9","9","10.12800/CCD.V16I47.1694","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102512638&doi=10.12800%2fCCD.V16I47.1694&partnerID=40&md5=7234132903b98a9fc09da7dd8c8dbebb","Research Group Sport Psychology and Mental Support, Vrije Universiteit Brussel, Belgium; Department of Neurosciences, Biomedicine and Movement Sciences, Università di Verona, Italy; Departament de Psicologia Bàsica, Universitat Autònoma de Barcelona, Spain; Abteilung Leistungpyschologie. Deutsche Sporthochschule Köln, Germany; School of Health and Welfare, Halmstad University, Sweden; Fakulteta za sport, Univerza v Ljubljani, Slovenia","Sofie S., Research Group Sport Psychology and Mental Support, Vrije Universiteit Brussel, Belgium; Paul W., Research Group Sport Psychology and Mental Support, Vrije Universiteit Brussel, Belgium; Koen D.B., Research Group Sport Psychology and Mental Support, Vrije Universiteit Brussel, Belgium; Simon D., Research Group Sport Psychology and Mental Support, Vrije Universiteit Brussel, Belgium; Francesca V., Department of Neurosciences, Biomedicine and Movement Sciences, Università di Verona, Italy; Yago R., Departament de Psicologia Bàsica, Universitat Autònoma de Barcelona, Spain; Miquel T., Departament de Psicologia Bàsica, Universitat Autònoma de Barcelona, Spain; Babett L., Abteilung Leistungpyschologie. Deutsche Sporthochschule Köln, Germany; Stambulova Natalia B., School of Health and Welfare, Halmstad University, Sweden; Sasa C.E., Fakulteta za sport, Univerza v Ljubljani, Slovenia","This paper describes two studies aimed at developing and initially validating an instrument that measures athletes’ competencies required to optimize their employability across three career phases (i.e., active, retirement and new career phase; B-WISER, 2018). Study 1 describes the development of the Athlete Competency Questionnaire for Employability (ACQE). Study 2 examines the ACQE’s factor structure using exploratory structural equation modelling (ESEM; N = 954, 46% female; Mage = 26.74 ± 9.90; 54% active, 24% retirement, 22% new career). ESEM supported a 28-item ACQE with four factors: Career & Lifestyle Management, Career Communication, Career Resilience, and Career Engagement & Flexibility. This is the first study to identify athletes’ competencies for optimizing employability across different phases of athletic retirement. The results can inform stakeholders in different fields (e.g., sport, education, employment) about ways to assist athletes in their transition from elite sport to the job market. © 2021, Universidad Catolica San Antonio Murcia. All rights reserved.","Athletic retirement; Employment; Erasmus+; Post-athletic career; Transitions","","","","","","","","Alcaraz S., Jordana A., Pons J., Borrueco M., Ramis Y., Torregrossa M., Máxima Información, Mínima Molestia (MIMO): Reducir cuestionarios para cuidar de las personas participantes en psicología del deporte, Informació Psicològica, 119, pp. 49-64, (2020); Erasmus+ Sport project: “Be a Winner In elite Sport and Employment before and after athletic Retirement”, (2018); Career support for (former) elite athletes: Current status and future perspectives, (2018); Baron-Thiene A., Alfermann D., Personal characteristics as predictors for dual career dropout versus continuation-A prospective study of adolescent athletes from German elite sport schools, Psychology of Sport and Exercise, 21, pp. 42-49, (2015); Blijlevens S. J. E., Elferink-gemser M. T., Wylleman P., Bool K., Visscher C., Psychological characteristics and skills of top-level Dutch gymnasts in the initiation, development and mastery stages of the athletic career, Psychology of Sport and Exercise, 38, pp. 202-210, (2018); Boateng G. O., Neilands T. B., Frongillo E. A., Melgar-Quinonez H. R., Young S. L., Best practices for developing and validating scales for health, social, and behavioral research: A primer, Public Health, 6, 149, (2018); Brown D. J., Fletcher D., Henry I., Borrie A., Emmett J., Buzza A., Wombwell S., A British university case study of the transitional experiences of student-athletes, Psychology of Sport and Exercise, 21, pp. 78-90, (2015); Byrne B., Structural equation modeling with EQS: Basic concepts, applications, and programming, (2006); Chalfin P., Weight E., Osborne B., Johnson S., The value of intercollegiate athletics participation from the perspective of employers who target ahletes, Journal of Issues in Intercollegiate Athletics, 8, pp. 1-27, (2015); Coffee P., Lavallee D., Winning students are employable students, (2014); Costello A. B., Osborne J. W., Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis, Practical Assessment Research & Evaluation, 10, 7, (2005); De Brandt K., Wylleman P., Torregrossa M., Defruyt S., Van Rossem N., Student-athletes’ perceptions of four dual career competencies, Revista de Psicologia Del Deporte, 26, 4, pp. 28-33, (2017); De Brandt K., Wylleman P., Torregrossa M., Schipper-van Veldhoven N., Minelli D., Defruyt S., De Knop P., Exploring the factor structure of the Dual Career Competency Questionnaire for Athletes in European pupil-and student-athletes, International Journal of Sport and Exercise Psychology, (2018); Dwyer B., Gellock J. L., Does athletic participation signal employability?: An experimental analysis of male and female athlete job applicants, Journal of Intercollegiate Sport, 11, 1, pp. 40-64, (2018); Horn J. L., A rationale and test for the number of factors in factor analysis, Psychometrika, 30, 179, (1965); Marsh H. W., Morin A. J. S., Parker P., Kaur G., Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis, Annual Review of Clinical Psychology, 10, pp. 85-110, (2014); Marsh H. W., Muthen B., Morin A. J. S., Ludtke O., Asparouhov T., Trautwein U., A new look at the Big Five factor structure through exploratory structural equation modeling, Psychological Assessment, 22, 3, pp. 471-491, (2010); McKnight K., Athletic career transition and transferable skills, (2007); Myers N. D., Coaching competency and (exploratory) structural equation modeling: A substantive-methodological synergy, Psychology of Sport and Exercise, 14, 5, pp. 709-718, (2013); Nunnally J. C., Bernstein I. H., Psychometric theory, (1994); Park S., Lavallee D., Tod D., Athletes’ career transition out of sport: A systematic review, International Review of Sport and Exercise Psychology, 6, 1, pp. 22-53, (2013); Payne S., Hudson J., Akehurst S., Ntoumanis N., Development and initial validation of the Impression Motivation in Sport Questionnaire-Team, Journal of Sport and Exercise Psychology, 35, pp. 281-298, (2013); Raykov T., Marcoulides G. A., Introduction to Psychometric Theory, (2011); Roe R. A., Competences, A key toward the integration of theory and practice in work and organizational psychology, Gedrag En Organisatie, 15, 4, pp. 203-224, (2002); Safrit M. J., Wood T. M., Introduction to measurement in physical education and exercise science, (1995); Shanmugam V., Marsh J. E., Application of structural equation modeling to the social sciences: A brief guide for researchers, Mesure et Évaluation En Éducation, 37, 3, pp. 99-123, (2015); Stambulova N., Symptoms of a crisis-transition: A grounded theory study, Svensk Idrottspykologisk Förening, pp. 97-109, (2003); Stambulova N., Ryba T., Henriksen K., Career development and transitions of athletes: The International Society of Sport Psychology Position Stand Revisited, International Journal of Sport and Exercise Psychology, pp. 1-27, (2020); Stambulova N., Stephan Y., Japhag U., Athletic retirement: A cross-national comparison of elite French and Swedish athletes, Psychology of Sport and Exercise, 8, 1, pp. 101-118, (2007); Tabachnick B. G., Fidell L. S., Using multivariate statistics, (2018); Torregrossa M., Ramis Y., Pallares S., Azocar F., Selva C., Olympic athletes back to retirement: A qualitative longitudinal study, Psychology of Sport and Exercise, 21, pp. 50-56, (2015); Van Der Heijde C. M., Van Der Heijden B. I. J. M., A competence‐based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Velicer W. F., Determining the number of components from the matrix of partial correlations, Psychometrika, 41, 321, (1976); Wylleman P., A developmental perspective on transiting out of elite sport, APA handbook of sport and exercise psychology, pp. 201-216, (2019); Wylleman P., A holistic and mental health perspective on transitioning out of elite sport, Oxford Research Encyclopedia of Psychology, pp. 1-15, (2019); Wylleman P., Rosier N., De Knop P., Holistic perspective on the development of elite athletes, Sport and Exercise Psychology Research: From Theory to Practice, pp. 270-288, (2016)","S. Sofie; Research Group Sport Psychology and Mental Support, Vrije Universiteit Brussel, Belgium; email: Sofie.smismans@vub.be","","Universidad Catolica San Antonio Murcia","","","","","","16965043","","","","English","Cult. Cienc. Deporte","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85102512638"
"Kuo J.-Y.; Lin H.-C.; Liu C.-H.","Kuo, Jong-Yih (7401773934); Lin, Hui-Chi (57221816687); Liu, Chien-Hung (7409787147)","7401773934; 57221816687; 7409787147","Building graduate salary grading prediction model based on deep learning","2021","Intelligent Automation and Soft Computing","27","1","","53","68","15","6","10.32604/iasc.2021.014437","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100298286&doi=10.32604%2fiasc.2021.014437&partnerID=40&md5=69f12b5baa88657f9c6a6e70c68ede15","Department of Computer Science and Information Engineering, National Taipei University of Technology, Taipei, 106335, Taiwan","Kuo J.-Y., Department of Computer Science and Information Engineering, National Taipei University of Technology, Taipei, 106335, Taiwan; Lin H.-C., Department of Computer Science and Information Engineering, National Taipei University of Technology, Taipei, 106335, Taiwan; Liu C.-H., Department of Computer Science and Information Engineering, National Taipei University of Technology, Taipei, 106335, Taiwan","Predicting salary trends of students after employment is vital for help-ing students to develop their career plans. Particularly, salary is not only consid-ered employment information for students to pursue jobs, but also serves as an important indicator for measuring employability and competitiveness of gradu-ates. This paper considers salary prediction as an ordinal regression problem and uses deep learning techniques to build a salary prediction model for determin-ing the relative ordering between different salary grades. Specifically, to solve this problem, the model uses students’ personal information, grades, and family data as input features and employs a multi-output deep neural network to capture the correlation between the salary grades during training. Moreover, the model is pre-trained using a stacked denoising autoencoder and the corresponding weights after pre-training are used as the initial weights of the neural network. To improve the performance of model, dropout and bootstrap aggregation are used. The experimental results are very encouraging. With the predictive salary grades for graduates, school’s researchers can have a clear understanding of salary trends in order to promote student employability and competitiveness. © 2021, Tech Science Press. All rights reserved.","Deep learning; Neural network; Ordinal regression problem; Stacked de-noising auto-encoder","","","","","","Ministry of Science and Technology, R.O.C.; Ministry of Science and Technology, Taiwan, MOST, (106-2221-E-027-018-MY2)","Funding text 1: Funding Statement: This research was supported by Ministry of Science and Technology, R.O.C. under the Grant No. MOST 106-2221-E-027-018-MY2. The author J.Y. Kuo received the grant, and the URLs of sponsor’s website is https://www.most.gov.tw/.; Funding text 2: This research was supported by Ministry of Science and Technology, R.O.C. under the Grant No. MOST 106-2221-E-027-018-MY2. The author J.Y. Kuo received the grant, and the URLs of sponsor?s website is https://www.most.gov.tw/.","99-101 Academic year institutions of higher education graduate’s employment salary big data analytics, (2019); Liu Y. Z., Kong A. W. K., Goh C. K., A constrained deep neural network for ordinal regression, Proc. of the IEEE Conf. on Computer Vision and Pattern Recognition, pp. 831-839, (2018); He P., Deng Z. L., Gao C. Z., Wang X. N., Li J., Model approach to grammatical evolution: Deep-structured analyzing of model and representation, Soft Computing, 21, 18, pp. 5413-5423, (2017); Zhang J. M., Wang W., Lu C. Q., Wang J., Sangaiah A. K., Lightweight deep network for traffic sign classification, Annals of Telecommunications, 75, 7–8, pp. 369-379, (2020); Zhou Shuren, BoTan, Electrocardiogram soft computing using hybrid deep learning CNN-ELM, Applied Soft Computing, 86, (2019); Niu Z., Zhou M., Wang L., Gao X., Hua G., Ordinal regression with multiple output CNN for age estimation, Proc. of the IEEE Conf. on Computer Vision and Pattern Recognition, pp. 4920-4928, (2016); Chang K., Chen C., Hung Y., Ordinal hyperplanes ranker with cost sensitivities for age estimation, Proc. of the IEEE Conf. on Computer Vision and Pattern Recognition, pp. 585-592, (2011); Srivastava N., Hinton G. E., Krizhevsky A., Sutskever I., Salakhutdinov R., Dropout: A simple way to prevent neural networks from overfitting, Journal of Machine Learning Research, 15, pp. 1929-1958, (2014); Vincent P., Larochelle H., Bengio Y., Manzagol P. A., Extracting and composing robust features with denoising autoencoders, Proc. of the 25th Int. Conf. on Machine Learning, pp. 1096-1103, (2008); Vincent P., Larochelle H., Lajoie I., Bengio Y., Manzagol P., Stacked denoising autoencoders: Learning useful representations in a deep network with a local denoising criterion, Journal of Machine Learning Research, 11, pp. 3371-3408, (2010); Kuo J. Y., Lin H. C., Chung H. T., Wang P. F., Lei B., Building student course performance prediction model based on deep learning, Journal of Information Science and Engineering, 37, 1, pp. 1-14, (2021); Kuo J. Y., Pan C. W., Lei B., Using stacked denoising autoencoder for the student dropout prediction, proc. of the 2017 IEEE Int. Sym. on Multimedia. Taichung, pp. 483-488, (2017); Li W. J., Cao Y. X., Chen J., Wang J. X., Deeper local search for parameterized and approximation algorithms for maximum internal spanning tree, Information and Computation, 252, pp. 187-200, (2017); Sun R. X., Shi L. f., Yin C. Y., Wang J., An improved method in deep packet inspection based on regular expression, Journal of Supercomputing, 75, 6, pp. 3317-3333, (2019); Yin C. Y., Wang H. Y., Yin X., Sun R. X., Wang J., Improved deep packet inspection in data stream detection, Journal of Supercomputing, 75, 8, pp. 4295-4308, (2019); Gaudette L., Japkowicz N., Evaluation methods for ordinal classification, Proc. of the 22nd Canadian Conf. on Artificial Intelligence, kelowna, Canada, pp. 207-210, (2009); Baccianella S., Esuli A., Sebastiani F., Evaluation measures for ordinal regression, Proc. of 9th Int. Conf. Intelligent System, pp. 283-287, (2009); Xia Z. Q., Hu Z. Z., Luo J. P., UPTP vehicle trajectory prediction based on user preference under complexity environment, Wireless Personal Communications, 97, 3, pp. 4651-4665, (2017); Song Y., Zeng Y., Li X. Y., Cai B. Y., Yang G. B., Fast CU size decision and PU mode decision algorithm for intra prediction in HEVC, Multimedia Tools and Applications, 76, 2, pp. 2001-2017, (2017); Ren J. J., Zhao S., Sun J. D., Li D., Wang S., PPP: Prefix-based popularity prediction for efficient content caching in content-centric networks, Computer Systems Science and Engineering, 33, 4, pp. 259-265, (2018); Hinton G. E., Salakhutdinov R. R., Reducing the dimensionality of Data with neural networks, Science, 313, 5786, pp. 504-507, (2006)","J.-Y. Kuo; Department of Computer Science and Information Engineering, National Taipei University of Technology, Taipei, 106335, Taiwan; email: jykuo@ntut.edu.tw","","Tech Science Press","","","","","","10798587","","","","English","Intell. Autom. Soft Comp.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85100298286"
"Kimberley A.","Kimberley, Anna (57204001961)","57204001961","Reflexivity as a Vital Skill for Future Researchers and Professionals","2021","Electronic Journal of Business Research Methods","19","1","","14","26","12","1","10.34190/ejbrm.19.1.2124","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104779124&doi=10.34190%2fejbrm.19.1.2124&partnerID=40&md5=0e36879255eea9cf4f191661c80f2e11","Haaga-Helia UAS, University of Westminster, United Kingdom","Kimberley A., Haaga-Helia UAS, University of Westminster, United Kingdom","The emergence of a reflective paradigm in higher education in the last two decades, has been emphasised as a necessary skill both for future business professionals and researchers. The development of these skills should therefore be included in business school curricula. The ability to critically reflect has been identified as a crucial part of employability. This calls for developing pedagogical approaches that will stimulate students’ critical thinking skills, encourage self-review as well as convey practice realities. This paper presents an application of such pedagogical methods applied in a set of course activities aimed specifically at developing reflexivity and self-efficacy of undergraduate business students, within the context of a university of applied sciences. It also demonstrates that the pedagogical solutions applied not only resulted in the desired learning outcomes, but also produced additional benefits to the students. A pedagogical approach was created and incorporated into one semester International Business Communication course taught to undergraduate international business students. It aimed at developing critical thinking skills, and reflexivity. It was incorporated in three activities: (1) introducing the students to the concept of reflexivity (reflecting on reflection), (2) writing reflectively about own cultural identity (reflection in action), (3) story writing and storytelling (reflecting on action). The methodological approach used was qualitative interpretation, and the method applied was narrative analysis of the data generated by reflective narratives created by the students. The findings showed that reflexivity was identified as a new concept, both necessary and helpful in self-development. Reflecting on one’s own cultural identity created different types of awareness, which contributed to developing deeper knowledge about one’s own cultural identity. Reflecting on story writing and storytelling showed the following learning benefits: discovering creative potential, as well as developing confidence in dealing with new, unexpected, and challenging situations. Moreover, the following additional learning benefits were identified: enhanced openness towards the immediate environment, improved understanding of otherness, and the applicability of the above skills for business professionals and researchers. © ACPIL","professional skills; qualitative research skills; Reflexivity","","","","","","","","Argyris M., Schon D., Theory in Practice: Increasing Professional Effectiveness, (1974); Bandura A., Social Learning Theory, (1971); Berger R., Now I see it, now I don’t: Researcher’s position and reflexivity in qualitative research, Qualitative Research, 15, 2, pp. 219-234, (2015); Boud D., Walker D., Promoting Reflection in Professional Courses: The Challenge of Context, Studies in Higher Education, 23, 2, (1998); Brink K., Costigan R., Oral Communication Skills: Are the Priorities of the Workplace and AACSB-Accredited Business Programs Aligned?, Academy of Management Learning and Education, 14, 2, (2015); Bolton G., Delderfield R., Reflective Practice, Writing and Professional Development, (2018); Brookfield S. D., Engaging Critical Reflection in Corporate America, Practice: Insights from Community, Workplace and higher Education, (2009); Burrows D.E., The nurse teacher’s role in the promotion of reflective practice, Nurse Education Today, 15, pp. 346-350, (1995); Cavanagh T. M., Leeds C., Peters J. M., Increasing Oral Communication Self-Efficacy Improves Oral Communication and General Academic Performance, Business and Communication Professional Quarterly, (2019); Clandinin D. J., Lessard S., Caine V., Reverberations of Narrative Inquiry, how resonant echoes of an inquiry with early school leavers shaped further inquiries, (2012); Constas M. A., Qualitative analysis as a public event: the documentation of category development procedures, American Educational Research Journal, 29, 2, pp. 253-266, (1992); D'Aloisio A., Motivating Students Through Awareness of the Natural Correlation Between College Learning and Corporate Work Setting, College Teaching, 54, 2, (2006); Dewey J., How We Think: A Restatement of Reflective Thinking in the Educative Process, (1993); Dodgson J. D., Reflexivity in Qualitative Research, Journal of Human Lactation, 35, 2, pp. 220-222, (2019); Du-Babcock B., Teaching Business Communication Past, Present, and Future, Journal of Business Communication, 43, 3, pp. 253-264, (2006); Finlay L., Reflecting on ‘Reflective practice’ A discussion paper prepared for PBPL CETL, (2008); Gibbs G., Learning by Doing: A Guide to Teaching and Learning Methods, (1998); Gibbs G, Learning by doing: a guide to teaching and learning methods, (1988); Gioia D. A., Corley K. G., Hamilton A., Seeking Qualitative Rigor in Inductive Research, Organizational Research Methods, 16, 1, pp. 15-31, (2013); Ghaye T., Into the reflective mode: bridging the stagnant moat, Reflective Practice, 1, 1, pp. 5-9, (2000); Griffin M., Using critical incidents to promote and assess reflective thinking in preservice teachers, Reflective Practice, 4, 2, pp. 207-220, (2003); Hesse-Biber S. N., Handbook of feminist research: Theory and praxis, (2007); Hesse-Biber S. N., Piatelli D., Holistic reflexivity, Handbook of feminist research: Theory and praxis, pp. 493-514, (2007); Hobbs V., Faking it or hating it: can reflective practice be forced?, Reflective Practice, 8, 3, pp. 405-417, (2007); Johns C., Becoming a Reflective Practitioner: 4th edn, (2013); McKay E.A., Forthcoming) Reflective practice: doing, being and becoming a reflective practitioner, Skills for Practice in Occupational Therapy, (2008); Ortiz J., New graduate nurses' experiences about lack of professional confidence, Nurse Education in Practice, 19, (2016); Palaganas E. C., Sanchez Visitacion M., Caricativo R. D., Reflexivity in Qualitative Research: A Journey of Learning, The Qualitative report, 22, 2, (2017); Parahoo K., Nursing research principles, processes, and issues, (2006); Schon D. A., Educating the Reflective Practitioner, (1987); Smith T. L., Barlow P. B., Peters J. M., Skolits G. J., Demystifying Reflective practice: using the DATA model to Enhance Evaluators’ Professional Activities, Evaluation and Program Planning, 52, (2015); Smith J. A., Osborn M., Interpretative Phenomenological Analysis, (2004); Teh Y. Y., Lek E., Culture and reflexivity: Systemic journeys with a British Chinese family, Journal of Family Therapy, 40, pp. 520-536, (2018); Tucker M., McCarthy A. M., Presentation Self-Efficacy: Increasing Communication Skills Through Service-Learning, Journal of Managerial Issues, 13, 2, (2001); Vaismoradi M., Jones J., Turunen H., Snelgrove S., Theme development in qualitative content analysis and thematic analysis, Journal of Nursing Education and Practice, 6, 5, (2016); Wharton S., Reflection in university and the employability agenda: a discourse analysis case study, Reflective Practice, 18, 4, pp. 567-579, (2017)","A. Kimberley; Haaga-Helia UAS, University of Westminster, United Kingdom; email: anna.kimberley@gmail.com","","Academic Conferences and Publishing International Limited","","","","","","14777029","","","","English","Electron. J. Bus. Res. Methods","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85104779124"
"Huang H.; Curle S.","Huang, Hongdu (57223859801); Curle, Samantha (57200162800)","57223859801; 57200162800","Higher education medium of instruction and career prospects: an exploration of current and graduated Chinese students’ perceptions","2021","Journal of Education and Work","34","3","","331","343","12","13","10.1080/13639080.2021.1922617","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106238805&doi=10.1080%2f13639080.2021.1922617&partnerID=40&md5=b2da6f265fcaadbfe124382ae23e155e","Department of Education, University of Bath, Bath, United Kingdom","Huang H., Department of Education, University of Bath, Bath, United Kingdom; Curle S., Department of Education, University of Bath, Bath, United Kingdom","This article reports a mixed-methods study that explored university students’ perceptions of whether and how English Medium Instruction (EMI) improves career prospects. Questionnaire (n = 100) and interview data (n = 20) were collected from current and graduated (alumni) students from an EMI Finance programme at a Chinese university in Beijing. Participants reflected on their EMI experience and/or career experience to determine whether or not their employability had increased. Findings showed that both cohorts of students were positive that EMI will/had increased their career prospects. They believed that EMI could/had expanded their career choices as well as provided more job opportunities by improving their English proficiency. Overall students agreed that using EMI meant less content was taught, however, denied that this would negatively affect their career prospects. Practical implications for pedagogy are discussed. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Career prospects; China; English medium instruction (emi); higher education","","","","","","","","Belhiah H., Elhami M., English as a Medium of Instruction in the Gulf: When Students and Teachers Speak, Language Policy, 14, 1, pp. 3-23, (2014); Biberhofer P., Lintner C., Bernhardt J., Rieckmann M., Facilitating Work Performance of Sustainability-driven Entrepreneurs through Higher Education: The Relevance of Competencies, Values, Worldviews and Opportunities, The International Journal of Entrepreneurship and Innovation, 20, 1, pp. 21-38, (2019); Bjorkman B., ‘So Where We are?’Spoken Lingua Franca English at a Technical University in Sweden, English Today, 24, 2, pp. 35-41, (2008); Bourdieu P., The Forms of Capital, Handbook of Theory and Research for the Sociology of Education, pp. 241-258, (1986); Bourdieu P., Language and Symbolic Power, (1991); Chakraborty T., Bakshi S.K., English Language Premium: Evidence from a Policy Experiment in India, Economics of Education Review, 50, pp. 1-16, (2016); Chan W.W., Dimmock C., The Internationalization of Universities: Globalist, Internationalist and Translocalist Models, Journal of Research in International Education, 7, 2, pp. 184-204, (2008); Chang Y.Y., English-medium Instruction for Subject Courses in Tertiary Education: Reactions from Taiwanese Undergraduate Students, Taiwan International ESP Journal, 2, 1, pp. 53-82, (2010); Cho D.W., English-medium Instruction in the University Context of Korea: Tradeoff between Teaching Outcomes and Media-initiated University Ranking, The Journal of AsiaTEFL, 9, 4, pp. 135-163, (2012); Coleman J.A., English-medium Teaching in European Higher Education, Language Teaching, 39, 1, pp. 1-14, (2006); Creswell J.W., Clark V.L.P., Designing and Conducting Mixed Methods Research, (2017); Dearden J., English as a Medium of Instruction–a Growing Global Phenomenon, (2015); Dearden J., Macaro E., Higher Education Teachers’ Attitudes Towards English Medium Instruction: A Three-Country Comparison, Studies in Second Language Learning and Teaching, 6, 3, pp. 455-486, (2016); Deygers B., Zeidler B., Vilcu D., Carlsen C.H., One Framework to Unite Them All? Use of the CEFR in European University Entrance Policies, Language Assessment Quarterly, 15, 1, pp. 3-15, (2018); Doiz A., Lasagabaster D., Sierra J.M., English as L3 at a Bilingual University in the Basque Country, Spain, English-medium instruction at universities: Global challenges, pp. 84-105, (2013); Doiz A., Lasagabaster D., Sierra J.M., Globalisation, Internationalisation, Multilingualism and Linguistic Strains in Higher Education, Studies in Higher Education, 38, 9, pp. 1407-1421, (2013); Dornyei Z., Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies, (2007); Ellili-Cherif M., Alkhateeb H., College Students’ Attitude toward the Medium of Instruction: Arabic versus English Dilemma, Universal Journal of Educational Research, 3, 3, pp. 207-213, (2015); Evans S., Morrison B., The Student Experience of English-medium Higher Education in Hong Kong, Language and Education, 25, 2, pp. 147-162, (2011); Gibbs G.R., Thematic Coding and Categorizing, Analyzing Qualitative Data, 703, pp. 38-56, (2007); Gil J., The Double Danger of English as a Global Language, English Today, 26, 1, pp. 51-56, (2010); Grin F., Using Language Economics and Education Economics in Language Education Policy, (2002); Gu M.M., Lee J.C.K., “They Lost Internationalization in Pursuit of Internationalization”: Students’ Language Practices and Identity Construction in a Cross-disciplinary EMI Program in a University in China, Higher Education, (2018); Heigham J., Croker R., Qualitative Research in Applied Linguistics: A Practical Introduction, (2009); Hu G., Reforms of Basic English-language Education in China: An Overview, International Journal of Educational Reform, 14, 2, pp. 140-165, (2005); Hu G., The Juggernaut of Chinese-English Bilingual Education, Bilingual Education in China: Practices, Policies and Concepts, pp. 94-126, (2007); Hu G., The Craze for English-medium Education in China: Driving Forces and Looming Consequences, English Today, 25, 4, pp. 47-54, (2009); Hu G., English-Medium Instruction in Higher Education: Lessons from China, The Journal of Asia TEFL, 16, 1, pp. 1-11, (2019); Hu G., Lei J., English-medium Instruction in Chinese Higher Education: A Case Study, Higher Education, 67, 5, pp. 551-567, (2013); Hu G., Li L., Lei J., English-medium Instruction at a Chinese University: Rhetoric and Reality, Language Policy, 13, 1, pp. 21-40, (2014); Huang D.F., Exploring and Assessing Effectiveness of English Medium Instruction Courses: The Students’ Perspectives, Procedia - Social and Behavioral Sciences, 173, pp. 71-78, (2015); Huang Y.P., English-only Instruction in Post-secondary Education in Taiwan: Voices from Students, Hwa Kang Journal of English Language and Literature, 15, pp. 145-157, (2009); Hudson P., Learning to Teach Science Using English as the Medium of Instruction, EURASIA, 5, 2, pp. 165-170, (2009); Jiang L., Zhang L.J., May S., Implementing English-medium Instruction (EMI) in China: Teachers’ Practices and Perceptions, and Students’ Learning Motivation and Needs, International Journal of Bilingual Education and Bilingualism, 22, 2, pp. 107-119, (2016); Kim A., Son Y.D., Sohn S.Y., Conjoint Analysis of Enhanced English Medium Instruction for College Students, Expert Systems with Applications, 36, 6, pp. 10197-10203, (2009); Lei J., Hu G., Is English-medium Instruction Effective in Improving Chinese Undergraduate Students’ English Competence?, International Review of Applied Linguistics in Language Teaching, 52, 2, (2014); Li M.Y., Wu T.C., Creating an EMI Program in International Finance and Business Management, English as a Medium of Instruction in Higher Education23:, pp. 21-38, (2017); Lin H.Y., The Promotion of English in East Asia at the Turn of the 21st Century: A Politico-Economic and Socio-Cultural Review, Journal of Pan-Pacific Association of Applied Linguistics, 22, 1, pp. 1-17, (2018); Lin T., He Y., Does Bilingual Instruction Impact Students’ Academic Performance in Content-Based Learning? Evidence from Business School Students Attending Bilingual and L1 Courses, Sustainability, 11, 1, (2019); Lueg K., Lueg R., Why Do Students Choose English as A Medium of Instruction? A Bourdieusian Perspective on the Study Strategies of Non-native English Speakers, Academy of Management Learning and Education, 14, 1, pp. 5-30, (2015); Macaro E., English Medium Instruction, (2018); Macaro E., Curle S., Pun J., An J., Dearden J., A Systematic Review of English Medium Instruction in Higher Education, Language Teaching, 51, 1, pp. 36-76, (2018); Marsh D., Laitinen J., Medium of Instruction in European Higher Education: Summary of Research Outcomes of European Network for Language Learning Amongst Undergraduates (ENLU) Task Group 4, (2005); Martinez R., Morgan S., Is There a Minimum Level of English Proficiency to Teach In, British Council Report, (2020); Guidelines for Strengthening Undergraduate Education and Improving the Quality of Undergraduate Programs, (2001); Guidelines for Further Strengthening Undergraduate Education and Improving the Quality of Undergraduate Programs, (2007); Notification for Initiating the 2007 Project of Model Bilingual Courses, (2007); Notification for Study in China Project, (2010); Pan J.Z., Facts and Considerations about Bilingual Education in Chinese Universities, Bilingual Education in China: Practices, Policies and Concepts, pp. 200-215, (2007); Pecorari D., Shaw P., Irvine A., Malmstrom H., English for Academic Purposes at Swedish Universities: Teachers’ Objectives and Practices, Ibérica: Revista De La Asociación Europea De Lenguas Para Fines Específicos (AELFE), 22, pp. 55-78, (2011); Rhodes S., The Global Trend Towards English-Medium Instruction: A Literature Review on EMI/CLIL in A Swedish and European Perspective, (2018); Seikkula-Leino J., CLIL Learning: Achievement Levels and Affective Factors, Language and Education, 21, 4, pp. 328-341, (2007); Strauss A.L., Corbin J., Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, (1998); Wu W.S., Students’ Attitudes toward EMI: Using Chung Hua University as an Example, Journal of Education and Foreign Language and Literature, 4, pp. 67-84, (2006); 2018 Beijing Diqu Biyesheng Xinchou Diaocha Baogao, (2018); Yang J., English as a Third Language among China’s Ethnic Minorities, International Journal of Bilingual Education and Bilingualism, 8, 6, pp. 552-567, (2005); Yang J., Learners and Users of English in China, English Today, 22, 2, pp. 3-10, (2006); Zhang Z., English-medium Instruction Policies in China: Internationalisation of Higher Education, Journal of Multilingual and Multicultural Development, 39, 6, pp. 542-555, (2017)","S. Curle; Department of Education, University of Bath, Bath, United Kingdom; email: samanthamcurle@gmail.com","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85106238805"
"Lundberg G.M.; Krogstie B.; Krogstie J.","Lundberg, Gunhild M. (57202385927); Krogstie, Birgit (22234949600); Krogstie, John (6602196721)","57202385927; 22234949600; 6602196721","From employable to fully operational: The need for training of computer science graduates","2021","International Journal of Engineering Pedagogy","11","3","","21","38","17","3","10.3991/IJEP.V11I3.19995","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107481667&doi=10.3991%2fIJEP.V11I3.19995&partnerID=40&md5=caaa5d25e3b9a4833428b797542b5bb9","Norwegian University of Science and Technology, Trondheim, Norway","Lundberg G.M., Norwegian University of Science and Technology, Trondheim, Norway; Krogstie B., Norwegian University of Science and Technology, Trondheim, Norway; Krogstie J., Norwegian University of Science and Technology, Trondheim, Norway","For graduates in computer science and informatics to get employment as IT professionals, there is a need for their education to provide the competence sought after by employers. To become fully operational in the organization, the candidates typically also need to further develop their competence there, engaging in activities, and becoming familiar with the practices in the company. For a university offering master's degrees in computer science and informatics, it is important to know the employers' view of the relevance of the study programs and what is possibly considered to be lacking. Also, it is essential to know whether the missing part needed to become fully operational should be provided by the university. In this paper, we investigate these questions by asking employers of master students in IT. As a significant new contribution, we use the framework of modes of identification by Wenger-Trayner and Wenger-Trayner to find out if the graduates are aligned with the discipline, engaged in activities, and able to imagine their future in an IT-position. A combination of in-depth interviews and a survey is used. Analysis of the findings shows that employers overall find the candidates' competence from the university to be adequate. We argue that collaboration between university and industry is essential to this success, pointing to a set of key steps in the process from entering a study program to becoming fully operational in work life. © 2021 Kassel University Press GmbH. All rights reserved.","Computer Science; Employability; Graduates; Higher Education; Training","","","","","","","","Lundberg G. M., Krogstie B. R., Krogstie J., Becoming Fully Operational: Employability and the Need for Training of Computer Science Graduates, EDUCON, pp. 644-651, (2020); Wenger-Trayner E., Wenger-Trayner B., Learning in landscape of practice: A framework, Learning in Landscapes of Practice: Boundaries, Identity and Knowledgeability in Practice-Based Learning, pp. 13-29, (2015); Wenger E., Communities of Practice: Learning, meaning and identity, (1999); Eraut M., Informal learning in the workplace, , Studies in Continuing Education, 26, 2, pp. 247-273, (2004); Yorke M., Employability in higher education: what it is - what it is not, 1, (2006); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Jackson D., Re-conceptualising graduate employability: The importance of preprofessional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Thijssen J. G. L., Van der Heijden B. I. J. M., Rocco T. S., Toward the Employability- Link Model: Current Employment Transition to Future Employment Perspectives, Human Resource Development Review, 7, 2, pp. 165-183, (2008); The european qualifications framework for lifelong learning (EFQ), (2008); Eurostat - your key to european statistics, Employment and unemployment; Fremtidige kompetansebehov II - utfordringer for kompetansepolitikken, (2019); Bostrom E., Garder H. R., Naess M., Syversen O., Veien P. C., Hva arbeider tidligere IT-studenter ved høgskolen i Østfold med, og hvor relevant har utdanningen deres vært for nåværende jobbsituasjon?, NOKOBIT, 26, (2018); Istenic Starcic A., Barrow M., Zajc M., Lebenicnik M., Students' Attitudes on Social Network Sites and their Actual Use for Career Management Competences and Professional Identity Development, iJET, 12, (2017); Raaen K., Lauvas P., How companies find and evaluate graduate computer programmers, NIK, (2018); Lundberg G. M., Gaustad A., Krogstie B. R., The employer perspective on employability, , EDUCON, pp. 909-917, (2018); James S., Warhurst C., Tholen G., Commander J., What we know and what we need to know about graduate skills, Work, Employment and Society, 27, 6, pp. 952-963, (2013); Vygotsky L. S., Imagination and Creativity in Childhood, Journal of Russian and East European Psychology, 42, 1, pp. 7-07, (2004); Lauvas P., Raaen K., Passion, cooperation and JavaScript: This is what the industry is looking for in a recently graduated computer programmer, NIK, (2017); Clokie T. L., Fourie E., Graduate Employability and Communication Competence: Are Undergraduates Taught Relevant Skills?, Business and Professional Communication Quarterly, 79, 4, pp. 442-463, (2016); Holik I., Sanda I. D., The Possibilities of Improving Communication Skills in the Training of Engineering Students, iJEP, 10, 5, (2020); Lappalainen P. H., Can and Should Social Competence be Taught to Engineers?, iJEP, 1, 3, (2011); Begel A., Simon B., Novice software developers, all over again, pp. 3-14, (2008); Aleryani A. Y., AlMunifi A. A., A Roadmap to the Development of Key Competencies of Engineering and Technology Graduates, iJEP, 9, 5, (2019); Radermacher A., Walia G., Knudson D., Investigating the skill gap between graduating students and industry expectations, pp. 291-300, (2014); Parts V., Teichmann M., Ruutmann T., Would Engineers Need Non-technical Skills or Non-technical Competences or Both?, iJEP, 3, 2, (2013); Moore T., Morton J., The myth of job readiness? Written communication, employability, and the 'skills gap' in higher education, , Studies in Higher Education, 42, 3, pp. 591-609, (2017); Hewner M., Guzdial M., What game developers look for in a new graduate: Interviews and surveys at one game company, SIGCSE, pp. 275-279, (2010); Tran T. T., Enhancing graduate employability and the need for university-enterprise collaboration, Journal of Teaching and Learning for Graduate Employability, 7, 1, (2016); Li P. L., Ko A., Zhu J., What Makes a Great Software Engineer?, pp. 700-710, (2015); Storen L. A., Et al., Arbeidsmarkedet for IKT-kandidater med høyere utdanning, NIFU, Oslo, 15, (2020); Curricula Recommendations; Wold S., Krogstie B. R., Getting a Relevant Summer Job in IT, pp. 45-49, (2019); Borrego M., Douglas E. P., Amelink C. T., Quantitative, Qualitative, and Mixed Research Methods in Engineering Education, Journal of Engineering Education, 98, 1, pp. 53-66, (2009); Robinson O. C., Sampling in Interview-Based Qualitative Research: A Theoretical and Practical Guide, Qualitative Research in Psychology, 11, 1, pp. 25-41, (2014); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Foster D., Gilardi F., Martin P., Song W., Towey D., White A., Students as coproducers in a multidisciplinary software engineering project: Addressing cultural distance and cross-cohort handover, , Teachers and Teaching, 24, 7, pp. 840-853, (2018); Bass J. M., McDermott R., Lalchandani J. T., Virtual Teams and Employability in Global Software Engineering Education, 2015 IEEE 10th International Conference on Global Software Engineering, pp. 115-124, (2015); Karakterbruk i UH-sektoren, (2015); Deming D. J., The Growing Importance of Social Skills in the Labor Market*, , The Quarterly Journal of Economics, 132, 4, pp. 1593-1640, (2017)","G.M. Lundberg; Norwegian University of Science and Technology, Trondheim, Norway; email: Gunhild.lundberg@ntnu.no","","International Association of Online Engineering","","","","","","21924880","","","","English","Int. J. Engi. Pedagogy","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85107481667"
"Nicholson A.; Johnston P.","Nicholson, Alex (57213082620); Johnston, Paul (57205987608)","57213082620; 57205987608","Generative mechanisms for student value perceptions: an exploratory case study","2021","Journal of Further and Higher Education","45","8","","1104","1117","13","1","10.1080/0309877X.2021.1905158","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104061513&doi=10.1080%2f0309877X.2021.1905158&partnerID=40&md5=3d5d2996e2c7eb8b6e61c917a9231f5a","Department of Law and Criminology, Sheffield Hallam University, Sheffield, United Kingdom; Department of Management, Sheffield Hallam University, Sheffield, United Kingdom; Marketing Department, Nottingham Trent University, United Kingdom","Nicholson A., Department of Law and Criminology, Sheffield Hallam University, Sheffield, United Kingdom; Johnston P., Department of Management, Sheffield Hallam University, Sheffield, United Kingdom, Marketing Department, Nottingham Trent University, United Kingdom","Despite ever-strengthening political rhetoric to the contrary, there can be little doubt that the holistic value of an undergraduate degree is far greater than merely its potential for employability enhancement. However, what is less clear is the extent to which fee-paying students perceive broader aspects of value, and how such value perceptions are formed. This paper outlines findings from an exploratory case study comprising six life history interviews in which past and present law students from a post-92 university in the UK were asked to explore how they perceive the value of their degree, specifically focusing on how and when such value perceptions might have been shaped by their life experiences. Through analysis of the resultant data, a wide range of possible ‘generative mechanisms’ were identified which may influence student value perceptions in this context. Generative mechanisms are not direct causes but things which have the potential to have a real-world impact given the right conditions. By understanding such mechanisms, legal education providers–and to a lesser extent also providers from other disciplines–can more effectively design and market their programmes to ensure that they deliver maximum value that is perceived within their markets. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employability; marketing; slices; value","","","","","","","","Bansal P., Corley K., The Coming of Age for Qualitative Research: Embracing the Diversity of Qualitative Methods, Academy of Management Journal, 54, 2, pp. 233-237, (2011); Bhaskar R., Reclaiming Reality: A Critical Introduction to Contemporary Philosophy, (2011); Blom B., Moren S., Analysis of Generative Mechanisms, Journal of Critical Realism, 10, 1, pp. 60-79, (2011); Caspersz D., Olaru D., The Value of Service-learning: The Student Perspective, Studies in Higher Education, pp. 685-700, (2017); Cayla J., Arnould E., Ethnographic Stories for Market Learning, Journal of Marketing, 77, 4, pp. 1-16, (2013); Chase S.E., Narrative Inquiry: Still a Field in the Making, The SAGE Handbook of Qualitative Research, pp. 421-434, (2011); Coffey A., Atkinson P., Making Sense of Qualitative Data: Complementary Research Strategies, (1996); Uk Higher Education Providers—Advice on Consumer Protection Law, CMA, (2015); Creswell J.W., Qualitative Inquiry and Research Design: Choosing among Five Approaches, (2013); Danermark B., Ekstrom M., Jakobson L., Karlsson J.C., Explaining Society: An Introduction to Critical Realism in the Social Sciences, (2002); Davies M., Changes to the Training of English and Welsh Lawyers: Implications for the Future of University Law Schools, The Law Teacher, 52, 1, pp. 100-125, (2018); Denzin N., Lincoln Y., Introduction: The Discipline and Practice of Qualitative Research, The SAGE Handbook of Qualitative Research, (2011); “Independent panel report to the Review of Post-18 Education and Funding.”, Accessed, (2019); Dubois A., Gadde L.-E., Systematic Combining: An Abductive Approach to Case Research, Journal of Business Research, 55, 7, pp. 553-560, (2002); Eisenberg M., The Limits of Cognition and the Limits of Contract, Stanford Law Review, 47, 2, pp. 211-259, (1995); Flyvberg B., Case Study, The SAGE Handbook of Qualitative Research, pp. 301-316, (2011); Gabriel Y., Griffiths D.S., Stories in Organizational Research, Essential Guide to Qualitative Methods in Organizational Research, pp. 114-126, (2004); Glaser B., Strauss A., The Discovery of Grounded Theory: Strategies for Qualitative Research, (2017); Guth J., Dutton K., SQE-ezed Out: SRA, Status and Stasis, The Law Teacher, 52, 4, pp. 425-438, (2018); Hardee M., Career Expectations of Students on Qualifying Law Degrees in England and Wales, (2012); Holbrook M.B., Customer Value and Autoethnography: Subjective Personal Introspection and the Meanings of a Photograph Collection, Journal of Business Research, 58, 1, pp. 45-61, (2005); December 5 Debate (Vol 571, Col 1110), (2013); Kaiser K., Young D.S., The Blue Line Imperative: What Managing for Value Really Means, (2013); Keller K.L., Building Strong Brands in a Modern Marketing Communications Environment, Journal of Marketing Communications, 15, 2-3, pp. 139-155, (2009); Kelly S., Johnston P., Danheiser S., Value-ology, (2017); Kim C.W., Mauborgne R., Blue Ocean Strategy, Harvard Business Review, 82, 10, pp. 76-84, (2004); King N., Brooks J.M., Template Analysis for Business and Management Students, (2017); Larsen C., Walsh C., Almond N., Myers C., The “Real Value” of Field Trips in the Early Weeks of Higher Education: The Student Perspective, Educational Studies, 43, 1, pp. 110-121, (2017); Levitt T., Marketing Success through Differentiation-of Anything, Harvard Business Review, 58, 1, pp. 83-91, (1980); Musson G., Life Histories, Essential Guide to Qualitative Methods in Organizational Research, pp. 34-46, (2004); Nicholson A., The Value of a Law Degree, The Law Teacher, 54, pp. 194-208, (2020); Nicholson A., The Value of a Law Degree Part 2: The Providers’ Perspective, The Law Teacher, (2020); Population Estimates for UK, England and Wales, Scotland and Northern Ireland: Mid-2016, (2016); Pigden L., Jegede F., Thematic Analysis of the Learning Experience of Joint Honours Students: Their Perception of Teaching Quality, Value for Money and Employability, Studies in Higher Education, 45, 8, pp. 1650-1663, (2019); International Student Survey 2019, (2019); Domestic Student Survey 2020, (2020); Saunders M., Lewis P., Thornhill A., Research Methods for Business Students, (2016); Sayer A., Method in Social Science: A Realist Approach, (2010); Transforming Lives, (2017); Sheth J.N., Newman B.I., Gross B.L., Why We Buy What We Buy: A Theory of Consumption Values, Journal of Business Research, 22, 2, pp. 159-170, (1991); Smith J.B., Colgate M., Customer Value Creation: A Practical Framework, Journal of Marketing Theory and Practice, 15, 1, pp. 7-23, (2007); Suddaby R., From the Editors: What Grounded Theory Is Not, The Academy of Management Review, 49, 4, pp. 633-642, (2006); Subject Benchmark Statement: Law, (2019); Vargo S., Lush R., Evolving to a New Dominant Logic for Marketing, Journal of Marketing, 68, 1, pp. 1-17, (2004); Wainwright E., Watts M., Social Mobility in the Slipstream: First-generation Students’ Narratives of University Participation and Family, Educational Review, (2019); Waters B., Widening Participation in Higher Education: The Legacy for Legal Education, The Law Teacher, 47, 2, pp. 261-269, (2013); Waters B., ‘A Part to Play’: The Value of Role-play Simulation in Undergraduate Legal Education, The Law Teacher, 50, 2, pp. 172-194, (2016); Webb J., Ching J., Maharg P., Sherr A., Setting Standards: The Future of Legal Services Education and Training Regulation in England and Wales, Legal Education and Training Review, (2013); Yin R.K., Case Study Research and Applications: Design and Methods, (2018); Zeithamal V.A., Consumer Perceptions of Price, Quality, and Value: A Means-End Model and Synthesis of Evidence, Journal of Marketing, 52, 2, pp. 2-22, (1988)","A. Nicholson; Department of Law and Criminology, Sheffield Hallam University, Sheffield, United Kingdom; email: a.nicholson@shu.ac.uk","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85104061513"
"Cockayne D.","Cockayne, Daniel (56722892900)","56722892900","Entrepreneurial Education: The Role of Internships in Higher Education in North America","2021","ACME","20","1","","81","98","17","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101588069&partnerID=40&md5=33efa20a50ca4373d2083ececef3e011","Department of Geography and Environmental Management, University of Waterloo, Canada","Cockayne D., Department of Geography and Environmental Management, University of Waterloo, Canada","The neoliberalization of education in North America is a widely discussed topic within and outside of geography. Though much research has been undertaken on, for example, the rise of employability and other metrics in higher education, and some research has examined internships, little critical literature has examined the role of cooperative (coop) education programs: a specific kind of internship-based undergraduate program in which students alternate between school and paid work terms throughout their degrees. I explore these themes through an analysis of interviews with students who are enrolled in or recently completed coop degrees at the University of Waterloo in Ontario, Canada. I examine coop, a key element of the neoliberalization of education in North America, to argue (1) that coop degree programs are invested in the production of mobile and flexible subjects convenient to an increasingly globalized labor market and (2) that students display critical ambivalence toward coop as resistant to it while also finding value in it in general terms. This perceived value should be contextualized alongside the broader structural forces that students are faced with that include rising tuition fees, dwindling social spending, (until recently) stagnant real-wage growth, and the continued dependency on the market for social reproduction. © 2021. All rights reserved.","Coop; critical geography of education; higher education; internships; universities","","","","","","","","Allen K., Quinn J., Hollingworth S., Rose A., Becoming employable students and ‘ideal’ creative workers: exclusion and inequality in higher education work placements, British Journal of Sociology of Education, 34, 3, pp. 431-452, (2013); Andrade A., Chopra S., Nurlybayev B., Gobal L., Quantifying the impact of entrepreneurship on cooperative education job creation, International Journal of Work-Integrated Learning, 19, 1, pp. 51-68, (2018); Ashton D., Making media workers: contesting film and television industry career pathways, Television&New Media, 16, 3, pp. 275-294, (2015); Axelrod P., Anisef P., Lin Z., Against all odds? 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Thiem C. H., Thinking through education: the geographies of contemporary educational restructuring, Progress in Human Geography, 33, 2, pp. 154-173, (2009); Student headcounts; Faculty of Engineering statistics; Van Mol C., Do employers value international study and internships? A comparative analysis of 31 countries, Geoforum, 78, pp. 52-60, (2017); Viczko M., Tascon C., Performing internationalization of higher education in Canadian national policy, Canadian Journal of Higher Education, 46, 2, pp. 1-18, (2016); Waters J., Education unbound? Enlivening debates with a mobilities perspective on learning, Progress in Human Geography, 41, 3, pp. 279-298, (2017); Waters J., Brooks R., Accidental achievers? International higher education, class reproduction, and privilege in the experiences of UK students overseas, British Journal of Sociology of Education, 31, 2, pp. 217-228, (2010); Weeks K., The Problem with Work: Feminism, Marxism, Antiwork Politics and Postwork Imaginaries, (2011); Willis P., Learning to Labor: How Working-Class Kids get Working Class Jobs, (1981); Winn Joss, The co-operative university: labour, property, and pedagogy, Power&Education, 7, 1, pp. 39-55, (2015); Wood E., The Origin of Capitalism, (2002)","D. Cockayne; Department of Geography and Environmental Management, University of Waterloo, Canada; email: daniel.cockayne@uwaterloo.ca","","Okanagan University College","","","","","","14929732","","","","English","ACME","Article","Final","","Scopus","2-s2.0-85101588069"
"Ojala K.; Isopahkala-Bouret U.; Varhelahti M.","Ojala, Kristiina (57221678742); Isopahkala-Bouret, Ulpukka (23485411500); Varhelahti, Mervi (57196470874)","57221678742; 23485411500; 57196470874","Adult graduates’ employability and mid-career trajectories after graduation with Finnish UAS Master’s degree","2021","Journal of Education and Work","34","1","","67","80","13","3","10.1080/13639080.2021.1875125","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099756480&doi=10.1080%2f13639080.2021.1875125&partnerID=40&md5=dc20a9d4eea42deaf75a30a8e2dd64fa","Department of Education, University of Turku, Turku, Finland; Master School of Engineering and Business, University of Applied Sciences, Turku, Finland","Ojala K., Department of Education, University of Turku, Turku, Finland; Isopahkala-Bouret U., Department of Education, University of Turku, Turku, Finland; Varhelahti M., Master School of Engineering and Business, University of Applied Sciences, Turku, Finland","Graduate employability research typically focuses on young graduates’ entry to the labour market. Little is known about the careers of adults who attain higher education degrees in mid-life. This article explores Finnish University of Applied Sciences (UAS) Master’s degree graduates’ mid-career trajectories using retrospectively collected longitudinal survey data (N = 1025) on their employment relations, transitions and career breaks. The specific research questions are as follows: (1) What are the types of mid-career trajectories of the adult graduates with Finnish UAS Master’s degree? (2) What is the prevalence of the different career trajectories among the sample of graduates? (3) In what ways different career trajectories are able to take advantage of graduation with a Master’s degree? As a result, we recognised five types of mid-career trajectories: rising career, renewing career, entrepreneurial career, continuous career and unstable career. Adult degrees can re-orient and enhance different career trajectories, e.g. by providing formal qualifications, new expertise and entrepreneurial skills, as well as by validating prior experience. Understanding the nature of career trajectories of adult graduates at a Master’s level is interesting not only in the Finnish but also in the international context and this study opens up a rich array of opportunities for further studies. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Adult graduates; career typology research; graduate employability; Master’s degree; mid-career trajectory","","","","","","Academy of Finland, (2608069911); Työsuojelurahasto, (117418)","This work was supported by the Academy of Finland [(HighEmploy) 2608069911]; The Finnish Work Environment Fund [117418].","Ahola S., Galli L., New Degree for a New Career? Career Development of Finnish Polytechnic Master’s Degree Graduates, Journal of Education and Work, 25, 5, pp. 537-553, (2012); Ahonen P., Rouhelo A., Ylemmästä Ammattikorkeakoulututkinnosta Osaamista Ja Uusia Urapolkuja. [Compentence and New Career Paths from UAS Master’s Degree], TALK Online Magazine, (2020); Akkermans J., Kubasch S., Trending Topics in Careers: A Review and Future Research Agenda, Career Development International, 22, 6, pp. 586-627, (2017); Master’s Degree Studies in Universities of Applied Sciences as a Reformer of Expertise and an Educational Innovation, Arene ry, (2016); Baruch Y., Transforming Careers: From Linear to Multidirectional Career Paths. Organizational and Individual Perspective, Career Development International, 9, 1, pp. 58-73, (2004); Baum S., Ma J., Payea K., Education Pays 2013. The Benefits of Higher Education for Individuals and Society, Trends in Higher Education Series.New York: Collegeboard, (2013); Bockerman P., Haapanen M., Jepsen C., Back to School? 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[Graduate’s Educational Experiences, Employment and Entrepreneurship in the Field of Culture of the University of Applied Sciences., (2003); Isopahkala-Bouret U., Educational Credentialing of an Aging Workforce: Uneasy Conclusions, Adult Education Quarterly, 65, 2, pp. 83-99, (2015); Isopahkala-Bouret U., Benefits of Higher Education in Mid-life: A Life Course Agency Perspective, Journal of Adult and Continuing Education, 23, 1, pp. 15-31, (2017); Jamieson A., Sabates R., Woodley A., Feinsten L., The Benefits of Higher Education Study for Part-time Students, Studies in Higher Education, 34, 3, pp. 245-262, (2009); Jarvensivu A., Tarinoita Suomalaisesta Työelämästä [Stories of Finnish World of Work., (2014); Kanervo O., Korkeasti Koulutetut Ja Työ. Valintojen Rationaalisuus Eurooppalaisessa Vertailussa. [Highly Educated and Working. The Rationality of Choices in European Comparison]., (2006); Kinos S., Rousu S., Mitä Kuuluu 10 Vuotta Täyttäneelle Sosiaalialan Ylemmälle Ammattikorkeakoulututkinnolle Ja Tutkinnon Suorittaneille Työelämässä?” [What’s up to 10-year-old University of Applied Sciences Master’s Degree in the Social Field and to the Graduate’s in the Working Life?], Janus Sosiaalipolitiikan Ja Sosiaalityön Tutkimuksen Aikakauslehti, 25, 3, pp. 257-265, (2017); Kivinen O., Nurmi J., Job Requirements and Competences: Do Qualifications Matter? in U. Teichler (Ed) Careers of University Graduates. Views and Experiences in Comparative Perspective, Higher Education Dynamics, 17, pp. 131-142, (2007); Kivinen O., Nurmi J., Kanervo O., Maisteriopista Työuralle. Suomalaiset Korkeakoulutetut Eurooppalaisessa Vertailussa. [From Master’s Education to Working Life. Finnish University Graduates in European Comparison, (2002); Korhonen K., Makinen R., Valkonen S., Sosiaali- Ja Terveysalan Tutkinnolla Työelämään. [Going into Working Life with a Degree of Social Services and Healt, (2001); Kyha H., Koulutetut Maahanmuuttajat Työmarkkinoilla. Tutkimus Korkeakoulututkinnon Suorittaneiden Maahanmuuttajien Työllistymisestä Ja Työurien Alusta Suomessa. [Educated Immigrants in Employment Markets. A Study on Higher Educated Immigrants’ Employment Opportunities and Career Starts in Finland., (2011); Laaksonen S.-M., Matikainen J., Tikka M., Otteita Verkosta. Verkon Ja Sosiaalisen Median Tutkimusmenetelmät. [Excerpts from the Net. Research Methods of Network and Social Media, (2013); Larja L., Työvoiman Hankinta Toimipaikoissa Vuonna 2018. [Labor Recruitment in Work Places in 2018], TEM-analyyseja 94/2019, (2019); Lith P., Yrittäjäksi Palkkatyön Tai Eläkkeen Ohella.” [An Entrepreneur in Addition to Paid Employment or Pension, (2010); Mayer K.U., The Paradox of Global Social Change and National Path Dependencies: Life Course Patterns in Advanced Societies, Inclusions and Exclusions in European Societies, pp. 89-110, (2001); Developing the Work-based Mission of the Universities of Applied Sciences–Case: The Professional Master’s Degree, Higher Education Research in Finland. Emerging Structures and Contemporary Issues, pp. 407-419, (2012); Ojala K., Ylemmät Ammattikorkeakoulututkinnot Työmarkkinoilla Ja Korkeakoulujärjestelmässä. [The University of Applied Sciences Master’s Degree in the Labor Market and Higher Education System, (2017); Ojala K., YAMK-tutkinnon Suorittaneiden Urakokemukset Ja Tyytyväisyys Uralla Etenemiseen–Palkka Määrittää Tyytyväisyyttä Uraan. 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[Guidelines for Entrepreneurship Education], Opetusministeriön Julkaisuja 2009:7, (2009); Posselt J.R., Grodsky E., Graduate Education and Social Stratification, Annual Review of Sociology, 43, 1, pp. 353-378, (2017); Puhakka A., Tuominen V., Kunhan Kuluu Viisi Vuotta–Ylemmän Korkeakoulututkinnon Suorittaneiden Työurat. [As Long as Five Years Have Passed–Careers for University Master’s Degree Graduates, (2011); Rouhelo A., Akateemiset Urapolut. Humanistisen, Yhteiskuntatieteellisen Ja Kasvatustieteellisen Alan Generalistien Urapolkujen Alkuvaiheet 1980- Ja 1990-luvuilla.[Academic Career Paths. The Early Career Phases of Generalists in the Fields of Humanities, Social Science and Education in the 1980’s and 1990’s, (2008); Siivonen P., Isopahkala-Bouret U., Adult Graduates’ Negotiations of Age(ing) and Employability, Journal of Education and Work, 29, 3, pp. 352-372, (2016); Silverman D., Interpreting Qualitative Data. 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[Vipunen-education Statistics Finland; Vuorinen-Lampila P., Korkeakoulutuksen Eriytyvät Työelämätulokset. [Diverging Employment Outcomes of Higher Education, (2018)","K. Ojala; Department of Education, University of Turku, Turku, Finland; email: krojala@utu.fi","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85099756480"
"Capello M.A.; Shaughnessy A.; Caslin E.","Capello, Maria A. (6603334007); Shaughnessy, Anna (56581594800); Caslin, Emer (57221289951)","6603334007; 56581594800; 57221289951","The geophysical sustainability atlas: Mapping geophysics to the un Sustainable Development Goals","2021","Leading Edge","40","1","","10","24","14","22","10.1190/tle40010010.1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098708491&doi=10.1190%2ftle40010010.1&partnerID=40&md5=190680ba47b5fb30fa638e91a948ceef","Red Tree Consulting, Houston, TX, United States; Boston, MA, United States; Schlumberger, Belfast, United Kingdom","Capello M.A., Red Tree Consulting, Houston, TX, United States; Shaughnessy A., Boston, MA, United States; Caslin E., Schlumberger, Belfast, United Kingdom","Geophysics is enhanced if the value it adds to society, economic systems, and the environment is assessed, understood, and communicated. A clear value proposition can inspire new generations of scientists to pursue careers in geophysics and motivate current geophysicists to expand their activities and utilize their skills in ways that could enable their long-term employability or entrepreneurship. One way to position geophysics and geophysicists as value creators is to map geophysical applications and practices to the 17 Sustainable Development Goals (SDGs) adopted by the United Nations in 2015. A Geophysical Sustainability Atlas was developed to illustrate how geophysics contributes to each of the SDGs and to provide examples of specific applications and collaboration strategies. The atlas aims to facilitate an understanding of the value geophysics brings toward achieving each SDG, providing geophysicists and stakeholders with a sense of being frontline contributors in the pursuit of these objectives and, at the same time, providing a visualization of current and future opportunities related to the sustainability of our world and our profession. © The Authors.","","Geophysics; Planning; Economic system; Frontline; Geophysical applications; United Nations; Value proposition; atlas; entrepreneur; geophysics; mapping method; Sustainable Development Goal; visualization; Sustainable development","","","","","","","Mapping the Oil and Gas Industry to the Sustainable Development Goals: An Atlas, (2017); Sustainable Development Goals; International Association for Promoting Geoethics; SPE Gaia Sustainability Program; Sustainable Earth Institute","M.A. Capello; Red Tree Consulting, Houston, United States; email: mariangelacapello@gmail.com","","Society of Exploration Geophysicists","","","","","","1070485X","","LEEDF","","English","Leading Edge","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85098708491"
"Rillotta F.; Lindsay L.; Gibson-Pope C.","Rillotta, Fiona (16040658600); Lindsay, Lorraine (57224401562); Gibson-Pope, Cassandra (57224404606)","16040658600; 57224401562; 57224404606","The work integrated learning experience of a university student with intellectual disability: a descriptive case study","2021","International Journal of Inclusive Education","","","","","","","2","10.1080/13603116.2021.1937343","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107470639&doi=10.1080%2f13603116.2021.1937343&partnerID=40&md5=c4be58841c49fb294d34441235be499e","Disability and Community Inclusion, Caring Futures Institute, College of Nursing and Health Sciences, Flinders University South Australia, Australia","Rillotta F., Disability and Community Inclusion, Caring Futures Institute, College of Nursing and Health Sciences, Flinders University South Australia, Australia; Lindsay L., Disability and Community Inclusion, Caring Futures Institute, College of Nursing and Health Sciences, Flinders University South Australia, Australia; Gibson-Pope C., Disability and Community Inclusion, Caring Futures Institute, College of Nursing and Health Sciences, Flinders University South Australia, Australia","Inclusive higher education programs support people with intellectual disability (ID) to be included at university. However, until recently such programs have not typically offered the opportunity for students with ID to engage in Work Integrated Learning (WIL) experience. This case study investigates the experiences and processes involved in facilitating a university WIL placement (at a secondary school) for a student with ID (pseudonym: Serenity). Semi-structured interviews were conducted with Serenity and key stakeholders involved in the process. Participants (N=6) were asked about their experiences of the placement processes; the challenges they experienced; and the outcomes they observed. They were also asked to provide suggestions for future WIL placements for students with ID. Thematic analysis was used to analyse data. Five major themes were identified: authentic experience; good preparation; support before and during placement; student characteristics; and opportunities for direct work experience. Outcomes can inform future inclusive WIL experiences for university students with ID. Recommendations are provided regarding further investigation into employability skills that are transferable from university-based learning to the workplace. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","inclusive higher education; intellectual disability; mentoring; practicum placement; university; work integrated learning (WIL)","","","","","","","","(2019); (2016); (2017); Baum S., Kurose C., McPherson M., An Overview of American Higher Education, The Future of Children, 23, 1, pp. 17-39, (2013); Baxter P., Jack S., Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers, The Qualitative Report, 13, 4, pp. 544-559, (2008); Bonati M., Inclusive Tertiary Education Through Universal Design for Learning and Service-Learning, People with Intellectual Disability Experiencing University Life. Theoretical Underpinnings, Evidence and Lived Experience, pp. 243-254, (2019); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Callus A.-M., Bonello I., Mifsud C., Fenech R., Overprotection in the Lives of People with Intellectual Disability in Malta: Knowing What is Control and What is Enabling Support, Disability & Society, 34, 3, pp. 345-367, (2019); Carter E.W., Gustafson J.R., Mackay M.M., Martin K.P., Parsley M.V., Graves J., Day T.L., Et al., Motivations and Expectations of Peer Mentors Within Inclusive Higher Education Programs for Students With Intellectual Disability, Career Development and Transition for Exceptional Individuals, 42, 3, pp. 168-178, (2019); (2019); Cobigo V., Ouellette-Kuntz H., Lysaght R., Martin L., (2012); Crotty M., The Foundations of Social Research: Meaning and Perspective in the Research Process, (1998); Curryer B., Stancliffe R.J., Dew A., Self-determination: Adults with Intellectual Disability and Their Family, Journal of Intellectual & Developmental Disability, 40, 4, pp. 394-399, (2015); de Souza D.E., Elaborating the Context-Mechanism-Outcome Configuration (CMOc) in Realist Evaluation: A Critical Realist Perspective, Evaluation, 19, 2, pp. 141-154, (2013); Devlin M., Kift S., Nelson K., Smith L., McKay J., (2012); Devlin M., McKay J., (2017); (2019); (2019); Gadow F., MacDonald J., Scope, Challenges and Outcomes of an Inclusive Tertiary University Initiative in Australia, People with Intellectual Disability Experiencing University Life. Theoretical Underpinnings, Evidence and Lived Experience, pp. 129-140, (2019); Giust A.M., Valle-Riestra D.M., Supporting Mentors Working with Students with Intellectual Disabilities in Higher Education, Journal of Intellectual Disabilities, 21, 2, pp. 144-157, (2017); Griffin M.M., Summer A.H., McMillan E.D., Day T.L., Hodapp R.M., Attitudes Toward Including Students With Intellectual Disabilities at College, Journal of Policy and Practice in Intellectual Disabilities, 9, 4, pp. 234-239, (2012); Grigal M., Hart D., Papay C., Inclusive Higher Education for People with Intellectual Disability in the United States: An Overview of Policy, Practice, and Outcomes, People with Intellectual Disability Experiencing University Life. Theoretical Underpinnings, Evidence and Lived Experience, pp. 69-98, (2019); Grigal M., Hart D., Weir C., A Survey of Postsecondary Education Programs for Students With Intellectual Disabilities in the United States, Journal of Policy and Practice in Intellectual Disabilities, 9, 4, pp. 223-233, (2012); Hart D., Grigal M., Weir C., Expanding the Paradigm: Postsecondary Education Options for Individuals with Autism Spectrum Disorder and Intellectual Disabilities, Focus on Autism and Other Developmental Disabilities, 25, 3, pp. 134-150, (2010); Hart D., Mele-McCarthy J., Pasternack R.H., Zimbrich K., Parker D.R., Community College: A Pathway to Success for Youth with Learning, Cognitive, and Intellectual Disabilities in Secondary Settings, Education and Training in Developmental Disabilities, pp. 39 (1): 54-66, (2004); Hughson E.A., Uditsky B., 30 Years of Inclusive Post-Secondary Education: Scope, Challenges and Outcomes, People with Intellectual Disability Experiencing University Life. Theoretical Underpinnings, Evidence and Lived Experience, pp. 51-68, (2019); Jackson D., Employability Skill Development in Work-Integrated Learning, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jones M.M., Goble Z., Creating Effective Mentoring Partnerships for Students With Intellectual Disabilities on Campus, Journal of Policy and Practice in Intellectual Disabilities, 9, 4, pp. 270-278, (2012); Kazi M., Realist Evaluation for Practice, British Journal of Social Work, 33, 6, pp. 803-818, (2003); Kubiak J., Spassiani N., Shevlin M., O'Keeffe M., Developing Post-Secondary Education Programmes for People with Intellectual Disabilities at Trinity College, the University of Dublin, Ireland, People with Intellectual Disability Experiencing University Life. Theoretical Underpinnings, Evidence and Lived Experience, pp. 141-154, (2019); Lincoln Y.S., Guba E.G., Naturalistic Inquiry, (1985); Lobban M.J., A Journey of Self-Discovery: Inclusion of Individuals with Intellectual Disability in University, Bachelor of Applied Science Honours Degree in Disability Studies Unpublished Honours Thesis, (2002); Marchal B., Van Belle S., Van Olmen J., Hoeree T., Kegels G., Is Realist Evaluation Keeping its Promise? A Review of Published Empirical Studies in the Field of Health Systems Research, Evaluation, 18, 2, pp. 192-212, (2012); Martinez D.C., Conroy J.W., Cerreto M.C., Parent Involvement in the Transition Process of Children With Intellectual Disabilities: The Influence of Inclusion on Parent Desires and Expectations for Postsecondary Education, Journal of Policy and Practice in Intellectual Disabilities, 9, 4, pp. 279-288, (2012); May C., An Investigation of Attitude Change in Inclusive College Classes Including Young Adults With an Intellectual Disability, Journal of Policy and Practice in Intellectual Disabilities, 9, 4, pp. 240-246, (2012); Moore E.J., Schelling A., Postsecondary Inclusion for Individuals with an Intellectual Disability and its Effects on Employment, Journal of Intellectual Disabilities, 19, 2, pp. 130-148, (2015); (2019); (2020); Neubert D.A., Moon M.S., Grigal M., Redd V., Post-secondary Educational Practices for Individuals with Mental Retardation and Other Significant Disabilities: A Review of the Literature, Journal of Vocational Rehabilitation, 16, 3-4, pp. 155-168, (2001); O'Brien P., Bonati M., From Institutionalisation to Inclusion, People with Intellectual Disability Experiencing University Life. Theoretical Underpinnings, Evidence and Lived Experience, pp. 3-20, (2019); O'Brien P., Bonati M., Gadow F., Slee R., People with Intellectual Disability Experiencing University Life. Theoretical Underpinnings, Evidence and Lived Experience, (2019); O'Connor B., Kubiak J., Espiner D., O'Brien P., Lecturer Responses to the Inclusion of Students With Intellectual Disabilities Auditing Undergraduate Classes, Journal of Policy and Practice in Intellectual Disabilities, 9, 4, pp. 247-256, (2012); Patrick C.-J., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., (2008); Pawson R., Manzano-Santaella A., A Realist Diagnostic Workshop, Evaluation, 18, 2, pp. 176-191, (2012); Pawson R., Tilley N., Realistic Evaluation, (1997); Phillips B.N., Robison L.J., Kosciulek J.F., The Influence of Social Capital on Starting Wage for People With and Without Disabilities, Rehabilitation Counseling Bulletin, 58, 1, pp. 37-45, (2014); Plotner A.J., May C., A Comparison of the College Experience for Students with and Without Disabilities, Journal Intellectual Disability, 23, 1, pp. 57-77, (2019); Riches V., Gadow F., MacDonald J., Transition from University to Employment, People with Intellectual Disability Experiencing University Life. Theoretical Underpinnings, Evidence and Lived Experience, pp. 255-266, (2019); Rillotta F., Arthur J., Hutchinson C., Raghavendra P., Inclusive University Experience in Australia: Perspectives of Students with Intellectual Disability and Their Mentors, Journal of Intellectual Disabilities, 24, 1, pp. 102-117, (2018); Rillotta F., Lindsay L., Raghavendra P., Journey “Up the Hill” Through Inclusive Higher Education for People with Intellectual Disability at a South Australian University. Scope, Challenges and Outcomes to Date and Into the Future, People with Intellectual Disability Experiencing University Life. Theoretical Underpinnings, Evidence and Lived Experience, pp. 155-172, (2019); Roksa J., Kinsley P., The Role of Family Support in Facilitating Academic Success of Low-Income Students, 60, 4, pp. 415-436, (2019); Schultz J.L., Jeanne Higbee L., Reasons for Attending College: The Student Point of View, Research & Teaching in Developmental Education, 23, 2, pp. 69-76, (2007); Simplican S.C., Leader G., Kosciulek J., Leahy M., Defining Social Inclusion of People with Intellectual and Developmental Disabilities: An Ecological Model of Social Networks and Community Participation, Research in Developmental Disabilities, 38, pp. 18-29, (2015); Thorn S.H., Pittman A., Myers R.E., Slaughter C., Increasing Community Integration and Inclusion for People with Intellectual Disabilities, Research in Developmental Disabilities, 30, 5, pp. 891-901, (2009); Uditsky B., Hughson E., Inclusive Postsecondary Education—An Evidence-Based Moral Imperative, Journal of Policy and Practice in Intellectual Disabilities, 9, 4, pp. 298-302, (2012); (2006); (2019); Valencia-Forrester F., Patrick C.-J., Webb F., Backhaus B., Practical Aspects of Service Learning Make Work-Integrated Learning Wise Practice for Inclusive Education in Australia, International Journal of Work-Integrated Learning (IJWIL), 20, 1, pp. 31-42, (2019); Wehmeyer M.L., Self-determination as an Educational Outcome: Why is it Important to Children, Youth and Adults with Disabilities?, Self-determination Across the Lifespan: Independence and Choice for People with Disabilities, pp. 15-34, (1996); Yin R.K., Case Study Research: Design and Methods, (1994)","F. Rillotta; Fiona Rillotta, Disability and Community Inclusion, Caring Futures Institute, College of Nursing and Health Sciences, Flinders University South Australia, Australia; email: fiona.rillotta@flinders.edu.au","","Routledge","","","","","","13603116","","","","English","Int. J. Inclusive Educ.","Article","Article in press","","Scopus","2-s2.0-85107470639"
"Jnitova V.; Joiner K.; Efatmaneshnik M.; Chang E.","Jnitova, Victoria (57196033297); Joiner, Keith (57193671777); Efatmaneshnik, Mahmoud (23004050400); Chang, Elizabeth (26643083000)","57196033297; 57193671777; 23004050400; 26643083000","Modelling workforce employability pipelines for organisational resilience","2021","International Journal of Engineering Business Management","13","","","","","","2","10.1177/18479790211004010","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103557801&doi=10.1177%2f18479790211004010&partnerID=40&md5=409b0e4c545c42fe01411b69e50b2622","University of New South Wales, Campbell, ACT, Australia; Capability Systems Centre, University of New South Wales, Campbell, ACT, Australia; School of Electrical and Information Engineering, The University of South Australia, Adelaide, SA, Australia; School of Business, University of New South Wales, Campbell, ACT, Australia","Jnitova V., University of New South Wales, Campbell, ACT, Australia; Joiner K., Capability Systems Centre, University of New South Wales, Campbell, ACT, Australia; Efatmaneshnik M., School of Electrical and Information Engineering, The University of South Australia, Adelaide, SA, Australia; Chang E., School of Business, University of New South Wales, Campbell, ACT, Australia","Large organisations use both internal and external methods to educate their workforce. Workforce approaches in Defence were usually of a closed nature, characterised by entry at recruitment and sequential and hierarchical rank progression. More recently, emerging technology and the associated pace of societal change has required Defence to recruit more laterally and to outsource more education, both ab initio and development. The growing complexity of workforce problems, therefore, challenges military educational decision making to increase its focus on organisational resilience. Modelling and Simulation (M&S) can take messy, ill-defined problems and build models for decision support and problem-solving. M&S is being explored in Defence workforce employability planning to deliver education that is more resilient to perturbations and can more confidently predict graduate demand for educational support partnering. However, the effective use of M&S can be compromised if it is not cognitively useful for the problem owner. A new transformational approach between the modeller and the managers of Defence educational workforce is proposed and illustrated by two conceptual case studies. The method uses the module-based translation between Business Process Model Notation (BPMN) design patterns and systems dynamics building blocks to reduce the problem owner’s reliance on specialist modellers. This approach increases the cognitive effectiveness of proposed workforce education solutions and the sharing and reuse of workforce M&S applications. Any large organisation with sufficient human resource and systems engineering support could adopt this new approach to model and simulate their workforce education and examine their resilience to fluctuations. © The Author(s) 2021.","decision analysis; decision support systems; education and training; Employability pipeline; system dynamics; workforce resilience","","","","","","","","Annual Report 2017-18: Chapter 7, Strategic Workforce Management, (2018); Henry A.P., Mastering the Cyber security skills crisis: realigning educational outcomes to industry requirements discussion paper, (2017); Turan H.H., Elsawah S., Ryan M.J., Simulation-based analysis of military workforce planning strategies, International Conference on Management Science and Industrial Engineering, pp. 68-75; Frame T., Widening minds: the University of New South Wales and the education of Australia’s defence leaders, (2017); Hajkowicz S.A., Reeson A., Rudd L., Et al., Tomorrow’s digitally enabled workforce: megatrends and scenarios for jobs and employment in Australia over the coming twenty years, (2016); Butler D.M., Bohman A., Colabella L.P., Et al., Comprehensive analysis of strategic force generation challenges in the Australian army, (2018); Ryan M., Institutional #learning: a diagnosis of Australian army education, training, and doctrine, (2016); Coaldrake P., Stedman L.R., On the brink: Australia’s universities confronting their future, (1998); Southgate E., Bennett A., Excavating widening participation policy in Australian higher education, Creat Approaches Res, 7, (2014); Howick S., Eden C., Ackermann F., Et al., Building confidence in models for multiple audiences: the modelling cascade, Eur J Oper Res, 186, pp. 1068-1083, (2008); Katina P.F., Tolk A., Keating C.B., Et al., Modeling and simulation in complex system governance, Int J Syst Syst Eng, 10, pp. 262-292, (2020); Joiner K., Tutty M., A tale of two allied defence departments: new assurance initiatives for managing increasing system complexity, interconnectedness and vulnerability, Australian J Multi-Discip Eng, 14, pp. 4-25, (2018); Armenia S., Centra A., Cesarotti V., Et al., Military workforce dynamics and planning in the Italian airforce, Proceedings of the 30th international conference of the system dynamics society, pp. 123-160, (2012); Linard K.T., Blake M., Paterson D., Et al., Optimising workforce structure – the system dynamics of employment planning, Systems dynamics conference, (1999); Wang J., A system dynamics simulation model for a four-rank military workforce, (2007); Wickens C., Lee J., Liu Y., Et al., An introduction to human factors engineering, (2014); Joiner K.F., Ghildyal A., Devine N., Et al., Four testing types core to informed ICT governance for cyber-resilient systems, Int J Adv Sec, 11, pp. 313-327, (2018); Vessey I., Galletta D., Cognitive fit: an empirical study of information acquisition, Inform Syst Res, 2, pp. 63-84, (1991); Jnitova V., Elsawah S., Ryan M., Review of simulation models in military workforce planning and management context, J Def Model Simul, 14, pp. 447-463, (2017); Morgan J.S., Howick S., Belton V., A toolkit of designs for mixing discrete event simulation and system dynamics, Eur J Oper Res, 257, pp. 907-918, (2017); An L., Jeng J.-J., On developing system dynamics model for business process simulation, Proceedings of the 37th conference on winter simulation, pp. 2068-2077, (2005); Lane D.C., Oliva R., The greater whole: towards a synthesis of system dynamics and soft systems methodology, Eur J Oper Res, 107, pp. 214-235, (1998); Burmester L., Goeken M., Multidimensional representation of system dynamics simulation models, 2008 second international conference on research challenges in information science, pp. 253-262, (2008); Nadarajan G., Chen-Burger Y.-H., An ontology-based conceptual mapping framework for translating FBPML to the web services ontology, Sixth IEEE international symposium on cluster computing and the grid (CCGRID’06), pp. 8-165, (2006); Evermann J., Wand Y., Ontology based object-oriented domain modeling: representing behavior, J Data Manag (JDM), 20, pp. 48-77, (2009); Manzoor S., Vateva-Gurova T., Trapero R., Et al., Threat modeling the cloud: an ontology based approach, International workshop on information and operational technology security systems, pp. 61-72, (2018); 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The Australian Joint Professional Military Education (JPME) continuum, (2019); Joiner K.F., Atkinson S.R., Castelle K., Et al., Near-Term Asian war: impacts and options for Australia’s submarine program, Fifth submarine science, technology and engineering conference (SubSTEC5), (2019); Zhang W.J., van Luttervelt C.A., Toward a resilient manufacturing system, CIRP Ann-Manuf Technol, 60, pp. 469-472, (2011); Raj R., Wang J.W., Nayak A., Et al., Measuring the resilience of supply chain systems using a survival model, IEEE Syst J, 9, pp. 377-381, (2015); Said S., Bouloiz H., Gallab M., A new structure of sociotechnical system processes using resilience engineering, Int J Eng Bus Manag, 11, (2019); Bouloiz H., Sustainable performance management using resilience engineering, Int J Eng Bus Manag, 12, (2020); Small C., Parnell G., Pohl E., Et al., Engineered resilient systems with value focused thinking, INCOSE International Symposium, 37, pp. 1371-1385; Lengnick-Hall C.A., Beck T.E., Lengnick-Hall M.L., Developing a capacity for organizational resilience through strategic human resource management, Hum Resour Manag Rev, 21, pp. 243-255, (2011); 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Katina P.F., System acquisition pathology: a comprehensive characterization of system failure modes and effects, Int J of Critical Infrastructures, 16, pp. 255-292, (2020); Morales S.N., Martinez L.R., Gomez J.A.H., Et al., Predictors of organizational resilience by factorial analysis, Int J Eng Business Manag, 11, pp. 1-13, (2019); Rodriguez-Sanchez A., Guinot J., Chiva R., Et al., How to emerge stronger: antecedents and consequences of organizational resilience, J Manag Organ, pp. 1-18, (2019); Annarelli A., Nonino F., Strategic and operational management of organizational resilience: current state of research and future directions, Omega, 62, pp. 1-18, (2016); Rajesh R., On sustainability, resilience, and the sustainable–resilient supply networks, Sustain Product Consump, 15, pp. 74-88, (2018); Lotfi M., Which practices are lean, agile and resilient? Literature review and practitioners’ perspective, Int J Adv Oper Manag, 11, pp. 142-170, (2019); Jnitova V., Efatmaneshnik M., Joiner K.F., Et al., Improving enterprise resilience by evaluating training system architecture: method selection for Australian Defence, A framework for human system engineering applications and case studies, (2020)","K. Joiner; Capability Systems Centre, University of New South Wales, Campbell, Australia; email: k.joiner@adfa.edu.au","","SAGE Publications Inc.","","","","","","18479790","","","","English","Intern. J. Eng. Bus. Manage.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85103557801"
"Hamzah S.R.; Kai Le K.; Musa S.N.S.","Hamzah, Siti Raba’ah (55614895800); Kai Le, Khoo (57222135674); Musa, Siti Nur Syuhada (57218457496)","55614895800; 57222135674; 57218457496","The mediating role of career decision self-efficacy on the relationship of career emotional intelligence and self-esteem with career adaptability among university students","2021","International Journal of Adolescence and Youth","26","1","","83","93","10","27","10.1080/02673843.2021.1886952","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101601529&doi=10.1080%2f02673843.2021.1886952&partnerID=40&md5=ca9e3b589b48e2128d4f887dc0756004","Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia","Hamzah S.R., Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia; Kai Le K., Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia; Musa S.N.S., Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia","This study was undertaken to investigate whether career decision self-efficacy (CDSE) could mediate the relationships of career adaptability with emotional intelligence and with self-esteem among university students. Using cluster random sampling, a total of 205 university students aged 22 to 24 years (M age = 23.0, SD = .875) were selected as respondents. The strongest linear relationship was found between CDSE and career adaptability (r = .568, p = .001). Besides CDSE the main predictor of career adaptability (β = .354, p = .000), emotional intelligence (β = .282, p = .000) and self-esteem (β = .145, p = .019) also contributed significantly to career adaptability. CDSE was found to significantly mediate the influences of emotional intelligence and self-esteem on career adaptability. These results suggest that undergraduate students’ emotional intelligence, self-esteem and CDSE are substantially associated with career adaptability, which plays an important role in workforce efficiency and graduates’ employability. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Career adaptability; career decision; emotional intelligence; self-efficacy; self-esteem; university students","","","","","","Ministry of Higher Education, Malaysia, MOHE; Universiti Putra Malaysia","The authors gratefully acknowledge the funding support provided by Universiti Putra Malaysia, School of Graduate Studies, Ministry of Higher Education Malaysia (2017–2019). 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Van Vianen A.E.M., Klehe U.C., Koen J., Dries N., Career adapt-abilities scale - Netherlands form: Psychometric properties and relationships to ability, personality, and regulatory focus, Journal of Vocational Behavior, 80, 3, pp. 716-724, (2012); Yang X., Feng Y., Qiu Y., Meng Y., Career adaptability, work engagement and employee well-being among Chinese employees: The role of Guanxi, Frontiers in Psychology, (2019); Zhou W., Guan Y., Xin L., Mak M.C.K., Deng Y., Career success criteria and locus of control as indicators of adaptive readiness in the career adaptation model, Journal of Vocational Behavior, pp. 124-130, (2016)","S.R. Hamzah; Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Malaysia; email: srh@upm.edu.my","","Routledge","","","","","","02673843","","","","English","Int. J. Adolesc. Youth","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85101601529"
"Ebner K.; Soucek R.; Selenko E.","Ebner, Katharina (57188742557); Soucek, Roman (36097477400); Selenko, Eva (35622311700)","57188742557; 36097477400; 35622311700","Perceived quality of internships and employability perceptions: the mediating role of career-entry worries","2021","Education and Training","63","4","","579","596","17","13","10.1108/ET-02-2020-0037","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101481940&doi=10.1108%2fET-02-2020-0037&partnerID=40&md5=d62727d54eb130b4bbe828b684c6dd2e","Chair of Business and Social Psychology, Friedrich-Alexander University Erlangen-Nürnberg, Nürnberg, Germany; School of Business and Economics, Loughborough University, Loughborough, United Kingdom","Ebner K., Chair of Business and Social Psychology, Friedrich-Alexander University Erlangen-Nürnberg, Nürnberg, Germany; Soucek R., Chair of Business and Social Psychology, Friedrich-Alexander University Erlangen-Nürnberg, Nürnberg, Germany; Selenko E., School of Business and Economics, Loughborough University, Loughborough, United Kingdom","Purpose: This study illuminates the assumption that internships facilitate labor market entry and answers the question of why internships have a positive effect on students' self-perceived employability. It is assumed that internships enable more positive employability perceptions by reducing career-entry worries – the worries of not finding a suitable job or not being able to obtain a satisfactory career. Design/methodology/approach: A two-wave study among graduate students currently in an internship investigated these relationships. Data on career-entry worries, perceived employability and an evaluation of the internship were collected from 80 students (mean age: 24.6 years, 68% female) from various fields of study aiming at both bachelor's and master's degrees. Findings: The results showed that positively evaluated internships contributed to graduates' self-perceived employability by means of reduced career-entry worries over an eight-week period. Originality/value: By considering graduates' career-entry worries – the perceived uncertainty about finding an “appropriate” career in the future – the authors introduce a new concept to the career literature and show that these worries are significant in terms of self-assessed employability. © 2021, Emerald Publishing Limited.","Career-entry worries; Employability; Graduate students; Internship; Work experience","","","","","","","","Alisic A., Wiese B.S., Keeping an insecure career under control: the longitudinal interplay of career insecurity, self-management, and self-efficacy, Journal of Vocational Behavior, 120, (2020); XIV Indagine esiti a distanza dei diplomati. rapporto 2020, (2020); Awoniyi E.A., Griego O.V., Morgan G.A., Person‐environment fit and transfer of training, International Journal of Training and Development, 6, 1, pp. 25-35, (2002); Bailey S.F., Barber L.K., Nelson V.L., Undergraduate internship supervision in psychology departments: use of experiential learning best practices, Psychology Learning and Teaching, 16, 1, pp. 74-83, (2017); Bandura A., Self-efficacy: toward a unifying theory of behavioral change, Psychological Review, 84, 2, pp. 191-215, (1977); Bandura A., Self-efficacy mechanism in human agency, American Psychologist, 37, 2, pp. 122-147, (1982); Bates M., Thompson C., Bates L.J., Not all dimensions of work self-efficacy are equal: understanding the role of tertiary work placements in the development of the elements of work self-efficacy, Journal of Cooperative Education and Internships, 47, 1, pp. 19-30, (2013); Bauer T.N., Bodner T., Erdogan B., Truxillo D.M., Tucker J.S., Newcomer adjustment during organizational socialization: a meta-analytic review of antecedents, outcomes, and methods, Journal of Applied Psychology, 92, 3, pp. 707-721, (2007); Betz R.D., Judge T.A., Person–organization fit and the theory of work adjustment: implications for satisfaction, tenure, and career success, Journal of Vocational Behavior, 44, 1, pp. 32-54, (1994); Bhattacharya S., Neelam N., Perceived value of internship experience: a try before you leap, Higher Education, Skills and Work-based Learning, 8, 4, pp. 376-394, (2018); Borg I., Ueberlegungen und Untersuchungen zur Messung der subjektiven Unsicherheit der Arbeitsstelle, Zeitschrift fuer Arbeits- und Organisationspsychologie, 36, 3, pp. 107-116, (1992); Borg I., Elizur D., Job insecurity: correlates, moderators and measurement, International Journal of Manpower, 13, 2, pp. 13-26, (1992); Brooks R., Youngson P.L., Undergraduate work placements: an analysis of the effects on career progression, Studies in Higher Education, 41, 9, pp. 1563-1578, (2016); Brooks L., Cornelius A., Greenfield E., Joseph R., The relation of career-related work or internship experiences to the career development of college seniors, Journal of Vocational Behavior, 46, 3, pp. 332-349, (1995); Burke L.A., Hutchins H.M., Training transfer: an integrative literature review, Human Resource Development Review, 6, 3, pp. 263-296, (2007); Cable D.M., DeRue D.S., The convergent and discriminant validity of subjective fit perceptions, Journal of Applied Psychology, 87, 5, pp. 875-884, (2002); Callanan G., Benzing C., Assessing the role of internships in the career-oriented employment of graduating college students, Education + Training, 46, 2, pp. 82-89, (2004); Cappelli P., Why Good People Can't Get Jobs. 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Ebner; Chair of Business and Social Psychology, Friedrich-Alexander University Erlangen-Nürnberg, Nürnberg, Germany; email: katharina.ebner@fau.de","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85101481940"
"Rizwan A.; Alsulami H.; Shahzad A.; Elnahas N.; Almalki S.; Alshehri R.; Alamoudi M.; Alshoaibi H.","Rizwan, Ali (24779840400); Alsulami, Hemaid (56785971400); Shahzad, Atif (57215277208); Elnahas, Nabilah (57205662229); Almalki, Shahad (57222428252); Alshehri, Rahaf (57219408622); Alamoudi, Malak (57544845200); Alshoaibi, Hind (57222426738)","24779840400; 56785971400; 57215277208; 57205662229; 57222428252; 57219408622; 57544845200; 57222426738","Perception gap of employability skills between employers' and female engineering graduates in Saudi Arabia","2021","International Journal of Engineering Education","37","2","","341","350","9","12","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102677663&partnerID=40&md5=aec67dfdf94ed74f21e158441b5d4262","Department of Industrial Engineering, Faculty of Engineering, King Abdul Aziz University, Jeddah, 21589, Saudi Arabia","Rizwan A., Department of Industrial Engineering, Faculty of Engineering, King Abdul Aziz University, Jeddah, 21589, Saudi Arabia; Alsulami H., Department of Industrial Engineering, Faculty of Engineering, King Abdul Aziz University, Jeddah, 21589, Saudi Arabia; Shahzad A., Department of Industrial Engineering, Faculty of Engineering, King Abdul Aziz University, Jeddah, 21589, Saudi Arabia; Elnahas N., Department of Industrial Engineering, Faculty of Engineering, King Abdul Aziz University, Jeddah, 21589, Saudi Arabia; Almalki S., Department of Industrial Engineering, Faculty of Engineering, King Abdul Aziz University, Jeddah, 21589, Saudi Arabia; Alshehri R., Department of Industrial Engineering, Faculty of Engineering, King Abdul Aziz University, Jeddah, 21589, Saudi Arabia; Alamoudi M., Department of Industrial Engineering, Faculty of Engineering, King Abdul Aziz University, Jeddah, 21589, Saudi Arabia; Alshoaibi H., Department of Industrial Engineering, Faculty of Engineering, King Abdul Aziz University, Jeddah, 21589, Saudi Arabia","THE objective of the work is to explore possible perception gap between female engineering graduates and industrial employers about the employability skills. A five-point Likert type scale questionnaire was administered to 355 senior engineering students from six universities and 81 industrial employers in Saudi Arabia. After checking the reliability of data, gap analysis, independent sample t-tests and paired t-tests were used to analyze the data. Results indicated a significant gap between students' perception and employers' expectation. Employers were found to give more importance to basic skills of communication, interpersonal and creativity, while students considered their technical capabilities more important in getting them jobs. Further analysis revealed that students' skill level is less than their perceived importance about these skills. This study gives an insight for the betterment of engineering programs. © 2021 Tempus Publications. All rights reserved.","Educational leadership; Employability skills; Employers; Female engineering graduates; Higher education","Reliability analysis; Employability skills; Engineering graduates; Engineering program; Independent samples; Industrial employers; Perception gaps; Saudi Arabia; Technical capabilities; Students","","","","","","","Mackieh A. A., Dlhin F. S. A., Evaluating the employability skills of industrial engineering graduates: A case study, The International Journal of Engineering Education, 35, pp. 925-937, (2019); De Fruyt F., Wille B., John O. P., Employability in the 21st century: Complex (interactive) problem solving and other essential skills, Industrial and Organizational Psychology, 8, pp. 276-281, (2015); De los Rios I. C., Charnley F. J., Skills and capabilities for a sustainable and circular economy: The changing role of design, Journal of Cleaner Production, 160, pp. 109-122, (2017); pacek M. S , Vacik E., Company value creation through effective innovation process management, Journal of Innovation Management, 4, pp. 65-78, (2016); Abas M. C., Imam O. A., Graduates' Competence on Employability Skills and Job Performance, International Journal of Evaluation and Research in Education, 5, pp. 119-125, (2016); Rosenberg S., Heimler R., Morote E.-S., Basic employability skills: A triangular design approach, Education+ training, 54, pp. 7-20, (2012); Matsouka K., Mihail D. M., Graduates' employability: What do graduates and employers think?, Industry and Higher Education, 30, pp. 321-326, (2016); Suleman F., The employability skills of higher education graduates: Insights into conceptual frameworks and methodological options, Higher Education, 76, pp. 263-278, (2018); Olsen K. M., Sverdrup T. E., Kalleberg A. L., Turnover and transferable skills in a professional service firm, Journal of Professions and Organization, 6, pp. 2-16, (2019); Azmi A. N., Kamin Y., Noordin M. K., Nasir A. N. M., Towards Industrial Revolution 4.0: Employers' Expectations on Fresh Engineering Graduates, International Journal of Engineering & Technology, 7, pp. 267-272, (2018); Manzoor U., Rizwan A., Demirbas A., Hafiz N. A. S., Analysis of perception gap between employers and fresh engineering graduates about employability skills: A casestudy of pakistan, The International Journal of Engineering Education, 34, pp. 248-255, (2018); Shafie L. A., Nayan S., Employability awareness among Malaysian undergraduates, International Journal of Business and Management, 5, (2010); Jackson D., Skill mastery and the formation of graduate identity in Bachelor graduates: Evidence from Australia, Studies in Higher Education, 41, pp. 1313-1332, (2016); Messum D., Wilkes L., Jackson D., What employability skills are required of new health managers?, Asia Pacific Journal of Health Management, 10, (2015); McMurray S., Dutton M., McQuaid R., Richard A., Employer demands from business graduates, Education+ training, 58, pp. 112-132, (2016); Ramadi E., Ramadi S., Nasr K., Engineering graduates' skill sets in the MENA region: A gap analysis of industry expectations and satisfaction, European Journal of Engineering Education, 41, pp. 34-52, (2016); Sung J., Ng M. C. M., Loke F., Ramos C., The nature of employability skills: Empirical evidence from Singapore, International Journal of Training and Development, 17, pp. 176-193, (2013); Belwal R., Priyadarshi P., Al Fazari M. H., Graduate attributes and employability skills: Graduates' perspectives on employers' expectations in Oman, International Journal of Educational Management, 31, pp. 814-827, (2017); Ornellas A., Falkner K., Edman E., Sta°lbrandt, Enhancing graduates' employability skills through authentic learning approaches, Higher Education, Skills and Work-Based Learning, 9, pp. 107-120, (2019); Hanapi Z., Nordin M. S., Khamis A., Challenges faced by engineering lecturers in integrating technical and employability skills in the curriculum: A case study in Community College, Malaysia, International Journal of Social Science and Humanity, 5, (2015); Paton R. A., Wagner R., MacIntosh R., Engineering education and performance: The German machinery and equipment sector, International Journal of Operations & Production Management, 32, pp. 796-828, (2012); D'Souza M. J., Rodrigues P., Extreme pedagogy: An agile teaching-learning methodology for engineering education, Indian Journal of Science and Technology, 8, (2015); Doyle O., Harmon C., Heckman J. J., Logue C., Moon S. H., Early skill formation and the efficiency of parental investment: A randomized controlled trial of home visiting, Labour Economics, 45, pp. 40-58, (2017); Redomero T., Caggiano V., Lujan J. L. P., Piccione V. A., Fostering and assessing soft skills of engineering students, The International Journal of Engineering Education, 35, pp. 1656-1666, (2019); Pons D., Relative importance of professional practice and engineering management competencies, European Journal of Engineering Education, 41, pp. 530-547, (2016); Barry B. E., Ohland M. W., ABET Criterion 3. f: How much curriculum content is enough?, Science and Engineering Ethics, 18, pp. 369-392, (2012); Besterfield-Sacre M., Shuman L., ABET changes: The good, the bad and the ugly, ASEE Prism, 25, (2016); Marandi R. J., Smith B. K., Burch R. F., Vick S. C., Engineering soft skills vs. Engineering entrepreneurial skills, The International Journal of Engineering Education, 35, pp. 988-998, (2019); Abbasi F. K., Ali A., Bibi N., Analysis of skill gap for business graduates: Managerial perspective from banking industry, Education+ training, 60, pp. 354-367, (2018); Smith B., Maguire W., Han H. H., Generic skills in accounting: Perspectives of Chinese postgraduate students, Accounting & Finance, 58, pp. 535-559, (2018); Alsulami H., Bashir M., Rizwan A., Elnahas N., Bawareth F., Noorelahi R., Et al., Impact of emotional intelligence on the academicperformance and employability of female engineering students in Saudi Arabia, The International Journal of Engineering Education, 35, pp. 119-125, (2019); Deci E. L., Ryan R. M., Self-determination theory: A macrotheory of human motivation, development, and health, Canadian Psychology/Psychologie canadienne, 49, (2008); Goleman D., Boyatzis R., Emotional intelligence has 12 elements. Which do you need to work on, Harvard Business Review, 84, pp. 1-5, (2017); Covington M. V., The self-worth theory of achievement motivation: Findings and implications, The Elementary School Journal, 85, pp. 5-20, (1984); Stajkovic A. D., Bandura A., Locke E. A., Lee D., Sergent K., Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis, Personality and Individual Differences, 120, pp. 238-245, (2018); Falcone F., Alejos A. V., Cenoz J. G., Martin A. L., Implementation of higher education and life long learning curricula based on university-industry synergic approach, The International Journal of Engineering Education, 35, pp. 1568-1583, (2019); Case J. M., Marshall D., Bringing together knowledge and capabilities: A case study of engineering graduates, Higher Education, 71, pp. 819-833, (2016); Mozahem N. A., Ghanem C. M., Hamieh F. K., Shoujaa R. E., Women in engineering: A qualitative investigation of the contextual support and barriers to their career choice, Women's Studies International Forum, pp. 127-136, (2019); Goricane G., Factors influencing female students' participation in the engineering profession, WEC2019: World Engineers Convention 2019, (2019); Swartz M., Walter J. L. J., Johnson K., Is Sociotechnical Thinking Important in Engineering Education?: Survey Perceptions of Male and Female Undergraduates, Proceedings for the American Society for Engineering Education Annual Conference, (2019); Malik G., Venkatraman A., The great divide"": Skill gap between the employer's expectations and skills possessed by employees, Industrial and Commercial Training, 49, pp. 175-182, (2017)","A. Rizwan; Department of Industrial Engineering, Faculty of Engineering, King Abdul Aziz University, Jeddah, 21589, Saudi Arabia; email: ali.rizwan@knowledgekottage.com","","Tempus Publications","","","","","","0949149X","","","","English","Int. J. Eng. Educ.","Article","Final","","Scopus","2-s2.0-85102677663"
"Reid A.; Richards A.; Willox D.","Reid, Andrea (57224094907); Richards, Anna (57224076851); Willox, Dino (57210935349)","57224094907; 57224076851; 57210935349","Connecting experiences to employability through a meaningmaking approach to learning","2021","Journal of Teaching and Learning for Graduate Employability","12","2","","99","113","14","7","10.21153/JTLGE2021VOL12NO2ART1013","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106936153&doi=10.21153%2fJTLGE2021VOL12NO2ART1013&partnerID=40&md5=b9fbda2d3b229dddb51f26c5806ab7de","University of Southern Queensland, Australia; The University of Queensland, Australia","Reid A., University of Southern Queensland, Australia; Richards A., The University of Queensland, Australia; Willox D., The University of Queensland, Australia","A key part of the student experience in the higher education context is employability. There is an expectation that universities will contribute to their students' employability and indeed they are measured on this contribution and are allocated funding based on it. Despite the importance of employability in higher education, it remains a complex and contested concept, often conflated with employment - graduates in jobs and the roles they occupy - and seen as a quantifiable outcome of the student experience. Where employability is understood as an individual's knowledge, capabilities, and personal attributes that make them more likely to gain employment and be successful in their professional lives, it is often framed by the discourse of skills. There are some employability models, however, that champion a more holistic view of employability and highlight the role that experiences play in individual employability development. This paper reports on the development of an institutional employability framework and reflective process in an Australian research-intensive university. The paper discusses the experiential learning theories that underpin the reflective process that supports students to understand and articulate employability learning, for framing narratives around the potential to contribute to an organisation for employment, and for the transfer of this potential to professional contexts. The framework and reflective process represent employability as a learning process through which students make meaning from their experiences and learning opportunities. This involves understanding the value of their experiences, how to articulate that value, and how to transfer it to workplace performance. © 2021 Deakin University. All rights reserved.","employability learning; employability narratives; experiences; experiential learning; meaningmaking; reflection; transfer","","","","","","","","Behle H., Students' and graduates' employability: A framework to classify and measure employability gain, Policy Reviews in Higher Education, 4, 1, pp. 105-130, (2020); Boud D., Cohen R., Walker D., Using experience for learning, (1993); Bourner T., Assessing reflective learning, Education + Training, 45, 5, pp. 267-272, (2003); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brookfield S., Developing critical thinkers, (1987); Brown P., Hesketh A., Williams S., Employability in a knowledge driven economy, Journal of Education and Work, 16, 2, pp. 107-106, (2003); Caballero C., Walker A., Work readiness in graduate recruitment and selection: A review of current assessment methods, Journal of Teaching and Learning for Graduate Employability, 1, 1, pp. 13-25, (2010); Clark G., Marsden R., Whyatt J.D., Thompson L., Walker M., It's everything else you do Alumni views on extracurricular activities and employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Cole D., Willox D., Broken employability metrics need a post-pandemic revamp, The Times Higher Education, (2021); Curran S., The career value of education abroad, International Educator, pp. 48-52, (2007); Cushing D.F, Pennings M., Willox D., Gomez R., Dyson C., Coombs C., Measuring intangible outcomes can be problematic: The challenge of assessing learning during international short-term study experiences, Active Learning in Higher Education, 20, 3, pp. 203-217, (2019); Dacre Pool L., Sewell P., The key to employability: Developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Dacre Pool L., Developing graduate employability: The CareerEDGE model and the importance of emotional intelligence, Graduate employability in context: Theory, research and debate, pp. 317-338, (2017); de Blaquiere G.E., Nolan J.E., Wray K., Joining up the dots: Telling the story of employability: How can students in higher education be supported to better understand and articulate their employability, Journal of Teaching and Learning for Graduate Employability, 10, 2, pp. 15-35, (2019); Job-ready graduates package, (2020); Dirkx J.M., The power of feelings: Emotion, imagination and the construction of meaning in adult learning, New Directions for Adult and Continuing Education, 89, pp. 63-72, (2001); Erichsen E.A., Learning for change: Transforming international experience as identity work, Journal of Transformative Education, 9, 2, pp. 109-133, (2011); Forsey M., Broomhall S., Davis J., Broadening the mind? Australian student reflections on the experience of overseas study, Journal of Studies in International Education, 16, 2, pp. 128-139, (2012); Fry H., Ketteridge S., Marshall S., A handbook for teaching and learning in higher education: Enhancing academic practice, (2009); Green W., King E., Gallagher J., How can international learning experiences enhance employability? Critical insights from new graduates and the people who employ them, Internationalisation and employability in higher education, pp. 25-38, (2019); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Holmes L., Graduate employability: Future directions and debate, Graduate employability in context: Theory, research and debate, pp. 359-370, (2017); Huta V., Meaning as subjective experience, Journal of Constructivist Psychology, 30, 1, pp. 20-25, (2017); Jackson D., Re-conceptualising graduate employability: The importance of pre-professional identity, Higher Education Research and Development, 35, 6, pp. 925-939, (2016); Jarvis P., Adult learning in the social context, (1987); Jarvis P., Towards a comprehensive theory of human learning, (2006); Jarvis P., Learning to be a person in society: Learning to be me, Contemporary theories of learning: Learning theorists in their own words, pp. 15-28, (2018); Jordan K.A., Gagnon R.J., Anderson D.M., Pilcher J.J., Enhancing the college student experience: Outcomes of a leisure education program, Journal of Experiential Education, 41, 1, pp. 90-106, (2018); Joy R., Shea R, Youden-Walsh K., Advancing career integrated learning at Memorial, (2013); Kaye L.K., Bates E.A., The impact of higher fees on psychology students' reasons for attending university, Journal of Further and Higher Education, 41, 3, pp. 379-392, (2017); Kegan R., The evolving self: Problem and process in human development, (1982); Kolb D., Experiential learning: Experience as the source of learning and development, (1984); Lau H.H., Hsu H.Y., Acosta S., Hsu T.L., Impact of participation in extra-curricular activities during college on graduate employability, Educational Studies, 40, 1, pp. 26-47, (2014); Matherly C., Tillman M., Linking learning abroad to employability, Internationalisation and employability in higher education, pp. 11-24, (2019); Merriam S.B, Adult learning theory: Evolution and future directions, PAACE Journal of Lifelong Learning, 26, pp. 21-37, (2017); Merriam S.B., Bierema L.L., Adult learning: Linking theory and practice, (2013); Mezirow J., Learning as transformation: Critical perspectives on a theory in progress, (2000); Montrose L., International study and experiential learning: The academic context, Frontiers: The Interdisciplinary Journal of Study Abroad, 8, 1, pp. 1-15, (2002); Morris T.H., Experiential learning: A systematic review and revision of Kolb's model, Interactive Learning Environments, 28, 8, pp. 1064-1077, (2020); Newcomb M., Burton J., Edwards N., Pretending to be authentic: Challenges for students when reflecting writing about their childhood for assessment, Reflective Practice, 19, 3, pp. 333-344, (2018); Nghia T.L.H., Developing generic skills for students via extra-curricular activities in Vietnamese universities: Practices and influential factors, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 22-39, (2017); Oguro S., Mueller B., Learning abroad and graduate employability: Challenges articulating international learning outcomes, Research and development in higher education: Next generation, higher education: Challenges, changes and opportunities, 42, pp. 85-93, (2020); Ortlieb E., Just graduating from university is no longer enough to get a job, (2015); Park C., Distinctions to promote an integrated perspective on meaning: Global meaning and meaningmaking processes, Journal of Constructivist Psychology, 30, 1, pp. 14-19, (2017); Purcell K., Elias P., Atfield G., Behle H., Ellison R., Luchinskaya D., Futuretrack 4: Transitions into employment, further study and other outcomes, (2012); Reid A., Translating experience: A framework for developing graduate employability, (2015); Reid A., The connection between experience and learning: Student perspectives on the significance of international study, (2020); Richardson S., Employers' contribution to training, (2004); Rothwell A., Rothwell F., Graduate employability: A critical oversight, Graduate employability in context: Theory, research and debate, pp. 41-63, (2017); Seaman J., Brown M., Quay J., The evolution of experiential learning theory: Tracing the lines of research in the JEE, Journal of Experiential Education, 40, 4, pp. NP1-NP21, (2017); Strange H., Gibson H., An investigation of experiential and transformative learning in study abroad programs, Frontiers: The Interdisciplinary Journal of Study Abroad, 29, 1, pp. 85-100, (2017); EMPLOY101x Unlocking your employability, (2015); Tomasson Goodwin J., Goh J., Verkoeyen S., Lithgow K., Can students be taught to articulate employability skills?, Education + Training, 61, 4, pp. 445-460, (2019); Tomlinson M., Introduction: Graduate employability in context: Charting a complex, contested and multi-faceted policy and research field, Graduate employability in context: Theory, research and debate, pp. 1-40, (2017); Trede F., Macklin R., Bridges D., Professional identity development: A review of the higher education literature, Studies in Higher Education, 37, 3, pp. 365-384, (2012); Wong E.D., Beyond 'it was great'? Not so fast, Frontiers: The Interdisciplinary Journal of Study Abroad, 26, 1, pp. 121-135, (2015); Yorke M., Knight P.T., Embedding employability into the curriculum, (2004); Yorke M., Employability in higher education: What it is and what it is not, (2006); Zittoun T., Brinkmann S., Learning as meaning-making, Encyclopedia of the Sciences of Learning, (2012)","A. Reid; University of Southern Queensland, Australia; email: andreajreid@hotmail.com","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85106936153"
"Bennett D.; Bawa S.; Ananthram S.","Bennett, Dawn (55574191781); Bawa, Sherry (56549658700); Ananthram, Subramaniam (55555424300)","55574191781; 56549658700; 55555424300","Gendered differences in perceived employability among higher education students in STEM and non-STEM disciplines","2021","Perspectives: Policy and Practice in Higher Education","25","3","","84","90","6","11","10.1080/13603108.2020.1871090","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099601511&doi=10.1080%2f13603108.2020.1871090&partnerID=40&md5=2cf15d185254100790893103f7675db0","Learning Innovation and Teaching Excellence Centre, Curtin University, Perth, Australia; School of Economics, Finance and Property, Curtin University, Perth, Australia; School of Management, Curtin University, Perth, Australia","Bennett D., Learning Innovation and Teaching Excellence Centre, Curtin University, Perth, Australia; Bawa S., School of Economics, Finance and Property, Curtin University, Perth, Australia; Ananthram S., School of Management, Curtin University, Perth, Australia","Numerous policy interventions promote gender equity within STEM (Science, Technology, Engineering and Mathematics) higher education enrolments and careers. Despite this, women in many countries continue to be under-represented and encounter barriers to access and career progression. These concerns are often attributed to gendered technical/technological confidence and gendered perceptions of career. Using an online self-assessment tool, this study reports the employability confidence of 12,708 university students. Utilising five employability constructs to assess the confidence of STEM and non-STEM women and men, we found that women in STEM were often more confident than men. Moreover, women in STEM reported higher confidence than women in non-STEM. These novel findings might help inform policies and strategies to attract and retain women in STEM degrees and careers. We emphasise the need to focus on career transition and advancement support given that women are confident whilst studying, yet less likely than men to advance in their careers. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","college; employability; gender; higher education; STEM","","","","","","Future of Work Institute at Curtin University; Government of Western Australia, WA Government","This work was supported by the Government of Western Australia. We acknowledge the State Government of Western Australia and the Future of Work Institute at Curtin University for their support of this work. We also thank the many students and educators who contributed to the study.","Women in STEM Decadal Plan, (2019); National STEM School Education Strategy, 2016–2026, (2015); Skilling: A National Imperative, (2018); Bandura A., The Explanatory and Predictive Scope of Self-Efficacy Theory, Journal of Social and Clinical Psychology, 4, 3, pp. 359-373, (1986); Bennett D., Embedding EmployABILITY Thinking Across Higher Education: Final Report, (2020); Blackburn H., The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017, Science & Technology Libraries, 36, 3, pp. 235-273, (2017); Bradley D., Noonan P., Nugent H., Scales B., Review of Higher Education: Final Report (The Bradley Review), (2008); Coetzee M., Measuring Student Graduateness: Reliability and Construct Validity of the Graduate Skills and Attributes Scale, Higher Education Research & Development, 33, 5, pp. 887-902, (2014); Cronbach L.J., Coefficient Alpha and Internal Structure of Tests, Psychometrika, 16, pp. 297-334, (1951); Deemer E.D., Smith J.L., Carroll A.N., Carpenter J.P., Academic Procrastination in STEM: Interactive Effects of Stereotype Threat and Achievement Goals, The Career Development Quarterly, 62, 2, pp. 143-155, (2014); Dockerybawa A.M., Labour Market Implications of Promoting Women’s Participation in STEM in Australia, Australian Journal of Labour Economics, 21, 2, pp. 125-151, (2018); Ehrlinger J., Dunning D., How Chronic Self-Views Influence (and Potentially Mislead) Estimates of Performance, Journal of Personality and Social Psychology, 84, 1, pp. 5-17, (2003); Fouad N.A., Santana M.C., SCCT and Underrepresented Populations in STEM Fields: Moving the Needle, Journal of Career Assessment, 25, 1, pp. 24-39, (2007); Goulden M., Mason M.A., Frasch K., Keeping Women in the Science Pipeline, The Annals of the American Academy of Political and Social Science, 638, 1, pp. 141-162, (2011); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Tatham R.L., Multivariate Data Analysis, (1998); Halsey J., Independent Review into Regional, Rural and Remote Education Final Report, (2018); Hardin E.E., Longhurst M.O., Understanding the Gender Gap: Social Cognitive Changes During an Introductory STEM Course, Journal of Counseling Psychology, 63, 2, pp. 233-239, (2016); Hill C., Corbett C., Rose A.S., Why So Few? Women in Science, Technology, Engineering, and Mathematics, (2010); Kulturel-Konak S., D'Allegro M.L., Dickinso S., Review of Gender Differences in Learning Styles: Suggestions for STEM Education, Contemporary Issues in Education Research, 4, 3, pp. 9-18, (2011); Lee E., Raising STEM Daughters, Working Mother, 39, 1, pp. 48-52, (2016); Lent R.W., Brown S.D., Hacket G., Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance, Journal of Vocational Behavior, 45, 1, pp. 79-122, (1994); Lent R.W., Ezeofor I., Ashley Morrison M., Penn L.T., Ireland G.W., Applying the Social Cognitive Model of Career Self-Management to Career Exploration and Decision-Making, Journal of Vocational Behavior, 93, pp. 47-57, (2016); Lent R.W., Miller M.J., Smith P.E., Watford B.A., Lim R.H., Hui K., Ashley Morrison M., Wilkins G., Williams K., Social Cognitive Predictors of Adjustment to Engineering Majors Across Gender and Race/Ethnicity, Journal of Vocational Behavior, 83, 1, pp. 22-30, (2013); Lent R.W., Sheu H.-B., Gloster C.S., Wilkins G., Longitudinal Test of the Social Cognitive Model of Choice in Engineering Students at Historically Black Universities, Journal of Vocational Behavior, 76, pp. 387-394, (2010); Lent R.W., Singley D., Sheu H.-B., Schmidt J.A., Schmidt L.C., Relation of Social-Cognitive Factors to Academic Satisfaction in Engineering Students, Journal of Career Assessment, 15, pp. 87-97, (2007); Liu X., Koirala H., (2009); Liu Y.-H., Lou S.-J., Shih R.-C., The Investigation of STEM Self-Efficacy and Professional Commitment to Engineering among Female High School Students, South African Journal of Education, 34, 2, (2014); Madara D.S., Cherotich S., Challenges Faced by Female Students in Engineering Education, Journal of Education and Practice, 7, 25, pp. 8-22, (2016); Male S.A., Gardner A., Figueroa E., Bennett D., Investigation of Students’ Experiences of Gendered Cultures in Engineering Workplaces, European Journal of Engineering Education, 43, 3, pp. 360-377, (2018); Napthine D., Graham C., Lee P., Wills M., National, Regional, Rural and Remote Tertiary Education Strategy Final Report, (2019); Nunnally J.C., Psychometric Theory, (1978); All Talk: Gap Between Policy and Practice a Key Obstacle to Gender Equity in STEM - 2018 Women in STEM Professions Survey Report, (2018); Rosenberg M., Society and the Adolescent Self-Image, (1965); Siekmann G., Korbel P., Defining ‘STEM’ Skills: Review and Synthesis of the Literature, (2016); Sobel M., Gilmartin J., Sankar P., Class Size and Confidence Levels Among Female STEM Students [Impact], IEEE Technology & Society Magazine, 35, 1, pp. 23-26, (2016); Speer J.D., The Gender Gap in College Major: Revisiting the Role of Pre-College Factors, Labour Economics, 44, pp. 69-88, (2017); Timms M.J., Moyle K., Weldon P.R., Mitchell P., (2018); Turner S.L., Joeng J.R., Sims M.D., Dade S.N., Reid M.F., SES, Gender, and STEM Career Interests, Goals, and Actions: A Test of SCCT, Journal of Career Assessment, 27, 1, pp. 134-150, (2019); The Confidence Code for Girls: The Confidence Collapse and Why It Natters for the Next Gen, (2018)","D. Bennett; Learning Innovation and Teaching Excellence Centre, Curtin University, Perth, Australia; email: dawn.bennett@curtin.edu.au","","Routledge","","","","","","13603108","","","","English","Perspect. Policy Pract. High. Educ.","Article","Final","","Scopus","2-s2.0-85099601511"
"Suresh G.S.; GangaLakshmi C.","Suresh, G.S. (57205768793); GangaLakshmi, C. (57208384937)","57205768793; 57208384937","Incorporation of ""human values"" in all higher education curricula (technical & non-technical) - An inevitable action to eradicate discriminations","2021","Rupkatha Journal on Interdisciplinary Studies in Humanities","12","5","","","","","1","10.21659/RUPKATHA.V12N5.RIOC1S19N1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098878354&doi=10.21659%2fRUPKATHA.V12N5.RIOC1S19N1&partnerID=40&md5=9573618a4752618afb885fa5b2b0aadf","Department of English, Mepco Schlenk Engineering College, Sivakasi, Tamilnadu, India","Suresh G.S., Department of English, Mepco Schlenk Engineering College, Sivakasi, Tamilnadu, India; GangaLakshmi C., Department of English, Mepco Schlenk Engineering College, Sivakasi, Tamilnadu, India","This paper argues that the current education system needs a rational and radical change from the objective of materialistic education to humanistic education. Hence, incorporation of human values education (AICTE, 2017) in the modern education system particularly in higher education including both technical and nontechnical streams becomes the fulcrum point of this paper. A critical analysis on the Gen Z learners' aversive mindset towards the current learning routines and education system is presented for discussion. As a remedial approach, a bunch of refreshing rough and ready but pragmatic learning strategies are advocated to nurture them both with human values and employability skills. Even in the scientific/digital era, it is noted with big concern that this civilized nation irrationally exercises discrimination and disparity across the globe. As a remedial action, the teaching fraternity should impart human values education without any compromises because the creation of a better world is only in the hands of rational teachers and compassionate Gen Z students. Finally, this paper places the following question for the perusal of the whole academia, ""Which is essential to prepare the Gen Z to stand against all types of discrimination and live a harmonious life: a balanced curriculum inclusive of human values/moral values and competitive skills or a restricted curriculum imparting only technical knowledge and competitive skills excluding human values/moral values?"".  © AesthetixMS 2020.","Compassionate learners; Discrimination and disparity; Gen Z learners' mindset; Human values; Human values education; Pros and cons of exams and grades; Rational teachers","","","","","","","","Promod Batra, Born to be Happy, (2007); Burrows L, Discovering the heart of teaching - The techniques for the Sathya Sai Education in Human Values Programs, (1997); Robert Greene, The 48 Laws of Power, (2005); Jumsai A., Integration of Human Values and Human Excellence, (1997); Thirukkural 6 in 1, (2014); Sneha Mehta, Change Your Life, (2013); Modi Narendra, COVID19 does not see race, religion, colour, caste, creed, language or borders before striking; Quotes of Swami Vivekananda on Knowledge; Steiner Rudolf, Human Values in Education, (2004); Inculcation of Human Values and Professional Ethics in Higher Educational Institutions: Mulya Pravah, (2019); Zig Ziglar, Great quotes to rise to the top, (2007)","","","Aesthetics Media Services","","","","","","09752935","","","","English","Rupkatha J. Interdiscip.Stud. Humanit.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85098878354"
"Chen Y.; Zhao D.; Shen Q.","Chen, Yu (58061523600); Zhao, Dan (57224521062); Shen, Qi (57191914892)","58061523600; 57224521062; 57191914892","Chinese students' motivation for learning German and French in an intensive non-degree Programme","2021","Circulo de Linguistica Aplicada a la Comunicacion","86","","","81","92","11","5","10.5209/clac.75497","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107761848&doi=10.5209%2fclac.75497&partnerID=40&md5=81fe5a2c43616f804540a3132ff6e8b0","Tongji University, China","Chen Y., Tongji University, China; Zhao D., Tongji University, China; Shen Q., Tongji University, China","This paper reports on a mixed method study that examined the motivation of 121 students in a 1-year intensive language course in German or French at a Chinese university. Drawing on Dörnyei's (2009) theory of the L2 Motivational Self System (L2MSS), a survey was conducted to explore their motivation to learn German or French. Regression analyses revealed that learning experience and promotion-focused instrumentality were the predictors for the German learners' intended learning effort, while ideal L2 self was the predictor for the French learners' motivation. Furthermore, ought-to self, culture/community interest and prevention-focused instrumentality were excluded in both regression models. In addition, 17 participants' qualitative data in the interviews suggested that most of them had lower expectations for the value of German or French than for the value of English in improving one's employability. Instead, they were much more oriented to learn and appreciate the cultural values of these languages. The results provided insight into the complexity of motivation to learn Languages Other than English (LOTEs) in the university context in China, and suggested future direction for research on LOTE learning motivation. © 2021 Universidad Complutense de Madrid. All rights reserved.","China; French learning; German learning; L2mss; Motivation","","","","","","","","Boo Z., Dornyei Z., Ryan S., L2 motivation research 2005-2014: Understanding a publication surge and changing landscape, System, 55, pp. 145-157, (2015); Busse V., An Exploration of Motivation and Self-Beliefs of First Year Students of German, System, 41, pp. 379-398, (2013); Chen J. F., Warden C. A., Chang H.-T., Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the In?uence of Culture on Motivation, TESOL Quarterly, 39, 4, pp. 609-633, (2005); Chen X., Zhao K., Tao J., Language Learning as Investment or Consumption? A Case Study of Chinese University Students' Beliefs about the Learning of Languages Other than English, Sustainability, 12, (2020); Chen X., Zhao K., Tao J., Key Working Points of Division of Higher Education, Chinese Ministry of Education in 2019], (2019); Csizer K., Dornyei Z., The internal structure of language learning motivation and its relationship with language choice and learning effort, Modern Language Journal, 89, pp. 19-36, (2005); Csizer K., Lukacs G., The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary, System, 38, 1, pp. 1-13, (2010); Dornyei Z., The psychology of the language learner: Individual differences in second language acquisition, (2005); Dornyei Z., The L2 Motivational Self System, Motivation, Language Identity and the L2 Self, pp. 9-42, (2009); Dornyei Z., Ushioda E., Teaching and researching motivation, (2011); Dornyei Z., Alhoorie A. H., The motivational foundation of learning languages other than global English: Theoretical issues and research directions, The Modern Language Journal, 101, 3, pp. 455-468, (2017); Gardner R. C., Motivation and Attitudes in Second Language Learning, Encyclopedia of Language & Linguistics, pp. 348-355, (2006); Gao X., Lv. L., Motivations of Chinese Learners of Japanese in Mainland China, Journal of Language, Identity and Education, 17, 4, pp. 222-235, (2018); Gao X., Zheng Y., Multilingualism and higher education in Greater China, Journal of Multilingual and Multicultural Development, 40, 7, pp. 555-561, (2019); Han Y., Gao X., Xia J., Problematising recent developments in non-English foreign language education in Chinese universities, Journal of Multilingual and Multicultural Development, 40, pp. 562-575, (2019); Higgins E. T., Self-discrepancy: A Theory Relating Self and Affect, Psychological Review, 94, pp. 319-340, (1987); Huang S.-C., Learning experience reigns-Taiwanese learners' motivation in learning eight additional languages as compared to English, Journal of Multilingual and Multicultural Development, 40, 7, pp. 576-589, (2019); Huang H. T., Hsu C. C., Chen S. W., Identification with social role obligations, possible selves, and L2 motivation in foreign language learning, System, 51, pp. 28-38, (2015); Islam M., Lamb M., Chambers G., The L2 Motivational Self System and National Interest: A Pakistani perspective, System, 41, 2, pp. 231-244, (2013); Kim T. Y., The L2 Motivational Self System of Korean EFL Students: Cross-Grade Survey Analysis, English Teaching, 67, pp. 29-56, (2012); Lamb M., A Self System Perspective on Young Adolescents' Motivation to Learn English in Urban and Rural Settings, Language Learning, 62, pp. 997-1023, (2012); Liu F., Validity analysis of the theoretical model of L2 Motivational Self System among various groups of English learners in China, Foreign Language Learning Theory and Practice, 1, pp. 19-23, (2015); Liu Y., Thompson A. S., Language learning motivation in China: An exploration of the L2MSS and psychological reactance, System, 72, pp. 37-48, (2018); Lu X., Zheng Y., Ren W., Motivation for Learning Spanish as a Foreign Language: The Case of Chinese L1 Speakers at University Level, Multilingual Research in the Chinese Context. Círculo de Linguïstica Aplicada a la Comunicación, 79, pp. 79-98, (2019); Lv L., Gao X., Teo T., Intercultural Orientation as Japanese Language Learners' Motivation in Mainland China, Critical Inquiry in Language Studies, 14, 1, pp. 1-24, (2017); Maleki M., L2-Motivation und .,Possible Selves, Fremdsprachen Lehren und Lernen, 45, 2, pp. 46-61, (2016); Markus H., Nurius P., Possible Selves, American Psychologist, 41, pp. 954-969, (1986); Papi M., The L2 Motivational Self System, L2 Anxiety, and Motivated Behavior: A Structural Equation Modeling Approach, System, 38, pp. 467-479, (2010); Papi M., Teimouri Y., Dynamics of selves and motivation: A cross-sectional study in the EFL context of Iran, International Journal of Applied Linguistics, 22, 3, pp. 287-309, (2012); Riemer C., L2-Motivationsforschung für Deutsch als Fremdsprache, Fremdsprachen Lehren und Lernen, 45, 2, pp. 30-45, (2016); Schmidt G., Motivation zum Fremdsprachenstudium in einem englischsprachigen Land: Das Beispiel Australien, Fremdsprachen Lehren und Lernen, 45, 2, pp. 62-77, (2016); Shen Q, 70 Years of Foreign Language Education Planning of China: Paradigm Changes and Strategic Shifts, Journal of Xinjiang Normal University], 40, pp. 64-73, (2019); Sylven K., Thompson A.S., Language learning motivation and CLIL: Is there a connection?, Journal of Immersion and Content-Based Language Education, 3, 1, pp. 28-50, (2015); Taguchi T., Magid M., Papi M., The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study, Motivation, Language Identity and the L2 Self, pp. 43-65, (2009); Thompson A. S., Language Learning Motivation in the United States: An Examination of Language Choice and Multilingualism, The Modern Language Journal, 101, 3, pp. 483-500, (2017); Thompson A. S., Erdil-Moody Z., Operationalizing multilingualism: Language learning motivation in Turkey, International Journal of Bilingual Education and Bilingualism, 19, 3, pp. 314-331, (2016); Wang Z., Zheng Y., Chinese university students' multilingual learning motivation under contextual in?uences: A multi-case study of Japanese majors, International Journal of Multilingualism, (2019); Yashima T., Nishida R., Mizumoto A., Influence of Learner Beliefs and Gender on the Motivating Power of L2 Selves, Modern Language Journal, 101, 4, pp. 691-711, (2017); You C. J., Dornyei Z., Language Learning Motivation in China: Results of a Large-scale Strati?ed Survey, Applied Linguistics, 37, 4, pp. 495-519, (2016); Zheng Y., Lu X., Ren W., Profiling Chinese university students' motivation to learn multiple languages, Journal of Multilingual and Multicultural Development, 40, 7, pp. 590-604, (2019); Zheng Y., Lu X., Ren W., Tracking the evolution of Chinese learners' multilingual motivation through a longitudinal Q methodology, The Modern Language Journal, 104, 4, pp. 781-803, (2020)","D. Zhao; Tongji University, China; email: dzhao@tongji.edu.cn; Q. Shen; Tongji University, China; email: qishen@tongji.edu.cn","","Universidad Compultense Madrid","","","","","","15764737","","","","English","Circ. Linguist. Apl. Comun.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85107761848"
"McPherson R.","McPherson, Rebecca (55131863200)","55131863200","Understanding low-skilled labour's protean-boundaryless mental maps and employability traps","2021","International Journal of Business and Systems Research","15","3","","356","370","14","0","10.1504/ijbsr.2021.114948","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105846267&doi=10.1504%2fijbsr.2021.114948&partnerID=40&md5=9f25cdda993170d6fae5ffca1e510884","Department of Management and Marketing, College of Business Administration, Texas A&M University-Central Texas, 1001 Leadership Place, Killeen, 76549, TX, United States","McPherson R., Department of Management and Marketing, College of Business Administration, Texas A&M University-Central Texas, 1001 Leadership Place, Killeen, 76549, TX, United States","A job mobility phenomenon appears to be that low-skilled labour does not understand employability or how job mobility works, resulting in poor choices and, subsequently, poor employment outcomes. This qualitative study investigated ten staffing and human resource (HR) professionals' perspectives of labour's employability and job mobility across organisations and industries. Staffing professionals provided unique insight elucidating labour's lack-of-understanding about job mobility describing success factors and bridgeable deficits. HR professionals were anticipated to have insider knowledge of labour's experiences in being successful or unsuccessful within their organisations. A cross-participant analysis contributes to the existing literature by providing insight into mental maps and employability traps, which may explain poor employment outcomes such as truncated, lateral career paths. Participants' insider perspectives of low-skilled labour's experience-based schema suggest labour's initial mental mapping of job mobility is accurate but becomes limited or inaccurate as successive job mobility is sought. Suggestions for future research are provided. Copyright © 2021 Inderscience Enterprises Ltd.","Boundaryless; Career development; Career success; Employability; Human resource; Job mobility; Low-skill; Mental maps; Protean; Schema; Secondary job market; Staffing","","","","","","","","Briscoe J.P., Hall D.T., DeMuth R.L.F., Protean and boundaryless careers: an empirical exploration, Journal of Vocational Behavior, 69, 1, pp. 30-47, (2006); Employee tenure in 2018, Technical report USDL-18-1500, (2018); Clarke M., Patrickson M., The new covenant of employability, Employee Relations, 30, 2, pp. 121-141, (2008); Claus L., HR disruption - time already to reinvent talent management, BRQ Business Research Quarterly, 22, 3, pp. 207-215, (2019); Creswell J.W., Qualitative Inquiry and Research Design Choosing Among Five Approaches, (2007); De Vos A., De Hauw S., Van der Heijden B.I., Competency development and career success: the mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); Dill J.S., Morgan J.C., Employability among low-skill workers: organizational expectations and practices in the US health care sector, Human Relations, 71, 7, pp. 1001-1022, (2018); Drayse M.H., Local labor market restructuring and the employment of welfare recipients in Los Angeles County, Urban Geography, 25, 2, pp. 139-172, (2004); Fugate M., Kinicki A.J., A dispositional approach to employability: development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, 3, pp. 503-527, (2008); Gould P., White R., Mental Maps, (2012); Green A., Shuttleworth I., Lavery S., Young people, job search and local labour markets: the example of Belfast, Urban Studies, 42, 2, pp. 301-324, (2005); Greenhaus J.H., Callanan G.A., DiRenzo M., A boundaryless perspective on careers, Handbook of Organizational Behavior, pp. 277-299, (2008); Guan Y., Arthur M.B., Khapova S.N., Hall R.J., Lord R.G., Career boundarylessness and career success: a review, integration and guide to future research, Journal of Vocational Behavior, 110, B, pp. 390-402, (2019); Kitchin R.M., Cognitive maps: what are they and why study them?, Journal of Environmental Psychology, 14, 1, pp. 1-19, (1994); Martini M., Cavenago D., Marafioti E., Enhancing the employability of temporary agency workers: the interplay between agency support and client company investments, The International Journal of Human Resource Management, 30, (2019); McGrath S., What is Employability, (2009); McPherson R., Low-skilled labors' job mobility, boundary crossing, and career success: a cross-industry HRM perspective, Journal of Organizational Psychology, 18, 1, pp. 116-129, (2018); McPherson R., Staffing professionals' perspectives of the secondary labor market protean and boundaryless career phenomenon, Proceedings of the SWAM 2019 Conference, pp. 187-193, (2019); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Moustakas C., Phenomenological Research Methods, (1994); Reitman F., Schneer J.A., Enabling the new careers of the 21st century, Organization Management Journal, 5, 1, pp. 17-28, (2008); Ridzi F., Selling Welfare Reform: Work-first and the New Common Sense of Employment, (2009); Rodrigues R., Guest D., Budjanovcanin A., Bounded or boundaryless? An empirical investigation of career boundaries and boundary crossing, Work, Employment and Society, 30, 4, pp. 669-686, (2016); Smith V., Enhancing employability: human, cultural, and social capital in an era of turbulent unpredictability, Human Relations, 63, 2, pp. 279-300, (2010); Strauss A., Corbin J.M., Grounded Theory in Practice, (1997); Valcour P.M., Tolbert P., Gender, family and career in the era of boundarylessness: determinants and effects of intra-and inter-organizational mobility, International Journal of Human Resource Management, 14, 5, pp. 768-787, (2003); Welshman J., The concept of the unemployable, The Economic History Review, 59, 3, pp. 578-606, (2006); White R.J., Green A.E., Opening up or closing down opportunities?: the role of social networks and attachment to place in informing young peoples' attitudes and access to training and employment, Urban Studies, 48, 1, pp. 41-60, (2011); White R.J., Green A.E., The importance of socio-spatial influences in shaping young people's employment aspirations: case study evidence from three British cities, Work, Employment and Society, 29, 2, pp. 295-313, (2015)","R. McPherson; Department of Management and Marketing, College of Business Administration, Texas A&M University-Central Texas, Killeen, 1001 Leadership Place, 76549, United States; email: becca.mcpherson@tamuct.edu","","Inderscience Publishers","","","","","","1751200X","","","","English","Int. J. Bus. Syst. Res.","Article","Final","","Scopus","2-s2.0-85105846267"
"Patiar A.; Kensbock S.; Benckendorff P.; Robinson R.; Richardson S.; Wang Y.; Lee A.","Patiar, A. (7801330545); Kensbock, S. (36084257800); Benckendorff, P. (7801583867); Robinson, R. (57211892915); Richardson, S. (57224686990); Wang, Y. (57211983482); Lee, A. (57469505400)","7801330545; 36084257800; 7801583867; 57211892915; 57224686990; 57211983482; 57469505400","Hospitality Students’ Acquisition of Knowledge and Skills through a Virtual Field Trip Experience","2021","Journal of Hospitality and Tourism Education","33","1","","14","28","14","22","10.1080/10963758.2020.1726768","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100328562&doi=10.1080%2f10963758.2020.1726768&partnerID=40&md5=56f73a578ac2a144117dffebb9fff1cf","Department of Tourism, Sport and Hotel Management, Griffith University, Australia; UQ Business School, The University of Queensland, Australia; The Emirates Academy of Hospitality Management, United Arab Emirates","Patiar A., Department of Tourism, Sport and Hotel Management, Griffith University, Australia; Kensbock S., Department of Tourism, Sport and Hotel Management, Griffith University, Australia; Benckendorff P., UQ Business School, The University of Queensland, Australia; Robinson R., UQ Business School, The University of Queensland, Australia; Richardson S., The Emirates Academy of Hospitality Management, United Arab Emirates; Wang Y., Department of Tourism, Sport and Hotel Management, Griffith University, Australia; Lee A., UQ Business School, The University of Queensland, Australia","This study examines hospitality management students’ expectations and acquisition of knowledge and skills through the use of a Virtual Field Trip (VFT) platform. In total 135 students in Australia responded to pre- and post- open-ended questionnaires. The pre-questionnaire sought students’ expectations of knowledge and skill acquisition, whereas the post-questionnaire sought their perceptions of actual acquisition of knowledge and skill after engagement with the VFT. The empirical material was thematically analyzed using the textual analysis program Leximancer, facilitating an iterative process moving between codes and participants’ responses. Concept maps were generated thus visualizing thematic relationships. Findings reveal VFT provides a technology-enhanced solution to practice-based knowledge and employability skill acquisition that is successful in supporting assessment tasks and enhancing learning outcomes. Students also reported improvements in their knowledge about the functioning of hotels and an increase in their abilities to operationalize food and beverage systems after using the VFT. Hence, VFT can be an effective technological learning tool for the acquisition of knowledge and skills in hospitality and other fields. © 2020 The International Council on Hotel, Restaurant, and Institutional Education.","experiential learning; hospitality; knowledge; skills; Virtual field trip","","","","","","VFTs; Office for Learning and Teaching, OLT; Department of Education and Training, (ID15-4905)","This work was supported by the Office for Learning and Teaching (OLT), Department of Education and Training, Federal Government of Australia, [ID15-4905] (now recognized as Australian Government, Department of Education). The Innovation and Development Grant Program involved partnership between four higher education institutions and the hospitality industry at the international level to develop the VFTs and undertake research on students’ learning.","Ahmad S., Entrepreneurship education in tourism and hospitality programs, Journal of Hospitality & Tourism Education, 27, 1, pp. 20-29, (2015); Alexakis G., Jiang L., Industry competencies and the optimal hospitality management curriculum: An empirical study, Journal of Hospitality & Tourism Education, 31, 4, pp. 210-220, (2019); Alexander M., Reflecting on changes in operational training in UK hospitality management degree programs, International Journal of Contemporary Hospitality Management, 19, 3, pp. 211-220, (2007); Ampontolas A., Shaw G., James S., Active learning to improve self-confidence and decision-making skills through the use of hotel simulation, Journal of Hospitality & Tourism Education, 31, 3, pp. 125-138, (2019); Arcodia C., Cavlek N., Abreu-Novais M., Factors influencing motivations and expectations of field trip attendance, Current Issues in Tourism, 17, 10, pp. 856-861, (2014); 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Stokes A., Collins B.T., Maskall J., Lea J., Lunt P., Davies S., Enabling remote access to fieldwork: Gaining insight into the pedagogic effectiveness of ‘direct’ and ‘remote’ field activities, Journal of Geography in Higher Education, 36, 2, pp. 197-222, (2012); Tuthill G., Klemm E.B., Virtual field trips: Alternatives to actual field trips, International Journal of Instructional Media, 29, 4, (2002); Wang Y., Constructing career competency model of hospitality industry employees for career success, International Journal of Contemporary Hospitality Management, 25, 7, pp. 994-1016, (2013); Wang Y., Cai R., Yang C., Qu H., Coping strategy in hospitality internships: A mixed method approach, Journal of Hospitality & Tourism Education, 27, 1, pp. 10-19, (2015); Wang Y., Tsai C., Employability of hospitality graduates: Student and industry perspectives, Journal of Hospitality & Tourism Education, 26, pp. 125-135, (2014); Xu L., Yan L., How students perceive travel agency related degree courses, Journal of Hospitality & Tourism Education, 27, 1, pp. 30-38, (2015); Young M.R., Klemz B.R., Murphy J.W., Enhancing learning outcomes: The effects of instructional technology, learning styles, instructional methods, and student behaviour, Journal of Marketing Education, 25, 2, pp. 130-142, (2003)","A. Patiar; Department of Tourism, Sport and Hotel Management, Griffith University, Brisbane, 170 Kessels Road, Nathan, 4111, Australia; email: a.patiar@griffith.edu.au","","Routledge","","","","","","10963758","","","","English","J. Hosp. Tour. Educ.","Article","Final","","Scopus","2-s2.0-85100328562"
"Ramaci T.; Faraci P.; Santisi G.; Valenti G.D.","Ramaci, Tiziana (55899423100); Faraci, Palmira (46061206200); Santisi, Giuseppe (56071267400); Valenti, Giusy Danila (57190564908)","55899423100; 46061206200; 56071267400; 57190564908","Employability and job insecurity: The role of personal resources on work-related stress","2021","Europe's Journal of Psychology","17","2","","28","42","14","4","10.5964/ejop.1904","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107755096&doi=10.5964%2fejop.1904&partnerID=40&md5=0984a755df898db392ff99087f0539e1","Faculty of Human and Social Sciences, University of Enna “Kore”, Enna, Italy; Department of Educational Sciences, University of Catania, Catania, Italy","Ramaci T., Faculty of Human and Social Sciences, University of Enna “Kore”, Enna, Italy; Faraci P., Faculty of Human and Social Sciences, University of Enna “Kore”, Enna, Italy; Santisi G., Department of Educational Sciences, University of Catania, Catania, Italy; Valenti G.D., Faculty of Human and Social Sciences, University of Enna “Kore”, Enna, Italy","This study is aimed to assess the effect of both employability and personal resources, in terms of pro-activity and self-efficacy, on the relationship between job insecurity and psycho-social distress. Using survey data from 211 participants, among employed, unemployed and workers in transition, we analyzed the incidence of employability, pro-activity and efficacy on psycho-social distress. Our results showed that the above-mentioned variables significantly differed by participants’ gender and age. The structural theoretical model proposed to assess the significance of the hypothesized paths exhibited good fit with the data. Thus, all our hypotheses were supported. Findings are in line with previous research, and practical implications may give significant effects when applied in new labor policies undertaken by local governments. © 2021, PsychOpen. All rights reserved.","Employability; Organizations; Personal resources; Psycho-social distress","","","","","","","","Arthur M. B., The boundaryless career: A new perspective for organizational inquiry, Journal of Organizational Behavior, 15, 4, pp. 295-306, (1994); Arthur M. B., Rousseau D. 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M., Psychological contracts in organizations: Understanding written and unwritten agreements, (1995); Rousseau D. M., Schema, promise and mutuality: The building blocks of the psychological contract, Journal of Occupational and Organizational Psychology, 74, 4, pp. 511-542, (2001); Sanders J., de Grip A., Training, task and the employability of low-skilled workers, International Journal of Manpower, 25, 1, pp. 73-89, (2004); Sparrow P. R., Transitions in the psychological contract: Some evidence from the banking sector, Human Resource Management Journal, 6, 4, pp. 75-92, (1996); Standing G., The Precariat: The new dangerous class, (2011); Steger M. F., Dik B. J., Duffy R. D., Measuring meaningful work: The work and meaning inventory (WAMI), Journal of Career Assessment, 20, 3, pp. 322-337, (2012); Sverke M., Hellgren J., Naswall K., Chirumbolo A., De Witte H., Goslinga S., Job insecurity and union membership: European unions in the wake of flexible production, (2004); Sverko B., Vizek-Vidovic V., Studies of the meaning of work: Approaches, models, and some of the findings, Life roles, values, and careers, pp. 3-21, (1995)","P. Faraci; Cittadella Universitaria, Viale delle Olimpiadi, Enna, 94100, Italy; email: palmira.faraci@unikore.it","","PsychOpen","","","","","","18410413","","","","English","Europ. J. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85107755096"
"Tenorio-Rodríguez M.A.; González-Monteagudo J.; Padilla-Carmona T.","Tenorio-Rodríguez, María Aurora (57222221256); González-Monteagudo, José (57064471400); Padilla-Carmona, Teresa (25228678100)","57222221256; 57064471400; 25228678100","Employability and inclusion of non-traditional university students: Limitations and challenges","2021","IAFOR Journal of Education","9","1","","133","151","18","6","10.22492/ije.9.1.08","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101917000&doi=10.22492%2fije.9.1.08&partnerID=40&md5=5f3bec229bce5314cc6f1677993135d3","University of Seville, Spain","Tenorio-Rodríguez M.A., University of Seville, Spain; González-Monteagudo J., University of Seville, Spain; Padilla-Carmona T., University of Seville, Spain","In recent decades employability has become more visible and is part of the agenda of European universities, leading to a closer link between higher education and the labour market. In this context, the objectives of this study are: to analyse the approach to employability developed by the university; to find out the influence of employability policies on non-traditional students; and the alignment of the development of employability with the democratic mission of the university. Qualitative research has been carried out at one public university in Southern Spain, based on 40 in-depth interviews, undertaken with non-traditional students and graduates, employers, and university staff. The main results obtained are: the employability approach is based on the acquisition of key skills, in the framework of neoliberal policies; the opportunities offered to students to improve their employability are unevenly distributed and, therefore, scarcely available to underrepresented students; and the market-oriented concept of employability damages non-traditional students. The development of the democratic and inclusive role to be developed by the universities requires challenging the policies and practices on employability, that are based on neoliberal perspectives. This involves the visibility of the power relations at stake as well as the promotion of critical and reflective pedagogies, with the aim of questioning and reducing the inequalities faced by non-traditional students. © 2021, The International Academic Forum (IAFOR). All rights reserved.","Employability; Higher education; Inclusive education; Neo-liberalism; Non-traditional students","","","","","","Erasmus+ Key Action 2 Programme, (2014-1-UK01-KA203-001842); European Commission, EC","Funding text 1: Study carried out as part of the EMPLOY project, Improving the employability of nontraditional students in higher education, funded by the Erasmus+ Key Action 2 Programme (Ref. 2014-1-UK01-KA203-001842). The information and perspectives provided in this article reflect only the authors’ views, not the official opinion of the European Union. Neither the institutions nor the individuals of the European Union can be held responsible for the views expressed in this text.; Funding text 2: Study carried out as part of the EMPLOY project, Improving the employability of non-traditional students in higher education, funded by the Erasmus+ Key Action 2 Programme (Ref. 2014-1-UK01-KA203-001842). The information and perspectives provided in this article reflect only the authors? views, not the official opinion of the European Union. Neither the institutions nor the individuals of the European Union can be held responsible for the views expressed in this text.","Apple M., Educating the “right” way: Markets, standards, god, and inequality, (2001); Apple M., Doing things the “right” way: legitimating educational inequalities in conservative times, Educational Review, 57, 3, pp. 271-293, (2005); Bathmaker A. 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A comparative study of non-traditional students, Revista Latinoamericana de Educación Comparada, 11, 17, pp. 95-110, (2020); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Jackson D., Re-conceptualising graduate employability: the importance of pre-professional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Kascak O., Pupala B., Petrova Z., Humanism and autonomy in the neoliberal reform of teacher training, Education, Knowledge & Economy, 5, 1–2, pp. 71-88, (2011); Kendall A., French A., Rethinking employability with a literacies lens. From skills to practices, from tool-kits to ethnography, Higher Education, Skills and Work-Based Learning, 8, 2, pp. 164-178, (2018); Laval C., La escuela no es una empresa. El ataque neoliberal a la enseñanza pública [School is not a business. The neoliberal attack on public education], (2004); Martinez F.M., Educación, neoliberalismo y justicia social. Una revisión crítica del desarrollo humano desde la Carta de la Tierra y la economía social [Education, neoliberalism and social justice. A critical review of human development from the Earth Charter and the social economy, (2013); Moreau M.P., Leathwood C., Graduate’s employment and the discourse of employability: a critical analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); O'Connor H., Bodicoat M., Exploitation or opportunity? Student perceptions of internships in enhancing employability skills, British Journal of Sociology of Education, 38, 4, pp. 435-449, (2017); O'Neill J., Merrill B., Finnegan F., Revers S., Intersecting inequalities in higher education: Theorising class and gender through a feminist and Bourdieusian lens, Estudantes não-tradicionais no ensino superior [Non-traditional students in higher education], pp. 79-98, (2018); Pitan O.S., Graduate employees’ generic skills and training needs, Higher Education, Skills and Work-Based Learning, 7, 3, pp. 290-303, (2017); Pitman T., Roberts L., Bennett D., Richardson S., An Australian study of graduate outcomes for disadvantaged students, Journal of Further and Higher Education, 43, 1, pp. 45-57, (2019); Purcell K., Wilton N., Elias P., Hard lessons for life-long learners? Age and experience in the graduate labour market, Higher Education Quarterly, 61, 1, pp. 57-82, (2007); Reay D., Crozier G., Clayton J., ‘Fitting in’ or ‘standing out’: Working-class students in UK higher education, British Educational Research Journal, 32, 1, pp. 1-19, (2009); Reid J., Redefining “employability” as something to be achieved: Utilising Tronto’s conceptual framework of care to refocus the debate, Higher Education, Skills and Work-Based Learning, 6, 1, pp. 55-68, (2016); Sanders-McDonagh E., Davis C., Resisting neoliberal policies in UK higher education: Exploring the impact of critical pedagogies on non-traditional students in a post-1992 university, Education, Citizenship and Social Justice, 13, 3, pp. 217-228, (2018); Stiglitz J., Making globalisation work, (2006); Tomlinson M., Conceptions of the value of higher education in a measured market, Higher Education, 74, 4, pp. 711-727, (2017); Torres J., Economía para no dejarse engañar por los economistas [Economics not to be fooled by the economists], (2016); Tronto J. C., Caring democracy: Markets, equality and justice, (2013); Valadas S., Paulos L., Revers S., The transition of non-traditional students to the labor market: gender, age, experience and insecurity, Estudantes não-tradicionais no ensino superior [Non-traditional students in higher education], pp. 275-296, (2018); Vallina B., Education and neoliberalism: human capital, public policies and the education system, La balsa de piedra: revista de teoría y geoestrategia iberoamericana y mediterránea, 6, (2014); Veld M., Semeijn J., Van Vuuren T., Enhancing perceived employability: An interactionist perspective on responsibilities of organisations and employees, Personnel Review, 44, 6, pp. 866-882, (2015); Walsh A., Powell P., Supporting student innovation through an engagement, employability and employment ecosystem, Higher Education, Skills and Work-Based Learning, 8, 1, pp. 15-28, (2018); Wilderson F. B., Introduction: Unspeakable ethics, Red, White, & Black, (2012); Williams J., A critical exploration of changing definitions of public good in relation to higher education, Studies in Higher Education, 41, 4, pp. 619-630, (2016); Zuhal Y., Overseas education process of outgoing students within the Erasmus exchange programme, Procedia-Social and Behavioral Sciences, 174, pp. 1408-1414, (2015)","M.A. Tenorio-Rodríguez; University of Seville, Spain; email: mtenorio@us.es","","The International Academic Forum (IAFOR)","","","","","","21870594","","","","English","IAFOR J. Edu.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85101917000"
"English P.; de Villiers Scheepers M.J.; Fleischman D.; Burgess J.; Crimmins G.","English, Peter (55170007100); de Villiers Scheepers, Margarietha Johanna (57091731600); Fleischman, David (56494676800); Burgess, Jacqueline (57199728197); Crimmins, Gail (56444297400)","55170007100; 57091731600; 56494676800; 57199728197; 56444297400","Developing professional networks: the missing link to graduate employability","2021","Education and Training","63","4","","647","661","14","12","10.1108/ET-10-2020-0309","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101195757&doi=10.1108%2fET-10-2020-0309&partnerID=40&md5=cb3348c7daaa98cf16846e126953c837","School of Business and Creative Industries, University of the Sunshine Coast, Sunshine Coast, Australia","English P., School of Business and Creative Industries, University of the Sunshine Coast, Sunshine Coast, Australia; de Villiers Scheepers M.J., School of Business and Creative Industries, University of the Sunshine Coast, Sunshine Coast, Australia; Fleischman D., School of Business and Creative Industries, University of the Sunshine Coast, Sunshine Coast, Australia; Burgess J., School of Business and Creative Industries, University of the Sunshine Coast, Sunshine Coast, Australia; Crimmins G., School of Business and Creative Industries, University of the Sunshine Coast, Sunshine Coast, Australia","Purpose: Responding to increasing external pressure, universities are developing new strategies to illustrate the impact of their degrees on graduate employability. This paper investigates how alumni regard the development of their professional networks during their tertiary education in relation to employability and the associated pedagogical implications. Design/methodology/approach: A qualitative approach using semi-structured interviews with 18 business and arts alumni from a regional university. Findings: The findings reveal the importance of developing a professional network by cultivating social capital while at university. Alumni identify all forms of work-integrated learning (WIL), connectedness through social media, the role of university staff and volunteering as concrete ways to develop a professional network and enhance employability. Research limitations/implications: This paper has pedagogical implications to develop graduate employability and WIL. Universities should draw from alumni networks to help develop students' bridging capital through industry-facing WIL projects. Educators should design assessment tasks in which students develop contacts and networking capabilities with alumni and other professionals using various platforms (e.g. social media). In addition, educators should promote the benefits of voluntary work and invite alumni and other industry stakeholders to co-design and co-teach areas of curriculum. Originality/value: Drawing from the experiences of alumni re-routes the channel of communication from institutions expressing the importance of professional networks in relation to employability, to credible industry alumni confirming this importance. Few previous studies have taken this “outside-in approach” to emphasise and validate the importance of developing professional networks in relation to employability, particularly at regional universities. © 2021, Emerald Publishing Limited.","Graduate employability; Social capital; Work-integrated learning","","","","","","","","Andrews J., Higson H., Is Bologna working? Employer and graduate reflections of the quality, value and relevance of business and management education in four European Union countries, Higher Education Quarterly, 68, 2, pp. 267-287, (2014); Babbie E.R., The Basics of Social Research, (2016); Bates M., Thompson C., Bates L., Not all dimensions of work self-efficacy are equal: understanding the role of tertiary work placements in the development of the elements of work self-efficacy, Journal of Cooperative Education and Internships, 47, 1, pp. 19-30, (2013); Batistic S., Tymon A., Networking behaviour, graduate employability: a social capital perspective, Education + Training, 59, 4, pp. 374-388, (2017); Bennett D., Keynote address for WIL 2020: pushing the boundaries, Paper read at 2016 National Conference of the Australian Collaborative Education Network. 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Lessons from Ireland, Perspectives: Policy and Practice in Higher Education, 22, 3, pp. 92-97, (2018); (2020); Greenbank P., Hepworth S., Improving the career decision-making behaviour of working class students, Journal of European Industrial Training, 32, 7, pp. 492-509, (2008); Guest G., Namey E., Mitchell M., Collecting Qualitative Data: A Field Manual for Applied Research, (2013); Guide R., Van Wassenhove L., Dancing with the devil: partnering with industry but publishing in academia, Decision Sciences, 38, 4, (2007); Helyer R., Lee D., The role of work experience in the future employability of higher education graduates, Higher Education Quarterly, Special Issue: Employer Engagement, 68, 3, pp. 348-372, (2014); Hynes B., Costin Y., Birdthistle N., Practice‐based learning in entrepreneurship education: a means of connecting knowledge producers and users, Higher Education, Skills and Work-based Learning, 1, pp. 16-28, (2010); Jackson D., Employability skill development in work-integrated learning: barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Skill mastery and the formation of graduate identity in Bachelor graduates: evidence from Australia, Studies in Higher Education, 41, 7, pp. 1313-1332, (2016); Jackson D., Developing pre-professional identity in undergraduates through work-integrated learning, Higher Education, 74, 5, pp. 833-853, (2017); Jackson D., Tomlinson M., Investigating the relationship between career planning, proactivity and employability perceptions among higher education students in uncertain labour market conditions, Higher Education, 80, pp. 435-455, (2020); Jackson D., Wilton N., Developing career management competencies among undergraduates and the role of work-integrated learning, Teaching in Higher Education, 21, 3, pp. 266-286, (2016); Jackson D., Wilton N., Career choice status among undergraduates and the influence of career management competencies and perceived employability, Journal of Education and Work, 30, 5, pp. 552-569, (2017); Jones P., Pickernell D., Fisher R., Netana C., A tale of two universities: graduates perceived value of entrepreneurship education, Education + Training, 59, 7-8, pp. 689-705, (2017); Karp P., Australian university fees to double for some arts courses, but fall for stem subjects, The Guardian, (2020); Kinash S., Crane L., Judd M., Knight C., Discrepant stakeholder perspectives on graduate employability strategies, Higher Education Research and Development, 35, 5, pp. 951-967, (2016); Kinash S., McGillivray L., Crane L., Do university students, alumni, educators and employers link assessment and graduate employability?, Higher Education Research and Development, 37, 2, pp. 301-315, (2018); Lincoln Y.S., Guba E.G., Naturalistic Inquiry, (1985); Briefing: Technology, jobs and the future of work, (2017); Morgan S., Yazdanparast A., Rawski G., Creating a distinctive business career outcome programme, Journal of Vocational Education and Training, 70, 2, pp. 251-277, (2018); Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 227-289, (2007); Putnam R.D., Bowling Alone: The Collapse and Revival of American Community, (2001); Robinson S., Neergaard H., Tanggaard L., Krueger N., New horizons in entrepreneurship education: from teacher-led to student-centered learning, Education + Training, 58, 7-8, pp. 661-683, (2016); Silva P., Lopes B., Costa M., Seabra D., Melo A., Brito E., Dias G., Stairway to employment? Internships in higher education, Higher Education, 72, 6, pp. 703-721, (2016); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Job ready graduate package passes the Senate, (2020); Winterton J., Turner J., Preparing graduates for work readiness: an overview and agenda, Education + Training, 61, 5, pp. 536-551, (2019)","P. English; School of Business and Creative Industries, University of the Sunshine Coast, Sunshine Coast, Australia; email: penglish@usc.edu.au","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85101195757"
"Rook L.; Sloan T.","Rook, Laura (55555763100); Sloan, Terry (7004913003)","55555763100; 7004913003","Competing stakeholder understandings of graduate attributes and employability in work-integrated learning","2021","International Journal of Work-Integrated Learning","22","1","","","","","6","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106720250&partnerID=40&md5=d25ae0544059a8975bf85397ea9afbc7","University of Wollongong, Wollongong, Australia; Western Sydney University, Sydney, Australia","Rook L., University of Wollongong, Wollongong, Australia; Sloan T., Western Sydney University, Sydney, Australia","This study examined academics, students, professionals and careers advisors' perceptions of how the inclusion of of Work-Integrated Learning (WIL) in Human Resource Management (HRM) undergraduate degrees influenced students' achievement of Graduate Attributes (GAs) in Australian universities. Prior research finds that student participation in WIL can strengthen the opportunities for acquiring GAs, thus influencing their employability. Utilizing stakeholder theory 38 qualitative semi-structured interviews revealed different and sometimes competing understandings of GAs and employability, along with their link to WIL, across four stakeholder groups. Notably, a marked lack of understanding of GAs and employability was found in the student stakeholder group. These findings have practical teaching and learning implications for the embedding of GAs in higher education programs to increase student understanding of GAs and employability, and their importance for their future. © 2021 International Journal of Work-Integrated Learning. All rights reserved.","Employability; Graduate attributes; Human resource management; Undergraduates; Work-integrated learning","","","","","","","","Agarwal R., Hoetker G., A Faustian bargain? The growth of management and its relationship with related disciplines, Academy of Management Journal, 50, 6, pp. 1304-1322, (2007); (2013); Glossary of terms, (2012); National strategy for international education 2025, (2016); Barrie S., A research-based approach to generic graduate attributes policy, Higher Education Research and Development, 23, 3, pp. 261-275, (2004); Barrie S., Understanding what we mean by generic attributes of graduate, Higher Education, 51, 2, pp. 215-241, (2006); Bennett D., Embedding employABILITY thinking across higher education, (2018); Bridgstock R., The graduate attributes we've overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Brown P., Hesketh A., Williams S., Employability in a knowledge-driven economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Bryman A., Social research methods, (2012); Lifting the quality of teaching and learning in higher education, (2011); Chavan M., Carter L., Management students - expectations and perceptions on work readiness, International Journal of Educational Management, 32, 5, pp. 825-850, (2018); Clarke M., Managing employability for the future: Perspectives and implications, International Employment Relations Review, 14, 1, pp. 51-62, (2008); Cooper L., Orrell J., Bowden M., Work integrated learning; A guide to effective practice, (2010); Cranmer S., Enhancing graduate employability: Best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Higher education and the power of choice: Reform, competition and the emerging consumer-driven market in Australian higher education, (2011); Forrier A., The concept employability: A complex mosaic, International Journal of Human Resource Development and Management, 3, 2, pp. 102-124, (2003); Freeman R., Strategic management: A stakeholder approach, (1984); Freudenberg B., Brimble M., Cameron C., WIL and generic skill development: The development of business students' generic skills through work-integrated learning, Asia Pacific Journal of Cooperative Education, 12, 2, pp. 79-93, (2011); Gribble C., Employment, work placements & work integrated learning of international students in Australia, International Education Association of Australia Research Digest, 2, (2014); Hager P., Holland S., Graduate attributes, learning and employability, (2007); Hinchliffe G. W., Jolly A., Graduate identity and employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Holmes L., Reconsidering graduate employability: The'graduate identity'approach, Quality in Higher Education, 7, 2, pp. 111-119, (2001); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Employability skills framework stage 1: Final report, (2012); Jackson D., Undergraduate management education: Its place, purpose and efforts to bridge the skills gap, Journal of Management and Organization, 15, 2, pp. 206-223, (2009); Jackson D., Business graduate employability - where are we going wrong?, Higher Education Research and Development, 32, 5, pp. 776-790, (2013); Jackson D., The contribution of work-integrated learning to undergraduate employability skill outcomes, Asia-Pacific Journal of Cooperative Education, 14, 2, pp. 99-115, (2013); Jackson D., Student perceptions of the importance of employability skills provision in business undergraduate programs, Journal of Education for Business, 88, 5, pp. 271-279, (2013); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Modelling graduate skill transfer from university to the workplace, Journal of Education and Work, 29, 2, pp. 199-231, (2016); Jackson D., Chapman E., Non-technical skills gaps in Australian business graduates, Education + Training, 54, 2, pp. 95-113, (2012); Jackson D., Fleming J., Rowe A., Student transfer of skills and knowledge across university and work contexts, Refereed Proceedings of the 3rd International Research Symposium on Cooperative and Work-Integrated Education, (2018); Knight P., Yorke M., Learning, curriculum and employability in higher education, (2004); Laplume A. O., Sonpar K., Litz R., Stakeholder theory: Reviewing a theory that moves us, Journal of Management, 34, 6, pp. 1152-1189, (2008); Leisyte L., Westerheijden D., Epping E., Faber M., de Weert E., Stakeholders and quality assurance in higher education [Paper presentation], 26th Annual Center for Higher Education Policy Studies Conference, (2013); Levin E., Bok B., Evans B., Expectations of industry based learning: A stakeholder approach [Paper presentation], International Conference on Work Integrated Learning, (2010); Matthews K. E., Mercer-Mapstone L. D., Toward curriculum convergence for graduate learning outcomes: Academic intentions and student experiences, Studies in Higher Education, 43, 4, pp. 644-659, (2018); McLennan B., Keating S., Work-integrated learning (WIL) in Australian universities: the challenges of mainstreaming WIL, (2008); Moy J., The impact of generic competencies on workplace performance: Review of research, (1999); O'Reilly J., Khoury D., Developing a work integrated learning unit for employability and technical skills: One size does not fit all [Paper presentation], International Conference on Work Integrated Learning, (2010); Oliver B., Teaching fellowship: Benchmarking partnerships for graduate employability, (2010); Oliver B., Assuring graduate capabilities: Good practice report, (2011); Oliver B., Graduate attributes as a focus for institution-wide curriculum renewal: Innovations and challenges, Higher Education Research & Development, 32, 3, pp. 450-463, (2013); Patrick C.-J., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The WIL (work integrated learning) report: A national scoping study, (2008); Pilgrim C., Industry and university perspectives of work integrated learning programs in ICT degrees, ACIS 2012: Proceedings of the 23rd Australasian Conference on Information Systems, (2012); Rook L., Work-integrated learning programs in human resource management, (2015); Rook L., Challenges implementing work-integrated learning in human resource management university courses, Asia Pacific Journal of Cooperative Education, 18, 3, pp. 199-212, (2017); Rook L., McManus L., Viewing WIL in business schools through a new lens: Moving to the edge of chaos with complexity theory, Emergence: Complexity and Organization, 18, 2, pp. 1-14, (2016); Rowe A., Clark L., Bilgin A., Evaluation of a three-year study investigating staff workload associated with CWIE delivery: Implications for research and practice, Refereed Proceedings of the 2nd International Research Symposium on Cooperative and Work-Integrated Education, pp. 181-188, (2016); Rowe A., Winchester-Seeto T., Mackaway J., That's not really WIL!-Building a typology of WIL and related activities, Proceedings of the 2012 Australian Collaborative Education Network National Conference: Collaborative education: Investing in the future, pp. 246-252, (2012); Rowe A. D., Nay C., Lloyd K., Myton N., Kraushaar N., Telling your story of work-integrated learning: A holistic approach to program evaluation, International Journal of Work-Integrated Learning, 19, 3, pp. 273-285, (2018); Rowe A. D., Zegwaard K. E., Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 87-99, (2017); Silva M., Lima C., The role of information systems in human resource management, (2018); Smith C., Bath D., The role of the learning community in the development of discipline knowledge and generic graduate outcomes, Higher Education, 51, 2, pp. 259-286, (2006); Smith M., Brooks S., Lichtenberg A., McIlveen P., Torjul P., Tyler J., Career development learning: Maximising the contribution of work-integrated learning to the student experience, (2009); Thomas D. R., A general inductive approach for analyzing qualitative evaluation data, American Journal of Evaluation, 27, 2, pp. 237-246, (2006); Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Work integrated learning in universities: Final report, (2018); Yin R., Case study research: Designs and methods, (2009); Yorke M., Employability in higher education: What it is, what it is not, (2006)","L. Rook; University of Wollongong, Wollongong, Australia; email: lrook@uow.edu.au","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85106720250"
"Oosthuizen R.M.; Mayer C.-H.; Zwane N.J.","Oosthuizen, Rudolf M. (55631351800); Mayer, Claude-Hélène (53980142100); Zwane, Ntombifuthi J. (57224468410)","55631351800; 53980142100; 57224468410","Burnout, employee engagement and self-perceived employability in the south african public sector","2021","SA Journal of Human Resource Management","19","","a1340","","","","0","10.4102/SAJHRM.V19I0.1340","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107700897&doi=10.4102%2fSAJHRM.V19I0.1340&partnerID=40&md5=8658ccddc4e4495f9e8d0810bde1ee17","Department of Industrial and Organisational Psychology, University of South Africa, Pretoria, South Africa","Oosthuizen R.M., Department of Industrial and Organisational Psychology, University of South Africa, Pretoria, South Africa; Mayer C.-H., Department of Industrial and Organisational Psychology, University of South Africa, Pretoria, South Africa; Zwane N.J., Department of Industrial and Organisational Psychology, University of South Africa, Pretoria, South Africa","Orientation: The employee engagement (EE) approach has been utilised to combat burnout (BO) in both private and public sector institutions. With increasing research, self-perceived employability (SPE) is gaining popularity as an effective tool for reducing BO. Knowledge of the relationship between these three constructs is therefore important for public sector institutions and researchers in Industrial and Organisational (I/O) Psychology and human resource management (HRM) in South Africa. Research purpose: The purpose of this study was to determine the relationship between BO, EE and SPE amongst employees in South Africa’s public sector. Motivation for the study: Numerous studies have highlighted the prevalence of poor service delivery in public sector institutions in connection with BO and highlighted a decrease in BO through EE and SPE. However, the relationship between these three constructs is still quite unknown. The study’s results will fill the void of research in this area and can be applied in I/O Psychology and HR practices. Research design, approach and method: This quantitative study involved a non-probability sample of 158 South African public sector employees. Correlational and descriptive statistical analyses were used to analyse the data. Main results: Burnout has a significant negative relationship with EE; however, BO does not significantly correlate with SPE. There are significant differences between the various biographical groups and BO, EE and SPE. Practical/managerial implications: Approaches to reducing BO amongst employees should consider EE and SPE as effective tools to enhance employees’ wellness, morale and improved service delivery. Contribution/value-add: Improving the EE levels and enhancing SPE will improve the well-being of employees in public sector institutions and help alleviate employee BO. © 2021. The Authors. Licensee: AOSIS.","Burnout; Employee engagement; Non-human services sector; Public sector; Self-perceived employability","","","","","","","","Anand V.V., Banu C.V., Rengarajan V., Thirumoorthy G., Rajkumar V., Madhumitha R., Employee engagement – A study with special reference to postal employees in rural areas of Thanjavur, Indian Journal of Science and Technology, 9, 27, pp. 1-8, (2016); Asgari A., The effects of gender and marital status on burnout of English teachers in Iran, Pertanika Journal of Social Sciences & Humanities, 20, 3, pp. 635-644, (2012); Barkhuizen N., Rothmann S., Work engagement of academic staff in South African higher education institutions, Management Dynamics: Journal of the Southern African Institute for Management Scientists, 15, 1, pp. 38-46, (2006); Bell D. S., Bell D. 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R., Joshua A. 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Oosthuizen; Department of Industrial and Organisational Psychology, University of South Africa, Pretoria, South Africa; email: Oosthrm@unisa.ac.za","","AOSIS OpenJournals Publishing AOSIS (Pty) Ltd","","","","","","16837584","","","","English","SA J. Human Res.  Manag.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85107700897"
"Feise H.J.; Schaer E.","Feise, Hermann J. (6602980862); Schaer, Eric (56335435200)","6602980862; 56335435200","Mastering digitized chemical engineering","2021","Education for Chemical Engineers","34","","","78","86","8","15","10.1016/j.ece.2020.11.011","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097329444&doi=10.1016%2fj.ece.2020.11.011&partnerID=40&md5=d83d3f885e99a7cb498a9abb7b1b2be2","European Federation of Chemical Engineering, 165-189 Railway Terrace, Rugby, CV21 3HQ, United Kingdom; BASF SE, Process Research & Chemical Engineering / OI, Ludwigshafen, 67056, Germany; ENSIC – LRGP, 1 rue Grandville, BP 20451, NANCY Cedex, 54001, France","Feise H.J., European Federation of Chemical Engineering, 165-189 Railway Terrace, Rugby, CV21 3HQ, United Kingdom, BASF SE, Process Research & Chemical Engineering / OI, Ludwigshafen, 67056, Germany; Schaer E., European Federation of Chemical Engineering, 165-189 Railway Terrace, Rugby, CV21 3HQ, United Kingdom, ENSIC – LRGP, 1 rue Grandville, BP 20451, NANCY Cedex, 54001, France","This paper highlights the importance of digitalization in chemical engineering industries, in the frame of Industry 4.0, and the consequences on the employability and profession of chemical engineers. Training content must necessarily evolve to meet industry expectations and maintain the level of innovation required to meet the challenges of the future such as competitiveness, global warming, or depletion of resources. Higher Education Institutions must evolve, and digitalization also makes it possible to provide new training methods and tools that will help the teachers to face these challenges. © 2020","Digitalization of education; Evolution of chemical engineering profession; Evolution of training methods and contents in chemical engineering; Industry 4.0; Qualification framework","Competition; Global warming; Personnel training; Engineering industries; Higher education institutions; Level of innovation; Training methods; Professional aspects","","","","","","","(2019); Alvarez J., Djaouti D., Serious Games, an Introduction, (2014); AMAZONE, SmartSprayer Joint Project – The Smarter Sprayer! Crop Protection Technology Meets Camera Technology and Expert Knowledge, (2019); BASF, Supercomputer Under the Microscope – How the New Supercomputer is Driving Digitalization and What Basf Intends to Do With It, (2018); BASF, BASF's New Virtual AUVOTs Display Automotive Coatings in the Digital World”, (2020); BBC News, Will a Robot Take Your Job?, (2015); Bell J.T., Fogler H.S., Vicher: a virtual reality based educational module for chemical reaction engineering, Comput. Appl. Eng. Educ., (1996); Berger P.L., Luckmann T., The Social Construction of Reality: A Treatise in the Sociology of Knowledge, (1966); Bloom B.S., Engelhart M.D., Furst E.J., Hill W.H., Krathwohl D.R., Taxonomy of educational objectives: the classification of educational goals, Handbook I: Cognitive Domain, (1956); (2019); Chemstations Europe, PSC Process Simulation Cup, (2020); Cisel M., Bruillard E., Chronique des MOOC, Sciences et Technologies de l'Information et de la Communication pour l'Education et la Formation, 19, (2012); Debacq, Et al., Développement d'un TP interactif pour l’étude de l'agitation, (2019); European Federation Chemical Engineering (EFCE), Recommendations for Chemical Engineering Education in a Bologna Three Cycle Degree System, (2010); European Federation Chemical Engineering (EFCE), Recommendations for Chemical Engineering Education in a Bologna Three Cycle Degree System, (2020); ENAEE - European Network for Accreditation of Engineering Education, Accreditation and Quality Assurance Agencies to Award the EUR-ACE® Label to Accredited Engineering Degree Programs, (2018); Feise H.J., Dahlhaus J., Strohrmann M., What Engineers Need to Know – An Industrial View of Chemical Engineering Education, (2016); Ferguson R., Brasher A., Clow D., Cooper A., Hillaire G., Mittelmeier J., Rienties B., Ullmann T., Vuorikari R., Research Evidence on the Use of Learning Analytics: Implications for Education Policy, (2016); Frey C.B., Osborne M.A., Ow susceptible are jobs to computerisation, Technol. Forecast. Soc. Change, 114, 100, pp. 254-280, (2017); Gehrke B., Rammer C., Innovationsindikatoren Chemie 2018 - Schwerpunktthema: Digitalisierung, (2018); Heidling E., Meil P., Neumer J., Porschen-Hueck S., Schmierl K., Sopp P., Wagner A., Ingenieurinnen und Ingenieure für Industrie 4.0, (2019); IESF, Societe des Ingenieurs et Scientiofiques de France, 30ème enquête nationale sur les ingénieurs et scientifiques diplômés en France, (2019); Joyce B., Weil M., Calhoun E., Models of Teaching, (2014); Keller W., Berufe 4.0 – Wie Chemiker und Ingenieure in der digitalen Chemie arbeiten: Whitepaper, (2018); Kockmann N., 100%Digital in der Prozessindustrie – Eindrücke und Ergebnisse vom Tutzing-Symposion 2018, Chem. Ing. Tech., 2018, 90, (2018); Kockmann N., Digital methods and tools for chemical equipment and plants, React. Chem. Eng., 2019, 4, pp. 1522-1529, (2019); Levine A., The “Just in time” learner and the coming revolution in higher education, Chang. Mag. High. Learn., 50, 3-4, pp. 27-29, (2018); (2020); Louvain Learning Lab, Apprentissage actif et passif: à quoi fait-on référence?, (2020); Luo Y., Et al., Chemical Engineering Academia-industry Alignment: Expectations About New Graduates, (2015); Meirieu P., L’éducation et le rôle des enseignants à l'horizon 2020, (2006); (2019); Merck, Millipore Sigma, (2019); Mosberger E., Chemical plant design and construction, Ullmann's Chemical Engineering and Plant Design, 1-2, (2005); Piaget J., Six Etudes de Psychologie, (1964); ProcessNet, Qualifikationsrahmen für Studiengänge und Promotionen in der Verfahrenstechnik, im Bio- und Chemieingenieurwesen, (2018); Sambale R., Von virtuellen Rohren zur echten Anlage, (2017); Schaer E., Andre J.-C., Training in Process Engineering, (2020); Schoneberger J.C., Fricke A., Motivation durch Praxisrelevanz –Der didaktische Nutzen des Prozesssimulators, Chemie Ingenieur Technik, 89, 9, pp. 1432-1443, (2017); SFGP, L'usine du futur pour les industries de procédés, (2019); Siemens G., Connectivisme: Une théorie de l'apprentissage à l’ère numérique, Int. J. Instr. Technol. Distance Learn., 2, 10, (2005); (2017); Tutzing-Symposium, 57th, 100% digital: Überlebensstrategien für die Prozessindustrie, Tutzing am Starnberger See,15. - 18. Apr 2018, CIT plus Sonderdruck, (2018); Varma A., Grossmann I.E., Evolving trends in chemical engineering education, AIChE J., 60, (2014); VDI-Statusreport, Bedeutung der digitalen Transformation für die chemische Industrie, (2017); Wilk M., Rommel S., Liauw M.A., Schinke B., Zanthoff H.-W., “Education 4.0: Which changes can be foreseen regarding students, higher education institutions and industry?”, 12th European Congress Chemical Engineering & 5th European Symposium on Applied Biotechnology, Florence, (2019); Winter M., Cefic at ECRN Event on Digitizing European Industry, (2017)","H.J. Feise; BASF SE, Process Research & Chemical Engineering / OI, Ludwigshafen, 67056, Germany; email: hermann.feise@basf.com","","Elsevier B.V.","","","","","","17497728","","","","English","Educ. Chem. Eng.","Article","Final","","Scopus","2-s2.0-85097329444"
"Muflih S.; Alshogran O.Y.; Al-Azzam S.; Al-Taani G.; Khader Y.S.","Muflih, Suhaib (54791125500); Alshogran, Osama Y. (43560959900); Al-Azzam, Sayer (18436270200); Al-Taani, Ghaith (57195249121); Khader, Yousef S. (55654192600)","54791125500; 43560959900; 18436270200; 57195249121; 55654192600","Physicians’ knowledge and attitudes regarding point-of-care pharmacogenetic testing: A hospital-based cross-sectional study","2021","Pharmacogenomics and Personalized Medicine","14","","","655","665","10","6","10.2147/PGPM.S307694","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108155425&doi=10.2147%2fPGPM.S307694&partnerID=40&md5=d7109b043945970a03c7c281c2592266","Department of Clinical Pharmacy, Jordan University of Science and Technology, Irbid, 22110, Jordan; Department of Pharmacy Practice, Yarmouk University, Irbid, Jordan; Department of Public Health, Jordan University of Science and Technology, Irbid, 22110, Jordan","Muflih S., Department of Clinical Pharmacy, Jordan University of Science and Technology, Irbid, 22110, Jordan; Alshogran O.Y., Department of Clinical Pharmacy, Jordan University of Science and Technology, Irbid, 22110, Jordan; Al-Azzam S., Department of Clinical Pharmacy, Jordan University of Science and Technology, Irbid, 22110, Jordan; Al-Taani G., Department of Pharmacy Practice, Yarmouk University, Irbid, Jordan; Khader Y.S., Department of Public Health, Jordan University of Science and Technology, Irbid, 22110, Jordan","Introduction: Pharmacogenetic testing (PGx) is a diagnostic technique used by physicians to determine the possible reactions of patients to drug treatment on the basis of their genetic makeup. The aim of this study was to determine the impact of physicians’ awareness, attitudes, and sociodemographics on the adoption of point-of-care (POC) PGx testing as a diagnostic method, as well as the impact of their knowledge, attitudes, and sociodemographics on its adoption. Methods: A cross-sectional survey of 200 physicians and medical trainees working at the Clinics of King Abdullah University Hospital in Jordan was performed. Data on sociodemographics, knowledge and attitudes concerning PGx testing, genetic information sources, and barriers to POC-PGx testing adoption were gathered. Results: Participants’ perceived knowledge of the role of PGx testing in therapeutic decision-making was rated as “Excellent” (1.9%), “Very Good” (19.4%), “Good” (34.4%), “Fair” (32.5%), and “Poor” (11.9%). Physicians’ actual knowledge of PGx testing was adequate (mean=3.56 out of 7, SD=1.2), but their attitudes were generally favorable (mean=3.64 out of 5.00, SD=0.52). According to Rogers’ theory, many variables (eg, perceived need, relative advantage, compatibility) had a significant impact on physicians’ willingness to endorse POC-PGx testing. Discussion: The majority of physicians stated that they were unaware of PGx testing. Physicians’ perceived knowledge of POC-PGx testing, however, was higher than those who participated in other studies. Participants were optimistic about the future benefits of PGx testing in prescribing effective medications and reducing potential side effects, which were consistent with previous studies. Physicians’ willingness to accept and implement POC- PGx testing was hampered by a lack of PGx expertise, as well as concerns about patient confidentiality, employability, and insurability. More training and genetic courses are needed, according to the majority of participants. © 2021 Muflih et al.","Attitudes; Knowledge; Pharmacogenetics; Physicians; Point-of-care; Rogers theory","adult; Article; awareness; cross-sectional study; demography; female; human; Jordan; male; medical decision making; medical specialist; pharmacogenetic testing; physician attitude; point of care testing; professional knowledge; resident; university hospital","","","","","Jordan University of Science & T echnology; Jordan University of Science and T echnology; Jordan University of Science and Technology, JUST, (156/2019); Deanship of Scientific Research, King Saud University; Deanship of Scientific Research, University of Jordan, DSR","Funding text 1: This work was supported by the Deanship of Scientific Research at Jordan University of Science and Technology [grant number 156/2019].; Funding text 2: This work was supported by the Deanship of Scientific Research at Jordan University of Science and T echnology [grant number 156/2019].; Funding text 3: Authors of this work would like to acknowledge the support received form Deanship of Scientific Research at Jordan University of Science & T echnology .","Huang RS, Ratain MJ., Pharmacogenetics and pharmacogenomics of anticancer agents, CA Cancer J Clin, 59, 1, pp. 42-55, (2009); Haga SB, Moaddeb J., Comparison of delivery strategies for pharma- cogenetic testing services, Pharmacogenet Genomics, 24, 3, (2014); Saldivar J-S, Taylor D, Sugarman EA, Et al., Initial assessment of the benefits of implementing pharmacogenetics into the medical manage- ment of patients in a long-term care facility, Pharmgenomics Pers Med, 9, (2016); Ventola CL., Role of pharmacogenomic biomarkers in predicting and improving drug response: part 1: the clinical significance of pharma- cogenetic variants, Pharmacol Ther, 38, 9, (2013); Knisely MR, Carpenter JS, Von Ah D., Pharmacogenomics in the nursing literature: an integrative review, J Nurs Outlook, 62, 4, pp. 285-296, (2014); Cabello AJ, Gavilan ED, Jimenez FJ, Rodriguez CM, Del Castillo JDD, Canas EP., Drug-related mortality among inpatients: a retrospective observational study, Eur J Clin Pharmacol, 72, 6, pp. 731-736, (2016); Nivya K, Sri Sai Kiran V, Ragoo N, Jayaprakash B, Sonal Sekhar M., Systemic review on drug related hospital admissions - a pubmed based search, Saudi Pharm J, 23, 1, pp. 1-8, (2015); Pirmohamed M, James S, Meakin S, Et al., Adverse drug reactions as cause of admission to hospital: prospective analysis of 18 820 patients, BMJ, 329, 7456, pp. 15-19, (2004); Hoop JG, Lapid MI, Paulson RM, Roberts LW., Clinical and ethical considerations in pharmacogenetic testing: views of physicians in 3 “early adopting” departments of psychiatry, J Clin Psychiatry, 71, 6, pp. 745-753, (2010); Thompson C, Hamilton SP, Hippman C., Psychiatrist attitudes towards pharmacogenetic testing, direct-to-consumer genetic testing, and integrating genetic counseling into psychiatric patient care, Psychiatry Res, 226, 1, pp. 68-72, (2015); Haddy CA, Ward HM, Angley MT, McKinnon RA., Consumers’ views of pharmacogenetics-a qualitative study, Res Social Adm Pharm, 6, 3, pp. 221-231, (2010); Perlis RH, Patrick A, Smoller JW, Wang PS., When is pharmacoge- netic testing for antidepressant response ready for the clinic? A cost- effectiveness analysis based on data from the STAR* D study, Neuropsychopharmacology, 34, 10, pp. 2227-2236, (2009); Priest VL, Begg EJ, Gardiner SJ, Et al., Pharmacoeconomic analyses of azathioprine, methotrexate and prospective pharmacogenetic test- ing for the management of inflammatory bowel disease, Pharmacoeconomics, 24, 8, pp. 767-781, (2006); Haga SB, Burke W, Ginsburg GS, Mills R, Agans RJ., Primary care physicians’ knowledge of and experience with pharmacogenetic test- ing, Clin Genet, 82, 4, pp. 388-394, (2012); Rogausch A, Prause D, Schallenberg A, Brockmoller J, Himmel W., Patients’ and physicians’ perspectives on pharmacogenetic testing, Pharmacogenomics, 7, 1, pp. 49-59, (2006); Ielmini M, Poloni N, Caselli I, Et al., The utility of pharmacogenetic testing to support the treatment of bipolar disorder, Pharmgenomics Pers Med, 11, (2018); Ielmini M, Poloni N, Caselli I, Diurni M, Grecchi A, Callegari C., The role of pharmacogenetic testing in the treatment of bipolar disorder: preliminary results, Minerva Psichiatr, 59, 1, pp. 10-15, (2018); Roberts JD, Wells GA, Le May MR, Et al., Point-of-care genetic testing for personalisation of antiplatelet treatment (RAPID GENE): a prospective, randomised, proof-of-concept trial, Lancet, 379, 9827, pp. 1705-1711, (2012); Louie RF, Tang Z, Shelby DG, Kost GJJ., Point-of-care testing: millennium technology for critical care, Lab Med, 31, 7, pp. 402-408, (2000); Haga SB., Challenges of development and implementation of point of care pharmacogenetic testing, Expert Rev Mol Diagn, 16, 9, pp. 949-960, (2016); Howard R, Leathart JBS, French DJ, Et al., Genotyping for CYP2C9 and VKORC1 alleles by a novel point of care assay with HyBeacon ® probes, Clin Chim Acta, 412, 23-24, pp. 2063-2069, (2011); Shahabi P, Siest G, Visvikis-Siest SJP., Clinical interest of point-of- care pharmacogenomic testing: clopidogrel behind warfarin, Pharmacogenomics, 13, 11, pp. 1215-1218, (2012); Epstein RS, Moyer TP, Aubert RE, Et al., Warfarin genotyping reduces hospitalization rates results from the MM-WES (Medco-Mayo Warfarin Effectiveness study), J Am Coll of Cardiol, 55, 25, pp. 2804-2812, (2010); Nutescu EA, Drozda K, Bress AP, Et al., Feasibility of implementing a comprehensive warfarin pharmacogenetics service, Pharmacotherapy, 33, 11, pp. 1156-1164, (2013); Jarrar YJ., Perception of primary care physicians’ toward pharmaco- genetics in Jordan, Jordan Med J, 53, 3, pp. 81-89, (2019); Table of pharmacogenomic biomarkers in drug labeling, (2021); Stanek E, Sanders C, Taber KAJ, Et al., Adoption of pharmacoge- nomic testing by US physicians: results of a nationwide survey, Clin Pharmacol Ther, 91, 3, pp. 450-458, (2012); Rogers EM., Diffusion of Innovations, (2010); Sahin IJ., Detailed review of Rogers’ diffusion of innovations theory and educational technology-related studies based on Rogers’ theory, Turkish Online J Educ Technol, 5, 2, pp. 14-23, (2006); Taber KAJ, Dickinson BD., Pharmacogenomic knowledge gaps and educational resource needs among physicians in selected specialties, Pharmgenomics Pers Med, 7, (2014); Accreditation Standards and Key Elements for the Professional Program in Pharmacy Leading to the Doctor of Pharmacy Degree, (2015); Adams SM, Anderson KB, Coons JC, Et al., Advancing pharmacoge- nomics education in the Core PharmD curriculum through student personal genomic testing, Am J Pharm Educ, 80, 1, (2016); Ma TKW, Lam - Y-Y, Tan VP, Yan BP., Variability in response to clopidogrel: how important are pharmacogenetics and drug interactions?, Br J Clin Pharmacol, 72, 4, pp. 697-706, (2011); Roederer MW, Van Riper M, Valgus J, Knafl G, McLeod H., Knowledge, attitudes and education of pharmacists regarding phar- macogenetic testing, Pers Med, 9, 1, pp. 19-27, (2012); Raosoft. Sample size calculator, (2014); Annual report Amman, (2021); Stanek EJ, Sanders CL, Frueh FW., Physician awareness and utiliza- tion of Food and Drug Administration (FDA)-approved labeling for pharmacogenomic testing information, J Pers Med, 3, 2, pp. 111-123, (2013); Powell KP, Cogswell WA, Christianson CA, Et al., Primary care physicians’ awareness, experience and opinions of direct-to- consumer genetic testing, J Genet Couns, 21, 1, pp. 113-126, (2012); Dressler LG, Deal AM, Patel J, Markey J, Riper MV, McLeod HL., Cancer pharmacogenomics, adoption by oncologists and patient benefit, Per Med, 11, 2, pp. 143-153, (2014); Shields AE, Blumenthal D, Weiss KB, Comstock CB, Currivan D, Lerman C., Barriers to translating emerging genetic research on smoking into clinical practice: perspectives of primary care physicians, J Gen Intern Med, 20, 2, pp. 131-138, (2005); Rahma AT, Elsheik M, Ali BR, Et al., Knowledge, attitudes, and perceived barriers toward genetic testing and pharmacogenomics among healthcare workers in the United Arab Emirates: a Cross-Sectional Study, J Pers Med, 10, 4, (2020); Albassam A, Alshammari S, Ouda G, Koshy S, Awad A, Rovers J., Knowledge, perceptions and confidence of physicians and pharma- cists towards pharmacogenetics practice in Kuwait, PLoS One, 13, 9, (2018); Walden LM, Brandl EJ, Changasi A, Et al., Physicians’ opinions following pharmacogenetic testing for psychotropic medication, Psychiatry Res, 229, 3, pp. 913-918, (2015); Moaddeb J, Mills R, Haga SB., Community pharmacists’ experience with pharmacogenetic testing, J Am Pharm Assoc, 55, 6, pp. 587-594, (2015); Klitzman R, Chung W, Marder K, Et al., Attitudes and practices among internists concerning genetic testing, J Genet Couns, 22, 1, pp. 90-100, (2013); Callegari C, Isella C, Caselli I, Poloni N, Ielmini M., Pharmacogenetic tests in reducing accesses to emergency services and days of hospitalization in bipolar disorder: a 2-year mirror analysis, J Pers Med, 9, 2, (2019)","S. Muflih; Faculty of Pharmacy, Jordan University of Science and Technology, Irbid, 22110, Jordan; email: smmuflih@just.edu.jo","","Dove Medical Press Ltd","","","","","","11787066","","","","English","PharmacoEcon. Personalized Med.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85108155425"
"Sheridan L.; Sheridan L.; Price O.M.; Pocius R.; McDonnell T.; Cunial R.","Sheridan, Lynn (55871257200); Sheridan, Lynnaire (56003619900); Price, Oriana Milani (27967961200); Pocius, Ros (57223932103); McDonnell, Taryn (56931953400); Cunial, Renee (57223931794)","55871257200; 56003619900; 27967961200; 57223932103; 56931953400; 57223931794","Work Integrated Learning (WIL) mainstreamed: the identity of the practitioner","2021","Educational Research","63","3","","319","336","17","4","10.1080/00131881.2021.1927785","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106514994&doi=10.1080%2f00131881.2021.1927785&partnerID=40&md5=174c80204b5b75cd90fbc6ccf0e25f1e","School of Education, Faculty of Social Sciences, University of Wollongong, NSW, Australia; Division of Management, Otago Business School, University of Otago, Dunedin, New Zealand; Faculty of Business and Law, University of Wollongong, NSW, Australia; Faculty of Careers Consultant – Social Sciences (Retired), University of Wollongong, NSW, Australia; Faculty of Business and Law, Elite Athlete Program Manager, University of Wollongong, NSW, Australia","Sheridan L., School of Education, Faculty of Social Sciences, University of Wollongong, NSW, Australia; Sheridan L., Division of Management, Otago Business School, University of Otago, Dunedin, New Zealand; Price O.M., Faculty of Business and Law, University of Wollongong, NSW, Australia; Pocius R., Faculty of Careers Consultant – Social Sciences (Retired), University of Wollongong, NSW, Australia; McDonnell T., Faculty of Business and Law, Elite Athlete Program Manager, University of Wollongong, NSW, Australia; Cunial R., Faculty of Business and Law, University of Wollongong, NSW, Australia","Background: With the aim of augmenting graduate employability outcomes, higher education is increasingly challenged, via policy and practice, to increase Work Integrated Learning (WIL) as a mainstream component of university education. However, little attention has been given to the academic WIL practitioner, whose identity (personal–professional) is closely tied to current WIL roles and practices. Purpose: This article reports on the findings from a small-scale qualitative study that sought to investigate the identities of academic WIL practitioners at an Australian university. The study’s purpose was to gain a deeper understanding of the practitioners’ identities, at a time when universities are undergoing rapid changes in work integrated learning. Methods: Interviews were held with six academic WIL practitioners. Each was interviewed using the ‘interview to the double method’ as a way of gaining insight into WIL practices. In-depth data analysis involved a content analysis approach within a framework informed by possible selves theory, in order to capture individual practitioners’ identity beliefs. Findings: Analysis within the framework allowed the academic WIL identities of the practitioners to emerge, with the data reflecting representations of their hopes, fears and challenges. It also highlighted the judgements they were making, with insight gained into the practitioners’ working self-concept and identity. The analysis revealed a range of possible selves that continually evolve throughout a timespan influenced by shifting self-knowledge. Conclusions: Findings from this small-scale investigation draw attention to the important role academic WIL practitioners play in shaping current and future WIL practices, and the need for further research in this area. There are implications for the transferability and maintenance of WIL practices in higher education and the authenticity of WIL as it becomes mainstream. © 2021 NFER.","Academic practitioner; education to employment; higher education; identity; self-concept; Work Integrated Learning (WIL)","","","","","","","","Aprile K.T., Knight B.A., The WIL to Learn: Students’ Perspectives on the Impact of Work-integrated Learning Placements on Their Professional Readiness, Higher Education Research & Development, 39, 5, pp. 1-14, (2019); The Higher Education Reform Package, Australian Government, (2017); Work Integrated Learning: AWPA Scoping Paper, (2014); Beijaard D., Meijer C., Verloop N., Reconsidering Research on Teachers’ Professional Identity, Teaching and Teacher Education, 20, 2, pp. 107-128, (2004); Berger J., Le Van K., Teacher Professional Identity as Multidimensional: Mapping Its Components and Examining Their Associations with General Pedagogical Beliefs, Educational Studies, 45, 2, pp. 163-181, (2019); Billett S., Apprenticeship as a Mode of Learning and Model of Education, Education Training, 58, 6, pp. 613-628, (2016); Bosco A.M., Ferns S., Embedding of Authentic Assessment in Work-integrated Learning Curriculum, Asia-Pacific Journal of Cooperative Education, 15, 4, pp. 281-290, (2014); Boyd P., Smith C., The Contemporary Academic: Orientation Towards Research Work and Researcher Identity of Higher Education Lecturers in the Health Professions, Studies in Higher Education, 41, 4, pp. 678-695, (2016); Brown N., WIL[ling] to Share: An Institutional Conversation to Guide Policy and Practice in Work-integrated Learning, Higher Education Research & Development, 29, 5, pp. 507-518, (2010); Buehl M.M., Beck J.S., The Relationship between Teachers’ Beliefs and Teachers’ Practices, International Handbook of Research on Teachers’ Beliefs, pp. 66-84, (2015); Clegg S., Academic Identities under Threat?, British Educational Research Journal, 34, 3, pp. 329-345, (2008); Cohen L., Manion L., Morrison K., Research Methods in Education, (2018); Australia’s Future Workforce?, (2015); Day C., Leitch R., The Continuing Professional Development of Teachers: Issues of Coherence, Cohesion and Effectiveness, International Handbook of School Effectiveness and Improvement, pp. 707-726, (2007); Day C., Fernandez A., Hauge T., Muller J., Moller J., The Life and Work of Teachers: International Perspectives in Changing Times, (2005); Day C., Stobar G., Sammons P., Kington A., Gu Q., Teachers Matter: Connecting Work, Lives and Effectiveness, (2007); Deem R., Mok K.H., Lucas L., Transforming Higher Education in Whose Image? Exploring the Concept of the ‘World-class’ University in Europe and Asia, Higher Education Policy, 21, 1, pp. 83-97, (2008); Degn L., Academic Sensemaking and Behavioural Responses–exploring How Academics Perceive and Respond to Identity Threats in Times of Turmoil, Studies in Higher Education, 43, 2, pp. 305-321, (2018); Dugas D., Stich A.E., Harris L.N., Summers K.H., ‘I’m Being Pulled in Too Many Different Directions’: Academic Identity Tensions at Regional Public Universities in Challenging Economic Times, Studies in Higher Education, 45, 2, pp. 1-15, (2018); Emslie M., Where’s WIL? Including Work-integrated Learning in Descriptions of What It Is that Academics Do, Journal of Cooperative Education and Internship, 45, 1, pp. 34-44, (2011); Enders J., De Boer H., File J., Jongbloed B., Westerheijden D., Reform of Higher Education in Europe, (2011); Ferns S., Lilly L., Driving Institutional Engagement in WIL: Enhancing Graduate Employability, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 116-133, (2015); Fitzmaurice M., Constructing Professional Identity as A New Academic: A Moral Endeavour, Studies in Higher Education, 38, 4, pp. 613-622, (2013); Fives H., Buehl M.M., Teachers’ Beliefs, in the Context of Policy Reform, Policy Insights from the Behavioural and Brain Sciences, 3, 1, pp. 114-121, (2016); Flecknoe S.J., Choate J.K., Davis E.A., Hodgson Y.M., Johanesen P.A., Macaulay J.O., Rayner G.M., Redefining Academic Identity in an Evolving Higher Education Landscape, Journal of University Teaching and Learning Practice, 14, 2, pp. 1-18, (2017); Hahl K., Mikulec E., Students Reflections on Teacher Identity Development in a Year-long Secondary Teacher Preparation Program, Australian Journal of Teacher Education, 43, 12, pp. 42-58, (2018); Harrison N., Using the Lens of ‘Possible Selves’ to Explore Access to Higher Education: A New Conceptual Model for Practice, Policy, and Research, Social Sciences, 7, 10, pp. 1-21, (2018); Jermolajeva J., Silchenkova S., Professional Roles as the Structural Component of Professional Identity of Higher Education Teachers in Samples of Riga and Smolensk, Economics and Culture, 14, 2, pp. 5-11, (2017); Kreber C., Academics’ Teacher Identities, Authenticity and Pedagogy, Studies in Higher Education, 35, 2, pp. 171-194, (2010); Lester S., Creating Conditions for Sustainable Degree Apprenticeships in England, Higher Education, Skills and Work-Based Learning, 10, 5, pp. 701-714, (2020); Lester S., Bravenboer D., Webb N., Work-integrated Degrees: Context, Engagement, Practice and Quality: A Literature Review for QAA, (2016); Markus H., Nurius P., Possible Selves, American Psychologist, 41, 9, pp. 954-969, (1986); McLennan B., Keating S., Work-integrated Learning (WIL) in Australian Universities: The Challenges of Mainstreaming WIL, Paper presented at ALTC NAGCAS National Symposium, (2008); McNaughton S.M., Billot J., Negotiating Academic Teacher Identity Shifts during Higher Education Contextual Change, Teaching in Higher Education, 21, 6, pp. 644-658, (2016); Mok K.H., Questing for Internationalization of Universities in Asia: Critical Reflections, Journal of Studies in International Education, 11, 3-4, pp. 433-454, (2007); Nicholas L., Work integrated learning (WIL) practitioners’ perceptions of the value of communities of practice, (2017); Nicolini D., Articulating Practice through the Interview to the Double, Management Learning, 40, 2, pp. 195-212, (2009); Oliver B., Redefining Graduate Employability and Work-integrated Learning: Proposals for Effective Higher Education in Disrupted Economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Olsen B., Learning from Experience: A Teacher-Identity Perspective, Learning Teaching from Experience. Multiple Perspectives and International Contexts, pp. 79-94, (2014); Patrick C., Peach D., Pockknee C., Webb F., Fletcher M., Pretto G., The WIL (work integrated learning) report: A national scoping study [Australian learning and teaching council (ALTC) final report, (2008); Peach D., Moore K., Campbell M., Winchester-Seeto T., Ferns S., Mackaway J., Groundwater L., Building Institutional Capacity to Enhance Access Participation and Progression in Work Integrated Learning (WIL), (2016); Perier P., Crise et/ou recomposition identitaire des professeurs débutants du secondaire? Entre héritage et incertitudes professionnelles, Recherche et formation, 74, 3, pp. 17-28, (2013); Probert B., Teaching-focused Academic Appointments in Australian Universities, (2013); Rowe A., Bilgin A., Clark L., Bista S., Assessment of Student Learning in WIL: Workload Implications for University Staff, Paper presented at the Australian Collaborative Education Network (ACEN) National Conference, (2016); Ruvolo A.P., Markus H.R., Possible Selves and Performance: The Power of Self-relevant Imagery, Social Cognition, 10, 1, pp. 95-124, (1992); Selamat A., Alias R.A., Hikmi S.N., Puteh M., Tapsi S., Higher Education 4.0: Current Status and Readiness in Meeting the Fourth Industrial Revolution Challenges, Paper presented at Redesigning Higher Education Towards Industry 4.0, (2017); Smith C., Worsfold K., WIL Curriculum Design and Student Learning: A Structural Model of Their Effects on Student Satisfaction, Studies in Higher Education, 39, 6, pp. 1070-1084, (2014); Trede F., Macklin R., Bridges D., Professional Identity Development: A Review of the Higher Education Literature, Studies in Higher Education, 37, 3, pp. 365-384, (2012); Uslu B., Strategic Actions and Strategy Changes in European Universities: Clues from Institutional Evaluation Reports of the European University Association, European Journal of Higher Education, 8, 2, pp. 215-229, (2018); van Lankveld T., Schoonenboom J., Volman M., Croiset G., Beishuizen J., Developing A Teacher Identity in the University Context: A Systematic Review of the Literature, Higher Education Research & Development, 36, 2, pp. 325-342, (2017); Wenham K., Valencia-Forrester F., Backhaus B., Make or Break: The Role and Support Needs of Academic Advisors in Work-integrated Learning Courses, Higher Education Research & Development, 39, 5, pp. 1026-1039, (2019); Whelan M.B., Academic Work-integrated Learning (WIL): Reengaging Teaching Focused Academics with Industry, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 172-187, (2017); Yuan R., Liu M., Luo J., Yen D., Reciprocal Transfer of Brand Identity and Image Associations Arising from Higher Education Brand Extensions, Journal of Business Research, 69, 8, pp. 3069-3076, (2016)","L. Sheridan; School of Education, Faculty of Social Sciences, University of Wollongong, Australia; email: lynns@uow.edu.au","","Routledge","","","","","","00131881","","","","English","Educ. Res.","Article","Final","","Scopus","2-s2.0-85106514994"
"Cardoso A.; Guimarães P.N.; Dinis A.P.; Koukovinis A.; Domenech-Pastor J.; Segado A.; Dascalu M.; Olaru S.","Cardoso, Alexandra (57220872403); Guimarães, Pedro Nero (57220863262); Dinis, Ana Paula (57220874869); Koukovinis, Alexandros (57220860581); Domenech-Pastor, Jorge (57201802371); Segado, Almudena (57220858897); Dascalu, Mihaela (57220870242); Olaru, Sabina (23993961200)","57220872403; 57220863262; 57220874869; 57220860581; 57201802371; 57220858897; 57220870242; 23993961200","Updating the clothing technician profile through synergies between industry and vocational and educational training; [Actualizarea profilului tehnicianului îmbrăcăminte prin sinergii între industrie și formare profesională]","2021","Industria Textila","71","6","","587","595","8","0","10.35530/T.071.06.1838","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099005346&doi=10.35530%2fT.071.06.1838&partnerID=40&md5=c8118b48baef7bd1cbe7f59bc8333f5e","CITEVE – Centro Tecnológico das Industrias Têxtil e do Vestuário de Portugal, Vila Nova de Famalicão, Portugal; MODATEX – Centro de Formação Profissional da Indústria Têxtil, Vestuário, Confecção e Lanifícios, Porto, Portugal; ATP – Associação Têxtil e Vestuário de Portugal, Vila Nova de Famalicão, Portugal; INOVA+, Matosinhos, Portugal; AITEX – Textile Research Institute, Alcoy, Spain; ASECOM – Asociación de Empresas de Confección y Moda de la Comunidad de Madrid, Madrid, Spain; ASTRICO NORD-EST Association, Savinesti, Romania; National Research & Development Institute for Textiles and Leather, Lucretiu Patrascanu no.16, Bucharest, 030508, Romania","Cardoso A., CITEVE – Centro Tecnológico das Industrias Têxtil e do Vestuário de Portugal, Vila Nova de Famalicão, Portugal; Guimarães P.N., MODATEX – Centro de Formação Profissional da Indústria Têxtil, Vestuário, Confecção e Lanifícios, Porto, Portugal; Dinis A.P., ATP – Associação Têxtil e Vestuário de Portugal, Vila Nova de Famalicão, Portugal; Koukovinis A., INOVA+, Matosinhos, Portugal; Domenech-Pastor J., AITEX – Textile Research Institute, Alcoy, Spain; Segado A., ASECOM – Asociación de Empresas de Confección y Moda de la Comunidad de Madrid, Madrid, Spain; Dascalu M., ASTRICO NORD-EST Association, Savinesti, Romania; Olaru S., National Research & Development Institute for Textiles and Leather, Lucretiu Patrascanu no.16, Bucharest, 030508, Romania","The importance of the textile and clothing sector in the European manufacturing industry, particularly in terms of the economy and employability, is very representative and crucial. To act upon urgent need felt by the textile and clothing industry and qualification gap, the CosTUmE project, in alignment with the Skills Agenda for Europe, created and updated the Clothing Technician profile and skills, facilitating the mobility of qualified people in the EU. This paper presents several aspects concerning the field and desk research developed in order to map the qualifications needs and the Work Based Learning Practices (WBL) in the textile and clothing sector. Also, this work presents the tools developed in order to enable people to make better career choices in UE and help them to find higher quality jobs and improve their life chances: Clothing Technician profile and qualification, ECVET Matrix, Tutorial guide for EU mobility and Training package. © 2020 Inst. Nat. Cercetare-Dezvoltare Text. Pielarie. All rights reserved.","Clothing; Education; Labour market; Profile; Technician","","","","","","European Commission, EC","The research presented in this paper was prepared by the CosTUmE consortium. Funds support this work are from Erasmus+ KA3 Support for Policy Reform, Clothing Technician Profile Update via Education – CosTUmE Project, Contract 597854-EPP-1-2018-1-PT-EPPKA3-VET-JQ, funded by European Commission. This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.","Davis J, Davis A., Effective Training Strategies – A Comprehensive Guide to Maximizing Learning in Organizations, (1998); Responding to skills mismatches at sectoral level A key action of the New Skills Agenda for Europe, (2017); Helyer R., Learning through reflection: the critical role of reflection in work-based learning (WBL), Journal of Work-Applied Management, 7, 1, pp. 15-27, (2015); Work-based learning toolkit; Analysis and overview of NQF level descriptors in European countries, (2018); National qualifications framework developments in Europe 2017, (2018); The European Credit System for Vocational Education and Training ECVET, (2011); Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Credit System for Vocational Education and Training (ECVET) (Text with EEA relevance), (2009); Fair labour mobility in the EU; Terminology of European education and training policy, (2014)","A. Cardoso; CITEVE – Centro Tecnológico das Industrias Têxtil e do Vestuário de Portugal, Vila Nova de Famalicão, Portugal; email: acardoso@citeve.pt","","Inst. Nat. Cercetare-Dezvoltare Text. Pielarie","","","","","","12225347","","","","English","Ind. Textila","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85099005346"
"Mitsea E.; Drigas A.; Mantas P.","Mitsea, Eleni (57216321849); Drigas, Athanasios (8662839500); Mantas, Panagiotis (55940730600)","57216321849; 8662839500; 55940730600","Soft Skills & Metacognition as Inclusion Amplifiers in the 21st Century","2021","International journal of online and biomedical engineering","17","4","","121","132","11","20","10.3991/ijoe.v17i04.20567","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104232057&doi=10.3991%2fijoe.v17i04.20567&partnerID=40&md5=1ed6baa19bcbb8f4efe790645a5ce130","Net Media Lab-Mind & Brain R&D, Institute of Informatics and Telecommunications N.C.S.R. ‘Demokritos’, Athens, Greece","Mitsea E., Net Media Lab-Mind & Brain R&D, Institute of Informatics and Telecommunications N.C.S.R. ‘Demokritos’, Athens, Greece; Drigas A., Net Media Lab-Mind & Brain R&D, Institute of Informatics and Telecommunications N.C.S.R. ‘Demokritos’, Athens, Greece; Mantas P., Net Media Lab-Mind & Brain R&D, Institute of Informatics and Telecommunications N.C.S.R. ‘Demokritos’, Athens, Greece","In the present paper we investigate soft skills in the light of metacognition. We seek the essential soft skills in the 21st century including green skills and look into their cognitive and metacognitive background. Enlightening the soft skills’ dependence on metacognition, we conclude on a metacognitionbased approach and suggest useful tools and strategies. The metacognitive approach of soft skills can be applied in a variety of educational contexts as a training paradigm to accelerate the inclusion and success of students, employees and citizens, especially those belonging in vulnerable groups like persons with disabilities. © 2021. All rights reserved.","education; employability; executive functions; green skills; inclusion; intelligence; mental abilities; metacognition; Soft-skills","","","","","","","","Tromel S., Menze J., Fremlin P. T., Making the future of work inclusive of peo-ple with disabilities, (2019); Mahasneh J. K., Thabet W., Developing a Normative Soft Skills Taxonomy for Construction Education, Journal of, 3, 5, pp. 1468-1486, (2016); Majid S., Liming Z., Tong S., Raihana S., Importance of soft skills for education and career success, International Journal for Cross-Disciplinary Subjects in Education, 2, 2, pp. 1037-1042, (2012); Cimatti B., Definition, development, assessment of soft skills and their role for the quality of organizations and enterprises, International Journal for quality research, 10, 1, (2016); Drigas A., Mitsea E., The 8 Pillars of Metacognition, International Journal of Emerging Technologies in Learning (iJET), 15, 21, pp. 162-178, (2020); The Future of Education and Skills: Education 2030, (2018); Drigas A., Mitsea E., A metacognition based 8 pillars mindfulness model, and training strategies, International Journal of Recent Contributions from Engineering, Science & IT (iJES), (2020); The future of jobs report 2020, (2020); Mekala S., Harishree C., Geetha R., Fostering 21st Century Skills of the Students of Engineering and Technology, Journal of Engineering Education Transformations, 34, pp. 75-88, (2020); Qadir J., Yau K. L. A., Imran M. A., Al-Fuqaha A., Engineering education, moving into 2020s: Essential competencies for effective 21st century electrical and computer engineers, (2020); Cabral C., Dhar R. L., Green competencies: construct development and meas- ure-ment validation, Journal of Cleaner Production, 235, pp. 887-900, (2019); Greener Skills and Jobs, OECD Green Growth Studies, (2014); Diamond A., Executive functions, Annual review of psychology, 64, pp. 135-168, (2013); Dwyer C. P., Hogan M. J., Stewart I., An integrated critical thinking framework for the 21st century, Thinking skills and Creativity, 12, pp. 43-52, (2014); McConnell A. E., Martin J. E., Juan C. Y., Hennessey M. N., Terry R. A., el-Kazimi N. A., Willis D. M., Identifying nonacademic behaviors associated with postschool employment and education, Career Development and Transition for Exceptional Individuals, 36, 3, pp. 174-187, (2013); Bora B., The essence of soft skills, International Journal of Innovative Research and Practices, 3, 12, pp. 7-22, (2015); Heatherton T. F., Neuroscience of self and self-regulation, Annual review of psychology, 62, pp. 363-390, (2011); Barfurth M. A., Ritchie K. C., Irving J. A., Shore B. M., A metacognitive portrait of gifted learners, International handbook on giftedness, pp. 397-417, (2009); Grzybowska K., Lupicka A., Key competencies for Industry 4.0, Economics & Management Innovations, 1, 1, pp. 250-253, (2017); Petersen S. E., Posner M. I., The attention system of the human brain: 20 years after, Annual review of neuroscience, 35, pp. 73-89, (2012); Good D. J., Lyddy C. J., Glomb T. M., Bono J. E., Brown K. W., Duffy M. K., Lazar S. W., Contemplating mindfulness at work: An integrative review, Journal of management, 42, 1, pp. 114-142, (2016); Schonert-Reichl K. A., Hymel S., Educating the heart as well as the mind social and emotional learning for school and life success, Education Canada, 47, 2, pp. 20-25, (2007); Connor A., Sung C., Strain A., Zeng S., Fabrizi S., Building skills, confidence, and wellness: Psychosocial effects of soft skills training for young adults with autism, Journal of autism and developmental disorders, 50, 6, pp. 2064-2076, (2020); Semple R. J., Droutman V., Reid B. A., Mindfulness goes to school: Things learned (so far) from research and real-world experiences, Psychology in the Schools, 54, 1, pp. 29-52, (2017); Kaufman K. J., 21 ways to 21st century skills: why students need them and ideas for practical implementation, Kappa Delta Pi Record, 49, 2, pp. 78-83, (2013); Ismail I., Utilizing Technologies in Teaching Soft skills: Issues and Challenges, The 2nd International Conference on Sustainable Development and Multi-Ethnic Society, pp. 6-11, (2019); Cinque M., MOOCs and Soft Skills: a comparison of different courses on Creativity, Journal of e-Learning and Knowledge Society, 13, 3, (2017); Papanastasiou G., Drigas A., Skianis C., Lytras M., Papanastasiou E., Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills, Virtual Reality, 23, 4, pp. 425-436, (2019); Gardner H. E., Frames of mind: The theory of multiple intelligences, (2011); Gardner H., Multiple intelligences: New horizons, (2006); Drigas A. S., Pappas M. A., The Consciousness-Intelligence-Knowledge Pyramid: An 8x8 Layer Model, International Journal of Recent Contributions from Engineering, Science & IT (iJES), 5, 3, pp. 14-25, (2017)","","","International Association of Online Engineering","","","","","","26268493","","","","English","Int. J. Online. Biomed. Eng.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85104232057"
"Ito H.; Takeuchi S.","Ito, Hiroshi (56518719400); Takeuchi, Shinichi (57215963337)","56518719400; 57215963337","Active learning in Japan: Breaking barriers at individual, institutional, and policy levels","2021","Policy Futures in Education","19","7","","950","967","17","2","10.1177/1478210321999933","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102182602&doi=10.1177%2f1478210321999933&partnerID=40&md5=c8a80813867d36323be7ea27ffd06c62","NUCB Business School, Nagoya University of Business and Commerce, Japan","Ito H., NUCB Business School, Nagoya University of Business and Commerce, Japan; Takeuchi S., NUCB Business School, Nagoya University of Business and Commerce, Japan","Active learning has emerged as a means of developing generic employability skills that enable students to prepare for an uncertain future. In this context, many universities have encouraged their instructors to practice active learning. While some scholars indicate challenges with adopting this approach, few empirical studies have examined perceptions of instructors related to its application. This current study addresses this research gap—how instructors perceive the issues regarding the application of active learning—by surveying 157 instructors from across numerous institutions in Japan. Identifying issues at the individual level is important because it can provide guidance for institutional managers and policymakers on the strategies necessary for effective implementation of active learning. While the findings of this study largely confirm those of the extant literature, they also revealed which issues are more pertinent than others. Japanese instructors did not adopt active learning because they were indifferent and reluctant toward active learning and prioritized students’ knowledge acquisition over application. We conclude with a discussion of the findings and suggestions to address the perceived issues in implementing active learning at all levels, using the theory of planned behavior. © The Author(s) 2021.","academic development; Active learning; higher education; institutional management; Japan; theory of planned behavior","","","","","","","","Ajzen I., The theory of planned behavior, Organizational Behavior and Human Decision Processes, 50, pp. 179-211, (1991); Ajzen I., Residual effects of past on later behavior: Habituation and reasoned action perspectives, Personality and Social Psychology Review, 6, 2, pp. 107-122, (2002); Ajzen I., Fishbein M., Understanding Attitudes and Predicting Social Behavior, (1980); Asanuma S., (2015); Beck J., Czerniak C.M., Lumpe A.T., An exploratory study of teacher’s beliefs regarding the implementation of constructivism in their classrooms, Journal of Science Teacher Education, 11, 4, pp. 323-343, (2000); Bertram Gallant T., Academic integrity as a teaching & learning issue: From theory to practice, Theory into Practice, 56, pp. 88-94, (2017); Biase R.D., Moving beyond the teacher-centered/learner-centered dichotomy: Implementing a structured model of active learning in the Maldives, COMPARE: A Journal of Comparative and International Education, 49, 4, (2019); Qualitative transformation of undergraduate education, (2012); Chan S., The Chinese learner: A question of style, Education + Training, 41, 6-7, pp. 294-305, (1999); Chi M.T.H., Wylie R., The ICAP framework: Linking cognitive engagement to active learning outcomes, Education Psychologist, 49, 4, pp. 219-243, (2014); Cohen L., Manion L., Morrison K., Research Methods in Education, (2011); Dadach Z.E., First Quantitative Measurement of Motivation:, Study of the Effects of Active Learning Strategies, (2013); Donnison S., Penn-Edwards S., Focusing on first year assessment: Surface or deep approaches to learning?, The International Journal of the First Year in Higher Education, 3, 2, pp. 9-20, (2012); Doran J., Healy M., McCutcheon M., O'Callaghan S., Adapting case-based teaching to large class settings: An action research approach, Accounting Education, 20, 3, pp. 245-263, (2011); Drew V., Mackie L., Extending the constructs of active learning: Implications for teachers’ pedagogy and practice, The Curriculum Journal, 22, 4, pp. 451-467, (2011); Erlingsson C., Brysiewicz P., A hands-on guide to doing content analysis, African Journal of Emergency Medicine, 7, 3, pp. 93-99, (2017); Fischer B.A., Fact or fiction? 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(Active learning and teaching/learning paradigm shift), (2014); Mori T., Shitsuteki deeta kara miru akutibu raaningu no kouka (The effects of active learning identified through qualitative data), Journal of Japan Association for College and University Education, 39, 1, pp. 37-41, (2017); Nakai T., Akutibu raaningu (Active learning), (2015); Nakasono A., Tanigawa H., Akutibu Raaningu saikou (Rethinking active learning), Akutibu raaningu hihanteki nyuumon (Practical guides to ‘really’ active learning and its critical re-evaluation), (2018); Nguyen B.H., Haworth P., Hansen S., Challenging ESP teacher beliefs about active learning in a Vietnamese university, Teacher Development, 23, 3, pp. 345-365, (2019); Niemi H., Active learning: A cultural change needed in teacher education and schools, Teacher and Teacher Education, 18, 7, pp. 763-780, (2002); Ogata N., de Weert E., Yoshimoto K., Policies on the transition from higher education to employment since the 1990s, Competencies, Higher Education and Career in Japan and the Netherlands, pp. 25-50, (2007); O'Grady A., Simmie G.M., Kennedy T., Why change to active learning? Pre-service and in-service science teachers’ perceptions, European Journal of Teacher Education, 37, 1, pp. 35-50, (2014); Peters R.A., Enhancing academic achievement by identifying and minimizing the impediments to active learning, Public Administration Quarterly, 35, 4, pp. 466-493, (2011); Pham T.T.H., Issues to consider when implementing student-centred learning practices at Asian higher education institutions, Journal of Higher Education Policy and Management, 33, 5, pp. 519-528, (2011); Prince M., Does active learning work? A review of the research, Journal of Engineering Education, 93, 3, pp. 223-231, (2004); Revell A., Wainwright E., What makes lectures ‘unmissable’? Insights into teaching excellence and active learning, Journal of Geography in Higher Education, 33, 2, pp. 209-223, (2009); Rico R., Ertmer P.A., Examining the role of the instructor in problem-centered instruction, TechTrends, 59, 4, pp. 96-103, (2015); Riley J., Ward K., Active learning, cooperative active learning, and passive learning methods in an accounting information systems course, Issues in Accounting Education, 32, 2, pp. 1-16, (2017); Roman T., Uttamchandani S., Researching pedagogy within small active learning classrooms: Examining enacted pedagogies of learner and instructor interactions, International Journal of Research & Method in Education, 41, 4, pp. 447-467, (2018); Saladana J., The Coding Manual for Qualitative Researchers, (2016); Sekita K., Akutibu raaningu to shiteno kyoudou gakusyu no kenkyu (A study on cooperative and collaborative learning as active learning), The Annual Report of Educational Psychology in Japan, 56, pp. 158-164, (2017); Shieh R., Lyu J.J., Cheng Y.-Y., Implementation of the Harvard case method through a plan-do-check-act framework in a university course, Innovations in Education and Teaching International, 49, 2, pp. 149-160, (2012); Shove E., Warde A., Inconspicuous consumption, Sociological Theory and the Environment, pp. 230-241, (2002); Snyder K.D., Ropes, poles, and space: Active learning in business education, Active Learning in Higher Education, 4, 2, pp. 159-167, (2003); Takeda N., Kurikka ga motarasu soufoukoujyugyou no yuukousei to kadai (Effectiveness and problem of clickers in the interactive classrooms), The JSSE Research Report, 27, 5, pp. 59-64, (2012); Takeuchi S., Keesu mesoddo kyoujyuhou nyuumon. (Introduction to teaching with the case method), (2010); Tangney S., Student-centered learning: A humanist perspective, Teaching in Higher Education, 19, 3, pp. 266-275, (2014); Taylor J.E., Ku H.-Y., Measuring active learning to predict course quality, Performance Improvement Quarterly, 24, 1, pp. 31-48, (2011); Thomas J., Shiels C., Gabbay M., Modelling condom use: Does the theory of planned behavior explain condom use in a low risk, community sample?, Psychology Health and Medicine, 19, 4, pp. 463-472, (2014); Tsuchimochi G.H., Syakai de tsuyou suru jizoku kanou na akutibu raaningu (Sustainable active learning), (2017); Uemura J., Sano M., Nakagawa M., Nakanishi H., Daininzuu kougi kamoku ni okeru souhoukou jitsugen no kanousei wo saguru (Interactivity in a large class: Problems and possibilities), Educational Development Journal, 6, pp. 15-25, (2019); Vaismoradi M., Jones J., Turunen H., Snelgrove S., Theme development in qualitative content analysis and thematic analysis, Journal of Nursing Education and Practice, 6, 5, pp. 100-110, (2016); White P.J., Larson I., Styles K., Yuriev E., Evans D.R., Rangachari P.K., Short J.L., Exintaris B., Malone D.T., Davie B., Eise N., McNamara K., Naidu S., Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours, Higher Education Research & Development, 35, 3, pp. 619-633, (2016); Williams L.A., Sun J., Masser B., Integrating self-determination theory and the theory of planned behaviour to predict intention to donate blood, Transfusion Medicine, 29, 1, pp. 59-64, (2019); Yadav R., Pathak G.S., Young consumers’ intention towards buying green products in a developing nation: Extending the theory of planned behavior, Journal of Cleaner Production, 135, 1, pp. 732-739, (2016); Yamauchi Y., Education technology and active learning, Journal of Japan Society for Educational Technology, 42, 3, pp. 191-200, (2018); Zepke N., Leach L., Improving student engagement: Ten proposal for action, Active Learning in Higher Education, 11, 3, pp. 167-177, (2010)","H. Ito; NUCB Business School, Nagoya University of Business and Commerce, Japan; email: hito@nucba.ac.jp","","SAGE Publications Inc.","","","","","","14782103","","","","English","Policy Futures Educ.","Article","Final","","Scopus","2-s2.0-85102182602"
"Rotar L.J.","Rotar, Laura Juznik (57193973007)","57193973007","Evaluation of the effectiveness of employment programmes on young unemployed people","2021","Engineering Economics","32","1","","60","69","9","8","10.5755/j01.ee.32.1.23276","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102379624&doi=10.5755%2fj01.ee.32.1.23276&partnerID=40&md5=62f6b12bf2af6cf7e8e4f9261cc3e43b","University of Novo mesto, Faculty of Economics and Informatics, Na Loko 2, Novo mesto, 8000, Slovenia","Rotar L.J., University of Novo mesto, Faculty of Economics and Informatics, Na Loko 2, Novo mesto, 8000, Slovenia","Youth unemployment is of paramount concern for the European Union. Young people are facing potentially slow and difficult transitions into stable jobs. What optimally supports young people on the labour market poses a challenging question for economic policy makers. Active labour market policies can be beneficial to young unemployed people. The aim of active labour market policy is to improve employability of the unemployed. The consequences of an overly generous welfare state can be a reduction in motivation to work. The effectiveness of employment programmes is therefore a crucial step in the process. This paper aims to estimate the treatment effect of subsidized employment programmes on young Dutch unemployed people using difference in differences propensity score matching. We test whether the effects of subsidized employment programmes for young Dutch unemployed people are positive and strong in both the short and long term on the probability of re-employment and on the probability of participation in the regular educational system in comparison with the outcome produced in the event that an individual would continue seeking employment as an unemployed person. The probability of re-employment in short-term circumstances is positive, but small. Whereas with long-term examples (two years after the programme start) the probability is negative. Alternatively, the probability of participation in regular educational systems is positive in the short-term as well as in the long-term, but evidently decreases in the long-term. Welfare reforms undertaken in the Netherlands are directed towards enhancing efficiency. The role of social partners in social security administrations is reduced and the reforms are intended to promote reintegration of people who are out of work. There is a general agreement that the Netherlands is going in the right direction by giving priority to work and study over benefits, as it has become evident that generous social benefits make employment policies inefficient. © 2021, Kauno Technologijos Universitetas. All rights reserved.","Active Labour Market Policy; Dutch Labour Market; Effectiveness; Employment Programme; Propensity Score Matching with Difference in Differences; Treatment Effect; Young People; Youth Unemployment","","","","","","European Commission, EC","We obtained data for this research via research project funded by the European Union. In this empirical research we use microdatasets on labour and social security provided by the Central Bureau of Statistics Netherlands (CBS). The objective of this paper is to evaluate the effectiveness of employment programmes on young unemployed people, whereas we focused on subsidized employment programmes for youth aged 20–24 for the year 2008 due to the availability of data and high diversification of employment programmes in the Netherlands. Our data vector consists of dummy variables land of birth indicating 1 the Netherlands and 0 otherwise; variable number of parents abroad indicating 1 at least one parent living abroad and 0 none; variable generation indicating 1 autochthonous inhabitants and 0 otherwise; numerical variable age measured in years; variable sex indicating 1 men and 0 women; employment status before the programme indicating 1 employed and 0 otherwise and numerical variable unemployment duration before the programme measured in days. Descriptive statistics of variables included in the empirical research is presented in Table 1.","Abadie A., Imbens G. W., Matching on the Estimated Propensity Score, Econometrica, 84, 2, pp. 781-807, (2016); Abdennadher C., Sahnoun M., The assessment of active labor market policies: evidence from OECD countries, Economia Politica, 35, 2, pp. 257-283, (2018); Austin P. C., Stuart E. A., Estimating the Effect of Treatment on Binary Outcomes Using Full Matching on the Propensity Score, Statistical Methods in Medical Research, 26, 6, pp. 2505-2525, (2017); Becker S. O., Ichino A., Estimation of Average Treatment Effects Based on Propensity Scores, The Stata Journal, 2, 4, pp. 358-377, (2002); Berzinskiene D., Juozaitiene L., Impact of Labour Market Measures on Unemployment, Inzinerine Ekonomika-Engineering Economics, 22, 2, pp. 186-195, (2011); Broersma L., Edzes A. J. E., Van Dijk J., Have Dutch Municipalities Become More Efficient in Managing the Costs of Social Assistance Dependency?, Journal of Regional Science, 53, 2, pp. 274-291, (2013); Caliendo M., Schmidl R., Youth unemployment and active labor market policies in Europe, IZA Journal of Labor Policy, 5, 1, pp. 1-30, (2016); Card D., Kluve J., Weber A., Active Labour Market Policy Evaluations: A Meta-Analysis, The Economic Journal, 120, 548, pp. F452-F477, (2010); Carling K., Larsson L., Does early intervention help the unemployed youth?, Labour Economics, 12, 3, pp. 301-319, (2005); Labour Market Policy Database, (2012); Annual Report on Integration 2016, (2016); Unemployment Down Among Non-western Migrant Group, (2017); Ciegis R., Nakciunaite E., Mikalauskiene A., Dependence between Labour Market and Economic Cycles, Inzinerine Ekonomika-Engineering Economics, 24, 4, pp. 320-330, (2013); Cockx B., Picchio M., Scarring effects of remaining unemployed for long-term unemployed school-leavers, Journal of the Royal Statistical Society: Series A (Statistics in Society), 176, 4, pp. 951-980, (2013); Crespi G., Maffioli A., Mohnen P., Vazquez G., Evaluating the Impact of Science, Technology and Innovation Programs: a Methodological Toolkit, (2011); Dutch initiatives to prevent and tackle youth unemployment; Eichhorst W., Rinne U., Promoting Youth Employment Through Activation Strategies, (2014); Giziene V., Simanaviciene Z., Palekiene O., Evaluation of Investment in Human Capital Economical Effectiveness, Inzinerine Ekonomika-Engineering Economics, 23, 2, pp. 106-116, (2012); Gautier P. A., Van Der Klaauw B., Institutions and Labour Market Outcomes in the Netherlands, (2009); Heckman J. J., Pinto R., Causal Analysis After Haavelmo, Econometric Theory, 31, 1, pp. 115-151, (2015); Heinrich C., Maffioli A., Vazquez G., A Primer for Applying Propensity Score Matching, (2010); Huber M., Lechner M., Wunsch C., The Performance of Estimators Based on the Propensity Score, Journal of Econometrics, 175, 1, pp. 1-21, (2013); Huber M., Lechner M., Strittmatter A., Direct and Indirect Effects of Training Vouchers for the Unemployed, Journal of the Royal Statistical Society Series A, 181, 2, pp. 441-463, (2018); Jakstiene S., Purvinis O., Susniene D., Analysis of the Most Vulnerable Labour Market Segments During the Period of Economic Development in Lithuania, Inzinerine Ekonomika-Engineering Economics, 24, 4, pp. 331-342, (2013); Juznik Rotar L., How Effective Is the Slovenian Institutional Training Program in Improving Youth's Chances of Reemployment?, Eastern European Economics, 50, 3, pp. 94-106, (2012); Juznik Rotar L., What are the Treatment Effects of a Work-First Participation Programme on Young Unemployed People in the Netherlands?, Panoeconomicus, 66, 2, pp. 203-2017, (2019); Kaiser U., Kuhn J. M., Worker-level and firm-level effects of a wage subsidy program for highly educated labor: Evidence from Denmark, Research policy, 45, 9, pp. 1939-1943, (2016); Khandker S. R., Koolwal G. B., Samad H. A., Handbook on Impact Evaluation, Quantitative Methods and Practices, (2010); Kluve J., The Effectiveness of European Active Labor Market Programs, Labour Economics, 17, 6, pp. 904-918, (2010); Kluve J., Card D., Fertig M., Gora M., Jacobi L., Jensen P., Leetmaa R., Nima L., Patacchini E., Schaffner S., Schmidt C. M., Van Der Klaauw B., Weber A., Active Labor Market Policies in Europe. Performance and Perspectives, (2007); Kluve J., Puerto S., Robalino D. A., Romero J., Rother F., Stoterau J., Weidenkaff F., Witte M., Do Youth Employment Programs Improve Labor Market Outcomes? A Systematic Review, (2016); Kluve J., Schmidt C. M., Can Training and Employment Subsidies Combat European Unemployment?, Economic Policy, 17, 35, pp. 409-448, (2002); Kubik R., What is the Real Effect of Schooling on Economic Growth?, Prague Economic Papers, 24, 2, pp. 125-135, (2015); Lechner M., Identification and Estimation of Causal Effects of Multiple Treatments Under the Conditional Independence Assumption, (1999); Lechner M., Wunsch C., Are Training Programs More Effective When Unemployment Is High?, Journal of Labor Economics, 27, 4, pp. 653-692, (2009); Lechner M., Wunsch C., Sensitivity of Matching-Based Program Evaluations to the Availability of Control Variables, Labour Economics, 21, pp. 111-121, (2013); Lechner M., Strittmatter A., Practical Procedures to Deal With Common Support Problems in Matching Estimation, Forthcoming in Econometric Reviews, (2017); Lombardi S., Nordstrom Skans O., Vikstrom J., Targeted wage subsidies and firm performance, Labour Economics, 53, pp. 33-45, (2017); Marjanovic G., Mihajlovic V., Analysis of Hysteresis in Unemployment Rates with Structural Breaks: the Case of Selected European Countries, Inzinerine Ekonomika-Engineering Economics, 25, 4, pp. 378-386, (2014); Morris S., Todtling-Schonhofer H., Wiseman M., Design and Commissioning of Counterfactual Impact Evaluations, (2013); Novak V., Vokoun M., Stellner F., Vochozkaet M., Institutional Analysis of the Contemporary Regional Labour Market in the Czech Republic, E&M Ekonomie a Management, 19, 3, pp. 4-19, (2016); Recruiting Immigrant Workers, (2016); Employment Outloook 2015, (2015); Jobs for Youth, (2008); Rosenbaum P., Rubin D. B., The Central Role of Propensity Score in Observational Studies for Causal Effects, Biometrika, 70, 1, pp. 41-55, (1983); Rubin D. B., Causal Inference Using Potential Outcomes. Design, Modelling, Decisions, Journal of the American Statistical Association, 100, 469, pp. 322-331, (2005); Schmillen A., Umkehrer M., The scars of youth: Effects of early‐career unemployment on future unemployment experience, International Labour Review, 156, 3, pp. 465-494, (2017); Scott-Clayton J., Minaya V., Should student employment be subsidized? Conditional counterfactuals and the outcomes of work-study participation, Economics of Education Review, 52, 3, pp. 1-18, (2016); Stefanik M., Estimating Treatment Effects of a Training Programme in Slovakia Using Propensity Score Matching, Ekonomicky casopis, 62, 6, pp. 631-645, (2014); Stefanik M., Karasova K., Studena I., Can supporting workplace insertions of unemployed recent graduates improve their long-term employability?, Forthcoming in Empirica, (2018); Van Schie P. G. J. C., Dutch Self Fullfilling Social Experiments: the Solution for the Young and the Jobless?, (2015); Van Ours J. C., The locking-in effect of subsidized jobs, Journal of Comparative Economics, 32, 1, pp. 37-55, (2004); Vikstrom J., Dynamic treatment assignment and evaluation of active labor market policies, Labour Economics, 49, pp. 42-54, (2017)","L.J. Rotar; University of Novo mesto, Faculty of Economics and Informatics, Novo mesto, Na Loko 2, 8000, Slovenia; email: laura.juznik-rotar@uni-nm.si","","Kauno Technologijos Universitetas","","","","","","13922785","","","","English","Eng. Econ.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85102379624"
"Martin L.; Nguyen-Thi U.T.; Mothe C.","Martin, Ludivine (23397644300); Nguyen-Thi, Uyen T. (9747411800); Mothe, Caroline (6603789673)","23397644300; 9747411800; 6603789673","Human resource practices, perceived employability and turnover intention: does age matter?","2021","Applied Economics","53","28","","3306","3320","14","7","10.1080/00036846.2021.1886238","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105789555&doi=10.1080%2f00036846.2021.1886238&partnerID=40&md5=1d4069cef12e44921b349bc1f0fb107b","LISER, Luxembourg Institute of Socio-Economic Research, Luxembourg and CREM (UMR CNRS 6211), Rennes, France; LISER, Luxembourg Institute of Socio-Economic Research, Luxembourg 11, Porte Des Sciences, Luxembourg; IREGE, University Savoie Mont Blanc, Annecy-le-Vieux, France","Martin L., LISER, Luxembourg Institute of Socio-Economic Research, Luxembourg and CREM (UMR CNRS 6211), Rennes, France; Nguyen-Thi U.T., LISER, Luxembourg Institute of Socio-Economic Research, Luxembourg 11, Porte Des Sciences, Luxembourg; Mothe C., IREGE, University Savoie Mont Blanc, Annecy-le-Vieux, France","This paper investigates the age specificities in the link between employee’s perceived external employability and turnover intention and how the use of human resource practices moderates this relationship. Results show that the use of motivation-enhancing HR practices induces a larger retention effect for younger and middle-aged employees than for older ones, whereas the turnover intention effects of flexibility-enhancing HR practices are stronger for the middle-age and older groups than for the younger groups. Moreover, the use of HR practices that stimulate employees’ motivation, such as training, participation, voice and teamwork, plays a stronger role in retaining highly employable younger employees, while the use of HR practices that offer flexibility, such as flexible working time, teleworking and work-life balance, enables retaining highly employable older employees. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","age; human resource practices; perceived external employability; Turnover intention","age structure; employment generation; human resource; perception; turnover; working conditions","","","","","Ministry of Higher Education and Research of Luxembourg; Fonds National de la Recherche Luxembourg, FNR, (FNR/C16/SC/11344520)","This research is part of the WorkAgeing project supported by the Fonds National de la Recherche, Luxembourg (contract FNR/C16/SC/11344520) and by core funding from LISER from the Ministry of Higher Education and Research of Luxembourg. The authors are grateful to two anonymous reviewers for their valuable comments on previous versions of the paper. 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Stirpe L., Zarraga-Oberty C., Are High-performance Work Systems Always a Valuable Retention Tool? the Roles of Workforce Feminization and Flexible Work Arrangements, European Management Journal, 35, 1, pp. 128-136, (2017); Sumbal M.S., Tsui E., See-to E., Barendrecht A., Knowledge Retention and Aging Workforce in the Oil and Gas Industry: A Multi Perspective Study, Journal of Knowledge Management, 21, 4, pp. 907-924, (2017); Van Breukelen W., Van der Vlist R., Steensma H., Voluntary Employee Turnover: Combining Variables from the `traditional’ Turnover Literature with the Theory of Planned Behavior, Journal of Organizational Behavior, 25, 7, pp. 893-914, (2004); Van der Heijde C.M., Van der Heijden B.I., A Competence-based and Multidimensional Operationalization and Measurement of Employability, Human Resource Management, 45, pp. 449-476, (2006); White M., Bryson A., Positive Employee Attitudes: How Much Human Resource Management Do You Need?, Human Relations, 66, 3, pp. 385-406, (2013); 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Nguyen-Thi; LISER, Luxembourg Institute of Socio-Economic Research, Esch-sur-Alzette/Belval, 11, Porte des Sciences, L-4366, Luxembourg; email: thithucuyen.nguyen@liser.lu","","Routledge","","","","","","00036846","","","","English","Appl. Econ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85105789555"
"Tsiligiris V.; Bowyer D.","Tsiligiris, Vangelis (57200657998); Bowyer, Dorothea (55575711100)","57200657998; 55575711100","Exploring the impact of 4IR on skills and personal qualities for future accountants: a proposed conceptual framework for university accounting education","2021","Accounting Education","30","6","","621","649","28","35","10.1080/09639284.2021.1938616","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107823831&doi=10.1080%2f09639284.2021.1938616&partnerID=40&md5=c69f250dd0cb4aed14388e10ec67f336","Department of Accounting and Finance, Nottingham Trent University, Nottingham, United Kingdom; School of Business, Western Sydney University, Sydney, Australia","Tsiligiris V., Department of Accounting and Finance, Nottingham Trent University, Nottingham, United Kingdom; Bowyer D., School of Business, Western Sydney University, Sydney, Australia","The fourth industrial revolution (4IR) presents many opportunities and challenges in a digitised world of work. This paper draws on a systematic literature review of recent research published by accounting professional bodies outlining the impact of digital technologies on the accounting profession. By taking advantage of this work this study critically assesses the types of skills and personal qualities that graduates as future accountants will need and explores the implications for accounting education and university curricula. The analysis reveals that necessary skills for future accountants may be summarised into four categories: (a) Ethical skills; (b) Digital skills; (c) Business skills; and (d) Soft skills. The analysis reveals ‘adaptability’ and ‘lifelong approach to CPD’ as the two essential personal qualities for future accountants. The practical implications for university accounting education are summarised in a proposed conceptual framework. The proposed conceptual framework: (1) acts as a roadmap for universities to align their accounting curricula with the developments in professional body syllabi; (2) helps university accounting education teachers to update, enrich, and refocus their teaching and learning approach to the requirements of the 4IR; and (3) promotes the coordination and rationalisation of the skills and personal qualities currently pursued by employability agendas at university, course, and module levels. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","4IR; Digital skills; digital technologies; graduate employability; soft skills; sustainability","","","","","","","","(2016); (2017); (2017); (2018); (2018); Learning for the future: Results from ACCA student and affiliates survey, (2018); (2019); (2020); (2020); (2019); (2017); Adams C., Druckman P., Picot R., Sustainable development goals disclosure (SDGD) recommendations, (2020); (2018); (2019); (2020); (2020); (2020); Antonius P., Coronavirus Australia: Pandemic to challenge mid-tiered accounting firms, Australian Financial Review., (2020); Baygin M., Yetis H., Karakose M., Akin E., (2016); Bennett D., Graduate employability and higher education: Past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2019); Berg B.L., Lune H., Qualitative research methods for the social sciences, (2013); Blum B., Neumarker B., Globalization, environmental damage and the corona pandemic–lessons from the crisis for economic, Environmental and Social Policy, (2020); Bolli T., Renold U., (2017); Bonekamp L., Sure M., Consequences of industry 4.0 on human labour and work organisation, Journal of Business and Media Psychology, 6, 1, pp. 33-40, (2015); Bowles M., Ghosh S., Thomas L., Future-proofing accounting professionals: Ensuring graduate employability and future readiness, Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 1-21, (2020); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: Navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Brunelli S., Di Carlo E., Accountability, ethics and sustainability of organizations. 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Tsiligiris; Department of Accounting and Finance, Nottingham Trent University, Nottingham, United Kingdom; email: vtsiligiris@gmail.com","","Routledge","","","","","","09639284","","","","English","Account. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85107823831"
"Musyimi C.","Musyimi, Caroline (57204238079)","57204238079","Developing skills to unlock kenya’s industrial growth: The influence of provision of modern teaching and learning equipment in tvet in kenya","2021","Journal of Learning for Development","8","1","","182","191","9","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106989186&partnerID=40&md5=817dcc37beaa8f1d1142cc234ba1fdac","Coast Institute of Technology, Voi, Kenya","Musyimi C., Coast Institute of Technology, Voi, Kenya","This study explores the influence of modern teaching and learning equipment on improving vocational education quality and employment rates and its long-term effect on Kenya’s journey to achieve industrialisation by the year 2030. The study adopted a cross-sectional survey research design. Stratified random sampling was used to sample 172 students. Data was collected using questionnaires and analysed through the theoretical lenses of globalisation and vocationalism. The results show that the provision of modern equipment has improved Kenyan TVET classrooms to meet industrial standards and allowed the development of essential skills. Also, there has been improved collaboration between TVET institutions and local industries, exposing TVET students to the real labour market while still in college. The TVET students had also improved confidence in themselves and they had acquired employability skills. The findings of this study further revealed that the government of Kenya has increased its efforts in revitalizing the TVET institutions with modern teaching and learning equipment to improve the quality of training in those institutions. © 2021, Commonwealth of Learning. All rights reserved.","Industrial standards; Teaching and learning equipment; Technical Vocational Education and Training; Vocational education quality","","","","","","","","Arum R., Roksa J., Limited learning on college campuses, pp. 203-207, (2011); Good practice in technical and vocational education and training, (2009); Bills D., Vocationalism, Handbook of youth and young adulthood: New perspectives and agendas, pp. 127-134, (2009); Bukit M., Strengthening TVET teacher education: Report of the UNESCO-UNEVOC online conference, (2012); Dunbar M., Engaging the private sector in skills development, (2011); Ferej B. A., Kitainge K., Ooko Z., the Triennale of the Association for the Development of Education in Africa (ADEA), (2012); Geressu B. S., Impact of competence-based training on employability of Technical and Vocational graduates in Ethiopia, Tuning Journal for Higher Education, 5, 1, pp. 101-119, (2017); Gleason B. L., Peeters M. J., Resman-Targoff B. H., Karr S., McBane S., Kelley K., Denetclaw T. H., An active-learning strategies primer for achieving ability-based educational outcomes, American Journal of Pharmaceutical Education, 75, 9, (2011); Grubb W. N., Vocationalism and the differentiation of tertiary education, Lessons from US community colleges, 30, 1, pp. 27-42, (2006); Grubb W. N., Lazerson M., The education gospel and the role of vocationalism in American education, American Journal of Education, 111, 3, pp. 297-319, (2005); Halverson R., Smith A., How new technologies have (and have not) changed teaching and learning in schools, Journal of Computing in Teacher Education, 26, 2, (2009); Heti M. M., Factors influencing demand for TVET in Nyeri county, Kenya, (2013); Hollander A., Mar N. Y., Towards achieving TVET for all: The role of the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, International handbook of education for the changing world of work: Bridging academic and vocational learning, 1, pp. 41-57, (2009); Jones C. A., Assessment for learning, (2005); Kandiko C. B., Neoliberalism in higher education: A comparative approach, International Journal of Arts and Sciences, 3, 14, pp. 153-175, (2010); King K., Education, skills, sustainability and growth: Complex relations, International Journal of Educational Development, 29, 2, pp. 175-181, (2009); Machingambi S., The impact of globalisation on higher education: A Marxist critique, Journal of Sociology and Social Anthropology, 5, 2, pp. 201-215, (2014); Michael K. R. E. O., Isaac O., Enhancing Technical and Vocational Education and Training (TVET) in Nigeria for Sustainable Development: Competency-Based Training (CBT) Approach, Journal of Education and Practice, 6, 29, (2015); Muhammad A. S., Bakar N. A., Mijinyawa S. I., Halabi K. A., Impact of motivation on students’ academic performance: A case study of University Sultan Zainal Abidin students, The American Journal of Innovative Research and Applied Sciences, (2014); Musyimi C. M., Malechwanzi J., Heng L., The Belt and Road Initiative and Technical and Vocational Education and Training (TVET) in Kenya: The Kenya-China TVET Project, Frontiers of Education in China, 13, 3, pp. 346-374, (2018); Nwike M. C., Catherine O., Effects of use of instructional materials on students cognitive achievement in Agricultural Science, Journal of Educational and Social Research, 3, 5, (2013); Okoye R., Arimonu M. O., Technical and Vocational Education in Nigeria: Issues, challenges, Journal of Education and Practice, (2016); Pompa C., TVET and skills training in fragile and conflict affected countries, (2014); Participation in formal Technical and Vocational Education and Training programs worldwide, (2006)","C. Musyimi; Coast Institute of Technology, Voi, Kenya; email: Caromusyimi@gmail.com","","Commonwealth of Learning","","","","","","23111550","","","","English","J. Learn. Dev.","Article","Final","","Scopus","2-s2.0-85106989186"
"Wheelahan L.; Moodie G.","Wheelahan, Leesa (6507964403); Moodie, Gavin (16043124200)","6507964403; 16043124200","Analysing micro-credentials in higher education: a Bernsteinian analysis","2021","Journal of Curriculum Studies","53","2","","212","228","16","38","10.1080/00220272.2021.1887358","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105031849&doi=10.1080%2f00220272.2021.1887358&partnerID=40&md5=4e812022af3124ec303f213e8c041fe6","Department of Leadership, Higher and Adult Education, Ontario Institute for Studies in Education, University of Toronto, Canada","Wheelahan L., Department of Leadership, Higher and Adult Education, Ontario Institute for Studies in Education, University of Toronto, Canada; Moodie G., Department of Leadership, Higher and Adult Education, Ontario Institute for Studies in Education, University of Toronto, Canada","This paper critiques the emergence of micro-credentials in higher education. It argues that micro-credentials build on the discourse of employability skills and 21st century skills within human capital theory, and that they increase the potential of human capital theory to ‘discipline’ the HE curriculum to align it more closely with putative labour market requirements. The paper is situated within the social realist school in the sociology of education, and it draws primarily on the sociology of Basil Bernstein to develop this critique, while also drawing on the Continental Didaktik tradition. It analyses the nature of the person envisaged in curriculum, the homo economicus of human capital theory. This self is a market self who uses micro-credentials to invest in this or that set of skills in anticipating labour market requirements. The paper uses a range of Bernstein’s concepts to analyse the links between what is to be taught, to whom is it taught, and how is it taught in micro-credentials. It focuses on the principle of recontextualization which comprises instructional and regulative discourses, to examine the ways in which notions of the person and human motivation are reshaping relations of classification and framing in HE curriculum. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","21<sup>st</sup> century skills; Bernstein; Didaktik tradition; higher education; micro-credentials; social realism","","","","","","","","Allais S., Selling out education: National qualifications frameworks and the neglect of knowledge, (2014); Allais S., Livelihoods and skills, Education and International Development: An Introduction, (2015); Archer M.S., Homo economicus, homo sociologicus and homo sentiens, Rational ChoiceTheory Resisting Colonization, (2000); Ashwin P., Analysing teaching-learning interactions in higher education: Accounting for structure and agency, (2012); Ball S., The teacher’s soul and the terrors of performativity, Journal of Education Policy, 18, 2, pp. 215-228, (2003); Barrett B., Hordern J., Rethinking the foundations: Towards powerful professional knowledge in teacher education in the USA and England, Journal of Curriculum Studies; Beck J., Young M., The assault on the professions and the restructuring of academic and professional identities: A Bernsteinian analysis, British Journal of Sociology of Education, 26, 2, pp. 183-197, (2005); Bernstein B., Vertical and horizontal discourse: An essay, British Journal of Sociology of Education, 20, 2, pp. 157-173, (1999); Bernstein B., Pedagogy, symbolic control and identity, (2000); Biesta G., Why “what works” won’t work: Evidence-based practice and the democratic deficit in educational research, Educational Theory, 57, 1, pp. 1-22, (2007); Biesta G., Disciplines and theory in the academic study of education: A comparative analysis of the Anglo-American and Continental construction of the field, Pedagogy, Culture & Society, 19, 2, pp. 175-192, (2011); Biggs J., Tang C., Teaching for quality learning at university: What the student does, (2011); Brown P., Souto-Otero M., 35, 1, (2020); Future-proof: Australia’s future post-secondary education and skills system, (2018); Case J., Higher education and social justice: Engaging the normative with the analytical, (2017); Chakroun B., Keevy J., Digital credentialing: Implications for the recognition of learning across borders, (2018); Clegg S., The necessity and possibility of powerful ‘regional’ knowledge: Curriculum change and renewal, Teaching in Higher Education, 21, 4, pp. 457-470, (2016); Addendum no. 3 to AQF Second edition January 2013 additional AQF qualification: Undergraduate certificate, (2020); Deng Z., Contemporary curriculum theorizing: Crisis and resolution, Journal of Curriculum Studies, 50, 6, pp. 691-710, (2018); Deng Z., Knowledge, content, curriculum and didaktik: Beyond social realism, (2020); Doyle W., The didaktik/curriculum dialogue: What did we learn?, Bridging educational leadership, curriculum theory and didaktik: Non-affirmative theory of education, pp. 219-227, (2017); Ellis L.E., Nunn S.G., Avella J.T., Digital badges and micro-credentials: Historical overview, motivational aspects, issues, and challenges, Foundation of digital badges and micro-credentials: Demonstrating and recognizing knowledge and competencies, (2016); Fong J., Janzow P., Demographic shifts in educational demand and the rise of alternative credentialing, changes from 2016 to 2017, UPCEA/Pearson, (2017); Friedman M., Friedman R., Capitalism and freedom, (1982); Furlong J., Whitty G., Knowledge traditions in the study of education, Knowledge and the Study of Education an international exploration, pp. 13-57, (2017); Gamble J., From labour market to labour process: Finding a basis for curriculum in TVET, International Journal of Training Research, Early Online, 14, 3, pp. 215-229, (2016); About what works, Government of the United Kingdom; A path forward for advanced education, research and science in Ontario [Press release], Government of Ontario, (2020); Greene P., Education micro-credentials 101: Why do we need badges? Forbes, (2019); Hartley D., Personalisation: The emerging “revised” code of education?, Oxford Review of Education, 33, 5, pp. 629-642, (2007); Harvey D., A brief history of neoliberalism, (2007); Hayhoe R., Universities, women, and the dialogue among civilizations, Creating knowledge, strengthening nations: The changing role of higher education, (2005); Hickox M., Moore R., Liberal-humanist education: The vocationalist challenge, Curriculum Studies, 3, 1, pp. 45-59, (1995); Hodge S., Standardised curriculum and hermeneutics: The case of Australian vocational educators, Journal of Curriculum Studies, 50, 50, (2018); Hordern J., Regions and their relations: Sustaining authoritative professional knowledge, Journal of Education and Work, 29, 4, pp. 427-449, (2016); Hordern J., Higher expertise, pedagogic rights and the post-truth society, Teaching in Higher Education, 24, 3, pp. 288-301, (2019); Hordern J., Knowledge, evidence, and the configuration of educational practice, Education Sciences, 9, 2, (2019); Hordern J., Knowledge, practice and workplace learning, Handbook of Vocational Education and Training: Developments in the Changing World of Work, (2019); Hordern J., Tatto M.T., Conceptions of teaching and educational knowledge requirements, Oxford Review of Education, 44, 6, pp. 686-701, (2018); Horton A.P., Could micro-credentials compete with traditional degrees?, (2020); Hunt T., Carter R., Zhang L., Yang S., Micro-credentials: The potential of personalized professional development, Development & Learning in Organizations, 34, 2, (2020); Ifenthaler D., Bellin-Mularski N., Mah D.-K., Foundation of digital badges and micro-credentials: Demonstrating and recognizing knowledge and competencies, (2016); Johansen G., Didaktik and the selection of content as points of departure for studying the quality of teaching and learning, Quality in Higher Education, 13, 3, pp. 249-271, (2007); Jones A., Redisciplining generic attributes: The disciplinary context in focus, Studies in Higher Education, 34, 1, pp. 85-100, (2009); Jones L., Moore R., Appropriating competence: The competency movement, the new right and the ‘culture change’ project, British Journal of Education and Work, 8, 2, pp. 78-92, (1995); Kato S., Galan-Muros, Weko T., The emergence of alternative credentials, (2020); Keevy J., Chakroun B., Beyond qualifications as we know them today: Digital credentials and interoperability, Global inventory of regional and national qualifications frameworks 2019, 1, (2019); Konings L., EMC launches common microcredential framework [Press release] European Commission, (2019); Lassnigg L., ‘Lost in translation’: Learning outcomes and the governance of education, Journal of Education and Work, 25, 3, pp. 299-330, (2012); Lewis M.J., Lodge J.M., Keep calm and credential on: Linking learning, life and work practices in a complex World, Foundation of digital badges and micro-credentials: Demonstrating and recognizing knowledge and competencies, pp. 41-54, (2016); Luckett K., The relationship between knowledge structure and curriculum: A case study in sociology, Studies in Higher Education, 34, 4, (2009); Luckett K., Shay S., Reframing the curriculum: A transformative approach, Critical Studies in Education, 61, 1, (2020); Magnusson G., Rytzler J., Approaching higher education with didaktik: University teaching for intellectual emancipation, European Journal of Higher Education, 9, 2, pp. 190-202, (2019); Maton K., Moore R., Social realism knowledge and the sociology of education: Coalitions of the mind, (2010); McLean M., Abbas A., Ashwin P., The use and value of Bernstein’s work in studying (in)equalities in undergraduate social science education, British Journal of Sociology of Education, 34, 2, pp. 262-280, (2013); McLean M., Abbas S., Ashwin P., Quality in undergraduate education: How powerful knowledge disrupts inequality, (2017); Moodie G., Universities, disruptive technologies, and continuity in higher education: The impact of information revolutions, (2016); Moodie G., Wheelahan L., Lavigne E., Technical and vocational education and training as a framework for social justice: Analysis and evidence from world case studies, (2019); Mounier A., The three logics of skills in French literature, (2001); Muller J., Reclaiming knowledge. social theory, curriculum and education policy, (2000); Muller J., Forms of knowledge and curriculum coherence, Journal of Education and Work, 22, 3, pp. 205-226, (2009); Muller J., Every picture tells a story: Epistemological access and knowledge, Education as Change, 18, 2, pp. 255-269, (2014); Muller J., Young M., Disciplines, skills and the university, Higher Education, 67, 2, pp. 127-140, (2014); Neumann R., Parry S., Becher T., Teaching and learning in their disciplinary contexts: A conceptual analysis, Studies in Higher Education, 27, 4, pp. 405-417, (2002); Micro-credentials system launched, News, (2018); Oliver B., Making micro-credentials work for learners, employers and providers, (2019); Peters R.S., The place of philosophy in the training of teachers, Paedagogica Europaea, 31967, pp. 152-166, (1967); Pichette J., Rizk J., Micro mania: Making sense of microcredentials in Ontario, (2020); Sayer A., Why we can’t afford the rich, (2015); Schmidt V.A., Discursive institutionalism: The explanatory power of ideas and discourse, Annual Review of Political Science, 11, 1, pp. 303-326, (2008); Shils E., Academic freedom, International higher education: An encyclopedia, Vol. 1, pp. 1-22, (1991); Slaughter S., Leslie L.L., Academic capitalism: Politics, policies, and the entrepreneurial university, (2007); Micro-credentials at SUNY, (2020); Trow M., Reflections on the transition from elite to mass to universal access, Martin Trow: Twentieth-Century Higher Education: Elite to Mass to Universal, pp. 554-610, (2010); Doing what works; Wahlstrom N., Sundberg D., Discursive institutionalism: Towards a framework for analysing the relation between policy and curriculum, Journal of Education Policy, 33, 1, pp. 163-183, (2018); Wheelahan L., Tertiary education as insurance against risk–What are the outcomes? For whom?, Risk, Welfare and Work, pp. 165-184, (2010); Wheelahan L., Why knowledge matters in curriculum: A social realist argument, (2010); Wheelahan L., Not just skills: What a focus on knowledge means for vocational education, Journal of Curriculum Studies, 47, 6, pp. 750-762, (2015); Wills C., Xie Y., Toward a comprehensive theoretical framework for designing digital badges, Foundation of digital badges and micro-credentials: Demonstrating and recognizing knowledge and competencies, pp. 261-271, (2016); New vision for education–unlocking the potential of technology, (2015); Young J.R., Why the lumina foundation is betting big on new kinds of credentials, (2018); Young M., Bringing knowledge back in: From social constructivism to social realism in the sociology of education, (2008); Young M., Muller J., Knowledge, expertise and the professions, (2014)","L. Wheelahan; Ontario Institute for Studies in Education, Canada; email: Leesa.Wheelahan@utoronto.ca","","Taylor and Francis Ltd.","","","","","","00220272","","","","English","J. Curric. Stud.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85105031849"
"Chiu M.-S.; Xiong W.; Kuan P.-Y.","Chiu, Mei-Shiu (24400849500); Xiong, Weiyan (57193682582); Kuan, Ping-Yin (7006606503)","24400849500; 57193682582; 7006606503","Graduates’ career success predicted by mathematical and affective abilities, effective higher-education learning and economic contexts: a bioecological positivity to success model","2021","Journal of Education and Work","34","3","","313","330","17","2","10.1080/13639080.2021.1931668","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107473758&doi=10.1080%2f13639080.2021.1931668&partnerID=40&md5=d3402f18b2b56b7f1138d5622ad98f52","Department of Education, National Chengchi University, Taipei, Taiwan; School of Graduate Studies, Lingnan University, Hong Kong; Department of Sociology International Doctoral Program in Asia-Pacific Studies, National Chengchi University, Taipei, Taiwan","Chiu M.-S., Department of Education, National Chengchi University, Taipei, Taiwan; Xiong W., School of Graduate Studies, Lingnan University, Hong Kong; Kuan P.-Y., Department of Sociology International Doctoral Program in Asia-Pacific Studies, National Chengchi University, Taipei, Taiwan","This study posits a bioecological positivity to success (BEPS) model and examines how diverse bioecological factors predict graduates’ career success. The BEPS model with an emphasis on hard (e.g. science, technology, engineering and mathematics [STEM]) and soft (e.g. interpersonal and critical thinking) skills generate a hypothetical model: positive aspects of person (mathematical/hard and affective/soft abilities), process (effective hard and soft competencies learning in higher education) and proximal contexts (original family income and present employment status) predict graduates’ career success (job income and perceived extrinsic, intrinsic and autonomy satisfaction) in early adulthood. Gender, studying STEM, and study years are also included as predictors in the path analysis as control. Path analyses examine the model with cohort data from the Taiwan Education Panel Survey (TEPS) and its follow-up (TEPS-B), which are longitudinal studies of a group of young people (n = 2,700) since grade 7 till age 24–25 years old. Results reveal that soft skills and employment play the most significant roles in graduates’ career success. Hard skills play a minor role. Findings support the BEPS model and provide implications for educational practices and policymaking to emphasise on soft skills learning, employability and entrepreneurship education. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Bioecological theories; career success; hard and soft skills; higher education","","","","","","","","Aiken L.S., West S.G., Reno R.R., Multiple Regression: Testing and Interpreting Interactions, (1991); Bender K.A., Heywood J.S., Job Satisfaction of the Highly Educated: The Role of Gender, Academic Tenure, and Earnings, Scottish Journal of Political Economy, 53, 2, pp. 253-279, (2006); Bowles S., Gintis H., Inheritance of Economic Status: Education, Class and Genetics, International Encyclopedia of the Social & Behavioral Sciences, pp. 4132-4414, (2001); Bowles S., Gintis H., The Inheritance of Inequality, Journal of Economic Perspectives, 16, 3, pp. 3-30, (2002); Bronfenbrenner U., The Ecology of Human Development: Experiments in Nature and Design, (1979); 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A Note on Automation and Labour in the Fourth Industrial Revolution, Journal of Industrial and Business Economics, 46, 3, pp. 323-331, (2019); Marginson S., Higher Education and the Common Goods, (2016); Mavromaras K., McGuinness S., Nigel O., Sloane P., Wei Z., Job Mismatches and Labour Market Outcomes: Panel Evidence on University Graduates, Economic Record, 89, 286, pp. 382-395, (2010); Mok K.H., Jiang J., Massification of Higher Education, Graduate Employment and Social Mobility: East Asian Perspectives, International Journal of Educational Development, 63, pp. 44-51, (2018); Ng T.W.H., Feldman D.C., A Conservation of Resources Perspective on Career Hurdles and Salary Attainment, Journal of Vocational Behavior, 85, 1, pp. 156-168, (2014); Nicholson N., Motivation-selection-connection: An Evolutionary Model of Career Development, Career Frontiers: New Concepts of Working Life, pp. 54-75, (2000); Nick J.M., Delahoyde T.M., Darlene D.P., Mitchell C., Ortiz J., Ottley C., Young P., Et al., Best Practices in Academic Mentoring: A Model for Excellence, Nursing Research and Practice, 2012, pp. 1-9, (2012); Orth M., Volmer J., Daily Within-person Effects of Job Autonomy and Work Engagement on Innovative Behaviour: The Cross-level Moderating Role of Creative Self-efficacy, European Journal of Work and Organizational Psychology, 26, 4, pp. 601-612, (2017); Ra S., Shrestha U., Khatiwada S., Yoon S.W., Kwon K., The Rise of Technology and Impact on Skills, International Journal of Training Research, 17, 1, pp. 26-40, (2019); Raykov T., Chun-Lung L., Marcoulides G.A., Chang C., A Commentary on the Relationship between Model Fit and Saturated Path Models in Structural Equation Modeling Applications, Educational and Psychological Measurement, 73, 6, pp. 1054-1068, (2013); Sabharwal M., Job Satisfaction Patterns of Scientists and Engineers by Status of Birth, Research Policy, 40, 6, pp. 853-863, (2011); Sabharwal M., Corley E.A., Faculty Job Satisfaction across Gender and Discipline, The Social Science Journal, 46, 3, pp. 539-556, (2009); Savitz-Romer M., Rowan-Kenyon H.T., Fancsali C., Social, Emotional, and Affective Skills for College and Career Success, Chang: The Magazine of Higher Learning, 47, 5, pp. 18-27, (2015); Seibert S.E., Kraimer M.L., The Five-factor Model of Personality and Career Success, Journal of Vocational Behavior, 58, 1, pp. 1-21, (2001); Spurk D., Hirschi A., Dries N., Antecedents and Outcomes of Objective versus Subjective Career Success: Competing Perspectives and Future Directions, Journal of Management, 45, 1, pp. 35-69, (2019); Taylor R., Interpretation of the Correlation Coefficient: A Basic Review, Journal of Diagnostic Medical Sonography, 6, 1, pp. 35-39, (1990); Throsby D., A Work-preference Model of Artist Behaviour, Cultural Economics and Cultural Policies, pp. 69-80, (1994); Throsby D., Defining the Artistic Workforce: The Australian Experience, Poetics, 28, 4, pp. 255-271, (2001); Waaijer C.J.F., Belder R., Sonneveld H., Van Bochove C.A., Cm Van Der Weijden I., Temporary Contracts: Effect on Job Satisfaction and Personal Lives of Recent PhD Graduates, Higher Education, 74, pp. 321-339, (2017); Ward M.E., Sloane P.J., Non‐pecuniary Advantages versus Pecuniary Disadvantages; Job Satisfaction among Male and Female Academics in Scottish Universities, Scottish Journal of Political Economy, 47, 3, pp. 273-303, (2000); Wilkin C.L., I Can’t Get No Job Satisfaction: Meta‐analysis Comparing Permanent and Contingent Workers, Journal of Organizational Behavior, 34, 1, pp. 47-64, (2013); World development report 2016: Digital dividends, (2016)","M.-S. Chiu; Department of Education, National Chengchi University, Taipei, 64, Zhinan Rd. Sec. 2, 11605, Taiwan; email: chium@nccu.edu.tw","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85107473758"
"Harrison J.A.; Budworth M.-H.; Halinski M.","Harrison, Jennifer A. (55471574000); Budworth, Marie-Hélène (13409764700); Halinski, Michael (56199208000)","55471574000; 13409764700; 56199208000","Trait gratitude and job search: the mediating role of perceived employability","2021","Career Development International","26","2","","238","251","13","6","10.1108/CDI-08-2019-0206","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102530744&doi=10.1108%2fCDI-08-2019-0206&partnerID=40&md5=ea9d60958c551acad0d7fe23c0c75bca","Human Resources and Organisations, Ecole de Management Normandie - Campus du Havre, Le Havre, France; School of Human Resource Management, York University, Toronto, Canada; Ted Rogers School of Management, Ryerson University, Toronto, Canada","Harrison J.A., Human Resources and Organisations, Ecole de Management Normandie - Campus du Havre, Le Havre, France; Budworth M.-H., School of Human Resource Management, York University, Toronto, Canada; Halinski M., Ted Rogers School of Management, Ryerson University, Toronto, Canada","Purpose: The purpose of this paper is to examine the influence of trait gratitude on job search behaviour (preparatory and active) for job seekers approaching graduation. The mediating role of perceived employability is examined. Design/methodology/approach: Data were collected from job seekers (n = 143) in their final month of study in two waves with a one-month time lag between first and second data collection. Findings: Structural equation modelling analyses revealed that trait gratitude was significantly and positively associated with perceived employability. Perceived employability mediated the relationship between trait gratitude and preparatory job search, but not active job search. Research limitations/implications: This study extends research on job search by highlighting the applicability of trait gratitude to the job search process. Practical implications: Career counsellors should consider trait gratitude as relevant for program development to address the self-regulation of personal resources during job search. Originality/value: This study is the first step towards connecting trait gratitude to the job search literature. The study identifies trait gratitude as a distal personal resource important for self-regulation of a proximal personal resource (i.e. perceived employability) and subsequent job search behaviour. © 2021, Emerald Publishing Limited.","Job search; Mediation; Perceived employability; Students; Trait gratitude","","","","","","Bert Schreurs; Social Sciences and Humanities Research Council of Canada, SSHRC","The second and third authors contributed equally to the manuscript. The authors would like to thank Bert Schreurs and two anonymous reviewers for their helpful suggestions on an earlier version of this manuscript.This research was supported by a grant to the authors from the Social Sciences and Humanities Research Council (SSHRC).","Anderson J.C., Gerbing D.W., Structural equation modeling in practice: a review and recommended two-step approach, Psychological Bulletin, 103, 3, pp. 411-423, (1988); Baumsteiger R., Mangan S., Bronk K.C., Bono G., An integrative intervention for cultivating gratitude among adolescents and young adults, The Journal of Positive Psychology, 14, 2, pp. 807-819, (2019); Blau G., Testing a two-dimensional measure of job search behaviour, Organizational Behavior and Human Decision Processes, 59, 2, pp. 288-312, (1994); Brown D.J., Cober R.T., Kane K., Levy P.E., Shalhoop J., Proactive personality and the successful job search: a field investigation with college graduates, Journal of Applied Psychology, 91, 3, pp. 717-726, (2006); Browne M.W., Cudeck R., Alternative ways of assessing model fit, Testing Structural Models, (1993); Chen D.J., Lim V.K., Strength in adversity: the influence of psychological capital on job search, Journal of Organizational Behavior, 33, 6, pp. 811-839, (2012); Cote S., Saks A.M., Zikic J., Trait affect and job search outcomes, Journal of Vocational Behavior, 68, 2, pp. 233-252, (2006); da Motta Veiga S.P., Gabriel A.S., The role of self-determined motivation in job search: a dynamic approach, Journal of Applied Psychology, 101, 3, pp. 350-361, (2016); da Motta Veiga S.P., Turban D.B., Are affect and perceived stress detrimental or beneficial to job seekers? 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Harrison; Human Resources and Organisations, Ecole de Management Normandie - Campus du Havre, Le Havre, France; email: jharrison@em-normandie.fr","","Emerald Group Holdings Ltd.","","","","","","13620436","","","","English","Career Dev. Int.","Article","Final","","Scopus","2-s2.0-85102530744"
"Wu Y.; Jiang Z.","Wu, Yun (57212621081); Jiang, Zhiwei (57219183386)","57212621081; 57219183386","Educating a Multilingual Workforce in Chinese universities: Employability of Master of Translation and Interpreting Graduates","2021","Circulo de Linguistica Aplicada a la Comunicacion","86","","","1","15","14","1","10.5209/clac.75491","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107747812&doi=10.5209%2fclac.75491&partnerID=40&md5=da8ba5bd50919ba7e6e849171a728e4d","Tongji University, China","Wu Y., Tongji University, China; Jiang Z., Tongji University, China","This article examines the employability of Master of Translation and Interpreting (MTI) graduates in China, where globalized exchanges have led to an increasing need for translation education in recent decades. To that end, we have surveyed all the MTI alumni that graduated between 2015 and 2020 from one first-tier university in Shanghai using a questionnaire based on a comprehensive employability measurement model. By processing the collected questionnaire data in a quantitative manner, we illustrate the industrial distribution of the employed MTI graduates and identify the core assets constituting their employability needed to work in different industries. Via comparisons between our inquiry results and the current enrollment and curricular design of MTI programs, we further argue that the actual market for MTI graduates is experiencing a surplus and that MTI curricula have not completely met the employability requirements in various industries and professions. The conclusion herein implies a nationwide revision of China's MTI programs, which may include the control of student enrollment and updated syllabuses catering to the employability requirements in China's workplaces. © 2021 Universidad Complutense de Madrid. All rights reserved.","Graduate employment/employability; Mti programs in China; Translation education","","","","","","","","Al-Batineh M., Bilali L., Translator training in the Arab world: Are curricula aligned with the language industry?, The Interpreter and Translator Trainer, 11, 2-3, pp. 187-203, (2017); Alvarez-Alvarez S., Arnaiz-Uzquiza V., Translation and interpreting graduates under construction: Do Spanish translation and interpreting studies curricula answer the challenges of employability?, The Interpreter and Translator Trainer, 11, 2-3, pp. 139-159, (2017); Antunovic G., Pavlovic N., Moving on, moving back, or changing it here and now: Self-revision in student translation processes from L2 and L3, Across Languages an Cultures, 12, 2, pp. 213-234, (2011); Talent development capability model, (2019); Atari O. F., Radwan A. 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R., Diur M., Employability in the United Nations: An empirical analysis of interpreter training and the LCE, The Interpreter and Translator Trainer, 2-3, pp. 223-237, (2017); Sandrelli A., Jerez J. D. M., The impact of information and communication technology on interpreter training: State-of-the-art and future prospects, The Interpreter and Translator Trainer, 1, 2, pp. 269-303, (2007); Schjoldager A., Rasmussen K. 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M., Van der Heijden B. I. J. M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, pp. 449-476, (2006); Wu Y., Chen L., First conference on reconstructing China discursively through translation and communication (Shanghai, China, October 26-28, 2018), Across Languages and Cultures, 20, 2, pp. 275-279, (2019); Xu M., Wang C., Translation students' use and evaluation of online resources for Chinese-English translation at the word level, Translation and Interpreting Studies, 6, 1, pp. 62-86, (2011); Xu M., Zhao T., Zhong W., On translator training in industry-specific universities in China: A case study of 16 MTI programs, Lebende Sprachen, 65, 1, pp. 1-19, (2020); Xu J., Foreign language education in the new century: To strengthen the reform of translation teaching, 2, pp. 3-4, (2000); Yan J. X., Pan Y., Wang H., Studies on translator and interpreter training: A data-driven review of journal articles 2000-12, The Interpreter and Translator Trainer, 9, 3, pp. 263-286, (2015); Yu L., Corpus-based translation teaching research, 2, pp. 40-44, (2004); Zhu Y., Reflections on translation teaching from the perspective of qualityoriented education, Journal of Hangzhou Teachers College], 6, pp. 488-490, (2004)","Z. Jiang; Tongji University, China; email: 1910079@tongji.edu,cn","","Universidad Compultense Madrid","","","","","","15764737","","","","English","Circ. Linguist. Apl. Comun.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85107747812"
"Tan C.Y.; Abdullah A.G.K.; Ali A.J.","Tan, Cheng Yoke (57223293505); Abdullah, Abdul Ghani Kanesan (35101385900); Ali, Abdul Jalil (57209211641)","57223293505; 35101385900; 57209211641","Soft skill integration for inspiring critical employability skills in private higher education","2021","Eurasian Journal of Educational Research","2021","92","","23","40","17","8","10.14689/ejer.2021.92.2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105494997&doi=10.14689%2fejer.2021.92.2&partnerID=40&md5=4673528020b9aacd69916da171fdb714","DISTED College, Sdn. Bhd., Malaysia; Universiti Sains Malaysia, Malaysia","Tan C.Y., DISTED College, Sdn. Bhd., Malaysia; Abdullah A.G.K., Universiti Sains Malaysia, Malaysia; Ali A.J., Universiti Sains Malaysia, Malaysia","Purpose: The study aims to examine the influence of soft skill integration on the interpersonal soft skill levels of diploma business students in the private higher education institutions based in the northern region of Peninsular Malaysia. Research Methods: The study was guided by the Soft Skill Development Model (2006) and the Soft Skill Integration method, according to Devadason, Subramaniam and Daniel (2010). This paper applied a descriptive quantitative survey method to assess the levels and relationships between the variables. A set of self-administered questionnaires were adapted based on Devadason, Subramaniam and Daniel’s (2010) instruments. The questionnaires were distributed through a proportionate stratified ranom sampling method to 429 respondents from 12 private higher learning institutions in three northern states of Peninsular Malaysia. Descriptive analysis, correlation, and regression analyses were applied in the findings. Findings: The results revealed a significant influence of the overall soft skill integration towards communication and teamwork levels. The study also advocated the significant impact of soft skill integration in problem-solving and critical thinking on all of the four essential soft skills elements. Implications for Research and Practice: Despite decades of emphasis on soft skill development, soft skill integration in Malaysia is still not at an optimal level. Embedding soft skills would lead to more real-life experiences, and they will horn students' skills, especially their problem-solving ability. The empirical evidence of soft skill integration contributes towards innovative teaching and learning experiences, social innovation, and the impact on school policies to develop what is required in the industry. © 2021 Ani Publishing Ltd. All rights reserved.","Embedding; Innovation; Interpersonal skills; Policies","","","","","","","","Abbasi F., Ali A., Bibi N., Analysis of skill gap for business graduates: managerial perspective from banking industry, Education + Training, 60, 4, pp. 354-367, (2018); Abdullah A.G, Keat S., Ismail A., Abdullah M., Purba M., Mismatch between higher education and employment in Malaysian electronic industry: An analysis of the acquired and required competencies, International Journal of Engineering Education, 28, 5, pp. 1232-1242, (2012); Adams C. J., A four-level model for integrating work and e-learning to develop soft skills and improve job performance, The IUP Journal of Soft Skills, 4, 4, pp. 48-68, (2010); Ahmad M. F. B., Rashid K. A. A., Lecturers’ industrial attachment programme to increase lecturers’ soft skill and technological competencies for global stability and security, Journal of Sustainable Development, 4, 1, (2011); Ahmad S., Ishak N. 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A., Graduate characteristics and unemployment: A study among Malaysian graduate, International Journal of Business and Social Science, 2, 16, (2011); Beard D., Schwieger D., Surendran K., Incorporating soft skills into accounting and MIS curricula, Proceedings of the 2007 ACM SIGMIS CPR conference on computer personnel research: The global information technology workforce, pp. 179-185, (2007); Beard D., Schwieger D., Surendran K., Integrating soft skills assessment through university, college, and programmatic efforts at an AACSB accredited institution, Journal of Information Systems Education, 19, 2, pp. 229-240, (2008); Blom A., Saeki H., Employability and skill set of newly graduated engineers in India, (2011); Brungardt C., The intersection between soft skill development and leadership education, Journal of Leadership Education, 10, 1, pp. 1-22, (2011); Buzdar M. A., Jalal H., Mohsin M. 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"Alqahtani A.Y.","Alqahtani, Ammar Y. (56509298500)","56509298500","Employment Expectations of New Engineering Graduates and the Demands of Labor Market: A Case Study","2021","International Journal of Engineering Education","37","2","","376","387","11","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102697008&partnerID=40&md5=2b73f4f6bccfef4a7621de8c536679f8","Department of Industrial Engineering, Faculty of Engineering, King Abdulaziz University, P.O. Box 80204, Jeddah, 21589, Saudi Arabia","Alqahtani A.Y., Department of Industrial Engineering, Faculty of Engineering, King Abdulaziz University, P.O. Box 80204, Jeddah, 21589, Saudi Arabia","The unemployment of fresh engineering graduates has been an issue in this modern world where the outcome from the educational institutions does not meet most of the expectations of the employers. The Kingdom of Saudi Arabia is planning to decrease the unemployment rate from 12.5% to 7% by 2030, which is very important to create alignment between the job market and the education system to fill this gap. The objective of this paper to discover the type of skills and abilities needed in the labor market to enhance the competencies of fresh graduates through conducting three different surveys for students, employers, and faculty members around KSA. Results show that employers believe that fresh graduates barely can exceed 75% of job requirements (Knowledge, Skills, and Experience). Also, the labor market demands proficiency of the English language while the level of students do not meet the expectation. Moreover, gender is the main factor causing this gap as female engineers have way less possibility to be hired in the Saudi market compared to male engineers. The study suggests that more collaboration is needed between governmental institutions to fill this gap. © 2021 Tempus Publications. All rights reserved.","Employability skills; Employers; Engineering graduates; Labor market; Perception; Saudi Arabia","Commerce; Employment; Education systems; Educational institutions; Engineering graduates; English languages; Faculty members; Governmental institution; Kingdom of Saudi Arabia; Unemployment rates; Students","","","","","Ministry of Labor and Social Development; TAQAT; Ministry of Civil Service; National Labor Gateway","months to collect the responses that exist in Table 3; the obstacle researchers faced was the fewer responses across all the three questionnaires, especially the surveys of faculty members and employers around the kingdom. As been discussed in Table 3, the percentage of each type of survey is very low, comparing it with the sample size covered in this research. The obstacle caused an increase in the negative impact on the research when collecting the sample size needed from the population as well as the confidence level. The second obstacle is about data duplication exists in all of the three surveys. Some of the answers were not related to the survey questions, irrelevant and unnecessary information being there by the respondent. Those problems could affect the credibility and validity of the information. So, it was statistically safe to exclude and discard those answers to ensure to get a ‘‘clean’’ data to prevent the existence of any bias or contradictory results. The third obstacle is about not being supported by private or governmental organizations, institutions, firms, or ministries. A request to visit the HR department has been sent to the TAQAT office in seek of collaboration to discuss the mutual benefits for such a project and to get some data about the firms, institutions, and companies that employ engineers all around the kingdom. ‘‘The National Labor Gateway (TAQAT) is one of the initiatives launched by the Human Resources Development Fund, which is supported by the Ministry of Labor and Social Development and the Ministry of Civil Service. It provides a full-fledged platform for the private and public sectors as well as service providers in the Saudi labor market. Also, it brings together job seekers and employers with offering effective and efficient services for employment and training that increase stability and up-skilling of Saudi nationals and give equal opportunities for all’’ [18]. Unfortunately, the request was rejected by them; the reason for rejection was as they assume that the goals and objectives of this research are not similar to their work, goals, and objective. A second chance has been made and this time by visiting the Saudi Council of Engineering. A meeting was made with one of the engineers working there; an open-minded conversation was made with the engineer in which all the details of this research were explained. The idea was met with admiration and encouragement","General Authority for Statistics; Alshuwaikhat H. M., Mohammed I., Sustainability matters in national development visions-Evidence from Saudi Arabia's Vision for 2030, Sustainability, 9, 3, (2017); Hunter B., White G. P., Godbey G. C., What does it mean to be globally competent?, Journal of Studies in International Education, 10, 3, pp. 267-285, (2006); Streiner S. C., Vila-Parrish A. R., Warnick G. M., An exploratory study of global competencies considered by multinational companies: A hiring perspective, International Journal of Engineering Education, 31, 5, pp. 1239-1254, (2015); Passow H. J., Which ABET competencies do engineering graduates find most important in their work?, Journal of Engineering Education, 101, 1, pp. 95-118, (2012); Kuntze J., van der Molen H. T., Born M. P., Mastery of communication skills. Does intelligence matter?, Health Professions Education, 4, 1, pp. 9-15, (2018); Manzoor U., Rizwan A., Demirbas A., Hafiz N. A., Analysis of perception gap between employers and fresh engineering graduates about employability skills: A case study of Pakistan, The International Journal of Engineering Education, 34, 1, pp. 248-255, (2018); Pierce C. E., Caicedo J. M., Flora J. R., Berge N. 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L., Labor-market adjustment in open economies: Evidence from US states, Journal of International Economics, 57, 1, pp. 3-29, (2002); Mustapha R., The role of vocational and technical education in the industrialization of Malaysia as perceived by educators and employers, (2002); Tong L. F., Identifying essential learning skills in students' engineering education, in learning for an unknown future, 26th HERDSA Annual Conference, pp. 1-11, (2003); Nguyen N. D., Yoshinari Y., Shigeji M., University education and employment in Japan, Quality Assurance in Education, 13, 2, pp. 202-218, (2005); Volkwein J. F., Lattuca L. R., Terenzini P. T., Strauss L. C., Sukhbaatar J. A. V. Z. A., Engineering Change: A Study of the Impact of EC2000, International Journal of Engineering Education, 20, 3, pp. 318-328, (2004); Zaharim A., Yusoff Y. M., Omar M. Z., Mohamed A., Muhamad N., Employers' perceptions and expectation toward engineering graduates:A study case, 6th WSEAS International Conference on Engineering Education, pp. 23-29, (2009); Zaharim A., Omar M. Z., Basri H., Muhamad N., Mohd Isa F. L., A gap study between employers' perception and expectation of engineering graduates in Malaysia, WSEAS Transactions on Advances in Engineering Education, 22, 6, pp. 409-419, (2009); Nair C. S., Patil A., Mertova P., Re-engineering graduate skills- A case study, European Journal of Engineering Education, 34, 2, pp. 131-139, (2019); Basri H., Zaharim A., Omar M. Z., Yuzainee M. Y., Performance of engineering graduates as perceived by employers: Past and present, The 2012 IEEE Global Engineering Education Conference (EDUCON), pp. 1-5, (2012); Blom A., Saeki H., Policy Research Working Paper Series 5640, (2011); Mohd Shamsuri M. S., Anidah R., Zanariah J., Izaidin A. 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"Mgaiwa S.J.","Mgaiwa, Samson John (57202941237)","57202941237","Fostering Graduate Employability: Rethinking Tanzania’s University Practices","2021","SAGE Open","11","2","","","","","23","10.1177/21582440211006709","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104338794&doi=10.1177%2f21582440211006709&partnerID=40&md5=cc236a622972df8779bacc0f18835b01","The University of Hong Kong, Pok Fu Lam, Hong Kong; Mkwawa University College of Education, Iringa, Tanzania","Mgaiwa S.J., The University of Hong Kong, Pok Fu Lam, Hong Kong, Mkwawa University College of Education, Iringa, Tanzania","Globalization, partly spurred by technological innovation such as artificial intelligence and robotics, continues to disrupt not only economic trajectories and business models, especially in the developed world, but also the knowledge and skill requirements for graduates entering the labor market. A growing corpus of literature on graduates’ employability has identified barriers to employment ranging from skills mismatch to a lack of soft skills. Although the literature on graduate employability is informative and illuminating, the role of university practices in fostering graduate employability in sub-Saharan Africa, and Tanzania in particular, has been less studied. Drawing on the broader employability literature, this article provides a comprehensive analysis of the best university practices in an effort to address the unemployment problems of university graduates in sub-Saharan Africa and Tanzania in particular. Four critical university best practices for fostering graduate employability are of interest—developing effective university—industry partnerships, aligning university education with a country’s development plans, regular university curriculum reviews, and strengthening quality assurance systems. 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Mgaiwa; The University of Hong Kong, Pok Fu Lam, Hong Kong; email: mgaiwa12@gmail.com; S.J. Mgaiwa; Mkwawa University College of Education, Iringa, Tanzania; email: mgaiwa12@gmail.com","","SAGE Publications Inc.","","","","","","21582440","","","","English","SAGE Open","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85104338794"
"Attfield K.","Attfield, Kate (57216919618)","57216919618","Triple X superwomen: their post-compulsory education and employability","2021","Journal of Education and Work","34","1","","81","94","13","3","10.1080/13639080.2021.1875126","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099851729&doi=10.1080%2f13639080.2021.1875126&partnerID=40&md5=0f4f13164fa9fcc8ac96e0adf6cf0aeb","Cardiff School of Education and Social Policy, Cardiff Metropolitan University, Cardiff, United Kingdom","Attfield K., Cardiff School of Education and Social Policy, Cardiff Metropolitan University, Cardiff, United Kingdom","The further and higher educational experiences and consequent employability of women with the under-researched Triple X syndrome are arguably unknown. This research study examines their special educational needs (where relevant), and their negotiation of conventional educative systems, throughout the stages of post-compulsory education and into the world of work. The prevalent individualist societal focus means that education bodies promote their qualification offers for students to gain individual employability currency, in order to secure their own futures. Ten women with Triple X were asked to reflect on their post-compulsory education experiences, considering their varying developmental and cultural barriers to access, and their employability skill set against the background of the likelihood of their transferring this to a position of graduate employment. Findings illustrate the significance of socio-economic background and support network, as well as varying individual cognitive capacity and also health status in participants being able to varying degrees, to secure a sense of stability and contentment: yet no woman secured graduate employment. By way of a further conclusion this research discloses the systemic lack of awareness of the existence of Triple X on the part of educational bodies and employers, a problem which further research is needed to address. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","employability; Post-compulsory education; special educational needs; Triple X","","","","","","","","Amati V., Rivellini G., Zaccarin S., Potential and Effective Support Networks of Young Italian Adults, Social Indicators Research, 122, pp. 807-831, (2015); Armstrong T., First, Discover Their Strengths, Educational Leadership, 70, 2, pp. 10-16, (2012); Attfield K., Triple X Supergirls: Their Special Educational Needs and Social Experience, International Journal of Educational Research, (2020); Attfield R., Attfield K., Principles of Equality: Managing Equality and Diversity in a Steiner School, Sustainable Management Practices, pp. 115-131, (2019); Bourdieu P., Reproduction in Education, Society and Culture, (1990); Bowers-Brown T., Ingram N., Burke C., Higher Education and Aspiration, International Studies in Sociology of Education, 28, 3-4, pp. 207-214, (2019); Bryman A., Social Research Methods, (2012); Bunbury S., Unconscious Bias and the Medical Model: How the Social Model May Hold the Key to Transformative Thinking about Disability Discrimination, International Journal of Discrimination and the Law, 19, 1, pp. 26-47, (2019); Cai R., Richdale A., Educational Experiences and Needs of Higher Education Students with Autism Spectrum Disorder, Journal of Autism and Developmental Disorders, 46, pp. 31-41, (2016); Council Conclusions on the Social Dimension of Education and Training, (2010); Delamont S., Reflections on Social Exclusion, International Studies in Sociology of Education, 11, 1, pp. 25-40, (2001); Di Placito De Rango M., Acknowledge the Barriers to Better the Practices: Support for Student Mental Health in Higher Education, The Canadian Journal for the Scholarship of Teaching and Learning, 7, (2016); Dobson S., A Documentary Analysis of the Support Services Offered to Adult Learners with Dyslexia in Higher Education, Journal of Further and Higher Education, 43, 9, pp. 1181-1195, (2019); Elken M., Tellman S., Linking Higher Education and the World of Work: Learning Outcomes and Intermediary Organisations, Journal of Education and Work, 32, 8, pp. 678-692, (2019); Farrell M., Debating Special Education, (2010); Fine G., Normative Troubles: Social Expectations and Cultural Productions, Studies in Symbolic Interaction, (2001); Hatt S., Arthur B., From FE to HE: Studies in Transition: A Comparison of Students Entering Higher Education with Academic and Vocational Qualifications, Widening Participation and Lifelong Learning, 5, 2, pp. 18-29, (2003); Holborow M., Language Skills as Human Capital? Challenging the Neoliberal Frame, Language and Intercultural Communication, 18, 5, pp. 520-532, (2018); hooks B., Teaching Critical Thinking: Practical Wisdom, (2010); Jacobs P., Baikie A., Court Brown W., MacGregor T., Maclean N., Harnden D., Evidence for the Existence of the Human “Super Female”, Lancet, 2, pp. 423-425, (1959); Kahyarara G., Teal F., The Returns to Vocational Training and Academic Education: Evidence from Tanzania, World Development, 36, 11, pp. 2223-2242, (2008); Kodandapani S., Pai M., Nambiar J., Moka R., Premature Ovarian Aging in Primary Infertility: Triple X Syndrome, Journal of Reproductive Sciences, 4, 3, pp. 153-154, (2011); Liasidou A., Special Educational Needs: A Public Issue, International Studies in Sociology of Education, 20, 3, pp. 225-239, (2010); Lyon D., Postmodernity, (2000); Marks G., University and Vocational Education, and Youth Labour Market Outcomes in Australia, Journal of Education and Work, 30, 8, pp. 868-880, (2017); McQuigge M., Only Half of Disabled Canadians Have a Full or Part-time Job: Poll, (2017); Osmani M., Hindi N., Al-Esmail R., Weerakkody V., Examining Graduate Skills in Accounting and Finance: The Perception of Middle Eastern Students, Industry and Higher Education, 31, 5, pp. 318-327, (2017); Otter M., Schrander-Stumpel C., Curfs L., Triple X Syndrome: A Review of the Literature, European Journal of Human Genetics, 18, pp. 265-271, (2010); Popkewitz T., Numbers in Grids of Intelligibility: Making Sense of How Educational Truth Is Told, Educating for the Knowledge Economy? Critical Perspectives, pp. 169-191, (2012); Qu X., Critical Review: Making Sense of Special Schools from Sociological Perspectives, Cambridge Open-Review Educational Research e-Journal, 1, 2, pp. 17-36, (2015); Reid I., The Sociology of School and Education, (1986); Stagi S., Tommaso M., Scalini P., Lapi E., Losi S., Bencini E., Masoni F., Dosa L., Becciani S., de Martino M., Triple X Syndrome and Puberty: Focus on the Hypothalamus-Hypophysis-Gonad Axis, American Society for Reproductive Medicine, 105, 6, pp. 1547-1553, (2016); Taylor A., Lehman W., Raykov M., “Should I Stay Or Should I Go?” Exploring High School Apprentices Pathways, Journal of Education and Work, 28, 6, pp. 652-676, (2015); (2018); Tomlinson S., A Sociology of Special and Inclusive Education, (2017); International Qualifications: For Entry to University or College in 2015, Cheltenham: UCAS, (2014); Walzer S., X Chromosome Abnormalities and Cognitive Development: Implications for Understanding Normal Human Development, Journal of Child Psychiatry, 26, 2, pp. 177-184, (1985); Wigby K., D'Eagnier C., Howell S., Reicks A., Wilson R., Cordeiro L., Tartaglia N., Expanding the Phenotype of Triple X Syndrome: A Comparison of Prenatal versus Postnatal Diagnosis, American Journal of Medical Genetics, 170A, pp. 2870-2881, (2016); Williams S., Dodd L., Steele C., Randall R., A Systematic Review of Current Understandings of Employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Young M., The Dearing Review of 16–19 Qualifications: A Step Towards A Unified System?, Dearing and Beyond: 14–19 Qualifications, Frameworks and Systems, (2014)","K. Attfield; Cardiff School of Education and Social Policy, Cardiff Metropolitan University, Cardiff, United Kingdom; email: kattfield@cardiffmet.ac.uk","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85099851729"
"Kumar N.V.; Petkar P.K.; Madhusudhana H.K.; Satish G.J.","Kumar, N. Vijaya (57213598151); Petkar, Praveen Kumar (57196084999); Madhusudhana, H.K. (57202941587); Satish, G Jangali (57194566341)","57213598151; 57196084999; 57202941587; 57194566341","Integrated learning experience through activity based learning in UG course","2021","Journal of Engineering Education Transformations","34","3","","16","24","8","2","10.16920/jeet/2021/v34i3/142465","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103188429&doi=10.16920%2fjeet%2f2021%2fv34i3%2f142465&partnerID=40&md5=409c87cd3fa626da95185492b18e35ab","School of Mechanical Engineering, KLE Technological University, Hubballi, Karnataka, 580031, India","Kumar N.V., School of Mechanical Engineering, KLE Technological University, Hubballi, Karnataka, 580031, India; Petkar P.K., School of Mechanical Engineering, KLE Technological University, Hubballi, Karnataka, 580031, India; Madhusudhana H.K., School of Mechanical Engineering, KLE Technological University, Hubballi, Karnataka, 580031, India; Satish G.J., School of Mechanical Engineering, KLE Technological University, Hubballi, Karnataka, 580031, India","Academic institutions worldwide focused on providing a platform for students’ integrated learning experience to enhance their skills and increase employability. School of Mechanical Engineering is making continuous efforts to provide integrated learning experiences for UG program students by designing Integrated Learning experience by activitybased learning approach. This work aims to provide integrat ed knowledge of cours es such a s manufacturing Technology and Metrology, which are part of the curriculum. The course Manufacturing Technology and Metrology and Quality engineering are considered for this work. These courses’ knowledge plays a vital role in students’ professional lives when employed in manufacturing industries. This initiative’s main objectives are to provide an integrated learning experience, i.e., integration of manufacturing and measurement process, which are essential stages of product development. An Activity is given to the students to compare and analyze the process capabilities of traditional and advanced machine tools such as conventional Lathe and Computer Numerical Control(CNC). One batch of students used a conventional lathe machine, and the other batch used the CNC lathe machine. The students manufactured the part and collected the data (dimensions) about the part, analyzed the data through MINI-TAB software, and finally concluded about traditional and advanced machines’ capabilities to manufacture parts according to specification. Through this, the students can establish integrated knowledge between the Manufacturing Technology and Metrology and Quality Engineering courses they have learned in isolation. These courses spread across different semesters. The performance indicators (PIs) of the graduate attribute (GA) of ABET program outcome '4' were underlying the motivators while designing the activity. © 2021, Rajarambapu Institute Of Technology. All rights reserved.","Activity based learning; Integrated learning; Manufacturing process; Metrology; UG program","","","","","","KLE Technological University","The authors would like to thank Dr. Ashok Shettar, Vice-chancellor of KLE Technological University, Dr. P. G. Tewari, Principal, BVBCET, Hubli and Dr. B.B. Kotturshettar, Professor and Head, Department of Mechanical Engineering, KLE Technological University, Hubli for their continuous guidance and motivation for this innovative practice. The authors also thank the Instructors of the Machine shop, Learning Factory, and Metrology and Quality Engineering lab for their constant support during this activity’s execution.","Wai Hung IP, An integrated problem-based learning model for engineering education, International journal of engineering education, 19, pp. Pp734-Pp737, (2003); Mudenagudi U., Et al., Proceedings of the International Conference on Transformations in Engineering Education, Proc. Int. Conf. Transform. Eng. Educ, pp. 359-367, (2015); Savage R., Chen K., Vanasupa L., Integrating Project-based Learning throughout the Undergraduate Engineering Curriculum, Journal of STEM Education, 8, 3, (2008); Vijayalakshmi M., Patil M. S., Nayak A. S., Handur V. S., Hanchinamani G. S., Enhancing students learning skills through integrated course project design model (ICPDM), Proc. -IEEE 18th Int. Conf. Adv. Learn. Technol. ICALT, 20, 1 8, pp. 30-33; Patil U., Budihal S. V., Siddamal S. V., Mudenagudi U. K., Activity Based Teaching Learning: An Experience, J. Eng. Educ. Transform, (2016); Boyles RA, Process capability with symmetric tolerances, Commun. Statistics-Simul. Comput, 23, 3, pp. 615-643, (1994); Ramakrishnan B, Sandborn P, Pecht M., Process capability indices and product reliability, Microelectronics Reliability, 41, pp. 2067-2070, (2001); Kane VE., Process capability indices, Journal of Quality Technology, 18, pp. 41-52, (1986); Minitab User Manual Version 16, (2011); wrenn Jan, Enhancing Learning by integrating theory and practice, International journal of teaching and learning in higher education vol21, (2009); Cawley P., The introduction of a problem-based option into a conventional engineering degree course, Studies in Higher Education, 14, pp. 83-95, (1989); Sandholtz J. H., Ringstaff C., Dwyer D. C., Teaching with Technology: Creating Student-Centered Classrooms, (1997); Boud D. J., Problem-Based Learning in Education for the Professions, (1985); Vijayakumar N., Experiential Learning in Metrology and Quality Engineering Course J o u r n a l o f E n g i n e e r i n g E d u c a t i o n Transformations, 29, 1, (2015); Vijayakumar N., Attainment of higher level of blooms taxonomy through open ended activity in metrology & quality engineering lab Journal of Engineering Education Transformations; Jangali Satish G., Gaitonde Vinayak N., Attaining competencies in Programme Outcomes through Open-Ended Experiments, Africa Education Review, 17, 1, pp. 116-140, (2020)","N.V. Kumar; School of Mechanical Engineering, KLE Technological University, Hubballi, Karnataka, India; email: vijaykumar@kletech.ac.in","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85103188429"
"Damoah O.B.O.; Peprah A.A.; Brefo K.O.","Damoah, Obi Berko Obeng (36717368600); Peprah, Augustine Awuah (57213149853); Brefo, Kwabena Osei (57221310666)","36717368600; 57213149853; 57221310666","Does higher education equip graduate students with the employability skills employers require? The perceptions of employers in Ghana","2021","Journal of Further and Higher Education","45","10","","1311","1324","13","17","10.1080/0309877X.2020.1860204","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098782889&doi=10.1080%2f0309877X.2020.1860204&partnerID=40&md5=c0d63efb68ffd3661f6bea228239dee1","University of Ghana, Business School, University of Ghana, Legon, Ghana; Department of Business Administration, University of Professional Studies, Accra, Ghana; Department of Economics, University of Ghana, Accra, Ghana","Damoah O.B.O., University of Ghana, Business School, University of Ghana, Legon, Ghana; Peprah A.A., Department of Business Administration, University of Professional Studies, Accra, Ghana; Brefo K.O., Department of Economics, University of Ghana, Accra, Ghana","Recent changes in the labour market and higher education sector have placed graduates’ employability on the agenda of researchers, policymakers and employers in both advanced and developing economies. Yet, the question of whether higher education equips graduate students with the employability skills employers require remains under-studied particularly in a developing country like Ghana. Using survey data and employing a paired t-test analyses, our findings reveal that whilst the employers perceive graduate students to possess various critical skills which match industry demands, the graduate students fall short in these critical skills. The differences were statistically significant indicating that there are still gaps between what higher education is offering its students and what industry requires from graduates at the entry-level. Based on the findings, implications for theory, policy, and practice are discussed. © 2021 UCU.","Employability skills; employers perception; gap analysis; Ghana","","","","","","","","Agus A., “The Gap Analysis of Graduate Employees’ Work Skills in Malaysia.”, Proceedings of Business and Information, (2011); Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W.B., Competencies for the Contemporary Career: Development and Preliminary Validation of the Career Competencies Questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Artess J., Hooley T., Mellors-Bourne, Employability: A Review of the Literature 2012-2016, (2017); Employability Skills–An Employer Perspective: Getting What Employers Want Out of the Too Hard Basket, (2002); Behle H., Students’ and Graduates’ Employability. A Framework to Classify and Measure Employability Gain, Policy Reviews in Higher Education, 4, 1, pp. 105-130, (2020); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Universities, Employability and Inclusive Development Project, (2016); Chandrasiri S., The Labour Market Experience of University Graduates in Sri Lanka, Higher Education Policy, 21, 3, pp. 405-423, (2008); Chang M., Why Some Graduates are More Marketable than Others: Employers’ Perspective, Paper Presented at the Workshop on Enhancing Graduate Employability in a Globalised Economy, (2004); Collet C., Hine D., Du Plessis K., Employability Skills: Perspectives from a Knowledge-intensive Industry, Education+ Training, 57, 5, pp. 532-559, (2015); Cox A.M., Al Daoud M., Rudd S., Information Management Graduates’ Accounts of Their Employability: A Case Study from the University of Sheffield, Education for Information, 30, 1-2, pp. 41-61, (2013); Cranmer S., Enhancing Graduate Employability: Best Intentions and Mixed Outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Davies L., Why Kick the ‘L’ Out of ‘Learning’? The Development of Students’ Employability Skills through Part Time Working, Education + Training, 42, 4, pp. 36-44, (2000); Dearing R., Higher Education in the Learning Society, Report of the National Committee ofInquiry into Higher Education, (1997); Direito I., Pereira A., de Oliveira Duarte A.M., Engineering Undergraduates’ Perceptions of Soft Skills: Relations with Self-efficacy and Learning Styles, Procedia-Social and Behavioral Sciences, 55, pp. 843-851, (2012); Field A., Discovering Statistics Using SPSS, pp. 372-373, (2013); Finch D.F., Hamilton L.K., Riley B., Zehner M., An Exploratory Study of Factors Affecting Undergraduate Employability, Education + Tranining, 55, 7, pp. 681-670, (2013); Finn D., From Full Employment to Employability: A New Deal for Britain’s Unemployed?, International Journal of Manpower, 21, 5, pp. 384-399, (2000); Population and Housing Census, (2010); Hodges D., Burchell N., Business Graduate Competencies: Employers’ Views on Importance and Performance, Asia-Pacific Journal of Cooperative Education, 4, 2, pp. 16-22, (2003); Husain M.Y., Mokhtar S.B., Ahmad A.A., Mustapha R., Importance of Employability Skills from Employers’ Perspective, Procedia-Social and Behavioral Sciences, 7, pp. 430-438, (2010); Jackson D., Modelling Graduate Skill Transfer from University to the Workplace, Journal of Education and Work, 29, 2, pp. 199-231, (2016); Kearns P., Generic Skills for the New Economy–Review of Reseacr, (2001); Knight P.T., Yorke M., Employability and Good Learning in Higher Education, Teaching in Higher Education, 8, 1, pp. 3-16, (2003); Kumar A., Personal, Academic and Career Development in Higher Education. SOARing to Success, (2007); Lindsay C., Long-term Unemployment and the Employability Gap: Priorities for Renewing Britain’s New Deal, Journal of European Industrial Training, 26, 9, pp. 411-419, (2002); Moreau M.P., Leathwood C., Graduates’ Employment and the Discourse of Employability: A Critical Analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); Nunnally J.C., (1978); O'Leary S., Gender and Management Implications from Clearer Signposting of Employability Attributes Developed across Graduate Disciplines, Studies in Higher Education, (2019); Osmani M., Weerakkody V., Hindi N.M., Al-Esmail R., Eldabi T., Kapoor K., Irani Z., Identifying the Trends and Impact of Graduate Attributes on Employability: A Literature Review, Tertiary Education and Management, 21, 4, pp. 367-379, (2015); Peeters E., “Employability Capital: A Conceptual Framework Tested Through Expert Analysis.”, Journal of Career Development, 46, 2, (2019); Pitan O.S., Adedeji S.O., Skills Mismatch among University Graduates in the Nigeria Labor Market, (2012); Pool L.D., Sewell P., The Key to Employability: Developing a Practical Model Of, Education + Training, 49, 4, pp. 277-289, (2007); Raybould J., Sheedy V., Are Graduates Equipped with the Right Skills in the Employability Stakes?, Industrial and Commercial Training, 37, 5, pp. 259-263, (2005); Reinard J.C., Communication Research Statistics: Exploratory Factor Analysis, Research Methods Online, (2006); Romgens I., Scoupe R., Beausaert S., Unraveling the Concept of Employability, Bringing Together Research on Employability in Higher Education and the Workplace, Studies in Higher Education, (2020); Sharma E., Jha M., Perceptual Gap between Different Stakeholders about Management Education: A Challenge for the Employability of Graduates, IUP Journal of Soft Skills, 14, 2, pp. 7-34, (2020); Singh P., Thambusamy R.X., Ramly M.A., Fit or Unfit? Perspectives of Employers and University Instructors of Graduates’ Generic Skills, Procedia-Social and Behavioral Sciences, 123, pp. 315-324, (2014); Smith C., Ferns S., Russell L., Conceptualising and Measuring ‘Employability’–Lessons from a National OLT Project, (2014); Suleman F., The Employability Skills of Higher Education Graduates: Insights into Conceptual Frameworks and Methodological Options, Higher Education, 76, 2, pp. 263-278, (2018); Sumanasiri E.G.T., Yajid M.S.A., Khatibi A., Conceptualizing Learning and Employability “Learning and Employability Framework, Journal of Education and Learning, 4, 2, pp. 54-63, (2015); Inequalities in Human Development in the 21st Century, (2019); Wickramasinghe V., Perera L., Graduates’, University Lecturers’ and Employers’ Perceptions Towards Employability Skills, Education+ Training, 52, 3, pp. 226-244, (2010); Yorke M., 3, (2006); Yorke M., Employability in Higher Education: What It Is - What It Is Not, The Higher Education Academy Learning & Employability. Series 1, (2006)","A.A. Peprah; Department of Business Administration, University of Professional Studies, Accra, Ghana; email: augustine.peprah@upsamail.edu.gh","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85098782889"
"Ugwu F.O.; Nwaosumba V.C.; Anozie E.U.; Ozurumba C.K.; Ogbonnaya C.E.; Akwara F.A.; Ogwuche C.H.; Ibiam O.E.","Ugwu, Fabian O. (54883132200); Nwaosumba, Victor C. (57223295431); Anozie, Emmanuella U. (57212408319); Ozurumba, Chioma K. (57223304666); Ogbonnaya, Chisom E. (57223272638); Akwara, Francis A. (57214450586); Ogwuche, Chinelo H. (57223306082); Ibiam, Okechukwu E. (57215576241)","54883132200; 57223295431; 57212408319; 57223304666; 57223272638; 57214450586; 57223306082; 57215576241","Job insecurity and psychological well-being: The moderating roles of self-perceived employability and core self-evaluations","2021","Journal of Psychology in Africa","31","2","","153","158","5","7","10.1080/14330237.2021.1903166","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105438929&doi=10.1080%2f14330237.2021.1903166&partnerID=40&md5=27e8e5e3f4d69f89d40e7e8ae08585aa","Department of Psychology, Alex Ekwueme Federal University Ndufu-Alike, Ebonyi State, Nigeria; Department of Political Science, Alex Ekwueme Federal University Ndufu-Alike, Ebonyi State, Nigeria; Department of Business Administration, Alex Ekwueme Federal University Ndufu-Alike, Ebonyi State, Nigeria; Department of Psychology, Benue State University, Makurdi, Benue State, Nigeria","Ugwu F.O., Department of Psychology, Alex Ekwueme Federal University Ndufu-Alike, Ebonyi State, Nigeria; Nwaosumba V.C., Department of Political Science, Alex Ekwueme Federal University Ndufu-Alike, Ebonyi State, Nigeria; Anozie E.U., Department of Psychology, Alex Ekwueme Federal University Ndufu-Alike, Ebonyi State, Nigeria; Ozurumba C.K., Department of Business Administration, Alex Ekwueme Federal University Ndufu-Alike, Ebonyi State, Nigeria; Ogbonnaya C.E., Department of Psychology, Alex Ekwueme Federal University Ndufu-Alike, Ebonyi State, Nigeria; Akwara F.A., Department of Political Science, Alex Ekwueme Federal University Ndufu-Alike, Ebonyi State, Nigeria; Ogwuche C.H., Department of Psychology, Benue State University, Makurdi, Benue State, Nigeria; Ibiam O.E., Department of Political Science, Alex Ekwueme Federal University Ndufu-Alike, Ebonyi State, Nigeria","This study examined the relationship between job insecurity and psychological well-being of bank sector employees and the role of core self-evaluations and self-perceived employability in that relationship. Employing a two-wave panel design, we surveyed 259 casual employees of commercial banks in Southeast, Nigeria (female = 72%; mean age =35.83 years, SD = 4.70 years, range = 27 to 47 years). Regression analysis revealed higher job insecurity to predict lower psychological well-being with lower self-perceived employability. Core self-evaluations did not influence the relationship between job insecurity and psychological well-being among the casual bank employees. Self-employability may have a less well recognised personal asset of employees with job tenure uncertainty. © 2021 Africa Scholarship Development Enterprize.","core self-evaluations; job insecurity; non-standard workers; psychological well-being; self-perceived employability","","","","","","","","Abildgaard J.S., Nielsen K., Sverke M., Can job insecurity be managed? Evaluating an organizational-level intervention addressing the negative effects of restructuring, Work and Stress, 32, 2, pp. 105-123, (2018); Adebayo D.O., The moderating effect of self-efficacy on job insecurity and organisational commitment among Nigerian public servants, Journal of Psychology in Africa, 16, 1, pp. 35-43, (2006); Alvi U., The effect of psychological wellbeing on employee job performance: Comparison between the employees of projectized and non-projectized organizations, Journal of Entrepreneurship and Organization Management, 6, 1, (2017); Aybas M., Elmas S., Dundar G., Job insecurity and burnout: The moderating role of employability, European Journal of Business and Management, 7, 9, pp. 195-202, (2015); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work and Stress, 21, pp. 279-292, (2007); Berntson E., Naswall K., Sverke M., The moderating role of employability in the association between job insecurity and exit, voice, loyalty and neglect, Economic and Industrial Democracy, 31, pp. 215-230, (2010); Boyar S.L., Mosley D.C., The relationship between core self-evaluations and work and family satisfaction: The mediating role of work family conflict and facilitation, Journal of Vocational Behavior, 71, pp. 265-281, (2007); Burchell B., A temporal comparison of the effects of unemployment and job insecurity on wellbeing, Sociological Research Online, 16, 9, pp. 1-20, (2011); Cankir B., Sahin S., Psychological well-being and job performance: The mediating role of work engagement, Hitit University Journal of Social Sciences Institute, 11, 3, pp. 2549-2560, (2018); Cartwright S., Cooper C.L., The Oxford handbook of personnel psychology, (2008); Carvalho V.S., Chambel M.J., Neto M., Lopes S., Does work-family conflict mediate the associations of job characteristics with employees’ mental health among men and women?, Frontiers in Psychology, 9, (2018); Chang C.-H., Ferris D.L., Johnson R.E., Rosen C.C., Tan J.A., Core self-evaluations: A review and evaluation of the literature, Journal of Management, 38, 1, pp. 81-128, (2012); De Cuyper N., Bernhard-Oettel C., Berntson E., De Witte H., Alarco B., Employability and employees’ well-being: Mediation by job insecurity, Applied Psychology, 57, 3, pp. 488-509, (2008); De Witte H., Langdurig werklozen: Tussen optimisten en eruggetrokkenen [The long-term unemployed: Between optimism and resignation, (1992); Debusscher J., Hofmans J., De Fruyt F., Core self-evaluations as a moderator of the relationship between task complexity, job resources, and performance, European Journal of Work and Organizational Psychology, 26, 3, pp. 411-420, (2017); Diener E., Wirtz D., Tov W., Kim-Prieto C., Choi D., Oishi S., Biswas-Diener R., New measures of well-being: Flourishing and positive and negative feelings, Social Indicators Research, 39, pp. 247-266, (2009); Erez A., Judge T.A., Relationship of core self-evaluations to goal setting, motivation, and performance, The Journal of Applied Psychology, 86, pp. 1270-1279, (2001); Erlinghagen M., Self-perceived job insecurity and social context: A multi-level analysis of 17 European countries, European Sociological Review, 24, 2, pp. 183-197, (2008); Etehadi B., Karatepe O.M., The impact of job insecurity on critical hotel employee outcomes: The mediating role of self-efficacy, Journal of Hospitality Marketing & Management, 28, 6, pp. 665-689, (2019); Evans M., A Monte Carlo study of the effects of correlated method variance in moderated multiple regression analysis, Organizational Behavior and Human Decision Processes, 36, 3, pp. 305-323, (1985); Fugate M., Kinicki A.J., Ashforth E.A., Employability: A psychosocial construct, its dimensions, and applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Green F., Unpacking the misery multiplier: How employability modifies the impacts of unemployment and job insecurity on life satisfaction and mental health, Journal of Health Economics, 30, pp. 265-276, (2011); Hayes A., Introduction to mediation, moderation and conditional process analysis. The Guilford Press, (2013); Judge T.A., Erez A., Bono J.E., Thoresen C.J., The core self-evaluations scale: Development of a measure, Personnel Psychology, 56, 2, pp. 303-331, (2003); Koen J., Low J.T.H., Van Vianen A., Job preservation efforts: When does job insecurity prompt performance?, Career Development International, 25, 3, pp. 287-305, (2019); Kong F., Wang X., Zhao J., Dispositional mindfulness and life satisfaction: The role of core self-evaluations, Personality and Individual Differences, 56, pp. 165-169, (2014); Kundi Y.M., Aboramadan M., Elhamalawi E.M.I., Shahid S., Employee psychological well-being and job performance: Exploring mediating and moderating mechanisms, The International Journal of Organizational Analysis, ahead-of-print, (2020); Lam C.F., Liang J., Ashford S.J., Lee C., Job insecurity and organizational citizenship behavior: Exploring curvilinear and moderated relationships, The Journal of Applied Psychology, 100, 2, pp. 499-510, (2015); Liu W., Li Z., Ling Y., Cai T., Core self-evaluations and coping styles as mediators between social support and well-being, Personality and Individual Differences, 88, pp. 35-39, (2016); McClelland G.H., Judd C.M., Statistical difficulties of detecting interactions and moderator effects, Psychological Bulletin, 114, 2, pp. 376-390, (1993); Mohr G.B., The changing significance of different stressors after the announcement of bankruptcy: A longitudinal investigation with special emphasis on job insecurity, Journal of Organizational Behavior, 21, pp. 337-359, (2000); (2020); Nelson J., Krokeme O., Markjarkson D., Timipere E.T., Impact of capital flight on exchange rate in Nigeria, International Journal of Academic Research in Accounting. Finance and Management Sciences, 8, 1, pp. 41-50, (2018); Nikolova I., Van der Heijden B., Lastad L., Notelaers G., The “silent assassin” in your organization? Can job insecurity climate erode the beneficial effect of a high-quality leader-member exchange?, Personnel Review, 47, 6, pp. 1174-1193, (2018); Obrenovic B., Jianguo D., Khudaykulov A., Khan M.A.S., Work-family conflict impact on psychological safety and psychological well-being: A job performance model, Frontiers in Psychology, 11, (2020); Ololade S.S., Olusegun E.I., Abiodun S.M., Olalekan O.F., Human resource development as a correlate of performance of the banking industry in Ogun State, Nigeria. Journal of Economic and International Finance, 7, 5, pp. 112-126, (2015); Piccoli B., De Witte H., Reisel W.D., Job insecurity and discretionary behaviours: Social exchange perspective versus group value model, Scandinavian Journal of Psychology, 58, pp. 69-79, (2017); Piccoli B., Reisel W.D., De Witte H., Understanding the relationship between job insecurity and performance: Hindrance or challenge effect?, Journal of Career Development, 48, 2, pp. 150-165, (2019); Piccolo R.E., Judge T.A., Takahashi K., Watanabe N., Locke E.A., Core self-evaluations in Japan: Relative effects on job satisfaction, life satisfaction, and happiness, Journal of Organizational Behavior, 26, pp. 965-984, (2005); Podsakoff P.M., MacKenzie S.B., Podsakoff N.P., Sources of method bias in social science research and recommendations on how to control it, Annual Review of Psychology, 63, 1, pp. 539-569, (2012); Probst T.M., Development and validation of the Job Security Index and the Job Security Satisfaction scale: A classical test theory and IRT approach, Journal of Occupational and Organizational Psychology, 76, pp. 451-467, (2003); Probst T.M., Ekore J.O., An exploratory study of the costs of job insecurity in Nigeria, International Studies of Management & Organization, 40, 1, pp. 92-104, (2010); Rathi N., Lee K., Core self-evaluations, worry, life satisfaction, and psychological well-being: An investigation in the Asian context, International Journal of Learning and Change, 10, 1, pp. 21-32, (2018); Robertson I.T., Jansen Birch A., Cooper C.L., Job and work attitudes, engagement and employee performance: Where does psychological well-being fit in?, Leadership and Organization Development Journal, 33, 3, pp. 224-232, (2012); Shoss M.K., Job insecurity: An integrative review and agenda for future research, Journal of Management, 43, pp. 1911-1939, (2017); Silla I., De Cuyper N., Gracia F., Peiro J.M., De Witte H., Job insecurity and well-being: Moderation by employability, Journal of Happiness Studies, 10, 6, pp. 739-751, (2009); Sora B., Caballer A., Peiro J.M., The consequences of job insecurity for employees: The moderator role of job dependence, International Labour Review, 149, 1, pp. 59-72, (2010); Sverke M., Hellgren J., The nature of job insecurity: Understanding employment uncertainty on the brink of a new millennium, Applied Psychology, 51, 1, pp. 23-42, (2002); Taris T.W., Kompier M.A.J., Cause and effect: Optimizing the designs of longitudinal studies in occupational health psychology, Work and Stress, 28, 1, pp. 1-8, (2014); Vander Elst T., Bosman J., De Cuyper N., Stouten J., De Witte N., Does positive affect buffer the associations between job insecurity and work engagement and psychological distress?, A test among South African workers. Applied Psychology, 62, 4, pp. 558-570, (2013); Van Doorn R.R.A., Hulsheger U.R., What makes employees resilient to job demands? The role of core self-evaluations in the relationship between job demands and strain reactions, European Journal of Work and Organizational Psychology, 24, pp. 76-87, (2015); Van der Heijden B.I.J.M., Gorgievski M.J., De Lange A.H., Learning at the workplace and sustainable employability: A multi-source model moderated by age, European Journal of Work and Organizational Psychology, 25, 1, pp. 13-30, (2016)","F.O. Ugwu; Department of Psychology, Alex Ekwueme Federal University Ndufu-Alike, Nigeria; email: fabian.ugwu@gmail.com","","Taylor and Francis Ltd.","","","","","","14330237","","","","English","J. Psychol. Afr.","Article","Final","","Scopus","2-s2.0-85105438929"
"Bargsted M.; Yeves J.; Merino C.; Venegas-Muggli J.I.","Bargsted, Mariana (55823019600); Yeves, Jesús (57190388360); Merino, Cristóbal (57208566793); Venegas-Muggli, Juan I. (57208798964)","55823019600; 57190388360; 57208566793; 57208798964","Career success is not always an outcome: its mediating role between competence employability model and perceived employability","2021","Career Development International","26","2","","119","139","20","9","10.1108/CDI-06-2020-0141","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099935493&doi=10.1108%2fCDI-06-2020-0141&partnerID=40&md5=a81405533afb320c73ac3cf68f87e238","Universidad Adolfo Ibáñez, Santiago, Chile; Universidad Tecnológica de Chile, Santiago, Chile","Bargsted M., Universidad Adolfo Ibáñez, Santiago, Chile; Yeves J., Universidad Adolfo Ibáñez, Santiago, Chile; Merino C., Universidad Adolfo Ibáñez, Santiago, Chile; Venegas-Muggli J.I., Universidad Tecnológica de Chile, Santiago, Chile","Purpose: Career success has been understood as an outcome of career goals, achievement and employability resources. Recent research has enlightened its potential effect on career decisions and perceived employability. This paper aims to test the role of career success in the relationship between competence employability and perceived employability. Design/methodology/approach: An online survey was answered by 1,087 graduates from a large nonselective higher education institution that enrolls a significant number of first generation and lower socioeconomic background students. Structural equation modeling was used to examine the mediating role of career success, as was proposed. Findings: Subjective career success partially mediates the relationship between competence employability model and perceived employability. However, objective career success was not related to perceived employability. Research limitations/implications: The study made use of a cross-sectional design, which hinders the identification of causal direction. Practical implications: For training and education, both employability competences and subjective career success are resources to enhance in order to promote employee's personal beliefs about obtaining and maintaining employment. Originality/value: This study combines different employability approaches, and their relationship with career success, considering subjective and objective career success as relevant personal resources that could impact self-perceptions and foster career behaviors. Testing the utility of these theoretical models on a group that has been underrepresented in career development studies is also relevant, particularly, the use of gain spiral concept from Conservation of Resources theory. © 2021, Emerald Publishing Limited.","Competence employability; Objective career success; Perceived employability; Subjective career success","","","","","","","","Abele A.E., Hagmaier T., Spurk D., Does career success make you happy? 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Is ‘satisfied’ the new ‘successful’?, Journal of Managerial Psychology, 23, 8, pp. 907-928, (2008); Flanagan A., Experiences of first-generation students in Chilean universities: realities and challenges, Revista Educación Superior, 46, 183, pp. 87-105, (2017); Forrier A., Sels L., The concept employability: a complex mosaic, International Journal of Human Resources Development and Management, 3, pp. 102-124, (2003); Forrier A., Sels L., Stynen D., Career mobility at the intersection between agent and structure: a conceptual model, Journal of Occupational and Organizational Psychology, 82, 4, pp. 739-759, (2009); Forrier A., Verbruggen M., De Cuyper N., Integrating different notions of employability in a dynamic chain: the relationship between job transition, movement capital and perceived employability, Journal of Vocational Behavior, 89, pp. 56-64, (2015); Fugate M., Kinicki A., A dispositional approach to employability: development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, pp. 503-527, (2008); Fugate M., Kinicki A.J., Ashforth B.E., Employability: a psycho-social construct, its dimensions and applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Garriott P.O., A critical cultural wealth model of first-generation and economically marginalized college students' academic and career development, Journal of Career Development, 47, 1, pp. 80-95, (2020); Greenhaus J.H., Parasuraman S., Wormley W.M., Effects of race on organizational experiences, job performance evaluations, and career outcomes, Academy of Management Journal, 33, 1, pp. 64-86, (1990); Halbesleben J.R.B., Neveu J.P., Paustian-Underdahl S.C., Westman M., Getting to the ‘COR’: understanding the role of resources in conservation of resources theory, Journal of Management, 40, pp. 1334-1364, (2014); Hall D.T., Careers in and Out of Organizations, (2002); Heslin P., Conceptualizing and evaluating career success, Journal of Organizational Behavior, 26, 2, pp. 113-136, (2005); Hobfoll S.E., Conservation of resources: a new attempt at conceptualizing stress, American Psychologist, 44, pp. 513-524, (1989); Hobfoll S.E., Conservation of resource caravans and engaged settings, Journal of Occupational and Organizational Psychology, 84, 1, pp. 116-122, (2011); Hobfoll S.E., Halbesleben J., Neveu J.P., Westman M., Conservation of resources in the organizational context: the reality of resources and their consequences, Annual Review of Organizational Psychology and Organizational Behavior, 5, pp. 103-128, (2018); International Standard Classification of Occupations 2008 (ISCO-08): Structure, Group Definitions and Correspondence Tables, (2012); Kirves K., Kinnunen U., De Cuyper N., Contract type, perceived mobility and optimism as antecedents of perceived employability, Economic and Industrial Democracy, 35, pp. 435-453, (2013); Kline R.B., Methodology in the Social Sciences. Principles and Practice of Structural Equation Modeling, (2005); Little T.D., Cunningham W.A., Shahar G., To parcel or not to parcel: exploring the question, weighing the merits, Structural Equation Modeling: A Multidisciplinary Journal, 9, 2, pp. 151-173, (2002); Lo Presti A., Pluviano S., Looking for a route in turbulent waters, Organizational Psychology Review, 6, 2, pp. 192-211, (2015); Malhotra M.K., Sharma S., Measurement equivalence using generalizability theory: an examination of manufacturing flexibility dimensions, Decision Sciences, 39, pp. 643-669, (2008); Ng T.W.H., Feldman D.C., Subjective career success: a meta-analytic review, Journal of Vocational Behavior, 85, pp. 169-179, (2014); Ng T.W.H., Eby L.T., Sorensen K.L., Feldman D.C., Predictors of objective and subjective career success: a meta-analysis, Personnel Psychology, 58, 2, pp. 367-408, (2005); Education at a Glance 2017: OECD Indicators, (2017); Olson D.A., Shultz K.S., Employability and career success: the need for comprehensive definitions of career success, Industrial and Organizational Psychology, 6, 1, pp. 17-38, (2013); Podsakoff P., MacKenzie S., Lee J., Podsakoff N., Common method biases in behavioral research: a critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, pp. 879-903, (2003); Preacher K.J., Hayes A.F., Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models, Behavior Research Methods, 40, pp. 879-891, (2008); Raque-Bogdan T.L., Lucas M.S., Career aspirations and the first generation student: unraveling the layers with social cognitive career theory, Journal of College Student Development, 57, 3, pp. 248-262, (2016); Ripoll P., Rodriguez I., Hontangas P., Peiro J.M., Prieto F., Perspectivas de empleo, Los jóvenes ante el ambiente laboral y las estrategias de adaptación, pp. 81-87, (1994); Salanova M., Schaufeli W.B., Xanthopoulou D., Bakker A.B., Gain spirals of resources and work engagement: sustaining a positive worklife, Work Engagement: A Handbook of Essential Theory and Research, pp. 118-131, (2010); Santos F., Guillen C., Montalban F., Contrato de trabajo, compromiso y satisfacción: moderación de la empleabilidad [Work contracts, commitment and job satisfaction: moderated by employability], Research in Agricultural Engineering: Revista de Administracao de Empresas, 52, 3, pp. 345-359, (2012); Seibert S.E., Crant J.M., Kraimer M.L., Proactive personality and career success, Journal of Applied Psychology, 84, pp. 416-427, (1999); Spector P.E., Method variance as an artefact in self-reported affect and perceptions at work: myth or significant problem, Journal of Applied Psychology, 72, 3, pp. 438-443, (1987); Spurk D., Abele A.E., Synchronous and time-lagged effects between occupational self-efficacy and objective and subjective career success: findings from a four-wave and 9-year longitudinal study, Journal of Vocational Behavior, 84, 2, pp. 119-132, (2014); Spurk D., Hirschi A., Dries N., Antecedents and outcomes of objective versus subjective career success: competing perspectives and future directions, Journal of Management, 45, 1, pp. 35-69, (2019); Stumpf S.A., Colarelli S.M., Hartman K., Development of the career exploration survey (CES), Journal of Vocational Behavior, 22, 2, pp. 191-226, (1983); Van den Broeck A., De Cuyper N., Baillien E., Vanbelle E., Vanhercke D., De Witte H., Perception of organization's value support and perceived employability: insights from self-determination theory, International Journal of Human Resource Management, 25, 13, pp. 1904-1918, (2014); Van der Heijde C.M., Van der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, pp. 449-476, (2006); Van der Heijden B.I.J.M., Gorgievski M.J., De Lange A.H., Learning at the workplace and sustainable employability: a multi-source model moderated by age, European Journal of Work and Organizational Psychology, 25, 1, pp. 13-30, (2015); Van der Heijden B.I.J.M., Notelaers G., Peters P., Stoffers J.M.M., De Lange A.H., Froehlich D.E., Van der Heijde C.M., Development and validation of the short-form employability five-factor instrument, Journal of Vocational Behavior, 106, pp. 236-248, (2018); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: a psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010)","M. Bargsted; Universidad Adolfo Ibáñez, Santiago, Chile; email: mariana.bargsted@uai.cl","","Emerald Group Holdings Ltd.","","","","","","13620436","","","","English","Career Dev. Int.","Article","Final","","Scopus","2-s2.0-85099935493"
"Sagyndykova Z.; Gazdiyeva B.; Gabdullina Z.; Akhmetzhanova A.; Mektepbayeva D.; Althonayan A.","Sagyndykova, Zhailagul (57223099360); Gazdiyeva, Bella (57203712263); Gabdullina, Zarina (57216884396); Akhmetzhanova, Aida (57216884547); Mektepbayeva, Damel (56612023600); Althonayan, Abraham (36165195800)","57223099360; 57203712263; 57216884396; 57216884547; 56612023600; 36165195800","The Role of Summer Intensive Programmes on Improving Students’ Learning Outcomes in Rural Areas","2021","International Journal of Emerging Technologies in Learning","16","6","","122","136","14","1","10.3991/ijet.v16i06.18713","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104816162&doi=10.3991%2fijet.v16i06.18713&partnerID=40&md5=cfad0be8c593271b889f382ecc985bbd","Narxoz University, Almaty, Kazakhstan; Sh.Ualikhanov Kokshetau State University, Kokshetau, Kazakhstan; JSC ""Information and Analytical Center"", Nur-Sultan, Kazakhstan; Nazarbayev University, Nur-Sultan, Kazakhstan; Brunel University London, London, United Kingdom","Sagyndykova Z., Narxoz University, Almaty, Kazakhstan; Gazdiyeva B., Sh.Ualikhanov Kokshetau State University, Kokshetau, Kazakhstan; Gabdullina Z., Sh.Ualikhanov Kokshetau State University, Kokshetau, Kazakhstan; Akhmetzhanova A., JSC ""Information and Analytical Center"", Nur-Sultan, Kazakhstan; Mektepbayeva D., Nazarbayev University, Nur-Sultan, Kazakhstan; Althonayan A., Brunel University London, London, United Kingdom","Many countries face serious challenges with education in rural areas. Vast majority of education in rural areas are disadvantaged. In Kazakhstan, ineffective outcomes of education in rural areas impact on most rural students are lack employability and entrepreneurial skills. This research investigates the role of intensive summer programmes on improving students’ learning outcomes aim to develop and Inspire employability and entrepreneurial skills and STEAM-education in rural schools of Kazakhstan. This research suggest that the summer program transferred practical skills and knowledge to students, while increasing their motivation to learn outside of the classroom in a way that traditional educational system has not. There are social and economic challenges in the rural areas: unemployment, the lack of highly skilled professionals, and low motivation. Summer programs appear to address all above issues by motivating youth to learn and providing them with practical skills that can be used in their private life and careers. © 2021. All Rights Reserved.","career choice; rural education; STEAM-education; Summer schools","Motivation; Rural areas; Economic challenges; Educational systems; Entrepreneurial skills; Kazakhstan; Learning outcome; Practical skill; Rural schools; Summer program; Students","","","","","","","Sloan McCombs J.S., Augustine H., Schwartz L., Bodilly J., McInnis B., Lichter S., Brown Cross A., Making summer count: how summer programs can boost children's learning, (2011); Bazrafcan L., Haghani F., Shokrpour N., The summer school students' viewpoints about important factors in learning, Journal of Advances in Medical Education and Professionalism, 2, 2, pp. 77-81, (2014); Knopf J.A., Hahn R.A., Proia K.K., Truman B.I., Johnson R.L., Muntaner C., Fielding J. E., Jones C. P., Fullilove M. T., Hunt P. C., Qu S., Chattopadhyay S. K., Milstein B., Out-of-school-time academic programs to improve school achievement: a community guide health equity systematic review, Journal of Public Health Management and Practice, 21, 6, pp. 594-608, (2015); Lee S.C., Nugent G., Kunz G.M., Houston J., De Chenne-Peters S.E., Case study: value-added benefit of distance-based instructional coaching on science teachers’ inquiry instruction in rural school, Journal of Science Teacher Education, 29, 3, pp. 179-199, (2018); Power S., Taylor C., Rees G., Jones K., Out‐of‐school learning: variations in provision and participation in secondary schools, Research Paper in Education, 24, 4, pp. 439-460, (2009); Hamm J.V., Farmer T. W., Robertson D., Dadisman K. A., Murray A., Effects of a developmentally based intervention with teachers on native American and white early adolescents’ schooling adjustment in rural settings, The Journal of Experimental Education, 78, 3, pp. 343-377, (2010); Schafft K.A., Rural education as rural development: understanding the rural school–community well-being linkage in a 21st-century policy context, Peabody Journal of Education, 91, 2, pp. 137-154, (2016); Higher Education in Kazakhstan 2017, Reviews of National Policies for Education, (2017); Ranking KZ, There are more and more unemployed young men and women in the country: their number grew by 3.4% over the year, (2020); Cooper H., Nye B., Charlton K., Lindsay J., Greathouse S., The effects of summer vacation on achievement test scores: A narrative and meta-analytic review, Review of Education Research, 66, 3, pp. 227-268, (1996); Pelavin S., David J., Evaluating long‐term achievement. An analysis of longitudinal data from compensatory education programs, (1977); Baxter J. A., Ruzicka A., Beghetto R. A., Livelybrooks D., Professional development strategically connecting mathematics and science: The impact on teachers' confidence and practice, School Science and Mathematics, 114, 3, pp. 369-113, (2014); Cervetti G. N., Barber J., Dorph R., Pearson P. D., Goldschmidt P.G., The impact of an integrated approach to science and literacy in elementary school classrooms, Journal of Research in Science Teaching, 49, 5, pp. 631-658, (2012); Harris A., de Bruin L.R., Secondary school creativity, teacher practice and stem education: an international study, Journal of Educational Change, 19, 2, pp. 153-179, (2018); Kirchhoff B.A., Entrepreneurship and Dynamic Capitalism: The Economics of Business Firm Formation and Growth, (1994); Harms R., Grichnik D., On the future of Germanspeaking entrepreneurship research strategies and thematic priorities, Zeitschrift für KMU & Entrepreneurship, 55, 4, pp. 266-275, (2007); Aronson J., Zimmerman J., Carlos L., Improving student achievement by extending school: is it just a matter of time?, PACE Media Education Writers Seminar, (1998); Hall G., Poston K. F., Dennehy J., Summer learning programs: investigating strengths and challenges, After-school programs to promote positive youth development: learning from specific models, Advances in child and family policy and practice, pp. 1-21, (2017); Anisimova T.I., Sabirova F.M., Shatunova O.V., Formation of Design and Research Competencies in Future Teachers in the Framework of STEAM Education, International Journal of Emerging Technologies in Learning, 15, 2, pp. 204-217, (2020); Orthaber M., Stutz D., Antretter T., Ebner M., Concepts for E-Assessments in STEM on the Example of Engineering Mechanics, International Journal of Emerging Technologies in Learning, 15, 12, pp. 136-152, (2020); Malcik M., Miklosikova M., Study Results of University Students in the Context of Experiencing Positive Emotions, Satisfaction and Happiness, International Journal of Emerging Technologies in Learning, 14, 23, pp. 260-269, (2019)","Z. Sagyndykova; Narxoz University, Almaty, Kazakhstan; email: zhailagul@gmail.com","","International Association of Online Engineering","","","","","","18688799","","","","English","Int. J. Emerg. Technol. Learn.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85104816162"
"Aman A.","Aman, Aini (24464706900)","24464706900","Sustainability of impact sourcing initiatives in higher education for graduates’ employability","2021","Sustainability (Switzerland)","13","1","8","1","11","10","2","10.3390/su13010008","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098630355&doi=10.3390%2fsu13010008&partnerID=40&md5=c99e6da4e6d590d12c249b5d950792b6","Faculty of Economics and Management, Universiti Kebangsaan Malaysia, UKM, Bangi, 43600, Selangor, Malaysia","Aman A., Faculty of Economics and Management, Universiti Kebangsaan Malaysia, UKM, Bangi, 43600, Selangor, Malaysia","Impact sourcing (ImS) initiatives in higher education play important roles in the employability of graduates, especially in the global business services (GBS) industry. This study explores the sustainability of ImS in higher education institutions (HEIs) for graduates’ employability. This study used qualitative research methodology, collecting data from related documents, observations, interviews, and focus groups with selected students, lecturers, and industry practitioners. The data were analyzed using Sen’s capability framework, with the primary objective of analyzing individual capabilities—specifically, conversions, resources, and capabilities. The findings show that ImS could improve future graduates’ technical and soft skills, thereby enhancing their employability in the GBS industry. Some constraints that need to be overcome include the infrastructure, rewards, and incentives, as well as system reliability. This study contributes to the development of the capability framework for ImS initiatives in relation to the employability of graduates and other marginalized communities. The conversions, resources, and capabilities should be considered when assessing the impact of ImS. In addition, this study contributes to the talent pool agenda with a specific focus on ImS and graduates’ employability. © 2020 by the author. Li-censee MDPI, Basel, Switzerland.","Global business services; Graduates’ employability; Higher education; Impact sourcing; Industry–academia collaboration","business; employment; higher education; sustainability","","","","","Universiti Kebangsaan Malaysia, (EP-2019-003, UKM GUP-2016-48)","Funding: This research was funded by a research grant from Universiti Kebangsaan Malaysia (grant number UKM GUP-2016-48 and EP-2019-003).","Aman A., Yunus Y.M., Maelah R., Embong Z., Mohamed Z.M., Adznan S., Ahmad A.A., Nurzafira Z., Fernandez D., Talent Pool for Global Business Services: Industry-Academia Collaboration, Asian J. Account. Gov, 8, pp. 85-91, (2017); Tymon A., Harrison C., Batistic S., Sustainable Graduate Employability: An Evaluation of ‘Brand Me’ Presentations as a Method for Developing Self-confidence, Stud. High. Educ, 45, pp. 1821-1833, (2020); Succi C., Canovi M., Soft Skills to Enhance Graduate Employability: Comparing Students and Employers’ Perceptions, Stud. High. Educ, 45, pp. 1834-1847, (2020); Falck O., Heblich S., Corporate Social Responsibility: Doing Well by Doing Good, Bus. Horiz, 50, pp. 247-254, (2007); Porter M.E., Kramer M.R., Creating Shared Value, Harv. Bus. Rev, 89, pp. 62-77, (2011); Madon S., Sharanappa S., Social IT Outsourcing and Development: Theorizing the Linkage, Inf. Syst. J, 1, pp. 1-17, (2013); Prahalad C.K., Hart S.L., The Fortune at the Bottom of the Pyramid, Strategy Bus, 26, (2002); Smith A., Pezeshkan A., Which Businesses Actually Help the Global Poor?, S. Asian J. Glob. Bus. Res, 2, pp. 43-58, (2013); Babin R., Assessing the role of CSR in outsourcing decisions, J. Inf. Syst. Appl. Res, 1, pp. 3-14, (2008); Carmel E., Lacity M.C., Doty A., The Impact of Impact Sourcing: Framing a Research Agenda, Information Systems Outsourcing, (2014); Lacity M., Carmel E., Rottman J., Rural Outsourcing: Delivering ITO and BPO Services from Remote Domestic Locations, Computer, 44, pp. 55-62, (2011); Cecchini S., Scott C., Can Information and Communications Technology Applications Contribute to Poverty Reduction? Lessons from Rural India, Inf. Technol. Dev, 10, pp. 73-84, (2003); Malik F., Nicholson B., Morgan S., Assessing the Social Development Potential of Impact Sourcing, Socially Responsible Outsourcing Technology, Work and Globalization, (2016); Sen A., Commodities and Capabilities, (1985); Sen A., The Standard of Living, (1987); Sen A., Development as Freedom, (1999); Frey C.B., Osborne M.A., The Future of Employment: How Susceptible are Jobs to Computerization?, Technol. Forecast. Soc. Change, 14, pp. 254-280, (2017); Heeks R., Theorizing ICT4D Research, Inf. Technol. Int. Dev, 3, pp. 1-4, (2006); Heeks R., Information Technology Impact Sourcing, Commun. ACM, 56, pp. 22-25, (2013); Gino F., Staats B.R., The Microwork Solution, Harv. Bus. Rev, 90, pp. 92-96, (2012); Babin R., Nicholson B., Corporate Social and Environmental Responsibility and Global IT Outsourcing, MIS Q. Exec, 8, pp. 203-212, (2009); Heeks R., Arun S., Social Outsourcing as a Development Tool: The Impact of Outsourcing IT Services to Women’s Social Enterprises in Kerala, J. Int. Dev, 22, pp. 441-454, (2010); Lacity M.C., Rottman J., Carmel E., Impact Sourcing: Employing Prison Inmates to Perform Digitally Enabled Business Services, Commun. Assoc. Inf. Syst, 34, pp. 913-932, (2014); Sandeep M.S., Ravishankar M.N., Impact Sourcing Ventures and Local Communities: A Frame Alignment Perspective, Inf. Syst. J, 26, pp. 127-155, (2016); Aman A., Ahmad A.A., Yunus Y.M., Embong Z., Maelah R., Overcoming Talent Shortage through Impact Sourcing, J. Pengur, 54, pp. 51-59, (2018); Ismail S.A., Heeks R., Nicholson B., Aman A., Analyzing Conflict and Its Management within ICT4D Partnerships: An Institu-tional Logics Perspective, Inf. Technol. Dev, 24, pp. 165-187, (2018); Ismail S.A., Aman A., Impact Sourcing Initiatives in Malaysia: An Insight through Porter’s Diamond Framework, State-of-the-Art Theories and Empirical Evidence, (2018); Robeyns I., The Capability Approach: A Theoretical Survey, J. Hum. Dev, 6, pp. 93-114, (2005); Aldieri L., Makkonen T., Vinci C.P., Spoils of Innovation? Employment Effects of R & D and Knowledge Spillovers in Finland, Econ. Innov. New Technol, pp. 1-24, (2019); Frediani A.A., Sen’s Capability Approach as a Framework to the Practice of Development, Dev. Pract, 20, pp. 173-187, (2010); Nussbaum M., Women and Human Development: The Capabilities Approach, (2000); Yunus Y.M., Aman A., Keliwon K.B., The Role of Business Leaders in Information Technology Innovation in the New Era of Disruptive Technology, Asian J. Account. Gov, 12, pp. 133-142, (2019); Fraser S., Deane E., Getting Bench Scientists to the Workbench, Proceedings of the UniServe Science Scholarly Inquiry Symposium, pp. 38-43, (2002); Walsham G., Doing Interpretive Research, Eur. J. Inf. Syst, 15, pp. 320-330, (2006); Fallows S., Steven C., Building Employability Skills into the Higher Education Curriculum: A University-wide Initiative, Educ. Train, 42, pp. 75-83, (2000); Alkire S., Choosing Dimensions: The Capability Approach and Multi-dimensional Poverty, (2007)","A. Aman; Faculty of Economics and Management, Universiti Kebangsaan Malaysia, UKM, Bangi, 43600, Malaysia; email: aini@ukm.edu.my","","MDPI AG","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85098630355"
"Hou A.Y.C.; Hill C.; Justiniano D.; Yang C.; Gong Q.","Hou, Angela Yung Chi (36677361200); Hill, Christopher (57213750890); Justiniano, Dewin (57223844980); Yang, Connie (57223857221); Gong, Quan (57223856605)","36677361200; 57213750890; 57223844980; 57223857221; 57223856605","Relationship between ‘employability’ and ‘higher education’ from global ranker and accreditor’s perspectives—does a gap exist between institutional policy making and implementation in taiwan higher education?","2021","Journal of Education and Work","34","3","","292","312","20","8","10.1080/13639080.2021.1922619","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106319939&doi=10.1080%2f13639080.2021.1922619&partnerID=40&md5=052d4d254fc68be5f83123a28359dc8c","Department of Education, National Chengchi University, Taipei, Taiwan; Faculty of Education, British University in Dubai, Dubai, United Arab Emirates; Office of Administration and Research, Higher Education Evaluation & Accreditation Council of Taiwan, Taipei, Taiwan","Hou A.Y.C., Department of Education, National Chengchi University, Taipei, Taiwan; Hill C., Faculty of Education, British University in Dubai, Dubai, United Arab Emirates; Justiniano D., Office of Administration and Research, Higher Education Evaluation & Accreditation Council of Taiwan, Taipei, Taiwan; Yang C., Department of Education, National Chengchi University, Taipei, Taiwan; Gong Q., Department of Education, National Chengchi University, Taipei, Taiwan","Driven by global rankings and national quality assurance (QA) initiatives, Taiwan’s higher education institutions were encouraged to develop strategic plans and initiatives, in order to improve graduate student employability. The purpose of this study is to explore the polices and strategies adopted by Taiwanese higher education institutions, with a particular focus on ‘employability’, in terms of standards and indicators of QS ranking and Higher Education Evaluation & Accreditation Council of Taiwan (HEEACT) programme accreditation in 2017. This paper analysed strategic plans and self-assessments reports from 20 Taiwanese universities in order to determine the impact of ranking and QA on employability initiatives and associated implications for institutional policy. The study presents three major findings. First, the emergence of global ranking and national quality assurance systems pressured Taiwanese universities to situate several employability initiatives within their institutional strategic plans. Second, Taiwanese universities applied varying approaches to the integration of graduate employability into institutional policies and strategic plans, according to ranking and national accreditation standards. Third, the gap between institutional policy making and actual implementation of employability initiatives exists in the Taiwanese context. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Employability; global ranking; national accreditation; quality assurance","","","","","","","","Aamodt P.O., Havnes A., Factors Affecting Professional Job Mastery: Quality of Study or Work Experience?, Quality in Higher Education, 14, 3, pp. 233-248, (2008); Abell P., Rational Choice Theory, (1991); Ashton D.N., Green F., Education, Training and the Global Economy, (1996); Autor D., Skills, Education, and the Rise of Earnings Inequality among the “Other 99 Percent”, Science, 344, 6186, pp. 843-850, (2014); Bano Y., Vasantha S., Influence of University Reputation on Employability, International Journal of Scientific & Technology Research, 8, 11, pp. 2061-2064, (2019); Baruch Y., Career Development in Organizations and Beyond: Balancing Traditional and Contemporary Viewpoints, Human Resource Management Review, 16, 2, pp. 125-138, (2006); Bazeley P., Jackson K., Qualitative Data Analysis with NVivo, (2013); Blackmore P., Bulaitis Z.H., Jackman A.H., Tan E., Employability in Higher Education: A Review of Practice and Strategies around the World, (2016); Bridgstock R., The University and the Knowledge Network: A New Educational Model for Twenty-first Century Learning and Employability, Graduate Employability in Context, pp. 339-358, (2017); (2017); Brown P., (2019); Cole D., Tibby M., Defining and Developing Your Approach to Employability: A Framework for Higher Education Institutions, (2013); Development Plan for World Class Universities and Research Centers of Excellence, (2011); Diamond A., Walkley L., Forbes P., Hughes T., Sheen J., Global Graduates: Global Graduates into Global Leaders, Leicester, England. AGF/CIHE/ CFE, (2008); Methodology-The Global Employability Survey and Ranking, (2019); Employment Rates of Recent Graduates, (2019); Harvey L., Defining and Measuring Employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Harvey L., Newton J., Transforming Quality Evaluation: Moving On, Quality Assurance in Higher EducationWesterhijden, D. F., Stensaker, B. & Rosa, (ed), pp. 225-245, (2007); HEEACT Programme Accreditation Handbook, (2017); 2017 Annual Report, (2018); Revised Operating Model for Quality Assessment, (2016); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1999); Hou A., “Historical Development of Higher Education in Taiwan from past to Present.”, (2021); Hou A., Chi Y., Kuo C.Y., Chen K.H.J., Hill C., Lin S.R., Chih J.C.C., Chou H.C., The Implementation of Self-accreditation Policy in Taiwan Higher Education and Its Challenges to University Internal Quality Assurance Capacity Building, Quality in Higher Education, 24, 3, pp. 238-259, (2018); Hou A., Chi Y., Morse R., Chiang C.-L., An Analysis of Mobility in Global Rankings: Making Institutional Strategic Plans and Positioning for Building World-class Universities, Higher Education Research & Development, 31, 6, pp. 841-857, (2014); Learning about Qualitative Document Analysis, (2013); Glossary, (2019); Berlin Principles on Ranking of Higher Education Institutions, (2019); King Z., New or Traditional Careers? A Study of UK Graduates’ Preferences, Human Resource Management Journal, 13, 1, pp. 5-26, (2003); Knight P., Yorke M., Learning, Curriculum and Employability in Higher Education, (2004); Lauder H., Brown P., Cheung S.Y., Fractures in the Education–economy Relationship: The End of the Skill Bias Technological Change Research Programme?, Oxford Review of Economic Policy, 34, 3, pp. 495-515, (2018); Li Z., A Critical Account of Employability Construction through the Eyes of Chinese Postgraduate Students in the UK, Journal of Education and Work, 26, 5, pp. 473-493, (2013); Lo W., Wai Y., Hou A.Y.C., A Farewell to Internationalisation? Striking A Balance between Global Ambition and Local Needs in Higher Education in Taiwan, Higher Education, (2019); Malaysian Qualification Framework, (2016); Marginson S., Imagining the Global, Handbook on Globalization and Higher EducationRoger, K., Marginson, S. & Naidoo, R. (eds), pp. 10-39, (2011); Mok K.H., Jiang J., Massification of Higher Education: Challenges for Admissions and Graduate Employment in China, Managing International Connectivity, Diversity of Learning and Changing Labour Markets, pp. 2019-2243, (2017); Mok K.H., Wu A., Higher Education, Changing Labour Market and Social Mobility in the Era of Massification in China, Journal of Education and Work, 29, 1, pp. 77-79, (2015); Mok K.H., Neubauer D., Higher Education Governance in Crisis: Critical Reflection on the Massification of Higher Education, Graduate Employment and Social Mobility, Journal of Education and Work, 29, 1, pp. 1-12, (2016); Mok K.H., Yu K.M., Ku Y.W., After Massification: The Quest for Entrepreneurial Universities and Technological Advancement in Taiwan, Journal of Higher Education Policy and Management, 35, 3, pp. 264-279, (2013); Niedermeier F., Designing Effective Quality Management Systems in Higher Education Institutions, (2018); Pavlin S., Svetlicic M., Higher Education, Employability and Competitiveness, Journal of Education, 43, pp. 386-397, (2012); Pologeorgis N.A., Employability, the Labor Force, and the Economy, (2019); Prikshat V., Nankervis A., Burgess J., Dhakal S., Conceptualising Graduate Work-Readiness: Theories, Concepts and Implications for Practice and Research, The Transition from Graduation to WorkDhakal, S., Prikshat, V., Nankervis, A.& Burgess, J. (eds), pp. 15-29, (2019); Employability Global Ranking- Methodology, (2019); Rowlands J., ‘Accountability, Quality Assurance and Performativity: The Changing Role of the Academic Board, Quality in Higher Education, 18, 1, pp. 97-110, (2012); Sanders M., Weel B.T., Skill-Biased Technical Change: Theoretical Concepts, Empirical Problems and a Survey of the Evidence, presented at the DRUID Conference, (2000); Stensaker B., Quality as Fashion: Exploring the Translation of a Management Idea into Higher Education, Quality Assurance in Higher EducationWesterhijden, D. F., Stensaker, B. Rosa, M. J. (eds.). , pp. 99-118, (2007); Stiwne E.E., Alves M.G., Higher Education and Employability of Graduates: Will Bologna Make a Difference?, European Educational Research Journal, 9, 1, pp. 32-44, (2010); Storen L.A., Aamodt P.O., The Quality of Higher Education and Employability of Graduates, Quality in Higher Education, 16, 3, pp. 297-313, (2010); Teichler U., Higher Education and the World of Work, (2009); (2018); UK Quality Code for Higher Education-Advice and Guidance Enabling Student Achievement, (2019); Higher Education Standards Framework (Threshold Standards) 2015–TEQSA Contextual Overview, (2017); Official Website, (2018); 2019 Global University Employability Ranking, (2019); Tomlinson M., Graduate Employability and Student Attitudes and Orientations to the Labour Market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); The Employability Challenge: Full Report, (2009); Wilson T.D.L., A Review of Business–university Collaboration, (2012); Winterton J., European, American and Japanese Perspectives on Work-Readiness: Implications for the Asia-Pacific Region, The Transition from Graduation to Work Dhakal, S., Prikshat, V., Nankervis, A. & Burgess, J. (eds), pp. 43-62, (2019); Yorke M., Employability in the Undergraduate Curriculum: Some Student Perspectives, European Journal of Education, 39, 4, pp. 409-427, (2004); Yorke M., Knight P.T., Curricula for Economic and Social Gain, Higher Education, 51, 4, pp. 565-588, (2006)","A.Y.C. Hou; Department of Education, National Chengchi University, Taipei City, No. 64, Sec. 2, ZhiNan Rd., Wenshan District, 11650, Taiwan; email: yungchi@nccu.edu.tw","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85106319939"
"Cronholm S.","Cronholm, Stefan (6505609574)","6505609574","LIFELONG LEARNING: PRINCIPLES FOR DESIGNING UNIVERSITY EDUCATION","2021","Journal of Information Technology Education: Research","20","","","35","60","25","1","10.28945/4686","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107972670&doi=10.28945%2f4686&partnerID=40&md5=61deb80f3447717f60db328a40a99ec5","University of Borås, Borås, Sweden","Cronholm S., University of Borås, Borås, Sweden","Aim/Purpose Due to the rapid development of digital technology, create knowledge to sup- port the development of education for lifelong learning. Background There is a lack of normative and prescriptive support that can guide the devel- opment of education concerning lifelong learning. Methodology Design science research, interviews, grounded theory and root-cause analysis. Contribution Contribution to practice: A master program in Information Systems that sup- ports lifelong learning. Contribution to theory: Advancements on design knowledge that can guide the development of education programs concerning rapid advancements in digital technology. Findings Five design principles: consider rapid development of digital technology, bal- ance time-consuming bureaucratic procedures with companies’ demands for speedy access to modern courses, simplify procedures for students applying with work experience qualifications, implement plans for competence develop- ment of teachers, and base courses on rigour and relevance. Recommendations for Practitioners Companies could enter the whole education program or select interesting courses or course modules. Recommendations for Researchers The design principles should be considered when research on guidance con- cerning lifelong learning for adult learners is conducted. Impact on Society Lifelong learning enhances social inclusion, active citizenship and personal de- velopment, as well as competitiveness and employability. Future Research Further validation of the design principles in order to create knowledge that can support the development of education for lifelong learning. © 2021. All rights reserved.","academy- industry collaboration; design principles; development of study programs; lifelong learning","","","","","","","","Agerbaek L., Houmoller E., A method to develop lifelong learning competences during vocational studies, OEB Global & Learning Technologies, (2018); Agudo-Peregrina A. F., Hernandez-Garcia A., Pascual-Miguel F. J., Behavioural intention, use be- haviour and the acceptance of electronic learning systems: Differences between higher education and life- long learning, Computers in Human Behaviour, 34, pp. 301-314, (2014); Aspin D. N., Chapman J. D., Lifelong learning: Concepts and conceptions, International Journal of Life- long Education, 19, 1, pp. 2-19, (2000); Baskerville R., The emergence of design science research from decision theory, Scandinavian Journal of Information Systems, 30, 2, pp. 55-62, (2018); Baskerville R., Pries-Heje J., Explanatory design theory, Business and Information Systems Engineering, 2, 5, pp. 271-282, (2010); Bass J., Fenwick J., Sidebotham M., Development of a model of holistic reflection to facilitate trans- formative learning in student midwives, Women and Birth, 30, 3, pp. 227-235, (2017); Bridgstock R., Not a dirty word: Arts entrepreneurship and higher education, Arts and Humanities in Higher Education, 12, 2-3, pp. 122-137, (2013); Buhl M., Andreasen L. B., Learning potentials and educational challenges of massive open online courses (MOOCs) in lifelong learning, International Review of Education, 64, pp. 151-160, (2018); Chandra Kruse L., Seidel S., Tensions in design principle formulation and reuse, Proceed- ings of the 12th International Conference on Design Science Research in Information Systems and Technology, pp. 180-188, (2017); Chandra L., Seidel S., Gregor S., Prescriptive knowledge in IS research: Conceptualising design principles in terms of materiality, action, and boundary conditions, Proceedings of the 48th Hawaii Inter- national Conference on System Sciences (HICSS), pp. 4039-4048, (2015); Chitiba C. A., Lifelong learning challenges and opportunities for traditional universities, Procedia-Social and Behavioural Sciences, 46, pp. 1943-1947, (2012); Cliath B. A., Rialtais O. D. F., Alliance T. S., Laighean S. T., Rialtais F., Post-trachta A. R., Learning for life: White paper on adult education, (2000); Colardyn D., Bjornavold J., Validation of formal, non-formal and informal learning: Policy and prac- tices in EU member states, European Journal of Education, 39, 1, pp. 69-89, (2004); Collins J., Lifelong learning in the 21st Century and beyond, Radiographics, 29, 2, pp. 613-622, (2009); Communication from the Commission – Making a European area of lifelong learning a reality, (2002); Cronholm S., Gobel H., Guidelines supporting the formulation of design principles, Pro- ceedings of 29th Australasian Conference on Information Systems (ACIS), pp. 1-11, (2018); Cronholm S., Gobel H., Evaluation of action design research, Scandinavian Journal of Information Sys- tems, 31, 2, pp. 35-82, (2019); Dascalu M. I., Bodea C. N., Mihailescu M. N., Tanase E. A., Ordonez de Pablos P., Educational recommender systems and their application in lifelong learning, Behaviour & Information Technology, 35, 4, pp. 290-297, (2016); Day C., Developing teachers: The challenges of lifelong learning, (2002); Dealtry R., The design and management of an organisation’s lifelong learning curriculum, Journal of Workplace Learning, 21, 2, pp. 156-165, (2009); Dede C. J., Richards J., The 60-year curriculum: New models for lifelong learning in the digital economy, (2020); Denyer D., Tranfield D., van Aken J. E., Developing design propositions through research synthesis, Organization Studies, 29, 3, (2008); Dunlap J. C., Lowenthal P. 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A., Effective principles of informal online learning design: A theory-building meta-synthesis of qualitative research, Computers & Education, 128, pp. 214-226, (2019); Illeris K., Adult education as experienced by the learners, International Journal of Lifelong Education, 22, 1, pp. 13-23, (2003); Inoue-Smith Y., Perceived ease in using technology predicts teacher candidates’ preferences for online resources, International Journal of Online Pedagogy and Course Design (IJOPCD), 7, 3, pp. 17-28, (2017); Jarvis P., Globalisation, lifelong learning and the learning society: Sociological perspectives, (2007); Jones D. B., Stefanidis D., Korndorffer J. R., Dimick J. B., Jacob B. P., Schultz L., Scott D. 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E., Informal and incidental learning, New Directions for Adult and Continuing Education, 2001, 89, pp. 25-34, (2001); Naderifar M., Goli H., Ghaljaie F., Snowball sampling: A purposeful method of sampling in qualita- tive research, Strides in Development of Medical Education, 14, 3, pp. 1-6, (2017); O'Grady A., Lifelong learning in the UK: An introductory guide for education studies, (2013); Omrani S., Fardanesh H., Hemmati N., Hemmati N., Exploring an appropriate instructional design model for continuing medical education, Turkish Online Journal of Distance Education, 13, 3, pp. 347-361, (2012); Reid C., Hilbert-Courant, (1986); Rooney J. J., Heuvel L. N. V., Root cause analysis for beginners, Quality Progress, 37, 7, pp. 45-56, (2004); Scales P., Kelly S. P. S. L. B., Teaching in the lifelong learning sector, (2012); Sein M. K., Henfridsson O., Purao S., Rossi M., Lindgren R., Action design research, MIS Quar- terly, 35, 1, pp. 37-56, (2011); Shum W. C., An evolving practice model in the development of lifelong education for senior citizens, APIAS Mono- graph Paper Series, 16, (2009); Strauss A., Corbin J., Basics of qualitative research: Techniques and procedures for developing grounded theory, (1998); Sun Y., Kantor P. B., Cross-evaluation: A new model for information system evaluation, Journal of the American Society for Information Science and Technology, 57, 5, pp. 614-628, (2006); Record number of applicants to autumn semester university studies, (2020); Talmage C. A., Hansen R. J., Knopf R. C., Thaxton S. P., Directions for 21st Century lifelong learn- ing institutes: Elucidating questions from Osher Lifelong Learning Institute studies, Alberta Journal of Edu- cational Research, 64, 2, pp. 109-125, (2018); Adult education: The Hamburg Declaration; The agenda for the fu- ture, Proceedings of Fifth International Conference on Adult Education, pp. 14-18, (1997); Urquhart C., Lehmann H., Myers M., Putting the ‘theory’ back into grounded theory: Guidelines for grounded theory studies in information systems, Information Systems Journal, 20, 4, pp. 357-381, (2010); Van der Vleuten C. P. M., Schuwirth L. W. T., Scheele F., Driessen E. W., Hodges B., The assess- ment of professional competence: Building blocks for theory development, Best Practice & Research Clinical Obstetrics & Gynaecology, 24, 6, pp. 703-719, (2010); Vaishnavi V. K., Kuechler W., Design science research methods and patterns: Innovating information and commu- nication technology, (2015); Venable J., Pries-Heje J., Baskerville R., FEDS: A framework for evaluation in design science research, European Journal of Information Systems, 25, 1, pp. 77-89, (2016); Vidmar T., New dimensions of understanding of lifelong learning from antiquity to Comenius, Review of European Studies, 6, 3, (2014); Walls J. G., Widmeyer G. R., El Sawy O. A., Building an information systems design theory for vigilant EIS, Information Systems Research, 3, 1, pp. 36-59, (1992); Watson L., Lifelong learning in Australia, (2003); Wilson S., Liber O., Johnson M., Beauvoir P., Sharples P., Milligan C., Personal learning environ- ments: Challenging the dominant design of educational systems, Journal of E-learning and Knowledge Society, 3, 2, pp. 27-38, (2007); Yamashita T., Lopez E. B., Keene J. R., Kinney J. M., Predictors of adult education program satis- faction in urban community-dwelling older adults, Educational Gerontology, 41, 11, pp. 825-838, (2015); Yang J., Schneller C., Roche S., The role of higher education in promoting lifelong learning, UNESCO Insti- tute for Lifelong Learning, (2015); Zimmermann A., Lorenz A., Oppermann R., An operational definition of context, Proceedings of the 6th International and Interdiscipli- nary Conference on Modelling and Using Context, pp. 558-571, (2007); Zitter I. I., Designing for learning: Studying learning environments in higher professional education from a design perspec- tive, (2010)","","","Informing Science Institute","","","","","","15479714","","","","English","J. Inf. Technol. Educ. Res.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85107972670"
"Lam B.O.-Y.; Tang H.-H.H.","Lam, Beatrice Oi-Yeung (57033685200); Tang, Hei-hang Hayes (56206152400)","57033685200; 56206152400","Making sense of ‘graduate employability’ in Hong Kong: a contextualized analysis of experience and interpretations of graduates of self-financing higher education institutions","2021","Journal of Education and Work","34","1","","14","28","14","10","10.1080/13639080.2020.1858229","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097852482&doi=10.1080%2f13639080.2020.1858229&partnerID=40&md5=670055150c0c01915bfaa16ed39f70ef","School of Arts and Social Sciences, The Open University of Hong Kong, Hong Kong; Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong","Lam B.O.-Y., School of Arts and Social Sciences, The Open University of Hong Kong, Hong Kong; Tang H.-H.H., Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong","Declining employment prospects of graduates have been reported in the international literature and in Hong Kong. This casts doubts on the ‘employability’ of graduates of an expanding higher education sector. Yet, published patterns and trends of graduate employment outcomes do not tell us much about the contextualised processes that ‘match’ or ‘mismatch’ graduates’ qualifications with ‘appropriate’ graduate jobs. This paper addresses this research gap through examining lived experience and subjectivities of college/university-to-work transition of 10 graduates of self-financing degree-awarding institutions in Hong Kong, which were derived from a study of 40 local young workers in 2018. Drawing upon ‘positioning’ and ‘processual’ perspectives on ‘employability’, this paper sheds light on the nebulous, mutually constituted nature of the skills demanded by employers in workplace. Also, highlighting the tensions discerned in interview narratives, it elucidates the difficulties for graduates to present their skills as ‘directly’ transferable to the workplace. Graduates’ interpretations of (their) ‘employability’ reveal the differential values attached to (‘technical’ vs. ‘non-technical’) skills, (degree vs. sub-degree) qualifications and (self-financing vs. publicly funded) institutions constructed in the specific context of local higher education development. Implications for further research, assessment of higher education functioning and career services are discussed. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","college/university-to-work transition; graduate employability; Hong Kong; self-financing higher education; workplace","","","","","","Katie Shu Sui Pui Charitable Trust, (KS 2017/2.1); Katie Shu Sui Pui Charitable Trust Research and Publication Fund","Funding text 1: The work described in this paper was fully supported by a grant from the Katie Shu Sui Pui Charitable Trust Research and Publication Fund [KS 2017/2.1]. The work described in this paper was fully supported by a grant from the Katie Shu Sui Pui Charitable Trust–Research and Publication Fund (KS 2017/2.1).; Funding text 2: The work described in this paper was fully supported by a grant from the Katie Shu Sui Pui Charitable Trust – Research and Publication Fund (KS 2017/2.1). ","Bailey T.R., Belfield C.R., The False Dichotomy between Academic Learning and Occupational Skills, Daedalus, 148, 4, pp. 164-178, (2019); Boden R., Nedeva M., Employing Discourse: Universities and Graduate ‘Employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Bourdieu P., Distinction: A Social Critique of the Judgement of Taste, (1984); Brown P., The Opportunity Trap: Education and Employment in a Global Economy, European Educational Research Journal, 2, 1, pp. 141-179, (2003); Brown P., Hesketh A., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Bryman A., Social Research Methods (4th Edition), (2012); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Survey on Opinions of Employers on Major Aspects of Performance of First Degree Graduates in Year 2010: Executive Summary, (2013); Survey on Opinions of Employers on Major Aspects of Performance of Aspects of Performance of First Degree Graduates in Year 2016 First Degree Graduates in Year 2016: Executive Summary, (2019); Frauley J., Post-Social Politics, Employability, and the Security Effects of Higher Education, Journal of Pedagogy, 2012, 2, pp. 219-241, (2012); Gatta M., Boushey H., Appelbaum E., High-Touch and Here-to-Stay: Future Skills Demands in US Low Wage Service Occupations, Sociology, 43, 5, pp. 968-989, (2009); Gracia L., Employability and Higher Education: Contextualising Female Students’ Workplace Experiences to Enhance Understanding of Employability Development, Journal of Education and Work, 22, 4, pp. 301-318, (2009); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Holmes L.M., Becoming a Graduate: The Warranting of an Emergent Identity, Education + Training, 57, 2, pp. 219-238, (2015); Lee S.-Y., Massification without Equalisation: The Politics of Higher Education, Graduate Employment and Social Mobility in Hong Kong, Journal of Education and Work, 29, 1, pp. 13-31, (2016); Self-financing Post-secondary Education Sector (LC Paper No. CB(2)1694/11-12(08)), (2012); Challenges of Manpower Adjustment in Hong Kong, (2016); Li T., Required Graduate Attributes in Hong Kong and Their Relative Importance, European Scientific Journal, 11, 34, pp. 536-561, (2015); Li Z., A Critical Account of Employability Construction through the Eyes of Chinese Postgraduate Students in the UK, Journal of Education and Work, 26, 5, pp. 473-493, (2013); Lindberg M.E., Higher Education‐to‐work Transitions in the Knowledge Society: The Initial Transition and Positional Competition Point of View, Higher Education in Europe, 33, 4, pp. 375-385, (2008); McQuaid R.W., “Introducing Employability.”, Urban Studies, 42, 2, pp. 191-195, (2005); Mok K.H., Neubauer D., Higher Education Governance in Crisis: A Critical Reflection on the Massification of Higher Education, Graduate Employment and Social Mobility, Journal of Education and Work, 29, 1, pp. 1-12, (2016); Morley L., “Producing New Workers: Quality, Equality and Employability in Higher Education.”, Quality in Higher Education, 7, 2, pp. 131-138, (2001); Research Report of Comparison of Income of Graduates of Different Generations, (In Chinese only; English title researchers’ translation), (2015); Penkauskiene D., Railiene A., Cruz G., How Is Critical Thinking Valued by the Labour Market? Employer Perspectives from Different European Countries, Studies in Higher Education, 44, 5, pp. 804-815, (2019); Post D., Postsecondary Educational Expansion and Social Integration in Hong Kong, Research in Sociology of Education: Globalization, Changing Demographics, and Educational Challenges in East Asia, 17, pp. 231-269, (2010); Tholen G., What Can Research into Graduate Employability Tell Us about Agency and Structure?, British Journal of Sociology of Education, 36, 5, pp. 766-784, (2015); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Wan C., “Reforming Higher Education in Hong Kong towards Post-massification: The First Decade and Challenges ahead.”, Journal of Higher Education Policy and Management, 33, 2, pp. 115-129, (2011); Waters J., “A Colourful University Life? Transnational Higher Education and the Spatial Dimensions of Institutional Social Capital in Hong Kong.”, pp. 155-167, (2013); Wong P., Ng P.M.L., Mak C.K.Y., Chan J.K.Y., Students’ Choice of Sub-degree Programmes in Self-financing Higher Education Institutions in Hong Kong, Higher Education, 71, 4, pp. 455-472, (2016); Wu X., “Hong Kong Post-80s Generation: Profile and Predicaments. A CPU Commissioned Report.”, Accessed, 6, (2019)","B.O.-Y. Lam; The Open University of Hong Kong, Hong Kong; email: oylam@ouhk.edu.hk","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85097852482"
"Lawton V.; Jones T.M.; Dean C.M.","Lawton, Vidya (57221247002); Jones, Taryn M (56007041600); Dean, Catherine M (7203045630)","57221247002; 56007041600; 7203045630","Students achieve comparable performance scores for clinical placements in public and private sectors: a longitudinal observational study","2021","Journal of Physiotherapy","67","1","","56","61","5","7","10.1016/j.jphys.2020.12.001","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098607514&doi=10.1016%2fj.jphys.2020.12.001&partnerID=40&md5=5089d43f6138f90020568a4b0ba7dca3","Department of Health Professions, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, Australia","Lawton V., Department of Health Professions, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, Australia; Jones T.M., Department of Health Professions, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, Australia; Dean C.M., Department of Health Professions, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, Australia","Questions: Does student clinical performance differ according to healthcare sector? Does student clinical performance at Macquarie University differ from other Australian graduate entry-level programs? Design: A longitudinal observational study with comparison to national data. Participants: A total of 284 physiotherapy students from Macquarie University. Outcome measures: Each student's clinical performance was evaluated by a clinical educator using the Assessment of Physiotherapy Practice (APP) tool at the end of four 5-week clinical placements. Four measures of clinical performance were analysed: Total APP score, Employability Skills, Clinical Skills and a global rating of performance. A between-group difference in the APP results of 5% was nominated a priori as large enough to be considered important. Results: Of the 1,136 placements, 533 (47%) were undertaken in the private sector. Among their four placements, 99% of students had at least one private sector placement and 70% had two or more private sector placements. There were negligible differences between private and public sector placements in Total APP scores (MD 0%, 95% CI −1 to 1), Employability Skills scores (MD 2% higher in the public sector, 95% CI 1 to 3) and Clinical Skills scores (MD 1% higher in the private sector, 95% CI −1 to 3). On the global rating of performance, 88% of placements in each sector were rated as being either good or excellent. Students in the private sector were 9% (95% CI 3 to 14) more likely to be rated as excellent compared with the public sector. There were negligible differences in clinical performance between the Macquarie University and other Australian graduate-entry students. Conclusion: Macquarie University's practice of increasing private sector participation in clinical education had no adverse effects on student clinical performance, and it is likely to be beneficial in better preparing students for work in the private sector. © 2020 Australian Physiotherapy Association","Clinical competence; Clinical education; Healthcare sector; Physical therapy; Physiotherapy education","Australia; Clinical Competence; Humans; Physical Therapy Specialty; Private Sector; Students; Australia; clinical competence; education; human; physiotherapy; private sector; student","","","","","Macquarie University; Health Workforce Australia, HWA","Source(s) of support: Macquarie University Doctor of Physiotherapy Clinical Education Component was supported by Health Workforce Australia's Clinical Training Fund in 2012 until 2015. ","National Health Labour Force Series Number 22, (1998); Physiotherapy Board of Australia web site; Knee replacement hospitalisations 18 years and over, Australian Commission on Safety and Quality in Healthcare web site, (2017); 2017/2018 Annual Report, Australian Health Practitioner Regulations Agency web site; Australian Health Practitioner Regulations Agency web site, (2019); 2010/2011 Annual Report, Australian Health Practitioner Regulations Agency web site; Dean C., Stark A., Gates C., Czerniec S.A., Hobbs C., Bullock L.L., Et al., A profile of physiotherapy clinical education, Aust Health Rev, 33, pp. 38-46, (2009); Health Workforce Australia, Clinical Training Profile: Physiotherapy, (2014); Doubt L., Clinical education in private practice: an interdisciplinary project, J Allied Health, 33, pp. 47-50, (2004); Sokkar C., McAllister L., Raymond J., Penman M., Supervisors' perceptions of student placements in speech-language pathology private practice: benefits, challenges and strategies, Speech Lang Hear, 22, pp. 122-133, (2019); Bridle M., Hawkes B., A survey of Canadian occupational therapy private practice, Can J Occup Ther, 57, pp. 160-166, (1990); Sloggett K., Private practice: benefits, barriers and strategies of providing fieldwork placements, Can J Occup Ther, 70, pp. 42-50, (2003); Dalton M., Development of the assessment of physiotherapy practice - a standardised and validated approach to assessment of professional competence in physiotherapy, (2011); Dalton M., Davidson M., Keating J., The Assessment of Physiotherapy Practice (APP) is a valid measure of professional competence of physiotherapy students: a cross-sectional study with Rasch analysis, J Physiother, 57, pp. 239-246, (2011); Dalton M., Davidson M., Keating J., The Assessment of Physiotherapy Practice (APP) is a reliable measure of professional competence of physiotherapy students: a reliability study, J Physiother, 58, pp. 49-56, (2012); Barrie S., Understanding what we mean by the generic attributes of graduates, High Educ, 51, pp. 215-241, (2006); Osmani M., Weerakkody V., Hindi N., Eldabi T., Graduates employability skills: A review of literature against market demand, J Educ Bus, 94, pp. 423-432, (2019); Reubenson A., Ng L., Gucciardi D.F., The Assessment of Physiotherapy Practice tool provides informative assessments of clinical and professional dimensions of student performance in undergraduate placements: a longitudinal validity and reliability study, J Physiother, 66, pp. 113-119, (2020); Enabling Clinical Education Skills. Clinical Education Australia website; APPLinkup, APPLinkUp website; Herbert R., Research Note: Significance testing and hypothesis testing: meaningless, misleading and mostly unnecessary, J Physiother, 65, pp. 178-181, (2019); Physiotherapy Evidence Database web site; Brooks S.M., Milne N., Orr R.M., Terry R., Is a students' ability to critically self-reflect, related to their performance on physiotherapy clinical placements?, Aust J Clin Educ, 1, (2016); National Stroke Foundation web site; Health Workforce Australia web site; Bacopanos E., Edgar S., Employment patterns of Notre Dame graduate physiotherapists 2006-12: targeting areas of workforce need, Aust Health Rev, 40, pp. 188-193, (2015); Cross V., Begging to Differ? Clinicians' and academics' views on desirable attributes for physiotherapy students on clinical placement, Assess Eval High Educ, 23, pp. 295-311, (1998); Cross V., Approaching consensus in clinical competence assessment: third round of a delphi study of academics' and clinicians' perceptions of physiotherapy undergraduates, Physiotherapy, 87, pp. 341-350, (2001); Chipchase L.S., Galley P., Jull G., McMeeken J.M., Refshauge K., Naylor M., Et al., Characteristics of student preparedness for clinical learning: clinical educator perspectives using the Delphi approach, BMC Med Educ, 12, (2012); Trede F., Role of work-integrated learning in developing professionalism and professional identity, Asia-Pac J Coop Educ, 13, pp. 159-167, (2012); Judd B.K., Scanlan J.N., Alsion J.A., Waters D., Gordon C.J., The validity of a professional competence tool for physiotherapy students in simulation-based clinical education: a Rasch analysis, BMC Med Educ, 16, (2016); Dalton M., Davidson M., Development of the Assessment of Physiotherapy Practice (APP): A standardised and valid approach to assessment of clinical competence in physiotherapy. Australian Learning and Teaching Council (ALTC) Final Reports web site, (2009); APPLinkUp; ClinEdAus","V. Lawton; Department of Health Professions, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, Australia; email: vidya.lawton@mq.edu.au","","Australian Physiotherapy Association","","","","","","18369553","","","33358403","English","J. Physiother.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85098607514"
"Branch J.; Parker C.J.; Evans M.","Branch, James (57224780360); Parker, Christopher J. (55303496400); Evans, Mark (55568511563)","57224780360; 55303496400; 55568511563","Do User Experience (UX) Design Courses Meet Industry’s Needs? Analysing UX Degrees and Job Adverts","2021","Design Journal","24","4","","1","22","21","6","10.1080/14606925.2021.1930935","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108272773&doi=10.1080%2f14606925.2021.1930935&partnerID=40&md5=3dde3b2246cfc7e4826ede979c4bc7df","Loughborough University, Loughborough, United Kingdom","Branch J., Loughborough University, Loughborough, United Kingdom; Parker C.J., Loughborough University, Loughborough, United Kingdom; Evans M., Loughborough University, Loughborough, United Kingdom","With the recent growth in demand for skilled user experience (UX) practitioners, there has been a significant expansion of higher education UX degree courses. Yet, despite increasing educational provision, UX design industry figures criticize UX degree courses for not meeting industry’s needs. To examine the issue, this study asks: (1) What competencies are specified by UX degree courses? (2) How do UX and UX related degree courses’ competencies and employers’ requirements align? To answer these questions, the researchers analysed 93 programme and module specification documents for 34 UX, and UX related, degree courses and 50 job adverts for UX designers in the UK. The study concludes that UX, within formal education, is narrowly reliant on already established subjects and yet to mature into a holistic discipline. UX curricula are also developing in diverse ways across different institutions. Finally, the findings reveal that industry and academia have different priorities. The study underscores the need for further research into UX practice and pedagogy, cross-institutional cooperation, and enhanced connections with the communities of UX practice. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","careers; design; employability; pedagogy; UX","","","","","","","","Adams R., Mann L., Jordan S., Daly S., Exploring the Boundaries: Language, Roles and Structures in Cross-Disciplinary Design Teams, About: Designing - Analysing Design Meetings, pp. 339-358, (2009); Atkins M.J., Oven‐Ready and Self‐Basting: Taking Stock of Employability Skills, Teaching in Higher Education, 4, 2, pp. 267-280, (1999); Bakhshi H., Downing J.M., Osborne M.A., Schneider P., The Future of Skills: Employment in 2030, (2017); Biggs J., Teaching for Quality Learning at University, (2003); Bjoran K., (2016); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); BCS Foundation Certificate in User Experience Syllabus., (2018); BS EN ISO 9241-210:2019 Ergonomics of Human-System Interaction. Part 210: Human-Centred Design for Interactive Systems, (2019); Buzzard M., (2016); Cowan J., Harding A.G., A Logical Model for Curriculum Development, British Journal of Educational Technology, 17, 2, pp. 103-109, (1986); (2020); Evetts J., The Sociological Analysis of Professionalism: Occupational Change in the Modern World, International Sociology, 18, 2, pp. 395-415, (2003); Faiola A., The Design Enterprise: Rethinking the HCI Education Paradigm, Design Issues, 23, 3, pp. 30-45, (2007); Fawns T., Aitken G., Jones D., Ecological Teaching Evaluation vs the Datafication of Quality: Understanding Education with, and around, Data, Postdigital Science and Education, 3, 1, pp. 65-82, (2021); Forlizzi J., Ford S., The Building Blocks of Experience: An Early Framework for Interaction Designers, Proceedings of the 3rd Conference on Designing Interactive Systems (DIS 2000): Processes, Practices, Methods, and Techniques, New York, USA, pp. 419-423, (2000); Gray C.M., Evolution of Design Competence in UX Practice, ACM Press, pp. 1645-1654, (2014); Gray C.M., It’s More of a Mindset than a Method, Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems - CHI, pp. 4044-4055, (2016); Gray C.M., Making the Case for HCI Education: Developing and Sustaining Competence in Global HCI Education, (2019); Gray C.M., Kou Y., Co-Producing, Curating, and Defining Design Knowledge in an Online Practitioner Community, CoDesign, 15, 1, pp. 41-58, (2019); Gray C.M., Parsons P., Toombs A.L., Educational Technology beyond Content, (2020); Gray C.M., Stolterman E., Siegel M.A., Reprioritizing the Relationship between HCI Research and Practice, ACM Press, pp. 725-734, (2014); Gray C.M., Street N.G., Lafayette W., It’s More of a Mindset than a Method”: UX Practitioners’ Conception of Design Methods, Chi, 16, pp. 4044-4055, (2016); Gray C.M., Toombs A.L., Gross S., Flow of Competence in UX Design Practice, pp. 3285-3294, (2015); Hanington B., Martin B., Universal Methods of Design:100 Ways to Research Complex Problems.” Develop Innovative Ideas, and Design Effective Solutions, (2012); (2018); Kou Y., Gray C.M., Towards Professionalization in an Online Community of Emerging Occupation, ACM Press, pp. 322-334, (2018); Kou Y., Gray C.M., A Practice-Led account of the Conceptual Evolution of UX Knowledge, ACM Press, pp. 1-13, (2019); Lallemand C., Gronier G., Koenig V., User Experience: A Concept without Consensus? Exploring Practitioners’ Perspectives through an International Survey, Computers in Human Behavior, 43, pp. 35-48, (2015); Maeda J., (2018); Norman D.A., The Design of Everyday Things, (2002); Northedge A., Rethinking Teaching in the Context of Diversity, Teaching in Higher Education, 8, 1, pp. 17-32, (2003); Academic Credit in Higher Education in England - an Introduction, (2009); (2019); Rosenberg D., The Business of UX Management, Interactions, 26, 3, pp. 28-35, (2019); Rychen D.S., An Overarching Conceptual Framework for Assessing Key Competences in an International Context: Lessons from an Interdisciplinary and Policy-Oriented Approach, The Foundations of Evaluation and Impact Research, (2004); Sheppard B., Kouyoumjian G., Sarrazin H., Dore F., (2018); Stefani L., Planning Teaching and Learning: curriculum Design and Development, A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, pp. 40-57, (2008); Stolterman E., The Nature of Design Practice and Implications for Interaction Design Research, International Journal of Design, 2, 1, pp. 55-65, (2008); Tran L.U., King H., The Professionalization of Museum Educators: The Case in Science Museums, Museum Management and Curatorship, 22, 2, pp. 131-149, (2007); (2019); (2019); Urbaniak G.C., Plous S., (2013); Vorvoreanu M., Gray C.M., Parsons P., Rasche N., Advancing UX Education: A Model for Integrated Studio Pedagogy, Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems - CHI ’17, pp. 1441-1446, (2017); Wenger E., Communities of Practice: Learning, Meaning, and Identity, (2000); Winch C., Curriculum Design and Epistemic Ascent, Journal of Philosophy of Education, 47, 1, pp. 128-146, (2013); Winterton J., Turner J.J., Preparing Graduates for Work Readiness: An Overview and Agenda, Education + Training, 61, 5, pp. 536-551, (2019)","","","Taylor and Francis Ltd.","","","","","","14606925","","","","English","Des. J.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85108272773"
"Shashi Anand S.; Francis Saviour Devaraj A.; Kanniga Devi R.; Bala Subramanian C.; Raja Subramanian R.; Nagaraj P.","Shashi Anand, S. (57221677887); Francis Saviour Devaraj, A. (57221679273); Kanniga Devi, R. (49361367000); Bala Subramanian, C. (38360955500); Raja Subramanian, R. (57207876618); Nagaraj, P. (57215205769)","57221677887; 57221679273; 49361367000; 38360955500; 57207876618; 57215205769","Effective design and implementation oF B.Tech (CSE) curriculum with industry tie-ups","2021","Journal of Engineering Education Transformations","34","Special Issue","","191","200","9","5","10.16920/jeet/2021/v34i0/157140","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099743926&doi=10.16920%2fjeet%2f2021%2fv34i0%2f157140&partnerID=40&md5=31878b2de54529199e7c6aaf91612215","Kalasalingam Academy of Research and Education, Anandnagar, Krishnankoil, Virudhunagar Dt, India; Department of Computer Science and Engineering, School of Computing, Kalasalingam Academy of Research and Education, Anandnagar, Krishnankoil, Virudhunagar Dt, India","Shashi Anand S., Kalasalingam Academy of Research and Education, Anandnagar, Krishnankoil, Virudhunagar Dt, India; Francis Saviour Devaraj A., Department of Computer Science and Engineering, School of Computing, Kalasalingam Academy of Research and Education, Anandnagar, Krishnankoil, Virudhunagar Dt, India; Kanniga Devi R., Department of Computer Science and Engineering, School of Computing, Kalasalingam Academy of Research and Education, Anandnagar, Krishnankoil, Virudhunagar Dt, India; Bala Subramanian C., Department of Computer Science and Engineering, School of Computing, Kalasalingam Academy of Research and Education, Anandnagar, Krishnankoil, Virudhunagar Dt, India; Raja Subramanian R., Department of Computer Science and Engineering, School of Computing, Kalasalingam Academy of Research and Education, Anandnagar, Krishnankoil, Virudhunagar Dt, India; Nagaraj P., Department of Computer Science and Engineering, School of Computing, Kalasalingam Academy of Research and Education, Anandnagar, Krishnankoil, Virudhunagar Dt, India","The advent of globalization urges the Indian industries in diverse domains of engineering to adopt highly skilled manpower. The pattern of recruitment by the industries has been changing from recruitment-training model to recruitment-work model to meet the global needs and standards. Hence, to be aligned with the recruitmentwork model, it is an urgent requirement for the higher engineering educational institutions to adopt instituteindustry collaboration. The paper emphasizes the need of Institute-Industry(I2)collaboration, and illustrates the collaboration of Kalasalingam Academy of Research and Education with IBM-ICE in designing the curriculum and its implementation. The curriculum considers tracks such as Data Analytics, AI&ML, Cyber Security & Cyber Forensics, IoT etc. For effective teaching and learning, the collaboration facilitated the training of the faculty members by IBM personnel, adoption of innovative assessment schemes such as project based evaluation, non-standard quizzes, open book test, peer evaluation and industry personnel evaluation. The series of industrial webinars and guest lectures provide continuous support on updating the getting jobs. At the outset, it is believed that the Institute- Industry collaborations will help in making the graduates readily employable and aid in societal development. © 2021, Rajarambapu Institute Of Technology. All rights reserved.","B.Tech(CSE) curriculum; Employability; IBM ICE-KARE; Industry-Institute collaboration; SAP; Societal development","","","","","","","","Inzelt AnnamA¡ria, The evolution of university - industry - government relationships during transition, Research Policy, 33, 6-7, pp. 975-995, (2004); Calvert J, Patel P, University - industry research collaborations in the UK: bibliometric trends, Science and Public Policy, 30, 2, pp. 85-96, (2003); Guidelines on University-Industry Relations 1989, (1989); Bhattacharya Sujit, Praveen Arora, Industrial linkages in Indian universities: What they reveal and what they imply?, Scientometrics, 70, 2, pp. 277-300, (2007); Bhattacharya Sujit, Arora Praveen, Industrial linkages in Indian Universities: What they reveal and what they imply, Scientometrics, 70, 2, pp. 277-300, (2007); De'Este P, Patel P, University - industry linkages in the UK: What are the factors underlying the variety of interactions with industry?, Research Policy, 36, 9, pp. 1295-1313, (2007); Inzelt Annamaria, The evolution of university-industry-government relationships during transition, Research Policy, 33, pp. 975-995, (2004); (1989); Calvert J., Patel P., University - Industry Research Collaborations in the UK: bibliometric trends, Science and Public Policy, 20, 2, pp. 85-96, (2003); Parameswaran A.N., Suresh E.S.M., A study on the factors promoting Industry-Institute Collaboration for different streams of technical institutions. Paper ID 142, Proceedings of the 39th ISTE Annual Convention and National Conference on Managing Technical Education for Leveraging Innovation and Entrepreneurship, (2009); Kawday D., Industry-Academia Collaboration: Need of the Hour for India, UNIVERSITY NEWS, 57, (2019)","","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85099743926"
"O’Leary S.","O’Leary, Simon (56902309300)","56902309300","Gender and management implications from clearer signposting of employability attributes developed across graduate disciplines","2021","Studies in Higher Education","46","3","","437","456","19","16","10.1080/03075079.2019.1640669","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101945718&doi=10.1080%2f03075079.2019.1640669&partnerID=40&md5=78e5d09ca220a48c6c37a25377fced4d","Faculty of Business & Management, Regent’s University London, London, United Kingdom","O’Leary S., Faculty of Business & Management, Regent’s University London, London, United Kingdom","Following identifications of gendered inconsistencies in higher education delivery [Ain, C., F. Sabir, and J. Willison. 2018. “Research Skills That men and Women Developed at University and Then Used in Workplaces.” Studies in Higher Education, Published online. doi:10.1080/03075079.2018.1496412], this work exposes unseen gender-related issues in the graduate population. With graduates prevalent as managers, developing management attributes and employability is emphasised across higher education. Meanwhile, notable disciplinary gender imbalances exist across education and this research explores employability in this context by triangulating Higher Education Statistics Agency and Higher Education Academy data with graduates' degree experiences. Findings reveal notable levels of employability-related support existing, with significant disciplinary variations in its visibility. Some remains unseen, especially in female-orientated disciplines, creating a gap populated by almost 50% more females than males. Consequently, fewer female graduates may recognise certain capabilities as being management-related, potentially resulting in slower career progression compared to male peers, as observed by the Office for National Statistics [ONS. 2019. Overeducation and Hourly Wages in the UK Labour Market; 2006 to 2017. London: Office for National Statistics. Accessed May 2, 2019. https://www.ons.gov.uk/economy/nationalaccounts/uksectoraccounts/compendium/economicreview/april2019/overeducationandhourlywagesintheuklabourmarket2006to2017]. Opportunities exist across disciplines, especially the arts, humanities and social sciences, to enhance visibilities of employability-related support. © 2019 Society for Research into Higher Education.","attributes; discipline; employability; gender; graduate; Management","","","","","","","","Acker J., Hierarchies, Jobs, Bodies: A Theory of Gendered Organizations, Gender & Society, 4, 2, pp. 139-158, (1990); Ahmetoglu G., Leutner F., Chamorro-Premuzic T., EQ-Nomics: Understanding the Relationship Between Individual Differences in Trait Emotional Intelligence and Entrepreneurship, Personality and Individual Differences, 51, pp. 1028-1033, (2011); Ain C., Sabir F., Willison J., Research Skills That Men and Women Developed at University and Then Used in Workplaces, Studies in Higher Education, (2018); Andrews J., Higson H., Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Perspective, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Arbaugh J., Where are the Dedicated Scholars of Management Learning and Education?, Management Learning, 47, 2, pp. 230-240, (2015); Archer W., Davison J., Graduate Employability: The View of Employers, (2008); Barbulescu R., Bidwell M., Do Women Choose Different Jobs from Men? 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Carlson J., Crawford M., Perceptions of Relational Practices in the Workplace, Gender, Work & Organization, 18, 4, pp. 359-376, (2011); Chesworth N., The 12 Must-Haves to Get That Job, (2012); Christie F., The Reporting of University League Tables: A Critical Review, Education and Work, 30, 4, pp. 403-418, (2016); Cole D., A Framework for Embedding Employability in Higher Education, (2016); Cranmer S., Enhancing Graduate Employability: Best Intentions and Mixed Outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Denscombe M., Ground Rules for Good Research: A 10 Point Guide for Social Researchers, (2002); Di Pietro G., Degree Classification and Recent Graduates’ Ability: Is There any Signalling Effect?, Education and Work, 30, 5, pp. 501-514, (2016); Donald W., Ashleigh M., Baruch Y., Students’ Perceptions of Education and Employability, Career Development International, 23, 5, pp. 513-540, (2018); Elmuti D., Jia H., Davis H., Challenges Women Face in Leadership Positions and Organizational Effectiveness: An Investigation, Journal of Leadership Education, 8, 2, pp. 167-187, (2009); The Bologna Declaration, (1999); Finch D., Hamilton L., Baldwin R., Zehner M., An Exploratory Study of Factors Affecting Undergraduate Employability, Education + Training, 55, 7, pp. 681-704, (2013); Froese F., Peltokorpi V., Varma A., Hitotsuyanagi-Hansel A., Merit-based Rewards, Job Satisfaction and Voluntary Turnover: Moderating Effects of Employee Demographic Characteristics, British Journal of Management, 30, 3, pp. 610-623, (2019); Gallant A., Symbolic Interactions and the Development of Women Leaders in Higher Education, Gender, Work & Organization, 21, 3, pp. 203-216, (2014); Gaucher D., Friesen J., Kay A., Evidence That Gendered Wording in Job Advertisements Exists and Sustains Gender Inequality, Personality and Social Psychology, 101, 1, pp. 109-128, (2011); Gbadamosi G., Evans C., Richardson M., Ridolfo M., Employability and Students’ Part-Time Work in the UK: Does Self-Efficacy and Career Aspiration Matter?, British Educational Research Journal, 41, 6, pp. 1086-1107, (2015); Goodman J., Fields D., Blum T., Cracks in the Glass Ceiling: In What Kinds of Organizations Do Women Make it to the Top?, Group and Organization Management, 28, 4, pp. 475-501, (2003); Gracia L., Employability and Higher Education: Contextualising Female Students’ Workplace Experiences to Enhance Understanding of Employability Development, Education and Work, 22, 4, pp. 301-318, (2009); Haug G., Tauch C., Towards the European Higher Education Area: Survey of Main Reforms from Bologna to Prague, (2001); Women in the Workplace: A Research Roundup, Harvard Business Review, 9, pp. 86-89, (2013); Undergraduates Engaged in their Courses but Only Half Feel Equipped for the World of Work, (2016); Higher Education Statistics for the UK 2010/11, (2012); Higher Education Student Enrolments and Qualifications Obtained at Higher Education Providers in the United Kingdom 2014/15; Statistical First Release 224, (2016); Destinations of Leavers from Higher Education Longitudinal Survey, (2017); Hinchcliffe G., Jolly A., Graduate Identity and Employability, British Educational Research, 37, 4, pp. 563-584, (2011); Holmes L., Reconsidering Graduate Employability: The ‘Graduate Identity’ Approach, Quality in Higher Education, 7, 2, pp. 111-119, (2001); Holmes L., Realist and Relational Perspectives on Graduate Identity and Employability: A Response to Hinchliffe and Jolly, British Educational Research, 39, 6, pp. 1044-1059, (2012); Hoobler J., Lemmon G., Wayne S., Women’s Underrepresentation in Upper Management: New Insights on a Persistent Problem, Organizational Dynamics, 40, pp. 151-156, (2011); The Gender Wage Gap, (2016); Jackson D., Testing a Model of Undergraduate Competence in Employability Skills and its Implications for Stakeholders, Education and Work, 27, 2, pp. 220-242, (2014); Jackson D., Chapman E., Non-technical Competencies in Undergraduate Business Degree Programs: Australian and UK Perspectives, Studies in Higher Education, 37, 5, pp. 541-567, (2012); Jackson D., Wilton N., Career Choice Status among Undergraduates and the Influence of Career Management Competencies and Perceived Employability, Education and Work, 30, 5, pp. 552-569, (2016); 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What’s Not? What Now?, Academy of Management Learning and Education, 15, 2, pp. 345-365, (2016); Wickramasinghe V., Perera L., Graduates’, University Lecturers’ and Employers’ Perceptions Towards Employability Skills, Education + Training, 52, 3, pp. 226-244, (2010); Wilson T., A Review of Business-University Collaboration, (2012); Wilton N., Do Employability Skills Really Matter in the UK Graduate Labour Market? The Case of Business and Management Graduates, Work Employment and Society, 25, 1, pp. 85-100, (2011); Yoong D., Mohd Don Z., Foroutan M., Prescribing Roles in the Employability of Malaysian Graduates, Education and Work, 30, 4, pp. 432-444, (2017); Yorke M., Employability in Higher Education: What it is - What it is Not, (2006); Young L., Enterprise For All: The Relevance of Enterprise in Education, (2014); Zou M., Gender, Work Orientations and job Satisfaction, Work Employment and Society, 29, 1, pp. 3-22, (2015)","S. O’Leary; Faculty of Business Management, Regent’s University London, London, Inner Circle, Regent’s Park, NW1 4NS, United Kingdom; email: olearys@regents.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","","Scopus","2-s2.0-85101945718"
"Ekpe I.; Mat N.; Anifowose S.; Adelaiye M.O.; Ofeimun G.O.","Ekpe, Isidore (56398535900); Mat, Norsiah (57204050421); Anifowose, Simeon (57223436848); Adelaiye, Mary Olufunmilayo (56398541600); Ofeimun, Godwin Omogbai (57223435093)","56398535900; 57204050421; 57223436848; 56398541600; 57223435093","Scaffolding career skills with entrepreneurial skills for youths' employment in Nigeria: Attitude, social influence as moderators","2021","International Journal of Management in Education","15","3","","199","215","16","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105883893&partnerID=40&md5=7f39f9a321648815d24e93fbc0f6bc65","Department of Business Administration, Faculty of Social and Management Sciences, Anchor University, Ayobo-Ipaja, Lagos State, Nigeria; Department of Human Resources Management, School of Business Management, Universiti Utara Malaysia, Sintok, Kedah, Malaysia; Department of Business Administration and Management, Federal Polytechnic, Bauchi, Bauchi State, Nigeria; Department of Accounting and Finance, Faculty of Humanities, Social and Management Sciences, Edwin Clark University, Kiagbodo, Delta State, Nigeria","Ekpe I., Department of Business Administration, Faculty of Social and Management Sciences, Anchor University, Ayobo-Ipaja, Lagos State, Nigeria; Mat N., Department of Human Resources Management, School of Business Management, Universiti Utara Malaysia, Sintok, Kedah, Malaysia; Anifowose S., Department of Business Administration, Faculty of Social and Management Sciences, Anchor University, Ayobo-Ipaja, Lagos State, Nigeria; Adelaiye M.O., Department of Business Administration and Management, Federal Polytechnic, Bauchi, Bauchi State, Nigeria; Ofeimun G.O., Department of Accounting and Finance, Faculty of Humanities, Social and Management Sciences, Edwin Clark University, Kiagbodo, Delta State, Nigeria","Among other objectives, this study sought to examine the relationship between career skills and entrepreneurial skills, and entrepreneurial opportunities among undergraduate youths in Nigeria. The purpose was to enable the government develop appropriate educational curriculum that would meet the employability needs of Nigerian youths upon graduation. Proportionate stratified random sampling was used to select sample members from 629 third year undergraduate students from three universities in the north, east and west regions of Nigeria. With the use of probability sampling, sample members were selected from the list of registered 300 level students in the faculties. Descriptive statistics and hierarchical regression were used to analyse data. One of the results indicated that combining career training with entrepreneurial education could lead to self-employment among Nigerian youths after graduation. Therefore, the government should make entrepreneurship studies a compulsory 8-semester course in all undergraduate degree programs in Nigeria. The study was limited to Universities. Copyright © 2021 Inderscience Enterprises Ltd.","Attitude; Career skills; Entrepreneurial opportunities; Entrepreneurial skills; Nigerian youths; Social influence","","","","","","","","Adebayo A.A., Youths' unemployment and crime in Nigeria: a nexus and implications for national development, International Journal of Sociology and Anthropology, 5, 8, pp. 350-357, (2013); Ajzen I., The theory of planned behaviour, The Organizational Behaviour and Human Decision Processes, 50, pp. 179-211, (1991); Alabi T., Youths' unemployment and crime control: an analysis of Nigerian experience, European Scientific Journal, 10, 2, pp. 301-312, (2014); Al-Mamun A., Ekpe I., Entrepreneurial traits and micro-enterprise performance: a study among women micro-entrepreneurs in Malaysia, Development in Practice, 26, 2, pp. 193-202, (2016); Antoncic B., Impacts of diversification and corporate entrepreneurship strategy making on growth and profitability: a normative model, Journal of Enterprising Culture, 14, 1, pp. 49-63, (2006); 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Ukpere W.I., Globalization and the challenges of unemployment, income inequality and poverty in Nigeria, African Journal of Business Management, 5, 15, pp. 6072-6084, (2011); Vob R., Muller C., How are the conditions for high-tech start-ups in Germany, International Journal of Entrepreneurship and Small Business, 7, 3, pp. 285-311, (2009); Weirich H., Cannice M.V., Koontz H., Management: A Global and Entrepreneurial Perspective, (2008); Yun C., Yuan-qiong H., The impact of perceived social environment on students' entrepreneurial intentions: a Chinese perspective, the International Conference on E-Product, E-Service and E-Entertainment (ICEEE'10), pp. 1-4, (2010)","I. Ekpe; Department of Business Administration, Faculty of Social and Management Sciences, Anchor University, Ayobo-Ipaja, Nigeria; email: iekpe@aul.edu.ng","","Inderscience Publishers","","","","","","1750385X","","","","English","Int. J. Manage. Educ.","Article","Final","","Scopus","2-s2.0-85105883893"
"Schumann M.F.; Paul A.M.","Schumann, Margaret Fenerty (57221979855); Paul, Anju Mary (38062041600)","57221979855; 38062041600","The giving up of weekly rest-days by migrant domestic workers in Singapore: When submission is both resistance and victimhood","2021","Social Forces","98","4","","1695","1718","23","3","10.1093/SF/SOZ089","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100843738&doi=10.1093%2fSF%2fSOZ089&partnerID=40&md5=64658c1ecfab5f11f1d4516f92db66bd","Yale-NUS College","Schumann M.F., Yale-NUS College; Paul A.M., Yale-NUS College","Why do so few live-in migrant domestic workers (MDWs) in Singapore utilize their weekly rest-day entitlement? Using data drawn from 3,886 online profiles of prospective MDWs and 40 interview sessions with MDWs, employers, and manpower agencies, we demonstrate how the industry encourages a logic of submission around rest-days. Through processual analysis, we unearth multiple, repeated moments of capitulation at key moments in a MDW’s work-life: (1) their interactions with a recruitment agency while still in their home country; (2) their matching with an overseas employer; (3) the duration of their two-year contract; and (4) the time of contract renewal. Submission to less frequent rest-days can secure their employability and financial mobility but also further individuates the MDW within the employer’s household and may lead to the engraining of a habitus of submissiveness towards their employers that can open the door to workers’ exploitation. We demonstrate how nationality and work experience further inflect this logic of submission to motivate non-Filipina and inexperienced MDWs to request even fewer rest-days than their counterparts. By combining feminist migration scholarship on Asian MDWs, with a sociology of law analysis, we offer up an example of how the same act of submission can simultaneously embody both resistance and victimhood depending upon the temporal and spatial scale used, and varying interpretations of the rest-day benefit as a much-needed respite, a monetizable benefit, or a signaling mechanism. © The Author(s) 2019. Published by Oxford University Press on behalf of the University of North Carolina at Chapel Hill. 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A Journal for Empirical Sociology, Social Psychology, and Ethnic Research, 59, 2, pp. 145-172, (2009); Lan Pei-Chia, Political and Social Geography of Marginal Insiders: Migrant Domestic Workers in Taiwan, Asian and Pacific Migration Journal, 12, pp. 99-125, (2003); Among Women: Migrant Domestics and Their Taiwanese Employers across Generations, Global Woman: Nannies, Maids, and Sex Workers in the New Economy, (2003); Global Cinderellas: Migrant Domestics and Newly Rich Employers in Taiwan, (2006); Lindquist Johan, Labour Recruitment, Circuits of Capital and Gendered Mobility: Reconceptualizing the Indonesian Migration Industry, Pacific Affairs, 83, 1, pp. 115-132, (2010); The Elementary School Teacher, the Thug and His Grandmother: Informal Brokers and Transnational Migration from Indonesia, Pacific Affairs, 85, 1, pp. 69-89, (2012); Mahmood Saba, Feminist Theory, Embodiment, and the Docile Agent: Some Reflections on the Egyptian Islamic Revival, Cultural Anthropology, 16, 2, pp. 202-236, (2001); Marshall Anna-Maria, Idle Rights: Employees’ Rights Consciousness and the Construction of Sexual Harassment Policies, Law & Society Review, 39, 1, pp. 83-124, (2005); How do I calculate my FDW’s pay in-lieu of a weekly rest day?, (2018); Foreign Workforce Numbers, (2018); Cancel a Work Permit for a Foreign Domestic Worker, (2018); O'Connell Davidson Julia, Troubling Freedom: Migration, Debt, and Modern Slavery, Migration Studies, 1, 2, pp. 176-195, (2013); Ozyegin Gul, Untidy Gender: Domestic Service in Turkey, (2001); Parrenas Rhacel S., Servants of Globalization: Women, Migration and Domestic Work, (2001); The Indentured Mobility of Migrant Women: How Gendered Protectionist Laws lead Filipina Hostesses to Forced Sexual Labor, Journal of Workplace Rights, 15, 3–4, pp. 327-339, (2011); Paul Anju M., Multinational Maids: Stepwise Migration in a Global Labor Market, (2017); Stepwise International Migration: A Multistage Migration Pattern for the Aspiring Migrant, American Journal of Sociology, 116, 6, pp. 1842-1886, (2011); Platt Maria, Brenda Yeoh, Grace Baey, Et al., Financing Migration, Generating Remittances and the Building of Livelihood Strategies: A Case Study of Indonesian Migrant Women as Domestic Workers in Singapore, Migrating Out of Poverty Research Programme Consortium Working Paper 10, (2013); Platt Maria, Grace Baey, Yeoh Brenda S. A., Yen Khoo Choon, Theodora Lam, Debt, Precarity and Gender: Male and Female Temporary Labour Migrants in Singapore, Journal of Ethnic and Migration Studies, 43, 1, pp. 119-136, (2016); Rudnyckyi Daromir, Technologies of Servitude: Governmentality and Indonesian Transnational Labor Migration, Anthropological Quarterly, 77, 3, pp. 407-434, (2004); Sayres Nicole J., An Analysis of the Situation of Filipino Domestic Workers, Working paper, ILO Special Action Programme to Combat Forced Labour: Mobilizing Action for the Protection of Domestic Workers from Forced Labour and Trafficking in Southeast Asia, (2007); Schwenken H., RESPECT for All: The Political Self-Organization of Female Migrant Domestic Workers in the European Union, Refuge, 21, 3, pp. 45-52, (2003); Sim Amy, Organising Discontent: NGOs for Southeast Asian Migrant Workers in Hong Kong, Asian Journal of Social Science, 31, pp. 478-510, (2003); Scott James C., Domination and the Arts of Resistance: Hidden Transcripts, (1990); Weapons of the Weak: Everyday Forms of Peasant Resistance, (1985); Turton D., Conceptualising Forced Migration, (2003); Tyner James A., Asian Labor Recruitment and the World Wide Web, The Professional Geographer, 50, 3, pp. 331-344, (1998); The Web-Based Recruitment of Female Foreign Domestic Workers in Asia, Singapore Journal of Tropical Geography, 20, 2, pp. 193-209, (1999); The Price of a Job: New Domestic Workers and Efforts to Reduce the Costs in Starting Employment in Singapore, (2016); Xiang Biao, Global “Body Shopping: An Indian Labor System in the Information Technology Industry, (2007); Yeoh Brenda S.A., Bifurcated Labour: The Unequal Incorporation of Transmigrants in Singapore, Tijdschrift Voor Economische En Sociale Geografie, 97, 1, pp. 26-37, (2006); Yeoh Brenda S. A., Shirlena Huang, Negotiating Public Space: Strategies and Styles of Migrant Female Domestic Workers in Singapore, Urban Studies, 35, 3, pp. 583-602, (1998); Transnational Domestic Workers and the Negotiation of Mobility and Work Practices in Singapore’s Home-Spaces, Mobilities, 5, 2, pp. 219-236, (2010); Yuen Stacey X. E., Paul Anju M., The Workplace-Entitlements Knowledge of Filipino and Indonesian Migrant Domestic Workers in Singapore, Journal of Immigrant and Refugee Studies, (2019)","A.M. Paul; Yale-NUS College, Singapore, 10 College Avenue West, #01-101, 138609, Singapore; email: anju.paul@yale-nus.edu.sg","","Oxford University Press","","","","","","00377732","","","","English","Soc. Forces","Article","Final","","Scopus","2-s2.0-85100843738"
"Wiafe E.A.","Wiafe, Emmanuel Agyapong (57034076900)","57034076900","Willingness of employers to employ ex-convicts among selected SMEs in the western region of Ghana","2021","Cogent Social Sciences","7","1","1868670","","","","6","10.1080/23311886.2020.1868670","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099706100&doi=10.1080%2f23311886.2020.1868670&partnerID=40&md5=c255ed479f5cab3f195487cb85e3ed99","Department of Economics, School of Liberal Arts and Social Sciences, Ghana Institute of Management and Public Administration, Ghana","Wiafe E.A., Department of Economics, School of Liberal Arts and Social Sciences, Ghana Institute of Management and Public Administration, Ghana","Punitive measure against anyone is for correctional purpose and making individuals become better citizens. In this regard, incarceration is supposed to lead to the rehabilitation of individuals to make them socially fit. However, ex-convicts face challenges in society including employment. Therefore, this study explores the willingness of an employer to employ an ex-convict. To achieve the objectives, a survey research design was adopted, and the responses obtained from a sample of 283 SME owners in the Western Region of Ghana. The findings show a high level of un-willingness of SME business to employing ex-convict. Again, employers and owners of SMEs have a negative inclination toward hiring ex-convicts. However, individuals with high levels of education and skills were found to have a better chance of being gainfully employed. To help the situation, education, training, tax reliefs and development of legal framework toward employing ex-convict would help deal with this situation. © 2021 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.","employability; employment; Ex-convict; the attitude of employers; willing to employ","","","","","","","","Abotchie C., Treatment of criminals and crime prevention in Ghana, (2008); Addo K.A., Learning work skills on the outside: Opportunities for self-development and deintegration among former prisoners in Ghana, Science Journal of Education., 2, 2, pp. 37-17, (2014); Amankwaa R., Hodibert V.A., Kwabiah A., Towards defining family business in Ghana: The perspective of SME owners in takoradi metropolis, Ghana, Africa Development and Resources Research Institute Journal, 25, 10-13, pp. 49-62, (2016); Angell B., Matthews E., Barrenger S., Watson A.C., Draine J., Engagement processes in model programs for community reentry from prison for people with serious mental illness, International journal of law and psychiatry, 37, 5, pp. 490-500, (2014); Appiah-Hene G.J., Alternatives to imprisonment in Ghana: A focus on Ghana’s criminal justice system, Unpublished Masters’ Thesis. A thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in the school of criminology, (1989); Atkin C.A., Armstrong G.S., Does the concentration of parolees in a community impact employer attitudes toward the hiring of ex-offenders?, Criminal Justice Policy Review, 24, 1, pp. 71-93, (2013); Barry E., Reid-Green C., The foster care system and the children of incarcerated parents: Summary of concerns, Custody issues for incarcerated parents: a practitioner's guide, (1985); Bellair P.E., Kowalski B.R., Low-skill employment opportunity and African American-White difference in recidivism, Journal of Research in Crime and Delinquency, 48, 2, pp. 176-208, (2011); Boateng M.A., Public attitude towards ex-convicts’ reintegration in madina township, Doctoral dissertation, (2017); Collins S., Coffey M., Cowe F., Stress, support and well-being as perceived by probation trainees, Probation Journal, 56, 3, pp. 238-256, (2009); Colvin M., pp. 7-184, (1920); Couloute L., Kopf D., Out of prison & out of work: Unemployment among formerly incarcerated people, (2018); Dissel A., Rehabilitation and reintegration in African prisons, Human rights in African prisons, pp. 155-177, (2008); Evans L., Locked up, then locked out: Women coming out of prison., pp. 15-308, (2007); Freeman R.M., Social distance and discretionary rule enforcement in a women’s prison. Prison Journal, pp. 191-205, (2003); Gainsborough J., Mauer M., Diminishing returns: Crime and incarceration in the 1990’s, (2004); Gehring T., pp. 41971935-205, (2000); Ghana Police Annual Report, (2014); Graffam J., Shinkfield A.J., Lavelle B., Recidivism among participants of an employment assistance program for prisoners and offenders, International journal of offender therapy and comparative criminology, 58, 3, pp. 348-363, (2014); Hagan M., The impact of the rehabilitation programmes of the Nsawam prisons on its inmates, Doctoral dissertation, (2013); Harris P.M., Keller K.S., Ex-offenders need not apply: The criminal background check in hiring decisions, Journal of Contemporary Criminal Justice, 21, 1, pp. 6-30, (2005); Hirschfield P.J., Piquero A.R., Normalization and legitimation: Modeling stigmatizing attitudes toward ex-Offenders, Criminology, 48, 1, pp. 27-55, (2010); Holzer H.J., Raphael S., Stoll M.A., Employer demand for ex-offenders: Recent evidence from Los Angeles, (2003); Immerwahr J., Johnson J., Prisoner re-entry and the institutions of civil society: Bridges and barriers to successful reintegration, Working Discussion Paper for the Urban Institute’s Re-entry Roundtable, (2002); Immerwahr J., Johnson J., The revolving door: Exploring public attitudes toward prisoners re-entry, (2002); Israel G.D., Determining sample size (Fact sheet PEOD-6), (1992); Kenemore K., Roldan I., Staying straight: Lessons from ex-offenders. Offender therapy and comparative, Criminology, 53, pp. 29-42, (2006); Kivivuori J., Linderborg H., Negative life events and self-control as correlates of self-assessed re-offending probability among finnish prisoners, European Journal of Criminology, 7, 2, pp. 123-139, (2010); Kobayashi E., Grasmick H., Friedrich G., A cross‐cultural study of shame, embarrassment, and management sanctions as deterrents to noncompliance with organizational rules. Communication Research Reports, 18(2), 105-117, (2001); Kunateh M.A., Congestion in Ghana prisons degenerated, (2008); Laub J.H., Sampson R.J., Shared beginnings, divergent lives. Delinquent boys to age 70, (2003); LeBel T.P., If one doesn’t get you another one will: Formerly incarcerated persons’ perceptions of discrimination, The Prison Journal, 92, 1, pp. 63-87, (2012); Link B.G., Phelan J.C., Conceptualizing stigma, Annual review of Sociology, 27, 1, pp. 363-385, (2001); Manza J., Clem B., Uggen C., Public attitudes toward felon disenfranchisement in the United States, Public Opinion Quarterly, 68, 2, pp. 275-286, (2004); Nally J.M., Lockwood S., Ho T., Knutson K., Post-release recidivism and employment among different types of released offenders: A 5-year follow-up study in the United States, International Journal of Criminal Justice Sciences, 9, (2014); Osayi K.K., Socio-cultural factors affecting reintegration of discharged prisoners in Anambra State, South East, Nigeria, Mediterranean. Journal of Social Sciences, 4, 10, pp. 775-779, (2013); Owens C.D., Social symbols, stigma, and labor market experiences of former prisoners, The Journal of Correctional Education, 60, 4, (2009); Contemporary Problems of Extradition: Human Rights, Grounds for Refusal and the Principle Aut Dedere Aut Judicare, UNAFEI Annual Report for 1999 and Resource Material Series No. 57, (2011); Skoler D.L., There’s more to crime control than the “get tough” approach, The Annals of the American Academy of Political and Social Science, 397, 1, pp. 28-39, (1971); Taxman F.S., The offender and re-entry: Supporting active participation in reintegration, (2004); Tillyer M.S., Vose B., Journal of Criminal Justice, (2011); Travis J., Amy L.S., Waul M., From prison to home: The dimensions and consequences of prisoner re-entry. Washington, (2001); Travis J., Visher C., Prisoner re-entry and crime in America, (2005); Visher C.A., Travis J., Transitions from Prison to Community: Understanding Individual Pathways, Annual review of sociology, 29, 1, pp. 89-113, (2003); A survey on Recidivists, New York, 1990, (1990); Young A., Employer attitudes toward hiring first time felons in newport news, virginia, Unpublished Masters thesis, (2011)","E.A. Wiafe; School of Liberal Art and Social Sciences, Ghana Institute of Management and Public Administration, Ghana; email: ewiafe@gimpa.edu.gh","","Cogent OA","","","","","","23311886","","","","English","Cogent Soc. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85099706100"
"Sankaran M.; Rath A.K.","Sankaran, Meenakshi (57201088103); Rath, Amiya Kumar (7006690086)","57201088103; 7006690086","Assessing undergraduate engineering programmes using alumni feedback","2021","Journal of Engineering Education Transformations","34","Special Issue","","733","741","8","6","10.16920/jeet/2021/v34i0/157174","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099766311&doi=10.16920%2fjeet%2f2021%2fv34i0%2f157174&partnerID=40&md5=ce70209e37fe626030655bf8f089a1b3","VIT Business School, VIT Bhopal University, Madhya Pradesh, VIT Bhopal University, Madhya Pradesh, India; Department of CSE, VSSUT, Burla. Deputed as adviser, National Assessment and Accreditation Council, Bengaluru, India","Sankaran M., VIT Business School, VIT Bhopal University, Madhya Pradesh, VIT Bhopal University, Madhya Pradesh, India; Rath A.K., Department of CSE, VSSUT, Burla. Deputed as adviser, National Assessment and Accreditation Council, Bengaluru, India","A survey was conducted among the alumni of various engineering colleges affiliated to a technical university located in the eastern part of India. The survey intended to obtain alumni responses on three aspects - alumni’s own assessment on the attainment of learning outcomes from the curricular components; their views on the requisite knowledge and skills essential for an engineer to perform effectively in the workplace; and their opinion on the additional curricular components that could enhance the students’ employability skills. The results reveal that the respondents are dissatisfied with the learning outcomes they attained from the curriculum components. The respondents also perceive that adaptability, stress management, lifelong learning and teamwork are the key skills that need be acquired by an engineer. Additionally, they also opine that work-connected learning, group projects and career advice are some other curricular features that could enhance students’ employability skills. © 2021, Rajarambapu Institute Of Technology. All rights reserved.","Alumni; Assessment; Curriculum; Engineering graduates; Soft skills; Technical skills","","","","","","","","Criteria for accrediting engineering programs, (2000); Chivore B.S., Curriculum Evaluation in Zimbabwe: An Appraisal of Case Studies, (1992); Ebert K., Axelsson L., Harbor J., Opportunities and challenges for building alumni networks in Sweden: A case study of Stockholm University, Journal of Higher Education Policy and Management, 37, 2, pp. 252-262, (2015); Gallo M. L., Higher education over a lifespan: a gown to grave assessment of a lifelong relationship between universities and their graduates, Studies in Higher Education, 38, 8, pp. 1150-1161, (2013); George D., Mallery M., Using SPSS for Windows step by step: a simple guide and reference, (2003); Heywood J., Engineering education: Research and development in curriculum and instruction, (2005); Maree K., First steps in research, (2007); McAlexander J. H., Koenig H. F., University experiences, the student-college relationship, and alumni support, Journal of Marketing for Higher Education, 10, 3, pp. 21-44, (2001); McMasters J. H., Cummings R. M., From farther, faster, higher to leaner, meaner, greener: Further directions in aeronautics, Journal of aircraft, 41, 1, pp. 51-61, (2004); Meenakshi S., Mohanty S., Importance versus Achieved: A Cross-Sectional Study on Engineering Students’ Perception on Generic Attributes, Journal of Engineering Education Transformations, 31, 1, pp. 48-55, (2017); National Board of Accreditation Parameters Criteria and Process; Nulty Duncan D., The adequacy of response rates to online and paper surveys: what can be done?, Assessment & Evaluation in Higher Education, 33, 3, pp. 301-314, (2008); Pinelli T. E., From student to entry-level professional: Examining the role of language and written communications in the reacculturation of aerospace engineering students, Technical Communication, 42, 3, pp. 492-503, (1995); Puerzer R. J., Rooney D. M., The alumni survey as an effective assessment tool for small engineering programs, Journal of Engineering Education, 91, 1, pp. 109-116, (2002); Saunders-Smits G., de Graaff E., Assessment of curriculum quality through alumni research, European Journal of Engineering Education, 37, 2, pp. 133-142, (2012); Shoemaker D., Research in Alumni Relations: Surveying Alumni To Improve Your Programs, Report on the Association for Institutional Research (AIR)/CASE Alumni Research Conference, (1999); Skari L. A., Community college alumni: Predicting who gives, Community College Review, 42, 1, pp. 23-40, (2014); Criteria for accrediting engineering programs, (2000); Chivore B.S., Curriculum Evaluation in Zimbabwe: An Appraisal of Case Studies, (1992); Ebert K., Axelsson L., Harbor J., Opportunities and challenges for building alumni networks in Sweden: A case study of Stockholm University, Journal of Higher Education Policy and Management, 37, 2, pp. 252-262, (2015); Gallo M. L., Higher education over a lifespan: a gown to grave assessment of a lifelong relationship between universities and their graduates, Studies in Higher Education, 38, 8, pp. 1150-1161, (2013); George D., Mallery M., Using SPSS for Windows step by step: a simple guide and reference, (2003); Heywood J., Engineering education: Research and development in curriculum and instruction, (2005); Maree K., First steps in research, (2007); McAlexander J. H., Koenig H. F., University experiences, the student-college relationship, and alumni support, Journal of Marketing for Higher Education, 10, 3, pp. 21-44, (2001); McMasters J. H., Cummings R. M., From farther, faster, higher to leaner, meaner, greener: Further directions in aeronautics, Journal of aircraft, 41, 1, pp. 51-61, (2004); Meenakshi S., Mohanty S., Importance versus Achieved: A Cross-Sectional Study on Engineering Students’ Perception on Generic Attributes, Journal of Engineering Education Transformations, 31, 1, pp. 48-55, (2017); National Board of Accreditation Parameters Criteria and Process; Nulty Duncan D., The adequacy of response rates to online and paper surveys: what can be done?, Assessment & Evaluation in Higher Education, 33, 3, pp. 301-314, (2008); Pinelli T. E., From student to entry-level professional: Examining the role of language and written communications in the reacculturation of aerospace engineering students, Technical Communication, 42, 3, pp. 492-503, (1995); Puerzer R. J., Rooney D. M., The alumni survey as an effective assessment tool for small engineering programs, Journal of Engineering Education, 91, 1, pp. 109-116, (2002); Saunders-Smits G., de Graaff E., Assessment of curriculum quality through alumni research, European Journal of Engineering Education, 37, 2, pp. 133-142, (2012); Shoemaker D., Research in Alumni Relations: Surveying Alumni To Improve Your Programs, Report on the Association for Institutional Research (AIR)/CASE Alumni Research Conference, (1999); Skari L. A., Community college alumni: Predicting who gives, Community College Review, 42, 1, pp. 23-40, (2014)","M. Sankaran; VIT Business School, VIT Bhopal University, Madhya Pradesh, VIT Bhopal University, Madhya Pradesh, India; email: meenakshi.sankaran@vitbhopal.ac.in","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85099766311"
"Holmes H.; Burgess G.","Holmes, Hannah (57222038480); Burgess, Gemma (36547370600)","57222038480; 36547370600","Homelessness Prevention through One-To-One Coaching: The Relationship between Coaching, Class Stigma, and Self-Esteem","2021","Housing, Theory and Society","38","5","","580","596","16","3","10.1080/14036096.2021.1887348","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101066310&doi=10.1080%2f14036096.2021.1887348&partnerID=40&md5=23844b8adc952412a09077c09774cd42","Department of Land Economy, University of Cambridge, Cambridge, United Kingdom","Holmes H., Department of Land Economy, University of Cambridge, Cambridge, United Kingdom; Burgess G., Department of Land Economy, University of Cambridge, Cambridge, United Kingdom","Homelessness remains a prevalent issue, and estimates of the number of people without adequate shelter in the UK suggest that the issue is growing. This research draws on literature on the cognitive impact of poverty, stigma, and self-esteem to show how confidence is improved by coaching programmes with those at risk of homelessness. The paper is based on empirical research into one such programme which offers one-to-one guidance on the interlinked issues of financial management, digital skills, and employability. The research shows that coaching helps to provide relief for participants, which in turn frees up “mental bandwidth”, allowing them to focus on issues such as managing debt and rent arrears. Confidence and self-esteem, which are often lowered by class-related stigma, are also shown to improve, and it is concluded here that this is largely due to participants becoming more closely aligned with normative neoliberal assignments of value. © 2021 IBF, The Institute for Housing and Urban Research.","class; coaching; digital exclusion; neoliberalism; Poverty","United Kingdom; cognition; homelessness; neoliberalism; poverty; risk assessment","","","","","Cambridge Centre for Housing and Planning Research; Cambridge Housing Society Ltd; European Social Fund, ESF; National Lottery Community Fund","Funding text 1: This work was supported by the European Social Fund; National Lottery Community Fund. This project is sponsored by Cambridge Housing Society Ltd and is funded by the European Social Fund and the National Lottery Community Fund, through the Big Lottery Fund. The paper draws upon interviews conducted by the Cambridge Centre for Housing and Planning Research.; Funding text 2: This project is sponsored by Cambridge Housing Society Ltd and is funded by the European Social Fund and the National Lottery Community Fund, through the Big Lottery Fund. ","Bach A., Shaffer G., Wolfson T., Digital Human Capital: Developing a Framework for Understanding the Economic Impact of Digital Exclusion in Low-Income Communities, Journal of Information Policy, 3, pp. 247-266, (2013); Beegle D., Overcoming the Silence of Generational Poverty, Talking Points, 15, 1, pp. 11-20, (2003); Bourdieu P., Distinction: A Social Critique of the Judgement of Taste, (1984); Bourdieu P., What Makes a Social Class? On the Theoretical and Practical Existence of Groups, Berkeley Journal of Sociology, 32, pp. 1-17, (1987); Bramley G., Fitzpatrick S., Homelessness in the UK: Who Is Most at Risk?, Housing Studies, 33, 1, pp. 96-116, (2018); Brown W., Undoing the Demos: Neoliberalism’s Stealth Revolution, (2015); Busch-Geertsema V., Fitzpatrick S., Effective Homelessness Prevention? Explaining Reductions in Homelessness in Germany and England, European Journal of Homelessness, 2, pp. 69-95, (2008); Butler S., Halliday J., Poundland gets jobless to work for free under government scheme, The Guardian, (2017); Colley H., Engagement Mentoring for ‘Disaffected’ Youth: A New Model of Mentoring for Social Inclusion, British Educational Research Journal, 29, 4, pp. 521-542, (2003); About homelessness: How many people are homeless?, (2020); Dwyer P., Wright S., Universal Credit, Ubiquitous Conditionality and Its Implications for Social Citizenship, Journal of Poverty and Social Justice, 22, 1, pp. 27-35, (2014); Gough J., Neoliberalism and Socialisation in the Contemporary City: Opposites, Complements and Instabilities, Antipode, 34, 3, pp. 405-426, (2002); Group C.H.S., How new horizons is now able to help even more people get back to work, (2020); Hamilton K., Low-income Families and Coping through Brands: Inclusion or Stigma?, Sociology, 46, 1, pp. 74-90, (2012); Hancock L., Mooney G., Beyond the Penal State: Advanced Marginality, Social Policy and Anti-welfarism, Criminalisation and Advanced Marginality: Critically Exploring the Work of Loïc Wacquant, (2013); Hastings C., Homelessness and Critical Realism: A Search for Richer Explanations, Housing Studies, pp. 1-21, (2020); Humble S., Dixon P., The Effects of Schooling, Family and Poverty on Children’s Attainment, Potential and Confidence–Evidence from Kinondoni, Dar Es Salaam, Tanzania, International Journal of Educational Research, 83, pp. 94-106, (2017); Jenkins K., No Way Out? Incorporating and Restructuring the Voluntary Sector within Spaces of Neoliberalism, Working the Spaces of Neoliberalism: Activism, Professionalisation and Incorporation, (2005); Jones O., Chavs: The Demonization of the Working Class, (2012); Jozefowicz-Simbeni D.M.H., Allen-Meares P., Poverty and Schools: Intervention and Resource Building through School-Linked Services, Children & Schools, 24, 2, pp. 123-136, (2002); Kananen J., Nordic Paths from Welfare to Workfare: Danish, Swedish and Finnish Labour Market Reforms in Comparison, Local Economy, 27, 5-6, pp. 1-19, (2012); Keil R., pp. 230-245, (2009); Leitner H., Urban Geography: The Urban Dimension of Economic, Political and Social Restructuring, Progress in Human Geography, 13, 4, pp. 551-565, (1989); Lepianka D., Van Oorschot W., Gelissen J., Popular Explanations of Poverty: A Critical Discussion of Empirical Research, Journal of Social Policy, 38, 3, pp. 421-438, (2009); Longhurst R., Semi-Structured Interviews and Focus Groups, Key Methods in Geography, (2016); Mani A., Mullainathan S., Shafir E., Zhao J., Poverty Impedes Cognitive Function, Science, 341, 6149, pp. 976-980, (2013); Marron D., Governing Poverty in a Neoliberal Age: New Labour and the Case of Financial Exclusion, New Political Economy, 18, 6, pp. 785-810, (2013); Martinek T., Schilling T., Johnson D., Transferring Personal and Social Responsibility of Underserved Youth to the Classroom, The Urban Review, 33, 1, pp. 29-45, (2001); McKenzie L., Getting By: Estates, Class and Culture in Austerity Britain, (2015); Millar J., Bennett F., Universal Credit: Assumptions, Contradictions and Virtual Reality, Social Policy and Society, 16, 2, pp. 169-182, (2017); Mottier V., Masculine Domination: Gender and Power in Bourdieu’s Writings, Feminist Theory, 3, 3, pp. 345-359, (2002); Exploring the UK’s digital divide. office for national statistics, (2019); Parsell C., Marston G., Beyond the ‘At Risk’ Individual: Housing and the Eradication of Poverty to Prevent Homelessness, Australian Journal of Public Administration, 71, 1, pp. 33-44, (2012); Paterson L.L., Coffey-Glover L., Peplow D., Negotiating Stance within Discourses of Class: Reactions to Benefits Street, Discourse and Society, 27, 2, pp. 195-214, (2016); Philip K., Shucksmith J., King C., Sharing A Laugh? 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Holmes; Department of Land Economy, University of Cambridge, Cambridge, CB3 9EP, United Kingdom; email: hh529@cam.ac.uk","","Routledge","","","","","","14036096","","HTSOF","","English","Hous. theory. soc.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85101066310"
"Fugate M.; VAN DER HEIJDEN B.; DE VOS A.; Forrier A.; Cuyper N.D.","Fugate, Mel (6701541113); VAN DER HEIJDEN, Beatrice (13406606600); DE VOS, Ans (8206252400); Forrier, Anneleen (6508172969); Cuyper, NELE DE (56224384100)","6701541113; 13406606600; 8206252400; 6508172969; 56224384100","Is what’s past prologue? A review and agenda for contemporary employability research","2021","Academy of Management Annals","15","1","","266","298","32","57","10.5465/annals.2018.0171","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100679355&doi=10.5465%2fannals.2018.0171&partnerID=40&md5=db891a98982151b4cc09f56c867ea4c5","Mississippi State University, United States; Radboud University, Open University of the Netherlands, Netherlands; Ghent University, Belgium; Hubei University, Wuhan, China; Kingston University, London, United Kingdom; Antwerp Management School and University of Antwerp, Belgium; KU Leuven, Belgium","Fugate M., Mississippi State University, United States; VAN DER HEIJDEN B., Radboud University, Open University of the Netherlands, Netherlands, Ghent University, Belgium, Hubei University, Wuhan, China, Kingston University, London, United Kingdom; DE VOS A., Antwerp Management School and University of Antwerp, Belgium; Forrier A., KU Leuven, Belgium; Cuyper N.D., KU Leuven, Belgium","Employability, which is commonly conceptualized as one’s ability to realize job opportunities within and between employers over time, has attracted consider-able attention from diverse academic disciplines for decades. Research in these disciplines has largely evolved independent of other fields, thus limiting the ac-cumulation, validation, advancement, and utility of employability. Two central stakeholders in much of this research are employers and employees, yet the vast majority of studies since the year 2000 have failed to explicitly consider this interdependence, instead being characterized by an overwhelming em-phasis on the employee and individual agency. Conversely, the comparatively limited research examining the employer perspective has often excluded consideration of the employee. Our review highlights these characteristics, along with outlining other common critical issues and recommendations for overcoming them. We also articulate how social exchange theory can serve as an underlying mechanism to integrate research within and between disciplines, and we present the strategic employability architecture framework based on strategic human resource management to facil-itate integration of employer and employee perspectives. © Academy of Management Annals.","","","","","","","Fonds Weten-schappelijk Onderzoek—Vlaanderen; Fonds De La Recherche Scientifique - FNRS, FNRS, (30987235)","The authors are extremely grateful for the truly skillful guidance of Associate Editor Matt Cronin. His time and insights were indispensable, and he epitomized what it means to be a developmental partner in the process. Our paper is far better because of Matt. Thank you! Ans De Vos’s contribution was supported by the Fonds Weten-schappelijk Onderzoek—Vlaanderen (FWO) and the Fonds de la Recherche Scientifique (FNRS) under EOS Project No. 30987235.","Acikgoz Y., Sumer C., Sumer N., Do employees leave just because they can? Examining the perceived employability–turnover intentions relationship, Journal of Psychology, 150, pp. 666-683, (2016); Aeberhardt R., Coudin E., Rathelot R., The het-erogeneity of ethnic employment gaps, Journal of Population Economics, 30, pp. 307-337, (2017); Agrawal A., Tambe P., Private equity and workers’ career paths: The role of technological change, Review of Financial Studies, 29, pp. 2455-2489, (2016); Ahmed A., Granberg M., Lang E., Does having one’s own place to live make someone more employ-able?, Applied Economics Letters, 24, pp. 1327-1330, (2017); Ahonen E. 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"Ricci A.; Crivellaro F.; Bolzani D.","Ricci, Aurora (55361968900); Crivellaro, Francesca (57223035471); Bolzani, Daniela (56466033700)","55361968900; 57223035471; 56466033700","Perceived employability of highly skilled migrant women in stem: Insights from labor market intermediaries’ professionals","2021","Administrative Sciences","11","1","7","","","","10","10.3390/admsci11010007","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104581455&doi=10.3390%2fadmsci11010007&partnerID=40&md5=f186ceb0dcda1b21cd47e2db3ca4989c","Department of Education Studies “Giovanni Maria Bertin”, University of Bologna, Bologna, 40126, Italy; Department of Management, University of Bologna, Bologna, 40126, Italy","Ricci A., Department of Education Studies “Giovanni Maria Bertin”, University of Bologna, Bologna, 40126, Italy; Crivellaro F., Department of Education Studies “Giovanni Maria Bertin”, University of Bologna, Bologna, 40126, Italy; Bolzani D., Department of Management, University of Bologna, Bologna, 40126, Italy","While global economies are in a tremendous need for talented workers that could fill vacancies in Science, Technology, Engineering, and Mathematics (STEM) fields, available evidence shows that highly skilled migrants with a background in these fields are not protected from brain waste and deskilling. In this paper, we add to the previous literature on the employability of highly skilled migrant women from the specific—and under-investigated—perspective of labor market intermediaries. We specifically investigate what the barriers and resources are for employability of highly skilled migrant women in STEM, as perceived by labor market intermediaries’ professionals; and what the training needs are that labor market intermediaries’ professionals perceive to effectively work with this target group. We use unique explorative survey data collected in 2018 in five countries (Greece, Hungary, Italy, Sweden, United Kingdom) from professionals working in diverse labor market intermediary organizations. We find that these professionals perceive the employability of migrant women in STEM as rather low, and strongly determined by migrant women’s psychological capital. Professionals in Southern Europe perceive structural barriers as more important than those in other countries. Professionals display training needs related to ad-hoc mentoring and networking competences for this specific target group. We discuss theoretical and practical implications. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Gender and Europe; Highly skilled migrants; Highly skilled migration; International migrants; Labor market intermediaries; Women","","","","","","Università di Bologna, UNIBO","The study was conducted as part of the Erasmus Plus Project EUMentorSTEM-Creation of a EUropean e-platform of MENTORing and coaching for promoting migrant women in Science, Technology, Engineering and Mathematics” (2017-1-IT02-KA204-036520) coordinated by the University of Bologna (2017–2019).","Agunias Dovelyn R., Guiding the Invisible Hand: Making Migration Intermediaries Work for Development, (2009); Al Ariss Akram, Modes of engagement: Migration, self-initiated expatriation, and career development, Career Development International, 15, pp. 338-358, (2010); Al Ariss Akram, Crowley-Henry Marian, Self-initiated expatriation and migration in the management literature, Career Development International, 18, pp. 78-96, (2013); Amuedo-Dorantes Catalina, Malo Miguel A., Munoz-Bullon Fernando, The role of temporary help agency employment on temp-to-perm transitions, Journal of Labor Research, 29, pp. 138-161, (2008); Bagues Manuel F., Labini Mauro Sylos, Do Online Labor Market Intermediaries Matter? 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African Immigrants and the Role of Education-Occupation Mismatch in Earnings, International Migration, 55, pp. 203-220, (2017); International Bureau of Education, IBE Glossary of Curriculum Terminology, (2013); van den Broek Diane, Harvey William S., Groutsis Dimitria, Commercial Migration Intermediaries and the segmentation of skilled migrant employment, Work, Employment, and Society, 30, pp. 523-534, (2015); Vanhercke Dorien, Kirves Kaisa, De Cuyper Nele, Verbruggen Marijke, Forrier Anneleen, De Witte Hans, Perceived employability and psychological functioning framed by gain and loss cycles, Career Development International, 20, pp. 179-198, (2015); Wilson Lisa, The Gendered Nature of Employment and Insecure Employment in Northern Ireland: A Story of Continuity and Change, Journal of Research in Gender Studies, 9, pp. 38-70, (2019); Global Gender Gap Report 2020, (2019); Zschirnt Eva, Ruedin Didier, Ethnic Discrimination in Hiring Decisions: A Meta-Analysis of Correspondence Tests 1990–2015, Journal of Ethnic and Migration Studies, 42, pp. 1115-1134, (2016)","D. Bolzani; Department of Management, University of Bologna, Bologna, 40126, Italy; email: daniela.bolzani@unibo.it","","MDPI AG","","","","","","20763387","","","","English","Adm. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85104581455"
"Adamuthe A.C.; Mane S.U.","Adamuthe, Amol C. (37062955200); Mane, Sandeep U. (55574685500)","37062955200; 55574685500","Analyzing the adoption of recent IT technologies in undergraduate engineering project course","2021","Journal of Engineering Education Transformations","34","Special Issue","","50","56","6","4","10.16920/jeet/2021/v34i0/157105","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099829739&doi=10.16920%2fjeet%2f2021%2fv34i0%2f157105&partnerID=40&md5=3dc7a091ff5ee96990650a7b56c409d5","Dept. of CS&IT, Rajarambapu Institute of Technology, Rajaramnagar, MS, India; Dept. of CSE, Rajarambapu Institute of Technology, Rajaramnagar, MS, India","Adamuthe A.C., Dept. of CS&IT, Rajarambapu Institute of Technology, Rajaramnagar, MS, India; Mane S.U., Dept. of CSE, Rajarambapu Institute of Technology, Rajaramnagar, MS, India","Outcome-based professional education processes are a new standard for all stakeholders and knowledge economy. Majority of the time the IT services/consulting industry demands graduates who shall be billable from day one of joining the enterprise. According to the National Employability Report Engineers 2019, only 3% of engineers possess new-age skills in areas such as AI, data analytics and mobile technologies. Academic project works shall be seen in the light of aforesaid observations and therefore suggests treating this as an opportunity to initiate undergraduates to more hands-on experiential learning considering the advancements in technology and market need. The objective of this paper is to identify the gap between the needs of the market/job trends and undergraduate CS/IT student projects areas. The second objective is to identify the factors affecting the project selection process. Our empirical study in general spanning over seven Engineering Institutes in western Maharashtra. The statistical data is collected from a controlled group of 4000 students. The data consists of project topics completed by students in the last nine years (from the year 2011 to the year 2019). Two indicators are used to understand the IT market. First, Gartner strategic technologies present the worldwide trend of technologies. Second, student project areas are compared with job trends in India. The student’s feedback on technology adoption theory presents the challenges in adoption of recent IT technologies in academic projects. 62% of students have reported unavailability of resources at the institute to encourage the adoption of the recent technologies. The student’s perception about the adoption of recent technologies needs to change. © 2021, Rajarambapu Institute Of Technology. All rights reserved.","CS/IT academic project selection; CS/IT job/market trend; Gartner strategic technologies","","","","","","","","A study confirms that IIT and IIM graduates earn way more than their peers, (2018); Bharadwaj S. S., Lal P., Exploring the impact of Cloud Computing adoption on organizational flexibility: A client perspective, 2012 International Conference on Cloud Computing Technologies, Applications and Management (ICCCTAM), pp. 121-131, (2012); Blom A., Saeki H., Employability and skill set of newly graduated engineers in India, (2011); Briz-Ponce L., Pereira A., Carvalho L., Juanes-Mendez J. A., Garcia-Penalvo F. J., Learning with mobile technologies-Students’ behavior, Computers in Human Behavior, 72, pp. 612-620, (2017); Cearley D. W., The top 10 strategic technology trends for 2014, (2014); Kim Y., Crowston K., Technology adoption and use theory review for studying scientists’ continued use of cyber-infrastructure, Proceedings of the American Society for Information Science and Technology, 48, 1, pp. 1-10, (2011); Low C., Chen Y., Wu M., Understanding the determinants of cloud computing adoption, Industrial management & data systems, 111, 7, pp. 1006-1023, (2011); Market Trends: Worldwide, Top Five Disruptive Trends for CSPs, 2014-2019, (2014); Venkatesh V., Morris M. G., Davis G. B., Davis F. D., User acceptance of information technology: Toward a unified view, MIS Quarterly, 27, 3, pp. 425-478, (2003); What are top 10 emerging jobs in India?, (2018)","A.C. Adamuthe; Dept. of CS&IT, Rajarambapu Institute of Technology, Rajaramnagar, MS, India; email: amol.admuthe@gmail.com","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85099829739"
"Hui Y.K.; Kwok L.F.; Ip H.H.S.","Hui, Yan Keung (57192169110); Kwok, Lam For (57220912536); Ip, Horace Ho Shing (7005395690)","57192169110; 57220912536; 7005395690","Employability: Smart Learning in Extracurricular Activities for Developing College Graduates' Competencies","2021","Australasian Journal of Educational Technology","37","2","","171","188","17","6","10.14742/AJET.6734","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107707772&doi=10.14742%2fAJET.6734&partnerID=40&md5=193f2b80a97f482d38589356034334f7","Department of Computer Science, The City University of Hong Kong, Hong Kong","Hui Y.K., Department of Computer Science, The City University of Hong Kong, Hong Kong; Kwok L.F., Department of Computer Science, The City University of Hong Kong, Hong Kong; Ip H.H.S., Department of Computer Science, The City University of Hong Kong, Hong Kong","Nowadays, employers expect college graduates (or simply “graduates”) to be for ready in taking up challenges when they enter into their careers. Most competencies that employers are looking for cannot be learned but can be developed by participating in extracurricular activities. However, planning on participation in extracurricular activities is difficult, given the lack of measurement standards together with their unstructured and non-systematic nature. To provide a smarter way for activity organisers, advisers and students to plan for extracurricular activities, our university has launched the central repository on student development activities system and codified the information about participation in extracurricular activities in a quantified and systematic way. This paper has collected data from three consecutive years from the system, the employers' feedback data and the academic performance data of placement students in the Department of Computer Science. Participation level, with logarithm transformation, had a positive and significant relationship with academic performance. Moreover, the competency developed by most students had a positive relationship with job performance in the placement year of 2019/2020. In this article, we discuss contributions, limitations and future directions. Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.","21st-century competencies; extracurricular activities; job readiness; personal development; smart learning environment","","","","","","","","Ananiadou K., Claro M., 21st century skills and competencies for new millennium learners in OECD countries, (2009); Bartkus K. R., Nemelka B., Nemelka M., Gardner P., Clarifying the meaning of extracurricular activity: A literature review of definitions, American Journal of Business Education, 5, 6, pp. 693-704, (2012); Boyatzis R. E., Competencies in the 21st century, Journal of Management Development, 27, 1, pp. 5-12, (2008); Budhrani K., Ji Y., Lim J. H., Unpacking conceptual elements of smart learning in the Korean scholarly discourse, Smart Learning Environments, 5, 1, (2018); Cachia M., Lynam S., Stock R., Academic success: Is it just about the grades?, Higher Education Pedagogies, 3, 1, pp. 434-439, (2018); Chia Y. M., Job offers of multi-national accounting firms: The effects of emotional intelligence, extracurricular activities, and academic performance, Accounting Education, 14, 1, pp. 75-93, (2005); City University graduate outcomes; Vision, values and strategic goals; Global Engagement Office – Introduction; Vision and mission, (2021); Clark G., It’s everything else you do: Alumni views on extracurricular activities and employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Clotfelder C.T., Who are the alumni donors? Giving by two generations of alumni from selective colleges, Nonprofit Management and Leadership, 12, 2, pp. 119-138, (2001); Survey on opinions of employers on major aspects of performance of first degree graduates in year 2016 – Executive summary, (2016); Duran-Sanchez A., Alvarez-Garcia J., Del Rio-Rama M. C., Sarango-Lalangui P. O., Analysis of the scientific literature published on smart learning, Espacios, 39, 10, pp. 14-27, (2018); Fechner G. T., Elemente der psychophysik [Elements of Psychophysics], 2, (1860); Fredricks J. A., Eccles J. S., Extracurricular involvement and adolescent adjustment: Impact of duration, number of activities, and breadth of participation, Applied Developmental Science, 10, 3, pp. 132-146, (2006); Fujita K., The effects of extracurricular activities on the academic performance of junior high students, Undergraduate Research Journal for the Human Sciences, 5, 1, pp. 1-16, (2006); Greenbank P., Competing in the graduate labour market: Student perspectives on (not) participating in extracurricular activities, Journal of Teaching and Learning for Graduate Employability, 5, 1, pp. 63-79, (2014); Harden R. M., Developments in outcome based education, Medical Teacher, 24, 2, pp. 117-120, (2002); Haste H., Ambiguity, autonomy and agency: Psychological challenges to new competence, Defining and selecting key competencies, pp. 93-120, (2001); Himelfarb I., Lac A., Baharav H., Examining school-related delinquencies, extracurricular activities, and grades in adolescents, Educational Studies, 40, 1, pp. 81-97, (2014); Hui Y. K., Kwok L. F., Ip H. H. S., CRESDA: Extending data landscape of learners, International Journal of Innovation and Learning, 23, 4, pp. 463-478, (2018); Hui Y. K., Kwok L. F., Ip H. H. S., Developing 21st-century competencies for job readiness, Lecture notes in computer science: Vol. 12218. Blended learning. education in a smart learning environment, pp. 199-209, (2020); Hui Y. K., Kwok L. F., Ip H. H. S., CRESDA: towards a personalized student advisory for professional development, Interactive Learning Environments, 23, 4, pp. 463-478, (2020); Hwang G. J., Definition, framework and research issues of smart learning environments-a context-aware ubiquitous learning perspective, Smart Learning Environments, 1, (2014); Kalantzis M., Cope B., New learning: Elements of a science of education, (2012); Kim S., Lee M. K., A study on students' perceptions and needs about college extracurricular programs, Journal of Learner-Centered Curriculum and Instruction, 16, 9, pp. 1-25, (2016); Kuh G. D., The other curriculum, The Journal of Higher Education, 66, 2, pp. 123-155, (1995); Kwok L. F., Hui Y. K., The role of e-portfolio for smart life long learning, Smart universities: Concepts, systems, and technologies, 70, pp. 327-356, (2017); Lanzara R.G., Weber's law modeled by the mathematical description of a beam balance, Mathematical Biosciences, 122, 1, pp. 89-94, (1994); Massoni E., Positive effects of extracurricular activities on students, Essai, 9, 1, (2011); Key attributes employers want to see on students' resumes, (2020); Panyawong-Ngam L., Tangthong N., Anunvrapong P., A model to develop the English proficiency of engineering students at Rajamangala University of Technology Krungthep, Bangkok, Thailand, Procedia – Social and Behavioral Sciences, 192, 1, pp. 77-82, (2015); Rawat N., Rastogi A., Jaiswal K., Nigam A., Analysis of relationship between extracurricular activities and academic performance by computational intelligence, Proceedings of the International Conference on Innovative Applications of Computational Intelligence on Power, Energy and Controls with their Impact on Humanity, pp. 472-475, (2014); Roberts G. A., The effect of extracurricular activity participation on the relationship between parent involvement and academic performance in a sample of third grade children, (2007); Rotherham A. J., Willingham D. T., “21st-century skills”: Not new, but a worthy challenge, American Educator, 34, 1, pp. 17-20, (2010); Rubin R. S., Bommer W. H., Baldwin T. T., Using extracurricular activity as an indicator of interpersonal skill: Prudent evaluation or recruiting malpractice?, Human Resource Management, 41, 4, pp. 441-454, (2002); Rynes S. L., Trank C. Q., Lawson A. M., Ilies R., Behavioral coursework in business education: Growing evidence of a legitimacy crisis, Academy of Management Learning & Education, 2, 3, pp. 269-283, (2003); Shaffer M. L., Impacting student motivation: Reasons for not eliminating extracurricular activities, Journal of Physical Education, Recreation & Dance, 90, 7, pp. 8-14, (2019); Siddiky M. R., Developing co-curricular activities and extracurricular activities for all-round development of the undergraduate students: A study of a selected public university in Bangladesh, Pakistan Journal of Applied Social Sciences, 10, pp. 61-82, (2019); Soland J., Hamilton L. S., Stecher B. M., Measuring 21st century competencies: Guidance for educators, (2013); Stiwne E. E., Jungert T., Engineering students' experiences of transition from study to work, Journal of Education and Work, 23, 5, pp. 417-437, (2010)","Y.K. Hui; Department of Computer Science, The City University of Hong Kong, Hong Kong; email: john.ykhui@my.cityu.edu.hk","","Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)","","","","","","14495554","","","","English","Australas. J. Educ. Technol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85107707772"
"Chaudhary M.T.; Ashraf S.; Yaseen M.; Luqman M.","Chaudhary, Muhammad Tariq (57223404516); Ashraf, Saleem (37030553100); Yaseen, Muhammad (57209466830); Luqman, Muhammad (58579347000)","57223404516; 37030553100; 57209466830; 58579347000","Factors Contributing to Employability in Agriculture Department as Perceived by the Diploma Holders","2021","Sarhad Journal of Agriculture","37","2","","419","427","8","0","10.17582/JOURNAL.SJA/2021/37.2.419.427","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105795006&doi=10.17582%2fJOURNAL.SJA%2f2021%2f37.2.419.427&partnerID=40&md5=5d7ec5d4f4fbbbdf0f8c49b5f3b2bcaa","Adaptive Research Farm, Sheikhupura, Punjab, Pakistan; In-Service Agriculture Training Institute Rahim Yar Khan, Punjab, Pakistan; University College of Agriculture, University of Sargodha, Pakistan","Chaudhary M.T., Adaptive Research Farm, Sheikhupura, Punjab, Pakistan; Ashraf S., In-Service Agriculture Training Institute Rahim Yar Khan, Punjab, Pakistan; Yaseen M., University College of Agriculture, University of Sargodha, Pakistan; Luqman M., University College of Agriculture, University of Sargodha, Pakistan","This study explored some notable factors contributing to the employability in agriculture department, Government of the Punjab as perceived by the Diploma in Agricultural Sciences (DAS) holders. who were recruited in agriculture department during 2017. This study was quantitative and data were collected through questionnaire from 300 respondents who were recently appointed as Field Assistants (FAs) in Agriculture Department. Total 237 questioners returned by the respondents were found complete, thus, sample size was reduced to 237. Effective Schools Model presented by Lezotte (2010)” was employed as theoretical framework of this study. Collected data were analyzed through Statistical Package for Social Sciences (SPSS). Results unveiled that average age of respondents was 25.03 years. Maximum respondents (31.96%) had received DAS from IATI, Sargodha while least contribution came from University of Agriculture Faisalabad (2.86%). Family background of 77.45% respondents was rural and farming was key source of income for more than half of respondents (56.14%). Satisfaction with classroom facilities (Mean=2.47±0.67), higher grades in examination (Mean=2.39±0.77) and relevance of the coursework (Mean=2.38±0.75) learned at training institutes helped respondents to get through the recruitment process. Regression analysis affirmed that extracurricular activities (P<0.05), being a sportsman, (P<0.01), higher grades in examination (P<0.05), educational environment at IATI Sargodha (P<0.01) and Rahim Yar Khan (P<0.05) were the prominent determinants of their employability. Study concludes that educational activities and co-curricular activities were equally important for the successful academic performance and earning an employability. Study stresses to streamline extracurricular activities at institutes level and conductance of inter and intra institutes competitions to bring positive change in behavior of students to pave the way towards success. © 2021, Sarhad Journal of Agriculture. All Rights Reserved.","Academics; Behavior; Employability; Examination; Grades; Training","","","","","","","","Akhtar K., Yousuf M.I., Parveen Q., Possibilities of agricultural education for secondary level in Pakistan, Glob. Soc. Sci.Rev, 3, 4, pp. 173-186, (2018); Ashraf S., Hassan Z.Y., Ashraf I., Dynamics of agricultural extension services in Pakistan: A history of national performance, J. Anim. Plant Sci, 29, 6, pp. 1707-1717, (2019); Battisti F., Boato G., Carli M., Neri A., Teaching multimedia data protection through an international online competition, IEEE Trans. Educ, 54, 3, pp. 381-386, (2010); Brown J.D., Across the (not so) great divide: Cultural similarities in self-evaluative processes, Soc. Pers. Psychol. Compass, 4, pp. 318-330, (2010); Cappelleri D.J., Vitoroulis N., The robotic decathlon: Project-based learning labs and curriculum design for an introductory robotics course, IEEE Trans. Educ, 56, 1, pp. 73-81, (2012); Cosdent M., Morrison G., Gutierrez L., Brown M., The effects of homework programs and after-school activities on school success, Theor. into Pract, 43, 3, pp. 220-226, (2012); Daniyal M., Nawaz T., Hassan A., Mubeen I., The effect of co-curricular activities on the academic performances of the students: A case study of the Islamia University of Bahawalpur, Pakistan, Bulg. J. Sci. Educ. Policy, 6, 2, pp. 257-272, (2012); Deressa T.T., Hassan R.M., Ringler C., Perception of and adaptation to climate change by farmers in the Nile basin of Ethiopia, J. Agric. Sci, 149, 1, pp. 23-31, (2011); Gujarati D., Basic econometrics, (2003); Feder G., Just R.E., Zilberman D., Adoption of agricultural innovations in developing countries: A survey, Econ. Dev. Cult. Change, 33, 2, pp. 255-298, (1985); Fingerut J., Orbe K., Flynn D., Habdas P., Focusing on the Hard parts: A Biomechanics Laboratory Exercise, Bioscene: J. Coll. Biol. Teach, 39, 1, pp. 10-15, (2013); Gujarati D.N., Basic econometrics, (2009); Howie L.D., Lukacs S.L., Pastor P.N., Reuben C.A., Mendola P., Participation in activities outside of school hours in relation to problem behavior and social skills in middle childhood, J. Sch. Health, 80, 3, pp. 119-125, (2010); Karanja W., Effects of reading difficulties on academic performance among form three students in public secondary schools, Kiambu County, Kenya, (2015); Lau H.H., Hsu H.Y., Acosta S., Hsu T.L., Impact of participation in extra-curricular activities during college on graduate employability: An empirical study of graduates of Taiwanese business schools, Educ. Stud, 40, 1, pp. 26-47, (2014); Lezotte L. W., What effective schools do: re-envisioning the correlates, (2010); Maddison D., The perception of and adaptation to climate change in Africa, (2007); Ming C.Y., Job offers of multi-national accounting firms: The effects of emotional intelligence, extra-curricular activities, and academic performance, Account. Educ, 14, 1, pp. 75-93, (2005); Mitchell R., Dori Y.J., Kuldell N.H., Experiential Engineering through iGEM. An undergraduate summer competition in synthetic biology, J. Sci. Educ. Technol, 20, 2, pp. 156-160, (2011); Rafiullah F. Zaman, Khan J., Positive impact of extracurricular activities on University students in Lahore, Pakistan, Int. J. Soc. Sci. Manage, 4, 1, pp. 22-31, (2017); Regueras L.M., Verdu E., Verdu M.J., de Castro J.P., Design of a competitive and collaborative learning strategy in a communication networks course, IEEE Trans. Educ, 54, 2, pp. 302-307, (2010); Shehata M.H., Co-curricular activities and their role in supporting experiential learning, Proceedings of the Canadian Engineering Education Association (CEEA), (2015); Sullivan S., Glanz J., Supervision that improves teaching, (2000)","S. Ashraf; In-Service Agriculture Training Institute Rahim Yar Khan, Pakistan; email: saleem1828@gmail.com","","ResearchersLinks Ltd","","","","","","10164383","","","","English","Sarhad J. Agri.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85105795006"
"Ashman K.; Rochford F.; Slade B.","Ashman, Kate (57222185561); Rochford, Francine (14029153900); Slade, Brett (8389306200)","57222185561; 14029153900; 8389306200","Work-integrated learning: The new professional apprenticeship?","2021","Journal of University Teaching and Learning Practice","18","1","5","1","17","16","3","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101843208&partnerID=40&md5=87ca36ecbce636dcb51d9f1a657347e4","La Trobe University, Australia","Ashman K., La Trobe University, Australia; Rochford F., La Trobe University, Australia; Slade B., La Trobe University, Australia","This article considers the intersection between two major themes in university policy: the improvement of participation by rural and regional communities and the dimension of graduate employability. It argues that work-integrated learning has the potential to address both themes, but that the development of an apprenticeship model for prestige degrees such as law may deliver additional benefits to rural and regional student engagement. It considers a radical approach to employability by the reintroduction of the apprenticeship approach in disciplines of law and accounting specifically to assist scaffolding of learning for rural and regional students. It considers the modern context of university education and the implications of an expanded university system for delivering employability skills. The expansion of university education has not delivered consistent improvements in participation among rural and regional populations, and it is hypothesised that the visible integration of work-integrated learning has the capacity to address this deficit. However, it is argued that these measures should be supplemented by an innovative program of modern apprenticeships in prestige degrees; such a program could address both participation and employability outcomes. The article contributes to the literature by making explicit the links between the visibility of prestige occupational pathways to rural and regional students, the affective concerns of potential students making the choice to undertake higher education, and the scaffolding of skills and knowledge. It recommends further research in the form of a pilot integration of an apprenticeship model within a university program, but notes the current funding, discipline, and systemic barriers to this process in the current university system in Australia. © 2021, University of Wollongong. All rights reserved.","Accounting education; Apprenticeship; Legal education; Rural and regional; University; Work-integrated learning","","","","","","","","Alston M. M., Kent J., Educational access for Australia’s rural young people: A case of social exclusion, Australian Journal of Education, 47, 1, pp. 5-17, (2003); Survey of Education and Work, (2013); National assessment program – Literacy and numeracy, achievement in reading, persuasive writing, language conventions and numeracy: National report for 2011, (2011); Apprenticeships and traineeships, (2019); Bean J. P., Nine themes of college student retention, College student retention: Formula for student success, pp. 215-244, (2005); Billett S., Apprenticeship as a mode of learning and model of education, Education & Training, 58, 6, pp. 613-628, (2016); Blackmore P., Blackwell R., Edmondson M., Tackling wicked issues: Prestige and employment outcomes in the Teaching Excellence Framework, (2016); Bond C., Le Brun M., Promoting learning in law, Legal Education Review, 7, 1, (1996); Bourdieu P., Boltanski L., Castel R., Chamboredon J.-C., Schnapper D., Photography: A middle-brow art, (1990); Brooks R., Youngson P. L., Undergraduate work placements: An analysis of the effects on career progression, Studies in Higher Education, 41, 9, pp. 1563-1578, (2016); Burnheim C., Harvey A., Far from the studying crowd? Regional and remote students in higher education, Student equity in Australian higher education: Twenty-five years of A Fair Chance for All, pp. 143-162, (2016); Chapman B., Conceptual issues and the Australian experience with income contingent charges for higher education, The Economic Journal, 107, May, pp. 738-751, (1997); Clark D., Australian universities and careers guide, (1996); Daly P., Business apprenticeship: a viable business model in management education, Journal of Management Development, 36, 6, pp. 734-742, (2017); Dawkins J., Higher education: A policy statement, (1988); Deissinger T., Gonon P., Stakeholders in the German and Swiss vocational educational and training system: Their role in invigorating apprenticeships against the background of academisation, Education and Training, 58, 6, pp. 568-577, (2016); National Regional, Rural and Remote Tertiary Education Strategy, (2019); Selected higher education statistics 2016: Student data, (2016); A Fair Chance for All – Higher education that’s in everyone’s reach, (1990); Learning for life – Review of higher education financing and policy, (1998); Dobson I., Access to university in Australia: Who misses out?, Access and exclusion (International Perspectives on Higher Education Research, 2, pp. 29-58, (2003); Dobson I. R., Birrell B., Equity and university entrance, a 1997 update, Monash University Journal, (2017); Elijido-Ten E., Kloot L., Experiential learning in accounting work-integrated learning: A three-way partnership, Education and Training, 57, 2, pp. 204-218, (2015); Erlanger H. S., The allocation of status within occupations: The case of the legal profession, Social Forces, 58, 3, (1980); Work experience and internships, (2019); Fazey D., Fazey J., The potential for autonomy in learning: Perceptions of competence, motivation and locus of control in first-year undergraduate students, Studies in Higher Education, 26, 3, pp. 345-361, (2001); Fletcher R., The hidden dimensions within the trailblazer solicitor apprenticeship, International Legal Ethics Conference 8 – Legal Ethics in the Asian Century, (2018); Gale T., Parker S., Widening participation in Australia in higher education, (2013); Gale T., Parker S., Calculating student aspiration: Bourdieu, spatiality and the politics of recognition, Cambridge Journal of Education, 45, 1, pp. 81-96, (2015); Goldring J., Coping with the virtual campus – Some hints and opportunities for legal education, Legal Education Review, 6, 1, (1995); Gunasekara C., The third role of Australian universities in human capital formation, Journal of Higher Education Policy and Management, 26, 3, pp. 329-343, (2004); Homel J., Mavisakalyan A., Nguyen Ha Trong, Ryan C., School Completion: what we learn from different measures of family background, Research Report. Longitudinal Surveys of Australian Youth, 59, (2012); Jackson D., Collings D., The influence of work-integrated learning and paid work during studies on graduate employment and underemployment, Higher Education, 76, pp. 402-425, (2018); Jacob W. J., Gokbel V., Global higher education learning outcomes and financial trends: Comparative and innovative approaches, International Journal of Educational Development, 58, pp. 5-17, (2018); James R., Participation disadvantage in Australian higher education: An analysis of some effects of geographical location and socioeconomic status, Higher Education, 42, 4, pp. 455-472, (2001); Kennedy A., Mundy T., Nielsen J. M., Bush Law 101: Realising place conscious pedagogy in the law curriculum, Journal of University Teaching & Learning Practice, 13, 1, pp. 1-20, (2016); Knight B., Evolution of apprenticeships and traineeships in Australia: An unfinished history (Occasional Paper), (2012); Larcombe W., Nicholson P., Malkin I., Performance in law school: What matters in the beginning?, Legal Education Review, 18, 1, pp. 95-122, (2008); Lustbadel P., Teach in context: responding to diverse student voices helps all students learn, Journal of Legal Education, 48, 3, (1998); Marton F., Beaty E., Dall'Alba G., Conceptions of Learning, International Journal of Educational Research, 19, pp. 227-300, (1993); McAninch W. 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M., Stebleton M.J., First-generation students' academic engagement and retention, Teaching in Higher Education, 17, 6, pp. 673-685, (2012); Snell K. D. M., The apprenticeship system in British history: The fragmentation of a cultural institution, History of Education, 25, 4, pp. 303-321, (1996); Stewart A., Owens R., Hewitt A., Nikoloudakis I., The regulation of internships: A comparative study (Working Paper 240), (2018); Tani M., Vines P., Law students’ attitudes to education: Pointers to depression in the legal academy and the profession?, Legal Education Review, 19, pp. 3-39, (2009); Guidance note: Work Integrated Learning version 1.2, (2017); Terry K. S., Externships: A signature pedagogy for the apprenticeship of professional identity and purpose, Journal of Legal Education, 59, 2, pp. 240-268, (2009); Torraco R., Writing integrative literature reviews: Using the past and present to explore the future, Human Resource Development Review, 15, 4, pp. 404-428, (2016); Trinidad S., Sharplin E., Lock G., Ledger S., Boyd D., Terry E., Developing strategies at the pre-service level to address critical teacher attraction and retention issues in Australian rural, regional and remote schools, Paper presented at 26th SPERA National Conference 2010, (2010); National strategy on work integrated learning in university education, (2015); Work Integrated Learning in universities: Final report, (2019); Data Snapshop, (2019); Wallis P., Labor, law and training in early modern London: Apprenticeship and the city’s, (2012); Journal of British Studies, 51, pp. 791-819; Walton T. R., Carrilo-Higueras F., Evaluating the effectiveness of university widening participation activities in rural Australia, Assessment an Evaluation in Higher Education, 44, 5, pp. 799-819, (2019); Westerman W. L., Apprentice contracts and the apprentice system in Roman Egypt, Classical Philology, 9, 3, pp. 295-315, (1914); Wirihana L., Welch A., Williamson M., Christensen M., Bakon S., Craft J., The provision of higher education in regional areas: An integrative review of the literature, Journal of Higher Education Policy and Management, 39, 3, pp. 307-319, (2017); Zipin L., Sellar S., Brennan M., Gale T., Educating for futures in marginalized regions: A sociological framework for rethinking and researching aspirations, Educational Philosophy and Theory, pp. 1-20, (2013)","","","University of Wollongong","","","","","","14499789","","","","English","J. Univ. Teach. Learn. Pract.","Article","Final","","Scopus","2-s2.0-85101843208"
"Peña-González K.; Nazar G.; Alcover C.-M.","Peña-González, Karina (57222747955); Nazar, Gabriela (55587709300); Alcover, Carlos-María (8526479100)","57222747955; 55587709300; 8526479100","The Mediating Role of Organizational Identification in the Relation between Organizational Social Capital, Perceived Organizational Prestige, Perceived Employability and Career Satisfaction","2021","Spanish Journal of Psychology","24","","e22","","","","3","10.1017/SJP.2021.24","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103966238&doi=10.1017%2fSJP.2021.24&partnerID=40&md5=42e7ef28703f62018cbaafbfc6d77361","Universidad de Concepción, Chile; Universidad Rey Juan Carlos, Spain","Peña-González K., Universidad de Concepción, Chile; Nazar G., Universidad de Concepción, Chile; Alcover C.-M., Universidad Rey Juan Carlos, Spain","In career development, a variety of personal, organizational and labor market variables challenge employees and organizations, in particular those in dynamic working environments, such as higher education (HE) institutions. This study examines the association between work history, organizational social capital (OSC) and perceived organizational prestige (POP) as antecedent variables, and perceived employability (PE) and career satisfaction (CS) as outcome variables, as well as the mediating role of organizational identification (OI) in these relations. A sample of 283 workers in Chilean HE institutions filled out an on-line questionnaire, and hypotheses were tested using a mediation model. Results indicated a significant mediation effect of OI, abt = 0.363, 95% CI [0.181, 0.576] abt/c = 31.98%, to explain the relationship between internal perceived employability (IPE) and its predictor variables POP, abpo = 0.102, 95% CI [0.056, 0.160], abpo/c = 9.01%, and OSC, abcsoc = 0.101, 95% CI [0.053, 0.183, abcsoc/c = 8.89%. Promoting a positive image of the organization and its social capital, strengthened by OI, emerge as strategies for HR management oriented toward workers’ career development, with consequent implications for commitment, intention to leave and ultimately for organizational results. The study provides a deeper understanding of the complexity of careers and explains the importance of identification with the organization when the impact of organizational attributes on one’s career is analyzed. © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2021.","career satisfaction; employability; higher education institutions; organizational identification; organizational social capital","Humans; Intention; Job Satisfaction; Social Capital; Surveys and Questionnaires; Workplace; behavior; human; job satisfaction; questionnaire; social capital; workplace","","","","","","","Andrews R., Organizational social capital, structure and performance, Human Relations, 63, 5, pp. 583-608, (2010); Arthur M.B., Khapova S.N., Wilderom C.P.M., Career success in a boundaryless career world, Journal of Organizational Behavior, 26, 2, pp. 177-202, (2005); Ashforth B.E., Mael F., Social identity theory and the organization, Academy of Management Review, 14, 1, pp. 20-39, (1989); 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Farooq O., Rupp D.E., Farooq M., The multiple pathways through which internal and external corporate social responsibility influence organizational identification and multifoci outcomes: The moderating role of cultural and social orientations, Academy of Management Journal, 60, 3, pp. 954-985, (2017); Fontinha R., van Laar D., Easton S., Quality of working life of academics and researchers in the UK: The roles of contract type, tenure and university ranking, Studies in Higher Education, 43, 4, pp. 786-806, (2018); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psychosocial construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Fuller J.B., Hester K., Barnett T., Frey L., Relyea C., Beu D., Perceived external prestige and internal respect: New insights into the organizational identification process, Human Relations, 59, 6, pp. 815-846, (2006); Gkorezis P., Erdogan B., Xanthopoulou D., Bellou V., Implications of perceived overqualification for employee’s close social ties: The moderating role of external organizational prestige, Journal of Vocational Behavior, 115, (2019); Hador B.B., Three levels of organizational social capital and their connection to performance, Journal of Management Development, 36, 3, pp. 348-360, (2017); Haslam S.A., Psychology in organizations: The social identity approach, (2004); Hausknecht J.P., Rodda J., Howard M.J., Targeted employee retention: Performance-based and job-related differences in reported reasons for staying, Human Resource Management, 48, 2, pp. 269-288, (2009); He H., Brown A.D., Organizational identity and organizational identification: A review of the literature and suggestions for future research, Group & Organization Management, 38, 1, pp. 3-35, (2013); Herrbach O., Mignonac K., Gatignon A.-L., Exploring the role of perceived external prestige in managers’ turnover intentions, The International Journal of Human Resource Management, 15, 8, pp. 1390-1407, (2004); Hogg M.A., Abrams D., Social motivation, self-esteem and social identity, Social identity theory: Constructive and critical advances, pp. 28-47, (1990); Hu L., Randel A.E., Knowledge sharing in teams: Social capital, extrinsic incentives, and team innovation, Group & Organization Management, 39, 2, pp. 213-243, (2014); Janta B., Ratzmann N., Ghez J., Khodyakov D., Yaqub O., Employment and the changing labour market, Global societal trends to 2030 (Thematic Report 5), (2015); Jiang J.Y., Liu C.-W., High performance work systems and organizational effectiveness: The mediating role of social capital, Human Resource Management Review, 25, 1, pp. 126-137, (2015); Jones C., Volpe E.H., Organizational identification: Extending our understanding of social identities through social networks, Journal of Organizational Behavior, 32, 3, pp. 413-434, (2011); Jutengren G., Jaldestad E., Dellve L., Eriksson A., The potential importance of social capital and job crafting for work engagement and job satisfaction among health-care employees, International Journal of Environmental Research and Public Health, 17, 12, (2020); Kirves K., Kinnunen U., De Cuyper N., Contract type, perceived mobility and optimism as antecedents of perceived employability, Economic and Industrial Democracy, 35, 3, pp. 435-453, (2014); Kramer R.M., Social identity and social capital: The collective self at work, International Public Management Journal, 9, 1, pp. 25-45, (2006); Kuipers K.J., Formal and informal network coupling and its relationship to workplace attachment, Sociological Perspectives, 52, 4, pp. 455-479, (2009); Kuznetsova N.V., Matveeva E.V., Accumulation of social capital as a competitive advantage of companies which are loyal to the principles of corporate citizenship, International Journal of Economics and Financial Issues, 5, 3, pp. 68-72, (2015); Leana C.R., Pil F.K., Social capital and organizational performance: Evidence from urban public schools, Organization Science, 17, 3, pp. 313-416, (2006); Leana C.R., van Buren H.J., Organizational social capital and employment practices, Academy of Management Review, 24, 3, pp. 538-555, (1999); MacKinnon D.P., Introduction to statistical mediation analysis, (2008); Mael F., Ashforth B.E., Alumni and their alma mater: A partial test of the reformulated model of organizational identification, Journal of Organizational Behavior, 13, 2, pp. 103-123, (1992); Maslic Sersic D., Tomas J., The role of dispositional employability in determining individual differences in career success, Drustvena Istrazivanja, 23, 4, pp. 593-613, (2014); Maurer I., Bartsch V., Ebers M., The value of intra-organizational social capital: How it fosters knowledge transfer, innovation performance, and growth, Organization Studies, 32, 2, pp. 157-185, (2011); Meng A., Clausen T., Borg V., The association between team-level social capital and individual-level work engagement: Differences between subtypes of social capital and the impact of intra-team agreement, Scandinavian Journal of Psychology, 59, 2, pp. 198-205, (2018); Mignonac K., Herrbach O., Serrano Archimi C., Manville C., Navigating ambivalence: Perceived organizational prestige–support discrepancy and its relation to employee cynicism and silence, Journal of Management Studies, 55, 5, pp. 837-872, (2018); Mishra S.K., Perceived external prestige and employee outcomes: Mediation effect of organizational identification, Corporate Reputation Review, 16, pp. 220-233, (2013); Nahapiet J., Ghoshal S., Social capital, intellectual capital, and the organizational advantage, Academy of Management Review, 23, 2, pp. 242-266, (1998); Ng T.W.H., Eby L.T., Sorensen K.L., Feldman D.C., Predictors of objective and subjective career success: A meta-analysis, Personnel Psychology, 58, 2, pp. 367-408, (2005); Ng T.W.H., Feldman D.C., Subjective career success: A meta-analytic review, Journal of Vocational Behavior, 85, 2, pp. 169-179, (2014); Perrow C., Organizational prestige: Some functions and dysfunctions, American Journal of Sociology, 66, 4, pp. 335-341, (1961); Podsakoff P.M., MacKenzie S.B., Lee J.-Y., Podsakoff N.P., Common method biases in behavioral research: A critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, 5, pp. 879-903, (2003); Pratt M.G., To be or not to be? Central questions in organizational identification, Identity in organizations. Building theory through conversations, pp. 171-208, (1998); Preacher K.J., Hayes A.F., SPSS and SAS procedures for estimating indirect effects in simple mediation models, Behavior Research Methods, Instruments, & Computers, 36, 4, pp. 717-731, (2004); Rathi N., Lee K., Retaining talent by enhancing organizational prestige: An HRM strategy for employees working in the retail sector, Personnel Review, 44, 4, pp. 454-469, (2015); Rodrigues R., Butler C.L., Guest D., Antecedents of protean and boundaryless career orientations: The role of core self-evaluations, perceived employability and social capital, Journal of Vocational Behavior, 110, pp. 1-11, (2019); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Seibert S.E., Kraimer M.L., Liden R.C., A social capital theory of career success, Academy of Management Journal, 44, 2, pp. 219-237, (2001); Shim D.C., Park H.H., Eom T.H., Street-level bureaucrats’ turnover intention: Does public service motivation matter?, International Review of Administrative Sciences, 83, 3, pp. 563-582, (2017); Shockley K.M., Ureksoy H., Rodopman O.B., Poteat L.F., Dullaghan T.R., Development of a new scale to measure subjective career success: A mixed-methods study, Journal of Organizational Behavior, 37, 1, pp. 128-153, (2016); Smidts A., Pruyn A.T.H., van Riel C.B.M., The impact of employee communication and perceived external prestige on organizational identification, Academy of Management Journal, 44, 5, pp. 1051-1062, (2001); Sorup C.M., Jacobsen P., Healthcare performance turned into decision support, Journal of Health Organization and Management, 27, 1, pp. 64-84, (2013); Stromgren M., Eriksson A., Bergman D., Dellve L., Social capital among health care professionals: A prospective study of its importance for job satisfaction, work engagement and engagement in clinical improvements, International Journal of Nursing Studies, 53, pp. 116-125, (2016); Sullivan S.E., Baruch Y., Advances in career theory and research: A critical review and agenda for future exploration, Journal of Management, 35, 6, pp. 1542-1571, (2009); Tajfel H., Turner J.C., The social identity theory of intergroup behavior, The psychology of intergroup relations, pp. 7-24, (1986); Tyler T.R., Blader S.L., The group engagement model: Procedural justice, social identity, and cooperative behavior, Personality and Social Psychology Review, 7, 4, pp. 349-361, (2003); van der Heijden B., Prerequisites to guarantee life-long employability, Personnel Review, 31, 1, pp. 44-61, (2002); van der Heijde C.M., van der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Wanberg C.R., Hough L.M., Song Z., Predictive validity of a multidisciplinary model of reemployment success, Journal of Applied Psychology, 87, 6, pp. 1100-1120, (2002); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010)","G. Nazar; Departamento de Psicología, Facultad Ciencias Sociales, Universidad de Concepción, Chile; email: gnazar@udec.cl","","Cambridge University Press","","","","","","11387416","","","33827744","English","Span. J. Psychol.","Article","Final","","Scopus","2-s2.0-85103966238"
"Pramod S.; Ajinkya J.; Vaishali L.; Vilas P.","Pramod, Shahabadkar (57221684932); Ajinkya, Joshi (57221688236); Vaishali, Lele (57221703056); Vilas, Patil (58429761800)","57221684932; 57221688236; 57221703056; 58429761800","Understanding aspirations of first year undergraduate engineering students","2021","Journal of Engineering Education Transformations","34","Special Issue","","86","92","6","3","10.16920/jeet/2021/v34i0/157110","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099867699&doi=10.16920%2fjeet%2f2021%2fv34i0%2f157110&partnerID=40&md5=c33fd68ee43ca9080694120c1ebbb918","K. K. Wagh Institute of Engineering Education and Research, Nashik, 422 003, India","Pramod S., K. K. Wagh Institute of Engineering Education and Research, Nashik, 422 003, India; Ajinkya J., K. K. Wagh Institute of Engineering Education and Research, Nashik, 422 003, India; Vaishali L., K. K. Wagh Institute of Engineering Education and Research, Nashik, 422 003, India; Vilas P., K. K. Wagh Institute of Engineering Education and Research, Nashik, 422 003, India","Success of any educational institute largely depends upon how the students excel after they complete their studies. This may be in terms of obtaining dream placement, admission to higher studies in reputed institutes or even starting a venture of their choice. Desired results can be achieved if the aspirations are understood at an early stage and students are groomed properly for achieving their dreams. The objective of this study is to understand the aspirations of engineering students in their first year itself and develop a model for nurturing these aspirations. This paper also identifies factors influencing changes in aspirations and the contribution of these factors. In the present study, the aspirations of undergraduate engineering students were collected immediately after their admission. This activity was carried out consecutively for three academic years: 2017-18, 2018-19 and 2019-20. Aspirations of 2043 students were collected during this period by using IT tools. The study indicated that maximum students during their first year engineering were inclined towards obtaining placements in multinational firms followed by seeking admission to higher education in reputed institutes, entrepreneurship and joining the civil services. The institute under consideration has developed a five stage model to help the students in fulfilling their aspirations. This includes establishment of a Career Development Cell, Entrepreneurship Development Cell, International Facilitation Centre, Higher Study Cell and Novel Master Student Program. Aspirations were collected again during the final year in order to understand the deviations when students moved from first to final year. Results indicate that there was a substantial shift in the student aspirations. By the time the students reached the final year, there was an increase of 47.90% in the number of students who opted for placements while the number of students planning for higher studies decreased by 30.51%. Brainstorming session was conducted to identify the factors that prompted the students to change their minds during their course curriculum. The data presented here will give an insight to the academicians and institutes in understanding student ambitions and developing a model for fulfilling them. © 2021, Rajarambapu Institute Of Technology. All rights reserved.","Employability; Entrepreneurship; Google forms; Higher education; Placements; Student aspirations; Student support; Undergraduate engineering students","","","","","","","","All India Survey on Higher Education 2018-19, (2019); Alpay E., Ahearn A. L., Graham R. H., Bull A. M.J., Student enthusiasm for engineering: charting changes in student aspirations and motivation, European Journal of Engineering Education, 33, 5-6, pp. 573-585, (2008); Bennett D., Kapoor R., Rajinder K., First year engineering students: Perceptions of engineers and engineering work amongst domestic and international students, The International Journal of the First Year in Higher Education, 6, 1, pp. 89-105, (2015); Dennehya T. C., Dasgupta N., Female peer mentors early in college increase women’s positive academic experiences and retention in engineering, Proceedings of the National Academy of Sciences of the United States of America, 114, 23, pp. 5964-5969, (2017); India Skills Report 2020; Joshi A. S., Nandurkar K. N., Pawar P. J., A Novel Approach for Improving Quality of Learning Environment in Technical Institutions, Journal of Engineering Education Transformations, 34, 1, pp. 93-108, (2020); National Employability Report Engineers Annual Report 2019, Aspiring Minds; Patil V. K., Joshi A. S., Kadave P. T., Role of Stakeholders in Improving Indian Engineering Education Ecosystem, Glimpses of Engineering and Technology in the Modern World, Virudhunagar Hindu Nadars’ Senthikumara Nadar College, (2020); Rohde J. A., Verdin D., Doyle J., Godwin A., Kirn A., Benson L., Potvin G., Investigating the Intersection of Career Aspirations and Engineering Beliefs in First Year Engineering Students, Proceedings of 2018 IEEE Frontiers in Education Conference (FIE), pp. 1-8, (2018); Rynes S. L., Tolbert P. S., Strausse P. G., Aspirations to Manage: A Comparison of Engineering Students and Working Engineers, Journal of Vocational Behavior, 32, 2, pp. 239-253, (1988); Shahabadkar P., Joshi A., Nandurkar K., Developing IT Enabled Mechanism for SWOC Analysis: A Case Study, Proceedings of the 2nd International Conference on Manufacturing Excellence, pp. 158-164, (2019); Upadhyay E. M., Research on Engineering Students behavioural analysis for focused aspirations, International Journal of Engineering and Advanced Technology, 9, 1, pp. 227-231, (2019)","","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85099867699"
"Kim S.; Chen Z.W.; Tan J.Q.; Mussagulova A.","Kim, Soojin (55735490100); Chen, Zheng Wei (57223146616); Tan, Jian Qi (57217487541); Mussagulova, Assel (57210318886)","55735490100; 57223146616; 57217487541; 57210318886","A case study of the Singapore SkillsFuture Credit scheme: preliminary insights for making lifelong learning policy more effective","2021","Asian Journal of Political Science","29","2","","192","214","22","3","10.1080/02185377.2021.1917431","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105062637&doi=10.1080%2f02185377.2021.1917431&partnerID=40&md5=6229db73e39351b5b1b0d4aa58dde622","Public Policy and Global Affairs Programme, School of Social Sciences, Nanyang Technological University, Singapore; PayPal, Singapore; Singapore Armed Forces, Singapore","Kim S., Public Policy and Global Affairs Programme, School of Social Sciences, Nanyang Technological University, Singapore; Chen Z.W., PayPal, Singapore; Tan J.Q., Singapore Armed Forces, Singapore; Mussagulova A., Public Policy and Global Affairs Programme, School of Social Sciences, Nanyang Technological University, Singapore","In pursuit of sustainable, human capital-centric growth, Singapore initiated a lifelong learning policy of SkillsFuture Credit (SFC) which enables citizens to advance their skills in an autonomous and flexible manner. However, the results so far indicate that the SFC outcomes are not aligned with the policy goals it set out to achieve, as the participation rates remain subpar, and program implementation is dotted with fraudulent claims. This study aims to gauge the effectiveness of SFC both in achieving its primary policy goals and an overarching objective of building a culture of lifelong learning in Singapore. In doing so, this study relies on perspectives of the main stakeholders of SFC using the framework of policy feedback and policy-learning effects. The findings show that while most respondents are satisfied with the SFC, low participation rates are largely driven by structural barriers of time and financial cost. In addition, there exists a mismatch between the government-driven pragmatism rhetoric in lifelong learning and the personal aspirations of respondents towards self-development. Policymakers may benefit from the findings of this research by recalibrating their approach through investing in more diverse, high-quality courses, ensuring the value of the course certificates for employability, and improving the outreach efforts. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Lifelong learning; policy effectiveness; policy feedback; policy-learning; Singapore; SkillsFuture","","","","","","Nanyang Technological University, Singapore, (M4081744.100); Ministry of Education, MOE; National Research Foundation of Korea, NRF, (NRF-2018S1A3A2075609)","This work was supported by Nanyang Technological University, Singapore [a Start-up Grant No. M4081744.100] and The Ministry of Education of the Republic of Korea and the National Research Foundation of Korea [Grant No. NRF-2018S1A3A2075609].","Ahmed M., Lifelong learning in a learning society: Are community learning centres the vehicle?, Education, learning, training: Critical issues for development, pp. 102-125, (2014); Aspin D.N., Chapman J.D., Lifelong learning: Concepts and conceptions, International Journal of Lifelong Education, 19, 1, pp. 2-19, (2000); Bagnall R.G., Lifelong learning as an idea for our times: An extended review, International Journal of Lifelong Education, 28, 2, pp. 277-285, (2009); Boeren E., Lifelong learning participation in a changing policy context: An interdisciplinary theory, (2016); Brine J., Lifelong learning and the knowledge economy: Those that know and those that do not—the discourse of the European Union, British Educational Research Journal, 32, 5, pp. 649-665, (2006); Cheng Y.C., Paradigm shift in higher education: Learning, internationalisation and development, Globalisation and higher education reforms, pp. 115-132, (2016); Chia L., Sim F., (2018); Chindarkar N., Howlett M., Ramesh M., Introduction to the special issue: “conceptualizing effective social policy design: Design spaces and capacity challenges, Public Administration and Development, 37, 1, pp. 3-14, (2017); Choy C.L., History and managerial culture in Singapore: “pragmatism”, “openness” and “paternalism.”, Asia Pacific Journal of Management, 4, 3, pp. 133-143, (1987); Coffield F., Breaking the consensus: Lifelong learning as social control, British Educational Research Journal, 25, 4, pp. 479-499, (1999); Creswell J.W., Research design: Qualitative, quantitative, and mixed methods approaches, (2014); Creswell J.W., Plano Clark V.L., Designing and conducting mixed methods research, (2018); Cropley A.J., Lifelong Education: a psychological analysis, (1977); (2020); Field J., Lifelong education, International Journal of Lifelong Education, 20, 1-2, pp. 3-15, (2001); Han S.H., Creating systems for lifelong learning in Asia, Asia Pacific Education Review, 2, 2, pp. 85-95, (2001); Heclo H., Modern social politics in britain and Sweden: From relief to income maintenance, (1974); Kim S., Kwa K.X., A closer look at risk factors for public-private partnerships in Singapore: Six case studies, Asian Journal of Political Science, 28, 2, pp. 142-163, (2020); Kit T.S., (2019); Kitagawa K., Three translations revisited: Lifelong learning in Singapore, Second International handbook of lifelong learning, pp. 305-320, (2012); Lee M., Morris P., Lifelong learning, income inequality and social mobility in Singapore, International Journal of Lifelong Education, 35, 3, pp. 286-312, (2016); Lee W.-O., Lifelong learning in Asia: Eclectic concepts, rhetorical ideals, and missing values. Implications for values education, Values education and lifelong learning: Principles, policies, programmes, pp. 362-379, (2007); Liu H., Fernandez F., Grotluschen A., Examining self-directedness and its relationships with lifelong learning and earnings in Yunnan, Vietnam, Germany, and the United States, International Journal of Educational Development, 70, (2019); Lowi T.J., Four systems of policy, politics, and choice, Public Administration Review, 32, 4, pp. 298-310, (1972); (1999); Matheson D., Matheson C., Lifelong learning and lifelong education: A critique, Research in Post-Compulsory Education, 1, 2, pp. 219-236, (1996); Mettler S., SoRelle M., Policy feedback theory, Theories of the policy process, pp. 151-182, (2014); (2021); (2009); Mokhtar F., (2017); Moynihan D.P., Soss J., Policy feedback and the politics of administration, Public Administration Review, 74, 3, pp. 320-332, (2014); Mukherjee I., Bali A., Policy effectiveness and capacity: Two sides of the design coin, Policy Design and Practice, 2, 2, pp. 103-114, (2019); Ng C.J.W., Governing (through) affect: A social semiotic perspective of affective governance in Singapore, Discourses of Southeast Asia, pp. 23-43, (2019); Ng P.T., An examination of lifelong learning policy rhetoric and practice in Singapore, International Journal of Lifelong Education, 32, 3, pp. 318-334, (2013); Ong Y.K., (2016); Pierson P., When effect becomes cause: Policy feedback and political change, World Politics, 45, 4, pp. 595-628, (1993); Radm T.C.H., (1998); Radm T.C.H., (1999); Rees T., Bartlett W., Models of guidance services in the learning society: The case of the Netherlands, Why’s the beer up north always stronger? Studies of lifelong learning in Europe, pp. 21-30, (1999); Rubenson K., Desjardins R., The impact of welfare state regimes on barriers to participation in adult education: A bounded agency model, Adult Education Quarterly, 59, 3, pp. 187-207, (2009); Seow J., (2018); (2007); (2020); (2020); Sung J., Freebody S., Lifelong learning in Singapore: Where are we?, Asia Pacific Journal of Education, 37, 4, pp. 615-628, (2017); Tan C., Lifelong learning through the SkillsFuture movement in Singapore: Challenges and prospects, International Journal of Lifelong Education, 36, 3, pp. 278-291, (2017); Tan J., (2020); Teng A., (2020); Thang L.L., Leng C.F., Yow A., Yinhong C., (2012); (2019); Villar F., Celdran M., Learning in later life: Participation in formal, non-formal and informal activities in a nationally representative Spanish sample, European Journal of Ageing, 10, 2, pp. 135-144, (2013); Wichowsky A., Moynihan D.P., Measuring how administration shapes citizenship: A policy feedback perspective on performance management, Public Administration Review, 68, 5, pp. 908-920, (2008); Woo J.J., Educating the developmental state: Policy integration and mechanism redesign in Singapore’s SkillsFuture scheme, Journal of Asian Public Policy, 11, 3, pp. 267-284, (2018); (2011); Yorozu R., (2017); Zher S.Y., Sung J., Ying C., (2019)","S. Kim; Public Policy and Global Affairs Programme, School of Social Sciences, Nanyang Technological University, Singapore; email: sjkim@ntu.edu.sg","","Routledge","","","","","","02185377","","","","English","Asian J. Polit. Sci.","Article","Final","","Scopus","2-s2.0-85105062637"
"Gitonga I.; Syurina E.V.; Tele A.; Ebuenyi I.D.","Gitonga, Isaiah (57195217089); Syurina, Elena Vladimirovna (42662490700); Tele, Albert (57190487944); Ebuenyi, Ikenna Desmond (56179645700)","57195217089; 42662490700; 57190487944; 56179645700","Improving work and employment opportunities for women with psychosocial disabilities: An action research protocol","2021","Pan African Medical Journal","38","","323","","","","2","10.11604/pamj.2021.38.323.28509","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104642377&doi=10.11604%2fpamj.2021.38.323.28509&partnerID=40&md5=d3e613e681013cdb91c501f5f2e2a106","Ikuze Africa, Nairobi, Kenya; Assisting Living and Learning Institute, Department of Psychology, Maynooth University, Maynooth, Ireland; Athena Institute, Faculty of Science, Vrije Universiteit, Amsterdam, Netherlands","Gitonga I., Ikuze Africa, Nairobi, Kenya, Assisting Living and Learning Institute, Department of Psychology, Maynooth University, Maynooth, Ireland; Syurina E.V., Athena Institute, Faculty of Science, Vrije Universiteit, Amsterdam, Netherlands; Tele A., Ikuze Africa, Nairobi, Kenya; Ebuenyi I.D., Ikuze Africa, Nairobi, Kenya, Assisting Living and Learning Institute, Department of Psychology, Maynooth University, Maynooth, Ireland","In Kenya, employment rates for persons with disabilities are very low and those with psychosocial disabilities have even more dismal rates of employment. This situation has negative impact on the individual’s recovery, quality of life, mental and physical health. The systemic exclusion of persons with psychosocial disabilities in work and employment disproportionately affects women. The aim of this study is to test the feasibility of disability inclusion training to improve work and employment opportunities for women with psychosocial disabilities in Tana River County, Kenya. The study will adopt a mixed methods research design using action research approach. A sample of women with psychosocial disabilities will be trained using a researcher designed disability inclusion training manual, while employers and other stakeholders will be trained on inclusive employment. Trainings will be tailored to suit different employers and for different types of psychosocial disabilities. Interactive learning and linking sessions involving the two groups and process evaluations will be conducted at different time points to measure the impact of the intervention. Findings from this pilot study will inform future research on work and employability programs for rural women with psychosocial disabilities. The study protocol was approved by Maseno University Ethics Review Committee (MUERC/00851/20). Findings from this study will be disseminated through conference presentations and scientific publications in peer reviewed journals. © 2021, African Field Epidemiology Network. All rights reserved.","Employment support work; Inclusive employment; Kenya; Psychosocial disability; Women","Disabled Persons; Employment; Feasibility Studies; Female; Health Services Research; Humans; Kenya; Pilot Projects; Quality of Life; Research Design; Article; employment of women; employment status; feasibility study; female; functional assessment; human; Kenya; mental health; occupational health; physical capacity; psychosocial disorder; quality of life; Sheehan Disability Scale; social functioning scale; social stigma; WHOQOL-BREF; disabled person; education; employment; health services research; methodology; pilot study; psychology; quality of life","","","","","Voice Empowerment, (507997); Ministerie van Buitenlandse Zaken","Funding text 1: This project is supported by Voice Empowerment grant #507997. Voice is an initiative of and financed by the Ministry of Foreign Affairs of the Netherlands as part of their overall policy framework ‘Dialogue and Dissent´ (future Power of Voices) and is executed by a consortium between Oxfam Novib and Hivos. The grant will support the implementation costs of the project. Voice did not participate in writing or submission of this protocol. The authors are grateful to the women, employers and stakeholders for their inputs during the conceptualization and development of the project proposal.; Funding text 2: This project is supported by Voice Empowerment grant #507997. Voice is an initiative of and financed by the Ministry of Foreign Affairs of the Netherlands as part of their overall policy framework ?Dialogue and Dissent? (future Power of Voices) and is executed by a consortium between Oxfam Novib and Hivos. The grant will support the implementation costs of the project. Voice did not participate in writing or submission of this protocol. The authors are grateful to the women, employers and stakeholders for their inputs during the conceptualization and development of the project proposal.","Depression and other common mental disorders: global health estimates, (2017); Wainberg ML, Scorza P, Shultz JM, Helpman L, Mootz JJ, Johnson KA, Et al., Challenges and opportunities in global mental health: a research-to-practice perspective, Curr Psychiatry Rep, 19, 5, (2017); Convention on the Rights of Persons with Disabilities (CRPD), (2019); The Taskforce on Mental Health, (2019); Mental Health ATLAS 2017, (2019); Ndetei DM, Muthike J, Nandoya ES., Kenya´s mental health law, BJPsych Int, 14, 4, pp. 96-97, (2017); Ebuenyi ID, Guxens M, Ombati E, Bunders Aelen JFG, Regeer BJ., Employability of persons with mental disability: understanding lived experiences in Kenya, Front Psychiatry, 10, (2019); Ebuenyi ID, van der Ham AJ, Bunders-Aelen JFG, Regeer BJ., Expectations management; employer perspectives on opportunities for improved employment of persons with mental disabilities in Kenya, Disabil Rehabil, 42, 12, pp. 1687-1696, (2020); South Africa Unemployment Rate. Trading Economics, (2016); Boman T, Kjellberg A, Danermark B, Boman E., Employment opportunities for persons with different types of disability, Alter. 2015 AprilJune, 9, 2, pp. 116-129; Ebuenyi ID, Rottenburg ES, Bunders-aelen JFG, Regeer BJ., Challenges of inclusion: a qualitative study exploring barriers and pathways to inclusion of persons with mental disabilities in technical and vocational education and training programmes in East Africa, Disabil Rehabil, 42, 4, pp. 536-544, (2020); Ebuenyi ID., Inclusive employment: understanding the barriers to and facilitators of employment for persons with mental disability in East Africa, (2019); Ebuenyi ID, Regeer BJ, Ndetei DM, Bunders Aelen JFG, Guxens M., Experienced and Anticipated Discrimination and Social Functioning in Persons With Mental Disabilities in Kenya: Implications for Employment, Front Psychiatry, 10, (2019); Mitra S., The capability approach and disability, Journal of Disability Policy Studies, 16, 4, pp. 236-247, (2006); Mizunoya S, Mitra S., Is There a Disability Gap in Employment Rates in Developing Countries?, World Dev, 43, pp. 28-43, (2013); Frederick DE, VanderWeele TJ., Supported employment: Meta-analysis and review of randomized controlled trials of individual placement and support, PLoS One, 14, 2, (2019); Jansson I, Gunnarsson AB., Employers´ views of the impact of mental health problems on the ability to work, Work, 59, 4, pp. 585-598, (2018); Gayed A, Milligan-Saville JS, Nicholas J, Bryan BT, LaMontagne AD, Milner A, Et al., Effectiveness of training workplace managers to understand and support the mental health needs of employees: a systematic review and meta-analysis, Occup Environ Med, 75, 6, pp. 462-470, (2018); Tana River County, (2019); Ngaina JN, Mutua FM, Muthama NJ, Kirui JW, Sabiiti G, Mukhala E, Et al., Drought monitoring in Kenya: A case of Tana River County, Int J Agric Sci Res, 3, 7, pp. 126-135, (2014); Kenya County Fact Sheets, (2014); Survey Report on Marginalised Areas/ Counties in Kenya, (2012); Gray DE., Doing research in the real world, (2013); Coghlan D, Brydon-Miller M., The SAGE encyclopedia of action research, (2014); Users and Survivors of Psychiatry Kenya, Advancing the Rights of Persons with Psychosocial Disability in Kenya Kenya, (2017); Gabbidon J, Brohan E, Clement S, Henderson RC, Thornicroft G, Bhugra D, Et al., The development and validation of the Questionnaire on Anticipated Discrimination (QUAD), BMC Psychiatry, 13, (2013); Evans-lacko S, Little K, Meltzer H, Rose D, Rhydderch D, Henderson C, Et al., Development and psychometric properties of the Mental Health Knowledge Schedule, Can J Psychiatry, 55, 7, pp. 157-165, (2010); Evans-Lacko S, Henderson C, Thornicroft G., Public knowledge, attitudes and behaviour regarding people with mental illness in England 2009-2012, Br J Psychiatry Suppl, 55, s55, pp. s51-s57, (2013); Li J, Li J, Thornicroft G, Huang Y., Levels of stigma among community mental health staff in Guangzhou, China, BMC Psychiatry, 14, 1, (2014); Martensson G, Jacobsson JW, Engstrom M., Mental health nursing staff´s attitudes towards mental illness: An analysis of related factors, J Psychiatr Ment Health Nurs, 21, 9, pp. 782-788, (2014); Chisholm K, Patterson P, Torgerson C, Turner E, Jenkinson D, Birchwood M., Impact of contact on adolescents´ mental health literacy and stigma: the SchoolSpace cluster randomised controlled trial, BMJ Open, 6, 2, (2016); Mutiso VN, Musyimi CW, Nayak SS, Musau AM, Rebello T, Nandoya E, Et al., Stigma-related mental health knowledge and attitudes among primary health workers and community health volunteers in rural Kenya, Int J Soc Psychiatry, 63, 6, pp. 508-517, (2017); DVRush AS, Pincus H, First M., Sheehan disability scale, Handb Psychiatr Meas, (2000); The world health organization quality of life (WHOQOL)-bref, (2004); Birchwood M, Smith J, Cochrane R, Wetton S, Copestake S., The Social Functioning Scale. The development and validation of a new scale of social adjustment for use in family intervention programmes with schizophrenic patients, Br J Psychiatry, (1990); Verduin F, Scholte WF, Rutayisire T, Busschers WB, Stronks K., The validation of a social functioning questionnaire in an African postconflict context, Transcult Psychiatry, 51, 2, pp. 228-246, (2014); Mutiso VN, Pike KM, Musyimi CN, Gitonga I, Tele A, Rebello TJ, Et al., Feasibility and effectiveness of nurses and clinical officers in implementing the WHO mhGAP intervention guide: Pilot study in Makueni County, Kenya, Gen Hosp Psychiatry, 59, pp. 20-29, (2019); Musyimi CW, Mutiso VN, Nayak SS, Ndetei DM, Henderson DC, Bunders J., Quality of life of depressed and suicidal patients seeking services from traditional and faith healers in rural Kenya, Health Qual Life Outcomes, 15, 1, (2017); Informal Economy, (2018)","I. Gitonga; Ikuze Africa, Nairobi, Kenya; email: gitongaisaiah0@gmail.com","","African Field Epidemiology Network","","","","","","19378688","","","34285746","English","Pan Afr. Med. J.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85104642377"
"Koh A.; Cheong M.","Koh, Angela (57221929063); Cheong, Michelle (25723047400)","57221929063; 25723047400","A Qualitative Evaluation of SMU’s Peer Helpers Programme","2021","International Journal of Evidence Based Coaching and Mentoring","19","1","","152","170","18","1","10.24384/af1r-c819","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100649201&doi=10.24384%2faf1r-c819&partnerID=40&md5=509a0bafb42cb31fdfbaef160d47a17d","Singapore Management University, Singapore","Koh A., Singapore Management University, Singapore; Cheong M., Singapore Management University, Singapore","This study examines the impact of peer helper training in Singapore Management University(SMU) from personal interviews with 11 alumni peer helpers. The aims are to find a) newevidence of benefits and innovative practice that support peer helper learning, university lifeand employability and b) to enhance curriculum and training. All opinions in the sentimentanalysis were positive. The content analysis revealed developing external partnerships,exploring certification and engaging in internationalisation to enhance curriculum, training andpractice at the organisational level. At the programme level, the suggestions were to betterrelate peer helping to future readiness. © the Author(s) Published by Oxford Brookes University","counselling; helping skills; peer helper; peer helper training; peer support","","","","","","","","Aladag M., Evaluation of the peer helping program conducted, Turkish Psychological Counseling and Guidance Journal, 4, 31, pp. 12-22, (2009); Aladag M., Tezer E., Effects of a peer helping training program on helping skills and self-growth of peer helpers, International Journal for the Advancement of Counselling, 31, 4, pp. 255-269, (2009); Amarasuriya S.D., Reavley N.J., Rossetto A., Jorm A.F., Helping intentions of undergraduates towards their depressed peers: A cross-sectional study in Sri Lanka, BMC Psychiatry, 17, 1, pp. 1-14, (2017); Andre C., Deerin J., Leykum L., Students helping students: vertical peer mentoring to enhance the medical school experience, BMC Research Notes, 10, 1, pp. 1-8, (2017); Bohart A.C., Landeros D.D., Hewitt B.N., Heilman A., Two methods of interpersonal skills training - Conceptual-versus response-oriented approaches, Small Group Behavior, 10, 2, pp. 299-312, (1979); Bulanda J.J., Bruhn C., Byro-Johnson T., Zentmyer M., Addressing mental health stigma among young adolescents: Evaluation of a youth-led approach, Health and Social Work, 39, 2, pp. 73-80, (2014); Burke R.J., Weir T., Duncan G., Informal helping relationship in work organizations, Academy of Management Journal, 19, 3, pp. 370-377, (1976); Cox J.R., A guide to peer counselling, (1999); Dougherty A.M., Taylor B.B., Evaluation of peer helper programs, Elementary School Guidance & Counseling, 18, 2, pp. 130-136, (1983); Egan G., Skilled helping around the world: Addressing diversity and multiculturalism, (2006); Eryilmaz A., The effectiveness of a peer-helping programme that increases subjective well-being, British Journal of Guidance and Counselling, 45, 3, pp. 225-237, (2017); Froh J.J., An empirical investigation of a peer-helping program’s effectiveness and acceptability, (2004); Giorgi A., The descriptive phenomenological psychological method, Journal of Phenomenological Psychology, 43, 1, pp. 3-12, (2012); Hsai T., Chung A.Y.L., Peer helpers: Bridging the gap between the student community and the university’s counseling service, Proceedings of the 12th Asia-Pacific Student Services Association Conference 2010, pp. 1-11, (2010); Hutto C.J., Gilbert E., VADER: A parsimonious rule-based model for sentiment analysis of social media text, Proceedings of the Eighth International AAAI Conference on Weblogs and Social Media, pp. 216-225, (2014); Kealy E.R., McDermott D., Wasser J., Teaching peer helping skills, Educational Leadership, 39, 7, pp. 515-517, (1982); Keenan C., Mapping student-led peer learning in the UK, (2014); Lawson D., Peer helping programs in the colleges and universities of Québec and Ontario, Canadian Journal of Counselling, 23, 1, pp. 41-54, (1989); Morrill C.M., Leach J.N., Radebaugh M.R., Et al., Peer helpers: Overview and caution, International Journal of Adolescence and Youth, 1, 1, pp. 33-37, (1987); Peer helpers handbook: A peer helping and mental wellness resource guide; Naylor P., Cowie H., The effectiveness of peer support systems in challenging school bullying: The perspectives and experiences of teachers and pupils, Journal of Adolescence, 22, 4, pp. 467-479, (1999); Newton F.B., Ender S.C., Students helping students - A guide for peer educators on college campuses, (2010); Racz J., Lacko Z., Peer helpers in Hungary: A qualitative analysis, International Journal for the Advancement of Counselling, 30, 1, pp. 1-14, (2008); Riggall S., The sustainability of Egan’s skilled helper model in students’ social work practice, Journal of Social Work Practice, 30, 1, pp. 81-93, (2016); Rockwell L.K., Dustin R., Building a model for training peer counselors, The School Counselor, 26, 5, pp. 311-316, (1979); Sharp W.T., Empathy and self-acceptance: Necessary qualities of a peer helper, (1998); SMU launches new student wellness centre to provide quality counselling services for better mental wellness of students, (2017); Schools & institutes, (2018); Asian Conference of the Academy of Human Resource Development, pp. 211-217, (2005); Tan G., Hsi T., The impact of peer-helper program on peer helpers: Some preliminary findings, The Eighth International Conference on HRD Research and Practice Across Europe, pp. 1-18, (2007); Varenhorst B., Why peer helping?, The Peer Facilitator Quarterly, 10, 2, pp. 10-14, (1992)","A. Koh; Singapore Management University, Singapore; email: angelkoh@smu.edu.sg","","Oxford Brookes University","","","","","","17418305","","","","English","Int. J. Evid. Based Coach. Mentor.","Article","Final","","Scopus","2-s2.0-85100649201"
"Scott F.J.; Willison D.","Scott, Fraser J. (54391629700); Willison, Debra (57516602500)","54391629700; 57516602500","Students’ reflections on an employability skills provision","2021","Journal of Further and Higher Education","45","8","","1118","1133","15","13","10.1080/0309877X.2021.1928025","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106510356&doi=10.1080%2f0309877X.2021.1928025&partnerID=40&md5=16577bd736b3947d2d511b9ef6490b96","Department of Pure and Applied Chemistry, University of Strathclyde, Glasgow, United Kingdom","Scott F.J., Department of Pure and Applied Chemistry, University of Strathclyde, Glasgow, United Kingdom; Willison D., Department of Pure and Applied Chemistry, University of Strathclyde, Glasgow, United Kingdom","For many years, a key driver for Higher Education Institutions (HEIs) has been ensuring that students are prepared for employment post-graduation. This has often resulted in HEIs providing specific modules of study focussing on employability and soft skills. The existing research literature presents a variety of strategies for embedding employability within curricula, often focusing on frameworks to review the provision of employability opportunities within a degree programme. The authors have previously investigated an employability module within an Undergraduate Chemistry Programme at their UK HEI, particularly focusing on students’ perceptions–these coalesced around the themes of personal progression, relevance of the module and interactions. However, before using these findings to further develop the module, it was deemed necessary to investigate the module in a different context. This study investigates the employability module in an Australian HEI and its delivery to undergraduate and postgraduate students from a range of different disciplines. Free text comments from questionnaires answered by 85 participants were subjected to thematic analysis in order to understand students’ perceptions of the module in this new context. The new thematic map was compared to that from the original study to reveal several key similarities and differences between students’ perceptions. However, the most important finding is thast employability modules should be tailored to a specific cohort to ensure they are aligned with their needs. This suggests that Central University employability module providers should work closely with individual departments to maximise the impact of these for students. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Career development; career resources; employability; skills development","","","","","","University of South Australia, UniSA","The author (DW) would like to thank Professor Laura–Anne Bull (formerly of the University of Southern Australia) for the invitation and opportunity to interact with students at the University of Southern Australia.","Archer W., Davison J., Graduate Employability: What Do Employers Think and Want? The Council for Industry and Higher Education, (2008); Attride-Stirling J., Thematic Networks: An Analytic Tool for Qualitative Research, Qualitative Research, 1, 3, pp. 385-405, (2001); Barrie S.C., Hughes C., Crisp G., Bennison A., Assessing and Assuring Australian Graduate Learning Outcomes: Principles and Practices within and across Disciplines, (2014); Bennett D., Breaking Open WIL: Preparing Students for 2020 and Beyond, Keynote Address for WIL 2020: Pushing the Boundaries, National Conference of the Australian Collaborative Education Network at Macquarie University, (2016); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Working Towards Your Future: Making the Most of Your Time in Higher Education, (2011); Education and Skills Survey: The Right Combination, (2016); Educating and Learning for the Modern World: CBI/Pearson Education and Skills Survey Annual Report, (2019); Future Fit: Preparing Graduates for the World of Work, (2009); Clark K., Selwood A., Muir M., Mapping Employability Tool Kit, (2011); Higher Education Standards Framework (Threshold Standards), (2015); Connor H., Shaw S., Graduate Training and Development: Current Trends and Issues, Education & Training, 50, 5, pp. 357-365, (2008); Cox S., King D., Skill Sets: An Approach to Embed Employability in Course Design, Education & Training, 48, 4, pp. 262-274, (2006); Dacre Pool L., Sewell P., The Key to Employability: Developing a Practical Model for Graduate Employability, Education & Training, 49, 4, pp. 277-289, (2007); Damoah O.B.O., Peprah A.A., Brefo K.O., Does Higher Education Equip Graduate Students with the Employability Skills Employers Require? 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Willison; Department of Pure and Applied Chemistry, University of Strathclyde, Glasgow, United Kingdom; email: d.willison@strath.ac.uk","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85106510356"
"SHAHRIAR M.S.; ISLAM K.M.A.; ZAYED N.M.; HASAN K.B.M.R.; RAISA T.S.","SHAHRIAR, Mohammad Shibli (23768403300); ISLAM, K. M. Anwarul (57264611000); ZAYED, Nurul Mohammad (57226874386); HASAN, K. B. M. Rajibul (57200943155); RAISA, Tahsin Sharmila (57221375851)","23768403300; 57264611000; 57226874386; 57200943155; 57221375851","The Impact of COVID-19 on Bangladesh’s Economy: A Focus on Graduate Employability","2021","Journal of Asian Finance, Economics and Business","8","3","","1395","1403","8","12","10.13106/jafeb.2021.vol8.no3.1395","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102907532&doi=10.13106%2fjafeb.2021.vol8.no3.1395&partnerID=40&md5=0d3cce21209f335f346e29467cdcda91","Department of Business Administration, Faculty of Business and Entrepreneurship, Daffodil International University, 102/1, Sukrabad Mirpur Road, Dhaka, 1207, Bangladesh; Department of Business Administration, The Millennium University, University of Selangor, Dhaka, Selangor, Bangladesh; University of Selangor, Malaysia; Department of Real Estate, Faculty of Business and Entrepreneurship, Daffodil International University, Dhaka, Bangladesh; Risk Management Division, Agrani Bank Limited, Dhaka, Bangladesh; Department of Business Administration, Faculty of Business and Entrepreneurship, Daffodil International University, 102/1, Sukrabad Mirpur Road, Dhaka, 1207, Bangladesh","SHAHRIAR M.S., Department of Business Administration, Faculty of Business and Entrepreneurship, Daffodil International University, 102/1, Sukrabad Mirpur Road, Dhaka, 1207, Bangladesh; ISLAM K.M.A., Department of Business Administration, The Millennium University, University of Selangor, Dhaka, Selangor, Bangladesh, University of Selangor, Malaysia; ZAYED N.M., Department of Real Estate, Faculty of Business and Entrepreneurship, Daffodil International University, Dhaka, Bangladesh; HASAN K.B.M.R., Risk Management Division, Agrani Bank Limited, Dhaka, Bangladesh; RAISA T.S., Department of Business Administration, Faculty of Business and Entrepreneurship, Daffodil International University, 102/1, Sukrabad Mirpur Road, Dhaka, 1207, Bangladesh","The COVID-19 pandemic is having an adverse impact on Bangladesh’s economy by affecting millions of people’s life and hampering their income sources. The outbreak of COVID-19 has created more pressure on the labor market. The pandemic reduces employment opportunities as most of the companies have stopped their recruitment process to cut their operational costs, which increases the rate of graduate unemployment in Bangladesh. Hence, this study aims to investigate the impact of COVID-19 on graduate employability in Bangladesh that adversely affects the income of families and eventually the nation’s economy. A literature review has been conducted from secondary sources to evaluate the impact, which shows that the rate of graduate unemployment increased from 47% to 58% in 2020 with an expected annual loss estimated at $53 million. Findings also reveal that the prime reasons for graduate employability are low demand and huge supply of graduates in the labor market, lack of professional skills of graduates, ineffective education system, etc. The study suggests that the government of Bangladesh should develop some policies to overcome this problem such as ensuring employment subsidies, implementing skills development programs, improving labor market flexibility, initiating credit programs for generating employment, and developing entrepreneurial ecosystems in Bangladesh. © 2021, Journal of Asian Finance, Economics and Business. All rights reserved.","Bangladesh Economy; COVID-19; Graduate Employability; Policy Responses; Public Policy; Unemployment","","","","","","","","Akter B., Iqbal A., Educational Entrepreneurship: A New Dimension of Creating Entrepreneurial Ecosystem, 13th Biennial Conference on Entrepreneurship, pp. 463-471, (2019); Alam M. N., Alam M. S., Chavali K., Stock market response during COVID-19 lockdown period in India: An event study, Journal of Asian Finance. Economics and Business, 7, 7, pp. 131-137, (2020); Bari M. K., Obayed S. N., Tahmida Q. M., Opportunities and Shortcomings of Developing and Implementing Academic Entrepreneurial Activities in Bangladesh, Preprints, 2019, (2020); Bidisha S. H., Reverse migration needs to be supported by proper policies; Bhuiyan A. I., Sakib N., Pakpour A. H., Griffiths M. D., Mamun M. A., COVID-19-related suicides in Bangladesh due to lockdown and economic factors: case study evidence from media reports, International Journal of Mental Health and Addiction, (2020); Ferdous M. Z., Islam M. S., Sikder M. T., Mosaddek A. S. M., Zegarra-Valdivia J. A., Gozal D., Knowledge, attitude, and practice regarding COVID-19 outbreak in Bangladesh: An online-based cross-sectional study, PloS One, 15, 10, (2020); Ferdous Z., Asad I., Deeba S. 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B., Entrepreneurship Education and University Students’ Entrepreneurial Intentions in Bangladesh, Entrepreneurship: Concepts, Methodologies, Tools, and Applications, pp. 221-246, (2017); Hwang Y., What Is the Cause of Graduates’ Unemployment? Focus on Individual Concerns and Perspectives, Journal of Educational Issues, 3, 2, pp. 1-10, (2017); Islam M. B. N., Institutional Support for Entrepreneurship Development in Bangladesh, Entrepreneurship Review, 1, 1, pp. 10-21, (2020); Karim M. R., Islam M. T., Talukder B., COVID-19‘ s impacts on migrant workers from Bangladesh: In search of policy intervention, World Development, 136, (2020); Karsten I., vander Merwe M., Steenekamp K., Empowering accounting students to enhance the self-determination skills demanded by the fourth industrial revolution, South African Journal of Higher Education, 34, 2, pp. 36-58, (2020); Kashem A., Jobs Available, Not Skilled Workers, The Kaler Kantho, (2017); Khan K., Zhao H., Zhang H., Yang H., Shah M. 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An empirical investigation considering depression from COVID-19 as a mediator, The International Journal of Social Psychiatry, (2020); Mallick U. K., Biswas M. H. A., Mathematical Approach with Optimal Control: Reduction of Unemployment Problem in Bangladesh, Journal of Applied Nonlinear Dynamics, 9, 2, pp. 231-246, (2020); Mamun M. A., Ullah I., COVID-19 suicides in Pakistan, dying off not COVID-19 fear but poverty? The forthcoming economic challenges for a developing country, Brain, Behavior, and Immunity, 87, pp. 163-166, (2020); Mamun M. A., Chandrima R. M., Griffiths M. D., Mother and son suicide pact due to COVID-19-related online learning issues in Bangladesh: An unusual case report, International Journal of Mental Health and Addiction, pp. 1-4, (2020); Mohiuddin A. K., A Pandemic Review of Covid-19 Situation in Bangladesh, The American Journal of Medical Sciences and Pharmaceutical Research, 2, pp. 38-50, (2020); Mohiuddin A. K., An Extensive Review of Health and Economy of Bangladesh Amid Covid-19 Pandemic, European Journal of Sustainable Development Research, 4, (2020); Moudud-Ul-Huq S., Akter R., Biswas T., Impact of Financial Crisis on Credit Risk: Pre-and Post-financial Crises in an Emerging Economy, FIIB Business Review, (2020); Neazy S. N., Rise of the educated unemployed, (2019); Reaves J., 21st-Century Skills and the Fourth Industrial Revolution: a Critical Future Role for Online Education, International Journal on Innovations in Online Education, 3, 1, (2019); Shah G. M., Solangi H. A., Strategy to Create Job Opportunities in Less-Developed Countries Case study of Afghanistan and Bangladesh, Asia Pacific-Annual Research Journal of Far East & South East Asia, 34, (2019); Shammi M., Bodrud-Doza M., Islam A. R. M. T., Rahman M. M., Strategic assessment of COVID-19 pandemic in Bangladesh: comparative lockdown scenario analysis, public perception, and management for sustainability, Environment, Development and Sustainability, pp. 1-44, (2020); Shammi M., Bodrud-Doza M., Islam A. R. M. T., Rahman M. M., COVID-19 pandemic, socioeconomic crisis and human stress in resource-limited settings: A case from Bangladesh, Heliyon, (2020); Saha S. K., COVID-19 EMERGENC, Reverse migration issues, (2020); Shil M., Shahriar M. S., Sultana S., Rahman S. N., Zayed N. M., Introduction To University Based Entrepreneurship Ecosystem (U-Bee): A Model Case Study From Bangladesh, International Journal of Entrepreneurship, 24, 1, (2020); Shimanta M. L. R., Gope H., Sumaiya I. J., Readymade Garments Sector and COVID-19 in Bangladesh, Preprints, 2020, (2020); Ullah A. M., Development of Entrepreneurship in Bangladesh: Challenges and Possibilities, (2020); Zhang L. N., What are the Causes and Consequences of Graduate Unemployment in China?, DEStech Transactions on Social Science, Education and Human Science, (2018)","T.S. RAISA; Department of Business Administration, Faculty of Business and Entrepreneurship, Daffodil International University, Dhaka, 102/1, Sukrabad Mirpur Road, 1207, Bangladesh; email: raisa.bba@diu.edu.bd","","Korea Distribution Science Association (KODISA)","","","","","","22884637","","","","English","J. Asian Financ. Econ. Bus.","Article","Final","","Scopus","2-s2.0-85102907532"
"Nimmi P.M.; Zakkariya K.A.; Rahul P.R.","Nimmi, P.M. (57223862848); Zakkariya, K.A. (56609290100); Rahul, P.R. (57223876082)","57223862848; 56609290100; 57223876082","Channelling employability perceptions through lifelong learning: an empirical investigation","2021","Education and Training","63","5","","763","776","13","10","10.1108/ET-10-2020-0295","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106212119&doi=10.1108%2fET-10-2020-0295&partnerID=40&md5=cbca040c8eacde8cc5e0099b23008275","School of Management Studies, CUSAT, Kochi, India","Nimmi P.M., School of Management Studies, CUSAT, Kochi, India; Zakkariya K.A., School of Management Studies, CUSAT, Kochi, India; Rahul P.R., School of Management Studies, CUSAT, Kochi, India","Purpose: Graduates' attitudes towards learning, although subject to change, is a crucial indicator of their understanding and involvement in lifelong learning activities. The purpose of this paper is to explore whether lifelong learning enhances human capital worth to predict perceived employability. An enquiry into the attitudinal differences on lifelong learning among male and female students was also looked into. Design/methodology/approach: An empirical examination using Warp-PLS was conducted on the propositions among 286 engineering graduate students in Kerala, India, from January 2020 to March 2020. Findings: The Warp-PLS examination reveals a positive association between lifelong learning and perceived employability and warrants the mediating role of lifelong learning in the association between human capital and perceived employability. A gendered variation on attitudinal differences towards lifelong learning is also looked into, and no difference between males and females is found. Originality/value: The impact of lifelong learning on employability has been conceptually discussed before. This paper is the first attempt to empirically prove the same with a proper theoretical explanation. © 2021, Emerald Publishing Limited.","Human capital; Lifelong learning; Perceived employability","","","","","","","","Engineering Education in India – Short and Medium Term Perspectives, (2018); Anderson L.W., Krathwohl D.R., A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, (2001); Avramenko A., Enhancing students' employability through business simulation, Education + Training, 54, 5, pp. 355-367, (2012); Babos P., Studena I., Lubyova M., Lifelong Learning Is a Growing Factor in Employability, (2015); Baron R.M., Kenny D.A., The moderator–mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations, Journal of Personality and Social Psychology, 51, 6, pp. 1173-1182, (1986); Berntson E., Employability perceptions: nature, determinants, and implications for health and well‐being, (2008); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work and Stress, 21, 3, pp. 279-292, (2007); Biesta G., What's the point of lifelong learning if lifelong learning has no point? 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Book Series: Proceedings of the International Conference on e-Learning, pp. 404-408, (2013); Guideline on Lifelong Learning and Extension during the XIth Plan Period 2007–2012, (2007); Useem M., Karabel J., Pathways to top corporate management, American Sociological Review, 51, 2, pp. 184-200, (1986); Van der Heijde C., Van der Heijden B., A competence‐based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Wan H.L., Human capital development policies: enhancing employees' satisfaction, Journal of European Industrial Training, 31, 4, pp. 297-322, (2007); Wang M.T., Degol J.L., Gender gap in science, technology, engineering, and mathematics (STEM): current knowledge, implications for practice, policy, and future directions, Educational Psychology Review, 29, 1, pp. 119-140, (2017); Winterton J., Turner J.J., Preparing graduates for work readiness: an overview and agenda, Education + Training, 61, 5, pp. 536-551, (2019); Yorke M., Knight P., Embedding Employability into the Curriculum, 3, (2006); Zhou K., Liu T., Zhou L., Industry 4.0: towards future industrial opportunities and challenges, 12th International Conference on Fuzzy Systems and Knowledge Discovery (FSKD), pp. 2147-2152, (2015)","P.M. Nimmi; School of Management Studies, CUSAT, Kochi, India; email: nimmimohandas1985@gmail.com","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85106212119"
"RUTH ONAJITE O.; ONAJITE R.","RUTH ONAJITE, OWOLABI (57222544360); ONAJITE, Ruth (57222542451)","57222544360; 57222542451","ADOPTION OF INTEGRATED CURRICULUM DEVELOPMENT AS A TOOL TO PROMOTE INFORMATION PROFESSION IN NIGERIA","2021","Library Philosophy and Practice","2021","","","1","16","15","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103095051&partnerID=40&md5=be6b98402d827e9e09d4ef16cd9da606","INFORMATION RESOURCES MANAGEMENT, DEPARTMENT BABCOCK UNIVERSITY, OGUN STATE, Nigeria","RUTH ONAJITE O., INFORMATION RESOURCES MANAGEMENT, DEPARTMENT BABCOCK UNIVERSITY, OGUN STATE, Nigeria; ONAJITE R., INFORMATION RESOURCES MANAGEMENT, DEPARTMENT BABCOCK UNIVERSITY, OGUN STATE, Nigeria","Information is an integral aspect of human existence. The increase in knowledge has led to so many subject, themes and project to be accomplished in the learning experience of students and teachers resulting in information overload as the case maybe. To curtail this menace of information overload there is need to streamline searching and learning from wide array of subject matter leading to the development of curriculum that will suit each profession. The natural learning and students experience can be regarded as integrated curriculum that seeks to identify the need of education in this changing and dynamic world thus, proffering educational reforms to inculcate adequate learning experience. There are components that make up integrated curriculum like acquiring the right skill, content and higher level of thinking, learning around themes, establishing relationship among related discipline, emphasize in-depth understanding of concept, making learning lifelong, accommodate varieties of learning style and theories, establishing relationship with the industry and encourages active learning participation especially in real-life experience. Integrated curriculum establishes distinction among varied discipline. The adoption of integrated curriculum to the information profession will bring out the expected dynamism and innovation expected of information professionals in Nigeria thus with lot of real-time experience required for future employability acquired from Library and Information Science school. Also, the issue of curriculum development can be reduced when there is harmonized curriculum that is integrating among Library and Information Science schools. © 2021, Library Philosophy and Practice. All rights reserved.","Curriculum; Information; Information Profession; Integrated Curriculum; LIS","","","","","","","","Ashcroft L., Library and information science journal articles, higher education and language, World Library and Information Congress: 7th IFLA General Conference and Council, pp. 3-5, (2005); Bailey T. R., Matasuzuka Y., Integration of vocational and academic curricula through the NSF Advanced Technology Education Program (ATE), (2003); Bradby D., Malloy A., Hanna T., Dayton C., A profile of the California Partnership Academies 2004-2005, (2007); Chernus K., Fowler D., Integrating curriculum: Lesson for Adult Education from career and Technical Education, (2010); Chernus K., Sanborn J., Hoachlander E. G., Rahn M., Alt M., Jackson M., Klein S., Ramer C., Rossi K., Getting to work: Integrated curriculum, (2001); Chu H., Curricula of LIS programme in the USA: A content analysis, Proceedings of the Asia-Pacific Conference on Library and Information Science Education and Practice 2006 (A ""LIEP 2006), pp. 328-337, (2006); The Glossary of Education Reform, (2015); Edegbo W.I., Curriculum development in library and information science education in, (2011); Nigerian universities: Issues and Prospects. Library Philosophy and Practice (e-journal); Fowler D., Chernus K., Commitment comes in all shapes and sizes, (2004); Cited in Lake (2000) Integrated curriculum, (1991); Gorman M, Whither library education?, New Library World, 105, pp. 376-380, (2004); Igwe U.O., Harnessing information technology for the 21st century library education in Nigeria, Library Philosophy & Practice, 7, 2, (2005); Shoemaker, Cited in Lake (2000) Integrated curriculum, (1991); Lake K., Integrated curriculum, (2000); Lipson, Cited in Lake (2000) Integrated curriculum, (1993); Minishi Majanja M.K, Integration of ICTs in library and information science education in Sub-Saharan Africa, World Library and Information Congress: 73rd IFLA General Conference and Council, (2007); Ocholla D. N., Review and revision of library and information science curriculum in South Africa University and usage of follow-up study andadvancement scanning methods, (2000); Oparah U. N., Integration of ICT in the reference services curricula of Nigerian library and information science schools, The Information Technologist, 3, 1, pp. 27-35, (2006); Integrated curriculum. School Improvement Research Series, (1991); Steinberg A., Real Learning, Real Work, (1997)","O. RUTH ONAJITE; INFORMATION RESOURCES MANAGEMENT, DEPARTMENT BABCOCK UNIVERSITY, Nigeria; email: owolabir@babcock.edu","","University of Idaho Library","","","","","","15220222","","","","English","Libr. Philos. Pract.","Article","Final","","Scopus","2-s2.0-85103095051"
"Glerum D.R.; Judge T.A.","Glerum, David R. (57203097487); Judge, Timothy A. (7103220508)","57203097487; 7103220508","Advancing employability: applying training evaluation to employability development programs","2021","Career Development International","26","3","","363","390","27","4","10.1108/CDI-09-2020-0248","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107429897&doi=10.1108%2fCDI-09-2020-0248&partnerID=40&md5=871eed1645fcef1cb1ed5bb04ee40073","The Ohio State University, Columbus, OH, United States","Glerum D.R., The Ohio State University, Columbus, OH, United States; Judge T.A., The Ohio State University, Columbus, OH, United States","Purpose: This paper aims to apply training evaluation to employability development, providing a systematic process to assess employability development programs' effectiveness under the framework of employability capital resources (Peeters et al., 2019). Design/methodology/approach: The authors demonstrate the training evaluation process within an employability development program for US secondary school students. This process included providing validation evidence for measures of evaluation criteria across multiple samples of secondary school students and testing the effectiveness of the program utilizing a quasi-experimental design. Findings: The authors systematically found support for the intervention's effects on training criteria (i.e. reactions, learning, behavior, results) and demonstrated the utility for training evaluation's application to employability development. The findings illustrate how a training evaluation approach can provide holistic evidence that an employability development program achieved its intended outcomes. Originality/value: Employability is a new and burgeoning topic – however, employability development varies in how it is conceptualized, evaluated and assessed. By applying training evaluation approaches, employability development can be assessed within a unifying framework and better integrated within the Human Resource Management literature. © 2021, Emerald Publishing Limited.","Career development; Career intervention; Career planning; Career success; Employability; Job search; Training evaluation","","","","","","","","Akkermans J., Kubasch S., #Trending topics in careers: a review and future research agenda, Career Development International, 22, 6, pp. 586-627, (2017); Akkermans J., Brenninkmeijer V., Schaufeli W.B., Blonk R.W.B., It's all about CareerSKILLS: effectiveness of a career development intervention for young employees, Human Resource Management, 54, 4, pp. 533-551, (2015); Alliger G.M., Tannenbaum S.I., Bennett W., Traver H., Shotland A., A meta-analysis of the relations among training criteria, Personnel Psychology, 50, 2, pp. 341-358, (1997); Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); 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Bozionelos N., Lin C.-H., Lee K.Y., Enhancing the sustainability of employees' careers through training: the roles of career actors' openness and of supervisor support, Journal of Vocational Behavior, 117, (2020); Brown K.G., Training evaluation, The SAGE Encyclopedia of Industrial and Organizational Psychology, 2, pp. 820-823, (2006); Brown K.G., Sitzmann T., Training and employee development for improved performance, APA Handbook of Industrial and Organizational Psychology, Vol 2: Selecting and Developing Members for the Organization, pp. 469-503, (2011); Brown T., Hillier T., Warren A.M., Youth employability training: two experiments, Career Development International, 15, 2, pp. 166-187, (2010); Burke L.A., Baldwin T.T., Workforce training transfer: a study of the effect of relapse prevention training and transfer climate, Human Resource Management, 38, 3, pp. 227-241, (1999); Chatterjee S., Afshan N., Chhetri P., Exploring the linkage between the components of motivational systems theory and career decisiveness: the mediating role of career optimism, Journal of Career Assessment, 23, 4, pp. 597-614, (2015); Collet C., Hine D., du Plessis K., Employability skills: perspectives from a knowledge-intensive industry, Education + Training, 57, 5, pp. 532-559, (2015); De Battisti F., Gilardi S., Guglielmetti C., Siletti E., Perceived employability and reemployment: do job search strategies and psychological distress matter?, Journal of Occupational and Organizational Psychology, 89, 4, pp. 813-833, (2016); DeSimone J.A., Harms P.D., DeSimone A.J., Best practice recommendations for data screening, Journal of Organizational Behavior, 36, 2, pp. 171-181, (2015); Donald W.E., Ashleigh M.J., Baruch Y., Students' perceptions of education and employability: facilitating career transition from higher education into the labor market, Career Development International, 23, 5, pp. 513-540, (2018); Forrier A., Sels L., Stynen D., Career mobility at the intersection between agent and structure: a conceptual model, Journal of Occupational and Organizational Psychology, 82, 4, pp. 739-759, (2009); Forrier A., Verbruggen M., De Cuyper N., Integrating different notions of employability in a dynamic chain: the relationship between job transitions, movement capital and perceived employability, Journal of Vocational Behavior, 89, pp. 56-64, (2015); 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Hinkin T.R., A brief tutorial on the development of measures for use in survey questionnaires, Organizational Research Methods, 1, 1, pp. 104-121, (1998); Hobfoll S.E., Social and psychological resources and adaptation, Review of General Psychology, 6, 4, pp. 307-324, (2002); Hughes A.M., Gregory M.E., Joseph D.L., Sonesh S.C., Marlow S.L., Lacerenza C.N., Benishek L.E., King H.B., Salas E., Saving lives: a meta-analysis of team training in healthcare, Journal of Applied Psychology, 101, 9, pp. 1266-1304, (2016); Jackling B., Natoli R., Employability skills of international accounting graduates: internship providers' perspectives, Education + Training, 57, 7, pp. 757-773, (2015); Kirkpatrick D.L., Great ideas revisited: revisiting Kirkpatrick's four-level-model, Training and Development, 50, pp. 54-59, (1996); Kline R.B., Principles and Practice of Structural Equation Modeling: Methodology in the Social Sciences, (2005); Kraiger K., Decision-based evaluation, Creating, Implementing, and Managing Effective Training and Development: State-of-the-Art Lessons for Practice, pp. 331-376, (2002); 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Prideaux L.-A., Creed P.A., Muller J., Patton W., A review of career interventions from an educational perspective: have investigations shed any light?, Swiss Journal of Psychology, 59, 4, pp. 227-239, (2000); Riebe L., Jackson D., The use of rubrics in benchmarking and assessing employability skills, Journal of Management Education, 38, 3, pp. 319-344, (2014); Rottinghaus P.J., Day S.X., Borgen F.H., The career futures inventory: a measure of career-related adaptability and optimism, Journal of Career Assessment, 13, 1, pp. 3-24, (2005); Saks A.M., Job search success: a review and integration of the predictors, behaviors, and outcomes, Career Development and Counseling: Putting Theory and Research to Work, pp. 155-179, (2005); Saks A.M., Zikic J., Koen J., Job search self-efficacy: reconceptualizing the construct and its measurement, Journal of Vocational Behavior, 86, pp. 104-114, (2015); Shetelboim R., Hsu W., Van Nuys A., 2017 Recruiting Funnel Benchmark Report: Analysis and Actionable Tips to Improve Recruiting Performance, (2017); Shockley K.M., Ureksoy H., Burcu Rodopman O., Poteat L.F., Dullaghan T.R., Development of a new scale to measure subjective career success: a mixed-methods study, Journal of Organizational Behavior, 37, pp. 128-153, (2016); Sitzmann T., Kraiger K., Stewart D., Wisher R., The comparative effectiveness of web-based and classroom instruction: a meta-analysis, Personnel Psychology, 59, 3, pp. 623-664, (2006); Sitzmann T., Brown K.G., Casper W.J., Ely K., Zimmerman R.D., A review and meta-analysis of the nomological network of trainee reactions, Journal of Applied Psychology, 93, 2, pp. 280-295, (2008); Skorikov V., Continuity in adolescent career preparation and its effects on adjustment, Journal of Vocational Behavior, 70, 1, pp. 8-24, (2007); Smith V., Enhancing employability: human, cultural, and social capital in an era of turbulent unpredictability, Human Relations, 63, 2, pp. 279-300, (2010); Spurk D., Kauffeld S., Barthauer L., Heinemann N.S.R., Fostering networking behavior, career planning and optimism, and subjective career success: an intervention study, Journal of Vocational Behavior, 87, pp. 134-144, (2015); Stringer K., Kerpelman J., Skorikov V., Career preparation: a longitudinal, process-oriented examination, Journal of Vocational Behavior, 79, 1, pp. 158-169, (2011); Sun S., Song Z., Lim V.K.G., Dynamics of the job search process: developing and testing a mediated moderation model, Journal of Applied Psychology, 98, 5, pp. 771-784, (2013); Surface E.A., Training needs assessment: aligning learning and capability with performance requirements and organizational objectives, The Handbook of Work Analysis: Methods, Systems, Applications and Science of Work Measurement in Organizations, pp. 437-462, (2012); Tracey T.J.G., Lent R.W., Brown S.D., Soresi S., Nota L., Adherence to RIASEC structure in relation to career exploration and parenting style: longitudinal and idiothetic considerations, Journal of Vocational Behavior, 69, pp. 248-261, (2006); Van Der Heijde C.M., Van Der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Van Der Heijden B.I.J.M., Notelaers G., Peters P., Stoffers J.M.M., De Lange A.H., Froehlich D.E., Van der Heijde C.M., Development and validation of the short-form employability five-factor instrument, Journal of Vocational Behavior, 106, pp. 236-248, (2018); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: a psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Volodina A., Nagy G., Koller O., Success in the first phase of the vocational career: the role of cognitive and scholastic abilities, personality factors, and vocational interests, Journal of Vocational Behavior, 91, pp. 11-22, (2015); Wanberg C.R., Kanfer R., Banas J.T., Predictors and outcomes of networking intensity among unemployed job seekers, Journal of Applied Psychology, 85, 4, pp. 491-503, (2000); Williams L.J., O'Boyle E.H., Ideal, nonideal, and no-marker variables: the confirmatory factor analysis (CFA) marker technique works when it matters, Journal of Applied Psychology, 100, 5, pp. 1579-1602, (2015); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Zack D., Networking for People Who Hate Networking: A Field Guide for Introverts, the Overwhelmed, and the Underconnected, (2019); Zikic J., Saks A.M., Job search and social cognitive theory: the role of career-relevant activities, Journal of Vocational Behavior, 74, 1, pp. 117-127, (2009)","D.R. Glerum; The Ohio State University, Columbus, United States; email: glerum.3@osu.edu","","Emerald Publishing","","","","","","13620436","","","","English","Career Dev. Int.","Article","Final","","Scopus","2-s2.0-85107429897"
"Fulton J.; Scott P.; Biggins F.; Koutsoukos C.","Fulton, Janet (56100339700); Scott, Paul (36909328800); Biggins, Felicity (57224003391); Koutsoukos, Christina (57218629107)","56100339700; 36909328800; 57224003391; 57218629107","Fear or favor: Student views on embedding authentic assessments in journalism education","2021","International Journal of Work-Integrated Learning","22","1","","57","71","14","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106754542&partnerID=40&md5=03fce6eed31a8179373fd853a107e0db","University of Newcastle, Newcastle, Australia","Fulton J., University of Newcastle, Newcastle, Australia; Scott P., University of Newcastle, Newcastle, Australia; Biggins F., University of Newcastle, Newcastle, Australia; Koutsoukos C., University of Newcastle, Newcastle, Australia","Work-integrated learning (WIL) is becoming increasingly important in university education and research demonstrates work experience increases graduate employability. At the University of Newcastle, WIL is a critical component in the journalism major offered in the Communication program and one strategy to increase employability is to embed authentic assessments throughout the journalism courses. Formal student feedback at University of Newcastle typically demonstrates that authentic assessments are appreciated by journalism students but that may not be the entire story. Opportunities for publication of their work in national student outlets such as The Junction have demonstrated many of the students lack confidence to seek that opportunity. This article is reporting on a survey of students undertaking the journalism major at University of Newcastle and their attitudes to, and experiences with, authentic assessments. The research examines and analyses the students' attitudes to WIL and how academic staff might enhance the learning experience and employability prospects for students. © 2021 International Journal of Work-Integrated Learning. All rights reserved.","Authentic assessments; Journalism education; WIL; Work related projects/competitions; Work-integrated learning","","","","","","University of Newcastle Australia, UON","This research received funding from the tEN Research Stream and the Centre of Excellence for Equity in Higher Education (CEEHE) at the University of Newcastle.","Bates L., Hayes H., Using the student lifecycle approach to enhance employability: An example from criminology and criminal justice, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 141-151, (2017); Berger A. A., Media and communication research methods: An introduction to qualitative and quantitative approaches, (2015); Bosco A. M., Ferns S., Embedding of authentic assessment in work-integrated learning curriculum, Asia-Pacific Journal of Cooperative Education, 15, 4, pp. 281-290, (2014); Callaghan R., Selling the dream: Are we offering employability or making a 'vocational offer'?, eCULTURE, 3, 1, (2010); Cooper L., Orrell J., Bowden M., Work integrated learning: A guide to effective practice, (2010); Creswell J. W., A concise introduction to mixed methods research, (2014); Davies K., Dodd A., Kremmer C., van Heekeren M., The pedagogy of the Unipollwatch pop-up journalism project, Asia Pacific Media Educator, 27, 2, pp. 219-232, (2017); de Burgh H., Skills are not enough: The case for journalism as an academic discipline, Journalism, 4, 1, pp. 95-112, (2003); Devlin M., McKay J., The financial realities for students from low SES backgrounds at Australian regional universities, Australian and International Journal of Rural Education, 28, 1, pp. 1-16, (2018); Dodd A., Davies K., Snowden C., Ricketson M., Collaboration on a national scale: Journalism educators, students and the 2016 Australian federal election, Australian Journalism Review, 40, 1, pp. 35-50, (2018); Fulton J. M., James M. B., Scott P., Sandner J., A WIL and a way: Integrating authentic learning experiences to develop work-ready communication students, Refereed proceedings of the Australian and New Zealand Communication Association conference 2017 - Communication worlds: Access, voice, diversity, engagement, (2017); Fulton J. M., Scott P., Koutsoukos C., Biggins F., A three-way intersection to The Junction: Publishing opportunity, aspiration and reticence of journalism students at an Australian regional university, Journalism Education, 8, 1, pp. 17-26, (2019); Grant-Smith D., Gillett-Swan J., Chapman R., WIL wellbeing: Exploring the impacts of unpaid practicum on student wellbeing, (2017); Hanusch F., Clifford K., Davies K., English P., Fulton J. M., Lindgren M., O'Donnell P., Price J., Richards I., Zion L., Australian journalism students' professional views and news consumption: Results from a representative study, Australian Journalism Review, 37, 1, pp. 5-19, (2015); Hanusch F., Clifford K., Davies K., English P., Fulton J. M., Lindgren M., O'Donnell P., Price J., Richards I., Zion L., For the lifestyle and a love of creativity: Australian journalism students' motivations for becoming journalists, Media International Australia, 160, 1, pp. 101-113, (2016); Irwin S., Direct measures: Embedded “authentic” assessment, Assessing media education: A resource for educators and administrators, pp. 397-420, (2015); Janesick V. J., Authentic assessment primer, (2006); About The Junction: University student journalism from Australia, NZ and the Pacific, (2020); Lloyd N. A., Paull M., Clerke T., Male S. A., Access, quality and wellbeing in engineering work integrated learning placements: Implications for equity and diversity, (2019); Mueller J., The authentic assessment toolbox: Enhancing student learning through online faculty development, Journal of Online Learning and Teaching, 1, 1, pp. 1-7, (2005); NCSEHE Focus: Successful outcomes for low SES students in Australian higher education, (2017); Orrell J., Good practice report: Work-integrated learning, Australian Learning and Teaching Council, (2011); Parks P., A collaborative approach to experiential learning in university newswriting and editing classes: A case study, Journalism & Mass Communication Educator, 70, 2, pp. 125-140, (2015); Patrick C.-J., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The WIL (work integrated learning) report: A national scoping study, (2008); Rowe P. M., Toward a model of work experience in work-integrated learning, Work-integrated learning in the 21st century: Global perspectives on the future, pp. 3-17, (2017); Scott P., Fulton J. M., About the free in freelance: Communication industries and work-integrated learning at two Australian universities [Refereed paper presentation], WACE 19th World Conference on Cooperative & Work-Integrated Education, (2015); Stenstrom M.-L., Laine K., Kurvonen L., Practice-oriented assessment - towards quality assurance through vocational skills demonstrations, Quality and practice in assessment. New approaches in work-related learning, pp. 89-120, (2006); Work integrated learning in universities: Final report, (2019); Annual Report: 2019, (2020); Valencia-Forrester F., Models of work-integrated learning in journalism education, Journalism Studies, 5, 21, pp. 697-712, (2020); Welch B., Vo-Tran H., Pittayachawan S., Reynolds S., Crossing borders: Evaluating a work integrated learning project involving Australian and Vietnamese students, Australian Academic & Research Libraries, 43, 2, pp. 120-134, (2012); Zegwaard K. E., Building an excellent foundation for research: Challenges and current research needs [Special issue], Asia-Pacific Journal of Co-operative Education, 16, 2, pp. 89-99, (2015)","J. Fulton; University of Newcastle, Newcastle, Australia; email: janet.fulton@newcastle.edu.au","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85106754542"
"Naderiadib Alpler N.; Arasli H.; Doh W.L.","Naderiadib Alpler, Nazanin (57221051798); Arasli, Huseyin (6507714573); Doh, Winifred Lema (57204020053)","57221051798; 6507714573; 57204020053","The Moderating Role of Employability in the Hospitality Industry: Undesired Job Outcomes","2021","SAGE Open","11","1","","","","","3","10.1177/2158244021994504","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101736676&doi=10.1177%2f2158244021994504&partnerID=40&md5=ea3871d7df0f2f507f3dbceb845edff7","Eastern Mediterranean University, Mersin, Turkey; University of Stavanger, Norway","Naderiadib Alpler N., Eastern Mediterranean University, Mersin, Turkey; Arasli H., University of Stavanger, Norway; Doh W.L., Eastern Mediterranean University, Mersin, Turkey","The topic of “Employability” has gained significant attention in recent years. Its impact on organizational behavior could be seen through the research literature on job loss and job search. Employability is all about gaining and maintaining employment, it involves the ability to move autonomously and to deal effectively with the career-related changes occurring in the current uncertain labor market. This empirical study aims to design and test a research model that investigates the moderating effect of employability on the relationships between job insecurity (JI) and service sabotage (SS). It also measures the impact of (JI) on the (SS) behavior. Frontline employees who were working in three and four-star hotels in Cameroon were the sample of this specific study. To test the study variables, a hierarchical regression analysis was applied and supported the research hypotheses. In line with the study predictions and earlier literature findings (JI) had a significant and positive impact on (S.S). The result interestingly revealed that employability increases the relationship between (JI) and (S.S). The findings of this study offer some insights about employability’s importance and influencing factors on employee’s job choice and their attitudes during job performance in the organizations. Theoretical contribution, practical implications of the empirical findings, and future research directions are provided. © The Author(s) 2021.","Cameroon; employability; frontline employees; job insecurity; service sabotage","","","","","","","","Anderson J.C., Gerbing D.W., Structural equation modeling in practice: A review and recommended two-step approach, Psychological Bulletin, 103, 3, pp. 411-423, (1988); Ankomah P.K., Crompton J.L., Unrealized tourism potential: The case of sub-Saharan Africa, Tourism Management, 11, 1, pp. 11-28, (1990); Arasli H., Daskin M., Saydam S., Polychronicity and intrinsic motivation as dispositional determinants on hotel frontline employees’ job satisfaction: Do control variables make a difference?, Procedia-Social and Behavioral Sciences, 109, pp. 1395-1405, (2014); Arici H.E., Arasli H., Cobanoglu C., Hejraty Namin B., The effect of favoritism on job embeddedness in the hospitality industry: A mediation study of organizational justice, International Journal of Hospitality & Tourism Administration, pp. 1-29, (2019); 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Naderiadib Alpler; Eastern Mediterranean University, Mersin, Turkey; email: nazanin.naderiadib@emu.edu.tr","","SAGE Publications Inc.","","","","","","21582440","","","","English","SAGE Open","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85101736676"
"Martínez Garcés J.; Durán Omaña S.; Serna Borja W.","Martínez Garcés, Josnel (57193404822); Durán Omaña, Sandra (57223975410); Serna Borja, Walter (57223968438)","57193404822; 57223975410; 57223968438","COVID-19, entrepreneurship education and intentions to undertake: Decision factors in university students; [COVID-19, educación en emprendimiento e intenciones de emprender: Factores decisorios en estudiantes universitarios]","2021","Revista de Ciencias Sociales","27","2","","272","283","11","11","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106571365&partnerID=40&md5=879aca9ad1ed27fa20490324f6f42a94","Magister Scientiarum en Planificación y Gerencia de Ciencia y Tecnología, Magister Scientiarum en Gerencia de Empresas, Mención Gerencia Financiera, Coordinador de Investigación en la Corporación Universitaria Autónoma de Nariño, Colombia; MBA en Administración y Dirección de Empresas, Coordinadora del programa Ciencias Económicas, Administrativas y Contables en la Corporación Universitaria Autónoma de Nariño, Colombia; Magister en Economía, Docente-Investigador en la Corporación Universitaria Autónoma de Nariño, Colombia","Martínez Garcés J., Magister Scientiarum en Planificación y Gerencia de Ciencia y Tecnología, Magister Scientiarum en Gerencia de Empresas, Mención Gerencia Financiera, Coordinador de Investigación en la Corporación Universitaria Autónoma de Nariño, Colombia; Durán Omaña S., MBA en Administración y Dirección de Empresas, Coordinadora del programa Ciencias Económicas, Administrativas y Contables en la Corporación Universitaria Autónoma de Nariño, Colombia; Serna Borja W., Magister en Economía, Docente-Investigador en la Corporación Universitaria Autónoma de Nariño, Colombia","The objective of this research was to analyze the entrepreneurial intentions of university students in an environment affected by the consequences derived from COVID-19. Under a positivist, deductive-quantitative, analytical, co-relational, non-experimental and field method, 152 students from a higher education institution located in the Valle del Cauca department - Colombia who were taking entrepreneurship courses during the academic period 2020 were approached. -02. The results show that 31% of them have an active entrepreneurship and 38% intend to start one. 13.33% consider that the education received in entrepreneurship within the institution was their inspiration to materialize this initiative and 54.29% recognize that it was of great help. Among the main entrepreneurial intentions, self-confidence (µ: 3.16), creativity (µ: 3.12), abilities and skills (µ: 3.10) and economic needs (µ: 3.00) stand out. It is concluded that entrepreneurship education is effective in consolidating the business ideas of young university students and that the determining intentions are focused on aspects of a personal nature, training and the environment; The positive effect that this has had among the young people surveyed is highlighted who, despite the global health context, find entrepreneurship a sustainable alternative for employability, income and well-being. © 2021. All Rights Reserved.","college students; COVID-19; COVID-19; educación; education; emprendimiento; entrepreneurial intentions; entrepreneurship; estudiantes universitarios; intenciones emprendedoras","","","","","","","","Arias C. M., Castillo E., La educación para el emprendimiento y empresarismo virtual: Potencialidades, Revista Virtual Universidad Católica del Norte, 32, pp. 1-8, (2011); Avendano W. R., Luna H. 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M., Bermeo V., Influencia de la educación superior en el emprendimiento juvenil en estudiantes universitarios: Una aproximación teórica, Boletín Redipe, 9, 8, pp. 166-180, (2020); Hinojosa E., La pandemia y el auge del emprendimiento; Malo M., Breve recorrido por el emprendimiento social en Japón: Del Japón pre-moderno hasta el Tohoku post Fukushima, Mirai. Estudios Japoneses, 4, pp. 75-85, (2020); Martinez-Garces J., Burbano-Vallejo M., Burbano-Vallejo E., Obstáculos y perspectivas al emplear tecnologías de información para enseñar contabilidad, Educación y Humanismo, 21, 37, pp. 104-119, (2019); Martinez-Garces J., Garces-Fuenmayor J., Competencias digitales docentes y el reto de la educación virtual derivado de la covid-19, Educación y Humanismo, 22, 39, pp. 1-16, (2020); Colombia confirma su primer caso de COVID-19; Mondragon M. A., Uso de la correlación de Spearman en un estudio de intervención en fisioterapia, Movimiento Científico, 8, 1, pp. 98-104, (2014); Munoz A., Martinez L., Emprendimiento social y felicidad urbana, SUMMA. Revista Disciplinaria en Ciencias Económicas y Sociales, 2, 1, pp. 127-169, (2020); Ortiz P., Actitud emprendedora de los jóvenes españoles en un contexto de crisis, Revista de Ciencias Sociales (Ve), XXII, 1, pp. 139-152, (2016); Patino J. D., Ruiz A., Pitre-Redondo R., El emprendimiento en Colombia, una respuesta a los retos de competitividad y desarrollo sostenible, Revista Espacios, 39, 14, pp. 24-34, (2018); Perez C., Alvarez A., La inclusión laboral y la generación de emprendimientos sociales en comunidades vulnerables: el caso de la Urbanización Altos de la Sabana en la ciudad de Sincelejo - Colombia, Transdisciplina y complejidad. Aportes de las ciencias sociales en América latina, el Caribe y Colombia al desarrollo social, pp. 109-139, (2017); Pineda L., Marulanda C., Martinez J., Fomento del emprendimiento cultural en instituciones de educación superior ubicadas en Santiago de Cali - Colombia, Encuentro Educacional, 25, 1, pp. 38-55, (2018); Pulla E. V., Gonzalez E. X., Macias B. C., Competencias personales. Análisis de las habilidades y capacidades de los emprendedores, Revista Espacios, 41, 32, pp. 248-263, (2020); Querejazu V., Hacia un modelo de la conducta emprendedora en Bolivia, Nóesis, 29, 57, pp. 1-22, (2020); Rico A. Y., Santamaria M., Análisis comparativo de los procesos existentes en el campo del emprendimiento en la educación media en Colombia y Ecuador, Voces y Silencios: Revista Latinoamericana de Educación, 8, 2, pp. 53-68, (2017); Rodriguez C. A., Prieto F. A., La sensibilidad al emprendimiento en los estudiantes universitarios. Estudio comparativo Colombia-Francia. Innovar, Revista de Ciencias Administrativas y Sociales, 19, S-1, pp. 73-89, (2009); Saavedra M. L., Camarena M. E., Intención de emprendimiento en los estudiantes de la Ciudad de México, RAN - Revista Academia & Negocios, 5, 2, pp. 85-98, (2020); Quiebra empresarial. Cómo ha afectado la pandemia la operación de las empresas en Colombia; Socorro F., Emprendimientos y microempresas: las sutiles diferencias de dos grandes herramientas, Ámbito Investigativo, 5, 1, pp. 15-22, (2020); Solis J. B., Neira M. L., Ormaza J. E., Quevedo J., Emprendimiento e innovación: Dimensiones para el estudio de las MiPymes de Azogues-Ecuador, Revista de Ciencias Sociales (Ve), XXVII, 1, pp. 315-333, (2021); Sorroche R., Aprende a emprender (Tesis de pregrado), (2017); Suarez M., Suarez L., Zambrano S. M., Emprendimiento de jóvenes rurales en Boyacá - Colombia: Un compromiso de la educación y los gobiernos locales, Revista de Ciencias Sociales (Ve), XXIII, 4, pp. 23-32, (2017); Tarapuez E., Osorio H., Botero J. J., Política de emprendimiento en Colombia 2002-2010, Estudios Gerenciales, 29, 128, pp. 274-283, (2013); Torres-Salazar P., Florez-Donado J., Morgan-Beltran J., Rodriguez-Calderon G., Melamed-Varela E., Espinosa V. M., Nino J. L., Estudio de influencia de la cultura en el emprendimiento: caso de la comunidad árabe de Barranquilla, Colombia, Revista Espacios, 38, 41, pp. 20-38, (2017); Torres-Vazquez K. F., Erazo-Alvarez J. C., Narvaez-Zurita C. E., Paulina-Moreno V., El emprendimiento juvenil en función al perfil psicosocial y las condiciones del entorno familiar, Revista Arbitrada Interdisciplinaria Koinonía, 5, 10, pp. 729-756, (2020)","","","Universidad del Zulia","","","","","","13159518","","","","English","Rev. Cienc. Soc.","Article","Final","","Scopus","2-s2.0-85106571365"
"Benerdal M.","Benerdal, Malin (57219171971)","57219171971","Tailored workplace education for immigrants in Rural Sweden: working with resources and deficits","2021","Journal of Education and Work","34","2","","170","182","12","3","10.1080/13639080.2021.1897548","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103400484&doi=10.1080%2f13639080.2021.1897548&partnerID=40&md5=e608bda2022ab97546842555c40d84c5","Department of Applied Educational Science, Umeå University, Umeå, Sweden","Benerdal M., Department of Applied Educational Science, Umeå University, Umeå, Sweden","Incorporation into the labour market is a key endeavour, of heightened importance in recent years due to high migration flows, for both immigrants and their recipient countries. Hence, activation and employability are major themes in both transnational and national policy discussions, which have generated various programmes and policy measures. This article focuses on one type of such initiatives: collaborative agreements intended to increase the effective establishment of newly arrived migrants through work-related educational tracks in Sweden. Drawing on post-structural policy analysis techniques and theorisation of place, the author analyses documents regarding associated policies, and views expressed by interviewed actors, in three rural municipalities. In efforts to identify hindrances and possibilities for immigrants’ incorporation in rural settings, potential employers’ perspectives are included. The analysis shows that a ‘resource discourse’ and a ‘deficit discourse’ are prevalent in the construction of the agreements and the employers’ perspectives regarding immigrants in the municipalities, place and tracks. It also shows that the municipal strategies differ in terms of organisation and local goals of the tracks. The indications of how place is constructed in local rural settings highlight the importance of such a perspective in efforts to enhance immigrants’ incorporation into the labour market, address deficits and harness resources. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Immigrants; labour market incorporation; rural Sweden; workplace education","","","","","","Familjen Kamprads Stiftelse","This work was supported by the Familjen Kamprads Stiftelse [20170059].","Abrahamsson A., Agevall L., Välfärdssektorns Projektifiering Kortsiktiga Lösningar Av Långsiktiga Problem?, (2009); Almeida S., Fernando M., Sheridan A., Revealing the Screening: Organisational Factors Influencing the Recruitment of Immigrant Professionals, The International Journal of Human Resource Management, 23, 9, pp. 1950-1965, (2012); Aslund O., Hensvik L., Skans O.N., Seeking Similarity: How Immigrants and Natives Manage in the Labor Market, Journal of Labor Economics, 32, 3, pp. 405-441, (2014); Bacchi C.L., Women, Policy and Politics: The Construction of Policy Problems, (1999); Bacchi C.L., Analysing Policy: What’s the Problem Represented to Be?, (2009); Bacchi C.L., Goodwin S., Poststructural Policy Analysis: A Guide to Practice, (2016); Ball M.J., Learning, Labour and Employability, Studies in the Education of Adults, 41, 1, pp. 39-52, (2009); Beach D., Johansson M., Ohrn E., Ronnlund M., Per-Ake R., Rurality and Education Relations: Metro-centricity and Local Values in Rural Communities and Rural Schools, European Educational Research Journal, 18, 1, pp. 19-33, (2019); Bevelander P., The Employment Integration of Resettled Refugees, Asylum Claimants, and Family Reunion Migrants in Sweden, Refugee Survey Quarterly, 30, 1, pp. 22-43, (2011); Brine J., Lifelong Learning and the Knowledge Economy: Those that Know and Those that Do Not—the Discourse of the European Union, British Educational Research Journal, 32, 5, pp. 649-665, (2006); Brown P., Hesketh A., Wiliams S., Employability in a Knowledge-driven Economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Bryman A., Samhällsvetenskapliga Metoder, (2018); Bursell M., The Multiple Burdens of Foreign-named men—Evidence from a Field Experiment on Gendered Ethnic Hiring Discrimination in Sweden, European Sociological Review, 30, 3, pp. 399-409, (2014); Bussi M., Pareliussen J., Back to Basics–Literacy Proficiency, Immigration and Labour Market Outcomes in Sweden, Social Policy & Administration, 51, 4, pp. 676-696, (2017); Colebatch H.K., What Work Makes Policy?, Policy Sciences, 39, 4, pp. 309-321, (2006); Colebatch H.K., Hoppe R.A., Noordegraaf M., Understanding Policy Work, Working for Policy, pp. 11-25, (2010); 157 Större genomslag för arbetsmarknadspolitiska insatser motungdomsarbetslöshet på lokal nivå, Arbetsmarknadsdepartementet, (2014); 20, Tilläggsdirektiv till Delegationen för unga till arbete, Arbetsmarknadsdepartementet, (2017); Dahlstedt M., Neergaard A., Crisis of Solidarity? Changing Welfare and Migration Regimes in Sweden, Critical Sociology, 45, 1, pp. 121-135, (2019); Dobbins T., Plows A., Labour Market Intermediaries: A Corrective to the Human Capital Paradigm (Mis)matching Skills and Jobs?, Journal of Education and Work, 30, 6, pp. 571-584, (2017); About Us, (2018); Statistik Om Lokala Jobbspår, (2019); Fejes A., Adult Education and the Fostering of Asylum Seekers as “Full” Citizens, International Review of Education, 65, 2, pp. 233-250, (2019); Fernandes A.G., (Dis)empowering New Immigrants and Refugees through Their Participation in Introduction Programs in Sweden, Denmark, and Norway, Journal of Immigrant & Refugee Studies, 13, 3, pp. 245-264, (2015); Fred M., Projectification: The Trojan Horse of Local Government, Doctoral Thesis, Faculty of Social Sciences, (2018); Friberg J.H., Midtboen A.H., Ethnicity as Skill: Immigrant Employment Hierarchies in Norwegian Low-wage Labour Markets, Journal of Ethnic and Migration Studies, 44, 9, pp. 1463-1478, (2018); Hedberg C., Haandrikman K., Repopulation of the Swedish Countryside: Globalisation by International Migration, Journal of Rural Studies, 34, pp. 128-138, (2014); Huddelston T., Bilgili O., Joki A.-L., Vankova Z., Migrant Integration Policy Index 2015, (2015); Irastorza N., Bevelander P., The Labour Market Participation of Humanitarian Migrants in Sweden: An Overview, Intereconomics, 52, 5, pp. 270-277, (2017); Jensen C., Johansson S., Lofstrom M., Policy Implementation in the Era of Accelerating Projectification: Synthesizing Matland’s Conflict–ambiguity Model and Research on Temporary Organizations, Public Policy and Administration, 33, 4, pp. 447-465, (2018); Karlsdottir A., Rispling L., Norlen G., Randall L., Gassen N.S., Heleniak T., Peurell E., Rehn-Mendoza N., Lagercrantz H., State of the Nordic Region 2018: Immigration and Integration Edition, (2018); Nyckeltal För Integration, (2019); Lundborg P., Skedinger P., Employer Attitudes Towards Refugee Immigrants: Findings from a Swedish Survey, International Labour Review, 155, 2, pp. 315-337, (2016); Martin I., Arcarons A., Aumuller J., Bevelander P., Emilsson H., Kalantaryan S., Maciver A., From Refugees to Workers: Mapping Labour Market Integration Support Measures for Asylum-seekers and Refugees in EU Member States, Volume II : Literature Review and Country Case Studies, (2016); Massey D.B., For Space, (2005); Mc Glinn M., Translating Neoliberalism: The European Social Fund and the Governing of Unemployment and Social Exclusion in Malmö, Sweden, (2018); Moreau M.-P., Leathwood C., Graduates’ Employment and the Discourse of Employability: A Critical Analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); Morrice L., Shan H., Sprung A., Migration, Adult Education and Learning, Studies in the Education of Adults, 49, 2, pp. 129-135, (2017); Nordlund M., Bonfanti S., Strandh M., Second Chance Education Matters! Income Trajectories of Poorly Educated non-Nordics in Sweden, Journal of Education and Work, 28, 5, pp. 528-550, (2015); Foreign-born Employment (Indicator), (2018); Qvist M., Activation Reform and Inter-agency Co-operation–Local Consequences of Mixed Modes of Governance in Sweden, Social Policy & Administration, 50, 1, pp. 19-38, (2016); Rosvall P.-A., Understanding Career Development Amongst Immigrant Youth in a Rural Place, Intercultural Education, 28, 6, pp. 523-542, (2017); Ruist J., Tid För Integration: En ESO-rapport Om Flyktingars Bakgrund Och Arbetsmarknadsetablering, (2018); Rydgren J., Mechanisms of Exclusion: Ethnic Discrimination in the Swedish Labour Market, Journal of Ethnic and Migration Studies, 30, 4, pp. 697-716, (2004); Schierup C.-U., Alund A., The End of Swedish Exceptionalism? Citizenship, Neoliberalism and the Politics of Exclusion, Race & Class, 53, 1, pp. 45-64, (2011); Kommungruppsindelning 2017, (2016); Sparreboom T., Tarvin A., Skills Mismatch of Natives and Immigrants in Europe, (2017); Sprung A., Adult Education in Migration Societies and the Challenge of ‘Recognition’ in Austrian and German Adult Education, Studies in the Education of Adults, 45, 1, pp. 82-98, (2013); Sultana R.G., Learning Career Management Skills in Europe: A Critical Review, Journal of Education and Work, 25, 2, pp. 225-248, (2012); Starkare Kommuner: Med Kapacitet Att Klara Välfärdsuppdraget, (2020); Vesterberg V., Learning to Be Swedish: Governing Migrants in Labour-market Projects, Studies in Continuing Education, 37, 3, pp. 302-316, (2015); Vogiazides L., Mondani H., A Geographical Path to Integration? Exploring the Interplay between Regional Context and Labour Market Integration among Refugees in Sweden, Journal of Ethnic and Migration Studies, 46, 1, pp. 23-45, (2020); Waldinger R., Lichter M.I., How the Other Half Works: Immigration and the Social Organization of Labor, (2003); Wiesbrock A., The Integration of Immigrants in Sweden: A Model for the European Union?, International Migration, 49, 4, pp. 48-66, (2011)","M. Benerdal; Department of Applied Educational Science, Umeå University, Umeå, Sweden; email: Malin.benerdal@umu.se","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85103400484"
"Nicholson A.; Johnston P.","Nicholson, Alex (57213082620); Johnston, Paul (57205987608)","57213082620; 57205987608","The value of a law degree–part 3: a student perspective","2021","Law Teacher","55","4","","431","447","16","2","10.1080/03069400.2020.1843900","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097147782&doi=10.1080%2f03069400.2020.1843900&partnerID=40&md5=5bd78984bd10284a6eb576f1f354dd19","Department of Law and Criminology, Sheffield Hallam University, Sheffield, United Kingdom; Department of Management, Sheffield Hallam University, Sheffield, United Kingdom","Nicholson A., Department of Law and Criminology, Sheffield Hallam University, Sheffield, United Kingdom; Johnston P., Department of Management, Sheffield Hallam University, Sheffield, United Kingdom","The “value” of university courses in the UK is increasingly equated with their potential for employability enhancement. Part 1 of this research utilized theory from the marketing discipline to highlight the many other aspects of value that a law degree in particular offers beyond lawyer qualification, and Part 2 presented a theory of value for the UK legal education market specifically, based upon the value propositions articulated by UK providers in their online prospectus pages. This third paper in the series explores student perspectives on this theme, identified through six life history interviews conducted with past and present LLB students from a post-92 university in the UK. The findings indicate that–whilst employability (and lawyer qualification specifically) is unquestionably important–there is still much untapped value potential that can be harnessed in order to differentiate law programmes in an increasingly competitive market. As the relevant regulatory body prepares to make radical changes to the way that solicitors qualify in England and Wales from 2021, the time for providers to develop differentiated and distinctive value is now. © 2020 The Association of Law Teachers.","customer value; differentiation; employability; marketing; Value; value propositions; value slices","","","","","","","","","A. Nicholson; Department of Law and Criminology, Sheffield Hallam University, Sheffield, United Kingdom; email: a.nicholson@shu.ac.uk","","Routledge","","","","","","03069400","","","","English","Law Teach.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85097147782"
"Arias Marreros R.R.; Nalvarte Dionisio K.V.; Romero Tuanama L.A.; Quiroz Gutarra J.A.; Andrade-Arenas L.","Arias Marreros, Richard Ronny (57221856190); Nalvarte Dionisio, Keyla Vanessa (57221842002); Romero Tuanama, Luis Alberto (57221850724); Quiroz Gutarra, Juber Alfonso (57221855940); Andrade-Arenas, Laberiano (57207915215)","57221856190; 57221842002; 57221850724; 57221855940; 57207915215","Study of Post-COVID-19 Employability in Peru through a Dynamic Model, Between 2020 and 2025","2021","International Journal of Advanced Computer Science and Applications","12","1","","620","625","5","3","10.14569/IJACSA.2021.0120171","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100383666&doi=10.14569%2fIJACSA.2021.0120171&partnerID=40&md5=9dcfc4e619eb78479f0adbf09e90b9a3","Facultad de Ciencias e Ingeniería, Universidad de Ciencias y Humanidades, Peru","Arias Marreros R.R., Facultad de Ciencias e Ingeniería, Universidad de Ciencias y Humanidades, Peru; Nalvarte Dionisio K.V., Facultad de Ciencias e Ingeniería, Universidad de Ciencias y Humanidades, Peru; Romero Tuanama L.A., Facultad de Ciencias e Ingeniería, Universidad de Ciencias y Humanidades, Peru; Quiroz Gutarra J.A., Facultad de Ciencias e Ingeniería, Universidad de Ciencias y Humanidades, Peru; Andrade-Arenas L., Facultad de Ciencias e Ingeniería, Universidad de Ciencias y Humanidades, Peru","The research work is focused on the sector of the population that will have a job, taking into account that the pandemic was a problem that resulted in many people losing their jobs due to the economic crisis that affected all countries because the first half of the year 2020 the equivalent of 400 million full-time jobs were lost and there was a 14% drop in working hours worldwide, also in Lima 1.2 million people were left without work. For this reason, a dynamic analysis was developed for the projection of post-COVID19 employability in Peru from 2020 to 2025 to obtain an approximate knowledge of the population's labor outlook, implementing system dynamics as a methodology since it includes this recommendation, given that any model built through its application will be based on the opinion of those involved in the system to be represented. In this work, system dynamics is presented as a very useful methodology for the analysis of complex problems, developing the Forrester and causal diagram with the help of Vensim software. As a result, the approximate number of jobs that will be available was visualized, and it was observed that the future of employability will be at risk, which is why a good government strategy is necessary so that this does not happen since people need to satisfy their professional, economic and development needs. © 2021. All rights reserved.","Employability; forrester diagram; population; system dynamics; vensim","Complex problems; Dynamics analysis; Dynamics models; Economic crisis; Employability; Forrester diagrams; ITS applications; Population; Vensim; Working hours; System theory","","","","","","","Wu Z., McGoogan J. M., Characteristics of and important lessons from the coronavirus disease 2019 (covid-19) outbreak in china: summary of a report of 72 314 cases from the chinese center for disease control and prevention, Jama, 323, 13, pp. 1239-1242, (2020); Guo Y.-R., Cao Q.-D., Hong Z.-S., Tan Y.-Y., Chen S.-D., Jin H.-J., Tan K.-S., Wang D.-Y., Yan Y., The origin, transmission and clinical therapies on coronavirus disease 2019 (covid-19) outbreak–an update on the status, Military Medical Research, 7, 1, pp. 1-10, (2020); iaz-Castrillon F. J. D, Toro-Montoya A. I., Sarscov-2/covid-19: el virus, la enfermedad y la pandemia, Medicina y Laboratorio, 24, 3, pp. 183-205, (2020); Courtemanche C., Garuccio J., Le A., Pinkston J., Yelowitz A., Strong social distancing measures in the united states reduced the covid-19 growth rate: Study evaluates the impact of social distancing measures on the growth rate of confirmed covid-19 cases across the united states, Health Affairs, pp. 10-1377, (2020); Per´u - covid-19 - crisis del coronavirus, (2020); Montoya A. A., ¿qu´e efectos tendr´a la covid-19 sobre el empleo de am´erica latina y el caribe?, (2020); Murialdo M., Dur´ısima informe: Desempleo es la pandemia colateral del per´u, (2020); Moreno-Huamanchumo A.-L., Plan de comunicaci´on interna para el retorno a oficinas de colaboradores post covid-19 del banco corporativo americano, (2020); Izquierdo L. R., Galan J. M., Santos J. I., Del Olmo R., Modelado de sistemas complejos mediante simulaci´on basada en agentes y mediante din´amica de sistemas, EMPIRIA. Revista de Metodolog´ıa de las Ciencias Sociales, 16, pp. 85-112, (2008); Garcıa J. M., Aplicaciones pr´acticas de la din´amica de sistemas en un mundo complejo, (2006); Vela S. L. R., An´alisis de riesgo existencial y el futuro de la empleabilidad, Phainomenon, 19, 1, (2020); Oliskevych M., Lukianenko I., European unemployment nonlinear dynamics over the business cycles: Markov switching approach, Global Business and Economics Review, 22, 4, pp. 375-401, (2020); Shibistiuk O., Modelling inflation and unemployment by using system dynamics, (2018); Yang W.-T., A technique for improving readability of forrester diagram in system dynamics, Yugoslav journal of operations research, 13, 1, (2016); Nguyen T., Cook S., Ireland V., Application of system dynamics to evaluate the social and economic benefits of infrastructure projects, Systems, 5, 2, (2017); Cortes T. R., Faerstein E., Struchiner C. J., Use of causal diagrams in epidemiology: application to a situation with confounding, Cadernos de saude publica, 32, 8, (2016); Bernardo G. O., Santos J. R. T., Miranda C. G. M., Aplicac¸ ˜ao da dinˆamica de sistemas na gest˜ao de processos de construc¸ ˜ao civil–utilizac¸ ˜ao do software vensim/ application of systems dynamics in the management of civil construction processes-use of vensim software, Brazilian Journal of Development, 5, 7, pp. 7886-7902, (2019); Diaz-Martinez J. L., GUERRA ALEMAN E., NEIRA MOLINA H. R., Garcıa-Restrepo J., Londono-Lara L., VALLE-OSPINO A., An´alisis de la din´amica de sistemas en el software vensim, (2019); Cadenas Anaya C. R., Modelo basado en din´amica de sistemas para pron´ostico de resultados de planificaci´oninversi ´on y ejecuci´on de proyectos industriales, (2020); Rojas M., Henao J., Murillo R., Dynamic behavior analysis of the gross domestic product in a city in the center of the valle del cauca, ENCUENTRO COLOMBIANO DE DINA´MICA DE SISTEMAS, pp. 93-98, (2017); Redondo J. M., Olivar G., Ibarra-Vega D., Dyner I., Modeling for the regional integration of electricity markets, Energy for sustainable development, 43, pp. 100-113, (2018); Cardiel-Ortega J. J., Baeza-Serrato R., Lizarraga-Morales R. A., Development of a system dynamics model based on six sigma methodology, Ingenier´ıa e Investigaci´on, 37, 1, pp. 80-90, (2017); Fernandez J., Aguilar N., Fernandez de Canete R., Ramos-Diaz J. C., Et al., Causal modeling of the glucoseinsulin system in type-i diabetic patients, (2017); Roxas F. M. Y., Rivera J. P. R., Gutierrez E. L. M., Locating potential leverage points in a systems thinking causal loop diagram toward policy intervention, World Futures, 75, 8, pp. 609-631, (2019); Kuhrmann M., Diebold P., unch J. M, Tell P., Garousi V., Felderer M., Trektere K., McCaffery F., Linssen O., Hanser E., Et al., Hybrid software and system development in practice: waterfall, scrum, and beyond, Proceedings of the 2017 International Conference on Software and System Process, pp. 30-39, (2017); Lagarda-Leyva E. A., Collection and distribution of wheat, dynamic of theprocess of shipping to international markets: Case study, Int. J Sup. Chain. Mgt, 8, 1, (2019); Sbughea C., Simulation of the production process dynamics using vensim and stella, Annals of the University Dunarea de Jos of Galati: Fascicle: I, Economics &Applied Informatics, 22, 1, (2016); Hern A., Vargas-Fernandez R., Rojas-Roque C., Bendezu-Quispe G., Factores asociados a la no utilizaci´on de servicios de salud en inmigrantes venezolanos en per´u, Revista Peruana de Medicina Experimentaly Salud Publica, 36, pp. 583-591, (2020)","","","Science and Information Organization","","","","","","2158107X","","","","English","Intl. J. Adv.  Comput. Sci. Appl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85100383666"
"Caeiro-Rodriguez M.; Manso-Vazquez M.; Mikic-Fonte F.A.; Llamas-Nistal M.; Fernandez-Iglesias M.J.; Tsalapatas H.; Heidmann O.; De Carvalho C.V.; Jesmin T.; Terasmaa J.; Sorensen L.T.","Caeiro-Rodriguez, Manuel (57839413900); Manso-Vazquez, Mario (55661634700); Mikic-Fonte, Fernando A. (32367791000); Llamas-Nistal, Martin (9270485400); Fernandez-Iglesias, Manuel J. (6602607569); Tsalapatas, Hariklia (6508297733); Heidmann, Olivier (55211588100); De Carvalho, Carlos Vaz (24833113700); Jesmin, Triinu (57190278448); Terasmaa, Jaanus (6506557908); Sorensen, Lene Tolstrup (57205212961)","57839413900; 55661634700; 32367791000; 9270485400; 6602607569; 6508297733; 55211588100; 24833113700; 57190278448; 6506557908; 57205212961","Teaching Soft Skills in Engineering Education: An European Perspective","2021","IEEE Access","9","","9354626","29222","29242","20","32","10.1109/ACCESS.2021.3059516","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100914867&doi=10.1109%2fACCESS.2021.3059516&partnerID=40&md5=b9c43239b637037766a9aedfcb96caee","AtlanTTic Research Center for Telecommunication Technologies, Universidade de Vigo, Vigo, Spain; Department of Computer Engineering, University of Thessaly, Volos, Greece; GILT RandD, Instituto Superior de Engenharia Do Porto, Porto, Portugal; School of Digital Technologies, Tallinn University, Tallinn, Estonia; School of Natural and Health Sciences, Institute of Ecology, Tallinn University, Tallinn, Estonia; Center for Communication, Media and Information Technologies, Aalborg University, Aalborg, Denmark","Caeiro-Rodriguez M., AtlanTTic Research Center for Telecommunication Technologies, Universidade de Vigo, Vigo, Spain; Manso-Vazquez M., AtlanTTic Research Center for Telecommunication Technologies, Universidade de Vigo, Vigo, Spain; Mikic-Fonte F.A., AtlanTTic Research Center for Telecommunication Technologies, Universidade de Vigo, Vigo, Spain; Llamas-Nistal M., AtlanTTic Research Center for Telecommunication Technologies, Universidade de Vigo, Vigo, Spain; Fernandez-Iglesias M.J., AtlanTTic Research Center for Telecommunication Technologies, Universidade de Vigo, Vigo, Spain; Tsalapatas H., Department of Computer Engineering, University of Thessaly, Volos, Greece; Heidmann O., Department of Computer Engineering, University of Thessaly, Volos, Greece; De Carvalho C.V., GILT RandD, Instituto Superior de Engenharia Do Porto, Porto, Portugal; Jesmin T., School of Digital Technologies, Tallinn University, Tallinn, Estonia; Terasmaa J., School of Natural and Health Sciences, Institute of Ecology, Tallinn University, Tallinn, Estonia; Sorensen L.T., Center for Communication, Media and Information Technologies, Aalborg University, Aalborg, Denmark","Higher Education engineering students need to be prepared to address sustainable solutions to the complex problems faced in this century. They should become proficient problem solvers, able to work in multidisciplinary teams, ready to adapt to new technologies, and able to acquire new knowledge and skills when needed. Usually known as soft skills, these competences play a key role in Engineering and have being taught in the last two decades, to a greater or lesser extent, using different methodologies and tools. This study reviews the promotion and teaching of soft skills in Higher Education across 5 European countries: Greece, Estonia, Denmark, Portugal and Spain. It provides an overview of best practices on these countries, focusing also on technological solutions to actually enable the development of soft skills. The purpose of this research is to shed some light about how soft skills are being taught presently and the difficulties involved in that process.  © 2013 IEEE.","best practices; employability; Higher engineering education; soft skills","Best practices; Complex problems; European Countries; Higher education; Multi-disciplinary teams; Problem solvers; Sustainable solution; Technological solution","","","","","ErasmusC program, (2019-1-EL01-KA203-062952); Re-engineering Higher Education","This work was supported by the Re-engineering Higher Education through Active Learning for Growth (HERA) project funded by the ErasmusC program under Project 2019-1-EL01-KA203-062952.","Challenges of the Twenty First Century, (2010); Schulz B., The importance of soft skills: Education beyond academic knowledge, NAWA J. Lang. Commun, 2, 1, pp. 146-154, (2008); Cinque M., Lost in translation'. Soft skills development in European countries, Tuning J. 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CDIO Conf., pp. 1-11, (2018)","M. Caeiro-Rodriguez; AtlanTTic Research Center for Telecommunication Technologies, Universidade de Vigo, Vigo, Spain; email: mcaeiro@det.uvigo.es","","Institute of Electrical and Electronics Engineers Inc.","","","","","","21693536","","","","English","IEEE Access","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85100914867"
"Deprez J.; Peeters E.R.; Gorgievski M.J.","Deprez, Jana (55751035000); Peeters, Ellen R. (56205269000); Gorgievski, Marjan J. (35955902200)","55751035000; 56205269000; 35955902200","Developing intrapreneurial self-efficacy through internships? Investigating agency and structure factors","2021","International Journal of Entrepreneurial Behaviour and Research","27","5","","1166","1188","22","5","10.1108/IJEBR-09-2020-0642","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106283468&doi=10.1108%2fIJEBR-09-2020-0642&partnerID=40&md5=2b38a75765419aed8bab9a9a5aa99d0b","KU Leuven, Leuven, Belgium; Open Universiteit, Heerlen, Netherlands; Erasmus School of Social and Behavioral Sciences, Erasmus Universiteit Rotterdam, Rotterdam, Netherlands","Deprez J., KU Leuven, Leuven, Belgium; Peeters E.R., Open Universiteit, Heerlen, Netherlands; Gorgievski M.J., Erasmus School of Social and Behavioral Sciences, Erasmus Universiteit Rotterdam, Rotterdam, Netherlands","Purpose: This paper seeks to identify how intrapreneurial self-efficacy (ISE) grows in a group of graduate students during their internship. We investigate which agency and structure factors shape their experience and stabilize or help grow their ISE and how this evolves in the course of their internship. Design/methodology/approach: We conducted group interviews with 49 last year master students of a large Belgian university during their seven-month internship. We focused on those interns with low starter ISE to better understand which factors aid or hinder ISE development. Findings: Our results show that students who did not experience ISE growth were less aware of their own agency factors, lacked supportive colleagues and experienced a misfit with their supervisors. Students who did grow their ISE did so mostly because of an initial experimentation phase, which was structured by their supervisor. This created a positive spiral where they started feeling increasingly better and able to act intrapreneurially. Originality/value: With this study, we contribute to the extant literature in two main ways. First, we use a graduate employability lens to study the genesis of ISE. As such, we are amongst the first to investigate how education can nurture intrapreneurship and which agency and structure factors are particularly important for this. Second, we take a qualitative process approach, rather than a static and quantitative focus of most entrepreneurial education studies. 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Deprez; KU Leuven, Leuven, Belgium; email: jana.deprez@kuleuven.be","","Emerald Group Holdings Ltd.","","","","","","13552554","","","","English","Int. J. Entrep. Behav. Res.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85106283468"
"Herlambang H.; Fitri A.D.; Mukminin A.; Muhaimin M.; Hidayat M.; Elfiani E.; Shafira N.N.A.; Puspasari A.; Tarawifa S.; Salam A.A.; Yaakob M.F.M.; Habibi A.","Herlambang, Herlambang (57203970081); Fitri, Amelia Dwi (57221334739); Mukminin, Amirul (55850809900); Muhaimin, Muhaimin (57194016573); Hidayat, Marzul (57208720785); Elfiani, Elfiani (57219129706); Shafira, Nyimas Natasha Ayu (57223364837); Puspasari, Anggelia (57214156561); Tarawifa, Susan (57223365516); Salam, Ahmad Abdun (57222340087); Yaakob, Mohd Faiz Mohd (57203537360); Habibi, Akhmad (57192920423)","57203970081; 57221334739; 55850809900; 57194016573; 57208720785; 57219129706; 57223364837; 57214156561; 57223365516; 57222340087; 57203537360; 57192920423","Quality assurance for sustainable higher education: Structural equation modeling","2021","Sustainability (Switzerland)","13","9","4954","","","","5","10.3390/su13094954","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105729701&doi=10.3390%2fsu13094954&partnerID=40&md5=78c17aaab748717dfcd3b70fc3d9a9e3","Department of Obstetric and Gynaecology, Faculty of Medicine and Health Sciences, Universitas Jambi, Jambi, 36122, Indonesia; Department of Medical Education, Faculty of Medicine and Health Sciences, Universitas Jambi, Jambi, 36122, Indonesia; Faculty of Teacher Training and Education, Universitas Jambi, Jambi, 36123, Indonesia; LPDP Indonesia, Jakarta, 10330, Indonesia; Institute of Excellent Teachers and Leaders in Education (IETLE), School of Education, Universiti Utara Malaysia, Kedah, 06010, Malaysia","Herlambang H., Department of Obstetric and Gynaecology, Faculty of Medicine and Health Sciences, Universitas Jambi, Jambi, 36122, Indonesia; Fitri A.D., Department of Medical Education, Faculty of Medicine and Health Sciences, Universitas Jambi, Jambi, 36122, Indonesia; Mukminin A., Faculty of Teacher Training and Education, Universitas Jambi, Jambi, 36123, Indonesia; Muhaimin M., Faculty of Teacher Training and Education, Universitas Jambi, Jambi, 36123, Indonesia; Hidayat M., Faculty of Teacher Training and Education, Universitas Jambi, Jambi, 36123, Indonesia; Elfiani E., Department of Medical Education, Faculty of Medicine and Health Sciences, Universitas Jambi, Jambi, 36122, Indonesia; Shafira N.N.A., Department of Medical Education, Faculty of Medicine and Health Sciences, Universitas Jambi, Jambi, 36122, Indonesia; Puspasari A., Department of Medical Education, Faculty of Medicine and Health Sciences, Universitas Jambi, Jambi, 36122, Indonesia; Tarawifa S., Department of Medical Education, Faculty of Medicine and Health Sciences, Universitas Jambi, Jambi, 36122, Indonesia; Salam A.A., LPDP Indonesia, Jakarta, 10330, Indonesia; Yaakob M.F.M., Institute of Excellent Teachers and Leaders in Education (IETLE), School of Education, Universiti Utara Malaysia, Kedah, 06010, Malaysia; Habibi A., Faculty of Teacher Training and Education, Universitas Jambi, Jambi, 36123, Indonesia, LPDP Indonesia, Jakarta, 10330, Indonesia","Competition to ensure sustainable conditions for graduates’ knowledge, skills, and competencies (KSC) and employability for sustainable development of human resources has long been present in higher education institutions (HEIs). The purpose of this study is to examine the roles of educational processes, practical activities, and research activities as key determinants to predict KSC and employability in the context of medical education in Indonesian HEIs. Moreover, this study also reports the role of facilities in predicting educational processes, practical activities, and research activities. This survey study obtained data from 1086 respondents, who are students of two medical schools. The data were analyzed by assessing the measurement and structural model in the partial least square structural equation model (PLS‐SEM). Overall, all hypotheses were supported; the strongest relationship emerged between facilities and research activities, while the lowest relationship was present between practical activities and employability. From a theoretical perspective, the findings offer a conceptual framework related to HEIs’ quality management factors. Highlighting the significant relationships, appropriate policies can be produced for more quality institutions in improving graduates’ KSC and employability for the labor market. © 2021 by the authors. Licensee MDPI, Basel, Switzerland.","Indonesia; Labor market; Medical education; Quality assurance; Structural equation modeling","Indonesia; conceptual framework; education policy; employment; environmental quality; higher education; human resource; labor market; numerical model; sustainability; sustainable development","","","","","LPDP Indonesia; Universiti Utara Malaysia, UUM; Universitas Jambi, UNJA","This research was co‐funded by Universitas Jambi, LPDP Indonesia, and Universiti Utara Malaysia.","Poza-Vilches F., Lopez-Alcarria A., Mazuecos-Ciarra N., A Professional Competences’ Diagnosis in Education for Sustainabil-ity: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context, Sustainability, 11, (2019); Rieckmann M., Future‐Oriented Higher Education: Which Key Competencies Should Be Fostered through University Teaching and Learning?, Futures, 44, pp. 127-135, (2012); Vykydal D., Folta M., Nenadal J., A Study of Quality Assessment in Higher Education within the Context of Sustainable De-velopment: A Case Study from Czech Republic, Sustainability, 12, (2020); Lambrechts W., Van Petegem P., The Interrelations between Competences for Sustainable Development and Research Compe-tences, Int. J. Sustain. High. Educ, 17, pp. 776-795, (2016); Bratianu C., Vatamanescu E.M., Students’ Perception on Developing Conceptual Generic Skills for Business: A Knowledge‐ Based Approach, VINE J. Inf. Knowl. Manag. Syst, 47, pp. 490-505, (2017); Gora A.A., Stefan S.C., Popa S.C., Albu C.F., Students’ Perspective on Quality Assurance in Higher Education in the Context of Sustainability: A PLS‐SEM Approach, Sustainability, 11, (2019); Nicolescu L., Nicolescu C., Using PLS‐SEM to Build an Employability Confidence Model for Higher Education Recipients in the Field of Business Studies, Kybernetes, 48, pp. 1965-1988, (2019); Cohen D.K., Bhatt M.P., The Importance of Infrastructure Development to High‐Quality Literacy Instruction, Future Child, 22, pp. 117-138, (2012); Abad-Segura E., Gonzalez-Zamar M.D., Infante-Moro J.C., Garcia G.R., Sustainable Management of Digital Transformation in Higher Education: Global Research Trends, Sustainability, 12, (2020); Ventura G.K.A., Azevedo Lopes F.W., Infraestrutura de Saneamento Básico e Incidência de Doenças Associadas: Uma Análise Comparativa Entre Belo Horizonte e Ribeirão Das Neves—Minas Gerais [Sanitation Infrastruture and Associeted Diseases: A Comparative Analysis between Belo Horizonte and Ribeirão Das Neves—Minas Gerais], Cad. 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Sci, 8, (2018); Tranca L.M., Competences of Students in Social Work from the Perspective of Practical Work Supervisors in the Field of Delin-quency, The Fifth International Conference Multidisciplinary Perspectivesin the QuasicoerciveTreatment of Offenders Probation as a Field of Study and Research: From Person to Society, pp. 248-253, (2016); Wiek A., Withycombe L., Redman C.L., Key Competencies in Sustainability: A Reference Framework for Academic Program Development, Sustain. Sci, pp. 203-218, (2011); Butum L.C., The Role of International Competences in Increasing Graduates’ Access to the Labor Market, Proc. Int. Conf. Bus. Excell, 11, (2017); Simons M., Elen J., The “research‐Teaching Nexus” and “Education through Research”: An Exploration of Ambivalences, Stud. High. Educ, 32, pp. 617-631, (2007); Brew A., Imperatives and Challenges in Integrating Teaching and Research, High. Educ. Res. 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Res, 18, (1981); Lin L., Huang Z., Othman B., Luo Y., Let’s Make It Better: An Updated Model Interpreting International Student Satisfaction in China Based on PLS‐SEM Approach, PLoS ONE, 15, (2020); Venkatesh V., Morris M.G., Davis G.B., Davis F.D., User Acceptance of Information Technology: Toward a Unified View, MIS Q. Manag. Inf. Syst, 27, pp. 425-478, (2003); Balcar J., Janickova L., Filipova L., What General Competencies Are Required from the Czech Labour Force?, Prague Econ. Pap, 2, pp. 250-265, (2014); Habibi A., Quality Assurance in Higher Education: Indonesian Medical Education Context, Mendeley Data, V2, (2020)","A. Habibi; Faculty of Teacher Training and Education, Universitas Jambi, Jambi, 36123, Indonesia; email: akhmad.habibi@unja.ac.id","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85105729701"
"Tran L.T.; Le T.T.T.; Phan H.L.T.; Pham A.","Tran, Ly Thi (35335429400); Le, Truc Thi Thanh (57200748042); Phan, Huong Le Thanh (57205119879); Pham, Anh (56318712100)","35335429400; 57200748042; 57205119879; 56318712100","“Induction and off you go”: professional development for teachers in transnational education","2021","Oxford Review of Education","47","4","","529","547","18","5","10.1080/03054985.2020.1867524","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100984239&doi=10.1080%2f03054985.2020.1867524&partnerID=40&md5=8c671b855afb4fd3cb5f2d887368ccd7","Research for Educational Impact, Strategic Research Centre in Education, Deakin University, Geelong, Australia; School of Global, Urban & Social Studies, RMIT University, Melbourne, Australia","Tran L.T., Research for Educational Impact, Strategic Research Centre in Education, Deakin University, Geelong, Australia; Le T.T.T., Research for Educational Impact, Strategic Research Centre in Education, Deakin University, Geelong, Australia; Phan H.L.T., Research for Educational Impact, Strategic Research Centre in Education, Deakin University, Geelong, Australia; Pham A., School of Global, Urban & Social Studies, RMIT University, Melbourne, Australia","Transnational education has experienced a phenomenal growth over the past decade. As a dynamic but complex phenomenon, transnational education involves the delivery of curriculum and educational practices developed in one country to students in other countries. Therefore, transnational education is associated with not only benefits but also challenges and tensions of navigating cross-border contexts, characterised by different educational, socio-cultural, historical and economic values and practices. As teachers are key actors in transnational education, their professional development is crucial to the delivery and quality of transnational education. This article focuses on the professional development needs and practices of teachers involved in Australian transnational programmes. It is based on a data subset with 18 teachers involved in transnational education within a broader research project that includes semi-structured interviews with 215 teachers and professional staff in tertiary education institutions in Australia, and researcher participation in and observations of their professional learning activities. The research underscores the importance of responding to teachers’ professional development needs in relation to building offshore students’ localised capabilities and employability. The study also highlights the need to equip offshore teachers with not only the academic and cultural dimensions of offshore teaching but also the development of resilience in terms of emotional wellbeing to assist them in navigating transnational experiences. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","communities of practice; international education; offshore teachers; offshore teaching; positioning theory; international students; professional development; Transnational education","","","","","","Australian Research Council, ARC","This paper is based on the data from a research project (DE140101473) funded by the Australian Research Council. We would like to acknowledge the very helpful suggestions from the anonymous reviewers and the valuable insights from the participants.","Data on the offshore delivery of Australian courses, (2018); Bennett J.M., Salonen R., Intercultural communication and the new American campus, Change: The Magazine of Higher Learning, 39, 2, pp. 46-50, (2007); Bentley D., Henderson F., Lim C.B., The legislative requirements for measuring quality in transnational education: Understanding divergence while maintaining standards, Higher Education Quarterly, 71, 4, pp. 338-351, (2017); Bu X., McCaw B., Kero P., Western faculty members’ cross-border lived experiences, Higher Learning Research Communications, 10, 1, (2020); Cross-border education research team - Fast facts, (2020); Chapman A., Pyvis D., Enhancing quality in transnational higher education: Experiences of teaching and learning in Australian offshore programs, (2012); Chen P.Y., Teaching in offshore programmes: An assessment of university faculty’s self-efficacy, cultural competence and preparedness, Journal of Education for Teaching, 42, 2, pp. 188-204, (2016); Clifford V.A., Engaging the disciplines in internationalising the curriculum, International Journal for Academic Development, 14, 2, pp. 133-143, (2009); Crabtree R.D., Sapp D.A., Your culture, my classroom, whose pedagogy? Negotiating effective teaching and learning in Brazil, Journal of Studies in International Education, 8, 1, pp. 105-132, (2004); Dai K., Garcia J., Intercultural learning in transnational articulation programs, Journal of International Students, 9, 2, pp. 362-383, (2019); Debowski S., Risky business: Effective planning and management of transnational education, Teaching in transnational higher education: Enhancing learning for offshore international students, 1, pp. 204-215, (2008); Dunn L., Wallace M., Intercultural communities of practice, Teaching in transnational education: Enhancing learning for offshore international students, pp. 249-260, (2008); Dunn L., Wallace M., Australian academics and transnational teaching: An exploratory study of their preparedness and experiences, Higher Education Research & Development, 25, 4, pp. 357-369, (2006); Freeman M., Treleaven L., Ramburuth P., Leask B., Caulfield N., Simpson L., Sykes C., Embedding the development of intercultural competence in business education, (2009); Gergen K.J., An invitation to social construction, (1999); Green W., Mertova P., Internationalisation of teaching and learning at The University of Queensland: A report on current perceptions and practices, (2009); Gribble K., Ziguras C., Learning to teach offshore: Pre-departure training for lecturers in transnational programs, Higher Education Research & Development, 22, 2, pp. 205-216, (2003); Harre R., Van Langenhove L., Positioning theory: Moral contexts of intentional action, (1999); Hayden M., McIntosh S., International education: The transformative potential of experiential learning, Oxford Review of Education, 44, 4, pp. 403-413, (2018); Hoare L., Swimming in the deep end: Transnational teaching as culture learning?, Higher Education Research & Development, 32, 4, pp. 561-574, (2013); Hsieh H.-F., Shannon S.E., Three approaches to qualitative content analysis, Qualitative Health Research, 15, 9, pp. 1277-1288, (2005); Itani R., Intercultural competence developed through transnational teaching experiences in Qatar: A narrative analysis, Doctoral thesis, (2017); Jais J., Smyrnios K.X., Hoare L.A., Up in the air: An examination of the work–life balance of fly-in–fly-out academics, Higher Education Research & Development, 34, 6, pp. 1123-1137, (2015); Jones R.L., ‘Older people’talking as if they are not older people: Positioning theory as an explanation, Journal of Aging Studies, 20, 1, pp. 79-91, (2006); Keay J., May H., O'Mahoney J., Improving learning and teaching in transnational education: Can communities of practice help?, Journal of Education for Teaching: International Research and Pedagogy, 40, 3, pp. 251-266, (2014); Keevers L., Lefoe G., Leask B., Sultan F.K.D., Ganesharatnam S., Loh V., Lim J.S.Y., ‘I like the people I work with. Maybe I’ll get to meet them in person one day’: Teaching and learning practice development with transnational teaching teams, Journal of Education for Teaching, 40, 3, pp. 232-250, (2014); Kim T., Transnational academic mobility, internationalization and interculturality in higher education, Intercultural Education, 20, 5, pp. 395-405, (2009); Kosmutzky A., Putty R., Transcending borders and traversing boundaries: A systematic review of the literature on transnational, offshore, cross-border, and borderless higher education, Journal of Studies in International Education, 20, 1, pp. 8-33, (2016); Lave J., Wenger E., Situated learning: Legitimate peripheral participation, (1991); Leask B., Transnational education and intercultural learning: Reconstructing the offshore teaching team to enhance internationalisation, Australian Universities Quality Forum, (2004); Leask B., Internationalisation of the curriculum and intercultural engagement–a variety of perspectives and possibilities, Australian International Education Conference, (2005); Leask B., Hicks M., Kohler M., King B., (2005); Leask B., Hicks M., AVCC offshore quality project report: A professional development framework for academic staff teaching Australian programs offshore, (2005); Lim F.C.B., Shah M., An examination on the growth and sustainability of Australian transnational education, International Journal of Educational Management, 31, 3, pp. 254-264, (2017); Luxon T., Peelo M., Academic sojourners, teaching and internationalisation: The experience of non-UK staff in a British University, Teaching in Higher Education, 14, 6, pp. 649-659, (2009); Lynch K., Australian Universities’ preparation and support for fly-in fly-out academics, Doctoral thesis, (2013); Mellors-Bourne R., Jones E., Woodfield S., Transnational education and employability development, (2015); Naidoo V., Transnational higher education: A stock take of current activity, Journal of Studies in International Education, 13, 3, pp. 310-330, (2009); Nawaz T., Internationalisation strategy, faculty response and academic preparedness for transnational teaching: The significance of pre-departure training, Education+ Training, 60, 9, pp. 1084-1096, (2018); Neri S., Wilkins S., Talent management in transnational higher education: Strategies for managing academic staff at international branch campuses, Journal of Higher Education Policy and Management, 41, 1, pp. 52-69, (2019); Ng J., Nyland B., Internationalisation of higher education and global learning: Australia and China, Global learning in the 21st century, pp. 231-250, (2016); Pugach M.C., Introduction to the feature: The professional development of teachers from a, Teacher Education and Special Education, 22, 4, (1999); Schuerholz-Lehr S., Teaching for global literacy in higher education: How prepared are the educators?, Journal of Studies in International Education, 11, 2, pp. 180-204, (2007); Seah W.T., Edwards J., Flying in, flying out: Offshore teaching in higher education, Australian Journal of Education, 50, 3, pp. 297-311, (2006); Shams S.R., Sustainability issues in transnational education service: A conceptual framework and empirical insights, Journal of Global Marketing, 29, 3, pp. 139-155, (2016); Smith K., Transnational teaching experiences: An under-explored territory for transformative professional development, International Journal for Academic Development, 14, 2, pp. 111-122, (2009); Smith K., Overseas flying faculty teaching as a trigger for transformative professional development, International Journal for Academic Development, 18, 2, pp. 127-138, (2013); Smith K., Exploring flying faculty teaching experiences: Motivations, challenges and opportunities, Studies in Higher Education, 39, 1, pp. 117-134, (2014); Stafford S., Taylor J., Transnational education as an internationalisation strategy: Meeting the institutional management challenges, Journal of Higher Education Policy and Management, 38, 6, pp. 625-636, (2016); Szkornik K., Teaching and learning on a transnational education programme: Opportunities and challenges for flying faculty in geography and related disciplines, Journal of Geography in Higher Education, 41, 4, pp. 521-531, (2017); Tahvanainen M., Welch D., Worm V., Implications of short-term international assignments, European Management Journal, 23, 6, pp. 663-673, (2005); Tharapos M., Cultural intelligence in the transnational education classroom: The case of Australian accounting academics, Doctoral thesis, (2015); Tran L.T., Le T.T.T., Teacher professional learning in international education, (2018); Language and learning advisors as a valuable but under-recognised workforce in higher education: a Bourdieuian analysis of their professional development in international education, Teaching in Higher Education, 24, 6, pp. 755-771, (2019); Tran L.T., Nghia T.L.H., Leadership in international education: Leaders’ professional development needs and tensions, Higher Education, (2020); Tran L.T., Nguyen N., Re-imagining teachers’ professional roles and identity under the condition of internationalisation, Teachers and Teaching: Theory and Practice, 21, 8, pp. 958-973, (2015); Tran L.T., Pasura R., Teacher interactive and reflexive positionings in accommodating international students: Implications for teacher professional development, Professional Development in Education, 45, 4, pp. 539-550, (2019); Tran L.T., Pasura R., The nature of teacher professional development in Australian international vocational education, Journal of Further and Higher Education, pp. 1-14, (2020); International higher education in facts and figures 2019, (2019); Van Langenhove L., Harre R., Introducing positioning theory, Positioning theory: Moral contexts of intentional action, pp. 14-31, (1999); Wakefield K., Dismore H., The role of transnational networking for higher education academics, Higher Education Research & Development, 34, 6, pp. 1281-1296, (2015); Wallace M., Dunn L., Experiences of transnational learning: Perspectives from some undergraduate students in the People’s Republic of China and Singapore, Teaching in transnational higher education, pp. 180-190, (2008); Whieldon J.A., ‘Are they ready to fly?’ Flying faculty preparedness and professional learning: An exploratory study of transnational education staff perspectives, Unpublished doctoral thesis, (2019)","L.T. Tran; Research for Educational Impact, Strategic Research Centre in Education, Deakin University, Geelong, Australia; email: ly.tran@deakin.edu.au","","Routledge","","","","","","03054985","","","","English","Oxf. Rev. Educ.","Article","Final","","Scopus","2-s2.0-85100984239"
"Wallis R.","Wallis, Richard (57125604200)","57125604200","Career readiness: developing graduate employability capitals in aspiring media workers","2021","Journal of Education and Work","34","4","","533","543","10","8","10.1080/13639080.2021.1931666","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107472995&doi=10.1080%2f13639080.2021.1931666&partnerID=40&md5=a9d9b184edc4d8e21f7e29e9a39e17a1","Department of Media & Communication, Bournemouth University, Bournemouth, United Kingdom","Wallis R., Department of Media & Communication, Bournemouth University, Bournemouth, United Kingdom","Teaching students aspiring to media work presents the educator with a fundamental dilemma. On the one hand, students require the knowledge and skills necessary to find and sustain employment within existing industry practices, systems and structures. On the other hand, students need to be prepared for the uncertain and shifting nature of media work, and highly problematic aspects of some of those selfsame practices, systems and structures. How do you ensure the former without condoning or under-playing the latter? An overly theoretical and critical education risks producing graduates unprepared for the practicalities of media employment. An overly instrumental education risks graduates lacking the necessary responsiveness and resilience required to drive a media career over time, or the ability to recognise, navigate or challenge systemic problems within these industries. This article approaches the dilemma from the UK perspective, through a consideration of the notion of employability, interpreted as career readiness. It advocates five interrelated forms of graduate capital: human capital; social capital; cultural capital; psychological capital and identity capital. The article argues that their application to aspiring media workers, in particular, provides a valuable conceptual framework for educators concerned with finding an approach to employability that is both instrumental and critical. © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","capital; career readiness; Employability; media industries; media work","","","","","","","","UK Sets Out EU Agenda, UK News: Friday, December 5, Published at 16:18 GMT, (1997); Bennett D., Graduate Employability and Higher Education: Past, Present and Future, HERDSA Review of Higher Education, 5, pp. 31-61, (2019); Born G., Uncertain Vision: Birt, Dyke and the Reinvention of the BBC, (2004); Bourdieu P., Cultural Reproduction and Social Reproduction, Power and Ideology in Education, (1977); Bourdieu P., Distinction, (1984); Bourdieu P., The Forms of Capital, Handbook of Theory and Research for the Sociology of Education, pp. 241-258, (1986); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability through Career Management Skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Briscoe J.P., Hall D.T., The Interplay of Boundaryless and Protean Careers: Combinations and Implications, Journal of Vocational Behavior, 69, 1, pp. 4-18, (2006); Workforce Diversity in the UK Screen Sector: Evidence Review, (2018); Carey H., Crowley L., Dudley C., Sheldon H., Giles L., A Skills Audit of the UK Film and Screen Industries, (2017); Collini S., What are Universities For?, (2012); Cunningham S., Developments in Measuring the “Creative” Workforce, Cultural Trends, 20, 1, pp. 25-40, (2011); Dearing R., The Dearing Report: Report for the National Committee of Inquiry into Higher Education: Higher Education in the Learning Society, (1997); Depelteau F., From the Concept of ‘Trans-action’ to a Process-Relational Sociology, The Palgrave Handbook of Relational Sociology, pp. 499-519, (2018); Education Secretary Calls for an End to Low Value Degrees, (2019); On 15 June. Employability, (2016); Grugulis I., Stoyanova D., Social Capital and Networks in Film and TV: Jobs for the Boys?, Organization Studies, 33, 10, pp. 1311-1331, (2012); Hall D.T., The Protean Career: A Quarter-century Journey, Journal of Vocational Behavior, 65, 1, pp. 1-13, (2004); What are Graduates? Clarifying the Attributes of ‘Graduateness’, A paper to stimulate discussion. The Higher Education Quality Council (HEQC): Quality Enhancement Group. Available via British Library Document Supply Centre, (1996); Hesketh A.J., Recruiting an Elite? Employers’ Perceptions of Graduate Education and Training, Journal of Education and Work, 13, 3, pp. 245-271, (2000); Higgs P., Cunningham S., Bakhshi H., Beyond the Creative Industries: Mapping the Creative Economy in the United Kingdom, (2008); Hogan B., The Presentation of Self in the Age of Social Media: Distinguishing Performances and Exhibitions Online, Bulletin of Science, Technology & Society, 30, 6, pp. 377-386, (2010); Komljenovic J., LinkedIn, Platforming Labour, and the New Employability Mandate for Universities, Globalisation, Societies and Education, 17, 1, pp. 28-43, (2019); Lee D., Networks, Cultural Capital and Creative Labour in the British Independent Television Industry, Media, Culture & Society, 33, 4, pp. 549-565, (2011); Lee D., Independent Television Production in the UK: From Cottage Industry to Big Business, (2018); Lehmann W., Forms of Capital in Working-class Students’ Transition from University to Employment, Journal of Education and Work, 32, 4, pp. 347-359, (2019); Luthans F., Youssef C., Avolio B., Psychological Capital: Developing the Human Competitive Edge, (2007); McQuaid R.W., Lindsay C.D., The Concept of Employability, Urban Studies, pp. 197-219, (2005); Mendelson A., Papacharissi Z., Look at Us: Collective Narcissism in College Student Facebook Photo Galleries, The Networked Self: Identity, Community and Culture on Social Network Sites, pp. 251-273, (2010); Nahapiet J., Ghoshal S., Social Capital, Intellectual Capital, and the Organizational Advantage, Academy of Management Review, 23, 2, pp. 242-266, (1998); O'Brien A., ‘Men Own Television’: Why Women Leave Media Work, Media, Culture & Society, 36, 8, pp. 1207-1218, (2014); O'Brien D., Laurison D., Miles A., Friedman S., Are the Creative Industries Meritocratic? An Analysis of the 2014 British Labour Force Survey, Cultural Trends, 25, 2, pp. 116-131, (2016); Labour Market Policies: New Challenges - Lifelong Learning to Maintain Employability, OCDE/GD(97)162, Theme 3 of the Analytical Report prepared for the Meeting of the Employment, Labour and Social Affairs Committee at Ministerial Level held at the Château de la Muette, Paris on Tuesday 14 and Wednesday 15 October 1997, (1997); Human Capital: How what you know shapes your life, (2007); The Teaching Excellence and Student Outcomes Framework (TEF): A Short Guide to the Awards, (2019); Olusoga D., David Olusoga: MacTaggart Lecture in Full, Broadcast, (2020); Peters T., On 31 August. The Brand Called You, The Fast Company, (1997); Rose N., Governing “Advanced” Liberal Democracies, Foucault and Political Reason: Liberalism, Neo-liberalism and Rationalities of Government, (1996); Suniya S., Luthar S., Cicchetti D., Becker B., The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work, Child Development, 71, 3, pp. 543-562, (2000); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education and Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Nghia T.L.H., An Overview of the Current Policy and Conceptual Landscape of Graduate Employability, Developing and Utilizing Employability Capitals: Graduates’ Strategies across Labour Markets, pp. 1-18, (2020); Wallis R., Van Raalte C., Allegrini S., The Value and Purpose of a Media Production Degree from the Perspective of Mid-career Graduates, Media Education Research Journal, 9, 2, pp. 74-92, (2020); Wilkes M., Carey H., Florisson R., The Looking Glass: Mental health in the UK film, TV and cinema industry, (2020); Williams S., Dodd L.J., Steele C., Randall R., A Systematic Review of Current Understandings of Employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Yorke M., Employability in Higher Education: What It Is–What It Is Not. York: The Higher Education Academy, (2006); Yosso T.J., Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth, Race Ethnicity and Education, 8, 1, pp. 69-91, (2005)","R. Wallis; Department of Media Communication, Bournemouth University, Bournemouth, United Kingdom; email: rwallis@bournemouth.ac.uk","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85107472995"
"Oswald G.; Duvivier R.; Wood S.; Freeman T.","Oswald, Gina (57192100972); Duvivier, Roxanne (57214352812); Wood, Samantha (57224457678); Freeman, Tiffany (57224456106)","57192100972; 57214352812; 57224457678; 57224456106","Surviving and thriving at a uk university through a minority lens","2021","Journal of the Australian and New Zealand Student Services Association","29","1","","35","51","16","1","10.30688/janzssa.2021.1.05","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107559805&doi=10.30688%2fjanzssa.2021.1.05&partnerID=40&md5=812f9d69033e323e9dc3736926fba889","University of Maine at Farmington, United States; Wright State University, United States","Oswald G., University of Maine at Farmington, United States; Duvivier R., Wright State University, United States; Wood S., Wright State University, United States; Freeman T., Wright State University, United States","Higher education institutions around the globe are focussed on creating inclusive environments for all students. Initiatives are being crafted to assist marginalised students to obtain better outcomes in key metrics such as enrolment rates, retention rates, graduation rates, and resultant employability statistics. This article presents findings from a quantitative study conducted at a large research university in the United Kingdom that examined factors that impacted the persistence and engagement levels of Black and Minority Ethnic students. The study examined such factors as resilience, challenges, persistence, decision-making, student support, communications and feelings of belonging. Significant differences were found among Black, Asian, White and Other minority groups on multiple factors contributing to persistence and engagement. Recommendations for practice change in university operations, specifically Student Affairs and Academic Affairs, are offered. © 2021, Australian and New Zealand Student Services Association. All rights reserved.","BME students; Engagement; Higher education; Minority students; Persistence","","","","","","","","Student snapshot, (2017); Bhopal K., Addressing racial inequalities in higher education: Equity, inclusion and social justice, Ethnic and Racial Studies, 40, 13, pp. 2293-2299, (2017); Boliver V., Exploring ethnic inequalities in admission to Russell Group Universities, Sage Publications, 50, 2, pp. 247-266, (2016); Collins C.J., Kritsonis W.A., National viewpoint: The importance of hiring a diverse faculty, National Journal for Publishing and Mentoring Doctoral Student Research, 3, 1, pp. 1-7, (2006); Cotton D.R.E., The gender and ethnicity attainment gap, (2013); Cotton D. R. E., Joyner M., George R., Cotton P. A., Understanding the gender and ethnicity attainment gap in UK Higher Education, Innovations in Education and Teaching International, 53, (2015); DuVivier R., Oswald G. R., Steller L., Bumhoffer K., Surviving and thriving at a university in the United Kingdom, Journal of the Australian and New Zealand Student Services Association, 26, 2, pp. 87-98, (2018); Ethnicity Facts and Figures; Harmon N.S., A study of the experiences of black female student athletes at a predominantly white institution, (2009); Table 14-UK domiciled student enrolments by ethnicity and sex 2014/15 to 2018/19; United Kingdom Demographics Profile 2019, (2019); (2020); Kim Y. K., Lundberg C. A., A structural model of the relationship between student–faculty interaction and cognitive skills development among college students, Research in Higher Education, 57, 3, pp. 288-309, (2015); Landers J., Quantification in history, topic 4: Hypothesis testing II‐ differing central tendency, (1981); Little T. D., The Oxford handbook of quantitative methods, 2, (2013); McDuff N., Tatam J.C., Beacock O., Ross F.M., Closing the attainment gap for students from black and minority ethnic backgrounds through institutional change, Journal of Widening Participation and Life Long Learning, 20, 1, pp. 79-101, (2018); Morales E. E., The resilient mind: The psychology of academic resilience, The Educational Forum, 72, 2, pp. 152-167, (2008); Richardson J. T. E., The attainment of ethnic minority Students in UK higher education, Studies in Higher Education, 33, 1, pp. 33-48, (2008); Ross F. M., Tatam J. C., Hughes A. L., Beacock O. P., McDuff N., “The great unspoken shame of UK higher education”: Addressing inequalities of attainment, African Journal of Business Ethics, 12, 1, (2018); Sanders J., Rose-Adams J., Black and minority ethnic student attainment: A survey of research and exploration of the importance of teacher and student expectations, Widening Participation and Lifelong Learning, 16, 2, pp. 5-27, (2014); Shoderu R., Kane S., Husbands D., Holly D., Developing a sense of belonging: Findings from a three institution study with implications for BME students and staff engagement, Compass: The Journal of Learning and Teaching at the University of Greenwich, 5, pp. 1-8, (2012); Singh G., Black and minority ethnic (BME) students’ participation in higher education: Improving retention and success, (2009); Smith S., Exploring the black and minority ethnic (BME) student attainment gap: What did it tell us? Actions to address home BME undergraduate students’ degree attainment, Journal of Perspectives in Applied Academic Practice, 5, 1, pp. 48-57, (2017); Stevenson J., Whelan P., Synthesis of the US literature relating to the retention, progression, completion, and attainment of black and minority ethnic (BME) students in higher education, (2013); Tedam P., Enhancing the practice learning experiences of BME students: Strategies for practice education, Journal of Practice Teaching & Learning, 13, 2, pp. 130-145, (2014); The National Archives-UK Government web archive, (2015); UCAS terms explained, (2020); Walker P., The commodification of British higher education: Trials and triumphs of massification in the metropolitan university, Learning and teaching in a metropolis, pp. 195-210, (2010); Worrall-Hill C., Employability and students from BME backgrounds, (2014)","G. Oswald; University of Maine at Farmington, United States; email: Gina.oswald@maine.edu","","Australian and New Zealand Student Services Association","","","","","","13202480","","","","English","J. Aust. New Zealand Stud. Serv. Assoc.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85107559805"
"Tran L.T.; Phan H.L.T.; Bellgrove A.","Tran, Ly Thi (35335429400); Phan, Huong Le Thanh (57205119879); Bellgrove, Alecia (6508186645)","35335429400; 57205119879; 6508186645","‘There's a much bigger world of science than just Australia': Australian students’ development of disciplinary knowledge, transferable skills and attributes through a New Colombo Plan short-term mobility program to Japan","2021","International Journal of Science Education","43","6","","888","905","17","10","10.1080/09500693.2021.1891322","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85103192786&doi=10.1080%2f09500693.2021.1891322&partnerID=40&md5=34cb0ecc92e97412766dbdb00d3b3dab","School of Education, Deakin University, Melbourne, Australia; School of Life and Environmental Sciences, Deakin University, Melbourne, Australia","Tran L.T., School of Education, Deakin University, Melbourne, Australia; Phan H.L.T., School of Education, Deakin University, Melbourne, Australia; Bellgrove A., School of Life and Environmental Sciences, Deakin University, Melbourne, Australia","One in four Australian undergraduate students participates in learning abroad during their study. Since 2012, faculty-led mobility programmes have overtaken exchange programs to become the most popular outbound mobility type in Australia. However, little has been known about how faculty-led short-term mobility programmes affect students’ employability and what might be the benefits of Australian science students’ participation in this type of mobility in the Indo-Pacific. This article analyses how a faculty-led programme in science to Japan affects its participants’ employability, from the perspectives of students participating in a New Colombo Plan mobility program funded by the Australian government. The study found that it was changes in the students’ guided learning circumstance as they navigated the transient space in off-track locations in Japan that enabled them to learn new disciplinary knowledge, acquire transferable skills, accumulate real-life Indo-Pacific experiences and develop empathy and cultural understandings. Despite the development of these qualities, the study found challenges facing students to link knowledge-skill-attribute development to employability. The article discussed implications for developing a more systemic and coordinated approach across the curriculum, career support unit and global mobility office to integrate learning abroad experiences into pedagogy and career counselling service to enhance student employability. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","disciplinary knowlledge; employability; higher education; Indo-Pacific; Japan; Learning abroad; New Colombo Plan; student mobility","","","","","","Australian Research Council, ARC, (FT170100101)","This work was supported by Australian Research Council [grant number FT170100101]. The authors would like to acknowledge the very helpful suggestions from the anonymous Reviewer that help us significantly improve this manuscript and the valuable insights from the research participants. They would also like to thank the support from the home and host institutions and the study tour organisers in Australia and Japan.","Archer W., Davison J., Graduate employability, (2008); Outgoing international mobility of Australian university students, (2014); New Colombo Plan: Connect to Australia’s future–study in the region, (2016); 2017 Foreign policy white paper, (2017); Promote a stable and prosperous Indo-Pacific, (2019); International mobility of Australian university students, (2020); Bandura A., Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review, 84, 2, pp. 191-215, (1977); Bandura A., Self-efficacy in changing societies, (1995); Barnett R., Learning to work and working to learn, Understanding learning at work, pp. 29-44, (1999); Barnett R., Graduate attributes in an age of uncertainty, Graduate attributes, learning and employability, pp. 49-65, (2006); Bowman K., (2010); Brandenburg U., Berghoff S., Taboadela O., Bischof L., Gajowniczek J., Gehlke A., Vancea M.L., The ERASMUS impact study. Effects of mobility on the skills and employability of students and the internationalisation of higher education institutions, (2014); Chang S., von Imhoff M., Ustrup R.I., Engineering and information technology: Challenges and opportunities, Handbook of research on study abroad programs and outbound mobility, pp. 300-324, (2016); Cleary K.A., The long-term influence of interning abroad on career and professional development in the global economy, (2014); Coelen R., Gribble C., Internationalization and employability in higher education, (2019); Dill J.S., The longings and limits of global citizenship education: The moral pedagogy of schooling in a cosmopolitan age, (2013); Di Pietro G., Do study abroad programs enhance the employability of graduates?, Education Finance and Policy, 10, 2, pp. 223-243, (2015); Duff A., The revised approaches to studying inventory (RASI) and its use in management education, Active Learning in Higher Education, 5, 1, pp. 56-72, (2004); Farrugia C., Sanger J., Gaining an employment edge: The impact of study abroad on 21st century skills & career prospects in the United States, (2017); Fielden J., Middlehurst R., Woodfield S., Global horizons for UK students: A guide for universities, (2007); Glaser B.G., Strauss A.L., The discovery of grounded theory: Strategies for qualitative research, (1967); Green W., King E., Gallagher J., How can international learning experiences enhance employability? Critical insights from new graduates and the people who employ them, Internationalization and Employability in Higher education, pp. 25-38, (2019); Hager P., Holland S., Graduate attributes, learning and employability (Vol. 6), (2006); Hansel B., Developing an international perspective in youth through exchange programs, Education and Urban Society, 20, 2, pp. 177-195, (1988); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, (1998); Hudzik J., (2004); Iversen A.-M., Pedersen A.S., Krogh L., Jensen A.A., Learning, leading, and letting go of control: Learner-led approaches in education, Sage Open, 5, 4, pp. 1-11, (2015); Killick D., Seeing-ourselves-in-the-world: Developing global citizenship through international mobility and campus community, Journal of Studies in International Education, 16, 4, pp. 372-389, (2012); Killick D., Self-in-the-world identities: Transformations for the sojourning student, International student connectedness and identity, pp. 205-224, (2017); Knight P.T., Yorke M., Employability and good learning in higher education, Teaching in Higher Education, 8, 1, pp. 3-16, (2003); Kolb D.A., Experiential learning: Experience as the source of learning and development, (1984); Kolb D.A., Experiential learning: Experience as the source of learning and development, (2014); Kolb D.A., Boyatzis R.E., Mainemelis C., Experiential learning theory: Previous research and new directions, Perspectives on thinking, learning, and cognitive styles, pp. 227-247, (2002); Lave J., Wenger E., Situated learning: Legitimate peripheral participation, (1991); Leask B., Bridge C., Comparing internationalisation of the curriculum in action across disciplines: Theoretical and practical perspectives, Compare: A Journal of Comparative and International Education, 43, 1, pp. 79-101, (2013); Leggett K., Encouraging STEM students to study abroad, International Educator, 20, 4, (2011); Lowe D., Australia’s Colombo Plans, old and new: International students as foreign relations, International Journal of Cultural Policy, 21, 4, pp. 448-462, (2015); Marginson S., Tytler R., Freeman B., Roberts K., Securing Australia’s future: STEM country comparisons, (2013); Matherly C., Effective marketing of international experiences to employers, Impact of education abroad on career development (Vol. I), pp. 9-11, (2004); Molony J., Sowter B., Potts D., QS global employer survey report, (2011); Measuring capital: OECD manual measurement of capital stocks, consumption of fixed capital and capital services, (2001); Peasland E.L., Henri D.C., Morrell L.J., Scott G.W., The influence of fieldwork design on student perceptions of skills development during field courses, International Journal of Science Education, 41, 17, pp. 2369-2388, (2019); Potts D., Career outcomes of learning abroad: Short-term programs, (2019); Rayner G., Charlton-Robb K., Thompson C., Hughes T., Interdisciplinary collaboration to integrate inquiry-oriented learning in undergraduate science practicals, International Journal of Innovation in Science and Mathematics Education, 21, 5, pp. 1-11, (2013); Ritz A.A., The educational value of short-term study abroad programs as course components, Journal of Teaching in Travel & Tourism, 11, 2, pp. 164-178, (2011); Rizvi F., Rethinking “Brain drain” in the era of globalisation, Asia Pacific Journal of Education, 25, 2, pp. 175-192, (2005); Sarkar M., Overton T., Thompson C., Rayner G., Graduate employability: Views of recent science graduates and employers, International Journal of Innovation in Science and Mathematics Education, 24, (2016); Stebleton M., Soria K., Cherney B., (2013); Australian qualifications framework, (2013); Tran L.T., Stafford G., Soejatminah S., Gribble C., Building experience, opportunities, and the resume: Motivations of students participating in learning-abroad programmes through the New Colombo Plan, Higher Education Research & Development, 40, 2, pp. 416-430, (2020); Tran L.T., Stafford G., Vu T., Rahimi M., Engagement with Asia via the New Colombo Plan: Impact on Australian students' career directions and employability, Innovate higher education to enhance graduate employability, pp. 95-106, (2019); Tran L.T., Vu T.T.P., Beyond the ‘normal’ to the ‘new possibles’: Australian students’ experiences in Asia and their roles in making connections with the region via the New Colombo Plan, Higher Education Quarterly, 72, 3, pp. 194-207, (2018); Tran L.T., Rahimi M., New Colombo Plan: A review of research and implications for practice. International Education Association of Australia (IEAA), Retrieved From, (2018); Tynjala P., Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university, International Journal of Educational Research, 31, 5, pp. 357-442, (1999); Wakeham W., (2016); Yorke M., Employability in higher education: What it is-what it is not, Learning and employability series 1, pp. 1-22, (2006)","L.T. Tran; School of Education, Deakin University, Melbourne, Australia; email: ly.tran@deakin.edu.au","","Routledge","","","","","","09500693","","","","English","Int. J. Sci. Educ.","Article","Final","","Scopus","2-s2.0-85103192786"
"Elrayah M.","Elrayah, Musaddag (57221916617)","57221916617","Can business ethics-based education improve HR graduates’ employability, knowledge, skills, and competence?","2021","Journal of Education for Business","96","8","","522","529","7","2","10.1080/08832323.2021.1874255","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100599352&doi=10.1080%2f08832323.2021.1874255&partnerID=40&md5=e4da4b8f87dabc8d4862e41e6a7a303f","Department of Management, School of Business, King Faisal University, Al-Ahsa, Saudi Arabia","Elrayah M., Department of Management, School of Business, King Faisal University, Al-Ahsa, Saudi Arabia","Today, many organizations have developed their ethical frameworks to include ethical knowledge, skills, and practices. Many professions started to modify their professional map to include ethics as an important dimension of their professions. This study focuses on the Human Resource Management (HRM) graduates and tries to explore their perception of the relationship between ethical knowledge, practices, and skills from one side and their employability from the other side. The total population of this study is 312 graduates from the HRM track, in the school of Business, at King Faisal University. About 176 of HRM graduates have randomly selected to represent the sample for answering the questions of this study. The questionnaire used in this study developed and modified by the researcher from a previous questionnaire designed by the Society for Human Resource Management (SHRM). It contains three main parts that construct the main variables of this study. The ethical knowledge (8 statements), the ethical practices (5 statements), and the ethical skills (5 statements). The findings of this study show a positive correlation between the variables of this study. © 2021 Taylor & Francis Group, LLC.","Based-education; business ethics; competencies; employability; knowledge; skills","","","","","","","","(2020); Adkins N., Radtke R.R., Students’ and faculty members’ perceptions of the importance of business ethics and accounting ethics education: Is there an expectation gap?, Journal of Business Ethics, 51, 3, pp. 279-300, (2004); Al-Mutairi A., Naser K., Saeid M., Employability factors of business graduates in Kuwait: Evidence from an emerging country, International Journal of Business and Management, 9, 10, (2014); Arlow P., Ulrich T.A., A longitudinal survey of business school graduates’ assessments of business ethics, Journal of Business Ethics, 7, 4, pp. 295-302, (1988); Bampton R., Cowton C.J., The teaching of ethics in management accounting: Progress and prospects, Business Ethics: A European Review, 11, 1, pp. 52-61, (2002); Bello S.M., Impact of ethical leadership on employee job performance, International Journal of Business and Social Science, 3, 11, (2012); Blundell B.G., Ethics and education ethics in computing, science, and engineering, pp. 685-769, (2020); Campbell E., Ethical school leadership: Problems of an elusive role, Journal of School Leadership, 7, 3, pp. 287-300, (1997); (2019); (2019); Colby A., Sullivan W.M., Ethics teaching in undergraduate engineering education, Journal of Engineering Education, 97, 3, pp. 327-338, (2008); Costea B., Amiridis K., Crump N., Graduate employability and the principle of potentiality: An aspect of the ethics of HRM, Journal of Business Ethics, 111, 1, pp. 25-36, (2012); Dhiman M.C., Employers’ perceptions about tourism management employability skills, Anatolia, 23, 3, pp. 359-372, (2012); Drucker P.F., What is business ethics?, The Public Interest, 63, (1981); Ferrell O.C., Fraedrich J., Business ethics: Ethical decision making & cases, (2015); Floyd L.A., Xu F., Atkins R., Caldwell C., Ethical outcomes and business ethics: Toward improving business ethics education, Journal of Business Ethics, 117, 4, pp. 753-776, (2013); Hartman E.M., Can we teach character? An Aristotelian answer, Academy of Management Learning & Education, 5, 1, pp. 68-81, (2006); Higgins C., The good life of teaching: An ethics of professional practice (Vol. 22), (2011); Hill R.B., Petty G.C., A new look at selected employability skills: A factor analysis of the occupational work ethic, Journal of Vocational Education Research, 20, 4, pp. 59-73, (1995); Jackson D., Business undergraduates’ perceptions of their capabilities in employability skills: Implications for industry and higher education, Industry and Higher Education, 26, 5, pp. 345-356, (2012); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Kegans L., Occupational work ethic differences: Implications for organizational diversity initiatives in health care organizations, Performance Improvement Quarterly, 22, 3, pp. 83-94, (2009); Kung H., A global ethic and education, British Journal of Religious Education, 18, 1, pp. 6-21, (1995); Lane M.S., Schaupp D., Ethics in education: A comparative study, Journal of Business Ethics, 8, 12, pp. 943-949, (1989); Lau C.L., A step forward: Ethics education matters, Journal of Business Ethics, 92, 4, pp. 565-584, (2010); Lawrence J., Argument for action: Ethics and professional conduct: Ethics and professional conduct., (2019); Lewis P.V., Defining ‘business ethics’: Like nailing jello to a wall, Journal of Business Ethics, 4, 5, pp. 377-383, (1985); Lovat T.J., Ethics and ethics education: Professional and curricular best practice, Curriculum Perspectives, 18, pp. 1-8, (1998); Marathe G.M., Dutta T., Kundu S., Is management education preparing future leaders for sustainable business?, International Journal of Sustainability in Higher Education, 21, 2, pp. 372-392, (2020); Milner D., Mahaffey T., MacCaulay K., Hynes T., The effect of business education on the ethics of students: An empirical assessment controlling for maturation, Teaching Business Ethics, 3, 3, pp. 255-267, (1999); Painter-Morland M., Business ethics as practice: Ethics as the everyday business of business., (2019); Paul P., A gap analysis of teaching marketing ethics: Desired versus current state, Journal of Education for Business, 94, 7, pp. 411-460, (2019); Potgieter I., Coetzee M., Employability attributes and personality preferences of postgraduate business management students, SA Journal of Industrial Psychology, 39, 1, pp. 01-10, (2013); Reid J., Redefining “Employability” as something to be achieved, Higher Education, Skills and Work-Based Learning, 6, 1, pp. 55-68, (2016); Rosenberg S., Heimler R., Morote E.S., Basic employability skills: A triangular design approach, Education + Training, 54, 1, pp. 7-20, (2012); Shaw W.H., Business ethics today: A survey, Journal of Business Ethics, 15, 5, pp. 489-500, (1996); (2019); Sims R.R., Sims S.J., Increasing applied business ethics courses in business school curricula, Journal of Business Ethics, 10, 3, pp. 211-219, (1991); Smith C., Ferns S., Russell L., Designing work-integrated learning placements that improve student employability: Six facets of the curriculum that matter, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 197-211, (2016); Strike K., The ethics of educational research, Handbook of complementary methods in education research, pp. 57-73), (2006); Strike K.A., Ethics in urban educational accountability, Urban education: A model for leadership and policy, pp. 251-268), (2012); Strike K.A., Ternasky P.L., Ethics for professionals in education: Perspectives for preparation and practice, (1993); Surdam D.G., You can’t live (well) without business ethics business ethics from antiquity to the 19th Century, pp. 1-14, (2020); Svensson G., Wood G., Callaghan M., A corporate model of sustainable business practices: An ethical perspective, Journal of World Business, 45, 4, pp. 336-345, (2010); Thompson S.K., Simple random sampling, Sampling, (2012); Tormo-Carbo G., Segui-Mas E., Oltra V., Business ethics as a sustainability challenge: Higher education implications, Sustainability, 10, 8, (2018); Wang C.-J., Do ethical and sustainable practices matter?, International Journal of Contemporary Hospitality Management, 26, 6, pp. 930-947, (2014); Warnick B.R., Silverman S.K., A framework for professional ethics courses in teacher education, Journal of Teacher Education, 62, 3, pp. 273-285, (2011); Winstead A.S., Adams B.L., Sillah M.R., Teaching the soft skills: A professional development curriculum to enhance the employability skills of business graduates, American Journal of Business Education, 2, 5, pp. 35-44, (2009); Yoder D.E., Denhardt K.G., Ethics education in public administration and affairs: Preparing graduates for workplace moral dilemmas Handbook of administrative ethics, pp. 85-104), (2019)","","","Taylor and Francis Ltd.","","","","","","08832323","","","","English","J. Edu. Bus.","Article","Final","","Scopus","2-s2.0-85100599352"
"Gómez-Parra M.E.; Huertas-Abril C.A.; Espejo-Mohedano R.","Gómez-Parra, María Elena (57202977022); Huertas-Abril, Cristina A. (57202977267); Espejo-Mohedano, Roberto (55505646700)","57202977022; 57202977267; 55505646700","Key factors to evaluate the impact of bilingual programs: Employability, mobility and intercultural awareness; [Factores clave para la evaluación del impacto de los programas bilingües: Empleabilidad, movilidad y conciencia cultural]","2021","Porta Linguarum","2021","35","","93","109","16","8","10.30827/portalin.v0i35.15453","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100939118&doi=10.30827%2fportalin.v0i35.15453&partnerID=40&md5=73828953e1ac419774a619fdac07d466","Universidad de Córdoba, Spain","Gómez-Parra M.E., Universidad de Córdoba, Spain; Huertas-Abril C.A., Universidad de Córdoba, Spain; Espejo-Mohedano R., Universidad de Córdoba, Spain","The importance of bilingual education is widely debated in the scientific world; it represents an opportunity for millions of international students in the 21st century, endorsed with varied benefits, including cognitive, neurolinguistic, socio-cultural, academic or labor, among others. The main objective of this work is to evaluate the impact of bilingual education on students who graduated from bilingual programs by measuring three key factors (employability, mobility and intercultural awareness), and comparing the results with those from a group of students who graduated from non-bilingual programs. A factorial analysis was carried out to reduce the size of the original set of variables from 11 to 3, thus constituting a model of scientific efficiency. Finally, this paper shows a statistical evaluation of the real effects that bilingual programs have achieved since implementation, concluding that the three main factors identified here allow the scientific evaluation of the success of bilingual programs. © 2021, Universidad de Granada. All rights reserved.","Bilingual programs; Employability; Intercultural awareness; Mobility; Success","","","","","","Ministerio de Ciencia e Innovación, MICINN, (EDU2017-84800-R)","This work was supported by the Spanish Ministry of Science and Innovation under Grant EDU2017-84800-R.","Abduh A., Rosmaladewi R., Promoting intercultural competence in bilingual programs in Indonesia, (2018); Arasaratnam-Smith L.A., An exploration of the relationship between intercultural communication competence and bilingualism, Communication Research Reports, 33, 3, pp. 231-238, (2016); Baker D.L., Basaraba D.L., Polanco P., Connecting the present to the past. Furthering the research on bilingual education and bilingualism, Review of Research in Education, 40, 1, pp. 821-883, (2016); Banks J.A., Approaches to multicultural curriculum reform, Race, culture and education: The selected works of James A. Banks, pp. 181-190, (2006); Bialystok E., Bilingual education for young children: Review of the effects and consequences, International Journal of Bilingual Education and Bilingualism, 21, 6, (2018); Callahan R.M., Gandara P.C., The bilingual advantage: Language, literacy and the US labor market, (2014); Cenoz J., English in bilingual programs in the Basque Country, International Journal of Sociology of Language, 171, pp. 41-56, (2005); Bilingual education: Some policy issues, (2003); Coyle D., Theory and planning for effective classrooms: Supporting students in content and language integrated learning contexts, Learning through a foreign language: Models, methods and outcomes, pp. 46-62, (1999); Coyle D., Relevance of CLIL to the European Commission's language learning objectives, CLIL/EMILE: The European dimension - action, trends and foresight potential, pp. 27-28, (2002); Coyle D., Developing CLIL: Towards a theory of practice, Monograph, 6, pp. 5-29, (2006); Coyle D., The CLIL quality change, (2007); Coyle D., Promoting cultural diversity through intercultural understanding: A case study of CLIL teacher professional development at in-service and pre-service levels, Content and language integrated learning: Cultural diversity, pp. 105-124, (2009); Cronbach L.J., Essentials of psychological testing, (1990); Dewaele J., Wei L., Is multilingualism linked to a higher tolerance of ambiguity?, Bilingualism: Language and Cognition, 16, 1, pp. 231-240, (2013); Content and language integrated learning (CLIL) at school in Europe, (2006); Fernandez-Sanjurjo J., Fernandez-Costales A., Arias Blanco J.M., Analysing students' content-learning in science in CLIL vs. non-CLIL programmes: Empirical evidence from Spain, International Journal of Bilingual Education and Bilingualism, 22, 6, pp. 661-674, (2019); Fielding R., Harbon L., Examining bilingual and bicultural identity in young students, Foreign Language Annals, 46, 4, pp. 527-544, (2013); Gandara P., Is there really a labor market advantage to being bilingual in the U.S.? Policy Information Report, (2015); Garcia O., Lin A.M.Y., Extending understandings of nilingual and multilingual education, Bilingual and multilingual education. Encyclopedia of Language and Education, pp. 1-20, (2017); Garcia O., Bilingual education in the 21s Century, (2009); Gomez-Parra M.E., Measuring intercultural learning through CLIL, Journal of New Approaches in Educational Research, 9, 1, pp. 43-56, (2020); Hanesova D., Development of critical and creative thinking skills in CLIL, Journal of Language and Cultural Education, 2, 2, pp. 33-51, (2014); Hemsley G., Holm A., Dodd B., Better in both? Bilingual intervention in an Australian school context, Australian Journal of Education, 58, 2, pp. 139-152, (2014); Hornberger N., Extending enrichment bilingual education: Revisiting typologies and redirecting policy, Bilingual education. Focusschrift in honor of Joshua A. Fishman, 1, pp. 215-234, (1991); Jongyeon E., Bamboo bridges or barriers? Exploring advantages of bilingualism among Asians in the U.S. labor market through the lens of superdiversity, Bilingual Research Journal, (2019); Lee S., Watt R., Frawley J., Effectiveness of bilingual education in Cambodia: A longitudinal comparative case study of ethnic minority children in bilingual and monolingual schools, Compare: A Journal of Comparative and International Education, 45, 4, pp. 526-544, (2015); Lindholm-Leary K.J., Dual language education, (2001); Madrid D., Madrid-Manrique M., La formación inicial del profesorado para la educación bilingüe, (2014); Madrid D., Ortega-Martin J.L., Hughes S., CLIL and Language Education in Spain, Content and language integrated learning in Spanish and Japanese contexts, (2019); Mendez-Garcia M.C., The intercultural turn brought about by the implementation of CLIL programmes in Spanish monolingual areas: A case study of Andalusian primary and secondary schools, The Language Learning Journal, 41, 3, pp. 268-283, (2013); Mendez-Garcia M.C., The potential of CLIL for intercultural development: A case study of Andalusian bilingual schools, Language and Intercultural Communication, 12, 3, pp. 196-213, (2012); Muszynska B., Gomez-Parra M.E., The implementation of effective dual-language programs, Revista de Lenguas para Fines Específicos, 21, 2, pp. 114-138, (2015); Nunnally J.C., Bernstein I.H., Psychometric theory, (1994); Ortega-Martin J.L., Hughes S., Madrid D., Influencia de la política educativa de centro en la enseñanza bilingüe en España, (2018); Pavlenko A., Bilingualism and thought, Handbook of bilingualism: Psycholinguistic Approaches, pp. 433-153, (2005); Perez Canado M.L., From the CLIL craze to the CLIL conundrum: Addressing the current CLIL controversy, Bellaterra Journal of Teaching & Learning Language & Literature, 9, 1, pp. 9-31, (2016); Perez-Vidal C., Languages for all in education: CLIL and ICLHE at the crossroads of multilingualism, mobility and internationalisation, Content-based language learning in multilingual educational environments, pp. 31-50, (2015); Pilat P.P., Solomintseva O.V., Shevchenko E.M., Svintorzhitskaja I.A., Ermakova L.I., Factors affecting the foreign language teaching quality for the students of the Russian non-linguistic higher educational institutions, Life Science Journal, 11, 11s, pp. 34-38, (2014); Portera A., Intercultural education in Europe: Epistemological and semantic aspects, Intercultural Education, 19, 6, pp. 481-191, (2008); Reljic G., Ferrin D., Martin R., A meta-analysis on the effectiveness of bilingual programmes in Europe, Review of Educational Research, 85, 1, pp. 92-128, (2015); Guidelines on intercultural education, (2012); Yang W., Tuning university undergraduates for high mobility and employability under the content and language integrated learning approach, International Journal of Bilingual Education and Bilingualism, 20, 6, pp. 607-624, (2015)","","","Universidad de Granada","","","","","","16977467","","","","English","Porta Linguarum","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85100939118"
"Zhu M.; Guo C.-Y.; Hou A.Y.-C.; Chiu M.-S.","Zhu, Meihua (57224510223); Guo, Chao-Yu (57218163880); Hou, Angela Yung-Chi (36677361200); Chiu, Mei-Shiu (24400849500)","57224510223; 57218163880; 36677361200; 24400849500","Graduate employment in higher education: applying bibliometrics to world-system theory","2021","Journal of Education and Work","34","3","","356","372","16","1","10.1080/13639080.2021.1922621","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85107814377&doi=10.1080%2f13639080.2021.1922621&partnerID=40&md5=91ab2d2b54b049438c6dac3537e57e9d","Department of Foreign Languages, Jimei University, Xiamen, Fujian Province, China; Department of Education, National Chengchi University, Taipei, Taiwan","Zhu M., Department of Foreign Languages, Jimei University, Xiamen, Fujian Province, China, Department of Education, National Chengchi University, Taipei, Taiwan; Guo C.-Y., Department of Education, National Chengchi University, Taipei, Taiwan; Hou A.Y.-C., Department of Education, National Chengchi University, Taipei, Taiwan; Chiu M.-S., Department of Education, National Chengchi University, Taipei, Taiwan","As massification of higher education developed, employment challenges in changing labour markets aroused the attention of scholars globally. An interdisciplinary approach called world-system theory is applied by scholars from the social sciences, history, anthropology and cultural studies. This study applied the theory in a bibliometric analysis of graduate employment research using R and CiteSpace. It identified the main characteristics (e.g. authors and countries) of relevant research, investigated the social and economic context of certain milestone publications and visualised research hot spots. World-system theory, as a macrosociological approach to describing the world economy and social system, is innovatively applied in illustrating the findings of the current work. Results indicate that core countries not only are economically influential but also dominating the academic research. Scholars in semi-peripheral and peripheral countries are encouraged to establish transnational networks and foster academic collaborations. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","bibliometric; employability; employment; Graduate; world-system","","","","","","","","Aria M., Cuccurullo C., Bibliometrix: An R-tool for Comprehensive Science Mapping Analysis, Journal of Informetrics, 11, 4, pp. 959-975, (2017); Bai L., Graduate Unemployment: Dilemmas and Challenges in China’s Move to Mass Higher Education, The China Quarterly, 185, pp. 128-144, (2006); Bennett K., The Semiperiphery of Academic Writing: Discourses, Communities and Practices, (2014); Brown P., Hesketh A., Wiliams S., Employability in a Knowledge-driven Economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Canagarajah A.S., A Geopolitics of Academic Writing, (2002); Carbery R., Garavan T.N., Organisational Restructuring and Downsizing: Issues Related to Learning, Training and Employability of Survivors, Journal of European Industrial Training, 29, 6, pp. 488-508, (2005); Ceci S.J., Ginther D.K., Kahn S., Williams W.M., Women in Academic Science: A Changing Landscape, Psychological Science in the Public Interest, 15, 3, pp. 75-141, (2014); Chase-Dunn C., Hall T.D., Rise and Demise: Comparing World Systems, (1997); Chen C., CiteSpace II: Detecting and Visualizing Emerging Trends and Transient Patterns in Scientific Literature, Journal of the American Society for Information Science and Technology, 57, 3, pp. 359-377, (2006); Chirot D., Hall T.D., World-system Theory, Annual Review of Sociology, 8, 1, pp. 81-106, (1982); Clarke M., Patrickson M., The New Covenant of Employability, Employee Relations, 30, 2, pp. 121-141, (2008); Duchscher J.B., A Process of Becoming: The Stages of New Nursing Graduate Professional Role Transition, The Journal of Continuing Education in Nursing, 39, 10, pp. 441-450, (2008); Eraut M., Learning from Other People in the Workplace, Oxford Review of Education, 33, 4, pp. 403-422, (2007); Foucault M., Discipline and Punishment, (1977); Garavan T.N., Employability, the Emerging New Deal?, Journal of European Industrial Training, 23, 1, pp. 1-5, (1999); Geddie K., The Transnational Ties that Bind: Relationship Considerations for Graduating International Science and Engineering Research Students, Population, Space and Place, 19, 2, pp. 196-208, (2013); Glanzel W., National Characteristics in International Scientific Co-authorship Relations, Scientometrics, 51, 1, pp. 69-115, (2001); Glanzel W., Schubert A., Double Effort= Double Impact? A Critical View at International Co-authorship in Chemistry, Scientometrics, 50, 2, pp. 199-214, (2001); Harvey L., Defining and Measuring Employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); World Employment and Social Outlook: Trends 2019, (2019); Ishida H., Spilerman S., Kuo-Hsien S., Educational Credentials and Promotion Chances in Japanese and American Organizations, American Sociological Review, 62, 6, pp. 866-882, (1997); Kerr C., The Uses of the University, (1995); Lee L.-C., Lin P.-H., Chuang Y.-W., Lee Y.-Y., Research Output and Economic Productivity: A Granger Causality Test, Scientometrics, 89, 2, pp. 469-478, (2011); Leydesdorff L., Zhou P., Are the Contributions of China and Korea Upsetting the World System of Science?, Scientometrics, 63, 3, pp. 617-630, (2005); Li F.W., Morgan J., Ding X., The Expansion of Higher Education, Employment and Over-education in China, International Journal of Educational Development, 28, 6, pp. 687-697, (2008); Lillis T., Curry M.J., Academic Writing in a Global Context: The Politics and Practices of Publishing in English, (2010); Lin A.J., Hsu C.-L., Chiang C.-H., Bibliometric Study of Electronic Commerce Research in Information Systems & MIS Journals, Scientometrics, 109, 3, pp. 1455-1476, (2016); Mihaila B.E., The Impact of Transnational Co-authorship on the Scientific Quality of Academic researchers-Case Studies: Slovenia, Poland and Romania, International Review of Social Research, 8, 2, pp. 129-142, (2018); Mok K.H., The Quest for an Entrepreneurial University in East Asia: Impact on Academics and Administrators in Higher Education, Asia Pacific Education Review, 14, 1, pp. 11-22, (2013); Mok K.H., Massification of Higher Education, Graduate Employment and Social Mobility in the Greater China Region, British Journal of Sociology of Education, 37, 1, pp. 51-71, (2016); Mok K.H., Managing International Connectivity, Diversity of Learning and Changing Labour Markets: East Asian Perspectives, (2017); Mok K.H., Han X., Jiang J., Zhang X., International and Transnational Education for Whose Interests? A Study on the Career Development of Chinese Students, Higher Education Quarterly, 72, 3, pp. 208-223, (2018); Mok K.H., Jiang J., Massification of Higher Education and Challenges for Graduate Employment and Social Mobility: East Asian Experiences and Sociological Reflections, International Journal of Educational Development, 63, pp. 44-51, (2018); Mok K.H., Kan Y., Promoting Entrepreneurship and Innovation in China: Enhancing Research and Transforming University Curriculum, Frontiers of Education in China, 8, 2, pp. 173-197, (2013); Mok K.H., Wu A.M., Higher Education, Changing Labour Market and Social Mobility in the Era of Massification in China, Journal of Education and Work, 29, 1, pp. 77-97, (2016); Nagase N., Brinton M.C., The Gender Division of Labor and Second Births: Labor Market Institutions and Fertility in Japan, Demographic Research, 36, pp. 339-370, (2017); Nishi N., Makino K., Fukuda H., Tatara K., Effects of Socioeconomic Indicators on Coronary Risk Factors, Self-rated Health and Psychological Well-being among Urban Japanese Civil Servants, Social Science & Medicine, 58, 6, pp. 1159-1170, (2004); Ong M., Wright C., Espinosa L., Orfield G., Inside the Double Bind: A Synthesis of Empirical Research on Undergraduate and Graduate Women of Color in Science, Technology, Engineering, and Mathematics, Harvard Educational Review, 81, 2, pp. 172-207, (2011); Oreopoulos P., Till V.W., Heisz A., The Short-and Long-term Career Effects of Graduating in a Recession, NBER Working Paper No, (2012); Pieke F.N., Immigrant China, Modern China, 38, 1, pp. 40-77, (2012); Qiu J., Zhao R., Yang S., Dong K., Informetrics: Theory, Methods and Application, (2017); Robinson S.L., Rousseau D.M., Violating the Psychological Contract: Not the Exception but the Norm, Journal of Organizational Behavior, 15, 3, pp. 245-259, (1994); Rousseau D.M., Psychological and Implied Contracts in Organizations, Employee Responsibilities and Rights Journal, 2, 2, pp. 121-139, (1989); Sarkar U., Karter A.J., Liu J.Y., Adler N.E., Nguyen R., Lopez A., Schillinger D., Social Disparities in Internet Patient Portal Use in Diabetes: Evidence that the Digital Divide Extends beyond Access, Journal of American Medical Informatics Association, 18, 3, pp. 318-321, (2011); Shapiro J.M., Smart Cities: Quality of Life, Productivity, and the Growth Effects of Human Capital, The Review of Economics and Statistics, 88, 2, pp. 324-335, (2006); Tomlinson M., ‘The Degree Is Not Enough’: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Trow M., Problems in the Transition from Elite to Mass Higher Education, Policies for Higher Education, from the General Report on the Conference on Future Structures of Postsecondary Education, pp. 55-101, (1974); Trow M., Reflections on the Transition from Elite to Mass to Universal Access: Forms and Phases of Higher Education in Modern Societies since WWII, (2005); Tymon A., The Student Perspective on Employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Uvalic-Trumbic S., The CIQG International Quality Principles: Toward a Shared Understanding of Quality. CIQG Publication Series, Council for Higher Education Accreditation, (2016); Verhaest D., Rolf V.D.V., Cross-country Differences in Graduate Overeducation, European Sociological Review, 29, 3, pp. 642-653, (2013); Wagner C.S., Leydesdorff L., Mapping Global Science Using International Co-authorships: A Comparison of 1990 and 2000, International Journal of Technology and Globalization, 1, 2, pp. 185-208, (2003); Wallerstein I.M., World-Systems Analysis: An Introduction, (2004); Waters J., Leung M., A Colourful University Life? Transnational Higher Education and the Spatial Dimensions of Institutional Social Capital in Hong Kong, Population, Space and Place, 19, 2, pp. 155-167, (2013); Yamamoto T., Sawada H., Minami H., Ishii S., Inoue W., Transition from the University to the Workplace, Environment and Behavior, 24, 2, pp. 189-205, (1992)","C.-Y. Guo; Department of Education, National Chengchi University, Taipei, Taiwan; email: chaoyu@nccu.edu.tw","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85107814377"
"Tomlinson M.; Jackson D.","Tomlinson, Michael (35876837700); Jackson, Denise (37053893700)","35876837700; 37053893700","Professional identity formation in contemporary higher education students","2021","Studies in Higher Education","46","4","","885","900","15","73","10.1080/03075079.2019.1659763","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071969562&doi=10.1080%2f03075079.2019.1659763&partnerID=40&md5=c738057b87c973dbde3ee99db8f042d9","Southampton Education School, University of Southampton, Hampshire, United Kingdom; School of Business and Law, Edith Cowan University, Joondalup, Australia","Tomlinson M., Southampton Education School, University of Southampton, Hampshire, United Kingdom; Jackson D., School of Business and Law, Edith Cowan University, Joondalup, Australia","The study examines the prevalence of emergent professional identity (PI) among different groups of higher education students as well as the determining factors in the formation of PI. Drawing on evidence from a survey among Australian and UK students (N = 433), from two institutions and across a range of disciplines, empirical and conceptual insights are developed on the formation and impacts of students’ professional identity. The article shows the significance of identity formation as a crucial bridge between higher education and future employment and its mediation by other key resources – in particular social and cultural capital – that students acquire before entering the labour market. The relative strength of identity formations can impact on students’ sense of familiarity, proximity, and confidence around targeted employment areas. The article finally discusses the implications this has for individuals and institutions. © 2019 Society for Research into Higher Education.","employability; graduates; Professional identity; resources; strategies","","","","","","","","Adams K., Hean S., Sturgess P., Macleod Clark J., Investigating Factors Influencing Professional Identity of First-Year Health and Social Care Students, Learning in Health and Social Care, 5, 2, pp. 55-68, (2006); Ajjawi R., Higgs J., Learning to Reason: A Journey of Professional Socialisation, Advances in Health Sciences Education, 13, 2, pp. 133-150, (2008); Allen P., Bennett K., Heritage B., SPSS Statistics Version 22: A Practical Guide, (2014); Ashley L., Empson E., Understanding Social Exclusion in Elite Professional Service Firms: Field Level Dynamics and the ‘Professional Project’, Work, Employment and Society, 31, 2, pp. 211-229, (2017); The Cost of Delivery of Higher Education, (2017); Bathmaker A.M., Ingram N., Waller R., Higher Education, Social Class and the Mobilisation of Capitals: Recognising and Playing the Game, British Journal of Sociology of Education, 34, 5-6, pp. 723-743, (2013); Baxter Magolda M., Developing Self-Authorship in Young Adult Life, Journal of College Student Development, 39, 2, pp. 143-156, (1998); Bennett R., What Makes a Marketer? Development of ‘Marketing Professional Identity’ among Marketing Graduates During Early Career Experiences, Journal of Marketing Management, 27, 1, pp. 8-27, (2011); Bridgstock R., Graduate Employability 2.0: Enhancing the Connectedness of Learners, Teachers and Higher Education Institutions, (2016); Cincinnato S., De Wever B., Van Keer H., Valcke M., The Influence of Social Background on Participation in Adult Education: Applying the Cultural Capital Framework, Adult Education Quarterly, 66, 2, pp. 143-168, (2016); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2017); Curran P., West S., Finch J., The Robustness of Test Statistics to Non-normality and Specification Error in Confirmatory Factor Analysis, Psychological Methods, 1, 1, pp. 16-29, (1996); Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice, (2016); Dubar C., La socialisation: construction des identities sociales professionelles, (1991); Fellenz M., Forming the Professional Self: Bildung and the Ontological Perspective on Professional Education and Development, Educational Philosophy and Theory, 48, 3, pp. 267-283, (2016); Fugate M., Kinicki A., Ashforth B., Employability: A Psycho-Social Construct, Its Dimensions, and Applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Grewal R., Cote J., Baumgartner H., Multicollinearity and Measurement Error in Structural Equation Models: Implications for Theory Testing, Marketing Science, 23, 4, pp. 519-529, (2004); Higgs J., Physiotherapy, Professionalism and Self-Directed Learning, Journal of Singapore Physio-Therapy Association, 14, 1, pp. 8-11, (1993); Hinchliffe G., Jolly A., Graduate Identity and Employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Holmes L., Becoming a Graduate: The Warranting of an Emergent Identity, Education + Training, 57, 2, pp. 219-238, (2015); Inceoglu I., Selenko F., McDowall A., Schlachter S., (How) Do Work Placements Work? Scrutinizing the Quantitative Evidence for a Theory-Driven Future Research Agenda, Journal of Vocational Behavior, 110, pp. 317-337, (2018); Jackson D., Re-conceptualising Graduate Employability: The Construction of pre-Professional Identity in the Higher Education Landscape of Practice, Higher Education Research and Development, 35, 5, pp. 925-939, (2016); Jackson D., Developing pre-Professional Identity in Undergraduates Through Work-Integrated Learning, Higher Education, 74, 5, pp. 833-853, (2017); Jensen D., Jetten J., The Importance of Developing Students’ Academic and Professional Identities in Higher Education, Journal of College Student Development, 57, 8, pp. 1027-1042, (2016); Lave J., Wenger E., Situated Learning: Legitimate Peripheral Participation, (1991); Lin N., Social Capital: Theory and Research, (2001); Marsico G., The Double Uncertainty: Trajectories and Professional Identity in Changing Contexts, Culture & Psychology, 18, 1, pp. 121-132, (2012); Meijers F., Wardekker W., Career Learning in a Changing World: The Role of Emotions, International Journal for the Advancement of Counseling, 24, 1, pp. 149-167, (2003); Mishler R., Storylines: Craftartists’ Narratives of Identity, (1999); Myklebust J., (2017); Nadelson L., McGuire S., Davis K., Farid A., Hardy K., Hsu Y., Wang S., Am I a STEM Professional? Documenting STEM Student Professional Identity Development, Studies in Higher Education, 42, 4, pp. 701-720, (2017); Norusis M., SPSS Statistics 17.0 Statistical Procedures Companion, (2008); Patton M., Qualitative Evaluation and Research Methods, (1990); Peeters E., Nelissen J., Nele De Cuyper N., Forrier A., Verbruggen M., De Witte H., Employability Capital: A Conceptual Framework Tested Through Expert Analysis, Journal of Career Development, 46, 2, pp. 79-93, (2019); Podsakoff P., MacKenzie S., Lee J., Podsakoff N., Common Method Biases in Behavioral Research: A Critical Review of the Literature and Recommended Remedies, Journal of Applied Psychology, 88, 5, pp. 879-903, (2003); Richardson B., Professional Development: Professional Socialisation and Professionalization, Physiotherapy, 85, 9, pp. 461-467, (1999); Sommerland H., Researching and Theorizing the Process of Professional Identity Formation, Journal of Law and Society, 34, 2, pp. 190-217, (2007); Tan C.P., Van der Molen H.T., Schmidt H.G., A Measure of Professional Identity Development for Professional Education, Studies in Higher Education, 42, 8, pp. 1504-1519, (2017); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education + Training, 59, 4, pp. 338-352, (2017); Trede F., Macklin R., Bridges D., Professional Identity Development: A Review of the Higher Education Literature, Studies in Higher Education, 37, 3, pp. 365-384, (2012); Yorio P., Ye F., A Meta-Analysis on the Effects of Service-Learning on the Social, Personal, and Cognitive Outcomes of Learning, Academy of Management Learning & Education, 11, 1, pp. 9-27, (2012)","M. Tomlinson; Southampton Education School, University of Southampton, Hampshire, University Road Southampton, SO17 1BJ, United Kingdom; email: m.b.tomlinson@soton.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85071969562"
"Sefotho M.M.","Sefotho, Maximus Monaheng (56259012800)","56259012800","Disability, Resilience and Career Construction in Rural Lesotho","2021","International Journal of Disability, Development and Education","68","3","","303","318","15","3","10.1080/1034912X.2019.1668543","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073828598&doi=10.1080%2f1034912X.2019.1668543&partnerID=40&md5=2e48428932154d1791b2004c686e6c73","Educational Psychology, University of Johannesburg Ringgold Standard Institution, Gauteng, South Africa","Sefotho M.M., Educational Psychology, University of Johannesburg Ringgold Standard Institution, Gauteng, South Africa","The aim of this study was to explore career construction of a man with dysarthria and how he resiled to the golden age of 50 despite disability and illiteracy. Through a qualitative idiographic case study, three members of Seithati’s family were interviewed: the mother, a sister and a brother. The interpretative phenomenological analysis was employed and three themes that emerged were: Exclusion/inclusion dynamic, Biopsychosocial model of support and Informal/formal careers. The article concludes that informal careers are feasible alternatives for people with disabilities not in education, employment or training. Informal careers can assist them to develop skills to be employable. © 2021 Informa UK Limited, trading as Taylor & Francis Group.","Career construction; disability; dysarthria; employability; Lesotho; resilience","","","","","","","","Ali M.M., Sarullah S., Typical siblings’ acceptance of siblings with special needs, Procedia-Social and Behavioral Sciences., 9, pp. 517-521, (2010); Al-Qatab B.A., Mustafa M.B., Salim S.S., Severity based adaptation for ASR to aid dysarthric speakers, Modelling Symposium (AMS), 2014 8th Asia, pp. 165-169, (2014); Auzou P., Ozsancak C., Morris R.J., Jan M., Eustache F., Hannequin D., Voice onset time in aphasia, apraxia of speech and dysarthria: A review, Clinical Linguistics & Phonetics., 14, 2, pp. 131-150, (2000); Ayupova R.A., Bashirova M.A., Bezuglova O.A., Kuznetsova A.A., Sakhibullina K.A., Ornythonym component and phraseological meaning, Life Science Journal, 11, 11, pp. 290-293, (2014); Borrell-Carrio F., Suchman A.L., Epstein R.M., The biopsychosocial model 25 years later: Principles, practice, and scientific inquiry, The Annals of Family Medicine, 2, 6, pp. 576-582, (2004); 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Sefotho M.M., Narratives of differently abled persons: Informing career guidance policy, Doctoral dissertation, (2013); Sefotho M.M., Mainstreaming disability in education beyond 2015, South African Journal of Education, 35, 1, pp. 01-08, (2015); Sefotho M.M., An exploration of ‘calling’ as a career among Basotho traditional healers, Indilinga: African Journal of Indigenous Knowledge Systems, 15, 3, pp. 253-268, (2016); Sen A., Commodities and capabilities, (1985); Shen J., A third type of job search behavior: The use of the formal-informal joint channel in matching individual qualifications with hiring requirements in urban China, The Journal of Chinese Sociology, 1, 2, pp. 1-21, (2015); Simplican S.C., Leader G., Kosciulek J., Leahy M., Defining social inclusion of people with intellectual and developmental disabilities: An ecological model of social networks and community participation, Research in Developmental Disabilities, 38, pp. 18-29, (2015); Simsek I.E., Erel S., Simsek T.T., Uysal S.A., Yakut H., Yakut Y., Uygur F., Factors related to the impact of chronically disabled children on their families, Pediatric Neurology., 50, 3, pp. 255-261, (2014); Smith J.A., Osborn M., Interpretative phenomenological analysis as a useful methodology for research on the lived experience of pain, British Journal of Pain, 9, 1, pp. 41-42, (2015); Stubbs S., Inclusive education, Policy, 72, 72, (2003); Sumner R.C., Gallagher S., Unemployment as a chronic stressor: A systematic review of cortisol studies, Psychology & Health., 32, 3, pp. 289-311, (2017); Taderera C., Hall H., Challenges faced by parents of children with learning disabilities in Opuwo, Namibia, African Journal of Disability (online), 6, pp. 1-10, (2017); Thomas B.K., Muradian R., de Groot G., de Ruijter A., Resilient and resourceful? A case study on how the poor cope in Kerala, India, Journal of Asian and African Studies, 45, 1, pp. 29-45, (2010); Tykalova T., Rusz J., Klempir J., Cmejla R., Ruzicka E., Distinct patterns of imprecise consonant articulation among Parkinson’s disease, progressive supranuclear palsy and multiple system atrophy, Brain and Language, 165, pp. 1-9, (2017); Valle M.F., Huebner E.S., Suldo S.M., An analysis of hope as a psychological strength, Journal of School Psychology, 44, 5, pp. 393-406, (2006); Watson M., Deconstruction, reconstruction, co-construction: Career construction theory in a developing world context, Indian Journal of Career and Livelihood Planning, 2, 1, pp. 3-14, (2013); Wehmeyer M.L., Self-determination and the empowerment of people with disabilities, American Rehabilitation, 28, pp. 22-29, (2004); Willig C., Introducing qualitative research in psychology, (2013); Youssef C.M., Luthans F., Positive organizational behavior in the workplace the impact of hope, optimism, and resilience, Journal of Management, 33, 5, pp. 774-800, (2007)","M.M. Sefotho; Educational Psychology, University of Johannesburg Ringgold Standard Institution, Gauteng, South Africa; email: max.sefotho@gmail.com","","Routledge","","","","","","1034912X","","","","English","Int. J. Disabil. Dev. Educ.","Article","Final","","Scopus","2-s2.0-85073828598"
"Cantatore F.; McQuoid-Mason D.; Geldres-Weiss V.; Guajardo-Puga J.C.","Cantatore, Francina (56001476900); McQuoid-Mason, David (15760174800); Geldres-Weiss, Valeska (57216865824); Guajardo-Puga, Juan Carlos (57219928400)","56001476900; 15760174800; 57216865824; 57219928400","A comparative study into legal education and graduate employability skills in law students through pro bono law clinics","2021","Law Teacher","55","3","","314","336","22","5","10.1080/03069400.2020.1818464","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096140663&doi=10.1080%2f03069400.2020.1818464&partnerID=40&md5=2b5e483dd141af4849ee64bbd0317bc3","Bond University, Robina, Gold Coast, Australia; University of KwaZulu-Natal, Durban, South Africa; Business, Universidad de La Frontera, Temuco, Chile","Cantatore F., Bond University, Robina, Gold Coast, Australia; McQuoid-Mason D., University of KwaZulu-Natal, Durban, South Africa; Geldres-Weiss V., Business, Universidad de La Frontera, Temuco, Chile; Guajardo-Puga J.C., Business, Universidad de La Frontera, Temuco, Chile","Law students face challenges when entering the employment market irrespective of where they reside. Apart from increasing competition from their peers, there is often a disconnect between theory in law courses and the realities of legal practice. The significant leap from “student” to “early career lawyer” or “graduate lawyer” requires law schools to be more proactive in incorporating practice-based legal skills. Whether experience is gained through clinical education, external work experience or pro bono programmes, the effect of practical work experience is to increase self-confidence, practice knowledge and, consequently, employability in students. Extracurricular community engagement has been widely recognised as enhancing graduate employability by combining experiential learning, coursework and community service, with teaching clinics providing suitable learning opportunities for law students. This paper focuses on the perceived benefits of experiential learning in pro bono teaching clinics with reference to three case studies of successful law faculty teaching clinics in different jurisdictions: an established law clinic in Australia; an established law clinic in South Africa; and an emerging law clinic in Chile. The results of the study indicate that students in all three jurisdictions–Australia, Chile and South Africa–will reap advantageous benefits from their clinical experience when entering the workplace. © 2020 The Association of Law Teachers.","graduate employability; law clinics; Legal education; practice knowledge; pro bono","","","","","","","","","F. Cantatore; Law, Bond University, Robina, Gold Coast, 4216, Australia; email: fcantato@bond.edu.au","","Routledge","","","","","","03069400","","","","English","Law Teach.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85096140663"
"Badoer E.; Hollings Y.; Chester A.","Badoer, Emilio (7004565340); Hollings, Yvette (57216459046); Chester, Andrea (24167866600)","7004565340; 57216459046; 24167866600","Professional networking for undergraduate students: a scaffolded approach","2021","Journal of Further and Higher Education","45","2","","197","210","13","12","10.1080/0309877X.2020.1744543","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083581571&doi=10.1080%2f0309877X.2020.1744543&partnerID=40&md5=160fc82993bdeca1be0c6f2c684a1e2a","School of Health and Biomedical Sciences, RMIT University, Melbourne, Australia; School of Education, RMIT University, Melbourne, Australia","Badoer E., School of Health and Biomedical Sciences, RMIT University, Melbourne, Australia; Hollings Y., School of Health and Biomedical Sciences, RMIT University, Melbourne, Australia; Chester A., School of Education, RMIT University, Melbourne, Australia","Online social networking has changed how individuals communicate and associate. It facilitates building new relationships and maintenance of existing relationships. As the nature of work and career is changing, developing and maintaining relationships is essential for securing employment. Making social connections from the early stages of tertiary education is important to building and maintaining social capital. Graduate employability is an increasingly important outcome for universities and they have a key role in educating students regarding professional networking skills. The present study was designed to evaluate the development of such skills through in-class activities across a four-year programme. A pre-test-post-test design was used to compare data from 102 students on their awareness, confidence and use of LinkedIn (the largest professional networking platform). Prior to scaffolded in-class activities, students in years one and three reported little confidence and fourth-year students were the most confident using LinkedIn, although most students appreciated the importance of LinkedIn to their professional development and employment prospects. Following the in-class activities, all measures increased, up to five-fold in some year levels. Student responses to the open-ended survey questions complemented the quantitative analysis. The data suggests that embedding tasks that enhance professional networking into the curriculum can improve understanding of these platforms amongst students. © 2020 UCU.","employability; Professional network platforms; teaching methods; undergraduate","","","","","","RMIT University, RMIT","The authors acknowledge the financial support of RMIT University through the Learning and Teaching Investment Fund. ","Archambaultgrudin A.J., A Longitudinal Study of Facebook, LinkedIn, & Twitter Use, Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI ‘ 12, Austin, Texas., pp. 2471-2750, (2012); Baker P.J., Bricout N., Moon B., Coughlanpater J., Communities of Participation: A Comparison of Disability and Aging Identified Groups on Facebook and LinkedIn, Telematics and Informatics, 13, pp. 22-34, (2013); Beaman L., A Lifetime of Experience: Helping Older Workers Communicate Their Employability Utilizing Job Search Documents, Social Media, and Networking, Career Planning and Adult Development Journal, 91, pp. 91-98, (2014); Benson V.F., Filippalosmorgan S., Changing the Face of Business Education and Career Planning, International Journal of E-Business Management, 4, pp. 20-33, (2010); Benson V.S., Morganfilippalos F., Social Career Management: Social Media and Employability Skills Gap, Computers in Human Behavior, 30, pp. 519-525, (2014); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, pp. 77-101, (2006); Brown V., Vaughn E., The Writing on the (Facebook) Wall: The Use of Social Networking Sites in Hiring Decisions, Journal of Business Psychology, 26, pp. 219-225, (2011); Caerscastelyns R.V., The Influences and Biases of Social Networking Sites in Recruitment and Selection Procedures, Social Science Computer Review, 29, pp. 437-448, (2011); More than Half of Employers Have Found Content on Social Media that Caused Them NOT to Hire a Candidate, according to Recent CareerBuilder Survey, (2018); Carless D., Joughlin G., Liu N.F., How Assessment Supports Learning: Learning-orientated Assessment in Action, (2006); Carmackheiss H.S., Using the Theory of Planned Behavior to Predict College Students’ Intent to Use LinkedIn for Job Searches and Professional Networking, Communication Studies, 69, pp. 578-591, (2018); Chester A., Kienhuis M., Pisani H., Shahwan-Akl L., White K., Professionalism in Student Online Social Networking, The Role of Educators. E-learning in Digital Media, 10, pp. 30-39, (2013); Coughlan J.S., Swift A., Jamalmacredie R.D., The Effects of Social Networking on Social Capital and Employability for Computing and Business Students, Presented at 2Nd Annual Conference on Education & E-Learning, (2012); Davison H., Maraist C., Bing M., Friend of Foe? The Promise and Pitfalls of Using Social Networking Sites for HR Decisions, Journal of Business Psychology, 26, pp. 153-159, (2011); de Janaszforret S.C.M.L., Learning the Art of Networking: A Critical Skill for Enhancing Social Capital and Career Success, Journal of Management Education, 32, pp. 629-650, (2008); Donelan H., Social Media for Professional Development and Networking Opportunities in Academia, Journal of Further and Higher Education, 40, pp. 706-729, (2016); Filieri R.R.C., Om D., (2014); New Work Order Report: Ensuring Young Australians Have Skills and Experience for Jobs of the Future, Not the Past, (2015); Gerard J.G., Linking in with LinkedIn: Three Exercises that Enhance Professional Social Networking and Career Building, Journal of Management Education, 36, pp. 866-897, (2012); Jepsen D., Knox-Haly M., Townsend D., Australian Recruitment Practices: A Literature Review on Current Australian Recruitment Practices, (2014); Linkedin by the Numbers: Stats, Demographics & Fun Facts, (2019); Ma S., Leung L., The Impacts of Personality Traits, Use Intensity and Features Use of LinkedIn on Bridging Social Capital, Applied Research in Quality of Life, Springer;International Society for Quality-Of-Life Studies, 14, pp. 1059-1078, (2019); Mileski M.C., Kruse K., Leetopinka J., Perceptions of the Value of Professional Networking by Undergraduate Students in A School of Health Administration: A Pilot Study, Journal of Health Administration Education, 33, pp. 461-474, (2016); Pinckaers M.B., Rientiesvroeman G., The Use of LinkedIn to Find a Job and How to Train Graduates in Effective LinkedIn Usage, Ehr Handbook: The Complete Handbook for Technology Enabled Human Resources, (2011); Rosenshinemeister B.C., The Use of Scaffolds for Teaching Higher-Level Cognitive Strategies, Educational Leadership, 49, pp. 26-33, (1992); Roulin N., Levashina J., LinkedIn as a New Selection Method: Psychometric Properties and Assessment Approach, Personnel Psychology, 72, pp. 187-211, (2019); Sander L., New Research Highlights Challenges of Building Networks for Employees and Entrepreneurs, (2017); Sloanegaffney A.A., Assessing Students’ Use of LinkedIn in a Business and Professional Communication Course, Communication Teacher, 30, pp. 206-214, (2016); Utz S., Is LinkedIn Making You More Successful? The Informational Benefits Derived from Public Social Media, New Media and Society, 18, pp. 2685-2702, (2016); Utz S., Breuer J., Informational Benefits from Social Media Use for Professional Purposes: Results from a Longitudinal Study, Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 10, (2016); Utzbreuer S.J., The Relationship between Networking, LinkedIn Use, and Retrieving Informational Benefits, Cyber Psychology: Behavior and Social Networking, 22, (2019); van Dijck J., You Have on Identity: Performing the Self on Facebook and LinkedIn, Media, Culture and Society, 35, pp. 199-215, (2013); Wolff H.G., Moser K., Effects of Networking on Career Success: A Longitudinal Study, Journal of Applied Psychology, 94, 1, pp. 196-206, (2009); Wolff H.G., Moser K., Do Specific Types of Networking Predict Specific Mobility Outcomes? A Two-year Prospective Study, Journal of Vocational Behavior, 77, pp. 238-245, (2010)","E. Badoer; School of Health and Biomedical Sciences, RMIT University, Melbourne, Australia; email: emilio.badoer@rmit.edu.au","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","","Scopus","2-s2.0-85083581571"
"Detaille S.I.; de Lange A.; Engels J.; Pijnappels M.; Hutting N.; Osagie E.; Reig-Botella A.","Detaille, Sarah I. (10045220800); de Lange, Annet (35361775700); Engels, Josephine (7103353558); Pijnappels, Mirthe (57220050230); Hutting, Nathan (55443388800); Osagie, Eghe (56431187000); Reig-Botella, Adela (56336800700)","10045220800; 35361775700; 7103353558; 57220050230; 55443388800; 56431187000; 56336800700","Supporting Double Duty Caregiving and Good Employment Practices in Health Care Within an Aging Society","2020","Frontiers in Psychology","11","","535353","","","","11","10.3389/fpsyg.2020.535353","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096659759&doi=10.3389%2ffpsyg.2020.535353&partnerID=40&md5=818f716bac0527655869dbcbc8b45167","Department of Human Resource Management, HAN University of Applied Sciences, Nijmegen, Netherlands; Department of Psychology, Universidade da Coruna, A Coruña, Spain; Faculty of Psychology, Open University Heerlen, Heerlen, Netherlands; Norwegian School of Hotel Management, University of Stavanger, Stavanger, Norway; Faculty of Psychology, Norwegian University of Science and Technology, Trondheim, Norway","Detaille S.I., Department of Human Resource Management, HAN University of Applied Sciences, Nijmegen, Netherlands, Department of Psychology, Universidade da Coruna, A Coruña, Spain; de Lange A., Department of Human Resource Management, HAN University of Applied Sciences, Nijmegen, Netherlands, Department of Psychology, Universidade da Coruna, A Coruña, Spain, Faculty of Psychology, Open University Heerlen, Heerlen, Netherlands, Norwegian School of Hotel Management, University of Stavanger, Stavanger, Norway, Faculty of Psychology, Norwegian University of Science and Technology, Trondheim, Norway; Engels J., Department of Human Resource Management, HAN University of Applied Sciences, Nijmegen, Netherlands; Pijnappels M., Department of Human Resource Management, HAN University of Applied Sciences, Nijmegen, Netherlands; Hutting N., Department of Human Resource Management, HAN University of Applied Sciences, Nijmegen, Netherlands; Osagie E., Department of Human Resource Management, HAN University of Applied Sciences, Nijmegen, Netherlands; Reig-Botella A., Department of Human Resource Management, HAN University of Applied Sciences, Nijmegen, Netherlands, Department of Psychology, Universidade da Coruna, A Coruña, Spain","Background: Due to the aging society the number of informal caregivers is growing. Most informal caregivers are women working as nurses within a health organization (also labeled as double-duty caregiver) and they have a high risk of developing mental and physical exhaustion. Until now little research attention has been paid to the expectations and needs of double duty caregivers and the role of self-management in managing private-work balance. Objective: The overall aim of this study was to investigate the expectations and needs of double duty caregivers in Netherlands, and to examine the meaning of self-management in managing work-life balance. Method: Different research methods have been applied in this exploratory study. Firstly, a scoping review has been conducted on the topics self-management and sustainable employability of double-duty caregivers using the search engines: CINAHL, MEDLINE, PubMed, and Google Scholar. Furthermore, a qualitative study has been conducted through focus groups with double duty caregivers. Results: Twenty studies that met the inclusion criteria (i.e., nurses with double duty caregiving tasks) could be identified. We found that double duty caregivers have different motivations for being a double duty caregiver based on internal and external expectations. Double duty caregiving causes a lot of mental and physical pressure for the caregiver. To be able to combine both duty’s, double duty caregivers need flexibility and understanding from the workplace. Through two focus groups (N = 17) we found that social support from the workplace is not enough to be able to manage the situation. Self-management skills are important to be able to communicate effectively with the workplace and community care organizations about the kind of support needed. Also, health care organizations should offer the same support to double duty caregivers as any other informal caregiver. Discussion: Double-duty caregivers are at high risk of developing symptoms of overload and risk of reduced self-management quality and employability levels across time. Health care organizations and the double duty caregiver often wait too long to act instead of taking more preventive measures. Furthermore, community care organizations should dialog with double duty caregivers about their wishes concerning the division of caring tasks. This finding calls for special attention, with long-term solutions at both macro (health-care level), organizational (meso-level), and employee level (micro level). © Copyright © 2020 Detaille, de Lange, Engels, Pijnappels, Hutting, Osagie and Reig-Botella.","double duty caregiving; HRM; qualitative research; scoping review; self-management; sustainable employability","","","","","","HAN University of Applied Sciences","We thank all the participants and health care organizations who participated in this study. We also thank Thomas Pelgrim from the Study Center of the HAN University of Applied Sciences for assisting us with the search strategy of the scoping review. At last, we thank the Research program Health of the HAN University of Applied Sciences for funding the project. Funding. The project was funded by the Research Program Health of the HAN University of Applied Sciences. No external funding was needed for this project.","Arksey H., O'Malley L., Scoping studies: towards a methodological framework, Int. J. Soc. Res. Methodol, 8, pp. 19-32, (2005); Bakker A.B., Demerouti E., Euwema M.C., Job resources buffer the impact of job demands on burnout, J. Occup. Health Psychol, 10, pp. 170-180, (2005); Boumans N.P.G., Dorant E., Double-duty caregivers: healthcare professionals juggling employment and informal caregiving. A survey on personal health and work experiences, J. Adv. 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Ageing, 13, pp. 271-279, (2016); Wang T., Molassiotis A., Chung B.P.M., Tan J.Y., Unmet care needs of advanced cancer patients and their informal caregivers: a systematic review, BMC Palliative Care, 17, 96, (2018); Ward-Griffin C., Nurses as caregivers of elderly relatives: negotiating personal and professional boundaries, Can. J. Nurs. Res, 36, pp. 92-114, (2004); Ward-Griffin C., Brown J.B., St-Amant O., Sutherland N., Martin-Matthews A., Keefe J., Et al., Nurses negotiating professional-familial care boundaries: striving for balance within double duty caregiving, J. Fam. Nurs, 21, pp. 57-85, (2015); Ward-Griffin C., Brown J.B., Vandervoort A., McNair S., Dashnay I., Double-duty caregiving: women in the health professions, Can. J. Aginga Rev. Can. Vieilliss, 24, pp. 379-394, (2005); Ward-Griffin C., Brown J.B., Vandervoort A., McNair S., Dashnay I., Double-duty caregiving: women in the health professions, Canadian Journal on Aging/La Revue canadienne du vieillissement, 24, pp. 379-394, (2010); Ward-Griffin C., Brown J.B., St-Amant O., Sutherland N., Martin-Matthews A., Keefe J., Et al., Nurses negotiating professional-familial care boundaries: Striving for balance within double Duty caregiving, J. Fam. Nurs, 21, pp. 57-85, (2015); Ward-Griffin C., St-Amant O., Brown J., Compassion fatigue within double duty caregiving: nurse-daughters caring for elderly parents, Online J. Issues Nurs, 16, 4, (2011); Wohlgemuth C.M., Auerbach H.P., Parker V.A., Advantages and challenges: the experience of geriatrics health care providers as family caregivers, Gerontol, 55, pp. 595-604, (2013)","A. Reig-Botella; Department of Human Resource Management, HAN University of Applied Sciences, Nijmegen, Netherlands; email: adela.reig@udc.es; A. Reig-Botella; Department of Psychology, Universidade da Coruna, A Coruña, Spain; email: adela.reig@udc.es","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85096659759"
"Tomlinson M.; Anderson V.","Tomlinson, Michael (35876837700); Anderson, Valerie (36551092300)","35876837700; 36551092300","Employers and graduates: the mediating role of signals and capitals","2021","Journal of Higher Education Policy and Management","43","4","","384","399","15","25","10.1080/1360080X.2020.1833126","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092651706&doi=10.1080%2f1360080X.2020.1833126&partnerID=40&md5=a858a2e2786fe756bae2145716ce3045","Southampton Education School, University of Southampton, Southampton, United Kingdom; Portsmouth Business School, University of Portsmouth, Portsmouth, United Kingdom","Tomlinson M., Southampton Education School, University of Southampton, Southampton, United Kingdom; Anderson V., Portsmouth Business School, University of Portsmouth, Portsmouth, United Kingdom","This article provides evidence and insight on the demand-side of graduate employment and selection through an investigation of employers’ conceptions of what constitutes hireable and employable graduates. Drawing on evidence from a qualitative study with a diverse range of employers in the UK, the article shows that employers understand graduates’ employability to encompass a complex mix of key resources, understood here as capitals, that enable graduates to present a compelling narrative of employability. Departing from conventional graduate skills approaches, the article integrates signaling and socio-cultural approaches for examining the ways in which capitals operate as signals that inform employer conceptions of which graduates are perceived to be most hireable and ultimately employable. A range of human, organisational-cultural and identity capitals enhance the value of graduates’ profiles and provide signaling information that enables employers to screen graduate potential in competitive and crowded labour markets. © 2020 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management.","capitals; employability; Employers; graduates; signaling","","","","","","Higher Education Funding Council for England, HEFCE","This work was supported by the Higher Education Funding Council for England.","Andrews J., Higson H., Graduate employability: ‘soft’ skills versus ‘hard’ business knowledge, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Ashely L., Empson E., Understanding social exclusion in elite professional service firms: Field level dynamics and the ‘professional project, Work, Employment and Society, 31, 2, pp. 211-229, (2017); Bathmaker A.M., Ingram N., Waller R., Higher education, social class and the mobilisation of capitals: Recognising and playing the game, British Journal of Sociology of Education, 34, 5-6, pp. 723-743, (2013); Belhe H., Students’ and graduates’ employability: A framework to classify and measure employability gain, Policy Reviews in Higher Education, 4, 1, pp. 105-130, (2020); Berglund T., Wallinder Y., Perceived employability in difficult economic times: The significance of education systems and labour market policies, European Societies, 17, 5, pp. 1-26, (2015); Bol T., van de Werforst H., Signals and closure by degrees: The educational effect across 15 different countries, Research in Social Stratification and Mobility, 29, 1, pp. 119-132, (2011); Bourdieu P., The forms of capital, Handbook for theory and research for the sociology of education, (1986); Braun V., Thematic analysis, 55, pp. 57-71, (2012); Brown P., Lauder H., Ashton D., The global auction: The broken promises of education, jobs and incomes, (2011); Cai Y., Graduate employability: A conceptual framework for understanding employers’ perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Clarke M., Re-thinking graduate employability: The role of capital, individual attribute and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Connelly B.L., Certo S.T., Ireland R.D., Reutzel C.R., Signaling theory: A review and assessment, Journal of Management, 37, 1, pp. 39-67, (2011); Success as a knowledge economy: Teaching excellence, social mobility and student choice, (2016); Review of post-18 education and funding, (2019); Di Stasio V., Who is ahead in the labor queue? Institutions’ and employers’ perspective on overeducation, undereducation, and horizontal mismatches, Sociology of Education, 90, 2, pp. 109-126, (2017); Figueiredo H., Biscaia R., Rocha V., Teixeria P., Should we start worrying? Mass higher education, skill demand and the increasingly complex landscape of young graduates employment, Studies in Higher Education, 42, 8, pp. 1401-1420, (2017); Kinicki F.M., Ashworth B., Employability: a psycho-social construct, its dimensions and applications, Journal of Vocational Behavior, 65, 1, (2004); Granovetter M., Getting a job: A study of contacts and careers, (1995); Hinchliffe G., Jolly A., Graduate identity and employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Holmes L., Becoming a graduate: The warranting of an emergent identity, Education + Training, 57, 2, pp. 219-238, (2015); Hora M., Hiring as cultural gatekeeping into occupational communities: Implication for higher education and student employability, Higher Education, 79, 2, pp. 307-324, (2020); Jackson D., Re-conceptualisation graduate employability: The importance of pre-professional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jackson D., Wilton N., Perceived employability amongst undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research & Development, 36, 4, pp. 747-764, (2017); Keep E., James S., Recruitment and selection–The great neglected topic, SKOPE: Research Paper 88, (2010); McCracken M., Currie D., Harrison J., Understanding graduate recruitment, development and retention for the enhancement of talent management: Sharpening ‘the edge’ of graduate talent, The International Journal Human Resource Management, 27, 22, pp. 2727-2752, (2016); McHugh P., The impact of compensation, supervision and work design on internship efficacy: Implications for educators, employers and prospective interns, Journal of Education and Work, 30, 4, pp. 367-382, (2017); Mok K.H., Higher education transformations for global competitiveness: Policy responses, social consequences and the impact on the academic profession, Higher Education Policy, 28, 1, pp. 1-15, (2015); Morley L., The X factor: Graduate employability, elitism and equity in graduate recruitment, Twenty-First Century Society: Journal of the Academy of Social Sciences, 2, 2, pp. 191-207, (2007); Mullen E., Alexander J., Coates N., ‘Think about what our industry stands for … ’ exploring the impact of external factors on line managers’ perception of employability, Journal of Higher Education Management & Policy, 41, 5, pp. 569-581, (2019); Nicholas J., Marketable Selves: Making sense of employability as a liberal arts graduate, Journal of Vocational Behavior, 109, pp. 1-13, (2018); Nilsson S., Ellstrom P.E., Employability and talent management: Challenges for HRD practices, European Journal of Training and Development, 36, 1, pp. 26-45, (2012); Peeters E., Nelissen J., Nele De Cuyper N., Forrier A., Verbruggen M., De Witte H., Employability capital: A conceptual framework tested through expert analysis, Journal of Career Development, 46, 2, pp. 79-93, (2019); Rodrigues R., Butler C.L., Guest D., Evaluating the employability paradox: When does organizational investment in human capital pay off?, The International Journal of Human Resource Management, 31, 9, pp. 1134-1156, (2020); Rothwell A., Rothewell F., Graduate employability: A critical oversight’, Graduate Employability in Context: Theory, research and debate, (2017); Sin C., Neave G., Employability deconstructed: Perceptions of Bologna stakeholders, Studies in Higher Education, 16, 8, pp. 1147-1162, (2016); Spence M., Job market signalling, The Quarterly Journal of Economics, 87, 3, pp. 355-365, (1973); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Wilton N., Do employability skills really matter in the UK graduate labour market?, Work, Employability and Society, 25, 1, pp. 85-100, (2011)","M. Tomlinson; Southampton Education School, University of Southampton, Southampton, SO17 1BJ, United Kingdom; email: m.b.tomlinson@soton.ac.uk","","Routledge","","","","","","1360080X","","","","English","J. High. Educ. Policy Manage.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85092651706"
"Ranavolo A.; Serrao M.; Draicchio F.","Ranavolo, Alberto (12798639500); Serrao, Mariano (7004550391); Draicchio, Francesco (6603035956)","12798639500; 7004550391; 6603035956","Critical Issues and Imminent Challenges in the Use of sEMG in Return-To-Work Rehabilitation of Patients Affected by Neurological Disorders in the Epoch of Human–Robot Collaborative Technologies","2020","Frontiers in Neurology","11","","572069","","","","9","10.3389/fneur.2020.572069","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098951039&doi=10.3389%2ffneur.2020.572069&partnerID=40&md5=db48297e565a66b31a5e85717cdeca9b","Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, INAIL, Rome, Italy; Department of Medical and Surgical Sciences and Biotechnologies, Sapienza University of Rome, Rome, Italy; Movement Analysis LAB, Policlinico Italia, Rome, Italy","Ranavolo A., Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, INAIL, Rome, Italy; Serrao M., Department of Medical and Surgical Sciences and Biotechnologies, Sapienza University of Rome, Rome, Italy, Movement Analysis LAB, Policlinico Italia, Rome, Italy; Draicchio F., Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, INAIL, Rome, Italy","Patients affected by neurological pathologies with motor disorders when they are of working age have to cope with problems related to employability, difficulties in working, and premature work interruption. It has been demonstrated that suitable job accommodation plans play a beneficial role in the overall quality of life of pathological subjects. A well-designed return-to-work program should consider several recent innovations in the clinical and ergonomic fields. One of the instrument-based methods used to monitor the effectiveness of ergonomic interventions is surface electromyography (sEMG), a multi-channel, non-invasive, wireless, wearable tool, which allows in-depth analysis of motor coordination mechanisms. Although the scientific literature in this field is extensive, its use remains significantly underexploited and the state-of-the-art technology lags expectations. This is mainly attributable to technical and methodological (electrode-skin impedance, noise, electrode location, size, configuration and distance, presence of crosstalk signals, comfort issues, selection of appropriate sensor setup, sEMG amplitude normalization, definition of correct sEMG-related outcomes and normative data) and cultural limitations. The technical and methodological problems are being resolved or minimized also thanks to the possibility of using reference books and tutorials. Cultural limitations are identified in the traditional use of qualitative approaches at the expense of quantitative measurement-based monitoring methods to design and assess ergonomic interventions and train operators. To bridge the gap between the return-to-work rehabilitation and other disciplines, several teaching courses, accompanied by further electrodes and instrumentations development, should be designed at all Bachelor, Master and PhD of Science levels to enhance the best skills available among physiotherapists, occupational health and safety technicians and ergonomists. © Copyright © 2020 Ranavolo, Serrao and Draicchio.","exoskeletons control; instrumental-based biomechanical risk assessment; manual material handling monitoring; return-to-work rehabilitation; surface electromyography","Article; cerebellar ataxia; cerebrovascular accident; disease severity; electromyography; human; informed consent; intervention study; motor control; multiple sclerosis; neurologic disease; neuropathy; neurorehabilitation; physiotherapist; quantitative analysis; return to work; spastic paraplegia; workplace","","","","","Horizon 2020 Framework Programme, H2020, (871237); Horizon 2020; Université Nice Sophia Antipolis, UNS","Funding text 1: People affected by neurological pathologies need to be integrated/reintegrated into their workplaces because their motor disease symptoms appeared when they were of working age, reducing their working capacity (40, 41) and employability (42). Recent studies have proven that avoiding early exit from employment plays a beneficial and key role in the overall quality of life of people affected by neurological disorders (41, 42). Clinicians manage their patients’ premature work interruption (43, 44) by designing appropriate traditional and innovative pharmacological, surgical, and rehabilitation treatments, such as robotic rehabilitation, virtual reality, and neuromodulation (45– 49). Furthermore, job accommodation plans are being enriched with new ergonomic options, such as work task rehabilitation and workplace interventions (50–52). In fact, the fourth industrial revolution has recently opened new occupational scenarios within which key human-robot collaborative (HRC) technologies, such as exoskeletons (Figure 1) and cobots, assist workers in their workplaces. Cobots can be defined as reconfigurable collaborative robots able to interact with workers within a shared space and to respond to the worker intentions and task variations in a timely manner while simultaneously oﬄoading them from external loadings, and keep them in task-optimum and ergonomic working conditions. Small-medium enterprises can currently use collaborative technologies allowing flexible and ergonomic workplaces, which can adapt to the characteristics of workers with neurological disorders (53). Quite recently, the European Union’s Horizon 2020 research and innovation program funded the SOPHIA (Socio-physical Interaction Skills for Cooperative Human-Robot Systems in Agile Production) project to establish and achieve, among others, the goal of validating the HRC technologies developed under the aegis of the project in the healthcare sector and in return-to-work rehabilitation of patients affected by neurological disorders. In particular, the European consortium is developing myoelectric HRC interfaces to study how new hybrid work environments can flexibly adapt to the human physical states and needs, thereby contributing to improvements in ergonomic interventions (53). Furthermore, the project has the aims, for prevention, to design training plans of professionals specialized in the workers motor performance measurement by using sEMG-based approaches, develop miniaturized wearable devices to monitor human-motor variables and render haptic stimuli to specific areas of the worker’s body and develop new standards for adaptation of work environments and biomechanical risk assessment in collaborative manufacturing scenarios. Within this context, it is quite evident that sEMG can play a crucial role in complex vocational reintegration programs in classifying residual motor functions, assessing pre-post-rehabilitation and ergonomic interventions, and controlling wearable robotics. The professionals trained for the sEMG in return-to-work programs should be physiotherapists, occupational health and safety technicians and ergonomists which should operate in a multidisciplinary team also constituted by neurologists,; Funding text 2: The research presented in this article was carried out as part of the SOPHIA project, which has received funding from the European Union’s Horizon 2020 research and innovation programme under Grant Agreement No. 871237.","Merletti R., Botter A., Troiano A., Merlo E., Minetto M.A., Technology and instrumentation for detection and conditioning of the surface electromyographic signal: state of the art, Clin Biomech, 24, pp. 122-134, (2009); Farina D., Negro F., Muceli S., Enoka R.M., Principles of Motor Unit Physiology Evolve With Advances in Technology, Physiology (Bethesda), 31, pp. 83-94, (2016); Merletti R., Farina D., Gazzoni M., The linear electrode array: a useful tool with many applications, J Electromyogr Kinesiol, 13, pp. 37-47, (2003); 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Surface EMG detection, conditioning and pre-processing: best practices, J Electromyogr Kinesiol, 54, (2020); Ajoudani A., Godfrey S.B., Bianchi M., Catalano M.G., Grioli G., Tsagarakis N., Et al., Exploring teleimpedance and tactile feedback for intuitive control of the pisa/iit softhand, IEEE Trans Haptics, 7, pp. 203-215, (2014); Gao B., Wei C., Ma H., Yang S., Ma X., Zhang S., Real-time evaluation of the signal processing of sEMG used in limb exoskeleton rehabilitation system, Appl Bionics Biomech, 2018, (2018); Krahn G.L., WHO World report on disability: a review, Disabil Health J, 4, pp. 141-142, (2011); de J.P.R., Sickness, disability and work: breaking the barriers—a synthesis of findings across OECD countries—OECD, Int Rev für Soz Sicherheit, 64, pp. 115-117, (2011); Copaci D., Serrano D., Moreno L., Blanco D., A high-level control algorithm based on sEMG signalling for an elbow joint SMA exoskeleton, Sensors, 18, (2018); Suplino L.O., Sommer L.F., Forner-Cordero A., EMG-based control in a test platform for exoskeleton with one degree of freedom, Conf Proc IEEE Eng Med Biol Soc, pp. 5366-5369, (2019); Sartori M., Maculan M., Pizzolato C., Reggiani M., Farina D., Modeling and simulating the neuromuscular mechanisms regulating ankle and knee joint stiffness during human locomotion, J Neurophysiol, 114, pp. 2509-2527, (2015); Nizamis K., Rijken N.H.M., van M.R., Neto J., Koopman B.F.J.M., Sartori M., Characterization of forearm muscle activation in duchenne muscular dystrophy via high-density electromyography: a case study on the implications for myoelectric control, Front Neurol, 11, (2020); Janke M., Diener L., EMG-to-speech: direct generation of speech from facial electromyographic signals, IEEE/ACM Trans Audio Speech Lang Proc, 12, pp. 2375-2385, (2017)","A. Ranavolo; Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, INAIL, Rome, Italy; email: a.ranavolo@inail.it","","Frontiers Media S.A.","","","","","","16642295","","","","English","Front. Neurol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85098951039"
"Klegeris A.","Klegeris, Andis (6603700907)","6603700907","Mixed-mode instruction using active learning in small teams improves generic problem-solving skills of university students","2021","Journal of Further and Higher Education","45","7","","871","885","14","10","10.1080/0309877X.2020.1826036","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092471272&doi=10.1080%2f0309877X.2020.1826036&partnerID=40&md5=2431ca776dc37124667ca616c93531ef","Department of Biology, University of British Columbia Okanagan Campus, Kelowna, Canada","Klegeris A., Department of Biology, University of British Columbia Okanagan Campus, Kelowna, Canada","The importance of advancing the ‘employability skills’ of students throughout their undergraduate education has been increasingly recognised by students and university instructors. Development of these essential skills is hindered by the lack of widely available assessment tools and shortage of detailed descriptions of effective instructional strategies. Evidence supports use of active learning in small groups for advancement of several transferable soft skills, including teamwork, critical-thinking and problem-solving skills (PSS). In this study, a previously reported testing strategy was used to measure the progress of generic PSS of students taking a one-semester, final-year undergraduate biochemistry course. Mixed-mode delivery based on a ‘flipped classroom’ approach allowed introduction of significant active learning components, including problem-based learning (PBL) in small teams (seven–eight students), workshops, bonus testing and lectures. Detailed descriptions of the instructional techniques used together with the Covid-19 pandemic-forced transition to fully online tutor-less PBL are provided. Data collected over two consecutive years demonstrate statistically significant improvement in the PSS test scores for the 89 students taking this course. Marks of students obtained in three different assessments (examinations, peer evaluations and PSS tests) are compared, revealing medium to low correlation. The benefits resulting from introducing active learning techniques and multiple assessments in undergraduate classes are discussed. © 2020 UCU.","active learning; employability skills; multiple assessments; online problem-based learning; problem-solving skills; Undergraduate education","","","","","","University of British Columbia Okanagan Campus","This work was partially supported by internal University of British Columbia Okanagan Campus grants. I would also like to thank all of the students who participated in this research and provided feedback on this manuscript. 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Educ.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85092471272"
"Nguyen P.H.; Tsai J.F.; Nguyen H.P.; Nguyen V.T.; Dao T.K.","Nguyen, Phi Hung (57214384983); Tsai, Jung Fa (7403610744); Nguyen, Hong Phuc (57221086150); Nguyen, Viet Trang (57221093241); Dao, Trong Khoi (57221081138)","57214384983; 7403610744; 57221086150; 57221093241; 57221081138","Assessing the Unemployment Problem Using A Grey MCDM Model under COVID-19 Impacts: A Case Analysis from Vietnam","2020","Journal of Asian Finance, Economics and Business","7","12","","53","62","9","18","10.13106/JAFEB.2020.VOL7.NO12.053","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098209667&doi=10.13106%2fJAFEB.2020.VOL7.NO12.053&partnerID=40&md5=0488fab2a281d91fd530db73e138bf6b","Faculty of Business, FPT University, Hanoi, Viet Nam; Department of Business Management, National Taipei University of Technology, Taipei, Taiwan","Nguyen P.H., Faculty of Business, FPT University, Hanoi, Viet Nam; Tsai J.F., Department of Business Management, National Taipei University of Technology, Taipei, Taiwan; Nguyen H.P., Faculty of Business, FPT University, Hanoi, Viet Nam; Nguyen V.T., Faculty of Business, FPT University, Hanoi, Viet Nam; Dao T.K., Faculty of Business, FPT University, Hanoi, Viet Nam","The COVID 19 pandemic has led to a new global recession and is still causing a lot of issues because of the delays in the employment of people. This scenario has severe consequences for many countries’ labor markets in the world. This problem’s complexity and importance requires an integrated method of subjective and objective evaluation rather than intuitive decisions. This research aims to investigate sustainable indexes for assessing the unemployment problem by using a Multi-Criteria Decision-Making Model (MCDM). Grey theory and Decision Making Trial and Evaluation Laboratory (GDEMATEL) are deployed to transform the experts’ opinions into quantitative data. The analysis based on 20 crucial criteria is employed to determine the weights of sustainability of unemployment problems. The results revealed that the top ten of determinants are Economic growth, Industrialization, Foreign direct investment, Real GDP per capita, Education level, Trade Openness, Capacity Utilization Rate, Urbanization, Employability skills, Education system expansion, which have the most significant effects on the unemployment rate under COVID 19 impacts. Furthermore, GDEMATEL could effectively assess the sustainable indicators for unemployment problems in “deep and wide”aspects. The study proposes the Grey MCDM model, contributes to the literature, provides future research directions, and helps policymakers and researchers achieve the best solutions to the unemployment problems under “economic shocks.” © Copyright: The Author(s) This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (https://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.","COVID-19; DEMATEL; Grey Theory; MCDM; Unemployment","","","","","","","","Arulampalam W., Is unemployment really scarring? 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R., Factors that Influence the Rate of Unemployment in Indonesia, International Journal of Economics and Finance, 10, 1, (2017); Raj A., Sah B., Analyzing critical success factors for implementation of drones in the logistics sector using greyDEMATEL based approach, Computers and Industrial Engineering, 138, (2019); Rajesh R., Ravi V., Modeling enablers of supply chain risk mitigation in electronic supply chains: A Grey-DEMATEL approach, Computers and Industrial Engineering, 87, pp. 126-139, (2015); Siqueira A. J. B., Machado G. F., Costa J., do C., Branco L., de F., Montressor M., Nonato S., de O., Silva E. A. D. A., No Title, Journal of Chemical Information and Modeling, 53, 9, pp. 1689-1699, (2019); Staff T. G., Short and long term analysis of some factors affecting youth unemployment in Turkey, Theoretical and Applied Economics, 23, 3, pp. 229-242, (2016); Tichit M., Puillet L., Sabatier R., Teillard F., Multicriteria performance and sustainability in livestock farming systems: Functional diversity matters, Livestock Science, 139, 1–2, pp. 161-171, (2011); Wang Chen H. M., Chou S. Y., Luu Q. D., Yu T. H. K., A Fuzzy MCDM Approach for Green Supplier Selection from the Economic and Environmental Aspects, Mathematical Problems in Engineering, (2016); Yuksel S., Adali Z., Determining Influencing Factors of Unemployment in Turkey With Mars Method, International Journal of Commerce and Finance, 3, 2, pp. 25-36, (2017); Zahiid S. J., PM: Poor English eroding Malaysian Graduates’ self-belief, Malaymail Online, (2015)","P.H. Nguyen; Faculty of Business, FPT University, Hanoi, Viet Nam; email: hungnp30@fe.edu.vn","","Korea Distribution Science Association (KODISA)","","","","","","22884637","","","","English","J. Asian Financ. Econ. Bus.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85098209667"
"Walters T.","Walters, Trudie (56337931800)","56337931800","Delivering employable event studies graduates: Student perspectives on the benefits of experiential learning","2021","Event Management","25","5","","521","533","12","6","10.3727/152599518X15299559637653","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095818901&doi=10.3727%2f152599518X15299559637653&partnerID=40&md5=e8cb2e9c569bce7924052864fe818a4a","Department of Tourism, University of Otago, Dunedin, New Zealand","Walters T., Department of Tourism, University of Otago, Dunedin, New Zealand","The past decade has seen increasing competition between graduates for jobs, and universities are now frequently scrutinized and evaluated on their graduate employment success rates. This study reports on student perceptions of a revised event management course designed to enhance graduate employability through the use of experiential learning, based on the new Threshold Learning Outcomes for event studies in higher education in Australia. Thematic analysis of individual student reflections (the final assessment piece in the course) finds that students perceive significant benefits from the experiential learning activities, and most are able to articulate these in relation to employability. Professional skills and personal attributes developed include communication, problem solving, collaboration, leadership, and confidence. Students also perceive value in being able to link theory to practice and immerse themselves in a hands-on “real world” events industry experience that cements both events knowledge and events processes. Copyright © 2021 Cognizant, LLC.","Australia; Employability; Event studies; Experiential learning; Graduates","","","","","","","","Airey D., Dredge D., Gross M., Tourism, hospitality and events education in an age of change, The Routledge handbook of tourism and hospitality education, pp. 3-14, (2014); Arcodia C., Barker T., The employability prospects of graduates in event management: using data from job advertisements, Impacts of Events: Proceedings of the International Events Research Conference, (2005); Attride-Stirling J., Thematic networks: An analytic tool for qualitative research, Qualitative Research, 1, 3, pp. 385-405, (2001); Beaven Z., Wright R., Experience! Experience! Experience! Employer attitudes to arts and event management graduate employability, International Journal of Event Management Research, 2, 1, pp. 17-24, (2006); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Chapman S., McPhee P., Proudman B., What is experiential education?, The theory of experiential education, pp. 235-247, (1995); Creswell J. W., Research design: Qualitative, quantitative and mixed methods approaches, (2003); Day M., Walo M., Weeks P., Dredge D., Benckendorff P., Gross M., Whitelaw P., Analysis of Australian tourism, hospitality and events undergraduate education programs, (2012); Digance J., Davidson M. C. G., Gleeson B. J., Taking the classroom into the real world, Journal of Convention & Exhibition Management, 3, 1, pp. 31-43, (2001); Dredge D., Benckendorff P., Day M., Gross M., Walo M., Weeks P., Whitelaw P., Key issues in tourism, hospitality and events curriculum design and development, (2012); Ehiyazaryan E., Barraclough N., Enhancing empoyability: Integrating real world experience in the curriculum, Education and Training, 51, 4, pp. 292-308, (2009); Fletcher D., Dunn J., Prince R., Entry level skills for the event management profession: Implications for curriculum development, ICHPER-SD Journal of Research, 4, 1, pp. 52-57, (2009); Harris R., Jago L., Event education and training in Australia: The current state of play, Australian Journal of Hospitality Management, 6, 1, pp. 45-51, (1999); Hughes K., Mylonas A., Benckendorff P., Students’ reflections on industry placement: Comparing four undergraduate work-integrated learning streams, Asia-Pacific Journal of Cooperative Education, 14, 4, pp. 265-279, (2013); Jennings G., Qualitative research methods, Handbook of research methods in tourism: Quantitative and qualitative approaches, pp. 309-323, (2012); Junek O., Lockstone L., Mair J., Two perspectives on event management employment: Student and employer insights into the skills required to get the job done!, Journal of Hospitality and Tourism Management, 16, pp. 120-129, (2009); Kim Y., Lin P. M. C., Qiu H., Experiential learning: Being a real-event planner, Journal of Teaching in Travel & Tourism, 15, 4, pp. 382-401, (2015); Kitterlin-Lynch M., Williams J., Zheng T., Winning the job placement competition: Industry’s message and academia’s response, Journal of Hospitality & Tourism Education, 27, 3, pp. 129-134, (2015); Lamb D., Learning about events through involvement and participation, International Journal of Event and Festival Management, 6, 1, pp. 73-91, (2015); Lawrence M., McCabe V., Managing conferences in regional areas: A practical evaluation in conference management, International Journal of Contemporary Hospitality Management, 13, 4, pp. 204-207, (2001); McDonald D., McDonald T., Festival and event management: An experiential approach to curriculum design, Event Management, 6, pp. 5-13, (2000); Moscardo G., Norris A., Bridging the academic practitioner gap in conference and events management, Journal of Convention & Event Tourism, 6, 3, pp. 47-62, (2004); Omazic M. A., Vlahov R. D., Dvorski K., The nature, context and perspectives of event management: A call for a new curriculum, Proceedings of the 2nd International OFEL Conference on Governance, Management and Entrepreneurship, pp. 628-644, (2014); Robertson M., Junek O., Lockstone-Binney L., Is this for real? Authentic learning for the challenging events environment, Journal of Teaching in Travel & Tourism, 12, 3, pp. 225-241, (2012); Whitelaw P., Benckendorff P., Gross M., Mair J., Jose P., Tourism, hospitality and events learning and teaching academic standards, (2015); Whitelaw P., Wrathall J., Developing practice oriented undergraduate courses in a quality framework, Quality Assurance in Education, 23, 4, pp. 395-409, (2015); Yorke M., Employability in higher education: What it is—and what it is not, (2006)","T. Walters; Department of Tourism, University of Otago, Dunedin, PO Box 56, 9054, New Zealand; email: info@waltersresearchandconsulting.co.nz","","Cognizant Communication Corporation","","","","","","15259951","","","","English","Event Manage.","Article","Final","","Scopus","2-s2.0-85095818901"
"López-Miguens M.J.; Caballero G.; Álvarez-González P.","López-Miguens, María Jesús (16638117300); Caballero, Gloria (24337543300); Álvarez-González, Paula (57194605803)","16638117300; 24337543300; 57194605803","Responsibility of the University in Employability: Development and validation of a measurement scale across five studies","2021","Business Ethics","30","1","","143","156","13","12","10.1111/beer.12319","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85093957876&doi=10.1111%2fbeer.12319&partnerID=40&md5=157f6e03ccfb096b26b133d1f9b268ed","Department of Business Organization and Marketing, School of Economics and Business, University of Vigo, Vigo, Spain; Department of Business Organization and Marketing, Faculty of Economics and Business Administration, University of Santiago de Compostela, Santiago de Compostela, Spain","López-Miguens M.J., Department of Business Organization and Marketing, School of Economics and Business, University of Vigo, Vigo, Spain; Caballero G., Department of Business Organization and Marketing, School of Economics and Business, University of Vigo, Vigo, Spain; Álvarez-González P., Department of Business Organization and Marketing, Faculty of Economics and Business Administration, University of Santiago de Compostela, Santiago de Compostela, Spain","This paper develops and validates, at a confirmatory level, a second-order scale to measure Responsibility of the University in Employability (RUE). First, the literature on the components of RUE is explored and a formative conceptual model is proposed to underpin its measurement using extant research in the field of organisational responsibility and employability. At the empirical level, the second-order RUE model considers the reputation of the university, the teaching staff, and the matching activities with employers as components of RUE. This model is based on five empirical studies. The first is a small-sample study based on the opinions of experts (n = 5) and the rest are based on representative samples of university students (n = 816, n = 1,082, n = 1,088, and n = 1,203). A very good fit between model and data were revealed (CFI = 0.975; RMSEA = 0.039; standardised X2 = 2.676). The results indicate that matching activities with employers and teaching staff generate more RUE than university reputation. Guidelines are offered for managing the responsibility of the university in employability. © 2020 John Wiley & Sons Ltd","","","","","","","","","Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: Developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Anderson J.C., Gerbing D.W., Some methods for respecifying measurement models to obtain unidimensional constructs measures, Journal of Marketing Research, 19, 4, pp. 453-460, (1982); Anderson J.C., Gerbing D.W., Structural equation modeling in practice: A review and recommended two-step approach?, Psychological Bulletin, 103, 3, pp. 411-423, (1988); Ashraf R.U., Hou F., Kirmani S.A.A., Ilyas M., Zaidi S.A.H., Ashraf M.S., Student employability via university-industry linkages, Human Systems Management, 37, 2, pp. 219-232, (2018); Au-Yong-Oliveira M., Goncalves R., Martins J., Branco F., The social impact of technology on millennials and consequences for higher education and leadership, Telematics and Informatics, 35, 4, pp. 954-963, (2018); Bagozzi R.P., Yi Y., On the evaluation of structural equations models, Journal of the Academy of Marketing Science, 16, 1, pp. 74-94, (1988); Barney J., Firm resources and sustained competitive advantage, Journal of Management, 17, 1, pp. 99-120, (1991); Bentler P.M., Bonett D.G., Significance tests and goodness-of-fit in the analysis of covariance structures, Psychological Bulletin, 88, 3, pp. 588-606, (1980); Boden R., Nedeva M., Employing discourse: Universities and graduate ‘employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Bollen K.A., Structural equations with latent variables, (1989); Bridgstock R., Jackson D., Strategic institutional approaches to graduate employability: Navigating meanings, measurements and what really matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Brown P., Hesketh A., Wiliams S., Employability in a knowledge-driven economy, Journal of education and work, 16, 2, pp. 107-126, (2003); Caballero G., Lopez-Miguens M.J., Lampon J., La universidad y su implicación con la empleabilidad de sus graduados, Revista Española de Investigaciones Sociológicas, 146, 1, pp. 23-45, (2014); Caballero G., Vazquez X.H., Quintas M., Improving employability through stakeholders in European higher education: The case of Spain, Long Range Planning, 48, 6, pp. 398-411, (2015); Chhinzer N., Russo A., An exploration of employer perceptions of graduate student employability, Education + Training, 60, 1, pp. 104-120, (2018); Chou C.M., Shen C.H., Factors influencing employability self-efficacy of engineering students in Taiwan, International Journal of Engineering Practical Research, 1, 1, pp. 10-14, (2012); Churchill G.A., A paradigm for developing better measures of marketing constructs, Journal of Marketing Research, 16, February, pp. 64-73, (1979); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Claver-Cortes E., Marco-Lajara B., Ubeda-Garcia M., Garcia-Lillo F., Rienda-Garcia L., Zaragoza-Saez P.C., Poveda-Pareja E., Students’ perception of CSR and its influence on business performance. 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Understanding Objective and Subjective Employability during university-to-work transitions, Studies in Higher Education, 42, 7, pp. 1275-1291, (2015); Okolie U.C., Nwosu H.E., Mlanga S., Graduate employability: How the higher education institutions can meet the demand of the labour market, Higher Education, Skills and Work-Based Learning, 9, 4, pp. 620-636, (2019); EHEA Ministerial Conference Paris, (2018); Peric J., Development of universities’ social responsibility through academic service learning programs, Economy of Eastern Croatia Yesterday, Today, Tomorrow, 1, pp. 365-375, (2012); Peric J., Delic A., Developing social responsibility in Croatian Universities: A benchmarking approach and an overview of current situation, International Review on Public and Nonprofit Marketing, 13, 1, pp. 69-80, (2016); Pitan O.S., Muller C., University reputation and undergraduates’ self-perceived employability: Mediating influence of experiential learning activities, Higher Education Research & Development, 38, 6, pp. 1269-1284, (2019); Qenani E., MacDougall N., Sexton C., An empirical study of self-perceived employability: Improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Okay-Somerville B., Scholarios D., Coping with Career Boundaries and Boundary-crossing in the Graduate Labor Market, Career Development International, 19, 6, pp. 668-682, (2014); Quezada R.G., The university social responsibility as a challenge to the strategic management of Higher Education: The case of Spain, Review of Education, 355, pp. 109-133, (2011); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, pp. 1-12, (2008); Rothwell A., Jewell S., Hardie M., Self-perceived employability: Investigating the responses of post-graduate students, Journal of Vocational Behavior, 75, 2, pp. 152-161, (2009); Rutt L., Gray C., Turner R., Swain J., Hulme S., Pomeroy R., A social constructivist approach to introducing skills for employment to Foundation Degree students, Research in Post-Compulsory Education, 18, 3, pp. 280-296, (2013); Sanchez-Hernandez M.I., Mainardes E.W., University social responsibility: A student base analysis in Brazil, International Review on Public and Nonprofit Marketing, 13, 2, pp. 151-169, (2016); Scott W.R., Organizations: Rational, natural and open système, (2003); Sharma S., Applied multivariate techniques, (1996); Shattock M., Managing successful universities, (2003); Shimp T.A., Sharma S., Consumer ethnocentrism: Construction and validation of the CETSCALE, Journal of Marketing Research, 24, 3, pp. 280-289, (1987); Sin C., Amaral A., Academics’ and employers’ perceptions about responsibilities for employability and their initiatives towards its development, Higher Education, 73, 1, pp. 97-111, (2017); Sin C., Neave G., Employability deconstructed: Perceptions of Bologna stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2014); Sok J., Blomme R., Tromp D., The use of the psychological contract to explain self-perceived employability, International Journal of Hospitality Management, 34, pp. 274-284, (2013); Song H., Kim J., Park N., I know my professor: Teacher self-disclosure in online education and a mediating role of social presence, International Journal of Human-Computer Interaction, 35, 6, pp. 448-455, (2019); Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Tran T.T., Is graduate employability the ‘whole of-higher-education-issue’?, Journal of Education and Work, 28, 3, pp. 207-227, (2015); Trullas I., Simo P., Fusalba O.R., Fito A., Sallan J.M., Student-perceived organizational support and perceived employability in the marketing of higher education, Journal of Marketing for Higher Education, 28, 2, pp. 266-281, (2018); Tsui A.S., Pearce J.L., Porter L.W., Tripoli A.M., Alternative approaches to the employee-organization relationship: Does investment in employees pay off?, Academy of Management Journal, 40, 5, pp. 1089-1121, (1997); Global education monitoring report 2019. Migration, displacement and education: Building bridges, not walls, (2018); Vallaeys F., de la Cruz C., Sasia P., Responsabilidad Social Universitaria. Manual de primeros pasos, (2009); Van Der Heijden B., Boon J., Van der Klink M., Meijs E., Employability enhancement through formal and informal learning: An empirical study among Dutch non-academic university staff members, International Journal of Training and Development, 13, 1, pp. 19-37, (2009); Vandecasteele B., Geuens M., Motivated consumer innovativeness: Concept, measurement, and validation, International Journal of Research in Marketing, 27, 4, pp. 308-318, (2010); Voegtlin C., Greenwood M., Corporate social responsibility and human resource management: A systematic review and conceptual analysis, Human Resource Management Review, 26, 3, pp. 181-197, (2016); Weerts D., Cabrera A., Sanford T.H., Beyond giving: Political advocacy and volunteer behaviors of public university alumni, Research in Higher Education, 51, 4, pp. 346-365, (2010); Willett J.B., Sayer A.G., Using covariance structure analysis to detect correlates and predictors of change, Psychological Bulletin, 116, pp. 363-381, (1994); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, pp. 566-586, (2010); Wright T.A., Quick J.C., Hannah S.T., Blake Hargrove M., Best practice recommendations for scale construction in organizational research: The development and initial validation of the Character Strength Inventory (CSI), Journal of Organizational Behavior, 38, pp. 615-628, (2017); Yizhong X., Lin Z., Baranchenko Y., Lau C.K., Yukhanaev A., Lu H., Employability and job search behavior, Employee Relations, 39, 2, pp. 223-239, (2017)","M.J. López-Miguens; Department of Business Organization and Marketing, School of Economics and Business, University of Vigo, Vigo, Spain; email: chusl@uvigo.es","","Blackwell Publishing Ltd","","","","","","09628770","","","","English","Bus. Ethics","Article","Final","","Scopus","2-s2.0-85093957876"
"Holmes K.; Paull M.; Haski-Leventhal D.; MacCallum J.; Omari M.; Walker G.; Scott R.; Young S.; Maher A.","Holmes, Kirsten (7201657725); Paull, Megan (55558143800); Haski-Leventhal, Debbie (23094029100); MacCallum, Judith (25925249400); Omari, Maryam (55557433300); Walker, Gabrielle (57192837704); Scott, Rowena (55466076500); Young, Susan (37090123000); Maher, Annette (57218533287)","7201657725; 55558143800; 23094029100; 25925249400; 55557433300; 57192837704; 55466076500; 37090123000; 57218533287","A continuum of University student volunteer programme models","2021","Journal of Higher Education Policy and Management","43","3","","281","297","16","13","10.1080/1360080X.2020.1804658","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089442455&doi=10.1080%2f1360080X.2020.1804658&partnerID=40&md5=22bf920eea535f89cf2f59a53fb0a242","School of Marketing, Curtin University, Perth, Australia; School of Marketing, Murdoch University, Perth, Australia; School of Marketing, Macquarie University, Sydney, Australia; School of Marketing, Edith Cowan University, Perth, Australia; School of Marketing, RMIT University, Melbourne, Australia; School of Marketing, University of Western Australia, Perth, Australia","Holmes K., School of Marketing, Curtin University, Perth, Australia; Paull M., School of Marketing, Murdoch University, Perth, Australia; Haski-Leventhal D., School of Marketing, Macquarie University, Sydney, Australia; MacCallum J., School of Marketing, Murdoch University, Perth, Australia; Omari M., School of Marketing, Edith Cowan University, Perth, Australia; Walker G., School of Marketing, Murdoch University, Perth, Australia; Scott R., School of Marketing, RMIT University, Melbourne, Australia; Young S., School of Marketing, University of Western Australia, Perth, Australia; Maher A., School of Marketing, Curtin University, Perth, Australia","University student volunteering is prevalent in Western countries, but has rarely been critically evaluated by researchers. Little is known about the different ways in which student volunteer programmes are organised. Using a matrix constructed from the publicly available websites of all Australian universities, and 60 interviews with key stakeholders at six universities, this paper identifies nine different models of student volunteer programmes. The models show the different ways in which universities, faculty and students are involved in organising student volunteer programmes. These nine models are presented in a continuum of increasing direct management by universities. In addition to identifying the models, the analysis revealed trends in student volunteering, particularly the way that Australian universities are packaging student volunteering as part of their service learning, leadership or employability agendas. The continuum facilitates a common language and understanding of university student volunteering, leading to cross-disciplinary recognition of the different models available. © 2020 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management.","Australia; Students; universities; volunteer programmes; volunteering","","","","","","Australia Government Office for Learning and Teaching, (ID-13-3124)","This work was supported by the Australia Government Office for Learning and Teaching under Grant [ID-13-3124].","About AIME, (2019); Anderson P., Green P., Beyond CV building: The communal benefits of student volunteering, Voluntary Sector Review, 3, 2, pp. 247-256, (2012); Andrew M., Reshaping educational experience by volunteering in the community: Language learners in the real world, Journal of Intercultural Communication, 25, (2011); Barton E., Bates E., O'Donovan R., ‘That extra sparkle’: Students’ experiences of volunteering and the impact on satisfaction and employability in Higher Education, Journal of Further and Higher Education, 43, 4, pp. 453-466, (2019); Bernardo M., Butcher J., Howard P., An international comparison of community engagement in higher education, International Journal of Educational Development, 32, pp. 187-192, (2012); Braunsberger K., Flamm R., A mission of civic engagement: Undergraduate students working with nonprofit organizations and public sector agencies to enhance societal wellbeing, Voluntas, 24, pp. 1-31, (2013); Brewis G., Holdsworth C., University support for student volunteering in England: Historical development and contemporary value, Journal of Academic Ethics, 9, pp. 165-176, (2011); Campbell M., Cooper B., Rueckert C., Smith J., Reimagining student employability: A case study of policy and practice transformation, Journal of Higher Education Policy and Management, 41, 5, pp. 500-517, (2019); Carino L., The role of universities in voluntarism in the 21st century, Australian Journal on Volunteering, 1, 2, pp. 27-33, (1996); Cherwitz R., A new social compact demands real change, connecting the university to the community, Change: The Magazine of Higher Learning, 37, 6, pp. 48-49, (2005); Cooper J., Ten years in the trenches: Faculty perspectives on sustaining service learning, Journal of Experiential Education, 37, 4, pp. 415-428, (2014); Creswell J., Plano-Clark V., Designing and conducting mixed methods research, (2017); Cunningham S., Tunch O., Gallacher D., Empowering bioscience students to develop employability skills through volunteering–Voices of experience, Paper presented at the HEA STEM Annual Conference, (2013); Curtin Volunteers! (CV!), (2016); John Curtin weekend, (2019); Davis Smith J., Volunteering and social development, Voluntary Action, 3, 1, pp. 9-23, (2000); australian higher education graduation statement, (2019); National volunteering strategy, (2011); Volunteering, (2019); Edwards B., Mooney L., Heald C., Who is being served? The impact of student volunteering on local community organizations, Nonprofit and Voluntary Sector Quarterly, 30, 3, pp. 444-461, (2001); Eisenhardt K., Building theories from case study research, Academy of Management Review, 14, 4, pp. 532-550, (1989); Gazley B., Littlepage L., Bennett T., What about the host agency? Nonprofit perspectives on community-based student learning and volunteering, Nonprofit and Voluntary Sector Quarterly, 41, 6, pp. 1029-1050, (2012); Ghose T., Kassam M., Motivations to volunteer among college students in India, Voluntas, 25, 1, pp. 28-45, (2014); Grant-Smith D., McDonald P., Ubiquitous yet ambiguous: An integrative review of unpaid work, International Journal of Management Reviews, 20, pp. 559-578, (2018); Green P., Volunteering in the higher education curriculum: The politics of policy, practice and participation, PhD Thesis, (2018); Handy F., Hustinx L., Cnaan R., Kang C., A cross-cultural examination of student volunteering: Is it all about résumé building?, Nonprofit and Voluntary Sector Quarterly, 39, 3, pp. 498-523, (2009); Haski-Leventhal D., Cnaan R., Handy F., Brudney J., Holmes K., Hustinx L., Zrinscak S., Students’ vocational choice and voluntary action: A 12-nation study, Voluntas, 19, 1, pp. 1-21, (2008); Henderson A., Brown S.D., Pancer S.M., Curriculum requirements and subsequent civic engagement: Is there a difference between ‘forced’and ‘free’community service?, The British Journal of Sociology, 70, 4, pp. 1297-1322, (2019); Holdsworth C., Brewis G., Volunteering, choice and control: A case study of higher education student volunteering, Journal of Youth Studies, 17, 2, pp. 204-219, (2013); Holdsworth C., Quinn J., Student volunteering in English higher education, Studies in Higher Education, 35, 1, pp. 113-127, (2010); Holdsworth C., Quinn J., The epistemological challenge of higher education student volunteering: “Reproductive” or “desconstructive” volunteering, Antipode, 44, 2, pp. 386-405, (2012); Holmes K., Volunteering, citizenship and social capital: A review of UK government policy, Journal of Leisure, Tourism and Events Policy Research, 1, 3, pp. 265-269, (2009); Hustinx L., Meijis L., Handy F., Cnaan R., Monitorial citizens or civic omnivores? Repertoires of civic participation among university students, Youth & Society, 44, (2012); Jardine A., Nurturing university students to be socially responsible citizens: An examination of two approaches to volunteering, University social responsibility and quality of life, pp. 121-133, (2018); Johnson J., Giannoulakis C., Felver N., Judge L., Pierce A., Scott B., Motivation, satisfaction, and retention of sport management student volunteers, Journal of Applied Sport Management, 9, 1, pp. 1-27, (2017); King N., Horrocks C., Interviews in qualitative research, (2010); Mackenzie S.L., Hinchey D.M., Cornforth K.P., A public health service-learning capstone: Ideal for students, academia and community, Frontiers in Public Health, 7, (2019); About PACE, (2016); PACE experience, (2019); McFadden A., Amplifying student learning through volunteering, Journal of University Teaching & Learning Practice, 14, 3, (2017); Meijs L., Hoogstad E., New ways of managing volunteers: Combining membership management and programme management, Voluntary Action, 3, 3, pp. 41-61, (2001); Miles M., Huberman M., Saldana J., Qualitative data analysis: A methods handbook, (2014); Volunteer/Development transcript, (2019); Nadin S., Cassell C., Using data matrices, Essential guide to qualitative methods in organisational research, pp. 271-287, (2004); O'Connor K., Lynch K., Owen D., Student–community engagement and the development of graduate attributes, Education + Training, 53, 2-3, pp. 100-115, (2011); Parker E., Myers N., Higgins C., Oddson T., Price M., Gould T., More than experiential learning or volunteering: A case study of community service learning within the Australian context, Higher Education Research and Development, 28, 6, pp. 585-596, (2009); Paull M., Scott R., MacCallum J., Walker G., Omari M., Haski-Leventhal D., Holmes K., University student volunteering: What’s in a name?, Third Sector Review, 21, 2, pp. 49-74, (2015); College of Business student ambassadors program, (2016); Student ambassadors, (2019); Rose J., Developing and sequencing community engagement and experiential education: A case study of urban geography teaching and research, The Professional Geographer, 70, 2, pp. 305-310, (2018); Sattler P., Wiggers R., Arnold C., Combining workplace training with postsecondary education: The spectrum of work-integrated learning (WIL) opportunities from apprenticeship to experiential learning, Canadian Apprenticeship Journal, 5, (2011); Scott R., van Etten E., Environmental and conservation volunteering as workplace integrated learning for university students, Issues in Educational Research, 23, 2, pp. 242-257, (2013); Smith K., Holmes K., Haski-Leventhal D., Cnaan R., Handy F., Brudney J., Motivations and benefits of student volunteering: Comparing regular, occasional, and non-volunteers in five countries, Canadian Journal of Nonprofit and Social Economy Research, 1, 1, (2010); Smith M., Bell K., Bennett D., McAlpine A., Employability in a global context: Evolving policy and practice in employability, work integrated learning, and career development learning, (2018); Thomson A., Smith-Tolken A., Naidoo A., Bringle R., Service learning and community engagement: A comparison of three national contexts, Voluntas, 22, pp. 214-237, (2011); Voluntary work, (2019); Making the most of Melbourne, (2020); The New England Award, (2020); Arc UNSW student life, (2016); Veres J.C., Eva N., Cavanagh A., “Dark” student volunteers: Commitment, motivation, and leadership, Personnel Review, (2020); Definition of volunteering, (2016); Whitley C., Yoder S., Developing social responsibility and political engagement: Assessing the aggregate impacts of university civic engagement on associated attitudes and behaviors, Education, Citizenship and Social Justice, 10, 3, pp. 217-233, (2015); Yates L., Woelert P., Millar V., O'Connor K., Knowledge at the Crossroads?, (2017)","K. Holmes; School of Marketing, Curtin University, Perth, Australia; email: K.Holmes@cbs.curtin.edu.au","","Routledge","","","","","","1360080X","","","","English","J. High. Educ. Policy Manage.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85089442455"
"Soares M.E.; Mosquera P.","Soares, Maria Eduarda (57205352529); Mosquera, Pilar (57200033166)","57205352529; 57200033166","Linking career management practices with individual outcomes: The mediating role of perceived employability","2021","Journal of Business Research","124","","","547","559","12","18","10.1016/j.jbusres.2020.10.049","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85094843453&doi=10.1016%2fj.jbusres.2020.10.049&partnerID=40&md5=d951a1fbcd4e7a8009397fc41911cc9d","Advance/CSG, ISEG, Universidade de Lisboa, Rua do Quelhas, n°6, Lisboa, 1200 781, Portugal","Soares M.E., Advance/CSG, ISEG, Universidade de Lisboa, Rua do Quelhas, n°6, Lisboa, 1200 781, Portugal; Mosquera P., Advance/CSG, ISEG, Universidade de Lisboa, Rua do Quelhas, n°6, Lisboa, 1200 781, Portugal","This study addresses organizational and individual career management practices in an attempt to identify their effects on three individual outcomes: organizational commitment, turnover intentions, and burnout. The role of perceptions of internal employability as a mediator in this relationship is also tested. The study tests hypotheses derived from the literature with a sample of 410 participants from Portugal. For organizational career management practices, results indicate that organizational support is associated with the three dimensions of organizational commitment and colleagues’/superiors’ support is associated with affective commitment, turnover intentions and the three dimensions of burnout. For individual career management practices, networking is associated with affective commitment, turnover intentions, and depersonalization; critical expertise is associated with continuance commitment and exhaustion; and career guidance is only associated with affective commitment. Perceptions of internal employability mediate between three practices – organizational support, superiors’/colleagues’ support, and networking – and all outcomes except continuance commitment. © 2020 Elsevier Inc.","Burnout; Career management; Organizational commitment; Perceptions of employability; Turnover intentions","","","","","","Fundação para a Ciência e a Tecnologia, FCT, (UIDB/04521/2020)","This work was supported by FCT – Fundação para a Ciência e Tecnologia (Portugal), national funding through research grant UIDB/04521/2020. ","Acikgoz Y., Sumer H.C., Sumer N., Do employees leave just because they Can? Examining the perceived employability-turnover intentions relationship, The Journal of Psychology, 150, 5, pp. 666-683, (2016); Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? 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Benson G.S., Employee development, commitment and intention to turnover: A test of “employability” policies in action, Human Resource Management Journal, 16, 2, pp. 173-192, (2006); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, 3, pp. 279-292, (2007); Berntson E., Naswall K., Sverke M., The moderating role of employability in the association between job insecurity and exit, voice, loyalty and neglect, Economic and Industrial Democracy, 31, 2, pp. 215-230, (2010); Briggs E., Jaramillo F., Weeks W.A., Perceived barriers to career advancement and organizational commitment in sales, Journal of Business Research, 65, 7, pp. 937-943, (2012); Briscoe J.P., Hall D.T., Frautschy DeMuth R.L., Protean and boundaryless careers: An empirical exploration, Journal of Vocational Behavior, 69, 1, pp. 30-47, (2006); Cammann C., Fichman M., Jenkins D., Klesh J., Michigan organizational assessment questionnaire, (1979); Chiesa R., Van der Heijden B.I.J.M., Mazzetti G., Mariani M.G., Guglielmi D., “It Is All in the Game!”: The role of political skill for perceived employability enhancement, Journal of Career Development, 47, 4, pp. 394-407, (2020); 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Gould S., Penley L.E., Career strategies and salary progression: A study of their relationships in a municipal bureaucracy, Organizational Behavior and Human Performance, 34, 2, pp. 244-265, (1984); Guan Y., Zhou W., Ye L., Jiang P., Zhou Y., Perceived organizational career management and career adaptability as predictors of success and turnover intention among Chinese employees, Journal of Vocational Behavior, 88, pp. 230-237, (2015); Gubler M., Arnold J., Coombs C., Reassessing the protean career concept: Empirical findings, conceptual components, and measurement, Journal of Organizational Behavior, 35, S1, pp. S23-S40, (2014); Hair J.F., Ringle C.M., Sarstedt M., PLS-SEM: Indeed a Silver Bullet, Journal of Marketing Theory and Practice, 19, 2, pp. 139-152, (2011); Hair J.F., Hult G.T.M., Ringle C.M., Sarstedt M., (2017); Hall D.T., Careers in and out of Organizations, Sage, (2002); Henseler J., Dijkstra T.K., Sarstedt M., Ringle C.M., Diamantopoulos A., Straub D.W., Calantone R.J., Common Beliefs and Reality About PLS: Comments on Rönkkö and Evermann (2013), Organizational Research Methods, 17, 2, pp. 182-209, (2014); Henseler J., Ringle C.M., Sinkovics R.R., The use of partial least squares path modeling in international marketing, Advances in International Marketing, 20, pp. 277-319, (2009); Hobfoll S.E., Conservation of resources: A new attempt at conceptualizing stress, American Psychologist, 44, 3, pp. 513-524, (1989); Hofstede G.H., Culture's consequences: International differences in work-related values, (1984); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); King Z., Career self-management: A framework for guidance of employed adults, British Journal of Guidance & Counselling, 29, 1, pp. 65-78, (2001); King Z., Career self-management: Its nature, causes and consequences, Journal of Vocational Behavior, 65, 1, pp. 112-133, (2004); Low T.-H., Ramos J., Hernandez A., The changing role of personal resources in perceived employability of young people in different labor conditions, Revista de Psicología Del Trabajo y de Las Organizaciones, 36, 2, pp. 169-179, (2020); Lu C., Sun J., Du D., The relationships between employability, emotional exhaustion, and turnover intention: The moderation of perceived career opportunity, Journal of Career Development, 43, 1, pp. 37-51, (2016); Macintosh G., Krush M., Examining the link between salesperson networking behaviors, job satisfaction, and organizational commitment: Does gender matter?, Journal of Business Research, 67, 12, pp. 2628-2635, (2014); Maslach C., Jackson S.E., Leiter M.P., Maslach Burnout Inventory. Manual, (1996); Maslach C., Burnout: The cost of caring, (1982); Maslach C., Finding solutions to the problem of burnout, Consulting Psychology Journal: Practice and Research, 69, 2, pp. 143-152, (2017); Moon J.S., Choi S.B., The impact of career management on organizational commitment and the mediating role of subjective career success: The case of Korean R&D employees, Journal of Career Development, 44, 3, pp. 191-208, (2017); Noe R.A., Is career management related to employee development and performance?, Journal of Organizational Behavior, 17, 2, pp. 119-133, (1996); Perumalswami C.R., Takenoshita S., Tanabe A., Kanda R., Hiraike H., Okinaga H., Nomura K., Workplace resources, mentorship, and burnout in early career physician-scientists: A cross sectional study in Japan, BMC Medical Education, 20, 1, (2020); Peters A., McEwen B.S., Friston K., Uncertainty and stress: Why it causes diseases and how it is mastered by the brain, Progress in Neurobiology, 156, pp. 164-188, (2017); Philippaers K., De Cuyper N., Forrier A., Elst T.V., De Witte H., Perceived employability in relation to job performance: A cross-lagged study accounting for a negative path via reduced commitment, Scandinavian Journal of Work and Organizational Psychology, 2, 1(1), pp. 1-15, (2016); Ringle C.M., Wende S., Becker J.-M., (2015); Robbins S.P., Judge T.A., Organizational behavior, (2017); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Sanchez-Manjavacas A., Saorin-Iborra M.C., Willoughby M., Internal employability as a strategy for key employee retention, Innovar, 24, 53, pp. 7-22, (2014); Sarstedt M., Ringle C.M., Smith D., Reams R., Hair J.F., Partial least squares structural equation modeling (PLS-SEM): A useful tool for family business researchers, Journal of Family Business Strategy, 5, 1, pp. 105-115, (2014); Sieben I., Does training trigger turnover—Or not?: The impact of formal training on graduates’ job search behaviour, Work, Employment and Society, 21, 3, pp. 397-416, (2007); Silva A.A., Sanchez G.M., Mambrini N.S.B., de Oliveira M.Z., Predictor variables for burnout among nursing professionals, Revista de Psicología, 37, 1, pp. 319-348, (2019); Spurk D., Kauffeld S., Meinecke A.L., Ebner K., Why do adaptable people feel less insecure? Indirect effects of career adaptability on job and career insecurity via two types of perceived marketability, Journal of Career Assessment, 24, 2, pp. 289-306, (2016); Sturges J., Guest D., Conway N., Davey K.M., A longitudinal study of the relationship between career management and organizational commitment among graduates in the first ten years at work, Journal of Organizational Behavior, 23, 6, pp. 731-748, (2002); Su X., Gao P., He Y., Zhu X., Effect of leaders’ implicit followership prototypes on employees’ internal and external marketability, Social Behavior and Personality: An International Journal, 47, 12, pp. 1-12, (2019); Tschopp C., Grote G., Gerber M., How career orientation shapes the job satisfaction-turnover intention link, Journal of Organizational Behavior, 35, 2, pp. 151-171, (2014); Usmani S., Perceived internal employability and leader member exchange as a way to reduce intention to quit via commitment, Humanities and Social Sciences Review, 5, 2, pp. 17-32, (2016); Van der Heijden B., Brown Mahoney C., Xu Y., Impact of job demands and resources on nurses’ burnout and occupational turnover intention towards an age-moderated mediation model for the nursing profession, International Journal of Environmental Research and Public Health, 16, 11, (2019); van der Vaart L., Linde B., de Beer L., Cockeran M., Employee well-being, intention to leave and perceived employability: A psychological contract approach, South African Journal of Economic and Management Sciences, 18, 1, pp. 32-44, (2015); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Virga D., De Witte H., Cifre E., The role of perceived employability, core self-evaluations, and job resources on health and turnover intentions, The Journal of Psychology, 151, 7, pp. 632-645, (2017); Wright T.A., Hobfoll S.E., Commitment, psychological well-being and job performance: An examination of conservation of resources theory (COR) and job burnout, Journal of Business and Management, 9, 4, pp. 389-406, (2004); Zhao H., Wayne S.J., Glibkowski B.C., Bravo J., The impact of psychological contract breach on work-related outcomes: A meta-analysis, Personnel Psychology, 60, 3, pp. 647-680, (2007)","M.E. Soares; Advance/CSG, ISEG, Universidade de Lisboa, Lisboa, Rua do Quelhas, n°6, 1200 781, Portugal; email: mes@iseg.ulisboa.pt","","Elsevier Inc.","","","","","","01482963","","JBRED","","English","J. Bus. Res.","Article","Final","","Scopus","2-s2.0-85094843453"
"Staniscia B.; Deravignone L.; González-Martín B.; Pumares P.","Staniscia, Barbara (56399299300); Deravignone, Luca (57193153948); González-Martín, Beatriz (55491166200); Pumares, Pablo (8524745000)","56399299300; 57193153948; 55491166200; 8524745000","Youth mobility and the development of human capital: is there a Southern European model?","2021","Journal of Ethnic and Migration Studies","47","8","","1866","1882","16","11","10.1080/1369183X.2019.1679417","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075353795&doi=10.1080%2f1369183X.2019.1679417&partnerID=40&md5=2f897c48b6dff42d1b61ac7597bce238","Department of European, American and Intercultural Studies, Sapienza University of Rome, Rome, Italy; Centre for Migration Studies and Intercultural Relations (CEMyRI), Department of Geography, History and Humanities, University of Almeria, Almeria, Spain","Staniscia B., Department of European, American and Intercultural Studies, Sapienza University of Rome, Rome, Italy; Deravignone L., Department of European, American and Intercultural Studies, Sapienza University of Rome, Rome, Italy; González-Martín B., Centre for Migration Studies and Intercultural Relations (CEMyRI), Department of Geography, History and Humanities, University of Almeria, Almeria, Spain; Pumares P., Centre for Migration Studies and Intercultural Relations (CEMyRI), Department of Geography, History and Humanities, University of Almeria, Almeria, Spain","Recent Southern European migration is characterised by important flows of higher-skilled young persons. The balance between the risk of a new brain drain and brain waste and the opportunity of brain gain depends on how the young migrants integrate into the labour market of destination, the new abilities they acquire and the possibilities of re-integrating into the labour market of origin, in case of return migration. In this paper we discuss the contribution of international youth mobility to the development of human capital. We focus on the individual gain in origin countries/regions generated by circulation and return and concentrate on total human capital. Our results–based on 120 in-depth interviews conducted in Italy and Spain, in both core (Rome and Madrid) and peripheral (Apennines and Andalusia) areas, with young students and lower- and higher-skilled workers–show that both Italians and Spaniards have acquired soft skills and these informal and tacit competences are considered to be as important as formal and explicit ones. For young Italians, brain circulation predominates and the human capital gained during migration results in better employability and earnings; for young Spaniards, circulation and return are more difficult in spite of their enriched human capital. © 2019 Informa UK Limited, trading as Taylor & Francis Group.","brain circulation; brain training; Human capital; return migration; youth mobility and migration","Italy; Lazio; Madrid [Spain]; Roma [Lazio]; Rome; Spain; brain; human capital; labor mobility; migrant worker; migration; return migration","","","","","Horizon 2020 Framework Programme, H2020, (649491); University of Edinburgh","Funding text 1:  This work was supported by the EU HORIZON 2020 Programme, Project YMOBILITY under Grant Agreement 649491. We thank Armando Montanari for his continuous support during the research phase. ; Funding text 2:  Dustmann, Fadlon, and Weiss ( 2011 ) underline the importance that obtaining additional training plays in the main motivation for migration. Our participants also confirmed the importance of this aspect and revealed different ways to achieve this goal: both through formal education and through practice and immersion in the destination labour market. Acquiring a formal education was the main aim for those who went abroad as students. They usually benefitted from grants and loans (frequently provided by the European Union – such as Erasmus or Leonardo – and occasionally offered by other organisations) and seek to specialise in their field and improve their command of the host-country language:  I needed to consolidate my level of English. But it was also a very prestigious Master’s at the University of Edinburgh and that was the main reason why I went specifically to Edinburgh, to study this Master’s in conference interpreting, which was funded by a grant (female, 33, higher-skilled, Andalusia). These student migrants usually value the experience in a clearly positive way, although it is not always easy to estimate the influence that it has had on their current jobs. At the very least it improves their human capital and their language knowledge. Since they are aiming to return home, they do not really miss the labour conditions they could have had abroad and they feel satisfied. Among the most evident benefits, we can highlight the creation of international networks (especially in the academic field) as well as the labour experience acquired through internships. These latter are particularly appreciated because they often lead to employment in the destination country or increase the internees’ opportunities to gain a better job after return, especially for Italians:  I won a Leonardo Programme grant at the beginning but then the marketing agency I was working for proposed that I remain there. This experience was so useful and, after a while, I started to work on a project that financed cultural initiatives in Northern Ireland (male, 39, higher-skilled, Rome).  Thanks also to my studies abroad I am very well qualified for this kind of job (economic consultant in Rome) but, besides the theoretical approach, I think I need some more practice in the field (female, 39, higher-skilled, Rome). On the other hand, we have found several cases of Spanish workers who have received additional formal education – something that is rare among Italians. It may be because Spanish migrants have seen their emigration during the economic crisis as a means to do something useful – including obtaining a diploma abroad – in the meantime (Jendrissek 2016 ; Pumares 2015 , 2017 ). Sometimes it is a way for them to increase their job opportunities and adapt better to the labour market abroad. Sometimes it is because they take advantage of opportunities for specialisation that are better or cheaper than in Spain and can also be useful when returning (for instance, programmes for nurses in the United Kingdom and courses related to music and acting in Germany):  In Stuttgart, for Spanish people (laughter), the academic level is wonderful. Because, on the one hand, the studies are free – I only paid 160 euros for one semester and I had three teachers who gave me lessons … I’m talking about specialisation, I had individual lessons, one a week. You could attend all the subjects that were offered in percussion studies (music) by the university. We had nine soundproof classrooms, with an incredible amount of material and they used to give you the key so that you could go in 24 hours a day to study … then the level of the studies is brilliant, and also at the work level (male, 28, higher-skilled, Madrid). Furthermore, human capital can also be acquired through informal learning. Both Italians and Spaniards highly value what Evans ( 2002 ) defines as soft skills – skills not obtained through formal qualifications but through experience in the work environment and in everyday life abroad. Workers, as well as students in our sample mentioned unanimously that they had gained numerous social and personal skills that should have a positive effect on their professional careers and personal life. The labour context had left a deep mark on our interviewees. They found the experience more challenging, but also more motivating and meritocratic. They felt that their performance was recognised, which encouraged them to be more proactive and more engaged, to continue doing their job well.  During my experience abroad, the working environment was so professional and demanding! I found it very stimulating, especially because it was different from the one I used to work in, and that made my experience really interesting and formative (male, 32, lower-skilled, Rome). On the other hand, working in an international environment with multicultural teams helped them to obtain significant abilities and skills which enabled them to manage themselves more efficiently within the labour market. The respondents highlighted the importance of acquiring teamwork aptitudes and assuming some organisational aspects:  … to join a team, (…), you have to collaborate with six or seven people that you have never met before, you must move forward … (male, 30, higher-skilled, Madrid). The difficulties and challenges that these interviewees had to overcome have improved their adaptation abilities. In societies characterised by the overprotection of the family – as in Italy and Spain – personal growth and maturity acquired during the experience become especially relevant. Solving the daily issues without any family support is one of the main attributes mentioned by the respondents. This is very hard at the beginning and most of them pointed out the ordinary difficulties they faced in the early days concerning issues like housing, language improvement, different social habits, food, eventual cohabitation with unknown people and climate. However, the final outcome was very satisfactory, since they felt more self-confident and independent after some months:  It brings you experiences and, in the end, only the lived experiences remain. This brings you maturity, the ability to face problems on your own, to be alone, (…) it makes you grow up as a person. I don’t know! It opens your mind (female, 23, student, Andalusia). The migration experience gives the young migrants the opportunity to maintain social relationships with people from many different countries, something which has allowed them to live and behave in a multicultural environment. However, they have also had to learn to cope with prejudice for being foreigners, sometimes identifying themselves with ‘immigrants’. Nevertheless, the reading is positive and the words ‘open mind’ are frequently used to refer to flexibility, which implies that they are willing to listen and consider other people’s points of view and divergent lifestyles. Consequently, they developed empathy and most of the young interviewees see themselves as more receptive, tolerant and unprejudiced than before migration.  It is not only the question of language, but also the fact of gaining a wider view, of empathising with people (…) to empathise with people has helped me (…) to not have prejudices … (male, 31, higher-skilled, Madrid).  Living and working abroad opened my mind: dealing daily with new and exciting challenges focused my attention on a more intense awareness of the meaning of ‘being adult’ and independent (male, 35, lower-skilled, Rome). Thus, our interviewees perceive that they acquired a wide variety of skills and competences during their stay abroad – an asset which could potentially serve in the driving forward or improvement of the economic performance of the origin country. Nevertheless, it will depend on the way in which these new skills and competences are used or appreciated once they return.  ","Aparicio R., Aproximación a la Realidad de Españoles Emigrados: Realidad, Proyecto, Dificultades y Retos, (2014); Aydemir A., Immigrant Selection and Short-Term Labour Market Outcomes by Visa Category, Journal of Population Economics, 24, 2, pp. 451-475, (2011); Barcevicius E., How Successful Are Highly Qualified Return Migrants in the Lithuanian Labour Market?, International Migration, 54, 3, pp. 35-47, (2016); Blackler F., Knowledge, Knowledge Work and Organizations: An Overview and Interpretation, Organization Studies, 16, 6, pp. 1021-1046, (1995); Cachon-Rodriguez L., La Nueva Emigración desde España y Cataluña en la Gran Recesión (¿2007–2016?): Unas Reflexiones Provisionales, Nuevos Flujos y Gran Recesión. 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A Comparative Analysis of 31 Countries, Geoforum; Journal of Physical, Human, and Regional Geosciences, 78, pp. 52-60, (2017); White A., Double Return Migration: Failed Returns to Poland Leading to Settlement Abroad and New Transnational Strategies, International Migration, 52, 6, pp. 72-84, (2014); Williams A.M., Lost in Translation? International Migration, Learning and Knowledge, Progress in Human Geography, 30, 5, pp. 588-607, (2006); Williams A.M., Balaz V., What Human Capital, Which Migrants? Returned Skilled Migration to Slovakia from the UK, International Migration Review, 39, 2, pp. 439-468, (2005); Williams A.M., Hall C.M., Tourism and Migration: New Relationships between Production and Consumption, Tourism Geographies, 2, 1, pp. 5-27, (2000)","B. Staniscia; Department of European, American and Intercultural Studies, Sapienza University of Rome, Rome, Italy; email: barbara.staniscia@uniroma1.it","","Routledge","","","","","","1369183X","","","","English","J. Ethn. Migr. Stud.","Article","Final","","Scopus","2-s2.0-85075353795"
"Ramberg U.; Edgren G.; Wahlgren M.","Ramberg, Ulf (55109288400); Edgren, Gudrun (6603331182); Wahlgren, Marie (7005084592)","55109288400; 6603331182; 7005084592","Capturing progression of formal knowledge and employability skills by monitoring case discussions in class","2021","Teaching in Higher Education","26","2","","246","264","18","10","10.1080/13562517.2019.1657396","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071018602&doi=10.1080%2f13562517.2019.1657396&partnerID=40&md5=5b6487004bf66f1188cad0baf90d9fa2","Department of Business Administration, Lund University School of Economics and Management, Lund, Sweden; Faculty of Medicine Centre for Teaching and Learning, Lund University, Faculty of Medicine, Lund, Sweden; Department of Food Technology, Lund University Faculty of Engineering, Lund, Sweden","Ramberg U., Department of Business Administration, Lund University School of Economics and Management, Lund, Sweden; Edgren G., Faculty of Medicine Centre for Teaching and Learning, Lund University, Faculty of Medicine, Lund, Sweden; Wahlgren M., Department of Food Technology, Lund University Faculty of Engineering, Lund, Sweden","Capturing progression in students’ formal knowledge and employability skills is essential in higher education but evokes questions concerning how to assess and monitor progression. While methods for capturing students’ formal knowledge progression have traditionally been at the forefront, methods for capturing employability skills have been less researched within higher education. The aim of this study was to develop and evaluate a method to capture students’ progression of formal knowledge and employability skills in higher education. We developed a rubric to monitor case discussions in class and evaluated the rubric by using it while observing case discussions in six professional education programmes involving undergraduate and graduate students. We found that it was possible to capture similar changes in the progression of formal knowledge and skills in all professional programmes. One advantage of using this method is that students can be monitored while they participate in case discussions within their respective curricula. © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","case method; employability skills; formal knowledge; professional programmes; Progression","","","","","","Lund University Educational Board","This work was supported by Lund University Educational Board and the EQ-11.","Abbas A., Abbas J., Brayman K., Brennan J., Orkhon G., Teaching Excellence in the Disciplines, (2016); Andrews J., Higson H., Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Beerkens M., Quality Assurance in the Political Context: in the Midst of Different Expectations and Conflicting Goals, Quality in Higher Education, 21, 3, pp. 231-250, (2016); Benner P., Using the Dreyfus Model of Skill Acquisition to Describe and Interpret Skill Acquisition and Clinical Judgment in Nursing Practice and Education, Bulletin of Science, Technology & Society, 24, 3, pp. 188-199, (2004); Bennett N., Dunne E., Carre C., Patterns of Core and Generic Skill Provision in Higher Education, Higher Education, 37, 1, pp. 71-93, (1999); Carter R., A Taxonomy of Objectives for Professional Education, Studies in Higher Education, 10, 2, pp. 135-149, (2010); Caspersen J., Frolich N., Karlsen H., Aamodt P.O., Learning Outcomes Across Disciplines and Professions: Measurement and Interpretation, Quality in Higher Education, 20, 2, pp. 195-215, (2014); Crossman J.E., Clarke M., International Experience and Graduate Employability: Stakeholder Perceptions on the Connection, Higher Education, 59, 5, pp. 599-613, (2010); Dall'Alba G., Understanding Professional Practice: Investigations Before and After an Educational programme1, Studies in Higher Education, 29, 6, pp. 679-692, (2004); Dall'Alba G., Learning Professionals Ways of being: Ambiguities of Becomming, Educational Philosophy and Theory, 41, 1, pp. 34-45, (2009); Dimoliatis I.D.K., Lyrakos G.N., Tseretopoulou X., Tzamalis T., Bazoukis G., Benos A., Gogos C., Et al., Development and Validation of the ‘iCAN!’–A Self-Administered Questionnaire Measuring Outcomes/Competences and Professionalism of Medical Graduates, Universal Journal of Educational Research, 2, 1, pp. 19-36, (2014); Donner J., Edgren G., Is PBL Really a Better Way to Teach and Learn?, Högre Utbildning, 5, 1, pp. 35-45, (2015); Dreyfus S.E., The Five-stage Model of Adults Skills Acquisition, Bulletin of Science, Technology & Society, 24, 3, pp. 177-181, (2004); Dreyfus S.E., Dreyfus H.L., A Five-stage Model of the Mental Activities Involved in Direct Skill Acquisition, (1980); Dunne E., Rawlins M., Bridging the Gap between Industry and Higher Education: Training Academics to Promote Student Teamwork, Innovations in Education and Training International, 37, 4, pp. 361-371, (2000); Elo S., Kaariainen M., Kanste O., Polkki T., Utriainen K., Kyngas H., Qualitative Content Analysis: A Focus on Trustworthiness, SAGE Open, 4, 1, (2014); Erskine J.A., Leenders M.R., Maufette-Leenders L.A., Teaching with Cases, (1998); Freeman A., Van Der Vleuten C., Nouns Z., Ricketts C., Progress Testing Internationally, Medical Teacher, 32, 6, pp. 451-455, (2010); Fulcher K.H., Willse J.T., Value Added: Back to Basics in Measuring Change, Assessment Update, 19, 5, (2007); Gobet F., Chassy P., Expertise and Intuition: A Tale of Three Theories, Minds & Machines, 19, 2, pp. 151-180, (2009); Hattie J., Visible Learning for Teachers: Maximizing Impact on Learning, (2012); Heijne-Penninga M., Kuks J.B., Hofman W.H., Muijtjens A.M., Cohen-Schotanus J., Influence of PBL with Open-book Tests on Knowledge Retention Measured with Progress Tests, Advances in Health Sciences Education, 18, 3, pp. 485-495, (2013); Herreid C.F., Case Study Teaching, New Directions for Teaching and Learning, 2011, 128, pp. 31-40, (2011); Holtman C., Towards New Genres for the 21st Century Business School Case Studies, Case Based Teaching and Learning for the 21st Century, pp. 121-136, (2015); Humburg M., van der Velden R., Self-assessments or Tests? 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Part I, Journal of College Science Teaching, 35, 5, pp. 10-13, (2006); Lundeberg M.A., Yadav A., Assessment of Case Study Teaching: Where do We Go from here? Part II, Journal of College Science Teaching, 35, 6, pp. 8-13, (2006); Lynn L.E., Teaching and Learning with Cases: A Guidebook, (1999); Markes I., A Review of Literature on Employability Skill Needs in Engineering, European Journal of Engineering Education, 31, 6, pp. 637-650, (2006); Mattisson O., Ramberg U., Strategies to Enhance Students Capabilities of Abstract Thinking-the use of Cases in Different Learning Situations, Case Based Teaching and Learning for the 21st Century, pp. 59-79, (2015); Maufette-Leenders L.A., Erskine J.A., Leenders M.R., Learning with Cases, (1997); McHarg J., Bradley P., Chamberlain S., Ricketts C., Searle J., McLachlan J.C., Assessment of Progress Tests, Medical Education, 39, 2, pp. 221-227, (2005); McQuaid R.W., Lindsay C., The Concept of Employability, Urban Studies, 42, 2, pp. 197-219, (2005); Nonaka I., The Knowledge-creating Company, How Organizations Learn, pp. 18-31, (1996); Orban K., Ekelin M., Edgren G., Sandgren O., Hovbrandt P., Eva K., Monitoring Progression of Clinical Reasoning Skills During Health Sciences Education Using the Case Method–a Qualitative Observational Study, J BMC Medical Education Persson, 17, 1, (2017); Perera L., Wickramasinghe V., Perera L., Graduates’, University Lecturers’ and Employers’ Perceptions Towards Employability Skills, Education + Training, 52, 3, pp. 226-244, (2010); Pike G.R., Assessment Measures The CLA+, Assessment Update, 27, 4, (2015); Pilz M., Zenner L., Using Case Studies in Business Education to Promote Networked Thinking: Findings of an Intervention Study, Teaching in Higher Education, 23, 3, pp. 325-342, (2018); Pool L.D., Sewell P., The key to Employability: Developing a Practical Model of Graduate Employability, Education + Training, 49, 4, pp. 277-289, (2007); Rippin A., Booth C., Bowie S., Jordan J., A Complex Case: Using the Case Study Method to Explore Uncertainty and Ambiguity in Undergraduate Business Education, Teaching in Higher Education, 7, 4, pp. 429-441, (2002); Rothwell A., Arnold J., Self-Perceived Employability: Development and Validation of a Scale, Personnel Review, 36, 1, pp. 23-41, (2007); Schuwirth L.W.T., Van der Vleuten C.P.M., The use of Progress Testing, Perspectives on Medical Education, 1, pp. 24-30, (2012); Shulman J., Case Methods in Teacher Education, (1992); Tan C.P., Van der Molen H.T., Schmidt H.G., A Measure of Professional Identity Development for Professional Education, Studies in Higher Education, 42, 8, pp. 1504-1519, (2017); Tomlinson M., ‘The Degree is not Enough’: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Wahlgren M., Ahlberg A., Monitoring and Stimulating Development of Integrated Professional Skills in University Study Programmes, European Journal of Higher Education, 3, 1, pp. 62-73, (2013); Walker C., Teaching Policy Theory and Its Application to Practice Using Long Structured Case Studies: An Approach that Deeply Engages Undergraduate Students, International Journal of Teaching and Learning in Higher Education, 20, 2, pp. 214-225, (2009); Wassermann C., Introduction to Case Method Teaching. A Guide to the Galaxy, (1994); Wrigley W., Van Der Vleuten C.P.M., Freeman A., Muijtjens A., A Systemic Framework for the Progress Test: Strengths, Constraints and Issues: AMEE Guide No. 71, Medical Teacher, 34, pp. 683-697, (2012); Yeates P., O'Neill P., Mann K., Eva K.W., ‘You're Certainly Relatively Competent’: Assessor Bias due to Recent Experiences, Medical Education, 47, 9, pp. 910-922, (2013); Yorke M., Performance Indicators Relating to Student Development: Can They be Trusted?, Quality in Higher Education, 4, 1, pp. 45-61, (1998)","U. Ramberg; Department of Business Administration, Lund University School of Economics and Management, Lund, P.O. Box 7080, SE-220 07, Sweden; email: ulf.ramberg@fek.lu.se","","Routledge","","","","","","13562517","","","","English","Teach. High. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85071018602"
"O'Brien S.; Rossetti A.","O'Brien, Sharon (15925957200); Rossetti, Alessandra (57204700685)","15925957200; 57204700685","Neural machine translation and the evolution of the localisation sector Implications for training","2020","Journal of Internationalization and Localization","7","1-2","","95","121","26","11","10.1075/jial.20005.obr","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099465210&doi=10.1075%2fjial.20005.obr&partnerID=40&md5=576335258c8f2a3d47d801a6d98c70d3","School of Applied Language and Intercultural Studies (SALIS) Dublin City University, Glasnevin Dublin 9, Ireland; Department of Management, Faculty of Business and Economics, University of Antwerp, Belgium","O'Brien S., School of Applied Language and Intercultural Studies (SALIS) Dublin City University, Glasnevin Dublin 9, Ireland; Rossetti A., Department of Management, Faculty of Business and Economics, University of Antwerp, Belgium","The localisation sector is highly technologized and evolves rapidly. Though significant consideration has been given to third-level training in localisation for Translation Studies students, the nature of the industry is such that this topic demands regular attention. Our objective was to survey employees and executive managers to understand what impact recent technological developments, including but not limited to neural machine translation (NMT), might have on future skills and training requirements for localisation linguists. Our findings are that linguists in localisation take up a variety of roles, including transcreation, data mining, and project and vendor management. NMT is considered an important advancement, and its introduction has emphasised the need for a critical use of technology, while opening new career pathways, such as data curation and annotation. Domain specialisation is recommended for those who translate, and transferable soft skills are more essential than ever. Increased industry and interdisciplinary collaborations in training are also considered valuable. © JBJ 2020.","Employability; Localisation; Training; Translation graduate skills","","","","","","Science Foundation Ireland, SFI; Science Foundation Ireland, SFI; European Regional Development Fund, ERDF, (13/RC/2106)","Dr Alessandra Rossetti was funded by Science Foundation Ireland through the SFI Research Centres Programme, cofunded under the European Regional Development Fund through Grant n. 13/RC/2106.","Al-Batineh M., Bilali L., Translator training in the Arab world: Are curricula aligned with the language industry?, The Interpreter and Translator Trainer, 11, 2-3, pp. 187-203, (2017); Alvarez-Alvarez S., Arnaiz-Uzquiza V., Translation and interpreting graduates under construction: Do Spanish translation and interpreting studies curricula answer the challenges of employability?, The Interpreter and Translator Trainer, 11, 2-3, pp. 139-159, (2017); Astley H., Hostench O.T., The European Graduate Placement scheme: An integrated approach to preparing master's in translation graduates for employment, The Interpreter and Translator Trainer, 11, 2-3, pp. 204-222, (2017); Banos R., Toto P.A., Challenges and constraints in designing a localisation module for a multilingual cohort, Conducting Research in Translation Technologies, pp. 185-205, (2013); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Cadwell P., O'Brien S., Teixeira C., Resistance and accommodation: Factors for the (non-)adoption of machine translation among professional translators, Perspectives, 26, 3, pp. 301-321, (2018); Castilho S., Moorkens J., Gaspari F., Calixto I., Tinsley J., Way A., Is neural machine translation the new state of the art?, The Prague Bulletin of Mathematical Linguistics, 108, 1, pp. 109-120, (2017); Castilho S., O'Brien S., Content profiling and translation scenarios, The Journal of Internationalization and Localization, 3, 1, pp. 18-37, (2016); Dunne K., From vicious to virtuous cycle: Customer-focused Translation Quality Management Using ISO 9001 Principles and Agile Methods, Translation and Localization Project Management: The Art of the Possible, pp. 153-188, (2011); EMT Competence Framework 2017, (2017); Language Industry Survey - Expectations and Concerns of the European Language Industry, (2019); Folaron D., Technology, technical translation, and localization, The Routledge Handbook of Translation and Technology, (2020); Gaspari F., Almaghout H., Doherty S., A survey of machine translation competences: Insights for translation technology educators and practitioners, Perspectives, 23, 3, pp. 333-358, (2015); Ginovart Cid C., Colominas C., Oliver A., Language industry views on the profile of the post-editor, Translation Spaces, (2020); Jimenez Crespo M., Localisation research in translation studies: Expanding the limits or blurring the lines?, Moving Boundaries in Translation Studies, pp. 26-44, (2018); Jimenez Crespo M., Tercedor M., Applying corpus data to define needs in web localization training, Meta: Translators' Journal, 56, 4, pp. 998-1021, (2011); Kenny D., Doherty S., Statistical machine translation in the translation curriculum: Overcoming obstacles and empowering translators, The Interpreter and Translator Trainer, 8, 2, pp. 276-294, (2014); King H., Translator education programs & the translation labour market: Linear career progression or a touch of chaos?, T and I Review, 7, pp. 133-151, (2017); Kiraly D., Project-based learning: A case for situated translation, Meta: Translators' Journal, 50, 4, pp. 1098-1111, (2005); Lafeber A., Translation skills and knowledge-preliminary findings of a survey of translators and revisers working at inter-governmental organizations, Meta: Translators' Journal, 57, 1, pp. 108-131, (2012); LeBlanc M., I can't get no satisfaction!' Should we blame translation technologies or shifting business practices?, Human Issues in Translation Technology, pp. 63-80, (2017); Marshman E., Bowker L., Translation technologies as seen through the eyes of the educators and students: Harmonizing views with the help of a centralized teaching and learning resource, Global Trends in Translator and Interpreter Training, pp. 69-95, (2012); Massey G., Learning to learn, teach and develop: Co-emergent Perspectives on Translator and Language-mediator Education, InTRAlinea: Online Translation Journal, (2019); Matthews B., Ross L., Research Methods: A Practical Guide for the Social Sciences, (2010); McDonough J., How do language professionals organize themselves? An overview of translation networks, Meta: Translators' Journal, 52, 4, pp. 793-815, (2007); Mellinger C., Translators and machine translation: Knowledge and skills gaps in translator pedagogy, The Interpreter and Translator Trainer, 11, 4, pp. 280-293, (2017); Mellinger C., Problem-based Learning in Computer-assisted Translation Pedagogy, HERMES - Journal of Language and Communication in Business, 57, pp. 195-208, (2018); Moorkens J., What to expect from neural machine translation: A Practical In-class Translation Evaluation Exercise, The Interpreter and Translator Trainer, 12, 4, pp. 375-387, (2018); Moorkens J., O'Brien S., Assessing user interface needs of post-editors of machine translation, Human Issues in Translation Technology, pp. 109-130, (2017); O'Brien S., Translation as human-computer interaction, Translation Spaces, 1, 1, pp. 101-122, (2012); O'Hagan M., Training for localization (replies to a questionnaire), Translation Technology and Its Teaching, pp. 39-44, (2006); Olohan M., Economic trends and developments in the translation industry: What relevance for translator training?, The Interpreter and Translator Trainer, 1, 1, pp. 37-63, (2007); Pym A., Localization, training, and instrumentalization, Translation Research Projects, 5, pp. 37-50, (2014); Rodriguez-Castro M., Intrinsic and extrinsic sources of translator satisfaction: An empirical study, Entreculturas, 7-8, pp. 195-229, (2016); Rodriguez de Cespedes B., Addressing employability and enterprise responsibilities in the translation curriculum, The Interpreter and Translator Trainer, 11, 2-3, pp. 107-122, (2017); Rodriguez de Cespedes B., Sakamoto A., Berthaud S., Employability in the translator and interpreter curriculum, Special Issue of the Interpreter and Translator Trainer, 11, 2-3, (2017); Salmon G., May the fourth be with you: Creating Education 4.0, Journal of Learning for Development, 6, 2, pp. 95-115, (2019); Sanchez Gijon P., Moorkens J., Way A., Post-editing neural machine translation versus translation memory segments, Machine Translation, 33, pp. 31-59, (2019); Maria del Mar S.R., Rethinking professional translation roles: The localisation of mobile applications, Sendebar, 30, pp. 121-139, (2019); Schaffner C., Translators' roles and responsibilities, The Bloomsbury Companion to Language Industry Studies, pp. 63-90, (2020); Schnell B., Rodriguez N., Ivory tower vs. Workplace reality: Employability and the T&I Curriculum-balancing Academic Education and Vocational Requirements: A study from the employers' perspective, The Interpreter and Translator Trainer, 11, 2-3, pp. 160-186, (2017); Shreve G., Professional translator development from an expertise perspective, The Bloomsbury Companion to Language Industry Studies, pp. 153-178, (2020); Toral A., Wieling M., Way A., Post-editing effort of a novel with statistical and neural machine translation, Frontiers in Digital Humanities, (2018); Torres del Rey J., The proper place of localization in translation curricula: An inclusive social, object-driven, semiotic-communicative approach, The Evolving Curriculum in Interpreter and Translator Education. Stakeholder Perspectives and Voices, pp. 229-258, (2019); Valero Garces C., Toudic D., Technological innovation and translation. Training Translators in the EU for the 21st century, Verbeia, (2015); van Egdom G.-W., Pluymaekers M., Quality according to language service providers, New Empirical Perspectives on Translation and Interpreting, pp. 139-156, (2020); Vieira N.L., Automation anxiety and translators, Translation Studies, 13, 1, pp. 1-21, (2020); Wang X., Chen C., Xing Z., Domain-specific Machine Translation with Recurrent Neural Network for Software Localization, Empirical Software Engineering, 24, pp. 3514-3545, (2019)","","","John Benjamins Publishing Company","","","","","","20326904","","","","English","J. Int. Localiz.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85099465210"
"Jopp R.","Jopp, Ryan (36543800900)","36543800900","A case study of a technology enhanced learning initiative that supports authentic assessment","2020","Teaching in Higher Education","25","8","","942","958","16","20","10.1080/13562517.2019.1613637","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065515170&doi=10.1080%2f13562517.2019.1613637&partnerID=40&md5=ebad345fc3614bac5272a8507aa6c8f1","Department of Management and Marketing, Swinburne Business School, Swinburne University, Melbourne, Australia","Jopp R., Department of Management and Marketing, Swinburne Business School, Swinburne University, Melbourne, Australia","The promotion and adoption of Authentic Assessment (AA) in Higher Education has expanded dramatically over the past decade, as universities try to engage with increasingly preoccupied student cohorts, whilst simultaneously meeting the employability needs of industry and the academic requirements of regulatory authorities. This article focuses on the necessity, challenge and opportunity, to develop a shared understanding of AA by exploring its value and intent, in terms of student learning outcomes and employability skills. A case-study is presented which demonstrates the challenge of designing, developing and implementing AA, in the form of a digital walking tour assessment. Evidence from this study shows that AA has the potential to increase student engagement, deepen levels of understanding, increase creativity, and reduce plagiarism. Given growing pressure to demonstrate links to industry and so-called employability skills, effective implementation of AA presents significant challenges for those in the Higher Education sector. © 2019 Informa UK Limited, trading as Taylor & Francis Group.","Authentic assessment; employability skills; industry engagement; learning outcomes; student engagement; technology enhanced learning","","","","","","","","(2017); Bates A.W., Sangra A., Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning, (2011); Bozalek V., Ng'ambi D., Gachago D., Transforming Teaching with Emerging Technologies: Implications for Higher Education Institutions, South African Journal of Higher Education, 27, 2, pp. 419-436, (2013); Bryson C., Engagement Through Partnership: Students as Partners in Learning and Teaching in Higher Education, International Journal for Academic Development, 21, 1, pp. 84-86, (2016); Burn A., Brindley S., Durran J., Kelsall C., Sweetlove J., Tuohey C., The Rush of Images: A Research Report Into Digital Editing and the Moving Image, English in Education, 35, 2, pp. 34-48, (2001); Carless D., Trust, Distrust and their Impact on Assessment Reform, Assessment & Evaluation in Higher Education, 34, 1, pp. 79-89, (2009); Clare J., Walker S., Hobson J., Can we Detect Contract Cheating Using Existing Aassessment Data? 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Jopp; Department of Management and Marketing, Swinburne Business School, Swinburne University, Hawthorn, Melbourne, PO Box 218, 3122, Australia; email: rjopp@swin.edu.au","","Routledge","","","","","","13562517","","","","English","Teach. High. Educ.","Article","Final","","Scopus","2-s2.0-85065515170"
"Saito E.; Pham T.","Saito, Eisuke (23020049800); Pham, Thanh (16032317300)","23020049800; 16032317300","A comparative institutional analysis on strategies deployed by Australian and Japanese universities to prepare students for employment","2021","Higher Education Research and Development","40","5","","1085","1099","14","20","10.1080/07294360.2020.1800596","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089003360&doi=10.1080%2f07294360.2020.1800596&partnerID=40&md5=afc24c75a153e05e9658b4730441784c","Faculty of Education, Monash University, Clayton, Australia","Saito E., Faculty of Education, Monash University, Clayton, Australia; Pham T., Faculty of Education, Monash University, Clayton, Australia","The notion of employability has become a focal point of higher education in many countries’ strategies to prepare students for employment. Responses to this notion can differ largely from country to country and from university to university, based on their historical, political, and economic contexts. However, very little has been researched in terms of these differences. More investigation in this area is needed to conceptualise patterns of universities’ orientations towards the employment of their graduates. In this article, we utilised comparative institutional analysis as a conceptual framework to discuss differences in the practices deployed by universities in Australia and Japan to prepare their students for employment. We found that Australian universities have widely applied the so-called ‘potential maximisation mode’ with a focus on teaching technical knowledge and professional skills for increased employability. However, the ‘results maximisation mode’ has been widely utilised by Japanese universities, stressing the role of universities and academics in ensuring the use of actual graduates to connect students to potential industries directly or creating mentoring opportunities for current students and alumni. © 2020 HERDSA.","Australia; comparative institutional analysis; employability; higher education; Japan","","","","","","Faculty of Education, Monash University","This work was supported by Globalisation, Leadership & Policy Academic Community, Faculty of Education, Monash University.","Aoki M., Corporations in evolving diversity: Cognition, governance, and institutions, (2010); Aoki M., Okuno-Fujiwara M., Muramatsu K., Kigyo no koyo sisutemu to senryakuteki hokansei, Keizai sisutemu no hikaku seido bunseki, pp. 123-152, (1996); Aoki M., Takizawa H., Kigyo sisutemu no seisei, Keizai sisutemu no hikaku seido bunseki, pp. 69-95, (1996); AAGE employer surve, (2018); Barrie S., A conceptual framework for the teaching and learning of generic graduate attributes, Studies in Higher Education, 32, 4, pp. 439-458, (2007); 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Comparison of career choice behaviours in major Asian countries, Works Review, 8, pp. 36-49, (2013); von Neumann J., Morgenstern O., Theory of games and economic behavior, (1944); Watanabe H.R., Neoliberal reform for greater competitiveness: Labour market deregulation in Japan and Italy, Industrial Relations Journal, 46, 1, pp. 54-76, (2015); Watanabe H.R., Labour market dualism and diversification in Japan, British Journal of Industrial Relations, (2017); West D., Lockley A., Implementing digital badges in Australia: The importance of institutional context, Foundation of digital badges and micro-credentials: Demonstrating and recognizing knowledge and competencies, pp. 467-482, (2016); Wilson B.G., Gasell C., Ozyer A., Scrogan L., Adopting digital badges in higher education: Scoping the territory, Foundation of digital badges and micro-credentials: Demonstrating and recognizing knowledge and competencies, pp. 163-177, (2016); Wyn J., Youth transitions to work and further education in Australia, Lifelong learning, participation and equity, pp. 217-242, (2006); Yatagawa R., Historical development of career support at Postwar Japanese universities, Nagoya Journal of Higher Education, 12, pp. 155-174, (2012); Yorke M., Employability in higher education: what it is, what it’s not, (2006); Yoshimoto K., Unemployment of graduates and guidance at national universities, Research Bulletin of Education, Kyushu University, 2, pp. 39-56, (1999)","E. Saito; Faculty of Education, Monash University, Clayton, 19 Ancora Imparo Way, Australia; email: eisuke.saito@monash.edu","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85089003360"
"Eggenberger A.L.B.","Eggenberger, Andrea L. B. (57212563332)","57212563332","Active Listening Skills as Predictors of Success in Community College Students","2021","Community College Journal of Research and Practice","45","5","","324","333","9","7","10.1080/10668926.2019.1706667","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077028757&doi=10.1080%2f10668926.2019.1706667&partnerID=40&md5=58e17bf90d52e3e6662c2f5e0ee63601","School of Education, Louisiana State University, Baton Rouge, LA, United States","Eggenberger A.L.B., School of Education, Louisiana State University, Baton Rouge, LA, United States","Current research on employability skills in higher education tends to focus on communication and critical thinking as being key to that success in the classroom and the workforce. The research on active listening, another employability skill, tends to focus on specific college majors. The goal of the present mixed-methods study is to look at how crucial active listening as an employability skill is to academic achievement in a community college classroom and to explore students’ perspectives on active listening. A sample of 19 students took the AELS, and four students volunteered for semi-structured interviews. The author conducted a multiple regression and correlation analysis on the AELS scores, sex, and grades. Results indicated that active listening appears to be a significant predictor of academic achievement in the community college class, and community college students perceive listening to be an essential factor in their success. Future studies can expand upon these results by looking at different community college classes and majors as well as other predictor variables. © 2020 Taylor & Francis Group, LLC.","","","","","","","","","Batalova J., Hooker S., Capps R., Bachmeier J.D., Cox E., Deferred action for childhood arrivals at the one-year mark, (2013); Bodie G.D., The Active-Empathic Listening Scale (AELS): Conceptualization and evidence of validity with the interpersonal domain, Communication Quarterly, 59, 3, pp. 277-295, (2011); Bodie G.D., Burleson B.R., Jones S.M., Explaining the relationships among message quality, message evaluations, and message outcomes: A dual-process approach, Communication Monographs, 79, 1, pp. 1-22, (2012); Bodie G.D., Crick N., Listening, hearing, sensing: Three modes of being and the phenomenology of Charles Sanders Peirce, Communication Theory, 24, 2, pp. 105-123, (2014); Boudreau J., Cassell E., Fuks A., Preparing medical students to become attentive listeners, Medical Teacher, 31, 1, pp. 22-29, (2009); Burgoon J.K., Bacue A.E., Nonverbal communication skills, Handbook of communication and social interaction skills, pp. 179-219, (2003); Caicedo D.A., DREAMers and values: An urban and suburban community college comparison, Journal of Diversity in Higher Education, (2018); Canpolat M., Kuzu S., Yildirim B., Canpolat S., Active listening strategies of academically successful university students, Eurasian Journal of Educational Research, 15, 60, pp. 163-180, (2015); Cappelli P., Why good people can’t get jobs, (2012); Cheon J., Grant M., Web-based assessment tool for communication and active listening skill development, TechTrends: Linking Research and Practice to Improve Learning, 53, 6, pp. 24-34, (2009); Comstock N.W., Active listening, (2015); Dewiyani M.J., Improving students soft skills using thinking process profile-based on personality types, International Journal of Evaluation and Research in Education, 4, 3, pp. 118-129, (2015); Gearhart C., Bodie G.D., Active-empathic listening as a general social skill: Evidence from bivariate and canonical correlations, Communication Reports, 24, 2, pp. 86-98, (2011); Goh C.C.M., Learning to listen, REACT, 1999, 2, pp. 44-53, (1999); Goh E.L., Integrating mindfulness and reflection in the teaching and learning of listening skills for undergraduate social work students in Singapore, Social Work Education, 31, 5, pp. 587-604, (2012); It takes more than a major: Employer priorities for college learning and student success, Association of American Colleges and Universities, (2013); Hendricks G., What do I do after they tell me how they feel?, Personnel & Guidance Journal, 55, 5, pp. 249-252, (1977); Hyslop-Margison E.J., Armstrong J.L., Critical thinking in career education: The democratic importance of foundational rationality, Journal of Career and Technical Education, 21, 1, pp. 39-49, (2004); Jauregui J.A., Slate J.R., Brown M.S., Texas community colleges and characteristics of a growing undocumented student population, Journal of Hispanic Higher Education, 7, 4, pp. 346-355, (2008); Kiosses V.N., Tatsioni A., Dimoliatis I.D.K., Hyphantis T., “Empathize with me, doctor!” Medical undergraduates training project: Development, application, six-months follow-up, Journal of Education and Training Studies, 5, 7, pp. 20-27, (2017); Laanan F.S., Community college students’ career and educational goals, New Directions for Community Colleges, 2000, 112, pp. 19-33, (2000); Skills for College and career readiness, Employability Skills Framework, (2016); Parrott L.J., Listening and understanding, The Behavior Analyst, 7, 1, pp. 29-39, (1984); Pekrun R., Elliot A.J., Maier M.A., Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance, Journal of Educational Psychology, 101, 1, pp. 115-135, (2009); Rider E.A., Hinrichs M.M., Lown B.A., A model for communication skills assessment across the undergraduate curriculum, Medical Teacher, 28, 5, pp. e127-e134, (2006); Rogers A., Welch B., Using standardized clients in the classroom: An evaluation of a training module to teach active listening skills to social work students, Journal of Teaching in Social Work, 29, 2, pp. 153-168, (2009); Rogers C., Communication: Its blocking and its facilitation, ETC: A Review of General Semantics, 9, 2, pp. 83-88, (1952); Rogers C.R., Farson R.E., Active listening, (1957); Sharvari K., Kulkarni D.G., Gap analysis of soft skills in the curriculum of higher education (A case study of management institutes in Karnataka), Advances in Management, 12, 1, pp. 64-67, (2019); Stephens R., The Boeing Corporation, (2017); Stewart C., Wall A., Marciniec S., Mixed signals: Do college graduates have the soft skills that employers want?, Competition Forum, 14, 2, pp. 276-281, (2016); Teranishi R.T., Suarez-Orozco C., Suarez-Orozco M., Immigrants in community colleges, Future of Children, 21, 1, pp. 153-169, (2011); Terriquez V., Dreams delayed: Barriers to degree completion among undocumented community college students, Journal of Ethnic and Migration Studies, 41, 8, pp. 1302-1323, (2015); Valenzuela J.I., Perez W., Perez I., Montiel G.I., Chaparro G., Undocumented students at the community college: Creating institutional capacity, New Directions for Community Colleges, 2015, pp. 87-96, (2015)","A.L.B. Eggenberger; School of Education, Louisiana State University, Baton Rouge, 70803-2804, United States; email: abro278@lsu.edu","","Routledge","","","","","","10668926","","","","English","Community Coll. J. Res. Pract.","Article","Final","","Scopus","2-s2.0-85077028757"
"Craps S.; Pinxten M.; Knipprath H.; Langie G.","Craps, Sofie (57202372700); Pinxten, Maarten (36600933100); Knipprath, Heidi (22980460600); Langie, Greet (22962002600)","57202372700; 36600933100; 22980460600; 22962002600","Exploring professional roles for early career engineers: a systematic literature review","2021","European Journal of Engineering Education","46","2","","266","286","20","16","10.1080/03043797.2020.1781062","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087131510&doi=10.1080%2f03043797.2020.1781062&partnerID=40&md5=053e6729036aab9ff8ddbad8af835fdd","Faculty of Engineering Technology, KU Leuven & Leuven Engineering & Science Education Centre, Leuven, Belgium; Research Institute for Work and Society, KU Leuven, Leuven, Belgium","Craps S., Faculty of Engineering Technology, KU Leuven & Leuven Engineering & Science Education Centre, Leuven, Belgium; Pinxten M., Faculty of Engineering Technology, KU Leuven & Leuven Engineering & Science Education Centre, Leuven, Belgium; Knipprath H., Research Institute for Work and Society, KU Leuven, Leuven, Belgium; Langie G., Faculty of Engineering Technology, KU Leuven & Leuven Engineering & Science Education Centre, Leuven, Belgium","It is recognised that engineers end up in a wide variety of engineering positions and that the importance of professional competencies might vary accordingly. However, most studies regarding professional competencies, employability or career guidance fail to address this variety in professional roles. This systematic literature review aims to identify professional roles for early career engineers and explores the defining attributes. Twenty-four publications were selected for inclusion by screening and appraising results obtained from three databases. Three frameworks that fulfilled the analysing criteria described similar roles focusing on innovation, optimisation and customisation. The majority of studies investigated professional competencies as identifying attributes, but inconsistency in and a lack of definitions hindered to determine the distinct professional competencies per role. Further research is recommended to identify role attributes and to investigate how a professional roles framework can support career development in engineering education, more particular in creating professional and self-awareness. © 2020 SEFI.","career guidance; employability; job-fit; professional skills; skills mismatch; systematic review","Employment; Engineering research; Engineers; Career development; Career guidance; Engineering position; Optimisations; Professional competencies; Professional role; Self awareness; Systematic literature review; Professional aspects","","","","","Horizon 2020 Framework Programme, H2020, (115966); European Commission, EC, (575778-EPP-1-2016-1-BE-EPPKA2-KA)","This work was supported by Erasmus+ Programme of the European Union: [Grant Agreement 575778-EPP-1-2016-1-BE-EPPKA2-KA] and is part of the PREFER project (http://www.preferproject.eu/).","Criteria for Accrediting Engineering Programs, (2017); Alaksan E.W., Technology and the Practice of Engineering, The Engineering-Business Nexus. 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Evidence from Longitudinal Case Studies in England, (2004); Borrego M., Foster M.J., Froyd J.E., Systematic Literature Reviews in Engineering Education and Other Developing Interdisciplinary Fields, Journal of Engineering Education, 103, 1, pp. 45-76, (2014); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability Through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Brown S.D., Hirschi A., Personality, Career Development, and Occupational Attainment, Career Development and Counseling: Putting Theory and Research to Work, pp. 299-328, (2013); Brunhaver S., Gilmartin S.K., Grau M.M., Sheppard S., Chen H.L., Not All the Same: A Look at Early Career Engineers Employed in Different Sub-Occupations., (2013); Brunhaver S., Korte R., Barley S., Sheppard S., Bridging the Gaps Between Engineering Education and Practice, US Engineering in the Global Economy, pp. 129-163, (2018); Burke C., Scurry T., Blenkinsopp J., Graley K., Critical Perspectives on Graduate Employability, Graduate Employability in Context, pp. 113-141, (2017); Chan C.K.Y., Zhao Y., Luk L.Y.Y., A Validated and Reliable Instrument Investigating Engineering Students’ Perceptions of Competency in Generic Skills, Journal of Engineering Education, 106, 2, pp. 299-325, (2017); Choudhary N., Jesiek B.K., (2015); De Jager H., Mok A.L., Grondbeginselen der sociologie: gezichtspunten en begrippen, (1999); De Norre J., Pinxten M., Langie G., (2016); Eccles J.S., Understanding Educational and Occupational Choices, Journal of Social Issues, 67, 3, pp. 644-648, (2011); EUR-ACE ® Framework Standards and Guidelines (EAFSG), (2015); Fernandez-Sanz L., Analysis of Non Technical Skills for ICT Profiles, 5th Iberian Conference on Information Systems and Technologies, pp. 978-989, (2010); Frank J.R., Snell L., Sherbino J., CanMEDS 2015 Physician Competency Framework, (2015); Gemme B., Gingras Y., Academic Careers for Graduate Students: A Strong Attractor in a Changed Environment, Higher Education, 63, 6, pp. 667-683, (2012); Gerwel Proches C.N., Chelin N., Rouvrais S., Think First job! Preferences and Expectations of Engineering Students in a French ‘Grande Ecole, European Journal of Engineering Education, 43, 2, pp. 309-325, (2018); Gottfredson G.D., Johnstun M.L., John Holland’s Contributions: A Theory-Ridden Approach to Career Assistance, The Career Development Quarterly, 58, 2, pp. 99-107, (2009); Hodgson D., Paton S., Cicmil S., Great Expectations and Hard Times: The Paradoxical Experience of the Engineer as Project Manager, International Journal of Project Management, 29, 4, pp. 374-382, (2011); Hofland E., Pinxten M., Wauters D., Langie G., (2015); Holland J.L., Making Vocational Choices: A Theory of Vocational Personalities and Work Environments. Career New Zealand, (1997); Engineering and Technology Skills and Demand in Industry. Overview of Issues and Trends from 2016 Survey., (2016); Itani M., Srour I., Engineering Students’ Perceptions of Soft Skills, Industry Expectations, and Career Aspirations, Journal of Professional Issues in Engineering Education and Practice, 142, 1, (2016); Jusoh M., Simun M., Chong S.C., Expectation Gaps, Job Satisfaction, and Organizational Commitment of Fresh Graduates: Roles of Graduates, Higher Learning Institutions and Employers, Education + Training, 53, 6, pp. 515-530, (2011); Kamp A., Klaassen R., (2016); Kinnunen P., Butler M., Morgan M., Nylen A., Peters A.-K., Sinclair J., Pesonen E., Understanding Initial Undergraduate Expectations and Identity in Computing Studies, European Journal of Engineering Education, 43, 2, pp. 201-218, (2018); Kinoshita T., Young G., Knight D.B., (2015); Korte R., Brunhaver S., Zehr S.M., The Socialization of STEM Professionals into STEM Careers: A Study of Newly Hired Engineers, Advances in Developing Human Resources, 21, 1, pp. 92-113, (2019); Kubler B., Forbes P., Student Employability Profiles: Engineering, (2004); Lauwers A., Bonte H., Vanmaercke R., (2013); Lichtenstein G., Loshbaugh H.G., Claar B., Chen H.L., Jackson K., Sheppard S.D., An Engineering Major Does Not (Necessarily) an Engineer Make: Career Decision Making, Journal of Engineering Education, 98, pp. 227-234, (2009); Lima R.M., Mesquita D., Rocha C., Rabelo M., Defining the Industrial and Engineering Management Professional Profile: A Longitudinal Study Based on Job Advertisements, Production, 27, (2017); Lunenberg M., Dengerink J., Korthagen F., The Professional Teacher Educator. Roles, Behaviour, and Professional Development of Teacher Educators. Professional Learning, (2014); Male S.A., Bush M.B., Chapman E.S., Understanding Generic Engineering Competencies, Australasian Journal of Engineering Education, 17, 3, pp. 147-156, (2011); Matusovich H., Streveler R., Miller R., Olds B., (2009); Medina L.A., Sierra S., Gonzalez M., Rios M., Oquendo N., Quijano C., Gomez K., RealTimePC: Case Studies of the Roles of an Industrial Engineer, IISE Annual Conference and Expo, pp. 1683-1688, (2018); Morelock J.R., A Systematic Literature Review of Engineering Identity: Definitions, Factors, and Interventions Affecting Development, and Means of Measurement, European Journal of Engineering Education, 42, 6, pp. 1240-1262, (2017); Mourshed M., Patel J., Suder K., Education to Employment: Getting Europe’s Youth into Work, (2014); Murphy M., Hawwash K., Vigild M., Fouger X., Developing Graduate Engineering Skills, (2016); The Engineer of 2020: Visions of Engineering in the New Century, (2004); Understanding the Educational and Career Pathways of Engineers. Understanding the Educational and Career Pathways of Engineers, (2018); Nilsson S., Enhancing Individual Employability: The Perspective of Engineering Graduates, Education + Training, 52, 6-7, pp. 540-551, (2010); Oyserman D., Bybee D., Terry K., Hart-Johnson T., Possible Selves as Roadmaps, Journal of Research in Personality, 38, pp. 130-149, (2004); Paulsen J.E., Ethics of Caring and Professional Roles, Nursing Ethics, 18, 2, pp. 201-208, (2011); Petticrew M., Roberts H., Systematic Reviews in the Social Sciences: A Practical Guide, (2006); Saunders-Smits G., De Graaff E., Assessment of Curriculum Quality Through Alumni Research, European Journal of Engineering Education, 37, 2, pp. 133-142, (2012); Sinche M., Layton R.L., Brandt P.D., O'Connell A.B., Hall J.D., Freeman A.M., Brennwald P.J., An Evidence-Based Evaluation of Transferrable Skills and Job Satisfaction for Science PhDs, PloS One, 12, 9, (2017); Smith J.M., McClelland C.J., Smith N.M., Engineering Students’ Views of Corporate Social Responsibility: A Case Study from Petroleum Engineering, Science and Engineering Ethics, 23, pp. 1775-1790, (2017); Spinks N., Silburn N.L.J., Birchall D.W., Making It All Work: The Engineering Graduate of the Future, a UK Perspective, European Journal of Engineering Education, 32, 3, pp. 325-335, (2007); Srour I., Abdul-Malak M.-A., Itani M., Bakshan A., Sidani Y., Career Planning and Progression for Engineering Management Graduates: An Exploratory Study, Engineering Management Journal, 25, 3, pp. 85-100, (2013); Tomlinson M., Graduate Employability and Student Attitudes and Orientations to the Labour Market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Trevelyan J., Williams B., Value Creation in the Engineering Enterprise: An Educational Perspective, European Journal of Engineering Education, (2018); Tymon A., The Student Perspective on Employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Van der Heijden B.I.J.M., Brinkman J.G., During W.E., Careers of Entrepreneurial Engineers: An Empirical Study in Knowledge-Intensive Firms in the Netherlands, Journal of Applied Management and Entrepreneurship, 14, 3, (2009); Watson J.M., Meiksins P.F., What Do Engineers Want? Work Values, Job Rewards, and Job Satisfaction, Science, Technology & Human Values, 16, 2, pp. 140-172, (1991); Wilcox L.F., (2015); Willnat L., Weaver D.H., Choi J., The Global Journalist in the Twenty-First Century. A Cross-National Study of Journalistic Competencies, Journalism Practice, 7, 2, pp. 163-183, (2013); Yorke M., Knight P.T., Embedding Employability into the Curriculum. Learning and Employability Series 1, (2006)","S. Craps; Faculty of Engineering Technology, KU Leuven & Leuven Engineering & Science Education Centre, Leuven, Belgium; email: sofie.craps@kuleuven.be","","Taylor and Francis Ltd.","","","","","","03043797","","","","English","Eur. J. Eng. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85087131510"
"Chong Y.; Thi L.-S.","Chong, Yenwan (57192809009); Thi, Lip-Sam (57225007262)","57192809009; 57225007262","University Freshman Mentoring Effectiveness and Scale Enhancement","2020","Asian Journal of University Education","16","4","","181","189","8","6","10.24191/ajue.v16i4.11950","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108900791&doi=10.24191%2fajue.v16i4.11950&partnerID=40&md5=f45fe9c537ca72bbcda139ee41295158","School of Business Management, Universiti Utara Malaysia, Sintok, 06010, Kedah Darul Aman, Malaysia","Chong Y., School of Business Management, Universiti Utara Malaysia, Sintok, 06010, Kedah Darul Aman, Malaysia; Thi L.-S., School of Business Management, Universiti Utara Malaysia, Sintok, 06010, Kedah Darul Aman, Malaysia","Graduate unemployment has worsened following the global crisis caused by the coronavirus disease 2019 (COVID-19) and has created increased pressures on universities to enhance their graduates’ employability. Past studies have indicated that mentoring programs can positively impact student soft skills development and employability. While undergraduate mentoring programs have mushroomed, research on undergraduate mentoring has not kept pace. This study used a mixed methods approach to examine the effectiveness of a public university’s initiative in mentoring new undergraduates. Using the College Student Mentoring Scale (CSMS), this study found that the university’s undergraduate mentoring initiative is moderately effective. The CSMS assessed four mentoring dimensions, namely academic subject knowledge support, degree and career support, psychological and emotional support as well as role modelling. The results of this study highlighted the mentoring functions that are considered as least effective so that informed and targeted efforts can be undertaken to enhance university freshman mentoring. Findings from this study suggest that a new dimension namely mentor-mentee compatibility, competencies and expectations could be added to the College Student Mentoring Scale (CSMS) to enhance concept operationalization. A limitation of this study is that it is based on mentees’ perspectives only. Future research could include the perspectives of mentors as well. © 2020. All Rights Reserved.","Graduate employability; Mentoring effectiveness; Mentoring scale; University education; University freshman","","","","","","Universiti Utara Malaysia Student Affairs Department, (13082)","The authors would like to thank the Universiti Utara Malaysia Student Affairs Department for funding this research through the Student Development Grant Scheme (S/O code no 13082).","Ali N. H. M., Hassan S. A., Jailani O., Zaremohzzabieh Z., Lee Z. J., The impact of supervisory styles on satisfaction of undergraduate counselling interns in Malaysia, Asian Journal of University Education, 6, 2, pp. 138-147, (2020); Bensaid B., Brahimi T., Coping with COVID-19: Higher Education in the GCC Countries; Black V., Taylor Z., Reddick R. J., Smith J., Being memorable: First-generation students of color define 'memorability', (2019); Bozkurt A., Jung I., Xiao J., Vladimirschi V., Schuwer R., Egorov G., Olcott D., A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis, Asian Journal of Distance Education, 15, 1, pp. 1-126, (2020); Bui H. T., Nguyen H. T., Cole D., Innovate higher education to enhance graduate employability: Rethinking the possibilities, (2019); Burgess S., Sievertsen H. H., Schools, skills, and learning: The impact of COVID-19 on education, VoxEu. org, 1, (2020); Chen Y., Watson R., Hilton A., A review of mentorship measurement tools, Nurse education Today, 40, pp. 20-28, (2016); Chong Y. W., Hamid S. N. B. A., Meeting the challenges of personal development and character building in university students, International Review of Management and Marketing, 6, 8S, pp. 181-186, (2016); Chong Y. W., Rahman M. A., Developing undergraduates’ multicultural skills for career success and national integration, International Review of Management and Marketing, 6, 8S, pp. 187-192, (2016); Cooper R., Connecting embedded and stand-alone peer mentoring models to enhance student engagement. A practice report, Student Success, 9, 2, pp. 87-94, (2018); Dawadi Saraswati, Giri Ram, Simkhada Padam, Impact of COVID-19 on the education sector in Nepal - challenges and coping strategies, (2020); Gershenfeld S., A review of undergraduate mentoring programs, Review of Educational Research, 84, 3, pp. 365-391, (2014); Gunn F., Lee S. H., Steed M., Student perceptions of benefits and challenges of peer mentoring programs: Divergent perspectives from mentors and mentees, Marketing Education Review, 27, 1, pp. 15-26, (2017); Heeneman S., de Grave W., Development and initial validation of a dual-purpose questionnaire capturing mentors’ and mentees’ perceptions and expectations of the mentoring process, BMC Medical Education, 19, 1, (2019); Henry J., Bruland H. H., Sano-Franchini J., Course-embedded mentoring for first-year students: Melding academic subject support with role modeling, psycho-social support, and goal setting, International journal for the scholarship of teaching and learning, 5, 2, (2011); Hudson P., Forming the mentor-mentee relationship, Mentoring & tutoring: partnership in learning, 24, 1, pp. 30-43, (2016); Hughes A. N., Gibbons M. M., Mynatt B., Using narrative career counseling with the underprepared college student, The Career Development Quarterly, 61, 1, pp. 40-49, (2013); Jailani O., Adil A. H. T., Amat M. A. C., Othman S. M., Deylami N., Rahim N. S. A., The self-perceived problems among Malaysian pre-university students: Implications for college counselling, Asian Journal of University Education, 6, 2, pp. 112-124, (2020); Law D. D., Hales K., Busenbark D., Student success: A literature review of faculty to undergraduate mentoring, Full Issue: Journal on Empowering Teaching Excellence, 4, (2020); Lunsford L. G., Crisp G., Dolan E. L., Wuetherick B., Mentoring in higher education, The SAGE handbook of mentoring, pp. 316-334, (2017); Malaysia M. o. E., Malaysian Education Blueprint (Higher Education 2015–2025), (2015); McKinsey E., Faculty mentoring undergraduates: The nature, development, and benefits of mentoring relationships, Teaching & Learning Inquiry, 4, 1, pp. 1-15, (2016); Nora A., Crisp G., Mentoring students: Conceptualizing and validating the multi-dimensions of a support system, Journal of College Student Retention: Research, Theory & Practice, 9, 3, pp. 337-356, (2007); Saravanakumar A. R., Padmini Devi K. R., Indian higher education: Issues and opportunities, Journal of Critical Reviews, 7, 2, pp. 542-545, (2020); Spence S., Hyams-Ssekasi D., Developing business students’ employability skills through working in partnership with a local business to deliver an undergraduate mentoring programme, Higher Education, Skills and Work-Based Learning, (2015); Terpstra-Tong J. L. Y., Ahmad A., High school-university disconnect: A complex issue in Malaysia, International Journal of Educational Management, 32, 5, pp. 851-865, (2018); Toquero C., Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context, Pedagogical Research, 5, 4, (2020); Wyre D. C., Gaudet C. H., McNeese M. N., So you want to be a mentor? An analysis of mentor competencies, Mentoring & tutoring: partnership in learning, 24, 1, pp. 73-88, (2016)","Y. Chong; School of Business Management, Universiti Utara Malaysia, Sintok, 06010, Malaysia; email: yenwchong@gmail.com; L.-S. Thi; School of Business Management, Universiti Utara Malaysia, Sintok, 06010, Malaysia; email: thi@uum.edu.my","","UiTM Press","","","","","","18237797","","","","English","Asian J. Univ. Educ.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85108900791"
"McKee T.; Nir R.A.; Alexander J.; Griffiths E.; Dargue P.; Hervey T.","McKee, Tina (57207201650); Nir, Rachel Anne (57207199312); Alexander, Jill (57207189813); Griffiths, Elisabeth (57191519238); Dargue, Paul (57218534525); Hervey, Tamara (6602801368)","57207201650; 57207199312; 57207189813; 57191519238; 57218534525; 6602801368","  The Fairness Project: the role of legal educators as catalysts for change. Engaging in difficult dialogues on the impact of diversity barriers to entry and progression in the legal profession","2021","Law Teacher","55","3","","283","313","30","1","10.1080/03069400.2020.1796061","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089447107&doi=10.1080%2f03069400.2020.1796061&partnerID=40&md5=bf35a423b4d45028404a177783a5a5a1","School of Law and Social Science, University of Central Lancashire, Preston, United Kingdom; Northumbria Law School, Northumbria University, Newcastle upon Tyne, United Kingdom; School of Law, The University of Sheffield, Sheffield, United Kingdom","McKee T., School of Law and Social Science, University of Central Lancashire, Preston, United Kingdom; Nir R.A., School of Law and Social Science, University of Central Lancashire, Preston, United Kingdom; Alexander J., Northumbria Law School, Northumbria University, Newcastle upon Tyne, United Kingdom; Griffiths E., Northumbria Law School, Northumbria University, Newcastle upon Tyne, United Kingdom; Dargue P., Northumbria Law School, Northumbria University, Newcastle upon Tyne, United Kingdom; Hervey T., School of Law, The University of Sheffield, Sheffield, United Kingdom","This article provides a critique of The Fairness Project, a learning and teaching project on equality and diversity in the legal profession and its impact on employability, delivered over three years across three university law schools. The Fairness Project builds on current literature on lack of equality and diversity in the legal profession, by adopting a student perspective. Barriers to entry and progression within the legal profession occur because of a range of issues including social class, gender, ethnicity, initial education, university education and gaining work experience in a law firm. We explore whether, and to what extent, we can educate law students from a range of diverse backgrounds and social identities about the “diversity barriers” entrenched in the legal profession, and thus influence their own career trajectories to access the profession. Our results show that–at least to some extent–we can. The data suggests that The Fairness Project helped prepare law students to tackle the inequalities that exist in the legal profession. The learning benefits of The Fairness Project are transferable to other law schools and could be adapted for use with law students in other jurisdictions, or for students in other disciplines where “diversity barriers” may exist. © 2020 The Association of Law Teachers.","employability; Equality and diversity; legal education; legal profession","","","","","","University of Central Lancashire School of Law and Social Science, University of Northumbria Law School; University of Sheffield Law School","We are grateful for the support of the University of Central Lancashire School of Law and Social Science, University of Northumbria Law School and University of Sheffield Law School (especially Robert Burrell) and for the excellent research assistance provided by Rachel Allsopp at Northumbria Law School. We would like to thank the journal editors and anonymous reviewers for their “tough love” comments. We are also very grateful for the insights of the many students with whom we have shared this project and for the comments and suggestions made at the HEA Annual Conference, Manchester, 2017, the Society of Legal Scholars Annual Conference, Dublin, 2017 and the IJCLE Annual Conference, Monash University, Melbourne, 2018. ","","E. Griffiths; Northumbria Law School, Northumbria University, Newcastle upon Tyne, NE1 8ST, United Kingdom; email: elisabeth.griffiths@northumbria.ac.uk","","Routledge","","","","","","03069400","","","","English","Law Teach.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85089447107"
"Roderick I.","Roderick, Ian (25929579900)","25929579900","Recontextualising employability in the Active Learning Classroom","2021","Discourse","42","2","","234","250","16","7","10.1080/01596306.2019.1613020","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065421387&doi=10.1080%2f01596306.2019.1613020&partnerID=40&md5=5f604e54316c6b77b1cc29f565b694e6","Communication Studies, Wilfrid Laurier University, Waterloo, Canada","Roderick I., Communication Studies, Wilfrid Laurier University, Waterloo, Canada","Active Learning Classrooms (ALCs) are distinguishable by their inclusion of dedicated media technologies, shared tables and wheeled chairs, organised to promote small-group interaction in larger classes. While discursively presented as a panacea to presumed problems of ‘effective’ pedagogy, a multimodal discourse analysis of the ALC highlights how, in the context of discourses of employability and entrepreneurialism, it functions as an apparatus for normalising precarious forms of labour. The ALC should be properly understood as what Bernstein calls a pedagogic device in which knowledge, as the product of social relations, is recontextualised as educational knowledge and in turn becomes the basis for a new set of evaluative criteria. Accordingly, the ALC recontextualises ‘the real world’ and its prioritisation of so-called employable skills in the classroom and in doing so, further legitimises what can be termed, the proceduralisation of pedagogy into a simple repertoire of techniques that can be applied to deliver information to an albeit ‘active’ audience. © 2019 Informa UK Limited, trading as Taylor & Francis Group.","Active learning classroom; employability; entrepreneurialism; multimodality; neoliberalism; pedagogic device; pedagogy","","","","","","","","(2017); Baepler P.M., Walker J.D., Brooks D.C., Saichaie K., Petersen C.I., A guide to teaching in the active learning classroom: History, research, and practice, (2016); Beichner R.J., SCALE-UP: Student centered active learning environment with upside-down pedagogies, (2018); Berglund K., Fighting against all odds: Entrepreneurship education as employability training, Ephemera, 13, 4, pp. 717-735, (2013); Bernstein B.B., Class, codes and control. Volume IV: The structuring of pedagogic discourse, (2005); Biesta G.J.J., Giving teaching back to education: Responding to the disappearance of the teacher, Phenomenology & Practice, 6, 2, pp. 35-49, (2013); Boden R., Nedeva M., Employing discourse: Universities and graduate ‘employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Bourdieu P., The logic of practice, (1990); Brooks D.C., Space matters: The impact of formal learning environments on student learning, British Journal of Educational Technology, 42, 5, pp. 719-726, (2011); Diving without a parachute: Young Canadians versus a precarious economy, (2016); Chertkovskaya E., Watt P., Tramer S., Spoelstra S., Giving notice to employability, Ephemera: Theory and Politics in Organization, 13, 4, pp. 701-716, (2013); Clegg S., Time future: The dominant discourse of higher education, Time & Society, 19, 3, pp. 345-364, (2010); Employability 2000+, (2000); Dardot P., Laval C., The new way of the world: On neoliberal society, (2014); Fejes A., Discourses on employability: Constituting the responsible citizen, Studies in Continuing Education, 32, 2, pp. 89-102, (2010); Foucault M., The history of sexuality, Volume 1: An introduction, (1978); Foucault M., Discipline & punish: The birth of the prison, (1979); Frankham J., Employability and higher education: The follies of the ‘productivity challenge’ in the teaching excellence framework, Journal of Education Policy, 32, 5, pp. 628-641, (2017); Fraser N., From discipline to flexibilization? Rereading Foucault in the shadow of globalization, Constellations (Oxford, England), 10, 2, pp. 160-171, (2003); Gee J.P., Hull G., Lankshear C., New work order: Behind the language of the new capitalism, (2001); Gourlay L., Student engagement, ‘learnification’ and the sociomaterial: Critical perspectives on higher education policy, Higher Education Policy, 30, 1, pp. 23-34, (2017); Guzman-Valenzuela C., Universities, knowledge and pedagogical configurations: Glimpsing the complex university, Educational Philosophy and Theory, 50, pp. 5-17, (2017); Handley K., Anticipatory socialization and the construction of the employable graduate: A critical analysis of employers graduate careers websites, Work, Employment and Society, 32, pp. 239-256, (2017); Harrison R., Learner managed learning: Managing to learn or learning to manage?, International Journal of Lifelong Education, 19, 4, pp. 312-321, (2000); Hayles N.K., Writing machines, (2002); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Hyslop-Margison E.J., The employability skills discourse: A conceptual analysis of the career and personal planning curriculum, The Journal of Educational Thought (JET)/Revue De La Pensée Educative, 34, pp. 59-72, (2000); Iedema R., Resemiotization, Semiotica, 137, 1-4, pp. 23-39, (2001); Fixtures furniture overview brochure; (2016); Kloet M.V., Aspenlieder E., Educational development for responsible graduate students in the neoliberal university, Critical Studies in Education, 54, pp. 286-298, (2013); Lambert C., Parker A., Neary M., Entrepreneurialism and critical pedagogy: Reinventing the higher education curriculum, Teaching in Higher Education, 12, 4, pp. 525-537, (2007); Ledin P., Machin D., The neoliberal definition of ‘elite space’ in IKEA kitchens, Social Semiotics, 27, pp. 323-334, (2017); Lemke T., Foucault, governmentality, and critique, Rethinking Marxism, 14, 3, pp. 49-64, (2002); Machin D., The need for a social and affordance-driven multimodal critical discourse studies, Discourse & Society, 27, 3, pp. 322-334, (2016); Marginson S., The problem of ‘transferable’ skills, Critical Studies in Education, 35, 1, pp. 4-28, (1994); Miller D., Materiality: An introduction, Materiality, pp. 1-50, (2005); Monahan T., Flexible space and built pedagogy: Emerging IT embodiment, Inventio: A Journal of Creative Thinking About Learning and Teaching, 4, 1, pp. 1-19, (2002); Monahan T., Built pedagogies & technology practices: Designing for participatory learning, PDC 2000 Proceedings of the participatory design conference; Moore T., Morton J., The myth of job readiness? Written communication, employability, and the ‘skills gap’ in higher education, Studies in Higher Education, 42, pp. 591-609, (2015); Morley L., The X factor: Employability, elitism and equity in graduate recruitment, Twenty-First Century Society, 2, 2, pp. 191-207, (2007); Nilsson S., Nystrom S., Adult learning, education, and the labour market inthe employability regime, European Journal for Research on the Education and Learning of Adults, 4, 2, pp. 171-187, (2013); (2017); (2018); (2018); Painter S., Fournier J., Grape C., Grummon P., Morelli J., Whitmer S., Cevetello J., Research on learning space design: Present state, future directions, (2013); Park E.L., Choi B.K., Transformation of classroom spaces: Traditional versus active learning classroom in colleges, Higher Education, 68, 5, pp. 749-771, (2014); Characteristics and use of casual employees in Australia, (2018); (2018); Roderick I., Multimodality, politics and ideology, Journal of Language and Politics, 15, 3, pp. 274-287, (2016); Roth W.-M., Toward a post-constructivist ethics in/of teaching and learning, Pedagogies: An International Journal, 8, 2, pp. 103-125, (2013); Spaces for learning: Teaching and assessment essentials; Southwood I., Against precarity, against employability, Mapping precariousness, labour insecurity and uncertain livelihoods: Subjectivities and resistance, pp. 70-81, (2017); Steps towards teaching in an active learning classroom, (2015); Taylor P., Putting theory to work–aka if you don’t like academia, why don’t you leave, Ephemera: Theory and Politics in Organization, 13, 4, pp. 851-860, (2013); Education: The changing landscape, (2016); Higher learning and the workplace; Tomlinson M., Graduate employability and student attitudes and orientations to the labour market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Tomlinson M., Investing in the self: Structure, agency and identity in graduates’ employability, Education, Knowledge & Economy, 4, pp. 73-88, (2010); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Urciuoli B., Skills and selves in the new workplace, American Ethnologist, 35, 2, pp. 211-228, (2008); van Leeuwen T., Introducing social semiotics, (2005); van Leeuwen T., Discourse and practice: New tools for critical discourse analysis, (2008); van Leeuwen T., The semiotics of decoration, Multimodal studies exploring issues and domains, pp. 115-128, (2011); Laurier Arts: Engaged learning, (2014); Wilton N., Do employability skills really matter in the UK graduate labour market? The case of business and management graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011); Zepke N., Student engagement in neoliberal times: Theories and practices for learning and teaching in higher education, (2016)","I. Roderick; Communication Studies, Wilfrid Laurier University, Waterloo, Canada; email: iroderick@wlu.ca","","Routledge","","","","","","01596306","","","","English","Discourse","Article","Final","","Scopus","2-s2.0-85065421387"
"Torres-Hostench O.","Torres-Hostench, Olga (36551487400)","36551487400","Translator training outdoors","2020","Translation Spaces(Netherland)","9","2","","224","254","30","1","10.1075/ts.20014.tor","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100812218&doi=10.1075%2fts.20014.tor&partnerID=40&md5=53ed155c6052db19200e4d46063523a2","Universitat Autònoma de Barcelona, Spain","Torres-Hostench O., Universitat Autònoma de Barcelona, Spain","Before the COVID-19 pandemic, there was no real need to integrate outdoor education into translation studies, as it was easy to balance indoor and outdoor time before and after translation classes. However, the lockdown has deeply affected not only learning but also the mental and physical health of teachers and students, and outdoor education may contribute to recovery afterwards. The proposals in this paper focus on the benefits that being outdoors has for physical health, knowledge, social relations, mental health and attitude to learning. Moreover, being outdoors allows for social distancing. The activities presented in this paper are related to specialized translation, sight translation, simultaneous interpreting, consecutive interpreting, role-play interpreting, translation theory, song translation, theatre translation, machine translation post-editing, translators' employability, translation project management and, last but not least, intermodal transcreation. © John Benjamins Publishing Company.","Interpreting; Outdoor education; Outdoor translator education; Project management; Specialized translation; Theatre translation; Translation theory","","","","","","","","Ross W.D., 350 B.C.E. The Nicomachean Ethics; Chryssafis J.E., Aristotle on physical education, The Journal of Health and Physical Education, 1, 1, pp. 3-51, (1930); Cifuentes P., Fenollar-Cortes J., Impact of self-esteem, emotion regulation and emotional expressivity on student translators' performance, Vigo International Journal of Applied Linguistics, 14, (2017); Ciobanu D., Of dragons and speech recognition wizards and apprentices, Tradumàtica, 12, pp. 524-538, (2014); Courtney J., Phelan M., Translators' experiences of occupational stress and job satisfaction, Translation & Interpreting, 11, 1, pp. 100-113, (2019); Cronin M., Eco-Translation, (2017); Dahlgren L.-O., Szczepanski A., Outdoor Education: Literary Education and Sensory Experience, (1998); Doddington C., Education in the open: The somaesthetic value of being outside, Dewey and Education in the 21st Century Fighting Back, pp. 119-138, (2013); Dyment J.E., Green school grounds as sites for outdoor learning: Barriers and opportunities, International Research in Geographical and Environmental Education, 14, 1, pp. 28-45, (2005); Ehrensberger-Dow M., An ergonomic perspective on translation, The Handbook of Translation and Cognition, (2017); Fernandez Costales A., Collaborative translation revisited: Exploring the rationale and the motivation for volunteer translation1, FORUM. Revue Internationale d'Interprétation et de Traduction/International Journal of Interpretation and Translation, pp. 115-142, (2012); Ford P., Outdoor Education: Definition and Philosophy, (1986); Gonzalez-Davies M., Enriquez-Raido V., Situated Learning in Translator and Interpreter Training: Bridging Research and Good Practice, (2018); Gouanvic J.-M., A model of structuralist constructivism in translation studies, Crosscultural Transgressions, pp. 93-102, (2014); Gutierrez H., España recibió el año pasado 83,7 millones de turistas y consigue su séptimo récord consecutivo, El País, (2020); Harte H.A., Universal design and outdoor learning, Dimensions of Early Childhood, 41, 3, pp. 18-22, (2013); Hubscher-Davidson S., The psychology of sustainability and psychological capital: New lenses to examine well-being in the translation profession, European Journal of Sustainable Development Research, 4, 4, (2020); Kanters M.A., Bristol D.G., Attarian A., The effects of outdoor experiential training on perceptions of college stress, Journal of Experiential Education, 25, 2, pp. 257-267, (2002); Kiraly D., Growing a Project-based Translation Pedagogy: A fractal perspective, Meta: Journal Des Traducteurs/Meta: Translators' Journal, 57, 1, pp. 82-95, (2012); Kiraly D., A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice, (2014); Kiraly D., Authentic project work and pedagogical epistemologies: A question of competing or complementary worldviews, Towards Authentic Experiential Learning in Translator Education, pp. 53-66, (2016); Kuo M., How might contact with nature promote human health? Promising mechanisms and a possible central pathway, Frontiers in Psychology, 6, (2015); Mesipuu M., Translation crowdsourcing and user-translator motivation at Facebook and Skype, Translation Spaces, 1, 1, pp. 33-53, (2012); Oikonomou S., Academic Teachers' Perceptions and Experiences of Outdoor Education, (2012); Olohan M., Why do you translate? Motivation to volunteer and TED translation, Translation Studies, 7, 1, pp. 17-33, (2014); Advocacy, (2020); Palmberg I.E., Kuru J., Outdoor activities as a basis for environmental responsibility, The Journal of Environmental Education, 31, 4, pp. 32-36, (2000); Pyun D.Y., Wang C.K.J., Koh K.T., Testing a proposed model of perceived cognitive learning outcomes in outdoor education, Journal of Adventure Education and Outdoor Learning, 20, 3, pp. 230-244, (2019); Rios J.M., Brewer J., Outdoor education and science achievement, Applied Environmental Education & Communication, 13, 4, pp. 234-240, (2014); Risku H., Situated learning in translation research training: Academic research as a reflection of practice, The Interpreter and Translator Trainer, 10, 1, pp. 12-28, (2016); Rojo A., The role of emotions, The Handbook of Translation and Cognition, (2017); Sakamoto A., Why do many translators resist post-editing? A sociological analysis using Bourdieu's concepts, The Journal of Specialised Translation, 31, pp. 201-216, (2019); Torres-Hostench O., Presas M., Cid-Leal P., El Uso de Traducción Automática y Posedición en Las Empresas de Servicios Lingüísticos Españolas: Informe de Investigación Projecta 2015, (2016); Varney J., From hermeneutics to the translation classroom: A social constructivist approach to effective learning, Translation & Interpreting, 1, 1, (2009); Waite S., Losing our way? The downward path for outdoor learning for children aged 2-11 years, Journal of Adventure Education & Outdoor Learning, 10, 2, pp. 111-126, (2010)","O. Torres-Hostench; Translation, Interpreting and East Asian Studies, Universitat Autònoma de Barcelona, Edifici K, Campus UAB, Bellatarra Barcelona, 08193, Spain; email: olga.torres.hostench@uab.cat","","John Benjamins Publishing Company","","","","","","22113711","","","","English","Transl. Spaces","Article","Final","","Scopus","2-s2.0-85100812218"
"Agnihotri S.; Sareen P.; Sivakumar P.","Agnihotri, Shikha (57218380162); Sareen, Puja (57193419838); Sivakumar, P. (57221730217)","57218380162; 57193419838; 57221730217","STUDENT PERCEIVED EMPLOYABILITY WITH REFERENCE TO MEDIA STUDIES: VALIDATING A MODEL OF KEY DETERMINANTS","2020","Journal of Content, Community and Communication","12","","","30","41","11","4","10.31620/JCCC.12.20/05","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099965131&doi=10.31620%2fJCCC.12.20%2f05&partnerID=40&md5=770e41c8afb732c7c314638906c44326","Amity University-Noida, India; I Business Institute-Greater Noida, India","Agnihotri S., Amity University-Noida, India; Sareen P., Amity University-Noida, India; Sivakumar P., I Business Institute-Greater Noida, India","The motive of this research is to investigate the employability of media students. It aims to validate a holistic model of key determinants of perceived employability in Indian context. These factors emerge from internal background such as academic performance, contacts, generic skills and self-confidence of students; external background such as university role and labor market. Psychometric properties of the proposed scale were assessed including validation at exploratory and confirmatory level; reliability; convergent and discriminant validity. Further model fit estimates were demonstrated. The study results in a comprehensive model determining the perceived employability of media students. The practical implications of this study include identification of university’s contribution in employability of students and providing a foundation for higher education policy formulation and amendments in media studies program. The novelty of this study is validating the measurement tool for assessing employability of media students in Indian context. This study will contribute towards improvement of perceived employability of media students and augmentation of literature in media studies. © 2020. All Rights Reserved.","Generic Skills; Higher Education; Human Capital; Perceived Employability; Self-Confidence; Social Capital","","","","","","","","Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: a European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Bandura A., Social Foundations of Thought and Action: A Cognitive Theory, (1986); Becker G., Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, (1975); Bentler P.M., Comparative fit indexes in structural models, Psychological Bulletin, 107, 2, pp. 238-246, (1990); Bentler P.M., Bonett D.G., Significance tests and goodness of fit in the analysis of covariance structures, Psychological Bulletin, 88, 3, pp. 588-606, (1980); Berntson E., Sverke M., Marklund M., Predicting perceived employability: human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Caballero G., Lopez-Miguens M.J., Lampon J., La universidad y su implicación con la empleabilidad de sus graduados, Revista Española de Investigaciones Sociológicas (REIS), 148, 1, pp. 23-45, (2014); Chou C.M., Shen C.H., Factors influencing employability self-efficacy of engineering students in Taiwan, International Journal of Engineering Practical Research, 1, 1, pp. 10-14, (2012); Dacre P.L., Sewell P.J., The key to employability: developing a practical model of graduate employability, Education+Training, 49, 4, pp. 277-289, (2007); De Vos A., De Hauw S., Van der Heijden B.I., Competency development and career success: the mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); Finch D.J., Hamilton L.K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education+Training, 55, 7, pp. 681-704, (2013); Finch D.J., Peacock M., Levallet N., Foster W., A dynamic capabilities view of employability: exploring the drivers of competitive advantage for university graduates, Education+ Training, 58, 1, pp. 61-81, (2016); Fornell C., Larcker D.F., Evaluating structural equation models with unobservable variables and measurement error, Journal of Marketing Research, 18, 1, pp. 39-50, (1981); Fugate M., Kinicki A.J., Ashforth B.E., Employability: a psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gamboa J.P., Lerin F.J.G., Botella P.R., Silla J.M.P., La empleabilidad y la iniciativa personal como antecedentes de la satisfacción laboral, working papers: Serie EC Instituto Valenciano de Investigaciones Económicas, 1, 1, (2007); Hair J.F., Anderson R.E., Tatham R.L., Black W.C., Análisis Multivariante, (1999); Hernandez-Fernaud E., Ramos-Sapena Y., Negrin F., Ruiz-de la Rosa C., Hernandez B., Empleabilidad percibida y autoeficacia para la búsqueda de empleo en universitarios, Revista de Psicología del Trabajo y de las Organizaciones, 27, 2, pp. 131-142, (2011); Hildebrandt L., Consumer retail satisfaction in rural areas: a reanalysis of survey data, Journal of Economic Psychology, 8, 1, pp. 19-42, (1987); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1998); Jackson D., Employability skill development in work-integrated learning: barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Kim S., Kim H., Lee J., Employee self-concepts, voluntary learning behavior, and perceived employability, Journal of Managerial Psychology, 30, 3, pp. 264-279, (2015); Levy J.P., Varela J., Análisis multivariable para las ciencias sociales, (2003); Luque T., Técnicas de análisis de datos en investigación de mercados, (2000); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: what effects do they have on graduate labour outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Nunnally J.C., Psychometric Theory, (1978); Oluyomi S.P, Colette M., University reputation and undergraduates’ self-perceived employability: mediating influence of experiential learning activities, Higher Education Research & Development, (2019); Oluyomi S.P, Colette M., Students’ self-perceived employability (SPE) Main effects and interaction of gender and field of study, Higher Education Skills and Work-based Learning, 10, pp. 355-368, (2019); Peeters E. R., Akkermans J., De Cuyper N., The Only Constant Is Change? Movement Capital and Perceived Employability, Journal of Career Assessment, 20, 1, pp. 1-19, (2020); Qenani E., MacDougall N., Sexton C., An empirical study of self-perceived employability: improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Nagoma M., Ntale D.P., Psychological capital, career identity and graduate employability in Uganda: the mediating role of social capital, International Journal of Training and Development, 20, 2, (2016); Rothwell A., Arnold J., Self-perceived employability: development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, (2008); Sabatini F., Social capital as social networks: a new framework for measurement and an empirical analysis of its determinants and consequences, The Journal of Socio-Economics, 38, 3, pp. 429-442, (2009); Shiva A., Narual S., Shahi K.S, What drives retail investors“ investment decision? Evidence from no mobile phobia (Nomophobia) and investor fear of missing out (I-FOMO), Journal of content, community & communication, 11, 1, (2020); Srivastava K., Prabhakar A, A predictive model of expressiveness based on demographic and socio-economic factors of the Indian youth: A self-perception, Journal of content, community & communication, 11, 1, pp. 2-3, (2020); Rosenberg Stuart, Heimler Ronald, Morote Elsa-Sofia, Basic employability skills: a triangular design approach, Education + Training, 54, 1, pp. 7-20, (2012); Tsui A.S., Pearce J.L., Porter L.W., Tripoli A.M., Alternative approaches to the employee organization relationship: does investment in employees pay off?, Academy of Management Journal, 40, 5, pp. 1089-1121, (1997); Van der Heijde C., Van der Heijden B., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010)","","","Amity University","","","","","","23957514","","","","English","J. Content, Community  Commun.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85099965131"
"Lee K.","Lee, Kangmin (57220872262)","57220872262","The effect of supervisor identification on unethical pro-supervisor behavior: The moderating role of employability perceptions","2020","International Journal of Environmental Research and Public Health","17","24","9344","1","16","15","4","10.3390/ijerph17249344","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097781712&doi=10.3390%2fijerph17249344&partnerID=40&md5=2f5594a56692476c3dc79b60cbb51690","Institute for Future Talents, Hanyang University, 222, Wangsimni-ro, Seongdong-gu, Seoul, 04763, South Korea","Lee K., Institute for Future Talents, Hanyang University, 222, Wangsimni-ro, Seongdong-gu, Seoul, 04763, South Korea","Under some employment circumstances, individuals in some organizations are willing to engage in unethical behaviors that benefit one’s own supervisors who have a great power to decide the levels of evaluation and compensation for each individual. In this study, two hypotheses were examined. First, based on social identification theory, we hypothesized that individuals’ feeling a sense of oneness with one’s own supervisors promote unethical pro-supervisor behaviors (UPSB). Second, based on a person–situation interactionist model, we hypothesized that this positive relationship is strengthened if the individual perceives lower levels of one’s own employability. Data were collected from 185 individuals of various types of organizations in South Korea. A time-lagged field study supported our hypotheses. In particular, [supervisor identification was positively related to UPSB. Furthermore, for individuals with a weaker employability perception, supervisor identification was positively related to UPSB. © 2020 by the author. Licensee MDPI, Basel, Switzerland.","Employability perceptions; Supervisor identification; Unethical pro-supervisor behavior (UPSB)","Employment; Ethics, Professional; Female; Humans; Male; Perception; Republic of Korea; Social Identification; South Korea; ethics; identification method; management; perception; workplace; adult; article; employability; female; field study; human; human experiment; major clinical study; male; organization; perception; social behavior; South Korea; employment; ethics; medical ethics; social behavior","","","","","","","Umphress E.E., Bingham J.B., When employees do bad things for good reasons: Examining unethical pro-organizational behaviors, Organ. Sci, 22, pp. 621-640, (2011); Trevino L.K., Ethical decision making in organizations: A person-situation interactionist model, Acad. Manag. Rev, 11, pp. 601-617, (1986); Umphress E.E., Bingham J.B., Mitchell M.S., Unethical behavior in the name of the company: The moderating effect of organizational identification and positive reciprocity beliefs on unethical pro-organizational behavior, J. Appl. Psychol, 95, pp. 769-780, (2010); Miao Q., Newman A., Yu J., Xu L., The relationship between ethical leadership and unethical pro-organizational behavior: Linear or curvilinear effects?, J. Bus. Ethics, 116, pp. 641-653, (2013); Chen M., Chen C.C., Sheldon O.J., Relaxing moral reasoning to win: How organizational identification relates to unethical pro-organizational behavior, J. Appl. Psychol, 101, pp. 1082-1096, (2016); Wang T., Long L., Zhang Y., He W., A social exchange perspective of employee–organization relationships and employee unethical pro-organizational behavior: The moderating role of individual moral identity, J. Bus. Ethics, 159, pp. 473-489, (2019); Yonhap News; Lee J., Whose Bribery Increased by 5 Billion, is in Danger of Being Arrested Again, Yonhap News; Yonhap News; Johnson H.H., Umphress E.E., To help my supervisor: Identification, moral identity, and unethical pro-supervisor behavior, J. Bus. Ethics, 159, pp. 519-534, (2019); Mesdaghinia S., Rawat A., Nadavulakere S., Why moral followers quit: Examining the role of leader bottom-line mentality and unethical pro-leader behavior, J. Bus. Ethics, 159, pp. 491-505, (2019); Castille C.M., Buckner J.E., Thoroughgood C.N., Prosocial citizens without a moral compass? Examining the relationship between Machiavellianism and unethical pro-organizational behavior, J. Bus. Ethics, 149, pp. 919-930, (2018); Klaus S., The Global Competitiveness Report 2019, pp. 322-325, (2019); Ghosh S.K., The direct and interactive effects of job insecurity and job embeddedness on unethical pro-organizational behavior: An empirical examination, Pers. Rev, 46, pp. 1182-1198, (2017); Halbesleben J.R., Wheeler A.R., The relative roles of engagement and embeddedness in predicting job performance and intention to leave, Work Stress, 22, pp. 242-256, (2008); Harris K.J., Wheeler A.R., Kacmar K.M., The mediating role of organizational job embeddedness in the LMX–outcomes relationships, Leadersh. Q, 22, pp. 271-281, (2011); Wright T.A., Hobfoll S.E., Commitment, psychological well-being and job performance: An examination of conservation of resources (COR) theory and job burnout, J. Bus. Econ. Manag, 9, pp. 389-406, (2004); Blau P., Power and Exchange in Social Life, (1964); Emerson R.M., Social exchange theory, Annu. Rev. Sociol, 2, pp. 335-362, (1976); Tajfel H., Turner J.C., The social identity theory of intergroup conflict, The Social Psychology of Intergroup Relations, (1979); Lee K., The Effect of Organizational Justice on Unethical Pro-Organizational Behavior: Mediating Effects of Job Satisfaction and Organizational Identification, (2017); Effelsberg D., Solga M., Gurt J., Transformational leadership and follower’s unethical behavior for the benefit of the company: A two-study investigation, J. Bus. Ethics, 120, pp. 81-93, (2014); Erikson E.H., Identity: Youth and Crisis, (1968); Kim G., Adolescents’ identity development: Narrative approach and its implications for Korean adolescents, Kor. J. Youth Stud, 19, pp. 85-108, (2012); Berger I.E., Cunningham P.H., Drumwright M.E., Identity, identification, and relationship through social alliances, J. Acad. Mark. Sci, 34, pp. 128-137, (2006); Elsbach K.D., An expanded model of organizational identification, Res. Organ. Behav, 21, pp. 163-199, (1999); Ashforth B.E., Schinoff B.S., Rogers K.M., “I identify with her,” “I identify with him”: Unpacking the dynamics of personal identification in organizations, Acad. Manag. Rev, 41, pp. 28-60, (2016); Zhang Y., Chen C.C., Developmental leadership and organizational citizenship behavior: Mediating effects of self-determination, supervisor identification, and organizational identification, Leadersh. Q, 24, pp. 534-543, (2013); Park S., Jang J., The Effects of Authentic Leadership on Self-Concept and Intrinsic Motivation: Focusing on the Mediating Effects of Supervisor Identification, J. Hum. Resour. Manag. Res, 22, pp. 301-319, (2015); Guilbert L., Bernaud J.L., Gouvernet B., Rossier J., Employability: Review and research prospects, Int. J. Educ. Vocat. Guid, 16, pp. 69-89, (2016); De Cuyper N., Sulea C., Philippaers K., Fischmann G., Iliescu D., De Witte H., Perceived employability and performance: Moderation by felt job insecurity, Pers. Rev, 43, pp. 536-552, (2014); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Pers. Rev, 36, pp. 23-41, (2007); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work Stress, 21, pp. 279-292, (2007); Berntson E., Employability Perceptions: Nature, Determinants, and Implications for Health and Well-Being, (2008); Katz D., Kahn R.L., The Social Psychology of Organizations, (1978); Lazarus R.S., Folkman S., Stress, Appraisal and Coping, (1984); Magnusson D., Wanted: A psychology of situations, Toward a Psychology of Situations: An Interactional Perspective, (1981); Jahoda M., Employment and Unemployment: A Social-Psychological Analysis, (1982); De Witte H., Job insecurity and psychological well-being: Review of the literature and exploration of some unresolved issues, Eur. J. Work Organ. Psychol, 8, pp. 155-177, (1999); Sverke M., Hellgren J., Naswall K., No security: A meta-analysis and review of job insecurity and its consequences, J. Occup. Health Psychol, 7, pp. 242-264, (2002); Allen N.B., Badcock P.B.T., The social risk hypothesis of depressed mood: Evolutionary, psychosocial, and neurobiological perspectives, Psychol. Bull, 129, pp. 887-913, (2003); Thau S., Derfler-Rozin R., Pitesa M., Mitchell M.S., Pillutla M.M., Unethical for the sake of the group: Risk of social exclusion and pro-group unethical behavior, J. Appl. Psychol, 100, pp. 98-113, (2015); Drucker P.F., Management: Tasks, Responsibilities, Practice, (1973); Gino F., Schweitzer M.E., Mead N.L., Ariely D., Unable to resist temptation: How self-control depletion promotes unethical behavior, Organ. Behav. Hum. Decis. Process, 115, pp. 191-203, (2011); De Ridder D.T., Lensvelt-Mulders G., Finkenauer C., Stok F.M., Baumeister R.F., Taking stock of self-control: A meta-analysis of how trait self-control relates to a wide range of behaviors, Pers. Soc. Psychol. Rev, 16, pp. 76-99, (2012); Trevino L.K., Den Nieuwenboer N.A., Kish-Gephart J.J., (Un) ethical behavior in organizations, Annu. Rev. Psychol, 65, pp. 635-660, (2014); Baumeister R.F., Heatherton T.F., Self-regulation failure: An overview, Psychol. Inq, 7, pp. 1-15, (1996); Baumeister R.F., Bratslavsky E., Muraven M., Tice D.M., Ego depletion: Is the active self a limited resource?, J. Pers. Soc. Psychol, 74, pp. 1252-1265, (1998); Muraven M., Tice D.M., Baumeister R.F., Self-control as a limited resource: Regulatory depletion patterns, J. Pers. Soc. Psychol, 74, pp. 774-789, (1998); Lazarus R.S., From psychological stress to the emotions: A history of changing outlooks, Annu. Rev. Psychol, 44, pp. 1-22, (1993); Lee K., Kwon H., An Exploratory Study on the Relationship between Job Insecurity and Unethical Pro-organizational Behavior: Moderating Effect of Bottom-line Mentality Climate, HSS21, 9, pp. 519-531, (2018); Lawrence E.R., Kacmar K.M., Exploring the impact of job insecurity on employees’ unethical behavior, Bus. Ethics Q, 27, pp. 39-70, (2017); Berntson E., Naswall K., Sverke M., The moderating role of employability in the association between job insecurity and exit, voice, loyalty and neglect, Econ. Ind. Democr, 31, pp. 215-230, (2010); Podsakoff P.M., MacKenzie S.B., Lee J.Y., Podsakoff N.P., Common method biases in behavioral research: A critical review of the literature and recommended remedies, J. Appl. Psychol, 88, pp. 879-903, (2003); Mael F.A., Ashforth B.E., Loyal from day one: Biodata, organizational identification, and turnover among newcomers, Pers. Psychol, 48, pp. 309-333, (1995); Stober J., The Social Desirability Scale-17 (SDS-17): Convergent validity, discriminant validity, and relationship with age, Eur. J. Psychol. Assess, 17, pp. 222-232, (2001); Hayes A.F., Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach, (2013); Podsakoff P.M., Self-reports in organizational research: Problems and prospects, J. Manag, 12, pp. 531-544, (1986); Hair J., Black W.C., Babin B., Anderson R., Multivariate Data Analysis, (2014); Aiken L.S., West S.G., Reno R.R., Multiple Regression: Testing and Interpreting Interactions, (1991); Dawson J.F., Moderation in management research: What, why, when, and how, J. Bus. Psychol, 29, pp. 1-19, (2014); Creyer E.H., The influence of firm behavior on purchase intention: Do consumers really care about business ethics?, J. Consum. Mark, 14, pp. 421-432, (1997); Koh H.C., El'Fred H., The link between organizational ethics and job satisfaction: A study of managers in Singapore, J. Bus. Ethics, 29, pp. 309-324, (2001); Schwepker C.H., Ethical climate’s relationship to job satisfaction, organizational commitment, and turnover intention in the salesforce, J. Bus. Res, 54, pp. 39-52, (2001); Coldwell D.A., Billsberry J., Van Meurs N., Marsh P.J., The effects of person–organization ethical fit on employee attraction and retention: Towards a testable explanatory model, J. Bus. Ethics, 78, pp. 611-622, (2008); Hofmann E., Meier-Pesti K., Kirchler E., The decision process for ethical investment, J. Financ. Serv. Mark, 12, pp. 4-16, (2007)","K. Lee; Institute for Future Talents, Hanyang University, Seoul, 222, Wangsimni-ro, Seongdong-gu, 04763, South Korea; email: kmrie@naver.com","","MDPI","","","","","","16617827","","","33327446","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85097781712"
"Schull D.; King E.; Hamood W.; Feakes A.","Schull, Daniel (22235446000); King, Eva (57207034286); Hamood, Wendy (56695400200); Feakes, Adele (6507677030)","22235446000; 57207034286; 56695400200; 6507677030","‘Context’ matters: factors considered by employers when selecting new graduate veterinarians","2021","Higher Education Research and Development","40","2","","386","399","13","9","10.1080/07294360.2020.1740181","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084260386&doi=10.1080%2f07294360.2020.1740181&partnerID=40&md5=a8bac4c7f0e7b5f7770adcb8a469c302","School of Veterinary Science, The University of Queensland, Gatton, Australia; School of Animal and Veterinary Sciences, Adelaide University, Roseworthy, Australia","Schull D., School of Veterinary Science, The University of Queensland, Gatton, Australia; King E., School of Veterinary Science, The University of Queensland, Gatton, Australia; Hamood W., School of Animal and Veterinary Sciences, Adelaide University, Roseworthy, Australia; Feakes A., School of Animal and Veterinary Sciences, Adelaide University, Roseworthy, Australia","Assisting students to develop employability attributes is considered a core responsibility of higher education institutions. While there are some common employability attributes across disciplines, there are also differences. Empirical research into employability from less-well represented disciplines, such as veterinary science, helps to broaden the current employability discourse. Using semi-structured interviews, and criterion sampling for maximal variation, this study explored factors employers consider when selecting new graduate veterinarians for employment. Eighteen employers were interviewed and data were analysed using thematic analysis within the context of an interpretivist, constructivist lens. Accounts were distilled into 20 sub-themes, or ‘selection factors’, and arranged into four interlinked themes: (1) personal attributes; (2) interpersonal skills; (3) veterinary capabilities; and (4) job match. This work illuminates the complexity of each selection factor including local influences, employer interpretations and ‘filter in’ and ‘filter out’ considerations. Findings emphasise the critical role that employer circumstances and needs can play in the selection of new graduate veterinarians, and the influence of perceptions of candidate job suitability and employee-workplace match. Our results resonate with existing employability literature, while highlighting some nuanced and previously underemphasised selection factors that may be of relevance beyond our discipline. © 2020 HERDSA.","employability; Employers; graduates; job match; selection; transition; veterinary","","","","","","Australian Government Office for Learning and Teaching","The authors wish to thank the interview participants whose availability and candour was essential to this study. Support for this, and the broader VetSet2Go project, was provided by the Australian Government Office for Learning and Teaching. The views expressed in this article do not necessarily reflect the views of the Australian Government Office for Learning and Teaching. ","Bennett D., Richardson S., MacKinnon P., Enacting strategies for graduate employability: How universities can best support students to develop generic skills, (2015); Bennett D., Richardson S., Mahat M., Coates H., MacKinnon P., Schmidt L., Research and Development in Higher Education: Learning for Life and Work in a Complex World, (2015); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, pp. 77-101, (2006); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Buykx P., Humphreys J., Wakerman J., Pashen D., Systematic review of effective retention incentives for health workers in rural and remote areas: Towards evidence-based policy, Australian Journal of Rural Health, 18, pp. 102-109, (2010); Clarke M., Understanding and managing employability in changing career contexts, Journal of European Industrial Training, 32, 4, pp. 258-284, (2008); Coleman G., Salter L., Thornton J., What skills should veterinarians possess on graduation?, Australian Veterinary Practitioner, 30, pp. 124-131, (2000); Creswell J., Qualitative enquiry and research design: Choosing among five approaches, (2013); Dacre Pool L., Sewell P., The key to employability: Developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Davidson H., Selection methods and criteria for choosing veterinary interns, Journal of the Veterinary Medical Association, 227, pp. 55-60, (2005); Heath T., Mills J., Criteria used by employers to select new graduate employees, Australian Veterinary Journal, 78, pp. 312-316, (2000); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, (1998); Hogan R., Chamorro-Premuzic T., Kaiser R.B., Employability and career success: Bridging the gap between theory and reality, Industrial and Organizational Psychology, 6, 1, pp. 3-16, (2015); Jackson D., Re-conceptualising graduate employability: The importance of pre-professional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jollands M., Research and Development in Higher Education: Learning for Life and Work in a Complex World, (2015); Jones A., Redisciplining generic attributes: The disciplinary context in focus, Studies in Higher Education, 34, 1, pp. 85-100, (2009); Jones A., There is nothing generic about graduate attributes: Unpacking the scope of context, Journal of Further and Higher Education, 37, 5, pp. 591-605, (2013); Knight P.T., Yorke M., Employability through the curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Lloyd J.W., Walsh D.A., Template for a recommended curriculum in ‘veterinary professional development and career success’, Journal of Veterinary Medical Education, 29, pp. 84-93, (2002); Page-Jones S., Abbey G., Career identity in the veterinary profession, Veterinary Record, 176, (2015); Schull D., Morton J., Coleman G., Mills P., Final-year student and employer views of essential personal, interpersonal and professional attributes for new veterinary science graduates, Australian Veterinary Journal, 90, pp. 100-104, (2012); Silverman D., Doing qualitative research: A practical Handbook, (2005); Small L., Shacklock K., Marchant T., Employability: A contemporary review for higher education stakeholders, Journal of Vocational Education & Training, 70, 1, pp. 148-166, (2018); Smith B.P., Sweeney C.R., Inrke P.J., Finding the fit: Selecting an appropriate veterinary internship, Journal of Veterinary Medical Education, 33, pp. 121-124, (2006); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education+ Training, 59, 4, pp. 338-352, (2017); White B.J., Gwinner K.P., Andrus D.M., Prince J.B., Unique educational methods to improve the veterinary employment selection process for rural mixed animal practices, Journal of Veterinary Medical Association, 34, pp. 517-523, (2007); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, pp. 877-901, (2015); Yorke M., Knight P.T., Learning & employability: Embedding employability into the curriculum, (2004)","D. Schull; School of Veterinary Science, The University of Queensland, Gatton, Australia; email: d.schull@uq.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85084260386"
"Amiet D.; Choate J.; Hoskin J.; Dart J.","Amiet, D. (57204358269); Choate, J. (56264283100); Hoskin, J. (56557059700); Dart, J. (56677483900)","57204358269; 56264283100; 56557059700; 56677483900","Exploring attitudes, beliefs and practices of academic staff towards undergraduate career development in non-vocational courses","2021","Higher Education Research and Development","40","5","","885","900","15","10","10.1080/07294360.2020.1799952","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088987258&doi=10.1080%2f07294360.2020.1799952&partnerID=40&md5=92f3e7a3392fee24cb5694ab6a804cb1","School of Psychological Sciences, Monash University, Melbourne, Australia; School of Biomedical Sciences, Monash University, Melbourne, Australia; Department of Nutritional Sciences, Monash University, Melbourne, Australia","Amiet D., School of Psychological Sciences, Monash University, Melbourne, Australia; Choate J., School of Biomedical Sciences, Monash University, Melbourne, Australia; Hoskin J., School of Psychological Sciences, Monash University, Melbourne, Australia; Dart J., Department of Nutritional Sciences, Monash University, Melbourne, Australia","Career development is an essential component of graduate employability, particularly for students undertaking degree programs that are not aligned to a specific vocational outcome. For undergraduate career development to be effective, it should be embedded into the curriculum and involve the academic teaching staff. This approach enhances the relationships between academics and students, and improves student course engagement. Thus, it is imperative that we understand academics’ perceptions and current teaching practices associated with their students’ career development as we strategize how to better prepare graduates for work. This research explored the views of academics on supporting their students’ career development in three non-vocational undergraduate health science degree programs (Biomedical Science, Nutritional Science and Psychology) at an Australian university. A constructionist qualitative inquiry framework was utilised, with semi-structured focus groups. Framework thematic analysis was utilised for the focus group transcripts. Three major themes (attitudes and beliefs, teaching and learning approaches, and challenges), and ten sub-themes were identified. Similar views identified across academics included that students’ careers education should be the responsibility of all university staff as well as the students, that academics have limited knowledge of the employment outcomes of their graduates, and that employability skills development should be embedded into the curriculum. There were divergent views on the expertise of academics to provide careers advice, with academics in two degree programs lacking confidence with careers advising as they had limited employment experience beyond research and teaching. This research provides insight into academics’ views and attitudes about supporting their students’ career development and has broader implications for curricular development and academic roles. © 2020 HERDSA.","academic; careers; Graduate employability; non-vocational; undergraduate","","","","","","Faculty of Medicine, Nursing and Health Sciences; Monash University, MU","This work was supported by a Faculty of Medicine, Nursing and Health Sciences, Monash University and Teaching Grant, funded by the Deputy Dean (Education). The authors wish to acknowledge all the academics who contributed to this research. The authors also acknowledge Ms Ella Ottrey for providing assistance reviewing the relevant literature.","Appleby D.C., Preparing psychology majors to enter the workforce: Then, now, with whom, and how, Teaching of Psychology, 45, 1, pp. 14-23, (2018); Arnett J.J., Emerging adulthood: A theory of development from the late teens through the twenties, American Psychologist, 55, 5, pp. 469-480, (2000); Selected higher education statistics–time series data, (2018); Bennett D., Richardson S., MacKinnon P., Enacting strategies for graduate employability: How universities can best support students to develop generic skills, (2016); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Ciarocco N.J., Traditional and new approaches to career preparation through coursework, Teaching in Psychology, 45, 1, pp. 32-40, (2018); Crotty M., The foundations of social research: Meaning and perspective in the research process, (1998); Dacre Pool L., Sewell P., The key to employability: Developing a practical model of graduate employability, Education and Training, 49, 4, pp. 277-289, (2007); de la Harpe B., David C., Major influences on the teaching and assessment of graduate attributes, Higher Education Research & Development, 31, 4, pp. 493-510, (2012); Higher education enrolments and qualifications: 2012–2016, (2016); Dickfos J., Academic professional development: Benefits of a pracademic experience, International Journal of Work-Integrated Learning, 20, 3, pp. 243-255, (2019); Forster A.G., Bol T., Vocational education and employment over the life course using a new measure of occupational specificity, Social Science Research, 70, pp. 176-197, (2018); Gedye S., Fender E., Chalkley B., Students’ undergraduate expectations and post-graduation experiences of the value of a degree, Journal of Geography in Higher Education, 28, 3, pp. 381-396, (2004); Gillie S., Gillie Isenhour M., The educational, social and economic value of informed and considered career decisions, (2003); Graduate destinations 2009 (and 2010–2015). A report on the work and study outcomes of recent higher education graduates, (2016); Halonen J.S., Dunn D.S., Embedding career issues in advanced psychology major courses, Teaching of Psychology, 45, 1, pp. 41-49, (2018); (1988); Hustler D., Carter K., Halsall R., Watts T., Ball B., Ward R., Developing career management skills in higher education, (1998); Kahu E.R., Framing student engagement in higher education, Studies in Higher Education, 38, 5, pp. 758-773, (2013); Kahu E.R., Nelson K., Student engagement in the educational interface: Understanding the mechanisms of student success, Higher Education Research and Development, 37, 1, pp. 58-71, (2017); Kandiko C.B., Mawer M., Student expectations and perceptions of higher education, (2013); Kinash S., Crane L., Supporting graduate employability from generalist disciplines through employer and private institution collaboration, (2015); Komarraju M., Musulkin S., Bhattacharya G., Role of student-faculty interactions in developing college students’ academic self-concept, motivation, and achievement, Journal of College Student Development, 51, 3, pp. 332-342, (2010); Marginson S., Tertiary education policy in Australia, (2013); Mayston D., Assessing the benefits of careers guidance (CeGS occasional paper), (2002); Murphy R., Scott-Clayton J., Wyness G., Lessons from the end of free college in England, (2017); Norton A., Cherastidtham I., Mackey W., Mapping Australian higher education, (2018); Oliver B., Benchmarking partnerships for graduate employability, (2010); Education at a glance 2018: OECD indicators, (2018); Osipow S., Career development, Encyclopedia of human behavior, pp. 430-433, (2012); Pitt R., Mewburn I., Academic superheroes? A critical analysis of academic job descriptions, Journal of Higher Education Policy and Management, 38, 1, pp. 88-101, (2016); 2016 graduate outcomes survey, (2017); 2017 graduate outcomes survey, (2018); 2018 graduate outcomes survey, (2019); Sarkar M., Overton T., Thompson C.D., Rayner G., Academics’ perspectives of the teaching and development of generic employability skills in science curricula, Higher Education Research & Development, pp. 1-16, (2019); Scott P., Mass higher education–ten years on, Perspectives: Policy and Practice in Higher Education, 9, 3, pp. 68-73, (2005); Thambar N., ‘I’m just a plain old careers adviser’–recognising the hidden expert, Journal of the National Institute for Career Education and Counselling, 37, 1, pp. 26-32, (2016); Tinto V., Through the eyes of students, Journal of College Student Retention: Research, Theory & Practice, 19, 3, pp. 254-269, (2017); Tomlinson M., Graduate employability and student attitudes and orientations to the labour market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Tomlinson M., ‘The degree is not enough’: Students’ perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tudor T.R., Fully integrating academic advising with career coaching to increase student retention, graduation rates and future job satisfaction: An industry approach, Industry and Higher Education, 32, 2, pp. 73-79, (2018); Vespia K.M., Freis S.D., Arrowood R.M., Faculty and career advising: Challenges, opportunities, and outcome assessment, Teaching of Psychology, 45, 1, pp. 24-31, (2018); Watts S.W., Chatterjee D., Rojewski J.W., Reiss C.S., Baas T., Gould K.L., Brown A.M., Chalkley R., Brandt P., Wefes I., Hyman L., Ford J.K., Faculty perceptions and knowledge of career development of trainees in biomedical science: What do we (think we) know?, PloS one, 14, 1, (2019); Whelan M.B., Academic work-integrated learning (WIL): Reengaging teaching-focused academics with industry, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 172-187, (2017); The future of jobs report 2018, (2018); Yorke M., Employability in higher education: What it is–what it is not (learning and employability series 1), (2006)","J. Choate; Department of Physiology, School of Biomedical Sciences, Monash University, Melbourne, Australia; email: julia.choate@monash.edu","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85088987258"
"Caballero G.; Álvarez-González P.; López-Miguens M.J.","Caballero, Gloria (24337543300); Álvarez-González, Paula (57194605803); López-Miguens, María Jesús (16638117300)","24337543300; 57194605803; 16638117300","How to promote the employability capital of university students? Developing and validating scales","2020","Studies in Higher Education","45","12","","2634","2652","18","24","10.1080/03075079.2020.1807494","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089654223&doi=10.1080%2f03075079.2020.1807494&partnerID=40&md5=51d344b4aca2604e4cfb59211feadd0e","Department of Business Organization and Marketing, School of Economics and Business, University of Vigo, Vigo, Spain; Department of Business Organization, School of Economics and Business and Marketing, University of Santiago de Compostela, Galicia, Spain","Caballero G., Department of Business Organization and Marketing, School of Economics and Business, University of Vigo, Vigo, Spain; Álvarez-González P., Department of Business Organization, School of Economics and Business and Marketing, University of Santiago de Compostela, Galicia, Spain; López-Miguens M.J., Department of Business Organization and Marketing, School of Economics and Business, University of Vigo, Vigo, Spain","One of the challenges that today’s universities face is to ensure that their graduates find employment in line with their attributes. University students’ employability capital depends on many personal factors in individuals such as human capital, social capital, cultural capital and psychological capital. However, there is no consensus on how to measure employability capital, and the scales developed to date have not been properly validated. The purpose of this paper is to develop and validate, at the confirmatory level, a set of instruments for measuring the factors of employability capital of university students. We conduct three studies based on three samples of 816, 1,082, and 1,088 students. These studies show the structure of the scales resulting from checking content validity, dimensionality, and reliability, as well as convergent, discriminant, and nomological validity. Moreover, the results show that psychological capital is the most relevant of employability capital followed by social capital, cultural capital and human capital. © 2020 Society for Research into Higher Education.","cultural capital; employability capital; human capital; psychological capital; scales; social capital","","","","","","Universidade de Vigo","This research was supported in part by grants from the Committee of Activities and Services of the Social Council of the University of Vigo with the aim of improving the employability of university students.","Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived Employability in University Students: Developing an Integrated Model, Career Development International, 22, 3, pp. 280-299, (2017); Andrews J., Higson H., Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Ashraf R.U., Hou F., Kirmani S.A.A., Ilyas M., Zaidi S.A.H., Ashraf M.S., Student Employability via University-Industry Linkages, Human Systems Management, 37, 2, pp. 219-232, (2018); Au-Yong-Oliveira M., Goncalves R., Martins J., Branco F., The Social Impact of Technology on Millennials and Consequences for Higher Education and Leadership, Telematics and Informatics, 35, 4, pp. 954-963, (2018); Bandura A., Social Foundations of Thought and Action: A Social Cognitive Theory, (1986); Batistic S., Tymon A., Networking Behaviour, Graduate Employability: a Social Capital Perspective, Education+ Training, 59, 4, pp. 374-388, (2017); Becker G., Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, (1993); Berntson E., Sverke M., Marklund S., Predicting Perceived Employability: Human Capital or Labour Market Opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Bourdieu P., The Forms of Capital, Handbook for Theory and Research for the Sociology of Education, pp. 241-258, (1986); Bourdieu P., Capital Cultural, escuela y espacio Social, (1997); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability Through Career Management Skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Bridgstock R., Jackson D., Strategic Institutional Approaches to Graduate Employability: Navigating Meanings, Measurements and What Really Matters, Journal of Higher Education Policy and Management, 41, 5, pp. 468-484, (2019); Caballero G., Vazquez X.H., Quintas M.A., Improving Employability Through Stakeholders in European Higher Education: the Case of Spain, Long Range Planning, 48, 6, pp. 398-411, (2015); Chen D.J., Lim V.K., Strength in Adversity: The Influence of Psychological Capital on job Search, Journal of Organizational Behavior, 33, 6, pp. 811-839, (2012); Chhinzer N., Russo A.M., An Exploration of Employer Perceptions of Graduate Student Employability, Education+ Training, 60, 1, pp. 104-120, (2018); Chou C.M., Shen C.H., Factors Influencing Employability Self-Efficacy of Engineering Students in Taiwan, International Journal of Engineering Practical Research, 1, 1, pp. 10-14, (2012); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Dacre P.L., Qualter P., Sewell P.J., Exploring the Factor Structure of the Career EDG Employability Development Profile, Education + Training, 56, 4, pp. 303-313, (2014); Dacre P.L., Sewell P.J., The key to Employability: Developing a Practical Model of Graduate Employability, Education + Training, 49, 4, pp. 277-289, (2007); De Guzman A.B., Choi K.O., The Relations of Employability Skills to Career Adaptability among Technical School Students, Journal of Vocational Behavior, 82, 3, pp. 199-207, (2013); Donald W.E., Baruch Y., Ashleigh M., “The Undergraduate Self-Perception of Employability: Human Capital, Careers Advice, and Career Ownership”. Studies in Higher Education,  , 44, 4, pp. 599-614, (2019); (2016); Fornell C., Larcker D.F., Evaluating Structural Equation Models with Unobservable Variables and Measurement Error, Journal of Marketing Research, 18, pp. 39-50, (1981); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A Psycho-Social Construct, its Dimensions, and Applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Granovetter M., Getting a job: A Study of Contacts and Careers, (1995); Hair J.F., Anderson R.E., Tatham R.L., Black W.C., Análisis Multivariante, (1999); Herbert I.P., Rothwell A.T., Glover J.L., Lambert S.A., Graduate Employability, Employment Prospects and Work-Readiness in the Changing Field of Professional Work, The International Journal of Management Education, 18, 2, (2020); Hernandez-Fernaud E., Ramos-Sapena Y., Negrin F., Ruiz-de la Rosa C.I., Hernandez B., Perception of Employability and Self-Efficacy for job Seeking in University Students, Journal of Work and Organizational Psychology, 27, 2, pp. 131-142, (2011); Hernandez-Fernaud E., Ruiz-de la Rosa C.I., Negrin F., Ramos-Sapena Y., Hernandez B., Efficacy of an Intervention Program to Improve Employability of University Students, The Spanish Journal of Psychology, 20, pp. 1-11, (2017); Hildebrandt L., Consumer Retail Satisfaction in Rural Areas: A Reanalysis of Survey Data, Journal of Economic Psychology, 8, pp. 19-42, (1987); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1998); Hogan R., Chamorro-Premuzic T., Kaiser R.B., Employability and Career Success: Bridging the gap Between Theory and Reality, Industrial and Organizational Psychology, 6, 1, pp. 3-16, (2013); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Jones A.B., Sherman R.A., Hogan R.T., Where is Ambition in Factor Models of Personality?, Personality and Individual Differences, 106, pp. 26-31, (2017); Kalfa S., Taksa L., Cultural Capital in Business Higher Education: Reconsidering the Graduate Attributes Movement and the Focus on Employability, Studies in Higher Education, 40, 4, pp. 580-595, (2015); Knight P.T., Yorke M., Employability Through the Curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Kucel A., Robert P., Buil M., Massferrer N., Entrepreneurial Skills and Education-job Matching of Higher Education Graduates, European Journal of Education, 51, 1, pp. 73-89, (2016); Levy J.P., Varela J., Multivariate Analysis in Social Sciences, (2003); Lim Y.M., Lee T.H., Yap C.S., Ling C.C., Employability Skills, Personal Qualities, and Early Employment Problems of Entry-Level Auditors: Perspectives From Employers, Lecturers, Auditors, and Students, Journal of Education for Business, 91, 4, pp. 185-192, (2016); Lin N., A Network Theory of Social Capital, The Handbook of Social Capital, pp. 50-69, (2008); Luthans F., Positive Organizational Behavior. Developing and Managing Psychological Strengths, Academy of Management Executive, 16, 1, pp. 57-72, (2002); McArdle S., Waters L., Briscoe J.P., Hall D.T.T., Employability During Unemployment: Adaptability, Career Identity and Human and Social Capital, Journal of Vocational Behavior, 71, 2, pp. 247-264, (2007); McNally J.J., Irving P.G., The Relationship Between University Student Commitment Proﬁles and Behavior: Exploring the Nature of Context Effects, Journal of Leadership & Organizational Studies, 17, 2, pp. 201-215, (2010); McQuaid R.W., Lindsay C., The Concept of Employability, Urban Studies, 42, 2, pp. 197-219, (2005); Mouw T.M., Social Capital and Finding a job: do Contacts Matter?, American Sociological Review, pp. 868-898, (2003); Myers K.K., Sadaghiani K., Millennials in the Workplace: A Communication Perspective on Millennials’ Organizational Relationships and Performance, Journal of Business and Psychology, 25, 2, pp. 225-238, (2010); Nicolescu L., Nicolescu C., Using PLS-SEM to Build an Employability Confidence Model for Higher Education Recipients in the Field of Business Studies, Kybernetes, 48, 9, pp. 1965-1988, (2019); Nunnally J.C., Psychometric Theory, (1978); Education at a Glance 2019: OECD Indicators, (2019); Peeters E., Nelissen J., De Cuyper N., Forrier A., Verbruggen M., De Witte H., Employability Capital: A Conceptual Framework Tested Through Expert Analysis, Journal of Career Development, pp. 1-15, (2017); Pinto L.H., Ramalheira D.C., Perceived Employability of Business Graduates: the Effect of Academic Performance and Extracurricular Activities, Journal of Vocational Behavior, 99, pp. 165-178, (2017); Qenani E., MacDougall N., Sexton C., An Empirical Study of Self-Perceived Employability: Improving the Prospects for Student Employment Success in an Uncertain Environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Rivera M.C., Villardon L., Alvarez M., Moro A., Elexpuru I., Yaniz C., Perceived Employability and Competence Development, Procedia-Social and Behavioral Sciences, 69, pp. 1191-1197, (2012); Robertson D.L., Pelaez M., Behavior Analytic Concepts and Change in a Large Metropolitan Research University: The Graduation Success Initiative, Journal of Organizational Behavior Management, 36, 2-3, pp. 123-153, (2016); Romgens I., Scoupe R., Beausaert S., Unraveling the Concept of Employability, Bringing Together Research on Employability in Higher Education and the Workplace, Studies in Higher Education, pp. 1-16, (2019); Rothwell A., Arnold J., Self-perceived Employability: Development and Validation of a Scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Herbert I., Rothwell F., Self-perceived Employability: Construction and Initial Validation of a Scale for University Students, Journal of Vocational Behavior, 73, pp. 1-12, (2008); Rothwell A., Jewell S., Hardie M., Self-perceived Employability: Investigating the Responses of Post-Graduate Students, Journal of Vocational Behavior, 75, 2, pp. 152-161, (2009); Schultz T.W., Investment in Human Capital, The American Economic Review, 51, 1, pp. 1-17, (1961); Sharma S., Applied Multivariate Techniques, (1996); Sharma P., Chan R.Y., Counterfeit Proneness: Conceptualisation and Scale Development, Journal of Marketing Management, 27, 5-6, pp. 602-626, (2011); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education+ Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Nghia T.L.H., An Overview of the Current Policy and Conceptual Landscape of Graduate Employability, Developing and Utilizing Employability Capitals: Graduates’ Strategies Across Labour Markets, pp. 1-17, (2020); Tymon A., The Student Perspective on Employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Vandecasteele B., Geuens M., Motivated Consumer Innovativeness: Concept, Measurement and Validation, International Journal of Research in Marketing, 27, 4, pp. 308-318, (2010); Van der Heijde C., Van der Heijden B., A Competence-Based and Multidimensional Operationalization and Measurement of Employability, Human Resource Management, 45, pp. 449-476, (2006); Vargas R., Sanchez-Queija M.I., Rothwell A., Parra A., Self-perceived Employability in Spain, Education + Training, 60, 3, pp. 226-237, (2018); Verhaest D., Van der Velden R., Cross-country Differences in Graduate Overeducation, European Sociological Review, 29, 3, pp. 642-653, (2013); Weerts D., Cabrera A., Sanford T.H., Beyond Giving: Political Advocacy and Volunteer Behaviors of Public University Alumni, Research in Higher Education, 51, 4, pp. 346-365, (2010); Willett J.B., Sayer A.G., Using Covariance Structure Analysis to Detect Correlates and Predictors of Individual Change Over Time, Psychological Bulletin, 116, pp. 363-381, (1994); Williams S., Dodd L.J., Steele C., Randall R., A Systematic Review of Current Understandings of Employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Wittekind A., Raeder S., Grote G., A Longitudinal Study of Determinants of Perceived Employability, Journal of Organizational Behavior, 31, pp. 566-586, (2010); Wood R., Bandura A., Social Cognitive Theory of Organizational Management, Academy of Management Review, 14, 3, pp. 361-384, (1989); Wright T.A., Quick J.C., Hannah S.T., Hargrove M., Best Practice Recommendations for Scale Construction in Organizational Research: The Development and Initial Validation of the Character Strength Inventory (CSI), Journal of Organizational Behavior, 38, pp. 615-628, (2017); Yusof H.M., Mustapha R., Mohamad S.A., Bunian M.S., Measurement Model of Employability Skills Using Confirmatory Factor Analysis, Procedia-Social and Behavioral Sciences, 56, pp. 348-356, (2012); Zakaria M.H., Yatim B., Ismail S., A New Approach in Measuring Graduate Employability Skills, AIP Conference Proceedings, 1602, 1, pp. 1202-1208, (2014)","G. Caballero; Department of Business Organization and Marketing, School of Economics and Business, University of Vigo, Vigo, Leonardo Da Vinci, s/n, 36310, Spain; email: gloriacf@uvigo.es","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","","Scopus","2-s2.0-85089654223"
"Nielson B.; Barberi-Weil M.; Border T.","Nielson, Blake (57147804500); Barberi-Weil, Mikelle (57216489135); Border, Tim (22978725500)","57147804500; 57216489135; 22978725500","Sales education and philanthropy: U.S. sales curriculum transcends boundaries and elevates employability and income levels in Latin America","2021","Journal of Education for Business","96","2","","120","126","6","0","10.1080/08832323.2020.1751024","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083681450&doi=10.1080%2f08832323.2020.1751024&partnerID=40&md5=04924a34b925a66009ed2a73b1ebf815","Professional Sales, Weber State University, Ogden, UT, United States; Alan E. Hall Sales Center, Weber State University, Ogden, UT, United States","Nielson B., Professional Sales, Weber State University, Ogden, UT, United States; Barberi-Weil M., Alan E. Hall Sales Center, Weber State University, Ogden, UT, United States; Border T., Professional Sales, Weber State University, Ogden, UT, United States","There has been an increase in sales education across the U.S. and world. Due to the growing and critical demand of sales professionals, new programs have been established at many universities. This study investigates the feasibility of adapted sales curriculum that is used in a U.S. based university and if it can be used in Latin America to help people develop skills to enhance their personal livelihood. Data was collected from both Guatemala and Nicaragua before and after the training was delivered. T-Tests were utilized to analyze if there was an increase in the participants employability and earning power. The results indicate that teaching individuals from both countries basic sales skills can immediately increase employability and earning ability. This paper outlines this process while outlining a model for collaboration and outreach efforts. © 2020 Taylor & Francis Group, LLC.","Curriculum development; international sales training; outreach; philanthropy; sales education","","","","","","","","Agnihotri R., Bonney L., Dixon A.L., Erffmeyer R., Pullins E.B., Sojka J.Z., West V., Developing a stakeholder approach for recruiting top-level sales students, Journal of Marketing Education, 36, 1, pp. 75-86, (2014); Attia A.M., Honeycutt E.D., Jantan M.A., Global sales training: In search of antecedent, mediating, and consequence variables, Industrial Marketing Management, 37, 2, pp. 181-190, (2008); Austin J.E., Seitanidi M., Collaborative value creation: A review of partnering between nonprofits and businesses: Part I. Value creation spectrum and collaboration stages, Nonprofit and Voluntary Sector Quarterly, 41, 5, pp. 726-758, (2012); Bolander W., Bonney L., Satornino C., Sales education efficacy, Journal of Marketing Education, 36, 2, pp. 169-181, (2014); Brashear T., Bellenger D., Boles J., Barksdale H., An exploratory study of the relative effectiveness of different types of sales force mentors, Journal of Personal Selling & Sales Management, 26, 1, pp. 7-18, (2006); Cespedes F.V., Weinfurther D., (2016); Cummins S., Peltier J.W., Erffmeyer R., Whalen J., A critical review of the literature for sales educators, Journal of Marketing Education, 35, 1, pp. 68-78, (2013); Deeter-Schmelz D., Kennedy K., A global perspective on the current state of sales education in the college curriculum, Journal of Personal Selling & Sales Management, 31, 1, pp. 55-75, (2011); Delpechitre D., Baker D.S., Cross-cultural selling: Examining the importance of cultural intelligence in sales education, Journal of Marketing Education, 39, 2, pp. 94-108, (2017); Dixon A.L., Tanner J., Transforming selling: Why it is time to think differently about sales research, Journal of Personal Selling & Sales Management, 32, 1, pp. 9-13, (2012); Kajonius P.J., Carlander A., Who gets ahead in life? Personality traits and childhood background in economic success, Journal of Economic Psychology, 59, pp. 164-170, (2017); Leach M.P., Liu A.H., Johnston W.J., The role of self-regulation training in developing the motivation management capabilities of salespeople, Journal of Personal Selling & Sales Management, 25, 3, pp. 269-281, (2005); Marcos-Cuevas J., Critten P., Squire P., Speakman J.I.F., Enhancing the professional mindset of future sales professionals: Key insights from a master in sales transformation, Journal of Marketing Education, 36, 2, pp. 144-155, (2014); Nielson B., Border T., Teaching and training future sales professionals how to negotiate with real world experience, Journal for Advancement of Marketing Education, 24, pp. 8-15, (2016); Nielson B., Cummins S., Recruiting sales students: The value of professionals in the classroom, Marketing Education Review, 29, 1, pp. 65-74, (2019); Peltier J.W., Cummins S., Pomirleanu N., Cross J., Simon R., A parsimonious instrument for predicting students’ intent to pursue a sales career: Scale development and validation, Journal of Marketing Education, 36, 1, pp. 62-74, (2014); Pink D.H., To sell is human: The surprising truth about persuading, convincing, and influencing others, (2012); Prahalad C.K., Hammond C.P., Serving the world’s poor, profitably, Harvard Business Review, 80, 9, pp. 48-57, (2002); (2017); Shumate M., Fu J., Cooper K., Does cross-sector collaboration lead to higher nonprofit capacity?, Journal of Business Ethics, 150, 2, pp. 385-399, (2018); (2018); Weilbaker D.C., Williams M., Recruiting new salespeople from universities: University sales centers offer a better alternative, Journal of Selling & Major Account Management, 6, 3, pp. 30-38, (2006)","","","Taylor and Francis Ltd.","","","","","","08832323","","","","English","J. Edu. Bus.","Article","Final","","Scopus","2-s2.0-85083681450"
"Martini M.; Cavenago D.; Marafioti E.","Martini, Mattia (56426774100); Cavenago, Dario (36343372500); Marafioti, Elisabetta (14065220300)","56426774100; 36343372500; 14065220300","Enhancing the employability of temporary agency workers: the interplay between agency support and client company investments","2021","International Journal of Human Resource Management","32","11","","2353","2381","28","8","10.1080/09585192.2019.1579750","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063571123&doi=10.1080%2f09585192.2019.1579750&partnerID=40&md5=94c3101bf131f76703137184f23b096c","Department of Sociology and Social Research, University of Milan-Bicocca, Milan, Italy; Department of Business and Law, University of Milan-Bicocca, Milan, Italy","Martini M., Department of Sociology and Social Research, University of Milan-Bicocca, Milan, Italy; Cavenago D., Department of Business and Law, University of Milan-Bicocca, Milan, Italy; Marafioti E., Department of Business and Law, University of Milan-Bicocca, Milan, Italy","This study explores the relationship between the employment agency’s support, the employability of temporary agency workers, and the role of the client company investments in worker’s development. In particular, we hypothesise that the support of Temporary Work Agencies affects perceived career success, employability skills and perceived employment opportunities. Furthermore, we suggest that client company investments mediate the effect of Temporary Work Agencies’ support on workers’ employment outcomes. We tested the research hypotheses on a sample of temporary workers who found a job through the intermediation of an Italian employment agency. Results show that perceived career success and employability skills are positively related to employment agency support, through the partial mediation of the investments of the client companies. The study suggests that Temporary Work Agencies play a critical role in enhancing temporary agencies workers’ employability, even by shaping the investments of the client companies in workers’ development. This study contributes toward existing theories by extending the knowledge of mechanisms and conditions under which investments in contract workers of both Temporary Work Agencies and client companies can be effective predictors of their employability. © 2019 Informa UK Limited, trading as Taylor & Francis Group.","Agency support; client company investments; employability; temporary agency workers; triangular employment relationship","","","","","","","","Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W.B., Competencies for the contemporary career: Development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Arnold J., Rothwell A., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Baron R.M., Kenny D.A., The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations, Journal of Personality and Social Psychology, 51, 6, pp. 1173-1182, (1986); Becker G., Investment in human capital: A theoretical analysis, Journal of Political Economy, 70, 5, pp. 9-49, (1962); Benner C., Leete L., Pastor M., Staircases or treadmills? 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J. Hum. Resour. Manage.","Article","Final","","Scopus","2-s2.0-85063571123"
"Huber A.M.; Waxman L.K.","Huber, Amy M. (57077814200); Waxman, Lisa K. (22036824400)","57077814200; 22036824400","Comparing employability priorities of emerging and experienced interior designers","2020","Artifact","7","1-2","00001_1","","","","0","10.1386/art_00005_1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105659581&doi=10.1386%2fart_00005_1&partnerID=40&md5=1898310ba02cb1673b447ba13daa8375","Florida State University, 1038 William Johnston Building, Tallahassee, FL, United States","Huber A.M., Florida State University, 1038 William Johnston Building, Tallahassee, FL, United States; Waxman L.K., Florida State University, 1038 William Johnston Building, Tallahassee, FL, United States","While design scholars have long explored the design process and its underlining decision-making tactics, few empirical studies have examined other judgements that may also influence design practice, such as the skills and contributions of new hires and their fit with their firms' management style, culture and values. To probe employability priorities, this study first explored broad-based and discipline-specific literature, accreditation standards, and recent position announcements from interior design practice. Next, in order to define those skills and traits most highly valued in commercial interior design, new quantitative survey data was collected from emerging interior designers, and, in turn, was compared to extant research findings on the hiring priorities of experienced management practitioners within the interior design consultancy industry. Survey responses support earlier findings emphasizing soft skills while contributing to the literature by highlighting differing priorities between experienced interior designers and those whom they are likely to hire (i.e. emerging design professionals). Such differing priorities may have resonance in allied design disciplines, which is discussed with implications for design management hiring practice, emerging design professionals' employability efforts, and practices of educators aiming to enhance the employability of design graduates. © 2019 The Author(s).","Entry-level designers; Hard skills; Interior designers; Skills and traits; Soft skills","","","","","","","","Agarwal N. K., Islam M. A., How can professional associations continue to stay relevant? Knowledge management to the rescue, Proceedings of the Association for Information Science and Technology, 53, pp. 1-10, (2016); Career +: Findings from the ASID emerging professionals roundtable, (2015); ASID Outlook and State of the Industry Report, (2018); Learn more and take action, American Society of Interior Designers (ASID), (2018); Astin A. W, Sax L. 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T., The high impact of education abroad: College students' engagement in international experiences and the development of intercultural competencies, Frontiers: The Interdisciplinary Journal of Study Abroad, 22, pp. 1-24, (2013); Strauss A., Corbin J., Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, (1998); Tarrant M. A., Rubin D. L., Stoner L., The added value of study abroad, Journal of Studies in International Education, 18, 2, pp. 141-161, (2013); Tarver L., Waxman L. K., Early professional practice experiences and perceived levels of readiness of entry-level design professionals: A survey of recent interior design graduates, Interior Design Educators Council South Regional Conference, (2013); Teichler U., Janson K., The professional value of temporary study in another European country: Employment and work of former ERASMUS students, Journal of Studies in International Education, 11, 3&4, pp. 486-495, (2007); Tulgan B., Bridging the Soft Skills Gap: How to Teach the Missing Basics to Today's Young Talent, (2015); Vogt W. P., Quantitative Research Methods, (2007); Webber S. B., Emotional intelligence in the interior design context, Journal of Interior Design, 42, 4, pp. 29-44, (2017); Wolf R. L., Service learning, Journal of Interior Design, 22, 2, (1996); Zimmeck M., Government and volunteering: Towards a history of policy and practice, Volunteering and Society in the 21st Century, pp. 84-103, (2010); Zollinger S., Guerin D., Hadjiyanni T., Martin K., Deconstructing service-learning: A framework for interior design, Journal of Interior Design, 34, 3, pp. 31-45, (2009)","","","Intellect Ltd.","","","","","","17493463","","","","English","Artifact","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85105659581"
"Hartmann E.; Komljenovic J.","Hartmann, Eva (42961363100); Komljenovic, Janja (56085294700)","42961363100; 56085294700","The employability dispositif, or the re-articulation of the relationship between universities and their environment","2021","Journal of Education Policy","36","5","","708","733","25","8","10.1080/02680939.2020.1725983","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85080106424&doi=10.1080%2f02680939.2020.1725983&partnerID=40&md5=fd5b76cc0fdbcf596e552827e5b79884","Faculty of Education, University of Cambridge, Cambridge, United Kingdom; Educational Research, Lancaster University, Lancaster, United Kingdom","Hartmann E., Faculty of Education, University of Cambridge, Cambridge, United Kingdom; Komljenovic J., Educational Research, Lancaster University, Lancaster, United Kingdom","This paper focuses on how universities are increasingly made responsible for the employment of their students. Drawing on Governmentality Studies, we suggest framing this pressure as an employability dispositif. We join critical studies which link the employability imperative to a neo-liberal transformation of the higher education landscape. However, we criticise them for not paying enough attention to how the dispositif is put into practice by different universities and countries. As a consequence, they overlook important differences in terms of its institutionalisation. This contribution presents an overview of the dispositif's variegation, based on the findings of a survey with responses from 84 European universities in 26 European countries, which makes our study the most comprehensive in the field to date. Using an abductive approach, we aim, in addtion, to find explanations for the variegation. We show that a high youth unemployment rate has little explanatory power for the strength of the employability dispostif, in contrast to tuition fees and the country typology that we use and further develop. The dispositif is most advanced in Liberal Market Economies, indicating that universities in these countries seem to be on the way to becoming labour market institutions in their own right. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","Foucault; Graduate employability; labour market; social media; university; varieties of capitalism","","","","","","European Association of Institutions in Higher Education; European University Association","We would like to show our gratitude to the European University Association (EUA) and European Association of Institutions in Higher Education (EURASHE) who helped us to disseminate our questionnaire. We thank Susan Robertson and Adrian Mackenzie for sharing their insights, ideas and expertise in digital methods with us that greatly improved the research design. A special thank also goes to the three anonymous reviewers for their very useful and constructive comments on an earlier draft.","Abed R., (2018); Bacevic J., (Education For) Work Sets You Free: ‘Employability’ and Higher Education in Former Yugoslavia and Its Successor States, European Journal of Higher Education, 4, 3, pp. 281-296, (2014); Barrie S.C., A Conceptual Framework for the Teaching and Learning of Generic Graduate Attributes, Studies in Higher Education, 32, 4, pp. 439-458, (2007); Bell R., Unpacking the Link between Entrepreneurialism and Employability: An Assessment of the Relationship between Entrepreneurial Attitudes and Likelihood of Graduate Employment in a Professional Field, Education + Training, 58, 1, pp. 2-17, (2016); Berger P.L., Luckmann T., Social Construction of Reality. 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S. Peirce, Abduction, and the Pursuit of Scientific Theories, Transactions of the Charles S. Peirce Society, 44, pp. 446-468, (2008); Mcquaid R.W., Lindsay C., The Concept of Employability, Urban Studies, 42, pp. 197-219, (2005); Minocha S., Hristov D., Leahy-Harland S., Re: Developing Future-ready Global Workforce: A Case Study from A Leading UK University, International Journal of Management Education, 16, pp. 245-255, (2018); Mittelman J., Implausible dream.The World-class Universitiy and Repurposing Higher Education, (2018); Morley L., Producing New Workers: Quality, Equality and Employability in Higher Education, Quality in Higher Education, 7, 2, pp. 131-138, (2001); Morrish L., The Accident of Accessibility: How the Data of the TEF Creates Neoliberal Subjects, Social Epistemology, 33, 4, pp. 355-366, (2019); Neave G., Amaral A., Introduction. On Exceptionalism: The Nation, a Generation and Higher Education, Portugal 1974–2009, (2012); Education at a Glance, (2017); Okay-Somerville B., Scholarios D., Position, Possession or Process? Understanding Objective and Subjective Employability during University-to-work Transitions, Studies in Higher Education, 42, pp. 1275-1291, (2017); Olssen M., Governmentality and Subjectivity: Practices of Self as Arts of Self-Government, Governmentality. Studies in Education, pp. 77-94, (2009); Orduna-Malea E., Font C.I., Ontalba-Ruiperez J., From Universities to Private Companies: A Measurable Route of Linkedin Users, Digital Tools for Academic Branding and Self-Promotion, pp. 127-150, (2016); Osborn D.S., Lofrisco B.M., How Do Career Centers Use Social Networking Sites?, Career Development Quarterly, 60, pp. 263-272, (2012); Peck J., Theodore N., Variegated Capitalism, Progress in Human Geography, 31, 6, pp. 731-772, (2011); Peirce C.S., The Essential Peirce, 1, (1992); Penttinen L., Vesisenaho M., Career Repertoires of IT Students: A Group Counselling Case Study in Higher Education, International Journal for Education and Vocational Guidance, 13, pp. 203-215, (2013); Peters J.D., The Marvelous Clouds: Toward a Philosophy of Elemental Media, (2017); Renuga M., Ezhilan S., Developing Career Skills of Professional Students through Student Mentees-alumni Mentoring Program, Anthropologist, 18, pp. 705-716, (2014); Romele A., Gallino F., Emmenegger C., Gorgone D., Panopticism Is Not Enough: Social Media as Technologies of Voluntary Servitude, Surveillance & Society, 15, 2, pp. 204-221, (2017); Ruegg W., A History of the University in Europe: Volume 4, Universities since 1945, (2011); Sin C., Tavares O., Amaral A., (2017); Smith R., Egglestone C., Jones E., Aldridge F., Adult Participation in Learning Survey 2019, (2019); Srnicek N., Platform Capitalism, (2016); Staiculescu C., Dobrea R.C., Impact of the Career Counseling Services on Employability, 7th International Edu World Conference (Edu World), pp. 938-945, (2017); Starcic A.I., Barrow M., Zajc M., Lebenicnik M., Students’ Attitudes on Social Network Sites and Their Actual Use for Career Management Competences and Professional Identity Development, International Journal of Emerging Technologies in Learning, 12, 5, pp. 65-81, (2017); Swedberg R., Theorizing in Sociology and Social Science: Turning to the Context of Discovery, Theory & Society, 41, 1, pp. 1-40, (2012); Teichler U., Higher Education and the World of Work: The Perennial Controversial Debate, Mass Higher Education Development in East Asia: Strategy, Quality, and Challenges, pp. 269-288, (2015); Wendlandt N.M., Rochlen A.B., Addressing the College-to-work Transition: Implications for University Career Counselors, Journal of Career Development, 5, pp. 151-165, (2008); Wilton N., Do Employability Skills Really Matter in the UK Graduate Labour Market? the Case of Business and Management Graduates, Work Employment & Society, 25, pp. 85-100, (2011); Witt M., Kabbach de Castro L.R., Amaeshi K., Mahroum S., Bohle D., Saez L., Mapping the Business Systems of 61 Major Economies: A Taxonomy and Implications for Varieties of Capitalism and Business Systems Research, Socio-Economic Review, 16, pp. 5-38, (2018)","E. Hartmann; Faculty of Education, University of Cambridge, Cambridge, United Kingdom; email: ebh27@cam.ac.uk","","Routledge","","","","","","02680939","","","","English","J. Educ. Policy","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85080106424"
"Lau E.; Body A.","Lau, Emily (57211968860); Body, Alison (57192216875)","57211968860; 57192216875","Community alliances and participatory action research as a mechanism for re-politicising social action for students in higher education","2021","Educational Action Research","29","5","","738","754","16","4","10.1080/09650792.2020.1772093","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086915262&doi=10.1080%2f09650792.2020.1772093&partnerID=40&md5=09d52d07b5279c0f3013c557054ce888","Canterbury Christ Church University, Canterbury, United Kingdom; University of Kent, Canterbury, United Kingdom","Lau E., Canterbury Christ Church University, Canterbury, United Kingdom; Body A., University of Kent, Canterbury, United Kingdom","Evidence from the UN World Youth Report (2015) suggests that young people, while increasingly disengaged with formal political processes, are motivated by cause-related social action. Higher Education (HE), through research and partnership, provides ideal learning spaces to explore cause-related social action. However, as HE partnership opportunities continue to be reframed under a narrative of employability and one-off participation, there is a risk that these experiences miss an opportunity to critically engage young people with issues at a socio-political level. This research paper considers the potential of participatory action research (PAR) as a pedagogical mechanism for re-politicising social action for students in a UK HE context. The project explores the experiences of 160 undergraduate students, working in partnership with 400 young children, aged 2–10 years, to investigate and co-construct their views and action concerning causes represented by local community organisations. Findings suggest that using participatory, youth-action approaches students shifted their self-identified positions from a non-social-orientated approach to establishing them as advocates for causes and children’s voices. We argue that PAR, as a learning experience, and service-learning pedagogy open up an alternative experience of social action through an educational context with engagement and consideration of social issues. In conclusion, we call for new alliances between HE, young people, and community organisations, to produce, through enquiry, critical knowledge aimed at social transformation, which can open-up authentic democratic spaces within the learning communities in HE and its networks. © 2020 Educational Action Research.","apathy; civic action; community partnership; employability; higher education; participatory Action Research; political processes; re-politicisation; Social action; young people","","","","","","","","(2015); Anderson G., Can Participatory Action Research (PAR) Democratize Research, Knowledge, and Schooling? Experiences from the Global South and North, International Journal of Qualitative Studies in Education, 30, 5, pp. 427-431, (2017); Annette J., Democratic Citizenships and Lifelong Active Learning, Active Citizenship: What Could It Achieve and How?, pp. 129-136, (2010); Arthur J., Harrison T., Taylor-Collins E., Moller F., A Habit of Service: The Factors that Sustain Service in Young People: Research Report, (2017); Ball S.J., The Teacher’s Soul and the Terrors of Performativity, Journal of Education Policy, 18, 2, pp. 215-228, (2003); Barber T., Participation, Citizenship, and Well-being. Engaging with Young People, Making a Difference, Nordic Journal of Youth Research, 17, 1, pp. 25-40, (2009); Bastedo H., Not ‘One of Us’: Understanding How Non-engaged Youth Feel about Politics and Political Leadership, Journal of Youth Studies, 18, 5, pp. 649-665, (2015); Baum F., MacDougall C., Smith D., Participatory Action Research, Journal of Epidemiology and Community Health, 60, 10, pp. 854-857, (2006); Bleakley A., From Reflective Practice to Holistic Reflexivity, Studies in Higher Education, 24, 3, pp. 315-330, (1999); Body A., Hogg E., What Mattered Ten Years On? 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Staff and Educational Development Association, (2016); Gibbs P., Cartney P., Wilkinson K., Parkinson J., Cunningham S., James-Reynolds C., Zoubir T., Et al., Literature Review on the Use of Action Research in Higher Education, Educational Action Research, 25, 1, pp. 3-22, (2017); Gillis A., Jackson W., Research Methods for Nurses: Methods and Interpretation, (2002); Goddard J., Kempton L., The Civic University: Universities in the Leadership and Management of Place, (2016); Grasso M., Young People’s Political Participation in Europe in Times of Crisis, Young People Re-Generating Politics in Times of Crises, pp. 179-196, (2018); Gray M.J., Ondaatje E.H., Fricker R., Geschwind S., Goldman C.A., Kaganoff T., Et al., Coupling Service and Learning in Higher Education: The Final Report of the Evaluation of the Learn and Serve America, Higher Education Program, (1998); Knowledge and Human Interests, (1978); Hall R., Winn J., Mass Intellectuality and Democratic Leadership in Higher Education, (2017); 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Temple P., Callender C., Grove L., Kersh N., Managing the Student Experience in a Shifting Higher Education Landscape, (2014); Thompson L.J., Clark G., Walker M., Whyatt J.D., ‘It’s Just like an Extra String to Your Bow’: Exploring Higher Education Students’ Perceptions and Experiences of Extracurricular Activity and Employability, Active Learning in Higher Education, 14, 2, pp. 135-147, (2013); Thorley M., Graduate Meets Employer–A Model for Embedding Industry Professional Involvement in the Development and Assessment of Student Portfolios, Journal of Music, Technology and Education, 7, 3, pp. 325-329, (2014); Treseder P., Empowering Children & Young People: Promoting Involvement in Decision-making, (1997); Tymon A., The Student Perspective on Employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); United Nations Definition of Youth, (2013); World Youth Report: Youth Civic Engagement, (2015); Van Deth J., Abendschon S., Vollmar M., Children and Politics: An Empirical Reassessment of Early Political Socialization, Political Psychology, 32, 1, pp. 147-173, (2011); Wattenberg M., Is Voting for Young People?, (2006); Weltman D., Whiteside M., Comparing the Effectiveness of Traditional and Active Learning Methods in Business Statistics: Convergence to the Mean, Journal of Statistics Education, 18, 1, (2010)","E. Lau; Canterbury Christ Church University, Canterbury, United Kingdom; email: emily.lau@canterbury.ac.uk","","Routledge","","","","","","09650792","","","","English","Educ. Action Res.","Article","Final","","Scopus","2-s2.0-85086915262"
"DINH H.T.T.; CHU N.N.M.; TRAN V.H.; NGUYEN D.V.; NGUYEN Q.L.H.T.T.","DINH, Hien Thi Thu (57216281667); CHU, Ngoc Nguyen Mong (57220197750); TRAN, Van Hong (57549711000); NGUYEN, Du Van (57220194800); NGUYEN, Quyen Le Hoang Thuy To (57212312394)","57216281667; 57220197750; 57549711000; 57220194800; 57212312394","Applying Stochastic Fractal Search Algorithm (SFSA) in Ranking the Determinants of Undergraduates Employability: Evidence from Vietnam","2020","Journal of Asian Finance, Economics and Business","7","12","","583","591","8","0","10.13106/JAFEB.2020.VOL7.NO12.583","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098596185&doi=10.13106%2fJAFEB.2020.VOL7.NO12.583&partnerID=40&md5=9e5f9d6a97b38e200c4670b2b9a35f9a","Lecturer, Faculty of Accounting and Auditing, Ho Chi Minh City Open University, Viet Nam; Assistant Professor, School of Economic Mathematics and Statistics, University of Economics, Ho Chi Minh City, Viet Nam; Dean, Faculty of Accounting and Auditing, University of Finance – Marketing, Ho Chi Minh City, Viet Nam; Assistant Professor, School of Government, University of Economics, Ho Chi Minh City, Viet Nam; Assistant Professor, Deputy Director, Office of Cooperation and Research Management, Ho Chi Minh City Open University, 97, Vo Van Tan Street, District 3, Ho Chi Minh City, 724000, Viet Nam","DINH H.T.T., Lecturer, Faculty of Accounting and Auditing, Ho Chi Minh City Open University, Viet Nam; CHU N.N.M., Assistant Professor, School of Economic Mathematics and Statistics, University of Economics, Ho Chi Minh City, Viet Nam; TRAN V.H., Dean, Faculty of Accounting and Auditing, University of Finance – Marketing, Ho Chi Minh City, Viet Nam; NGUYEN D.V., Assistant Professor, School of Government, University of Economics, Ho Chi Minh City, Viet Nam; NGUYEN Q.L.H.T.T., Assistant Professor, Deputy Director, Office of Cooperation and Research Management, Ho Chi Minh City Open University, 97, Vo Van Tan Street, District 3, Ho Chi Minh City, 724000, Viet Nam","Employability has recently become the first target of the national higher education. Its model has been updated to catch the new trend of Industry 4.0. This paper aims at analyzing and ranking the determinants of undergraduate employability, focusing on business and economics majors in Ho Chi Minh City, Vietnam. In-depth interviews with content analysis have been primarily conducted to reach an agreement on a key group of factors: human capital, social capital, and identity. The Stochastic Fractal Search Algorithm (SFSA) is then applied to rank the sub-factors. Human capital is composed of three major elements: attitude, skill, and knowledge. Social capital is approached at both structural and cognitive aspects with three typical types: bonding, bridging, and linking. The analysis has confirmed the change of priority in employability determinants. Human capital is still a driver but the priority of attitude has been confirmed in the contemporary context. Then, social capital with the important order of linking, bridging, and bonding is emphasized. Skill, knowledge, and identity share the least weight in the model. It is noted that identity is newly proposed in the model but a certain role has been found. The findings are crucial for education strategies to enhance university graduate employability. © 2020. All Rights Reserved.","Employability; Human Resource; Social Capital; Stochastic Fractal Search (SFS); Vietnam","","","","","","","","Aedo C., Hentschel J., Luque J., Moreno M., From occupations to embedded skills: a cross-country comparison, (2013); Baldwin T. T., Bedell M. D., Johnson J. L., The social fabric of a team-based MBA program: Network effects on student satisfaction and performance, Academy of Management Journal, 40, 6, pp. 1369-1397, (1997); Boden R., Nedeva M., Employing discourse: Universities and graduate ‘employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Botha A. 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K., Unrewarding work, coworker support, and job satisfaction: A test of the buffering hypothesis, Work and Occupations, 27, 2, pp. 223-243, (2000); Duong M. T. H., Nguyen D. V., Nguyen P. T., Using Fuzzy Approach to Model Skill Shortage in Vietnam's Labor Market in the Context of Industry 4.0, Engineering, Technology & Applied Science Research, 10, 3, pp. 5864-5868, (2020); Hillage J., Pollard E., Employability: developing a framework for policy analysis, 107, (1998); Holmes L., Competing perspectives on graduate employability: possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Hondeghem A., Vandermeulen F., Competency management in the Flemish and Dutch civil service, International Journal of Public Sector Management, 13, 4, pp. 342-353, (2000); Huynh V. D. B., Nguyen P. V., Nguyen Q. L. H. T. T., Nguyen P. 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The importance of alignment in higher education, International Journal of Learning Technology, 2, 4, pp. 294-309, (2006); Salimi H., Stochastic Fractal Search: A powerful metaheuristic algorithm, Knowledge-Based Systems, 75, pp. 1-18, (2015); Stone W., Gray M., Hughes J., Social capital at work: How family, friends and civic ties relate to labour market outcomes. Australian Institute of Family Studies Melbourne. Sturges, J., Guest, D., Conway, N., & Davey, K. M. (2002). A longitudinal study of the relationship between career management and organizational commitment among graduates in the first ten years at work, Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 23, 6, pp. 731-748, (2003); Tran A. N., Norlund I., Globalization, industrialization, and labor markets in Vietnam, Journal of the Asia Pacific Economy, 20, 1, pp. 143-163, (2015); Tran V. D., Lewis R., Effects of Cooperative Learning on Students at An Giang University in Vietnam, International Education Studies, 5, 1, pp. 86-99, (2012); van der Heijde C. M., Employability and self-regulation in contemporary careers, International Journal of Economics and Financial Issues, 6, 3, pp. 1189-1193, (2014); Vo K. D., Nguyen P. T., Le-Hoai L., The difference in personality traits of construction engineers in Vietnam using the KTS instrument, Suranaree Journal of Science and Technology, 26, 2, pp. 232-239, (2019); Wuthnow R., Religious involvement and status‐bridging social capital, Journal for the Scientific Study of Religion, 41, 4, pp. 669-684, (2002); Yorke M., Employability in higher education: what it is-what it is not, 1, (2006)","H.T.T. DINH; Lecturer, Faculty of Accounting and Auditing, Ho Chi Minh City Open University, Viet Nam; email: hien.dtt@ou.edu.vn","","Korea Distribution Science Association (KODISA)","","","","","","22884637","","","","English","J. Asian Financ. Econ. Bus.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85098596185"
"Brundiers K.; Barth M.; Cebrián G.; Cohen M.; Diaz L.; Doucette-Remington S.; Dripps W.; Habron G.; Harré N.; Jarchow M.; Losch K.; Michel J.; Mochizuki Y.; Rieckmann M.; Parnell R.; Walker P.; Zint M.","Brundiers, Katja (8581453600); Barth, Matthias (36090790100); Cebrián, Gisela (55790220300); Cohen, Matthew (56849692400); Diaz, Liliana (57210915599); Doucette-Remington, Sonya (57218317755); Dripps, Weston (6508224587); Habron, Geoffrey (6506442869); Harré, Niki (55946616300); Jarchow, Meghann (25960102300); Losch, Kealalokahi (57218321120); Michel, Jessica (57200300690); Mochizuki, Yoko (57220539089); Rieckmann, Marco (55888652700); Parnell, Roderic (7004135261); Walker, Peter (57193610707); Zint, Michaela (6602575277)","8581453600; 36090790100; 55790220300; 56849692400; 57210915599; 57218317755; 6508224587; 6506442869; 55946616300; 25960102300; 57218321120; 57200300690; 57220539089; 55888652700; 7004135261; 57193610707; 6602575277","Key competencies in sustainability in higher education—toward an agreed-upon reference framework","2021","Sustainability Science","16","1","","13","29","16","210","10.1007/s11625-020-00838-2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088800103&doi=10.1007%2fs11625-020-00838-2&partnerID=40&md5=c08f394eb8ebaed0639523381a87e68b","School of Sustainability, Arizona State University, Tempe, AZ, United States; Institute of Sustainable Development and Learning, Leuphana University, Lüneburg, Germany; Department of Pedagogy, Universitat Rovira i Virgili, Tarragona, Spain; Department of Earth and Environmental Sciences, Furman University, Greenville, SC, United States; Institut Hydro-Québec en Environnement, Développement et Société, Laval University, Québec, Canada; Department of Environmental Sciences, Bellevue College, Bellevue, WA, United States; School of Psychology, University of Auckland, Auckland, New Zealand; Department of Sustainability and Environment, University of South Dakota, Vermillion, SD, United States; Kapiʻolani Community College, University of Hawaiʻi System, University of Hawaiʻi at Mānoa, Honolulu, HI, United States; School for Environment and Sustainability, University of Michigan, Ann Arbor, MI, United States; Mahatma Gandhi Institute of Education for Peace and Sustainable Development, UNESCO, New Delhi, India; Department of Education, Faculty of Education and Social Sciences, University of Vechta, Vechta, Germany; School of Earth and Sustainability, Northern Arizona University, Flagstaff, AZ, United States; Falk School of Sustainability, Chatham University, Pittsburgh, PA, United States","Brundiers K., School of Sustainability, Arizona State University, Tempe, AZ, United States; Barth M., Institute of Sustainable Development and Learning, Leuphana University, Lüneburg, Germany; Cebrián G., Department of Pedagogy, Universitat Rovira i Virgili, Tarragona, Spain; Cohen M., Department of Earth and Environmental Sciences, Furman University, Greenville, SC, United States; Diaz L., Institut Hydro-Québec en Environnement, Développement et Société, Laval University, Québec, Canada; Doucette-Remington S., Department of Environmental Sciences, Bellevue College, Bellevue, WA, United States; Dripps W., Department of Earth and Environmental Sciences, Furman University, Greenville, SC, United States; Habron G., Department of Earth and Environmental Sciences, Furman University, Greenville, SC, United States; Harré N., School of Psychology, University of Auckland, Auckland, New Zealand; Jarchow M., Department of Sustainability and Environment, University of South Dakota, Vermillion, SD, United States; Losch K., Kapiʻolani Community College, University of Hawaiʻi System, University of Hawaiʻi at Mānoa, Honolulu, HI, United States; Michel J., School for Environment and Sustainability, University of Michigan, Ann Arbor, MI, United States; Mochizuki Y., Mahatma Gandhi Institute of Education for Peace and Sustainable Development, UNESCO, New Delhi, India; Rieckmann M., Department of Education, Faculty of Education and Social Sciences, University of Vechta, Vechta, Germany; Parnell R., School of Earth and Sustainability, Northern Arizona University, Flagstaff, AZ, United States; Walker P., Falk School of Sustainability, Chatham University, Pittsburgh, PA, United States; Zint M., School for Environment and Sustainability, University of Michigan, Ann Arbor, MI, United States","Hundreds of sustainability programs have emerged at universities and colleges around the world over the past 2 decades. A prime question for employers, students, educators, and program administrators is what competencies these programs develop in students. This study explores convergence on competencies for sustainability programs. We conducted a Delphi study with 14 international experts in sustainability education on the framework of key competencies in sustainability by Wiek et al. (Sustain Sci 6: 203–218, 2011), the most frequently cited framework to date. While experts generally agreed with the framework, they propose two additional competencies, suggest a hierarchy of competencies, and specify learning objectives for students interested in a career as sustainability researcher. The refined framework can inform program development, implementation, and evaluation to enhance employability of graduates and facilitate comparison of sustainability programs worldwide. © 2020, Springer Japan KK, part of Springer Nature.","Curriculum development; Education for sustainable development; Key competencies; Learning objectives; Sustainability problem solving","","","","","","","","Amer A., Reflections on Bloom's revised taxonomy, Electron J Res Educ Psychol, 4, 1, pp. 213-230, (2006); Anderson L., Krathwohl R., Airasian P., Cruikshank K., Mayer R., Pintrich P., Raths J., Wittrock M., Taxonomy for learning, teaching, and assessing: a revision of Bloom's taxonomy, (2001); Environment and Sustainability Learning and Teaching Academic Standards Statement Project, (2014); Barber J., Are You Career Competent? Inside Higher Education, (2016); Barth M., What are we striving for? 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Wals A.E.J., Beyond Unreasonable Doubt: Education and Learning for Socio-Ecological Sustainability in the Anthropocene, (2015); Waltner E.M., Riess W., Mischo C., Development and validation of an instrument for measuring student sustainability competencies, Sustainability, 11, 6, (2019); Wamsler C., Mind the gap: the role of mindfulness in adapting to increasing risk and climate change, Sustain Sci, 13, pp. 1121-1135, (2018); Wamsler C., Brossmann J., Hendersson H., Kristjansdottir R., McDonald C., Scarampi P., Mindfulness in sustainability science, practice, and teaching, Sustain Sci, 13, 1, pp. 143-162, (2018); Warren A., Archambault L., Foley R.W., Sustainability education framework for teachers: developing sustainability literacy through futures, values, systems, and strategic thinking, J Sustain Edu, 6, 4, pp. 23-28, (2014); Wiek A., Lang D.J., Transformational sustainability research methodology, Sustainability science: an Iintroduction, pp. 31-41, (2016); Wiek A., Withycombe L., Redman C.L., Key competencies in sustainability: a reference framework for academic program development, Sustain Sci, 6, 2, pp. 203-218, (2011); Wiek A., Harlow J., Melnick R., van der Leeuw S., Fukushi K., Takeuchi K., Farioli F., Yamba F., Blake A., Geiger C., Kutter R., Sustainability science in action—a review of the state of the field through case studies on disaster recovery, bioenergy, and precautionary purchasing, Sustain Sci, 10, 1, pp. 17-31, (2015); Wiek A., Bernstein M., Foley R., Cohen M., Forrest N., Kuzdas C., Kay B., Withycombe Keeler L., Operationalising competencies in higher education for sustainable development, 2016 Handbook of higher education for sustainable development, pp. 241-260, (2016); Wilhelm S., Forster R., Zimmermann A.B., Implementing competence orientation: towards constructively aligned education for sustainable development in university-level teaching-and-learning, Sustainability, 11, 7, (2019); Yarime M., Trencher G., Mino T., Et al., Establishing sustainability science in higher education institutions: towards an integration of academic development, institutionalization, and stakeholder collaborations, Sustain Sci, 7, pp. 101-113, (2012)","K. Brundiers; School of Sustainability, Arizona State University, Tempe, United States; email: katja.brundiers@asu.edu","","Springer Japan","","","","","","18624065","","","","English","Sustainability Sci.","Article","Final","","Scopus","2-s2.0-85088800103"
"de Schepper J.; Sotiriadou P.; Hill B.","de Schepper, Jos (57194445821); Sotiriadou, Popi (55173603900); Hill, Brad (24802047000)","57194445821; 55173603900; 24802047000","The role of critical reflection as an employability skill in sport management","2021","European Sport Management Quarterly","21","2","","280","301","21","10","10.1080/16184742.2020.1742184","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082422275&doi=10.1080%2f16184742.2020.1742184&partnerID=40&md5=8ff71b7a789ff0d1591071097ae929a4","Department of Tourism, Sport and Hotel Management, Griffith University, Gold Coast campus, Southport, Australia","de Schepper J., Department of Tourism, Sport and Hotel Management, Griffith University, Gold Coast campus, Southport, Australia; Sotiriadou P., Department of Tourism, Sport and Hotel Management, Griffith University, Gold Coast campus, Southport, Australia; Hill B., Department of Tourism, Sport and Hotel Management, Griffith University, Gold Coast campus, Southport, Australia","Research question: The two research questions driving this study were (1) ‘To what extent do sport management students address the individual and social dimensions of critical reflection during work-integrated learning (WIL) experiences?’, and (2) ‘Do these skills align with what employers need from those working and seeking employment in the sport industry?’. Research methods: A total of 314 WIL stakeholders (i.e. students, Academic Supervisors and Industry Supervisors) representing 20 tertiary sport management institutions in the Netherlands participated in the study’s questionnaire. The purpose was to identify the potential differences across perceptions of three stakeholder groups on the extent to which students address the individual and social dimensions of critical reflection and the ways critical reflection skills align with the sport management industry needs. MANOVA and separate ANOVA tests compared perceptions on students’ integration of three individual and three social dimensions of critical reflection. Results and findings: Results showed disparities between perceptions on the extent to which students critically reflect. Industry Supervisors perceived students only addressed two of six dimensions of critical reflection (i.e. asking for feedback and reflecting on career ambitions). Findings in this study are consistent with other empirical evidence concerned with graduates’ level of key employability skills and highlight the need to strengthen the development and alignment of social critical reflection skills with sport industry employer needs. Implications: This study addresses the need to align sport management graduates skill set with sport industry workforce needs and enhance graduate employability. The classification of critical reflection skills into six dimensions offers a useful guide to sport organisations and helps assess which dimensions require attention or further development. © 2020 European Association for Sport Management.","critical reflection; graduate employability skills; Sport industry/organisation needs; sport management education; work-integrated learning","","","","","","","","Abduh M., Abdul Razak D., Customers’ attitude towards diminishing partnership home financing in Islamic banking, American Journal of Applied Science, 9, 4, pp. 593-599, (2012); Andrews J., Higson H., Graduate employability, ‘soft skills’. 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Brown C., Willett J., Goldfine R., Goldfine B., Sport management internships: Recommendations for improving upon experiential learning, Journal of Hospitality, Leisure, Sport & Tourism Education, 22, pp. 75-81, (2018); Byrne B.M., Structural equation modelling with EQS: Basic concepts, applications and programming, (2006); Cai Y., Graduate employability: A conceptual framework for understanding employers’ perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Choy S., Transformational learning in the workplace, Journal of Transformative Education, 7, 1, pp. 65-84, (2009); Cunliffe A.L., On becoming a critically reflexive practitioner, Journal of Management Education, 28, 4, pp. 407-426, (2004); de Schepper J., Sotiriadou P., A framework for critical reflection in sport management education and graduate employability, Annals of Leisure Research, pp. 1-19, (2017); Doornbos A., Simons R.-J., Denessen E., Relations between characteristics of workplace practices and types of informal work-related learning: A survey study among Dutch Police, Human Resource Development Quarterly, 19, 2, pp. 129-151, (2008); Ebrall P., Repka A., Draper B., Critical reflection in work-integrated learning, Chiropractic Journal of Australia, 38, 2, (2008); Edmondson A.C., Learning from mistakes is easier said than done: Group and organizational influences on the detection and correction of human error, The Journal of Applied Behavioral Science, 40, 1, pp. 66-90, (2004); Edwards M., The impact of placements on students’ self-efficacy, Higher Education, Skills and Work-Based Learning, 4, 3, pp. 228-241, (2014); Emery P.R., Crabtree R.M., Kerr A.K., The Australian sport management job market: An advertisement audit of employer need, Annals of Leisure Research, 15, 4, pp. 335-353, (2012); Erlingsson C., Brysiewicz P., A hands-on guide to doing content analysis, African Journal of Emergency Medicine, 7, 3, pp. 93-99, (2017); Feldmann L., Considerations in the design of WBL settings to enhance students’ employability–a synthesis of individual and contextual perspectives, Higher Education, Skills and Work-Based Learning, 6, 2, pp. 131-145, (2016); Fook J., Critical reflection in context: Contemporary perspectives and issues, Critical reflection in context: Applications in health and social care, pp. 1-12, (2013); Frisby W., The good, the bad, and the ugly: Critical sport management research, Journal of Sport Management, 19, 1, pp. 1-12, (2005); George D., Mallery M., Using SPSS for Windows step by step: A simple guide and reference, (2003); Harvey M., Coulson D., Mackaway J., Winchester-Seeto T., Aligning reflection in the cooperative education curriculum, Asia-Pacific Journal of Cooperative Education, 11, 3, pp. 137-152, (2010); Henderson A., Trede F., Strengthening attainment of student learning outcomes during work-integrated learning: A collaborative governance framework across academia, industry and students, Asia-Pacific Journal of Cooperative Education, 18, 1, pp. 73-80, (2017); Hodkinson P., Biesta G., James D., Understanding learning culturally: Overcoming the dualism between social and individual views of learning, Vocations and Learning, 1, 1, pp. 27-47, (2008); Hogan R., Chamorro-Premuzic T., Kaiser R.B., Employability and career success: Bridging the gap between theory and reality, Industrial and Organizational Psychology, 6, 1, pp. 3-16, (2013); Hoye R., Smith A., Nicholson M., Stewart B., Sport management: Principles and applications, (2015); Hu L.T., Bentler P.M., Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6, 1, pp. 1-55, (1999); Jackson D., Business graduate employability–where are we going wrong?, Higher Education Research & Development, 32, 5, pp. 776-790, (2013); Jackson D., Developing pre-professional identity in undergraduates through work-integrated learning, Higher Education, 74, 5, pp. 833-853, (2016); Jenkins G., Supporting critical reflection of professional practice competencies within a work-integrated learning course, 23rd Annual Conference of the Australasian Association for engineering education, (2012); 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Marsh H.W., Hau K.T., Wen Z., In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings, Structural Equation Modeling, 11, 3, pp. 320-341, (2004); Martin A., Reflections on twenty years of practicum, partnership & practice, Asia-Pacific Journal of Cooperative Education, 14, 3, pp. 127-134, (2013); Martin A., Fleming J., Ferkins L., Wiersma C., Coll R., Facilitating and integrating learning within sport studies cooperative education: Exploring the pedagogies employed by students, academics and workplace supervisors, Journal of Hospitality, Leisure, Sport and Tourism Education, 9, 1, pp. 24-38, (2010); Mathner R.P., Martin C.L., Sport management graduate and undergraduate students’ perceptions of career expectations in sport management, Sport Management Education Journal, 6, 1, pp. 21-31, (2012); Maxwell S., When to use MANOVA and significant MANOVAs and insignificant ANOVAs or vice versa, Journal of Consumer Psychology, 10, 1-2, pp. 29-30, (2001); McCrae R.R., Kurtz J.E., Yamagata S., Terracciano A., Internal consistency, retest reliability, and their implications for personality scale validity, Personality and Social Psychology Review, 15, 1, pp. 28-50, (2011); Mezirow J., Fostering critical reflection in adulthood, (1990); Minten S., Forsyth J., The careers of sports graduates: Implications for employability strategies in higher education sports courses, Journal of Hospitality, Leisure, Sport & Tourism Education, 15, pp. 94-102, (2014); Norman G., Likert scales, levels of measurement and the “laws” of statistics, Advances in Health Sciences Education, 15, 5, pp. 625-632, (2010); Nye C.D., Drasgow F., Assessing goodness of fit: Simple rules of thumb simply do not work, Organizational Research Methods, 14, 3, pp. 548-570, (2011); Onstenk J., Connections of School- and work-based learning in The Netherlands, Towards integration of work and learning, pp. 187-199, (2009); Onstenk J., Blokhuis F., Apprenticeship in the Netherlands: Connecting school- and work-based learning, Education and Training, 49, 6, pp. 489-499, (2007); Pope S.W., Embracing cultural contexts and critical reflexivity: (Re)presenting the global sports industry in research and practice, European Sport Management Quarterly, 10, 4, pp. 509-524, (2010); Raven S., Mind the gap: Sport management education and employability auto-ethnographical analysis of sport management education and the sports fitness industry, Education + Training, 60, 5, pp. 458-472, (2018); Rigg C., Trehan K., Critical reflection in the workplace: Is it just too difficult?, Journal of European Industrial Training, 32, 5, pp. 374-384, (2008); Schaap H., Baartman L., de Bruijn E., Students’ learning processes during school-based learning and workplace learning in vocational education: A review, Vocations and Learning, 5, 2, pp. 99-117, (2012); Shilbury D., Phillips P., Karg A., Rowe K., Sport management in Australia: An organisational overview, (2017); Smith C., Ferns S., Russell L., Cretchley P., The impact of work integrated learning on student work-readiness, (2014); Smith A., Stewart B., The special features of sport: A critical revisit, Sport Management Review, 13, 1, pp. 1-13, (2010); Smith A., Stewart B., Haimes G., Organizational culture and identity: Sport, symbols and success, (2012); Sotiriadou P., Improving the practicum experience in sport management: A case study, European Sport Management Quarterly, 11, 5, pp. 525-546, (2011); Sotiriadou P., Sport development planning: The sunny golf club, Sport Management Review, 16, 4, pp. 514-523, (2013); Sotiriadou P., Hill B., Using scaffolding to promote sport management graduates’ critical thinking, Annals of Leisure Research, 18, 1, pp. 105-122, (2015); Sotiriadou P., Logan D., Daly A., Guest R., The role of authentic assessment to preserve academic integrity and promote skill development and employability, Studies in Higher Education, (2019); Sun J., Assessing goodness of fit in confirmatory factor analysis, Measurement and Evaluation in Counselling and Development, 37, 4, pp. 240-256, (2005); Tjosvold D., Yu Z., Hui C., Team learning from mistakes: The contribution of cooperative goals and problem‐solving, Journal of Management Studies, 41, pp. 1223-1245, (2004); Tsitskari E., Goudas M., Tsalouchou E., Michalopoulou M., Employers’ expectations of the employability skills needed in the sport and recreation environment, Journal of Hospitality, Leisure, Sport & Tourism Education, 20, pp. 1-9, (2017); Tynjala P., Perspectives into learning at the workplace, Educational Research Review, 3, 2, pp. 130-154, (2008); van der Sluis M.E., Reezigt G.J., Borghans L., Quantifying stakeholder values of VET provision in the Netherlands, Vocations and Learning, 7, 1, pp. 1-19, (2014); van Woerkom M., Critically reflective working behaviour: A survey research, Work-Related learning, pp. 285-308, (2006); van Woerkom M., Croon M., Operationalising critically reflective work behaviour, Personnel Review, 37, 3, pp. 317-331, (2008); Wesselink R., de Jong C., Biemans H., Aspects of competence-based education as footholds to improve the connectivity between learning in school and in the workplace, Vocations and Learning, 3, 1, pp. 19-38, (2010); Wieland A., Durach C.F., Kembro J., Treiblmaier H., Statistical and judgmental criteria for scale purification, Supply Chain Management: An International Journal, 22, 4, pp. 321-328, (2017); Woratschek H., Horbel C., Popp B., The sport value framework–a new fundamental logic for analyses in sport management, European Sport Management Quarterly, 14, 1, pp. 6-24, (2014)","J. de Schepper; Department of Tourism, Sport and Hotel Management, Griffith University, Southport, Gold Coast campus, 4222, Australia; email: jos.deschepper@staff.griffithcollege.edu.au","","Routledge","","","","","","16184742","","","","English","Eur. Sport Manage. Q.","Article","Final","","Scopus","2-s2.0-85082422275"
"Briede L.; Drelinga E.","Briede, Liene (57190139910); Drelinga, Elga (57056493100)","57190139910; 57056493100","Personal Sustainability and Sustainable Employability: Perspective of Vocational Education Students","2020","Journal of Teacher Education for Sustainability","22","2","","40","48","8","1","10.2478/jtes-2020-0015","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104295365&doi=10.2478%2fjtes-2020-0015&partnerID=40&md5=048016de1baa3cf3570bdca01a6336ef","Daugavpils Construction Technical School, Jatnieku 87, Daugavpils, LV-5410, Latvia","Briede L., Daugavpils Construction Technical School, Jatnieku 87, Daugavpils, LV-5410, Latvia; Drelinga E., Daugavpils Construction Technical School, Jatnieku 87, Daugavpils, LV-5410, Latvia","Sustainability is related to diverse relationships that exist in the world as well as to the attitudes evolving in a person's diverse life activities, including education and work. In the sustainable employability model, there is a pedagogical idea of experience and self-identity and individual values revealing the level of personal sustainability. The present study explores vocational education students' personal sustainability as a predictor to sustainable employability in the future. The study involved 151 vocational education students' self-assessment of valuable (sustainable) personal characteristics, their attitude to being honest, helpful and responsible. The results have shown that the most valuable self-characteristics are being good tempered, helpful and kind. Students' attitudes to being responsible and honest change during school years - 1st and 2nd year students do not consider them important values but senior students acknowledge them.It means that their lived experiences have promoted personal sustainability development ensuring more sustainable employability in the future.  © 2020 Liene Briede et al., published by Sciendo.","employability; sustainability; values; vocational education","","","","","","","","","L. Briede; Daugavpils Construction Technical School, Daugavpils, Jatnieku 87, LV-5410, Latvia; email: liene.briede@dbt.lv","","Sciendo","","","","","","16914147","","","","English","J. Teach. Educ. Sustainability","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85104295365"
"Lee S.J.; Kim S.; Jung J.","Lee, Soo Jeung (53063887200); Kim, Seungjung (57196230496); Jung, Jisun (55790688300)","53063887200; 57196230496; 55790688300","The Effects of a Master’s Degree on Wage and Job Satisfaction in Massified Higher Education: The Case of South Korea","2020","Higher Education Policy","33","4","","637","665","28","12","10.1057/s41307-020-00200-2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086780588&doi=10.1057%2fs41307-020-00200-2&partnerID=40&md5=fd333b3232dc62e4a39e5943aa50dced","Department of Education, Sejong University, Neungdong Road 209, Gwangjin-gu, Seoul, 05006, South Korea; Building 10-1, 604, Education Research Institute, Seoul National University, San 56-1, Sillim-dong, Gwanak-gu, Seoul, South Korea; Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong","Lee S.J., Department of Education, Sejong University, Neungdong Road 209, Gwangjin-gu, Seoul, 05006, South Korea; Kim S., Building 10-1, 604, Education Research Institute, Seoul National University, San 56-1, Sillim-dong, Gwanak-gu, Seoul, South Korea; Jung J., Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong","Despite the massive expansion of postgraduate education in many countries, few studies have been performed to examine the association between graduates possessing a master’s degree and their labour market outcomes. We therefore used panel survey data from the 2011 to 2013 Graduates Occupational Mobility Survey to analyse the effects of master’s degrees on wage levels and job satisfaction in South Korea, which has experienced a rapid expansion of postgraduate education. We found that master’s degrees are, overall, associated negatively with wage levels, but positively with job satisfaction. These effects, however, differed by discipline, with a master’s degree in a hard discipline being significantly associated with higher job satisfaction, but a master’s degree in a soft discipline being significantly associated with lower wages. We interpreted these results in light of the economic and social contexts of higher education and the labour market for graduates in Korea. Our results have policy implications at the national and institutional levels in terms of qualification frameworks, curricula, employability and institutional support for career development, with consideration for differences between disciplines. © 2020, International Association of Universities.","job satisfaction; labour market outcomes; master’s degree; South Korea; wage","","","","","","","","Bae G., Analysis on the change of job satisfaction, Review of Labor, 40, pp. 84-95, (2008); Baker D.P., Forward and backward, horizontal and vertical: Transformation of occupational credentialing in the schooled society, Research in Social Stratification and Mobility, 29, 1, pp. 5-29, (2011); Becker G.S., Human Capital, (1975); Biglan A., The characteristics of subject matter in different academic areas, Journal of Applied Psychology, 57, 3, pp. 196-203, (1973); Barone C., Ortiz L., Overeducation among European university graduates: A comparative analysis of its incidence and the importance of higher education differentiation, Higher Education, 61, pp. 325-337, (2011); 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Lee S.J., Mueller L., Institutional stratification and its effects on wages of higher education graduates in Germany and South Korea, European Journal of Higher Education Advance Online Publication September, (2019); Lindley J., Machin S., The rising postgraduate wage premium, Economica, 83, 330, pp. 281-306, (2016); McGuinness S., Wooden M., Overskilling, job insecurity, and career mobility, International Relations, 48, 2, pp. 265-286, (2009); Moon Y., The effect of employee training on wage, job satisfaction, and turnover, Quarterly Journal of Labor Policy, 19, 2, pp. 103-133, (2019); Moon Y.M., Kim J.H., A study on the wage gap and job satisfaction by employment type, Journal of Regional Studies, 26, 1, pp. 69-87, (2018); Muller W., Shavit Y., The institutional embeddedness of the stratification process: A comparative study of qualifications and occupations in thirteen countries, From School to Work: A Comparative Study of Educational Qualifications and Occupational Destinations, pp. 1-48, (1998); Nam S.I., Min J.H., Students’ qualitative selection at university and rate of return: Effect of graduate school and double major, Journal of Vocational Education & Training, 14, 2, pp. 83-106, (2011); Nilsson S., Enhancing individual employability: The perspective of engineering graduates, Education + Training, 52, 6-7, pp. 540-551, (2010); Okahana H., Hao Y., Are they worth it?: Master’s degrees and labor market outcomes in the STEM workforce, Innovative Higher Education, 44, 3, pp. 165-185, (2019); Oreopoulos P., Petronijevic U., Making college worth it: A review of the returns to higher education, The Future of Children, 23, 1, pp. 41-65, (2013); Posselt J.R., Grodsky E., Graduate education and social stratification, Annual Review of Sociology, 43, pp. 353-378, (2017); Rajecki D., Borden V., Psychology degrees: Employment, wage, and career trajectory consequences, Perspectives on Psychological Science, 6, 4, pp. 321-335, (2011); Ruiz-Adame Reina M., Employment outcomes and satisfaction levels in graduates of the gerontology master’s programs in Spain, Educational Gerontology, 42, 8, pp. 533-539, (2016); Rumberger R., Thomas S., The economic returns to college major, quality and performance: A multi-level analysis of recent graduates, Economics of Education Review, 12, pp. 1-19, (1993); Sandefur G.D., Park H., Educational expansion and changes in occupational returns to education in Korea, Research in Social Stratification and Mobility, 25, 4, pp. 306-322, (2007); Schofer E., Meyer J.W., The worldwide expansion of higher education in the twentieth century, American Sociological Review, 70, 6, pp. 898-920, (2005); Schultz T.W., Investment in human capital, American Economic Review, 51, 1, pp. 1-17, (1961); Shin J.C., Lee S.J., Evolution of research universities as a national research system in Korea: Accomplishments and challenges, Higher Education, 70, pp. 187-202, (2015); Sibulkin A.E., Butler J.S., Postbaccalaureate salaries of psychology majors from a Historically Black University: How much does a master’s degree add?, Teaching of Psychology, 43, 3, pp. 250-254, (2016); Sicherman N., Overeducation in the labor market, Journal of Labor Economics, 9, 2, pp. 101-122, (1991); Smith A., Bradshaw T., Burnett K., Docherty D., Purcell W., Worthington S., One Step Beyond: Making the Most of Postgraduate Education, (2010); Smith P.C., Kendall L.M., Hulin C.L., Measurement of Satisfaction in Work and Retirement, (1969); Smyth E., Gangl M., Raffe D., Hannan D.F., McCoy S., A Comparative Analysis of Transitions from Education to Work in Europe (CATEWE): Final Report, (2001); Tamborini C., Kim C.H., Sakamoto A., Education and lifetime earnings in the United States, Demography, 52, 4, pp. 1383-1407, (2015); Teichler U., Changing perspectives: The professional relevance of higher education on the way towards the highly-educatedsociety, European Journal of Education 50, 4, (2015); Tholen G., Brown P., Power S., Allouch A., The role of networks and connections in educational elites’ labour market entrance, Research in Social Stratification and Mobility, 34, pp. 142-154, (2013); Titus M.A., Detecting selection bias, using propensity score matching, and estimating treatment effects: An application to the private returns to a master’s degree, Research in Higher Education, 48, 4, pp. 487-521, (2007); Tutuncu O., Kozak M., An investigation of factors affecting job satisfaction, International Journal of Hospitality & Tourism Administration, 8, 1, pp. 1-19, (2007); Van de Werfhorst H.G., Anderson J., Social background, credential inflation and educational strategies, Acta Sociologica, 48, 4, pp. 321-340, (2005); Waite S., Postgraduate wage premiums and the gender wage gap in Canada, Canadian Journal of Higher Education, 47, 2, pp. 156-187, (2017); Wakeling P., Laurison D., Are postgraduate qualifications the “new frontier of social mobility”?, The British Journal of Sociology, 68, 3, pp. 533-555, (2017); Yoo H.G., Min S.W., Kim H.J., Sohn M.J., Sohn H.J., Profile of master’s graduates in Korea, (2017); Yoon H.H., Yon Y.I., Yang J.S., Education and Employment Linkage of Master’s Program in General Graduate School, (2013)","S.J. Lee; Department of Education, Sejong University, Seoul, Neungdong Road 209, Gwangjin-gu, 05006, South Korea; email: soojlee@sejong.ac.kr","","Palgrave Macmillan","","","","","","09528733","","","","English","High. Educ. Policy","Article","Final","","Scopus","2-s2.0-85086780588"
"Signoretti A.; Sacchetti S.","Signoretti, Andrea (56337039400); Sacchetti, Silvia (6602588825)","56337039400; 6602588825","Lean HRM practices in work integration social enterprises: Moving towards social lean production. Evidence from Italian case studies*","2020","Annals of Public and Cooperative Economics","91","4","","545","563","18","8","10.1111/apce.12283","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089372728&doi=10.1111%2fapce.12283&partnerID=40&md5=279347804c0d5fc2ed9ec35b924c85cc","University of Trento, Trento, Italy","Signoretti A., University of Trento, Trento, Italy; Sacchetti S., University of Trento, Trento, Italy","Lean production human resource management (HRM) practices, which are deemed to increase firms’ competitiveness through a skilled and empowered workforce, have arisen in the context of for-profit companies. The same attention to lean HRM practices has not been paid in non-profit organizations. In turn, few studies have looked into the adoption of for-profit HRM practices within such organizations or focused on single practices and ordinary workers. Within this research, dichotomous positions between advocates and opponents have emerged, but with an underlying universalistic perspective considering HRM practices as detached from context. We consider HRM practices as context dependent and conduct a new study concerning lean production HRM practices in work integration social enterprises (WISEs), a particular type of NPO and social enterprise that focuses on building employability and jobs for vulnerable workers. We rely on three case studies involving multiple actors. Our exploratory results suggest that WISEs realize social lean production. They implement lean HRM practices by adapting them to their specific context and integrating both social and economic goals. © 2020 The Authors. Annals of Public and Cooperative Economics published by John Wiley & Sons Ltd on behalf of Edgard Milhaud Foundation","","","","","","","British Academy, (Leverhulme, SG150560); Provincia Autonoma di Trento, (Euricse)","","Adler P.S., The sociological ambivalence of bureaucracy: From Weber via Gouldner to Marx, Organization Science, 23, pp. 244-266, (2012); Adler P.S., Benner M., Brunner D.J., MacDuffie J.P., Osono E., Staats B.R., Winter S.G., Perspectives on the productivity dilemma, Journal of Operations Management, 27, pp. 99-113, (2009); Akingbola K., A model of strategic nonprofit human resource management, VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 24, pp. 214-240, (2013); Alsmadi M., Almani A., Jerisat R., A comparative analysis of lean practices and performance in the UK manufacturing and service sector firms, Total Quality Management & Business Excellence, 23, pp. 381-396, (2012); Bamber G.J., Stanton P., Bartram T., Ballardie R., Human resource management, Lean processes and outcomes for employees: Towards a research agenda, The International Journal of Human Resource Management, 25, pp. 2881-2891, (2014); 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Sacchetti; University of Trento, Trento, Italy; email: silvia.sacchetti@unitn.it","","Blackwell Publishing Ltd","","","","","","13704788","","","","English","Ann. Public Coop. Econ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85089372728"
"Madsen M.","Madsen, Miriam (57211584085)","57211584085","The configurative agency of metrics in education: a research agenda involving a different engagement with data","2021","Journal of Education Policy","36","1","","64","83","19","11","10.1080/02680939.2019.1682679","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074526237&doi=10.1080%2f02680939.2019.1682679&partnerID=40&md5=12c28cf6f02cd92eda33988a423091ac","Danish School of Education, Aarhus University, Aarhus, Denmark","Madsen M., Danish School of Education, Aarhus University, Aarhus, Denmark","The increased use of quantitative education data is often regarded by scholars as evidence of the emergence of’governing by numbers’. These scholars ascribe major stakeholders such as the OECD and nation states agency as they produce, distribute and consume data, and respond to these with policy and management initiatives. This paper argues that metrics themselves have a configurative agency that affects education in terms of educational ideas and designs. The paper illustrates this point by analysing two cases of graduate employability metrics, each of which configures education differently, and discusses how the configurative agency of metrics can become the focal point of a different research agenda using distinct analytical concepts drawn from the sociology of quantification and new materialism. The paper concludes that such a research agenda can enable actors involved in the design and development of education to enter into a professional dialogue and engagement with education data, rather than merely dismissing it. © 2019 Informa UK Limited, trading as Taylor & Francis Group.","graduate employability; higher education; Metrics; new materialism","","","","","","","","Baird J.-A., Elliott V., Metrics in Education-control and Corruption, Oxford Review of Education, 44, 5, pp. 533-544, (2018); Barad K., Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter, Signs, 28, 3, pp. 801-831, (2003); Barad K., Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning, (2007); Berman E.P., Hirschman D., The Sociology of Quantification: Where are We Now?, Contemporary Sociology: A Journal of Reviews, 47, 3, pp. 257-266, (2018); Bowker G.C., Star S.L., Sorting Things Out: Classification and Its Consequences, (2000); Brandtner C., Putting the World in Orders: Plurality in Organizational Evaluation, Sociological Theory, 35, 3, pp. 200-227, (2017); Brogger K., The Rule of Mimetic Desire in Higher Education: Governing through Naming, Shaming and Faming, British Journal of Sociology of Education, 37, 1, pp. 72-91, (2016); Brogger K., The Performative Power of (Non)human Agency Assemblages of Soft Governance, International Journal of Qualitative Studies in Education, 31, 5, pp. 353-366, (2018); Butler J., Bodies that Matter: On the Discursive Limits of “Sex”, (1993); Clough P.T., Rethinking Race, Calculation, Quantification, and Measure, Cultural Studies ↔ Critical Methodologies, 16, 5, pp. 435-441, (2016); Dahler-Larsen P., Constitutive Effects of Performance Indicator Systems, Dilemmas of Engagement: Evaluation and the New Public Management, (2007); Effekter af studiejob, udveksling og projektorienterede forløb, (2016); Gymnasiale karakterers betydning for frafald på universiteterne, (2018); de Freitas E.E., Dixon-Romanlather P., Alternative Ontologies of Number: Rethinking the Quantitative in Computational Culture, Cultural Studies ↔ Critical Methodologies, 16, 5, pp. 431-434, (2016); Delaney L., Farren M., No ‘self’ Left Behind? 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Performative Approaches to Education Reforms and Their un/intended Effects, International Journal of Qualitative Studies in Education, 31, 5, pp. 345-352, (2018); Strathern M., Audit Cultures: Anthropological Studies in Accountability, Ethics and the Academy, (2000); Definitioner og data anvendt i målingen af nyuddannedes aktivitet 4–19 måneder efter fuldførelse, (2018); Aktuelle ledighedstal–Metode, begreber og datagrundlag, (2014); Universitetsuddannedes vej ud på arbejdsmarkedet, (2016); Teichler U., Does Higher Education Matter? Lessons from a Comparative Graduate Survey, European Journal of Education, 42, 1, pp. 11-34, (2007); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Beskrivelse af dimensioneringsmodel, (2014); Liste over uddannelser i uddannelsesgrupper, (2014); Walter M.M., The Politics of the Data: How the Australian Statistical Indigene Is Constructed, International Journal of Critical Indigenous Studies, 3, 2, pp. 45-56, (2010); Wieling M., Borghans L., Descrepancies between Supply and Demand and Adjustment Processes in the Labour Market, Labour, 15, 1, pp. 33-56, (2001)","M. Madsen; Danish School of Education, Aarhus University, Aarhus, Denmark; email: mirm@edu.au.dk","","Routledge","","","","","","02680939","","","","English","J. Educ. Policy","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85074526237"
"Jorre de St Jorre T.; Boud D.; Johnson E.D.","Jorre de St Jorre, Trina (24338263700); Boud, David (10140788900); Johnson, Elizabeth D. (55469670500)","24338263700; 10140788900; 55469670500","Assessment for distinctiveness: recognising diversity of accomplishments","2021","Studies in Higher Education","46","7","","1371","1382","11","15","10.1080/03075079.2019.1689385","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075123818&doi=10.1080%2f03075079.2019.1689385&partnerID=40&md5=78e7c0d0314bf0af36c5d309b2a67aca","Deakin Learning Futures, Deakin University, Geelong, VIC, Australia; Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, Australia; Faculty of Arts and Social Sciences, University of Technology, Sydney, Australia; Centre for Research on Work and Learning, Middlesex University, London, United Kingdom; Deputy Vice-Chancellor Education, Deakin University, Geelong, Australia","Jorre de St Jorre T., Deakin Learning Futures, Deakin University, Geelong, VIC, Australia; Boud D., Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, Australia, Faculty of Arts and Social Sciences, University of Technology, Sydney, Australia, Centre for Research on Work and Learning, Middlesex University, London, United Kingdom; Johnson E.D., Deputy Vice-Chancellor Education, Deakin University, Geelong, Australia","Universities have responded to the expansion of higher education and restructuring of the labour market by redesigning curriculum to better emphasise transferable skills and embed pedagogies that contribute to graduate employability. However, the ways in which universities judge and share achievement still provides poor evidence of what students can do or the skills and personal attributes that inform job recruitment decisions. Furthermore, assessment provides little opportunity for students to develop the self-knowledge or evaluative judgement needed to portray their professional identity to different audiences. In this paper, we examine shortcomings of current approaches to assessment and propose four principles for redesign of ‘assessment for distinctiveness’ that recognises students’ unique and complex achievements in ways that are relevant to employers, and enable students to understand and appropriately portray their achievements for different audiences. © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","career management; Employability; evaluative judgement; graduate identity; learning outcomes","","","","","","","","The New Basics: Big Data Reveals the Skills Young People Need for the New Work Order, (2016); Arvanitakis J., Massification and the Large Lecture Theatre: From Panic to Excitement, Higher Education, 67, 6, pp. 735-745, (2014); Australian Higher Education Graduation Statement, (2015); Boud D., Shifting Views of Assessment: From Secret Teachers’ Business to Sustaining Learning, Advances and Innovations in University Assessment and Feedback, pp. 13-31, (2014); Boud D., Standards-Based Assessment for an era of Increasing Transparency, Scaling up Assessment for Learning in Higher Education, pp. 19-31, (2017); Boud D., Lawson R., Thompson D.G., The Calibration of Student Judgement Through Self-assessment: Disruptive Effects of Assessment Patterns, Higher Education Research and Development, 34, 1, pp. 45-59, (2015); Bradley D., Review of Australian Higher Education: Final Report, (2008); Bradley D., Noonan P., Nugent H., Scales B., Review of Australian Higher Education: Final Report, (2008); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability Through Career Management Skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Brown P., Hesketh A., Williams S., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Brown P., Power S., Tholen G., Allouch A., Credentials, Talent and Cultural Capital: A Comparative Study of Educational Elites in England and France AU - Brown, Phillip, British Journal of Sociology of Education, 37, 2, pp. 191-211, (2016); Butler D., Coe S., Field R., McNamara J., Kift S., Brown C., Embodying Life-Long Learning: Transition and Capstone Experiences, Oxford Review of Education, 43, 2, pp. 194-208, (2017); Caers R., Castelyns V., LinkedIn and Facebook in Belgium: The Influences and Biases of Social Network Sites in Recruitment and Selection Procedures, Social Science Computer Review, 29, 4, pp. 437-448, (2011); 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Freeman M., Ewan C., Good Practice Report: Assuring Learning Outcomes and Standards, (2014); Green W., Hammer S., Star C., Facing up to the Challenge: Why Is it so Hard to Develop Graduate Attributes?, Higher Education Research and Development, 28, 1, pp. 17-29, (2009); Heggart K., Flowers R., Burridge N., Arvanitakis J., Refreshing Critical Pedagogy and Citizenship Education Through the Lens of Justice and Complexity Pedagogy, Global Studies of Childhood, 8, 4, pp. 355-367, (2018); Hill M.A., Overton T.L., Thompson C.D., Kitson R.R.A., Coppo P., Undergraduate Recognition of Curriculum-Related Skill Development and the Skills Employers are Seeking, Chemistry Education Research and Practice, 20, pp. 68-84, (2018); Hinchliffe G.W., Jolly A., Graduate Identity and Employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2011); Hornsby D., Osman R., Massification in Higher Education: Large Classes and Student Learning, Higher Education, 67, 6, pp. 711-719, (2014); Hornsby D., Osman R., De Matos-Ala J., Teaching Large Classes: Quality Education Despite the Odds, Large-class Pedagogy: Interdisciplinary Perspectives for Quality Higher Education, pp. 7-17, (2013); Jackel B., Pearce J., Radloff A., Edwards D., Assessment and Feedback in Higher Education: a Review of Literature for the Higher Education Academy, (2017); Jackson D., Skill Mastery and the Formation of Graduate Identity in Bachelor Graduates: Evidence from Australia, Studies in Higher Education, 41, 7, pp. 1313-1332, (2016); Jorre de St Jorre T., Elliott J., Johnson E.D., Bisset S., Science Students’ Conceptions of Factors That Will Differentiate Them in the Graduate Employment Market, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 27-41, (2019); Jorre de St Jorre T., Johnson L., O'Dea G., Me in a Minute: A Simple Strategy for Developing and Showcasing Personal Employability, Proceedings ASCILITE, pp. 117-120, (2017); Jorre de St Jorre T., Oliver B., Want Students to Engage? Contextualise Graduate Learning Outcomes and Assess for Employability, Higher Education Research and Development, 37, 1, pp. 44-57, (2018); Kinash S., Crane L., Judd M.-M., Knight C., Discrepant Stakeholder Perspectives on Graduate Employability Strategies, Higher Education Research and Development, 35, 5, pp. 951-967, (2016); Kinash S., McGillivray L., Crane L., Do University Students, Alumni, Educators and Employers Link Assessment and Graduate Employability?, Higher Education Research and Development, 32, 2, pp. 301-315, (2018); Lawson R., Taylor T., Herbert J., Fallshaw E., French E., Hunters and Gatherers: Strategies for Curriculum Mapping and Data Collection for Assuring Learning, (2013); McNamara J., Field R., Coe S., Butler D., Brown C., Capstones as Transitional Experiences, Legal Education Review, 25, 1, pp. 7-28, (2015); Miller K.K., Jorre de St Jorre T., West J.M., and Johnson E.D., The Potential of Digital Credentials to Engage Students with Capabilities of Importance to Scholars and Citizens, Active Learning in Higher Education, pp. 1-12, (2017); Norton A., (2012); Norton A., Keep the Caps off! 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Jorre de St Jorre; Deakin Learning Futures, Deakin University, Geelong, Locked Bag 20001, 3220, Australia; email: trina.j@deakin.edu.au","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85075123818"
"Webb O.J.; Turner R.","Webb, Oliver J. (57200533444); Turner, Rebecca (55472730500)","57200533444; 55472730500","The association between residential arrangements and academic performance in UK university students","2020","Journal of Further and Higher Education","44","10","","1320","1334","14","4","10.1080/0309877X.2019.1684461","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075474080&doi=10.1080%2f0309877X.2019.1684461&partnerID=40&md5=026a5c05c2d09dc79e64a8d2bf76b8d0","Pedagogic Research Institute & Observatory (PedRIO), University of Plymouth, Plymouth, United Kingdom","Webb O.J., Pedagogic Research Institute & Observatory (PedRIO), University of Plymouth, Plymouth, United Kingdom; Turner R., Pedagogic Research Institute & Observatory (PedRIO), University of Plymouth, Plymouth, United Kingdom","In contrast with many European nations, university students in the United Kingdom have traditionally relocated for their higher education (HE). However, with rising fees and diversification of the student body, an increasing number are remaining in their parental or own home whilst they attend a local university or commute to a HE provider. For these students, evidence suggests that future employability and earning potential may differ, relative to course mates who relocated. The impact of commuting and/or living at home on other key outcomes has received only limited attention amongst researchers, practitioners and policymakers. The current study draws on academic performance data from over 14,000 students attending a UK University. Using postcode information, we identified students who had relocated in order to study. In a novel approach, we further divided the remaining students into those who lived in an existing home close to the University, or those who commuted from afar to attend. Results indicate that students’ residential profile does not impact their chances of passing modules but may influence whether they achieve the highest grades. Lower grades were consistently observed amongst commuter students. Of additional importance, a gender effect emerged, whereby the established trend for male under performance was not observed for young men who remained in an existing home. © 2019 UCU.","Attainment; commuter; live at home; widening participation","","","","","","UCAS","We acknowledge Professor Pauline Kneale and Jane Collings for sharing their knowledge of the sector during the preparation of this manuscript. We thank an anonymous review for their insightful observations about variation in median UCAS scores between different academic disciplines.","Andrade C., Understanding Relative Risk, Odds Ratio, and Related Terms: As Simple as It Can Get, The Journal of Clinical Psychiatry, 76, 7, pp. 857-861, (2015); Artess J.A., McCullochmok P., Learning from Futuretrack: Studying and Living at Home, BIS Research Paper No. 167, (2014); Belfield C., Britton J., Buscha F., Dearden L., Dickson M., van der Erve L., Sibieta L., Vignoles A., Walker I., Zhu Y., The Impact of Undergraduate Degrees on Early-career Earnings (No. 808), (2018); Quality Analysis: Higher Education and Research Bill, (2016); Chatterjee K., Goodwin P., Schwanen T., Clark B., Jain J., Melia S., Middleton J., Et al., Young People’s Travel–What’s Changed and Why? 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NCES 2006-184, (2006); Jackling B., Natoli R., Student Engagement and Departure Intention: An Australian University Perspective, Journal of Further and Higher Education, 35, 4, pp. 561-579, (2011); Jevons C., Lindsay S., The Middle Years Slump: Addressing Student-reported Barriers to Academic Progress, Higher Education Research & Development, 37, 6, pp. 1156-1170, (2018); Kasworm C.E., Paradoxical Understandings regarding Adult Undergraduate Persistence, The Journal of Continuing Higher Education, 62, 2, pp. 67-77, (2014); Kelly G.E., Lecture Attendance Rates at University and Related Factors, Journal of Further and Higher Education, 36, 1, pp. 17-40, (2011); Khalil L.J., Khair M.G., Social Network Analysis: Friendship Inferred by Chosen Courses, Commuting Time and Student Performance at University, International Journal of Reasoning-based HIntelligent Systems, 10, 1, pp. 59-67, (2018); King N.C., Aves S.J., Effect of A-Level Subject Choice and Entry Tariff on Final Degree and Level 1 Performance in Biosciences, Bioscience Education, 19, 1, pp. 1-11, (2012); Kobus M.B., Van Ommeren J.N., Rietveld P., Student Commute Time, University Presence and Academic Achievement, Regional Science and Urban Economics, 52, pp. 129-140, (2015); Lopez Turley R.N., Wodtke G., College Residence and Academic Performance: Who Benefits from Living on Campus?, Urban Education, 45, 4, pp. 506-532, (2010); Martinkilgo G.L.C.A., Exploring the Impact of Commuting to Campus on Psychological Well‐Being, New Directions for Student Services, 150, pp. 35-43, (2015); Meehanhowells C.K., What Really Matters to Freshers?’: Evaluation of First Year Student Experience of Transition into University, Journal of Further and Higher Education, 42, 7, pp. 893-907, (2018); Moogan Y.J., Baron S., An Analysis of Student Characteristics within the Student Decision Making Process, Journal of Further and Higher Education, 27, 3, pp. 271-287, (2003); Murphy H., Roopchand N., Intrinsic Motivation and Self-esteem in Traditional and Mature Students at a Post-1992 University in the North-east of England, Educational Studies, 29, 2-3, pp. 243-259, (2003); Murtagh S., Ridley A., Frings D., Kerr-Pertic S., First-Year Undergraduate Induction: Who Attends and How Important Is Induction for First Year Attainment?, Journal of Further and Higher Education, 41, 5, pp. 597-610, (2017); Parameswaran A., Bowers J., Student Residences: From Housing to Education, Journal of Further and Higher Education, 38, 1, pp. 57-74, (2014); Pascarella E.T., Reassessing the Effects of Living On-campus versus Commuting to College: A Causal Modeling Approach, The Review of Higher Education, 7, 3, pp. 247-260, (1984); Pokorny H., Holley D., Kane S., Commuting, Transitions and Belonging: The Experiences of Students Living at Home in Their First Year at University, Higher Education, 74, 3, pp. 543-558, (2016); UK Quality Code for Higher Education Part A: Setting and Maintaining Academic Standards. The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies, (2014); Simpsonburnett D.B.D., Commuters versus Residents: The Effects of Living Arrangement and Student Engagement on Academic Performance, Journal of College Student Retention: Research, 21, 3, pp. 286-304, (2017); Snir R., Academic Unit Relocation: Students’ Pre-and Post-move Responses, Journal of Further and Higher Education, 41, 5, pp. 581-596, (2017); Taylor R., University Cities Thrive on Students, The Guardian, (2011); Thomas L., Jones R., Student Engagement in the Context of Commuter Students, (2017); Trowler V., Student Engagement Literature Review, (2011); Valliant P.M., Scanlan P., Personality, Living Arrangements, and Alcohol Use by First Year University Students, Social Behavior and Personality: an International Journal, 24, 2, pp. 151-156, (1996); Webb O.J., Cotton D.R.E., Deciphering the Sophomore Slump: Changes to Student Perceptions during the Undergraduate Journey, Higher Education, 77, 1, pp. 173-190, (2019); Yorke M., Why Study the Second Year?, Stepping up to the Second Year at University: Academic, Psychological and Social Dimensions, pp. 1-13, (2015)","O.J. Webb; Pedagogic Research Institute & Observatory (PedRIO), University of Plymouth, Plymouth, United Kingdom; email: oliver.webb@plymouth.ac.uk","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85075474080"
"Alpler N.N.; Arasli H.","Alpler, Nazanin Naderiadib (57221051798); Arasli, Huseyin (6507714573)","57221051798; 6507714573","Can hindrance stressors change the nature of perceived employability? An empirical study in the hotel industry","2020","Sustainability (Switzerland)","12","24","10574","1","13","12","6","10.3390/su122410574","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098086876&doi=10.3390%2fsu122410574&partnerID=40&md5=74ff8167fbc57dcc60b871699a8ec441","Faculty of Tourism, Eastern Mediterranean University, TRNC, Via Mersin 10, Gazimagusa, 99628, Turkey; Norwegian School of Hotel Management, University of Stavanger, Stavanger, 4036, Norway","Alpler N.N., Faculty of Tourism, Eastern Mediterranean University, TRNC, Via Mersin 10, Gazimagusa, 99628, Turkey; Arasli H., Norwegian School of Hotel Management, University of Stavanger, Stavanger, 4036, Norway","This empirical study aims to design and test a research model that investigates the effect of job insecurity as a moderator of the relationships between perceived employability and employee well‐being (work engagement). It also measures the impact of perceived employability on work engagement. Data were gathered from full‐time frontline workers employed in five‐star hotels in Northern Cyprus to test the study variables; the partial least square structural equation model (PLS‐ SEM) was applied and supported the research hypotheses. In line with the study predictions and findings from previous literature, perceived employability was found to have a significant positive impact on work engagement. The result revealed that, as a hindrance stressor, job insecurity negatively affects the relationship between perceived employability and work engagement. The findings of this study provide some insights concerning employability’s importance as well as influencing factors on employees’ job selection and their attitudes during job performance in the organizations. The knowledge gathered in this research is a source for stressing the value of employability in developing professional skills and professional involvement, as well as for reducing the perception of job insecurity, especially in the tourism industry, which has a delicate and sensitive structure. The implications of the empirical findings are discussed and future research directions are offered. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Frontline employees; Job insecurity; Northern Cyprus; Perceived employability; Work engagement","Cyprus; Northern Cyprus; empirical analysis; hotel industry; least squares method; perception; performance assessment; research work","","","","","","","Ozkoc A.G., Caliskan N., The Changing Nature of Psychological Contract in the Tourism Industry: Importance of Employability, Organizational Behavior Challenges in the Tourism Industry, pp. 168-187, (2020); Bozionelos N., Kostopoulos K., Van der Heijden B., Rousseau D.M., Bozionelos G., Hoyland T., Miao R., Marzec I., Jedrzejowicz P., Epitropaki O., Et al., Employability and job performance as links in the relationship between mentoring receipt and career success: A study in SMEs, Group Organ. Manag, 41, pp. 135-171, (2016); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Pers. Rev, 43, pp. 592-605, (2014); De Cuyper N., Sulea C., Philippaers K., Fischmann G., Iliescu D., De Witte H., Perceived employability and performance: Moderation by felt job insecurity, Pers. Rev, 43, pp. 536-552, (2014); Malik P., Garg P., Learning organization and work engagement: The mediating role of employee resilience, Int. J. Hum. Resour. Manag, 31, pp. 1071-1094, (2020); Karatepe O.M., Rezapouraghdam H., Hassannia R., Job insecurity, work engagement, and their effects on hotel employees’ non‐green and nonattendance behaviors, Int. J. Hosp. Manag, 87, (2020); Arasli H., Arici H.E., Cakmakoglu Arici N., Workplace favoritism, psychological contract violation, and turnover intention: Moderating roles of authentic leadership and job insecurity climate, Ger. J. Hum. Resour. Manag, 33, pp. 197-222, (2019); Chiu S.F., Peng J.C., The relationship between psychological contract breach and employee deviance: The moderating role of hostile attributional style, J. Vocat. Behav, 73, pp. 426-433, (2008); Vander Elst T., De Witte H., De Cuyper N., The Job Insecurity Scale: A psychometric evaluation across five European countries, Eur. J. Work Organ. Psychol, 23, pp. 364-380, (2014); Tian Q., Zhang L., Zou W., Job insecurity and counterproductive behavior of casino dealers–the mediating role of affective commitment and the moderating role of supervisor support, Int. J. Hosp. Manag, 40, pp. 29-36, (2014); Schaufeli W.B., Salanova M., Gonzales-Roma V., Bakker A.B., The measurement of engagement and burnout: A two sample confirmatory factor analytic approach, J. Happiness Stud, 3, pp. 71-92, (2002); Cuyper N.D., Bernhard-Oettel C., Berntson E., Witte H.D., Alarco B., Employability and employees’ wellbeing: Mediation by job insecurity 1, Appl. Psychol, 57, pp. 488-509, (2008); Hellgren J., Sverke M., Does job insecurity lead to impaired well‐being or vice versa? Estimation of crosslagged effects using latent variable modeling, J. Organ. 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Stud, 18, pp. 35-49, (1987); Sarstedt M., Ringle C.M., Smith D., Reams R., Hair J.F., Partial least squares structural equation modeling (PLS‐SEM): A useful tool for family business researchers, J. Fam. Bus. Strategy, 5, pp. 105-115, (2014); Sun J.Q., Zhang R.Y., Liu Z.P., Lu G.H., Thermal reliability test of Al–34% Mg–6% Zn alloy as latent heat storage material and corrosion of metal with respect to thermal cycling, Energy Convers. Manag, 48, pp. 619-624, (2007); Peterson R.A., Kim Y., On the relationship between coefficient alpha and composite reliability, J. Appl. Psychol, 98, (2013); Bagozzi R.P., Yi Y., On the evaluation of structural equation models, J. Acad. Mark. Sci, 16, pp. 74-94, (1988); Hair J.F., Ringle C.M., Sarstedt M., PLS‐SEM: Indeed a silver bullet, J. Mark. Theory Pract, 19, pp. 139-152, (2011); Chin W.W., Commentary: Issues and Opinion on Structural Equation Modeling, MIS Quart, 22, pp. vii-xvi, (1998); Fornell C., Larcker D.F., Evaluating structural equation models with unobservable variables and measurement error, J. Mark. Res, 18, pp. 39-50, (1981); Henseler J., Ringle C.M., Sarstedt M., A new criterion for assessing discriminant validity in variance‐based structural equation modeling, J. Acad. Mark. Sci, 43, pp. 115-135, (2015); Baron R.M., Kenny D.A., The moderator‐mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations, J. Personal. Soc. Psychol, 51, (1986); Hair J.F., Sarstedt M., Hopkins L., Kuppelwieser V.G., Partial least squares structural equation modeling (PLS‐SEM), Eur. Bus. Rev, 26, pp. 106-121, (2014); Hair J.F., Risher J.J., Sarstedt M., Ringle C.M., When to use and how to report the results of PLS‐SEM, Eur. Bus. Rev, 31, pp. 2-24, (2019); De Spiegelaere S., Van Gyes G., De Witte H., Niesen W., Van Hootegem G., On the relation of job insecurity, job autonomy, innovative work behavior, and the mediating effect of work engagement, Creat. Innov. Manag, 23, pp. 318-330, (2014)","N.N. Alpler; Faculty of Tourism, Eastern Mediterranean University, TRNC, Gazimagusa, Via Mersin 10, 99628, Turkey; email: nazanin.naderiadib@emu.edu.tr","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85098086876"
"Teane F.M.","Teane, Florah Moleko (57213152604)","57213152604","What We Assess Is What We Produce: Moving Towards the Development of Skills in South African FET Colleges","2021","Community College Journal of Research and Practice","45","9","","663","673","10","4","10.1080/10668926.2020.1758241","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084309468&doi=10.1080%2f10668926.2020.1758241&partnerID=40&md5=08ea67e4271093a2f0548fce2ef6931d","Adult Basic Education and Youth Development, University of South Africa, Sunnyside Campus, Pretoria, South Africa","Teane F.M., Adult Basic Education and Youth Development, University of South Africa, Sunnyside Campus, Pretoria, South Africa","The focus of this study was to investigate the coherence between the needs of industry and the curriculum offered at Technical and Vocational Education and Training (TVET) colleges. The context of this study was TVET colleges, which is a relatively recent sector in the Department of Higher Education and Training (DHET), in South Africa. There is an unacceptably high rate of unemployment in South Africa and in particular, there is a shortage of technical skills, which the TVET sector is expected to address. Concerns have been expressed about the effectiveness of these colleges in producing graduates with employability skills. This study investigated whether the assessment strategies employed in the Electrical Engineering curriculum are appropriate in preparing the students for practice. A qualitative research design was used where a sample consisting of seven Further Education and Training (FET) College graduates and three instructors (lecturers) were selected using a snowball sampling technique. Findings of this research are that the current assessment strategy used in FET colleges (written testing) does not lead to the development of employability skills in FET graduates. The proposed TVET programs are those that promote a dual assessment throughout the course that yields the technical knowledge and employability outcomes that will meet the needs of industries. © 2020 Taylor & Francis Group, LLC.","","","","","","","University of South Africa, Unisa","This work was supported by the University of South Africa [Page fees].","Agrawal T., Vocational education and training in India: Challenges, status and labor market outcomes, Journal of Vocational Education & Training, 64, 4, pp. 453-474, (2012); Albashiry N.M., Voogt J.M., Pieters J.M., Improving curriculum development practices in a technical vocational community college: Examining effects of a professional development arrangement for middle managers, The Curriculum Journal, 26, 3, pp. 425-451, (2015); Bauer W., Gessler M., Dual vocational education and training systems in Europe: Lessons learned from Austria, Germany, and Switzerland, Vocational Education and Training in Sub-Saharan Africa, (2016); Boreham N., Fischer M., Samurcay R., Work process knowledge, (2002); Brewer L., Enhancing youth employability: What? Why? and How? Guide to core work skills, (2013); Buthelezi Z., Lecturer experiences of TVET College challenges in the post-apartheid era: A case of unintended consequences of educational reform in South Africa, Journal of Vocational Education & Training, 70, 3, pp. 364-383, (2018); Chaudhary S., Dey N., Assessment in open and distance learning system (ODL): A challenge, Open Praxis, 5, 3, pp. 207-216, (2013); Denzin N.K., Lincoln Y.S., (2013); Internal Continuous Assessment (ICASS) Guidelines for Report 191 Programmes in TVET colleges, (2017); Egbenta I.R., Employability skills among graduates of estate management in Nigeria, Journal of Education and Practice, 6, 31, pp. 41-49, (2015); Elias N., The changing balance of power between the sexes–A process-sociological study: The example of the ancient Roman state, Theory, Culture & Society, 4, 2-3, pp. 287-316, (1987); Eurostat regional yearbook 2014, (2014); Fletcher R.B., Meyer L.H., Anderson H., Johnston P., Rees M., Faculty and students conceptions of assessment in higher education, Higher Education, 64, 1, pp. 119-133, (2012); Froehlich E.D., Beausaert S., Segers M., Gerken M., Learning to stay employable, Career Development International, 19, 5, pp. 508-525, (2014); Gielen S., Peeters E., Dochy F., Onghena P., Struyven K., Improving the effectiveness of peer feedback for learning, Learning and Instruction, 20, 4, pp. 304-315, (2010); Gutman L.M., Schoon I., Correlates and consequences of uncertainty in career aspirations: Gender differences among adolescents in England, Journal of Vocational Behavior, 80, 3, pp. 608-618, (2012); Hargreaves A., Curriculum and assessment reform, (1989); Hargreaves A., Earl L., Schmidt M., Perspectives on alternative assessment reform, American Educational Research Journal, 39, 1, pp. 69-95, (2002); Hoets H., Focus group questionnaire fundamentals-basic questions, (2012); Hurrell S.A., Scholarios D., The people make the brand: Reducing social skills gaps through person-brand fit and human resource management practices, Journal of Service Research, 17, 1, pp. 54-67, (2014); Jensen E.A., Laurie C., Doing real research: A practical guide to social research, (2016); Kigwilu P.C., TVET teacher further education program: Practice, experiences and reflections of stakeholders in Catholic Sponsored Community Colleges in East Africa, VET development Symposium, (2016); Klaus P., Communication breakdown, California Job Journal, 28, 1248, pp. 1-9, (2010); Langer K., Technical and vocational skills development in the informal sector, (2013); Maki P.L., Developing an assessment plan to learn about student learning, The Journal of Academic Librarianship, 28, 1-2, pp. 8-13, (2002); Mok K.H., Enhancing global competitiveness and human capital management: Does education help reduce inequality and poverty in Hong Kong?, China Review, 15, 2, pp. 119-146, (2015); Ng C.H.C., Sustaining learning engagement in distance education: An achievement goal perspective, Reforming learning and teaching in Asia-Pacific universities, pp. 115-134, (2016); Nguyen H.T., Identifying the training needs of Heads of Department in a newly established university in Vietnam, Journal of Higher Education Policy and Management, 34, 3, pp. 309-321, (2012); Nielson S., The experience of the Nordic Countries and Germany, Paper presented at the Joint CEDEFOP-ETF Conference, Workshop Theme 2: Teacher and Trainer Training Systems and Quality, (2002); Novoselov V.V., Spasibov V.M., Elite engineer for economy. Who is the highly demanded specialist of today and tomorrow? In engineering education and real sector of economy: Ways of interaction 18ʹ2015, Journal of the Association for Engineering Education of Russia, 18, pp. 1-79, (2015); Labour force statistics, (2015); Ornstein A.C., Hunkins F.P., Curriculum: Foundations, principles and issues, (2004); Poon J., Commercial awareness in real estate courses, Property Management, 32, 1, pp. 48-66, (2014); Popham W.J., Assessment literacy overlooked: A teacher educator’s confession, The Teacher Educator, 46, 4, pp. 265-273, (2011); Postareff L., Virtanen V., Katajavuori N., Lindblom-Ylanne S., Academics’ conceptions of assessment and their assessment practices, Studies in Educational Evaluation, 38, 3-4, pp. 84-92, (2012); Robeyns I., Three models of education: Rights, capabilities and human capital, School Field, 4, 1, pp. 69-84, (2006); Robles M.M., Executive perceptions of the top 10 soft skills needed in today’s workplace, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Saldana J., The coding manual for qualitative researchers, (2016); Tyler R., Basic Principles of curriculum and instruction, (1949); Dakar framework for action—education for all: Meeting our collective commitments, World Education Forum, pp. 26-28, (2000); Education for all 2014–2021: Medium-term strategy, (2014); Vega D., Navigating postsecondary pathways: The college choice experiences of first-generation Latina/o transfer students, Community College Journal of Research and Practice, 42, 12, pp. 848-860, (2017); Watkins D., Dahlin B., Ekholm M., Awareness of the backwash effect of assessment: A phenomenographic study of the views of Hong Kong and Swedish lecturers, Instructional Science, 33, 4, pp. 283-309, (2005); Wickramasinghe V., Perera L., Graduates’, university lecturers’ and employers’ perceptions towards employability skills, Education + Training, 52, 3, pp. 226-244, (2010); Wolverton M., Ackerman R., Holt S., Preparing for leadership: What academic department chairs need to know, Journal of Higher Education Policy and Management, 27, 2, pp. 227-238, (2005)","F.M. Teane; Adult Basic Education and Youth Development, Sunnyside Campus, University of South Africa, Pretoria, Building 10, Justice Mahommed Street, 0003, South Africa; email: teanef@unisa.ac.za","","Routledge","","","","","","10668926","","","","English","Community Coll. J. Res. Pract.","Article","Final","","Scopus","2-s2.0-85084309468"
"Adeosun O.A.; Olomola P.A.; Adedokun A.; Ayodele O.S.","Adeosun, Opeoluwa Adeniyi (57218319180); Olomola, Philip Akanni (57195395388); Adedokun, Adebayo (57192233375); Ayodele, Olumide Steven (56005150300)","57218319180; 57195395388; 57192233375; 56005150300","Public investment and inclusive growth in Africa","2020","International Journal of Social Economics","47","12","","1669","1691","22","9","10.1108/IJSE-05-2020-0333","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85094608710&doi=10.1108%2fIJSE-05-2020-0333&partnerID=40&md5=63b5d65cd22f0ddde3223aa0f924b04e","Department of Economics, Faculty of Social Sciences, Obafemi Awolowo University, Ile-Ife, Nigeria; Department of Economics, Faculty of Social Sciences, Bingham University, Abuja, Nigeria","Adeosun O.A., Department of Economics, Faculty of Social Sciences, Obafemi Awolowo University, Ile-Ife, Nigeria; Olomola P.A., Department of Economics, Faculty of Social Sciences, Obafemi Awolowo University, Ile-Ife, Nigeria; Adedokun A., Department of Economics, Faculty of Social Sciences, Obafemi Awolowo University, Ile-Ife, Nigeria; Ayodele O.S., Department of Economics, Faculty of Social Sciences, Bingham University, Abuja, Nigeria","Purpose: The increasing debate on the viability of broad-based productive employment in stimulating the participatory tendencies of growth makes it instructive to inquire how the African “Big Five” have fared in their quests to ensure growth inclusiveness through public investment-led fiscal policy. Design/methodology/approach: Time varying structures and nonlinearities in the government investment series are captured through the non-linear autoregressive distributed lag, asymmetric impulse responses and variance decomposition estimation techniques. Findings: Study findings show that positive investment shocks stimulate growth inclusiveness by enabling access to opportunities through job creation and productive employment for the populace; this result is evident for Morocco and Algeria. However, there is a non-negligible evidence that shocks due to decline in the government investment manifest in insufficient capital stocks and limited investment opportunities, impede access to opportunities by the populace, hinder labour employability and make growth less inclusive. Furthermore, all short-run findings corroborate long-run results regarding the reaction of inclusive growth to positive investment shocks with the exclusion of South Africa; which, unlike its long-run finding, shows that shocks due to increases in investment can foster growth inclusiveness. Also, in respect to short-run negative investment shocks, Nigeria is the only country that does not align its long-run findings. Practical implications: That public investment shocks make or mar inclusive growth effectiveness shows the need for appropriate fiscal policy consolidation and automatic stabilization guidelines to ensure buffers against shocks and to enhance government investment generation efficiency for a sustainable inclusive growth process that is more participatory in Africa. Originality/value: This study is the first to accommodate possibilities of shocks in the inclusivity of growth analysis for the five biggest African economies which jointly account for over half of the recorded growth in the continent. As such, there is quantitative evidence that government investment is a potent determinant of growth inclusiveness and it is susceptible to structural changes and time variation of shocks. © 2020, Emerald Publishing Limited.","Africa; Asymmetry; Fiscal policy; Inclusive growth; Productive employment; Public investment","Algeria; Morocco; Matthiola; economic growth; employment; fiscal policy; government; investment; national economy","","","","","","","Adedeji O.S., Du H., Opoku-Afari M., Inclusive Growth: An Application of the Social Opportunity Function to Selected African Countries, (2013); Adeosun O.A., Adedokun S.A., Fiscal reaction functions and public debt sustainability in Nigeria: an error correction mechanism approach, International Journal of Public Policy and Administration Research, 6, 2, pp. 116-132, (2019); Adeosun O.A., Orisadare M.A., Fagbemi F., Adedokun S.A., Public investment and private sector performance in Nigeria, International Journal of Emerging Markets, (2020); Developing Africa's workforce for the future, African Economic Outlook, pp. 1-190, (2020); Afonso A., Jalles J.T., Economic performance and government size (No. 1399), (2011); Ali I., Son H., Defining and Measuring Inclusive Growth: Application to the Philippines, (2007); Anand R., Mishra S., Peiris J.S., Inclusive growth: measurement and determinants, (2013); Armey D., The Freedom Revolution, (1995); Asimakopoulos S., Karavias Y., The impact of government size on economic growth: a threshold analysis, Economics Letters, 139, pp. 65-68, (2016); Ayinde T.O., Yinusa O.G., Financial development and inclusive growth in Nigeria: a threshold analysis, Acta Universitatis Danubius. 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Adeosun; Department of Economics, Faculty of Social Sciences, Obafemi Awolowo University, Ile-Ife, Nigeria; email: addayadeosun@gmail.com","","Emerald Group Holdings Ltd.","","","","","","03068293","","","","English","Int. J. Soc. Econ.","Article","Final","","Scopus","2-s2.0-85094608710"
"Andresen M.","Andresen, Maike (57196096871)","57196096871","When at home, do as they do at home? Valuation of self-initiated repatriates’ competences in French and German management career structures","2021","International Journal of Human Resource Management","32","4","","789","821","32","16","10.1080/09585192.2018.1511612","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057312688&doi=10.1080%2f09585192.2018.1511612&partnerID=40&md5=79adc5689bfd1efa6b32065448d6434e","Department of Business Administration, University of Bamberg, Bamberg, Germany","Andresen M., Department of Business Administration, University of Bamberg, Bamberg, Germany","While internationally experienced managers are highly sought after, expatriates who self-initiate their repatriation have been shown to face difficulties upon return. However, we lack empirical insights into the determinants of the employability of self-initiated repatriates (SIRs). By investigating how country-specific, career system-related factors influence employability competences of SIRs in the cases of France and Germany, we contribute to the expansion and refinement of the nascent theory of employability competences. Taking account of international context factors, we generate theoretical propositions about employability that serve to develop wider theory (theoretical generalisation). Our interviews with 40 SIR managers show that employability cannot be determined by isolating individual competences. The level and kind of employability competences proved to be determined, rather, by country-specific norms characterising management career structures. These vary for managers with national and international career paths and are moderated by expatriation mode (assigned versus self-initiated), length of stay, destination country, corporate size, and career phase. As such, these competences are relative. In offering specific guidance for the further development of employability competence theory and related future research, we seek to stimulate additional research in the field, to enhance the validity of future studies and to increase their utility for employees, organisations and policy makers alike. © 2018 Informa UK Limited, trading as Taylor & Francis Group.","employability competence; international work experience; management career structure; norms; Self-initiated repatriation","","","","","","European Union's H2020 research and innovation programme; H2020 Marie Skłodowska-Curie Actions, MSCA, (765355)","This project has received funding from the European Union's H2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No. 765355.","Alexandre-Bailly F., Festing M., Jonczyk C., Choix et formation des dirigeants en France et en Allemagne, Comités Executifs, pp. 245-250, (2007); Andresen M., Walther M., Self-initiated repatriation at the interplay between field, capital and habitus: An analysis based on Bourdieu’s Theory of Practice, Self-initiated expatriation: Individual, organisational, and national perspectives, pp. 160-180, (2013); Andresen M., Bergdolt F., Margenfeld J., Dickmann M., Addressing international mobility confusion—Developing definitions and differentiations for self-initiated and assigned expatriates as well as migrants, International Journal of Human Resource Management, 25, pp. 2295-2318, (2014); Arthur M.B., Rousseau D.M., The boundaryless career: A new employment principle for a new organizational era, (1996); Atkinson R., Flint J., Accessing hidden and hard-to-reach populations: Snowball research strategies, Social Research Update, 33, 1, pp. 1-4, (2001); Barkin J.S., Sjoberg L., Introduction: Why quantitative methods for constructivist and critical theorizing, Interpretive quantification: Methodological explorations for critical and constructivist IR, pp. 1-28, (2017); Barmeyer C., Fleuron du système éducatif? 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Eine explorative Untersuchung, Zeitschrift für Pädagogische Psychologie, 1, pp. 51-62, (2013)","M. Andresen; Department of Business Administration, University of Bamberg, Bamberg, Germany; email: Maike.Andresen@uni-bamberg.de","","Routledge","","","","","","09585192","","","","English","Int. J. Hum. Resour. Manage.","Article","Final","","Scopus","2-s2.0-85057312688"
"Çalışkan N.; Özkoç A.G.","Çalışkan, Nurgül (57219917101); Özkoç, Aziz Gökhan (57219915634)","57219917101; 57219915634","Organizational change and job insecurity: the moderating role of employability","2020","International Journal of Contemporary Hospitality Management","13","12","","3971","3990","19","11","10.1108/IJCHM-05-2020-0387","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096057842&doi=10.1108%2fIJCHM-05-2020-0387&partnerID=40&md5=52ee798063bf5674df58c5d413803540","Department of Tourism Guiding, Faculty of Tourism, Nevsehir Haci Bektas Veli University, Nevsehir, Turkey; Department of Tourism Management, Faculty of Tourism, Nevsehir Haci Bektas Veli University, Nevsehir, Turkey","Çalışkan N., Department of Tourism Guiding, Faculty of Tourism, Nevsehir Haci Bektas Veli University, Nevsehir, Turkey; Özkoç A.G., Department of Tourism Management, Faculty of Tourism, Nevsehir Haci Bektas Veli University, Nevsehir, Turkey","Purpose: The purpose of this study is to examine the relationship between characteristics of change (frequency of change [FC], impact of change [IC], planning involved in change [PC]) and job insecurity (JIS), as well as the moderating role of employability (EMP) within these relationships. Design/methodology/approach: Data were obtained from a sample of 361 permanent employees working at four- and five-star hotels. The hypothesized relationships were tested via structural equation modeling. Findings: The findings revealed that employees’ perceptions of JIS are affected positively by FC and IC and negatively by PC. Additionally, this study confirmed that the perception of EMP moderates the relationships between the characteristics of organizational change (FC, IC, PC) and JIS. Research limitations/implications: No causal inference can be made with regard to the relationships in this study by virtue of the cross-sectional data used in the study. Hence, further studies with longitudinal design and wider samples covering different regions and/or tourism destinations need to be carried out to validate the results of this study and to further clarify the direction of the relationships presented here. Originality/value: To the best of authors’ knowledge, this study presents the first empirical evidence on the moderating role of EMP in accounting for the JIS resulting from FC, IC and PC, the characteristics of organizational change. Also, the significance of this study lies in the fact that its subject has not been addressed before from the perspective of the hospitality industry. © 2020, Emerald Publishing Limited.","Interaction effect; Job insecurity; Organizational change; Perceived employability","","","","","","","","Aiken L.S., West S.G., Multiple Regression: Testing and Interpreting Interactions, (1991); Akgunduz Y., Eryilmaz G., Does turnover intention mediate the effects of job insecurity and co-worker support on social loafing?, International Journal of Hospitality Management, 68, pp. 41-49, (2018); Albert S., Ashforth B.E., Dutton J.E., Organizational identity and identification: charting new waters and building new bridges, Academy of Management Review, 25, 1, pp. 13-17, (2000); Allen J., Jimmieson N.L., Bordia P., Irmer B.E., Uncertainty during organizational change: managing perceptions through communication, Journal of Change Management, 7, 2, pp. 187-210, (2007); Altinay L., Dai Y., Chang J., Lee C., Zhuang W., Liu Y., How to facilitate hotel employees’ work engagement: the roles of leader-member exchange, role overload and job security, International Journal of Contemporary Hospitality Management, 31, 3, pp. 1525-1542, (2019); Anderson J.C., Gerbing D.W., Structural equation modeling in practice: a review and recommended two-step approach, Psychological Bulletin, 103, 3, pp. 411-423, (1988); Arnold A., Staffelbach B., Perceived post-restructuring job insecurity: the impact of employees’ trust in one’s employer and perceived employability, German Journal of Human Resource Management: Zeitschrift für Personalforschung, 26, 4, pp. 307-330, (2012); Ashford S.J., Lee C., Bobko P., Content, cause, and consequences of job insecurity: a theory-based measure and substantive test, Academy of Management Journal, 32, 4, pp. 803-829, (1989); Babu S.R., Mass customerisation: next generation mass customization for tourism, International Journal of Social Science and Management, 1, 3, pp. 115-119, (2014); Baillien E., Griep Y., Vander Elst T., De Witte H., The relationship between organisational change and being a perpetrator of workplace bullying: a three-wave longitudinal study, Work and Stress, 33, 3, pp. 211-230, (2019); Baron R.M., Kenny D.A., The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations, Journal of Personality and Social Psychology, 51, 6, pp. 1173-1182, (1986); Baum T., Human resources in tourism: still waiting for change? 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Wang Y.F., Constructing career competency model of hospitality industry employees for career success, International Journal of Contemporary Hospitality Management, 25, 7, pp. 994-1016, (2013); Westgaard R.H., Winkel J., Occupational musculoskeletal and mental health: significance of rationalization and opportunities to create sustainable production systems: a systematic review, Applied Ergonomics, 42, 2, pp. 261-296, (2011); Zeytinoglu I.U., Keser A., Yilmaz G., Inelmen K., Ozsoy A., Uygur D., Security in a sea of insecurity: job security and intention to stay among service sector employees in Turkey, The International Journal of Human Resource Management, 23, 13, pp. 2809-2823, (2012)","N. Çalışkan; Department of Tourism Guiding, Faculty of Tourism, Nevsehir Haci Bektas Veli University, Nevsehir, Turkey; email: nurgulcaliskan@nevsehir.edu.tr","","Emerald Group Holdings Ltd.","","","","","","09596119","","","","English","Int. J. Contemp. Hosp. Manage.","Article","Final","","Scopus","2-s2.0-85096057842"
"Guerrero M.; Urbano D.; Gajón E.","Guerrero, Maribel (23469313300); Urbano, David (23490718900); Gajón, Eduardo (56179543900)","23469313300; 23490718900; 56179543900","Entrepreneurial university ecosystems and graduates' career patterns: do entrepreneurship education programmes and university business incubators matter?","2020","Journal of Management Development","39","5","","753","775","22","49","10.1108/JMD-10-2019-0439","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083860534&doi=10.1108%2fJMD-10-2019-0439&partnerID=40&md5=40523d875548eae60be0883d1a9b4d84","School of Business and Economics, Universidad del Desarrollo, Las Condes, Chile; Newcastle Business School, Northumbria University, Newcastle, United Kingdom; Department of Business and Centre for Entrepreneurship and Social Innovation Research (CREIS), Universitat Autónoma de Barcelona, Barcelona, Spain; Director de Emprendimiento, Tecnológico de Monterrey, La Laguna, Mexico","Guerrero M., School of Business and Economics, Universidad del Desarrollo, Las Condes, Chile, Newcastle Business School, Northumbria University, Newcastle, United Kingdom; Urbano D., Department of Business and Centre for Entrepreneurship and Social Innovation Research (CREIS), Universitat Autónoma de Barcelona, Barcelona, Spain; Gajón E., Director de Emprendimiento, Tecnológico de Monterrey, La Laguna, Mexico","Purpose: This paper provides insights about how graduates' career patterns (i.e. academic entrepreneur, self-employed or paid employed) are influenced by entrepreneurial university ecosystems (i.e. incubators and entrepreneurship education programs). Design/methodology/approach: By adopting Douglas and Shepherd's utility-maximising function, the influence of one entrepreneurial university ecosystem on graduates' career choices was tested using a sample of 11,512 graduates from the Monterrey Institute of Technology and Higher Education (ITESM) in Mexico. Findings: Our results show the critical role of entrepreneurial universities ecosystems in facilitating employability options as academic entrepreneurship for ITESM's graduates. The study shows some insights about how graduates' risk aversion and work effort are positively influenced by the university business incubator and entrepreneurship education programs, respectively. Practical implications: Diverse implications for stakeholders have emerged from our results. These implications are associated with potential benefits of implementing programmes oriented to engage academic entrepreneurship within Latin American universities. Originality/value: Entrepreneurial universities provide a range of employability alternatives for their students, such as to be self-employed, academic entrepreneurs or paid employees. In this scenario, entrepreneurial universities have configured entrepreneurial ecosystems (educational programmes, business incubators and other infrastructures) to support potential entrepreneurs (students, academics, staff and alumni). Despite the relevance of the environmental conditions on individuals' occupational choices, few studies have explored the role of the entrepreneurial university ecosystems on graduates' employability. In this vein, our study contributes to some academic discussions: (1) the role of context on career choice models (Ilouga et al., 2014; Sieger and Monsen, 2015), (2) the role of incubators and entrepreneurship education on fostering academic entrepreneurship on the graduates' community (Nabi et al., 2017; Good et al., 2019; Guerrero and Urbano, 2019a) and (3) the effectiveness of the entrepreneurial university ecosystems on graduates' employability (Herrera et al., 2018; Wright et al., 2017). © 2020, Emerald Publishing Limited.","Academic entrepreneurship; Emerging economies; Entrepreneurial and innovation ecosystems; Entrepreneurial university; Graduates' career choice; University business incubation","","","","","","Economy and Knowledge Department?Catalan Government; Economy and Knowledge Department—Catalan Government, (2017-SGR-1056); Ministerio de Economía y Competitividad, MINECO, (ECO 2017–87885-P); Institució Catalana de Recerca i Estudis Avançats, ICREA","Funding text 1: The authors would like to thank the anonymous reviewers for their insightful comments that contributed substantially to the development of our manuscripts. David Urbano acknowledges the financial support from the Spanish Ministry of Economy and Competitiveness [project ECO 2017–87885-P], the Economy and Knowledge Department—Catalan Government [project 2017-SGR-1056] and ICREA under the ICREA Academia Programme. ; Funding text 2: The authors would like to thank the anonymous reviewers for their insightful comments that contributed substantially to the development of our manuscripts. David Urbano acknowledges the financial support from the Spanish Ministry of Economy and Competitiveness [project ECO 2017?87885-P], the Economy and Knowledge Department?Catalan Government [project 2017-SGR-1056] and ICREA under the ICREA Academia Programme.","Aaboen L., Explaining incubators using a firm analogy, Technovation, 29, 10, pp. 657-670, (2009); Acs Z.J., Estrin S., Mickiewicz T., Szerb L., Entrepreneurship, institutional economics, and economic growth: an ecosystem perspective, Small Business Economics, 51, 2, pp. 501-514, (2018); Al-Dajani H., Dedoussis E., Watson E., Tzokas N., Graduate entrepreneurship incubation environments: a framework of key success factors, Industry and Higher Education, 28, 3, pp. 201-213, (2014); Audretsch D., From the entrepreneurial university to the university for the entrepreneurial society, The Journal of Technology Transfer, 39, 3, pp. 313-321, (2014); Audretsch D.B., Cunningham J.A., Kuratko D.F., Lehmann E.E., Menter M., Entrepreneurial ecosystems: economic, technological, and societal impacts, The Journal of Technology Transfer, 44, 2, pp. 313-325, (2019); Autio E., Acs Z., Intellectual property protection and the formation of entrepreneurial growth aspirations, Strategic Entrepreneurship Journal, 4, 3, pp. 234-251, (2010); Autio E., Kenney M., Mustar P., Siegel D., Wright M., Entrepreneurial innovation: the importance of context, Research Policy, 43, 7, pp. 1097-1108, (2014); Barbero J.L., Casillas J.C., Wright M., Garcia A.R., Do different types of incubators produce different types of innovations?, The Journal of Technology Transfer, 39, 2, pp. 151-168, (2014); Baumol W.J., Entrepreneurship: productive, unproductive and destructive, Journal of Political Economy, 98, 5, pp. 893-921, (1990); Blanchflower D.G., Meyer B.D., A longitudinal analysis of the young self-employed in Australia and the United States, Small Business Economics, 6, 1, pp. 1-19, (1994); Blume-Kohout M., Understanding the gender gap in STEM fields entrepreneurship, US Small Business Administration Office of Advocacy Report, 424, pp. 1-81, (2014); Cantner U., Cunningham J.A., Lehmann E.E., Menter M., Entrepreneurial ecosystems: a dynamic lifecycle model, Small Business Economics, (2020); Carter N.M., Gartner W.B., Shaver K.G., Gatewood E.J., The career reasons for nascent entrepreneurs, Journal of Business Venturing, 18, 1, pp. 13-39, (2003); Clark B.R., Creating Entrepreneurial Universities, (1998); Clarysse B., Wright M., Lockett A., Van de Velde E., Vohora A., Spinning out ventures: a typology of incubation strategies from European research institutions, Journal of Business Venturing, 20, pp. 183-216, (2005); Davidsson P., Honig B., The role of social and human capital among nascent entrepreneurs, Journal of Business Venturing, 18, 3, pp. 301-331, (2003); Di Gregorio D., Shane S., Why do some universities generate more start-ups than others?, Research Policy, 32, pp. 209-227, (2003); Douglas E.J., Shepherd D.A., Entrepreneurship as a utility-maximising response, Journal of Business Venturing, 15, 3, pp. 231-251, (2000); Douglas E.J., Shepherd D.A., Self-employment as a career choice: attitudes, entrepreneurial intentions, and utility maximisation, Entrepreneurship: Theory and Practice, 26, 3, pp. 81-90, (2002); Ebbers J.J., Networking behavior and contracting relationships among entrepreneurs in business incubators, Entrepreneurship: Theory and Practice, 38, 5, pp. 1159-1181, (2014); Feldman D.C., Bolino M.C., Career patterns of the self-employed: career motivations and career outcomes, Journal of Small Business Management, 38, 3, pp. 53-68, (2000); Gatewood E.J., Shaver K.G., Powers J.B., Gartner W.B., Entrepreneurial expectancy, task effort, and performance, Entrepreneurship: Theory and Practice, 27, 2, pp. 187-206, (2002); Gonzalez-Pernia J.L., Guerrero M., Jung A., Economic recession shake-out and entrepreneurship: evidence from Spain, BRQ Business Research Quarterly, 21, 3, pp. 153-167, (2018); Good M., Knockaert M., Soppe B., Wright M., The technology transfer ecosystem in academia. An organizational design perspective, Technovation, 82, pp. 35-50, (2019); Greene W.H., Econometric Analysis, (2003); Grimaldi R., Grandi A., Business incubators and new venture creation: an assessment of incubating models, Technovation, 25, 2, pp. 111-121, (2005); Grimaldi R., Kenney M., Siegel D.S., Wright M., 30 years after Bayh-Dole: reassessing academic entrepreneurship, Research Policy, 40, 8, pp. 1045-1057, (2011); Guerrero M., The creation and development of entrepreneurial universities in Spain: an institutional approach, (2008); Guerrero M., Urbano D., The development of an entrepreneurial university, The Journal of Technology Transfer, 37, 1, pp. 43-74, (2012); Guerrero M., Urbano D., Academics' start-up intentions and knowledge filters: an individual perspective of the knowledge spillover theory of entrepreneurship, Small Business Economics, 43, 1, pp. 57-74, (2014); Guerrero M., Urbano D., The impact of Triple Helix agents on entrepreneurial innovations' performance: an inside look at enterprises located in an emerging economy, Technological Forecasting and Social Change, 119, pp. 294-309, (2017); Guerrero M., Urbano D., A research agenda for entrepreneurship and innovation: the role of entrepreneurial universities, A Research Agenda for Entrepreneurship and Innovation, pp. 107-133, (2019); Guerrero M., Urbano D., Effectiveness of technology transfer policies and legislation in fostering entrepreneurial innovations across continents: an overview, The Journal of Technology Transfer, 44, pp. 1347-1366, (2019); Guerrero M., Urbano D., Gajon E., The internal pathways that condition university entrepreneurship in Latin America: an institutional approach, Advances in the Study of Entrepreneurship, Innovation, and Economic Growth, 24, pp. 89-118, (2014); Guerrero M., Cunningham J.A., Urbano D., The economic impact of entrepreneurial universities' activities: an exploratory study of the United Kingdom, Research Policy, 44, 3, pp. 748-764, (2015); Guerrero M., Urbano D., Fayolle A., Entrepreneurial activity and regional competitiveness: evidence from European entrepreneurial universities, The Journal of Technology Transfer, 41, 1, pp. 105-131, (2016); Guerrero M., Urbano D., Fayolle A., Klofsten M., Mian S., Entrepreneurial universities: emerging models in the new social and economic landscape, Small Business Economics, 47, 3, pp. 551-563, (2016); Guerrero M., Urbano D., Gajon E., Higher education entrepreneurial ecosystems: exploring the role of business incubators in an emerging economy, International Review of Entrepreneurship, 15, 2, pp. 175-202, (2017); Guerrero M., Urbano D., Cunningham J.A., Gajon E., Determinants of graduates' start‐ups creation across a multi‐campus entrepreneurial university: the case of Monterrey Institute of technology and higher education, Journal of Small Business Management, 56, 1, pp. 150-178, (2018); Guerrero M., Amoros J.E., Urbano D., Do employees' generational cohorts influence corporate venturing? A multilevel analysis, Small Business Economics, (2019); Guerrero M., Herrera F., Urbano D., Strategic knowledge management within subsidised entrepreneurial university-industry partnerships, Management Decision, 57, 12, pp. 3280-3300, (2019); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Heriot K.C., Simpson L., Establishing a campus-wide entrepreneurial program in five years: a case study, Journal of Entrepreneurship Education, 10, pp. 25-41, (2007); Herrera F., Guerrero M., Urbano D., Entrepreneurship and innovation ecosystem's drivers: the role of higher education organizations, Entrepreneurial, Innovative and Sustainable Ecosystems, pp. 09-128, (2018); Hessels J., Van Gelderen M., Thurik R., Entrepreneurial aspirations, motivations, and their drivers, Small Business Economics, 31, 3, pp. 323-339, (2008); Hoskisson R.E., Eden L., Lau C.M., Wright M., Strategy in emerging economies, Academy of Management Journal, 43, 3, pp. 249-267, (2000); Ilouga S.N., Mouloungni A.N., Sahut J.M., Entrepreneurial intention and career choices: the role of volition, Small Business Economics, 42, 4, pp. 717-728, (2014); Kihlstrom R.E., Laffont J.J., A general equilibrium entrepreneurial theory of firm formation based on risk aversion, Journal of Political Economy, pp. 719-748, (1979); Klofsten M., Fayolle A., Guerrero M., Mian S., Urbano D., Wright M., The entrepreneurial university as driver for economic growth and social change-Key strategic challenges, Technological Forecasting and Social Change, 141, pp. 149-158, (2019); Knight F.H., Cost of production and price over long and short periods, Journal of Political Economy, 29, 4, pp. 304-335, (1921); Kolvereid L., Isaksen E., New business start-up and subsequent entry into self-employment, Journal of Business Venturing, 21, 6, pp. 866-885, (2006); Krueger Jr N.F., Reilly M.D., Carsrud A.L., Competing models of entrepreneurial intentions, Journal of business venturing, 15, 5-6, pp. 411-432, (2000); Kuechle G., Liu X., Guerrero M., Mitigating preference uncertainty: prediction- and control-oriented strategies, Academy of Management Procedings, (2018); Levesque M., Shepherd D.A., Douglas E.J., Employment or self-employment: a dynamic utility-maximizing model, Journal of Business Venturing, 17, 3, pp. 189-210, (2002); Lundqvist M.A., The importance of surrogate entrepreneurship for incubated Swedish technology ventures, Technovation, 34, 2, pp. 93-100, (2014); Martiarena A., What's so entrepreneurial about intrapreneurs?, Small Business Economics, 40, 1, pp. 27-39, (2013); McAdam M., McAdam R., High tech start-ups in University Science Park incubators: the relationship between the start-up's lifecycle progression and use of the incubator's resources, Technovation, 28, 5, pp. 277-290, (2008); Miller K., McAdam M., McAdam R., The changing university business model: a stakeholder perspective, R&D Management, 44, 3, pp. 265-287, (2014); Nabi G., Holden R., Graduate entrepreneurship: intentions, education and training, Education + Training, 50, 7, pp. 545-551, (2008); Nabi G., Linan F., Graduate entrepreneurship in the developing world: intentions, education and development, Education + Training, 53, 5, pp. 325-334, (2011); Nabi G., Linan F., Fayolle A., Krueger N., Walmsley A., The impact of entrepreneurship education in higher education: a systematic review and research agenda, The Academy of Management Learning and Education, 16, 2, pp. 277-299, (2017); Nicholls-Nixon C.L., Valliere D., Gedeon S.A., Wise S., Entrepreneurial ecosystems and the lifecycle of university business incubators: an integrative case study, The International Entrepreneurship and Management Journal, pp. 1-29, (2020); O'Shea R.P., Chugh H., Allen T.J., Determinants and consequences of university spinoff activity: a conceptual framework, The Journal of Technology Transfer, 33, 6, pp. 653-666, (2008); Parker S.C., The Economics of Self-Employment and Entrepreneurship, (2004); Pekala N., Conquering the generational divide, Journal of Property Management, 66, 6, (2001); Peters L., Rice M., Sundararajan M., The role of incubators in the entrepreneurial process, The Journal of Technology Transfer, 29, 1, pp. 83-91, (2004); Pittaway L., Cope J., Entrepreneurship education: a systematic review of the evidence, International Small Business Journal, 25, 5, pp. 479-510, (2007); Powers J., McDougall P.P., University start-up formation and technology licensing with firms that go public: a resource-based view of academic entrepreneurship, Journal of Business Venturing, 20, pp. 291-311, (2005); Rothaermel F.T., Thursby M., Incubator firm failure or graduation?: the role of university linkages, Research Policy, 34, 7, pp. 1076-1090, (2005); Rothaermel F.T., Thursby M., University-incubator firm knowledge flows: assessing their impact on incubator firm performance, Research Policy, 34, 3, pp. 305-320, (2005); Saeed S., Yousafzai S.Y., Yani-De-Soriano M., Muffatto M., The role of perceived university support in the formation of students' entrepreneurial intention, Journal of Small Business Management, 30, 4, pp. 233-261, (2014); Scillitoe J.L., Chakrabarti A.K., The role of incubator interactions in assisting new ventures, Technovation, 30, 3, pp. 155-167, (2010); Secundo G., Schiuma G., Jones P., Strategic knowledge management models and tools for entrepreneurial universities, Management Decision, 57, 12, pp. 3217-3225, (2019); Segal G., Borgia D., Schoenfeld J., The motivation to become an entrepreneur, International Journal of Entrepreneurial Behavior and Research, 11, 1, pp. 42-57, (2005); Shane S., Academic Entrepreneurship: University Spinoffs and Wealth Creation, (2004); Shane S., Locke E., Collins C., Entrepreneurial motivation, Human Resources Management Review, 13, pp. 257-279, (2003); Sieger P., Monsen E., Founder, academic, or employee? A nuanced study of career choice intentions, Journal of Small Business Management, 53, pp. 30-57, (2015); Souitaris V., Zerbinati S., Al-Laham A., Do entrepreneurship programmes raise entrepreneurial intention of science and engineering students? The effect of learning, inspiration and resources, Journal of Business Venturing, 22, 4, pp. 566-591, (2007); Sternberg R., Success factors of university-spin-offs: regional government support programs versus regional environment, Technovation, 34, 3, pp. 137-148, (2014); Tkachev A., Kolvereid L., Self-employment intentions among Russian students, Entrepreneurship and Regional Development, 11, 3, pp. 269-280, (1999); Urbano D., Guerrero M., Entrepreneurial universities socioeconomic impacts of academic entrepreneurship in a European region, Economic Development Quarterly, 27, 1, pp. 40-55, (2013); van Rijnsoever F.J., Meeting, mating, and intermediating: how incubators can overcome weak network problems in entrepreneurial ecosystems, Research Policy, 49, 1, (2020); Wilson F., Kickul J., Marlino D., Gender, entrepreneurial Self‐Efficacy, and entrepreneurial career intentions: implications for entrepreneurship Education1, Entrepreneurship: Theory and Practice, 31, 3, pp. 387-406, (2007); Wright M., Academic Entrepreneurship in Europe, (2007); Wright M., Birley S., Mosey S., Entrepreneurship and university technology transfer, The Journal of Technology Transfer, 29, 3-4, pp. 235-246, (2004); Wright M., Filatotchev I., Hoskisson R.E., Peng M.W., Strategy research in emerging economies: challenging conventional wisdom, Journal of Management Studies, 42, 1, pp. 1-33, (2005); Wright M., Siegel D.S., Mustar P., An emerging ecosystem for student start-ups, The Journal of Technology Transfer, 42, 4, pp. 909-922, (2017)","M. Guerrero; School of Business and Economics, Universidad del Desarrollo, Las Condes, Chile; email: maribel.guerrero@northumbria.ac.uk; M. Guerrero; Newcastle Business School, Northumbria University, Newcastle, United Kingdom; email: maribel.guerrero@northumbria.ac.uk","","Emerald Group Holdings Ltd.","","","","","","02621711","","","","English","J. Manage. Dev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85083860534"
"Römgens I.; Scoupe R.; Beausaert S.","Römgens, Inge (57209247740); Scoupe, Rémi (57209247647); Beausaert, Simon (36080307500)","57209247740; 57209247647; 36080307500","Unraveling the concept of employability, bringing together research on employability in higher education and the workplace","2020","Studies in Higher Education","45","12","","2588","2603","15","137","10.1080/03075079.2019.1623770","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067004050&doi=10.1080%2f03075079.2019.1623770&partnerID=40&md5=e345eb596fb1b2accbda5405b78a8d77","University College Maastricht, Maastricht University, Maastricht, Netherlands; Department Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands","Römgens I., University College Maastricht, Maastricht University, Maastricht, Netherlands; Scoupe R., Department Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands; Beausaert S., Department Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, Netherlands","In different streams of literature employability has been defined in different, often related ways. We take an interdisciplinary approach, combining insights from research on higher education and workplace learning, taking a Western perspective. In doing so we take a multi-dimensional, competence-based approach. Our approach to conceptualizing employability responds to research from both disciplines arguing for a need of integrating approaches to employability, for a unified overview of conceptual frameworks and agreement on definitions of the concept. We conclude that models of employability from these different disciplines can reinforce each other. Certain dimensions of employability are less taken into account in one discipline, while receiving a lot of attention in the other. Hence, our work opens new avenues for conceptual and empirical research on employability in both domains. Moreover, it might influence how researchers and practitioners research and support (lifelong) learning for employability, both in higher education and in the workplace. © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","conceptions; Employability; European higher education area; professional competences; workplace learning","","","","","","","","Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W.B., Competencies for the Contemporary Career: Development and Preliminary Validation of the Career Competencies Questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Artess J., Hooley T., Mellors-Bourne R., Employability: A Review of the Literature 2012 to 2016, (2017); Athey T.R., Orth M.S., Emerging Competency Methods for the Future, Human Resource Management, 38, 3, pp. 215-225, (1999); Baker-Doyle K., Education Policy Analysis Archives, (2010); Bandura A., Self-efficacy: Toward a Unifying Theory of Behavioral Change, Psychological Review, 84, 2, pp. 191-215, (1977); Bandura A., Social Foundations of Thought and Action: A Social Cognitive Theory, (1986); Bennett N., Dunne E., Carre C., Patterns of Core and Generic Skill Provision in Higher Education, Higher Education, 37, 1, pp. 71-93, (1999); Billet S., Integrating Practice-based Experiences into Higher Education, (2015); Boahin P., Hofman A., A Disciplinary Perspective of Competency-Based Training on the Acquisition of Employability Skills, Journal of Vocational Education and Training, 65, 3, pp. 385-401, (2013); Bozionelos N., Intra-organizational Network Resources: Relation to Career Success and Personality, The International Journal of Organizational Analysis, 11, 1, pp. 41-66, (2003); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability Through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Brockmann M., Clarke L., Winch C., Competence and Competency in the EQF and in European VET Systems, Journal of European Industrial Training, 33, 8-9, pp. 787-799, (2009); Brockmann M., Clarke L., Winch C., Knowledge, Skills and Competence in the European Labour Market: What’s in a Vocational Qualification?, (2011); Clark M., Zukas M., A Bourdieusian Approach to Understanding Employability: Becoming a ‘Fish in Water’, Journal of Vocational Education and Training, 65, 2, pp. 208-219, (2013); Clarke M., Understanding and Managing Employability in Changing Career Contexts, Journal of European Industrial Training, 32, 4, pp. 258-284, (2008); Cole D., Tibby M., Defining and Developing Your Approach to Employability, (2013); Dacre Pool L., Qualter P., Sewell P.J., Exploring the Factor Structure of the CareerEDGE Employability Development Profile, Education + Training, 56, 4, pp. 303-313, (2014); Dacre Pool L., Sewell P., The Key to Employability: Developing a Practical Model of Graduate Employability, Education + Training, 49, 4, pp. 277-289, (2007); DeFillippi R.J., Arthur M.B., The Boundaryless Career: A Competency-Based Perspective, Journal of Organizational Behavior, 15, 4, pp. 307-324, (1994); Delamare Le Deist F., Winterton J., What is Competence?, Human Resource Development International, 8, 1, pp. 27-46, (2005); Eraut M., Transfer of Knowledge Between Education and Workplace Settings, Knowledge, Values and Educational Policy. A Critical Perspective, pp. 65-84, (2009); Council Conclusions of 11 May 2012 on the Employability of Graduates from Education and Training: 2012/C 169/04, (2012); Forrier A., Sels L., The Concept Employability: A Complex Mosaic, International Journal of Human Resources Development and Management, 3, 2, pp. 103-124, (2003); Forrier A., Sels L., Stynen D., Career Mobility at the Intersection Between Agent and Structure: A Conceptual Model, Journal of Occupational and Organizational Psychology, 82, pp. 739-759, (2009); Forrier A., Verbruggen M., De Cuyper N., Integrating Different Notions of Employability in a Dynamic Chain: The Relationship Between Job Transitions, Movement Capital and Perceived Employability, Journal of Vocational Behavior, 89, pp. 56-64, (2015); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A Psycho-Social Construct, its Dimensions, and Applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Hall D.T., The Protean Career: A Quarter-Century Journey, Journal of Vocational Behavior, 65, pp. 1-13, (2004); Harvey L., Defining and Measuring Employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Helyer R., Lee D., The Role of Work Experience in the Future Employability of Higher Education Graduates, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Hennemann S., Liefner I., Employability of German Geography Graduates: The Mismatch Between Knowledge Acquired and Competences Required, Journal of Geography in Higher Education, 34, 2, pp. 215-230, (2010); Hernandez-Fernaud E., Ruiz-de la Rosa C.I., Negrin F., Ramos-Sapena Y., Hernandez B., Efficacy of an Intervention Program to Improve Employability of University Students, The Spanish Journal of Psychology, 20, e3, pp. 1-11, (2017); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1998); Hinchliffe G.W., Jolly A., Graduate Identity and Employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Hodkinson P., Reconceptualising the Relations Between College-Based and Workplace Learning, Journal of Workplace Learning, 17, 8, pp. 521-532, (2005); Jackson D., Testing a Model of Undergraduate Competence in Employability Skills and its Implications for Stakeholders, Journal of Education and Work, 27, 2, pp. 220-242, (2014); Kearns P., Generic Skills for the New Economy: A Review of Research Relating to Generic Skills, (2001); Knight P., Yorke M., Assessment, Learning and Employability, (2003); Knight P., Yorke M., Learning, Curriculum and Employability in Higher Education, (2004); Kochoian N., Raemdonck I., Frenay M., Zacher H., The Role of Age and Occupational Future Time Perspective in Workers’ Motivation to Learn, Vocations and Learning, 10, 1, pp. 27-45, (2017); Koole S.L., The Psychology of Emotion Regulation: An Integrative Review, Cognition and Emotion, 23, 1, pp. 4-41, (2009); Kraus K., Vonken M., Being Employable and Competent. Investigating the New Imperative from a Comparative Perspective, Reworking Vocational Education: Policies, Practices and Concepts, pp. 141-162, (2009); Kumar A., Personal, Academic and Career Development in Higher Education. SOARing to Success, (2007); McArdle S., Waters L., Briscoe J.P., Hall D.T., Employability During Unemployment: Adaptability, Career Identity and Human and Social Capital, Journal of Vocational Behavior, 71, pp. 247-264, (2007); McQuaid R.W., Lindsay C., The Concept of Employability, Urban Studies, 42, 2, pp. 197-219, (2005); (2015); Peeters E., Nelissen J., De Cuyper N., Forrier A., Verbruggen M., De Witte H., Journal of Career Development, (2019); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., Pedagogy for Employability, (2012); Small L., Shacklock K., Marchant T., Employability: A Contemporary Review for Higher Education Stakeholders, Journal of Vocational Education & Training, 70, 1, pp. 148-166, (2018); Smith C., Ferns S., Russell L., Designing Work-integrated Learning Placements that Improve Student Employability: Six Facets of the Curriculum that Matter, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 197-211, (2016); Struthers C.W., Perry R.P., Menec V.H., An Examination of the Relationship among Academic Stress, Coping, Motivation, and Performance in College, Research in Higher Education, 41, 5, pp. 581-592, (2000); Sumanasiri E.G.T., Yajid M.S.A., Khatibi A., Conceptualizing Learning and Employability ‘Learning and Employability Framework’, Journal of Education and Learning, 4, 2, pp. 53-63, (2015); Thijssen J.G.L., Van der Heijden B.I.J.M., Rocco T.S., Toward the Employability—Link Model: Current Employment Transition to Future Employment Perspectives, Human Resource Development Review, 7, 2, pp. 165-183, (2008); Van der Heijde C.M., Van der Heijden B.I.J.M., A Competence-based and Multidimensional Operationalization and Measurement of Employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Yorke M., Employability in Higher Education: What It Is-What It Is Not, 1, (2006); Yorke M., Knight P., Embedding Employability into the Curriculum, 3, (2006); Zimmerman B.J., Becoming a Self-Regulated Learner: An Overview, Theory Into Practice, 41, 2, pp. 64-70, (2002)","I. Römgens; University College Maastricht, Maastricht University, Maastricht, Zwingelput 4, 6411 KH, Netherlands; email: inge.romgens@maastrichtuniversity.nl","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85067004050"
"Challen C.","Challen, Christine (6603468016)","6603468016","The Importance of Art/Poetry and Philosophy in Educational Leadership, Well-being and Engagement of STEM Subjects","2020","Journal of Higher Education Policy and Leadership Studies","1","3","","41","54","13","2","10.29252/johepal.1.3.41","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131165957&doi=10.29252%2fjohepal.1.3.41&partnerID=40&md5=19acc77a57f80fbee1346ddb0cbd6d89","","","So much of our education system today is controlled by targets “getting pupils through exams” accountability everywhere you look. However, this drive for learning facts after facts has meant we have totally alienated students not only from society but from themselves and more importantly their own autonomy/agency in learning - very necessary qualities to effectively succeed in Higher Education. The unexpected arrival of Covid-19 has forced us all to reset and rethink. It has given us additional time to reflect and find out who we are. Many of us have turned to the arts and /humanities. During the lockdown, I have been reading widely – a diverse range of non-pedagogical literature. This has provided me through these writings with some ideas that indicate ways we might create a more holistic educational approach that encourages leadership and global citizenship. This review will describe how art and poetry (in particular Eliot); diverse literatures, creative oral and written communication might be used as tools. The aim is to find ways to stimulate and maintain trust and compassion and advance excellent teaching, leadership and employability skills. It will also illustrate how the use of art and visceral skills may enhance cognition towards deeper more critical thinking and further how these can enhance student emotional self-regulation, confidence and voice. Such strategies can be pivotal in stimulating, enriching and educating towards social justice, equality and diversity when planning to lead courses of national and international students in Higher Education. © 2022 Journal of Higher Education Policy and Leadership Studies. All rights reserved.","Art; Autonomy; Creative Communication; Engagement; Philosophy; Science; STEM","","","","","","","","Challen C., Rethinking higher education policy and leadership for the 21stcentury: Enhancing strategies for global citizenship and justice, Journal of Higher Education Policy And Leadership Studies, 1, 1, pp. 77-81, (2020); Eliot T. S., (1888); Eliot T. S., The Complete Poems and Plays, (2004); Gross K., Late Fragments: Everything I Want to Tell You (About This Magnificent Life), (2014); Harari Y. N., Sapiens: A Brief History of Humankind, (2011); Social Development Theory (Lev Vygotsky), (2021); Jansson T., The Summer Book, (2003); Jansson T., A Winter Book, (2006); Jha A., E=mc2: Einstein’s equation that gave birth to the atom bomb, (2014); Kalanithi P., When Breath Becomes Air, (2016); Kezar A., What is more important to effective governance: Relationships, trust, and leadership, or structures and formal processes?, New Directions for Higher Education, 2004, 127, pp. 35-46, (2004); Knightsmith P.; Leonardo da Vinci: An inventor ahead of his time, (2019); Lofthouse C., Searching for trust, (2015); MacGregor K., Nelson as an exemplar of life long learning, (2015); Marsh H., Do No Harm: Stories of Life, Death and Brain Surgery, (2014); May K, Wintering: The Power of Rest and Retreat in Difficult Times, (2020); McGannon D., Leadership is an action, not a position (Donald McGannon’s Quote), (1970); Myatt M., High Challenge, Low Threat: Finding The Balance, (2016); Pai M., People power, Not powerful people, Can help end inequality (Interview with Ben Phillips), (2021); Pullman P., Daemon Voices: Essays on Storytelling, (2017); Rodriguez D., Return to The Little Coffee Shop of Kabul, (2016); Rumi, Rumi: Selected Poems, (2004); Shepherd N., The Living Mountain, (2011); Shorer, Et al., The Dial, LXXV, pp. 480-483, (1923); Weidner S. A., T.S. Eliot: Poet and critic as historical theorist, The Student Historical Journal 1992-1993, (1992)","C. Challen; email: christine.challen@blueyonder.co.uk","","Ali Khorsandi Taskoh","","","","","","27171426","","","","English","J. High. Educ. Policy. Leadersh. Stud.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85131165957"
"Wong S.I.; Fieseler C.; Kost D.","Wong, Sut I (57188651471); Fieseler, Christian (26431891300); Kost, Dominique (57195197413)","57188651471; 26431891300; 57195197413","Digital labourers’ proactivity and the venture for meaningful work: Fruitful or fruitless?","2020","Journal of Occupational and Organizational Psychology","93","4","","887","911","24","15","10.1111/joop.12317","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086154631&doi=10.1111%2fjoop.12317&partnerID=40&md5=e7f60a5d373d899f32d687cfee489c62","Department of Communication and Culture, BI Norwegian Business School, Oslo, Norway; Oslo Business School, Oslo Metropolitan University, Norway","Wong S.I., Department of Communication and Culture, BI Norwegian Business School, Oslo, Norway; Fieseler C., Department of Communication and Culture, BI Norwegian Business School, Oslo, Norway; Kost D., Oslo Business School, Oslo Metropolitan University, Norway","Digital Labor, taking up flexible but small-scale employment arrangements on online intermediary platforms, with few constraints on how much, when, and where work is performed, are becoming the new work reality for many individuals. Scholars have argued that this type of work is inherently demeaning. We seek to explore the worker’s perspective and how their long-term perspective aligns or misaligns with their actual work arrangement. We draw on career construction theory and hypothesize a job–career congruence model suggesting that when workers’ cognitive presentations of their microwork as jobs or careers are incongruent, they are less likely to experience their work as meaningful. The results from a two-stage field study of 803 workers from two microworking platforms support the negative effect of an incongruent job–career schema on workers’ experience of meaningful work. Additionally, results demonstrate that even workers who are proactive in nature, seem unable to excel in these fluid work settings when their job-career schema are not aligned. Practitioner Points: Contrary to what platform organizations may expect, digital labourers view crowdworking as both a job and a career, which in turn fosters meaningfulness. Careers are important aspect in understanding digital labourers’ understanding of their jobs and careers. Keeping this in mind, we would encourage platform organizations to: provide career development opportunities, instead of focusing on short-term incentives. This would cultivate crowdworkers’ career outlook, cultivate job–career congruence, and help mediate issues related to lack of career prosperity in microwork design. recognize aspirational career elements, such as career ladders, employability, and work–life balance to reduce possible exploitation in this employment area. Focusing only on job features such as flexibility, autonomy, and rewards is insufficient to motivate and inspire meaningfulness among digital labourers. provide training focused on career adaptability. This may attract relevant talent and platforms may benefit from providing training opportunities in the long term. © 2020 The British Psychological Society","crowdsourcing; crowdwork; digital labour; job–career congruence; meaningful work; microwork; subjective well-being","article; career mobility; crowdsourcing; employability; employment; field study; human; human experiment; organization; physician; reward; theoretical study; wellbeing; work-life balance; worker","","","","","Norges Forskningsråd, (247725, 275347)","This research is funded by the Research Council of Norway SAMANSVAR project ‘Fair Labor in the Digitized Economy’ (247725) and TOPPFORSK project ‘Future Ways of Working in the Digital Economy’ (275347). ","Aiken L.S., West S.G., Multiple regression: Testing and interpreting interactions, (1991); Andrews F.M., Withey S.B., Social indicators of well-being: Americans' perceptions of life quality, (2012); Bailey C., Madden A., Alfes K., Shantz A., Soane E., The mismanaged soul: Existential labor and the erosion of meaningful work, Human Resource Management Review, 27, pp. 416-430, (2017); Barnes S.A., Green A., de Hoyos M., Crowdsourcing and work: Individual factors and circumstances influencing employability, New Technology, Work and Employment, 30, 1, pp. 16-31, (2015); Bateman T.S., Crant J.M., The proactive component of organizational behavior: A measure and correlates, Journal of Organizational Behavior, 14, 2, pp. 103-118, (1993); Belschak F.D., Den Hartog D.N., Fay D., Exploring positive, negative and context-dependent aspects of proactive behaviours at work, Journal of Occupational and Organizational Psychology, 83, pp. 267-273, (2010); Beutell N.J., Wittig-Berman U., Predictors of work-family conflict and satisfaction with family, job, career, and life, Psychological Reports, 85, 3Pt1, pp. 893-903, (1999); 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An inter-and intraindividual investigation, Journal of Occupational and Organizational Psychology, 93, pp. 158-186, (2020); Steger M.F., Dik B.J., Duffy R.D., Measuring meaningful work: The work and meaning inventory (WAMI), Journal of Career Assessment, 20, pp. 322-337, (2012); Strauss K., Griffin M.A., Parker S.K., Future work selves: How salient hoped-for identities motivate proactive career behaviors, Journal of Applied Psychology, 97, pp. 580-598, (2012); Thomas J.P., Whitman D.S., Viswesvaran C., Employee proactivity in organizations: A comparative meta-analysis of emergent proactive constructs, Journal of Occupational and Organizational Psychology, 83, pp. 275-300, (2010); van Quaquebeke N., van Knippenberg D., Brodbeck F.C., More than meets the eye: The role of subordinates' self-perceptions in leader categorization processes, The Leadership Quarterly, 22, pp. 367-382, (2011); Wrzesniewski A., McCauley C., Rozin P., Schwartz B., Jobs, careers, and callings: People's relations to their work, Journal of Research in Personality, 31, pp. 21-33, (1997)","S.I. Wong; Department of Communication and Culture, BI Norwegian Business School, Oslo, Norway; email: sut.i.wong@bi.no","","John Wiley and Sons Ltd","","","","","","09631798","","","","English","J. Occup. Organ. Psychol.","Article","Final","","Scopus","2-s2.0-85086154631"
"Igwe P.A.; Rahman M.; Ohalehi P.; Amaugo A.; Anigbo J.A.","Igwe, Paul Agu (57201619466); Rahman, Mahfuzur (57197842179); Ohalehi, Paschal (57204874933); Amaugo, Amarachi (57324551300); Anigbo, Julian Amalachukwu (57323991400)","57201619466; 57197842179; 57204874933; 57324551300; 57323991400","Responsible education: what engages international postgraduate students – evidence from UK","2020","Journal of Global Responsibility","11","4","","363","376","13","3","10.1108/JGR-03-2020-0036","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108815156&doi=10.1108%2fJGR-03-2020-0036&partnerID=40&md5=fd9e4d07fdfde554a5136553d2d0d19b","University of Lincoln, Lincoln, United Kingdom; Lincoln International Business School, University of Lincoln, Lincoln, United Kingdom; De Montfort University, Leicester, United Kingdom; University of South Wales, Pontypridd, United Kingdom","Igwe P.A., University of Lincoln, Lincoln, United Kingdom; Rahman M., Lincoln International Business School, University of Lincoln, Lincoln, United Kingdom; Ohalehi P., De Montfort University, Leicester, United Kingdom; Amaugo A., De Montfort University, Leicester, United Kingdom; Anigbo J.A., University of South Wales, Pontypridd, United Kingdom","Purpose: Responsive educational approaches focus on a set of well-designed practices intended to create engaging, social cohesion, better knowledge outcomes and excellent students’ experience. Therefore, this paper aims to engage in the discourse of the intersection of psych-sociology of learning and student’s engagement, connected to the sense of belonging and theory of planned behaviour (TPB). Design/methodology/approach: By applying an ethnographic approach and interviews of 45 international students from three UK business schools, it proposes that a sense of “belongingness” is a prerequisite for learning, personal and professional development. Owing to the exploratory nature of the subject, the use of qualitative methodology turned out to be particularly useful. Indeed, the conduct of in-depth semi-structured interviews, participative observation enabled us to access perceptions of students and compare different points of view. Findings: The findings indicate that international students measure their experience by “sense of belonging”, integration and engagement on many interrelated and influential factors. English proficiency and employability skills are the major concerns. The kinds of support they received from their faculties and the quality of feedback from tutors are important for international studies integration and sense of belonging. Originality/value: The findings of the critical elements of the engagement and experience of international students have both policy and practical implications given the high demand for UK universities by foreign students. Although, this paper is based on findings from UK higher education institutions, the insights are of relevance to many countries such as Australia, Canada, Germany, France and the USA, who have a significant proportion of overseas students. © 2020, Emerald Publishing Limited.","International students; Sense of belonging; Student engagement; Student experience; Teaching and learning pedagogy","","","","","","","","Ajzen I., The theory of planned behaviour, Organizational Behavior and Human Decision Processes, 50, 2, pp. 179-211, (1991); Ajzen I., Fishbein M., Understanding Attitudes and Predicting Social Behaviour, (1980); Al-Mataani R., Wainwright T., Demirel P., Hidden entrepreneurs: informal practices within the formal economy, European Management Review, 14, 4, pp. 361-376, (2017); Alvarez-GonzaLez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Baumeister R.F., Leary M.R., The need to belong: desire for interpersonal attachments as a fundamental human motivation, Psychological Bulletin, 117, 3, pp. 497-529, (1995); Bernardo M.A.C., Butcher J., Howard P., An international comparison of community engagement in higher education, International Journal of Educational Development, 32, 1, pp. 187-192, (2012); Blackler F., McDonald S., Power, mastery and organizational learning, Journal of Management Studies, 37, 6, pp. 833-852, (2000); Burns M.E., Houser M.L., Farris K.L., Theory of planned behavior in the classroom: an examination of the instructor confirmation-interaction model, Higher Education, 75, 6, pp. 1091-1099, (2018); Cadez S., Dimovski V., Groff M.Z., Research, teaching and performance evaluation in academia: the salience of quality, Studies in Higher Education, 42, 8, pp. 1455-1473, (2017); Carvalho L., Yeoman P., Framing learning entanglement in innovative learning spaces: connecting theory, design and practice, British Educational Research Journal, 44, 6, pp. 1120-1137, (2018); Chamberlin K., Yasue M., Chiang I.-C.A., The impact of grades on student motivation, Active Learning in Higher Education, (2018); Christie F., Careers guidance and social mobility in UK higher education: practitioner perspectives, British Journal of Guidance and Counselling, 44, 1, pp. 72-85, (2016); Chrystal A., Mwangi G., Exploring sense of belonging among black international students at an HBCU, Journal of International Students, 6, 4, pp. 1015-1037, (2016); Courtois A., Veiga A., Brexit and higher education in Europe: the role of ideas in shaping internationalisation strategies in times of uncertainty, Higher Education, 79, 5, (2019); Crowther P., Orefice C., Beard C., At work and play: business events as entrepreneurial spaces, The International Journal of Entrepreneurship and Innovation, 19, 2, pp. 90-99, (2018); Dunbar H., Carter B., A sense of belonging: the importance of fostering student nurses’ affective bonds, Journal of Child Health Care, 21, 4, pp. 367-369, (2017); Flores M.A., Brown G., Pereira D., Coutinho C., Santos P., Pinheiro C., Higher education. 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Anticipating the barriers to the adoption of enzyme‐based textile processing in a developing country, Business Strategy and Development, 2, 2, pp. 137-147, (2019); Rata E., Knowledge and teaching, British Educational Research Journal, 43, 5, pp. 1003-1017, (2017); Rivas J., Burke M., Hale K., Seeking a sense of belonging, Journal of International Students, 9, 2, pp. 682-704, (2019); Samier E.A., The globalization of higher education as a societal and cultural security problem, Policy Futures in Education, 13, 5, pp. 683-702, (2015); Shahab Y., Chengang Y., Arbizu A.D., Haider M.J., Entrepreneurial self-efficacy and intention: do entrepreneurial creativity and education matter?, International Journal of Entrepreneurial Behavior and Research, 25, 2, (2018); Staddon E., Standish P., Improving the student experience, Education Policy: Philosophical Critique. British Educational Research Journal, (2013); Szadkowski K., The common in higher education: a conceptual approach, Higher Education, 78, 2, (2019); Tang X., Collier D.A., Witt A., Qualitative study on Chinese students’ perception of US University life, Journal of International Students, 8, 1, pp. 151-178, (2018); Vahedi Z., Zannella L., Want S.C., Students’ use of information and communication technologies in the classroom: uses, restriction, and integration, Active Learning in Higher Education, (2019); Van Maanen J., Tales of the Field: On Writing Ethnography, (2011); Zepke N., Threshold concepts and student engagement: revisiting pedagogical content knowledge, Active Learning in Higher Education, 14, 2, pp. 97-107, (2013); Zepke N., Leach L., Improving student engagement: ten proposals for action, Active Learning in Higher Education, 11, 3, pp. 167-177, (2010); Canton U., Govan M., Zahn D., Rethinking academic literacies, Teaching in Higher Education, 23, 6, pp. 668-684, (2018); Donnelly M., Evans C., A ‘home-international’ comparative analysis of widening participation in UK higher education, Higher Education, 77, 1, pp. 97-114, (2019); Garcia M.C.D., Welter F., Gender identities and practices: interpreting women entrepreneurs’ narratives, International Small Business Journal: Researching Entrepreneurship, 31, 4, pp. 384-404, (2011); Gault J., Leach E., Duey M., Effects of business internships on job marketability: the employers’ perspective, Education + Training, 52, 1, pp. 76-88, (2010); Jacklin A., Robinson C., What is meant by ‘support’ in higher education? Towards a model of academic and welfare support, Journal of Research in Special Educational Needs, 7, 2, pp. 114-123, (2007); Jaskiewicz P., Combs J.G., Rau S.B., Entrepreneurial legacy: toward a theory of how some family firms nurture transgenerational entrepreneurship, Journal of Business Venturing, 30, 1, pp. 29-49, (2015); Kelly P., Hohmann U., Pratt N., Dorf H., Teachers as mediators: an exploration of situated english teaching, British Educational Research Journal, 39, 4, pp. 609-634, (2013); Knight D.B., Novoselich B.J., Curricular and co‐curricular influences on undergraduate engineering student leadership, Journal of Engineering Education, 106, 1, pp. 44-70, (2017); Mark L.J., Wierika T., Beishuizenb J., van-Osb W., Career guidance and student success in Dutch higher vocational education, Studies in Higher Education, 40, 10, pp. 1947-1961, (2015); Merino P.B., Lavissiere A., Mandjak T., Emergence of a higher education born global in Africa: the role of the business network, The International Journal of Entrepreneurship and Innovation, 19, 3, pp. 194-206, (2018); Rainey K., Dancy M., Mickelson R., Stearns E., Moller S., Race and gender differences in how sense of belonging influences decisions to major in STEM, International Journal of Stem Education, 5, 1, (2018); Distinguished Leaders in Visual Resources: An Interview with Eleanor Fink, Visual Resources, 15, 1, (2011)","M. Rahman; Lincoln International Business School, University of Lincoln, Lincoln, United Kingdom; email: marahman@lincoln.ac.uk","","Emerald Group Holdings Ltd.","","","","","","20412568","","","","English","J. Glob. Responsib.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85108815156"
"Schmidt C.U.","Schmidt, Cecilie Ullerup (57208693727)","57208693727","Doggy Paddling: Temporalities of Work in Higher Artistic Education in Denmark","2021","Scandinavian Journal of Educational Research","65","5","","752","766","14","0","10.1080/00313831.2020.1754902","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085548967&doi=10.1080%2f00313831.2020.1754902&partnerID=40&md5=b3a73705ea347684000bdc80c1779a53","Department of Arts and Cultural Studies, University of Copenhagen, Copenhagen, Denmark","Schmidt C.U., Department of Arts and Cultural Studies, University of Copenhagen, Copenhagen, Denmark","This article engages critically with the conception of the temporality of artistic work taught in higher artistic education, which has recently been implemented through the Bologna Process. Through an analysis of new study regulations and assessments within fine arts and performing arts education in Denmark, this article proposes that not only is the temporality of contemporary artistic work many-faceted, but also the artist worker has to doggy paddle exhaustively between and in those many temporalities. © 2020 Scandinavian Journal of Educational Research.","employability; higher artistic education; neoliberalism; performance art; professionalism; Temporality of work","","","","","","","","Beradi F.B., After the future, (2011); Berlant L., Cruel optimism, (2011); Blomley N., Professional geographies, Working the spaces of neoliberalism, pp. 222-226, (2005); Bogh M., Borderlands: The art school between the academy and higher education, Rethinking the contemporary art school, (2009); Brogger K., The rule of mimetic desire in higher education: Governing through naming, shaming and faming, British Journal of Sociology of Education, 37, 1, pp. 72-91, (2016); Brown W., Undoing the Demos, (2015); Burger P., Theorie der Avantgarde, (1974); Caffentzis G., Federici S., (2007); Crary J., 24/7. Capitalism and the end of sleep, (2013); Feher M., Rated agency, (2018); Gade S., Schmidt C.U., Handle with care, Peripeti, 26, pp. 66-72, (2017); Harney S., Moten F., The undercommons. Fugitive planning & black study, (2013); Holscher S., The workshop–a format and promise between collectivity and individualism, Peripeti, 31, (2020); Kant I., Critique of judgement, (1914); Koselleck R., Vergangene Zukunft, (1995); Kunst B., The Project Horizon: On the Temporality of Making, (2013); Kunst B., Artist at work, (2015); Laurier E., Participant observation, Key methods in geography, pp. 116-130, (2010); Lave J., Wenger E., Situated learning, (1991); Lesage D., The academy is back: On education, the bologna process, and the doctorate in the arts, E-Flux Journal, 4, (2009); Lorey I., (2006); Martin R., Under new management: Universities, administrative labor, and the professional turn, (2011); Raunig G., Industrien der Kreativität. Streifen und Glätten 2, (2012); Rosa H., Beschleunigung, (2005); Schmidt C.U., Everybody counts. The aesthetics of production in higher artistic education and performance art collectives, (2019); Schuh A., Having a daily (performance) practice: Dance artists’ everyday work, support, and form, Dance Research Journal, 51, 1, pp. 79-94, (2019); Steyerl H., Art as occupation: Claims of an autonomy if life, Work, work, work. A reader on art and labour, (2012); Ukeles M.L., Manifesto for maintenance art 1969! Proposal for an exhibition ‘CARE’, Conceptual art: A critical Anthology, pp. 122-123, (1999); Vogl J., Lernen, lebenslages, Bologna Bestiarium, Unbedingte universitäten, pp. 227-231, (2012); Vujanovic A., Performance practice: Between self-production and transindividuality, Performance und Praxis: Praxeologische Erkundungen in Tanz, Theater, Sport und Alltag, pp. 295-311, (2017); Weber S., Geld ist Zeit, (2009); On Education at the Royal Danish Academy of Fine Arts’ Schools of Visual Arts, (2017); No D.E.O., On Education at the Danish National School of Performing Arts, (2018); Curriculum of the bachelor programme in acting, (2018); Curriculum of the bachelor programme in dance and choreography, (2018); Curriculum of the bachelor programme in theatre and performance making, (2018); Standards and guidelines for quality assurance in the European Higher Education Area (ESG), (2015); Curriculum for the bachelor of fine arts (BFA) in visual arts, (2018); BFA in Fine Arts","C.U. Schmidt; Department of Arts and Cultural Studies, University of Copenhagen, Copenhagen, Karen Blixensvej 1, 2300, Denmark; email: c.u.schmidt@hum.ku.dk","","Routledge","","","","","","00313831","","","","English","Scan. J. Educ. Res.","Article","Final","","Scopus","2-s2.0-85085548967"
"Matthews A.; Kotzee B.","Matthews, Adam (57211576014); Kotzee, Ben (26035357200)","57211576014; 26035357200","The rhetoric of the UK higher education Teaching Excellence Framework: a corpus-assisted discourse analysis of TEF2 provider statements","2021","Educational Review","73","5","","523","543","20","15","10.1080/00131911.2019.1666796","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074491657&doi=10.1080%2f00131911.2019.1666796&partnerID=40&md5=91281b39e24277cdd1761cd458e59cf8","School of Education, University of Birmingham, Birmingham, United Kingdom","Matthews A., School of Education, University of Birmingham, Birmingham, United Kingdom; Kotzee B., School of Education, University of Birmingham, Birmingham, United Kingdom","The Teaching Excellence Framework (TEF) is an evaluation of teaching quality at UK universities. The aim of the TEF is to raise esteem for teaching in line with research and recognise teaching excellence. In 2017 all universities who took part in the TEF exercise were awarded ratings of gold, silver or bronze for teaching quality. These awards were based on a set of quantitative measures and a 15-page provider submission from each university to describe teaching at their institution. In this paper, we analyse the provider submissions that played a crucial role in universities’ TEF rating. We conducted a corpus-assisted discourse analysis of all of the provider statements (232 statements; 1,742,438 words) submitted by participating institutions in order to un-earth the discourse of the TEF. We found that the themes driving success in the TEF are (1) employment, (2) employability (3) student outcomes and (4) research. Recognising what discourse is rewarded in the TEF has important implications for the accepted discourse of teaching excellence in UK higher education. It is anticipated that, in future, university discourse around teaching quality will continue to be dominated by employability discourse (rather than discourse around, for instance, social goods, personal development or equity). © 2019 Educational Review.","corpus linguistics; discourse analysis; higher education; Teaching excellence framework; teaching quality; TEF","","","","","","","","Bainbridge A., Gaitanidis A., Hoult E.C., When learning becomes a fetish: The pledge, turn and prestige of magic tricks, Pedagogy, Culture & Society, 26, 3, pp. 345-361, (2018); Baker P., Using corpora in discourse analysis, (2006); Baker P., Gabrielatos C., KhosraviNik M., Krzyzanowski M., McEnery T., Wodak R., A useful methodological synergy? 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Corpus studies of lexical semantics, (2001); Tight M., Examining the research/teaching nexus, European Journal of Higher Education, 6, 4, pp. 293-311, (2016); Toolan M., Peter Black, Christopher Stevens, class and inequality in the Daily Mail, Discourse & Society, 27, 6, pp. 642-660, (2016); Tymms P., Higgins S., Judging research papers for research excellence, Studies in Higher Education, 43, 9, pp. 1548-1560, (2018); Watermeyer R., Impact in the REF: Issues and obstacles, Studies in Higher Education, 41, 2, pp. 199-214, (2016); Weale S., Top UK universities miss out on gold award in controversial TEF test, (2017); Wilson A., Embracing Bayes factors for key item analysis in corpus linguistics, New approaches to the study of linguistic variability. Language competence and language awareness in Europe, pp. 3-11, (2013)","A. Matthews; School of Education, University of Birmingham, Birmingham, United Kingdom; email: a.matthews.3@bham.ac.uk","","Routledge","","","","","","00131911","","","","English","Educ. Rev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85074491657"
"Van der Heijden B.I.J.M.; Kruyen P.M.; Notelaers G.","Van der Heijden, Beatrice I. J. M. (13406606600); Kruyen, Peter M. (55657140500); Notelaers, Guy (11440715300)","13406606600; 55657140500; 11440715300","The Importance of Intra-Organizational Networking for Younger Versus Older Workers: Examining a Multi-Group Mediation Model of Individual Task Performance Enhancement","2020","Frontiers in Psychology","11","","606383","","","","2","10.3389/fpsyg.2020.606383","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098499984&doi=10.3389%2ffpsyg.2020.606383&partnerID=40&md5=599d862d6b0f11699a248185aaa8a161","Institute for Management Research, Radboud University, Nijmegen, Netherlands; School of Management, Open University of the Netherlands, Heerlen, Netherlands; Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium; Hubei Business School, Hubei University, Wuhan, China; Kingston Business School, Kingston University, London, United Kingdom; Department of Psychosocial Science, University of Bergen, Bergen, Norway","Van der Heijden B.I.J.M., Institute for Management Research, Radboud University, Nijmegen, Netherlands, School of Management, Open University of the Netherlands, Heerlen, Netherlands, Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium, Hubei Business School, Hubei University, Wuhan, China, Kingston Business School, Kingston University, London, United Kingdom; Kruyen P.M., Institute for Management Research, Radboud University, Nijmegen, Netherlands; Notelaers G., Department of Psychosocial Science, University of Bergen, Bergen, Norway","The purpose of this paper is to investigate the effect of intra-organizational networking on individual task performance, via employability. Moreover, this study also examines whether this relationship differs for younger (<40 years) versus older employees (≥40 years). A self-report questionnaire was distributed among a sample of employees working in a range of different types of organizations (n = 374). We conclude that employability fully mediates the relationship between intra-organizational networking and individual task performance. However, this mediation effect did not vary between younger and older employees. This study extends past research by applying a human capital perspective (in particular, social capital) and life-span development frameworks for explaining employability and task performance enhancement across one’s working life. It provides useful insights for stimulating career development and individual performance growth, by means of social capital, herewith increasing the individual employee’s chance to survive in nowadays’ labor markets. © Copyright © 2020 Van der Heijden, Kruyen and Notelaers.","age; employability; individual task performance; intra-organizational networking; multi-group analysis","","","","","","","","Adams T., Demaiter E., Skill, education and credentials in the new economy: the case of information technology workers, Work Employ. Soc, 22, pp. 351-362, (2008); Adler P.S., Kwon S.W., Social capital: prospects for a new concept, Acad. Manag. Rev, 27, pp. 17-40, (2002); Armstrong-Stassen M., Schlosser F., Benefits of a supportive development climate for older workers, J. Manag. Psychol, 23, pp. 419-437, (2008); Armstrong-Stassen M., Ursul N.D., Perceived organizational support, career satisfaction, and the retention of older workers, J. Occup. Organ. 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Rev, 29, pp. 105-113, (2013); Wolff H.G., Moser K., Effects of networking on career success: a longitudinal study, J. Appl. Psychol, 94, pp. 196-206, (2009); Wolff H.G., Weikamp J.G., Batinic B., Implicit motives as determinants of networking behaviors, Front. Psychol, 9, 411, (2018); Wright P.M., Snell S.A., Toward a unifying framework for exploring fit and flexibility in strategic human resource management, Acad. Manag. Rev, 23, pp. 756-772, (1998); Ybema J.F., Van Vuuren T., Van Dam K., HR practices for enhancing sustainable employability: Implementation, use, and outcomes, Int. J. Hum. Resource Manag, 31, pp. 886-907, (2017); Zacher H., De Lange A.H., Relations between chronic regulatory focus and future time perspective: results of a cross-lagged structural equation model, Pers. Indiv. Differ, 50, pp. 1255-1260, (2011)","G. Notelaers; Department of Psychosocial Science, University of Bergen, Bergen, Norway; email: Guy.notelaers@uib.no","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85098499984"
"Bradley A.; Quigley M.; Bailey K.","Bradley, Alex (57201434343); Quigley, Martyn (57195773989); Bailey, Kate (54886498300)","57201434343; 57195773989; 54886498300","How well are students engaging with the careers services at university?","2021","Studies in Higher Education","46","4","","663","676","13","25","10.1080/03075079.2019.1647416","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078638240&doi=10.1080%2f03075079.2019.1647416&partnerID=40&md5=97cff005356b0432acf4691b4c20791b","School of Psychology, University of Nottingham, Nottingham, United Kingdom","Bradley A., School of Psychology, University of Nottingham, Nottingham, United Kingdom; Quigley M., School of Psychology, University of Nottingham, Nottingham, United Kingdom; Bailey K., School of Psychology, University of Nottingham, Nottingham, United Kingdom","Employability is a key concern for students and it is of increasing importance to universities with the inclusion of employability outcomes affecting performance in league tables and in the Teaching Excellence Framework. Universities typically teach employability either by embedding it within a course curriculum (embedded approach) or via the career services (parallel approach). This article explores the ratio of United Kingdom (UK) psychology departments adopting an embedded approach vs a parallel approach to employability and investigates how psychology students within a parallel department engage with their careers service. A survey of 258 undergraduate psychology students finds low levels of engagement with career service events, typically less than 50% attendance, despite increases in attendance over the course of student’s degree. These findings highlight how many students, in a parallel department are simply not attending events designed to help them explore their career options or assist them navigating the application process. © 2019 Society for Research into Higher Education.","career self management; careers service; embedded; Employability; parallel","","","","","","","","Andrews G., Russell M., Employability Skills Development: Strategy, Evaluation and Impact, Higher Education, Skills and Work-Based Learning, 2, 1, pp. 33-44, (2012); Artess J., Hooley T., Mellors-Bourne R., Employability: A Review of the Literature 2012 to 2016, Higher Education Academy, (2016); Bagshaw A., (2017); Bagshaw A., Morris D., (2016); Bates L., Hayes H., Using the Student Lifecycle Approach to Enhance Employability: An Example from Criminology and Criminal Justice, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 141-151, (2017); Bates L., Hayes H., Walker S., Marchesi K., From Employability to Employment: A Professional Skills Development Course in a Three-Year Bachelor Program, International Journal of Work-Integrated Learning, 20, 4, pp. 413-423, (2019); Billett S., Final Report Curriculum and Pedagogic Bases for Effectively Integrating Practice-Based Experiences Professor Stephen Billett ALTC National Teaching Fellow Griffith University With the Participation of: Flinders University The University of Newcastle, (2011); Blackwell A., Bowes L., Harvey L., Hesketh A., Knight P., Transforming Work Experience in Higher Education, British Educational Research Journal, 27, 3, pp. 269-285, (2001); Bowers-Brown T., Harvey L., (2004); Callanan G., Benzing C., Assessing the Role of Internships in the Career-Oriented Employment of Graduating College Students, Education + Training, 46, 2, pp. 82-89, (2004); Cranmer S., Enhancing Graduate Employability: Best Intentions and Mixed Outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); (2012); Fulfilling Our Potential: Teaching Excellence, Social Mobility and Student Choice, (2015); (2016); (2017); Gamble N., Patrick C.J., Peach D., Internationalising Work-Integrated Learning: Creating Global Citizens to Meet the Economic Crisis and the Skills Shortage, Higher Education Research and Development, 29, 5, pp. 535-546, (2010); (2010); Gibbons S., Neumayer E., Perkins R., Student Satisfaction, League Tables and University Applications: Evidence from Britain, Economics of Education Review, 48, pp. 148-164, (2015); Hamilton K., Morrissey S.A., Farrell L.J., Ellu M.C., O'Donovan A., Weinbrecht T., O'Connor E.L., Increasing Psychological Literacy and Work Readiness of Australian Psychology Undergraduates Through a Capstone and Work-Integrated Learning Experience: Current Issues and What Needs to Be Done, Australian Psychologist, 53, 2, pp. 151-160, (2018); Harvey L., Hallam S., (2005); Hazenberg R., Seddon F., Denny S., Programme Recruitment and Evaluation: The Effect of an Employability Enhancement Programme on the General Self-Efficacy Levels of Unemployed Graduates, Journal of Education and Work, 28, 3, pp. 273-300, (2015); (2015); (2018); Jackson D., Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jones C.M., Green J.P., Higson H.E., Do Work Placements Improve Final Year Academic Performance or Do High-Calibre Students Choose to Do Work Placements?, Studies in Higher Education, 42, 6, pp. 976-992, (2017); Kandiko C.B., Mawer M., (2013); Little B., (2003); Lowden K., Hall S., Elliot D., Lewin J., Employers’ Perceptions of the Employability Skills of New Graduates, The SCRE Centre Research in Education, (2011); Mansfield R., The Effect of Placement Experience upon Final-Year Results for Surveying Degree Programmes, Studies in Higher Education, 36, 8, pp. 939-952, (2011); Mason G., Williams G., Cranmer S., Employability Skills Initiatives in Higher Education: What Effects Do They Have on Graduate Labour Market Outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Mason G., Williams G., Cranmer S., Guile D., How Much Does Higher Education Enhance the Employability of Graduates?, (2003); McHugh M., Interrater Reliability: The Kappa Statistic, Biochemia Medica, 22, 3, pp. 276-282, (2012); Minocha S., Hristov D., Reynolds M., From Graduate Employability to Employment: Policy and Practice in UK Higher Education, International Journal of Training and Development, 21, 3, pp. 235-248, (2017); Moores E., Reddy P., No Regrets? Measuring the Career Benefits of a Psychology Placement Year, Assessment and Evaluation in Higher Education, 37, 5, pp. 535-554, (2012); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., (2012); Lorraine Dacre P., Sewell P., The Key to Employability: Developing a Practical Model of Graduate Employability, (2007); Reddy P., Moores E., Measuring the Benefits of a Psychology Placement Year, Assessment and Evaluation in Higher Education, 31, 5, pp. 551-567, (2006); Reddy P., Moores E., Placement Year Academic Benefit Revisited: Effects of Demographics, Prior Achievement and Degree Programme, Teaching in Higher Education, 17, 2, pp. 153-165, (2012); Sheldon M., (2009); Smith C., Evaluating the Quality of Work-Integrated Learning Curricula: A Comprehensive Framework, Higher Education Research and Development, 31, 2, pp. 247-262, (2012); Surridge I., Accounting and Finance Degrees: Is the Academic Performance of Placement Students Better?, Accounting Education, 18, 4-5, pp. 471-485, (2009); Taylor A.R., Hooley T., Evaluating the Impact of Career Management Skills Module and Internship Programme Within a University Business School, British Journal of Guidance and Counselling, 42, 5, pp. 487-499, (2014); (2018); (2018); (2017); Thune T., Storen L.A., Study and Labour Market Effects of Graduate Students’ Interaction with Work Organisations During Education: A Cohort Study, Education and Training, 57, 7, pp. 702-722, (2015); Zhao H., Liden R.C., Internship: A Recruitment and Selection Perspective, Journal of Applied Psychology, 96, 1, pp. 221-229, (2011)","A. Bradley; School of Psychology, University of Nottingham, Nottingham, NG7 2RD, United Kingdom; email: alexander.bradley@nottingham.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85078638240"
"Evans T.; Thomas M.O.J.; Klymchuk S.","Evans, Tanya (14035645700); Thomas, Michael O. J. (56325604600); Klymchuk, Sergiy (24833296100)","14035645700; 56325604600; 24833296100","Non-routine problem solving through the lens of self-efficacy","2021","Higher Education Research and Development","40","7","","1403","1420","17","6","10.1080/07294360.2020.1818061","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091726744&doi=10.1080%2f07294360.2020.1818061&partnerID=40&md5=549f2e131cc01619d12f38804668ac6c","Department of Mathematics, University of Auckland, Auckland, New Zealand; Department of Mathematical Sciences, Auckland University of Technology, Auckland, New Zealand","Evans T., Department of Mathematics, University of Auckland, Auckland, New Zealand; Thomas M.O.J., Department of Mathematics, University of Auckland, Auckland, New Zealand; Klymchuk S., Department of Mathematical Sciences, Auckland University of Technology, Auckland, New Zealand","This study involved an intervention designed to examine whether employability prospects for STEM students studying mathematics could be improved. It incorporated use of non-routine problem solving in second-year mathematics courses at two New Zealand universities. From a theoretical standpoint, we conceptualised a novel construct called lateral thinking self-efficacy, which is defined as a learner’s confidence in their ability to solve non-routine problems. It relates to the creative thinking ability needed for solving innovative real-life problems in the work place, and hence is pertinent in transfer of mathematical learning to novel domains. The findings suggest that the attitude profiles of students with high and low lateral thinking self-efficacy differ significantly with respect to three dimensions spanning their affective domain. Further, a significant difference between genders with regard to lateral thinking self-efficacy was observed, with a significantly greater proportion of confident males than females, although there was no significant association between gender and non-routine problem-solving performance. These results raise questions about equity with regard to employability prospects for females in STEM companies and have implications for the underrepresentation of women in STEM fields. © 2020 HERDSA.","Employability; gender; self-efficacy; STEM education; undergraduate mathematics","","","","","","Ako Aotearoa; Regional Hub Project Fund - Northern Hub","This research was supported by a grant from Ako Aotearoa. (Regional Hub Project Fund - Northern Hub)","Bandura A., Self-efficacy: The exercise of control, (1997); Barnett M.S., Ceci S.J., When and where do we apply what we learn? A taxonomy for far transfer, Psychological Bulletin, 128, 4, pp. 612-637, (2002); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); de Bono E., Lateral thinking: A textbook of creativity, (1990); Di Martino P., Zan R., The construct of attitude in mathematics education, From beliefs to dynamic affect systems in mathematics education, pp. 51-72, (2015); Else-Quest N.M., Hyde J.S., Linn M.C., Cross-national patterns of gender differences in mathematics: A meta-analysis, Psychological Bulletin, 136, 1, (2010); Falkner N., Sooriamurthi R., Michalewicz Z., Teaching puzzle-based learning: Development of basic concepts, Teaching Mathematics and Computer Science, 10, 1, pp. 183-204, (2012); Ford J.K., Weissbein D.A., Smith E.M., Gully S.M., Salas E., Relationship of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer, Journal of Applied Psychology, 83, 2, pp. 218-233, (1998); Foster C., Confidence and competence with mathematical procedures, Educational Studies in Mathematics, 91, 2, pp. 271-288, (2016); Gnadig P., Honyek G., Riley K., 200 puzzling physics problems, with hints and solutions, (2001); Goldin G.A., Affective pathways and representation in mathematical problem solving, Mathematical Thinking and Learning, 2, 3, pp. 209-219, (2000); Hackett G., Betz N., An exploration of the mathematics self-efficacy/mathematics performance correspondence, Journal for Research in Mathematics Education, 20, 3, pp. 261-273, (1989); Hannula M., An overview of the field and future directions, Attitudes, beliefs, motivation, and identity in mathematics education, pp. 1-7, (2016); Kensington-Miller B., Knewstubb B., Longley A., Gilbert A., From invisible to SEEN: A conceptual framework for identifying, developing and evidencing unassessed graduate attributes, Higher Education Research & Development, 37, 7, pp. 1439-1453, (2018); Klymchuk S., Puzzle-based learning in engineering mathematics: Students’ attitudes, International Journal of Mathematical Education in Science and Technology, 48, 7, pp. 1106-1119, (2017); Litchfield A., Frawley J., Nettleton S., Contextualising and integrating into the curriculum the learning and teaching of work-ready professional graduate attributes, Higher Education Research & Development, 29, 5, pp. 519-534, (2010); Michalewicz Z., Michalewicz M., Puzzle-based learning: An introduction to critical thinking, mathematics, and problem solving, (2008); Moyer J., Robison V., Cai J., Attitudes of high-school students taught using traditional and reform mathematics curricula in middle school: A retrospective analysis, Educational Studies in Mathematics, 98, 2, pp. 115-134, (2018); Pajares F., Miller M.D., Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis, Journal of Educational Psychology, 86, 2, pp. 193-203, (1994); Pekrun R., Linnenbrink-Garcia L., Academic emotions and student engagement, Handbook of research on student engagement, pp. 259-292, (2012); Pugh K., Bergin D., Motivational influences on transfer, Educational Psychologist, 41, 3, pp. 147-160, (2006); Schoenfeld A.H., Looking toward the 21st century: Challenges of educational theory and practice, Educational Researcher, 28, 7, pp. 4-14, (1999); Schukajlow S., Achmetli K., Rakoczy K., Does constructing multiple solutions for real-world problems affect self-efficacy?, Educational Studies in Mathematics, 100, 1, pp. 43-60, (2019); Skaalvik E.M., Federici R.A., Klassen R.M., Mathematics achievement and self-efficacy: Relations with motivation for mathematics, International Journal of Educational Research, 72, pp. 129-136, (2015); Thomas C., Badger M., Ventura-Medina E., Sangwin C., Puzzle-based learning of mathematics in engineering, Engineering Education, 8, 1, pp. 122-134, (2013); Usher E., Pajares F., Sources of self-efficacy in school: Critical review of the literature and future directions, Review of Educational Research, 78, 4, pp. 751-796, (2008); Williams T., Williams K., Self-efficacy and performance in mathematics: Reciprocal determinism in 33 nations, Journal of Educational Psychology, 102, 2, pp. 453-466, (2010); The future of jobs 2018, (2018)","T. Evans; Department of Mathematics, University of Auckland, Auckland, New Zealand; email: t.evans@auckland.ac.nz","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85091726744"
"Räty H.; Hytti U.; Kasanen K.; Komulainen K.; Siivonen P.; Kozlinska I.","Räty, Hannu (6603820879); Hytti, Ulla (22234139600); Kasanen, Kati (6505961205); Komulainen, Katri (25635827000); Siivonen, Päivi (55845527400); Kozlinska, Inna (57196941622)","6603820879; 22234139600; 6505961205; 25635827000; 55845527400; 57196941622","Perceived employability and ability self among Finnish university students","2020","European Journal of Psychology of Education","35","4","","975","993","18","19","10.1007/s10212-019-00451-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075337536&doi=10.1007%2fs10212-019-00451-7&partnerID=40&md5=be744ba3fd0aa3f8b31447d9e3a516c8","Department of Education and Psychology, University of Eastern Finland, Kuopio, Finland; Department of Management and Entrepreneurship, University of Turku, Turku, Finland; University of Groningen, Groningen, Netherlands; RISEBA University of Business, Arts and Technology, Riga, Latvia","Räty H., Department of Education and Psychology, University of Eastern Finland, Kuopio, Finland; Hytti U., Department of Management and Entrepreneurship, University of Turku, Turku, Finland; Kasanen K., Department of Education and Psychology, University of Eastern Finland, Kuopio, Finland; Komulainen K., Department of Education and Psychology, University of Eastern Finland, Kuopio, Finland; Siivonen P., Department of Education and Psychology, University of Eastern Finland, Kuopio, Finland; Kozlinska I., University of Groningen, Groningen, Netherlands, RISEBA University of Business, Arts and Technology, Riga, Latvia","Employability is an increasing concern for university students. Our survey set out to examine university students’ perceptions of their employability and the ways in which these perceptions relate to positions that subsequently connect students to working life: students’ self-representational position or “ability self”, and students’ life-historical positions such as chosen field of study, phase of degree and working life experience. The participants comprised a sample of students (N = 1819) from two Finnish universities, representing diverse fields of study. It was found that apart from the field of study, the perceived proximity to graduation and working life was associated with the perception of employability. Furthermore, a set of self-attributed capabilities was associated with students’ perceptions of employability, particularly extroversion, ambitious competitiveness, mental strength and the desired characteristics of a good employee; however, the attribution of academic skills showed opposing effects. It was concluded that both self-representational and live-historical positions are part of the construction of students’ optimism regarding their employability. © 2019, The Author(s).","Ability self; Perceptions of abilities; Perceptions of employability; University students","","","","","","Academy of Finland, (295961)","","Antonio A., Tuffley D., Dimensions of Self-Perceived Employability in the First Year Students, (2007); Bandura A., Social learning theory, (1977); Bleidorn W., Arslan R., Denisson J., Rentfrow P., Gabaer J., Potter J., Gosling S., Age and gender differences in self-esteem, Journal of Personality and Social Psychology, 111, 3, pp. 396-410, (2016); Boden R., Nedeva M., Employing discourse: universities and graduate ‘employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Bridgstock R., The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Brookover W., Thomas S., Paterson A., Self-concept of ability and school achievement, Sociology of Education, 37, 3, pp. 271-278, (1964); Brown P., Hesketh A., Williams S., Employability in knowledge-driven society, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Clemence A., Social positioning and social representation, Representing the Social, pp. 83-97, (2001); Coetzee M., Graduates’ psycho-social career preoccupations and employability capacities in the work context, Graduate Employability in Context, pp. 295-316, (2017); Daniels J., Brooker J., Student identity development in higher education: implications for graduate attributes and work-readiness, Educational Research, 56, 1, pp. 65-76, (2014); Doise W., Human rights studied as normative social representations, Representing the Social, pp. 96-112, (2001); Dweck C., Self theories, Their role in motivation, personality, and development, (1999); Fallows S., Steven C., Building employability skills into the higher education curriculum: a university-wide initiative, Education + Training, 42, 22, pp. 75-83, (2000); Fejes A., Discourses on employability: constituting the responsible citizen, Studies in Continuing Education, 32, 2, pp. 89-102, (2010); Furnham A., Self-estimates of intelligence: culture and gender differences in self and other estimates of both general (g) and multiple intelligences, Personality and Individual Differences, 31, 8, pp. 1381-1405, (2001); Hall R., The work-study relationship: experiences of full-time university students undertaking part-time employment, Journal of Education and Work, 23, 5, pp. 439-449, (2010); Hart S., Dixon A., Drummond M., McIntyre D., Learning without limits, (2004); Hernandez-March M., del Peso M., Leguey S., Graduates’ skills and higher education: the employers’ perceptive, Tertiary Education and Management, 15, 1, pp. 1-16, (2009); Humburg M., Grip A., van der Velden M., Which skills protect graduates against a slack labour market?, International Labour Review, 156, 1, pp. 25-43, (2017); Humburg M., van der Velden R., Skills and the graduates’ recruitment process, Economics of Education Review, 49, pp. 24-41, (2015); Hayrynen Y.-P., Ammatillisten intressien ja minäkuvan tutkimus [A study of vocational interests and self-concept], (1968); Jackson D., An international profile of industry-relevant competencies and skill cabs in modern graduates, International Journal of Management Education, 8, 3, pp. 29-58, (2008); Jackson D., Wilton N., Developing career management competencies among undergraduates and the role of work-integrated learning, Teaching in Higher Education, 21, 3, pp. 266-286, (2016); Kankare M., Vuorovaikutus, yhteisöllisyys ja hyvinvointi yliopistoissa [Interaction, communality and well-being at universities, (2018); Karli U., Adaptation and validation of self-perceived employability scale: an analysis of sports department students and graduates, Educational Research Review, 11, 8, pp. 848-859, (2016); Komulainen K., Raty H., Korhonen M., Siivonen P., Karkkainen R., Kasanen K., Changing discourses of employability: from the meritocratic to the enterprise discourse of abilities? A review of the current and emerging research on abilities, Cultural practices and transitions in education, pp. 92-94, (2012); Kurlin A., A follow-up study of university graduates with MA], (2018); Lowden K., Hall S., Elliot D., Levin J., Employer’s perceptions of the employability skills of new graduates, (2011); Markus H.R., Kitayama S., Cultures and selves: a cycle of mutual constitution, Perspectives on Psychological Science, 5, 4, pp. 420-430, (2010); Marsh H., Age and sex effects in multiple dimensional self-concept: preadolescence to early adulthood, Journal of Educational Psychology, 81, 3, pp. 417-430, (1989); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Meriluoto S., Lindberg M., The problems with prolonging studies and delaying: the beginning of graduates’ working career from the Finnish national and international perspectives, Higher education in Finland, pp. 131-146, (2012); Moreau M.P., Leathwood C., Graduates’ employment and discourse of employability: a critical analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); Mugny G., Carugati F., Social Representations of Intelligence, (1989); Unemployment Rates by Education Level (2016), (2017); Payne J., The unbearable lightness of skill: the changing meaning of skill in UK policy discourses and some implications for education and training, Journal of Education Policy, 15, 3, pp. 353-369, (2000); Potgieter I., The relationship between the self-esteem and employability attributes of postgraduate business management students, SA Journal of Human Resource Management, 10, 2, pp. 1-15, (2012); Prokou E., The emphasis on employability and the changing role of the university in Europe, Higher Education in Europe, 33, 4, pp. 387-394, (2008); Puhakka A., Rautopuro J., Tuominen V., Employability and Finnish university graduates, European Educational Research Journal, 9, 1, pp. 45-55, (2010); Puhakka A., Rautopuro J., Tuominen V., Vuorinen-Lampila P., Current employability and graduate employment research in Finland, Higher education in Finland, pp. 357-381, (2013); Pulkka V.-V., [The Finns Do Not Believe in the End of the Work], (2018); Ring P., Levent N., David-Barret T., Schmidt U., Gender differences in performance predictions: Evidence from the cognitive reflection test, Frontiers in Psychology, 7, (2016); Rosenholtz S., Simpson C., The formation of ability conceptions: developmental trend or social constructions?, Review of Educational Research, 54, 1, pp. 31-63, (1984); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: construction and initial validation of scale for university students, Journal of Vocational Behavior, 75, 2, pp. 152-161, (2008); Rothwell A., Rothwell F., Graduate employability: a critical oversight, Graduate Employability in Context: Theory, Research and Debate, pp. 41-64, (2017); Raty H., Notion of intelligence and social-educational identity, Educational Studies, 41, 3, pp. 272-275, (2015); Raty H., Kasanen K., Karkkainen R., School subjects as social categorisations, Social Psychology of Education, 9, 1, pp. 5-25, (2006); Raty H., Komulainen K., Halvorsen C., Nieminen A., Korhonen M., University students’ perceptions of their ’ability selves’ and employability: a pilot study, Nordic Journal of Educational Policy, 4, 2, pp. 107-115, (2018); Sennett R., The culture of new capitalism, (2006); Siivonen P., Komulainen K., Raty H., Korhonen M., Kasanen K., Rautiainen R., Salvation of broken promise? Two adult graduates’ social positioning in education and working life, Scandinavian Journal of Educational Research, 60, 1, pp. 110-125, (2016); Spinath B., Spinath F.M., Harlaar N., Plomin R., Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value, Intelligence, 34, 4, pp. 363-374, (2006); Taulu H., [Statistics of the Unemployment among High-Educated Persons], (2017); Tomlinson M., Graduate employability: a review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Tomlinson M., Introduction: Graduate employability in context, Employability in context: theory, research and debate, pp. 1-40, (2017); Vargas R., Rothwell T., Sanchez-Queija L., Parra A., Self-perceived employability in Spain, Education + Training, 60, 3, pp. 226-237, (2018); Verhaest D., Sellami S., van der Velden R., Differences in horizontal and vertical mismatches across countries and fields of study, International Labour Review, 156, 1, pp. 1-23, (2017)","H. Räty; Department of Education and Psychology, University of Eastern Finland, Kuopio, Finland; email: hannu.raty@uef.fi","","Springer Science and Business Media B.V.","","","","","","02562928","","","","English","Eur. J. Psychol. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85075337536"
"Dubel P.; Pawłowska A.","Dubel, Przemysław (57220044364); Pawłowska, Anna (56785800800)","57220044364; 56785800800","The beneficiaries of training co-financed by the ESF and their employability market orientation in creating labour market competitiveness","2020","Sustainability (Switzerland)","12","22","9712","1","21","20","1","10.3390/su12229712","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096552913&doi=10.3390%2fsu12229712&partnerID=40&md5=2eb1eebf6128d9e8eaae353809c2b782","Faculty of Management, University of Warsaw, Warsaw, 02-678, Poland","Dubel P., Faculty of Management, University of Warsaw, Warsaw, 02-678, Poland; Pawłowska A., Faculty of Management, University of Warsaw, Warsaw, 02-678, Poland","The key objective of this article is to present the importance of human capital in the training process co-financed by the European Social Fund (ESF) in shaping sustainable economic development attitudes from the perspective of the labour market competitiveness. The presented research process focuses on the role of the psychological and competitive potential of individuals as workpreneurs on the modern labour market, showing an adaptive set of behaviours referred to as Employability Market Orientation. It has been assumed that one of its dimensions, which is Career Exploration, is of importance for the use of training as ESF interventions and is a manifestation of the scope of realization of the assumed goals under the European Union (EU) cohesion policy. CAWI type of research was carried out on a group of 840 Poles at the ages 18–60. The analysis of Pearson’s r correlations led to the establishment of the existence of a relationship between participation in ESF training and Career Exploration (CE). Persons with high CE indicated more frequently than the remaining respondents that ESF training had increased their competitiveness on the labour market, whilst there were fewer of those who noted they had brought them no benefits. On the other hand, no relationship was identified between CE and non-participation in EFS training on account of poor adjustment of the offer to the needs of the labour market. A conclusion may thus be drawn from the obtained results that regions in which individuals show diverse levels of CE features will avail of the training co-financed from the ESF to a varying degree, regardless of their form or efficiency of their procedures. The role of human capital potential was thus confirmed in realizing the basic goals of the EU cohesion policy. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Employability Market Orientation; ESF; Human capital; Labour market; Labour market competitiveness; Regional policy; Training; Workpreneur","competitiveness; economic development; European Union; human capital; labor market; market conditions; sustainability; training","","","","","European Social Fund, ESF; European Regional Development Fund, FEDER; Cohesion Fund","Realization of the above provision is intended to guarantee financial interventionism targeted at achieving economic and social cohesion that ensures sustainable economic growth [7]. This interventionism is mainly reflected in the regional policy that plays a crucial role by ensuring that member states obtain assistance in realizing the EU objectives [8]. Actions of the regional policy are implemented by means of financial resources that stem from structural funds to include the European Regional Development Fund (ERDF), Cohesion Fund (CF) and European Social Fund (ESF).","Global Human Capital Trends 2016. The New Organization: Different by design, (2016); Gorniak J., Młodość czy Doświadczenie? Kapitał Ludzki w Polsce; Raport podsumowuj acy III edycję badań BKL z 2012 roku, (2013); Pawlowska A., Dubel P., The Support for Micro-Enterprise Development to Reduce Unemployment, New Socio-Economic Challenges of Development in Europe 2008, (2011); Glinka B., Contextualizing entrepreneurship: Perceptions of the context of entrepreneurship in Poland, European Entrepreneurship Research and Practice: A Multifaceted Effort towards Integration of Different Perspectives, (2020); Glinka B., Megyeri G., Tabajdi G., Perception of entrepreneurship and entrepreneurs. Institutional celebration or stigmatisation?, Int. J. Entrep. Small Bus, (2020); Dziewanowska K., Petrylaite E., Balas Rant M., Clegg S., Personal Career Success in the Eyes of Nascent Entrepreneurs Internationally, Int. J. HRD Pract. Policy Res, 4, pp. 25-44, (2019); Dubel P., Analysis of the impact of the European Social Fund on the SME sector in Poland, Probl. Zarządzania, 17, pp. 122-126, (2019); Postula M., Principles of Creating Government Programmes as a Basis of Their Efficiency—Polish Experiences, Przedsiębiorczość Zarządzanie, 10, pp. 377-392, (2018); Mój Region, Moja Europa, Nasza Przyszłość. Siódmy Raport na Temat Spójności Gospodarczej, Społecznej i Terytorialnej, (2017); Program Operacyjny Wiedza Edukacja Rozwój 2014–2020, pp. 29-34; Irodenko O., Czynniki efektywności audytu wewnętrznego jako istotnego elementu zarz adzania przedsiębiorstwem—badanie teoretyczne, Przedsiębiorczość w Teorii i Badaniach, (2017); Waters L., Briscoe J.P., Hall D.T., Wang L., Protean career attitudes during unemployment and reemployment: A longitudinal perspective, J. Vocat. Behav, 84, pp. 405-419, (2014); Garofano C.M., Salas E., What influences continuous employee development decisions?, Hum. Resour. Manag. Rev, 15, pp. 281-304, (2005); Akkermans J., Brenninkmeijer V., Schaufeli W.B., Roland W.B., Blonk. It’s all about career skills: Effectiveness of a career development intervention for young employees, Hum. Resour. Manag, 54, pp. 533-551, (2015); Pawlowska A., Zatrudnialność Pracobiorcy w Elastycznym Zarządzaniu Ludźmi, pp. 80-82, (2017); Frey A., Grill J., Pracoprzedsiębiorca: Model Pracownika Przyszłości, pp. 10-12, (2015); Eby L.T., Butts M., Lockwood A., Predictors of success in the era of the boundaryless career, J. Organ. Behav, 24, pp. 689-708, (2003); Wenga Q., McElroy J.C., Vocational self-concept crystallization as a mediator of the relationship between career self-management and job decision effectiveness, J. Vocat. Behav, 76, pp. 234-243, (2010); Koen J., Klehe U.C., Annelies E.M., Vianen V., Zikic J., Nauta A., Job-search strategies and reemployment quality The impact of career adaptability, J. Vocat. Behav, 77, pp. 126-139, (2010); Flum H., Blustein D.L., Reinvigorating the Study of Vocational Exploration: A Framework for Research, J. Vocat. Behav, 56, pp. 380-404, (2000); Majczyk J., Strategies of venture development, Immigrant Entrepreneurship: Cases from Contemporary Poland, pp. 119-146, (2020); Zikic J., Saks A.M., Job search and social cognitive theory: The role of career-relevant activities, J. Vocat. Behav, 74, pp. 117-127, (2009); Guzman A.B., Ok Choi K., The relations of employability skills to career adaptability among technical school students, J. Vocat. Behav, 82, pp. 199-207, (2013); Werbel J.D., Relationships among Career Exploration, Job Search Intensity, and Job Search Effectiveness in Graduating College Students, J. Vocat. Behav, 57, pp. 379-394, (2000); Hofstede G., Kultury i Organizacje: Zaprogramowanie Umysłu, (2011); Van der Heijde C.M., Van der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Hum. Resour. Manag, 45, pp. 449-476, (2006); Stumpf S.A., Colarelli S.M., Hartman K., Development of the Career Exploration Survey (CES), J. Vocat. Behav, 22, pp. 191-226, (1983); Baruch Y., The development and validation of a measure for protean career orientation, Int. J. Hum. Resour. Manag, 25, pp. 2702-2723, (2014); Kalleberg A.L., Precarious Work Insecure Workers: Employment Relations in Transition, Am. Sociol. Rev, 74, pp. 11-22, (2009); Dubel P., Regional Policy and Barriers to Access to EU Founds for the SME Sector in 2007–2013, Stud. Eur. Aff, 3, pp. 247-250, (2018)","P. Dubel; Faculty of Management, University of Warsaw, Warsaw, 02-678, Poland; email: pdubel@wz.uw.edu.pl; A. Pawłowska; Faculty of Management, University of Warsaw, Warsaw, 02-678, Poland; email: annap@wz.uw.edu.pl","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85096552913"
"Nicholson A.","Nicholson, Alex (57213082620)","57213082620","The value of a law degree–part 2: a perspective from UK providers","2021","Law Teacher","55","2","","241","257","16","5","10.1080/03069400.2020.1781483","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087501815&doi=10.1080%2f03069400.2020.1781483&partnerID=40&md5=ca128a62d2d625575f2dbdaca3e8a451","Deputy Head of Law, Department of Law and Criminology, Sheffield Hallam University, Sheffield, United Kingdom","Nicholson A., Deputy Head of Law, Department of Law and Criminology, Sheffield Hallam University, Sheffield, United Kingdom","For decades, law has been perceived as one of the most worthwhile degree programmes for students to undertake. In more recent years, contemporary rhetoric has begun to question the “value” of higher education in the modern world, and forthcoming regulatory changes in England and Wales will significantly dilute the concept of a “qualifying law degree”, which in all likelihood has historically played a role in attracting large numbers of students to such programmes. In Part 1, theory from the marketing discipline was used to quantify holistically the true “value” of a law degree, with the aim of challenging the overly economic lens through which higher education is increasingly viewed, and constructing a theoretical model designed to help education providers identify, develop and articulate the value of their courses. This follow-up, empirical study builds on that earlier work by exploring the nature and extent of the “value” that is currently articulated by over 50 UK legal education providers on their online prospectus pages. The findings of this study are then used to propose a theory of “value” within the legal education sector, which can be used to identify opportunities for innovation and value creation. © 2020 The Association of Law Teachers.","employability; marketing; prospectus; slices; Value","","","","","","","","","A. Nicholson; Department of Law and Criminology, Sheffield Hallam University, Sheffield, S10 2LD, United Kingdom; email: a.nicholson@shu.ac.uk","","Routledge","","","","","","03069400","","","","English","Law Teach.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85087501815"
"Ying J.","Ying, Jonathan (55961067000)","55961067000","The Importance of the Discussion Method in the Undergraduate Business Classroom","2020","Humanistic Management Journal","5","2","","251","278","27","5","10.1007/s41463-020-00099-2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124999345&doi=10.1007%2fs41463-020-00099-2&partnerID=40&md5=539af07dda3b0c166b2f7ba4e3f6d5ac","Krannert School of Management, Purdue University, West Lafayette, IN, United States","Ying J., Krannert School of Management, Purdue University, West Lafayette, IN, United States","The Discussion Method produces significant student learning outcomes. In a time where we are only beginning to witness artificial intelligence’s disruption of work and the economy, these learning outcomes are crucial to personal and professional success. This paper begins by tracing the role of the Discussion Method within the liberal arts tradition, and by extension the Confucian tradition. Second, this paper examines how the Discussion Method lost its value in higher education as a consequence of the employability problem. In this section, the employability problem is defined as a two-fold misunderstanding among students and parents regarding the purpose of education and how to prepare for the workplace. Third, this paper reframes the purpose of the Discussion Method in an integrated curriculum for preparing students to achieve personal and professional success. Also, in the third section, student generated data serve as evidence to support the argument that (1) discussion-based classes are an important missing element in undergraduate management education and (2) discussion-based classes are superior to large lectures. This paper concludes that a discussion-based business pedagogy anchored by the liberal arts and sciences leads to eight major learning outcomes: (1) how to reconcile opposing arguments; (2) how to think on one’s own two feet; (3) how to formulate cohesive arguments to reach a consensus; (4) how to mitigate fear of sharing individual opinions by building relationship among classmates; (5) how to allow students to learn better by motivating them to prepare more for class; (6) how to enable students to remain engaged during and after class; (7) how to embraces nuance; and (8) how to integrate new ideas from disparate perspectives and disciplines. © 2020, Springer Nature Switzerland AG.","Business education; Discussion-based learning; Integrated learning; Liberal arts","","","","","","","","Susan A., The 10 Skills Employers Most Want In 2015 Graduates, Forbes, (2014); Adeleye I., Amaeshi K., Ogbechie C., Humanistic management education in Africa, Business schools under fire: Humanistic management education as the way forward, pp. 340-358, (2011); Adler M.J., How to speak, how to listen, (1983); George A., That ‘useless’ Liberal arts degree has become Tech’s hottest ticket, Forbes., (2015); Berenbeim R., Ethics Classes Don’t Need to Make Students More Ethical to Be Worthwhile, (2013); Richard B., Hawksworth J., Will Robots Really Steal Our Jobs? An International Analysis of the Potential Long Term Impact of Automation., (2018); Bloomberg Jason, Think you know how disruptive artificial intelligence is? Think Again. Forbes., (2018); Brann E.T.H., Paradoxes of education in a republic, (1979); Bruni Frank, The Most Contrarian College in America.; Chan W.-T., A source book in Chinese philosophy, (1963); Chandlerdavid L., Tim Cook to MIT grads: “How will you serve humanity?” MIT News, (2017); Choe S.-H., Rich M., Wong E., South Korea Says It Will End Intelligence-Sharing Deal with Japan, Adding to Tensions.; Christensen C., How Will You Measure Your Life?, Harvard Business Review, (2010); Colby A., Ehrlich T., Sullivan W.M., Dolle J.R., Rethinking undergraduate business education: Liberal learning for the profession, (2011); Colquitt J.A., LePine J.A., Wesson M.J., Organizational behavior: Improving performance and commitment in the workplace, (2019); Confucius, The Analects. Translated by Wing-Tsit Chan. A source book in Chinese philosophy, (1963); Dierksmeier C., What is ‘humanistic’ about humanistic management?, Humanistic Management Journal, 1, 1, pp. 9-32, (2016); Salil D., Stanford Panel Debates: Does Teaching Ethics Do Any Good? Stanford News, (2014); Egan M., Wells Fargo Uncovers up to 1.4 Million More Fake Accounts. CNN Business, (2017); Ensign Rachel Louiseben Eisen, Wells Fargo Ex-CEO Banned, to Pay $17 Million in Fake-Account Scandal, The Wall Street Journal; Fujikawa Megumikwanwoo Jun, U.S.-China Trade War Takes Toll on South Korea and Japan, The Wall Street Journal; Grey C., A very short, fairly interesting, and reasonably cheap book about studying organizations, (2017); Labor 2030: The collision of demographics, Automation and Inequality, Bain & Company., (2018); Henning J.E., The art of discussion-based learning: Opening up conversation in the classroom, (2008); Holzman D., The conversational tradition in Chinese philosophy, Philosophy East and West, 6, 3, pp. 223-230, (1956); Hui A., A theory of the aphorism: From Confucius to twitter, (2019); National Academy of Sciences, and National Academy of Engineering, (1995); Isaacson W., Steve Jobs, (2011); Jackall R., Moral mazes: The world of corporate managers, (1989); Jenkins Ryan, This is the Most in-demand skill of the future., (2019); Jeong A.C., Russian Warplanes Test U.S. Patience in Skies Near South Korea, The Wall Street Journal 16 August 2019; Kahn J., Yahoo role documented in Chinese trial, The New York Times 08, (2005); Khurana R., From hired hands to higher aims: The social transformation of American business schools and the unfulfilled promise of management as a profession, Business schools under fire: Humanistic management education as the way forward, pp. 104-121, (2011); Korten D., What will it take for business to improve lives?, Humanistic Management Journal, 4, 1, pp. 111-117, (2019); Bennett L., When it comes to future earnings, Liberal-arts grad might get the last Laugh, The Chronicle of Higher Education, (2020); Lee K.-F., AI superpowers: China, Silicon Valley, and the New World order, (2018); Peter M., The most forward-thinking, future-proof college in America teaches every student the exact same stuff, Quartz, (2017); Marquand R., 1985. Where pupils take on Plato one-on-one: The great books program at St. John’s, The Christian Science Monitor, (1985); Molinsky A., Global dexterity: How to adapt your behavior across cultures without losing yourself in the process, (2013); Employers Want to See These Attributes on Students’ Resumes; Joe N., Fastow’s Long Walk to Less Time, The New York Times, (2006); Pirson M., Welcome to the humanistic management journal, Humanistic Management Journal, 1, 1, pp. 1-7, (2016); Shan W., Out of the Gobi: My story of China and America, (2019); Spender J.-C., BSchools and their business models, Humanistic Management Journal, 1, 2, pp. 187-204, (2017); Stevens Mattmatthew Haag, Jeffrey Skilling, Former Enron Chief, Released After 12 Years in Prison., (2019); Taylor B., True leaders believe dissent is an obligation, Harvard Business Review, (2017); Why the tech revolution needs the Liberal arts, The Big Idea Club, (2017); Thomas Aquinas College. the Discussion Method; Times Higher Education, (2019); Susan T., Former Enron exec talks about ethics, GE and Hillary Clinton, Detroit Free Press, (2018); U.S. Department of Education College Scorecard, (2020); U.S. Department of Education, National Center for Education Statistics, Table 322.10 Bachelor’s Degrees Conferred by Postsecondary Institutions, by Field of Study: Selected Years 1970–71 through 2016–17; College of Literature, Science, and the Arts – LSA Requirements.; The Future of Jobs: Employment, Skills, and Workforce Strategy for the Fourth Industrial Revolution., (2016)","J. Ying; Krannert School of Management, Purdue University, West Lafayette, United States; email: yingjon@purdue.edu","","Springer International Publishing","","","","","","23666048","","","","English","Humanist Manag J","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85124999345"
"Calero López I.; Rodríguez-López B.","Calero López, Inmaculada (57219800194); Rodríguez-López, Beatriz (56355407800)","57219800194; 56355407800","The relevance of transversal competences in vocational education and training: a bibliometric analysis","2020","Empirical Research in Vocational Education and Training","12","1","12","","","","18","10.1186/s40461-020-00100-0","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095585866&doi=10.1186%2fs40461-020-00100-0&partnerID=40&md5=828dc0b0bb6ca2bf443e1e046106c3a0","Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain","Calero López I., Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain; Rodríguez-López B., Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain","Vocational Education and Training (VET) programmes have included the acquisition of transversal competences in their curricula as a tool to increase employability. The number of researches has exponentially grown in the last years, emphasizing its relevance and the multiple approaches and factors involved in the learning process. The present bibliometric study aims to provide an overview of the scientific research carried out during the last 10 years and to shed some light on several relevant topics in this field. The results indicate the need to improve students’ transversal competences in order to meet the demands of the labour market, the importance of the collaboration of all the actors involved in the process (policy makers, industry and educators) and from a pedagogical point of view, the necessity of introducing new teaching approaches to implement and assess the acquisition of transversal competences. However, and despite the surge of interest in the study of transversal competences in the last decade, further empirical research is needed, especially at Vocational Education and Training level, to understand how transversal competences develop and what kind of initiatives have an impact of their acquisition. © 2020, The Author(s).","Employability; Soft skills; Transversal competences; Vocational education and training","","","","","","","","Ab Rahman R.A., Hanafi M., Mukhtar M., Ahmad J., Assessment practices for competency based education and training in vocational college, Procedia Soc Behav Sci, (2014); Abdullah-Al-Mamun M., The soft skills education for the vocational graduate: value as work readiness skills, Br J Educ Soc Behav Sci, (2012); Adnan A.H.M., Ramalingam S., Ilias N., Tahir T.M., Acquiring and practicing soft skills: a survey of technical-technological undergraduates at a Malaysian Tertiary Institution, Procedia Soc Behav Sci, (2014); Aldossari A.S., Vision 2030 and reducing the stigma of vocational and technical training among Saudi Arabian Students, Em Res Voc Educ Train, 12, (2020); Aleman F.J., The dual system in the german vocational training: school and enterprise, Educacao e Pesquisa, 41, 2, pp. 495-511, (2015); Asonitou S., Hassall T., Which skills and competences to develop in accountants in a country in crisis?, Int J Manag Educ, (2019); Baartman L., Ruijs L., Comparing students’ perceived and actual competence in higher vocational education, Assessm Eval High Educ, (2011); Baumeler C., Competence-based vocational education and training and its cultural context sensitivity, Eur Educ, (2019); Baneres D., Conesa J., A life-long learning recommender system to promote employability, Int J Emerg Technol Learn, (2017); Boahin P., Hofman A., A disciplinary perspective of competency-based training on the acquisition of employability skills, Journal of Vocational Education & Training, 65, 3, pp. 385-401, (2013); Boyer M.A., Integrated ESL with Career and Vocational Training, (2017); De Bruijn E., Teaching in innovative vocational education in the Netherlands, Teach Teaching, 18, 6, pp. 637-653, (2012); Coll R., Eames C., International Handbook for Cooperative Education: An International Perspective of the Theory, Research and Practice of Work-Integrated Learning, (2004); Cinque M., Lost in translation"" Soft skills development in European countries, Tuning J High Educ, 3, 2, pp. 389-427, (2016); Commission E., Education and training monitor 2018, Publ Off Eur Union, (2018); Commission E., Key competences for lifelong learning, Publications Office of the European Union, (2019); Annex to the Council Recommendation of 22 May 2018 on Key Competences for Lifelong Learning: Key Competences for Lifelong Learning, a European Reference Framework, Off J Eur Union, 1, (2018); Euler D., Germany's dual vocational training system: a model for other countries?, (2013); Fjellstrom M., Vocational education in practice: a study of work-based learning in a construction programme at a Swedish upper secondary school, Em Res Vocat Educ Train, 6, (2014); Fung D., Connecting Academic Learning with Workplace Learning, Connected Curriculum for Higher Education, pp. 84-100, (2017); Gekara V., Snell D., Designing and delivering skills transferability and employment mobility: the challenges of a market-driven vocational education and training system, J Vocat Educ Train, (2018); Gonzalez-Peiteado M., Rodriguez-Lopez B., Adults’ motivating factors to study a foreign language, Pedagogía Social Revista Interuniversitaria, (2017); Graf L., Powel J.J.W., Fortwengel J., Bernhard N., Dual Study Programmes in Global Context: Internationalisation in Germany and Transfer to Brazil, (2014); Greenberg A., Nilssen A., The role of education in building soft skills: putting into perspective the priorities and opportunities for teaching collaboration and other soft skills in education, (2015); Griethuijsen V., Ralf A.L.F., Kunst E.M., van Woerkom M., Wesselink R., Poell R.F., Does implementation of competence-based education mediate the impact of team learning on student satisfaction?, J Vocat Educ Train, 71, 1, pp. 1-20, (2019); Hasanefendic S., Heitor M., Horta H., Training students for new jobs: the role of technical and vocational higher education and implications for science policy in Portugal, Technol Forecast Soc Chang, 113, pp. 328-340, (2016); Panorama de La Educación: Indicadores de La OCDE 2019, Informe Español, (2019); Jarvi T., Teaching entrepreneurship in vocational education viewed from the regional and field perspectives, J Vocat Educ Train, 64, 3, pp. 365-377, (2012); Kyllonen P.C., Soft skills for the workplace, Change, 45, 6, pp. 16-23, (2013); Lahn L.C., Nore H., Large-scale studies of holistic professional competence in vocational education and training (VET). The Case of Norway, Int J Res Vocat Educ Train., 6, 2, pp. 132-152, (2019); Mareque M., De Prada-Creo E., Evaluación de las competencias profesionales a través de las prácticas externas: incidencia de la creatividad, Revista de Investigación Educativa, 36, 1, pp. 203-219, (2018); Mareque M., de Prada-Creo E., Pino-Juste M., Study on technical capacity and transversal competencies developed in university internships, Estudios Pedagógicos, 44, 3, pp. 137-155, (2018); Misbah Z., Gulikers J., Mulder M., Competence and knowledge development in competence-based vocational education in Indonesia, Learn Environ Res, 22, pp. 253-274, (2019); Moldovan L., State-of-the-Art Analysis on the Knowledge and Skills Gaps on the Topic of Industry 4.0 and the Requirements for Work-Based Learning, Procedia Manufacturing, 32, pp. 294-301, (2019); Monnier M., Tschope T., Srbeny C., Dietzen A., Occupation-specific Social Competences in Vocational Education and Training (VET): the Example of a Technology-based Assessment, Em Res Vocat Educ Train, 8, (2016); Montero I., Leon O., Clasificación y Descripción de Las Metodologías de Investigación En Psicología [Classification and Description of Research Methodologies in Psychology], Int J Clin Health Psychol, 2, 3, pp. 503-508, (2002); Muja A., Blommaert L., Gesthuizen M., Wolbers M.H.J., The role of different types of skills and signals in youth labor market integration, Em Res Vocat Educ Train, 11, (2019); Munastiwi E., The management model of vocational education quality assurance using ‘Holistic Skills Education (Holsked)’, Procedia Soc Behav Sci, 204, pp. 218-230, (2015); Nederstigt W., Mulder M., Competence-Based Education in Indonesia, (2012); Nugraha N., Purnamasari I., Tanuatmodjo H., Interaction between the Type of School and Learning Outcomes in Student's Soft Skills Enhancement through Cooperative Learning Model (Quasi Experiment on Vocational Students in Bandung), Procedia Soc Behav Sci, 219, pp. 838-845, (2016); The Definition and Selection of Key Competences, (2005); Informe OIE Sobre Jóvenes Y Mercado Laboral: El Camino Del Aula a La Empresa, (2017); Oria B., Enhancing higher education students’ employability: a Spanish case study, Int J Technol Manag Sustain Dev, 11, 3, pp. 217-230, (2013); Oviawe J.I., Uwameiye R., Patrick S.O., Bridging Skill Gap to Meet Technical, Vocational Education and Training School-Workplace Collaboration in the 21 Century, Int J Vocat Educ Train Res, 3, 1, pp. 7-14, (2017); Paris G., Tejada J., Coiduras J., Profiles and competences of professionals of continuing vocational education and training: Delphi study in Spanish context, Revista De Pedagogía Bordón, 70, 1, pp. 89-108, (2018); Pilz M., Typologies in comparative vocational education: existing models and a new approach, Vocat Learn, (2016); Powell J.W., Fortwengel J., Made in Germany""-Produced in America? How Dual Vocational Training Programs Can Help Close the Skills Gap in the United States Shifting Tensions between Vocational and General Education View Project Practice Transfer in Organizations View Project, (2014); Rahman S., Mokhtar S.B., Yasin R.M., Hamzah M.I.M., Generic skills among technical students in Malaysia, Procedia Soc Behav Sci, 15, pp. 3713-3717, (2011); Rajadurai J., Sapuan N., Daud S., Abidin N., The marketability of technical graduates from higher educational institutions (HEIs) offering technical and vocational education and training (TVET): a case from Malaysia, Asia-Pac Educ Res, 27, 2, pp. 137-144, (2018); Renold U., Bolli T., Caves K., Burgi J., Egg M.E., Kemper J., Rageth L., Comparing International Vocational Education and Training Programs: The KOF Education-Employment Linkage Index, (2018); Rychen D.S., Conceptual Framework: Key Competences for 2030, (2016); Stapa M.A., Mohamad I., Yusoff A., Engaging vocational college students through blended learning: improving class attendance and participation, Procedia Soc Behav Sci, 204, pp. 127-135, (2015); Sturing L., Biemans H., Mulder M., Bruijn E., The nature of study programmes in vocational education: Evaluation of the model for comprehensive competence-based vocational education in the Netherlands, Vocat Learn, 4, 3, pp. 191-210, (2011); Sa M., Serpa S., Transversal competences: their importance and learning processes by higher education students, Educ Sci, 8, 3, pp. 1-12, (2018); Tukundane C., Minnaert A., Zeelen J., Kanyandago P., Building vocational skills for marginalised youth in Uganda: A SWOT analysis of four training programmes, Int J Educ Dev, 40, pp. 134-144, (2015); Yang Y.-T., Virtual CEOs: a blended approach to digital gaming for enhancing higher order thinking and academic achievement among vocational high school students, Comput Educ, 81, pp. 281-295, (2015)","I. Calero López; Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain; email: icalero11@alumno.uned.es","","Springer Science and Business Media Deutschland GmbH","","","","","","18776337","","","","English","Empir. Res. Vocat. Educ. Train.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85095585866"
"Ortiga Y.Y.","Ortiga, Yasmin Y. (56086525600)","56086525600","Shifting employabilities: skilling migrants in the nation of emigration","2021","Journal of Ethnic and Migration Studies","47","10","","2270","2287","17","15","10.1080/1369183X.2020.1731985","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082437155&doi=10.1080%2f1369183X.2020.1731985&partnerID=40&md5=8d5f9c23379198f448bb2968961994f9","School of Social Science, Singapore Management University, Singapore","Ortiga Y.Y., School of Social Science, Singapore Management University, Singapore","This paper examines how Philippine state agencies sustain its labour-exporting strategies by encouraging aspiring migrants to invest in their own training and education, taking on the responsibility of turning themselves into desirable workers for employers overseas. Based on a document analysis of newspaper articles and Philippine government reports, this paper uses the case of Philippine nursing education to show how the Philippine state alters these discourses of skill when overseas opportunities decline, channelling aspiring migrants sideways to other sectors of the labour market. Discourses of employability justified these career detours to aspiring migrants by assuring them that such experiences will still contribute to their overseas employability and eventually lead to future emigration. This paper shows how the employability agenda allows the migrant-sending state to avoid accountability in a volatile global labour market, thus serving as an ideal tool in the neoliberal production of migrant labour. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","employability; immobility; nursing; Philippines; Skill","Philippines; emigration; employment; governance approach; health worker; labor market; labor migration; migrant worker; neoliberalism; skilled labor; state role","","","","","","","Manila Bulletin, (2013); Acacio K.A.S., Managing Labor Migration: Philippine State Policy and International Migration Flows, 1969–2000, Asian and Pacific Migration Journal, 17, 2, pp. 103-132, (2008); Acacio K.A.S., (2011); Aiken L.H., U.S. Nurse Labour Market Dynamics are Key to Global Nurse Sufficiency, Health Services Research, 42, 3, pp. 1299-1320, (2007); Philippine Daily Inquirer, (2013); Arora B., A Gramscian Analysis of the Employability Agenda, British Journal of Sociology of Education, 36, 4, pp. 635-648, (2015); Asis M.M.B., Batistella G., The Filipino Youth and the Employment Migration Nexus, (2013); Baas M., The Education-Migration Industry: International Students, Migration Policy and the Question of Skills, International Migration, (2019); Becker G.S., Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, (1964); Becker G.S., The Age of Human Capital, Education in the Twenty-First Century, pp. 3-8, (2002); Boden R., Nedeva M., Employing Discourse: Universities and Graduate ‘Employability, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Boncocan K., Philippine Daily Inquirer, (2011); Bonizzoni P., Looking for the Best and Brightest? 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Taiwanese Skilled Migrants in Japan, Journal of Ethnic and Migration Studies, 47, 10, pp. 2288-2304, (2021); Tubeza P., Philippine Daily Inquirer, (2009); Tyner J.A., The Philippines: Mobilities, Identities and Globalization, (2009); Walton-Roberts M., Intermediaries and Transnational Regimes of Skill: Nursing Skills and Competencies in the Context of International Migration, Journal of Ethnic and Migration Studies, 47, 10, pp. 2323-2340, (2021); Waters J.L., In Pursuit of Scarcity: Transnational Students, ‘Employability’, and the MBA, Environment and Planning A: Economy and Space, 41, 8, pp. 1865-1883, (2009); Xiang B., Global “Body Shopping”: An Indian Labour System in the Information Technology Industry, (2007); Yeates N., Pillinger J., International Health Worker Migration and Recruitment: Global Governance, Politics, and Policy, (2019)","Y.Y. Ortiga; School of Social Science, Singapore Management University, Singapore; email: yasmino@smu.edu.sg","","Routledge","","","","","","1369183X","","","","English","J. Ethn. Migr. Stud.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85082437155"
"Obi L.; Hampton P.; Awuzie B.","Obi, Lovelin (57195319129); Hampton, Paul (12765639400); Awuzie, Bankole (56486094500)","57195319129; 12765639400; 56486094500","Total interpretive structural modelling of graduate employability skills for the built environment sector","2020","Education Sciences","10","12","369","1","18","17","5","10.3390/educsci10120369","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097554986&doi=10.3390%2feducsci10120369&partnerID=40&md5=25137f787aa4dee2565a03ece0972cbf","Department of the Built Environment, University of Wolverhampton, Wolverhampton, WV1 1LY, United Kingdom; School of Architecture and the Built Environment, University of Wolverhampton, Wolverhampton, WV1 1LY, United Kingdom; Department of Built Environment, Central University of Technology, Bloemfontein, 9300, South Africa","Obi L., Department of the Built Environment, University of Wolverhampton, Wolverhampton, WV1 1LY, United Kingdom; Hampton P., School of Architecture and the Built Environment, University of Wolverhampton, Wolverhampton, WV1 1LY, United Kingdom; Awuzie B., Department of Built Environment, Central University of Technology, Bloemfontein, 9300, South Africa","Contemporary practices and future projections in the Built Environment (BE) sector highlight an increasing demand on Higher Education Institutions (HEIs) to produce graduates possessing relevant skills aligned to meet workplace demands. This study aims to analyse the key skills influencing BE graduate employability in the United Kingdom (UK) for the benefit of HEIs. This investigation leverages on a critical review of extant literature and an elicitation of the perceptions of targeted macro, meso, and micro level key stakeholders in the BE sector to identify key employability skills. The Total Interpretive Structural Modelling (TISM) technique was used to analyse the contextual interrelationships among the identified skills to develop a hierarchical model that provides HEI with insight for BE curriculum development. Six key employability skillsets hierarchically modelled into four levels were identified as crucial for potential graduates to successfully attract and adapt to contemporary practices in the Built Environment sector. Findings reveal communication and team-working skills as critical, independent skills driving the successful development of the remaining four skillsets. This research extends the literature on employability skills by investigating the interactions of various skills that predominantly predicts graduate employability in the Built Environment sector. The resulting TISM skills model provides hierarchical and logical interdependencies beneficial to assist HEIs to strategically design BE curricular to enhance graduate employability. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Built environment; Curriculum; Graduate employability; Higher education","","","","","","","","Wickramasinghe V., Perera L., Graduates’, university lecturers’ and employers’ perceptions towards employability skills, Educ. Train, 52, pp. 226-244, (2010); Barkas L.A., Scott J.M., Poppitt N.J., Smith P.J., Tinker, tailor, policymaker: Can the UK government’s teaching excellence framework deliver its objectives?, J. Furth. High. Educ, 43, pp. 801-813, (2019); Daud S., Abidin N., Sapuan N.M., Rajadurai J., Enhancing university business curriculum using an importance-performance approach, Int. J. Educ. Manag, 25, pp. 545-569, (2011); Small L., Shacklock K., Marchant T., Employability: A contemporary review for higher education stakeholders, J. Vocat. Educ. Train, 70, pp. 148-166, (2018); Osmani M., Weerakkody V., Hindi N.M., Al-Esmail R., Eldabi T., Kapoor K., Irani Z., Identifying the trends and impact of graduate attributes on employability: A literature review, Tert. Educ. Manag, 21, pp. 367-379, (2015); Barrie S.C., A conceptual framework for the teaching and learning of generic graduate attributes, Stud. High. Educ, 32, pp. 439-458, (2007); Kornelakis A., Petrakaki D., Embedding employability skills in UK higher education: Between digitalization and marketization, Ind. High. Educ, 34, pp. 290-297, (2020); Smith V., Enhancing employability: Human, cultural, and social capital in an era of turbulent unpredictability, Hum. Relat, 63, pp. 279-300, (2010); The Right Combination: CBI/Pearson Education and Skills Survey 2016 London CBI, (2016); Aliu J., Aigbavboa C.O., Employers’ perception of employability skills among built-environment graduates, J. Eng. Des. Technol, 18, pp. 847-864, (2019); Grotkowska G., Wincenciak L., Gajderowicz T., Ivory-tower or market-oriented enterprise: The role of higher education institutions in shaping graduate employability in the domain of science, High. Educ. Res. Dev, 34, pp. 869-882, (2015); Vohmann B., Frame I., Professional practice and construction undergraduates’ employability skills, Proceedings of the 32nd Annual Association of Researchers in Construction Management (ARCOM) Conference, (2016); Lowden K., Hall S., Elliot D., Lewin J., Employers’ Perceptions of the Employability Skills of New Graduates, (2011); Fien J., Winfree T., Drivers of change in construction training: How significant is the sustainability agenda?, Prospect, 44, pp. 211-219, (2014); Mohamed M., Parn E.A., Edwards D.J., Brexit: Measuring the impact upon skilled labour in the UK construction industry, Int. J. Build. Pathol. Adapt, 35, pp. 264-279, (2017); Rhodes C., Construction Industry: Statistics and Policy, pp. 1-15, (2019); McClure W.R., Bartuska T.J., The Built Environment: A Collaborative Inquiry into Design and Planning, (2011); de Valence G., Reframing construction within the built environment sector, Eng. Constr. Archit. Manag, 26, pp. 740-745, (2019); Chynoweth P., The built environment interdiscipline. A theoretical model for decision makers in research and teaching, Struct. Surv, 27, pp. 301-310, (2009); Griffiths R., Knowledge production and the research–teaching nexus: The case of the built environment disciplines, Stud. High. Educ, 29, pp. 709-726, (2004); Poon J., Real estate graduates’ employability skills, Prop. Manag, 30, pp. 416-434, (2012); Tymon A., The student perspective on employability, Stud. High. Educ, 38, pp. 841-856, (2013); Olawale Y., The employability skills provision within a construction project management degree programme, Proceedings 31st Annual ARCOM Conference, Lincoln, UK, 7–9 September 2015; Report on the Taskforce on Employability and Long-Term Unemployment, (2002); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, High. Educ. Res. Dev, 28, pp. 31-44, (2009); Bennet D., Keynote address for WIL 2020: Pushing the boundaries, Proceedings of the National Conference of the Australian Collaborative Education Network Breaking Open WIL: Preparing Students for 2020 and Beyond, (2016); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., Pedagogy for Employability, (2012); Chetwynd F., Aiken F., Jefferis H., Reflections on the 2017 HEA STEM conference: Graduate employability challenges and solutions, High. Educ. Pedagog, 3, pp. 490-494, (2018); Yorke M., Employability in Higher Education: What it is-what it is Not, pp. 1-24, (2006); Jackson D., Chapman E., Non-technical competencies in undergraduate business degree programs: Australian and UK perspectives, Stud. High. Educ, 37, pp. 541-567, (2012); Co BI., Employability and Work Experience—A Quick Guide for Employers and Students, (2010); McGrath S., What is Employability?, (2009); Robles M.M., Executive perceptions of the top 10 soft skills needed in today’s workplace, Bus. Commun. Q, 75, pp. 53-65, (2012); Klaus P., Communication breakdown, Calif. Job J, 28, pp. 1-9, (2010); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: A European study, High. Educ. Eur, 33, pp. 411-422, (2008); Matthews D., Guthrie B., Graduate Outlook 2015: The Report of the Graduate Outlook Survey: Employers’ Perspectives on Graduate Recruitment, (2016); Xiaobing Z., Xin Z., University students’ employability skills model based on Chinese employer perspective, J. Hum. Resour. Sustain. Stud, 1, pp. 29-33, (2013); Wilton N., Do employability skills really matter in the UK graduate labour market? The case of business and management graduates, Work Employ. Soc, 25, pp. 85-100, (2011); McLoughlin M., Employability Skills for Planners: A Scoping Report into the Changing Requirements of Planning Employers 2012; Tholen G., Relly S.J., Warhurst C., Commander J., Higher education, graduate skills and the skills of graduates: The case of graduates as residential sales estate agents, Br. Educ. Res. J, 42, pp. 508-523, (2016); Miller L., Biggart A., Newton B., Basic and employability skills, Int. J. Train. Dev, 17, pp. 173-175, (2013); Sehgal N., Nasim S., Predictors of graduate employability in Indian information technology sector, Int. J. Hum. Resour. Dev. Manag, 17, pp. 247-265, (2017); Salas E., Reyes D.L., McDaniel S.H., The science of teamwork: Progress, reflections, and the road ahead, Am. Psychol, 73, pp. 593-600, (2018); Saunders M., Lewis P., Thornhill A., Research Methods for Business Students, (2016); Bryman A., Social Research Methods, (2016); Sushil S., Interpreting the interpretive structural model, Glob. J. Flex. Syst. Manag, 13, pp. 87-106, (2012); Obi L.I., Arif M., Kulonda D.J., Prioritizing cost management system considerations for Nigerian housing projects, J. Financ. Manag. Prop. Constr, 22, pp. 135-153, (2017); Jena J., Sidharth S., Thakur L.S., Pathak D.K., Pandey V., Total interpretive structural modeling [TISM]: Approach and application, J. Adv. Manag. Res, (2017); Jayalakshmi B., Pramod V., Total interpretive structural modeling [TISM] of the enablers of a flexible control system for industry, Glob. J. Flex. Syst. Manag, 16, pp. 63-85, (2015); Nyumba T., Wilson K., Derrick C.J., Mukherjee N., The use of focus group discussion methodology: Insights from two decades of application in conservation, Methods Ecol. Evol, 9, pp. 20-32, (2018); Lam E., Chan A., Chan D., Oladinrin T., Analysis of the effectiveness of instructional strategies for construction management students, J. Prof. Issues Eng. Educ. Pract, 142, (2016)","L. Obi; Department of the Built Environment, University of Wolverhampton, Wolverhampton, WV1 1LY, United Kingdom; email: L.Obi@wlv.ac.uk","","MDPI AG","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85097554986"
"Sutherland M.; Thompson D.; Edirisingha P.","Sutherland, Matthew (56675471300); Thompson, David (57220895402); Edirisingha, Prabash (56433484200)","56675471300; 57220895402; 56433484200","Try before you buy: a small business employer (SME) perspective of international student mobility in England","2021","Studies in Higher Education","46","7","","1256","1271","15","3","10.1080/03075079.2019.1680965","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074465253&doi=10.1080%2f03075079.2019.1680965&partnerID=40&md5=a278749769a74229eeeb275a4d26c0bd","Northumbria University, Newcastle upon-Tyne, United Kingdom; University of Wolverhampton, Walsall, United Kingdom","Sutherland M., Northumbria University, Newcastle upon-Tyne, United Kingdom; Thompson D., University of Wolverhampton, Walsall, United Kingdom; Edirisingha P., Northumbria University, Newcastle upon-Tyne, United Kingdom","Attracting international students has become a strategic priority for UK immigration policy as well as for British universities. However, research shows that there are emergent intercultural barriers that challenge international students' carrier aspirations and inhibit their ability to find employment. Also, small business employers (SMEs) are becoming a significant force in the post-Brexit UK economy and integral to creating innovation and employment opportunities. Despite this significance, we do not know what SME owners view the value of international students and how these perceptual discourses shape international student experience and mobility. In response, this research investigates small business employer discourses relating to international student employability. We base our data collection in strategically important North East of England and draw from semi-structured in-depth interviews with small business employers from the region. Our findings discuss their perception of international students as well as universities and discuss how these prevailing discourses influence international students' employability. We specifically show how socio-cultural dispositions of international students, dominant British employer and market discourses, and universities strategic pursuits interplay and contribute to challenges international students confront within the highly competitive and dynamic higher education environment. © 2019 Society for Research into Higher Education.","International Student Mobility; International Students; Internships; Small and medium-sized enterprises (SMEs); Work Based Learning","","","","","","","","Abraham M., Kaliannan M., Mohan A.V., Thomas S., A Review of Smes Recruitment and Selection Dilemma: Finding a ‘Fit’, The Journal of Developing Areas, 49, 5, pp. 335-342, (2015); Arnold S.J., Fischer E., Hermeneutics and Consumer Research, Journal of Consumer Research, 21, 1, pp. 55-70, (1994); Arnould E.J., Wallendorf M., Market-oriented Ethnography: Interpretation Building and Marketing Strategy Formulation, Journal of Marketing Research, 31, 4, pp. 484-504, (1994); Arthur N., Supporting International Students Through Strengthening Their Social Resources, Studies in Higher Education, 42, 5, pp. 887-894, (2017); Arthur N., Flynn S., International Students’ Views of Transition to Employment and Immigration, The Canadian Journal of Career Development, 12, 1, pp. 28-37, (2013); Attrill S., Lincoln M., McAllister S., Supervising International Students in Clinical Placements: Perceptions of Experiences and Factors Influencing Competency Development, BMC Medical Education, 16, 1, (2016); Bennett R., Eagle L., Mousley W., Ali-Choudhury R., Reassessing the Value of Work-Experience Placements in the Context of Widening Participation in Higher Education, Journal of Vocational Education and Training, 60, 2, pp. 105-122, (2008); Blackwell A., Bowes L., Harvey L., Hesketh A.J., Knight P.T., Transforming Work Experience in Higher Education, British Educational Research Journal, 27, 3, pp. 269-285, (2001); Boud D., Lee A., ‘Peer Learning’ as Pedagogic Discourse for Research Education, Studies in Higher Education, 30, 5, pp. 501-516, (2005); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brennan J., Little B., A Review of Work Based Learning in Higher Education, (1996); Brodie P., Irving K., Assessment in Work-Based Learning: Investigating a Pedagogical Approach to Enhance Student Learning,  Assessment & Evaluation in Higher Education , 32, 1, pp. 11-19, (2007); Coates N., Dickinson J., Meeting International Postgraduate Student Needs: A Programme-Based Model for Learning and Teaching Support,  Innovations in Education and Teaching International , 49, 3, pp. 295-308, (2012); Connor H., Brown R., Global Horizons: Recruiting International Students and Graduates From UK Universities, (2009); Cranmer S., Enhancing Graduate Employability: Best Intentions and Mixed Outcomes, Studies in Higher Educatio, 31, 2 n, pp. 169-184, (2006); Crawford I., Wang Z., The Impact of Placements on the Academic Performance of UK and International Students in Higher Education, Studies in Higher Education, 41, 4, pp. 712-733, (2016); Crebert* G., Bates M., Bell B., Patrick C.-J., Cragnolini V., Developing Generic Skills at University, During Work Placement and in Employment: Graduates’ Perceptions, Higher Education Research & Development, 23, 2, pp. 147-165, (2004); Dimitratos P., Johnson J.E., Plakoyiannaki E., Young S., SME Internationalization: How Does the Opportunity-Based International Entrepreneurial Culture Matter?, International Business Review, 25, 6, pp. 1211-1222, (2016); Edirisingha P.A., Abarashi J., Ferguson S., Aitken R., From “Participant” to “Friend”: The Role of Facebook Engagement in Ethnographic Research, Qualitative Market Research: An International Journal, 20, 4, pp. 416-434, (2017); Edirisingha P., Aitken R., Ferguson S., Adapting Ethnography: an Example of Emerging Relationships, Building Trust, and Exploring Complex Consumer Landscapes, Consumer Culture Theory, pp. 191-215, (2014); Foster E., Stephenson J., Work-Based Learning and Universities in the UK: A Review of Current Practice and Trends, Higher Education Research & Development, 17, 2, pp. 155-170, (1998); Glaser B.G., The Constant Comparative Method of Qualitative Analysis, Social Problems, 12, 4, pp. 436-445, (1965); Goulding C., Grounded Theory, Ethnography and Phenomenology: A Comparative Analysis of Three Qualitative Strategies for Marketing Research, European Journal of Marketing, 39, 3-4, pp. 294-308, (2005); Gribble C., Employment, Work Placements & Work Integrated Learning of International Students in Australia, (2014); Hammersley M., Atkinson P., Ethnography: Principles in Practice, (2007); Hunt W., Scott P., Paid and Unpaid Graduate Internships: Prevalence, Quality and Motivations at six Months After Graduation, Studies in Higher Education, 43, 8, pp. 1-13, (2018); Jenkins H., A Critique of Conventional CSR Theory: An SME Perspective, Journal of General Management, 29, 4, pp. 37-57, (2004); Joseph M., Joseph B., Service Quality in Education: a Student Perspective, Quality Assurance in Education, 5, 1, pp. 15-21, (1997); King R., Findlay A., Ahrens J., International Student Mobility Literature Review, (2010); Knight J., The Changing Landscape of Higher Education Internationalisation For Better or Worse?, Perspectives: Policy and Practice in Higher Education, 17, 3, pp. 84-90, (2013); Lawson C., Student Voices: Enhancing the Experience of International Students in Australia. Australian Education International, (2012); Leask B., Carroll J., Moving Beyond ‘Wishing and Hoping’: Internationalisation and Student Experiences of Inclusion and Engagement, Higher Education Research & Development, 30, 5, pp. 647-659, (2011); Lester S., Costley C., Work-Based Learning at Higher Education Level: Value, Practice and Critique, Studies in Higher Education, 35, 5, pp. 561-575, (2010); Mason G., Williams G., Cranmer S., Guile D., (2003); Meechan S., “Lowest Net Migration in Three Years as Government Plans Study into International Students’ Impact, The Chronicle, (2017); Moon J.A., Reflection in Learning and Professional Developmet, (2005); Murakami K., Murray L., Sims D., Chedzey K., Learning on Work Placement: The Narrative Development of Social Competence, Journal of Adult Development, 16, 1, pp. 13-24, (2009); Nunes S., Arthur N., International Students’ Experiences of Integrating Into the Workforce, Journal of Employment Counselling, 50, 1, pp. 35-45, (2013); (2015); (2017); Oleksiyenko A., Cheng K.-M., Yip H.-K., International Student Mobility in Hong Kong: Private Good, Public Good, or Trade in Services?, Studies in Higher Education, 38, 7, pp. 1079-1101, (2013); Pedro E., Franco M., The Importance of Networks in the Transnational Mobility of Higher Education Students: Attraction and Satisfaction of Foreign Mobility Students at a Public University, Studies in Higher Education, 41, 9, pp. 1627-1655, (2016); Popadiuk N.E., Arthur N.M., Key Relationships for International Student University-To-Work Transitions, Journal of Career Development, 41, 2, pp. 122-140, (2014); Quaye S.J., Harper S.R., Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for Diverse Populations, (2014); Reynolds A.L., Constantine M.G., Cultural Adjustment Difficulties and Career Development of International College Students, Journal of Career Assessment, 15, 3, pp. 338-350, (2007); Schech S., Kelton M., Carati C., Kingsmill V., Simulating the Global Workplace for Graduate Employability, Higher Education Research & Development, 36, 7, pp. 1476-1489, (2017); Shen Y., Herr E., Career Placement Concerns of International Graduate Students: A Qualitative Study, Journal of Career Development, 31, 1, pp. 15-29, (2004); Silva P., Lopes B., Costa M., Seabra D., Melo A.I., Brito E., Dias G.P., Stairway to Employment? Internships in Higher Education, Higher Education, 72, 6, pp. 703-721, (2016); Smith R., Mackay D., Holt D., Challis D., Expanding the Realm of Best Practices in Cooperative Industry-Based Learning in Information Systems and Information Technology: an Inter-Institutional Investigation in Australian Higher Education, Asia-Pacific Journal of Cooperative Education, 9, 1, pp. 73-80, (2008); Spiggle S., Analysis and Interpretation of Qualitative Data in Consumer Research, Journal of Consumer Research, 21, 3, pp. 491-503, (1994); Stirling A., LSE Brexit, (2017); Stoica M., Liao J., Welsch H., Organizational Culture and Patterns of Information Processing: The Case of Small and Medium-Sized Enterprises, Journal of Developmental Entrepreneurship, 9, 3, (2004); Storey D.J., Understanding the Small Business Sector, (2016); Strauss A., Corbin J., (1998); Thompson D.W., How Valuable is ‘Short Project’ Placement Experience to Higher Education Students?, Journal of Further and Higher Education, 41, 3, pp. 413-424, (2017); (2018); (2019); The Economic Impact of International Students, (2017); Whitefield G., “Alarm as North East unemployment rises again-widening gap with rest of the country, The Chronicle, (2019); Wilson J., A Good Practice Guide for Placement and Other Work-Based Learning Opportunities in Higher Education: Good Practice for Placements Guides, 2, (2009); Wilson T., (2012)","M. Sutherland; Northumbria University, Newcastle upon-Tyne, United Kingdom; email: m.sutherland@northumbria.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85074465253"
"Sellers D.M.; Heronemus C.; Gannon C.; Lockhart P.A.","Sellers, Debra M. (14032239000); Heronemus, Cheryl (57221332008); Gannon, Cindy (57221327927); Lockhart, Peggy A. (57200032345)","14032239000; 57221332008; 57221327927; 57200032345","Creating Opportunities Through an Experiential, Community-Based Cooperative Extension Internship Program","2020","Journal of Extension","58","6","","1","8","7","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098853303&partnerID=40&md5=144e2fbfde77e04af5ffe0155920f9da","Iowa State University Extension, Outreach Iowa State University, United States","Sellers D.M., Iowa State University Extension, Outreach Iowa State University, United States; Heronemus C., Iowa State University Extension, Outreach Iowa State University, United States; Gannon C., Iowa State University Extension, Outreach Iowa State University, United States; Lockhart P.A., Iowa State University Extension, Outreach Iowa State University, United States","Extension is positioned to develop and implement high-quality, high-impact internship experiences for college students in local communities. The creation of the Rising Star Internship program arose from interest in providing experiential work opportunities for Iowa State University students coupled with the organizational goals of promoting awareness of Cooperative Extension and increasing interest in employability within Extension. The program provides a paid county-level summer internship with several unique elements. Evidence collected from student participants suggests that it is a mutually beneficial endeavor for Extension, students, and communities. Extension systems may desire to replicate these efforts if they share similar ambitions. © 2020 Extension Journal Inc","college; experiential; internship; outreach; student","","","","","","","","Arnold S., Place N., What influences agents to pursue a career in Extension?, Journal of Extension, 48, 1, pp. v48-1rb1, (2010); Braverman M., Franz N., Rennekamp R., Extension's evolving alignment of programs serving families and youth: Organizational change and its implications, Journal of Extension, 50, 6, pp. v50-6a1, (2012); Fitzgerald H. E., Bruns K., Sonka S. T., Furco A., Swanson L., The centrality of engagement in higher education, Journal of Higher Education Outreach and Engagement, 16, (2012); Green R. D., Farazmand F. A., Experiential learning: The internship and live-case study relationship, Business Education & Accreditation, 4, 1, pp. 13-23, (2012); Grotta A., McGrath D., The role of internships in raising undergraduates' awareness and perception of Extension, Journal of Extension, 51, 4, pp. v51-4rb2, (2013); Johnson T., Dodge Vera T., Irvin V., Elliott K., Engaging college students in experiential learning opportunities within Extension, Journal of Extension, 57, 2, pp. v57-2iw1, (2019); Lloyd W., Extension worker's creed, The spirit and philosophy of Extension work, pp. 357-358, (1952); O'Neill N., Internships as a high-impact practice: Some reflections on quality, Peer Review, 12, pp. 4-8, (2010); Wilken C., Williams B., Cadavieco N., Walker D., Student internships in Extension: Strategies for success for the agent and student, Journal of Extension, 46, 4, (2008)","D.M. Sellers; Iowa State University Extension, Outreach Iowa State University, United States; email: dsellers@iastate.edu","","Extension Journal, Inc.","","","","","","10775315","","","","English","J. Ext.","Article","Final","","Scopus","2-s2.0-85098853303"
"Zhong L.; Qian Z.; Wang D.","Zhong, Lifeng (22939625300); Qian, Zhichao (57216799671); Wang, Dongdong (57218079213)","22939625300; 57216799671; 57218079213","How does the servant supervisor influence the employability of postgraduates? Exploring the mechanisms of self-efficacy and academic engagement","2020","Frontiers of Business Research in China","14","1","11","","","","10","10.1186/s11782-020-00079-1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084698995&doi=10.1186%2fs11782-020-00079-1&partnerID=40&md5=c6a94bb11681884c8ad86586daf33f79","Business School, Renmin University of China, Beijing, 100872, China; Nanjing University of Finance & Economics, Nanjing, 210046, Jiangsu Province, China","Zhong L., Business School, Renmin University of China, Beijing, 100872, China; Qian Z., Business School, Renmin University of China, Beijing, 100872, China; Wang D., Nanjing University of Finance & Economics, Nanjing, 210046, Jiangsu Province, China","Drawing on the conservation of resource theory, this study investigates the mediating effects of self-efficacy and academic engagement in the relationship between servant supervision and postgraduates’ employability. We conducted a field study with 598 postgraduates (students for the research-based master's degree and PhD candidates) enrolled in universities in China to test our hypotheses. We developed and tested a model contending that servant supervisors propagate servant supervision among postgraduates through postgraduates’ self-efficacy and academic engagement, which indirectly influences postgraduates’ employability. The results support the mediating effects of both self-efficacy and academic engagement on the relationship between servant supervision and postgraduates’ employability. Finally, the theoretical and practical implications are discussed. © 2020, The Author(s).","Academic engagement; Conservation of resource theory; Employability; Leadership; Postgraduates; Self-efficacy; Servant supervision","","","","","","National Natural Science Foundation of China, NSFC, (71672190)","This research is supported by a grant from the National Natural Science Foundation of China (Contract/Grant Number: 71672190). Acknowledgements ","Acikgoz Y., Sumer H.C., Sumer N., Do employees leave just because they can? Examining the perceived employability–turnover intentions relationship, The Journal of Psychology, 150, 5, pp. 666-683, (2016); Anderson J.C., Gerbing D.W., Structural equation modeling in practice: a review and recommended two-step approach, Psychological Bulletin, 103, 3, pp. 411-423, (1988); Appleton J.J., Christenson S.L., Furlong M.J., Student engagement with school: critical conceptual and methodological issues of the construct, Psychology in the Schools, 45, 5, pp. 369-386, (2008); Bandura A., Self-efficacy: The exercise of control, (1997); Barbuto J.E., Wheeler D.W., Scale development and construct clarification of servant leadership, Group & Organization Management, 31, 3, pp. 300-326, (2006); Baron R.M., Kenny D.A., The moderator–mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations, Journal of Personality and Social Psychology, 51, 6, pp. 1173-1182, (1986); Becker T.E., Potential problems in the statistical control of variables in organizational research: a qualitative analysis with recommendations, Organizational Research Methods, 8, 3, pp. 274-289, (2005); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work and Stress, 21, 3, pp. 279-292, (2007); Brislin R.W., Translation and content analysis of oral and written material, Handbook of crosscultural psychology, 2, pp. 389-444, (1980); Brummelhuis L.L., Trougakos J.P., The recovery potential of intrinsically versus extrinsically motivated off-job activities, Journal of Occupational and Organizational Psychology, 87, 1, pp. 177-199, (2014); Castanheira F., Perceived social impact, social worth, and job performance: mediation by motivation, Journal of Organizational Behavior, 37, 6, pp. 789-803, (2016); Chan D., Functional relations among constructs in the same content domain at different levels of analysis: a typology of composition models, Journal of Applied Psychology, 83, 2, pp. 234-246, (1998); Chemers M.M., Hu L., Garcia B.F., Academic self-efficacy and first-year college student performance and adjustment, Journal of Educational Psychology, 93, 1, pp. 55-64, (2001); Chen G., Bliese P.D., The role of different levels of leadership in predicting self- and collective efficacy: evidence for discontinuity, Journal of Applied Psychology, 87, 3, pp. 549-556, (2002); Chen Z., Zhu J., Zhou M., How does a servant leader fuel the service fire? 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A multi-level mediation study of identification and prototypicality, Journal of Business Research, 67, 7, pp. 1395-1404, (2014); Zhang H., Kwong Kwan H., Everett A.M., Jian Z., Servant leadership, organizational identification, and work-to-family enrichment: the moderating role of work climate for sharing family concerns, Human Resource Management, 51, 5, pp. 747-767, (2012); Zou W.C., Tian Q., Liu J., Servant leadership, social exchange relationships, and follower’s helping behavior: positive reciprocity belief matters, International Journal of Hospitality Management, 51, pp. 147-156, (2015)","Z. Qian; Business School, Renmin University of China, Beijing, 100872, China; email: qianzhichao2014@163.com","","Springer","","","","","","16737326","","","","English","Front. Bus. Res. China","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85084698995"
"Shiferaw R.M.","Shiferaw, Robson Mekonnin (57218835978)","57218835978","Effects of short-term training on pastoral community employment creation and livelihood improvement: a study on selected Ethiopian pastoral areas","2020","Journal of Innovation and Entrepreneurship","9","1","17","","","","5","10.1186/s13731-020-00128-2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090387577&doi=10.1186%2fs13731-020-00128-2&partnerID=40&md5=72fade13996da97c15c1ebce0644615f","College of Business and Economics, Haramaya University, Haramaya, Oromia, Ethiopia","Shiferaw R.M., College of Business and Economics, Haramaya University, Haramaya, Oromia, Ethiopia","This study investigated the effects of a short-term training on pastoral community employment creation and livelihood improvement. The study investigated the perception of beneficiaries pertinent to the benefits of a short-term training scholarship, experiences of graduate trainees, estimation of employability rate after training, and types of employment TVET graduates are engaged during the year 2014 to 2017 in Pastoral Resilience Improvement through Market Extension project operating clusters. Self-administered survey questionnaires were used and distributed to 128 project beneficiaries in Afar, Eastern, and Southern clusters of Ethiopia. Since the instrument was close-ended questionnaires in the form of a dichotomous, and quantitative research approach was deployed. The quantitative part of the assessment was analyzed using descriptive and inferential statistics with the support of SPSS version 20. The finding of the study indicated that the reasons for unemployment of the beneficiaries were mainly lack of financial support and poor industry linkage with employers in the areas. On the other hand, such activities should be assessed once again for financial and material support since the majority of the trainees were unemployed and seeking support besides the training received from the program in all clusters from all concerned development partners. The finding of the study depicted, gender-related issues in all clusters implies that women involvements or participation shows a variation in some clusters. However, the project more benefited male beneficiaries than women in all clusters. Therefore, if the project will continue this type of program, balancing gender and equal benefit should be maintained in all clusters. Redesigning the program is required because due to providing training alone cannot bring livelihood changes as the finding of the study revealed. This is because the beneficiaries of the program were selected from an economically poor family background. Therefore, the program should evaluate once again for financial and equipment support since the majority of the trainees were unemployed and seeking support from different development stakeholders in the three clusters. © 2020, The Author(s).","Community; Job creation; Livelihood change; Pastoral; Short-term training","","","","","","Haramaya University","The author would like to thank Haramaya University for supporting logistics and personal expenses during field survey data collection.","Braunerhjelm P., Entrepreneurship, Innovation and Economic Growth. Past experiences, current knowledge and policy implications, Working Paper Series from Swedish Entrepreneurship Forum, (2010); Charting the roadmap to private higher education in Ethiopia, Proceedings of the Seven National Conferences on Private Higher Education Institutions (Pheis), in Ethiopia, (2009); Cooney T.H., Entrepreneurship skills for growth-orientated businesses. Report for the Workshop on ‘Skills Development for SMEs and Entrepreneurship’, Copenhagen, (2012); Dekker M., Hollander S., Boosting youth employment in Africa: What works and why?.Synthesis report for the INCLUDE/MFA conference 30 May The Hague, the Netherlands INCLUDE Secretariat, (2017); Essuman A., Entrepreneurship and Job Creation for Sustainable Development in Ghana: The Role of Government as an Arbiter in Shaping The Institutional Environment, (2018); Greenstone M., Looney A., Building America’s Job Skills with Effective Workforce Programs, (2011); Tracer methodology to measure longer term impacts on children and families of interventions against child Labour, (2011); Promoting social entrepreneurship and social capital. A practice guide to supporting social entrepreneurship and inclusiveness in rural communities, (2017); Khan R., Khan F., Khan M., Impact of training and development on organizational performance, Global J Manag Bus Res, 11, 7, (2011); Krishnan P., Shaorshadze S., Technical and Vocational Education and Training in Ethiopia, (2013); Kritikos A., Productive entrepreneurs can invigorate the economy by creating jobs and new technologies, and increasing productivity. DIW Berlin, University of Potsdam, and IZA, Germany, (2014); Lowrey Y., Estimating Entrepreneurial Jobs, (2011); Mason C., Brown R., Entrepreneurial ecosystems and growth oriented entrepreneurship. Entrepreneurial ecosystems and growth oriented entrepreneurship. The Hague, Netherlands, 7th November, (2014); Noor K., Dola K., Investigating training impact on farmers’ perception and performance, Int J Humanit Soc Sci, 1, (2011); Ooi Y., Ahmad S., A Study among University Students in Business Start-Ups in Malaysia: motivations and obstacles to become entrepreneurs, Int J Bus Soc Sci, 3, (2012); Oxenham J., Diallo A., Katahoire A., Mwangi A., Sall O., Skills and literacy training for better livelihoods, (2002); Samineni S., Social entrepreneurship as a tool for sustainable development of women in rural India leading to economic empowerment, IOSR Journal of Business and Management (IOSR-JBM) E-Issn, 20, 2, (2018); Youth and innovation in Africa: harnessing the possibilities of Africa’s youth for the transformation of the continent, (2014); Yildirim N., Cakir O., Askun O., Ready to Dare?, (2016)","R.M. Shiferaw; College of Business and Economics, Haramaya University, Haramaya, Ethiopia; email: Robsonkee@gmail.com","","Springer","","","","","","21925372","","","","English","J. Innov. Entrepreneurship","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85090387577"
"Mewburn I.; Grant W.J.; Suominen H.; Kizimchuk S.","Mewburn, Inger (36117881400); Grant, Will J. (36639335400); Suominen, Hanna (15056903600); Kizimchuk, Stephanie (57202859305)","36117881400; 36639335400; 15056903600; 57202859305","A Machine Learning Analysis of the Non-academic Employment Opportunities for Ph.D. Graduates in Australia","2020","Higher Education Policy","33","4","","799","813","14","22","10.1057/s41307-018-0098-4","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049568491&doi=10.1057%2fs41307-018-0098-4&partnerID=40&md5=9f3dc0ee36572c8c82a6855b2aed48bb","Australian National University, Canberra, ACT, Australia","Mewburn I., Australian National University, Canberra, ACT, Australia; Grant W.J., Australian National University, Canberra, ACT, Australia; Suominen H., Australian National University, Canberra, ACT, Australia; Kizimchuk S., Australian National University, Canberra, ACT, Australia","Can Australia’s Ph.D. graduates be better utilised in the non-academic workforce? There has been a historic structural decline in the ability of Ph.D. graduates to find work within academia for the last couple of decades (Forsyth in A history of the modern Australian University, New South Press, Sydney, 2014). Around 60% of Ph.D. graduates in Australia, now find jobs outside the academy, and the number is growing year on year (McGagh et al. in Securing Australia’s future: review of Australia’s research training system, https://acola.org.au/wp/PDF/SAF13/SAF13%20RTS%20report.pdf, 2016). The Ph.D. is a degree designed in the early twentieth century to credential the academic workforce. How to make it fit contemporary needs, when many, if not most, graduates do not work in academia, is a question that must be addressed by higher education managers and policymakers. Progress has been slow, partly because of the lack of reliable data-driven evidence to inform this work. This paper puts forward a novel hybrid quantitative/qualitative approach to the problem of analysing Ph.D. employability. We report on a project using machine learning (ML) and natural language processing to perform a ‘big data’ analysis on the text content of non-academic job advertisements. This paper discusses the use of ML in this context and its future utility for researchers. Using these methods, we performed an analysis of the extent of demand for Ph.D. student skills and capabilities in the Australian employment market. We show how these new methods allow us to handle large, complex datasets, which are often left unexplored because of human labour costs. This analysis could be reproduced outside of the Australian context, given an equivalent dataset. We give an outline of our approach and discuss some of the advantages and limitations. This paper will be of interest for those involved in reshaping Ph.D. programs and anyone interested in exploring new ML methods to inform education policy work. © 2018, International Association of Universities.","employability; machine learning; Ph.D","","","","","","Department of Industry and Science, Australian Government","","(2010); Coates H., Goedegebuure L., The Real Academic Revolution, (2010); Dale E., The training of Ph.D’.s, The Journal of Higher Education, 1, 4, pp. 198-202, (1930); The Changing Ph.D.: Demand and Supply, (2013); Edwards D., The future of the research workforce: Estimating demand for Ph.D.s in Australia, Journal of Higher Education Policy and Management, 32, 2, pp. 199-210, (2010); Forsyth H., A history of the modern Australian University, (2014); McAlpine L., Mitra M., Becoming a scientist: Ph.D. workplaces and other sites of learning, International Journal of Doctoral Studies, 10, pp. 111-128, (2015); McGagh J., Marsh H., Western M., Barber M., Franzmann M., Gallois C., Et al., Securing Australia’s Future: Review of Australia’s Research Training System, (2016); Mewburn I., Grant W., Suominen H., Tracking trends in industry demand for Australia’s advanced research workforce, Report by the Centre for the Public Awareness of Science, Australian National University: Acton, A.C.T., (2017); Pitt R., Mewburn I., Academic superheroes? A critical analysis of academic job descriptions, Journal of Higher Education Policy and Management, 38, 1, pp. 88-101, (2016); Pittayachawan S., Macauley P., Evans T., Revealing future research capacity from an analysis of a national database of discipline-coded Australian Ph.D. thesis records, Journal of Higher Education Policy and Management, 38, 5, pp. 562-575, (2016); Platow M.J., Ph.D. experience and subsequent outcomes: A look at self-perceptions of acquired graduate attributes and supervisor support, Studies in Higher Education, 37, 1, pp. 103-118, (2012); Probert B., Becoming a university teacher: The role of the Ph.D., Office of Learning and Teaching, Australia, (2014); Schwab K., Sala-I-martin X., World Economics Forum: The Global Competitiveness Report 2016–2017, (2016); The disposable academic, The Economist, (2010); What Do Researchers Do? Early Career Progression of Doctoral Graduates, (2013)","I. Mewburn; Australian National University, Canberra, Australia; email: inger.mewburn@anu.edu.au","","Palgrave Macmillan","","","","","","09528733","","","","English","High. Educ. Policy","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85049568491"
"Abbas J.","Abbas, Jawad (57206897602)","57206897602","Service quality in higher education institutions: qualitative evidence from the students’ perspectives using Maslow hierarchy of needs","2020","International Journal of Quality and Service Sciences","12","3","","371","384","13","29","10.1108/IJQSS-02-2020-0016","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091924192&doi=10.1108%2fIJQSS-02-2020-0016&partnerID=40&md5=1848a64ba715dd295135a30463801cff","Department of Business Administration, Iqra University, Islamabad, Pakistan","Abbas J., Department of Business Administration, Iqra University, Islamabad, Pakistan","Purpose: Higher education institutions (HEIs) are responsible for training and transforming the students into valuable resources. Although students are believed to be the principal stakeholders in HEIs, limited research studies are available on service quality (SQ) in HEIs from students’ perspectives. This study aims to bridge this gap by investigating the factors, which constitute SQ in HEIs, specifically from students’ perspective, as existing literature on this topic is either from management and general perspective or is time dated. Design/methodology/approach: The current study contributes by reviewing qualitative responses received through interviews and focus groups session with 43 students from 3 Turkey-based private HEIs. Data was collected from 43 students through 26 individual interviews and 3 focus group sessions and was analyzed through deductive reasoning using narrative and framework analysis with open coding. Findings: The analysis of data indicated six main themes, specifically: teaching quality, facilities, support staff quality, employability links, safety and security and extra-curricular activities as indicators of SQ from students’ perspective. The findings of the study strongly comply with Maslow’s hierarchy of needs and take steps by identifying employability and safety and security as new emerging indicators of the existing literature of SQ in HEIs. Originality/value: The existing literature lacks to provide qualitative data on SQ in HEIs from students’ perspectives in Asian countries, particularly, in Turkey, the place of current research. The findings of the present research provide valuable insights to HEIs’ management to understand students’ perceptions of SQ, their expectations and experiences. © 2020, Emerald Publishing Limited.","Curriculum; Employment; Extra-curricular activities; Safety and security; Teaching; University","","","","","","","","Abbas J., Impact of total quality management on corporate sustainability through the mediating effect of knowledge management, Journal of Cleaner Production, 244, (2019); Abbas J., Impact of total quality management on corporate green performance through the mediating role of corporate social responsibility, Journal of Cleaner Production, 242, (2020); Abbas J., Sagsan M., Identification of key employability attributes and evaluation of university graduates’ performance: instrument development and validation, Higher Education, Skills and Work-Based Learning, 10, 3, pp. 449-466, (2019); Abbas J., Sagsan M., Impact of knowledge management practices on green innovation and corporate sustainable development: a structural analysis, Journal of Cleaner Production, 229, pp. 611-620, (2019); Abbas J., Mahmood H.K., Hussain F., Information security management for small and medium size enterprises, Science International-Lahore, 27, 3, pp. 2393-2398, (2015); Abbas J., Muzaffar A., Shoaib M., Mahmood H.K., Do business schools really fulfill industry requirements? An investigation of industrial performance of business graduates, World Applied Sciences Journal, 31, 7, pp. 1378-1384, (2014); Abbas J., Muzaffar A., Mahmood H.K., Ramzan M.A., Rizvi S.S.H., Impact of technology on performance of employees (a case study on Allied Bank Ltd., Pakistan), World Applied Sciences Journal, 29, 2, pp. 271-276, (2014); Abdullah F., The development of HEdPERF: a new measuring instrument of service quality for the higher education sector, International Journal of Consumer Studies, 30, 6, pp. 569-581, (2006); Ali F., Zhou Y., Hussain K., Nair P.K., Ragavan N., Does higher education service quality effect student satisfaction, image and loyalty? A study of international students in Malaysian public universities, Quality Assurance in Education, 24, 1, pp. 70-94, (2016); Awang S.A., Jupiter H., Othman I.W., Suki N.M., Yusoff M.S., Razak R.A., Factors influencing international student’s decision in choosing study destination abroad, Labuan e-Journal of Muamalat and Society, 11, pp. 1-12, (2017); Brochado A., Comparing alternative instruments to measure service quality in higher education, Quality Assurance in Education, 17, 2, pp. 174-190, (2009); Clermont M., Dirksen A., The measurement, evaluation, and publication of performance in higher education: an analysis of the CHE research ranking of business schools in Germany from an accounting perspective, Public Administration Quarterly, 40, 2, (2016); Cronin J.J., Taylor S.A., Measuring service quality: re-examination and extension, Journal of Marketing, 56, 3, pp. 56-68, (1992); Daud S., Abidin N., Sapuan N.M., Enhancing university business curriculum using an importance-performance approach, International Journal of Educational Management, 25, 6, pp. 545-569, (2011); De Jager J., Gbadamosi G., Specific remedy for specific problem: measuring service quality in South African higher education, Higher Education, 60, 3, pp. 251-267, (2010); Donlagic S., Fazlic S., Quality assessment in higher education using the servqual model, Management, 20, 1, pp. 39-57, (2015); Galeeva R.B., SERVQUAL application and adaptation for educational service quality assessments in Russian higher education, Quality Assurance in Education, 24, 3, pp. 329-348, (2016); Giannakis M., Bullivant N., The massification of higher education in the UK: aspects of service quality, Journal of Further and Higher Education, 40, 5, pp. 630-648, (2016); Habib M., Abbas J., Noman R., Are human capital, intellectual property rights, and research and development expenditures really important for total factor productivity? An empirical analysis, International Journal of Social Economics, 46, 6, pp. 756-774, (2019); Halai N., Quality of private universities in Pakistan: an analysis of higher education commission rankings 2012, International Journal of Educational Management, 27, 7, pp. 775-786, (2013); Haruna B., Kiran K., Tahira M., Modelling web-based library service quality and user loyalty in the context of a developing country, The Electronic Library, 35, 3, pp. 507-519, (2017); Hasan H.F.A., Ilias A., Rahman R.A., Razak M.Z.A., Service quality and student satisfaction: a case study at private higher education institutions, International Business Research, 1, 3, pp. 163-175, (2008); Imran M., Abbas J., The role of strategic orientation in export performance of China automobile industry, Handbook of Research on Managerial Practices and Disruptive Innovation in Asia, pp. 249-263, (2020); Jackson D., Testing a model of undergraduate competence in employability skills and its implications for stakeholders, Journal of Education and Work, 27, 2, pp. 220-242, (2014); Liu S., Higher education quality assessment and university change: a theoretical approach, Quality Assurance and Institutional Transformation, pp. 15-46, (2016); Lu C., Berchoux C., Marek M.W., Chen B., Service quality and customer satisfaction: qualitative research implications for luxury hotels, International Journal of Culture, Tourism and Hospitality Research, 9, 2, pp. 168-182, (2015); Mahmood H.K., Hashmi M.S., Shoaib M., Danish R., Abbas J., Impact of TQM practices on motivation of teachers in secondary schools empirical evidence from Pakistan, Journal of Basic and Applied Scientific Research, 4, 6, pp. 1-8, (2014); Mahmood H.K., Hussain F., Mahmood M., Kumail R., Abbas J., Impact of E-assessment at middle school students’ learning – an empirical study at USA Middle school students, International Journal of Scientific and Engineering Research, 11, 4, pp. 1722-1736, (2020); Maslow A.H., A theory of human motivation, Psychological Review, 50, 4, pp. 370-396, (1943); Maslow H.A., Higher and lower order needs, Understanding Human Motivation, (1965); Mbise E.R., Tuninga R.S., Measuring business schools’ service quality in an emerging market using an extended SERVQUAL instrument, South African Journal of Business Management, 47, 1, pp. 61-75, (2016); Modestino A.S., Shoag D., Ballance J., Downskilling: changes in employer skill requirements over the business cycle, Labour Economics, 41, pp. 333-347, (2016); Parasuraman A., Zeithaml V.A., Berry L.L., SERQUAL: a multiple-item scale for measuring consumer perceptions of service quality, Journal of Retailing, 64, 1, (1988); Pattinson E.M., Cotterill S.T., Leyland S.D., Sources of self-efficacy in springboard and highboard diving: a qualitative investigation, Sport and Exercise Psychology Review, 13, 2, pp. 80-91, (2017); Shah M., Nair C.S., Bennett L., Factors influencing student choice to study at private higher education institutions, Quality Assurance in Education, 21, 4, pp. 402-416, (2013); Shahzad M., Ying Q., Rehman S., Zafar A., Ding X., Abbas J., Impact of knowledge absorptive capacity on corporate sustainability with mediating role of CSR: analysis from the Asian context, Journal of Environmental Planning and Management, 63, 2, pp. 148-174, (2019); Silva D.S., de Moraes G.H.S.M., Makiya I.K., Measurement of perceived service quality in higher education institutions: a review of HEdPERF scale use, Quality Assurance in Education, 25, 4, pp. 415-439, (2017); Teeroovengadum V., Kamalanabhan T.J., Seebaluck A.K., Measuring service quality in higher education: development of a hierarchical model (HESQUAL), Quality Assurance in Education, 24, 2, pp. 244-258, (2016); Defining Quality in Education, (2000); Van Schalkwyk R.D., Steenkamp R.J., The exploration of service quality leadership for private higher education institutions in South Africa, JHEA/RESA, 14, 2, pp. 85-105, (2016); Van Truong H., Pham C.H., Vo N.H., Service quality and students level of satisfaction in private colleges in Vietnam, International Journal of Financial Research, 7, 3, pp. 121-128, (2016)","J. Abbas; Department of Business Administration, Iqra University, Islamabad, Pakistan; email: jawad.abbas@ymail.com","","Emerald Group Holdings Ltd.","","","","","","1756669X","","","","English","Int. J. Qual. Serv. Sci.","Article","Final","","Scopus","2-s2.0-85091924192"
"Cronin L.; Allen J.; Ellison P.; Marchant D.; Levy A.; Harwood C.","Cronin, Lorcan (56559619200); Allen, Justine (7406425506); Ellison, Paul (55993110400); Marchant, David (23009493700); Levy, Andrew (35268786400); Harwood, Chris (7102980445)","56559619200; 7406425506; 55993110400; 23009493700; 35268786400; 7102980445","Development and initial validation of the life skills ability scale for higher education students","2021","Studies in Higher Education","46","6","","1011","1024","13","8","10.1080/03075079.2019.1672641","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074029252&doi=10.1080%2f03075079.2019.1672641&partnerID=40&md5=867d67532826aecaccc8d1e5915b482a","Department of Sport & Physical Activity, Edge Hill University, Ormskirk, United Kingdom; Faculty of Health Sciences and Sport, University of Stirling, Stirling, United Kingdom; Department of Psychology, Edge Hill University, Ormskirk, United Kingdom; School of Sport, Exercise, & Health Sciences, Loughborough University, Loughborough, United Kingdom","Cronin L., Department of Sport & Physical Activity, Edge Hill University, Ormskirk, United Kingdom; Allen J., Faculty of Health Sciences and Sport, University of Stirling, Stirling, United Kingdom; Ellison P., Department of Sport & Physical Activity, Edge Hill University, Ormskirk, United Kingdom; Marchant D., Department of Sport & Physical Activity, Edge Hill University, Ormskirk, United Kingdom; Levy A., Department of Psychology, Edge Hill University, Ormskirk, United Kingdom; Harwood C., School of Sport, Exercise, & Health Sciences, Loughborough University, Loughborough, United Kingdom","This research developed a scale to assess the following life skills in higher education students: teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem solving and decision making. Study 1 adapted an existing scale for the purposes of this research and provided evidence for the factorial validity of the new scale with 445 students. Study 2 included 423 students and supported the predictive validity of the scale in relation to students’ psychological well-being, academic self-efficacy/performance, and health-related quality of life. Study 3 provided evidence for the test-retest reliability of the scale with 49 students. All three studies supported the internal consistency reliability of the scale. Combined, these studies suggest that the scale is a valid and reliable measure that researchers, policymakers and educators could use to assess and potentially enhance higher education students’ life skills. Future research directions and uses of the scale are discussed. © 2019 Society for Research into Higher Education.","competencies; employability skills; higher education; Life skills; transferable skills","","","","","","","","Standards for Educational and Psychological Testing, (2014); Appleton P.R., Ntoumanis N., Quested E., Viladrich C., Duda J.L., Initial Validation of the Coach-Created Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ-C), Psychology of Sport and Exercise, 22, pp. 53-65, (2016); Artess J., Hooley T., Mellors-Bourne R., Employability: A Review of the Literature 2012–2016, (2017); Atkins M.J., Oven-Ready and Self-Basting: Taking Stock of Employability Skills, Teaching in Higher Education, 4, 2, pp. 267-280, (1999); Azevedo A., Apfelthaler G., Hurst D., Competency Development in Business Graduates: An Industry-Driven Approach for Examining the Alignment of Undergraduate Business Education with Industry Requirements, The International Journal of Management Education, 10, 1, pp. 12-28, (2012); Baker C., Loughren E.A., Dickson T., Goudas M., Crone D., Kudlacek M., Petr M., Petrova L., Pichot L., Frery J.C., Et al., Sports Graduate Capabilities and Competencies: A Comparison of Graduate and Employer Perceptions in Six EU Countries, European Journal for Sport and Society, 14, 2, pp. 95-116, (2017); Bean C., Kramers S., Forneris T., Camire M., The Implicit/Explicit Continuum of Life Skills Development and Transfer, Quest, 70, 4, pp. 456-470, (2018); Bennett N., Dunne E., Carre C., Skills Development in Higher Education and Employment, (2000); Benson P.L., All Kids Are Our Kids: What Communities Must do to Raise Caring and Responsible Children and Adolescents, (2006); Bergsmann E., Klug J., Burger C., Forst N., Spiel C., The Competence Screening Questionnaire for Higher Education: Adaptable to the Needs of a Study Programme, Assessment & Evaluation in Higher Education, 43, 4, pp. 537-554, (2018); Bewick B., Koutsopoulou G., Miles J., Slaa E., Barkham M., Changes in Undergraduate Students’ Psychological Well-Being as They Progress Through University, Studies in Higher Education, 35, 6, pp. 633-645, (2010); Blades R., Fauth B., Gibb J., Measuring Employability Skills: A Rapid Review to Inform Development of Tools for Project Evaluation, (2012); Joint Declaration of the European Ministers of Education, (1999); Bonett D.G., Sample Size Requirements for Estimating Intraclass Correlations with Desired Precision, Statistics in Medicine, 21, 9, pp. 1331-1335, (2002); Young People Need More Support to Make the Transition from Education to Work, (2014); Britton E., Simper N., Leger A., Stephenson J., Assessing Teamwork in Undergraduate Education: A Measurement Tool to Evaluate Individual Teamwork Skills, Assessment & Evaluation in Higher Education, 42, 3, pp. 378-397, (2017); Broadbent J., Poon W.L., Self-Regulated Learning Strategies & Academic Achievement in Online Higher Education Learning Environments: A Systematic Review, The Internet and Higher Education, 27, pp. 1-13, (2015); Brunstein J.C., Schultheiss O.C., Grassman R., Personal Goals and Emotional Well-Being: The Moderating Role of Motive Dispositions, Journal of Personality and Social Psychology, 75, 2, pp. 494-508, (1998); Chang A., Nguyen L.T., The Mediating Effects of Time Structure on the Relationships Between Time Management Behaviour, Job Satisfaction, and Psychological Well-Being, Australian Journal of Psychology, 63, pp. 187-197, (2011); Chemers M.M., Hu L.T., Garcia B.F., Academic Self-Efficacy and First Year College Student Performance and Adjustment, Journal of Educational Psychology, 93, 1, pp. 55-64, (2001); Chingos M.M., Griffiths R.J., Mulhern C., Spies R.R., Interactive Online Learning on Campus: Comparing Students’ Outcomes in Hybrid and Traditional Courses in the University System of Maryland, The Journal of Higher Education, 88, 2, pp. 210-233, (2017); Claessens B.J., van Eerde W., Rutte C.G., Roe R.A., A Review of Time Management Literature, Personnel Review, 36, 2, pp. 255-276, (2007); Cranmer S., Enhancing Graduate Employability: Best Intentions and Mixed Outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Cronin L.D., Allen J., Development and Initial Validation of the Life Skills Scale for Sport, Psychology of Sport and Exercise, 28, pp. 105-119, (2017); Dacre Pool L., Sewell P., The Key to Employability: Developing a Practical Model of Graduate Employability, Education + Training, 49, 4, pp. 277-289, (2007); DeVellis R.F., Scale Development: Theory and Applications, 26, (2011); Diener E., Wirtz D., Tov W., Kim-Prieto C., Choi D.W., Oishi S., Biswas-Diener R., New Well-Being Measures: Short Scales to Assess Flourishing and Positive and Negative Feelings, Social Indicators Research, 97, 2, pp. 143-156, (2010); D'Zurilla T.J., Nezu A.M., Problem-Solving Therapy, Handbook of Cognitive-Behavioral Therapies, pp. 197-225, (2010); Fadda D., Scalas L.F., Meleddu M., Morin A.J., A Bifactor-ESEM Representation of the Questionnaire for Eudaimonic Wellbeing, Personality and Individual Differences, 116, pp. 216-222, (2017); Jackson D., An International Profile of Industry-Relevant Competencies and Skill Gaps in Modern Graduates, International Journal of Management Education, 8, 3, pp. 29-58, (2010); Jackson D., Chapman E., Non-Technical Competencies in Undergraduate Business Degree Programs: Australian and UK Perspectives, Studies in Higher Education, 37, 5, pp. 541-567, (2012); Leach L., Optional Self-Assessment: Some Tensions and Dilemmas, Assessment & Evaluation in Higher Education, 37, 2, pp. 137-147, (2012); Lewis C.A., Cruise S.M., McGuckin C., Temporal Stability of the Francis Scale of Attitude Toward Christianity Short-Form: Test-Retest Data Over One Week, Psychological Reports, 96, 2, pp. 266-268, (2005); Locke E.A., Latham G.P., Building a Practically Useful Theory of Goal Setting and Task Motivation: A 35-Year Odyssey, American Psychologist, 57, 9, pp. 705-717, (2002); Marsh H.W., Hau K.T., Wen Z., In Search of Golden Rules: Comment on Hypothesis-Testing Approaches to Setting Cutoff Values for Fit Indexes and Dangers in Overgeneralizing Hu and Bentler's (1999) Findings, Structural Equation Modeling: A Multidisciplinary Journal, 11, 3, pp. 320-341, (2004); Mitchell M., Jolley J., Research Design Explained, (2001); Morin A.J., Arens A.K., Marsh H.W., A Bifactor Exploratory Structural Equation Modeling Framework for the Identification of Distinct Sources of Construct-Relevant Psychometric Multidimensionality, Structural Equation Modeling: A Multidisciplinary Journal, 23, 1, pp. 116-139, (2016); Murray T.S., Clermont Y., Binkley M., Measuring Adult Literacy and Life Skills: New Frameworks for Assessment, (2005); Muthen L.K., Muthen B.O., Mplus User’s Guide, (1998); Nelis D., Kotsou I., Quoidbach J., Hansenne M., Weytens F., Dupuis P., Mikolajczak M., Increasing Emotional Competence Improves Psychological and Physical Well-Being, Social Relationships, and Employability, Emotion, 11, 2, pp. 354-366, (2011); Nunnally J.C., Bernstein I.H., Psychometric Theory, (1994); Olivera-Aguilar M., Rikoon S.H., Robbins S.B., Using Latent Profile Analysis to Identify Noncognitive Skill Profiles Among College Students, The Journal of Higher Education, 88, 2, pp. 234-257, (2017); Porter S.R., Self-Reported Learning Gains: A Theory and Test of College Student Survey Response, Research in Higher Education, 54, 2, pp. 201-226, (2013); Ridner S.L., Newton K.S., Staten R.R., Crawford T.N., Hall L.A., Predictors of Well-Being Among College Students, Journal of American College Health, 64, 2, pp. 116-124, (2016); Riebe L., Jackson D., The Use of Rubrics in Benchmarking and Assessing Employability Skills, Journal of Management Education, 38, 3, pp. 319-344, (2014); Robles M.M., Executive Perceptions of the Top 10 Soft Skills Needed in Today’s Workplace, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Ryan R.M., Deci E.L., Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness, (2017); Sanchez-Oliva D., Morin A.J., Teixeira P.J., Carraca E.V., Palmeira A.L., Silva M.N., A Bifactor Exploratory Structural Equation Modeling Representation of the Structure of the Basic Psychological Needs at Work Scale, Journal of Vocational Behavior, 98, pp. 173-187, (2017); Scales P.C., Benson P.L., Oesterle S., Hill K.G., Hawkins J.D., Pashak T.J., The Dimensions of Successful Young Adult Development: A Conceptual and Measurement Framework, Applied Developmental Science, 20, 3, pp. 150-174, (2016); Schutz R.W., Methodological Issues and Measurement Problems in Sport Psychology, International Perspectives on Sport and Exercise Psychology, pp. 35-57, (1994); Segrin C., Taylor M., Positive Interpersonal Relationships Mediate the Association Between Social Skills and Psychological Well-Being, Personality and Individual Differences, 43, 4, pp. 637-646, (2007); Smith H.M., Betz N.E., Development and Validation of a Scale of Perceived Social Self-Efficacy, Journal of Career Assessment, 8, 3, pp. 283-301, (2000); Steptoe A., Wardle J., Life Skills, Wealth, Health, and Wellbeing in Later Life, Proceedings of the National Academy of Sciences, 114, 17, pp. 4354-4359, (2017); Tabachnick B.G., Fidell L.S., Using Multivariate Statistics, (2013); Tsitskari E., Goudas M., Tsalouchou E., Michalopoulou M., ‘Employers’ Expectations of the Employability Skills Needed in the Sport and Recreation Environment, Journal of Hospitality, Leisure, Sport & Tourism Education, 20, pp. 1-9, (2017); Varni J.W., Limbers C.A., The PedsQL™ 4.0 Generic Core Scales Young Adult Version: Feasibility, Reliability and Validity in a University Student Population, Journal of Health Psychology, 14, 4, pp. 611-622, (2009); Waldman D.A., Korbar T., Student Assessment Center Performance in the Prediction of Early Career Success, Academy of Management Learning & Education, 3, 2, pp. 151-167, (2004); Wolf R., Zahner D., Benjamin R., Methodological Challenges in International Comparative Post-Secondary Assessment Programs: Lessons Learned and the Road Ahead, Studies in Higher Education, 40, 3, pp. 471-481, (2015); Communiqué From the European Higher Education Area Ministerial Conference, (2015); Zilvinskis J., Masseria A., Pike G.R., Student Engagement and Student Learning: Examining the Convergent and Discriminant Validity of the Revised National Survey of Student Engagement, Research in Higher Education, 58, 8, pp. 880-903, (2017); Zlatkin-Troitschanskaia O., Pant H.A., Coates H., Assessing Student Learning Outcomes in Higher Education: Challenges and International Perspectives, Assessment & Evaluation in Higher Education, 41, 5, pp. 655-661, (2016); Zlatkin-Troitschanskaia O., Shavelson R.J., Kuhn C., The International State of Research on Measurement of Competency in Higher Education, Studies in Higher Education, 40, 3, pp. 393-411, (2015)","L. Cronin; Department of Sport & Physical Activity, Edge Hill University, Ormskirk, United Kingdom; email: Lorcan.Cronin@edgehill.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85074029252"
"Clough G.; Conway N.; O’brien J.; Placzeck S.","Clough, Gerard (58198652000); Conway, Norlene (58198652100); O’brien, Justin (57769492500); Placzeck, Silke (58198475300)","58198652000; 58198652100; 57769492500; 58198475300","The development and delivery of a short, multi-dimensional Study Abroad programme with a twin focus on intercultural skills and employability","2020","Journal of Applied Learning and Teaching","3","2","","157","166","9","0","10.37074/jalt.2020.3.2.2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85153754348&doi=10.37074%2fjalt.2020.3.2.2&partnerID=40&md5=e842d68b6a663469810e1d7ca394e1a0","Centre for the Development of Academic Skills, Royal Holloway, University of London, United Kingdom; School of Business and Management, Royal Holloway, University of London, United Kingdom; Centre for Development of Academic Skills, Royal Holloway, University of London, United Kingdom","Clough G., Centre for the Development of Academic Skills, Royal Holloway, University of London, United Kingdom; Conway N., School of Business and Management, Royal Holloway, University of London, United Kingdom; O’brien J., Centre for Development of Academic Skills, Royal Holloway, University of London, United Kingdom; Placzeck S., Centre for Development of Academic Skills, Royal Holloway, University of London, United Kingdom","This instructional innovation paper reflects on the development and delivery of a short-term Study Abroad programme that responded to twin currents in UK higher education: internationalisation activities that seek to build the competence for negotiating cultural difference and a growing imperative to develop graduate employability for those about to enter a competitive, globalised workplace. Positioned within the literature of experiential learning and global citizenship, the paper outlines the rationale and implementation for an assessment centre approach to programme recruitment as well as a three-phase curriculum comprising (1) online and F2F pre-trip preparation, (2) a week-long study visit to Berlin and (3) a post-visit reflection articulated through critical-reflective writing and a group project exhibit. While the trip to cosmopolitan Berlin offered a useful real-world case study to explore, the main source of intercultural learning was located closer to home in the experience of students working together in project groups of diverse membership. The Global Leadership Programme (GLP) was an extracurricular Study Abroad initiative for undergraduate students approaching their final year at Royal Holloway, University of London. The programme, staged over six months including a week-long trip to Berlin, comprised 75 hours study time and so constituted the college’s very first short-term Study Abroad programme. Although the GLP was funded for just two cycles (2016 and 2017), the experience provided programme developers with a number of insights which this paper aims to share. We begin by relating the programme to key literature on intercultural education as well as the realities of a marketised UK higher education system which has given increasing prominence to employability as a desirable graduate outcome (Dacre Pool & Sewell, 2007). Subsequent sections outline core learning activities and integrate student testimony for support and discussion. To end, we take a Kolbian approach (1984) to reflect back but also look forward, identifying elements in the programme that show the way to a more sustainable pedagogy with greater reach in which the locus of intercultural education moves from learning abroad to learning at home. © Kaplan Singapore. All rights reserved.","","","","","","","","","The Belbin guide to succeeding at work, (2009); Bennett M., Towards ethnorelativism: A developmental model of intercultural sensitivity, Education for the intercultural experience, pp. 21-71, (1993); Boston J., Wildenthal C., Heelotia: A cross cultural simulation, (1991); Brigham M., Creating a global citizen and assessing outcomes, Journal of Global Citizenship & Equity Education, 1, 1, pp. 15-43, (2011); Broom C., Bai H., Exploring service learning pedagogy as citizenship development, Journal of Global Citizenship and Equity Education, 1, 1, pp. 44-59, (2011); Che M., Spearman M., Manizade A., Constructive Disequilibrium: Cognitive and Emotional Development treatment through Dissonant Experiences in Less Familiar Destinations, The handbook of practice and research in study abroad: Higher education and the quest for global citizenship, pp. 99-116, (2010); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education+Training, 49, 4, pp. 277-289, (2007); Davis S. L., Finney S. J., A factor analytic study of the cross-cultural adaptability inventory, Educational and Psychological Measurement, 66, 2, pp. 318-330, (2006); Falk R., The making of global citizenship, Global visions: Beyond the new world order, (1993); Gillespie J., Braskamp L., Dwyer M., Holistic student leaning and development abroad, The handbook of practice and research in study abroad: Higher education and the quest for global citizenship, pp. 346-364, (2009); Good L. K., Sternquist B. J., Phillips L.A., The Assessment Center As An Experiential Classroom Exercise, Developments in Business Simulation and Experiential Learning, 17, (1990); Hammer M., Bennett M., Wiseman R., Measuring intercultural sensitivity: The Intercultural Development Inventory, International Journal of Intercultural Relations, 27, 4, pp. 421-443, (2003); Hofstede G., Dimensionalizing cultures: The Hofstede model in context, Online readings in psychology and Culture, 2, 1, (2011); Kauffmann N. L., Students abroad: Strangers at home. Education for a global society, (1992); Koernig S. K., Planning, organizing, and conducting a 2-week study abroad trip for undergraduate students: Guidelines for first-time faculty, Journal of Marketing Education, 29, 3, pp. 210-217, (2007); Experiential learning: Experience as the source of learning and development, (1984); Lewin R., The handbook of practice and research in study abroad: Higher education and the quest for global citizenship, (2010); Lutterman-Aguila A., Gingerich O., Experiential pedagogy for study abroad: Educating for global citizenship, Frontiers: The Interdisciplinary Journal of Study Abroad, 8, pp. 41-82, (2002); McGill I., Beaty L., Action Learning: a guide for professional, management & educational development, (2001); Mills L. H., Deviney D., Ball B., Short-term study abroad programs: A diversity of options, The Journal of Human Resource and Adult Learning, 6, 2, (2010); Moffitt B., Curriculum Project, (1985); Montrose L., International study and experiential learning: The academic context, Frontiers: The Interdisciplinary Journal of Study Abroad, 8, 2, pp. 1-15, (2002); Murphy-Lejeune E., An experience of interculturality: Student travellers abroad, Intercultural experience and education, pp. 101-113, (2003); Neiva de Figueiredo J., Mauri A. J., Developing international managerial skills through the cross-cultural assignment: Experiential learning by matching US-based and international students, Journal of Management Education, 37, 3, pp. 367-399, (2013); Nussbaum M., Education for citizenship in an era of global connection, Studies in Philosophy and Education, 21, 4-5, pp. 289-303, (2002); Otten M., Intercultural learning and diversity in higher education, Journal of studies in international Education, 7, 1, pp. 12-26, (2003); Pasquarelli S. L., Cole R. A., Tyson M. J., Passport to change: Designing academically sound, culturally relevant, short-term, faculty-led study abroad programs, (2018); Peng A. C., Van Dyne L., Oh K., The influence of motivational cultural intelligence on cultural effectiveness based on study abroad: The moderating role of participant’s cultural identity, Journal of Management Education, 39, 5, pp. 572-596, (2015); Reysen S., Katzarska-Miller I., A model of global citizenship: Antecedents and outcomes, International Journal of Psychology, 48, 5, pp. 858-870, (2013); Richards J. C., Curriculum approaches in language teaching: Forward, central, and backward design, Relc Journal, 44, 1, pp. 5-33, (2013); Sachau D., Brasher N., Fee S., Three models for short-term study abroad, Journal of Management Education, 34, 5, pp. 645-670, (2010); Scharoun L., Short-term study tours as a driver for increasing domestic student mobility in order to generate global work-ready students and cultural exchange in Asia Pacific, Perspectives: Policy and Practice in Higher Education, 20, 2-3, pp. 83-89, (2016); Shirts R. G., Bafa Bafa-A cross culture simulation, (1977); Internationalisation at home – Crossing other borders, (2013); Design, implementation and evaluation of assessment and development centres-best practice guidelines, (2015); Towner J., The grand tour: A key phase in the history of tourism, Annals of tourism research, 12, 3, pp. 297-333, (1985); Watson P., Innovative teaching, teamwork and generic skills in the university environment, (2002); York K. M., Experiential and creative management exercises using an assessment center, Journal of Education for Business, 70, 3, pp. 141-14, (1995); Zemach-Bersin T., Selling the world: Study abroad marketing and the privatization of global citizenship, The handbook of practice and research in study abroad: Higher education and the quest for global citizenship, pp. 325-342, (2010)","","","Kaplan Singapore","","","","","","2591801X","","","","English","J. Appl. Learn. Teach.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85153754348"
"Griffiths C.","Griffiths, Cerian (57197714629)","57197714629","The law schools’ “easy win”? Improving law students’ experience through embedded and non-embedded writing support","2021","Law Teacher","55","3","","377","391","14","0","10.1080/03069400.2020.1834801","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096599465&doi=10.1080%2f03069400.2020.1834801&partnerID=40&md5=1f077aac8d5f5a8baa0a2a8c4cdb6bde","Northumbria Law School, Northumbria University, Newcastle upon Tyne, United Kingdom","Griffiths C., Northumbria Law School, Northumbria University, Newcastle upon Tyne, United Kingdom","This article explores the value of providing discipline-specific writing support to law undergraduates through writing programmes within law schools. By engaging with an “academic literacies” approach to writing skills, this article illustrates a broad understanding of writing as a learning process, thereby exploring why investment in writing support can have such wide-reaching value for students in both improving their academic abilities and improving student employability. By using the case study of Legal Academic Writing Skills (LAWS), situated in Lancaster Law School, this article provides an example of an “in-house” writing programme. © 2020 The Association of Law Teachers.","academic literacies; embedded and non-embedded teaching; study skills; Writing support","","","","","","","","","C. Griffiths; Northumbria University, Newcastle upon Tyne, NE1 8ST, United Kingdom; email: cerian.griffiths@northumbria.ac.uk","","Routledge","","","","","","03069400","","","","English","Law Teach.","Article","Final","","Scopus","2-s2.0-85096599465"
"Tribe R.; Marshall C.","Tribe, Rachel (36100706200); Marshall, Claire (57196890911)","36100706200; 57196890911","Preparing for a conference, doctoral or professional presentation","2020","Counselling Psychology Review","35","2","","30","39","9","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100862080&partnerID=40&md5=13a7b8098d332bf119d5a3eaf1de88b2","University of East London, United Kingdom","Tribe R., University of East London, United Kingdom; Marshall C., University of East London, United Kingdom","At some stage of their career development, doctoral candidates, qualified psychologists and other professionals are called upon to make formal presentations at conferences or in work or clinical contexts. For many people, public speaking can be anxiety provoking. Thorough preparation and forethought can help manage anxiety so the speaker can feel empowered to develop confidence, new experiences and skills. A successful presentation on research findings, systemic or clinical issues, or innovative recommendations for service provision can have a significant impact for service users, other psychologists, professional organisations, policy makers or commissioners, who all potentially stand to benefit. Giving a presentation can also have various professional advantages, including creating opportunities for collaborations, networking, developing new ideas, the raising of a professional or organizational profile and even potential employability opportunities. This paper will discuss strategies to help the potential presenter ensure they meet designated or pre-set requirements, hone skills, convey the intended message and optimise professional opportunities. This paper will focus on: being clear about the aim of presenting; the importance of a dissemination strategy; selecting the most appropriate context to deliver your presentation; preparing an abstract or presentation summary; explanations and recommendations on how to deliver a successful presentation (be that poster presentation, individual presentation, symposium, or workshop); the presentation delivery; answering questions from the audience; and maximising the associated opportunities. © 2020, British Psychological Society. All rights reserved.","Dissemination; Poster presentation; Presentation; Public speaking; Symposium; Workshop","","","","","","","","Science and Research Funding, (2019); Early Career Conference Scheme, (2019); Cheng J., Niles A., Craske M., Exposure reduces negative bias in self-rated performance in public speaking fearful participants, Journal of Behavior Therapy and Experimental Psychiatry, 54, pp. 101-107, (2017); Hanley T., Steffen E., Writing for publica-tion, Counselling Psychology Review, 27, 3, pp. 3-10, (2012); Stand-ards of proficiency – Practitioner psychologists (Section 8), Retrieved 14 September 2019 From, (2015); Grants We Offer – Schemes at a Glance: Early Career Fellowships, (2019); Mohan B., Understanding Public Speaking, (2019); Niles N., Craske G., Lieberman D., Hur C., Affect labeling enhances exposure effectiveness for public speaking anxiety, Behaviour Research and Therapy, 68, pp. 27-36, (2015); Panayiotou G., Karekla M., Georgiou D., Constan-Tinou E., Psychophysiological and self-reported reactivity associated with social anxiety and public speaking fear symptoms: Effects of fear versus distress, Psychiatry Research, 255, pp. 278-286, (2017); Robinson O., Vytal K., Cornwell B., Grillon C., The impact of anxiety upon cognition: Perspectives from human threat of shock studies, Frontiers in Human Neuroscience, 7, (2013); Stewart C., McConnell J., Stallings L., Roscoe D., Growth mindset: Associations with apprehension, self-perceived competence, and beliefs about public speaking, Basic Communication Course Annual, 31, 6, (2019); Shi X., Brinthaupt T., McCree M., The relationship of self-talk frequency to communication apprehension and public speaking anxiety, Personality and Individual Differences, 75, pp. 125-129, (2015); Tribe R., Tunariu A.D., Turning your dissertation into a publishable journal article, Counselling Psychology Review, 31, 1, (2016)","R. Tribe; University of East London, United Kingdom; email: r.tribe@uel.ac.uk","","British Psychological Society","","","","","","17572142","","","","English","Couns. Psychol. Rev.","Article","Final","","Scopus","2-s2.0-85100862080"
"Jamaludin K.A.; Alias N.; DeWitt D.; Ibrahim M.M.","Jamaludin, K.A. (56712694800); Alias, N. (55377732000); DeWitt, D. (36543570800); Ibrahim, M.M. (56767485100)","56712694800; 55377732000; 36543570800; 56767485100","Technical communication pedagogical model (TCPM) for Malaysian vocational colleges","2020","Humanities and Social Sciences Communications","7","1","110","","","","5","10.1057/s41599-020-00597-6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091714536&doi=10.1057%2fs41599-020-00597-6&partnerID=40&md5=1b2f91ee7ca8b8a81947697831af1d82","Faculty of Education, University of Malaya, Kuala Lumpur, 50603, Malaysia; Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Tanjung Malim, 35900, Malaysia","Jamaludin K.A., Faculty of Education, University of Malaya, Kuala Lumpur, 50603, Malaysia; Alias N., Faculty of Education, University of Malaya, Kuala Lumpur, 50603, Malaysia; DeWitt D., Faculty of Education, University of Malaya, Kuala Lumpur, 50603, Malaysia; Ibrahim M.M., Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Tanjung Malim, 35900, Malaysia","Poor mastery of technical communication skills has affected the employability of technical and vocational education and training (TVET) graduates. This has arisen from the lack of communication between TVET institutions and the industry when designing a curriculum for technical communication skills development. In Malaysia, little emphasis is given to developing this skill. Therefore, the current study seeks to develop a technical communication pedagogical model (TCPM) by identifying the pertinent objective, content of learning, method of delivery and assessment method of TCPM, and the effect of the perceived importance of English language proficiency on the relationships of the pertinent curriculum components of TCPM. A survey questionnaire was developed and validated for content validation by seven experts from local industry and TVET institutions. A total of 205 English language instructors in Malaysian vocational colleges (MVC) were selected using a stratified random sampling method and responded to the questionnaire. Their responses were analyzed using the partial least square-structural equation modeling (PLS-SEM). Analysis of reliability, discriminant and convergent validity, significance of relationship, predictive accuracy (R2), predictive relevance (Q2), effect size (f2), and mediation analysis was conducted to test the model. The overall findings indicated that all constructs have a positive and significant effect on perceived importance of TCPM (Objective: p = 0.012, t = 2.249, content of learning: p = 0.032, t = 1.852, assessment method: p = 0.000, t = 4.196), except for method of delivery (p = 0.301, t = 0.522). The coefficient of determination level is moderate (R2 = 0.526). Analysis of effect size (f2) indicates a small effect size for all constructs (objective: f2 = 0.032, content of learning: f2 = 0.027, assessment method: f2 = 0.116), except for method of delivery with an effect size of 0.002. In addition, this model achieved acceptable predictive relevance (Q2 = 0.316). On the other hand, the mediation analysis indicates that the perceived importance of English language proficiency only functions as a complementary partial mediator for content of learning and assessment method construct. In short, the TCPM model includes having the relevant objectives, content of learning, method of delivery and assessment method for implementing technical communication in MVC, components which are less emphasized in the current curriculum. It is hoped that, with its implementation in the MVC, graduate employability can be enhanced. © 2020, The Author(s).","","","","","","","","","Alazam A., Bakar A., Hamzah R., Asmiran S., Teachers’ ICT skills and ICT integration in the class- room: the case of vocational and technical teachers in Malaysia, Creat Educ, 3, pp. 70-76, (2012); Batista S., Behar P., Passerino L., Use of Graph2Go in M-Learning: A view from the pedagogical model, IFIP International Conference on Key Competencies in the Knowledge Society, (2010); Brinkman G.W., van der Geest T.M., Assessment of communication competencies in engineering design projects, Tech Commun Q, 12, pp. 67-81, (2003); Chua Y.P., Mastering research methods, (2010); Chin W.W., The partial least squares approach for structural equation modeling, Modern methods for business research, pp. 295-336, (1998); Cohen J., Statistical power analysis for the behavioural science, (1988); Cook K.C., Layered literacies: a theoretical frame for technical communication pedagogy, Tech Commun Q, 11, pp. 5-29, (2002); Dean H.H., Bryson K.D., Effective communication, (1961); National Occupational Skills Standard (NOSS) Registry 24 Mei 2016, (2016); Labour Force by Highest Certification, (2016); Labour Force Survey Report, Malaysia, 2016., (2017); Principal Statistics of Labour Force Malaysia, 2017., (2018); Key Statistics of Labour Force in Malaysia, October 2019., (2019); Drost E.A., Validity and reliability in social science research, Educ Res Perspect, 38, pp. 105-123, (2011); Dobbs R., Madgavkar A., The world at work: matching skills and jobs in Asia, Prospects, 44, pp. 197-210, (2014); Er S., Comparison of the efficiency of the various algorithms in stratified sampling when the initial solutions are determined with geometric method, Int J Stat Appl, 2, pp. 1-10, (2012); Fornell C., Larcker D.F., Evaluating structural equation models with unobservable variables and measurement errors, J Market Res, 18, pp. 39-50, (1981); Garson G.D., Partial least squares regression and structural equation models, (2016); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Tatham R.L., Multivariate Data Analysis, (2006); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Multivariate data analysis, (2010); Hair J.F., Hult G.T.M., Ringle C.M., Sarstedt M., A primer on partial least squares structural equation modeling (PLS-SEM), (2017); Hanapi Z., Nordin M.S., Unemployment among Malaysia graduates: graduates’ attributes, lecturers’ competency and quality of education, Procedia—Soc Behav Sci, 112, pp. 1056-1063, (2014); Hasmori A.A., Yunos J.M., Hamza R., Aripin M.A., Revealed knowledge integration in National Dual Training System (NDTS): philosophy, issues, and challenges, Procedia—Soc Behav Sci, 204, pp. 191-197, (2014); Hulland J., Use of partial least squares (PLS) in strategic management research: a review of four recent studies, Strat Manag J, 20, pp. 195-204, (1999); Ibrahim M.Z., Rahman M.N.A., Yasin R.M., Assessing students’ perceptions of service quality in technical educational and vocational training (TEVT) institutions in Malaysia, Procedia Soc Behav Sci, 56, pp. 272-283, (2012); Kline R., Principles and practices of structural equation modeling, (2011); Krejcie R.V., Morgan D.W., Determining sample size for research activities, Educ Psychol Meas, 30, pp. 607-610, (1970); Kunioshi N., Noguchi J., Hayashi H., Tojo K., An online site for preparation of oral presentations in science and engineering, Eur J Eng Educ, 37, 6, pp. 600-608, (2012); Lappalainen P., Integrated language education—a means of enhancing engineers’ social competences, Eur J Eng Educ, 35, 4, pp. 393-403, (2010); Laverty S.J., Communication skills at the Ulster Polytechnic, Eur J Eng Educ, 4, pp. 131-137, (1979); Mahmud R., Ismail M.A., Impact of training and experience in using ICT on in-service teachers’ basic ICT literacy, Malays J Educ Technol, 10, 2, pp. 5-10, (2010); McMurrey D.A., Power tools for technical communication, (2002); Preliminary Report: Malaysia Education Blueprint 2013–2025, (2012); Dokumen kurikulum standard Kolej Vokasional: Modul Akademik Bahasa Inggeris, General English (Standard curriculum document for Vocational Colleges: academic module English language, General English), (2014); Dokumen kurikulum standard Kolej Vokasional: Modul akademik bahasa inggeris, English for Communication (Standard curriculum document for Vocational Colleges: academic module English language, English for Communication), (2014); Dokumen kurikulum standard Kolej Vokasional: Modul akademik bahasa inggeris, English for specific purposes (Standard curriculum document for vocational colleges: academic module English language, English for specific purposes), (2014); Mitchell J., Handbook of technical communication, (1962); Mourshed M., Patel J., Suder K., Education to employment: getting Europe’s youth into work, (2014); Muda N., Din U.K.S., Majid N., Ahmad R.R., Shahabudin F.A.A., Rambely A.S., Suradi N.R.M., Industrial training as a benchmark of the employability for the mathematical sciences students of UKM, Procedia Soc Behav Sci, 59, pp. 598-603, (2012); Minghat A.D., Yasin R.M., Sustainable framework for technical and vocational education in Malaysia, Procedia Soc Behav Sci, 9, pp. 1233-1237, (2010); Nagendra K.M., Naidu C.G., Radha S., Vocational Value Vector (V3) management in technical vocational education and training (TVET) for enhanced industrial employability, Driving the Economy through Innovation and Entrepreneurship. Springerlink India, pp. 585-598, (2013); Nutman P.N.S., Communication skills for engineering students: an integrative approach, Eur J Eng Educ, 12, 4, pp. 367-375, (1987); OET Preparation Support Pack, (2016); Osman M.M., Bachok S., Muslim S.A., Bakri N.I.M., Unemployment issues and problems in Kinta, Manjung and Kuala Kangsar, Perak, Malaysia, Procedia-Soc Behav Sci, 168, 9, pp. 389-399, (2015); Oxtoby R., Barriers to the provision of cost-effective technical education in Bangladesh, Int J Educ Dev, 17, pp. 91-99, (1997); Rahman A.B., Hanafi N.M., Mukhtar M.I., Ahmad J., Assessment practices for competency based education and training in vocational college, Malaysia, Procedia—Soc Behav Sci, 112, pp. 1070-1076, (2014); Ramayah T., Cheah J., Chuah F., Ting H., Memon M.A., Partial least squares structural equation modeling (PLS-SEM) using SmartPLS 3.0: an updated and practical guide to statistical analysis, (2018); Rasul M.S., Rauf R.A.A., Mansor A.N., Yasin R.M., Mahamod Z., Graduate employability for manufacturing industry, Procedia—Soc Behav Sci, 102, pp. 242-250, (2013); Reaves L., Technical communication instruction in engineering schools a survey of top-ranked U.S. and Canadian programs, J Bus Tech Commun, 18, 4, pp. 452-490, (2004); Ross A., Curriculum construction and critique, (2000); Rus D., Technical communication as strategic communication characteristics of the English technical discourse, Procedia Technol, 12, pp. 654-658, (2014); Shuib M., Preparing graduates for employment, Bull Higher Educ Res, 5, pp. 1-7, (2005); Singh P., Narasuman S., Thambusamy R.X., Refining teaching and assessment methods in fulfilling the needs of employment: a Malaysian perspective, Futures, 44, pp. 136-147, (2012); Singh P., Thambusamy R.X., Ramly M.A., Fit or unfit? perspectives of employers and university instructors of graduates’ generic skills, Procedia—Soc Behav Sci, 123, pp. 315-324, (2014); Strevens P., ESP after twenty years: a re-appraisal, ESP: state of the art, pp. 1-13, (1988); Tabbron G., Yang J., The interaction between technical and vocational education and training (TVET) and economic development in advanced countries, Int J Educ Dev, 17, 3, pp. 323-334, (1997); Tyler R.W., Basic principles of curriculum and instruction, (1949); Policy Brief: Icts in TVET, (2011); Wellington J., The work related curriculum: challenging the vocational imperatives, (1993); Yoo H., Manna V.F., Measuring English language workplace proficiency across subgroups: using CFA models to validate test score interpretation, Language Test, 34, pp. 101-126, (2015); Yunos J.M., Ahmad W.M.R.W., Kaprawi N., Razally W., System of technical & vocational education & training in Malaysia (TVET), Paper Presented at the 2Nd International TT-TVET Eu-Asia-Link Project Meeting, VEDC Malang, (2006); Zaharim A., Ahmad I., Yusoff Y.M., Omar M.Z., Basri H., Evaluating the soft skills performed by applicants of Malaysian engineers, Procedia—Soc Behav Sci, 60, pp. 522-528, (2012); Zhao X., Lynch J.G., Chen Q., Reconsidering Baron and Kenny: myths and truths about mediation analysis, J Consum Res, 37, pp. 197-206, (2010)","N. Alias; Faculty of Education, University of Malaya, Kuala Lumpur, 50603, Malaysia; email: drnorlidah@um.edu.my","","Springer Nature","","","","","","26629992","","","","English","Hum. Soc. Sci. Comm","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85091714536"
"Lasekan O.A.; Malik R.; Alarcon C.M.","Lasekan, Olusiji Adebola (57200604174); Malik, Reyaz (57221469247); Alarcon, Claudia Méndez (57222051586)","57200604174; 57221469247; 57222051586","A conceptual research model for investigating the impact of online teacherpreneurship education on students’ teacherpreneurial competencies and intentions in preservice teacher education","2020","International Journal of Learning, Teaching and Educational Research","19","12","","163","189","26","1","10.26803/ijlter.19.12.9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101137908&doi=10.26803%2fijlter.19.12.9&partnerID=40&md5=1752aea07c5b48c2b61342885875e054","Universidad Católica de Temuco, Temuco, Chile; Central University of Karnataka, Kalaburagi, India; Universidad Católica del Maule, Talca, Chile","Lasekan O.A., Universidad Católica de Temuco, Temuco, Chile; Malik R., Central University of Karnataka, Kalaburagi, India; Alarcon C.M., Universidad Católica del Maule, Talca, Chile","This article seeks to develop a research model that can be employed to study the impact of online teacherpreneurship education on students' teacherpreneurial competence and intention as well as employability. Based on the redefinition of the role of online teacherpreneur as an online private tutor, instructional designer, entrepreneur, and teacher leader, a qualitative literature review of competencies for these roles was conducted. We merged the identified competencies according to conceptual similarities. Our result is an online teacherpreneurship competency adopted to formulate a research model which is a customized measuring instrument for investigating the effect of online teacherpreneurship training on preservice teachers’ teacherpreneurial competencies and intentions. This finding has important implications for developing a template for students, policymakers, and teacher educators needed to create online teacherpreneurship courses, curricula, and evaluations. ©2020 The authors and IJLTER.ORG. All rights reserved.","Entrepreneurial intention; Instructional designing; Online private tutor; Online teacherpreneurship; Teacher leadership","","","","","","","","Adam E., Chell E., The successful international entrepreneur: a profile, (1993); Adeogu W., Adeyeye A., Entrepreneurship in sports and physical education in Nigerian universities: Challenges and prospects, Entrepreneurial Education and Sustainable National Development, (2012); Al Mamun A., Nawi N. B. C., Shamsudin S. F. F. B., Examining the effects of entrepreneurial competencies on students' entrepreneurial intention, Mediterranean Journal of Social Sciences, 7, 2, (2016); Albornoz Pardo C., Is business creation the mean or the end of entrepreneurship education?: a multiple case study exploring teaching goals in entrepreneurship education, Journal of technology management & innovation, 8, 1, pp. 1-10, (2013); Allegretto S., Mishel L., The Teacher Pay Penalty Has Hit a New High: Trends in the Teacher Wage and Compensation Gaps through 2017, (2018); Allo M. D. G., Is the online learning good in the midst of Covid-19 Pandemic? The case of EFL learners, Jurnal Sinestesia, 10, 1, pp. 1-10, (2020); Anderson R. E., Dexter S., School technology leadership: An empirical investigation of prevalence and effect, Educational Administration Quarterly, 41, 1, pp. 49-82, (2005); Angelle P. S., What research says: Teachers as leaders: Collaborative leadership for learning communities, Middle School Journal, 38, 3, pp. 54-61, (2007); Arruti A., Panos Castro J., Análisis de las menciones del grado en Educación Primaria desde la perspectiva de la competencia emprendedora [Analysis of the mentions of the Primary Education degree from the perspective of entrepreneurial competence, Revista Complutense de Educación, 30, 1, (2019); Arruti A., Panos-Castro J., How Do Future Primary Education Student Teachers Assess Their Entrepreneurship Competences? an Analysis of Their Self-Perceptions, Journal of Entrepreneurship Education, 23, 1, pp. 1-13, (2020); Aryanto S., Ariffiando N. F., Andriani E. N., Teacherpreneurship Based Local Wisdom as an Attempt to Develop The Character Of The 21st Century Teachers in Primary Schools, Prossiding Basic Education and Early Childhood, 2, 1, pp. 630-634, (2017); Ashari R., Syam A. R., Budiman A., The World Challenge of Islamic Education Toward Human Resources Development, Proceeding International Conference on Islamic Education (ICIED), pp. 169-175, (2017); Atitsogbe K. A., Mama N. P., Sovet L., Pari P., Rossier J., Perceived employability and entrepreneurial intentions across university students and job seekers in Togo: The effect of career adaptability and self-efficacy, Frontiers in psychology, 10, (2019); Bacigalupo M., Kampylis P., Punie Y., Van den Brande G., EntreComp: The entrepreneurship competence framework, 10, (2016); Baker D., Le Tendre G., Demand for achievement: the worldwide growth of shadow education systems. National Differences, Global Similarities, World Culture and the Future of Schooling, pp. 54-70, (2005); Bancotovska S. N., The attitudes and opinions of teachers to their competences, International Journal of Cognitive Research in Science, Engineering and Education, 3, 1, pp. 99-103, (2015); Baron R. A., Markman G. D., Beyond social capital: The role of entrepreneurs' social competence in their financial success, Journal of Business Venturing, 18, pp. 41-60, (2003); Barth R. S., Teacher leader, Phi Delta Kappan, 82, 6, pp. 443-449, (2001); Bartlett C. A., Ghoshal S., The myth of the generic manager: new personal competencies for new management roles, Calif.Manage. Rev, 40, 1, pp. 92-116, (1997); Baum J. R., The relationship of traits, competencies, motivation, strategy and structure to venture growth, (1994); Berge Z. L., The role of the online instructor/facilitator, Educational technology, 35, 1, pp. 22-30, (1995); Berry B., Teacherpreneurs: A more powerful vision for the teaching profession, Phi Delta Kappan, 92, 6, pp. 28-33, (2011); Berry B., Byrd A., Wieder A., Teacherpreneurs: Innovative teachers who lead but don't leave, (2013); Bigatel P. M., Ragan L. C., Kennan S., May J., Redmond B. 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A meta-analysis on contextual factors impacting the business planning–performance relationship in small firms, Journal of Business Venturing, 25, pp. 24-40, (2010); Buckley A. P., Nzembayie K. F., Teacherpreneurs: From vocation to innovation, ICIE2016-Proceedings of the 4th International Conference on Innovation and Entrepreneurship: ICIE2016, (2016); Carpenter J. P., Morrison S. A., Craft M., Lee M., How and why are educators using Instagram?, Teaching and Teacher Education, 96, (2020); Teacher leadership skills framework, (2009); Chandler G., Jansen E., The founder's self-assessed competence and venture performance, Journal of Business Venturing, 7, 3, pp. 223-236, (1992); Chapman E., O'Neill M., Defining and assessing generic competencies in Australian universities: Ongoing challenges, Education research and perspectives, 37, 1, (2010); Chickering A. W., Gamson Z. F., Seven principles for good practice in undergraduate education, Biochemical Education, 17, 3, pp. 140-141, (1989); Chickering A., Gamson Z., Applying the seven principles for good practice in undergraduate education, (1991); Chwolka A., Raith M. G., The value of business planning before start-up: A decision-theoretical perspective, Journal of Business Venturing, 27, 3, pp. 385-399, (2012); Crowther F., Teachers as leaders framework, (2008); Danielson C., The framework for teaching evaluation instrument, (2013); De Clercq D., Sapienza H. J., Yavuzc R. I., Zhoua L., Learning and knowledge in early internationalization research: Past accomplishments and future directions, Journal of Business Venturing, 27, pp. 143-165, (2012); Deci E. L., Koestner R., Ryan R. 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"Zhang P.; Feng Y.","Zhang, Peng (56137759500); Feng, Yingbin (55936446400)","56137759500; 55936446400","Implementation of Team Teaching in Construction Management Education","2020","International Journal of Learning","6","4","","230","235","5","0","10.18178/IJLT.6.4.230-235","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85108162561&doi=10.18178%2fIJLT.6.4.230-235&partnerID=40&md5=08bc40718c0b9d37b67e318dc6664e62","Western Sydney University, Penrith, NSW, Australia","Zhang P., Western Sydney University, Penrith, NSW, Australia; Feng Y., Western Sydney University, Penrith, NSW, Australia","Evidence suggests that team teaching is linked to significant tangible and intangible benefits to students, academic staff, and institutions. Partnering with industry participants is an emerging trend of team teaching in the higher education sector. Partnering with industry participants in curriculum design and unit delivery will ensure that students learn about important industry developments and help students improve their employability. It also will be helpful for academic staff to engage with the industry. Team teaching has been piloted at the School that the Authors are working at and the outcomes were very positive. In 2020, team teaching is required to be implemented in another core unit of Construction Management Undergraduate Program. By addressing the lessons learnt in implementing team teaching in the Authors' units and being guided by previous research, a plan to implement Team Teaching in this core unit is presented in this paper. This plan will be evaluated and improved after each semester and it will be redeveloped with the industry partner every 3 years. © 2020 International Journal of Learning and Teaching. All Rights Reserved.","co-design; codelivery; self-reflection; team teaching","","","","","","","","Sarason S., Levine M., Goldenberg I., Cherlin D., Bennett E., Teaching is a lonely profession, Psychology in Community Settings: Clinical, Educational, Vocational, Social Aspects, pp. 74-97, (1966); Butti L., Professional relationships: Collaboration is key, English Journal, 105, 3, pp. 12-15, (2016); Stewart T., Expanding possibilities for ESP practitioners through interdisciplinary team teaching, Key Issues in English for Specific Purposes in Higher Education, pp. 141-156, (2018); Kodkanon K., Pinit P., Murphy E., High-school teachers' experiences of interdisciplinary team teaching, Issues in Educational Research, 28, 4, pp. 967-989, (2018); Baetens M., Simons M., Student teachers' team teaching: Models, effects and conditions for implementation, Teacher and Teaching Education, 41, pp. 92-110, (2014); Alexander W. 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G., Affective strategies for effective learning, the Annual Conference of the Association for Educational Communications and Technology, (1992); Liebel G., Burden H., Heldal R., For free: Continuity and change by team teaching, Teaching in Higher Education, 22, 1, pp. 62-77, (2017); Neumann M., Bank C., Browning S., Clarke J., Et al., Serial teamteaching and the evolving scholarship of learning: Students' perspective, the Annual Meeting of the Society for Teaching and Learning in Higher Education, (2007)","","","Common Ground Research Networks","","","","","","14479494","","","","English","Int. J. Learn.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85108162561"
"Foreman J.J.; Bendickson J.S.; Cowden B.J.","Foreman, Jeremy J. (57202786066); Bendickson, Joshua S. (55872529300); Cowden, Birton J. (56111533900)","57202786066; 55872529300; 56111533900","Agency theory and principal⇓agent alignment masks: an examination of penalties in the national football league","2021","Journal of Sport Management","35","2","","105","116","11","5","10.1123/JSM.2019-0352","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85094967332&doi=10.1123%2fJSM.2019-0352&partnerID=40&md5=ea0b40b464ba5d5435be810190de8b7e","University of Louisiana at Lafayette, Lafayette, LA, United States; Kennesaw State University, Kennesaw, GA, United States","Foreman J.J., University of Louisiana at Lafayette, Lafayette, LA, United States; Bendickson J.S., Kennesaw State University, Kennesaw, GA, United States; Cowden B.J., University of Louisiana at Lafayette, Lafayette, LA, United States","Rule changes are not uncommon in most professional sports, and scholars often study the effects of such changes. Given the substantial increase in rule changes and the substantially different nature of new rules (e.g., safety driven) in the National Football League since 2005, the authors examined how coaches adapt to the changing National Football League in terms of coaching strategies and securing subsequent head coach positions in the labor market. Using agency theory, the authors identified agency misalignment when coaches employ strategies whereby incurring more penalties results in on-field success, but decreases their likelihood of obtaining future employment as a head coach. In addition, the authors found evidence that, regardless of the penalties accrued, former coaches who previously held more head coaching jobs, are Black, or are younger have higher chances of securing subsequent head coaching positions. However, these attributes do not increase team performance, indicating that coach-hiring decisions are incongruent with determinants of coach performance. © 2021 Human Kinetics, Inc.","Agency problem; Coach; Deviance; Employability; Labor; Performance","","","","","","","","Anderson R.C., Reeb D.M., Board composition: Balancing family influence in S&P 500 firms, Administrative Science Quarterly, 49, 2, pp. 209-237, (2004); Atkinson S.E., Stanley L.R., Tschirhart J., Revenue sharing as an incentive in an agency problem: An example from the National Football League, The RAND Journal of Economics, 19, 1, pp. 27-43, (1988); Avakiantz A., Stealing swagger: NFL end zone celebrations and Fortnite’s fortune, Washington Law Review, 94, 1, pp. 453-479, (2019); Bendickson J., Muldoon J., Liguori E., Davis P.E., Agency theory: The times, they are a-changin, Management Decision, 54, 1, pp. 174-193, (2016); Bendickson J., Muldoon J., Liguori E.W., Davis P.E., Agency theory: Background and epistemology, Journal of Management History, 22, 4, pp. 437-449, (2016); 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Evidence from professional football, Journal of Political Economy, 114, 2, pp. 340-365, (2006); Salaga S., Juravich M., National Football League head coach race, performance, retention, and dismissal, Sport Management Review, (2020); Shropshire K.L., NFL head coaches of color do not receive second chances at the same rate as white coaches-one finding from [Tweet], (2020); Soebbing B.P., Wicker P., Watanabe N.M., The effects of performance expectations on total compensation of Division I–Football Bowl Subdivision head coaches, Journal of Sport Management, 30, 1, pp. 70-81, (2016); Solow B.L., Solow J.L., Walker T.B., Moving on up: The Rooney rule and minority hiring in the NFL, Labour Economics, 18, 3, pp. 332-337, (2011); NFL rules changes and who they favor, (2012); Troan J., NFL rule changes and clarifications, (2004); Ward A., Sonnenfeld J.A., Kimberly J.R., In search of a kingdom: Determinants of subsequent career outcomes for chief executives who are fired, Human Resource Management, 34, 1, pp. 117-139, (1995); Wicker P., Prinz J., Weimar D., Deutscher C., Upman T., No pain, no gain: Effort and productivity in professional soccer, International Journal of Sport Finance, 8, 2, pp. 124-139, (2013); Knyphausen-Aufsess D., Bickhoff N., Bieger T., Understanding and breaking the rules of business: Toward a systematic four-step process, Business Horizons, 49, 5, pp. 369-377, (2006)","J.J. Foreman; University of Louisiana at Lafayette, Lafayette, United States; email: jeremy.foreman@louisiana.edu","","Human Kinetics Publishers Inc.","","","","","","08884773","","","","English","J. Sport Manage.","Article","Final","","Scopus","2-s2.0-85094967332"
"Arsenis P.; Flores M.","Arsenis, Panagiotis (56446883300); Flores, Miguel (56740155800)","56446883300; 56740155800","Confidence and gender differences within a work-integrated learning programme: evidence from a UK higher education institution","2021","Higher Education Research and Development","40","5","","947","963","16","7","10.1080/07294360.2020.1798888","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089152613&doi=10.1080%2f07294360.2020.1798888&partnerID=40&md5=b5735b7d3dd4e31e51191c3b540f6474","School of Economics, University of Surrey, Guildford, GU2 7XH, United Kingdom","Arsenis P., School of Economics, University of Surrey, Guildford, GU2 7XH, United Kingdom; Flores M., School of Economics, University of Surrey, Guildford, GU2 7XH, United Kingdom","This paper explores students’ assessment of several competencies to perform a job as part of the economic undergraduate programme at the University of Surrey. The first aim is to study how confident students are in six different areas (cognitive abilities, personal characteristics, transferable competencies, subject-specific expertise, organisational awareness, and professionalism) related to competencies during their Professional Training Year (PTY). We find evidence of a positive learning curve in all six areas. Specifically, students are under-confident in those areas at the beginning of their PTY, however, under-confidence disappears during the rest of the placement year. The second aim is to investigate whether the way students assess themselves and whether the way workplace supervisors assess students’ performance are affected by gender or not. Despite differences in students’ academic performance by gender, we find little evidence of student self-assessment gender differential on competencies to perform a job, with female students rating themselves with lower scores in two areas (transferable competencies and subject-specific expertise) than male students. Finally, we find limited evidence of differences in workplace supervisors’ assessment by gender. © 2020 HERDSA.","employability competencies; gender bias; higher education; Self-assessment; work-integrated learning programme","","","","","","University of Surrey","We would like to thank Dr Marion Heron, Senior Lecturer in Higher Education at the University of Surrey, for her valuable comments and suggestions. Special thanks to the journal's editor and the anonymous referees who helped us to improve our paper. The authors remain responsible for any possible errors.","Adler S., Campion M., Colquitt A., Grubb A., Murphy K., Ollander-Krane R., Pulakos E., Getting rid of performance ratings: Genius or folly? A debate, Industrial and Organizational Psychology, 9, 2, pp. 219-252, (2016); Arvey R.D., Murphy K.R., Performance evaluation in work settings, Annual Review of Psychology, 49, pp. 141-168, (1998); Bengtsson C., Persson M., Willenhag P., Gender and overconfidence, Economics Letters, 86, pp. 199-203, (2005); Boud D., Falchikov N., Quantitative studies of student self-assessment in higher education: A critical analysis of findings, Higher Education, 18, 5, pp. 529-549, (1989); Boud D., Lawson R., Thompson D., Does student engagement in self-assessment calibrate their judgement over time?, Assessment & Evaluation in Higher Education, 38, 8, pp. 941-956, (2013); Bowen C., Swim J.K., Jacobs R.R., Evaluating gender biases on actual job performance of real people: A meta-analysis, Journal of Applied Social Psychology, 30, 10, pp. 2194-2215, (2000); Castilla E.J., Gender, race, and meritocracy in organizational careers, American Journal of Sociology, 113, 6, pp. 1479-1526, (2008); Cole P.M., Luby J., Sullivan M.W., Emotions and the development of childhood depression: Bridging the gap, Child Development Perspectives, 2, 3, pp. 141-148, (2008); Dochy F., Segers M., Sluijsmans D., The use of self-, peer and co-assessment in higher education: A review, Studies in Higher Education, 24, 3, pp. 331-350, (1999); Ellis L., Hershberger S., Field E., Wersinger S., Pellis S., Geary D., Karadi K., Sex differences: Summarizing more than a century of scientific research, (2008); Furnham A., Stringfield P., Gender differences in rating reports: Female managers are harsher raters, particularly of males, Journal of Managerial Psychology, 16, 4, pp. 281-288, (2001); Gardiner M., Tiggemann M., Kearns H., Marshall K., Show me the money! An empirical analysis of mentoring outcomes for women in academia, Higher Education Research & Development, 26, 4, pp. 425-442, (2007); Griffiths D.A., Inman M., Rojas H., Williams K., Transitioning student identity and sense of place: Future possibilities for assessment and development of student employability skills, Studies in Higher Education, 43, 5, pp. 891-913, (2018); Ittner C.D., Larcker D.F., Meyer M.W., Subjectivity and the weighting of performance measures: Evidence from a balanced scorecard, The Accounting Review, 78, 3, pp. 725-758, (2003); Jackson D., Self-assessment of employability skill outcomes among undergraduates and alignment with academic ratings, Assessment & Evaluation in Higher Education, 39, 1, pp. 53-72, (2014); Jayasingam S., Fujiwara Y., Thurasamy R., I am competent so I can be choosy: Choosiness and its implication on graduate employability, Studies in Higher Education, 43, 7, pp. 1119-1134, (2018); Langan A.M., Shuker D.M., Cullen W.R., Penney D., Preziosi R.F., Wheater C.P., Relationships between student characteristics and self-, peer and tutor evaluations of oral presentations, Assessment & Evaluation in Higher Education, 33, 2, pp. 179-190, (2008); Levy P.E., Williams J.R., The social context of performance appraisal: A review and framework for the future, Journal of Management, 30, 6, pp. 881-905, (2004); Li A., Bagger J., Cropanzano R., The impact of stereotypes and supervisor perceptions of employee work–family conflict on job performance ratings, Human Relations, 70, 1, pp. 119-145, (2017); Maas V., Torres-Gonzalez R., Subjective performance evaluation and gender discrimination, Journal of Business Ethics, 101, pp. 667-681, (2011); MacNell L., Driscoll A., Hunt A.N., What’s in a name: Exposing gender bias in student ratings of teaching, Innovative Higher Education, 40, pp. 291-303, (2015); Maurer T.J., Taylor M.A., Is sex by itself enough–An exploration of gender bias issues in performance-Appraisal, Organizational Behavior and Human Decision Processes, 60, 2, pp. 231-251, (1994); Mengel F., Sauermann J., Zolitz U., Gender bias in teaching evaluations, Journal of the European Economic Association, 17, 2, pp. 535-566, (2019); Morley L., Lost leaders: Women in the global academy, Higher Education Research & Development, 33, 1, pp. 114-128, (2014); Murphy K.R., Cleveland J., Understanding performance appraisal: Social, organizational, and goal-based perspectives, (1995); Obers N., Influential structures: Understanding the role of the head of department in relation to women academics’ research careers, Higher Education Research & Development, 33, 1, pp. 114-128, (2015); Panadero E., Alonso-Tapia J., Self-assessment: Theoretical and practical connotations. When it happens, how is it acquired and what to do to develop it in our students, Electronic Journal of Research in Educational Psychology, 11, 2, pp. 551-576, (2013); Payne M.L., The impact of rater’s gender on performance evaluations of HR managers, International Management Review, 7, 2, pp. 5-12, (2011); Peterson D.A.M., Biederman L.A., Andersen D., Ditonto T.M., Roe K., Mitigating gender bias in student evaluations of teaching, PLoSONE, 14, 5, (2019); Reddy P., Moores E., Placement year academic benefit revisited: Effects of demographics, prior achievement and degree programme, Teaching in Higher Education, 17, 2, pp. 153-165, (2012); Rickard W., Work-based learning in Health: Evaluating the experience of learners, community agencies and teachers, Teaching in Higher Education, 7, 1, pp. 47-63, (2002); Robbins T.L., Denisi A.S., Moderators of Sex bias in the performance-appraisal process: A cognitive analysis, Journal of Management, 19, 1, pp. 113-126, (1993); Smith C., Ferns S., Russell L., Designing work-integrated learning placements that improve student employability: Six factors of the curriculum that matters, Asia-Pacific Journal of Cooperative Education, 17, 2, pp. 197-211, (2016); Smith C., Ferns S., Russell L., Placement quality has a greater impact on employability than placement structure or duration, International Journal of Work-Integrated Learning, 20, 1, pp. 15-29, (2019); Stankov L., Morony S., Lee Y.P., Confidence: The best non-cognitive predictor of academic achievement?, Educational Psychology: Noncognitive Psychological Processes and Academic Achievement, 34, 1, pp. 9-28, (2014); Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employers’ perceptions, Studies in Higher Education, (2019); Tonin M., Wahba J., The sources of the gender gap in economics enrolment, CESifo Economic Studies, 61, 1, pp. 72-94, (2015); Torres-Guijarro S., Bengoechea M., Gender differential in self-assessment: A fact neglected in higher education peer and self-assessment techniques, Higher Education Research & Development, 36, 5, pp. 1072-1084, (2017); Wang Z., Crawford I., Who are gaining the highly paid elite placements in UK higher education?, Studies in Higher Education, 44, 11, pp. 1960-1974, (2018)","M. Flores; School of Business, National College of Ireland, Dublin 1, Mayor Street IFSC, Ireland; email: miguel.mflores@gmail.com","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85089152613"
"McMahon C.M.; Henry S.; Linthicum M.","McMahon, Camilla M. (55514763500); Henry, Stacey (57216977951); Linthicum, Meghan (57212219839)","55514763500; 57216977951; 57212219839","Employability in autism spectrum disorder (ASD): Job candidate’s diagnostic disclosure and asd characteristics and employer’s ASD knowledge and social desirability.","2021","Journal of Experimental Psychology: Applied","27","1","","142","157","15","12","10.1037/xap0000282","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087317415&doi=10.1037%2fxap0000282&partnerID=40&md5=ee985a850e8423896a9041e7894ad9b4","Department of Social and Behavioral Sciences, Miami University, Hamilton, OH, United States; Department of Social and Behavioral Sciences, Miami University, Hamilton, OH, United States; Department of Social and Behavioral Sciences, Miami University, Hamilton, OH, United States","McMahon C.M., Department of Social and Behavioral Sciences, Miami University, Hamilton, OH, United States; Henry S., Department of Social and Behavioral Sciences, Miami University, Hamilton, OH, United States; Linthicum M., Department of Social and Behavioral Sciences, Miami University, Hamilton, OH, United States","Participants assessed the employability of vignette characters whose presentation varied across two dimensions during a job interview: presence of autism spectrum disorder (ASD) characteristics (present, absent) and disclosure of diagnosis (ASD, ADHD, diabetes, or no disclosure). Participants more knowledgeable about ASD had more positive perceptions of vignette characters, particularly when they disclosed an ASD diagnosis and did not show ASD characteristics. Participants high in social desirability perceived vignette characters more positively. Participants expressed the most concern about job candidates showing inflexible adherence to a routine and sensory sensitivity, although such concerns may have been context-dependent due to job expectations. Overall, these results emphasize that employer factors, particularly employer knowledge of ASD and social desirability, significantly affect the perceived employability of job candidates with ASD. (PsycInfo Database Record (c) 2021 APA, all rights reserved) Public Significance Statement—This study suggests that employer characteristics, such as an employer’s knowledge of ASD and an employer’s tendency to behave in socially acceptable ways, significantly affect first impressions of a job candidate. Employer-based interventions (e.g., increasing employer knowledge of ASD) may be critical for reducing rates of unemployment and underemployment in ASD. (PsycInfo Database Record (c) 2021 APA, all rights reserved) © 2020 American Psychological Association","autism spectrum disorder (ASD) characteristics or symptomatology; autism spectrum disorder (ASD) knowledge; diagnostic disclosure; employability; stigma","","","","","","","","Aguinis H., Bradley K. J., Best practice recommendations for designing and implementing experimental vignette methodology studies, Organizational Research Methods, 17, pp. 351-371, (2014); Diagnostic and statistical manual of mental disorders, (2013); Arader L., McMahon C., Autism Symptomatology Knowledge Assessment, (2016); Baio J., Wiggins L., Christensen D. L., Maenner M. J., Daniels J., Warren Z., Dowling N. F., prevalence of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2014, Morbidity and Mortality Weekly Report Surveillance Summaries, 67, pp. 1-23, (2018); Baldwin S., Costley D., Warren A., Employment activities and experiences of adults with high-functioning autism and Asperger’s Disorder, Journal of Autism and Developmental Disorders, 44, pp. 2440-2449, (2014); Bargiela S., Steward R., Mandy W., The experiences of late-diagnosed women with autism spectrum conditions: An investigation of the female autism phenotype, Journal ofAutism and Developmental Disorders, 46, pp. 3281-3294, (2016); Barneveld P. S., Swaab H., Fagel S., van Engeland H., de Sonneville L. M. J., Quality of life: A case-controlled long-term follow-up study, comparing young high-functioning adults with autism spectrum disorders with adults with other psychiatric disorders diagnosed in childhood, Comprehensive Psychiatry, 55, pp. 302-310, (2014); Bellanca F. F., Pote H., Children’s attitudes towards ADHD,, (2013); depression and learning disabilities, Journal of Research in Special Educational Needs, 13, pp. 234-241; Berlin K. S., Sass D. A., Davies W. H., Reupert S., Hains A. A.; Brief report: Parent perceptions of hypoglycemic symptoms of youth with diabetes; disease disclosure minimizes risk of negative evaluations, Journal of Pediatric Psychology, 30, pp. 207-212, (2005); Brosnan M., Mills E., The effect of diagnostic labels on the affective responses of college students towards peers with “Asperger’s Syndrome” and “Autism Spectrum Disorder, Autism, 20, pp. 388-394, (2016); Butler R. C., Gillis J. 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A., Combined descriptive and explanatory information improves peers’ perceptions of autism, (2004); Disabilities, 25, pp. 321-339; Cook A., Ogden J., Winstone N., Friendship motivations, challenges and the role of masking for girls with autism in contrasting school settings, European Journal of Special Needs Education, 33, (2018); Cornett-Ruiz S., Hendricks B., Effects of labeling and ADHD behaviors on peer and teacher judgments, The Journal ofEducational Research, 86, pp. 349-355, (1993); Crowne D. P., Marlowe D., A new scale of social desirability independent of psychopathology, Journal ofConsulting Psychology, 24, (1960); pp. 349-354; Eisenberger R., Karagonlar G., Stinglhamber F., Neves P., Becker T. E., Gonzalez-Morales M. G., Steiger-Mueller M., Leader-member exchange and affective organizational commitment: The contribution of supervisor’s organizational embodiment, Journal ofApplied Psychology, 95, pp. 1085-1103, (2010); Farley M. A., McMahon W. M., Fombonne E., Jenson W. 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P., Tebartz van Elst L., Education and employment status of adults with autism spectrum disorders in Germany—A cross-sectional-survey, BMC Psychiatry, 18, (2018); Ghanizadeh A., Fallahi M., Akhondzadeh S., Disclosure of attention deficit hyperactivity disorder and its effect on rejection of students by teachers, Iranian Journal of Medical Sciences, 34, pp. 259-264, (2009); Goodman J. K., Cryder C. E., Cheema A., Data collection in a flat world: The strengths and weaknesses of Mechanical Turk samples, Journal of Behavioral Decision Making, 26, pp. 213-224, (2013); Gosling S. D., Rentfrow P. J., Swann W. B., A very brief measure of the Big-Five personality domains, Journal of Research in Personality, 37, pp. 504-528, (2003); Harrison A. J., Slane M. M., Hoang L., Campbell J. M., An, (2017); international review of autism knowledge assessment measures; 21, pp. 262-275; Higgins C. A., Judge T. A., The effect of applicant influence tactics on recruiter perceptions of fit and hiring recommendations: A field study, Journal of Applied Psychology, 89, pp. 622-632, (2004); Hofvander B., Delorme R., Chaste P., Nyden A., Wentz E., Stahlberg O., Leboyer M., Psychiatric and psychosocial problems in adults with normal-intelligence autism spectrum disorders, BMC Psychiatry, 9, (2009); Hogan R., Chamorro-Premuzic T., Kaiser R. B., Employability and career success: Bridging the gap between theory and reality, Industrial and Organizational Psychology: Perspectives on Science and Practice, 6, pp. 3-16, (2013); Hull L., Petrides K. V., Allison C., Smith P., Baron-Cohen S., Lai M. C., Mandy W., “Putting on my best normal”: Social camouflaging in adults with autism spectrum conditions, Journal of Autism and Developmental Disorders, 47, pp. 2519-2534, (2017); Disclosure of attention-deficit/hyperactivity disorder may minimize risk of social rejection, Psychiatry: Interpersonal and Biological Processes, 70, pp. 274-282, (2010); Psychology, 40, pp. 389-401; Kim K. H., Lu J., Estrada-Hernandez N., Attitudes toward, (2015); people with disabilities: The tripartite model, social desirability, and other controversial variables, Journal of Asia Pacific Counseling, 5; Kinnear S. H., Link B. G., Ballan M. S., Fischbach R. L., (2016); Children’s attitudes and behavioural intentions towards a peer with symptoms of ADHD: Does the addition of a diagnostic label make a difference?, Journal of Child Health Care, 46, pp. 98-953, (2007); Loo R., A psychometric re-analysis of the interaction with disabled, (2001); Canadian Journal of Behavioural Science, 33, pp. 245-250, (2017); attitudes scale toward people with disabilities: An exploratory analysis; Rehabilitation Psychology, 62, pp. 110-118; Lynch P. D., Eisenberger R., Armeli S., Perceived organizational support: Inferior versus superior performance by wary employees, Journal of Applied Psychology, 84, pp. 467-483, (1999); Maras K., Marshall I., Sands C., Mock juror perceptions of credibility and culpability in an autistic defendant, Journal ofAutism and Developmental Disorders, 49, pp. 996-1010, (2019); Marcks B. A., Berlin K. S., Woods D. W., Davies W. H., Impact of Tourette syndrome: A preliminary investigation of the effects of disclosure on peer perceptions and social functioning, Psychiatry: Interpersonal and Biological Processes, 70, pp. 59-67, (2007); trichotillomania disclosure on peer perceptions and social acceptability; Body Image, 2, pp. 299-306; Matthews N. L., Ly A. R., Goldberg W. A., College students’ perceptions of peers with autism spectrum disorder, Journal ofAutism and Developmental Disorders, 45, pp. 90-99, (2015); substance than style, Journal of Consulting and Clinical Psychology, 51, pp. 882-888, (2004); actual autism knowledge in the general population, Research in AutismSpectrum Disorders, 71; Morrison K. E., DeBrabander K. M., Faso D. J., Sasson N. J., Variability in first impressions of autistic adults made by neurotypical raters is driven more by characteristics of the rater than by characteristics of autistic adults, Autism, 23, pp. 1817-1829, (2019); Neary P., Gilmore L., Ashburner J., Post-school needs ofyoung people with high-functioning Autism Spectrum Disorder, Research in Autism Spectrum Disorders, 18, pp. 1-11, (2015); O'Driscoll C., Heary C., Hennessy E., McKeague L., Explicit and implicit stigma towards peers with mental health problems in childhood and adolescence, Journal ofChild Psychology and Psychiatry, 53, pp. 1054-1062, (2012); Ohan J. L., Visser T. A. W., Moss R. G., Allen N. B., (2013); stigmatizing attitudes toward psychiatric labels for ADHD and depression, Psychiatric Services, 64, pp. 1270-1273; Olufs E. L., Himle M. B., Bradley A. 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H., Disability disclosure effects on employment interview ratings of applicants with nonvisible disabilities, Rehabilitation Psychology, 51, pp. 239-246, (2006); Sasson N. J., Morrison K. E., First impressions of adults with autism improve with diagnostic disclosure and increased autism knowledge of peers, Autism, 23, pp. 50-59, (2019); Schneider J. W., Conrad P., In the closet with illness: Epilepsy, stigma potential and information control, Social Problems, 28, pp. 32-44, (1980); Shtayermman O., An exploratory study of the stigma associated with a diagnosis of Asperger’s syndrome: The mental health impact on the adolescents and young adults diagnosed with a disability with a social nature, Journal of Human Behavior in the Social Environment, 19, pp. 298-313, (2009); Taylor J. L., Henninger N. A., Mailick M. R., Longitudinal patterns of employment and postsecondary education for adults with autism and average-range IQ, Autism, 19, pp. 785-793, (2015); Thomas A., Vaughn E. D., Doyle A., Bubb R., Implicit association tests of attitudes toward persons with disabilities, Journal of Experimental Education, 82, pp. 184-204, (2014); Uziel L., Rethinking social desirability scales: From impression management to interpersonally oriented self-control, Perspectives on Psychological Science, 5, pp. 243-262, (2010); Westbrook M. T., Legge V., Pennay M., Attitudes towards disabilities in a multicultural society, Social Science & Medicine, 36, pp. 615-623, (1993); Zuckerman K. E., Lindly O. J., Reyes N. M., Chavez A. E., Cobian M., Macias K., Smith K. A., Parent perceptions of community autism spectrum disorder stigma: Measure validation and associations in a multi-site sample, Journal ofAutism and Developmental Disorders, 48, pp. 3199-3209, (2018)","C.M. McMahon; Department of Social and Behavioral Sciences, Miami University, Hamilton, 1601 University Boulevard, 45011, United States; email: mcmahocm@miamioh.edu","","American Psychological Association","","","","","","1076898X","","JEPAA","32597674","English","J. Exp. Psychol. Appl.","Article","Final","","Scopus","2-s2.0-85087317415"
"Zegers A.D.; Coenen P.; van Belzen M.; Engelen V.; Richel C.; Dona D.J.S.; van der Beek A.J.; Duijts S.F.A.","Zegers, Amber D. (57219469967); Coenen, Pieter (49460920000); van Belzen, Mirjam (57213150239); Engelen, Vivian (24376281500); Richel, Carol (57201661625); Dona, Desiree J. S. (57196185678); van der Beek, Allard J. (7006945011); Duijts, Saskia F. A. (8579349500)","57219469967; 49460920000; 57213150239; 24376281500; 57201661625; 57196185678; 7006945011; 8579349500","Cancer survivors' experiences with conversations about work-related issues in the hospital setting","2021","Psycho-Oncology","30","1","","27","34","7","12","10.1002/pon.5529","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092943525&doi=10.1002%2fpon.5529&partnerID=40&md5=e7956e0f4eee18b7883ecfc528b21203","Department of Public and Occupational Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam Public Health Research Institute, Amsterdam, Netherlands; Dutch Federation of Cancer Patients Organizations (Nederlandse Federatie van Kankerpatiëntenorganisaties, NFK), Utrecht, Netherlands; Dutch Breast Cancer Organization (Borstkankervereniging Nederland, BVN), Utrecht, Netherlands; Department of Human Resources, Radboud university medical center, Nijmegen, Netherlands; Netherlands Comprehensive Cancer Organization (Integraal Kankercentrum Nederland, IKNL), Utrecht, Netherlands","Zegers A.D., Department of Public and Occupational Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam Public Health Research Institute, Amsterdam, Netherlands; Coenen P., Department of Public and Occupational Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam Public Health Research Institute, Amsterdam, Netherlands; van Belzen M., Dutch Federation of Cancer Patients Organizations (Nederlandse Federatie van Kankerpatiëntenorganisaties, NFK), Utrecht, Netherlands; Engelen V., Dutch Federation of Cancer Patients Organizations (Nederlandse Federatie van Kankerpatiëntenorganisaties, NFK), Utrecht, Netherlands; Richel C., Dutch Breast Cancer Organization (Borstkankervereniging Nederland, BVN), Utrecht, Netherlands; Dona D.J.S., Department of Human Resources, Radboud university medical center, Nijmegen, Netherlands; van der Beek A.J., Department of Public and Occupational Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam Public Health Research Institute, Amsterdam, Netherlands; Duijts S.F.A., Department of Public and Occupational Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam Public Health Research Institute, Amsterdam, Netherlands, Netherlands Comprehensive Cancer Organization (Integraal Kankercentrum Nederland, IKNL), Utrecht, Netherlands","Objective: Early access to work-related psychosocial cancer care can contribute to return to work of cancer survivors. We aimed to explore: (a) the extent to which hospital healthcare professionals conduct conversations about work-related issues with cancer survivors, (b) whether cancer survivors experience these conversations as helpful, and (c) the possible financial implications for cancer survivors of (not) discussing their work early on. Methods: The Dutch Federation of Cancer Patient Organizations developed and conducted a cross-sectional online survey, consisting of 27 items, among cancer survivors in the Netherlands. Results: In total, 3500 survivors participated in this study (71% female; mean age (SD) 56 (11) years). Thirty-two percent reported to have had a conversation about work-related issues with a healthcare professional in the hospital. Fifty-four percent indicated that this conversation had been helpful to them. Conversations about work-related issues took place more frequently with male cancer survivors, those aged 55 years or below, those diagnosed with gynecological, prostate, breast, and hematological or lymphatic cancer, those diagnosed ≤2 years ago, or those who received their last treatment ≤2 years ago. There was no statistically significant association between the occurrence of conversations about work-related issues and experiencing the financial consequences of cancer and/or its treatment as burdensome. Conclusions: Although conversations about work-related issues are generally experienced as helpful by cancer survivors, early access to work-related psychosocial cancer care in the hospital setting is not yet systematically offered. © 2020 The Authors. Psycho-Oncology published by John Wiley & Sons Ltd.","cancer; cancer care; communication; employability and cancer; information needs; oncology","Adult; Aged; Attitude of Health Personnel; Cancer Survivors; Communication; Cross-Sectional Studies; Female; Health Personnel; Hospitals; Humans; Male; Middle Aged; Neoplasms; Netherlands; Return to Work; adult; Article; breast cancer; cancer survivor; controlled study; cross-sectional study; female; female genital tract cancer; health care personnel; hematologic malignancy; human; lymphatic system malignancy; male; Netherlands; population research; prostate cancer; sample size; work; aged; cancer survivor; health personnel attitude; hospital; interpersonal communication; middle aged; neoplasm; psychology; return to work","","","","","NFK","NFK would like to express her gratitude to all cancer survivors who participated in this study by completing their survey, as well as all professional and patient experts involved in the development of the survey. This study was funded by NFK. ","NKR Numbers [NKR Cijfers], (2020); Five-year cancer survival rate increases approximately 1% annually [Overleving van kankerpatiënten vijf jaar na diagnose stijgt met ongeveer 1% per jaar], (2020); Hoffman B., Cancer survivors at work: a generation of progress, CA Cancer J Clin, 55, 5, pp. 271-280, (2005); Morrison T.L., Thomas R.L., Survivors' experiences of return to work following cancer: a photovoice study [Expériences vécues par des survivantes à un cancer face à leur retour au travail: une étude photovoice], Can J Occup, 81, 3, pp. 163-172, (2014); Marzorati C., Riva S., Pravettoni G., Who is a cancer survivor? 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The Hague, the Netherlands: CBS; 2020; Employment differences between men and women decreased again [Verschil in arbeidsdeelname mannen en vrouwen weer kleiner] [Internet], The Hague; Bennett D., Kearney T., Donnelly D.W., Et al., Factors influencing job loss and early retirement in working men with prostate cancer—findings from the population-based Life After Prostate Cancer Diagnosis (LAPCD) study, J Cancer Surviv, 12, 5, pp. 669-678, (2018); Duijts S.F.A., Kieffer J.M., van Muijen P., van der Beek A.J., Sustained employability and health-related quality of life in cancer survivors up to four years after diagnosis, Acta Oncol, 56, 2, pp. 174-182, (2017); Desiron H.A., Donceel P., de Rijk A., Van Hoof E., A conceptual-practice model for occupational therapy to facilitate return to work in breast cancer patients, J Occup Rehabil, 23, 4, pp. 516-526, (2013)","P. Coenen; Department of Public and Occupational Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam Public Health Research Institute, Amsterdam, Netherlands; email: p.coenen@amsterdamumc.nl","","John Wiley and Sons Ltd","","","","","","10579249","","POJCE","33037828","English","Psycho-Oncology","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85092943525"
"Qasim A.M.; Al-Askari P.S.M.; Massoud H.K.; Ayoubi R.M.","Qasim, Azad M. (57216490654); Al-Askari, Pirshing Salih Mohamad (57216493375); Massoud, Hiba K. (16316891200); Ayoubi, Rami M. (16315256100)","57216490654; 57216493375; 16316891200; 16315256100","Student university choice in Kurdistan-Iraq: what factors matter?","2021","Journal of Further and Higher Education","45","1","","120","136","16","8","10.1080/0309877X.2020.1742298","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083652639&doi=10.1080%2f0309877X.2020.1742298&partnerID=40&md5=2e6a75cc90a80966b977c1cdf53f897f","Business Management Department, University of Sulaymaniyah, Sulaymaniyah, Iraq; Cardiff School of Management, Cardiff Met University, Cardiff, United Kingdom; School of Strategy and Leadership, Coventry University, Coventry, United Kingdom","Qasim A.M., Business Management Department, University of Sulaymaniyah, Sulaymaniyah, Iraq; Al-Askari P.S.M., Business Management Department, University of Sulaymaniyah, Sulaymaniyah, Iraq; Massoud H.K., Cardiff School of Management, Cardiff Met University, Cardiff, United Kingdom; Ayoubi R.M., School of Strategy and Leadership, Coventry University, Coventry, United Kingdom","We aim to investigate the factors influencing student choice in the private higher education (HE) sector in Kurdistan-Iraq. Hence, this research attempts to add to the literature in terms of understanding student university choice, in general, and address the gap in the literature in the context of Middle Eastern studies including Kurdistan, in particular. We employed a survey research design using a self-developed questionnaire targeting first-year students in private universities in Kurdistan. Using a sample of 518 students and confirmatory factor analysis (CFA), we found that the university characteristics that most influenced student choice were reputation/accreditation, quality of teaching, employability and quality of facilities, a finding consistent with existing literature. However, cost of study was not seen to be highly influential in relation to student choice. Accordingly, the study recommends that universities consider increasing their tuition fees and dedicating the extra revenues to boosting their reputation, enhancing their quality of teaching and accreditation and increasing their connection to and relationships with local employers. Some other implications are also discussed. © 2020 UCU.","Kurdistan-Iraq; private universities; student choice; University characteristics","","","","","","","","Ahmad S.Z., Hussain M., An Investigation of the Factors Determining Student Destination Choice for Higher Education in the United Arab Emirates, Studies in Higher Education, 42, 7, pp. 1324-1343, (2017); Al-Fattal A., Understanding Student Choice of University and Marketing Strategies in Syrian Private Higher Education, (2010); Al-Fattal A., Ayoubi R., Student Needs and Motives When Attending a University: Exploring the Syrian Case, Journal of Marketing for Higher Education, 23, 2, pp. 204-225, (2013); Alfattal E., International Students’ College Choice Is Different!, International Journal of Educational Management, 31, 7, pp. 930-943, (2017); Alhallak L.R.M., Ayoubi A., Moscardiniloutfi M., A System Dynamic Model of Student Enrolment at the Private Higher Education Sector in Syria, Studies in Higher Education, 44, 4, pp. 663-682, (2019); Arar K., Abramovitz R., Bar-Yishay H., Notzer N., Academic Choices and Motivation: Diverse Groups in Israel, Journal of Further and Higher Education, 41, 5, pp. 642-656, (2017); Ayoubimassoud R.M.H.K., Student Aspiration Factors, University Reputation and the Entry Standards to UK Universities, European Journal of Social Sciences, 34, 4, pp. 609-621, (2012); Baharun R.Z., Awangpadlee S.F., International Students Choice Criteria for Selection of Higher Learning in Malaysian Private Universities, African Journal of Business Management, 5, 12, pp. 4704-4714, (2011); Benekehuman J.G., Student Recruitment Marketing in South Africa-An Exploratory Study into the Adoption of a Relationship Orientation, African Journal of Business Management, 4, 4, pp. 435-447, (2010); Bentler P.M., Chou C.H., Practical Issues in Structural Modeling, Sociological Methods and Research, 16, 1, pp. 78-117, (1987); Bollen K.A., Structural Equations with Latent Variables, (1989); Borus M.E., Carpenter S.A., Choices in Education. 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Australian Chinese Graduates Tell It All, Journal of Further and Higher Education, pp. 1-13, (2019); Soedijatipratminingsih E.K.S.A., The Impacts of Marketing Mix on Students Choice of University Study Case of Private University in Bandung, Indonesia, 2Nd International Conference on Business and Economic Research (2Nd ICBER 2011) Proceeding, pp. 2124-2131, (2011); Tin P.B.R., Ismail N., Othmansulaiman N., Globalization and the Factors Influencing Households’ Demand for Higher Education in Malaysia, International Journal of Education and Information Technologies, 6, 3, pp. 269-278, (2012); van Prooijenvan Der Kloot J.-W.W.A., Confirmatory Analysis of Exploratively Obtained Factor Structures, Educational and Psychological Measurement, 61, 5, pp. 777-792, (2001); Vrontis D., Thrassou A., Melanthiou Y., A Contemporary Higher Education Student-choice Model for Developed Countries, Journal of Business Research, 60, 9, pp. 979-989, (2007); Wagnerfard K.P.Y., Factors Influencing Malaysian Students’ Intention to Study at a Higher Educational Institution, (2009); Weiler W.C., Factors Influencing the Matriculation Choices of High Ability Students, Economics of Education Review, 15, 1, pp. 23-36, (1996); Wiers-Jenssen J.B., Stensakergrogaard J.B., Student Satisfaction: Towards an Empirical Deconstruction of the Concept, Quality in Higher Education, 8, 2, pp. 183-195, (2002); Wiese M.C.H., van Heerdenjordaan Y., The Role of Demographics in Students’ Selection of Higher Education Institutions, Acta Commercii, 10, 1, pp. 150-163, (2010); Wilkins S., Shams F., Huisman J., The Decision-making and Changing Behavioural Dynamics of Potential Higher Education Students: The Impacts of Increasing Tuition Fees in England, Educational Studies, 39, 2, pp. 125-141, (2013); Winter E., Chapleo C., An Exploration of the Effect of Servicescape on Student Institution Choice in UK Universities, Journal of Further and Higher Education, 41, 2, pp. 187-200, (2017); Yen D.A., Yang H.P., Cappellini B., Ranking Gives Power: Relationships between UK Universities and Chinese Agents, Journal of General Management, 38, 1, pp. 23-44, (2012); Zhang L., Hu S., Sun L., Pu S., The Effect of Florida’s Bright Futures Program on College Choice: A Regression Discontinuity Approach, The Journal of Higher Education, 87, 1, pp. 115-146, (2016)","R.M. Ayoubi; School of Strategy and Leadership, Coventry University, Coventry, United Kingdom; email: ad4550@coventry.ac.uk","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85083652639"
"Busetta G.; Campolo M.G.; Panarello D.","Busetta, Giovanni (37055381500); Campolo, Maria Gabriella (56789767100); Panarello, Demetrio (57195603436)","37055381500; 56789767100; 57195603436","The discrimination decomposition index: a new instrument to separate statistical and taste-based discrimination using first- and second-generation immigrants","2020","International Journal of Social Economics","47","12","","1577","1597","20","4","10.1108/IJSE-02-2020-0055","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092448502&doi=10.1108%2fIJSE-02-2020-0055&partnerID=40&md5=cdbc399a6e695ba7be493fdc21303392","Department of Economics, University of Messina, Messina, Italy; Department of Economics and Statistics, University of Udine, Udine, Italy","Busetta G., Department of Economics, University of Messina, Messina, Italy; Campolo M.G., Department of Economics, University of Messina, Messina, Italy; Panarello D., Department of Economics and Statistics, University of Udine, Udine, Italy","Purpose: This article deals with the impact of ethnic origin on individual employability, focussing on the first stage of the hiring process. Deeply, the authors’ goal is to fathom whether there is a preference for native job candidates over immigrants, decomposing the discrimination against minority groups into its statistical and taste-based components by means of a new approach. Design/methodology/approach: The authors built up a data set by means of an ad hoc field experiment, conducted by sending equivalent fictitious CVs in response to 1000 real online job openings in Italy. The authors developed the discrimination decomposition index using first- and second-generation immigrants. Findings: The authors’ main result is that both first- and second-generation immigrants are discriminated compared to Italians. In between the two categories, second-generation candidates are discriminated especially if their ethnicities are morphologically different from those of natives (i.e. Chinese and Moroccans). This last finding is a clear symptom of discrimination connected to taste-based reasons. On the other hand, first-generation immigrants of all nationalities but Germans are preferred for hard-work jobs. Originality/value: The authors develop the discrimination decomposition index to measure the proportion of the two kinds of discrimination (statistical and taste-based) over the total one and apply a probit model to test the statistical significance of the difference in treatment between the three groups of natives, first-generation and second-generation immigrants. © 2020, Giovanni Busetta, Maria Gabriella Campolo and Demetrio Panarello.","Callback rate; Discrimination measure; Economics of ethnic minorities; Employment discrimination; Ethnicity; Fictitious résumés; Field experiment; Hiring process; Italian labour market; Italy; Probit model; Race and gender discrimination","Italy; employment; ethnic minority; ethnicity; immigrant population; migrant worker; migrants experience; national identity","","","","","","","Ai C., Norton E.C., Interaction terms in logit and probit models, Economics Letters, 80, pp. 123-129, (2003); Altonji J.G., Pierret C.R., Employer learning and statistical discrimination, Quarterly Journal of Economics, 464, 1, pp. 313-350, (2001); Andriessen I., Nievers E., Faulk L., Dagevos J., Do Employers Prefer Mark over Mohammed?, (2010); Arai M., Bursell M., Nekby L., The reverse gender gap in ethnic discrimination: employer stereotypes of men and women with Arabic names, International Migration Review, 50, 2, pp. 385-412, (2016); Arrow K.J., Model of job discrimination, Racial Discrimination in Economic Life, (1972); Arrow K.J., The theory of discrimination, Discrimination in Labour Markets, pp. 3-33, (1973); Baert S., Hiring discrimination: an overview of (almost) all correspondence experiments since 2005, Audit Studies: Behind the Scenes with Theory, Method, and Nuance, pp. 63-77, (2018); Bauer T., Lofstrom M., Zimmermann K.F., Immigration policy, assimilation of immigrants, and natives' sentiments towards immigrants: evidence from 12 OECD countries, Swedish Economic Policy Review, 7, pp. 11-53, (2000); Becker G.S., The Economics of Discrimination, (1971); Bertrand M., Mullainathan S., Are Emily and Greg more employable than Lakisha and Jamal? A field experiment on labour market discrimination, American Economic Review, 94, pp. 991-1013, (2004); Brier G.W., Verification of weather forecasts expressed in terms of probability, Monthly Weather Review, 78, pp. 1-3, (1950); Bursell M., What's in a Name? A Field Experiment Test for the Existence of Ethnic Discrimination in the Hiring Process, 7, pp. 1-28, (2007); Bursell M., The multiple burdens of foreign-named men – evidence from a field experiment on gendered ethnic hiring discrimination in Sweden, European Sociological Review, 30, pp. 399-409, (2014); Busetta G., Campolo M.G., Panarello D., Immigrants and Italian labor market: statistical or taste-based discrimination?, Genus, 74, 4, pp. 1-20, (2018); Busetta G., Campolo M.G., Panarello D., Weight-based discrimination in the Italian Labor Market: an analysis of the interaction with gender and ethnicity, The Journal of Economic Inequality, pp. 1-21, (2020); Busetta G., Fiorillo F., Palomba G., The impact of attractiveness on job opportunities in Italy: a gender field experiment, Economia Politica, pp. 1-31, (2020); Bygren M., Erlandsson A., Gahler M., Do employers prefer fathers? Evidence from a field experiment testing the gender by parenthood interaction effect on callbacks to job applications, European Sociological Review, 33, 3, pp. 337-348, (2017); Carlsson M., Experimental evidence of discrimination in the hiring of first- and second-generation immigrants, Labour, 24, 3, pp. 263-278, (2010); Chen Y.P.V., Zhang Y., A decomposition method on employment and wage discrimination and its application in urban China (2002–2013), World Development, 110, pp. 1-12, (2018); Cross H., Kenney G., Mell J., Zimmerman W., Employer Hiring Practices: Differential Treatment of Hispanic and Anglo Job Seekers, (1990); Doeringer P., Piore M., Internal Labor Markets and Manpower Analysis, (1985); Drydakis N., Sexual orientation discrimination in the labour market, Labour Economics, 16, 4, pp. 364-372, (2009); Duncan O.D., Duncan B., A methodological analysis of segregation indexes, American Sociological Review, 20, 2, pp. 210-217, (1955); Evans W., Eye-tracking online metacognition: cognitive complexity and recruiter decision making, (2012); Fullin G., Reyneri E., Low unemployment and bad jobs for new immigrants in Italy, International Migration, 49, pp. 118-147, (2011); Giacalone M., Mattera R., Panarello D., Education and migration: the mobility dynamics of Italian graduates, Statistica Applicata–Italian Journal of Applied Statistics, 31, 1, pp. 143-156, (2019); Glitz A., Ethnic segregation in Germany, Labour Economics, 29, pp. 28-40, (2014); Greene W.H., Econometric Analysis, (2003); Heath A.F., Rothon C., Kilpi E., The second generation in Western Europe: education, unemployment, and occupational attainment, Annual Review of Sociology, 34, pp. 211-235, (2008); Hitt M.A., Zikmund W.G., Pickens B.A., Discrimination in industrial employment: an investigation of race and sex bias among professionals, Work and Occupations, 9, 2, pp. 217-231, (1982); La popolazione straniera residente in Italia – Bilancio demografico. Anno 2012, (2013); L'integrazione degli stranieri e dei naturalizzati nel mercato del lavoro. II trimestre 2014, (2015); Le dinamiche del mercato del lavoro: una lettura per generazione, Rapporto Annuale, (2016); Kaas L., Manger C., Ethnic discrimination in Germany's labour market: a field experiment, German Economic Review, 13, pp. 1-20, (2012); Knowles J., Persico N., Todd P., Racial bias in motor vehicle searches: theory and evidence, Journal of Political Economy, 109, 1, pp. 203-229, (2001); Lahey J.N., Age, women, and hiring: an experimental study, Journal of Human Resources, 43, pp. 30-56, (2008); Lippens L., Baert S., Ghekiere A., Verhaeghe P.P., Derous E., Is labour market discrimination against ethnic minorities better explained by taste or statistics? A systematic review of the empirical evidence, pp. 1-54, (2020); Midtboen A.H., Discrimination of the second generation: evidence from a field experiment in Norway, Journal of International Migration and Integration, 17, 1, pp. 253-272, (2016); Neumark D., Sex Differences in Labor Markets, (2004); Norton E.C., Wang H., Ai C., Computing interaction effects and standard errors in logit and probit models, Stata Journal, 4, pp. 154-167, (2004); Nunley J.M., Pugh A., Romero N., Seals R.A., An examination of racial discrimination in the labour market for recent college graduates: estimates from the field, The BE Journal of Economic Analysis and Policy, 15, 3, pp. 1093-1125, (2015); Olian J.D., Schwab D.P., Haberfeld Y., The impact of applicant gender compared to qualifications on hiring recommendations: a meta-analysis of experimental studies, Organizational Behavior and Human Decision Processes, 41, 2, pp. 180-195, (1988); Oreopoulos P., Why do skilled immigrants struggle in the labour market? A field experiment with thirteen thousand resumes, American Economic Journal: Economic Policy, 3, 4, pp. 148-171, (2011); Orrenius P.M., Zavodny M., Do immigrants work in riskier jobs?, Demography, 46, 3, pp. 535-551, (2009); Phelps E.S., The statistical theory of racism and sexism, The American Economic Review, 62, 4, pp. 659-661, (1972); Piore M., Birds of Passage. Migrant Labor and Industrial Societies, (1979); Quintano C., Mazzocchi P., Rocca A., Immigrants in the EU5 labour markets: what happened during the economic crisis?, International Journal of Manpower, 41, 1, pp. 68-83, (2019); Raijman R., Semyonov M., Gender, ethnicity, and immigration: double disadvantage and triple disadvantage among recent immigrant women in the Israeli labor market, Gender and Society, 11, 1, pp. 108-125, (1997); Riach P.A., Rich J., Testing for racial discrimination in the labour market, Cambridge Journal of Economics, 15, 3, pp. 239-256, (1991); Riach P.A., Rich J., Field experiments of discrimination in the market place, The Economic Journal, 112, 483, pp. F480-F518, (2002); Riach P.A., Rich J., Deceptive field experiments of discrimination: are they ethical?, Kyklos, 57, pp. 457-470, (2004); Rich J., What do field experiments of discrimination in markets tell us? A meta-analysis of studies conducted since 2000, pp. 1-68, (2014); Riva E., Zanfrini L., The labour market condition of immigrants in Italy: the case of Lombardy, Revue Interventions Économiques, 47, pp. 1-27, (2013); Rooth D.O., Obesity, attractiveness, and differential treatment in hiring, Journal of Human Resources, 44, 3, pp. 710-735, (2009); Saraceno C., Sartor N., Sciortino G., Stranieri e disuguali–Le disuguaglianze nei diritti e nelle condizioni di vita degli immigrati, (2013); Schwab K., Sala-i-Martin X., World Economic Forum's Global Competitiveness Report, 2014-2015, (2015); Shulman S., Discrimination, human capital, and black-white unemployment: evidence from cities, Journal of Human Resources, 22, 3, pp. 361-376, (1987); Torrent-Sellens J., Velazco-Portocarrero J., Vinas-Bardolet C., Knowledge-based work and job satisfaction: evidence from Spain, Journal of the Knowledge Economy, 9, 2, pp. 575-612, (2018); Venturini A., Villosio C., Labour-market assimilation of foreign workers in Italy, Oxford Review of Economic Policy, 24, 3, pp. 517-541, (2008); Zschirnt E., Ruedin D., Ethnic discrimination in hiring decisions: a meta-analysis of correspondence tests 1990–2015, Journal of Ethnic and Migration Studies, 42, 7, pp. 1115-1134, (2016)","M.G. Campolo; Department of Economics, University of Messina, Messina, Italy; email: mgcampolo@unime.it","","Emerald Group Holdings Ltd.","","","","","","03068293","","","","English","Int. J. Soc. Econ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85092448502"
"Tran L.T.; Stafford G.; Soejatminah S.; Gribble C.","Tran, Ly Thi (35335429400); Stafford, Glen (8849122300); Soejatminah, Sri (55859469900); Gribble, Cate (23396321600)","35335429400; 8849122300; 55859469900; 23396321600","Building experience, opportunities, and the resume: motivations of students participating in learning-abroad programmes through the New Colombo Plan","2021","Higher Education Research and Development","40","2","","416","430","14","12","10.1080/07294360.2020.1737656","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082422352&doi=10.1080%2f07294360.2020.1737656&partnerID=40&md5=667659635589869df945dc1209c392ca","Centre for Research for Educational Impact, Deakin University, Burwood, Australia; Global Engagement Office, The University of Adelaide, Adelaide, Australia; Office of Research Strategy and Integrity, The University of Auckland, Auckland, New Zealand","Tran L.T., Centre for Research for Educational Impact, Deakin University, Burwood, Australia; Stafford G., Global Engagement Office, The University of Adelaide, Adelaide, Australia; Soejatminah S., Centre for Research for Educational Impact, Deakin University, Burwood, Australia; Gribble C., Office of Research Strategy and Integrity, The University of Auckland, Auckland, New Zealand","Student mobility from countries in the Anglosphere to the Indo-Pacific has recently become a significant and growing phenomenon. While there has been a large body of literature on international Asian students’ motivations to undertake overseas study, much less has been known about the desires students from English-speaking countries such as Australia have attached to their intra-degree mobility experiences in the Indo-Pacific. This article responds to this critical gap in the literature. It is based on a research project that includes discourse analysis of government policies and 52 semi-structured interviews with staff and Australian students going to China, Hong Kong, Malaysia, Indonesia, Japan, Thailand, India, Singapore, Cambodia and Vietnam through the New Colombo Plan. The study draws on Bourdieu’s notions of capitals and habitus to analyse students’ motives and aspirations. The findings show that the integrated cultural, symbolic and social capitals students accrue by engaging in the Indo-Pacific through learning abroad programmes hold both strategic and transformative appeal and are centred around building experience, opportunities and the resume. While enhancing employability is one of the key drivers for some participants, many also see short-term study in the Indo-Pacific as being valuable to help them enrich their personal, cultural, experiential and professional selves. However, some are driven by the NCP programme's prestige as a unique and rare opportunity or merely by travelling as lifestyle. Regardless of the value attached to it by the students, the inclusion of learning abroad in a resume marks it as a symbolic capital, thereby giving status and providing a point of differentiation in a crowded labour market. This study provides important implications for institutions to build effective policies and practices for maximising the outcomes of learning abroad programmes. © 2020 HERDSA.","Asia; Australia; New Colombo Plan; Student mobility; study abroad","","","","","","Australian Research Council, ARC, (FT170100101); Deakin University","This work was supported by Australian Research Council [grant number FT170100101 and Deakin University’s research fund].","New Colombo Plan: Connect to Australia’s future–study in the region, (2016); New Colombo Plan guidelines: Scholarship programs, (2016); Bourdieu P., Outline of a theory of practice, (1977); Bourdieu P., From rules to strategies, Cultural Anthropology, 1, 1, pp. 110-120, (1986); Bourdieu P., Sociology in question, (1990); Bourdieu P., Wacquant L., An invitation to reﬂexive sociology, (1992); Bowman D., Sen and Bourdieu: Understanding inequality (Social policy working paper, 14), (2010); Bretag T., van der Veen R., ‘Pushing the boundaries’: Participant motivation and self-reported benefits of short-term international study tours, Innovations in Education and Teaching International, 54, 3, pp. 175-183, (2017); Broadening Horizons: The value of the overseas experience, (2015); Chew A., Croy W.G., International education exchanges: Exploratory case study of Australian-based tertiary students’ incentives and barriers, Journal of Teaching in Travel & Tourism, 11, 3, pp. 253-270, (2011); Clark M., Zukas M., A Bourdieusian approach to understanding employability: Becoming a ‘fish in water’, Journal of Vocational Education and Training, 65, 2, pp. 208-219, (2013); Five years of success for New Colombo Plan: Media release, (2019); Dumais S.A., Cultural capital, gender, and school success: The role of habitus, Sociology of Education, 75, pp. 44-68, (2002); Edgerton J.D., Roberts L.W., Cultural capital or habitus? Bourdieu and beyond in the explanation of enduring educational inequality, Theory and Research in Education, 12, 2, pp. 193-220, (2014); Findlay A.M., King R., Geddes A., Smith F., Stam M.A., Dunne M., Ahrens J., Motivations and experiences of UK students studying abroad, BIS Research Paper, 8, pp. 1-73, (2010); Forsey M., Broomhall S., Davis J., Broadening the mind? Australian student reflections on the experience of overseas study, Journal of Studies in International Education, 16, 2, pp. 128-139, (2012); Green W., Mertova P., Enthusiasts, fence-sitters and sceptics: Faculty perspectives on study abroad in Australia and the Czech Republic, Higher Education Research & Development, 33, 4, pp. 670-683, (2014); Gribble C., Tran L., International trends in learning abroad: Information and promotions campaign for student mobility, (2016); King R., Findlay A., Ahrens J., International student mobility literature review (Project Report), (2010); Lowe D., Australia’s Colombo Plans, old and new: International students as foreign relations, International Journal of Cultural Policy, 21, 4, pp. 448-462, (2015); Mellors-Bourne R., Jones E., Lawton W., Woodfield S., Student perspectives on going international, (2015); Mulvey L., Why study abroad? Why not!, Languages in a global world learning for better cultural understanding, (2012); Nerlich S., Australians as international students–where they go, what they do and why they do it, Journal of Higher Education Policy and Management, 35, 4, pp. 386-395, (2013); US study abroad: Students with disabilities, (2015); Pham L., Tran L.T., Understanding the symbolic capital of intercultural interactions: A case study of international students in Australia, International Studies in Sociology of Education, 25, 3, pp. 204-224, (2016); Potts D., Understanding the early career benefits of learning abroad programs, Journal of Studies in International Education, 19, 5, pp. 441-459, (2015); Reay D., ‘It's all becoming a habitus’: Beyond the habitual use of habitus in educational research, British Journal of Sociology of Education, 25, 4, pp. 431-444, (2004); Rizvi F., Rethinking “Brain Drain” in the era of globalisation, Asia Pacific Journal of Education, 25, 2, pp. 175-192, (2005); Russell H., Understanding the popularity of English-speaking destinations for New Zealand exchange students, Ematariki Undergraduate Research Journal, 1, 1, pp. 1-11, (2013); Salisbury M.H., An B.P., Pascarella E.T., The effect of study abroad on intercultural competence among undergraduate college students, Journal of Student Affairs Research and Practice, 50, 1, pp. 1-20, (2013); Scharoun L., Short-term study tours as a driver for increasing domestic student mobility in order to generate global work-ready students and cultural exchange in Asia Pacific, Perspectives: Policy and Practice in Higher Education, 20, 2-3, pp. 83-89, (2016); Swartz D.L., The sociology of habit: The perspective of Pierre Bourdieu, OTJR: Occupation, Participation and Health, 22, pp. 61S-69S, (2002); Thomas G., How to do your research project: A guide for students in education and applied social sciences, (2013); Tiessen R., Motivations for learn/volunteer abroad programs: Research with Canadian Youth, Journal of Global Citizenship & Equity Education, 2, 1, pp. 1-21, (2012); Tran L.T., Rahimi M., New Colombo Plan: A review of research and implications for practice (Research Digest, No. 14), (2018); Tran L.T., Stafford G., Vu T.T.P., Rahimi M., Engagement with Asia via the New Colombo Plan: Impact on Australian students’ career directions and employability, Innovate higher education to enhance graduate employability, pp. 95-106, (2019); Tran L.T., Vu T.T.P., Beyond the ‘normal’ to the ‘new possibles’: Australian students’ experiences in Asia and their roles in making connections with the region via the New Colombo Plan, Higher Education Quarterly, 72, 3, pp. 194-207, (2018); Van Mol C., Intra-European student mobility in international higher education circuits: Europe on the move, (2014); Waters J., Brooks R., Accidental achievers? International higher education, class reproduction and privilege in the experiences of UK students overseas, British Journal of Sociology of Education, 31, 2, pp. 217-228, (2010)","L.T. Tran; Centre for Research for Educational Impact, Deakin University, Burwood, Australia; email: ly.tran@deakin.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85082422352"
"Lo Presti A.; Magrin M.E.; Ingusci E.","Lo Presti, Alessandro (57201070455); Magrin, Maria Elena (24468605200); Ingusci, Emanuela (57197815766)","57201070455; 24468605200; 57197815766","Employability as a compass for career success: a time-lagged test of a causal model","2020","International Journal of Training and Development","24","4","","301","320","19","12","10.1111/ijtd.12198","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091684325&doi=10.1111%2fijtd.12198&partnerID=40&md5=17ff9f3e069c2fd5b6a4a0c147ec8f9c","Università degli studi della Campania, Caserta, Italy; Università degli studi di Milano Bicocca, Milan, Italy; Università del Salento, Lecce, Italy","Lo Presti A., Università degli studi della Campania, Caserta, Italy; Magrin M.E., Università degli studi di Milano Bicocca, Milan, Italy; Ingusci E., Università del Salento, Lecce, Italy","This study aimed at verifying the causal assumptions of a recent employability model examining the associations of employability with different clusters of predictors, and with both subjective and objective career success as outcomes. Through a time-lagged research design, antecedent variables were assessed at time 1, employability at time 2 and career success at time 3. The initial sample included 1288 Italian employees. Among them, 680 participated to the second survey, and 600 to the third/last survey (attrition rate = 53.4%). Structural equation modelling analyses were implemented to examine associations between variables. Employability mediated the associations between core self-evaluations, proactive personality and educational level on one side, and subjective career success on the other side. In regards to objective career success, employability mediated the effects by core self-evaluations and proactive personality. Several implications for both research (i.e. employability and career success literature) and practice (individual- and organizational-level interventions) can be drawn. © 2020 Brian Towers (BRITOW) and John Wiley & Sons Ltd","","","","","","","","","Akkermans J., Brenninkmeijer V., Schaufeli W.B., Blonk R.W.B., It’s all about the Career SKILLS: effectiveness of a career development intervention for young employees, Human Resource Management, 54, 4, pp. 533-551, (2015); Akkermans J., Richardson J., Kraimer M., The Covid-19crisis as a career shock: implications for careers and vocational behaviour, Journal of Vocational Behavior, 119, pp. 1-5, (2020); Ballout H.I., Career success: the effects of human capital, person-environment fit and organizational support, Journal of Managerial Psychology, 22, 8, pp. 741-765, (2007); Bandalos D.L., The effects of item parceling on goodness-of-fit and parameter estimate bias in structural equation modeling, Structural Equation Modeling: A Multidisciplinary Journal, 9, 1, pp. 78-102, (2002); Bateman T.S., Crant J.M., The proactive component of organizational behavior: a measure and correlates, Journal of organizational behavior, 14, 2, pp. 103-118, (1993); Becker G., Human Capital Theory, (1964); Berntson E., Marklund S., The relationship between employability and subsequent health, Work and Stress, 21, 3, pp. 279-292, (2007); Berntson E., Sverke M., Marklund S., Predicting perceived employability: human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Blokker R., Akkermans J., Tims M., Jansen P., Khapova S., Building asustainable start: the role of career competencies, career success, and career shocks inyoung professionals' employability, Journal of Vocational Behavior, 112, pp. 172-184, (2019); Cai Y., Graduate employability: a conceptual framework for understanding employers’ perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Cakmak-Otluoglu K.O., Burton J.P., The mediating effect of embeddedness on the relationship between internal employability and career satisfaction, Journal of Managerial Issues, 30, pp. 244-255, (2018); Skills Panorama Glossary, (2019); Chinn D., Klier J., Stern S., Tesfu S., Safeguarding Europe's livelihoods: Mitigating the employment impact of COVID-19, Mckinsey Insights, 4, pp. 1-5, (2020); Clarke M., The organizational career: not dead but in need of redefinition, The International Journal of Human Resource Management, 24, 4, pp. 684-703, (2013); Cropanzano R., Mitchell M., Social exchange theory: an interdisciplinary review, Journal of Management, 31, pp. 874-900, (2005); Dacre Pool L., Qualter P., Emotional self-efficacy, graduate employability, and career satisfaction: testing the associations, Australian Journal of Psychology, 65, 4, pp. 214-223, (2013); De Cuyper N., Bernhard-Oettel C., Berntson E., De Witte H., Alarco B., Employability and employees’ well-being: mediation by job insecurity, Applied Psychology: An International Review, 57, 3, pp. 488-509, (2008); De Cuyper N., Makikangas A., Kinnunen U., Mauno S., De Witte H., Cross-lagged associations between perceived employability, job insecurity and exhaustion: testing gain and loss spirals according to the COR theory, Journal of Organizational Behavior, 33, pp. 770-788, (2012); De Cuyper N., Raeder S., Van der Heijden B.I.J.M., Wittekind A., The association between workers’ employability and burnout in a reorganization context: longitudinal evidence building upon the conservation of resources theory, Journal of Occupational Health Psychology, 17, 2, pp. 162-174, (2012); De Vos A., De Hauw S., Van der Heijden B., Competency development and career success: the mediating role of employability, Journal of Vocational Behavior, 79, pp. 438-447, (2011); Di Fabio A., Busoni L., Proprietà psicometriche della versione italiana della Core Self-Evaluation Scale (CSES) con studenti di scuola secondaria [Psychometric properties of the Italian version of the Core Self-Evaluation Scale (CSES) with high school students], Counseling Giornale Italiano di Ricerca e Applicazioni, 2, pp. 73-83, (2009); Eith T.K., Stummer H., Schusterschitz C., Career success perception and work-related behaviour of employees in geriatric care–a pilot study in a German geriatric care facility, Scandinavian Journal of Caring Sciences, 25, 1, pp. 45-52, (2011); 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The case of business and management graduates, Work, Employment and Society, 25, pp. 85-100, (2011); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010)","A. Lo Presti; Università degli studi della Campania, Caserta, Italy; email: alessandro.lopresti@unicampania.it","","Blackwell Publishing Ltd","","","","","","13603736","","","","English","Int. J. Train. Dev.","Article","Final","","Scopus","2-s2.0-85091684325"
"Mtawa N.; Fongwa S.; Wilson-Strydom M.","Mtawa, Ntimi (57163695900); Fongwa, Samuel (56419930200); Wilson-Strydom, Merridy (12804980800)","57163695900; 56419930200; 12804980800","Enhancing graduate employability attributes and capabilities formation: a service-learning approach","2021","Teaching in Higher Education","26","5","","679","695","16","20","10.1080/13562517.2019.1672150","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074539864&doi=10.1080%2f13562517.2019.1672150&partnerID=40&md5=fd51dc307fdac4aff89cfff712e81588","SARCHI Chair in Higher Education & Human Development (HEHD) Research Programme, University of the Free State, Bloemfontein, South Africa; Human Sciences Research Council, Pretoria, South Africa","Mtawa N., SARCHI Chair in Higher Education & Human Development (HEHD) Research Programme, University of the Free State, Bloemfontein, South Africa; Fongwa S., Human Sciences Research Council, Pretoria, South Africa; Wilson-Strydom M., SARCHI Chair in Higher Education & Human Development (HEHD) Research Programme, University of the Free State, Bloemfontein, South Africa","Graduates’ employment outcomes remain a critical factor for all stakeholders in the sector. Positive graduate outcomes enhance students’ aspirations for a university, accountability to the government for funding, and as a proxy for university quality and curriculum relevance. However, with high unemployment rate, graduates feel unprepared for the world of work, while employers perceive graduates as lacking core employability soft-skills. Academics on their part struggle to integrate employability skills in the curriculum. Furthermore, globalisation, diversity in society and workplace, call for graduates with social and humane values. Informed by the Capability Approach, we argue that community service-learning (CSL) has the potential to enhance graduate employability skills while fostering human capabilities. From the analysis of qualitative data, critical thinking, communication skills, and teamwork; and capability for affiliation and dimension of agency were identified. We conclude that CSL enhances graduate outcomes beyond the narrow premise of training graduates solely for employment. © 2019 Informa UK Limited, trading as Taylor & Francis Group.","capabilities; capability approach; community service-learning; Employability; South Africa","","","","","","National Research Foundation, NRF, (U86540)","This work was supported by the National Research Foundation SARCHi Chair in Higher Education and Human Development [Grant U86540]. The authors would like to thank the anonymous peer reviewers for their detailed and constructive comments, which we believe have significantly contributed to the final quality of this paper.","Andrews J., Higson H., Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Archer E., Chetty Y., Graduate Employability: Conceptualisation and Findings from the University of South Africa, Progression, 35, 1, pp. 134-165, (2013); Barnett R., Higher Education. A Critical Business, (1997); Barnett R., Knowing and Becoming in the Higher Education Curriculum, Studies in Higher Education, 34, 4, pp. 429-440, (2009); Butin D.W., Service-Learning in Theory and Practice: The Future of Community Engagement in Higher Education, (2010); Castells M., Challenges of Globalisation: South African Debates with Manuel Castells, (2001); White Paper for Post-School Education and Training. Building and Expanded, Effective and Integrated Post-School System, (2013); Everhart R., Swecker T., Higher Education Commons, (2015); Eyler J.S., Giles D.E., Stenson C.M., Gray C.J., At a Glance: What we Know About the Effects of Service-Learning on Students, Faculty, Institutions, and Communities, 1993–2001, (2001); Fongwa N.S., Towards an Expanded Discourse on Graduate Outcomes in South Africa, Education as Change, 22, 3, pp. 1-23, (2018); Fourie M., Beyond the Ivory Tower: Service Learning for Sustainable Community Development: Perspectives on Higher Education, South African Journal of Higher Education, 17, 1, pp. 31-38, (2003); Goldberg L.R., Coufal K.L., Reflections on Service-Learning, Critical Thinking, and Cultural Competence, Journal of College Teaching & Leaning, 6, 6, pp. 39-49, (2009); Griesel H., Parker B., Graduate Attributes: A Baseline Study of South African Graduates from the Perspective of Employers: Report for South African Qualification Authority and Higher Education South Africa, (2009); Griffiths M., Action for Social Justice Education: Fairly Different, (2003); Grobbelaar H., Napier C., Maistry S., Reinforcing Paternalism? The Need for a Social Justice Approach to Prepare Students for Community Engagement at the Universities of Technology, Journal of New Generation Sciences, 15, 1, pp. 74-93, (2017); Harvey L., Employability: Developing the relationship between higher education and employment, (1999); Hinchliffe G., Jolly A., Graduate Identity and Employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Jacoby B., Service-learning in Higher Education: Concepts and Practices, (1996); Jongsma A., MacGregor K., Makoni M., Sharma Y., (2014); Kendall J.C., Combining Service and Learning. A Resource Book for Community and Public Service, (1990); Lanzi D., Capabilities, Human Capital and Education, The Journal of Socio- Economics, 36, 3, pp. 424-435, (2007); London S., (2003); Martin R., Villeneuve-Smith F., Marshall L., McKenzie E., Employability Skills Explored, (2008); McCowan T., Should Universities Promote Employability, Theory and Research in Education, 13, 3, pp. 267-285, (2015); Molesworth M., Scullion R., Nixon E., The Marketization of Higher Education and the Student as Consumer, (2011); Mtawa N., Wilson-Strydom M., Community Service-Learning: Pedagogy at the Interface of Poverty, Power and Privilege, Journal of Human Development and Capabilities. A Multi-Disciplinary Journal for People-Centred Development, 19, 4, pp. 1-17, (2018); Murris K., #Rhodes Must Fall: A Posthumanist Orientation to Decolonising Higher Education Institutions, South African Journal of Higher Education, 30, 3, pp. 274-294, (2016); Nussbaum M., Cultivating Humanity. A Classical Defence of Reform in Liberal Education, (1997); Nussbaum M.C., Education and Democratic Citizenship: Capabilities and Quality Education, Journal of Human Development, 7, 3, pp. 385-395, (2006); Nussbaum M.C., Not for Profit, Why Democracy Needs The Humanities, (2010); Petersen I., Kruss G., McGrath S., Gastrow M., Bridging Skills Demand and Supply in South Africa: The Role of Public and Private Intermediaries, Development Southern Africa, 33, 3, pp. 407-423, (2016); Pheko M.M., Molefhe K., Addressing Employability Challenges: A Framework for Improving the Employability of Graduates in Botswana, International Journal of Adolescence and Youth, 22, 4, pp. 455-469, (2017); Pleasants R., Stephens K.R., Selph H., Pfeiffer S., Incorporating Service Learning into Leadership Education: Duke TIP’s Leadership Institute, Gifted Child Today, 27, 1, pp. 16-21, (2004); Powell L., McGrath S., Exploring the Value of the Capability for Vocational Education and Training Evaluation: Reflection From South Africa, Education, Learning, and Training: Critical Issues for Development, pp. 126-148, (2014); Reddy V., Bhorat H., Powell M., Visser M.M., Arends F., Skills Supply and Demand in South Africa, (2016); Robinson T., Service Learning as Justice Advocacy: Can Political Scientists Do Politics?, Political Science and Politics, 33, 3, pp. 605-612, (2000); Saldana J., The Coding Manual for Qualitative Researches, (2009); Sen A., Development as Freedom, (1999); Sen A., Human Capital and Human Capability, Readings in Human Development, pp. 35-37, (2003); Stake R.E., Case Studies, Handbook of Qualitative Research, pp. 435-454, (2000); Quarterly Labour Force Survey. Quarter 1: 2018. Statistical Release P0211, (2018); Steinberg K.S., Hatcher J.A., Bringle R.G., Civic-minded Graduate: A North Star, Michigan Journal of Community Service-Learning, 18, 1, pp. 19-33, (2011); Steur J., Jansen E., Hofman W., Graduateness: An Empirical Examination of the Formative Function of University Education, Higher Education, 64, pp. 861-874, (2012); Stoecker R., The Neoliberal Starfish Conspiracy, Partnerships: A Journal of Service-Learning and Civic Engagement, 8, 2, pp. 51-62, (2017); Toole J., Toole P., Reflection as a Tool for Turning Service Experiences into Learning Experiences, Evaluation/Reflection, 63, pp. 99-114, (1995); Tumuti D.W., Mule W.L., Gecaga M., Manguriu D.G., Enhancing Graduate Employability Through Community Engagement: A Case Study of Students’ Community Service at Kenyatta University, Journal of Administrative Sciences and Policy Studies, 1, 1, pp. 1-13, (2013); Tymon A., The Student Perspective on Employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Walker M., Higher Education Pedagogies, (2006); Walker M., A Human Capabilities Framework for Evaluating Student Learning, Teaching in Higher Education, 13, 4, pp. 477-487, (2008); Walker M., Critical Capability Pedagogies and University Education, Educational Philosophy and Theory, 42, 8, pp. 898-917, (2010); Walker M., Fongwa S., Universities, Employability and Human Development, (2017); Walker M., McLean M., Professional Education, Capabilities and the Public Good. The Role of Universities in Promoting Human Development, (2013); Yorke M., Employability in Higher Education: What it is–What it is not, Learning and Employability Series One, (2006)","N. Mtawa; University of the Free State, SARCHI Chair in Higher Education Human Development (HEHD) Research Programme, Bloemfontein, PO Box 339, 9300, South Africa; email: mntimi@gmail.com","","Routledge","","","","","","13562517","","","","English","Teach. High. Educ.","Article","Final","","Scopus","2-s2.0-85074539864"
"Dash K.K.; Satpathy S.; Dash S.K.","Dash, Kabita Kumari (57219568224); Satpathy, SwayamPrabha (57214602180); Dash, Susanta Kumar (57222405751)","57219568224; 57214602180; 57222405751","English language teaching: Exploring enhanced employability through soft skills","2020","Rupkatha Journal on Interdisciplinary Studies in Humanities","12","6","","1","7","6","1","10.21659/RUPKATHA.V12N6.27","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102613467&doi=10.21659%2fRUPKATHA.V12N6.27&partnerID=40&md5=0fd08249be53936310037ecbf60da57a","Srusti Academy of Management, India; SOA University, India; OUAT, India","Dash K.K., Srusti Academy of Management, India; Satpathy S., SOA University, India; Dash S.K., OUAT, India","250 under graduates and management students of SOA University of 1st year, taken at random, were selected as subjects in this case study. 3 groups comprising of 30 students in each at random were given training on soft skill viz. grammar, vocabulary and speaking ability with 1 credit hour as extra class on Saturday during course curriculum Rest 160 students in same batch were taken as control. After one year of the of the final examination, means with incubation period of one year after the training period, it was found that 22(73.33%),18(60.0%),and 28(93.33%) students belonging to Grammar, Vocabulary and Speaking ability group, respectively got a placement in the campus selection. The overall placement in the batch of students under trial was estimated as 105(42.0%) and the students without soft skill training was as low as 37(23.13%), recorded in control group. © AesthetixMS 2020.","Communication; Employability; Language; Placement; Soft skill; Training","","","","","","","","Hutchinson T., Waters A., English for Specific Purposes: A Learner-Centered Approach, (1987); Kazamia V, Training engineers on communication skills in English, European Society for Engineering Education, 40th Annual conference, pp. 23-26, (2012); Mohammed G, Improving Communication and presentation skills in English for Engineering students for sustainability, International Journal of Quality in Education, 1, 1, pp. 1-12, (2017); Rajprasit K, Hemchua S, The English Language & Communication in the International Workplace:An examination of Thai Computer Engineering Professionals, The South East Asian Journal of English Language Studies, 21, 3, (2015); Lee F.T., Tan J.H., Project Management Skills Demand for Engineering Graduates in Malaysia, Jurutera (IEM Bulletin), pp. 16-25, (2003); Rajaram Y., A Study on the Corporate Expectations from Engineering Graduates in India – Bangalore, IOSR Journal of Business and Management, 17, 6, pp. 01-09, (2015); Nurita etal., Study on Employability Skills of University Graduates, The Business Wallpaper, 2, 1, (2007); Shah N.Z., Are graduates to be blamed? Unemployment of Computer Science Graduates in Malaysia, E-Journal of the American Association of Behavioural and Social Sciences, 18, (2008); Shrestha etal., Importance of English in Engineering for Professional Communication: A Study in the Nepalese Context, Journal of the Institute of Engineering, 12, 1, pp. 222-227, (2016); Dash K, English Language Teaching-A Paradigm shift towards employability through soft skills-A case study on soft skill requirements of students under SOA University, (2019)","","","Aesthetics Media Services","","","","","","09752935","","","","English","Rupkatha J. Interdiscip.Stud. Humanit.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85102613467"
"Gutiérrez Ortiz F.J.; Fitzpatrick J.J.; Byrne E.P.","Gutiérrez Ortiz, Francisco Javier (8642524300); Fitzpatrick, John J. (8324999500); Byrne, Edmond P. (7102853381)","8642524300; 8324999500; 7102853381","Development of contemporary engineering graduate attributes through open-ended problems and activities","2021","European Journal of Engineering Education","46","3","","441","456","15","19","10.1080/03043797.2020.1803216","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089065177&doi=10.1080%2f03043797.2020.1803216&partnerID=40&md5=7c7bb0631e168b9365cd3724c4bbc039","Department of Chemical and Environmental Engineering, School of Engineering (ETSI), University of Seville, Seville, Spain; School of Engineering–Process and Chemical Engineering, University College Cork, Cork, Ireland","Gutiérrez Ortiz F.J., Department of Chemical and Environmental Engineering, School of Engineering (ETSI), University of Seville, Seville, Spain; Fitzpatrick J.J., School of Engineering–Process and Chemical Engineering, University College Cork, Cork, Ireland; Byrne E.P., School of Engineering–Process and Chemical Engineering, University College Cork, Cork, Ireland","The engineering graduate of today will engage in a career which will span the middle of the twenty-first century, and beyond. They will work in a world which is increasingly more complex and uncertain than at any time before. This will require an integrated combination of technical knowledge and transferable skills and values, to a greater extent than ever before. This paper highlights the need for the contemporary engineering graduate to develop capacity to deal with increased uncertainty and complexity. It seeks to demonstrate how this can be achieved through developing key graduate attributes. These attributes may be promoted through suitable exposure to progressively more open-ended problems and activities across the programme. A number of exemplars are provided from two European chemical engineering programmes. © 2020 SEFI.","complexity; employability; open-ended problems; sustainability; Transferable skills and values; uncertainty","Education; Engineering education; Engineering graduates; Engineering programmes; Open-ended problems; Transferable skills; Uncertainty and complexity; Professional aspects","","","","","","","Abbas A., Romagnoli J.A., Curriculum Intensification Through Integration of Units of Study in the Chemical Engineering Degree Programme, Education for Chemical Engineers, 2, pp. 46-55, (2007); Ali A.N.A., Bidaun B.C., Noh N., Tawie R., OEL Implementation in Sustainable Engineering Education, Procedia–Social and Behavioral Sciences, 224, pp. 613-619, (2016); Anderson R.C., Confessions of a Radical Industrialist: Profits, People, Purpose: Doing Business by Respecting the Earth, (2009); (2019); Baartman L.K.J., De Bruijn E., Integrating Knowledge, Skills and Attitudes: Conceptualising Learning Processes Towards Vocational Competence, Educational Research Review, 6, 2, pp. 123-144, (2012); Balan L., Yuena T., Mehrtash M., Problem-based Learning Strategy for CAD Software Using Free Choice and Open-ended Group Projects, Procedia Manufacturing, 32, pp. 339-347, (2019); Brault J.-M., Et al., Web-based Teaching of Open-ended Multidisciplinary Engineering Design Problems, Education for Chemical Engineers, 2, pp. 1-13, (2007); Byrne E.P., (2012); Byrne E.P., Fitzpatrick J.J., Chemical Engineering in an Unsustainable World: Obligations and Opportunities, Education for Chemical Engineers, 4, pp. 51-67, (2009); Byrne E.P., Mullally G., Educating Engineers to Embrace Complexity and Context, Proceedings of the Institution of Civil Engineers–Engineering Sustainability, 167, pp. 241-248, (2014); Byrne E.P., Mullally G., Seeing Beyond Silos: Transdisciplinary Approaches to Education as a Means of Addressing Sustainability Issues, New Developments in Engineering Education for Sustainable Development, World Sustainability Series, pp. 23-34, (2016); Byrne E.P., Mullally G., Sage C., Transdisciplinary Perspectives on Transitions to Sustainability, (2017); Chandrasekaran S., Stojcevski A., Littlefair G., Joordens M., (2012); Chen W., Shah U., Brechtelsbauer C., The Discovery Laboratory–A Student-Centred Experiential Learning Practical: Part I–Overview, Education for Chemical Engineers, 17, pp. 44-53, (2016); Chong S., Cheah H.M., A Values, Skills and Knowledge Framework for Initial Teacher Preparation Programmes, Australian Journal of Teacher Education, 34, 3, pp. 1-17, (2009); Dietz R., O'Neill D., Enough Is Enough: Building a Sustainable Economy in a World of Finite Resources, (2012); Dill D.D., Et al., What Teachers Need to Know: The Knowledge, Skills, and Values Essential to Good Teaching, (1990); Domingues L., Rocha I., Dourado F., Alves M., Ferreira E.C., Virtual Laboratories in (bio)Chemical Engineering Education, Education for Chemical Engineers, 5, pp. e22-e27, (2010); Dominguez J.C., Miranda R., Gonzalez E.J., Oliet M., Alonso M.V., A Virtual Lab as a Complement to Traditional Hands-on Labs: Characterization of an Alkaline Electrolyzer for Hydrogen Production, Education for Chemical Engineers, 23, pp. 7-17, (2018); Ehrenfeld J.R., Sustainability by Design: A Subversive Strategy for Transforming Our Consumer Culture, (2008); Ehrenfeld J.R., The Right Way to Flourish; Reconnecting to the Real World, (2019); Fletcher A.J., Harrington R.W., Upskilling Student Engineers: The Role of Design in Meeting Employers’ Needs, Education for Chemical Engineers, 24, pp. 32-42, (2018); Gallego-Schmid A., Schmidt Rivera X.C., Stamford L., Introduction of Life Cycle Assessment and Sustainability Concepts in Chemical Engineering Curricula, International Journal of Sustainability in Higher Education, 19, 3, pp. 442-458, (2018); Gomez Puente S.M., Jansen J.W., Exploring Students’ Engineering Designs Through Open-ended Assignments, European Journal of Engineering Education, 42, 1, pp. 109-125, (2017); Hall G.M., Howe J., Sustainability of the Chemical Manufacturing Industry–Towards a New Paradigm?, Education for Chemical Engineers, 5, pp. e100-e107, (2010); Hamida R., Baharom S., Ahmad M.R., Kasim A.A., Sustainable and Economical Open-ended Project for Materials Technology Course Laboratory Work, Procedia–Social and Behavioral Sciences, 60, pp. 3-7, (2012); Hamzaha R., Ismail S., Isa K.M., Epistemology of Knowledge for Technical and Engineering Education, Procedia–Social and Behavioral Sciences, 56, pp. 108-116, (2012); Hill M.A., Overton T.L., Thompson C.D., Kitson R.R.A., Coppo P., Undergraduate Recognition of Curriculum-related Skill Development and the Skills Employers Are Seeking, Chemistry Education Research and Practice, 20, pp. 68-84, (2019); Huang Z., Peng A., Yang T., Deng S., He Y., A Design-based Learning Approach for Fostering Sustainability Competency in Engineering Education, Sustainability, 12, (2020); (2016); Jansen L., Weaver P., Van Dam-Miersa R., Education to Meet New Challenges in a Networked Society, Innovation in Education, pp. 1-76, (2008); Kezar A., Gehrke S., Bernstein-Sierra S., Communities of Transformation: Creating Changes to Deeply Entrenched Issues, The Journal of Higher Education, 89, 6, pp. 832-864, (2018); Knight P.T., Yorke M., Employability: Judging and Communicating Achievements. Learning & Employability Series 1, (2006); Lozano R., Merrill M.Y., Sammalisto K., Ceulemans K., Lozano F.J., Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal, Sustainability, 9, (2017); Mahmoud A., Hashim S.S., Sunarso J., Learning Permeability and Fluidisation Concepts via Open-ended Laboratory Experiments, Education for Chemical Engineers., 32, pp. 72-81, (2020); Naukkarinen J., Sainio T., Supporting Student Learning of Chemical Reaction Engineering Using a Socially Scaffolded Virtual Laboratory Concept, Education for Chemical Engineers, 22, pp. 61-68, (2018); Rugarcia A., Felder R.M., Woods D.R., Stice J.E., The Future of Engineering Education: A Vision for a New Century, Chemical Engineering Education, 34, 1, pp. 16-25, (2000); Sadikina A.N., Mohd-Yusofb K., Phangb F.A., Azizca A.A., The Introduction to Engineering Course: A Case Study from Universiti Teknologi Malaysia, Education for Chemical Engineers, 28, pp. 45-53, (2019); Sammalisto K., Sundstrom A., Holm T., Implementation of Sustainability in Universities as Perceived by Faculty and Staff e a Model From a Swedish University, Journal of Cleaner Production, 106, pp. 45-54, (2015); Sterling S., Maxey L., Luna H., The Sustainable University: Progress and Prospects, (2013); Surif J., Ibrahim N.H., Dalim S.F., Problem Solving: Algorithms and Conceptual and Open-ended Problems in Chemistry, Procedia–Social and Behavioral Sciences, 116, pp. 4955-4963, (2014); Tassone V.C., O'Mahony C., McKenna E., Eppink H.J., Wals A.E.J., (Re-)Designing Higher Education Curricula in Times of Systemic Dysfunction: A Responsible Research and Innovation Perspective, Higher Education, 76, pp. 337-352, (2018); Taylor S., Open-ended Problems for Mechanical Engineering Students, Computers & Education, 9, pp. 241-248, (1985); Tripp B., Shortlidge E.E., A Framework to Guide Undergraduate Education in Interdisciplinary Science, CBE–Life Sciences Education, 18, (2019); Wessels T., The Myth of Progress: Toward a Sustainable Future, (2013); Witt C.M., Sandoe K., Dunlap J.C., Leon K., Exploring MBA Student Perceptions of Their Preparation and Readiness for the Profession After Completing Real-world Industry Projects, The International Journal of Management Education, 17, pp. 214-225, (2019); Wolff K.E., Dorfling C., Akdoganb G., Shifting Disciplinary Perspectives and Perceptions of Chemical Engineering Work in the 21st Century, Education for Chemical Engineers, 24, pp. 43-51, (2018)","F.J. Gutiérrez Ortiz; Department of Chemical and Environmental Engineering, School of Engineering (ETSI), University of Seville, Seville, Spain; email: frajagutor@us.es","","Taylor and Francis Ltd.","","","","","","03043797","","","","English","Eur. J. Eng. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85089065177"
"Nogales R.; Córdova P.; Urquidi M.","Nogales, Ricardo (57212310945); Córdova, Pamela (57212309865); Urquidi, Manuel (57216907354)","57212310945; 57212309865; 57216907354","The impact of university reputation on employment opportunities: Experimental evidence from Bolivia","2020","Economic and Labour Relations Review","31","4","","524","542","18","4","10.1177/1035304620962265","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092475775&doi=10.1177%2f1035304620962265&partnerID=40&md5=a7ad98d4839be9fc457868882be671d2","University of Oxford, United Kingdom; Universidad Privada Boliviana, Bolivia; Inter-American Development Bank, Bolivia; Universidad Privada Boliviana, Bolivia","Nogales R., University of Oxford, United Kingdom, Universidad Privada Boliviana, Bolivia; Córdova P., Universidad Privada Boliviana, Bolivia; Urquidi M., Inter-American Development Bank, Bolivia","Higher education enrolment and graduation rates have increased rapidly inter-generationally across much of the world, offering employers the promise of more knowledgeable recruits and promising individuals new means of social advancement. In the case of Bolivia, the labour force is becoming more heterogeneous over time, which could imply positive effects induced by a closer match between labour supply and recruiters’ needs. However, we show that this is not the case. We revisit the transition mechanisms from college to the workplace, positing recruiters’ interpretations of educational credentials as a crucial determining factor for employability in the formal sector. In a two-branch correspondence study, 2848 fictitious CVs were sent to 1424 formal firms in the three main urban Bolivian areas. We find a large university reputation premium. Applicants from well-valued universities are around 40% more likely to receive a positive response – a 2.25 percentage point advantage from a 7.87% baseline likelihood. Thus, the increasingly heterogeneous labour force is generating additional informational frictions in the labour market, rather than promoting a more efficient matching process. JEL Codes: I25, J24, C93 © The Author(s) 2020.","Bolivia; correspondence experiment; formal job opportunities; university reputation","","","","","","","","Arrow K., The theory of discrimination, Discrimination in Labor Markets, 3, 10, pp. 3-33, (1973); Arteaga C., The effect of human capital on earnings: evidence from a reform at Colombia’s top university, Journal of Public Economics, 157, pp. 212-225, (2018); Bagolle A., Valencia H., Urquidi M., Brecha de habilidades en Bolivia, (2019); Bailly F., The role of employers’ beliefs in the evaluation of educational output, Journal of Socio-Economics, 37, 3, pp. 959-968, (2008); Banerjee A., Bertrand M., Datta S., Et al., Labor market discrimination in Delhi: evidence from a field experiment, Journal of Comparative Economics, 37, 1, pp. 14-27, (2009); Bassi V., Nansamba A., Screening and signaling non-cognitive skills: experimental evidence from Uganda (USC-INET research paper no. 19-08, (2018); Bertrand M., Duflo E., Field experiments on discrimination, Handbook of economic field experiments, 1, pp. 309-393, (2017); Bertrand M., Mullainathan S., Are Emily and Greg more employable than Lakisha and Jamal? A field experiment on labor market discrimination, American Economic Review, 94, 4, pp. 991-1013, (2004); Bonilla L., Bottan N., Ham A., Information policies and higher education choices: experimental evidence from Colombia, Journal of Behavioural and Experimental Economics, 83, (2019); Booth A.L., Leigh A., Varganova E., Does ethnic discrimination vary across minority groups? Evidence from a field experiment, Oxford Bulletin of Economics and Statistics, 74, 4, pp. 547-573, (2012); Bosak J., Eagly A., Diekman A., Et al., Women and men of the past, present, and future: evidence of dynamic gender stereotypes in Ghana, Journal of Cross-Cultural Psychology, 49, 1, pp. 115-129, (2018); Bravo D., Sanhueza C., Urzua S., An experimental study of labor market discrimination: gender, social class and neighborhood in Chile, (2008); Brotherhood L.M., Ferreira P.C., Santos C.A.R., Education quality and returns to schooling: evidence from migrants in Brazil, Economic Development and Cultural Change, 67, 3, pp. 439-459, (2019); Cai Y., Graduate employability: a conceptual framework for understanding employers’ perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Camacho A., Messina J., Uribe J.P., The Expansion of Higher Education in Colombia: Bad Students or Bad Programs?, (2017); Carlsson M., Rooth D.-O., Is it your foreign name or foreign qualifications? An experimental study of ethnic discrimination in hiring, (2008); Carranza J., Ferreyra M., Increasing higher education coverage: supply expansion and student sorting in Colombia, Journal of Human Capital, 13, 1, pp. 95-316, (2019); Deming D., Yuchtman N., Abulafi A., Et al., The value of postsecondary credentials in the labor market: an experimental study, American Economic Review, 106, 3, pp. 778-806, (2016); Drydakis N., Sexual orientation discrimination in the United Kingdom’s labour market: field experiment, Human Relations, 68, 11, pp. 1769-1796, (2015); Drydakis N., University attended and graduates labor market prospects: field study for Britain, Economics of Education Review, 52, pp. 192-208, (2016); Duguet E., Petit P., Hiring discrimination in the French financial sector: an econometric analysis on field experiment data, Annales d’Économie et de Statistique, 78, pp. 79-102, (2005); Ferreyra M., Avitabile C., Botero J., Et al., At a Crossroads: Higher Education in Latin America and the Caribbean, (2017); Galarza F.B., Yamada G., Labor market discrimination in Lima, Peru: evidence from a field experiment, World Development, 58, pp. 83-94, (2014); Hastings J., Neilson C., Zimmerman S., The Effects of Earnings Disclosure on College Enrollment Decisions, (2015); Kaas L., Manger C., Ethnic discrimination in Germany’s labour market: a field experiment, German Economic Review, 13, 1, pp. 1-20, (2010); Lizarraga K., Formacion para el trabajo en Bolivia: La paradoja de un pais extractive, (2015); MacLeod W.B., Urquiola M., Reputation and school competition, American Economic Review, 105, 11, pp. 3471-3488, (2015); MacLeod W.B., Riehl E., Saavedra J.E., Et al., The big sort: college reputation and labor market outcomes, American Economic Journal: Applied Economics, 9, 3, pp. 223-261, (2017); Marginson S., Higher Education and the Common Good, (2016); Nogales R., Cordova P., Urquidi M., On the relationship between labor market policies and outcomes in Bolivia: a search and matching approach, Estudios de Economía, 46, 1, pp. 61-87, (2019); Nunley J., Pugh A., Romero N., Et al., College major, internship experience, and employment opportunities: estimates from a résumé audit, Labour Economics, 38, pp. 37-46, (2016); Petzold K., Studying abroad as a sorting criterion in the recruitment process: a field experiment among German employers, Journal of Studies in International Education, 21, 5, pp. 412-430, (2017); Petzold K., Moog P., What shapes the intention to study abroad? An experimental approach, Higher Education, 75, 1, pp. 35-54, (2018); Phelps E.S., The statistical theory of racism and sexism, The American Economic Review, 62, 4, pp. 659-661, (1972); Rhiel E., Saavedra J., Urquiola M., Learning and earning: an approximation to college value added in two dimensions, Productivity in Higher Education, pp. 105-132, (2017); Rodriguez J., Urzua S., Reyes L., Heterogeneous economic returns to post-secondary degrees: evidence from Chile, Journal of Human Resources, 51, 2, pp. 416-460, (2016); Salto D., The crucial presence of private higher education in Latin America, International Higher Education, 87, pp. 24-25, (2016); Sarkar M., Overton T., Thompson C., Et al., Graduate employability: views of recent science graduates and employers, International Journal of Innovation in Science and Mathematics Education, 24, 3, pp. 31-48, (2016); Silva P., Lopes B., Costa M., Et al., Stairway to employment? Internships in higher education, Higher Education, 72, 6, pp. 703-721, (2016); Spence M., Job market signaling, Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Suleman F., The employability skills of higher education graduates: insights into conceptual frameworks and methodological options, Higher Education, 76, 2, pp. 263-278, (2017); Urquidi M., Ergueta A., Foronda C., Análisis del mercado laboral: Demanda de empleo, habilidades y demanda de formación en Bolivia, (2020); Zhou X., Zhang J., Song X., Gender discrimination in hiring: evidence from 19,130 resumes in China, SSRN Electronic Journal, (2013)","R. Nogales; University of Oxford, United Kingdom; email: rnogales@upb.edu","","SAGE Publications Ltd","","","","","","10353046","","","","English","Econ. Labour Relat. Rev.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85092475775"
"Frederick Sidney C.; Chand P.K.; Mittal A.; Mittal R.","Frederick Sidney, Correa (57221447566); Chand, Pawan Kumar (57211244641); Mittal, Amit (57210989478); Mittal, Ruchi (57210932810)","57221447566; 57211244641; 57210989478; 57210932810","Proximal and Distal Influences on Fresh Management Graduate's Employability: A Review of Literature and Orientations","2020","Webology","17","2","","118","127","9","0","10.14704/WEB/V17I2/WEB17020","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099150083&doi=10.14704%2fWEB%2fV17I2%2fWEB17020&partnerID=40&md5=1363e77559c6a42423b54211e0c39ad0","Doctoral Scholar, Chitkara Business School, Chitkara University, Punjab, India; Chitkara Business School, Chitkara University, Punjab, India; Chitkara Business School, Chitkara University, Punjab, India; Chitkara University, Institute of Engineering and Technology, Chitkara University, Punjab, India","Frederick Sidney C., Doctoral Scholar, Chitkara Business School, Chitkara University, Punjab, India; Chand P.K., Chitkara Business School, Chitkara University, Punjab, India; Mittal A., Chitkara Business School, Chitkara University, Punjab, India; Mittal R., Chitkara University, Institute of Engineering and Technology, Chitkara University, Punjab, India","The paper explores the factors that affect proximal and distal employability behavior within the employer satisfaction perspective a vis recruitment of the fresh management graduates. The study undertakes a comprehensive review of the literature and categories the literature as divided across three broad streams: individual preparedness, institutional support mechanisms and organization support to career enhancement. The 'determinants' of employer satisfaction in recruiting the fresh management post graduates and their effective operationalization is indeed challenging. The paper attempts to explore and bring together the divergent pieces of literature under the proximal and distal perspectives as shaping ‘employability’ prospects. © 2020 All Rights Reserved","Distal Influences; Employability Prospects.; Literature and Orientations","","","","","","","","This is the real reaosn new graduates can not get hired, (2015); Millennials career attitudes: The role of career anchors and psychological empowerment, International Journal of academic research in business and social sciences, pp. 1-23, (2018); Bartlett G., Changing the role of Top Management: Beyond systems to people in the organizations, Harvard Business Review, pp. 80-87, (1995); Blom S., Employability and skill set of newly graduated engineers in India, Policy Research Work Papers, pp. 32-46, (2011); Bridgstock R., The graduate attributes we've overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Cai Y., Graduate employability: A conceptual framework for understanding employers' perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Cappelli P., Your approach tto hiring is all wrong, Harvard Business Review, pp. 24-26, (2019); Cheng J.L., Critical Issues in the International Management Research: An agenda for future advancement, European Journal of International Management, 1, 1-2, pp. 24-29, (2007); Coetzee M., Muller H., Basson J.S., Martins N., The relationship between personality preferences, self-esteem and emotional competence, SA Journal of Industrial Psychology, 32, 2, pp. 64-73, (2006); Coetzee S., Career anchors as predictors of subjective work experiences, Industrial and Orgaanizational Psychology, pp. 112-114, (2008); Collis J.H.R., Business Research, (2003); Dabke P., Do perceived organizaitonal support, perceived superior support, goal clarity, perceived career progresisonal oppourtunities and job satisfaction predict intent to saty?, IRASCT, pp. 115-116, (2014); Denham A.T., Doing yourself out of a job? How middle managers cope with empowerment, Employee Relations, 19, 2, pp. 153-158, (1997); Dhar S., Employability of management students in India: Some concerns and considerations, AIMA Journal for Management Research, 6, 4, pp. 0974-497, (2012); DiBeneddetto W., Post secondary strudent's percpetions of career readiness skills, Journal of Agricultural Education, pp. 44-59, (2020); Dilbenedetto M., A conceptual model for the study of student readiness in the 21st century, NACTA, pp. 28-31, (2016); Dutta P., Factors affecting choice of first employer: A study of Indian Management Graduates, Global Business Review, 11, 3, pp. 435-448, (2010); Greco K., Goal-setting in the career management process: An identity theory perspective, Jounal of Applied Psychology, 105, 1, pp. 40-56, (2020); Harackiewicz S., Interest matters: The importance of promoting interest in education, Policy Insights: Behavioural Brain Science, (2016); Hitch G.N., Academci skills and beyond: A resource based approach to support student success in higher education, Journal of Academic Language and Learning, 6, 2, pp. 29-41, (2012); Insa L.I.L., Gonzalez J.J.Z., Inesta A.I.C., Discussing employability: Current perspectives and key elements froma bioecological model, Employee Relation, 38, 6, pp. 961-974, (2016); Jackson D., Re-conceptualising graduate employability: The importance of preprofessional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Kidd J.M., Hirsh W., Jackson C., Straight talking: The nature of effective career discussion at work, Journal of Career Development, 30, 4, pp. 231-245, (2004); Koivisto P., Vinokur A.D., Vuori J., Effects of career choice intervention on components of career preparation, The Career Development Quarterly, 59, 4, pp. 345-366, (2011); Kovalenko M., Contextualizing employability: Do boundaries of self-directedness vary in different labor market groups?, Career Development International, 21, 5, pp. 498-517, (2016); Creating, Implementing and managing effective training and development, (2002); Lee C.H., Bruvold N.T., Creating value for employees: investment in employee development, The International Journal of Human Resource Management, 14, 6, pp. 981-1000, (2003); Are you ready for jobs revolution?, (2016); Malhotra, Challenges in employing fresh graduates in information technology companies in India, International Journal of Business and Economics, 4, 2, pp. 19-23, (2019); Maxwell S., Employers as stakeholders in postgraduate employability skills development, International Journal of Management Education, 8, 2, pp. 13-23, (2009); More than half the graduates not getting employed: What are posible challenges?, (2018); Nghia P., The need to develop graduate employability fo a globalised world, (2020); Oliver B., Redefining graduate empoyability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Saito E., Pham T., A comparative institutional analysis on strategies that graduates use to show they are ‘employable': A critical discussion on the cases of Australia, Japan, and Vietnam, Higher Education Research & Development, 38, 2, pp. 369-382, (2019); Pitan O.S., Atiku S.O., Structural determinants of students' employability: Influence of career guidance activities, South African Journal of Education, 37, 4, pp. 1-13, (2017); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, pp. 1-16, (2019); Schomburg T., Higher education and graduate employment in Europe: Results from graduate durveys from twelve countries, (2006); A guide to thriving in the post covid 19 workplace, (2020); Taubman P.J., Wales T., Higher education and earnings: College as an investment and screening device, (1974); Tominson M., Forms of graduate capital and their relationship with graduate employability, Education and Training, 59, 4, pp. 338-352, (2017); Wright P.M., McMahan G.C., McWilliams A., Human resources and sustained competitive advantage: a resource-based perspective, International journal of human resource management, 5, 2, pp. 301-326, (1994)","","","Webology Center","","","","","","1735188X","","","","English","Webology","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85099150083"
"Blaj-Ward L.; Matic J.","Blaj-Ward, Lia (55115703400); Matic, Jelena (55931967600)","55115703400; 55931967600","Navigating assessed coursework to build and validate professional identities: the experiences of fifteen international students in the UK","2021","Assessment and Evaluation in Higher Education","46","2","","326","337","11","6","10.1080/02602938.2020.1774505","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086832826&doi=10.1080%2f02602938.2020.1774505&partnerID=40&md5=3bdb2aa6fad85e846a994081ee06d34a","School of Arts and Humanities, Nottingham Trent University, Nottingham, United Kingdom","Blaj-Ward L., School of Arts and Humanities, Nottingham Trent University, Nottingham, United Kingdom; Matic J., School of Arts and Humanities, Nottingham Trent University, Nottingham, United Kingdom","A stated ambition for universities is to help all students develop meaningful career trajectories and make positive contributions to local, national and global communities. To achieve this ambition, universities need to reflect in depth on how approaches to assessment help develop global talent. The present article explores, from a constructivist-interpretivist vantage point, how fifteen international students (all women) at a UK university mobilised academic, professional and personal resources to complete academic assessment they perceived as having the most immediate relevance for their future career aspirations. Recommendations are made to frame the integration of academically rigorous, professionally relevant and personally rewarding experiences within assessment design and the scaffolding of assessment experiences so that learning journeys across national boundaries effect impactful participation in twenty first century society. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","Assessment for employability; assessment strategy; career aspirations; possible selves; pre-professional identity","","","","","","","","Ajjawi R., Tai J., Nghia T.L.H., Boud D., Johnson L., Patrick C.-J., Aligning Assessment with the Needs of Work-Integrated Learning: The Challenges of Authentic Assessment in a Complex Context, Assessment & Evaluation in Higher Education, 45, 2, pp. 304-316, (2020); Artess J., Hooley T., Mellors-Bourne R., (2017); Blackmore P., Bulaitis Z.H., Jackman A.H., Tan E., (2016); Boud D., Ajjawi R., The Place of Student Assessment in Pursuing Employability, Education for Employability (Volume 2): Learning for Future Possibilities, pp. 167-178, (2019); Charmaz K., Constructing Grounded Theory, (2014); Cole D., Hallett R., Et al., The Language of Employability, Education for Employability (Volume 1): the Employability Agenda, pp. 119-130, (2019); Cole D., Tibby M., Defining and Developing Your Approach to Employability, (2013); Coonan E., Pratt-Adams S., (2018); Denzin N., Interpretive Interactionism, (1989); De Vos A., Van der Heijden B.I.J.M., Akkermans J., Sustainable Careers: Towards a Conceptual Model, Journal of Vocational Behaviour, (2018); Eden S., Out of the Comfort Zone: Enhancing Work-Based Learning about Employability through Student Reflection on Work Placements, Journal of Geography in Higher Education, 38, 2, pp. 266-276, (2014); Finn K., Relational Transitions, Emotional Decisions: New Directions for Theorising Graduate Employment, Journal of Education and Work, 30, 4, pp. 419-431, (2017); Holmes L.M., Becoming a Graduate: The Warranting of an Emergent Identity, Education + Training, 57, 2, pp. 219-238, (2015); Jackson D., Developing Pre-Professional Identity in Undergraduates through Work-Integrated Learning, Higher Education, 74, 5, (2017); Jackson N.J., Learning for a Complex World: A Lifewide Concept of Learning, Education and Personal Development, (2011); Jorre de St Jorre T., Oliver B., Want Students to Engage? Contextualise Graduate Learning Outcomes and Assess for Employability, Higher Education Research & Development, 37, 1, pp. 44-57, (2018); Kinash S., McGillivray L., Crane L., Do University Students, Alumni, Educators and Employers Link Assessment and Graduate Employability?, Higher Education Research & Development, 37, 2, pp. 301-315, (2018); Maxwell R., Armellini A., Identity, Employability and Entrepreneurship: The ChANGE Framework of Graduate Attributes, Higher Education, Skills and Work-Based Learning, 9, 1, pp. 76-91, (2019); Mercieca D., Mercieca D.P., Engagement with Research: Acknowledging Uncertainty in Methodology, International Journal of Research & Method in Education, 36, 3, pp. 228-240, (2013); Papafilippou V., Bathmaker A.-M., Transitions from Higher Education to Employment among Recent Graduates in England: Unequal Chances of Achieving Desired Possible Selves, Possible Selves and Higher Education. New Interdisciplinary Insights, pp. 111-126, (2019); Ponterotto J.G., Grieger I., Effectively Communicating Qualitative Research, The Counseling Psychologist, 35, 3, pp. 404-430, (2007); Scott G., (2016); Stevenson J., Clegg S., Who Cares? Gender Dynamics in the Valuing of Extra-Curricular Activities in Higher Education, Gender and Education, 24, 1, pp. 41-55, (2012); Tran L.T., Pham L., International Students in Transnational Mobility: Intercultural Connectedness with Domestic and International Peers, Institutions and the Wider Community, Compare: A Journal of Comparative and International Education, 46, 4, pp. 560-581, (2016); (2020); Welch C., Good Qualitative Research: Opening up the Debate, Collaborative Research Design, pp. 401-412, (2018); Yates J., A Social Identity Approach to Career Development: Possible Selves and Prototypical Occupational Identities, (2017)","L. Blaj-Ward; School of Arts and Humanities, Nottingham Trent University, Nottingham, United Kingdom; email: lia.blaj-ward@ntu.ac.uk","","Routledge","","","","","","02602938","","","","English","Assess. Eval. High. Educ.","Article","Final","","Scopus","2-s2.0-85086832826"
"Agovino M.; Corbisiero F.","Agovino, Massimiliano (55372664800); Corbisiero, Fabio (55959949700)","55372664800; 55959949700","Diversity Management Policies for the Inclusion of LGBT People into the Labour Market: The Case of Naples","2021","Papers in Applied Geography","7","1","","50","66","16","1","10.1080/23754931.2020.1815236","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090125891&doi=10.1080%2f23754931.2020.1815236&partnerID=40&md5=6e0c807475a946f8350f90c400180162","Department of Economic and Legal Studies, University of Naples “Parthenope”, Naples, Italy; Department of Social Sciences, University of Naples “Federico II”, Naples, Italy","Agovino M., Department of Economic and Legal Studies, University of Naples “Parthenope”, Naples, Italy; Corbisiero F., Department of Social Sciences, University of Naples “Federico II”, Naples, Italy","The goal of this paper is to analyze the experimental project ‘Diversity on the Job’ (DJ) carried out in the city of Naples. The project was meant to set a best practice for labor market inclusion of LGBT people. DJ created integrated territorial networks to help LGBT people find work through the involvement of associations and stakeholders. The project proved, since it promoted the employability of disadvantaged individuals at high risk of discrimination (through orientation and coaching services, three-month internships, and job placement services), but also since it performed a capacity-building action. The analysis shows why the implementation of the DJ Project in the city of Naples has achieved a virtuous yet at the same time ambiguous effect for the specific territorial context. © 2020 Applied Geography Conferences.","Diversity management; labor market inclusion; LGBT people; social network analysis","","","","","","","","Ahmed A.M., Hammarstedt M., Sexual orientation and earnings: A register data-based approach to identify homosexuals, Journal of Population Economics, 23, 3, pp. 835-849, (2010); Aiken D., Chicago, The Advocate, 198, pp. 2-28, (1976); Antecol H., Jong A., Steinberger M., The sexual orientation wage gap: The role of occupational sorting and human capital, ILR Review, 61, 4, pp. 518-543, (2008); Arthur M.B., Khapova S.N., Wilderom C., Career success in a boundaryless career world, Journal of Organizational Behavior, 26, 2, pp. 177-202, (2005); Aryee S., Chay Y.W., Chew J., The motivation to mentor among managerial employees, Group & Organization Management, 21, 3, pp. 261-277, (1996); Audretsch D.B., Dohse D., Niebuhr A., Cultural diversity and entrepreneurship: A regional analysis for Germany, The Annals of Regional Science, 45, 1, pp. 55-85, (2010); Badgett M.V.L., Sears B., Lau H., Ho D., Bias in the workplace: Consistent evidence of sexual orientation and gender identity discrimination 1998–2008, Chicago-Kent Law Review, 84, 2, (2009); Bell D., Binnie J., Authenticating queer space: Citizenship, urbanism and governance, Urban Studies, 41, 9, pp. 1807-1820, (2004); Boissevain B., The place of non-groups in the social sciences, Man, 3, 4, pp. 542-556, (1968); Botti F., D'Ippoliti C., Don’t ask don’t tell (that you are poor). Sexual orientation and social exclusion in Italy, Journal of Behavioral and Experimental Economics, 49, pp. 8-25, (2014); Browne K., Ferreira E., Lesbian geographies. Gender, place and power, (2016); Buemi M., Conte M., Guazzo G., Il Diversity Management per una crescita inclusiva. Strategie e strumenti, (2015); Carpenter C.S., Revisiting the income penalty for behaviorally gay men: Evidence from NHANES III, Labour Economics, 14, 1, pp. 25-34, (2007); Cerciello M., Agovino M., Garofalo A., The caring hand that cripples? The effects of the European regional policy on local labour market participation in Southern Italy, Socio-Economic Planning Sciences, 68, (2019); Cimaglia M.C., Cocozza A., Il Diversity Management. La gestione delle differenze negli ambiti di lavoro, (2011); Clift S., Callister C., Luongo M., Gay men, holidays and sex: Surveys of gay men visiting the London freedom fairs, Gay tourism: Culture, identity and sex, (2002); Collins A., Sexual dissidence, enterprise and assimilation: Bedfellows in urban regeneration, Urban Studies, 41, 9, pp. 1789-1806, (2004); Cooper D., Monro S., Governing from the margins: Queering the state of local government, Contemporary Politics III, 9, 3, pp. 229-255, (2003); Corbisiero F., Certe cose si fanno. Identità di genere e sessualità nella popolazione LGBT, (2010); Corbisiero F., Comunità omosessuali. Le scienze sociali sulla popolazione LGBT, (2013); Corbisiero F., Homosexing… in the city. LGBT communities and rainbow tourism, Homophobia and transphobia: Gender-based violences, (2014); Corbisiero F., Over the rainbow city. Towards a new LGBT citizenship in Italy, (2015); Corbisiero F., Napoli DiverCity. Pratiche, prassi e metodi di ricerca sulla popolazione LGBT, (2015); Curtarelli M., Incagli L., Tagliavia C., La qualità del lavoro in Italia, Studi e Ricerche, (2004); D'Ippoliti C., Schuster A., DisOrientamenti. Discriminazione ed esclusione sociale delle persone LGBT in Italia, (2011); Drydakis N., Sexual orientation discrimination in the labour market, Labour Economics, 16, 4, pp. 364-372, (2009); Elmslie B., Tebaldi E., The wage gap against gay men: The leveling of the playing field, Kyklos, 67, 3, pp. 330-345, (2014); Florida R., The rise of the creative class, (2002); Florida R., Cities and the creative class, City and Community, 2, 1, pp. 3-19, (2003); Florida R., The rise of the creative class revisited, (2012); Florida R., Mellander C., Stolarick K., Inside the black box of regional development: Human capital, the creative class and tolerance, Journal of Economic Geography, 8, 5, pp. 615-649, (2008); Florida R., The new urban crisis: How our cities are increasing inequality, deepening segregation, and failing the middle class—and what we can do about it, (2017); Freeman C., Networks of innovators: A synthesis of research issues, Research Policy, 20, 5, pp. 499-514, (1991); Freeman L., A set of measures of centrality based on betweenness, Sociometry, 40, 1, pp. 35-41, (1977); Gerli F., Bonesso S., Pizzi C., Boundaryless career and career success: The impact of emotional and social competencies, Frontiers in Psychology, 6, (2015); Giddens A., New rules of sociological method, (1993); Glaeser E., Review of Richard Florida's The rise of the creative class, Regional Science and Urban Economics, 35, 5, pp. 593-596, (2005); Granovetter M., Economic action and social structure: The problem of embeddedness, American Journal of Sociology, 91, 3, pp. 481-510, (1985); Hunt G., Eaton J., We are family: Labour responds to gay, lesbian, bisexual and transgender workers, Equity, diversity and Canadian labour, (2007); (2012); Ivy R.L., Geographical variation in alternative tourism and recreation establishment, Tourism Geographies, 3, 3, pp. 338-355, (2001); Kirkey K., Forsyth A., Men in the valley: Gay male life on the suburban-rule fringe, Journal of Rural Studies, 17, 4, pp. 421-441, (2001); Lansley S., Goss S., Wolmar C., Councils in conflict: The rise and fall of the municipal left, (1989); Laurent T., Mihoubi F., Sexual orientation and wage discrimination in France: The hidden side of the rainbow, Journal of Labor Research, 33, 4, pp. 487-527, (2012); Lent A., The labour left, local authorities and new social movements in Britain in the eighties, Contemporary Politics II, 7, 1, pp. 7-25, (2001); Levine M.P., Gay ghetto: From gay man, the sociology of male homosexuality, (1979); Marotta I., Diversity on the job. Reti, lavoro e omosessualità, (2017); McPherson M., Smith-Lovin L., Cook J., Birds of a feather: Homophily in social networks, Annual Review of Sociology, 27, 1, pp. 415-444, (2001); Mellander C., Florida R., Creativity, talent, and regional wages in Sweden, The Annals of Regional Science, 46, 3, pp. 637-660, (2011); Meulemann H., Social capital in Europe: Similarity of countries and diversity of people, Multi-level analyses of the European Social Survey 2002, (2008); Murray S.O., American gay, (1996); Park R.E., Human migration and the marginal man, American Journal of Sociology, 33, 6, pp. 881-893, (1928); Patacchini E., Ragusa G., Zenou Y., Unexplored dimensions of discrimination in Europe: Religion, homosexuality and physical appearance, XIV FRDB European Conference-Trani Unexplored Dimension of Exclusion, (2012); Perry-Smith J.E., Mannucci P.V., Social networks, creativity, and entrepreneurship, The Oxford handbook of creativity, innovation, and entrepreneurship, (2015); Pietrobelli C., (2009); Powell W.M., Neither market nor hierarchy; Network forms of organization, Research in organizational behavior, 12, pp. 295-336, (1990); ). 2014, Relazione al Presidente del Consiglio dei Ministri; Qian H., Diversity versus tolerance: The social drivers of innovation and entrepreneurship in US cities, Urban Studies, 50, 13, (2013); Reyneri E., Introduzione alla sociologia del mercato del lavoro, (2017); Sibalis M., Urban space and homosexuality: The example of the Marais, Paris’ “gay ghetto”, Urban Studies, 41, 9, pp. 1739-1758, (2004); Spermann A., (2016); Trobia A., Milia V., Social network analysis. Approcci, tecniche e nuove applicazioni, (2011); Weichselbaumer D., Sexual orientation discrimination in hiring, Labour Economics, 10, 6, pp. 629-642, (2003); Wesselmann E., Wirth J., Bernstein M., Expectations of social inclusion and exclusion, Frontiers in Psychology, 8, (2017); Whitemore G., West side, The Advocate, 175, 10, pp. 48-51, (1975); Whittle S., The margins of the city. Gay men’s urban lives, (1994); Williams C.L., Giuffre P.A., Dellinger K., The gay-friendly closet, Sexuality Research & Social Policy, 6, 1, (2009); Wirth L., (1928); Wittman C., A gay manifesto, Out of the closets: Voices of gay liberation, Douglas Book, (1972)","","","Routledge","","","","","","23754931","","","","English","Pap. Appl. Geogr.","Article","Final","","Scopus","2-s2.0-85090125891"
"Dalmau M.S.","Dalmau, Maria Sabaté (58544361600)","58544361600","Neoliberal language policies and linguistic entrepreneurship in Higher Education Lecturers’ perspectives","2020","Language, Culture and Society","2","2","","174","196","22","3","10.1075/lcs.19018.dal","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85163439734&doi=10.1075%2flcs.19018.dal&partnerID=40&md5=a14353e3fa90d15ff2405554550fba62","Universitat de Lleida, Plaça Víctor Siurana, 1 Lleida, Catalunya, 25003, Spain","Dalmau M.S., Universitat de Lleida, Plaça Víctor Siurana, 1 Lleida, Catalunya, 25003, Spain","This paper analyzes English-Medium-Instruction (EMI) lecturers’ ambivalent orientations towards neoliberal language policies and linguistic entrepreneurship. The data includes interviews with six case-study lecturers’ biographic narratives, audiologs and video/audio-recorded observations, collected in a market-oriented Catalan university. I show that lecturers problematize Englishization policies but operationalize them by presenting themselves as leading actors in the deployment of EMI. Following “managerialism” logics, they envision English as an economically-convertible “career skill”, imperative to meet new employability/workplace demands. They carve advantaged professional ethos linked to their self-attained English-language resources. They devalue their “non-native” accent but present themselves as content andEnglish-language lecturers, distinguishing themselves from “ordinary” colleagues who teach in local languages, in narratives of “competitiveness” whereby they naturalize a socioeconomically-stratifying system of meritocracy/revenue grounded on the marketization of English. This contributes to understand neoliberal-governance regimes which impose language-based mechanisms for lecturers’ profiling based on views of education as the corporatized “making” of productive workers-to-be. © John Benjamins Publishing Company.","English-Medium Instruction lecturers; language biographic narrative; linguistic entrepreneurship; neoliberal language-in-education policies","","","","","","Catalan Ministry of Economy and Knowledge, (2017SGR1522); Ministerio de Asuntos Económicos y Transformación Digital, Gobierno de España, MINECO, (FFI2016-76383-P)","This work was supported by the Spanish Ministry of Economy, Industry and Competitiveness under Grant FFI2016-76383-P; and the Catalan Ministry of Economy and Knowledge under Grant 2017SGR1522.","Allan K., Critical political economic approaches to the study of language and neoliberalism, Journal of Sociolinguistics, 22, 4, pp. 454-469, (2018); Bamberg M., De Fina A., Schiffrin D., Selves and identities in narrative and discourse, (2007); Block D., Gray J., Holborow M., Neoliberalism and applied linguistics, (2012); Canagarajah S., Translingual practice. Global Englishes and cosmopolitan relations, (2013); Los precios de las matrículas universitarias, becas, ayudas y beneficios fiscales en Europa, La evolución de los precios públicos del sistema universitario español entre 2011 y 2016, (2016); Chapple J., Teaching in English is not necessarily the teaching of English, International Education Studies, 8, 3, pp. 1-13, (2015); Codo E., Language policy and planning, institutions and neoliberalisation, The Oxford handbook of language policy and planning, pp. 467-484, (2018); Codo E., Patino A., CLIL, Unequal working conditions and neoliberal subjectivities in a state secondary school, Language Policy, 17, pp. 479-499, (2018); Coleman J., English-Medium teaching in European Higher Education, Language Teaching, 3, pp. 1-14, (2006); Normativa per a la selecció i contractació de places de Professorat contractat doctor en règim laboral a la Universitat de Lleida, (2018); Cots J.M., Introducing English-medium instruction at the University of Lleida, Spain: Intervention, beliefs and practices, English Medium Instruction at universities. Global challenges, pp. 106-127, (2013); Dafouz E., English-Medium Instruction and Teacher Education Programmes in Higher Education: Ideological forces and imagined identities at work, International Journal of Bilingual Education and Bilingualism, 21, 5, pp. 540-552, (2018); De Fina A., Narratives in interview – The case of accounts: For an interactional approach to narrative genres, Narrative Inquiry, 19, 2, pp. 233-258, (2009); Del Percio A., Engineering commodifiable workers: Language, migration and the governmentality of the self, Language Policy, 17, 2, pp. 239-259, (2018); Dimova S., Huldren A.K., Jensen C., English Medium Instruction in European Higher Education, (2015); Llei 1/2018, del 8 de maig, de modificació de la Llei 2/2014, de mesures fiscals, administratives, financeres i del sector públic; Duchene A., Investissement langagier et economie politique, Langage & Société, 3, 157, pp. 73-96, (2016); Duchene A., Moyer M.G., Roberts C., Language, migration and social inequalities, A critical sociolinguistic perspective on institutions and work, (2013); European Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (ET 2020), Official Journal EC, 119, pp. 2-10, (2009); Fairclough N., Language and globalization, (2006); Flubacher M., Del Percio A., Language, education and neoliberalism: Critical studies in sociolinguistics, (2017); Gao S., Park J.S.Y., Space and language learning under the neoliberal economy, L2 Journal, 7, 3, pp. 78-96, (2015); Garrett P., Cots J.M., Lasagabaster D., Llurda E., Internationalisation and the place of minority languages in universities in three European bilingual contexts: A comparison of the student perspectives in the Basque Country, Catalonia and Wales, Harnessing linguistic variation to improve education, pp. 139-166, (2012); Informe de Política Lingüística 2017, (2017); Hu G., Li L., Lei J., English-medium instruction at a Chinese university: Rhetoric and reality, Language Policy, 13, 1, pp. 21-40, (2014); Krzyzanowski M., Wodak R., Political strategies and language policies: The European Union Lisbon strategy and its implications for the EU’s language and multilingualism policy, Language Policy, 10, 2, pp. 115-136, (2011); Lasagabaster D., Cots J.M., Mancho-Bares G., Teaching staff’s views about the internationalization of Higher Education: The case of two bilingual communities in Spain, Multilingua, 32, 6, pp. 751-778, (2013); Linn A., Investigating English in Europe, Contexts and agendas, (2016); Mancho-Bares G., Aguilar-Perez M., Problematizing on language learning issues in EMI: Opinions of Science and Technology EMI lecturers, CLIL+ Science: New directions in Content and Language Integrated Learning for science and technology, pp. 110-113, (2016); Mancho-Bares G., Arno-Macia E., EMI lecturer training programmes and academic literacies: A critical insight from ESP, ESP Today, 5, 2, pp. 266-290, (2017); Martin Rojo L., The ‘self-made speaker’: The neoliberal governance of speakers, Language and neoliberal governmentality, pp. 162-189, (2019); Martin Rojo L., Del Percio A., Language and neoliberal covernmentality, (2019); Mas-Colell A., Els camins europeus de Catalunya: La universitat, (2002); Mitchell J.C., Typicality and the case study, Ethnographic research: A guide to general conduct, pp. 237-241, (1984); Moncada-Comas B., Block D., CLIL-ised EMI in practice: Issues arising, The Language Learning Journal, (2019); Moyer M., English in times of crisis: Mobility and work among Spaniards in London, Language and Intercultural Communication, 18, 4, pp. 424-435, (2018); La UdL en xifres, (2018); Pla Operatiu d’internationalització de la Universitat de Lleida, 2012–2016, (2018); El professorat universitari a Catalunya. Evolució recent de les plantilles PDI a les universitats públiques catalanes, (2016); Piller I., Cho J., Neoliberalism as language policy, Language in Society, 42, 1, pp. 23-44, (2013); Pla operatiu per al multilingüisme 2013–2018, (2013); Pujolar J., Linguistic entrepreneurship: Neoliberalism, language learning, and class, Language and Neoliberal Governmentality, pp. 113-134, (2019); Sabate-Dalmau M., The Englishisation of Higher Education in Catalonia: A critical sociolinguistic ethnographic approach to the students’ perspectives, Language, Culture and Curriculum, 29, 3, pp. 263-285, (2016); Sabate-Dalmau M., Marketing university students as mobile multilingual workers: the emergence of cosmopolitan lifestylers, International Journal of Multilingualism, 17, 1, pp. 11-29, (2020); Sacristan V., Franca J., El preu de la carrera. Preus universitaris 2013–14 a Catalunya i anàlisi de l’evolució del preu total dels estudis, (2013); Spolsky B., The individual in language policy and management, (2019); Tollefson W., Perez-Milans M., The Oxford handbook of language policy and planning, (2018); Urciuoli B., Neoliberal education: Preparing the student for the new workplace, Politics, publics, personhood: Ethnography at the limits of neoliberalism, pp. 162-176, (2010); Zimmermann M., Flubacher M., Win-win?! Language regulation for competitiveness in a university context, Language, education and neoliberalism: Critical studies in Sociolinguistics, pp. 204-229, (2017)","M.S. Dalmau; Universitat de Lleida, Catalunya, Plaça Víctor Siurana, 1 Lleida, 25003, Spain; email: maria.sabate@udl.cat","","John Benjamins Publishing Company","","","","","","25433164","","","","English","Lang. Cult. Soc.","Article","Final","","Scopus","2-s2.0-85163439734"
"Cheong K.C.; Leong Y.C.; Hill C.","Cheong, Kee Cheok (23990024000); Leong, Yin Ching (55555302800); Hill, Christopher (57213750890)","23990024000; 55555302800; 57213750890","Pulling in one direction? Stakeholder perceptions of employability in Malaysia","2021","Studies in Higher Education","46","4","","807","820","13","3","10.1080/03075079.2019.1654449","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070928877&doi=10.1080%2f03075079.2019.1654449&partnerID=40&md5=99fb34e5044fb588239afa578c533bd3","Institute of China Studies, University of Malaya, Kuala Lumpur, Malaysia; College of Arts and Technology, HELP College of Arts and Technology, Kuala Lumpur, Malaysia; Faculty of Education, British University in Dubai, Dubai, United Kingdom","Cheong K.C., Institute of China Studies, University of Malaya, Kuala Lumpur, Malaysia; Leong Y.C., College of Arts and Technology, HELP College of Arts and Technology, Kuala Lumpur, Malaysia; Hill C., Faculty of Education, British University in Dubai, Dubai, United Kingdom","This paper examines the role of higher education and higher education providers, more specifically, regarding employability. The paper draws upon a three-year research project examining the key stakeholders in this process; from parents, to students, to teachers, to institutions, to employers. The paper offers critical insight and analysis into the importance of perception, government action, institutional capability and context in the development of human capital. The paper raises vital questions about the value and role of education in preparing students for meaningful contributions to society and the workplace. © 2019 Society for Research into Higher Education.","Employability; higher education; human capital; Malaysia; perception","","","","","","","","Aeria S., Khor A.M., The Star, (2015); Bailey L., Ingimundardottir G., International Employability: Stakeholder Attitudes at an International University in Malaysia, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 44-55, (2015); Baker D.P., Forward and Backward, Horizontal and Vertical: Transformation of Occupational Credentialing in the Schooled Society, Research in Social Stratification and Mobility, 29, pp. 5-29, (2011); Becker G.S., Human Capital, (1964); Bilton I., SI News, (2018); Boo C.H., (2018); Breitenstein D., USA Today, (2013); Brown P., Hesketh A.J., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Cheong K.C., Hill C., Leong Y.C., Malaysia’s Education Policies and the Law of Unintended Consequences, Journal of International and Comparative Education, 5, 2, pp. 73-86, (2016); Cheong K.C., Lee K.H., Malaysia’s Education Crisis: Can TVET Help?, Malaysian Journal of Economic Studies, 53, 1, pp. 115-134, (2016); Cheong K.C., Selvaratnam V., Goh K.L., Education and Human Capital Formation, Malaysian Economy: Unfolding Growth and Social Change, pp. 159-184, (2011); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Crossman J.E., Clarke M., International Experience and Graduate Employability: Stakeholder Perceptions on the Connection, Higher Education, 59, pp. 599-613, (2010); Fernandez-Chung R.M., Cheong K.C., Leong Y.C., Hill C., (2014); Fernandez-Chung R., Leong Y.C., Phase 3: Employability of Graduates in Malaysia: The Perceptions of Senior Management and Academic Staff in Selected Higher Education Institutions, (2018); Fernandez-Chung R.M., Leong Y.C., Cheong K.C., Hill C., (2015); Gomez E.T., Cheong K.C., Wong C.Y., Malaysia and the Middle-income Trap: A Political Economy Perspective, Paper presented at the Global Asia International Symposium, (2018); Gracia L., Employability and Higher Education: Contextualising Female Students’ Workplace Experiences to Enhance Understanding of Employability Development, Journal of Education and Work, 22, pp. 301-318, (2009); Ismail A., Hassan R., Issues and Challenges of Technical and Vocational Education and Training in Malaysia for Knowledge Worker, Paper presented at the Conference on Engineering Technology, (2013); (2015); The State of Households 2018: Different Realities, (2018); The School-to-Work Transition of Young Malaysians, (2018); Lee K.H., Nagaraj S., The Crisis in Education, Malaysia’s Development Challenges: Graduating from the Middle, pp. 213-232, (2012); Lopez G., New Mandala, (2011); Eleventh Malaysia Plan 2016–2020: Anchoring Growth on People, (2016); Marginson S., Limitations of Human Capital Theory, Studies in Higher Education, 44, 2, pp. 287-301, (2019); (2009); (2012); Malaysia Education Blueprint 2015–2025 (HigherEducation), (2016); Mukherjee H., Wong P.K., The National University of Singapore and the University of Malaya: Common Roots and Different Paths, The Road to Academic Excellence: The Making of World-class Research Universities, pp. 129-166, (2011); New Economic Model for Malaysia, (2010); Nesaratnam S., Karan S.P., Von F.Y., Conceptualisation of a Graduate Employability Framework from a Malaysian Perspective, International Journal of Human Resource Studies, 8, 4, pp. 112-135, (2018); Priest R., (2016); Schultz T.W., Investment in Human Capital, American Economic Review, 51, 1, pp. 1-17, (1961); Schumpeter J.A., Capitalism, Socialism, and Democracy, (1950); Sin C., Tavares O., Amaral A., Who is Responsible for Employability? Student Perceptions and Practices, Tertiary Education and Management, 22, 1, pp. 65-81, (2016); Sirat M., Heng C.L., Shuib M., Rahman S.A., Kamil S.R.A., Singh J.K.N., (2012); Solow R., A Contribution to the Theory of Economic Growth, The Quarterly Journal of Economics, 70, 1, pp. 65-94, (1956); (2016); Storen L.A., Aamodt P.A., The Quality of Higher Education and Employability of Graduates, Quality in Higher Education, 16, 3, pp. 297-313, (2010); Suleman F., Employability Skills of Higher Education Graduates: Little Consensus on a Much-discussed Subject, Procedia: Social and Behavioral Sciences, 228, 20, pp. 169-174, (2016); Tan L.C., French-Arnold E., Employability of Graduates in Asia: An Overview of Case Studies, UNESCO Graduate Employability in Asia, pp. 1-4, (2012); Tomlinson M., ‘The Degree is not Enough’: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); (1960); Wilton N., What Constitutes Employability in the Eyes of Employers?, (2012); (2013)","C. Hill; Faculty of Education, British University in Dubai, Dubai, United Kingdom; email: Christopher.hill@buid.ac.ae","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","","Scopus","2-s2.0-85070928877"
"Grabowska I.; Jastrzebowska A.","Grabowska, Izabela (57188853568); Jastrzebowska, Agata (57211924466)","57188853568; 57211924466","The impact of migration on human capacities of two generations of Poles: the interplay of the individual and the social in human capital approaches","2021","Journal of Ethnic and Migration Studies","47","8","","1829","1847","18","10","10.1080/1369183X.2019.1679414","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075335326&doi=10.1080%2f1369183X.2019.1679414&partnerID=40&md5=d2c6343d49e7839ade4e649ccd18d963","Institute of Social Sciences, Youth Research Center, SWPS University of Social Sciences and Humanities, Warsaw, Poland; Institute of Psychology, SWPS University of Social Sciences and Humanities, Warsaw, Poland","Grabowska I., Institute of Social Sciences, Youth Research Center, SWPS University of Social Sciences and Humanities, Warsaw, Poland; Jastrzebowska A., Institute of Psychology, SWPS University of Social Sciences and Humanities, Warsaw, Poland","The article explains the impact of working and living abroad on informal human capital of two generations of Poles: the ‘Generation of Change’ who was born in 1970s and the beginning of 1980s and the ‘Generation of Migration’ who was born in mid-1980s and at the beginning of 1990s. Our contribution to this Special Issue brings the umbrella concept of human capacities with the interplay of its individual (cognitive and intrapersonal) and social (interpersonal) domains. We use data from quantitative (migrants = 4040; non-migrants = 67,174) and qualitative studies (n IDI = 160). In the qualitative data, we found out that international migration has the strongest impact on human capacities of the ‘Generation of Change’, mostly born 1968–1972. In general, the effects of migration on informal human capital connected to employment persisted in birth cohorts born till the symbolic 1989. We also established that the younger cohorts were, the more the work abroad impacted on their individual, rather than social domains of human capacities. Especially for young Polish migrants, working abroad went far beyond the impact on formal qualifications and competences connected to work and employability only. It related to human capacities connected to life skills of self-making, being, communicating, relating to people and understanding society. © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","birth cohort; generation; human capacities; Informal human capital; post-accession migrants","cohort analysis; employment; human capital; immigrant population; immigration; labor supply; population migration; skilled labor","","","","","Narodowe Centrum Nauki, NCN, (2015/18/E/HS6/00147)","The project Peer-groups & migration (an abbreviation) with full title Education-to-domestic and- foreign labor market transitions of youth: The role of locality, peer group and new media, is funded by National Science Center Poland under the Sonata Bis Project Contract No. 2015/18/E/HS6/00147 (2016–2020); for detailed methodological information of this study, please see: (Grabowska et al. ). ","Archer M.S., Making our Way through the World: Human Reflexivity and Social Mobility, (2007); Armstrong M., Strategic Human Management. A Guide to Action, (2006); Bandura A., Self-efficacy: Toward a Unifying Theory of Behavioural Change, Psychological Review, 84, 2, pp. 191-215, (1977); Barrett A., Duffy D., Are Ireland’s Immigrants Integrating into Its Labour Markets?, International Migration Review, 42, 3, pp. 597-619, (2008); Drinkwater S., Eade J., Garapich M., Poles Apart? EU Enlargement and the Labour Market Outcomes of Immigrants in the United Kingdom, International Migration, 47, 1, pp. 161-190, (2009); Frankfurt H.G., Freedom of the Will and the Concept of a Person, The Journal of Philosophy, 68, 1, pp. 5-20, (1971); Grabowska-Lusinska I., Okolski M., Emigracja ostatnia?, (2009); Grabowska I., Social Skills, Workplaces and Social Remittances: A Case of Post-Accession Migrants, Work, Employment and Society, 32, 5, pp. 868-886, (2018); Grabowska I., Pustulka P., Juchniewicz N., Sarnowska J., Buler M., Youth Working Papers, (2017); Hagan J.C., Hernandez-Leon R., Domonsant J.-C., Skills of the “Unskilled”. Work and Mobility among Mexican Migrants, (2015); Harris J.R., Todaro M.P., Migration, Unemployment and Development: A Two-Sector Analysis, The American Economic Review, 60, 1, pp. 126-142, (1970); Hobfoll S.E., Conservation of Resources: A New Attempt at Conceptualizing Stress, American Psychologist, 44, 3, pp. 513-524, (1989); Janta H., Jephcote C., Williams A., Li G., Returned Migrants Acquisition of Competences: The Contingencies of Space and Time, Journal of Ethnic and Migration Studies, (2021); Jarvis P., Globalisation, Lifelong Learning and the Learning Society: Sociological Perspectives, (2007); Kaczmarczyk P., Tyrowicz J., Winners and Losers among Skilled Migrants: The Case of Post-Accession Polish Migrants to the UK, (2015); Khwaja Y., Public Policy Discussion Papers, (2002); King R., Theorising new European Youth Mobilities, Population, Space and Place, 24, 1, (2018); Korpi M., Clark W.A.W., Human Capital Theory and Internal Migration: Do Average Outcomes Distort Our View of Migrant Motives?, Migration Letters: an International Journal of Migration Studies, 14, 2, pp. 237-250, (2017); Kwon D.B., Human Capital and Its Measurement, The 3rd OECD World Forum on “Statistics, Knowledge and Policy” Charting Progress, Building Visions, Improving Life, Busan, Korea, pp. 27-30, (2009); Levitt P., Social Remittances: Migration Driven Local-Level Forms of Cultural Diffusion, International Migration Review, 32, 4, pp. 926-948, (1998); Lulle A., Janta H., Emilsson H., Introduction to the Special Issue: European Youth Migration: Human Capital Outcomes, Skills and Competences, Journal of Ethnic and Migration Studies, (2021); Mach B., Pokolenie historycznej nadziei i codziennego ryzyka. Społeczne losy osiemnastolatków z roku 1989, (2003); Merton R.K., The Matthew Effect in Science: The Reward and Communication Systems of Science are Considered, Science, 159, 3810, pp. 56-63, (1968); Mills C.W., The Sociological Imagination, (2000); Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century, Committee on Defining Deeper Learning and 21st Century Skills, (2012); Poot J., Waldorf B., Van Wiessen L., Migration and Human Capital, (2009); Robertson S., Harris A., Baldassar L., Mobile Transitions: A Conceptual Framework for Researching a Generation on the Move, Journal of Youth Studies, 21, 2, pp. 203-217, (2018); Sandu D., Modernising Romanian Society Through Temporary Work Abroad, A Continent Moving West? EU Enlargement and Labour Migration from Central and Eastern Europe, pp. 271-288, (2010); Sjaastad L.A., The Costs and Returns of Human Migration, Journal of Political Economy, 70, pp. 80-93, (1962); Informacja o rozmiarach i kierunkach czasowej emigracji z Polski w latach 2004–2016, (2017); Szewczyk A., ‘European Generation of Migration’: Change and Agency in the Post-2004 Polish Graduates’ Migratory Experience, Geoforum; Journal of Physical, Human, and Regional Geosciences, 60, pp. 153-162, (2015); Thomson T., Taylor R., Between Cosmopolitanism and the Locals, Young, 13, 3, pp. 327-342, (2005); Voitchovsky S., Occupational Downgrading and Wages of New Member States Immigrants to Ireland, International Migration Review, 48, 2, pp. 500-537, (2014); White A., Grabowska I., Kaczmarczyk P., Slany K., The Impact of Migration on Poland: EU Mobility and Social Change, (2018); Williams A.M., International Labour Migration and Tacit Knowledge Transactions: A Multi-Level Perspective, Global Networks, 7, 1, pp. 1-22, (2007); Williams A.M., Listen to Me, Learn with Me: International Migration and Knowledge Transfer, British Journal of Industrial Relations, 45, 2, pp. 361-382, (2007); Williams A.M., Balaz V., What Human Capital. Which Migrants? Returned Skilled Migration to Slovakia from the UK, International Migration Review, 39, 2, pp. 439-468, (2005); Yankow J.J., Migration, Job Change, and Wage Growth: A New Perspective on the Pecuniary Return to Geographic Mobility, Journal of Regional Science, 43, 3, pp. 483-516, (2003)","I. Grabowska; Institute of Social Sciences, Youth Research Center, SWPS University of Social Sciences and Humanities, Warsaw, Poland; email: izabela.grabowska@swps.edu.pl","","Routledge","","","","","","1369183X","","","","English","J. Ethn. Migr. Stud.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85075335326"
"Qutishat D.; Muhaidat J.; Mohammad M.; Okasheh R.; Al-Khlaifat L.; Al-Yahya E.","Qutishat, Dania (57208703790); Muhaidat, Jennifer (36548643200); Mohammad, Maha (36554792000); Okasheh, Rasha (57203897866); Al-Khlaifat, Lara (56942473700); Al-Yahya, Emad (30867460900)","57208703790; 36548643200; 36554792000; 57203897866; 56942473700; 30867460900","Exploring attitudes of physiotherapy students towards a community-based project used as a learning tool","2021","Physiotherapy Theory and Practice","37","1","","115","125","10","3","10.1080/09593985.2019.1619209","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85066335266&doi=10.1080%2f09593985.2019.1619209&partnerID=40&md5=eb66aa161d0d833e8748f69d331ef732","Department of Physiotherapy, School of Rehabilitation Sciences, The University of Jordan, Amman, Jordan; Movement Science Group, Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, United Kingdom","Qutishat D., Department of Physiotherapy, School of Rehabilitation Sciences, The University of Jordan, Amman, Jordan; Muhaidat J., Department of Physiotherapy, School of Rehabilitation Sciences, The University of Jordan, Amman, Jordan; Mohammad M., Department of Physiotherapy, School of Rehabilitation Sciences, The University of Jordan, Amman, Jordan; Okasheh R., Department of Physiotherapy, School of Rehabilitation Sciences, The University of Jordan, Amman, Jordan; Al-Khlaifat L., Department of Physiotherapy, School of Rehabilitation Sciences, The University of Jordan, Amman, Jordan; Al-Yahya E., Department of Physiotherapy, School of Rehabilitation Sciences, The University of Jordan, Amman, Jordan, Movement Science Group, Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, United Kingdom","Background: Community-based projects are an experiential learning tool that provides students with an opportunity to work within a team, to apply their skills and to learn in real workplace settings. Promoting physical activity is an important component of physiotherapy education, but the best method for training students to promote physical activity is open for discussion. Purpose: This study explored the attitudes and learning experiences of physiotherapy students who worked in groups to complete a community-based project involving the delivery of physical activity programs to a healthy population. Methods: Data were collected from a focus group of eight physiotherapy students each of whom had participated in a community-based project early in their studies. Results: Four themes emerged from the analysis of the data: 1) self-confidence and independence; 2) creativity and innovation; 3) effective communication; and 4) team dynamics. The students had positive attitudes toward community-based projects and reported that their experiences were a highly valued component of their early practice-based learning. The findings of this study are expected to encourage educators to use community-based projects early in undergraduate physiotherapy programs, as it helps students develop professional skills such as effective communication, creativity, and innovation. Students also learned to innovate to solve real-world problems in the workplace such as resource limitations. They also learned to appreciate the importance of team dynamics in a successful intervention. Conclusion: The findings suggest early participation in community-based projects is an excellent way for physiotherapy students to develop the competencies required for clinical practice and for their role in promoting physical activity. © 2019 Taylor & Francis Group, LLC.","Community-based project; employability; experiential learning; physiotherapy education; practice-based learning","Exercise; Female; Health Knowledge, Attitudes, Practice; Health Promotion; Humans; Male; Physical Therapy Modalities; Problem-Based Learning; Students, Health Occupations; Young Adult; article; clinical article; clinical practice; controlled study; creativity; education; employability; experiential learning; human; human experiment; physical activity; physical therapy student; skill; workplace; attitude to health; exercise; female; health promotion; health student; male; physiotherapy; problem based learning; procedures; young adult","","","","","","","Anderson N., Potocnik K., Zhou J., Innovation and creativity in organisations: A state of the science review, prospective commentary, and guiding framework, Journal of Management, 40, pp. 1297-1333, (2014); Barradell S., Moving forth: Imagining physiotherapy education differently, Physiotherapy Theory and Practice, 33, pp. 439-447, (2017); Bernardini Zambrini D.A., Moraru M., Hanna M., Kalache A., Macias Nunez J.F., Attitudes toward the elderly among students of health care related studies at the University of Salamanca, Spain, Journal of Continuing Education in the Health Professions, 28, pp. 86-90, (2008); Brannick T., Coghlan D., In defense of being ‘‘Native’’: The case for insider academic research, Organizational Research Methods, 10, pp. 59-74, (2007); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, pp. 77-101, (2006); Channon S.B., Davis R.C., Goode N.T., What makes a good group? Exploring the characteristics and performance of undergraduate student groups, Advances in Health Sciences Education, 22, pp. 17-41, (2017); Dennis D., Ng L., Furness A., First-year physiotherapy students who elect to participate in simulation-based learning activities benefit from the experience, Focus on Health Professional Education, 18, pp. 90-102, (2017); Finch H., Lewis J., Turley C., Focus groups, Qualitative research practice: A guide for social science students and researchers, pp. 211-242, (2014); Furze J., Black L., Peck K., Jensen G.M., Student perceptions of a community engagement experience: Exploration of reflections on social responsibility and professional formation, Physiotherapy Theory and Practice, 27, pp. 411-421, (2011); Gould K., Day K.H., Barton A.T., Changing student attitudes through interaction: Findings from an interprofessional workshop, Journal of Interprofessional Care, 31, pp. 540-542, (2017); Grace S., Innes E., Patton N., Stockhausen L., Ethical experiential learning in medical, nursing and allied health education: A narrative review, Nurse Education Today, 51, pp. 23-33, (2017); Hall D., Buzwell S., The problem of free-riding in group projects: Looking beyond social loafing as reason for non-contribution, Active Learning in Higher Education, 14, pp. 37-49, (2012); Hamshire C., Jack K., Becoming and being a student: A Heideggerian analysis of physiotherapy students’ experiences, Qualitative, 21, pp. 1904-1919, (2016); Hobbs C., Dean C.M., Higgs J., Adamson B., Physiotherapy students attitude towards and knowledge of older people, Australian Journal of Physiotherapy, 52, pp. 115-119, (2006); Ip A.H., Ku J.C., Hung W.S.W., Buxton J.A., Comparing different methods of learning in the development of social accountability and CanMEDS roles in medical students, Journal Medical l’Univeriste d’Ottowa, 7i1, (2017); Kindler P., Grant C., Kulla S., Poole G., Godolphin W., Difficult incidents and tutor interventions in problem-based learning tutorials, Medical Education, 43, pp. 866-873, (2009); Lane I.F., Professional competencies in health sciences education: From multiple intelligences to the clinic floor, Advances in Health Sciences Education, 15, pp. 129-146, (2010); Leung K.K., Liu W.J., Wang W.D., Chen C.Y., Factors affecting students’ evaluation in a community service-learning program, Advances in Health Sciences Education, 12, pp. 475-490, (2007); Lewis J., Ritchie J., Ormston R., Morell G., Generalising from qualitative research, Qualitative research practice: A guide for social science students and researchers, pp. 348-366, (2014); Lindquist I., Engardt M., Garnham L., Poland F., Richardson B., Physiotherapy students professional identity on the edge of working life, Medical, 28, pp. 270-276, (2006); Lowe A., Littlewood C., McLean S., Kilner K., Physiotherapy and physical activity: A cross-sectional survey exploring physical activity promotion, knowledge of physical activity guidelines and the physical activity habits of UK physiotherapists, BMJ Open Sport and Exercise Medicine, 3, (2017); McLafferty I., Focus group interviews as a data collecting strategy, Journal of Advanced Nursing, 48, pp. 187-194, (2004); Melaville A., Berg A.C., Blank M.J., Community-based learning: Engaging students for success and citizenship. Partnerships/community, Paper 40, (2006); Mooney L.A., Edwards B., Experiential learning in sociology: Service learning and other community-based learning initiatives, Teaching Sociology, 29, pp. 181-194, (2001); Murphy J.W., Schlaerth C.A., Emergence, construction, and authorial intent in community-based projects, Humanity and Society, 41, pp. 95-106, (2017); O'Donoghue G., Doody C., Cusack T., Physical activity and exercise promotion and prescription in undergraduate physiotherapy education: Content analysis of Irish curricula, Physiotherapy, 97, pp. 145-153, (2011); O'Donoghue G., Doody C., Cusack T., Contemporary undergraduate physiotherapy education in terms of physical activity and exercise prescription: Practice tutors’ knowledge, attitudes and beliefs, Physiotherapy, 98, pp. 167-173, (2012); O'Nyumba T., Wilson K., Derrick C.J., Mukherjee N., The use of focus group discussion methodology: Insights from two decades of application in conservation, Methods in Ecology and Evolution, 9, pp. 20-32, (2017); Page T., Notions of innovation in healthcare services and products, International Journal of Innovation and Sustainable Development, 8, pp. 217-231, (2014); Palinkas L.A., Horwitz S.M., Green C.A., Wisdom J.P., Duan N., Hoagwood K., Purposeful sampling for qualitative data collection and analysis in mixed method implementation research, Administration and Policy Mental Health, 42, pp. 533-544, (2015); Patterson F., Zibarras L.D., Selecting for creativity and innovation potential: Implications for practice in health care education, Advances in Health Sciences Education, 22, pp. 417-428, (2017); Patton N., Higgs J., Smith M., Using theories of learning in workplaces to enhance physiotherapy clinical education, Physiotherapy and Practice, 29, pp. 493-503, (2013); Plummer-D'Amato P., Focus group methodology part 1: Considerations for design, International Journal for Therapy and Rehabilitation, 15, pp. 69-73, (2008); Powell S., Toms J., Passing away: An exploratory study into physiotherapy students experiences of patient death whilst on clinical placement, International Journal of Practice-Based Learning in Health and Social Care, 2, pp. 108-121, (2014); Prout S., Lin I., Nattabi B., Green C., ‘I could have never learned this in a lecture’: Transformative learning in rural health education, Advances in Health Sciences Education, 19, pp. 147-159, (2014); Rabiee F., Focus-group interview and data analysis, Proceedings of the Nutrition Society, 63, pp. 655-660, (2004); Ramli A., Nawawi R., Chun M.P.P., Employees perception of employability skills needed in today’s workforce among physiotherapy graduates, Procedia Social and Behavioural Sciences, 7, pp. 455-463, (2010); Ruiteneberg C.W., Towle A., “How to do things with words” in health professions education, Advances in Health Sciences Education, 20, pp. 857-872, (2014); Ryan K.E., Gandha T., Culbertson M.J., Carlson C., Focus group evidence: Implications for design and analysis, American Journal of Evaluation, 35, pp. 328-345, (2014); Sahin S., Mandiracioglu A., Tekin N., Senuzun F., Akcicek F., Attitudes toward the elderly among the health care providers: Relaibility and validity of Turkish version of the UCLA Geriatric Attitude Scale (UCLA-GA), Archives of Gerontology and Geriatrics, 55, pp. 205-209, (2012); Skinner K.L., Hyde S.J., McPherson K.B., Simpson M.D., Improving students’ interpersonal skills through experiential small group learning, Journal of Learning Design, 9, pp. 21-36, (2016); Smith S.N., Crocker A.F., Experiential learning in physical therapy education, Advances in Medical Education and Practice, 8, pp. 427-433, (2017); Spencer L., Ritchie J., O'Connor W., Morrell G., Ormston R., Analysis in practice, Qualitative research practice: A guide for social science students and researchers, pp. 295-345, (2014); Stefanou C., Stolk J.D., Prince M., Chen J.C., Lord S.M., Self-regulation and autonomy in problem- and project-based learning environments, Active Learning in Higher Education, 14, pp. 109-122, (2013); Teunissen P.W., Experience, trajectories, and reiﬁcations: An emerging framework of practice-based learning in healthcare workplaces, Advances in Health Sciences Education, 20, pp. 843-856, (2014); Thistlethwaite J.E., Interprofessional education: Implications and development for medical education, Educación Médica, 16, pp. 68-73, (2015); Trede F., McEwen C., Early workplace learning experiences: What are the pedagogical possibilities beyond retention and employability?, Higher Education, 69, pp. 19-32, (2014); Trifkovic C.K., Lorber M., Denny M., Denieffe S., Gonc V., Attitudes of nursing students towards learning communication skills. In: Teaching and learning in nursing, (2017); Perspectives into learning at the workplace, Educational Research Review, 3, pp. 130-154, (2008); Wibeck V., Dahlgren M.A., Oberg G., Learning in focus groups: An analytical dimension for enhancing focus group research, Qualitative Research, 7, pp. 249-267, (2007); Wloszczak-Szubzda A., Jarosz M.J., Professional communication competences of physiotherapists–Practice and educational perspectives, Annuals of Agricultural and Environmental Medicine, 20, pp. 189-194, (2013); Policy Statement: The Description of Physical Therapy, (2017); Global recommendations on physical activity for health, (2010); Non-communicable diseases factsheet, (2018)","J. Muhaidat; Department of Physiotherapy, School of Rehabilitation Sciences, The University of Jordan, Amman, Queen Rania Street, 11942, Jordan; email: d.qutishat@ju.edu.jo","","Taylor and Francis Ltd.","","","","","","09593985","","PTHPE","31131662","English","Physiother. Theory Pract.","Article","Final","","Scopus","2-s2.0-85066335266"
"Ayala Calvo J.C.; Manzano García G.","Ayala Calvo, Juan Carlos (52263348300); Manzano García, Guadalupe (6505952696)","52263348300; 6505952696","The influence of psychological capital on graduates’ perception of employability: the mediating role of employability skills","2021","Higher Education Research and Development","40","2","","293","308","15","33","10.1080/07294360.2020.1738350","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082404762&doi=10.1080%2f07294360.2020.1738350&partnerID=40&md5=cef52eb1ff0a4f4c80c13ac44df79acb","Department of Economics and Business, La Rioja University, Logroño, Spain; Department of Sciences Education, La Rioja University, Logroño, Spain","Ayala Calvo J.C., Department of Economics and Business, La Rioja University, Logroño, Spain; Manzano García G., Department of Sciences Education, La Rioja University, Logroño, Spain","This study investigated the influence of psychological capital on the acquisition of employability skills among final-year university students. The study also looked into whether employability skills played a mediating role in the relationship between psychological capital and employability as perceived by undergraduates. With a time-lagged design and a sample of 326 students in their last year in a Business Administration and Management undergraduate program, the results showed that the increase in students’ psychological capital had a positive and direct effect on the increase in the level of competence shown in employability skills. On the other hand, the results revealed that entrepreneurial initiative was the only employability skill that plays a mediating role in the relationship between psychological capital and the employability perceived by students. Therefore, interventions designed to increase the perceived employability of undergraduate students should include components that focus on developing their psychological capital and entrepreneurial initiative. © 2020 HERDSA.","Employability skills; perceived employability; psychological capital; university students","","","","","","","","Allen J., van der Velden R., Skills for the 21st century: Implications for and science, (2011); Artess J., Hooley T., Mellors-Bourne R., Employability: A review of the literature 2012 to 2016, (2016); Bakari H., Khoso I., Psychological determinants of graduate employability: A comparative study of business and agriculture students across Pakistan, Business & Economic Review, 9, 4, pp. 113-140, (2017); Bandura A., Self-efficacy: The exercise of control, (1997); Chin W., How to write up and report PLS analyses, Handbook of partial least squares: Coceots, methods and applications, pp. 655-690, (2010); Cooper N., Estes C., Allen L., Bouncing back how to develop resiliency through outcome-based recreation programs, Parks and Recreation, 39, 4, pp. 28-35, (2004); Donald W.E., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: Human capital, careers advice, and career ownership, Journal Studies in Higher Education, (2017); Employment rates of recent graduates, (2019); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psychosocial construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gamboa J.P., Gracia F.J., Ripoll P., Peiro J.M., Employability and personal initiative as antecedents of job satisfaction, The Spanish Journal of Psychology, 12, 2, pp. 632-640, (2009); Geisser S., The predictive sample reuse method with applications, Journal of the American Statistical Association, 70, pp. 320-328, (1975); Hair J.F., Hult T., Ringle C., Sarstedt M., A primer on partial least squares structural equation modeling (PLS-SEM), (2014); Hair J.F., Ringle C.M., Sarstedt M., PLS-SEM: Indeed a silver bullet, Journal of Marketing Theory and Practice, 19, 2, pp. 139-152, (2011); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, pp. 97-109, (2001); Holland S., Synthesis: A lifelong learning framework to graduate attributes, Graduate attributes, learning and employability, pp. 267-307, (2006); Jackson D., Business undergraduates’ perceptions of their capabilities in employability skills. Implications for industry and higher education, Industry and Higher Education, 26, 5, pp. 345-356, (2012); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Jones A., Redisciplining generic attributes: The disciplinary context in focus, Studies in Higher Education, 34, 1, pp. 85-100, (2009); Karlsson T., Moberg K., Improving perceived entrepreneurial abilities through education: Exploratory testing of an entrepreneurial self efficacy scale in a pre-post setting, The International Journal of Management Education, 11, 1, pp. 1-11, (2013); Knight P., Yorke M., Employability through the curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Knight P., Yorke M., Learning, curriculum and employability in higher education, (2004); Laguador J., Ramos J.L., Industry-partners’ preferences for graduates: Input on curriculum development, Journal of Education and Literature, 1, 1, pp. 1-8, (2014); Luthans B.C., Luthans K.W., Avey J.B., Building the leaders of tomorrow: The development of academic psychological capital, Journal of Leadership & Organizational Studies, 21, pp. 191-199, (2014); Luthans F., Youssef C.M., Avolio B.J., Introduction to the meaning of and need for psychological capital, Psychological capital and beyond, (2015); Martin-Gonzalez C.M., Análisis del impacto de las competencias de empleabilidad en el empleo de los titulados universitarios en España, (2016); Miller L., Biggart A., Newton B., Basic and employability skills, International Journal of Training and Development, 17, 3, pp. 173-175, (2013); (2009); Neill J., Definitions of various self-constructs: Self-esteem, self-efficacy, self-confidence and self-concept, (2005); Ngoma M., Dithan Ntale P., Psychological capital, career identity and graduate employability in Uganda: The mediating role of social capital, International Journal of Training & Development, 20, 2, pp. 124-139, (2016); Olivier D., Freeman B., Young C., Yu S., Verma G., Employer satisfaction survey, (2014); Omar A., Salessi S., Urteaga A.F., Diseño y validación de la escala Cappsi para medir capital psicológico, Liberabit, 20, 2, pp. 315-323, (2014); Overtoom C., Employability skills: An update, (2000); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, pp. 1-12, (2008); Seligman M.E.P., Learned optimism, (1998); Shefrin H., Ivey Business Journal, (2009); Snyder C.R., Target article: Hope theory: rainbows in the mind, Psychological Inquiry, 13, pp. 249-275, (2002); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Valls V., Gonzalez-Roma V., Tomas I., Linking educational diversity and team performance: Team communication quality and innovation team climate matter, Journal of Occupational and Organizational Psychology, 89, pp. 751-771, (2016); Yorke M., Employability in higher education: What it is-what it is not. Learning & employability Series 1, (2006); Yorke M., Knight P.T., Embedding employability into the curriculum: Learning & employability Series 1, (2006); Youssef C.M., Luthans F., Positive organizational behavior in the workplace: The impact of hope, optimism and resilience, Journal of Management, 33, 5, pp. 774-800, (2007)","J.C. Ayala Calvo; Department of Economics and Business, La Rioja University, Logroño, C/ La Cigüeña, 60, 26004, Spain; email: juan-carlos.ayala@unirioja.es","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85082404762"
"Okolie U.C.; Igwe P.A.; Nwajiuba C.A.; Mlanga S.; Binuomote M.O.; Nwosu H.E.; Ogbaekirigwe C.O.","Okolie, Ugochukwu Chinonso (57195417537); Igwe, Paul Agu (57201619466); Nwajiuba, Chinyere Augusta (7801367933); Mlanga, Sunday (57207960722); Binuomote, Michael Olayinka (57214220416); Nwosu, Hyginus Emeka (57205495836); Ogbaekirigwe, Charles O. (57195421459)","57195417537; 57201619466; 7801367933; 57207960722; 57214220416; 57205495836; 57195421459","Does PhD qualification improve pedagogical competence? A study on teaching and training in higher education","2020","Journal of Applied Research in Higher Education","12","5","","1233","1250","17","10","10.1108/JARHE-02-2019-0049","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081732549&doi=10.1108%2fJARHE-02-2019-0049&partnerID=40&md5=204cd6eb17452ffac4e6e505bad27913","Department of Vocational and Technology Education, Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria; University of Lincoln, Lincoln, United Kingdom; Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria","Okolie U.C., Department of Vocational and Technology Education, Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria; Igwe P.A., University of Lincoln, Lincoln, United Kingdom; Nwajiuba C.A., Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria; Mlanga S., Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria; Binuomote M.O., Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria; Nwosu H.E., Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria; Ogbaekirigwe C.O., Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria","Purpose: There has been much debate in recent times about the factors that improve the quality of teaching in higher education (HE) institutions. This has been especially fueled by the increasing importance attached to Doctor of Philosophy (PhD) qualification. To fill the existing gap in the current literature in this regard, this study aims to investigate whether HE teachers (lecturers) who undergo pedagogical training (PT) in addition to obtaining PhD qualification possess higher knowledge and pedagogical competencies (PCs) than those that relied only on having PhD qualification without further teaching qualifications. Design/methodology/approach: Drawing upon data collected through a structured questionnaire administered to 1,174 Nigerian HE teachers in various disciplines from 39 HE institutions, in addition to two focus groups, the study adopts a mixed-methods research. The quantitative data were analyzed descriptively while qualitatively data were coded, transcribed verbatim, and analyzed thematically. Findings: This article proposes that teachers who undergo PT in addition to obtaining PhD tend to have more PCs and perform better than those that have not undergone any form of PT. Also, it found a statistically significant difference between PCs of HE teachers who have undergone PT in addition to PhD qualification from those without PT. The implication is that teachers who have undergone PT are more effective in facilitating teaching and learning than those who have not completed PT. Research limitations/implications: Despite the merits of the mixed-methods research, a major limitation of this study is the failure to compare students' achievements or successes based on the two distinct samples. However, the limitations create opportunities for further studies into the subject matter. Originality/value: This study is timely, given that Nigeria (like many African countries) has a low quality HE system and low graduate outcomes (related to knowledge, employability, and skills). More so, research into pedagogical content knowledge (PCK) and practices are rare or nonexistent in the literature related to Nigeria and other African countries' HE system. © 2020, Emerald Publishing Limited.","Higher education teachers; Pedagogical competencies; Pedagogical knowledge; PhD qualification","","","","","","","","Al-Busaidi S., Aldhafri S., Buyukyavuz O., Effective university instructors as perceived by Turkish and Omani university students, SAGE Open, pp. 1-8, (2016); Alkathiri M.S., Olson M.R., Preparing doctoral students for the professoriate through a formal preparatory course, International Journal of Doctoral Studies, 14, pp. 34-67, (2019); Adeogun A.A., Training and experience as predictors of teachers' productivity in secondary school, International Journal of Educational Management, 4, 1, pp. 38-49, (2006); Asiyai R.I., Improving quality of higher education in Nigeria: the roles of stakeholders, International Journal of Higher Education, 5, 1, pp. 61-70, (2015); Askerc K., Kocar S., Teaching and the pedagogical training of university teaching staff – practice and opinions under Slovenian higher education legislation, Education Inquiry, 6, 2, pp. 159-175, (2015); Badri M., Alnuaimi A., Mohaidat J., Yang G., Rashedi A., Perception of teachers' professional development needs, impacts, and barriers: the abu dhabi case, SAGE Open, pp. 1-15, (2016); Bane C.M.H., Haymaker C.M.B., Zinchuk J., Social support as a moderator of the big fish-in-a-little-pond effect in online self-help support groups, Journal of Applied Biobehavioral Research, 10, pp. 239-261, (2005); Bidabadi S.N., Isfahani N.A., Rouhollahi A., Khalili R., Effective teaching methods in higher education: requirements and barriers, Journal of advances in medical education and professionalism, 4, 4, pp. 170-178, (2016); Billingsley B.S., Promoting teacher quality and retention in special education, Journal of Learning Disabilities, 37, 1, pp. 370-376, (2004); Blazar D., Kraft M.A., Teacher and teaching effects on students' attitudes and behaviors, Educational Evaluation and Policy Analysis, 39, 1, pp. 146-170, (2016); Breen R.L., A practical guide to focus-group research, Journal of Geography in Higher Education, 30, 3, pp. 463-475, (2006); Brightman H.J., The need for teaching doctoral students how to teach, International Journal of Doctoral Studies, 4, pp. 1-11, (2009); Bulger S.M., Mohr D.J., Walls R.T., Stack the deck in favor of your students by using the four aces of effective teaching, Journal of Effective Teaching, 5, 2, pp. 1-18, (2002); Bullin C., To what extent has doctoral (PhD) education supported academic nurse educators in their teaching roles: an integrative review, BMC Nursing, 17, 6, pp. 1-18, (2018); Burde D., Linden L., The effect of village-based schools: evidence from a randomized controlled trial in Afghanistan, American Economic Journal: Applied Economics, 5, 3, pp. 27-40, (2013); Castleberry A., Nolen A., Thematic analysis of qualitative research data: is it as easy as it sounds?, Currents in Pharmacy Teaching and Learning, 10, pp. 807-815, (2018); Coe R., Aloisi C., Higgins S., Major L.E., What makes great teaching? 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Okolie; Department of Vocational and Technology Education, Alex Ekwueme Federal University, Ikwo, Ndufu-Alike, Nigeria; email: nonyeck@gmail.com","","Emerald Group Holdings Ltd.","","","","","","20507003","","","","English","J. Appl. Res. High. Edu.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85081732549"
"Bilsland C.; Carter L.; Wood L.","Bilsland, Christine (56308771600); Carter, Leanne (8964819800); Wood, Leigh (20736134800)","56308771600; 8964819800; 20736134800","Beyond the degree: graduate transitions from a transnational campus in Vietnam","2020","Higher Education","80","6","","1103","1120","17","5","10.1007/s10734-020-00533-2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085115179&doi=10.1007%2fs10734-020-00533-2&partnerID=40&md5=e17e9bb999518f91643d6e43b5a23e6b","Macquarie Business School, Macquarie University, Sydney, 2109, Australia","Bilsland C., Macquarie Business School, Macquarie University, Sydney, 2109, Australia; Carter L., Macquarie Business School, Macquarie University, Sydney, 2109, Australia; Wood L., Macquarie Business School, Macquarie University, Sydney, 2109, Australia","Little research addresses graduate transition issues faced by transnational education (TNE) stakeholders. This paper’s conceptual framework situates alumni as central stakeholders and potential partners in developing crucial insights into TNE graduate transitions. We interviewed alumni of an Australian university campus in Vietnam (AUV) about their TNE education experience and how students might be successfully supported to transition to local careers. Alumni were satisfied with the AUV’s role in developing skills, English ability, and confidence. They noted the value of work integrated learning (WIL) internships. However, they highlighted aspects of their experience where the university could provide greater employability support and cultural relevance. Moreover, they expressed a desire for greater ongoing connection with the university as their careers progressed. The findings ground the paper’s proposals for institutional transnational campus graduate transition support at three stages of the transnational student experience: enrolled student, transitioning student and graduate alumnus. © 2020, Springer Nature B.V.","Alumni; Employability; Graduate transition; Higher education; Transnational education; Vietnam","","","","","","","","Ahmad S.Z., Buchanan F.R., Motivation factors in students decision to study at international branch campuses in Malaysia, Studies in Higher Education, 42, 4, pp. 651-668, (2017); Arambewela R., Maringe F., Mind the gap: staff and postgraduate perceptions of student experience in higher education, Higher Education Review, 44, 2, pp. 63-84, (2012); Improving Transitions from School to University to Workplace, (2012); Embassy A., Australian Alumni in Vietnam Strategy Launched in Style, (2016); Offshore delivery of Australia higher education courses in 2018, (2019); Bennett D., Richardson S., MacKinnon P., Enacting strategies for graduate employability: how universities can best support students to develop generic skills, (2015); Biggs J., Teaching for quality learning at university, (2003); Bilsland C., Boundary spanning in TNE: Building connections through work integrated learning. 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Bilsland; Macquarie Business School, Macquarie University, Sydney, 2109, Australia; email: Christine.bilsland@mq.edu.au","","Springer Science and Business Media B.V.","","","","","","00181560","","","","English","High. Educ.","Article","Final","","Scopus","2-s2.0-85085115179"
"Villardón-Gallego L.; Flores-Moncada L.; Yáñez-Marquina L.; García-Montero R.","Villardón-Gallego, Lourdes (55627937000); Flores-Moncada, Lirio (57218871693); Yáñez-Marquina, Lara (57193131278); García-Montero, Roberto (57218869633)","55627937000; 57218871693; 57193131278; 57218869633","Best practices in the development of transversal competences among youths in vulnerable situations","2020","Education Sciences","10","9","230","1","15","14","8","10.3390/educsci10090230","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090518939&doi=10.3390%2feducsci10090230&partnerID=40&md5=630ca8fbb15ad1c8f92cddf93f70d45c","Faculty of Psychology and Education, University of Deusto, Bilbao, 48007, Spain; Peñascal Kooperatiba, Bilbao, 48004, Spain","Villardón-Gallego L., Faculty of Psychology and Education, University of Deusto, Bilbao, 48007, Spain; Flores-Moncada L., Faculty of Psychology and Education, University of Deusto, Bilbao, 48007, Spain; Yáñez-Marquina L., Faculty of Psychology and Education, University of Deusto, Bilbao, 48007, Spain; García-Montero R., Peñascal Kooperatiba, Bilbao, 48004, Spain","(1) Background: The aim of Second Chance Schools (E2Cs) is to provide employment-focused training for young people who left compulsory education without any formal qualifications by encouraging them to pursue initial vocational training. Transversal Competences (TCs) are important for enabling the social inclusion of young people in vulnerable situations by promoting their entry into the labour market. However, TCs are not always systematically developed. The objective of this study is to analyse good practices in inculcating these skills in this group of young people. (2) Methods: In-depth case studies were conducted in six best-practice schools. The following methods were used in the studies: questionnaires to school; a checklist to analyse the teaching materials used: an interview with the people responsible for the programme; an interview with students; and a questionnaire to representatives from the business sector. (3) Results: The six E2Cs attached great importance to TCs, which were taught specifically through a student-centred, active, varied and collaborative methodology that was periodically reviewed and adapted to students’ needs. TCs were evaluated before, during, and after the process was completed. (4) Conclusions: The results identified specific key elements for promoting the development of TCs that could be transferred to other schools and, consequently, could have implications for education policies in this field. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Best practices; Case study; Employability; Risk of exclusion; Second Chance Schools; Social inclusion; Transversal competences; Vocational education; Youth","","","","","","JP Morgan Chase Foundation","Funding: This research was funded by the JP Morgan Chase Foundation.","Tasas de Paro por Distintos Grupos de Edad, Sexo y Comunidad Autónoma, (2020); Santana Vega L., Gonzalez-Morales O., Feliciano Garcia L., Percepción del empresariado de las competencias y características relevantes para el empleo, Rev. Española Orientación Psicopedag. 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Train, 59, pp. 53-66, (2007); Key Competences in Vocational Education and Training—Spain, pp. 1-14, (2016); Melendro Estefania M., El tránsito a la vida adulta de los jóvenes en dificultad social: La incidencia de la intervención socioeducativa y la perspectiva de profesionales y empresarios, Rev. Educ, pp. 327-352, (2011); Kember D., Ho A., Hong C., The importance of establishing relevance in motivating student learning, Active Learn. High. Educ, 9, pp. 249-263, (2008); Mulder M., Competence-Based Education and Training– about Frequently Asked Questions, J. Agric. Educ. Ext, 18, pp. 319-327, (2012); Wesselink R., de Jong C., Biemans H.J.A., Aspects of Competence-Based Education as Footholds to Improve the Connectivity Between Learning in School and in the Workplace, Vocat. Learn, 3, pp. 19-38, (2010); Biemans H., Wesselink R., Gulikers J., Schaafsma S., Verstegen J., Mulder M., Towards competence-based VET: Dealing with the pitfalls, J. Vocat. Educ. 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Siglo XXI, 24, (2006); Perez-Juste R., Evaluación de Programas Educativos, (2006); Rodriguez S., Rojo V., Gomez S., Flores J., Rodriguez A., Fernandez M., Martinez A., Padilla A., Del Rio C., Garcia L., Et al., El alumnado de formación profesional inicial en andalucía y sus necesidades de orientación: Algunas aportaciones/Andalusian initial vocational training students: Some contributions on their guidance’s needs, Rev. Española Orientación Psicopedag, 23, pp. 4-21, (2012); Zacares Gonzalez J.J., Linares Insa L.I., Experiencias positivas, identidad personal y significado del trabajo como elementos de optimización del desarrollo de los jóvenes: Lecciones aprendidas para los futuros Programas de Cualificación Profesional Inicial, Rev. Educ, 341, pp. 123-148, (2006); Corcoran C.A., Leahy R., Growing Professionally through Reflective Practice, Kappa Delta Pi Rec, 40, pp. 30-33, (2012); Volet S., Vauras M., Khosa D., Iiskala T., Metacognitive Regulation in Collaborative Learning: Conceptual Developments and Methodological Contextualizations, Interpersonal Regulation of Learning and Motivation, pp. 67-99, (2013); Hernandez-Fernaud E., Ramos-Sapena Y., Negrin F., Hernandez C.I., Hernandez B., Empleabilidad Percibida y Autoeficacia para la Búsqueda de Empleo en Universitarios, JWOP, 27, (2011); Munthe E., Rogne M., Research based teacher education, Teach. Teach. Educ, 46, pp. 17-25, (2015); Tabernero C., Briones E., Arenas A., Empleabilidad en jóvenes, Trabajo, Organizaciones y Recursos Humanos en el Siglo XXI: Nuevos Avances y Perspectivas, pp. 109-134, (2010); Impulso a la Empleabilidad de Jóvenes Desfavorecidos, (2012)","L. Villardón-Gallego; Faculty of Psychology and Education, University of Deusto, Bilbao, 48007, Spain; email: lourdes.villardon@deusto.es","","MDPI AG","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85090518939"
"Al-Youbi A.O.; Al-Hayani A.; Rizwan A.; Choudhry H.","Al-Youbi, Abdulrahman O. (6505612252); Al-Hayani, Abdulmonem (6507273347); Rizwan, Ali (24779840400); Choudhry, Hani (37004303400)","6505612252; 6507273347; 24779840400; 37004303400","Implications of COVID-19 on the labor market of Saudi Arabia: The role of universities for a sustainableworkforce","2020","Sustainability (Switzerland)","12","17","7090","","","","25","10.3390/su12177090","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090321811&doi=10.3390%2fsu12177090&partnerID=40&md5=98d280f7fa5403928c61ff3561e9bb74","Department of Chemistry, Faculty of Science, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; Department of Anatomy, Faculty of Medicine, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; Department of Industrial Engineering, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; Department of Biochemistry, Faculty of Science, King Abdulaziz University, Jeddah, 21589, Saudi Arabia","Al-Youbi A.O., Department of Chemistry, Faculty of Science, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; Al-Hayani A., Department of Anatomy, Faculty of Medicine, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; Rizwan A., Department of Industrial Engineering, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; Choudhry H., Department of Biochemistry, Faculty of Science, King Abdulaziz University, Jeddah, 21589, Saudi Arabia","Governments all over the world are taking preventive measures to contain the spread of COVID-19. However, these measures have caused both long- and short-term effects on the socioeconomic situation of many countries. Due to lockdowns and business shutdowns, people are becoming unemployed or are working on reduced wages, creating a unique type of career shock in the global job market. Moreover, this phenomenon also produces a negative reflux among workers, encouraging a new skill set for this unprecedented time. The present study aimed to investigate the implications of COVID-19 on the labor market of Saudi Arabia. Data were collected with the help of a questionnaire from both public and private sector employers (n = 234) to inquire about their perceptions of the new skill set required in the changing business environment during and after pandemics. The data were analyzed with the help of descriptive statistics as well as simple and companion regression. The results indicate that the healthcare, service and education sectors have quickly transformed themselves from conventional to remote forms of working and consider virtual skills, autonomous working and effective communication the most important skills for their workforce during the current and the postpandemic scenarios. Interviews were then conducted with educational leaders to develop a conceptual framework by integrating both qualitative and quantitative analysis of the surveys. The results of the study are beneficial for the educational leadership of higher education institutions (HEIs) to better align their educational programs with changing market needs. By doing so, they not only increase the sustainability of the workforce but also minimize the impact of COVID-19 on the Saudi labor market. © 2020 by the authors.","COVID-19; Employability skills; Higher education; KingAbdulaziz University; Labormarket; Pandemic; Universities","Saudi Arabia; conceptual framework; health impact; higher education; institutional framework; labor market; leadership; private sector; public sector; questionnaire survey; sustainability; university sector","","","","","","","Queiroz M.M., Ivanov D., Dolgui A., Wamba S.F., Impacts of epidemic outbreaks on supply chains: Mapping a research agenda amid the COVID-19 pandemic through a structured literature review, Ann. Oper. Res., pp. 1-38, (2020); Oldekop J.A., Horner R., Hulme D., Adhikari R., Agarwal B., Alford M., Bakewell O., Banks N., Barrientos S., Bastia T., Et al., COVID-19 and the case for global development, World Dev., 134, (2020); Blustein D.L., Guarino P.A., Work and Unemployment in the Time of COVID-19: The Existential Experience of Loss and Fear, J. Humanist. Psychol., 60, pp. 702-709, (2020); Akkermans J., Richardson J., Kraimer M., The Covid-19 Crisis as a Career Shock: Implications for Careers and Vocational Behavior, (2020); Lekfuangfu W.N., Piyapromdee S., Porapakkarm P., Wasi N., On Covid-19: New Implications of Job Task Requirements and Spouse's Occupational Sorting, SSRN, (2020); Dingel J.I., Neiman B., How Many Jobs Can Be Done at Home? J, Public Econ., 189, pp. 1-8, (2020); Haak-Saheem W., Talent management in Covid-19 crisis: How Dubai manages and sustains its global talent pool, Asian Bus. Manag., 19, pp. 298-301, (2020); Gan W.H., Lim J.W., David K., Preventing intra-hospital infection and transmission of COVID-19 in healthcare workers, Saf. Health Work, 11, pp. 241-243, (2020); Sawaya T., Ballouz T., Zaraket H., Rizk N., Coronavirus Disease (COVID-19) in the Middle East: A Call for a Unified Response, Front. Public Health, 8, (2020); Gasana J., Shehab M., Coronavirus Disease (COVID 19): Handling Challenges in Kuwait, Science, 2, (2020); Abdulrahim H., Mabrouk F., COVID-19 and the Digital Transformation of Saudi Higher Education, Asian J. Distance Educ., 15, pp. 291-306, (2020); Romero-Tena R., Barragan-Sanchez R., Llorente-Cejudo C., Palacios-Rodriguez A., The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences, Sustainability, 12, (2020); Suleman F., The employability skills of higher education graduates: Insights into conceptual frameworks and methodological options, High. Educ., 76, pp. 263-278, (2018); Fakih A., Haimoun N., Kassem M., Youth Unemployment, Gender and Institutions During Transition: Evidence from the Arab Spring, Soc. Indic. Res., 150, pp. 311-336, (2020); Alsulami H., Bashir M., Rizwan A., Elnahas N., Bawareth F., Noorelahi R., Kamrani R., Impact of emotional intelligence on the academic performance and employability of female engineering students in Saudi Arabia, Int. J. Eng. Educ., 35, pp. 119-125, (2019); Thomas A., Piquette C., McMaster D., English communication skills for employability: The perspectives of employers in Bahrain, Learn. Teach. High. Educ. Gulf Perspect., 13, pp. 1-17, (2016); Valverde-Berrocoso J., Garrido-Arroyo M.D.C., Burgos-Videla C., Morales-Cevallos M.B., Trends in Educational Research about e-Learning: A Systematic Literature Review (2009-2018), Sustainability, 12, (2020); Ahmed V., Abu Alnaaj K., Saboor S., An Investigation into Stakeholders' Perception of Smart Campus Criteria: The American University of Sharjah as a Case Study, Sustainability, 12, (2020); Di Pietro G., University Study Abroad and Graduates' Employability, (2019); Alfaki I., Hijazi R., Statistics capacity building and alignment of learning outcomes with business sector needs in the GCC countries, Proceedings of the Tenth International conference on Teaching Statistics (ICOTS10); Hijazi R., Alfaki I., Reforming Undergraduate Statistics Education in the ArabWorld in the Era of Information, J. Stat. Educ., 28, pp. 75-88, (2020); Parlamis J., Monnot M.J., Getting to the CORE: Putting an end to the term ""soft skills, J. Manag. Inq., 28, pp. 225-227, (2019); Jawadi F., Ftiti Z., Oil price collapse and challenges to economic transformation of Saudi Arabia: Atime-series analysis, Energy Econ., 80, pp. 12-19, (2019); Ranjan R., Bisht M., Novel Coronavirus and Indian Overseas Labour Migrants: Updates from Gulf Cooperation Council Countries, Roots Routes, 9, pp. 1-4, (2020); Barton A., Preparing for leadership turnover in Christian higher education: Best practices in succession planning, Christ. High. Educ., 18, pp. 37-53, (2019); Seymour-Walsh A.E., Bell A., Weber A., Smith T., Adapting to a new reality: COVID-19 coronavirus and online education in the health professions, Rural Remote Health, 20, (2020); Blokker R., Akkermans J., Tims M., Jansen P., Khapova S., Building a sustainable start: The role of career competencies, career success, and career shocks in young professionals' employability, J. Vocat. Behav., 112, pp. 172-184, (2019); Zainuddin S.Z.B., Pillai S., Dumanig F.P., Phillip A., English language and graduate employability, Educ. Train., 61, pp. 79-93, (2019); Foo L.-P., Chin M.-Y., Tan K.-L., Phuah K.-T., The impact of COVID-19 on tourism industry in Malaysia, Curr. Issues Tour., pp. 1-5, (2020); Ivanov D., Dolgui A., Viability of intertwined supply networks: Extending the supply chain resilience angles towards survivability. A position paper motivated by COVID-19 outbreak, Int. J. Prod. Res., 58, pp. 2904-2915, (2020); Rangachari P., Woods J.L., Preserving Organizational Resilience, Patient Safety, and Staff Retention during COVID-19 Requires a Holistic Consideration of the Psychological Safety of Healthcare Workers, Int. J. Environ. Res. Public Health, 17, (2020)","A. Rizwan; Department of Industrial Engineering, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; email: arkhan71@kau.edu.sa; H. Choudhry; Department of Biochemistry, Faculty of Science, King Abdulaziz University, Jeddah, 21589, Saudi Arabia; email: hchoudhry@kau.edu.sa","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85090321811"
"Abelha M.; Fernandes S.; Mesquita D.; Seabra F.; Ferreira-Oliveira A.T.","Abelha, Marta (35772219700); Fernandes, Sandra (16315361800); Mesquita, Diana (55213987200); Seabra, Filipa (57210809988); Ferreira-Oliveira, Ana Teresa (57201579740)","35772219700; 16315361800; 55213987200; 57210809988; 57201579740","Graduate employability and competence development in higher education-A systematic literature review using PRISMA","2020","Sustainability (Switzerland)","12","15","5900","","","","101","10.3390/SU12155900","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089738422&doi=10.3390%2fSU12155900&partnerID=40&md5=61b7f18938e23874d77360db21a5a3a3","CEIS20-Centre of 20th Century Interdisciplinary Studies, University of Coimbra, Coimbra, 3000-186, Portugal; Portucalense Institute for Human Development, Portucalense University, Porto, 4200-072, Portugal; CIEC-Research Centre on Child Studies, University of Minho, Braga, 4710-057, Portugal; LE at D, Open University (UAb), Lisboa, 1269-001, Portugal; CISAS, Escola Superior de Tecnologia e Gestão, Instituto Politécnico de Viana do Castelo, Rua Escola Industrial e Comercial Nun'Álvares, Viana do Castelo, 4900-347, Portugal","Abelha M., CEIS20-Centre of 20th Century Interdisciplinary Studies, University of Coimbra, Coimbra, 3000-186, Portugal, Portucalense Institute for Human Development, Portucalense University, Porto, 4200-072, Portugal; Fernandes S., Portucalense Institute for Human Development, Portucalense University, Porto, 4200-072, Portugal, CIEC-Research Centre on Child Studies, University of Minho, Braga, 4710-057, Portugal; Mesquita D., CIEC-Research Centre on Child Studies, University of Minho, Braga, 4710-057, Portugal; Seabra F., LE at D, Open University (UAb), Lisboa, 1269-001, Portugal; Ferreira-Oliveira A.T., CISAS, Escola Superior de Tecnologia e Gestão, Instituto Politécnico de Viana do Castelo, Rua Escola Industrial e Comercial Nun'Álvares, Viana do Castelo, 4900-347, Portugal","This paper aims to develop a systematic review on graduate employability and competence development, intending to present an international perspective on the matter. It analyses the role of higher education institutions in promoting the development of competences for employability. The Preferred Reporting Items for Systematic Reviews (PRISMA) statement was used as a formal systematic review guideline for data collection. Data was obtained from research studies over the period 2009-2019. The analysis included a total of 69 papers from Web of Science (WoS) and Scopus databases. Results show that Europe leads the number of publications on these topics during the past decade. One of the main issues associated with competence development and graduate employability found in the review is related to the (mis)match between university graduates' competences and employers' needs. Findings indicate that higher education institutions are concerned with using strategies to enhance the development of competences for graduate employability. Graduate employability and competence development around the world depend on a strong sense of innovation and collaboration practices implemented in higher education. © 2020 by the authors.","Competences; Employability; Graduates; Higher education; PRISMA; Systematic review","Europe; Scopus; data acquisition; database; guideline; higher education; innovation; literature review","","","","","","","What Makes Labour Markets Resilient During Recessions?, OECD Employment Outlook 2012, pp. 53-107, (2012); Okay-Somerville B., Scholarios D., A multilevel examination of skills-oriented human resource management and perceived skill utilization during recession: Implications for the well-being of all workers, Hum. Resour. 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"Tomlinson M.; Enders J.; Naidoo R.","Tomlinson, Michael (35876837700); Enders, Jürgen (7006131364); Naidoo, Rajani (8071880500)","35876837700; 7006131364; 8071880500","The Teaching Excellence Framework: symbolic violence and the measured market in higher education","2020","Critical Studies in Education","61","5","","627","642","15","24","10.1080/17508487.2018.1553793","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058404652&doi=10.1080%2f17508487.2018.1553793&partnerID=40&md5=7bc1e8f0dfa9537f1fee0e38d82966b9","School of Education, University of Southampton, Southampton, United Kingdom; School of Management, University of Bath, Bath, United Kingdom","Tomlinson M., School of Education, University of Southampton, Southampton, United Kingdom; Enders J., School of Management, University of Bath, Bath, United Kingdom; Naidoo R., School of Management, University of Bath, Bath, United Kingdom","In English higher education, the Teaching Excellence Framework represents a very significant recent policy lever in the continued operation of a measured market in the sector. Conceived as a policy to enhance and make further transparent the quality of teaching, it utilises a variety of key measurements to establish sets of related outcomes upon which effective teaching can be assessed. Drawing upon Bourdieu’s concept of symbolic violence and adopting policy framing as an analytical approach, we illustrate how the Teaching Excellence Framework and its related discursive techniques are significant in (re)producing the institutional conditions which enable market policy to operate effectively. The article focuses specifically on three core pillars of the marketisation project of English higher education that are strongly affirmed: the further enactment of students as consumers and universities as producers, the related pre-occupation with graduates’ employability and future returns and the uncritical application of metrics to signify institutions’ performance value. We show how misrecognition operates by a market policy cloaking itself under the guise of student empowerment and quality, and call for academic and political practices that forge acts of resistance. © 2018 Informa UK Limited, trading as Taylor & Francis Group.","Higher education; marketisation; policy framing; symbolic violence; Teaching Excellence Framework","","","","","","Economic and Social Research Council, ESRC, (ES/M010082/1)","","Ball S.J., Education, governance and the tyranny of numbers, Journal of Education Policy, 30, 3, pp. 299-301, (2015); Boden R., Epstein D., Managing the research imagination? 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Tomlinson; School of Education, University of Southampton, Southampton, SO17 1BJ, United Kingdom; email: m.b.tomlinson@soton.ac.uk","","Routledge","","","","","","17508487","","","","English","Crit. Stud. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85058404652"
"Detaille S.; Reig-Botella A.; Clemente M.; López-Golpe J.; De Lange A.","Detaille, Sarah (10045220800); Reig-Botella, Adela (56336800700); Clemente, Miguel (7004931063); López-Golpe, Jaime (56512112100); De Lange, Annet (35361775700)","10045220800; 56336800700; 7004931063; 56512112100; 35361775700","Burnout and time perspective of blue-collar workers at the shipyard","2020","International Journal of Environmental Research and Public Health","17","18","6905","1","10","9","6","10.3390/ijerph17186905","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091531322&doi=10.3390%2fijerph17186905&partnerID=40&md5=ca1936efa4028e4f56739701b01454f0","Department of Human Resource Management, HAN University of Applied Sciences in Nijmegen, Nijmegen, 6525EJ, Netherlands; Department of Psychology, Universidade da Coruna, Coruña, 15701 A, Spain; Faculty of Psychology, Open University Heerlen, Heerlen, 6419 AT, Netherlands; Norwegian School of Hotel Management, University of Stavanger, Stavanger, 4021, Norway; Faculty of Psychology, Norwegian University of Science and Technology, Trondheim, 7491, Norway","Detaille S., Department of Human Resource Management, HAN University of Applied Sciences in Nijmegen, Nijmegen, 6525EJ, Netherlands, Department of Psychology, Universidade da Coruna, Coruña, 15701 A, Spain; Reig-Botella A., Department of Human Resource Management, HAN University of Applied Sciences in Nijmegen, Nijmegen, 6525EJ, Netherlands, Department of Psychology, Universidade da Coruna, Coruña, 15701 A, Spain; Clemente M., Department of Psychology, Universidade da Coruna, Coruña, 15701 A, Spain; López-Golpe J., Department of Psychology, Universidade da Coruna, Coruña, 15701 A, Spain; De Lange A., Department of Human Resource Management, HAN University of Applied Sciences in Nijmegen, Nijmegen, 6525EJ, Netherlands, Department of Psychology, Universidade da Coruna, Coruña, 15701 A, Spain, Faculty of Psychology, Open University Heerlen, Heerlen, 6419 AT, Netherlands, Norwegian School of Hotel Management, University of Stavanger, Stavanger, 4021, Norway, Faculty of Psychology, Norwegian University of Science and Technology, Trondheim, 7491, Norway","Background: The aim of the research was to investigate the association between time perspective in relation to burnout and successful ageing of blue-collar workers with physically highly demanding work and low autonomy. Shipyard blue-collar workers usually do predominantly manual labor versus white-collar workers, whose jobs do not usually involve physical work. Methods: 497 participants workers in a shipyard in the north of Spain. Ages were between 20 and 69 (M = 46.62, SD = 10.79). We used the Zimbardo Time Perspective Instrument (ZTPI), Spanish version, and the Maslach Burnout Inventory–General Survey (MBI-GS). Results: Emotional exhaustion factor obtained a coefficient of 0.97; cynicism factor of 0.83; and professional efficacy factor of p = 0.86. The mean of the three reliability coefficients was 0.887. With respect to the five factors of the ZTPI questionnaire: the negative past factor obtained a coefficient of p = 0.91; that of positive past p = 0.81; the present hedonistic of 0.878; the future of p = 0.83; and the fatalistic present of p = 0.90. The mean of the five coefficients, was p = 0.86. Conclusions: Within shipyard workers, burnout is associated with a negative past and negative future time perspective. This makes shipyard workers at a higher risk of developing burnout and this can have serious consequences for the sustainable employability of these blue-collar workers. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Ageing; Blue-collar workers; Cross-sectional; Occupational health; Risk burnout; Shipyard; Time perspective","Adult; Aged; Burnout, Professional; Cross-Sectional Studies; Female; Humans; Industry; Male; Middle Aged; Ships; Spain; Surveys and Questionnaires; Time; Young Adult; Spain; aging population; brain drain; future prospect; health risk; occupation; public health; adult; aging; article; blue collar worker; burnout; controlled study; emotional stress; employability; female; human; major clinical study; male; manual labor; Maslach Burnout Inventory-General Survey; questionnaire; reliability; shipyard worker; Spain; white collar worker; aged; cross-sectional study; industry; middle aged; ship; time; young adult","","","","","","","Zimbardo P.G., Boyd J.N., Putting time in perspective: A valid reliable individual differences metric, J. Personal. Soc. Psychol, 77, pp. 1271-1288, (1999); Zimbardo P.G., Boyd J.N., The time Paradox: The New Psychology of Time that will Change your Life, (2008); Lima da Silva J.L., Da Silva Soares R., Rangel Teixeira E., Vago Daher D., De Almeida J.A., Anjos de Almeida J.H., Degree of stress among shipyard workers: Cross-sectional study, Online Braz. J. Nurs, 15, pp. 61-72, (2016); Kooij D.T.A.M., Kanfer R., Betts M., Rudolph C.W., Future time perspective: A systematic review and meta-analysis, J. Appl. Psychol, 103, pp. 867-893, (2018); Sobol-Kwapinska M., Jankowski T., Positive time: Balanced time perspective and positive orientation, J. Happiness Stud, 17, pp. 1511-1528, (2016); Sobol-Kwapinska M., Jankowski T., Przepiorka A., Oinyshi I., Sorokowski P., Zimbardo P., What is the structure of time? A study on time perspective in the United States, Poland, and Nigeria, Front. Psychol, 9, (2018); Zimbardo P., Keough K., Boyd J.N., Present time perspective as a predictor of risky driving, Personal. Individ. Differ, 23, pp. 1007-1023, (1997); Carelli M., Wiberg B., Wiberg M., Development and construct validation of the Swedish Zimbardo time perspective inventory, Eur. J. Psychol. Assess, 27, pp. 220-227, (2011); Zhang J.W., Howell R.T., Do time perspectives predict unique variance in life satisfaction beyond personality traits?, Personal. Individ. Differ, 50, pp. 1261-1266, (2011); Navarro J., Roe R.A., Artiles M.I., Taking time seriously: Changing practices and perspectives in work/organizational psychology, J. Work Organ. Psychol, 31, pp. 135-145, (2015); Cernas-Ortiz D.A., Davis M.A., Future and past negative time perspective influences on job satisfaction and organizational commitment in Mexico and the United States, Manag. Res. J. Iberoam. Acad. Manag, 14, pp. 317-338, (2016); Cernas-Ortiz D.A., Mercado-Salgado P., Davis M.A., Perspectiva futura de tiempo, satisfacción laboral y compromiso organizacional: El efecto mediador de la autoeficacia, la esperanza y la vitalidad [Future time perspective, job satisfaction, and organizational commitment: The mediating effect of self-efficacy, hope, and vitality], J. Work Organ. Psychol, 34, pp. 1-9, (2018); De Lange A.H., Furunes T., Buckens A., Older Workers’ Self-Management and Sustainable Employability at Work: Lessons Learned from Science and Practice, (2020); Maslach C., Jackson S.E., The measurement of experienced burnout, J. Organ. Behav, 2, pp. 99-113, (1981); Peng J., Li D., Zhang Z., Tian Y., Miao D., Xiao W., Jiaxi Z., How can core self-evaluations influence job burnout? The key roles of organizational commitment and job satisfaction, J. Health Psychol, 21, pp. 50-59, (2016); Maslach C., Schaufeli W.B., Leiter M.P., Job burnout, Annu. Rev. Psychol, 52, pp. 397-422, (2001); Maslach C., Leiter M.P., Understanding the burnout experience: Recent research and its implications for Psychiatry, World Psychiatry, 15, pp. 103-111, (2016); Gong Z., Chen Y., Wang Y., The influence of emotional intelligence on job burnout and job performance: Mediating effect of psychological capital, Front. Psychol, 10, pp. 1-11, (2019); Golonka K., Gawlowska M., Mojsa-Kaja J., Marek T., Psychophysiological characteristics of burnout syndrome: Resting-state EEG analysis, Biomed Res. Int, (2019); Inoue M., Cross-Sectional study on Occupational noise and hypertension in the workplace, Arch. Environ. Occup. Health, 60, pp. 106-110, (2005); Morales-Rodriguez F.M., Perez-Marmol J.M., Brown T., Education burnout and engagement in occupational therapy undergraduate students and its associated factors, Front. Psychol, 10, (2019); Demerouti E., Mostert K., Bakker A.B., Burnout and work engagement: A thorough investigation of the independency of both constructs, J. Occup. Health Psychol, 15, pp. 209-222, (2010); Kim Y., Lee E., Lee H., Association between workplace bullying and burnout, professional quality of life, and turnover intention among clinical nurses, PLoS ONE, 14, pp. 1-13, (2019); Sharma R., Sharma N.P., Opening the gender diversity black box: Causality of perceived gender equity and locus of control and mediation of work engagement in employee well-being, Front. Psychol, 6, (2015); Salvagioni D.A.J., Melanda F.N., Mesas A.E., Gonzalez A.D., Gabani F.L., de Andrade S.M., Physical, psychological and occupational consequences of job burnout: A systematic review of prospective studies, PLoS ONE, 12, (2017); Grover S., Sahoo S., Bhalla A., Avasthi A., Psychological problems and burnout among medical professionals of a tertiary care hospital of North India: A cross-sectional study, Indian J. Psychiatry, 60, pp. 175-188, (2018); Alhaffar B.A., Abbas G., Alhaffar A.A., The prevalence of burnout syndrome among resident physicians in Syria, J. Occup. Med. Toxicol, 14, pp. 1-8, (2019); Padula R.S., Chiavegato L.D., Cabral C.M., Almeid T., Ortiz T., Carregaro R.L., Is occupational stress associated with work engagement?, Work, 41, pp. 2963-2965, (2012); Partelow S., Seara T., Pollnac R.B., Ruiz V., Job satisfaction in small-scale fisheries: Comparing differences between Costa Rica, Puerto Rico and the Dominican Republic, Mar. Policy, 117, (2020); Papastamatelou J., Unger A., Differences in burnout proneness depend on time perspective evidence from an occupational sample of industrial employees and MBA-students, Dialogues Clin. Neurosci. Ment. Health, 1, pp. 52-57, (2018); Diaz-Morales J.F., Estructura factorial y fiabilidad del Inventario de Perspectiva Temporal de Zimbardo [Factor structure and reliability of Zimbardo’s Time Perspective Inventory], Psicothema, 18, pp. 565-571, (2006); Maslach C., Jackson S.E., Leiter M.P., Maslach Burnout Inventory—Manual, (1996); Schaufeli W.B., Leiter M.P., Maslach C., Jackson S.E., Maslach Burnout Inventory-General Survey, The Maslach Burnout Inventory-Test Manual, (1996); Van Beek W., Berghuis H., Kerkhof A., Beekman A., Time perspective, personality and psychopathology. Zimbardo’s Time Perspective Inventory in psychiatry, Time Soc, 20, pp. 364-374, (2010); Stolarski M., Matthews P., Postek S., Zimbardo P.G., Bitner J., How feel is a matter of time: Relationships between time perspectives and mood, J. Happiness Stud, 15, pp. 809-827, (2013); Toppinen-Tanner S., Kalimo R., Mutanen P., The process of burnout in white-collar and blue-collar jobs: Eight-year prospective study of exhaustion, J. Organ. Behav, 23, pp. 555-570, (2002); Detaille S.I., Heerkens Y.F., Engels J.A., van der Gulden J.W., van Dijk F.J., Effect evaluation of a self-management program for Dutch workers with a chronic somatic disease: A randomized controlled trial, J. Occup. Rehabil, 23, pp. 189-199, (2013); Pedersen J., Schultz B.B., Madsen I.E.H., Solovieva S., Andersen L.L., High physical work demands and working life expectancy in Denmark, Occup. Environ. Med, pp. 1-7, (2020); Reid A., Daly A., LaMontagne A.D., Milner A., Ronda Perez E., Descriptive study of workplace demand, control and bullying among migrant and Australian-born workers by gender: Does workplace support make a difference?, BMJ Open, 10, (2020); Dorien-Kooij T.A.M., Zacher H., Wang M., Heckhausen J., Successful aging at work: A process model to guide future research and practice, Ind. Organ. Psychol, pp. 1-21, (2020)","A. Reig-Botella; Department of Human Resource Management, HAN University of Applied Sciences in Nijmegen, Nijmegen, 6525EJ, Netherlands; email: adela.reig@udc.es; A. Reig-Botella; Department of Psychology, Universidade da Coruna, Coruña, 15701 A, Spain; email: adela.reig@udc.es","","MDPI","","","","","","16617827","","","32967346","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85091531322"
"Ayodele T.O.; Oladokun T.T.; Kajimo-Shakantu K.","Ayodele, Timothy Oluwafemi (56736433500); Oladokun, Timothy Tunde (36449342900); Kajimo-Shakantu, Kahilu (12766501200)","56736433500; 36449342900; 12766501200","Employability skills of real estate graduates in Nigeria: a skill gap analysis","2020","Journal of Facilities Management","18","3","","297","323","26","10","10.1108/JFM-04-2020-0027","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088575867&doi=10.1108%2fJFM-04-2020-0027&partnerID=40&md5=bc8655d9dad8d2b6fb4a3e221d1d74f7","Department of Estate Management, Faculty of Environmental Design and Management, Obafemi Awolowo University, Ile-Ife, Nigeria; Department of Estate Management, Faculty of Environmental Design and Management, Obafemi Awolowo University, Ile-Ife, Nigeria; Department of Quantity Surveying and Construction Management, University of the Free State, Bloemfontein, South Africa; Department of Quantity Surveying and Construction Management, University of the Free State, Bloemfontein, South Africa","Ayodele T.O., Department of Estate Management, Faculty of Environmental Design and Management, Obafemi Awolowo University, Ile-Ife, Nigeria, Department of Quantity Surveying and Construction Management, University of the Free State, Bloemfontein, South Africa; Oladokun T.T., Department of Estate Management, Faculty of Environmental Design and Management, Obafemi Awolowo University, Ile-Ife, Nigeria; Kajimo-Shakantu K., Department of Quantity Surveying and Construction Management, University of the Free State, Bloemfontein, South Africa","Purpose: The global shift in the traditional skills required of real estate graduates has led to an increased demand for employees who have the required skills and competencies. The purpose of this study is to evaluate employment considerations of real estate firms and analyse employers’ skill expectations and the observed skills possessed by the graduate employees. This study also analysed the self-assessed soft skill levels of the graduate employees, thereby establishing the skill gap. Design/methodology/approach: Data were sought from real estate employers in the two dominant real estate markets of Nigeria: Lagos and Abuja, and real estate graduate employees who have had a minimum of six months working experience in real estate firms. Data collected were analysed using statistical techniques such as frequency, percentages, mean, correlation, multivariate analysis of variance, paired-samples t-test and independent samples t-test. Findings: The findings of this study revealed that employers’ soft skills expectations were high with skills such as responsibility, administrative, listening, communication, business negotiation and work ethics. Based on employers' observed skills, there were significant skill gaps with respect to soft skills such as responsibility, business negotiation, logical thinking, marketing and dispute resolution. An analysis of the core skills reveals employers' preference for technical competencies in valuation, agency, property management, marketing, report writing and landlord and tenant laws. However, graduate employees possessed significant skill gaps with regards to technical skills such as valuation, property investment analysis, feasibility and viability appraisal, market research methods and facility management. Practical implications: An understanding of the skill gaps will provide useful feedback to professional bodies, regulatory boards, institutions of higher learning, faculty members and other stakeholders regarding deficient skill areas, especially for curriculum review, development and training in the real estate sector. Originality/value: There is a paucity of information about employers' skill preferences and the skill gaps in the real estate sector. © 2020, Emerald Publishing Limited.","Employers; Employment considerations; Real estate practice; Service industry; Soft skills; Technical skills","","","","","","","","Abdullah-Al-Mamun M., The soft skills education for the vocational graduate: value as work readiness skills, British Journal of Education, Society and Behavioural Science, 2, 4, pp. 326-338, (2012); Acharya R.N., Kagan A., Zimmerman T., Influence of email marketing on real estate agent performance, Journal of Real Estate Literature, 18, 2, pp. 331-343, (2010); Adnan Y.M., Daud M.N., Alias A., Razali M.N., Importance of soft skills for graduates in the real estate programmes in Malaysia, Journal of Surveying, Construction and Property, 3, 2, (2017); Alao A., Pilane C., Mabote M., Setlhare K., Mophuting K., Semphadile K., Employer satisfaction survey of the university of Botswana graduates, International Journal of Contemporary Issues in Education and Psychology, 1, pp. 16-34, (2009); Andrews J., Higson H., Graduate employability, soft skills versus hard business knowledge: a European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Atkins M.J., Oven-ready and self-basting: taking stock of employability skills, Teaching in Higher Education, 4, 2, pp. 267-280, (1999); Ayodele T.O., Career choice of real estate students in Nigeria: the explaining influences in comparative perspective, Property Management, 37, 1, pp. 154-176, (2019); Babic V., Slavkovic M., Soft and hard skills development: a current situation in Serbian companies, In Proceedings of the Management, Knowledge and Learning International Conference, pp. 407-414, (2011); Bryson J.R., Daniels P.W., Warf B., Service Worlds: people, Organisations, Technologies, (2004); Clarke M., Addressing the soft skills crisis, Strategic HR Review, 15, 3, pp. 137-139, (2016); de Villiers R., The incorporation of soft skills into accounting curricula: preparing accounting graduates for their unpredictable futures, Meditari Accountancy Research, 18, 2, pp. 1-22, (2010); Dubey R.S., Tiwari V., Operationalisation of soft skill attributes and determining the existing gap in novice ICT professionals, International Journal of Information Management, 50, pp. 375-386, (2020); El Mansour B., Dean J.C., Employability skills as perceived by employers and university faculty in the fields of human resource development (HRD) for entry level graduate jobs, Journal of Human Resource and Sustainability Studies, 4, 1, pp. 39-49, (2016); Galuppo L.A., Worzala E., A study into the important elements of a master’s degree in real estate, Journal of Real Estate Practice and Education, 7, 1, pp. 25-42, (2004); Garwe E., Holistic initiatives for enhancing graduate employability in Zimbabwe, Research in Higher Education Journal, 23, (2014); Harvey L., Transitions from higher education to work, (2003); Hawkins P., The Art of Building Windmills: Career Tactics for the 21st Century, (1999); Heitel S., Kampf-Dern A., Pfnur A., Integration of stakeholder interests in housing companies’ strategic management, Property Management, 33, 3, pp. 224-244, (2015); Hillage J., Pollard E., Employability: developing a framework for policy analysis, (1998); Hunt S., Hiring Success: The Art and Science of Staffing Assessment and Employee Selection, (2007); Jones S., Benjamin Z., Framing ICT usage in real estate industry, International Journal of Organisational Design and Engineering, 3, 2, pp. 137-148, (2013); Kauko T., Sustainable urban property development and neighborhood dynamics, The Open Urban Studies Journal, 3, 1, pp. 103-111, (2010); Knight T.P., Yorke M., Employability and good learning in higher education, Teaching in Higher Education, 8, 1, pp. 3-16, (2003); Lees D., Information for academic staff on employability, (2002); Martin R., Villeneuve-Smith F., Marshall L., McKenzie E., Employability Skills Explored, (2008); Muzio E., Fisher D.J., Thomas E.R., Peters V., Soft skills quantification (SSQ) Foi project manager competencies, Project Management Journal, 38, 2, pp. 30-38, (2007); Directory, (2020); Oladokun S.O., Gbadegesin J.T., Adequacy of core knowledge and soft skills in the performance of professional employees of real estate firms in Nigeria, Property Management, 35, 2, pp. 132-149, (2017); Oladokun T.T., Olaleye A., Bridging skill gap in real estate education in Nigeria, Pacific Rim Property Research Journal, 24, 1, pp. 17-34, (2018); Oyetunji A.K., Ojo B., Oyetunji-Olakunmi B., Factors influencing the deployment of ICT in Nigerian real estate practice, Journal of African Real Estate Research, 3, 1, pp. 1-20, (2018); Pazil A.H.M., Razak R.C., Perspectives of asian employers on graduates' soft skills: a systematic review, Universal Journal of Educational Research, 7, 11, pp. 2397-2405, (2019); Pindar A., The top ten skills that will get you a job when you graduate, (2013); Poon J., Real estate graduates’ employability skills: the perspective of human resource managers of surveying firms, Property Management, 30, 5, pp. 416-434, (2012); Poon J., Do real estate courses sufficiently develop graduates’ employability skill? Perspectives from multiple stakeholders, Education + Training, 56, 6, pp. 562-581, (2014); Poon J., Hoxley M., Fuchs W., Real estate education: an investigation of multiple stakeholders, Property Management, 29, 5, pp. 468-487, (2011); Rao M.S., Enhancing employability in engineering and management students through soft skills, Industrial and Commercial Training, 46, 1, pp. 42-48, (2014); Raybould J., Sheedy V., Are graduates equipped with the right skills in the employability stakes?, Industrial and Commercial Training, 37, 5, pp. 259-263, (2005); Robinson J.P., What are employability skills?, The Workplace, 1, 3, pp. 1-3, (2000); Robles M.M., Executive perceptions of the top 10 soft skills needed in today’s workplace, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Saunders V., Zuzel K., Evaluating employability skills: employer and student perceptions, Bioscience Education, 15, 1, pp. 1-15, (2010); Sawyer S., Crowston K., Wigand R., Allbritton M., The social embeddedness of transactions: evidence from the residential real estate industry, The Information Society, 19, 2, pp. 135-154, (2003); Seok-Young O.H., Directorate for education: policy committee, Integrated Use of Occupational and Personal Skills for Life-Long Vocational Education in Korea, (2012); Sing T.F., Impact of information and communication technology on real estate space. perspective of office occupiers, Journal of Property Investment and Finance, 23, 6, pp. 494-505, (2005); Singh G.K.G., Singh S.K.G., Malaysian graduates’ employability skills, UNITAR e-Journal, 4, 1, pp. 15-45, (2008); Sparks E., Waits M.J., Degrees for What Jobs? Raising Expectations for Universities and Colleges in a Global Economy, (2011); Succi C., Canovi M., Soft skills to enhance graduate employability: comparing students and employers’ perceptions, Studies in Higher Education, (2019); Swiatek J., Student and employer expectation, (2000); Tavakol M., Dennick R., Making sense of Cronbach’s alpha, International Journal of Medical Education, 2, 2, pp. 53-55, (2011); Weligamage S.S., Graduates’ Employability Skills: Evidence from Literature Review, (2009); Wellman N., The employability attributes required of new marketing graduates, Marketing Intelligence and Planning, 28, 7, pp. 908-930, (2010); Yorke M., Employability in higher education: what it is – what it is not, The Higher Education Academy, 1, (2006); Nabi G.R., Bagley D., Graduates’ perceptions of transferable personal skills and future career preparation in the UK, Career Development International, 3, 1, pp. 31-39, (1998)","T.O. Ayodele; Department of Estate Management, Faculty of Environmental Design and Management, Obafemi Awolowo University, Ile-Ife, Nigeria; email: ayodele.t.oluwafemi@gmail.com","","Emerald Group Holdings Ltd.","","","","","","14725967","","","","English","J. Facil. Manage.","Article","Final","","Scopus","2-s2.0-85088575867"
"Moreno-Delgado A.; Orduña-Malea E.; Repiso R.","Moreno-Delgado, Alicia (57211471431); Orduña-Malea, Enrique (23035818200); Repiso, Rafael (24559165000)","57211471431; 23035818200; 24559165000","LinkedIn as a data source to rank universities according to graduate's employability in top companies; [LinkedIn como fonte de dados para classificar as universidades de acordo com a empregabilidade dos licenciados em empresas de topo]","2020","Transinformacao","32","","","","","","1","10.1590/2318-0889202032E200023","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097758649&doi=10.1590%2f2318-0889202032E200023&partnerID=40&md5=9c53521478fc96179c7bbf4bb6964576","Universidad Internacional de la Rioja, Facultad de Empresa y Comunicación, Departamento de Comunicación, La Rioja, Spain; Universitat Politècnica de València, Escola Tècnica Superior d'Enginyeria Informàtica, Departament de Comunicació Audiovisual, Documentació i Història de l'Art, Camino de Vera, s/n, Valencia, Comunidad Valenciana, 46022, Spain","Moreno-Delgado A., Universidad Internacional de la Rioja, Facultad de Empresa y Comunicación, Departamento de Comunicación, La Rioja, Spain; Orduña-Malea E., Universitat Politècnica de València, Escola Tècnica Superior d'Enginyeria Informàtica, Departament de Comunicació Audiovisual, Documentació i Història de l'Art, Camino de Vera, s/n, Valencia, Comunidad Valenciana, 46022, Spain; Repiso R., Universidad Internacional de la Rioja, Facultad de Empresa y Comunicación, Departamento de Comunicación, La Rioja, Spain","The purpose of this study is to determine the feasibility of ranking universities considering the number of its graduates employed in top companies (selective employability), as mapped through LinkedIn. To achieve this, we analyzed the presence of 3,716,720 graduates from eighty Spanish universities hired by the Iberian Index companies, considering the percentages of graduates from each university working in those companies. The index obtained presents a short statistical range to correctly discriminate all universities. Moreover, the selective employability indicator is influenced by the distance between universities and companies (i.e., companies attract graduates from universities near their headquarters). This issue jeopardizes the use of this metric as a standalone ranking indicator. Finally, LinkedIn shows several limitations as a data source (mainly representativeness, reliability, and accuracy). © 2020 Pontificia Universidade Catolica de Campinas. All rights reserved.","Employability; Higher Education Institutions; IBEX35; Social media; Spain; University rankings","","","","","","","","Bendixen C., Jacobsen J. C., Nullifying quality: the marketisation of higher education, Quality in Higher Education, 23, 1, pp. 20-34, (2017); Beraza J. M., Rodriguez A., La evolución de la misión de la universidad, Revista de Direccion y Administracion de Empresas, 14, pp. 25-56, (2007); Case T., Et al., A LinkedIn analysis of career paths of information systems alumni, Journal of the Southern Association for Information System, 1, 1, pp. 1-13, (2012); Drennan L. T., Beck M., Teaching quality performance indicators: key influences on the UK universities' scores, Quality Assurance in Education, 9, 2, pp. 92-102, (2001); Galceran M., La mercantilización de la universidad, Revista Electronica Interuniversitaria de Formacion del Profesorado, 13, 2, pp. 89-106, (2010); Goncalves G. R., Et al., Gathering Alumni Information from a Web Social Network, 9th Latin American Web Congress, 2014, Ouro Preto. Proceedings Online [...], (2014); Komljenovic J., LinkedIn, platforming labour, and the new employability mandate for universities, Globalisation, Societies and Education, 17, 1, pp. 28-43, (2019); Levidow L., Marketizing higher education: neoliberal strategies and counter-strategies, The virtual university? knowledge, markets and management, pp. 227-248, (2002); Li L., Et al., Career trajectory analysis of information technology alumni: a LinkedIn perspective, Annual Conference on Information Technology Education, 17, (2016); Mijic D., Design, implementation, and evaluation of a webbased system for alumni data collection, E-Society Journal: Research and Applications, 3, 2, pp. 25-32, (2012); Orduna-Malea E., Et al., From universities to private companies: a measurable route of LinkedIn users, Digital tools for academic branding and self-promotion, (2017); Orduna-Malea E., Propuesta de un modelo de analisis redinformetrico multinivel para el estudio sistemico de las universidades espanolas, (2012); Paniagua F. J., Gomez B. J., Hacia la comunicación 2.0: el uso de las redes sociales por parte de las universidades españolas, Revista ICONO14 Revista Cientifica de Comunicacion y Tecnologias Emergentes, 10, 3, pp. 346-364, (2012); Pavlin S., Svetlik I., Employability of higher education graduates in Europe, International Journal of Manpower, 35, 4, pp. 418-424, (2014); Prokou E., The emphasis on employability and the changing role of the university in Europe, Higher Education in Europe, 33, 4, pp. 387-394, (2008); Repiso R., Chaparro-Dominguez M.-A., Universidades españolas en la prensa extranjera. Análisis de su cobertura periodística, El Profesional de la Informacion, 27, 1, pp. 86-94, (2018); Volkwein J. F., Sweitzer K. V., Institutional prestige and reputation among research universities and liberal arts colleges, Research in Higher Education, 47, 2, pp. 129-148, (2006)","E. Orduña-Malea; Universitat Politècnica de València, Escola Tècnica Superior d'Enginyeria Informàtica, Departament de Comunicació Audiovisual, Documentació i Història de l'Art, Valencia, Comunidad Valenciana, Camino de Vera, s/n, 46022, Spain; email: enorma@upv.es","","Pontificia Universidade Catolica de Campinas","","","","","","01033786","","","","English","Transinformacao","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85097758649"
"Neelam N.; Sheorey P.; Bhattacharya S.; Kunte M.","Neelam, Netra (56464174200); Sheorey, Pratima (56464928900); Bhattacharya, Sonali (55451798400); Kunte, Monica (57196417177)","56464174200; 56464928900; 55451798400; 57196417177","Organization for Economic Co-operation and Development guidelines for learning organization in higher education and its impact on lifelong learning – evidence from Indian business schools","2020","VINE Journal of Information and Knowledge Management Systems","50","4","","569","596","27","8","10.1108/VJIKMS-09-2019-0144","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079665595&doi=10.1108%2fVJIKMS-09-2019-0144&partnerID=40&md5=c038602167db5451303b7017094e364d","Symbiosis Centre for Management and Human Resource Development, Symbiosis International University, Pune, India","Neelam N., Symbiosis Centre for Management and Human Resource Development, Symbiosis International University, Pune, India; Sheorey P., Symbiosis Centre for Management and Human Resource Development, Symbiosis International University, Pune, India; Bhattacharya S., Symbiosis Centre for Management and Human Resource Development, Symbiosis International University, Pune, India; Kunte M., Symbiosis Centre for Management and Human Resource Development, Symbiosis International University, Pune, India","Purpose: Lifelong learning has gained significant research attention world over because of its potential to enhance and ensure continuous employability. However, role of higher education institute as a learning organization to develop lifelong learning attitudes among young adults has not been discussed much. Parameters that determine lifelong learning among working professionals or school-going children may differ from that of prospective managers studying in business schools. Organization for Economic Co-operation and Development (OECD) have given guidelines on learning organization in higher education context which has not been empirically tested. The present study aims to develop a scale on learning organization based on the OECD guideline. It also aims to explore the impact of learning organization and learning processes on lifelong learning attitude in Indian business schools. Design/methodology/approach: The present study develops a multidimensional scale to measure business schools’ perceived level of performance as a learning organization from the perspective of faculty. The scale considers a learning organization as a multidimensional second-order construct comprising organizational climate for learning, leadership support for knowledge exchange, support for innovation, applied research environment and vision communication. Exploratory factor analysis (EFA) has been used to refine and validate the scale. The study also assesses the impact of business schools’ performance as learning organization on perceived learning processes and lifelong learning attitude from the perspective of business school students by using structural equation modeling. Findings: The study reveals that a learning organization is characterized by organizational climate for learning, leadership support for knowledge exchange, support for innovation, applied research environment and vision communication. Learning organization determines both perceived learning processes (ß = 0.397) and lifelong learning attitude (ß = 0.259). The relationship between learning organization and lifelong learning partially mediates through learning processes (Sobel’s statistics = 1.82, p-value = 0.068, indirect effect = 29%). Lifelong learning is characterized by self-regulated reflective learning with knowledge gained through various sources including virtual sources. Originality/value: Literature adequately speaks about various scales on learning organization, but there is no specific scale developed, so far, for higher education institutes. Thus, the unique contribution of the present study is the development of a new scale on learning organization based on OECD guidelines on higher education. The scale has been developed based on survey of faculty members and students of Indian business schools. The scale can be used to assess academicians’ perception toward effectiveness of a learning organization. Such information would help in formulating strategies on what should be the characteristics of teaching–learning process, knowledge acquisition and knowledge dissemination to ensure lifelong learning and continuous employability. © 2020, Emerald Publishing Limited.","Business schools; India; Learning organization; Lifelong learning; OECD; Perceived learning processes","Factor analysis; International cooperation; Knowledge acquisition; Knowledge management; Students; Business schools; India; Learning organizations; Life long learning; OECD; Perceived learning; Learning systems","","","","","","","Accessed through, (2018); Top ten higher education state policy issues for 2013. 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Creating the Learning Organization, (1996); Wheatley M., Tannenbaum R., Griffin P.Y., Quade K., Organization Development at Work: Conversations on the Values, Applications, and Future of OD (Vol. 22), (2003); Yang J., Schneller C., Roche S., The Role of Higher Education in Promoting Lifelong Learning, (2015); Yorke M., The development and initial use of a survey of student ‘belongingness’, engagement and self-confidence in UK higher education, Assessment and Evaluation in Higher Education, 41, 1, pp. 154-166, (2016); Zimmerman B.J., Investigating self-regulation and motivation: historical background, methodological developments, and future prospects, American Educational Research Journal, 45, 1, pp. 166-183, (2008); Bedford N., Bartholomew E.E., Bowsher C.A., Brown A.L., Davidson S., Horngren C.T., Knortz H.C., Piser M.M., Shenkir W.G., Simmons J.K., Summers E.L., Future accounting education: preparing for the expanding profession, Issues in Accounting Education, 1, 1, pp. 168-195, (1986); Cleveland S., Ellis T.J., Rethinking knowledge sharing barriers: a content analysis of 103 studies, International Journal of Knowledge Management, 11, 1, pp. 28-51, (2015); Coleman J., Redesigning American Education, (2018); Kessels J., Plomp T., A systematic and relational approach to obtaining curriculum consistency in corporate education, Journal of Curriculum Studies, 31, 6, pp. 679-709, (1999); Rasche A., Gilbert D.U., Decoupling responsible management education: why business schools may not walk their talk, Journal of Management Inquiry, 24, 3, pp. 239-252, (2015)","S. Bhattacharya; Symbiosis Centre for Management and Human Resource Development, Symbiosis International University, Pune, India; email: sonali_bhattacharya@scmhrd.edu","","Emerald Group Holdings Ltd.","","","","","","20595891","","","","English","VINE J. Inform. Knowl. Manag.","Article","Final","","Scopus","2-s2.0-85079665595"
"Hazelzet E.; Bosma H.; de Rijk A.; Houkes I.","Hazelzet, Emmelie (57209338950); Bosma, Hans (7003678505); de Rijk, Angelique (6602074444); Houkes, Inge (6602249669)","57209338950; 7003678505; 6602074444; 6602249669","Does Dialogue Improve the Sustainable Employability of Low-Educated Employees? A Study Protocol for an Effect and Process Evaluation of “Healthy HR”","2020","Frontiers in Public Health","8","","446","","","","7","10.3389/fpubh.2020.00446","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091427177&doi=10.3389%2ffpubh.2020.00446&partnerID=40&md5=f0cff0971ea0b0080b01ea5bf176a9d0","Department of Social Medicine, Faculty of Health, Medicine and Life Sciences, CAPHRI Care and Public Health Research Institute, Maastricht University, Maastricht, Netherlands","Hazelzet E., Department of Social Medicine, Faculty of Health, Medicine and Life Sciences, CAPHRI Care and Public Health Research Institute, Maastricht University, Maastricht, Netherlands; Bosma H., Department of Social Medicine, Faculty of Health, Medicine and Life Sciences, CAPHRI Care and Public Health Research Institute, Maastricht University, Maastricht, Netherlands; de Rijk A., Department of Social Medicine, Faculty of Health, Medicine and Life Sciences, CAPHRI Care and Public Health Research Institute, Maastricht University, Maastricht, Netherlands; Houkes I., Department of Social Medicine, Faculty of Health, Medicine and Life Sciences, CAPHRI Care and Public Health Research Institute, Maastricht University, Maastricht, Netherlands","Background: There is a need to develop sustainable employability (SE) interventions that are better aligned to the needs of low-educated employees. This group needs to get a voice in intervention development and implementation. In this study, a dialogue-based approach is proposed consisting of an online step-by-step support toolkit for employers, “Healthy Human Resources” (HHR). When intervening, this toolkit enables and stimulates employers to have a continuous dialogue with their low-educated employees. By improving the employees' job control, HHR is aimed at cost-beneficially improving SE. This paper describes the protocol of the evaluation study to evaluate the effectiveness and implementation process of HHR on the SE of low-educated employees. Methods: The protocol of the evaluation study consists of: (1) an effect evaluation with a pretest-posttest design with a 1-year follow-up in five work organizations in the Netherlands deploying low-educated employees and with SE as the primary outcome and job control as the secondary outcome. The effect evaluation is expanded with a budget impact analysis; (2) a mixed-method process evaluation at 6 and 12 months after the start of HHR to evaluate the whole implementation process of HHR. This includes the experiences with HHR of various stakeholders, such as employees, human resource managers, and line managers. Discussion: The effect evaluation will give insight into the effects of HHR on the SE of low-educated employees. The process evaluation will provide insight into the underlying mechanisms of the (in) effectiveness of HHR. By improving dialogue, we hypothesize that HHR, through enhancing job control, will strengthen the SE of low-educated employees. Also for helping with tackling the socioeconomic health gap, if proven effective, the implementation of HHR on a wider scale can be recommended. © Copyright © 2020 Hazelzet, Bosma, de Rijk and Houkes.","dialogue; effect evaluation; employer; job control; low-educated employees; process evaluation; protocol; sustainable employability","","","","","","ZonMw, (531001405)","This research was funded by ZonMw project: The MAISE-toolkit: a dialogue-based approach to improve the health of workers with a low socio-economic status (531001405), the Netherlands.","Mackenbach J.P., Stirbu I., Roskam A.-J.R., Schaap M.M., Menvielle G., Leinsalu M., Et al., Socioeconomic inequalities in health in 22 European countries, N Engl J Med, 358, pp. 2468-2481, (2008); Achieving health equity in the European region, Lancet Pub Health, 4, (2019); Sorensen G., Peters S., Nielsen K., Nagler E., Karapanos M., Wallace L., Et al., Improving working conditions to promote worker safety, health, and wellbeing for low-wage workers: the workplace organizational health study, Int J Environ Res Public Health, 16, (2019); Robroek S.J., Nieboer D., Jarvholm B., Burdorf A., Educational differences in duration of working life and loss of paid employment: working life expectancy in the Netherlands, Scand J Work, Environ Health, 46, pp. 77-84, (2020); Schaap R., de Wind A., Coenen P., Proper K., Boot C., The effects of exit from work on health across different socioeconomic groups: a systematic literature review, Soc Sci Med, 198, pp. 36-45, (2018); van de Ven D., Robroek S.J.W., Burdorf A., Are workplace health promotion programmes effective for all socioeconomic groups? 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On the need to move beyond the ‘what works?' question in organizational intervention research, Hum Relat, 70, pp. 40-62, (2017)","E. Hazelzet; Department of Social Medicine, Faculty of Health, Medicine and Life Sciences, CAPHRI Care and Public Health Research Institute, Maastricht University, Maastricht, Netherlands; email: e.hazelzet@maastrichtuniversity.nl","","Frontiers Media S.A.","","","","","","22962565","","","","English","Front. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85091427177"
"Llinares-Insa L.I.; Roldán-Pardo M.; González-Navarro P.; Benedito-Monleón M.D.","Llinares-Insa, Lucía I. (57191269159); Roldán-Pardo, Manuel (57219563893); González-Navarro, Pilar (15822039900); Benedito-Monleón, María Desamparados (57219572229)","57191269159; 57219563893; 15822039900; 57219572229","Well-being without employment? Promoting the employability of refugees","2020","International Journal of Environmental Research and Public Health","17","21","7775","1","14","13","2","10.3390/ijerph17217775","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85093942709&doi=10.3390%2fijerph17217775&partnerID=40&md5=455acd7a24e348ec4bfe01ecac026133","Facultat de Psicologia, Universitat de València, València, 46010, Spain; Research Institute of Human Resources Psychology, Organizational Development and Quality of Working Life (IDOCAL), Universitat de València, València, 46010, Spain","Llinares-Insa L.I., Facultat de Psicologia, Universitat de València, València, 46010, Spain; Roldán-Pardo M., Facultat de Psicologia, Universitat de València, València, 46010, Spain; González-Navarro P., Research Institute of Human Resources Psychology, Organizational Development and Quality of Working Life (IDOCAL), Universitat de València, València, 46010, Spain; Benedito-Monleón M.D., Facultat de Psicologia, Universitat de València, València, 46010, Spain","There are more than 25 million refugees in the world. Many of them try to reach the Mediterranean in order to enter Europe. Spain is one of the countries that receive refugees and have to integrate them. Many refugees have experienced persecution in their countries, as well as forced migration, rape, diseases, etc. Their integration requires support and coordination from the government, health services, and social agents. The first step in achieving this integration is getting a job, which is currently an important issue. Thus, we aim to analyze the employability of a specific group of refugees in Spain and then develop and implement an intervention program to improve their employability. Our framework is based on the Bioecological Model of Employability. The results obtained show that the program is effective in improving employability, and they highlight the importance of labor inclusion for refugees’ well-being. Moreover, the findings reveal the need to create labor market policies and further evaluations, diagnostics, and intervention programs that improve employability and other types of personal-community growth. It is necessary to focus on refugees’ needs and develop appropriate services. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Employability; Intervention; Labor market; Refugee; Social inclusion","Employment; Humans; Occupations; Refugees; Spain; Spain; employment; forced migration; health services; labor market; labor policy; labor supply; refugee; social inclusion; adult; Article; behavior; community integration; controlled study; employability; employment; female; human; immigrant; job market; job seeking behavior; male; psychosocial care; refugee; self control; Spain; wellbeing; occupation","","","","","Universitat de València, 85|86","This paper stems from the research project ‘EMPLEAM: Evalúa y mejora la empleabilidad’. Code: 20200261. 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Rev, 48, pp. 234-248, (2019); Woo N., Charlwood G., Zecchin C., Hansen V., Ouglas M., Pit S.W., Qualitative exploration of the impact of employment and volunteering upon the health and wellbeing of African refugees settled in regional Australia: A refugee. perspective, BMC Public Health, 19, (2019); Masoud A., Kurki T., Brunila K., Learn Skills and Get Employed’: Constituting the Employable Refugee Subjectivity through Integration Policies and Training Practices, Youth on the Move: Tendencies and Tensions in Youth Policies and Practices, pp. 101-123, (2020); (2020); Diaz N., Galan E., Hernandez M., Lopez M., Senante A., Sirur C., Valiente M., Informe 2020: Las Personas Refugiadas en España y Europa, (2020); Engaging with Employers in the Hiring of Refugees, (2018)","P. González-Navarro; Research Institute of Human Resources Psychology, Organizational Development and Quality of Working Life (IDOCAL), Universitat de València, València, 46010, Spain; email: gonznava@uv.es","","MDPI","","","","","","16617827","","","33114232","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85093942709"
"Panari C.; Tonelli M.; Mazzetti G.","Panari, Chiara (14042536100); Tonelli, Michela (56963465200); Mazzetti, Greta (55889758600)","14042536100; 56963465200; 55889758600","Emotion regulation and employability: The mediational role of ambition and a protean career among unemployed people","2020","Sustainability (Switzerland)","12","22","9347","1","13","12","10","10.3390/su12229347","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095938759&doi=10.3390%2fsu12229347&partnerID=40&md5=e517093535e2a05a6241258f0ebe37e7","Department of Economics and Management, University of Parma, Via J. Kennedy, 6, Parma, 43125, Italy; Department of Humanities, Social Sciences and Cultural Industries, University of Parma, Via M. D’Azeglio, 85, Parma, 43125, Italy; Department of Education Studies, University of Bologna, Via Filippo Re, 6, Bologna, 40126, Italy","Panari C., Department of Economics and Management, University of Parma, Via J. Kennedy, 6, Parma, 43125, Italy; Tonelli M., Department of Humanities, Social Sciences and Cultural Industries, University of Parma, Via M. D’Azeglio, 85, Parma, 43125, Italy; Mazzetti G., Department of Education Studies, University of Bologna, Via Filippo Re, 6, Bologna, 40126, Italy","Literature on job searching suggests that emotion regulation has an impact on employability, but this relationship is far from being explained; furthermore, most of the studies have been conducted among students or workers. The aim of the current study was to investigate the relationship between emotion regulation and employability among unemployed people, analyzing the role of ambition and protean career orientation as possible factors in such a relationship. Participants were 228 unemployed subjects who had requested individual counselling for job searching; data were collected by means of a self-report questionnaire. Results confirmed that emotion regulation is related to employability, both through a direct relationship and through an indirect effect of ambition and protean career orientation. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Ambition; Emotion regulation; Perceived employability; Protean career; Unemployment","employment; job search; questionnaire survey","","","","","","","Hodzic S., Ripoll P., Lira E., Zenasni F., Can Intervention in Emotional Competences Increase Employability Prospects of Unemployed Adults?, J. Vocat. Behav, 88, pp. 28-37, (2015); Hooghe M., Vanhoutte B., Hardyns W., Bircan T., Unemployment, inequality, poverty and crime: Spatial distribution patterns of criminal acts in belgium, 2001–2006, Br. J. Criminol, 51, pp. 1-20, (2011); McKee-Ryan F., Song Z., Wanberg C.R., Kinicki A.J., Psychological and physical well-being during unemployment: A meta-analytic study, J. Appl. Psychol, 90, pp. 53-76, (2015); Wanberg C.R., The Individual Experience of Unemployment, Annu. Rev. Psychol, 63, pp. 369-396, (2012); Paul K.I., Moser K., Unemployment impairs mental health: Meta-analyses, J. Vocat. Behav, 74, pp. 264-282, (2009); Graversen B.K., Van Ours J.C., Activating unemployed workers works; experimental evidence from Denmark, Econ. Lett, 100, pp. 308-310, (2008); Petrongolo B., The long-term effects of job search requirements: Evidence from the UK JSA reform, J. Public Econ, 93, pp. 1234-1253, (2009); Ferraro A., Guarnaccia C., Infurna M., Amato L., Nicotra M., Giannone F., Postmodernity, insecurity and job loss Focus on the unemployed’s suffering, J. Psychopathol, 23, pp. 145-153, (2017); Koen J., Klehe U., Van Vianen A.E.M., Employability among the long-term unemployed: A futile quest or worth the effort?, J. Vocat. 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Manag, 25, pp. 2702-2723, (2014); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work Stress, 21, pp. 279-292, (2007); Creswell J.W., Educational Research: Planning, Conducting, and Evaluating Quantitative, pp. 146-166, (2002); Nunnally J.C., Bernstein I.R., Psychometric Theory, (1994); Abele A.E., Wiese B.S., The nomological network of self-management strategies and career success, J. Occup. Organ. Psychol, 81, pp. 733-749, (2008); Zaki J., Integrating empathy and interpersonal emotion regulation, Annu. Rev. Psychol, 71, pp. 517-540, (2020); Restubog S.L.D., Ocampo A.C.G., Wang L., Taking control amidst the chaos: Emotion regulation during the COVID-19 pandemic, J. Vocat. Behav, 119, (2020); Chiesa R., Van der Heijden B.I., Mazzetti G., Mariani M.G., Guglielmi D., “It Is All in the Game!”: The Role of Political Skill for Perceived Employability Enhancement, J. Career Dev, 47, pp. 394-407, (2020)","M. Tonelli; Department of Humanities, Social Sciences and Cultural Industries, University of Parma, Parma, Via M. D’Azeglio, 85, 43125, Italy; email: tonelli.mich@gmail.com","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85095938759"
"Wang X.","Wang, Xin (23062577600)","23062577600","Capital, habitus, and education in contemporary China: Understanding motivations of middle-class families in pursuing studying abroad in the United States","2020","Educational Philosophy and Theory","52","12","","1314","1328","14","15","10.1080/00131857.2020.1767074","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085363346&doi=10.1080%2f00131857.2020.1767074&partnerID=40&md5=624516a11ee59d931cfd62938d0b8e9e","Asian Studies, Department of Modern Languages and Cultures, Baylor University, Waco, TX, United States","Wang X., Asian Studies, Department of Modern Languages and Cultures, Baylor University, Waco, TX, United States","The growing Chinese middle class and their accumulation of wealth and economic capital have seen an increasing number of Chinese students pursuing their education in the West. Due to this growing number, motivations behind their decision to study abroad warrant scholarly treatment. This article discusses the motives of Chinese middle-class families and their children in seeking studying abroad. The paper reports on a recent study of 166 students on American campuses from 2017 to 2018. It uses Bourdieusian concepts of capital, habitus, and the idea of social mobility and social reproduction, to understand Chinese middle-class families’ strategic decisions around studying overseas in relation to employability, labour market competitiveness, and family support. Studying abroad, therefore, is construed by Chinese middle class families as a way of pursuing and preserving their social status and social mobility. © 2020 Philosophy of Education Society of Australasia.","capital; habitus; middle class; Studying abroad","","","","","","Baylor University","This research was partially supported by Baylor University’s Digital Humanities Summer Fellowship and the university research grant. I am also grateful to Guanglun Michael Mu for sharing his comments on early versions of the manuscript and providing his expertise on Bourdieu’s theories for this research.","Altbach P.G., The knowledge context: Comparative perspective on the distribution of knowledge, (1987); Ball S., Class strategies and the education markets: The middle class and social advantage, (2003); (1998); (1995); (2004); Becker G.S., Human capital: A theoretical and empirical analysis, with special reference to education, (1964); Beine M., Noel R., Ragot L., The determinants of international mobility of students, Economics of Education Review, 41, pp. 40-54, (2014); Bian Y., Chinese social stratification and social mobility, Annual Review of Sociology, 28, 1, pp. 91-116, (2002); Bodycott P., Choosing a higher education study abroad destination: What mainland Chinese parents and students rate as important, Journal of Research in International Education, 8, 3, pp. 349-373, (2009); Bourdieu P., The forms of capital, Handbook of theory and research for the sociology of education, pp. 241-258, (1986); Bourdieu P., In other words: Essays towards a reflexive sociology, (1990); Bourdieu P., Language and symbolic power, (1991); Bourdieu P., Boltanski L., Changes in social structure and changes in the demand for education, Sociology of education; Major themes, Volume 2, Inequalities and oppressions (pp. 761–793), (2000); Brown P., Hesketh A., The mismanagement of talent: Employability, competition and careers in the knowledge-driven economy, (2004); (2010); Cebolla-Boado H., Hu Y., Soysal Y.N., Why study abroad? 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Restarting the Reform Agenda, (2016); Wu Q., Motivations and decision-making processes of mainland Chinese students for undertaking master’s programs abroad, Journal of Studies in International Education, 18, 5, pp. 426-444, (2014); Wu X., School choice in China: A different tale?, (2014); Yochim L., Navigating the aspirational city, (2019)","X. Wang; Asian Studies, Department of Modern Languages and Cultures, Baylor University, Waco, United States; email: xin_wang@baylor.edu","","Routledge","","","","","","00131857","","","","English","Educ.Philos. Theor.","Article","Final","","Scopus","2-s2.0-85085363346"
"Fraser B.","Fraser, Barry (57253071300)","57253071300","From Hospitality Classrooms to Successful Careers: A Current Appraisal of Australian International Hotel Requirements","2020","Journal of Hospitality and Tourism Education","32","4","","234","254","20","12","10.1080/10963758.2019.1688161","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075147127&doi=10.1080%2f10963758.2019.1688161&partnerID=40&md5=e57a16012e9939736184af70198232f2","Department of Tourism, Sport and Hotel Management, Griffith University, Australia","Fraser B., Department of Tourism, Sport and Hotel Management, Griffith University, Australia","Hospitality higher education institutions struggle to ensure students’ learning outcomes are relevant to the requirements of workplaces. Therefore, it is important that these institutions begin to close the gap between the skills that students graduate with, and the skills the industry requires. This paper examines the curriculum and pedagogic requirements that contribute to beneficial graduate outcomes for Australian hotel management students. Specifically, the study seeks to identify the necessary competencies that make hotel management graduates more employable and achieve successful careers in the contemporary Australian hotel industry. Key findings from this study highlight the importance of “soft skills” and the need for hotel managers to possess sound leadership, communication, customer service, people, and financial capabilities. To inform this study, a range of Australian hotel managers are used as research participants and the outcomes appraise, advance and potentially reposition hotel management curriculum in Australia. © 2019 The International Council on Hotel, Restaurant, and Institutional Education.","Australian hotel management education; employability; hotel operations manager’s competencies","","","","","","Griffith University"," The author would like to acknowledge Professor Stephen Billett and Associate Professor Sarojni Choy from Griffith University, and thank them for their support and guidance throughout this research project. 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Trought F., Brilliant employability skills: How to stand out from the crowd in the graduate job market, (2012); Trounson A., Grim jobs outlook for new graduates, The Australian Newspaper online, (2015); Walo M., Assessing the contribution of internship in developing Australian tourism and hospitality students’ management competencies, Asia-Pacific Journal of Cooperative Education, 2, 1, pp. 12-28, (2001); Wardle K., An assessment of work integrated learning (WIL) in hospitality tertiary education, (2014); Western S., Leadership: A critical text, (2019); Williams D., Contemporary approaches to hospitality curriculum design, The Consortium Journal of Hospitality and Tourism, 9, 2, pp. 69-83, (2005); Wood R., Hospitality management education, Key concepts in hospitality management, (2013); Yang L.-T., Partlow C.G., Anand J., Shukla V., Assessing the competencies needed by hospitality management graduates in India, Journal of Hospitality and Tourism Education, 26, 4, pp. 153-165, (2014)","B. Fraser; Department of Tourism, Sport and Hotel Management, Griffith University, Gold Coast, 4222, Australia; email: b.fraser@grifith.edu.au","","Routledge","","","","","","10963758","","","","English","J. Hosp. Tour. Educ.","Article","Final","","Scopus","2-s2.0-85075147127"
"Adamuthe A.C.; Patil M.A.","Adamuthe, Amol C. (37062955200); Patil, Manoj A. (55652193500)","37062955200; 55652193500","Roadmap to inculcate complex problem-solving skills in cs/it students","2020","Journal of Engineering Education Transformations","34","2","","61","74","13","1","10.16920/jeet/2020/v34i2/149313","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098586753&doi=10.16920%2fjeet%2f2020%2fv34i2%2f149313&partnerID=40&md5=db90a3a81c7820ba9b78dfba97719bc1","Dept. of CS&IT, Rajarambapu Institute of Technology, Rajaramnagar, India","Adamuthe A.C., Dept. of CS&IT, Rajarambapu Institute of Technology, Rajaramnagar, India; Patil M.A., Dept. of CS&IT, Rajarambapu Institute of Technology, Rajaramnagar, India","IT industries expect critical & analytical thinking, programming skills, domain & technology knowledge and soft skills from CS/IT graduates. There is a need for investigation of outcome-based methods to inculcate complex problem-solving skills among graduates. This paper presents a roadmap for designing student learning outcomes, assessment methods, curriculum and active teaching-learning activities for CS/IT programme. The proposed roadmap incorporates project-based, problem-based and case st udy based t eachi ng-l earni ng and assessment strategies to address higher Bloom's level. The proposed roadmap of implemented for the 2015-19 batch of CS&IT department, Rajarambapu Institute of Technology. The case study presents identified 13 student learning outcomes (SLOs) in line with program outcomes and current IT industry expectations. To achieve the SLOs, problem and project-based assessment methods and teaching-learning methods are designed. To calculate the success of t he pr oposed roadmap, st udent s' performance of 2015-19 batch is compared with ancestor batch 2014-18. The effectiveness of the proposed roadmap for inculcating complex problem solving is measured with percentage of higher levels of Bloom's addressed in assessment, attainment of student learning outcomes, attainment of students' employability skills and student's feedback. For all courses, performance of students of batch 2015-19 is better than batch 2014-18. The better performance is shown with highest and median marks. Batch 2015-19 shows bet t er student l earni ng out comes and employability scores than batch 2014-18. The proposed roadmap is found better on all mentioned measures for inculcating complex problem-solving skills. © 2020, Rajarambapu Institute Of Technology. All rights reserved.","Outcome-based education; Problem-based learning; Problem-solving roadmap; Project-based learning","","","","","","","","Adamuthe A. C., Mane S. U., Ef f e c t i ve Out c ome Ba s e d As s e s s me nt Met hodol ogy f or Labor at or y Cour se i n Engineering Education, Journal of Engineering Education Transformations, (2016); Chinowsky P. S., Brown H., Szajnman A., Realph A., Developing knowledge landscapes through project-based learning, Journal of professional issues in engineering education and practice, 132, 2, pp. 118-124, (2006); Ellis A., Carswell L., Bernat A., Deveaux D., Frison P., Meisalo V., Meyer J., Nulden U., Rugeji J., Tarhio J., Resources, tools, and techniques for problem-based learning in computing, Working Group reports of the 3rd annual SIGCSE/SIGCUE ITiCSE conference on Integrating technology into computer science education, pp. 41-56, (1998); Evensen D. H., Hmelo C. E., Hmelo-Silver C. E., Problem-based learning: A research perspective on learning interactions, (2000); Fee S. B., Holland-Minkley A. M., Teaching computer science through problems, not solutions, Computer Science Education, 20, 2, pp. 129-144, (2010); Frank M., Lavy I., Elata D., Implement i ng t he project-based learni ng approach in an academic engineering course, International Journal of Technology and Design Education, 13, 3, pp. 273-288, (2003); G ü l b a h a r, Y., & Ti n m a z, H. ( 2 0 0 6 ) . Implementing project-based learning and e-portfolio assessment in an undergraduate course, Journal of Research on Technology in Education, 38, 3, pp. 309-327; Hadim H. A., Esche S. K., Enhancing the engineering curriculum through project-based learning, 32nd Annual Frontiers in Education, 2, pp. F3F-F3F, (2002); Holmes V. L., Hwang Y., Exploring the effects of project-based learning in secondary mat hemat i cs educat i on, The Jour nal of Educational Research, 109, 5, pp. 449-463, (2016); Hung C. M., Hwang G. J., Huang I., A project-based digital storytelling approach for i mprovi ng st udents' l earni ng mot ivati on, problem-solving competence and learning achievement, Journal of Educational Technology & Society, 15, 4, pp. 368-379, (2012); Kay J., Barg M., Fekete A., Greening T., Hollands O., Kingston J. H., Crawford K., Problem-based learning for foundation computer science courses, Computer Science Education, 10, 2, pp. 109-128, (2000); Mandale R. J., Adamuthe A. C., Skill Based Evaluation Technique for Software Development Projects in Higher Education, Nat i onal Conference on Expl ori ng New Dimensions in Teaching-learning for Quality Education, (2019); Mills J.E., Treagust D. F., Engineering education—Is problem-based or project-based learning the answer, Australasian journal of engineering education, 3, 2, pp. 2-16, (2003); Mustoe L. R., Croft A. C., Motivating engineering students by using modern case studies, International Journal of Engineering Education, 15, 6, pp. 469-476, (1999); Popil I., Promotion of critical thinking by using case studies as teaching method, Nurse education today, 31, 2, pp. 204-207, (2011); Raju P. K., Sankar C. S., Teaching real-world issues through case studies, Journal of Engineering Education, 88, 4, pp. 501-508, (1999); Yadav A., Lundeberg M., DeSchryver M., Dirkin K., Schiller N. A., Maier K., Herreid C. F., Teaching science with case studies: A national survey of faculty perceptions of the benefits and challenges of using cases, Journal of College Science Teaching, 37, 1, (2007); Yadav A., Subedi D., Lundeberg M. A., Bunting C. F., Problem-based learning: Influence on students' learning in an electrical engineering course, Journal of Engineering Education, 100, 2, pp. 253-280, (2011)","A.C. Adamuthe; Dept. of CS&IT, Rajarambapu Institute of Technology, Rajaramnagar, India; email: amol.admuthe@gmail.com","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85098586753"
"Camacho-Miñano M.-D.-M.; del Campo C.; Urquía-Grande E.; Pascual-Ezama D.; Akpinar M.; Rivero C.","Camacho-Miñano, María-del-Mar (26429142500); del Campo, Cristina (7006426783); Urquía-Grande, Elena (55786873400); Pascual-Ezama, David (36633098200); Akpinar, Murat (56019973600); Rivero, Carlos (57188997237)","26429142500; 7006426783; 55786873400; 36633098200; 56019973600; 57188997237","Solving the mystery about the factors conditioning higher education students' assessment: Finland versus Spain","2020","Education and Training","62","6","","617","630","13","4","10.1108/ET-08-2019-0168","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088706626&doi=10.1108%2fET-08-2019-0168&partnerID=40&md5=e832cd5ce20d6249d2a18bff9720f0c9","Department of Accounting and Finance, Universidad Complutense de Madrid, Madrid, Spain; Department of Financial and Actuarial Economics and Statistics, Complutense University of Madrid, Madrid, Spain; JAMK University of Applied Sciences, Jyvaskyla, Finland","Camacho-Miñano M.-D.-M., Department of Accounting and Finance, Universidad Complutense de Madrid, Madrid, Spain; del Campo C., Department of Financial and Actuarial Economics and Statistics, Complutense University of Madrid, Madrid, Spain; Urquía-Grande E., Department of Accounting and Finance, Universidad Complutense de Madrid, Madrid, Spain; Pascual-Ezama D., Department of Accounting and Finance, Universidad Complutense de Madrid, Madrid, Spain; Akpinar M., JAMK University of Applied Sciences, Jyvaskyla, Finland; Rivero C., Department of Financial and Actuarial Economics and Statistics, Complutense University of Madrid, Madrid, Spain","Purpose: The purpose of this paper is twofold: first, to compare the assessment in two subjects of the Business Administration Degree between Finland and Spain and, second, to test whether there are factors such as gender, age, subject, students’ motivation, or preferences that may have an impact on the assessment. Design/methodology/approach: A survey was designed for students enrolled in Statistics and Financial Accounting subjects in the two universities, and multivariate statistical analysis were run. Findings: First, coursework marks are higher than the final examination marks. In both universities and subjects, learning is enhanced by student involvement in coursework activities that are directly related to the learning outcomes. Second, there are differences in assessment by culture, gender, and type of subject. Finnish students are more used to work in teams and apply varied teaching resources than Spanish students. Research limitations/implications: The sample size and the analyses are from two subjects in two universities. More similar studies are needed to generalize the findings. Practical implications: There are several implications for Higher Education. First, university policymakers should design training courses on the good implementation of new assessment processes and criteria in order to align learning objectives and assessment criteria. Second, teachers from different countries should openly discuss their manner of assessment and promote creativity and innovation in their methodologies to assess learning outcomes. Third, students should engage with deeper learning and competence development in subjects. This will contribute to their future employability. Originality/value: Our findings not only question the concept of assessment validity and the compulsory relationship between assessment and learning but also provide suggestions to improve assessment criteria. © 2020, Emerald Publishing Limited.","Active learning; Assessment; Coursework; EHEA; Final examination","","","","","","R&D project Inte-R-LICA, (FFI2013–41235-R); Ministerio de Economía y Competitividad, MINECO","This research was partially supported by the Spanish Ministry of Economy and Competitiveness under the R&D project Inte-R-LICA (The Internationalisation of Higher Education in Bilingual Degrees) for the period 2014–2016 (REF. FFI2013–41235-R). A preliminary version of this paper was published in the official proceedings of the following conference: Camacho-Miñano, M., del Campo, C., Pascual-Ezama, D., Urquia-Grande, E., Rivero, C., Akpinar, M. (2016). Are we assessing correctly our students? Spain versus Finland. In J. Domenech, M. Cinta Vincent Vela, R. Peña-Ortiz, E. de la Poza & D. Blazquez (Eds), Proceedings of the 2nd International Conference on Higher Education Advances. We also appreciate the valuable disinterested participation of all students in this survey. 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A sensitivity test, Assessment & Evaluation in Higher Education, 32, 4, pp. 387-401, (2007); Tynjala P., Traditional studying for examination versus constructivist learning tasks: do learning outcomes differ?, Studies in Higher Education, 23, 2, pp. 173-190, (1998); Woodfield R., Earl-Novell S., Solomon L., Gender and mode of assessment at university: should we assume female students are better suited to coursework and males to unseen examinations?, Assessment and Evaluation in Higher Education, 30, 1, pp. 35-50, (2005); York T.T., Gibson C., Rankin S., Defining and measuring academic success, Practical Assessment, Research and Evaluation, 20, (2015); Yorke M., How finely grained does summative assessment need to be?, Studies in Higher Education, 35, 6, pp. 677-689, (2010); Yorke M., Summative assessment: dealing with the ‘measurement fallacy’, Studies in Higher Education, 363, pp. 251-273, (2011); Yorke M., Cooper A., Fox W., Module mark distributions in eight subject areas and some issues they raise, Modular Higher Education in the UK in Focus, pp. 105-107, (1996); Yorke M., Bridges P., Woolf H., Mark distributions and marking practices in UK higher education. Some challenging issues, Learning in Higher Education, 1, 1, pp. 7-27, (2000); Yildirim O., Vygotsky's sociocultural theory and dynamic assessment in language learning, Anadolu University Journal of Social Sciences, 8, 1, pp. 301-308, (2008)","E. Urquía-Grande; Department of Accounting and Finance, Universidad Complutense de Madrid, Madrid, Spain; email: eurquiag@ccee.ucm.es","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85088706626"
"Debata B.; Patnaik P.; Mishra A.","Debata, Byomakesh (57197872268); Patnaik, Pooja (57215847830); Mishra, Abhisek (57224764196)","57197872268; 57215847830; 57224764196","COVID-19 pandemic! It's impact on people, economy, and environment","2020","Journal of Public Affairs","20","4","e2372","","","","117","10.1002/pa.2372","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090159622&doi=10.1002%2fpa.2372&partnerID=40&md5=9655fe2d9d0ca18b5fcab20519b71b10","Department of Economics & Finance, BITS Pilani, Pilani, India; Department of Humanities and Social Sciences, Indian Institute of Technology Kharagpur, Kharagpur, India; Nabakrushna Choudhury Centre for Development Studies, Bhubaneswar, India","Debata B., Department of Economics & Finance, BITS Pilani, Pilani, India; Patnaik P., Department of Humanities and Social Sciences, Indian Institute of Technology Kharagpur, Kharagpur, India; Mishra A., Nabakrushna Choudhury Centre for Development Studies, Bhubaneswar, India","The paper reviews the (a) existing knowledge on corona virus disease (b) policy responses to it, and (c) its impact on the people, economic activities, and environment of India. The pandemic has increased a sense of fear and insecurity among people due to probable job and pay loss. As well, the nationwide lockdown imposed by the government has increased cases of domestic violence and child abuse. The industrial sectors—tourism, aviation, agriculture, construction, retail, hotels, textile, gems/jewellery, fast moving consumer goods (FMCG), manufacturing, and start-ups are temporarily closed leading to a significant revenue loss. Consequently, existence of many sectors and employability of a sizable number of employees is at stake. Despite the economic slowdown, the lockdown has become a boon for the environment to revive due to less pollution and reduced discharge of effluents to water from factories. The policy formulators should consider this as wakeup call and thereby align the people, economy, and environment strategically. © 2020 John Wiley & Sons Ltd","","","","","","","","","Lockdown: 1 crore job cuts likely in textile industry without govt support, says CMAI, (2020); Das G., 136 millions job at risk in post-corona, (2020); Dasgupta I., Singh S., Coronavirus impact: How tech companies are helping institutions smoothen their sudden transition to an online-only teaching format, (2010); IMF projection for India's GDP growth highest in G-20, says RBI Governor Shaktikanta Das, (2020); Kapur R., Social and economic impact of COVID-19 on India and recovery potential, (2020); Karmarkar S., Coronavirus outbreak has increased racial attacks on people from the Northeast: NGO report, (2020); Lai C.C., Shih T.P., Ko W.C., Tang H.J., Hsueh P.R., Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and corona virus disease-2019 (COVID-19): The epidemic and the challenges, International Journal of Antimicrobial Agents, 55, 3, (2020); Pandit A., (2020); Postmus J.L., Hoge G.L., Breckenridge J., Sharp-Jeffs N., Chung D., Economic abuse as an invisible form of domestic violence: A multicountry review, Trauma, Violence, & Abuse, 21, 2, pp. 261-283, (2020); Rajagopal D., Covid-19 battle: World Bank offers $1bn for proposed India project, (2020); Roy L.D., (2020); Seetharaman G., (2020); Stelzer-Braid S., Oliver B.G., Blazey A.J., Argent E., Newsome T.P., Rawlinson W.D., Tovey E.R., Exhalation of respiratory viruses by breathing, coughing, and talking, Journal of Medical Virology, 81, 9, pp. 1674-1679, (2009); 2021-22, (2020); Wang C., Horby P.W., Hayden F.G., Gao G.F., A novel coronavirus outbreak of global health concern, The Lancet, 395, 10223, pp. 470-473, (2020); COVID-19 and violence against women, (2020); Wright R., (2020)","P. Patnaik; Department of Humanities and Social Sciences, Indian Institute of Technology Kharagpur, Kharagpur, India; email: pooja.patnaik237@gmail.com","","John Wiley and Sons Ltd","","","","","","14723891","","","","English","J. Public Aff.","Article","Final","","Scopus","2-s2.0-85090159622"
"Baltes S.; Park G.; Serebrenik A.","Baltes, Sebastian (56241807200); Park, George (57218516239); Serebrenik, Alexander (8987563200)","56241807200; 57218516239; 8987563200","Is 40 the New 60? How Popular Media Portrays the Employability of Older Software Developers","2020","IEEE Software","37","6","9157881","26","31","5","11","10.1109/MS.2020.3014178","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089390498&doi=10.1109%2fMS.2020.3014178&partnerID=40&md5=8f72376cb56cf2e06ed3fad6e9049c9c","QAware Gmb, Germany; Software Engineering, Itility B.V.; Software Engineering, Eindhoven University of Technology, Eindhoven, Netherlands","Baltes S., QAware Gmb, Germany; Park G., Software Engineering, Itility B.V.; Serebrenik A., Software Engineering, Eindhoven University of Technology, Eindhoven, Netherlands","We studied the public discourse around age and software development, focusing on the United States. This work was designed to build awareness among decision makers in software projects to help them anticipate and mitigate challenges that their older employees may face.  © 1984-2012 IEEE.","","Abstracting; Decision making; Personal computing; Decision makers; Mitigation strategy; Online forums; Plastic surgery; Software developer; Software industry; Software project; Through the lens; Software design","","","","","","","Hern A., Google pays $11m to jobseek-ers who alleged age discrimination, The Guardian; Samuel L.R., Young people are just smarter, Psychology Today; Is 30 Years Old Too Old to Learn Computer Programming?; Ng S.H., Deng F., Language and power, Oxford Research Encyclopedia of Communication, (2017); Lockenhoff C.E., Et al., Perceptions of aging across 26 cultures and their culture-level associates, Psychol. Aging, 24, 4, pp. 941-954, (2009); Baltes S., Diehl S., Towards a theory of software development expertise, Proc. 2018 26th Acm Joint Meeting European Software Engineering Conf. And Symp. Foundations Software Engineering, pp. 187-200; Ageing; Labor Force Statistics from the Current Population Survey; Davidson J.L., Et al., On older adults in free/open source software: Reflections of contributors and community leaders, Proc. 2014 Ieee Symp. Visual Languages and Human-Centric Computing (VL/HCC), pp. 93-100; Morrison P., Et al., Veteran developers' contributions and motivations: An open source perspective, Proc. 2016 Ieee Symp. Visual Languages and Human-Centric Computing (VL/HCC), pp. 171-179; Comeau T.D., Kemp C.L., Intersections of age and masculinities in the information technology industry, Ageing Soc., 27, 2, pp. 215-232, (2007); Brooke L., Prolonging the careers of older information technology workers: Continuity, exit or retirement transitions?, Ageing Soc., 29, 2, pp. 237-256, (2009); Horton S., Et al., Expertise and aging: Maintaining skills through the lifespan, Eur. Rev. Aging Phys. Act., 5, 2, pp. 89-96, (2008); Downey J., Careers in software: Is there life after programming?, Proc. 2010 Special Interest Group Management Information System's 48th Annu. Conf. Computer Personnel Research Computer Personnel Research (SIGMIS-CPR '10), pp. 1-7; Xia A., Kleiner B.H., Discrimination in the computer industry, Equal Opportunities Int., 20, 5-7, pp. 117-120, (2001); Age Discrimination; Holley P., In Silicon Valley, some men say cosmetic procedures are essential to a career, The Washington Post; Behroozi M., Et al., Hiring is broken: What do developers say about technical interviews?, Proc. 2019 Ieee Symp. Visual Languages and Human-Centric Computing (VL/HCC), pp. 1-9; How Do You Evaluate Huawei's ""cleaning"" of Employees over 34 Years Old in Early 2017?","","","IEEE Computer Society","","","","","","07407459","","IESOE","","English","IEEE Software","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85089390498"
"Sofritti F.; Benozzo A.; Carey N.; Pizzorno M.C.","Sofritti, Federico (57210565174); Benozzo, Angelo (55293624500); Carey, Neil (56581608700); Pizzorno, Maria Chiara (36163373900)","57210565174; 55293624500; 56581608700; 36163373900","Working precarious careers trajectories: tracing neoliberal discourses in younger workers’ narratives","2020","Journal of Youth Studies","23","8","","1054","1070","16","12","10.1080/13676261.2019.1654602","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070934651&doi=10.1080%2f13676261.2019.1654602&partnerID=40&md5=836a9ae1dd9271028364db68891c073d","Department of Economic and Social Sciences, Polytechnic University of Marche, Ancona, Italy; Department of Human and Social Sciences, University of Valle d’Aosta, Aosta, Italy; Norwich Business School, University of East Anglia, Norwich, United Kingdom; Faculty of Health, Psychology & Social Care, Manchester Metropolitan University, Manchester, United Kingdom; Department of Philosophy and Education, University of Turin, Turin, Italy","Sofritti F., Department of Economic and Social Sciences, Polytechnic University of Marche, Ancona, Italy; Benozzo A., Department of Human and Social Sciences, University of Valle d’Aosta, Aosta, Italy, Norwich Business School, University of East Anglia, Norwich, United Kingdom; Carey N., Faculty of Health, Psychology & Social Care, Manchester Metropolitan University, Manchester, United Kingdom; Pizzorno M.C., Department of Philosophy and Education, University of Turin, Turin, Italy","The aim of this article is to explore how, in the context of the post Global Financial Crisis (GFC), some Italian younger workers in a specific geographical region in Italy recount their work trajectories. Drawing on narrative interviews with ten participants (aged between 24 and 30) as part of a research project carried out in the Autonomous region of Aosta Valley in Italy, the article traces discourses closely associated with neoliberalism–the discourses of the entrepreneurial self, employability and self-responsibilisation–through which subjects’ work experiences take shape. Moreover, the analysis highlights how locality, one’s personal relation with the geographical territory, makes more complex the younger people’s negotiations in crafting themselves vis-à-vis precarious employment opportunities and wider socio-economic dynamics in respect of precarious employment opportunities. © 2019 Informa UK Limited, trading as Taylor & Francis Group.","Discourse analysis; neoliberalism; place; precarity; younger workers","adult; Aosta Valley; article; career; clinical article; discourse analysis; drawing; employability; employment; female; human; human experiment; interview; male; narrative; work experience; worker","","","","","Regione Autonoma Valle d'Aosta, (14/04AG100000)","This work was supported by the Regione Autonoma Valle d’Aosta [Project “FAR - Formazione alla Ricerca”. Code: 14/04AG100000].","Armano E., Murgia A., The Precariousnesses of Young Knowledge Workers: A Subject-oriented Approach, Global Discourse. 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Enacting Capabilities, Knowledge, Competence, and Expertise in Organizations, pp. 103-124, (2017); Guichard J., Self-constructing, Journal of Vocational Behaviour, 75, pp. 251-258, (2009); Hacking I., Between Michel Foucault and Erving Goffman: Between Discourse in the Abstract and Face-to-face Interaction, Economy and Society, 33, 3, pp. 277-302, (2004); Handley K., Anticipatory Socialization and the Construction of the Employable Graduate: A Critical Analysis of Employers’ Graduate Careers Websites, Work, Employment and Society, (2017); Harre R., The Discursive Production of Selves, Theory and Psychology, 1, 1, pp. 51-63, (1991); Harvey D., The Condition of Postmodernity: an Enquiry Into the Origins of Cultural Change, (1990); Harvey D., A Brief History of Neoliberalism, (2007); Holborow M., Neoliberalism, Human Capital and the Skills Agenda in Higher Education. 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Aosta Valley Between Financial Wealth and Economic Weakness, (1992); Louvin R., The Valle d’Aosta: Self-definition, Self-determination and Safeguards for a Negotiated Regime of Constitutional Autonomy, The Emergence of a Democratic Right of Self-Determination in Europe, pp. 212-221, (2016); Luther J., Aspetti costituzionali dell’autonomia valdostana” [Constitutional Aspects of the Autonomy of the Valle d’Aosta Region], Storia d’Italia. Le regioni dall’unità a oggi. La Valle d’Aosta, pp. 475-772, (1995); MacDonald R., Youth Transitions, Unemployment and Underemployment, Journal of Sociology, 47, 4, pp. 427-444, (2011); MacLeavy J., Provincializing Neoliberalism?, Dialogues in Human Geography, 4, 2, pp. 137-140, (2014); Moini G., Neoliberismi e azione pubblica. Il caso Italiano [Neoliberisms and Public Action. The Italian Case, (2015); Munro I., The Management of Circulations: Biopolitical Variations after Foucault, International Journal of Management Review, 14, 3, pp. 345-362, (2012); Nairn K., Higgins J., New Zealand’s Neoliberal Generation: Tracing Discourses of Economic (Ir)rationality, International Journal of Qualitative Studies in Education, 20, 3, pp. 261-281, (2007); Neilson D., Class, Precarity, and Anxiety under Neoliberal Global Capitalism: From Denial to Resistance, Theory & Psychology, 25, 2, pp. 184-201, (2015); Politica regionale di sviluppo 2007/13. 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Considering the Role of Physical Environment on Youth Imagining of Future Possible Selves, Journal of Youth Studies, 17, 6, pp. 697-716, (2014); Ramutsindela M., Experienced Regions and Borders: The Challenge for Transactional Approaches, Regional Studies, 47, 1, pp. 43-54, (2013); Rasmussen J., Enabling Selves to Conduct Themselves Safely: Safety Committee Discourse as Governmentality in Practice, Human Relations, 64, 3, pp. 459-478, (2010); Read J., A Genealogy of Homo-economicus: Neoliberalism and the Production of Subjectivities, Foucault Studies, 6, pp. 25-36, (2009); Riding J., Jones M., Reanimating Regions: Culture, Politics, and Performance, (2017); Rose N., Powers of Freedom. 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Le implicazioni politiche e finanziarie del federalismo fiscale [Aosta Valley. The Political and Economic Consequences of Fiscal Federalism], Istituzioni del federalismo, 1, pp. 27-62, (2012); Walkerdine V., Workers in the New Economy: Transformation as Border Crossing, Ethos (Berkeley, Calif), 34, 1, pp. 10-41, (2006); Walkerdine V., Neoliberalism, Working-class Subjects and Higher Education, Contemporary Social Science, 6, 2, pp. 255-271, (2011); Walkerdine V., Bansel P., Neoliberalism, Work and Subjectivity: Towards a More Complex Account, Identities in the 21st Century, pp. 492-507, (2009); Willig C., Introducing Qualitative Research in Psychology. Adventures in Theory and Method, (2008)","F. Sofritti; Department of Economic and Social Sciences, Polytechnic University of Marche, Ancona, Italy; email: f.sofritti@staff.univpm.it","","Routledge","","","","","","13676261","","","","English","J. Youth Stud.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85070934651"
"Noah J.B.; Aziz A.B.A.","Noah, Joanna Bunga (57216154666); Aziz, Azlina Binti Abdul (57216650853)","57216154666; 57216650853","A case study on the development of soft skills among TESL graduates in a University","2020","Universal Journal of Educational Research","8","10","","4610","4617","7","4","10.13189/ujer.2020.081029","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092598223&doi=10.13189%2fujer.2020.081029&partnerID=40&md5=282300b24dd9dba9c6d635f59afa290b","Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia","Noah J.B., Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia; Aziz A.B.A., Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia","Graduates of higher education institutions (HEIs) should not only graduate with hard skills but also soft skills. Therefore, it is the responsibility of HEIs as platforms to provide sufficient holistic skills to their graduates so they may perform well at their future workplace. Despite that, graduates are still deemed lacking when it comes to soft skills. The same goes for trainee teachers, as having soft skills is a pertinent aspect as future educators, even for Teaching English as a Second Language (TESL) graduates. This paper aims to discuss the role of HEIs in developing soft skills of their TESL graduates. This study applied a mixed methodology via questionnaires and interviews to investigate the respondents' soft skills development which are, (a) critical thinking and problem-solving skills, (b) entrepreneurial skills and (c) moral and professional ethics based on their TESL program. The research findings showed that the respondents perceived the program generally to sufficiently develop their critical thinking and problem solving, entrepreneurship and moral and professional ethics skills as an outcome from the TESL program. However, improvements could be made to the TESL program in order to enhance their development of soft skills so to further improve the quality of teaching and learning and also aid employability. The findings are believed to be useful for future curriculum development of TESL programs in HEIs to consider the ongoing needs of stakeholders like schools when redesigning the curriculum of Teacher Education program. Copyright © 2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License","Education; Soft Skills; TESL Program; Trainee Teachers; University Graduates","","","","","","","","Kennedy A., What do professional learning policies say about purposes of teacher education?, Asia-Pacific journal of teacher education, 43, 3, pp. 183-194, (2015); Knight P. 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B., Aziz A. A., A Systematic review on soft skills development among university graduates, EDUCATUM Journal of Social Sciences, 6, 1, pp. 43-58, (2020); MOE M., Malaysia Education Blueprint 2015-2025 (Higher Education), (2015); Shakir R., Soft skills at the Malaysian institutes of higher learning, Asia Pacific Education Review, 10, 3, pp. 309-315, (2009); Tang K. N., The importance of soft skills acquisition by teachers in higher education institutions, Kasetsart Journal of Social Sciences, (2018); Hakkinen P., Jarvela S., Makitalo-Siegl K., Ahonen A., Naykki P., Valtonen T., Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills, Teachers and Teaching, 23, 1, pp. 25-41, (2017); Ngang T. K., Yunus H. M., Hashim N. H., Soft skills integration in teaching professional training: Novice teachers' perspectives, Procedia-social and behavioral sciences, 186, pp. 835-840, (2015); Hassan A., Maharoff M., Abiddin N. Z., Ro'is I., Teacher trainers' and trainee teachers' understanding towards the curriculum philosophy regarding soft skills embedment in the Malaysian Institute of Teacher Education, Policy Futures in Education, 14, 2, pp. 164-175, (2015); Sani R., Addressing the challenges in teaching English: New Straits Times, (2019); Nikitina L., Furuoka F., Sharp focus on soft skills: a case study of Malaysian university students' educational expectations, Educational Research for Policy and Practice, 11, 3, pp. 207-224, (2012); Gibbs L., Slevitch L., Beyond the classroom: student employability and intention to stay in the hospitality industry, Journal of Teaching in Travel & Tourism, 19, 4, pp. 267-284, (2019); Zain N. M., Aspah V., Abdullah N., Ebrahimi M., Challenges and evolution of higher education in Malaysia, UMRAN-International Journal of Islamic and Civilizational Studies, 4, 1-1, (2017); Tsaoussi A. I., Using soft skills courses to inspire law teachers: a new methodology for a more humanistic legal education, The Law Teacher, 54, 1, pp. 1-30, (2020); Pachauri D., Yadav A., Importance of soft skills in teacher education programme, International Journal of Educational Research and Technology, 5, 1, pp. 22-25, (2014); Yunus M. M., Hashim H., Ishak N. M., Mahamod Z., Understanding TESL pre-service teachers' teaching experiences and challenges via post-practicum reflection forms, Procedia-Social and Behavioral Sciences, 9, pp. 722-728, (2010); Malaysia K. P. T., Modul pembangunan kemahiran insaniah (soft skills) untuk institusi pengajian tinggi Malaysia, pp. 1-52, (2006); Yen T. S., Halili S. H., Effective teaching of higher order thinking (HOT) in education, The Online Journal of Distance Education and e-Learning, 3, 2, pp. 41-47, (2015); Somprach K., Popoonsak P., Sombatteera S., Soft skills development to enhance teachers' competencies in primary schools, Procedia-Social and Behavioral Sciences, 112, pp. 842-846, (2014); Deveci I., A Review of Entrepreneurship Education in Teacher Education, Malaysian Journal of Learning and Instruction, 15, 1, pp. 105-148, (2019); Jusoh M., Simun M., Chong S. C., Expectation gaps, job satisfaction, and organizational commitment of fresh graduates: Roles of graduates, higher learning institutions and employers, Education+ Training, 53, 6, pp. 515-530, (2011); Ispal M., Jabor M., Entrepreneurial Measurement Modelfor Teacher Education, Dipublikasikan dalam IOSR Journal of Research & Method in Education (IOSR-JRME), 4, pp. 21-25, (2014); Achor E. E., Wilfred-Bonse K., The need to integrate entrepreneurship education into science education teachers' curriculum in Nigeria, Journal of Science and Vocational Education (JSVE), 7, (2013); Ngang T. K., Chan T. C., The importance of ethics, moral and professional skills of novice teachers, Procedia-Social and Behavioral Sciences, 205, pp. 8-12, (2015); Gobagoba M., Moswela B., Ethics education adherence by teacher trainees during teaching practice: A botswana perspective, (2014); Hadiyanto H., THE DEVELOPMENT OF CORE COMPETENCIES AMONG ECONOMIC STUDENTS IN NATIONAL UNIVERSITY OF MALAYSIA (UKM) AND INDONESIA (UI), (2011); Orji N. S., Assessment of employability skills development opportunities for senior secondary school chemistry students, Journal of Educational Research and Reviews, 1, 2, pp. 16-26, (2013); Ismail I., Ahmad A. R., Awang M. M., A study of soft skills among polytechnic students, Open Journal of Social Sciences, 5, (2017); Wu Q., A Research into the Reform of College English Teaching Based on Cultivating"" Critical Thinking Skills, 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017), (2017); Yusoff N. H., Integriti akademik dalam kalangan mahasiswa Universiti Kebangsaan Malaysia (UKM), Malaysian Journal of Society and Space, 15, 4, (2019); Ginsburg M., Teachers as Human Capital or Human Beings? USAID's Perspective on Teachers, Current Issues in Comparative Education, 20, 1, pp. 6-30, (2017)","","","Horizon Research Publishing","","","","","","23323205","","","","English","Univers. J. Edu. Res.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85092598223"
"Ryan K.","Ryan, Karen (57218340378)","57218340378","Digital fashion–exploring the impact of an integrated graduate internship programme in higher education: a UK case study","2020","International Journal of Fashion Design, Technology and Education","13","3","","308","316","8","5","10.1080/17543266.2020.1798513","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088872362&doi=10.1080%2f17543266.2020.1798513&partnerID=40&md5=ee1fa5e2affc24d7c439a3425f769478","Fashion and Fashion Branding and Communication, School of Art, Design and Architecture, Arts University Bournemouth, Dorset, United Kingdom","Ryan K., Fashion and Fashion Branding and Communication, School of Art, Design and Architecture, Arts University Bournemouth, Dorset, United Kingdom","The purpose of this study was to explore an integrated graduate internship programme (IGIP), developing specialist skills in digital fashion at a UK creative arts university. Using a case study approach, the data were collected through semi-structured interviews and online questionnaires from graduates who had previously completed a one-year IGIP from 2015 to 2019. It investigates how the programme impacted a graduate’s future studies and employment transitions and whether the support of this unique programme provided an experiential and transformative approach than merely a pathway to postgraduate careers or studies. Future research could incorporate a longitudinal study across a wider number of subject specialisms/courses in the Higher Education sector. Implications for educators and industry professionals are notable. © The Textile Institute and Informa UK Ltd 2020.","careers and employability; Creative practice; digital fashion; experiential learning; internships","","","","","","","","Alpert F., Heaney J., Kuhn K.L., Internships in marketing: Goals, structures and assessment—Student, company and academic perspectives, Australasian Marketing Journal, 17, 1, pp. 36-45, (2009); Arum R., Roksa J., Academically adrift: Limited learning on college campuses, (2010); Bailey A., Personal transferable skills for employment: the role of higher education, Industry and higher education: Collaboration to improve students' learning and training, pp. 68-72, (1990); Ball L., Pollard E., Stanley N., Creative graduates creative futures, (2010); Bassey M., Case study research in educational settings, (1999); Billet S., Guidelines for practice: Integrating practice-based experiences, (2011); (2019); Brown J.S., Collins A., Duguid P., Situated cognition and the culture of learning, Educational Researcher, 18, 1, pp. 32-42, (1989); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Creswell J.W., Poth C.N., Qualitative inquiry and research design: Choosing among five approaches, (2016); Cultural Learning Alliance Briefing Paper, No. 2, (2018); Diambra J.F., Cole-zakrzewski K.G., Booher J., A comparison of internship stage models: Evidence from intern experiences, Journal of Experiential Education, 27, 2, pp. 191-212, (2004); Gillham B., Case study research methods, (2000); Goulding C., Grounded theory: The missing methodology on the interpretivist agenda, Qualitative Market Research: An International Journal, 1, 1, pp. 50-57, (1998); (2019); Harvey L., New realities: The relationship between higher education and employment, Tertiary Education and Management, 6, 1, pp. 3-17, (2000); Hoyle J., Deschaine M.E., An interdisciplinary exploration of collegiate internships, Education and Training, 58, 4, pp. 372-389, (2016); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Kolb D.A., Experiential learning: Experience as the source of learning and development, (1984); Kolb D.A., Boyatzis R.E., Mainemelis C., Experiential learning theory: Previous research and new directions, Perspectives on thinking, learning, and cognitive styles, pp. 227-247, (2001); Kozar J.M., Hiller Connell K.Y., The fashion internship experience: Identifying learning outcomes in preparing students for the ‘real world’, International Journal of Fashion Design, Technology and Education, 8, 1, pp. 3-11, (2015); Lave J., Situating learning in communities of practice, Perspectives on socially shared cognition, pp. 63-82, (1991); Lave J., Wenger E., Situated learning: Legitimate peripheral participation, (1991); Lewis S., Qualitative inquiry and research design: Choosing among five approaches, Health Promotion Practice, 16, 4, pp. 473-475, (2015); Maxwell J.A., Qualitative research design: An interactive approach, (2013); Merriam S., Tisdell E., Qualitative research: A guide to design and implementation, (2015); Mourshed M., Farrell D., Barton D., Education to employment: Designing a system that works, (2013); Narayanan V., Olk P., Fukami C., Determinants of internship effectiveness: An exploratory model, Academy of Management Learning & Education, 9, 1, pp. 61-80, (2010); (2019); Nichols N., Phipps D., Johnstone W., Planting the seeds for change: A case study from York university’s knowledge mobilization graduate student internship program, Journal of Community Engagement & Scholarship, 7, 2, pp. 72-81, (2014); Orr S., Shreeve A., Art and design pedagogy in higher education: Knowledge, values and ambiguity in the creative curriculum, (2017); Orrell J., Work-integrated learning programmes: Management and educational quality, (2004); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., Pedagogy for employability, (2012); Prikshat V., Kumar S., Nankervis A., Work-readiness integrated competence model: Conceptualisation and scale development, Education and Training, 61, 5, pp. 568-589, (2019); Stirling A., Kerr G., MacPherson E., Banwell J., Bandealy A., Battaglia A., Do postsecondary internships address the four learning modes of experiential learning theory? An exploration through document analysis, Canadian Journal of Higher Education, 47, 1, pp. 27-48, (2017); Thomas G., How to do your case study: A guide for students and researchers, (2011); Winterton J., Turner J.J., Preparing graduates for work readiness: An overview and agenda, Education and Training, 61, 5, pp. 536-551, (2019)","K. Ryan; Fashion and Fashion Branding and Communication, School of Art, Design and Architecture, Arts University Bournemouth, Dorset, United Kingdom; email: kryan@aub.ac.uk","","Taylor and Francis Ltd.","","","","","","17543266","","","","English","Int. J. Fash. Des. Technol. Eudc.","Article","Final","","Scopus","2-s2.0-85088872362"
"Bennett D.; Knight E.; Bell K.","Bennett, Dawn (55574191781); Knight, Elizabeth (57209056399); Bell, Kenton (57195635352)","55574191781; 57209056399; 57195635352","Graduate employability and the career thinking of university STEMM students","2020","Teaching in Higher Education","25","6","","750","765","15","12","10.1080/13562517.2020.1759529","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087644526&doi=10.1080%2f13562517.2020.1759529&partnerID=40&md5=44d6e4209c01c4ec19f846cec3254767","Centre for International Research on Education Systems, Victoria University, Melbourne, Australia","Bennett D., Centre for International Research on Education Systems, Victoria University, Melbourne, Australia; Knight E., Centre for International Research on Education Systems, Victoria University, Melbourne, Australia; Bell K., Centre for International Research on Education Systems, Victoria University, Melbourne, Australia","If graduates from STEMM–science, technology, engineering, mathematics and medical sciences–are to successfully navigate the labour market, they need diverse capabilities alongside self- and career awareness. The focus of this study was STEMM students’ perceptions of self, career and employability. The study asked over 2,000 commencing students to respond to an open question which asked how long they intended to work in their discipline. The findings lend weight to the use of social cognitive career theory, which emphasises that career- and study-related decision making are influenced by feedback and feed-forward mechanisms and by intra- and inter-personal, historical, and contemporaneous dimensions. The article ends with implications for higher education teachers, including the need for strategies with which to help a diverse student body create meaning from the career-related messages that abound in public discourse. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.","career development; Deleuze; first year in higher education; first year students; Graduate employability; higher education; metacognition; teaching and learning","","","","","","","","Adam B., Time and Social Theory, (1990); Adam B., Time, (2004); Alvesson M., Skoldberg K., Reflexive Methodology: New Vistas for Qualitative Research, (2009); Bamber M., Allen-Collinson J., McCormack J., Occupational Limbo, Transitional Liminality and Permanent Liminality: New Conceptual Distinctions, Human Relations, 70, 12, pp. 1514-1537, (2017); Bartlett I., Tolmie D., What Are You Doing the Rest of Your Life? A Profile of Jazz/Contemporary Voice Graduates, International Journal of Music Education, 36, 2, pp. 197-216, (2017); Bennett D., Embedding EmployABILITY Thinking Across Higher Education Final Report, (2018); Bennett D., Graduate Employability and Higher Education: Past, Present and Future, HERDSA Review of Higher Education, 5, pp. 31-61, (2019); Bennett D., Bridgstock R., The Urgent Need for Career Preview: Student Expectations and Graduate Realities in Music and Dance, International Journal of Music Education, 33, 3, pp. 263-277, (2015); Bennett D., Knight E., Divan A., Kuchel L., Horn J., van Reyk D., da Silva K.B., How do Research-Intensive Universities Portray Employability Strategies? 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Vol. 17, Qualitative Research Methods, (1989); Donald W.E., Ashleigh M., Baruch Y., Students’ Perceptions of Education and Employability: Facilitating Career Transition from Higher Education Into the Labor Market, Career Development International, 23, 5, pp. 513-540, (2018); Dziegielewski S.F., Turnage B., Roest-Marti S., Addressing Stress with Social Work Students: A Controlled Evaluation, Journal of Social Work Education, 40, 1, pp. 105-119, (2004); Eccles J., Who am I and What am I Going to do with my Life? Personal and Collective Identities as Motivators of Action, Educational Psychologist, 44, 2, pp. 78-89, (2009); Erikson E.H., Identity: Youth and Crisis, (1968); The New Work Order: Ensuring Young Australians Have Skills and Experience for Jobs of the Future, Not the Past, (2015); Gedye S., Beaumont E., ‘The Ability to Get a Job’: Student Understandings and Definitions of Employability, Education + Training, 60, 5, pp. 406-420, (2018); Gibbs P., Happiness and Education: Troubling Students for Their Own Contentment, Time & Society, 24, 1, pp. 54-70, (2015); Grinis I., The STEM Requirements of ‘Non-STEM’ Jobs: Evidence from UK Online Vacancy Postings, Economics of Education Review, 70, pp. 144-158, (2019); Henderson H., Stevenson J., Bathmaker A.-M., Possible Selves and Higher Education: New Interdisciplinary Insights, (2019); Higdon R.D., From Employability to ‘Complexability’: Creatour–A Construct for Preparing Students for Creative Work and Life, Industry and Higher Education, 32, 1, pp. 33-46, (2018); 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Macarthur S., Lochhead J., Shaw J., Music’s Immanent Future: The Deleuzian Turn in Music Studies, (2016); Markus H., Nurius P., Possible Selves, American Psychologist, 41, 9, pp. 954-969, (1986); Monteiro S., Ferreira J.A., Almeida L.S., Self-Perceived Competency and Self-Perceived Employability in Higher Education: The Mediating Role of Career Adaptability, Journal of Further and Higher Education, (2018); Motta S.C., Bermudez N.L., Enfleshing Temporal Insurgencies and Decolonial Times, Globalizations, 16, 4, pp. 424-440, (2019); Norton A., Cherastidtham I., Mapping Australian Higher Education 2018, (2018); O'Leary S., The Opportunities and Challenges for Employability-Related Support in STEM Degrees, New Directions in the Teaching of Physical Sciences, 11, np, (2019); Penttinen L., Skaniakos T., Lairio M., Supporting Students’ Pedagogical Working Life Horizon in Higher Education, Teaching in Higher Education, 18, 8, pp. 883-894, (2013); Pitman T., Roberts L., Bennett D., Richardson S., An Australian Study of Graduate Outcomes for Disadvantaged Students, Journal of Further and Higher Education, 43, 1, pp. 45-57, (2019); Radcliffe C., Lester H., Perceived Stress During Undergraduate Medical Training: A Qualitative Study, Medical Education, 37, 1, pp. 32-38, (2003); Ramberg U., Edgren G., Wahlgren M., Capturing Progression of Formal Knowledge and Employability Skills by Monitoring Case Discussions in Class, Teaching in Higher Education, (2019); Reid A., Rowley J., Bennett D., From Expert Student to Novice Professional: Higher Education and Sense of Self in the Creative and Performing Arts, Music Education Research, 21, 4, pp. 399-413, (2019); Robinson O., Emerging Adulthood, Early Adulthood, and Quarter-Life Cris: Updating Erikson for the Twenty-First Century, Emerging Adulthood in a European Context, pp. 17-30, (2016); Robinson O.C., A Longitudinal Mixed-Methods Case Study of Quarter-Life Crisis During the Post-University Transition: Locked-Out and Locked-In Forms in Combination, Emerging Adulthood, 7, 3, pp. 167-179, (2019); Rothwell A., Jewell S., Hardie M., Self-perceived Employability: Investigating the Responses of Post-Graduate Students, Journal of Vocational Behavior, 75, pp. 152-161, (2009); Shahjahan R.A., On ‘Being for Others’: Time and Shame in the Neoliberal Academy, Journal of Education Policy, pp. 1-27, (2019); Smith S., Hunter D., Sobolewska E., Getting In, Getting On: Fragility in Student and Graduate Identity, Higher Education Research & Development, 38, 5, pp. 1046-1060, (2019); Smith S., Smith C., Taylor-Smith E., Fotheringham J., Towards Graduate Employment: Exploring Student Identity Through a University-Wide Employability Project, Journal of Further and Higher Education, 43, 5, pp. 628-640, (2019); Stevenson J., Clegg S., Possible Selves: Students Orientating Themselves Towards the Future Through Extracurricular Activity, British Educational Research Journal, 37, 2, pp. 231-246, (2011); Strauss A., Corbin J., Basics of Qualitative Research: Grounded Theory Procedures and Techniques, (1990); Tran T.T., Is Graduate Employability the ‘Whole-of-Higher-Education-Issue’?, Journal of Education and Work, 28, 3, pp. 207-227, (2015); Turner N.K., Development of Self-Belief for Employability in Higher Education: Ability, Efficacy and Control in Context, Teaching in Higher Education, 19, 6, pp. 592-602, (2014); Tymon A., The Student Perspective on Employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Tymon A., Batistic S., Improved Academic Performance and Enhanced Employability? The Potential Double Benefit of Proactivity for Business Graduates, Teaching in Higher Education, 21, 8, pp. 915-932, (2016); van Gennep A., The Rites of Passage. Translated by Monika B. Vizedom and Gabrielle L. Caffee, (1909); Watt H.M.G., Richardson P.W., Klusmann U., Kunter M., Beyer B., Trautwein U., Baumert J., Motivations for Choosing Teaching as a Career: An International Comparison Using the FITChoice Scale, Teaching and Teacher Education, 28, pp. 791-805, (2012); Wigfield A., Eccles J.S., Expectancy–Value Theory of Achievement Motivation, Contemporary Educational Psychology, 25, 1, pp. 68-81, (2000); Williams J., Gilles Deleuze’s Philosophy of Time: A Critical Introduction and Guide, (2011); Wilton N., Do Employability Skills Really Matter in the UK Graduate Labour Market: The Case of Business and Management Graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011); The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, (2016); Yorke M., Knight P., Evidence-informed Pedagogy and the Enhancement of Student Employability, Teaching in Higher Education, 12, 2, pp. 157-170, (2007)","E. Knight; Centre for International Research on Education Systems, Victoria University, Melbourne, Australia; email: lizzie.knight@vu.edu.au","","Routledge","","","","","","13562517","","","","English","Teach. High. Educ.","Article","Final","","Scopus","2-s2.0-85087644526"
"Akter H.","Akter, Hasina (58341442900)","58341442900","Business Graduate-ness and Work-readiness: A Comparative Analysis of Public and Private Universities in Bangladesh","2020","Asian Journal of University Education","16","3","","59","77","18","6","10.24191/ajue.v16i3.9154","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099951384&doi=10.24191%2fajue.v16i3.9154&partnerID=40&md5=b4e88cb7d83cf1844351df40092c7372","Department of Business Administration, International Islamic University Chittagong, Bangladesh","Akter H., Department of Business Administration, International Islamic University Chittagong, Bangladesh","Quality education is a crucial component of human capital, which has emerged large in the theories explaining economic growth, in particular, and the development discourse, in general. However, in the new era of business today business studies are prime choices of most of the students, and accordingly, this study focuses merely on the quality of business education. This study compares public and private universities in terms of their efficacy in offering business education focusing on five major factors, namely developing business professionalism, updated curriculum, practical orientation, creating entrepreneurial ability and mindset, employability of business graduates. Data used in this study is primary as well as secondary. Primary data have collected from 600 respondents – 300 from each category of universities. Different statistical tools, such as Chi-square test and two sample t-test, have been applied for analysing the data. Findings reveal that private universities slightly better perform in terms of developing business professionalism, updated curriculum, and creating entrepreneurial mindset. However, what most importantly matter are practical orientation and employability, in which public universities are more prompt compared to their private counterparts. © 2020. Asian Journal of University Education (AJUE). All rights reserved.","Bangladesh; Business Graduate-ness; Tertiary Education; Work-readiness","","","","","","","","Anao A. R., The role of business education in a developing economy, Business Education Journal, 1, 1, pp. 19-24, (1986); Argenti P., Branding B-schools: Reputation management for MBA programs, Corporate Reputation Review, 3, 2, pp. 171-178, (2000); Alam M., Haque M. S., Development of Private Universities in Bangladesh, (2002); Ahmad M., The Tale of the First Private University of Bangladesh, North South University, Genesis, Establishment, Rise and Thereafter: Recommendations for Reforms of the Sector, (2004); Ahmmed M. M., Higher education in public universities in Bangladesh, Pakistan Journal of Social Sciences (PJSS), 30, 2, pp. 293-305, (2010); Black H. T., Duhon D. L., Evaluating and improving student achievement in business programs: The effective use of standardized assessment tests, Journal of Education for Business, 79, 2, pp. 90-98, (2003); Bennis W. G., O'Toole J., How business schools have lost their way, Harvard business review, 83, 5, pp. 96-104, (2005); Boye E., Mannan M. A., Bangladesh: Public-Private Partnership in Higher Education, (2014); Crainer S., Dearlove D., Gravy training: Inside the world's top business schools, (1999); Colby A., Ehrlich T., Sullivan W. M., Dolle J. R., Rethinking undergraduate business education: Liberal learning for the profession, 20, (2011); Clements A. J., What Motivational Processes Underpin Student Engagement with Employability? A Critical Review, Employability via Higher Education: Sustainability as Scholarship, pp. 67-81, (2019); Datar S. M., Garvin D. A., Cullen P. G., Cullen P., Rethinking the MBA: Business education at a crossroads, (2010); Davis M. M., Challenges facing today’s business schools, Shaping the future of business education, pp. 26-39, (2013); Garvey B., Business Education, International Encyclopedia of the Social & Behavioral Sciences, pp. 10-14, (2015); Halim F. A., Muda W. H., Izam S., The Relationship between Employability Skills and Self-Efficacy of Students With Learning Disabilities In Vocational Stream, Asian Journal of University Education, 15, 3, (2019); Hopper R., Emerging Private Universities in Bangladesh: Public Enemy or Ally, International Higher Education, 10, (1998); Husain M. M., Total Quality Management in Business Education in Bangladesh: A Theoretical Framework, The Chittagong University Journal of Commerce, 17, pp. 27-38, (2002); Haque M. S., Quality management issues in business education in Bangladesh: A synoptic review based on Canadian and European papers, Management Forum, 1, 1, pp. 1-10, (2004); Hopper R., Emerging Private Universities in Bangladesh: Public Enemy or Ally, International Higher Education, 10, (1998); Islam F., Private Universities: An Analytical Assessment, (2006); Kim D., Markham F. S., Cangelosi J. D., Why students pursue the business degree: A comparison of business majors across universities, Journal of Education for Business, 78, 1, pp. 28-32, (2002); Katz J. A., The chronology and intellectual trajectory of American entrepreneurship education: 1876–1999, Journal of business venturing, 18, 2, pp. 283-300, (2003); LeBlanc G., Nguyen N., Searching for excellence in business education: an exploratory study of customer impressions of service quality, International Journal of Educational Management, 11, 2, pp. 72-79, (1997); McEwen B. C., Teaching critical thinking skills in business education, Journal of Education for Business, 70, 2, pp. 99-103, (1994); Mcvay G. J., Murphy P. R., Wook Yoon S., Good practices in accounting education: Classroom configuration and technological tools for enhancing the learning environment, Accounting Education: an international journal, 17, 1, pp. 41-63, (2008); Nandedkar T., A Study of Perception of Students towards Present MBA Curriculum with Respect to Being Future Managers and Future Businessmen, Indian Journal of Applied Research, IV, (2014); O'Connor A., Greene F. J., Is there an association between business and entrepreneurship education and differing entrepreneurial groups in Australia? Evidence from GEM Australia, Small Enterprise Research, 19, 1, pp. 5-15, (2012); Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Tholen G., Graduate employability and educational context: a comparison between Great Britain and the Netherlands, British Educational Research Journal, 40, 1, pp. 1-17, (2014); 41st Annual Report 2014, (2014); 43st Annual Report 2016, (2016); 45st Annual Report 2018, (2018); Ubulom W., A model for evaluation of business education programmes, Developing Countries Study, 2, 11, (2012)","H. Akter; Department of Business Administration, International Islamic University Chittagong, Bangladesh; email: hacu82@gmail.com","","UiTM Press","","","","","","18237797","","","","English","Asian J. Univ. Educ.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85099951384"
"Imam H.; Chambel M.J.","Imam, Hassan (57216786898); Chambel, Maria José (6507178503)","57216786898; 6507178503","Productivity or illusion? Assessing employees' behavior in an employability paradox","2020","Employee Relations","42","6","","1271","1289","18","10","10.1108/ER-11-2019-0446","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084676340&doi=10.1108%2fER-11-2019-0446&partnerID=40&md5=a31431b6ae45c24c5ceb953670ecebf2","Riphah School of Business and Management, Riphah International University–Lahore Campus, Lahore, Pakistan; Faculdade de Psicologia, Universidade de Lisboa, Lisbon, Portugal","Imam H., Riphah School of Business and Management, Riphah International University–Lahore Campus, Lahore, Pakistan; Chambel M.J., Faculdade de Psicologia, Universidade de Lisboa, Lisbon, Portugal","Purpose: Employability has been studied in different disciplines (e.g. occupational health and career) and has been seen as a personal resource with overall positive outcomes. The present research investigates the behavioral implications of (perceived) employability and responds to the recent call of research that perceived employability could have not only positive but also negative behavioral implications. Furthermore, this study aims to reduce the asymmetry of data set and replication of existing results in non-Western economies. Design/methodology/approach: Multinationals were taken as context to test the hypotheses, and a sample of 230 white-collar employees was drawn from fast-moving consumer goods companies. Partial least square–structural equation modeling through SmartPLS was used to analyze the data. Findings: In light of social exchange theory, the present research identified the dark side of employability, which may impair the employer–employee relationship. Perceived employability did not relate significantly with in-role performance, nor did it correlate with organizational citizenship behavior, that is, a discretionary behavior promotes the efficient and effective functioning. However, perceived employability had a positive significant relationship with OCBI, that is, helping supervisors and coworkers with heavy workloads, as well as with counterproductive behaviors. Practical implications: Employable workers have always been considered key players and an asset for organizations due to their high productivity skills. A balanced employer–employee relationship creates a mutual win; therefore, a carefully drafted human resources policy may help organizations to fulfill the needs of employable workers and reap optimal benefits in terms of productivity. Behavioral training to supervisors/managers may help to assertively deal with employees' negative behavior without further escalation. Originality/value: The present study suggests a paradoxical perspective in employability – a behavior debate, which is in an initial phase where it is difficult to determine whether employable workers are productive to the organizations or not. © 2020, Emerald Publishing Limited.","Destructive behavior; OCB; Perceived employability; Social exchange theory; Task performance","","","","","","","","Afshari L., Gibson P., How to increase organizational commitment through transactional leadership, The Leadership and Organization Development Journal, 37, 4, pp. 507-519, (2016); Ahmad M., Allen M.M., Raziq M.M., ur Rehman W., Converging HRM practices? A comparison of high performance work system practices in MNC subsidiaries and domestic firms in Pakistan, Employee Relations: International Journal, 41, 5, pp. 931-948, (2019); Ahmed A.M., Andersson L., Hammarstedt M., Does age matter for employability? 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Imam; Riphah School of Business and Management, Riphah International University–Lahore Campus, Lahore, Pakistan; email: hassan.imam@unive.it","","Emerald Group Holdings Ltd.","","","","","","01425455","","","","English","Employee Relat.","Article","Final","","Scopus","2-s2.0-85084676340"
"Zareena S.J.","Zareena, S. Jainab (57216939838)","57216939838","AMCAT Utility to Engineering and Computer Science Students","2020","Bulletin of Science, Technology and Society","40","3-4","","54","58","4","0","10.1177/02704676211003811","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104429258&doi=10.1177%2f02704676211003811&partnerID=40&md5=41ae1d948cb63fe34ce3eb2b025116af","SCAD College of Engineering and Technology, Tirunelveli, India","Zareena S.J., SCAD College of Engineering and Technology, Tirunelveli, India","Aspiring Minds Computer Adaptive Test (AMCAT) is a computer adaptive test used widely in India to assess the employability skill level of engineering students. Prefinal and final year students belonging to different streams take up this online test. The present study investigates the perception of students regarding the conduct of AMCAT. Furthermore, the study explores the benefits that they obtain through the test. The comparison is made among the students belonging to the two different streams, engineering and computer science. The conclusion drawn facilitates the readers to understand the utility of AMCAT. © The Author(s) 2021.","Aspiring Minds Computer Adaptive Test; employability skills; engineering students; literacy assessment; personal benefits","","","","","","","","Barker T., An automated individual feedback and marking system: An empirical study, Electronic Journal of E-Learning, 9, 1, pp. 1-14, (2011); Barker T., Lilley M., Britton C., Computer adaptive assessment and its use in the development of a student model for blended learning, (2006); Chalmers D., The conscious mind: In Search of a fundamental theory, (1997); Daly M.J., Some microeconometric evidence concerning the effect of the Canada Pension Plan on personal saving, Economica, 50, 197, pp. 63-69, (1983); Fetzer M., Dainis A., Lambert S., Computer Adaptive Testing (CAT) in an employment context, (2008); Greenaway K.H., Haslam S.A., Cruwys T., Branscombe N.R., Ysseldyk R., Heldreth C., From “we” to “me”: Group identification enhances perceived personal control with consequences for health and well-being, Journal of Personality and Social Psychology, 109, 1, pp. 53-74, (2015); Hussain A., Aleksander I., Smith L., Barros A., Chrisley R., Cutsuridis V., Brain inspired cognitive systems 2008, (2009); Jacobsen J., Ackermann R., Eguez J., Ganguli D., Rickard P., Taylor L., Design of a computer-adaptive test to measure English literacy and numeracy in the Singapore workforce: Considerations, benefits, and implications, Journal of Applied Testing Technology, 12, (2011); Lilley M., Barker T., Students’ perceived usefulness of formative feedback for a computer adaptive test, Electronic Journal of E-Learning, 5, 1, pp. 31-38, (2007); Pawha A., Kamthania D., Quantitative analysis of historical data for prediction of job salary in India-A case study, Journal of Statistics and Management Systems, 22, 2, pp. 187-198, (2019); Van Atteveldt W., Ruigrok N., Takens J., Jacobi C., Content Analysis with AmCAT. Consulted, (2014)","S.J. Zareena; SCAD College of Engineering and Technology, Tirunelveli, India; email: jainabzareena@gmail.com","","SAGE Publications Ltd","","","","","","02704676","","BSSOD","","English","Bull Sci Technol Soc","Article","Final","","Scopus","2-s2.0-85104429258"
"Isa M.U.; Kamin Y.B.; Salihu Y.I.; Shuaibu H.; Cledumas A.M.","Isa, Muhammad Umar (57211402975); Kamin, Yusri Bin (55669474900); Salihu, Yahya Ibn (57211947825); Shuaibu, Halliru (57211336920); Cledumas, Abdullahi Musa (57211391666)","57211402975; 55669474900; 57211947825; 57211336920; 57211391666","Enhancing employability skills of woodwork technology education students through project based learning at colleges of education (technical) in Nigeria","2020","Universal Journal of Educational Research","8","9A","","31","40","9","0","10.13189/ujer.2020.082005","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090487937&doi=10.13189%2fujer.2020.082005&partnerID=40&md5=dca580de6dca5414cf7e9c4dd500e33c","Department of Technical and Engineering Education, School of Education, Universiti Teknologi Malaysia, Johor, Malaysia","Isa M.U., Department of Technical and Engineering Education, School of Education, Universiti Teknologi Malaysia, Johor, Malaysia; Kamin Y.B., Department of Technical and Engineering Education, School of Education, Universiti Teknologi Malaysia, Johor, Malaysia; Salihu Y.I., Department of Technical and Engineering Education, School of Education, Universiti Teknologi Malaysia, Johor, Malaysia; Shuaibu H., Department of Technical and Engineering Education, School of Education, Universiti Teknologi Malaysia, Johor, Malaysia; Cledumas A.M., Department of Technical and Engineering Education, School of Education, Universiti Teknologi Malaysia, Johor, Malaysia","Employability skills are essential skills needed in today’s work place for effective employment sustainability. However, most graduates of woodwork technology at colleges of education (Technical) in Nigeria lacked employability skills and as such cannot be employed in the wood industry. Therefore, this paper seeks to determine effective strategies for enhancing woodwork technology education student’s employability skills through project-based learning (PoBL) at COET in Nigeria. Three research questions and four hypotheses were posed for the study. The study population comprised 67 respondents for the quantitative part and 7 participants for the qualitative part involving WTE lecturers at COET in north western Nigeria. Data for the study were collected through structured questionnaire and interview protocol, and analyse using SPSS version 24 to process the frequency, percentage, mean, standard deviation and t-test for the questionnaire, while NVIVO 12 was used to transcribe the interview. Findings from the study revealed that most elements of employability skills are not embedded into the curriculum of WTE. The findings also revealed that through effective implementation of PoBL, engaging students in activities that could enhance their creativity, critical thinking, communication skills and application of ICT in WTE teaching and learning, WTE student’s employability skills will be enhanced. Copyright©2020 by authors, all rights reserved.","Colleges of Education Technical; Employability Skills; Project Based Learning; Woodwork Technology Education","adult; article; communication skill; creativity; critical thinking; curriculum; data analysis software; employability; female; human; human experiment; interview; learning; major clinical study; male; Nigeria; structured questionnaire; teaching","","","","","","","Akor T. S., Noordin M. K., Subari K., Jambari H., Nasir A. N. M., Pairan M. R., Prospects of Problem And Project Based Learning Blend For Fourth Industrial Revolution Ready Electronics Engineering Programmes In Nigerian Universities; Aliyu A. M., Strategies for Improving Practical Projects in Woodwork in Colleges of Education (Technical) in North-Western States of Nigeria, (2016); Anane C. A., Competency based training: Quality delivery for technical and vocational education and training (TVET) institutions, Educational research international, 2, 2, pp. 117-127, (2013); Attaochu E. U., Quality assurance of teachers in the implementation of the curriculum of technical and vocational education in colleges of education (technical) in North Cenrtal Nigeria, International Journal of Adult Vocational Education and Technology (IJAVET), 4, 2, pp. 34-43, (2013); Bender W. N., Project-based learning: Differentiating instruction for the 21st century, (2012); Bozic M., Competence development in a project and problem based learning professional practice module in engineering education based on ill-structured problem solving action research and its implications for sustainability education, (2016); Colwell J., Professional Skills for the New Economy: Their Place in Graduate Education in Engineering and Engineering Technology, (2010); Du X., Kolmos A., Process competencies in a problem and project based learning environment, the 35th SEFI annual conference: Engineering education and active students, (2006); Fioravanti M. L., Sena B., Paschoal L. N., Silva L. R., Allian A. P., Nakagawa E. Y., Barbosa E. F., Integrating Project Based Learning and Project Management for Software Engineering Teaching: An Experience Report, the Proceedings of the 49th ACM Technical Symposium on Computer Science Education, (2018); Hassan A., Ogbuanya T., effect of challenge-based and activity-based learning approaches on technical college student’s achievements and retention in woodwork technology, AU-eJournal of Interdisciplinary Research, 2, 2, (2017); Ismail S., Mohammed D. S., Employability Skills in TVET Curriculum in Nigeria Federal Universities of Technology, Procedia-Social and Behavioral Sciences, 204, pp. 73-80, (2015); Johnson B., Ulseth R., Professional competency attainment in a project based learning curriculum: A comparison of project based learning to traditional engineering education, the 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, (2014); Lowden K., Hall S., Elliot D., Lewin J., Employers’ perceptions of the employability skills of new graduates, (2011); Muhammad I. U., Utilization of Models as Alternatives to Tests for Measuring Skills in Furniture-Making in Technical Colleges, (2016); Nasir A. N. M., Ali D. F., Noordin M. K. B., Nordin M. S. B., Technical skills and non-technical skills: predefinition concept, the Proceedings of the IETEC’11 Conference, (2011); Noordin M. K., Project-based Learning Framework for Non-technical Skills, (2014); Oloyede A., Ajimotokan H., Faruk N., Embracing the future of engineering education in Nigeria: teaching and learning challenges, Nigerian Journal of Technology, 36, 4, pp. 991-1001, (2017); Ravitz J., Hixson N., English M., Mergendoller J., Using project based learning to teach 21st century skills: Findings from a statewide intitiative, (2012); Tam A., Trzmiel B., Transversal Skills as a Missing Link Between School and Work: Experiences from the Asia-Pacific Region, Transitions to Post-School Life, pp. 35-49, (2018); Tongco M. D. C., Purposive sampling as a tool for informant selection, Ethnobotany Research and applications, 5, pp. 147-158, (2007); Udofia A., Ekpo A., Nsa S., Akpan E., Instructional variables and students’ acquisition of employable skills in vocational education in Nigerian technical colleges, Mediterranean Journal of Social Sciences, 3, 14, pp. 118-127, (2012); Organization C., Education for All Global Monitoring Report 2010: Reaching the Marginalized, (2010); Wickramasinghe V., Perera L., Graduates', university lecturers' and employers' perceptions towards employability skills, Education+ Training, 52, 3, pp. 226-244, (2010)","","","Horizon Research Publishing","","","","","","23323205","","","","English","Univers. J. Edu. Res.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85090487937"
"Marcos E.; De Castro V.; Martín-Peña M.-L.; Vara J.M.","Marcos, Esperanza (35587446700); De Castro, Valeria (56039703400); Martín-Peña, María-Luz (24077008500); Vara, Juan Manuel (7004041282)","35587446700; 56039703400; 24077008500; 7004041282","Training new professionals in service engineering: Towards a transdisciplinary curriculum for sustainable businesses","2020","Sustainability (Switzerland)","12","19","8289","","","","7","10.3390/su12198289","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092630103&doi=10.3390%2fsu12198289&partnerID=40&md5=c4e99f6c8269e067b8b9bdec50ab7bed","Kybele ISe Research Group, Social Science Faculty, Rey Juan Carlos University, Madrid, 28032, Spain","Marcos E., Kybele ISe Research Group, Social Science Faculty, Rey Juan Carlos University, Madrid, 28032, Spain; De Castro V., Kybele ISe Research Group, Social Science Faculty, Rey Juan Carlos University, Madrid, 28032, Spain; Martín-Peña M.-L., Kybele ISe Research Group, Social Science Faculty, Rey Juan Carlos University, Madrid, 28032, Spain; Vara J.M., Kybele ISe Research Group, Social Science Faculty, Rey Juan Carlos University, Madrid, 28032, Spain","The service sector provides employment for more than 70% of the active population in developed countries, in areas as varied as tourism, commerce, logistics, finances, services, and personnel, amongst others. Despite the fact that society increasingly needs more professionals who are oriented towards this sector, there are hardly any specific plans that will provide them with appropriate training. The appearance of service science, management, and engineering (SSME) has led to a significant advance as regards understanding the skills required by a service professional. It is a transdisciplinary field that integrates aspects of business management, along with information and communication technologies and engineering, and social sciences, in addition to providing the foundations for the growth of sustainable business. This paper presents a curriculum for the training of professionals in service engineering, which has been designed and taught at a Spanish public university. This curriculum, which the university created in collaboration with SSME experts and service sector companies, stands out for two reasons: the transdisciplinary approach employed, which is one of the features of this emerging and integrative knowledge discipline, and the fact that it is providing a response to the need for higher education curricula for sustainable business development. The paper describes the method followed to create the curriculum for the Bachelor's Degree in Service Engineering, a comparative study with other related degrees, and the results of the deployment of the degree in terms of employability. © 2020 by the authors.","Curricula; Service engineering; Service science management and engineering; Service sector; Sustainable businesses; Transdisciplinarity","Spain; business; curriculum; higher education; service sector; student; sustainability; sustainable development; training; university sector","","","","","ANECA; ERISS; IBM University Programs World Wide; IBM-Almaden; Regional Government of Madrid, (S2018/TCS-4314); SRII; International Business Machines Corporation, IBM; Ministerio de Economía y Competitividad, MINECO, (TIN2017-88557-R); Universiteit van Tilburg, UvT; Universitat Politècnica de Catalunya, UPC","Funding text 1: This work has been partially funded by the Regional Government of Madrid, through the FORTE-CM project (S2018/TCS-4314) and the Spanish MINECO, through the MADRID project (TIN2017-88557-R). We would also like to thank all the participants in this project: the experts from IBM Spain (Victor Camargo, Soledad Linniers, Elisa Guijarro, Jesús Freire) and EULEN (Ricardo Gabarro), the external advisors and external reviewers at ISSIP (Jim Spohrer, IBM Innovation Champion and Director of the IBM University Programs World Wide), SRII (Pere Botella, Full professor in the Services & Information Systems Engineering Department at the Universitat Politècnica de Catalunya), ERISS (Mike Papazogou, executive director at the University of Tilburg) and IBM-Almaden (Jorge Sanz, currently Chief Innovation Officer, Retail Banking Industry, IBM), and reviewers at the ANECA Commission. Their collaboration has been a key aspect as regards achieving good results. We would particularly like to mention Pedro Lázaro (IBM Spain), one of the principal driving bodies behind SSME in Spain, and especially behind this project, and who we unfortunately lost along the way.; Funding text 2: Funding: This work has been partially funded by the Regional Government of Madrid, through the FORTE-CM project (S2018/TCS-4314) and the Spanish MINECO, through the MADRID project (TIN2017-88557-R).","Martin-Pena M.L., Diaz-Garrido E., Fundamentos de Dirección de Operaciones en Empresas de Servicios;, (2013); Spohrer J., Fodell D., Murphy W., Ten Reasons: Service Science Matters to Universities, Educause Rev, 47, (2012); Succeeding Through Service Innovation: A Service Perspective for Education, Research, Business and Government;, (2008); Glushko R.J., Designing a Service Science discipline with discipline, IBM Syst. J, 47, pp. 15-27, (2008); Marcos-Martinez E., Martin-Pena M.L., Formación de profesionales para la empresa del siglo XXI, Rev. Vasca Econ.-Ekomomiaz, 89, pp. 174-193, (2016); Hefley B., Murphy W., Service Science, Management and Engineering: Education for the 21st Century;, (2008); Spohrer J., Maglio P., The Emergence of Service Science: Toward Systematic Service Innovations to Accelerate Co-Creation of Value, Product. Operat. Manag, 17, pp. 238-246, (2008); Lazaro P., Galan L., Suarez B., Dominguez A., La Ciencia de los Servicios: Un desafío para el sistema universitario español, Programa de Estudios y Análisis del Ministerio de Educación;, (2008); Services Sciences: A New Academic Discipline?, (2004); Stoshikja M., Kryvinskaa N., Straussa C., Service Systems and Service Innovation: Two pillars of Service Science, Proc. Comput. Sci, 83, pp. 212-220, (2016); Spohrer J., Kwan S.K., Service science, management, engineering, and design (SSMED): An emerging discipline-outline and references, Int. J. Inf. Syst. Serv. Sect, 1, pp. 1-31, (2009); Bishop K., Succeeding through service innovation: A service perspective for education, research, business and government, White Paper Based on Cambridge Service Science, Management and Engineering Symposium;, (2004); Maglio P., Spohrer J., Fundamentals of service science, J. Acad. Market. Sci, 36, pp. 18-20, (2008); Kieliszewski C., Educating the New Service Professional: What are the Essentials ofa Service Curriculum? Workshop on Service Science, Management and Engineering (SSME) Education: Looking Ahead Co-Located with ICSOC 2008 Workshops;, (2008); Toomey A.H., Markusson N., Adams E., Brockett B., Inter-Inter-and Trans-Disciplinary Research: A Critical Perspective; Kajzer Mitchell I., Walinga J., The creative imperative: The role of creativity, creative problem solving and insight as key drivers for sustainability, J. Clean. Prod, 140, pp. 1872-1884, (2017); Tasdemir C., Gazo R., Integrating sustainability into higher education curriculum through a transdisciplinary perspective, J. Clean. Prod, (2020); Bachelor of Computer and Information Sciences, School of Computing and Mathematical Sciences; Baccalauré at Universitaire en Systèmes d'Information et Science des Services; Bachelor of Science in Human Services with a concentration in Management, College of Social Sciences. University of Phoenix (USA); Ullah F., Sepasgozar S., Tahmasebinia F., Sepasgozar S.M.E., Daviss S., Examining the impact of students' attendance, sketching, visualization, and tutors experience on students' performance: A case of building structures course in construction management, Constr. Econ. Build, 20, pp. 78-102, (2020); Lim J., Yoon J., Kim M., Analysis of the Educational Needs Related to, and Perceptions of the Importance of, Essential Job Competencies among Science and Engineering Graduates, Educ. Sci, 10, (2020); Spanish Ministry of Science, Innovation, and Universities","M.-L. Martín-Peña; Kybele ISe Research Group, Social Science Faculty, Rey Juan Carlos University, Madrid, 28032, Spain; email: luz.martin@urjc.es","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85092630103"
"Walker B.W.","Walker, Ben W. (57217652611)","57217652611","Professional Standards and Recognition for UK Personal Tutoring and Advising","2020","Frontiers in Education","5","","531451","","","","4","10.3389/feduc.2020.531451","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85094602392&doi=10.3389%2ffeduc.2020.531451&partnerID=40&md5=2a596f6dc8b3acc4dd05e066ddf2a10c","University Teaching Academy, Manchester Metropolitan University, Manchester, United Kingdom; Institute of Education, College of Arts, Humanities and Education, University of Derby, Derby, United Kingdom","Walker B.W., University Teaching Academy, Manchester Metropolitan University, Manchester, United Kingdom, Institute of Education, College of Arts, Humanities and Education, University of Derby, Derby, United Kingdom","The Higher Education and Research Act established both a regulatory framework and the Teaching Excellence Framework (TEF) with associated metrics for student retention, progression and employability in the United Kingdom. As a key site in meeting these requirements, the significance of personal tutoring is clear. Despite this, according to existing institutional research, there is a need for developmental support, greater clarification on the requisite competencies, and adequate recognition for those undertaking this challenging role. Moreover, arguably compounding these concerns is the lack of distinct professional standards for personal tutoring and advising against which to measure effective practice, only recently addressed by the publication of The UKAT Professional Framework for Advising and Tutoring. Through a review of the literature supported by findings from a survey of practitioners, this paper discusses the need for such standards, and the skills and competencies populating them. Additionally, the usefulness of pre-existing standards pertinent to tutoring work (such as the United Kingdom Professional Standards Framework for Teaching and Supporting Learning in HE) are evaluated and the value and recognition with which personal tutoring standards could be associated are advanced. The survey supported the need for specific standards – represented by the UKAT framework – as evident from the literature. Justifications provided for both this and the opposing view are examined. Clarity for both individual practitioners and institutions was stipulated along with meaningful recognition and reward for this work which is considered highly important and yet ‘invisible.’ The participants and literature reviewed identify relevant content along with illuminating the debate about the relationships between personal tutoring, teaching and professional advising roles. Valuable analysis of standards, recognition and reward also emerged. This is considered by discussing the connection between standards and changes to practice, responses to policy developments and the purpose of ‘standards’ in comparison to ‘guidance.’ The paper proposes that the recent introduction and use of a bespoke framework is a necessary response to alleviate some of the current tensions which beset personal tutoring and advising in higher education. © Copyright © 2020 Walker.","academic advising; personal tutoring; professional development; professional recognition; professional standards","","","","","","","","UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education, (2011); Anderson H.D.S., Assessment: It is A Process, (2017); Arnold K., Fisher C., Glover R., Satisfaction with academic advising: developing a measurement tool, Qual. High. Educ, 4, pp. 247-256, (1998); Atkinson S.P., Rethinking Personal Tutoring Systems: The Need to Build on a Foundation of Epistemological Beliefs, (2014); Battin J.R., Improving academic advising through student seminars: a case study, J. Crim. Justice Educ, 25, pp. 354-367, (2014); Beard C., Clegg S., Smith K., Acknowledging the affective in higher education, Br. Educ. J, 33, pp. 235-252, (2007); Botham K.A., The perceived impact on academics’ teaching practice of engaging with a higher education institution’s CPD scheme, Innovat. Educ. Teach. Int, 5, pp. 164-175, (2018); Bowden J., Why do nursing students who consider leaving stay on their courses?, Nurse Res, 15, pp. 45-58, (2008); Braine M.E., Parnell J., Exploring student’s perceptions and experiences of personal tutors, Nurse Educ. Today, 31, pp. 904-910, (2011); Braun V., Clarke V., Using thematic analysis in psychology, Qual. Res. Psychol, 3, pp. 77-101, (2006); Bryman A., Social Research Methods, (2008); Council for the Advancement of Standards in Higher Education CAS Standards for Academic Advising, (2018); Creamer E.G., Scott D.W., Assessing individual advisor effectiveness, Academic Advising: A Comprehensive Handbook, (2000); Cuseo J., Assessing Adviser Effectiveness, (2015); Deci E., Koestner R., Ryan R., Extrinsic rewards and intrinsic motivation in education: reconsidered once again, Rev. Educ. Res, 71, pp. 1-26, (2001); Drake J.K., The role of academic advising in student retention and persistence, About Campus, 16, pp. 8-12, (2011); Evans M., The academic view: a special relationship is being lost, Times High. Educ. Suppl, (2009); Ghenghesh P., Personal tutoring from the perspectives of tutors and tutees, J. Fur. High. Educ, 42, pp. 570-584, (2018); Gidman J., Humphreys A., Andrews M., The role of the personal tutor in the academic context, Nurse Educ. Today, 20, pp. 401-407, (2000); Gordon V.N., Habley W.R., Training, Evaluation, and Recognition,, Academic Advising: A Comprehensive Handbook, (2000); Grey D., Lochtie D., Comparing Personal Tutoring in the UK and Academic Advising in the US, (2016); Grey D., Osborne C., Perceptions and principles of personal tutoring, J. Fur. High. Educ, 42, pp. 1-15, (2018); Gubby L., McNab N., Personal tutoring from the perspective of the tutor. Capture, 4, pp. 7-18, (2013); Habley W.R., Academic advising as a field of inquiry, NACADA Journal, 29, pp. 76-83, (2009); Hart-Baldridge E., Faculty advisor perspectives of academic advising, NACADA Journal, 40, pp. 10-22, (2020); (c.25). London: TSO, (2017); Staying the Course: The Retention of Students on Higher Education Courses, (2008); Huyton J., Significant personal disclosure: exploring the support and development needs of HE tutors engaged in the emotion work associated with supporting students, J. Learn. Dev. High. Educ, 1, pp. 1-18, (2009); King M.C., Designing Effective Training for Academic Advisors,, Academic Advising: A Comprehensive Handbook, (2000); Larson J., Johnson A., Aiken-Wisniewski S.A., Barkemeyer J., What is academic advising? An application of analytic induction, NACADA J, 38, pp. 81-93, (2018); Lawler E.E., Talent: Making People Your Competitive Advantage, (2008); Leach R.B., Wang T.R., Academic advisee motives for pursuing out-of-class communication with the faculty academic advisor, Commun. Educ, 64, pp. 325-343, (2015); Personal Tutoring National Occupational Standards, (2013); Lochtie D., McIntosh E., Stork A., Walker B.W., Effective Personal Tutoring in Higher Education, (2018); Luck C., Challenges faced by tutors in higher education, Psychodyn. Pract, 16, pp. 273-287, (2010); Lynch M., Assessing the effectiveness of the advising program,, Academic Advising: A Comprehensive Handbook, (2000); Malik S., Students, Tutors and Relationships: the ingredients of a successful student support scheme, Med. Educ, 34, pp. 635-641, (2000); McCary J., Pankhurst S., Valentine H., Berry A., A Comparative Evaluation of the Roles of Student Adviser and Personal Tutor in Relation to Undergraduate Student Retention, Final Report, (2011); McClellan J., Reward Systems and Career Ladders for Advisors: Beyond Foundations: Developing as a Master Academic Advisor, (2016); McFarlane K.J., Tutoring the tutors: supporting effective personal tutoring, Active Learn. High. Educ, 17, pp. 77-89, (2016); McGill C.M., Nutt C., Challenges for the Future: Developing as a Profession, Field and Discipline in Beyond Foundations: Developing as a Master Academic Advisor, (2016); McGill C.M., The professionalization of academic advising: a structured literature review, NACADA J, 39, pp. 89-100, (2019); McGill C.M., Ali M., Barton D., Skills and competencies for effective academic advising and personal tutoring, Front. Educ, 5, 135, (2020); Menke D., Stuck S., Ackerson S., Assessing advisor competencies: a delphi method study, NACADA J, 38, pp. 2-21, (2018); Mountford-Zimdars A.K., Sanders J., Jones S., Sabri D., Moore J., Higham L., Causes of Differences in Student Outcomes (Report). Higher Education Funding Council for England, (2015); Miller M.A., Building Upon the Components of Academic Advising to Facilitate Change in Beyond Foundations: Developing as a Master Academic Advisor, (2016); Morey S., Robbins S., Final report: Comparing and Evaluating the Impacts on Student Retention of Different Approaches to Supporting Students Through Study Advice and Personal development, (2011); Mynott G., Personal tutoring: positioning practice in relation to policy, Innovat. Pract, 10, pp. 103-112, (2016); Concept of Academic Advising, (2017); Core Values of Academic Advising, (2017); Core Competencies of Academic Advising, (2017); Staying the Course: The Retention of Students in Higher Education. London: HMSO, (2007); Academic Support Benchmarking Tool, (2015); NUS Charter on Personal Tutors@NUS Connect, (2015); Securing Student Success: Regulatory Framework for Higher Education in England, (2018); Access and Participation Dashboard, (2019); New Data Reveals University Performance on Access and Student Success, (2019); Owen M., ‘Sometimes you feel you’re in niche time’: the personal tutor system, a case study, Active Learn. High. Educ, 3, pp. 7-23, (2002); Pellagrino J.L., Snyder C., Crutchfield N., Curtis C.M., Pringle E., Leveraging institutional knowledge for student success: promoting academic advisors, Perspect. Pol. Pract. High. Educ, 19, pp. 135-141, (2015); Raskin M., Critical issue: faculty advising, Peabody J. Educ, 56, pp. 99-108, (1979); Reinarz A.G., Delivering Academic Advising; Advisor Types,, Academic Advising: A Comprehensive Handbook, (2000); Ridley P., Who’s looking after me? – Supporting new personal tutors,, Personal Tutoring in Higher Education, (2006); Rivis V., Personal Tutoring and Academic Advice in Focus, (1996); Robbins R., Everything you have always wanted to know about academic advising (Well, Almost), J. Coll. Stud. Psychother, 26, pp. 216-226, (2012); Robbins R., Zarges K.M., Assessment of Academic Advising: A Summary of the Process. NACADA Clearinghouse of Academic Advising Resources, (2011); Shaffer L.S., Zalewski J.M., Leveille J., The professionalization of academic advising: where are we in 2010?, NACADA J, 30, pp. 66-77, (2010); Smith E.M., Personal Tutoring: An Engineering Subject Centre Guide, (2008); Sosabowski M.H., Bratt A.M., Herson K., Olivier G.W.J., Sawers R., Taylor S., Et al., Enhancing quality in the M.Pharm degree programme: optimisation of the ersonal tutor system, Pharm. Educ, 3, pp. 103-108, (2003); Stephen D.E., O'Connell P., Hall M., ‘Going the extra mile’, ‘fire-fighting’, or laissez-faire? Re-evaluating personal tutoring relationships within mass Higher Education, Teach. High. Educ, 13, pp. 449-460, (2008); Spowart L., Winter J., Turner R., Burden P., Botham K.A., Muneer R., Et al., ‘Left with a title but nothing else’: the challenges of embedding professional recognition schemes for teachers within higher education institutions, High. Educ. Res. Dev, 38, pp. 1299-1312, (2019); Stork A., Walker B., Becoming an Outstanding Personal Tutor: Supporting Learners Through Personal Tutoring and Coaching, (2015); Thomas L., What Works? Student Retention and Success Programme (Report). York: Higher Education Academy, (2012); Thomas L., Hill M., O,Mahony J., Yorke M., What Works 2? Supporting Student Success, Strategies for Institutional Change (Report). York: Higher Education Academy, (2017); Thomas L., Foreword, Effective Personal Tutoring in Higher Education, (2018); Trotter E., Personal Tutoring: Policy v Reality of Practice. Education in a Changing Environment. Conference Proceedings, (2004); Turner N., Oliver M., McKenna C., Hughes J., Smith H., Deepwell F., Et al., Measuring the Impact of the UK Professional Standards Framework for Teaching and Supporting Learning (UK PSF), (2013); The UKAT Professional Framework for Advising and Tutoring, (2019); Ukstandards.org.uk Repository for All Approved National Occupational Standards, (2019); Black, Asian and Minority Ethnic Student Attainment at UK Universities: #ClosingTheGap (Report), (2019); Walker B.W., Tackling the personal tutoring conundrum: a qualitative study on the impact of developmental support for tutors, Active Learn. High. Educ, 21, pp. 167-172, (2020); Webb O., Wyness L., Cotton D., Enhancing Access, Retention, Attainment and Progression in Higher Education, (2017); Wootton S., Changing practice in tutorial provision within post-compulsory education,, Personal Tutoring in Higher Education, (2006)","B.W. Walker; University Teaching Academy, Manchester Metropolitan University, Manchester, United Kingdom; email: b.walker@mmu.ac.uk; B.W. Walker; Institute of Education, College of Arts, Humanities and Education, University of Derby, Derby, United Kingdom; email: b.walker@mmu.ac.uk","","Frontiers Media S.A.","","","","","","2504284X","","","","English","Front. Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85094602392"
"Pereira E.T.; Vilas-Boas M.; Rebelo C.F.C.","Pereira, Elisabeth T. (12785708900); Vilas-Boas, Madalena (57194584778); Rebelo, Cátia F.C. (56610007800)","12785708900; 57194584778; 56610007800","University curricula and employability: The stakeholders’ views for a future agenda","2020","Industry and Higher Education","34","5","","321","329","8","31","10.1177/0950422220901676","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079368433&doi=10.1177%2f0950422220901676&partnerID=40&md5=0b9efdfd55841e355320f38f8624cf2b","University of Aveiro, Portugal","Pereira E.T., University of Aveiro, Portugal; Vilas-Boas M., University of Aveiro, Portugal; Rebelo C.F.C., University of Aveiro, Portugal","This article explores which measures are perceived by European key stakeholders (students, employers and academics) as crucial for the development of curricula that provide graduates with working-life competences and key skills that may increase their employability. It also seeks to identify measures that may strengthen cooperation between companies and universities. This was achieved through the application of 1734 questionnaires to key stakeholders in five European countries which are part of the European project #Europehome. The most popular measure identified by all stakeholders was the internship. More specifically, internships are considered of great importance to increase graduates’ employability as well as being the best means of cooperation between universities and companies. In addition, the study identified a range of best practices and measures that may help lay the foundations and sustain the development of well-planned curricula. © The Author(s) 2020.","Competence; curriculum innovation; higher education; policy issues; skills for life","","","","","","","","Bhattacharyya N., Management education: an approach towards nurturing students’ employability skills – a study on Tripura students, International Journal of Educational Research and Technology, 2, 2, pp. 20-29, (2011); The Bologna Declaration of 19 June 1999: Joint declaration of the European Ministers of Education, (1999); Caballero G., Vazquez X.H., Quintas M., Improving employability through stakeholders in European higher education: the case of Spain, Long Range Planning, 48, 6, pp. 398-411, (2015); Cardoso J.L., Escaria V., Ferreira V.S., Et al., Employability and higher education in Portugal, Journal of Graduate Employability, pp. 17-31, (2014); Crosbie R., Learning the soft skills of leadership, Industrial and Commercial Training, 37, 1, pp. 45-51, (2005); The European Higher Education Area in 2015: Bologna Process Implementation Report, (2015); Holmes L., Competing perspectives on graduate employability: possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Idrus H., Dahan H.M., Abdullah N., Challenges in the integration of soft skills in teaching technical courses: lecturer’s perspectives, Asian Journal of University Education, 5, 2, pp. 67-81, (2009); Jackson D., An international profile of industry-relevant competencies and skill gaps in modern graduates, International Journal of Management Education, 8, pp. 29-58, (2010); Jackson D., Re-conceptualising graduate employability: the importance of pre-professional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jackson D., Bridgstock R., Evidencing student success and graduate employability in the contemporary world-of-work: renewing our thinking, Higher Education Research and Development, 37, 5, pp. 984-998, (2018); Lima L., Patterns of institutional management: democratisation, autonomy and the managerialist canon, Higher Education in Portugal 1974-2009: A Nation, a Generation, pp. 287-306, (2012); Malkki H., Paatero J.V., Curriculum planning in energy engineering education, Journal of Cleaner Production, 106, pp. 292-299, (2015); Mocanu C., Zamfir A.M., Pirciog S., Matching curricula with labour market needs for higher education: state of art, obstacles and facilitating factors, Procedia – Social and Behavioral Sciences, 149, pp. 602-606, (2014); Pinheiro M.M., Sarrico C.S., Santiago R.A., Competências de auto-desenvolvimento e metodologias PBL num curso de contabilidade: perspectivas de alunos, docentes, diplomados e empregadores [self-development skills and PBL methodologies in an accounting course: perspectives of students, teachers, graduates and employers], Revista Lusófona de Educação, 17, pp. 147-166, (2011); Rao M.S., Enhancing employability in engineering and management students through soft skills, Industrial and Commercial Training, 45, 1, pp. 42-48, (2014); Robertson S., O Processo de Bolonha da Europa torna-se global: modelo, mercado, mobilidade, força intelectual ou estratégia para construção do Estado? [The Bologna Process of Europe becomes global: model, market, mobility, intellectual strength or strategy for the State’s construction?], Revista Brasileira de Educação, 14, 42, pp. 407-422, (2009); Roddis E., Morgan L., Education and Skills Survey, 2008, (2008); Rotherham A.J., Willingham D., 21st century skills: the challenges ahead, Educational Leadership, 67, 1, pp. 16-21, (2009); Silva E., Measuring skills for 21st century learning, The Phi Delta Kappan, 90, 9, pp. 630-634, (2009); Smith M., Bell K., Bennett D., Et al., Employability in a Global Context: Evolving Policy and Practice in Employability, Work Integrated Learning, and Career Development Learning, (2018); Staiculescu C., Richiteanu-Nastase E., Dobrea R., The university and the business environment – partnership for education, Procedia – Social and Behavioral Sciences, 180, pp. 211-218, (2014); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Yorke M., Employability in the Undergraduate Curriculum: Some student perspectives, European Journal of Education, 39, 4, pp. 409-427, (2004); Yorke M., Knight P.T., Embedding Employability into the Curriculum: Learning & Employability Series One, (2006); Yorke M., Knight P., Evidence-informed pedagogy and the enhancement of student employability, Teaching in Higher Education, 12, 2, pp. 157-170, (2007)","M. Vilas-Boas; University of Aveiro, Portugal; email: mvb@avbdesign.com","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85079368433"
"Caron J.; Asselin H.; Beaudoin J.-M.","Caron, Joanie (57104557900); Asselin, Hugo (8609227600); Beaudoin, Jean-Michel (35092182200)","57104557900; 8609227600; 35092182200","Indigenous employees’ perceptions of the strategies used by mining employers to promote their recruitment, integration and retention","2020","Resources Policy","68","","101793","","","","9","10.1016/j.resourpol.2020.101793","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088654519&doi=10.1016%2fj.resourpol.2020.101793&partnerID=40&md5=3b7c269f6dd971190d8cc982536f87c9","École d’études autochtones, Université du Québec en Abitibi-Témiscamingue, 445, boulevard de l'Université, Rouyn-Noranda, J9X 5E4, Québec, Canada; Département des sciences du bois et de la forêt, Université Laval, 2405 Rue de la Terrasse, Québec, G1V 0A6, Québec, Canada","Caron J., École d’études autochtones, Université du Québec en Abitibi-Témiscamingue, 445, boulevard de l'Université, Rouyn-Noranda, J9X 5E4, Québec, Canada; Asselin H., École d’études autochtones, Université du Québec en Abitibi-Témiscamingue, 445, boulevard de l'Université, Rouyn-Noranda, J9X 5E4, Québec, Canada; Beaudoin J.-M., Département des sciences du bois et de la forêt, Université Laval, 2405 Rue de la Terrasse, Québec, G1V 0A6, Québec, Canada","Members of Indigenous communities want to improve their socio-economic status. While many are willing to participate in the mining industry, they face multiple barriers to employment. The purpose of this research was to study Indigenous employees’ perceptions of the strategies used by Canadian mining employers to promote their recruitment, integration and retention. Semi-structured interviews with 43 Anishnaabeg, Crees and Inuit from communities near mining projects in Quebec and Nunavut showed that to be effective, employability programs required close collaboration between governments, Indigenous communities and industry. Liaison, work readiness, site readiness, mentorship, career progression and language training programs were said to promote the recruitment, integration and retention of Indigenous workers. Facilities and activities valuing Indigenous cultures, a critical mass of Indigenous employees, and quality work relationships were also considered to favor Indigenous employment within mining companies. Cree and Inuit perceptions of the factors promoting their recruitment, integration and retention in the mining industry were similar to those of their employers, while Anishnaabeg rather considered that employers were not making enough efforts. The difference might be explained by the fact that Anishnaabeg have yet to conclude a land claim agreement which would put a legal incentive on companies to implement employability programs. © 2020 Elsevier Ltd","Aboriginal people; Diversity management; Employment; Mining; Workforce","Canada; Integration; Personnel training; Career progression; Indigenous community; Mining companies; Mining projects; Multiple barrier; Semi structured interviews; Socio-economic status; Training program; indigenous population; labor market; mining industry; perception; recruitment (employment); strategic approach; training; Employment","","","","","Agnico Eagle Mines Ltd; MTESS; Ministère du Travail, de l'Emploi et de la Solidarité sociale du Québec; Ministère du Travail, de l’Emploi et de la Solidarité sociale du Québec; Fonds de Recherche du Québec-Société et Culture, FRQSC; Social Sciences and Humanities Research Council of Canada, SSHRC","Funding text 1: The authors would like to thank the 43 interviewees for their patience and for showing interest in the project despite their busy schedules. Travel to Nunavut was facilitated by Agnico Eagle Mines Ltd. The company was not otherwise involved in any aspect of the research. This project was funded in part by a grant from the Fonds de recherche du Québec – Société et culture (FRQSC) in partnership with the Ministère du Travail, de l'Emploi et de la Solidarité sociale du Québec (MTESS). JC also received a doctoral grant from the Social Sciences and Humanities Research Council of Canada (SSHRC).; Funding text 2: The authors would like to thank the 43 interviewees for their patience and for showing interest in the project despite their busy schedules. Travel to Nunavut was facilitated by Agnico Eagle Mines Ltd. The company was not otherwise involved in any aspect of the research. This project was funded in part by a grant from the Fonds de recherche du Québec – Société et culture (FRQSC) in partnership with the Ministère du Travail, de l’Emploi et de la Solidarité sociale du Québec (MTESS) . JC also received a doctoral grant from the Social Sciences and Humanities Research Council of Canada (SSHRC).","Arndt N.T., Fontbote L., Hedenquist J.W., Kesler S.E., Thompson J.F., Wood D.G., Future global mineral resources, Geochem. Perspect., 6, 1, pp. 1-171, (2017); Asselin H., Basile S., Éthique de la recherche avec les Peuples autochtones : qu'en pensent les principaux intéressés?, Éthique publique, 14, 1, pp. 333-345, (2012); Asselin H., Basile S., Concrete ways to decolonize research, ACME, 17, pp. 643-650, (2018); Borenstein J., Robots and the changing workforce, AI Soc., 26, 1, pp. 87-93, (2011); Boughton B., Durnan D., Beyond equity? 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Prod., 132, pp. 45-56, (2016); Shen L., Muduli K., Barve A., Developing a sustainable development framework in the context of mining industries: AHP approach, Resour. Pol., 46, pp. 15-26, (2015); Thiessen S., First Nations Cultural Approaches to Work in Canada: A Multiple Case Study., (2016)","J. Caron; École d’études autochtones, Université du Québec en Abitibi-Témiscamingue, Rouyn-Noranda, 445, boulevard de l'Université, J9X 5E4, Canada; email: Joanie.Caron3@uqat.ca","","Elsevier Ltd","","","","","","03014207","","","","English","Resour. Policy","Article","Final","","Scopus","2-s2.0-85088654519"
"Nottingham P.M.","Nottingham, Paula McIver (56028511600)","56028511600","Professional artefacts: evaluating creative outcomes for work-based inquiry","2020","Journal of Work-Applied Management","12","2","","127","139","12","5","10.1108/JWAM-03-2020-0014","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85128441322&doi=10.1108%2fJWAM-03-2020-0014&partnerID=40&md5=a70e0214d948841877603bac19d0c496","Department of Education, Middlesex University, London, United Kingdom","Nottingham P.M., Department of Education, Middlesex University, London, United Kingdom","Purpose: This paper aims to explore graduate perspectives about the creation and use of professional artefacts to communicate work-based inquiry projects to professional audiences. Design/methodology/approach: The study was based on constructivist qualitative interviews with 14 graduates from a part-time professional practice in arts programme and used thematic analysis to interpret and discuss the findings. Findings: Participants indicated a perceived value in the use of the professional artefact as a way of articulating their professional inquiry. Professional artefacts enable essential communication skills for professional contexts, have the capacity for engaging with professional audiences that are external to the university, have the potential for enabling further study and workplace employability, show awareness of project management and leadership capabilities and helped some individuals build on and share their own personal philosophy of practice with peer professionals. Research limitations/implications: As a small-scale research project that used purposive sampling, the findings are not representative, but could provide the creative means to develop professional artefacts within work-related educational programmes and workplace learning programmes. Practical implications: It is argued that the process and production of professional artefacts can provide the means for communicating work-based projects to professional audiences within workplace settings. Originality/value: Professional artefacts explore and present developmental aspects of work-based inquiries with distinctive creative approaches to favour practice knowledge and innovation that can be expressively shared with peer professionals. © 2020, Paula McIver Nottingham.","Communication; Creative arts; Inquiry; Professional artefact; Work-based learning; Work-based projects","","","","","","","","Barnett R., Conditions of Flexibility Securing a More Responsive Higher Education System, (2014); Boud D., Costley C., From project supervision to advising: new conceptions of the practice, Innovations in Education and Teaching International, 44, 2, pp. 119-130, (2007); Bravenboer D., Lester S., Towards an integrated approach to the recognition of professional competence and academic learning, Education + Training, 58, 4, pp. 409-421, (2016); Bryman A., Bell E., Business Research Methods, (2015); Costley C., Elliott G., Gibbs P., Doing Work Based Research: Approaches to Enquiry for Insider-Researchers, (2010); Cedefop, Work-based Learning in Continuing Vocational Education and Training: Policies and Practices in Europe, (2015); Critten P., A radical agenda for enabling organisation transformation through work-applied learning, Journal of Work-Applied Management, 8, 1, pp. 65-78, (2016); Csikszentmihalyi M., Creativity: Flow and the Psychology of Discovery and Invention (Pbk), (1996); Dallow P., Representing creativeness: practice based approaches to research in creative arts, Art, Design and Communication in Higher Education, 2, 1-2, pp. 49-66, (2003); De Bono E., The Use of Lateral Thinking, (1971); Dewey J., How We Think, (1910); Dewey J., Art as Experience, (1934); Fergusson L., Allred T., Dux T., Work-based learning and research for mid-career profes-sionals: professional studies in Australia, Interdisciplinary Journal of E-Skills and Lifelong Learning, 14, pp. 1-17, (2018); Fleming J., Haigh N.J., Examining and challenging the intentions of work-integrated learning, Higher Education, Skills and Work-based Learning, 7, 2, pp. 198-210, (2017); 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Ryan A., Tilbury D., Flexible Pedagogies: New Pedagogical Ideas, (2013); Siebert S., Walsh A., Reflection in work-based learning: self-regulation or self-liberation?, Teaching in Higher Education, 18, 2, pp. 167-178, (2013); Smith H., Dean R.T., Practice-led Research, Research-Led Practice in the Creative Arts, (2009); Tharp T., The Creative Habit: Learn it and Use it for Life, (2007); Turner N.K., Development of self-belief for employability in higher education: ability, efficacy and control in context, Teaching in Higher Education, 19, 6, pp. 592-602, (2014); Wall T., Bellamy L., Evans V., Hopkins S., Revisiting impact in the context of workplace research: a review and possible directions, Journal of Work-Applied Management, 9, 2, pp. 95-109, (2017); Walsh A., Powell P., Supporting student innovation through an engagement, employability and employment ecosystem, Higher Education, Skills and Work-Based Learning, 8, 1, pp. 15-28, (2018); Wenger E., Trayner B., de Laat M., Promoting and assessing value creation in communities and networks: a conceptual framework, (2011); Yip J., Wong S., Ernst C., The nexus effect when leaders span group boundaries, Leadership in Action, 28, 4, pp. 13-17, (2008); Yorke M., Employability in Higher Education: What it is – what it is Not', Learning and Employability Series One, (2006)","P.M. Nottingham; Department of Education, Middlesex University, London, United Kingdom; email: P.Nottingham@mdx.ac.uk","","Emerald Group Holdings Ltd.","","","","","","22052062","","","","English","J. Work. Appl. Manag.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85128441322"
"Child S.F.J.; Shaw S.D.","Child, Simon F. J. (56583883800); Shaw, Stuart D. (55178128400)","56583883800; 55178128400","A purpose-led approach towards the development of competency frameworks","2020","Journal of Further and Higher Education","44","8","","1143","1156","13","9","10.1080/0309877X.2019.1669773","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073917889&doi=10.1080%2f0309877X.2019.1669773&partnerID=40&md5=5f33c2c2a1851a98a838ab70b9f83be1","Cambridge Assessment, University of Cambridge, Cambridge, United Kingdom; Cambridge Assessment International Education, University of Cambridge, Cambridge, United Kingdom","Child S.F.J., Cambridge Assessment, University of Cambridge, Cambridge, United Kingdom; Shaw S.D., Cambridge Assessment International Education, University of Cambridge, Cambridge, United Kingdom","The concept of ‘competence’ has gained traction in recent years because of its power in informing broader educational objectives, such as readiness for transition to later educational stages. The responsibility for developing competencies in learners is increasingly laid onto educational institutions via accountability arrangements. As a result, competency frameworks are value-laden and motivated by interrelated purposes including construct definition, the development of assessment criteria, and workplace readiness. The present article introduces a methodological approach for constructing a competency framework that accounts for these underpinning motivations. The present article first introduces three binary distinctions that developers can utilise in making structural decisions on a competency framework: binary vs continuum; atomistic vs holistic, and context-specific vs context-general. We argue that decisions made by developers in terms of the three binary distinctions influence their additional responsibilities in order to achieve a high degree of utility for practitioners using a competency framework. The decisions regarding framework purpose and its structural features inform the alignment between the intended constructs being targeted and a framework’s use. The present article then focuses on a worked example in relation to one competency area that commonly resides within a competency framework–collaboration. We conclude that conceptual and structural alignment can help inform a competency framework’s validation process, by enabling more specific usage claims to be articulated that can form the basis of empirical analysis. © 2019 UCU.","21<sup>st</sup> century skills; Competence; competency framework; employability","","","","","","","","Ananiadou K., Claro M., 21st century skills and competences for new millennium learners in oecd countries. Organisation for economic cooperation and development, EDU Working paper no. 41, (2009); Assessment and teaching of 21st century skills, (2015); Binkley M., Erstad O., Herman J., Raizen S., Ripley M., Rumble M., Defining 21st Century Skills. Draft White Paper, (2010); Brassler M., Dettmers J., How to Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning, Interdisciplinary Journal of Problem-Based Learning, 11, 2, (2017); Brna P., Models of Collaboration, Proceedings of the workshop on informatics in education, XVIII Congresso Nacional da Sociedade Brasileira de Computação, (1998); Explore the CIEH professional standards, (2018); Child S.F.J., Shaw S.D., Towards an Operational Framework for Establishing and Assessing Collaborative Interactions, Research Papers in Education, (2018); Crespin K.P., Virginia’s workplace readiness skills: Framework for the future, (2017); Dillenbourg P., What Do You Mean by ‘collaborative Learning?’, Collaborative-learning: Cognitive and Computational Approaches, pp. 1-19, (1999); (2018); Key Competencies for Lifelong Learning–A European Framework, (2007); Commission staff working document, Proposal for a council recommendation on key competencies for lifelong learning, (2018); Fuller A., Unwin L., Fostering Workplace Learning: Looking through the Lens of Apprenticeship, European Educational Research Journal, 2, 1, pp. 41-55, (2003); Gillis S., Griffin P., Principles Underpinning Graded Assessment in VET: A Critique of Prevailing Perceptions, International Journal of Training Research, 3, 1, pp. 53-78, (2005); Harsch C., Martin G., Comparing Holistic and Analytic Scoring Methods: Issues of Validity and Reliability, Assessment in Education: Principles, Policy & Practice, 20, 3, pp. 281-307, (2013); Holmboe E.S., Sherbino J.D., Englander R., Snell L.S., Frank J., A Call to Action: The Controversy of and Rationale for Competency-based Medical Education, Medical Teacher, 39, 6, pp. 574-581, (2017); Hoskins B., Deakin Crick R., Competences for Learning to Learn and Active Citizenship: Different Currencies or Two Sides of the Same Coin?, European Journal of Education, 451, pp. 121-137, (2010); Hoskins B., Fredriksson U., Learning to Learn: What Is It and Can It Be Measured?, (2008); Hyland T., Competence, Education and NVQs: Dissenting Perspectives, (1994); Johnson M., Grading in Competence-based Qualifications–Is It Desirable and How Might It Affect Validity?, Journal of Further and Higher Education, 32, 2, pp. 175-184, (2008); Jones A., The Place of Judgement in Competency-based Assessment, Journal of Vocational Education and Training, 51, 1, pp. 145-160, (1999); Kuhn D., Thinking Together and Alone, Educational Researcher, 44, 1, pp. 46-53, (2015); Kuhn D., Garcia-Mila M., Zohar A., Andersen C., Strategies of Knowledge Acquisition, Monograph of the Society for Research in Child Development, (1995); Lai E.R., Collaboration: A literature review, (2011); Lai E.R., Viering M., Assessing 21st Century Skills: Integrating Research Findings, Paper presented at the annual meeting of the National Council on Measurement in Education, (2012); McPhail G., Rata E., Two Curriculum Models: ‘progressive Knowledge’ and ‘21st Century Learning’, New Zealand Journal of Educational Studies, (2015); Mulder M., Conceptions of Professional Competence, International Handbook of Research in Professional and Practice-based Learning, pp. 107-137, (2014); Mulder M., Weigel T., Collins K., The Concept of Competence in the Development of Vocational Education and Training in Selected EU Member States: A Critical Analysis, Journal of Vocational Education and Training, 59, 1, pp. 67-88, (2007); Assessing 21st Century Skills, (2011); New pedagogies for deep learning, (2017); Newton P.E., Clarifying the Purposes of Educational Assessment, Assessment in Education, 14, 2, pp. 149-170, (2007); Newton P.E., Grading Competence-based assessments: Notes from a small literature, (2018); The definition and selection of key competencies, (2005); The future of education and skills. Education 2030, (2013); Global competency for an inclusive world, (2017); PISA 2015 collaborative problem solving framework, (2017); Envisaging the future of education and jobs. Trends, data, and drawings, (2019); Roschelle J., Teasley S.D., The Construction of Shared Knowledge in Collaborative Problem-solving, Computer-supported Collaborative Learning, pp. 69-97, (1995); Shaw S.D., Crisp V., Reflections on a Framework for Validation–Five Years On, Research Matters: A Cambridge Assessment Publication, 19, pp. 31-37, (2015); Stecher B.M., Hamilton L.S., Measuring Hard-to-Measure Student Competencies: A Research and Development Plan, (2014); Sturgess G., Skills vs competencies. What’s the difference?, (2012); Suto I., 21st Century Skills: Ancient, Ubiquitous, Enigmatic?, Research Matters. A Cambridge Assessment Publication, 15, pp. 2-8, (2013); A conceptual framework for competencies assessment, (2016); Villarroel V., Bloxham S., Bruna D., Bruna C., Herrera-Seda C., Authentic Assessment: Creating a Blueprint for Course Design, Assessment and Evaluation in Higher Education, (2018); Voogt J., Roblin, A Comparative Analysis of International Frameworks for 21st Century Competencies: Implications for National Curriculum Policies, Journal of Curriculum Studies, 44, 3, pp. 299-321, (2012); White R.W., Motivation Reconsidered: The Concept of Competence, Psychological Review, 66, 5, pp. 297-333, (1959); Wiliam D., Construct-referenced Assessment of Authentic Tasks: Alternatives to Norms and Criteria, Paper presented at the 24th Annual Conference of the International Association for Educational Assessment, (1998); Wood R., Assessment and Testing: A Survey of Research, (1991); New vision for education: Unlocking the potential of technology, (2015)","S.F.J. Child; Cambridge Assessment, University of Cambridge, Cambridge, United Kingdom; email: child.s@cambridgeassessment.org.uk","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","","Scopus","2-s2.0-85073917889"
"Higdon R.D.; Chapman K.","Higdon, Rachel Delta (57195640040); Chapman, Kate (57196372296)","57195640040; 57196372296","A dramatic existence: Undergraduate preparations for a creative life in the performance industries","2020","Industry and Higher Education","34","4","","272","283","11","4","10.1177/0950422220912979","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084596232&doi=10.1177%2f0950422220912979&partnerID=40&md5=fd882f2ce02d8f49819ace90082e0113","De Montfort University, United Kingdom","Higdon R.D., De Montfort University, United Kingdom; Chapman K., De Montfort University, United Kingdom","This article focuses specifically on drama and theatre higher education (HE) programmes and preparation for potential graduate work. The article investigates working in the creative industries and in the performing arts (particularly within acting) and how HE students in the United Kingdom prepare for this life. The growth of the creative industries and successful applied drama in the public and private sectors has also brought business interest in how drama and theatre processes can benefit other workplaces, outside of the creative arts. The article addresses current policy, initiatives and partnerships to broaden inclusion and access to creative work. The research explores drama undergraduate degrees and the university’s role in supporting a successful transition from HE to graduate work. Students perceive the university world as safe and the graduate world as precarious and unsafe. The research findings have resonance with other undergraduate degrees, outside of the arts and the role the university plays in student transitions from the university to the graduate environment. © The Author(s) 2020.","Cultural and creative industries; drama; employability; higher education; theatre; undergraduates","","","","","","","","Alves M.G., Korhonen K., Transitions and trajectories from higher education to work and back – a comparison between Finnish and Portuguese graduates, European Educational Research Journal, 15, 6, pp. 676-695, (2016); Anderson M., The challenge of post-normality to drama education and applied theatre, Research in Drama Education: The Journal of Applied Theatre and Performance, 19, 1, pp. 110-120, (2014); Anderson M., Donelan K., Drama in schools: meeting the research challenges of the twenty-first century, Research in Drama Education: The Journal of Applied Theatre and Performance, 14, 2, pp. 165-171, (2009); Great art and culture for everyone: 10 year strategic framework 2010-2020, (2013); Durham Commission on Creativity and Education, (2019); A clearer picture: a guide for arts and cultural organizations engaging with universities, (2016); Barker J., Poorer students priced out of the creative arts, The Independent, (2014); Barnett R., Coate K., Engaging the Curriculum in Higher Education, (2005); Biggeri L., Bini M., Grilli L., The transition from university to work: a multilevel approach to the analysis of the time to obtain the first job, Journal of the Royal Statistical Society: Series A (Statistics in Society), 164, 2, pp. 293-305, (2001); Casting, (2019); Brabin T., De Piero G., Coombes S., Meet our new Graduate Intern Artists, (2018); Brown R., Enhancing student employability? Current practice and student experiences in HE performing arts, Arts and Humanities in Higher Education, 6, 1, pp. 28-49, (2007); Buhl H., Well-being and the child–parent relationship at the transition from university to work life, Journal of Adolescent Research, 22, 5, pp. 550-571, (2007); Contribution of the arts and culture industry to the UK economy, Report for Arts Council England, Centre for Economics and Business Research, (2019); Charmaz K., Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis, (2006); Cranmer S., Enhancing graduate employability: best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Dahlgren L., Handal G., Szkudlarek T., Et al., Students as journeyman between cultures of higher education and work, Higher Education in Europe, 32, 4, pp. 305-316, (2007); Davis S., Drama, education and curriculum: alive, kicking and counting, Research in Drama Education: The Journal of Applied Theatre and Performance, 20, 3, pp. 327-330, (2015); DCMS sectors economic estimates: employment (2016) and trade (2015), July 2017, (2017); In Good Company, (2019); Graduate outcomes (LEO): employment and earnings outcomes of higher education graduates by subject studied and graduate characteristics, (2019); Dietrich J., Jokisaari M., Nurmi J.E., Work-related goal appraisals and stress during the transition from education to work, Journal of Vocational Behaviour, 80, 1, pp. 82-92, (2012); Douglass M., Open auditions: Should theatres embrace them to break down barriers to entry? The Stage, 21 August 2018, (2018); A manifesto for casting, (2018); Fredrickson B.L., Joiner T., Positive emotions trigger upward spirals toward emotional well-being, Psychological Science, 13, 2, pp. 172-175, (2002); Creative industries’ record contribution to UK economy, (2017); Gruttadarom D., Crudo D., College Students Speak: A Survey Report on Mental Health: Survey Report, (2012); Guile D., Conceptualizing the transition from education to work as vocational practice, British Educational Research Journal, 35, 5, pp. 761-779, (2009); Higdon R., Stevens J., Redefining employability: student voices mapping their dance journeys and futures, Research in Dance Education, 18, 3, pp. 301-320, (2017); Kane S., Chalcraft D., Volpe G., Notions of belonging: first year, first semester higher education students enrolled on business or economics degree programmers, The International Journal of Management Education, 12, 2, pp. 193-201, (2014); Kvale S., Brinkmann S., Interviews: Learning the Craft of Qualitative Research Interviewing, (2009); Maxwell I., Seton M., Naszabo M., The precarious lives of actors, Australasian Drama Studies, 72, 1, pp. 149-175, (2018); Miller T., Birch M., Mauthner M., Et al., Ethics in Qualitative Research, (2012); Nalbone D.P., Kovach R.J., Fish J.N., Et al., Social networking web sites as a tool for student transitions: purposive use of social networking web sites for the first-year experience, Journal of College Student Retention: Research, Theory & Practice, 17, 4, pp. 489-512, (2016); Nevill A., Rhodes C., Academic and social integration in higher education: a survey of satisfaction and dissatisfaction within a first-year education studies cohort at a new university, Journal of Further and Higher Education, 28, 2, pp. 179-193, (2004); Nicholson H., Applied Drama: The Gift of Theatre, (2005); Open Auditions, (2019); Nystrom S., The dynamics of professional identity formation, Vocations and Learning, 2, 1, pp. 1-18, (2009); Oakland J., How to practice resilience, (2019); O'Leary S., Graduates’ experiences of, and attitudes towards, the inclusion of employability-related support in undergraduate degree programmes: trends and variations by subject discipline and gender, Journal of Education and Work, 30, 1, pp. 84-105, (2017); Crongton Knights, (2019); Prendergast M., Saxton J., Applied Theatre: International Case Studies and Challenges for Practice, (2009); Prentki T., Preston S., The Applied Theatre Reader, (2009); Prior R., Maxwell I., Szabo M., Et al., Responsible care in actor training: effective support for occupational health training in drama schools, Theatre, Dance and Performance Training, 6, 1, pp. 59-71, (2015); Read B., Archer L., Leathwood C., Challenging cultures? Student conceptions of ‘belonging’ and ‘isolation’ at a post 1992 university, Studies in Higher Education, 28, 3, pp. 261-277, (2003); Roodhouse S., Universities and the creative industries, The Journal of Arts Management, Law, and Society, 39, 3, pp. 187-199, (2009); A code of behaviour, (2017); (2019); Seale C., Silverman D., Ensuring rigour in qualitative research, European Journal of Public Health, 7, 1, pp. 379-384, (1997); Skea C., Student satisfaction in higher education: settling up and settling down, Ethics and Education, 12, 3, pp. 364-377, (2017); Sortheix F.M., Dietrich J., Chow A., Et al., The role of career values for work engagement during the transition to working life, Journal of Vocational Behavior, 83, 3, pp. 466-475, (2013); Tight M., Higher Education Research: The Developing Field, (2018); Townley G., Katz J., Wandersman A., Et al., Exploring the role of sense of community in the undergraduate transfer student experience, Journal of Community Psychology, 41, 1, pp. 277-290, (2013); Enriching Britain: culture, creativity and growth. Coventry: University of Warwick, (2015); Wilcox P., Winn S., Fyvie Gauld M., It was nothing to do with the university, it was just the people’: the role of social support in the first-year experience of higher education, Studies in Higher Education, 30, 6, pp. 707-722, (2005); Wilkie I., Too many actors and too few jobs, London Review of Education, 13, 1, (2015); Woodson S.E., Creating an educational theatre program for the twenty-first century, Arts Education Policy Review, 105, 4, pp. 25-30, (2004); 10 skills you’ll need to survive the rise of automation, (2019)","R.D. Higdon; De Montfort University, United Kingdom; email: rhigdon@dmu.uk","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85084596232"
"Nixon S.","Nixon, Sarah (57214463163)","57214463163","Using Desistance Narratives as a Pedagogical Resource in Criminology Teaching","2020","Journal of Criminal Justice Education","31","4","","471","488","17","2","10.1080/10511253.2020.1802496","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089525231&doi=10.1080%2f10511253.2020.1802496&partnerID=40&md5=04b93b907a65bba19aa24d67896ef596","School of Natural and Social Sciences, University of Gloucestershire, Cheltenham, United Kingdom","Nixon S., School of Natural and Social Sciences, University of Gloucestershire, Cheltenham, United Kingdom","Desistance is the study of pathways out of offending and desistance narratives are expressions of ‘going straight’. This paper explores the impact of using desistance narratives in criminology teaching. A lecture around desistance was delivered and students at an English University completed a questionnaire (n = 82) to establish perceptions of offenders, the UK criminal justice system and the relationship between desistance and peer work, which is one possible “hook for change.” Data was also collected around students’ future employability aspirations in the criminal justice system. Key findings suggest that real-life desistance narratives challenged expectations of the criminology syllabus, humanized offenders and proved effective when delivered by an ex-criminal justice practitioner. The session allowed some students to envisage a future self in the criminal justice system. As future practitioners, criminology graduates need to understand desistance theory and application. Desistance is absent from the Quality Assurance benchmark for criminology in the UK. © 2020 Academy of Criminal Justice Sciences.","Criminology teaching; criminology undergraduates; desistance; desistance narratives; ex-practitioner; positionality","","","","","","De Montfort University, DMU","I would like to thank all of the students that took part in this research and also colleagues at the University of Gloucestershire for peer review and support for this article. In addition, I would like to thank Professor Rob Canton and Dr Victoria Knight (both at De Montfort University, Leicester, England) for their constructive feedback and continuous support.","Ancrum C., Knowing the dance: The advantages and downfalls of a ‘criminal biography’ in teaching criminology in higher education, Enhancing Learning in the Social Sciences, 3, 3, pp. 1-21, (2015); Ashworth A., Hough M., Sentencing and the climate of opinion, Criminal Law Review, pp. 776-787, (1996); Bandura A., Self-efficacy: Toward a unifying theory of behavioural change, Psychological Review, 84, 2, pp. 191-215, (1977); Barton A., Corteen K., Davies J., Hobson A., Reading the word and reading the world: The impact of a critical pedagogical approach to the teaching of criminology in higher education, Journal of Criminal Justice Education, 21, 1, pp. 24-41, (2010); Becker H.S., Outsiders: Studies in the sociology of deviance, (1963); Belisle L., Boppre B., Keen J., Salisbury E.J., Bringing course material to life through experiential learning: Impacts on students’ learning and perceptions in a corrections course, Journal of Criminal Justice Education, pp. 1-27, (2019); Benekos P., Merlo A., Cook W., Bagley K., A preliminary study of student attitudes on juvenile justice policy, Journal of Criminal Justice Education, 13, 2, pp. 273-296, (2002); Bennett J., The good, the bad and the ugly: The media in prison films, The Howard Journal of Criminal Justice, 45, 2, pp. 97-115, (2006); Bennett J., Creating an enabling environment, Prison Service Journal, 244, (2019); Bosworth M., Campbell D., Demby B., Ferranti S., Santos M., Doing prison research: Views from inside, Qualitative Inquiry, 11, 2, pp. 249-264, (2005); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in psychology, 3, pp. 77-101, (2006); Brown D., “Losing my religion”: Reflections on critical criminology in Australia, Critical criminology: Issues, debates and challenges, pp. 73-113, (2002); Buck G., Civic re-engagement amongst former prisoners; the prison and the public, Prison Service Journal, 2014, 214, pp. 52-57, (2014); Burnett R., Maruna S., The kindness of prisoners: Strengths-based resettlement in theory and in action, Criminology and Criminal Justice, 6, 1, (2006); Colman C., Vander Laenen F., Recovery came first: Desistance versus recovery in the criminal careers of drug-using offenders, The Scientific World Journal, 2012, pp. 1-657679, (2012); Connell R.W., Masculinities and Globalization’, Men and Masculinities, 1, 1, pp. 3-23, (1998); Cresswell J.W., The selection of a research approach, (2011); Crewe B., Ievins A., The prison as a reinventive institution, Theoretical Criminology, (2019); Dewey J., Experience and education, (1997); Donald W.E., Ashleigh M.J., Baruch Y., Students’ perceptions of education and employability: Facilitating career transition from higher education into the labor market: Career development international, (2018); Earle R., Insider and out: Making sense of a prison experience and a research experience, Qualitative Inquiry, 20, 4, pp. 429-438, (2014); Easton G., How medical teachers use narratives in lectures: A qualitative study, BMC Medical Education, 16, (2016); Farrall S., Maruna S., (2004); Frailing K., Slate R., Changing students’ perceptions of people with mental illness, Applied Psychology in Criminal Justice, 12, 1, pp. 54-70, (2016); Giordano P.C., Cernkovich S.A., Rudolph J.L., Gender, crime and desistance: towards a theory of cognitive transformations, American Journal of Sociology, 107, 4, pp. 990-1064, (2002); Glaser D., The effectiveness of a prison and parole system, (1964); Graham H., McNeill F., Desistance: Envisioning futures, Alternative criminologies, pp. 433-451, (2017); Griffiths R., Knowledge production and the research-teaching nexus: The case of the built environment disciplines, Studies in Higher Education, 29, 6, pp. 709-726, (2004); Hartjen C.A., Humanistic criminology: Is it possible?, The Journal of Sociology and Social Welfare, 12, 3, pp. 444-468, (1985); Hodkinson P., Insider research in the study of youth cultures, Journal of Youth Studies, 8, 2, pp. 131-149, (2005); Jaffe M., Peer support and seeking help in a prison: A study of the listeners scheme in four prisons in England, (2012); Jewkes Y., Autoethnography and emotion as intellectual resources: Doing prison research differently, Qualitative Inquiry, 18, 1, pp. 63-75, (2012); Katz J., Seductions of crime: Moral and sensual attractions in doing evil, (1988); Kavanagh L., Borril J., Exploring the experiences of ex-offender mentors: Probation, Probation Journal, 60, 4, pp. 400-414, (2013); Kershaw A., (2012); Keuhn S., Ridner R.J., Scott P.W., Do Criminology classes make a difference? Changes in perceptions of punishment over time, Journal of Criminal Justice Education, 29, 1, pp. 1-17, (2017); Knight C., Emotional literacy in criminal justice: Professional practice with offenders, (2014); Laub J., Sampson R., Shared Beginnings, Divergent Lives: Delinquent Boys to Age 70, (2003); (2018); Lindsay R., Breen R., Jenkins A., Academic research and teaching quality: The views of undergraduate and post graduate students, Higher Education, 27, (2002); Markus H., Nurius P., Possible selves, American Psychologist, 41, 9, pp. 954-969, (1986); Marsh B., Maruna S., Desistance and restorative justice: Learning from success stories of Northern Ireland’s, Restorative Justice, 4, 3, pp. 369-387, (2017); Maruna S., Desistance as a social movement, Irish Probation Journal, 14, (2017); Maruna S., Mann R., (2019); Maruna S., Roy K., Amputation or reconstruction? Notes on the concept of “Knifing Off” and desistance from crime, Journal of Contemporary Criminal Justice, 23, pp. 104-124, (2007); Matza D., Appreciative criminology, The sage dictionary of criminology, (1969); McNeill F., Desistance and criminal justice in Scotland, Crime, justice and society in Scotland, pp. 200-216, (2016); (2010); Mentor K.W., Humanizing Criminal Justice Education: Alternatives to “us” versus “them, (2009); Mertens D., Transformative research and evaluation, (2009); Nixon S., I just want to give something back: Peer work and desistance, (2018); Nixon S., Giving back and getting on with my life’: Peer mentoring, desistance and recovery of ex-offenders, Probation Journal, 67, 1, pp. 47-64, (2020); Payne B.K., Sumter M., Sun I., Bring the field into the criminal justice classroom: Field trips, ride-alongs, and guest speakers, Journal of Criminal Justice Education, 14, 2, pp. 327-344, (2003); Payne W., (2017); Pearce S., Authentic learning: What, why and how? e-Teaching Management Strategies for the Classroom in Wornyo, Albert & Klu, Ernest & Motlhaka, Hlaviso. (2018). Authentic Learning: Enhancing Learners’ Academic Literacy Skills, International Journal of Applied Linguistics and English Literature, 7, (2016); Perrin C., Blagden N., Accumulating meaning, purpose and opportunities to change ‘drip by drip’: The impact of being a listener in prison, Psychology, Crime and Law, 20, 9, (2014); (2014); Revell A., Wainwright E., What makes lectures ‘unmissable’? Insights into teaching excellence and active learning, Journal of Geography in Higher Education, 33, 2, pp. 209-223, (2009); Ridley L., No substitute for the real thing: The impact of prison-based work experience on students' thinking about imprisonment, The Howard Journal of Criminal Justice, 53, 1, pp. 16-30, (2014); Ritchie L., Fostering self-efficacy in higher education students, (2016); Rockwell R.E., Andre L.C., Hawley M.K., Families and education as partners; Roth J., (2016); Sewell A., George S.A., Developing efficacy beliefs in the classroom, Journal of Educational Enquiry, 1, 2, pp. 58-71, (2000); Tran N.T., Baggio S., Dawson A., O'moore E., Williams B., Bedell P., Wolff H., Words matter: A call for humanizing and respectful language to describe people who experience incarceration, BMC International Health and Human Rights, 18, 1, (2018); Wakeman S., Fieldwork, biography and emotion: Doing criminological autoethnography, The British Journal of Criminology, 54, 5, pp. 705-721, (2014); Walkington H., (2015); Ward T., Brown M., The Good Lives Model and conceptual issues in offender rehabilitation, Psychology Crime & Law - PSYCHOL CRIME LAW, 10, pp. 243-257, (2004)","","","Routledge","","","","","","10511253","","","","English","J. Crim. Justice Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85089525231"
"Kornelakis A.; Petrakaki D.","Kornelakis, Andreas (54409013100); Petrakaki, Dimitra (24778340900)","54409013100; 24778340900","Embedding employability skills in UK higher education: Between digitalization and marketization","2020","Industry and Higher Education","34","5","","290","297","7","46","10.1177/0950422220902978","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079711844&doi=10.1177%2f0950422220902978&partnerID=40&md5=42036b86060746a7011ccec9b7f0dde6","King’s College London, United Kingdom; University of Sussex, United Kingdom","Kornelakis A., King’s College London, United Kingdom; Petrakaki D., University of Sussex, United Kingdom","This article contributes to the debate on employability skills in UK higher education. It starts by discussing the concept of employability and places the debate in the context of mega-trends affecting UK higher education and the broader UK labour market. It distinguishes between different types of employability skills, as identified by employers’ surveys, and matches them with specific small-group teaching activities, drawing on pedagogic theory and practice. The article concludes that, beyond work-integrated learning, traditional small-group teaching activities can go a long way towards bridging the gap between graduates’ skills and labour market needs. © The Author(s) 2020.","Digitalization; employability; higher education; marketization; skills; small-group teaching","","","","","","","","Arthur M., Rousseau D., The Boundaryless Career: A New Employment Principle for a New Organizational Era, (1996); Ball S., Performativity, commodification and commitment: an I-spy guide to the neoliberal university, British Journal of Educational Studies, 60, 1, pp. 17-28, (2012); Baruch Y., Employability: a substitute for loyalty?, Human Resource Development International, 4, 4, pp. 543-566, (2001); Berger T., Frey C., Digitalization, Jobs and Convergence in Europe: Strategies for Closing the Skills Gap, (2016); Boden R., Nedeva M., Employing discourse: universities and graduate ‘employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Cappelli P., Skill gaps, skill shortages, and skill mismatches: evidence and arguments for the United States, Industrial and Labor Relations Review, 68, 2, pp. 251-290, (2015); Working Towards Your Future: Making the Most of Your Time in Higher Education, (2011); Helping the UK Thrive: CBI/Pearson Education and Skills Survey 2017, (2017); Chhinzer N., Russo A., An exploration of employer perceptions of graduate student employability, Education + Training, 60, 1, pp. 104-120, (2018); Cosentino M., Case in Point: Complete Case Interview Preparation, (2011); Dickenson C., Fisher C., Shaw J., Et al., Teaching HRM and managerial skills with the ‘living case’, Asia Pacific Journal of Human Resources, 33, 3, pp. 39-52, (1996); Elwyn G., Greenhalgh T., Macfarlane F., Groups: A Guide to Small Group Work in Healthcare, Management, Education and Research, (2001); New Forms of Employment, (2015); Exley K., Dennick R., Small-Group Teaching: Tutorials, Seminars and Beyond, (2004); Fry H., Ketteridge S., Marshall S., Understanding student learning, A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, pp. 8-26, (2009); Griffiths S., Teaching and learning in small groups, A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, pp. 72-84, (2009); Grugulis I., Warhurst C., Keep E., What’s happening to ‘skill’?, The Skills That Matter, pp. 1-18, (2004); Helyer R., Lee D., The twenty-first century multiple generation workforce: overlaps and differences but also challenges and benefits, Education + Training, 54, 7, pp. 565-578, (2012); Higdon R., From employability to ‘complexability’: creatour – a construct for preparing students for creative work and life, Industry and Higher Education, 32, 1, pp. 33-46, (2018); Howcroft D., Bergvall-Kareborn B., A typology of crowdwork platforms, Work, Employment & Society, 33, 1, pp. 21-38, (2019); Iyer V., Dave K., Industry’s role in employability, Industrial and Commercial Training, 47, 3, pp. 151-158, (2015); Jackson D., An international profile of industry-relevant competencies and skill gaps in modern graduates, International Journal of Management Education, 8, 3, pp. 29-58, (2010); Jackson D., Employability skill development in work-integrated learning: barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Chapman E., Non-technical skill gaps in Australian business graduates, Education + Training, 54, 2-3, pp. 95-113, (2012); Jackson D., Wilton N., Developing career management competencies among undergraduates and the role of work-integrated learning, Teaching in Higher Education, 21, 3, pp. 266-286, (2016); Kneale P., Teaching and learning for employability: knowledge is not the only outcome, A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, pp. 99-112, (2009); Knight P., Yorke M., Employability and good learning in higher education, Teaching in Higher Education, 8, 1, pp. 3-16, (2003); Kornelakis A., Balancing flexibility with security in organizations? Exploring the links between flexicurity and human resource development, Human Resource Development Review, 13, 4, pp. 398-412, (2014); Lorenz C., If you’re so smart, why are you under surveillance? Universities, neoliberalism, and new public management, Critical Inquiry, 38, 3, pp. 599-629, (2012); Lucas U., Milford P., Key aspects of teaching and learning accounting, business and management, A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, pp. 382-404, (2009); Matsouka K., Mihail D., Graduates’ employability: what do graduates and employers think?, Industry and Higher Education, 30, 5, pp. 321-326, (2016); Matthews K.E., Dwyer A., Russell S., Et al., It is a complicated thing: leaders’ conceptions of students as partners in the neoliberal university, Studies in Higher Education, 44, 12, pp. 2196-2207, (2018); Miller L., Biggart A., Newton B., Basic and employability skills, International Journal of Training and Development, 17, 3, pp. 173-175, (2013); Parker M., University, Ltd: changing a business school, Organization, 21, 2, pp. 281-292, (2014); Pegg A., Waldock J., Hendy-Isaac S., Et al., Pedagogy for Employability, (2012); Petrakaki D., Kornelakis A., We can only request what’s in our protocol’: technology and work autonomy in healthcare, New Technology, Work and Employment, 31, 3, pp. 223-237, (2016); Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Small L., Shacklock K., Marchant T., Employability: a contemporary review for higher education stakeholders, Journal of Vocational Education & Training, 70, 1, pp. 148-166, (2018); The Employability Challenge, (2009); van Ments M., The Effective Use of Role-Play, (1989); Wilton N., Employability is in the eye of the beholder: employer decision-making in the recruitment of work placement students, Higher Education, Skills and Work-based Learning, 4, 3, pp. 242-255, (2014)","A. Kornelakis; King’s College London, United Kingdom; email: andreas.kornelakis@kcl.ac.uk","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85079711844"
"Succi C.; Canovi M.","Succi, Chiara (57207449754); Canovi, Magali (57207472057)","57207449754; 57207472057","Soft skills to enhance graduate employability: comparing students and employers’ perceptions","2020","Studies in Higher Education","45","9","","1834","1847","13","262","10.1080/03075079.2019.1585420","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062553203&doi=10.1080%2f03075079.2019.1585420&partnerID=40&md5=fd2a49ae8d90a5560ffe97a3665651a4","ESCP Europe Business School, Turin, Italy","Succi C., ESCP Europe Business School, Turin, Italy; Canovi M., ESCP Europe Business School, Turin, Italy","The aim of this article is to show the increased relevance of soft skills in a continuously changing environment. A research was carried out to examine and compare students’ and employers’ perceptions regarding the importance of soft skills in different European countries. Results show that 86% of respondents indicate an increased emphasis on soft skills over the last 5–10 years and that companies consider soft skills more important than students/graduates. Furthermore, major differences have also been identified in the ranking of the 20 soft skills listed in this paper, indicating different levels of priorities. This paper suggests that companies and Higher Education Institutions (HEIs) need to work together not only to increase students’ awareness of the importance of soft skills but also to guide them in taking individual responsibility to acquire and develop these essential skills in order to continuously adapt to the changing labour market and improve their employability. © 2019 Society for Research into Higher Education.","graduate employability; higher education management; human resources development; Soft skills","","","","","","","","Andrews J., Higson H., Graduate Employability,‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Archer W., Davison J., Graduate Employability: What Do Employers Think and Want?, The Council for Industry and Higher Education, (2008); Balcar J., Is it Better to Invest in Hard or Soft Skills?, The Economic and Labour Relations Review, 27, 4, pp. 453-470, (2016); Bauman Z., Liquid Life, (2003); Bennis W.G., O'Toole J., How Business Schools Lost Their Way, Harvard Business Review, 82, pp. 96-104, (2005); Bowen W.G., Higher Education in the Digital Age, (2013); Cantoni L., Botturi L., Succi C., E-learning. Capire, Progettare, Comunicare, (2007); Ciappei C., Cinque M., Soft Skills per il Governo Dell’agire, (2014); Clarke M., Rethinking Graduate Employability: the Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2017); Claxton G., Costa A.L., Kallick B., Hard Thinking About Soft Skills, Educational Leadership, 73, 6, pp. 60-64, (2016); Crossman J.E., Clarke M., International Experience and Graduate Employability: Stakeholder Perceptions on the Connection, Higher Education, 59, 5, pp. 599-613, (2010); Culiberg B., Mihelic K.K., Three Ethical Frames of Reference: Insights Into Millennials’ Ethical Judgements and Intentions in the Workplace, Business Ethics: A European Review, 25, 1, pp. 94-111, (2016); de Weert E., Graduate Employment in Europe: The Employers’ Perspective, Careers of University Graduates. Views and Experiences in Comparative Perspectives, pp. 225-246, (2007); Delamare-Le Deist F., Winterton J., What Is Competence?, Human Resource Development International, 8, 1, pp. 27-46, (2005); Global Human Capital Trends, (2017); Soft Skills for Business Success, (2017); Dunne D., Martin R., Design Thinking and How It Will Change Management Education: An Interview and Discussion, Academy of Management Learning & Education, 5, 4, pp. 512-523, (2006); An agenda for new skills and new jobs in Europe: Pathways towards full employment, (2012); Rethinking education strategy: Investing in skills for better socio-economic outcomes, (2012); Modernisation of Higher Education, (2013); The digital degree: The staid higher-education business is about to experience a welcome earthquaketh, (2014); Eshet Y., Digital Literacy: A Conceptual Framework for Survival, Journal of Educational Multimedia and Hypermedia, 13, 1, pp. 93-106, (2004); Key Competences for Life Long Learning, Recommendation the European Parliament and the Council of 18th December, (2006); Forrier A., Sels L., The Concept Employability: a Complex Mosaic, International Journal of Human Resources Development and Management, 3, 2, pp. 102-124, (2003); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A Psycho-Social Construct, its Dimensions, and Applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Goleman D., Emotional Intelligence, (1995); Goleman D., Boyatzis R., Social Intelligence and the Biology of Leadership, Harvard Business Review, September, pp. 74-81, (2008); Griffiths D.A., Inman M., Rojas H., Williams K., Transitioning Student Identity and Sense of Place: Future Possibilities for Assessment and Development of Student Employability Skills, Studies in Higher Education, 43, 5, pp. 891-913, (2018); Grugulis I., Vincent S., Whose Skill Is It Anyway? ‘Soft Skills and Polarization, Work, Employment and Society, 23, 4, pp. 597-615, (2009); Harvey L., New Realities: The Relationship Between Higher Education and Employment, Tertiary Education & Management, 6, 1, pp. 3-17, (2000); Haselberger D., Oberheumer P., Perez E., Cinque M., Capasso D., Mediating Soft Skills at Higher Education Institutions, (2012); Heckman J.J., Kautz T., Hard Evidence on Soft Skills, Labour Economics, 19, 4, pp. 451-464, (2012); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1998); Humburg M., van der Velden R., Self-Assessments or Tests? Comparing Cross-National Differences in Patterns and Outcomes of Graduates’ Skills Based on International Large-Scale Surveys, Studies in Higher Education, 40, 3, pp. 482-504, (2015); Hurrell S.A., Rethinking the Soft Skills Deficit Blame Game: Employers, Skills Withdrawal and the Reporting of Soft Skills Gaps, Human Relations, 69, 3, pp. 605-628, (2016); (2012); James S., Warhurst C., Tholen G., Commander J., What We Know and What We Need to Know About Graduate Skills, Work, Employment and Society, 27, 6, pp. 952-963, (2013); Kalfa S., Taksa L., Cultural Capital in Business Higher Education: Reconsidering the Graduate Attributes Movement and the Focus on Employability, Studies in Higher Education, 40, 4, pp. 580-595, (2015); Knight P., Page A., The Assessment of “Wicked” Competences, (2007); Llewellyn Smith J., The Telegraph, (2015); Soft Skills for Talent, (2014); Michaels E., Handfield-Jones H., Axelrod B., The War for Talent, (2001); Moore T., Morton J., The Myth of Job Readiness? Written Communication, Employability, and the ‘Skills Gap’ in Higher Education, Studies in Higher Education, 42, 3, pp. 1-19, (2017); Moreau M.P., Leathwood C., Graduates’ Employment and the Discourse of Employability: a Critical Analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); Mourshed M., Patel J., Suder K., Education to Employment: Getting Europe’s Youth into Work, (2014); Summary of the Final Report Key Competencies for a Successful Life and a Well-functioning Society, (2003); Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies, (2012); Robles M.M., Executive Perceptions of the Top 10 Soft Skills Needed in Today’s Workplace, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Seligman M.E.P., Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfilment, (2002); Shalini V., Enhancing Employability @ Soft Skills, (2013); Shuayto N., Management Skills Desired by Business School Deans and Employers: An Empirical Investigation, Business Education & Accreditation, 5, 2, pp. 93-105, (2013); Sin C., Neave G., Employability Deconstructed: Perceptions of Bologna Stakeholders, Studies in Higher Education, 41, 8, pp. 1-16, (2016); Succi C., Are You Ready to Find a Job? Ranking of a List of Soft Skills to Enhance Graduates’ Employability, International Journal of Human Resources Management and Development, (2018); Sung J., Chi Man M., Loke F., Ramos C., The Nature of Employability Skills: Empirical Evidence from Singapore, International Journal of Training and Development, 17, 3, pp. 176-193, (2008); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Life Skills Education in Schools, Skills for Life, 1, (1993); Yorke M., Employability in Higher Education: What It Is–What It Is Not. Learning and Employability Series 1, (2006)","C. Succi; ESCP Europe Business School, Turin, Italy; email: csucci@escpeurope.eu","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","","Scopus","2-s2.0-85062553203"
"Freire-Seoane M.J.; Lopez-Bermudez B.; Pais-Montes C.","Freire-Seoane, María Jesús (57194429878); Lopez-Bermudez, Beatriz (57202967899); Pais-Montes, Carlos (55293402600)","57194429878; 57202967899; 55293402600","Employability profiles: The case of a Spanish university","2020","Cuadernos de Economia","43","123","","341","352","11","2","10.32826/cude.v43i123.238","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106366175&doi=10.32826%2fcude.v43i123.238&partnerID=40&md5=34877339180dfde95313caa319eeca38","Universidade da Coruña, Spain","Freire-Seoane M.J., Universidade da Coruña, Spain; Lopez-Bermudez B., Universidade da Coruña, Spain; Pais-Montes C., Universidade da Coruña, Spain","The traditional role of Higher Education Institutions (HEIs) as providers of knowledge and research, has been extended worldwide in the last decades, by adding the labour market orientation as an additional new key element in their policy strategies. This article proposes a Principal Component Analysis and a logit model to measure the influence of some factors that critically affect the employability odds on a sample of European Higher Education (HE) graduates, and hence to measure the quality of the HE degrees from the point of view of the employability. Five main profiles emerge: Information Technology expertise, standardized workers, proactive workers skills, community managers and vocational dissatisfaction. © 2020 Asociación Cuadernos de Economía. Todos los derechos reservados.","Employability; Factor analysis; Job search; Logit model; Transition to Labour Market","","","","","","","","Arrow K., Higher education as a filter, Journal of Public Economics, 2, 2, pp. 72-80, (1973); Becker G., Human capital. A Theoretical and Empirical Analysis, with Special Reference to Education, (1964); Berntson E., Naswall K., Sverke M., Investigating the relationship between employability and self-efficacy: A cross-lagged analysis, European Journal of Work and Organizational Psychology, 17, 4, pp. 413-425, (2008); Blaug M., Where are we now in the economics of education?, (1983); Blom A., Saeki H., Employability and skill set of newly graduated engineers in India, (2011); Boeri T., Conde-Ruiz J. I., Galasso V., The political economy of flexicurity, Journal of the European Economic Association, 10, 4, pp. 684-715, (2012); Chakravorti B., Tunnard C., Chaturvedi R.S., Harvard Business Review: where the digital economy is moving the fastest, (2015); Cole M. S., Rubin R. S., Feild H. S., Giles W. F., Recruiters' perceptions and use of applicant résumé information: Screening the recent graduate, Applied Psychology, 56, 2, pp. 319-343, (2007); Costello A. B., Osborne J. W., Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis, Practical Assessment Research and Evaluation, 10, 7, pp. 1-9, (2011); Dacre Pool L., Qualter P., Emotional self-efficacy, graduate employability, and career satisfaction: Testing the associations, Australian Journal of Psychology, 65, 4, pp. 214-223, (2013); Denison E., Measuring the contribution to the education (and the residual) to economic growth, (1970); Di Stefano C., Zhu M., Mindrila D., Understanding and using factor scores: Considerations for the applied researcher, Practical Assessment, Research & Evaluation, 14, 20, pp. 1-11, (2009); Doeringer P., Piore M., Internal labor markets and manpower analysis, (1985); EU - Labour Force Survey - methodology, (2015); Fugate M., Kinicki A. J., Ashforth B. 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J., The dynamics of proactivity at work, Research in organizational behaviour, 28, 1, pp. 3-34, (2008); Grotkowska G., Wincenciak L., Gajderowicz T., Ivory-tower or market-oriented enterprise: the role of higher education institutions in shaping graduate employability in the domain of science, Higher Education Research and Development, 34, 5, pp. 869-882, (2015); Harvey L., Defining and measuring employability, Quality in higher education, 7, 2, pp. 97-109, (2001); Harvey M., Economies of time: a framework for analysing the restructuring of employment relations, Global Trends in Flexible Labour, pp. 21-42, (1999); Hennemann S., Liefner I., Employability of German geography graduates: The mismatch between knowledge acquired and competences required, Journal of Geography in Higher Education, 34, 2, pp. 215-230, (2010); Hillage J., Pollard E., Employability: developing a framework for policy analysis, (1998); Ho H. F., Hung C. C., Marketing mix formulation for higher education: An integrated analysis employing analytic hierarchy process, cluster analysis and correspondence analysis, International Journal of Educational Management, 22, 4, pp. 328-340, (2008); Holmes L., Reconsidering Graduate Employability: the graduate identity approach, Quality in Higher Education, 7, 2, pp. 111-119, (2001); Humburg M., Van der Velden R., Skills and the graduate recruitment process: Evidence from two discrete choice experiments, Economics of Education Review, 49, pp. 24-41, (2015); Husain M. Y. H., Mustapha R., Malik S. A., Mokhtar S.B., Review of measurement item of engineering students' learning environment: confirmatory factor analysis, Journal of Technical Education and Training, 6, 1, pp. 142-156, (2014); World of Work report: developing with jobs, (2014); Islam T., Ahmed I., Khalifah Z., Sadiq M., Faheem M. A., Graduates' expectation gap: the role of employers and Higher Learning Institute, Journal of Applied Research in Higher Education, 7, 2, pp. 372-384, (2015); Jackson J. F., O'Callaghan E. M., What do we know about glass ceiling effects? A taxonomy and critical review to inform higher education research, Research in Higher Education, 50, 5, pp. 460-482, (2009); Kane G. C., Fichman R. 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J., Labour market mismatch among UK graduates: An analysis using REFLEX data, Economics of Education Review, 30, 1, pp. 130-145, (2011); McWilliam G., Building stronger brands through online communities, Sloan management review, 41, 3, pp. 43-43, (2012); Mincer J., Schooling, experience, and earnings, National Bureau for Economic Research, New York. Mora, J. G., Garcia-Montalvo, J., Garcia-Aracil, A. (2000). Higher education and graduate employment in Spain, European Journal of Education, 35, 2, pp. 229-237, (1974); Moreau M. P., Leathwood C., Graduates' employment and the discourse of employability: a critical analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); Muffels R., Wilthagen T., Flexicurity: A New Paradigm for the Analysis of Labor Markets and Policies Challenging the Trade Off Between Flexibility and Security, Sociology Compass, 7, 2, pp. 111-122, (2013); Navarro C., Humanes M.L., Corporate blogging in Spanish companies. Design and application of a quality index (ICB), Comunicación y sociedad, 2, 1, pp. 117-144, (2012); Neave G., Veiga A., The Bologna Process: inception, take uṕand familiarity, Higher Education, 66, 1, pp. 59-77, (2013); Tertiary education for the knowledge society, (2008); Education at a glance 2016, (2016); Owyang J., The four tenets of the Community Manager, (2007); Riess M., How to interpret factor scores in a logistic regression, (2015); Rothwell A., Arnold J., Self-perceived employability: development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, Journal of vocational behaviour, 73, 1, pp. 1-12, (2008); Schomburg H., Teichler U., Higher education and graduate employment in Europe: results from graduates surveys from twelve countries, (2007); Smith M. A., Rainie L., Shneiderman B., Himelboim I., Mapping twitter topic networks: From polarized crowds to community clusters, (2014); Spence M., Job Market Signalling, Quarterly Journal of Economics, 8, 1, pp. 355-374, (1973); Stiglitz J., The theory of 'screening', education and the distribution of income, American Economic Review, 65, 3, pp. 283-300, (1975); Storen A. L., Aamodt P. O., The quality of higher education and employability of graduates, Quality in Higher Education, 16, 3, pp. 297-313, (2010); Szamosi L. T., Just what are tomorrow's SME employees looking for?, Education+ Training, 48, 8, pp. 654-665, (2006); Thurow L., Investment in human capital, (1975); Viebrock E., Clasen J., Flexicurity and welfare reform: a review, Socio-Economic Review, 7, pp. 305-331, (2009); Wilthagen T., Tros F., The concept of 'flexicurity': a new approach to regulating employment and labour markets, Transfer:European Review of labour and research, 10, 2, pp. 166-186, (2004)","","","Asociacion Cuadernos de Economia","","","","","","02100266","","","","English","Cuad. Econ.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85106366175"
"Tymon A.; Harrison C.; Batistic S.","Tymon, Alex (53364528600); Harrison, Charlotte (57208126134); Batistic, Sasa (56520184600)","53364528600; 57208126134; 56520184600","Sustainable graduate employability: an evaluation of ‘brand me’ presentations as a method for developing self-confidence","2020","Studies in Higher Education","45","9","","1821","1833","12","18","10.1080/03075079.2019.1602757","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063907272&doi=10.1080%2f03075079.2019.1602757&partnerID=40&md5=7233c0b6a0c6f8dee8f59fe43d0ccfb6","Faculty of Business & Law, University of Portsmouth, Portsmouth, United Kingdom; Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands","Tymon A., Faculty of Business & Law, University of Portsmouth, Portsmouth, United Kingdom; Harrison C., Faculty of Business & Law, University of Portsmouth, Portsmouth, United Kingdom; Batistic S., Department of Human Resource Studies, Tilburg University, Tilburg, Netherlands","This paper evaluates ‘brand me’ presentations as a method for developing employability-related self-confidence (ERSC). Measurements of ERSC were taken at three points in time from a sample of 105 full-time business and law students at a UK university. These were analysed alongside student feedback, assessment artefacts, and semi-structured interviews with students and lecturers. Findings indicate that ERSC increases over time, skills are learnt, and new behaviours are developed. We contribute to sustainable graduate employability literature by empirically demonstrating theoretically proposed links between career management learning and ERSC. Furthermore, we show that self-confidence may be a situated behaviour, rather than a fixed trait, which generates practical suggestions for career management teaching. We join the teaching excellence debate by demonstrating a method to measure learning gain in higher education. We also add to research methods knowledge by adapting an evaluation framework from the Human Resource Development field for use in this context. © 2019 Society for Research into Higher Education.","Career management; learning evaluation; self-confidence; sustainable employability; teaching excellence","","","","","","","","Alliger G., Janak E., Kirpatrick’s Levels of Training Criteria: Thirty Years Later, Personnel Psychology, 42, 2, pp. 331-342, (1989); Bandura A., Exercise of Personal and Collective Efficacy in Changing Societies, Self-efficacy in Changing Societies, pp. 1-45, (1995); Bazeley P., Jackson K., Qualitative Data Analysis with Nvivo, (2013); Bennett D., Developing EmployABILITY Thinking Across Higher Education, (2018); Biesta G., Burbules N., Pragmatism and Educational Research, (2003); Teaching Excellence Framework. Technical Consultation for Year Two, (2016); Bolino M., Kacmar M., Turnley W., Gilstrap J., A Multi-level Review of Impression Management Motives and Behaviors, Journal of Management, 34, 6, pp. 1080-1109, (2008); Bolino M., Turnley W., Measuring Impression Management in Organizations: A Scale Development Based on the Jones and Pittman Taxonomy, Organizational Research Methods, 2, 2, pp. 187-206, (1999); Bulman S., Teaching and Learning in the Disciplines: An HEA-funded Project. 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The Potential Double Benefit of Proactivity for Business Graduates, Teaching in Higher Education, 21, 8, pp. 915-932, (2016); Veld M., Semeijn J., van Vuuren T., Enhancing Perceived Employability: An Interactionist Perspective on Responsibilities of Organizations and Employees, Personnel Review, 44, 6, pp. 866-882, (2015); Warr P., Bird M., Rackham N., Evaluation of Management Training, (1970); Wayne S., Liden R., Effects of Impression Management on Performance Ratings: A Longitudinal Study, Academy of Management Journal, 38, pp. 232-226, (1995); Weimer M., Learner-Centred Teaching: Five Key Changes to Practice, (2013); Williams S., Dodd L., Steele C., Randall R., A Systematic Review of Current Understandings of Employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016)","C. Harrison; University of Portsmouth, Portsmouth, PO6 3DE, United Kingdom; email: charlotte.harrison@port.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85063907272"
"Audenaert M.; Van der Heijden B.; Conway N.; Crucke S.; Decramer A.","Audenaert, Mieke (56559985600); Van der Heijden, Beatrice (13406606600); Conway, Neil (57205855773); Crucke, Saskia (56560261900); Decramer, Adelien (37039337600)","56559985600; 13406606600; 57205855773; 56560261900; 37039337600","Vulnerable Workers’ Employability Competences: The Role of Establishing Clear Expectations, Developmental Inducements, and Social Organizational Goals","2020","Journal of Business Ethics","166","3","","627","641","14","14","10.1007/s10551-019-04140-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062878422&doi=10.1007%2fs10551-019-04140-9&partnerID=40&md5=6acb95b7cdc454db485f0b177c0bd35f","Institute for Management Research, Radboud University, Nijmegen, Netherlands; Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium; Open University of The Netherlands, Heerlen, Netherlands; University of Kingston, London, United Kingdom; Hubei University, Wuhan, China; School of Management, Royal Holloway, University of London, London, United Kingdom","Audenaert M., Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium; Van der Heijden B., Institute for Management Research, Radboud University, Nijmegen, Netherlands, Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium, Open University of The Netherlands, Heerlen, Netherlands, University of Kingston, London, United Kingdom, Hubei University, Wuhan, China; Conway N., School of Management, Royal Holloway, University of London, London, United Kingdom; Crucke S., Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium; Decramer A., Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium","Using an ethical approach to the study of employability, we question the mainstream approach to career self-direction. We focus on a specific category of employees that has been neglected in past research, namely vulnerable workers who have been unemployed for several years and who have faced multiple psychosocial problems. Building on the Ability-Motivation-Opportunity model, we examine how establishing clear expectations, developmental inducements, and social organizational goals can foster employability competences of vulnerable workers. Our study took place in the particularly relevant context of social enterprises, which have a primary goal to enhance the employability competences of vulnerable workers. Multilevel analysis of data from 38 CEOs of social enterprises, 121 leaders and 594 workers, demonstrated that establishing clear expectations and developmental inducements enable vulnerable workers to anticipate and optimize their employability competences. Furthermore, a positive association was found between establishing clear expectations and the balance dimension of employability, yet only in social enterprises that prioritize social organizational goals, suggesting the need to recognize the extent organizational goals shape opportunities for vulnerable workers. Establishing clear expectations and developmental inducements can therefore enhance vulnerable workers’ employability competences in supportive contexts; however, there may be detrimental side effects to drifting away from social organizational goals. © 2019, Springer Nature B.V.","AMO model; Developmental inducements; Employability competences; Establishing clear expectations; Social organizational goals; Vulnerable workers","","","","","","","","Appelbaum E., Manufacturing advantage: Why high-performance work systems pay off, (2000); Arthur M.B., Rousseau D.M., Boundaryless careers: A new employment principle for the new organizational era, (1996); Ashley L., Empson L., Differentiation and discrimination: Understanding social class and social exclusion in leading law firms, Human Relations, 66, 2, pp. 219-244, (2013); Audenaert M., George B., Decramer A., How a demanding employment relationship relates to affective commitment in public organizations: A multilevel analysis, Public Administration, (2018); Autio E., Sapienza H.J., Almeida J.G., Effects of age at entry, knowledge intensity, and imitability on international growth, Academy of Management Journal, 43, 5, pp. 909-924, (2000); Bal P.M., Doci E., ). 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Audenaert; Department of Marketing, Innovation and Organisation, Ghent University, Ghent, Belgium; email: mieke.audenaert@ugent.be","","Springer Science and Business Media B.V.","","","","","","01674544","","","","English","J. Bus. Ethics","Article","Final","","Scopus","2-s2.0-85062878422"
"Migliorini P.; Wezel A.; Veromann E.; Strassner C.; Średnicka-Tober D.; Kahl J.; Bügel S.; Briz T.; Kazimierczak R.; Brives H.; Ploeger A.; Gilles U.; Lüder V.; Schleicher-Deis O.; Rastorgueva N.; Tuccillo F.; Talgre L.; Kaart T.; Ismael D.; Rembiałkowska E.","Migliorini, Paola (55482534100); Wezel, Alexander (57203280840); Veromann, Eve (13808012000); Strassner, Carola (24391561800); Średnicka-Tober, Dominika (54405102000); Kahl, Johannes (35787225300); Bügel, Susanne (8986298900); Briz, Teresa (25930272800); Kazimierczak, Renata (25655196600); Brives, Hélène (18133358800); Ploeger, Angelika (26028059500); Gilles, Ute (57501116400); Lüder, Vanessa (57218214695); Schleicher-Deis, Olesa (57218213818); Rastorgueva, Natalia (57188692647); Tuccillo, Fabio (57210827162); Talgre, Liina (13002693200); Kaart, Tanel (23481794400); Ismael, Diana (57194574230); Rembiałkowska, Ewa (23475076600)","55482534100; 57203280840; 13808012000; 24391561800; 54405102000; 35787225300; 8986298900; 25930272800; 25655196600; 18133358800; 26028059500; 57501116400; 57218214695; 57218213818; 57188692647; 57210827162; 13002693200; 23481794400; 57194574230; 23475076600","Students’ knowledge and expectations about sustainable food systems in higher education","2020","International Journal of Sustainability in Higher Education","21","6","","1087","1110","23","14","10.1108/IJSHE-12-2019-0356","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088313743&doi=10.1108%2fIJSHE-12-2019-0356&partnerID=40&md5=e7672f0bb19bf9c59666217fccb4edd1","University of Gastronomic Sciences, Pollenzo, Italy; Agro School for Life, ISARA-Lyon, Lyon, France; Estonian University of Life Sciences, Tartu, Estonia; Department of Food – Nutrition – Facilities, Münster University of Applied Sciences, Münster, Germany; Department of Functional and Organic Food, Institute of Human Nutrition Sciences, Warsaw University of Life Sciences, Warsaw, Poland; Department of Organic Food Quality and Food Culture, University of Kassel, Kassel, Germany; Department of Nutrition, University of Copenhagen, Copenhagen, Denmark; Department of Agricultural Economics, CEIGRAM, Universidad Politécnica de Madrid, Madrid, Spain","Migliorini P., University of Gastronomic Sciences, Pollenzo, Italy; Wezel A., Agro School for Life, ISARA-Lyon, Lyon, France; Veromann E., Estonian University of Life Sciences, Tartu, Estonia; Strassner C., Department of Food – Nutrition – Facilities, Münster University of Applied Sciences, Münster, Germany; Średnicka-Tober D., Department of Functional and Organic Food, Institute of Human Nutrition Sciences, Warsaw University of Life Sciences, Warsaw, Poland; Kahl J., Department of Organic Food Quality and Food Culture, University of Kassel, Kassel, Germany; Bügel S., Department of Nutrition, University of Copenhagen, Copenhagen, Denmark; Briz T., Department of Agricultural Economics, CEIGRAM, Universidad Politécnica de Madrid, Madrid, Spain; Kazimierczak R., Department of Functional and Organic Food, Institute of Human Nutrition Sciences, Warsaw University of Life Sciences, Warsaw, Poland; Brives H., Agro School for Life, ISARA-Lyon, Lyon, France; Ploeger A., Department of Organic Food Quality and Food Culture, University of Kassel, Kassel, Germany; Gilles U., Department of Organic Food Quality and Food Culture, University of Kassel, Kassel, Germany; Lüder V., Department of Food – Nutrition – Facilities, Münster University of Applied Sciences, Münster, Germany; Schleicher-Deis O., Department of Food – Nutrition – Facilities, Münster University of Applied Sciences, Münster, Germany; Rastorgueva N., University of Gastronomic Sciences, Pollenzo, Italy; Tuccillo F., University of Gastronomic Sciences, Pollenzo, Italy; Talgre L., Estonian University of Life Sciences, Tartu, Estonia; Kaart T., Estonian University of Life Sciences, Tartu, Estonia; Ismael D., Department of Organic Food Quality and Food Culture, University of Kassel, Kassel, Germany; Rembiałkowska E., Department of Functional and Organic Food, Institute of Human Nutrition Sciences, Warsaw University of Life Sciences, Warsaw, Poland","Purpose: To clarify needs and requests of the young generation to the contemporary and future education on food systems, this paper aims to examine the following issues: students’ background knowledge, students’ behaviour as consumers and food citizenship, most interesting topics of SFS for students and students’ preferences and expectations in developing different skills, topics and preferences in teaching/learning methods. Design/methodology/approach: This study was performed as an online-survey amongst eight European Universities in seven European Union (EU) countries to which 1,122 students responded. Data was analysed with descriptive and multivariate statistical analyses. Findings: Taste and Health are the most important values and motives that influence students’ food buying and consumption decisions, but significant differences were found amongst students from different universities and countries. The most important topics for students for future teaching courses are “organic food”, “fair trade”, “organic agriculture” and most important skills to learn are “ability to make a judgement and justify decisions” and the “ability to create and innovate”. Excursions and field trips as teaching methods was given the highest ranks. Research limitations/implications: Different study programmes and cultural backgrounds of the participating students in the different universities could be a limiting factor for the interpretation of some results. Originality/value: These results provide a basis for improvement of higher education in the EU towards sustainable food systems based on experiential learning/teaching methods. © 2020, Emerald Publishing Limited.","Consumer food choice; Education for sustainable development; Experiential learning; Graduate employability; Sustainability; Teaching methods","","","","","","Erasmus+ National Agency; European Commission, EC","Funding text 1: This study has been carried out within the project SUSPLUS “Innovative Education towards SFS” ( www.suplus.eu ), no. 2016–1-PL01-KA203-026652, funded by the Erasmus+ programme of the EU. This publication reflects only the authors’ views. The European Commission and Erasmus+ National Agency are not responsible for any use that may be made of the information it contains. The authors further thank all participating students for their contributions to the survey.; Funding text 2: This study has been carried out within the project SUSPLUS ?Innovative Education towards SFS? (www.suplus.eu), no. 2016?1-PL01-KA203-026652, funded by the Erasmus+ programme of the EU. This publication reflects only the authors? views. The European Commission and Erasmus+ National Agency are not responsible for any use that may be made of the information it contains. The authors further thank all participating students for their contributions to the survey.","Baker A.C., Jensen P.J., Kolb D.A., Conversation as experiential learning, Management Learning, 36, 4, pp. 411-427, (2005); What Do We Want our Students to Be? Higher Education Lecture Series, (2010); Booth S., Coveney J., Food Democracy: From Consumers to Food Citizen, (2015); Drayson R., Bone E., Agombar J., Kemp S., Student Attitudes towards and Skills for Sustainable Development, (2014); Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), (2015); Healthy people depend on healthy food systems, Sustainable Food Systems for Food Security and Nutrition, (2013); Francis C., Jensen E., Lieblein G., Breland T., Agroecologist education for sustainable development of farming and food systems, Agronomy Journal, 109, 1, pp. 23-32, (2017); Geiger S., Fischer D., Schrader U., Measuring what matters in sustainable consumption: an integrative framework for the selection of relevant behaviors, Sustainable Development, 26, 1, pp. 18-33, (2017); Hilimire K., Theory and practice of an interdisciplinary food systems curriculum, NACTA Journal, 60, 2, pp. 227-233, (2016); Hilimire K., McLaughlin B., Students’ suggestions for food systems curricula at a liberal arts college, Agroecology and Sustainable Food Systems, 39, 8, pp. 845-860, (2015); Hilimire K., Gillon S., McLaughlin B., Dowd-Uribe B., Monsen K., Food for thought: developing curricula for sustainable food systems education programs, Agroecology and Sustainable Food Systems, 38, 6, pp. 722-743, (2014); Ison R.L., Teaching Threatens Sustainable Agriculture, (1990); Kriflik L., Consumer citizenship: acting to minimise environmental health risks related to the food system, Appetite, 46, 3, pp. 270-279, (2006); Lieblein G., Breland T.A., Ostergaard E., Salomonsson L., Francis C., Educational perspectives in agroecology: steps on a dual learning ladder toward responsible action, NACTA Journal, 51, 1, pp. 37-44, (2007); Lieblein G., Francis C., Towards responsible action through agroecological education, Italian Journal of Agronomy, 2, 2, (2007); Lieblein G., Ostergaard E., Francis C., Becoming an agroecologist through action education, International Journal of Agricultural Sustainability, 2, 3, pp. 147-153, (2004); Migliorini P., Lieblein G., Facilitating transformation and competence development in sustainable agriculture university education: an experiential and action oriented approach, Sustainability, 8, 12, (2016); Padel S., Roklinsberg H., Schmid O., The implemantation of organic principles and values in the European regulation for organic food, Food Policy, 34, 3, pp. 245-251, (2009); Parr D., Trexler C., Students’ experiential learning and use of student farms in sustainable agriculture education, Journal of Natural Resources and Life Sciences Education, 40, 1, (2011); Quinn D., Shurville S., From little things big things grow: scaling‐up assessment of experiential learning, Campus-Wide Information Systems, 26, 5, pp. 329-344, (2009); Renting H., Schermer M., Rossi A., Building food democracy: exploring civic food networks and newly emerging forms of food citizenship, International Journal of Sociology of Agriculture and Food, 19, 3, pp. 289-307, (2012); Silva E., Klink J., McKinney E., Price J., Deming P., Rivedal H., Colquhoun J., Attitudes of dining customers towards sustainability-related food values at a public university campus, Renewable Agriculture and Food Systems, 34, 1, pp. 1-6, (2019); Smith S., Paladino A., Eating clean and green? Investigating consumer motivations towards the purchase of organic food, Australasian Marketing Journal, 18, 2, pp. 93-104, (2010); Soini K., Korhonen-Kurki K., Asikainen H., Transactional learning and sustainability co-creation in a university – business collaboration, International Journal of Sustainability in Higher Education, 20, 6, pp. 965-984, (2019); Strassner C., aspects of sustainable food systems, A Guide for Innovative Education towards Sustainable Food Systems, pp. 6-8, (2018); Innovative education towards sustainable food systems, (2019); Strategic plan, (2018); World population prospects: the 2017 revision, key findings and advance tables, (2017); World Economic and Social Survey 2013: sustainable Development Challenges, (2013); Perfil de estudiantes de grado, Observatorio Académico Vicerrectorado de Calidad y Eficiencia, (2018); Vanhonacker F., Lengard V., Hersleth M., Verbeke W., Profiling European traditional food consumers, British Food Journal, 112, 8, pp. 871-886, (2010); Waldenstrom C., Salomonsson L., Francis C., Moulton M., Lieblein G., Individualized student-centred education: a prototype for an agroecology BSc programme, International Journal of Agricultural Sustainability, 6, 4, pp. 236-247, (2008); Welsh J., MacRae R., Food citizenship and community food security: lessons from Toronto, Canada, Canadian Journal of Development Studies/Revue Canadienne D'études du Développement, 19, 4, pp. 237-255, (1998); Wilkins J.L., Eating right here: moving from consumer to food citizen, Agriculture and Human Values, 22, 3, pp. 269-273, (2005); Zakowska-Biemans S., Żywność tradycyjna z perspektywy konsumentów, Żywność Nauka Technologia Jakość, 19, 3, (2012); Zanoli R., Naspetti S., Consumer motivations in the purchase of organic food: a means-end approach, British Food Journal, 104, 8, pp. 643-653, (2002); Buckler C., Creech H., Shaping the future we want: UN Decade of Education for Sustainable Development; final report, (2014); Kolb A., Kolb D., Learning styles and learning spaces: enhancing experiential learning in higher education, Academy of Management Learning and Education, 4, 2, pp. 193-212, (2005); Lefin A.L., Food Consumption and Sustainable Development: An Introduction, (2009); Rieckmann M., Education for Sustainable Development Goals: Learning Objectives, (2017); Sterling S., The future-fit framework: an introductory guide to teaching and learning for sustainability in HE (guide), Journal of Education for Sustainable Development, 7, 1, pp. 134-135, (2013)","P. Migliorini; University of Gastronomic Sciences, Pollenzo, Italy; email: p.migliorini@unisg.it","","Emerald Group Holdings Ltd.","","","","","","14676370","","","","English","Int. J. Sustain. High. Educ.","Article","Final","","Scopus","2-s2.0-85088313743"
"Abbonizio J.K.; Ho S.S.Y.","Abbonizio, Jessica K. (57219658156); Ho, Susie S. Y. (37115414500)","57219658156; 37115414500","Students’ perceptions of interdisciplinary coursework: An Australian case study of the master of environment and sustainability","2020","Sustainability (Switzerland)","12","21","8898","1","27","26","7","10.3390/su12218898","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85094626910&doi=10.3390%2fsu12218898&partnerID=40&md5=67ca1196b62f747c7e796cb7cf5286c6","Faculty of Science, Biological Sciences, Monash University, Level 1 25 Rainforest Walk, Clayton Campus, Clayton, Melbourne, 3800, VIC, Australia","Abbonizio J.K., Faculty of Science, Biological Sciences, Monash University, Level 1 25 Rainforest Walk, Clayton Campus, Clayton, Melbourne, 3800, VIC, Australia; Ho S.S.Y., Faculty of Science, Biological Sciences, Monash University, Level 1 25 Rainforest Walk, Clayton Campus, Clayton, Melbourne, 3800, VIC, Australia","Over the past decade we have seen a global increase in interdisciplinary sustainability degrees. These degrees are relatively understudied due to their recent emergence. To better understand the challenges and benefits of this type of coursework and learning experience, we must explore students’ perspectives. Rarely explored from the student viewpoint are: (1) highly interdisciplinary instruction that transcends more than four disciplines; (2) the potential effect of students’ incoming disciplinary background. This case study seized an opportunity to gain insights and perceptions from students across very diverse backgrounds within a shared interdisciplinary program. We surveyed 61 students enrolled in a highly interdisciplinary degree (Master of Environment and Sustainability; Monash University, Melbourne, Australia) and compared responses of students from STEMM, non-STEMM and mixed incoming degrees. Students’ specific disciplinary backgrounds were diverse, including physical sciences, engineering, marketing, business, fashion, law and education. We used a mixed methods approach to analyze survey data. The dominant perceived benefits of interdisciplinary training reported were: (1) career relevance; (2) expanded knowledge and perspectives of sustainability issues; (3) confidence in envisioning sustainability solutions. The main perceived challenges reported were potential confusion from rapidly upskilling into new domains and disciplinary jargon. Interestingly, respondents in this case study viewed these challenges as an authentic reflection of professional sustainability practice rather than a pedagogical issue. In line with this, students showed a preference for pedagogical approaches that simulated real world scenarios and developed career skills. Disciplinary background did not generally influence students’ views. All students identified similar challenges, benefits and pedagogical preferences, with one difference. Students from mixed prior degrees and non-STEMM disciplines showed a possible trend towards valuing cross-disciplinary teamwork more than those from STEMM backgrounds. Overall, our findings suggest that the diverse student cohort within the highly interdisciplinary sustainability program of this case study generally viewed this mode of education as beneficial, career-relevant and accessible. This case study may additionally encourage interdisciplinary educators from other fields, such as health professions, to also include more diverse domains and student cohorts in their programs. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Accessibility; Challenges; Employability; Interdisciplinary education; Pedagogy; Postgraduate; STEMM; Student perspectives; Sustainability education; Teamwork","Australia; Melbourne; Victoria [Australia]; cohort analysis; education; interdisciplinary approach; perception; student; survey method; sustainability","","","","","","","Klein J.T., A Platform For a Shared Discourse of Interdisciplinary Education, J. Soc. Sci. Educ, 5, pp. 10-18, (2006); Friedow A., Interdisciplinary Pedagogy: An Angle of Approach, (2014); Millar V., Interdisciplinary Curriculum Reform in the Changing University, Teach. High. Educ, 21, pp. 471-483, (2016); Olenick M., Allen L.R., Smego R.A., Interprofessional Education: A Concept Analysis, Adv. Med. Edu. Prac, 1, pp. 75-84, (2010); Svanstrom M., Lozano-Garcia F.J., Rowe D., Learning Outcomes for Sustainable Development in Higher Education, Int. J. Sustain. High. 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Leadersh, 49, (1991); Penny S., Rigorous Interdisciplinary Pedagogy: Five Years of ACE, Convergence, 15, pp. 31-54, (2009); Hannon J., Hocking C., Legge K., Lugg A., Sustaining Interdisciplinary Education: Developing Boundary Crossing Governance, High. Educ. Res. Dev, 37, pp. 1424-1438, (2018); Barton K., Smith L., Themes Or Motifs? Aiming for Coherence Through Interdisciplinary Outlines, Read. Teach, 54, pp. 54-63, (2000); Graves M.F., Braaten S., Scaffolded Reading Experiences: Bridges to Success, Prev. Sch. Fail. Altern. Educ. Child. Youth, 40, pp. 169-173, (1996); Star C., Mcdonald J., Embedding Successful Pedagogical Practices: Assessment Strategies for a Large, Diverse, First Year Student Cohort, Int. J. Pedag. Learn, 3, pp. 18-30, (2007); Thistlethwaite J., Interprofessional Education: A Review of Context, Learning and the Research Agenda, Med. Educ, 46, pp. 58-70, (2012); Walker L.E., Cross M., Barnett T., Students’ Experiences and Perceptions of Interprofessional Education During Rural Placement: A Mixed Methods Study, Nurse Educ. Today, 75, pp. 28-34, (2019); Jutte L.S., Browne F.R., Reynolds M., Effects of an Interprofessional Project on Students’ Perspectives on Interprofessional Education and Knowledge of Health Disciplines, Athl. Train. Educ. J, 11, pp. 189-193, (2016); Neville C.C., Petro R., Mitchell G.K., Brady S., Team Decision Making: Design, Implementation and Evaluation of an Interprofessional Education Activity for Undergraduate Health Science Students, J. Interprof. Care, 27, pp. 523-525, (2013); Kelly M.A., Hopwood N., Rooney D., Boud D., Enhancing Students’ Learning Through Simulation: Dealing with Diverse, Large Cohorts, Clin. Simul. Nurs, 12, pp. 171-176, (2016); Campbell J., Li M., Asian Students’ Perceptions of Group Work and Group Assignments in a New Zealand Tertiary Institution, Intercult. Educ, 19, pp. 203-216, (2006)","S.S.Y. Ho; Faculty of Science, Biological Sciences, Monash University, Melbourne, Level 1 25 Rainforest Walk, Clayton Campus, Clayton, 3800, Australia; email: susie.ho@monash.edu","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85094626910"
"Hardin-Ramanan S.; Gopee S.; Rowtho V.; Charoux O.","Hardin-Ramanan, Sarita (57201296977); Gopee, Shafiiq (36145824600); Rowtho, Vikash (57200544861); Charoux, Odylle (57221851695)","57201296977; 36145824600; 57200544861; 57221851695","Graduate work-readiness in Mauritius: A multi-stakeholder approach","2020","Journal of Teaching and Learning for Graduate Employability","11","1","","93","109","16","9","10.21153/jtlge2020vol11no1art937","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100434491&doi=10.21153%2fjtlge2020vol11no1art937&partnerID=40&md5=09f0cb79e394914fb817c1ffada12a02","Curtin University, Mauritius","Hardin-Ramanan S., Curtin University, Mauritius; Gopee S., Curtin University, Mauritius; Rowtho V., Curtin University, Mauritius; Charoux O., Curtin University, Mauritius","Characterised by strong human capital dependency, Small Island Development States (SIDS) such as Mauritius depend largely on work-ready graduates to boost their economy. Yet, Graduate Work Readiness (GWR) and graduate unemployment feature prominently on the Mauritian government agenda. This paper investigates the previously unexplored issue of GWR in Mauritius through four key stakeholder lenses - those of the government, employers, universities, and undergraduates - before suggesting collaborative strategies to enhance graduate employability. The paper findings build on government and parastatal body interviews and qualitative survey responses from the Top 100 companies, higher education institution directors and final year undergraduates in Mauritius. Study results and recommendations are derived from a thematic content analysis of interview transcripts and qualitative survey data. Results indicate that there is a strong need to (1) strengthen stakeholder links, (2) enforce industry-centric university curricula, (4) improve graduate work experience, (4) hone graduate soft skills, and (5) their attitude to work. A Graduate Work Readiness Integrated Stakeholder Framework (GWRISF) supported by a National Work Integrated Learning Committee (NWILC) is then recommended. It is envisaged that proposed strategies will not only assist Mauritian stakeholders in better joining forces for GWR improvement but can also be useful to other comparable SIDS. © 2020 Deakin University. All rights reserved.","Employability; Graduate capital; Graduate work-readiness; Work integrated learning","","","","","","Mauritius Research Council, MRC, (MRC/RSS-1713)","This research was supported by The Mauritius Research Council under grant award number MRC/RSS-1713.","Baruch Y., Holtom B. C., Survey response rate levels and trends in organizational research, Human Relations, 61, 8, pp. 1139-1160, (2008); Belwal R., Priyadarshi P., Al Fazari M. H., Graduate attributes and employability skills: Graduates' perspectives on employers' expectations in Oman, International Journal of Educational Management, 31, 6, pp. 814-827, (2017); Bennett D., Developing employability and professional identity through visual narratives, Australian Art Education, 37, 2, pp. 100-115, (2016); (2018); (2019); Cameron R., Nankervis A., Burgess J., Brown K., Connell J., Dakal S. P., Enhancing Work-Readiness of Vocational and Higher Education Graduates: Asia-Pacific Region, Proceedings of the 9th International Conference on Researching Work and Learning: Work and Learning in the Era of Globalisation: Challenges for the 21st Century, (2015); Cavanagh J., Burston M., Southcombe A., Bartram T., Contributing to a graduate-centred understanding of work readiness: An exploratory study of Australian undergraduate students' perceptions of their employability, International Journal of Management Education, 13, 3, pp. 278-288, (2015); Chavan M., Carter L., Management students - expectations and perceptions on work readiness, International Journal of Educational Management, 32, 5, pp. 825-850, (2018); Chhinzer N., Russo A. M., An exploration of employer perceptions of graduate student employability, Education and Training, 60, 1, pp. 104-120, (2018); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, pp. 1-15, (2017); Cycyota C. S., Harrison D. A., What (not) to expect when surveying executives. A meta-analysis of top manager response rates and techniques over time, Organizational Research Methods, 9, 2, pp. 133-160, (2006); Donald W. E., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: Human capital, careers advice, and career ownership, Studies in Higher Education, pp. 599-614, (2017); Ferns S., Lilly L., Driving institutional engagement in WIL: Enhancing graduate employability, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 116-133, (2016); Finch D. J., Peacock M., Levallet N., Foster W., A dynamic capabilities view of employability: Exploring the drivers of competitive advantage for university graduates, Education and Training, 58, 1, pp. 61-81, (2016); Halibas A. S., Mehtab S., Al-Attili A., Alo B., Cordova R., Cruz M. E. L. T., A thematic analysis of the quality audit reports in developing a framework for assessing the achievement of the graduate attributes, International Journal of Educational Management, 34, 5, pp. 917-935, (2020); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Study Skills Report for the ICT Sector, (2017); Jackson D., Re-conceptualising graduate employability: The importance of pre-professional identity, Higher Education Research and Development, 35, 5, pp. 925-939, (2016); Jackson D., Tomlinson M., Investigating the relationship between career planning, proactivity and employability perceptions among higher education students in uncertain labour market conditions, Higher Education, 80, 3, pp. 435-455, (2020); Kisto M., Education mismatch in the Mauritian graduate labour market, Research Journal of Social Science & Management, 5, 3, pp. 82-89, (2015); McArthur E., Kubacki K., Pang B., Alcaraz C., The Employers' View of “Work-Ready” Graduates: A Study of Advertisements for Marketing Jobs in Australia, Journal of Marketing Education, 39, 2, pp. 82-93, (2017); Shwab K., The Global Competitiveness Report, (2019); Smith S., Smith C., Taylor-Smith E., Fotheringham J., In search of graduate employability: An exploration of student identity, Asia-Pacific Journal of Cooperative Education, 18, 1, pp. 15-24, (2017); Labour Force, Employment and Unemployment, (2019); Participation in Tertiary Education 2017, (2018); Participation in Tertiary Education 2018, (2019); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tran T. T., Enhancing graduate employability and the need for university- enterprise collaboration, Journal of Teaching and Learning for Graduate Employability, 7, 1, pp. 58-71, (2016); National EFA 2015 Review Report (Mauritius), (2015); Business Magazine & Verde Frontier Employability Survey, (2016); Verma P., Nankervis A., Priyono S., Moh'd Saleh N., Connell J., Burgess J., Graduate work-readiness challenges in the Asia-Pacific region and the role of HRM, Equality, Diversity and Inclusion: An International Journal, 37, 2, pp. 121-137, (2018); Winterton J., Turner J. J., Preparing graduates for work readiness: An overview and agenda, Education + Training, 61, 5, pp. 536-551, (2019); Mauritius: Systematic country diagnostic, (2015); Xia J. C., Caulfield C., Ferns S., Studies in higher education work-integrated learning: Linking research and teaching for a win-win situation, Studies in Higher Education, 40, 9, pp. 1560-1572, (2015)","V. Rowtho; Curtin University, Mauritius; email: vrowtho@curtinmauritius.ac.mu","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85100434491"
"Sawleshwarkar S.; Zodpey S.; Negin J.","Sawleshwarkar, Shailendra (23668968900); Zodpey, Sanjay (7003415080); Negin, Joel (25937447400)","23668968900; 7003415080; 25937447400","""public health is global"": Examining Indian stakeholders' perspectives on Global Health education","2020","BMC Public Health","20","1","1259","","","","3","10.1186/s12889-020-09357-2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089649337&doi=10.1186%2fs12889-020-09357-2&partnerID=40&md5=32b1eebcd47994d8f5ef90bc6e592d66","Faculty of Medicine and Health, Marie Bashir Institute for Infectious Diseases and Biosecurity, Westmead Clinical School, University of Sydney, Sydney, 2006, NSW, Australia; Sydney School of Public Health, Faculty of Medicine and Health, University of Sydney, Sydney, 2006, NSW, Australia; Public Health Foundation of India, New Delhi, India","Sawleshwarkar S., Faculty of Medicine and Health, Marie Bashir Institute for Infectious Diseases and Biosecurity, Westmead Clinical School, University of Sydney, Sydney, 2006, NSW, Australia, Sydney School of Public Health, Faculty of Medicine and Health, University of Sydney, Sydney, 2006, NSW, Australia, Public Health Foundation of India, New Delhi, India; Zodpey S., Public Health Foundation of India, New Delhi, India; Negin J., Sydney School of Public Health, Faculty of Medicine and Health, University of Sydney, Sydney, 2006, NSW, Australia","Background: Global health education has attracted significant attention in recent years from academic institutions in developed countries. In India however, a recent analysis found that delivery of global health education is fragmented and called for academic institutions to work towards closing the developing country/developed country dichotomy. Our study explored the understanding of global health in the Indian setting and opportunities for development of a global health education framework in Indian public health institutions. Methods: The study involved semi-structured interviews with staff of Indian public health institutes and other key stakeholders in global health in India. The interview questions covered participants' interpretation of global health and their opinion about global health education in India. Thematic analysis was conducted. A theoretical framework developed by Smith and Shiffman to explain political priority for global health initiatives was adapted to guide our analysis to explore development of global health education in Indian public health institutions. Results: A total of 17 semi-structured interviews were completed which involved 12 faculty members from five public health institutes and five stakeholders from national and multilateral organisations. Global health was viewed as the application of public health in real-world setting and at a broader, deeper and transnational scale. The understanding of global health was informed by participants' exposure to work experiences and interaction with overseas faculty. Most common view about the relationship between global health and public health was that public health has become more global and both are interconnected. Integration of global health education into public health curriculum was supported but there were concerns given public health was still a new discipline in India. Most participants felt that global health competencies are complementary to public health competencies and build on core public health skills. Employability, faculty exposure to global health and 'sensitisation' of all stakeholders were key barriers to offering global health education programs. Conclusion: Global health as a concept and educational practice is embryonic in India but there is considerable potential to grow in order to ensure that education meets the needs of future practitioners of global health in the context of sustainable development. © 2020 The Author(s).","Curriculum; Global health; Graduate education; India; Public health","Adult; Aged; Curriculum; Faculty; Female; Global Health; Humans; India; Male; Middle Aged; Public Health; Qualitative Research; Stakeholder Participation; Sustainable Development; article; conceptual framework; education program; embryo; employability; female; global health; human; human experiment; India; male; organization; physician; semi structured interview; sensitization; skill; sustainable development; thematic analysis; work experience; adult; aged; curriculum; education; global health; India; middle aged; psychology; public health; qualitative research; stakeholder engagement; university","","","","","","","Harmer A., Lee K., Petty N., Global health education in the United Kingdom: A review of university undergraduate and postgraduate programmes and courses, Public Health, 129, 6, pp. 797-809, (2015); Wernli D., Tanner M., Kickbusch I., Escher G., Paccaud F., Flahault A., Moving global health forward in academic institutions, Journal of Global Health, 6, 1, (2016); Liu Y., Zhang Y., Liu Z., Wang J., Gaps in studies of global health education: An empirical literature review, Global Health Action, 8, (2015); Withers M., Press D., Wipfli H., McCool J., Chan C.-C., Jimba M., Et al., Training the next generation of global health experts: Experiences and recommendations from Pacific rim universities, Globalization and Health, 12, 1, (2016); Muir J., Farley J., Osterman A., Hawes S., Martin K., Morrison J., Et al., Global Health Programs and Partnerships: Evidence of Mutual Benefit and Equity, (2016); Tiwari R., Negandhi H., Zodpey S., Current status of master of public health programmes in India: A scoping review, Who South-East Asia J Public Health, 7, 1, pp. 29-35, (2018); Abimbola S., The foreign gaze: Authorship in academic global health, Bmj Global Health, 4, 5, (2019); Ritchie J., Lewis J., Qualitative Research Practice: A Guide for Social Science Students and Researchers, (2003); Ritchie J., Lewis J., Nicholls C.M., Ormston R., Qualitative Research Practice: A Guide for Social Science Students and Researchers: Sage, (2013); Gale N.K., Heath G., Cameron E., Rashid S., Redwood S., Using the framework method for the analysis of qualitative data in multi-disciplinary health research, Bmc Medical Research Methodology, 13, 1, (2013); Ose S.O., Using excel and word to structure qualitative data, Journal of Applied Social Science, 10, 2, pp. 147-162, (2016); Shiffman J., Smith S., Generation of political priority for global health initiatives: A framework and case study of maternal mortality, Lancet, 370, 9595, pp. 1370-1379, (2007); Tomlinson M., Lund C., Why does mental health not get the attention it deserves? An application of the Shiffman and Smith framework, PLoS Medicine, 9, 2, pp. e1001178-e, (2012); Havemann M., Bosner S., Global Health as ""umbrella term""- A qualitative study among Global Health teachers in German medical education, Globalization and Health, 14, 1, (2018); Jenkins C., Lomazzi M., Yeatman H., Borisch B., Global public health: A review and discussion of the concepts, principles and roles of global public health in Today's society, Global Policy, 7, 3, pp. 332-339, (2016); Chen X., Understanding the development and perception of global health for more effective student education, The Yale Journal of Biology and Medicine, 87, 3, pp. 231-240, (2014); Fineberg H.V., Hunter D.J., A global view of health- A n unfolding series, The New England Journal of Medicine, 368, 1, pp. 78-79, (2013); King N.B., Koski A., Defining global health as public health somewhere else, Bmj Global Health, 5, 1, (2020); Herzig Van Wees S., Holmer H., Global health beyond geographical boundaries: Reflections from global health education, Bmj Global Health, 5, 5, (2020); Ablah E., Biberman D.A., Weist E.M., Buekens P., Bentley M.E., Burke D., Et al., Improving global health education: Development of a global health competency model, The American Journal of Tropical Medicine and Hygiene, 90, 3, pp. 560-565, (2014); Eichbaum Q., Acquired and participatory competencies in health professions education: Definition and assessment in Global Health, Academic Medicine, 92, 4, pp. 468-474, (2017); Oni T., Yudkin J.S., Fonn S., Adongo P., Kaseje M., Ajuwon A., Et al., Global public health starts at home: Upstream approaches to global health training, The Lancet Global Health, 7, 3, (2019); Rabbani F., Shipton L., White F., Nuwayhid I., London L., Ghaffar A., Et al., Schools of public health in low and middle-income countries: An imperative investment for improving the health of populations?, Bmc Public Health, 16, (2016); Eichbaum Q., Hoverman A., Cherniak W., Evert J., Nezami E., Hall T., Career opportunities in global health: A snapshot of the current employment landscape, Journal of Global Health, 5, 1, (2015); Keralis J.M., Riggin-Pathak B.L., Majeski T., Pathak B.A., Foggia J., Cullinen K.M., Et al., Mapping the global health employment market: An analysis of global health jobs, Bmc Public Health, 18, 1, (2018)","","","BioMed Central Ltd","","","","","","14712458","","","32811469","English","BMC Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85089649337"
"Lo Presti A.; Törnroos K.; Pluviano S.","Lo Presti, Alessandro (57201070455); Törnroos, Kaisa (57195219811); Pluviano, Sara (57190260239)","57201070455; 57195219811; 57190260239","“Because I am worth it and employable”: A cross-cultural study on self-esteem and employability orientation as personal resources for psychological well-being at work","2020","Current Psychology","39","5","","1785","1797","12","24","10.1007/s12144-018-9883-x","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85047896501&doi=10.1007%2fs12144-018-9883-x&partnerID=40&md5=6ebbdf02c8d57c5448b0d6c4d84a3ac1","Università degli studi della Campania “Luigi Vanvitelli”, Caserta, Italy; Finnish Institute of Occupational Health, Helsinki, Finland; Università degli studi “Suor Orsola Benincasa”, Naples, Italy; University of Edinburgh, Edinburgh, United Kingdom","Lo Presti A., Università degli studi della Campania “Luigi Vanvitelli”, Caserta, Italy; Törnroos K., Finnish Institute of Occupational Health, Helsinki, Finland; Pluviano S., Università degli studi “Suor Orsola Benincasa”, Naples, Italy, University of Edinburgh, Edinburgh, United Kingdom","Building on the Conservation of Resources (COR) framework (Hobfoll American Psychologist, 44(3), 513–524, 1989), employability can be conceived as a personal resource that, similarly to core self-evaluation concepts such as self-esteem, relates favourably to a wide array of both work-related and more general well-being outcomes. We carried out a survey involving 254 Italian and 254 Finnish employees via a self-report questionnaire to investigate whether employability orientation acted as a mediator on the well-established relationship between self-esteem and psychological well-being. Results indicated that self-esteem was positively associated with employability orientation; moreover, country moderated such relationship, given that the association between these two variables was stronger among Italian than Finnish employees. Furthermore, self-esteem predicted different facets of psychological well-being at work (job satisfaction, vigour, emotional exhaustion, psychological symptoms) in both countries. We investigated both the mediated effect of employability orientation on the association between self-esteem and psychological well-being and the possible moderating effect originated by the country of origin of respondents. In several cases, employability orientation partly mediated the effects of self-esteem on psychological well-being. Findings confirm self-esteem and employability to be personal resources that are likely to affect positively psychological well-being at work. © 2018, Springer Science+Business Media, LLC, part of Springer Nature.","Employability orientation; Personal resources; Psychological well-being; Self-esteem","","","","","","","","Amable B., The diversity of modern capitalism, (2003); Bakker A.B., Demerouti E., The job demands-resources model: State of the art, Journal of Managerial Psychology, 22, 3, pp. 309-328, (2007); Bakker A.B., Demerouti E., Towards a model of work engagement, Career Development International, 13, 3, pp. 209-223, (2008); Baruch Y., Transforming careers – from linear to multidirectional career paths: Organizational and individual perspective, Career Development International, 9, 1, pp. 58-73, (2004); Bentler P.M., Comparative fit indexes in structural models, Psychological Bulletin, 107, 2, pp. 238-246, (1990); Employability perceptions. 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Lo Presti; Università degli studi della Campania “Luigi Vanvitelli”, Caserta, Italy; email: alessandro.lopresti@unicampania.it","","Springer","","","","","","10461310","","","","English","Curr. Psychol.","Article","Final","","Scopus","2-s2.0-85047896501"
"Gürlek M.","Gürlek, Mert (57195298795)","57195298795","The role of acculturation in hotel managers' person-environment (P-E) fit and hiring decisions: An experimental study on immigrant job applications","2020","Tourism Management Perspectives","36","","100739","","","","7","10.1016/j.tmp.2020.100739","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090419960&doi=10.1016%2fj.tmp.2020.100739&partnerID=40&md5=5e472e554568acaf0e31365454d96840","Mehmet Akif Ersoy University, School of Tourism and Hotel Management, Burdur, 15030, Turkey","Gürlek M., Mehmet Akif Ersoy University, School of Tourism and Hotel Management, Burdur, 15030, Turkey","This study aims to examine the effect of acculturation strategies on managers' person-environment (P-E) fit and hiring decisions. An experimental research design was employed, within whose context, four conditions were created and fictitious job interview record forms of applicants were presented to hotel managers in Turkey. The findings revealed that the separated Syrian applicant was evaluated to have a lower P-E fit. Furthermore, the separated Syrian applicant has a lower employability score than the other applicants and is less preferred for the vacancy in point. Theoretically, the current research expands the current literature by revealing that acculturation preferences impact managers' assessments of P-E fit and their hiring decisions. In practice, this study highlights the importance of cultural awareness and intercultural skills for managers, and the need to implement rigorous assessment tools. © 2020 Elsevier Ltd","Acculturation; Hiring; Hotel Industry; HRM; Job applicants; Person-environment fit","","","","","","","","Akdeniz D., Seymen O.A., Diagnosing national and organizational culture differences: A research in hotel enterprises, Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 2, 1, pp. 198-217, (2012); Alp H., Re-production of discriminatory and otherizing discourse for the Syrian refugee at the local media, Karadeniz Technical University E-Journal of faculty of Communication., 5, 15, pp. 22-37, (2018); Alrawadieh Z., Karayilan E., Cetin G., Understanding the challenges of refugee entrepreneurship in tourism and hospitality, The Service Industries Journal, 39, 9-10, pp. 717-740, (2019); Alvarez-Rivera L.L., Nobles M.R., Lersch K.M., Latino immigrant acculturation and crime, American Journal of Criminal Justice, 39, 2, pp. 315-330, (2014); Arifoglu R., (2020); Artan T., Arici A., Evaluation of social work practices for Syrians refugees in “Temporary Protection Status” in Istanbul, Journal of Social Work, 1, 1, pp. 1-21, (2017); Aycan Z., Human resource management in Turkey-Current issues and future challenges, International Journal of Manpower, 22, 3, pp. 252-260, (2001); Barrick M.R., Shaffer J.A., DeGrassi S.W., What you see may not be what you get: Relationships among self-presentation tactics and ratings of interview and job performance, Journal of Applied Psychology, 94, 6, (2009); Berry J.W., Immigration, acculturation, and adaptation, Applied Psychology, 46, 1, pp. 5-34, (1997); Berry J.W., Acculturation: Living successfully in two cultures, International Journal of Intercultural Relations, 29, 6, pp. 697-712, (2005); Brislin R.W., Back-translation for cross-cultural research, Journal of cross-cultural psychology, 1, 3, pp. 185-216, (1970); Bye H.H., Horverak J.G., Sandal G.M., Sam D.L., Van de Vijver F.J., Cultural fit and ethnic background in the job interview, International Journal of Cross Cultural Management, 14, 1, pp. 7-26, (2014); Byrne D., The Attraction Paradigm, (1971); Byrne D., Clore G.L., Smeaton G., The attraction hypothesis: Do similar attitudes affect anything?, Journal of Personality and Social Psychology, 51, 6, pp. 1167-1170, (1986); Cable D.M., DeRue D.S., The convergent and discriminant validity of subjective fit perceptions, Journal of Applied Psychology, 87, 5, pp. 875-884, (2002); Cable D.M., Judge T.A., Person–organization fit, job choice decisions, and organizational entry, Organizational Behavior and Human Decision Processes, 67, 3, pp. 294-311, (1996); Caplan R.D., Van Harrison R., Person-environment fit theory: Some history, recent developments, and future directions, Journal of Social Issues, 49, 4, pp. 253-275, (1993); Carlsson M., Experimental evidence of discrimination in the hiring of first- and second-generation immigrants, Labour, 24, 3, pp. 263-278, (2010); Celik A., Altintas V., İşgören bulma ve seçiminde cinsiyet ayrımcılığının etkisi: İzmir'deki A grubu seyahat acentalarına yönelik bir araştırma, Seyahat ve Otel İşletmeciliği Dergisi, 14, 1, pp. 90-107, (2017); Celik C., Göç, sığınma ve medeniyetin dayanışma kodları, Diyanet Aylık Dergi., 328, pp. 7-10, (2018); Cetinsaya G., Rethinking nationalism and Islam: some preliminary notes on the roots of “Turkish-Islamic Synthesis” in modern Turkish political thought, The Muslim World, 89, 3-4, pp. 350-376, (1999); Choi H.M., Kim W.G., McGinley S., The extension of the theory of person-organization fit toward hospitality migrant worker, International Journal of Hospitality Management, 62, pp. 53-66, (2017); Chuang A., Shen C.T., Judge T.A., Development of a multidimensional instrument of person–environment fit: The perceived person–e nvironment fit scale (PPEFS), Applied Psychology, 65, 1, pp. 66-98, (2016); Cicek M.T., The impact of Sharif Hussein's revolt on the nation-building processes of Turks and Arabs, Journal of Academic Approaches, 3, 2, pp. 98-111, (2012); Ciftci H., Problems encountered by the Syrian refugees in the process of adaptation and communication in terms of the sense of belonging to the republic of Turkey, The Journal of Turkish Social Research, 23, 1, pp. 153-176, (2019); Coban B., The challenges of Syrian youth to access in Istanbul Labor Market in the context of unemployment profile in Turkey, Labour and Society, 56, 1, pp. 193-216, (2018); Collings D.G., Demirbag M., Mellahi K., Tatoglu E., Strategic orientation, human resource management practices and organizational outcomes: Evidence from Turkey, The International Journal of Human Resource Management, 21, 14, pp. 2589-2613, (2010); Daunfeldt S.O., Johansson D., Seerar Westerberg H., Which firms provide jobs for unemployed non-Western immigrants?, The Service Industries Journal, 39, 9-10, pp. 762-778, (2019); De Meijer L.A., Ph. 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Van Oudenhoven J.P., Prins K.S., Buunk B.P., Attitudes of minority and majority members towards adaptation of immigrants, European Journal of Social Psychology, 28, 6, pp. 995-1013, (1998); Ventura Miller H., Barnes J.C., Hartley R.D., Reconsidering Hispanic gang membership and acculturation in a multivariate context, Crime & Delinquency, 57, 3, pp. 331-355, (2011); Vleugels W., De Cooman R., Verbruggen M., Solinger O., Understanding dynamic change in perceptions of person–environment fit: An exploration of competing theoretical perspectives, Journal of Organizational Behavior, 39, 9, pp. 1066-1080, (2018); Vogel R.M., Feldman D.C., Integrating the levels of person-environment fit: The roles of vocational fit and group fit, Journal of Vocational Behavior, 75, 1, pp. 68-81, (2009); Weber K., Hsu C.H., Sparks B.A., Consumer responses to service failure: The influence of acculturation, Cornell Hospitality Quarterly, 55, 3, pp. 300-313, (2014); Weichselbaumer D., Discrimination against migrant job applicants in Austria: An experimental study, German Economic Review, 18, 2, pp. 237-265, (2017); Werbel J.D., Johnson D.J., The use of person-group fit for employment selection: A missing link in person-environment fit, Human Resource Management, 40, 3, pp. 227-240, (2001); Winer B.J., Design and analysis of single-factor experiments, McGraw Hill Series in Psychology. Statistical Principles in Experimental Design, pp. 46-104, (1962); Wolgast S., Bjorklund F., Backstrom M., Applicant ethnicity affects which questions are asked in a job interview: The role of expected fit, Journal of Personnel Psychology, 17, 2, pp. 66-74, (2018); Yesiltas M., Gurlek M., Understanding the nature of deviant workplace behaviors, Organizational Behavior Challenges in the Tourism Industry, pp. 305-326, (2019)","M. Gürlek; Mehmet Akif Ersoy University, School of Tourism and Hotel Management, Burdur, 15030, Turkey; email: mertgurlek89@hotmail.com","","Elsevier B.V.","","","","","","22119736","","","","English","Tour. Manage. Perspect.","Article","Final","","Scopus","2-s2.0-85090419960"
"Ahmad T.","Ahmad, Tashfeen (57214283376)","57214283376","Improving political science degree programmes in the twenty-first century","2020","Review of Economics and Political Science","5","3","","231","247","16","2","10.1108/REPS-02-2019-0023","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091843631&doi=10.1108%2fREPS-02-2019-0023&partnerID=40&md5=8562c336eaf7086f4e3a417fb00a3ec6","Project Management Office, University of the West Indies, Mona, Jamaica","Ahmad T., Project Management Office, University of the West Indies, Mona, Jamaica","Purpose: This paper aims to examine the actions lecturers, universities and their administrators can take in improving and making political science undergraduate degrees more relevant in the twenty-first century. This paper will reflect on specific measures undertaken by institutions globally to equip students with unique skills to enhance the value and relevance of their programmes in the context of an increased technologically driven environment. Design/methodology/approach: This paper uses a qualitative approach to the review of the literature with implications for practice in examining how universities globally are applying strategies in raising students’ skill levels to enhance future workplace value. A review of select institutions obtained from the Times Higher Ranked (2019) universities was used in identifying best practices to prepare a political science student for better employability. Findings: Contrary to prevailing opinions, a huge skills gap exists for filling the demand for twenty-first century political science-related careers in the public and private sector. The attainment of twenty-first century skill sets and the deployment of technology-driven teaching and learning methods are vital elements in unlocking the value of political science education and providing students with opportunities to advance their professional and career objectives. Originality/value: Higher education institutions need to reconsider their strategies in the delivery of political science degrees, bearing in mind the increased use of technology and innovative teaching practices. This paper offers insight into how to tailor an exciting and relevant political science programme for the future of work. © 2019, Tashfeen Ahmad.","21st century; Best practices; Future; Higher education; Political science; Political science; Skills; Technology; Value","","","","","","","","Ahmad T., Preparing for the future of higher education, On the Horizon, 23, 4, pp. 323-330, (2015); Archer C.C., Miller M.K., Prioritizing active learning: an exploration of gateway courses in political science, PS: Political Science and Politics, 44, 2, pp. 429-434, (2011); Baranowski M., Weir K., Peer evaluation in the political science classroom, PS: Political Science and Politics, 44, 4, pp. 805-811, (2011); Bok D., Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should Be Learning More, (2006); Bournova V., Traditional v modern teaching methods: advantages and disadvantages of each, (2008); Breuning M., Parker P., Ishiyama J.T., The last laugh: skill building through a liberal arts political science curriculum, Political Science and Politics, 34, 3, pp. 657-661, (2001); Clark A., Embedding transferable skills and enhancing student learning in a political science research methods module: evidence from the United Kingdom, PS: Political Science and Politics, 44, 1, pp. 135-139, (2011); Clark A., Martin T., An audit of transferable skills teaching in UK politics departments, European Political Science, 15, 3, pp. 389-403, (2016); Cohen M., Participation as assessment: political science and classroom assessment techniques, PS: Political Science and Politics, 41, 3, pp. 609-612, (2008); Collins T.A., Knotts H.G., Schiff J., Career preparation and the political science major: evidence from departments, PS: Political Science and Politics, 45, 1, pp. 87-92, (2012); Dezelan T., Hafner D.F., First job educational and skill match: an empirical investigation of political science graduates in Slovenia, Emerald Insight, 35, pp. 553-575, (2014); Duch B., Groh S.E., Allen D.E., The Power of Problem-Based Learning, (2001); DiMaggio A., Is political science relevant? The decline of critical scholarly engagement in the neoliberal era, Poverty and Public Policy, 10, 2, pp. 222-252, (2018); Franco J., A bachelor’s degree in political science: are we training researchers, analysts, or both?, (2018); Gibbs K., Wofford C.B., Pre-law advising and the political science major: evidence from pre-law advisors, pp. 320-326, (2016); Hale S., Innovations in learning and teaching politics, European Political Science, 7, 2, pp. 133-134, (2008); Hill K.Q., Myers R., Scientific literacy in undergraduate political science education: the current state of affairs and agenda for action and proposed fundamental benchmarks, PS: Political Science and Politics, 47, pp. 835-839, (2014); Hurd P., Scientific Literacy: New Minds for a Changing World, (1997); Ishengana E., Vaaland T., Can university-industry linkages stimulate student employability, Education + Training, 58, pp. 18-44, (2015); Ishiyama J., The structure of an undergraduate major and student learning: a cross institutional study of political science programs at thirty-two colleges and universities, The Social Science Journal, 42, 3, pp. 359-366, (2005); Johnson M., Communicating politics: using active learning to demonstrate the value of the discipline, British Journal of Educational Studies, 64, 3, pp. 315-335, (2016); Kaase M., Political science and the internet, International Political Science Review, 21, 3, pp. 265-282, (2000); Lewis G.B., Do political science majors succeed in the labour market?, PS: Political Science and Politics, 50, pp. 467-472, (2017); Liew M.S., Strategic and tactical approach university-industry collaboration, Procedia - Social and Behavioral Sciences, 56, pp. 405-409, (2012); McCarthy J., Anderson L., Active learning techniques versus traditional teaching styles: two experiments from history and political science, Innovative Higher Education, 24, 4, pp. 279-280, (2000); Nackenoff C., Why liberal arts colleges can often do political science better that big research institutions: a reflection from an Americanist, Polity, 46, 1, pp. 98-106, (2014); Peters R., Beeson M., Reducing the gap between skills sought by employers and developed by education, PS: Political Science and Politics, 43, 4, pp. 773-777, (2010); Rathbun N., Rathbun B.C., Teach a student to fish: International relations scholars in a classroom, PS: Political Science and Politics, 50, pp. 214-220, (2017); Richards J., Communicative Language Teaching Today, (2006); Roulston D., McCrindle R., Engaging students in research with ‘real world’ outputs: making an impact outside of the lecture theatre, Shaping Higher Education with Students: Ways to Connect Research and Teaching, pp. 208-221, (2018); Sloam J., Teaching democracy: the role of political science education, The British Journal of Politics and International Relations, 10, 3, pp. 509-524, (2008); Trueb B., Teaching students to write for ‘real life’: policy paper writing in the classroom, PS: Political Science and Politics, 46, 1, pp. 137-141, (2013); Wahlke J., Liberal learning and the political science major: a report to the profession, PS: Political Science and Politics, 24, pp. 48-60, (1991); Political science in the 21st century, Report of the Task Force on Political Science in the 21st Century, (2011); Bobic M.P., Do you want fries with that?” A review of the bachelor's program in political science, Politics and Policy, 33, 2, pp. 349-370, (2005); Bunte J.B., Why do students enroll in political science courses?, PS: Political Science and Politics, 1, pp. 1-8, (2019); Dunleavy P., New worlds in political science, Political Studies, 58, 2, pp. 239-265, (2010); Lee D., Foster E., Snaith H., Implementing the employability agenda: a critical review of curriculum developments in political science and international relations in English universities, Politics, 36, 1, pp. 95-111, (2016); Leitner M., Does the economy need political scientists?, Österreichische Zeitschrift Für Politikwissenschaft, 47, 3, pp. 69-70, (2018); Robinson A.M., The workplace relevance of the liberal arts political science BA and how it might be enhanced: reflections on an exploratory survey of the NGO sector, PS: Political Science and Politics, 46, 1, pp. 147-153, (2013); Robinson A.M., They want to be global citizens: now what? Implications of the NGO Career arc for students and faculty mentors, Journal of Global Citizenship and Equity Education, 3, 1, (2013)","T. Ahmad; Project Management Office, University of the West Indies, Mona, Jamaica; email: mrtashfeen@hotmail.com","","Emerald Publishing","","","","","","23569980","","","","English","Rev. Econ. Political. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85091843631"
"Gatzoulis C.; Andreou A.; Zaharias P.; Chrysanthou Y.","Gatzoulis, Christos (16552331800); Andreou, Andreas (7005074421); Zaharias, Panagiotis (18439002800); Chrysanthou, Yiorgos (6602594244)","16552331800; 7005074421; 18439002800; 6602594244","Using epistemic game development to teach software development skills","2020","International Journal of Game-Based Learning","10","4","","1","21","20","0","10.4018/IJGBL.2020100101","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091939104&doi=10.4018%2fIJGBL.2020100101&partnerID=40&md5=be6e72746430f20a289e825e0b3dad78","Bahrain Polytechnic, Bahrain; Cyprus University of Technology, Cyprus; UXProdigy, Greece; University of Cyprus, Cyprus","Gatzoulis C., Bahrain Polytechnic, Bahrain; Andreou A., Cyprus University of Technology, Cyprus; Zaharias P., UXProdigy, Greece; Chrysanthou Y., University of Cyprus, Cyprus","This paper presents a pilot study on the evaluation of instruments for data gathering for an epistemic game development competition for high school students. The initial results show that a significant percentage of the students who participated in the competition appear to exhibit a skillset of professional attitude, software-related knowledge, and employability traits, and this skillset may be attributed to the intervention. The data was validated through a two-method triangulation technique that utilized expert evaluation and participant interviews. The data analysis shows early indicators of the desired learning outcomes, although a more thorough methodology is needed to verify this. Furthermore, the competition acts as an awareness campaign that promotes computer science studies through a gamification process. It is proposed that competitions of this type are held and evaluated on an annual basis to maximize the benefits and to further prepare students to acquire early in their studies a skillset that will make them the innovators of the future society. © 2020, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.","Collaboration; Education; Employability; Game-Based Learning; Games; Professionalism","","","","","","","","Barcelos T. S., Soto R. M., Silveira I. F., Improving Novice Programmers' Skills through Playability and Pattern Discovery: A Descriptive Study of a Game Building Workshop, Human Factors in Software Development and Design, pp. 141-172, (2015); Barron B., Darling-Hammond L., Teaching for meaningful learning, Powerful learning: What we know about teaching for understanding, (2008); Basawapatna A., Koh K. H., Repenning A., Using scalable game design to teach computer science from middle school to graduate school, Proceedings of the fifteenth annual conference on Innovation and technology in computer science education (ITiCSE'10), pp. 224-228, (2010); Bortz D., Top skills for software engineers, (2020); Cordova D., Lepper M., Intrinsic motivation and the process of learning: Beneficial effects of contextualizations, personalizations, and choice, Journal of Educational Psychology, 88, 4, pp. 715-730, (1996); Denner J., Werner L., Ortiz E., Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts?, Computers & Education, 58, 1, pp. 240-249, (2012); Desurvire H., Caplan M., Toth J. A., Using Heuristics to Evaluate the Playability of Games, CHI'04 extended abstracts on Human factors in computing systems, pp. 1509-1512, (2004); Duffy T. M., Jonassen D. H., Constructivism and the Technology of Instruction: A Conversation, (1992); Federoff M., Heuristics and Usability Guidelines for the Creation and Evaluation of FUN in Video Games, (2002); Gatzoulis C., Loizides F., Zaphiris P., Planning for Computer Games Research and Industry: A Structured Dialogue Design Approach, The Computer Game Journal, 5, 3-4, pp. 95-114, (2016); Hainey T., Connolly T. M., Stansfield M., Boyle E. A., Evaluation of a game to teach requirements collection and analysis in software engineering at tertiary education level, Computers & Education, 56, 1, pp. 21-35, (2011); Hamari, Shernoff D. J., Rowe E., Coller B., Asbell-Clarke J., Edwards T., Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning, Computers in Human Behavior, 54, pp. 170-179, (2016); Hayes E., Games A., Making computer games and design thinking: A review of current software and strategies, Games and Culture, 3, 3-4, pp. 309-332, (2008); Jabbar A. I. A., Felicia P., Gameplay engagement and learning in game-based learning: A systematic review, Review of Educational Research, 85, 4, pp. 740-779, (2015); Kafai Y. B., Minds in play: Computer game design as a context for children's learning, (1995); Kafai Y. B., Burke Q., Constructionist Gaming: Understanding the Benefits of Making Games for Learning, Educational Psychologist, 50, 4, (2016); Kim B., Park H., Baek Y., Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning, Computers & Education, 52, 4, pp. 800-810, (2009); Kirriemuir J., McFarlane C. A., Literature review in games and learning, Futurelab, (2004); Korhonen H., Evaluating Playability of Mobile Games with the Expert Review Method, Dissertations in Interactive Technology, 24, (2016); Liu C., Toward creator-based learning: Designs that help student makers learn, Second handbook of information technology in primary and secondary education, pp. 921-933, (2018); Lopez-Morteo G., Lopez G., Computer support for learning mathematics: A learning environment based on recreational learning objects, Computers & Education, 48, 4, pp. 618-641, (2007); Magen-Nagar N., Shachar H., Argaman O., Changing the Learning Environment. Teachers and Students' Collaboration in Creating Digital Games, Journal of IT Education. [Informing Science Institute.]. In Practice, 18, pp. 61-85, (2019); Magnussen R., Hansen S. D., Planke T., Sherson J. F., Games as a platform for student participation in authentic scientific research, Electronic Journal of E-Learning, 12, 3, pp. 259-270, (2014); Markauskaite L., Goodyear P., Professional Epistemic Games, Professional and Practice-based Learning, 14, pp. 395-434, (2016); Martins A. R., Oliveira L. R., Students as creators of educational games: Learning to use simple frameworks and tools to empower students as educational game designers, Proceedings of EdMedia: World Conference on Educational Media and Technology, pp. 1210-1215, (2018); Martins V. F., Using Game Development to Teach Programming, Handbook of Research on Immersive Digital Games in Educational Environments, pp. 450-485, (2019); Mayer R. E., Theories of learning and their application to technology, Technology applications in education: A learning view, pp. 127-155, (2003); Meier S., Civilisation, (2010); XNA Game Studio 4, (2013); O'Neil R., Why the future of work is about specialisation, World Economic Forum, (2015); Employability skills framework Handout, (2018); Petri G., Digital Games for Computing Education: What Are the Benefits?, Handbook of Research on Immersive Digital Games in Educational Environments, pp. 35-62, (2019); Ponnada A., Kannan A., Evaluation of mobile games using playability heuristics, Proceedings of the International Conference on Advances in Computing, Communications and Informatics (ICACCI'12), (2012); Renton D., The Importance of Computer Games Development in the Computing Curriculum in Schools, Computer Games Journal, 2016, 5, pp. 1-5, (2016); Repenning A., Ioannidou A., Broadening participation through scalable game design, ACM Special Interest Group on Computer Science Education Conference, (SIGCSE), (2008); Revilla M. A., Saris W. E., Krosnick J., Choosing the Number of Categories in Agree-Disagree Scales, Sociological Methods & Research, 43, 1, pp. 73-97, (2013); Robertson J., Howells C., Computer game design: Opportunities for successful learning, Computers & Education, 50, 2, pp. 559-578, (2008); Rosas R., Nussbaum M., Cumsille P., Marianov V., Correa M., Flores P., Salinas M., Et al., Beyond Nintendo: Design and assessment of educational video games for first and second grade students, Computers & Education, 40, 1, pp. 71-94, (2003); Seif El-Nasr M., Yucel I., Zupko J., Tapia A., Smith B., Middle-to-high school girls as game designers - what are the implications?, Academic Days, (2007); Shaffer D. W., How Computer Games Help People Learn, (2006); Electronic Arts, (2010); Spore E. A., (2009); Squire K., Civilization III as a world history sandbox, Civilization and its discontents. Virtual history. Real fantasies; Topalli D., Cagiltay N. E., Improving programming skills in engineering education through problem-based game projects with Scratch, Computers & Education, 120, pp. 64-74, (2018); Triantafyllakos G., Palaigeorgiou G., Tsoukalas I. A., Designing educational software with students through collaborative design games: The We!Design&Play framework, (2011); Tuzun H., Yilmaz-Sollu M., Karakus T., Inal Y., Kizilkaya G., The effects of computer games on primary school student's achievement and motivation in geography learning, Computers & Education, 52, 1, pp. 68-78, (2008); Tycoon Z., Coorp M., (2017); United Nations Millenium Goals and Beyond, (2015); Vos N., Meijden H., Denessen E., Effects of constructing versus playing an educational game on student motivation and deep learning strategy use, (2011); Werner L., Denner J., Bliesner M., Rex P., Can middle-school students use Storytelling Alice to make games? Results of a pilot study, Fourth International Conference on the Foundation of Digital Games, (2009); The Future of Jobs Report, Insight Report, Centre for the New Economy and Society, (2018); GameMaker Studio 2, (2020)","","","IGI Global","","","","","","21556849","","","","English","International Journal of Game-Based Learning","Article","Final","","Scopus","2-s2.0-85091939104"
"Singh I.; Sabitha S.; Choudhury T.; Aggarwal A.; Dewangan B.K.","Singh, Ishwank (57193873729); Sabitha, Sai (55308174200); Choudhury, Tanupriya (57193140084); Aggarwal, Archit (57192308413); Dewangan, Bhupesh Kumar (57193869672)","57193873729; 55308174200; 57193140084; 57192308413; 57193869672","Mapping Student Performance with Employment Using Fuzzy C-Means","2020","International Journal of Information System Modeling and Design","11","4","","36","52","16","1","10.4018/IJISMD.2020100103","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095774565&doi=10.4018%2fIJISMD.2020100103&partnerID=40&md5=2b89e58b8e94f3db66b16a718acb0486","Amity University, Noida, India; University of Petroleum and Energy Studies, India","Singh I., Amity University, Noida, India; Sabitha S., Amity University, Noida, India; Choudhury T., University of Petroleum and Energy Studies, India; Aggarwal A., Amity University, Noida, India; Dewangan B.K., University of Petroleum and Energy Studies, India","Technical organisations are ranked based on performance indicators like resources, students’ intake, global reputation, and research activities. Student performance and placement are important factors in deciding the ranking of a university. Student performance analysis is a recent and widely researched domain aimed at reforming the education system. The analysis assists institutions to understand and improve their performance and educational outcomes. Admissions, academics, and placement are the three most significant processes during which the large amount of data is gathered within a university and there is a requirement of analysis. The data mining techniques are used for data analysis processes and it encompasses data understanding, pre-processing, modelling, and implementation. In this research work, fuzzy c-means clustering technique is used to understand fuzziness of student performance, classify and map the student performance to employability. To understand this objective, the dataset has been collected from universities, pre-processed, and analysed. Copyright © 2020, IGI Global.","Cluster Analysis; Data Mining; Fuzzy C-Means Algorithm; Overall Performance; Silhouette Measure; Student Performance","Data mining; Fuzzy systems; Analysis process; Data understanding; Education systems; Fuzzy C means clustering; Performance indicators; Research activities; Student performance; Student performance analysis; Students","","","","","","","Annabestani M., Rowhanimanesh A., Mizani A., Rezaei A., Fuzzy descriptive evaluation system: Real, complete and fair evaluation of students, Soft Computing, 24, 4, pp. 3025-3035, (2020); Banswal R., Madaan V., SPACS: Students’ Performance Analysis and Counseling System using Fuzzy logic and Association Rule Mining, International Journal of Computers and Applications, 134, 3, pp. 12-17, (2016); Doctor F., Iqbal R., An intelligent framework for monitoring student performance using fuzzy rule-based linguistic summarisation, Fuzzy Systems (FUZZ-IEEE), 2012 IEEE International Conference on, pp. 1-8, (2012); Han J., Kamber M., Pei J., Data mining, Southeast Asia edition: Concepts and techniques, (2006); Ilieva G., Yankova T., Early Multi-criteria Detection of Students at Risk of Failure, TEM Journal, 9, 1, pp. 344-350, (2020); Kumar S. A., Vijayalakshmi M. N., Mining of student academic evaluation records in higher education, Recent Advances in Computing and Software Systems (RACSS), 2012 International Conference on, pp. 67-70, (2012); Lakshmi T. M., Martin A., Venkatesan V. P., An analysis of student’s performance using genetic algorithm, Journal of Computer Sciences and Applications, 1, 4, pp. 75-79, (2013); Lakshmi T. M., Martin A., Begum R. M., Venkatesan V. P., An analysis on performance of decision tree algorithms using student’s qualitative data, International Journal of Modern Education and Computer Science, 5, 5, pp. 18-27, (2013); Oyelade O. J., Oladipupo O. O., Obagbuwa I. C., Application of k Means Clustering algorithm for prediction of Students Academic Performance, (2010); Pal S., Mining educational data to reduce dropout rates of engineering students, International Journal of Information Engineering and Electronic Business, 4, 2, (2012); Patel J., Yadav R. S., Applications of clustering algorithms in academic performance evaluation, Open Access Library Journal, 2, 1, (2015); Priya K. S., Kumar A. S., Improving the student’s performance using educational data mining, International Journal of Advanced Networking and Applications, 4, 4, (2013); Sabitha A. S., Mehrotra D., Bansal A., Delivery of learning knowledge objects using fuzzy clustering, Education and Information Technologies, 21, 5, pp. 1329-1349, (2016); Saxena N., Saxena K. K., Fuzzy logic based students’ performance analysis model for educational institutions, VIVECHAN International Journal of Research, 1, pp. 79-86, (2010); Sihaloho T. P., Nasution M. K., Situmorang Z., Level of student satisfaction on lecturer performance with fuzzy inference system (FIS) tsukamoto method, In IOP Conference Series: Materials Science and Engineering, 725, 1, (2020); Silva F. H., Fernandes P. O., Importance-performance analysis as a tool in evaluating higher education service quality: the empirical results of ESTiG (IPB), The 17th International Business Information Management Association Conference, pp. 306-315, (2011); Tair M. M. A., El-Halees A. M., Mining educational data to improve students’ performance: A case study, International Journal of Information, 2, 2, pp. 140-146, (2012); Varghese B. M., Bindiya M., Tomy J., Poulose U. A., Clustering student data to characterize performance patterns, Int. J. Adv. Comput. Sci. Appl, 2, pp. 138-140, (2010); Xu R., Wunsch D., Clustering, (2008); Yadav R. S., Ahmed P., Academic performance evaluation using fuzzy C-means, Int. J. Comput. Sci. Eng. Inf. Technol. Res, 2, 4, pp. 55-84, (2012); Yadav R. S., Singh V. P., Modeling academic performance evaluation using fuzzy c-means clustering techniques, International Journal of Computers and Applications, 60, 8, (2012); Yadav R. S., Ahmed P., Soni A. K., Pal S., Academic performance evaluation using soft computing techniques, Current Science, pp. 1505-1517, (2014); Yadav S. K., Pal S., Data mining: A prediction for performance improvement of engineering students using classification, (2012); Yadav S. K., Bharadwaj B., Pal S., Data mining applications: A comparative study for predicting student’s performance, (2012)","","","IGI Global","","","","","","19478186","","","","English","Int. J. Inf. Syst. Model. Des.","Article","Final","","Scopus","2-s2.0-85095774565"
"Nwajiuba C.A.; Igwe P.A.; Akinsola-Obatolu A.D.; Ituma A.; Binuomote M.O.","Nwajiuba, Chinyere Augusta (7801367933); Igwe, Paul Agu (57201619466); Akinsola-Obatolu, Abiola Deborah (57214221249); Ituma, Afam (12139195500); Binuomote, Michael Olayinka (57214220416)","7801367933; 57201619466; 57214221249; 12139195500; 57214220416","What can be done to improve higher education quality and graduate employability in Nigeria? A stakeholder approach","2020","Industry and Higher Education","34","5","","358","367","9","24","10.1177/0950422219901102","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078487909&doi=10.1177%2f0950422219901102&partnerID=40&md5=143e0876abd993e217aaa0f1008fbe0f","Alex Ekwueme Federal University Ndufu-Alike, Ikwo, Nigeria; University of Lincoln, United Kingdom; Alex Ekwueme Federal University Ndufu-Alike, Nigeria","Nwajiuba C.A., Alex Ekwueme Federal University Ndufu-Alike, Ikwo, Nigeria; Igwe P.A., University of Lincoln, United Kingdom; Akinsola-Obatolu A.D., University of Lincoln, United Kingdom; Ituma A., Alex Ekwueme Federal University Ndufu-Alike, Nigeria; Binuomote M.O., Alex Ekwueme Federal University Ndufu-Alike, Nigeria","The purpose of this study is twofold. First, it identifies the extent to which Nigerian higher education institutions (HEIs) enable the development of graduate skills and employability. Second, it outlines the roles of the major stakeholders in higher education and suggests ways to improve graduates’ knowledge, employability and skills. The study is based on a qualitative design incorporating interviews with representatives of public and private organizations, education agencies and members of non-governmental organizations in Nigeria. The data were analysed thematically to ascertain the perceptions of key stakeholders. The findings reveal that there is a minimal collaboration between HEIs and industry and many HEIs in Nigeria lack the necessary pedagogy, funding and infrastructure to carry out the teaching of employability skills. Several practical and policy implications arise from the study regarding improving graduate employability in Nigeria – in particular, the need to create a culture and environment that are conducive to HEI–industry–government collaboration and the need to design the curriculum to enable the teaching of employability skills. © The Author(s) 2020.","Generic skills; graduate employability; higher education; Nigeria; stakeholder theory","","","","","","","","Asongu S.A., Tchamyou V.S., The impact of entrepreneurship on the knowledge economy in Africa, Journal of Entrepreneurship in Emerging Economies, 8, 1, pp. 101-131, (2016); Beutel D., Adie L., Lloyd M., Assessment moderation in an Australian context: processes, practices, and challenges, Teaching in Higher Education, 22, 1, pp. 1-14, (2017); Billett S., The standing of vocational education: sources of its societal esteem and implications for its enactment, Journal of Vocational Education & Training, 66, 1, pp. 1-21, (2014); Can higher education solve Africa’s job crisis? Understanding graduate employability in Sub-Saharan Africa, London, (2014); Charmaz K., Constructing Grounded Theory, (2014); Christie F., Careers guidance and social mobility in UK higher education: practitioner perspectives, British Journal of Guidance & Counselling, 44, 1, pp. 72-85, (2016); Coates H., Richardson S., An international assessment of bachelor’s degree graduates’ learning outcomes, Higher Education Management and Policy, 23, 3, pp. 52-69, (2011); Employability skills, (2007); Creswell J.W., Clark P.V.L., Designing and Conducting Mixed Methods Research, (2011); Danson M., Todeva E., Government and governance of regional triple helix interactions, Industry and Higher Education, 30, 1, pp. 13-26, (2016); Capacity in Research, Department for International Development Working Paper, pp. 1-42, (2010); Ekechukwu V., Nigeria’s universities are performing poorly. 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Schlierer H., Werner A., Signori A., Et al., How do European SME owner–managers make sense of ‘stakeholder management’? Insights from a cross-national study, Journal of Business Ethics, 109, pp. 39-51, (2012); Serdyukov P., Innovation in education: What works, what doesn’t, and what to do about it?, Journal of Research in Innovative Teaching & Learning, 10, 1, pp. 4-33, (2017); Siuty M.B., Inclusion gatekeepers: the social production of spatial identities in special education, International Journal of Qualitative Studies in Education, 32, 8, pp. 1032-1047, (2019); Tholen G., Graduate employability and educational context: a comparison between Great Britain & the Netherlands, British Educational Research Journal, 40, 1, pp. 1-17, (2014); Graduate employability in Asia, UNESCO Bangkok, (2012); Africa’s jobless youth cast a shadow over economic growth, (2017); United nations conference on trade and development. Science, Technology & Innovation Policy Review, (2011); Verbeke A., Tung V., The future of stakeholder management theory: a temporal perspective, Journal of Business Ethics, 112, 3, pp. 529-543, (2013); Virtanen A., Tynjlala P., Factors explaining the learning of generic skills: a study of university students’ experiences, Teaching in Higher Education, 24, 7, pp. 880-894, (2018); Waxenberger B., Spence L., Reinterpretation of a metaphor: from stakes to claims, Strategic Change, 12, pp. 239-249, (2003); Wolfe A., Putler S., How tight are the ties that bind stakeholder groups?, Organizational Science, 13, 1, pp. 64-82, (2002); World bank warns of ‘learning crisis’ in global education. World development report calls for greater measurement, action on evidence, (2017); The 10 skills you need to thrive in the fourth industrial revolution, (2018); Yilmaz B.S., Gunel O.D., The importance of strategic stakeholder management in tourism sector: research on probable application, An International Multidisciplinary Journal of Tourism, 4, 1, pp. 97-108, (2009); Yorke M., Knight P., Embedding Employability into the Curriculum, (2006); Zeleza P., Bridging the research university budget gap, (2018)","P.A. Igwe; University of Lincoln, United Kingdom; email: pigwe@lincoln.ac.uk","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85078487909"
"Liu X.; Peng M.Y.-P.; Anser M.K.; Chong W.-L.; Lin B.","Liu, Xiang (57219417566); Peng, Michael Yao-Ping (57162108500); Anser, Muhammad Khalid (57201617089); Chong, Wei-Loong (57219163831); Lin, Biqu (57219420249)","57219417566; 57162108500; 57201617089; 57219163831; 57219420249","Key Teacher Attitudes for Sustainable Development of Student Employability by Social Cognitive Career Theory: The Mediating Roles of Self-Efficacy and Problem-Based Learning","2020","Frontiers in Psychology","11","","1945","","","","40","10.3389/fpsyg.2020.01945","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092632821&doi=10.3389%2ffpsyg.2020.01945&partnerID=40&md5=b50fd4c8e039d52903a98346e8dabd65","School of Economics and Management, Fuzhou University of International Studies and Trade, Fuzhou, China; School of Economics and Management, Foshan University, Foshan, China; School of Digital Economics, Guilin University of Electronic Technology, Guilin, China; School of Public Administration, Xi’an University of Architecture and Technology, Xi’an, China; Department of Education, New Era University College, Kajang, Malaysia; School of Marxism, Fujian Normal University, Fuzhou, China","Liu X., School of Economics and Management, Fuzhou University of International Studies and Trade, Fuzhou, China; Peng M.Y.-P., School of Economics and Management, Foshan University, Foshan, China, School of Digital Economics, Guilin University of Electronic Technology, Guilin, China; Anser M.K., School of Public Administration, Xi’an University of Architecture and Technology, Xi’an, China; Chong W.-L., Department of Education, New Era University College, Kajang, Malaysia; Lin B., School of Marxism, Fujian Normal University, Fuzhou, China","Higher education policy and talent training are failing to meet the ever-changing expectations of employers and society in Taiwan, resulting in a gap between university education and employment. This study used social cognitive career theory (SCCT) to explore the relationships among self-efficacy, transformational leadership (TL), student employability (SE), and problem-based learning (PBL) in higher education institutions (HEIs). The analysis of 637 undergraduates from 16 Taiwanese HEIs using structural equation modeling (SEM) shows significant positive correlations among self-efficacy, PBL, TL, and SE, with PBL and self-efficacy as key mediators. Based on these findings, the researchers propose feasible suggestions for related issues and future research. © Copyright © 2020 Liu, Peng, Anser, Chong and Lin.","employability; problem-based learning; self-efficacy; social cognitive career theory; transformational leadership","","","","","","Double Ten Thousand Plan, (FBJG 20190223)","This paper was supported by the Construction of the “Double Ten Thousand Plan” for the First-Class Major of the International Trade under the Background of the New Liberal Arts (FBJG 20190223) and the delightful phased results of the research project on the education and teaching reform of undergraduate universities in Fujian Province in 2019.","Ahmed E., Jones M., Marks T.K., (2015); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: a European study, High. Educ. 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Behav, 84, pp. 266-272, (2014); Little T.D., Cunningham W.A., Shahar G., Widaman K.F., To parcel or not to parcel: exploring the question, weighing the merits, Struct. Equ. Model, 9, pp. 151-173, (2002); Makkonen P., The employability of newcomer self‐initiated expatriates in China: an employers’ perspective, Asia Pac. J. Hum. Resour, 55, pp. 498-515, (2017); Martin L., West J., Bill K., Incorporating problem-based learning strategies to develop learner autonomy and employability skills in sports science undergraduates, J. Hosp. Leis. Sport Tour. Educ, 7, pp. 18-30, (2008); McGrath C., Comfort M.B., Luo Y., Samaranayake L.P., Clark C.D., Application of an interactive computer program to manage a problem-based dental curriculum, J. Dent. Educ, 70, pp. 387-397, (2006); Mierson S., Freiert K., Problem-based learning, Training Dev, 58, pp. 15-17, (2004); Oqvist A., Malmstrom M., Teachers’ leadership: a maker or a breaker of students’ educational motivation, Sch. Leadersh. Manag, 36, pp. 365-380, (2016); Pan Y.J., Lee L.-S., Academic performance and perceived employability of graduate students in business and management–an analysis of nationwide graduate destination survey, Procedia Soc. Behav. Sci, 25, pp. 91-103, (2011); Parker S.K., Williams H.M., Turner N., Modeling the antecedents of proactive behavior at work, J. Appl. Psychol, 91, pp. 636-652, (2006); Pascarella E.T., Terenzini P.T., Feldman K.A., How college affects students, 2, (2005); Peng M.Y.P., Sheng-Hwa T., Han-Yu W., (2018); Poekert P.E., Teacher leadership and professional development: examining links between two concepts central to school improvement, Prof. Dev. Educ, 38, pp. 169-188, (2012); Pounder J.S., Transformational classroom leadership: a novel approach to evaluating classroom performance, Assess. Eval. High. Educ, 33, pp. 233-243, (2008); Pounder J., Quality teaching through transformational classroom leadership, Qual. Assur. Educ, 22, pp. 273-285, (2014); Rigotti T., Schyns B., Mohr G., A short version of the occupational self-efficacy scale: structural and construct validity across five countries, J. Career Assessment, 16, pp. 238-255, (2008); Robinson V.M., Lloyd C.A., Rowe K.J., The impact of leadership on student outcomes: an analysis of the differential effects of leadership types, Educ. Adm. Q, 44, pp. 635-674, (2008); Scager K., Akkerman S.F., Pilot A., Wubbels T., Teacher dilemmas in challenging students in higher education, Teach. High. Educ, 22, pp. 318-335, (2017); Shahzad K., Arenius P., Muller A., Rasheed M.A., Bajwa S.U., Unpacking the relationship between high-performance work systems and innovation performance in SMEs, Pers. Rev, 48, pp. 977-1000, (2019); Shatzer R.H., Caldarella P., Hallam P.R., Brown B.L., Comparing the effects of instructional and transformational leadership on student achievement implications for practice, Educ. Manag. Adm. Leadersh, 44, pp. 445-459, (2013); Sheu H.B., Chong S.S., Chen H.F., Lin W.C., Well-being of Taiwanese and Singaporean college students: cross-cultural validity of a modified social cognitive model, J. Couns. Psychol, 61, pp. 447-460, (2014); Shrout P.E., Bolger N., Mediation in experimental and nonexperimental studies: new procedures and recommendations, Psychol. Methods, 7, pp. 422-445, (2002); Tagg J., The learning paradigm college, (2003); Van der Heijde C.M., Van Der Heijden B.I., A competence-based and multidimensional operationalization and measurement of employability, Hum. Resour. Manag, 45, pp. 449-476, (2006); van Dinther M., Dochy F., Segers M., Factors affecting students’ self-efficacy in higher education, Educ. Res. Rev, 6, pp. 95-108, (2011); Vermeulen B., Kesselhut J., Pyka A., Saviotti P.P., The impact of automation on employment: just the usual structural change?, Sustainability, 10, (2018); Wang Z., Fu Y., Social support, social comparison, and career adaptability: a moderated mediation model, Soc. Behav. Personal. Int. J, 43, pp. 649-659, (2015); White M., Michaud G., Pachev G., Lirenman D., Kolenc A., FitzGerald J.M., Randomized trial of problem-based versus didactic seminars for disseminating evidence-based guidelines on asthma management to primary care physicians, J. Contin. Educ. Heal. Prof, 24, pp. 237-243, (2004); Zhao H., Seibert S.E., Hills G.E., The mediating role of self-efficacy in the development of entrepreneurial intentions, J. Appl. Psychol, 90, pp. 1265-1272, (2005)","M.Y.-P. Peng; School of Economics and Management, Foshan University, Foshan, China; email: s91370001@mail2000.com.tw; M.Y.-P. Peng; School of Digital Economics, Guilin University of Electronic Technology, Guilin, China; email: s91370001@mail2000.com.tw; M.K. Anser; School of Public Administration, Xi’an University of Architecture and Technology, Xi’an, China; email: mkhalidrao@xauat.edu.cn","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85092632821"
"Trapani J.; Cassar M.","Trapani, Josef (56328202600); Cassar, Maria (56454189600)","56328202600; 56454189600","Intended and actual outcomes of study abroad programs: Nursing students’ experiences","2020","Journal of Nursing Education","59","9","","501","505","4","8","10.3928/01484834-20200817-04","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090103044&doi=10.3928%2f01484834-20200817-04&partnerID=40&md5=9ab6ffd150a37ff99c1ff8af839e118b","Faculty of Health Science, University of Malta, Tal-Qroqq, Malta","Trapani J., Faculty of Health Science, University of Malta, Tal-Qroqq, Malta; Cassar M., Faculty of Health Science, University of Malta, Tal-Qroqq, Malta","Background: Many nursing students participate in study abroad opportunities; yet, few studies explore their experiences. Given the increasing emphasis on evaluating the quality of higher education internationalization, this study explored the motivations for, and outcomes of, Maltese nursing students’ Erasmus+ exchanges against the program’s intended outcomes. Method: Sixty-five Erasmus+ mobility participants completed an online questionnaire (response rate = 44.8%), and 16 participated in a 2-hour focus group. Results: Participants overwhelmingly agreed that intended outcomes of the Erasmus+ program were achieved. Thematic analysis revealed five themes: Enhanced Employability as a Nurse; Exposure to Nursing Beyond the National Shores; Personal Growth; Context-Sensitivity of Nursing Care Delivery; Language and Citizenship. Conclusion: These positive experiences confirm that nurse educators should continue encouraging and facilitating study abroad experiences, and that such opportunities should be offered to even more students. However, more research is required to explore any negative outcomes of student mobility and whether the participants’ perceptions change over time. © 2020 Slack Incorporated. All rights reserved.","","Delivery of Health Care; Education, Nursing, Baccalaureate; Focus Groups; Humans; Internationality; Motivation; Students, Nursing; adult; article; citizenship; education; employability; female; human; human experiment; language; major clinical study; male; motivation; nursing care; nursing student; outcome assessment; perception; questionnaire; thematic analysis; health care delivery; information processing; international cooperation; nursing education","","","","","","","Adami M. F., Kiger A., The use of triangulation for completeness purposes, Nurse Researcher, 12, 4, pp. 19-29, (2005); Beelen J., Jones E., Europe calling: A new definition for internationalization at home, Industry and Higher Education, 83, pp. 12-13, (2015); Bohman D. M., Borglin G., Student exchange for nursing students: Does it raise cultural awareness’? A descriptive, qualitative study, Nurse Education in Practice, 14, pp. 259-264, (2014); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, pp. 77-101, (2006); Button L., Green B., Tengnah C., Johansson I., Baker C., The impact of international placements on nurses’ personal and professional lives: Literature review, Journal of Advanced Nursing, 50, pp. 315-324, (2005); Caruana E., Vella L., Evaluating the ERASMUS experience as part of University study, (2012); Casey D., Murphy K., Irish nursing students’ experiences of service learning, Nursing and Health Services, 10, pp. 306-311, (2008); Crossman J. E., Clarke M., International experience and graduate employability: Stakeholder perceptions on the connection, Higher Education, 59, pp. 599-613, (2009); Currie G., George R., Wilkinson D., Internationalization in higher education, Journal of Nuclear Medicine, 54, (2013); De Wit H., Internationalization of higher education in the United States of America and Europe: A historical, comparative and conceptual analysis, (2009); The Erasmus impact study, (2014); Erasmus+ program guide, version 3.0, (2015); Erasmus celebrates 30 years, (2017); Internationalization in higher education, (2016); Social and economic conditions of student life in Europe, (2019); Goodman B., Jones R., Macias M.S., An exploratory survey of Spanish and English nursing students’ views on studying or working abroad, Nurse Education Today, 28, pp. 378-384, (2008); Kent-Williamson A., Dietrich Leurer M., Luies J., Ferguson L., Murray L., Studying abroad: exploring factors influencing nursing students’ decisions to apply for clinical placements in international settings, Nurse Education Today, 35, pp. 941-947, (2015); Leask B., Using formal and informal curricula to improve interactions between home and international students, Journal of Studies in International Education, 13, 2, pp. 205-221, (2009); Leask B., Internationalizing the curriculum, (2015); Lee N. J., The impact of international experience on student nurses’ personal and professional development, International Nursing Review, 51, pp. 113-122, (2004); Mack N., Woodsong C., MacQueen K. M., Guest G., Narasimhan M., Qualitative research methods: A data collector’s field guide, (2005); Marshall J. E., Experiences of student midwives learning and working abroad in Europe: The value of an Erasmus undergraduate midwifery education programme, Midwifery, 44, pp. 7-13, (2017); Mason A., Valerie E., Fostering internationalization: The benefits to home students of mentoring international students, Practice, 9, 1, pp. 3-12, (2014); Milne A., Cowie J., Promoting culturally competent care: The Erasmus exchange programme, Nursing Standard, 27, 30, pp. 42-46, (2013); Owen C., Breheny P., Ingram R., Pfeifle W., Cain J., Ryan M., Factors associated with pharmacy student interest in international study, American Journal of Pharmaceutical Education, 77, (2013); Robinson S., Griffith P., Nursing education and regulation: international profiles and perspectives, (2007); Van Hoof H. B., Verbeeten M. J., Wine is for drinking, water is for washing: Student opinions about international exchange programs, Journal of Studies in International Education, 9, 1, pp. 42-61, (2005)","J. Trapani; University of Malta, Faculty of Health Sciences, Msida, MSD2080, Malta; email: josef.trapani@um.edu.mt","","Slack Incorporated","","","","","","01484834","","","32865582","English","J. Nurs. Educ.","Article","Final","","Scopus","2-s2.0-85090103044"
"Gabriel F.; Buckley S.; Barthakur A.","Gabriel, Florence (57220338344); Buckley, Sarah (57190609844); Barthakur, Abhinava (57219314197)","57220338344; 57190609844; 57219314197","The impact of mathematics anxiety on self-regulated learning and mathematical literacy","2020","Australian Journal of Education","64","3","","227","242","15","22","10.1177/0004944120947881","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092131896&doi=10.1177%2f0004944120947881&partnerID=40&md5=6e0d1e2382bbdd981da70ea280d981c8","University of South Australia, Australia; Australian Council for Educational Research, Australia","Gabriel F., University of South Australia, Australia; Buckley S., Australian Council for Educational Research, Australia; Barthakur A., University of South Australia, Australia","Self-regulated learning has been shown to have a positive and long-lasting impact on students’ academic development, employability and career progression. Emotions, motivation and metacognition play an important role in students’ ability to monitor and regulate their learning, particularly when studying and engaging with Science, Technology, Engineering and Mathematics content. In this study, we investigated motivational, emotional and cognitive factors involved in self-regulated learning and their role in mathematics learning. Specifically, we analysed the impact of mathematics anxiety and self-regulated learning on mathematical literacy using the Australian subset of Programme for International Student Assessment 2012. Mathematics anxiety is a barrier to mathematical learning and is thought to hinder students’ engagement and the efficiency of their metacognitive processes. Using structural equation modelling, we showed that instrumental motivation and self-concept affect mathematics anxiety, which in turn negatively impacts mathematical literacy by affecting perseverance and self-efficacy. We consider the practical implications of our results and discuss how interventions to reduce students’ mathematics anxiety will allow for the development and/or improvement of self-regulated learning skills in mathematics. © Australian Council for Educational Research 2020.","mathematical literacy; Mathematics anxiety; motivation; Programme for International Student Assessment; self-efficacy; self-regulated learning","","","","","","","","(2018); Ahmed W., Motivation and self-regulated learning: A multivariate multilevel analysis, International Journal of Psychology and Educational Studies, 4, 3, pp. 1-11, (2017); Anderson J.C., Gerbing D.W., Structural equation modeling in practice: A review and recommended two-step approach, Psychological Bulletin, 103, 3, (1988); Ashcraft M.H., Kirk E.P., The relationships among working memory, math anxiety, and performance, Journal of Experimental Psychology: General, 130, 2, (2001); Ashcraft M.H., Moore A.M., Mathematics anxiety and the affective drop in performance, Journal of Psychoeducational Assessment, 27, 3, pp. 197-205, (2009); Azevedo R., Mudrick N., Taub M., Wortha F., Coupling between metacognition and emotions during STEM learning with advanced learning technologies: A critical analysis, implications for future research, and design of learning systems, Teachers College Record, 119, 13, (2017); Beilock S.L., Kulp C.A., Holt L.E., Carr T.H., More on the fragility of performance: choking under pressure in mathematical problem solving, Journal of Experimental Psychology: General, 133, 4, (2004); Beilock S.L., Maloney E.A., Math anxiety: A factor in math achievement not to be ignored, Policy Insights from the Behavioral and Brain Sciences, 2, 1, pp. 4-12, (2015); Berger J.L., Karabenick S.A., Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms, Learning and Instruction, 21, 3, pp. 416-428, (2011); Boekaerts M., (2010); Boekaerts M., Otten R., Voeten R., Examination performance: Are student’s causal attributions school-subject specific?, Anxiety Stress and Coping, 16, 3, pp. 331-342, (2003); Buckley S., Reid K., Goos M., Lipp O.V., Thomson S., Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience, Australian Journal of Education, 60, 2, pp. 157-170, (2016); Burleson W., Affective learning companions and the adoption of metacognitive strategies, International handbook of metacognition and learning technologies, pp. 645-640, (2013); Chauhan A., Singh N., Metacognition: A conceptual framework, International Journal of Education and Psychological Research (IJEPR), 3, 3, pp. 21-22, (2014); Cheema J.R., Some general guidelines for choosing missing data handling methods in educational research, Journal of Modern Applied Statistical Methods, 13, 2, (2014); Cleary T.J., Zimmerman B.J., A cyclical self-regulatory account of student engagement: Theoretical foundations and applications, Handbook of research on student engagement, pp. 237-230, (2012); Cohen J., Statistical power analysis for the behavioral sciences, (1988); (2019); Desoete A., Veenman M., Metacognition in mathematics: Critical issues on nature, theory, assessment and treatment, Metacognition in mathematics education, pp. 1-10), (2006); Dowker A., Sarkar A., Looi C.Y., Mathematics anxiety: What have we learned in 60 years?, Frontiers in Psychology, 7, (2016); Efklides A., Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model, Educational Psychologist, 46, 1, pp. 6-25, (2011); Efklides A., Schwartz B.L., Brown V., (2017); Finch W.H., French B.F., Latent variable modeling with R, (2015); Frenzel A.C., Pekrun R., Goetz T., Girls and mathematics – A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics, European Journal of Psychology of Education, 22, 4, (2007); Goetz T., Cronjager H., Frenzel A.C., Ludtke O., Hall N.C., Academic self-concept and emotion relations: Domain specificity and age effects, Contemporary Educational Psychology, 35, 1, pp. 44-58, (2010); Hine G., Reasons why I didn’t enrol in a higher-level mathematics course: Listening to the voice of Australian senior secondary students, Research in Mathematics Education, (2019); Jain S., Dowson M., Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy, Contemporary Educational Psychology, 34, 3, pp. 240-249, (2009); Khine M.S., Application of structural equation modeling in educational research and practice, (2013); Kline R.B., Principles and practice of structural equation modeling, (2016); Lai Y., Zhu X., Chen Y., Li Y., Effects of mathematics anxiety and mathematical metacognition on word problem solving in children with and without mathematical learning difficulties, PLoS One, 10, 6, (2015); Lauermann F., Eccles J.S., Pekrun R., Why do children worry about their academic achievement? An expectancy-value perspective on elementary students’ worries about their mathematics and reading performance, ZDM, 49, 3, pp. 339-354, (2017); Lodge J.M., Panadero E., Broadbent J., De Barba P.G., Lodge J., Horvath J., Corrin L., (2019); Luo W., Ng P.T., Lee K., Aye K.M., Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: A control-value theory perspective, Learning and Individual Differences, 50, pp. 275-282, (2016); Marsh H.W., Hau K.-T., Wen Z., In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s (1999) findings, Structural Equation Modeling: A Multidisciplinary Journal, 11, 3, pp. 320-341, (2004); Morsanyi K., Cheallaigh N.N., Ackerman R., Mathematics anxiety and metacognitive processes: Proposal for a new line of inquiry, Psihologijske Teme, 28, 1, pp. 147-169, (2019); Muenks K., Wigfield A., Eccles J.S., I can do this! The development and calibration of children’s expectations for success and competence beliefs, Developmental Review, 48, pp. 24-39, (2018); (2013); Ozcan Z.C., Eren Gumus A., A modeling study to explain mathematical problem-solving performance through metacognition, self-efficacy, motivation, and anxiety, Australian Journal of Education, 63, 1, pp. 116-134, (2019); Panadero E., A review of self-regulated learning: Six models and four directions for research, Frontiers in Psychology, 8, (2017); Pekrun R., The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice, Educational Psychology Review, 18, 4, pp. 315-341, (2006); Pekrun R., (2013); Pintrich P.R., The role of motivation in promoting and sustaining self-regulated learning, International Journal of Educational Research, 31, 6, pp. 459-470, (1999); Pintrich P.R., (2000); Ramirez G., Shaw S.T., Maloney E.A., Math anxiety: Past research, promising interventions, and a new interpretation framework, Educational Psychologist, 53, 3, pp. 145-164, (2018); Richardson F.C., Suinn R.M., The mathematics anxiety rating scale: Psychometric data, Journal of Counseling Psychology, 19, 6, (1972); Rosseel Y., Lavaan: An R package for structural equation modeling, Journal of Statistical Software, 48, 2, pp. 1-36, (2012); Rutkowski L., Gonzalez E., Joncas M., Davier M., International large-scale assessment data: Issues in analysis and reporting, Educational Researcher, 39, 2, pp. 142-151, (2010); Schneider W., Artelt C., Metacognition and mathematics education, ZDM, 42, 2, pp. 149-161, (2010); Simsek O.F., Introduction to structural equation modelling: Basic principles and LISREL applications, (2007); Star J.R., (2015); Suarez-Pellicioni M., Nunez-Pena M.I., Colome A., Math anxiety: A review of its cognitive consequences, psychophysiological correlates, and brain bases, Cognitive, Affective, & Behavioral Neuroscience, 16, 1, pp. 3-22, (2016); Watt H.M., Hyde J.S., Petersen J., Morris Z.A., Rozek C.S., Harackiewicz J.M., Mathematics – A critical filter for STEM-related career choices? A longitudinal examination among Australian and US adolescents, Sex Roles, 77, 3-4, pp. 254-271, (2017); Wigfield A., Cambria J., Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes, Developmental Review, 30, 1, pp. 1-35, (2010); Winne P.H., Experimenting to bootstrap self-regulated learning, Journal of Educational Psychology, 89, pp. 397-410, (1997); Winne P.H., (2017); Wolters C.A., Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning, Educational Psychologist, 38, 4, pp. 189-205, (2003); Wolters C.A., Hussain M., Investigating grit and its relations with college students’ self-regulated learning and academic achievement, Metacognition and Learning, 10, 3, pp. 293-311, (2015); Wolters C., Won S., Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning, Handbook of Self-Regulation of Learning and Performance, (2017); Yong A.G., Pearce S., A beginner’s guide to factor analysis: Focusing on exploratory factor analysis, Tutorials in Quantitative Methods for Psychology, 9, 2, pp. 79-94, (2013); Zimmerman B.J., (2000); Zimmerman B.J., Schunk D.H., Motivation and self-regulated learning:, Theory, research and applications, pp. 267-260, (2008)","F. Gabriel; University of South Australia, Australia; email: florence.gabriel@unisa.edu.au","","SAGE Publications Ltd","","","","","","00049441","","","","English","Aust. J. Educ.","Article","Final","","Scopus","2-s2.0-85092131896"
"Kapasia N.; Paul P.; Roy A.; Saha J.; Zaveri A.; Mallick R.; Barman B.; Das P.; Chouhan P.","Kapasia, Nanigopal (57217236086); Paul, Pintu (57203950427); Roy, Avijit (57214503692); Saha, Jay (57212252813); Zaveri, Ankita (57210579717); Mallick, Rahul (57217234465); Barman, Bikash (57212243485); Das, Prabir (57217231149); Chouhan, Pradip (57208314499)","57217236086; 57203950427; 57214503692; 57212252813; 57210579717; 57217234465; 57212243485; 57217231149; 57208314499","Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India","2020","Children and Youth Services Review","116","","105194","","","","423","10.1016/j.childyouth.2020.105194","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086875431&doi=10.1016%2fj.childyouth.2020.105194&partnerID=40&md5=ca4d21c1c20ff76d94ec55573be0157a","Department of Geography, Malda College, Malda, 732103, West Bengal, India; Centre for the Study of Regional Development, School of Social Sciences, Jawaharlal Nehru University (JNU), New Delhi, 110067, India; Department of Geography, University of Gour Banga (UGB), Malda, 732103, West Bengal, India","Kapasia N., Department of Geography, Malda College, Malda, 732103, West Bengal, India; Paul P., Centre for the Study of Regional Development, School of Social Sciences, Jawaharlal Nehru University (JNU), New Delhi, 110067, India; Roy A., Department of Geography, University of Gour Banga (UGB), Malda, 732103, West Bengal, India; Saha J., Department of Geography, University of Gour Banga (UGB), Malda, 732103, West Bengal, India; Zaveri A., Department of Geography, University of Gour Banga (UGB), Malda, 732103, West Bengal, India; Mallick R., Department of Geography, University of Gour Banga (UGB), Malda, 732103, West Bengal, India; Barman B., Department of Geography, University of Gour Banga (UGB), Malda, 732103, West Bengal, India; Das P., Department of Geography, University of Gour Banga (UGB), Malda, 732103, West Bengal, India; Chouhan P., Department of Geography, University of Gour Banga (UGB), Malda, 732103, West Bengal, India","To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds. © 2020 Elsevier Ltd","COVID-19; E-learning; Lockdown; Undergraduate and postgraduate learners; West Bengal","","","","","","","","Abidah A., Hidaayatullaah H.N., Simamora R.M., Fehabutar D., Mutakinati L., The impact of Covid-19 to Indonesian education and its relation to the philosophy of “MerdekaBelajar”, SiPoSE: Studies in Philosophy of Science and Education, 1, 1, pp. 38-49, (2020); Gonzalez T., (2020); Goyal S., (2020); (2020); Kumar D., (2020); Manzoor A., (2020); Pelmin M., (2020); Raju H., (2020); Strielkowski W., (2020); UNESCO","N. Kapasia; Department of Geography, Malda College, Malda, 732103, India; email: nanigopal.kapasia@gmail.com","","Elsevier Ltd","","","","","","01907409","","CYSRD","","English","Child. Youth Serv. Rev.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85086875431"
"Khodeir L.M.; Nessim A.A.","Khodeir, Laila Mohamed (55931600300); Nessim, Ashraf Ali (57193122848)","55931600300; 57193122848","Changing skills for architecture students employability: Analysis of job market versus architecture education in Egypt","2020","Ain Shams Engineering Journal","11","3","","811","821","10","12","10.1016/j.asej.2019.11.006","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077171697&doi=10.1016%2fj.asej.2019.11.006&partnerID=40&md5=88e98825e6d72aad76925df1070d9ddc","Department of Architecture, Faculty of Engineering, Ain Shams University, 1 El Sarayat St. Abbaseya, Postal No 11535, Cairo, Egypt; Secondment to The British University in Egypt, El Sherouk City, Misr-Ismalia Road, Postal No 11837, Cairo, Egypt","Khodeir L.M., Department of Architecture, Faculty of Engineering, Ain Shams University, 1 El Sarayat St. Abbaseya, Postal No 11535, Cairo, Egypt, Secondment to The British University in Egypt, El Sherouk City, Misr-Ismalia Road, Postal No 11837, Cairo, Egypt; Nessim A.A., Department of Architecture, Faculty of Engineering, Ain Shams University, 1 El Sarayat St. Abbaseya, Postal No 11535, Cairo, Egypt, Secondment to The British University in Egypt, El Sherouk City, Misr-Ismalia Road, Postal No 11837, Cairo, Egypt","Architectural Education methods are facing challenges named “21st Century Competencies” which affect the employability of the fresh graduates. Accordingly, several higher educational institutions are changing their teaching methods to equip students with skills that support them with lifelong learning capabilities. This research aims at assessing the current skills that are transferred through AE versus the Architecture Engineering and Construction industry job market in Egypt and to propose an approach to fill the gap between both. A literature review was performed. Afterwards, a questionnaire targeting a sample of 100 fresh-graduates’ and senior students was carried out and aimed at identifying the current challenges facing the integration of the required skills. A 360 degrees’ evaluation was performed to assess the students’ views. In addition, fifteen one-to-one interviews were done with professionals and academics to identify the AEC market needs. An approach was suggested to bridge the gap between teaching and work skills. © 2019 THE AUTHORS","21st century skills; Architecture Education (AE); Architecture Engineering and Construction (AEC); Employability skills; Job market","Architecture; Commerce; Construction industry; Employment; Students; Teaching; 'current; 21st century skill; Architectural education; Architecture education; Architecture engineering; Architecture engineering and construction; Education methods; Employability skills; Job market; Facings","","","","","","","Ongardwanich N., Kanjanawasee S., Tuipae C., Development of 21st century skill scales as perceived by students, Procedia – Social Behav Sci, 191, pp. 737-741, (2015); Joke Voogt and Natalie Pareja Roblin, A comparative analysis of international frameworks for 21st century competences: implications for national curriculum policies, J Curr Studies, 44, 3, pp. 299-321, (2012); Oluwatayo A., Opoko A., Ezema I., Irohma O., How do students perceive their employability readiness: the case of architecture students, 3rd International Conference on African Development Issues (CU-ICADI), pp. 193-195, (2016); Chu S.K.W., Et al., 21st century skills development through inquiry-based learning: from theory to practice, (2017); Troitschanskaia O., Pant H., Lautenbach C., Molerov D., Toepper M., Bruckner S., Modeling and measuring competencies in higher education: approaches to challenges in higher education policy and practice, (2017); Asfour K., Polemics in Arab architecture: theory versus practice, Int J Architect Res (Archnet-IJAR), 1, 1, pp. 53-69, (2007); Yildirima T., Yavuz A.O., Comparison of traditional and digital visualization technologies in architectural design education, Procedia – Social Behav Sci, 51, pp. 69-73, (2012); Farahat B.I., Architectural education future experience in designing a new curriculum for undergraduate university education in architecture, Proceedings of EDULEARN11 Conference, Spain, 4–6 July 2011, (2011); Salleh R., Md Yousof M., Memon A., Attributes of graduate architects: an industry perspective, Social Sci, 11, 5, pp. 551-556, (2016); Suhaili P., Ahmad E., Ainah M., Soft skills construct for architecture graduate in accordance with industries requirement, 2nd International Conference on “Global Trends in Academic Research “(GTARP), pp. 122-130, (2015); Siddiq F., Gochyyev P., Wilson M., Learning in Digital Networks – ICT literacy: a novel assessment of students' 21st century skills, Comput Educ, 109, pp. 11-37, (2017); Simon Buckingham Shum and Ruth Deakin Crick, Learning analytics for 21st century competencies, J Learn Anal, 3, 2, pp. 6-21, (2016); Elshater A., The power of photography in urban design discipline: a module catalogue, Int J Architect Res (Archnet-IJAR), 12, 2, pp. 182-208, (2018); Salama A., Maclean L., Integrating appreciative inquiry (AI) into architectural pedagogy: an assessment experiment of three retrofitted buildings in the city of Glasgow, Front Architect Res, 6, 2, pp. 169-182, (2017); (2011)","L.M. Khodeir; Department of Architecture, Faculty of Engineering, Ain Shams University, Cairo, 1 El Sarayat St. Abbaseya, Postal No 11535, Egypt; email: leila.mohammed@eng.asu.edu.eg","","Ain Shams University","","","","","","20904479","","","","English","Ain Shams Eng. J.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85077171697"
"Cheung F.; Ngo H.-Y.; Leung A.","Cheung, Francis (35912469300); Ngo, Hang-Yue (7005488511); Leung, Angel (35303019100)","35912469300; 7005488511; 35303019100","Predicting Work Volition Among Undergraduate Students in the United States and Hong Kong","2020","Journal of Career Development","47","5","","565","578","13","16","10.1177/0894845318803469","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85058956579&doi=10.1177%2f0894845318803469&partnerID=40&md5=ec9821b90607f0117b2cc1b677898e76","Department of Applied Psychology, Lingnan University, Hong Kong; Department of Management, Chinese University of Hong Kong, Hong Kong; Department of Psychology, The Education University of Hong Kong, Hong Kong","Cheung F., Department of Applied Psychology, Lingnan University, Hong Kong; Ngo H.-Y., Department of Management, Chinese University of Hong Kong, Hong Kong; Leung A., Department of Psychology, The Education University of Hong Kong, Hong Kong","In this study, we examined the relationships among personal resources (i.e., psychological capital, perceived employability, and career resources), constraints, and work volition of university students. Two undergraduate samples from the United States and Hong Kong were collected. In both samples, results showed that personal resources were positively associated with work volition, whereas constraints were negatively related to it. However, moderated regression analysis with the two samples exerted only limited support on the moderating effect of personal resources in mitigating the effect of constraints on work volition. Limitations and implications were also discussed. © Curators of the University of Missouri 2018.","career development stages; personal resources; quantitative methods; research content areas; research methods; sample populations; undergraduates/early adults; work volition","","","","","","","","Aronson P., Callahan T., Davis T., The transition from college to work during the great recession: Employment, financial, and identity challenges, Journal of Youth Studies, 18, pp. 1097-1118, (2015); Austin K.L., Douglass R.P., Duffy R.D., England J.W., Allan B.A., Subjective social status, work volition, and career adaptability: A longitudinal study, Journal of Vocational Behavior, 99, pp. 1-10, (2017); Auyeung P., Sands J., Factors influencing accounting students’ career choice: Across-cultural validation study, Accounting Education, 6, pp. 13-23, (1997); Bandura A., Self-efficacy: The exercise of control, (1997); Baron R.M., Kenny D.A., The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations, Journal of Personality and Social Psychology, 51, (1986); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, pp. 279-292, (2007); Blustein D.L., The role of work in psychological health and well-being: A conceptual, historical, and public policy perspective, American Psychologist, 63, pp. 228-240, (2008); Blustein D.L., Chaves A.P., Diemer M.A., Gallagher L.A., Marshall K.G., Sirin S., Bhati K.S., Voices of the forgotten half: The role of social class in the school-to-work transition, Journal of Counseling Psychology, 49, pp. 311-323, (2002); Blustein D.L., McWhirter E.H., Perry J.C., An emancipatory communitarian approach to vocational development theory, research, and practice, The Counseling Psychologist, 33, pp. 141-179, (2005); Bouchard L.M., Nauta M.M., College students’ health and short-term career outcomes: Examining work volition as a mediator, Journal of Career Development, 45, pp. 393-406, (2017); Buyukgoze-Kavas A., Duffy R.D., Douglass R.P., Exploring links between career adaptability, work volition, and well-being among Turkish students, Journal of Vocational Behavior, 90, pp. 122-131, (2015); Cheung F., Wu A.M.S., Yeung D.Y.L., Factors associated with work volition among aging workers in Hong Kong, Journal of Career Development, 43, pp. 160-176, (2016); Creed P.A., Patton W., Bartrum D., Internal and external barriers, cognitive style, and the career development variables of focus and indecision, Journal of Career Development, 30, pp. 277-294, (2004); Daniels L.M., Stewart T.L., Stupnisky R.H., Perry R.P., LoVerso T., Relieving career anxiety and indecision: The role of undergraduate students’ perceived control and faculty affiliations, Social Psychology of Education, 14, pp. 409-426, (2011); De Grip A., Van Loo J., Sanders J., The industry employability index: Taking account of supply and demand characteristics, International Labour Review, 14, pp. 211-233, (2004); Demerouti E., van Eeuwijk E., Snelder M., Wild U., Assessing the effects of a “personal effectiveness” training on psychological capital, assertiveness and self-awareness using self-other agreement, Career Development International, 16, pp. 60-81, (2011); Denhart C., How the $1.2 trillion college debt crisis is crippling students, parents, and the economy, (2013); Dik B.J., Duffy R.D., Calling and vocation at work: Definitions and prospects for research and practice, The Counseling Psychologist, 37, pp. 424-450, (2009); Duffy R.D., Bott E.M., Torrey C.L., Webster G.W., Work volition as a critical moderator in the prediction of job satisfaction, Journal of Career Assessment, 21, pp. 20-31, (2013); Duffy R.D., Diemer M.A., Jadidian A., The development and initial validation of the work volition scale–student version, The Counseling Psychologist, 40, pp. 291-319, (2012); Duffy R.D., Diemer M.A., Perry J.C., Laurenzi C., Torrey C.L., The construction and initial validation of the work volition scale, Journal of Vocational Behavior, 80, pp. 400-411, (2012); Duffy R.D., Douglass R.P., Autin K.L., Career adaptability and academic satisfaction: Examining work volition and self efficacy as mediators, Journal of Vocational Behavior, 90, pp. 46-54, (2015); Duffy R.D., Douglass R.P., Autin K.L., Allan B.A., Examining predictors of work volition among undergraduate students, Journal of Career Assessment, 24, pp. 441-459, (2016); Fan W., Cheung F.M., Leong F.T., Cheung S.F., Personality traits, vocational interests, and career exploration: A cross-cultural comparison between American and Hong Kong students, Journal of Career Assessment, 20, pp. 105-119, (2012); Fox S., Stallworth L.E., Racial/ethnic bullying: Exploring links between bullying and racism in the US workplace, Journal of Vocational Behavior, 66, pp. 438-456, (2005); Frazier P.A., Tix A.P., Barron K.E., Testing moderator and mediator effects in counseling psychology research, Journal of Counseling Psychology, 51, (2004); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Guan Y., Zhou W., Ye L., Jiang P., Zhou Y., Perceived organizational career management and career adaptability as predictors of success and turnover intention among Chinese employees, Journal of Vocational Behavior, 88, pp. 230-237, (2015); Hakanen J.J., Bakker A.B., Demerouti E., How dentists cope with their job demands and stay engaged: The moderating role of job resources, European Journal of Oral Sciences, 113, pp. 479-487, (2005); Hobfoll S.E., Conservation of resources: A new attempt at conceptualizing stress, American Psychologist, 44, pp. 513-524, (1989); Hofestde G., Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations, (2001); Jadidian A., Duffy R.D., Work volition, career decision self-efficacy, and academic satisfaction: An examination of mediators and moderators, Journal of Career Assessment, 20, pp. 154-165, (2012); Jin L., Watkins D., Yuen M., Personality, career decision self-efficacy and commitment to the career choices process among Chinese graduate students, Journal of Vocational Behavior, 74, pp. 47-52, (2009); Lau A., Pang M., Undergraduates’ career perceptions and first job needs in Hong Kong, International Journal of Career Management, 7, pp. 14-24, (1995); Lau H., Stotzer R.L., Employment discrimination based on sexual orientation: A Hong Kong study, Employee Responsibilities and Rights Journal, 23, pp. 17-35, (2011); Leong F.T., Career development attributes and occupational values of Asian American and White American college students, The Career Development Quarterly, 39, pp. 221-230, (1991); Lent R.W., Brown S.D., Hackett G., Toward a unifying social cognitive theory of career and academic interest, choice, and performance, Journal of vocational behavior, 45, pp. 79-122, (1994); Lin A., Racial discrimination at work in Hong Kong, (2005); Lorenz T., Beer C., Putz J., Heinitz K., Measuring psychological capital: construction and validation of the compound PsyCap scale (CPC-12), PLoS One, 11, (2016); Luthans F., Avey J.B., Patera J.L., Experimental analysis of a web-based training intervention to develop positive psychological capital, Academy of Management Learning & Education, 7, pp. 209-221, (2008); Luthans F., Avolio B.J., Avey J.B., Norman S.M., Positive psychological capital: Measurement and relationship with performance and satisfaction, Personnel Psychology, 60, pp. 541-572, (2007); Luthans F., Norman S.M., Avolio B.J., Avey J.B., The mediating role of psychological capital in the supportive organizational climate—employee performance relationship, Journal of Organizational Behavior, 29, pp. 219-238, (2008); Masten A.S., Reed M.G., Resilience in development, Handbook of positive psychology, pp. 74-88, (2002); Ngo H.Y., Foley S., Ji M.S., Loi R., Work satisfaction of Chinese employees: A social exchange and gender-based view, Social Indicators Research, 116, pp. 457-473, (2014); Ngo H.Y., Liu H., Cheung F., Perceived employability of Hong Kong employees: Its antecedents, moderator and outcomes, Personnel Review, 46, pp. 17-35, (2017); Peterson C., Seligman M.E.P., Character strengths and virtues: A handbook and classification, (2004); Podsakoff P.M., MacKenzie S.B., Lee J.Y., Podsakoff N.P., Common method biases in behavioral research: A critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, (2003); Pruett M., Shinnar R., Toney B., Llopis F., Fox J., Explaining entrepreneurial intentions of university students: A cross-cultural study, International Journal of Entrepreneurial Behavior & Research, 15, pp. 571-594, (2009); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, pp. 23-41, (2007); Rothwell A., Jewell S., Hardie M., Self-perceived employability: Investigating the responses of post-graduate students, Journal of Vocational Behavior, 75, pp. 152-161, (2009); Rottinghaus P.J., Buelow K.L., Matyja A., Schneider M.R., The career futures inventory–revised: Measuring dimensions of career adaptability, Journal of Career Assessment, 20, pp. 123-139, (2012); Saks A.M., Ashforth B.E., Effects of individual differences and job search behaviors on the employment status of recent university graduates, Journal of Vocational Behavior, 54, pp. 335-349, (1999); Schaubroeck J., Merritt D.E., Divergent effects of job control on coping with work stressors: The key role of self-efficacy, Academy of Management Journal, 40, pp. 738-754, (1997); Seibert S.E., Kraimer M.L., Liden R.C., A social capital theory of career success, Academy of Management Journal, 44, pp. 219-237, (2001); Seligman M.E., Learned optimism: How to change your mind and your life, (2011); Seligman M.E., Csikszentmihalyi M., Special issue on happiness, excellence, and optimal human functioning, American Psychologist, 55, pp. 5-183, (2000); Sheldon K.M., King L., Why positive psychology is necessary, American Psychologist, 56, (2001); Snyder C.R., Hope theory: Rainbows in the mind, Psychological Inquiry, 13, pp. 249-275, (2002); Spreitzer G.M., Social structural characteristics of psychological empowerment, Academy of Management Journal, 39, pp. 483-504, (1996); Tokar D.M., Kaut K.P., Predictors of decent work among workers with Chiari malformation: An empirical test of the theory, Journal of Vocational Behavior, (2018); Tomaskovic-Devey D., Stainback K., Discrimination and desegregation: Equal opportunity progress in US private sector workplaces since the civil rights act, The Annals of the American Academy of Political and Social Science, 609, pp. 49-84, (2007); Urbanaviciute I., Pociute B., Kairys A., Liniauskaite A., Perceived career barriers and vocational outcomes among university undergraduates: Exploring mediation and moderation effects, Journal of Vocational Behavior, 92, pp. 12-21, (2016); Van der Heijden B.I., de Lange A.H., Demerouti E., Van der Heijde C.M., Age effects on the employability–career success relationship, Journal of Vocational Behavior, 74, pp. 156-164, (2009); Youssef C.M., Luthans F., Positive organizational behavior in the workplace: The impact of hope, optimism, and resilience, Journal of Management, 33, pp. 774-800, (2007); Zhang L., Liu J., Loi R., Lau V., Ngo H.Y., Social capital and career outcomes: A study of Chinese employees, International Journal of Human Resource Management, 21, pp. 1323-1336, (2010); Zikic J., Saks A.M., Job search and social cognitive theory: The role of career-relevant activities, Journal of Vocational Behavior, 74, pp. 117-127, (2009)","F. Cheung; Department of Applied Psychology, Lingnan University, Hong Kong; email: francischeung@ln.edu.hk","","SAGE Publications Inc.","","","","","","08948453","","","","English","J. Career Dev.","Article","Final","","Scopus","2-s2.0-85058956579"
"Bernard C.; Thornton S.","Bernard, Catherine (56247108300); Thornton, Sara (36933372800)","56247108300; 36933372800","Empathy, indiscipline and employability: A research essay on the bilingual Masters programme ‘Cultural Intelligence and Innovation’ at Université de Paris","2020","Industry and Higher Education","34","4","","230","246","16","1","10.1177/0950422220920777","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086514088&doi=10.1177%2f0950422220920777&partnerID=40&md5=0592fec2ebeec9d57efc23f36d4d093c","Université de Paris, France","Bernard C., Université de Paris, France; Thornton S., Université de Paris, France","This study considers the 2-year bilingual Masters programme, ‘Cultural Intelligence and Innovation’ at Université de Paris, for which classes are taught in English and in French. Alumni are working as strategic planners, brand managers, community managers, advertisers, futures and trend specialists, web content writers and project leads in a wide variety of organizations throughout the world. This humanities-driven programme has empathy and sensibility at its heart, firstly through the exercise of the imagination and multilingualism and the attendant ability to identify with others, and, secondly, by being attuned to society’s faint frequencies allowing cultural foresight. The programme encourages work outside the confines of discipline as well as critique and counter-thinking. Thinking culture and industry together (academic teachers join forces with those from industry to create hybrid content for courses) is important in preparing the students for work. The programme also fosters the ability to detect shifts in sensibility as a first step in innovation. Finally, the authors consider how the programme might be generalized and similar initiatives established in other higher education institutions. © The Author(s) 2020.","Empathy; employability; faint frequencies; indiscipline; innovation; sensibility","","","","","","Laboratoire de Recherche sur les Cultures Anglophones; MIIC; Université de Paris","Our thanks to the LARCA (Laboratoire de Recherche sur les Cultures Anglophones) research group whose former director, François Brunet, financed, attended and found speakers for the MIIC's annual ‘Cultureindustry’ conference over 4 years and gave support by teaching a course on American art and photography and the pervasiveness of the American image. Thanks also to Sophie Rouquette for her administration and empathetic contact with the students, Julia Bodin for her guidance and creativity in keeping the MIIC going with Sylvie Morin, Anna Belo for her help in moving the MIIC to an officially recognised work placement programme and to Jean-Marie Boeglin, LARCA's administrator and research developer, for his invested work for the MIIC. We thank Marie Georges and Armelle Weissman who as well as running their own company and now working for Deloitte in Paris have contributed greatly to MIIC's range and skill-base. Thanks also to Philippe Nieto, an international developer in telecommunications, for his help in supporting the MIIC and designing the `Cultureindustry' conferences and facilitating contact with the world of new media technologies. Our thanks to Régis Salado, Martine Beugnet, Pascal Bono, Philippe-Julien Denoun, Phillipe Chazal, Clémence Folléa, Estelle Murail, Jhava Chikli, Jean-Marc Terrasse and Vincent Terrasse for their continuing support and ideas. Our thanks to the Banque Populaire Rives de Paris, particularly to Sandrine Caccamo and Emmanuel Reynier, for their financial and moral support of the programme. To Amandine Rodrigues and the careers centre at Université de Paris for their advice on internship contracts. Lastly our thanks to Christine Clerici, President of Université de Paris, and Damien Marchal Vice-president, for their work in making our university a global research university with a vital role in the fabric of the socio-economic world. The author(s) received no financial support for the research, authorship, and/or publication of this article.","Adorno T., Horkheimer M., Dialectic of Enlightenment, (1972); Auge M., Non-Places: An Introduction to Supermodernity, (2009); Badaracco J.L., Questions of Character: Illuminating the Heart of Leadership Through Literature, (2006); Barthes R., Elements of Semiology, (1967); Barthes R., Camera Lucida, (1982); Barthes R., Mythologies, (1993); Baudrillard J., The Consumer Society, (1998); Baudrillard J., The System of Objects, (2005); Bauman Z., Liquid Modernity, (2000); Benjamin W., [1929] Surrealism: the last snapshot of the European intelligentsia, One-Way Street and Other Writings, (1979); Bernard C., Matière à réflexion, Du Corps Politique Dans la Littérature et les Arts Visuels Britanniques Contemporains, (2018); What can literature teach us about doing business better?, (2013); Borsche T., The epistemological shift from Descartes to Nietzsche: intuition and imagination, Nietzsche, Theories of Knowledge, and Critical Theory, Boston Studies in the Philosophy of Science, 203, pp. 51-66, (1999); Bourcier S., Queer Zones, (2018); Bourdieu P., Distinction, (2010); Butler J., Gender Trouble, (2006); Butler J., Bodies That Matter, (2011); Crary J., Suspensions of Perception: Attention, Spectacle, and Modern Culture, (2000); Desai M., The Wisdom of Finance: Discovering Humanity in the World of Risk and Return, (2017); Didi-Huberman G., Survival of the Fireflies, (2018); Edmondson J., Teaching intangibles: uncertainty and imperfection and the institutional challenge of the unmeasurable, Innovation and the Arts: The Value of Humanities Studies for Business, pp. 59-71, (2020); Formica P., Curley M., Exploring the Culture of Open Innovation: Towards an Altruistic Model of Economy, (2018); Foucault M., Discipline and Punish, (1979); Foucault M., The Order of Things, (1994); Frank G., Ökonomie der Aufmerksamkeit, (1998); Groys B., On the New, (2014); Gumbrecht H.U., Production of Presence: What Meaning Cannot Convey, (2004); Hardt M., Negri A., Empire, (2000); Ito J., Antidisciplinary. Blog, 2 October, (2014); Kidd D.C., Castano E., Reading literary fiction improves theory of mind, Science, 342, 6156, pp. 377-380, (2013); Latour B., Introduction: Paris, invisible city: the plasma, City, Culture and Society, 3, 2, pp. 91-93, (2012); Lefebvre H., The Production of Space, (1991); Marks L., Touch: Sensuous Theory and Multisensory Media, (2002); Merleau-Ponty M., The Visible and the Invisible, (1968); Morson G.S., Schapiro M., Cents and Sensibility: What Economics Can Learn From the Humanities, (2017); Rosa H., Scheuerman W., High-Speed Society: Social Acceleration, Power, and Modernity, (2008); Rossolatos G., Applications, implications and limitations of the semiotic square for analyzing advertising discourse and discerning alternative brand futures, Signs – International Journal of Semiotics, 6, pp. 1-47, (2012); Russell B., Useless’ knowledge, In Praise of Idleness and Other Essays, pp. 16-27, (2004); Sharma D., Tygstrup F., Structures of Feeling: Affectivity and the Study of Culture, (2015); Simmel G., The metropolis and mental life, The Sociology of Georg Simmel, (1950); Smith A., The Theory of Moral Sentiment, (2009); Sobchack V., Carnal Thoughts: Embodiment and Moving Image Culture, (2004); Stiegler B., Dans la Disruption: Comment ne pas Devenir fou?, (2016); Urry J., Consuming Places, (1995); Weldon F., Letters to Alice on First Reading Jane Austen, (1995); Williams R., The Long Revolution, (1961); Williams R., Marxism and Literature, (1977); Williams R., [1980], Culture and Materialism, (2006); Williams R., Orrom M., Preface to Film, (1954)","S. Thornton; Université de Paris, France; email: sara.thornton@univ-paris-diderot.fr","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85086514088"
"Fürst H.; Nylander E.","Fürst, Henrik (57201351227); Nylander, Erik (56373234600)","57201351227; 56373234600","The worth of art education: Students’ justifications of a contestable educational choice","2020","Acta Sociologica (United Kingdom)","63","4","","422","435","13","9","10.1177/0001699320934170","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087463461&doi=10.1177%2f0001699320934170&partnerID=40&md5=75736503740a88b158127482d8c36681","Department of Sociology, Uppsala University, Sweden; Department of Behavioural Sciences and Learning, Linköping University, Sweden","Fürst H., Department of Sociology, Uppsala University, Sweden; Nylander E., Department of Behavioural Sciences and Learning, Linköping University, Sweden","How is art education valued in society? In Swedish public discourse the value of educational trajectories is often equated with their usefulness for employability. With competitive winner-takes-all labour markets for artists, art education is largely perceived as a worthless credential and form of education. But what kinds of worth does art education have among students themselves? This article draws on the approach of pragmatic sociology and individual and group interviews with 62 Swedish folk high school participants within the arts, to understand the meanings participants assign to post-compulsory education within the aesthetic realm. The students’ accounts belong to three broad themes, where art education is described as: (a) being a ‘stepping stone’ to becoming an artist, (b) allowing them to have ‘unique’ experiences while being in a particular state of creativity or (c) offering them a chance to regain health and general well-being after a difficult period. These results are discussed in relation to the relative institutional autonomy the folk high school possesses in the Swedish education system, as well as the possibilities of challenging the hegemonic ideas of ‘learning for earning’ that largely reject non-instrumental regimes of self-discovery and artistic creativity. © The Author(s) 2020.","art education; critique; employability; folk high school; valuation","","","","","","","","Boltanski L., Chiapello E., The New Spirit of Capitalism, (2005); Boltanski L., On Critique: A Sociology of Emancipation, (2011); Bourdieu P., Passeron J.C., Reproduction in Education, Culture and Society, (1977); Bourdieu P., Acts of Resistance: Against the New Myths of Our Time, (1998); Brown P., Lauder H., Ashton D., The Global Auction: The Broken Promises of Education, Jobs and Incomes, (2011); Childress C., Gerber A., The MFA in creative writing: the uses of a ‘useless’ credential, Professions and Professionalism, 5, 2, pp. 1-16, (2015); A memorandum on lifelong learning, (2000); Council resolution on a renewed European agenda for adult learning, (2011); Foucault M., The Birth of Biopolitics: Lectures at the Collége de France, 1978–1979, (2008); Furst H., Aspiring writers and appraisal devices under market uncertainty, Acta Sociologica, 61, 4, pp. 389-401, (2018); Furst H., Debutant! Vägar till skönlitterär debut och ett särskilt uppmärksammat mottagande, (2019); Furst H., Levelius S., Nylander E., Kulturell bildning i folkhögskolans regi: deltagare och lärare på estetiska profilkurser, (2018); Garsten C., Jacobsson K., Learning to be Employable: New Agendas on Work, Responsibility, and Learning in a Globalizing World, (2004); Gerber A., The Work Of Art: Value in Creative Careers, (2017); Grass D., Alke M., Die Soziologie der Konventionen und ihr analytisches Potenzial für die Educational Governance Forschung, Handbuch Educational Governance Theorien, pp. 219-246, (2019); Hedtke R., Proeschel C., Szukala A., The transformation of civic and citizenship education, Journal of Social Science Education, 16, 4, pp. 2-15, (2017); Helgesson C.-F., Muniesa F., For what it’s worth: an introduction to valuation studies, Valuation Studies, 1, 1, pp. 1-10, (2013); Hirschman A.O., The Passions and the Interests: Political Arguments For Capitalism Before Its Triumph, (1977); Karpik L., Valuing the Unique: The Economics of Singularities, (2010); Korsgaard O., Den rene højskole som ideal: den urene som praksis, Två sidor av samma mynt? Lund: Nordic Academic Press, pp. 19-36, (2010); Lamont M., Toward a comparative sociology of valuation and evaluation, Annual Review of Sociology, 38, pp. 201-221, (2012); Larsson S., Folk high schools as educational avant-gardes in Sweden, Popular Education, Power and Democracy, pp. 72-96, (2013); Leemann R.J., How schools deal with expectations of gender equality, Swiss Journal of Sociology, 40, 2, pp. 215-236, (2014); Leemann R.J., Free movement of people and capital and the standard of transnational academic mobility: principles of governance in the European Research Area, European Educational Research Journal, 17, 6, pp. 857-876, (2018); Lundh Nilsson F., Den svenska folkhögskolans yrkesinriktade utbildningar 1868–1940, Två sidor av samma mynt?, pp. 81-110, (2010); Manninen J., Empirical and genealogical analysis of non-vocational adult education in Europe, International Review of Education, 63, 3, pp. 319-340, (2017); Melldahl A., Utbildningsvägen till Kungl. Konsthögskolan: Förberedande utbildningar bland elever antagna 1938-1984, Konstens omvända ekonomi: tillgångar inom utbildningar och fält 1938-2008, pp. 143-161, (2012); Menger P., The Economics of Creativity: Art and Achievement Under Uncertainty, (2014); Nylander E., Mastering the jazz standard: Sayings and doings of artistic valuation, American Journal of Cultural Sociology, 2, 1, pp. 66-96, (2013); Nylander E., Skolning i jazz: värde, selektion och studiekarriär vid folkhögskolornas musiklinjer, (2014); Nylander E., Melldahl A., Playing with capital: inherited and acquired assets in a jazz audition, Poetics, 48, pp. 83-106, (2015); Palme M., Det kulturella kapitalet: studier av symboliska tillgångar i det svenska utbildningssystemet 1988–2008, (2008); Rubenson K., The Nordic model of lifelong learning, Compare: A Journal of Comparative and International Education, 36, 3, pp. 327-341, (2006); Standing G., The Precariat: The New Dangerous Class, (2011); 23 Konstnärspolitiska utredningen (2018), Konstnär - oavsett villkor?, (2018); Van Zanten A., Neo-liberal influences in a ‘conservative’ regime: the role of institutions, family strategies, and market devices in transition to higher education in France, Comparative Education, 55, 3, pp. 347-366, (2019); Velthuis O., Talking Prices: Symbolic Meanings of Prices on the Market for Contemporary Art, (2005)","H. Fürst; Department of Sociology, Uppsala University, Sweden; email: henrik.furst@soc.uu.se","","SAGE Publications Ltd","","","","","","00016993","","","","English","Acta Sociol.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85087463461"
"Sidebotham M.; Walters C.; Baird K.; Gamble J.","Sidebotham, Mary (6602344193); Walters, Caroline (56333205100); Baird, Kathleen (7004996146); Gamble, Jenny (35610701100)","6602344193; 56333205100; 7004996146; 35610701100","Simulated employment interviews: A collaborative approach to gaining understanding of the graduate midwife employment process","2020","Women and Birth","33","5","","455","463","8","8","10.1016/j.wombi.2019.10.005","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075513464&doi=10.1016%2fj.wombi.2019.10.005&partnerID=40&md5=13cfffa5913da1a51e1d140445e67551","School of Nursing and Midwifery, Griffith University, University Drive, Meadowbrook, 4131, QLD, Australia; Transforming Maternity Care Collaborative, Southport, 4215, QLD, Australia; Women's & Newborn & Children's Services, Gold Coast University Hospital, 1 Hospital Blvd, Southport, 4215, QLD, Australia","Sidebotham M., School of Nursing and Midwifery, Griffith University, University Drive, Meadowbrook, 4131, QLD, Australia, Transforming Maternity Care Collaborative, Southport, 4215, QLD, Australia; Walters C., School of Nursing and Midwifery, Griffith University, University Drive, Meadowbrook, 4131, QLD, Australia; Baird K., School of Nursing and Midwifery, Griffith University, University Drive, Meadowbrook, 4131, QLD, Australia, Transforming Maternity Care Collaborative, Southport, 4215, QLD, Australia, Women's & Newborn & Children's Services, Gold Coast University Hospital, 1 Hospital Blvd, Southport, 4215, QLD, Australia; Gamble J., School of Nursing and Midwifery, Griffith University, University Drive, Meadowbrook, 4131, QLD, Australia, Transforming Maternity Care Collaborative, Southport, 4215, QLD, Australia","Graduating midwives unsuccessful in gaining employment in their preferred model/location; or finding a job within a year of graduation are more likely to leave the profession. Obtaining post-graduate midwifery employment is competitive with midwifery students needing to confidently sell themselves to potential employers. Whilst midwifery students may be prepared with the requisite midwifery skills and knowledge, there is no guarantee of attaining a midwifery position upon graduation. Increasingly employers are requiring ‘soft skills’ including communication, teamwork, reflexivity and personal attributes of the individual to be able to effectively respond within different contexts. Demonstrating these skills within an employment interview requires confidence and knowledge in how to prepare. Designed with health service partners, simulated employment interviews were introduced into the final year of a Bachelor of Midwifery program as part of a suite of employability strategies connected to the student lifecycle. An exploratory evaluation study of students ‘experiences of a simulated employment interview was undertaken. The simulated interview emulated real employment interviews with students receiving immediate written and oral feedback. Evaluation through surveys, focus groups and individual interviews provided rich data around the effectiveness of this approach. Students, health service partners and academics found the simulated employment interview provided a valuable learning experience, assisting students to reflect, explore and further develop skills sought by employers. Collaboration with health service partners created an authentic process enabling students to receive feedback relevant to the real world of practice. Students were able to work through anxiety, gain confidence and exposure to employers in preparation for employment interviews. © 2019 Australian College of Midwives","Employment; Graduate; Midwifery; Simulated interview; Students","Adult; Computer Simulation; Computer-Assisted Instruction; Employment; Female; Focus Groups; Humans; Job Application; Midwifery; Pregnancy; Problem-Based Learning; Reproducibility of Results; Simulation Training; Students, Nursing; Surveys and Questionnaires; anxiety; article; controlled study; employability; employer; employment; evaluation study; human; interview; learning; midwife; simulation; skill; teamwork; adult; computer simulation; education; female; information processing; job finding; midwife; nursing student; pregnancy; problem based learning; procedures; psychology; questionnaire; reproducibility; simulation training; teaching","","","","","","","Harvie K., Sidebotham M., Fenwick J., Australian midwives’ intentions to leave the profession and the reasons why, Women Birth, (2019); Sullivan K., Lock L., Homer C.S., Factors that contribute to midwives staying in midwifery: a study in one area health service in New South Wales, Australia, Midwifery, 27, 3, pp. 331-335, (2011); Sandall J., Midwives’ burnout and continuity of care, Br J Midwifery, 5, 2, pp. 106-111, (1997); Dixon L., Calvert S., Tumilty E., Et al., Supporting New Zealand graduate midwives to stay in the profession: an evaluation of the midwifery First Year of practice programme, Midwifery, 31, 6, pp. 633-639, (2015); Evans J., Taylor J., Browne J., Et al., The future in their hands: Graduating student midwives’ plans, job satisfaction and the desire to work in midwifery continuity of care, Women Birth, (2018); Fenwick J., Sidebotham M., Gamble J., Creedy D.K., The emotional and professional wellbeing of Australian midwives: a comparison between those providing continuity of midwifery care and those not providing continuity, Women Birth, 31, 1, pp. 38-43, (2018); Tuckett A., Oliffe J.L., Experiences of Australian and New Zealand new nursing and midwifery graduates looking for employment, Int J Nurs Pract, 22, 6, pp. 616-624, (2016); 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Sidebotham; School of Nursing & Midwifery, Meadowbrook, Logan campus, Academic 1 Building (L05), University Drive, 4131, Australia; email: m.sidebotham@griffith.edu.au","","Elsevier B.V.","","","","","","18715192","","","31708428","English","Women Birth","Article","Final","","Scopus","2-s2.0-85075513464"
"Steffgen G.; Sischka P.E.; de Henestrosa M.F.","Steffgen, Georges (16033344800); Sischka, Philipp E. (56989886200); de Henestrosa, Martha Fernandez (57219569209)","16033344800; 56989886200; 57219569209","The quality of work index and the quality of employment index: A multidimensional approach of job quality and its links to well-being at work","2020","International Journal of Environmental Research and Public Health","17","21","7771","1","30","29","21","10.3390/ijerph17217771","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85093932384&doi=10.3390%2fijerph17217771&partnerID=40&md5=4f149139913217beaa9df3f8bd37ec74","Department of Behavioural and Cognitive Sciences, Institute for Health and Behavior, University of Luxembourg, Esch-sur-Alzette, L-4366, Luxembourg","Steffgen G., Department of Behavioural and Cognitive Sciences, Institute for Health and Behavior, University of Luxembourg, Esch-sur-Alzette, L-4366, Luxembourg; Sischka P.E., Department of Behavioural and Cognitive Sciences, Institute for Health and Behavior, University of Luxembourg, Esch-sur-Alzette, L-4366, Luxembourg; de Henestrosa M.F., Department of Behavioural and Cognitive Sciences, Institute for Health and Behavior, University of Luxembourg, Esch-sur-Alzette, L-4366, Luxembourg","(1) Background: Job quality is a multidimensional and elusive concept that is back in vogue among social scientists and policymaker. The current study proposes a new job quality approach that is compared with the European Working Conditions Survey framework and structured with the help of the Job Demands-Resources model. Two new measures of job quality, the Quality of Work Index (QoW) and the Quality of Employment Index (QoE) are developed and validated in three different languages (German, French, Luxembourgish). The QoW is composed of 43 items, focusing on four areas of work—work intensity, job design, social conditions, and physical conditions (subdivided in eleven components)—which are particularly important for employees’ well-being. The QoE is composed of 13 items that cover training opportunities, career advancement, job security, employability, work life conflict, and income satisfaction. (2) Methods: Data were collected via computer-assisted telephone interviews in a representative sample of 1522 employees working in Luxembourg (aged 17–67 years; 57.2% male). (3) Results: Confirmatory factor analysis confirmed the proposed factors structure and scalar measurement invariance for the three different language versions. Internal consistencies were satisfactory for all subscales (Cronbach’s α between 0.70 and 0.87). Correlations and hierarchical regression analyses with different psychological health measures (i.e., burnout, general well-being, psychosomatic complaints, work satisfaction, vigor) and subjective work performance confirmed the construct validity of the new instruments. (4) Conclusions: The QoW and the QoE are globally and on the level of the sub-categories effective tools to measure job quality, which could be used to compare job quality between organizations and different countries. Furthermore, the current study confirms associations between the different components of the QoW and QoE and employees’ health. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Composite index; Indicators; Quality of employment; Quality of work index; Well-being","Adolescent; Adult; Aged; Burnout, Professional; Employment; Female; Humans; Job Satisfaction; Luxembourg; Male; Middle Aged; Surveys and Questionnaires; Work Performance; Young Adult; Europe; comparative study; conceptual framework; employment; income distribution; quality of life; survey; training; working conditions; adolescent; article; burnout; career; confirmatory factor analysis; construct validity; controlled study; Cronbach alpha coefficient; employability; employee; female; human; internal consistency; job performance; job satisfaction; job security; language; Luxembourg; male; organization; psychological well-being; social status; telephone interview; work environment; adult; aged; burnout; employment; job performance; job satisfaction; middle aged; questionnaire; young adult","","","","","Luxembourg Chamber of Labor","Funding: This research was supported by a grant from the Luxembourg Chamber of Labor.","Balliester T., Elsheikhi A., The Future of Work: A Literature Review; Trends in Job Quality in Europe, (2012); Burchell B., Ladipo D., Wilkinson F., Job Insecurity and Work Intensification, (2002); Fifth European Working Conditions Survey—Overview Report, (2012); Clark A.E., Your money or your life: Changing job quality in OECD countries, Br. 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Health Psychol, 20, pp. 289-300, (2015); Weigold A., Weigold I.K., Russell E., Examination of the equivalence of self-report survey-based paper-and-pencil and internet data collection methods, Psychol. Methods, 18, pp. 53-70, (2013); Lang F.R., John D., Ludtke O., Schupp J., Wagner G.G., Short assessment of the Big Five: Robust across survey methods except telephone interviewing, Behav. Res. Methods, 43, pp. 548-567, (2011)","G. Steffgen; Department of Behavioural and Cognitive Sciences, Institute for Health and Behavior, University of Luxembourg, Esch-sur-Alzette, L-4366, Luxembourg; email: georges.steffgen@uni.lu","","MDPI AG","","","","","","16617827","","","33114205","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85093932384"
"Fernández-Martín F.-D.; Arco-Tirado J.-L.; Carrillo-Rosúa F.-J.; Hervás-Torres M.; Ruiz-Hidalgo J.-F.; Romero-López C.","Fernández-Martín, Francisco-Domingo (8407644200); Arco-Tirado, José-Luis (6508205580); Carrillo-Rosúa, Francisco-Javier (56598616700); Hervás-Torres, Mirian (57205338519); Ruiz-Hidalgo, Juan-Francisco (14030345400); Romero-López, Carmen (57218622364)","8407644200; 6508205580; 56598616700; 57205338519; 14030345400; 57218622364","Making STEM education objectives sustainable through a tutoring program","2020","Sustainability (Switzerland)","12","16","6653","","","","5","10.3390/su12166653","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089818108&doi=10.3390%2fsu12166653&partnerID=40&md5=7bf4e9a79f5d16d315a7e100ea34a4f6","Department of Developmental and Educational Psychology, University of Granada, Granada, 18071, Spain; Department of Didactics of Experimental Sciences, University of Granada, Granada, 18071, Spain; Andalusian Institute of Earth Sciences, CSIC-University of Granada, Armilla, Granada, 18100, Spain; Department of Didactics of Mathematics, University of Granada, Granada, 18071, Spain","Fernández-Martín F.-D., Department of Developmental and Educational Psychology, University of Granada, Granada, 18071, Spain; Arco-Tirado J.-L., Department of Developmental and Educational Psychology, University of Granada, Granada, 18071, Spain; Carrillo-Rosúa F.-J., Department of Didactics of Experimental Sciences, University of Granada, Granada, 18071, Spain, Andalusian Institute of Earth Sciences, CSIC-University of Granada, Armilla, Granada, 18100, Spain; Hervás-Torres M., Department of Developmental and Educational Psychology, University of Granada, Granada, 18071, Spain; Ruiz-Hidalgo J.-F., Department of Didactics of Mathematics, University of Granada, Granada, 18071, Spain; Romero-López C., Department of Didactics of Experimental Sciences, University of Granada, Granada, 18071, Spain","The objective of this research was two-fold. First, to determine the impact of a Science, Technology, Engineering and Mathematics (STEM) Education program on school performance amongst primary education students. Second, to identify the potential benefits of this program on the key competences of university students in Primary Education Teacher Training. The primary education students' sub-sample, after being matched on key covariates, was randomly assigned either to the experimental (N = 25) or control group (N = 25). The university students' sub-sample consisted of 26 students self-selected from the Primary Education Teacher Training degree. The intervention consisted of 20 two-hour weekly sessions of highly structured after-school tutoring delivered by previously trained university students. Although statistical significance was not reached for the hypotheses tested, notably, the results showed between small and moderate effect sizes (i.e., magnitude and direction of the program impact) for primary education students on core STEM subjects (e.g., mathematics d = 0.29, natural science d = 0.26), and for university students on some key employability competencies (e.g., action orientation d = 0.27 or team orientation d = 0.54). © 2020 by the authors.","Engineering and mathematics (STEM) education; Initial teacher training; School performance; Science; Service learning; Social sustainability; Technology; Tutoring","detection method; mathematics; primary education; student; sustainability; teacher training; university sector","","","","","Junta de Andaluc?a research groups; Rutgers University; Rutgers, The State University of New Jersey, (150/CEIH/2016); Universidad de Granada, UGR, (HUM-613, SEJ-535); Junta de Andalucía","Funding text 1: Funding: This research was funded by Rutgers, The State University of New Jersey, grant number 150/CEIH/2016.; Funding text 2: Acknowledgments: This work was supported by an international collaborative research grant from Rutgers University and the University of Granada and SEJ-535 and HUM-613 Junta de Andalucía research groups.; Funding text 3: This research was funded by Rutgers, The State University of New Jersey, grant number 150/CEIH/2016. This work was supported by an international collaborative research grant from Rutgers University and the University of Granada and SEJ-535 and HUM-613 Junta de Andaluc?a research groups.","Statistics and Indicators. Rising STEMs, (2014); Science and Engineering Indicators 2016, (2016); Skills Panorama. Inspiring Choices on Skills and Jobs in Europe, (2014); Caprile M., Palmen R., Sanz P., Dente G., Encouraging STEM Studies in the Labour Market, (2015); Shapiro H., Fuglsang S., Frohlich K., Does the EU Need More STEM Graduates? Final Reports, (2015); Anuario de Indicadores Universitarios, (2017); Chang M.J., Sharkness J., Hurtado S., Newman C.B., What Matters in College for Retaining Aspiring Scientists and Engineers from Underrepresented Racial Groups, J. Res. Sci. Teach, 51, pp. 555-580, (2010); Marginson S., Tytler R., Freeman B., Roberts K., STEM: Country Comparisons. 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"Rampersad G.","Rampersad, Giselle (33768016800)","33768016800","Robot will take your job: Innovation for an era of artificial intelligence","2020","Journal of Business Research","116","","","68","74","6","79","10.1016/j.jbusres.2020.05.019","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085034763&doi=10.1016%2fj.jbusres.2020.05.019&partnerID=40&md5=0dd7e31081e0f4e1025eafcbd9a5f33b","College of Science and Engineering, Flinders University, South Australia, GPO Box 2100, Adelaide, 5001, SA, Australia","Rampersad G., College of Science and Engineering, Flinders University, South Australia, GPO Box 2100, Adelaide, 5001, SA, Australia","Fear is growing that robots and artificial intelligence will replace many occupations. To remain relevant in this changing career landscape, the worker of the future is expected to be innovative, able to spot opportunities transform industries and provide creative solutions to meet global challenges. To develop such capabilities, work integrated learning (WIL) has emerged as an important approach. The purpose of this study is to investigate the key factors driving innovation among WIL students. Unlike prior studies that have been predominantly qualitative or based on one single snapshot, this quantitative, longitudinal study measures student capabilities before and after participation in a WIL placement at a business. It then undertakes confirmatory factor analysis to compare pre- and post-placement capabilities. The study found that critical thinking, problem solving, communication and teamwork have significant impacts on the development of innovation: vital in the era of artificial intelligence. © 2020 The Author","Artificial intelligence; Employability; Industry 4.0; Innovation; Robots; Work integrated learning","","","","","","","","Adams S.G., The Effectiveness of the E-Team Approach to Invention and Innovation, Journal of Engineering Education, 90, 4, pp. 597-600, (2001); AGE, Association of German Engineers. 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An fsQCA analysis, Journal of Business Research, 108, pp. 29-41, (2020); Yang M., Han C., Stimulating innovation: Managing peer interaction for idea generation on digital innovation platforms, Journal of Business Research, (2019)","","","Elsevier Inc.","","","","","","01482963","","JBRED","","English","J. Bus. Res.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85085034763"
"Macheridis N.; Paulsson A.; Pihl H.","Macheridis, Nikos (35730385300); Paulsson, Alexander (56108794300); Pihl, Håkan (25031897600)","35730385300; 56108794300; 25031897600","The Humboldtian ideal meets employability? University teachers and the teaching–research relationship in marketized higher education","2020","Industry and Higher Education","34","5","","303","311","8","5","10.1177/0950422219898371","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078235072&doi=10.1177%2f0950422219898371&partnerID=40&md5=a7b20c7a618a4e588b9d2510648a57f0","Lund University, Sweden; Kristianstad University College, Sweden","Macheridis N.; Paulsson A., Lund University, Sweden; Pihl H., Kristianstad University College, Sweden","This study examines how university teachers in two Swedish higher education institutions grapple with the challenge of connecting research and teaching. With the increasing pressure in higher education to improve graduate employability, teaching is expected to include skills-oriented, vocational training which may (or may not) conflict with the more traditional Humboldtian ideal, in which teaching is built on research. Drawing on the rich bodies of literatures on employability and the teaching–research relationship, the authors find that university teachers practice the relationship in four ways: by using scientific articles in the curriculum; by teaching students a critical research attitude; by lecturing about their own research results; and by relying on the formal skills of fellow teachers. These practices of establishing a close connection between teaching and research are, this study suggests, met with resistance from colleagues, who are perceived to favor vocational training and emphasize employability; from students, who are also perceived to worry about employability; and finally from other policies that target partially conflicting objectives, including those for employability. © The Author(s) 2020.","Employability; higher education; teaching practice; teaching–research relationship; university teachers","","","","","","","","Andrews J., Higson H., Graduate employability, “soft skills” versus “hard” business knowledge: a European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Bartunek J.M., Rynes S.L., Academics and practitioners are alike and unlike: the paradoxes of academic-practitioner relationship, Journal of Management, 40, 5, pp. 1181-1201, (2014); Batistic S., Looking beyond—socialization tactics: the role of human resource systems in the socialization process, Human Resource Management Review, 28, 2, pp. 220-233, (2018); Boden R., Nedeva M., Employing discourse: universities and graduate “employability, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Bonner A., Tolhurst G., Insider-outsider perspective in participant observation, Nurse Researcher, 9, 4, pp. 7-19, (2002); Brew A., Teaching and research: new relationships and their implications for inquiry-based teaching and learning in higher education, Higher Education Research and Development, 31, 1, pp. 101-114, (2012); Bridgstock R., The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Corbin D.S., Buckle J.L., The space between: on being an insider-outsider in qualitative research, International Journal of Qualitative Methods, 8, 1, pp. 54-63, (2009); Egan J., Email interview, The SAGE Encyclopedia of Qualitative Research Methods, 1, (2008); Elken M., Wollscheid S., The Relationship Between Research and Education: Typologies and Indicators: A Literature Review, (2016); Elsen M., Visser-Wijnveen G.J., van der Rijst R.M., Et al., How to strengthen the connection between research and teaching in undergraduate university education, Higher Education Quarterly, 63, 1, pp. 64-85, (2009); Ganon-Shilon S., Schechter C., Making sense of school leaders’ sense-making, Educational Management Administration and Leadership, 45, 4, pp. 682-698, (2017); Geschwind L., Brostrom A., Managing the teaching-research nexus: ideals and practice in research-oriented universities, Higher Education Research and Development, 34, 1, pp. 60-73, (2015); Ghoshal S., Bad management theories are destroying good management practice, Academy of Management Learning & Education, 4, 1, pp. 75-91, (2005); Grant K., Wakelin S.J., Re-conceptualising the concept of a nexus? A survey of 12 Scottish IS/IM academics’ perceptions of a nexus between teaching, research, scholarship and consultancy, Teaching in Higher Education, 14, 2, pp. 133-146, (2009); Griffiths R., Knowledge production and the research-teaching nexus: the case of the built environment disciplines, Studies in Higher Education, 29, 6, pp. 709-726, (2004); Healey M., Linking research and teaching exploring disciplinary spaces and the role of inquiry-based learning, Reshaping the University: New Relationships Between Research, Scholarship and Teaching, pp. 67-78, (2005); Hornsby D.J., Osman R., Massification in higher education: large classes and student learning, Higher Education, 67, (2014); Jackson D., Business undergraduates’ perceptions of their capabilities in employability skills: implications for industry and higher education, Industry and Higher Education, 26, 5, pp. 345-356, (2012); James N., The use of email interviewing as a qualitative method of inquiry in educational research, British Educational Research Journal, 33, 6, pp. 963-976, (2007); James N., Using email interviews in qualitative educational research: creating space to think and time to talk, International Journal of Qualitative Studies in Education, 29, 2, pp. 150-163, (2016); Josephson P., Karlsohn T., Ostling J., The Humboldtian Tradition: Origins and Legacies, (2014); Khurana R., From Higher Aims to Hired Hands: The Social Transformation of American Business Schools and the Unfulfilled Promise of Management as a Profession, (2010); Kowtha N.R., Organizational socialization of newcomers: the role of professional socialization, International Journal of Training and Development, 22, 2, pp. 87-106, (2018); Macheridis N., Paulsson A., Professionalism between profession and governance: how university teachers professionalism shape coordination, Studies in Higher Education, 44, 3, pp. 470-485, (2017); Marsh H.W., Hattie J., The relation between research productivity and teaching effectiveness: Complementary, antagonistic, or independent constructs?, The Journal of Higher Education, 73, 5, pp. 603-641, (2002); McKenzie A., Griggs L., Snell R., Et al., The myth of the teaching-research nexus, Legal Education Review, 28, 1, pp. 1-20, (2018); Meho L.I., E-mail interviewing in qualitative research: a methodological discussion, Journal of the Association for Information Science and Technology, 57, pp. 1284-1295, (2006); Morley L., Producing new workers: quality, equality and employability in higher education, Quality in Higher Education, 7, 2, pp. 131-138, (2001); Murphy M., Troubled by the past: history, identity and the university, Journal of Higher Education Policy and Management, 33, 5, pp. 509-517, (2011); Neumann R., Perceptions of the teaching-research nexus: a framework for analysis, Higher Education, 23, 2, pp. 159-171, (1992); Petriglieri G., Are business schools clueless or evil?, Harvard Business Review, (2012); Popp Berman E., Creating the Market University: How Academic Science Became an Economic Engine, (2011); Ramsden P., Moses I., Associations between research and teaching in Australian higher education, Higher Education, 23, 3, pp. 273-295, (1992); Rider S., The future of the European university: liberal democracy or authoritarian capitalism?, Culture Unbound, 1, pp. 83-104, (2009); Robertson A.D., Richards J., Teacher sense-making about being responsive to students’ science ideas: a case study, European Journal of Science and Mathematics Education, 5, 4, pp. 314-342, (2017); Robertson J., Bond C., The research/teaching relation: a view from the “edge, Higher Education, 50, 3, pp. 509-535, (2005); Tight M., Examining the research/teaching nexus, European Journal of Higher Education, 6, 4, pp. 293-311, (2016); Tolofari S.A., New public management and education, Policy Futures in Education, 3, 1, pp. 75-89, (2005); Tomlinson M., Graduate employability and student attitudes and orientations to the labour market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Verburgh A., Elen J., Lindblom-Ylamne S., Investigating the myth of the relationship between teaching and research in higher education: a review of empirical research, Studies in Philosophy and Education, 26, 5, pp. 449-465, (2007); Visser-Wijnveen G.J., Van Driel J.H., Van der Rijst R.M., Et al., The ideal research-teaching nexus in the eyes of academics: building profiles, Higher Education Research and Development, 29, 2, pp. 195-210, (2010); Volkwein F.J., The assessment context: accreditation. Accountability, and performance, New Directions for Institutional Research, 2010, S1, pp. 3-12, (2010); Willcoxson L., Manning M.I., Johnston N., Et al., Enhancing the research-teaching nexus: building teaching based research from research-based teaching, International Journal of Teaching and Learning in Higher Education, 23, 1, pp. 1-10, (2011); Williams S., Dodd L.J., Steele C., Et al., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016)","N. Macheridis; email: nikos.macheridis@fek.lu.se","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85078235072"
"Álamo-Vera F.R.; Hernández-López L.; Ballesteros-Rodríguez J.L.; De Saá-Pérez P.","Álamo-Vera, Francisca Rosa (8609881800); Hernández-López, Lidia (55326066400); Ballesteros-Rodríguez, José Luis (57213668794); De Saá-Pérez, Petra (13611423200)","8609881800; 55326066400; 57213668794; 13611423200","Competence development and employability expectations: A gender perspective of mobility programmes in higher education","2020","Administrative Sciences","10","3","74","","","","4","10.3390/admsci10030074","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104590063&doi=10.3390%2fadmsci10030074&partnerID=40&md5=5b7058f3f4f05cca1aada330968e0efa","Department of Economics and Business Administration, Faculty of Economía, University of Las Palmas de Gran Canaria, Empresa y Turismo, Las Palmas de Gran Canaria, Las Palmas, E-35017, Spain","Álamo-Vera F.R., Department of Economics and Business Administration, Faculty of Economía, University of Las Palmas de Gran Canaria, Empresa y Turismo, Las Palmas de Gran Canaria, Las Palmas, E-35017, Spain; Hernández-López L., Department of Economics and Business Administration, Faculty of Economía, University of Las Palmas de Gran Canaria, Empresa y Turismo, Las Palmas de Gran Canaria, Las Palmas, E-35017, Spain; Ballesteros-Rodríguez J.L., Department of Economics and Business Administration, Faculty of Economía, University of Las Palmas de Gran Canaria, Empresa y Turismo, Las Palmas de Gran Canaria, Las Palmas, E-35017, Spain; De Saá-Pérez P., Department of Economics and Business Administration, Faculty of Economía, University of Las Palmas de Gran Canaria, Empresa y Turismo, Las Palmas de Gran Canaria, Las Palmas, E-35017, Spain","This paper analyses the role of study-abroad programmes in higher education by examining how students’ participation can foster competence development and employability expectations. Our research focuses on the acquisition of competences through the international mobility programme Erasmus+ of 191 students of an undergraduate programme in tourism, considering the different perceptions of male and female students. Our results confirm that five out of the six competences which students develop through Erasmus+ mobility have a positive and significant influence on their employability expectations. Our findings also confirm that male and female students have different perceptions concerning the influence on their employability expectations of those competences acquired during their experience studying abroad. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Employability competences; Erasmus+; Gender; Higher education; Mobility programmes; Tourism","","","","","","Consejería de Economía, Industria, Comercio y Conocimiento, (ULPGC2018-01); Universidad de Las Palmas de Gran Canaria, ULPGC","Funding: This research work has been developed under the framework of the Research Project CEI2018-13 funded by the Consejería de Economía, Industria, Comercio y Conocimiento of the Government of the Canary Islands, and the Research Project ULPGC2018-01 funded by the University of Las Palmas de Gran Canaria.","Ain Chean Toing, Sabir Fizza, Willison John, Research skills that men and women developed at university and then used in workplaces, Studies in Higher Education, 44, pp. 2346-2358, (2019); Alfranseder Emanuel, Escriva Jesus, Fellinger Julia, Haley Aimee, Nigmonov Asror, Taivere Marge, Exchange, Employment and Added Value, (2012); Almerich Gonzalo, Suarez-Rodriguez Jesus, Diaz-Garcia Isabel, Orellana Natividad, Estructura de las competencias del siglo XXI en alumnado del ámbito educativo. 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The Latin American perspective, Educación XX1, 21, pp. 323-347, (2018); Gok Enes, Aydin Burak, Weidman John, The impact of higher education on unemployed Turkish people’s attitudes toward gender: A multilevel analysis, International Journal of Educational Development, 66, pp. 155-163, (2019); Guardia-Olmos Joan, Pero-Cebollero Maribel, Martinez-Ricart Mar, Canete-Masse Cristina, Turbany-Oset Jaume, Berlanga-Silvente Vanesa, Employability of recent graduates. 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[Evaluation of professional competences in Higher Education: Challenges and implications, Educación XX1, 19, pp. 17-38, (2016); Toncar Mark, Cudmore Brian, The overseas internship experience, Journal of Marketing Education, 22, pp. 54-63, (2000); Trooboff Stevan, Berg Michael Vande, Rayman Jack, Employer attitudes toward study abroad, Frontiers: The Interdisciplinary Journal of Study Abroad, 15, pp. 17-33, (2008); Turhan Bugay, How students develop their competences through Erasmus mobility: Erasmus case in Hacettepe University, Educația Plus, 14, pp. 96-103, (2016); Kim Won, Sung Cong Zhang, Chung Hyeyon, Kim Yunjung, Choi Su Yon, Why do women value credentials? Perceptions of gender inequality and credentialism in South Korea, International Journal of Educational Development, 73, (2020)","F.R. Álamo-Vera; Department of Economics and Business Administration, Faculty of Economía, University of Las Palmas de Gran Canaria, Empresa y Turismo, Las Palmas de Gran Canaria, Las Palmas, E-35017, Spain; email: francisca.alamo@ulpgc.es","","MDPI","","","","","","20763387","","","","English","Adm. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85104590063"
"Tsai Y.-H.","Tsai, Yao-Hsu (54407550700)","54407550700","Applying fuzzy set on evaluation of school curriculum for self-perceived employability in leisure in Taiwan port city","2020","Journal of Coastal Research","104","sp1","","945","950","5","1","10.2112/JCR-SI104-164.1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092481940&doi=10.2112%2fJCR-SI104-164.1&partnerID=40&md5=c07edb82da4725dc19c1d55534a77428","Department of Tourism, Leisure Chung Hua University, Hsinchu, 30012, Taiwan","Tsai Y.-H., Department of Tourism, Leisure Chung Hua University, Hsinchu, 30012, Taiwan","This study determines the beliefs of vocational university graduates the suitability of their alma mater's curriculum for employment preparation. Fuzzy set qualitative comparative analysis (QCA) was performed on data from 521 valid returned questionnaires. The importance performance analysis results indicated that both the satisfaction and importance level were high for the attributes of 'resist pressure', 'learning initiative', 'responsibility', 'service devotion', 'professional ethnics and morals', 'teamwork skill', 'communication skill', 'problem-solving skill', 'interpersonal relationship', 'disciplinary skill of table service', and 'sanitary knowledge'. 'Stability' and 'mood control' were attributes of high importance but low satisfaction, indicating that improvement was required in the curriculum plan. Regression analysis of the curriculum plan was performed to determine the effects of 'curriculum design', 'teaching', and 'practical training programme (PTP)' on employability with respect to 'professional competency' in 'work attitude', 'core skills', and 'disciplinary skills'. The results of multiple regression analyses were confirmed through fuzzy QCA, where the importance of 'curriculum design' and 'PTP' was identified. © Coastal Education and Research Foundation, Inc. 2020","Curriculum plan; Fuzzy set qualitative comparative analysis; Perceived employability; Practical training","Alma","","","","","","","Beveridge W., Unemployment, a Problem of Industry, (1909); Christou E., Hospitality management education in Greece: An exploratory study, Tourism Management, 20, 6, pp. 683-692, (1999); Cox S., King D., Skill sets: An approach to embed employability in a course design, Education & Training, 48, 4, pp. 262-274, (2006); Cranmer S., Enhancing graduate employability: Best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Dacre Pool L., Sewell P., The key to employability: Developing a practical model of graduate employability, Education & Training, 49, 4, pp. 277-289, (2007); Dale C., Robinson N., The theming of tourism education: A three-domain approach, International Journal of Contemporary Hospitality Management, 13, 1, pp. 30-34, (2001); Ehiyazaryan E., Barraclough N., Enhancing employability: Integrating real world experience in the curriculum, Education & Training, 51, 4, pp. 292-308, (2009); Fidgeon P.R., Tourism education and curriculum design: A time for consolidation and review?, Tourism Management, 31, 6, pp. 699-723, (2010); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, Journal of Applied Psychology, 64, 5, pp. 509-517, (1998); Horng J.S., Lee M.H., Tourism and hospitality higher education in Taiwan: Past, present, and future, Journal of Teaching in Travel & Tourism, 5, 3, pp. 167-196, (2005); Hug A., Gilbert D.H., Enhancing graduate employability through work-based learning in social entrepreneurship, Education & Training, 55, 6, pp. 550-572, (2013); Junghagen S., Working with business and industry to enhance curriculum development and student employability, New Directions for Institutional Research, 128, 1, pp. 69-81, (2005); Kagaari J.R.K., Evaluation of the effects of vocational choice and practical training on students' employability, Journal of European Industrial Training, 31, 6, pp. 449-471, (2007); Lefever M.M., Withiam G., Curriuculum review: How industry views hospitality education, Cornell Hospitality Quarterly, 39, 4, pp. 70-78, (1998); Lin C.H., Wu C.W., Cheng Y.H., The empirical study of consumers' loyalty for display technology, Journal of Business Research, 68, 11, pp. 2260-2265, (2015); Mayaka M., Akama J.S., Systems approach to tourism training and education: The Kenyan case study, Tourism Management, 28, 1, pp. 298-306, (2007); Education Statistics Annual Reports, (2008); Parker S.L., Jimmieson N.L., Amiot C.E., Self-determination as a moderator of demands and control: Implications for employee strain and engagement, Journal of Vocational Behavior, 76, 1, pp. 52-67, (2010); Rae D., Connecting enterprise and graduate employability: Challenges to the higher education culture and curriculum?, Education & Training, 49, 8, pp. 605-619, (2007); Rosenberg S., Heimler R., Morote E.S., Basic employability skills: A triangular design approach, Education & Training, 54, 1, pp. 7-20, (2012); Rothwell A., Jewell S., Hardie M., Self-perceived employability: Investigating the responses of post-graduate students, Journal of Vocational Behavior, 75, 2, pp. 152-161, (2009); Senior C., Cubbidge R., Enhancing employability in the 'ME generation, Education & Training, 52, 6, pp. 445-449, (2010); Stalcup L., Internships from the hospitality emplyer's point of view: A study of factors influencing hiring decisions, Journal of Hospitality & Tourism Education, 14, 1, pp. 53-56, (2002); Stewart J., Knowles V., Graduate recruitment: Implications for business and management courses in HE, Journal of European Industrial Training, 25, 2, pp. 98-108, (2000); Szaro B.G., Gainer H., Immunocytochemical identification of non-neuronal intermediate filament patterns in the developing Xenopus laevis nervous system, Developing Brain Research, 43, pp. 207-224, (1988); Tepeci M., Seo W.S., Upenja A., DeMicco F., Supply and demand for hospitality/tourism management faculty in the United States, Journal of Hospitality & Tourism Education, 13, 2, pp. 38-45, (2001); Tsai Y.H., Travel agency managers' perceptions of tourism industry employability, International Journal of Hospitality, Leisure, Sport & Tourism Education, 20, pp. 122-133, (2017); Van der Heijde C.M., Van der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Woodside A.G., Embrace•perform•model: Complexity theory, contrarian case analysis, and multiple realities, Journal of Business Research, 67, 1, pp. 2495-2503, (2014); Wu P.L., Yeh S.S., Huan T.C., Woodside A.G., Applying complexity theory to deepen service dominant logic: Configural analysis of customer experience-and-outcome assessments of professional services for personal transformations, Journal of Business Research, 67, 8, pp. 1647-1670, (2014); Yorke M., Knight P., Curricula for economic and social gain, Journal of Higher Education, 51, 4, pp. 565-588, (2006); Yorke M., Employability in the undergraduate curriculum: Some student perspectives, European Journal of Education, 39, 4, pp. 409-427, (2004)","Y.-H. Tsai; Department of Tourism, Leisure Chung Hua University, Hsinchu, 30012, Taiwan; email: happy4golf2007@gmail.com","","Coastal Education Research Foundation Inc.","","","","","","07490208","","JCRSE","","English","J. Coast. Res.","Article","Final","","Scopus","2-s2.0-85092481940"
"Lima A.F.R.; Ribeiro F.G.; Teixeira G.S.","Lima, Alex Felipe Rodrigues (57193390601); Ribeiro, Felipe Garcia (56239243100); Teixeira, Gibran da Silva (57201737712)","57193390601; 56239243100; 57201737712","Job qualification programs for young apprentices: an analysis in the Brazilian Midwest","2020","Education and Training","62","6","","677","692","15","2","10.1108/ET-08-2019-0182","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089147383&doi=10.1108%2fET-08-2019-0182&partnerID=40&md5=1b49b9288a6567b36ed33df0f31aa35f","Mauro Borges Institute of Statistics and Socioeconomic Studies, Goiânia, Brazil; Department of Economia, Universidade Federal de Pelotas, Pelotas, Brazil; Department of Economia, Universidade Federal do Rio Grande, Rio Grande, Brazil","Lima A.F.R., Mauro Borges Institute of Statistics and Socioeconomic Studies, Goiânia, Brazil; Ribeiro F.G., Department of Economia, Universidade Federal de Pelotas, Pelotas, Brazil; Teixeira G.S., Department of Economia, Universidade Federal do Rio Grande, Rio Grande, Brazil","Purpose: The aim of this study is to evaluate five job qualification programs for young apprentices, in Goiás, a Brazilian State. We expect to contribute to the improvement and strengthening of the job training programs in developing countries. Design/methodology/approach: We applied propensity score matching and extensions such as the generalized propensity score method (dose–response effect). Findings: We found evidence of the heterogenous effects of the five job qualification programs on employability. We found that the duration of the programs influences employability in up to two years after the program. Research limitations/implications: This research is based on secondary data provided by the responsible institutions. The evidence is obtained through a nonexperimental method. Practical implications: The research has implications for public or private institutions dedicated to the professional qualification of young apprentices. Social implications: The findings of the study provide some ways of comparing training programs, for young workers, that can be applied in different types of institutions. Originality/value: This study provides new insight about the professional qualification of young apprentices, by comparing fives programs in Midwest Brazil. © 2020, Emerald Publishing Limited.","Brazilian midwest; Job market; Job qualification programs","","","","","","","","Almeida R., Anazawa L., Filho N.M., Vasconcellos L., Investing in technical & vocational education and training: does it yield large economic returns in Brazil?, World of Banking, (2015); Bauer T.K., Sinning M., An extension of the Blinder–Oaxaca decomposition to nonlinear models, ASTA Advances in Statistical Analysis, 92, 2, pp. 197-206, (2008); Caliendo M., Schmidl R., Youth unemployment and active labor market policies in Europe, IZA Journal of Labor Policy, 5, 1, (2016); Corseuil C.H.L., Foguel M., Tomelin L.F., Uma Avaliação De Impacto De Um Programa De Qualificação Profissional Na Empresa Sobre a Inserção Dos Jovens No Mercado De Trabalho Formal, (2017); Cruces G., Ham A., Viollaz M., Scarring effects of youth unemployment and informality: evidence from Argentina and Brazil, Centro Internacional de Investigaciones Para el Desarrollo – IDRC, 1, (2012); Eliason M., Storrie D., Lasting or latent scars? Swedish evidence on the long-term effects of job displacement, Journal of Labor Economics, 24, 4, pp. 831-856, (2006); Fiszbein A., Cosentino C., Cumsille B., The skills development challenge in Latin America: diagnosing the problems and identifying public policy solutions, Mathematica Policy Research Reports, 1, 1, (2016); Gregg P., Tominey E., The wage scar from male youth unemployment, Labour Economics, 12, 4, pp. 487-509, (2005); Heckman J.J., Lalonde R.J., Smith J.A., Chapter 31 – the Economics and Econometrics of active labor market programs, Handbook of Labor Economics, 3, pp. 1865-2097, (1999); Kluve J., The effectiveness of European active labor market programs, Labour Economics, 17, 6, pp. 904-918, (2010); Salazar-Xirinachs J.M., El futuro del trabajo: el empleo y las competencias en américa latina y el caribe, (2016)","G.S. Teixeira; Department of Economia, Universidade Federal do Rio Grande, Rio Grande, Brazil; email: tgibran@hotmail.com","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85089147383"
"Lundgren-Resenterra M.; Kahn P.E.","Lundgren-Resenterra, Mariangela (57205463251); Kahn, Peter E. (24460223900)","57205463251; 24460223900","Higher education in a post-truth era: whose agency is triggered by a focus on employability?","2020","Journal of Critical Realism","19","4","","415","431","16","1","10.1080/14767430.2020.1805277","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089673332&doi=10.1080%2f14767430.2020.1805277&partnerID=40&md5=58075025fe49dd9acad4dbc2b8b23246","Geneva School of Business Administration, University of Applied Sciences and Arts of Western Switzerland, Geneva, Switzerland; Centre for Higher Education Studies, University of Liverpool, Liverpool, United Kingdom","Lundgren-Resenterra M., Geneva School of Business Administration, University of Applied Sciences and Arts of Western Switzerland, Geneva, Switzerland; Kahn P.E., Centre for Higher Education Studies, University of Liverpool, Liverpool, United Kingdom","Employability has developed into a key component of the policies of higher education institutions (HEIs) worldwide, whereby students convert into consumers and knowledge morphs into a marketable commodity that supports a supply of qualified graduates to a precarious labour market. In such a market, employability is influenced by post-truth narratives of marketization to sell education. This conceptual paper draws on critical realist theorizing of structure and agency to discuss how commodified programmes of higher education constitute a narrow view of academic knowledge serving mainly corporations and their financial interests. It argues that HEIs could establish programmes of education that foster collective reflexivity to prepare students to make contributions as agents working within collectivities to enhance human emancipation, rather than merely as ‘employable’ individuals serving the needs of the labour market. Such an approach to education could have significant value in enabling HEIs to support more actively the flourishing of society. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","Collective agency; collective reflexivity; critical realism; employability; higher education; post-truth narratives","","","","","","","","Archer M.S., Realist Social Theory: The Morphogenetic Approach, (1995); Archer M.S., Structure, Agency and the Internal Conversation, (2003); Archer M.S., Collective Reflexivity: A Relational Case for It, Conceptualizing Relational Sociology: Ontological and Theoretical Issues, pp. 145-161, (2013); Barnett R., Higher Education: A Critical Business, (1997); Barnett R., The Marketized University: Defending the Indefensible, The Marketisation of Higher Education and the Student as Consumer, pp. 39-52, (2011); Barnett R., Parry G., Coate K., Conceptualising Curriculum Change, Teaching in Higher Education, 6, 4, pp. 435-449, (2001); Bhaskar R., The Possibility of Naturalism, (1998); Bhaskar R., Dialectic: The Pulse of Freedom, (2008); Bhaskar R., Contexts of Interdisciplinarity and Climate Change, Interdisciplinarity and Climate Change. Transforming Knowledge and Practice for our Global Future, pp. 1-24, (2010); Brown R., The March of the Market, The Marketisation of Higher Education and the Student as Consumer, pp. 11-24, (2011); Burke C., Scurry T., Blenkinsopp J., Graley K., Critical Perspectives on Graduate Employability, Graduate Employability in Context, pp. 87-107, (2017); Cashian P., Developing a More Coherent and Robust Basis for Employability Research: A Critical Realist Perspective, Graduate Employability in Context, pp. 109-128, (2017); Cooper T., Calling out ‘Alternative Facts’: Curriculum to Develop Students’ Capacity to Engage Critically with Contradictory Sources, Teaching in Higher Education, 24, 3, pp. 444-459, (2019); Donati P., Beyond the Crisis of the Globalized ‘World System’: The Need for a New Civil Society, World Futures. The Journal of Global Education, 68, 4-5, pp. 332-351, (2012); Donati P., Archer M.S., The Relational Subject, (2015); Elder-Vass D., The Causal Power of Social Structures: Emergence, Structure and Agency, (2010); A New Skills Agenda for Europe, (2016); Farrow R., Moe R., Rethinking the Role of the Academy: Cognitive Authority in the Age of Post-truth, Teaching in Higher Education, 24, 3, pp. 272-287, (2019); Fleetwood S., From Labour Market Institutions to an Alternative Model of Labour Markets, Forum for Social Economics, 46, 1, pp. 78-103, (2017); Foskett N., Markets, Government, Funding and the Marketisation of UK Higher Education, The Marketisation of Higher Education and the Student as Consumer, pp. 39-52, (2010); Frankham J., Employability and Higher Education: The Follies of the ‘Productivity Challenge’ in the Teaching Excellence Framework, Journal of Education Policy, 32, 5, pp. 628-641, (2017); Guilbert L., Bernaud J.-L., Gouvenet B., Rossier J., Employability: Review and Research Prospects, International Journal for Educational and Vocational Guidance, 16, 1, pp. 69-89, (2016); Hall R., Smyth K., Open Library of Humanities., (2016); Harrison N., Luckett K., Experts, Knowledge and Criticality in the age of ‘Alternative Facts’: Re-examining the Contribution of Higher Education, Teaching in Higher Education, 24, 3, pp. 259-271, (2019); Harsin J., Post-truth and Critical Communication, Oxford Research Encyclopedia, Communication, pp. 1-36, (2018); Hartwig M., Dictionary of Critical Realism, (2007); Higgs J., Practice, Work and Employability, Education for Employability, 1, pp. 17-32, (2019); Higgs J., Cloutman J., The Employability Agenda, Education for Employability, 1, pp. 1-16, (2019); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Kahn P., Theorising Student Engagement in Higher Education, British Educational Research Journal, 40, 6, pp. 1005-1018, (2014); Kahn P., The Flourishing and Dehumanization of Students in Higher Education, Journal of Critical Realism, 16, 4, pp. 368-382, (2017); Kahn P., Lundgren-Resenterra M., Beyond Mere ‘Employability’: Higher Education for a Collective Approach to Work, European Conference on Educational Research, Hamburg, Germany, (2019); Kinash S., Crane L., Judd M.-M., Knight C., Discrepant Stakeholder Perspectives on Graduate Employability Strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); Lacey H., Neutrality in the Social Sciences: On Bhaskar’s Argument of an Essential Emancipatory Impulse in Social Science, Journal for the Theory of Social Behaviour, 27, 2-3, pp. 213-241, (1997); Lockie S., Post-truth Politics and the Social Sciences, Environmental Sociology, 3, 1, pp. 1-5, (2016); Lundgren-Resenterra M., Kahn P., The Organisational Impact of Undertaking a Professional Doctorate: Forming Critical Leaders, British Educational Research Journal, 45, 2, pp. 407-424, (2019); McArthur J., Reconsidering the Social and Economic Purposes of Higher Education, Higher Education Research & Development, 30, 6, pp. 737-749, (2011); McQuaid R.W., Lindsay C., The Concept of Employability, Urban Studies, 42, 2, pp. 197-219, (2005); Minocha S., Hristov D., Leahy-Harland S., Developing a Future-ready Global Workforce: A Case Study from a Leading UK University, The International Journal of Management Education, 16, 2, pp. 245-255, (2018); Moreau M.-P., Leathwood C., Graduates’ Employment and the Discourse of Employability: A Critical Analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); Naidoo R., Choice in the Learning Market. Tokenistic Ritual or Democratic Education?, Dimension of Marketisation in Higher Education, pp. 38-47, (2016); Naidoo R., Jamieson I., Knowledge in the Marketplace: The Global Commodification of Teaching and Learning in Higher Education, Internationalising Higher Education. Critical Explorations of Pedagogy and Policy, pp. 37-51, (2005); Naidoo R., Whitty G., Students and Consumers: Marketizing or Democratising Learning, International Journal of Chinese Education, 2, 2, pp. 212-240, (2013); Powell P., Walsh A., Whose Curriculum is it Anyway? Stakeholder Salience in the Context of Degree Apprenticeships, Higher Education Quarterly, 72, pp. 90-106, (2018); Sin C., Tavares O., Amaral A., Accepting Employability as a Purpose of Higher Education? Academics’ Perceptions and Practices, Studies in Higher Education, 44, 6, pp. 920-931, (2019); Small L., Shacklock K., Marchant T., Employability: A Contemporary Review for Higher Education Stakeholders, Journal of Vocational Education & Training, 70, 1, pp. 148-166, (2018); Smith M., Bell K., Bennett D., McAlpine A., Employability in a Global Context: Evolving Policy and Practice in Employability, Work-integrated Learning, and Career Development Learning, (2018); Tholen G., What can Research into Graduate Employability Tell us About Agency and Structure?, British Journal of Sociology of Education, 36, 5, pp. 766-784, (2015); Togo M., Underlabouring Systems Thinking with Critical Realism in Understanding Rhodes University’s Response to the Sustainability Imperative, Critical Realism, Environmental Learning and Social-Ecological Change, pp. 85-97, (2016); Tomlinson M., Graduate Employability and Student Attitudes and Orientations to the Labour Market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Tomlinson M., Investing in the Self: Structure, Agency and Identity in Graduates’ Employability, Education, Knowledge & Economy, 4, 2, pp. 73-88, (2010); Tomlinson M., The Impact of Market-driven Higher Education on Student-University Relations: Investing, Consuming and Competing, Higher Education Policy, 29, 2, pp. 149-166, (2016); Tomlinson M., Introduction: The Political Economy of Graduate Employability, Graduate Employability in Context, pp. 1-40, (2017)","M. Lundgren-Resenterra; Geneva School of Business Administration, University of Applied Sciences and Arts of Western Switzerland, Geneva, Campus Batelle, Switzerland; email: mariangela.resenterra@bluewin.ch","","Taylor and Francis Ltd.","","","","","","14767430","","","","English","J. Crit. Realism","Article","Final","","Scopus","2-s2.0-85089673332"
"Bracken M.","Bracken, Meliosa (57270869800)","57270869800","The power of language and the language of power: Exploring discourses on development education in policies underpinning adult and community education","2020","Policy and Practice","2020","31","","55","76","21","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85115630270&partnerID=40&md5=371261a80bb96ef5efca00cd4218f4dc","Saolta, Ireland","Bracken M., Saolta, Ireland","Taking policy as discourse, this article provides a critical discourse analysis of development education in the adult and community education sector. Drawing on key policy documents from Irish Aid, the Department of Education and Skills and SOLAS, I examine how development education for adults is understood, imagined and supported at policy level. Findings show that opportunities for DE with adult learners are severely limited when adult education is viewed primarily through an employability lens and that a more enabling policy environment is needed to ensure effective and high-quality development education opportunities are readily available for adult learners. © 2020, Centre for Global Education. All rights reserved.","Adult Education; Community Education; Critical Discourse Analysis; Development Education; Education for Sustainable Development; Further Education and Training; Policy; Strategy","","","","","","","","Bailey N, Integrating Development Education into Adult Education using Active Citizenship as a focus, (2009); Bailey N, Could Integrating Development Education into Adult and Community Education Create More Space for Critical Adult and Community Education in Ireland?, Adult Learner: The Irish Journal of Adult Education, 75, pp. 75-95, (2011); Bracken M, Supporting Development Education in the Adult and Community Education Sector: A Case Study of a Strategic Partnership Approach in Ireland, Paper presented by Melíosa Bracken at Academic Network on Global Education & Learning (ANGEL) 2020 Online Conference, (2020); Bracken M, Bryan A, The reflective practitioner model as a means of evaluating development education practice: Post-primary teachers' self-reflections on “doing” development education, Policy and Practice: A Development Education Review, 11, pp. 22-41, (2010); Bracken M, Magrath C, Community Education Closures: 2008 – 2018, (2019); Breeze R, Critical Discourse Analysis and its critics, Pragmatics, 21, 4, pp. 493-525, (2011); Bryan A, Affective Pedagogies: Foregrounding Emotion in Climate Change Education, Policy and Practice: A Development Education Review, 30, pp. 8-30, (2020); Connolly B, Community Education: Perspectives from the Margins, International Encyclopaedia of Education, pp. 120-126, (2010); Community Education Programme: Operational Guidelines for Providers, (2012); National Strategy on Education for Sustainable Development 2014–2019, (2014); Education for Sustainability: The National Strategy on Education for Sustainable Development. Report of Interim Review and Action Plan for Q4 2018 – Q4 2020, (2018); Fairclough N, Language and Power, (1989); Fairclough N, Analysing discourse: Textual analysis for social research, (2003); Fairclough N, Wodak R, Critical Discourse Analysis, Discourse Studies: A Multidisciplinary Introduction, 2, pp. 258-284, (1997); Fitzsimons C, Community Education and Neoliberalism: Philosophies, Practice and Policies, (2017); Fleming T, Neoliberalism: The implications for Adult and Higher Education: Position Paper, (2016); Freire P, Reading the world and reading the word: An interview with Paolo Freire, Language Arts, 62, 1, pp. 15-21, (1985); Freire P, Pedagogy of the Oppressed, (2018); Global Education in Ireland: The European Global Education Review Process – National Report on Ireland, (2015); Learning for Life: White Paper on Adult Education, (2000); Grummell B, The “Second Chance” Myth: Equality of Opportunity in Irish Adult Education Policies, British Journal of Educational Studies, 55, 2, pp. 182-201, (2007); Harvey B, Downsizing the Community Sector, (2012); Development Education in Adult and Community Settings: Guidelines for Good Practice, (2014); Submission by the Adult and Community Education Task Group to GENE, (2015); Evaluation in Development Education: A Submission to GENE and Irish Aid, (2015); Global Employment Trends 2014, (2020); Irish Aid Development Education Strategy Plan 2007 – 2011, (2007); Irish Aid Development Education Strategy 2017 – 2023, (2016); Lerner G, The Creation of Patriarchy, (1986); Lynch K, Grummell B, Devine D, The New Managerialism in Education: Commercialization, Carelessness and Gender, (2012); Murray M, What’s in a name? Terminology, Power and Contestation, Further Education and Training: History, Politics and Practice, (2014); Murray M, Grummell B, Further Education and Training: History, Politics and Practice, (2014); O'Grady M, Existence and Resistance: The Social Model of Community Education in Ireland, Social Sciences, 7, 12, (2018); Rothberg M, The Implicated Subject: Beyond Victims and Perpetrators, (2019); Ryan A, Conclusion: Further Education and Training: The Trojan Horse, Further Education and Training: History, Politics and Practice, (2014); Shannon D, A Tale of a Discursive Shift: Analysing EU Policy Discourses in Irish Adult Education Policy – From the White Paper to the Further Education and Training Strategy, The Adult Learner, 2019, pp. 98-117, (2019); Skinner A, Blum N, Bourn D, Development Education and Education in International Development Policy: Raising Quality through Critical Pedagogy and Global Skills, Revue internationale de politique de développement, (2013); Further Education Strategy 2014-2019, (2014); Transforming the World: The 2030 Agenda for Sustainable Development, Resolution adopted by the General Assembly, (2015); van Dijk T A, Elite Discourse and Racism: Sage Series on Race and Ethnic Relations, 6, (1993); Wodak R, Meyer M, Critical Discourse Studies: History, Agenda, Theory and Methodology, Methods of Critical Discourse Studies: Third Edition, pp. 2-22, (2015)","","","Centre for Global Education","","","","","","1748135X","","","","English","Policy Practice","Article","Final","","Scopus","2-s2.0-85115630270"
"Fleuren B.P.I.; de Grip A.; Jansen N.W.H.; Kant I.; Zijlstra F.R.H.","Fleuren, Bram P. I. (57191904406); de Grip, Andries (6603561484); Jansen, Nicole W.H. (7005946875); Kant, IJmert (7004600669); Zijlstra, Fred R. H. (7101859445)","57191904406; 6603561484; 7005946875; 7004600669; 7101859445","Unshrouding the sphere from the clouds: Towards a comprehensive conceptual framework for sustainable employability","2020","Sustainability (Switzerland)","12","16","6366","","","","37","10.3390/SU12166366","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089998659&doi=10.3390%2fSU12166366&partnerID=40&md5=fc52d8412b653c6237080bae5be45149","Department of Work-and Social Psychology, Faculty of Psychology and Neuroscience, Maastricht University, Universiteitssingel 40, Maastricht, 6229 ER, Netherlands; Research Center for Education and the Labour Market, School of Business and Economics, Maastricht University, Tongersestraat 49, Maastricht, 6211 LM, Netherlands; IZA (Institute for the Study of Labor), Schaumburg-Lippe-Straße 5-9, Bonn, 53113, Germany; Netspar (Network for Studies on Pensions, Ageing and Retirement), Tilburg University, Warandelaan 2, Tilburg, 5037 AB, Netherlands; Department of Epidemiology, CAPHRI School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, P. Debyeplein 1, Maastricht, 6229 HA, Netherlands","Fleuren B.P.I., Department of Work-and Social Psychology, Faculty of Psychology and Neuroscience, Maastricht University, Universiteitssingel 40, Maastricht, 6229 ER, Netherlands; de Grip A., Research Center for Education and the Labour Market, School of Business and Economics, Maastricht University, Tongersestraat 49, Maastricht, 6211 LM, Netherlands, IZA (Institute for the Study of Labor), Schaumburg-Lippe-Straße 5-9, Bonn, 53113, Germany, Netspar (Network for Studies on Pensions, Ageing and Retirement), Tilburg University, Warandelaan 2, Tilburg, 5037 AB, Netherlands; Jansen N.W.H., Department of Epidemiology, CAPHRI School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, P. Debyeplein 1, Maastricht, 6229 HA, Netherlands; Kant I., Department of Epidemiology, CAPHRI School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, P. Debyeplein 1, Maastricht, 6229 HA, Netherlands; Zijlstra F.R.H., Department of Work-and Social Psychology, Faculty of Psychology and Neuroscience, Maastricht University, Universiteitssingel 40, Maastricht, 6229 ER, Netherlands","Sustainable employability refers to individuals' long-term abilities to work and remain employed. Despite its societal importance in the light of aging populations and rapidly changing skill demands, sustainable employability still requires further definition and conceptualization. As such, the present paper aims to define and conceptualize sustainable employability comprehensively by reviewing existing studies on the concept. Additionally, the paper discusses and integrates sustainable employment, sustainable work, and sustainable work ability into our broad framework of sustainable employability. The resulting conceptual framework positions sustainable employability as an inherently longitudinal multidimensional individual characteristic that is the outcome of complex interactions between individual-, work-and work environmental characteristics. This framework enables researchers to identify the employment characteristics that promote sustainable employability and thereby comprise sustainable employment. Finally, the framework links to notions of person-environment fit, and job-and organizational design to create a basis for future research on sustainable employability. © 2020 by the authors.","Aging; Competence; Fatigue; Health; Skill gap; Sustainable work; Well-being","aging population; complexity; conceptual framework; design; employment; integrated approach; organizational framework; sustainability","","","","","","","Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R.H., Abma F.I., Brouwer S., van der Wilt G.J., Sustainable employability-definition, conceptualization, and implications: A perspective based on the capability approach, Scand. J. Work Environ. Health, 42, pp. 71-79, (2016); Schuring M., Mackenbach J., Voorham T., Burdorf A., The effect of re-employment on perceived health, J. Epidemiol. 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Fleuren; Department of Work-and Social Psychology, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Universiteitssingel 40, 6229 ER, Netherlands; email: bram.fleuren@maastrichtuniversity.nl","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85089998659"
"Reedy A.K.; Guerrero Farías M.L.; Reyes L.H.; Pradilla D.","Reedy, Alison K. (55516603000); Guerrero Farías, María Lucía (57214235381); Reyes, Luis H. (36864468700); Pradilla, Diego (56418532400)","55516603000; 57214235381; 36864468700; 56418532400","Improving employability skills through non-placement work-integrated learning in chemical and food engineering: A case study","2020","Education for Chemical Engineers","33","","","91","101","10","14","10.1016/j.ece.2020.09.002","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091335723&doi=10.1016%2fj.ece.2020.09.002&partnerID=40&md5=e1b2f8c26a6e0a8d730ca8b1ac6e1c73","Charles Darwin University, Office of Education Strategy, Darwin, Australia; Universidad de Los Andes, Center of Teaching and Learning, School of Education, Bogotá, Colombia; Universidad de Los Andes, Department of Chemical and Food Engineering, Bogotá, Colombia","Reedy A.K., Charles Darwin University, Office of Education Strategy, Darwin, Australia; Guerrero Farías M.L., Universidad de Los Andes, Center of Teaching and Learning, School of Education, Bogotá, Colombia; Reyes L.H., Universidad de Los Andes, Department of Chemical and Food Engineering, Bogotá, Colombia; Pradilla D., Universidad de Los Andes, Department of Chemical and Food Engineering, Bogotá, Colombia","Preparing work-ready chemical engineering graduates is achieved by integrating the technical skills and knowledge learned at university with employability skills required by industry. While this is most often made through industry placements, non-placement forms of work-integrated learning (WIL) can be highly effective in preparing graduates for the workplace without the issues of locating work placements and ensuring their quality. In this paper, the authors focus on a chemical engineering course that combines non-placement WIL with a problem-oriented/project-based learning methodology, and a problem-solving tool, the Integrated Product and Process Design (IPPD) framework. The authors present qualitative data from students, lecturers, and industry partners to evaluate whether the employability skills of creativity and teamwork are developed in the course. Through a process of qualitative analysis, the authors developed five key themes that provide a focused understanding of how the parts of the course relate to one another and drive student learning. The findings of this study indicate that the model of non-placement WIL evaluated was effective in building the defined employability skills; however, there are opportunities for iterative enhancement. The key learnings from this study may guide others interested in building non-placement WIL into chemical engineering education. © 2020 Institution of Chemical Engineers","Creativity; Employability skills; Scholarship of teaching and learning; Teamwork; Work-integrated learning","Curricula; Digital storage; Education computing; Iterative methods; Product design; Chemical engineering course; Chemical engineering graduates; Employability skills; Integrated product and process designs; Iterative enhancement; Problem solving tool; Qualitative analysis; Work-integrated learning; Students","","","","","","","Accreditation Board for Engineering and Technology, Lessons from Leaders on Modernizing Higher Education Engineering Curriculum Engineering Change, (2017); Accreditation Board for Engineering and Technology, Criteria for Accrediting Engineering Programs, pp. 2020-2021, (2019); Ajjawi R., Tai J., Nghia H., Le T., Boud D., Johnson L., Patrick C.J., Aligning assessment with the needs of work-integrated learning: the challenges of authentic assessment in a complex context, Assess. Eval. High. Educ., 45, pp. 304-316, (2020); Alvarez O., Integrating creativity in the design of chemical products, Research in Engineering Education Symposium (REES), Bogotá, (2017); Ballesteros M.A., Daza M.A., Valdes J.P., Ratkovich N., Reyes L.H., Applying PBL methodologies to the chemical engineering courses: unit operations and modeling and simulation, using a joint course project, Educ. Chem. Eng., (2019); Bazeley P., Analysing qualitative data: more than indentifying themes, Malaysian J. Qual. Res., 2, pp. 6-22, (2009); Billett S., Curriculum and Pedagogic Bases for Effectively Integrating Practice-Based Experiences, (2011); Birkman Fink S., Capparell S., The Birkman Method: Your Personality at Work, (2013); Britton E., Simper N., Leger A., Stephenson J., Assessing teamwork in undergraduate education: a measurement tool to evaluate individual teamwork skills, Assess. Eval. High. Educ., 42, pp. 378-397, (2017); Cabanillas C., Resinas M., Ruiz-Cortes A., Automated resource assignment in BPMN models using RACI matrices, Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), pp. 56-73, (2012); Cooper L., Orrell J., Bowden M., Work integrated learning: a guide to effective practice, J. Eur. Ind. Train., (2011); Coronella C., Project-based learning in a first-year chemical engineering course: evaporative cooling, Proceedings of the American Society for Engineering Education, Citeseer, (2006); Cruz A., Pineda W., Caracterización del Desarrollo Profesional de la Ingeniería Química en Colombia (2015–2017), (2018); Cussler E.L., Moggridge G.D., Cussler E.L., Moggridge G.D., An introduction to chemical product design, Chemical Product Design, pp. 1-16, (2012); Duhigg C., What Google Learned From Its Quest to Build the Perfect Team [WWW Document], (2016); Edmondson A., Psychological safety and learning behavior in work teams, Adm. Sci. Q., 44, pp. 350-383, (1999); Edmondson A.C., Lei Z., Psychological safety: the history, renaissance, and future of an interpersonal construct, Annu. Rev. Organ. Psychol. Organ. Behav., 1, pp. 23-43, (2014); Fautley M., Assessing creativity in English school music education: a case of mistaken identity?, Creativities in Arts Education, Research and Practice. Brill Sense, pp. 173-188, (2018); Felder R.M., Brent R., Hard assessment of soft skills, Chem. Eng. Educ., 44, pp. 63-64, (2010); Fernandez Rivas D., Boffito D.C., Faria-Albanese J., Glassey J., Cantin J., Afraz N., Akse H., Boodhoo K.V.K., Bos R., Chiang Y.W., Commenge J.M., Dubois J.L., Galli F., Harmsen J., Kalra S., Keil F., Morales-Menendez R., Navarro-Brull F.J., Noel T., Ogden K., Patience G.S., Reay D., Santos R.M., Smith-Schoettker A., Stankiewicz A.I., van den Berg H., van Gerven T., van Gestel J., Weber R.S., Process intensification education contributes to sustainable development goals. Part 2, Educ. Chem. Eng., 32, pp. 15-24, (2020); Ferns S., Zegwaard K.E., Critical assessment issues in work-integrated learning, Asia-Pacific J. Coop. Educ., 15, pp. 179-188, (2014); Govender C.M., Wait M., Work integrated learning benefits for student career prospects - mixed mode analysis, South Afr. J. High. Educ., 31, pp. 49-64, (2017); Green J., Willis K., Hughes E., Small R., Welch N., Gibbs L., Daly J., Generating best evidence from qualitative research: the role of data analysis, Aust. N. Z. J. Public Health, 31, pp. 545-550, (2007); Griffiths D.A., Inman M., Rojas H., Williams K., Transitioning student identity and sense of place: future possibilities for assessment and development of student employability skills, Stud. High. Educ., 43, pp. 891-913, (2018); Jackson D., Employability skill development in work-integrated learning: barriers and best practice, Stud. High. Educ., 40, pp. 350-367, (2015); Jackson D., Developing pre-professional identity in undergraduates through work-integrated learning, High. Educ., 74, pp. 833-853, (2017); Johns-Boast L., Patch G., A Win-Win Situation: Benefits of Industry-Based Group Projects Case Study, (2010); Jorgensen S., Arce-Trigatti A., Allen Mathende S.B., Cain A.H., Sanders J.R., Arce P.E., An Activity to Illustrate Teamwork: an Introduction to the Renaissance Foundry Model Through Mindful Abstraction, (2019); Kaider F., Hains-Wesson R., Young K., Practical typology of authentic work-integrated learning activities and assessments, Asia-Pacific J. Coop. Educ., 18, pp. 153-165, (2017); Leech N.L., Onwuegbuzie A.J., An array of qualitative data analysis tools: a call for data analysis triangulation, Sch. Psychol. Q., 22, pp. 557-584, (2007); Lopez-Malo A., Husted S., Gutierrez J.V., Ramirez-Corona N., Palou E., Food engineering students’ creative experiences in a capstone course, ASEE Annual Conference and Exposition, Conference Proceedings, (2016); Mackaway J., Winchester-Seeto T., Carter L., Work-integrated learning and the ‘inclusive’ challenge of preparing a diverse student cohort for the world beyond the academy, Research and Development in Higher Education: Higher Education in a Globalized World, pp. 226-236, (2014); Martin A., Hughes H., How to make the most of work integrated learning: a guide for students, lecturers & supervisors, Lecturers & Supervisors, Massey University, Private Bag 11222 Palmerston North 5301 New Zealand, Citeseer, (2009); Michigan M., Engineering Change: Six Keys to Success in Modernizing Higher Ed Curriculum [WWW Document], (2017); Munro C.R., Laiken M.E., Developing and sustaining high performance teams an action research approach, OD Pract., 35, pp. 62-67, (2003); Mutereko S., Wedekind V., Work integrated learning for engineering qualifications: a spanner in the works?, J. 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Learn., pp. 1-21, (1994); Rueeker S., Radzikowska M., The iterative design of a project charter for interdisciplinary research, Proceedings of the Conference on Designing Interactive Systems: Processes, Practices, Methods, and Techniques, DIS, pp. 288-294, (2008); Salcedo Galan F., Buitrago Mora H.M., Jimenez Heredia A.T., Sierra Penuela L.L., Gonzalez Barrios A.F., Everyday chemical product design as platform for teaching transport phenomena, Educ. Chem. Eng., 25, pp. 9-15, (2018); Schmidt M., Charney M., Assessing creativity as a student learning outcome in theatre education, Creativity in Theatre, pp. 271-287, (2018); Simic M., Spichkova M., Schmidt H., Peake I., Enhancing learning experience by collaborative industrial projects, ICEER 2016, pp. 1-8, (2016); Stirling A., Kerr G., Banwell J., MacPherson E., Heron A., A Practical Guide for Work-Integrated Learning Effective Practices to Enhance the Educational Quality of Structured Work Experiences Offered Through Colleges and Universities, (2016); Theresa W.S., Anna R., Jacqueline M., Sharing the load: understanding the roles of academics and host supervisors in work-integrated learning, Asia-Pacific J. Coop. Educ., 17, pp. 101-118, (2016); Tran L.T., Soejatminah S., Integration of work experience and learning for international students: from harmony to inequality, J. Stud. Int. Educ., 21, pp. 261-277, (2017); Treffinger D.J., Young G.C., Selby E.C., Shepardson C., Assessing creativity: a guide for education, Natl. Res. Cent. Gift. Talent., (2002); Wilson J.M., Gantt charts: a centenary appreciation, Eur. J. Oper. Res., 149, pp. 430-437, (2003)","L.H. Reyes; Universidad de Los Andes, Department of Chemical and Food Engineering, Bogotá, Colombia; email: lh.reyes@uniandes.edu.co","","Elsevier B.V.","","","","","","17497728","","","","English","Educ. Chem. Eng.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85091335723"
"Tweed F.S.","Tweed, Fiona S. (6602600537)","6602600537","Students as co-learners - reviewing a decade of the Geography Research Assistantship","2020","Journal of Geography in Higher Education","44","4","","569","591","22","0","10.1080/03098265.2020.1771686","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086942295&doi=10.1080%2f03098265.2020.1771686&partnerID=40&md5=87aea2d156b29533486d420499705e8d","School of Creative Arts and Engineering, Staffordshire University, Staffordshire, United Kingdom","Tweed F.S., School of Creative Arts and Engineering, Staffordshire University, Staffordshire, United Kingdom","Increasing attention is focusing on the creation of academic spaces in which students can engage with research and inquiry. This paper reports on the Geography Research Assistantship (GRA) module developed and implemented in Geography at Staffordshire University and reviews its contribution to student learning over the last decade. The GRA offers final year undergraduate students the opportunity to work as research assistants to members of staff and external collaborators. The experiences of students, staff and external collaborators involved in a range of research assistantships over the last ten years are reviewed and the main benefits, challenges and impacts of the initiative are analysed. The GRA engenders co-learning environments, characterized by engagement in the iterative practices of research and inquiry and the development of confidence, internal authority and self-authorship. Some students experience unease in adjusting to the liminal learning spaces inherent in the GRA and there are tensions in the exclusivity of the initiative. Evidence underscores the value of cultivating co-learning relationships and environments for mutual benefit and we encourage others to identify opportunities for adopting similar initiatives. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","co-creation; employability; graduate attributes; learning landscape; Research-engaged learning; undergraduate","England; Staffordshire; United Kingdom; academic research; geographical research; learning; research work; student; university sector","","","","","Staffordshire University; Higher Education Funding Council for England, HEFCE","Thank you to GRA students, staff and external collaborators who have worked on a range of projects and given their feedback so freely over the last decade, during which time this learning initiative has become embedded. I am grateful to the participants of RGS-IBG Employability Day 2016 for their comments on the GRA. The piloting of the GRA module was supported by funding from HEFCE, which was deployed by the Academic Development Institute at Staffordshire University as part of an initiative to enhance links between learning, teaching and research. Thank you to Janet Wright, Ruth Swetnam and Gordon Walker for helpful comments on an earlier draft of this paper. I am grateful to two anonymous reviewers and the editor, all of whom provided useful suggestions that helped to improve the manuscript. ","Aoun J.E., Robot-proof: Higher education in the age of artificial intelligence, (2017); Arrowsmith C., Bagoly-Simo P., Finchum A., Oda K., Pawson E., Student employability and its implications for geography curricula and learning practices, Journal of Geography in Higher Education, 35, 3, pp. 365-377, (2011); Baxter Magolda M.B., Self-authorship as the common goal of 21st century education, Learning partnerships: Theories and models of practice to educate for self-authorship (pp. 69–83), (2004); Baxter Magolda M.B., Self-authorship: The foundation for twenty-first-century education, New Directions in Learning and Teaching, 109, 109, pp. 69-83, (2007); Brew A., Research and teaching: Changing relations in a changing context, Studies in Higher Education, 24, 3, pp. 293-301, (1999); Brew A., Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education, Higher Education Research & Development, 22, 1, pp. 3-18, (2003); Brew A., Research and teaching: Beyond the divide, (2006); Developing foresight for the development of higher education/research relations in the perspective of the European research area (ERA), (2002); Learning to grow. What employers need from education and skills, (2012); Cuthbert R., Can academic practice make perfect?, Educational Developments SEDA, 101, pp. 1-5, (2009); Decker H., Wolff S.W., Re-inventing research-based teaching and learning, Paper prepared for presentation at the meeting of the European forum for enhanced collaboration in teaching of the European University Association, (2016); Dexter B., Seden R., “It’s really making a difference”: How small-scale research projects can enhance teaching and learning, Innovations in Education and Teaching International, 49, 1, pp. 83-93, (2012); Eden S., Out of the comfort zone: Enhancing work-based learning about employability through student reflection on work placements, Journal of Geography in Higher Education, 38, 2, pp. 266-276, (2014); Felton P., Monet moments and the necessity of productive disruption, Teaching and Learning in Higher Education, (2011); Fuller I.C., Mellor A., Entwistle J.A., Combining research-based student fieldwork with staff research to reinforce teaching and learning, Journal of Geography in Higher Education, 38, 3, pp. 383-400, (2014); Fung D., A connected curriculum for higher education. Education, (2017); Geschwind L., Brostrom A., Managing the teaching-research nexus: Ideals and practice in research-oriented universities, Higher Education Research and Development, 34, 1, pp. 60-73, (2015); Griffiths R., Knowledge production and the research-teaching nexus: The case of the built environment disciplines, Studies in Higher Education, 29, 6, pp. 709-726, (2004); Haigh M., Cotton D., Hall T., Pedagogic research in geography higher education, (2016); Harris T., Tweed F., A research-led, inquiry-based learning experiment: Classic landforms of deglaciation, Glen Etive, Scottish Highlands, Journal of Geography in Higher Education, 34, 4, pp. 511-528, (2010); Hattie J., Marsh H.W., The relationship between research and teaching: A meta-analysis, Review of Educational Research, 66, 4, pp. 507-542, (1996); Healey M., Linking research and teaching to benefit student learning, Journal of Geography in Higher Education, 29, 2, pp. 183-201, (2005); Healey M., Blumhof J., Thomas N., The research-teaching nexus in geography, Earth and Environmental Sciences (GEES), Planet, Special Edition, pp. 5-13, (2003); 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Le Heron R., Baker R., McEwen L., Co-learning: Re-linking Research and Teaching in Geography, Journal of Geography in Higher Education, 30, 1, pp. 77-87, (2006); Lindsay R., Breen R., Jenkins A., Academic research and teaching quality: The views of undergraduate and postgraduate students, Studies in Higher Education, 27, 3, pp. 309-327, (2002); Marsh H.W., Hattie J., The relation between research productivity and teaching effectiveness, The Journal of Higher Education, 735, pp. 603-641, (2002); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: What effects do they have on graduate labour market outcomes?, Education Economics, 1, 1, pp. 1-30, (2009); McLean M., Barker H., Students making progress and the ‘research‐teaching nexus’ debate, Teaching in Higher Education, 9, 4, pp. 407-419, (2004); Mitchell R.L., Emanation and generation, About Campus, 11, 5, pp. 29-30, (2006); Moore N., Fournier E.J., Hardwick S.W., Healey M., Maclachlan J., Seemann J., Mapping the journey toward self-authorship in geography, Journal of Geography in Higher Education, 35, 3, pp. 351-364, (2011); 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Simons M., Elen J., The research-teaching nexus’ and ‘education through research’: An exploration of ambivalences, Studies in Higher Education, 32, 5, pp. 617-631, (2007); Speake J., Navigating our way through the research-teaching nexus, Journal of Geography in Higher Education, 39, 1, pp. 131-142, (2015); Tight M., Examining the research/teaching nexus, European Journal of Higher Education, 6, 4, pp. 293-311, (2016); Tweed F., Boast R., Reviewing the ‘research placement’ as a means of enhancing student learning and expanding research capacity, Journal of Geography in Higher Education, 35, 4, pp. 599-615, (2011); Walkington H., Students as researchers: Supporting undergraduate research in the disciplines in higher education, The higher education academy, (2015); Walkington H., Griffin A.L., Keys-Mathews L., Metoyer S.K., Miller W.E., Baker R., France D., Embedding research-based learning early in the undergraduate geography curriculum, Journal of Geography in Higher Education, 35, 3, pp. 315-330, (2011); Zamorski B., Research-led teaching and learning in higher education: A case, Teaching in Higher Education, 7, 4, pp. 411-427, (2010)","F.S. Tweed; School of Creative Arts and Engineering, Staffordshire University, Staffordshire, College Road, Stoke-on-Trent, ST4 2DE, United Kingdom; email: f.s.tweed@staffs.ac.uk","","Routledge","","","","","","03098265","","","","English","J. Geogr. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85086942295"
"Habets O.; Stoffers J.; Van der Heijden B.; Peters P.","Habets, Omar (57211535023); Stoffers, Jol (56589821100); Van der Heijden, Beatrice (13406606600); Peters, Pascale (7202363177)","57211535023; 56589821100; 13406606600; 7202363177","Am i fit for tomorrow's labor market? The effect of graduates' skills development during higher education for the 21st century's labor market","2020","Sustainability (Switzerland)","12","18","7746","","","","18","10.3390/su12187746","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091376426&doi=10.3390%2fsu12187746&partnerID=40&md5=085758ed387ebdb156f06e4d9b89ba99","Research Centre for Employability, Zuyd University of Applied Sciences, MT Sittard, 6131, Netherlands; Institute for Management Research, Radboud University, HK Nijmegen, 6500, Netherlands; Faculty of Management, Open Universiteit the Netherlands, AT Heerlen, 6419, Netherlands; Research Centre for Education and the Labour Market (ROA), Maastricht University, LM Maastricht, 6211, Netherlands; Department of Marketing, Innovation and Organisation, Ghent University, Ghent, 9000, Belgium; Business School, Hubei University, Wuhan, 430062, China; Kingston Business School, Kingston University, Kingston upon Thames, London, KT2 7LB, United Kingdom; Nyenrode Business Universiteit, BG Breukelen, 3621, Netherlands","Habets O., Research Centre for Employability, Zuyd University of Applied Sciences, MT Sittard, 6131, Netherlands; Stoffers J., Research Centre for Employability, Zuyd University of Applied Sciences, MT Sittard, 6131, Netherlands, Faculty of Management, Open Universiteit the Netherlands, AT Heerlen, 6419, Netherlands, Research Centre for Education and the Labour Market (ROA), Maastricht University, LM Maastricht, 6211, Netherlands; Van der Heijden B., Institute for Management Research, Radboud University, HK Nijmegen, 6500, Netherlands, Faculty of Management, Open Universiteit the Netherlands, AT Heerlen, 6419, Netherlands, Department of Marketing, Innovation and Organisation, Ghent University, Ghent, 9000, Belgium, Business School, Hubei University, Wuhan, 430062, China, Kingston Business School, Kingston University, Kingston upon Thames, London, KT2 7LB, United Kingdom; Peters P., Institute for Management Research, Radboud University, HK Nijmegen, 6500, Netherlands, Nyenrode Business Universiteit, BG Breukelen, 3621, Netherlands","This study contributes to the employability skills debate by investigating how students' self-perceived 21st century skills relate to the self-perceived fit between their higher education curriculum and their future labor market for a sustainable entry to this labor market. Survey data from 4670 fourth-year students over a period of four years were analyzed. Furthermore, out of this group, 83 students were monitored longitudinally over their full educational student careers. Results showed a positive relationship between students' self-perceived 21st century skills and their self-perceived ""education-future labor market fit"". Among more recent cohorts, a significant improvement in their self-perceived 21st century skills was found. Overall, this study indicated that in order to deliver ""employable"" graduates, students need to be thoroughly trained in 21st century skills, and their development should be retained and expanded. This is one of the few studies that uses a vast amount of both cross-sectional and longitudinal data on skills and labor market perspectives among new graduates. © 2020 by the authors.","Education-future labor market fit; Employability; Labor market analysis; Role of higher education; Self-rated 21st century skills","curriculum; higher education; labor market; perception; student; twenty first century","","","","","","","Soule H., Warrick T., Defining 21st Century Readiness for all Students: What we Know and How to Get There, Psychol. Aesthet. Creat. Arts, 9, pp. 178-186, (2015); Nilsson S., Ekberg K., Employability and Work Ability: Returning to the Labour Market after Long-term Absence, Work, 44, pp. 449-457, (2013); Tomlinson M., Introduction: Graduate Employability in Context: Charting a Complex, Contested and Multi-faceted Policy and Research Field, Graduate Employability in Context: Theory, Research and Debate, pp. 1-40, (2017); Lopez J.E., Romero-Diaz de la Guardia J.J., Olmos-Gomez M.C., Chacon-Cuberos R., Olmedo Moreno E.M., Enhancing Skills for Employment in the Workplace of the Future 2020 Using the Theory of Connectivity: Shared and Adaptive Personal Learning Environments in a Spanish Context, Sustainability, 11, (2019); Lechner C.M., Tomasik M.J., Silbereisen R.K., Preparing for Uncertain Careers: How Youth Deal with Growing Occupational Uncertainties before the Education-to-work Transition, J. Vocat. 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Habets; Research Centre for Employability, Zuyd University of Applied Sciences, MT Sittard, 6131, Netherlands; email: omar.habets@zuyd.nl","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85091376426"
"Unguren E.; Huseyinli T.","Unguren, Engin (32267581900); Huseyinli, Tahire (57219087495)","32267581900; 57219087495","The moderating effect of student club membership on the relationship between career intention in the tourism sector and post-graduate employability anxiety","2020","Journal of Hospitality, Leisure, Sport and Tourism Education","27","","100265","","","","9","10.1016/j.jhlste.2020.100265","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091223216&doi=10.1016%2fj.jhlste.2020.100265&partnerID=40&md5=0261014a7a3b177580445c0948f630b3","Faculty of Economics and Administrative Sciences, Department of Business Administration, Alanya Aladdin Keykubat University, Alanya, Turkey; Faculty of Economics and Administrative Sciences, Department of Human Resources Management, Alanya Aladdin Keykubat University, Alanya, Turkey","Unguren E., Faculty of Economics and Administrative Sciences, Department of Business Administration, Alanya Aladdin Keykubat University, Alanya, Turkey; Huseyinli T., Faculty of Economics and Administrative Sciences, Department of Human Resources Management, Alanya Aladdin Keykubat University, Alanya, Turkey","The majority of the studies on students who study tourism reveal that they do not plan to build their careers in the tourism industry. It is important for both educators and the tourism industry to determine the career intentions of tourism students and the factors which affect them. There are many studies on tourism students' attitudes towards the tourism industry. The main purpose of this particular study is how extracurricular student club membership status of tourism students affect their career intentions and post-graduation employability anxiety. It analyzes student club membership status as a moderating variable in building relationships between the career intentions and post-graduation employability anxiety. Data were collected from 512 respondents via survey. The research model is tested with structural equation model (SEM) and to test the moderating role of student club membership status in the relationship in question, PROCESS macro for SPSS is favoured. The study presents both theoretical insights and practical implications. © 2020 Elsevier Ltd","Career intention; Extra curricular activities; Post-graduate employability anxiety; Student club membership; Tourism education; Undergraduates","","","","","","","","Aksu A.A., Koksal C.D., Perceptions and attitudes of tourism students in Turkey, International Journal of Contemporary Hospitality Management, 17, 5, pp. 436-447, (2005); Akyuz G., Evaluation of the relationship between the time spent on leisure activities of students' and their achievements in mathematics, Electronic Journal of Social Sciences, 12, 46, pp. 112-130, (2013); Alexandrov D., Tenisheva K., Savelyeva S., The relationship between extracurricular activities and adolescents: Academic performance and self-concept. 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Unguren; Alanya Aladdin Keykubat University, Faculty of Economics and Administrative Sciences, Department of Business Administration, Alanya, Merkez Mahallesi Sigorta Caddesi, Kes, tel, 07425, Turkey; email: engin.unguren@alanya.edu.tr","","Elsevier B.V.","","","","","","14738376","","","","English","J. Hosp. Leis. Sports Tour. Educ.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85091223216"
"Peeters E.R.; Akkermans J.; De Cuyper N.","Peeters, Ellen R. (56205269000); Akkermans, Jos (35219518700); De Cuyper, Nele (8355522100)","56205269000; 35219518700; 8355522100","The Only Constant Is Change? Movement Capital and Perceived Employability","2020","Journal of Career Assessment","28","4","","674","692","18","18","10.1177/1069072720918195","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084508730&doi=10.1177%2f1069072720918195&partnerID=40&md5=9e5744ec9f8bee8e7f1fa9d76d40c87f","Department of Organizational Psychology, Open University of the Netherlands, Heerlen, Netherlands; Department of Personnel Management, Work, and Organizational Psychology, Ghent University, Belgium; School of Business and Economics, Vrije Universiteit Amsterdam, Netherlands; Research Group Work, Organization and Personnel Psychology, KU Leuven, Belgium","Peeters E.R., Department of Organizational Psychology, Open University of the Netherlands, Heerlen, Netherlands, Department of Personnel Management, Work, and Organizational Psychology, Ghent University, Belgium; Akkermans J., School of Business and Economics, Vrije Universiteit Amsterdam, Netherlands; De Cuyper N., Research Group Work, Organization and Personnel Psychology, KU Leuven, Belgium","This study examines to what extent the four aspects of movement capital (i.e., human capital, adaptability, self-awareness, and social capital) contribute to individuals’ perceived employability. Building on the model of career mobility, we expected positive effects of all movement capital aspects on perceived employability over time. Hypotheses were tested by means of longitudinal structural equation models in two samples of Belgian respondents from the private (N = 409, 6 months between measurements) and the public (N = 718, 8 months between measurements) sector. We established a reciprocal relationship between self-awareness and perceived employability. The other associations of human capital, adaptability, and social capital were surprisingly small and inconsistent. There appears to be a disconnect between conceptualizations and measurements of employability; whereas conceptualizations of perceived employability focus on obtaining and retaining employment, measurements only tap into the former. At the same time, movement capital conceptualizations focus on obtaining employment, whereas their measurements tap into obtaining and retaining employment. © The Author(s) 2020.","career mobility model; career resilience; employability capital; employability process model; movement capital; perceived employability","","","","","","KU Leuven, (OT/11/010)","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was partially supported by grants from KU Leuven (Project No. OT/11/010). ","Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W.B., Competencies for the contemporary career: Development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, pp. 245-267, (2013); Akkermans J., Kubasch S., Trending topics in careers: A review and future research agenda, Career Development International, 22, 6, pp. 586-627, (2017); Akkermans J., Tims M., Crafting your career: How career competencies relate to career success via job crafting, Applied Psychology: An International Review, 66, 1, pp. 168-195, (2017); Allvin M., The individualization of labour, Learning to be employable: New agendas on work, responsibility, and learning in a globalizing world, pp. 23-41, (2004); Arthur M.B., The boundaryless career: A new perspective for organizational inquiry, Journal of Organizational Behavior, 15, 4, pp. 295-306, (1994); Baker W.E., Market networks and corporate behavior, American Journal of Sociology, 96, pp. 589-625, (1990); Berntson E., Naswall K., Sverke M., Investigating the relationship between employability and self-efficacy: A cross-lagged analysis, European Journal of Work and Organizational Psychology, 17, 4, pp. 413-425, (2008); Berntson E., Sverke M., Marklund S., Predicting perceived employability: Human capital or labour market opportunities?, Economic and Industrial Democracy, 27, pp. 223-244, (2006); Blokker R., Akkermans J., Tims M., Jansen P., Khapova S., Building a sustainable start: The role of career competencies, career success, and career shocks in young professionals’ employability, Journal of Vocational Behavior, 112, pp. 172-184, (2019); Carlson K.D., Wu J., The illusion of statistical control: Control variable practice in management research, Organizational Research Methods, 15, 3, pp. 413-435, (2012); Cheung R., Jin Q., Cheung C.-K., Perceived employability of nonlocal Chinese university students in Hong Kong: The impact of acculturative and vocational variables, Journal of Career Assessment, 26, 1, pp. 137-153, (2016); Choi B., Bjorner J.B., Ostergren P.O., Clays E., Houtman I., Punnett L., Rosengren A., De Bacquer D., Ferrario M., Bilau M., Karasek R., Cross-language differential item functioning of the job content questionnaire among European countries: the JACE study, International Journal of Behavioral Medicine, 16, 2, pp. 136-147, (2009); Clarke M., Understanding and managing employability in changing career contexts, Journal of European Industrial Training, 32, 4, pp. 258-284, (2008); De Cuyper N., Bernhard-Oettel C., Berntson E., De Witte H., Alarco B., Employability and employees’ well-being: Mediation by job insecurity, Journal of Applied Psychology: An International Review, 57, 3, pp. 488-509, (2008); De Cuyper N., De Witte H., Gepercipieerde kans op een baan versus een betere baan: Relaties met arbeidstevredenheid en welzijn [Perceived chance of alternative employment versus better employment: Associations with job satisfaction and well-being], Gedrag & Organisatie, 21, 4, pp. 475-492, (2008); DeFillippi R.J., Arthur M.B., The boundaryless career: A competency-based perspective, Journal of Organizational Behavior, 15, 4, pp. 307-324, (1994); Dries N., Forrier A., De Vos A., Pepermans R., Self-perceived employability, organization-rated potential, and the psychological contract, Journal of Managerial Psychology, 29, 5, pp. 565-581, (2014); 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Fouad N.A., Kozlowski M.B., Turning around to look ahead: Views of vocational psychology in 2001 and 2019, Journal of Career Assessment, 27, 3, pp. 375-390, (2019); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Fugate M., Kinicki A.J., A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, pp. 503-527, (2008); Grzeda M.M., Prince J.B., Career motivation measures: A test of convergent and discriminant validity, The International Journal of Human Resource Management, 8, 2, pp. 172-196, (1997); Hakanen J.J., Schaufeli W.B., Ahola K., The job demands-resources model: A three-year cross-lagged study of burnout, depression, commitment, and work engagement, Work & Stress, 22, 3, pp. 224-241, (2008); Hall D.T., Self-awareness, identity, and leader development, Leader development for transforming organizations, pp. 153-173, (2004); Hirschi A., The career resources model: An integrative framework for career counsellors, British Journal of Guidance & Counselling, 40, 4, pp. 369-383, (2012); London M., Relationships between career motivation, empowerment and support for career development, Journal of Occupational and Organizational Psychology, 66, pp. 55-69, (1993); Marsh H.W., Hau K.-T., Wen Z., In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s (1999) findings, Structural Equation Modeling: A Multidisciplinary Journal, 11, 3, pp. 320-341, (2004); Matsunaga M., How to factor-analyze your data right: Do’s, don’ts, and how-to’s, International Journal of Psychological Research, 3, 1, pp. 97-110, (2010); McArdle S., Waters L., Briscoe J.P., Hall D.T., Employability during unemployment: Adaptability, career identity and human and social capital, Journal of Vocational Behavior, 71, 2, pp. 247-264, (2007); Nelissen J., Forrier A., Verbruggen M., Employee development and voluntary turnover: Testing the employability paradox, Human Resource Management Journal, 27, pp. 152-168, (2017); Ng T.W.H., Feldman D.C., Community embeddedness and work outcomes: The mediating role of organizational embeddedness, Human Relations, 67, pp. 71-103, (2014); Notelaers G., De Witte H., Van Veldhoven M., Vermunt J., Construction and validation of the short inventory to monitor psychosocial hazards, Médecine du Travail et Ergonomie, 44, 1, pp. 11-17, (2007); Peeters E., Nelissen J., De Cuyper N., Forrier A., Verbruggen M., De Witte H., Employability capital: A conceptual framework tested through expert analysis, Journal of Career Development, pp. 1-15, (2017); Podsakoff P.M., MacKenzie S.B., Lee J.Y., Podsakoff N.P., Common method biases in behavioral research: A critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, 5, pp. 879-903, (2003); Rosseel Y., Lavaan: An R package for structural equation modeling, Journal of Statistical Software, 48, 2, pp. 1-36, (2012); Ryan L., Sales R., Tilki M., Siara B., Social networks, social support and social capital: The experiences of recent Polish migrants in London, Sociology, 42, 4, pp. 672-690, (2008); Seibert S.E., Kraimer M.L., Liden R.C., A social capital theory of career success, Academy of Management Journal, 44, 2, pp. 219-237, (2001); Smith V., Review article: Enhancing employability: Human, cultural, and social capital in an era of turbulent unpredictability, Human Relations, 63, 2, pp. 279-300, (2010); Spector P.E., Brannick M.T., Methodological urban legends: The misuse of statistical control variables, Organizational Research Methods, 14, pp. 287-305, (2011); Thijssen J.G.L., Van der Heijden B.I.J.M., Rocco T.S., Toward the employability—link model: Current employment transition to future employment perspectives, Human Resource Development Review, 7, pp. 165-183, (2008); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, pp. 407-431, (2012); Torrent-Sellens J., Ficapal-Cusi P., Boada-Grau J., Dispositional employability and online training purchase. Evidence from employees’ behavior in Spain, Frontiers in Psychology, 7, (2016); Van der Heijde C.M., Van der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, pp. 449-476, (2006); Van der Heijden B.I.J.M., Interpersonal work context as a possible buffer against age-related stereotyping, Ageing & Society, 38, pp. 129-165, (2018); Van der Heijden B.I.J.M., De Lange A.H., Demerouti E., Van der Heijde C.M., Age effects on the employability–career success relationship, Journal of Vocational Behavior, 74, 2, pp. 156-164, (2009); Van der Heijden B.I.J.M., Notelaers G., Peters P., Stoffers J.M., De Lange A.H., Froehlich D.E., Van der Heijde C.M., Development and validation of the short-form employability five-factor instrument, Journal of Vocational Behavior, 106, pp. 236-248, (2018); Vander Elst T., Sercu M., Van den Broeck A., Van Hoof E., Baillien E., Godderis L., Who is more susceptible to job stressors and resources? Sensory-processing sensitivity as a personal resource and vulnerability factor, PLoS ONE, 14, 11, (2019); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 3, pp. 592-605, (2014); (2012); (2012)","E.R. Peeters; Department of Organizational Psychology, Open University of the Netherlands, Heerlen, Netherlands; email: ellen.peeters@ugent.be; E.R. Peeters; Department of Personnel Management, Work, and Organizational Psychology, Ghent University, Belgium; email: ellen.peeters@ugent.be","","SAGE Publications Inc.","","","","","","10690727","","","","English","J. Career Assess.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85084508730"
"de Subijana C.L.; Ramos J.; Garcia C.; Chamorro J.L.","de Subijana, Cristina López (25936056800); Ramos, Javier (57193098166); Garcia, Carlos (56611885400); Chamorro, Jose L. (57220741340)","25936056800; 57193098166; 56611885400; 57220741340","The employability process of spanish retired elite athletes: Gender and sport success comparison","2020","International Journal of Environmental Research and Public Health","17","15","5460","1","12","11","11","10.3390/ijerph17155460","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089130923&doi=10.3390%2fijerph17155460&partnerID=40&md5=2f6dbb0f18d6e2d75b60ae907b11d583","Social Sciences Applied to Sport, Physical Activity and Leisure Department, Faculty of Sport Sciences-INEF, Universidad Politécnica de Madrid, Madrid, 28040, Spain; Faculty of Sport Sciences, Universidad Europea de Madrid, Villaviciosa de Odón, 28670, Madrid, Spain","de Subijana C.L., Social Sciences Applied to Sport, Physical Activity and Leisure Department, Faculty of Sport Sciences-INEF, Universidad Politécnica de Madrid, Madrid, 28040, Spain; Ramos J., Social Sciences Applied to Sport, Physical Activity and Leisure Department, Faculty of Sport Sciences-INEF, Universidad Politécnica de Madrid, Madrid, 28040, Spain; Garcia C., Faculty of Sport Sciences, Universidad Europea de Madrid, Villaviciosa de Odón, 28670, Madrid, Spain; Chamorro J.L., Faculty of Sport Sciences, Universidad Europea de Madrid, Villaviciosa de Odón, 28670, Madrid, Spain","The aims of the study were: (i) to describe the work integration after retirement in elite athletes, (ii) to compare the working integration of women and men, and Olympic and non-Olympic athletes, and (iii) to specify the factors that affect their employment status and current monthly income. A total of 476 former elite athletes were surveyed. Non-parametric statistics were applied to compare the differences between groups and a classification tree analysis was performed for the dependent variables. The former elite athlete’s unemployment rate was better than the general population. At the gender comparison, a wage gap appeared between women and men. At the comparison between Olympic and non-Olympic athletes, the link to first employment differed in both groups. In the prediction models, finishing higher education arose as a key factor of the working status and the monthly salary. Among those without higher education studies, planning arose as a factor determining their salary, while among those with high qualifications, gender was the key factor. This study supports the importance of a holistic view of athletic career development and it offers practical insights into the process of reaching first employment after retirement. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Elite athletes; Employment; Gender; Retirement; Sport success; Transitions","Achievement; Athletes; Female; Humans; Male; Retirement; Spain; Sports; Surveys and Questionnaires; Spain; comparative study; gender relations; higher education; holistic approach; Olympic Games; retirement; sport; unemployment; adult; article; career; controlled study; dependent variable; education; elite athlete; employability; female; gender; human; human experiment; male; nonparametric test; prediction; retirement; salary; unemployment; achievement; athlete; questionnaire; Spain; sport","","","","","Olympic Studies Center of the International Olympic Committee; International Olympic Committee, IOC","Funding text 1: Funding: This work was supported by the Olympic Studies Center of the International Olympic Committee under 2015–2016 Research Advance Grant Program.; Funding text 2: This work was supported by the Olympic Studies Center of the International Olympic Committee under 2015?2016 Research Advance Grant Program.","Park S., Lavallee D., Tod D., Athletes’ career transition out of sport: A systematic review, Int. Rev. Sport Exerc. Psychol, 6, pp. 22-53, (2013); Wylleman P., Rosier N., Holistic perspective on the development of elite athletes, Sport and Exercise Psychology Research: From Theory to Practice, pp. 269-288, (2016); Stambulova N., Wylleman B., Psychology of athletes’ dual careers: A state-of-the-art critical review of the European discourse, Psychol. Sport Exerc, 42, pp. 74-88, (2019); Alfermann D., Stambulova N., Career transitions and career termination, Handbook of Sport Psychology, pp. 712-736, (2007); Stambulova N., Wylleman P., Athletes’ career development and transitions, Routledge Companion to Sport and Exercise Psychology, pp. 605-621, (2014); Barriopedro M., de Subijana C.L., Muniesa C., Insights into life after sport for Spanish Olympians: Gender and career path perspectives, PLoS ONE, 13, (2018); Webb W.M., Nasco S.A., Riley S., Headrick B., Athlete identity and reactions to retirement from sports, J. Sport Behav, 21, pp. 338-362, (1998); Barriopedro M., de Subijana C.L., Muniesa C., Ramos J., Guidotti F., Lupo C., Retirement difficulties in spanish athletes: The importance of the career path, Sport Exerc. Perform. Psychol, 8, pp. 387-400, (2019); Gallagher M.W., Bentley K.H., Barlow D.H., Perceived control and vulnerability to anxiety disorders: A meta-analytic review, Cognit. Ther. Res, 38, pp. 571-584, (2014); Bandura A., Self-Efficacy: The Exercise of Control, (1997); Cavallerio F., Wadey R., Wagstaff C.R.D., Adjusting to retirement from sport: Narratives of former competitive rhythmic gymnasts, Qual. Res. Sport Exerc, 9, pp. 533-545, (2017); Pitcho-Prelorentzos S., Mahat-Shamir M., A shattered dream: Meaning construction in response to retirement from professional sport due to career-ending injury, Sport Psychol, 33, pp. 110-118, (2019); Barker-Ruchti N., Schubring A., Moving into and out of high-performance sport: The cultural learning of an artistic gymnast, Phys. Educ. Sport Pedagog, 21, pp. 69-80, (2016); McKenna J., Thomas H., Enduring injustice: A case study of retirement from professional rugby union, Sport Educ. Soc, 12, pp. 19-35, (2007); Lally P.S., Kerr G.A., The career planning, athletic identity, and student role identity of intercollegiate student athletes, Res. Q. Exerc. Sport, 76, pp. 275-285, (2005); Stephan Y., Brewer B.W., Perceived determinants of identification with the athlete role among elite competitors, J. Appl. Sport Psychol, 19, pp. 67-79, (2007); Lupo C., Guidotti F., Goncalves C.E., Moreira L., Doupona Topic M., Bellardini H., Tonkonogi M., Collin A., Capranica L., Motivation towards dual career of European student-athletes, Eur. J. Sport Sci, 15, pp. 151-160, (2015); Aquilina D., A study of the relationship between elite athletes’ educational development and sporting performance, Int. J. Hist. Sport, 30, pp. 374-392, (2013); Knights S., Sherry E., Ruddock-Hudson M., O'Halloran P., The end of a professional sport career: Ensuring a positive transition, J. Sport Manag, 33, pp. 518-529, (2019); Vilanova A., Puig N., Personal strategies for managing a second career: The experiences of spanish olympians, Int. Rev. Sociol. Sport, 51, pp. 529-546, (2014); Brown C.J., Webb T.L., Robinson M.A., Cotgreave R., Athletes’ experiences of social support during their transition out of elite sport: An interpretive phenomenological analysis, Psychol. Sport Exerc, 36, pp. 71-80, (2018); Willard V.C., Lavallee D., Retirement experiences of elite ballet dancers: Impact of self-identity and social support, Sport Exerc. Perform. Psychol, 5, pp. 266-279, (2016); Alfermann D., Stambulova N., Zemaityte A., Reactions to sport career termination: A cross-national comparison of German, Lithuanian, and Russian athletes, Psychol. Sport Exerce, 5, pp. 61-75, (2004); Torregrosa M., Ramis Y., Pallares S., Azocar F., Selva C., Olympic athletes back to retirement: A qualitative longitudinal study, Psychol. Sport Exerc, 21, pp. 50-56, (2015); Martin L., Fogarty G., Albion M., Changes in athletic identity and life satisfaction of elite athletes as a function of retirement status, J. Appl. Sport Psychol, 26, pp. 96-110, (2014); Ungerleider S., Olympic athletes’ transition from sport to workplace, Percept. Mot. Skills, 84, pp. 1287-1295, (1997); Conzelmann A., Nagel S., Professional careers of the german olympic athletes, Int. Rev. Sociol. Sport, 38, pp. 259-280, (2003); Vilanova A., Puig N., Estrategias de entrada al mercado de trabajo de los atletas olímpicos. Una tipología, Rev. Int. Soc, 51, pp. 529-546, (2017); Cartigny E., Fletcher D., Coupland C., Taylor G., Mind the gap: A grounded theory of dual career pathways in sport, J. Appl. Sport Psychol, pp. 1-22, (2019); Debois N., Ledon A., Wylleman P., A lifespan perspective on the dual career of elite male athletes, Psychol. Sport Exerc, 21, pp. 15-26, (2015); Ronkainen N.J., Ryba T.V., Understanding youth athletes’ life designing processes through dream day narratives, J. Vocat. Behav, 108, pp. 42-56, (2018); Erpic S.C., Wylleman P., Zupancic M., The effect of athletic and non-athletic factors on the sports career termination process, Psychol. Sport Exerc, 5, pp. 45-59, (2004); McEwen C.E., Clarke L.H., Bennett E.V., Dawson K.A., Crocker P.R., “It’s this thing of being an olympian that you don’t get from anything else”: Changing experiences of canadian individual-sport athletes with olympic team selection, Sport Psychol, 32, pp. 81-92, (2018); Eurostat Unemployment Rate-Annual Data; Eurostat Gender Wage Gap; Education at a Glance 2019: OECD Indicators, (2019); Elite Athletes; The Games; Barriopedro M., Muniesa C.A., de Subijana-Hernandez C.L., Perspectiva de Género en la Inserción Laboral de los Deportistas Olímpicos Españoles, Cuad. Psicol. Deporte, 16, pp. 339-350, (2016); Gonzalez M.D., Torregrosa M., Análisis de la retirada de la competición de élite: Antecedentes, transición y consecuencias, RIPED, 4, pp. 93-104, (2009); de Subijana C.L., Barriopedro M., Muniesa C.A., Gomez M.A., A Bright Future for the Elite Athletes?: The Importance of the Career Path, (2016); Patton M., Qualitative Evaluation and Research Methods, (1990); Cohen J., Statistical Power Analysis for the Behavioral Sciences, (1988); Biggs D., De Ville B., Suen E., A method of choosing multiway partitions for classification and decision trees, J. Appl. Stat, 18, pp. 49-62, (1991); Economically Active Population Survey, (2016); Stambulova N., Wylleman P., Dual Career development and transitions (Editorial), Psychol. Sport Exerc, 21, pp. 1-3, (2015); EU guidelines on Dual Careers of Athletes: Recommended Policy Actions in Support of Dual Careers in High-Performance Sport, (2012); Tekavc J., Wylleman P., Erpic S.C., Perceptions of dual career development among elite level swimmers and basketball players, Psychol. Sport Exerc, 21, pp. 27-41, (2015); Reints A., Validation of the Holistic Athletic Career Model and the Identification of Variables Related to Athletic Retirement, (2011); Selva C., Pallares S., Gonzalez M.D., A look at reconciliation through sportswomen, Rev. Psico. Dep, 22, pp. 69-76, (2013); Morris R., Cartigny E., Ryba T.V., Wylleman P., Henriksen K., Torregrossa M., Lindahl K., Cecic Erpic S., A taxonomy of dual career development environments in European countries, Eur. Sport Manag. Q, (2020)","J.L. Chamorro; Faculty of Sport Sciences, Universidad Europea de Madrid, Villaviciosa de Odón, 28670, Spain; email: josemaria.lopez2@universidadeuropea.es","","MDPI AG","","","","","","16617827","","","32751186","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85089130923"
"Saji T.G.","Saji, T.G. (55770387900)","55770387900","Undergraduate education in India: Dissecting the perception gaps in students' expectations","2020","Prabandhan: Indian Journal of Management","13","8-9","","28","41","13","0","10.17010/pijom/2020/v13i8-9/155231","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092622009&doi=10.17010%2fpijom%2f2020%2fv13i8-9%2f155231&partnerID=40&md5=14fe9d1c19741795dfd16927c963019f","School of Management Studies, Cochin University of Science and Technology, Kochi, 682 022, Kerala, India","Saji T.G., School of Management Studies, Cochin University of Science and Technology, Kochi, 682 022, Kerala, India","Providing quality curriculum and programmes within institutions is extremely important in shaping students’ perceptions of the overall quality of educational services. Hence, this research administered a survey among 198 final year students of affiliated Arts and Science colleges in Kerala, a state advanced in education and literacy in India, to collect their responses on expectations and satisfaction of the educational service performance at the institutional as well as the course levels. The gap analysis found that the students’ expectations were higher than their actual educational experiences in colleges, which was evident in all aspects of the services under investigation. The highest gaps for the institutions were in placement support, timely conduct of examination, and adequate infrastructure; while for the courses, it was in skill development and employability. However, the results of the regression analysis revealed that not all the factors claimed by the students in gap analysis appeared as the significant determinants of the overall satisfaction towards higher education services generally in India, particularly in Kerala. © 2020, Associated Management Consultants Pvt. Ltd.. All rights reserved.","Gap analysis; Stepwise; Undergraduate education","","","","","","","","Akareem H.S., Hossain S.S., Determinants of education quality: What makes students’ perception different?, Open Review of Educational Research, 3, 1, pp. 52-67, (2016); Anderson E.W., Sullivan M.W., The antecedents and consequences of customer satisfaction for firms, Marketing Science, 12, 2, pp. 125-143, (1993); Dicker R., Garcia M., Kelly A., Modabber R., O'farrell A., Pond A., Pond N., Mulrooney H.M., Student perceptions of quality in higher education: Effect of year of study, gender and ethnicity, New Directions in the Teaching of Physical Sciences, 12, 1, pp. 1-14, (2017); Gupta M., Students' perception of higher education service quality: An empirical study, Indian Journal of Marketing, 46, 3, pp. 54-67, (2016); Hill Y., Lomas L., Macgregor J., Students’ perceptions of quality in higher education, Quality Assurance Ineducation, 11, 1, pp. 15-20, (2003); Kebriaei A., Akbari R., Quality gap of educational services at Zahedan University of Medical Sciences, Iran, Bangladesh Medical Research Council Bulletin, 34, 3, pp. 76-80, (2009); Lynam S., Cachia M., Students’perceptions of the role of assessments at higher education, Assessment & Evaluation in Higher Education, 43, 2, pp. 223-234, (2018); Malhotra N.K., Dash S., Marketing Research: An Applied Orientation, (2016); Mamun M.Z., Total quality management of the non-government universities in Bangladesh, Proceedings of the 2000 IEEE International Conference on Management of Innovation and Technology, 1, pp. 305-309, (2000); Menard S., Applied Logistic Regression Analysis, (2002); Myers R.H., Classical and Modem Regression with Applications, (1990); Ozer B., Students’ perceptions regarding freedom in classroom, The Anthropologist, 16, 3, pp. 551-559, (2013); Panwar R., Making Students Environment - Conscious, (2018); Pavlina K., Zorica M.B., Pongrac A., Student perception of teaching quality in higher education, Procedia - Social and Behavioral Sciences, 15, pp. 2288-2292, (2011); Prathiba S., A study on professors' adeptness and students' expectations on perceived student learning outcomes, Prabandhan: Indian Journal of Management, 73, 1, pp. 19-32, (2020); Price I.F., Matzdorf F., Smith L., Agahi H., The impact of facilities on student choice of university, Facilities, 27, 10, pp. 212-222, (2003); Rahman M.M., Quality higher education and students’ perception: A study on private universities of Bangladesh, Global Disclosure of Economics and Business, 2, 1, pp. 9-19, (2013); Richardson J.T., Students' perceptions of academic quality and approaches to studying in distance education, British Educational Research Journal, 37, 1, pp. 7-27, (2005); Singh A., Kazi R., Divekar R., Patankar A., Comparing deemed and state universities on perception of educational offerings using factorial MANOVA, Prabandhan: Indian Journal of Management, 73, 2, pp. 23-35, (2020); Snelgrove H., Familiari G., Gallo P., Gaudio E., Lenzi A., Ziparo V., Frati L., The challenge of reform: 10 years of curricula change in Italian medical schools, Medical Teacher, 37, 12, pp. 1047-1055, (2009); Struyven K., Dochy F., Janssens S., Students’ perceptions about evaluation and assessment in higher education: A review, Assessment & Evaluation in Higher Education, 30, 4, pp. 325-341, (2005); Teixeira J., Amoroso J., Gresham J., Why Education Infrastructure Matters for Learning. World Bank Blogs [Web Log Post], (2017); Higher Education in India. Issues Related to Expansion, Inclusiveness, Quality and Finance, (2008); Verma J.S., Education, Sustainable Development and the Human Rights Approach, (2004); Wilson E.J., Research design effects on the reliability of rating scales in marketing: An update on Churchill and Peter, NA - Advances in Consumer Research, 22, pp. 360-365, (1995); Yang Z., Becerik-Gerber B., Mino L., A study on student perceptions of higher education classrooms: Impact of classroom attributes on student satisfaction and performance, Building and Environment, 70, pp. 171-188, (2013); Zahid J.R., Chowdhury G.M., Sogra J., Present status and future direction of business education in Bangladesh, Journal of Business Administration, 26, 1-2, pp. 11-24, (2000)","T.G. Saji; School of Management Studies, Cochin University of Science and Technology, Kochi, 682 022, India; email: sajthazhungal@gmail.com","","Associated Management Consultants Pvt. Ltd.","","","","","","09752854","","","","English","Prabandhan Ind. J. Manag.","Article","Final","","Scopus","2-s2.0-85092622009"
"Fauser D.; Schmitt N.; Golla A.; Zimmer J.-M.; Mau W.; Bethge M.","Fauser, David (57194868379); Schmitt, Nadine (55962801500); Golla, André (57006547500); Zimmer, Julia-Marie (57219928633); Mau, Wilfried (7006410867); Bethge, Matthias (24729079800)","57194868379; 55962801500; 57006547500; 57219928633; 7006410867; 24729079800","Employability and intention to apply for rehabilitation in people with back pain: A cross-sectional cohort study","2020","Journal of Rehabilitation Medicine","52","11","2767","","","","3","10.2340/16501977-2767","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097571413&doi=10.2340%2f16501977-2767&partnerID=40&md5=1dfc75aae53cb1bda3899036c261fce7","Institute for Social Medicine and Epidemiology, University of Lübeck, Ratzeburger Allee 160, Lübeck, 23562, Germany; Institute of Rehabilitation Medicine, Martin-Luther-University Halle-Wittenberg, Halle (Saale), Germany","Fauser D., Institute for Social Medicine and Epidemiology, University of Lübeck, Ratzeburger Allee 160, Lübeck, 23562, Germany; Schmitt N., Institute of Rehabilitation Medicine, Martin-Luther-University Halle-Wittenberg, Halle (Saale), Germany; Golla A., Institute of Rehabilitation Medicine, Martin-Luther-University Halle-Wittenberg, Halle (Saale), Germany; Zimmer J.-M., Institute of Rehabilitation Medicine, Martin-Luther-University Halle-Wittenberg, Halle (Saale), Germany; Mau W., Institute of Rehabilitation Medicine, Martin-Luther-University Halle-Wittenberg, Halle (Saale), Germany; Bethge M., Institute for Social Medicine and Epidemiology, University of Lübeck, Ratzeburger Allee 160, Lübeck, 23562, Germany","Objectives: To analyse the association between self-reported prognosis of employability and health-related measures, and to clarify which determinants influence the intention to apply for medical rehabilitation. Design: Cross-sectional study of a random sample of German employees. Participants: A total of 6,654 participants (58% female) aged 45–59 years with back pain during the last 3 months. Results: Out of a total of 6,654 persons, 4,838 had a positive self-reported prognosis of employability. Persons with positive and negative prognoses clearly differ with regard to health-related measures. Of 1,816 persons who reported a negative prognosis, 26% stated an intention to apply for rehabilitation. Intention was determined mainly by perceived social support from family and friends (odds ratio (OR) 1.87; 95% confidence interval (95% CI) 1.66–2.10), as well as physicians and therapists (OR 1.64; 95% CI 1.41–1.90). Conclusion: A negative self-reported prognosis of employability is associated with self-reported health restrictions that may determine the need for rehabilitation interventions. A considerable proportion of persons with self-reported health restrictions do not plan to use medical rehabilitation. Perceived social support is an important facilitator of intention to apply for rehabilitation. However, this study needs to be replicated in other populations combining self-reported and administrative data. © 2020 Foundation for Rehabilitation Information. All rights reserved.","Back pain; Intention; Need for rehabilitation; Propensity score; Rehabilitation research; Self-reported prognosis","Back Pain; Cohort Studies; Cross-Sectional Studies; Employment; Female; Humans; Intention; Male; Middle Aged; backache; behavior; cohort analysis; cross-sectional study; employment; female; human; male; middle aged; procedures","","","","","Land Schleswig-Holstein; Deutsche Forschungsgemeinschaft, DFG, (BE 5885/2–1, MA 6981/2–1)","Funding text 1: The study was funded by the German Research Foundation (grant numbers: BE 5885/2–1; MA 6981/2–1). Funding covers personnel, material and travelling expenses.; Funding text 2: We acknowledge financial support by Land Schleswig-Holstein within the funding programme Open Access Publi-kationsfonds.","Bevan S., Economic impact of musculoskeletal disorders (MSDs) on work in Europe, Best Pract Res Clin Rheumatol, 29, pp. 356-373, (2015); Schmidt CO, Raspe H, Pfingsten M, Hasenbring M, Basler HD, Eich W, Et al., Back pain in the German adult population: prevalence, severity, and sociodemographic correlates in a multiregional survey, Spine, 32, pp. 2005-2011, (2007); Wenig CM, Schmidt CO, Kohlmann T, Schweikert B., Costs of back pain in Germany, Eur J Pain, 13, pp. 280-286, (2009); Gesundheit in Deutschland. Gesundheitsberichterstattung des Bundes. Gemeinsam getragen von RKI und Destatis, (2015); Stucki G, Bickenbach J, Gutenbrunner C, Melvin J., Rehabilitation: the health strategy of the 21st century, J Rehabil Med, 50, pp. 309-316, (2018); Hartvigsen J, Hancock MJ, Kongsted A, Louw Q, Ferreira ML, Genevay S, Et al., What low back pain is and why we need to pay attention, Lancet, 391, pp. 2356-2367, (2018); Kamper SJ, Apeldoorn AT, Chiarotto A, Smeets RJ, Ostelo RW, Guzman J, Et al., Multidisciplinary biopsychosocial rehabilitation for chronic low back pain, Cochrane Database Syst Rev, 9, (2014); Mittag O, Raspe H., A brief scale for measuring subjective prognosis of gainful employment: findings of a study of 4279 statutory pension insurees concerning reliability (Guttman Scaling) and validity of the scale, Rehabilitation, 42, pp. 169-174, (2003); Mittag O, Meyer T, Glaser-Moller N, Matthis C, Raspe H., Predicting gainful employment in a population sample of 4225 statutory pension insurance members covering a prognostic period of five years using a brief subjective prognostic employment scale (SPE Scale), Gesundheitswesen, 68, pp. 294-302, (2006); Kuijer W, Groothoff JW, Brouwer S, Geertzen JH, Dijkstra PU., Prediction of sickness absence in patients with chronic low back pain: a systematic review, J Occup Rehabil, 16, pp. 439-467, (2006); Mittag O, Meyer T, Glaser-Moller N, Matthis C, Raspe H., Prädiktoren der Reha-Antragstellung in einer Bevölkerungsstichprobe von 4.225 Versicherten der Arbeiterrentenversicherung, Praxis Klin Verhaltensmed Rehab, 77, pp. 161-166, (2007); Spanier K, Mohnberg I, Peters E, Michel E, Radoschewski M, Bethge M., Motivational and volitional processes in the context of applying for medical rehabilitation services, Psychother Psychosom Med Psychol, 66, pp. 242-248, (2016); Mohnberg I, Spanier K, Peters E, Radoschewski FM, Bethge M., Determinants of intention to apply for medical rehabilitation in patients with prior sickness benefits, Rehabilitation, 55, pp. 81-87, (2016); Zimmermann M, Glaser-Moller N, Deck R, Raspe H., Perceived need for rehabilitation and incidence of application for medical rehabilitation: results of a screening of blue collar workers, Rehabilitation, 38, pp. 122-127, (1999); Rentenzugang 2012. 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Fauser; Institute for Social Medicine and Epidemiology, University of Lübeck, Lübeck, Ratzeburger Allee 160, 23562, Germany; email: davidpeter.fauser@uksh.de","","Foundation for Rehabilitation Information","","","","","","16501977","","JRMOA","33191436","English","J. Rehabil. Med.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85097571413"
"Froehlich D.E.; Aasma S.; Beausaert S.","Froehlich, Dominik E. (56071314400); Aasma, Sandra (57329190600); Beausaert, Simon (36080307500)","56071314400; 57329190600; 36080307500","Achieving employability as we age: The role of age and achievement goal orientations on learning and employability","2020","Administrative Sciences","10","3","49","","","","4","10.3390/admsci10030049","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109813645&doi=10.3390%2fadmsci10030049&partnerID=40&md5=79cf080a783886fd5a320a5f497fe67e","Centre for Teacher Education and Department of Education, University of Vienna, Vienna, 1090, Austria; Department for Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, 6200 MD, Netherlands","Froehlich D.E., Centre for Teacher Education and Department of Education, University of Vienna, Vienna, 1090, Austria; Aasma S., Department for Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, 6200 MD, Netherlands; Beausaert S., Department for Educational Research and Development, School of Business and Economics, Maastricht University, Maastricht, 6200 MD, Netherlands","The aging workforce challenges companies to keep their aging employees employable in the workforce. This paper gives an indication as to which employees are more likely to be interested in further learning and employability. Specifically, the aim of this study was to investigate the role of chronological age and achievement goal orientations for informal and formal learning and employability. Data of 167 Austrian knowledge workers were gathered via electronic questionnaires to investigate the relationships between age, achievement goal orientations, learning activities, and employability using structural equation modeling. It was found that informal learning has a significant positive relation with several dimensions of employability. Furthermore, mastery-approach goal orientation also shows a significant positive relation with informal learning and employability. In addition, age had no significant relation with the achievement goal orientations. The paper stresses the need to consider characteristics other than chronological age, such as goal orientations, when considering employees’ learning behavior and employability. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Chronological age; Employability; Formal learning; Goal orientations; Informal learning","","","","","","","","Aubert Patrick, Caroli Eve, Roger Muriel, New technologies, organisation and age: Firm-level evidence, The Economic Journal, 116, pp. F73-F93, (2006); Baltes Paul B., Theoretical propositions of life-span developmental psychology: On the dynamics between growth and decline, Developmental Psychology, 23, pp. 611-626, (1987); Bassanini Andrea, Duval Romain, Employment Patterns in OECD Countries: Reassessing the Role of Policies and Institutions, (2006); Beausaert Simon A. 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R., Van den Bossche Piet, Informal Workplace Learning in Austrian Banks: The Influence of Learning Approach, Leadership Style, and Organizational Learning Culture on Managers’ Learning Outcomes, Human Resource Development Quarterly, 25, pp. 29-57, (2014); Froehlich Dominik E., Beausaert Simon A. J., Segers Mien S. R., Age, Employability and the Role of Learning Activities and Their Motivational Antecedents: A Conceptual Model, The International Journal of Human Resource Management, 26, pp. 2087-2101, (2015); Froehlich Dominik E., Beausaert Simon A. J., Segers Mien S. R., Great Expectations: The Relationship between Future Time Perspective, Learning from Others, and Employability, Vocations and Learning, 8, pp. 213-227, (2015); Froehlich Dominik E., Beausaert Simon A. J., Segers Mien S. R., Aging and the Motivation to Stay Employable, Journal of Managerial Psychology, 31, pp. 756-770, (2016); Froehlich Dominik E., Beausaert Simon A. J., Segers Mien S. 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The Oxford Handbook of Organizational Decision Making, (2008); der Heijde Claudia M., Van der Heijden Beatrice I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, pp. 449-476, (2006); der Heijden Beatrice I.J.M., Organisational influences upon the development of occupational expertise throughout the career, International Journal of Training and Development, 7, pp. 142-165, (2003); der Heijden Beartrice I.J.M., Boon Jo, Van der Klink Marcel R., Meijs Ely, Employability Enhancement through Formal and Informal Learning: An Empirical Study among Dutch Non-Academic University Staff Members, International Journal of Training and Development, 13, pp. 19-37, (2009); der Heijden Beatrice I.J.M., Notelaers Guy, Peters Pascale, Stoffers Jol M. M., De Lange Annet H., Froehlich Dominik E., Van der Heijde Claudia M., Development and validation of the short-form employability five-factor instrument, Journal of Vocational Behavior, 106, pp. 236-248, (2018); der Klink Marcel R., Van der Heijden Beatrice I. J. M., Boon Jo, van Rooij Shahron Williams, Exploring the contribution of formal and informal learning to academic staff member employability, Career Development International, 19, pp. 337-356, (2014); Van der Rijt Janine, Van den Bossche Piet, Van de Wiel Margje W. J., Segers Mien S. R., Gijselaers Wim H., The role of individual and organizational characteristics in feedback-seeking behaviour in the initial career stage, Human Resource Development International, 15, pp. 283-301, (2012); Van Emmerik Hetty, Schreurs Bert, De Cuyper Nele, Jawahar I. M., Peeters Maria C.W., The route to employability: Examining resources and the mediating role of motivation, Career Development International, 17, pp. 104-119, (2012); Yperen Nico W., Elliot Andrew J., Anseel Frederik, The influence of mastery-avoidance goals on performance improvement, European Journal of Social Psychology, 39, pp. 932-943, (2009); VandeWalle Don, A goal orientation model of feedback-seeking behavior, Human Resource Management Review, 13, pp. 581-604, (2003)","D.E. Froehlich; Centre for Teacher Education and Department of Education, University of Vienna, Vienna, 1090, Austria; email: dominik.froehlich@univie.ac.at","","MDPI","","","","","","20763387","","","","English","Adm. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85109813645"
"Gonçalves K.","Gonçalves, Kellie (55938494900)","55938494900","“What the fuck is this for a language, this cannot be Deutsch?” language ideologies, policies, and semiotic practices of a kitchen crew in a hotel restaurant","2020","Language Policy","19","3","","417","441","24","5","10.1007/s10993-020-09558-w","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089958664&doi=10.1007%2fs10993-020-09558-w&partnerID=40&md5=c2e726062d046e6c9cc6d3519cd7e936","Englisches Seminar I, Universität Zu Köln, Albertus-Magnus-Platz, Cologne, 50923, Germany","Gonçalves K., Englisches Seminar I, Universität Zu Köln, Albertus-Magnus-Platz, Cologne, 50923, Germany","In line with the post-Fishmanian turn that contributes to new understandings of social-semiotic practices in different contexts this study is concerned with the language management of ‘backstage performers’ of a three-star hotel kitchen crew in an Austrian alpine village that economically thrives on tourism, where employers and employees do not always share a common ‘language’. Recent free mobility labor rights for certain EU citizens have facilitated economic migrants’ ability to work abroad while simultaneously filling labor shortages within the country’s service industry in peripheral zones that are salient economic hubs. Drawing on ethnography and moment analysis, results indicate that for language-marginal occupations such as dishwashers, linguistic entrepreneurship is resisted since relying on shared semiotic repertoires and material objects for communicative purposes is preferred given the physically demanding occupation and stressful moments in a restaurant kitchen. The study questions Spolsky’s recently modified theory of language policy and management concerning the individual level regarding ‘advocates without power’ and employability contributing theoretical insights to on-going explorations of bottom-up LPP. © 2020, Springer Nature B.V.","Austria; Hotel family business; Language ideologies; Language management; Moment analysis; Peripheral alpine region; Semiotic repertoires; Social practice","","","","","","Norges Forskningsråd, (223265)","This work was supported by the Research Council of Norway through its Centres of Excellence funding scheme, Project number 223265. I would like to thank the kitchen crew at Ferienhof, especially to Alex and Simu for their willingness to take part in this study. I would also like to extend my thanks to Kristin Vold Lexander, Olga Solovova, Johan Järlehed, Robert Blackwood and two anonymous reviewers for their helpful comments on earlier drafts of this paper. All shortcomings are my own. 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Gumperz J., Language, Biennial Review of Anthropology, 4, pp. 84-120, (1965); Harris R., Introduction to Integrational Linguistics, (1998); Hess D.B., The Filipinos, they can do it” - Migrant workers in a multilingual water manufacturing company in Saipan, Language, Global Mobilities, Blue-Collar Workers and Blue-Collar Workplaces; Holborow M., Language and neoliberalism, (2015); Holmes J., Discourse and the workplace, Bloomsbury Companion to Discourse Analysis, pp. 185-198, (2011); Holmes J., Marra M., Having a laugh at work: How humour contributes to workplace culture, Journal of Pragmatics, 34, 12, pp. 1683-1710, (2002); Holmes J., Stubbe M., Power and politeness in the workplace: A sociolinguistic analysis of talk at work, (2015); Hornberger N.H., Selecting appropriate research methods in LPP research: Methodological rich points, Research methods in language policy and planning: A practical guide, pp. 9-20, (2015); Hua Z., Otsuji E., Pennycook A., Multilingual, multisensory and multimodal repertoires in corner shops, streets and markets: introduction, Social Semiotics, 27, 4, pp. 383-393, (2017); 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Language requirements for seasonal cleaning work in the booming Arctic tourism industry, Language, Global Mobilities, Blue-Collar Workers and Blue-Collar Workplaces; Thurlow C., Jaworski A., Tourism discourse: Language and global mobility, (2010); Tse L., Language brokering in linguistic minority communities: The case of Chinese-and Vietnamese-American students, Bilingual Research Journal, 20, 3-4, pp. 485-498, (1996); Urciuoli B., Skills and selves in the new workplace, American Ethnologist, 35, 2, pp. 211-228, (2008); Vertovec S., Super-diversity and its implications, Ethnic and Racial Studies, 30, 6, pp. 1024-1054, (2007); Wei L., Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain, Journal of Pragmatics, 43, 5, pp. 1222-1235, (2011); Statistical Yearbook, 2017, (2017); Wiesinger P., The Central and Southern Bavarian dialects in Bavaria and Austria, The dialects of modern German: A linguistic survey, pp. 438-519, (1990); Wodak R., Boukala S., (Supra) National identity and language: Rethinking national and European migration policies and the linguistic integration of migrants, Annual Review of Applied Linguistics, 35, pp. 253-273, (2015)","K. Gonçalves; Englisches Seminar I, Universität Zu Köln, Cologne, Albertus-Magnus-Platz, 50923, Germany; email: kellie.goncalves@uni-koeln.de","","Springer","","","","","","15684555","","","","English","Lang. Policy","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85089958664"
"Sawitri D.R.; Ratnaningsih I.Z.","Sawitri, Dian Ratna (58254451200); Ratnaningsih, Ika Zenita (57194586077)","58254451200; 57194586077","PATHS FROM PROACTIVE PERSONALITY AND FAMILY INFLUENCE TO EMPLOYABILITY","2020","Jurnal Ilmiah Peuradeun","8","3","","587","600","13","1","10.26811/peuradeun.v8i3.514","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85172918748&doi=10.26811%2fpeuradeun.v8i3.514&partnerID=40&md5=a873db2cddf3381eb1a0d0af6fd2d89f","Faculty of Diponegoro University, Indonesia","Sawitri D.R., Faculty of Diponegoro University, Indonesia; Ratnaningsih I.Z., Faculty of Diponegoro University, Indonesia","Employability has become an increasingly relevant construct in modern turbulent world economic markets especially in this industrial revolution 4.0 era. Perceived employability involves self-perceived ability to achieve sustainable employment appropriate to one’s level of qualifications. Individual and family-related variables have been identified as predictors of employability in undergraduate students. However, the roles of career action behaviors of planning the future career and exploration of the world of work in these relationships are rarely known. This study aimed to examine the paths from proactive personality and family influence to employability via career planning and exploration. We collected data from 321 undergraduate students from a university in Semarang, Indonesia, M age = 19.89 years, SD age = 5.39, 67.3% female. We used scales of proactive personality, family influence, career planning, career exploration, and employability to collect the data. Structural equation modeling showed that the paths from proactive personality and family influence to employability were all partially mediated by career planning and exploration. Our results underlined the roles of career planning and exploration as mechanisms by which proactive personality and family influence exerted their influences on employability in undergraduate students. The recommendations of the findings of this study are discussed. © 2020 SCAD Independent. All Rights Reserved.","Career Exploration; Career Planning; Employability; Family; Proactivity","","","","","","","","Abdullah A., Ismail M., Yaacob M., Kamarudin M., Mohd Alwi M., Muhammad M., Wan Mohd Nasir W., Hilaluddin N., A Qualitative Approach towards the Understanding of Managerial Employees in Islamic Organizations, Jurnal Ilmiah Peuradeun, 7, 3, pp. 589-600, (2019); Arnett J. J., Emerging adulthood: A theory of development from the late teens through the twenties, American Psychologist, 55, pp. 469-480, (2000); Bateman T. S., Crant J. M., The proactive component of organizational behavior: A measure and correlates, Journal of Organizational Behavior, 14, pp. 103-118, (1993); Berg J. M., Grant A. M., Johnson V., When callings are calling: Crafting work and leisure in pursuit of unanswered occupational callings, Organization Science, 21, pp. 973-994, (2010); Blustein D. L., A context-rich perspective of career exploration across the life roles, Career Development Quarterly, 45, pp. 260-274, (1997); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, pp. 31-44, (2009); Cai Z., Guan Y., Li H., Shi W., Guo K., Liu Y., Hua H., Self-esteem and proactive personality as predictors of future work self and career adaptability: An examination ode mediating and moderating processes, Journal of Vocational Behavior, 86, pp. 86-94, (2015); Crant J. M., Proactive behavior in organizations, Journal of Management, 26, pp. 435-462, (2000); De Vos A., De Stobbeleir K., Meganck A., The relationship between career-related antecedents and graduates’ anticipatory psychological contracts, Journal of Business & Psychology, 24, pp. 289-298, (2009); Fouad N. A., Cotter C. W., Fitzpatrick M. E., Kantamneni N., Carter L. Carter, Bernfeld S., Development and validation of the Family Influence Scale, Journal of Career Assessment, 18, pp. 276-290, (2010); Fugate M., Kinicki A. J., Ashforth B. E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Ghosh A., Fouad N. A., Family influence on careers among Asian parent-child dyads, Journal of Career Assessment, 24, pp. 318-332, (2016); Greenhaus J. H., An investigation of the role of career salience in vocational behavior, Journal of Vocational Behavior, 1, pp. 209-216, (1971); Guan Y., Dai X., Gong Q., Deng Y., Hou Y., Dong Z., Lai X., Understanding the trait basis of career adaptability: A two-wave mediation analysis among Chinese university students, Journal of Vocational Behavior, 101, pp. 32-42, (2017); Hair J. F., Black W. C., Babin B. J., Anderson R. E., Multivariate data analysis. A global perspective, (2010); Hau K.-T., Marsh H. W., The use of item parcels in structural equation modelling: Non-normal data and small sample sizes, British Journal of Mathematical and Statistical Psychology, 57, pp. 327-351, (2004); Landis R. S., Beal D. J., Tesluk P. E., A comparison of approaches to forming composite measures in structural equation models, Organizational Research Methods, 3, pp. 186-207, (2000); Major D. A., Holland J. M., Oborn K. L., The influence of proactive personality and coping on commitment to STEM majors, The Career Development Quarterly, 60, pp. 16-24, (2012); Praskova A., Creed P. A., Hood M. H., Self-regulatory processes mediating between career calling and perceived employability and life satisfaction in emerging adults, Journal of Career Development, 42, pp. 86-101, (2015); Praskova A., Creed P. A., Hood M. H., Career identity and the complex mediating relationships between career preparatory actions and career progress markers, Journal of Vocational Behavior, 87, pp. 145-153, (2015); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, pp. 23-41, (2007); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, pp. 1-12, (2008); Sarboini S., Rizal S., Surya J., Yusuf Z., The Effect of Leadership, Compensation and Competency on Employee Performance, Jurnal Ilmiah Peuradeun, 6, 2, pp. 215-234, (2018); Savickas M. L., Career adaptability: An integrative construct for life-span, life-space theory, Career Development Quarterly, 45, pp. 247-259, (1997); Sawitri D. R., Creed P. A., Zimmer-Gembeck M., Parental influences and adolescent career behaviours in a collectivist cultural setting, International Journal for Educational and Vocational Guidance, 14, pp. 161-180, (2014); Sawitri D. R., Creed P. A., Zimmer-Gembeck M. J., Longitudinal relations of parental influences and adolescent career aspirations and actions in a collectivist society, Journal of Research on Adolescence, 25, pp. 551-563, (2015); Seibert S. E., Kraimer M. L., Crant J. M., What do proactive people do? A longitudinal model linking proactive personality and career success, Personnel Psychology, 54, pp. 845-874, (2001); Sharf R., Applying career development theory to counseling, (2010); Shrout P. E., Bolger N., Mediation in experimental and nonexperimental studies: New procedures and recommendations, Psychological Methods, 7, pp. 422-445, (2002); Shulman S., Nurmi J.-E., Dynamics of goal pursuit and personality make-up among emerging adults, The role of goals in navigating individual lives during emerging adulthood, pp. 57-70, (2010); Stumpf S. A., Colarelli S. M., Hartman K., Development of the Career Exploration Survey (CES), Journal of Vocational Behavior, 22, pp. 191-226, (1983); Usman N., AR M., Murziqin R., Tabrani ZA., The Principal’s Managerial Competence in Improving School Performance in Pidie Jaya Regency, Advanced Science Letters, 24, 11, pp. 8297-8300, (2018); Van der Heijden B., Prerequisites to guarantee life-long employability, Personel Review, 31, pp. 44-61, (2002); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, pp. 566-586, (2010); Zikic J., Klehe U.-C., Job loss as a blessing in disguise: The role of career exploration and career planning in predicting reemployment quality, Journal of Vocational Behavior, 69, pp. 391-409, (2006)","D.R. Sawitri; Faculty of Diponegoro University, Indonesia; email: dian.r.sawitri@gmail.com","","SCAD Independent","","","","","","23388617","","","","English","J. Ilm. Peuradeun.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85172918748"
"Pigden L.; Jegede F.","Pigden, Louise (57201522851); Jegede, Franc (57210946794)","57201522851; 57210946794","Thematic analysis of the learning experience of joint honours students: their perception of teaching quality, value for money and employability","2020","Studies in Higher Education","45","8","","1650","1663","13","8","10.1080/03075079.2019.1661985","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071979031&doi=10.1080%2f03075079.2019.1661985&partnerID=40&md5=7d4327eef989860626ae2b3df13a79d7","College of Engineering and Technology, University of Derby, Derby, United Kingdom","Pigden L., College of Engineering and Technology, University of Derby, Derby, United Kingdom; Jegede F., College of Engineering and Technology, University of Derby, Derby, United Kingdom","The focus of the research was students’ perceptions of whether joint honours degrees represented a sound student learning experience and led to good academic and employability outcomes. In this minority mode of study for the United Kingdom, students study two academic subjects, rather than the more usual single subject. The qualitative methodology followed was a thematic analysis of self-administered questionnaire data, collected from joint honours students at four English universities in the United Kingdom. The principal results were that the students experienced difficulties in fitting into the two communities of learning for their respective subjects; in being adequately supported; in disparities in teaching, learning and assessment between their two subjects, and in a high workload. The major conclusion was that although the students perceived their learning experiences to have value by virtue of having studied two subjects, a number of issues stymied their achieving the best learning experience possible. © 2019 Society for Research into Higher Education.","employability; higher education; Joint honours degrees; teaching quality; United Kingdom; value for money","","","","","","","","Babei H., Karimpour J., Hadidi A., A Survey of Approaches for University Course Timetabling Problem, Computers & Industrial Engineering, 86, pp. 43-59, (2015); Baker S., Times Higher Education, (2017); Baker A.R., Andrews B.D., McDaniel A., The Impact of Student Loans on College Access, Completion, and Returns, Sociology Compass, 11, 6, (2017); Belfield C., Britton J., Buscha F., Deardon L., Dickson M., van der Erve L., Sibieta L., Vignoles A., Walker I., Zhu Y., The Relative Labour Market Returns to Different Degrees, (2018); Belfield C., Britton J., Deardon L., van der Erve L., Higher Education Funding in England: Past, Present and Options for the Future, (2017); Fulfilling our Potential: Teaching Excellence, Social Mobility and Student Choice, (2015); (2016); Brewer G.D., The Challenges of Interdisciplinarity, Political Science, 32, pp. 327-337, (1999); Browne J., Securing a Sustainable Future for Higher Education: Independent Review of Higher Education Funding and Student Finance, (2010); Burr V., An Introduction to Social Constructionism, (1995); Callender C., Mason G., Does Student Loan Debt Deter Higher Education Participation? New Evidence from England, Annals of American Political and Social Science, 671, 1, pp. 20-48, (2017); (2017); Cheng M., Reclaiming Quality in Higher Education: a Human Factor Approach, Quality in Higher Education, 23, 2, pp. 153-167, (2017); Graduate Outcomes (LEO): Outcomes in 2016 to 2017, (2019); Dickinson J., Marsh E., (2018); Dowling A., (2015); Drucker P., The Practice of Management, (1954); Hadorn G.H., Handbook of Transdisciplinary Research, (2008); (2018); Heyler R., Lee D., The Role of Work Experience in the Future Employability of Higher Education Graduates, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Hodgson J., The Experience of Joint Honours Students of English in UK Higher Education, (2011); Hounsell D., Student Feedback, Learning and Development, Higher Education and the Lifecourse, pp. 67-78, (2003); Karseth B., Solbrekke T.D., Curriculum Trends in European Higher Education: The Pursuit of the Humboldtian University Ideas, Higher Education, Stratification, and Workforce Development, pp. 215-233, (2016); Lenton P., Determining Student Satisfaction: An Economic Analysis of the National Student Survey, Economics of Education Review, 47, pp. 118-127, (2015); Marginson S., High Participation Systems of Higher Education, Journal of Higher Education, 87, 2, pp. 243-271, (2016); Munteanu C., Ceobanu C., Bobalca C., Anton O., An Analysis of Customer Satisfaction in a Higher Education Context, International Journal of Public Sector Management, 23, 2, pp. 124-140, (2010); (2018); Patton M.Q., Qualitative Evaluation and Research Methods, (1990); Petruzzellis L., D'Uggento A.M., Romanazzi S., Student Satisfaction and Quality of Service in Italian Universities, Managing Service Quality, 16, 4, pp. 349-364, (2006); Pigden L., Understanding the Lived Experiences of Joint Honours Graduates: how can Educators Best Enable Student Success?, International Journal of Arts and Sciences (IJAS), 9, 3, pp. 467-483, (2016); Pigden L., Jegede F., Combined Degrees & Employability: A Comparative Analysis of Single and Joint Honours Graduates of UK Universities, West East Journal of Social Sciences, 5, (2016); Pigden L., Jegede F., Understanding the Educational Needs of Joint Honours Degree Students in a Post Brexit United Kingdom Higher Education Sector, PEOPLE: International Journal of Social Sciences, 4, 1, pp. 383-404, (2018); Pigden L., Moore G., Does Subject Choice in a Joint Honours Degree Affect Highly Skilled Graduate Employment?, PUPIL: International Journal of Teaching, Education and Learning, 1, 2, pp. 93-114, (2017); Pigden L., Moore A.G., Employability Outcomes for University Joint Honours Graduates, Higher Education, Skills and Work-Based Learning, (2018); Plank S.B., Jordan W.J., Effects of Information, Guidance, and Actions on Postsecondary Destinations: A Study of Talent Loss, American Educational Research Journal, 38, 4, pp. 947-979, (2001); Potter J., Discourse Analysis as a Way of Analysing Naturally Occurring Talk, Qualitative Research: Theory, Method and Practice, pp. 144-160, (1997); Strayhorn T., College Students’ Sense of Belonging. A Key to Educational Success for All Students, (2018); Thomas L., Widening Participation and the Increased Need for Personal Tutoring, Personal Tutoring in Higher Education, pp. 21-31, (2006); (2017); Efficiency, Effectiveness and Value for Money, (2015); Wilcox P., Winn S., Fyvie-Gauld M., ‘It Was Nothing to Do with the University, It Was Just the People’: The Role of Social Support in the First-Year Experience of Higher Education, Studies in Higher Education, 30, 6, pp. 707-722, (2005); Wingate U., A Framework for Transition: Supporting ‘Learning to Learn’ in Higher Education, Higher Education Quarterly, 61, 3, pp. 391-405, (2007)","L. Pigden; College of Engineering and Technology, University of Derby, Derby, United Kingdom; email: l.pigden@derby.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","","Scopus","2-s2.0-85071979031"
"Xu Y.; Peng M.Y.-P.; Shi Y.; Wong S.-H.; Chong W.-L.; Lee C.-C.","Xu, Yan (57221173835); Peng, Michael Yao-Ping (57162108500); Shi, Yangyan (53664537300); Wong, Shwu-Huey (57219156908); Chong, Wei-Loong (57219163831); Lee, Ching-Chang (56100671300)","57221173835; 57162108500; 53664537300; 57219156908; 57219163831; 56100671300","A Conceptual Framework Toward Understanding of Knowledge Acquisition Sources and Student Well-Being","2020","Frontiers in Psychology","11","","1852","","","","5","10.3389/fpsyg.2020.01852","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091526953&doi=10.3389%2ffpsyg.2020.01852&partnerID=40&md5=420b235f75dddbc1c5710d145ad41801","Business College, Yango University, Fuzhou, China; College of Management, National Kaohsiung University of Science and Technology, Kaohsiung, Taiwan; School of Economics & Management, Foshan University, Foshan, China; School of Digital Economics, Guilin University of Electronic Technology, Guilin, China; Business School, Guilin University of Technology, Guilin, China; Department of Education, New Era University College, Kajang, Malaysia; Department of Information Management, National Kaohsiung University of Science and Technology, Kaohsiung, Taiwan","Xu Y., Business College, Yango University, Fuzhou, China, College of Management, National Kaohsiung University of Science and Technology, Kaohsiung, Taiwan; Peng M.Y.-P., School of Economics & Management, Foshan University, Foshan, China, School of Digital Economics, Guilin University of Electronic Technology, Guilin, China; Shi Y., Business School, Guilin University of Technology, Guilin, China; Wong S.-H., Department of Education, New Era University College, Kajang, Malaysia; Chong W.-L., Department of Education, New Era University College, Kajang, Malaysia; Lee C.-C., Department of Information Management, National Kaohsiung University of Science and Technology, Kaohsiung, Taiwan","There are a multitude of factors influencing student employability, with all previous studies basing their conclusions upon predetermined variables according to different theories and exploring the relevance between them. In this study, teachers’ knowledge transfer and market orientation—are put forward on the basis of the marketing concepts in order to explore the conspicuousness between various factors within the structural model. This study uses students from colleges in Taiwan and mainland China, and purposive sampling is adopted to acquire samples required for statistics. A total of 1,222 valid questionnaires were collected from Taiwanese and Mainland China students. The results indicate that knowledge transfer, market orientation and absorptive capacity have significant impacts on student employability, that the absorptive capacity has a positive moderating effect on the influence of knowledge transfer and market orientation on student employability. Based on results and findings, this study will provide suggestions for theoretical and practical implications. © Copyright © 2020 Xu, Peng, Shi, Wong, Chong and Lee.","absorptive capacity; market orientation; self-efficacy; student employability; teacher knowledge transfer; well-being","","","","","","Fujian Province Social Sciences Plan Project, (FJ2019B106)","Funding. This paper was supported by Fujian Province Social Sciences Plan Project in 2019 (Grant No. FJ2019B106).","Abbas J., Sagsan M., Impact of knowledge management practices on green innovation and corporate sustainable development: a structural analysis, J. Clean. Product, 229, pp. 611-620, (2019); Ahmed J.U., Ahmed K.U., Shimul M.A.S., Zuniga R., Managing strategies for higher education institutions in the UK: an overview, High. Educ. 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J, 38, pp. 637-642, (2004); Vermeulen B., Kesselhut J., Pyka A., Saviotti P.P., The impact of automation on employment: just the usual structural change?, Sustainability, 10, 1661, (2018); Walter J., Lechner C., Kellermanns F.W., Knowledge transfer between and within alliance partners: private versus collective benefits of social capital, J. Bus. Res, 60, pp. 698-710, (2007); Wang J.H., Chang C.C., Yao S.N., Liang C., The contribution of self-efficacy to the relationship between personality traits and entrepreneurial intention, High. Educ, 72, pp. 209-224, (2016); Webster R.L., Hommond K.L., Does a market orientation strategy exist toward business school students? a view from three levels of academic administrators, Acad. Mark. Stud. J, 12, pp. 19-33, (2008); Webster R.L., Hommond K.L., Rothwell J.C., Market orientation effects on business school performance: views from inside and outside the business School, Am. J. Bus. Educ, 7, pp. 9-20, (2014); Yeoh P.L., Realized and potential absorptive capacity: understanding their antecedents and performance in the sourcing context, J. Mark. Theory Pract, 17, pp. 21-36, (2009); Zahra S.A., George G., Absorptive capacity: A review, reconceptualization, and extension, Acad. Manag. Rev, 27, pp. 185-203, (2002); Zhou K.Z., Li C.B., How knowledge affects radical innovation: knowledge base, market knowledge acquisition, and internal knowledge sharing, Strateg. Manag. J, 33, pp. 1090-1102, (2012); Zhou S., Siu F., Wang M., Effects of social tie content on knowledge transfer, J. Knowl. Manag, 14, pp. 449-463, (2010)","M.Y.-P. Peng; School of Economics & Management, Foshan University, Foshan, China; email: s91370001@mail2000.com.tw; M.Y.-P. Peng; School of Digital Economics, Guilin University of Electronic Technology, Guilin, China; email: s91370001@mail2000.com.tw; Y. Shi; Business School, Guilin University of Technology, Guilin, China; email: ys102@hotmail.com; S.-H. Wong; Department of Education, New Era University College, Kajang, Malaysia; email: shwuhuey.wong@newera.edu.my","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85091526953"
"Müller C.V.; Scheffer A.B.B.; Closs L.Q.","Müller, Camila Vieira (57211045735); Scheffer, Angela Beatriz Busato (57211047015); Closs, Lisiane Quadrado (55006312400)","57211045735; 57211047015; 55006312400","Volunteer tourism, transformative learning and its impacts on careers: The case of Brazilian volunteers","2020","International Journal of Tourism Research","22","6","","726","738","12","19","10.1002/jtr.2368","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085502748&doi=10.1002%2fjtr.2368&partnerID=40&md5=620d9fe4c3d0156d93e3101bec92dbc1","Programa de Pós-Graduação em Administração (PPGA/EA/UFRGS), Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil","Müller C.V., Programa de Pós-Graduação em Administração (PPGA/EA/UFRGS), Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil; Scheffer A.B.B., Programa de Pós-Graduação em Administração (PPGA/EA/UFRGS), Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil; Closs L.Q., Programa de Pós-Graduação em Administração (PPGA/EA/UFRGS), Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil","This study investigates how volunteer tourism's critical events can elicit reflections about participant's careers and lead to personal/professional. Content analysis of qualitative data obtained from semistructured interviews with 20 Brazilian volunteers suggests that adverse conditions of the destination, unusual situations faced during the program, and culture shock experienced at the host community, triggered transformative learning processes involving changes in social-linguistic, psychological, and moral-ethical perspectives, often interwoven. Research also suggests that volunteer tourism contributes to the practitioner's career sustainability and employability, as well as to careers re-evaluations resulting from new behaviors and worldviews developed during their experience. © 2020 John Wiley & Sons Ltd","Brazil; career; sustainable career; transformative learning; volunteer tourism; volunteering","Brazil; learning; tourism; tourist destination","","","","","Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES","Coordenação de Aperfeiçoamento de Pessoal de Nível Superior","Aalbers T., De Lange A.H., Sustainable work ability and cognitive functioning through lifestyle improvement, Handbook of research on sustainable careers, pp. 254-271, (2015); Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W.B., Competencies for the contemporary career: Development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Arthur M.B., Examining contemporary careers: A call for interdisciplinary inquiry, Human Relations, 61, 2, pp. 163-186, (2008); Bailey A.W., Russell K.C., Predictors of interpersonal growth in volunteer tourism: A latent curve approach, Leisure Sciences, 32, 4, pp. 352-368, (2010); Bardin L., Análise de conteúdo, (2004); Baruch Y., Transforming careers: From linear to multidirectional career paths: Organizational and individual perspectives, Career Development International, 9, 1, pp. 58-73, (2004); Baruch Y., Career development in organizations and beyond: Balancing traditional and contemporary viewpoints, Human Resource Management Review, 16, 2, pp. 125-138, (2006); Baruch Y., Organizational and labor markets as career ecosystem, Handbook of research on sustainable careers, pp. 364-380, (2015); Bentley T., Learning beyond the classroom: Education for a changing world, (1998); Bernard H.R., Research methods in anthropology: Qualitative and quantitative approaches, (2017); Briscoe J.P., Hall D.T., The interplay of boundaryless and protean careers: Combinations and implications, Journal of Vocational Behavior, 69, 1, pp. 4-18, (2006); Brown S., Travelling with a purpose: Understanding the motives and benefits of volunteer vacationers, Current Issues in Tourism, 8, 6, pp. 479-496, (2005); Coghlan A., Gooch M., Applying a transformative learning framework to volunteer tourism, Journal of Sustainable Tourism, 19, 6, pp. 713-728, (2011); Coghlan A., Weiler B., Examining transformative processes in volunteer tourism, Current Issues in Tourism, 21, 5, pp. 567-582, (2015); Cranton P., Understanding and promoting transformtive learning framework to volunteer tourism, Journal of Sustainable Tourism, 19, 6, pp. 713-728, (2006); De Vos A., Dujardin J.M., Gielens T., Meyers C., Developing sustainable career across the lifespan: European Social Fund network on Career and AGE (Age, Generations, Experience), (2016); De Vos A., Van der Heijden B., Akkermans J., Sustainable careers: Towards a conceptual model, Journal of Vocational Behavior, 117, (2020); Defillippi R.J., Arthur M.B., The boundaryless career: A competency-based perspective, Journal of Organizational Behavior, 15, 4, pp. 307-324, (1994); (2019); Forrier A., Sels L., Stynen D., Career mobility at the intersection between agent and structure: A conceptual model, Journal of Occupational and Organizational Psychology, 82, 4, pp. 739-759, (2009); Forrier A., Verbruggen M., De Cuyper N., Integrating different notions of employability in a dynamic chain: The relationship between job transitions, movement capital and perceived employability, Journal of Vocational Behavior, 89, pp. 56-64, (2015); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Fusch P.I., Ness L.R., Are we there yet? Data saturation in qualitative research, The Qualitative Report, 20, 9, pp. 1408-1416, (2015); Guan Y., Arthur M.B., Khapova S.N., Hall R.J., Lord R.G., Career boundarylessness and career success: A review, integration and guide to future research, Journal of Vocational Behavior, 110, pp. 390-402, (2019); Heijde C.M., Van der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 51, 3, pp. 313-341, (2006); Henderson G., Transformative learning as a condition for transformational change in organizations, Human Resource Development Review, 1, 2, pp. 186-214, (2002); Illeris K., Transformative learning re-defined: As changes in elements of the identity, International Journal of Lifelong Education, 33, 5, pp. 573-586, (2014); Ilmarinen J., Tuomi K., Seitsamo J., New dimensions of work ability, International Congress Series, 1280, pp. 3-7, (2005); Kontogeorgopoulos N., Finding oneself while discovering others: An existential perspective on volunteer tourism in Thailand, Annals of Tourism Research, 65, pp. 1-12, (2017); Kuzmanic M., Validity in qualitative research: Interview and the appearance of truth through dialogue, Horizons of Psychology, 18, 2, pp. 39-50, (2009); Lawrence B.S., Hall D.T., Arthur M.B., Sustainable careers then and now, Handbook of research on sustainable careers, pp. 432-450, (2015); Lupoli C.A., Morse W.C., Bailey C., Schelhas J., Assessing the impacts of international volunteer tourism in host communities: A new approach to organizing and prioritizing indicators, Journal of Sustainable Tourism, 22, 6, pp. 898-921, (2014); Lyons K., Hanley J., Wearing S., Neil J., Gap year volunteer tourism: Myths of global citizenship?, Annals of Tourism Research, 39, 1, pp. 361-378, (2012); Mainiero L.A., Sullivan S.E., Kaleidoscope the explanation for alternate revolution, The Academy of Management Executive, 19, 1, pp. 106-123, (2005); McGehee N., Volunteer tourism: Evolution, issues, and futures, Journal of Sustainable Tourism, 22, 6, pp. 847-854, (2014); McGehee N., Santos C., Social change, discourse and volunteer tourism, Annals of Tourism Research, 32, 3, pp. 760-779, (2005); Merriam S., Bierema L., Adult learning linking theory and practice, (2014); Mezirow J., A critical theory of adult learning and education, Adult Education, 32, 1, pp. 3-24, (1981); Mezirow J., Transformative dimensions of adult learning, (1991); Mezirow J., Understanding transformation theory, Adult Education Quartely, 44, 4, pp. 222-232, (1994); Mezirow J., On critical reflection, Adult Education Quartely, 48, 3, pp. 185-198, (1998); Mezirow J., Learning as transformation: Critical perspectives on a theory in progress, (2000); Mezirow J., (2013); Morgan A., Journeys into transformation: Travel to an “other” place as a vehicle for transformative learning, Journal of Transformative Education, 8, 4, pp. 246-268, (2010); Palacios C.M., Volunteer tourism, development and education in a postcolonial world: Conceiving global connections beyond aid, Journal of Sustainable Tourism, 18, 7, pp. 861-878, (2010); Sharples M., The design of personal mobile technologies for lifelong learning, Computers & Education, 34, 3-4, pp. 177-193, (2000); Sin H.L., Who are we responsible to? Locals’ tales of volunteer tourism, Geoforum, 41, 6, pp. 983-992, (2010); Singh T.V., New horizons in tourism: Strange experiences and stranger practices, (2004); Stier J., Internationalisation, ethnic diversity and the acquisition of intercultural competencies, Intercultural Education, 14, pp. 77-91, (2003); Sullivan S.E., Baruch Y., Advances in career theory and research: A critical review and agenda for future exploration, Journal of Management, 35, 6, pp. 1542-1571, (2009); Sullivan S.E., Mainiero L., Using the kaleidoscope career model to understand the changing patterns of women's careers: Designing HRD programs that attract and retain women, Advances in Developing Human Resources, 10, 1, pp. 32-49, (2008); Taplin J., Dredge D., Scherrer P., Monitoring and evaluating volunteer tourism: A review and analytical framework, Journal of Sustainable Tourism, 22, 6, pp. 874-897, (2014); Tomazos K., Butler R., Volunteer tourists in the field: A question of balance?, Tourism Management, 33, 1, pp. 177-187, (2012); Ulusoy E., Experiential responsible consumption, Journal of Business Research, 69, 1, pp. 284-297, (2016); Van der Heijden B.I.J.M., De Vos A., Sustainable careers: Introductory chapter, Handbook of research on sustainable careers, pp. 1-19, (2015); Van der Heijden B.I.J.M., De Vos A., Akkermans J., Spurk D., Semeijn J., Van der Velde M., Fugate M., Sustainable careers across the lifespan: Moving the field forward, Journal of Vocational Behavior, 117, (2020); (2019); Vrasti W., Volunteer tourism in the global south: Giving back in neoliberal times, (2013); Wearing S., Re-centering the self in volunteer tourism, The tourist as a metaphor of the social world, pp. 237-262, (2002); Wearing S., McDonald M., Ponting J., Building a decommodified research paradigm in tourism: The contribution of NGOs, Journal of Sustainable Tourism, 13, 5, pp. 424-439, (2005); Wearing S., McGehee N.G., Volunteer tourism: A review, Tourism Management, 38, pp. 120-130, (2013); (2019); Zahra A., McIntosh A., Volunteer tourism: Evidence of cathartic tourist experiences, Tourism Recreation Research, 32, 1, pp. 115-119, (2007)","C.V. Müller; Programa de Pós-Graduação em Administração (PPGA/EA/UFRGS), Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil; email: vieira.muller@ufrgs.br","","John Wiley and Sons Ltd","","","","","","10992340","","","","English","Int. J. Tour. Res.","Article","Final","","Scopus","2-s2.0-85085502748"
"Bibila S.","Bibila, Stavroula (36182801700)","36182801700","The peculiarities and challenges of integrating generic forms of knowledge into the upper-secondary curriculum: A Bernsteinian analysis of ‘Communication’ and ‘Application of Number’ in the Welsh Baccalaureate","2020","Curriculum Journal","31","4","","626","647","21","0","10.1002/curj.38","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85080974291&doi=10.1002%2fcurj.38&partnerID=40&md5=de2e09d99292c3bb8bbe05d01a25a938","University of Wolverhampton, United Kingdom","Bibila S., University of Wolverhampton, United Kingdom","Throughout the past 40 years, a number of terms have been used in the UK to refer to competency-based pedagogies that focus on preparing students for everyday ‘life’ and employment. The evolution of these generic forms of knowledge in official curricula has been accompanied by harsh practical realities when it comes to teaching, assessing and certifying them. These practical realities counterbalance the strong support genericskillism enjoys in policy discourses that centre on employability and universalism in upper-secondary education. By drawing upon Bernstein's sociological insights and data collected and analysed as part of a study that sought to examine the compulsory integration of Communication and Application of Number into the Welsh Baccalaureate Advanced Diploma (legacy qualification), this paper offers new empirical observations into the persistent peculiarities and challenges of teaching and assessing generic forms of pedagogised knowledge. The discussion takes into consideration practical and policy dimensions that extend beyond individual education sites in Wales and are also relevant to the 2017 review of the new Essential Skills Wales qualifications, ongoing developments following the 2018 review of the Welsh Baccalaureate Skills Challenge Certificate, and the Council of the EU 2018 Recommendation of Key Competences for Lifelong Learning. © 2020 British Educational Research Association","Bernstein; functional skills; key competences; literacy; numeracy; Welsh baccalaureate","","","","","","WJEC/CBAC; Welsh Joint Education Committee; Economic and Social Research Council, ESRC","This work was supported by the Economic and Social Research Council (ESRC) under Doctoral Training and Overseas Institutional Visit awards, and by the WJEC/CBAC (formerly the Welsh Joint Education Committee) under a Doctoral Studentship award.","Bates I., The competence and outcomes movement: The landscape of research, Education, training and the future of work II: Developments in vocational education and training, pp. 98-123, (1999); Bernstein B., Pedagogy, symbolic control and identity: Theory, research, critique, (2000); Bernstein B., Class, codes and control (Vol. IV). The structuring of pedagogic discourse, (2003); Bolton T., Hyland T., Implementing key skills in further education: Perceptions and issues, Journal of Further and Higher Education, 27, 1, pp. 15-26, (2003); Bratti M., McKnight A., Naylor R., Smith J., Higher education outcomes, graduate employment and university performance indicators, Journal of the Royal Statistical Society: Series A (Statistics in Society), 167, 3, pp. 475-496, (2004); Canning R., A history of core skills development policy in Scotland, Scottish Educational Review, 39, 2, pp. 138-147, (2007); Council recommendation of 22 May 2018 on key competencies for lifelong learning, (2018); Dearing S.R., Review of qualifications for 16–19 year olds, (1996); Ecclestone K., Learning autonomy in post-16 education: The politics and practice of formative assessment, (2002); Engeli A., Daly C., Davidson C., A review of the design and assessment model of the Skills Challenge Certificate, and its place within the Welsh Baccalaureate, (2018); Transferability of skills across economic sectors: Role and importance for employment at European level, (2011); Fereday J., Muir-Cochrane E., Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development, International Journal of Qualitative Methods, 5, 1, pp. 80-92, (2006); Fielding M., Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities, British Educational Research Journal, 30, 2, pp. 295-311, (2004); Fielding M., Leadership, radical student engagement and the necessity of person-centred education, International Journal of Leadership in Education, 9, 4, pp. 299-313, (2006); Flyvbjerg B., Five misunderstandings about case-study research, Qualitative Inquiry, 12, 2, pp. 219-245, (2006); Greatbatch D., Wilmut J., Bellin W., External evaluation of the Welsh Baccalaureate qualification pilot, (2006); Greatorex J., Shannon M., How can NVQ assessors' judgements be standardised, Paper presented at the British Educational Research Association Conference, (2003); Green A., Leney T., Wolf A., Convergences and divergences in European education and training systems, (1999); Hansen K., Vignoles A., The United Kingdom education system in a comparative context, What's the good of education? 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The key skills qualification and Curriculum 2000, Journal of Education Policy, 17, 1, pp. 29-47, (2002); Hodgson A., Spours K., Beyond A-levels: Curriculum 2000 and the reform of 14–19 qualifications, (2003); Hodgson A., Spours K., The learner experience of Curriculum 2000: Implications for the reform of 14–19 education in England, Journal of Education Policy, 20, 1, pp. 101-118, (2005); Hodgson A., Spours K., Savory C., Improving the ‘use’ and ‘exchange’ value of key skills: Debating the role of the key skills qualifications within curriculum 2000, broadening the advanced level curriculum, Institute of Education/Nuffield Series No. 4, Lifelong Learning Group, (2001); James D., Brewer J., Key skills on the ground: The meaning of development in 16–19 academic and vocational programmes, The Redland Papers, 6, pp. 33-47, (1998); Jessup G., Outcomes: NVQs and the emerging model of education and training, (1991); Jessup G., Outcome based qualifications and the implications for learning, Outcomes, learning and the curriculum, pp. 33-54, (1995); Moore R., Basil Bernstein: The thinker and the field, (2013); Bacc to the future: The status of the Welsh Baccalaureate qualification, (2019); First reading of the Elementary Education Bill (HC Deb 17 February 1870 vol 199 cc438-98), (1870); Second reading of the Elementary Education Bill (HL Deb 25 July 1870 vol 203 cc821-65), (1870); Power S., Whitty G., Graduating and gradations within the middle class: The legacy of an elite Higher Education, (2008); Review of the implementation of the revised essential skills qualifications, (2017); Raffe D., Spours K., Young M., Howieson C., The unification of post-compulsory education: Towards a conceptual framework, (1997); Raffe D., Howieson C., Spours K., Young M., The unification of post-compulsory education: Towards a conceptual framework, British Journal of Educational Studies, 46, 2, pp. 169-187, (1998); Richardson K., Key skills: Trapped in the wreckage-the competition for relevance and credibility in the post-16 sector, Paper presented at the Annual Conference of the British Educational Research Association, (2002); Sharp P., The development of the vocational curriculum for 16–19 year olds in colleges and schools, 1979–1995, (1997); Spours K., Young M., Dearing and beyond: Steps and stages to a unified 14–19 qualifications system?, British Journal of Education and Work, 9, 3, pp. 5-18, (1996); Spours K., Young M., Howieson C., Raffe D., Unifying academic and vocational learning in England, Wales and Scotland, Differing visions of a learning society. 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Consultation document, (2013); Written Response by the Welsh Government to the report of the Children, Young People and Education Committee entitled Bacc to the Future: The status of the Welsh Baccalaureate Qualification, (2019); Curriculum for Wales guidance, (2020); Wheelahan L., The pedagogic device: The relevance of Bernstein's analysis for VET, Vocational learning: Transitions, interrelationships, partnerships and sustainable futures. Proceedings of the 13th Annual International Conference on Post-Compulsory Education and Training, 2, pp. 268-276, (2005); Wheelahan L., How competency-based training locks the working class out of powerful knowledge: A modified Bernsteinian analysis, British Journal of Sociology of Education, 28, 5, pp. 637-651, (2007); Wheelahan L., Why knowledge matters in curriculum, (2010); Winch C., Three different conceptions of know-how and their relevance to professional and vocational education, Education and the growth of knowledge: Perspectives from social and virtue epistemology, pp. 145-163, (2010); Winch C., Dimensions of expertise: A conceptual exploration of vocational knowledge, (2010); Welsh Baccalaureate advanced diploma. The fourth examination cycle (2006–08): A review, (2008); The delivery of key skills within WBQ schools, colleges and training providers. Internal report, (2010); Delivering the key skills. Internal report, (2010); Co-ordination, mapping and tracking of key skills in the WBQ. Internal report, (2010); Principal moderator's report, ESW communication – May series, (2014); Principal moderator's report, ESW application of umber - May series, (2014); Wolf A., Review of vocational education: The Wolf report, (2011); Yhnell E., Wood H., Baker M., Amici-Dargan S., Taylor C., Randerson P., Et al., The impact of attaining the Welsh Baccalaureate advanced diploma on academic performance in bioscience Higher Education, International Journal of Science Education, 38, 1, pp. 156-169, (2016); Young M., Bringing knowledge back in: From social constructivism to social realism in the sociology of knowledge, (2008); Young M., The future of education in a knowledge society: The radical case for a subject-based curriculum, Journal of the Pacific Circle Consortium for Education, 22, 1, pp. 21-32, (2010); Young M., Alternative educational futures for a knowledge society, European Educational Research Journal, 9, 1, pp. 1-12, (2010); Young M., Muller J., On the powers of powerful knowledge, Review of Education, 1, 3, pp. 229-250, (2013); Young M., Muller J., Curriculum and the specialization of knowledge: Studies in the sociology of education, (2015)","S. Bibila; University of Wolverhampton, United Kingdom; email: S.Bibila@wlv.ac.uk","","John Wiley and Sons Inc","","","","","","09585176","","","","English","Curric. J.","Article","Final","","Scopus","2-s2.0-85080974291"
"Lønsmann D.","Lønsmann, Dorte (25925237400)","25925237400","Language and social justice: Using language as a lens for investigating inequalities","2020","NJES Nordic Journal of English Studies","19","3","","68","80","12","0","10.35360/NJES.578","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097604759&doi=10.35360%2fNJES.578&partnerID=40&md5=0bc622260d4d5a8c75019c4ec394b45e","University of Copenhagen, Denmark","Lønsmann D., University of Copenhagen, Denmark","This article argues that if we as applied linguists are interested in social justice, we need to look at language with the aim of uncovering underlying social injustices. We can do this by investigating how language practices, language policies and language ideologies are tied up with social and material inequalities. The two cases discussed in the article focus on the role of English as a global language in the context of international business. By critically examining how language practices, language policies and language ideologies are tied up with underlying ideologies of globalism and neoliberalism, we can see how English in the business world is commodified as a communicative resource important for its potential economic value, but also how this commodification and the neoliberal ideology of employability mean that workers are the ones who bear the cost of internationalisation. Taking a critical perspective on global English means that investigating language does not have to be a misdirection away from the real issues of social injustice and inequality. Instead we as applied linguists can use language as a lens for investigating social injustice. © 2020 Goteborgs Universitet. All rights reserved.","Critical applied linguistics; English as a corporate language; Global English; Language ideologies; Language policy; Social justice","","","","","","","","Del Percio Alfonso, Flubacher Mi-Cha, Duchene Alexandre, Language and Political Economy, Oxford Handbook of Language and Society, pp. 55-75, (2016); Gaucher Danielle, Friesen Justin, Kay Aaron C., Evidence that Gendered Wording in Job Advertisements Exists and Sustains Gender Inequality, Journal of Personality and Social Psychology, 101, 1, pp. 109-128, (2011); Haberland Hartmut, Domains and Domain Loss, The Consequences of Mobility: Linguistic and Sociocultural Contact Zones, pp. 227-237, (2005); Haberland Hartmut, English-The Language of Globalism?, RASK, 30, pp. 17-45, (2009); Hazel Spencer, Mortensen Janus, Kitchen Talk-Exploring Linguistic Practices in Liminal Institutional Interactions in a Multilingual University Setting, Language Alternation, Language Choice and Language Encounter in International Tertiary Education, pp. 3-30, (2013); Hultgren Anna Kristina, English Language use at the Internationalised Universities of Northern Europe: Is There a Correlation between Englishisation and World Rank?, Multilingua, 33, 3-4, pp. 391-414, (2014); Irvine Judith, Gal Susan, Language Ideology and Linguistic Differentiation, Regimes of Language: Ideologies, Polities and Identities, pp. 35-84, (2000); Kraft Kamilla, Lonsmann Dorte, A Language Ideological Landscape: The Complex Map in International Companies in Denmark, English in Business and Commerce: Interactions and Policies, pp. 46-72, (2018); Liddicoat Anthony J., Feminist Language Planning, Current Issues in Language Planning, 12, 1, pp. 1-7, (2011); Lonsmann Dorte, Language, Employability and Positioning in a Danish Integration Programme, The International Journal of the Sociology of Language, 264, pp. 49-71, (2020); Lonsmann Dorte, A Catalyst for Change: Language Socialization and Norm Negotiation in a Transient Multilingual Workplace, Journal of Linguistic Anthropology, 27, 3, pp. 326-343, (2017); Lonsmann Dorte, Embrace It or Resist It? Employees' Reception of Corporate Language Policies, International Journal of Cross Cultural Management, 17, 1, pp. 101-123, (2017); Lonsmann Dorte, Linguistic Diversity in the International Workplace: Language Ideologies and Processes of Exclusion, Multilingua, 33, 1-2, pp. 89-116, (2014); Lonsmann Dorte, English as a Corporate Language. Language Choice and Language Ideologies in an International Company in Denmark, (2011); Lonsmann Dorte, Kraft Kamilla, Language Policy and Practice in Multilingual Production Workplaces, Multilingua, 37, 4, pp. 403-427, (2018); Lonsmann Dorte, Mortensen Janus, Why This Language Policy Now? A Critical Examination of the Implementation of an English-Only Language Policy in a Danish Consultancy Company, Language in Society, 47, 3, pp. 435-456, (2018); Martin Elizabeth, Frenglish” for Sale: Multilingual Discourses for Addressing Today's Global Consumer, World Englishes, 26, 2, pp. 170-190, (2007); Millar Sharon, Cifuentes Sylvie, Jensen Astrid, A Social Representational Perspective on Languages and their Management in the Danish Corporate Sector, Exploring the Dynamics of Multilingualism. The DYLAN Project, pp. 101-120, (2013); Muth Sebastian, Percio Alfonso Del, Policing for Commodification: Turning Communicative Resources into Commodities, Language Policy, 17, pp. 129-135, (2018); Moller Erik Bjorn, DF kræver skat på engelsksprogede reklamer, (2015); Neeley Tsedal, The Language of Global Success: How a Common Tongue Transforms Multinational Organizations, (2017); Nekvapil Jiri, Sherman Tamah, Language Ideologies and Linguistic Practices: The Case of Multinational Companies in Central Europe, Ideological Conceptualizations of Language: Discourses of Linguistic Diversity, pp. 85-117, (2013); Piller Ingrid, Identity Constructions in Multilingual Advertising, Language in Society, 30, 2, pp. 153-186, (2001); Preisler Bent, Complementary Languages: The National Language and English as Working Languages in European Universities, Angles on the English-Speaking World, 9, pp. 10-28, (2009); Sanden Guro Refsum, Lonsmann Dorte, Discretionary Power on the Front Line: A Bottom-Up Perspective on Corporate Language Management, European Journal of International Management, 12, 1-2, pp. 111-137, (2018); Spolsky Bernard, Shohamy Elana Goldberg, The Languages of Israel: Policy, Ideology, and Practice, (1999); Hoof Van, Et al., If They Could, They Would Put Them on a Drip with Dutch, Language Learning and the Professional Integration of Migrants in Flanders. The International Journal of the Sociology of Language, 264, pp. 73-94, (2020); Yeung Shirley, From Cultural Distance to Skills Deficits: “Expatriates,” “Migrants” and Swiss Integration Policy, Multilingua, 35, 6, pp. 723-746, (2016)","","","Goteborg University","","","","","","15027694","","","","English","NJES Nordic J. Engl. Stud.","Article","Final","","Scopus","2-s2.0-85097604759"
"Patel L.; Graham L.; Chowa G.","Patel, Leila (16205512800); Graham, Lauren (55229810600); Chowa, Gina (35749643000)","16205512800; 55229810600; 35749643000","Evidence of non-economic indicators as markers of success for youth in youth employability programs: Insights from a South African study","2020","Children and Youth Services Review","118","","105404","","","","4","10.1016/j.childyouth.2020.105404","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090324460&doi=10.1016%2fj.childyouth.2020.105404&partnerID=40&md5=372c7285d5f17e791b72ced241fa6a3a","Centre for Social Development in Africa, DST/NRF South African Research Chair in Welfare and Social Development, University of Johannesburg, South Africa; Centre for Social Development in Africa, University of Johannesburg, South Africa; Global Social Development Innovations, University of North Carolina Chapel Hill, Centre for Social Development in Africa, University of Johannesburg, South Africa","Patel L., Centre for Social Development in Africa, DST/NRF South African Research Chair in Welfare and Social Development, University of Johannesburg, South Africa; Graham L., Centre for Social Development in Africa, University of Johannesburg, South Africa; Chowa G., Global Social Development Innovations, University of North Carolina Chapel Hill, Centre for Social Development in Africa, University of Johannesburg, South Africa","Evaluation studies of youth employment programs prioritize employment and earnings outcomes and use these indicators to determine what labor market interventions are most successful. Evidence from pre and post data of a cluster randomized controlled longitudinal study, consisting of 1 892 youth between 18 and 25 years who participated in Youth Employability Programs (YEPs) in South Africa, confirms the importance of the inclusion of non-economic indicators to measure success for youth. This study provides evidence that non-economic markers of success such as job-search resilience, self-esteem, self-efficacy and future orientation are potentially important in the transition to employment in the longer term and points to the need for more evaluations that use these markers to predict youth's success in employment. The findings further suggest that these non-economic outcomes, which were conceptualized as intermediary outcomes, can influence how young people manage the increasingly protracted and difficult transition to work. The study enlarges our understanding of the non-linear and protracted pathways of youth transitions to work in a development context, and how to best support youth in this transition period. These findings have implications for rethinking YEP evaluation outcomes that could lead to adaptive programming and management of interventions. © 2020","Active labor market programs; Evaluations; South Africa; Youth employment programs; Youth unemployment","article; employability; human; job market; juvenile; longitudinal study; program evaluation; self esteem; South Africa; unemployment","","","","","British Academy Newton Fund, (AF140164); National Research Foundation; National Treasury's Government Technical Advisory Committee; National Treasury’s Government Technical Advisory Committee; National Youth Development Agency; SARCHi for Welfare and Social Development; University of Johannesburg's University Research Committee; University of Johannesburg’s University Research Committee; Ford Foundation, (0140-0188); National Research Foundation, NRF; Department of Science and Technology, Ministry of Science and Technology, India, डीएसटी; Department of Science and Technology, Government of Kerala","Funding text 1: This work was supported by the Ford Foundation under Grant number 0140-0188 ; The National Treasury’s Government Technical Advisory Committee (no grant number); the British Academy Newton Fund grant number AF140164 ; the National Youth Development Agency (no grant number); the University of Johannesburg’s University Research Committee (no grant number); and the Department of Science and Technology/ National Research Foundation South African Research Chair Initiative (SARCHi) through the SARCHi for Welfare and Social Development. ; Funding text 2: This work was supported by the Ford Foundation under Grant number 0140-0188; The National Treasury's Government Technical Advisory Committee (no grant number); the British Academy Newton Fund grant number AF140164; the National Youth Development Agency (no grant number); the University of Johannesburg's University Research Committee (no grant number); and the Department of Science and Technology/ National Research Foundation South African Research Chair Initiative (SARCHi) through the SARCHi for Welfare and Social Development.","Baron R.A., Branscombe N.R., Social Psychology, (2011); Benson P., Scales P.; Betcherman G., Godfrey M., Puerto S., Rother F., Stavreska A., A Review of Interventions to Support Young Workers: Findings of the Youth Employment Inventory (Discussion Paper No, (2007); Butler-Adam J., The Fourth Industrial Revolution and Education, South African Journal of Science, 114, 5-6, (2018); Card D., Kluve J., Weber A., What Works? A Meta Analysis of Recent Active Labor Market Program Evaluations, Journal of the European Economic Association, 16, 3, pp. 894-931, (2018); Catalano R.F., Berglund M.L., Ryan J.A.M., Lonczak H.S., Hawkins J.D., Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs, The ANNALS of the American Academy of Political and Social Science, 591, pp. 98-124, (2004); Chowa G., Ansong D., Masa R., Assets and Child Well-Being in Developing Countries: A Research Review, Children and Youth Services Review, 32, 11, pp. 1508-1519, (2010); Coates J., Swindale A.; De Lannoy A., Graham L., Patel L., Leibbrandt M., (2018); De Lannoy A., Leibbrandt M., Frame E., A Focus on Youth: An Opportunity to Interrupt the Intergenerational Transmission of Poverty, South African Child Gauge, (2015); Destin M., Oyserman D., From Assets to School Outcomes How Finances Shape Children's Perceived Possibilities and Intentions, Psychological Science, 20, 4, pp. 414-418, (2009); Egdell V., McQuaid R., Supporting Disadvantaged Young People into Work: Insights from the Capability Approach, Social Policy and Administration, 50, 1, pp. 1-18, (2016); Elliott W., Sherraden M., Assets and Educational Achievement: Theory and Evidence, Economics of Education Review, 33, pp. 1-7, (2013); Fox L., Kaul U., The evidence is In: How Should youth Employment in Low Income Countries be Designed? Policy Research Working Paper 8500, (2018); Furlong A., Goodwin J., Hadfield S., Lowden K., Young People in the Labor Market: Past, Present, (2017); Grugulis E., Vincent S., Whose Skill Is It Anyway? ‘Soft’ Skills and Polarization, Work, Employment and Society, 23, 4, (2009); Hurrell S., Scholarios D., Thompson P., More than a ‘Humpty Dumpty’ Term: Strengthening the Conceptualization of Soft Skills, Economic and Industrial Democracy, 34, 1, pp. 161-182, (2012); Ikdal A., Naidoo E.; (2017); (2019); Isdale K., Reddy V., Winnaar L., Zuze T., (2016); Kamper G., Badenhorst J., Facing the Future: The Perceptions of Black Adolescents on their Prospects in South Africa, Journal of Asian and African Studies, 45, pp. 243-257, (2010); Kluve J., Puerto S., Robalino D., Romero J.M., Rother F., Stoterau J., Witte M., Do youth employment programs improve labor market outcomes? A quantitative review, World Development, 114, pp. 237-253, (2019); Kunt A., Klapper L.; Lee J.Q., McInerney D.M., Liem G.A.D., Ortiga Y.P., The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective, Contemporary Educational Psychology, 35, pp. 264-279, (2010); Mlatsheni C., Ranchhod V., (2017); Mlatsheni C., Rospabe S., (2002); McCabe K., Barnett D., The Relation Between Familial Factors and the Future Orientation of Urban, African American Sixth Graders, Journal of Child and Family Studies, 9, 4, pp. 491-508, (2000); Rosenberg M., Society and the adolescent self-image, (1965); Sanders J., Munford R., Boden J., Johnston W., Earning, learning, and access to support: The role of early engagement in work, employment skills development and supportive relationships in employment outcomes for vulnerable youth in New Zealand, Children and Youth Services Review, 110, (2020); Schmitt D.P., Allik J., Simultaneous Administration of the Rosenberg Self-Esteem Scale in 53 Nations: Exploring the Universal and Culture-Specific Features of Global Self-Esteem, Journal of Personality and Social Psychology, 89, 4, pp. 623-642, (2005); Shadish W.R., Cook T.D., Campbell D.T., Experimental and Quasi-Experimental Designs for Generalized Causal Inference, (2002); Westaway M.S., Jordaan E.R., Tsai J., Investigating the psychometric properties of the Rosenberg Self-Esteem Scale for South African residents of greater Pretoria, Evaluation & the Health Professions, 38, 2, pp. 181-199, (2015); Zolkoski S., Bullock L., Resilience in children and youth: A review, Children & Youth Services Review, 34, 12, pp. 2295-2303, (2012)","L. Graham; Centre for Social Development in Africa, University of Johannesburg, South Africa; email: lgraham@uj.ac.za","","Elsevier Ltd","","","","","","01907409","","CYSRD","","English","Child. Youth Serv. Rev.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85090324460"
"Tella A.","Tella, Adeyinka (24482352100)","24482352100","Repackaging LIS professionals and libraries for the fourth industrial revolution","2020","Library Hi Tech News","37","8","","1","6","5","13","10.1108/LHTN-02-2020-0016","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085960024&doi=10.1108%2fLHTN-02-2020-0016&partnerID=40&md5=a0b7e844fac2a670e4f2e396b7e731d5","Department of Information Science, University of South Africa, Pretoria, South Africa","Tella A., Department of Information Science, University of South Africa, Pretoria, South Africa","Purpose: The purpose of this paper is to discuss the need for African Library Schools to repackage their curriculum to be able to produce graduates that will match up with jobs demand in the fourth industrial revolution (4IR) era. The discussion argued for the review of African Library Schools, identified the technologies that drive the 4IRs which LIS graduates will be working with, if employed, and relevant skills needed for functionality in the era. Design/methodology/approach: This viewpoint adopts discussion method with reference to some review of literature to argue the pints. Findings: This viewpoint finds out that to be relevant in the 4IR, LIS graduate will have to possess the required skills relevant to function in the 4IR. The skills identified among other are information curation, in-depth research, digital scanning, preservation, cloud data expansion, collaboration, teaching and facilitation, analytical thinking and innovation, active learning and learning strategies. Originality/value: This paper is an original idea from the author and has been published or submitted to any platform. This paper is original because it has been able to emphasise that African LIS schools should work closely with the employer to make sure their courses and curriculum are designed in such a way to teach employability skills. Moreover, this paper is important, as it made it clear that there is need to ensure removal of barriers to implementing better assessment and training and providing much-needed funding and resources to support the efforts. LIS graduates or those in training should also work to develop in-demand skills and learn to use tools that reveal their capabilities to their potential employers. © 2020, Emerald Publishing Limited.","4IR; 4IR skills; Africa; Curriculum review; Library school; LIS curriculum","","","","","","","","Ameer R., What is blockchain technology? A step-by-step guide for beginners, (2020); What is energy storage and why are we doing it?, (2019); Blummer B., Kenton J.M., Big data and libraries: identifying themes in the literature, Internet Reference Services Quarterly, 23, 1-2, pp. 15-40, (2018); Corfe S., 4IR in the Workplace: Ensuring Employers and Employees Benefit, (2018); Deng Z., Research on service innovation of library in big data age, Advances in Social Science Education and Humanities Research, 101 Paper presented at the 4th International Conference on Education Management and Computing Technology (ICEMCT 2017), (2017); How Digital Literacy Can Create a More Resilient American Workforce, (2019); Evans M., What is the internet of things?, (2020); Felipe F.M.A., What is Library and Information Science (LIS) in Latin American library schools, pp. 1-26, (2013); Preparing tomorrow’s workforce for the Fourth Industrial Revolution, (2020); Graham M., Robots in the libraries, (2019); Cloud computing, (2020); Massis B., Data-driven decision-making in the library, New Library World, 117, 1-2, pp. 131-134, (2016); Matos N.E.P., Montero M.C.R., Archivología, bibliografía, bibliotecología y ciencias de la información: ¿todas para una o una para todas?, Acimed, 15, 2, (2007); Michelle D., Internet of things: what is and how is it matters?, (2020); Muller O., Rotter S., Neurotechnology: current developments and ethical issues, Frontier in System Neuroscience, 11, (2017); Murray T.E., Trends in special libraries: observations based on conference content, Journal of Library Administration, 55, 8, pp. 658-666, (2015); Synthetic biology, (2019); Noh Y., Imagining library 4.0: creating a model for future libraries, The Journal of Academic Librarianship, 41, 6, pp. 786-797, (2015); Ocholla D., Review and revision of library and information science curriculum in a South African university and the usage of follow-up study and advertisement scanning …, Proceedings of the Annual Conference of CAIS/Actes du congrès annuel de l’ACSI, (2013); Owen-Hill A., What’s the difference between robotics and artificial intelligence?, (2017); Trent R.J., Molecular Medicine: Genomics to Personalised Health, (2012); Curriculum review, (2020); Robotics, (2020); Yepes J.L., Acimed, 18, 5, (2008); Skills and the fourth industrial revolution: what skills should we be teaching South African students so that they can reap the benefits of the 4IR? Adam Oxford reports, (2020); Pascual A.E., Industry 4.0: Prospects and Challenges on Literacy, (2019)","A. Tella; Department of Information Science, University of South Africa, Pretoria, South Africa; email: tellayinkaedu@yahoo.com","","Emerald Group Holdings Ltd.","","","","","","07419058","","","","English","Libr. Hi Tech News","Article","Final","","Scopus","2-s2.0-85085960024"
"Weston D.","Weston, Donna (37015920000)","37015920000","The value of ‘Soft Skills’ in popular music education in nurturing musical livelihoods","2020","Music Education Research","22","5","","527","540","13","8","10.1080/14613808.2020.1841132","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096084217&doi=10.1080%2f14613808.2020.1841132&partnerID=40&md5=268896b7702cc510a29d41d9cdfa28eb","Queensland Conservatorium, Griffith University, South Brisbane, Australia","Weston D., Queensland Conservatorium, Griffith University, South Brisbane, Australia","A survey of 80 graduates of an Australian popular music degree revealed that graduates had a deep understanding of the value of soft skills to their employability and musical livelihoods. Soft skills are defined here as interpersonal and intrapersonal transferrable skills such as effective collaboration and communication, as opposed to the hard skills related to the technical requirements of a specific task. On breaking down the curriculum and pedagogical framework of the degree over its 3-year delivery, it is shown that the self-directed, collaborative and peer-learning environment is a major contributor to that understanding. The interpersonal and intrapersonal soft skills identified by graduates as essential outcomes of their learning are crucial to navigate the uncertainties of the portfolio career most music students will progress into. Embedding collaborative and entrepreneurial elements across all courses in the program content ensures they become intuitive practice for graduates, applicable across the range of roles they may engage with throughout their musical livelihoods. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","musical livelihoods; popular music education; portfolio careers; Soft skills","","","","","","","","Bartleet B.L., Ballico C., Bennett D., Bridgstock R., Draper P., Tomlinson V., Harrison S., Building Sustainable Portfolio Careers in Music: Insights and Implications for Higher Education, Music Education Research, 21, 3, pp. 282-294, (2019); Bartleet B.L., Bennett D., Bridgstock R., Harrison S., Draper P., Tomlinson V., Ballico C., (2020); Bartleet B.L., Bennett D., Bridgstock R., Harrison S., Draper P., Tomlinson V., Ballico C., Making Music Work: Sustainable Portfolio Careers for Australian Musicians, (2020); Bartleet B.L., Bennett D., Bridgstock R., Harrison S., Draper P., Tomlinson V., Ballico C., (2020); Bartleet B.L., Bennett D., Bridgstock R., Harrison S., Draper P., Tomlinson V., Ballico C., (2020); Bartlett I., Tolmie D., What Are You Doing the Rest of Your Life? A Profile of Jazz/Contemporary Voice Graduates, International Journal of Music Education, 36, 2, pp. 197-216, (2018); Bennett D., Burnard P., Human Capital Career Creativities for Creative Industries Work: Lessons Underpinned by Bourdieu’s Tools for Thinking, Higher Education and the Creative Economy, pp. 155-174, (2016); Biggs J.B., Tang C., Teaching for Quality Learning at University, (2011); Blom D., Encarnacao J., Student-Chosen Criteria for Peer Assessment of Tertiary Rock Groups in Rehearsal and Performance: What's Important?, British Journal of Music Education, 29, 1, pp. 25-43, (2012); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability Through Career Management Skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Bridgstock R., Not a Dirty Word: Arts Entrepreneurship and Higher Education, Arts and Humanities in Higher Education, 12, 2-3, pp. 122-137, (2013); Bridgstock R., (2015); Canham N.L., Making Mavericks: Preparing Musicians for Independent Artistic Culture, Arts and Humanities in Higher Education, 15, 3-4, pp. 407-413, (2016); Carey G., Lebler D., Reforming a Bachelor of Music Programme: A Case Study, International Journal of Music Education, 30, 4, pp. 312-327, (2012); Creech A., Understanding Professionalism: Transitions and the Contemporary Professional Musician, Advanced Musical Performance: Investigations in Higher Education Learning, pp. 349-361, (2014); Eiriz V., Leite F.P., The Digital Distribution of Music and its Impact on the Business Models of Independent Musicians, The Service Industries Journal, 37, 13-14, pp. 875-895, (2017); Ferguson J., An Overview and Discussion of Research Supporting the Concept of a Generic ‘Soft’ Skills Framework in Tertiary Education Towards Bridging the Gap Between Education and Employment, New Zealand Journal of Applied Business Research, 8, 2, pp. 59-74, (2010); Ghazali G., Bennett D., Employability for Music Graduates: Malaysian Educational Reform and the Focus on Generic Skills, International Journal of Music Education, 35, 4, pp. 588-600, (2017); Green L., How Popular Musicians Learn: A Way Ahead For Music Education, (2001); Green L., Popular Music Education in and for Itself, and for 'Other’ Music: Current Research in the Classroom, International Journal of Music Education, 24, pp. 101-118, (2006); Hennekam S., Bennett D., Self-Management of Work in the Creative Industries in the Netherlands, International Journal of Arts Management, 19, 1, pp. 31-41, (2016); Hurrell S., (2009); Lebler D., Student-as-Master? Reflections on a Learning Innovation in Popular Music Pedagogy, International Journal of Music Education, 253, pp. 205-221, (2007); Lebler D., Using Formal Self- and Peer-Assessment as Proactive Tools in Building Collaborative Learning Environments: Theory Into Practice, Collaborative Learning in Higher Music Education: Why, What and How?, pp. 111-122, (2013); Lebler D., Weston D., Staying in Sync: Keeping Popular Music Pedagogy Relevant to an Evolving Music Industry, IASPM Journal, 5, 1, pp. 124-138, (2015); Lopez-Iniguez G., Bennett D., A Lifespan Perspective on Multi-Professional Musicians: Does Music Education Prepare Classical Musicians for Their Careers?, Music Education Research, 22, 1, pp. 1-14, (2020); Slaughter R., (2008); Succi C., Canovi M., Soft Skills To Enhance Graduate Employability: Comparing Students and Employers’ Perceptions, Studies in Higher Education, 45, 9, pp. 1834-1847, (2020); Throsby D., Preferred Work Patterns of Creative Artists, Journal of Economics and Finance, 31, 3, pp. 395-402, (2007); Throsby D., Petetskaya K., (2017); Tschmuck P., From Record Selling to Cultural Entrepreneurship: The Music Economy in the Digital Paradigm Shift, Business Innovation and Disruption in the Music Industry, pp. 13-32, (2016); Weston D., Byron T., Killing the Muse: Listening Creativities and the Journey to Creative Mastery, Activating Diverse Creativities: Teaching and Learning in Higher Music Education, pp. 57-83, (2015); Wheeler R.E., Soft Skills: the Importance of Cultivating Emotional Intelligence, AALL Spectrum, 20, 3, (2016); Yan L., Yinghong Y., Lui S.M., Whiteside M., Tsey K., Teaching ‘Soft Skills’ to University Students in China: the Feasibility of an Australian Approach, Educational Studies, 45, 2, pp. 242-258, (2019)","D. Weston; Queensland Conservatorium, Griffith University, South Brisbane, Australia; email: d.weston@griffith.edu.au","","Routledge","","","","","","14613808","","","","English","Music Educ. Res.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85096084217"
"Bal T.L.; Rouleau M.D.; Sharik T.L.; Wellstead A.M.","Bal, T.L. (56366127100); Rouleau, M.D. (35775812400); Sharik, T.L. (7003330829); Wellstead, A.M. (55894862200)","56366127100; 35775812400; 7003330829; 55894862200","Enrollment Decision-Making by Students in Forestry and Related Natural Resource Degree Programmes Globally","2020","International Forestry Review","22","3","","287","305","18","5","10.1505/146554820830405627","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096381325&doi=10.1505%2f146554820830405627&partnerID=40&md5=7e1cde514f10303d79b15eb3935c4f86","College of Forest Resources and Environmental Science, Michigan Technological University, Houghton, 49931, MI, United States; Department of Social Sciences, College of Sciences and Arts, Michigan Technological University, Houghton, 49931, MI, United States","Bal T.L., College of Forest Resources and Environmental Science, Michigan Technological University, Houghton, 49931, MI, United States; Rouleau M.D., Department of Social Sciences, College of Sciences and Arts, Michigan Technological University, Houghton, 49931, MI, United States; Sharik T.L., College of Forest Resources and Environmental Science, Michigan Technological University, Houghton, 49931, MI, United States; Wellstead A.M., Department of Social Sciences, College of Sciences and Arts, Michigan Technological University, Houghton, 49931, MI, United States","A survey of 396 undergraduate and graduate students from 51 countries on 5 continents currently enrolled in Forestry or Related Natural Resource (FRNR) degree programmes was conducted of attendees to the International Union of Forest Research Organizations' (IUFRO) conference in Salt Lake City, Utah, 2014. These perspectives come from some of the most active students in their respective fields. We explored the motivating reasons for enrolling in their current FRNR programme, and conversely why they may have been hesitant to do so. Results indicate that enjoyment of nature was the most important factor on average driving the decision to enroll, closely followed by job satisfaction, concern for the environment, enjoyment of outdoor recreation, being outdoors, and an interest in subject material. Hesitancy factors included earning potential, availability of funding/scholarships, and politically contentious issues. A number of significant differences were found across demographic categories. Of particular note was the greater hesitancy on the part of women and people of color to enroll in FRNR degree programmes compared to their white male counterparts. We discuss the limitations of our study arising from its international scope and imbalance of responses among countries and regions. HIGHLIGHTS Forestry and Related Natural Resources (FRNR) students from 51 countries report that enjoyment of nature was the most important factor driving their decision to enroll. Decision factors that caused hesitation included earning potential, availability of funding, and political issues. Importance factors differed significantly between genders, race/ethnicity, academic standing, world region, and social background (i.e. urban vs rural). Women and people of color from multiple world regions had a greater hesitancy to enroll in an FRNR programme than their white male counterparts. Implications for recruitment and retention include the need for continual diversity and inclusion efforts and a balance between personal preferences and employability. © 2020 Commonwealth Forestry Association. All rights reserved.","decision making; forest education; hesitation; international survey; motivation; student enrollment","Salt Lake City; United States; Utah; conference proceeding; decision making; education; forestry; natural resource; student; survey","","","","","","","ADAMS C.E., MORENO M., A comparative study of natural resource professionals in minority and majority groups in the southeastern United States, Wildlife Society Bulletin, 26, 4, pp. 971-981, (1998); ANDERSSON E., LIDESTAV G., Creating alternative spaces and articulating needs: Challenging gendered notions of forestry and forest ownership through women's networks, Forest Policy & Economics, 67, pp. 38-44, (2016); AREVALO J., JARSCHEL B., PITKAaNEN S., TAHVANAINEN S., ENKENBERG J., Differences in forestry students' perceptions across study years in a Brazilian undergraduate programme, Journal of Natural Resources & Life Sciences Education, 39, pp. 94-101, (2010); AREVALO J., TAHVANAINEN L., PITKAaNEN S., ENKENBERG J., Motivation of foreign students seeking a multi-institutional forestry master's degree in Europe, Journal of Forestry, 109, pp. 69-73, (2011); AREVALO J., MOLA-YUDEGO B., PELKONEN P., QU M., Students' views on forestry education: A cross-national comparison across three universities in Brazil, China and Finland, Forest Policy & Economics, 25, pp. 123-131, (2012); ARMSTRONG M.J., BERKOWITZ A.R., DYER L.A., TAYLOR J., Understanding why underrepresented students pursue ecology careers: a preliminary case study, Frontiers in Ecology & the Environment, 5, 8, pp. 415-420, (2007); AUYEUNG P., SANDS J., Factors influencing accounting students' career choice: a cross-cultural validation study, Accounting Education, 6, 1, pp. 13-23, (1997); BALCARCZYK K.L., SMALDONE D., SELIN S.W., PIERSKALLA C.D., MAUMBE K., Barriers and supports to entering a natural resource career: Perspectives of culturally diverse recent hires, Journal of Forestry, 113, 2, pp. 231-239, (2015); BALCARCZYK K.L., SMALDONE D., SELIN S., DOUGLAS S., MAUMBE K., PIERSKALLA C., Barriers and supports to pursuing a natural resource degree, Natural Sciences Education, 45, (2016); BARNES D., Decline in Forestry Enrolment and Student Recruitment, Forestry Chronicle, 86, 5, pp. 565-565, (2010); BENGSTON D.N., Listening to neglected voices: American Indian perspectives on natural resource management, Journal of Forestry, 102, 1, pp. 48-52, (2004); BRAGG D.C., TAPPE P.A., The many values of field-based education in forestry, Journal of Forestry, 113, 6, (2015); BROOKS R., Understanding the higher education student in Europe: a comparative analysis, Compare: A Journal of Comparative and International Education, 48, 4, pp. 500-517, (2017); BULLARD S.H., STEPHENS WILLIAMS P., COBLE T., COBLE D.W., DARVILLE R., ROGERS L., (2014); Producing ""society-ready"" foresters: A research-based process to revise the bachelor of science in forestry curriculum at Stephen F. Austin State University, Journal of Forestry, 112, 4, pp. 354-360; BURLEY J., Changing forestry education-A United Kingdom view, (2001); CARNEVALE A.P., STROHL J., Separate & unequal: How higher education reinforces the intergenerational reproduction of white racial privilege, (2013); CEJA M., Understanding the role of parents and siblings as information sources in the college choice process of Chicana students, Journal of College Student Development, 47, 1, pp. 87-104, (2006); CHEN D.Y., A study on the amalgamation of Chinese higher educational institutions, Asia Pacific Education Review, 3, 1, pp. 48-55, (2002); CHRISTENSEN R.R., Forestry school enrollment and degrees granted, 1971-1981, Journal of Forestry, 81, 10, pp. 660-662, (1983); COLLINS D., ANANTHARAMAN L., Equality and inclusion in the outdoors: connecting with nature from an Indian perspective, Routledge international handbook of outdoor studies, pp. 351-359, (2015); COUTINHO-SLEDGE P., Feminized forestry: The promises and pitfalls of change in a masculine organization, Gender, Work & Organization, 22, 4, pp. 375-389, (2015); DHAKA R.K., CHOUDHARI C., Forestry education in India: Objectives, needs, current status and recommendations, The Pharma Innovation Journal, 7, 12, pp. 320-324, (2018); DIDRIKSEN R.G., Minorities in professional forestry schools-1973, Journal of Forestry, 73, 5, (1975); DILLMAN D.A., Mail and Internet surveys: The tailored design method-2007 Update with new Internet, visual, and mixed-mode guide, (2011); ELIASON S.L., Factors influencing job satisfaction among state conservation officers, Policing: An International Journal of Police Strategies & Management, 29, 1, pp. 6-18, (2006); EMMONS K.M., Perceptions of the environment while exploring the outdoors: a case study in Belize, Environmental Education Research, 3, 3, pp. 327-344, (1997); Time for action: changing the gender situation in forestry. 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THOMAS I., Influences on career choice: Considerations for the environmental profession, Environmental Practice, 19, 3, pp. 115-127, (2017); VANCLAY J., Achieving a quiet revolution in forestry education, Australian Forest Grower, 28, 3, pp. 25-26, (2005); VASEY R.B., THEOE D.R., Enrollment trends in professional forestry schools, 1972-1976, Journal of Forestry, 75, 5, pp. 270-272, (1977); WANG L., JUSLIN H., Values and corporate social responsibility perceptions of Chinese university students, Journal of Academic Ethics, 10, 1, pp. 57-82, (2012); WELLMAN J.D., Images of a profession-forestry is something of a mystery to college bound students, Journal of Forestry, 85, 3, pp. 18-19, (1987); WELLS N.M., LEKIES K.S., Nature and the life course: Pathways from childhood nature experiences to adult environmentalism, Children, Youth and Environments, 16, 1, pp. 1-24, (2006); WORKMAN J.L., Parental influence on exploratory students' college choice, major, and career decision making, College Student Journal, 49, 1, pp. 23-30, (2015); WRIGHT T.S.A., WYATT S.L., Examining influences on environmental concern and career choice among a cohort of environmental scientists, Applied Environmental education & Communication, 7, pp. 30-39, (2008); WOLTER B.H., MILLENBAH K.F., MONTGOMERY R.A., SCHNEIDER J.W., Factors affecting persistence of undergraduate students in a fisheries and wildlife programme: Transfer students, Journal of Natural Resources & Life Sciences Education, 40, 1, pp. 58-68, (2011); WOLTER B.H., MILLENBAH K.F., MONTGOMERY R.A., SCHNEIDER J.W., Factors Affecting Persistence of Undergraduate Students in a Fisheries and Wildlife Programme: Leavers 1, Journal of Natural Resources & Life Sciences Education, 40, 1, pp. 10-18, (2011); XU Z., BENGSTON D.N., Trends in national forest values among forestry professional, environmentalists, and the news media, 1982-1993, Society & Natural Resources, 10, pp. 43-59, (1997); YANCIW P., Overcoming negative perceptions about forestry careers, The Forestry Chronicle, 80, pp. 164-164, (2004)","","","Commonwealth Forestry Association","","","","","","14655489","","IFREF","","English","Int. For. Rev.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85096381325"
"Burman I.; Som S.; Hossain S.A.; Sharma M.","Burman, Iti (57202893535); Som, Subhranil (26422606600); Hossain, Syed Akhter (57197918832); Sharma, Mayank (7403264732)","57202893535; 26422606600; 57197918832; 7403264732","Student performance measurement on psychometric parameters","2020","International Journal of Information and Communication Technology Education","16","4","","68","85","17","2","10.4018/IJICTE.2020100105","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091821408&doi=10.4018%2fIJICTE.2020100105&partnerID=40&md5=e1bc51d0cd6695f9946de5e56e9e6af0","Amity University, Noida, India; Daffodil International University, Bangladesh","Burman I., Amity University, Noida, India; Som S., Amity University, Noida, India; Hossain S.A., Daffodil International University, Bangladesh; Sharma M., Amity University, Noida, India","Educational data mining provides various advantages to the education systems in many ways. It enhances the teaching process, the learning process, the scholastic performance of students, career selection, employability, and more. The differences in attitude of students' behavior lead to difference in their academic performance. The article covers the non-intellectual parameters of students to enhance their academic performance. The study tests the relationship between psychometric constructs of students and their academic correlate. The models for enhancing intellectual performance which involves various non-intellectual parameters are analyzed using structural equation modeling. It is observed that the values of the models were retrieved near to fit values. The results entail that the models will be beneficial for students in improving their academic performance by revising their psychological parameters. Copyright © 2020, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.","Academic Performance; Educational Data Mining; Multivariate Analysis; Psychometric Measures; Structured Equation Modeling; Student","Data mining; Education computing; Academic performance; Education systems; Educational data mining; Learning process; Structural equation modeling; Student performance; Students' behaviors; Teaching process; Students","","","","","","","Ackerman P. L., Heggestad E. D., Intelligence, personality, and interests: Evidence for overlapping traits, Psychological Bulletin, 121, 2, pp. 219-245, (1997); Anderson Koenig J., Assessing 21st century skills: Summary of a workshop, (2011); Angeline D. M. 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A., National survey of teachers' promotion of self-determination and student-directed learning, The Journal of Special Education, 34, 2, pp. 58-68, (2000); Weinstein C., Palmer A. C., Schulte D. R., Learning and Study Strategy Inventory (LASSI), (1987); Wolters C., Pintrich P., Karabenick S., Assessing academic self-regulated learning, Indicators of Positive Development Conference sponsored by Child Trends, (2003); Wood R., Locke E., The relation of self-efficacy and grade goals to academic performance, Educational and Psychological Measurement, 47, 4, pp. 1013-1024, (1987)","","","IGI Global","","","","","","15501876","","","","English","Int. J. Inf. Commun. Technol. Educ.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85091821408"
"Gupta J.; Singh S.; Pandita R.; Bhat S.K.","Gupta, Jyotsna (57203120828); Singh, Shivendra (56768401200); Pandita, Ramesh (55928488300); Bhat, Suneel Kumar (57218790832)","57203120828; 56768401200; 55928488300; 57218790832","Enrolment scenario of LIS education in India through distance mode: a study","2020","Global Knowledge, Memory and Communication","69","6-7","","483","499","16","1","10.1108/GKMC-09-2019-0110","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090262187&doi=10.1108%2fGKMC-09-2019-0110&partnerID=40&md5=db76b7a483962c0ea2c127b670d71b25","Directorate of Distance Education, Kurukshetra University, Kurukshetra, India; Central Library, Guru Gobind Singh Medical College and Hospital, Baba Farid University of Health Sciences, Faridkot, India; Central Library, BGSB University, Rajouri, India; MIER College of Education, Jammu, India","Gupta J., Directorate of Distance Education, Kurukshetra University, Kurukshetra, India; Singh S., Central Library, Guru Gobind Singh Medical College and Hospital, Baba Farid University of Health Sciences, Faridkot, India; Pandita R., Central Library, BGSB University, Rajouri, India; Bhat S.K., MIER College of Education, Jammu, India","Purpose: This study aims to assess the enrolment scenario of Library and Information Science (LIS) education in India offered through distance mode. Design/methodology/approach: The scope of the study is limited to India, reflecting the trend of distance education in LIS in India. The study is based on the secondary data collected by the Ministry of Human Resource and Development, Government of India (GOI) under All India Survey on Higher Education (AISHE). It is to mention that Ministry of Human Resource and Development, GOI, is regularly collecting data from higher education institutions all across the country under AISHE project. The data in the study have been analysed for the period 2011 to 2018. Findings: The findings of the study reveal that, of the total enrolments made in LIS education in India during the period 2011 to 2018, nearly one-fourth of students were enrolled through regular mode and three-fourth were enrolled through distance mode, signifying distance mode of education as the largest medium of LIS education in India. The enrolment figures through distance mode showed slight inconsistency with the result, a negative (−0.49%) average annual corresponding growth was recorded in the enrolment of LIS students through distance mode. Of the total students enrolled in different LIS programmes through distance mode during the period of study, the majority (67.78%) of students were enrolled in the Under Graduate programme (B.Lib.I.Sc.). Similarly, of the total students enrolled in LIS through distance mode during the period of study, 51.36% were female students and 48.63% male students. In terms of caste category, of the total students enrolled during the period of study, 10.12% belonged to the Scheduled Caste category, 4.7% to Scheduled Tribes category, 28.77% Other Backward Class and 56.08% to others, which include general category students as well. Research limitations/implications: Learning through distance education is a welcome step as long as the idea is to improve the society and to reach out to those who hitherto remained unreached. Sustainable means of enrolment and employability has to be the order of the day, mostly based on demand and supply principle. Originality/value: This study is original and first of its kind covering enrolment of the students in LIS courses. © 2020, Emerald Publishing Limited.","Distance education; Distance learning; Gender; Higher education; India; Library profession; LIS education; LIS standardization; Students; Students enrolment scenario","","","","","","","","Agrawal S.P., Mythili T., Soni R., Directory of LIS Education in India: All-in-One Compendium on Library and Information Science Study and Teaching in India (Updated 1994): Approach, Basic Bibliography, Syllabus, and Prospectus of All LIS Schools, (1996); AISHE reports, AISHE reports, (2019); Ameen K., Issues of quality assurance (QA) in LIS higher education in Pakistan, Meeting:114 - LIS Education in Developing Countries World Library and Information Congress, pp. 1-15, (2007); Barron D.D., The use of distance education in United States library and information science: history and current perspectives, Education for Information, 8, 4, pp. 325-339, (1990); Barron D.L., Perceptions of faculty and administrative staff in ALA-accredited programs toward part-time and distance students in LIS education, Journal of Education for Library and Information Science. JSTOR, 34, 3, pp. 187-199, (1993); Buchanan E., Myers S., Langston Hardin S., Holding your hand from a distance: online mentoring and the graduate library and information science student, The Journal of Educators Online, 2, 2, pp. 1-18, (2005); Bureau D.E., Distance education what? New Delhi, (2013); Dutta B., Das A.K., Higher education in library and information science in India, ILA Bulletin. Indian Library Association, 37, 1, pp. 25-30, (2001); Ghosh S.B., Reaching the unreached for library and information science education: a perspective for developing countries, Libraries and Librarians: Making a Difference in the Knowledge Age. Council and General Conference: Conference Programme and Proceedings (67th, Boston, MA, August 16-25, 2001), pp. 2-11, (2001); Jeevan V.K.J., Education for library and information science on the distance mode in India: a critique, Librarian Career Development, 7, 2, pp. 7-15, (1999); Kawatra A., Singh N.K., E-learning in LIS education in India, Proceedings of the Asia-Pacific Conference on Library and Information Education and Practice 2006 (A-LIEP 2006), Singapore, 3-6 April 2006, pp. 605-611, (2006); Kumar K., Sharma J., Library and information science education in India: a historical perspective, DESIDOC Journal of Library and Information Technology, 30, 5, pp. 3-8, (2010); Neelameghan A., Education for librarians and documentalists in India, Encyclopedia of lLbrary and Information Science, pp. 314-349, (1975); Pitroda S., National knowledge commission: report to the nation 2006-2009, (2009); Richardson J.V., History of American library science: its origins and early development, Encyclopedia of Library and Information Sciences, pp. 1-9, (2010); Ruksasuk N., Library and information science distance education in Thailand in the next decade, IFLA Council and General Conference. Conference Programme and Proceedings (65th, Bangkok, Thailand, August 20-28, 1999); see IR 057 674, (1999); Sekhri S., Affirmative Action and Peer Effects: Evidence from Caste Based Reservation in General Education Colleges in India, (2011); Singh S., Pandita R., Enrolment scenario of library and information science education in North-Eastern states of India: a study, 50 Years of LIS Education in North East India, pp. 43-61, (2019); Singh S.P., Babbar P., Doctoral research in library and information science in India: trends and issues, DESIDOC Journal of Library and Information Technology, 34, 2, pp. 170-180, (2014); Growth of higher education in India, (2019); World population prospects – population division – United Nations, (2019)","S. Singh; Central Library, Guru Gobind Singh Medical College and Hospital, Baba Farid University of Health Sciences, Faridkot, India; email: shiv.mail@gmail.com","","Emerald Group Holdings Ltd.","","","","","","25149342","","","","English","Glob. Knowl.,  Mem. Commun.","Article","Final","","Scopus","2-s2.0-85090262187"
"Nimer M.; Çelik Ç.","Nimer, Maissam (57203037266); Çelik, Çetin (56559617900)","57203037266; 56559617900","Social justice or ‘human capital’ development through higher education: experiences of scholarship students in Lebanon","2020","International Studies in Sociology of Education","29","4","","366","384","18","0","10.1080/09620214.2019.1672574","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074038464&doi=10.1080%2f09620214.2019.1672574&partnerID=40&md5=1adb4248c1f475fea99e0bf1bc352c0b","Migration Research Center, Koç University, Istanbul, Turkey; Istanbul Policy Center, Sabancı University, Turkey; Migration Research Center and Sociology Department, Koç University, Turkey","Nimer M., Migration Research Center, Koç University, Istanbul, Turkey, Istanbul Policy Center, Sabancı University, Turkey; Çelik Ç., Migration Research Center and Sociology Department, Koç University, Turkey","While literature documents how the employability agenda has become the new neoliberal common sense in universities much less attention has been given to the mechanisms of adaptation by students. Utilizing a four-year longitudinal case study of scholarship students at an elite university, this paper focuses on the process through which this ‘meritocratic’ program normalises neoliberal common sense in higher education. We put into question the principle of positive discrimination, considering the limited number of beneficiaries. Our findings illustrate that, instead of minimizing inequalities, this scholarship program contributes in strengthening the neoliberal ideology within the education system. We further demonstrate that students’ backgrounds influence their adaptation into the program and access to employment. In addition, we argue that urban-rural differences among others have more explanatory power than class differences in understanding the complex adaptation of students into the program in the Lebanese context. © 2019 Informa UK Limited, trading as Taylor & Francis Group.","Bourdieu; capital; common sense; employability; Gramsci; Higher education; human capital development","","","","","","","","Abourjeili S.A.R., Le Liban, in: Enseignement supérieur et marché du travail dans le monde arabe, (2009); Alcantara A., Llomovatte S., Romao J.E., Resisting neoliberal common sense in higher education: Experiences from Latin America, International Studies in Sociology of Education, 23, pp. 127-151, (2013); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: A European study, Higher Education in Europe, 33, pp. 411-422, (2008); Apple M.W., Educating the “right” way: Markets, standards, God, and inequality, (2006); Arora B., A Gramscian analysis of the employability agenda, British Journal of Sociology of Education, 36, pp. 635-648, (2015); Ball S.J., Global education Inc.: New policy networks and the neoliberal imaginary, (2012); Baltodano M., Neoliberalism and the demise of public education: The corporatization of schools of education, International Journal of Qualitative Studies in Education, 25, pp. 487-507, (2012); Boden R., Nedeva M., Employing discourse: Universities and graduate ‘employability’, Journal of Education Policy, 25, pp. 37-54, (2010); Bourdieu P., Outline of a theory of practice, (1977); Bourdieu P., Masculine domination, (2002); Brown P., Hesketh A., Wiliams S., Employability in a knowledge-driven economy, Journal of Education and Work, 16, pp. 107-126, (2003); Burke C., Culture, capitals, and graduate futures: Degrees of class, (2016); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, pp. 1-15, (2017); Dubet F., Duru-Bellat M., Qu’est-ce qu’une école juste ?, Revue française de pédagogie, 146, pp. 105-114, (2004); Favier A., ‘L’université Libanaise: L’impossible Réforme’, Maghreb- Machrek, 169, pp. 87-99, (2000); Femia J.V., Gramsci’s political thought: Hegemony, consciousness and the revolutionary process, (1987); Garcia S., Déscolarisation universitaire et rationalités étudiantes, Actes De La Recherche En Sciences Sociales, 183, (2010); Gramsci A., Selections from the prison notebooks of Antonio Gramsci, (1985); Jackson N.J., Modelling change in a national HE system using the concept of unification, Journal of Education Policy, 14, pp. 411-434, (1999); Kabbanji J., Heurs et malheurs du système universitaire libanais à l’heure de l’homogénéisation et de la marchandisation de l’enseignement supérieur, Revue Des Mondes Musulmans Et De La Méditerranée, pp. 127-145, (2012); Mayo P., Hegemony and education under neoliberalism insights from gramsci, Routledge studies in education and neoliberalism, (2015); Moskal M., Language and cultural capital in school experience of Polish children in Scotland, Race Ethnicity and Education, 19, pp. 141-160, (2016); Noon M., The shackled runner: Time to rethink positive discrimination?, Work, Employment and Society, 24, 4, pp. 728-739, (2010); In-depth analysis of the labour market relevance and outcomes of higher education systems: analytical framework and country practices report, enhancing higher education system performance, (2017); Scacchi L., Benozzo A., Carbone D., Monaci M.G., Neo-Liberalism in the Italian University: encroachment and resistance, Cultural Studies. Critical Methodologies, 17, pp. 205-213, (2017); Tinto V., Taking retention seriously: Rethinking the first year of college, NACADA Journal, 19, pp. 5-9, (1999); Torres C.A., Neoliberalism as a new historical bloc: A Gramscian analysis of neoliberalism’s common sense in education, International Studies in Sociology of Education, 23, pp. 80-106, (2013); Van Zanten A., The sociology of elite education, The routledge international handbook of the sociology of education (pp. 329–339), (2011)","M. Nimer; Migration Research Center, Koç University, Istanbul, Turkey; email: msnimer@gmail.com","","Routledge","","","","","","09620214","","","","English","Int. Stud. Sociol. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85074038464"
"Bernays S.; Tshuma M.; Willis N.; Mvududu K.; Chikeya A.; Mufuka J.; Cowan F.; Mavhu W.","Bernays, Sarah (23093100300); Tshuma, Maureen (57214084446); Willis, Nicola (55539621100); Mvududu, Kudzanayi (57196064896); Chikeya, Adrian (57218677550); Mufuka, Juliet (56734462900); Cowan, Frances (56432392100); Mavhu, Webster (24481435500)","23093100300; 57214084446; 55539621100; 57196064896; 57218677550; 56734462900; 56432392100; 24481435500","Scaling up peer-led community-based differentiated support for adolescents living with HIV: keeping the needs of youth peer supporters in mind to sustain success","2020","Journal of the International AIDS Society","23","S5","e25570","","","","31","10.1002/jia2.25570","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090021488&doi=10.1002%2fjia2.25570&partnerID=40&md5=2b42860de6b737ad028bdb995131961f","Global Health and Development, London School of Hygiene and Tropical Medicine, London, United Kingdom; School of Public Health, University of Sydney, Sydney, Australia; Centre for Sexual Health and HIV/AIDS Research (CeSHHAR), Harare, Zimbabwe; Africaid, Harare, Zimbabwe; Department of International Public Health, Liverpool School of Tropical Medicine, Liverpool, United Kingdom","Bernays S., Global Health and Development, London School of Hygiene and Tropical Medicine, London, United Kingdom, School of Public Health, University of Sydney, Sydney, Australia; Tshuma M., Centre for Sexual Health and HIV/AIDS Research (CeSHHAR), Harare, Zimbabwe; Willis N., Africaid, Harare, Zimbabwe; Mvududu K., Centre for Sexual Health and HIV/AIDS Research (CeSHHAR), Harare, Zimbabwe; Chikeya A., Centre for Sexual Health and HIV/AIDS Research (CeSHHAR), Harare, Zimbabwe; Mufuka J., Centre for Sexual Health and HIV/AIDS Research (CeSHHAR), Harare, Zimbabwe; Cowan F., Centre for Sexual Health and HIV/AIDS Research (CeSHHAR), Harare, Zimbabwe, Department of International Public Health, Liverpool School of Tropical Medicine, Liverpool, United Kingdom; Mavhu W., Centre for Sexual Health and HIV/AIDS Research (CeSHHAR), Harare, Zimbabwe, Department of International Public Health, Liverpool School of Tropical Medicine, Liverpool, United Kingdom","Introduction: Low rates of viral suppression among adolescents living with HIV (ALHIV) indicate that more effective support is urgently required at scale. The provision of peer support has generated considerable enthusiasm because it has the potential to ameliorate the complex social and relational challenges which underpin suboptimal adherence. Little is known about the impact on young peer supporters themselves, which is the focus of this paper. Methods: We present qualitative findings from the Zvandiri trial investigating the impact of a peer support intervention on the viral load for beneficiaries (ALHIV, aged 13 to 19 years) in Zimbabwe. The Zvandiri peer supporters aged 18 to 24 years, known as community adolescent treatment supporters (CATS), are themselves living with HIV. Individual in-depth interviews were conducted in late 2018 with 17 CATS exploring their experiences of delivering peer support and their own support needs. Interviews were analysed iteratively using thematic analysis. Results: The CATS reported that being peer supporters improved their own adherence behaviour and contributed to an improved sense of self-worth. The social connections between the CATS were a source of comfort and enabled them to develop skills to manage the challenging aspects of their work. Two substantial challenges were identified. First, their work may reveal their HIV status. Second, managing the emotional labour of this caring work; given how commonly the complexity of the beneficiaries’ needs mirrored the circumstances of their own difficult lives. Both challenges were ameliorated by the support the CATS provided to each other and ongoing supervision from the adult mentor. There was variation in whether they felt their roles were appropriately valued through the remuneration they received and within the health system. There was a consensus that their experience meant that they would graduate from being a CATS with transferable skills that could enhance their employability. Conclusions: Their experiences illustrate the advantages and opportunities of being a CATS. To minimize potential harms, it is vital to ensure that they feel valued in their role, which can be demonstrated by the provision of appropriate remuneration, recognition and respect, and that there is continued investment in ongoing support through ongoing training and mentoring. © 2020 The Authors. Journal of the International AIDS Society published by John Wiley & Sons Ltd on behalf of the International AIDS Society.","adolescents; community based; differentiated service delivery; health systems; HIV; peer support","Adolescent; Adolescent Health Services; Adult; Anti-HIV Agents; Community Health Services; Counseling; Female; HIV Infections; Humans; Male; Medication Adherence; Peer Group; Randomized Controlled Trials as Topic; Social Support; Zimbabwe; anti human immunodeficiency virus agent; adolescent; adult; article; care behavior; clinical article; comfort; consensus; controlled study; employability; female; health care delivery; human; human experiment; Human immunodeficiency virus infected patient; interview; investment; juvenile; male; mentor; mentoring; peer group; remuneration; scale up; skill; thematic analysis; virus load; young adult; Zimbabwe; child health care; community care; counseling; Human immunodeficiency virus infection; medication compliance; psychology; randomized controlled trial (topic); social support","","Anti-HIV Agents, ","","","","","Ferrand R.A., Simms V., Dauya E., Bandason T., McHugh G., Mujuru H., Et al., The effect of community-based support for caregivers on the risk of virological failure in children and adolescents with HIV in Harare, Zimbabwe (ZENITH): an open-label, randomised controlled trial, Lancet Child Adolesc Health, 1, 3, pp. 175-183, (2017); Health for the World’s Adolescents: a second chance in the second decade, (2014); Boerma R.S., Boender T.S., Bussink A.P., Calis J.C., Bertagnolio S., Rinke de Wit T.F., Et al., Suboptimal viral suppression rates among HIV-infected children in low- and middle-income countries: a meta-analysis, Clin Infect Dis, 63, 12, pp. 1645-1654, (2016); Enane L.A., Vreeman R.C., Foster C., Retention and adherence: global challenges for the long-term care of adolescents and young adults living with HIV, Curr Opin HIV AIDS, 13, 3, pp. 212-219, (2018); Brown K., Williams D.B., Kinchen S., Saito S., Radin E., Patel H., Et al., Status of HIV epidemic control among adolescent girls and young women aged 15–24 years - seven African Countries, 2015–2017, MMWR Morb Mortal Wkly Rep, 67, 1, pp. 29-32, (2018); Bernays S., Paparini S., Gibb D., Seeley J., When information does not suffice: young people living with HIV and communication about ART adherence in the clinic, Vulnerable Child Youth Stud, 11, 1, pp. 60-68, (2016); Bernays S., Paparini S., Seeley J., Rhodes T., Not Taking it Will Just be Like a Sin"": young people living with HIV and the stigmatization of less-than-perfect adherence to antiretroviral therapy, Med Anthropol, 36, 5, pp. 485-499, (2017); Ammon N., Mason S., Corkery J.M., Factors impacting antiretroviral therapy adherence among human immunodeficiency virus-positive adolescents in Sub-Saharan Africa: a systematic review, Public Health, 157, pp. 20-31, (2018); Arnold E.M., Swendeman D., Harris D., Fournier J., Kozina L., Abdalian S., Et al., The stepped care intervention to suppress viral load in youth living with HIV: protocol for a randomized controlled trial, JMIR Res Protoc, 8, (2019); Boothroyd R., Fisher E., Peers for progress: promoting peer support for health around the world, Fam Pract, 27, pp. i62-i68, (2009); Fisher E.B., Boothroyd R.I., Elstad E.A., Hays L., Henes A., Maslow G.R., Et al., Peer support of complex health behaviors in prevention and disease management with special reference to diabetes: systematic reviews, Clin Diabetes Endocrinol, 3, 1, (2017); Solomon P., Peer support/peer provided services: underlying processes, benefits, and critical ingredients, Pyschiatr Rehabil J, 27, pp. 392-401, (2004); Mark D., Armstrong A., Andrade C., Penazzato M., Hatane L., Taing L., Et al., HIV treatment and care services for adolescents: a situational analysis of 218 facilities in 23 sub-Saharan African countries, J Int AIDS Soc, 20, (2017); HIV and adolescents: guidance for HIV testing and counselling and care for adolescents living with HIV: recommendations for a public health approach and considerations for policy-makers and managers, (2013); Willis N., Napei T., Armstrong A., Jackson H., Apollo T., Mushavi A., Et al., Zvandiri-bringing a differentiated service delivery program to scale for children, adolescents, and young people in Zimbabwe, J Acquir Immune Defic Syndr, 78, pp. S115-S123, (2018); Mavhu W., Willis N., Mufuka J., Bernays S., Tshuma M., Mangenah C., Et al., Effect of a differentiated service delivery model on virological failure in adolescents with HIV in Zimbabwe (Zvandiri): a cluster-randomised controlled trial, Lancet Global Health, 8, 2, (2020); Grimsrud A.T., Pike C., Bekker L.G., The power of peers and community in the continuum of HIV care, Lancet Global Health, 8, 2, (2020); Mavhu W., Willis N., Mufuka J., Mangenah C., Mvududu K., Bernays S., Et al., Evaluating a multi-component, community-based program to improve adherence and retention in care among adolescents living with HIV in Zimbabwe: study protocol for a cluster randomized controlled trial, Trials, 18, 1, (2017); Adolescent friendly health services for adolescents living with HIV: from theory to practice, (2019); Mark D., Bloch K., Cluver L., Toska E., Ronan A., Gittings L., Et al., The power of peers: multi-country analysis of adolescent viral suppression in sub-Saharan Africa, (2018); PEPFAR Solutions Database. Operation Triple Zero: empowering adolescents and young people living with HIV to take control of their health in Kenya, (2018); Zimbabwe country factsheet, (2018); LeCompte M.D., Schensul J.J., Designing & conducting ethnographic research, (1999); Schensul S.L., Schensul J.J., LeCompte M.D., Essential ethnographic methods: observations, interviews, and questionnaires, (1999); Bernays S., Bukenya D., Thompson C., Ssembajja F., Seeley J., Being an 'adolescent': the consequences of gendered risks for young people in rural Uganda, Childhood, 25, 1, pp. 19-33, (2018); Mark D., Hrapcak S., Ameyan W., Lovich R., Ronan A., Schmitz K., Et al., Peer support for adolescents and young people living with HIV in sub-Saharan Africa: emerging insights and a methodological agenda, Curr HIV/AIDS Rep, 16, 6, pp. 467-464, (2019); Burke E.M., Pyle M., Machin K., Morrison A.P., Providing mental health peer support 2: Relationships with empowerment, hope, recovery, quality of life and internalised stigma, Int J Soc Psychiatry, 64, 8, pp. 745-755, (2018); Perry H., Crigler L., Case S.H., Studies of large-scale community health worker programs was derived from the developing and strengthening community health worker programs at scale: a reference guide and case studies for program managers and policymakers, (2017); Oliveras C., Cluver L., Bernays S., Armstrong A., Nothing about us without RIGHTS—meaningful engagement of children and youth: from research prioritization to clinical trials, implementation science, and policy, J Acquir Immune Defic Syndr, 78, pp. S27-31, (2018); Busza J., Simms V., Dziva Chikwari C., Dauya E., Bandason T., Makamba M., Et al., “It is not possible to go inside and have a discussion”: how fear of stigma affects delivery of community-based support for children’s HIV care, AIDS Care, 30, 7, pp. 903-909, (2018); Mburu G., Ram M., Oxenham D., Haamujompa C., Iorpenda KF, L. Responding to adolescents living with HIV in Zambia: a social–ecological approach, Child Youth Serv Rev, 45, pp. 9-17, (2014); Reif L.K., Rivera V.R., Bertrand R., Belizaire M.E., Joseph J.M.B., Louis B., Et al., “FANMI”: a promising differentiated model of HIV Care for Adolescents in Haiti, J Acquir Immune Defic Syndr, 82, 1, (2019)","S. Bernays; Global Health and Development, London School of Hygiene and Tropical Medicine, London, United Kingdom; email: sarah.bernays@sydney.edu.au; S. Bernays; School of Public Health, University of Sydney, Sydney, Australia; email: sarah.bernays@sydney.edu.au","","John Wiley and Sons Inc.","","","","","","17582652","","","32869532","English","J. Int. AIDS Soc.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85090021488"
"Tentama F.; Yusantri S.","Tentama, Fatwa (57190063333); Yusantri, Sabrina (57218894792)","57190063333; 57218894792","The role of entrepreneurial intention in predicting vocational high school students’ employability","2020","International Journal of Evaluation and Research in Education","9","3","","558","563","5","5","10.11591/ijere.v9i3.20580","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090673548&doi=10.11591%2fijere.v9i3.20580&partnerID=40&md5=4ca44934baaba2f5e03e2e856a7a272f","Faculty of Psychology, Universitas Ahmad Dahlan, Indonesia","Tentama F., Faculty of Psychology, Universitas Ahmad Dahlan, Indonesia; Yusantri S., Faculty of Psychology, Universitas Ahmad Dahlan, Indonesia","One of the factors that contribute to the level of employability is entrepreneurial intention. This study discusses the role of entrepreneurial intentions on students' employability. The population in this study was all students of grade XII of Vocational High School Koperasi Yogyakarta, Indonesia, consisting of 141 students. The sample in this study was 86 students. The sample selection was done by randomizing using a cluster random sampling technique. Methods of data collection used in this study are scales, employability scale, and entrepreneurial intentions scale. Analysis of the data used in this study is the product-moment analysis technique. The results of data analysis showed the correlation between entrepreneurial intentions and employability where r = 0.339 with p = 0.001 (p < 0.01), which showed a very significant positive correlation between the two variables at the research site. It means that the level of employability can be predicted based on entrepreneurial intention. The entrepreneurial intention contributed 11.5% to employability, and the remaining 88.5% can be influenced by other variables. © 2020, Institute of Advanced Engineering and Science. All rights reserved.","Employability; Entrepreneurial intention; Vocational high school","","","","","","","","De Vos A., De Hauw S., Van der Heijden B. I., Competency development and career success: The mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); Van der Heijde C. M., Van der Heijden B., The development and psychometric evaluation of a multidimensional measurement instrument of employability and the impact of aging, International Congress Series, 1280, June, pp. 142-147, (2005); Gu H., Kavanaugh R. R., Cong Y., Empirical studies of tourism education in China, Journal of Teaching in Travel & Tourism, 7, 1, pp. 3-24, (2007); Wang Y. F., Tsai C. T., Employability of hospitality graduates: Student and industry perspectives, Journal of Hospitality & Tourism Education, 26, 3, pp. 125-135, (2014); Hess N., Jepsen D. M., Dries N., Career and employer change in the age of the ‘boundaryless’ career, Journal of Vocational Behavior, 81, 2, pp. 280-288, (2012); McArdle S., Waters L., Briscoe J. P., Hall D. T., Employability during unemployment: Adaptability, career identity, and human and social capital, Journal of Vocational Behavior, 71, 2, pp. 247-264, (2007); Jameson S. M., A case study of international hospitality students’ development of employability skills, CAUTHE 2008: Tourism and Hospitality Research, Training and Practice, pp. 57-59, (2008); Lowden K., Hall S., Elliot D., Lewin J., Employers’ perceptions of the employability skills of new graduates, (2011); Benabou R., Tirole J., Self-confidence and personal motivation, The Quarterly Journal of Economics, 117, 3, pp. 871-915, (2002); Yorke M., Knight P., Evidence-informed pedagogy and the enhancement of student employability, Teaching in Higher Education, 12, 2, pp. 157-170, (2007); Ronnas P., Shamchiyeva L., Employment diagnostic analysis: Maluku, (2011); Jackson D., Chapman E., Non-technical skill gaps in Australian business graduates, Education + Training, 54, 2, pp. 95-113, (2012); Brewer L., Enhancing youth employability: What? Why? And How?, (2013); Coetzee M., Roythorne-Jacobs H., Career counseling and guidance in the workplace: A manual for career practitioners, (2007); Herr E., Et al., Career guidance and counseling through the lifespan, (2004); Hall D. T., Chandler D. E., Psychological success: When the career is a calling, Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 26, 2, pp. 155-176, (2005); Van der Heijde C. M., Van Der Heijden B. I., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Fugate M., Ashforth B. 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E., Kennedy J., Enterprise education: Influencing students’ perceptions of entrepreneurship, Entrepreneurship Theory and Practice, 28, 2, pp. 129-144, (2003); Matlay H., The impact of entrepreneurship education on entrepreneurial outcomes, Journal of small business and enterprise development, 15, 2, pp. 382-396, (2008); Oosterbeek H., Van Praag M., Ijsselstein A., The impact of entrepreneurship education on entrepreneurship skills and motivation, European Economic Review, 54, 3, pp. 442-454, (2010); Krueger N. F., Entrepreneurial intentions are dead: Long live entrepreneurial intentions, International Studies in Entrepreneurship, 35, pp. 13-34, (2017); Dell M. S., An investigation of undergraduate student self-employment intention and the impact of entrepreneurship education and previous entrepreneurial experience, (2008); Zhao H., Seibert S. E., Lumpkin G. 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A., Moksin H., Factors influencing internal and external employability of employees, Business and Economics Journal, 11, pp. 1-10, (2010); Chen Y., Et al., IT capabilities and product innovation performance: The roles of corporate entrepreneurship and competitive intensity, Information & Management, 52, 6, pp. 643-657, (2015); Down B., Schooling, productivity and the enterprising self: Beyond market values, Critical Studies in Education, 50, 1, pp. 51-64, (2009); Serneels P., Beegle K., Dillon A., Do returns to education depend on how and whom you ask?, Economics of Education Review, 60, pp. 5-19, (2017); Secim G. A., Study on Substance Abuse Prevention, Eurasia Journal of Mathematics Science and Technology Education, 13, 6, pp. 2485-2504, (2017); Saunders V., Zuzel K., Evaluating employability skills: Employer and student perceptions, Bioscience Education, 15, 1, pp. 1-15, (2010); Asia and Pacific Regional Bureau for Education, (2012); Ulgence F. K., Employability of higher education institutions graduates: Exploring the influence of entrepreneurship education and employability skills development program activities in Tanzania, (2015); Komulainen K., Et al., Risk‐taking abilities for everyone? Finnish entrepreneurship education and the enterprising selves imagined by pupils, Gender and Education, 21, 6, pp. 631-649, (2009); Mohtar S., Rahim H. L., Social entrepreneurship, entrepreneurial leadership and organizational performance: A mediation conceptual framework, Australian Journal of Basic and Applied Sciences, 8, 23, pp. 184-190, (2014); Rahim H. L., Mohtar S., Social entrepreneurship: A different perspective, International Academic Research Journal of Business and Technology, 1, 1, pp. 9-15, (2015); Dees J. G., Social ventures as learning laboratories in innovations: Technology, governance, and globalization, (2009); Korhonen M., Komulainen K., Raty H., Not everyone is cut out to be the entrepreneur type: How Finnish school teachers construct the meaning of entrepreneurship education and the related abilities of the pupils, Scandinavian Journal of Educational Research, 56, 1, pp. 1-19, (2012); Rahim H. L., Lajin N. F. M., Social entrepreneurship and graduate employability, International Academic Research Journal of Social Science, 1, 1, pp. 33-40, (2015); Mathur-Helm B., Van Zyl H. J. C., Exploring a conceptual model, based on the combined effects of entrepreneurial leadership, market orientation and relationship marketing orientation on South Africa's small tourism business performance, South African Journal of Business Management, 38, 2, pp. 17-24, (2007); Cremin C., Capitalism's new clothes: Enterprise, ethics and enjoyment in times of crisis, (2011)","F. Tentama; Faculty of Psychology, Universitas Ahmad Dahlan, Indonesia; email: fatwa.tentama@psy.uad.ac.id","","Institute of Advanced Engineering and Science","","","","","","22528822","","","","English","Int. J. Eval. Res. Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85090673548"
"Munnelly K.P.","Munnelly, Karen P. (57216756673)","57216756673","The Undergraduate Music Degree: Artistry or Employability?","2020","Journal of Arts Management Law and Society","50","4-5","","234","248","14","8","10.1080/10632921.2020.1756549","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084454642&doi=10.1080%2f10632921.2020.1756549&partnerID=40&md5=6863f137d67ed535df94a35f8146ec8c","The University of Texas at Austin, Austin, TX, United States","Munnelly K.P., The University of Texas at Austin, Austin, TX, United States","Each year thousands of students graduate with music degrees and have a diverse range of career paths to choose from. As career trajectories of students diversify to meet current market demands, the range of skills they require also expands. Many students will engage in portfolio careers that necessitate skills outside of music. This research investigates what students perceive the purpose of a music degree to be and what skills they expect to need in their careers. The findings revealed that the majority of respondents believe that their schools have a responsibility to train them to be both highly skilled musicians and employable musicians. © 2020 Taylor & Francis Group, LLC.","arts alumni; arts entrepreneurship; career development; career preparation; music careers; music curriculum; music entrepreneurship; Portfolio careers","","","","","","","","Bartleet B.L., Ballico C., Bennett D., Bridgstock R., Draper P., Tomlinson V., Harrison S., Building Sustainable Portfolio Careers in Music: Insights and Implications for Higher Education, Music Education Research, 21, 3, pp. 282-294, (2019); Bartleet B.-L.D., Bennett R., Bridgstock P., Draper S., Harrisonschippers H., Preparing for Portfolio Careers in Australian Music: Setting a Research Agenda, Australian Journal of Music Education, 1, pp. 32-41, (2012); Beeching A.M., Musicians Made in the USA.” in Life in the Real World: How to Make Music Graduates Employable, pp. 27-43, (2012); Bennett D., Utopia for Music Performance Graduates. Is It Achievable, and How Should It Be Defined?, British Journal of Music Education, 24, 2, pp. 179-189, (2007); Bennett D., Developing Employability in Higher Education Music, Arts & Humanities in Higher Education, 15, 3-4, pp. 376-413, (2016); Bennett D., Bridgstock R., The Urgent Need for a Career Preview: Student Expectations and Graduate Realities in Music and Dance, International Journal of Music Education, 33, 3, pp. 263-277, (2015); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Carey G., Lebler D., Reforming a Bachelor of Music Programme: A Case Study, International Journal of Music Education, 30, 4, pp. 312-327, (2012); (2014); Edginton C.R., Compton D.M., Hanson C.J., Recreation and Leisure Programming: A Guide for the Professional, (1980); Farrell P., Lundegren H.M., The Process of Recreation Programming Theory and Technique, (1991); Froehlich H., The Education of the Professional Musician Worldwide, The Education of the Professional Musician, pp. 1-8, (2000); Higbee J.L., Dwinell P.L., Educating Students about the Purpose of Higher Education, Research and Teaching in Developmental Education, 14, 1, pp. 75-79, (1997); Jay S., Smith C.D., Music Career Curriculum Development Study: A Study of the Relationship of Curricula to Employment, (1974); Lebler D.R., Burt-Perkinscarey G., What the Students Bring: Examining the Attributes of Commencing Conservatoire Students, International Journal of Music Education, 27, 3, pp. 232-249, (2009); Lebler D., Carey G., (2008); Liertz C., (2007); Lopez-Iniguez G., Bennett D., A Lifespan Perspective on Multi-Professional Musicians: Does Music Education Prepare Classical Musicians for Their Careers?, Music Education Research, 22, 1, pp. 1-14, (2020); Miller A.A., Dumfordjohnson W., Music Alumni Play a Different Tune: Reflections on Acquired Skills and Career Outcomes, International Journal of Education & the Arts, 18, 29, (2017); Munnelly K.P., Understanding Career & Degree Expectations of Undergraduate Music Majors., (2017); Munnelly K.P., Understanding Notions of Career Success among Undergraduate Music Majors, American Journal of Arts Management, 8, 1, (2020); Myers D., (2007); (2019); Ondracek-Peterson E., An Investigation of the Careers of Conservatory-Trained String Players in the United States: Their Preparation, Development, and Success in the Twenty-First Century, (2013); Rossman J.R., Programming Approaches.” in Arts and Cultural Programming: A Leisure Perspective, pp. 23-36, (2008); Schultz J.L., Purpose of College: Integrative Literature Review, Research and Reaching in Developmental Education, 24, 2, pp. 68-76, (2008); Schultz J.L., Higbee J.L., Reasons for Attending College: The Student Point of View, Research and Teaching in Developmental Education, 23, 2, pp. 69-76, (2007); Slaughter J., Springer D., (2015); (2017); (2014); Thomson K., Roles, Revenue, and Responsibilities: The Changing Nature of Being a Working Musician, Work and Occupations, 40, 4, pp. 514-525, (2013); Tillman A., The Program Book for Recreation Professionals, (1973); Vanwaeyenberghe B., Musical Chairs: A 28-Year Study of the Supply and Demand of Orchestral Musicians in America, American Journal of Arts Management, 2, 2, pp. 1-16, (2014); Walsemann K.M., Gee G.C., Gentile D., Sick of Our Loans: Student Borrowing and the Mental Health of Young Adults in the United States, Social Science & Medicine, 124, pp. 85-93, (2015)","K.P. Munnelly; College of Fine Arts, The University of Texas at Austin, Austin, 2305 Trinity ST, STOP D1400, 78712-1424, United States; email: kpmunnelly@gmail.com","","Routledge","","","","","","10632921","","","","English","J. Arts Manage. Law Soc.","Article","Final","","Scopus","2-s2.0-85084454642"
"Caron J.; Asselin H.","Caron, Joanie (57104557900); Asselin, Hugo (8609227600)","57104557900; 8609227600","Evaluation of Indigenous employability programs in the Canadian mining industry","2020","Extractive Industries and Society","7","4","","1424","1437","13","6","10.1016/j.exis.2020.10.003","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85093659632&doi=10.1016%2fj.exis.2020.10.003&partnerID=40&md5=0bb95f7ad58fd38ca6e017b3e86c6f8d","School of Indigenous Studies, Université du Québec en Abitibi-Témiscamingue, 445, boulevard de l'Université, Rouyn-Noranda, J9X 5E4, Québec, Canada","Caron J., School of Indigenous Studies, Université du Québec en Abitibi-Témiscamingue, 445, boulevard de l'Université, Rouyn-Noranda, J9X 5E4, Québec, Canada; Asselin H., School of Indigenous Studies, Université du Québec en Abitibi-Témiscamingue, 445, boulevard de l'Université, Rouyn-Noranda, J9X 5E4, Québec, Canada","The participation rate of the Indigenous workforce in the mining industry is significantly lower than that of non-Indigenous people. The purpose of this research was to determine how public and private programs aimed at promoting the recruitment, integration and retention of Indigenous employees in the Canadian mining industry meet the needs of Indigenous employees and mining employers. Five categories of programs were assessed (liaison, work readiness, site readiness, cultural awareness and career progression), according to 50 criteria. A literature review and interviews with 86 participants (43 Indigenous, 27 employers and 16 representatives of public programs in Québec and Nunavut) showed that only public programs existed in areas not subjected to government/company-Indigenous agreements, meeting 34% of the needs, compared to 76% for private programs in signatory territories. Implementing private programs in non-signatory territories could be beneficial, but would require a mentality change in the industry. © 2020","Aboriginal people; Employment; Mines; Program evaluation; Workers","","","","","","Agnico Eagle Mines Ltd; Fonds de recherche du Qu?bec ?; MTESS, (2017-MR-202936); Minist?re du Travail, de l'Emploi et de la Solidarit?; Ministère du Travail, de l'Emploi et de la Solidarité sociale du Québec; Fonds de Recherche du Québec-Société et Culture, FRQSC; Social Sciences and Humanities Research Council of Canada, SSHRC, (767-2019-1065)","Funding text 1: Anishnaabe, Cree and Inuit communities benefit from public programs identifying career goals, establishing personalized career paths and funding external training. socioeconomic Development Departments (Québec) and Career Development Offices (Nunavut) assist community members in accessing the various services offered. The CRÉA Kitci-Amik offers a follow-up service for a maximum of six months for Anishnaabeg employees hired following training. ASD provides organizational and financial support to Cree employees seeking external training. Under the apprenticeship programs, Inuit employees who work as cooks, carpenters, millwrights, electricians, heavy equipment technicians, welders or plumbers can receive a trade certificate if they complete 1800 h of onsite work experience in addition to 8–12 weeks of external training at colleges in Nunavut or Alberta ( Government of Nunavut, 2019 a). ; Funding text 2: The authors would like to thank the 43 Indigenous employees, 27 employers and 16 program representatives for their patience and for showing interest in the project despite their busy schedules. Travel to Nunavut was facilitated by Agnico Eagle Mines Ltd. The company was not otherwise involved in any aspect of the research. This project was funded in part by a grant from the Fonds de recherche du Qu?bec ? Soci?t? et culture (FRQSC) in partnership with the Minist?re du Travail, de l'Emploi et de la Solidarit? sociale du Qu?bec (MTESS) [grant number 2017-MR-202936]. JC also received a doctoral grant from the Social Sciences and Humanities Research Council of Canada (SSHRC) [grant number 767-2019-1065].","Centrelink Indigenous Centre, (2019); Basso V.M., Jacovine L.A.G., Nardelli A.M.B., Alves R.R., Silva E.V., Silva M.L., Andrade B.G., FSC forest management certification in the Americas, Int. 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Law, 26, 1, pp. 66-90, (2008); Brown A.J., Koettl J., Active labor market programs - Employment gain or fiscal drain?, IZA J. Labor Econ., 4, 12, pp. 1-36, (2015); Burgess J., Dyer S., Workplace mentoring for indigenous Australians: a case study, Equal Opportunit. Int., 28, 6, pp. 465-485, (2009); Stratégie Mikimo, (2017); What is prior learning assessment & recognition (PLAR)/Recognition for prior learning, Canadian Association for Prior Learning Assessment, (2019); Caron J., Asselin H., Beaudoin J.-M., Attitudes and behaviors of mining sector employers towards the Indigenous workforce, Resour. Policy, 61, pp. 108-117, (2019); Caron J., Asselin H., Beaudoin J.-M., Perception of Indigenous employees towards the strategies deployed by mining employers to promote their recruitment, integration and retention, Resour. Policy, 68, (2020); Caron J., Asselin H., Beaudoin J.-M., Muresanu D., Promoting perceived insider status of indigenous employees: a review within the psychological contract framework, Cross Cultural Strategic Manag., 5, 4, pp. 609-638, (2019); Caron J., Durand S., Asselin H., Principles and criteria of sustainable development for the mineral exploration industry, J. Clean. Prod., 119, pp. 215-222, (2016); Norme de certification ÉCOLOGO, (2019); Conde M., Le Billon P., Why do some communities resist mining projects while others do not, Extract. Ind. Soc., 4, 3, pp. 681-697, (2017); Cook B., National, Regional and Local Employment Policies in Australia, (2008); Cote P., La Nation Abitibiwinni obtient des actions du projet Authier de Sayona Québec, (2019); Programmes offerts, (2019); Apatisiiwin Skills Development : Employment and Training in Eeyou Istchee, (2019); Programme de formation L'essentiel des mines, (2016); Éducation des adultes Premières Nations - First Nations Adult Education, (2017); Dockery A.M., Milsom N., A Review of Indigenous Employment Programs. 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Stud., 2, pp. 27-42, (2017); First Nations Human Resources Development Commission of Québec, (2019); Fowkes L., Sanders W., A Survey of Remote Jobs and Communities Program(me) Providers: One year in, (2015); Gervais S., Papillon M., Beaulieu A., Les Autochtones et le Québec: des premiers contact au Plan Nord, (2013); Loi concernant l'accord sur les revendications territoriales du Nunavut, (2019); Labour Force Characteristics by Aboriginal Group and Educational Attainment, (2018); Répertoire des entreprises autochtones, (2019); Document d'information à l'intention des promoteurs et introduction générale aux relations avec les communautés autochtones dans le cadre de projets de mise en valeur des ressources naturelles, (2015); Programme d'aide à l'intégration en emploi des membres des Premières Nations et des Inuit (PAIPNI), (2017); Programme d'aide à l'intégration en emploi des membres des Premières Nations et des Inuits (PAIPNI) – Entreprise, (2019); Apprenticeship, Trade and Occupations Certification | Government of Nunavut, (2019); Career Development, (2019); Portfolio Development Facilitation, (2019); Gray M.C., Hunter B.H., A cohort analysis of the determinants of employment and labour force participation: indigenous and non-Indigenous Australians, 1981 to 1996, Austr. 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Soc., 2, 2, pp. 368-380, (2015); Répertoire d'affaires et des communautés autochtones Québec Labrador, (2019); IRMA Standard for Responsible Mining, (2018); Kalb G., Le T., Hunter B., Leung F., Identifying important factors for closing the gap in labour force status between Indigenous and non-Indigenous Australians, Econ. Record, 90, 291, pp. 536-550, (2014); Kennett S.A., A Guide to Impact and Benefits Agreements, (1999); Kluve J., The effectiveness of European active labor market programs, Labour Econ., 17, 6, pp. 904-918, (2010); Kluve J., Puerto S., Robalino D., Romero J.M., Rother F., Stoterau J., Weidenkaff F., Witte M., Do youth employment programs improve labor market outcomes? A quantitative review, World Dev., 114, pp. 237-253, (2019); Langbein L.I., Felbinger C.L., Public Program Evaluation: A Statistical Guide, (2006); McKenzie D., How effective are active labor market policies in developing countries? A critical review of recent evidence, World Bank Res. 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Dev., 5, 1, pp. 74-91, (2006); Oliver P., Marwell G., Teixeira R., A theory of the critical mass: interdependence, group heterogeneity, and the production of collective action, Am. J. Sociol., 91, 3, pp. 522-556, (1985); Otis G., Les sources des droits ancestraux des peuples autochtones, Les cahiers de droit, 40, 3, pp. 591-620, (1999); Pancer S.M., Westhues A., A developmental stage approach to program planning and evaluation, Eval. Rev., 13, 1, pp. 56-77, (1989); Parmenter J., Trigger D., Aboriginal cultural awareness training for mine employees: good intentions, complicated outcomes, Extract. Ind. Soc., 5, 2, pp. 363-370, (2018); Pasternak S., Gambino E., Grounded authority: the Algonquins of Barriere Lake Against the State, (2017); Pearson C.A., Daff S., Indigenous workforce participation at a mining operation in Northern Australia, Aust. Bull. Labour, 39, 1, pp. 42-63, (2013); Prno J., Slocombe D.S., Exploring the origins of ‘social license to operate’ in the mining sector: perspectives from governance and sustainability theories, Resources Policy, 37, 3, pp. 346-357, (2012); Purdie N., Frigo T., Stone A., Dick W., Enhancing Employment Opportunities for Indigenous Victorians: a Review of the Literature, (2006); Employabilité et participation sociale, (2017); Rossi P.H., Lipsey M.W., Henry G.T., Evaluation: A Systematic Approach, (2018); Rotherham T., Forest management certification in Canada and around the world, Forestry Chronicle, 92, 2, pp. 142-146, (2016); Rowse T., Indigenous futures: Choice and Development for Aboriginal and Islander Australia, (2002); Sarvimaki M., Hamalainen K., Integrating immigrants: the impact of restructuring active labor market programs, J. Labor. Econ., 34, 2, pp. 479-508, (2016); Le Conseil de la Première Nation Abitibiwinni et Sayona Québec concluent une entente relativement à la phase d'exploration du projet Authier, (2019); Répertoire Cri, (2019); Stratégie d'emploi pour les jeunes Inuit et des Premières Nations: Programme connexion compétences: Lignes directrices nationales 2019-2020, (2018); St-Cyr G., Twahirwa R.-P., Projet Nika - Revue de littérature, (2019); St-Laurent G.P., Le Billon P., Staking claims and shaking hands: impact and benefit agreements as a technology of government in the mining sector, Extract. Ind. Society, 2, 3, pp. 590-602, (2015); Stephens B.J., The determinants of labour force status among Indigenous Australians, Aust. J. Labour Econ., 13, 3, pp. 287-312, (2010); Thiessen S., First Nations cultural Approaches to Work in Canada: a Multiple Case Study (PhD Thesis), (2016); Thomson I., Boutilier R., The Social Licence to Operate. SME Mining Engineering Handbook, (2011); ECOLOGO Certification for Mineral Exploration, (2019); ECOLOGO Certification Program for Responsible Development for Mineral Exploration Companies, (2019); Formation continue - Diversité culturelle en contexte minier : Les saisons des peuples, (2019); Indian & Native American Programs, (2019)","J. Caron; School of Indigenous Studies, Université du Québec en Abitibi-Témiscamingue, Rouyn-Noranda, 445, boulevard de l'Université, J9X 5E4, Canada; email: Joanie.Caron3@uqat.ca","","Elsevier Ltd","","","","","","2214790X","","","","English","Extr. Ind. Soc.","Article","Final","","Scopus","2-s2.0-85093659632"
"Pham T.; Saito E.","Pham, Thanh (16032317300); Saito, Eisuke (23020049800)","16032317300; 23020049800","Career development of returnees: experienced constraints and navigating strategies of returnees in Vietnam","2020","Journal of Further and Higher Education","44","8","","1052","1064","12","24","10.1080/0309877X.2019.1647333","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071294292&doi=10.1080%2f0309877X.2019.1647333&partnerID=40&md5=fe5e709a11c7f2696995487cf83c8fe2","Faculty of Education, Monash University, VIC, Australia","Pham T., Faculty of Education, Monash University, VIC, Australia; Saito E., Faculty of Education, Monash University, VIC, Australia","The number of international returnees is increasing in emerging economies. However, very little has been known about their career development in their home country. This study explored how Vietnamese returnees from Australia developed their career after returning to Vietnam. The study deployed a qualitative approach using in-depth interviews with 15 returnees of Australian universities. The findings revealed the returnees faced a range of barriers hindering their career progression amongst which ‘the rigid working culture’ was the most significant and ‘stereotyped perceptions about Australian qualifications’ was an emerging issue due to recent changes in economy and society in Vietnam. The findings revealed three main strategies that the returnees utilised to negotiate their employability including being ‘navigator’, being ‘rebels, and being ‘retreatist’. The findings also revealed that there was not a simple answer to whether Australian education outcomes were useful and applicable in Vietnam or not because the usefulness and application were determined by the extent to which the returnees could be able to use their overseas skills and knowledge. The study provided insights about constraints and opportunities in the home market and enrich the current literature about the returnee phenomenon. These insights would support international students to better support their plans for career development upon their return. © 2019 UCU.","Australia; career; employability; employment; returnees; Vietnam","","","","","","","","Improving the Employment Outcomes of International Students, (2013); Bodewig C., Badiani-Magnusson R., Macdonald R.K., Newhouse D., Rutkowski J., Skilling up Vietnam: Preparing the Workforce for a Modern Market Economy, (2014); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brown P., Hesketh A., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Butcher A., McGrath T., Stock P., Once Returned, Twice Forgotten? 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U.S. Doctoral Recipients Returning to South Korea, Higher Education, 59, 5, pp. 627-643, (2010); Lin-Stephens S., Uesi J., Doherty J., Chinese Returnees’ Conceptions of Positive Career Outcomes after Graduating from Australian Universities–Quantitative Findings, Australian Journal of Career Development, 24, 2, pp. 120-129, (2015); McCormick B., Wahba J., Overseas Work Experience, Savings and Entrepreneuship Amongst Return Migrants to LDCs, The Scottish Journal of Political Economy, 48, pp. 164-178, (2001); McQuaid W.R., Lindsay C., The Concept of Employability, Urbart Studies, 42, 1, pp. 197-219, (2005); Merton R., Social Structure and Anomie, American Sociological Review, 3, 5, pp. 672-682, (1938); Du Học Úc: Tổng Hợp Thông Tin Du Học, Học Bổng Và Định Cư Năm 2018, (2016); Nguyen P., Vietnam in 2016: Searching for a New Ethos, Southeast Asian Affairs 2017, pp. 407-420, (2017); Patton M.Q., Qualitative Research and Evaluation Methods, (2002); Pham T., Saito E., Bao D., Chowdhury R., Enhancing Employability of International Students: A Need to Understand and Solve Their Problems on Work-Integrated Learning (WIL) Programmes, Journal of Teaching and Learning for Graduate Employability, 9, 1, pp. 62-83, (2018); Pham T., Tomlinson M., Thompson C., Forms of Capital and Agency as Mediations in Negotiating Employability of International Graduate Migrants, Globalisation, Societies and Education, (2019); Pringle J.M., Mallon M., Challenges for the Boundaryless Career Odyssey, International Journal of Human Resource Management, 14, pp. 839-853, (2003); Ramachandran S.D., Chong S.C., Wong K.Y., Knowledge Management Practices and Enablers in Public Universities: A Gap Analysis, Campus-wide Information Systems, 30, 2, pp. 76-94, (2013); Ramjeawon P., Rowley J., Knowledge Management in Higher Education Institutions: Enablers and Barriers in Mauritius, The Learning Organization, 24, 5, pp. 366-377, (2017); Saito E., Pham T., A Comparative Institutional Analysis on Strategies that Graduates Use to Show They are ‘employable’: A Critical Discussion on the Cases of Australia, Japan and Vietnam, Higher Education Research and Development 38 (2): 369–382, (2018); Saxenian A., From Brain Drain to Brain Circulation: Transnational Communities and Regional Upgrading in India and China, Studies in Comparative International Development, 40, 2, pp. 35-61, (2005); Saxenian A., The New Argonauts: Regional Advantage in a Global Economy, (2006); Siadat S.A., Hoveida R., Abbaszadeh M., Moghtadaie L., Knowledge Creation in Universities and Some Related Factors, Journal of Management Development, 31, 8, pp. 845-872, (2012); Takeda K., Influence of Studying in the United States on Career Choice Behavior. Literary Symposiu, The Bulletin of Aichi University, 154, pp. 27-52, (2017); Tomlinson M., The Degree Is Not Enough: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tong H., Kế Hoạch Hàng Nghìn Người Tài’ Thu Hút Du Học Sinh Của Trung Quốc, (2017); Tran H.N., Game of Blames: Higher Education Stakeholders’ Perceptions of Causes of Vietnamese Graduates’ Skills Gap, International Journal of Educational Development, 62, pp. 302-312, (2018); Tran L., Thu Hút Du Học Sinh Trở Về Nước Sau Tốt Nghiệp: Muôn Nẻo Khó! Kinh Tế Và Dự Báo, (2017); Tung R., Lazarova M., Brain Drain versus Brain Gain: An Exploratory Study of Ex-host Country Nationals in Central and East Europe, The International Journal of Human Resource Management, 17, 11, pp. 1853-1872, (2006); More Chinese Students Return to Find Work after Studying Abroad, (2013)","T. Pham; Faculty of Education, Monash University, Australia; email: thanh.t.pham@monash.edu","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","","Scopus","2-s2.0-85071294292"
"Parrado-Martínez P.; Sánchez-Andújar S.","Parrado-Martínez, Purificación (56677727100); Sánchez-Andújar, Sonia (22981543300)","56677727100; 22981543300","Development of competences in postgraduate studies of finance: A project-based learning (PBL) case study","2020","International Review of Economics Education","35","","100192","","","","19","10.1016/j.iree.2020.100192","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088216683&doi=10.1016%2fj.iree.2020.100192&partnerID=40&md5=e6b070a8c6076d159038bfa43c97b096","Department of Financial Economics & Accounting, Universidad de Jaén, Spain","Parrado-Martínez P., Department of Financial Economics & Accounting, Universidad de Jaén, Spain; Sánchez-Andújar S., Department of Financial Economics & Accounting, Universidad de Jaén, Spain","The methodological paradigm advanced in European higher education during recent decades focuses on the concept of ‘competence’ to achieve student employability. This professionalization of education requires more flexible and active teaching-learning contexts. This paper presents an empirical research into the application of project-based learning (PBL) in postgraduate studies of finance in the University of Jaén (Spain). Considering the important role that students’ perspective plays in their own motivation and performance, we pursue three main objectives. First, we aim to analyse students’ perceptions of the effectiveness of this methodology to improve some key competences for student employability. Second, we explore whether the perceived utility of these competences changes after the PBL experiment. Finally, we aim to explore students’ opinion about the usefulness, advantages and disadvantages of this method. Our findings support the perceived effectiveness of PBL for improving teamwork, communication, creativity, organization and information management competences. In addition, results show that students were highly satisfied, emphasizing the superiority of PBL in comparison with traditional learning methods, and its usefulness for learning about financing sources and to making contact with the business world. © 2020 Elsevier Ltd","Competences; Finance; Higher education; Project-based learning; Students’ perceptions","","","","","","CIDICO; Research in Higher Education; University of Ja?n; Universidad de Jaén, UJA, (PID03-201819, PID17-201617, PIMED07_201921)","Funding text 1: We are grateful to the participants of the 2019 International Conference on Innovative Teaching and Research in Higher Education (CIDICO) for their valuable comments. We also acknowledge the financial support of the University of Jaén ( PID17-201617 , PID03-201819 and PIMED07_201921 Innovative Teaching Projects). The usual disclaimer applies.; Funding text 2: We are grateful to the participants of the 2019 International Conference on Innovative Teaching and Research in Higher Education (CIDICO) for their valuable comments. We also acknowledge the financial support of the University of Ja?n (PID17-201617, PID03-201819 and PIMED07_201921 Innovative Teaching Projects). The usual disclaimer applies.","Abdul Manaf N.A., Ishak Z., Wan-Hussin W.N., Application of problem based learning (PBL) in a course on financial accounting principles, Malaysian J. Learn. Instr., 8, pp. 21-47, (2011); Alrahlah A., How effective the problem-based learning (PBL) in dental education. A critical review, Saudi Dent. J., 28, pp. 155-161, (2016); Arias B., Barba-Sanchez V., Carrion C., Casado R., Enhancing entrepreneurship education in a master's degree in computer engineering: a project-based learning approach, Adm. 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Educ., 30, (2019); Sidney S., Non-parametric Statistics for the Behavioural Sciences, (1956); Siswono T.Y.E., Hartono S., Kohar A.W., Effectiveness of project based learning in statistics for lower secondary schools, Eurasian J. Educ. Res., 75, pp. 197-212, (2018); Uziak J., Kommula V.P., Application of problem based learning in mechanics of machines course, Int. J. Eng. Pedagog., 9, 1, pp. 68-83, (2019); Yang J.Y., The effects of communication, problem solving, and self-directed learning skills on the accounting learning in the Project-based learning (PBL), Korea Bus. Rev., 21, 4, pp. 119-140, (2017); Yew E.H.J., Goh K., Problem-based learning (PBL): an overview of its process and impact on learning, Health Prof. Educ., 2, pp. 75-79, (2016); Young J.H., Legister A.P., Project-based learning in international financial management, J. Teach. Int. Bus., 29, 1, pp. 76-87, (2018)","P. Parrado-Martínez; Universidad de Jaén, Jaén, Campus Las Lagunillas, s/n, 23071, Spain; email: pparrado@ujaen.es","","Elsevier Ltd","","","","","","14773880","","","","English","Int. Rev. Econ. Educ.","Article","Final","","Scopus","2-s2.0-85088216683"
"Brook S.; Comunian R.; Jewell S.; Lee J.Y.","Brook, Scott (57213214396); Comunian, Roberta (6506180415); Jewell, Sarah (43661428900); Lee, Jee Young (57184764900)","57213214396; 6506180415; 43661428900; 57184764900","‘More than a day job, a fair job: music graduate employment in education’","2020","Music Education Research","22","5","","541","554","13","8","10.1080/14613808.2020.1840539","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096518141&doi=10.1080%2f14613808.2020.1840539&partnerID=40&md5=953aec03c5c173a28de6c8c585e54a28","School of Media and Communication, RMIT University, Melbourne, Australia; Department of Culture, Media and Creative Industries, Kings College London, London, United Kingdom; Department of Economics, University of Reading, Reading, United Kingdom; News and Media Research Centre, University of Canberra, ACT, Australia","Brook S., School of Media and Communication, RMIT University, Melbourne, Australia; Comunian R., Department of Culture, Media and Creative Industries, Kings College London, London, United Kingdom; Jewell S., Department of Economics, University of Reading, Reading, United Kingdom; Lee J.Y., News and Media Research Centre, University of Canberra, ACT, Australia","The focus on graduate employability for Creative Industries has tended to overlook the significance of the education sector as a destination. This article makes a case for the educational logic of music careers considered as an example of the developmental agenda embedded in the concept of ‘culture’. It further supports this account by looking at longitudinal graduate destination data in both Australia and the UK that shows the importance of education employment to music careers. It considers music graduate outcomes in both countries according to university tier, graduate level employment, and career satisfaction. It finds that outcomes differ significantly in terms of gender, and that careers in education are no less rewarding than those in music professions. Attention to the ‘educational logic of culture’ suggests there are opportunities for creative industries policy to better support links between the creative economy and education. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","creative graduate outcomes; creative industries; cultural education; Music graduates","","","","","","UKs Creative Cultural Industries, (160101440); Australian Research Council, ARC","Funding text 1: This research was supported by funding from the Australian Research Council for the Discovery Project ‘So what do you do? Tracking creative graduates in Australia and the UKs Creative Cultural Industries’. (DP#160101440, 2016-2020). ; Funding text 2: This research was supported by funding from the Australian Research Council for the Discovery Project ‘So what do you do? Tracking creative graduates in Australia and the UKs Creative Cultural Industries’ [DP#160101440, 2016-2020]. This research was supported by funding from the Australian Research Council for the Discovery Project ‘So what do you do? Tracking creative graduates in Australia and the UKs Creative Cultural Industries’. (DP#160101440, 2016-2020).","Abreu M., Faggian A., Comunian R., McCann P., Life is Short, Art is Long’: The Persistent Wage Gap Between Bohemian and non-Bohemian Graduates, Annals of Regional Science, 49, pp. 305-321, (2012); Ashton D., Making Media Workers: Contesting Film and Television Industry Career Pathways, Television & New Media, 16, pp. 275-294, (2014); Ashton D., Creative Work Careers: Pathways and Portfolios for the Creative Economy, Journal of Education and Work, 28, 4, pp. 388-406, (2015); Australian and New Zealand Standard Classification of Occupations, (2006); Australian National Accounts: Cultural and Creative Activity Satellite Accounts, Experimental 2008-09, (2014); Azmat G., Petrongolo B., Gender and the Labor Market: What Have We Learnt from Field and Labour Experiments?, Labour Economics, 30, pp. 32-40, (2014); Bakhshi H., Freeman A., Higgs P.L., A Dynamic Mapping of the UK’s Creative Industries, (2012); Ball L., Pollard E., Stanley N., Creative Graduates Creative Futures, (2010); Bennett D., Utopia for Music Performance Graduates. 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Brook; School of Media and Communication, RMIT University, Melbourne, Australia; email: scott.brook@rmit.edu.au","","Routledge","","","","","","14613808","","","","English","Music Educ. Res.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85096518141"
"Jackson D.; Tomlinson M.","Jackson, Denise (37053893700); Tomlinson, Michael (35876837700)","37053893700; 35876837700","Investigating the relationship between career planning, proactivity and employability perceptions among higher education students in uncertain labour market conditions","2020","Higher Education","80","3","","435","455","20","80","10.1007/s10734-019-00490-5","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078603208&doi=10.1007%2fs10734-019-00490-5&partnerID=40&md5=be2dc054a3d6e45d43924d0de0887b45","School of Business and Law, Edith Cowan University, 270 Joondalup Drive, Joondalup, 6027, WA, Australia; University of Southampton, University Road, Southampton, SO17 1BJ, Hampshire, United Kingdom","Jackson D., School of Business and Law, Edith Cowan University, 270 Joondalup Drive, Joondalup, 6027, WA, Australia; Tomlinson M., University of Southampton, University Road, Southampton, SO17 1BJ, Hampshire, United Kingdom","This paper addresses the limited empirical analysis of higher education students’ perceptions of contemporary labour market demands. It explores their perspectives on the health of the graduate labour market, what factors determine these and how their perceptions relate to self-perceived employability, career proactivity, career control and efforts to develop positional advantage. Further, the study examines determinants of students’ career planning, all in the context of a challenging graduate labour market and higher education systems that have become more market-driven. The paper draws on evidence from a survey among Australian and UK students (N = 433), from two institutions and across a range of disciplines. Data revealed a number of significant findings. Overall, students who reported more positive perceptions of the current labour market were more likely to develop higher self-perceptions of employability, believe they had a greater sense of control over their career yet were less engaged with proactive career behaviours. Students perceived employability, their sense of career control and their reported career proactivity positively determined their engagement in career planning. The study enhances our understanding of the impact of labour market demand-side factors on student approaches to careers. It raises significant implications for universities and their career practitioners in identifying ways of enhancing students’ career planning strategies within a more challenging labour market context. © 2020, Springer Nature B.V.","Career control; Career planning; Career proactivity; Labour market; Perceived employability","","","","","","","","Australian and New Zealand standard classification of occupations, (2013); Akkermans J., Akkermans J., Kubash S., Trending topics in careers: a review and future research, Career Development International, 22, 6, pp. 589-622, (2017); Artess J., Hooley T., Mellors-Bourne R., Employability: a review of the literature 2012 to 2016, (2017); Bakhshi H., Downing J., Osborne M., Schneider P., The future of skills: employment in 2030, (2017); Bathmaker A., Ingram N., Abrahams J., Hoare A., Waller R., Bradley H., Higher education, social class and social mobility, (2016); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, 3, pp. 279-292, (2007); Bradley A., Quigley M., Bailey K., How well are students engaging with the careers services at university?, Studies in Higher Education, (2019); Bridgstock R., Graduate employability 2.0: enhancing the connectedness of learners, teachers and higher education institutions, (2016); Briscoe J., Hall D., DeMuth R., Protean and boundaryless careers: an empirical exploration, Journal of Vocational Behavior, 69, 1, pp. 30-47, (2006); Brown P., Hesketh A., The mismanagement of talent: employability and jobs in the knowledge economy, (2004); Brown P., Lauder H., Chung S., The death of human capital, (2017); Buddeberg-Fischer B., Klaghofer R., Abel T., Buddeberg C., The influence of gender and personality traits on the career planning of Swiss medical students, Swiss Medical Weekly, 133, 39-40, pp. 535-540, (2003); Cascio W., Training trends: macro, micro, and policy issues, Human Resource Management Review, 29, 2, pp. 284-297, (2019); Overqualification and skills mismatches in the graduate labour market, (2016); Clark G., Marsden R., Whyatt J., Thompson L., Walker W., ‘It’s everything else you do…’: alumni views on extracurricular activities and employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Clegg S., Stevenson J., Willott J., Staff conceptions of curricular and extracurricular activities in higher education, Higher Education, 59, 5, pp. 615-626, (2010); Coetzee M., Stoltz E., Employees’ satisfaction with retention factors: exploring the role of career adaptability, Journal of Vocational Behavior, 89, pp. 83-91, (2015); Australia's future workforce?, (2015); Curran P., West S., Finch J., The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis, Psychological Methods, 1, 1, pp. 16-29, (1996); Deloitte, The 2016 Deloitte millennial survey: Winning over the next generation of leaders, (2016); Deloitte, Soft skills for business success, (2017); Deloitte, The 2018 Deloitte millennial survey, (2018); Can the universities of today lead learning for tomorrow? 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Student perceptions and practices, Tertiary Education and Management, 22, 1, pp. 65-81, (2016); 2019 graduate outcomes survey, (2019); Sok J., Blomme R., Tromp D., The use of the psychological contract to explain self-perceived employability, International Journal of Hospitality Management, 34, pp. 274-284, (2013); Taylor S., Student self-assessment and multisource feedback assessment: exploring benefits, limitations and remedies, Journal of Management Education, 38, 3, pp. 359-383, (2014); Thompson L., Clark G., Walker M., Whyatt J.D., ‘It’s just like an extra string to your bow’: exploring higher education students’ perceptions and experiences of extracurricular activity and employability, Active Learning in Higher Education, 14, 2, pp. 135-147, (2013); Tomlinson M., Graduate employability and student attitudes and orientations to the labour market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Tomlinson M., ‘The degree is not enough’: students’ perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Jackson D., Professional identity formation in contemporary higher education students, Studies in Higher Education, (2019); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Watts A., Careers education in higher education: principles and practice, British Journal of Guidance & Counselling, 5, 2, pp. 167-184, (1977); Webb S., Bathmaker A., Gale T., Hodge S., Parker S., Rawolle S., Higher vocational education and social mobility: educational participation in Australia and England, Journal of Vocational Education and Training, 69, 1, pp. 147-167, (2017); Wootton C., Grundy J., Millennials in the workplace, University Presentation Showcase Event, (2018); The future of jobs, (2016)","D. Jackson; School of Business and Law, Edith Cowan University, Joondalup, 270 Joondalup Drive, 6027, Australia; email: d.jackson@ecu.edu.au","","Springer","","","","","","00181560","","","","English","High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85078603208"
"Coalter F.; Theeboom M.; Truyens J.","Coalter, Fred (6507963842); Theeboom, Marc (6505797790); Truyens, Jasper (36603602700)","6507963842; 6505797790; 36603602700","Developing a programme theory for sport and employability programmes for NEETs","2020","International Journal of Sport Policy and Politics","12","4","","679","697","18","23","10.1080/19406940.2020.1832136","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85094152597&doi=10.1080%2f19406940.2020.1832136&partnerID=40&md5=e8f0ef0899d4c27d0ee07daf2124103d","Department Movement and Sport Sciences, Vrije Universiteit Brussel, Brussels, Belgium; Department Movement and Sport Sciences, Sport Vlaanderen, Brussels, Belgium","Coalter F., Department Movement and Sport Sciences, Vrije Universiteit Brussel, Brussels, Belgium; Theeboom M., Department Movement and Sport Sciences, Vrije Universiteit Brussel, Brussels, Belgium; Truyens J., Department Movement and Sport Sciences, Sport Vlaanderen, Brussels, Belgium","This article reports on a European Union (EU) funded study of ‘sport-for-employability’ programmes for NEETs (not in employment, education or training) and seeks to address identified limitations of current research. Reviews of research on sport for change identify two broad limitations. Firstly, there is an absence of detailed analysis of the role that sport can play in the development of job skills training and employability. Secondly, and more generally, there is a lack of analysis of the particular conditions, processes and mechanisms under which successful implementation and delivery take place, or fail to take place, as well as those conditions which are more generalisable. The researchers sought to address such issues via ten in-depth case studies of sport-for-employability programmes in eight different EU Member States, with the aim of constructing a generalisable programme theory for such programmes. It is hoped that the findings will provide the basis for improved provision and future critical research. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","NEETs; programme theory; sport-for-employability; Theory-based evaluation","","","","","","European Commission, EC; Education, Audiovisual and Culture Executive Agency, EACEA; European External Action Service, ЕСВД, (2015-3267/001-001)","This research was supported by the European Commission and the Education, Audiovisual and Culture Executive Agency (EACEA) of the EU under [Grant contract number 2015-3267/001-001]. No financial interests or benefits have arisen from the direct applications of this research.","Astbury B., Leeuw F.L., Unpacking black boxes: mechanisms and theory building, American journal of evaluation, 31, 3, pp. 363-381, (2010); Biddle S., Defining and measuring indicators of psycho-social well-being in youth sport and physical activity, Sports and development, pp. 163-184, (2006); Blades R., Fauth B., Gibb J., Measuring employability skills: a rapid review to inform development of tools for project evaluation, (2012); Blamey A., Mackenzie M., Theories of change and realistic evaluation: peas in a pod or apples and oranges?, Evaluation, 13, 4, pp. 439-455, (2007); Camire M., Trudel P., Forneris T., High school athlete’s perspectives on support, negotiation processes and life skill development, Qualitative research in sport and exercise, 1, 1, pp. 72-88, (2009); Empowering the young of Europe to meet labour market challenges. 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Available from: https://www.eusa.eu/news?new-eu-work-plan-for-sport-2017-2020 [Accessed 15Jan 2020], (2017); Young people aged 15–24 neither in employment nor in education and training (NEET), by sex - annual averages, European Union., (2020); Hartmann D., Theorising sport as social intervention: a view from the grassroots, Quest, 55, pp. 118-140, (2003); Hermens N., A systematic review of life skill development through sports programs serving socially vulnerable youth, Research quarterly for exercise and sport, 88, 4, pp. 408-424, (2017); Hills L., Evaluation of street league and made outside the classroom, (2017); Holt N., Neely K.C., Positive youth development through sport: A review, Revista de Iberoamericana de psicología del ejercicio y el deporte, 6, 2, pp. 299-316, (2011); Jolly H., Jolly L., Telling context from mechanism in realist evaluation: the role for theory. 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Coalter; Vrije Universiteit Brussel (VUB), Department of Movement and Sport Sciences (LK), Brussels, Pleinlaan 2, - 1050, Belgium; email: fredcoalter@hotmail.co.uk","","Routledge","","","","","","19406940","","","","English","Int. J. Sport Policy","Article","Final","","Scopus","2-s2.0-85094152597"
"Van Leeuwen E.H.; van den Heuvel M.; Knies E.; Taris T.W.","Van Leeuwen, Evelien H. (57219836985); van den Heuvel, Machteld (35220591400); Knies, Eva (38861986500); Taris, Toon W. (7006739971)","57219836985; 35220591400; 38861986500; 7006739971","Career crafting training intervention for physicians: Protocol for a randomized controlled trial","2020","JMIR Research Protocols","9","10","e18432","","","","4","10.2196/18432","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095716603&doi=10.2196%2f18432&partnerID=40&md5=c79985208f1b7cadf7416302a83ff4ba","University Medical Center Utrecht, Utrecht, Netherlands; Department of Work and Organizational Psychology, University of Amsterdam, Amsterdam, Netherlands; Utrecht University School of Governance, Utrecht University, Utrecht, Netherlands; Department of Social Health and Organizational Psychology, Utrecht University, Utrecht, Netherlands","Van Leeuwen E.H., University Medical Center Utrecht, Utrecht, Netherlands; van den Heuvel M., Department of Work and Organizational Psychology, University of Amsterdam, Amsterdam, Netherlands; Knies E., Utrecht University School of Governance, Utrecht University, Utrecht, Netherlands; Taris T.W., Department of Social Health and Organizational Psychology, Utrecht University, Utrecht, Netherlands","Background: Physicians work in a highly demanding work setting where ongoing changes affect their work and challenge their employability (ie, their ability and willingness to continue working). In this high-pressure environment, physicians could benefit from proactively managing or crafting their careers; however, they tend not to show this behavior. The new concept of career crafting concerns proactively making choices and adapting behavior regarding both short-term job design (ie, job crafting) as well as longer-term career development (ie, career self-management). However, so far, no intervention studies have aimed at enhancing career crafting behavior among physicians. Given that proactive work and career behavior have been shown to be related to favorable outcomes, we designed an intervention to support career crafting behavior and employability of physicians. Objective: The objectives of this study were to describe (1) the development and (2) the design of the evaluation of a randomized controlled career crafting intervention to increase job crafting, career self-management, and employability. Methods: A randomized controlled intervention study was designed for 141 physicians in two Dutch hospitals. The study was designed and will be evaluated based on parts of the intervention mapping protocol. First, needs of physicians were assessed through 40 interviews held with physicians and managers. This pointed to a need to support physicians in becoming more proactive regarding their careers as well as in building awareness of proactive behaviors in order to craft their current work situation. Based on this, a training program was developed in line with their needs. A number of theoretical methods and practical applications were selected as the building blocks of the training. Next, participants were randomly assigned to either the waitlist-control group (ie, received no training) or the intervention group. The intervention group participated in a 4-hour training session and worked on four self-set goals. Then, a coaching conversation took place over the phone. Digital questionnaires distributed before and 8 weeks after the intervention assessed changes in job crafting, career self-management, employability, and changes in the following additional variables: Job satisfaction, career satisfaction, work-home interference, work ability, and performance. In addition, a process evaluation was conducted to examine factors that may have promoted or hindered the effectiveness of the intervention. Results: Data collection was completed in March 2020. Evaluation of outcomes and the research process started in April 2020. Study results were submitted for publication in September 2020. Conclusions: This study protocol gives insight into the systematic development and design of a career crafting training intervention that is aimed to enhance job crafting, career self-management, and employability. This study will provide valuable information to physicians, managers, policy makers, and other researchers that aim to enhance career crafting. © Korean Society for Sexual Medicine and Andrology.","Career crafting; Career self-management; Employability; Intervention mapping; Intervention study; Job crafting; Physicians","","","","","","","","Dunn PM, Arnetz BB, Christensen JF, Homer L., Meeting the imperative to improve physician well-being: Assessment of an innovative program, J Gen Intern Med, 22, 11, pp. 1544-1552, (2007); Valcour M., Facilitating the crafting of sustainable careers in organizations, Handbook of Research on Sustainable Careers, pp. 20-34, (2015); Oude Hengel KM, Blatter BM, Geuskens GA, Koppes LLJ, Bongers PM., Factors associated with the ability and willingness to continue working until the age of 65 in construction workers, Int Arch Occup Environ Health, 85, 7, pp. 783-790, (2012); Houtman I, Hooftman W, de Vroome E., Duurzame inzetbaarheid van werknemers in de sector zorg en welzijn, Tijdschr voor Arb, 33, 2, pp. 126-144, (2017); Grant AM, Parker SK., Redesigning work design theories: The rise of relational and proactive perspectives, Acad Manage Ann, 3, 1, pp. 317-375, (2009); de Vos A, Akkermans J, van der Heijden B., From occupational choice to career crafting, The Routledge Companion to Career Studies, pp. 128-142, (2019); Tims M, Bakker AB, Derks D., Development and validation of the job crafting scale, J Vocat Behav, 80, 1, pp. 173-186, (2012); Tims M, Bakker AB., Job crafting: Towards a new model of individual job redesign, SA J Ind Psychol, 36, 2, pp. 1-9, (2010); Wrzesniewski A, Dutton JE., Crafting a job: Revisioning employees as active crafters of their work, Acad Manage Rev, 26, 2, pp. 179-201, (2001); Hirschi A, Freund PA, Herrmann A., The career engagement scale, J Career Assess, 22, 4, pp. 575-594, (2013); van der Heijde C., Employability and self-regulation in contemporary careers, Psycho-Social Career Meta-Capacities, pp. 7-17, (2014); King Z., Career self-management: Its nature, causes and consequences, J Vocat Behav, 65, 1, pp. 112-133, (2004); Rudolph CW, Katz IM, Lavigne KN, Zacher H., Job crafting: A meta-analysis of relationships with individual differences, job characteristics, and work outcomes, J Vocat Behav, 102, pp. 112-138, (2017); van den Heuvel M, Demerouti E, Peeters MCW., The job crafting intervention: Effects on job resources, self-efficacy, and affective well-being, J Occup Organ Psychol, 88, 3, pp. 511-532, (2015); Lazazzara A, Tims M, de Gennaro D., The process of reinventing a job: A meta-synthesis of qualitative job crafting research, J Vocat Behav, 116, pp. 1-18, (2019); Oprea BT, Barzin L, Virga D, Iliescu D, Rusu A., Effectiveness of job crafting interventions: A meta-analysis and utility analysis, Eur J Work Organ Psychol, 28, 6, pp. 723-741, (2019); Koen J, Klehe UC, Van Vianen AEM., Training career adaptability to facilitate a successful school-to-work transition, J Vocat Behav, 81, 3, pp. 395-408, (2012); Masdonati J, Massoudi K, Rossier J., Effectiveness of career counseling and the impact of the working alliance, J Career Dev, 36, 2, pp. 183-203, (2009); Barnett BR, Bradley L., The impact of organisational support for career development on career satisfaction, Career Dev Int, 12, 7, pp. 617-636, (2007); Fouad N, Cotter EW, Kantamneni N., The effectiveness of a career decision-making course, J Career Assess, 17, 3, pp. 338-347, (2009); Rehfuss MC., The future career autobiography: A narrative measure of career intervention effectiveness, Career Dev Q, 58, 1, pp. 82-90, (2009); Spurk D, Kauffeld S, Barthauer L, Heinemann NS., Fostering networking behavior, career planning and optimism, and subjective career success: An intervention study, J Vocat Behav, 87, pp. 134-144, (2015); Whiston SC, Brecheisen BK, Stephens J., Does treatment modality affect career counseling effectiveness?, J Vocat Behav, 62, 3, pp. 390-410, (2003); Litano ML, Major DA., Facilitating a whole-life approach to career development, J Career Dev, 43, 1, pp. 52-65, (2015); van Harten J., Employable Ever After: Examining the antecedents and outcomes of sustainable employability in a hospital context, (2016); Borges NJ, Navarro AM, Grover A, Hoban JD., How, when, and why do physicians choose careers in academic medicine? 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Houdtnooitop zit niemand te wachten, Medisch Contact, (2016); Tims M, Akkermans T., Job and career crafting to fulfill individual career pathways, Career Pathways: From School to Retirement, pp. 165-190, (2020); Teunissen PW, Westerman M., Opportunity or threat: The ambiguity of the consequences of transitions in medical education, Med Educ, 45, 1, pp. 51-59, (2011); Westerman M., Mind the Gap: The transition to hospital consultant [doctoral thesis], (2012); Nielsen K, Randall R., Opening the black box: Presenting a model for evaluating organizational-level interventions, Eur J Work Organ Psychol, 22, 5, pp. 601-617, (2013); Murta SG, Sanderson K, Oldenburg B., Process evaluation in occupational stress management programs: A systematic review, Am J Health Promot, 21, 4, pp. 248-254, (2007); Bartholomew Eldredge LK, Markham CM, Ruiter RAC, Fernandez ME, Kok G, Parcel GS., Planning health promotion programs: An intervention mapping approach, (2016); Dumas A, Lemieux S, Lapointe A, Provencher V, Robitaille J, Desroches S., Development of an evidence-informed blog to promote healthy eating among mothers: Use of the intervention mapping protocol, JMIR Res Protoc, 6, 5, (2017); Boekhout JM, Peels DA, Berendsen BA, Bolman CA, Lechner L., An eHealth intervention to promote physical activity and social network of single, chronically impaired older adults: Adaptation of an existing intervention using intervention mapping, JMIR Res Protoc, 6, 11, (2017); Semmer NK., Job stress interventions and the organization of work, Scand J Work Environ Health, 32, 6, pp. 515-527, (2006); Kok G, Gottlieb NH, Peters GY, Mullen PD, Parcel GS, Ruiter RAC, Et al., A taxonomy of behaviour change methods: An intervention mapping approach, Health Psychol Rev, 10, 3, pp. 297-312, (2016); Kooij DTAM, van Woerkom M, Wilkenloh J, Dorenbosch L, Denissen JJA., Job crafting towards strengths and interests: The effects of a job crafting intervention on person-job fit and the role of age, J Appl Psychol, 102, 6, pp. 971-981, (2017); Wanous JP, Reichers AE, Hudy MJ., Overall job satisfaction: How good are single-item measures?, J Appl Psychol, 82, 2, pp. 247-252, (1997); Martins LL, Eddleston KA, Veiga JF., Moderators of the relationship between work-family conflict and career satisfaction, Acad Manage J, 45, 2, pp. 399-409, (2002); Geurts SAE, Taris TW, Kompier MAJ, Dikkers JSE, Van Hooff MLM, Kinnunen UM., Work-home interaction from a work psychological perspective: Development and validation of a new questionnaire, the SWING, Work Stress, 19, 4, pp. 319-339, (2005); Ilmarinen J., The Work Ability Index (WAI), Occup Med, 57, 2, (2007); Schoorman FD, Mayer RC., The value of common perspectives in self-reported appraisals, Organ Res Methods, 11, 1, pp. 148-159, (2007); Demerouti E, Xanthopoulou D, Petrou P, Karagkounis C., Does job crafting assist dealing with organizational changes due to austerity measures? Two studies among Greek employees, Eur J Work Organ Psychol, 26, 4, pp. 574-589, (2017); Gordon HJ, Demerouti E, Le Blanc PM, Bakker AB, Bipp T, Verhagen MA., Individual job redesign: Job crafting interventions in healthcare, J Vocat Behav, 104, pp. 98-114, (2018); Moore GF, Audrey S, Barker M, Bond L, Bonell C, Hardeman W, Et al., Process evaluation of complex interventions: Medical Research Council guidance, BMJ, 350, (2015); Randall R, Cox T, Griffiths A., Participants' accounts of a stress management intervention, Hum Relat, 60, 8, pp. 1181-1209, (2016); Petrou P, Demerouti E, Peeters MCW, Schaufeli WB, Hetland J., Crafting a job on a daily basis: Contextual correlates and the link to work engagement, J Organ Behav, 33, 8, pp. 1120-1141, (2012); Morton RB, Williams KC., Experimental Political Science and the Study of Causality: From Nature to the Lab, (2010)","E.H. Van Leeuwen; University Medical Center Utrecht, Utrecht, Heidelberglaan 100, 3584 CX, Netherlands; email: e.h.vanleeuwen@umcutrecht.nl","","JMIR Publications Inc.","","","","","","19290748","","","","English","JMIR Res. Prot.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85095716603"
"Devetag M.G.; Zazzerini G.; Tuan N.Q.; Hung D.Q.","Devetag, Maria Giovanna (56445476100); Zazzerini, Giovanni (57405608900); Tuan, Nguyen Quang (57404463500); Hung, Doan Quang (57130450400)","56445476100; 57405608900; 57404463500; 57130450400","Developing Entrepreneurial Competencies in Vietnam: Evidence from the Bac Ninh Province","2020","Journal of Entrepreneurship and Innovation in Emerging Economies","6","2","","329","346","17","2","10.1177/2393957520924987","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099848110&doi=10.1177%2f2393957520924987&partnerID=40&md5=4ea81e43591f2030f56d4b342f423057","Department of Business and Management, LUISS University, Italy; Department of Economics, University of Perugia, Italy; Department of Labor, Invalids and Social Affairs, Bac Ninh, Viet Nam; Foreign Trade University, Hanoi, Viet Nam; INSME-The International Network for SMEs, Italy","Devetag M.G., Department of Business and Management, LUISS University, Italy; Zazzerini G., Department of Business and Management, LUISS University, Italy, Department of Economics, University of Perugia, Italy, INSME-The International Network for SMEs, Italy; Tuan N.Q., Department of Labor, Invalids and Social Affairs, Bac Ninh, Viet Nam; Hung D.Q., Department of Business and Management, LUISS University, Italy, Foreign Trade University, Hanoi, Viet Nam","The article presents the results of a survey conducted among colleges and enterprises located in Bac Ninh, Vietnam, with the aim of identifying skills and competencies required by local enterprises versus those that colleges develop and transfer to their students. The final aim is to spot gaps and discrepancies which may help explain the students’ current low level of employability and, consequently, define lines of intervention that may help reduce the gaps. The key finding emerging from the research is the relatively low importance given by colleges to entrepreneurial competencies compared with what enterprises want. © 2020 SAGE Publications.","employability; entrepreneurial competencies; Entrepreneurship; Vietnam","","","","","","","","Amabile T., Kramer S., The progress principle: Using small wins to ignite joy, engagement, and creativity at work, (2011); Ardichvili A., Cardozo R., Ray S., A theory of entrepreneurial opportunity identification and development, Journal of Business Venturing, 18, 1, pp. 105-123, (2003); Bacigalupo M., Kampylis P., Punie Y., Van den Brande G., EntreComp: The entrepreneurship competence framework, (2016); Bagheri A., Pihie Z.A.L., Entrepreneurial leadership: Towards a model for learning and development, Human Resource Development International, 14, 4, pp. 447-463, (2011); Caliendo M., Fossen F., Kritikos A., Personality characteristics and the decisions to become and stay self-employed, Small Business Economics, 42, 4, pp. 787-814, (2014); Dyer J., Gregersen H., Christensen M., The innovator’s DNA mastering the five skills of disruptive innovators, (2011); Key competencies for lifelong learning—A European framework, (2007); Gibb A., In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: Creative destruction, new values, new ways of doing things and new combinations of knowledge, International Journal of Management Reviews, 4, pp. 233-269, (2002); Gumusay A.A., Bohne T.M., Individual and organizational inhibitors to the development of entrepreneurial competencies in universities, Research Policy, 47, pp. 363-378, (2018); Knight P.T., Yorke M., Learning, curriculum and employability in higher education, (2004); Krueger N.F., The cognitive psychology of entrepreneurship, Handbook of entrepreneurship research: An interdisciplinary Survey and introduction, pp. 105-140, (2005); Lackeus M., Entrepreneurship in education—What, why when, how, (2015); Man T.W.Y., Lau T., Chan K.F., The competitiveness of small and medium enterprises: A conceptualization with focus on entrepreneurial competencies, Journal of Business Venturing, 17, pp. 123-142, (2002); McCallum E., Weicht R., McMullan L., Price A., EntreComp into action: Get inspired, make it happen, (2018); Mlinarevic V., Sablic M., Matic A., Culture of education for entrepreneurial competencies—The driving force of economic development in eastern Croatia, International scientific symposium economy of Eastern Croatia – Vision and growth, pp. 620-631, (2015); Hao N., Ye Y., Entrepreneurship education matters: Exploring secondary vocational school students’ entrepreneurial intention in China, The Asia-Pacific Education Researcher, 27, 5, pp. 409-418, (2018); Rae D., Universities and enterprise education: Responding to the challenges of the new era, Journal of Small Business and Enterprise Development, 17, pp. 591-606, (2010); Sanchez J.C., University training for entrepreneurial competencies: Its impact on intention of venture creation, International Entrepreneurship and Management Journal, 7, pp. 239-254, (2011); Silva E., Measuring skills for 21st century learning, The Phi Delta Kappan, 90, 9, pp. 630-634, (2009); Surlemont B., Promoting enterprising: A strategic move to get schools’ cooperation in the promotion of entrepreneurship, Handbook of research in entrepreneurship education: Contextual perspectives, pp. 255-265, (2007); Tang J., Kacmar K.M., Busenitz L., Entrepreneurial alertness in the pursuit of new opportunities, Journal of Business Venturing, 27, 1, pp. 77-94, (2012); Van der Heijde C.M., Van der Heijden B.I.J.M., A competency-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, pp. 449-476, (2006); Volkmann C., Wilson K.E., Mariotti S., Rabuzzi D., Vyakarnam S., Sepulveda A., Educating the Next Wave of Entrepreneurs—Unlocking entrepreneurial capabilities to meet the global challenges of the 21st Century, (2009); Wong P.K., Ho Y.P., Autio E., Entrepreneurship, innovation and economic growth: Evidence from GEM data, Small Business Economics, 24, pp. 335-350, (2005)","G. Zazzerini; Department of Business and Management, LUISS University, Italy; email: zazzerini@insme.org","","SAGE Publications Ltd","","","","","","23939575","","","","English","J. Entrep. Innov. Emerg. Econ.","Article","Final","","Scopus","2-s2.0-85099848110"
"Nikunen M.; Lempiäinen K.","Nikunen, Minna (15128720200); Lempiäinen, Kirsti (37011287900)","15128720200; 37011287900","Gendered strategies of mobility and academic career","2020","Gender and Education","32","4","","554","571","17","20","10.1080/09540253.2018.1533917","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055480654&doi=10.1080%2f09540253.2018.1533917&partnerID=40&md5=ee707fa8a44659b403b870cede0a378f","Faculty of Social Sciences, University of Tampere, Tampere, Finland; Faculty of Adult Education Sociology, University of Lapland, Rovaniemi, Finland; University of Jyväskylä, 40014, Finland","Nikunen M., Faculty of Social Sciences, University of Tampere, Tampere, Finland, University of Jyväskylä, 40014, Finland; Lempiäinen K., Faculty of Adult Education Sociology, University of Lapland, Rovaniemi, Finland","In universities, being mobile and international has become ever more important for academics’ career prospects. This article explores junior and other insecurely employed researchers’ experiences of geographical mobility in relation to their personal life, career, employability and value as scholars. The aim is to discover the gendered strategies researchers use to combine mobility with intimate relations and personal life. Furthermore, what gendered ideas of mobility, employability and career success do researchers themselves construct? These aspects of mobility, particularly focused on gender, are analysed in three cases: Finland, Italy and the United Kingdom. These states are all (currently) members of the European Union and have implemented its internationalisation policies. The data consists of qualitative interviews gathered in 2009 and 2010. We suggest that the value and capital of academic labour are evaluated differently in the three different locations. Additionally, gender, age, academic age and life situation motivate different mobility strategies. © 2018, © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employment; globalisation; Higher education; qualitative interviews; sociology","","","","","","Kulttuurin ja Yhteiskunnan Tutkimuksen Toimikunta, (SA 11451, SA 124493)","This work was supported by the Kulttuurin ja Yhteiskunnan Tutkimuksen Toimikunta [grant numbers SA 11451, SA 124493].","Ackers L., Managing Relationships in Peripatetic Careers: Scientific Mobility in the European Union, Women’s Studies International Forum, 27, 3, pp. 189-201, (2004); Adkins L., From Retroactivation to Futurity: The End of Sexual Contract, Nora, 16, 3, pp. 182-201, (2008); Adkins L., Lury C., Making Bodies, Making People, Making Work, Organizing Bodies: Policy, Institutions and Work, pp. 151-164, (2000); Bataille P., Le Feuvre N., Kradolfer Morales S., (2017); Blackmore J., Sanchez-Morano M., Sawers N., Editorial: Globalized Re/Gendering of the Academy and Leadership, Gender and Education, 27, 3, pp. iii-vii, (2015); Bourdieu P., The Logic of Practice, (1990); Callan H., Higher Education Internationalization Strategies: Of Marginal Significance or All-Pervasive? The International Vision in Practice: A Decade of Evolution, Higher Education in Europe, 25, 1, pp. 15-23, (2000); Carrozza C., Minucci S., Keep on Movin’? Research Mobility’s Meanings for Italian Early-Stage Researchers, Higher Education Policy, 27, 4, pp. 489-508, (2014); Clark B.R., The Higher Education System, (1986); Clegg S., Femininities/Masculinities and a Sense Self: Thinking Gendered Academic Identities and the Intellectual Self, Gender and Education, 20, 3, pp. 209-221, (2008); Coffey A., Atkinson P., Making Sense of Qualitative Data, (1996); Connell R., Why Do Market “Reforms” Persistently Increase Inequality?, Discourse: Studies in Cultural Politics of Education, 34, 2, pp. 279-285, (2012); Costas I., Camus C., Michalczyk S., The Mobility Discourse as a New Public Management Strategy: Gender Impacts on Academics in Germany and France, Die unternehmerische Hochschule aus der Perspektive der Geschlechterforschung. Zwischen Aufbruch und Beharrung, pp. 137-151, (2013); Da Roit B., Sabatinelli S., Nothing on the Move or Just Going Private? Understanding the Freeze on Child- and Eldercare Policies and the Development of Care Markets in Italy, Social Politics, 20, 3, pp. 430-453, (2013); Education M.O., ‘Tutkijanuratyöryhmän loppuraportti’ [Report of the Committee on the Development of Research Careers, (2006); Elliott A., Urry J., Mobile Lives, (2010); She Figures, (2015); Fernandez-Zubieta A., Geuna A., Lawson C., What Do We Know of the Mobility of Research Scientists and of its Impact on Scientific Production?, (2015); Hakala J., Academic Cultures in the Finnish Mass Research University: Change and Continuity, (2009); Jons H., Transnational Academic Mobility and Gender, Globalisation, Societies and Education, 9, 2, pp. 183-209, (2011); Kim T., Transnational Academic Mobility, Knowledge and Identity Capital, Discourse: Studies in Cultural Politics of Education, 31, 5, pp. 577-591, (2010); Kreissl K., Striedinger A., Sauer B., Hofbauer J., Will Gender Equality Ever Fit in? Contested Discursive Spaces of University Reform, Gender and Education, 27, 3, pp. 221-238, (2015); Latimer J., Skeggs B., The Politics of Imagination: Keeping Open and Critical, Sociological Review, 59, 3, pp. 393-410, (2011); Leemann R.J., Gender Inequalities in Transnational Academic Mobility and the Ideal Type of Academic Entrepreneur, Discourse: Studies in the Cultural Politics of Education, 31, 5, pp. 605-625, (2010); Lempiainen K., The Interconnections Between Class, Gender and Agency in Higher Education, Cultural Practices and Transitions in Education, pp. 197-210, (2012); Lempiainen K., ‘Precariousness in Academia: Prospects for University Employment, The New Social Division. Making and Unmaking Precariousness, pp. 123-138, (2015); Lund R., Doing the Ideal Academic: Gender, Excellence and Changing Academia, (2015); Madhok S., Phillips A., Wilson K., Introduction, Gender, Agency and Coercion, pp. 1-13, (2013); McNay L., Gender and Agency: Reconfiguring the Subject in Feminist and Social Theory, (2000); Merilainen S., Tienari J., Thomas R., Davies A., Hegemonic Academic Practices: Experiences of Publishing from Periphery, Organization, 15, 4, pp. 629-642, (2008); Morano-Foadi S., Scientific Mobility, Career Progression, and Excellence in the European Research Area, International Migration, 43, 5, pp. 133-162, (2005); Morano Foadi S., Key Issues and Causes of the Italian Brain Drain, Innovation: The European Journal of Social Science Research, 19, 2, pp. 209-223, (2006); Morley L., Producing New Workers: Quality, Equality and Employability in Higher Education, Quality in Higher Education, 7, 2, pp. 131-138, (2001); Moscati R., La cultura accademica e le nuove funzioni dell’università, L’università di fronte al cambiamento: Realizzazioni, problemi, prospettive, pp. 99-116, (2008); Muller R., Racing for What? Anticipation and Acceleration in the Work and Career Practices of Academic Life Science Postdocs, Forum: Qualitative Social Research, 15, 3, (2014); Nikunen M., Changing University Work, Freedom, Flexibility and Family, Studies in Higher Education, 37, 6, pp. 713-730, (2012); Nikunen M., Gendered Identities at the ‘Entrepreneurial’ University and Work/Family Balance, Die unternehmerische Hochschule aus der Perspektive der Geschlechterforschung. Zwischen Aufbruch und Beharrung, pp. 152-170, (2013); Nikunen M., The ‘Entrepreneurial’ University, Family and Gender: Changes and Demands Faced by Fixed-Term Workers, Gender and Education, 26, 2, pp. 119-134, (2014); Nikunen M., Young People, Future Hopes and Concerns in Finland and the European Union: Classed and Gendered Expectations in Policy Documents, Journal of Youth Studies, 20, 6, pp. 661-676, (2017); Odendahl T., Shaw E.M., Interviewing Elites, Handbook of Interview Research: Context and Method, pp. 299-316, (2002); OECD Family Database, (2014); Pietila M., The Many Faces of Research Profiling: Academic Leaders’ Conceptions of Research Steering, Higher Education, 67, pp. 303-316, (2013); Rapetti E., Murgia A., Poggio B., Italy, Mapping Organizational Work-Life Policies and Practices, pp. 6-36, (2015); Skeggs B., Class, Self, Culture, (2004); Skeggs B., Imagining Personhood Differently: Person Value and Autonomist Working-Class Value Practices, Sociological Review, 59, 3, pp. 496-513, (2011); Sondergaard D.M., Making Sense of Gender, Age, Power and Disciplinary Position: Intersecting Discourses in the Academy, Feminism & Psychology, 15, 2, pp. 189-208, (2005); Stein S., Andreotti V., Bruce J., Susa R., Towards Different Conversations About the Internationalization of Higher Education, Comparative and International Education/Éducation comparée et internationale, 45, 1, (2016); Teichler U., Internationalisation of Higher Education: European Experiences, Asia Pacific Education Review, 10, 1, pp. 93-106, (2009); Tienari J., Academia as Financial Markets? Metaphoric Reflections and Possible Responses, Scandinavian Journal of Management, 28, 3, pp. 250-256, (2012); Vabo A., Padilla-Gonzalez L.E., Waagene E., Naess T., Gender and Faculty Internationalization, The Internationalization of Academy. Changes, Realities and Prospects, pp. 183-205, (2013); Walby S., The European Union and Gender Equality: Emergent Varieties of Gender Regime, Social Politics, 11, 1, pp. 4-29, (2004); Ylijoki O.-H., Hakala J., Tehokkuutta, arviointia ja markkinahenkeä’ [Effectiveness, Evaluation and Market Atmosphere], Tilanteen taju: Opettaminen yliopistossa, pp. 20-31, (2006); Zgaga P., How Has Mobility Become Central to the EUs Idea of Doctoral Education?, Policies and Experiences of Mobility in Doctoral Education, pp. 4-6, (2017); Zippel K., How Gender Neutral are Policies on Science and International Mobility of Academics?, Sociologica, 1, (2011)","M. Nikunen; Faculty of Social Sciences, University of Tampere, Tampere, 33014, Finland; email: minna.m.nikunen@jyu.fi","","Routledge","","","","","","09540253","","","","English","Gender Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85055480654"
"Hack-Polay D.","Hack-Polay, Dieu (56716330500)","56716330500","Are graduates as good as they think? A discussion of overconfidence among graduates and its impact on employability","2020","Education and Training","63","3","","377","391","14","8","10.1108/ET-10-2018-0213","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087676234&doi=10.1108%2fET-10-2018-0213&partnerID=40&md5=e1781293cab554d5e93df418f0ccad48","Lincoln International Business School, University of Lincoln, Lincoln, United Kingdom","Hack-Polay D., Lincoln International Business School, University of Lincoln, Lincoln, United Kingdom","Purpose: The paper aims to critically examine overconfidence in numeracy among higher education (HE) graduates and its impact on their employability. The paper discusses the extent to which graduates, because of higher qualifications, overstate their numerical abilities. Design/methodology/approach: The paper is a review of the academic literature examining the theoretical significance of overconfidence in HE. The review subsequently draws on practice and policy reports that evidence graduates' overconfidence in numeracy and basic skills. Findings: The article shows a significant interaction between the level of qualification and overstatement of numerical abilities. The analysis found that graduates do not always have an important basic skill such as numeracy whose impact on work performance is significant. Practical implications: The findings are momentous for rethinking HE curricula, employee development in organisations and government skills strategy. The article advocates more inclusive and interpretive research for a greater understanding of the issues and offers useful data to policymakers and HE institutions in preparing graduates for work and decision-making. Further research in the field is required to enable the formulation of more authoritative conclusions. Originality/value: A critical contribution of this reflection is to have linked the evidence from the academic literature with employer surveys about graduate basic skills to draw the attention to a vital issue affecting national and organisational productivity, thus substantiating anecdotal evidence about graduate overconfidence. This reinforces the value of systematic literature review in research, as it provides an opportunity for more informed policy formulation as well as extending the body of research. © 2020, Emerald Publishing Limited.","Basic skills; Graduate employability; Higher education; Numeracy skills; Overconfidence","","","","","","","","Ackerman P., Wolman S., Determinants and validity of self-estimates of ability and self-concept measures, Journal of Experimental Psychology: Applied, 13, pp. 57-78, (2007); Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Anzalone C., Overconfidence among teenage students can stunt crucial reading skills, University of Buffalo, (2009); Ayton P., Judgement and decision making, Cognitive psychology, (2005); Bauer-Wolf J., Overconfident students, dubious employers, (2018); Black S., Yasukawa K., Time for national renewal: Australian adult literacy and numeracy as foundation skills, Literacy and Numeracy Studies, 18, 2, pp. 43-57, (2010); Borracci R.A., Arribalzaga E.B., Underconfidence effects in medical student examinations, Journal of Surgical Education, 75, 5, pp. 1223-1229, (2018); Bowden M.P., Abhayawansa S., Bahtsevanoglou J., Overconfidence of vocational education students when entering higher education, Education + Training, 57, 4, pp. 429-447, (2015); Browne G., Securing a sustainable future for higher education, Higher Education Funding Council for England, (2010); Brunswik E., Representative design and probabilistic theory in functional psychology, Psychological Review, 62, pp. 193-217, (1955); Bullough A., Renko M., Myatt T., Danger zone entrepreneurs: the importance of resilience and self-efficacy for entrepreneurial intentions, Entrepreneurship: Theory and Practice, 38, 3, pp. 473-499, (2013); Carvalho M.M., Rabechini R., Impact of risk management on project performance: the importance of soft skills, International Journal of Production Research, 53, 2, pp. 321-340, (2015); Chiua M.M., Klassen R.M., Relations of mathematics self-concept and its calibration with mathematics achievement: cultural differences among fifteen-year-olds in 34 countries, Learning and Instruction, 20, pp. 2-17, (2010); Christensen-Szalanski J.J.J., Bushyhead J.B., Physicians' use of probabilistic information in a real clinical setting, Journal of Experimental Psychology: Human Perception and Performance, 7, pp. 928-935, (1981); Collet C., Hine D., Plessis K.D., Employability skills: perspectives from a knowledge-intensive industry, Education + Training, 57, 5, pp. 532-559, (2015); Decatur S., A Crisis of Confidence in Higher Education, (2017); Dedahanov A.T., Rhee C., Yoon J., Organizational structure and innovation performance: is employee innovative behavior a missing link?, Career Development International, 22, 4, pp. 334-350, (2017); De la Rosa L.E., Overconfidence and moral hazard, Games and Economic Behavior, 73, 2, pp. 429-451, (2011); Dench S., Perryman S., Giles L., Employers’ Perception of Key Skills, (1998); Durrani N., Tariq V., The role of numeracy skills in graduate employability, Education + Training, 54, 5, pp. 419-434, (2012); Fallows S., Steven C., Building employability skills into the higher education curriculum: a university-wide initiative, Education and Training, 42, 2, pp. 75-83, (2000); Ferla J., Valcke M., Schuyten G., Judgments of self-perceived academic competence and their differential impact on students' achievement motivation, learning approach, and academic performance, European Journal of Psychology of Education, 25, 4, pp. 519-536, (2010); Gervais S., Goldstein I., The positive effects of biased self-perceptions in firms, Review of Finance, 11, pp. 453-496, (2007); Ghazal S., Cokely E.T., Garcia-Retamero R., Predicting biases in very highly educated samples: numeracy and metacognition, Judgment and Decision Making, 9, 1, pp. 15-34, (2014); Gigerenzer G., Hoffrage U., Kleinbolting H., Probabilistic mental models: a Brunswikian theory of confidence, Psychological Review, 98, pp. 506-528, (1991); Gustavson A., Nall H.C., Freshman overconfidence and library research skills: a troubling relationship?, College and Undergraduate Libraries, 18, 4, pp. 291-306, (2011); Hack-Polay D., When graduates aren't as good as they think? – a study of overconfidence in numerical skills among British graduates, Conference Paper. EURAM Conference 19-22 June 2018, (2018); Harrison R., Learning and Development, (2009); Harrison D.F., The role of higher education in the changing world of work, Educause Review, pp. 8-9, (2017); Harvey N., Confidence in judgement, Trends in Cognitive Science, 1, pp. 78-82, (1997); Hazucha J.F., Hezlett S.A., Schneider R.J., The impact of 360-degree feedback on management skills development, Human Resource Management, 32, 2-3, pp. 325-351, (1993); Hernandez-Fernaud E., Ruiz-de la Rosa C.I., Negrin F., Ramos-Sapena Y., Hernandez B., Efficacy of an intervention program to improve employability of university students, Spanish Journal of Psychology, 20, E3, pp. 1-11, (2017); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1998); Hill J., Walkington H., France D., Graduate attributes: implications for higher education practice and policy, Journal of Geography in Higher Education, 40, 2, pp. 155-163, (2016); Education, skills and productivity: commissioned research, First Joint Special Report of the Business, Innovation and Skills and Education Committees of Session 2015–16, (2015); Huselid M.A., The impact of human resource management practices on turnover, productivity, and corporate financial performance, Academy of Management Journal, 38, 3, pp. 635-672, (1995); Huizinga M.M., Beech B.M., Cavanaugh K.L., Elasy T.A., Rothman R.L., Low numeracy skills are associated with higher BMI, Obesity, 16, 8, pp. 1966-1968, (2008); Hunsaker T.B., Thomas D.E., Predicting public confidence in higher education institutions: an analysis of social factors, Research in Higher Education Journal, 22, pp. 1-9, (2014); Ifcher J., Zarghamee H., Positive affect and overconfidence: a laboratory investigation, (2011); Johnson D.R., Peifer J.L., How public confidence in higher education varies by social context, The Journal of Higher Education, 88, 4, pp. 619-644, (2017); Kanungo R.N., Misra S., Managerial resourcefulness: a reconceptualization of management skills, Human Relations, 45, 12, pp. 1311-1332, (1992); Karadag E., The Factors Effecting Student Achievement: Meta-Analysis of Empirical Studies, (2017); Keep E., The role of higher education within broader skills policies, a comparison of emerging scottish and English approaches, Higher Education Quarterly, 68, 3, pp. 249-266, (2014); Keep E., Mayhew K., Payne J., From skills revolution to productivity miracle - not as easy as it sounds?, Oxford Review of Economic Policy, 22, 4, pp. 539-559, (2006); Kuczera M., Field S., Windisch H.C., Building Skills for All: A Review of England - Policy Insights from the Survey of Adult Skills, (2016); Lowden K., Hall S., Elliot D., Lewin J., Employers' Perceptions of the Employability Skills of New Graduates, (2011); National Employers Skills Survey 2005, (2006); Malmendier U., Tate G., Behavioral CEOs: the role of managerial overconfidence, The Journal of Economic Perspectives, 29, 4, pp. 37-60, (2015); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: what effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Matsouka K., Mihail D.M., Graduates' employability: what do graduates and employers think?, Industry and Higher Education, 30, 5, pp. 321-326, (2018); Maxwell, Employers as stakeholders in postgraduate employability skills development, International Journal of Management Education, 8, 2, pp. 13-23, (2009); McMurray S., Dutton M., McQuaid R., Richard A., Employer demands from business graduates, Education + Training, 15, (2016); Menkhoffa L., Schmidta U., Brozynskiab T., The impact of experience on risk taking, overconfidence, and herding of fund managers: complementary survey evidence, European Economic Review, 50, 7, pp. 1753-1766, (2006); The Class of 2017 Student Survey, (2018); Nowell C., Alston R.M., I thought I got an A! Overconfidence across the economics curriculum, The Journal of Economic Education, 38, 2, pp. 131-142, (2007); Pahlevan-Sharif S., Murab P., Wijesinghec S.N.R., A systematic review of systematic reviews in tourism, Journal of Hospitality and Tourism Management, 39, pp. 158-165, (2019); Pegg A., Et al., Pedagogy for Employability, (2012); Poole D., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Purcell W., Balancing the Needs and Expectations of Society with the Autonomy of Higher Education Institutions, (2008); Rajadhyaksha U., Managerial competence: do technical capabilities matter?, Vikalpa, 30, 2, pp. 47-56, (2005); Raybould J., Sheedy V., Are graduates equipped with the right skills in the employability stakes?, Industrial and Commercial Training, 37, 5, pp. 259-263, (2005); Rees W.D., Porter C., Skills of Management, (2001); Schultz B., The importance of soft skills: education beyond academic knowledge, Journal of Language and Communication, 2, 1, pp. 146-154, (2008); Schulz J.F., Thoni J., Overconfidence and career choice, PloS One, 11, 1, (2016); Shaheen F., Degrees of Value: How Universities Benefit Society, (2011); Sheridan S.L., Pignone M.P., Lewis C.L., A randomized comparison of patients' understanding of number needed to treat and other common risk reduction formats, Journal of General Internal Medicine, 18, pp. 884-892, (2003); Sieck W.R., Arkes H.R., The recalcitrance of overconfidence and its contribution to decision aid neglect, Journal of Behavioural Decision Making, 18, pp. 29-53, (2005); Teece D., Dynamic Capabilities and Strategic Management: Organizing for Innovation and Growth, (2011); Temple S., Universities in the Knowledge Economy Higher Education Organisation and Global Change, (2012); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tran T.T., Enhancing graduate employability and the need for university-enterprise collaboration, Journal of Teaching and Learning for Graduate Employability, 7, 1, pp. 58-71, (2016); Yamamoto Y., Holloway S.D., Parental expectations and children's academic performance in sociocultural context, Education Psychology Review, 22, pp. 189-214, (2010); Yin X., Li J., Bao T., Does overconfidence promote cooperation? Theory and experimental evidence?, Journal of Behavioral and Experimental Economics, 79, pp. 119-133, (2019); Braisby N., Gellaty A., Cognitive Psychology, (2012); Dinsmore D.L., Parkinson M.M., What are confidence judgments made of? Students' explanations for their confidence ratings and what that means for calibration, Learning and Instruction, 24, pp. 4-14, (2013); Moher D., Liberati A., Tetzlaff J., Altman D.G., Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement, PLoS Med, 6, 7, (2009)","D. Hack-Polay; Lincoln International Business School, University of Lincoln, Lincoln, United Kingdom; email: dhackpolay@lincoln.ac.uk","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85087676234"
"","","","Unlocking the magic of servant leadership on followers’ career success: An exploration of the added influence of a proactive personality","2020","Human Resource Management International Digest","28","4","","11","13","2","0","10.1108/HRMID-02-2020-0031","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082873350&doi=10.1108%2fHRMID-02-2020-0031&partnerID=40&md5=6816f85e58b23d6a3819e0d8af7293da","","","Purpose: This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach: This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings: This research paper explores the link between servant leadership and the subjective career success of employee followers. The paper’s results reveal that servant leadership enhances the career skills of followers, and that these career skills boost their level of career success. This effect becomes even more pronounced when the individual follower has a highly proactive personality in comparison to a follower with a lower level of proactive personality. When a follower’s level of proactive personality is high, career skills had a stronger influence on the positive relationships between career satisfaction and servant leadership, and between perceived employability and servant leadership. Originality/value: The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format. © 2020, Emerald Publishing Limited.","Career skills; Perceived employability; Proactive personality; Servant leadership; Subjective career success","","","","","","","","Wang Z., Yu K., Xi R., Zhang X., Servant leadership and career success: the effects of career skills and proactive personality, Career Development International, 24, 7, pp. 717-730, (2019)","","","Emerald Group Holdings Ltd.","","","","","","09670734","","","","English","Hum. Resour. Manage. Int. Dig.","Article","Final","","Scopus","2-s2.0-85082873350"
"Tsirkas K.; Chytiri A.-P.; Bouranta N.","Tsirkas, Konstantinos (57216415263); Chytiri, Alexandra-Paraskevi (57211944765); Bouranta, Nancy (34167509300)","57216415263; 57211944765; 34167509300","The gap in soft skills perceptions: a dyadic analysis","2020","Education and Training","62","4","","357","377","20","17","10.1108/ET-03-2019-0060","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083429821&doi=10.1108%2fET-03-2019-0060&partnerID=40&md5=5405c19679e3e16b1d18f18dcc5b77d3","University of Patras, Patras, Greece; Department of Politics, People and Policy, Faculty of Business and Law, De Montfort University, Leicester, United Kingdom","Tsirkas K., University of Patras, Patras, Greece; Chytiri A.-P., Department of Politics, People and Policy, Faculty of Business and Law, De Montfort University, Leicester, United Kingdom; Bouranta N., University of Patras, Patras, Greece","Purpose: Previous studies have shown that soft skills play a significant role in applicants' employability and in the job search, recruitment, selection and hiring process. However, past research indicates a gap in perceptions of soft skills, between employees and employers. The present empirical research aims to explore this gap in perceptions and to suggest effective ways to resolve any mismatch. Demographical factors affecting these perceptions are also taken into consideration for the analysis. Design/methodology/approach: A quantitative research design has been applied. The survey undertaken, covers all three main sectors of employment (manufacturing, retail and services), with 151 employee–employer dyads around Greece participating in the survey. Paired sample t-test, independent t-test and One-way ANOVA were used to analyze the data. Findings: The results show a gap between employees' and their subsequent employers' perceptions of employees' soft skills. Employees seem to regard their skills more highly than do their employers, whereas employers seem to consider employees as not properly equipped with the necessary soft skills. These findings are a worrying sign for business operations and suggest that difficulties in manager–employee co-operation can arise. Practical implications: This study has both theoretical and practical implications. It adds to the literature in human resources appraisal process by identifying soft skills perceived differently by employees and employers. It also highlights the reasons for that gap and makes suggestions for the enhancement of required skills. Originality/value: The majority of previous studies in the field focus either on employees' or employers' perceptions, without comparing them. In addition, the few former studies attempt a comparison focused on students as employees or trainees, with no previous work experience. The current study focuses on employees whose work experience has already shaped perceptions of their skills and employability. © 2020, Emerald Publishing Limited.","Dyadic survey; Employability; Soft skills","","","","","","","","AbuJbara N., Worley J.A., Leading toward new horizons with soft skills, On the Horizon, 26, 3, pp. 247-259, (2018); Ahmad S.B.S., Soft skills level of Malaysian students at a tertiary institution: a comparative case study based on gender, area of residence and type of schools?, International Journal of Asian Social Science, 3, 9, pp. 1929-1937, (2013); Albandea I., Giret J.F., The effect of soft skills on French post-secondary graduates' earnings, International Journal of Manpower, 39, 6, pp. 782-799, (2018); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: a European study, Higher Education in Europe, 33, 4, pp. 411-420, (2008); Anthony S., Garner B., Teaching soft skills to business students: an analysis of multiple pedagogical methods, Business and Professional Communication Quarterly, 79, 3, pp. 360-370, (2016); Aring M., Youth and skills: putting education to work, (2012); Arraj H.A., Professionalism among employees in Lebanon: the Lebanese University, World Journal of Entrepreneurship, Management and Sustainable Development, 14, 4, pp. 385-392, (2018); Atkins M.J., Oven-ready and self-basting: taking stock of employability skills, Teaching in Higher Education, 4, 2, pp. 1356-2517, (1999); Azim S., Gale A., Lawlor-Wright T., Kirkham R., Khan A., Alam M., The importance of soft skills in complex projects, International Journal of Managing Projects in Business, 3, 3, pp. 387-401, (2010); Bailly F., Lene A., The personification of the service labour process and the rise of soft skills: a French case study, Employee Relation, 35, 1, pp. 79-97, (2012); Bak O., Jordan C., Midgley J., The adoption of soft skills in supply chain and understanding their current role in supply chain management skills agenda: a UK perspective, Benchmarking: An International Journal, 26, 3, pp. 1063-1079, (2019); Balaji K.V.A., Somashekar P., A Comparative study of soft skills among engineers, The IUP Journal of Soft Skills, 3, 3-4, pp. 50-57, (2009); Balcar J., Is it better to invest in hard or soft skills?, The Economic and Labour Relations Review, 27, 4, pp. 453-470, (2016); Bancino R., Zevalkink C., Soft skills: the new curriculum for hard-core technical professionals, Techniques: Connecting Education and Careers, 82, 5, pp. 20-22, (2007); Bartlett W., Skill mismatch, education systems, and labour markets in EU neighbourhood policy countries, (2013); Blades R., Fauth B., Gibb J., Measuring employability skills: a rapid review to inform development of tools for project evaluation, (2012); Brunello G., Rocco L., The effects of vocational education on adult skills, employment and wages: what can we learn from PIAAC?, Series, 8, 4, pp. 315-343, (2017); Brungardt C., The intersection between soft skills development and leadership Education, Journal of Leadership Education, 10, 1, pp. 1-21, (2011); Bunyi G.W., The quest for quality education: the case of curriculum innovations in Kenya, European Journal of Training and Development, 37, 7, pp. 678-691, (2013); Chamorro-Premuzic T., Arteche A., Bremmer A.J., Greven C., Furnham A., Soft skills in higher education: importance and improvement ratings as a function of individual differences and academic performance, Educational Psychology: An International Journal of Experimental Educational Psychology, 30, 2, pp. 221-241, (2010); Chan J., Is China creating a workforce with no soft skills? 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Bouranta; University of Patras, Patras, Greece; email: nbouranta@upatras.gr","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85083429821"
"De Lange A.H.; Pak K.; Osagie E.; Dam K.V.; Christensen M.; Furunes T.; Tevik Løvseth L.; Detaille S.","De Lange, Annet H. (35361775700); Pak, Karen (57208721191); Osagie, Eghe (56431187000); Dam, Karen Van (57090627600); Christensen, Marit (57200941548); Furunes, Trude (13406679700); Tevik Løvseth, Lise (8881307100); Detaille, Sarah (10045220800)","35361775700; 57208721191; 56431187000; 57090627600; 57200941548; 13406679700; 8881307100; 10045220800","An open time perspective and social support to sustain in healthcare work: Results of a two-wave complete panel study","2020","Frontiers in Psychology","11","","1308","1","15","14","12","10.3389/fpsyg.2020.01308","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087922590&doi=10.3389%2ffpsyg.2020.01308&partnerID=40&md5=947792ec6b09d31a72bdb5e479fafc75","Department Work and Organizational Psychology, Faculty of Psychology, Open University, Heerlen, Netherlands; Human Resource Management, HAN University of Applied Sciences, Nijmegen, Netherlands; Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway; Norwegian School of Hotel Management, University of Stavanger, Stavanger, Norway; Institute of Management Research, Radboud University Nijmegen, Nijmegen, Netherlands; Department of Psychiatry, St. Olav’s University Hospital, Trondheim, Norway","De Lange A.H., Department Work and Organizational Psychology, Faculty of Psychology, Open University, Heerlen, Netherlands, Human Resource Management, HAN University of Applied Sciences, Nijmegen, Netherlands, Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway, Norwegian School of Hotel Management, University of Stavanger, Stavanger, Norway; Pak K., Human Resource Management, HAN University of Applied Sciences, Nijmegen, Netherlands, Institute of Management Research, Radboud University Nijmegen, Nijmegen, Netherlands; Osagie E., Human Resource Management, HAN University of Applied Sciences, Nijmegen, Netherlands; Dam K.V., Department Work and Organizational Psychology, Faculty of Psychology, Open University, Heerlen, Netherlands; Christensen M., Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway; Furunes T., Human Resource Management, HAN University of Applied Sciences, Nijmegen, Netherlands, Norwegian School of Hotel Management, University of Stavanger, Stavanger, Norway; Tevik Løvseth L., Department of Psychiatry, St. Olav’s University Hospital, Trondheim, Norway; Detaille S., Human Resource Management, HAN University of Applied Sciences, Nijmegen, Netherlands","Based on lifespan developmental psychology and psychosocial work characteristics theory, we examined longitudinal relations between calendar age, occupational time perspective, different types of job demands and job resources in relation to sustainable employability (i.e., work ability, vitality and employability) among healthcare workers in Netherlands (N = 1478). Results of our two-wave complete panel study revealed satisfactory fit indices for the metric invariance of the included variables across the two waves (6-month time lag). Our results revealed a negative relation between calendar age and external employability of healthcare workers (limited support for hypothesis 1), and more consistent evidence for positive relations between an open future time perspective and across-time changes in vitality, work ability and external employability (supporting hypothesis 2). Few significant findings were found for relations between specific job demands or job resources and indicators of sustainable employability of healthcare workers (mixed results hypotheses 3 and 4). Our explorative tests of possible moderating effects of age or occupational time perspective in predicting relations between psychosocial work characteristics and indicators of sustainable employability revealed only a significant interaction effect of supervisor support and future time perspective in explaining across-time changes in external employability of healthcare workers (rejecting hypothesis 5 and confirming hypothesis 6). We discuss the practical as well as theoretical implications of these findings, and present recommendations for future research. © 2020 de Lange, Pak, Osagie, van Dam, Christensen, Furunes, Løvseth and Detaill.","Future time perspective; Longitudinal research; Psychosocial work characteristics successful aging at work; Sustainable employability; Work ability","","","","","","","","Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? Examining employability as a mediator in the HRM–commitment relationship. 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"Jayamary; Thaddeus S.","Jayamary (57216671070); Thaddeus, S. (57216671467)","57216671070; 57216671467","Variance analysis of effectiveness in programming language courses","2020","International Journal of Advanced Science and Technology","29","7","","505","513","8","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084259795&partnerID=40&md5=4ad16f6edfed173a0a59e1cb66fe17c8","Department of Computer Science and Applications, Don Bosco College, Yelagiri Hills, Vellore Dist, India","Jayamary, Department of Computer Science and Applications, Don Bosco College, Yelagiri Hills, Vellore Dist, India; Thaddeus S., Department of Computer Science and Applications, Don Bosco College, Yelagiri Hills, Vellore Dist, India","Ensuring the outcomes of Programming language courses is a taxing process in the academic environment especially during the early stages of collegiate education. Attainment of outcomes is highly influenced by levels of learners and pedagogy. Students’ level of learning differs due to several factors such as the background, medium of instruction, logical thinking, creativity and associating problems with solutions. Students need to develop programming skills for employability but the current pedagogy ignores levels of learners and their abilities in the teaching learning environment. In this regard, the authors conducted two experiments to discover the gaps based on the problems faced while teaching/learning of programming and accomplishment of learning outcomes. The results confirm that students lack higher order thinking skills and hence there is a need to update the teaching learning environment by using suitable ICT-enabled systems to teach students the programming language courses so as to ensure they achieve the learning outcomes. © 2020 SERSC.","Bloom’s Taxonomy; Higher order thinking; ICT; Learning outcomes; Outcome based education; Pedagogy","","","","","","","","Rountre N., Robins A., Rountree J., Learning and Teaching Programming-A Review and Discussion, Computer Science Education, 13, 2, (2003); Bandura A., Self Efficacy, Encyclopedia of Human Behaviors, 4, (1994); Pears A., Seidman S., Lauri M., Linda M., Elizabeth A., Jens B., Marie D., James P., A survey of literature on the teaching of introductory programming, Working Group Reports on On Innovation and Technology in Computer Science Education, (2007); Ali A., Smith D., Teaching an Introductory Programming Language in a General Education Course, Journal of Information Technology Education-Innovations in Practice, 13, (2014); Benedict Du B., Some Difficulties of Learning to Program, Journal of Educational Computing Research, 2, 1, (1986); Liu C., Frazier P., Kumar L., Macgregor C., Blake N., Catchment-wide wetland assessment and prioritization using the multi-criteria decision-making method TOPSIS, Environmental Management, 38, 2, pp. 316-326, (2006); Chen C., Extensions of the TOPSIS for Group Decision-Making under Fuzzy Environment-Fuzzy Sets and Systems, 114, 1, (2000); Chu T.C., Lin Y.C., A fuzzy TOPSIS method for robot selection, The International Journal of Advanced Manufacturing Technology, 21, 4, (2003); Dijkstra E.W., A constructive approach to the problem of program correctness, BIT, 8, 3, pp. 174-186, (1968); Smarandache F., A Geometric Interpretation of the Neutrosophic Set-A Generalization of the Intuitionistic Fuzzy Set, IEEE International Conference on Granular Computing, (2004); Sandy G., Haden P., Robins A., My program is correct but it doesn’t run: A preliminary investigation of novice programmers’ problems, Australasian Conference on Computing Education, 42, pp. 173-180, (2005); Mendes A.J., Gomes A., Learning to Program-Difficulties and Solutions, (2007); Gumus A.T., Evaluation of hazardous waste transportation _rms by using a two-step fuzzy-AHP and TOPSIS methodology-, Expert Systems with Applications, 36, pp. 4067-4074, (2009); Hromkovi C.J., Contributing to General Education by Teaching Informatics, (2006); Hwang C.L., Yoon K., Multiple Attribute Decision Making: Methods and Applications-A State of the Art Survey, (1981); Milne I., Rowe G., Difficulties in Learning and Teaching Programming— Views of Students and Tutors, Education and Information Technologies, 7, 1, pp. 55-66, (2002); Jahanshahloo G.R., Lot_ F.H., Izadikhah M., An algorithmic method to extend TOPSIS for decision-making problems with interval data, Applied Mathematics and Computation, 175, 2, pp. 1375-1384, (2006); Jenkins T., On the difficulty of learning to program, 3Rd Annual Conference, Loughborough University LTSN Centre for Information and Computer Science, (2002); Oroma J.O., Wanga H., Ngumbuke F., Challenges of teaching and learning computer programming in developing countries: Lessons from Tumaini university, Proceedings of INTED2012 Conference, (2012); Goldman K.J., Gross P., Cindaheeren G.L.H., Kaczmarczyk L.C., Loui M.C., Zilles C.B., Identifying Important and Difficult Concepts in Introductory Computing Courses Using a Delphi Process: Selective Compression of Unicode Arrays in Java, (2008); Huseyin S.K., Zaim S., Dursun D., Development of a Hybrid Methodology for ERP System Selection: The Case of Turkish Airlines. Decision Support Systems, 66, pp. 82-92, (2014); Essi L., Kirsti A.-M., Hannu-Matti J., A study of the difficulties of novice programmers, Proceedings of the 10Th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, (2005); Weigend M., Evolution and Perspectives: The Bridge between Using and Understanding Computers, Proceedings of the 2006 International Conference on Informatics in Secondary Schools, (2006); Perkins D.N., Hancock C., Hobbs R., Martin F., Simmons R., Conditions of Learning in Novice Programmers, Journal of Educational Computing Research, 2, 1, pp. 37-55, (1986); Brooks R., Towards a theory of the comprehension of computer programs, International Journal of Man-Machine Studies, 18, 6, pp. 543-554, (1983); Garner S., Haden P., Robins A., My Program is Correct But it Doesn’t Run: A Preliminary Investigation of Novice Programmers’ Problems, Australasian Computing Education Conference, (2005); Schulte C., Bennedsen J., What do teachers teach in introductory programming?, Proceedings of the International Workshop on Computing Education Research, (2006); Shih H.S., Shyur H.J., Lee E.S., An extension of TOPSIS for group decision making, Mathematical and Computer Modelling, 45, 7, pp. 801-813, (2007); Koulouri T., Stanislaolauria R.D.M., Teaching Introductory Programming: A Quantitative Evaluation of Different Approaches, ACM Transactions on Computing Education (TOCE), (2015); Wang T.C., Chang T.H., Application of TOPSIS in Evaluating Initial Training Aircraft under a Fuzzy Environment-Expert Systems with Applications, 33, (2007); Winslow L.E., Programming pedagogy-a psychological overview, ACM SIGCSE Bulletin, 28, (1996); Yong D., Plant location selection based on fuzzy TOPSIS, The International Journal of Advanced Manufacturing Technology, 28, (2006)","","","Science and Engineering Research Support Society","","","","","","20054238","","","","English","Int. J. Adv. Sci. Technol.","Article","Final","","Scopus","2-s2.0-85084259795"
"DeJaeghere J.; Morris E.; Bamattre R.","DeJaeghere, Joan (11039054200); Morris, Emily (57209571980); Bamattre, Richard (6508081340)","11039054200; 57209571980; 6508081340","Moving beyond employment and earnings: reframing how youth livelihoods and wellbeing are evaluated in East Africa","2020","Journal of Youth Studies","23","5","","667","685","18","5","10.1080/13676261.2019.1636013","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068158932&doi=10.1080%2f13676261.2019.1636013&partnerID=40&md5=898d970a711a5cbc9f63b12c3e0ae8ad","Department of Organizational Leadership, Policy and Development, University of Minnesota-Twin Cities, Minneapolis, MN, United States","DeJaeghere J., Department of Organizational Leadership, Policy and Development, University of Minnesota-Twin Cities, Minneapolis, MN, United States; Morris E., Department of Organizational Leadership, Policy and Development, University of Minnesota-Twin Cities, Minneapolis, MN, United States; Bamattre R., Department of Organizational Leadership, Policy and Development, University of Minnesota-Twin Cities, Minneapolis, MN, United States","Studies of youth skills development programs are often limited to assessing changes to employability and earnings over a short period of time, and often are unable to explain why impacts occurred or never transpired. This article, drawing on a capability approach, aims to expand the outcomes assessed as well as the time over which impacts might occur in order to understand how such programs can foster livelihoods and multidimensional wellbeing. This paper illustrates how findings from a mixed-methods longitudinal study of a livelihoods program in Uganda and Tanzania can address limitations of short-term, quantitative studies. Quasi-experimental results demonstrated the program had an impact on knowledge and skills necessary to secure a livelihood, but this paper draws on qualitative data over five years to show how two specific knowledge and skills are enacted toward livelihoods, or not. The findings discussed include how knowledge of savings is not enacted, in many cases, in the anticipated savings behaviors to secure and sustain livelihoods, and how confidence in work skills take considerable time and other supports to be enacted in securing and sustaining work. The qualitative longitudinal data provide rich detail of the contextual factors that influence youth’s livelihoods and wellbeing over time. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.","capability approach; mixed-methods; Non-formal education; qualitative longitudinal studies; youth livelihoods","article; education; employment; human; human experiment; juvenile; longitudinal study; quantitative analysis; skill; Tanzania; Uganda; wellbeing","","","","","Nancy Pellowski Wiger; Mastercard Foundation","This work was supported by the Mastercard Foundation in partnership with the University of Minnesota. We wish to thank David Chapman (co-PI of the grant that funded the larger project) and Nancy Pellowski Wiger, Director, for their support of this research. We also acknowledge the contributions of staff, research assistants, and participants from the NGO program in Tanzania and Uganda who assisted with data collection and analysis and general understanding of these youth’s lives in these communities. In addition, we extend our appreciation to many University of Minnesota graduate students who conducted interviews and did analysis for the larger research project. This work has been funded by Mastercard Foundation in a partnership with the University of Minnesota. The views and opinions expressed are those of the authors and do not necessarily reflect the position or policy of Mastercard Foundation or its partners.","Alcid A., A Randomized Control Trial of Akazi Kanoze Youth in Rural Rwanda, (2014); Alkire S., Dimensions of Human Development, World Development, 30, 2, pp. 181-205, (2002); Alvares de Azevedo T., Davis J., Charles M., Testing What Works in Youth Employment: Evaluating Kenya’s Ninaweza Program, (2013); Bamattre R., Schowengerdt B., Nikoi A., DeJaeghere J., Time Matters: The Potentials and Pitfalls in Longitudinal Mixed Methods in Social Research, International Journal of Social Research Methods, (2019); Bamberger M., White H., Using Strong Evaluation Designs in Developing Countries: Experience and Challenges, Journal of Multidisciplinary Evaluation, 4, 8, pp. 58-73, (2007); Blattman C., Fiala N., Martinez S., Generating Skilled Self-Employment in Developing Countries: Experimental Evidence from Uganda, The Quarterly Journal of Economics, 129, pp. 697-752, (2014); Chambers R., Conway G., Sustainable Rural Livelihoods: Practical Concepts for the 21st Century, (1992); Chigunta F., Schnurr J., James-Wilson D., Torres V., Being “Real” About Youth Entrepreneurship in Eastern and Southern Africa: Implications for Adults, Institutions and Sector Structures, (2005); Cho Y., Honorati M., Entrepreneurship Programs in Developing Countries: A Meta Regression Analysis, (2013); Comim F., Qizilbash M., Alkire S., The Capability Approach: Concepts, Measures and Applications, (2008); DeJaeghere J., Educating Entrepreneurial Citizens: Neoliberalism and Youth Livelihoods in Tanzania. Monograph, Education, Poverty and International Development, (2017); DeJaeghere J., Baxter A., Entrepreneurship Education for Youth in Eastern Africa: A Capabilities Approach as an Alternative Framework to Neoliberalism’s Individualizing Risks, Progress in Development Studies, 14, 1, pp. 61-76, (2014); Deneulin S., McGregor J.A., The Capability Approach and the Politics of a Social Conception of Wellbeing, European Journal of Social Theory, 13, 4, pp. 501-519, (2010); Dolan C., Rajak D., Remaking Africa’s Informal Economies: Youth, Entrepreneurship and the Promise of Inclusion at the Bottom of the Pyramid, The Journal of Development Studies, 52, 4, pp. 514-529, (2016); Flynn J., Sumberg J., Youth Savings Groups in Africa: They’re a Family Affair, Enterprise Development and Microfinance, 28, 3, pp. 147-161, (2017); Gates S., Lippman L., Shadowen N., Burke H., Diener O., Malkin M., Youthpower Action: Key Soft Skills for Cross-Sectoral Youth Outcomes, (2016); Grimm M., Paffhausen A.L., Do Interventions Targeted at Micro-Entrepreneurs and Small and Medium-Sized Firms Create Jobs? A Systematic Review of the Evidence for Low and Middle Income Countries, Labour Economics, 32, pp. 67-85, (2015); Heckman J.J., Stixrud J., Urzua S., The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior, Journal of Labor Economics, 24, 3, pp. 411-482, (2006); The Youth Employment Crisis: Time for Action, (2012); Jakimow T., Unlocking the Black Box of Institutions in Livelihoods Analysis: Case Study From Andhra Pradesh, India, Oxford Development Studies, 41, 4, pp. 493-516, (2013); Krause B.L., McCarthy A.S., Chapman D., Fuelling Financial Literacy: Estimating the Impact of Youth Entrepreneurship Training in Tanzania, Journal of Development Effectiveness, 8, 2, pp. 234-256, (2016); Lefebvre E., Nikoi A., Bamattre R., Jafaar A., Morris E., Chapman D., DeJaeghere J., Getting Ahead and Getting by in Youth Livelihoods and Employment, (2018); Lessmann O., Rauschmayer F., Re-Conceptualizing Sustainable Development on the Basis of the Capability Approach: A Model and its Difficulties, Journal of Human Development and Capabilities, 14, 1, pp. 95-114, (2013); Morrow V., Crivello G., What is the Value of Qualitative Longitudinal Research with Children and Young People for International Development?, International Journal of Social Research Methodology, 18, 3, pp. 267-280, (2015); Mortimer J.T., Working and Growing Up in America, (2003); Olenik C., Fawcett C., State of the Field Report: Examining the Evidence in Youth Workforce Development, (2013); Powell L., Reimagining the Purpose of VET–Expanding the Capability to Aspire in South African Further Education and Training Students, International Journal of Educational Development, 32, 5, pp. 643-653, (2012); Roberts R.D., Martin J.E., Olaru G., A Rosetta Stone for Noncognitive Skills: Understanding, Assessing, and Enhancing Noncognitive Skills in Primary and Secondary Education, (2015); Saldana J., Longitudinal Qualitative Research, (2003); Schoon I., Duckworth K., Who Becomes an Entrepreneur? Early Life Experiences as Predictors of Entrepreneurship, Developmental Psychology, 48, 6, pp. 1719-1726, (2012); Sen A.K., Freedom as Development, (1999); Sen A.K., The Idea of Justice, (2009); Shaffer P., Against Excessive Rhetoric in Impact Assessment: Overstating the Case for Randomised Controlled Experiments, Journal of Development Studies, 47, 11, pp. 1619-1635, (2011); Shehu E., Nilsson B., Informal Employment Among Youth: Evidence From 20 School-to-Work Transition Surveys, (2014); Sumner A., Mallett R., Capturing Multidimensionality: What Does a Human Wellbeing Conceptual Framework Add to the Analysis of Vulnerability, Social Indicators Research, 113, 2, pp. 671-690, (2013); Tiwari M., Ibrahim S., Sustainable Human Development at the Grass Roots: Different Contexts, Similar Ingredients?, Oxford Development Studies, 40, 1, pp. 69-85, (2012); Van Rooyen C., Stewart R., de Wet T., The Impact of Microfinance in Sub-Saharan Africa: A Systematic Review of the Evidence, World Development, 40, 11, pp. 2249-2262, (2012); Walker M., A Capital or Capabilities Education Narrative in a World of Staggering Inequalities?, International Journal of Educational Development, 32, 3, pp. 384-393, (2012)","J. DeJaeghere; Minneapolis, 206 Burton Hall, 176 Pillsbury Drive SE, 55455, United States; email: deja0003@umn.edu","","Routledge","","","","","","13676261","","","","English","J. Youth Stud.","Article","Final","","Scopus","2-s2.0-85068158932"
"Luecke C.; Knabe A.","Luecke, Christine (57218829099); Knabe, Andreas (25635833300)","57218829099; 25635833300","How much does others' protection matter? Employment protection, future labour market prospects and well-being","2020","Oxford Economic Papers","72","3","","893","914","21","1","10.1093/oep/gpz050","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090340722&doi=10.1093%2foep%2fgpz050&partnerID=40&md5=2b53069a58f7756d301fd695dfa0d2ae","Otto von Guericke University Magdeburg, Faculty of Economics and Management, P.O. Box 4120, Magdeburg, 39016, Germany; Otto von Guericke University Magdeburg, Faculty of Economics and Management, P.O. Box 4120, Magdeburg, 39016, Germany","Luecke C., Otto von Guericke University Magdeburg, Faculty of Economics and Management, P.O. Box 4120, Magdeburg, 39016, Germany; Knabe A., Otto von Guericke University Magdeburg, Faculty of Economics and Management, P.O. Box 4120, Magdeburg, 39016, Germany","Employment protection legislation (EPL) is an important determinant of workers' perceived labour market prospects and also their subjective well-being. Recent studies indicate that it is not only a worker's own level of protection that matters for individual prospects and well-being, but also that of others. We examine how such cross-effects on well-being are mediated by workers' perceived risk of job loss and future employability. We apply a structural model to data from the European Quality of Life Survey and the OECD Employment Protection Database. Our results indicate that both permanent and fixed-Term workers' perceived employability is affected by EPL, positively for fixed-Term workers and negatively for permanent workers. Stricter protection for permanent workers is positively related to fixed-Term workers' perceived risk of job loss. EPL has significant indirect (cross-)effects on life satisfaction via the mediators. There are no indications for direct, non-mediated effects.  © 2019 Oxford University Press 2019. All rights reserved.","I31; J28; J68","Europe; employment; future prospect; labor market; labor participation; labor supply; legislation","","","","","","","Anderson C.J., Pontusson J., Workers, worries and welfare states: social protection and job insecurity in 15 OECD countries, European Journal of Political Research, 46, pp. 211-235, (2007); Artz B., Kaya I., Job insecurity and job satisfaction in the United States: The case of public sector union workers, Industrial Relations Journal, 45, pp. 103-120, (2014); Bardasi E., Francesconi M., The impact of atypical employment on individual well-being: evidence from a panel of British workers, Social Science and Medicine, 58, pp. 1671-1688, (2004); Bassanini A., Duval R., Unemployment, institutions, and reform complementarities: re-Assessing the aggregate evidence for OECD countries, Oxford Review of Economic Policy, 25, pp. 40-59, (2009); Bird R.C., Knopf J.D., Do wrongful-discharge laws impair firm performance?, Journal of Law and Economics, 52, pp. 197-222, (2009); Bockerman P., Perception of job instability in Europe, Social Indicators Research, 67, pp. 283-314, (2004); Booth A.L., Francesconi M., Frank J., Temporary jobs: stepping stones or dead ends?, The Economic Journal, 112, pp. F189-F213, (2002); Bryan M.L., Jenkins S.P., Multilevel modelling of country effects: A cautionary tale, European Sociological Review, 32, pp. 3-22, (2016); Carr E., Chung H., Employment insecurity and life satisfaction: The moderating influence of labour market policies across Europe, Journal of European Social Policy, 24, pp. 383-399, (2014); Chadi A., Employed but still unhappy? On the relevance of the social work norm, Schmollers Jahrbuch, 132, pp. 1-26, (2012); Chadi A., Regional unemployment and norm-induced effects on life satisfaction, Empirical Economics, 46, pp. 1111-1141, (2014); Chadi A., Hetschko C., Flexibilization without hesitation? Temporary contracts and job satisfaction, Oxford Economic Papers, 68, pp. 217-237, (2015); Chung H., Van Oorschot W., Institutions versus market forces: explaining the employment insecurity of European individuals during (the beginning of) the financial crisis, Journal of European Social Policy, 21, pp. 287-301, (2011); Clark A.E., Unemployment as a social norm: psychological evidence from panel data, Journal of Labor Economics, 21, pp. 323-351, (2003); Clark A.E., Knabe A., Ratzel S., Boon or bane? Others? unemployment, well-being and job insecurity, Labour Economics, 17, pp. 52-61, (2010); Clark A.E., Oswald A.J., Satisfaction and comparison income, Journal of Public Economics, 61, pp. 359-381, (1996); Clark A.E., Postel-Vinay F., Job security and job protection, Oxford Economic Papers, 61, 207?39 D?Addio, A.C., Eriksson, T., and Frijters, P. (2007) An analysis of the determinants of job satisfaction when individuals? baseline satisfaction levels may differ, (2009); De Cuyper N., Notelaers G., De Witte H., Job insecurity and employability in fixed-Term contractors, agency workers, and permanent workers: Associations with job satisfaction and affective organizational commitment, Journal of Occupational Health Psychology, 14, (2009); de Graaf-Zijl M., Job satisfaction and contingent employment, De Economist, 160, pp. 197-218, (2012); Erlinghagen M., Self-perceived job insecurity and social context: A multi-level analysis of 17 European countries, European Sociological Review, 24, pp. 183-197, (2008); Garibaldi P., Job flow dynamics and firing restrictions, European Economic Review, 42, pp. 245-275, (1998); Georgieff A., Lepinteur A., Partial employment protection and perceived job security: evidence from France, Oxford Economic Papers, 70, pp. 846-867, (2018); Hipp L., Insecure times? Workers? perceived job and labor market security in 23 OECD countries, Social Science Research, 60, pp. 1-14, (2016); Jahn E., Don?t worry, be flexible?-Job satisfaction among flexible workers, Australian Journal of Labour Economics, 18, (2015); Kugler A.D., Saint-Paul G., How do firing costs affect worker flows in a world with adverse selection?, Journal of Labor Economics, 22, pp. 553-584, (2004); Kuroki M., The deregulation of temporary employment and workers? perceptions of job insecurity, ILR Review, 65, pp. 560-577, (2012); Leonardi M., Pica G., Who pays for it? The heterogeneous wage effects of employment protection legislation, The Economic Journal, 123, pp. 1236-1278, (2013); Ochsen C., Welsch H., Who benefits from labor market institutions? Evidence from surveys of life satisfaction, Journal of Economic Psychology, 33, pp. 112-124, (2012); Employment Protection and Labour Market Performance, (2004); Origo F., Pagani L., Flexicurity and job satisfaction in Europe: The importance of perceived and actual job stability for well-being at work, Labour Economics, 16, pp. 547-555, (2009); Petrongolo B., Gender segregation in employment contracts, Journal of the European Economic Association, 2, pp. 331-345, (2004); Powdthavee N., Are there geographical variations in the psychological cost of unemployment in South Africa?, Social Indicators Research, 80, pp. 629-652, (2007); Salvatori A., Labour contract regulations and workers? well-being: international longitudinal evidence, Labour Economics, 17, pp. 667-678, (2010); Shields M.A., Price S.W., Wooden M., Life satisfaction and the economic and social characteristics of neighbourhoods, Journal of Population Economics, 22, pp. 421-443, (2009); Stutzer A., Lalive R., The role of social work norms in job searching and subjective well-being, Journal of the European Economic Association, 2, pp. 696-719, (2004); Wasmer E., Do employees really gain from strong employment protection? Workplace stress and labor market institutions, paper presented at the OECD?s Directorate for Employment, Labour and Social Affairs (ELSA) seminar series, (2008)","C. Luecke; Otto von Guericke University Magdeburg, Faculty of Economics and Management, Magdeburg, P.O. Box 4120, 39016, Germany; email: Christine.Luecke@ovgu.de","","Oxford University Press","","","","","","00307653","","OXEPA","","English","Oxf. Econ. Pap.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85090340722"
"Maree J.G.","Maree, Jacobus G (7005892691)","7005892691","Integrative career counselling for early career individuals","2020","South African Journal of Psychology","50","2","","228","238","10","4","10.1177/0081246319899592","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081549085&doi=10.1177%2f0081246319899592&partnerID=40&md5=8ef2d6b1cc12e6b4356fa0f0994186ba","Faculty of the Humanities, University of the Free State, South Africa","Maree J.G., Faculty of the Humanities, University of the Free State, South Africa","This article reports on integrative career counselling for early career individuals. This approach and intervention involve the elicitation and use of individuals’ multiple smaller career-life stories (qualitative assessment and intervention) and their scores on tests (quantitative assessment). The aim is to help them make important choices in their career-lives in collaboration with their career counsellors in rapidly changing times and work contexts. In the end, career counsellors and these individuals are enabled to devise life and career projects that enable early career individuals to make meaning in their work-lives, make social contribution, and experience a sense of self-worth and purpose in their career-lives. Using the approach within the current South African situation could enhance entrepreneurship and promote self-entrepreneurship and employability. Future longitudinal research, including multiple case and quantitative studies on the topic is needed. Such research could potentially implement different assessment instruments and include questionnaires to facilitate pre- and post-assessment of the effectiveness of the intervention. © The Author(s) 2020."," Career Interest Profile;  Maree Career Matrix; changing work environments; early career individuals; self- and career construction counselling","","","","","","","","Adler A., What life should mean to you, (1958); Arulmani G., Nag S., The Career Belief Patterns Scale (Version 2), (2008); Bandura A., Social cognitive theory of self-regulation, Organizational Behavior and Human Decision Processes, 50, pp. 248-287, (1991); Cameron D., Most entrepreneurs fail. 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Turning pain into hope, (2013); Maree J.G., Career construction counselling with a mid-career black male, Career Development Quarterly, 64, pp. 20-35, (2016); Maree J.G., The Maree Career Matrix, (2016); Maree J.G., The Career Interest Profile (Version 6), (2017); Maree J.G., Innovative career construction counselling for a creative adolescent, British Journal of Guidance and Counselling, (2018); Maree J.G., Promoting career development in the early years of a person’s life through self- and career construction counselling: A case study, Early Child Development and Care, 188, 4, pp. 437-451, (2018); Maree J.G., Group career construction counselling: A mixed-methods, intervention study with high school students, Career Development Quarterly, 67, pp. 47-61, (2019); Maree J.G., Postmodernising career counselling in a deep rural context, Handbook of innovative career counselling, pp. 577-596, (2019); Maree J.G., Taylor N., Development of the Maree Career Matrix: A new interest inventory, South African Journal of Psychology, 46, 4, pp. 462-476, (2016); McAdams D.P., The psychological self as actor, agent, and author, Perspectives on Psychological Science, 8, 3, pp. 272-295, (2013); Mullins J., Career planning the second time around, Occupational Outlook Quarterly, 5, pp. 12-15, (2009); Palti I., Creativity will be the source of our next industrial revolution, not machines, (2017); Peng H., Chen M., The study of spirituality, work value and career decision-making between Christian and non-Christian college students, Journal of Happiness and Wellness, 2, 1, pp. 188-197, (2014); Porfeli E.J., Savickas M.L., Career adapt-abilities scale-USA form: Psychometric properties and relation to vocational identity, Journal of Vocational Behavior, 80, pp. 748-753, (2012); Statistical release, (2019); Rabat R., Freedman B., What is the meaning of work?, (2019); Reid H., Hartung P.J., Prompting reflection and learning in career construction counseling: Three research studies evaluating process and practice in the UK, Reflexivity and change in life designing: Perspectives from process research, (2018); Rottinghaus P.J., Falk N.A., Eshelman A., Assessing career adaptability, The psychology of career adaptability, career resilience, and employability, pp. 85-105, (2017); Savickas M.L., Porfeli E., Hilton T.L., Savickas S., The Student Career Construction Inventory, Journal of Vocational Behavior, 106, pp. 138-152, (2018); Savickas M.L., The theory and practice of career construction, Career development and counseling: Putting theory and research to work, pp. 42-70, (2005); Savickas M.L., Reshaping the story of career counseling, Shaping the story – A guide to facilitate narrative counseling, pp. 1-3, (2011); Savickas M.L., Career counselling paradigms; Guiding, developing, and designing, APA handbook of career intervention. 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Maree; Faculty of the Humanities, University of the Free State, South Africa; email: careercounselling984@gmail.com","","SAGE Publications Inc.","","","","","","00812463","","","","English","S. Afr. J. Psychol.","Article","Final","","Scopus","2-s2.0-85081549085"
"Neneh B.N.","Neneh, B.N. (56366873200)","56366873200","Entrepreneurial self-efficacy and a student's predisposition to choose an entrepreneurial career path: the role of self-perceived employability","2020","Education and Training","62","5","","559","580","21","11","10.1108/ET-06-2019-0108","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087772789&doi=10.1108%2fET-06-2019-0108&partnerID=40&md5=9f66304cd8dd861ebdfce9f0ccae00c2","Faculty of Economic and Management Sciences, Department of Business Management, University of the Free State, Bloemfontein, South Africa","Neneh B.N., Faculty of Economic and Management Sciences, Department of Business Management, University of the Free State, Bloemfontein, South Africa","Purpose: The purpose of this paper is to examine how entrepreneurial self-efficacy (ESE) and self-perceived employability (SPE) affect students' choice of an entrepreneurial career path. Design/methodology/approach: A survey approach was used to gather data from 274 final year undergraduate students at a South African university. The study made use of partial least squares (PLS) structural equation model (SEM) analyses to test the hypothesized associations. Findings: ESE was positively associated with the intention to engage in both a full-time and a hybrid entrepreneurial career path. Also, SPE was positively associated with the intention to engage in hybrid entrepreneurship but negatively associated with engaging in full-time entrepreneurship. Additionally, the effect of ESE on the intention to engage in hybrid entrepreneurship was significantly moderated by SPE, such that the effect was more pronounced for students with a high SPE. Research limitations/implications: Data were gathered only from one South African university and as such there is a need for similar studies to improve the generalizability of the findings. Also, the measures for ESE and SPE used in the present study are not the only ones available. Thus, future studies are encouraged to use alternative measures to further assess the robustness of the proposed associations. Originality/value: The arguments and the subsequent findings of this study indicate a new line of convergence for the popular but disjointed literature on ESE and SPE. © 2020, Emerald Publishing Limited.","Entrepreneurial careers; Entrepreneurial self-efficacy; Full-time entrepreneurship; Hybrid entrepreneurship; Self-perceived employability","","","","","","","","Adodo A., Integral Community Enterprise in Africa: Communitalism as an Alternative to Capitalism, (2017); Antoncic B., Bratkovic Kregar T., Singh G., DeNoble A.F., The big five personality-entrepreneurship relationship: evidence from Slovenia, Journal of Small Business Management, 53, 3, pp. 819-841, (2015); Atari M., Barbaro N., Sela Y., Shackelford T.K., Chegeni R., The big five personality dimensions and mate retention behaviors in Iran, Personality and Individual Differences, 104, pp. 286-290, (2017); Atitsogbe K.A., Mama N.P., Sovet L., Pari P., Rossier J., Perceived employability and entrepreneurial intentions across university students and job seekers in Togo: the effect of career adaptability and self-efficacy, Frontiers in Psychology, 10, 180, pp. 1-14, (2019); Bae T.A., Qian S., Miao C., Fiet J.O., The relationship between entrepreneurship education and entrepreneurial intentions: a meta-analytic review, Entrepreneurship: Theory and Practice, 38, 2, pp. 217-254, (2014); Baker T., Nelson R.E., Creating something from nothing: resource construction through entrepreneurial bricolage, Administrative Science Quarterly, 50, 3, pp. 329-366, (2005); Bandura A., Self-efficacy: The Exercise of Control, (1997); Batistic S., Tymon A., Networking behaviour, graduate employability: a social capital perspective, Education + Training, 59, 4, pp. 374-388, (2017); Baum S., Does increasing reliance on student debt explain declines in entrepreneurial activity?, (2015); Beaumont E., Gedye S., Richardson S., ‘Am I employable?’: understanding students' employability confidence and their perceived barriers to gaining employment, Journal of Hospitality, Leisure, Sport and Tourism Education, 19, pp. 1-9, (2016); Bergman N., Rosenblatt Z., Erez M., De-Haan U., Gender and the effects of an entrepreneurship training programme on entrepreneurial self-efficacy and entrepreneurial knowledge gain, International Journal of Entrepreneurship and Small Business, 13, 1, pp. 38-54, (2011); Bohlmann C., Rauch A., Zacher H., A lifespan perspective on entrepreneurship: perceived opportunities and skills explain the negative association between age and entrepreneurial activity, Frontiers in Psychology, 8, (2017); Borchers A., Park S., Understanding entrepreneurial mindset: a study of entrepreneurial self efficacy, locus of control and intent to start a business, Journal of Engineering Entrepreneurship, 1, 1, pp. 51-62, (2010); Boukamcha F., Impact of training on entrepreneurial intention: an interactive cognitive perspective, European Business Review, 27, 6, pp. 593-616, (2015); Boyd N.G., Vozikis G.S., The influence of self-efficacy on the development of entrepreneurial intentions and actions, Entrepreneurship: Theory and Practice, 18, 4, pp. 63-77, (1994); Butz N.T., Hanson S., Schultz P.L., Warzynski M.M., Beyond the big five: does grit influence the entrepreneurial intent of university students in the US?, Journal of Global Entrepreneurship Research, 8, 15, pp. 1-16, (2018); Chen C.C., Greene P.G., Crick A., Does entrepreneurial self-efficacy distinguish entrepreneurs from managers?, Journal of Business Venturing, 13, 4, pp. 295-316, (1998); Clark D., How to get your side hustle off the ground, (2018); Cubel M., Nuevo-Chiquero A., Sanchez-Pages S., Vidal-Fernandez M., Do personality traits affect productivity? 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Neneh; Faculty of Economic and Management Sciences, Department of Business Management, University of the Free State, Bloemfontein, South Africa; email: brahilder@gmail.com","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85087772789"
"Nudzor H.P.; Ansah F.","Nudzor, Hope Pius (34973205800); Ansah, Francis (41761124800)","34973205800; 41761124800","Enhancing post-graduate programme effectiveness through tracer studies: the reflective accounts of a Ghanaian nation-wide graduate tracer study research team","2020","Quality in Higher Education","26","2","","192","208","16","5","10.1080/13538322.2020.1763034","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086019016&doi=10.1080%2f13538322.2020.1763034&partnerID=40&md5=327850aaadc335a84de5167b54643fa5","Institute for Educational Planning and Administration, University of Cape Coast, Cape Coast, Ghana","Nudzor H.P., Institute for Educational Planning and Administration, University of Cape Coast, Cape Coast, Ghana; Ansah F., Institute for Educational Planning and Administration, University of Cape Coast, Cape Coast, Ghana","Graduate tracer studies have come to represent one of the key approaches for enhancing study programme effectiveness in contemporary higher education. This has led to a surge in graduate tracer studies by Ghanaian higher education institutions. However, reflective practices on challenges and lessons from these studies are lacking. Through focus-group discussions and individual interviews with members of a research team that undertook a nation-wide data collection in connection with a graduate tracer study, this article distils challenges the research team struggled to surmount and lessons learnt for the conduct of future graduate tracer studies within the context of Ghana. Against the backdrop of the insights generated and discussed, it is concluded that reflective research exercises, such as the one reported in this article, are a scholarly imperative for continuous improvement in the conduct of graduate tracer studies, which is rarely undertaken in the Ghanaian higher education context. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.","alumni research; Ghana’s higher education system; graduate employability; graduate tracer studies; reflective research exercise; Study programme effectiveness","","","","","","Directorate of Research Innovation and Consultancy; University of Cape Coast, (UCC/001/2018)","This work was supported by the Directorate of Research Innovation and Consultancy, University of Cape Coast [UCC/001/2018].","The AAGE Employer Survey, (2011); Baxter P., Jack S., Qualitative case study methodology: study design and implementation for novice researchers, The Qualitative Report, 13, 4, pp. 544-559, (2008); Bowling A., Mode of questionnaire administration can have serious effects on data quality, Journal of Public Health, 27, 3, pp. 281-291, (2005); Can Higher Education Solve Africa’s Job Crisis? 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And why?, Researching Education from the Inside: Investigations from within, pp. 1-10, (2008); Taabazuing J., Report on Tracer Study of Agricultural Graduates in Ghana, (2010); Tran T.T., Is graduate employability the ‘whole-of-higher education-issue?, Journal of Education and Work, 28, 3, pp. 207-227, (2015); Matching Skills and Labour Market Needs: Building social partnerships for better skills and better jobs, (2014); Yin R.K., Case Study Research: Design and methods, (2014)","H.P. Nudzor; Institute for Educational Planning and Administration, University of Cape Coast, Cape Coast, Ghana; email: hnudzor@ucc.edu.gh","","Routledge","","","","","","13538322","","","","English","Qual. High. Educ.","Article","Final","","Scopus","2-s2.0-85086019016"
"Mohanty E.; Mishra A.J.","Mohanty, Elisa (57215966332); Mishra, Anindya Jayanta (57158321500)","57215966332; 57158321500","Teachers’ perspectives on the education of deaf and hard of hearing students in India: A study of Anushruti; [Perspectives des enseignantes sur l’éducation des sourds et malentendants en Inde: une étude de Anushruti]","2020","Alter","14","2","","85","98","13","6","10.1016/j.alter.2020.02.002","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082446231&doi=10.1016%2fj.alter.2020.02.002&partnerID=40&md5=df675fa21ef17bd4e79e1496399b2d29","Department of Humanities and Social Sciences, Indian Institute of Technology, Roorkee, 247667, Uttarakhand, India","Mohanty E., Department of Humanities and Social Sciences, Indian Institute of Technology, Roorkee, 247667, Uttarakhand, India; Mishra A.J., Department of Humanities and Social Sciences, Indian Institute of Technology, Roorkee, 247667, Uttarakhand, India","Deaf and Hard of Hearing (DHH) students represent a group of people whose specific educational needs have remained unaddressed in the Indian educational system. This fieldwork-based study was conducted at Anushruti Academy for the Deaf (AAD), a school for DHH students located in the city of Roorkee in India. It relies on observations of these children in classroom settings and in-depth interviews with their teachers to foreground the major debates concerning various aspects of their education. Issues of language and speech acquisition, methods of teaching, dialectical relationship of students to technology and experiences of stigma are used to bring forth their lived experiences. The study underscores the need for establishing a linkage between a unifying language and academic content development. This will enhance DHH students’ access to different academic disciplines and enable them to transcend elementary levels of achievements. © 2020 Association ALTER","Deaf; Hard of hearing; India; Stigma; Teaching; Technological determinism; The social model of disability","achievement; adolescent; adult; Article; bilingualism; employability; female; field work; hearing; hearing impairment; human; interview; major clinical study; male; personal experience; priority journal; sign language; skill; speech; stigma; student; teacher; teaching; Uttarakhand","","","","","","","Ali S., Cohen P., How to do ethnography right, (2016); (2012); Berger R.J., Lorenz L.S., Disability and qualitative research, Disability and qualitative enquiry: Methods for rethinking an ableist world, pp. 1-10, (2015); Bhattacharya T., Re-examining issue of inclusion in education, Economic and Political Weekly, 45, 16, pp. 18-23, (2010); Buhler C., Approach to the analysis of user requirements in assistive technology, International Journal of Industrial Ergonomics, 17, pp. 187-192, (1996); Carpenter S., Disability and social equality: The centrality of Independent Living, Alternate Routes: A Journal of Critical Social Research, 29, pp. 229-241, (2018); Corker M., Deaf and disabled? Or deafness disabled, (1998); Corker M., French S., Reclaiming discourses in disability studies, Disability discourse, pp. 1-12, (2002); Census of India, Census of India 2011 Data on Disability, (2013); Cummins J., A theoretical framework of bilingual special education, Exceptional Children, 56, pp. 111-119, (1989); (2019); (2019); Freeman V., Pisoni D.B., Kronenberger W.G., Castellanos I., Speech intelligibility and psychosocial functioning in deaf children and teens with cochlear implants, Journal of Deaf Studies and Deaf Eucation, 22, 3, pp. 278-289, (2017); Geers A.E., Hayes H., Reading, writing, and phonological processing skills of adolescents with 10 or more years of cochlear implant experience, Ear and Hearing, 32, 1, (2011); Geertz C., The interpretation of cultures: Selected essays by Clifford Geertz, (1973); Goffman E., Selections from stigma, The disability studies reader, pp. 131-140, (2006); Goldberg L.R., Richburg C.M., Minimal hearing impairment: Major myths with more than minimal implications, Communication Disorders Quarterly, 25, pp. 152-160, (2004); Goldstein D., The Hearing Impaired Child, (2005); Goode D., A world without words: The social construction of children born deaf and blind, (1994); Hallahan D.P., Kauffman J.M., Hearing impairment, Exceptional children: Introduction to special education, pp. 259-306, (1988); Harn B., Parisi D., Stoolmiller M., Balancing fidelity with flexibility and fit: What do we really know about fidelity of implementation in schools?, Exceptional Children, 79, pp. 181-193, (2013); Hogan A., Phillips R., Hearing impairment and hearing disability, (2016); Indian Sign Language Research and Training Centre, List of schools for Deaf in India, (2017); India Today Online, IIT Roorkee initiative School for the Deaf completes 25 years, (2014); Koslo E.; Laskar B.L., Sarma A., Disabled schoolchildren and their challenges: A case study of Sipajhar, Economic & Political Weekly, 52, 36, pp. 39-45, (2017); Leko M.M., Roberts C.A., Pek Y., A theory of secondary teachers’ adaptations when implementing a reading intervention program, The Journal of Special Education, 49, 3, pp. 168-178, (2015); Lieber J., Butera G., Hanson M., Palmer S., Horn E., Czaja C., Et al., Factors that influence the implementation of a new preschool curriculum: Implications for professional development, Early Education and Development, 20, pp. 456-481, (2009); Luft P., Examining educators of the deaf as “highly qualified” teachers: roles and responsibilities under IDEA and NCLB, American Annals of the Deaf, 152, 5, pp. 429-440, (2008); Luft P., What is different about deaf education? The effects of child and family factors on educational services, The Journal of Special Education, 51, 1, pp. 1-11, (2017); Marschark M., Lang H., Albertini J., Educating deaf students: from research to practice, (2002); Moeller M.P., Tomblin J.B., Yoshinaga-Itano C., Jerger S., Current state of knowledge: Language and literacy of children with hearing impairment, Ear & Hearing, 28, pp. 740-753, (2007); Moores D.F., Educating the deaf: Psychology, principles and practices, (2001); Niparko J.K., Tobey E.A., Thal D.J., Eisenberg L.S., Wang N.Y., Quittner A.L., Et al., Spoken language development in children following cochlear implantation, Journal of the American Medical Association, 303, 15, pp. 1498-1506, (2010); Oliver M., Understanding disability: From theory to practice, (1996); Padden C.A., From the cultural to the bicultural: The modern deaf community, Cultural and language diversity and the deaf experience, pp. 79-98, (1998); Parsanis I., DeCaro J.J., Raman M.L., Attitudes of teachers and parents in India toward career choices for deaf and hearing people, American Annals of the Deaf, 141, 4, pp. 303-308, (1996); Priestley M., Discourse and identity: Disabled children in mainstream high schools, Disability discourse, pp. 92-102, (1999); Ray A., Brief introduction to technological determinism, (2013); Ronnei E.C., Hearing aids, The American Journal of Nursing, 63, 5, pp. 90-93, (1963); Santini J., Camp invention ASL: Inclusive, relevant, family focused science, Odyssey: New Directions in Deaf Education, 18, pp. 28-31, (2017); Schwartz H., Jacobs J., Qualitative sociology: A method to the madness, (1979); Seale C., Ethnography: The qualitative alternative, Social research methods: A reader, pp. 207-211, (2004); Smith M.R., Marx L., Introduction, Does technology drive history? The dilemma of technological determinism, pp. ix-xv, (1994); Spencer P.E., Marschark M., Evidence-based practice in educating deaf and hard-of-hearing students, (2010); The United Nations, Convention on the rights of the child, Treaty Series, 1577, (1989); The United Nations, Convention on the rights of persons with disabilities, Treaty Series, 2515, (2006); Vasishta M.M., Woodward J.C., Wilson K.L., Sign language in India: Regional variation within the deaf population, Indian Journal of Applied Linguistics, 4, 2, pp. 66-74, (1978); Watch Out!, Anushruti, (2018)","E. Mohanty; Room No.: G-39, Sarojini Bhawan, Indian Institute of Technology, Roorkee, Uttarakhand, 247667, India; email: elisamohanty@gmail.com","","Elsevier Masson SAS","","","","","","18750672","","","","English","Alter","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85082446231"
"Añaños F.T.; García-Vita M.D.M.; Galán-Casado D.; Raya-Miranda R.","Añaños, Fanny T. (55313088100); García-Vita, María del Mar (57217987208); Galán-Casado, Diego (57201519580); Raya-Miranda, Rocío (23978578700)","55313088100; 57217987208; 57201519580; 23978578700","Dropout, Autonomy and Reintegration in Spain: A Study of the Life of Young Women on Temporary Release","2020","Frontiers in Psychology","11","","1359","","","","3","10.3389/fpsyg.2020.01359","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087828336&doi=10.3389%2ffpsyg.2020.01359&partnerID=40&md5=c955b24e267c562073a5eec1570a8176","Department of Pedagogy, Institute of Peace and Conflicts (IPAZ), University of Granada, Granada, Spain; Department of Education, University of Almería, Institute of Peace and Conflicts (IPAZ), University of Granada, Almería, Spain; Faculty of Education and Health, Camilo José Cela University, Madrid, Spain; Department of Statistics and Operations Research, University of Granada, Granada, Spain","Añaños F.T., Department of Pedagogy, Institute of Peace and Conflicts (IPAZ), University of Granada, Granada, Spain; García-Vita M.D.M., Department of Education, University of Almería, Institute of Peace and Conflicts (IPAZ), University of Granada, Almería, Spain; Galán-Casado D., Faculty of Education and Health, Camilo José Cela University, Madrid, Spain; Raya-Miranda R., Department of Statistics and Operations Research, University of Granada, Granada, Spain","This study analyses the psycho-educational and social paths of women prisoners after the time they drop out of school as minors, based on different variables related to autonomy and their preparedness to face temporary release. Methods: Qualitative and quantitative methods were used to analyse a national sample of 310 women prisoners (30.1% of the population) in 31 prisons through a mixed-mode questionnaire and interview. We analysed the significant association of variables related to dropout and obtained a log-linear model that relates dropout to recidivism and Roma culture. Work experience was analysed using the McNemar test, and variables influencing the participant’s job at the time of the study were analysed by applying cluster analysis. Results: Young women comprise 66.6% of individuals who drop of the education system as minors (primary 49.3% and secondary 22%). They drop out between the ages of 7 and 17, and have traits of greater vulnerability than those who stayed in school until adulthood. In this population, we find a significant association with various factors: belonging to Roma culture, having family members in prison and delinquent recidivism; and higher unemployment (43.4%) and low income before entering prison. This situation is increasing today. In prison, these women had more connection to education/training, which can improve their employability. They also encounter difficulties with personal security, decision-making, personal/professional dependence, planning for the future, administrative matters and handling information and communication technologies, job-seeking skills, etc. Their self-perceived strengths are, however, assuming responsibility, taking orders, respecting schedules and timetables, working on a team and feeling prepared to start a job, as well as having optimistic convictions about the future. Conclusion: The vulnerabilities and risk factors studied have a negative influence primarily on processes of personal, social and job autonomy in female minors who left the education system. Yet these minors show factors of protection and resilience. On temporary release at the time of the study, they face the consequences that their prison terms and incarceration have for their perceptions, attitudes, competencies and future prospects, as well as social marginalization and stigma. Early, coherent socio-educational interventions are thus needed to improve social integration-reintegration. © Copyright © 2020 Añaños, García-Vita, Galán-Casado and Raya-Miranda.","autonomy; education; prison; school dropout; social reintegration; women; work; young people","","","","","","DEHUSO Unit for Excellence of the University of Granada; State Research Agency/Agencia Estatal de Investigación; Federación Española de Enfermedades Raras, FEDER; Ministerio de Economía y Competitividad, MINECO; European Regional Development Fund, ERDF; Agencia Estatal de Investigación, AEI","Funding. This study was conducted within the framework of the R&D&I project “Processes of socio-educational reintegration and mentoring of inmates on temporary release”/“Procesos de reinserción socioeducativa y a reclusas en semilibertad” (REINAC), Ref.EDU2016-79322-R. It was financed by the Spanish Ministry of Economy and Competitiveness (MINECO), the State Research Agency/Agencia Estatal de Investigación (AEI) and the European Regional Development Fund (FEDER, Spain). It also received support from the DEHUSO Unit for Excellence of the University of Granada.","Aaltonen M., Kivivuori J., Martikainen P., Social determinants of crime in a welfare state: do they still matter?, Acta Sociol, 54, pp. 161-181, (2011); Ananos K., Ananos-Bedrinana F., Rodriguez J.A., Exercising fundamental rights in punitive conditions: education in Spanish prisons, Int. J. Hum. Rights, 23, pp. 1206-1220, (2019); Ananos-Bedrinana F., Violencias y exclusiones: enfoque socio-educativo y de la paz. convergencia, Rev. Cienc. Soc, 19, pp. 13-41, (2012); Ananos-Bedrinana F., Formación educativa previa ante las discriminaciones: las mujeres reclusas en España, Rev. 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Twelfth edition 2018, (2019); Western B., Braga A.A., Davis J., Sirois C., Stress and hardship after prison, Am. J. Sociol, 1, pp. 1512-1547, (2015); Willis P., Aprendiendo a Trabajar: Coìmo los Chicos de Clase Obrera Consiguen Trabajos de Clase Obrera, (1988); Wormith J.S., Attitude and behavior change of correctional clientele: a three-year follow-up, Criminology, 22, pp. 595-618, (1984); Zamble E., Behavior and adaptation in long-term prison inmates: descriptive longitudinal results, Crim. Justice Behav, 19, pp. 409-425, (1992); Zamble E., Porporino F.J., Coping, Behavior, and Adaptation in Prison Inmates, (1988)","F.T. Añaños; Department of Pedagogy, Institute of Peace and Conflicts (IPAZ), University of Granada, Granada, Spain; email: fanntab@ugr.es; R. Raya-Miranda; Department of Statistics and Operations Research, University of Granada, Granada, Spain; email: rraya@ugr.es","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85087828336"
"Dudyrev F.; Romanova O.; Travkin P.","Dudyrev, Fedor (57200555165); Romanova, Olga (24512702800); Travkin, Pavel (57191883754)","57200555165; 24512702800; 57191883754","Student employment and school-to-work transition: the Russian case","2020","Education and Training","62","4","","441","457","16","5","10.1108/ET-07-2019-0158","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085351515&doi=10.1108%2fET-07-2019-0158&partnerID=40&md5=84084af8e8377009272d39b4bffbf146","National Research University Higher School of Economics, Moscow, Russian Federation","Dudyrev F., National Research University Higher School of Economics, Moscow, Russian Federation; Romanova O., National Research University Higher School of Economics, Moscow, Russian Federation; Travkin P., National Research University Higher School of Economics, Moscow, Russian Federation","Purpose: The paradigm of school-to-work transition is changing, with an increasing number of students combining work and study. Furthermore, there exists some mixed evidence for the impact of student employment on future earnings and employment likelihood. The purpose of the present paper is to examine additional evidence that would shed light on the pros and cons of student work as a function of its type (i.e. whether or not it matches the student's field of study). We also discuss practical implications for specialists who facilitate the transition of graduates to the job market. Design/methodology/approach: This is a quantitative study based on the National Statistical Survey of Graduate Employment (SGE) conducted by the Russian Federal State Statistic Service (Rosstat) in 2016. Statistical methods of data analysis were used (logistic regression, Mincer equations). The analysis is based on two dependent variables as follows: data on graduates' employment and their monthly earnings. Findings: We show that student work is a predictor of higher employment chances for both university and vocational college graduates. Moreover, the highest employment chances are associated with student work that is well-matched to the field of study. As for earnings, the greatest returns are again associated with work related to education. Jobs unrelated to education significantly correlate with earnings only for university graduates. Research limitations/implications: An important limitation of the present research is that it estimates the effects of student employment over a rather short-term period by using data on employment just after graduation and only starting salaries. These findings evoke the need for further study of graduate competencies and the process of their acquisition. Practical implications: Our findings suggest some directions for education development. The results can be used to analyze governmental and other stakeholders' initiatives in the field of vocational and higher education. Social implications: The research results can be used by a wide range of stakeholders interested in the employment of graduates as a source of data for designing measures for improving graduates' employability. Originality/value: Our study obtained data on the impact of student work on later employment. Tertiary graduates get returns from all work experience, while VET graduates earn more only if their student employment was consistent with their field of study. © 2020, Emerald Publishing Limited.","Competency; Employability; Graduates; Higher education; Starting earnings; Student work; Vocational education and training","","","","","","National Research University Higher School of Economics, ВШЭ","This work is an output of a research project implemented as part of the Basic Research Program at the National Research University Higher School of Economics (HSE University). 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Differentiation in Postsecondary Education Worldwide, pp. 127-139, (2017)","O. Romanova; National Research University Higher School of Economics, Moscow, Russian Federation; email: oromanova@hse.ru","","Emerald Publishing","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85085351515"
"Lodi E.; Zammitti A.; Magnano P.; Patrizi P.; Santisi G.","Lodi, Ernesto (57196417413); Zammitti, Andrea (57205656332); Magnano, Paola (55344759300); Patrizi, Patrizia (8227615500); Santisi, Giuseppe (56071267400)","57196417413; 57205656332; 55344759300; 8227615500; 56071267400","Italian adaption of self-perceived employability scale: Psychometric properties and relations with the career adaptability and well-being","2020","Behavioral Sciences","10","5","82","","","","18","10.3390/bs10050082","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087357913&doi=10.3390%2fbs10050082&partnerID=40&md5=e1491a6dab473c6533b0f15c9e2262fa","Department of Humanities and Social Sciences, University of Sassari, Via Roma 151, Sassari, 07100, Italy; Department of Educational Sciences, University of Catania, Via Biblioteca 4, Catania, 95124, Italy; Faculty of Human and Social Sciences, Kore University, Cittadella Universitaria, Enna, 94100, Italy","Lodi E., Department of Humanities and Social Sciences, University of Sassari, Via Roma 151, Sassari, 07100, Italy; Zammitti A., Department of Educational Sciences, University of Catania, Via Biblioteca 4, Catania, 95124, Italy; Magnano P., Faculty of Human and Social Sciences, Kore University, Cittadella Universitaria, Enna, 94100, Italy; Patrizi P., Department of Humanities and Social Sciences, University of Sassari, Via Roma 151, Sassari, 07100, Italy; Santisi G., Department of Educational Sciences, University of Catania, Via Biblioteca 4, Catania, 95124, Italy","The recent transformation of the workplaces and labor market, characterized by rapid technological changes, social and economic instability, has greatly influenced the construction of people's career paths. These paths cannot be viewed more as linear, but multifaceted and unstable. In organizational context, the psychological contract has changed from long term to short term. In this scenario, the construct of employability becomes central: people need to maintain and improve their ability to be attractive to the labor market to get or keep a job. The study presents the adaptation of the Self-Perceived Employability Scale to the Italian context. The participants are 660 Italian workers. The instruments used to verify the concurrent validity of the scale were the Employability Scale, the Flourishing Scale, the Satisfaction With Life Scale, the Organizational Satisfaction Questionnaire and the Career Adapt-Abilities Scale. Results showed good psychometric properties of the Italian version in terms of internal consistency, construct and concurrent validity, with significant correlations with all the other measures. The CFA highlights some dissimilarity in the scale's structure compared to the UK version, probably due to cultural differences among the samples. © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).","Career paths; Employability; Self-perceived employability scale; Well-being","","","","","","","","De Cuyper N., Van der Heijden B., De Witte H., Associations between perceived employability, employee well-being, and its contributions to organizational success: A matter of psychological contracts, Int. J. Hum. Resour. Manag, 22, pp. 1486-1503, (2011); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, J. Vocat. 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Behav, 38, pp. 45-67, (2017); Banakou S., Job Satisfaction and Creativity at Work among Greek Employees: The Role of Time Perspective and Financial Crisis, (2015); Chui H., Li H., Ngo H.Y., Linking Protean Career Orientation with Career Optimism: Career Adaptability and Career Decision Self-Efficacy as Mediators, J. Career Dev, (2020); Hall D.T., Careers in and out of Organizations, (2002); Allvin M., The individualization of labour, Learning to Be Employable: New Agendas on Work, Responsibility, and Learning in a Globalizing World, pp. 23-41, (2004); Beck U., Beck-Gernsheim E., Individualization: Institutionalized Individualism and Its Social and Political Consequences, (2002); Castells M., The Information Age: Economy, Society and Culture, (2000); Berntson E., Naswall K., Sverke M., The moderating role of employability in the association between job insecurity and exit, voice, loyalty and neglect, Econ. Ind. Democr, 31, pp. 215-230, (2010); Baruch Y., Employability: A substitute for loyalty?, Hum. Resour. Dev. Int, 4, pp. 543-566, (2001); Kanter R.M., Employability Security, Bus. Soc. Rev, 87, pp. 9-17, (1993); De Vos A., De Hauw S., Van der Heijden B.I., Competency development and career success: The mediating role of employability, J. Vocat. Behav, 79, pp. 438-447, (2011)","E. Lodi; Department of Humanities and Social Sciences, University of Sassari, Sassari, Via Roma 151, 07100, Italy; email: elodi@uniss.it","","MDPI Multidisciplinary Digital Publishing Institute","","","","","","2076328X","","","","English","Behavioral Sciences","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85087357913"
"Johinke R.","Johinke, Rebecca (56764397400)","56764397400","Social production as authentic assessment: Wikipedia, digital writing, and hope labour","2020","Studies in Higher Education","45","5","","1015","1025","10","5","10.1080/03075079.2020.1750192","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083496152&doi=10.1080%2f03075079.2020.1750192&partnerID=40&md5=4ccb4e3b73a58d6346bc44113b23e775","The Department of English, The University of Sydney, Sydney, Australia","Johinke R., The Department of English, The University of Sydney, Sydney, Australia","This paper locates digital social production (or unpaid participation on the Web) within a broader discussion about demonstrating job readiness in a wired world. It does not assume that the recruitment marketplace is a level playing field for graduates. Nor does it assume that a single additional graduate attribute, in the form of contributing to Wikipedia, will guarantee employment. However, it makes a case that digital social production as a graduate attribute could be positioned within the body of scholarly literature that is emerging about the merits of using Wikipedia in the higher education classroom. If fewer opportunities exist for work placement and institutionally-organised internships for students taking non-vocational more generalist degrees, then students and educators must be more creative about the kinds of authentic assessment tasks and extra-curriculum activities that are on offer to shape a narrative of employability for graduates. A case is made that, following Deuze (2007), a ‘networked reputation’ has value in an ethical economy but potentially it could also have value in the graduate recruitment marketplace. Following Kuehn and Corrigan (2013), this paper makes a case that volunteering one’s time in an unpaid internship or editing Wikipedia entries online could be categorised as ‘hope labour’. © 2020, © 2020 Society for Research into Higher Education.","authentic assessment; employability; graduate attributes; hope labour; Social production; Wikipedia","","","","","","","","Allen K., Hollingworth S., ‘Sticky Subjects’ or ‘Cosmopolitan Creatives’? Social Class, Place and Urban Young People’s Aspirations for Work in the Knowledge Economy, Urban Studies, 50, 3, pp. 499-517, (2013); Arvidsson A., The Ethical Economy of Customer Coproduction, Journal of Macromarketing, 28, 4, pp. 326-338, (2008); Benkler Y., The Wealth of Networks: How Social Production Transforms Markets and Freedoms, (2006); Cloake F., New Stateman, (2016); Cranmer S., Enhancing Graduate Employability: Best Intentions and Mixed Outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Cummings R.E., Lazy Virtues: Teaching Writing in the Age of Wikipedia, (2009); De Kosnik A., Fandom as Free Labour, Digital Labour: The Internet as Playground and Factory, pp. 98-111, (2013); Deuze M., Convergence Culture in the Creative Industries, International Journal of Cultural Studies, 10, 2, pp. 243-263, (2007); Deuze M., Media Work, (2007); Di Lauro F., Johinke R., Employing Wikipedia for Good Not Evil: Innovative Approaches to Collaborative Writing Assessment, Assessment and Evaluation in Higher Education, 42, 3, pp. 478-491, (2017); Duffy B.E., (Not) Getting Paid to Do What You Love: Gender, Social Media, and Aspirational Work, (2017); Finn K., Relational Transitions, Emotional Decisions: New Directions for Theorising Graduate Employment, Journal of Education and Work, 30, 4, pp. 419-431, (2017); Forsyth J., Cowap L., In-house, University-Based Work Experience vs Off-Campus Work Experience, Higher Education, Skills and Work-Based Learning, 7, 3, pp. 229-239, (2017); Fuch C., Class and Exploitation on the Internet, Digital Labour: The Internet as Playground and Factory, pp. 211-224, (2013); Hare J., The Australian, (2019); Hesmondhalgh D., User-Generated Content, Free Labour and the Cultural Industries, Ephemera, 10, 3-4, pp. 267-284, (2010); Hunt W., Scott P., Paid and Unpaid Graduate Internships: Prevalence, Quality and Motivations at Six Months after Graduation, Studies in Higher Education, (2018); Jenkins H., Convergence Culture, (2006); Kuehn K., Corrigan T., Hope Labor: The Role of Employment Prospects in Online Social Production, The Political Economy of Communication, 1, 1, pp. 9-25, (2013); Kuhne M., Creel G., Wikipedia, “the People Formerly Known as the Audience,” and First-Year Writing, Teaching English in the Two-Year College, 40, 2, pp. 177-189, (2012); Lavin T., The New Yorker, (2016); Lea M.R., Jones S., Digital Literacies in Higher Education: Exploring Textual and Technological Practice, Studies in Higher Education, 36, 4, pp. 377-393, (2011); McRobbie A., Be Creative Making a Living in the New Culture Industries, (2014); Morgan J.T., Bouterse S., Stierch S., Walls H., (2013); Page K.L., Reynolds N., Learning from a Wiki Way of Learning, Studies in Higher Education, 40, 6, pp. 988-1013, (2015); Paling E., The Atlantic, (2015); Pappas S., (2014); Patch P., Meeting Student Writers Where they Are: Using Wikipedia to Teach Responsible Scholarship, Teaching English in the Two-Year College, 38, 3, pp. 278-285, (2010); Perkins A., The Guardian, (2014); Ross A., In Search of the Lost Paycheck, Digital Labour: The Internet as Playground and Factory, pp. 13-32, (2013); Scholz T., Digital Labour: The Internet as Playground and Factory, (2013); Shafee T., Masukume G., Kipersztok L., Das D., Haggstrom M., Heilman J., Evolution of Wikipedia’s Medical Content: Past, Present and Future, Journal of Epidemiology and Community Health, 71, 11, pp. 1122-1129, (2017); Silva P., Lopes B., Costa M., Melo A., Dias G.P., Brito E., Seabra D., The Million-Dollar Question: Can Internships Boost Employment?, Studies in Higher Education, 43, 1, pp. 2-21, (2018); Singhal P., Sydney Morning Herald, (2019); Smith A., The Australian, (2019); Sotiriadou P., Logan D., Daly A., Guest R., The Role of Authentic Assessment to Preserve Academic Integrity and Promote Skill Development and Employability, Studies in Higher Education, (2019); Tchibozo G., Extra-Curricular Activity and the Transition from Higher Education to Work: A Survey of Graduates in the United Kingdom, Higher Education Quarterly, 61, 1, pp. 37-56, (2007); Terranova T., Free Labor: Producing Culture for the Digital Economy, Social Text, 18, 2, pp. 33-58, (2000); Toffler A., The Third Wave, (1981); Tomlinson M., ‘The Degree Is Not Enough’ Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Vetter M.A., Archive 2.0: What Composition Students and Academic Libraries Can Gain from Digital-Collaborative Pedagogies, Composition Studies, 42, 1, pp. 35-53, (2014); (2019); Williams P., Assessing Context-Based Learning: Not Only Rigorous But Also Relevant, Assessment and Evaluation in Higher Education, 33, 4, pp. 395-408, (2008); Wilson B., (2015); Zevallos Z., Other Sociologist, (2014)","R. Johinke; The Department of English, John Woolley Building, The University of Sydney, Sydney, Australia; email: rebecca.johinke@sydney.edu.au","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","","Scopus","2-s2.0-85083496152"
"Carter J.L.; Xuemei W.","Carter, Jason Lee (57189003796); Xuemei, Wu (57218687427)","57189003796; 57218687427","An examination of the rational model in business education in the greater bay area (guangdong, hong kong, and macau) for curriculum revision and development aimed at improving graduates' employability potential","2020","Asian Journal of University Education","16","2","","141","165","24","0","10.24191/AJUE.V16I2.9153","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090055006&doi=10.24191%2fAJUE.V16I2.9153&partnerID=40&md5=3a9a46be7608c6dc93115d3baae08399","Faculty of Business, City University of Macau 4th Floor, Luso-Chinese Building, Avenida Padre Tomás Pereira, Taipa, Macau, China; International Business Faculty, Beijing Normal University, Zhuhai No. 18 Jinfeng Road, Tangjiawan, Zhuhai Guangdong, 519085, China","Carter J.L., Faculty of Business, City University of Macau 4th Floor, Luso-Chinese Building, Avenida Padre Tomás Pereira, Taipa, Macau, China; Xuemei W., International Business Faculty, Beijing Normal University, Zhuhai No. 18 Jinfeng Road, Tangjiawan, Zhuhai Guangdong, 519085, China","The rational action models are techniques and processes of decision-making from data for effective decision-making. Business leaders are strategizing for their futures for their future employment needs in the Greater Bay Area region of Hong Kong, Macau, and the Guangdong province. Tertiary business curriculum revision and development efforts are focused on properly preparing graduates' productive decision-making skill sets that ultimately increases their employability. This qualitative study examines the perspectives of regional business leaders for the knowledge and use of rational action in their own companies, the need or not for the rational action model in future employment decisions, and their take on the rational model inclusion in business curriculum. The purpose is determining what entanglements rational action has in delivering on business leaders' expectancies in their employment decisions. The findings indicate a strong use by business leaders of rational action and a desire for new graduates to be proficient in rational decision-making, but without a cohesive expression between the three major areas of how to affect curriculum enhancement efforts. The conclusion is a positive demand for rational models to be included in curriculum revision and development efforts, but dependent on the tertiary institutions themselves for design. Recommendations focus on the rational action model in studies of a similar nature but focused on other regions where emerging economies are focusing on the business education enhancements. © UiTM Press.","Business curriculum; Curriculum development; Decision-making; Qualitative research; Rational action","","","","","","","","Abubakar A.M., Elrehail H., Alatailat M.A., Elci A., Knowledge management, decisionmaking style and organizational performance, Journal of Innovation & Knowledge, 4, 2, (2019); Albert M., How Bayesian rationality fails and critical rationality works, Homo Oeconomicus, 34, 4, pp. 313-341, (2017); Barth S., de Jong M.D., The privacy paradox-Investigating discrepancies between expressed privacy concerns and actual online behavior-A systematic literature review, Telematics and Informatics, 34, 7, pp. 1038-1058, (2017); Brette O., Lazaric N., Vieira da Silva V., Habit, decision-making, and rationality: Comparing Thorstein Veblen and early Herbert Simon, Journal of Economic Issues, 51, 3, pp. 567-587, (2017); Bisoyi B., Das D., Subbarao P.S., Das B., An Evaluation on Green Manufacturing: It's Technique, Significance and Rationality, In IOP Conference Series: Materials Science and Engineering, 653, 1, (2019); Bohle F., Heidling E., Schoper Y., A new orientation to deal with uncertainty in projects, International Journal of Project Management, 34, 7, pp. 1384-1392, (2016); Brunstein J., Sambiase M.F., Brunnquell C., An Assessment of Critical Reflection in Management Education for Sustainability: A Proposal on Content and Form of Shared Value Rationality, Sustainability, 10, 6, (2018); Budynek M., Celinska E., Dybikowska A., Kozak M., Ratajczak J., Urban J., Materne K., Strategies of production control as tools of efficient management of production enterprises, Management Systems in Production Engineering, 21, 1, pp. 20-24, (2016); Busoi S., The Importance of Humanities in Business Education, Euromentor Journal-Studies about Education, 8, 4, pp. 117-130, (2017); Calabretta G., Gemser G., Wijnberg N.M., The interplay between intuition and rationality in strategic decision making: A paradox perspective, Organization Studies, 33, 3-4, pp. 365-401, (2017); Chen J.Q., Hou Z.J., Li X., Lovelace K.J., Liu Y.L., Wang Z.L., The role of career growth in Chinese new employee's turnover process, Journal of Career Development, 43, 1, pp. 11-25, (2016); Cook C., Gonzales H., Australian individual decision styles, intuitive and rational decision making in business, International Proceeding of Economics Development and Research, 86, pp. 93-100, (2016); Crispin S., Hancock P., Male S.A., Baillie C., MacNish C., Leggoe J., Alam F., Threshold capability development in intensive mode business units, Education+ Training, 58, 5, pp. 521-539, (2016); Cull N., Cai A., Heemi D., Dokmanovic D., Care, hope and resistance: Reshaping teacher professional learning for inclusive education, International Studies in Widening Participation, 5, 1, pp. 21-36, (2018); Dahlmann F., Grosvold J., Environmental managers and institutional work: Reconciling tensions of competing institutional logics, Business Ethics Quarterly, 27, 2, pp. 263-291, (2017); Darwish T.K., Singh S., Wood G., The impact of human resource practices on actual and perceived organizational performance in a Middle Eastern emerging market, Human Resource Management, 55, 2, pp. 261-281, (2016); Davis C.H., Comeau J., Enterprise integration in business education: Design and outcomes of a capstone ERP-based undergraduate e-business management course, Journal of Information Systems Education, 15, 3, (2020); Di Minin A., Ferrigno G., Zordan A., Technological Discontinuities and Dominant Designs: The Case of Ford, 1896-1914, In Academy of Management Proceedings, 1, (2019); Ding X., Capacity building or market demand? 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The interplay between moral intuition and moral reasoning: Lessons from the scholastic doctrine, Journal of Business Ethics, 145, 4, pp. 681-700, (2017)","J.L. Carter; Faculty of Business, City University of Macau 4th Floor, Taipa, Macau, Luso-Chinese Building, Avenida Padre Tomás Pereira, China; email: jasonjlc@cityu.mo","","UiTM Press","","","","","","18237797","","","","English","Asian J. Univ. Educ.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85090055006"
"Hill M.A.; Overton T.L.; Thompson C.D.","Hill, Michelle A. (57208903961); Overton, Tina L. (7006092595); Thompson, Christopher D. (7404238816)","57208903961; 7006092595; 7404238816","Evaluating the impact of reflecting on curriculum-embedded skill development: the experience of science undergraduates","2020","Higher Education Research and Development","39","4","","672","688","16","9","10.1080/07294360.2019.1690432","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075200461&doi=10.1080%2f07294360.2019.1690432&partnerID=40&md5=7f93b6a8e198427d15b38f3660edf885","School of Chemistry, Monash University, Melbourne, Australia","Hill M.A., School of Chemistry, Monash University, Melbourne, Australia; Overton T.L., School of Chemistry, Monash University, Melbourne, Australia; Thompson C.D., School of Chemistry, Monash University, Melbourne, Australia","Meaningful reflection on their learning and skill development is often lacking in the experience of undergraduates. Many students do not recognise the curriculum-embedded development of transferable skills and lack the ability to articulate such skills. This mixed-methods study sought to investigate whether engaging students in reflection would increase their ability to recognise and articulate their skill development. Sixty science undergraduates from Monash University completed a voluntary semester-long program recording and reflecting on course-related skill development, supported by email prompts and group discussions. The impact of students’ involvement was evaluated through pre- and post-participation surveys, reflections and group discussions. Most students were challenged by the unfamiliarity of thinking beyond knowledge attainment in order to identify and reflect on skill-related experiences. However, they recognised a range of benefits from doing so, including an improved ability to recognise their skill development, strengths and weaknesses and to articulate their skills in readiness for seeking employment. They also valued previously unappreciated learning tasks and gained motivation to improve skill deficits and seek out opportunities to improve their employability. Based on this study, recommendations are made regarding best practice for implementing skills reflection in the curriculum. © 2019, © 2019 HERDSA.","articulation; curriculum; employability; Reflection; transferable skills","","","","","","Cooperative Research Centres, Australian Government Department of Industry, CRCs"," The authors wish to gratefully acknowledge all the students and staff who contributed to this research and the support of an Australian Government Research Training Program Scholarship. 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Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85075200461"
"Dello Russo S.; Parry E.; Bosak J.; Andresen M.; Apospori E.; Bagdadli S.; Chudzikowski K.; Dickmann M.; Ferencikova S.; Gianecchini M.; Hall D.T.; Kaše R.; Lazarova M.; Reichel A.","Dello Russo, Silvia (35291749800); Parry, Emma (14833220900); Bosak, Janine (23102242800); Andresen, Maike (57196096871); Apospori, Eleni (6507581264); Bagdadli, Silvia (8160543800); Chudzikowski, Katharina (35502873900); Dickmann, Michael (9038556200); Ferencikova, Sonia (6507933961); Gianecchini, Martina (56248221200); Hall, Douglas Tim (55448884900); Kaše, Robert (8691699900); Lazarova, Mila (9041422000); Reichel, Astrid (24385906300)","35291749800; 14833220900; 23102242800; 57196096871; 6507581264; 8160543800; 35502873900; 9038556200; 6507933961; 56248221200; 55448884900; 8691699900; 9041422000; 24385906300","Still feeling employable with growing age? Exploring the moderating effects of developmental HR practices and country-level unemployment rates in the age–employability relationship","2020","International Journal of Human Resource Management","31","9","","1180","1206","26","15","10.1080/09585192.2020.1737833","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082753236&doi=10.1080%2f09585192.2020.1737833&partnerID=40&md5=fb8059cadec51858f31cb6c959ba9023","Department of Human Resources Management and Business Law, TBS Business School, Toulouse, France; School of Management, Cranfield University, Cranfield, United Kingdom; HRM & Organizational Psychology Group, Dublin City University, Dublin, Ireland; Department of Social Sciences Business Administration and Economics, Otto-Friedrich-University Bamberg, Bamberg, Germany; Department of Marketing and Communication, Athens University of Economics and Business, Athens, Greece; Department of Management and Technology, Università Bocconi, Milano, Italy; Department of Strategy and Organisation, University of Bath, Bath, United Kingdom; School of Management, Vysoka skola manazmentu, Bratislava, Slovakia; Department of Economics, University of Padova, Padova, Italy; Boston University, Boston, MA, United States; Faculty of Economics, University of Ljubljana, Ljubljana, United Kingdom; Beedie School of Business, Simon Fraser University, Vancouver, Canada; Department of Business Management and Economics, University of Salzburg, Salzburg, Austria","Dello Russo S., Department of Human Resources Management and Business Law, TBS Business School, Toulouse, France; Parry E., School of Management, Cranfield University, Cranfield, United Kingdom; Bosak J., HRM & Organizational Psychology Group, Dublin City University, Dublin, Ireland; Andresen M., Department of Social Sciences Business Administration and Economics, Otto-Friedrich-University Bamberg, Bamberg, Germany; Apospori E., Department of Marketing and Communication, Athens University of Economics and Business, Athens, Greece; Bagdadli S., Department of Management and Technology, Università Bocconi, Milano, Italy; Chudzikowski K., Department of Strategy and Organisation, University of Bath, Bath, United Kingdom; Dickmann M., School of Management, Cranfield University, Cranfield, United Kingdom; Ferencikova S., School of Management, Vysoka skola manazmentu, Bratislava, Slovakia; Gianecchini M., Department of Economics, University of Padova, Padova, Italy; Hall D.T., Boston University, Boston, MA, United States; Kaše R., Faculty of Economics, University of Ljubljana, Ljubljana, United Kingdom; Lazarova M., Beedie School of Business, Simon Fraser University, Vancouver, Canada; Reichel A., Department of Business Management and Economics, University of Salzburg, Salzburg, Austria","A compelling issue for organizations and societies at large is to ensure external employability of the workforce across workers’ entire work-life span. Using the frameworks of age norms, stereotyping and age meta-stereotypes, we investigate whether (a) age is negatively related to perceived external employability; and (b) the age-employability link is moderated by HR developmental practices (HRDPs) and unemployment rate. We argue that being aware of stereotypes and age norms in organizations, and holding also meta-stereotypes about their group, older workers perceive themselves as less externally employable. However, the context –HRDPs that one has experienced, and the country unemployment rate–would act as buffers. Using data from a large-scale survey from over 9000 individuals in 30 institutionally diverse countries, we found that the negative relationship between age and perceived external employability was significant across all countries. In addition, at the individual level, we found that HRDPs acted as a buffer for this negative relationship, such that the effect was less pronounced for individuals who have experienced more HRDPs during their working life. At the country level, the hypothesized moderating effect of unemployment rate was not observed. Limitations, future research directions, as well as practical implications of the study are discussed. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.","age; cross-country study; developmental HR practices; Perceived external employability; unemployment rate","","","","","","","","Aguinis H., Beaty J.C., Boik R.J., Pierce C.A., Effect size and power in assessing moderating effects of categorical variables using multiple regression: A 30-year review, Journal of Applied Psychology, 90, 1, pp. 94-107, (2005); Ahmed A.M., Andersson L., Hammarstedt M., Does age matter for employability? 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The effects of implicit and explicit age stereotyping on resume evaluations, European Journal of Work and Organizational Psychology. Published Online First on April 5, 28, 4, pp. 453-467, (2019)","S. Dello Russo; Responsible Organization and Human Resource Management, Toulouse Business School, Toulouse, France; email: s.dellorusso@tbs-education.fr","","Routledge","","","","","","09585192","","","","English","Int. J. Hum. Resour. Manage.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85082753236"
"Al Busaidi H.","Al Busaidi, Humaid (57217094538)","57217094538","Examining the relationship between the accreditation of engineering programmes and institutional performance","2020","Quality Assurance in Education","28","3","","179","192","13","3","10.1108/QAE-10-2019-0098","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086156176&doi=10.1108%2fQAE-10-2019-0098&partnerID=40&md5=b5eeeeb6ddc0caff1b84f8e4178cc5d6","Department of Business, University of Nottingham, Nottingham, United Kingdom","Al Busaidi H., Department of Business, University of Nottingham, Nottingham, United Kingdom","Purpose: The purpose of this study is to examine the relationship between engineering programme accreditation (EPA) and institutional performance (IP) using perceptual measures. Two IP dimensions have been explored to test this relationship, namely, graduate employability and student retention and attrition. Design/methodology/approach: This quantitative research is based on the perceptions of 211 academic staff holding a range of positions within 15 higher education institutions located in the Gulf Cooperation Council countries (GCC). Linear regression was used to test the relationships in the data. Findings: The empirical analyses proved that EPA has a statistically significant positive relationship with the IP dimensions, namely, graduate employability, student retention and attrition. Research limitations/implications: A few limitations were encountered while conducting this study. Most of the accredited engineering programmes are located in the United Arab Emirates and Kingdom of Saudi Arabia (KSA) (nearly 73%). The online survey was the only option available for the researcher to reach some universities rather than using a face-method to collect data. Another limitation is the availability of only five accredited programmes in some countries such as Oman, where the researcher is based, meaning that the researcher had to devote extra time and effort to contact the other five countries by emails, telephone calls and travel to attain a reasonable survey sample size. Practical implications: There are many implications of these findings for the universities, employers and economies of the GCC. All GCC countries are concerned about high unemployment rates; for example, the rate of youth unemployment reached 41% in KSA. Adopting EPA for all academic programmes will eliminate the mismatch between the skills graduate students develop while they are studying and those skills required of them when they are practising their job in industry. Although the jobs market is determined by the wider economy, accredited programmes may help graduates to obtain employment because employers are more able to recruit students who graduate from accredited programmes. Universities aim to retain students until graduation and improving student retention and lowering attrition rate brings many direct and indirect benefits to universities, including saving governments’ financial resources. Originality/value: This study is the first to examine the relationship between EPA and IP within the six GCC region as a whole. © 2020, Emerald Publishing Limited.","Attrition; EPA; GCC; Graduate employability; IP; Retention","","","","","","","","Accreditation board for enineering and technology, (2018); Alajoutsijarvi K., Kettunen K., Sohlo S., Shaking the status quo: business accreditation and positional competition, Academy of Management Learning and Education, 17, 2, pp. 203-225, (2018); Aljohani O., Analysing the findings of the Saudi research on student attrition in higher education, International Education Studies, 9, 8, pp. 184-193, (2016); Baltaru R.D., Do non-academic professionals enhance universities’ performance? 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Corley K.G., Gioia D.A., Building theory about theory building: what constitutes a theoretical contribution?, Academy of Management Review, 36, 1, pp. 12-32, (2011); Creasey R., Improving students’ employability, Engineering Education, 8, 1, pp. 16-30, (2013); Cunha J.M., Miller T., Measuring value-added in higher education: possibilities and limitations in the use of administrative data, Economics of Education Review, 42, pp. 64-77, (2014); Datteya K., Westerheijdenb D.F., Wiecher H., Hofmanc A., Impact of accreditation on public and private universities: a comparative study, Tertiary Education and Management, 20, 4, pp. 307-319, (2014); DeAngelo L., Franke R., Hurtado S., Pryor J.H., Tran S., Completing College: Assessing Graduation Rates at Four-Year Institutions, (2011); DiMaggio P., Powell W.W., The iron cage revisited: institutional isomorphism and collective rationality in organizational fields, American Sociological Review, 48, 2, pp. 147-160, (1983); Easterby-Smith M., Thorpe R., Jackson P., Management Research, (2008); Eaton J.S., Accreditation in the United States, New Directions for Higher Education, 145, pp. 79-86, (2009); Espiritu A., Is there a dividend to an institution for having an accredited college of business?, Journal of American Academy of Business, 11, 1, pp. 269-274, (2007); Field A., Discovering Statistics Using SPSS, (2011); Forza C., Survey research in operations management: a process-based perspective, International Journal of Operations and Production Management, 22, 2, pp. 152-194, (2002); Garcia T.A., An empirical study of the relationship between accreditation method and institutional performance, (2009); Hail C., Hurst B., Chang C.W., Cooper W., Accreditation in education: one institution’s examination of faculty perceptions, Critical Questions in Education, 10, 1, pp. 17-28, (2019); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Multivariate Data Analysis: A Global Perspective, (2010); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Heugens P.P., Lander M.W., Structure agency (and other quarrels): a meta-analysis of institutional theories of organization, Academy of Management Journal, 52, 1, pp. 61-85, (2009); Kapiszewski A., Arab versus Asian Migrant Workers in the GCC Countries, (2006); Khan M.I., Mourad S.M., Zhaid W.M., Developing and qualifying civil engineering programs for ABET accreditation, Journal of King Saud University – Engineering Sciences, 28, 1, pp. 1-11, (2016); Khan F., Momentum for education 2030: improving learning in the Gulf states, UINESCO research project, (2017); Lejeune C., Vas A., Organizational culture and effectiveness in business schools: a test of the accreditation impact, Journal of Management Development, 28, 8, pp. 728-741, (2009); Lynch R., Baines P., Strategy development in UK higher education: towards resource‐based competitive advantages, Journal of Higher Education Policy and Management, 26, 2, pp. 171-187, (2004); Saudi Arabia beyond oil: the investment and productivity transformation, (2015); Malhotra M.K., Grover V., An assessment of survey research in POM: from constructs to theory, Journal of Operations Management, 16, 4, pp. 407-425, (1998); Martinez A., Borjas M., Mariela Herrera M., Valencia J., Relationship between measures of academic quality and undergraduate student attrition: the case of higher education institutions in the Colombian Caribbean region, Higher Education Research and Development, 34, 6, pp. 1192-1206, (2015); Melnyk S., Sroufe R., Calantone R., Assessing the impact of environmental management systems on corporate and environmental performance, Journal of Operations Management, 21, 3, pp. 329-351, (2003); Osman W.D., Higher education in Egypt and need employability skills in the domestic labour market: case study from Ain Shams University, (2011); Quinn R.E., Rohrbaugh J., A spatial model of effectiveness criteria: towards a competing values approach to organizational analysis, Management Science, 29, 3, pp. 363-377, (1983); Roberts W.A., Johnson R., Groesbeck J., The perspective of faculty hired after AACSB accreditation on accreditation’s impact and importance, Academy of Educational Leadership Journal, 10, 3, pp. 59-71, (2006); Establishing the national centre for employment and promulgating its system, official gasket number 1284, (2019); Rusch E.A., Wilbur C., Shaping institutional environments: the process of becoming legitimate, The Review of Higher Education, 30, 3, pp. 301-318, (2007); Schomaker R., Accreditation and quality assurance in the Egyptian higher education system, Quality Assurance in Education, 23, 2, pp. 149-165, (2015); Selden S.C., Sowa J.E., Testing a multi-dimensional model of organizational performance: prospects and problems, Journal of Public Administration Research and Theory, 14, 3, pp. 395-416, (2004); Sin C., Neave G., Employability deconstructed: perceptions of Bologna stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016); Solarte C.A.F., A causal-comparative study of Colombia’s institutional accreditation system and graduation, employability, and attrition in higher education, (2017); Stensaker B., Harvey L., Old wine in new bottles? A comparison of public and private accreditation schemes in higher education, Higher Education Policy, 19, 1, pp. 65-85, (2006); Thomas L., Billsberry J., Ambrosini V., Barton H., Convergence and divergence dynamics in British and French business schools: how will the pressure for accreditation influence these dynamics?, British Journal of Management, 25, 2, pp. 305-319, (2014); Tomlinson M., Graduate employability: a review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); van Zanten M., Boulet J.R., The association between medical education accreditation and examination performance of internationally educated physicians seeking certification in the United States, Quality in Higher Education, 19, 3, pp. 283-299, (2013); White J., Miles M., Levernier W., AACSB international and the management of its brand: implications for the future, Journal of Management Development, 28, 5, pp. 407-413, (2009); Yaacoub H.K., Husseini F., Choueiki Z., Engineering soft skills: a comparative study between the GCC area demands and the ABET requirements, Competition Forum, 9, 1, pp. 88-99, (2011); Yuen F.S.Y., A cost benefit analysis of professional accreditation by ABET for baccalaureate engineering degree programmes, (2012)","H. Al Busaidi; Department of Business, University of Nottingham, Nottingham, United Kingdom; email: humaid.al-busaidi@nottingham.ac.uk","","Emerald Group Holdings Ltd.","","","","","","09684883","","","","English","Qual. Assur. Educ.","Article","Final","","Scopus","2-s2.0-85086156176"
"Ebuenyi I.D.; van der Ham A.J.; Bunders-Aelen J.F.G.; Regeer B.J.","Ebuenyi, Ikenna D. (56179645700); van der Ham, Alida J. (55631261300); Bunders-Aelen, Joske F. G. (55781620600); Regeer, Barbara J. (35173616700)","56179645700; 55631261300; 55781620600; 35173616700","Expectations management; employer perspectives on opportunities for improved employment of persons with mental disabilities in Kenya*","2020","Disability and Rehabilitation","42","12","","1687","1696","9","12","10.1080/09638288.2018.1534006","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059785372&doi=10.1080%2f09638288.2018.1534006&partnerID=40&md5=a0057cb736db8a2e5c51a397d4dfb286","Athena Institute, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; ISGlobal Hospital Clínic - Universitat de Barcelona, Barcelona, Spain","Ebuenyi I.D., Athena Institute, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Amsterdam, Netherlands, ISGlobal Hospital Clínic - Universitat de Barcelona, Barcelona, Spain; van der Ham A.J., Athena Institute, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Bunders-Aelen J.F.G., Athena Institute, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Regeer B.J., Athena Institute, Amsterdam Public Health Research Institute, Vrije Universiteit Amsterdam, Amsterdam, Netherlands","Purpose: In Kenya, the employment rate for persons with disabilities is about 1% compared to 73.8% for the general population, and the situation is even worse for persons with mental disabilities. Persons with mental disabilities are often regarded as “mad”, and stand little or no chance of employment. We undertook an exploratory study with employers and potential employers to understand factors that hinder or facilitate their employment and to gain insight into employers’ perceptions of mental disability. Materials and methods: We adopted a mixed method study design, including in-depth interviews (n = 10) and questionnaires (n = 158) with (potential) employers in Kenya to explore the barriers and facilitators of employment for persons with mental disabilities. Results: Out of the 158 employers who completed the questionnaire, only 15.4% had ever employed persons with mental disabilities. The perceptions that these persons are not productive and may be violent was associated with an unwillingness to employ them (OR: 10.11, 95%CI: 2.87–35.59 and OR: 3.6, 95%CI: 1.34–9.64, respectively). The possession of skills was the highest reported facilitator of employing persons with mental disabilities. Employers suggested that information about mental illness and the disclosure by prospective employees with mental disabilities are relevant for the provision of reasonable accommodation in the workplace. Conclusion: Possession of skills and disclosure by persons with mental disabilities could improve their employability. Information targeted at all actors including employers, employees, government, and policymakers is necessary for balancing employers and employees expectations. Implications for rehabilitation Disabled persons’ organisations or mental disability programs that seek to improve the employment of persons with mental disabilities should incorporate methods that address employer expectations through dialogue to find mutual benefits. Employers require essential information about mental illness, and guidance and support in order to provide reasonable accommodation in the workplace for persons with mental disabilities. Disabled persons’ organisations and inclusive employment programs should share the positive experiences of employers of persons with mental disabilities with employers who are unaware of the work abilities of persons with mental disabilities to stimulate adoption of inclusive practices. © 2018, © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employability; Expectations management; Kenya; mental disabilities","Employment; Humans; Intellectual Disability; Kenya; Motivation; Persons with Mental Disabilities; Prospective Studies; Surveys and Questionnaires; Work Performance; Workplace; employment; human; intellectual impairment; job performance; Kenya; motivation; organization and management; prospective study; psychology; questionnaire; workplace","","","","","","","Cook J.A., Employment barriers for persons with psychiatric disabilities: update of a report for the president's commission, PS, 57, pp. 1391-1405, (2006); Drew N., Funk M., Tang S., Et al., Human rights violations of people with mental and psychosocial disabilities: an unresolved global crisis, Lancet, 378, pp. 1664-1675, (2011); (2015); (2017); Mental health and work: impact, issues and good practices, (2000); Mental health, disability and work, (2010); Vos T., Allen C., Arora M., Et al., Global, regional, and national incidence, prevalence, and years lived with disability for 310 diseases and injuries, 1990-2015: a systematic analysis for the Global Burden of Disease Study 2015, Lancet, 388, pp. 1545-1602, (2016); Ruggeri M., Leese M., Thornicroft G., Et al., Definition and prevalence of severe and persistent mental illness, Br J Psychiatry, 177, pp. 149-155, (2000); Fernandes H., Cantrill S., (2016); Advancing the rights of persons with psychosocial disability in Kenya, (2017); Robb A., Towards strengthening the rights of persons with psychosocial disabilities in Africa, (2012); Heymann J., Stein M.A., Moreno G., Disability and equity at work, (2014); Ebuenyi I., Syurina E., Bunders J., Et al., Barriers to and facilitators of employment for people with psychiatric disabilities in Africa: a scoping review, Glob Health Action, 11, (2018); (2006); McDowell C., Fossey E., Workplace accommodations for people with mental illness: a scoping review, J Occup Rehabil, 25, pp. 197-206, (2015); Moody L., Saunders J., Leber M., Et al., An exploratory study of barriers to inclusion in the European workplace, Disabil Rehabil, 39, pp. 2047-2054, (2017); Khalema N.E., Shankar J., Perspectives on employment integration, mental illness and disability, and workplace health, Adv Public Health, 2014, (2014); Krupa T., Kirsh B., Cockburn L., Et al., Understanding the stigma of mental illness in employment, Work, 33, pp. 413-425, (2009); Burns T., Catty J., Becker T., Et al., The effectiveness of supported employment for people with severe mental illness: a randomised controlled trial, Lancet, 370, pp. 1146-1152, (2007); Zhang G.F., Tsui C.M., Lu A.J.B., Et al., Integrated supported employment for people with schizophrenia in mainland China: a randomized controlled trial, Am J Occup Ther, 71, (2017); van Ruitenbeek G., Mulder M.J., Zijlstra F.R., Et al., An alternative approach for work redesign: experiences with the method Inclusive Redesign of Work Processes'(Dutch abbreviation: IHW), Gedrag & Organisatie, 26, pp. 104-122, (2013); Hanisch S.E., Wrynne C., Weigl M., Perceived and actual barriers to work for people with mental illness, Jvr, 46, pp. 19-30, (2017); Saleh M.C., Bruyere S.M., Leveraging employer practices in global regulatory frameworks to improve employment outcomes for people with disabilities, SI, 6, pp. 18-28, (2018); (2017); Mont D., (2004); Van Niekerk L., Coetzee Z., Engelbrecht M., Et al., Time utilisation trends of supported employment services by persons with mental disability in South Africa, Wor, 52, pp. 825-833, (2015); Wisdom J., Creswell J., Mixed methods: integrating quantitative and qualitative data collection and analysis while studying patient-centered medical home models, (2013); Fusch P.I., Ness L.R., Are we there yet? Data saturation in qualitative research, Qual Report, 20, (2015); Friese S., ATLAS. ti 7 user guide and reference, (2013); Herzig H., Thole B., Employers' attitudes towards employment of people with mental illnesses in Mzuzu, Malawi, East Afr Med J, 75, pp. 428-431, (1998); Oyefeso A.O., Attitudes towards the work behaviour of ex-mental patients in Nigeria, Int J Soc Psychiatry, 40, pp. 27-34, (1994); Carmona V.R., Gomez-Benito J., Huedo-Medina T.B., Et al., Employment outcomes for people with schizophrenia spectrum disorder: a meta-analysis of randomized controlled trials, Int J Occup Med Environ Health, 30, (2017); Hand C., Tryssenaar J., Small business employers' views on hiring individuals with mental illness, Psychiatr Rehabil J, 29, (2006); Scheid T.L., Employment of individuals with mental disabilities: business response to the ADA's challenge, Behav Sci Law, 17, pp. 73-91, (1999); Shove E., Pantzar M., Watson M., The dynamics of social practice: everyday life and how it changes, (2012); Nelissen P., Vornholt K., Van Ruitenbeek G.M., Et al., Disclosure or nondisclosure—is this the Question?, Ind Organ Psychol, 7, pp. 231-235, (2014); Anand P., Sevak P., The role of workplace accommodations in the employment of people with disabilities, IZA J Labor Policy, 6, (2017); Scheid T.L., Stigma as a barrier to employment: mental disability and the Americans with Disabilities Act, Int J Law Psychiatry, 28, pp. 670-690, (2005); (2016); Williams A.E., Fossey E., Corbiere M., Et al., Work participation for people with severe mental illnesses: an integrative review of factors impacting job tenure, Aust Occup Ther J, 63, pp. 65-85, (2016); Ndzwayiba N., Ned L., Chapter 4, The complexity of disability inclusion in the workplace: a South African study⋆, Factors in studying employment for persons with disability: how the picture can change, pp. 127-154, (2017); Semrau M., Evans-Lacko S., Koschorke M., Et al., Stigma and discrimination related to mental illness in low-and middle-income countries, Epidemiol Psychiatr Sci, 24, pp. 382-394, (2015); Hampson M.E., Hicks R.E., Watt B.D., Beliefs about employment of people living with psychosis, Aust J Psychol, 70, pp. 103-112, (2017); Hunt M.G., Stein C.H., Valued social roles and measuring mental health recovery: examining the structure of the tapestry, Psychiatr Rehabil J, 35, (2012); Lemay R.A., Chapter 10, Roles, identities, and expectancies: positive contributions to normalization and social role valorization, A quarter-century of normalization and social role valorization: evolution and impact, pp. 219-240, (1999)","I.D. Ebuenyi; Athena Institute, Vrije Universiteit Amsterdam, Amsterdam, De Boelelaan 1085, 1081HV, Netherlands; email: i.d.ebuenyi@vu.nl","","Taylor and Francis Ltd","","","","","","09638288","","DREHE","30616421","English","Disabil. Rehabil.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85059785372"
"Clarke A.P.; Cornes C.; Ferry N.","Clarke, Andrew Paul (57221017941); Cornes, Clare (57217985169); Ferry, Natalie (7006129861)","57221017941; 57217985169; 7006129861","The use of self-reflection for enhanced enterprise education: a case study","2020","Education and Training","62","5","","581","598","17","5","10.1108/ET-03-2019-0050","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087818017&doi=10.1108%2fET-03-2019-0050&partnerID=40&md5=22f960f8a186c55be18180cf93c8de3c","University of Salford, Manchester, United Kingdom","Clarke A.P., University of Salford, Manchester, United Kingdom; Cornes C., University of Salford, Manchester, United Kingdom; Ferry N., University of Salford, Manchester, United Kingdom","Purpose: A case study was undertaken to evaluate the use of self-reflection in enterprise education in a UK university, where the taught content was tailored to ensure relevance to the students who were from a variety of subject disciplines. Design/methodology/approach: Enterprise taught content was established in masters level 7 programmes across a range of subject disciplines. Taught content was designed using problem based learning, and evaluated using self-reflective methodologies. The paper reflects on the current position of enterprise education and asks the research question of whether the use of self-reflective teaching methodologies are valid for enterprise education. Findings: Results suggest that the students appreciated the introduction of enterprise into their course and in the main did not view it as disjointed or irrelevant to their wider aims. More so, the students commented favourably towards the integration of enterprise into their primary discipline, and noted an enhanced learning experience because of this integration. Research limitations/implications: For the University: A novel approach to enterprise teaching has been developed at a UK university, focusing on teaching non-business students how to be more valuable to a business within their degree subject context. This has empowered the students with an enhanced understanding of commercial issues and increased employability (Rae 2007; Huq and Gilbert 2017). This has also led to enhanced relationships with industry and given students a wider understanding of their degree area. Practical implications: For the educator: The use of self-reflective teaching methodologies (Hayward 2000) are noted to be vital in order to deliver enterprise education in a way that is relevant to the student cohort body. By reflecting on one’s teaching style and delivery method, the authors were able to engage non-business students in enterprise education, and receive a high level of student satisfaction. It is noted that self-reflection was a valuable process for delivery to each degree discipline. By employing problem based learning and self-reflective teaching methodologies, an increased synergy between the business taught elements and the science subjects was created. Originality/value: This approach is shown to empower the students with an enhanced understanding of commercial issues and an increased employability. This has led to enhanced relationships between academia and industry, and given students a wider understanding of their degree area; the enhanced relationships with industry offer students a wider commercial understanding of their degree area. A gap in the current knowledge base in enterprise education has been identified: enterprise education with the aim of educating the student to be more valuable to a business as opposed to starting a business. The use of self-reflective methodologies has offered a novel approach to enterprise teaching in a UK university. © 2020, Emerald Publishing Limited.","Commercial awareness; Employability; Enterprise education; Enterprise educators; Student enterprise","","","","","","","","Alberti F., Sciascia S., Poli A., Entrepreneurship education: notes on an ongoing debate presented at the 14th annual intent conference, (2004); Arasti Z., Falavarjani M.K., Imanipour N., A study of teaching methods in entrepreneurship education for graduate students, Higher Education Studies, 2, 1, (2012); Balan P., Metcalfe M., Identifying teaching methods that engage entrepreneurship students, Education + Training, 54, 5, pp. 368-384, (2012); Biggs J., Tang C., Teaching for Quality Learning at University, (2007); Boud D., Falchikov N., Rethinking Assessment in Higher Education: Learning for the Longer Term, (2007); Bray R., Boon S., Towards a framework for research career development: an evaluation of the UK's Vitae Researcher Development Framework, International Journal for Researcher Development, 2, 2, pp. 99-116, (2011); Clarke A.P., Davies J., Academic involvement in the delivery of Continuous Professional Development: why should they bother?, Paper Presented at the Institute of Small Business and Entrepreneurship Conference, (2014); Clarke A.P., Ferry N., Science enterprise: a case study, Paper Presented at the Engage HEI Conference, Engaged Scholarship: Impact and Practice, (2017); Clarke A.P., Flanagan J., Davies J., An investigation into the drivers for the delivery of academic consultancy services, Paper presented at the Institute of Small Business and Entrepreneurship Conference, (2015); Clegg K., Bryan C., 20 Reflections, rationales and realities, Innovative Assessment in Higher Education, (2006); Dochy F., Segers M., Van den Bossche P., Gijbels D., Effects of problem-based learning: a meta-analysis, Learning and Instruction, 13, 5, pp. 533-568, (2003); Europe 2020: A Strategy for Smart, Sustainable and Inclusive Growth: Communication from the Commission, (2010); Proposal for a Council Recommendation on Key Competences for LifeLong Learning, (2018); Fayolle A., Gailly B., Lassas-Clerc N., Assessing the impact of entrepreneurship education programmes: a new methodology, Journal of European Industrial Training, 30, 9, pp. 701-720, (2006); Galloway L., Brown W., Entrepreneurship education at university: a driver in the creation of high growth firms?, Education + Training, 44, 8-9, pp. 398-405, (2002); Gandhi S., Jimmy M.B., Taghazadeh S., A comprehensive review of entrepreneurship course offering in engineering programs, Proceedings, Paper Presented at the American Society for Engineering Education 123rd Annual Conference & Exposition, 26-29 June, (2016); Gijbels D., Dochy F., Van den Bossche P., Segers M., Effects of problem-based learning: a meta-analysis from the angle of assessment, Review of Educational Research, 75, 1, pp. 27-61, (2005); Hayward L.M., Becoming a self-reflective teacher: a meaningful research process, Journal, Physical Therapy Education, 14, 1, (2000); Higher Education Student Data, (2019); Huq A., Gilbert D., All the world's a stage: transforming entrepreneurship education through design thinking, Education + Training, 59, 2, pp. 155-170, (2017); Jamieson I., Schools and enterprise, Education for Enterprise, (1984); Jones B., Iredale N., Enterprise education as pedagogy, Education + Training, 52, 1, pp. 7-19, (2010); Jones C., Penaluna A., Moving beyond the business plan in enterprise education, Education + Training, 55, 8-9, pp. 804-814, (2013); Jones C., Matlay H., Maritz A., Enterprise education: for all, or just some?, Education + Training, 54, 8-9, pp. 813-824, (2012); Jones C., Matlay H., Penaluna K., Penaluna A., Claiming the future of enterprise education, Education + Training, 56, 8-9, pp. 764-775, (2014); Keogh W., Galloway L., Teaching enterprise in vocational disciplines: reflecting on positive experience, Management Decision, 42, 3-4, pp. 531-541, (2004); Lautenschlager A., Haase H., The myth of entrepreneurship education: seven arguments against teaching business creation at universities, Journal of Entrepreneurship Education, 14, 1, pp. 147-161, (2011); Lee Y., Kreiser P.M., Wrede A.H., Kogelen S., University-based education and the formation of entrepreneurial capabilities, Entrepreneurship Education and Pedagogy, 1, 4, pp. 304-329, (2018); Macht S.A., Ball S., Authentic Alignment”–a new framework of entrepreneurship education, Education + Training, 58, 9, pp. 926-944, (2016); Matlay H., Carey C., Entrepreneurship education in the UK: a longitudinal perspective, Journal of Small Business and Enterprise Development, 14, 2, pp. 252-263, (2007); McKeown J., Millman C., Sursani S.R., Smith K., Martin L.M., Graduate entrepreneurship education in the United Kingdom, Education + Training, 48, pp. 597-613, (2006); Meyer K.E., Van Witteloostuijn A., Beugelsdijk S., What's in a p? Reassessing best practices for conducting and reporting hypothesis-testing research, Journal of International Business Studies, 48, pp. 535-551, (2017); Mosly I., The significance of including an entrepreneurship course in engineering programs, Higher Education Studies, 7, 4, (2017); Mwasalwiba E.S., Entrepreneurship education: a review of its objectives, teaching methods, and impact indicators, Education + Training, 52, 1, pp. 20-47, (2010); Penaluna K., Penaluna A., Jones C., The context of enterprise education: insights into current practices, Industry and Higher Education, 26, 3, pp. 163-175, (2012); Pollard E., Hirsh W., Williams M., Buzzeo J., Marvell R., Tassinari A., Bertram C., Fletcher L., Artess J., Redman J., Ball C., Understanding employers’ graduate recruitment and selection practices, (2015); Enterprise and Entrepreneurship Education: Guidance for UK Higher Education Providers, (2018); Rae D., Connecting enterprise and graduate employability: challenges to the higher education culture and curriculum?, Education + Training, 49, 8-9, pp. 605-619, (2007); Rae D., Matlay H., Enterprise education and university entrepreneurship, Industry and Higher Education, 24, 6, pp. 409-411, (2010); Rae D., Matlay H., McGowan P., Penaluna A., Freedom or prescription: the case for curriculum guidance in enterprise and entrepreneurship education, Industry and Higher Education, 28, 6, pp. 387-398, (2014); San Tan S., Ng C.F., A problem-based learning approach to entrepreneurship education, Education + Training, 48, 6, pp. 416-428, (2006); Savery J.R., Overview of problem-based learning: definitions and distinctions, Essential Readings in Problem-Based Learning: Exploring and Extending the Legacy of Howard S. Barrows, 9, pp. 5-15, (2015); Vitae, Researcher development framework, (2010); Watts C., Wray K., Kennedy C., Freeman P., Trainer G., Embedding enterprise in biosciences: added value for employability, Industry and Higher Education, 24, 6, pp. 487-494, (2010); Williams M., Tassinari A., Ball C., Understanding employers’ graduate recruitment and selection practices: evidence report, (2015); Yin R.K., Case study methods, Handbook of Complementary Methods in Education Research, 3, pp. 111-122, (2006); Young D.I., Enterprise for all: the relevance of enterprise in education, (2014); Zainal Z., Case study as a research method, Journal Kemanusiaan, 5, 1, pp. 1-6, (2007)","A.P. Clarke; University of Salford, Manchester, United Kingdom; email: AClarke21@uclan.ac.uk","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85087818017"
"Martín M.M.","Martín, Marián Morón (55973834300)","55973834300","Transcreation as a way to promote employability in translation training: Adding value to translation training","2020","Hermes (Denmark)","60","","","125","139","14","5","10.7146/HJLCB.V60I0.121315","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092913637&doi=10.7146%2fHJLCB.V60I0.121315&partnerID=40&md5=cbe6b81413e5160593f8f1e75d27e9c7","Departamento de Filología y Traducción, Universidad Pablo de Olavide, Spain","Martín M.M., Departamento de Filología y Traducción, Universidad Pablo de Olavide, Spain","An overview of the current professional translation industry shows that translation, in general, seems to be accommodating changes in the labor market and in society with relative ease. However, the scope, limits and boundaries of translation are a matter of academic and professional concern (Mayoral 2001; Tymoczko 2005/2007; Koskinen/Dam 2016; Dam et al. 2018), with some viewing the identity of translation somehow jeopardized by the great variety of professional translation-related services and practices encountered within the field (Gambier 2016; Koskinen/Dam 2016; Dam et al. 2018). It is true that services now associated with translation, such as technical communication (Risku 2004), transcreation, postediting or multilingual copyrighting (Mangell et al. 2019) are closely interrelated, sometimes even being identified as translation per se (Gambier 2016; Dam et al. 2018), despite the fact that no linguistic transfer even occurs. This paper will address the experience of trainee participants in a transcreation project developed at the University Pablo de Olavide in Seville (Spain). The project was an attempt to introduce transcreation, defined by the LSP industry as a service of added value, and initiate students in inventiveness and creative translation, while creatively enhancing translation graduates' employability (Rojo/Meseguer 2018: 79). Despite the assumed role of universities as providers of employability skills, this initiative also aims to add value to translator training, adopting an open, creative and boundaryless approach when dealing with employability issues in translators' training (Calvo 2010; Morón 2010; Kuznik 2016; Calvo 2018). The boundaries within and around the translation profession (Koskinen/Dam 2016) are tackled, through students completing simulated professional practice and self-reflection (Kiraly 2013/2016; Leggot/ Stapleford 2004a/b). A qualitative and analytical approach will be adopted, presenting the final assessment results from trainee participants during Stage 1 of project implementation, as well as real testimonies of graduates and professionals reflecting on the impact the initiative has on trainees' employability. © 2020 Aarhus Universitet. All rights reserved.","Employability; Entrepreneurship; Simulated projects; Situated learning; Transcreation; Translator training","","","","","","","","Aguayo Natividad, La interdisciplinariedad como elemento clave en la conceptualización de los Estudios de Traducción en el campo de conocimiento, Skopos, 8, pp. 3-26, (2017); Título de Grado en Traducción e Interpretación, (2006); Arthur Michael B., Rousseau Denise M., The Boundaryless career: A new employment principle for a new organizational era, (1996); Boysen Mikkel Snorre Wilms, Does creativity rely on expertise?, Education Applications & Development: Advances in Education and Educational Trends, pp. 122-130, (2015); Bundgaard Kristine, Brogger Matilde Nisbeth, Back translation: A neglected area in Translation Studies, European Society for Translation Studies Newsletter, pp. 13-14, (2017); Bundgaard Kristine, Brogger Matilde Nisbeth, Don't fix bad translations: A netnographic study of translators' understandings of back translation in the medical domain, Retos actuales y tendencias emergentes en traducción médica / Current challenges and emerging trends in medical translation. MonTI, 10, pp. 205-224, (2018); Calvo Elisa, Análisis curricular de los estudios de Traducción e Interpretación en España: perspectiva del estudiantado, (2010); Calvo Elisa, Scaffolding translation skills through situated training approaches, The Interpreter and Translator Trainer, 9, 3, pp. 306-322, (2015); Calvo Elisa, From translation briefs to quality standards: Functionalist theories in today's translation processes, The International Journal of Translation and Interpreting Research, 10, 1, pp. 18-32, (2018); Calvo Elisa, Moron Marian, What do translation students expect of their training in Spain, Current trends in translation teaching and learning, II, pp. 105-118, (2006); Colas M. Pilar, Los métodos descriptivos, Investigación educativa, pp. 176-200, (1998); Dam V., Helle, Brogger Matilde N., Zethsen K., Karen, Moving Boundaries in Translation Studies, (2018); Di Giovanni Elena, Translations, Transcreations and Transrepresentations of India in Italian Media, Méta: Journal des traducteurs, 53, 1, pp. 26-43, (2008); Competence Framework 2017, (2017); Ericsson K. Anders, The scientific study of expert levels of performance: General implications for optimal learning and creativity, High Ability Studies: The Journal of the European Council for High Ability, 9, 1, pp. 75-100, (1998); Gaballo Viviana, Exploring the boundaries of transcreation in specialized translation, ESP Across Cultures, 9, pp. 95-113, (2012); Gambier Yves, Rapid and Radical Changes in Translation and Translation Studies, International Journal of Communication, 10, pp. 887-906, (2016); Gonzalez-Davies Maria, Scott-Tennent Christopher, A Problem-Solving and Student-Centred Approach to the Translation of Cultural References, Méta, 50, 1, pp. 160-179, (2005); Gouadec Daniel, Profession: Traducteur, (2002); ISO-17100. Translation services, (2015); Hernandez Roberto, Fernandez Carlos, Baptista Pilar, Metodología de la investigación, (2003); Katan David, Translation at the cross-roads: Time for the transcreational turn?, Perspectives, 24, 3, pp. 365-381, (2016); Katan David, Spinzi Cinzia, Transcreation and the Professions, Cultus: The International Journal of Mediation and Communication, 7, (2014); Kearns John, The academic and the vocational in translator education, Translator and Interpreter Training: Issues, Methods and Debates, (2008); Effects on the European Economy Shortages of Foreign Language Skills in Enterprise, (2005); Kelly Dorothy, Un modelo de competencia traductora: bases para el diseño curricular, Puentes, 1, pp. 9-20, (2002); Kelly Dorothy, A Handbook for Translator Trainers: a guide to reflective practice, Translation Practices Explained, (2005); Ketola Anne, Picturebook Translation as Transcreation, Search of Meaning Literary, Linguistic, and Translational Approaches to Communication, pp. 127-143, (2018); Kiraly Donald, A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice, (2000); Kiraly Donald, Towards a View of Translator Competence as an Emergent Phenomenon: Thinking Outside the Box(es) in Translator Education, New Prospects and Perspectives for Educating Language Mediators, pp. 197-224, (2013); Kiraly Donald, Towards Authentic Experiential Learning in Translator Education, (2016); Koskinen Kaisa, Helle Dam V., Academic boundary work and the translation profession: insiders, outsiders and (assumed) boundaries, Jostrans, The Journal of Specialized Translation, 25, pp. 254-267, (2016); Kussmaul Paul, Training the Translator, (1995); Kuznik Anna, Work content of in-house translators in small and medium-sized industrial enterprises. Observing real work situations, Jostrans, The Journal of Specialized Translation, 25, pp. 213-231, (2016); Leggot Dawn, Stapleford Jane, Enhancing student awareness of employability skills through the use of progress files, Paper presented at the Conference Navigating the new landscape for languages conference, (2004); Leggot Dawn, Stapleford Jane, Language Student´s Perceptions of their Employability Skills, Higher London: CILT, 9, (2004); Malenova Evgeniya D., Subtitling Practice: From Translation to Transcreation, Journal of Siberian Federal University, Journal of Siberian Federal University. Humanities & Social Sciences, 10, 4, pp. 526-536, (2017); Mangell Paul, Villavilla Alvaro, Petrilli Angela, Aoki Makiko, Zhdanov Vladimir, TAUS Transcreation Best Practices and Guidelines, (2019); Mayoral Roberto, Aspectos epistemológicos de la Traducción, (2001); Milton John, Bandia Paul F., Agents of Translation, (2009); Moron Marian, Percepciones sobre el impacto de la movilidad en la formación de traductores: el caso del Programa de Triple Titulación LAE (Lenguas Aplicadas Europa), (2010); Moron Marian, From Translation Professionals to translation-related Professionals or `non translators´, Strategies and Analyses of Language and Communication in Multilingual and International Contexts; Moron Marian, Calvo Elisa, Introducing transcreation skills in translator training contexts: A situated project-based approach, Jostrans, The Journal of Specialised Translation, 29, pp. 126-148, (2018); Moron Marian, Lobato Julia, La transcreación de la moda à la mode: análisis de zonas de intervención en proyectos francés-español, Onomazéin, Revista de Lingüística, Filología y Traducción. Special Issue V - Tendencias actuales en traducción para el ámbito de la economía y los negocios, pp. 40-59, (2019); Moron Marian, Medina Ana, Professional competences of translators who do not 'translate': translators in professional fields of business internationalisation, MonTI, 10, pp. 1-34, (2016); Munday Jeremy, Introducing translation studies: Theories and applications, (2013); Musacchio Maria Teresa, Zorzi Virginia, Scientific controversies and popular science in translation: Rewriting, Transediting or Transcreation?, Lingue Linguaggi, 29, pp. 481-507, (2019); Nord Christiane, Text Analisis in Translation. Theory, Methodology and Didactic Application of a Model for Translation-Oriented Text Analysis, (1991); Ostegaard Pedersen Camilla, Exploring the Concept of Transcreation: A Theoretical and Empirical Study of Transcreation with BMW as an Empirical Example, (2015); First results of PACTE group's experimental research on translation competence acquisition: The acquisition of declarative knowledge of translation, MonTI Special Issue 1: Minding Translation, pp. 85-115, (2014); Pedersen Daniel, Exploring the concept of transcreation-transcreation as 'more than translation'?, Cultus. Journal of Intercultural Mediation and Communication, 7, pp. 57-71, (2014); Pedersen Daniel, Transcreation in Marketing and Advertising: An Ethnographic Study, (2016); Pedersen Daniel, Managing transcreation projects: An ethnographic study, Translation Spaces, 6, 1, pp. 44-61, (2017); Ray Rebecca, Kelly Nataly, Reaching New Markets through Transcreation, (2010); Reilly Dylan, Transcreation: Intersections of Culture and Commerce in Japanese Translation and Localization, (2014); Reilly Rosemary C., Is expertise a necessary precondition for creativity?: A case of four novice learning group facilitators, Thinking Skills and Creativity, 3, 1, pp. 59-76, (2008); Rike Sissel Marie, Bilingual corporate websites - from translation to transcreation?, Jostrans, The Journal of Specialised Translation, 20, pp. 68-85, (2013); Risku Hanna, Migrating from translation to technical communication and usability, Claims, Changes and Challenges in Translation Studies, pp. 181-195, (2004); Rojo Ana, Meseguer Purificacion, Creativity and Translation Quality: Opposing enemies or friendly allies? In Hermes, Journal of Language and Communication in Business, 57, pp. 79-96, (2018); Runco Mark, Runco Creativity Assessment Battery (rCAB), (2012); Sales Dora, Puentes sobre el mundo: cultura, traducción y forma literaria en las narrativas de transculturación de José María Arguedas y Vikram Chandra, (2004); Sierra Restituto, Técnicas de investigación social: teoría y ejercicios, (1998); Soriano Inmaculada, Evaluación de un programa de movilidad en formación de traductores: expectativas, experiencias y grado de satisfacción de los participantes, profesores y gestores de intercambio MGLU-UGR-ULPGC, (2007); Tymoczko Maria, Trajectories of research in Translation Studies, Meta, 50, 4, pp. 1082-1097, (2005); Tymoczko Maria, Enlarging Translation, Empowering Translators, (2007); de Meer Jaap, A To-Do List for the Translation Industry, (2016); Way Catherine, Systematic assessment of translator competence: in search of Achilles' heel, Translator and interpreter training, pp. 88-103, (2008)","M.M. Martín; Departamento de Filología y Traducción, Universidad Pablo de Olavide, Spain; email: mmoron@upo.es","","Aarhus University","","","","","","09041699","","","","English","Hermes","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85092913637"
"Bosakova L.; Geckova A.M.; van Dijk J.P.; Reijneveld S.A.","Bosakova, Lucia (56299910600); Geckova, Andrea Madarasova (57212000481); van Dijk, Jitse P. (7201850911); Reijneveld, Sijmen A. (7005446900)","56299910600; 57212000481; 7201850911; 7005446900","Appropriate employment for segregated roma: Mechanisms in a public–private partnership project","2020","International Journal of Environmental Research and Public Health","17","10","3588","","","","6","10.3390/ijerph17103588","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085265068&doi=10.3390%2fijerph17103588&partnerID=40&md5=7f2176c34b823e83b1fbcb018bb023cc","Department of Health Psychology and Research Methodology, Medical Faculty, P.J. Safarik University in Kosice, Trieda SNP 1, Kosice, 040 11, Slovakia; Olomouc University Society and Health Institute, Palacky University in Olomouc, Univerzitni 22, Olomouc, 771 11, Czech Republic; Department of Community and Occupational Medicine, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1, Groningen, 9713 AV, Netherlands","Bosakova L., Department of Health Psychology and Research Methodology, Medical Faculty, P.J. Safarik University in Kosice, Trieda SNP 1, Kosice, 040 11, Slovakia, Olomouc University Society and Health Institute, Palacky University in Olomouc, Univerzitni 22, Olomouc, 771 11, Czech Republic, Department of Community and Occupational Medicine, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1, Groningen, 9713 AV, Netherlands; Geckova A.M., Department of Health Psychology and Research Methodology, Medical Faculty, P.J. Safarik University in Kosice, Trieda SNP 1, Kosice, 040 11, Slovakia, Olomouc University Society and Health Institute, Palacky University in Olomouc, Univerzitni 22, Olomouc, 771 11, Czech Republic; van Dijk J.P., Olomouc University Society and Health Institute, Palacky University in Olomouc, Univerzitni 22, Olomouc, 771 11, Czech Republic, Department of Community and Occupational Medicine, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1, Groningen, 9713 AV, Netherlands; Reijneveld S.A., Department of Community and Occupational Medicine, University Medical Center Groningen, University of Groningen, Antonius Deusinglaan 1, Groningen, 9713 AV, Netherlands","Our earlier article showed that increased employability of segregated Roma may improve their well-being and health. To achieve that, appropriate employment based on a public–private partnership could be the key. For optimal design of such a partnership, we need insight into its potential mechanisms. Evidence on this is lacking, however. This paper builds on the previously published article by focusing on mechanisms for achieving better health. Therefore, our aim was to identify the potential mechanisms by which a public–private Roma employment project could increase employability. We investigated a Roma employment project called Equality of Opportunity established by a private company, U.S. Steel Kosice in eastern Slovakia. We conducted a multi-perspective qualitative study to obtain key stakeholders’ perspectives on the potential mechanisms of a public–private Roma employment project in terms of increased employability. We found three types of mechanisms. The first type regarded formal job mechanisms, such as an appropriate employment and salary offer and a bottom-up approach in capacity building. The second type involved sustainability mechanisms, such as the personal profile of project and work-shift coordinators, the continuous offer of training and cooperation with relevant stakeholders (municipalities, community centers, etc.). The third type was cultural mechanisms, such as personal contact with project participants, attention to less-voiced groups like children, the motivation of project participants, a counter-value reciprocity approach and respect for the specifics of Roma history. Our findings imply that policymakers could consider public–private partnerships for increasing the employability of segregated Roma, as they have the potential to address a wider range of social needs simultaneously. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Deprivation; Employability; Mechanisms; Segregated Roma; Unemployment","Adult; Child; Cities; Employment; Humans; Public-Private Sector Partnerships; Roma; Slovakia; Italy; Lazio; Roma [Lazio]; Slovakia; bottom-up approach; capacity building; employment; public-private partnership; stakeholder; adult; Article; conceptual framework; controlled study; cultural factor; employability; employment; health care policy; human; male; public-private partnership; qualitative research; Romani (people); salary; semi structured interview; Slovakia; child; city; Romani (people)","","","","","","","Health and the Roma Community, Analysis of the Situation in Europe. Bulgaria, Czech Republic, Greece, Portugal, Romania, Slovakia, Spain, (2009); Belak A., Madarasova Geckova A., van Dijk J.P., Reijneveld S.A., Why don’t segregated Roma do more for their health? An explanatory framework from an ethnographic study in Slovakia, Int. J. Public Health, 63, pp. 1123-1131, (2018); Employing the Roma: Insights from Business, Available Online; Hurrle J., Ivanov A., Grill J., Kling J., Skobla D., Unclear Result: Did European Social Fund Projects Help Roma in Slovakia? Findings from the Analysis of Projects under the OP Employment and Social Inclusion in the 2007–2013 Programming Period, (2012); Garsten C., Jacobsson, K, Learning to Be Employable: New Agendas on Work, Responsibility and Learning in a Globalizing World; Dacre Pool L., Sewell P., The key to employability:Developing a practical model of graduate employability, Educ. + Train., 49, (2007); Education and Employment Opportunities for the Roma, Comp. Econ. Stud., 48, (2006); Bosakova L., Madarasova Geckova A., van Dijk J.P., Reijneveld S.A., Increased employment for segregated Roma may improve their health: Outcomes of a public-private partnership project, IJERPH, 16, (2019); Albert G., Dijksterhuis R., End M., Hrabanova G., Jarab J., Koller F., Mack J., Makaveeva L., Mille S., Mirga-Kruszelnicka A., Pascoet J., Szilvasi M., Verhelst M., Antigypsyism-A reference paper, Alliance Antigypsyism, pp. 1-16, (2016); Jarab J., Eight circles of anti-Gypsyism, Available Online; Hyde A., Systemic Exclusion of Roma from Employment, Roma Rights Q., 1, (2006); Stateva M., Stock L., Junge K., Castellanos Serrano C.C., Good Practices. in Social Inclusion through Employment: Learning from Roma Integration, (2018); Astbury B., Leeuw F.L., Unpacking Black Boxes: Mechanisms and Theory Building in Evaluation, Am. J. Eval., 31, (2010); Dahlgren G., Whitehead M., Policies and strategies to promote equity in health, Background Document to Who-Strategy Paper for Europe; Institute for Future Studies, (1991); Healthy Lives, The Marmot Review. Strategic Review of Health Inequalities in England Post-2010; Harrison D.K., Brown D.R., The Hard-To-Employ. Who are They? Perspectives on Training the Disadvantaged-The Hard-To-Employ, (1970); Pawson R., Tilley N., Realist Evaluation, (2004); Linsley P., Howard D., Owen S., The construction of context-mechanisms-outcomes in realistic evaluation, Nurse Res, 22, (2015); Lecompte M.D., Schensul J.J., Eds.; in Analysis and Interpretation of Ethnographic Data: A Mixed Methods Approach, (2013); Bosakova L., A Bottom-Up Approach to Employment. An. Example of Good Practice, (2018); Kolesarova J., Empowerment of Roma communities through municipal enterprises in the context of Slovak Republic, Roma Population on the Peripheries of the Visegrad Countries. Integration Issues and Possible Solutions, (2012); Zabarauskaite R., Skackauskiene I., The Survey of Attitudes Toward Work by the Unemployed in Lithuania, Int. J. Manag.-Theory Appl. (IREMAN), (2014); Musinka A., Podarilo Sa. Príklady Úspešných Aktivít Na Úrovni Samospráv Smerujúcich K Zlepšeniu Situácie Rómov [The Things that Worked. Examples of Successful Activities at Local Level Aimed at Improving the Situation of Roma], (2012); European Economic and Social Committee Bridging the Skills Gap for Growth and Job Creation, (2018); Transition from education to employment, Report from the Meeting in Brussels, (2017); Nasture F., Comparing Romanian Policies on Employment: Lessons for the Roma Decade, Report for EUMAP: Cultural Centre O Del Amenca, (2005); Belak A., The Health of Segregated Roma: First-Line Views and Practices. a Case Study in Slovakia Using Ethnographic Methods, (2019); Paluck E., Green S., Green D., The contact hypothesis re-evaluated, Behav. Public Policy, 2, (2019); Robison D., Training and Jobs Programs in Action: Case Studies in Private-Sector Initiatives for the Hard-To-Employ, (1978)","L. Bosakova; Department of Health Psychology and Research Methodology, Medical Faculty, P.J. Safarik University in Kosice, Kosice, Trieda SNP 1, 040 11, Slovakia; email: lucia.bosakova@upjs.sk","","MDPI AG","","","","","","16617827","","","32443783","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85085265068"
"Mukherjee B.; Chandra B.; Singh S.","Mukherjee, Bidhan (57203153267); Chandra, Bibhas (57043453600); Singh, Saumya (56175929200)","57203153267; 57043453600; 56175929200","Talent retention in Indian public sector units (PSUs): an empirical investigation","2020","Kybernetes","49","6","","1783","1810","27","4","10.1108/K-03-2019-0165","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073964515&doi=10.1108%2fK-03-2019-0165&partnerID=40&md5=5593e9c3d155e42ef149df50dcbb25ef","Department of Management Studies, Indian Institute of Technology (ISM), Dhanbad, India","Mukherjee B., Department of Management Studies, Indian Institute of Technology (ISM), Dhanbad, India; Chandra B., Department of Management Studies, Indian Institute of Technology (ISM), Dhanbad, India; Singh S., Department of Management Studies, Indian Institute of Technology (ISM), Dhanbad, India","Purpose: In response to scholarly calls, this study aims to explore the persuasive predictors including (job security, autonomy, work-life balance, culture and climate, career growth, leadership style and support, training and development and reward, recognition and pay) of talent retention in Indian PSUs by emphasising the commonalities and differences between different category of employees from different cohorts based on their contribution in the prime function of the business. Design/methodology/approach: A self-administered questionnaire was used to collect data from 472 employees from selected organisations through Multistage sampling technique and Simple random sampling technique. Data were analysed using tests such as logistic regression, MANOVA, post hoc Tukey in SPSS 20. Findings: Job security, autonomy, career growth and culture and climate are the persuasive predictors of talent retention in Indian PSUs. However, there is a significant interaction effect of age and job standard on job security. Job security and perceived employability do not relate to age for core category employees rather possess identical perception than other employee category. Findings indicate that identifying the position to be retained is more viable than a common retention strategy. Originality/value: This study contributes to the existing knowledge of talent retention by exploring novel insights in comprehending the commonalities and differences of different employee category at all level from different cohorts, sharing different responsibilities in the prime function of the business that has largely been ignored. The study can succour in improving performance and cost-effective retention strategy. © 2019, Emerald Publishing Limited.","Employee’s contribution; Generation; Indian PSUs; Perception gap; Talent management; Talent retention","Cost effectiveness; Job satisfaction; Logistic regression; Design/methodology/approach; Empirical investigation; Improving performance; Multistage sampling; Retention strategies; Self-administered questionnaire; Simple random sampling; Training and development; Personnel training","","","","","","","Ahmad M.S., Wazir M.I., Abbas S.M., Ali M., Asmi F., How to retain the ‘core- employees’ through HR practices? 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Christiaensen R., Kinschots C., Marcelis V., Philips K., Van-Cauwenberghe H., Van den Bogaert T., Vervaeke A., Dochy F., Baert H., Retention of talented employees: the importance of the learning and working climate, (2009); Collings D.G., Mellahi K., Strategic talent management: a review and research agenda, Human Resource Management Review, 19, 4, pp. 304-313, (2009); Collings D.G., Scullion H., Vaiman V., European perspectives on talent management, European Journal of International Management, 5, 1, pp. 453-462, (2011); Cooke F.L., Kim S.H., Human Resource Management in Asia, pp. 1-460, (2018); Coomes M.D., DeBard R., Serving the Millennial Generation: new Directions to Student Services, 106, pp. 1-112, (2004); Dessler G., Fundamentals of Human Resource Management, pp. 1-544, (2014); Doh J.P., Stumpf S.A., Tymon W.G.J., Responsible leadership helps retain talent in India, Journal of Business Ethics, 98, S1, pp. 85-100, (2011); Doherty R., Making employee engagement an end‐to‐end practice, Strategic HR Review, 9, 3, pp. 32-37, (2010); 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Mukherjee; Department of Management Studies, Indian Institute of Technology (ISM), India; email: bidhan.mukherji@gmail.com","","Emerald Group Holdings Ltd.","","","","","","0368492X","","","","English","Kybernetes","Article","Final","","Scopus","2-s2.0-85073964515"
"Mann C.","Mann, Catherine (57218528358)","57218528358","Advising by Design: Co-creating Advising Services With Students for Their Success","2020","Frontiers in Education","5","","99","","","","8","10.3389/feduc.2020.00099","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089409342&doi=10.3389%2ffeduc.2020.00099&partnerID=40&md5=45f4bec159fa301b84b61e71b31dac14","Student Success, The University of Melbourne, Melbourne, VIC, Australia","Mann C., Student Success, The University of Melbourne, Melbourne, VIC, Australia","With global trends turning toward increased personalization and expectations of higher education, the question of how to design relevant and high-quality advising services at scale that support learning outcomes, improve the student experience, and enhance the acquisition of employability skills is a central challenge for many universities. The emergence of co-creation principles to better shape relevant solutions to engage students can also be applied to advising practice. This article explores the role of design thinking applied to advising at both the strategic and operational levels within one Australian university. With a holistic methodology, design thinking considers the needs of everyone in the system, delivering qualitative data that provides insights into behaviors and drivers that have implications for the ways in which advising services are defined, designed, and delivered. It suggests that advising practice and the process of Human Centered Design share methods that can be powerful in bridging the gap that many students perceive between the institutional offering and the student experience. © Copyright © 2020 Mann.","academic advising; co-creation; design thinking; student services; student success","","","","","","","","Allen J., Nichols C., Do you hear me? Student voice, academic success and retention, Stud. Success, 8, pp. 123-129, (2017); Arkoudis S., Dillinger M., Baik C., Patience A., International students' experience in Australian higher education: can we do better?, High. Educ, 77, pp. 799-813, (2019); Arvanitakis J., Hornsby D., Are universities redundant?, Universities, the Citizen Scholar and the Future of Higher Education, pp. 7-20, (2016); Baik C., Larcombe W., Brooker A., How universities can enhance student mental wellbeing: the student perspective, High. Educ. Res. Dev, 38, pp. 674-687, (2019); Bloom J., Hutson B., He Y., Appreciative Advising, Academic Advising Approaches: Strategies that Teach Students to Make the Most of College, pp. 83-100, (2013); Bovill C., A Framework to explore roles within student-staff partnerships in higher education: which students are partners, when, and in what ways?, Int. J. Stud. Partners, 1, pp. 1-6, (2017); Bovill C., Cook-Sather A., Felten P., Millard L., Moore-Cherry N., Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships, High. Educ, 71, pp. 195-208, (2016); Eleven Lessons: Managing Design in Eleven Global Companies. Desk Research Report, (2007); Multi-Disciplinary Design Education in the UK: Eight Case Studies. Report and Recommendations from the Multi-Disciplinary Design Network, (2010); Design Methods for Developing Services: An Introduction to Service Design and a Selection of Service Design Tools. Guide, (2015); Burdett J., Crossman J., “Checking the pulse”: the international student experience and social engagement across Australian universities: reflecting on AUQA feedback to Cycle 2 reports, J. Int. Educ. Bus, 3, pp. 53-67, (2011); Campbell S., Nutt C., Academic advising in the new global century: supporting student engagement and learning outcomes achievement, Peer Rev, 10, pp. 4-7, (2008); Carey P., Student as co-producer in a marketized higher education system: a case study of students' experience of participation in curriculum design, Innov. Educ. Teach. Int, 50, pp. 250-260, (2013); Coates H., Students' early departure intentions and the mitigating role of support, Austr. Univ. Rev, 56, pp. 20-29, (2014); Cox S., Naylor R., Intra-university partnerships improve student success in a first-year success and retention outreach initiative, Stud. Success, 9, pp. 51-64, (2018); Davis M., Littlejohn D., The culture of practice: design-based teaching and learning, Taking Design Thinking to Schools: How the Technology of Design Can Transform Teachers, Learners, and Classrooms, pp. 20-36, (2017); De Silva R., Garnaut C., What is the non-academic student experience and why is it important?, J. Inst. Res, 16, pp. 69-81, (2011); Drake J., Advising as teaching and the advisor as teacher in theory and in practice, Academic Advising Approaches: Strategies that Teach Students to Make the Most of College, pp. 17-32, (2013); Dunne E., Design thinking: a framework for student engagement? A personal view, J. Educ. Innov. Partnership Change, 2, pp. 1-8, (2016); Goldman S., Kabayadondo Z., Taking Design Thinking to Schools: How the Technology of Design Can Transform Teachers, Learners, and Classrooms, pp. 3-19, (2017); Karpen O., Gemser G., Calabretta G., A multilevel consideration of service design conditions: towards a portfolio of organizational capabilities, interactive practices and individual abilities, J. Serv. Theory Pract, 27, pp. 384-407, (2017); Kift S., A decade of transition pedagogy: a quantum leap in conceptualising the first year experience, HERDSA Rev. High. Educ, 2, pp. 51-86, (2015); Kift S., Nelson K., Beyond curriculum reform: embedding the transition experience, Research and Development in Higher Education: Higher Education in a Changing World HERDSA Conference Proceedings 28, pp. 225-235, (2005); Kift S., Nelson K., Clarke J., Transition pedagogy: a third generation approach to FYE – a case study of policy and practice for the higher education sector, Int. J First Year High. Educ, 1, pp. 1-20, (2010); Light R., Enhancing Student's College Experience With Specific Advising Suggestions. Academic Advising Today, (2003); Lochtie D., McIntosh E., Stork A., Walker B., Effective Personal Tutoring in Higher Education, (2018); McInnis C., New realities of the student experience: How should universities respond?, Paper Presented at European Association for Institutional Research, (2003); McIntosh E., Working in partnership: the role of peer assisted study sessions in engaging the citizen scholar, Act Learn. High. Educ, 20, pp. 1-16, (2017); Nelson K., Quinn C., Marrington A., Clarke J., Good practice for enhancing the engagement and success of commencing students, High. Educ, 63, pp. 83-96, (2012); Nelson K., Smith J., Clarke J., Enhancing the transition of commencing students into university: an institution-wide approach, High. Educ. Res. Dev, 31, pp. 185-199, (2012); Picton C., Kahu E., Nelson K., “Hardworking, determined and happy”: first year students' understanding and experience of success, High. Educ. Res. Dev, 37, pp. 1260-1273, (2018); (2019); Roberts P., Dunworth K., Staff and student perceptions of support services for international students in higher education: a case study, J. High. Educ. Policy Manag, 34, pp. 517-528, (2012); Roth B., Foreword, Taking Design Thinking to Schools: How the Technology of Design Can Transform Teachers, Learners, and Classrooms, (2017); Stickdorn M., Hormess M., Lawrence A., Schneider J., This Is Service Design Doing: Applying Service Design Thinking in the Real World. O'Reilly Media, Incorporated; ProQuest Ebook Central, (2018); Thomas L., Building Student Engagement and Belonging in Higher Education at a Time of Change: Final Report from the What Works? Student Retention and Success Programme, (2012); Improving the International Commencing Student Onboarding Experience, (2017); Supporting Student Performance: How Might We Support Student Success at the University of Melbourne?, (2018); Varney J., Proactive Advising, Academic Advising Approaches: Strategies that Teach Students to Make the Most of College, pp. 137-154, (2013); Varnham S., Student Engagement in University Decision-Making and Governance: Towards a More Systemically Inclusive Student Voice 2015-2016. Final Report 2018. Department of Education and Training, (2018); Wilcox E., An End to Checklist Thinking: Learning-Centered Advising in Practice. NACADA Clearinghouse of Academic Advising Resources, (2016); Wood D., Gray-Gantner G., Bailey R., Pre-commencement interviews to support transition and retention of first year undergraduate students, Student Success, 7, (2016); Young-Jones A., Burt T., Dixon S., Hawthorne M., Academic advising: does it really impact student success?, Quality Assurance in Education, 1, pp. 7-19, (2013)","C. Mann; Student Success, The University of Melbourne, Melbourne, Australia; email: cvmann@unimelb.edu.au","","Frontiers Media S.A.","","","","","","2504284X","","","","English","Front. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85089409342"
"Fahrner M.; Schüttoff U.","Fahrner, Marcel (57195621262); Schüttoff, Ute (57194050038)","57195621262; 57194050038","Analysing the context-specific relevance of competencies–sport management alumni perspectives","2020","European Sport Management Quarterly","20","3","","344","363","19","17","10.1080/16184742.2019.1607522","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065060919&doi=10.1080%2f16184742.2019.1607522&partnerID=40&md5=fb3bd234616c6eb4e723d04770156935","Institute of Sports Science, University of Tübingen, Tübingen, Germany","Fahrner M., Institute of Sports Science, University of Tübingen, Tübingen, Germany; Schüttoff U., Institute of Sports Science, University of Tübingen, Tübingen, Germany","Research question: Recent studies on occupational fields show that different competencies are considered important in different work environments. However, with regard to sport management, there is a lack of knowledge about how context matters in terms of required competencies. This study examines how specific patterns of competencies are associated with sport management alumni’s occupational context. Research methods: 142 alumni of a bachelor and master programme in sport management who already have entered professional life participated in an online survey which comprised questions on the relevance of skills/abilities related to four competency dimensions and on the occupational context. Probit models were employed to analyse the association of context factors and the job-related relevance of competencies. Results and findings: Results suggest that ‘context’ plays a role in the sport managers’ assessment of the relevance of most competencies. For example, working in a private not-for-profit organisation is associated with rating ‘load capacity’, ‘negotiating skills’, and ‘assertiveness’ as relevant competencies, but ‘use of scientific methods’ and ‘scientific writing’ are considered less relevant. Furthermore, the work tasks ‘budgeting’ ‘coaching’, and ‘data analysis’ are associated with the most specific patterns of competency. Implications: Organisation and communication skills contribute to general employability of graduates. Beyond that, and due to occupation-specific competency requirements, contextual frameworks of employment and the characteristics of work-related situations need to be considered, for example in teaching-learning processes. © 2019, © 2019 European Association for Sport Management.","curriculum; employability; Management skill; occupational field; professional career","","","","","","German Association of Sport Economics and Sport Management in Munich","A first version of this manuscript was presented at the 22nd Conference of the German Association of Sport Economics and Sport Management in Munich and at the 26th European Sport Management Conference in Malmö. We would like to thank the conference participants for their valuable comments. Moreover, we are grateful to two anonymous referees for their thorough reviews and insightful suggestions.","Allen J., Van der Velden R., The role of self-assessment in measuring skills (REFLEX working paper No. 2), (2005); Baartman L.K.J., de Bruijn E., Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competence, Educational Research Review, 6, pp. 125-134, (2011); Barcelona B., Ross C.M., An analysis of the perceived competencies of recreational sport administrators, Journal of Park and Recreation Administration, 22, 4, pp. 25-42, (2004); Berg H., Kompetenzen und Kompetenzpassung Beruflich Qualifizierter in Ausbildung und Studium [Competencies of persons holding vocational qualifications and competencies’ fit in education and study], Beruflich Qualifizierte im Studium [persons holding vocational qualifications while studying, pp. 135-150, (2015); Bledow R., Frese M., Anderson N., Erez M., Farr J., A dialectic perspective on innovation: Conflicting demands, multiple pathways, and ambidexterity, Industrial and Organizational Psychology, 2, pp. 305-337, (2009); Breuer C., Feiler S., Sportvereine in Deutschland–ein Überblick, Sportentwicklungsbericht 2015/2016. Analyse zur Situation der Sportvereine in Deutschland [German sports development report, pp. 15-46, (2017); Brownell J., Leading on land and sea: Competencies and context, International Journal of Hospitality Management, 27, pp. 137-150, (2008); Chyung S.Y., Stepich D., Cox D., Building a competency-based curriculum architecture to educate 21st-century business practitioners, Journal of Education for Business, 81, 6, pp. 307-314, (2006); Cuskelly G., Auld C.J., Perceived importance of selected job responsibilities of sport and recreation managers: An Australian perspective, Journal of Sport Management, 5, pp. 34-46, (1991); de Schepper J., Sotiriadou P., A framework for critical reflection in sport management education and graduate employability, Annals of Leisure Research, 21, 2, pp. 227-245, (2018); DeSensi J.T., Kelley D.R., Blanton M.D., Beitel P.A., Sport management curricular evaluation and needs assessment: A multifaceted approach, Journal of Sport Management, 4, pp. 31-58, (1990); Dowling M., Edwards J., Washington M., Understanding the concept of professionalisation in sport management research, Sport Management Review, 17, pp. 520-529, (2014); Emery P.R., Crabtree R.M., Kerr A.K., The Australian sport management job market: An advertisement audit of employer need, Annals of Leisure Research, 15, 4, pp. 335-353, (2012); Definition of Sport–Version 2.0 (“Vilnius Definition 2.0”) according to CPA, (2013); Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning, Official Journal of the European Union, 394, pp. 10-18, (2006); Fabian G., Hillmann J., Trennt F., Briedis K., Hochschulabschlüsse nach Bologna. Werdegänge der Bachelor- und Masterabsolvent(inn)en des Prüfungsjahrgangs, (2016); Frame M.C., Roberto K.J., Schwab A.E., Harris C.T., What is important on the job? 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Diplom-Sportwissenschaftler/in–was nun? Erwerbs- und Beschäftigungschancen der Absolventinnen und Absolventen der Deutschen Sporthochschule Köln [2010 Graduate study of the German Sport University Cologne], Kurier, 33, 2, (2010); Mumfort T.V., Campion M.A., Morgeson F.P., The leadership skills strataplex: Leadership skill requirements across organizational levels, The Leadership Quarterly, 18, pp. 154-166, (2007); O'Flynn J., From new public management to public value: Paradigmatic change and managerial implications, The Australian Journal of Public Administration, 66, 3, pp. 353-366, (2007); Ryan S., Cox J.D., Investigating student exposure to competency-based education, Education Policy Analysis Archives, 25, 24, (2017); Schaeper H., Briedis K., Kompetenzen von Hochschulabsolventinnen und Hochschulabsolventen, berufliche Anforderungen und Folgerungen für die Hochschulreform [Competencies of graduates, professional requirements and implications for higher education reform, (2004); Schlesinger T., Studer F., Nagel S., The relationship between competencies acquired through Swiss academic sports science courses and the job requirements, European Journal of Sport Science, 16, 1, pp. 115-127, (2016); Stokes P., Oiry E., An evaluation of the use of competencies in human resource development–A historical and contemporary recontextualisation, EuroMed Journal of Business, 7, 1, pp. 4-23, (2012); Stoof A., Martens R.L., van Merrienboer J.J.G., Bastiaens T.J., The boundary approach of competence: A constructivist aid for understanding and using the concept of competence, Human Resource Development Review, 1, 3, pp. 345-365, (2002); Taylor T., McGraw P., Exploring human resource management practices in nonprofit sport organisations, Sport Management Review, 9, pp. 229-251, (2006); Thiel A., Mayer J., Characteristics of voluntary sports clubs management: A sociological perspective, European Sport Management Quarterly, 9, 1, pp. 81-98, (2009); Thiel A., Meier H., Cachay K., Hauptberuflichkeit im Sportverein. Voraussetzungen und Hindernisse [Professionalization in sports clubs, (2006); Toh K.L., Jamieson L.M., Constructing and validating competencies of sport managers (COSM) instrument: A model development, NIRSA Journal, 24, 2, pp. 38-55, (2000); Wallrodt S., Thieme L., Sportökonomische Studiengänge in Deutschland: Wettbewerb oder Angleichung im organisationalen Feld? [Degree courses in sport economics in Germany: Competition or alignment in the organisational field?], Arbeitsmarkt und sport–eine ökonomische Betrachtung [Sport labor economics, pp. 153-170, (2017)","M. Fahrner; Institute of Sports Science, University of Tübingen, Tübingen, Wilhelmstraße 124, 72074, Germany; email: marcel.fahrner@uni-tuebingen.de","","Routledge","","","","","","16184742","","","","English","Eur. Sport Manage. Q.","Article","Final","","Scopus","2-s2.0-85065060919"
"Casal B.; Rivera B.; Currais L.","Casal, Bruno (24366189800); Rivera, Berta (6701838491); Currais, Luis (6507235073)","24366189800; 6701838491; 6507235073","Economic crisis, unemployment and illegal drug consumption in Spain","2020","Applied Economic Analysis","28","83","","153","170","17","0","10.1108/AEA-07-2019-0014","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104323395&doi=10.1108%2fAEA-07-2019-0014&partnerID=40&md5=c2cb535d4f169ad872b02887dff47e04","Department of Economics and Financial Accounting, University of A Coruña, A Coruña, Spain","Casal B., Department of Economics and Financial Accounting, University of A Coruña, A Coruña, Spain; Rivera B., Department of Economics and Financial Accounting, University of A Coruña, A Coruña, Spain; Currais L., Department of Economics and Financial Accounting, University of A Coruña, A Coruña, Spain","Purpose: The purpose of this paper is to analyse the association between drug consumption and unemployment. This paper also studies the differential association between these variables in both the pre- and current-crisis periods. The results are compared in an attempt to verify that the population of users is more vulnerable in terms of how likely they are to get and hold down a job in the labour market. Design/methodology/approach: Matching methods and microdata from the Survey on Alcohol and Drugs in Spain, EDADES are used. The use of these methods on the estimates carried out prove to be particularly effective in reducing treatment-selection bias. The authors’ interest is also to analyse the differential association between the interest variables in both the pre- and current-crisis periods. For this purpose, the authors also use the differences-in-differences (DID) estimation method between the two periods to check if the impact of drug use on unemployment depends on the economic context. The estimations are compared in an attempt to verify that the population of users is less likely to attain and hold down a job in the labour market than non-drug users. Findings: The results obtained in the current study are consistent with the hypothesis that drug use decreases an individual’s capacity and availability when he or she is trying to enter the labour market. In both 2007 and 2013, drug users were more likely to be unemployed, regardless of the type of drug. Differences in the probability of being unemployed intensify during an economic crisis. In light of these results, it is possible to conclude that the negative effect of drug consumption on an individual’s employability is increased during periods of economic recession. Research limitations/implications: The study presented here has some limitations. Firstly, cross-sectional data were used to examine the causal relationship between consumption and employment. In this sense, the results are susceptible to bias. The unavailability of longitudinal data on the same individual made it impossible for the researchers to consider periods of abstinence, the duration of periods of consumption and how this consumption affected an individual’s productivity and his or her working situation. Another limitation is that certain relevant unemployment variables may have been omitted. Among the variables that affect an individual’s labour participation is the existence of sources of income as an alternative to market salaries. With state subsidies, income from illegal activities and money sent by family or friends, an individual may decide not to work. This problem could be mitigated if omitted variables operate in a similar way throughout both of the periods examined. Social implications: Given the results obtained in this paper, the authors believe that public policy conclusions should be mainly concerned with the importance of implementing proactive employment policies, along with family support programmes and a greater role for primary care among the people with the highest risks of exclusion. Health treatment should go jointly with measures that make it easier for individuals to enter the workforce. These steps would only be possible with an improved level of education and more complete professional profiles, to increase motivation when individuals seek employment. Originality/value: This study could make various contributions to the existing body of evidence. In the authors’ knowledge, this is the first attempt to document the effect of the economic crisis on the employability of the drug-using population in contrast with the general population. Moreover, a methodology is presented that provides an alternative to those used in earlier studies, in terms of reducing treatment-selection bias. At the same time, the use of a DID estimation method between pre- and current-crisis periods allow us to check if the impact of drugs consumption on unemployment depends on the economic context. © 2020, Bruno Casal, Berta Rivera and Luis Currais.","Drug consumption; Economic crisiss; Matching methods; Spain; Unemployment","","","","","","Ministerio de Ciencia e Innovación, MICINN, (ECO2013-48217)","Funding for this study was provided by the Spanish Ministry of Science and Innovation, (Grant number ECO2013-48217).","Alexandre P.K., French M.T., Further evidence on the labour market effects of addiction: chronic drug use and employment in metropolitan Miami, Contemporary Economic Policy, 22, 3, pp. 382-393, (2004); Arkes J., How does youth cigarette use respond to weak economic periods? 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A time-trend analysis for Japan, Hong Kong, South Korea, Taiwan, Singapore and Thailand, Social Science and Medicine, 68, 7, pp. 1322-1331, (2009); Colell E., Sanchez, Niubo A., Delclos J.L., Benavides F.G., Domingo-Salvany A., Economic crisis and changes in drug use in the Spanish economically active population, Addiction, 110, 7, pp. 1129-1137, (2015); Compton W.M., Gfroerer J., Conway K.P., Finger M.S., Unemployment and substance outcomes in the United States 2002-2010, Drug and Alcohol Dependence, 142, pp. 350-353, (2014); Costa C., De Grauwe P., Sabadash A., Montanari L., Unemployment and drug treatment, International Journal of Drug Policy, 22, 5, pp. 366-373, (2011); Davalos M.E., Fang H., French M.T., Easing the pain of an economic downturn: macroeconomic conditions and excessive alcohol consumption, Health Economics, 21, 11, pp. 1318-1335, (2012); De Goeij M., Suhrcke M., Toffolutti V., Van de Mheen D., Schoenmakers T.M., Kunst A.E., How economic crisis affect alcohol consumption and alcohol-related health problems: a realist systematic review, Social Science and Medicine, 131, pp. 131-1456, (2015); Dee T.S., Alcohol abuse and economic conditions: evidence from repeated cross‐sections of individual‐level data, Health Economics, 10, 3, pp. 257-270, (2001); Memoria Del Plan Nacional Sobre Drogas, Ministerio de Sanidad, (2013); Memoria Del Plan Nacional Sobre Drogas, (2015); Dom G., Samochowiec J., Evans-Lacko S., Wahlbeck K., Van Hal F., McDaid D., The impact of the 2008 economic crisis on substance use patterns in the countries of the European union, International Journal of Environmental Research and Public Health, 13, 1, (2016); Dubanowicz A., Lemmens P., Impact of the economic recession on addiction-pone behaviours, The Impact of Addictive Substances and Behaviours on Individual and Societal Well-Being, (2015); Economou A., Nikolaou A., Theodossiou I., Are recessions harmful to health after all? 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Longitudinal study in the general population in the UK, British Journal of Psychiatry, 189, 2, pp. 109-117, (2006); Stata Statistical Software: Release 14, (2015); Stuckler D., Basu S., Suhrcke M., Coutts A., McKee M., Effects of the 2008 recession on health: a first look at European data, The Lancet, 378, 9786, pp. 124-125, (2011); Urbanos-Garrido R., Lopez-Valcarcel B., The influence of the economic crisis on the association between unemployment and health: an empirical analysis for Spain, The European Journal of Health Economics, 16, 2, pp. 175-184, (2015); Van Hal G., The true cost of the economic crisis on psychological well-being: a review, Journal of Psychology Research and Behavior Management, 8, pp. 17-25, (2015); Van Ours J.C., Cannabis, cocaine and jobs, Journal of Applied Econometrics, 21, 7, pp. 897-917, (2006); Wilkinson R., Marmot M., Social Determinants of Health: The Solid Facts, (2003); Financial Crisis and Global Health: report of a High-Level Consultation, (2009); Impact of Economic Crises on Mental Health, (2011); Leuven E., Sianesi B., PSMATCH2: Stata module to perform full Mahalanobis and propensity score matching, common support graphing, and covariate imbalance testing, (2003)","B. Casal; Department of Economics and Financial Accounting, University of A Coruña, A Coruña, Spain; email: bruno.casal@udc.es","","Emerald Group Holdings Ltd.","","","","","","26327627","","","","English","Appl.Econ.Anal","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85104323395"
"Jonbekova D.","Jonbekova, Dilrabo (57204241253)","57204241253","The diploma disease in Central Asia: students' views about purpose of university education in Kazakhstan and Tajikistan","2020","Studies in Higher Education","45","6","","1183","1196","13","10","10.1080/03075079.2019.1628199","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068711223&doi=10.1080%2f03075079.2019.1628199&partnerID=40&md5=f210d554c033012a0b9bf151fe9441d0","Graduate School of Education, Nazarbayev University, Astana, Kazakhstan","Jonbekova D., Graduate School of Education, Nazarbayev University, Astana, Kazakhstan","This paper examines students’ views about the purpose of university education and its role in their future employability in Kazakhstan and Tajikistan. Data was gathered through focus groups with 172 undergraduate students. Findings suggest that due to socio-economic pressures, students largely see the purpose of university in terms of its economic value, namely enhanced access to employment opportunities and improved financial wellbeing. While future career prospects are key motivation to pursue a university degree, this study shows that the perceived role of university credentials in employability is declining. Due to an oversupply of graduates and limited employment opportunities, employers have raised the bar for qualifications to select job candidates. Coupled with an undergraduate degree perceived as an ‘incomplete degree’, students are driven to earn more educational credentials; leading to a greater supply of graduates and what appears to be a widespread occurrence of ‘diploma disease’. © 2019, © 2019 Society for Research into Higher Education.","Central Asia; employability; Kazakhstan; purpose of higher education; Tajikistan; university credentials","","","","","","Nazarbayev University, NU","This work was supported by Nazarbayev University, Social Policy Grant. I would like to thank the editor of the journal and the anonymous reviewers of this paper for the very helpful comments they provided on earlier versions of this manuscript.","Agimbetov B., (2015); Ahn E.S., Moving Towards Bologna: Internationalization and Institutional Convergence in Kazakhstani Higher Education, Higher Education in Russia and Beyond, (2016); (2018); Barber M., Donnelly K., Rizvi S., An Avalanche Is Coming: Higher Education and the Revolution Ahead, (2013); Bastedo M.N., Altbach P.G., Gumport P.J., American Higher Education in the Twenty-First Century: Social, Political, and Economic Challenges, (2016); Bloom D., Hartley M., Rosovsky H., Beyond Private Gain: Public Benefits of Higher Education, International Handbook of Higher Education, pp. 293-308, (2006); Bok D.C., Universities in the Marketplace: The Commercialisation of Higher Education, (2003); Brennan J., Durazzi N., Sene T., Things We Know and Don’t Know About the Wider Benefits of Higher Education: A Review of Recent Literature, (2013); 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Kalybekova A., (2013); Kennet D., Reed M., Lam D., The Importance of Directly Asking Students About Their Reasons for Attending Higher Education, Issues in Educational Research, 21, 1, pp. 65-74, (2011); Kitzinger J., The Methodology of Focus Groups: The Importance of Interaction Between Research Participants, Sociology of Health & Illness, 16, 1, pp. 103-121, (1994); Little W.A., The Diploma Disease Twenty Years on: An Introduction, Assessment in Education, 4, 1, pp. 5-21, (1997); Marginson S., Equity, Status and Freedom: A Note on Higher Education, Cambridge Journal of Education, 41, 1, pp. 23-36, (2011); McArthur J., Higher Education Research & Development Reconsidering the Social and Economic Purposes of Higher Education, October 2012, pp. 37-41, (2011); McMahon W.W., Oketch M., Education’s Effects on Individual Life Chances and Development: An Overview, British Journal of Educational Studies, 61, 1, pp. 79-107, (2013); Merrill M., Central Asia: Increasing Under Diversity, International Higher Education, 59, pp. 26-28, (2010); Miles M., Huberman M., Qualitative Data Analysis, (1994); Ministry of National Economy of the Republic of Kazakhstan Committee of Statistics, (2016); (2010); (2018); Naidoo R., Repositioning Higher Education as a Global Commodity, British Journal of Sociology of Education, 24, 2, pp. 249-259, (2003); Nazarbayev N., (2018); Obektiv K.Z., (2018); Higher Education in Kazakhstan 2017, Reviews of National Policies for Education, Paris, (2017); Paulsen M.B., St.John E.P., Social Class and College Costs: Examining the Financial Nexus Between College Choice and Persistence, Journal of Higher Education, 73, pp. 189-236, (2002); Perna L.W., The Benefits of Higher Education: Sex, Racial/Ethnic, and Socioeconomic Group Differences, The Review of Higher Education, 29, 1, pp. 23-52, (2005); Psacharopoulos G., Patrinos H.A., Returns to Investment in Education: A Further Update, Education Economics, 12, 2, pp. 111-134, (2004); Rakhmon E., (2017); Ramley J.A., The Changing Role of Higher Education: Learning to Deal with Wicked Problems, Journal of Higher Education Outreach and Engagement, 18, 3, pp. 7-22, (2014); Roy Y.C., Understanding the Purposes of Higher Education: An Analysis of the Economic and Social Benefits for Completing a College Degree, Journal of Education Policy, Planning and Administration, 6, 5, pp. 1-40, (2016); Schultz T.W., Capital Formation and Education, Journal of Political Economy, 68, pp. 571-583, (1960); Shaw A., Family Fortunes: Female Students’ Perceptions and Expectations of Higher Education and an Examination of How They, and Their Parents, See the Benefits of University, Educational Studies, 39, 2, pp. 195-207, (2012); Spence M., Job Market Signalling, Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Stephens D., Hacking Your Education: Ditch the Lectures, Save Tens of Thousands, and Learn More Than Your Peers Ever Will, (2013); Maorif Dar Jumhurii Tojikiston. [Education in the Republic of Tajikistan, (2017); Maorif Dar Jumhurii Tojikiston. [Education in the Republic of Tajikistan, (2018); Tight M., The Value of Higher Education: Full-Time or Part-Time?, Studies in Higher Education, 12, 2, pp. 169-185, (1987); Tilak J., Higher Education: A Public Good or a Commodity for Trade?, Prospects, 38, pp. 449-466, (2008); Child Marriage in Tajikistan (Overview), (2014); Tajikistan Higher Education Sector Study, (2014); Migration and Remittances: Recent Developments and Outlook. Special Topic: Return Migration, (2017)","D. Jonbekova; Graduate School of Education, Nazarbayev University, Astana, Block C3, Room 5005, 53 Kabanbay Batyr Ave., 010000, Kazakhstan; email: dilrabo.jonbekova@nu.edu.kz","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","","Scopus","2-s2.0-85068711223"
"Cox C.M.","Cox, Christopher M (57205121286)","57205121286","Augmenting autonomy: ‘New Collar’ labor and the future of tech work","2020","Convergence","26","4","","824","840","16","2","10.1177/1354856519899083","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078487739&doi=10.1177%2f1354856519899083&partnerID=40&md5=04dd0afaecee7ed94a804e3baae4d8ec","University of Akron, United States","Cox C.M., University of Akron, United States","This essay maps IBM’s attempts to construct a typology of high-tech ‘New Collar’ work and leverage policymaking outcomes to underwrite IBM corporate ventures capable of materializing this work. Through a discursive analysis of IBM corporate texts, webpages, and the 2017 New Collar Jobs Act, I argue for New Collar work to be understood through the lens of autonomy, as IBM recasts notions of ‘autonomous’ technology onto humans by downplaying dystopic associations of technological autonomy and transferring notions of autonomy to human workers. In doing so, I account for IBM’s use of ‘augmentation’ to situate human intelligence as the cognitive force uplifted by work performed with artificial intelligence. By pairing human augmentation with posthumanist conceptions of ‘distributed cognition’, IBM centers human intelligence through a redistributed cognition that reverses posthumanism’s decentering of human supremacy. Following from this, I unpack ‘New Collar’ as a reinvention of ‘white’ and ‘blue’ collar dichotomies and New Collar work as the grounds for tech workers to reinvent themselves. In this way, by minimizing the necessity of 4-year college degrees as pathways to economic and professional mobility, IBM constructs ‘New Collar’ with embedded notions of enlarged self-determination for applied worker intellect, vocational training, and employability. Under the aegis of creating, training, and employing New Collar workers, IBM pursues policy outcomes to underwrite corporate ventures related to New Collar work and bolster its institutional autonomy amidst marketplaces of cognitive capitalism. By outlining how tax relief provisions of the New Collar Jobs Act correlate with neoliberal ideologies of legislators and IBM investments in public–private vocational models and cybersecurity platforms, I account for IBM’s elongated ‘economy of learning’ that enables the company to more thoroughly capture, underwrite, and commodify New Collar cognition from training to market outputs. © The Author(s) 2020.","Artificial intelligence; augmentation; autonomy; cognitive capitalism; dystopia; industry; labor; policy; posthumanism","","","","","","","","New Collar Jobs Act of 2017, (2017); New Collar Jobs Act of 2019, (2019); Althusser L., On the Reproduction of Capitalism: Ideology and Ideological State Apparatuses, (2014); Baker S., Hesmondhalgh D., Creative Labour: Media Work in Three Cultural Industries, (2013); Balakrishnan A., Lovelace B., IBM CEO: Jobs of the future won’t be blue or white collar, they’ll be ‘New Collar.’ CNBC, Jan. 19, (2017); Barrat J., Our Final Invention: Artificial Intelligence and the End of the Human Era, (2013); Bastani A., Fully Automated Luxury Communism, (2019); Baym N., Personal Connections in the Digital Age, (2010); Berardi F., The Soul at Work: From Alienation to Autonomy, (2009); Bird S., Why AI Must Be Redefined As ‘Augmented Intelligence’, (2017); Bostrom N., Transhumanist values, Journal of Philosophical Research, 30, pp. 3-14, (2005); What happens if robots take the jobs?, (2015); Crawford S., Captive Audience: The Telecom Industry and Monopoly Power in the New Gilded Age, (2013); Dyer-Witheford N., De Peuter G., Games of Empire: Global Capitalism and Video Games, (2009); Artificial intelligence, automation, and the economy, (2016); Summary of the 2018 white house summit on artificial intelligence for american industry, (2019); Feenberg A., Transforming Technology: A Critical Theory Revisited, (2002); Ford M., Rise of the Robots: Technology and the Threat of a Jobless Future, (2015); Freedman D., The Politics of Media Policy, (2008); Geraci R.M., Apocalyptic AI: Visions of Heaven in Robotics, Artificial Intelligence, and Virtual Reality, (2012); Harvey D., A Brief History of Neoliberalism, (2007); Hayles N.K., How We Became Posthuman: Virtual Bodies in Cybernetics, Literature, and Informatics, (2008); Can you trust a robot?, (2016); Response to – Request for information preparing for the future of artificial intelligence, (2016); 2016 Annual report, (2017); IBM and P-TECH press kit, (2017); It’s not where you start – It’s how you finish, (2017); Key issues, (2017); P-tech graduates ready for New Collar jobs, (2017); P-TECH: When skills meet opportunity, success happens, (2017); Taking a chance on a New Collar career, (2017); Kelly J.E., Computing, cognition and the future of knowing – How humans and machines are forging a new age of understanding, (2017); Kline J., Merck to add 100 jobs, expand Elkton plant, WHSV, (2019); Kohlatkar S., Welcoming our new robot overlords, The New Yorker, (2017); Kurzweil R., The Singularity is Near: When Humans Transcend Biology, (2005); Laclau E., Mouffe C., Hegemony and Socialist Strategy: Towards a Radical Democratic Politics, (1985); Laddah S., The tech industry is evolving, it’s about time hiring evolved with it, (2017); Lapowsky I., IBM’s school could fix education – And Tech’s diversity gap, Wired, (2015); Mahon P., Posthumanism: A Guide for the Perplexed, (2017); Manovich L., The poetics of augmented space, Visual Communication, 5, 2, pp. 219-240, (2006); Maurer M., Gerdes J.C., Lenz B., Et al., Autonomous Driving: Technical, Legal, and Social Aspects, (2016); Mayer V., Almost Hollywood, Nearly New Orleans, (2017); Moulier-Boutang Y., Cognitive Capitalism, (2011); Natale D., Ballatore A., Imagining the thinking machine: Technological myths and the rise of artificial intelligence, Convergence, (2017); Nayar P.K., Posthumanism, (2018); Needleman S., At Davos, IBM Chief Predicts Artificial Intelligence Won’t Be a Job Killer, (2017); Northam R., G3 – Get skilled – Get a job – Give back. 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Cox; University of Akron, United States; email: ChristopherMCox@gmail.com","","SAGE Publications Ltd","","","","","","13548565","","","","English","Convergence","Article","Final","","Scopus","2-s2.0-85078487739"
"Aliu J.; Aigbavboa C.O.","Aliu, John (57202873480); Aigbavboa, Clinton Ohis (54956705100)","57202873480; 54956705100","Employers’ perception of employability skills among built-environment graduates","2020","Journal of Engineering, Design and Technology","18","4","","847","864","17","19","10.1108/JEDT-06-2019-0162","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076559569&doi=10.1108%2fJEDT-06-2019-0162&partnerID=40&md5=285cc4a76d31bf8c0015d4e622a65227","Department of Civil Engineering, University of Johannesburg, Johannesburg, South Africa; SARChl in Sustainable Construction Management and Leadership in the Built Environment, University of Johannesburg, Johannesburg, South Africa","Aliu J., Department of Civil Engineering, University of Johannesburg, Johannesburg, South Africa; Aigbavboa C.O., SARChl in Sustainable Construction Management and Leadership in the Built Environment, University of Johannesburg, Johannesburg, South Africa","Purpose: Universities have become training centres or “academic hubs” where skilled labour for societal and global consumptions are continuously produced. More so, the quality of teaching (pedagogy) provided by universities is essential in enhancing the skills, expertise and competencies of students who are required to meet the needs of the construction industry after graduation. Hence, the purpose of this study is to assess employers’ level of satisfaction with the employability skills of built-environment graduates in Nigeria. Design/methodology/approach: A quantitative approach was adopted for this study with close-ended questionnaires administered to respondents drawn from professionals in the Nigerian construction industry. Out of 150 questionnaires disseminated, 131 were completed and 126 were usable, signifying an 87% response rate. Data from this research were analysed using descriptive and exploratory factor analysis. Findings: Employers are seemingly satisfied with the sound academic record of built-environment graduates. They also affirmed their contentment with graduates’ willingness to learn and the way they achieve tasks with positive results. However, they expressed their dissatisfaction with the graduates’ prior work experience, communication skills and technical competencies in handling industry tasks effectively. Research limitations/implications: Data was collected from construction professions across two cities – Abuja and Lagos. Because of the limited budget allocated for this study, other regions were not considered. Because of time and financial implications, it was extremely impossible to visit all 36 states. It is, therefore, impossible to generalise the results of this research to the larger population. In generalising the results on a larger scale, the study would have to factor in a more diverse sample to ensure it is more representative. A more diverse sample may mitigate any possible bias that may arise from a self-administered questionnaire. Practical implications: From the survey results obtained from the respondents, it was observed that general knowledge about local and global trends, management skills, teamwork skills, work experience, communication skills, critical thinking skills, numeracy skills and civic responsibility are among the major non-academic skills lacking among built-environment graduates. This places significant pressures on universities in Nigeria to revisit and revamp its curricula in developing these skills among students who require them to thrive in the construction industry. Originality/value: Although the subject of employability has been adequately discussed across various fields (accountancy, psychology, management, business, marketing, etc.), there exist limited research studies in the built-environment context, a gap, which this study aims to fill. This study also provides several approaches through which employability skills can be developed. © 2019, Emerald Publishing Limited.","Construction education; Employability; Employability skills; Graduateness; Human capital; Pedagogy","Budget control; Construction industry; Environmental management; Factor analysis; Human resource management; Surveys; Critical thinking skills; Design/methodology/approach; Exploratory factor analysis; Financial implications; Level of satisfaction; Quantitative approach; Self-administered questionnaire; Technical competencies; Students","","","","","","","Adebakin A.B., Ajadi T.O., Subair S.T., Required and possessed university graduate employability skills: perceptions of the Nigerian employers, World Journal of Education, 5, 2, (2015); Ahlgren D.J., Verner I.M., Socially responsible engineering education through assistive robotics projects: the robowaiter competition, International Journal of Social Robotics, 5, 1, pp. 127-138, (2013); Ahn Y.H., Annie R.P., Kwon H., Key competencies for US construction graduates: Industry perspective, Journal of Professional Issues in Engineering Education and Practice, 138, 2, pp. 123-130, (2012); Akinyemi S., Ofem I.B., Ikuenomore S., Graduate turnout and graduate employment in Nigeria, International Journal of Humanities and Social Science, 2, 14, pp. 257-265, (2012); Arain F.M., Identifying competencies for baccalaureate level construction education: Enhancing the employability of young professionals in the construction industry, Construction Research Congress 2010: Innovation for Reshaping Construction Practice, (2010); Archer W., Davison J., Graduate Employability. 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The University of Ottawa, Tutorials in Quantitative Methods for Psychology, 9, 2, pp. 79-94, (2013); Creswell J.W., Creswell J.D., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, (2017)","J. Aliu; Department of Civil Engineering, University of Johannesburg, Johannesburg, South Africa; email: Ajseries77@gmail.com","","Emerald Group Holdings Ltd.","","","","","","17260531","","","","English","J. Eng. Des. Technol.","Article","Final","","Scopus","2-s2.0-85076559569"
"Nyamayaro P.; Gouse H.; Hakim J.; Robbins R.N.; Chibanda D.","Nyamayaro, Primrose (56584672600); Gouse, Hetta (36023779000); Hakim, James (7102948186); Robbins, Reuben N. (8519586900); Chibanda, Dixon (6505908396)","56584672600; 36023779000; 7102948186; 8519586900; 6505908396","Neurocognitive impairment in treatment-experienced adults living with HIV attending primary care clinics in Zimbabwe","2020","BMC Infectious Diseases","20","1","383","","","","12","10.1186/s12879-020-05090-8","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085650881&doi=10.1186%2fs12879-020-05090-8&partnerID=40&md5=27536bd8cddbd0944583a38ce079da50","Department of Psychiatry, College of Health Sciences, African Mental Health Research Initiative, University of Zimbabwe, Harare, Zimbabwe; Psychiatry and Mental Health, University of Cape Town, Cape Town, South Africa; Department of Medicine, College of Health Sciences, University of Zimbabwe, Harare, Zimbabwe; New York State Psychiatric Institute, Columbia University, New York, NY, United States; Centre for Global Mental Health, London School of Hygiene and Tropical Medicine, London, United Kingdom","Nyamayaro P., Department of Psychiatry, College of Health Sciences, African Mental Health Research Initiative, University of Zimbabwe, Harare, Zimbabwe; Gouse H., Psychiatry and Mental Health, University of Cape Town, Cape Town, South Africa; Hakim J., Department of Medicine, College of Health Sciences, University of Zimbabwe, Harare, Zimbabwe; Robbins R.N., New York State Psychiatric Institute, Columbia University, New York, NY, United States; Chibanda D., Department of Psychiatry, College of Health Sciences, African Mental Health Research Initiative, University of Zimbabwe, Harare, Zimbabwe, Centre for Global Mental Health, London School of Hygiene and Tropical Medicine, London, United Kingdom","Background: HIV affects the central nervous system resulting in HIV associated neurocognitive impairment (NCI) in approximately 50% of people living with HIV. It typically affects memory, learning, working memory, fine motor skills, speed of information processing, verbal fluency and executive functioning cognitive domains. NCI can affect adherence to antiretroviral therapy (ART), employability, driving ability and activities of daily living. NCI is not routinely screened for in Zimbabwe, and the burden is not known in this setting. The objectives of this study were: 1) To determine NCI prevalence using a comprehensive neuropsychological battery at two primary health care clinics in Harare; 2) To assess the pattern of cognitive impairment across cognitive domains using a gold standard neuropsychological (NP) battery in HIV-positive patients compared to HIV-negative controls. Methods: Inclusion criteria: 18 years or older; minimum 7 years education; no neurological or psychiatric disorders. HIV-positive participants were on ART for ≥3 months; HIV-negative participants had a confirmed HIV negative status in the past month. A comprehensive NP battery, functional assessments, demographic and medical history questionnaires were administered. The NP battery consisted of tests assessing memory, learning, working memory, fine motor skills, speed of information processing, verbal fluency and executive functioning. Results: Two-hundred-and-thirty-one participants were recruited. Of those, 155 were HIV-positive (Female = 70%, Age M = 37.8; SD 11.2) and 76 HIV-negative (Female = 63%, Age M = 31.2; SD 9.9). HIV-positive participants were on ART for an average of 6 years. NCI was present in 49.7% HIV positive participants. Compared to HIV-negative participants, the HIV-positive group had significantly poorer scores in 5 out of 7 cognitive domains. A good level of education is negatively correlated with NCI. Conclusions: NCI prevalence in HIV-positive population Zimbabwe is consistent with global estimates. NCI persists in adults who are on ART. Routine assessment of NCI in adults attending primary care clinics using this adapted battery is therefore important so that they are identified early and are provided the necessary interventions. © 2020 The Author(s).","HIV; Neurocognitive impairment; Neuropsychological assessment; Treatment-experienced","Activities of Daily Living; Adolescent; Adult; Anti-Retroviral Agents; Cognitive Dysfunction; Executive Function; Female; HIV; HIV Infections; Humans; Learning; Male; Middle Aged; Neuropsychological Tests; Prevalence; Primary Health Care; Surveys and Questionnaires; Young Adult; Zimbabwe; antiretrovirus agent; adult; Article; cognitive defect; controlled study; educational status; executive function; female; human; Human immunodeficiency virus infection; learning; major clinical study; male; medical history; memory; motor performance; neuropsychological test; primary medical care; questionnaire; verbalization; Zimbabwe; adolescent; cognitive defect; complication; daily life activity; Human immunodeficiency virus; Human immunodeficiency virus infection; middle aged; prevalence; primary health care; virology; young adult","","Anti-Retroviral Agents, ","","","","","Imbabwe National and Sub-national HIV Estimates Report, (2018); Blackard J.T., HIV compartmentalization: A review on a clinically important phenomenon, Curr HIV Res, 10, 2, pp. 133-142, (2012); Marban C., Forouzanfar F., Ait-Ammar A., Fahmi F., El Mekdad H., Daouad F., Rohr O., Schwartz C., Targeting the Brain reservoirs: Toward an HIV cure, Front Immunol., 7, (2016); Saylor D., Dickens A.M., Sacktor N., Haughey N., Slusher B., Pletnikov M., Et al., HIV-associated neurocognitive disorder - Pathogenesis and prospects for treatment, Nat Rev Neurol, 12, 4, pp. 234-248, (2016); Zayyad Z., Spudich S., Neuropathogenesis of HIV: From initial neuroinvasion to HIV-associated neurocognitive disorder (HAND), Curr HIV/AIDS Rep, 12, 1, pp. 16-24, (2015); Antinori A., Arendt G., Becker J.T., Brew B.J., Byrd D.A., Cherner M., Et al., Updated research nosology for HIV-associated neurocognitive disorders, Neurology, 69, 18, pp. 1789-1799, (2007); Gonzalez-Scarano F., Martin-Garcia J., The neuropathogenesis of AIDS, Nat Rev Immunol, 5, 1, pp. 69-81, (2005); Grant I., Neurocognitive disturbances in HIV, Int Rev Psychiatry, 20, 1, pp. 33-47, (2008); Zimbabwe Population-Based HIV Impact Assessment (ZIMPHIA) 2015-16: First Report, (2017); May M.T., Gompels M., Delpech V., Porter K., Orkin C., Kegg S., Et al., Impact on life expectancy of HIV-1 positive individuals of CD4+ cell count and viral load response to antiretroviral therapy, AIDS, 28, 8, pp. 1193-1202, (2014); Clifford D.B., Ances B.M., HIV-associated neurocognitive disorder, Lancet Infect Dis, 13, 11, pp. 976-986, (2013); Heaton R.K., Clifford D.B., Franklin D.R., Woods S.P., Ake C., Vaida F., Ellis R.J., Letendre S.L., Marcotte T.D., Atkinson J.H., Rivera-Mindt M., Vigil O.R., Taylor M.J., Collier A.C., Marra C.M., Gelman B.B., McArthur J.C., Morgello S., Simpson D.M., McCutchan J.A., Abramson I., Gamst A., Fennema-Notestine C., Jernigan T.L., Wong J., Grant I., HIV-associated neurocognitive disorders persist in the era of potent antiretroviral therapy: CHARTER Study, Neurology, 75, 23, pp. 2087-2096, (2010); Kabuba N., Anitha Menon J., Franklin D.R., Heaton R.K., Hestad K.A., Use of Western neuropsychological test battery in detecting HIV-associated neurocognitive disorders (HAND) in Zambia, AIDS Behav, 21, 6, pp. 1717-1727, (2017); Kelly C.M., Van Oosterhout J.J., Ngwalo C., Stewart R.C., Benjamin L., Robertson K.R., Et al., HIV associated neurocognitive disorders (HAND) in Malawian adults and effect on adherence to combination anti-retroviral therapy: A cross sectional study, PLoS One, 9, 6, (2014); Yechoor N., Towe S.L., Robertson K.R., Westreich D., Nakasujja N., Meade C.S., Utility of a brief computerized battery to assess HIV-associated neurocognitive impairment in a resource-limited setting, J Neuro-Oncol, 22, 6, pp. 808-815, (2016); Foley J., Ettenhofer M., Wright M., Hinkin C.H., Emerging issues in the neuropsychology of HIV infection, Curr HIV/AIDS Rep, 5, 4, pp. 204-211, (2008); Marcotte T.D., Heaton R.K., Wolfson T., Taylor M.J., Alhassoon O., Arfaa K., Et al., The impact of HIV-related neuropsychological dysfunction on driving behavior. The HNRC group, J Int Neuropsychol Soc JINS., 5, 7, pp. 579-592, (1999); Woods S.P., Iudicello J.E., Morgan E.E., Verduzco M., Smith T.V., Cushman C., Et al., Household everyday functioning in the internet age: Online shopping and banking skills are affected in HIV-associated neurocognitive disorders, J Int Neuropsychol Soc JINS, 23, 7, pp. 605-615, (2017); Bezabhe W.M., Chalmers L., Bereznicki L.R., Peterson G.M., Adherence to antiretroviral therapy and Virologic failure: A meta-analysis, Medicine (Baltimore), 95, 15, (2016); Robertson K., Liner J., Heaton R., Neuropsychological assessment of HIV-infected populations in international settings, Neuropsychol Rev, 19, 2, pp. 232-249, (2009); Sanmarti M., Ibanez L., Huertas S., Badenes D., Dalmau D., Slevin M., Krupinski J., Popa-Wagner A., Jaen A., HIV-associated neurocognitive disorders, Journal of Molecular Psychiatry, 2, 1, (2014); Woods S.P., Moore D.J., Weber E., Grant I., Cognitive neuropsychology of HIV-associated neurocognitive disorders, Neuropsychol Rev, 19, 2, pp. 152-168, (2009); Bloch M., Kamminga J., Jayewardene A., Bailey M., Carberry A., Vincent T., Et al., A screening strategy for HIV-associated neurocognitive disorders that accurately identifies patients requiring neurological review, Clin Infect Dis, 63, 5, pp. 687-693, (2016); Nyamayaro P., Chibanda D., Robbins R.N., Hakim J., Gouse H., Assessment of neurocognitive deficits in people living with HIV in sub Saharan Africa: A systematic review, Clin Neuropsychol, pp. 1-26, (2019); Robertson K.R., Hall C.D., Assessment of neuroAIDS in the international setting, J Neuroimmune Pharmacol off J Soc NeuroImmune Pharmacol, 2, 1, pp. 105-111, (2007); Scott, Tm, Gouse H., Joska J., Kgf T., Henry M., Dryer A., Et al., Home-versus acquired-language test performance on the Hopkins Verbal Learning Test-Revised among multilingual South Africans, Appl Neuropsychol Adult, pp. 1-8, (2018); Robertson K., Jiang H., Kumwenda J., Supparatpinyo K., Evans S., Campbell T.B., Et al., Improved neuropsychological and neurological functioning across three antiretroviral regimens in diverse resource-limited settings: AIDS Clinical Trials Group study A5199, the international neurological study, Clin Infect Dis off Publ Infect Dis Soc Am, 55, 6, pp. 868-876, (2012); Harris P.A., Taylor R., Minor B.L., Elliott V., Fernandez M., O'Neal L., Et al., The REDCap consortium: Building an international community of software platform partners, J Biomed Inform, 95, (2019); Harris P.A., Taylor R., Thielke R., Payne J., Gonzalez N., Conde J.G., Research electronic data capture (REDCap) - A metadata-driven methodology and workflow process for providing translational research informatics support, J Biomed Inform, 42, 2, pp. 377-381, (2009); Lawler K., Jeremiah K., Mosepele M., Ratcliffe S.J., Cherry C., Seloilwe E., Et al., Neurobehavioral effects in HIV-positive individuals receiving highly active antiretroviral therapy (HAART) in Gaborone, Botswana PloS One, 6, 2, (2011); Grooved Pegboard:User's Manual, (2003); Strauss E., Sherman E., Spreen O., A Compendium of Neuropsychological Tests: Administration, Norms, and Commentary, (2006); Wechsler D., Wechsler Adult Intelligence Scale - Third Edition (WAIS-III), (1997); Reitan R.M., Wolfson D., The Halstead Reitan Neuropsychological Test Battery, (1985); D'Elia L.F., Satz P., Uchiyama C.L., White T., Color Trails Test™ (CTT™), (1996); Heaton R.K., Par Staff A., Wiscinsin Card Sorting Test: Computer Version 4-Research Edition, (2008); Gronwall D.M.A., Paced auditory serial-addition task: A measure of recovery from concussion. Perceptual and motor skills, Percept Mot Skills, 44, pp. 367-373, (1977); Wechsler D., Wechsler Memory Scale-Third Edition (WMS-III), (1997); Brandt J., Benedict RHB., Hopkins verbal learning test-revised™ (HVLT-R™), Psychol Assess Resour., (2001); Benedict R., Brandt J., Brief Visuospatial Memory Test-revised (BVMT-R), (1997); Tombaugh T., Normative Data Stratified by Age and Education for Two Measures of Verbal Fluency FAS and Animal Naming, Archives of Clinical Neuropsychology, 14, 2, pp. 167-177, (1999); Singh-Manoux A., Kivimaki M., Glymour M.M., Elbaz A., Berr C., Ebmeier K.P., Ferrie J.E., Dugravot A., Timing of onset of cognitive decline: Results from Whitehall II prospective cohort study, BMJ, 344, JAN04 4, pp. d7622-d7622, (2012); Eggers C., Arendt G., Hahn K., Husstedt I.W., Maschke M., Neuen-Jacob E., Obermann M., Rosenkranz T., Schielke E., Straube E., HIV-1-associated neurocognitive disorder: Epidemiology, pathogenesis, diagnosis, and treatment, Journal of Neurology, 264, 8, pp. 1715-1727, (2017); De Francesco D., Underwood J., Post F.A., Vera J.H., Williams I., Boffito M., Et al., Defining cognitive impairment in people-living-with-HIV: The POPPY study, BMC Infect Dis., 16, 1, (2016); Kabuba N., Menon J.A., Franklin D.R., Lydersen S., Heaton R.K., Hestad K.A., Effect of age and level of education on neurocognitive impairment in HIV positive Zambian adults, Neuropsychology., 32, 5, pp. 519-528, (2018); Hopcroft L., Bester L., Clement D., Quigley A., Sachdeva M., Rourke S.B., Nixon S.A., My body's a 50 year-old but my brain is definitely an 85 year-old"": Exploring the experiences of men ageing with HIV-associated neurocognitive challenges, Journal of the International AIDS Society, 16, 1, (2013); Terpstra A.R., Worthington C., Ibanez-Carrasco F., O'Brien K.K., Yamamoto A., Chan Carusone S., Baltzer Turje R., McDougall P., Granger W., Thompson V., Desousa M., Creal L., Rae A., Medina C., Morley E., Rourke S.B., I'm Just Forgetting and i Don't Know Why"": Exploring How People Living with HIV-Associated Neurocognitive Disorder View, Manage, and Obtain Support for Their Cognitive Difficulties, Qualitative Health Research, 28, 6, pp. 859-872, (2018); Ma Q., Vaida F., Wong J., Sanders C.A., Kao Y., Croteau D., Et al., Long-term efavirenz use is associated with worse neurocognitive functioning in HIV-infected patients, J Neuro-Oncol, 22, 2, pp. 170-178, (2016); Nightingale S., Winston A., Measuring and managing cognitive impairment in HIV, AIDS, 31, pp. S165-S172, (2017); WHO Recommends Dolutegravir As Preferred HIV Treatment Option in All Populations, (2019)","P. Nyamayaro; Department of Psychiatry, College of Health Sciences, African Mental Health Research Initiative, University of Zimbabwe, Harare, Zimbabwe; email: primrose.nyamayaro@gmail.com","","BioMed Central Ltd.","","","","","","14712334","","BIDMB","32471350","English","BMC Infect. Dis.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85085650881"
"Garcia-Esteban S.; Jahnke S.","Garcia-Esteban, Soraya (57192397502); Jahnke, Stefan (57210117480)","57192397502; 57210117480","Skills in European higher education mobility programmes: outlining a conceptual framework","2020","Higher Education, Skills and Work-based Learning","10","3","","519","539","20","13","10.1108/HESWBL-09-2019-0111","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081389344&doi=10.1108%2fHESWBL-09-2019-0111&partnerID=40&md5=e5e1457d6827baf99c6c42c73de9c61c","Department of Modern Philology, Universidad de Alcalá, Madrid, Spain; European University Foundation, Brussels, Belgium","Garcia-Esteban S., Department of Modern Philology, Universidad de Alcalá, Madrid, Spain; Jahnke S., European University Foundation, Brussels, Belgium","Purpose: Credit mobility has been acknowledged not only to broaden personal and intellectual horizons but also to have positive effects on the skills development and employability of undergraduate students. Academics, policymakers and organizations representing the labour market have presented a broad number of skills-related explorations proposing different frameworks to help develop students' skills. However, the identification of explicit skills is still a difficult endeavour. This study aims to revise main conceptual skills frameworks applicable in the European higher education area (EHEA), determine the skills relevant in European credit mobility and categorize skills among the examined schemes in order to create a normative model of the skills students should obtain in exchange programmes. Design/methodology/approach: The approach used to identify related literature was a search in three main databases such as Scopus, Web of Science and Google Scholar for scientific and relevant articles after 1990 using the following combination of keywords: “skill frameworks” AND “higher education” OR “skill frameworks” AND “mobility exchange programs”. It produced 391 articles but only 32 deal with skill frameworks in European higher education. After the review of these existing literature (summaries, tables and conclusions), we found out that most articles focused on specific skills (transferable, employable, etc.) in the EHEA, but merely 16 academic publications offered a complete depiction of skills frameworks applicable in credit mobility programs. Most current accounts about skills outlines, specifically the ones related to employability, come from grey literature, namely comprehensive records and reports. Findings: Data seem to confirm that there is scarce agreement on a common taxonomy of skills. However, considering the results, which summarize relevant educational, institutional and occupational perspectives, it can be noticed that there is consensus on the classification of only four skills: ICT, literacy and numeracy, which are considered basic, key or core skills in most researched papers together with problem solving, which is generally regarded as a cognitive skill. The general tendency is that policymakers and academia focus on some particular domains: basic/key, core/global foundation/fundamental skills, transferable, transversal and other skills. Studies analysing the workforce skill requirements have projected mainly cognitive and learning skills, whereas mobility programmes concede relevance to employability, management, career and life skills. Research limitations/implications: Measuring skills involves limitations as records vary depending on continuous emerging data from institutions, occupations and education. The key frameworks surveyed have provided a representative classification and depiction of the current skills from specific perspectives which are also believed to have their shortcomings. In combination, however, it is believed that the results presented can help provide a theoretical basis for assessing skills in credit mobility and Erasmus programmes within the EHEA. The resulting framework presents a founded basis for skills appraisal which expects to be meaningful for various stakeholders and helps determine how mobility policies can help improve the attainment of skills in the EHEA. Practical implications: Research has suggested that education systems will have to adapt to the changing needs of the labour markets' reshaping roles to balance technology and human intellect. The workforce seems to realize that cognitive skills such as problem solving, organization and decision-making are needed in today's society; advanced basic learning skills such as numeracy and literacy are essential. Findings appoint to new areas for exploration in skills development in order to prepare European higher education students for current trends in the Fourth Industrial Revolution and the fusion between digital, physical and biological spheres. Social implications: Data seem to confirm that a sole degree does not guarantee success, but the maturity of certain skills and the commitment to lifelong learning. This can be strengthened by taking part in EHEA credit student mobility that has proved to improve not only basic and linguistic skills but also self-development and respect for several aspects such as diversity and (inter)cultural awareness. Taking into account the perceptive and interpersonal abilities mentioned in reports on future skills, it seems that education will need further support for updated teaching practices and assessment of the skills that are expected to have greater demand, namely STEM. Institutions will need to update and promote the teaching of new skills based on a new collective and moral consciousness as recently indicated in OECD's (2018) Global Competence in order to make future citizens understand and act on issues of universal significance in today's interconnected world. Originality/value: For several decades, government, education and industry have proposed different outlines for what graduates should know and be able to do. Limited academic studies have been found, however, with updated concrete data on which skills should preferably be developed or whether and how students can further improve these skills as part of EHEA credit student mobility. This study has synthesized works and identified domains which featured the importance of generic core, cognitive and employability skills. The revision of skill frameworks has underscored existing literature and reports on future skills which anticipate that, in order to confront the expanding and prevalent role of technology, graduates will need to focus on developing unique human skills such as effective communication and creative innovation, critical thinking and collective ethical values. © 2019, Emerald Publishing Limited.","Credit mobility; Employability; European higher education area (EHEA); Skill frameworks","","","","","","Universidad de Alcalá, UAH","This research was funded by Universidad de Alcalá [ID.429650].","Alfranseder E.E., Jesus Escriva Munoz J., Fellinger J., Haley A., Nigmonov A., Taivere M., Exchange, employment and added value, (2012); Astalin D.P., Qualitative research designs: a conceptual framework, International Journal of Social Science & Interdisciplinary Research, USSIR, 2, 1, pp. 118-125, (2013); Arksey H., O'Malley L., Scoping studies: towards a methodological framework, Journal of Social Research Methodology, 8, pp. 19-32, (2005); Assiter A., Transferable Skills in Higher Education, (1995); Bakhshi H., Downing J., Osborne M., Schneider P., The Future of Skills: Employment in 2030, (2017); Barbosa I., Freire C., Paiva Santos M., The transferable skills development programme of a Portuguese economic and management faculty: the perceptions of graduate students, Competencies and (Global) Talent Management, Management and Industrial Engineering, (2017); Becker S.A., Cummins M., Davis A., Freeman A., Hall Giesinger C., Ananthanarayanan V., NMC Horizon Report: 2017 Higher Education Edition, (2017); The Erasmus Impact Study. Effects of Mobility on the Skills and Employability of Students and the Internationalisation of Higher Education Institutions, (2014); Bridger K., Academic Perspectives on the Outcomes of Outward Student Mobility, (2015); Caparros-Ruiz A., Doctorate holders' careers in Spain: does international mobility matter?, European Journal of Education, 54, 1, (2019); Insights Into Skill Shortages and Skill Mismatch: Learning from Cedefop's European Skills and Jobs Survey, (2018); Chadha D., A curriculum model for transferable skills development, Engineering Education, 1, 1, pp. 19-24, (2006); Dragoo A., Barrows R., Implementing competency-based education: challenges, strategies, and a decision-making framework, The Journal of Continuing Higher Education, 64, 2, pp. 73-83, (2016); Dvir Y., Yemini M., Mobility as a Continuum, (2017); Recommendation of the European Parliament and of the Council on the establishment of the European Qualifications Framework for lifelong learning, (2006); European Skills/Competences, Qualifications and Occupations (ESCO). The First Public Release. A Europe 2020 Initiative, (2013); New Skills for New Jobs: Action Now, (2010); Rethinking education: Investing in Skills for Better Socio-Economic Outcomes, (2012); European Area of Skills and Qualifications, (2014); Garcia-Esteban S., Villarreal I., Bueno-Alastuey M.C., The effect of telecollaboration in the development of the Learning to Learn competence in CLIL Teacher, Training, Interactive Learning Environments Journal, (2019); Tuning Educational Structures in Europe. Informe Final, (2003); Griffin P., McGaw, Care E., Assessment and Teaching of 21st Century Skills, (2012); Harvey L., Moon S., Geall V., Bower R., Graduates’ Work: Organisation Change and Students’ attributes, (1997); Jacobone V., Moro G., Evaluating the impact of the Erasmus programme: skills and European identity, Assessment & Evaluation in Higher Education, 40, 2, pp. 309-328, (2015); Lawrence T., Teaching and assessing employability skills through skills USA, Quality Congress. 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The OECD PISA Global Competence Framework, (2018); The Learning Curve 2014: Lessons in Country Performance in Education, the Economist Intelligence Unit, (2014); Pouratashi M., Zamani A., University and graduates employability, Higher Education, Skills and Work-Based Learning, 9, 3, pp. 290-304, (2019); Robertson S., The EU, ‘regulatory state regionalism’ and new modes of higher education governance, Globalisation, Societies and Education, 8, pp. 23-37, (2010); Stewart J., Knowles V., The changing nature of graduate careers, Career Development International, 4, 7, pp. 370-383, (1999); Suleman F., The employability skills of higher education graduates: insights into conceptual frameworks and methodological options, Higher Education: The International Journal of Higher Education Research, 76, 2, pp. 263-278, (2018); Teichler U., International student mobility in Europe in the context of the bologna process, Journal of International Education and Leadership, 2, 1, pp. 1-13, (2012); TVETipedia glossary, (2014); Transversal Competencies in Education Policy & Practice, (2015); Competency Development. A Practical Guide, (2000); Validating informal transversal skills of young workers, (2017); Competences and learning outcomes: a panacea for understanding the (new) role of Higher Education?, Tuning Journal for Higher Education, 1, 2, pp. 279-302, (2014); Wagenaar R., Developing Future Skills in Higher Education. Defining, Promoting and Measuring Transferable Skills, Social and Civic Competences: Trends and Challenges in Higher Education Introductory Considerations, (2018); Woodruffe C., What is meant by a competency?, Leadership & Organization Development Journal, 14, 1, pp. 29-36, (1993); Yuval D., Miri Y., Mobility as a continuum: European commission mobility policies for schools and higher education, Journal of Education Policy, 32, 2, pp. 198-210, (2017); Skills, Qualifications and Jobs in the EU: The Making of a Perfect Match?”, Evidence from Cedefop's European Skills and Jobs Survey, (2015); Chu S.K.W., Reynolds R.B., Tavares N.J., Notari M., Lee C.W.Y., 21st Century skills development through inquiry-based learning, SKW Science+Business Media, (2017); The Bologna Declaration of 19 June 1999: Joint Declaration of the European Ministers of Education, (1999); Definition and selection of competencies: theoretical and conceptual foundations (DeSeCo), The Definition and Selection of Key Competencies, (2001); European Commission, (2019)","S. Garcia-Esteban; Department of Modern Philology, Universidad de Alcalá, Madrid, Spain; email: soraya.garciae@uah.es","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85081389344"
"Herbert I.P.; Rothwell A.T.; Glover J.L.; Lambert S.A.","Herbert, Ian P. (17434883000); Rothwell, Andrew T. (9037632900); Glover, Jane L. (28067922500); Lambert, Stephanie A. (57191751034)","17434883000; 9037632900; 28067922500; 57191751034","Graduate employability, employment prospects and work-readiness in the changing field of professional work","2020","International Journal of Management Education","18","2","100378","","","","45","10.1016/j.ijme.2020.100378","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079625094&doi=10.1016%2fj.ijme.2020.100378&partnerID=40&md5=1cffe353a436c371ad293fb4f20f7643","School of Business and Economics, Loughborough University, Ashby Road, LE11 3TU, United Kingdom; School of Business, University of Birmingham, Edgbaston, B15 2TT, Boirmingham, United Kingdom","Herbert I.P., School of Business and Economics, Loughborough University, Ashby Road, LE11 3TU, United Kingdom; Rothwell A.T., School of Business and Economics, Loughborough University, Ashby Road, LE11 3TU, United Kingdom; Glover J.L., School of Business, University of Birmingham, Edgbaston, B15 2TT, Boirmingham, United Kingdom; Lambert S.A., School of Business and Economics, Loughborough University, Ashby Road, LE11 3TU, United Kingdom","In the light of emerging challenges to traditional employment patterns, not least, global competition for ‘location free’ professional work, the Higher Education sector is facing increasing demands for graduates to transition more effectively from education to work. Accordingly, the paper draws on Bourdieu's account of practice and the process of ‘culturing’ to explore the application of those personal behaviours and dispositions that go beyond the observable knowledge and employability credentials that, typically, are conferred by a university degree. Of particular concern is the role of the shared service centre model in the elimination, automation and offshoring of those entry-level tasks that, traditionally, have provided routes into professional careers. Empirical findings suggest that the process of culturing could provide a game playing advantage in securing graduate employment through the projection of work-readiness. A call is made for management educators, employers, government and professional bodies to think more creatively in fostering student behaviours and dispositions in work-based learning alongside, rather than at the expense of, developing intellectual skills and subject knowledge. © 2020 Elsevier Ltd","Careers; Entry-level jobs; Management education; Professional support services; Shared service centres; Work-readiness","","","","","","","","Alvesson M., Wilmott H., Identity regulation as organizational control: Producing the appropriate individual, Journal of Management Studies, 39, 5, pp. 619-644, (2002); Anderson L., Hibbert P., Mason K., Rivers C., Management Education in turbulent times, Journal of Management Education, 42, 4, pp. 423-440, (2018); Arora B., A Gramscian analysis of the employability agenda, British Journal of Sociology of Education, 36, 4, pp. 635-648, (2015); Bathmaker A.-M., Thinking with Bourdieu: Thinking after Bourdieu. 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Herbert; School of Business and Economics, Loughborough University, Ashby Road, LE11 3TU, United Kingdom; email: i.p.herbert@lboro.ac.uk","","Elsevier Ltd","","","","","","14728117","","","","English","Int. J. Manage. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85079625094"
"Towers N.; Santoso A.S.; Sulkowski N.; Jameson J.","Towers, Neil (8395998700); Santoso, Adhi Setyo (57188871561); Sulkowski, Nadine (35254410700); Jameson, John (57217121727)","8395998700; 57188871561; 35254410700; 57217121727","Entrepreneurial capacity-building in HEIs for embedding entrepreneurship and enterprise creation – a tripartite approach","2020","International Journal of Retail and Distribution Management","48","8","","881","899","18","18","10.1108/IJRDM-06-2019-0185","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086323839&doi=10.1108%2fIJRDM-06-2019-0185&partnerID=40&md5=40478ff444ec250f5ce4d0e8ccbb2ab7","School of Business and Management, University of Gloucestershire, Gloucester, United Kingdom; ESSCA School of Management, Angers, France; President University, Bekasi Regency, Indonesia; Business School, University of Gloucestershire, Cheltenham, United Kingdom; Technological University Dublin, Dublin, Ireland","Towers N., School of Business and Management, University of Gloucestershire, Gloucester, United Kingdom, ESSCA School of Management, Angers, France; Santoso A.S., President University, Bekasi Regency, Indonesia; Sulkowski N., Business School, University of Gloucestershire, Cheltenham, United Kingdom; Jameson J., Technological University Dublin, Dublin, Ireland","Purpose: The aim of this paper is to conceptualise entrepreneurial capacity-building as an integrated approach within the international higher education sector. Whilst university–enterprise collaboration is recognised as being essential to promoting graduate employability and entrepreneurship, the lack of an integrated approach towards embedding entrepreneurship education and entrepreneurial capacity-building with an entrepreneurial skill and mind-set prevails in the higher education sector. With reference to the retail sector, increasingly competitive job markets and the need for entrepreneurial capacity-building place growing pressures on universities to nurture career-ready graduates with entrepreneurial acumen. Design/methodology/approach: The theoretical paper presents a rationale for embedding entrepreneurship education into university curricula and for promoting university–business collaboration. Secondly, it reviews the extent to which entrepreneurial capacity-building is institutionally embedded to foster graduate entrepreneurship, university–business collaboration and business incubation within one strategic framework. Finally, the paper proposes five propositions within a tripartite approach that can foster graduate entrepreneurs with entrepreneurial skills and mind-set, useful for existing enterprises and start-ups. The implications for these propositions are discussed. Findings: The authors propose five propositions with a tripartite approach that can foster graduate entrepreneurs with entrepreneurial skill and mind-set, skills for creating enterprises and university–enterprise collaboration within one strategic framework. Practical implications: Increasingly competitive job markets and the need for entrepreneurial capacity-building place growing pressures on universities to nurture career-ready graduates with entrepreneurial acumen in social science (e.g. retail, business management and accountancy) and science (e.g. pharmacy, architecture and engineering) programmes centred within the tripartite approach. Originality/value: Whilst university–enterprise collaboration is recognised as being essential to promoting graduate employability and entrepreneurship, the tripartite integrated approach embeds entrepreneurship education and entrepreneurial capacity-building with an entrepreneurial skillset and mind-set in the international higher education sector. © 2020, Emerald Publishing Limited.","Entrepreneurial capacity-building; Entrepreneurial learning outcomes; Entrepreneurship education; Retail education; University–business collaboration","","","","","","","","Ahsan M., Zheng C., DeNoble A., Musteen M., From student to entrepreneur: how mentorships and affect influence student venture launch, Journal of Small Business Management, 56, 1, pp. 76-102, (2018); Ajzen I., From intentions to actions: a theory of planned behavior, Action Control, pp. 11-39, (1985); Barbero J.L., Casillas J.C., Wright M., Garcia A.R., Do different types of incubators produce different types of innovations?, The Journal of Technology Transfer, 39, 2, pp. 151-168, (2014); 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An Australian case study, Journal of Hospitality and Tourism Education, 22, 1, pp. 8-14, (2010); Wright M., Siegel D.S., Mustar P., An emerging ecosystem for student start-ups, The Journal of Technology Transfer, 42, 4, pp. 909-922, (2017); Yamakawa Y., McKone-Sweet K., Hunt J., Greenberg D., Expanding the focus of entrepreneurship education: pedagogy for teaching the entrepreneurial method, Journal of Business and Entrepreneurship, 27, 2, pp. 19-46, (2016); Yu X., Tao Y., Tao X., Xia F., Li Y., Managing uncertainty in emerging economies: the interaction effects between causation and effectuation on firm performance, Technological Forecasting and Social Change, 135, pp. 121-131, (2018); Zamfir A.M., Lungu E.O., Mocanu C., Entrepreneurship among higher education graduates in 13 European countries, Theoretical and Applied Economics, 20, 11, pp. 73-82, (2013)","N. Towers; School of Business and Management, University of Gloucestershire, Gloucester, United Kingdom; email: ntowers@glos.ac.uk; N. Towers; ESSCA School of Management, Angers, France; email: ntowers@glos.ac.uk","","Emerald Group Holdings Ltd.","","","","","","09590552","","","","English","Int. J. Retail Disrtib. Manage.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85086323839"
"Hains-Wesson R.; Ji K.","Hains-Wesson, Rachael (37028620100); Ji, Kaiying (55972976900)","37028620100; 55972976900","Students’ perceptions of an interdisciplinary global study tour: uncovering inexplicit employability skills","2020","Higher Education Research and Development","39","4","","657","671","14","16","10.1080/07294360.2019.1695752","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076168232&doi=10.1080%2f07294360.2019.1695752&partnerID=40&md5=7ae71c2643eeecfc072e3142b7fbd0a6","Work-Integrated Learning, The University of Sydney Business School, Sydney, Australia; Accounting Discipline, The University of Sydney Business School, Sydney, Australia","Hains-Wesson R., Work-Integrated Learning, The University of Sydney Business School, Sydney, Australia; Ji K., Accounting Discipline, The University of Sydney Business School, Sydney, Australia","For higher education graduates to be effective in the workplace, they require strong technical skills and the capability to operate across diverse knowledge landscapes to solve real world problems. At an Australian university, an interdisciplinary, short-term study tour programme was utilised to enhance students’ inexplicit employability skills with a focus on managing complexity while developing agility and creativity. To investigate the effectiveness of such a programme, we examined students’ perceptions of an interdisciplinary teamwork assessment task that was undertaken in an international context via a study tour model. We achieved this by, first, introducing a purposely designed interdisciplinary teamwork assessment task, which focused on students presenting innovative ideas to peers and industry members. Second, we elicited student responses via a case study approach that incorporated mixed methods, utilising several data collection instruments prior to, during, and after students participated in a study tour. The findings suggest that integrating a purposely designed interdisciplinary teamwork assessment task, via a short-term study tour model, uncovered certain inexplicit employability skills, namely managing complexity, developing agility and creativity. We make specific recommendations to support this insight, contributing to the mobility teaching and learning research field. © 2019, © 2019 HERDSA.","Cultural competency; graduate attributes; inexplicit employability skills; interdisciplinary; mixed methods; study tours; teamwork","","","","","","","","Amabile T.M., Creativity in context, (1996); Ballestas H.C., Roller M.C., The effectiveness of a study abroad program for increasing students’ cultural competence, Journal of Nursing Education and Practice, 3, 6, pp. 125-133, (2013); Becher T., Towards a definition of disciplinary cultures, Studies in Higher Education, 6, 2, pp. 109-122, (1981); Bremer L., Van der Wende M., Internationalising the curriculum in higher education, (1995); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Brigham M., Creating a global citizen and assessing outcomes, Journal of Global Citizenship & Equity Education, 1, 1, pp. 15-43, (2011); Clyne F., Rizvi F., Outcomes of student exchange. 12th Australian international education conference, (1998); Cooper L., Orrell J., Bowden M., Work integrated learning: A guide to effective practice, (2010); Cooper V., Inter-cultural student interaction in post-graduate business and information technology programs: The potentialities of global study tours, Higher Education Research & Development, 28, 6, pp. 557-570, (2009); Cornelius D., The education and skills gap: A global crisis, Techniques: Connecting Education and Careers (J1), 86, 4, pp. 50-55, (2011); Cranmer S., Enhancing graduate employability: Best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Crossman J.E., Clarke M., International experience and graduate employability: Stakeholder perceptions on the connection, Higher Education, 59, 5, pp. 599-613, (2010); Davies M., Devlin M.T., Interdisciplinary higher education: Implications for teaching and learning, (2007); Demes K.A., Geeraert N., Scales for adaptation, cultural distance, and acculturation orientation revisited, Journal of Cross-Cultural Psychology, 45, 1, pp. 91-106, (2014); Doz Y.L., Kosonen M., Embedding strategic agility: A leadership agenda for accelerating business model renewal, Long Range Planning, 43, 2-3, pp. 370-382, (2010); Edwards R., Crosling G., Petrovic-Lazarovic S., O'Neill P., Internationalisation of business education: Meaning and implementation, Higher Education Research & Development, 22, 2, pp. 183-192, (2003); Eisenhardt K.M., Building theories from case study research, Academy of Management Review, 14, 4, pp. 532-550, (1989); Flyvbjerg B., Five misunderstandings about case-study research, Qualitative research practice, pp. 390-404, (2004); Fraser K., Thomas T., Challenges of assuring the development of graduate attributes in a bachelor of arts, Higher Education Research & Development, 32, 4, pp. 545-560, (2013); Gupta N., Bharadwaj S.S., Agility in business school education through richness and reach: A conceptual model, Education + Training, 55, 4-5, pp. 370-384, (2013); Hains-Wesson R., Why aren’t we talking? Third-party providers and mobility programs, Higher Education Research & Development, 36, 4, pp. 866-869, (2017); Hains-Wesson R., Appleby M., A perspective on third-party providers and study tour programs: A mixed method study, Issues in Educational Research, 27, 3, pp. 435-452, (2017); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Hermans J., High potentials: A CEO perspective, Journal of Studies in International Education, 11, 3-4, pp. 510-521, (2007); Hoegl M., Gemuenden H.G., Teamwork quality and the success of innovative projects: A theoretical concept and empirical evidence, Organization Science, 12, 4, pp. 435-449, (2001); Hofstede G., Culture’s consequences, (1980); Hutchings K., Jackson P., McEllister R., Exploiting the links between theory and practice: Developing students’ cross-cultural understanding through an international study tour to China, Higher Education Research & Development, 21, 1, pp. 55-71, (2002); Janson K., Schomburg H., Teichler U., The professional value of ERASMUS mobility, the impact of international experience on former students’ and on teachers’ careers, (2009); Johansen D., Scaff C., Hargis J., Interdisciplinary project-based model for enhanced instruction of courses, International Journal for the Scholarship of Teaching and Learning, 3, 1, pp. 1-14, (2009); Kaufman J.C., Sternberg R., Creativity, Change: The Magazine of Higher Learning, 39, 4, pp. 55-60, (2007); Kember D., Hong C., Yau V., Mechanisms for promoting the development of cognitive, social and affective graduate attributes, Higher Education, 74, pp. 799-814, (2017); Kinash S., Crane L., Judd M., Knight C., Discrepant stakeholder perspectives on graduate employability strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); Kohonen E., Developing global leaders through international assignments: An identity construction perspective, Personnel Review, 34, pp. 22-36, (2005); LaBoskey V.K., Loughran J.J., Hamilton M.L., LaBoskey V.K., Russell T., The methodology of self-study and its theoretical underpinnings, International handbook of self-study of teaching and teacher education practices, pp. 817-869, (2004); Leask B., Bridge C., Comparing internationalisation of the curriculum in action across disciplines: Theoretical and practical perspectives, Compare: A Journal of Comparative and International Education, 43, 1, pp. 79-101, (2013); Li M., Mobley W.H., Kelly A., When do global leaders learn best to develop cultural intelligence? An investigation of the moderating role of experiential learning style, Academy of Management Learning and Education, 12, 1, pp. 32-50, (2013); Malicki R., Potts D., The outcomes of outbound student mobility: A summary of academic literature, (2013); Marcotte C., Desroches J., Poupart I., Preparing internationally minded business graduates: The role of international mobility programs, International Journal of Intercultural Relations, 31, pp. 655-668, (2007); Martin M.D., Permanent crisis, tenuous persistence: Foreign languages in Australian universities, Arts and Humanities in Higher Education, 4, 1, pp. 53-75, (2005); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Miller K.K., Gonzalez A.M., Short-term international internship experience for future teachers and other child development professionals, Issues in Educational Research, 26, 2, pp. 241-259, (2016); Molla T., Harvey A., Sellar S., Access to languages other than English in Australian universities: An educational pipeline of privilege, Higher Education Research & Development, (2018); Mukerjee S., Agility: A crucial capability for universities in times of disruptive change and innovation, Australian Universities Review, 56, 1, pp. 56-60, (2014); Nunan P., An exploration of the long-term effects of student exchange experiencesProceedings of the IDP Australian international education conference, (2006); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, (2015); Pool L.D., Qualter P., Sewell J.P., Exploring the factor structure of the careerEDGE employability development profile, Education + Training, 56, 4, pp. 303-313, (2014); Quek A., Learning for the workplace: A case study in graduate employees’ generic competencies, Journal of Workplace Learning, 17, 4, pp. 231-242, (2005); Ruiz H., Adams S., Proceedings of the 2003 American Society for Engineering Education annual conference and exposition, (2003); Ryan G.W., Bernard H.R., Techniques to identify themes, Field Methods, 15, 1, pp. 85-109, (2003); Saito E., Pham T., A comparative institutional analysis on strategies that graduates use to show they are ‘employable’: A critical discussion on the case of Australia, Japan and Vietnam, Higher Education Research & Development, 38, 2, pp. 369-382, (2019); Schech S., Kelton M., Carati C., Kingsmill V., Simulating the global workplace for graduate employability, Higher Education Research & Development, 36, 7, pp. 1476-1489, (2017); Shumilova Y., Cai Y.Z., Pekkola E., Employability of international graduates educated in Finnish higher education institutions, (2012); Silver C., Lewins A., Computer-assisted analysis of qualitative research, The Oxford handbook of qualitative research, pp. 606-638, (2014); Squires G., Interdisciplinarity in higher education in the United Kingdom, European Journal of Education, 27, 3, pp. 201-210, (1992); Sternberg R.J., O'Hara L.A., Creativity and intelligence, Handbook of creativity, pp. 251-273, (1999); Sternberg R.J., Wagner R.K., Williams W.M., Horvath J.A., Testing common sense, American Psychologist, 50, 11, pp. 912-927, (1995); Tucker M., Weaver D., A longitudinal study of student outcomes from participation in an international study tour: Some preliminary findings, Journal of University Teaching and Learning Practice, 10, 1, pp. 1-14, (2013); Vishwanath T.P., Mummery J., Reflecting critically on the critical disposition within internationalisation of the curriculum (IoC): The developmental journey of a curriculum design team, Higher Education Research & Development, 38, 2, pp. 345-368, (2019); Webb G., Internationalisation of curriculum, an institutional approach, Teaching international students. Improving learning for all, pp. 121-130, (2005); Wolf K., Leniency and halo bias in industry-based assessments of student competencies: A critical, sector-based analysis, Higher Education Research & Development, 34, 5, pp. 1045-1059, (2015); Yin R., Case study research: Design and methods, (2003); Yorke M., Employability in higher education: What it is–what it is not. Learning & employability series, series one, (2005)","R. Hains-Wesson; Work-Integrated Learning, The University of Sydney Business School, Sydney, Australia; email: rachael.hains-wesson@sydney.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85076168232"
"Young S.; Kelder J.-A.; Crawford J.","Young, Sarah (57553502600); Kelder, Jo-Anne (8851824900); Crawford, Joseph (57196083515)","57553502600; 8851824900; 57196083515","Doctoral employability: A systematic literature review and research agenda","2020","Journal of Applied Learning and Teaching","3","Special Issue 1","","97","107","10","12","10.37074/jalt.2020.3.s1.5","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85104650889&doi=10.37074%2fjalt.2020.3.s1.5&partnerID=40&md5=ad27dcbf7eeb798231f00e76b0866734","University of Tasmania, Australia","Young S., University of Tasmania, Australia; Kelder J.-A., University of Tasmania, Australia; Crawford J., University of Tasmania, Australia","Doctoral education is facing a revolution: not a new fact. Likewise, the nature of employment post-PhD has dramatically changed as market-forces drive accommodating employability outcomes from contemporary doctoral programs. This systematic literature review examines the themes emerging from 20 articles identified through the PRISMA approach to systematic reviews. The themes were grouped into three high-level concepts: policy and economics, the student, and expectations of the student. These themes are discussed in-depth within this paper, drawing on the sample literature. Following, we postulate a position for the future. Rather than reinforce the literature’s approach of acknowledging the problems, and problematising the same issues of doctoral programs insufficiently preparing candidates, we propose an outlook oriented towards practically improving doctoral programs with a focus on innovative solutions that address the general themes of preparedness and the industry-academic gap. © Kaplan Singapore. All rights reserved.","Doctor of Philosophy; Doctorate; employment; industry PhD; PhD; PhD education postgraduate","","","","","","","","Skills for a nation: A blueprint for improving education and training 2007-2017, (2007); Employability skills for the future, (2002); Allen C., Smyth E., Wahlstrom M., Responding to the field and to the academy: Ontario’s evolving PhD, Higher Education Research & Development, 21, 2, pp. 203-214, (2002); Ballout H., Career success: The effects of humacapital, person-environment fit and organizational, supporJournal of Managerial Psychology, 22, 8, pp. 741-765, (2007); Baruch Y., Transforming careers: From linear to multidirectional career paths: Organisational and individual perspectives, Career Development International, 9, 1, pp. 58-73, (2004); Beasy K., Emery S., Crawford J., Drowning in the shallows: An Australian study of the PhD experience of wellbeing, Teaching in Higher Education, 24, pp. 1-17, (2019); Bos D., Finlay R., Hopkins P., Lloyd J., Richardson M., Reflections on the ESRC internship scheme for postgraduates, Journal of Geography in Higher Education, 41, 1, pp. 106-118, (2017); Boud D., Tennant M., Putting doctoral education to work: Challenges to academic practice, Higher Education Research & Development, 25, 3, pp. 293-306, (2006); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Crawford J., Probert D., 2017 Postgraduate student experience survey, (2017); Craswell G., Deconstructing the skills training debate in doctoral education, Higher Education Research & Development, 26, 4, pp. 377-391, (2007); Creswell J., Miller D., Determining validity in qualitative inquiry, Theory into Practice, 39, 3, pp. 124-130, (2000); Cumming J., Contextualised performance: Reframing the skills debate in research education, Studies in Higher Education, 35, 4, pp. 405-419, (2010); Cuthbert D., Molla T., PhD crisis discourse: A critical approach to the framing of the problem and some Australian ‘solutions’, Higher Education, 69, 1, pp. 33-53, (2015); De Vos A., Soens N., Protean attitude and career success: The mediating role of self-management, Journal of Vocational Behaviour, 73, pp. 449-456, (2008); Donohue R., The evolution of career management, Contemporary issues in human resource development: An Australian perspective, pp. 211-233, (2006); Edwards D., Issues facing scientific researcemployment in Australia, Issues, 88, pp. 4-7, (2009); Fazey M., Human resource development and career management, Human resource management in Australia, pp. 274-312, (2017); The changing PhD: Discussion Paper, (2013); Haapakorpi A., Doctorate holders outside the academy in Finland: Academic engagement and industry-specific competence, Journal of Education and Work, 30, 1, pp. 53-68, (2017); Bessudnov A., Guardiancich I., Marimon R., A statistical evaluation of the effects of a structured postdoctoral programme, Studies in Higher Education, 40, 9, (2015); Hancock S., A future in the knowledge economy? Analysing the career strategies of doctoral scientists through the principles of game theory, Higher Education, 78, pp. 33-49, (2019); Hill G., Walsh S., Graduate research capabilities: A new agenda for research supervisors, Australian Journal of Career Development, 9, 3, pp. 78-80, (2010); Holland P., Sheehan C., Donohue R., Pyman A., Contemporary issues and challenges in HRM, (2007); Hong Q., Fabregues S., Bartlett G., Boardman F., Cargo M., Dagenais P., Gagnon M., Griffiths F., Nicolau B., O'Cathain A., Rousseau MC., Vedel I., Pluye P., The mixed methods appraisal tool (MMAT) version 2018 for information professionals and researchers, Education for Information, 34, 4, pp. 285-291, (2018); Jones H., Warnock L., When a PhD is not enough: a case study of a UK internship programme to enhance the employability of doctoral researchers, Higher Education, Skills and Work-Based Learning, 5, 3, pp. 212-227, (2015); Jones M., Contemporary trends in professional doctorates, Studies in Higher Education, 43, 5, pp. 814-825, (2018); Leonard D., Becker R., Coate K., Continuing professional and career development: The doctoral experience of education alumni at a UK university, Studies in Continuing Education, 26, 3, pp. 369-385, (2004); Mainiero L., Sullivan S., Kaleidoscope careers: An alternate explanation for the “opt-out” revolution, Academy of Management Executive, 19, 1, pp. 106-123, (2005); Manathunga C., Pitt R., Critchley C., Graduate attribute development and employment outcomes: Tracking PhD graduates, Assessment & Evaluation in Higher Education, 34, 1, pp. 91-103, (2009); Manathunga C., Pitt R., Cox L., Boreham P., Mellick G., Lant P., Evaluating industry-based doctoral research programs: Perspectives and outcomes of Australian Cooperative Research Centre graduates, Studies in Higher Education, 37, 7, pp. 843-858, (2012); McGagh J., Marsh H., Review of Australia’s research training system: Final report, (2016); Moher D., Liberati A., Tetzlaff J., Altman D., Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement, Annals of Internal Medicine, 151, 4, pp. 264-249, (2009); Molla T., Cuthbert D., The issue of graduate employability in Australia: An analysis of the policy framing (1999-2013), Australian Education Research, 42, 2, pp. 237-256, (2015); Molla T., Cuthbert D., Calibrating the PhD for, (2019); Industry 4.0: Global concerns, national agendas and Australian institutional responses, Policy Reviews in Higher Education, 3, 2, pp. 167-188; Mowbray S., Halse C., The purpose of the PhD: Theorising the skills acquired by students, Higher Education Research & Development, 29, 6, pp. 653-664, (2010); Neumann R., Tan K., From PhD to initial employment: The doctorate in a knowledge economy, Studies in Higher Education, 36, 5, pp. 601-614, (2011); Noonan P., Blagaich A., Kift S., Lilly M., Loble L., More E., Persson M., Review of the Australian Qualifications Framework: Discussion Paper. Australian Qualifications Frameworks, (2018); Parada F., Peacock J., The quality of doctoral training and employability of doctorate holders: The views of doctoral candidates and junior researchers, The European Higher Education Area, pp. 593-612, (2015); Passaretta G., Trivellato P., Triventi M., Between academia and the labour market – the occupational outcomes of PhD graduates in a period of academic reforms and economic crisis, Higher Education, 77, pp. 541-559, (2019); Pearson M., Evans T., Macauley P., The diversity and complexity of settings and arrangements forming the ‘experienced environments’ for doctoral candidates: some implications for doctoral education, Studies in Higher Education, 41, 12, pp. 2110-2124, (2016); Pedersen H., New doctoral graduates in the knowledge economy: trends and key issues, Journal of Higher Education Policy and Management, 36, 6, pp. 632-645, (2014); Pitt R., Mewburn I., Academic superheroes? A critical analysis of academic job descriptions, Journal of Higher Education Policy and Management, 38, 1, pp. 88-101, (2016); Poole-Warren L., More PhDs need to be channeled into industry, The Australian, (2017); Rancourt D., Archer-Kuhn B., How universities can really help PhD grads get jobs, The Conversation, (2019); Schwab K., The Fourth Industrial Revolution: What it means and how to respond, Foreign Affair, (2015); Sheldon P., Thornthwaite L., Employability skills and VET policy in Australia: An analysis of employer association agendas, Asia Pacific Journal of Human Resources, 43, 3, pp. 404-425, (2005); Sullivan S., Baruch Y., Advances in career theory and research: A critical review and agenda for future exploration, Journal of Management, 35, 6, pp. 1542-1571, (2009); Taylor A., What employers look for: The skills debate and the fit with youth perceptions, Journal of Education and Work, 18, 2, pp. 201-218, (2005); Guidance note: Work integrated learning, (2017); The Guardian, (2018); Tracy S., Qualitative quality: Eight “big-tent” criteria for excellent qualitative research, Qualitative inquiry, 16, 10, pp. 837-851, (2010); 2019 data snapshot, (2019); Yorke M., Employability in higher education: What is it-what is it not, (2004)","","","Kaplan Singapore","","","","","","2591801X","","","","English","J. Appl. Learn. Teach.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85104650889"
"Chiesa R.; Van der Heijden B.I.J.M.; Mazzetti G.; Mariani M.G.; Guglielmi D.","Chiesa, Rita (55175826600); Van der Heijden, Beatrice I. J. M. (13406606600); Mazzetti, Greta (55889758600); Mariani, Marco G. (55014427300); Guglielmi, Dina (23993451800)","55175826600; 13406606600; 55889758600; 55014427300; 23993451800","“It Is All in the Game!”: The Role of Political Skill for Perceived Employability Enhancement","2020","Journal of Career Development","47","4","","394","407","13","17","10.1177/0894845319832666","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062476155&doi=10.1177%2f0894845319832666&partnerID=40&md5=041877c1ad91ae5457466ce638659095","Department of Psychology, University of Bologna, Bologna, Italy; Department Strategic Human Resource Management, Institute for Management Research, Radboud University Nijmegen, Nijmegen, Netherlands; Open University of the Netherlands, Heerlen, Netherlands; Kingston University, London, United Kingdom; Hubei University, Wuhan, China; Ghent University, Gent, Belgium; Department of Education Studies, University of Bologna, Bologna, Italy","Chiesa R., Department of Psychology, University of Bologna, Bologna, Italy; Van der Heijden B.I.J.M., Department Strategic Human Resource Management, Institute for Management Research, Radboud University Nijmegen, Nijmegen, Netherlands, Open University of the Netherlands, Heerlen, Netherlands, Kingston University, London, United Kingdom, Hubei University, Wuhan, China, Ghent University, Gent, Belgium; Mazzetti G., Department of Education Studies, University of Bologna, Bologna, Italy; Mariani M.G., Department of Psychology, University of Bologna, Bologna, Italy; Guglielmi D., Department of Education Studies, University of Bologna, Bologna, Italy","The current study was aimed at assessing the extent that job-seeking networking may explain the positive association between career planning and self-perceived employability. In addition, the moderator role of political skill in strengthening the relationship between career planning and job-seeking behavior was explored. A sample of N = 2,561 students and graduates searching for jobs from one of the largest Italian universities filled out an online questionnaire. The hypotheses were tested using structural equation modeling. Results showed that the positive relationship between career planning and self-perceived employability was mediated by job-seeking networking. Furthermore, the association between career planning and job-seeking networking appeared to be stronger for people who possessed greater political skill. This study may advance the comprehension of the added value of proactive career behaviors within the process that links career planning and self-perceived employability. In addition, primary intervention aimed at maximizing graduates’ possibilities of attaining employment was suggested. © Curators of the University of Missouri 2019.","career planning; career proactive behaviors; job search; job-seeking networking; perceived employability; political skill","","","","","","","","Andrews J., Higson H., Graduate employability, “soft skills” versus “hard” business knowledge: A European study, Higher Education in Europe, 33, pp. 411-422, (2008); Arbuckle J.L., IBM SPSS Amos 22 user’s guide, (2013); Athey T.R., Orth M.S., Emerging competency methods for the future, Human Resource Management, 38, pp. 215-226, (1999); Berntson E., Employability perceptions: Nature, determinants, and implications for health and well-being, (2008); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, pp. 279-292, (2007); Berntson E., Naswall K., Sverke M., Investigating the relationship between employability and self-efficacy: A cross-lagged analysis, European Journal of Work and Organizational Psychology, 17, pp. 413-425, (2008); Byrne B.M., Structural equation modeling with AMOS: Basic concepts, applications, and programming, (2001); Caricati L., Chiesa R., Guglielmi D., Mariani M.G., Real and perceived employability: A comparison among Italian graduates, Journal of Higher Education Policy and Management, 38, pp. 490-502, (2016); Claes R., Ruiz-Quintanilla S.A., Influences of early career experiences, occupational group, and national culture on proactive career behavior, Journal of Vocational Behavior, 52, pp. 357-378, (1998); Clarke M., Understanding and managing employability in changing career contexts, Journal of European Industrial Training, 32, pp. 258-284, (2008); DeFillippi R.J., Arthur M.B., The boundaryless career: A competency-based perspective, Journal of Organizational Behavior, 15, pp. 307-324, (1994); De Lange A.H., Taris T.W., Kompier M.A.J., Houtman I.L.D., Bongers P.M., Work characteristics and psychological well-being. 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A new attempt at conceptualizing stress, American Psychologist, 44, pp. 513-524, (1989); Hobfoll S.E., Social and psychological resources and adaptation, Review of General Psychology, 6, pp. 307-324, (2002); Jackling B., De Lange P., Do accounting graduates’ skills meet the expectations of employers? 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Chiesa; Department of Psychology, University of Bologna, Bologna, Italy; email: rita.chiesa@unibo.it","","SAGE Publications Inc.","","","","","","08948453","","","","English","J. Career Dev.","Article","Final","","Scopus","2-s2.0-85062476155"
"Fotiadou M.","Fotiadou, Maria (57197785331)","57197785331","Denaturalising the discourse of competition in the graduate job market and the notion of employability: a corpus-based study of UK university websites","2020","Critical Discourse Studies","17","3","","260","291","31","14","10.1080/17405904.2018.1546606","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057219300&doi=10.1080%2f17405904.2018.1546606&partnerID=40&md5=dfb9f3035cfcf5a76b52e1637629fea1","School of Culture, University of Sunderland, Sunderland, United Kingdom","Fotiadou M., School of Culture, University of Sunderland, Sunderland, United Kingdom","This paper focuses on the representation of the notion of employability and the job-seeking ‘reality’. It is part of a wider research project that looks closely into the careers services sector within Higher Education Institutions in the United Kingdom. The chosen methodology, that is corpus-based critical discourse analysis, combined qualitative and quantitative methods and tools for the analysis of 2.6 million words deriving from 58 university websites, and more specifically the careers services sections. The analysis brings to light some problematic, common-sense ideas that are being disseminated by these services and encourages the denaturalisation of the careers services’ discourse. It shows that the language used by careers services reproduces and promotes neoliberal ideology. In addition, it argues that the notion of employability could be interpreted as a pseudo-solution to the social problem of (youth) unemployment and fierce competition in the graduate job market. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.","careers services; corpus-based CDA; denaturalisation; Employability","","","","","","University of Sunderland","I am grateful to the Faculty of Education and Society at the University of Sunderland for funding my doctoral studies. I am grateful to Dr Michael Pearce, Professor Angela Smith, Dr Charlotte Taylor and the anonymous reviewers for their useful comments and suggestions.","Alvesson M., Deetz S.A., Critical theory and postmodernism approaches to organizational studies, The Sage Handbook in Organization Studies, pp. 225-283, (2006); Anthony L., (2014); Askehave I., The impact of marketization on higher education genres–The international student prospectus as a case in point, Discourse Studies, 9, 6, pp. 723-742, (2007); Baker P., Using corpora in discourse analysis, (2006); Baker P., Sociolinguistics and corpus linguistics, (2010); Baker P., McEnery T., Introduction, Corpora and discourse studies: Integrating discourse and corpora, pp. 1-19, (2015); Higher ambitions: The future of universities, (2009); Higher education: Students at the heart of the system, (2011); Boden R., Nedeva M., Employing discourse: Universities and graduate ‘employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Brown R., Higher education and the market, (2011); Brown R., Carasso H., Everything for sale?: The marketisation of UK higher education, (2013); Browne J., Securing a sustainable future for higher education: An independent review of higher education funding and student finance, (2010); Chertkovskaya E., Watt P., Against idle complicity: Challenging the employability agenda in teaching and daily academic life, The corporatization of the business school: Minerva meets the market, pp. 182-198, (2017); Chiapello E., Fairclough N., Understanding the new management ideology: A transdisciplinary contribution from critical discourse analysis and new sociology of capitalism, Discourse & Society, 13, 2, pp. 185-208, (2002); Crawford C., Jin W., IFS report R93 - payback time? 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Multiple markets, reputational hierarchy and incremental policymaking in UK higher education, Higher education and the market, pp. 74-85, (2011); Williams J., Consuming higher education: Why learning can’t be bought, (2013); Wilson T., A review of business–university collaboration, (2012); Wilton N., Do employability skills really matter in the UK graduate labour market? The case of business and management graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011); Yorke M., Employability in higher education: What it is - what it is not, (2006); Zhang Y., O'Halloran K.L., ‘Toward a global knowledge enterprise’: University websites as portals to the ongoing marketization of higher education, Critical Discourse Studies, 10, 4, pp. 468-485, (2013)","M. Fotiadou; School of Culture, University of Sunderland, Sunderland, United Kingdom; email: Maria.Fotiadou@research.sunderland.ac.uk","","Routledge","","","","","","17405904","","","","English","Crit. Discl. Stud.","Article","Final","","Scopus","2-s2.0-85057219300"
"Solberg E.; Lapointe É.; Dysvik A.","Solberg, Elizabeth (56699716800); Lapointe, Émilie (54410983300); Dysvik, Anders (25640500800)","56699716800; 54410983300; 25640500800","You care about me, but can I count on you? Applying a psychological contract perspective to investigate what makes employees willing to be internally employable","2020","International Journal of Human Resource Management","31","9","","1157","1179","22","7","10.1080/09585192.2020.1737832","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081325208&doi=10.1080%2f09585192.2020.1737832&partnerID=40&md5=541f0d1607a485ddd3d7f2f04d271f43","Department of Leadership and Organizational Behaviour, BI Norwegian Business School, Oslo, Norway","Solberg E., Department of Leadership and Organizational Behaviour, BI Norwegian Business School, Oslo, Norway; Lapointe É., Department of Leadership and Organizational Behaviour, BI Norwegian Business School, Oslo, Norway; Dysvik A., Department of Leadership and Organizational Behaviour, BI Norwegian Business School, Oslo, Norway","For this study, we adopted a psychological contract-based perspective to investigate whether the fulfillment of perceived developmental promises made to employees is positively related to their willingness to accept internal job-related changes when needed by the organization, a construct we refer to as the willingness to be internally employable. We also examined the role played by line managers in facilitating employees’ willingness to be internally employable by fulfilling perceived developmental promises. We tested our conceptual model with data collected from ninety-eight recently hired employees in a Norwegian organization under an initiative emphasizing employee development. We found that developmental promise fulfillment is more important for employees’ willingness to be internally employable in this context than any perceived provision of developmental inducements in isolation. Further, we found that employee perceptions of the developmental support provided by their line manager related positively to their willingness to be internally employable by way of developmental promise fulfillment; however, this was not the case with perceived developmental inducements. Our findings support the importance of developmental promise fulfillment in fostering employee willingness to be internally employable and the critical role played by line managers in fulfilling developmental promises that employees believe have been made by their organization. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.","developmental promise fulfillment; developmental supervisor support; employee willingness to be internally employable; Internal employability; psychological contracts","","","","","","","","Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? 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Solberg; Department of Leadership and Organizational Behaviour, BI Norwegian Business School, Oslo, 0484, Norway; email: Elizabeth.Solberg@bi.no","","Routledge","","","","","","09585192","","","","English","Int. J. Hum. Resour. Manage.","Article","Final","","Scopus","2-s2.0-85081325208"
"Shrivastava A.","Shrivastava, Archana (57059916900)","57059916900","Weaving sustainability in Indian higher education system","2020","Emerald Emerging Markets Case Studies","10","3","","1","14","13","1","10.1108/EEMCS-01-2020-0015","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088652356&doi=10.1108%2fEEMCS-01-2020-0015&partnerID=40&md5=5bd83c5ef0d19220b07d10ddbc81379d","Department of Business Communication, Birla Institute of Management Technology, Noida, India","Shrivastava A., Department of Business Communication, Birla Institute of Management Technology, Noida, India","Learning outcomes: The specific teaching and learning objectives are as follows: to help students manage virtual communication in cross-cultural settings and developing the trust in virtual teams. To have them assess their effectiveness in the virtual collaboration process. To design the strategies to combat the challenges involved in working collaboratively on a common computing platform. Case overview/synopsis: Higher education institutions in India are facing intense criticism for failing to impart employability skills to the students. Despite being one of the largest education systems in the world, Indian universities are not listed in the rankings of best international universities. It is grappling with the challenges of adopting the right teaching methodologies that foster deep learning, which may lead to sustainability in higher education. To gain relevancy, the higher education institutions must discover the ways to transit from the knowledge-intensive to skill-intensive institutions. By introducing a virtual collaborative professional project for international business students, Professor Bose proposed a small step of moving from a rote teacher-centric to more hands-on, student-centric teaching methodology. While virtual projects are a common and successful way of enhancing cross-cultural competence in students, Professor Bose is unsure how receptive Indian students will be with this methodology. He visualizes many challenges related to the execution of the project and is worried whether he will be successful in achieving his goal of skill-based knowledge creation. While systems and institutions of higher education in India struggle to address the pressures created by globalization, Professor Bose knew that the one-size-may not fit all. “Flexible pedagogy” and personalizing the methods to suit the requirements of a majority of the students was the way forward. However, he needs to know if the faculty and students will be open to change. Complexity academic level: This case is immediately valuable for the students and faculty who are the part of the courses such as “International Business” in which the global leadership challenges, managing virtual communication in cross-cultural settings and developing the trust in virtual teams are main features of the curriculum. The case could also be used effectively in the seminars conducted for the managers working in international organizations and managing the tasks in virtual teams located globally. Supplementary materials: Teaching notes are available for educators only. Subject code: CSS: 5 International Business. © 2020, Emerald Publishing Limited.","Corporate communications; Globalization; International business; Management/executive education","","","","","","","","","A. Shrivastava; Department of Business Communication, Birla Institute of Management Technology, Noida, India; email: archana.shrivastava@bimtech.ac.in","","Emerald Group Publishing Ltd.","","","","","","20450621","","","","English","Emerald Emerg. Mark. Case Stud.","Article","Final","","Scopus","2-s2.0-85088652356"
"Stoffers J.M.M.; Van der Heijden B.I.J.M.; Jacobs E.A.G.M.","Stoffers, Jol M. M. (56589821100); Van der Heijden, Beatrice I. J. M. (13406606600); Jacobs, Eric A. G. M. (37031198600)","56589821100; 13406606600; 37031198600","Employability and innovative work behaviour in small and medium-sized enterprises","2020","International Journal of Human Resource Management","31","11","","1439","1466","27","24","10.1080/09585192.2017.1407953","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85041007511&doi=10.1080%2f09585192.2017.1407953&partnerID=40&md5=1eecc189a6cd004e1a591bca5cc18be5","Research Centre for Employability, Zuyd University of Applied Sciences, Sittard, Netherlands; Research Centre for Education and the Labor Market (ROA), Maastricht University, Maastricht, Netherlands; Institute for Management Research, Radboud University, Nijmegen, Netherlands; Open University of the Netherlands, Heerlen, Netherlands; Kingston University, London, United Kingdom","Stoffers J.M.M., Research Centre for Employability, Zuyd University of Applied Sciences, Sittard, Netherlands, Research Centre for Education and the Labor Market (ROA), Maastricht University, Maastricht, Netherlands; Van der Heijden B.I.J.M., Institute for Management Research, Radboud University, Nijmegen, Netherlands, Open University of the Netherlands, Heerlen, Netherlands, Kingston University, London, United Kingdom; Jacobs E.A.G.M., Institute for Management Research, Radboud University, Nijmegen, Netherlands","The purpose of this study is to cross-validate HRM measurement instruments for employability (individual competence-based approach) and innovative work behaviour within the context of small and medium-sized enterprises (SMEs) further. The sample consisted of 487 pairs of employees and their immediate supervisors who work in 151 SMEs. A multitrait-multimethod analysis was performed, and the results suggest that for both instruments, requirements regarding convergent and divergent validity have been met satisfactorily. Structural Equation Modeling was performed in order to confirm the factor structure of the instruments. Paired-samples comparisons showed that all of the inter-method correlations for the two-source (employee and immediate supervisor) ratings and for both instruments were significantly positive. As for the final part of the cross-validation, multiple regression analyses were performed to demonstrate predictive validity. Depending on the stage of innovative work behaviour, different dimensions of employability appeared to play a significant role, although the effect did not always veer towards the direction expected. Investing in employability enhancement appeared to contribute to innovative work behaviour. The measurement instruments of employability and innovative work behaviour can provide SME managers with effective instruments to be used for performance appraisals, assessments, and employee development tools. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.","Employability; innovative work behaviour; small and medium-sized enterprises","","","","","","","","Adams R., Bessant J., Phelps R., Innovation management measurement: A review, International Journal of Management Reviews, 8, pp. 21-47, (2006); Amabile T.M., Khaire M., Creativity and the role of the leader, Harvard Business Review, 86, pp. 100-109, (2008); Amabile T.M., Conti R., Coon H., Lazenby J., Herron M., Assessing the work environment for creativity, Academy of Management Journal, 39, pp. 1154-1184, (1996); Anderson N.R., King N., Innovation in organizations, International review of industrial and organizational psychology, pp. 1-34, (1993); Arnold J., MacKenzie Davis K., Self-ratings and supervisor ratings of graduate employees’ competences during early career, Journal of Occupational and Organizational Psychology, 65, pp. 235-250, (1992); Audretsch D.B., Thurik A.R., What’s New About the New Economy? 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(No) Evidence from Germany, International Journal of Human Resources Development and Management, 9, pp. 180-197, (2009); Vila L.E., Perez P.J., Coll-Serrano V., Innovation at the workplace: Do professional competencies matter, Journal of Business Research, 67, pp. 752-757, (2014); Weiner B., Human motivation: Metaphors, theories and research, (1992); West M.A., Innovation amongst health care professionals, Social Behavior, 4, pp. 173-184, (1989); West M.A., Farr J.L., Innovation at work: Psychological perspectives, Social Behavior, 4, pp. 15-30, (1989); Wright P.M., Gardner T.M., Moynihan L.M., Allen M.R., The relationship between hr practices and firm performance: Examining causal order, Personnel Psychology, 58, pp. 409-446, (2005); Youndt M.A., Snell S.A., Dean J.W., Lepak D.P., Human resource management, manufacturing strategy and firm performance, Academy of Management Journal, 39, pp. 836-867, (1996); Yuan F., Woodman R.W., Innovative behavior in the workplace: The role of performance and image outcome expectations, Academy of Management Journal, 53, pp. 323-342, (2010); Zhou J., Feedback valence, feedback style, task autonomy, and achievement orientation: Interactive effects on creative performance, Journal of Applied Psychology, 83, pp. 261-276, (1998)","J.M.M. Stoffers; Research Centre for Employability, Zuyd University of Applied Sciences, Sittard, Netherlands; email: jol.stoffers@zuyd.nl","","Routledge","","","","","","09585192","","","","English","Int. J. Hum. Resour. Manage.","Article","Final","","Scopus","2-s2.0-85041007511"
"Belwal R.; Belwal S.; Sufian A.B.; Al Badi A.","Belwal, Rakesh (24385547200); Belwal, Shweta (56105649700); Sufian, Azlinor Binti (58585268600); Al Badi, Amal (57937106200)","24385547200; 56105649700; 58585268600; 57937106200","Project-based learning (PBL): outcomes of students’ engagement in an external consultancy project in Oman","2020","Education and Training","63","3","","336","359","23","22","10.1108/ET-01-2020-0006","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086454495&doi=10.1108%2fET-01-2020-0006&partnerID=40&md5=66c1be7d5bfb53e109a8e890a3c8dd7e","Faculty of Business, Sohar University, Sohar, Oman; UQ Business School, The University of Queensland, Brisbane, Australia; Faculty of Business Management and Professional Studies, Management and Science University, Shah Alam, Malaysia","Belwal R., Faculty of Business, Sohar University, Sohar, Oman, UQ Business School, The University of Queensland, Brisbane, Australia; Belwal S., Faculty of Business, Sohar University, Sohar, Oman; Sufian A.B., Faculty of Business Management and Professional Studies, Management and Science University, Shah Alam, Malaysia; Al Badi A., Faculty of Business, Sohar University, Sohar, Oman","Purpose: Project-Based Learning (PBL) is an innovative approach to learning that employs a multitude of strategies critical for success in the twenty-first century. It exposes students to the real world, opens an extended inquiry process, and boosts their communication skills and interdisciplinary learning. However, the extant literature on PBL places more emphasis on learning through internal rather than external projects. Industrial collaboration projects build partnerships and provide opportunities to work on real problems, often seeking multidisciplinary approaches. This study explores and suggests the benefits that students derived from their participation in an external research and consultancy project at a University in Oman. Design/methodology/approach: The study follows a qualitative analysis approach founded on an exploratory research design. In-depth interviews were conducted with ten research assistants, two research coordinators, and two project leaders involved in the project. The data from the interview were subjected to the thematic inductive qualitative analysis using Atlas.ti 8 software. Findings: The results of the study revealed that students derived some direct academic benefits, mainly in the area of conducting research. The major learning happened mostly in non-academic areas, for they learned many things necessary for success in real-life work situations. The students benefited largely on behavioural skills and abilities such as communication, self-confidence, English language skills, planning, thinking, and time management skills. Altogether, project-based learning offered them a different skillset beyond what they usually acquire in the conventional teaching and learning environment. Practical implications: The outcomes of this research support the development of curriculum design and instructional pedagogy in higher education in a specific context, concluding that PBL has much to do with the practical aspects of learning and employability. The finding suggests that by engaging in PBL, students can develop certain skills that cannot be acquired in a conventional teaching environment. PBL enables self-learning and prepares students to deal with different situations and challenges on the ground while inculcating professionalism to act in real-life situations. This study advocates the introduction of some PBL based courses in the curriculum to nurture a balanced set of skills and abilities among business students. Social implications: The research outcomes support Oman’s Vision 2040 and one of its strategies for capacity building that aims to adopt innovative methods for individual/collective development of students, as well as for their life-long learning. Originality/value: Project-based learning described in this study provides a pedagogical way to connect university education to a real-life situation. These results offer promising prospects for infusing outdoor multidisciplinary projects in the course curriculum. This work bears significant value for educators in designing curriculum and facilitating projects, particularly in environments where students exhibit weaknesses or inhibitions to receive the knowledge, appropriately, from the conventional mode of teaching. © 2020, Emerald Publishing Limited.","Employability skills; Lifelong learning; Professional development; Project based learning; Research and consultancy projects","","","","","","Oman Environmental Service Holding Company S.A.O.C, (C/7/2019); Sohar University","The research team acknowledges Oman Environmental Service Holding Company S.A.O.C (be'ah) for awarding a research consultancy (Contract No. C/7/2019) to Sohar University and for granting permission to take up this research work for academic purpose.","Abuid B.A., A student participation assessment scheme for effective teaching and learning, Learning and Teaching in Higher Education: Gulf Perspectives, 11, 1, (2014); Algers A., Lindstrom B., Svensson B., Work-based learning through negotiated projects – exploring learning at the boundary, Higher Education, Skills and Work-based Learning, 6, 1, pp. 1-15, (2016); 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Belwal; Faculty of Business, Sohar University, Sohar, Oman; email: rakesh_belwal@hotmail.com; S. Belwal; Faculty of Business, Sohar University, Sohar, Oman; email: shweta.belwal@gmail.com; R. Belwal; UQ Business School, The University of Queensland, Brisbane, Australia; email: rakesh_belwal@hotmail.com","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85086454495"
"Li K.; Peng M.Y.-P.; Du Z.; Li J.; Yen K.-T.; Yu T.","Li, Kerang (57218104599); Peng, Michael Yao-Ping (57162108500); Du, Zongmin (57218109631); Li, Jing (57221574539); Yen, Ke-Tien (55620967700); Yu, Tsao (57218108603)","57218104599; 57162108500; 57218109631; 57221574539; 55620967700; 57218108603","Do Specific Pedagogies and Problem-Based Teaching Improve Student Employability? A Cross-Sectional Survey of College Students","2020","Frontiers in Psychology","11","","1099","","","","7","10.3389/fpsyg.2020.01099","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087887470&doi=10.3389%2ffpsyg.2020.01099&partnerID=40&md5=2c1e7dc51026eece3a25f69a13cc3010","School of History and Culture, Hebei Normal University, Shijiazhuang, China; School of Economics and Managemant, Foshan University, Foshan, China; School of Digital Economics, Guilin University of Electronic Technology, Guilin, China; Business School, University of National and World Economy, Sofia, Bulgaria; Department of Leisure and Sports Management, Cheng Shiu University, Kaohsiung, Taiwan","Li K., School of History and Culture, Hebei Normal University, Shijiazhuang, China; Peng M.Y.-P., School of Economics and Managemant, Foshan University, Foshan, China, School of Digital Economics, Guilin University of Electronic Technology, Guilin, China; Du Z., Business School, University of National and World Economy, Sofia, Bulgaria; Li J., Department of Leisure and Sports Management, Cheng Shiu University, Kaohsiung, Taiwan; Yen K.-T., Department of Leisure and Sports Management, Cheng Shiu University, Kaohsiung, Taiwan; Yu T., Department of Leisure and Sports Management, Cheng Shiu University, Kaohsiung, Taiwan","Higher education policy and manpower training have failed to meet the requirement of rapidly changing society and employers’ expectation in Taiwan, resulting in a significant gap between university education and employment. Student employability should also be a focus of all higher education institutions, although whether a high degree of student learning outcomes can represent a high degree of student employability is still unclear. This study explores the relationships among pedagogy for employability, the problem-based teaching mode, absorptive capacity, and student employability in higher education institutions (HEIs). Based on analysis of a total sample of 553 undergraduates from 16 Taiwanese HEIs using structural equation modeling, the results show that the influences of pedagogy for employability and the problem-based teaching mode on absorptive capacity and student employability are positively statistically significant. Based on the findings, specific suggestions and managerial implications for HEIs, curriculum and instruction planning, and future research are provided. © Copyright © 2020 Li, Peng, Du, Li, Yen and Yu.","absorptive capacity; higher education; pedagogy for employability; problem-based teaching mode; student employability","","","","","","Fujian Province Social Sciences Plan Project, (FJ2019B106)","Funding. This paper was supported by Fujian Province Social Sciences Plan Project in 2019 (Grant No. FJ2019B106).","Abbas J., Sagsan M., Impact of knowledge management practices on green innovation and corporate sustainable development: a structural analysis, J. Clean. Product, 229, pp. 611-620, (2019); Abbas N., Nasser Y., El Ahmad K., Recent advances on artificial intelligence and learning techniques in cognitive radio networks, EURASIP J. Wirel. Commun. 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Du; Business School, University of National and World Economy, Sofia, Bulgaria; email: 1176478636@qq.com; K.-T. Yen; Department of Leisure and Sports Management, Cheng Shiu University, Kaohsiung, Taiwan; email: ktyen2006@gmail.com","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85087887470"
"Koendjbiharie S.R.","Koendjbiharie, Sarita R. (57216527425)","57216527425","The distinct value of humanities students to employers in student consultancy projects","2020","Industry and Higher Education","34","4","","247","262","15","4","10.1177/0950422220909795","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083787521&doi=10.1177%2f0950422220909795&partnerID=40&md5=c04df302b8dff7c59f3fadde00dc1422","Leiden University, Netherlands","Koendjbiharie S.R., Leiden University, Netherlands","This case study analyzes the use by high-profile employers of the brainpower of nearly 1400 humanities undergraduates through “live” projects. At the Faculty of Humanities of Leiden University, a cohort of hundreds advises a set of public, private, and third sector organizations each year in a capstone course within the multidisciplinary Bachelor of Arts in International Studies program. In this course, aptly named PRactising International Studies (PRINS), students have, in teams, successfully consulted for employers including Google, the World Food Programme, and Organisation for Economic Co-operation and Development (OECD). Drawing on experience of designing, recruiting for, and running the PRINS course, the author offers evidence of the distinct value of humanities to practice, which is demonstrable even at the undergraduate level. The analysis entails the ex ante knowledge needs employers sought to have fulfilled by humanities students, and the ex post recommendations in their consultancies that employers have acknowledged as practically relevant. The findings indicate the potential of large-scale consultancy courses in the preparation of students for the labor market and the need for humanities graduates in future workplaces worldwide. © The Author(s) 2020.","Academic student consultancy; cultural competency; employability; interdisciplinarity; international studies; live projects","","","","","","Erasmus University; Marcel Oosterhout of Rotterdam School of Management; Universiteit Leiden","The author gratefully acknowledges the editors and anonymous reviewers for their helpful guidance and comments, Lesa Sawahata for proofreading, client interviews, and copywriting; all clients, student consultants, coordinators, and research coaches for our collaboration in PRINS; and Peter Vervest, Eric van Heck, Otto Koppius, and Marcel Oosterhout of Rotterdam School of Management, Erasmus University and Johannes Magliano-Tromp of the Faculty of Governance and Global Affairs, Joost Augusteijn and Jaap Kamphuis of the Faculty of Humanities, Leiden University, for enabling growth and specialization in course design, development, and pedagogy in academic consultancy across a wide variety of students and organizations. 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Koendjbiharie; Leiden University, Netherlands; email: s.r.koendjbiharie@hum.leidenuniv.nl","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85083787521"
"Fasoli F.; Hegarty P.","Fasoli, Fabio (47860925700); Hegarty, Peter (35240188500)","47860925700; 35240188500","A Leader Doesn’t Sound Lesbian!: The Impact of Sexual Orientation Vocal Cues on Heterosexual Persons’ First Impression and Hiring Decision","2020","Psychology of Women Quarterly","44","2","","234","255","21","26","10.1177/0361684319891168","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077151975&doi=10.1177%2f0361684319891168&partnerID=40&md5=9f97f5be70ff2d3e6e84782faffdaa33","School of Psychology, University of Surrey, Guildford, United Kingdom","Fasoli F., School of Psychology, University of Surrey, Guildford, United Kingdom; Hegarty P., School of Psychology, University of Surrey, Guildford, United Kingdom","In three studies (N = 340), we tested whether vocal cues to a person’s sexual orientation prompted sexual orientation discrimination in heterosexual individuals when hiring leaders. Our results inform how gender and sexual orientation intersect to produce discriminatory effects in the hiring context. Heterosexual participants listened to short clips of voices that sounded like job candidate was a lesbian or heterosexual woman, or a gay or heterosexual man, and rated all for job suitability and employability. Candidates applied for jobs as leaders (Study 1), as leaders or assistants (Study 2), and for leadership roles that varied in both gender role and status (Study 3). Sexual orientation discrimination occurred in all three studies and was greater among women job candidates. Refuting role congruity theory, several findings disconfirmed the prediction that lesbian-sounding women would be advantaged when stereotyped as masculine and when applying for leadership roles. Rather, in line with status-beliefs theory, lesbian-sounding women and gay-sounding men were rated and ranked poorly to the extent that they were perceived as less competent than heterosexual candidates. Findings suggest that hiring discrimination occurs in subtle ways, such as when individuals sound gay/lesbian. This has implications for recruitment as well as sexual-orientation discrimination court cases. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/doi/suppl/10.1177/0361684319891168 © The Author(s) 2019.","discrimination; gaydar; intersectionality; leadership; stereotyping","adult; article; court; employability; female; heterosexual female; heterosexual male; homosexual female; human; leadership; major clinical study; male; prediction; sex role; sound; stereotyping; theoretical study; voice","","","","","European Union?s Horizon 2020 research and innovation program; Horizon 2020 Framework Programme, H2020; H2020 Marie Skłodowska-Curie Actions, MSCA, (700844)","Funding text 1: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project has received funding from the European Union’s Horizon 2020 research and innovation program under the Marie Skłodowska-Curie grant agreement 700844: project title “Beyond “Straight Talking”: The Consequences of Vocal Cues to Sexual Identity for Modern Prejudice” (Acronym: TheGayVoice). ; Funding text 2: We would like to thank David Thorpe, Rachel Moore, and Outline for their collaboration on the project. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This project has received funding from the European Union?s Horizon 2020 research and innovation program under the Marie Sk?odowska-Curie grant agreement 700844: project title ?Beyond ?Straight Talking?: The Consequences of Vocal Cues to Sexual Identity for Modern Prejudice? 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Rosnow R.L., Rosenthal R., Some things you learn aren’t so”: Cohen’s paradox, Asch’s paradigm, and the interpretation of interaction, Psychological Science, 6, pp. 3-9, (1995); Rule N.O., Perceptions of sexual orientation from minimal cues, Archives of Sexual Behavior, 46, pp. 129-139, (2017); Rule N.O., Bjornsdottir R.T., Tskhay K.O., Ambady N., Subtle perceptions of male sexual orientation influence occupational opportunities, Journal of Applied Psychology, 101, pp. 1687-1704, (2016); Schein V.E., Davidson M.J., Think manager, think male, Management Development Review, 6, pp. 24-28, (1993); Skorska M.N., Geniole S.N., Vrysen B.M., McCormick C.M., Bogaert A.F., Facial structure predicts sexual orientation in both men and women, Archives of Sexual Behavior, 44, pp. 1377-1394, (2015); Steffens M.C., Niedlich C., Beschorner R., Kohler M.C., Do positive and negative stereotypes of gay and heterosexual men affect job-related impressions?, Sex Roles, 80, pp. 548-564, (2018); Steffens M.C., Niedlich C., Ehrke F., Discrimination at work on the basis of sexual orientation: Subjective experience, experimental evidence, and interventions, Sexual orientation and transgender issues in organizations: Global perspectives on LGBT workforce diversity, pp. 367-388, (2016); Sue D.W., Microaggressions in everyday life: Race, gender, and sexual orientation, (2010); Sulpizio S., Fasoli F., Antonio R., Eyssel F., Paladino M.P., Diehl C., Auditory gaydar: Perception of sexual orientation based on female voice, Language and Speech, (2019); Sulpizio S., Fasoli F., Maass A., Paladino M.P., Vespignani F., Eyssel F., Bentler D., The sound of voice: Voice-based categorization of speakers’ sexual orientation within and across languages, PLoS One, 10, (2015); Tilcsik A., Pride and prejudice: Employment discrimination against openly gay men in the United States, American Journal of Sociology, 117, pp. 586-626, (2011); Tilcsik A., Anteby M., Knight C.R., Concealable stigma and occupational segregation: Toward a theory of gay and lesbian occupations, Administrative Science Quarterly, 60, pp. 446-481, (2015); Tracy E.C., Judgments of American English male talkers who are perceived to sound gay or heterosexual: Certain personality traits are associated with each group of talkers, The Journal of the Acoustical Society of America, 140, (2016); 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Zimman L., Female-to-male transsexuals and gay-sounding voices: A pilot study, Colorado Research in Linguistics, 22, pp. 1-21, (2010)","F. Fasoli; School of Psychology, University of Surrey, Guildford, United Kingdom; email: f.fasoli@surrey.ac.uk","","SAGE Publications Ltd","","","","","","03616843","","","","English","Psychol. Women Q.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85077151975"
"Black M.; Matthews L.R.; Millington M.J.","Black, Margaret (57203980519); Matthews, Lynda R. (7202488718); Millington, Michael J. (7004212745)","57203980519; 7202488718; 7004212745","A limb to stand on? A scoping review of employability assessment in Australian total and permanent disability insurance claims","2020","Disability and Rehabilitation","42","13","","1923","1933","10","0","10.1080/09638288.2018.1542462","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85060752821&doi=10.1080%2f09638288.2018.1542462&partnerID=40&md5=79eb35b420ddc1f29024c4618348100a","Faculty of Health Sciences, The University of Sydney, Lidcombe, Australia","Black M., Faculty of Health Sciences, The University of Sydney, Lidcombe, Australia; Matthews L.R., Faculty of Health Sciences, The University of Sydney, Lidcombe, Australia; Millington M.J., Faculty of Health Sciences, The University of Sydney, Lidcombe, Australia","Purpose: Employability assessment helps in deciding to pay or decline Australian total and permanent disability insurance claims, yet it has not been critically examined. This paper reviews employability assessment from forensic vocational assessment, life insurance/superannuation, and legal perspectives. Methods: In a scoping review, we searched six multidisciplinary databases and various industry-specific resources. Items pertinent to forensic employability/vocational assessment and life insurance total and permanent disability claims were included. Return-to-work assessment, the vocational assessor, medical or functional evaluation, and case law items were excluded. Quality appraisal measures were used for research studies and other items. From 104 full-text reviews, 39 items were included for thematic synthesis from the three perspectives of interest. Results: Our review found that employability assessment is derived from forensic vocational assessment, but methodology differs in claimant contact and psychosocial aspects. Employability assessment practice is informed by policy, market changes, and legal interpretation. Assessors may work for opposing sides in forensic or indirect settings therefore high standards and credentials must prevail. Conclusions: Foundational research into the effectiveness of employability assessment and the experience of claimants is warranted. Future research into methodology, assessor credentials, and legal aspects will broaden understanding of this relatively new topic.Implications for rehabilitation Employability assessment is an emergent and hitherto unexamined model that operates in the multi-billion-dollar Australian total and permanent disability insurance market. Total and permanent disability insurance policies and their legal interpretation are ever-changing and substantially inform employability assessment practice. Employability assessment lacks methodology and variables that are common elements in proven forensic vocational assessment models in the United States. Training and credentialing of rehabilitation professionals who conduct employability assessments are required to withstand legal scrutiny and meet international forensic standards. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.","forensic; Life insurance; lump sum benefit; medicolegal; vocational expert; vocational rehabilitation","Australia; Disability Evaluation; Disabled Persons; Humans; Insurance, Disability; Rehabilitation, Vocational; Return to Work; accreditation; article; employability; human; insurance; limb; market; return to work; synthesis; United States; vocational rehabilitation; Australia; disability; disabled person; vocational rehabilitation","","","","","","","Bui H., Cummings B., (2014); (2014); (2016); Clare R., (2017); Berrill J., (2014); Black M.E., (2007); MacDonald G., (2007); Mpofu E., Oakland T., Assessment in rehabilitation and health, (2010); (2008); Matthews L.R., Buys N.J., Crocker R., Et al., Overview of disability employment policy and rehabilitation practice in Australia: implications for rehabilitation counselor education, Rehab Educ, 21, pp. 241-250, (2007); Buys N., Matthews L.R., Randall C., Contemporary vocational rehabilitation in Australia, Disabil Rehabil, 37, pp. 820-824, (2015); Casey P., Cameron I., Principles of best practice in occupational rehabilitation for AIA Australia, (2014); Arksey H., O'Malley L., Scoping studies: towards a methodological framework, Int J Soc Res Methodol, 8, pp. 19-32, (2005); Levac D., Colquhoun H., O'Brien K.K., Scoping studies: advancing the methodology, Implement Sci, 5, pp. 1-9, (2010); Colquhoun H.L., Levac D., O'Brien K.K., Et al., Scoping reviews: time for clarity in definition, methods, and reporting, J Clin Epidemiol, 67, pp. 1291-1294, (2014); Shen N., Sockalingam S., Abi Jaoude A., Scoping review protocol: education initiatives for medical psychiatry collaborative care, BMJ Open, 7, (2017); Colquhoun H.L., (2016); Moher D., Shamseer L., Clarke M., Et al., Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement, Syst Rev, 4, (2015); Alberani V., Pietrangeli P.D.C., Mazza A., The use of grey literature in health sciences: a preliminary survey, Bull Med Libr Assoc, 78, (1990); Paez A., Gray literature: an important resource in systematic reviews, J Evid Based Med, 10, pp. 233-240, (2017); Glynn L., A critical appraisal tool for library and information research, Library Hi Tech, 24, pp. 387-399, (2006); Arndell M., Goodfellow T.; Driver C., Kean B., Oprescu F., Et al., Knowledge, behaviors, attitudes and beliefs of physiotherapists towards the use of psychological interventions in physiotherapy practice: a systematic review, Disabil Rehabil, 39, pp. 2237-2249, (2017); Bearman M., Dawson P., Qualitative synthesis and systematic review in health professions education, Med Educ, (2013); Thomas J., Harden A., Methods for the thematic synthesis of qualitative research in systematic reviews, BMC Med Res Methodol, 8, (2008); Barros-Bailey M., History of forensic vocational rehabilitation consulting, Foundations of forensic vocational rehabilitation, pp. 13-31, (2013); Crystal R.M., Erickson A.S., Forensic assessment, Assessment in rehabilitation and health, pp. 172-191, (2010); Robinson R., Paquette S., Vocational rehabilitation process and work life, Phys Med Rehabil Clin N Am, 24, pp. 521-538, (2013); (2015); Pryor R., Hawkins T.K., Medico-legal employability assessment: myths, mistakes and misconceptions, Aust Career Dev, 18, pp. 45-53, (2009); Pryor R.; Robinson R., Introduction to vocational rehabilitation, Foundations of forensic vocational rehabilitation, (2014); Barros-Bailey M., Forensic and indirect services, The professional practice of rehabilitation counseling, (2017); Williams J.M., Dunn P.L., Bast S., Et al., Factors considered by vocational rehabilitation professionals in employability and earning capacity assessment, Rehabil Couns Bull, 50, pp. 24-34, (2006); Shahnasarian M., Lassiter D., Attorney perceptions of vocational evaluation methodologies, Rehab Pro, 10, pp. 38-43, (2002); Robinson R., (2011); Barros-Bailey M., Robinson R., Thirty years of rehabilitation forensics: inclusion of occupational and labor market information competencies in earning capacity models, Rehab Pro, 20, pp. 157-166, (2012); Austin T., Barzegarian B., Ciddio M., Et al., White paper: IARP-DFEC work group on recommended standards for vocational rehabilitation experts in California, Rehab Pro, 17, pp. 147-156, (2009); Fabrizo E., (2014); Leas I., Burgess F., (2015); Mason R., The winding path, Superfunds Magazine, pp. 32-33, (2016); Davis I., Fitting the TPD pieces [Internet], Superfunds Magazine, (2000); Mace J., End of the line for TPD?, Superfunds Magazine, pp. 34-36, (1996); New super TPD definition questioned [Internet, (2014); Snyder D., Sunsuper overhauls TPD cover [Internet], Financial Standard, (2016); Lee N., TPD claims and the availability of alternative works: Lazarevic v. United Super, Australian Ins Law B, 30, pp. 46-47, (2014); Drummond S., Assessing disability in the real world: Folan v. United Super, Australian Ins Law B, 30, pp. 42-45, (2014); Tsacalos A., Where will you be if you do not consider TPD?, Australian Ins Law B, 20, pp. 69-72, (2005); Wicks R., Elena B., (2014); Wong T., Charaneka S., Drummond S., TPD claims and attempts to find alternative work: Birdsall v. MTAA Super, Australian Ins Law B, 30, pp. 82-84, (2014); Drummond S., The meaning of “reasonably fitted by education, training or experience”: Jones v. United Super, Australian Ins Law B, 33, (2017); Myatt J., Casenote: HCF Life Insurance v. Kelly, Aust Super Law Bull, 14, pp. 36-37, (2002); Sullivan M., TPD claims: keeping insurers and trustees on their toes, Superfunds Magazine, pp. 18-19, (2000); Taylor M., Status and seniority ruled out in TPD claims, Super Review, (2016); Purcell L., Is TPD now the “by”?, Australian Super Law Bull, 29, (2017); Critical court decision removes TPD distinctions [Internet, (2016); Matkovich N., Drummond S., Mitchell J., TPD benefits and capacity for part-time work: Hannover Life Re v. Dargan, Australian Super Law Bull, 24, pp. 168-169, (2013); Norris L., Total and permanent disablement, part-time work and reasonable retraining: Hannover Life Re of Australasia Ltd v. Dargan, Australian Ins Law B, 28, pp. 68-70, (2013); Kocis A., Does an ability to do part-time work disentitle a TPD claimant? Part 2, Australian Super Law Bull, 20, pp. 40-43, (2008); Battye P., When must a claimant satisfy the policy definition of TPD?, Australian Ins Law B, 22, pp. 70-74, (2007); Edwards A., Court confirms six months is the time for assessing TPD, Australian Ins Law B, 23, pp. 110-112, (2008); Davis N., Deciding the date, Superfunds, 323, pp. 20-23, (2008); Bowley R., The progressive evolution of Australian insurers' duty of utmost good faith to third party claimants, ILJ, 27, pp. 194-213, (2016); Grant G.M., Spittal M.J., O'Donnell M.L., Et al., Relationship between stressfulness of claiming for injury compensation and long-term recovery: a prospective cohort study, JAMA Psychiatry, 71, pp. 446-453, (2014); Kilgour E., Kosny A., McKenzie D., Et al., Interactions between injured workers and insurers in workers' compensation systems: a systematic review of qualitative research literature, J Occup Rehabil, 25, pp. 160-181, (2015); Lippel K., Workers describe the effect of the workers’ compensation process on their health: a Québec study, Int J Law Psychiatry, 30, pp. 427-443, (2007); Murgatroyd D.F., Casey P.P., Cameron I.D., Et al., The effect of financial compensation on health outcomes following musculoskeletal injury: systematic review, PLoS One, 10, (2015); Stebbins R.A., Exploratory research in the social sciences, (2011); van Mossel C., Leitz L., Scott S., Et al., Information needs across the colorectal cancer care continuum: scoping the literature, Eur J Cancer Care (Engl), 21, pp. 296-320, (2012); Richardson J., Loyola-Sanchez A., Sinclair S., Et al., Self-management interventions for chronic disease: a systematic scoping review, Clin Rehabil, 28, pp. 1067-1077, (2014); Liamputtong P., Qualitative research methods, (2012)","M. Black; Black Work and Health Research Team, Faculty of Health Sciences, The University of Sydney, Lidcombe, PO Box 170, 1825, Australia; email: mbla3044@uni.sydney.edu.au","","Taylor and Francis Ltd","","","","","","09638288","","DREHE","30676105","English","Disabil. Rehabil.","Article","Final","","Scopus","2-s2.0-85060752821"
"Loch A.; Pal A.","Loch, Agnes (57218918701); Pal, Agnes (57218921444)","57218918701; 57218921444","Developing Intercultural Communicative Competence through Telecollaborative Modules Integrated in Foreign Language and Intercultural Communication University Courses","2020","Pertanika Journal of Social Sciences and Humanities","28","2","","1125","1141","16","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090771743&partnerID=40&md5=f3761a442700557d8f6c41aee3f7a76c","Institute of Foreign Languages and Communication, Budapest Business School, University of Applied Sciences, Budapest, 1054, Hungary","Loch A., Institute of Foreign Languages and Communication, Budapest Business School, University of Applied Sciences, Budapest, 1054, Hungary; Pal A., Institute of Foreign Languages and Communication, Budapest Business School, University of Applied Sciences, Budapest, 1054, Hungary","In the framework of the Intercultural Communicative Competence - a Competitive Advantage for Global Employability project 14 modules targeting the development of students’ intercultural communicative competence were developed by international teams of educators, piloted and implemented in 13 higher educational institutions across Europe, involving 66 educators and more than 800 students, who were the direct beneficiaries of the project. The impact of the project is felt by stakeholders, researchers, decision makers, and potential global employers, who have the benefit of a better trained and skilled workforce who can meet the demands of international business. The dissemination of the project results included a collection of 30 case studies on the implementation of the modules, providing valuable feedback by the participating educators. In addition to giving an overview of the project, the paper presents a pilot study of implementing a module including telecollaborative exchanges into teaching intercultural communication for business students. Findings from the pilot study show how (tele)collaboration provided students an opportunity to work in international teams, how it contributed to foreign language skills development and how it increased intercultural awareness and sensitivity. © Universiti Putra Malaysia Press","ICCAGE project; Intercultural communication; Intercultural competence; Telecollaboration","","","","","","Budapest Business School in Hungary; European Commission, EC","The study is based on an international project entitled Intercultural Communicative Competence − a Competitive Advantage for Global Employability. The project was funded by the European Commission and received institutional support from the Budapest Business School in Hungary. The authors would like to thank the reviewers and the editors for their valuable comments and recommendations to improve the article.","Competences for democratic cultures: Living together as equals in culturally diverse democratic societies, (2016); Dah O., Is culture something we have or something we do? From descriptive essentialist to dynamic intercultural constructivist communication, Journal of Intercultural Communication, 36, pp. 1-15, (2014); Dooly M., Integrating intercultural competence and citizenship education into teacher training: A pilot project, Citizenship Teaching and Learning, 2, 1, pp. 18-30, (2006); Hall E. T., The silent language, (1973); Hidasi J., Intercultural communication: An outline, (2005); Hofstede G., Cultures and organizations: Software of the mind, (1997); Hofstede G., Hofstede J. G., Minkov M., Cultures and organizations: Software of the mind, (2010); Holliday A., Hyde M., Kullman J., Intercultural communication: An advanced resource book, (2004); Kramsch C., Ecological perspectives on foreign language education, Language Teaching, 41, 3, pp. 389-408, (2008); Loch A., Intercultural competence requirements of education and the labour market, pp. 33-45, (2017); Morgado M., Gomes L., Ribeiro M. C. A., The survey of ICC best practice: Transnational report, (2016); Muller-Hartmann A., O'Dowd R., Atraining manualontelecollaborationforteachertrainers, (2017); O'Dowd R., The competences of the telecollaborative teacher, The Language Learning Journal, 43, 2, pp. 194-207, (2015); O'Dowd R., Lewis T., Online intercultural exchange in foreign language learning. A systematic review, Online intercultural exchange: Policy, pedagogy, practice, pp. 21-66, (2016); O'Dowd R., Ware P., Critical issues in telecollaborative task design, Computer-Assisted Language Learning, 22, 2, pp. 173-188, (2009); Preparing our youth for inclusive and sustainable world. The OECD PISA global competence framework, (2018); Trompenaars F., Hampden-Turner C., Riding the waves of culture: Understanding diversity in global business, (2007); Verdooren A., Taking multiplicity seriously: Towards new approaches for intercultural practitioners, Interculture Journal, 13, 23, pp. 11-24, (2014)","A. Loch; Institute of Foreign Languages and Communication, Budapest Business School, University of Applied Sciences, Budapest, 1054, Hungary; email: kovatsneloch.agnes@uni-bge.hu","","Universiti Putra Malaysia","","","","","","01287702","","","","English","Pertanika J. Soc. Sci. Humanit.","Article","Final","","Scopus","2-s2.0-85090771743"
"Pitan O.S.; Muller C.","Pitan, Oluyomi Susan (57190404406); Muller, Colette (56272971400)","57190404406; 56272971400","Student perspectives on employability development in higher education in South Africa","2020","Education and Training","63","3","","453","471","18","23","10.1108/ET-02-2018-0039","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085882661&doi=10.1108%2fET-02-2018-0039&partnerID=40&md5=3da4802fa3ada95644721d7ff98b39cf","School of Accounting, Economics and Finance, College of Law and Management Studies, University of KwaZulu-Natal, Durban, South Africa","Pitan O.S., School of Accounting, Economics and Finance, College of Law and Management Studies, University of KwaZulu-Natal, Durban, South Africa; Muller C., School of Accounting, Economics and Finance, College of Law and Management Studies, University of KwaZulu-Natal, Durban, South Africa","Purpose: This study responds to identified challenges of poor work-readiness of many graduates and the inadequate relation between education and work. Through students' perspectives, the study examines the extent to which selected South African universities are supporting their students in developing employability skills and the influence of such employability support on students' enhanced employability. Design/methodology/approach: Through purposive sampling, information was obtained from a sample of 402 final year students at two universities in South Africa. After an exploratory factor analysis, 34 of the 35 items on the questionnaire successfully loaded for further analysis under seven components. Findings: South African universities that were analysed are adequately engaging their students with two of the six employability development opportunities (EDOs), while students' engagement with the other four is only to a fair extent. EDOs are found to jointly influence students' employability. The curriculum has the highest influence, followed by personal development planning, career development learning and work experience. Real-world activities and extracurricular activities were not found to influence students' self-perceived employability. Originality/value: Beyond identifying skills that graduates are expected to possess, which dominate the discussion and debate on graduate employability, this study elucidates the role of universities in providing support structures – EDOs – that enable students to establish an appropriate connection between theory and practice. It provides insight into the employability potential of South African universities and increases the universities' awareness of what they can do to ensure the production of work-ready graduates. © 2020, Emerald Publishing Limited.","Career development learning; Curriculum; Employability development opportunities; Extracurricular activities; Personal development planning; Real-world activities; South Africa; University students; Work-experience","","","","","","","","Allais S., Towards measuring the economic value of higher education: lessons from South Africa, Comparative Education, 53, 1, pp. 147-163, (2017); Anand R., Kothari S., Kumar N., South Africa: labor market dynamics and inequality, International Monetary Fund (IMF) African Department, (2016); Andrews G., Russell M., Employability skills development: strategy, evaluation and impact, Higher Education, Skills and Work-Based Learning, 2, 2, pp. 33-44, (2012); Archer E., Chetty Y., Graduate employability: conceptualisation and findings from the university of South Africa, Progressio, 35, 1, pp. 136-167, (2013); Bandura A., Caprara G.V., Barbaranelli C., Gerbi M., Pastorelli C., Role of affective self-regulatory efficacy in diverse spheres of psychosocial functioning, Child Development, 74, 3, pp. 769-782, (2003); Bridgstock R., The graduate attributes we've overlooked: enhancing graduate employability through career management skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Cvetkovic N., Vrhovac V., Moraca S., Graic I., Triple Helix model in higher education, XXIII Skup Trendovi Razvoja: Polozaj Visokog Obrazovanja i Nauke u Srbiji, 22, pp. 1-4, (2017); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Dacre Pool L., Qualter P., Sewell P.J., Exploring the factor structure of the CareerEDGE employability development profile, Education + Training, 56, 4, pp. 303-313, (2014); National Skills Development Strategy III, 2011-2016 (NSDS III 2017), (2017); Donald W.E., Ashleigh M.J., Baruch Y., Students' perceptions of Education and employability: facilitating career transition from higher education into the labor market, Career Development International, 23, 5, pp. 513-540, (2018); Donald W.E., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: human capital, careers advice, and career ownership, Studies in Higher Education, 44, 4, pp. 559-614, (2019); Ehiyazaryan E., Barraclough N., Enhancing employability: integrating real world experience in the curriculum, Education + Training, 51, 4, pp. 292-308, (2009); Finch D.J., Hamilton L.K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education + Training, 55, 7, pp. 681-704, (2013); Fulgence K., Employability of Higher Education Institution Graduates: Exploring the Influence of Entrepreneurship Education and Employability Skills Development Programmes Activities in Tanzania, (2016); Gedye S., Beaumont E., ‘The ability to get a job’: student understandings and definitions of employability, Education + Training, 60, 5, pp. 406-420, (2018); Grotkowska G., Wincenciak L., Gajderowicz T., Ivory-tower or market-oriented enterprise: the role of higher education institutions in shaping graduate employability in the domain of science, Higher Education Research and Development, 34, 5, pp. 869-882, (2015); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research and Development, 36, 4, pp. 747-762, (2017); Jackson D., Flemming J., Rowe A., Enabling the transfer of skills and knowledge across classroom and work contexts, Vocations and Learning, 12, pp. 459-447, (2019); Jorre De St Jorre T., Oliver B., Want students to engage? Contextualise graduate learning outcomes and assess for employability, Higher Education Research and Development, 37, 1, pp. 1-14, (2018); Katz D., Kahn R.L., The Social Psychology of Organizations, (1966); Koloba H.A., Perceived employability of university students in South Africa, is it related to employability skills?, International Journal of Social Sciences and Humanity Studies, 9, 1, pp. 73-90, (2017); Lau H.H., Hsu H.Y., Acosta S., Hsu T.L., Impact of participation in extra-curricular activities during college on graduate employability: an empirical study of graduates of Taiwanese business schools, Educational Studies, 40, 1, pp. 26-47, (2014); Leong R., An assessment rubric on reflection in a career development learning component of a business course, Collaborative Education: Investing in the future 2012 Proceedings of the Australian Collaborative Education Network (ACEN) National Conference in, Perth, pp. 153-162, (2012); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: what effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Milner S., Summary evaluation report: employability development opportunities review tool (EDORT), (2008); Moon J.A., Reflection and Employability, Learning and Employability Series Four, (2004); Ohei K.N., Brink R., Investigating the prevailing issues surrounding ICT graduate employability in South Africa: a case study of a South African university, The Independent Journal of Teaching and Learning, 14, 2, (2019); Okay-Somerville B., Scholarios D., Position, possession or process? Understanding objective and subjective employability during university-to-work transitions, Studies in Higher Education, 42, 7, pp. 1275-1291, (2017); Pallant J., SPSS Survival Manual: A Step by Step Guide to Data Analysis Using the SPPS Program, (2011); Pinto L.H., Ramalheira D.C., Perceived employability of business graduates: the effect of academic performance and extracurricular activities, Journal of Vocational Behavior, 99, pp. 155-178, (2017); Pitan O.S., Employability development opportunities (EDOs) as measures of students' enhanced employability, Higher Education, Skills and Work-based Learning, 6, 3, pp. 288-304, (2016); Pitan O.S., Towards enhancing university graduate employability in Nigeria, Journal of Sociology and Social Anthropology, 7, 1, pp. 1-11, (2016); Pitan O.S., Atiku S.O., Structural determinants of students' employability: influence of career guidance activities, South African Journal of Education, 37, 4, pp. 1-13, (2017); Pitan O., Muller C., Students' self-perceived employability (SPE): main effects and interactions of gender and field of study, Higher Education, Skills and Work-Based Learning, 10, 2, pp. 355-368, (2019); Potgieter D., Constraints Experienced in Managing Triple Helix in South Africa, (2012); Qenani E., Macdougall N., Sexton C., An empirical study of self-perceived employability: improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Robbins S.P., Organization Theory: Structure, Design, and Applications, (1990); Teng W., Ma C., Pahlevansharif S., Turner J.J., Graduate readiness for the employment market of the 4<sup>th</sup> industrial revolution the development of soft employability skills, Education + Training, 61, 5, pp. 590-604, (2019); Tomlinson M., ‘The degree is not enough’: students' perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Walker M., Student perceptions of employability and inclusive development, International Higher Education, (2015); Walker M., Fongwa S., Human development, capabilities and graduate employability, Universities, Employability and Human Development, pp. 215-227, (2017); Ward R., Watts A., Personal Development Planning and Employability, (2009); Winterton J., Turner J.J., Preparing graduates for work readiness: an overview and agenda, Education + Training, 61, 5, pp. 536-551, (2019); Statistical Release. P0211 Quarterly Labour Force Survey (QLFS), (2019)","O.S. Pitan; School of Accounting, Economics and Finance, College of Law and Management Studies, University of KwaZulu-Natal, Durban, South Africa; email: yomipitan@yahoo.com","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85085882661"
"Turek K.; Henkens K.","Turek, Konrad (55190611600); Henkens, Kène (6604046496)","55190611600; 6604046496","How Skill Requirements Affect the Likelihood of Recruitment of Older Workers in Poland: The Indirect Role of Age Stereotypes","2020","Work, Employment and Society","34","4","","550","570","20","18","10.1177/0950017019847943","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85066962076&doi=10.1177%2f0950017019847943&partnerID=40&md5=66586663f9bcfee08596a90af5336a0a","Netherlands Interdisciplinary Demographic Institute (NIDI-KNAW), Netherlands; Jagiellonian University, Poland; Netherlands Interdisciplinary Demographic Institute (NIDI-KNAW University of Groningen), Netherlands; University Medical Center Groningen (UMCG-RUG), Netherlands; University of Amsterdam, Netherlands","Turek K., Netherlands Interdisciplinary Demographic Institute (NIDI-KNAW), Netherlands, Jagiellonian University, Poland; Henkens K., Netherlands Interdisciplinary Demographic Institute (NIDI-KNAW University of Groningen), Netherlands, University Medical Center Groningen (UMCG-RUG), Netherlands, University of Amsterdam, Netherlands","This article analyses the role of age stereotypes in the employability of older people. Unlike in existing studies, we shift emphasis from a direct consideration of stereotypes, focusing instead on skill requirements during recruitment. Using five waves of an employer survey from Poland, we assess how the likelihood of recruiting people over 50 years old depends on the skill requirements of the post. This study uses a real-life framework by referring to existing vacancies and actual requirements that reflect labour demands at the scale of an entire national labour market. The results suggest that some requirements lead to age bias during recruitment, and the chances of an older candidate being hired are especially hindered in jobs requiring computer, physical, social, creative and training skills. By illustrating an indirect link between age stereotypes and age discrimination, this study contributes to an understanding of the mechanisms that reduce employability of older people. © The Author(s) 2019.","age stereotypes; employability; older workers; population ageing; recruitment","","","","","","European Commission ‘Marie Skłodowska-Curie Actions, (748671 – LEEP – H2020-MSCA-IF-2016/H2020-MSCA-IF-2016); Jagiellonian University; Horizon 2020 Framework Programme, H2020, (748671); Polska Agencja Rozwoju Przedsiębiorczości, PARP; Nederlands Interdisciplinair Demografisch Instituut, NIDI","The authors would like to thank Hendrik P van Dalen from NIDI for his valuable comments, and three anonymous reviewers for all their careful, constructive and insightful suggestions. This work was supported by the grant from European Commission ‘Marie Skłodowska-Curie Actions – Individual Fellowship’ [748671 – LEEP – H2020-MSCA-IF-2016/H2020-MSCA-IF-2016]. 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Soc.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85066962076"
"Fernández-Valera M.M.; Meseguer de Pedro M.; De Cuyper N.; García-Izquierdo M.; Soler Sanchez M.I.","Fernández-Valera, Maria Magdalena (57195131912); Meseguer de Pedro, Mariano (56117113300); De Cuyper, Nele (8355522100); García-Izquierdo, Mariano (6507419947); Soler Sanchez, Maria Isabel (57190272283)","57195131912; 56117113300; 8355522100; 6507419947; 57190272283","Explaining Job Search Behavior in Unemployed Youngsters Beyond Perceived Employability: The Role of Psychological Capital","2020","Frontiers in Psychology","11","","1698","","","","10","10.3389/fpsyg.2020.01698","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088499102&doi=10.3389%2ffpsyg.2020.01698&partnerID=40&md5=ec23c9af5495480668a8e4a486c64543","Department of Psychiatry and Social Psychology, Faculty of Psychology, University of Murcia, Murcia, Spain; Research Unit of Occupational Organisational Psychology and Professional Learning, KU Leuven, Leuven, Belgium","Fernández-Valera M.M., Department of Psychiatry and Social Psychology, Faculty of Psychology, University of Murcia, Murcia, Spain; Meseguer de Pedro M., Department of Psychiatry and Social Psychology, Faculty of Psychology, University of Murcia, Murcia, Spain; De Cuyper N., Research Unit of Occupational Organisational Psychology and Professional Learning, KU Leuven, Leuven, Belgium; García-Izquierdo M., Department of Psychiatry and Social Psychology, Faculty of Psychology, University of Murcia, Murcia, Spain; Soler Sanchez M.I., Department of Psychiatry and Social Psychology, Faculty of Psychology, University of Murcia, Murcia, Spain","Job search seems to be a daunting task for youngsters in the Spanish labor market, unfortunately so given that it is the best predictor of getting a job even during economic crisis. Accordingly, it is vitally important to find resources that promote youngsters’ job search. The present study examines the effect of psychological capital on job search through perceived employability in a sample of Spanish unemployed youngsters. We analyzed data of 568 Spanish unemployed youngsters aged 16–29 years using structural equation modeling. Results showed that unemployed youngsters who possess high levels of psychological capital also perceive more control over job search which is directly connected with their job search intention. Surprisingly, analyses also showed that perceived employability is not an antecedent of job search. Instead, psychological capital seems to be a more beneficial resource for keeping unemployed youngsters engaged in job search in an adverse economic context. © Copyright © 2020 Fernández-Valera, Meseguer de Pedro, De Cuyper, García-Izquierdo and Soler Sanchez.","job search; perceived employability; psychological capital; unemployed; youngsters","","","","","","Seneca Foundation, Science and Technology Agency of the Region of Murcia; Regional Ministry of Industry, Tourism, Enterprise and Innovation of the Autonomous Community of the Region of Murcia, (19823/FPI/15)","Funding. This work was supported by the Seneca Foundation, Science and Technology Agency of the Region of Murcia (Spain) under Pre-Doctoral Training Contracts of Research Personnel project subsidized by the Regional Ministry of Industry, Tourism, Enterprise and Innovation of the Autonomous Community of the Region of Murcia (19823/FPI/15).","Afua B.B., Lewis P., Mmab M.O., Tessema M., Yoon H.J., Editorial: training and development in Africa, Int. J. Train. Dev, 20, pp. 105-106, (2016); Ajzen I., The theory of planned behavior, Handbook of Theories of Social Psychology, pp. 438-459, (2012); Arulampalam W., Gregg P., Gregory M., Unemployment scarring, Econ. J, 111, pp. 577-584, (2001); Asparouhov T., Muthen B., Using Mplus TECH11 and TECH14 to Test the Number of Latent Classes, (2012); Bacaria J., Coll J.M., Sanchez-Montijano E., El Mercado Laboral en España: Problemas, Retos y Tendencias de Futuro, (2015); Bell D.N.F., Blanchflower D.G., Young people and the great recession, Oxford Rev. Econ. 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Econ, 21, pp. 373-408, (2012); Vinokur A., Caplan R.D., Attitudes and social support: determinants of job-seeking behavior and well-being among the unemployed, J. Appl. Soc. Psychol, 17, pp. 1007-1024, (1987); Vuolo M., Mortimer J.T., Staff J., Adolescent precursors of pathways from school to work, J. Res. Adoles, 24, pp. 145-162, (2013); Wanberg C.R., Glomb T.M., Song Z., Sorenson S., Job-search persistence during unemployment: a 10-wave longitudinal study, J. Appl. Psychol, 90, pp. 411-430, (2005); Wanberg C.R., Kanfer R., Rotundo M., Unemployed individuals: motives, job-search competencies, and job-search constraints as predictors of job seeking and reemployment, J. Appl. Psychol, 84, pp. 897-910, (1999); Wanberg C.R., Zhu J., van Hooft E.A.J., The job search grind: perceived progress, self-reactions, and self-regulation of search effort, Acad. Manag. J, 53, pp. 788-807, (2010); Yizhong X., Lin Z., Baranchenko Y., Lau C.K., Yukhanaev A., Lu H., Employability and job search behavior: a six-wave longitudinal study of Chinese university graduates, Employ. Relat, 39, pp. 223-239, (2017)","M.M. Fernández-Valera; Department of Psychiatry and Social Psychology, Faculty of Psychology, University of Murcia, Murcia, Spain; email: mariamagdalena.fernandez@um.es","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85088499102"
"Susaeta L.; Babinger F.; Munoz N.","Susaeta, Lourdes (25643523400); Babinger, Frank (55559449400); Munoz, Natalia (57218851054)","25643523400; 55559449400; 57218851054","Influence of limiting beliefs in soft employability skills: An analysis for the hospitality sector","2020","Tourism","68","2","","207","220","13","3","10.37741/T.68.2.8","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090462725&doi=10.37741%2fT.68.2.8&partnerID=40&md5=701933b22f7b5ab2b63b0781ec98f05d","Department of Business Organization and Marketing, Faculty of Commerce and Tourism, Complutense University of Madrid, Spain; Department of Geography, Faculty of Commerce and Tourism, Complutense University of Madrid, Spain; Independent Researcher and Collaborator, Faculty of Commerce and Tourism, Complutense University of Madrid, Spain","Susaeta L., Department of Business Organization and Marketing, Faculty of Commerce and Tourism, Complutense University of Madrid, Spain; Babinger F., Department of Geography, Faculty of Commerce and Tourism, Complutense University of Madrid, Spain; Munoz N., Independent Researcher and Collaborator, Faculty of Commerce and Tourism, Complutense University of Madrid, Spain","Th e purpose of this paper is to identify the main soft skills demanded by the hospitality industry, under the perception of masteŕs degree students and the Influence of limiting beliefs in skills development. After a literature review, we lead a fi eldwork based on workshops in which we conducted two questionnaires and we analyze the behaviour of students through the method of tutor observation. Th e results show a relationship between their soft-skills, and a signifi cative negative correlation between perceived skills and the limiting beliefs. With this exploratory paper, we try to contribute to the better knowledge of new factors that may be hindering the development of the soft skills demanded in postgraduate students in the hospitality sector. Th ese preliminary conclusions can be useful for both postgraduate schools and companies in their selection and training processes. © 2020 Institute for Tourism. All rights reserved.","Employability; Hospitality industry; Limiting beliefs; Postgraduate; Soft skills","","","","","","","","Agut S., Grau R., Peiro J. 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"de Oliveira Silva J.H.; de Sousa Mendes G.H.; Ganga G.M.D.; Mergulhão R.C.; Lizarelli F.L.","de Oliveira Silva, Jorge Henrique (57210802782); de Sousa Mendes, Glauco Henrique (56785594200); Ganga, Gilberto Miller Devós (45161312900); Mergulhão, Ricardo Coser (25931007000); Lizarelli, Fabiana Letícia (56495418900)","57210802782; 56785594200; 45161312900; 25931007000; 56495418900","Antecedents and consequents of student satisfaction in higher technical-vocational education: evidence from Brazil","2020","International Journal for Educational and Vocational Guidance","20","2","","351","373","22","24","10.1007/s10775-019-09407-1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071416007&doi=10.1007%2fs10775-019-09407-1&partnerID=40&md5=2c3419ae88a389f04c4d284a4086cd4c","Federal Institute of Education, Science and Technology of São Paulo, Araraquara, Brazil; Production Engineering Department, Federal University of São Carlos, São Carlos, Brazil; Production Engineering Department, Federal University of São Carlos, Sorocaba, Brazil","de Oliveira Silva J.H., Federal Institute of Education, Science and Technology of São Paulo, Araraquara, Brazil; de Sousa Mendes G.H., Production Engineering Department, Federal University of São Carlos, São Carlos, Brazil; Ganga G.M.D., Production Engineering Department, Federal University of São Carlos, São Carlos, Brazil; Mergulhão R.C., Production Engineering Department, Federal University of São Carlos, Sorocaba, Brazil; Lizarelli F.L., Production Engineering Department, Federal University of São Carlos, São Carlos, Brazil","This article proposes a model of antecedents and consequences of student satisfaction in Higher Technical-Vocational Education (HTVE) colleges. To validate the model, a survey was conducted with 505 students enrolled in Brazilian HTVE colleges. Structural equation modelling was used to investigate the constructs and their relations. Results indicate that the critical antecedents to student satisfaction are service quality, learning outcomes, employability, image and perceived value. Practical implications include potential curriculum revision aligned with the needs of the labour market and finding ways to monitor and improve the quality of the HTVE system, taking students’ views and employability outcomes into consideration. © 2019, Springer Nature B.V.","Employability; Higher Technical-Vocational Education; Student satisfaction","","","","","","","","Abdullah F., Measuring service quality in higher education: HEdPERF versus SERVPERF, Marketing Intelligence & Planning, 24, 1, pp. 31-47, (2006); Almeida R., Amaral N., de Felicio F., Assessing advances and challenges in technical education in Brazil, (2015); Alves H., The measurement of perceived value in higher education: A unidimensional approach, Service Industries Journal, 31, 12, pp. 1943-1960, (2011); Alves H., Raposo M., Conceptual model of student satisfaction in higher education, Total Quality Management and Business Excellence, 18, 5, pp. 571-588, (2007); Bradley N., Sampling for Internet surveys. 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A case study of a Norwegian University College, Corporate Reputation Review, 10, 1, pp. 38-59, (2007); Hennig-Thurau T., Langer M.F., Hansen U., Modeling and managing student loyalty: An approach based on the concept of relationship quality, Journal of Service Research, 3, 4, pp. 331-344, (2001); Henseler J., Ringle C.M., Sinkovics R.R., The use of partial least squares path modeling in international marketing, New Challenges to International Marketing (Vol. 20, Advances in International Marketing, pp. 277-319, (2009); Ho L.A., Kuo Y.K., Kuo T.H., How a training institute acquires learner satisfaction and loyalty under economic recession, Total Quality Management and Business Excellence, 25, 1-2, pp. 158-174, (2014); Hulland J., Use of partial least squares (PLS) in strategic management research: A review of four recent studies, Strategic Management Journal, 20, 2, pp. 195-204, (1999); Ibrahim M.Z., Rahman M.N.A., Yasin R.M., Assessing students perceptions of service quality in Technical Educational and Vocational Training (TEVT) institution in Malaysia, Procedia—Social and Behavioral Sciences, 56, pp. 272-283, (2012); Resumo técnico: Censo da educação superior 2014, (2017); Khoo S., Ha H., McGregor S.L., Service Quality and student/customer satisfaction in the private tertiary education sector in Singapore, International Journal of Educational Management, 31, 4, pp. 430-444, (2017); Knight P., Yorke M., Learning, curriculum and employability in higher education, (2004); Kuo Y.-K., Ye K.-D., The causal relationship between service quality, corporate image and adults’ learning satisfaction and loyalty: A study of professional training programmes in a Taiwanese vocational institute, Total Quality Management & Business Excellence, 20, 7, pp. 749-762, (2009); Ledden L., Kalafatis S.P., Samouel P., The relationship between personal values and perceived value of education, Journal of Business Research, 60, 9, pp. 965-974, (2007); Lenton P., Determining student satisfaction: An economic analysis of the National Student Survey, Economics of Education Review, 47, pp. 118-127, (2015); Ling M., Bad students go to vocational schools!”: Migrant youth in urban China, The China Journal, 73, pp. 108-131, (2015); Mark E., Student satisfaction and the customer focus in higher education, Journal of Higher Education Policy and Management, 35, 1, pp. 2-10, (2013); Masserini L., Bini M., Pratesi M., Do quality of services and institutional image impact students’ satisfaction and loyalty in higher education?, Social Indicators Research, (2018); Plataforma Nilo Peçanha 2018: Ano Base 2017, (2018); Nguyen N., Leblanc G., Image and reputation of higher education institutions in students’ retention decisions, International Journal of Educational Management, 15, 6, pp. 303-311, (2001); Nunnally J.C., Bernsteins I.H., Psychometric theory, (1994); Pacheco E., Os Institutos Federais: Uma Revolução Na Educação Profissional E Tecnológica, (2011); Pacheco I.J.D., Mesquita J.M.C., Dias A.T., Qualidade Percebida e Satisfação dos Alunos da Rede Federal de Educação Profissional e Tecnológica, Revista Gestão & Tecnologia, 15, 2, pp. 5-28, (2015); Pegg A.A., Waldock J., Hendy-isaac S., Lawton R., Pedagogy for employability, (2012); Pituch K.A., Stevens J.P., Applied multivariate statistics for the social sciences: Analyses with SAS and IBM’s SPSS, (2015); Santini F.O., Ladeira W.J., Sampaio C.H., da Silva Costa G., Student satisfaction in higher education: A meta-analytic study, Journal of Marketing for Higher Education, 27, 1, pp. 1-18, (2017); Schreiner L., Nelson D., The contribution of student satisfaction to persistence, Journal of College Student Retention: Research, Theory & Practice, 15, 1, pp. 73-111, (2013); Políticas públicas para a Educação Profissional e Tecnológica, (2004); Silva J., Almeida R., Strokova V., Sustaining employment and wage gains in Brazil: A skills and jobs agenda, (2015); Tam J.L.M., Customer satisfaction, service quality and perceived value: An integrative model, Journal of Marketing Management, 20, 7-8, pp. 897-917, (2004); Tomlinson M., Holmes L., Graduate employability in context: Theory, research and debate, (2017); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Webb S., Bathmaker A.M., Gale T., Hodge S., Parker S., Rawolle S., Higher vocational education and social mobility: Educational participation in Australia and England, Journal of Vocational Education and Training, 69, 1, pp. 147-167, (2017); Yeo R.K., Li J., Beyond SERVQUAL: The competitive forces of higher education in Singapore, Total Quality Management and Business Excellence, 25, 1-2, pp. 95-123, (2012); Zeithaml V.A., Consumer perceptions of price, quality, and value: A means-end model and synthesis of evidence, Journal of Marketing, 52, 3, pp. 2-22, (1988)","G.H. de Sousa Mendes; Production Engineering Department, Federal University of São Carlos, São Carlos, Brazil; email: glauco@dep.ufscar.br","","Springer Science and Business Media B.V.","","","","","","18730388","","","","English","Int. J. Educ. Vocat. Guid.","Article","Final","","Scopus","2-s2.0-85071416007"
"Siivonen P.; Filander K.","Siivonen, Päivi (55845527400); Filander, Karin (55512111600)","55845527400; 55512111600","‘Non-traditional’ and ‘traditional’ students at a regional Finnish University: demanding customers and school pupils in need of support","2020","International Journal of Lifelong Education","39","3","","247","262","15","8","10.1080/02601370.2020.1758814","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084794035&doi=10.1080%2f02601370.2020.1758814&partnerID=40&md5=ca8663f90af5bb49047caa85ca783d4a","School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, Finland; Faculty of Education and Culture, University of Tampere, Tampere, Finland","Siivonen P., School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, Finland; Filander K., Faculty of Education and Culture, University of Tampere, Tampere, Finland","This article explores university students’ constructions of the ideal student at present-day university, that emphasises student-as-consumer culture and employability rather than education as a virtue in itself. The research is based on thematic narrative accounts (n = 67) generated in a generalist field in one regional Finnish university. We apply a narrative-discursive approach to analyse how ‘traditional’ young students (n = 34) and ‘non-traditional’ mature students (n = 33) position themselves in relation to the ideal good student in a present-day university and in relation to their university studies. Moreover, we examine some of the consequences of such positionings for the students themselves. Our analysis indicates that the present-day university student is constructed in line with the ideal student of the neoliberal order and student-as-consumer culture. However, whereas mature students positioned themselves as customers and were comfortable with the demands of today’s university for self-directedness and self-responsibility, younger students positioned themselves as ‘school pupils’ and were critical about being left on their own without adequate support. The study suggests that the terms ‘traditional’ and ‘non-traditional’ make differences related to age and different kinds of student positionings visible and, thus, also possible to reconstruct the ideals and normalities of the present-day neoliberal university. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","(Non-)traditional mature/young university student; employability; school pupil; social positioning; student-as-consumer","","","","","","","","Alheit P., Dausien B., Lifelong learning and ‘biographicity’: Two theoretical views on current educational changes, Social science theories in adult education research, pp. 211-241, (2002); Brown P., Hesketh A., Williams S., Employability in knowledge-driven society, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Budd R., Undergraduate orientations towards higher education in Germany and England: Problematizing the notion of ‘student as consumer’, Higher Education, 73, 1, pp. 23-37, (2017); Bunce L., Baird A., Jones E.S., The students-as-consumer approach in higher education and its effects on academic performance, Studies in Higher Education, 42, 11, pp. 1958-1978, (2017); Davies B., Harre R., Positioning: The discursive production of selves, Journal of the Theory of Social Behaviour, 20, 1, pp. 43-63, (1990); Filander K., Yliopistojen moraalijärjestys ja toimijuuden ehdot–miten rakentaa vaihtoehtoja vaihtoehdottomuuteen? [The moral order and conditions of agency in universities–how to create alternatives in situations of no alternatives?], Tiedepolitiikka, 412, pp. 9-20, (2016); Finnegan F., Valadas S., O'Neill J., Fragoso A., Paulos L., The search for security in precarious times: Non-traditional graduates perspectives on higher education and employment, International Journal of Lifelong Education, 38, 2, pp. 157-170, (2019); Gubrium J., Holstein J., Narrative ethnography, Handbook of emergent methods, pp. 241-264, (2008); Honkimaki S., Going to school at university?, Finnish higher education in transition: Perspectives on massification and globalization, pp. 91-112, (2001); Jauhiainen A., Jauhiainen A., Laiho A., The dilemmas of the ‘efficiency university’ policy and the everyday life of university teachers, Teaching in Higher Education, 14, 4, pp. 417-428, (2009); Komulainen K., Siivonen P., Kasanen K., Raty H., ‘How to give a killer pitch?’ Performances of entrepreneurial identities in higher education, Journal of Entrepreneurship Education and Pedagogy, (2020); Kunttu K., Pesonen T., Saari J., Ylioppilaiden terveydenhoitosäätiön tutkimuksia 48. Korkeakouluopiskelijoiden terveystutkimus 2016 [Student health survey 2016: A national survey among Finnish university students, (2017); Laalo H., Heinonen J., Governing the entrepreneurial mindset: Business students’ constructions of entrepreneurial subjectivity, European Educational Research Journal, 15, 6, pp. 696-713, (2016); Leathwood C., Gender, equity and the discourse of the independent learner in higher education, Higher Education, 52, 4, pp. 611-633, (2006); Moore E., Aikuisena yliopistossa. Yliopisto-opiskelijoiden ikärakenne ja 30 vuotta täyttäneiden opiskelijoiden elämänkulku[At university in adulthood. University students’ age structure and the life course of 30-year-old students, (2000); Moore E., Pitkä opintie. Aikuisiällä suoritettu yliopistotutkinto ja koulutuksellisen elämänkulun muutos[Long studypaths. Studying for a degree in adulthood and change in educational life course, (2003); Munro L., ‘Go boldly, dream large!’: The challenges confronting non-traditional students at university, Australian Journal of Education, 55, 2, pp. 115-131, (2011); Naidoo R., Shankar A., Veer E., The consumerist turn in higher education: Policy aspirations and outcomes, Journal of Marketing Management, 27, 11-12, pp. 1142-1162, (2011); Nilsson S., Nystrom S., Adult learning, education, and the labour market in the employability regime, European Journal for Research on the Education and Learning of Adults, 4, 2, pp. 171-187, (2013); Nixon E., Scullion R., Hearn R., Her majesty the student: Marketised higher education and the narcissistic (dis)satisfactions of the student-consumer, Studies in Higher Education, 43, 6, pp. 927-943, (2018); Nori H., Keille yliopiston portit avautuvat? Tutkimus suomalaisiin yliopistoihin ja eri tieteenaloille valikoitumisesta 2000-luvun alussa [For whom will the university gates open? A study of the selection for admission to Finnish universities and fields of study in the beginning of the 21st century, (2011); Nori H., Vanttaja M., Pitkä tie yliopistoon. Toisen mahdollisuuden käyttäjät [A long way to university: Second chancers], Aikuiskasvatus, 38, 4, pp. 276-290, (2018); Olssen M., Peters M.A., Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism, Journal of Education Policy, 20, 3, pp. 313-345, (2005); Puhakka A., Rautopuro J., Tuominen V., Vuorinen-Lampila P., Current employability and graduate employment research in Finland, Higher education research in Finland. Emerging structures and contemporary issues, pp. 357-381, (2012); Puhakka A., Rautopuro J., Tuominen V., Employability and Finnish university graduates, European Educational Research Journal, 9, 1, pp. 45-55, (2010); Pyoria P., Ojala S., Saari T., Jarvinen K.-M., Nuoret työelämässä [Young people in working life], Työelämän myytit ja todellisuus [Myths and reality about working life, pp. 81-99, (2017); Reay D., Crozier G., Clayton J., ‘Fitting in’ or ‘standing out’: Working-class students in UK higher education, British Educational Research Journal, 36, 1, pp. 107-124, (2010); Rinne R., Suomalaisen yliopiston tila: Rahan, vallankäytön ja hallinnan uudet muodot [The status of Finnish universities: New forms of finances, power and governance], Kohti oppimisyhteiskuntaa– Koulutuspolitiikan uusi suunta ja korkeakoulutuksen muuttuva maisema [Towards a learning society–The new direction of educational policy and the changing landscape of higher education, pp. 451-483, (2019); Rinne R., Haltia N., Nori H., Jauhiainen A., Yliopiston porteilla: Aikuiset ja nuoret hakijat ja sisään päässeet 2000-luvun alun Suomessa [At the university gates: Adult and young applicants and admissions at the beginning of 21st century in Finland, (2008); Santos L., Bago J., Baptista A.V., Ambrosio S., Fonseca H.M.A.C., Quintas H., Academic success of mature students in higher education: A Portuguese case study, European Journal for Research on the Education and Learning of Adults, 7, 1, pp. 57-73, (2016); Siivonen P., Becoming an educable lifelong learning subject, Adult Graduates’ Transitions in Education and Working Life. International Journal of Lifelong Education, 35, 1, pp. 35-50, (2016); Siivonen P., Brunila K., The making of entrepreneurial subjectivity in adult education, Studies in Continuing Education, 36, 2, pp. 160-172, (2014); Siivonen P., Komulainen K., Raty H., Korhonen M., Kasanen K., Rautiainen R., Salvation or a broken promise? Two adult graduates’ social positioning in education and working life, Scandinavian Journal of Educational Research, 60, 1, pp. 110-125, (2016); Siivonen P., Peura K., Hytti U., Kasanen K., Komulainen K., The making of collective entrepreneurial identity in student entrepreneurship societies, International Journal of Entrepreneurial Behaviour & Research, (2019); Siivonen P., Adult graduates’ negotiations of age(ing) and employability, Journal of Education and Work, 29, 3, pp. 352-372, (2016); Opiskelijoiden työssä käynti [University students working alongside studying, (2015); Tapanila K., Siivonen P., Filander K., Academics’ social positioning towards the restructured management system in Finnish universities, Studies in Higher Education, 45, 1, pp. 117-128, (2020); Thunborg C., Bron A., Edstrom E., Motives, commitment and student identity in higher education–experiences of non-traditional students in Sweden, Studies in the Education of Adults, 45, 2, pp. 177-193, (2013); Tomlinson M., ‘The degree is not enough’: Students’ perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Introduction: Graduate employability in context: Charting a complex, contested and multi-faceted policy and research field, Graduate employability in context, pp. 1-40, (2017); Webber L., Accessing HE for non-traditional students: ‘Outside of my position’, Research in Post-Compulsory Education, 19, 1, pp. 91-106, (2014); Ylijoki O.-H., Academic nostalgia: A narrative approach to academic work, Human Relations, 58, 5, pp. 555-576, (2005); Ylijoki O.-H., Boundary-work between work and life in the high-speed university, Studies in Higher Education, 38, 2, pp. 242-255, (2013); Ylijoki O.-H., Mantyla H., Conflicting time perspectives in academic work, Time & Society, 12, 1, pp. 55-78, (2003); Ylijoki O.-H., Ursin J., The construction of academic identity in the changes of Finnish higher education, Studies in Higher Education, 38, 8, pp. 1135-1149, (2013); Ylostalo H., Työntekijäkansalaisia vai maailman muuttajia? [Students in the neoliberal university], Sukupuolentutkimus–Genusforskning, 27, 4, pp. 5-15, (2014)","P. Siivonen; School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, PO Box 111, 80101, Finland; email: paivi.siivonen@uef.fi","","Routledge","","","","","","02601370","","","","English","Int. J. Lifelong Educ.","Article","Final","","Scopus","2-s2.0-85084794035"
"Smith C.; Curtis L.J.","Smith, Christine (7501656559); Curtis, Lucill J (56581328900)","7501656559; 56581328900","Scaffolding learners’ self-regulation in workplace learning: design of a pedagogical pattern for placements","2020","Journal of Vocational Education and Training","72","3","","396","414","18","2","10.1080/13636820.2019.1612936","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065431836&doi=10.1080%2f13636820.2019.1612936&partnerID=40&md5=0bbc54f5450be0d48b529688db8aa87f","Quality Enhancement, University of Suffolk, Ipswich, United Kingdom; Norfolk Business School, University of East Anglia, Norwich, United Kingdom","Smith C., Quality Enhancement, University of Suffolk, Ipswich, United Kingdom; Curtis L.J., Norfolk Business School, University of East Anglia, Norwich, United Kingdom","Work placements and workplace learning are increasingly integral components of undergraduate degrees, run within post-compulsory educational institutions; both in universities and further education colleges in the United Kingdom (UK). The intent in workplace learning is to help students attain the work-ready competencies (or employability) sought by graduate employers. By consequence, the UK’s Higher Education (HE) and Further Education (FE) sectors are under pressure to identify and respond to students’ needs during this important, but often challenging transition to workplace learning. Conceptual considerations around work placements, drawing from employer and students’ perspectives on the challenges of placements are presented. This analysis contributes to discussions on students’ preparation and transition into work contexts, focusing on promoting self-regulation, as part of developing students’ capacities for this kind of independent learning and in building students’ pre-professional identities. The design of an outline ‘pedagogical pattern’ for scaffolding transition into work placements is provided, as a systematic approach to scaffolding students during transition and to aid workplace learning. Significantly, the pattern articulates the contemporary challenges associated with student support and self-regulation in commencing workplace learning, while recommending a flexible web-based solution that is informed by authentic student perceptions of placement support needs. © 2019 The Vocational Aspect of Education Ltd.","scaffolding; self-regulation; Students’ transition; workplace learning and work placements","","","","","","Higher Education Funding Council for England, HEFCE, (K13)","This work was part-supported by the Higher Education Funding Council for England [K13] now called the Office for Students (OfS). PlacementPAL was partially supported by the Higher Education Funding Council for England (HEFCE) (now the Office for Students) under Catalyst A funding for innovations in learning and teaching. We are indebted to students who participated as student leads, as well as those who were involved in the pilot studies and to our project team colleagues (Caroline Doolan, David Mullet, Dr Suzanne Nolan and Alex Read), who provided insights and expertise in undertaking this research. We acknowledge colleagues may not agree with the viewpoints and interpretations expressed in this paper.","Artess J., Hooley T., Mellors-Borne R., Employability: A Review of the Literature 2012-2016, (2017); Billett S., Mimetic Learning at Work: Learning in the Circumstances of Practice, (2014); Bridge P., Carmichael M.A., Factors Influencing Radiation Therapy Student Clinical Placement Satisfaction, Journal of Medical Radiation Sciences, 61, 1, pp. 45-50, (2013); Chee P., Fluidity and Space: Social Work Student Learning in Field Supervision, International Handbook of Social Work Education, pp. 232-242, (2016); (2005); Eley D.S., Postgraduates’ Perceptions of Preparedness for Work as a Doctor and Making Future Career Decisions: Support for Rural, Non-Traditional Medical Schools, Education and Health, 23, pp. 1-13, (2010); Ellis R., Goodyear P., Student Experiences of E-Learning in Higher Education: The Ecology of Sustainable Development, (2010); Goodyear P., Retalis S., Technology Enhanced Learning: Design Patterns and Pattern Languages, (2010); Greenfield P., Historical Change and Cognitive Change: A Two Decade Follow-Up Study in Zinacantan, A Maya Community in Chiapas, Mexico, Mind, Culture and Activity, 6, 2, pp. 92-108, (1999); Harvey L., Little B., Learning Through Work Placements and beyond, (2006); Healey M., Flint A., Harrington K., Engagement through Partnership: Students as Partners in Learning and Teaching in Higher Education, (2014); Jackson D., Developing Pre-Professional Identity in Undergraduates through Work-Integrated Learning, Higher Education, 74, 5, pp. 833-853, (2017); Jackson D., Wilton N., Perceived Employability among Undergraduates and the Importance of Career Self-Management, Work Experience and Individual Characteristics, Higher Education Research and Development, 36, pp. 747-762, (2017); Junek O., Lockstone L., Mair J., Two Perspectives on Event Management Employment: Student and Employer Insights into the Skills Required to Get the Job Done!, Journal of Hospitality and Tourism Management, 16, pp. 120-129, (2009); Mackay S.J., Anderson A.C., Hogg P., Preparedness for Clinical Practice–Perceptions of Graduates and Their Work Supervisors, Radiography, 14, 3, pp. 226-232, (2008); Maidment J., Problems Experienced by Students on Field Placement: Using Research Findings to Inform Curriculum Design and Content, Australian Social Work, 56, 1, pp. 50-60, (2003); Markauskaite L., Goodyear P., Epistemic Fluency and Professional Education: Innovation, Knowledgeable Action and Actionable Knowledge, (2017); Nolan S., Doolan C., (2018); Nolan S., Doolan C., (2018); Paliadelis P., Wood P., Learning from Clinical Placement Experience: Analysing Nursing Students’ Final Reflections in a Digital Storytelling Activity, Nurse Education in Practice, 20, pp. 39-44, (2016); Pang P., Learning to Work during Work Placement: Negotiating Access to Work and Participation through ‘Origination’ and Establishing a ‘Legitimate Presence’, Journal of Vocational Education & Training, 67, 4, pp. 543-557, (2015); Pea R.D., The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity, The Journal of the Learning Sciences, 13, 3, pp. 423-451, (2004); Puntambekar S., Hubscher R., Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained and What Have We Missed?, Educational Psychologist, 40, 1, pp. 1-12, (2005); Ritchie L., Fostering Self-Efficacy in Higher Education Students, (2016); Small L., Shacklock K., Marchant T., Employability: A Contemporary Review for Higher Education Stakeholders, Journal of Vocational Education & Training, 70, 1, pp. 148-166, (2018); Sweller J., Cognitive Load during Problem Solving: Effects on Learning, Cognitive Science, 12, 2, pp. 257-285, (1988); Trehan K., Pedler M., Evaluation, Impact and Actionable Knowledge: Assessing the Value?, Action Learning: Research and Practice, 7, 3, pp. 237-238, (2010); van de Pol J., Volman M., Beishuizen J., Scaffolding in Teacher-Student Interaction: A Decade of Research, Educational Psychology Review, 22, 3, pp. 271-296, (2010); van Merrienboer J.G., Kirschner P., 10 Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design, (2017); Walker A., Yong M., Pang L., Fullarton C., Costa B., Dunning A.M., Work Readiness of Graduate Health Professionals, Nurse Education Today, 33, 2, pp. 116-122, (2013); Wilton N., The Impact of Work Placements on Skills Development and Career Outcomes for Business and Management Graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012); Zenios M., Smith C., pp. 297-310, (2010); Zimmerman B.J., Becoming a Self-Regulated Learner: An Overview, Theory into Practice, 41, 2, pp. 64-70, (2002)","C. Smith; Quality Enhancement, University of Suffolk, Ipswich, United Kingdom; email: Christine.smith@uos.ac.uk","","Routledge","","","","","","13636820","","","","English","J. Vocat. Educ. Train.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85065431836"
"","","","Researchers from Portugal have shown how different career strategies influence career development for university graduates","2020","Human Resource Management International Digest","28","6","","41","43","2","0","10.1108/HRMID-05-2020-0110","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086458341&doi=10.1108%2fHRMID-05-2020-0110&partnerID=40&md5=d61911f55113006d17949be29d68310b","","","Purpose: The researchers wanted to compare a “traditional career attitude” (TCA), which stresses upward mobility at one company, with a “boundary-less career attitude” (BCA), which focuses on career mobility Design/methodology/approach: To test their hypotheses, the authors looked for recent master’s graduates from a large Portuguese university who had been working more than one year. They were students of business studies, human resources management, healthcare management, accounting, marketing and strategy. The graduates received questionnaires to fill in. A total of 131 completed them successfully, with 63% being female respondents. Findings: The results showed a TCA had a positive effect on internal employability (IE), but no negative impact on external employability (EE). Meanwhile, the results also confirmed the negative impact on IE of a BCA, whereas there was no significant positive effect on EE. Originality/value: The authors felt their study made a number of important contributions both to the academic community, and to increasing the employability of graduates. © 2020, Emerald Publishing Limited.","Boundaryless career attitude; Career strategies; Perceived employability; Traditional career attitude; Young graduates","","","","","","","","","","","Emerald Group Holdings Ltd.","","","","","","09670734","","","","English","Hum. Resour. Manage. Int. Dig.","Article","Final","","Scopus","2-s2.0-85086458341"
"Rodrigues R.; Butler C.L.; Guest D.","Rodrigues, Ricardo (36242497100); Butler, Christina L. (29367455900); Guest, David (7005035099)","36242497100; 29367455900; 7005035099","Evaluating the employability paradox: When does organizational investment in human capital pay off?","2020","International Journal of Human Resource Management","31","9","","1134","1156","22","32","10.1080/09585192.2019.1704825","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077056736&doi=10.1080%2f09585192.2019.1704825&partnerID=40&md5=3aa7f801d3a421871ed2759313f107fd","King’s Business School, King’s College London, London, United Kingdom; Kingston Business School, Kingston Hill Campus, Kingston-Upon-Thames, Surrey, United Kingdom","Rodrigues R., King’s Business School, King’s College London, London, United Kingdom; Butler C.L., Kingston Business School, Kingston Hill Campus, Kingston-Upon-Thames, Surrey, United Kingdom; Guest D., King’s Business School, King’s College London, London, United Kingdom","The paper explores the notion of the employability paradox which notes that while organizations investing in the career and competency development of their workforce can benefit from higher performance, they also risk losing more employable staff to competitors. Building on contributions from social exchange theory and signalling theory, we develop a model exploring the circumstances under which investment in career development benefits employees and organizations. We test our model in a longitudinal study following graduates entering the labour market. Our results show that when organizations signal that they care about employees by investing in their career development and individuals are receptive to such signals and proactively seek to manage their careers, investment in career development has a positive impact on organizational commitment and intention to stay with one’s employer. Our findings indicate that the idea of the employability paradox is simplistic and lacks theoretical and empirical support. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.","career development practices; employability paradox; employee retention; perceived employability; protean career","","","","","","","","Arthur M., Rousseau D., The boundaryless career: A new employment principle for a new organizational era, (1996); Benson G., Finegold D., Mohrman S., You paid for the skills, now keep them: Tuition reimbursement and voluntary turnover, Academy of Management Journal, 47, 3, pp. 315-331, (2004); Briscoe J., Hall D., The interplay of boundaryless and protean careers: Combinations and implications, Journal of Vocational Behavior, 69, 1, pp. 4-18, (2006); Briscoe J., Hall D., DeMuth R., Protean and boundaryless careers: An empirical exploration, Journal of Vocational Behavior, 69, 1, pp. 30-47, (2006); Clarke M., Understanding and managing employability in changing career contexts, Journal of European Industrial Training, 32, 4, pp. 258-284, (2008); Clarke M., The organizational career: Not dead but in need of redefinition, The International Journal of Human Resource Management, 24, 4, pp. 684-703, (2013); Connelly B., Certo T., Ireland D., Reutzel C., Signaling theory: A review and assessment, Journal of Management, 37, 1, pp. 39-67, (2011); Cropanzano R., Anthony E., Daniels S., Hall A., Social exchange theory: A critical review with theoretical remedies, Academy of Management Annals, 11, 1, pp. 479-516, (2017); De Cuyper N., De Witte H., The management paradox: Self-rated employability and organizational commitment and performance, Personnel Review, 40, 2, pp. 152-172, (2011); De Cuyper N., Van der Heijden B., De Witte H., Associations between perceived employability, employee well-being, and its contribution to organizational success: A matter of psychological contracts?, The International Journal of Human Resource Management, 22, 7, pp. 1486-1503, (2011); De Cuyper N., Mauno S., Kinnunen U., Makikangas A., The role of job resources in the relation between perceived employability and turnover intention: A prospective two-sample study, Journal of Vocational Behavior, 78, 2, pp. 253-263, (2011); De Cuyper N., Makikangas A., Kinnunen U., Mauno S., De Witte H., Cross‐lagged associations between perceived external employability, job insecurity, and exhaustion: Testing gain and loss spirals according to the conservation of resources theory, Journal of Organizational Behavior, 33, 6, pp. 770-788, (2012); De Hauw S., Greenhaus J., 15 Building a sustainable career: The role of work–home balance in career decision making, Handbook of research on sustainable careers, pp. 223-238, (2015); De Vos A., De Hauw S., Van der Heijden B., Competency development and career success: The mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); De Vos A., Dewettinck K., Buyens D., The professional career on the right track: A study on the interaction between career self-management and organizational career management in explaining employee outcomes, European Journal of Work and Organizational Psychology, 18, 1, pp. 55-80, (2009); De Vos A., Soens N., Protean attitude and career success: The mediating role of self-management, Journal of Vocational Behavior, 73, 3, pp. 449-456, (2008); De Witte H., Langdurig werkozen: Tussen optimisten en teruggetrokkenen (The long-term unemployed: between optimism and resignation), (1992); Farber H., Job loss and the decline in job security in the United States, (2007); Forrier A., Verbruggen M., De Cuyper N., Integrating different notions of employability in a dynamic chain: The relationship between job transitions, movement capital and perceived employability, Journal of Vocational Behavior, 89, pp. 56-64, (2015); Froehlich D., Beausaert S., Segers M., Age, employability and the role of learning activities and their motivational antecedents: A conceptual model, The International Journal of Human Resource Management, 26, 16, pp. 2087-2101, (2015); Guest D., Human resource management and performance: Still searching for some answers, Human Resource Management Journal, 21, 1, pp. 3-13, (2011); Guest D., Michie J., Conway N., Sheehan M., Human resource management and corporate performance in the UK, British Journal of Industrial Relations, 41, 2, pp. 291-314, (2003); Hall D., The protean career: A quarter-century journey, Journal of Vocational Behavior, 65, 1, pp. 1-13, (2004); Heijde C., Van Der Heijden B., A competence‐based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Lee T., Mitchell T., An alternative approach: The unfolding model of voluntary employee turnover, The Academy of Management Review, 19, 1, pp. 51-89, (1994); King Z., Career self-management: Its nature, causes and consequences, Journal of Vocational Behavior, 65, 1, pp. 112-133, (2004); Meyer J., Allen N., Commitment in the workplace: Theory, research, and application, (1997); Mirvis P., Hall D., Psychological success and the boundaryless career, Journal of Organizational Behavior, 15, 4, pp. 365-380, (1994); Nelissen J., Forrier A., Verbruggen M., Employee development and voluntary turnover: Testing the employability paradox, Human Resource Management Journal, 27, 1, pp. 152-168, (2017); Onyishi I., Enwereuzor I., Ituma A., Omenma J., The mediating role of perceived employability in the relationship between core self-evaluations and job search behaviour, Career Development International, 20, 6, pp. 604-626, (2015); Philippaers K., De Cuyper N., Forrier A., Vander Elst T., De Witte H., Perceived employability in relation to job performance: A cross-lagged study accounting for a negative path via reduced commitment, Scandinavian Journal of Work and Organizational Psychology, 1, 1, pp. 1-15, (2016); Podsakoff P., MacKenzie S., Lee J., Podsakoff N., Common method biases in behavioral research: A critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, 5, pp. 879-903, (2003); Porter C., Woo S., Tak J., Developing and validating short form protean and boundaryless career attitudes scales, Journal of Career Assessment, 23, 2, pp. 1-20, (2015); Preacher K., Zyphur M., Zhang Z., A general multilevel SEM framework for assessing multilevel mediation, Psychological Methods, 15, 3, pp. 209-233, (2010); Price J., Handbook of organizational measurement, International Journal of Manpower, 18, 4-6, pp. 305-558, (1997); Rodrigues R., Guest D., Oliveira T., Alfes K., Who benefits from independent careers? Employees, organizations, or both?, Journal of Vocational Behavior, 91, pp. 23-34, (2015); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Sardeshmukh S., Vandenberg R., Integrating moderation and mediation: A structural equation modeling approach, Organizational Research Methods, 20, 4, pp. 721-745, (2017); Stride C., Gardner S., Catley N., Thomas F., Mplus code for mediation, moderation and moderated mediation models, (2015); Sturges J., Guest D., Conway N., Mackenzie Davey K., A longitudinal study of the relationship between career management and organizational commitment among graduates in the first ten years at work, Journal of Organizational Behavior, 23, 6, pp. 731-748, (2002); Van der Heijden B., De Vos A., Sustainable careers: Introductory chapter, Handbook of research on sustainable careers, pp. 1-19, (2015); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Van Der Heijden B., Boon J., Van der Klink M., Meijs E., Employability enhancement through formal and informal learning: An empirical study among Dutch non‐academic university staff members, International Journal of Training and Development, 13, 1, pp. 19-37, (2009); White M., Bryson A., Positive employee attitudes: How much human resource management do you need?, Human Relations, 66, 3, pp. 385-406, (2013)","R. Rodrigues; King’s Business School, King´s College London, London, 30 Aldwych, WC2B 4BG, United Kingdom; email: ricardo.rodrigues@kcl.ac.uk","","Routledge","","","","","","09585192","","","","English","Int. J. Hum. Resour. Manage.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85077056736"
"Fitzpatrick M.; Garsia K.; Eyre K.; Blackhall C.-A.; Pit S.","Fitzpatrick, Madeleine (57201703545); Garsia, Kathryn (57215840588); Eyre, Kezia (57215841363); Blackhall, Courtney-Anne (57212018098); Pit, Sabrina (6603495286)","57201703545; 57215840588; 57215841363; 57212018098; 6603495286","Emotional exhaustion among regional doctors in training and the application of international guidelines on sustainable employability management for organisations","2020","Australian Health Review","44","4","","609","617","8","11","10.1071/AH19121","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082032229&doi=10.1071%2fAH19121&partnerID=40&md5=ce57bf02ef8afeaea677127b235f8b74","Western Sydney University, School of Medicine, Locked Bag 1797, Penrith, 2750, NSW, Australia; University of Sydney, University Centre for Rural Health, 61 Uralba Street, Lismore, 2480, NSW, Australia","Fitzpatrick M., Western Sydney University, School of Medicine, Locked Bag 1797, Penrith, 2750, NSW, Australia; Garsia K., Western Sydney University, School of Medicine, Locked Bag 1797, Penrith, 2750, NSW, Australia; Eyre K., Western Sydney University, School of Medicine, Locked Bag 1797, Penrith, 2750, NSW, Australia; Blackhall C.-A., Western Sydney University, School of Medicine, Locked Bag 1797, Penrith, 2750, NSW, Australia; Pit S., Western Sydney University, School of Medicine, Locked Bag 1797, Penrith, 2750, NSW, Australia, University of Sydney, University Centre for Rural Health, 61 Uralba Street, Lismore, 2480, NSW, Australia","Objective: The first objective of this study was to assess the associations between individual, community and hospital factors with emotional exhaustion (EE) among rural Australian doctors in training (DITs); the second objective was to apply criteria from an international standard that measures sustainable employability in organisations. Methods: A cross-sectional study of 70 DITs was conducted. Odds ratios (ORs) with 95% confidence intervals (CIs) of EE across individual, community and organisational factors were calculated. Results: DITs with poor or moderate ability to cope with mental work demands had higher odds of being emotionally exhausted (OR 8.273; 95% CI 1.693-40.423), as did DITs with sleep disturbance (OR 6.187; 95% CI 1.721-22.242). Higher psychological distress (OR 1.701; 95% CI 1.286-2.249), more hours worked on-call (OR 1.052; 95% CI 1.011-1.094) and increased presenteeism (OR 1.285; 95% CI 1.049-1.576) were associated with being emotionally exhausted. Those who felt ambivalent or unsatisfied with hospital support networks had threefold higher odds of EE (OR 3.323; 95%CI 1.191-9.273). All metrics associated with the International Organisation for Standardisation (ISO) sustainable employability guidelines were significantly associated with EE; DITs who thought the hospital did not promote physical (OR 5.489; 95%CI 1.494-20.162) or mental health behaviours (OR 4.750; 95%CI 1.228-18.406) and those who did not perceive DITs overall well-being to be prioritised had higher odds of EE (OR 8.800; 95% CI 1.920-40.336). Conclusions: When DITs perceive the hospital promotes and prioritises well-being measures and provides a supportive environment, they are less likely to experience EE. This pilot study demonstrated the value of using an international standard to measure sustainable employability in hospitals. What is known about the topic?: Doctors are an at-risk population with increased rates of suicide, depression and anxiety compared with other professions. Junior doctors and regional DITs experience a greater burden of psychological distress, burnout and compassion fatigue than non-training, urban-based doctors. Regional and rural communities are often characterised by fewer doctors per head of population and workforce shortage, with an identified need to optimise the mental well-being of rural doctors to retain the medical workforce and ensure they continue to meet the needs of these rural communities. What does this paper add?: This paper adds to the evidence about the well-being of regional DITs. This pilot study is unique in its demonstration of the relationship between EE and sustainable employability factors within hospitals. The use of an international standard to measure elements of sustainable employability at the organisational level in relation to well-being can potentially be further tested and replicated across the whole organisation and in other healthcare organisations and professions. What are the implications for practitioners?: Rural hospital administrators and policy makers can potentially use the results to guide hospital interventions aimed at alleviating EE in DITs. It appears that supportive hospital environments are key factors to consider when developing these interventions. The international standard guidelines on sustainable employability can be used by top management and human resource managers to develop sustainable employability metrics.  © 2020 AHHA.","","Australia; Burnout, Professional; Cross-Sectional Studies; Humans; Physicians; Pilot Projects; Australia; burnout; cross-sectional study; human; physician; pilot study","","","","","","","Health and wellbeing of doctors and medical students-2011, (2011); Milner AJ, Maheen H, Bismark MM, Spittal MJ, Suicide by health professionals: a retrospective mortality study in Australia, 2001-2012, Med J Aust, 205, pp. 260-265, (2016); National mental health survey of doctors and medical students, (2013); Report on the audit of health workforce in rural and regional Australia, (2008); Markwell AL, Wainer Z, The health and wellbeing of junior doctors: insights from a national survey, Med J Aust, 191, pp. 441-444, (2009); AMA survey report on junior doctor health and wellbeing, (2016); Mata DA, Ramos MA, Bansal N, Khan R, Guille C, Di Angelantonio E, Sen S, Prevalence of depression and depressive symptoms among resident physicians: a systematic review and meta-analysis, JAMA, 314, pp. 2373-2383, (2015); Hoffman R, Bonney A, Junior doctors, burnout and wellbeing: understanding the experience of burnout in general practice registrars and hospital equivalents, Aust J Gen Pract, 47, pp. 571-575, (2018); JMO wellbeing & support plan, (2017); Your training and wellbeing matters. Report for: NSW Health JMO survey, (2018); A plan for better health care for regional, rural and remote Australia, (2016); Rural workforce initiatives, (2017); National data report 2013-2017. Data from graduates of Australian medical schools, (2018); ISO/TR 30406:2017 Human resource management-sustainable employability management for organizations, (2017); Pit SW, Hansen V, Factors influencing early retirement intentions in Australian rural general practitioners, Occup Med (Lond), 64, pp. 297-304, (2014); Isaac V, Walters L, Mclachlan CS, Association between self-efficacy, career interest and rural career intent in Australian medical students with rural clinical school experience, BMJ Open, 5, (2015); Aronsson G, Gustafsson K, Dallner M, Sick but yet at work. An empirical study of sickness presenteeism, J Epidemiol Community Health, 54, pp. 502-509, (2000); Mykletun RJ, Furunes T., Relationships between work ability and 'The work ability house' - mdash;Towards a multi-dimensional work ability model, Work, Stress and Health Conference: Work and well-being in an economic context, (2011); Maslach C., Burnout, the cost of caring, (1982); Siegrist J, Shackelton R, Link C, Marceau L, von dem Knesebeck O, McKinlay J, Work stress of primary care physicians in the US, UK and German health care systems, Soc Sci Med, 71, pp. 298-304, (2010); Furukawa TA, Kessler RC, Slade T, Andrews G, The performance of the K6 and K10 screening scales for psychological distress in the Australian National Survey of Mental Health and Well-Being, Psychol Med, 33, pp. 357-362, (2003); Goodyear HM, First year doctors experience of work related wellbeing and implications for educational provision, Int J Med Educ, 5, pp. 103-109, (2014); Rich A, Viney R, Needleman S, Griffin A, Woolf K, You can't be a person and a doctor': the work-life balance of doctors in training-a qualitative study, BMJ Open, 6, (2016); Lacy BE, Chan JL, Physician burnout: the hidden health care crisis, Clin Gastroenterol Hepatol, 16, pp. 311-317, (2018); Sokol DK, Waking up to the effects of fatigue in doctors, BMJ, 347, (2013); Gunawan E, Deo P, Hidayat T, Pandia V, Iskandar S, Yuni PS, Sylviana N, Akbar I, Farenia R, Wahyu K, Purba A, Sidi H, Factors correlated with occupational stress among university lecturers, Med Health, 13, pp. 95-102, (2018); Linzer M, Visser MR, Oort FJ, Smets EM, McMurray JE, de Haes HC, Predicting and preventing physician burnout: results from the United States and the Netherlands, Am J Med, 111, pp. 170-175, (2001); Dyrbye LN, Shanafelt TO, Physician burnout: a potential threat to successful health care reform, JAMA, 305, pp. 2009-2010, (2011); Modified Monash model, (2018)","S. Pit; Western Sydney University, School of Medicine, Penrith, Locked Bag 1797, 2750, Australia; email: madeleinerfitzpatrick@gmail.com","","CSIRO","","","","","","01565788","","AHREE","32183938","English","Aust. Health Rev.","Article","Final","","Scopus","2-s2.0-85082032229"
"Fenech R.; Baguant P.; Abdelwahed I.","Fenech, Roberta (57205622136); Baguant, Priya (57200630574); Abdelwahed, Ihab (57210285514)","57205622136; 57200630574; 57210285514","Work readiness across various specializations","2020","Academic Journal of Interdisciplinary Studies","9","4","","86","92","6","2","10.36941/AJIS-2020-0064","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101076148&doi=10.36941%2fAJIS-2020-0064&partnerID=40&md5=bbc84459c6b93496b3f59f78919ca0fe","Higher Colleges of Technology, United Arab Emirates","Fenech R., Higher Colleges of Technology, United Arab Emirates; Baguant P., Higher Colleges of Technology, United Arab Emirates; Abdelwahed I., Higher Colleges of Technology, United Arab Emirates","The employability of locals in the United Arab Emirates is a national priority and an integral part of Emiratisation, which is an affirmative action policy of the United Arab Emirates Government that promotes preferential hiring status to Emiratis. The latter safeguards national identity, economic sustainability, and political stability (Modarress, Ansari and Lockwood, 2013). The purpose of this research is to study the work readiness of Emirati graduating students across various specializations. The theoretical framework for this study is the four-factor model by Caballero, Walker and Fuller-Tyszkiewicz (2011). The four factors are personal work characteristics, organizational acumen, work competence and social intelligence. The research conducted so far on work readiness of graduates has been limited to particular disciplines (Walker, Storey, Costa, Leung, 2015; Dermott, 2007; Jollands, Jolly and Molyneaux, 2012; Haigh, Ell and Mackisack, 2013; Dermott and Ortiz, 2017). This study contributes to the existing body of knowledge as it does not focus on a single specialization and takes a broad exploratory look at work readiness across five specializations, namely business, information technology, health sciences, applied communication and engineering. 302 graduating Emirati students chosen randomly from various disciplines in different institutions participated in this quantitative research study by filling in a 60-item work readiness questionnaire. The main findings of this study is that specializations in tertiary education vary not only in terms of curriculum, technical knowledge, skills and abilities taught, but also in the preparation for employment which influences the perceptions of graduating students of their work readiness; graduating students in a health specialization perceiving to be the most work ready and graduating students in a business specialization perceiving to be the least work ready. © 2020 Fenech et.al.. This is an open access article licensed under the Creative Commons Attribution-NonCommercial 4.0 International License","Emiratization; Tertiary education; Work readiness; Work readiness scale","","","","","","","","Bridgstock R., The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Caballero C., Walker A., Work readiness in graduate recruitment and selection: A review of current assessment methods, Journal of Teaching and Learning for Graduate Employability, 1, 1, pp. 13-25, (2010); Caballero Catherine Lissette, Walker Arlene, Fuller-Tyszkiewicz Matthew, The work readiness scale (WRS): developing a measure to assess work readiness in college graduates, Journal of teaching and learning for graduate employability, 2, 2, pp. 41-54, (2011); Dermott K.J., Enhancing the work readiness of engineering graduates, World Transactions on Engineering and Technology Education, 6, 1, pp. 113-117, (2007); Dermott C., Ortiz L., Beyond the Business Communication Course: A Historical Perspective of the Where, Why, and How of Soft Skills Development and Job Readiness for Business Graduates, IUP Journal of Soft Skills, 11, 2, pp. 9-24, (2017); Forstenlechner F., Madi M.T., Selim H., Rutledge E.J., Emiratisation: determining the factors that influence the recruitment decisions of employers in the UAE, The International Journal of Human Resource Management, 23, 2, pp. 406-421, (2012); Haigh M., Ell F., Mackisack V., Judging teacher candidates’ readiness to teach, Teaching and Teacher Education, 34, pp. 1-11, (2013); Jollands M., Jolly L., Molyneaux T., Project-based learning as a contributing factor to Graduates’ work readiness, European Journal of Engineering Education, 37, 2, pp. 143-154, (2012); Modarress B., Ansari A., Lockwood D., Emiratisation: From policy to implementation, International Journal of Human Resources Development and Management, 13, pp. 188-205, (2013); Prikshat V., Nankervis A., Priyono S., Mohd Salleh N., Connell J., Burgess J., Graduate work-readiness challenges in the Asia-Pacific region and the role of HRM, Equality, Diversity and Inclusion: An International Journal, 37, 4, (2018); Walker A., Storey K. M., Costa B. M., Leung R. K., Refinement and validation of the Work Readiness Scale for graduate nurses, Nursing outlook, 63, 6, pp. 632-638, (2015); Walker Yong, Pang Fullarton, Costa, Work readiness of graduate health professionals, Nurse education today, 33, 2, pp. 116-12, (2012); Wheeldon J., Ahlberg M.K., Mapping mixed-methods research: Theories, models, and measures, Visualizing Business Research: Maps, Methods, & Meaning, pp. 113-148, (2012)","","","Richtmann Publishing Ltd","","","","","","22813993","","","","English","Acad. J. Interdiscip. Stud.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85101076148"
"Stern F.L.","Stern, Fábio L. (57218140628)","57218140628","The Applied Scientific Study of Religion in Brazil","2020","International Journal of Latin American Religions","4","1","","148","162","14","0","10.1007/s41603-020-00100-8","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088991826&doi=10.1007%2fs41603-020-00100-8&partnerID=40&md5=03f90e07552228758e080b82d930dfd2","Catholic Pontifical University of São Paulo, PEPG em Ciência da Religião, R. Monte Alegre, 984 - Perdizes, São Paulo, 05014-901, SP, Brazil","Stern F.L., Catholic Pontifical University of São Paulo, PEPG em Ciência da Religião, R. Monte Alegre, 984 - Perdizes, São Paulo, 05014-901, SP, Brazil","This article constitutes a discussion of the situation regarding the applied scientific study of religion in Brazil. In the first section, the complex scenario of the discipline in this country is presented, showing its contentious relationship with theology, which has led many Brazilians to believe that the applied scientific study of religion and practical theology are the same. After highlighting the fact that there are, however, researchers in Brazil who consider them distinct disciplines, we focus on what this group is producing on the subject. In the following section, the international influence of Tworuschka, Cavallin, Jensen, and Alberts on Brazilian thought is mentioned. In the following section, the Brazilian theory of Matheus Oliva da Costa on the applied scientific study of religion is described. In conclusion, the actions that Brazilian scholars of religion have taken to increase the employability of those trained in the field are presented. © 2020, Springer Nature Switzerland AG.","Applied Religionswissenschaft; Applied religious studies; Latin American study of religion; Professionalization of scholars of religion","","","","","","Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES","This study was funded by the National Post-doctoral Program of Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). ","Estatuto social, (2011); Agnolin A., História das religiões: Perspectiva histórico-comparativa, (2013); Alberts W., Didactics of the study of religions, Numen, (2008); Almen E., Oster H.C., Religious education in Great Britain, Sweden and Russia, (2000); Bahia S.F.P., Entrevista com Fábio L. Stern, cocriador do Seminário de Ciência da Religião Aplicada, Ciência da Religião Aplicada: Ensaios pela autonomia e aplicação profissional, pp. 197-214, (2018); Bahia S.F.P., Santos R.O., As conquistas da ACREPA na efetiva empregabilidade de cientistas das religiões no Pará, Ciência da Religião Aplicada: Ensaios pela autonomia e aplicação profissional, pp. 183-196, (2018); Barros J.D.A., Contribuição para o estudo dos “campos disciplinares, Alpha, 11, pp. 205-216, (2010); Berglund J., Swedish religion education: Objective but marinated in Lutheran Protestantism?, Temenos, (2013); (1980); Carvalho F.R., História das religiões seria história ou ciência da religião? Uma reflexão sobre questões metodológicas ligadas a essas disciplinas na transição dos anos 1860-1870, Sacrilegens, (2017); Cavallin C., Applied religious studies: four ideal types, Religionens varp och trasor: En festskrift till Åke Sander, pp. 147-166, (2016); Costa M.O., Moção contra a falta de empregabilidade de cientistas das religiões, Rever, (2016); Costa M.O., Ciência das religiões aplicada como componente do currículo das graduações visando formação profissional, Anais do Seminário de Ciência da Religião Aplicada, 2, pp. 44-57, (2018); Costa M.O., Ciência Da religião Aplicada Como O Terceiro Ramo Da Religionswissenschaft: História, análises E Propostas De atuação Profissional., (2019); Engler S., Brazil, Religious studies: a global view, pp. 273-277, (2008); Hanegraaff W.J., Imagining the future study of religion and spirituality, Religion, (2020); Jensen T., O estudo das religiões na Dinamarca, Revista Imaginário, 8, pp. 396-418, (2002); Jensen T., O estudo acadêmico laico (ou não-religioso) da religião como base para comunicação e compreensão interculturais, Política, religião e diversidades: Educação e espaço público, pp. 50-75, (2018); Jensen T., De cientista da religião respeitado a político disfarçado: O destino de um cientista da religião que se torna pessoa pública? Reflexões após a polêmica das charges de Maomé na Dinamarca e mais de 25 anos como especialista em mídia, Anais do Seminário de Ciência da Religião Aplicada, 3, pp. 59-65, (2019); Mendes A., Apontamentos de análise do discurso por uma prática profissional da ciência da religião, Ciência da religião aplicada: Ensaios pela autonomia e aplicação profissional, pp. 15-30, (2018); Murphy T., Religionswissenschaft as colonialist discourse: the case of Rudolf Otto, Temenos, (2007); Peirce C.S., Escritos filosóficos, (1997); Pieper F., Rodrigues E., Licenciatura em ensino religioso, Compêndio do ensino religioso, pp. 277-285, (2017); Santos R.O., Como mobilizar os sistemas públicos de ensino em prol da implementação do concurso para profissionais habilitados em Ensino Religioso?, Diálogo, 79, (2013); Sharpe E., Comparative religion: a history, (1986); Souza M.F.C., Epistemologia em disputa no arquivo: Uma leitura do documento da área de Ciências da Religião e Teologia na CAPES, Caminhos, (2019); Stern F.L., A criação da área de avaliação Ciências da Religião e Teologia na Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), Espaços, 26, 1, pp. 73-91, (2018); Stern F.L., A ABHR é uma associação de historiadores ou de cientistas da religião?, Uma análise Dos currículos De Seus Associados Caderno De Resumos Do Congresso Nacional Das Graduações E Pós-Graduações Em Ciência Da Religião 3, (2018); Stern F.L., Costa M.O., Interview with Suellen de Fátima Pereira Bahia and Anderson Ferreira Costa from the Pará Association for Scholars of Religion (Brazil), International Journal of Latin American Religions, 2, pp. 160-163, (2018); Tworuschka U., Ciência prática da religião: Considerações teóricas e metodológicas, Compêndio de ciência da religião, pp. 577-588, (2013); Tworuschka U., Ciência prática da religião: Considerações teóricas e metodológicas, Ciberteologia, 10, 47, pp. 110-123, (2014); Tworuschka U., Considerações sobre a ciência prática da religião, Ciência da religião aplicada: Ensaios pela autonomia e aplicação profissional, pp. 31-61, (2018); Usarski F., Ciência da religião: uma disciplina referencial, Ensino religioso e formação docente: Ciências da religião e ensino religioso em diálogo, pp. 47-62, (2007); Usarski F., O pesquisador como benfeitor? Reflexões sobre os equívocos da ciência prática da religião e sua alternativa, Ciência da religião aplicada: Ensaios pela autonomia e aplicação profissional, pp. 63-77, (2018); Wach J., Religionswissenschaft: Prolegomena zu ihrer wissenschaftstheoretischen Grundlegung, (1924)","F.L. Stern; Catholic Pontifical University of São Paulo, São Paulo, PEPG em Ciência da Religião, R. Monte Alegre, 984 - Perdizes, 05014-901, Brazil; email: flstern@pucsp.br","","Springer","","","","","","25099965","","","","English","Int. J. Lat. Am. Religions","Article","Final","","Scopus","2-s2.0-85088991826"
"de Reizabal M.L.; Benito Gómez M.","de Reizabal, Margarita Lorenzo (57215595087); Benito Gómez, Manuel (57216752442)","57215595087; 57216752442","When theory and practice meet: Avenues for entrepreneurship education in music conservatories","2020","International Journal of Music Education","38","3","","352","369","17","11","10.1177/0255761420919560","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084438675&doi=10.1177%2f0255761420919560&partnerID=40&md5=0764f395506c3ea2367af51df639639d","Conservatoire for Higher Music Education of the Basque Country (MUSIKENE), Spain; University of the Basque Country, Spain","de Reizabal M.L., Conservatoire for Higher Music Education of the Basque Country (MUSIKENE), Spain; Benito Gómez M., University of the Basque Country, Spain","In the field of higher music education conservatories, and more specifically in the so-called ‘classical music’, the first steps towards research regarding entrepreneurship are being taken, although the main obstacles to overcome are still at a conceptual level (to define what is entrepreneurship in this field, what the profile of a musician entrepreneur is, what exactly is understood when we talk about an entrepreneurial identity referred to Western classical music) and on a referential level (research is scarce on the professional identity of classical musicians, on motivation that leads to professional success, on employability of a musician in the 21st century). At the same time, thought and analysis are lacking on how music education addresses entrepreneurial spirit and how conservatories for higher education in Western classical music could provide their students with the necessary capacities to become professional entrepreneurial musicians. This article aims to explore the state of entrepreneurship of classical musicians and analyse what challenges and barriers are found in particular in this subfield. In order to clarify the key concepts, the most relevant and recent literature in entrepreneurship education has been reviewed. Searching for avenues for entrepreneurship education in music conservatories, theory and practice have been merged by applying the literature findings to some practical considerations raised at the International Conference on Music Entrepreneurship recently held in The Hague, together with the personal experience in the specific context of higher music education conservatories. © The Author(s) 2020.","Bohemian musician; entrepreneurial conservatories; entrepreneurial musician; entrepreneurship; musician portfolio; professional identity","","","","","","","","Alvarez S.A., Barney J.B., Discovery and creation: Alternative theories of entrepreneurial action, Strategic Entrepreneurship Journal, 1, 1-2, pp. 11-26, (2007); Bain A., Constructing an artistic identity, Work, Employment and Society, 19, 1, pp. 25-46, (2005); Baron R.A., The role of affect in the entrepreneurial process, Academy of Management Review, 33, 2, pp. 328-340, (2008); Baumgardner A., (2017); Baumol W., Entrepreneurship in economic theory, The American Economic Review, 58, 2, pp. 64-71, (1968); Beckman G.D., The entrepreneurship curriculum for music students: Thoughts towards a consensus, College Music Symposium, 45, 1, pp. 13-24, (2005); Beckman G.D., What arts entrepreneurship isn’t, Journal of Arts Entrepreneurship Research, 1, 1, pp. 3-18, (2014); Bennett D., Hannan M., Inside, outside, downside up: Conservatoire training and musicians’ work, (2008); Biggs R., Westley F.R., Carpenter S.R., Navigating the back loop: Fostering social innovation and transformation in ecosystem management, Ecology and Society, 15, 2, (2010); Bradshaw A., Holbrook M.B., Remembering Chet: Theorizing the mythology of the self-destructive bohemian artist as self-producer and self-consumer in the market for romanticism, Marketing Theory, 7, 2, pp. 115-136, (2007); Bridgstock R., (2007); Bridgstock R., Making it creatively: Building sustainable careers in the arts and creative industries, Australian Career Practitioner Magazine, 22, 2, pp. 11-13, (2011); Bridgstock R., Not a dirty word: Arts entrepreneurship and higher education, Arts and Humanities in Higher Education, 12, 2-3, pp. 122-137, (2013); Burke P.J., Identity processes and social stress, American Sociological Review, 56, 6, pp. 836-849, (1991); Cantillon R., (1931); Cardon M.S., Foo M.D., Shepherd D.A., Wiklund J., Exploring the heart: Entrepreneurial emotion is a hot topic, Entrepreneurship Theory and Practice, 36, 1, pp. 1-10, (2012); Caves R.E., Creative industries: Contracts between art and commerce, (2000); Chell E., The entrepreneurial personality: A social construction, (2008); Coulson S., Collaborating in a competitive world: Musicians’ working lives and understandings of entrepreneurship, Work, Employment and Society, 26, 2, pp. 246-261, (2012); Cova B., Svanfeldt C., Societal innovations and the postmodern aestheticization of everyday life, International Journal of Research in Marketing, 10, 3, pp. 297-310, (1993); Daum K., Entrepreneurs: The artists of the business world, Journal of Business Strategy, 26, 5, pp. 53-57, (2005); Eikhof D.R., Haunschild A., Lifestyle meets market: Bohemian entrepreneurs in creative industries, Creativity and Innovation Management, 15, 3, pp. 234-241, (2006); Erez M., Earley P.C., Culture, self-identity, and work, (1993); Escat M., Romo M., Emprendimiento y personalidad creativa en estudiantes universitarios, Creatividad y Sociedad, 23, pp. 64-99, (2015); Feist G., The function of personality in creativity, The Cambridge handbook of creativity, pp. 113-130, (2010); Foucault M., The subject and power, Critical Inquiry, 8, 4, pp. 777-795, (1982); Freire A., (2005); Gaunt H., (2018); Glinoer A., Hulk W., Zimmermann B., Kulturen des Kreativen: Historische Bohéme und zeitgenössisches Prekariat, Trivium, 18, 1, pp. 1-8, (2014); Goffman E., (1959); Gotsi M., Andriopoulos C., Lewis M.W., Ingram A.E., Managing creatives: Paradoxical approaches to identity regulation, Human Relations, 63, 6, pp. 781-805, (2010); Hahn D.J., (2010); Hansemark O.C., Need for achievement, locus of control and the prediction of business start-ups: A longitudinal study, Journal of Economy Psychology, 24, 3, pp. 301-319, (2003); Julien P., (2005); Kirzner I.M., The alert and creative entrepreneur: A clarification, Small Business Economics, 32, 2, pp. 145-152, (2009); Klamer A., Cultural entrepreneurship, The Review of Austrian Economics, 24, 2, pp. 141-156, (2011); Korber S., McNaughton R.B., Resilience and entrepreneurship: A systematic literature review, International Journal of Entrepreneurial Behavior & Research, 24, pp. 1129-1154, (2018); Lindstrom S., Artists and multiple job holding: Breadwinning work as mediating between Bohemian and entrepreneurial identities and behavior, Nordic Journal of Working Life Studies, 6, 3, pp. 43-58, (2016); Lingo E.L., Tepper S.J., Looking back, looking forward: Arts-based careers and creative work, Work and Occupations, 40, 4, pp. 337-363, (2013); Lorenzini D., Governmentality, subjectivity, and the neoliberal form of life, Journal for Cultural Research, 22, 2, pp. 154-166, (2018); Low M., MacMillan I., Entrepreneurship: Past research and future challenges, Journal of Management, 14, 2, pp. 139-161, (1988); McMullen J.S., Shepherd D.A., Entrepreneurial action and the role of uncertainty in the theory of the entrepreneur. The, Academy of Management Review, 31, 1, pp. 132-152, (2006); Meijers F., The development of a career identity, International Journal for the Advancement of Counselling, 20, 3, pp. 191-207, (1998); Menger P., Artistic labor markets and careers, Annual Review of Sociology, 25, 1, pp. 541-574, (1999); Mishra C., Zachary R., (2014); Mulcahy K.V., Entrepreneurship or cultural darwinism? Privatization and American cultural patronage, The Journal of Arts Management, Law, and Society, 33, 3, pp. 165-184, (2003); Murnieks C., Mosakowski E., Who am I? Looking inside the ‘entrepreneurial identity’, Frontiers of Entrepreneurship Research, 27, (2007); Osorio F.F., Pereira F., Hacia un modelo de educación para el emprendimiento: una mirada desde la teoría social cognitiva, Cuadernos de administración, 24, 43, pp. 13-33, (2011); Perez L., (2016); Pinheiro D.L., Dowd T.J., All that jazz: The success of jazz musicians in three metropolitan areas, Poetics, 37, 5, pp. 490-506, (2009); Pitts E., (2012); Pollard V., Wilson E., The ‘entrepreneurial mindset’ in creative and performing arts higher education in Australia, Artivate: A Journal of Entrepreneurship in the Arts, 3, 1, pp. 3-22, (2013); (2018); Rivetti F., Migliaccio M., (2018); Schediwy L., Bhansing P.V., Loots E., Young musicians’ career identities: Do bohemian and entrepreneurial career identities compete or cohere?, Creative Industries Journal, 11, 2, pp. 174-196, (2018); Scherdin M., Zander I., (2011); Schumpeter J.A., (1961); Scott M., Cultural entrepreneurs, cultural entrepreneurship: Music producers mobilising and converting Bourdieu’s alternative capitals, Poetics, 40, 3, pp. 237-255, (2012); Scully D., O'Leary M., Brown M., (2018); Shane S., Venkataraman S., The promise of entrepreneurship as a field of research, Academy of Management Review, 25, 1, pp. 217-226, (2000); Swann W.B., Read S., Self-verification processes: How we sustain our self-conceptions, Journal of Experimental Social Psychology, 17, pp. 351-372, (1981); Swann W.B., Pelham B.W.D.S., Krull D.S., Agreeable fancy or disagreeable truth? Reconciling self-enhancement and self-verification, Journal of Personality and Social Psychology, 57, 5, pp. 782-791, (1989); Throsby D., Zednik A., Multiple job-holding and artistic careers: Some empirical evidence, Cultural Trends, 20, 1, pp. 9-24, (2011); Tolmie D., (2017); Vinasco B.E., (2011); Weber W., (2004); Weller J.F., (2013); Wiklund J., Wright M., Shaker A., Zahra S.A., Conquering relevance: Entrepreneurship research’s grand challenge, Entrepreneurship Theory and Practice, 43, 3, pp. 419-436, (2019); Woodcock T., (2018)","M.L. de Reizabal; Conservatoire for Higher Music Education of the Basque Country (MUSIKENE), Spain; email: mlorenzo@musikene.net","","SAGE Publications Ltd","","","","","","02557614","","","","English","Int. J. Music Educ.","Article","Final","","Scopus","2-s2.0-85084438675"
"Singh S.; Parida J.K.; Awasthi I.C.","Singh, Satinder (57217229756); Parida, J.K. (56338021400); Awasthi, I.C. (57194520518)","57217229756; 56338021400; 57194520518","Employability and Earning Differentials Among Technically and Vocationally Trained Youth in India","2020","Indian Journal of Labour Economics","63","2","","363","386","23","5","10.1007/s41027-020-00222-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086830740&doi=10.1007%2fs41027-020-00222-9&partnerID=40&md5=a8566196467e13a93ea9d7817986523a","Department of Economic Studies, Central University of Punjab, Bathinda, Punjab, India; Department of Economic Studies, Central University of Punjab, Bathinda, 151001, Punjab, India; Institute for Human Development, New Delhi, India","Singh S., Department of Economic Studies, Central University of Punjab, Bathinda, Punjab, India; Parida J.K., Department of Economic Studies, Central University of Punjab, Bathinda, 151001, Punjab, India; Awasthi I.C., Institute for Human Development, New Delhi, India","Based on both NSS (1993–94, 1999–2000, 2004–05, and 2011–12 rounds) and PLFS (2017–18) data, this paper examines the employability and earning/wage differentials among vocationally and technically trained youth and explored its determinants in India. It is found that although the number of vocationally and technically trained youth increased during the last decade, their work force participation had declined substantially. We have also noted an upsurge in the open unemployment among these trained youth. The job market distress is being reflected by the large share of employment of these trained youth in agriculture and allied sectors or in the low paid and informal service sectors, and lack of employment opportunities in industries. Moreover, the prevalence of both stick floor (in case of female) and glass ceiling (in case of Backward Castes) effects in the vocational and technical labour market is the main reason for the existing wage differential by gender and caste groups in India. Based on these findings, it is suggested that reducing the labour market demand-supply gap through required job opportunities in industry is necessary. This would not only improve the employability of vocationally and technically trained youth, but also help reducing their existing wage differentials. © 2020, Indian Society of Labour Economics.","Employability; India; Vocational and technical education; Wage differentials; Youth","India; employment; income distribution; labor market; labor supply; unemployment; vocational education; wage determination","","","","","","","Abraham V., Employment growth in rural India: distress-driven?, Economic and Political Weekly, 44, 16, pp. 97-104, (2009); Agrawal T., Gender and caste-based wage discrimination in India: some recent evidence, Journal for Labour Market Research, 47, 4, pp. 329-340, (2014); Azam M., Changes in wage structure in urban India, 1983–2004: A quantile regression decomposition, World Development, 40, 6, pp. 1135-1150, (2012); Banerjee B., Knight J.B., Caste discrimination in the Indian urban labour market, Journal of Development Economics, 17, 3, pp. 277-307, (1985); Bhaumik S.K., Chakrabarty M., Does move to market have an impact on earnings gap across gender? Some evidence from India, Applied Economics Letters, 15, 8, pp. 601-605, (2008); Blinder A.S., Wage discrimination: Reduced form and structural estimates, Journal of Human resources, 8, 4, pp. 436-455, (1973); Cotton J., On the decomposition of wage differentials, The Review of Economics and Statistics, 70, 2, pp. 236-243, (1988); Das M.B., Dutta P.V., Does caste matter for wages in the Indian labor market, (2007); Datt G., Ravallion M., Farm productivity and rural poverty in India, The Journal of Development Studies, 34, 4, pp. 62-85, (1998); Deshpande A., Does caste still define disparity? A look at inequality in Kerala, India, American Economic Review, 90, 2, pp. 322-325, (2000); Deshpande A., Sharma S., Entrepreneurship or survival? Caste and gender of small business in India, Economic and Political Weekly, 48, 28, pp. 38-49, (2013); Deshpande A., Goel D., Khanna S., Bad karma or discrimination? Male–female wage gaps among salaried workers in India, World Development, 102, pp. 331-344, (2018); Duraisamy M., Duraisamy P., Gender wage gap across the wage distribution in different segments of the Indian labour market, 1983–2012: Exploring the glass ceiling or sticky floor phenomenon, Applied Economics, 48, 43, pp. 4098-4111, (2016); Duraisamy P., Narasimhan S., Wage differentials between migrants and nonmigrants and discrimination in urban informal sector in India, Indian Journal of Labour Economics, 40, 2, pp. 223-235, (1997); Dutta P.V., Reilly B., The gender pay gap in an era of economic change: Evidence for India, 1983 to 2004, Indian Journal of Labour Economics, 51, 3, pp. 341-366, (2008); Goldar B., Employment growth in organised manufacturing in India, Economic and Political Weekly, 35, 14, pp. 1191-1195, (2000); Himanshu R., Employment trends in India: A re-examination, Economic and Political Weekly, 46, 37, pp. 43-59, (2011); Jindal M.K., Bhardwaj A., Entrepreneurship development in India: A new paradigm, Proceedings of the World Congress on Engineering. WCE, (2016); Jodhka S.S., Dalits in business: Self-employed scheduled castes in North–West India, Economic and Political Weekly, 45, 11, pp. 41-48, (2010); Kannan K.P., Raveendran G., From jobless to job-loss growth, Economic & Political Weekly, 54, 44, pp. 38-44, (2019); Kijima Y., Caste and tribe inequality: Evidence from India, 1983–1999, Economic Development and Cultural Change, 54, 2, pp. 369-404, (2006); Kijima Y., Why did wage inequality increase? Evidence from urban India 1983–99, Journal of Development Economics, 81, 1, pp. 97-117, (2006); Kingdon G.G., Does the labour market explain lower female schooling in India?, The Journal of Development Studies, 35, 1, pp. 39-65, (1998); Kingdon G.G., Unni J., Education and women’s labour market outcomes in India, Education Economics, 9, 2, pp. 173-195, (2001); Kumar S., Pattanaik F., Employment Growth in India: Findings from Organized Manufacturing Industries, Indian Journal of Industrial Relations, 54, 4, pp. 614-630, (2019); Machado J.A., Mata J., Counterfactual decomposition of changes in wage distributions using quantile regression, Journal of applied Econometrics, 20, 4, pp. 445-465, (2005); Madheswaran S., Measuring the value of statistical life: Estimating compensating wage differentials among workers in India, Social Indicators Research, 84, 1, pp. 83-96, (2007); Madheswaran S., Attewell P., Caste discrimination in the Indian urban labour market: Evidence from the National Sample Survey, Economic and Political Weekly, 42, 41, pp. 4146-4153, (2007); Madheswaran S., Singhari S., Social exclusion and caste discrimination in public and private sectors in India: A decomposition analysis, The Indian Journal of Labour Economics, 59, 2, pp. 175-201, (2016); Mamgain R.P., Tiwari S., Youth in India: Challenges of Employment and Employability (WP No. 215). Giri Institute of Development Studies, (2015); Mehrotra S., Parida J.K., Why is the labour force participation of women declining in India?, World Development, 98, pp. 360-380, (2017); Mehrotra S., Parida J.K., India’s Employment Crisis: Rising Education Levels and Falling Non-Agricultural Job Growth, pp. 2019-2104, (2019); Mehrotra S., Gandhi A., Sahoo B.K., Estimating India’s skill gap: On a realistic basis for 2022, Economic and Political Weekly, 48, 13, pp. 102-111, (2013); Mehrotra S., Kalaiyarasan A., Kumra N., Raman K.R., Vocational training in India and the duality principle: A case for evidence-based reform, Prospects, 45, 2, pp. 259-273, (2015); Mehrotra S., Parida J., Sinha S., Gandhi A., Explaining employment trends in the Indian economy: 1993–94 to 2011–12, Economic and Political Weekly, 49, 32, pp. 49-57, (2014); Melly B., Decomposition of differences in distribution using quantile regression, Labour Economics, 12, 4, pp. 577-590, (2005); Melly B., Estimation of Counterfactual Distributions Using Quantile Regression, (2006); Mukherjee D., Majumder R., Occupational pattern, wage rates and earning disparities in India: A decomposition analysis, Indian Economic Review, 46, 1, pp. 131-152, (2011); Mukherjee D., Post reform trends in wage differentials: A decomposition analysis for India, The Indian Journal of Labour Economics, 50, 4, pp. 955-965, (2007); Report on conditions of work and promotion of livelihoods in the unorganised sector, (2007); National youth policy 2014, (2014); Neumark D., Employers’ discriminatory behavior and the estimation of wage discrimination, Journal of Human Resources, 23, 3, pp. 279-295, (1988); District and Industries Wise Skill Gap Studies, (2013); Oaxaca R., Male-female wage differentials in urban labor markets, International Economic Review, 14, 3, pp. 693-709, (1973); Padhi B., Mishra U.S., Pattanayak U., Gender-based wage discrimination in Indian urban labour market: An assessment, The Indian Journal of Labour Economics, 62, 3, pp. 361-388, (2019); Papola T.S., Employment Growth and Social Protection of Labour in India, Indian Journal of Industrial Relations, 30, 2, pp. 117-143, (1994); Papola T.S., Employment trends in India (Working paper), (2006); Papola T.S., Kannan K.P., Towards an India wage report (ILO Asia- Pacific Working Paper Series), (2017); Parida J.K., Growth and prospects of Non-farm employment in India: Reflections from NSS data, The Journal of Industrial Statistics, 4, 2, pp. 154-168, (2015); Parida J.K., Rural–urban migration, urbanization, and wage differentials in urban India, Internal Migration, Urbanization and Poverty in Asia: Dynamics and Interrelationships, pp. 189-218, (2019); Reddy A.A., Growth, structural change and wage rates in rural India, Economic and Political Weekly, 50, 2, pp. 56-65, (2015); Reimers C.W., Labor market discrimination against Hispanic and black men, The Review of Economics and Statistics, 65, 4, pp. 570-579, (1983); Rustagi P., Understanding gender inequalities in wages and incomes in India, The Indian Journal of Labour Economics, 48, 2, pp. 319-334, (2005); Shaw A., Employment trends in India: An overview of NSSO’s 68th Round, Economic and Political Weekly, 48, 42, pp. 23-25, (2013); Singhari S., Madheswaran S., Wage structure and wage differentials in formal and informal sectors in India, The Indian Journal of Labour Economics, 60, 3, pp. 389-414, (2017); Singh S., Parida J.K., Pattayat S.S., Why is the employment outcome of vocationally trained youth so poor in Punjab and Haryana, India?, IASSI Quarterly: Contributions to Indian Social Science, 39, 1, pp. 111-134, (2020); Thorat S., Labour market discrimination: Concept, forms and remedies in the Indian situation, The Indian Journal of Labour Economics, 51, 1, pp. 31-52, (2008); Unni J., Wages and income in formal and informal sectors in India, The Indian Journal of Labour Economics, 48, 2, pp. 311-317, (2005)","J.K. Parida; Department of Economic Studies, Central University of Punjab, Bathinda, 151001, India; email: jajatieco@gmail.com","","Springer","","","","","","09717927","","","","English","Indian J. Labour Econ.","Article","Final","","Scopus","2-s2.0-85086830740"
"Browne G.R.; Bender H.; Bradley J.; Pang A.","Browne, Geoffrey R. (57188769895); Bender, Helena (9637222400); Bradley, James (36477146900); Pang, Alexis (57194166991)","57188769895; 9637222400; 36477146900; 57194166991","Evaluation of a tertiary sustainability experiential learning program","2020","International Journal of Sustainability in Higher Education","21","4","","699","715","16","5","10.1108/IJSHE-08-2019-0241","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085369523&doi=10.1108%2fIJSHE-08-2019-0241&partnerID=40&md5=ef1e08db2b9d64dfbcb29efd4bb14a9b","School of Ecosystem and Forest Science, Faculty of Science, University of Melbourne, Melbourne, Australia; School of Historical and Philosophical Studies, Faculty of Arts, University of Melbourne, Melbourne, Australia; School of Agriculture and Food, Faculty of Veterinary and Agricultural Sciences, University of Melbourne, Melbourne, Australia","Browne G.R., School of Ecosystem and Forest Science, Faculty of Science, University of Melbourne, Melbourne, Australia; Bender H., School of Ecosystem and Forest Science, Faculty of Science, University of Melbourne, Melbourne, Australia; Bradley J., School of Historical and Philosophical Studies, Faculty of Arts, University of Melbourne, Melbourne, Australia; Pang A., School of Agriculture and Food, Faculty of Veterinary and Agricultural Sciences, University of Melbourne, Melbourne, Australia","Purpose: This paper aims to describe the development, promotion and evaluation of sustainability learning experience database (SLED), a university-curated database of sustainability experiences to augment formal student learning. Its purpose was to encourage students to participate in experiential learning, to facilitate students’ critical appraisal of programs ostensibly designed to create sustainability and to, thus, develop students’ sustainability self-efficacy and employability. Design/methodology/approach: In total, 55 sustainability experiences were curated and placed into the SLED database, which was promoted to students in nine subjects. Supporting materials designed to assist critical evaluation, reflection on experiences and to build student employability were also developed. A comprehensive mixed-methods evaluation of the program was conducted. Findings: The quantitative evaluation revealed some changes in environmental behaviors, depth of critical sustainability thinking and graduate attributes. The qualitative evaluation revealed that students see the value of a university-curated database of experiences and provided ideas for improvements to the database. It also revealed examples of higher-order learning facilitated by SLED. Research limitations/implications: Recruitment and attrition of research subjects, common challenges in pedagogical research, were experienced. “Opt-out” is one response to this but it comes with ethical challenges. Originality/value: This exploratory study demonstrates the potential of SLED to build students’ sustainability efficacy and suggests ways in which it and similar programs can be developed for improved student and sustainability outcomes. Namely, the use of an online platform closely associated with existing learning management systems, higher-level institutional stewardship, closer curriculum integration and close partnering with credentialing programs. © 2020, Emerald Publishing Limited.","Experiential learning; Pedagogy; Program evaluation; Sustainability; Tertiary education; Work-integrated learning","","","","","","University of Melbourne, UNIMELB","Funding was provided by a University of Melbourne Learning and Teaching Initiative Grant 2017.","Anderson M.W., New ecological paradigm (NEP) scale, The Berkshire Encyclopedia of Sustainability: Measurements, Indicators, and Research Methods for Sustainability, 1, pp. 260-262, (2012); Astin A.W., Student involvement: a developmental theory for higher education, Journal of College Student Personnel, 25, pp. 297-308, (1984); Austin M.J., Rust D.Z., Developing an experiential learning program: milestones and challenges, International Journal of Teaching and Learning in Higher Education, 27, pp. 143-153, (2015); 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A comparative study of research and other sources of personal and professional gains for STEM undergraduates, The Journal of Higher Education, 82, 4, pp. 357-388, (2011); Sustainable development goals, (2016); Leaders in communities award (LiCA), (2018); The Melbourne Graduate, (2018); Vadeboncoeur C., Foster C., Townsend N., Challenges of research recruitment in a university setting in England, Health Promotion International, 33, 5, pp. 878-886, (2017); Zepke N., Leach L., Improving student engagement: ten proposals for action, Active Learning in Higher Education, 11, 3, pp. 167-177, (2010); Zhu X., Lu C., Re-evaluation of the new ecological paradigm scale using item response theory, Journal of Environmental Psychology, 54, pp. 79-90, (2017)","G.R. Browne; School of Ecosystem and Forest Science, Faculty of Science, University of Melbourne, Melbourne, Australia; email: geoffrey.browne@unimelb.edu.au","","Emerald Group Holdings Ltd.","","","","","","14676370","","","","English","Int. J. Sustain. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85085369523"
"Muñoz-Miquel A.","Muñoz-Miquel, Ana (56205614500)","56205614500","Translation and interpreting as a profession: Some proposals to boost entrepreneurial competence","2020","Hermes (Denmark)","60","","","29","46","17","3","10.7146/HJLCB.V60I0.121309","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092940090&doi=10.7146%2fHJLCB.V60I0.121309&partnerID=40&md5=3a85256faa483c087657fb5988bc1294","Departamento de Traducción y Comunicación, Universitat Jaume I, Spain","Muñoz-Miquel A., Departamento de Traducción y Comunicación, Universitat Jaume I, Spain","Increasing automation and the emergence of new needs and forms of communication are triggering a redefinition of the role and work settings of translators and interpreters. For this reason, and with a view to enhancing employability, students need to be aware of the range of professional profiles they can pursue and the value they can bring to society. The aim of this paper is to put forward a series of teaching proposals aimed at promoting entrepreneurial competence. After presenting the results of an exploratory study of students' views of the profession, it proposes some activities that are considered particularly useful for fostering entrepreneurial competences. © 2020 Aarhus Universitet. All rights reserved.","Employability; Entrepreneurial competence; Exploratory study; Teaching proposal; Versatility","","","","","","","","Alvarez-Alvarez Susana, Arnaiz-Uzquiza Veronica, Translation and interpreting graduates under construction: do Spanish translation and interpreting studies curricula answer the challenges of employability?, The Interpreter and Translator Trainer, 11, 2-3, pp. 139-159, (2017); Angelone Erik, Translator Training for New Intercultural Consulting Roles within the Language Industry, the 4th International Conference on Research into Didactics of Translation, (2018); Brogger Matilde N., When translation competence is not enough: A focus group study of medical translators, Meta, 62, 2, pp. 243-484, (2017); Calvo Elisa, Servicios de valor añadido en contextos situacionales en Traducción: de los proyectos al portafolio, Revista Digital de Investigación en Docencia Universitaria, 11, 2, pp. 136-154, (2017); Calvo Elisa, Kelly Dorothy, Moron Marian, A project to boost and improve employability chances among Translation and Interpreting graduates in Spain, Teaching and Testing Interpreting and Translating, 2, pp. 209-226, (2010); Castro Xose, El lingüista como activista, El Trujamán, (2001); Chouc Fanny, Calvo Elisa, Embedding employability in the curriculum and building bridges between academia and the workplace: a critical analysis of two approaches, La linterna del traductor, 4, (2010); Dam Helle V., Brogger Matilde N., Zethsen Karen K., Moving Boundaries in Translation Studies, (2018); Duarte Cueva Franklin, Emprendimiento, empresa y crecimiento empresarial, Revista del Departamento Académico de Ciencias Administrativas, 2, 3, pp. 46-56, (2007); Entrepreneurship in higher education, especially within non-business studies, (2008); Yerevan Communiqué, (2015); Galan-Manas Anabel, Programa para la mejora de la empleabilidad de los egresados en Traducción e Interpretación. Un estudio de caso, Conexão Letras, 12, 17, pp. 153-171, (2017); Galan-Manas Anabel, Aprender a emprender en el grado de Traducción e Interpretación, Evaluación, direccionalidad y orientación profesional en los estudios de Traducción e Interpretación, pp. 33-55, (2018); Galan-Manas Anabel, Albir Amparo, Competence assessment procedures in translator training, The Interpreter and Translator Trainer, 9, 1, pp. 63-82, (2015); Gonzalez Julia, Wagenaar Robert, Tuning Educational Structures in Europe. Final Report. Phase One, (2003); Gonzalez-Davies Maria, Multiple voices in the translation classroom: Activities, tasks and projects, (2004); Henter Sarah, How Happy are Translators with their Studies?, Current Trends in Translation Teaching and Learning E, 3, pp. 24-66, (2016); Hurtado Albir Amparo, Competence-based curriculum design for training translators, The Interpreter and Translator Trainer, 1, 2, pp. 163-195, (2007); Jakobson Roman, On linguistic aspects of translation, The Translation Studies Reader, pp. 113-118, (1959); Kelly Dorothy, Un modelo de competencia traductora: bases para el diseño curricular, Puentes, 1, pp. 9-20, (2002); Kelly Dorothy, Translator competence contextualized. Translator training in the framework of higher education reform: In search of alignment in curricular design, Across Boundaries. International Perspectives on Translation Studies, pp. 128-142, (2007); Kiraly Don, Towards Authentic Experiential Learning in Translator Education, (2016); Marina Jose Antonio, La competencia de emprender, Revista de Educación, 351, pp. 49-71, (2010); Massey Gary, Wieder Regine, Educating translators for new roles and responsibilities: Interfacing with corporate and technical communication, the 4th International Conference on Research into Didactics of Translation, (2018); Montalt Vicent, Hacia una visión perspectivista de la traducción, Panace@, 12, 33, pp. 1-3, (2011); Moron Marian, La figura del traductor-intérprete en procesos de internacionalización: el caso de las convocatorias de becas del ICEX, Sendebar, 23, pp. 251-274, (2012); Moron Marian, Del “texto” al “contexto” en la traducción comercial: bases de un modelo para la transversalidad de la traducción, Sendebar, 28, pp. 95-112, (2017); Moron Marian, Medina Ana, La competencia del traductor que no “traduce”: el traductor en ámbitos de internacionalización empresarial, MonTI, 8, pp. 225-255, (2016); Mossop Brian, Intralingual translation”: A desirable concept?, Across Languages and Cultures, 17, 1, pp. 1-24, (2016); Munoz-Miquel Ana, Bridging the gap between professional practice and university training through socio-professional research: The case of medical translation, From the lab to the classroom and back again: Perspectives on translation and interpreting training, pp. 257-294, (2016); Munoz-Miquel Ana, Differences between linguists and subject-matter experts in the medical translation practice: An empirical descriptive study with professional translators, Target, 30, 1, pp. 24-52, (2018); Munoz-Miquel Ana, Montalt Vicent, Garcia-Izquierdo Isabel, La formación de posgrado en traducción médica: favorecer la empleabilidad mediante la versatilidad, the 8th International Conference of the Iberian Association of translation and Interpreting Studies, (2017); Building a translation competence model, Triangulating Translation: Perspectives in Process Oriented Research, pp. 43-66, (2003); Pym Anthony, Training translators: Ten recurrent naiveties, Translating Today, 2, pp. 3-6, (2005); Rico Celia, Garcia Alvaro, Análisis del sector de la traducción en España (2014-2015), (2016); Rodriguez de Cespedes Begona, Addressing employability and enterprise responsibilities in the translation curriculum, The Interpreter and Translator Trainer, 11, 2-3, pp. 107-122, (2017); Thelen Marcel, The practice-oriented translator training curriculum: An example, Current Trends in Translation Teaching and Learning E, 3, pp. 163-200, (2016); Torres-Simon Ester, Pym Anthony, European Masters in Translation. A comparative study; Toudic Daniel, The Optimale employer survey and consultation, WP4 synthesis report, (2012); Vandepitte Sonia, Entrepreneurial Competences in Translation Training, Proceedings of the conference The Changing Face of Translation, (2009); Way Catherine, Intra-university projects as a solution to the simulated/authentic dilemma, Towards authentic experiential learning in translator education, pp. 147-160, (2016); Report to Ministers, Bologna Conference, (2009); Zethsen Karen K., Access is not the same as understanding. Why intralingual translation is crucial in a world of information overload, Across Languages and Cultures, 19, 1, pp. 79-98, (2018)","A. Muñoz-Miquel; Departamento de Traducción y Comunicación, Universitat Jaume I, Spain; email: munoza@uji.es","","Aarhus University","","","","","","09041699","","","","English","Hermes","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85092940090"
"Cerdin J.-L.; Liao Y.; Sharma K.","Cerdin, Jean-Luc (6507099595); Liao, Yuan (57214784609); Sharma, Kushal (57209161799)","6507099595; 57214784609; 57209161799","The role of temporal focus, dispositional employability, and training on the perceived internal career prospects of talents","2020","International Journal of Human Resource Management","31","9","","1106","1133","27","12","10.1080/09585192.2019.1711441","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078605846&doi=10.1080%2f09585192.2019.1711441&partnerID=40&md5=24fd711c3336a521522333dbae70646d","Management Department, ESSEC Business School, Cergy-Pontoise Cedex, France; University of Sydney Business School, The University of Sydney, Sydney, NSW, Australia; Marketing and Management Department, SolBridge International School of Business, Daejeon, South Korea","Cerdin J.-L., Management Department, ESSEC Business School, Cergy-Pontoise Cedex, France; Liao Y., University of Sydney Business School, The University of Sydney, Sydney, NSW, Australia; Sharma K., Marketing and Management Department, SolBridge International School of Business, Daejeon, South Korea","In this paper, we study employability in the group of talented employees. We explore how employees’ temporal focus affects their dispositional employability and how dispositional employability influences their perceived internal career prospects. We also examine the moderating role of training perceived as developmental on the relationship between dispositional employability and perceived internal career prospects. Upon examination of these relationships within an organization that has a closed talent management approach, we find support for the hypothesized mediating and moderating relationships. Present and future focus were positively related to talents’ dispositional employability, which in turn increased their perception of career prospects in the current company. The latter relationship was stronger among talents who perceived that they had received training for more important positions than those who did not. The results advanced current knowledge of antecedents and outcomes of employability in the specific group of talents and shed light on the organizational practices that may help with talent retention. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.","Dispositional employability; perceived internal career prospects; talents; temporal focus; training perceived as developmental","","","","","","","","Alberts J., Dunton G.F., The role of temporal orientation in reactive and proactive illness management, Psychology & Health, 23, 2, pp. 175-193, (2008); Aspinwall L.G., The psychology of future-oriented thinking: From achievement to proactive coping, adaptation, and aging, Motivation and Emotion, 29, 4, pp. 203-235, (2005); Bandura A., Social cognitive theory: An agentic perspective, Annual Review of Psychology, 52, 1, pp. 1-26, (2001); Biron M., Farndale E., Paauwe J., Performance management effectiveness: Lessons from world-leading firms, The International Journal of Human Resource Management, 22, 6, pp. 1294-1311, (2011); Bjorkman I., Ehrnrooth M., Makela K., Smale A., Sumelius J., Talent or not? 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Cerdin; ESSEC Business School, Management Department, Cergy-Pontoise Cedex, Avenue Bernard Hirsch–B.P. 105, 95021, France; email: cerdin@essec.fr","","Routledge","","","","","","09585192","","","","English","Int. J. Hum. Resour. Manage.","Article","Final","","Scopus","2-s2.0-85078605846"
"Forrester G.; Kurth J.; Vincent P.; Oliver M.","Forrester, Gillian (9337624300); Kurth, Judith (57039726000); Vincent, Penny (57204312871); Oliver, Mike (57198146452)","9337624300; 57039726000; 57204312871; 57198146452","Schools as community assets: an exploration of the merits of an Asset-Based Community Development (ABCD) approach","2020","Educational Review","72","4","","443","458","15","14","10.1080/00131911.2018.1529655","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85055144192&doi=10.1080%2f00131911.2018.1529655&partnerID=40&md5=b8ebb2521979dab2d219b0bdad90cbce","School of Life Sciences and Education, Staffordshire University, Stoke-on-Trent, United Kingdom; Centre for Health and Development, Staffordshire University, Stoke-on-Trent, United Kingdom; Academic Development Unit, Staffordshire University, Stoke-on-Trent, United Kingdom; Directorate of Adult Social Care, Health Integration Wellbeing, Stoke-on-Trent City Council, Stoke-on-Trent, United Kingdom","Forrester G., School of Life Sciences and Education, Staffordshire University, Stoke-on-Trent, United Kingdom; Kurth J., Centre for Health and Development, Staffordshire University, Stoke-on-Trent, United Kingdom; Vincent P., Academic Development Unit, Staffordshire University, Stoke-on-Trent, United Kingdom; Oliver M., Directorate of Adult Social Care, Health Integration Wellbeing, Stoke-on-Trent City Council, Stoke-on-Trent, United Kingdom","This paper describes and evaluates the “Asset-Based Community Development (ABCD) in Schools” project; which was designed as a public health intervention to explore the extent to which focusing on schools as community assets can promote well-being for pupils, their school and the local community. The paper reviews the literature in relation to the background and context of the ABCD model within the field of community development, where the focus is identifying and mobilising the positive capabilities, skills, talents and strengths of individuals, associations and communities in order to bring about social change. As such, this project was established using the principles of ABCD. It was designed to ascertain the extent to which ABCD could be feasibly utilised in the school environment and to explore its possibilities in terms of being a force for change. The project piloted two practical pupil-led ABCD initiatives to develop the life skills, resilience, well-being and future employability of the pupils involved. This ABCD project focused on Year 9 pupils in the foundation learning tier in two secondary academies and also involved, as mentors, undergraduate students from two local universities. The location for the project is a city in the North Midlands of England which experiences areas of high levels of socio-economic disadvantage. Following a rationale for the project and description of the two initiatives which evolved, the authors highlight the lessons learned and suggest the ABCD approach can be regarded as promising practice for any (school) community. © 2018, © 2018 Educational Review.","Asset-Based Community Development (ABCD); community; curriculum enrichment; school activities; social environment","","","","","","","","Bennathan M., Boxall M., Colley D., The Boxall Profile for young people, (2010); Brewis G., Russell J., Holdsworth C., Bursting the bubble: Student volunteering in the community. Full report, (2010); Healthy schools, healthy future. Director of public health annual report 2013, (2013); Dewar T., A guide to evaluating asset-based community development: Lessons, challenges, and opportunities, (1997); Ecclestone K., Emotional well-being in education policy and practice: The need for interdisciplinary perspectives and a sociological imagination, Research Papers in Education, 27, 4, pp. 383-387, (2012); Health and well-being: Responsibly of all, (2014); Ellis G., Walton S., Minkler M., Building partnerships between local health departments and communities. case studies in capacity building and cultural humility, Community organizing and community building for health and welfare, pp. 130-147, (2012); Evans M., Winson A., Asset-based approaches to public health. A conceptual framework for measuring community assets, (2014); Foot J., What makes us healthy? The asset approach in practice: Evidence, action, evaluation, (2012); Foot J., Hopkins T., A glass half full: How an asset approach can improve community health and well-being, (2010); Friedli L., ‘What we’ve tried, hasn’t worked’: The politics of assets based public health, Critical Public Health, 23, 2, pp. 131-145, (2013); Garven F., MacLean J., Pattoni L., Asset-based approaches: Their rise, role and reality, (2016); Empowering communities for health: Business case and practice framework, (2011); Holdsworth C., Brewis G., Volunteering, choice and control: A case study of higher education student volunteering, Journal of Youth Studies, 17, 2, pp. 204-219, (2014); Hopkins T., Rippon S., Head, hands and heart: Asset-based approaches in health care–a review of the conceptual evidence and case studies of asset-based approaches in health, care and wellbeing, (2015); Kidger J., Gunnell D., Biddle L., Campbell R., Donovan J., Part and parcel of teaching? Secondary school staff’s views on supporting student emotional health and wellbeing, British Educational Research Journal, 36, 6, pp. 919-935, (2010); Kretzmann J.P., McKnight J.L., Building communities from the inside out: A path toward finding and mobilizing a community’s assets, (1993); Kretzmann J.P., McKnight J.L., A guide to capacity inventories: Mobilising the community skills of local residents, (1997); MacLeod M.A., Emejulu A., Neoliberalism with a community face? A critical analysis of asset-based community development in Scotland, Journal of Community Practice, 22, 4, pp. 430-450, (2014); Marmot M., Fair society, healthy lives: The Marmot review. Strategic review of health inequalities in England post-2010, (2010); Mathie A., Cunningham G., From clients to citizens: Asset-based community development as a strategy for community-driven development, Development in Practice, 13, 5, pp. 474-486, (2003); McKnight J.L., Kretzmann J.P., Minkler M., Mapping community capacity, Community organizing and community building for health and welfare, (2012); McLean J., Asset based approaches for health improvement: Redressing the balance. briefing paper 9. Concepts series, (2011); Missingham B.D., Asset-based learning and the pedagogy of community development, Community Development, 48, 3, pp. 339-350, (2017); Morgan A., Editorial. Revisiting the asset model: A clarification of ideas and terms, Global Health Promotion, 21, 2, pp. 3-6, (2014); Morgan A., Ziglio E., Revitalising the evidence base for public health: An assets model, Promotion and Education, 14, 2, pp. 17-22, (2007); Official labour market statistics. Local area report for areas in England and Wales. Stoke-on-Trent local authority local area report, (2018); A guide to community-centred approaches for health and wellbeing. Full report, (2015); Stoke-on-Trent, unitary authority, health profile 2017, (2017); Robinson F., Zass-Ogilvie I., Hudson R., How can universities support disadvantaged communities?, (2012); Salvador-Carulla L., Lucas R., Ayuso-Mateos J.L., Miret M., Use of the terms “wellbeing” and “quality of life” in health sciences: A conceptual framework, The European Journal of Psychiatry, 28, 1, pp. 50-65, (2014); Shaheen F., Degrees of value: How universities benefit society, (2011); Stuteley H., Cohen C., Community partnership for health and well‐being: The Falmouth Beacon project, Journal of Integrated Care, 12, 4, pp. 19-27, (2004); Thorburn M., Theoretical constructs of well-being and their implications for education, British Journal of Educational Research, 41, 4, pp. 650-665, (2015); Turner N., McKnight J.L., Kretzmann J.P., A guide to mapping and mobilizing the associations in local neighborhoods. A community building workbook, (1999)","G. Forrester; School of Life Sciences and Education, Staffordshire University, United Kingdom; email: gillian.forrester@staffs.ac.uk","","Routledge","","","","","","00131911","","","","English","Educ. Rev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85055144192"
"Laguador J.M.; Chavez-Prinsipe N.H.; De Castro E.L.","Laguador, Jake M. (56719806100); Chavez-Prinsipe, Nemy H. (57217866387); De Castro, Evelyn L. (57188826615)","56719806100; 57217866387; 57188826615","Employability skill development needs of engineering students and employers' feedback on their internship performance","2020","Universal Journal of Educational Research","8","7","","3097","3108","11","7","10.13189/ujer.2020.080738","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087780644&doi=10.13189%2fujer.2020.080738&partnerID=40&md5=78eab94971d1a3bacc2911f769236ad6","Research Center, Lyceum of the Philippines University, Philippines; Department of Industrial Engineering, Lyceum of the Philippines University, Philippines; Department of Computer Engineering, Lyceum of the Philippines University, Philippines","Laguador J.M., Research Center, Lyceum of the Philippines University, Philippines; Chavez-Prinsipe N.H., Department of Industrial Engineering, Lyceum of the Philippines University, Philippines; De Castro E.L., Department of Computer Engineering, Lyceum of the Philippines University, Philippines","The study explored on the development needs of engineering students on employability skills and its relationship with their internship performance evaluation from the head of the company or department. The study utilized a quantitative descriptive type of research with 125 total engineering graduates from an academic institution in the Philippines. Results of the study showed that engineering students have excellent internship performance evaluation rating with regard to attitude, personality, knowledge and skills. They have identified the System Thinking Skill with very high development need, assessment on employability skills along with critical thinking and interpersonal skill. Meanwhile, they considered literacy and numeracy as well as work ethics and management skills as they have already developed. Test of relationship showed that skill development needs in terms of literacy and numeracy, management skill and work ethics have significant negative correlation to the four aspects of internship performance evaluation while positive relationship exists between skill development needs in terms of critical thinking and system thinking skills and the internship performance. © 2020 Horizon Research Publishing. All rights reserved.","Critical Thinking; Engineering Education; Interpersonal Skill; Management Skill; System Thinking","","","","","","","","Wikle T. A., Fagin T. D., Hard and soft skills in preparing GIS professionals: Comparing perceptions of employers and educators, Transactions in GIS, 19, 5, pp. 641-652, (2015); Iyengar R. V., MBA: The soft and hard skills that matter, IUP Journal of Soft Skills, 9, 1, (2015); Patacsil F. F., Tablatin C. L. 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"Gaynor J.W.","Gaynor, J.W. (35915964300)","35915964300","Peer review in the classroom: student perceptions, peer feedback quality and the role of assessment","2020","Assessment and Evaluation in Higher Education","45","5","","758","775","17","27","10.1080/02602938.2019.1697424","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076361560&doi=10.1080%2f02602938.2019.1697424&partnerID=40&md5=e04fa9e87fdc9ebd2a9191c600d3df27","Department of Chemistry, University of Liverpool, Liverpool, United Kingdom","Gaynor J.W., Department of Chemistry, University of Liverpool, Liverpool, United Kingdom","Peer review in the classroom can enhance numerous employability skills such as critical appraisal, writing skills, reflection practices and collaborative experiences. This study takes place over two years and discusses the implementation of a repeating blind peer review cycle across a single semester for final year chemistry students enrolled on a compulsory employability module. The feedback cycle promotes personal reflection through the use of mini-reflective questionnaires. The process was assessed by academic tutors at the resubmission stage and/or the peer feedback stage where the quality of peer feedback was directly assessed. The research investigates the quality of peer feedback, the importance of assessment and student perceptions of what is most useful. Methods include directed content analysis of feedback produced, student opinions and a focus group. Students were capable of offering useable feedback across a range of assessment criteria but tend to focus on the important criteria best aligned to the particular assignment. A range of motivational factors and tactics were noticed but students tended to find reviewing the most beneficial. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.","feedback; higher education; peer feedback; Peer review","","","","","","","","Ambrose S.A., Bridges M.W., DiPietro M., Lovett M.C., Norman M.K., Mayer R.E., How Learning Works: Seven Research-Based Principles for Smart Teaching, (2010); Bader M., Burner T., Iversen S.H., Varga Z., Student Perspectives on Formative Feedback as Part of Writing Portfolios, Assessment & Evaluation in Higher Education, 44, 7, pp. 1017-1028, (2019); Bailey R., Garner M., Is the Feedback in Higher Education Assessment Worth the Paper It is Written on? Teachers' Reflections on Their Practices, Teaching in Higher Education, 15, 2, pp. 187-198, (2010); Barkley E.F., Cross K.P., Major C.H., Collaborative Learning Techniques: A Handbook for College Faculty, (2004); Black P., Wiliam D., Assessment and Classroom Learning.”, Assessment in Education: Principles Policy & Practice, 5, 1, pp. 7-74, (1998); Bloxham S., West A., Understanding the Rules of the Game: Marking Peer Assessment as a Medium for Developing Students' Conceptions of Assessment, Assessment & Evaluation in Higher Education, 29, 6, pp. 721-733, (2004); Boud D., Sustainable Assessment: Rethinking Assessment for the Learning Society, Studies in Continuing Education, 22, 2, pp. 151-167, (2000); Brammer C., Rees M., Peer Review from the Students' Perspective: Invaluable or Invalid?, Composition Studies, 35, 2, pp. 71-85, (2007); Burke D., Strategies for Using Feedback Students Bring to Higher Education, Assessment & Evaluation in Higher Education, 34, 1, pp. 41-50, (2009); Carifio J., Perla R., Resolving the 50-Year Debate around Using and Misusing Likert Scales, Medical Education, 42, 12, pp. 1150-1152, (2008); Cho K., MacArthur C., Learning by Reviewing, Journal of Educational Psychology, 103, 1, pp. 73-84, (2011); Crisp B.R., Is It Worth the Effort? How Feedback Influences Students' Subsequent Submission of Assessable Work, Assessment & Evaluation in Higher Education, 32, 5, pp. 571-581, (2007); Custers E.J., Long-Term Retention of Basic Science Knowledge: A Review Study, Advances in Health Sciences Education, 15, 1, pp. 109-128, (2010); Evans C., Waring M., Exploring Students' Perceptions of Feedback in Relation to Cognitive Styles and Culture, Research Papers in Education, 26, 2, pp. 171-190, (2011); Freeman S., Eddy S.L., McDonough M., Okoroafor N., Jordt H., Wenderoth M.P., Smith M.K., Active Learning Increases Student Performance in Science, Engineering, and Mathematics, Proceedings of the National Academy of Sciences of Sciences: The United States of America, 111, 23, pp. 8410-8415, (2014); Gibbs G., Simpson C., Conditions under Which Assessment Supports Students’ Learning, Learning and Teaching in Higher Education, 1, pp. 3-31, (2005); Grove M., Overton T., Getting Started in Pedagogic Research within the STEM Disciplines, (2013); Gunter T., The Effect of the react strategy on Students’ Achievements with Regard to Solubility Equilibrium: Using Chemistry in Contexts, Chemistry Education Research and Practice, 19, 4, pp. 1287-1306, (2018); Hooper T., Park S., Gerondis G., Student Perceptions of PeerWise Web 2.0 Technology, Paper Presented at the TERNZ 2011 Conference, (2011); Hsieh H., Shannon S.E., Three Approaches to Qualitative Content Analysis, Qualitative Health Research, 15, 9, pp. 1277-1288, (2005); Huisman B., Saab N., van Driel J., van den Broek P., Peer Feedback on Academic Writing: Undergraduate Students’ Peer Feedback Role, Peer Feedback Perceptions and Essay Performance, Assessment & Evaluation in Higher Education, 43, 6, pp. 955-968, (2018); Hunzer K.M., Collaborative Learning and Writing: Essays on Using Small Groups in Teaching English and Composition, (2012); Jamieson S., Likert Scales: How to (ab)Use Them, Medical Education, 38, 12, pp. 1217-1218, (2004); Kruidering-Hall M., O'Sullivan P.S., Chou C.L., Teaching Feedback to First-Year Medical Students: Long-Term Skill Retention and Accuracy of Student Self-Assessment, Journal of General Internal Medicine, 24, 6, pp. 721-726, (2009); Lalla M., Fundamental Characteristics and Statistical Analysis of Ordinal Variables: A Review, Quality & Quantity, 51, 1, pp. 435-458, (2017); Leong P.A., Thinking Critically: A Look at Students' Critiques of a Research Article, Higher Education Research & Development, 32, 4, pp. 575-589, (2013); Lundstrom K., Baker W., To Give is Better than to Receive: The Benefits of Peer Review to the Reviewer's Own Writing, Journal of Second Language Writing, 18, 1, pp. 30-43, (2009); Malone T.W., Lepper M.R., Making Learning Fun: A Taxonomy of Intrinsic Motivations for Learning, Aptitude, Learning and Instruction III:Conative and Affective Process Analyses, pp. 223-253, (1987); Mangelsdorf K., Peer Reviews in the ESL Composition Classroom: What Do the Students Think?, ELT Journal, 46, 3, pp. 274-284, (1992); Meek S.E.M., Blakemore L., Marks L., Is Peer Review an Appropriate Form of Assessment in a MOOC? Student Participation and Performance in Formative Peer Review, Assessment & Evaluation in Higher Education, 42, 6, pp. 1000-1013, (2017); Nicol D., Thomson A., Breslin C., Rethinking Feedback Practices in Higher Education: A Peer Review Perspective, Assessment & Evaluation in Higher Education, 39, 1, pp. 102-122, (2014); Nicol D.J., Macfarlane-Dick D., Formative Assessment and Self‐Regulated Learning: A Model and Seven Principles of Good Feedback Practice, Studies in Higher Education, 31, 2, pp. 199-218, (2006); Rolfe G., Freshwater D., Jasper M., Critical Reflection in Nursing and the Helping Professions: A User's Guide, (2001); Rosenthal R., Parametric Measures of Effect Size, The Handbook of Research Synthesis, 621, pp. 231-244, (1994); Rosnow R.L., Rosenthal R., Effect Sizes for Experimenting Psychologists, Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 57, 3, pp. 221-237, (2003); Ryan R.M., Deci E.L., Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions, Contemporary Educational Psychology, 25, 1, pp. 54-67, (2000); Sadler D., Formative Assessment and the Design of Instructional Systems, Instructional Science, 18, 2, pp. 119-144, (1989); Salerno S.M., Jackson J.L., O'Malley P.G., Interactive Faculty Development Seminars Improve the Quality of Written Feedback in Ambulatory Teaching, Journal of General Internal Medicine, 18, 10, pp. 831-834, (2003); Sawilowsky S.S., New Effect Size Rules of Thumb, Journal of Modern Applied Statistical Methods, 8, 2, pp. 597-599, (2009); Seery M.K., Agustian H.Y., Doidge E.D., Kucharski M.M., O'Connor H.M., Price A., Developing Laboratory Skills by Incorporating Peer-Review and Digital Badges, Chemistry Education Research and Practice, 18, 3, pp. 403-419, (2017); Svinicki M.D., New Directions in Learning and Motivation, New Directions for Teaching and Learning, 80, pp. 5-27, (1999); Taylor C., Burke da Silva K., An Analysis of the Effectiveness of Feedback to Students on Assessed Work, Higher Education Research & Development, 33, 4, pp. 794-806, (2014); Topping K., Peer Assessment between Students in Colleges and Universities, Review of Educational Research, 68, 3, pp. 249-276, (1998); Vockell E., Educational Psychology: A Practical Approach, (2004); Walker M., An Investigation into Written Comments on Assignments: Do Students Find Them Usable?, Assessment & Evaluation in Higher Education, 34, 1, pp. 67-78, (2009); Walker M., The Quality of Written Peer Feedback on Undergraduates’ Draft Answers to an Assignment, and the Use Made of the Feedback, Assessment & Evaluation in Higher Education, 40, 2, pp. 232-247, (2015); Wheeldon R., Improving Preservice Chemistry Teachers’ Content Knowledge through Intervention Activities, International Journal of Science Education, 39, 9, pp. 1238-1261, (2017); Wigfield A.P., Eccles J.S., Expectancy-Value Theory of Achievement Motivation, Contemporary Educational Psychology, 25, 1, pp. 68-81, (2000); Wittwer J., Renkl A., Why Instructional Explanations Often Do Not Work: A Framework for Understanding the Effectiveness of Instructional Explanations, Educational Psychologist, 43, 1, pp. 49-64, (2008)","J.W. Gaynor; Department of Chemistry, University of Liverpool, Liverpool, United Kingdom; email: J.W.Gaynor@liverpool.ac.uk","","Routledge","","","","","","02602938","","","","English","Assess. Eval. High. Educ.","Article","Final","","Scopus","2-s2.0-85076361560"
"Boshoff S.; Fernandes N.","Boshoff, Salomien (57219553344); Fernandes, Naquita (57217867521)","57219553344; 57217867521","Connecting the classroom to the business world: Evolvement of a palar journey in a disciplinary environment","2020","Educational Research for Social Change","9","1","","58","75","17","1","10.17159/2221-4070/2020/v9i0a5","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099025985&doi=10.17159%2f2221-4070%2f2020%2fv9i0a5&partnerID=40&md5=6134095c19a539dff6c19e78768ce143","Akademia; University of the Free State, South Africa","Boshoff S., Akademia; Fernandes N., University of the Free State, South Africa","There is an increasing demand for skilled graduates who can integrate and apply theoretical knowledge in a real-world context. As a means of enhancing students’ employability skills in an exit-level strategic marketing module, two lecturers embarked on a PALAR (participatory action learning action research) journey over a period of three years to design a skills-centred curriculum with corresponding assessments centred upon partnerships between educators, students, and businesses. In order to attain the desired level of practical learning, the partners formed part of the entire assessment process. This included the businesses’ (local, national, and international) involvement in the process of identifying real-life problems that served as the foundation of the assessments. Furthermore, the business partners also formed part of the feedback system, empowering the students with practical, industry-specific feedback while, in turn, enhancing the businesses’ idea generation process with insight obtained from the students’ thinking. During this process, the lecturers redesigned assessments until strategic alignment was attained between the partners’ needs and the module’s exit-level outcomes. The results reveal that the partnerships between educators, students, and businesses added value to the students’ learning experience and enhanced their perceived employability skills. This article thereby contributes to extant literature by explaining how the PALAR approach can be practically applied in the field of business management and marketing. The practical details provided can easily be utilised by educators in the same and other similar fields. Furthermore, an established set of reflective questions and a summary framework have been included, which can aid a lecturer in evolving a PALAR journey. This personal PALAR journey, and the reflection thereon, proved not to be rigid in nature but, instead, fluid and highly adaptable. Each recursive PALAR cycle (plan-act-evaluate/observe-reflect) is needed and cannot be completed without the others. In conclusion, the way one addresses each cycle will be unique to one’s teaching style and discipline-specific needs. This article provides educators in similar positions with insight into how they can use a PALAR process when designing their modules and assessments to foster employable graduates. © 2020 Boshoff & Fernandes.","Action research; Business partnerships; Collaboration; Employability; Higher education; PALAR; Teaching and learning","","","","","","","","Anderson L. W., Krathwohl D. R., Bloom B. S., A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives, (2001); Ashwin P., Boud D., Calkins S., Coate K., Hallett F., Light G., Luckett K., McArthur J., MacLaren I., McLean M., McCune V., Reflective teaching in higher education, (2020); Bernstein C., Osman R., Graduateness as a contested idea: Navigating expectations between higher education, employers and graduates, Developing student graduateness and employability: Issues, provocations, theory and practical guidelines, pp. 45-64, (2012); Coetzee M., Measuring student graduateness: Reliability and construct validity of the Graduate Skills and Attributes Scale, Higher Education Research & Development, 33, 5, pp. 887-902, (2014); Creswell J. W., Creswell J. 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Res. Soc. Change","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85099025985"
"Huang Y.-M.; Hsieh M.Y.; Usak M.","Huang, Yueh-Min (8630348700); Hsieh, Ming Yuan (35368635300); Usak, Muhammet (23010777700)","8630348700; 35368635300; 23010777700","A multi-criteria study of decision-making proficiency in student's employability for multidisciplinary curriculums","2020","Mathematics","8","6","897","","","","18","10.3390/MATH8060897","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087439084&doi=10.3390%2fMATH8060897&partnerID=40&md5=a670d7fe8aa48dd628acab236aece1af","Department of Engineering Science, National Cheng Kung University, Tainan, 70101, Taiwan; Department of International Business, National Taichung University of Education, Taichung, 40306, Taiwan; Kazan Federal University, Institute of Pedagogy and Psychology, Kazan, 420008, Russian Federation","Huang Y.-M., Department of Engineering Science, National Cheng Kung University, Tainan, 70101, Taiwan; Hsieh M.Y., Department of International Business, National Taichung University of Education, Taichung, 40306, Taiwan; Usak M., Kazan Federal University, Institute of Pedagogy and Psychology, Kazan, 420008, Russian Federation","To effectively increase the employment rate of higher education graduates, higher education institutions are doing their best to provide the most high-quality technologized interdisciplinary curriculum, to educate professional expertise in decision-making and to fortify student employability. Therefore, after executing a series of evaluated measurements, there are four highly valuable and contributive conclusions and findings. First, judgeability was the most critical decision-making employability factor and was directly influenced by the self-efficacy (SE), self-control (SC) and self-regulation (SR) of the autonomy-learning performance of social learning theory (SLT). Second, the SE of autonomy-learning performance of SLT was positively impacted by the behavioral intention to use and actual system use of the technology acceptance model (TAM), and monitor, control and evaluate decision-making, select the best solutions, clarify the objectiveness to be achieved and search for possible solutions of rational decision-making model (RDMM). It is necessary for higher education graduates to possess judgeability to confidently deal with problem-solving issues by actually using diversified technological applications for clarifying, monitoring, controlling and evaluating the decision-making objectiveness, and to comprehensively search the possible solutions, in order to eventually induce the best solutions for the problem. Third, define and diagnose the issues or problems of the RDMM model affected by the self-control (SC) of autonomy-learning performance of the SLT theory, because higher education graduates have to possess justifiability to define and diagnose the problem-solving issues in-depth, by exercising the introspective self-correcting capacities cultivated from an interdisciplinary curriculum. Lastly, actual system use of the TAMindeed impacted the SR of the autonomy-learning performance of SLT, because higher education graduates have to assess, revise and justify their self-actions in thinking, motivation, feeling, cognition and behaviors, by self-observing and accumulating experience from an interdisciplinary curriculum. © 2020 by the authors.","Decision-making employability; Multiple criteria decision making (MCDM); Rational decision-making model (RDMM); Social learning theory (STL); Technology acceptance model (TAM)","","","","","","Ministry of Science and Technology in Taiwan; Ministry of Science and Technology, Taiwan, MOST, (107-2420-H-002-007-MY3-Y10909, 108-2511-H-142-009 -)","Funding text 1: This research was funded by research projects (MOST 108-2511-H-142-009-; MOST 107-2420-H-002-007-MY3-Y10909) of the Ministry of Science and Technology in Taiwan.; Funding text 2: Funding: This research was funded by research projects (MOST 108-2511-H-142-009 -; MOST 107-2420-H-002-007-MY3-Y10909) of the Ministry of Science and Technology in Taiwan.","Chan Y.K., Hsieh M.Y., Lee C.F., Huang C.C., Ho L.C., Inquiring the most critical teacher's technology education competences and in the highest efficient technology education learning organization, Eur. 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Sci, 10, (2020); Bagozzi R., University of Michigan The Legacy of the Technology Acceptance Model and a Proposal for a Paradigm Shift, J. Assoc. Inf. Syst, 8, pp. 244-254, (2007); Chuttur M.Y., Overview of the technology acceptance model: Origins, developments and future directions, Sprouts Work. Pap. Inf. Syst, 9, (2009); Cattell R.B., Factor Analysis, (1952); Sahin Z., Yenmez A.A., Erbas A.K., Relational Understanding of the Derivative Concept through Mathematical Modeling: A Case Study, Eurasia J. Math. Sci. Technol. Educ, 11, pp. 177-188, (2015); Warne R.T., Larsen R., Evaluating a proposed modification of the Guttman rule for determining the number of factors in an exploratory factor analysis, Psychol. Test Assess. Model, 56, pp. 104-123, (2014); Saaty T.L., Decision Making with Dependence and Feedback: The Analytic Network Process, (1996); Saaty T.L., Multi-Criteria Decision Making: The Analytic Hierarchy Process, (1998)","M.Y. Hsieh; Department of International Business, National Taichung University of Education, Taichung, 40306, Taiwan; email: cpawisely@mail.ntcu.edu.tw","","MDPI AG","","","","","","22277390","","","","English","Mathematics","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85087439084"
"Martínez-Cerdá J.-F.; Torrent-Sellens J.; González-González I.","Martínez-Cerdá, Juan-Francisco (55932899100); Torrent-Sellens, Joan (16240447500); González-González, Inés (36554131700)","55932899100; 16240447500; 36554131700","Socio-technical e-learning innovation and ways of learning in the ICT-space-time continuum to improve the employability skills of adults","2020","Computers in Human Behavior","107","","105753","","","","19","10.1016/j.chb.2018.10.019","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082554978&doi=10.1016%2fj.chb.2018.10.019&partnerID=40&md5=cb2caef3f0ce1581f3b36830128d13bb","Department of Psychology and Educational Science, Universitat Oberta de Catalunya, Barcelona, Spain; Department of Economics and Business Studies, Universitat Oberta de Catalunya, Barcelona, Spain; Department of Business, Universidad Internacional de La Rioja, Logroño, Spain","Martínez-Cerdá J.-F., Department of Psychology and Educational Science, Universitat Oberta de Catalunya, Barcelona, Spain; Torrent-Sellens J., Department of Economics and Business Studies, Universitat Oberta de Catalunya, Barcelona, Spain; González-González I., Department of Business, Universidad Internacional de La Rioja, Logroño, Spain","Adults must improve and acquire new skills valid for the twenty-first century, specifically in aspects related to employability. In this context, lifelong e-learning is a suitable methodology since online training courses can be adapted to the specific characteristics and needs of students. According to a definition for employability skill based on thirteen latent constructs and using partial least squares path modeling (PLS-PM) on a data set coming from a fieldwork done in an fully online university, the analyses prove that: i) the social-technical system (STS), the learning and social innovation via STS, and the information and communication technology (ICT)-space-time continuum related to the learners' ways of studying have significant positive effects on employability; ii) the four STS factors have significant influences on the whole STS; and iii) the dimensions of 'life-balanced' and 'traditional-monocronic' use have not significant influences on the ICT-space-time continuum. Finally, these results are shown in science, technology, engineering, and mathematics (STEM) and non-STEM studies. Specifically in STEM studies, the 'life-balanced' use is significant and the 'learning tasks' are not significant. Results are very interesting for new approaches to social learning innovation. © 2018 Elsevier Ltd","Employability; ICT-Space-time continuum; Learning innovation; Lifelong e-Learning; PLS-PM; Socio-technical systems","Engineering education; Learning systems; Least squares approximations; STEM (science, technology, engineering and mathematics); Employability; Employability skills; Information and Communication Technologies; Partial least square (PLS); Science , technology , engineering , and mathematics; Social innovations; Sociotechnical systems; Space-time continuum; adult; article; employability; human; mathematics; partial least squares regression; skill; social learning; E-learning","","","","","","","Autor D.H., Why are there still so many jobs? 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González-González; Logroño, Av. De la Paz, 24006, Spain; email: ines.gonzalez@unir.net","","Elsevier Ltd","","","","","","07475632","","CHBEE","","English","Comput. Hum. Behav.","Article","Final","","Scopus","2-s2.0-85082554978"
"Minor-Cooley D.; Parks-Yancy R.","Minor-Cooley, Delonia (57217635756); Parks-Yancy, Rochelle (10041928400)","57217635756; 10041928400","The Power of the Brand: Personal Branding and Its Effect on Job Seeking Attributes","2020","Journal of Internet Commerce","19","3","","241","261","20","5","10.1080/15332861.2020.1777028","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087451975&doi=10.1080%2f15332861.2020.1777028&partnerID=40&md5=40796e180929dec08fb75d5fb5fc83b9","Business Administration, Texas Southern University, Houston, TX, United States","Minor-Cooley D., Business Administration, Texas Southern University, Houston, TX, United States; Parks-Yancy R., Business Administration, Texas Southern University, Houston, TX, United States","The importance of personal branding is evident in every aspect of business and consumerism. From the social demise of corporate executives to college students being suspended from school to individuals going from obscurity to online superstars, the power of branding is a significant career factor. Given its importance, the impact of personal branding on the employability of early career professionals is important to explore. This research investigates job seekers’ personal branding and its effect on their employment prospects. The study examines the perspectives of both early career job seekers and employers. © 2020, © 2020 Taylor & Francis Group, LLC.","Employers; job seekers; personal branding; social media","","","","","","","","Alexander E.C., Mader D., Mader F., Using social media during the hiring process: A comparison between recruiters and job seekers, Journal of Global Scholars of Marketing Science, 29, 1, pp. 78-87, (2019); Bhagat S., Parrish J., American Conference on Information Systems, (2018); Brooman S., (2019); Brown M., Setren E., Topa G., Do informal referrals lead to better matches? 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Here are the blueprints. USA: Sentia Publishing., (2018); Perrin A., Anderson M., (2019); Pieper J.R., Greenwald J.M., Schlachter S.D., Motivating employee referrals: The interactive effects of the referral bonus, perceived risk in referring, and affective commitment, Human Resource Management, 57, 5, pp. 1159-1174, (2018); Rangarajan D., Gelb B.D., Vandaveer A., Strategic personal branding-And how it pays off, Business Horizons, 60, 5, pp. 657-666, (2017); Riklan M., Resumes and portfolios for new graduates: How to showcase potential, Career Planning and Adult Development Journal, 30, (2014); Rivera L.A., Go with your gut: Emotion and evaluation in job interviews, AJS: American Journal of Sociology, 120, 5, pp. 1339-1389, (2015); Roth P.L., Bobko P., Van Iddekinge C.H., Thatcher J.B., Social media in employee-selection-related decisions: A research agenda for uncharted territory, Journal of Management, 42, 1, pp. 269-298, (2016); Roulin N., Individual differences predicting impression management detection in job interviews, Personnel Assessment and Decisions, 2, 1, pp. 1-11, (2016); Roulin N., Bangerter A., Levashina J., Interviewers’ perceptions of impression management in employment interviews, Journal of Managerial Psychology, 29, 2, pp. 141-163, (2014); Sameen S., Cornelius S., Social networking sites and hiring: How social media profiles influence hiring decisions, Journal of Business Studies, 7, 1, pp. 27-35, (2015); Schlachter S.D., Pieper J.R., Employee referral hiring in organizations: An integrative conceptual review, model, and agenda for future research, The Journal of Applied Psychology, 104, 11, pp. 1325-1346, (2019); Shepherd I., From cattle and coke to Charlie: Meeting the challenge of self marketing and personal branding, Journal of Marketing Management, 21, 5-6, pp. 589-606, (2005); (2016); Smith M., (2016); Vallas S.P., Christin A., Work and identity in an era of precarious employment: How workers respond to “personal branding” discourse, Work and Occupations, 45, 1, pp. 3-37, (2018); Varelas E., (2017); Ward C., Yates D., Personal branding and e-professionalism, Journal of Service Science (JSS), 6, 1, pp. 101-104, (2013); Waung M., McAuslan P., DiMambro J.M., Miegoc N., Impression management use in resumes and cover letters, Journal of Business and Psychology, 32, 6, pp. 727-746, (2017); Wetsch L.R., A personal branding assignment using social media, Journal of Advertising Education, 16, 1, pp. 30-36, (2012); Zakarda A., Concepts and constructs for personal branding: An exploratory literature review approach, doi:, (2012)","D. Minor-Cooley; Business Administration, Texas Southern University, Houtson, 3100 Cleburne St., 77004, United States; email: Delonia.minor-cooley@tsu.edu","","Routledge","","","","","","15332861","","","","English","J. Internet Commer.","Article","Final","","Scopus","2-s2.0-85087451975"
"Carranza M.T.G.; Lemus J.A.L.; Soria E.G.; Ibara Q.A.","Carranza, María Teresa De la Garza (31667480700); Lemus, Jorge Armandob López (57209450493); Soria, Eugenio Guzmán (55905915900); Ibara, Quetzalli Atlatenco (57219113334)","31667480700; 57209450493; 55905915900; 57219113334","Validation of a measuring scale of the factors for the employability of millennials","2020","Gadjah Mada International Journal of Business","22","2","","178","198","20","3","10.22146/gamaijb.51212","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091322779&doi=10.22146%2fgamaijb.51212&partnerID=40&md5=1892bbf135c8f48b18fd793eb0e253b9","Tecnológico Nacional de México, Mexico; Universidad de Guanajuato, Mexico","Carranza M.T.G., Tecnológico Nacional de México, Mexico; Lemus J.A.L., Universidad de Guanajuato, Mexico; Soria E.G., Tecnológico Nacional de México, Mexico; Ibara Q.A., Universidad de Guanajuato, Mexico","Today the retention millennial workers is a challenge for organizations. The purpose of this paper is to propose ideas to the decision makers, to lessen the high rate of personnel turnover in all kinds of industries in many countries. This research validates an instrument that evaluates the employability factors of millennials in Mexico, according to their own expectations. We based our study on the previous literature about the millennial generation in many countries. To validate the questionnaire, a sampling of 781 workers from the states of Querétaro and Guanajuato in México was conducted. The method used to achieve the objective was through exploratory and confirmatory factor analyses. The confirmatory factor analysis was conducted using structural equation modeling, and tested two different methods: first order and second order models. With the three methods, exploratory, first order and second order factor analyses, similar results were obtained. In the analysis of the statistical techniques, two latent variables associated with the expectations of this generational group were generated. The factors found are “personal satisfaction with the organization” and “satisfaction with the organization’s social commitment.” These two factors are supported by the literature of other researchers. It is suggested that this questionnaire be validated in other countries but also in other regions of Mexico, using different productive sectors, thereby obtaining a broader perspective that will allow us to understand not only what millennials want from their work, but to what extent they want it. © 2020, Gadjah Mada University. All rights reserved.","Emerging markets; Employability; Millennials; México; Scales","","","","","","","","Allen D. G., Bryant P. C., Vardaman J. M., Retaining talent: Replacing miscon-ceptions with evidence-based strategies, Academy of Management Perspectives, 24, 2, pp. 48-64, (2010); Arsenault P. M., Validating generational differences: A legitimate diversity and leadership issue, Leadership and Organization Development Journal, 25, 2, pp. 124-141, (2004); AbouAssi K., McGinnis Johnson J., Holt S. B., Job Mobility Among Millennials: Do They Stay or Do They Go?, Review of Public Personnel Administration, (2019); Berthon P., Ewing M., Hah L. L., Captivating company: dimensions of attractive-ness in employer branding, International Journal of Advertising, 24, 2, pp. 151-172, (2005); Bozeman B., Feeney M. K., Toward a useful theory of mentoring: A conceptual analysis and critique, Administration and Society, 39, 6, pp. 719-739, (2007); Calk R., Patrick A., Millennials through the looking glass: Workplace motivating factors, The Journal of Business Inquiry, 16, 2, pp. 131-139, (2017); Capnary M. C., Rachmawati R., Agung I., The influence of flexibility of work to loyalty and employee satisfaction mediated by work life balance to employees with millennial generation background in Indonesia startup companies, Business: Theory and Practice, 19, pp. 217-227, (2018); Costanza D. P., Badger J. M., Fraser R. L., Severt J. B., andGade P. A., Generational differences in work-related attitudes: A meta-analysis, Journal of Business and Psychology, 27, 4, pp. 375-394, (2012); Cuesta E. M., La Generación Y latinoamericana en las organizaciones: Algunos aportes conceptuales y empíricos, Revista Electrónica Gestión de las Personas y Tecnología, 7, 19, pp. 17-31, (2014); The Deilotte global millennium survey, (2019); Dries N., Pepermans R., De Kerpel E., Exploring four generations beliefs about career: Is “satisfied” the new “successful”?, Journal of Managerial Psychology, 8, 23, pp. 907-928, (2008); Erickson T., Gen Y in the workforce, how I learned to love millennials (and stop worry-ing about what they were doing with their iphones), Harvard Business Review, (2009); (2019); Flores G. R., Guaderrama A. M., Arroyo J. C., Gomez A. H., Contrato psicológi-co, agotamiento y cinismo del empleado: su efecto en la rotación del personal opera-tivo en la frontera norte mexicana, Contaduría y administración, 64, 2, pp. 1-20, (2019); Gursoy D., Maier T. A., Chi C. G., Generational differences: An examination of work values and generational gaps in the hospitality workforce, International Journal of Hospitality Management, 27, 3, pp. 448-458, (2008); Hershatter A., Epstein M., Millennials and the world of work: An organization and management perspective, Journal of business and psychology, 25, 2, pp. 211-223, (2010); Hom P. W., Lee T. W., Shaw J. D., Hausknecht J. P., One hundred years of employee turnover theory and research, Journal of Applied Psychology, 102, 3, (2017); Howe N., Strauss W., The next 20 years: how customer and workforce attitudes will evolve, Harvard business review, 85, 7-8, pp. 41-52, (2007); México, un país de jóvenes, (2011); (2020); Kowske B. J., Rasch R., Wiley J., Millennials’ (lack of) attitude problem: An empirical examination of generational effects on work attitudes, Journal of Business and Psycholo-gy, 25, 2, pp. 265-279, (2010); Kuron L. K., Lyons S. T., Schweitzer L., Ng E. S., Millennials’ work values: Differences across the school to work transition, Personnel Review, 44, 6, pp. 991-1009, (2015); Lee Y., Li J. Y. Q., The value of internal communication in enhancing employees’ health information disclosure intentions in the workplace, Public relations review, 46, 1, (2020); Leech N., Barrett K., Morgan G. A., SPSS for intermediate statistics: Use and interpreta-tion, (2013); Mahmoud A. B., Reisel W. D., Grigoriou N., Fuxman L., Mohr I., The reincar-nation of work motivation: Millennials vs older generations, International Sociology, (2020); Mesa-Lago C., Aging and Pension Reforms: A Look at Latin America, ReVista (Cam-bridge), 19, 2, pp. 1-12, (2019); Mitchell T. R., Holtom B. C., Lee T. W., Sablynski C. J., andErez M., Why people stay: Using job embeddedness to predict voluntary turnover, Academy of management jour-nal, 44, 6, pp. 1102-1121, (2001); Muthen B., andMuthen L., Mplus, (2017); Naim M. F., Tap the Experienced to Care for the Inexperienced: Millennial Employees’ Retention Challenge? Mentoring is the Solution, Psychology of Retention, pp. 379-393, (2018); Naim M. F., Lenka U., Development and retention of Generation Y employees: a conceptual framework, Employee relations, 40, 2, pp. 433-455, (2018); Naim M. F., Lenkla U., Knowledge sharing as an intervention for Gen Y employees’ intention to stay, Industrial and Commercial Training, 48, 3, pp. 142-148, (2016); Ng E. S., Schweitzer L., Lyons S. T., New generation, great expectations: A field study of the millennial generation, Journal of Business and Psychology, 25, 2, pp. 281-292, (2010); North M. S., Fiske S. T., Modern attitudes toward older adults in the aging world: A cross-cultural meta-analysis, Psychological bulletin, 141, 5, (2015); Park S., Park S., Exploring the generation gap in the workplace in South Korea, Human Resource Development International, 21, 3, pp. 276-283, (2018); Park T. Y., Shaw J. D., Turnover rates and organizational performance: A meta-analy-sis, Journal of applied psychology, 98, 2, (2013); Parry E., Generational differences in work values: A review of theory and evi-dence, International journal of management reviews, 13, 1, pp. 79-96, (2011); Rainsford E., Maloney W. A., Popa S. A., The Effect of Unemployment and Low-Quality Work Conditions on Work Values: Exploring the Experiences of Young Europeans, The ANNALS of the American Academy of Political and Social Science, 682, 1, pp. 172-185, (2019); Rauvola R. S., Rudolph C. W., Zacher H., Generationalism: Problems and implica-tions, Organizational Dynamics, (2018); Rudolph C. W., Zacher H., Considering generations from a lifespan developmental perspective, Work, Aging and Retirement, 3, 2, pp. 113-129, (2017); Samaniego N., El desafío del empleo y los salarios. México próspero, equitativo e incluy-ente: construyendo futuros, (2018); Satorra A., Bntler P.M., Corrections to test statistics and standard errors in covariance structure analysis, Latent Variables Analysis, Applica-tions to Development Research, pp. 399-419, (1994); Schroth H., Are you ready for Gen Z in the workplace?, California Management Review, 61, 3, pp. 5-18, (2019); Stewart K. D., Bernhardt P. C., Comparing Millennials to Pre-1987 Students and with One Another, North American Journal of Psychology, 12, 3, pp. 579-602, (2010); Stewart J. S., Oliver E. G., Cravens K. S., Oishi S., Managing millennials: Embracing generational differences, Business Horizons, 60, 1, pp. 45-54, (2017); Schullery N. M., Workplace engagement and generational differences in values, Business Communication Quarterly, 76, 2, pp. 252-265, (2013); Thompson C., Gregory J. B., Managing millennials: A framework for improving attraction, motivation, and retention, The Psychologist-Manager Journal, 15, 4, pp. 237-246, (2012); Thompson N. W., Managing the millennials: Employee retention strategies for Generation Y, (2011); Tracey J. B., Hinkin T. R., The costs of employee turnover: When the devil is in the details [Electronic article], Cornell Hospitality Report, 6, 15, pp. 6-13, (2006); Twenge J. M., Campbell S. M., Generational differences in psychological traits and their impact on the workplace, Journal of managerial psychology, 23, 8, pp. 862-877, (2008); Twenge J. M., A review of the empirical evidence on generational differences in work attitudes, Journal of Business and Psychology, 25, 2, pp. 201-210, (2010); Ukeni I. G., Reynolds K., Mentoring and Retention of Millennials in United King-dom: Experiences and Perceptions, British Academy of Management (BAM) Conference 2017, (2017); Urick M. J., Hollensbe E. C., Masterson S. S., Lyons S. T., Understanding and managing intergenerational conflict: An examination of influences and strategies, Work, Aging and Retirement, 3, 2, pp. 166-185, (2016); Van den Bergh J., De Wulf K., Millennials at work, Research World, 2017, 63, pp. 19-21, (2017); Vargas Chanes D., Aspectos metodológicos para la investigación social: Modelos de ecuaciones estruc-turales, (2019); Verdugo M. A., Guillen V. M., Arias B., Vicente E., Badia M., Confirmatory factor analysis of the supports intensity scale for children, Research in developmental disabilities, 49, pp. 140-152, (2016); Walden J., Jung E. H., Westerman C. Y., Employee communication, job engage-ment, and organizational commitment: A study of members of the Millennial Gener-ation, Journal of Public Relations Research, 29, 2-3, pp. 73-89, (2017); Williams G., Management Millennialism: Designing the New Generation of Employ-ee, (2019); Yang S. B., Guy M. E., GenXers versus boomers: Work motivators and management implications, Public Performance and Management Review, 29, 3, pp. 267-284, (2006); Zavala-Villalon G., Frias-Castro P., Discurso millennial y desafíos en la gestión de recursos humanos en Chile, Psicoperspectivas, 17, 3, pp. 1-12, (2018); Zabel K. L., Biermeier-Hanson B. B., Baltes B. B., Early B. J., Shepard A., Generational differences in work ethic: Fact or fiction?, Journal of business and psychology, 32, 3, pp. 301-315, (2017); Zhao Y., Managing Chinese millennial employees and their impact on human resource management transformation: an empirical study, Asia Pacific Business Review, 24, 4, pp. 472-489, (2018)","M.T.G. Carranza; Tecnológico Nacional de México, Mexico; email: teresa.garza@itcelaya.edu.mx","","Gadjah Mada University","","","","","","14111128","","","","English","Gadjah Mada Int. J. Bus.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85091322779"
"Bennett D.; Knight E.; Jevons C.; Ananthram S.","Bennett, Dawn (55574191781); Knight, Elizabeth (57209056399); Jevons, Colin (17434391800); Ananthram, Subramaniam (55555424300)","55574191781; 57209056399; 17434391800; 55555424300","Business students’ thinking about their studies and future careers","2020","Perspectives: Policy and Practice in Higher Education","24","3","","96","101","5","4","10.1080/13603108.2020.1757530","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086668772&doi=10.1080%2f13603108.2020.1757530&partnerID=40&md5=8bc44a12e022a9a974a65cefa3685e8a","School of Education, Curtin University, Perth, Australia; Centre for International Research on Education Systems, Victoria University, Melbourne, Australia; Monash Business School, Monash University, Melbourne, Australia","Bennett D., School of Education, Curtin University, Perth, Australia; Knight E., Centre for International Research on Education Systems, Victoria University, Melbourne, Australia; Jevons C., Monash Business School, Monash University, Melbourne, Australia; Ananthram S., School of Education, Curtin University, Perth, Australia","The enduring employability of twenty-first-century workers demands explicit and career-long attention. As a result, higher education finds itself tasked with enabling students to negotiate their career-long cognitive and social development as professionals and social citizens. Grounded in social cognitive theory, the study reported here seeks to understand students’ career-related development. The participants reported in this article are 6,004 undergraduate business students enrolled with one of 32 Australian universities. The students created personalised employability profiles using an online tool. Drawing from the tool’s data, the article reports students’ text-based responses to the question of what they would change about their degree programmes. Students express concerns about the potential to establish a career as early as the first year of study. The findings suggest the value of adopting a research-informed, metacognitive approach to employability development to establish the relevance between the learning assigned to students and their future lives and work. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.","business; career development; Graduate employability; higher education; metacognitive approach; social cognitive theory","","","","","","Australian Business Deans Council, (12516_Bennett)","Funding text 1: This work was supported by Australian Business Deans Council [grant number 12516_Bennett]. We would like to acknowledge the Australian Business Deans Council for funding research with the employABILITY Initiative. Our thanks go also to our project colleagues and the many institutional leaders, educators and students who helped us to create the dataset and support students in their employability development and career preparedness.; Funding text 2: We would like to acknowledge the Australian Business Deans Council for funding research with the employABILITY Initiative. Our thanks go also to our project colleagues and the many institutional leaders, educators and students who helped us to create the dataset and support students in their employability development and career preparedness. ","(2020); (2020); Adapa S., Rindfleish J., Sheridan A., ‘Doing Gender’ in a Regional Context: Explaining Women’s Absence from Senior Roles in Regional Accounting Firms in Australia, Critical Perspectives on Accounting, 35, March, pp. 100-110, (2016); Albrecht S., Sack R., Accounting Education: Charting the Course Through a Perilous Future. Vol. 16, (2000); Alt D., Assessing the Contribution of a Constructivist Learning Environment to Academic Self-Efficacy in Higher Education, Learning Environments Research, 18, 1, pp. 47-67, (2015); (2017); Axson D., (2015); Bandura A., Perceived Self-Efficacy in Cognitive Development and Functioning, Educational Psychologist, 28, 2, pp. 117-148, (1993); Bennett D., Embedding employABILITY Thinking Across Higher Education, (2018); Bennett D., Graduate Employability and Higher Education: Past, Present and Future, HERDSA Review of Higher Education, 5, pp. 31-61, (2018); Bennett D., Male S.A., An Australian Study of Possible Selves Perceived by Undergraduate Engineering Students, European Journal of Engineering Education, 42, 6, pp. 603-617, (2016); Billett S., Learning in the Circumstances of Work: The Didactics of Practice, Éducation et Didactique, 5, 2, pp. 125-146, (2011); Brackett M.A., Rivers S.E., Shiffman S., Lerner N., Salovey P., Relating Emotional Abilities to Social Functioning: A Comparison of Self-Report and Performance Measures of Emotional Intelligence, Journal of Personality and Social Psychology, 91, 4, pp. 780-795, (2006); Byrne M., Flood B., Griffin J., Measuring the Academic Self-Efficacy of First-Year Accounting Students, Accounting Education, 23, 5, pp. 407-423, (2014); Caruna V., Ploner J., Internationalisation and Equality and Diversity in Higher Education: Merging Identities, (2010); Choi D.Y., Kang J.H., Introduction: The Future of Jobs in an Increasingly Autonomous Economy, Journal of Management Inquiry, 28, 3, pp. 298-299, (2019); Coetzee M., Measuring Student Graduateness: Reliability and Construct Validity of the Graduate Skills and Attributes Scale, Higher Education Research & Development, 33, 5, pp. 887-902, (2014); 2018 First Half Year Student Summary Tables | Department of Education, Skills and Employment–Document Library, (2018); Finch D.J., Hamilton L.K., Baldwin R., Zehner M., An Exploratory Study of Factors Affecting Undergraduate Employability, Education + Training, 55, 7, pp. 681-704, (2013); (2017); Jackson D., Accounting and Finance Graduate Employment Outcomes: Underemployment, Self-Employment and Managing Diversity, Australian Accounting Review, (2018); Johns G., The Essential Impact of Context on Organizational Behavior, Academy of Management Review, 31, 2, pp. 386-408, (2006); Kovoor-Misra S., The Impetus for Resilience and Change in Business Education and Management Research, Journal of Management Inquiry, 29, 2, pp. 128-133, (2019); Lent R.W., Ezeofor I., Ashley Morrison M., Penn L.T., Ireland G.W., Applying the Social Cognitive Model of Career Self-Management to Career Exploration and Decision-Making, Journal of Vocational Behavior, 93, April, pp. 47-57, (2016); Li I.W., Mahuteau S., Dockery A.M., Junankar P.N., Equity in Higher Education and Graduate Labour Market Outcomes in Australia, Journal of Higher Education Policy and Management, 39, 6, pp. 625-641, (2017); Mancini T., Caricati L., Panari C., Tonarelli A., Personal and Social Aspects of Professional Identity, Journal of Vocational Behavior, 89, August, pp. 140-150, (2015); Mays N., Pope C., Qualitative Research in Health Care. Assessing Quality in Qualitative Research, BMJ, 320, 7226, pp. 50-52, (2000); Norton A., Cherastidtham I., Mapping Australian Higher Education 2018, (2018); Pitman T., Roberts L., Bennett D., Richardson S., An Australian Study of Graduate Outcomes for Disadvantaged Students, Journal of Further and Higher Education, 43, 1, pp. 45-57, (2019); (2018); Rosenberg M., Society and the Adolescent Self-Image, (1965); Rubin R.S., Dierdorff E.C., On the Road to Abilene: Time to Manage Agreement About MBA Curricular Relevance, Academy of Management Learning & Education, 10, 1, pp. 148-161, (2011); Smith C., Ferns S., Russell L., (2014); Thomson J.C., Fulfilling the Needs of a Thriving Profession, Strategic Finance, 96, 5, pp. 10-61, (2014); Thomson J., (2015); Thomson J., The CPA Journal, (2017); Tymon A., The Student Perspective on Employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Wilton N., Do Employability Skills Really Matter in the UK Graduate Labour Market? The Case of Business and Management Graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011)","E. Knight; Centre for International Research on Education Systems, Victoria University, Melbourne, Australia; email: lizzie.knight@vu.edu.au","","Routledge","","","","","","13603108","","","","English","Perspect. Policy Pract. High. Educ.","Article","Final","","Scopus","2-s2.0-85086668772"
"Goodenough A.E.; Roberts H.; Biggs D.M.; Derounian J.G.; Hart A.G.; Lynch K.","Goodenough, Anne E (24467758300); Roberts, Hazel (36440355400); Biggs, David M (11141518900); Derounian, James G (55301974100); Hart, Adam G (7201706141); Lynch, Kenny (7202687518)","24467758300; 36440355400; 11141518900; 55301974100; 7201706141; 7202687518","A higher degree of resilience: Using psychometric testing to reveal the benefits of university internship placements","2020","Active Learning in Higher Education","21","2","","102","115","13","6","10.1177/1469787417747057","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049404367&doi=10.1177%2f1469787417747057&partnerID=40&md5=b4c8adc41af594b045989c320a908bc7","University of Gloucestershire, United Kingdom","Goodenough A.E., University of Gloucestershire, United Kingdom; Roberts H., University of Gloucestershire, United Kingdom; Biggs D.M., University of Gloucestershire, United Kingdom; Derounian J.G., University of Gloucestershire, United Kingdom; Hart A.G., University of Gloucestershire, United Kingdom; Lynch K., University of Gloucestershire, United Kingdom","Resilience is a multifaceted concept but, in the context of learning, it can best be thought of as an individual’s capacity to create and maximise opportunities as well as responding positively to setbacks and challenges. Developing students’ resilience is becoming increasingly important. Research has shown resilience links to attainment, retention, engagement and employability. However, very little work has examined what aspects of curricula enhance resilience and the particular role of active learning frameworks in achieving this. In this study, we analyse the effects of optional real-world internship placements on eight measures of resilience. Psychometric testing was conducted twice per student – at the start of their second academic year and again at the end. Students choosing an internship had significantly higher challenge orientation and adaptability scores than other students in the same cohort. Adaptability of both interns and non-interns improved over the academic year, but improvement was significantly higher for interns. Scores for optimism, purposeful direction and ingenuity significantly increased between start-of-year and end-of-year tests for interns versus a decline for non-interns. We conclude that facilitating student engagement with real-world issues and challenges through supported internships within an active learning framework is an important mechanism for increasing students’ resilience. © The Author(s) 2017.","authentic learning; internships; link organisations; real-world projects; student resilience","","","","","","UK Higher Education Academy; Physicians' Services Incorporated Foundation, PSI; Higher Education Academy, HEA, (GEN1028)","Funding text 1: The authors thank two postgraduate research assistants, Melanie Evans and Will Hurley, for their contribution to facilitating focus groups as well as Jordon Jones, Ali Shalfrooshan, and Caroline Walkley from PSI for help in setting up the psychometric testing. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the UK Higher Education Academy under Grant GEN1028.; Funding text 2: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the UK Higher Education Academy under Grant GEN1028.","The resilience questionnaire example report, (2010); Barnett K., Student interns’ socially constructed work realities: Narrowing the work expectation-reality gap, Business Communication Quarterly, 75, 3, pp. 271-290, (2012); Brown C.A., Calvert J., Charman P., Et al., Skills and knowledge needs among recent bioscience graduates, Bioscience Education, 6, 1, pp. 1-18, (2005); Burns C., Chopra S., A meta-analysis of the effect of industry engagement on student learning in undergraduate programs, Journal of Technology, Management, and Applied Engineering, 33, 1, pp. 1-10, (2017); Corbin J., Strauss A., Grounded theory research: Procedures, canons and evaluative criteria, Zeitschrift für Soziologie, 19, 6, pp. 418-427, (1990); Evers A., Muniz J., Hagemeister C., Et al., Assessing the quality of tests: Revision of the EFPA review model, Psicothema, 25, 3, pp. 283-221, (2013); Farazmand F., Green R., Live-case study learning outcomes: A comparison between students with and without prior internship experience, 6, pp. 7-11, (2011); Furrer C., Skinner E., Pitzer J., The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience, National Society for the Study of Education, 113, 1, pp. 101-123, (2014); Grant L.J., Kinman G., ‘Bouncing back?’ Personal representations of resilience of student and experienced social workers, Practice: Social Work in Action, 25, 5, pp. 349-366, (2013); Grant L.J., Kinman G., The importance of emotional resilience for staff and students in the ‘helping’ professions, (2013); Hills J., Robertson G., Walker R., Et al., Bridging the gap between degree programme curricula and employability through implementation of work-related learning, Teaching in Higher Education, 8, 2, pp. 211-231, (2003); Hogan R., Orr F., Cummins A., Sustaining ‘super’midwives: Building resilience in midwifery students, Women and Birth, 28, (2015); Hollenbeck J.R., Williams C.R., Klein H.J., An empirical examination of the antecedents of commitment to difficult goals, Journal of Applied Psychology, 74, 1, pp. 18-23, (1989); Personal Wellbeing Index – Adult, (2013); Jackson R., Jackson M., Students assessment of a semidirected internship program, Journal of Geography, 108, 2, pp. 57-67, (2009); Kidd L.I., Resilience and connectedness in graduate psychiatric nursing students: Influence of a virtual community of practice, 43rd Biennial convention, (2015); Kneale P.E., Study Skills for Geography, Earth and Environmental Science Students, (2011); Leisey M., Mulcare D., Comeford L., Et al., Exploring team-based learning at a state university, Interdisciplinary Journal of Teaching and Learning, 4, 3, pp. 172-185, (2014); Liu Y., Xu J., Weitz B., The role of emotional expression and mentoring in internship learning, The Academy of Management Learning and Education, 10, pp. 94-110, (2011); Livingstone D., Lynch K., Group project work and student-centred active learning: Two different experiences, Studies in Higher Education, 25, 3, pp. 325-345, (2000); McClelland D.C., Methods of measuring human motivation, Motives in Fantasy, Action, and Society, pp. 7-42, (1958); Maddi S.R., Kobasa D.M., Resilience at Work, (2005); Martin A.J., Marsh H.W., Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs, Oxford Review of Education, 35, 3, pp. 353-370, (2009); Martin A.J., Bottrell D., Armstrong D., Et al., The role of resilience in assisting the educational connectedness of at-risk youth: A study of service users and non-users, International Journal of Educational Research, 74, 1, pp. 1-12, (2015); Narayanan V., Olk P., Fukami C., Determinants of internship effectiveness: An exploratory model, The Academy of Management Learning and Education, 9, 1, pp. 61-90, (2010); Higher education review: Themes for 2013–15. Quality assurance agency for higher education, (2013); Qenani E., MacDougall N., Sexton C., An empirical study of self-perceived employability: Improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Rooney P., Kneale P., Gambini B., Et al., Variations in international understandings of employability for geography, Journal of Geography in Higher Education, 30, 1, pp. 133-145, (2006); Schambach T.P., Dirks J., Student perceptions of internship experiences, Paper presented at the international conference on informatics education research, Barcelona, (2002); Labour market survey report, (2006); Simons L., Fehr L., Blank N., Et al., Lessons learned from experiential learning: What do students learn from a practicum/internship?, International Journal of Teaching and Learning in Higher Education, 24, 3, pp. 325-334, (2012); Skinner E.A., Pitzer J.R., Developmental dynamics of engagement, coping, and everyday resilience, Handbook of Research on Student Engagement, pp. 21-44, (2012); Spronken-Smith R., Toward securing a future for geography graduates, Journal of Geography in Higher Education, 37, 3, pp. 315-326, (2013); Surujlal J., Singh C., Internship as a mechanism for professional preparation of sport management personnel: An empirical study of students’ perceptions, South African Journal for Research in Sport, Physical Education and Recreation, 32, 2, pp. 117-130, (2010); Vallerand R.J., Fortier M.S., Guay F., Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout, Journal of Personality and Social Psychology, 72, 5, pp. 1161-1176, (1997); Wagnild G., Young H., Development and psychometric evaluation of the resilience scale, Journal of Nursing Measurement, 1, 2, pp. 165-178, (1993); Wilson J., Adams D., Arkle S., Et al., 1st Year Practicals: Their Role in Developing Future Bioscientists, (2008); Yeager D.S., Dweck C.S., Mindsets that promote resilience: When students believe that personal characteristics can be developed, Educational Psychologist, 47, 4, pp. 302-314, (2012); Youssef C.M., Luthans F., Positive organizational behavior in the workplace the impact of hope, optimism, and resilience, Journal of Management, 33, pp. 774-800, (2007); Zimmerman B.J., Bandura A., Martinez-Pons M., Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting, American Educational Research Journal, 29, 3, pp. 663-676, (1992)","A.E. Goodenough; University of Gloucestershire, United Kingdom; email: aegoodenough@glos.ac.uk","","SAGE Publications Ltd","","","","","","14697874","","","","English","Act. Learn. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85049404367"
"Altamirano J.; Oviedo P.; Tocchetto B.S.; de Oliveira M.Z.","Altamirano, Jhoanna (58242733600); Oviedo, Paula (58242062500); Tocchetto, Bruna Simões (57220074739); de Oliveira, Manoela Ziebell (36967838600)","58242733600; 58242062500; 57220074739; 36967838600","Individual, contextual and organizational predictors of work engagement and job crafting; [Preditores individuais, contextuais e organizacionais de engajamento no trabalho e job crafting]; [Predictores individuales, contextuales y organizacionales de engagement en el trabajo y job crafting]","2020","Ciencias Psicologicas","14","2","e-2202","","","","0","10.22235/cp.v14i2.2202","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85158874637&doi=10.22235%2fcp.v14i2.2202&partnerID=40&md5=a54d376e4d0a0c1cd5c2f914904ea363","Pontificia Universidad Católica de Río Grande del Sur (PUCRS), Brazil; Fundación Universidad Federal de Ciencias de la Salud de Porto Alegre (UFCSPA), Brazil","Altamirano J., Pontificia Universidad Católica de Río Grande del Sur (PUCRS), Brazil; Oviedo P., Pontificia Universidad Católica de Río Grande del Sur (PUCRS), Brazil; Tocchetto B.S., Fundación Universidad Federal de Ciencias de la Salud de Porto Alegre (UFCSPA), Brazil; de Oliveira M.Z., Pontificia Universidad Católica de Río Grande del Sur (PUCRS), Brazil","The purpose of this research was to identify, in a group of motivators, the predictors of engagement at work and job crafting based on the job demand-resources theory with the eight motivational forces model of permanence and turnover. The sample comprised 215 Brazilian workers of the communication and marketing area. The results showed that: a) the individual aspects do not predict engagement at work nor job crafting, b) the contextual aspects (friends expectations and employability) predict in a different way both variables; and finally, c) the organizational aspects (affective identification, growth possibilities, interpersonal relationships and costs associated with leaving the organization) positively predict both engagement at work and job crafting. Considering the benefits of both variables at the individual and organizational level, the study contributes to the literature of the area by highlighting elements that promote them. © P. M. Latinoamericana.","job crafting; motivation; organizational behavior; work engagement","","","","","","","","Airila A., Hakanen J. J., Schaufeli W. B., Luukkonen R., Punakallio A., Lusa S., Are job and personal resources associated with work ability 10 years later? The mediating role of work engagement, Work & Stress, 28, pp. 87-105, (2014); Anitha J., Determinants of employee engagement and their impact on employee performance, International Journal of Productivity and Performance Management, 63, 3, pp. 308-323, (2014); Allen D. G., Shore L. M., Griffeth R. W., The role of perceived organizational support and supportive human resource practices in the turnover process, Journal of Management, 29, pp. 99-118, (2003); Bakker A.B., Bal P.M., Weekly work engagement and performance: a study among starting teachers, Journal of Occupational and Organizational Psychology, 83, pp. 189-206, (2010); Bakker A. B., Demerouti E., Job demands – resources theory, Wellbeing: A complete reference guide, pp. 37-64, (2014); Bakker A. B., Demerouti E., Job Demands–Resources Theory: Taking Stock and Looking Forward, Journal of Occupational Health Psychology, (2016); Bakker A. B., Demerouti E., Sanz-Vergel A. I., Burnout and work engagement: The JD–R approach, Annual Review of Organizational Psychology and Organizational Behavior, 1, 1, pp. 389-411, (2014); Bakker A. B., Rodriguez-Munoz A., Sanz-Vergel A. I., Modelling job crafting behaviours: Implications for work engagement, Human Relations, 69, 1, pp. 169-189, (2016); Bakker A. B., Schaufeli W. B., Positive organizational behavior: engaged employees in flourishing organizations, Journal of Organizational Behavior, 29, pp. 47-g, (2008); Bakker A. B., Schaufeli W. B., Leiter M. P., Taris T. W., Work engagement: An emerging concept in occupational health psychology, Work & Stress, 22, pp. 187-200, (2008); Bakker A. B., Xanthopoulou D., Creativity and charisma among female leaders: The role of resources and work engagement, International Journal of Human Resource Management, 24, pp. 2760-2779, (2013); Baruch Y., Career development in organizations and beyond: Balancing traditional and contemporary viewpoints, Human resource management review, 16, 2, pp. 125-138, (2006); Berdicchia D., Nicolli F., Masino G., Job enlargement, job crafting and the moderating role of self-competence, Journal of Managerial Psychology, 31, 2, pp. 318-330, (2016); Carvalho C. M., Alves D. A., Machado A. R., As novas gerações e o trabalho publicitário, Diálogos Interdisciplinares: Cultura, Comunicação e Diversidade no Contexto Contemporâneo, pp. 201-213, (2016); Carvalho C. M., Christofoli M. P., O campo publicitário, a agência e a noção de aceleração do tempo: questões iniciais para pensar novos modelos e negócios na prática do mercado publicitário, Sessões do Imaginário, 20, 34, pp. 91-99, (2015); Chinelato R. S. C., Ferreira M. C., Valentini F., Evidence of validity of the Job Crafting Behaviors Scale, Paidéia (Ribeirão Preto), 25, 62, pp. 325-332, (2015); Culbertson S. S., Mills M. J., Fullagar C. J., Work engagement and work-family facilitation: Making homes happier through positive affective spillover, Human Relations, 65, 9, pp. 1155-1177, (2012); Demerouti E., Design your own job through job crafting, European Psychologist, 19, pp. 237-247, (2014); Demerouti E., Bakker A. B., Gevers J. M., Job crafting and extra-role behavior: The role of work engagement and flourishing, Journal of Vocational Behavior, 91, pp. 87-96, (2015); Demerouti E., Bakker A. B., Nachreiner F., Schaufeli W. B., The job demands-resources model of burnout, Journal of Applied psychology, 86, 3, pp. 499-512, (2001); Esteves T., Lopes M. P., Crafting a Calling: The Mediating Role of Calling Between Challenging Job Demands and Turnover Intention, Journal of Career Development, 44, 1, pp. 34-48, (2001); Guest D. E., Rodrigues R., Career control, Handbook of Research on Sustainable Careers, pp. 205-222, (2015); Hakanen J. J., Peeters M. C., Schaufeli W. B., Different Types of Employee Well-Being Across Time and Their Relationships with Job Crafting, Journal of occupational health psychology. Avance de publicación online, (2017); Hakanen J.J., Perhoniemi L., Toppinen-Tammer S., Positive gain spirals at work: from job resources to work engagement, personal initiative and work-unit innovativeness, Journal of Vocational Behavior, 73, 1, pp. 78-91, (2008); Hakanen J. J., Schaufeli W. B., Do burnout and work engagement predict depressive symptoms and life satisfaction? A three-wave seven-year prospective study, Journal of Affective Disorders, 141, pp. 415-424, (2012); Holtom B. C., Mitchell T. R., Lee T. W., Eberly M. B., Turnover and retention research: A glance at the past, a closer review of the present, and a venture into the future, Academy of Management Annals, 2, pp. 231-274, (2008); Janssen O., Van de Vliert E., West M., The bright and dark sides of individual and group innovation: A Special Issue introduction, Journal of Organizational Behavior, 25, pp. 129-145, (2004); Kanfer R., Ackerman P. L., Aging, adult development, and work motivation, The Academy of Management Review, 29, pp. 440-458, (2004); Kooij D. T., Tims M., Kanfer R., Successful aging at work: The role of job crafting, Aging workers and the employee-employer relationship, pp. 145-161, (2015); Macey W. H., Schneider B., The meaning of employee engagement, Industrial and Organizational Psychology, 1, pp. 3-30, (2008); Maertz C.P., Griffeth R.W., Eight motivational forces and voluntary turnover: A theoretical synthesis with implications for research, Journal of Management, 30, 5, pp. 667-683, (2004); Lascbinger H.K.S., Wong C.A., Greco P., The impact of staff nurse empowerment on person-job fit and work engagement/burnout, Nursing Administration Quarterly, 30, 4, pp. 358-367, (2006); Oldham G. R., Cummings A., Employee creativity: Personal and contextual factors at work, Academy of Management Journal, 39, pp. 607-634, (1996); Oliveira M. Z. D., Beria F. M., Gomes W. B., Validity Evidence for the Turnover and Attachment Motives Survey (TAMS) in a Brazilian Sample, Paidéia (Ribeirão Preto), 26, 65, pp. 333-342, (2016); Parker S. K., Williams H. M., Turner N., Modeling the antecedents of proactive behavior, Journal of Applied Psychology, 91, pp. 636-652, (2006); Petrou P., Demerouti E., Schaufeli W. B., Job Crafting in Changing Organizations: Antecedents and Implications for Exhaustion and Performance, Journal of Occupational Health Psychology, 20, 4, pp. 470-480, (2015); Petrou P., Demerouti E., Xanthopoulou D., Regular Versus Cutback-Related Change: The Role of Employee Job Crafting in Organizational Change Contexts of Different Nature, International Journal of Stress Management, (2016); Rich B.L., Lepine J.A., Crawford E.R., Job engagement: antecedents and effects on job performance, Academy of Management Journal, 53, 3, pp. 617-635, (2010); Rios M. C., Lula A. M., do Amaral N. D. A., Bastos A. V. B., Contratos psicológicos e comprometimento: o mapeamento cognitivo dos construtos junto a profissionais de RH, Acta Científica. Ciências Humanas, 1, 16, pp. 9-24, (2014); Sacchitiello B., Cenp-Meios: compra de mídia em 2018 foi praticamente igual à de 2017, (2019); Salanova M., Schaufeli W. B., Xanthopoulou D., Bakker A. B., The gain spiral of resources and work engagement: Sustaining a positive worklife, Work engagement: A handbook of essential theory and research, pp. 118-131, (2010); Sarquis A. B., Ikeda A. A., A prática de posicionamento de marca em agências de comunicação, Revista de Negócios, 12, 4, pp. 55-70, (2007); Schaufeli W. B., Bakker A. B., Defining and measuring work engagement: Bringing clarity to the concept, Work engagement: A handbook of essential theory and research, pp. 10-24, (2010); Schaufeli W. B., Bakker A. B., Salanova M., The measurement of work engagement with a short questionnaire: A cross-national study, Educational and Psychological Measurement, 66, pp. 701-716, (2006); Schaufeli W. B., Dijkstra P., Vazquez A. C., Engajamento no trabalho, (2013); Shin S. J., Zhou J., Transformational leadership, conservation, and creativity: Evidence from Korea, Academy of Management Journal, 46, pp. 703-714, (2003); Scott S. G., Bruce R. A., Determinants of innovative behavior: A path model of individual innovation in the workplace, Academy of Management Journal, 37, pp. 580-607, (1994); Slemp G. R., Vella-Brodrick D. A., Optimising employee mental health: the relationship between intrinsic need satisfaction, job crafting, and employee well-being, Journal of Happiness Studies, 15, 4, pp. 957-977, (2014); Tims M., Bakker A. B., Derks D., The impact of job crafting on job demands, job resources, and well-being, Journal of occupational health psychology, 18, 2, pp. 230-240, (2013); Vazquez A. C. S., Magnan E. D. S., Pacico J. C., Hutz C. S., Schaufeli W. B., Adaptation and Validation of the Brazilian Version of the Utrecht Work Engagement Scale, Psico-USF, 20, 2, pp. 207-217, (2015); Wingerden J. V., Bakker A. B., Derks D., A test of a job demands-resources intervention, Journal of Managerial Psychology, 31, 3, pp. 686-701, (2016); Wrzesniewski A., Dutton J. E., Crafting a job: Revisioning employees as active crafters of their work, Academy of management review, 26, 2, pp. 179-201, (2001); Yim S., Choi A., Park K., Effects of Employee Value Proposition and Proactive Personality on Job Crafting: South Korean Professional Assistants' Case. International Information Institute (Tokyo), Information, 18, 11, pp. 4579-4585, (2015)","J. Altamirano; PUCRS., Porto Alegre, Av. Ipiranga, 6681, Prédio 11, Sala 938., RS, CEP 90619-900, Brazil; email: jhoanna.altamirano.b@gmail.com; P. Oviedo; PUCRS., Porto Alegre, Av. Ipiranga, 6681, Prédio 11, Sala 938., RS, CEP 90619-900, Brazil; email: paula.ferreira.rp@gmail.com; B.S. Tocchetto; UFCSPA., Porto Alegre, Calle Sarmento Leite, 245, anexo II, sala 117., Rs, CEP 90050-170, Brazil; email: br.tocchetto@gmail.com; M.Z. de Oliveira; UFCSPA., Porto Alegre, Calle Sarmento Leite, 245, anexo II, sala 117., Rs, CEP 90050-170, Brazil; email: manoela.ziebell@gmail.com","","Universidad Catolica del Uruguay","","","","","","16884094","","","","English","Ciencias. Psicologicas.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85158874637"
"Mai L.T.Q.","Mai, Lan Thi Quynh (57219015296)","57219015296","Stakeholder perspectives on general competences: The case of graduates of Vietnam National University, Hanoi","2020","Tuning Journal for Higher Education","7","2","","91","139","48","0","10.18543/TJHE-7(2)-2020PP91-139","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091034783&doi=10.18543%2fTJHE-7%282%29-2020PP91-139&partnerID=40&md5=b4ad6532899c091468f8bcb392f0c15e","University of Queensland, Australia; Institute for Education Quality Assurance, Vietnam National University, Hanoi, Viet Nam; Department for Quality Assurance Research and Management","Mai L.T.Q., University of Queensland, Australia, Institute for Education Quality Assurance, Vietnam National University, Hanoi, Viet Nam, Department for Quality Assurance Research and Management","This research draws from theories of graduate employability and transferable skills and the TASE project's 13 graduate competences model, to explore the evaluation of the various stakeholders concerning the degree to which VNU graduates have acquired general competences. The survey measured three variables: (i) importance, (ii) achievement and (iii) priority, using the four categories of 'none', 'weak', 'considerable', and 'strong'. Between February and December 2018, a total of 818 informants agreed to participate, including 168 employers, 152 alumni, 189 students who had just graduated in 2018 or were about to graduate, 51 lecturers and university managers, and 258 students. The importance of the 13 general competences was rated more highly than graduate achievement. The ability to uphold professional, moral and ethical values was rated by VNU employers as of greatest importance and the highest achievement. Similarly, VNU students and alumni rated this ability as their highest achievement. The ability to conduct research and the ability to understand, value, and respect diversity and multiculturalism were rated as of lowest importance by VNU employers. The former (ability to conduct research) was rated as of lowest importance by VNU alumni and their lowest achievement by both VNU alumni and VNU students. VNU students rated the latter ability (to understand, value, and respect diversity and multiculturalism) as of least importance. The ability to initiate, plan, organise, implement and evaluate courses of action was rated the lowest achievement by VNU employers. The ability to apply knowledge in practice was considered of greatest importance by both VNU students and alumni, but for the latter group this ability ranked equally with the ability to communicate clearly and effectively. Students gave most of their own general competences a significantly lower rating than that given by employers to alumni achievement. © 2020 University of Deusto. All rights reserved.","General competences; Graduate employability; Stakeholders ratings; Transferable skills; Tuning methodology; Vietnam National University Hanoi","","","","","","VNU, (QG 18.58); Vietnam Ministry of Education; University of Queensland, UQ; Universidad de Deusto, Deusto","Funding text 1: DR. LAN THI QUYNH MAI (lanmtq@vnu.edu.vn) works at the Institute for Education Quality Assurance of Vietnam National University, Hanoi, as the Head of the Department for Quality Assurance Research and Management. She holds a Bachelor’s degree in teaching English. She was awarded a full scholarship at the University of Queensland (the Atlantic Philanthropies scholarship) to pursue a Master’s degree in Social Planning and Development (Professional), and a co-funded grant from the Vietnam Ministry of Education and the University of Queensland to complete a PhD in Sociology at the School of Sociology, University of Queensland, Australia. Since 2005, she has been working in the education quality assurance area, where her focus is graduate attributes and competences. Her professional interest is in exploring the gaps between the competences gained from university and the actual requirements of the new world of work. She is also interested in research into higher education in the 4th Industrial Revolution era, curriculum reform, the transition from university to the workplace, graduates’ work experience, the intercultural workplace, intercultural competence, cultural mediation, and cultural intermediaries. She is the author and co-author of book chapters published by Springer International Publishing AG, Cham and Routledge, and has written various articles published in international journals.; Funding text 2: Acknowledgements: In a sense, this work is the outcome of research begun at Vietnam National University, Hanoi (VNU), funded under research project number QG 18.58. The author gratefully acknowledges the enormous support of VNU Hanoi colleagues. Sincere thanks to the participants, who were generous in contributing their time and effort to the interviews. Analysis for this work was carried out at Deusto International Tuning Academy (DITA) at the University of Deusto, Bilbao, Spain, and was financially supported by a Tuning Short-Term Visit Scholarship (http://tuningacademy.org/short-term-visits-call/).","Barrie Simon Christopher, Academics' Understandings of Generic Graduate Attributes: A Conceptual Basis for Lifelong Learning, Graduate Attributes, Learning and Employability. Lifelong Learning, 6, pp. 149-167, (2006); Barrie Simon Christopher, Understanding what we mean by the generic attributes of graduates, Higher Education, 51, 2, pp. 215-241, (2006); Beneitone Pablo, Bartolome Edurne, Global Generic Competences with Local Ownership: A Comparative Study from the Perspective of Graduates in Four World Regions, Tuning Journal for Higher Education, 1, 2, pp. 303-334, (2014); Bennett Roger, Employers' Demands for Personal Transferable Skills in Graduates: A Content Analysis of 1000 Job Advertisements and an Associated Empirical Study, Journal of Vocational Education and Training, 54, 4, pp. 457-476, (2002); Bennett Neville, Dunne Elisabeth, Carre Clive, Skills Development in Higher Education and Employment, (2000); Bodewig Christian, Badiani-Magnusson Reena, Skilling up Vietnam: Preparing the Workforce for a Modern Market Economy, (2014); Crosling Glenda, Ward Ian, Oral Communication: The Workplace Needs and Uses of Business Graduate Employees, English for Specific Purposes, 21, 1, pp. 41-57, (2002); Davies Howard, Competence-based Curricula in the Context of Bologna and EU Higher Education Policy, Pharmacy, 5, 2, pp. 64-75, (2017); ECTS Users' Guide, (2015); Eraut Michael, Transfer of Knowledge between Education and Workplace Settings, Workplace Learning in Context, pp. 201-221, (2004); Recommendation of the European Parliament and of the Council of 23 April 2008 on the Establishment of the European Qualifications Framework for Lifelong Learning, Official Journal of the European Union, 51, C 111, pp. 1-7, (2008); Fallows Stephen, Steven Christine, The Skills Agenda, Integrating Key Skills in Higher Education: Employability, Transferable Skills and Learning for Life, pp. 3-12, (2000); Haigh Martin J., Kilmartin Marianne P., Student perceptions of the development of personal transferable skills, Journal of Geography in Higher Education, 23, 2, pp. 195-206, (1999); Harvey Lee, Moon Sue, Geall Vicki, Bower Ray, Graduates' Work: Organisational Change and Students' Attributes, (1997); Hernandez-March Julio, Del Peso Monica Martin, Leguey Santiago, Graduates' Skills and Higher Education: The Employers' Perspective, Tertiary Education a n d M a n a g e m e n t, 1, pp. 1-16; Knight Peter T., Yorke Mantz, Employability through the Curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Lowden Kevin, Hall Stuart, Elliot Dely, Lewin Jon, Employers' Perceptions of the Employability Skills of New Graduates, (2011); Maclean Rupert, Ordonez Victor, Work, Skills Development for Employability and Education for Sustainable Development, Educational Research for Policy and Practice, 6, 2, pp. 123-140, (2007); Mourshed Mona, Farrell Diana, Barton Dominic, Education to Employment: Designing a System that Works, (2012); Sanchez Aurelio Villa, Ruiz Manuel Poblete, Competence-based Learning: A Proposal for the Assessment of Generic Competences, (2008); Schomburg Harald, Teichler Ulrich, Higher Education and Graduate Employment in Europe, (2007); Stephenson John, The Concept of Capability and Its Importance in Higher Education, Capability and Quality in Higher Education, pp. 1-13, (1998); Suleman Fatima, Employability Skills of Higher Education Graduates: Little Consensus on a Much-discussed Subject, Procedia-Social and Behavioral Sciences, 228, pp. 169-174, (2016); Trung Tran Quang, Swierczek Fredric William, Skills Development in Higher Education in Vietnam, Asia Pacific Business Review, 15, 4, pp. 565-586, (2009); Tuning Asia - South East, Second Meeting Report, (2017); Tuning Education Structures in Europe; Vietnam - Higher Education and Skills for Growth, (2008); Yorke Mantz, Harvey Lee, Graduate Attributes and their Development, New Directions for Institutional Research, 128, pp. 41-58, (2005)","L.T.Q. Mai; University of Queensland, Australia; email: lanmtq@vnu.edu.vn","","University of Deusto","","","","","","23408170","","","","English","Tuning J. High. Educ.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85091034783"
"Alpek L.; Tésits R.","Alpek, Levente (56953580500); Tésits, Robert (35618431500)","56953580500; 35618431500","Measuring Regional Differences in Employability in Hungary","2020","Applied Spatial Analysis and Policy","13","2","","329","347","18","5","10.1007/s12061-019-09306-6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068225999&doi=10.1007%2fs12061-019-09306-6&partnerID=40&md5=42b39dcd74c517600f4677b20b07fadb","Institute of Geography and Earth Sciences, University of Pécs, Ifjúság u. 6, Pécs, H-7624, Hungary","Alpek L., Institute of Geography and Earth Sciences, University of Pécs, Ifjúság u. 6, Pécs, H-7624, Hungary; Tésits R., Institute of Geography and Earth Sciences, University of Pécs, Ifjúság u. 6, Pécs, H-7624, Hungary","The core of this study is to implement a statistical tool for measuring employability and identify its main functional factors using a theoretical model based on literary experience. The E-index explores the main elements of the Hungarian spatial structure and evaluates the territorial differentiation factors. The quantification of employability, beyond the complex indicator, is based on three more subdivisions: the quality of the economic and social environment and their relationship, the balance of supply and demand. The settlement types were identified by cluster analysis, the spatial “hot spots” and “cold spots” were localized using Getis–Ord’s G* statistics. The analysis revealed that the spatial structure of employability, though similar in some respects to the pattern outlined by the unemployment rate, shows significant differences from several points. The difference can be clearly seen in both macro and microstructures. In a microstructural view, if the labor market situation is more favorable than employability, it is often resulted by the spatial proximity of a city with prominent economic indicators. Typically, the more accessible a job center, the more it is able to generate higher employment than what could be deduced from the level of employability. At the same time, high employability and potentially exploitable workforce is conceivable even in unfavorable labor market areas. © 2019, The Author(s).","Economic activity; Employability; Hungary; Labor market; Qualification","Hungary; cluster analysis; demand analysis; employment; labor market; socioeconomic conditions; spatial analysis; territoriality; unemployment","","","","","","","Alpek B.L., Tesits R., A foglalkoztathatóság fogalmi kerete és dimenziói Magyarországon, Gazdaság és Társadalom, 9, 2, pp. 99-122, (2017); Alpek B.L., Tesits R., Az esélyhátrányok halmozódásának területi jellegzetességei és hatása a foglalkoztathatóságra Magyarországon, Tér-Gazdaság-Ember, 6, 2-3, pp. 12-38, (2018); Annoni P., Kozovska K., EU Regional Competitiveness Index 2010, (2010); Blades R., Fauth B., Gibb J., Measuring employability skills: A rapid review to inform development of tools for project evaluation, 39, (2012); Cseres-Gergely Z., A közfoglalkoztatásba belépők összetétele, 2011–2012, Munkaerőpiaci tükör, 2014, pp. 118-126, (2014); Dacre Pool L., Sewell P., The key to employability: Developing a practical model of graduate employability, Education+Training, 49, 4, pp. 277-289, (2007); Dusek T., Kotosz B., Területi statisztika, Budapest: Akadémiai Kiadó, 286, (2016); Forrier A., Sels L., The concept employability: A complex mosaic, International Journal of Human Resources Development and Management, 3, 2, pp. 102-124, (2003); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Getis A., Ord J.K., The analysis of spatial association by use of distance statistics, Geographical Analysis, 24, 3, pp. 189-206, (1992); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, (1998); Huovari J., Kangasharju A., Alanen A., Constructing an index for regional competitiveness, 2002: The emergence of the knowledge economy, pp. 121-138, (2002); Kitson M., Martin R., Tyler P., Regional competitiveness: An elusive yet key concept?, Regional Studies, 38, 9, pp. 991-999, (2004); Kun Z., A szociális szolgáltatások sztenderdizálása és a foglalkoztathatóság javítása, Kapocs, 7, 5, (2008); Lukovics M., A térbeli különbségek alakulásának komplex vizsgálati módszere kistérségek példáján, 2008: Kérdőjelek a régiók gazdasági fejlődésében, 309, pp. 248-263, (2008); McQuaid R.W., Job search success and employability in local labor markets, The Annals of Regional Science, 40, 2, pp. 407-421, (2006); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Nemeskeri Z., A foglalkoztathatóság általános kompetencia követelményei, Munkaügyi Szemle, 57, 2, pp. 65-71, (2014); Peck J., Theodore N., Beyond ‘employability’, Cambridge Journal of Economics, 24, 6, pp. 729-749, (2000); Penzes J., Periférikus térségek lehatárolása – dilemmák és lehetőségek, (2014); Sajtos L., Mitev A., SPSS kutatási és adatelemzési kézikönyv, Aliena Kiadó, (2007); Szakalne Kano I., A gazdasági aktivitás térbeli eloszlásának vizsgálati lehetőségei, Statisztikai Szemle, 89, 1, pp. 77-100, (2011); Tesits R., Alpek B.L., Hovanyi G., A komplex, országos humánerőforrás-fejlesztés néhány tapasztalata a konvergenciarégiókban, Szociálpedagógia, 6, 1-2, pp. 86-103, (2018); Thijsen J.G.L., Employability in the brandpunt. Aanzet tot verhaldering van een diffuus fenomen, Tijdschrift HRM, 1, pp. 7-34, (2000); Thijssen J.G., Van der Heijden B.I.J.M., Rocco T.S., Toward the employability–link model: Current employment transition to future employment perspectives, Human Resource Development Review, 7, 2, pp. 165-183, (2008); Vida G., Az egyenlőtlen politikai reprezentációt létrehozó választási földrajzi hatótényezők mérési lehetőségei, Területi Statisztika, 56, 6, pp. 643-659, (2016); Vida G., Dudas G., Geographical context of the revealed competitiveness of urbanised areas in Hungary excluding the Budapest agglomeration, Geographica Pannonica, 21, 3, pp. 179-190, (2017); Yorke M., Employability in higher education: What it is-what it is not, 1, (2006); Yorke M., Knight P.T., Embedding employability into the curriculum (Vol. 3). Learning&Employability, series one, (2006); Report from the Working Groups Appointed by the Bologna Follow-Up Group to the Ministerial Conference, (2009); Strategy: A European strategy for smart, sustainable and inclusive growth, Communi-Cation from the Commission, Brussels, 2010, (2020); Draft Joint Employment Report from the Commission and the Council Accompanying the Communication from the Commission on the Annual Growth Survey, 2015, (2014); (2016)","R. Tésits; Institute of Geography and Earth Sciences, University of Pécs, Pécs, Ifjúság u. 6, H-7624, Hungary; email: tesits.robert@gmail.com","","Springer","","","","","","1874463X","","","","English","Appl. Spat. Anal. Policy","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85068225999"
"Edwards M.D.; Ramsey R.; Breeze J.; Dermont M.","Edwards, Major Dave (57220061311); Ramsey, Richard (57208328060); Breeze, John (23984376100); Dermont, Mark (57207621976)","57220061311; 57208328060; 23984376100; 57207621976","Exploring dentist opinions on the provision of intravenous sedation in primary dental care for uk armed forces personnel","2020","Military Medicine","185","7-8","","E1187","E1192","5","1","10.1093/milmed/usz451","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089707744&doi=10.1093%2fmilmed%2fusz451&partnerID=40&md5=b2051f8e53ceaffca45ae6ce423ce2e3","Dental CentreWattisham, Wattisham Flying Station, Wattisham, Ipswich, IP7 7RA, United Kingdom; Centre for Restorative Dentistry, Defence Primary Healthcare, Evelyn Woods Road, Aldershot, Hampshire, GU11 2LS, United Kingdom; Academic Department of Military Surgery and Trauma, Royal Centre for Defence Medicine, Birmingham, B15 2TH, United Kingdom; Joint Medical Group, DMS Whittington, Lichfield, WS14 9PY, United Kingdom","Edwards M.D., Dental CentreWattisham, Wattisham Flying Station, Wattisham, Ipswich, IP7 7RA, United Kingdom; Ramsey R., Centre for Restorative Dentistry, Defence Primary Healthcare, Evelyn Woods Road, Aldershot, Hampshire, GU11 2LS, United Kingdom; Breeze J., Academic Department of Military Surgery and Trauma, Royal Centre for Defence Medicine, Birmingham, B15 2TH, United Kingdom; Dermont M., Joint Medical Group, DMS Whittington, Lichfield, WS14 9PY, United Kingdom","Introduction Anxiety toward dental treatment can lead to preventable morbidity, most notably oral pain and infection. This is of concern to the UK Armed Forces (UK AF), as dental care may not be immediately accessible during deployments and exercises, necessitating aeromedical evacuation. Current Defence Policy states that serving UK AF personnel requiring sedation to tolerate routine dental treatment are to have their Joint Medical Employment Standard (JMES) reviewed to restrict their deployability and employability. This article explores current sedation delivery, dentist opinion, and adherence to policy. Materials and Methods The total number and type of intravenous (IV) sedation appointments over a 6-month period was assessed using surgical logbooks. Questionnaires were sent to all dentists in primary care responsible for treating military patients to ascertain their attitudes toward the requirement for sedation in support of recruitment and deployability. Ten-year retrospective data analyses were used to identify current trends in sedation use in the UK AF. Results Responses were received from 117/137 (85%) dentists. All of the responding Civilian Dental Practitioners felt that there was a requirement for IV sedation in contrast to the Royal Navy (RN), where over a quarter (28%) disagreed. The majority, 48 (81%), of Army dentists felt that military patients unable to tolerate routine treatment under local anesthesia alone should not deploy on operations, compared with 7 (63%) of their civilian counterparts. Overall, 72 (62%) respondents felt that patients unable to tolerate routine treatment without sedation should not be recruited. Conclusions Civilian Dental Practitioners in the sample indicated that they were less likely to recommend a patient for JMES review, less likely to prevent patients from deploying and less likely to believe that individuals requiring sedation for routine treatment should not be recruited into the UK AF. These attitudes are contrary to current Defence direction and could increase the risk of UK AF personnel experiencing morbidity on deployment requiring aeromedical evacuation. Over the longer term, civilianization of Defence dentistry is likely to reduce collective operational experience and Defence must ensure that clinicians understand the management of anxious patients in the military context and their responsibilities in relation to JMES. Furthermore, policy limiting the recruitment of personnel with significant dental anxiety is not being robustly adhered to. Based on the number of dental procedures undertaken under IV sedation in the UK AF, consistent application of this policy would not affect recruitment at an organizational level, but would limit the risk of deploying these personnel. Further work is required to understand dental anxiety within the UK Armed Forces so that the operational morbidity risks can be quantified and provision appropriately planned. © 2020 Oxford University Press. All rights reserved.","","Dental Care; Dentists; Humans; Military Personnel; Primary Health Care; Professional Role; Retrospective Studies; Surveys and Questionnaires; United Kingdom; adult; article; attitude; controlled study; data analysis; dental anxiety; dental procedure; dentist; employment; female; human; local anesthesia; male; military personnel; morbidity; physician; prevention; primary medical care; questionnaire; responsibility; retrospective study; sedation; dental procedure; dentist; primary health care; professional standard; United Kingdom","","","","","","","(2009); Grimashaw GP, Boyle CA, Newton TA, Dental anxiety levels in British servicemen and women, Community Dent Health, 29, 3, pp. 239-242, (2012); Davies TJ, McCormick RJ, The importance of, and the benefits derived from, forward dental peripatetic clinics in Afghanistan, Br Dent J, 218, pp. 303-306, (2015); DDS Dental Morbidity Reporting Op HERRICK, (2013); NATO Standard AMedP-4.1: Deployment Health Surveillance, (2017); Joint Service Publication 950 Medical Policy Part 1, leaflet 6-7-7; Defence Primary Healthcare (DPHC) clinical guidelines Annex M- Management of the Anxious Patient; Report of the Intercollegiate Advisory Committee for Sedation in Dentistry, (2015); The British Deployment in Afghanistan; Bell GW, Kelly PJ, A study of anxiety and midazolam-induced amnesia in patients having lower third molar teeth extracted, Br J Oral Maxillofac Surg, 38, 6, pp. 596-602, (2000); De Jongh A, Olff M, van Hoolwerff H, Et al., Anxiety and post-traumatic stress symptoms following wisdom tooth removal, Behav Res Ther, 46, 12, pp. 1305-1310, (2008); McNeil DW, Helfer AJ, Weaver BD, Graves RW, Kyle BN, Davis AM, Memory of pain and anxiety associated with tooth extraction, J Dent Res, 90, 2, pp. 220-224, (2011); Goodall EM, Skelly AM, File SE, Predictors of dental anxiety and effects of treatment with nitrous oxide and midazolam in dentally phobic patients, Hum Psychopharmacol, 9, 4, pp. 237-244, (1994); Report by a group chaired by the chief medical officer and chief dental officer, (2000); Conscious Sedation in Dentistry, (2017); (2014); Commissioning Dental Services: Service Standards for Conscious Sedation in a primary care setting, (2017); Pretty IA, Goodwin M, Coulthard P, Et al., Estimating the need for dental sedation. 2. Using IOSN as a health needs assessment tool, Br Dent J, 211, 5, (2011)","","","Oxford University Press","","","","","","00264075","","MMEDA","31889190","English","Mil. Med.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85089707744"
"Janse van Rensburg J.T.; Goede R.","Janse van Rensburg, J.T. (57200512172); Goede, Roelien (36461003800)","57200512172; 36461003800","Promoting career awareness among IT students in a South African context","2020","Higher Education, Skills and Work-based Learning","10","3","","541","565","24","5","10.1108/HESWBL-09-2019-0110","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079760405&doi=10.1108%2fHESWBL-09-2019-0110&partnerID=40&md5=f73154cdee5e0d5f1b94f988a6096f3d","North–West University - Vaal Triangle Campus, Vanderbijlpark, South Africa; North–West University - Potchefstroom Campus, Potchefstroom, South Africa","Janse van Rensburg J.T., North–West University - Vaal Triangle Campus, Vanderbijlpark, South Africa; Goede R., North–West University - Potchefstroom Campus, Potchefstroom, South Africa","Purpose: The purpose of this paper is to present an intervention strategy for promoting career awareness among IT students in a South African context, followed by a reflection thereof based on qualitative data collected from students. Career awareness during study has shown to be a factor in the work-readiness of IT graduates. Design/methodology/approach: The paper suggests an intervention strategy aimed at promoting IT students' career awareness. It provides context of the exit-level higher education (HE) module used to implement the intervention. Career awareness is achieved by industry talks, projects and events. Interpretive data collection and content analysis are used to understand the impact of the intervention from the students' perspective. Findings: Recommendations are made towards productive interventions for raising career awareness among IT students using industry participation in higher education. The proposed intervention comprises of a combination of industry talks, capstone projects and specific events. Students had largely positive reactions and made suggestions for additional interventions they would find beneficial. A hackathon attended proved the most influential where seven out of eight involved students received job offers from one company. Other students became aware of their own employability, limitations and preferred career paths. Originality/value: Findings provide confirmation on existing feasible approaches and also introduces new interventions that may be generalised to other fields of study. The paper not only provides an instructional design for a module to raise career awareness but also reflects on the feedback of the students. The reflection provided by students acts as a point of reference to ensure that the process followed for the intervention is practical within a South African context. The paper highlights the perceived benefits of involving industry in higher education to raise career awareness, factors that may prevent career awareness among IT students and valuable suggestions made by students to further enhance the intervention strategy. An implication of the research is a set of guidelines identified towards bridging the IT theory–practice gap. These guidelines can be used by many educators in similar environments to justify their interventions. © 2019, Emerald Publishing Limited.","Career awareness; Higher education; Industry involvement; Information technology; Intervention strategy; Reflective practice","","","","","","North-West University in South Africa; School of Computer Science and Information Systems, (ECONIT-2017-074)","This research forms part of a doctoral study completed at the North-West University in South Africa, in the School of Computer Science and Information Systems. An ethical clearance number was awarded to conduct the research (ECONIT-2017-074).","Accenture Careers, (2019); Amazon Careers, (2019); Argyris C., Schon D.A., Theory in Practice: Increasing Professional Effectiveness, (1974); Becerra-Fernandez I., Elam J., Clemmons S., Reversing the landslide in computer-related degree programs, Communications of the ACM, 53, 2, pp. 127-133, (2010); Boud D., Solomon N., Work-based Learning: A New Higher Education, (2001); Calitz A.P., Greyling J.H., Cullen M.D., October. ICT career track awareness amongst ICT graduates, Proceedings of the South African Institute of Computer Scientists and Information Technologists Conference on Knowledge, Innovation and Leadership in a Diverse, pp. 59-68, (2011); Checkland P., Holwell S., Action research: its nature and validity, Systemic Practice and Action Research, 11, 1, pp. 9-21, (1998); Cohen C., Patterson D.G., Kovarik D.N., Chowning J.T., Fostering STEM career awareness: emerging opportunities for teachers, WA State Kappan, 6, pp. 1-17, (2013); de Hollander C., McGuckin T., Sinclair K., Barnett F., Sealey R., Front loading the curriculum: early placement experiences enhance career awareness and motivation for students with diverse career options, Student Success, 9, 2, pp. 39-47, (2018); Deloitte Careers, (2019); Improving Retention, Completion and Success in Higher education, (2017); Dewey J., The reflex arc concept in psychology, Psychological Review, 3, 4, (1896); Direito I., Connolly J., Simon S., Trevethan J., August. Gender Differences in Science Interest, Self-Concept and Career Aspirations, (2017); Dorr A., Lesser G.S., Career awareness in young children, Communication Research & Broadcasting, 3, pp. 36-75, (1980); First National Bank Careers, (2019); Finch D.J., Peacock M., Levallet N., Foster W., A dynamic capabilities view of employability: exploring the drivers of competitive advantage for university graduates, Education + Training, 58, 1, pp. 61-81, (2016); Fouad N.A., Career linking: an intervention to promote math and science career awareness, Journal of Counselling & Development, 73, 5, pp. 527-534, (1995); Fouad N.A., Guillen A., Harris-Hodge E., Henry C., Novakovic A., Terry S., Kantamneni N., Need, awareness, and use of career services for college students, Journal of Career Assessment, 14, 4, pp. 407-420, (2006); Gorard S., See B.H., The impact of socioeconomic status on participation and attainment in science, Studies in Science Education, 45, 1, pp. 93-129, (2009); Gottfredson L.S., Applying Goffredson's theory of circumscription and compromise in career guidance and counseling, Career Development and Counseling: Putting Theory and Research to Work, pp. 71-100, (2005); Green A., White R., Attachment to Place, Social Networks, Mobility and Prospects of Young People, (2007); Guba E.G., Lincoln Y.S., Handbook of Qualitative Research: Competing Paradigms in Qualitative Research, (1994); Habermas J., Knowledge and Human Interests, (1971); Hashish E.A.A., The effect of career awareness on perceived career and talent development self-efficacy and career barriers among nursing students, Journal of Research in Nursing, 24, pp. 233-247, (2019); Hennink M.M., Kaiser B.N., Marconi V.C., Code saturation versus meaning saturation: how many interviews are enough?, Qualitative Health Research, 27, 4, pp. 591-608, (2017); Hutchinson J., Career-related learning and science education: the changing landscape, School Science Review, 346, pp. 91-98, (2012); IBM Careers, (2019); Jacobs C., Sewry D.A., Learner inclinations to study computer science or information systems at tertiary level, South African Computer Journal, 45, pp. 3-10, (2010); Kemple J.J., Poglinco S.M., Snipes J.C., Career Academies: Building Career Awareness and Work-Based Learning Activities through Employer Partnerships, (1999); Klein H.K., Myers M.D., A set of principles for conducting and evaluating interpretive field studies in information systems, MIS quarterly, pp. 67-93, (1999); Kolb D.A., Experiential Learning: Experience as the Source of Learning and Development, (1984); Mezirow J., Transformative Dimensions of Adult Learning, (1991); Microsoft Careers, (2019); Millward L., Houston D., Brown D., Barrett M., Young People's Job Perceptions and Preferences, (2006); Murphy D.R., Implementing the academic discipline of information technology to be inclusive of computer science, JCSC, 24, 3, pp. 25-31, (2009); Myers M.D., Qualitative Research in Business and Management, (2009); Nedbank Careers, (2019); Nikolou-Walker E., Garnett J., Work-based learning. A new imperative: developing reflective practice in professional life, Reflective Practice, 5, 3, pp. 297-312, (2004); Postgraduate Yearbook of the Faculty of Natural and Agricultural Science, (2019); Oates B.J., Researching Information Systems and Computing, (2006); Orlikowski W.J., Baroudi J.J., Studying information technology in organizations: research approaches and assumptions, Information Systems Research, 2, 1, pp. 1-28, (1991); PricewaterhouseCoopers Careers, (2019); Ross J., Perhaps the Greatest Grand Challenge: Improving the Image of Computing, Further Reading News, 19, 5, (2007); Ruggunan S., Kanengoni H., Pursuing a career at sea: an empirical profile of South African cadets and implications for career awareness, Maritime Policy & Management, 44, 3, pp. 289-303, (2017); Salonen A., Karkkainen S., Keinonen T., Career-related instruction promoting students' career awareness and interest towards science learning, Chemistry Education: Research and Practice, 19, 2, pp. 474-483, (2018); The SAGEA (South African Graduate Employers Association) Employer Awards 2019, (2019); Sarkar M., Overton T., Thompson C., Rayner G., Graduate employability: views of recent science graduates and employers, International Journal of Innovation in Science and Mathematics Education (Formerly CAL-Laborate International), 24, 3, pp. 31-48, (2016); Schon D.A., The Reflective Practitioner: How Professionals Think in Action, (1983); Scotland J., Exploring the philosophical underpinnings of research: relating ontology and epistemology to the methodology and methods of the scientific, interpretive, and critical research paradigms, English Language Teaching, 5, 9, pp. 9-16, (2012); Sin C., Amaral A., Academics' and employers' perceptions about responsibilities for employability and their initiatives towards its development, Higher Education, 73, 1, pp. 97-111, (2017); Standard Bank Careers, (2019); Statistical Release by Statistics South Africa: Quarterly Labour Force Survey, (2019); Taylor E., Investigating the perception of stakeholders on soft skills development of students: evidence from South Africa, Interdisciplinary Journal of E-Skills and Lifelong Learning, 12, 1, pp. 1-18, (2016); Undergraduate Yearbook of the Faculty of Science, (2019); Undergraduate Yearbook of the Faculty of Science, (2019); Wise R., Charner I., Randour M.L., A conceptual framework for career awareness in career decision-making, The Counseling Psychologist, 6, 3, pp. 47-53, (1976); Yorke M., Thomas L., Improving the retention of students from lower socio-economic groups, Journal of Higher Education Policy and Management, 25, 1, pp. 63-74, (2003); Zegwaard K.E., Coll R.K., Using cooperative education and work-integrated education to provide career clarification, Science Education International, 22, 4, pp. 282-291, (2011); Zhang Y., Wildemuth B.M., Qualitative analysis of content, Applications of Social Research Methods to Questions in Information and Library Science, 308, (2009)","J.T. Janse van Rensburg; North–West University - Vaal Triangle Campus, Vanderbijlpark, South Africa; email: jt.jansevanrensburg@nwu.ac.za","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85079760405"
"Fearon C.; van Vuuren W.; McLaughlin H.; Nachmias S.","Fearon, Colm (6603636374); van Vuuren, Wim (55240022300); McLaughlin, Heather (6603087561); Nachmias, Stefanos (56205467000)","6603636374; 55240022300; 6603087561; 56205467000","Graduate employability, skills development and the UK’s Universities Business Challenge competition: a self-determined learning perspective","2020","Studies in Higher Education","45","6","","1280","1297","17","6","10.1080/03075079.2019.1576166","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061379832&doi=10.1080%2f03075079.2019.1576166&partnerID=40&md5=062b780c67b6f6f3a6d305409fce5523","Business School, Canterbury Christ Church University, Kent, United Kingdom; Faculty of Business and Law, Coventry University, Coventry, United Kingdom; Nottingham Business School, Nottingham Trent University, Nottingham, United Kingdom","Fearon C., Business School, Canterbury Christ Church University, Kent, United Kingdom; van Vuuren W., Business School, Canterbury Christ Church University, Kent, United Kingdom; McLaughlin H., Faculty of Business and Law, Coventry University, Coventry, United Kingdom; Nachmias S., Nottingham Business School, Nottingham Trent University, Nottingham, United Kingdom","Drawing on elements of self-determined learning or heutagogy, the graduate employability impact of the UK’s leading Universities Business Challenge (UBC) competition is investigated over a five year period of from 2012–17. A central research question was addressed, namely: what do inter-university business simulations, such as the UBC, contribute to developing self-determined learner skills and graduate employability? A mixed-methods research approach combined structured equation modelling (SEM) results of 2 student surveys from over 50 (UK) universities, with qualitative analysis of 7 student focus-groups and 15 semi-structured interviews. The article contributes to new knowledge about the role of UBC as an example of an inter-university business simulation. It models the direct and indirect effects of personal/managerial skills development and reflective learning capacity (as mediator) on perceived employability impact. There is fresh evidence to support the claim that reflective learning is important in the study of self-determined learning and graduate employability. © 2019, © 2019 Society for Research into Higher Education.","business simulation; employability; experiential learning; Heutagogy; self-determined learning","","","","","","University of British Columbia, UBC","The co-authors would like to thank the organisers of the UBC (Learning Dynamics) for all of their help and assistance in carrying out this research.","Armstrong J.S., Overton T.S., Estimating Non-response Bias in Mail Surveys, Journal of Marketing Research, 14, 3, pp. 396-402, (1977); Artess J., Hooley T., Mellors-Bourne R., Employability: A Review of the Literature 2012–2016, (2017); Bandura A., Social Cognitive Theory: An Agentic Perspective, Annual Review of Psychology, 52, 1, pp. 1-26, (2001); Bandura A., Self-efficacy: The Exercise of Control, (2002); Baron R.M., Kenny D.A., The Moderator-mediator Variable Distinction in Social Psychological Research: Conceptual, Strategic and Statistical Considerations, Journal of Personality and Social Psychology, 51, 6, pp. 1173-1182, (1986); 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Eberle J., (2009); Eden S., Out of the Comfort Zone: Enhancing Work-based Learning About Employability Through Student Reflection on Work Placements, Journal of Geography in Higher Education, 38, 2, pp. 266-276, (2014); Farenga S.A., Quinlan K.M., Classifying University Employability Strategies: Three Case Studies and Implications for Practice and Research, Journal of Education and Work, 29, 7, pp. 767-787, (2016); Fearon C., Nachmias S., McLaughlin H., Jackson S., Personal Values, Social Capital, and Higher Education Student Career Decidedness: a new ‘Protean’-Informed Model, Studies in Higher Education, 43, 2, pp. 269-291, (2018); Fornell C., Larcker D.F., Evaluating Structural Equation Models with Unobservable Variables and Measurement Error, Journal of Marketing Research, 18, 1, pp. 39-50, (1981); Frazier P.A., Tix A.P., Barron K.E., Testing Moderator and Mediator Effects in Counseling Psychology Research, Journal of Counseling Psychology, 51, 1, pp. 115-134, (2004); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Multivariate Data Analysis, (2010); 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Kapasi I., Grekova G., What do Students Think of Self-determined Learning in Entrepreneurship Education?, Education & Training, (2017); Kenyon C., Hase S., Heutagogy Fundamentals, Self Determined Learning: Heutagogy in Action, pp. 7-17, (2013); Kline R.B., Principles and Practice of Structural Equation Modelling, (2011); Kolb D.A., Experiential Learning: Experience as the Source of Learning and Development, (1984); Kolb D.A., Boyatzis R.E., Mainemelis C., Experiential Learning Theory: Previous Research and new Directions, Perspectives on Thinking, Learning, and Cognitive Styles, pp. 227-247, (2001); Kolb A.Y., Kolb D.A., Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education, Academy of Management Learning and Education, 4, 2, pp. 193-212, (2005); Lean J., Moizer J., Newbery R., Enhancing the Impact of Online Simulations Through Blended Learning: A Critical Incident Approach, Education and Training, 56, 2-3, pp. 208-218, (2014); Loon M., Evans J., Kerridge C., Learning with a Strategic Management Simulation Game: A Case Study, International Journal of Management Education, 13, 3, pp. 227-236, (2015); 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Learning and Employability Series One, (2006); Yorke M., Knight P., Evidence-informed Pedagogy and the Enhancement of Student Employability, Teaching in Higher Education, 12, 2, pp. 157-170, (2007)","C. Fearon; Business School, Canterbury Christ Church University, Kent, United Kingdom; email: colm.fearon@canterbury.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85061379832"
"To W.M.; Lung J.W.Y.","To, Wai Ming (57205130555); Lung, Jane W.Y. (54990585000)","57205130555; 54990585000","Factors influencing internship satisfaction among Chinese students","2020","Education and Training","62","5","","543","558","15","13","10.1108/ET-01-2020-0023","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087714210&doi=10.1108%2fET-01-2020-0023&partnerID=40&md5=10cae254277b9fb1d37d6f248e60809b","Macao Polytechnic Institute, School of Business, Macao","To W.M., Macao Polytechnic Institute, School of Business, Macao; Lung J.W.Y., Macao Polytechnic Institute, School of Business, Macao","Purpose: An internship is an essential part of vocational-oriented degree programs because it enhances the employability of graduates and prepares them for career development. Thus, it is important to understand how students view internships and whether they are satisfied with their internship experience. This paper explores the effects of organizational and individual factors on internship satisfaction. Design/methodology/approach: Based on a literature review on internship, we propose a theoretical model in which organizational factors, including supervisor support and task clarity, and individual factors, including interns' perceived functional value and perceived social value, can lead to internship satisfaction while task clarity, perceived functional value and perceived social value can affect interns' self-initiative behavior. The proposed model was tested using responses from 161 Chinese students in Macao SAR. Findings: The results of structural equation modeling indicated that supervisor support and perceived social value had direct and significant impacts on internship satisfaction while task clarity and perceived functional value had direct and significant impacts on interns' self-initiative behavior. Additionally, supervisor support significantly influenced task clarity, perceived functional value and perceived social value. Originality/value: The paper identifies that supervisor support has a strong and significant impact on internship satisfaction. Additionally, the current study indicates that organizations should pay great attention to appoint the right work supervisors who are able to assign appropriate tasks to interns, provide clear guidance and facilitate social interaction between interns and other people. © 2020, Emerald Publishing Limited.","Internship satisfaction; Perceived functional value; Perceived social value; Supervisor support; Task clarity","","","","","","","","Ann Paulins V., Characteristics of retailing internships contributing to students' reported satisfaction with career development, Journal of Fashion Marketing and Management: An International Journal, 12, 1, pp. 105-118, (2008); Beenan G., Learning fast: understanding MBA internship effectiveness, Academy of Management Proceedings, 2007, 1, pp. 1-6, (2007); Billett S., Sweet L., Glover P., The curriculum and pedagogic properties of practice-based experiences: the case of midwifery students, Vocations and Learning, 6, 2, pp. 237-257, (2013); Callanan G., Benzing C., Assessing the role of internships in the career-oriented employment of grading college students, Education + Training, 46, 2, pp. 82-89, (2004); Chen C.T., Chen C.F., The influence of internship experiences on the behavioral intentions of college students in Taiwan, The Asia-Pacific Education Researcher, 20, 1, pp. 73-92, (2011); Chen T.L., Shen C.C., Gosling M., Does employability increase with internship satisfaction? 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Wen K.Y., Determinants of Internship Effectiveness for University Students in Hong Kong, (2010); Wong K.T., Teo T., Russo S., Influence of gender and computer teaching efficacy on computer acceptance among Malaysian student teachers: an extended technology acceptance model, Australasian Journal of Educational Technology, 28, 7, pp. 1190-1207, (2012); Wong K.T., Teo T., Russo S., Interactive whiteboard acceptance: applicability of the UTAUT model to student teachers, The Asia-Pacific Education Researcher, 22, 1, pp. 1-10, (2013); Yoo S.C., Morris P., An exploratory study of successful advertising internships: a survey based on paired data of interns and employers, Journal of Advertising Education, 19, 1, pp. 5-16, (2015); Zhu G., Waxman H., Rivera H., Burlbaw L.M., The micropolitics of student teachers' professional vulnerability during teaching practicums: a Chinese perspective, The Asia-Pacific Education Researcher, 27, 2, pp. 155-165, (2018)","W.M. To; Macao Polytechnic Institute, School of Business, Macao; email: wmto@ipm.edu.mo","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85087714210"
"Abbas J.; Sagsan M.","Abbas, Jawad (57206897602); Sagsan, Mustafa (55523187700)","57206897602; 55523187700","Identification of key employability attributes and evaluation of university graduates’ performance: Instrument development and validation","2020","Higher Education, Skills and Work-based Learning","10","3","","449","466","17","28","10.1108/HESWBL-06-2019-0075","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077539388&doi=10.1108%2fHESWBL-06-2019-0075&partnerID=40&md5=4e15b76b4a757144134b8760b66194b9","Department of Business Administration, Iqra University – Islamabad Campus, Islamabad, Pakistan; Department of Innovation and Knowledge Management, Near East University, Nicosia, Turkey","Abbas J., Department of Business Administration, Iqra University – Islamabad Campus, Islamabad, Pakistan; Sagsan M., Department of Innovation and Knowledge Management, Near East University, Nicosia, Turkey","Purpose: The purpose of this paper is to investigate the managers’ views on the characteristics which university graduates should have to obtain the job and efficiently perform in Chinese industrial organizations, and how are they performing in the industry. Design/methodology/approach: Mix-method approach was followed to identify the key employability attributes, employers’ expectations and students’ performance. Analysis of interviews and literature provided the foundation for the development of the employability instrument used. In total, 11 identified attributes were grouped into four dimensions, i.e. knowledge, skills, abilities and professional attitude. Structural analysis was performed to test the hypotheses and theoretical model. The importance of the identified attributes was checked via the ranking technique, followed by an evaluation of students’ actual performance and a comparison between them. Findings: Empirical analyses indicate that the managers in China consider “skills” as the most important dimension for employability in Chinese industrial organizations and “reliability” is the highly demanded subsequent factor. A significant gap has been found in all studied dimensions and 10 out of 11 sub-factors. Originality/value: This study not only identifies key employability attributes, but also proposes and validates an instrument for measuring students’ industrial performance. It also highlights the factors where industry and academia should focus to improve graduates’ employability and their industrial performance. © 2019, Emerald Publishing Limited.","Abilities; Employability; Higher education; Knowledge; Personality; Skills","","","","","","","","Abbas J., Impact of total quality management on corporate green performance through the mediating role of corporate social responsibility, Journal of Cleaner Production, 242, (2019); Abbas J., Impact of total quality management on corporate sustainability through the mediating effect of knowledge management, Journal of Cleaner Production, (2019); Abbas J., Sagsan M., Impact of knowledge management practices on green innovation and corporate sustainable development: a structural analysis, Journal of Cleaner Production, 229, pp. 611-620, (2019); Abbas J., Mahmood H.K., Hussain F., Information security management for small and medium size enterprises, Science International-Lahore, 27, 3, pp. 2393-2398, (2015); Abbas J., Muzaffar A., Mahmood H.K., Ramzan M.A., Rizvi S.S.H., Impact of technology on performance of employees (a case study on Allied Bank Ltd, Pakistan), World Applied Sciences Journal, 29, 2, pp. 271-276, (2014); Abbas J., Muzaffar A., Shoaib M., Mahmood H.K., Do business schools really fulfill industry requirements? An investigation of industrial performance of business graduates, World Applied Sciences Journal, 31, 7, pp. 1378-1384, (2014); Ansarey D., Skill gap analysis for new job market entrants: a study on selected university graduates, ASA University Review, 11, 2, pp. 1-19, (2017); Baek W., Cho J., Identifying the virtuous circle of humanity education and post-graduate employment : evidence from a confucian country, Sustainability, 10, 10, pp. 1-14, (2018); Bagozzi R.R., Yi Y., On the evaluation of structural equation models, Journal of the Academy of Marketing Science, 16, 1, pp. 074-094, (1988); Becker G.S., Human Capital. 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An empirical analysis, International Journal of Social Economics, 46, 6, pp. 756-774, (2019); Hair J.F.J., Anderson R.E., Black C.W., Tatham A., Multivariate Data Analysis with Readings, (1995); Halai N., Quality of private universities in Pakistan: an analysis of higher education commission rankings 2012, International Journal of Educational Management, 27, 7, pp. 775-786, (2013); Hinkin T.R., A brief tutorial on the development of measures for use in survey questionnaires, Organizational Research Methods, 2, 1, pp. 104-121, (1998); Hu L., Bentler P.M., Fit indices in covariance structure modeling: sensitivity to underparameterized model misspecification, Psychological Methods, 3, 4, pp. 424-453, (1998); Imran M., Abbas J., The role of strategic orientation in export performance of China automobile industry, Handbook of Research on Managerial Practices and Disruptive Innovation in Asia, pp. 249-263, (2020); Kaiser H.F., Rice J., Little Jiffy, Mark Iv, Educational and Psychological Measurement, 34, 1, pp. 111-117, (1974); Kong W.H., Fu T.T., Assessing the performance of business colleges in Taiwan using data envelopment analysis and student based value-added performance indicators, Omega, 40, 5, pp. 541-549, (2012); Lance C.E., Butts M.M., Michels L.C., The sources of four commonly reported cutoff criteria what did they really say?, Organizational Research Methods, 9, 2, pp. 202-220, (2006); Li W., Research on the innovative development mode of quality education of college students based on the perspective of human resource management, Educational Sciences: Theory & Practice, 18, 5, pp. 2447-2454, (2018); Mahmood H.K., Hashmi M.S., Shoaib M., Danish R., Abbas J., Impact of TQM practices on motivation of teachers in secondary schools empirical evidence from Pakistan, Journal of Basic and Applied Scientific Research, 4, 6, pp. 1-8, (2014); Makkonen P., The employability of newcomer self-initiated expatriates in China: an employers’ perspective, Asia Pacific Journal of Human Resources, 55, 4, pp. 498-515, (2017); Maravilhas S., Martins J., Strategic knowledge management a digital environment: tacit and explicit knowledge in Fab Labs, Journal of Business Research, 94, C, pp. 353-359, (2019); Messum D., Wilkes L., Peters C., Jackson D., ‘Senior managers’ and recent graduates’ perceptions of employability skills for health services management, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 115-128, (2017); Misra R.K., Mishra P., Employability skills: the conceptual framework & scale development, Indian Journal of Industrial Relations, 46, 4, pp. 650-660, (2011); Mohapatra M., Mishra S., Development of a conceptual model on MBA students’ employability, The Clarion- International Multidisciplinary Journal, 6, 2, pp. 59-66, (2017); Mok K.H., Jiang J., Massification of higher education and challenges for graduate employment and social mobility: East Asian experiences and sociological reflections, International Journal of Educational Development, 63, 1, pp. 44-51, (2017); Molina L.M., Llorens-Montes J., Ruiz-Moreno A., Relationship between quality management practices and knowledge transfer, Journal of Operations Management, 25, 3, pp. 682-701, (2007); Neave G., The CHEPS inaugural lectures 2002, On Stakeholders, Cheshire Cats and Seers: Changing visions of the University, pp. 7-27, (2002); Nonaka I., Takeuchi H., The Knowledge-creating Company : How Japanese Companies Create the Dynamics of Innovation, (1995); Pattinson E.M., Cotterill S.T., Leyland S.D., Sources of self-efficacy in springboard and highboard diving: a qualitative investigation, Sport and Exercise Psychology Review, 13, 2, pp. 80-91, (2017); Pinto L.H., He K., ‘In the eyes of the beholder’: the influence of academic performance and extracurricular activities on the perceived employability of Chinese business graduates, Asia Pacific Journal of Human Resources, 57, 4, pp. 503-527, (2018); Pinto L.H., Ramalheira D.C., Perceived employability of business graduates: the effect of academic performance and extracurricular activities, Journal of Vocational Behavior, 99, 1, pp. 165-178, (2017); Shahzad M., Ying Q., Rehman S., Zafar A., Ding X., Abbas J., Impact of knowledge absorptive capacity on corporate sustainability with mediating role of CSR: analysis from the Asian context, Journal of Environmental Planning and Management, 63, 2, pp. 1-27, (2019); Silva H.C., Lima F., Technology, employment and skills: a look into job duration, Research Policy, 46, 8, pp. 1519-1530, (2017); Tholen G., Relly S.J., Warhurst C., Commander J., Higher education, graduate skills and the skills of graduates: the case of graduates as residential sales estate agents, British Educational Research Journal, 42, 3, pp. 508-523, (2016); Global survey report on the United Nations’ Work on Youth (Youth-SWAP Outcomes, 2014-2016), (2017)","J. Abbas; Department of Business Administration, Iqra University – Islamabad Campus, Islamabad, Pakistan; email: jawad.abbas@ymail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85077539388"
"Chebeň J.; Lančarič D.; Munk M.; Obdržálek P.","Chebeň, Juraj (56733048000); Lančarič, Drahoslav (55872617600); Munk, Michal (27567929200); Obdržálek, Peter (6507061350)","56733048000; 55872617600; 27567929200; 6507061350","Determinants of economic sustainability in higher education institutions","2020","Amfiteatru Economic","22","54","","462","479","17","4","10.24818/EA/2020/54/462","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085885149&doi=10.24818%2fEA%2f2020%2f54%2f462&partnerID=40&md5=935ba49461819ad6f87be0f139712265","University College of Business, Prague, Czech Republic; Slovak University of Agriculture, Nitra, Slovakia; University of Constantine the Philosopher, Nitra, Slovakia; Comenius University, Bratislava, Slovakia","Chebeň J., University College of Business, Prague, Czech Republic; Lančarič D., Slovak University of Agriculture, Nitra, Slovakia; Munk M., University of Constantine the Philosopher, Nitra, Slovakia; Obdržálek P., Comenius University, Bratislava, Slovakia","Despite the attention being paid to the environmental and social dimension of sustainability of Higher Education Institution (HEI) in the literature, little empirical research has focused on economic sustainability considering the HEI as an entity depending on financial funds provided by students, research, strategic partners, effective and efficient financial management. The conducted empirical survey deals with the link between the performance of HEI (number of students and the research productivity) and its economic sustainability measured as the average share of government subsidy. Furthermore, based on the 4678 students questionnaires, the paper explores the perception of the quality of study and the capabilities of graduates of public HEIs in Slovakia. The authors have used Multivariate Tests of Significance to evaluate the influence of above-mentioned variables on the economic sustainability of HEIs. Based on the results it can be concluded the HEIs economic sustainability is directly determined by the number of enrolled students and research productivity, while the effect of the quality of study and the capabilities of graduates was not confirmed. Many HEI funding systems are based on the number of enrolled students. The funding system in Slovakia is one of them. Therefore, the results (even if drawing from the specific context) are widely applicable. The study theoretically contributes to the sustainability of HEI by proposing a general and a specific conceptual model of sustainability in HEI. Some HEI funding systems based on the number of enrolled students are planning to base their funding system on capabilities of graduates and their employability (e.g. Slovakia). This fact even highlights the real-life importance of our study. Research results also tell that the quality of study and the capabilities of graduates are perceived differently at the altered types of HEI. Several HEIs were identified and therefore, HEIs need to adopt different strategies to satisfy diverse stakeholders' expectations. © 2020 Japan Society of Plasma Science and Nuclear Fusion Research.","Capabilities of graduates; Higher education institution (HEI); Number of students; Quality of study; Research productivity; Sustainability","","","","","","MoESRS; Slovenská Akadémia Vied, SAV, (VEGA-1/0776/18); Vedecká Grantová Agentúra MŠVVaŠ SR a SAV, VEGA","This work was supported by the Scientific Grant Agency of the MoESRS and of Slovak Academy of Sciences under the contract No. VEGA-1/0776/18.","Ahmad M.M., Elhuni R., Critical quality factors for successful TQM implementation in Libyan oil and gas sector, Benchmarking: An International Journal, 21, 5, pp. 713-733, (2014); Al Kharusi S., Sree Rama Murthy Y., Financial sustainability of private higher education institutions: The case of publicly traded educational institutions, Investment Management and Financial Innovations, 14, 3, pp. 25-38, (2017); Aleixo A.M., Leal S., Azeiteiro U.M., Conceptualization of sustainable higher education institutions, roles, barriers, and challenges for sustainability: An exploratory study in Portugal, Journal of Cleaner Production, 172, pp. 1664-1673, (2018); Alghamdi N., den Heijer A., de Jonge H., Assessment tools' indicators for sustainability in universities: An analytical overview, International Journal of Sustainability in Higher Education, 18, 1, pp. 84-115, (2017); Amaral L.P., Martins N., Gouveia J.B., Quest for a sustainable HEI: A review, International Journal of Sustainability in Higher Education, 16, 2, pp. 155-172, (2015); Angulo-Ruiz L.F., Pergelova A., The Student Retention Puzzle Revisited: The Role of Institutional Image, Journal of Nonprofit and Public Sector Marketing, 25, 4, pp. 334-353, (2013); Angulo-Ruiz F., Pergelova A., Cheben J., Angulo-Altamirano E., A cross-country study of marketing effectiveness in high-credence services, Journal of Business Research, 69, 9, pp. 3636-3644, (2016); Appelbaum S.H., Patton E., Downsizing the university: Bonne chance!, The International Journal of Educational Management, 16, 3, pp. 126-136, (2002); Barnes N.J., Phillips P.S., Higher education partnerships, International Journal of Sustainability in Higher Education, 1, 2, pp. 182-190, (2000); Blanco-Portela N., Benayas J., Pertierra L.R., Lozano R., Towards the integration of sustainability in higher education institutions: A review of drivers of and barriers to organisational change and their comparison against those found of companies, Journal of Cleaner Production, 166, pp. 563-578, (2017); Bratti M., McKnight A., Naylor R., Smith J., Higher education outcomes, graduate employment and HEI performance indicators, Journal of the Royal Statistical Society: Series A (Statistics in Society), 167, 3, pp. 475-496, (2004); Brown W.O., Sources of funds and quality effects in higher education, Economics of Education Review, 20, 3, pp. 289-295, (2001); Budur T., Rashid C.A., Poturak M., Students' perceptions on HEI selection, decision making process: A case study in Kurdistan Region of Iraq, International Journal of Social Sciences and Educational Studies, 5, 1, pp. 133-144, (2018); Cantwell B., Are international students cash cows? 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Lančarič; Slovak University of Agriculture, Nitra, Slovakia; email: lancaric.drahoslav@gmail.com","","Editura ASE Bucuresti","","","","","","15829146","","","","English","Amfiteatru Econ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85085885149"
"Tan T.S.; Lim E.; Loke Y.J.","Tan, Tong Sheng (57193061235); Lim, Eivon (57216944723); Loke, Yiing Jia (7005222813)","57193061235; 57216944723; 7005222813","Number of term-time working hours among undergraduate students","2020","Education and Training","62","4","","427","440","13","1","10.1108/ET-06-2019-0119","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085481095&doi=10.1108%2fET-06-2019-0119&partnerID=40&md5=b459fa8d50f4f522c00630a6d487dd66","School of Mathematical Sciences, Universiti Sains Malaysia, Gelugor, Malaysia; School of Social Sciences, Universiti Sains Malaysia, Gelugor, Malaysia","Tan T.S., School of Mathematical Sciences, Universiti Sains Malaysia, Gelugor, Malaysia; Lim E., School of Mathematical Sciences, Universiti Sains Malaysia, Gelugor, Malaysia; Loke Y.J., School of Social Sciences, Universiti Sains Malaysia, Gelugor, Malaysia","Purpose: The purpose of this study is to investigate the prevalence of term-time employment among undergraduate students and to identify the factors that affect the number of working hours in term-time employment. The study also aims to explore if students work during term time due to self-development or financial needs. Design/methodology/approach: A self-administered questionnaire was used to collect data from 400 undergraduates in a public university in Malaysia. A Tobit regression model was used to identify the factors that can significantly explain the varying working hours per week in the student sample. Findings: Only 20.8% of the students in the sample undertook term-time employment, with an average of 16 working hours a week. The financial motivations to work were driven more by the need to sustain a desired lifestyle compared to financing basic living expenses. Students’ perceptions towards term-time employment significantly affected their working hours and likelihood of undertaking term-time employment. Practical implications: As students want to excel academically and at the same time gain working experience and skills, universities may want to revisit the higher education curriculum and reconsider the course credit weightage for academic and practical experience. Originality/value: Instead of just documenting the number of working hours among students, the study empirically explores the factors that affect the number of working hours and sheds light on the allocation of time and priorities by students among academics, self-development and social life. © 2020, Emerald Publishing Limited.","Employability; Financing education; Student employment; Term-time employment; Working hours","","","","","","","","Anyanwu C., Is internationalisation in the classroom a reverse discrimination on Australian students?, Teaching and Learning in Changing Times, Proceedings of the 7th Annual Teaching Learning Forum, (1998); Barke M., Braidfor P., Houston M., Hunt A., Lincoln I., Morphet C., Stone I., Walker W., Students in the labour market: nature, extent and implications of term-time employment among university of northumbria undergraduates, (2000); Barron P., Anastasiadou C., Student part‐time employment: implications, challenges and opportunities for higher education, International Journal of Contemporary Hospitality Management, 21, 2, pp. 140-153, (2009); Broadbridge A., Swanson V., Earning and learning: how term‐time employment impacts on students' adjustment to university life, Journal of Education and Work, 18, 2, pp. 235-249, (2005); Callender C., The impact of term‐time employment on higher education students’ academic attainment and achievement, Journal of Education Policy, 23, 4, pp. 359-377, (2008); Callender C., Kemp M., Changing Student Finances: Income, Expenditure, Take-Up of Student Loans Among Full and Part-Time Higher Education Students in 1998/99, (2000); Christie H., Munro M., Rettig H., Making ends meet: student incomes and debt, Studies in Higher Education, 26, 3, pp. 363-383, (2001); Curtis S., Students' perceptions of the effects of term-time paid employment, Education + Training, 49, 5, pp. 380-390, (2007); Curtis S., Shani N., The effect of taking paid employment during term-time on students' academic studies, Journal of Further and Higher Education, 26, 2, pp. 129-138, (2002); Dennis C.A., Lemon J., Luca V., Term-time employment and student attainment in higher education, Journal of Applied Academic Practice, 6, 1, pp. 28-38, (2018); Derous E., Ryan A.M., When earning is beneficial for learning: the relation of employment and leisure activities to academic outcomes, Journal of Vocational Behaviour, 73, 1, pp. 118-131, (2008); Grant D., Hawkins C., Hawkins R., Smith M.L., The relationships among hours employed, perceived work interference, and grades as reported by undergraduate social work students, Journal of Social Work Education, 41, 1, pp. 13-27, (2005); Greenbank P., Hepworth S., Mercer J., Term-time employment and the student experience, Education + Training, 51, 1, pp. 43-55, (2009); Hall R., The work–study relationship: experiences of full‐time university students undertaking part‐time employment, Journal of Education and Work, 23, 5, pp. 439-449, (2010); Hodgson A., Spours K., Part-time Work and Full-time Education in the UK: the emergence of a curriculum and policy issue, Journal of Education and Work, 14, 3, pp. 373-388, (2001); Hovdhaugen E., Working while studying: the impact of term-time employment on dropout rates, Journal of Education and Work, 28, 6, pp. 631-651, (2015); Hunt A., Lincoln I., Walker A., Term-time employment and academic attainment: evidence from a large-scale survey of undergraduates at Northumbria University, Journal of Further and Higher Education, 28, 1, pp. 3-18, (2006); Logan J., Hughes T., Logan B., Overworked? An observation of the relationship between student employment and academic performance, Journal of College Student Retention: Research, Theory and Practice, 18, 3, pp. 250-262, (2015); Manthei R.J., Gilmore A., The effect of paid employment on university students’ lives, Education + Training, 17, 3, pp. 202-215, (2005); Ministry of Higher Education (MOHE), 2u2i, (2017); Moreau M.-P., Leathwood C., Balancing paid work and studies: working class students in higher education, Journal of Higher Education, 31, 1, pp. 23-42, (2006); Neill N., Mulholland G., Ross V., Leckey J., The influence of part‐time work on student placement, Journal of Further and Higher Education, 28, 2, pp. 123-137, (2004); Oi B.T., Morrison K., Undergraduate students in part‐time employment in China, Educational Studies, 31, 2, pp. 169-180, (2005); Perna L., Understanding the working college students, (2010); Robotham D., Students’ perspectives on term-time employment: an exploratory qualitative study, Journal of Further and Higher Education, 37, 3, pp. 431-442, (2013); Roshchin S., Rudakov V., Patterns of student employment in Russia, Journal of Education and Work, 30, 3, pp. 1-25, (2017); Roulin N., Bangerter A., Students’ use of extra-curricular activities for positional advantage in competitive job markets, Journal of Education and Work, 26, 1, pp. 21-47, (2011); The Star, It’s Your Poor Attitude, Youth Told, (2017); The Star, Ensuring Graduates Have Soft Skills, (2019); Tobin J., Estimation of relationship for limited dependent variables, Econometrica, 26, 1, pp. 24-36, (1958); Watts C., The effects of term-time employment on academic performance, Education + Training, 44, 2, pp. 67-75, (2002); Watts C., Pickering A., Pay as you learn: student employment and academic progress, Education and Training, 42, 3, pp. 129-135, (2000); Wenz M., Yu W., Term time employment and the academic performance of undergraduates, Journal of Education Finance, 35, 4, pp. 359-374, (2010); Winkler I., Term‐time employment: exploring the influence of self‐identity, motivation and social issues, Education + Training, 51, 2, pp. 124-138, (2009); Yamane T., Statistic: An Introductory Analysis, (1967)","Y.J. Loke; School of Social Sciences, Universiti Sains Malaysia, Gelugor, Malaysia; email: yjloke@usm.my","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85085481095"
"Kövesi K.; Kálmán A.","Kövesi, Klara (57189307680); Kálmán, Anikó (56769259000)","57189307680; 56769259000","How to manage the study-to-work transition? a comparative study of Hungarian and French graduate engineering students’ perception of their employability","2020","European Journal of Engineering Education","45","4","","516","533","17","10","10.1080/03043797.2019.1622654","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087461536&doi=10.1080%2f03043797.2019.1622654&partnerID=40&md5=c0d74cb53f6d8b990d17519e38f970d8","Human and Social Sciences Department, ENSTA Bretagne, Brest, France; Department of Technical Education, Budapest University of Technology and Economics, Budapest, Hungary","Kövesi K., Human and Social Sciences Department, ENSTA Bretagne, Brest, France; Kálmán A., Department of Technical Education, Budapest University of Technology and Economics, Budapest, Hungary","The purpose of this article is to explore graduate engineering students’ perception of their employability perspectives, strategy and the skills and competencies they require for their career. We have applied qualitative methodology to obtain a better understanding of the students’ transition from studies to professional life and conducted 28 semi-structured interviews in France and Hungary. Our results indicate that the engineering students have a markedly different perception of their employment prospects, strategy and the role of technical and non-technical skills to this end. The Hungarian students have short-term employability perspectives with a mainly informal job-seeking approach and they mostly consider technical skills as being of importance for their employability. On the contrary, the French students have a long-term employability vision applying a formal job-seeking approach with a considerably higher level of engagement in the engineering profession and consideration of the importance of non-technical skills in obtaining the desired work position. © 2019, © 2019 SEFI.","comparative study; engineering graduates; Perceived employability; qualitative method","Professional aspects; Comparative studies; Engineering profession; Graduate engineering students; Non-technical skills; Professional life; Qualitative methodologies; Semi structured interviews; Technical skills; Students","","","","","","","Andrews J., Higson H., Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); (2018); Apel H., Boockmann B., Brussig M., Jansen A., Knuth M., Thomsen S.L., (2008); Beraud A., Questioning a Tradition: A French way of Excellence, European Journal of Engineering Education, 25, 4, pp. 369-375, (2000); Berger R., Now I see it, now I Don’t: Researcher’s Position and Reflexivity in Qualitative Research, Qualitative Research, 15, 2, pp. 219-234, (2015); Blanchet A., Gotman A., L'entretien: l'enquête et ses methods, (2010); Boyatzis R., Transforming Qualitative Information: Thematic Analysis and Code Development, (1998); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability Through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Brillet F., Coutelle P., Hulin A., Quelles trajectoires professionnelles pour la génération Y?, Gestion 2000, 29, 5, pp. 69-88, (2012); Brislin R.W., Back-translation for Cross-Cultural Research, Journal of Cross-Cultural Psychology, 1, 3, pp. 185-216, (1970); (2017); Chambaz C., Maurin E., Torelli C., L'évaluation sociale des professions en France: Construction et analyse d'une échelle des professions, Revue Française de Sociologie, 39, 1, pp. 177-226, (1998); Charles N., Quand la formation ne suffit pas: la préparation des étudiants à l’emploi en Angleterre, en France et en Suède, Sociologie du travail, 56, 3, pp. 320-341, (2014); Clark G., Marsden R., Whyatt J.D., Thompson L., Walker M., It’s Everything Else you do … ’: Alumni Views on Extracurricular Activities and Employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2017); Conlon E., The new Engineer: Between Employability and Social Responsibility, European Journal of Engineering Education, 33, 2, pp. 151-159, (2008); Crabtree B., Miller W., A Template Approach to Text Analysis: Developing and Using Codebooks, Doing Qualitative Research, pp. 163-177, (1999); Crebert G., Bates M., Bell B., Patrick C.J., Cragnolini V., Developing Generic Skills at University, During Work Placement and in Employment: Graduates’ Perceptions, Higher Education Research & Development, 23, 2, pp. 147-165, (2004); Creswell J.W., Qualitative Inquiry and Research Design: Choosing among Five Approaches, (2007); Creswell J.W., Miller D.L., Determining Validity in Qualitative Inquiry, Theory Into Practice, 39, 3, pp. 124-130, (2000); Crossman J.E., Clarke M., International Experience and Graduate Employability: Stakeholder Perceptions on the Connection, Higher Education, 59, 5, pp. 599-613, (2010); Dacre Pool L., Sewell P., The key to Employability: Developing a Practical Model of Graduate Employability, Education+ Training, 49, 4, pp. 277-289, (2007); Desplats M., Pinaud F., Manager la génération Y, (2015); De Vos A., De Hauw S., Van Der Heijden B., Competency Development and Career Success: The Mediating Role of Employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); Didier C., Simonnin P., “I Became an Engineer by Accident!”: Engineering, Vocation, and Professional Values, Philosophy of Engineering, East and West, pp. 229-236, (2018); (2018); (2017); (2018); Fereday J., Muir-Cochrane E., Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development, International Journal of Qualitative Methods, 5, 1, pp. 80-92, (2006); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A Psycho-Social Construct, its Dimensions, and Applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gazier B., Employability: definitions and trends, Employability: Concepts and Policies, pp. 37-71, (1998); Gazier B., L’employabilité, Encyclopedie des Ressources Humaines, pp. 498-504, (2012); Gazier B., Les dynamiques des versions operationnelles de l’employabilité, entre individual et collectif, Le piège de l’employabilité, pp. 19-37, (2017); Gerwel Proches C.N., Chelin N., Rouvrais S., Think First job! 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Kövesi; Human and Social Sciences Department, ENSTA Bretagne, Brest, France; email: klara.kovesi@ensta-bretagne.fr","","Taylor and Francis Ltd.","","","","","","03043797","","","","English","Eur. J. Eng. Educ.","Article","Final","","Scopus","2-s2.0-85087461536"
"McGinley S.; Mattila A.S.; Self T.T.","McGinley, Sean (15035495000); Mattila, Anna S. (7003754716); Self, Timothy T. (57190004703)","15035495000; 7003754716; 57190004703","Deciding To Stay: A Study in Hospitality Managerial Grit","2020","Journal of Hospitality and Tourism Research","44","5","","858","869","11","11","10.1177/1096348020909537","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081533838&doi=10.1177%2f1096348020909537&partnerID=40&md5=52044fbb3e2101e16adf7ab58b4fac7c","Florida State University, United States; The Pennsylvania State University, United States; University of Nevada Las Vegas, United States","McGinley S., Florida State University, United States; Mattila A.S., The Pennsylvania State University, United States; Self T.T., University of Nevada Las Vegas, United States","Contributing to a relatively new stream of literature connecting grit to organizational retention, this research note examined how internal employability perceptions interacted with a manager’s grittiness to predict professional mobility intentions (turnover and change career intentions). Retention is a salient concern within the U.S. hospitality industry given the high turnover rate and its subsequent impact on career trajectories of professionals. Based on an exploratory survey-based approach the results of this study suggests an association between grit and professional mobility, and that effect is moderated by the perceptions a hospitality manager holds regarding internal employability. Pointedly, when hospitality managers reported increasingly lower feelings of internal employability, grit played a significant role predicting professional mobility intentions; less gritty managers were more likely to intend to harbor turnover intentions and career change intentions, while their grittier counterparts were less likely to intend to leave. © The Author(s) 2020.","employability; grit; professional mobility","","","","","","","","Baruch Y., The development and validation of a measure for protean career orientation, International Journal of Human Resource Management, 25, 19, pp. 2702-2723, (2014); Carbery R., Garavan T.N., O'Brien F., McDonnell J., Predicting hotel managers’ turnover cognitions, Journal of Managerial Psychology, 18, 7, pp. 649-679, (2003); Clarke M., Plodders, pragmatists, visionaries and opportunists: Career patterns and employability, Career Development International, 14, 1, pp. 8-28, (2009); Duckworth A., Grit: The power of passion and perseverance, 124, (2016); Duckworth A., Gross J.J., Self-control and grit: Related but separable determinants of success, Current Directions in Psychological Science, 23, 5, pp. 319-325, (2014); Eskreis-Winkler L., Duckworth A.L., Shulman E.P., Beal S., The grit effect: Predicting retention in the military, the workplace, school and marriage, Frontiers in Psychology, 36, 5, pp. 1-12, (2014); Ferraro R., Kirmani A., Matherly T., Look at me! Look at me! Conspicuous brand usage, self-brand connection, and dilution, Journal of Marketing Research, 50, 4, pp. 477-488, (2013); Hall D.T., The protean career: A quarter-century journey, Journal of Vocational Behavior, 65, 1, pp. 1-13, (2004); Hayes A.F., Introduction to mediation, moderation, and conditional process analysis: A regression-based approach, (2013); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, (1998); Johnson P.O., Fay L.C., The Johnson-Neyman Technique, its theory and application, Psychometrika, 15, 4, pp. 349-367, (1950); Kruglanski A.W., Shah J.Y., Fishbach A., Friedman R., A theory of goal systems, The motivated mind, pp. 215-258, (2018); McGinley S.P., Martinez L., The moderating role of career progression on job mobility: A study of work–life conflict, Journal of Hospitality & Tourism Research, 42, 7, pp. 1106-1129, (2016); McGinley S.P., O'Neill J.W., Damaske S.A., Mattila A., A grounded theory approach to developing a career change model in hospitality, International Journal of Hospitality Management, 38, 1, pp. 89-98, (2014); Mowday R.T., Porter L.W., Steers R.M., Employee-organization linkages: The psychology of commitment, absenteeism, and turnover, 153, (1982); Nicholas J.M., Marketable selves: Making sense of employability as a liberal arts undergraduate, Journal of Vocational Behavior, 109, 1, pp. 1-13, (2018); Oettingen G., Future thought and behaviour change, European Review of Social Psychology, 23, 1, pp. 1-63, (2012); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Schneider B., The people make the place, Personnel Psychology, 40, 3, pp. 437-453, (1987); Simons T., Hinkin T., The effect of employee turnover on hotel profits: A test across multiple hotels, Cornell Hotel and Restaurant Administration Quarterly, 42, 2, pp. 65-69, (2001); Simons T., McLean Parks J., Tomlinson E.C., The benefits of walking your talk: Aggregate effects of behavioral integrity on guest satisfaction, turnover, and hotel profitability, Cornell Hospitality Quarterly, 59, 3, pp. 257-274, (2017); Spiller S.A., Fitzsimons G.J., Lynch J.G., McClelland G.H., Spotlights, floodlights, and the magic number zero: Simple effects tests in moderated regression, Journal of Marketing Research, 50, 2, pp. 277-288, (2013); Tews M.J., Michel J.W., Allen D.G., Fun and friends: The impact of workplace fun and constituent attachment on turnover in a hospitality context, Human Relations, 67, 8, pp. 923-946, (2014); Tracey J.B., Hinkin T.R., Contextual factors and cost profiles associated with employee turnover, Cornell Hospitality Quarterly, 49, 1, pp. 12-27, (2008); Job opening and labor turnover May 2018 survey, (2018); Wang Y.F., Tsai C.T., Analysis of career competency of food and beverage managers in international tourist hotels in Taiwan, International Journal of Hospitality Management, 31, 2, pp. 612-616, (2012); Xu S., Martinez L.R., Lv Q., Communication is key: The interaction of emotional labor strategies on hotel supervisors’ turnover intentions in China, Tourism Analysis, 22, 2, pp. 125-137, (2017); Yam L., Raybould M., Gordon R., Employment stability and retention in the hospitality industry: Exploring the role of job embeddedness, Journal of Human Resources in Hospitality & Tourism, 17, 4, pp. 445-464, (2018)","","","SAGE Publications Inc.","","","","","","10963480","","","","English","J. Hosp. Tour. Res.","Article","Final","","Scopus","2-s2.0-85081533838"
"Alonso-García M.; Blázquez-Parra E.B.; de-Cózar-Macías Ó.D.","Alonso-García, María (57214232644); Blázquez-Parra, Elidia Beatriz (57197396880); de-Cózar-Macías, Óscar D. (55944764500)","57214232644; 57197396880; 55944764500","Planning an industrial design engineering curriculum according to the labour market based on dual training","2020","Journal of Engineering Design","31","7","","399","425","26","5","10.1080/09544828.2020.1763273","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085002328&doi=10.1080%2f09544828.2020.1763273&partnerID=40&md5=08973af10bf19ea48db2ad8da35e8b0a","Department of Mechanical Engineering and Industrial Design, University of Cádiz, Puerto Real, Cádiz, Spain; Department of Graphic Expression in Engineering, Design and Projects, University of Málaga, Málaga, Spain","Alonso-García M., Department of Mechanical Engineering and Industrial Design, University of Cádiz, Puerto Real, Cádiz, Spain; Blázquez-Parra E.B., Department of Graphic Expression in Engineering, Design and Projects, University of Málaga, Málaga, Spain; de-Cózar-Macías Ó.D., Department of Graphic Expression in Engineering, Design and Projects, University of Málaga, Málaga, Spain","Industrial Design depends on industry, society and enterprise, all in constant change. The sector's companies and professionals admit a gap between skills, competences and knowledge acquired in the University, and what is demanded by the labor market. In addition, there has been a clear dissatisfaction and lack of preparation on graduates, and a distrust on the employing company towards the profession. This research, facilitates adaptability and proposes the improvement of the current curriculum of Industrial Design and Product Development Engineering Degree (IDPDED) according to the Andalusian regulation, being adaptable to other autonomous communities, and counting on participation of 195 professionals, 36 companies and 80 professors nationwide, that recognize this gap, in addition to other difficulties or deficiencies, especially legislative and administrative, for University-Business collaboration. Proposed training model takes into account the needs of the three different groups, as well as the current legislation, concluding with a participative, and collaborative, dual training plan. The designed plan is flexible and adaptable both, to companies and to time, giving companies the possibility to participate (passively or actively) in the training of their future employers. The model adapts, in addition to any Degree, fostering local employability, and nurturing both society and the economy itself through the transfer of knowledge. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.","Competences; industrial design; knowledge; labor market; skills; workplace","Commerce; Curricula; Employment; Industrial research; Knowledge management; Laws and legislation; Business collaboration; Engineering degrees; Industrial design engineerings; Labor markets; Labour market; Training model; Training plan; Transfer of knowledge; Product design","","","","","","","(2008); Aleman J., The Dual System in the German Vocational Training School and Enterprise, Educacao e Pesquisa, 41, 2, (2015); (2009); CAU 17/07/2009 o Acuerdos Adoptados por el Consejo Andaluz de Universidades en Relaciçon con la implantación de enseñanzas oficiales conforme, (2009); CAU 17/07/2009 o Acuerdos Adoptados por el Consejo Andaluz de Universidades en Relaciçon con la implantación de enseñanzas oficiales conforme, (2009); Bilen S.G., Kisenwether E.C., Rzasa S.E., Wise J.C., Developing and Assessing Students Entrepreneurial Skills and Mind-Set, Journal of Engineering Education, 94, 2, (2005); (1998); Datosmacro, Distribución de tasas de paro y evolución por años, (2019); Downey G.L., Beddoes K., Synthesis Lectures on Global Engineering, (2010); Fries-Tersch E., Tugran E., Markwowska A., Jones M., (2018); (2012); (1983); (1990); (2001); Ley Orgánica 2/2006 de 3 de mayo de Educación, Boletín Oficial del Estado, 106, (2006); (2007); (2009); (2010); (2012); (2013); Hoeckel K., Learning for Jobs: OECD Reviews of Vocational Education and Training: Austria, (2010); Jamison A., Kolmos A., Holgaard J.E., Hybrid Learning: An Integrative Approach to Engineering Education, Journal of Engineering Education, 103, 2, pp. 253-273, (2014); King R., (2008); Maldonado T., (1993); Martinez E., Montaner T., Buil I., Universia Business Review. Actualidad Económca, (2005); (2015); (2016); (2018); (2018); (2018); Ocde, Informe de síntesis de los análisis de la OCDE sobre educación y formación profesional, (2010); Passow H.J., Passow C.H., What Competencies Should Undergraduate Engineering Programs Emphasize? A Systematic Review, Journal of Engineering Education, 106, 3, (2017); Roure J., Gmelch N., Buenaventura O., (2015); Sheppard S.D., Pellegrino J.W., Olds B.M., On Becoming a 21st Century Engineer, Journal of Engineering Education, 97, 3, pp. 231-234, (2008); Shou F.L., Yann L.L., Yi Z.L., Chien F.T., Applying Quality Function Deployment in Industrial Design Curriculum Planning, International Journal of Technology and Design Education, (2013); Spinks N., Silburn N., Birchall D., (2006); Swearengen J.C., Barnes S., Coe S., Reinhardt C., Subramanian K., Globalization and the Undergraduate Manufacturing Engineering Curriculum, Journal of Engineering Education, 91, 2, pp. 255-261, (2013); (2017); Yang M.M., You M., Guo C.Y., A Preliminary Study on Industrial Design Graduates’ Employment in Taiwan, Journal of Design, 2, 15, pp. 73-94, (2005)","M. Alonso-García; Department of Mechanical Engineering and Industrial Design, University of Cádiz, Puerto Real, Spain; email: maria.alonso@uca.es","","Taylor and Francis Ltd.","","","","","","09544828","","","","English","J. Eng. Des.","Article","Final","","Scopus","2-s2.0-85085002328"
"Tobback I.; Verhaest D.; Baert S.","Tobback, Ilse (57217488373); Verhaest, Dieter (14013329000); Baert, Stijn (55746145800)","57217488373; 14013329000; 55746145800","Student Access to Apprenticeships: Evidence from a Vignette Experiment","2020","Industrial Relations","59","3","","435","465","30","2","10.1111/irel.12258","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087287708&doi=10.1111%2firel.12258&partnerID=40&md5=002168db549f431319c2de348d034369","","","We identify the causal effects of student characteristics on the likelihood of being hired for an apprenticeship and explore the mechanisms underlying the employer’s decision. To this end, we perform a vignette experiment among human resources professionals in Belgium, focusing on less-qualified youth. Our results indicate that students with favorable educational records and students revealing being motivated are more likely to obtain an apprenticeship. Furthermore, we find that these characteristics are used by human resources professionals as signals of trainability, employability, and quit intentions. © 2020 Regents of the University of California. Published by Wiley Periodicals, LLC.","","Belgium; academic performance; accessibility; decision making; employment; experimental study; human resource; student; young population","","","","","","","Amaya-Amaya M., Gerard K., Ryan M., Discrete Choice Experiments in a Nutshell, Using Discrete Choice Experiments to Value Health and Health Care, pp. 13-46, (2008); Angrist J.D., Pischke J.-S., Mostly Harmless Econometrics: An Empiricist's Companion, (2008); Arrow K., The Theory of Discrimination, Discrimination in Labor Markets, 3, pp. 3-33, (1973); Auspurg K., Hinz T., Factorial Survey Experiments, (2015); Becker G., The Economics of Discrimination: an Economic View of Racial Discrimination, (1957); Becker G., Human Capital, (1964); Bell D., Blanchflower D., Young People and the Great Recession, Oxford Review of Economic Policy, 27, 2, pp. 241-267, (2011); Brunello G., The Effect of Economic Downturns on Apprenticeships and Initial Workplace Training: A Review of the Evidence, Empirical Research in Vocational Education and Training, 1, 2, pp. 145-171, (2009); Busemeyer M.R., Neubaumer R., Pfeifer H., Wenzelmann F., The Transformation of the German Vocational Training Regime: Evidence from Firms’ Training Behaviour, Industrial Relations Journal, 43, 6, pp. 572-591, (2012); Cahuc P., Carcillo S., Rinne U., Zimmermann K., Youth Unemployment in Old Europe: The Polar Cases of France and Germany, IZA Journal of European Labor Studies, 2, 1, pp. 1-23, (2013); Cerasoli C.P., Nicklin J.M., Ford M.T., Intrinsic Motivation and Extrinsic Incentives Jointly Predict Performance: A 40-Year Meta-Analysis, Psychological Bulletin, 140, 4, pp. 980-1008, (2014); Dietrich H., Gerner H.-D., The Determinants of Apprenticeship Training with Particular Reference to Business Expectations, Journal for Labour Market Research, 40, 2-3, pp. 221-233, (2007); Djait F., Stelsel van Leren en Werken in Vlaanderen, (2014); Dulmer H., Experimental Plans in Factorial Surveys: Random or Quota Design?, Sociological Methods & Research, 35, 3, pp. 382-409, (2007); Eichhorst W., Rodriguez-Planas N., Schmidl R., Zimmermann K.F., A Road Map to Vocational Eucation and Training in Industrialized Countries, ILR Review, 68, 2, pp. 314-337, (2015); Monthly minimum wages: bi-annual data (code: earn_mw_cur) [dataset], (2018); Fersterer J., Pischke J.-S., Winter-Ebmer R., Returns to Apprenticeship Training in Austria: Evidence from Failed Firms, Scandinavian Journal of Economics, 110, 4, pp. 733-753, (2008); Besluit van de Vlaamse Regering 8 Juli 2016 Houdende Uitvoering van het Decreet van 10 Juni 2016 tot Regeling van Bepaalde Aspecten van Alternerende Opleidingen, (2016); Onderwijsspiegel 2013 [Education Mirror]., (2013); Vroegtijdig Schoolverlaten in het Vlaams Secundair Onderwijs. Cijferrapport voor de Schooljaren 2009-2010 tot en met 2014-2015, (2017); Jaarrapport 2018–2019 [Annual Report 2018–2019], (2019); Rapport Erkenningen: Maandrapport Oktober / 4.11.2019 [Report on Recognitions: Monthly Report October / 4.11.2019], (2019); Hainmueller J., Hangartner D., Yamamoto T., Validating Vignette and Conjoint Survey Experiments against Real-world Behavior, Proceedings of the National Academy of Sciences, 112, 8, pp. 2395-2400, (2015); Hampf F., Woessmann L., Vocational vs. General Education and Employment over the Life Cycle: New Evidence from PIAAC, CESifo Economic Studies, 63, 3, pp. 255-269, (2017); Hanushek E.A., Schwerdt G., Woessmann L., Zhang L., General Education, Vocational Education, and Labor-Market Outcomes over the Lifecycle, Journal of Human Resources, 52, 1, pp. 48-87, (2017); Heath A.F., Catherine Rothon C., Kilpi E., The Second Generation in Western Europe: Education, Unemployment, and Occupational Attainment, Annual Review of Sociology, 34, 1, pp. 211-235, (2008); Helland H., Storen L.A., Vocational Education and the Allocation of Apprenticeships: Equal Chances for Applicants Regardless of Immigrant Background?, European Sociological Review, 22, 3, pp. 339-351, (2006); Hupka-Brunner S., Sacchi S., Stalder B., Social Origin and Access to Upper Secondary Education in Switzerland: A Comparison of Company-based Apprenticeship and Exclusively School-based Programmes, Swiss Journal of Sociology, 36, 1, pp. 11-31, (2010); Jasso G., Factorial Survey Methods for Studying Beliefs and Judgments, Sociological Methods & Research, 34, 3, pp. 334-423, (2006); Kahneman D., Slovic P., Tversky A., Judgment under Uncertainty: Heuristics and Biases, (1982); Karpinska K., Henkens K., Schippers J., Retention of Older Workers: Impact of Managers’ Age Norms and Stereotypes, European Sociological Review, 29, 6, pp. 1323-1335, (2013); Kristof-Brown A.L., Perceived Applicant Fit: Distinguishing between Recruiters' Perceptions of Person-Job and Person-Organization Fit, Personnel Psychology, 53, 3, pp. 643-671, (2000); Kubler D., Schmid J., Stuber R., Gender Discrimination in Hiring Across Occupations: A Nationally-Representative Vignette Study, Labour Economics, 55, pp. 215-229, (2018); Kuczera M., Striking the Right Balance: Costs and Benefits of Apprenticeship, (2017); Lerman M., Degrees of Unsolvability, 11, (2017); McIntosh B., McQuaid R., Munro A., Dabir-Alai P., Motherhood and its Impact on Career Progression, Gender in Management: An International Journal, 27, 5, pp. 346-364, (2012); Mohrenweiser J., Zwick T., Why Do Firms Train Apprentices? The Net Cost Puzzle Reconsidered, Labour Economics, 16, 6, pp. 631-637, (2009); Moretti L., Mayerl M., Muehlemann S., Peter Schlogl P., Wolter S.C., So Similar and Yet So Different: A Firm’s Net Costs and Post-Training Benefits from Apprenticeship Training in Austria and Switzerland, Evidence-Based HRM: A Global Forum for Empirical Scholarship, 7, 2, pp. 229-246, (2017); Mummolo J., Erik Peterson E., Demand Effects in Survey Experiments: An Empirical Assessment, American Political Science Review, 113, 2, pp. 517-529, (2019); Mutz D.C., Population-Based Survey Experiments, (2011); Neyt B., Verhaest D., Baert S., The Impact of Dual Apprenticeship Programs on Early Labour Market Outcomes: A Dynamic Approach, (2018); Parey M., Vocational Schooling versus Apprenticeship Training. Evidence from Vacancy Data, (2016); Paull G., Children and Women's Hours of Work, Economic Journal, 118, 526, pp. F8-27, (2008); Phelps E., The Statistical Theory of Racism and Sexism, American Economic Review, 62, 4, pp. 659-661, (1972); Piopiunik M., Schwerdt G., Simon L., Woessmann L., Skills, Signals, and Employability: An Experimental Investigation, European Economic Review, 123, pp. 1-25, (2020); Poulain M., Perrin N., The Demographic Characteristics of Immigrant Populations in Belgium, (2002); Werk Zoeken en Vinden op de Arbeidsmarkt [Searching for and Finding Work in the Labour Market], (2019); Reynolds W.M., Development of Reliable and Valid Short Forms of the Marlowe-Crowne Social Desirability Scale, Journal of Clinical Psychology, 38, 1, pp. 119-125, (1982); Riphahn R.T., Zibrowius M., Apprenticeship, Vocational Training, and Early Labor Market Outcomes-Evidence from East and West Germany, Education Economics, 24, 1, pp. 33-57, (2016); Rosen S., A Theory of Life Earnings, Journal of Political Economy, 84, 4, pp. S45-67, (1976); Ryan P., The School-to-Work Transition: A Cross-National Perspective, Journal of Economic Literature, 39, 1, pp. 34-92, (2001); Smet M., Stevens C., De Rick K., De Witte K., Van Landeghem G., De Fraine B., Leren en Werken. Evaluatie van het Decreet van 2008 [Learning and Working. Evaluation of the Decree of 2008], (2015); Smits W., Stromback T., The Economics of the Apprenticeship System, (2001); Sollogoub M., Ulrich V., Les Jeunes en Apprentissage ou en Lycée Professionnel [Young people in Apprenticeships or in Vocational Schools], Economie et Statistique, 323, pp. 31-52, (1999); Spence M., Job Market Signaling, Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Stevens M., An Investment Model for the Supply of Training by Employers, Economic Journal, 104, 424, pp. 556-570, (1994); Stiglitz J.E., The Theory of ""Screening,"" Education, and the Distribution of Income, American Economic Review, 65, 3, pp. 283-300, (1975); Thurow L.C., Generating Inequality: Mechanisms of Distribution in the US Economy, (1975); Timmerman C., Vanderwaeren E., Crul M., The Second Generation in Belgium, International Migration Review, 37, 4, pp. 1065-1090, (2003); Valsamis D., Van den Broeck K., De Perceptie van Jongeren op de Arbeidsmarkt en de Rol van Uitzendarbeid [The Perception of Youth of the Labour Market and the Role of Temporary Agency Work], Over.Werk, 20, 2, pp. 79-83, (2010); Van Belle E., Di Stasio V., Caers R., De Couck M., Baert S., Why Are Employers Put Off by Long Spells of Unemployment?, European Sociological Review, 34, 6, pp. 694-710, (2018); Van Belle E., Caers R., De Couck M., Di Stasio V., Baert S., The Signal of Applying for a Job Under a Vacancy Referral Scheme, Industrial Relations: A Journal of Economy and Society, 58, 2, pp. 251-274, (2019); Verhaest D., Baert S., De Rick K., De Witte K., Laurijssen I., Smet M., Tobback I., Duaal Leren in Vlaanderen: Kansen en Gevaren [Dual Learning in Flanders: Opportunities and Risks], (2018); Verhaest D., Lavrijsen J., Van Trier W., Nicaise I., Omey E., General Education, Vocational Education and Skill Mismatches: Short-run versus Long-run Effects, Oxford Economic Papers, 70, 4, pp. 974-993, (2018); Vogtenhuber S., The Impact of within Country Heterogeneity in Vocational Specificity on Initial Job Matches and Job Status, Journal of Vocational Behavior, 85, 3, pp. 374-384, (2014)","I. Tobback; email: Ilse.Tobback@kuleuven.be","","Blackwell Publishing Ltd","","","","","","00198676","","","","English","Ind. Relat.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85087287708"
"Cerdà-Navarro A.; Salvà-Mut F.; Comas-Forgas R.; Morey-López M.","Cerdà-Navarro, Antoni (57199865767); Salvà-Mut, Francesca (56308465800); Comas-Forgas, Rubén (36544891000); Morey-López, Mercè (37050969300)","57199865767; 56308465800; 36544891000; 37050969300","Natives and immigrants enrolled in Spanish intermediate vocational education and training: a comparative study","2020","Research in Post-Compulsory Education","25","3","","295","317","22","3","10.1080/13596748.2020.1802942","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092929058&doi=10.1080%2f13596748.2020.1802942&partnerID=40&md5=aeb677d0feab80c49236b2b2f97cfb29","Department of Applied Pedagogy and Educational Psychology, Balearic Islands University (Spain), Palma de Mallorca, Spain","Cerdà-Navarro A., Department of Applied Pedagogy and Educational Psychology, Balearic Islands University (Spain), Palma de Mallorca, Spain; Salvà-Mut F., Department of Applied Pedagogy and Educational Psychology, Balearic Islands University (Spain), Palma de Mallorca, Spain; Comas-Forgas R., Department of Applied Pedagogy and Educational Psychology, Balearic Islands University (Spain), Palma de Mallorca, Spain; Morey-López M., Department of Applied Pedagogy and Educational Psychology, Balearic Islands University (Spain), Palma de Mallorca, Spain","This article looks at the differences and similarities between Spanish-born and immigrant students enrolled in the first year of Intermediate Vocational Education (IVET) programmes in Spain. We analyse and compare their sociodemographic and academic backgrounds, their reasons for choosing IVET courses, their dropout intention and, finally, their commitment and engagement with the IVET programs in which they are enrolled. Data were obtained from a sample of 1,119 students, aged between 16 and 18, enrolled in first year IVET courses in the regions of Balearic Islands and Catalonia (Spain). The sampling strategy adopted was convenience sampling. Among other conclusions, the results point to students with an immigrant background having greater financial difficulties and a higher likelihood of having unemployed parents when compared with native ones. Also, immigrant students, mostly chose the IVET programmes in which they are enrolled to improve their employability. Finally, students from an immigrant background reported poorer relationships with teachers and classmates, as well as lower family availability/assistance and higher levels of school/academic indiscipline. These results point out the need for ongoing implementation of interventions aimed at providing greater assistance to immigrant students both in school guidance and more support by their teachers. This intervention is vital in order to increase the family support in the educational pathways of the immigrant students. © Association for Research in Post‐Compulsory Education (ARPCE).","academic background; dropout intention; immigrants; sociodemographic factors; student engagement; Vocational education and training","","","","","","Ministerio de Economía y Competitividad, MINECO; European Regional Development Fund, ERDF, (EDU2013-42854-R); Agencia Estatal de Investigación, AEI","This paper is based on the results of a Research Project entitled ‘Success and dropout pathways in vocational education and training in Spain’ funded by the Spanish Ministry of Economy and Competitiveness, the Agencia Estatal de Investigación (AEI) and the European Regional Development Fund (ERDF) (Reference EDU2013-42854-R) ","Alegre M.A., Polítiques de tria i assignació d’escola: quins efectes tenen sobre la segregació escolar. Què funciona en educación. Evidències per a la millora educativa [School Choice and Assignment Policies: What are the Effects on School Segregation? What Works in Education Evidence for Educational Improvement, (2017); Aparicio R., Portes A., Crecer en España. La Integración de Los Hijos de Inmigrantes [Grow-up in Spain. The Integration of Immigrant Children, (2014); Appleton J.J., Systems Consultation: Developing the Assessment-to-Intervention Link with the Student Engagement Instrument, Handbook of Research on Student Engagement, (2012); Archambault I., Janosz M., Morizo J., Pagani L., Adolescent Behavioral, Affective, and Cognitive Engagement in School: Relationship to Dropout, Journal of School Health, 79, 9, pp. 408-415, (2009); Aslan P., Ahmadi N., Sjoberg S., Wikstrom E., What Works? Family Influences on Occupational Aspirations among Descendants of Middle Eastern Immigrants on the Swedish Labour Market, Nordic Journal of Social Research, 9, pp. 134-160, (2019); Bayona J., Domingo A., El Fracaso Escolar de Los Descendientes de La Inmigración en Cataluña: Más Que una Asignatura Pendiente (The School Failure of the Descendants of Immigration in Catalonia: More than a Pending Subject), Perspectives Demogràfiques, 11, (2018); Bernard A., Bell M., Cooper J., Internal Migration and Education: A Cross-National Comparison, (2018); Bonizzoni P., Romito M., Cavallo C., Teachers’ Guidance, Family Participation and Track Choice: The Educational Disadvantage of Immigrant Students in Italy, British Journal of Sociology of Education, 37, 5, pp. 702-720, (2016); Bruin M., Ohna S.E., Alternative Courses in Upper Secondary Vocational Education and Training: Students' Narratives on Hopes and Failures, International Journal of Inclusive Education, 17, 10, pp. 1089-1105, (2013); Calero J., Escardibul J.O., Adquisición de Competencias en Estudiantes Autóctonos e Inmigrantes [Acquisition of Skills in Native and Immigrant Students, (2016); Calero-Martinez J., Problemas En El Acceso a La Educación Postobligatoria En España (Problems in Accessing to Post-Compulsory Education in Spain), RASE-Revista de Sociología de La Educación, 1, 1, pp. 49-61, (2008); Leaving Education Early: Putting Vocational Education and Training Centre Stage. Volume I: Investigating Causes and Extent. Cedefop Research Paper, 57, (2016); (2018); Cederberg M., Hartsmar N., Some Aspects of Early School Leaving in Sweden, Denmark, Norway and Finland, European Journal of Education, 48, 3, pp. 378-389, (2013); Cerda-Navarro A., Salva-Mut F., Comas-Forgas R., Intermediate Vocational Education and Training Students’ Typology Based on Student Engagement Factors, Sociodemographic Characteristics and Dropout Intention, European Journal of Education, 54, 4, pp. 635-650, (2019); Cerda-Navarro A., Sureda-Negre J., Comas-Forgas R., Recommendations for Confronting Vocational Education Dropout: A Literature Review, Empirical Research in Vocational Education and Training, 9, 1, (2017); Colding B., “Ethnicity, Gender and Vocational Education in Denmark”, International Journal of Manpower, 27, 4, pp. 342-357, (2006); Denis V., Groisy L., Les Abandons en Première Année de Formations Professionnelles dans la Région Centre [Drop-out in the First Year of Vocational Training in the Center Región, Education Et Formations, 62, pp. 122-125, (2002); Dore R., Luscher A., Persistence and Dropout in the Vocational Education High School in Minas Gerais, Cadernos De Pesquisa, 41, 144, pp. 770-789, (2011); Elffers L., Oort F.J., Karsten S., Making the Connection: The Role of Social and Academic School Experiences in Students’ Emotional Engagement with School in Post-secondary Vocational Education, Learning and Individual Differences, 22, 2, pp. 242-250, (2012); Education and Training MONITOR 2018, (2018); Integrating Immigrant Children into Schools in Europe, (2004); Fangen K., Social Exclusion and Inclusion of Young Immigrants: Presentation of an Analytical Framework, Young, 18, 2, pp. 133-156, (2010); Fanoiki G., Perceived Social Support and Hidden Drop-out in Junior Vocational High School: The Role of Students’ Ethnicity, PhD diss., (2014); Fernandez-Enguita M., Mena-Martinez L., Riviere-Gomez J., Fracaso y Abandono Escolar en España [School Failure and Dropout in Spain, (2010); Garcia M., Casal J., Merino R., Sanchez A., Itinerarios De Abandono Escolar Y Transiciones Tras La Educación Secundaria Obligatoria [School Dropouts and Transitions after Compulsory Secondary Education], Revista de Educación, 361, pp. 65-94, (2013); Garcia M., Merino R., Les Transicions Dels Adolescents Després De L’escola Obligatòria. Canvis Socials I Respostes Socioeducatives En El Territori [Adolescents Transitions after Compulsory School. Social Changes and Socio-educational Responses in the Territory], Educació Social: Revista D’intervenció Sòcioeducativa, 42, pp. 46-59, (2009); Gil M.C., Garcia C.M., Manrique M.A., El Poder de Las Expectativas del Docente en el Logro Académico de los Escolares Inmigrantes [The Power of Teacher Expectations in the Academic Achievement of Immigrant Schoolchildren], Revista De Pedagogía, 38, 102, pp. 97-121, (2017); Glaesser J., Dropping Out of Further Education: A Fresh Start? Findings from a German Longitudinal Study, Journal of Vocational Education and Training, 58, 1, pp. 83-97, (2006); Gorodzeisky A., Semyonov M., Labor Force Participation, Unemployment and Occupational Attainment among Immigrants in West European Countries, Plos One, 12, 5, (2017); Gronborg L., Scaring the Students Away? Institutional Selection through Assessment Practices in the Danish Vocational and Educational Training System, Journal of Vocational Education and Training, 65, 2, pp. 1-18, (2013); Haick D.J., Promoting School Engagement: A Case Study of Two Career Academies, PhD diss., (2010); Haight A., ‘Hungry for Hands-on’: Talented, Inner-city Engineering Students, Applied Learning and Employer Engagement in a Vocational-learning Trajectory, Journal of Education and Work, 25, 4, pp. 381-402, (2012); Janosz M., Archambault I., Lacroix M., Levesque J., Trousse d’évaluation des décrocheurs potentiels (TEDP): Manuel d’utilisation [Potential Dropouts Assessment Toolkit (TEDP): User Manual, (2007); Jappinen A., Preventing Early Leaving in VET: Distributed Pedagogical Leadership in Characterising Five Types of Successful Organisations, Journal of Vocational Education and Training, 62, 3, pp. 297-312, (2010); Jensen P., Rasmussen A.W., The Effect of Immigrant Concentration in Schools on Native and Immigrant Children’s Reading and Math Skills, Economics of Education Review, 30, 6, pp. 1503-1515, (2011); Jordan M., Lamamra N., Masdonati J., Dropout Rates in Vocational Education and Training: A Failure of the School-to-Work Transition?, Innovative Apprenticeships. Promoting Successful School-to-work Transitions, pp. 54-57, (2009); Karsten S., Felix C., Ledoux G., Meijness W., Roeleveld J., Van Schooten E., Choosing Segregation or Integration? the Extent and Effects of Ethnic Segregation in Dutch Cities, Education and Urban Society, 38, 2, pp. 228-247, (2006); Kwong E.W., Effectiveness of Career Academies: A Quantitative Study on Career Academy Participation and its Relationship to Student Achievement and Engagement, PhD diss., (2010); Lannegrand L., Cosnefroy O., Lecigne A., Prediction of Various Degrees of Vocational Secondary School Absenteeism: Importance of the Organization of the Educational System, School Psychology International, 33, 94, pp. 293-307, (2012); Luna F., Rendimiento Educativo del Alumnado Inmigrante en Las Evaluaciones del Sistema Educativo Vasco [Educational Performance of Immigrant Students in the Evaluations of the Basque Education System], Evaluar la Competencia Lingüística del Alumnado Inmigrante, (2011); Datos y Cifras. Curso Escolar 2016/17 [Data and Numbers. 2016/17 School Year, (2016); Datos y Cifras. Curso Escolar 2018/19 [Data and Numbers. 2018/19 School Year, (2018); Moreno A., Rasgos Característicos De La Transición a La Vida Adulta De Los Jóvenes Españoles En El Marco Comparado Europeo [Characteristic Features of the Transition to Adult Life of Young Spaniards in the European Comparative Framework], Pensamiento Iberoamericano, 3, pp. 17-46, (2008); Moreno F.J., Bruquetas M., Inmigración y Estado de Bienestar en España [Immigration and Welfare State in Spain, (2011); Morris M., Pullen C., Disengagement and Re-Engagement of Young People in Learning at Key Stage 3, (2007); Murillo F.J., Matinez-Garrido C., Belavi G., School Segregation by National Origin in Spain, OBERTS. Revista de Ciencias Sociales, 12, 2, pp. 395-423, (2017); Nordin M., Ethnic Segregation and Educational Attainment in Sweden, (2006); Nusche D., What Works in Migrant Education? A Review of Evidence and Policy Options. OECD Education Working Papers, 22, (2009); Where Immigrant Students Succeed - A Comparative Review of Performance and Engagement in PISA 2003, (2006); OECD Reviews of Migrant Education - Closing the Gap for Immigrant Students: Policies, Practice and Performance, (2010); Helping Immigrant Students to Succeed at School and Beyond, (2015); Immigrant Students at School: Easing the Journey Towards Integration, (2015); PISA 2015 Results (Volume I): Excellence and Equity in Education, (2016); The Resilience of Students with an Immigrant Background: Factors that Shape Well-being, (2018); Education at a Glance 2018: OECD Indicators, (2018); Portes A., Rumbaut R.G., Legacies: The Story of the Immigrant Second Generation, (2001); Raffington C.A., Exploring the Impact of Career Mentoring on High School Dropout: A Qualitative Phenomenological Investigation, PhD diss., (2012); Rahona-Lopez M., Capital Humano, Abandon Escolar Y Formación Professional De Grado Medio En España [Human Capital, School Drop-out and Middle-level Professional Training in Spain], Presupuesto y Gasto Público, 67, pp. 177-194, (2012); Reschly A.L., Christenson S.L., Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct, Handbook of Research on Student Engagement, pp. 3-20, (2012); Rumberger R.W., Why Students Drop Out of School, Dropouts in America: Confronting the Graduation Rate Crisis, pp. 131-155, (2004); Salva-Mut F., Cerda-Navarro A., Sureda-Negre J., Challenges for the Vet Community, Challenges for VET. Research. The Promotion of Educational Success in Upper Secondary VET, (2019); Salva-Mut F., Oliver-Trobat M.F., Comas-Forgas R., Abandono Escolar Y Desvinculación De La Escuela: Perspectiva Del Alumnado [Dropping Out of School and Disconnecting from School: Student Perspective], Magis. Revista Internacional de Investigación en Educación, 6, 13, pp. 129-142, (2014); La Segregació Escolar a Catalunya: Condicions D’escolarització [School Segregation in Catalonia: Conditions of Schooling, (2016); Stromback T., Earnings, Schooling and Vocational Education and Training, Australian Journal of Labour Economics, 13, 3, (2010); Szulkin R., Jonsson J.O., Ethnic Segregation and Educational Outcomes in Swedish Comprehensive Schools, (2007); Tangaard L., An Exploration of Students’ Own Explanations about Dropout in Vocational Education in a Danish Context, Journal of Vocational Education and Training, 65, 3, pp. 422-439, (2013); Global Education Monitoring Report Summary 2019: Migration, Displacement and Education–Building Bridges, Not Walls, (2018); Vallejo C., Dooly M., Early School Leavers and Social Disadvantage in Spain: From Books to Bricks and Vice‐versa, European Journal of Education, 48, 3, pp. 390-404, (2013); Zinovyeva N., Felgueroso F., Vazquez P., Inmigración y Resultados Educativos en España [Immigration and Educational Outcomes in Spain], Efectos económicos de la inmigración en España: Jornadas sobre inmigración: I Informe FEDEA, (2009)","R. Comas-Forgas; Department of Applied Pedagogy and Educational Psychology, Balearic Islands University (Spain), Palma de Mallorca, Spain; email: rubencomas@uib.es","","Routledge","","","","","","13596748","","","","English","Res. Post-Compuls. Educ.","Article","Final","","Scopus","2-s2.0-85092929058"
"Sanitha K.K.; Joseph Rubert E.","Sanitha, K.K. (57217258478); Joseph Rubert, E. (57216185164)","57217258478; 57216185164","Skills for employment and entrepreneurship: A study among educated youth","2020","International Journal of Management","11","5","","170","178","8","0","10.34218/IJM.11.5.2020.016","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086945266&doi=10.34218%2fIJM.11.5.2020.016&partnerID=40&md5=c981f115e96ba172a156edd9c58cfc17","Institute of Management in Kerala, University of Kerala, Kerala, India; Department of Business Administration, St.Jerome‟s College, Nagercoil, Tamilnadu, India","Sanitha K.K., Institute of Management in Kerala, University of Kerala, Kerala, India; Joseph Rubert E., Department of Business Administration, St.Jerome‟s College, Nagercoil, Tamilnadu, India","The skill set required to grab and succeed in an employment is Employability skills. These are considered as a personal capability to get recruited and placed in a suitable job as well as to continue and grow in that assignment. It is a debating point that Keralites in general are intellectual persons but their personal skills are seemed to be not conducive enough to utilize promptly in an organisational set up. The entrepreneurship is another vital virtue needed to make the economy and society vibrant. The skill set required to be a successful entrepreneur is the entrepreneurial skills. But it is seemed that the entrepreneurial skills of the Keralites are low due to their reluctance to take risk and to experiment with business ideas. In this realm, the present study investigates the employability skills as well as entrepreneurial skills of the youth as these are the vital influencing components in the discussion and study of the subject of employment and unemployment. Unemployment among youth is one of the serious issues of our state. Therefore it is pertinent to have a look into the present status of employability skills and entrepreneurial skills of the youth. This study gives focus to the educated youth because educated unemployment is seen as one of the worst problems hitting our state. This is due to the changes happening in the field of business and employment. And the study is purported to portray the level of employability and entrepreneurial skills among educated youth in Kerala through a sample survey conducted among 594 educated youth. They were provided with a questionnaire to rate their skill sets using five point Likert Scale. Systematic Random Sampling technique is used to draw samples from the population. © IAEME Publication Scopus Indexed","Educated youth; Employability Skill; Employment; Entrepreneurial Skill; Entrepreneurship","","","","","","","","Department of Employment, Government of Kerala, (2020); Gopinathan Nair P., Joseph R., Education and Economic Change in Kerala, (1983); Hawkins P., The Art of Building Wind Mills: Career tactics for the 21st Century, (1999); Conclusions of the Tripartite Meeting on Youth Employment: The way forward, Tripartite Meeting on Youth Employment: The way forward, (2004); Smith J., McKnight A., Naylor R., Graduate Employability: Policy and Performance in Higher education in the U.K, Economic Journal, 110, 1, (2009); Yorke M., Employability in Higher Education: What It is - What It is Not, (2006)","","","IAEME Publication","","","","","","09766502","","","","English","Int. J. Manag.","Article","Final","","Scopus","2-s2.0-85086945266"
"van den Elsen J.; Vermeeren B.","van den Elsen, Josine (57212486547); Vermeeren, Brenda (55499881500)","57212486547; 55499881500","Age and sustainable labour participation: studying moderating effects","2020","International Journal of Manpower","41","5","","503","521","18","2","10.1108/IJM-10-2018-0362","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076846867&doi=10.1108%2fIJM-10-2018-0362&partnerID=40&md5=28d7035c986e57637d8fff7f7639df90","Ministry of Education, Culture and Science, The Haque, Netherlands; Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands","van den Elsen J., Ministry of Education, Culture and Science, The Haque, Netherlands; Vermeeren B., Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands","Purpose: Research findings are ambiguous regarding the effects of age on sustainable labour participation (SLP), defined as the extent to which people are able and willing to conduct their current and future work. The purpose of this paper is to contribute by examining age effects on SLP by focusing on the moderating role of workload. Design/methodology/approach: A mixed-method study was conducted in 2018. First, a survey was distributed among a sample of 2,149 employees of the Dutch central government. Second, 12 interviews with public sector employees took place to gain greater insight into the quantitative data collected. Findings: Three components that reflect an employee’s SLP were studied: vitality, work ability and employability. The quantitative results, in general, showed that SLP decreased with ageing. However, in contrast to the hypothesis, the results showed a significant positive relationship between age and energy. Moreover, relationships between an employee’s age and certain aspects of their SLP were moderated by workload. The interviews helped to interpret these results. Practical implications: The findings demonstrate that some of the older worker stereotypes are unfounded, and the important practical implications of these are discussed. Originality/value: Earlier research has produced conflicting findings regarding the relationship between age and (aspects of) SLP. By investigating several aspects of SLP in separate regressions within this research, the specific influences of age have become clearer. Furthermore, the research provides fresh insights into the relationship between age and SLP by including moderating effects of workload. © 2019, Josine van den Elsen and Brenda Vermeeren.","Age; Employability; Sustainable labour participation; Vitality; Work ability; Workload","","","","","","","","Anxo D., Ericson T., Jolivet A., Working longer in European countries: underestimated and unexpected effects, International Journal of Manpower, 33, 6, pp. 612-628, (2012); Ayalon L., Perceived age, gender, and racial/ethnic discrimination in Europe: results from the European social survey, Educational Gerontology, 7, 40, pp. 499-517, (2014); Baruch Y., Holtom B.C., Survey response rate levels and trends in organizational research, Human Relations, 61, 8, pp. 1139-1160, (2008); Baruch Y., Grimland S., Vigoda-Gadot E., Professional vitality and career success: mediation, age and outcomes, European Management Journal, 32, 3, pp. 518-527, (2014); Bloom D.E., Boersch-Supan A., McGee P., Seike A., Population aging: facts, challenges, and responses, Benefits and Compensation International, 41, 1, pp. 22-28, (2011); Botterweck A.A.M., 20, 10, pp. 23-27, (2003); Bradshaw J., Mayhew E., Are welfare states financing their growing elderly populations at the expense of their children?, Family Matters, 66, 66, pp. 20-25, (2003); Busse R., Wurzburg G., Zappacosta M., Shaping the Societal Bill: past and future trends in education, pensions and healthcare expenditure, Futures, 35, 1, pp. 7-24, (2003); Cau-Bareille D., Gaudart C., Delgoulet C., Training, age and technological change: difficulties associated with age, the design of tools, and the organization of work, Work, 41, 2, pp. 127-141, (2012); Christensen H., What cognitive changes can be expected with normal ageing?, Australian and New Zealand Journal of Psychiatry, 35, 6, pp. 768-775, (2001); Conen W.S., Van Dalen H.P., Henkens K., Ageing and employers’ perceptions of labour costs and productivity: a survey among European employers, International Journal of Manpower, 33, 6, pp. 629-647, (2012); De Lange A.H., Taris T.W., Jansen P.G.W., Smulders P., Houtman I.L.D., Kompier M.A.J., Age as a factor in the relation between work and mental health: results from the longitudinal TAS study, Occupational Health Psychology: European Perspectives on Research, Education and Practice, 1, pp. 21-45, (2006); De Vries S.D., van Grundemann R., van Vuuren T.V., Employability policy in Dutch organizations, International Journal of Human Resource Management, 12, 7, pp. 1193-1202, (2001); Euwals R., De Mooij R., Van Vuuren D., Rethinking Retirement. From Participation Towards Allocation, (2009); Froehlich D.M., Beausaert S., Segers M., Gerken M., Learning to stay employable, Career Development International, 19, 5, pp. 508-525, (2014); Giles H., Noels K., Ota H., Hung Ng S., Gallois C., Ryan E.B., Williams A., Lim T., Somera L., Tao H., Sachdev I., Age vitality across eleven nations, Journal of Multilingual and Multicultural Development, 2, 4, pp. 308-323, (2000); Ilies R., Dimotakis N., De Pater I.E., Psychological and physiological reactions to high workloads: implications for well-being, Personnel Psychology, 63, 2, pp. 407-436, (2010); Ilmarinen J., Aging workers, Occupational Environmental Medicine, 58, 8, pp. 546-552, (2001); Ilmarinen J., The work ability index (WAI), Occupational Medicine, 57, 2, (2007); Jackson M.A., Counseling older workers confronting ageist stereotypes and discrimination, Ageism and Mistreatment of Older Workers, pp. 135-144, (2013); Jettinghoff K., Houtman I.L.D., Literatuuronderzoek en secundaire analyses naar de werkbelasting van oudere en jongere politiemedewerkers, (2002); Koppers L.L.J., de Vroome E.M.M., Mars G.M.J., Janssen B.J.M., van Zwieten M.H.J., Van den Bossche S.N.J., Nationale Enquête Arbeidsomstandigheden. Methodologie en globale resultaten, (2012); Levy S.R., Macdonald J.L., Progress on understanding ageism, Journal of Social Issues, 72, 1, pp. 5-15, (2016); Loretto W., White P., Employers’ attitudes, practices and policies towards older workers, Human Resource Management Journal, 16, 3, pp. 313-330, (2006); Miles D., Modelling the impact of demographic change upon the economy, The Economic Journal, 109, 452, pp. 1-36, (1999); Nauta A., De Bruin M.R., Cremer R., De mythe doorbroken. Gezondheid en inzetbaarheid oudere werknemers, (2004); Nauta A., De Vroome E., Cox E., Korver T., Kraan K., De invloed van functietype op het verband tussen leeftijd en inzetbaarheid, Gedrag & Organisatie, 18, 6, pp. 326-337, (2005); Nauta A., Van der Heijden B., Van Vianen A., Preenen P., Van Dam K., The impact of job type on relationships between age and the motivation and obligation to change jobs, 13th European Congress of Work and Organizational Psychology, EAWOP 2007: Sustainable Work: Promoting Human and Organizational Vitality, (2007); Noonan A.E., At this point now: older workers’ reflections on their current employment experiences, International Journal of Aging & Human Development, 61, 3, pp. 211-241, (2005); Live Longer, Work Longer, (2006); Rothwell A., Arnold J., Self-perceived employability: development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Ryan R.M., Frederick C., On energy, personality, and health: subjective vitality as a dynamic reflection of well-being, Journal of Personality, 65, 3, pp. 529-565, (1997); Semeijn J.H., Van Dam K., Van Vuuren T., Van der Heijden B.I.J.M., Sustainable labour participation and sustainable careers, Handbook of Research on Sustainable Careers, pp. 146-160, (2015); Shultz K.S., Morton K.R., Weckerle J.R., The influence of push and pull factors on voluntary and involuntary early retirees’ retirement decision and adjustment, Journal of Vocational Behavior, 53, 1, pp. 45-57, (1998); Strijk J.E., Wendel-Vos G.C.W., Picavet H.S.J., Hofstetter H., Hildebrandt V.H., Wat is vitaliteit en hoe is het te meten? Kerndimensies van vitaliteit en de Nederlandse Vitaliteitsmeter, TSG, 93, 1, pp. 32-40, (2015); Tengland P.A., The concept of work ability, Journal of Occupational Rehabilitation, 21, 2, pp. 275-285, (2011); Tims M., Bakker A.B., Job crafting: towards a new model of individual job redesign, Journal of Industrial Psychology, 36, 2, pp. 1-9, (2010); Tisch A., Firms’ contribution to the internal and external employability of older employees: evidence from Germany, European Journal of Ageing, 12, 1, pp. 29-38, (2015); Van Dalen H.P., Henkens K., Schippers J., Productivity of older workers: perceptions of employers and employees, Population and Development Review, 36, 2, pp. 309-330, (2010); Van der Heijden B., Prerequisites to guarantee life-long employability, Personnel Review, 31, 1, pp. 44-61, (2002); Van der Klink J.J.L., Bultmann U., Brouwer S., Burdorf A., Schaufeli W.B., Zijlstra F.R.H., Van der Wilt G.J., Duurzame inzetbaarheid bij oudere werknemers, werk als waarde, Gedrag & Organisatie, 24, 4, pp. 342-356, (2011); Van Jaarsveld D.D., Walker D.D., Skarlicki D.P., The role of job demands and emotional exhaustion in the relationship between customer and employee incivility, Journal of Management, 36, 6, pp. 1486-1504, (2010); Van Veldhoven M., Meijman T., Het meten van psychosociale arbeidsbelasting met een vragenlijst. De vragenlijst beleving en beoordeling van arbeid (VBBA), (1994); Van Vuuren T., Marcelissen F., Work ability, vitality and employability according to age and education in primary education, Tijdschrift HRM, 16, 2, pp. 45-62, (2013); Van Vuuren T., Caniels M.C.J., Semeijn J.H., Duurzame inzetbaarheid en een leven lang leren, Gedrag en organisatie, 24, 4, pp. 357-374, (2011); Visser P.S., Krosnick J.A., Marquette J., Curtin M., Mail surveys for election forecasting? An evaluation of the Columbus dispatch poll, Public Opinion Quarterly, 60, 2, pp. 181-227, (1996); Zoer I., Ruitenburg M.M., Botje D., Frings-Dresen M.H.W., Sluiter J.K., The associations between psychosocial workload and mental health complaints in different age groups, Ergonomics, 54, 10, pp. 943-952, (2011)","B. Vermeeren; Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands; email: vermeeren@essb.eur.nl","","Emerald Group Holdings Ltd.","","","","","","01437720","","","","English","Int. J. Manpow.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85076846867"
"Bonella B.; Beirwolf K.; Coleman L.; Sterger C.; Pulli K.; Anguiano C.; Barton K.","Bonella, Barrett (57209537731); Beirwolf, Keeley (57209537554); Coleman, Lisa (57209540671); Sterger, Camille (57209531146); Pulli, Katharina (57209538729); Anguiano, Clarissa (57209538639); Barton, Keirsten (57209537545)","57209537731; 57209537554; 57209540671; 57209531146; 57209538729; 57209538639; 57209537545","Mixed Methods Evaluation of Formal Mentoring: Journey UP for Aging out of Foster Care","2020","Global Social Welfare","7","2","","121","130","9","3","10.1007/s40609-019-00157-0","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068087426&doi=10.1007%2fs40609-019-00157-0&partnerID=40&md5=3ee17377c43c70e5feb1424c608d0490","Weber State University, 1299 Edvaslson St, Ogden, 84408, UT, United States","Bonella B., Weber State University, 1299 Edvaslson St, Ogden, 84408, UT, United States; Beirwolf K., Weber State University, 1299 Edvaslson St, Ogden, 84408, UT, United States; Coleman L., Weber State University, 1299 Edvaslson St, Ogden, 84408, UT, United States; Sterger C., Weber State University, 1299 Edvaslson St, Ogden, 84408, UT, United States; Pulli K., Weber State University, 1299 Edvaslson St, Ogden, 84408, UT, United States; Anguiano C., Weber State University, 1299 Edvaslson St, Ogden, 84408, UT, United States; Barton K., Weber State University, 1299 Edvaslson St, Ogden, 84408, UT, United States","There are 415,000 children in foster care in the USA. Many of those children will turn 18 before being adopted, meaning they will “age-out” and essentially be on their own as adults. We wanted to see if formal mentoring programs improved outcomes for those aging out of foster care and the Journey Up Mentorship Program in Salt Lake City offered such a program. Forty-nine youth who had aged out of foster care with the help of mentors were surveyed and found they scored significantly higher in their ability to get jobs and were less at risk for addiction, homelessness, and incarceration compared to data from the National Youth in Transition for Utah. Fifteen additional youth were interviewed in focus groups to explore the results further. Qualitative data showed participants were not less at risk given their stories, and benefited from mentors’ consistency, positive role modeling, and lessons on being an adult. This is consistent with other studies on the topic of mentoring but should be expanded into more specified comparative studies and use larger sample sizes. © 2019, Springer Nature Switzerland AG.","Adolescent; Aging out; Employability; Mentorship; Mixed methods; National Youth in Transition","","","","","","","","Aquilino W.S., Family relationships and support systems in emerging adulthood, Emerging adults in America: Coming of age in the 21st century, pp. 193-217, (2006); Avery R., The potential contribution of mentor programs to relational permanency for youth aging out of foster care, Child Welfare, 90, pp. 9-26, (2011); Brown A., Cary C., Courtney M., Dworsky A., Love K., Vorhies V., Midwest evaluation of the adult functioning of former foster youth: Outcomes at age 26, (2011); (2016); Courtney M., Terao S., Bost N., Midwest evaluation of the adult functioning of former foster youth: Conditions of the youth preparing to leave state care, (2004); Courtney M.E., Dworsky A., Ruth G., Keller T., Havlicek J., Bost N., Midwest evaluation of the adult functioning of former foster youth: Outcomes at age 19, (2005); Courtney M., Dworsky A., Ruth G., Havlicek J., Perez A., Midwest evaluation of the adult functioning of former foster youth: Outcomes at age 21, (2007); Courtney M., Dworsky A., Rapp A., Midwest evaluation of the adult functioning of former foster youth: Outcomes at age 23 or 24, (2011); DuBois D.L., Holloway B.E., Valentine J.C., Cooper H., Effectiveness of men- toring programs for youth: A meta-analytic review, American Journal of Community Psychology, 30, 2, (2002); Dworsky A., Crayton C., National Youth in Transition Database: Instructional Guidebook and Architectural Blueprint. Executive Summary., (2009); Greeson J., Bowen N., She holds my hand” The experiences of foster youth with their natural mentors, Children and Youth Services Review, 30, 10, pp. 1178-1188, (2008); Greeson J., Thompson A., Evans-Chase M., Ali S., Child welfare professionals’ attitudes and beliefs about child welfare-based natural mentoring for older youth in foster care, Journal of Social Service Research, 41, pp. 93-112, (2015); Montgomery P., Donkoh C., Underhill K., Independent living programs for young people leaving the care system: The state of the evidence, Children and Youth Services Review, 28, 12, pp. 1435-1448, (2006); Moodie M.L., Fisher J., Are youth mentoring programs good value-for-money?, An Evaluation of Big Brothers Big Sisters Melbourne Program, 9, 41, (2009); Munson M.R., McMillen J.C., Natural mentoring and psychosocial outcomes among older youth transitioning from foster care, Children and Youth Services Review, 31, 1, pp. 104-111, (2009); Raposa E.B., Rhodes J., Stams G.J.J.M., Card N., Burton S., Schwartz S., Sykes L.A.Y., Kanchewa S., Kupersmidt J., Hussain S., The Effects of Youth Mentoring Programs: A Meta-analysis of Outcome Studies, Journal of Youth and Adolescence, 48, 3, pp. 423-443, (2019); Rhodes J.E., Reddy R., Grossman J.B., The protective influence of mentoring on adolescents’ substance use: Direct and indirect pathways, Applied Developmental Science, 9, 1, pp. 31-47, (2005); Rhodes J.E., Spencer R., Keller T.E., Liang B., Noam G., A model for the influ- ence of mentoring relationships on youth development, Journal of Community Psychology, 34, 6, pp. 691-707, (2006); Samuels G.M., Pryce J.M., What doesn’t kill you makes you stronger”: Survivalist self-reliance as resilience and risk among young adults aging out of foster care, Children and Youth Services Review, 30, 10, pp. 1198-1210, (2008); Scannapieco M., Painter K., Barriers to implementing a mentoring program for youth in foster care: Implications for practice and policy innovation, Child and Adolescent Social Work Journal, 31, pp. 163-180, (2014); Greeson J., Thompson A., Ali S., Wenger R., It’s good to know that you got somebody that’s not going anywhere: Attitudes and beliefs of older youth in foster care about child welfare-based natural mentoring, Children and Youth Services Review, 48, pp. 140-149, (2015); Thompson A., Greeson J., Brunsink A., Natural mentoring among older youth in and aging out of foster care: A systematic review, Children and Youth Services Review, 61, pp. 40-50, (2016); Yin R.K., Qualitative Research from Start to Finish, (2016); Zimmerman M.A., Bingenheimer J.B., Notaro P.C., Natural mentors and adolescent resiliency: A study with urban youth, American Journal of Community Psychology, 30, 2, (2002)","B. Bonella; Weber State University, Ogden, 1299 Edvaslson St, 84408, United States; email: barrettbonella@weber.edu","","Springer","","","","","","21968799","","","","English","Glob. Soc. Welf.","Article","Final","","Scopus","2-s2.0-85068087426"
"Phan D.; Yapa P.; Nguyen H.T.","Phan, Duc (57204926688); Yapa, Prem (8716769000); Nguyen, Ha Thanh (57216946618)","57204926688; 8716769000; 57216946618","Accounting graduate readiness for work: a case study of South East Asia","2020","Education and Training","63","3","","392","416","24","12","10.1108/ET-02-2019-0036","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085496075&doi=10.1108%2fET-02-2019-0036&partnerID=40&md5=fd86205f5a9af415ad4ecc7a82c7c0ba","School of Accounting, College of Business, RMIT University, Melbourne, Australia; School of Business and Management, RMIT International University, Ho Chi Minh, Viet Nam","Phan D., School of Accounting, College of Business, RMIT University, Melbourne, Australia; Yapa P., School of Accounting, College of Business, RMIT University, Melbourne, Australia; Nguyen H.T., School of Business and Management, RMIT International University, Ho Chi Minh, Viet Nam","Purpose: This paper compares and contrasts graduate accountant skills and employers' expectations in South East Asia (SEA). Design/methodology/approach: We analyse the employers' expectation performance gap (EPG) in three countries – Indonesia, Malaysia and Vietnam – to provide a reflection on current professional accounting development in SEA. The study relies on data derived from multiple sources including job advertisements, CIMA “ready for business” project, Glassdoor website and other secondary data sources. Findings: The findings indicate that over recent decades, the changing nature of the economy, state, and interest of the business sector (including the “Big Four”) have led to the wider adoption of professional accountancy qualifications. The findings suggest that graduates should be equipped with active learning activities such as project-based and work-integrated training to fill the expectation gaps between local university educators and employers. Research limitations/implications: Drawing upon a literature review of professional accounting education, we use the results of the documentations and secondary analysis to describe the performance expectation gap of accounting education in SEA. Originality/value: The study indicates a large discrepancy between the teachings in accounting education and employer requirements in Vietnam, Malaysia and Indonesia and propose different methods to fill this employability gap in South East Asia. © 2020, Emerald Publishing Limited.","Accounting education; Job readiness; South East Asia","","","","","","","","Baird A.M., Parayitam S., Employers' ratings of importance of skills and competencies college graduates need to get hired Evidence from the New England region of USA, Education + Training, 61, 5, pp. 622-634, (2019); Baskerville R.F., Hay D., The impact of globalization on professional accounting firms: evidence from New Zealand, Accounting History, 15, 3, pp. 285-308, (2010); Birkett W.P., Competency Based Standards for Professional Accountants in Australia and New Zealand: Discussion Paper, (1993); Bodewig C., Badiani-Magnusson R., Skilling up Vietnam: Preparing the Workforce for a Modern Market Economy, (2014); Boyce G., Williams S., Kelly A., Yee H., Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education, Accounting Education, 10, 1, pp. 37-60, (2001); Bui B., Porter P., The expectation-performance gap in accounting education: an exploratory study, Accounting Education: An International Journal, 13, 3, pp. 23-50, (2010); Bui B., Hoang H., Phan D., Yapa P., Governance and compliance in accounting education in Vietnam–case of a public university, Accounting Education, 26, 3, pp. 265-290, (2017); Bunney D., Therry L., Employability skills in the master of professional accounting: one school's journey, eCULTURE, 3, 1, (2010); The CIMA story, Chartered Institute of Management Accountants (CIMA), (2014); The Indonesia perspective, Chartered Institute of Management Accountants (CIMA), (2014); The Malaysia Perspective, Chartered Institute of Management Accountants (CIMA), (2014); The Vietnam Perspective, Chartered Institute of Management Accountants (CIMA), (2014); International accreditation guidelines for accounting degree programmes, (2018); Crow M.L., Teaching as an interactive process, Improving Teaching Styles, 1, pp. 41-55, (1980); Daly B.A., Schuler D.K., Redefining a certified public accounting firm, Accounting, Organizations and Society, 23, 5-6, pp. 549-567, (1998); De la Harpe B., Radloff A., Wyber J., Quality and generic (professional) skills, Quality in Higher Education, 6, 3, pp. 231-243, (2000); De Lange P., Jackling B., Gut A., Accounting graduates perceptions of skills emphasis in undergraduate courses: an investigation from two large Victorian Universities, Accounting and Finance, 46, 3, pp. 365-386, (2006); Accounting firms interview questions, (2017); Greatbatch D., Lewis P., Generic Employability Skills II, Centre for Developing and Evaluating Lifelong Learning, pp. 1-61, (2007); Hambur S., Rowe K., Luc L., Graduate Skills Assessment, (2002); Hassall T., Joyce J., Montano J.L.A., Anes J.A.D., Priorities for the development of vocational skills in management accountants: a European perspective, Accounting Forum, 29, 4, pp. 379-394, (2005); Handbook of International Education Pronouncements, (2014); The use of IFRS Standards around the world, (2018); Survey of ASEAN Employers on Skills and Competitiveness, Emerging Markets Consulting, ILO Asia - Pacific Working Paper Series,Asia-Pacific Decent Work Decade 2006-2015, (2014); Islam R., Hamid A., Shukri M., Manaf A., Hazilah N., Enhancing graduates' employability skills: a Malaysian case, Academy of International Business (MENA): Third Annual Conference 2013, (2013); Jackling B., De Lange P., Do accounting graduates' skills meet the expectations of employers? A matter of convergence or divergence, Accounting Education: An International Journal, 18, 4-5, pp. 369-385, (2009); Johnson A.H., Employee engagement: lessons learned from the US 2013 Glassdoor best places to work employee choice award leaders, Journal of American Academy of Business, 19, 2, pp. 102-108, (2014); Jones A., Generic attributes in accounting: the significance of the disciplinary context, Accounting Education, 19, 1, pp. 5-21, (2010); Jones A., Sin S., Generic Skills in Accounting: Competencies for Students and Graduates, (2003); Kaushik A., How parents, academia can build employability, TimesJobs.com Bureau, (2014); Kavanagh M., Drennan L., What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations, Accounting and Finance, 48, pp. 279-300, (2008); Keller B.K., Parental Behaviours that Influence Adolescents' Career Development, (2004); Keller B.K., Whiston S.C., The role of parental influences on young adolescents' career development, Journal of Career Assessment, 16, 2, pp. 198-217, (2008); Komariah K., The role of work-based learning in building employability skills of vocational education students, Proceedings of the 3rd UPI International Conference of Technical and Vocational Education and Training, 14, pp. 110-113, (2015); Lee D.W., Blaszczynski C., Perspectives of ‘Fortune 500’ executives on the competency requirements for accounting graduates, Journal of Education for Business, 75, 2, pp. 104-108, (1999); Lee D.M., Duesbery L., Han P.P., Thupten T., Her C.S., Pang V.O., Academic needs and family factors in the education of Southeast Asian American students: dismantling the model minority myth, Journal of Southeast Asian American Education and Advancement, 12, 2, pp. 1-26, (2017); McKinnon S., A Mismatch of Expectations? An Exploration of International Students' Perceptions of Employability Skills and Work-Related Learning, Cross-Cultural Teaching and Learning for Home and International Students, Internationalisation of Pedagogy and Curriculum in Higher Education, pp. 211-224, (2011); Meddour H., Abdo A.A., Majid A.H., Auf M.A., Aman A.M., Factors affecting career choice among undergraduate students in universitas Indonesia, International Journal of Economic Perspectives, 10, 4, pp. 630-644, (2016); Public survey 2016, Malaysian employers federation (MEF), (2016); Montano J.L.A., Donoso J.A., Hassall T., Joyce J., Vocational skills in the accounting professional profile: the Chartered Institute of Management Accountants (CIMA) employers' opinion, Accounting Education, 10, 3, pp. 299-313, (2001); Mourshed M., Farrell D., Barton D., Education to Employment: Designing a System that Works, (2013); Mula J.M., Can competency skills for accounting students be internationally harmonised? An Indonesia application, Accounting Education Group (SIG5) Symposium, 2007 AFAANZ Conference, (2007); O'Connell B., Carnegie G., Carter A., de Lange P., Hancock P., Helliar C., Watty K., Shaping the Future of Accounting in Business Education in Australia, (2015); Oliver B., Graduate attributes as a focus for institution-wide curriculum renewal: innovations and challenges, Higher Education Research and Development, 32, 3, pp. 450-463, (2013); Parvaiz G., Skills Expectation-Performance Gap: A Study of Pakistan's Accounting Education, (2014); Prikshat V., Kumar S., Nankervis A., Work-readiness integrated competence model conceptualisation and scale development, Education + Training, 61, 5, pp. 568-589, (2019); Enhancing the Employability – South East Asia, (2015); Robinson J.P., What are employability skills, The Workplace, 1, 3, pp. 1-3, (2000); Samaratunge R., Alam Q., Teicher J., The new public management reforms in Asia: a comparison of South and Southeast Asian countries, International Review of Administrative Sciences, 74, 1, pp. 25-46, (2008); Setyaningrum D., Muktiyanto A., Hermawan A.A., How Indonesian accounting education providers meet the demand of the industry, International Research Journal of Business Studies, 8, 1, pp. 1-11, (2015); Siriwardane H.P., Low K.Y., Blietz D., Making entry-level accountants better communicators: a Singapore-based study of communication tasks, skills, and attributes, Journal of Accounting Education, 33, 4, pp. 332-347, (2015); Steenkamp N., Northcott D., Content analysis in accounting research: the practical challenges, Australian Accounting Review, 17, 43, pp. 12-25, (2007); Teng W., Ma C., Pahlevansharif S., Turner J.J., Graduate readiness for the employment market of the 4th industrial revolution. Education + Training, ‘Graduate readiness for the employment market of the 4th industrial revolution, the development of soft employability skills’, Education + Training, 61, 5, pp. 590-604, (2019); Tran L.H.N., External stakeholders' roles and factors influencing their participation in developing generic skills for students in Vietnamese universities, Journal of Education and Work, 31, 1, pp. 72-86, (2018); UKCES Employer Skills Survey 2015: Skills in the Labour Market, (2015); Ukwatte S., Yapa P.W., Joshi M., The business of professional accountancy and imperial influence: evidence from a developing country in South Asia, Journal of Asia-Pacific Business, 16, 2, pp. 146-166, (2015); Winterton J., Turner J.J., Preparing graduates for work readiness: an overview and agenda, Education + Training, 61, 5, pp. 536-551, (2019); Insight Report, Global Risks 2014, (2014); Yanto H., Internationalizing the Accounting Graduates' Competencies through the Improvement of Student Engagement, (2016); Yapa P.W.S., Accounting education and training in ASEAN - the western influence and the experience of Singapore, Malaysia, Indonesia and Brunei Darussalam, Research in Accounting in Emerging Economies, 5, pp. 267-292, (2003)","D. Phan; School of Accounting, College of Business, RMIT University, Melbourne, Australia; email: duc.phan@rmit.edu.au","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85085496075"
"McGunagle D.; Zizka L.","McGunagle, Doreen (57216415273); Zizka, Laura (56769816400)","57216415273; 56769816400","Employability skills for 21st-century STEM students: the employers' perspective","2020","Higher Education, Skills and Work-based Learning","10","3","","591","606","15","93","10.1108/HESWBL-10-2019-0148","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083435871&doi=10.1108%2fHESWBL-10-2019-0148&partnerID=40&md5=e1be8d3788f446271af07dad593e7fab","Embry-Riddle Aeronautical University, Daytona Beach, FL, United States; Ecole hoteliere de Lausanne//HES-SO University of Applied Sciences and Arts, Western Switzerland, Lausanne, Switzerland","McGunagle D., Embry-Riddle Aeronautical University, Daytona Beach, FL, United States; Zizka L., Ecole hoteliere de Lausanne//HES-SO University of Applied Sciences and Arts, Western Switzerland, Lausanne, Switzerland","Purpose: One of the goals of educational institutions is to prepare their graduates to be workplace-ready. The purpose of this paper is to identify the employability skills lacking in the Science, Technology, Engineering and Math (STEM) industry from employers' perspectives to assist STEM educational institutions in creating more relevant programs inclusive of employability skills. Design/methodology/approach: This study addresses 16 job-specific skills based on data deriving from the responses of 250 Human Resource Managers (HRMs) who represent five manufacturing industries (Aerospace and Defense, Automotive, Consumer Products, Electronics and Industrial Manufacturing) located in five regions (Northeast, Midwest, Southeast, West-Mountain and Pacific) of the United States. Findings: The median scores for all 16 skills confirmed their importance for employability in the five manufacturing industries. The five highest ranking skills were team player, self-motivation, verbal communication, problem-solving and being proactive, which align with previous studies on workplace skills. Research limitations/implications: This paper is a call to all STEM educational institution stakeholders, both internal and external, to re-assess current curriculum and programs and collaborate to narrow the gap between graduate competencies and the practical needs of the workplace. Originality/value: This paper attempts to bridge the gap between the competencies gained in STEM educational institutions and the competencies needed for the future workplace, as confirmed by HRM professionals. Although this study is focused on STEM educational institutions in the United States, it will be of interest to all STEM educational institutions worldwide who play a significant role in preparing the next generation of employees for the global workplace. © 2020, Emerald Publishing Limited.","Aerospace and defense industry; Human capital; Manufacturing industry; STEM graduates; Stem workforce; Workforce skills","","","","","","","","Akdere M., Hickman L., Kirchner M., Developing leadership competencies for STEM fields: the case of Purdue polytechnic leadership academy, Advances in Developing Human Resources, 21, 1, pp. 49-71, (2019); Anajar A., Talbi M., Radid M., Snadrou K., Tragha A., Quality management in vocational training: evaluation of a specialized institution in ICT, Procedia- Social and Behavioral Sciences, 191, pp. 1928-1933, (2015); Barnett K., Student interns' socially constructed work realities: narrowing the work expectation-reality gap, Business Communication Quarterly, 75, 3, pp. 271-290, (2012); Bunshaft A., Curtis-Fink J., Gerstein A., Boyington D., Edwards T., Jacobson C., Focus on employability skills for STEM workers. Points to experiential learning, STEM connector’s STEM Innovation Task Force, (2015); Chetwynd F., Aiken F., Jefferis H., Reflections on the 2017 HEA STEM conference: graduate employability challenges and solutions, Higher Education Pedagogies, 3, 1, pp. 490-494, (2018); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education and Training, 49, 4, pp. 277-289, (2007); Demaria M., Hodgson Y., Czech D., Perceptions of transferable skills among biomedical science students in the final year of their degree: what are the implications for graduate employability?, International Journal of Innovation in Science and Mathematics Education, 26, 7, pp. 11-24, (2018); Ellis M., Kisling E., Hackworth R.G., Teaching soft skills employers need, Community College Journal of Research and Practice, 38, 5, pp. 433-453, (2014); Ferns S., Dawson V., Howitt C., A collaborative framework for enhancing graduate employability, International Journal of Work-Integrated Learning, 20, 2, pp. 99-111, (2019); Frayer S., Lacey A., Watson A., STEM Occupations: Past, Present, and Future, (2017); Hartmann B.L., Jahren C.T., Leadership: industry needs for entry-level engineering positions, Journal of STEM Education, 16, 3, pp. 13-19, (2015); Harvey L., Embedding and integrating employability, New Directions for Institutional Research, 128, pp. 13-28, (2005); Hillage J., Pollard E., Employability: developing a framework for policy analysis, Institute for Employment Studies. Department for Education and Employment, (1998); Jackson K., Lower C.L., Rudman W.J., The crossroads between workforce and education, Perspectives in Health Information Management, (2016); Jang H., Identifying the 21st century STEM competencies using workplace data, Journal of Science Education and Technology, pp. 1-33, (2015); John D.D., Chen Y., Navaee S., Gao W., STEM education from the industry practitioners' perspective, American Society for Engineering Education, (2018); Jones F.R., Maris M.A., Randeree E., Towards an employability model for STEM majors: engagement-based, service-producing, and experience-driven, Conference proceedings: American Society for Engineering Education, (2019); Knight E., Bennett D., Employability thinking and the future of STEM, Developing Employability, pp. 1-8, (2019); Knight P.T., Yorke M., Employability and good learning in higher education, Teaching in Higher Education, 8, 1, pp. 3-16, (2003); Madden M.E., Baxter M., Beauchamp H., Bouchard K., Habermas D., Huff M., Ladd B., Pearon J., Plague G., Rethinking STEM education: an interdisciplinary STEAM curriculum, Procedia Computer Science, 20, pp. 541-546, (2013); Marbach-Ad G., Hunt C., Thompson K.V., Exploring the values undergraduate students attribute to cross-disciplinary skills needed for the workplace: an analysis of five STEM disciplines, Journal of Science Education and Technology, pp. 1-18, (2019); Mark K.P., So J.C.H., Chan V.C.W., Luk G.W.T., Ho W.T., Surviving in the gig economy: change of STEM students' perceptions on the generic skills for the workplace, Conference: 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), (2018); Maxwell R., Armellini A., Identity, employability and entrepreneurship: the Change framework of graduate attributes, Higher Education, Skills, and Work-Based Learning, 9, 1, pp. 76-91, (2018); Maxwell G., Scott B., Macfarlane D., Williamson E., Employers as stakeholders in postgraduate employability skills development, International Journal of Management, 8, 2, pp. 1-11, (2009); McGunagle D.M., Meeting real work demands of the global economy, I-Manager's Journal on Management, 10, 3, pp. 36-41, (2016); McGunagle D., Zizka L., Meeting real world demands of the global economy: an employer's perspective, Journal of Aviation/Aerospace Education and Research, 27, 2, pp. 59-76, (2018); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Prinsley R., Baranyai K., STEM skills in the workforce: what do employers want?, Office of the Chief Scientist, 9, pp. 1-4, (2015); Rayner G.M., Papakonstantinou T., Employer perspective of the current and future value of STEM graduate skills and attributes: an Australian study, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 100-115, (2015); Rayner G.M., Papakonstantinou T., The nexus between STEM qualifications and graduate employability: employers' perspectives, International Journal of Innovation in Science and Mathematics Education, 24, 3, pp. 1-13, (2016); Ridzwan C.R., Ruhizan M.Y., Faizal M.N.Y., Mohd B.R., Irwan M.I., Skilling for a job: a grounded theory of vocational training at industrial training institutes in Malaysia, Procedia- Social and Behavioral Sciences, 204, pp. 198-205, (2015); Sanchez Carracedo F., Soler A., Martin C., Lopez D., Ageno A., Cabre J., Garcia J., Aranda J., Gibert K., Competency maps: an effective model to integrate professional competencies across STEM curriculum, Journal of Science Education and Technology, 27, pp. 448-468, (2018); Sarkar M., Overton T., Thompson C., Rayner G., Graduate employability: views of recent science graduates and employers, International Journal of Innovation in Science and Mathematics Education, 24, 3, pp. 31-48, (2016); Siekmann G., Korbel P., Defining 'STEM' skills: review and synthesis of the literature.- support document 1, NCVER, Adelaide, (2016); Swafford M., STEM education at the nexus of the 3-circle model, Journal of Agricultural Education, 59, 1, pp. 297-315, (2017); Yorke M., Employability in the undergraduate curriculum: some student perspectives, European Journal of Education, 39, 4, pp. 409-427, (2004); Yorke M., Employability in higher education: what it is- what it is not, Learning and Employability, Series One. Higher Education Academy, (2006); Hooge E., Connecting with the world of work: horizontal accountability processes in institutions providing vocational education and training, European Journal of Education, 50, 4, pp. 478-496, (2015)","D. McGunagle; Embry-Riddle Aeronautical University, Daytona Beach, United States; email: Mcgunagd@erau.edu","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85083435871"
"Sharit J.","Sharit, Joseph (7003326459)","7003326459","The 'new' older worker","2020","Gerontechnology","19","2","","102","114","12","2","10.4017/gt.2020.19.2.003.00","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089011069&doi=10.4017%2fgt.2020.19.2.003.00&partnerID=40&md5=8eddbeaddc1b870bc4896bfef125770f","Department of Industrial Engineering, University of Miami, Coral Gables, FL, United States","Sharit J., Department of Industrial Engineering, University of Miami, Coral Gables, FL, United States","J. Sharit. The 'new' older worker. Gerontechnology 2020;19(2):102-114; https://doi.org/10.4017/ gt.2020.19.2.003.00 Background The expectation is that in the future there will be a greater number of older workers and that more of them will want to extend their work lives, whether due to financial need or because of the value they place on being engaged in the workforce. Research aim For many reasons, there is a strong possibility that older individuals may be viewed as less desirable for employment. The goal of this paper is to demonstrate ways in which older people can prove valuable in current and future job roles. Methods Four topics will be examined from the standpoint of their implications for the employability of older workers: the use of exoskeletons for aiding the work activities of older workers; the growing importance of teams in organizations; the importance of experienced older workers as repositories of institutional knowledge; and the role of older workers within the context of growing automation in the workplace. Results Challenges remain in determining the usability of exoskeletons for older adults within the context of work operations. While concerns exist employing older people in teams or collaborative arrangements with automation, the unique attributes of older workers may also make them valuable assets in these roles. Older workers are essential to organizations for documenting and transferring critical organizational knowledge. Conclusions The skills, abilities, and preferences within growing cohorts of older workers should be capable of being accommodated within organizations, thereby supporting older worker, organizational, and societal goals. © 2020 International Society for Gerontechnology.","Ageism myths; Automation; Exoskeletons; Institutional knowledge; Older workers; Teamwork","aged; ageism; article; automation; employability; employment; expectation; human; organization; skill; teamwork; worker; workforce; workplace","","","","","National Institute on Aging/National Institutes of Health, (P01AG017211)","This research was funded by the National Institute on Aging/National Institutes of Health, P01AG017211, Project CREATE IV (Center for Research and Education on Aging and Technology Enhancement).","Abdoli E., Stevenson J.M., Reid S.A., Bryant T.J., Mathematical and empirical proof of principle for an on-body personal lift augmentation device (PLAD), Journal of Biomechanics, 40, 8, pp. 1694-1700, (2007); Beier M.E., Torres W.J., Beal D.J., Workplace aging and job, Current and emerging trends in aging and work the twenty-first century, pp. 13-32, (2019); Bond J.T., Thompson C., Galinsky E., Prottas D., The national study of the changing workforce, (2002); Brandon E., 15 in-demand jobs for seniors, U. S. 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Yahoo Finance, (2017); Naf M.B., Koopman A.S., Baltrusch S., Rodriguez-Guerrero C., Vanderborght B., Lefeber D., Passive back support exoskeleton improves range of motion using flexible beams, Frontiers in Robotics and AI, 5, 72, pp. 1-16, (2018); Paoletti J., Gilberto J.M., Beier M.E., Salas E., The role of aging, age diversity, and age heterogeneity within teams, Current and emerging trends in aging and work, pp. 319-336, (2019); Park D.C., Lautenschlager G., Hedden T., Davidson N.S., Smith A.D., Smith P.K., Models of visuospatial and verbal memory across the adult life span, Psychology and Aging, 17, 2, pp. 299-320, (2002); Paullin C., The aging workforce: Leveraging the talents of mature employees, SHRM Foundation's Effective Practice Guidelines Series, (2014); Peterson S.J., Spiker B.K., Establishing the positive contributory value of older workers: A positive psychology perspective, Organizational Dynamics, 34, 2, pp. 153-167, (2005); Fact sheet: Aging in the United States, (2019); Power V., de Eyto A., Hartigan B., Ortiz J., O'Sullivan W., Application of a user-centered design approach to the development of XoSoft-A lower body exoskeleton, Wearable robotics: Challenges and trends, pp. 44-47, (2019); Purtill C., Perennials, not millennials, will trigger the next wave of talent retention efforts, Quartz at Work, (2018); Rifkin R., American settling on older retirement age, Economy, (2015); Sharit J., Allocation of functions, Handbook of human factors and ergonomics (second edition), pp. 301-339, (1997); Sharit J., Czaja S.J., Hernandez M.A., Nair S.N., The employability of older workers as teleworkers: An appraisal of issues and an empirical study, Human Factors and Ergonomics in Manufacturing, 19, 5, (2009); Sharit J., Hernandez M.A., Nair S.N., Kuhn T., Czaja S.J., Health problem solving by older persons using a complex government web site: Analysis and implications for web design, ACM Transactions on Accessible Computing, 3, 3, pp. 1-35, (2011); Sharit J., Czaja S.J., Job design and re-design for older workers, Oxford handbook of work and aging, pp. 454-482, (2012); Sharit J., A human factors engineering perspective to aging and work, Current and emerging trends in aging and work, pp. 191-218, (2019); Shepherd A., Hierarchical task analysis, (2000); Shulz R., The interaction of family caregiving and work: Labor force participation, productivity, and caregiver well-being, Current and emerging trends in aging and work, pp. 399-413, (2019); Shore L., Power V., de Eyto A., O'Sullivan L.W., Technology acceptance and user-centred design of assistive exoskeletons for older adults: A commentary, (2018). 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S Department of Labor, Bureau of Labor Statistics, (2017); Toxiri S., Calanca A., Ortiz J., Fiorini P., Caldwell D.G., A parallel-elastic actuator for a torque-controlled back-support exoskeleton, IEEE Robotics and Automation Letters, 3, 1, pp. 492-499, (2018); Toxiri S., Naf M.B., Lazzaroni M., Fernandez J., Sposito M., Poliero T., Ortiz J., Back-support exoskeletons for occupational use: An overview of technological advances and trends, IISE Transactions on Occupational Ergonomics and Human Factors, (2019); Why More People Ages 55+ are Working, U. 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"Bejaković P.; Mrnjavac Ž.","Bejaković, Predrag (8897852000); Mrnjavac, Željko (6506687342)","8897852000; 6506687342","The importance of digital literacy on the labour market","2020","Employee Relations","42","4","","921","932","11","70","10.1108/ER-07-2019-0274","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083066370&doi=10.1108%2fER-07-2019-0274&partnerID=40&md5=c00bd7c7fdee980c54b97192c30cca7c","Institute of Public Finance, Zagreb, Croatia; University of Split, Faculty of Economics, Split, Croatia","Bejaković P., Institute of Public Finance, Zagreb, Croatia; Mrnjavac Ž., University of Split, Faculty of Economics, Split, Croatia","Purpose: The purpose of this paper is to examine the relationship between digital skills and employment and in this way accentuate importance of policy interventions for improving digital literacy. Design/methodology/approach: Using Eurostat data, this paper demonstrates statistically significant correlation between digital skills and employment rates in EU. Findings: This implies why it is so important for governments and employers to seek, propose and implement new strategies to promote digital inclusion, literacy and the training not only for new ICT professionals but also for the whole workforce. Social implications: Digital skills, particularly digital literacy, are an important factor for socio-economic development of the society and employability of the labour force. Without adequate digital literacy, it is not possible to participate in the economy and the digital society, particularly having in mind the digital transformation that the world of work is experiencing in the content and the organisation. Beyond the work environment, it also affects the way people live and communicate. Originality/value: In this paper, the importance and definition of digital literacy are elaborated, explaining the measurement of digital literacy and skills, as well as the relation between digital literacy and employability. © 2020, Emerald Publishing Limited.","Digital literacy; Digital transformation; Employability; Labour force","","","","","","","","Ala-Mutka K., Mapping Digital Competence - towards a Conceptual Understanding, (2011); Bainbridge S., In the future, what will people do?, Technology, Globalisation and the Future of Work in Europe. Essays on Employment in a Digitised Economy, pp. 80-85, (2015); Berger T., Frey C.B., Bridging the skills gap, Technology, Globalisation and the Future of Work in Europe. Essays on Employment in a Digitised Economy, pp. 75-79, (2015); Cedefop, Skills, Qualifications and Jobs in the EU: The Making of a Perfect Match? Evidence from Cedefop's European Skills and Jobs Survey, (2015); Curtarelli M., Gualtieri V., Shater Jannati M., Donlevy V., ICT for Work: Digital Skills in the Workplace, (2016); De La Rica S., Equality of opportunity: responding to polarisation in Europe's labour market, Technology, Globalisation and the Future of Work in Europe. Essays on Employment in a Digitised Economy, pp. 90-94, (2015); Perception & Reality Measuring Digital Skills Gaps in Europe, India and Singapore, (2018); Erstad O., Educating the digital generation, Nordic Journal of Digital Literacy, 5, 1, pp. 56-70, (2010); Eshet-Alkalai Y., Chajut E., You can teach old dogs new tricks: the factors that affect changes over time in digital literacy, Journal of Information Technology Education, 9, pp. 173-181, (2010); Eshet-Alkalai Y., Digital literacy. A conceptual framework for survival skills in the digital era, Journal of Educational Multimedia and Hypermedia, 13, 1, pp. 93-106, (2004); Eurofound, Digitisation of processes - literature review, (2017); Eurofound, Automation, digitisation and platforms: implications for work and employment, (2018); A Digital Agenda for Europe, (2010); Europe's Digital Progress Report 2016, (2016); Human Capital Digital Inclusion and Skills: Digital Economy and Society Index Report 2018 Human Capital, (2018); The Digital Skills and Jobs Coalition, (2018); The Digital Economy and Society Index (DESI), (2018); Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning, Official Journal of the European Union, pp. 10-18, (2006); Ferrari A., Digital Competence in Practice: An Analysis of Frameworks, (2012); Ferrari A., DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. European Commission, Joint Research Centre and Institute for Prospective Technological Studies, (2013); Fraillon J., Schulz W., Ainley J., International Computer and Information Literacy Study - an Assessment Framework, (2013); Gareis K., Husing T., Birov S., Bludova I., Schulz C., Corte W.B., E-Skills for Jobs in Europe: Measuring Progress and Moving Ahead, (2014); Committee Digital Skills Crisis Second Report of Session 2016–17, (2016); Husing T., Korte W.B., Dashja E., E-skills in Europe - trends and forecasts for the European ict professional and digital leadership labour markets (2015-2020), (2015); Ilomaki L., Kanotsalo A., Lakkala M., What is digital competence?, Linked Portal, (2011); Ipsos Mori, Basic Digital Skills UK Report 2015, (2015); Jenkins H., Clinton K., Purushotma P., Robinson A.J., Weigel M., Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, (2006); Jones B., Flannigan S.L., Connecting the digital dots: literacy of the 21st century, Educause Quarterly, 29, 2, pp. 8-10, (2006); Martin A., A European framework for digital literacy, Nordic Journal of Digital Literacy, 2, pp. 151-161, (2006); New Media Consortium, A Global Imperative: The Report of the 21st Century Literacy Summit, (2005); The ICT Productivity Paradox- Evidence from Micro Data, (2004); Skills and Jobs in the Internet Economy, (2014); Digital Economy Outlook 2015, (2015); New Skills for the Digital Economy: Measuring the Demand for ICT Skills at Work, (2016); Parry E., Strohmeier S., HRM in the digital age – digital changes and challenges of the HR profession, Employee Relations, 36, 4, (2014); Pellizzari M., Biagi F., Brecko B., E-skills Mismatch: Evidence from PIAAC, (2015); Valsamis D., de Coen A., Vanoeteren V., Van der Beken W., Employments and Skills Aspects of the Digital Single Market Strategy. Study for the EMPL Committee, (2015); The Future of Jobs. Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, (2016)","Ž. Mrnjavac; University of Split, Faculty of Economics, Split, Croatia; email: mrnjavac@efst.hr","","Emerald Group Holdings Ltd.","","","","","","01425455","","","","English","Employee Relat.","Article","Final","","Scopus","2-s2.0-85083066370"
"Bennett D.; Knight E.; Rowley J.","Bennett, Dawn (55574191781); Knight, Elizabeth (57209056399); Rowley, Jennifer (36440433500)","55574191781; 57209056399; 36440433500","The role of hybrid learning spaces in enhancing higher education students’ employability","2020","British Journal of Educational Technology","51","4","","1188","1202","14","28","10.1111/bjet.12931","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083427978&doi=10.1111%2fbjet.12931&partnerID=40&md5=10188792e88344828a1ef583f7b75859","Developing Employability and Creative Workforce Initiatives, Curtin University, Australia; Centre for International Research on Education Systems, Australia","Bennett D., Developing Employability and Creative Workforce Initiatives, Curtin University, Australia; Knight E., Centre for International Research on Education Systems, Australia; Rowley J.","Graduate employment rates and self-reported employability are increasingly a feature of higher education funding measures. However, graduate outcomes do not denote the whole learning experience of the student nor is the student experience reducible to a single statistic. This paper discusses a design-centric approach to employability development which was enacted within a hybrid learning space. The study engaged 52 final-year speech pathology students, their lecturer, the lead researcher and a career practitioner (advisor) at an Australian university. Students first created personalized employability profiles using an established online self-reflection tool. The online tool produced a personalized report and enabled students to access developmental resources relating to employability and student success. The project team used anonymized student data to transform a previously generic “careers” workshop into a targeted workshop in which students explored individual and cohort findings and participated in developmental activities informed by the data. The initiative’s contribution to learning space research is in its composition as a hybrid learning space in which educators and students engaged as learners and developers of their online learning spaces, and educators collaborated to analyze student data and inform learning and teaching enhancements within the same study period. It is anticipated that the data from subsequent years will inform the curricular review, particularly if subsequent student cohorts express similar concerns. Implications for higher education policy and practice are discussed. © 2020 The Authors. British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association","","Electronic document exchange; Space research; Employment rates; Higher education; Higher education students; Learning and teachings; Learning experiences; Speech pathology; Student experiences; Student success; Students","","","","","","","Alt D., Assessing the contribution of a constructivist learning environment to academic self-efficacy in higher education, Learning Environments Research, 18, 1, pp. 47-67, (2015); Final report for performance-based funding for the Commonwealth Grant Scheme, (2019); Bennett D., Pre-service teachers' intentions to teach: Developing understanding through textual narratives and drawings, Transformative teacher research: Theory and Practice for the C21st, pp. 141-154, (2015); Bennett D., Embedding employABILITY thinking across Australian higher education, (2018); Bennett D., Graduate employability and higher education: Past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2019); Benson V., Morgan S., Social university challenge: Constructing pragmatic graduate competencies for social networking, British Journal of Educational Technology, 47, 3, pp. 465-473, (2016); Ellis R.A., Goodyear P., Models of learning space: Integrating research on space, place and learning in higher education, Review of Education, 4, 2, pp. 149-191, (2016); Godsey S.R., Student perceptions of professional identity and cultural competence, (2011); Hodkinson P., Sparkes A.C., Careership: a sociological theory of career decision making, British Journal of Sociology of Education, 18, 1, pp. 29-44, (1997); McAllister L., Issues and innovations in clinical education, Advances in Speech Language Pathology, 7, 3, pp. 138-148, (2005); WP6112EW—Occupation by age (workplace population), (2015); O'Byrne W.I., Pytash K.E., Hybrid and Blended Learning, Journal of Adolescent & Adult Literacy, 59, 2, pp. 137-140, (2015); Raghunath R., Anker C., Nortcliffe A., Are academics ready for smart learning?, British Journal of Educational Technology, 49, 1, pp. 182-197, (2018); Rowley J., Music and visual arts service learning in Sydney schools: school and university partnerships to widen participation in higher education, International Studies in Widening Participation, 1, 1, pp. 43-56, (2014); Rowley J., Bennett D., Dunbar-Hall P., Creative Teaching with Performing Arts Students: Developing Career Creativities through the Use of ePortfolios for Career Awareness and Resilience, Activating Diverse Musical Creativities: Teaching and Learning in Higher Music Education, pp. 241-259, (2015); Schon D., Educating the reflective practitioner, (1987); Speech pathology 2030—Making futures happen, (2016); Spence C., ‘Judgement’ versus ‘metrics’ in higher education management, Higher Education, 77, 5, pp. 761-775, (2019); Tomlinson M., Introduction: Graduate employability in context: Charting a complex, contested and multi-faceted policy and research field, Graduate employability in context: Theory, research and debate, pp. 1-40, (2017); Watt H.M.G., Richardson P.W., Klusmann U., Kunter M., Beyer B., Trautwein U., Baumert J., Motivations for choosing teaching as a career: An international comparison using the FITChoice scale, Teaching and Teacher Education, 28, pp. 791-805, (2012); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016)","E. Knight; Centre for International Research on Education Systems, Australia; email: elizabeth.knight@monash.edu","","Blackwell Publishing Ltd","","","","","","00071013","","BJETD","","English","Br J Educ Technol","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85083427978"
"Park Y.","Park, Yongho (57215548275)","57215548275","The effects of leader-member exchange and employee learning on perceived employability","2020","International Journal of Training and Development","24","2","","105","117","12","4","10.1111/ijtd.12174","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083462545&doi=10.1111%2fijtd.12174&partnerID=40&md5=a2c02a48202564039ef77ae1216fb396","","","In today’s rapidly changing society, the critical issues for organizations are how to attract individuals with high-level employability and what role to play in maintaining and enhancing that employability. This study primarily aimed to investigate the effects of leader-member exchange and employee learning on perceived employability. The literature review showed that leader-member exchange is about the mutual relationship between the leader and members of an organization, and that employee learning consists in the individual employees’ continuing learning behaviours. The data for this study were collected from 257 South Korean insurance company employees. The study findings demonstrated that leader-member exchange has a significant positive influence on the one dimension of perceived employability: corporate sense. Employee learning, on the contrary, was shown to have statistically significant positive effects on all the five dimensions of employability. Conclusions were drawn, and the implications and limitations of the study are discussed. © 2020 Brian Towers (BRITOW) and John Wiley & Sons Ltd.","","","","","","","Incheon National University, INU","This study was supported by Incheon National University Research Grant.","Bagshaw M., Employability–creating a contract of mutual investment, Industrial and Commercial Training, 29, 6, pp. 187-189, (1997); Becker G., Human capital: A theoretical and empirical analysis with special reference to education, (1993); Berntson E., Sverke M., Marklund S., Predicting perceived employability: human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Bezuijen X.M., Dam K., Berg P.T., Thierry H., How leaders stimulate employee learning: a leader–member exchange approach, Journal of Occupational & Organizational Psychology, 83, 3, pp. 673-692, (2010); Birrell B., Dobson I.R., Rapson V., Smith T.F., Skilled Labour: Gains and Losses, (2001); Bonfiglioli E., Moir L., Ambrosini V., Developing the wider role of business in society: the experience of Microsoft in developing training and supporting employability, Corporate Governance, 6, 4, pp. 401-408, (2006); 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Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1998); Hirsch J., From the Fordist to the Post-Fordist State, The Politics of Flexibility: Restructuring State and Industry in Britain, Germany and Scandinavia, pp. 67-81, (1991); Hodzic S., Ripoll P., Lira E., Zenasni F., Can intervention in emotional competences increase employability prospects of unemployed adults?, Journal of Vocational Behavior, 88, 1, pp. 28-37, (2015); Judge T.A., Cable D.M., Boudreau J.W., Bretz R.D., An empirical investigation of the predictors of executive career success, Personal Psychology, 48, 3, pp. 485-519, (1995); Kagaari J.R.K., Evaluation of the effects of vocational choice and practical training on students’ employability, Journal of European Industrial Training, 31, 6, pp. 449-471, (2007); Kang D., Gold J., Kim D., Responses to job insecurity: the impact on discretionary extra-role and impression management behaviors and the moderating role of employability, Career Development International, 17, 4, pp. 314-332, (2012); Kanter R.M., Employability security, Business and Society Review, 87, 1, pp. 9-17, (1993); Kim S., Kim H., Lee J., Employee self-concepts, voluntary learning behavior, and perceived employability, Journal of Managerial Psychology, 30, 3, pp. 264-279, (2015); Koen J., Klehe U., Van Vianen A.E.M., Employability among the long-term unemployed: a futile quest or work the effort?, Journal of Vocational Behavior, 82, 1, pp. 37-48, (2013); Lin Y., Are you a protean talent? The influence of protean career attitude, learning-goal orientation and perceived internal and external employability, Career Development International, 20, 7, pp. 753-772, (2015); Liu W., High-involvement human resource practices, employee learning and employability, Career Development International, 23, 3, pp. 312-326, (2018); Lysova E.I., Jansen P.G.W., Khapova S.N., Plomp J., Tims M., Examining calling as a double-edged sword for employability, Journal of Vocational Behavior, 104, pp. 261-272, (2018); Martin R., Guillaume Y., Thomas G., Lee A., Epitropaki O., Leader–member exchange (LMX) and performance: a meta-analytic review, Personnel Psychology, 69, 1, pp. 67-121, (2016); McCardle S., Waters L., Briscoe J.P., Hall D.T., Employability during unemployment: adaptability, career identity and human and social capital, Journal of Vocational Behavior, 71, 2, pp. 247-264, (2007); McDonald P., Kippen R., Labour supply prospects in 16 developed countries, Population and Development Review, 27, 1, pp. 1-32, (2001); McQuaid E., Maguire T., Individuals and their employability, Journal of European Industrial Training, 29, 6, pp. 447-456, (2005); O'Donoghue J., Maguire T., The individual learner: employability and the workplace, Journal of European Industrial Training, 29, 6, pp. 436-446, (2005); Oostrom J.K., Pennings M., How do idiosyncratic deals contribute to the employability of older workers?, Career Development International, 21, 2, pp. 176-192, (2016); Rothwell A., Jewell S., Hardie M., Self-perceived employability: investigating the responses of post-graduate students, Journal of Vocational Behavior, 75, 2, pp. 152-161, (2009); Sanders J., de Grip A., Training, task flexibility and the employability of low-skilled workers, International Journal of Manpower, 25, 1, pp. 73-89, (2004); Schyns B., The influence of occupational self-efficacy on the relationship of leadership behavior and preparedness for occupational change, Journal of Career Development, 30, 4, pp. 247-261, (2004); Schyns B., Torka N., Gossling T., Turnover intention and preparedness for change: exploring leader-member exchange and occupational self-efficacy as antecedents of two employability predictors, Career Development International, 12, 7, pp. 660-679, (2007); Sheldon P., Thornthwaite L., Employability skills and vocational education and training policy in Australia: an analysis of employer association agendas, Asia Pacific Journal of Human Resources, 43, 3, pp. 404-425, (2005); Stoffers J.M., Van der Heijden B.I.J.M., Notelaers G.L.A., Towards a moderated mediation model of innovative work behavior enhancement, Journal of Organizational Change Management, 27, 4, pp. 642-659, (2014); Thijssen J.G.L., Van der Heijden B.I.J.M., Rocco T., Toward the employability-link model: Current employment transition to future employment perspectives, Human Resource Development Review, 7, 2, pp. 165-183, (2008); Van Dam K., Antecedents and consequences of employability orientation, European Journal of Work and Organizational Psychology, 13, 1, pp. 29-51, (2004); Van der Heijde C.M., Van der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Development, 45, 3, pp. 449-476, (2006); Van der Heijden B.I.J.M., de Lange A.H., Demerouti E., Van der Heijde C.M., Age effects on the employability-career success relationship, Journal of Vocational Behavior, 74, 2, pp. 156-164, (2009); Van der Heijden B.I.J.M., Notelaers G., Peters P., Stoffers J.M.M., De Lange A.L., Froehlich D.E., Van der Heijde C.M., Development and validation of the short-form employability five-factor instrument, Journal of Vocational Behavior, 106, pp. 236-248, (2018); Van der Heijden B., Spurk D., Moderating role of LMX and proactive coping in the relationship between learning value of the job and employability enhancement among academic staff employees, Career Development International, 24, 2, pp. 163-186, (2019); Van der Klink M., Van der Heijden B.I.J.M., Boon J., van Rooij S.W., Exploring the contribution of formal and informal learning to academic staff member employability: a Dutch perspective, Career Development International, 19, 3, pp. 337-356, (2014); Wang H., Law K.S., Hackett R.D., Wang D., Chen Z.X., Leader-member exchange as a mediator of the relationship between transformational leadership and followers’ performance and organizational citizenship behavior, Academy of Management Journal, 48, 3, pp. 420-432, (2005); Yizhong X., Baranchenko Y., Lin Z., Lau C.K., Ma J., The influences of transformational leadership on employee employability: evidence from China, Employee Relations, 41, 1, pp. 101-118, (2019)","Y. Park; email: yhpark@inu.ac.kr","","Blackwell Publishing Ltd","","","","","","13603736","","","","English","Int. J. Train. Dev.","Article","Final","","Scopus","2-s2.0-85083462545"
"Hayes C.; Graham Y.","Hayes, Catherine (56701890500); Graham, Yitka (56364472700)","56701890500; 56364472700","Social interactivity as driver and digital technology as vehicle: Facilitating affective domain learning for undergraduates","2020","Higher Education, Skills and Work-based Learning","10","2","","313","324","11","6","10.1108/HESWBL-05-2019-0068","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076515410&doi=10.1108%2fHESWBL-05-2019-0068&partnerID=40&md5=a87bc1db64e7217c16dd6a42699e5523","Department of Pharmacy, Health and Wellbeing, University of Sunderland, Sunderland, United Kingdom","Hayes C., Department of Pharmacy, Health and Wellbeing, University of Sunderland, Sunderland, United Kingdom; Graham Y., Department of Pharmacy, Health and Wellbeing, University of Sunderland, Sunderland, United Kingdom","Purpose: The purpose of this paper is to investigate the perceptions of the integration of digital technology into a Pre-Registration Nursing degree programme. This process illuminated student perceptions of the impact of the digital technology platform on the context of work-based learning and also potential employability in the future. Design/methodology/approach: Adopting design research as an overarching methodological approach for this study enabled application of the phenomena of complex curriculum justification, design and development to an observable context. In its rawest form, this was a pragmatic and relatively a theoretical approach, nevertheless underpinned by robust mixed-methods framework, incorporating anecdote circles. Braun and Clarke’s (2006) six-phase approach to thematic analysis was adopted as a systematic, yet recursive, approach to inductive qualitative analysis. Findings: Results of this pedagogical study were consistent with the stance that technology enhanced learning has a tangible impact on the socio-cognitive learning of students by providing a mechanism for engaging with decision making, problem solving and reflexive praxis. In particular, the Nurse Navigator System was perceived as a mechanism of enhancing the potential for the establishment of communities of practice in which the co-construction of meaningful knowledge about patient care could be established. Research limitations/implications: This pedagogical study was context specific to the curriculum model operationalised at the University of Sunderland and as such the perceptions captured are not generalizable but rather provide an insight into student perceptions of the implementation of the digital technology in the context of work-based learning and also the perceived impact on employability that this might have in the future. Practical implications: Pivotal to the success of this, though, is the capacity of clinical and academic staff who can facilitate this sufficiently well in practice and a period of preparation for students so that they can understand the distinction between cognitive, psychomotor and affective domain learning and the places and integration of each across an academic curriculum. Social implications: The study revealed the concept of social interactivity for affective domain learning was impacted positively upon by the integration of technology enhanced learning (i.e. the Nurse Navigator System). Originality/value: This pedagogical research provides a fundamentally unique consideration of the perceived potential impact of a digital technology platform to affective domain learning. Since this is imperative to the tacit knowledge nursing students gain during their education and training for this specific vocational and academic field this is of great value to educationalists in the nursing and allied health fields. The methodological approach adopted also has capacity for transferability to these professions. © 2019, Emerald Publishing Limited.","Curriculum development; Digital technology; Employability; Pre-Registration Nursing; Work-based learning","","","","","","","","Ali I., Methodological approaches for researching complex organizational phenomena, Informing Science: The International Journal of an Emerging Transdiscipline, 17, pp. 59-73, (2014); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bruun H.H., Science, Values and Politics in Max Weber’s Methodology: New Expanded Edition, (2016); Chieu V.M., Herbst P., A study of the quality of interaction among participants in online animation-based conversations about mathematics teaching, Teaching and Teacher Education, 57, pp. 139-149, (2016); Curran V., Matthews L., Fleet L., Simmons K., Gustafson D.L., Wetsch L., A review of digital, social, and mobile technologies in health professional education, Journal of Continuing Education in the Health Professions, 37, 3, pp. 195-206, (2017); Duncan-Howell J., Teachers making connections: online communities as a source of professional learning, British Journal of Educational Technology, 41, 2, pp. 324-340, (2010); Hampton K.N., Studying the digital: directions and challenges for digital methods, Annual Review of Sociology, 43, pp. 167-188, (2017); Henderson M., Selwyn N., Aston R., What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning, Studies in Higher Education, 42, 8, pp. 1567-1579, (2017); Lave J., Wenger E., Situated Learning: Legitimate Peripheral Participation, (1991); Lee J., Bonk C.J., Social network analysis of peer relationships and online interactions in a blended class using blogs, The Internet and Higher Education, 28, pp. 35-44, (2016); Lugmayr A., Sutinen E., Suhonen J., Sedano C.I., Hlavacs H., Montero C.S., Serious storytelling – a first definition and review, Multimedia Tools and Applications, 76, 14, pp. 15707-15733, (2017); Moos R.H., Evaluating classroom learning environments, Studies in Educational Evaluation, 6, 3, pp. 239-252, (1980); Pimmer C., Pachler N., Genewein U., Reframing clinical workplace learning using the theory of distributed cognition, Academic Medicine, 88, 9, pp. 1239-1245, (2013); Richards K.A.R., Graber K.C., Woods A.M., Using theory to guide research: applications of constructivist and social justice theories, Kinesiology Review, 7, 3, pp. 218-225, (2018); Tsiotakis P., Jimoyiannis A., Critical factors towards analysing teachers’ presence in on-line learning communities, The Internet and Higher Education, 28, pp. 45-58, (2016); Vygotsky L.S., Mind in Society: The Development of Higher Psychological Functions, (1978); Webb L., Clough J., O'Reilly D., Wilmott D., Witham G., The utility and impact of information communication technology (ICT) for pre-registration nurse education: a narrative synthesis systematic review, Nurse Education Today, 48, pp. 160-171, (2017); Yen J.Y., Yen C.F., Chen C.S., Wang P.W., Chang Y.H., Ko C.H., Social anxiety in online and real-life interaction and their associated factors, Cyberpsychology, Behavior, and Social Networking, 15, 1, pp. 7-12, (2012); Pimmer C., Pachler N., Mobile learning in the workplace: unlocking the value of mobile technology for work-based education, Increasing Access Through Mobile Learning, pp. 193-203, (2014); Qualitative Research, (2016); Tranfield D., Starkey K., The nature, social organization and promotion of management research: towards policy, British Journal of Management, 9, 4, pp. 341-353, (1998)","C. Hayes; University of Sunderland, Sunderland, United Kingdom; email: catherine.hayes@sunderland.ac.uk","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85076515410"
"Plata I.T.","Plata, Irma T. (57212105411)","57212105411","Connecting with the graduates: An online employability graduate tracer study (O-EGTS) of Isabela State University","2020","International Journal of Scientific and Technology Research","9","3","","4339","4344","5","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082659430&partnerID=40&md5=09388dcf97dd0c0dc2584c045402081a","College of Computing Studies, Information and Communication Technology, Isabela State University, Philippines","Plata I.T., College of Computing Studies, Information and Communication Technology, Isabela State University, Philippines","Graduate tracer studies are a survey of graduates from institutions of higher education. They are essential tools of institutional development to ensure the preparation of the Higher Education Institutions and graduates to meet the challenges of 21st-century education and the direction of the Education 4.0 revolution. This study aimed to trace graduates of their whereabouts, determine characteristics and qualifications, which include demographical, educational, employment status, and situational conditions where the descriptive method of research was employed. The creation of a social networking group using Facebook facilitates the establishment of a platform in collecting relevant information and established connections with the graduates. Also, the utilization of the Google Docs, mainly, Google Forms for the development of the e-Survey instrument facilitates the online floating of questionnaire and collection of responses. The Google Docs also acts as an electronic repository used as a collection, monitoring, retrieval, distribution, storage, reporting, and archival of information. This study realized and provided the following outputs: (1) report on the percent employability of BSIT graduates of Isabela State University; (2) an electronic catalog of graduates' information; (3) the establishment of an electronic repository of graduates' profile and employment information; and (4) establishment of an online community for graduates. Overall, the results of this study were relevant to the policy program formulation, curriculum revision/enhancement, on-the-job training priorities, and capstone project directions based on industry needs and trends in the Information Technology education field. © 2020, International Journal of Scientific and Technology Research. All rights reserved.","Employability; Facebook; Google docs; Graduate tracer; Information technology; Social media","","","","","","Isabela State University","The author would like to extend gratitude to the Isabela State University for supporting the conduct of this study. More, the graduates of the College of Computing Studies, Information and Communication Technology for their active participation and concerns.","Bakar A., Et al., (2009); Millington C., The Use of Tracer Study for Enhancing Relevance and Marketability in Online and Distance Education, (2008); de Guzman A.B., de Costa B.V., Employment and employability profile of a select group of Filipino college graduates, KJEP 5, 1, 2008, pp. 63-81, (2008); Merchant G., Unravelling the social network: Theory and research, Learning, Media and Technology, 37, 1, pp. 4-19, (2011); Zhao S., Grasmuck S., Martin J., Identity construction on Facebook: Digital empowerment in anchored relationships, Computers in Human Behaviour, 24, 5, pp. 1816-1836, (2008); Abdalla, (2011); Graduate tracer study manual and lectures, Manila, (2006); Google Docs, (2018)","I.T. Plata; College of Computing Studies, Information and Communication Technology, Isabela State University, Philippines; email: irma.t.plata@isu.edu.ph","","International Journal of Scientific and Technology Research","","","","","","22778616","","","","English","Int. J. Sci. Technol. Res.","Article","Final","","Scopus","2-s2.0-85082659430"
"Brooman S.; Stirk S.","Brooman, Simon (48460894200); Stirk, Sarah (57215655550)","48460894200; 57215655550","Who Am I?: Using Reflective Practice and Self-determination to Redefine ‘Employability’ in Legal Education","2020","Liverpool Law Review","41","1","","79","98","19","3","10.1007/s10991-020-09240-5","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081642067&doi=10.1007%2fs10991-020-09240-5&partnerID=40&md5=a2f51aedd44db9737568df0820605cf4","School of Law, Liverpool John Moores University, Brownlow Hill, Liverpool, L3 5UG, United Kingdom","Brooman S., School of Law, Liverpool John Moores University, Brownlow Hill, Liverpool, L3 5UG, United Kingdom; Stirk S., School of Law, Liverpool John Moores University, Brownlow Hill, Liverpool, L3 5UG, United Kingdom","This study examines the value of undergraduate law students undertaking structured and assessed reflective practice as part of their studies, in the context of competing notions of employability. We discuss existing use of reflective practice in law and other disciplines, highlighting the different approaches and perspectives on its value. Students in this study engaged in reflection as part of a first year core module aimed at improving retention and performance, followed by a second year option module aimed at personal development in relation to employability and business skills following a work placement. We examine students’ perceptions of reflective practice and discuss how these relate to extant literature. We suggest that reflective practice is a very personal experience that can greatly benefit law students beyond their capacity to be employable. We suggest that reflective practice for law needs to be re-thought in relation to its intended purpose, taking cognisance of experience outside law to inform best practice. We propose that reflective practice should focus on developing the whole person, and discuss this in light of debate over the function of higher education. We suggest that the reinforcement cycle of personal and professional reflective practice in this study has the potential to be high impact practice in legal education as defined by Professor George Kuh. © 2020, The Author(s).","Employability; Legal education; Personal identity; Reflective practice; Self-determination","","","","","","","","Balan A., Investigating the feasibility of using student reflective journals to understand how clinical legal education can develop the ethical competence of law students, The Law Teacher, 54, 1, pp. 116-128, (2020); Balloo K., Pauli R., Worrell M., Undergraduates’ personal circumstances, expectations and reasons for attending university, Studies in Higher Education, 42, 8, pp. 1373-1384, (2017); (2017); Brocki J., Wearden A., A critical evaluation of the use of interpretative phenomenological analysis (IPA) in health psychology, Psychology and Health, 21, 1, pp. 87-108, (2006); Brooman S., Enhancing student engagement by building upon the tectonic plates of legal education, Liverpool Law Review, 32, 2, pp. 109-112, (2011); Brooman S., Darwent S., A positive view of first-year undergraduate reflective diaries: focussing on what students can do, Reflective Practice, 13, 4, pp. 517-531, (2012); Brooman S., Darwent S., ‘Yes, as the articles suggest, I have considered dropping out’: Self-awareness literature and the 1st year student, Studies in Higher Education, 37, 1, pp. 19-31, (2012); Brooman S., Darwent S., Measuring the beginning: A quantitative study of the transition to university, Studies in Higher Education, 39, 9, pp. 1523-1541, (2014); Brooman S., Darwent S., Pimor A., The student voice in higher education curriculum development: Is there value in listening?, Innovations in Education and Teaching International, 52, 6, pp. 663-674, (2015); Cresswell J., Qualitative enquiry and research design: choosing among five approaches, (2007); Dearing R., Report of the National Committee of Inquiry into Higher Education, (1997); Diver A., Employability via higher education: Sustainability as scholarship, (2019); Donald W., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: Human capital, careers advice, and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Fitzgerald M., Rite of passage: The impact of teaching methods on first year law students, The Law Teacher, 42, 1, pp. 60-84, (2008); Francis A., Legal education, social mobility, and employability: Possible selves, curriculum intervention, and the role of legal work experience, Journal of Law and Society, 42, pp. 173-201, (2015); Genn H.M., Partingtonwheeler S., Law in the Real World: Improving Our Understanding of How Law Works, (2006); Gibbons J., Oh the irony! A reflective report on the assessment of reflective reports on an LLB programme, The Law Teacher, 49, 2, pp. 176-188, (2015); Gibbons J., How is reflection “framed” for legal professional identity? Using Berstein and Leering to understand the potential for reflection in our curriculum as written, experienced and assessed, The Law Teacher, 53, 4, pp. 401-415, (2019); Goldspink S., Engward H., Curiosity and self-connected learning: Re-centring the ‘I’ in technology-assisted learning, Employability via higher education: Sustainability as scholarship, (2019); Guth J., Ashford C., The legal education training review: Regulating socio-legal and liberal legal education?, The Law Teacher, 48, 1, pp. 5-19, (2014); Harvey L., Transitions from higher education to work: A briefing paper prepared by Lee Harvey, (2003); Healey M., Flint A., Harrington K., Engagement through partnership: Students as partners in learning and teaching in higher education, (2014); (2017); Jones E., Transforming legal education through emotions, Legal Studies, 38, 3, pp. 450-479, (2018); Kuh G., High-impact educational practices, what they are, who has access to them, and why they matter, (2008); Kuh G., Unmasking the effects of student engagement on first-year college grades and persistence, The Journal of Higher Education, 79, 5, pp. 540-563, (2008); Langley K., You are about to jump out of a plane…, The Law Teacher, 53, 4, pp. 524-535, (2019); (2017); Leering M., Perils, pitfalls and possibilities: Introducing reflective practice effectively in legal education, The Law Teacher, 53, 4, pp. 431-445, (2019); Setting Standards: The Future of Legal Services Education and Training Regulation in England and Wales, (2013); Lowenberger B., Advancing rigorous reflective practice in legal education through assessment: A guide for educators, The Law Teacher, 53, 4, pp. 446-457, (2019); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: What effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Moore T., Morton J., The myth of job readiness? Written communication, employability, and the skills gap in higher education, Studies in Higher Education, 42, 3, pp. 591-609, (2017); O'Connell T., Dyment J., The case of reflective journals: Is the jury still out?, Reflective Practice, 12, 1, pp. 47-59, (2011); Ogilvy J.P., The use of journals in legal education: A tool for reflection, Clinical Law Review, 3, 1, pp. 55-108, (1996); Power J.B., ‘Has this begun to change the way they think? Moving undergraduate learners’ level of reflection from where it is to where it needs to be, Teaching in Higher Education, 21, 3, pp. 235-248, (2016); Subject Benchmark Statement Law, (2015); Raybould J., Sheedy V., Are graduates equipped with the right skills in the employability stakes?, Industrial and Commercial Training, 37, 5, pp. 259-263, (2005); Rees S., Re-imagining employability: And ontology of employability best practice in higher education institutions, Teaching in Higher Education, (2019); Seear K., Bliss L., Galowitz P., Klein C., Exploring the role of emotions in clinical legal education: Inquiry and results from an international workshop for legal educators, The Law Teacher, 53, 4, pp. 487-499, (2019); Sin C., Tavares O., Amaral A., Accepting employability as a purpose of higher education?, Academics’ perceptions and practices, Studies in Higher Education, 44, 6, pp. 920-931, (2017); Smith J., Osborn M., Interpretative phenomenological analysis, Qualitative psychology: A practical guide to research methods, (2008); Succi C., Canovi M., Soft skills to enhance graduate employability: Comparing students and employers’ perceptions, Studies in Higher Education, (2019); The Teaching Excellence and Student Outcomes Framework (TEF), (2017); Tomlinson M., Jackson D., Professional identity formation in contemporary higher education students, Studies in Higher Education, (2019); Turner J., Bone A., Ashton J., Reasons why law students should have access to learning through a skills-based approach, The Law Teacher, 52, 1, pp. 1-16, (2018); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Tymon A., Harrison C., Batistic S., Sustainable graduate employability: And evaluation of ‘brand me’ presentations as a method for developing self-confidence, Studies in Higher Education, (2019); Yorke M., Employability in the undergraduate curriculum: Some student perspectives, European Journal of Education, 39, 4, pp. 409-427, (2004); Whelan A., McGuiness S., The determinants of degree programme satisfaction, Studies in Higher Education, (2020)","S. Brooman; School of Law, Liverpool John Moores University, Liverpool, Brownlow Hill, L3 5UG, United Kingdom; email: s.d.brooman@ljmu.ac.uk","","Springer","","","","","","0144932X","","","","English","Liverpool Law Rev.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85081642067"
"Fettes T.; Evans K.; Kashefpakdel E.","Fettes, Trisha (57215773640); Evans, Karen (57201592972); Kashefpakdel, Elnaz (57080100300)","57215773640; 57201592972; 57080100300","Putting skills to work: it’s not so much the what, or even the why, but how…","2020","Journal of Education and Work","33","2","","184","196","12","9","10.1080/13639080.2020.1737320","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081911068&doi=10.1080%2f13639080.2020.1737320&partnerID=40&md5=3aea2697742927300f661f5faf6a6cee","Centre for Education and Industry, University of Warwick, Coventry, United Kingdom; Education, UCL Institute of Education, London, United Kingdom; Academy of Social Sciences (FAcSS), London, United Kingdom; Research, Education and Employers, London, United Kingdom","Fettes T., Centre for Education and Industry, University of Warwick, Coventry, United Kingdom; Evans K., Education, UCL Institute of Education, London, United Kingdom, Academy of Social Sciences (FAcSS), London, United Kingdom; Kashefpakdel E., Research, Education and Employers, London, United Kingdom","This paper focuses on how generic skills can be developed to enable young adults to best utilise them in making transitions into the labour market. Drawing on the literature and a Commercial Education Trust study of practices which encourage employer engagement in skills development, it is argued that ‘putting skills to work’ is not automatic or unproblematic. It is not simply a matter of ‘skills transfer’, but a ‘continuous, contextually-embedded and transformative process’ during which individuals, supported by partners, learn how to recontextualise skills to suit different activities and environments. It may be tempting to distil employability into a list of so-called ‘soft skills’, but context matters. It requires more than that which can be taught in Education. Support is needed in the workplace through mentoring, for example, to help recruits acquire knowledge of workplace culture, norms and practices, situational understanding, and apply metacognitive strategies for bringing together this knowledge and a range of different skills and personal attributes in productive application. Further research is needed to explore the inter-relationships between skills supply, demand and utilisation, including ways in which employers can better recognise young recruits’ skills and provide ‘expansive’ working environments that maximise their capabilities and potential for development. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.","School-to-work transition; skills transfer; skills utilisation; soft skills","","","","","","Commercial Education Trust; Edge Foundation","The authors thank the Commercial Education Trust (CET) for sponsoring the study and the CET projects that volunteered to contribute. Also, Education & Employers and the Edge Foundation for providing an opportunity to present and discuss findings at the 5th International Conference on Employer Engagement, 5 and 6 July 2018 in London.","Akkerman S.F., Bakker A., Crossing Boundaries between School and Work during Apprenticeships, Vocations and Learning, 5, 5, pp. 153-173, (2012); Anderson R., Warhurst C., Lost in Translation? Skills Policy and the Shift to Skill Ecosystems. Chapter 9, Complex New World: Translating New Economic Thinking into Public Policy, pp. 109-120, (2012); Bound H., Evans K., Sadik S., Karmel A., How Non-permanent Workers Learn and Develop, (2018); Cbi, Towards a Skills Revolution, Report of the Vocational Education and Training Task Force, (1990); The Right Combination. CBI/Pearson Skills Survey 2016, (2016); The Future of Jobs and Skills in the UK Construction Industry.Executive Summary, (2015); De Bruijn E., Leeman Y., Authentic and Self-directed Learning in Vocational Education: Challenges to Vocational Educators, Teaching and Teacher Education, 27, 4, pp. 694-702, (2011); The Value of Soft Skills to the UK Economy, (2015); Ebenehi A.S., Rashid A.M., Bakar A.R., Predictors of Career Adaptability Skill among Higher Education Students in Nigeria, International Journal for Research in Vocational Education and Training, 3, (2016); Evans K., Guile D., Harris J., Putting Knowledge to Work: Integrating Work-based Knowledge and Subject-based Knowledge in Intermediate Qualifications and Workforce Upskilling, (2008); Evans K., Guile D., Harris J., Putting Knowledge to Work: The Exemplars, UCL Institute of Education, (2009); Evans K., Guile D., Harris J., Allan H., Putting Knowledge to Work: A New Approach, Nurse Education Today, 30, 3, pp. 245-251, (2010); Evans K., Hodkinson P., Rainbird H., Unwin L., Improving Workplace Learning, (2006); Fettes T., Generic Skills. Chapter 7, Work-related Teaching and Learning, (2012); Green A., Hogarth T., Thom G., MacLeod K., Warhurst C., Willis R., Mackay S., Local Skills Case Study, (2017); Fixing the Foundations: Creating a More Prosperous Nation, (2015); Employment Opportunities for Young People, (2017); Overlooked and Left Behind: Improving the Transition from School to Work for the Majority of Young People, (2016); Kashefpakdel E.T., Percy C., Career Education that Works: An Economic Analysis Using the British Cohort Study, Journal of Education and Work, (2016); Kashefpakdel E.T., Newton O., Clark J., Joint Dialogue: How are Schools Developing Real Employability Skills?, (2018); Keep E., Improving Skills Utilisation in the UK–Some Reflections on What, Who and How?, SKOPE Research Paper No. 123, (2016); Koen J., Klehe- U.-C., Van Vianen A.M.E., Training Career Adaptability to Facilitate a Successful School-to-work Transition, Journal of Vocational Behaviour, 81, pp. 395-408, (2012); Mann A., Kashefpakdel E.T., Rehill J., Huddleston P., Contemporary Transitions: Young Britons Reflect on Life after School and College, (2017); Mann A., Rehill J., Kashefpakde E.T., Insights from International Evidence for Effective Practice and Future Research, (2018); Mann A., Huddleston P., Schools and the Twenty First Century Labour Market: Perspectives on Structural Change, British Journal of Guidance and Counselling, 45, 2, pp. 208-218, (2016); Oates T., Core Skills and Transfer: Aiming High, Innovations in Education and Training International, 29, 3, pp. 227-239, (1992); Innovative Learning Environments, (2013); Better Use of Skills in the Workplace. Why It Matters for Productivity and Local Jobs, (2017); Results for Life Report, (2016); Purcell K., Elias P., Green A., Mizen P., Simms M., Whiteside N., Wilson D., Robertson A., Tzanakou C., Present Tense, Future Imperfect? Young People’s Pathways into Work, (2017); Quintini G., Martin J.P., Martin S., The Changing Nature of the School-to-work Transition Process in OECD Countries, Discussion Paper No. 2582, (2007); Savickas M.L., Adaptability: An Integrative Construct for Life Span, Life-space Theory, Career Development Quarterly, 45, pp. 247-259, (1997); Schoon I., Lyons-Amos M., Diverse Pathways in Becoming an Adult: The Role of Structure, Agency and Context, Research in Social Stratification and Mobility, 10, 3, pp. 11-20, (2016); Taylor M., Good Work: The Taylor Review of Modern Working Practices, (2015); Solving Future Skills Challenges, (2018); Unwin L., Felstead A., Fuller A., Learning at Work: Towards More ‘Expansive’ Opportunities, (2007); Warhurst C., Findley P., More Effective Skills Utilisation: Shifting the Terrain of Skills Policy in Scotland, SKOPE Research Paper No. 107, (2012); Youth Employment U.K., The Youth Employment UK Employability Review. June, (2017)","E. Kashefpakdel; Research, Education and Employers, London, United Kingdom; email: elnaz.tkp@gmail.com","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85081911068"
"Jewell P.; Reading J.; Clarke M.; Kippist L.","Jewell, Paul (57209398312); Reading, Judy (57185241900); Clarke, Melissa (57209398056); Kippist, Louise (35223424000)","57209398312; 57185241900; 57209398056; 35223424000","Information skills for business acumen and employability: A competitive advantage for graduates in Western Sydney","2020","Journal of Education for Business","95","2","","88","105","17","14","10.1080/08832323.2019.1610346","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067620146&doi=10.1080%2f08832323.2019.1610346&partnerID=40&md5=facd42c555d18613388a2fc243804c17","Library, Western Sydney University, Penrith South, Australia; Macquarie University Library, Sydney, Australia; University of Technology, Sydney, Australia; School of Business, Western Sydney University, Penrith, Australia; Western Sydney University, Australia","Jewell P., Library, Western Sydney University, Penrith South, Australia; Reading J., Macquarie University Library, Sydney, Australia, Western Sydney University, Australia; Clarke M., University of Technology, Sydney, Australia; Kippist L., School of Business, Western Sydney University, Penrith, Australia","Information skills are essential in business contexts where information is plentiful and selecting, synthesizing and leveraging that information in decision making provides the competitive advantage. Information literacy is considered to be one of the most important graduate attributes, but do academic information skills translate into the business context? What information skill sets should educators focus on providing students to best equip them for the workplace? Interviews were conducted with employers and recent graduates working in Western Sydney. These conversations identified specific information tools, techniques and processes, which can inform practical curriculum innovations to assist business graduates to be work ready. © 2019, © 2019 Taylor & Francis Group, LLC.","Business students; data literacy; decision making; graduate employability; information literacy; workplace information skills","","","","","","","","Bradford L., (2018); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bridgstock R., (2016); Bruce C.S., Workplace experiences of information literacy, International Journal of Information, 19, 1, pp. 33-47, (1999); Bundy A., Australian and New Zealand Information Literacy Framework: principles, standards and practice., (2004); Canziani B., Tullar W.L., Developing critical thinking through student consulting projects, Journal of Education for Business, 92, 6, pp. 271-279, (2017); Carbery A., Authentic information literacy in an era of post truth: LILAC Conference keynote presentation, (2017); Cheuk B., Forster M., The ‘hidden’ value of information literacy in the workplace context: How to unlock and create value, Information literacy in the workplace, pp. 131-149, (2017); Conley T.M., Gil E.L., Information literacy for undergraduate business students: examining value, relevancy, and implications for the new century, Journal of Business and Finance Librarianship, 16, 3, pp. 213-228, (2011); Crawford J., Irving C., Information literacy in the workplace: A qualitative exploratory study, Journal of Librarianship and Information Science, 41, 1, pp. 29-38, (2009); de St Jorre T.J., Oliver B., Want students to engage? Contextualise graduate learning outcomes and assess for employability, Higher Education Research and Development, 37, 1, pp. 44-57, (2017); (2017); Devlin M., Bridging socio-cultural incongruity: Conceptualising the success of students from low socio-economic status backgrounds in Australian higher education, Studies in Higher Education, 38, 6, pp. 939-949, (2013); Dichev C., Dicheva D., Towards data science literacy, Procedia Computer Science, 108C, pp. 2151-2160, (2017); Diekama A.R., Holliday W., Leary H., Re-framing information literacy: problem-based learning as informed learning, Library and Information Science Research, 33, pp. 261-268, (2011); Drucker P.F., The Age of Discontinuity, (1969); Drucker P.F., Management challenges for the 21st century, (1999); Forster M., Information literacy in the workplace., (2017); Freudenberg B., Brimble M., Cameron C., WIL and generic skill development: The development of business students' generic skills through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 12, 2, pp. 79-93, (2011); Gilbert S., Information literacy skills in the workplace: Examining early career advertising professionals, Journal of Business & Finance Librarianship, 22, 2, pp. 111-134, (2017); Goldstein S., (2014); (2016); Griffis P.J., Information literacy in business education experiential learning programs, Journal of Business and Finance Librarianship, 19, 4, pp. 333-341, (2014); Hale A., Reading J., When the personal enables the independent: taking the Library to the students, Australian Academic and Research Libraries, 47, 1, pp. 1-15, (2016); Head A.J., (2012); Head A.J., Staying smart: How today’s graduates continue to learn once they complete college, (2016); Head A.J., Van Hoeck M., Eschler J., Fullerton S., What information competencies matter in today’s workplace?, Library and Information Research, 37, 114, pp. 74-104, (2013); Heinrichs J.H., Lim J.-S., Information literacy and office tool competencies: A benchmark study, Journal of Education for Business, 85, 3, pp. 153-164, (2009); Hicks A., Drinking on the job: Integrating workplace information literacy into the curriculum, LOEX Quarterly, 41, 4, pp. 9-15, (2015); Inskip C., Information literacy is for life, not just for a good degree: A literature review, (2014); Jackson D., Student perceptions of the importance of employability skill provision in business undergraduate programs, Journal of Education for Business, 88, 5, pp. 271-279, (2013); Jewell P., Reading J., Enterprise and acumen: Real world information skills and employability for business graduates, Paper Presented at the ALIA National Conference, (2016); Jewell P., Reading J., Kippist L., Donald M., (2017); Lloyd A., Trapped between a rock and a hard place: What counts as information literacy in the workplace and how is it conceptualised?, Library Trends, 60, 2, pp. 277-296, (2011); Logan V., (2018); Mackey T.P., Jacobson T.E., Reframing information literacy as a metaliteracy, College and Research Libraries, 72, 1, pp. 62-78, (2011); (2017); Macy K.V., Coates H.L., Data information literacy instruction in business and public health: Comparative case studies, IFLA Journal, 42, 4, pp. 313-327, (2016); Manning-Fiegen A., Business information literacy: a synthesis for best practices, Journal of Business and Finance Librarianship, 16, 4, pp. 267-288, (2011); Marton F., Phenomenography, International Encyclopedia of Education, pp. 4424-4429, (1994); Maybee C., Carlson J., Slebodnik M., Chapman B., “It’s in the syllabus”: Identifying information literacy and data information literacy opportunities using a grounded theory approach, The Journal of Academic Librarianship, 41, 4, pp. 369-376, (2015); Monge R., Frisicaro-Pawlowski E., Redefining information literacy to prepare students for the 21st century workforce, Innovative Higher Education, 39, 1, pp. 59-73, (2014); O'Farrill R.T., Information literacy and knowledge management at work, Journal of Documentation, 60, 5, pp. 706-755, (2010); Oliver B., Graduate attributes as a focus for institution-wide curriculum renewal: Innovations and challenges, Higher Education Research & Development, 32, 3, pp. 450-463, (2013); Ramakrishnan T., Khuntia J., Kathuria A., Saldanha T.J.V., Business intelligence capabilities, Analytics and data science: Advances in research and pedagogy, pp. 15-27, (2017); Reading J., Providing enhanced information skills support to students from disadvantaged backgrounds: Western Sydney University Library Outreach Program, The Journal of Academic Librarianship, 42, 6, pp. 694-704, (2016); Schuff D., Data science for all: A university-wide course in data literacy, Analytics and data science: Advances in research and pedagogy, pp. 281-297, (2017); Shorish Y., Data information literacy and undergraduates: A critical competency, College and Undergraduate Libraries, 22, 1, pp. 97-106, (2015); Sokoloff J., Information literacy in the workplace: Employer expectations, Journal of Business and Finance Librarianship, 17, 1, pp. 1-17, (2012); Stonebraker I., Towards informed leadership: Teaching students to make better decisions using information, Journal of Business and Finance Librarianship, 21, 3-4, pp. 229-238, (2016); (2006); Employer satisfaction survey: report for the Department of Education, (2014); (2016); (2017); (2015); (2015); (2017); Wiley M., A review of the literature on current practice in the development of employability skills, (2014); Williams D., Information literacy in the workplace: An annotated bibliography, (2014)","P. Jewell; Library, Western Sydney University, Penrith South, Locked Bag 1797, 2751, Australia; email: p.jewell@westernsydney.edu.au","","Taylor and Francis Ltd.","","","","","","08832323","","","","English","J. Edu. Bus.","Article","Final","","Scopus","2-s2.0-85067620146"
"Kasa T.; Pandian A.V.R.","Kasa, Tamrat (57216746192); Pandian, A.V.R. (57216652709)","57216746192; 57216652709","Management education in Ethiopia – Challenges and strategies for effective implementation","2020","International Journal of Advanced Science and Technology","29","8 Special Issue","","2011","2017","6","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084437496&partnerID=40&md5=0e511a8559d6d8a88ef34190249cd8d8","Department of Management, College of Business and Economics, Dire Dawa University, PO Box, Dire Dawa, 1376, Ethiopia; College of Business and Economics, Dire Dawa University, Dire Dawa, PO Box: 1376, Ethiopia","Kasa T., Department of Management, College of Business and Economics, Dire Dawa University, PO Box, Dire Dawa, 1376, Ethiopia; Pandian A.V.R., College of Business and Economics, Dire Dawa University, Dire Dawa, PO Box: 1376, Ethiopia","The knowledge economy has brought to the forefront the importance of human capital. Changing business environment has resulted in a major paradigm shift from manufacturing to service economy. Globalization has caused business schools to look at international business, focus on producing graduates with global mindsets and to develop links with schools overseas. The challenges being faced bythe industries in developing nationslike Ethiopia require professional managers who possess knowledge and skills of managing businesses in the global context.Hence, this research article focuses on the need for management education and the various issues and challenges being faced by the business schools and colleges in Ethiopia. The services offered by some of the leading universities and management institutes in Ethiopia are also discussed in this article.Further, appropriate strategies are suggested for the effective implementation of MBA curriculum. © 2020 SERSC.","Curriculum; Employability; Globalization; Human Capital; Industry-Institute-Interface; Knowledge Economy; Teaching-Learning","","","","","","","","Lewy A., Handbook of Curriculum Evaluation, (1977); Bennis W.G., How Business Schools lost their way, Harvard Business Review, pp. 96-104, (2005); Chopra P.K., Mittal A., “Reshaping Management Education Curriculum: Benchmarking on Industry Expectations”, University News, 42 (12), March, 22-28, pp. 6-8, (2004); Fagg K., Ramm K., Management Education in the coming Millennium, Indian Management, 36, 3, pp. 41-50, (1997); Goel S.K., Need to Develop Global Curriculum in Management Education, The Indian Journal of Technical Education, 24, 4, pp. 30-32, (2001); Ogala H.S.O., Initiating Changes to Overcome Challenges in Management Education: Need of the hour”, pp. 13-14, (2004); Johar K.L., Management Education in Changing Scenario, University News, 36, 5, pp. 1-2, (1998); John Manohar S., Rajesh C.N.B., Team Learning-A Pedagogical Tool in Management Education: An Empirical Study, Indian Journal of Training and Development, pp. 36-44, (2003); Kebede K., Lestrade V., Teshome T., Tikele S., The Influence of HERQA on the Quality and Relevance of Ethiopia’s Higher Education System: Reflections on the Evidence, Conference Paper Analysis of Institutional Quality Audit Reports by HERQA: Challenges Faced and Way Forward Addis Ababa, (2011); Ashcroft K., Ethiopia: Expanding and Improving Higher Education, (2010); Kumar H., Globalization of Business Education, University News, 35, 32, pp. 10-11, (1997); Reisberg L., Rumbley L.E., )“ Ethiopia: The Dilemmas of expansion”, (2010); Management and Executive Education Program, Draft Catalog, (2011); Mishra P.N., Structuring Management Education and Faculty Development, University News, 40, 39, pp. 16-19, (2002); Ramnath N., The Future of Management Education: A comment, Management Review, 10, 1-2, pp. 123-126, (1998); Pandey I.M., Governance of Higher Education Institutions, 29, pp. 79-84, (2004); Patil B., “Social Impact of Globalization: Implications for Management Schools, University News, 43, 4, pp. 1-5, (2004); Philip J., Management Education in Transition, Indian Management, 39, 2, pp. 40-48, (2000); Rajam A., Dhunna M., Globalization and Management Education, pp. 3-5, (1998); Narendran R., Narendran V., Management Education for 21<sup>st</sup> Century: An Emerging Tran global Perspective, University News, 42, 18, pp. 11-12, (2004); Rao S.L., Rescuing B-Schools from Irrelevance, Indian Management, pp. 78-84, (2004); Shollapur M.R., University-Industry Interface in Business Education, University News, 35, 43, pp. 1-4, (1997); Sinha D.P., Management Education in India: Perspectives and Challenges, (2004); Sitharamayya C., Management Education in a Global Economy, Journal of Indian Management and Strategy, 8, 2, pp. 52-58, (2003); Belete W., Getachew T., Intellectual Property (IP) Rights and University‐Industry Partnerships to Generate Value from Publicly Funded Research: A Case Study of Ethiopia, Open African Innovation Research & Training Working Paper, (2012)","","","Science and Engineering Research Support Society","","","","","","20054238","","","","English","Int. J. Adv. Sci. Technol.","Article","Final","","Scopus","2-s2.0-85084437496"
"Callanan G.; Perri D.","Callanan, Gerard (14071311900); Perri, David (14072023300)","14071311900; 14072023300","Constructing construction careers: the case for the building trades","2020","Education and Training","62","3","","201","213","12","2","10.1108/ET-06-2019-0117","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082741230&doi=10.1108%2fET-06-2019-0117&partnerID=40&md5=6f3bc3fff7eedea8d4e42a719679d8e2","Department of Management, West Chester University, West Chester, PA, United States","Callanan G., Department of Management, West Chester University, West Chester, PA, United States; Perri D., Department of Management, West Chester University, West Chester, PA, United States","Purpose: This paper discusses the well-publicized labor shortages in the building trades, reviews the causes for the deficiencies, and presents prescriptions for how career counselors and schools can play a critical role in encouraging young adults to consider construction occupations. Design/methodology/approach: Using data from government agencies, trade organizations, and scholarly publications, this paper describes the categories of the building trades as well as their employment trends and compensation prospects. It also reviews the personal and environmental factors that could lead to the “construction of a construction career.” Findings: This article documents the reasons for the labor shortages in the construction industry and then offers recommendation on how younger adults could be encouraged to consider the building trades as viable career alternatives. Social implications: Labor shortages in the construction industry have a direct and indirect deleterious effect on the economic well-being of every country. This article provides suggestions on how to inspire young adults to consider the building trades as worthwhile career pursuits. Originality/value: There is a limited amount of scholarly attention given to career decision making related to occupations that do not require a college degree, including the building trades. This paper attempts to fill this gap in the literature by focusing on the individual characteristics and environmental factors that might prompt consideration of a career in the building trades. It also describes the educational, governmental, and corporate initiatives that work to encourage individuals, working in conjunction with their career counselors, to consider careers in the construction industry. © 2020, Emerald Publishing Limited.","Career counseling; Career decision making; Construction trades; Contemporary careers; Employability","","","","","","","","Arcand C., Women in construction and the workforce investment act: evidence from boston and the big dig, Labor Studies Journal, 42, pp. 333-354, (2016); Arthur M.B., Khapova S.N., Richardson J., An Intelligent Career, (2017); Arthur W., Bell S.T., Villado A.J., Doverspike D., The use of person–organization fit in employment decision making: an assessment of its criterion-related validity, Journal of Applied Psychology, 91, pp. 786-801, (2006); Eighty percent of contractors report difficulty finding qualified craft workers to hire as association calls for measures to rebuild workforce, (2018); Azhar S., Amos Griffin M.K., Women in construction: successes, challenges and opportunities-A USACE case study, 50th ASC Annual International Conference Proceedings, (2014); Bailey J.M., A new recruitment tool for construction: the joystick, The New York Times, (2019); Beesley C., How to start a small construction or general contracting business, (2017); Belkin D., U.S. News: trade school wins fans among teens---Rising cost of college and strong job market alter decision-making on educational choices, The Wall Street Journal, (2018); Borgen F.H., Interests, Encyclopedia of Career Development, pp. 393-396, (2006); Occupational outlook handbook—construction and extraction occupations, (2018); Labor force statistics from the current population survey, (2018); Occupational outlook handbook--construction laborers and helpers, (2018); Employment by major industry sector, (2019); Occupational outlook handbook: construction and extraction occupations, (2019); Callanan G.A., Peiperl M., Arthur M.B., The past, present, and future of 21st century careers, Companion to Career Studies, pp. 410-420, (2019); Callanan G.A., Perri D.F., Tomkowicz S., Career management in uncertain times: challenges and opportunities, Career Development Quarterly, 65, pp. 353-365, (2017); Cass O., College isn't for everyone, The New York Times, (2018); Chuang A., Shen C., Judge T.A., Development of a multidimensional instrument of person-environment fit: the perceived person-environment fit scale (PPEFS), Applied Psychology: An International Review, 65, pp. 66-98, (2016); Crary D., Few women in construction; recruiting efforts rise, (2014); Dabke S., Salem O., Genaidy A., Daraiseh N., Job satisfaction of women in construction trades, Journal of Construction Engineering and Management, 134, pp. 205-216, (2008); Detsimas N., Coffey V., Sadiqi Z., Li M., Workplace training and generic and technical skill development in the Australian construction industry, Journal of Management Development, 35, pp. 486-504, (2016); Duke M.R., Bergmann L., Cunradi C.B., Ames G.M., Like swallowing a butcher knife: layoffs, masculinity, and couple conflict in the United States construction industry, Human Organization, 72, pp. 293-301, (2013); Elliott J., Lopez del Puerto C., Development of an attitudes and intentions scale for construction skills training, Journal of Employment Counseling, 52, pp. 131-144, (2015); Francis V., Prosser A., Career counselors' perceptions of construction as an occupational choice, Journal of Professional Issues in Engineering Education and Practice, 139, pp. 59-71, (2013); Gabriel A.S., Diefendorff J.M., Chandler M.M., Moran C.M., Greguras G.J., The dynamic relationships of work affect and job satisfaction with perceptions of fit, Personnel Psychology, 67, pp. 389-420, (2014); Ginder S.A., Kelly-Reid J.E., Mann F.B., Graduation rates for selected cohorts, 2008–13, (2017); Ginevra M.C., Annovazzi C., Santilli S., Di Maggio I., Camussi E., Breadth of vocational interests: the role of career adaptability and future orientation, Career Development Quarterly, 66, pp. 233-244, (2018); Goldstein D., Seeing hope for flagging economy, West Virginia revamps vocational track, The New York Times, (2017); Gose J., Some workers need jobs as much as builders need workers. Cities connect them, The New York Times, (2019); Green E.L., Trump's vision for vocational education gets a tepid response, The New York Times, (2018); Greenhaus J.H., Kossek E.E., The contemporary career: a work-home perspective, Annual Review of Organizational Psychology and Organizational Behavior, 1, pp. 361-388, (2014); Greenhaus J.H., Callanan G.A., Godshalk V.M., Career Management for Life, (2019); Hannon K., Tired of your cubicle? Try a trade, The New York Times, (2018); Hardin E.E., Donaldson J.R., Predicting job satisfaction: a new perspective on person-environment fit, Journal of Counseling Psychology, 61, pp. 634-640, (2014); Holland J.L., Making Vocational Choices, (1997); Kenny M.E., Blustein D.L., Meerkins T.M., Integrating relational perspectives in career counseling practice, Career Development Quarterly, 66, pp. 135-148, (2018); Lips-Wiersma M., Wright S., Dik B., Meaningful work: differences among blue-, pink-, and white-collar occupations, Career Development International, 21, pp. 534-551, (2016); Loosemore M., Bridgeman J., The social impact of construction industry schools-based corporate volunteering, Construction Management and Economics, 36, pp. 243-258, (2018); Lopez del Puerto C., Crowson A., Green construction and energy training program for at-risk individuals: a case study, Journal of Employment Counseling, 50, pp. 59-70, (2013); Moore S., Rosenbloom T., Overeducation and educational–occupational mismatch: a distinguishing integration, Journal of Career Development, 43, pp. 467-482, (2016); Nota L., Rossier J., Handbook of Life Design: From Practice to Theory and from Theory to Practice, (2015); Orr M.T., Apprenticeships, Encyclopedia of Career Development, pp. 22-25, (2006); Parasuraman S., Greenhaus J.H., Linehan F., Time, person-career fit, and the boundaryless career, Trends in Organizational Behavior, 7, pp. 63-78, (2000); Rehfuss M.C., Gambrell C.E., Meyer C., Counselors' perceived person-environment fit and career satisfaction, Career Development Quarterly, 60, pp. 145-151, (2012); Rich M., Tough calculus as technical schools face deep cuts, The New York Times, (2011); Rotundo M., Abilities, Encyclopedia of Career Development, pp. 1-4, (2006); Salzmann P., Berweger S., Ark T.K., Apprentices' affective occupational commitment during vocational education and training: a latent growth curve analysis, Journal of Career Development, 45, pp. 315-329, (2018); Savickas M.L., Constructing careers: actor, agent, and author, Journal of Employment Counseling, 48, pp. 179-181, (2011); Schwartz S.E., A theory of cultural values and some implications for work, Applied Psychology: An International Review, 48, pp. 23-47, (1999); Seresht N.G., Fayek A.R., Career paths of tradespeople in the construction industry, Canadian Journal of Civil Engineering, 42, pp. 44-56, (2015); Shahnasarian M., Holland's theory of vocational choice, Encyclopedia of Career Development, pp. 362-365, (2006); Stoltz K.B., Apodaca M., Mazahreh L.G., Extending the narrative process: guided imagery in career construction counseling, Career Development Quarterly, 66, pp. 250-268, (2018); Torpey E., Apprenticeships: Earn while You Learn, pp. 1-13, (2013); Torpey E., Careers in Construction: Building Opportunity, pp. 1-10, (2018); Torpey E., Employment Outlook for High School-Level Occupations, pp. 1-9, (2018); Torpey E., Employment Outlook for Occupations that Don't Require a Formal Educational Credential, pp. 1-11, (2018); Torpey E., New Jobs by Major Occupational Group, Projected 2018–28, pp. 1-10, (2019); Torpey E., Farrell R., Apprenticeships: Outlook and Wages in Selected Occupations, pp. 1-6, (2019); National assessment of career and technical education: interim report, (2013); Identifying grant opportunities, (2018); Apprentice opportunities working for the federal government, (2018); Public workforce contact list, (2018); States that offer tax credits to employers for hiring apprentices, (2018); Woods J.G., An analysis of apprentices in the US construction trades: an overview of their training and development with recommendations for policy makers, Education + Training, 54, pp. 401-418, (2012); Wyman N., Why we desperately need to bring back vocational training in schools, Forbes, (2015); Zikic J., Hall D.T., Toward a more complex view of career exploration, Career Development Quarterly, 58, pp. 181-191, (2009); Zytowski D., Work values, Encyclopedia of Career Development, pp. 863-865, (2006)","D. Perri; Department of Management, West Chester University, West Chester, United States; email: dperri@wcupa.edu","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85082741230"
"Manwaring R.; Holloway J.; Coffey B.","Manwaring, Rob (36170863600); Holloway, Josh (57204126922); Coffey, Brian (56921643100)","36170863600; 57204126922; 56921643100","Engaging industry in curriculum design and delivery in public policy teaching: A strategic framework","2020","Teaching Public Administration","38","1","","46","62","16","10","10.1177/0144739419851155","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068349165&doi=10.1177%2f0144739419851155&partnerID=40&md5=9912d8161bcb222b2d5adecd6fbbe723","College of Business, Government and Law, Flinders University, Australia; Flinders University, Australia; Centre for Urban Research, RMIT University, Australia","Manwaring R., College of Business, Government and Law, Flinders University, Australia; Holloway J., Flinders University, Australia; Coffey B., Centre for Urban Research, RMIT University, Australia","Public policy is frequently characterised as a sub-discipline of political science which is practically oriented and concerned with what government does and does not do. Further, policy analysis can also be characterised as concerned with either the analysis ‘of policy’ or ‘for policy’. This clearly has implications for the design and delivery of public policy courses. More broadly, higher education in Australia, like elsewhere, faces calls to ensure that students graduate with a range of skills and aptitudes that make them ‘job ready’ and able to engage with ‘real world problems’. One of the ways in which this can be pursued is through industry engagement. However, limited research has been undertaken regarding what this might entail or how it can be pursued. Accordingly, in this paper we explore these issues by: (a) situating engagement within the field of public policy; (b) reviewing how the changing context of higher education, with a particular focus on the drivers and rationale for greater engagement with industry, intersects with the teaching of public policy; and (c) providing a framework which helps to clarify the different modes, potential and risks associated with industry engagement. © The Author(s) 2019.","employability; industry engagement; Public policy; teaching and learning","","","","","","","","Adams D., Colebatch H.K., Walker C.K., Learning About learning: Discovering the work of policy, Australian Journal of Public Administration, 74, 2, pp. 101-111, (2015); Alford J., Brock J., Interactive education in public administration, Teaching Public Administration, 32, 2, pp. 144-157, (2014); Althaus C., Bridgman P., Davis G., The Australian Policy Handbook, (2013); Averch H., Dluhy M., Teaching public administration, public management, and policy analysis: Convergence or divergence in the masters core, Journal of Policy Analysis and Management, 11, 3, pp. 541-551, (1992); Bacchi C., Analysing Policy: What’s the Problem Represented to be?, (2009); Baltz D., Why so many Americans hate politics, The Washington Post, (2014); Barnett R., Coate K., Engaging the Curriculum in Higher Education, (2005); Bennett D., Breaking open WIL: Preparing students for 2020 and beyond, (2016); Bernstein B., Class, Codes and Control, Volume 3: Towards a Theory of Educational Transmission, (1975); Bernstein B., Pedagogy, Symbolic Control and Identity: Theory, Research, Critique, (2000); Bridgman P., Davis G., What use is a policy cycle? Plenty, if the aim is clear, Australian Journal of Public Administration, 62, 3, pp. 98-102, (2003); Brock J., Alford J., Interactive education in public administration: Strategies for teachers, Teaching Public Administration, 33, 1, pp. 6-21, (2014); Cairney P., How can policy theory have an impact on policymaking? The role of theory-led academic-practitioner discussions, Teaching Public Administration, 33, 1, pp. 22-39, (2015); Clark B., The entrepreneurial university: Demand and response, Tertiary Education and Management, 4, 1, pp. 5-16, (1998); Colebatch H., Policy, (2002); Colebatch H., Policy analysis, policy practice and political science, Australian Journal of Public Administration, 64, 3, pp. 14-23, (2005); Considine M., Public Policy: A Critical Approach, (1994); Denhardt R.B., The big questions of public administration education, Public Administration Review, 61, 5, pp. 526-534, (2001); Di Francesco M., Policy analysis instruction in Australia, Policy Analysis in Australia, pp. 261-282, (2015); Dye T., Understanding Public Policy, (1972); Evans M., Why do Australians hate politics? The Conversation, 11 July, (2013); Everett S., The policy cycle: Democratic process or rational paradigm revisited?, Australian Journal of Public Administration, 62, 2, pp. 65-70, (2003); Fenna A., Australian Public Policy (2nd Edition), (2004); Fleming J., Haigh N.J., Examining and challenging the intentions of work-integrated learning, Higher Education, Skills and Work-based Learning, 7, 2, pp. 198-210, (2017); Geva-May I., Maslove A., In between trends: Development of public policy analysis and policy analysis instruction in Canada, the United States, and the European Union, Policy Analysis in Canada: The State of the Art, pp. 186-216, (2007); Gibson P.A., Deadrick D., Public administration research and practice: Are academician and practitioner interests different?, Public Administration Quarterly, 34, 2, pp. 145-168, (2010); Greenwood J., Eggins H., Shifting sands: Teaching public administration in a climate of change, Public Administration, 73, 1, pp. 143-163, (1995); Haigh Y., Public Policy in Australia: Theory and Practice, (2012); Hajer M., The Politics of Environmental Discourse, (1995); Hajnal G., Public administration education in Europe: Continuity or reorientation, Teaching Public Administration, 33, 2, pp. 95-114, (2015); Ham C., Hill M., The Policy Process in the Modern Capitalist State, (1984); Healy A., Perkmann M., Goddard J., Et al., Measuring the impact of university business cooperation, (2014); Hill M., The Public Policy process, (2009); Howlett M., Ramesh M., Studying Public Policy: Policy Cycles and Policy Sub-Systems, (1995); Howard C., The policy cycle: A model of post-Machiavellian policy-making?, Australian Journal of Public Administration, 64, 3, pp. 3-13, (2005); Knutsen W.L., Adapted institutional logics of contemporary nonprofit organisations, Administration & Society, 44, 8, pp. 985-1013, (2012); Krimsky S., Science in the Private Interest: Has the Lure of Profits Corrupted the Virtue of Biomedical Research?, (2003); Lawson R., Fallshaw E., Papadopoulos T., Et al., Professional learning in the business curriculum: Engaging industry, academics and students, Asian Social Science, 7, 4, pp. 61-68, (2011); Lehmann W., University as vocational education: Working class students’ expectations for university, British Journal of Sociology of Education, 30, 2, pp. 137-149, (2009); Lehtimaki H., Peltonen T., Relations of power and knowledge: University-industry relations in business studies in Finland, Higher Education, 66, 2, pp. 203-216, (2013); Maddison S., Denniss R., An Introduction to Australian Public Policy: Theory and Practice, (2009); Muller J., Knowledge, skills and the future of science and technology in higher education, Higher Education, 70, 3, pp. 409-416, (2015); Murdoch University’s Strategic Plan 2012-2017, (2012); Nussbaum M., Not for Profit: Why Democracy Needs the Humanities, (2010); Oesch D., Coming to grips with a changing class structure: An analysis of employment stratification in Britain, Germany, Sweden, and Switzerland, International Sociology, 21, 2, pp. 263-288, (2006); Papadopoulos T., Taylor T., Fallshaw E., Et al., Engaging industry: Embedding professional learning in the business curriculum, (2011); Plewa C., Galan-Muros V., Davey T., Engaging business in curriculum design and delivery: A higher education institution perspective, Higher Education, 70, 1, pp. 35-53, (2015); Proud A., Why the public can’t stand today’s politicians, The Telegraph, (2014); Rhodes R.A.W., Theory and methods in British public administration: The view from political science, Political Studies, 34, 3, pp. 533-554, (1991); Robichau R.W., Fernandez K., Kraeger P., An integrated framework of inter-sectorality: Nonprofitness and its influence on society and public administration programs, Journal of Public Affairs Education, 21, 3, pp. 315-336, (2015); Schulz D., Public affairs education and the failed business model of higher education, Journal of Public Affairs Education, 19, 2, (2013); Scott C., Teaching policy analysis in cross-national settings: A system approach, Journal of Public Affairs Education, 19, 3, pp. 433-443, (2013); Shay S., Curricula at the boundaries, Higher Education, 71, 6, pp. 767-779, (2016); Sheppard J., Australians don’t trust politicians, but the pollies don’t appear fussed, The Conversation, (2018); Slaughter S., Leslie L., Academic Capitalism: Politics, Policies, and the Entrepreneurial University, (1997); Smith C., Evaluating the quality of work-integrated learning curricula: A comprehensive framework, Higher Education Research & Development, 31, 2, pp. 47-62, (2012); Van der Waldt G., Public administration teaching and interdisciplinarity: Considering the consequences, Teaching Public Administration, 32, 2, pp. 169-193, (2014); Van Vught F., Institutional profiles: Some strategic tools, Tuning Journal for Higher Education, 1, 1, pp. 417-425, (2013); Vesely A., Policy advice as policy work: A conceptual framework for multi-level analysis, Policy Sciences, 50, 1, pp. 139-154, (2017); Walker C., Teaching policy theory and its application to practice using long structured case studies: An approach that deeply engages undergraduate students, International Journal of Teaching and Learning in Higher Education, 20, 2, pp. 214-225, (2009); Wildavsky A., Speaking Truth to Power: The Art and Craft of Policy Analysis, (1979)","R. Manwaring; College of Business, Government and Law, Flinders University, Australia; email: rob.manwaring@flinders.edu.au","","SAGE Publications Inc.","","","","","","01447394","","","","English","Teach. Public Adm.","Article","Final","","Scopus","2-s2.0-85068349165"
"Houkes I.; Miglioretti M.; Picco E.; De Rijk A.E.","Houkes, Inge (6602249669); Miglioretti, Massimo (24465583300); Picco, Eleonora (57209343007); De Rijk, Angelique Eveline (6602074444)","6602249669; 24465583300; 57209343007; 6602074444","Tapping the employee perspective on the improvement of sustainable employability (SE): Validation of the maastricht instrument for SE (MAISE-NL)","2020","International Journal of Environmental Research and Public Health","17","7","2211","","","","9","10.3390/ijerph17072211","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082561990&doi=10.3390%2fijerph17072211&partnerID=40&md5=07dbe50398c1938beb92616e967a9600","Department of Social Medicine, CAPHRI Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, 6200 MD, Netherlands; Department of Psychology, University of Milano‐Bicocca, Milano, 20126, Italy; BiCApP, Bicocca Center for Applied Psychology, University of Milano‐Bicocca, Milano, 20126, Italy","Houkes I., Department of Social Medicine, CAPHRI Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, 6200 MD, Netherlands; Miglioretti M., Department of Psychology, University of Milano‐Bicocca, Milano, 20126, Italy, BiCApP, Bicocca Center for Applied Psychology, University of Milano‐Bicocca, Milano, 20126, Italy; Picco E., Department of Psychology, University of Milano‐Bicocca, Milano, 20126, Italy; De Rijk A.E., Department of Social Medicine, CAPHRI Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, 6200 MD, Netherlands","Background: Sustainable employability (SE) is top priority for employers. Measures based on the employee perspective of SE that would give direction to interventions to be initiated by employers currently fall short. This study aims to develop and validate an instrument that captures these issues: the MAastricht Instrument for Sustainable Employability (MAISE). Methods: MAISE items were generated from an extensive literature review and interviews with employers and employees. A questionnaire containing these items as well as proxy variables (health and vitality) and demographics was answered online by 632 employees (response rate 50.3%). Construct validity, reliability, and criterion validity were tested through Principal Component Analysis (PCA), Confirmatory Factor Analysis (CFA), Cronbach’s alpha, and correlational analyses. Results: The MAISE comprises 12 scales divided over five areas: (1) Meaning of SE; (2) Level of SE; (3) Factors affecting my SE; (4) Overall responsibility for SE; and (5) Responsibility for factors affecting my SE. Reliability, construct, and criterion validity were adequate to good. SE of the employees was relatively high, and SE was considered a shared responsibility of the employee and employer. Conclusions: This study showed the MAISE to be reliable and valid in various employee groups. More validation studies are needed. We recommend that employers use the MAISE as a needs assessment in order to develop SE interventions that will be readily accepted. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Employees; Psychometric properties; Questionnaire; Sustainable employability; Vitality; Well-being","Adult; Employment; Factor Analysis, Statistical; Female; Humans; Male; Middle Aged; Personnel Management; Psychometrics; Reproducibility of Results; Surveys and Questionnaires; assessment method; demography; employment; literature review; quality of life; questionnaire survey; sustainability; article; confirmatory factor analysis; construct validity; controlled study; Cronbach alpha coefficient; demography; employability; employee; employer; human; human experiment; interview; needs assessment; principal component analysis; questionnaire; responsibility; validation study; wellbeing; adult; employment; factor analysis; female; male; middle aged; personnel management; psychometry; questionnaire; reproducibility","","","","","Netherlands Organization for Health Research and Development; ZonMw, (50‐51400‐98‐040)","Funding: This research was funded by the Netherlands Organization for Health Research and Development (ZonMw, research program Participation and Health, project number 50‐51400‐98‐040).","Fleuren B.P., de Grip A., Jansen N.W., Kant I., Zijlstra F.R., Critical reflections on the currently leading definition of sustainable employability, Commentary. 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Public Health, 6, (2019); van der Klink J.J.L., Burdorf A., Schaufeli W.B., van der Wilt G.J., Zijlstra F.R.H., Brouwer S., Bultmann U., Duurzaam Inzetbaar: Werk als Waarde, Report Zonmw, (2010); Brouwers L.A., Engels J.A., Heerkens Y.F., van der Beek A.J., Development of a Vitality Scan related to workers’ sustainable employability: A study assessing its internal consistency and construct validity, BMC Public Health, 15, (2015); Hallberg U.E., Schaufeli W.B., “Same same” but different? Can work engagement be discriminated from job involvement and organizational commitment?, Eur. Psychol., 11, pp. 119-127, (2006); Miller M.J., Woehr D.J., Hudspeth N., The meaning and measurement of work ethic: Construction and initial validation of a multidimensional inventory, J. Vocat. Behav., 60, pp. 451-489, (2002); Koolhaas W., Brouwer S., Groothoff J.W., van der Klink J.J., Enhancing a sustainable healthy working life: Design of a clustered randomized controlled trial, BMC Public Health, 6, (2010); Koolhaas W., Groothoff J.W., de Boer M.R., van der Klink J.J., Brouwer S., Effectiveness of a problem-solving based intervention to prolong the working life of ageing workers, BMC Public Health, 1, (2015); van Vuuren T., van Dam K., Duurzame inzetbaarheid door vitaliseren: Het belang van ontwikkelingsmogelijkheden en uitdagend werk, In Een Leven Lang Inzetbaar? 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Med., 60, pp. 94-100, (2010); Abma F.I., Brouwer S., de Vries H.J., Arends I., Robroek S.J.W., Cuijpers M.P.J., van der Wilt G.J., Bultmann U., van der Klink J.J.L., The capability set for work: Development and validation of a new questionnaire, Scand. J. Work Environ. Health, 42, pp. 34-42, (2016); Blatter B., Dorenbosch L., Keijzer L., Duurzame Inzetbaarheid in Perspectief, Inzichten En Oplossingen Op Sector, Organisatie En Individueel Niveau, (2014); van Vuuren T., Ybema J.F., Neessen P., Marcelissen F., Dam, Vitale K., Gezonde En Duurzaam Inzetbare Werknemers in Limburgse Organisaties, (2014); OCI the Vital Company, Eindrapport Werkgroep Vitality, (2011); van der Neut I., Kool Q., Duurzame Inzetbaarheid Van (Oudere) Werknemers Bij De Radboud Universiteit, (2006); Lerner D., Amick B.C., Rogers W.H., Malspeis S., Bungay K., Cynn D., The Work Limitations Questionnaire, Med. Care, 39, pp. 72-85, (2001); Schaufeli W.B., Bakker A.B., UWES—Utrecht Work Engagement Scale: Test Manual; Schaufeli W.B., Bakker A.B., Bevlogenheid: Een begrip gemeten, Gedrag Organ., 17, pp. 89-112, (2004); Jamovi (Version 0.9.5.12) [Computer Software]; Bentler P.M., Bonett D.G., Significance tests and goodness of fit in the analysis of covariance structures, Psychol. Bull., 88, pp. 588-606, (1980); Schumacker R.E., Lomax R.G., A beginner’s Guide to Structural Equation Modeling, (2016); Horstman K., De moraal van vitaal en bevlogen, TBV, 19, pp. 24-27, (2011); Fassier J.B., Identifying local obstacles and facilitators of implementation, Handbook of Work Disability. Prevention and Management, pp. 441-459, (2013); Eldredge L.K.B., Markham C.M., Ruiter R.A., Fernandez M.E., Kok G., Parcel G.S., Planning Health Promotion Programs. an Intervention Mapping Approach, (2011); Truxillo D.M., Cadiz D.M., Rineer J.R., Designing jobs for an aging workforce: An opportunity for occupational health, Contemporary Occupational Health Psychology: Global Perspectives on Research and Practice, 1St Ed., 2, pp. 109-125, (2012); Podsakoff P.M., Mackenzie S.B., Lee J., Podsakoff N.P., Common method biases in behavioural research: A critical review of literature and recommended remedies, J. Appl. Psychol., 88, pp. 879-903, (2003)","A.E. De Rijk; Department of Social Medicine, CAPHRI Care and Public Health Research Institute, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, 6200 MD, Netherlands; email: angelique.derijk@maastrichtuniversity.nl","","MDPI","","","","","","16617827","","","32218382","English","Int. J. Environ. Res. Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85082561990"
"Lambert S.A.; Herbert I.P.; Rothwell A.T.","Lambert, Stephanie A. (57191751034); Herbert, Ian P. (17434883000); Rothwell, Andrew T. (9037632900)","57191751034; 17434883000; 9037632900","Rethinking the Career Anchors Inventory framework with insights from a finance transformation field study","2020","British Accounting Review","52","2","100862","","","","5","10.1016/j.bar.2019.100862","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074462183&doi=10.1016%2fj.bar.2019.100862&partnerID=40&md5=4bc53446d829f9920a10a227b09d4354","School of Business & Economics, Loughborough University, Loughborough, LE11 3TU, United Kingdom","Lambert S.A., School of Business & Economics, Loughborough University, Loughborough, LE11 3TU, United Kingdom; Herbert I.P., School of Business & Economics, Loughborough University, Loughborough, LE11 3TU, United Kingdom; Rothwell A.T., School of Business & Economics, Loughborough University, Loughborough, LE11 3TU, United Kingdom","It is claimed that the re-engineering and automation of routine work should free accountants to adopt broader, so-called ‘value-adding’ roles as partners to business decision-makers. The ‘new world of work’, involving new process-based methods, single instance ERP systems and the wholesale relocation of professional work to lower cost areas, brings opportunities for accountants in systems design and adding value to the business. For many others, the new reality may be a more competitive and less secure working environment, with a mid-level career bottleneck reflecting a polarisation between the upper and lower layers of the finance function. Based upon Schein's theory of career anchors and using exploratory sequential mixed methods, we consider the impact on the career perceptions of individual accountants as accounting expertise, traditionally embodied in people, is codified and embedded within end-to-end business processes in the context of a finance shared service centre. Key findings include new perceptions of careers with greater emphasis on the acquisition of general managerial competence and leadership skills, with the importance of cultivating a sense of ‘global connectedness' to maintain individual employability. Suggestions are made to update Schein's Career Orientation Inventory to better reflect the reality of accounting in the ‘new world of work'. © 2019 Elsevier Ltd","Accounting careers; Accounting skills; Career anchors; Finance shared service centres; Professional work","","","","","","Chartered Institute of Management Accountants General Charitable Trust; Economic and Social Research Council, ESRC; Loughborough University, Lboro; Chartered Institute of Management Accountants, CIMA","Funding text 1: This research was supported by the Chartered Institute of Management Accountants General Charitable Trust , the Economic and Social Sciences Research Council, and Loughborough University . We are grateful to participants at our case organisation for providing access to employees in its finance function.  Appendix A ; Funding text 2: This research was supported by the Chartered Institute of Management Accountants General Charitable Trust, the Economic and Social Sciences Research Council, and Loughborough University. We are grateful to participants at our case organisation for providing access to employees in its finance function.","Alvesson M., Sandberg J., Generating research questions through problematization, Academy of Management Review, 36, 2, pp. 247-271, (2011); Alvesson M., Sandberg J., Has management studies lost its way? 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Hatonen J., Eriksson T., 30 + years of research and practice of outsourcing – exploring the past and anticipating the future, Journal of International Management, 15, 2, pp. 142-155, (2009); Herbert I.P., Cooray D., Lambert S., Rothwell A.T., Stephens D., Talent management for world-class performance in offshore business service centres, best practice in Sri Lanka, executive summary, (2014); Herbert I., Seal W., Shared services as a new organisational form: Some implications for management accounting, The British Accounting Review, 44, 2, pp. 83-97, (2012); Herriot P., Pemberton C., New deals: The revolution in managerial careers, (1995); Horn J.L., A rationale and test for the number of factors in factor analysis, Psychometrica, 30, 2, pp. 179-185, (1965); Howieson B., Accounting practice in the new millennium: Is accounting education ready to meet the challenge?, The British Accounting Review, 35, 2, pp. 69-103, (2003); ICAE&W [Institute of Chartered Accountants England & Wales], Finance in the broadest sense: Stanley Harding's visionary lecture on the role of finance with commentary, (2013); 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Evidence from student perceptions and employer expectations, Accounting and Finance, 48, 2, pp. 279-300, (2008); Lazarova M., Cerdin J., Liao Y., The internationalism career anchor: A validation study, International Studies of Management and Organization, 44, 2, pp. 9-33, (2014); Lepisto L., Dobroszek J., Moilanen S., Zarzycka E., Being a management accountant in a shared services centre, Journal of Accounting and Organizational Change Forthcoming, 14, 4, pp. 492-512, (2018); Locke K., Golden-Biddle K., Constructing opportunities for contribution: Structuring intertextual coherence and “problematizing” in organizational studies, Academy of Management Journal, 40, 5, pp. 1023-1062, (1997); Lu Y., Herbert I.P., At your service. Professional Outsourcing Magazine, 12, pp. 16-20, (2013); Lyons S.T., Schweitzer L., Ng E.S.W., How have careers changed? An investigation of changing career patterns across four generations, Journal of Managerial Psychology, 30, 1, pp. 8-21, (2015); Marshall V., Bonner D., Career anchors and the effects of downsizing: Implications for generations and cultures at work. A preliminary investigation, Journal of European Industrial Training, 27, pp. 281-291, (2003); Mohamed E.K.A., Lashine S.H., Accounting knowledge and skills and the challenges of a global business environment, Managerial Finance, 29, 7, pp. 3-16, (2003); Muzio D., Faulconbridge J., The global professional service firm: 'One firm' models versus (Italian) distant institutionalized practices, Organization Studies, 34, 7, pp. 897-925, (2013); Nicholson B., Aman A., Managing attrition in offshore finance and accounting outsourcing: Exploring the interplay of competing institutional logics, Strategic Outsourcing An International Journal, 5, 3, pp. 232-247, (2012); Nordvik H., Relationships between Holland's vocational typology, Schein's career anchors and Myers—Briggs' types, Journal of Occupational and Organizational Psychology, 69, pp. 263-275, (1996); Oppenheimer M., Proletarianization of the professional, Professionalization and social change, pp. 219-227, (1973); Oshri I., Kotlarsky J., Wilcocks L., The handbook of global outsourcing and offshoring, (2009); Paagman A., Tate M., Furtmueller E., de Bloom J., An integrative literature review and empirical validation of motives for introducing shared services in government organizations, International Journal of Information Management, 35, 1, pp. 110-123, (2015); Parkhe A., Messy' research, methodological predispositions, and theory, Academy of Management Review, 18, 2, pp. 227-268, (1993); Peiperl M., Baruch Y., Back to square zero, the post corporate career, Organizational Dynamics, Spring, pp. 7-23, (1997); Petroni A., Strategic career development for R&D staff: A field research, Team Performance Management, 6, pp. 52-61, (2000); Quinn B.E., Cooke R.S., Kris A., Shared services: Mining for corporate gold, (2000); Richter P.C., Bruhl R., Shared service center research: A review of the past, present, and future, European Management Journal, 35, 1, pp. 26-38, (2017); Rodrigues R., Guest D., Budjanovcanin A., From anchors to orientations: Towards a contemporary theory of career preferences, Journal of Vocational Behavior, 83, 2, pp. 145-152, (2013); Rothwell A., Arnold J., Self perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A.T., Herbert I.P., Seal W., Shared service centers and professional employability, Journal of Vocational Behavior, 79, 1, pp. 241-252, (2011); Rummel R.J., Applied factor analysis, (1970); Scapens R.W., Jazayeri M., ERP systems and management accounting change: Opportunities or impacts: A research note, European Accounting Review, 12, 1, pp. 201-233, (2003); Schein E.H., Career anchors and career paths: A panel study of management school graduates, Sloan school of management, (1974); Schein E.H., Career dynamics, matching individual and organizational needs, (1978); Schein E.H., Career anchors: Trainer's manual revised edition, (1990); Schein E.H., Career Anchors: Discovering your real values, (1993); Schein E.H., Career anchors revisited: Implications for career development in the 21st century, The Academy of Management Executive, 10, 4, pp. 80-88, (1996); Schein E.H., Career anchors, (2006); Schein E.H., Van Maanen J., Career anchors and job-role planning: Tools for career and talent management, Organizational Dynamics, 45, pp. 165-173, (2016); Sekaran U., Research methods for business: A skill-building approach, (2000); Sinkovics R.R., Alfoldi E.A., Progressive focusing and trustworthiness in qualitative research: The enabling role of computer-assisted qualitative data analysis software (CAQDAS), Management International Review, 52, 6, pp. 817-845, (2012); Sumner M., Yage S., Franke D., Career orientation and organizational commitment of IT personnel. Paper presented at the Proceedings of the 2005 ACM SIGMIS CPR conference on Computer personnel research, (2005); Suutari V., Taka M., Career anchors of managers with global careers, The Journal of Management Development, 23, pp. 833-847, (2004); Tabachnick B.G., Fidell L.S., Using multivariate statistics, (2006); Ulrich D., Shared services: From vogue to value, Human Resource Planning, 18, 3, pp. 12-23, (1995); Yarnall J., Career anchors: Results of an organizational study in the UK, Career Development International, 3, 2, pp. 56-61, (1998); Yin R.K., Case study research: Design and methods. Essential guide to qualitative methods in organizational research, (2009)","A.T. Rothwell; School of Business & Economics, Loughborough University, Loughborough, LE11 3TU, United Kingdom; email: a.t.rothwell@lboro.ac.uk","","Academic Press","","","","","","08908389","","","","English","Br. Account. Rev.","Article","Final","","Scopus","2-s2.0-85074462183"
"Klaver K.M.; Duijts S.F.A.; Engelhardt E.G.; Geusgens C.A.V.; Aarts M.J.B.; Ponds R.W.H.M.; van der Beek A.J.; Schagen S.B.","Klaver, Kete M. (57205641692); Duijts, Saskia F. A. (8579349500); Engelhardt, Ellen G. (56086874600); Geusgens, Chantal A. V. (17134693100); Aarts, Maureen J. B. (56014387800); Ponds, Rudolf W. H. M. (7003523319); van der Beek, Allard J. (7006945011); Schagen, Sanne B. (35812983000)","57205641692; 8579349500; 56086874600; 17134693100; 56014387800; 7003523319; 7006945011; 35812983000","Cancer-related cognitive problems at work: experiences of survivors and professionals","2020","Journal of Cancer Survivorship","14","2","","168","178","10","34","10.1007/s11764-019-00830-5","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076048792&doi=10.1007%2fs11764-019-00830-5&partnerID=40&md5=ef5a68eef159db0d29534ca117e30fd5","Division of Psychosocial Research and Epidemiology, Netherlands Cancer Institute, Plesmanlaan 121, Amsterdam, 1066, CX, Netherlands; Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Netherlands Comprehensive Cancer Organisation (IKNL), Utrecht, Netherlands; Division of Molecular Pathology, Netherlands Cancer Institute, Amsterdam, Netherlands; Department of Clinical and Medical Psychology, Zuyderland MC, Sittard, Netherlands; Department of Medical Oncology, Maastricht University MC, Maastricht, Netherlands; Department of Medical Psychology/School of Mental Health and Neurosciences (MHeNS), Maastricht University MC, Maastricht, Netherlands; Brain and Cognition Group, University of Amsterdam, Amsterdam, Netherlands","Klaver K.M., Division of Psychosocial Research and Epidemiology, Netherlands Cancer Institute, Plesmanlaan 121, Amsterdam, 1066, CX, Netherlands, Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Duijts S.F.A., Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, Netherlands, Netherlands Comprehensive Cancer Organisation (IKNL), Utrecht, Netherlands; Engelhardt E.G., Division of Psychosocial Research and Epidemiology, Netherlands Cancer Institute, Plesmanlaan 121, Amsterdam, 1066, CX, Netherlands, Division of Molecular Pathology, Netherlands Cancer Institute, Amsterdam, Netherlands; Geusgens C.A.V., Department of Clinical and Medical Psychology, Zuyderland MC, Sittard, Netherlands; Aarts M.J.B., Department of Medical Oncology, Maastricht University MC, Maastricht, Netherlands; Ponds R.W.H.M., Department of Medical Psychology/School of Mental Health and Neurosciences (MHeNS), Maastricht University MC, Maastricht, Netherlands; van der Beek A.J., Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Schagen S.B., Division of Psychosocial Research and Epidemiology, Netherlands Cancer Institute, Plesmanlaan 121, Amsterdam, 1066, CX, Netherlands, Brain and Cognition Group, University of Amsterdam, Amsterdam, Netherlands","Purpose: Cancer-related cognitive problems (cancer-related cognitive problems) in working cancer survivors are found to affect work outcomes. We aimed to generate in-depth information regarding cancer-related cognitive problems in working cancer survivors, strategies used to cope with cancer-related cognitive problems at work, and needs of cancer survivors and professionals regarding cancer-related cognitive problems at work. Methods: Five focus groups were formed, amongst which three focus groups with cancer survivors (n = 8, n = 7, and n = 8) and two focus groups with professionals (n = 7, n = 8). Thematic analysis of the transcripts was performed to create concepts. Results: Both cancer survivors and professionals confirmed that cancer-related cognitive problems, which occurred in several domains of neurocognitive functioning, affect work functioning. Cancer survivors used several strategies (e.g., applying practical adjustments, re-organization of work, and accepting limitations) to cope with cancer-related cognitive problems at work, as did professionals in their attempt at supporting cancer survivors facing these problems. Various needs of cancer survivors (e.g., supportive care options, acknowledgment by others) and professionals (e.g., improvement of expertise, clarity about referral pathways) regarding cancer-related cognitive problems at work were mentioned. Conclusions: Due to the growing number of working cancer survivors dealing with cancer-related cognitive problems, it is essential to sustain their employability. Therefore, cognitive rehabilitation interventions should be developed, taking functioning at work into account. Knowledge amongst professionals regarding cancer-related cognitive problems, as well as coordination of care for cancer-related cognitive problems, should be improved. Ensuring professional education regarding cancer-related cognitive problems, within both the healthcare and occupational setting, is of utmost importance. Implications for cancer survivors: Support for working cancer survivors who experience cancer-related cognitive problems might increase their employability in the longer term. © 2019, The Author(s).","Cancer; Cognitive problems; Employability; Focus group; Work","Adult; Aged; Cancer Survivors; Cognitive Dysfunction; Employment; Female; Focus Groups; Humans; Male; Middle Aged; Neoplasms; adult; article; cancer survival; cancer survivor; clinical article; cognitive rehabilitation; employability; female; genetic transcription; human; human experiment; male; patient referral; thematic analysis; tumor-related gene; vocational education; work experience; aged; cancer survivor; cognitive defect; complication; employment; information processing; middle aged; neoplasm; procedures; psychology","","","","","","","Mehnert A., Employment and work-related issues in cancer survivors, Crit Rev Oncol Hematol, 77, 2, pp. 109-130, (2011); Hoffman B., Cancer survivors at work: a generation of progress, CA Cancer J Clin, 55, 5, pp. 271-280, (2005); Feuerstein M., Todd B.L., Moskowitz M.C., Bruns G.L., Stoler M.R., Nassif T., Yu X., Work in cancer survivors: a model for practice and research, J Cancer Surviv, 4, 4, pp. 415-437, (2010); Paalman C.H., van Leeuwen F.E., Aaronson N.K., de Boer A.G.E.M., van de Poll-Franse L., Oldenburg H.S.A., Schaapveld M., Employment and social benefits up to 10 years after breast cancer diagnosis: a population-based study, British Journal Of Cancer, 114, pp. 81-87, (2016); Harrison R.A., Wefel J.S., Neurocognitive function in adult cancer patients, Neurol Clin, 36, 3, pp. 653-674, (2018); Wefel J.S., Kesler S.R., Noll K.R., Schagen S.B., Clinical characteristics, pathophysiology, and management of noncentral nervous system cancer-related cognitive impairment in adults, CA Cancer J Clin, 65, 2, pp. 123-138, (2015); de Ruiter M.B., Reneman L., Boogerd W., Veltman D.J., van Dam F., Nederveen A.J., Boven E., Schagen S.B., Cerebral hyporesponsiveness and cognitive impairment 10 years after chemotherapy for breast cancer, Hum Brain Mapp, 32, 8, pp. 1206-1219, (2011); Ahles T.A., Root J.C., Cognitive effects of cancer and cancer treatments, Annu Rev Clin Psychol, 14, pp. 425-451, (2018); Janelsins M.C., Kesler S.R., Ahles T.A., Morrow G.R., Prevalence, mechanisms, and management of cancer-related cognitive impairment, Int Rev Psychiatry, 26, 1, pp. 102-113, (2014); Von Ah D., Et al., Cancer, cognitive impairment, and work-related outcomes: an integrative review, Oncol Nurs Forum, 43, 5, pp. 602-616, (2016); Duijts S.F.A., Et al., Cancer-related cognitive impairment and patients’ ability to work: a current perspective, Curr Opin Support Palliat Care, 11, 1, pp. 19-23, (2017); Duijts S.F.A., Et al., Physical and psychosocial problems in cancer survivors beyond return to work: a systematic review, Psychooncology, 23, 5, pp. 481-492, (2014); Cheng A.S.K., Zeng Y., Liu X., Liu S., Cheng S.W.C., Kwok C.T.T., Chung R.C.K., Xie J., Feuerstein M., Cognitive challenges while at work and work output in breast cancer survivors employed in a rapidly evolving economy, J Cancer Surviv, 12, 6, pp. 753-761, (2018); Calvio L., Peugeot M., Bruns G.L., Todd B.L., Feuerstein M., Measures of cognitive function and work in occupationally active breast cancer survivors, J Occup Environ Med, 52, 2, pp. 219-227, (2010); Dorland H.F., Et al., Work functioning trajectories in cancer patients: results from the longitudinal Work Life after Cancer (WOLICA) study, Int J Cancer, 141, 9, pp. 1751-1762, (2017); Dorland H.F., Et al., Work-specific cognitive symptoms and the role of work characteristics, fatigue, and depressive symptoms in cancer patients during 18 months post return to work, Psychooncology, (2018); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Huang R., RQDA: R-Based Qualitative Data Analysis, (2018); R: A Language and Environment for Statistical Computing, (2013); Munir F., Burrows J., Yarker J., Kalawsky K., Bains M., Women’s perceptions of chemotherapy-induced cognitive side affects on work ability: a focus group study, J Clin Nurs, 19, 9-10, pp. 1362-1370, (2010); Von Ah D., Storey S., Crouch A., Relationship between self-reported cognitive function and work-related outcomes in breast cancer survivors, J Cancer Surviv, 12, 2, pp. 246-255, (2018); Von Ah D., Et al., Coping strategies and interventions for cognitive changes in patients with cancer, Semin Oncol Nurs, 29, 4, pp. 288-299, (2013); Zeng Y., Cheng A.S., Chan C.C., Meta-analysis of the effects of neuropsychological interventions on cognitive function in non-central nervous system cancer survivors, Integr Cancer Ther, 15, 4, pp. 424-434, (2016); Zhang Y., Luo Y., Zeng Y., Meta-analysis of meditative/relaxation-based interventions for cognitive impairment in cancer patient, International Journal of Nursing Sciences, 4, 3, pp. 322-327, (2017); Vance D.E., Frank J.S., Bail J., Triebel K.L., Niccolai L.M., Gerstenecker A., Meneses K., Interventions for cognitive deficits in breast cancer survivors treated with chemotherapy, Cancer Nurs, 40, 1, pp. E11-E27, (2017); Fernandes H.A., Richard N.M., Edelstein K., Cognitive rehabilitation for cancer-related cognitive dysfunction: a systematic review, Support Care Cancer, 27, 9, pp. 3253-3279, (2019); Bosma A.R., Et al., Exploring self-control of workers with a chronic condition: A qualitative synthesis, Eur J Work Org Psychol, pp. 1-16, (2019); Dorland H.F., Abma F.I., Roelen C.A., Smink A., Feuerstein M., Amick B.C., Ranchor A.V., Bultmann U., The Cognitive Symptom Checklist-Work in cancer patients is related with work functioning, fatigue and depressive symptoms: a validation study, J Cancer Surviv, 10, 3, pp. 545-552, (2016); Cheng A.S., Zeng Y., Feuerstein M., Validation of the Chinese version of the Cognitive Symptom Checklist-Work-21 in Breast Cancer Survivors, J Occup Rehabil, 25, 4, pp. 685-695, (2015); Ottati A., Feuerstein M., Brief self-report measure of work-related cognitive limitations in breast cancer survivors, J Cancer Surviv, 7, 2, pp. 262-273, (2013); Stapelfeldt C.M., Klaver K.M., Rosbjerg R.S., Dalton S.O., Bultmann U., Labriola M., Duijts S.F.A., A systematic review of interventions to retain chronically ill occupationally active employees in work: can findings be transferred to cancer survivors?, Acta Oncol, 58, 5, pp. 548-565, (2019); Stratil J., Rieger M.A., Voelter-Mahlknecht S., Optimizing cooperation between general practitioners, occupational health and rehabilitation physicians in Germany: a qualitative study, Int Arch Occup Environ Health, 90, 8, pp. 809-821, (2017); Berezowska A., Passchier E., Bleiker E., Evaluating a professional patient navigation intervention in a supportive care setting, Support Care Cancer, (2019)","K.M. Klaver; Division of Psychosocial Research and Epidemiology, Netherlands Cancer Institute, Amsterdam, Plesmanlaan 121, 1066, Netherlands; email: k.klaver@nki.nl","","Springer","","","","","","19322259","","","31768861","English","J. Cancer Survivorship","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85076048792"
"Riley M.; Robinson K.; Prasad N.; Gleeson B.; Barker E.; Wollersheim D.; Price J.","Riley, Merilyn (7203009777); Robinson, Kerin (55439665700); Prasad, Natasha (57208445070); Gleeson, Barbara (57208443969); Barker, Emma (57208443868); Wollersheim, Dennis (16040739700); Price, Julie (57208437837)","7203009777; 55439665700; 57208445070; 57208443969; 57208443868; 16040739700; 57208437837","Workforce survey of Australian graduate health information managers: Employability, employment, and knowledge and skills used in the workplace","2020","Health Information Management Journal","49","2-3","","88","98","10","5","10.1177/1833358319839296","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064823723&doi=10.1177%2f1833358319839296&partnerID=40&md5=5c2a624ccb3820d9039037e0501f2cbd","La Trobe University, Australia; Austin Health, Australia; Australian Government Department of Veterans’ Affairs, Australia","Riley M., La Trobe University, Australia; Robinson K., La Trobe University, Australia; Prasad N., La Trobe University, Australia; Gleeson B., La Trobe University, Australia, Austin Health, Australia; Barker E., La Trobe University, Australia; Wollersheim D., La Trobe University, Australia; Price J., La Trobe University, Australia, Australian Government Department of Veterans’ Affairs, Australia","Background: Employability, employment destinations and utilisation of knowledge–skill domains of new graduate health information managers (HIMs) have not been explored. Objectives: To capture the timing from course completion to employment and employment locations of a 5-year cohort of health information management graduates of La Trobe University, Australia, in 2017–2018; identify professional knowledge and skills used by the graduates in executing their roles; and map these to four domains of the health information management curriculum. Method: A mixed-methods descriptive study utilising a survey investigated early career pathways of new graduates of health information management courses from 2012 to 2016. Demographic data included age, year of graduation, lead time from course completion to employment, position title, number of positions held post-graduation and knowledge–skills used in the workplace. Results: Eighty percent (n = 167) of graduates working in Australia with known contact details responded to the survey. Of these, 96.4% (n = 161) worked in at least one “health information management-related” position since graduation. Forty-five percent (n = 72) of graduates obtained a position before course completion, and over 94% (n = 150) were employed in the profession within 6 months of completion. Sixty percent (n = 97) of graduates had worked in two or more positions from 2012 to 2016. The large majority of new graduate HIMs (82.4%) were employed in the public healthcare sector in “health information management” (44%), or “health classification” (28.1%) roles. Most graduates (61%) had utilised at least three or four domains of professional knowledge–skills in the workplace. Whereas 16% (n = 26) of graduates used, solely, their health classification knowledge–skill set, almost 74% (n = 117) undertook some health classification-related activities. Only 16% (n = 26) of graduates were over 40 years of age, and there were no statistically significant differences between Bachelor and Master (Combined Degree Programs) graduates and Graduate-entry Master degree graduates in terms of lead time to employment, number of positions held, type of employing agency and professional knowledge–skills utilised in the workplace. Conclusion: Graduate HIMs have very high employability, demonstrate job mobility consistent with the national trends, are largely represented in the public sector but have presence throughout the healthcare system and utilise most or all of the specialised domains of professional knowledge and skills studied at university. © The Author(s) 2019.","education; health education; health informatics; health information management; health information management profession; health information management workforce; health information manager; health manpower; health workforce; professional; professional competence; workplace","Administrative Personnel; Australia; Employment; Health Information Management; Health Knowledge, Attitudes, Practice; Humans; Surveys and Questionnaires; Workforce; article; Australia; career; demography; employability; employment; health care cost; health care system; health education; health workforce; human; major clinical study; medical informatics; medical information system; professional competence; professional knowledge; public sector; skill; workplace; administrative personnel; attitude to health; psychology; questionnaire","","","","","","","HIM Reimagined: Transformation Starts With You, (2017); AMIA Informatics Workforce Survey, (2017); Ammenwerth E., Hackl W.O., Job profiles of biomedical informatics graduates. Results of a graduate survey, Methods of Information in Medicine, 54, 4, pp. 372-375, (2015); Safe, Seamless and Secure: Evolving Health and Care to Meet the Needs of Modern Australia. Australia’s National Digital Health Strategy, (2018); The Coder Workforce Shortfall, (2010); Bertelsen P., Nohr C., The work practice of medical secretaries and the implementation of electronic health records in Denmark, Health Information Management Journal, 34, 4, pp. 103-111, (2005); Bossen C., Jensen L.G., Udsen F.W., Boundary-object trimming: on the invisibility of medical secretaries’ care of records in healthcare infrastructures, Computer-Supported Cooperative Work, 23, 1, pp. 75-110, (2014); Cooper H., Changing roles of health information managers: an education perspective, Health Information Management Journal, 38, 3, pp. 38-42, (2009); Dimick C., Health information management 2025, Journal of the American Health Information Management Association, 83, 8, pp. 24-31, (2012); Gibson C.J., Abrams K., Crook G., Health information management workforce transformation: new roles, new skills and experiences in Canada, Perspectives in Health Information Management, (2015); Health Information Management Professional – Definition, Version 2, (2015); Health Information Manager (HIM) Entry-level Competency Standards, Version 3.0, (2017); Submission on the Australian Digital Health Agency (ADHA) National Digital Health Strategy Development, (2017); Health Information Workforce Report, (2013); Hersh W., Who are the informaticians? What we know and should know, Journal of the American Medical Informatics Association, 13, 2, pp. 166-170, (2006); Knaup P., Frey W., Haux R., Et al., Medical informatics specialists: what are their job profiles? Results of a study on the first 1024 medical informatics graduates of the Universities of Heidelberg and Heilbronn, Methods of Information in Medicine, 42, 5, pp. 578-587, (2003); Leven F.J., Knaup P., Schmidt D., Et al., Medical informatics at Heidelberg/Heilbronn: status-evaluation-new challenges in a specialised curriculum for medical informatics after thirty years of evolution, International Journal of Medical Informatics, 73, 2, pp. 117-125, (2004); Macedo A.A., Ruiz E.E.S., Baranauskas J.A., A survey of the job profiles of biomedical informatics graduates, Methods of Information in Medicine, 55, 5, pp. 473-477, (2016); Household, Income and Labour Dynamics in Australia (HILDA) Survey. Selected Findings From Waves 1-15, (2017); Robinson K.M., The dynamics of health information management in Australia: the emergence and shaping of a profession, (2017); Sandefer R., Marc D., Mancilla D., Et al., Survey predicts future HIM workforce shifts: HIM industry estimates to job roles, skills needed in the near future, Journal of the American Health Information Management Association, 86, 7, pp. 32-35, (2015); Shepheard J., Health information management and clinical coding workforce issues, Health Information Management Journal, 39, 3, pp. 37-41, (2010); Health Information Management/Clinical Coder Workforce, (2008); Watson P.J., The First Fifty Years 1949-1999: Medical Record Librarian to Health Information Manager. A History of the Medical Record/Health Information Management Profession in Australia, (2013)","M. Riley; La Trobe University, Australia; email: Merilyn.Riley@latrobe.edu.au","","SAGE Publications Inc.","","","","","","18333583","","","31006266","English","Health Inf. Manage. J.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85064823723"
"Fryczyńska M.; Ciecierski C.","Fryczyńska, Marzena (57210587750); Ciecierski, Christina (6505791871)","57210587750; 6505791871","Networking competence and its impact on the employability of knowledge workers","2020","Journal of Organizational Change Management","33","2","","349","365","16","6","10.1108/JOCM-09-2019-0284","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081632151&doi=10.1108%2fJOCM-09-2019-0284&partnerID=40&md5=0362dc011cf121b5724a386a8815e47f","Warsaw School of Economics, Warszawa, Warsaw, Poland; Northeastern Illinois University, Chicago, IL, United States","Fryczyńska M., Warsaw School of Economics, Warszawa, Warsaw, Poland; Ciecierski C., Northeastern Illinois University, Chicago, IL, United States","Purpose: Studies show that employability is fast becoming a significant subject when managing contemporary careers. Indeed, employee networking is a prerequisite for career success, but the literature lacks findings regarding the impact of networking on employability. Meanwhile, network organizations in the knowledge economy are gaining popularity and bringing rise to the number of knowledge workers in the labor force. The purpose of this paper is to show the impact of employee networking competence on the employability of knowledge workers, particularly in the wider context of network organizations. Design/methodology/approach: In order to verify our theoretical model, data was collected among a controlled sample of 1189 knowledge workers using a Computer Assisted Web Interview (CAWI) surveying technique. Our model was verified through a series of structural equation models (SEM). Findings: Results show positive effects of network organizations and knowledge work on the networking competence of knowledge workers. The employability of knowledge workers does not just increase as these workers perform high-quality knowledge work. In order for employability to rise, knowledge workers must also exhibit networking competence. However, our study findings show that networking competence plays only a mediating role in the employability of knowledge workers. Originality/value: This study focuses on the employability of knowledge workers in network organizations, which is an increasingly important concept for contemporary management. The paper contributes to the literature through its furthering of network and career management theories. © 2020, Emerald Publishing Limited.","Career; Employability; Knowledge work; Knowledge worker; Network organization; Networking competence","","","","","","National Science Center, (2015/17/B/HS4/02039); Narodowe Centrum Nauki, NCN","Funding text 1: Research project funded by the National Science Center, Poland under grant no. 2015/17/B/HS4/02039; Funding text 2:  Research project funded by the National Science Center, Poland under grant no. 2015/17/B/HS4/02039 ","Anand N., Conger J.A., Capabilities of the consummate networker, Organizational Dynamics, 36, 1, pp. 13-27, (2007); Arbuckle J.L., IBM SPSS Amos 22 User's Guide 2013, (2013); Arthur M.B., Rousseau D.M., The boundaryless career as a new employment principle, The Boundaryless Career, pp. 3-20, (1996); Baruch Y., Szucs N., Gunz H., Career studies in search of theory: the rise and rise of concepts, Career Development International, 20, 1, pp. 3-20, (2015); Batistic S., Tymon A., Networking behaviour, graduate employability: a social capital perspective, Education + Training, 59, 4, pp. 374-388, (2017); Berntson E., Sverke M., Marklund S., Predicting perceived employability: human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Bohdziewicz P., Współczesne kariery zawodowe: od modelu biurokratycznego do przedsiębiorczego, Zarządzanie Zasobami Ludzkimi, 3-4, pp. 39-56, (2010); Borgatti S.P., Foster P.C., The network paradigm in organizational research: a review and typology, Journal of Management, 29, 6, pp. 991-1013, (2003); Boyatzis R., The Competent Manager: A Model for Effective Performance, (1982); Bozionelos N., Intra-organizational network resources: relation to career success and personality, The International Journal of Organizational Analysis, 11, 1, pp. 41-66, (2003); Briscoe J.P., Hall D.T., The interplay of boundaryless and protean careers: combinations and implications, Journal of Vocational Behavior, 69, pp. 4-18, (2006); Burt R., Brokerage and Closure: An Introduction to Social Capital, (2005); Cappelli P., The New Deal at Work. 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A two-year prospective study, Journal of Vocational Behavior, 77, pp. 238-245, (2010)","M. Fryczyńska; Warsaw School of Economics, Warszawa, Warsaw, Poland; email: mfrycz@sgh.waw.pl","","Emerald Group Holdings Ltd.","","","","","","09534814","","","","English","J. Organ. Change Manage.","Article","Final","","Scopus","2-s2.0-85081632151"
"Rasli M.R.; Manaf H.A.; Ismail M.","Rasli, Mohd Rezal (57211673514); Manaf, Halimah Abdul (55565189500); Ismail, Mazlan (57213564262)","57211673514; 55565189500; 57213564262","Examining the integrity behavior challenges of enforcement officers in Malaysian local government","2020","Problems and Perspectives in Management","18","1","","263","277","14","5","10.21511/ppm.18(1).2020.23","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083528864&doi=10.21511%2fppm.18%281%29.2020.23&partnerID=40&md5=333c8e0a5e9e429a1dca7a9f09b3efbc","School of Government, College of Law, Government and International Studies, Universiti Utara Malaysia, Kedah, Malaysia","Rasli M.R., School of Government, College of Law, Government and International Studies, Universiti Utara Malaysia, Kedah, Malaysia; Manaf H.A., School of Government, College of Law, Government and International Studies, Universiti Utara Malaysia, Kedah, Malaysia; Ismail M., School of Government, College of Law, Government and International Studies, Universiti Utara Malaysia, Kedah, Malaysia","There is a call from society to examine the integrity behavior challenges of local government (LG) enforcement officers who work directly with citizens due to the nature of this job. One of the job requirements of enforcement officers is to investigate law enforcement directly to their customers, such as petty traders, hawkers, business owners, developers and contractors, and others. In executing their duties, particularly on law enforcement, high integrity behavior and professionalism of enforcement officers in LG administrative areas of responsibility are necessary. Based on the framework, the study aims to examine the integrity behavior challenges of enforcement officers from the citizens' and staff' perspectives, in particular, on to what extent the officers face the difficulties and challenges in executing their enforcement tasks. Thus, during the study, 30 respondents, namely the citizens and LG staff in Kedah, were surveyed. The data were analyzed using thematic analysis to gain specific dimensions related to integrity behavior. From the citizens' perspective on LG enforcement teams' integrity behavior, challenges were related to main aspects such as biasness, political intervention, and bureaucracy matters. Meanwhile, LG staff consider integrity behavior challenges to be affected by opportunistic attitudes among staff, workforce, and financial issues. The study suggests that enforcement officers should develop soft skills, employability skills, and upgrade academic levels to understand the current situation and develop negotiation skills to deal with grassroots society. © Mohd Rezal Rasli, Halimah Abdul Manaf, Mazlan Ismail, 2020","Behavior; Enforcement; Instrument; Integrity; Local government; Malaysia","","","","","","","","Hamid A.S.B.A., Circulars on Administrative Reform in the Civil Service of Malaysia (1991-1996), (1996); Alam M.M., Johari R.J., Said J., An empirical assessment of employee integrity in the public sector of Malaysia, International Journal of Ethics and System, 34, 4, pp. 458-471, (2018); Ali N., Abdullah M.A., The food consumption and eating behaviour of Malaysian urbanites: Issues and concerns, Geografia Malaysia Journal of Society and Space, 8, 6, pp. 157-165, (2012); Ayres I., Braithwaite J., Responsive Regulation: Transcending the Regulation Debate, (1992); Baker S.E., Edwards R., How many qualitative interviews is enough? Expert voices and early career reflections on sampling and ceases in qualitative research, National Centre for Research Methods, (2012); Baldwin R., Cave M., Lodge M., Understanding Regulation: Theory, Strategy and Practice, (2012); Beaglehole J.H., The District: A Study in Decentralization in West Malaysia (Issue 6 of Hull Monographs on South-East Asia), (1976); Binh P.D., Provincial monitoring and control system in Vietnam: Case study of Hai Duong province, International Journal of Economics and Finance, 6, 4, pp. 220-227, (2014); Black J., Baldwin R., Really responsive risk-based regulation, Law and Policy, 32, 2, pp. 181-213, (2010); Boyd-Swan C.H., Molina A.D., Public service integrity and the quality of governance: Examining the role of citizen-administrator value congruence, Public Integrity, 21, 3, pp. 229-247, (2019); Chua Y.P., Kaedah Dan Statistik Penyelidikan: Asas Statistik Penyelidikan (Buku 2), (2012); Colquitt J.A., Salam S.C., Foster trust through ability, benevolence and integrity, Handbook of Principles of Organization Behavior: Indispensable Knowledge for Evidence-Based Management, pp. 389-404, (2009); Cresswell J.W., Plano C.V.L., Designing and Conducting Mixed Method Research, (2011); Creswell J.W., Educational Research, Planning, Conducting and Evaluating Quantitative and Qualitative Research, (2012); Danziger J.N., Understanding the Political World: A Comparative Introduction to Political Science, (2007); Erakovich R., Kolthoff E., Analysis of ethical leadership and integrity development in local government: The United States: The Netherlands, Montenegro, and Serbia, International Journal of Public Administration, 39, 11, pp. 872-882, (2016); Friese S., ATLAS.Ti 8 Windows - User Manual - Updated for Program Version 8.4. 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Trend in local government in Malaysia, Commonwealth Journal of Local Government, 1, pp. 126-132, (2008); Rosenbloom D.H., Kravchuk R.S., Clerkin R.M., Public Administration: Understanding Management, Politics and Law in the Public Sector, (2014); Rosli M.H., Abd Aziz M.A., Mohd F., Said J., Integrity system in Malaysian public sector: An empirical finding, Procedia Economic and Finance, 28, pp. 260-265, (2015); Said J., Alam M.M., Khalid M.A., Relationship between good governance and integrity system: Empirical study on public sector of Malaysia, Humanomics, 32, 2, pp. 151-171, (2016); Tracey S.J., Qualitative Research Methods, (2013); Wahani R.J.V., Hakim A., Soeaidy S., Noor I., The implementation of corruption prevention policies: A study on municipal government of surakarta, Interdisciplinary Journal of Contemporary Research in Business, 6, 5, pp. 9-17, (2014); Yulk G., Leading organizational learning: Reflections on theory and research, Leadership Quarterly, 20, 1, pp. 49-53, (2009); Zukmund W.G., Babin B.J., Carr J.C., Grifin M., Business Research Methods, (2013)","","","LLC CPC Business Perspectives","","","","","","17277051","","","","English","Probl. Perspect. Manage.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85083528864"
"Gog S.","Gog, Sorin (26036441100)","26036441100","Neo-liberal subjectivities and the emergence of spiritual entrepreneurship: An analysis of spiritual development programs in contemporary Romania","2020","Social Compass","67","1","","103","119","16","7","10.1177/0037768619895168","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078203140&doi=10.1177%2f0037768619895168&partnerID=40&md5=c2e48296157c7dcb337885d6154640fa","Babeș-Bolyai University, Romania","Gog S., Babeș-Bolyai University, Romania","This article analyzes the changes in industrial relations and labor market in Romania during the past two decades and explores the neo-liberal socialization devices that have emerged after the financial crisis and the way they offer legitimacy to the vast economic transformations that took place in this region. Using the ‘varieties of capitalism’ approach I investigate the specific forms of dis-embedded neoliberalism institutionalized in Romania and the precarisation of the workforce through labor market de-regulations, short-term contracts and emphasis on the flexibility and employability of workers. The article focuses on the outburst of spiritual development programs and the vast field of alternative spiritualities that haves proliferated in Romania and the way this cultural change mediates the formation of an immanent spiritualized ethics of authenticity that lends itself to the creation of a new ‘spirit of capitalism’ (Boltanski and Chiapello, 2007). © The Author(s) 2020.","alternative spiritualties; neo-liberalism; post-socialism; spiritual development programs","","","","","","Corporation for National and Community Service, CNCS; Autoritatea Natională pentru Cercetare Stiintifică; Unitatea Executiva pentru Finantarea Invatamantului Superior, a Cercetarii, Dezvoltarii si Inovarii, UEFISCDI, (PN-II-RU-TE-2014-4-2515)","This work was supported by a grant of the Romanian National Authority for Scientific Research and Innovation, CNCS – UEFISCDI, project number PN-II-RU-TE-2014-4-2515.","Adascalitei D., Guga S., Negotiating agency and structure: Trade union organizing strategies in a hostile environment, Economic and Industrial Democracy, 38, 3, pp. 473-494, (2015); Ban C., Dependence and development: the political economy of Romanian capitalismDependenţă şi dezvoltare: economia politică a capitalismului românesc, (2014); Ban C., Ruling ideas: How global neoliberalism goes local, (2016); Bell E., Taylor S., The elevation of work: Pastoral power and the new age work ethic, Organization, 10, 2, pp. 329-349, (2003); Bohle D., Neoliberal hegemony, transnational capital and the terms of the EU’s eastward expansion, Capital & Class, 30, 1, pp. 57-86, (2006); Bohle D., Greskovits B., Neoliberalism, embedded neoliberalism and neocorporatism: Towards transnational capitalism in central-eastern Europe, West European Politics, 30, 3, pp. 443-466, (2007); Bohle D., Greskovits B., Capitalist diversity on Europe’s periphery, (2012); Boltanski L., Chiapello E., The new spirit of capitalism, (2007); Chandler D., Reid J., The neoliberal subject: Resilience, adaptation and vulnerability, (2016); Chivu L., Ciutacu C., Dimitriu R., Ticlea T., The impact of legislative reforms on industrial relations in Romania, (2013); The measure unit of success, Blog, (2013); Daianu D., Emerging Europe and the great recession, (2018); Daianu D., d'Adda C., Basevi G., Kumar R., The Eurozone crisis and the future of Europe, (2014); Dardot P., Laval C., The new way of the world: On neoliberal society, (2013); Delteil V., Kirov V.N., Building and reshaping social dialogue in the CEECs: from formal Europeanization to new dependencies in Bulgaria and Romania, Labour and social transformation in central and eastern Europe: Europeanization and beyond, pp. 185-206, (2016); Gauthier F., Religion in the neoliberal age: Political economy and modes of governance, (2016); Gog S., Alternative forms of spirituality and the socialization of a self-enhancing subjectivity: Features of the post-secular religious space in contemporary Romania, Studia Universitatis Babes-Bolyai Sociologia, 61, 2, pp. 97-124, (2016); Hall P.A., Thelen K., Institutional change in varieties of capitalism, Socio-economic review, 7, 1, pp. 7-34, (2009); Jager J., Springler E., Asymmetric crisis in Europe and possible futures: Critical political economy and post-Keynesian perspectives, (2015); King R., Carrette J., Selling spirituality: The silent takeover of religion, (2004); Lane D., Myant M., Cernat L., Varieties of capitalism in post-communist countries, (2007); LoRusso J.D., Spirituality, corporate culture, and American business: The neoliberal ethic and the spirit of global capital, (2017); Palaga C., The quest for the spiritual self: Anti-capitalist and neo-liberal forms of spirituality in contemporary Romania, Studia Universitatis Babes-Bolyai Sociologia, 61, 2, pp. 145-164, (2016); Pickel G., Sammet K., Transformations of religiosity: Religion and religiosity in Eastern Europe 1989–2010, (2012); Why is God an entrepreneur, Blog, (2013); ‘Spiritual entrepreneur versus entrepreneurial spirit. Blog, Avaialble at:, (2014); Rose N., Inventing ourselves: Psychology, power, and personhood, (1998); Simionca A., Personal and spiritual development in contemporary Romania: In search of ambivalence, Studia Universitatis Babes-Bolyai Sociologia, 61, 2, pp. 11-25, (2016); Stan L., Turcescu L., Religion and politics in post-communist Romania, (2007); Stoiciu V., Annual review of labour relations and social dialogue, (2016); Stoiciu V., Romania’s trade unions at the crossroads, (2016); Theta Healing N.P., Theta healing benefits, Blog, (2015); Theta Healing N.P., ‘Ten common errors that block your success, Blog, (2016); Theta Healing N.P., The power of well-being, Blog, (2016); Tobias A., Steps on life change and spiritual transformation: The project of the self, Studia Universitatis Babes-Bolyai Sociologia, 61, 2, pp. 125-144, (2016); Trif A., Romania: Collective bargaining institutions under attack, Transfer: European Review of Labour and Research, 19, 2, pp. 227-237, (2013); Trif A., Surviving frontal assault on collective bargaining institutions in Romania: The case of manufacturing companies, European Journal of Industrial Relations, 22, 3, pp. 221-234, (2016); Trifan E., Coaching and personal development: The construction of the self in a community of practice in Bucharest, Romanian Journal of Society & Politics, 10, 2, pp. 119-132, (2015)","S. Gog; Babeș-Bolyai University, Romania; email: sorin.gog@ubbcluj.ro","","SAGE Publications Ltd","","","","","","00377686","","","","English","Soc. Compass","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85078203140"
"Hall M.","Hall, Michael (57203567247)","57203567247","Towards a parrhesiastic engagement with graduate employability","2020","Power and Education","12","1","","110","122","12","4","10.1177/1757743819890356","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076108001&doi=10.1177%2f1757743819890356&partnerID=40&md5=29f241efcdf9e817ee59a4beba3076b3","Department of Education Studies and Liberal Arts, University of Winchester, Winchester, United Kingdom","Hall M., Department of Education Studies and Liberal Arts, University of Winchester, Winchester, United Kingdom","Graduate employability has become a central part of the policy debate on the relevance and value of higher education in Europe, often associated with meeting the economic demands of society. This has led to a sense of institutional vulnerability to the vagaries of market forces and public opinion, leading some higher education institutions to adopt narrow and reductive approaches to engaging with graduate employability in response. Yet such responses are not inevitable. This article deploys Foucault’s notion of parrhesia to argue that the vulnerability experienced by institutions represents an opportunity to engage with the truth of graduate employability. By conceiving of employability as the pursuit of self-transformation, institutions are able to induce students to problematise their own employability. In doing so, the possibility exists of disrupting narrow conceptions of employability and of opening up myriad possibilities of being. © The Author(s) 2019.","graduate employability; guidance; Higher education; parrhesia; self","","","","","","","","Advice: Shaking-up The System – Towards A Future-proof Higher Education and Research System, (2019); Ball S., Foucault, Power and Education, (2013); Ball S., Subjectivity as a site of struggle: Refusing neoliberalism?, British Journal of Sociology of Education, 37, 8, pp. 1129-1146, (2016); Biesta G., The Beautiful Risk of Education, (2016); Cardoso S., Carvalho T., Santiago R., From students to consumers: Reflections on the marketisation of Portuguese higher education, European Journal of Education, 46, 2, pp. 271-284, (2011); Collini S., What Are Universities For, (2013); Cutterham T., (2019); Deleuze G., Foucault, (1999); (2016); Dewey J., The Public and its Problems, (1926); (2016); Foucault M., The History of Sexuality, Volume 1 (trans. 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Consumer-based learning in higher education and its implications for lifelong learning, Perspectives: Policy and Practice in Higher Education, 17, 4, pp. 124-128, (2013); Vansieleghem N., Philosophy with children as an exercise in parrhesia: An account of a philosophical experiment with children in Cambodia, Journal of Philosophy of Education, 45, 2, pp. 321-337, (2011)","M. Hall; Department of Education Studies and Liberal Arts, University of Winchester, Winchester, United Kingdom; email: michael.hall@winchester.ac.uk","","SAGE Publications Ltd","","","","","","17577438","","","","English","Power  Educ.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85076108001"
"Fleuren B.P.I.; de Grip A.; Kant I.J.; Zijlstra F.R.H.","Fleuren, Bram P.I. (57191904406); de Grip, Andries (6603561484); Kant, IJmert (7004600669); Zijlstra, Fred R.H. (7101859445)","57191904406; 6603561484; 7004600669; 7101859445","Time equals money?: A randomized controlled field experiment on the effects of four types of training vouchers on training participation","2020","Journal of Vocational Behavior","118","","103403","","","","5","10.1016/j.jvb.2020.103403","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85080126542&doi=10.1016%2fj.jvb.2020.103403&partnerID=40&md5=435da50825cd280d22742f88b282283b","Department of Work- and Social Psychology, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Netherlands; Research Center for Education and the Labour Market, School of Business and Economics, Maastricht University, Maastricht, Netherlands; IZA (Institute for the Study of Labor), Bonn, Germany; Netspar (Network for Studies on Pensions, Ageing and Retirement), Tilburg University, Tilburg, Netherlands; Department of Epidemiology, CAPHRI School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands","Fleuren B.P.I., Department of Work- and Social Psychology, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Netherlands; de Grip A., Research Center for Education and the Labour Market, School of Business and Economics, Maastricht University, Maastricht, Netherlands, IZA (Institute for the Study of Labor), Bonn, Germany, Netspar (Network for Studies on Pensions, Ageing and Retirement), Tilburg University, Tilburg, Netherlands; Kant I.J., Department of Epidemiology, CAPHRI School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands; Zijlstra F.R.H., Department of Work- and Social Psychology, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Netherlands","Organizations aiming to help their employees in fostering their human capital offer training, but not all employees participate. Some organizations therefore experiment with training vouchers that typically offer financial means for training to motivate training participation. However, the effectiveness of such vouchers remains suboptimal, arguably due to lack of clarity on- and variation in the mechanisms of such vouchers. The present paper uniquely employs Conservation of Resources theory to compare the effectiveness of four types of vouchers with different combinations of money and time as well as different (i.e. firm internal and external) governance on training participation. To this end, 230 employees in a large Dutch insurance company were randomly assigned to one of the four voucher types or a control group. For eleven months, training participation was monitored and a concurrent questionnaire measured several personal characteristics as potential covariates and moderators. We find that the voucher type that allows employees to freely choose between a training budget and training days most strongly encourages training participation. Vouchers that provide employees with either working days or a training budget did not improve training participation significantly compared to the control group. Moreover, moderation analyses suggested that the training participation of employees provided with non-flexible vouchers appears to depend more strongly on personal characteristics, and particularly components from the Reasoned Action Approach. These findings suggest that to encourage training participation organizations should best offer flexible vouchers that provide employees a free choice between money and working time to spend on training. Moreover, the findings demonstrate the applicability of Conservation of Resource theory to training vouchers and address the need for recognizing subjectivity within this theoretical framework. © 2020 Elsevier Inc.","Conservation of Resources; Employability; Flexibility; Monetary budget; Reasoned Action Approach; Training participation; Training voucher; Working time","","","","","","","","Abele A.E., Spurk D., The longitudinal impact of self-efficacy and career goals on objective and subjective career success, Journal of Vocational Behavior, 74, 1, pp. 53-62, (2009); Ajzen I., Constructing a theory of planned behavior questionnaire, (2006); Ajzen I., Martin Fishbein's legacy: The reasoned action approach, The Annals of the American Academy of Political and Social Science, 640, 1, pp. 11-27, (2012); Autor D.H., Levy F., Murnane R.J., The skill content of recent technological change: An empirical exploration, Quarterly Journal of Economics, 118, 4, pp. 1279-1333, (2003); Baldwin T.T., Magjuka R.J., Loher B.T., The perils of participation: Effects of choice of training on trainee motivation and learning, Personnel Psychology, 44, 1, pp. 51-65, (1991); 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Fleuren; Department of Work- and Social Psychology, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, Universiteitssingel 40, P.O. Box 616, 6200, Netherlands; email: bram.fleuren@maastrichtuniversity.nl","","Academic Press Inc.","","","","","","00018791","","JVBHA","","English","J. Vocat. Behav.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85080126542"
"Roczniewska M.; Richter A.; Hasson H.; Schwarz U.V.T.","Roczniewska, Marta (56458996100); Richter, Anne (36151397700); Hasson, Henna (23396533100); Schwarz, Ulrica von Thiele (12759815500)","56458996100; 36151397700; 23396533100; 12759815500","Predicting sustainable employability in swedish healthcare: The complexity of social job resources","2020","International Journal of Environmental Research and Public Health","17","4","1200","","","","21","10.3390/ijerph17041200","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079662015&doi=10.3390%2fijerph17041200&partnerID=40&md5=8a9e9437f0a2539216cf6aad96a025c4","Medical Management Centre, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, 171 76, Sweden; SWPS University of Social Sciences and Humanities, Sopot Campus, Sopot, 81-745, Poland; Centre for Epidemiology and Community Medicine, Stockholm, 104 31, Sweden; School of Health, Care and Social Welfare, Mälardalen University, Västerås, 722 20, Sweden","Roczniewska M., Medical Management Centre, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, 171 76, Sweden, SWPS University of Social Sciences and Humanities, Sopot Campus, Sopot, 81-745, Poland; Richter A., Medical Management Centre, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, 171 76, Sweden, Centre for Epidemiology and Community Medicine, Stockholm, 104 31, Sweden; Hasson H., Medical Management Centre, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, 171 76, Sweden, Centre for Epidemiology and Community Medicine, Stockholm, 104 31, Sweden; Schwarz U.V.T., Medical Management Centre, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, 171 76, Sweden, School of Health, Care and Social Welfare, Mälardalen University, Västerås, 722 20, Sweden","Achieving sustainable employability (SE), i.e., when employees are able to continue working in a productive, satisfactory, and healthy manner, is a timely challenge for healthcare. Because healthcare is a female-dominated sector, our paper investigated the role of social job resources in promoting SE. To better illustrate the complexity of the organizational environment, we incorporated resources that operate at different levels (individual, group) and in different planes (horizontal, vertical): trust (individual-vertical), teamwork (group-horizontal), and transformational leadership (group-vertical). Based on the job demands-resources model, we predicted that these resources initiate the motivational process and thus promote SE. To test these predictions, we conducted a 3-wave study in 42 units of a healthcare organization in Sweden. The final study sample consisted of 269 professionals. The results of the multilevel analyses demonstrated that, at the individual level, vertical trust was positively related to all three facets of SE. Next, at the group level, teamwork had a positive link with employee health and productivity, while transformational leadership was negatively related to productivity. These findings underline the importance of acknowledging the levels and planes at which social job resources operate to more accurately capture the complexity of organizational phenomena and to design interventions that target the right level of the environment. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Female-dominated workplace; Health; Healthcare; Job performance; Job satisfaction; Social job resources; Sustainable employability; Teamwork; Trust","Female; Health Personnel; Humans; Job Satisfaction; Leadership; Male; Occupational Health; Surveys and Questionnaires; Sustainable Development; Sweden; Sweden; employment; health care; leadership; performance assessment; prediction; productivity; sustainability; workplace; adult; article; employability; employee; female; health care organization; human; job performance; job satisfaction; leadership; multilevel analysis; prediction; productivity; Sweden; teamwork; trust; workplace; health care personnel; male; occupational health; questionnaire; sustainable development","","","","","Forskningsrådet om Hälsa, Arbetsliv och Välfärd, FORTE, (2016-07182)","Funding: This research was funded by FORTE, grant number 2016-07182.","van den Heuvel G., Verbeek J.H., Nold A., Euler U., Fishta A., 371 Priority setting for future occupational safety and health (OSH) research in Europe, Occup. 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"Santos G.G.","Santos, Gina Gaio (24773865600)","24773865600","Career boundaries and employability perceptions: an exploratory study with graduates","2020","Studies in Higher Education","45","3","","538","556","18","15","10.1080/03075079.2019.1620720","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85066500431&doi=10.1080%2f03075079.2019.1620720&partnerID=40&md5=dff87347c98d386dad4088151a90b7d8","Management Department, School of Economics and Management, University of Minho, Campus de Gualtar, Braga, Portugal","Santos G.G., Management Department, School of Economics and Management, University of Minho, Campus de Gualtar, Braga, Portugal","This study focus is on career boundaries to graduate employability in a crisis economy. The underlying theoretical framework focus on career boundary theory and perceived employability. The empirical findings are based on a small-scale qualitative study that includes five focus group interviews conducted with Portuguese graduates of both genders in the academic fields of Business and Management. The analysis reveals that graduate employability is constrained by four types of career boundaries: (1) Organizational and work-related boundaries; (2) Contextual and labour-market boundaries; (3) Personal-related boundaries; and (4) Cognitive-cultural boundaries. This article contributes to the literature by highlighting the diversified nature of the career boundaries that graduates encounter in both external and internal labour markets. At the policy level, the findings underline that the issue of graduate employability requires a concerted effort among governmental entities and Higher Education policy-makers, as well as employers, and cannot be the sole responsibility of the individual. © 2019, © 2019 Society for Research into Higher Education.","Career boundaries; employability; focus group interviews; graduates; Portuguese labour market","","","","","","","","Arthur M.B., The Boundaryless Career: A New Perspective for Organizational Inquiry, Journal of Organizational Behavior, 15, 4, pp. 295-306, (1994); Ashforth B.E., Kreiner G.E., Fugate M., All in a Day’s Work: Boundaries and Micro Role Transitions, Academy of Management Review, 25, 3, pp. 472-491, (2000); Baruch Y., Employability: A Substitute for Loyalty?, Human Resource Development International, 4, 4, pp. 543-566, (2001); Bridgstock R., The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Brown P., Hesketh A., Williams S., Employability in a Knowledge-driven Economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Bryman A., Bell E., Business Research Methods, (2007); Clarke M., Understanding and Managing Employability in Changing Career Contexts, Journal of European Industrial Training, 32, 4, pp. 258-284, (2008); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Cohen J., A Coefficient of Agreement for Nominal Scales, Educational and Psychological Measurement, 20, pp. 37-46, (1960); Estatísticas: Caracterização dos Desempregados Registados com Habilitação Superior–Junho 2016”, (2016); Eberle T.S., Phenomenology as a Research Method, The SAGE Handbook of Qualitative Data Analysis, pp. 184-203, (2014); Elchardus M., Smits W., The Vanishing Flexible: Ambition, Self-realization and Flexibility in the Career Perspectives of Young Belgian Adults, Work, Employment and Society, 22, 2, pp. 243-262, (2008); Fenton S., Dermott E., Fragmented Careers? 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An Empirical Investigation of Career Boundaries and Boundary Crossing, Work, Employment and Society, 30, 4, pp. 1-18, (2016); Roper J., Ganesh S., Inkson K., Neoliberalism and Knowledge Interests in Boundaryless Careers Discourse, Work, Employment and Society, 24, 4, pp. 661-679, (2010); Scurry T., Blenkinsopp J., Under-Employment Among Recent Graduates: A Review of the Literature, Personnel Review, 40, 5, pp. 643-659, (2011); Sin C., Neave G., Employability Deconstructed: Perceptions of Bologna Stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016); Stewart D., Shamdasani P., Focus Groups: Theory and Practice, (2015); Strauss A., Corbin J., Basis of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, (1998); Sullivan S.E., Arthur M.B., The Evolution of the Boundaryless Career Concept: Examining Physical and Psychological Mobility, Journal of Vocational Behavior, 69, 1, pp. 19-29, (2006); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, pp. 407-431, (2012); Tymon A., The Student Perspective on Employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Williams S., Dodd L.J., Steele C., Randall R., A Systematic Review of Current Understandings of Employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Wilton N., Do Employability Skills Really Matter in the UK Graduate Labour Market? The Case of Business and Management Graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011)","G.G. Santos; Management Department, School of Economics and Management, University of Minho, Braga, Campus de Gualtar, Building 8, 4710-057, Portugal; email: gaiogina@eeg.uminho.pt","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","","Scopus","2-s2.0-85066500431"
"Sinha S.; Mishra A.","Sinha, Saitab (57212494369); Mishra, Ashutosh (56803113500)","57212494369; 56803113500","Measuring employers' satisfaction with expectation satisfaction matrix","2020","Purushartha","13","1","","21","34","13","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097549902&partnerID=40&md5=97a3068eb01b5aec6268d423752f1d36","Birla Institute of Technology, Mesra, Ranchi, Jharkhand, India","Sinha S., Birla Institute of Technology, Mesra, Ranchi, Jharkhand, India; Mishra A., Birla Institute of Technology, Mesra, Ranchi, Jharkhand, India","This paper examines whether employers' expectations and perceptions influence their satisfaction with the skill competencies of fresh engineering graduates (FEGs) in India. Using the expectation satisfaction matrix, we have also explored whether such skill competencies adequately satisfy employers. Data on employers' expectations and perceptions were collected through a survey of employers' representatives using a structured questionnaire. Expectations from various skillsets under consideration were categorized with exploratory factor analysis. We thus got three latent factors. The regression of these three factors was found to be significantly predicting employers' satisfaction. The indices of expectation and satisfaction of these skillsets were then plotted in the expectation satisfaction matrix to understand their relative positions. Most of the skills fell short of satisfying employers' expectations. Our results prompt us to infer that industry-academia partnerships need to be an integral feature of any curriculum to bridge the gap between course curricula on one hand and employers' expectations and satisfaction on the other. This study would help higher education institutions and FEGs in enhancing employability of the latter. © 2020, School of Management Sciences. All rights reserved.","Employability; Employers' Expectations; Employers' Satisfaction; Expectation Satisfaction Matrix; Fresh Engineering Graduates; Skill Competencies","","","","","","","","Abbasi F.K., Ali A., Bibi N., Analysis of skill gap for business graduates: Managerial perspective from banking industry, Education+ Training, 60, 4, pp. 354-367, (2018); Abdullah S., Zaharim A., Harris S.M., Omar M.Z., Basri H., Mohamed N., Engineering education: Using technical attributes to analyse the employers' expectation of future engineering graduates in Malaysia, Proceedings of the 4Th IASME/WSEAS International Conference on Engineering Education (EE'07), (2007); Aithal P.S., Shailashree V., Kumar P.M., The study of new national institutional ranking system using ABCD framework, International Journal of Current Research and Modern Education (IJCRME), 1, pp. 389-402, (2016); Augar N., Woodley C.J., Whitefield D., Winchester M., Exploring academics' approaches to managing team assessment, International Journal of Educational Management, 30, 6, pp. 1150-1162, (2016); Balaji K.V.A., Somashekar P., A comparative study of soft skills among engineers, IUP Journal of Soft Skills, 3, 3, pp. 50-57, (2009); Belwal R., Priyadarshi P., Al Fazari M.H., Graduate attributes and employability skills, International Journal of Educational Management, 31, 6, pp. 814-827, (2017); Blom A., Saeki H., Employability and Skill Set of Newly Graduated Engineers in India, (2011); Brown P., Hesketh A., Williams S., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Burgess C., Aitken L., Report on Core Research on Unitising Curricula, (2004); Chavan M., Carter L., Management students–expectations and perceptions on work readiness, International Journal of Educational Management, 32, 5, pp. 825-850, (2018); Crebert G., Patrick C.J., Cragnolini V., Smith C., Worsfold K., Webb F., Teamwork Skills Toolkit, (2011); Courtney M., Courtney A., Science and Engineering Education: Who is the Customer?, (2006); Davies W.M., Groupwork as a form of assessment: Common problems and recommended solutions, Higher Education, 58, 4, pp. 563-584, (2009); Engel J.F., Blackwell R.D., Consumer Behavior, (1982); Festinger L., A Theory of Cognitive Dissonance, 2, (1957); Finch D.J., Hamilton L.K., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education+ Training, 55, 7, pp. 681-704, (2013); Forrier A., Sels L., The concept employability: A complex mosaic, International Journal of Human Resources Development and Management, 3, 2, pp. 102-124, (2003); Gokuladas V.K., Predictors of employability of engineering graduates in campus recruitment drives of Indian software services companies, International Journal of Selection and Assessment, 19, 3, pp. 313-319, (2011); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Harvey L., Knight P.T., Transforming Higher Education, (1996); Helson H., Adaptation-Level Theory: An Experimental and Systematic Approach to Behavior, (1964); Howard J.A., Sheth J.N., The Theory of Buyer Behavior, (1969); Jackson D., An international profile of industry-relevant competencies and skill gaps in modern graduates, International Journal of Management Education, 8, 3, pp. 29-58, (2010); Jeswani S., Assessment of employability skills among fresh engineering graduates: A structural equation modeling approach, IUP Journal of Soft Skills, 10, 2, (2016); Kim J., A study on mismatch unemployment in Korea, Korea Development Institute, Series, pp. 2017-2115, (2017); Lang D.W., Zha Q., Comparing universities: A case study between Canada and China, Higher Education Policy, 17, 4, pp. 339-354, (2004); Lefresne F., Employability at the heart of the European employment strategy, Transfer: European Review of Labour and Research, 5, 4, pp. 460-480, (1999); Little B., Employability and work-based learning, Learning and Employability Series, (2004); Locke E.A., Relationship of success and expectation to affect on goal-seeking tasks, Journal of Personality and Social Psychology, 7, pp. 125-134, (1967); Locke E.A., What is job satisfaction?, Organizational Behavior and Human Performance, 4, 4, pp. 309-336, (1969); McCollough M.A., The effect of perceived justice and attributions regarding service failure and recovery on post-recovery customer satisfaction and service quality attitudes, Journal of Hospitality & Tourism Research, 24, 4, pp. 423-447, (2000); McMurray S., Dutton M., McQuaid R., Richard A., Employer demands from business graduates, Education+ Training, 58, 1, pp. 112-132, (2016); Morley L., Producing new workers: Quality, equality and employability in higher education, Quality in Higher Education, 7, 2, pp. 131-138, (2001); Evaluation Guidelines for NBA: Accreditation of Undergraduate Engineering Programme. 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Proceedings. International Professional Communication Conference, pp. 631-637, (2005); Wei-Ming O., Movement capital: Does intention to leave come before alternative job offers?, Journal of Applied Management and Entrepreneurship, 9, 1, (2004); Westbrook R.A., Intrapersonal affective influences on consumer satisfaction with products, Journal of Consumer Research, 7, 1, pp. 49-54, (1980); Westbrook R.A., Reilly M.D., Value-Percept Disparity: An Alternative to the Disconfirmation of Expectations Theory of Consumer Satisfaction, (1983); Yuksel A., Yuksel F., Tourist Satisfaction and Complaining Behavior: Measurement and Management Issues in the Tourism and Hospitality Industry, (2008)","S. Sinha; Birla Institute of Technology, Ranchi, Mesra, India; email: saitabphd@gmail.com","","School of Management Sciences","","","","","","0975024X","","","","English","Purushartha","Article","Final","","Scopus","2-s2.0-85097549902"
"Su F.; Yin Y.-J.","Su, Fang (35732406900); Yin, Ya-juan (57216918750)","35732406900; 57216918750","Optimal livelihood strategy for different poverty groups among farmers: a case study of the Qin-Ba Mountain area in South-Shaanxi, China","2020","Journal of Mountain Science","17","5","","1206","1220","14","10","10.1007/s11629-019-5566-9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085330284&doi=10.1007%2fs11629-019-5566-9&partnerID=40&md5=2524f48e8f08774aa19fce8c32bd1f5f","School of Economics and Management, Shaanxi University of Science & Technology, Xi’an, 710021, China","Su F., School of Economics and Management, Shaanxi University of Science & Technology, Xi’an, 710021, China; Yin Y.-J., School of Economics and Management, Shaanxi University of Science & Technology, Xi’an, 710021, China","Achieving sustainable livelihood is the ultimate goal of poverty alleviation efforts in mountainous areas, and selecting an optimal livelihood strategy for different poverty-type farmers greatly improves farmers’ livelihood capital, resists livelihood risks, and promotes sustainable development. For farmers, optimal livelihood strategy means better employment opportunities, higher family income (or better income structure), and stronger employability or development potential. This paper classifies different types of farmers’ poverty on the basis of a quantitative evaluation of farmers’ livelihood capital in the Qin-ba Mountain Area in South-Shaanxi by using the k-means clustering method and subsequently the fuzzy evaluation method to evaluate the effectiveness of farmers’ livelihood strategies. Then, the multi-attribute decision-making model is used to analyze the selection of optimal livelihood strategies for different poverty-type farmers. The results suggest a significant difference in the selection of the optimal livelihood strategy for different poverty-type farmers. Farmers without financial and human capital choose to “go out to work,” farmers lacking natural capital choose to “acquire social insurance and government relief,” farmers without physical capital choose to “use loans,” and farmers lacking social capital choose to “use savings.” Studying the selection of optimal livelihood strategies for different poverty-type farmers can help to propose targeted sustainable livelihood optimization programs for farmers and accelerate efforts to overcome poverty in mountainous areas. © 2020, Science Press, Institute of Mountain Hazards and Environment, CAS and Springer-Verlag GmbH Germany, part of Springer Nature.","Effectiveness evaluation; Livelihood capital; Optimal strategy; Qin-Ba Mountain Area; Shaanxi","China; Qinba Mountains; Shaanxi; agricultural worker; alternative agriculture; employment; human capital; livelihood; optimization; poverty; poverty alleviation; social capital; strategic approach","","","","","MOE Project of Humanities and Social Sciences of China, (19YJAZH076); Natural Science Foundation in Gansu, (1610RJZA096); Soft Science Research Program of Shaanxi, (2018KRM065)","This study was funded by MOE Project of Humanities and Social Sciences of China (Grant No. 19YJAZH076), Soft Science Research Program of Shaanxi (Grant No. 2018KRM065), Natural Science Foundation in Gansu (Grant No. 1610RJZA096).","An S.W., Fan X.S., Analysis of livelihood strategies of farmers and their influencing factors based on income sources — a case study of Henan province, Economic Report, 35, pp. 29-34, (2018); An X., Zhou W.B., Ma Y., Fuzzy comprehensive evaluation method based on entropy weight in water security, Water Resources and Water Engineering, 21, pp. 137-139, (2010); Cai J., Ma H.Y., Xia X.L., A study on the selection of livelihood strategies for rural households in contiguous poverty-stricken areas — a microscopic empirical analysis based on Liupanshan, Resources Science, 39, pp. 2083-2093, (2017); Chai L., Study on the impact of livelihood capital on livelihood strategies — based on survey data of key state-owned forest regions, Economic Research Guide, 11, pp. 153-155, (2017); Chen G.J., Fang Y.P., Chen Y., Et al., A report on the development of China’s mountainous areas, (2010); Fu X.M., Research on the impact of livelihood capital of farmers and herdsmen on livelihood strategies in the context of targeted poverty alleviation, (2017); Guo C.Z., Study on the evaluating method of entropy coefficient for stock investment value, Nankai Econ Stud, 5, pp. 65-67, (2001); He R.W., Li G.Q., Liu Y.W., Et al., The analysis and application research on targeted poverty alleviation based on sustainable livelihood — a case study of Liangshan Yi autonomous prefecture, Sichuan province, Progress in Geographical Science, 36, pp. 182-192, (2017); He R.W., Liu S.Q., Chen G.J., Research Progress and Trend of Sustainable Livelihood of Farmers in China, Progress in Geographical Science, 32, pp. 657-670, (2013); Hu H., Si Y.F., Wang L.J., Effects of industrial poverty alleviation policies on livelihood strategies and incomes of poor households—empirical evidence from Shaanxi province, China Rural Economy, 1, pp. 78-89, (2018); 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Wang Y.R., Zhao X.Y., Zhang Q., Et al., Assessment of climate change adaptation strategies of farmers in the high and cold ecologically vulnerable areas—a case study of Gannan plateau, Acta ecological sin, 37, pp. 2392-2402, (2017); Wu Y.H., Su R.N., Xu L.L., Et al., Study on the relationship between livelihood capital and livelihood strategies of herders— taking Xilinhaote city of inner Mongolia and west Ujimqin as examples, Agricultural Technology and Economy, 7, pp. 71-77, (2017); Xu D.D., Zhang J.F., Liu S.Q., Et al., A study on the relationship between farmers’ livelihood capital and livelihood strategies in typical mountainous areas in southwest China, Journal of the Southwest University, 37, pp. 118-126, (2015); Xu F., He Y.H., Yu X., Measurement of urban traffic aperation efficiency based on entropy weight and fuzzy comprehensive evaluation model—taking Nanjing as an example, Practice and Knowledge of Mathematics, 48, pp. 17-23, (2018); Xu H.S., Le Z., Livelihood capital, livelihood risk and livelihood strategy of farmers, Agricultural Economy, 10, pp. 100-105, (2012); Yang L.Z., Zhou J., Ma L.X., Et al., Research on the impact of information access media on rural residents’ livelihood selection—an empirical analysis based on CGSS2013 survey data, Journal of Agrotechnical Economics, 5, pp. 52-65, (2018); Yu Y., Research on real estate customer segmentation based on clustering analysis K-means algorithm, (2017); Zhang H.Y., Hu B.Q., Evaluation of land ecological security in Guangxi based on entropy weight method, Journal of Guangxi Normal University, 1, pp. 1-4, (2019); Zhang L.L., Research on the poor rural households’ livelihood capital evaluation and influencing factors in the background of rural tourism, pp. 8-22, (2018); Zhang S., Comprehensive evaluation of regional coordinated development based on AHP and entropy weight method, Financial and Economic, 16, pp. 90-92, (2018); Zhao D.Y., Song H., A method of ameliorative multi-objective synthetic evaluation based on entropy weight and its application, Ordnance Engineering, 13, pp. 47-51, (2001); Zhao W.J., Yang S.L., Wang X., Et al., Study on livelihood capital and livelihood strategy based on logistic regression model — a case study of Dai nationality area in the Dry-hot River Valley of Xinping county, Yunnan province, Resources Science, 38, pp. 136-143, (2016); Zhu W.Y., The application of entropy weight method in bank operation performance evaluation, China Township Enterprises Accounting, 2, pp. 150-151, (2019)","F. Su; School of Economics and Management, Shaanxi University of Science & Technology, Xi’an, 710021, China; email: sufang@sust.edu.cn","","Science Press","","","","","","16726316","","","","English","J. Mt. Sci.","Article","Final","","Scopus","2-s2.0-85085330284"
"Laguna-Sánchez P.; Abad P.; de la Fuente-Cabrero C.; Calero R.","Laguna-Sánchez, Pilar (55321579800); Abad, Pilar (35179145400); de la Fuente-Cabrero, Concepción (57000441400); Calero, Rocío (57215585344)","55321579800; 35179145400; 57000441400; 57215585344","A university training programme for acquiring entrepreneurial and transversal employability skills, a students' assessment","2020","Sustainability (Switzerland)","12","3","796","","","","24","10.3390/su12030796","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081242970&doi=10.3390%2fsu12030796&partnerID=40&md5=50de6f617344db6128a9245cc3b7e201","Business Department, University Rey Juan Carlos, Madrid, 28032, Spain","Laguna-Sánchez P., Business Department, University Rey Juan Carlos, Madrid, 28032, Spain; Abad P., Business Department, University Rey Juan Carlos, Madrid, 28032, Spain; de la Fuente-Cabrero C., Business Department, University Rey Juan Carlos, Madrid, 28032, Spain; Calero R., Business Department, University Rey Juan Carlos, Madrid, 28032, Spain","The objective of this paper is to analyze university graduate students' assessments of the attainment of skills acquired in a Training Programme (TP) to develop entrepreneurial skills and transversal employability competencies. Both are vital for the success of today's societies and play an important role in the sustainable development agenda. The TP was a 12-week programme with six modules combining entrepreneurship training and traditional teaching methods. There were nine editions and 148 students worked in teams preparing business plans to present to consultants and potential investors. First, the nominal group technique was used to identify which competencies can be acquired through TP. Second, a survey was designed to identify the level to which the competences were attained. The results suggest that the students attained two types of skills, acquiring a higher level of proficiency in entrepreneurial skills and those transversal competencies. Additionally, different levels of attainment of entrepreneurial skills were found in different groups of students. We provide new evidence that TPs, as compulsory subjects in the core curriculum of degree programmes, will help accomplish both objectives: the acquisition of entrepreneurial skills and generic university educational competencies. The overall outcome of this research highlights the value added by the TPs. © 2020 by the authors.","Employability competencies; Entrepreneurial skills training; Higher education; Sustainable development agenda","curriculum; employment; higher education; sustainable development; teaching; training","","","","","","","Transforming Our World: The 2030 Agenda for Sustainable Development;, (2015); Sustainable Development Goals, (2019); Education for Sustainable Development Goals: Learning Objectives;, (2017); Thurik A.R., Stam E., Audretsch D.B., The rise of the entrepreneurial economy and the future of dynamic capitalism, Technovation, 33, pp. 302-310, (2013); Guerrero M., Urbano D., Evolution and development of entrepreneurial universities: A resources and capabilities perspective, Int. J. Educ. Res. Dev, 30, pp. 30-45, (2014); Guerrero M., Cunningham J.A., Urbano D., Economic impact of entrepreneurial universities' activities: An exploratory study of the United Kingdom, Res. 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Educ, 44, pp. 581-595, (2019); Hyttinen K., Ruoslahti H., Jokela J., Model for Effective Integration between Research, Work Life and Higher Education in International Security Studies, Proceedings of the 9th International Joint Conference on Knowledge Discovery, pp. 299-306, (2017); Europe 2020: A Strategy for Smart, Sustainable and Inclusive Growth, COM 2020;, (2010); Ploum L., Blok V., Lans T., Omta O., Toward a validated competence framework for sustainable entrepreneurship, Organ. Environ, 31, pp. 113-132, (2017); Bunk G.P., La transmisión de competencias en la formación y perfeccionamiento profesionales de la RFA, Revista Europea de Formación Profesional, 1, pp. 8-14, (1994); Boyatzis R.E., The Competent Manager: A Model for Effective Performance;, (1982); Spencer L.M., Spencer S.M., Competence at Work: Models for Superior Performance;, (1993); Woodruffe C., What is meant by a competency?, Leadersh. Organ. Dev. J, 14, pp. 29-36, (1993); Rodriguez N., Feliu P., Manual Descriptivo y de Aplicación de la Prueba de Estilo Gerencial;, (1996); Mertens L., La Gestión Por Competencia Laboral en la Empresa y la Formación Profesional;, (1996); Fernandez J.M., Matriz de competencias del docente de educación básica, Rev. Iberoaméricana Educ, 36, pp. 1-15, (2005); Martinez A., Sauleda C., La Investigación Basada en el Diseňo y el Diseňo del Crédito Europeo, Investigar el Diseňo Curricular: Redes de Docencia en el Espacio Europeo de Educación Superior;, pp. 7-22, (2005); Collins B., Perspectivas de Disseny al educatió per Competencias, Proceedings of the Simposio International, (2007); Blanco Canto M., Bares Lopez L., Hrynevych O., The inclusion of transversal competences in the training programs for unemployed of Bahía De Cádiz, J. Tour. Anal, (2019); Tobon S., La Formación Basada en Competencias en la Educación Superior: El Enfoque Complejo;, (2008); Alvarez A.A., Competencias Profesionales: Análisis Conceptual y Aplicación Profesional;, (2003); Acebron A.M., Las Competencias Transversales en la Universidad Pompeu Fabra: La Visión de los Docentes y Estudiantes de Segundo Ciclo, Revista de Docencia UniversitariaRed U, (2008); Bozu Z., Canto P.J., El profesorado universitario en la sociedad del conocimiento: Competencias profesionales docentes, Rev. Form. Innov. Educ. Univ, 2, pp. 87-97, (2009); Segovia-Perez M., Laguna-Sanchez P., de la Fuente-Cabrero C., Education for Sustainable Leadership: Fostering Women's Empowerment at the University Level, Sustainability, 11, (2019); (2011); Lopez J.E., Romero-Diaz de la Guardia J.J., Olmos-Gomez M.C., Chacon-Cuberos R., Olmedo Moreno E.M., Enhancing Skills for Employment in the Workplace of the Future 2020 Using the Theory of Connectivity: Shared and Adaptive Personal Learning Environments in a Spanish Context, Sustainability, 11, (2019); Ceresia F., Lo Sasso E.M., A general framework for a standardized competence assessment procedure, Eur. Proc. Soc. Behav. Sci, (2017); Giroux D., Stibre D., Validation of assessment of employability tool (OEA): A Delphi study, Can. J. Aging, 34, pp. 524-531, (2015); Boahin P., Eggink J., Hofman A., Competency-based training in international perspective: Comparing the implementation processes towards the achievement of employability, J. Curric. Stud, 46, pp. 839-858, (2014); van der Klink J.J.L., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R.H., Abma F.I., Brouwer S., van der Wilt G.J., Sustainable employability-Definition, conceptualization, and implications: A perspective based on the capability approach, Scand. J. Work Environ. Health, 42, pp. 71-79, (2016); Pang E., Wong M., Leung C.H., Coombes J., Competencies for fresh graduates' success at work: Perspectives of employers, Ind. High. Educ, 33, pp. 55-65, (2019); Pop C., Khampirat B., Self-assessment instrument to measure the competencies of Namibian graduates: Testing of validity and reliability, Stud. Educ. Eval, 60, pp. 130-139, (2019); Vargas R., Inmaculada Sanchez-Queija M., Rothwell A., Parra A., Self-perceived employability in Spain, Educ. Train, 60, pp. 226-237, (2018); Dastjerdi M.M., The Relationship between the Job Search Efficacy and Job Search Beliefs with Employability, Int. J. Adv. Biotechnol. Res, 7, pp. 811-814, (2016); Baggen Y., Lans T., Biemans H.J., Kampen J., Mulder M., Fostering Entrepreneurial Learning On-the-Job: Evidence from innovative small and medium-sized companies in Europe, Eur. J. Educ, 51, pp. 193-209, (2016); Elfenbein D.W., Hamilton B.H., Zenger T.R., The small firm effect and the entrepreneurial spawning of scientists and engineers, Manag. Sci, 56, pp. 659-681, (2010); Collins C.J., Hanges P.J., Locke E.A., The relationship of achievement motivation to entrepreneurial behavior: A meta-analysis, Hum. Perform, 17, pp. 95-117, (2004); Oehler A., Hofer A., Schalkowski H., Entrepreneurial education and knowledge: Empirical evidence on a sample of German undergraduate students, J. Technol. Transf, 40, pp. 536-557, (2015); The European Higher Education Area in 2018;, (2018)","P. Laguna-Sánchez; Business Department, University Rey Juan Carlos, Madrid, 28032, Spain; email: pilar.laguna@urjc.es","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85081242970"
"Xiao Y.; Pinkney E.; Au T.K.F.; Yip P.S.F.","Xiao, Yunyu (57195235764); Pinkney, Edward (57214868150); Au, Terry Kit Fong (9435174900); Yip, Paul Siu Fai (7102503720)","57195235764; 57214868150; 9435174900; 7102503720","Athena SWAN and gender diversity: A UK-based retrospective cohort study","2020","BMJ Open","10","2","e032915","","","","25","10.1136/bmjopen-2019-032915","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079336119&doi=10.1136%2fbmjopen-2019-032915&partnerID=40&md5=b6546843172301eadba294c9a38aa33f","Silver School of Social Work, New York University, New York, NY, United States; Centre for Suicide Research and Prevention, University of Hong Kong, Pokfulam, Hong Kong; Department of Psychology, University of Hong Kong, Pokfulam, Hong Kong; President's Office, University of Hong Kong, Pokfulam, Hong Kong; Department of Social Work and Social Administration, University of Hong Kong, Pokfulam, Hong Kong","Xiao Y., Silver School of Social Work, New York University, New York, NY, United States; Pinkney E., Centre for Suicide Research and Prevention, University of Hong Kong, Pokfulam, Hong Kong; Au T.K.F., Department of Psychology, University of Hong Kong, Pokfulam, Hong Kong, President's Office, University of Hong Kong, Pokfulam, Hong Kong; Yip P.S.F., Centre for Suicide Research and Prevention, University of Hong Kong, Pokfulam, Hong Kong, Department of Social Work and Social Administration, University of Hong Kong, Pokfulam, Hong Kong","Objectives To promote gender diversity and equity in higher education, Athena Scientific Women's Academic Network (SWAN) supports and recognises higher education institutions (HEI) in advancing the careers of women through charter commitment, awards, training and advocacy since 2005. Most evaluation studies, however, are based on qualitative assessments. This study sought to (1) examine the relationship between Athena SWAN accreditation/awards in the UK and gender diversity of leaders and senior academics using quantitative data from 2012/2013 to 2016/2017, and (2) explore the associations between Athena SWAN awards and university performance as measured by overall scores in global ranking systems. Design Retrospective cohort study based on the UK HEIs. Setting Higher education sector in the UK provided by the Higher Education Statistics Agency. Participants 148 HEIs who provided employment data on female-to-male ratios (55% complete data) for each academic year between 2012/2013 and 2016/2017. Primary and secondary outcome measures Gender diversity, defined as female representation rates of positions in managerial leadership (eg, heads of institutions, department heads) and professors. The Quacquarelli Symonds (QS) World University Rankings scores, an indicator of research, teaching, employability and internationalisation, were collected to measure university performance. Results Gender diversity of managerial leaders and non-managerial professors at all levels of Athena SWAN status has improved over the 5 years. Linear mixed effects models identified that Athena SWAN awardees had lower female representation than non-awardees in managerial leadership positions (p<0.05), while the gap was narrowed among Silver awardees over time. Athena SWAN Charter members had increasingly higher female representation than those not in the Charter (p<0.05). Silver-award institutions ranked higher in QS rankings than Bronze-award institutions (β=11.80, p<0.05). Conclusions There are overall rising trends in gender diversity from 2012/2013 to 2016/2017. Athena SWAN members showed greater and faster growth in female representations. Silver awardees had greater university performance than Bronze awardees. © Author(s) (or their employer(s)) 2020. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.","Athena SWAN; equity; gender diversity; higher education; university ranking","Awards and Prizes; Career Mobility; Cohort Studies; Faculty, Medical; Female; Humans; Longitudinal Studies; Male; Retrospective Studies; Sexism; United Kingdom; Universities; Women's Rights; accreditation; advocacy group; Article; career; cohort analysis; controlled study; education; employability; evaluation study; female; gender; gender diversity; gender equity; human; leadership; retrospective study; social network; support group; training; United Kingdom; awards and prizes; career mobility; longitudinal study; male; medical school; prevention and control; sexism; university; women's rights","","","","","","","Ovseiko P.V., Chapple A., Edmunds L.D., Et al., Advancing gender equality through the Athena SWAN Charter for Women in Science: An exploratory study of women's and men's perceptions, Health Res Policy Syst, 15, (2017); Rosser S.V., Barnard S., Carnes M., Et al., Athena SWAN and advance: Effectiveness and lessons learned, The Lancet, 393, pp. 604-608, (2019); Caffrey L., Wyatt D., Fudge N., Et al., Gender equity programmes in academic medicine: A realist evaluation approach to Athena SWAN processes, BMJ Open, 6, (2016); Bryant L.D., Burkinshaw P., House A.O., Et al., Good practice or positive action? Using Q methodology to identify competing views on improving gender equality in academic medicine, BMJ Open, 7, (2017); Jarboe N., Women Count: Leaders in Higher Education, (2018); Laver K.E., Prichard I.J., Cations M., Et al., A systematic review of interventions to support the careers of women in academic medicine and other disciplines, BMJ Open, 8, (2018); Ovseiko P.V., Athena SWAN Is Taking Flight 2019; Latimer J., Cerise S., Ovseiko P.V., Et al., Australia's strategy to achieve gender equality in STEM, The Lancet, 393, pp. 524-526, (2019); A Survey of Staffing Levels of Medical Clinical Academics in UK Medical Schools at 31st July 2014, (2015); Survey of Medical Clinical Academic Staffing Levels 2018, (2018); Shollen S.L., Bland C.J., Finstad D.A., Et al., Organizational climate and family life: How these factors affect the status of women faculty at one medical school, Acad Med, 84, pp. 87-94, (2009); Messing K., Elabidi D., Desegregation and occupational health: How Male and feMale Hospital attendants collaborate on work tasks requiring physical effort, Policy and Practice in Health and Safety, 1, pp. 83-103, (2003); Marmot M., Friel S., Bell R., Et al., Closing the gap in a generation: Health equity through action on the social determinants of health, The Lancet, 372, pp. 1661-1669, (2008); Ovseiko P.V., Greenhalgh T., Adam P., Et al., A global call for action to include gender in research impact assessment, Health Res Policy Syst, 14, (2016); Johnson P., Fitzgerald T., Salganicoff A., Et al., Sex-specific medical research: Why women's health can't wait, A Report of the Mary Horrigan Connors Center for Women's Health & Gender Biology at Brigham and Women's Hospital Brigham and Women's Hospital, (2014); Allen I., Women doctors and their careers: What now?, BMJ, 331, pp. 569-572, (2005); Penny M., Jeffries R., Grant J., Et al., Women and academic medicine: A review of the evidence on female representation, J R Soc Med, 107, pp. 259-263, (2014); Ovseiko P.V., Edmunds L.D., Pololi L.H., Et al., Markers of achievement for assessing and monitoring gender equity in translational research organisations: A rationale and study protocol, BMJ Open, 6, (2016); Kelly U., McNicoll I., Through A Glass, Darkly: Measuringthe Social Value of Universities, (2011); Nyssen J.M., The social dimension and university rankings, European Higher Education Area: The Impact of Past and Future Policies, pp. 155-169, (2018); Equality in Higher Education: Statistical Report 2015, (2016); Gregory-Smith I., The impact of Athena SWAN in UK medical schools, The Sheffield Economic Research Paper Series (SERPS), (2015); Schmidt E.K., Ovseiko P.V., Henderson L.R., Et al., Understanding the Athena SWAN Award scheme for gender equality as a complex social intervention in a complex system: Analysis of Silver Award action plans in a comparative European perspective, BioRxiv, (2019); Munir F., Mason C., McDermott H., Evaluating the Effectiveness and Impact of the Athena SWAN Charter, (2014); Ovseiko P.V., Pololi L.H., Edmunds L.D., Et al., Creating a more supportive and inclusive university culture: A mixed-methods interdisciplinary comparative analysis of medical and social sciences at the University of Oxford, Interdiscipl Sci Rev, 44, pp. 166-191, (2019); Tzanakou C., Unintended Consequences of Gender-equality Plans: Nature, (2019); Gregory-Smith I., Positive action towards gender equality: Evidence from the Athena SWAN charter in UK medical schools, Br J Ind Relat, 56, pp. 463-483, (2018); Ovseiko P.V., Chapple A., Edmunds L.D., Et al., Advancing gender equality through the Athena SWAN charter for women in science: An exploratory study of women's and men's perceptions, Health Res Policy Syst, 15, (2017); Graves A., Rowell A., Hunsicker E., An impact evaluation of the Athena SWAN charter (2019), Advance HE, (2019); Staff Record 2016/17-combined Levels 2016; Athena SWAN Resources: Equality Challenge Unit, (2019); Athena SWAN Award Criteria-institutions: Equality Challenge Unit, (2019); Shanghai Ranking's Academic Ranking of World Universities, (2019); CWTS Leiden Ranking 2019, (2019); Times Higher Education World University Rankings, (2019); QS World University Rankings: QS Quacquarelli Symonds Limited, (2019); Huang M.-H., Opening the black box of QS world university rankings, Res Eval, 21, pp. 71-78, (2012); Singer J.D., Willett J.B., Applied Longitudinal Data Analysis: Modeling Change and Event Occurrence, (2003); Athena SWAN Members: Equality Challenge Unit, (2019); Joecks J., Pull K., Vetter K., Gender diversity in the boardroom and firm performance: What exactly constitutes a ""critical mass?, J Bus Ethics, 118, pp. 61-72, (2013); What Do HE Students Study, (2018); Dobrota M., Bulajic M., Bornmann L., Et al., A new approach to the QS university ranking using the composite I-distance indicator: Uncertainty and sensitivity analyses, J Assoc Inf Sci Technol, 67, pp. 200-211, (2016); Evans-Lacko S., Corker E., Williams P., Et al., Effect of the time to change anti-stigma campaign on trends in mental-illness-related public stigma among the English population in 2003-13: An analysis of survey data, Lancet Psychiatry, 1, pp. 121-128, (2014)","P.S.F. Yip; Centre for Suicide Research and Prevention, University of Hong Kong, Pokfulam, Hong Kong; email: sfpyip@hku.hk","","BMJ Publishing Group","","","","","","20446055","","","32051310","English","BMJ Open","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85079336119"
"Manigandan K.","Manigandan, K. (57204031017)","57204031017","Acquire information and employability in the contemporary global through english","2020","International Journal of Scientific and Technology Research","9","2","","1527","1529","2","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079848411&partnerID=40&md5=5ba31cecbbff8054f99674927f8b0f6f","","","In Education today, nearly everybody comprehends the unmistakable quality of English Language for advancement of life. Truth be told, operational information of English has turned into a need in number of various spaces, occupations and callings. Indeed, even at Studying territories, English is an obligatory subject for understudies up to under alumni in India and nations pursues English as a second language to the equivalent may be. English is viewed as a helpful instrument to gain learning, abilities and to achieve beneficial connection. By the approach of current innovation, English is the best medium to connect with outside the district, states and nations. Consequently, this paper contends that it isn't just a subject yet additionally an informative instrument to open the window of the current Technological and Economical world. The English language is been utilized and considered as the all inclusive language over a century, as it is the significant specialized instrument in the field of science, business, aeronautics, diversion and global relations everywhere throughout the world. English is significant for our future life, for example, to get a new line of work, to have the option to have discussions with different nation’s individuals. © IJSTR 2020.","English; Second language student; Speaking","","","","","","","","Ethnographic Interview; Nicoleta B.O.T.E.Z., English Language – an Essential Tool for Easily Accessing Knowledge and Better Integrating Within a Rapid Changing Labour Market in the Present Day Romanian Socio – Economic and Cultural Context, Economy Transdisciplinarity Cognition, 18; Vairavan C., Communicative Silence: A Cross-Cultural Study of Pinter’s Mountain Language, International Journal of Research, 7, pp. 158-165, (2018); Vairavan C., An Analysis of Psychosis in the Characters of Pinter’s The Caretaker, International Journal of English Literature, Language & Skills, 1, 3, pp. 35-37, (2012); Vairavan C., Mechanisms in Harold Pinter’s The Caretaker, Asian Review of Social Sciences, 7, 2, pp. 69-73, (2018)","","","International Journal of Scientific and Technology Research","","","","","","22778616","","","","English","Int. J. Sci. Technol. Res.","Article","Final","","Scopus","2-s2.0-85079848411"
"Donald W.E.; Baruch Y.; Ashleigh M.J.","Donald, William E. (57196032389); Baruch, Yehuda (57220012346); Ashleigh, Melanie J. (6507988671)","57196032389; 57220012346; 6507988671","Striving for sustainable graduate careers: Conceptualization via career ecosystems and the new psychological contract","2020","Career Development International","25","2","","90","110","20","55","10.1108/CDI-03-2019-0079","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076021887&doi=10.1108%2fCDI-03-2019-0079&partnerID=40&md5=3945dc42170c7c32990c62c6de72aabf","Department of Management, Southampton Business School, Southampton, United Kingdom","Donald W.E., Department of Management, Southampton Business School, Southampton, United Kingdom; Baruch Y., Department of Management, Southampton Business School, Southampton, United Kingdom; Ashleigh M.J., Department of Management, Southampton Business School, Southampton, United Kingdom","Purpose: The purpose of this paper is to conceptually articulate the differing needs of graduates and graduate employers, which can be competing or complementary in nature. Drawing from theoretical frameworks of career ecosystems and the new psychological contract, a set of propositions are presented using three themes: career management, development of talent and technological change. Design/methodology/approach: A conceptual design offering a conceptual model through adopting the career ecosystem and new psychological contract as a framework. Findings: These propositions offer a new conceptual model, which provides a practical contribution by articulating sustainability of graduates’ careers through employability at the graduate level and competitive advantage at the employer level. Originality/value: The paper offers important contributions to theory by connecting career management and vocational career literature through acknowledging shared constructs of life-long learning and sustainable employability for graduates. These two streams are often developed in parallel, thus this paper helps to bridge the gaps in respective research agendas. This paper therefore has the originality of helping to advance the fields of career theory and sustainable human resource management. © 2019, Emerald Publishing Limited.","Career ecosystems; Competitive advantage; Graduates’ careers; New psychological contract; Sustainable human resource management","","","","","","","","Adams S.J., Pryor L.J., Adams S.L., Attraction and retention of high-aptitude students in accounting: an exploratory longitudinal study, Issues in Accounting Education, 9, 1, pp. 45-58, (1994); Akkermans J., Tims M., Crafting your career: how career competencies relate to career success via job crafting, Applied Psychology, 66, 1, pp. 168-195, (2017); Akkermans J., Schaufeli W.B., Brenninkmeijer V., Blonk R.W.B., The role of career competencies in the job demands – resources model, Journal of Vocational Behavior, 83, 3, pp. 356-366, (2013); Arthur M.B., Hall D.T., Lawrence B.S., Handbook of Career Theory, (1989); Ashforth B.E., Mael F., Social identity theory and the organization, Academy of Management Review, 14, 1, pp. 20-39, (1989); Graduate employment retention in sharp decline as younger workers grow restless, research reveals, (2018); Baruch Y., Employability: a substitute for loyalty?, Human Resource Development International, 4, 4, pp. 543-566, (2001); Baruch Y., Careers in academe: the academic labour market as an ecosystem, Career Development International, 18, 2, pp. 196-210, (2013); Baruch Y., Organizational and labor markets as career ecosystem, Handbook of Research on Sustainable Careers, pp. 365-380, (2015); Baruch Y., Hind P., Perpetual motion in organizations: effective management and the impact of the new psychological contracts on ‘survivor syndrome’, European Journal of Work and Organizational Psychology, 8, 2, pp. 295-306, (1999); Baruch Y., Reis C., How global are boundaryless careers and how boundaryless are global careers? 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Higher education, Skills and Work-Based Learning, 4, 3, pp. 242-255, (2014); Wright P.M., Coff R., Moliterno T.P., Strategic human capital crossing the great divide, Journal of Management, 40, 2, pp. 353-370, (2014); Ybema J.F., Van Vuuren T., Van Dam K., HR practices for enhancing sustainable employability: implementation, use, and outcomes, The International Journal of Human Resource Management, (2017); Zmud R.W., An examination of ‘push-pull’ theory applied to process innovation in knowledge work, Management Science, 30, 6, pp. 727-738, (1984)","Y. Baruch; Department of Management, Southampton Business School, Southampton, United Kingdom; email: y.baruch@soton.ac.uk","","Emerald Group Holdings Ltd.","","","","","","13620436","","","","English","Career Dev. Int.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85076021887"
"Wahab D.A.; Peng T.N.; Jani R.","Wahab, Diana Abdul (57216544244); Peng, Tey Nai (57203910729); Jani, Rohana (35069593000)","57216544244; 57203910729; 35069593000","Interregional migration and graduate earning in Malaysia","2020","Institutions and Economies","12","2","","107","128","21","3","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083843531&partnerID=40&md5=db5ae210bd502a1bd2f209e757a8805a","Department of Applied Statistics, Faculty of Economics and Administration, University of Malaya, Malaysia","Wahab D.A., Department of Applied Statistics, Faculty of Economics and Administration, University of Malaya, Malaysia; Peng T.N., Department of Applied Statistics, Faculty of Economics and Administration, University of Malaya, Malaysia; Jani R., Department of Applied Statistics, Faculty of Economics and Administration, University of Malaya, Malaysia","This paper investigated the interregional migration patterns and the effects of spatial mobility on the earnings of new graduates from Malaysian universities, utilising the 2013 Tracer Study data obtained from the Ministry of Higher Education. Several local studies using the same data source mainly dealt with issues of employability, but none have studied the effects of migration on their earnings. Some graduates pursued tertiary education away from their state of birth and settled to work in the state where they studied or relocated to work in another state. This study examined graduate migration between Klang Valley (KV) and the rest of Malaysia, which differs very much in terms of economic activities and development. The estimations of the wage equation using ordinal logit models show that migration from all other states towards Klang Valley was associated with higher starting salaries for the graduates. © 2020, Faculty of Economics and Administration. All rights reserved.","Intergenerational mobility; Interregional migration; Returns to education","","","","","","Population Study Unit; Ministry of Higher Education, MOHE","The author thanks the Population Study Unit for the financial support and the Ministry of Higher Education and Assoc. Prof. Dr. Rohana Jani for the permission to use the Graduate Tracer Study data.","Ciriaci D., Does university quality influence the interregional mobility of students and graduates? The case of Italy, Regional Studies, 48, 10, pp. 1592-1608, (2014); Crescenzi R., Holman N., Why do they return? Beyond the economic drivers of graduate return migration, The Annals of Regional Science, 59, 3, pp. 603-627, (2017); Dekker R., de Grip A., Heijke H., The effects of training and overeducation on career mobility in a segmented labour market, International Journal of Manpower, 23, 2, pp. 106-125, (2002); Migration Survey Report, Malaysia 2011, (2011); Migration Survey Report, Malaysia 2016, (2017); Salaries and Wages Survey Report, (2018); Faggian A., McCann P., Human capital, graduate migration and innovation in British regions, Cambridge Journal of Economics, 33, 2, pp. 317-333, (2009); Hanapi Z., Nordin M.S., Unemployment among Malaysia graduates: Graduates’ attributes, lecturers’ competency and quality of education, Procedia-Social and Behavioral Sciences, 112, pp. 1056-1063, (2014); Heckman J.J., Sample selection bias for a specification error, Econometrica, 47, 1, pp. 153-161, (1979); Hicks J., The Theory of Wages, (1963); Iammarino S., Marinelli E., Education-Job (Mis) Match and interregional migration: Italian university graduates’ transition to work, Regional Studies, 49, 5, pp. 866-882, (2015); Ismail R., Yussof I., Sieng L.W., Employers’ perceptions on graduates in Malaysian services sector, International Business Management, 5, 3, pp. 184-193, (2011); Kazakis P., Faggian A., Mobility, education and labor market outcomes for US graduates: Is selectivity important?, The Annals of Regional Science, 59, 3, pp. 731-758, (2017); Liu Y., Shen J., Xu W., Wang G., From school to university to work: Migration of highly educated youths in China, The Annals of Regional Science, 59, 3, pp. 651-676, (2017); Molho I., Theories of migration: A review, Scottish Journal of Political Economy, 33, 4, pp. 396-419, (1986); Molho I., The migration decisions of young men in Great Britain, Applied Economics, 19, 2, pp. 221-243, (1987); Nakosteen R.A., Zimmer M., Migration and salary: The question of self-selection, Southern Economic Journal, 46, 3, pp. 840-851, (1980); Nasrudin M., Pengangguran graduan: Perspektif & analysis ringkas (Graduate unemployment: Perspectives & brief analysis), Journal of Administrative Science, 1, 1, (2004); Quinn M.A., Rubb S., The importance of education-occupation matching in migration decisions, Demography, 42, 1, pp. 153-167, (2005); Rashid M., Ghani I., Ngah I., Yasin S., Evaluation of migration decision-selectivity factors in metropolitan area: A case of Klang Valley region, Malaysia. E-Bangi, 9, 1, pp. 34-44, (2014); Rethinasamy S., Chuah K.M., The Malaysian University English Test (MUET) and its use for placement purposes: A predictive validity study, Electronic Journal of Foreign Language Teaching, 8, 2, pp. 234-245, (2011); Rosen S., Learning and experience in the labor market, Journal of Human Resources, 7, 3, pp. 326-342, (1972); Sjaastad L.A., The costs and returns of human migration, Regional Economics, pp. 115-133, (1970); Nai Peng T., Inter-state migration and socio-demographic changes in Malaysia, Malaysian Journal of Economic Studies, 51, 1, pp. 121-139, (2014); Venhorst V., Corvers J.G.F., Entry into Working Life: Spatial Mobility and the Job Match Quality of Higher-Educated Graduates. Research Memorandum 009, (2015); Winters J.V., Do earnings by college major affect graduate migration?, The Annals of Regional Science, 59, 3, pp. 629-649, (2017); Zainudin S.M., Zulkifly O., The economic structure, The Political Economy of Malaysia, (1982)","D.A. Wahab; Department of Applied Statistics, Faculty of Economics and Administration, University of Malaya, Malaysia; email: diana.abdwahab@um.edu.my","","Faculty of Economics and Administration","","","","","","22321640","","","","English","Inst. Econ.","Article","Final","","Scopus","2-s2.0-85083843531"
"Nicholson A.","Nicholson, Alex (57213082620)","57213082620","The value of a law degree","2020","Law Teacher","54","2","","194","208","14","3","10.1080/03069400.2019.1633117","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068606874&doi=10.1080%2f03069400.2019.1633117&partnerID=40&md5=acc86e4c2006f16ceb063ff92bf1b470","Department of Law and Criminology, Sheffield Hallam University, Sheffield, United Kingdom","Nicholson A., Department of Law and Criminology, Sheffield Hallam University, Sheffield, United Kingdom","Rising costs, vast increases in the proportion of young adults progressing to higher education and the introduction of alternative pathways to professional qualifications have in recent decades prompted some to argue that the “value” of an undergraduate law degree is diminished. Increasingly students, politicians, and society more widely appear to assess such value on an overly economic basis, focusing almost exclusively on employability and neglecting the wider and longer-term benefits for individuals, as well as for local and global communities. As the Solicitors Regulation Authority prepares to launch its new Solicitors Qualifying Examination (SQE), there is a risk that law schools may inadvertently erode existing value by placing too great an emphasis on preparing students for those centralised assessments and/or in how they respond to other market pressures. This paper draws on marketing theory to evaluate more holistically the potential value of a law degree, specifically in a post-SQE era. It is submitted that constructing resonating value propositions in relation to the wider and/or unique benefits of their programmes may help law schools to preserve, enhance and articulate value, thereby challenging the broader political rhetoric before it is too late. To this end, a new conceptual model is proposed. © 2019, © 2019 The Association of Law Teachers.","community; employability; lifetime; slices; Value","","","","","","","","","A. Nicholson; Department of Law and Criminology, Sheffield Hallam University, Heart of the Campus Building, Collegiate Campus, Sheffield, S10 2LD, United Kingdom; email: a.nicholson@shu.ac.uk","","Routledge","","","","","","03069400","","","","English","Law Teach.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85068606874"
"Baruch Y.; Bhaskar A.U.; Mishra B.","Baruch, Yehuda (57220012346); Bhaskar, A. Uday (7006240772); Mishra, Bijaya (55387583700)","57220012346; 7006240772; 55387583700","Career dynamics in India: A two-wave study of career orientations and employability of graduates","2020","Personnel Review","49","3","","825","845","20","22","10.1108/PR-10-2018-0429","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076134529&doi=10.1108%2fPR-10-2018-0429&partnerID=40&md5=b3868212bbbb57d9b33b5a1fcda7382c","Southampton Business School, Southampton, United Kingdom; Human Resource Management and Organizational Behaviour (HROB), Institute of Management Technology, Ghaziabad, India; Human Resource Management and Organizational Behaviour (HROB), Indian Institute of Management Ranchi, Ranchi, India","Baruch Y., Southampton Business School, Southampton, United Kingdom; Bhaskar A.U., Human Resource Management and Organizational Behaviour (HROB), Institute of Management Technology, Ghaziabad, India; Mishra B., Human Resource Management and Organizational Behaviour (HROB), Indian Institute of Management Ranchi, Ranchi, India","Purpose: The purpose of this paper is to develop and test a career-orientation and employability-focused model in the Indian context in order to understand: factors influencing employability of graduates factors influencing expected salary gain. Design/methodology/approach: The researchers adopted a quantitative method using a two-wave survey with a sample of MBA graduates from two prominent business schools in India. The total sample size for Wave I was 250, while for Wave II it was 161. The model was tested via hierarchical regression with MBA contribution as a moderator. Findings: Results indicate the relevance of protean career orientation (PCO) to reaching career outcomes such as employability, with MBA contribution as a moderator. Practical implications: The study provides a new perspective that would enhance graduates’ employability. This makes it relevant for both individuals and higher education institutions as it will help both individuals and higher education institutions to attain competitiveness at the national level. Originality/value: The career theory was extended to the diverse socio-cultural and economic context of India, representing the BRICS economy. © 2019, Emerald Publishing Limited.","Careers; Employability; Graduates; Quantitative","","","","","","","","Abele A.E., Spurk D., The longitudinal impact of self-efficacy and career goals on objective and subjective career success, Journal of Vocational Behavior, 74, 1, pp. 53-62, (2009); Agarwala T., Factors influencing career choice of management students in India, Career Development International, 13, 4, pp. 362-376, (2008); Aiken L.S., West S.G., Multiple Regression: Testing and Interpreting Interactions, (1996); Arpita G., Fouad N.A., Career transitions of student veterans, Journal of Career Assessment, 24, 1, pp. 99-111, (2016); Arthur M.B., Rousseau D.M., The boundaryless career as a new employment principle, The Boundaryless Career, pp. 3-20, (1996); Azmi F.T., Mushtaq S., Role of line managers in human resource management: empirical evidence from India, The International Journal of Human Resource Management, 26, 5, pp. 616-639, (2015); 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Baruch; Southampton Business School, Southampton, United Kingdom; email: y.baruch@soton.ac.uk","","Emerald Publishing","","","","","","00483486","","","","English","Pers. Rev.","Article","Final","","Scopus","2-s2.0-85076134529"
"Wikström M.; Anttila H.; Savinainen M.; Kouvonen A.; Joensuu M.","Wikström, Miia (57215722277); Anttila, Heidi (15759243200); Savinainen, Minna (56613957300); Kouvonen, Anne (57207502654); Joensuu, Matti (8644480900)","57215722277; 15759243200; 56613957300; 57207502654; 8644480900","Development and content validity of the Abilitator: A self-report questionnaire on work ability and functioning aimed at the population in a weak labour market position","2020","BMC Public Health","20","1","327","","","","7","10.1186/s12889-020-8391-8","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081733661&doi=10.1186%2fs12889-020-8391-8&partnerID=40&md5=b5788ad0c5b8d82418b206b5b17909e2","Finnish Institute of Occupational Health, Helsinki, Finland; Finnish Institute for Health and Welfare, Helsinki, Finland; Finnish Institute of Occupational Health, Tampere, Finland; Faculty of Social Sciences, University of Helsinki, Helsinki, Finland; Research Institute of Psychology, SWPSSWPS University of Social Sciences and Humanities, Wroclaw, Poland; UKCRC Centre of Excellence for Public Health (Northern Ireland), Queen's University Belfast, Belfast, United Kingdom","Wikström M., Finnish Institute of Occupational Health, Helsinki, Finland; Anttila H., Finnish Institute for Health and Welfare, Helsinki, Finland; Savinainen M., Finnish Institute of Occupational Health, Tampere, Finland; Kouvonen A., Faculty of Social Sciences, University of Helsinki, Helsinki, Finland, Research Institute of Psychology, SWPSSWPS University of Social Sciences and Humanities, Wroclaw, Poland, UKCRC Centre of Excellence for Public Health (Northern Ireland), Queen's University Belfast, Belfast, United Kingdom; Joensuu M., Finnish Institute of Occupational Health, Helsinki, Finland","Background: The unemployed have lower work ability and poorer health than the employed. This situation deteriorates when unemployment continues. The long-term unemployed often have co-morbidities and face many other challenges. This increases the need for a multidimensional assessment of work ability and functioning in different service settings. In this study, we describe the development and analyse the content validity of the Abilitator, a self-report questionnaire on work ability and functioning for those in a weak labour market position. Methods: The Abilitator was developed in 2014-2017. Its construct was assessed by members of academic expert panels (n = 30), practical expert panels of professionals (n = 700) and target group clients (n = 28). The structure and the content of the questionnaire was co-developed in 29 workshops and adjusted twice based on the expert panels' feedback. The Abilitator was also implemented among target group clients (n = 3360) in different services and projects. During its development the Abilitator was linked to the International Classification of Functioning, Disability and Health (ICF). The content validation process followed the guidelines recommended by the Consensus-based Standards for the selection of health Measurement Instruments (COSMIN) panel. Results: The construct of the Abilitator combines the multidimensional and biopsychosocial models of work ability and functioning. It also includes aspects of social inclusion and employability. It evaluates social, psychological, cognitive and physical functioning, and the ability to cope with everyday life. The content of these concepts was validated by the academic and practical expert panels. The Abilitator's 79 ICF codes covered 57% of the Generic, 77% of the Brief Vocational Rehabilitation, and 8% of the Minimal Environmental ICF Core Sets. When compared with the Work Ability Index (WAI) and the World Health Organization Disability Assessment Schedule (WHODAS 2.0), the direct equivalences of the ICF codes were 36 and 44%, respectively. Conclusion: The Abilitator sufficiently comprehensively covers the relevant aspects to enable the assessment of the overall work ability and functioning of the population in a weak labour market position. © 2020 The Author(s).","Content validity; Employability; Functioning; Health; ICF; Inclusion; Self-report; Unemployment; Well-being; Work ability","Employment; Humans; Reproducibility of Results; Self Report; Work Capacity Evaluation; employment; human; reproducibility; self report; work capacity","","","","","European Social Fund, ESF; European Social Fund, ESF","Funding text 1: The Abilitator was developed at the Finnish Institute of Occupational Health (FIOH) by the Social Inclusion and the Change of One’s Work Ability and Capacity (Solmu) project, which is a national co-ordination project funded by the European Social Fund (ESF) Priority 5 programme (2014–2020). The goal of this ‘Social inclusion and combating poverty’ ESF programme is to improve the work ability and functioning of people outside working life. The aim of Solmu was to co-develop feasible procedures and a method for evaluating changes and improvements in the participants’ work ability and functioning during the projects funded by the ESF Priority 5 programme.; Funding text 2: The funding for this study was provided the European Social Fund (ESF) Priority 5 programme. The funders played no role in the study design, data collection, data analysis, interpretation or writing of the report.","Griep Y., Kinnunen U., Natti J., De Cuyper N., Mauno S., Makikangas A., De Witte H., The effects of unemployment and perceived job insecurity: A comparison of their association with psychological and somatic complaints, self-rated health and life satisfaction, Int Arch Occup Environ Health., 89, pp. 147-162, (2016); Tefft N., Kageleiry A., State-Level Unemployment and the Utilization of Preventive Medical Services, Health Serv Res, 49, 1, pp. 186-204, (2014); Janlert U., Winefield A., Hammarstrom A., Length of unemployment and health-related outcomes: A life-course analysis, Eur J Public Health, 25, 4, pp. 662-667, (2015); Schuring M., Robroek S., Otten F., Arts C., Burdorf A., The effect of ill health and socioeconomic status on labor force exit and re-employment: A prospective study with ten years follow-up in the Netherlands, Scand J Work Environ Health, 39, 2, pp. 134-143, (2013); Schmitz H., Why are the unemployed in worse health? 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Reviews 19, (1992); Kaikkonen R., Murto J., Pentala O., Koskela T., Virtala E., Harkanen T., Koskenniemi T., Ahonen J., Vartiainen E., Koskinen S., Alueellisen Terveys- Ja Hyvinvointitutkimuksen Perustulokset 2010-2014 [The Finnish Regional Health and Well-being Study; Baseline Results], (2014); Tennant R., Hiller L., Fishwick R., Platt S., Joseph S., Weich S., Parkinson J., Secker J., Stewart-Brown S., The Warwich-Edinburgh Mental Well-Being Scale (WEMWBS): Development and UK validation, Health Qual Life Outcomes, 5, (2007); Aromaa A., Koskinen S., Health and Functional Capacity in Finland. Baseline Results of the Health 2000 Health Examination Survey. Report B3, (2002); Kirves K., Perceived Employability: Antecedents, Trajectories and Well-being Consequences. PhD Thesis. University of Tampere, (2014)","M. Wikström; Finnish Institute of Occupational Health, Helsinki, Finland; email: miia.wikstrom@ttl.fi","","BioMed Central","","","","","","14712458","","","32171263","English","BMC Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85081733661"
"Liu B.; Yao K.; Zhao Z.; Ding S.; Chen H.","Liu, Bo (55659663700); Yao, Kelu (57196403519); Zhao, Zhengyan (57215590655); Ding, Shujie (57215580379); Chen, Hongli (57215593735)","55659663700; 57196403519; 57215590655; 57215580379; 57215593735","Research on the evaluation model of graduate employment prospects","2020","International Journal of Information and Education Technology","10","3","","191","195","4","2","10.18178/ijiet.2020.10.3.1362","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081272303&doi=10.18178%2fijiet.2020.10.3.1362&partnerID=40&md5=5a8b27601d76e4d41158ba6a3c28ca5a","Beijing University of Technology, China","Liu B., Beijing University of Technology, China; Yao K., Beijing University of Technology, China; Zhao Z., Beijing University of Technology, China; Ding S., Beijing University of Technology, China; Chen H., Beijing University of Technology, China","The employment situation of graduates can directly reflect the quality of talent training and social recognition of the school. Based on the big data analysis method, learning a graduate employment evaluation model to predict and guide the employment of students in the school. This way not only will improve the employment success rate of graduates but also will improve the talent training ability of universities. This paper collects the employment information of graduates from a university in Beijing in the past three years. We use the Analytic Hierarchy Process to establish an employment evaluation model. more importantly, we learn the student ability distribution in an unsupervised manner, i.e., without a need of annotating records. The experiment shows this manner has some advantage in extreme ratings. In addition, we select fresh graduates who volunteer to participate in the experiment for verification. The college counselor establishes one-on-one employment guidance with students with low employability scores. The final results show that the method has achieved a good performance, and the employment rate of graduates participating in the experiment reaches 100%. Therefore, this method can provide an effective reference for the employment guidance and evaluation of the university. © 2020 by the authors.","Analytic hierarchy process; Employment evaluation; Gaussian mixture model; Unsupervised manner","","","","","","Beijing University of Technology, BJUT, (ER2018C020403)","This work is supported by Education and Teaching Research Project of Beijing University of Technology (ER2018C020403).","Analytic_Hierarchy_Process.; Munasinghe D., Hemakumara G., Mahanama P., GIS application for finding the best residetial lands in Ratnapura municipil council area of Sri Lanka, Int Res J Earth Sci, 5, 10, pp. 11-22, (2017); Saracoglu B.O., Selecting industrial investment locations in master plans of countries, European Journal of Industrial Engineering, 7, 4, pp. 416-441, (2013); Kazakis N., Kougias I., Patsialis T., Assessment of flood hazard areas at a regional scale using an index-based approach and analytical hierarchy process: Application in Rhodope–Evros region, Greece, Science of the Total Environment, 538, pp. 555-563, (2015); Hofer T., Sunak Y., Siddique H., Madlener R., Wind farm siting using a spatial Analytic Hierarchy Process approach: A case study of the Städteregion Aachen, Applied Energy, 163, pp. 222-243, (2016); Thanki S., Govindan K., Thakkar J., An investigation on lean-green implementation practices in Indian SMEs using analytical hierarchy process (AHP) approach, Journal of Cleaner Production, 135, pp. 284-298, (2016); Machine-Learning.; Cluster_Analysis; Wang L., Discovering phase transitions with unsupervised learning, Physical Review B, 94, 19, (2016); Zeng S., Huang R., Wang H., Kang Z., Image retrieval using spatiograms of colors quantized by Gaussian Mixture Models, Neurocomputing, 171, pp. 673-684, (2016); Wang J.-C., Yang Y.-H., Wang H.-M., Jeng S.-K., Modeling the affective content of music with a Gaussian mixture model, IEEE Transactions on Affective Computing, 6, 1, pp. 56-68, (2015); Zhang Q., Cao R., Shi F., Wu Y.N., Zhu S.-C., Interpreting cnn knowledge via an explanatory graph, Thirty-Second AAAI Conference on Artificial Intelligence, (2018)","Z. Zhao; Beijing University of Technology, China; email: zhaozhengyan@bjut.edu.cn","","International Journal of Information and Education Technology","","","","","","20103689","","","","English","Int. J. Inf.  Educ. Technol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85081272303"
"Štefánik M.; Karasová K.; Studená I.","Štefánik, Miroslav (36160796600); Karasová, Katarína (57193098602); Studená, Ivana (8530177100)","36160796600; 57193098602; 8530177100","Can supporting workplace insertions of unemployed recent graduates improve their long-term employability?: Evidence on the treatment effects of the Contribution for the graduate practice in Slovakia","2020","Empirica","47","2","","245","265","20","10","10.1007/s10663-018-9413-y","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052147828&doi=10.1007%2fs10663-018-9413-y&partnerID=40&md5=3ad10467e5d033b311920745609207b7","Institute of Economic Research, Slovak Academy of Sciences, Šancova 56, Bratislava, 811 05, Slovakia; Faculty of Economic Informatics, Department of Statistics, University of Economics in Bratislava, Dolnozemská cesta 1, Bratislava, 852 35, Slovakia; Center of Social and Psychological Sciences, Slovak Academy of Sciences, Šancova 56, Bratislava, 811 05, Slovakia","Štefánik M., Institute of Economic Research, Slovak Academy of Sciences, Šancova 56, Bratislava, 811 05, Slovakia; Karasová K., Faculty of Economic Informatics, Department of Statistics, University of Economics in Bratislava, Dolnozemská cesta 1, Bratislava, 852 35, Slovakia; Studená I., Center of Social and Psychological Sciences, Slovak Academy of Sciences, Šancova 56, Bratislava, 811 05, Slovakia","This paper contributes to the literature with evidence on the effectiveness of a particular active labour market policy programme, whose traditional design allows international comparisons within the family of programmes facilitating workplace insertions of the unemployed youth. Available evidence on the effectiveness of comparable programmes throughout the world is not consensual. We argue and show that it is crucial to inspect the long-term effects of participation in the funded trainee schemes. We demonstrate this by exploring the treatment effects in the case of the most popular active labour market policy programme targeting the unemployed youth in Slovakia. The empirical analysis is based on a detailed administrative dataset applying three alternative methodological approaches: propensity score matching, inverse probability weighting, and two-stage least squares estimations using an instrumental variable. The results of the empirical analysis show that participation in the programme increases the employment chances of participants during the post-participation period. Yielded estimations are consistent across all three applied methodological approaches. Estimated positive, and statistically significant, employment effects increase 30 months following participation. The positive employment effect is in contrast to a negative income effect on employed participants. The potential association between the increase in the measured effects and the hit of the economic crisis is further explored. © 2018, Springer Science+Business Media, LLC, part of Springer Nature.","Active labour market policy; Economic crisis; On-the-job training; Programme evaluation; Treatment effects; Youth unemployment","Slovakia; employment generation; labor market; labor policy; literature review; unemployment; workplace","","","","","Agentúra na Podporu Výskumu a Vývoja, APVV, (APVV-14-0324); Vedecká Grantová Agentúra MŠVVaŠ SR a SAV, VEGA, (VEGA 2/0182/17)","","Angrist J.D., Krueger A.B., Instrumental variables and the search for identification: from supply and demand to natural experiments, J Econ Perspect, 15, 4, pp. 69-85, (2001); Arulampalam W., Is unemployment really scarring? 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Október 2016, Inštitút Fiačnej politiky [A lot of work at labour offices: Effectiveness and efficiency of employment services], Institute for Financial Policy, (2016); Juznik-Rotar L., How effective is the Slovenian institutional training program in improving youth’s chances of reemployment?, East Eur Econ, 50, 3, pp. 94-106, (2012); Kluwe J., The effectiveness of European active labor market programs, Labour Econ, 17, pp. 904-918, (2010); Kluwe J., Schneider H., Uhlendorff A., Zhao Z., Evaluating continuous training programmes by using the generalized propensity score, J R Stat Soc Ser A (Stat Soc), 175, pp. 587-617, (2012); Korpi T., Is utility related to employment status? Employment, unemployment, labor market policies and subjective well-being among Swedish youth, Labour Econ, 4, 2, pp. 125-147, (1997); Lechner M., Identification and estimation of causal effects of multiple treatments under the conditional Independence assumption, Econometric Evaluation of Labour Market Policies. 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Center of Social and Psychological Sciences of the Slovak Academy of Sciences, Institute of Economic Research of the Slovak Academy of Sciences, (2016); Van Ours J., The locking-in effect of subsidized jobs, J Comp Econ, 32, pp. 37-52, (2004)","M. Štefánik; Institute of Economic Research, Slovak Academy of Sciences, Bratislava, Šancova 56, 811 05, Slovakia; email: miroslav.stefanik@savba.sk","","Springer","","","","","","03408744","","","","English","Empirica","Article","Final","","Scopus","2-s2.0-85052147828"
"Urbanaviciute I.; Udayar S.; Maggiori C.; Rossier J.","Urbanaviciute, Ieva (56400952300); Udayar, Shagini (57202720832); Maggiori, Christian (22958565300); Rossier, Jérôme (7102912026)","56400952300; 57202720832; 22958565300; 7102912026","Precariousness Profile and Career Adaptability as Determinants of Job Insecurity: A Three-Wave Study","2020","Journal of Career Development","47","2","","146","161","15","12","10.1177/0894845318791777","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85052604703&doi=10.1177%2f0894845318791777&partnerID=40&md5=19532ecb4c33262792b24ed59196b284","Swiss National Centre of Competence in Research LIVES, University of Lausanne, Lausanne, Switzerland; Institute of Psychology, University of Lausanne, Lausanne, Switzerland; Department of Organizational Behavior, University of Lausanne, Lausanne, Switzerland; University of Applied Sciences and Arts Western Switzerland, Fribourg, Switzerland","Urbanaviciute I., Swiss National Centre of Competence in Research LIVES, University of Lausanne, Lausanne, Switzerland, Institute of Psychology, University of Lausanne, Lausanne, Switzerland; Udayar S., Swiss National Centre of Competence in Research LIVES, University of Lausanne, Lausanne, Switzerland, Department of Organizational Behavior, University of Lausanne, Lausanne, Switzerland; Maggiori C., Swiss National Centre of Competence in Research LIVES, University of Lausanne, Lausanne, Switzerland, University of Applied Sciences and Arts Western Switzerland, Fribourg, Switzerland; Rossier J., Swiss National Centre of Competence in Research LIVES, University of Lausanne, Lausanne, Switzerland, Institute of Psychology, University of Lausanne, Lausanne, Switzerland","The present study compares the mean levels and growth in job insecurity across employees’ precariousness profiles as defined by a combination of perceived employability and financial difficulties. Drawing on the labor market precariousness and workplace stress literature, we hypothesized that employees with the most precarious profile would report elevated levels of job insecurity followed by a growth trend. Moreover, career adaptability was expected to act as a resource for counteracting job insecurity. The study was based on three waves of a longitudinal “Professional Paths” survey (National Centre of Competence in Research LIVES) conducted in Switzerland. The data of 799 professionally active adults were analyzed using latent growth modeling. In line with our hypothesis, the findings showed the highest levels of job insecurity and the most pronounced growth trend among employees with the precarious profile. Interestingly, different career adaptability facets played differing roles in predicting job insecurity, potentially revealing some of its under-researched aspects. © Curators of the University of Missouri 2018.","career adaptability; employability; job insecurity; labor market precariousness","","","","","","National Centres of Competence in Research SwissMAP; Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung, SNF, (51NF40-160590)","The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study benefited from the support of the Swiss National Centre of Competence in Research LIVES—Overcoming Vulnerability: Life Course Perspective, financed by the Swiss National Science Foundation (Grant Number: 51NF40-160590).","Adler N.E., Epel E.S., Castellazzo G., Ickovics J.R., Relationship of subjective and objective social status with psychological and physiological functioning: Preliminary data in healthy, White women, Health Psychology, 19, pp. 586-592, (2000); Anderson C.J., Pontusson J., Workers, worries and welfare states: Social protection and job insecurity in 15 OECD countries, European Journal of Political Research, 46, pp. 211-235, (2007); Arthur M.B., Rousseau D.M., Introduction: The boundaryless career as a new employment principle, The boundaryless career, pp. 3-20, (1996); Asendorpf J.B., Borkenau P., Ostendorf F., Van Aken M.A., Carving personality description at its joints: Confirmation of three replicable personality prototypes for both children and adults, European Journal of Personality, 15, pp. 169-198, (2001); Barrech A., Baumert J., Emeny R.T., Gundel H., Ladwig K.H., Mid-life job insecurity associated with subjective well-being in old age: Results from the population-based MONICA/KORA study, Scandinavian Journal of Work, Environment & Health, 42, pp. 170-174, (2016); Berglund T., Furaker B., Vulkan P., Is job insecurity compensated for by employment and income security?, Economic and Industrial Democracy, 35, pp. 165-184, (2014); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work & Stress, 21, pp. 279-292, (2007); Clark A., Georgellis Y., Sanfey P., Scarring: The psychological impact of past unemployment, Economica, 68, pp. 221-241, (2001); Daly M., Delaney L., The scarring effect of unemployment throughout adulthood on psychological distress at age 50: Estimates controlling for early adulthood distress and childhood psychological factors, Social Science & Medicine, 80, pp. 19-23, (2013); De Cuyper N., De Witte H., Job insecurity in temporary versus permanent workers: Associations with attitudes, well-being, and behaviour, Work & Stress, 21, pp. 65-84, (2007); De Cuyper N., De Witte H., Kinnunen U., Natti J., The relationship between job insecurity and employability and well-being among Finnish temporary and permanent employees, International Studies of Management & Organization, 40, pp. 57-73, (2010); De Cuyper N., Makikangas A., Kinnunen U., Mauno S., Witte H.D., Cross-lagged associations between perceived external employability, job insecurity, and exhaustion: Testing gain and loss spirals according to the conservation of resources theory, Journal of Organizational Behavior, 33, pp. 770-788, (2012); De Witte H., Job insecurity and psychological well-being: Review of the literature and exploration of some unresolved issues, European Journal of Work and Organizational Psychology, 8, pp. 155-177, (1999); De Witte H., Pienaar J., De Cuyper N., Review of 30 years of longitudinal studies on the association between job insecurity and health and well-being: Is there causal evidence?, Australian Psychologist, 51, pp. 18-31, (2016); Diemer M.A., Mistry R.S., Wadsworth M.E., Lopez I., Reimers F., Best practices in conceptualizing and measuring social class in psychological research, Analyses of Social Issues and Public Policy, 13, pp. 77-113, (2013); Duncan T.E., Duncan S.C., Strycker L.A., An introduction to latent variable growth curve modeling: Concepts, issues, and applications, (2006); Erlinghagen M., Self-perceived job insecurity and social context: A multi-level analysis of 17 European countries, European Sociological Review, 24, pp. 183-197, (2007); Fiori M., Bollmann G., Rossier J., Exploring the path through which career adaptability increases job satisfaction and lowers job stress: The role of affect, Journal of Vocational Behavior, 91, pp. 113-121, (2015); Forrier A., Sels L., The concept employability: A complex mosaic, International Journal of Human Resources Development and Management, 3, pp. 102-124, (2003); Gallie D., Paugam S., Social precarity and social integration, 56, 1, (2003); Gore P.A., Cluster analysis, Handbook of applied multivariate statistics and mathematical modeling, pp. 297-321, (2000); Greenhalgh L., Rosenblatt Z., Job insecurity: Toward conceptual clarity, Academy of Management Review, 9, pp. 438-448, (1984); Guan Y., Deng H., Sun J., Wang Y., Cai Z., Ye L., Career adaptability, job search self-efficacy and outcomes: A three-wave investigation among Chinese university graduates, Journal of Vocational Behavior, 83, pp. 561-570, (2013); Guilbert L., Bernaud J.-L., Gouvernet B., Rossier J., Employability: Review and research prospects, International Journal for Educational and Vocational Guidance, 16, pp. 69-89, (2016); Hu L.T., Bentler P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling, 6, pp. 1-55, (1999); Jahoda M., Employment and unemployment: A social-psychological Analysis, (1982); Johnston C.S., Maggiori C., Rossier J., Professional trajectories, individual characteristics, and staying satisfied and healthy, Journal of Career Development, 43, pp. 81-98, (2016); Kalleberg A.L., Precarious work, insecure workers: Employment relations in transition, American Sociological Review, 74, pp. 1-22, (2009); Kinnunen U., Makikangas A., Mauno S., De Cuyper N., De Witte H., Development of perceived job insecurity across two years: Associations with antecedents and employee outcomes, Journal of Occupational Health Psychology, 19, (2014); Klandermans B., van Vuuren T., Job insecurity: Introduction, European Journal of Work and Organizational Psychology, 8, pp. 145-153, (1999); Lazarus R., Folkman S., Stress. Appraisal and coping, (1984); Lucas R.E., Clark A.E., Georgellis Y., Diener E., Unemployment alters the set point for life satisfaction, Psychological Science, 15, pp. 8-13, (2004); Maggiori C., Johnston C.S., Krings F., Massoudi K., Rossier J., The role of career adaptability and work conditions on general and professional well-being, Journal of Vocational Behavior, 83, pp. 437-449, (2013); Maggiori C., Rossier J., Savickas M.L., Career Adapt-Abilities Scale–Short Form (CAAS-SF) construction and validation, Journal of Career Assessment, 25, pp. 312-325, (2017); Makikangas A., De Cuyper N., Mauno S., Kinnunen U., A longitudinal person-centred view on perceived employability: The role of job insecurity, European Journal of Work and Organizational Psychology, 22, pp. 490-503, (2013); Naswall K., De Witte H., Who feels insecure in Europe? Predicting job insecurity from background variables, Economic and Industrial Democracy, 24, pp. 189-215, (2003); Porfeli E.J., Lee B., Vondracek F.W., Weigold I.K., A multi-dimensional measure of vocational identity status, Journal of Adolescence, 34, pp. 853-871, (2011); Preacher K.J., Wichman A.L., MacCallum R.C., Briggs N.E., Latent growth curve modeling, (2008); Rossier J., Adaptability and life designing, Handbook of the life design paradigm: From practice to theory, from theory to practice, pp. 153-167, (2015); Rudolph C.W., Lavigne K.N., Katz I.M., Zacher H., Linking dimensions of career adaptability to adaptation results: A meta-analysis, Journal of Vocational Behavior, 102, pp. 151-173, (2017); Savickas M.L., Career adaptability: An integrative construct for life-span, life-space theory, The Career Development Quarterly, 45, pp. 247-259, (1997); Savickas M.L., Nota L., Rossier J., Dauwalder J.-P., Duarte M.E., Guichard J., Life designing: A paradigm for career construction in the 21st century, Journal of Vocational Behavior, 75, pp. 239-250, (2009); Savickas M.L., Porfeli E.J., Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries, Journal of Vocational Behavior, 80, pp. 661-673, (2012); Silla I., De Cuyper N., Gracia F.J., Peiro J.M., De Witte H., Job insecurity and well-being: Moderation by employability, Journal of Happiness Studies, 10, (2009); Sinclair R., Sears L.E., Probst T.M., Zajack M., A multilevel model of economic stress and employee well-being, Contemporary occupational health psychology: Global perspectives on research and practice, 1, pp. 1-20, (2010); Spurk D., Kauffeld S., Meinecke A.L., Ebner K., Why do adaptable people feel less insecure? Indirect effects of career adaptability on job and career insecurity via two types of perceived marketability, Journal of Career Assessment, 24, pp. 289-306, (2016); Sverke M., Hellgren J., Naswall K., No security: A meta-analysis and review of job insecurity and its consequences, Journal of Occupational Health Psychology, 7, (2002); Sverke M., Hellgren J., Naswall K., Job insecurity: A literature review. SALTSA—Joint Programme for Working Life Research in Europe, pp. 1-30, (2006); Vander Elst T., De Cuyper N., Baillien E., Niesen W., De Witte H., Perceived control and psychological contract breach as explanations of the relationships between job insecurity, job strain and coping reactions: Towards a theoretical integration, Stress and Health, 32, pp. 100-116, (2014); Waters L., Muller J., Money or time? Comparing the effects of time structure and financial deprivation on the psychological distress of unemployed adults, Australian Journal of Psychology, 55, pp. 166-175, (2003)","I. Urbanaviciute; Swiss National Centre of Competence in Research LIVES, University of Lausanne, Lausanne, Switzerland; email: ieva.urbanaviciute@unil.ch","","SAGE Publications Inc.","","","","","","08948453","","","","English","J. Career Dev.","Article","Final","","Scopus","2-s2.0-85052604703"
"Metcalfe D.J.A.; Fourie C.M.; Myburgh C.P.H.","Metcalfe, Denise J. A. (56747385500); Fourie, Cornelius M. (57192556730); Myburgh, Christoffel P. H. (6602902910)","56747385500; 57192556730; 6602902910","Graduate capabilities required of South African food science and technology students","2020","Journal of Food Science Education","19","2","","85","96","11","3","10.1111/1541-4329.12177","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079807234&doi=10.1111%2f1541-4329.12177&partnerID=40&md5=986c35b7c429fb5db121792f724d5c50","Faculty of Education, University of Johannesburg, Auckland Park, South Africa; Division for Institutional Planning, Evaluation, and Monitoring (DIPEM), University of Johannesburg, Auckland Park, South Africa; Faculty of Education, Department of Educational Psychology, University of Johannesburg, Auckland Park, South Africa","Metcalfe D.J.A., Faculty of Education, University of Johannesburg, Auckland Park, South Africa; Fourie C.M., Division for Institutional Planning, Evaluation, and Monitoring (DIPEM), University of Johannesburg, Auckland Park, South Africa; Myburgh C.P.H., Faculty of Education, Department of Educational Psychology, University of Johannesburg, Auckland Park, South Africa","South African societal stakeholders are in general not satisfied with the work preparedness of newly graduated food science and technology students. There is currently little local literature available that defines the graduate capabilities required of newly graduated food scientists and technologists in South Africa. Therefore, the outcomes of an empirical analysis conducted through stakeholder engagement to identify the required graduate capabilities of newly graduated students in food science and technology are reported in this article. A self-developed questionnaire, administered as a web-based survey, was used to conduct a needs analysis to identify the required graduate capabilities. The results of this study showed that the identified graduate capabilities composed of generic graduate attributes, including the related employability skills and characteristics of graduateness, the desirable personal attributes, and the foundational food science and technology knowledge, skills, and competencies required to be an effective food science and/or technology graduate that meets the expectations of stakeholders within the South African context. Comparison with the minimum educational requirements of international food science and technology organizations, including the Institute of Food Technologists 2018 “Standards and Essential Learning Outcomes,” showed considerable overlap with the required graduate capabilities identified in this study. However, it was also shown that within the South African context some additional skills and competencies in food science and technology are required from South African graduates and that existing curricula must be aligned to fully prepare students to be workplace ready. © 2020 Institute of Food Technologists®","employability; food science and technology-specific knowledge; generic graduate attributes; graduate capabilities; graduateness; skills and competencies","article; controlled study; employability; expectation; human; human experiment; learning; nutritional science; organization; outcome assessment; questionnaire; skill; workplace","","","","","","","Allais S., Towards measuring the economic value of higher education: Lessons from South Africa, Comparative Education, 53, 1, pp. 147-163, (2017); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: A European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Archer W., Davison J., Graduate employability—The views of employers, (2008); Ary D., Jacobs L.C., Sorenson C.K., Walker D.A., Introduction to research in education, (2014); Barnett R., Knowing and becoming in the higher education curriculum, Studies in Higher Education, 34, 4, pp. 429-440, (2009); Barrie S.C., A research-based approach to generic graduate attributes policy, Higher Education Research & Development, 23, 3, pp. 261-275, (2004); Bohlscheid J., Clark S., Career preparedness survey outcomes of food science graduates—A follow-up assessment, Journal of Food Science Education, 11, pp. 8-15, (2012); Bowers-Brown T., Harvey L., Are there too many graduates in the UK? A literature review and analysis of graduate employability, Industry and Higher Education, 18, 4, pp. 212-215, (2004); Brennan C.S., Editorial: The importance of food science and technology in modern society, International Journal of Food Science & Technology, 50, 1, pp. 1-2, (2015); Bridgstock R., The graduate attributes we have overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Campbell-Platt G., Food science and technology, (2018); Chipchase L.S., Buttrum P.J., Dunwoodie R., Hill A.E., Mandrusiak A., Moran M., Characteristics of student preparedness for clinical learning: Clinical educator perspectives using the Delphi approach, BMC Medical Education, 12, (2012); Chetty Y., Graduateness and employability within the higher education environment: A focused review of the literature, Developing student graduateness & employability: Issues, provocations, theory and practical guidelines, pp. 5-24, (2012); Coetzee M., Measuring student graduateness: Reliability and construct validity of the Graduate Skills and Attributes Scale, Higher Education Research & Development, 33, 5, pp. 887-902, (2014); The right combination: CBI/Pearson education and skills survey 2016, (2016); Future fit—Preparing graduates for the world of work, (2009); Coorey R., Firth A., Integrated contextual learning and food science students’ perception of work readiness, Journal of Food Science Education, 12, pp. 20-27, (2013); Creswell J.W., Educational research: Planning, conducting, and evaluating quantitative and qualitative research, (2012); Dezelan T., Pavlin S., The challenges of employability and citizenship in education, Annales. Series Historia et Sociologia, 24, 3, pp. 363-370, (2014); Floros J.D., Newsome R., Fisher W., Barbosa-Canovas G.V., Chen H., Dunne C.P., Zeigler G.R., Feeding the world today and tomorrow: The importance of food science and technology. An IFT scientific review, Comprehensive Reviews in Food Science and Food Safety, 9, pp. 572-599, (2010); Flynn K., Wahnstrom E., Popa M., Quintas M.A.C., Ideal skills for European food scientists and technologists: Identifying the most desired knowledge, skills and competencies, Innovative Food Science and Emerging Technologies, 18, pp. 246-255, (2013); Flynn K.M., Ho P., Vieira M.C., Pittia P., Rosa M.D., Food science and technology students self-evaluate soft and technical skills, International Journal of Food Studies, 6, pp. 29-138, (2017); Griesel H., Parker B., Graduate attributes: A baseline study on South African graduates from the perspective of the employer, (2009); Hinchliffe G.W., Jolly A., Graduate identity and employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Ho P., Lindbom I., Wahnstrom E., The continual professional development portfolio (CPD) for food professionals in Europe, (2011); Requirements for IFST accreditation of degrees, (2015); Code of professional conduct, (2017); 2011 Resource guide for approval and re-approval of undergraduate food science programs, (2011); 2018 Guidelines for initial IFT approval of undergraduate food science and food technology programs, (2019); Academic program benchmarking and approval; Johnston L.M., Wiedemann M., Orta-Ramirez A., Oliver H.F., Nightingale K.K., Moore C.M., Jaykus L.A., Identification of core competencies for an undergraduate food safety curriculum using a modified Delphi approach, IFT Journal of Food Science Education, 13, pp. 12-21, (2014); Joyner H.S., Curriculum mapping: A before-and-after look at faculty perceptions of their courses and the mapping process, Journal of Food Science Education, 15, pp. 63-69, (2016); Kroger M., Editorial: IFT's educational and professional manifesto: Feeding the world today and tomorrow—The importance of food science and technology, Comprehensive Reviews in Food Science and Food Safety, 9, 5, (2010); Lowden K., Hall S., Elliot D., Lewin J., Employer's perceptions of the employability skills of new graduates, (2011); Mazibuko J.V., Govender K.K., Exploring workplace diversity and organisational effectiveness: A South African exploratory case study, SA Journal of Human Resource Management, 15, (2017); Metcalfe D.J.A., Educational strategies to facilitate the graduate attributes of food science and technology students, (2019); Morgan D.L., Focus groups, The SAGE encyclopaedia of qualitative research methods, pp. 352-354, (2008); Mouzakitis G.S., The role of vocational education and training curricula in economic development, Procedia - Social and Behavioral Sciences, 2, pp. 3914-3920, (2010); Nagele C., Stalder B.E., Competence and the need for transferable skills, Competence-based vocational and professional education: Bridging the worlds of work and education, 23, pp. 739-753, (2017); Nel N., Muller H., The impact of teachers’ limited English proficiency on English second language learners in South African schools, South African Journal of Education, 30, 4, pp. 635-650, (2010); Niranjan K., A possible reconceptualization of food engineering discipline, Food and Bioproducts Processing, 99, pp. 78-89, (2016); Oliver B., Assuring graduate capabilities—Good practice report, (2011); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., Pedagogy for employability, (2012); Pool L.D., Sewell P., The key to employability: Developing a practical model of graduate employability, Education & Training, 49, 4, pp. 277-289, (2007); Saguy S.I., Challenges and opportunities in food engineering: Modeling, visualization, open innovation and social responsibility, Journal of Food Engineering, 176, pp. 2-8, (2016); Saunders V., Zuzel K., Evaluating employability skills: Employer and student perceptions, Bioscience Education, 15, 1, pp. 1-15, (2010); Small L., Shacklock K., Marchant K., Employability: A contemporary review for higher education stakeholders, Journal of Vocational Education & Training, 70, 1, pp. 148-166, (2018); Steur J.M., Jansen E.E.W.A., Hofman W.H.A., Graduateness: An empirical examination of the formative function of university education, Higher Education, 64, pp. 861-874, (2012); Spires H.A., Paul C.M., Kerkhoff S.N., Digital skills for the 21<sup>st</sup> century, Encyclopedia of information science and technology, pp. 2235-2242, (2018); Tran T.T., Enhancing graduate employability and the need for university-enterprise collaboration, Journal of Teaching and Learning for Graduate Employability, 7, 1, pp. 58-71, (2016); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Weston E., Crilly J., Mossop L., Foster T., Competencies for food graduate careers: Developing a language tool, Higher Education Pedagogies, 2, 1, pp. 101-115, (2017); Yorke M., Employability in higher education: What it is–-what it is not. Learning & employability series 1, (2006); Yorke M., Knight P., Embedding employability into the curriculum. Learning & employability series 1, (2006)","D.J.A. Metcalfe; Faculty of Education, University of Johannesburg, Auckland Park, South Africa; email: djametcalfe@gmail.com","","Blackwell Publishing Ltd","","","","","","15414329","","","","English","J. Food Sci. Educ.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85079807234"
"Ohls C.","Ohls, Carolina (57191096826)","57191096826","Dignity-based practices in Norwegian activation work","2020","International Journal of Social Welfare","29","2","","168","178","10","4","10.1111/ijsw.12388","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063980431&doi=10.1111%2fijsw.12388&partnerID=40&md5=68219b458afad08dbdb66f7261675e77","Faculty of Social Sciences, Oslo Metropolitan University, Oslo, Norway","Ohls C., Faculty of Social Sciences, Oslo Metropolitan University, Oslo, Norway","This qualitative study sought to identify dignity-based practices in a Norwegian activation programme − the Qualification Programme. Some welfare recipients are likely to experience shame in connection with their interaction with the welfare system. Previous research suggests that a dignity-based approach could help welfare recipients to avoid such negative experiences. The operational components of dignity have been identified as autonomy, empathy and rights. Data gathered through individual interviews with participants and activation workers were examined using interpretative phenomenological analysis with a focus on exploring respondents’ perceptions of events to which they ascribe meaning. The findings indicate that accounts of empathy were common, but that the study’s participants seldom reported experiencing that their autonomy and rights were enhanced. Participation in the programme appeared to undermine the participants’ dignity, particularly when individual needs were overlooked. An underlying reason could be the current move away from a comprehensive understanding of service users’ different needs and to a narrow focus on employability. © 2019 The Authors. International Journal of Social Welfare © 2019 Akademikerförbundet SSR (ASSR) and John Wiley & Sons Ltd","activate labour market policies; autonomy; dignity; empathy; Norway; rights; welfare practices","","","","","","","","Anderson J., Honneth A., Autonomy, vulnerability, recognition, and justice, Autonomy and the challenges to liberalism, pp. 127-149, (2005); Baker R., The social work dictionary, (2003); Batson C.D., Altruism in humans, (2011); Baumberg B., The stigma of claiming benefits: A quantitative study, Journal of Social Policy, 45, 2, pp. 181-199, (2016); Biggerstaff D., Thompson A.R., Interpretative phenomenological analysis (IPA): A qualitative methodology of choice in healthcare research, Qualitative Research in Psychology, 5, 3, pp. 214-224, (2008); Bothfeld S., Betzelt S., Can individual autonomy be an appropriate normative concept to cope with present challenges of the welfare state?, Social Policy Review 25: Analysis and debate in social policy, 2013, pp. 249-270, (2013); Brodtkorb E., Individualisering av tjenester i et aktiveringsprogram − en studie av veilederfellesskapet i Kvalifiseringsprogrammet, (2017); Burchardt T., Holder H., Developing survey measures of inequality of autonomy in the UK, Social Indicators Research, 106, 1, pp. 1-25, (2012); Caswell D., Kupka P., Larsen F., van Berkel R., The frontline delivery of welfare-to-work in context, Frontline delivery of welfare-to-work policies in Europe, activating the unemployed, pp. 1-11, (2017); Chan C.K., Placing dignity at the centre of welfare policy, International Social Work, 47, 2, pp. 227-239, (2004); Chase E., Bantebya-Kyomuhendo G., Poverty and shame: Global experiences, (2015); Christman J., Anderson J., Introduction, Autonomy and the challenges to liberalism, pp. 1-25, (2005); (2019); Djuve A.B., Nielsen A.R., Strand H.A., Kvalifiseringsprogrammet og sosialhjelpsutgiftene, (2012); Evans S., What should social welfare seek to achieve? Applying the capability approach, Ethics and Social Welfare, 11, 1, pp. 19-32, (2017); Second European Union minorities and discrimination survey − Main results, (2017); Gubrium E., Johnstone L., Lodemel I., Building dignity? Tracing rights, discretion, and negotiation within a Norwegian labor activation program, International Journal of Social Quality, 6, 2, (2016); Gubrium E.K., Lodemel I., “Not good enough”: Social assistance and shaming in Norway, The shame of it, pp. 85-110, (2014); Healy L.M., Defining international social work, Handbook of international social work: human rights, development, and the global profession, pp. 9-16, (2011); Hoffman M.L., Empathy and moral development: Implications for caring and justice, (2000); Ife J., Human rights and social work: Towards rights-based practice, (2012); Global definition of social work, (2014); Lima I.A.A., Furuberg J., Hvem starter i Kvalifiseringsprogrammet og kommer de i arbeid?, Arbeid og velferd, 3, pp. 1-22, (2018); Margalit A., The decent society, (1996); Marston G., On ‘activation workers’ perceptions: A reply to Dunn (1), Journal of Social Policy, 42, 4, pp. 819-827, (2013); Midtboen A.H., The context of employment discrimination: Interpreting the findings of a field experiment, British Journal of Sociology, 66, 1, pp. 193-214, (2015); Misztal B.A., The idea of dignity: Its modern significance, European Journal of Social Theory, 16, 1, pp. 101-121, (2012); Kvalifiseringsprogrammet, (2019); Nussbaum M.C., Women and human development: The capabilities approach, 3, (2001); Nussbaum M.C., Frontiers of justice, (2009); Nussbaum M.C., Creating capabilities: The human development approach, (2011); OECD Employment Outlook 2017, (2017); Ohls C., A qualitative study exploring matters of ill-being and well-being in Norwegian activation policy, Social Policy and Society, 16, 4, pp. 593-606, (2017); Perlinski M., Blom B., Moren S., Lundgren M., The dialectics between specialization and integration: Politicians’ and managers’ views on forms of organization in the Swedish social services, Administration in Social Work, 35, 1, pp. 60-87, (2010); Pyles L., Toward a post-Katrina framework: Social work as human rights and capabilities, Journal of Comparative Social Welfare, 22, 1, pp. 79-88., (2006); Raeymaeckers P., A specialist’s perspective on the value of generalist practice: A qualitative network analysis, Journal of Social Work, 16, 5, pp. 610-626, (2016); Raeymaeckers P., Dierckx D., To work or not to work? The role of the organisational context for social workers’ perceptions on activation, British Journal of Social Work, 43, 6, pp. 1170-1189, (2013); Raffass T., Demanding activation, Journal of Social Policy, 46, 2, pp. 349-365, (2017); Reichborn-Kjennerud K., En ny mulighet: Brukernes opplevelse av Kvalifiseringsprogrammet i Nav, (2009); Ryan R.M., Deci E.L., Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will?, Journal of Personality, 74, 6, pp. 1557-1585, (2006); Sayer R.A., Why things matter to people: Social science, values and ethical life, (2011); Schafft A., Spjelkavik O., Evaluering av Kvalifiseringsprogrammet: Sluttrapport, (2011); Sen A., Capability and well-being, The quality of life, pp. 30-51, (1993); Sen A., Elements of a theory of human rights, Philosophy & Public Affairs, 32, 4, pp. 315-356, (2004); Sennett R., Together: The rituals, pleasures and politics of cooperation, (2012); Shuman A., Entitlement and empathy in personal narrative, Narrative Inquiry, 16, 1, pp. 148-155, (2006); Smith A.J., Osborn M., Interpretative phenomenological analysis, Qualitative psychology: A practical guide to methods, pp. 53-80, (2007); Spicker P., Social work and self-determination, British Journal of Social Work, 20, 3, pp. 221-236, (1990); Staub-Bernasconi S., Human rights and their relevance for social work as theory and practice, Handbook of international social work: Human rights, development, and the global profession, pp. 30-37, (2012); Staub-Bernasconi S., Social work and human rights – Linking two traditions of human rights in social work, Journal of Human Rights and Social Work, 1, 1, pp. 40-49, (2016); Tangney J.P., Dearing R.L., Shame and guilt, (2002); Terum L.I., Tufte P.A., Jessen T.J., Arbeidslinja og sosialarbeiderne [The work approach and social workers], Arbeidslinja: Arbeidsmotivasjonen Og Velferdsstaten [The Work Approach Work Motivation and the Welfare State], pp. 79-33, (2012); Data protection official for research, (2018); Titmuss R., Universalism versus selection, The Welfare state reader, pp. 40-49, (2006); Tonseth H., Færre avbryter Kvalifseringsprogrammet – flere i jobb etterpå, (2018); Underlid K., Poverty and experiences of insecurity. A qualitative interview study of 25 long-standing recipients of social security, International Journal of Social Welfare, 16, 1, pp. 65-74, (2007); van Berkel R., Knies E., Performance management, caseloads and the frontline provision of social services, Social Policy & Administration, 50, 1, pp. 59-78, (2016); Vizard P., Fukuda-Parr S., Elson D., Introduction: The capability approach and human rights, Journal of Human Development and Capabilities, 12, 1, pp. 1-22, (2011); Walker R., The shame of poverty, (2014); Walker R., Kyomuhendo G.B., Chase E., Choudhry S., Gubrium E.K., Nicola J.Y., Ming Y., Poverty in global perspective: Is shame a common denominator?, Journal of Social Policy, 42, 2, pp. 215-233, (2013); Wright S., On ‘activation workers’ perceptions’: A reply to Dunn (2), Journal of Social Policy, 42, 4, pp. 829-837, (2013)","C. Ohls; Faculty of Social Sciences, Oslo Metropolitan University, Oslo, Norway; email: carolina.ohls@oslomet.no","","Blackwell Publishing Ltd","","","","","","13696866","","","","English","Int. J. Soc. Welf.","Article","Final","","Scopus","2-s2.0-85063980431"
"Miller K.K.; St Jorre T.J.D.; West J.M.; Johnson E.D.","Miller, Kelly K (8535023700); St Jorre, Trina Jorre de (57215671350); West, Jan M (7402746743); Johnson, Elizabeth D (55469670500)","8535023700; 57215671350; 7402746743; 55469670500","The potential of digital credentials to engage students with capabilities of importance to scholars and citizens","2020","Active Learning in Higher Education","21","1","","11","22","11","14","10.1177/1469787417742021","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075119441&doi=10.1177%2f1469787417742021&partnerID=40&md5=a59eee0c419db59e51fce31d9a03e356","Deakin University, Australia","Miller K.K., Deakin University, Australia; St Jorre T.J.D., Deakin University, Australia; West J.M., Deakin University, Australia; Johnson E.D., Deakin University, Australia","Digital credentials (or badges) allow evidence of achievement to be more detailed than is possible through grades, and can be shared more broadly than is possible through the academic transcript. Here, we illustrate the potential use of digital credentials in higher education through sharing an approach that utilised digital credentials to recognise the achievement of students who demonstrate outstanding achievement of specific graduate attributes. More specifically, we explore the potential use of digital credentials to contribute to the development of citizen scholars through engaging students at the course (degree) level, promoting experiential learning and facilitating public sharing. The credentialing strategy described was designed to enhance employability, and the standards and criteria associated with the award were developed in collaboration with industry partners to give students the opportunity to differentiate themselves in the graduate job market. However, student applications, perceptions of the application process and feedback from industry partners who assessed the submissions suggest that an unintended, but positive, outcome of the credentialing strategy was promotion of students’ personal identity and broader social engagement. We suggest that digital credentials at course level could be a useful tool to engage students with graduate attributes, foster graduate identity and develop graduates who are active and engaged citizens. © The Author(s) 2017.","citizen scholar; digital badge; graduate capabilities; work-integrated learning","","","","","","Deakin Hallmark assessors; Deakin University Hallmarks Committee; Deakin University","We thank Professor Beverley Oliver, the Deakin University Hallmarks Committee, and the Deakin University Environmental Sciences Advisory Board for their assistance in this work. We also thank the Deakin Hallmark assessors, applicants and other students who have embraced this new learning tool and contributed to its development and implementation. The author(s) received no financial support for the research, authorship and/or publication of this article.","Anderson D.M., Staub S., Postgraduate digital badges in higher education: Transforming advanced programs using authentic online instruction and assessment to meet the demands of a global marketplace, Procedia – Social and Behavioral Sciences, 195, pp. 18-23, (2015); Armstrong G.R., Summerlee A.J.S., In search of the citizen scholar: Modern pedagogical approaches compared, Universities, the Citizen Scholar and the Future of Higher Education, pp. 21-36, (2016); Arvanitakis J., Hornsby D., Are universities redundant?, Universities, the Citizen Scholar and the Future of Higher Education, pp. 7-20, (2016); Arvanitakis J., Hornsby D., Universities, the Citizen Scholar and the Future of Higher Education, (2016); Australian higher education graduation statement, (2015); Barnett R., Learning for an unknown future, Higher Education Research & Development, 23, 3, pp. 247-260, (2004); Boud D., Assessment and the promotion of academic values, Studies in Higher Education, 15, 1, pp. 101-111, (1990); Boud D., Standards-based assessment for an era of increasing transparency, Scaling up Assessment for Learning in Higher Education, pp. 19-31, (2017); Bowen K., Thomas A., Badges: A common currency for learning, Change: The Magazine of Higher Learning, 46, 1, pp. 21-25, (2014); Clark G., Marsden J., Duncan Wyatt J., Et al., ‘It’s everything else you do …’: Alumni views on extra-curricular activities and employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Cranmer S., Enhancing graduate employability: Best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Cross S., Whitelock D., Galley R., The use, role and reception of open badges as a method for formative and summative reward in two Massive Open Online Courses, International Journal of E-assessment, 4, 1, (2014); Deeley S.J., Summative co-assessment: A deep learning approach to enhancing employability skills and attributes, Active Learning in Higher Education, 15, 1, pp. 39-51, (2014); The Importance of Universities to Australia’s Prosperity: A Report Prepared for Universities Australia, (2015); Den Hollander J., A brave new world of higher education, (2015); Devedzic V., Jovanovic J., Developing open badges: A comprehensive approach, Educational Technology Research and Development, 63, 4, pp. 603-620, (2015); The diploma supplement (12 July 2010), (2010); Fain P., Badging from within, Inside Higher Education, (2014); Freeman M., Ewan C., Good Practice Report: Assuring Learning Outcomes and Standards, (2014); Green W., Hammer S., Star C., Facing up to the challenge: Why is it so hard to develop graduate attributes?, Higher Education Research and Development, 28, 1, pp. 17-29, (2009); Hajkowicz S., Reeson A., Rudd L., Et al., Tomorrow’s digitally enabled workforce: Megatrends and scenarios for jobs and employment in Australia over the coming twenty years, (2016); Hill J., Walkington H., France F., Graduate attributes: Implications for higher education practice and policy, Journal of Geography in Higher Education, 40, 2, pp. 155-163, (2016); Hinchliffe G.W., Jolly A., Graduate identity and employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Jackson N., Recognising a more complete education through a Lifewide Learning Award, Higher Education, Skills and Work-Based Learning, 1, 3, pp. 247-261, (2011); Johnson L., Adams B.S., Cummins M., Et al., NMC Horizon Report: 2016 Higher Education Edition, (2016); Jorre de St Jorre T., Johnson L., Oliver B., Et al., Deakin hallmarks: Principles for employability credentials. In:, Proceedings ASCILITE 2016 Show Me the Learning, pp. 305-311, (2016); Jovanovic J., Devedzic V., Open badges: Novel means to motivate, scaffold and recognize learning, Technology, Knowledge and Learning, 20, 1, pp. 115-122, (2015); Kinash S., Crane L., Judd M.M., Good practice report: Nurturing graduate employability in higher education, (2016); Lemoine P.A., Richardson M.D., Micro-credentials, nanodegrees, and digital badges: New credentials for global higher education, International Journal of Technology and Educational Marketing, 1, 5, pp. 36-49, (2015); McWhorter R.R., Delello J.A., Green computing through virtual learning environments, Handbook of Research on Innovative Technology Integration in Higher Education, pp. 1-28, (2015); Miles M.B., Huberman A.M., Saldana J., Qualitative Data Analysis, (2014); Job Outlook 2016: Attributes Employers Want to See on New College Graduates’ Resumes, (2015); Common Employability Skills: A Foundation for Success in the Workplace, (2015); Norton A., Mapping Australian higher education, 2013 version, Grattan Institute, (2013); Oliver B., Assuring Graduate Outcomes Good Practice Report, (2011); Oliver B., Graduate attributes as a focus for institution-wide curriculum renewal: Innovations and challenges, Higher Education Research and Development, 32, 3, pp. 450-463, (2013); Oliver B., Assuring Graduate Capabilities: Evidencing Levels of Achievement for Graduate Employability, (2015); Oliver B., Better 21C Credentials: Evaluating the Promise, Perils and Disruptive Potential of Digital Credentials, (2016); Qenani E., MacDougall N., Sexton C., An empirical study of self-perceived employability – Improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Reid A.J., Paster D., Abramovich S.J., Digital badges in undergraduate composition courses: Effects on intrinsic motivation, Journal of Computers in Education, 2, 4, pp. 377-398, (2015); Star C., Hammer S., Teaching generic skills: Eroding the higher purpose of universities, or an opportunity for renewal?, Oxford Review of Education, 34, 2, pp. 237-251, (2008); Thompson L.J., Clark G., Walker M., Et al., ‘It’s just like an extra string to your bow’: Exploring higher education students’ perceptions and experiences of extracurricular activity and employability, Active Learning in Higher Education, 14, 2, pp. 135-147, (2013); Wu W.-H., Hsiao H.-C., Wu P.-L., Et al., Investigating the learning-theory foundations of game-based learning: A meta-analysis, Journal of Computer Assisted Learning, 28, 3, pp. 265-279, (2012); Yorke M., Employability in Higher Education: What It Is, What It Is Not, (2006)","K.K. Miller; Deakin University, Australia; email: kelly.miller@deakin.edu.au","","SAGE Publications Ltd","","","","","","14697874","","","","English","Act. Learn. High. Educ.","Article","Final","","Scopus","2-s2.0-85075119441"
"Rowland S.; Gannaway D.; Pedwell R.; Adams P.; Evans R.; Bonner H.; Wong K.S.","Rowland, Susan (7103405949); Gannaway, Deanne (35867798700); Pedwell, Rhianna (57192314113); Adams, Peter (58338611000); Evans, Robyn (57211460031); Bonner, Hailey (57211462298); Wong, Kai Sheng (57196152125)","7103405949; 35867798700; 57192314113; 58338611000; 57211460031; 57211462298; 57196152125","Legitimising transgression: design and delivery of a science Work Integrated Learning program that draws on students’ extant work in diverse, non-science fields","2020","Higher Education Research and Development","39","2","","318","331","13","3","10.1080/07294360.2019.1668364","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074038409&doi=10.1080%2f07294360.2019.1668364&partnerID=40&md5=b2f0f44e02ec2a7fbe0fb933586e6c16","School of Chemistry and Molecular Biosciences, The University of Queensland, St Lucia, QLD, Australia; Institute for Teaching and Learning Innovation, The University of Queensland, St Lucia, QLD, Australia; School of Maths and Physics, The University of Queensland, St Lucia, QLD, Australia; Faculty of Science, The University of Queensland, St Lucia, QLD, Australia","Rowland S., School of Chemistry and Molecular Biosciences, The University of Queensland, St Lucia, QLD, Australia, Faculty of Science, The University of Queensland, St Lucia, QLD, Australia; Gannaway D., Institute for Teaching and Learning Innovation, The University of Queensland, St Lucia, QLD, Australia; Pedwell R., School of Chemistry and Molecular Biosciences, The University of Queensland, St Lucia, QLD, Australia; Adams P., School of Maths and Physics, The University of Queensland, St Lucia, QLD, Australia; Evans R., Faculty of Science, The University of Queensland, St Lucia, QLD, Australia; Bonner H., School of Chemistry and Molecular Biosciences, The University of Queensland, St Lucia, QLD, Australia; Wong K.S., School of Chemistry and Molecular Biosciences, The University of Queensland, St Lucia, QLD, Australia","Recent focus on graduate employability has exposed the inadequacies of work preparation for science students, who need an employability toolkit to navigate the modern work landscape. An established mechanism to develop students’ employment awareness is Work Integrated Learning (WIL), but Australian mathematics and science students participate in fewer WIL activities than students in other disciplines. In this article, we present a conceptual discussion around the design of a non-traditional Bachelor of Science WIL program that transcends commonly held perceptions of WIL as primarily discipline-orientated and placement-based. This design dramatically expands the possibilities for WIL in science programs, enabling WIL participation for students unable to engage in a traditional science work placement. The program draws on and legitimises students’ experiences in diverse non-science, part-time workplaces and extra-curricular activities; we term this ‘transgressional learning’. Students engage in reflective and active learning opportunities designed to help them explore and articulate their skill sets in a manner that speaks to multiple future work settings. By drawing on students’ extant work experiences, the program explicitly supports students to foreground and expand on broad skill sets acquired in extra-curricular settings. This article suggests a new conceptual approach and a path forward for large-scale WIL delivery in generalist science degrees. It draws on the reflections of the project team and student participants to outline the goals and design ethos of the program and reflect on the legitimacy of this transgressional program as a science WIL offering. © 2019, © 2019 HERDSA.","employability; science; transgressional learning; WIL","","","","","","Australian Council of Deans of Science; University of Queensland Faculty of Science; Faculty of Science, Monash University; Deakin University","Funding text 1:  We thank the Australian Council of Deans of Science (ACDS) and the University of Queensland Faculty of Science for funding this project, Professor Liz Johnson (Deakin University) for helpful discussions, and all student participants. ; Funding text 2: This work was supported by Australian Council of Deans of Science (Lighthouse Project). We thank the Australian Council of Deans of Science (ACDS) and the University of Queensland Faculty of Science for funding this project, Professor Liz Johnson (Deakin University) for helpful discussions, and all student participants.","Australian qualifications framework, (2013); Hitting the books: Characteristics of higher education students, (2013); Barnett R., Learning for an unknown future, Higher Education Research & Development, 23, 3, pp. 247-260, (2004); Beard C., Wilson J.P., Experiential learning: Best practice handbook for educators and trainers, (2006); Billet S., Learning throughout working life: A relational interdependence between social and individual agency, British Journal of Educational Studies, 56, 1, pp. 39-58, (2008); Bleakley A., ‘Your creativity or mine?’: A typology of creativities in higher education and the value of a pluralistic approach, Teaching in Higher Education, 9, 4, pp. 463-475, (2004); Bonner H.J., Wong K.-S., Pedwell R.K., Rowland S.L., A short-term peer mentor/mentee activity develops Bachelor of Science students' career management skills, Mentoring and Tutoring: Partnership in Learning Journal; Brown N., WIL[ling] to share: An institutional conversation to guide policy and practice in work-integrated learning, Higher Education Research & Development, 29, 5, pp. 507-518, (2010); Australia's future workforce?, (2015); Clark I., Formative assessment: Assessment is for self-regulated learning, Educational Psychology Review, 24, 2, pp. 205-249, (2012); Cole D., Tibby M., Defining and developing your approach to employability, (2013); Cooper L., Orrell J., Bowden M., Work integrated learning: A guide to effective practice, (2010); Definition of ‘transgress', (2018); Davis R., Franz J., Plakalovic M., From WIL to work ready: Evaluating the student-learning continuum, a qualitative study, Paper presented at the Cooperative Education and Work Integrated Learning Conference, (2009); Edwards D., Perkins K., Pearce J., Hong J., Work integrated learning in STEM in Australian universities, (2015); The new basics, (2017); Frey C.B., Osborne M.A., The future of employment: How susceptible are jobs to computerisation?, Technological Forecasting and Social Change, 114, pp. 254-280, (2017); Fuhrmann C.N., Hobin J.A., Lindstaedt B., Clifford P.S., My IDP science careers, (2015); Garrison D., Community of inquiry, The SAGE encycopedia of action research, 2, pp. 148-150, (2014); Harris K.-L., A background in science: What science means for Australian society, (2012); Hobin J., Fuhrmann C., Lindstaedt B., Clifford P., You need a game plan, (2012); Core skills for work developmental framework, (2013); Jackson D., Re-conceptualising graduate employability: The importance of pre-professional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Johnsonn M.C., Boud D.J., Towards an emergent view of learning work, International Journal of Lifelong Education, 29, 3, pp. 359-372, (2010); Knight P.T., Yorke M., Employability and good learning in higher education, Teaching in Higher Education, 8, 1, pp. 3-16, (2003); Lage M.J., Platt G.J., Treglia M., Inverting the classroom: A gateway to creating an inclusive learning environment, The Journal of Economic Education, 31, 1, pp. 30-43, (2000); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: What effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); McInnis C., Hartley R., Anderson M., What did you do with your science degree?, (2000); McLennan B., Work-integrated learning (WIL) in Australian universities: The challenges of mainstreaming WIL, (2008); Norton A., Cakitaki B., Mapping Australian higher education 2016, (2016); Australia's STEM workforce, (2016); Orrell J., Good practice report: Work-integrated learning, (2011); Patrick C., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The WIL report: A national scoping study (final report), (2008); Pedwell R., Hardy J., Rowland S., A ‘how-to’ guide for producing recorded interviews, CourseSource, (2018); Radloff A., Coates H., (2010); Rice J., Johnson E., Acuna T., Brookes R., Campbell M., Chuck J.-A., Adams P., ACDS WIL in Science: Leadersip for WIL Final report 2016, (2016); Rowland S., Lessons to educators from recent studies about employability for research-trained graduates, International Journal of Innovation in Science and Maths Education, 24, 3, pp. 84-93, (2016); What type of scientist are you?, (2016); Wiggins G., McTighe J., Understanding by design, (2006)","S. Rowland; School of Chemistry and Molecular Biosciences, The University of Queensland, St Lucia, Australia; email: s.rowland1@uq.edu.au","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85074038409"
"Munoz-Najar Galvez S.; Heiberger R.; McFarland D.","Munoz-Najar Galvez, Sebastian (57209829378); Heiberger, Raphael (55600330900); McFarland, Daniel (57203382561)","57209829378; 55600330900; 57203382561","Paradigm Wars Revisited: A Cartography of Graduate Research in the Field of Education (1980–2010)","2020","American Educational Research Journal","57","2","","612","652","40","31","10.3102/0002831219860511","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85068876144&doi=10.3102%2f0002831219860511&partnerID=40&md5=a0f435109f736a7f1092ea0bcf8baf4b","Stanford University, United States; University of Bremen, Germany","Munoz-Najar Galvez S., Stanford University, United States; Heiberger R., University of Bremen, Germany; McFarland D., Stanford University, United States","Education entails conflicting perspectives about its subject matter. In the late 1980s, the conflict developed into a war between interpretive and causal paradigms. Did the confrontation result in a balance between these warring sides? We use text analysis to identify research trends in 137,024 dissertation abstracts from 1980 to 2010 and relate these to students’ academic employment outcomes. Topics associated with the interpretive approach rose in popularity, while the outcomes-oriented paradigm declined. Academic employment remained stably associated with topics in the interpretive approach, but their effect is moderated by the prestige of the students’ institutions. The relation between topic popularity and employability provides insight into field change and how the benefits of cultural shifts fall along the lines of institutional power. © 2019 AERA.","academic employment; educational data science; field theory; higher education; sociology of science","","","","","","National Science Foundation, USA NSF, (1633036, 1827477); National Science Foundation of Sri Lanka, NSF","","Alexander J.C., The new theoretical movement, Handbook of sociology, pp. 77-101, (1988); Anderson A., McFarland D., Jurafsky D., Towards a computational history of the ACL: 1980–2008, pp. 13-21, (2012); Baez B., Boyles D., The politics of inquiry: Education research and the culture of science, (2009); Bail C.A., The cultural environment: Measuring culture with big data, Theory and Society, 43, pp. 465-482, (2014); Bail C.A., Brown T.W., Mann M., Channeling hearts and minds: Advocacy organizations, cognitive-emotional currents, and public conversation, American Sociological Review, 82, pp. 1188-1213, (2017); Ball D.L., Forzani F.M., Wallace Foundation Distinguished Lecture: What makes education research “educational”?, Educational Researcher, 36, pp. 529-540, (2007); Barnhouse Walters P., Lareau A., Ranis S., Education research on trial: Policy reform and the call for scientific rigor, (2009); Belcher D.D., How research space is created in a diverse research world, Journal of Second Language Writing, 18, pp. 221-234, (2009); Blei D.M., Lafferty J.D., A correlated topic model of science, Annals of Applied Statistics, 1, pp. 17-35, (2007); Boaler J., When politics took the place of inquiry: A response to the National Mathematics Advisory Panel’s review of instructional practices, Educational Researcher, 37, pp. 588-594, (2008); Bourdieu P., Homo academicus, (1988); Bourdieu P., Language and symbolic power, (1991); Bourdieu P., The peculiar history of scientific reason, Sociological Forum, 6, pp. 3-26, (1991); Bourdieu P., The political ontology of Martin Heidegger, (1991); Bourdieu P., Pascalian meditations, (2000); Bourdieu P., Science of science and reflexivity, (2004); Bourdieu P., Chamboredon J.C., Passeron J.C., The craft of sociology: Epistemological preliminaries, (1991); Bridges D., The discipline(s) of educational research, Fiction written under oath? 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A case study of three doctoral students writing qualitative dissertations at an American university in Japan, Journal of Second Language Writing, 19, pp. 1-16, (2010); Clemens E.S., Powell W.W., McIlwaine K., Okamoto D., Careers in print: Books, journals, and scholarly reputations, American Journal of Sociology, 101, pp. 433-494, (1995); Cochran-Smith M., Lytle S.L., Research on teaching and teacher research: The issues that divide, Educational Researcher, 19, 2, pp. 2-11, (1990); Collins R., The sociology of philosophies: A global theory of intellectual change, (2002); Cuban L., Education researchers, AERA presidents, and reforming the practice of schooling, 1916–2016, Educational Researcher, 45, pp. 134-141, (2016); Danescu-Niculescu-Mizil C., Lee L., Pang B., Kleinberg J., Echoes of power: Language effects and power differences in social interaction, pp. 699-708, (2012); Donmoyer R., Educational research in an era of paradigm proliferation: What’s a journal editor to do?, Educational Researcher, 25, 2, pp. 19-25, (1996); Donmoyer R., Paradigm talk (and its absence), Educational Administration Quarterly, 35, pp. 614-641, (1999); Donmoyer R., Take my paradigm.. please! 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Munoz-Najar Galvez; Stanford University, United States; email: smunozng@stanford.edu","","SAGE Publications Inc.","","","","","","00028312","","","","English","Am. Educ. Res. J.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85068876144"
"Gill R.","Gill, Robert (35422414500)","35422414500","Graduate employability skills through online internships and projects during the COVID-19 Pandemic: An Australian example","2020","Journal of Teaching and Learning for Graduate Employability","11","1","","146","158","12","36","10.21153/JTLGE2020VOL11NO1ART946","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099120368&doi=10.21153%2fJTLGE2020VOL11NO1ART946&partnerID=40&md5=8601532fb65320d2af54e2328e80abfc","Swinburne University of Technology, Melbourne, Australia","Gill R., Swinburne University of Technology, Melbourne, Australia","During the COVID-19 pandemic many students undertaking professional placements and internships had to leave their physical place of employment due to restrictions. Some students doing professional experiences lost their placement, while others entered work arrangements where they worked online remotely. This paper investigates the potential advantage from their experiences in terms of now being more capable in online work skills due to remote working, as the professional world potentially moves to a more flexible working arrangement that may include a remote working environment mixed with an office environment. It investigates, through a case study methodology analysing assessment content from student experiences, the type of new professional purpose that may evolve as a result of a changing workforce environment. © 2020 Deakin University. All rights reserved.","COVID- 19; Employability skills; Professional purpose; Remote working","","","","","","","","Andrews J., Higson H., Graduate employability, 'soft skills' versus 'hard' business knowledge, A European Study Special Issue: Employability, Mobility and the Labour Market, 33, 4, pp. 411-422, (2008); Arruda W., 6 ways COVID-19 will change the workplace forever, (2020); Bates G.W., Rixon A., Carbone A., Pilgrim C., Beyond employability skills: Developing professional purpose, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 7-26, (2019); Belwal R., Priyadarshi P., Al Fazari M.H., Graduate attributes and employability skills: Graduates' perspectives on employers' expectations in Oman, International Journal of Educational Management, 31, 6, pp. 814-827, (2017); Bishop K., The pandemic and the influencer: Will the lifestyle survive coronavirus? The Guardian, (2020); Boden R., Nedeva M., Employing discourse: Universities and graduate 'employability, Journal of Education Policy, 25, 1, pp. 37-54, (2010); People priorities in the ramp-up and return to work, (2020); Bridgstock R., The graduate attributes we've overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Clark M., Zucas M., Lent N., Becoming an IT person: Field, habitus and capital in the transition from university to work, Vocations and Learning, 4, 2, pp. 133-150, (2011); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Clements A.J., Kamau C., Understanding students' motivation towards proactive career behaviours through goal-setting theory and the job-demands resources model, Studies in Higher Education, 43, 12, pp. 2279-2293, (2018); Cohen L., The coronavirus is changing how we work - possibly permanently, The Conversation, (2020); Digital Education Advisory Group Final Report, (2013); Cook D., The freedom trap: Digital nomads and the use of disciplining practices to manage work/leisure boundaries. Information Technology & Tourism, Enhancing graduate employability. Studies in Higher Education, 31, 2, pp. 169-184, (2020); Dubovskiy J., The ultimate guide to writing a dissertation in business studies: A step-by- step assistance, (2018); Flanders P., How will flexible working change in a post-COVID-19 environment?, (2020); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gill R., Building employability skills for higher education students: An Australian example, Journal of Teaching and Learning for Graduate Employability, 9, 1, pp. 84-92, (2018); Gonzalez C., Espinoza O., Sandoval L., McGinn N., Castill D., The limited value of 'employability' as an objective in the training of Psychologists: Evidence from Chile, Learning and Teaching, 11, 1, pp. 50-62, (2020); Jackson D., Re-conceptualising graduate employability: The importance of pre-professional identity, Higher Education Research and Development, 35, 5, pp. 925-939, (2016); Kinash S., Crane L., Judd M., Knight C., Discrepant stakeholder perspectives on graduate employability strategies, Higher Education Research and Development, 35, 5, pp. 951-967, (2016); Knaus C., Coronavirus crisis has had staggering impact on Australian businesses, data reveals, (2020); Krippendorff K., Content analysis: An introduction to its methodology, (2004); Gill R., Graduate employability skills through online internships and projects during the COVID-19 Pandemic: An Australian example, Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 146-158, (2020); Lawson C., Gill R., Feekery A., Witsel M., Communication skills for business professionals, (2019); Martin A. J., Milne-Home J., Barrett J., Spalding E., Jones G., Graduate satisfaction with university and perceived employment preparation, Journal of Education and Work, 13, 2, pp. 199-213, (2000); Moore T., Morton J., The myth of job readiness? Written communication, employability, and the 'skills gap' in higher education, Studies in Higher Education, 42, 3, pp. 591-609, (2017); The future of work, how the pandemic has altered expectations of remote work, (2020); Mudditt J., How offices will change after coronavirus, BBC Worklife, (2020); Neuendorf K., The content analysis guidebook, (2002); Oraison H., Konjarski L., Howe S., Does university prepare students for employment? Alignment between graduate attributes, accreditation requirements and industry employability criteria, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 173-194, (2019); Rowe A. D., Zegwaard K. E., Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 87-99, (2017); Shoenfelt E.L., Stone N.J., Kottke J.L., Internships: An established mechanism for increasing employability, Industrial and Organizational Psychology, 6, 1, pp. 24-27, (2013); Smith V., Enhancing employability: Human, cultural and social capital in an era of turbulent unpredictability, Human Relations, 63, 2, pp. 279-300, (2010); Smith C., Bath D., The role of the learning community in the development of discipline knowledge and generic graduate outcomes, Higher Education, 51, 2, pp. 259-286, (2006); Wedel M., Kamakura W., Marketing segmentation: Conceptual and Methodological Foundations, (2000); Yorke M., Employability in higher education: What it is - what it is not, (2004)","R. Gill; Swinburne University of Technology, Melbourne, Australia; email: rgill@swin.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85099120368"
"Hossain M.M.; Alam M.; Alamgir M.; Salat A.","Hossain, Md Moazzem (56797259900); Alam, Manzurul (56286227700); Alamgir, Mohammed (15318985000); Salat, Amirus (36679169300)","56797259900; 56286227700; 15318985000; 36679169300","Factors affecting business graduates' employability–empirical evidence using partial least squares (PLS)","2020","Education and Training","62","3","","292","310","18","22","10.1108/ET-12-2018-0258","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85080025729&doi=10.1108%2fET-12-2018-0258&partnerID=40&md5=897714a319c7171531eddda6d6a3ff37","Murdoch Business School, Murdoch University, Perth, Australia; Faculty of Business Administration, University of Chittagong, Chittagong, Bangladesh; Faculty of Business Studies, University of Dhaka, Dhaka, Bangladesh","Hossain M.M., Murdoch Business School, Murdoch University, Perth, Australia; Alam M., Murdoch Business School, Murdoch University, Perth, Australia; Alamgir M., Faculty of Business Administration, University of Chittagong, Chittagong, Bangladesh; Salat A., Faculty of Business Studies, University of Dhaka, Dhaka, Bangladesh","Purpose: The purpose of this paper is to examine the relationship between skills and employability of business graduates. The study also examines the moderating effect of ‘social mobility factors’ in the ‘skills–employability’ relationship. Design/methodology/approach: A quantitative positivist approach was undertaken to test the hypotheses. Business graduates from two universities in a developing country responded to a questionnaire about their perceptions of different sets of employability factors. Partial least squares (PLS)-based structural equation modelling (SEM) was used to examine the relationships between skills and employability of business graduates. Findings: The findings show that both soft skills and technical skills are positively related to employability, which is consistent with prior studies. The findings also indicate that social mobility factors play a significant role in employability. Research limitations/implications: The study is based on data from two public universities, and its findings need to be interpreted with care as universities differ in their size, area of concentration and ownership structure. Practical implications: The findings advance the evidence of graduate employability of business students. Based on these results, university authorities, policymakers, teachers and business graduates will benefit from the findings related to students preparedness for the competitive global job market. Originality/value: The study's findings contribute to business graduates' skill set development in the developing countries that share a similar education system, culture and values. © 2020, Emerald Publishing Limited.","Business graduates; Employability; Graduate skills; Social mobility factors","","","","","","","","Abbasi F.K., Ali A., Bibi N., Analysis of skill gap for business graduates: managerial perspective from banking industry, Education + Training, 60, 4, pp. 354-367, (2018); Aldridge S., The facts about social mobility, New Economy, 10, 4, pp. 189-193, (2003); Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: a European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Awayiga J.Y., Onumah J.M., Tsamenyi M., Knowledge and skills development of accounting graduates: the perceptions of graduates and employers in Ghana, Accounting Education: International Journal, 19, 1-2, pp. 139-158, (2010); Ayoubi R.M., Alzarif K., Khalifa B., The employability skills of business graduates in Syria: do policymakers and employers speak the same language?, Education + Training, 59, 1, pp. 61-75, (2017); Baird A., Parayitam S., Employers' ratings of importance of skills and competencies college graduates need to get hired, Education + Training, 61, 5, pp. 622-634, (2019); Baker W.M., McGregor C.C., Empirically assessing the importance of characteristics of accounting students, Journal of Education for Business, 75, 3, pp. 149-157, (2000); Barclay D., Higgins C., Thompson R., The partial least squares (PLS) approach to causal modeling: personal computer adoption and use as an illustration, Technology Studies, 2, 2, pp. 285-309, (1995); Becker J.M., Ringle C.M., Sarstedt M., Volckner F., How collinearity affects mixture regression results, Marketing Letters, 26, 4, pp. 643-659, (2015); Belwal R., Priyadarshi P., Al Fazari M.H., Graduate attributes and employability skills: graduates' perspectives on employers' expectations in Oman, International Journal of Educational Management, 31, 6, pp. 814-827, (2017); Bennett N., Dunne E., Carre C., Skills Development in Higher Education and Employment, (2000); Bian Y., Ang S., Guanxi networks and job mobility in China and Singapore, Social Forces, 75, 3, pp. 981-1005, (1997); Bridgstock R., Jackson D., Lloyd K., Tofa M., Social connectedness and graduate employability: exploring the professional networks of graduates from business and creative industries, Higher Education and the Future of Graduate Employability, 70, pp. 112-142, (2019); Bunney D., Sharplin E., Howitt C., Generic skills for graduate accountants: the bigger picture, a social and economic imperative in the new knowledge economy, Higher Education Research and Development, 34, 2, pp. 256-269, (2015); Cai Y., Graduate employability: a conceptual framework for understanding employers' perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Calvo-Armengol A., Jackson M.O., The effects of social networks on employment and inequality, American Economic Review, 94, 3, pp. 426-454, (2004); Cheong K.C., Hill C., Fernandez-Chung R., Leong Y.C., Employing the ‘unemployable’: employer perceptions of Malaysian graduates, Studies in Higher Education, 41, 12, pp. 2253-2270, (2016); Chin W.W., Commentary: issues and opinion on structural equation modeling, MIS Quarterly, 22, 1, pp. 7-16, (1998); Chin W.W., How to write up and report PLS analyses, Handbook of Partial Least Squares, pp. 655-690, (2010); Clarke M., Where to from here? 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The role of family background and networks in recent graduates' access to high-status professions, Journal of Social Policy, 44, 3, pp. 487-515, (2015); McMurray S., Dutton M., McQuaid R., Richard A., Employer demands from business graduates, Education + Training, 58, 1, pp. 112-132, (2016); Mohamed E.K., Lashine S.H., Accounting knowledge and skills and the challenges of a global business environment, Managerial Finance, 29, 7, pp. 3-16, (2003); Mok K.H., Massification of higher education, graduate employment and social mobility in the Greater China region, British Journal of Sociology of Education, 37, 1, pp. 51-71, (2016); Mok K.H., Jiang J., Massification of higher education: challenges for admissions and graduate employment in China, Managing International Connectivity, Diversity of Learning and Changing Labour Markets, pp. 219-243, (2017); Monteiro S., do Ceu Taveira M., Almeida L., Career adaptability and university-to-work transition, Education + Training, 61, 9, pp. 1187-1199, (2019); Moreau M.P., Leathwood C., Graduates' employment and the discourse of employability: a critical analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); Osmani M., Weerakkody V., Hindi N.M., Al-Esmail R., Eldabi T., Kapoor K., Irani Z., Identifying the trends and impact of graduate attributes on employability: a literature review, Tertiary Education and Management, 21, 4, pp. 367-379, (2015); Podsakoff P.M., MacKenzie S.B., Lee J.Y., Podsakoff N.P., Common method biases in behavioral research: a critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, 5, (2003); Potgieter I., Coetzee M., Employability attributes and personality preferences of postgraduate business management students, SA Journal of Industrial Psychology, 39, 1, pp. 1-10, (2013); Pouratashi M., Higher education and activities to improve students' employability skills, Journal of Education for Business, 1, 7, pp. 433-439, (2018); Prikshat V., Kumar S., Nankervis A., Work-readiness integrated competence model: conceptualisation and scale development, Education + Training, 61, 5, pp. 568-589, (2019); Ringle C., Wende M.S., Will S., SmartPLS 2.0 (M3) Beta, (2005); Shmueli G., Koppius O.R., Predictive analytics in information systems research, MIS Quarterly, pp. 553-572, (2011); Stevenson J., Clegg S., Possible selves: students orientating themselves towards the future through extracurricular activity, British Educational Research Journal, 37, 2, pp. 231-246, (2011); Suleman F., The employability skills of higher education graduates: insights into conceptual frameworks and methodological options, Higher Education, 76, 2, pp. 263-278, (2018); Teng W., Ma C., Pahlevansharif S., Turner J.J., Graduate readiness for the employment market of the 4th industrial revolution: the development of soft employability skills, Education + Training, 61, 5, pp. 590-604, (2019); Tran T.T., Is graduate employability the ‘whole-of-higher-education-issue’?, Journal of Education and Work, 28, 3, pp. 207-227, (2015); Turner N.K., Development of self-belief for employability in higher education: ability, efficacy and control in context, Teaching in Higher Education, 19, 6, pp. 592-602, (2014); Warwick J.P., Howard A., A note on structuring employability skills for accounting students, International Journal of Academic Research in Business and Social Sciences, 5, 10, pp. 165-174, (2015); Wilton N., Do employability skills really matter in the UK graduate labour market? The case of business and management graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011); Winterton J., Turner J.J., Preparing graduates for work readiness: an overview and agenda, Education + Training, 61, 5, pp. 536-551, (2019); Xu X., Zhang W., Analysis of the influence factors of the ability of graduate employment based on the logistic regression model, International Journal of Control and Automation, 8, 9, pp. 405-412, (2015); Yorke M., Employability in Higher Education: What it is-What it is Not, 1, pp. 1-18, (2006); Yorke M., Knight P., Evidence-informed pedagogy and the enhancement of student employability, Teaching in Higher Education, 12, 2, pp. 157-170, (2007)","M.M. Hossain; Murdoch Business School, Murdoch University, Perth, Australia; email: M.Hossain@murdoch.edu.au","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85080025729"
"Tzempelikos N.; Kooli K.; Stone M.; Aravopoulou E.; Birn R.; Kosack E.","Tzempelikos, Nektarios (20436544100); Kooli, Kaouther (36104960700); Stone, Merlin (27467961000); Aravopoulou, Eleni (57195806600); Birn, Robin (57216867761); Kosack, Emmanuel (57216855718)","20436544100; 36104960700; 27467961000; 57195806600; 57216867761; 57216855718","Distribution of Marketing Research Material to Universities: The Case of Archive of Market and Social Research (AMSR)","2020","Journal of Business-to-Business Marketing","27","2","","187","202","15","7","10.1080/1051712X.2020.1748376","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085010303&doi=10.1080%2f1051712X.2020.1748376&partnerID=40&md5=c90c401f6d6059ce7939a93c867fd127","School of Management, Faculty of Business and Law, Anglia Ruskin University, Cambridge, United Kingdom; The Business School, Bournemouth University, Bournemouth, United Kingdom; School of Business, Law and Society, St Mary’s University, London, United Kingdom","Tzempelikos N., School of Management, Faculty of Business and Law, Anglia Ruskin University, Cambridge, United Kingdom; Kooli K., The Business School, Bournemouth University, Bournemouth, United Kingdom; Stone M., School of Business, Law and Society, St Mary’s University, London, United Kingdom; Aravopoulou E., School of Business, Law and Society, St Mary’s University, London, United Kingdom; Birn R., School of Business, Law and Society, St Mary’s University, London, United Kingdom; Kosack E., School of Business, Law and Society, St Mary’s University, London, United Kingdom","The aim of this note is to understand how content relating to marketing and market research is distributed to and within universities. The focus of the study includes the behavior of all those in this market for information, namely suppliers (whether content generators, aggregators, packagers, or distributors of content) of marketing research, university staff, and students. The case study method was implemented to collect data. The case study focuses on UK Higher Education. Specifically, the authors use the case study of the newly developed Archive of Market and Social Research (AMSR) to explore how content relating to marketing and market research is distributed to and within universities. The research involved personal interviews with 15 librarian senior managers selected from 14 universities. The interviews with librarians provided insight into how AMSR could be distributed to university libraries and how it could be accessed. The findings highlight the role of university academics in specifying the content of marketing and market research. They focus on ‘real world’ management problems to deliver research with impact and relevant teaching. Therefore, they need company and industry information and are more likely to use current sources. The study maps the process of acquisition of marketing and market research content by universities and identifies the different roles involved in this process. The study is in line with the emerging literature that focuses on the role of education in explaining the relevance gap in marketing research. The study contrasts between the situation in the university market and industrial buying and adds to our understanding of the complexities associated with the distribution of the marketing research material. The result is expected to be a much sharper focus for the marketing of the archive material, leading to greater use of recent high-quality market research by marketing educators, and changes to marketing and market research syllabuses. This note provides insight into how suppliers (whether content generators, aggregators, packagers, or distributors of content) of market and marketing research should market to universities and ensure the use of their information resources by students and teachers and how they should. The findings of the study contribute to understanding customer needs and shaping a new service product proposition. In addition, the study provides insight into how university students and staff access and should access commercial research on marketing from the market research industry (in particular from the Archive of Market and Social Research) and use it in their learning, so that their knowledge will be more up to date and their employability will be increased. Adding several insights to the issue of distribution of marketing research material to universities. The paper relates to the marketing of information resources to universities, specifically to the work of the Archive of Market and Social Research, in marketing their information assets to universities, and more specifically the relationship between the “push” of suppliers, libraries, journal and textbook suppliers and information aggregators (such as EBSCO and JISC) and the pull coming from academic researchers and lecturers, who might use this information in their teaching and research. The present study can be seen as a classic case study of understanding buyer behavior, but in a modern world of information platforms, aggregation, and the digital economy. © 2020, © 2020 Taylor & Francis Group, LLC.","archive; information technology; library; managerial relevance; marketing education; Marketing research; purchasing; universities","","","","","","","","Adams R.J., Smart P., Huff A.S., Shades of grey: Guidelines for working with the grey literature in systematic reviews for management and organizational studies, International Journal of Management Reviews, 19, 4, pp. 432-454, (2017); Anderson K., Focusing on Value — 102 things journal publishers do (2018 Update), (2018); Baker S., Holt S., Making marketers accountable: A failure of marketing education?, Marketing Intelligence & Planning, 22, 5, pp. 557-567, (2004); Brennan R., Special Issue: The academic practitioner divide in marketing - myth or reality, Marketing Intelligence and Planning, 22, 5, (2004); Brennan R., Tzempelikos N., Wilson J., Improving relevance in B2B research: Analysis and recommendations, Journal of Business & Industrial Marketing, 29, 7-8, pp. 601-609, (2014); Bryman A., Bell E., Business research methods, (2015); Cordingley P., Research and evidence‐informed practice: Focusing on practice and practitioners, Cambridge Journal of Education, 38, 1, pp. 37-52, (2008); Danneels E., Lilien G.L., Doctoral programs in business-to-business marketing: Status and prospects, Journal of Business-to-Business Marketing, 5, 1-2, pp. 7-34, (1998); Deadrick D.L., Gibson P.A., An examination of the research–practice gap in HR: Comparing topics of interest to HR academics and HR professionals, Human Resource Management Review, 17, 2, pp. 131-139, (2007); Eisenhardt K.M., Building theories from case study research, Academy of Management Review, 14, 4, pp. 532-550, (1989); Ernst J., Cooperstein D.M., Dernoga M., Thought leadership: The next wave of differentiation in B2B marketing, Forrester Research, (2011); 15 more companies that no longer require a degree–Apply now, (2018); Gupta D., Savard R., Marketing libraries in a web 2.0 world, (2011); Huff A.S., 1999 presidential address: Changes in organizational knowledge production, Academy of Management Review, 25, 2, pp. 288-293, (2000); Huggings K.A., JME highlights current lack of digital marketing education, Social Media Magnet, April 1, 2019, (2019); Hughes T., Bence D., Grisoni L., O'Regan N., Wornham D., Marketing as an applied science: Lessons from other business disciplines, European Journal of Marketing, 46, 1-2, pp. 92-111, (2012); Hughes T., Stone M., Aravopoulou E., Tiu Wright L., Machtynger L., Academic research into marketing: Many publications, but little impact?, Cogent Business & Management, 5, 1, pp. 1-18, (2018); Hutt M.D., Speh T.W., Undergraduate education: The implications of cross-functional, relationships in business marketing–the skills of high-performing managers, Journal of Business-to-Business Marketing, 14, 1, pp. 75-94, (2007); Jaworski B.J., On managerial relevance, Journal of Marketing, 75, 4, pp. 211-224, (2011); Johnson R., Watkinson A., Mabe M., The STM Report. An overview of scientific and scholarly publishing. 1968–2018, (2018); Joseph-Richard P., Jessop T., A phenomenographic study of research informed teaching through the eyes of Masters’ students, Studies in Higher Education, pp. 1-15, (2018); Langan R., Cowley S., Nguyen C., The state of digital marketing in academia: An examination of marketing curriculum’s response to digital disruption, Journal of Marketing Education, 41, 1, pp. 32-46, (2019); Lee N., Greenley G., The theory-practice divide: Thoughts from the editors and senior advisory board of EJM, European Journal of Marketing, 44, 1-2, pp. 5-20, (2010); Lilien G.L., Bridging the academic–practitioner divide in marketing decision models, Journal of Marketing, 75, 4, pp. 196-210, (2011); McDonald M., Marketing died in the last decade, Interactive Marketing, 5, 2, pp. 144-159, (2003); McDonald M., The future of marketing: Brightest star in the firmament, or a fading meteor? Some hypotheses and a research agenda, Journal of Marketing Management, 25, 5-6, pp. 431-450, (2009); McGann J.G., 2018 global go to think tank index report, (2019); Miles M.B., Huberman A.M., Qualitative data analysis, (1994); Morais R., Stoy L., Borrell-Damian L., Big deals survey report: An updated mapping of major scholarly publishing contracts in Europe, (2019); Nunan D., The declining use of the term market research: An empirical analysis, International Journal of Market Research, 58, 4, pp. 503-522, (2016); Nunan D., Reflections on the future of the market research industry: Is market research having its ‘Kodak moment’?, International Journal of Market Research, 59, 5, pp. 553-555, (2017); Nunan D., Di Domenico M., Rethinking the market research curriculum, International Journal of Market Research, 61, 1, pp. 22-32, (2019); O'Brien C., Missing the mark: The digital marketing skills gap in the USA, UK, & Ireland, (2016); Ottesen G.G., Gronhaug K., Barriers to practical use of academic marketing knowledge, Marketing Intelligence & Planning, 22, 5, pp. 520-530, (2004); Pera R., Occhiocupo N., Clarke J., Motives and resources for value co-creation in a multi-stakeholder ecosystem: A managerial perspective, Journal of Business Research, 69, 10, pp. 4033-4041, (2016); Reibstein D.J., Day G., Wind J., Guest editorial: Is marketing academia losing its way?, Journal of Marketing, 73, 4, pp. 1-3, (2009); Workshop report–challenging the current business models in academic publishing: Accelerators and obstacles to the open access transition, (2018); Scimago journal and country rank (marketing selected), (2019); Sheoran M., Kumar D., Kumar V., Verma D., Understanding the trends of marketing research and its future directions: A citation analysis, The Bottom Line, 31, 3-4, pp. 191-207, (2018); Stern B.L., Tseng L.D., Do academics and practitioners agree on what and how to teach the undergraduate marketing research course?, Journal of Marketing Education, 24, 3, pp. 225-232, (2002); Stone M., Co-operation between academics and practitioners—hope for the future?, Journal of Direct, Data and Digital Marketing Practice, 15, 2, pp. 105-107, (2013); Stone M., Woodcock N., Ekinci Y., Aravopoulou E., Parnell B.D., SCHEMA: Information on marketing and customer engagement performance–reality versus dreams, The Bottom Line, 32, 1, pp. 98-116, (2019); Stott R.N., Stone M., Fae J., Business models in the business-to-business and business-to-consumer worlds–what can each world learn from the other?, Journal of Business & Industrial Marketing, 31, 8, pp. 943-954, (2016); Tracy S.J., Qualitative quality: Eight “big-tent” criteria for excellent qualitative research, Qualitative Inquiry, 16, 10, pp. 837-851, (2010); Tranfield D., Denyer D., Smart P., Towards a methodology for developing evidence‐informed management knowledge by means of systematic review, British Journal of Management, 14, 3, pp. 207-222, (2003); Yi Z., Effective techniques for marketing electronic resources, The Journal of Academic Librarianship, 44, 4, pp. 446-454, (2018); Yin R.K., Validity and generalization in future case study evaluations, Evaluation, 19, 3, pp. 321-332, (2013); Zott C., Amit R., Massa L., The business model: Theoretical roots, recent developments, and future research, (2010)","N. Tzempelikos; School of Management, Faculty of Business and Law, Anglia Ruskin University, Cambridge, SCI 708, East Road, CB1 1PT, United Kingdom; email: nektarios.tzempelikos@anglia.ac.uk","","Routledge","","","","","","1051712X","","","","English","J. Bus. Bus. Mark.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85085010303"
"Adeyinka-Ojo S.; Lee S.; Abdullah S.K.; Teo J.","Adeyinka-Ojo, Samuel (56113028900); Lee, Sean (55783225100); Abdullah, Shamsul Kamariah (57209575556); Teo, John (57216150510)","56113028900; 55783225100; 57209575556; 57216150510","Hospitality and tourism education in an emerging digital economy","2020","Worldwide Hospitality and Tourism Themes","12","2","","113","125","12","24","10.1108/WHATT-12-2019-0075","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082655866&doi=10.1108%2fWHATT-12-2019-0075&partnerID=40&md5=a9a05aab43cf0f5deb8b58411da710a4","Department of Marketing, Faculty of Business, Curtin University, Sarawak, Malaysia; School of Marketing, Faculty of Business and Law, Curtin University, Perth, Australia; Meritz Hotel and Bintang Megamall, Miri, Sarawak, Malaysia","Adeyinka-Ojo S., Department of Marketing, Faculty of Business, Curtin University, Sarawak, Malaysia; Lee S., School of Marketing, Faculty of Business and Law, Curtin University, Perth, Australia; Abdullah S.K., Department of Marketing, Faculty of Business, Curtin University, Sarawak, Malaysia; Teo J., Meritz Hotel and Bintang Megamall, Miri, Sarawak, Malaysia","Purpose: This paper addresses the strategic industry challenge relating to new education frameworks. The paper identifies key digital literacy and employability skills that students and educators need to develop to better understand and negotiate the changing, digitally focused landscape of the hospitality and tourism industry (HTI). Design/methodology/approach: Content analysis was conducted on relevant literature related to digital technologies and employability skills. In particular, the paper explores the role of digital literacy and employability skills in an emerging digital economy and the disruptive impacts on hospitality and tourism operations. Findings: There are three key findings related to digital literacy skills and technologies: industry practitioner perspectives, employability skills and experience economy services and disruptive digital innovations. These findings are conceptualised to craft an innovative framework for technology-driven hospitality and tourism curriculum development. The framework developed in this paper will be of interest to both hospitality and tourism educators and managers in the increasingly digitalized Malaysian HTI. Originality/value: This paper presents an innovative, collaborative framework for hospitality and tourism curriculum development in education and industry to identify and develop the required digital literacy and employability skills. © 2020, Emerald Publishing Limited.","Digital economy; Digital literacy skills; Employability skills; Hospitality and tourism education","","","","","","","","Abramova V., Pires F., Bernardino J., Open source vs proprietary project management tools, New Advances in Information Systems and Technologies, pp. 331-340, (2016); Adeyinka-Ojo S., A strategic framework for analysing employability skills deficits in rural hospitality and tourism destinations, Tourism Management Perspectives, 27, pp. 47-54, (2018); Alexis P., R-Tourism: Introducing the potential impact of robotics and service automation in tourism, Ovidius University Annals, Series Economic Sciences, 17, 1, pp. 211-216, (2017); Ali A., Murphy H., Nadkarni S., Hospitality employers’ perceptions of technology for sustainable development: the implications for graduate employability, Tourism and Hospitality Research, 18, 2, pp. 131-142, (2018); Azahar W., 37% of Malaysians feel they do not possess the right skills for digital economy, (2018); Batra A., Bridging the gap between tourism education, tourism industry and graduate employability: intricacies and emerging issues in Thailand, ABAC Journal, 36, 2, pp. 78-89, (2016); Berg B.L., An introduction to content analysis, Qualitative Research Methods for Thesocial Sciences, pp. 338-377, (2009); Buhalis D., O'Connor P., Opinion: IT in the tourism education curriculum, Tedqual/WTO THEMIS Publication, 3, 1, pp. 11-14, (2001); Buyya R., Yeo C.S., Venugopal S., Broberg J., Brandic I., Cloud computing and emerging IT platforms: vision, hype, and reality for delivering computing as the 5th utility, Future Generation Computer Systems, 25, 6, pp. 599-616, (2009); Camprubi R., Coromina L., Content analysis in tourism research, Tourism Management Perspectives, 18, pp. 134-140, (2016); Chen H., Chiang R.H., Storey V.C., Business intelligence and analytics: from big data to big impact, MIS Quarterly, 36, 4, (2012); Desai D., Sahu S., Sinha P.K., Role of dynamic capability and information technology in customer relationship management: a study of indian companies, Vikalpa: The Journal for Decision Makers, 32, 4, pp. 45-62, (2007); Duncan-Howell J., Digital mismatch: expectations and realities of digital competency amongst pre-service education students, Australasian Journal of Educational Technology, 28, 5, pp. 827-840, (2012); Elo S., Kyngas H., The qualitative content analysis process, Journal of Advanced Nursing, 62, 1, pp. 107-115, (2008); 10 Best restaurant management software for your business, (2019); Goldsmith A., Zahari M.S.M., Hospitality education in Malaysia: filling the skill gap, International Journal of Contemporary Hospitality Management, 6, 6, pp. 27-31, (1994); Govindarajan V., Kopalle P.K., Danneels E., The effects of mainstream and emerging customer orientations on radical and disruptive innovations, Journal of Product Innovation Management, 28, s1, pp. 121-132, (2011); Hardy C., Heeler P., Brooks D., Are high school graduates technologically ready for post-secondary education?, Journal of Computing Sciences in Colleges, 21, 4, pp. 52-60, (2006); Hedlin L., Allwood C.N., IT and strategic decision making, Industrial Management and Data Systems, 102, 3, pp. 125-139, (2002); Hsieh H.-F., Shannon S.E., Three approaches to qualitative content analysis, Qualitative Health Research, 15, 9, pp. 1277-1288, (2005); Hsu C.H., Xiao H., Chen N., Hospitality and tourism education research from 2005 to 2014: ‘is the past a prologue to the future?, International Journal of Contemporary Hospitality Management, 29, 1, pp. 141-160, (2017); Jarzabkowski P., Kaplan S., Strategy tools‐in‐use: a framework for understanding ‘technologies of rationality’ in practice, Strategic Management Journal, 36, 4, pp. 537-558, (2015); Kelly D., How global distribution systems provide access to travel, (2018); Kim H.H., Law R., Smartphones in tourism and hospitality marketing: a literature review, Journal of Travel and Tourism Marketing, 32, 6, pp. 692-711, (2015); Kim K., Oh S., Han J., Woo W., u-Contents: describing contents in an emerging ubiquitous virtual reality, Proceedings of IWUVR, 2009, pp. 9-12, (2009); Kumar K., Learning trends emerging in the digital economy age, (2018); Law R., Chan I.C.C., Wang L., A comprehensive review of mobile technology use in hospitality and tourism, Journal of Hospitality Marketing and Management, (2018); Law R., Leung R., Buhalis D., Information technology applications in hospitality and tourism: a review of publications from 2005 to 2007, Journal of Travel and Tourism Marketing, 26, 5-6, pp. 599-623, (2009); Le A.H., McDonald C.V., Klieve H., Hospitality higher education in Vietnam, Tourism Management Perspectives, 27, pp. 68-82, (2018); Leung D., Law R., Hoof H., Buhalis D., Social media in tourism and hospitality: a literature review, Journal of Travel and Tourism Marketing, 30, 1-2, pp. 3-22, (2013); Mei X.Y., Gaps in tourism education and workforce needs: attracting and educating the right people, Current Issues in Tourism, pp. 1-5, (2017); Mesaros D., Mandicak T., Mesarosova A., Hernandez M.F., Krsak B., Sidor C., Strba L., Molokac M., Hvizdak L., Blist'an P., Delina R., Use of augmented reality and gamification techniques in tourism, e-Review of Tourism Research, 13, 1-2, pp. 366-381, (2016); Malaysia education blueprint 2015 – 2025, (2015); Mohd Shariif N., Zainol Abidin A., Developing an index of the malaysian tourism and hospitality graduates competencies, International Journal of Business and Society, 16, 3, pp. 422-435, (2015); Mura P., Pahlevan Sharif S., Exploring rural tourism and sustainability in southeast Asia through the lenses of official tourism websites – a benchmarking exercise, Worldwide Hospitality and Tourism Themes, 7, 5, pp. 440-452, (2015); Nadkarni S., Information technology competencies in tourism management education, Information Technology and Tourism, 6, 1, pp. 47-54, (2003); Onder I., Treiblmaier H., Blockchain and tourism: three research propositions, Annals of Tourism Research, 72, C, pp. 180-182, (2018); What is hotel PMS?, (2019); Salvioni D., Hotel chains and the sharing economy in global tourism, SYMPHONYA Emerging Issues in Management, (2016); Shariman T.P.N.T., Razak N.A., Noor N.F.M., Digital literacy competence for academic needs: an analysis of Malaysian students in three universities, Procedia – Social and Behavioral Sciences, 69, pp. 1489-1496, (2012); Sigala M., Baum T., Trends and issues in tourism and hospitality higher education: visioning the future, Tourism and Hospitality Research, 4, 4, pp. 367-376, (2003); Hotel mythbusters: everything you need to know about property management systems, (2019); Sousa M.J., Rocha A., Skills for disruptive digital business, Journal of Business Research, (2018); End-user applications, (2012); Williams P., Hobson J.S.P., Virtual reality and tourism: fact or fantasy?, Tourism Management, 16, 6, pp. 423-427, (1995); Travel and tourism economic impact 2018: Malaysia, (2018); Yung R., Khoo-Lattimore C., New realities: a systematic literature review on virtual reality and augmented reality in tourism research, Current Issues in Tourism, pp. 1-26, (2017); Zeng B., Gerritsen R., What do we know about social media in tourism? A review, Tourism Management Perspectives, 10, pp. 27-36, (2014); Zeng D., Chen H., Lusch R., Li S.H., Social media analytics and intelligence, IEEE Intelligent Systems, 25, 6, pp. 13-16, (2010)","S. Adeyinka-Ojo; Department of Marketing, Faculty of Business, Curtin University, Sarawak, Malaysia; email: samuel.adey@curtin.edu.my","","Emerald Group Holdings Ltd.","","","","","","17554217","","","","English","Worldwide Hospitality and Tourism Themes","Article","Final","","Scopus","2-s2.0-85082655866"
"Pitan O.S.; Muller C.","Pitan, Oluyomi Susan (57190404406); Muller, Colette (56272971400)","57190404406; 56272971400","Students’ self-perceived employability (SPE): Main effects and interactions of gender and field of study","2020","Higher Education, Skills and Work-based Learning","10","2","","355","368","13","17","10.1108/HESWBL-03-2019-0040","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077045814&doi=10.1108%2fHESWBL-03-2019-0040&partnerID=40&md5=cad39faf1614bc88f8a3f745c44df113","School of Accounting, Economics and Finance, College of Law and Management Studies, Westville Campus, Durban, South Africa","Pitan O.S., School of Accounting, Economics and Finance, College of Law and Management Studies, Westville Campus, Durban, South Africa; Muller C., School of Accounting, Economics and Finance, College of Law and Management Studies, Westville Campus, Durban, South Africa","Purpose: To a prospective employee, self-perception is a vital component of employability; to better understand employability, an exploration of this essential component and its determinants is required. Besides investigating students’ perceptions of their likelihood of success in the graduate labour market, the purpose of this paper is to examine the main influence of gender and field of study and the interaction effects of these two independent variables on students’ self-perceived employability (SPE). Design/methodology/approach: Data for the study were collected from a sample of 402 final-year students, at two universities in South Africa using an adapted questionnaire. The 402 students comprised of 203 from University A and 199 from University B. In total, 166 were males and 236 females while 104 were from Management Studies, 102 from Education, 72 from Law and 124 from Science and Agriculture. The three stated hypotheses for the study were analysed using factorial ANOVA (2×4) and the Bonferroni post hoc multiple comparison test. Findings: The main effects of gender and field of study on SPE are both significant, but the interactions between them are not. Male students were found to demonstrate a higher level of SPE. For field of study, Education students demonstrated the highest level of SPE. Originality/value: The study shows that students, particularly those in their final year, may perceive themselves to be more employable, due to increased awareness of their improved human capital. In addition, both gender and field of study are important attributes affecting students’ SPE. The variations in SPE are indicative of students’ understanding and awareness of labour market realities, offering several implications for universities and all stakeholders of graduate employability. © 2019, Emerald Publishing Limited.","Factorial ANOVA; Field of study; Gender; Self-perceived employability; South Africa; University students","","","","","","South Wales; Society for Research into Higher Education, SRHE","The authors are grateful for helpful comments and feedback received from the employability, enterprise and graduate careers domain participants at the 2017 Society for Research into Higher Education (SRHE) Annual Research Conference at Celtic Manor, South Wales, United Kingdom.","Al-Harthi H.K., University student perceptions of the relationship between university education and the labour market in Egypt and Oman, Prospects, 41, 4, pp. 535-551, (2011); Allais S., Towards measuring the economic value of higher education: lessons from South Africa, Comparative Education, 53, 1, pp. 147-163, (2017); Anand R., Kothari S., Kumar N., South Africa: Labor Market Dynamics and Inequality, (2016); Bakari H., Hunjra A.I., Access to higher education: source of graduate employability and wellbeing, Journal of Education and Educational Developement, 5, 2, pp. 126-145, (2018); A proposal for undergraduate curriculum reform in South Africa: the case for flexible curriculum structure, task team on undergraduate curriculum structure, Council on Higher Education: Pretoria, (2013); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2017); Dacre Pool L., Qualter P., Emotional self-efficacy, graduate employability, and career satisfaction: testing the association, Australian Journal of Psychology, 65, 4, pp. 214-223, (2013); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education+Training, 49, 4, pp. 277-289, (2007); Donald W.E., Ashleigh M.J., Baruch Y., Students’ perceptions of education and employability: facilitating career transition from higher education into the labor market, Career Development International, 23, 5, pp. 513-540, (2018); Donald W.E., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: human capital, careers advice, and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2017); Fongwa S., Towards an expanded discourse on graduate outcomes in South Africa?, Education as Change, 22, 3, pp. 1-23, (2018); Goodman S., Tredway G., Antecedents of perceived graduate employability: a study of student volunteers in a community-based organisation, SA Journal of Industrial Psychology, 42, 1, pp. 1-10, (2016); Hultin M., Some take the glass escalator, some hit the glass ceiling? Career consequences of occupational sex segregation, Work and Occupations, 30, 1, pp. 30-61, (2003); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Katz-Gerro T., Yaish M., Higher education: is more better? Gender differences in labour market returns to tertiary education in Israel, Oxford Review of Education, 29, 4, pp. 571-592, (2003); Kirkwood D., Gender in South Africa: Background Note for the South Africa Systematic Country Diagnostic (English), (2018); Koloba H., Perceived employability of university students in South Africa. Is it related to employability skills?, International Journal of Social Sciences and Humanity Studies, 9, 1, pp. 73-90, (2017); Macha W., Kadakia A., Education in South Africa, (2017); Masinire A., Recruiting and retaining teachers in rural schools in South Africa: insight from a rural teaching experience programme (online), Australian and International Journal of Rural Education, 25, 1, pp. 1-13, (2015); Maxwell G.A., Broadbridge A., Generation Y graduates and career transition: perspectives by gender, European Management Journal, 32, 4, pp. 547-553, (2014); Mncayi N.P., The determinants of employment status of young graduates from a South African University, (2016); Monteiro S., Almeida L., Aracil A.G., Graduates’ perceptions of competencies and preparation for labour market transition: the effect of gender and work experience during higher education, Higher Education, Skills and Work-Based Learning, 6, 2, pp. 208-220, (2016); Moreau M.P., Leathwood C., Graduates’ employment and the discourse of employability: a critical analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); Muller C., Changes in labour market policy and the gender wage gap among part-time and full-time workers in South Africa, Interdisciplinary Journal of Economics and Business Law, 8, 3, pp. 25-51, (2019); O'Leary S., Graduates’ experiences of, and attitudes towards, the inclusion of employability-related support in undergraduate degree programmes; trends and variations by subject discipline and gender, Journal of Education and Work, 30, 1, pp. 84-105, (2017); Okay-Somerville B., Scholarios D., Position, possession or process? Understanding objective and subjective employability during university-to-work transitions, Studies in Higher Education, 42, 7, pp. 1275-1291, (2017); Pitan O.S., Employability development opportunities (EDOs) as measures of students’ enhanced employability, Higher Education Skills and Work-Based Learning, 6, 3, pp. 288-304, (2016); Pitan O.S., Towards enhancing university graduate employability in Nigeria, Journal of Sociology and Social Anthropology, 7, 1, pp. 1-11, (2016); Pitan O.S., Atiku S.O., Structural determinants of students’ employability: influence of career guidance activities, South African Journal of Education, 37, 4, pp. 1-13, (2017); Pitan O.S., Muller C., University reputation and undergraduates’ self- perceived employability: mediating influence of experiential learning activities, Higher Education Research and Development, 38, 6, pp. 1269-1284, (2019); Qenani E., MacDougall N., Sexton C., An empirical study of self-perceived employability: improving the prospects for student employment success in an uncertain environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Reimer D., Steinmetz S., Gender differentiation in Higher Education: educational specialization and labour market risks in Spain and Germany, (2007); Rogan M., Reynolds J., Schooling inequality, higher education and the labour market: evidence from a graduate tracer study in the Eastern Cape, South Africa, Development Southern Africa, 33, 3, pp. 343-360, (2016); Skosana I., Women teach and men lead? Gender inequality in South African schools examined, (2018); Quarterly labour force survey, Quarter 2: 2018, (2018); Thiele T., Singleton A., Pope D., Stanistreet D., Predicting students’ academic performance based on school and socio-demographic characteristics, Studies in Higher Education, 41, 8, pp. 1424-1446, (2016); Tomlinson M., Graduate employability: a review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Turner N.K., Development of self-belief for employability in higher education: ability, efficacy and control in context, Teaching in Higher Education, 19, 6, pp. 592-602, (2014); Van Der Berg S., Hofmeyr H., Education in South Africa: Background Note for the South Africa Systematic Country Diagnostic (English), (2018); Walker M., Student perceptions of employability and inclusive development: South Africa, International Higher Education: The British Council, (2015); Walker M., Fongwa S., Contextual and Policy Conditions, Universities, Employability and Human Development, pp. 1-28, (2017); Walker M., Fongwa S., Employability and conversion factors, Universities, Employability and Human Development, pp. 79-108, (2017)","O.S. Pitan; School of Accounting, Economics and Finance, College of Law and Management Studies, Durban, Westville Campus, South Africa; email: yomipitan@yahoo.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85077045814"
"Giorgi G.; León-Perez J.M.; Montani F.; Fernández-Salinero S.; Ortiz-Gómez M.; Ariza-Montes A.; Arcangeli G.; Mucci N.","Giorgi, Gabriele (7102507734); León-Perez, José M. (36169152800); Montani, Francesco (55560660700); Fernández-Salinero, Samuel (57203973548); Ortiz-Gómez, Mar (57210826234); Ariza-Montes, Antonio (57217331422); Arcangeli, Giulio (7005095885); Mucci, Nicola (6603832123)","7102507734; 36169152800; 55560660700; 57203973548; 57210826234; 57217331422; 7005095885; 6603832123","Fear of non-employability and of economic crisis increaseworkplace harassment through lower organizational welfare orientation","2020","Sustainability (Switzerland)","12","9","3876","","","","10","10.3390/su12093876","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085340977&doi=10.3390%2fsu12093876&partnerID=40&md5=3e2ea51d71124ca497655bc114da2ede","Department of Human Science, European University of Rome, Rome, 00163, Italy; Department of Social Psychology, Universidad de Sevilla, Sevilla, 41004, Spain; Department of Strategy, Management and Organizations, International University of Monaco, 98000, Monaco; Department of Psychology, Universidad Rey Juan Carlos, Madrid, 28933, Spain; Financial Economics and Accounting Department, Universidad Loyola Andalucía, Córdoba, 14004, Spain; Department of Management, Universidad Loyola Andalucía, Córdoba, 14004, Spain; Facultad de Administración y Negocios, Universidad Autónoma de Chile, Santiago, 425, Chile; Department of Experimental and Clinical Medicine, University of Florence, Florence, 50121, Italy","Giorgi G., Department of Human Science, European University of Rome, Rome, 00163, Italy; León-Perez J.M., Department of Social Psychology, Universidad de Sevilla, Sevilla, 41004, Spain; Montani F., Department of Strategy, Management and Organizations, International University of Monaco, 98000, Monaco; Fernández-Salinero S., Department of Psychology, Universidad Rey Juan Carlos, Madrid, 28933, Spain; Ortiz-Gómez M., Financial Economics and Accounting Department, Universidad Loyola Andalucía, Córdoba, 14004, Spain; Ariza-Montes A., Department of Management, Universidad Loyola Andalucía, Córdoba, 14004, Spain, Facultad de Administración y Negocios, Universidad Autónoma de Chile, Santiago, 425, Chile; Arcangeli G., Department of Experimental and Clinical Medicine, University of Florence, Florence, 50121, Italy; Mucci N., Department of Experimental and Clinical Medicine, University of Florence, Florence, 50121, Italy","There is a growing body of evidence suggesting that economic crisis is a preeminent stressor (i.e., economic stress) that may worsen working conditions and expose individuals to negative acts at work (i.e., workplace bullying). Following an occupational health perspective that considers contextual factors as risk factors for workplace bullying, this study aims to examine the mediation effects of organizational orientation to employee welfare in the economic stress-workplace bullying relationship. A cross-sectional study with the participation of 1004 Italian workers from several organizations was conducted. Our results indicate that economic stress (composed of two dimensions: fear of the economic crisis and perceived non-employability) is associated with workplace bullying through the total mediation of organizational orientation to employee welfare. These results have relevant implications for psychosocial risk assessment in turbulent times. © 2020 by the author.","Economic stress; Employability; Psychosocial risks; Workplace bullying; Workplace harassment","economic impact; financial crisis; health impact; occupational exposure; organizational framework; risk factor; welfare reform; working conditions; workplace","","","","","","","Zivin K., Paczkowski M., Galea S., Economic downturns and population mental health: Research findings, gaps, challenges and priorities, Psychol. Med., 41, pp. 1343-1348, (2011); Brenner M.H., Economic change and mental hospitalization-New-York State, 1910-1960, Soc. Psychiatry, 2, pp. 180-188, (1967); Brenner M.H., Relation of economic change to Swedish health and social well-being, 1950-1980, Soc. Sci. Med., 25, pp. 183-195, (1987); Chang S.S., Gunnell D., Sterne J.A., Lu T.H., Cheng A.T., Was the economic crisis 1997-1998 responsible for rising suicide rates in East/Southeast Asia? A time-trend analysis for Japan, Hong Kong, South Korea, Taiwan, Singapore and Thailand, Soc. Sci. Med., 68, pp. 1322-1331, (2009); Chang S.S., Stuckler D., Yip P., Gunnell D., Impact of 2008 global economic crisis on suicide: Time trend study in 54 countries, BMJ, 347, (2013); Sinclair R.R., Sears L.E., Probst T., Zajack M., A multilevel model of economic stress and employee well-being, Contemp. Occup. Health Psychol. Glob. Perspect. Res. Pract., 1, pp. 1-20, (2010); Shoss M.K., Probst T.M., Multilevel outcomes of economic stress: An agenda for future research, Role Econ. Crisis Occup. Stress Well Being Res. Occup. Stress Well Being, 10, pp. 43-86, (2012); Giorgi G., Shoss M.K., Leon-Perez J.M., Going beyond workplace stressors: Economic crisis and perceived employability in relation to psychological distress and job dissatisfaction, Int. J. Stress Manag., 22, (2015); Houdmont J., Kerr R., Addley K., Psychosocial factors and economic recession: The Stormont Study, Occup. Med., 62, pp. 98-104, (2012); Spurgeon A., 19 Bullying from a risk management perspective, Bullying and Emotional Abuse in the Workplace, (2002); Li W., Yang Y., Liu Z.H., Zhao Y.J., Zhang Q., Zhang L., Xiang Y.T., Progression of Mental Health Services during the COVID-19 Outbreak in China, Int. J. Biol. Sci., 16, pp. 1732-1738, (2010); Schaltegger S., Burritt R., Beske P., Seuring S., Putting sustainability into supply chain management, Supply Chain Manag. Int. J., 19, pp. 322-331, (2014); Giorgi G., Arcangeli G., Mucci N., Cupelli V., Economic stress in the workplace: The impact of fear of the crisis on mental health, Work, 51, pp. 135-142, (2015); Di Fabio A., Promoting Sustainable Development and Well-Being in a Culturally Diverse World, Keynote at the First International Cross-Cultural Conference ""Healthier Societies Fostering Healthy Organizations: A Cross-Cultural Perspective; University of Florence: Florence, (2017); Harvey M., Treadway D., Heames J.T., Duke A., Bullying in the 21st century global organization: An ethical perspective, J. Bus. Ethics, 85, (2009); Jain A., Leka S., Zwetsloot G., Corporate social responsibility and psychosocial risk management in Europe, J. Bus. Ethics, 101, pp. 619-633, (2011); Pfeffer J., Building sustainable organizations: The human factor, Acad. Manag. Perspect., 24, pp. 34-45, (2010); Peiro J.M., Sustainable Well-Being at Work, Proceedings of the Healthier Societies Fostering Healthy Organizations: A Cross-Cultural Perspective, (2017); Lind E.A., Van den Bos K., When fairness works: Toward a general theory of uncertainty management, Res. Organ. Behav., 24, pp. 181-224, (2002); Giorgi G., Arcangeli G., Cupelli V., Stress Questionnaire (SQ), (2013); Bond S.A., Tuckey M.R., Dollard M.F., Psychosocial safety climate, workplace bullying, and symptoms of posttraumatic stress, Organ. Dev. J., 28, (2010); Law R., Dollard M.F., Tuckey M.R., Dormann C., Psychosocial safety climate as a lead indicator of workplace bullying and harassment, job resources, psychological health and employee engagement, Accid. Anal. Prev., 43, pp. 1782-1793, (2011); Hobfoll S.E., Conservation of resources: A new attempt at conceptualizing stress, Am. Psychol., 44, (1989); Salin D., Ways of explaining workplace bullying: A review of enabling, motivating and precipitating structures and processes in the work environment, Hum. Relat., 56, pp. 1213-1232, (2003); Baillien E., Neyens I., DeWitte H., De Cuyper N., A qualitative study on the development of workplace bullying: Towards a three way model, J. Community Appl. Soc. Psychol., 19, pp. 1-16, (2009); O'Moore M., Seigne E., McGuire L., Smith M., Victims of workplace bullying in Ireland, Ir. J. Psychol., 19, pp. 345-357, (1998); Hoel H., Cooper C.L., Destructive Conflict and Bullying at Work, (2000); O'Moore M., Lynch J., Daeid N.N., The rates and relative risks of workplace bullying in Ireland, a country of high economic growth, Int. J. Manag. Decis. Mak., 4, pp. 82-95, (2003); Skogstad A., Matthiesen S.B., Einarsen S., Organizational changes: A precursor of bullying at work? Int, J. Organ. Theory Behav., 10, (2007); Giorgi G., Ando M., Arenas A., Shoss M.K., Leon-Perez J.M., Exploring personal and organizational determinants of workplace bullying and its prevalence in a Japanese sample, Psychol. Violence, 3, (2013); Nielsen M.B., Hetland J., Matthiesen S.B., Einarsen S., Longitudinal relationships between workplace bullying and psychological distress, Scand. J. Work Environ. Health, 38, pp. 38-46, (2012); Montani F., Leon-Perez J.M., Giorgi G., Shoss M.K., Appraisal of economic crisis, psychological distress, and work-unit absenteeism: A 1-1-2 model, J. Bus. Psychol., pp. 1-12, (2019); Einarsen S., Hoel H., Notelaers G., Measuring exposure to bullying and harassment at work: Validity, factor structure and psychometric properties of the Negative Acts Questionnaire-Revised, Work Stress, 23, pp. 24-44, (2009); Giorgi G., Arenas A., Leon-Perez J.M., An operative measure of workplace bullying: The negative acts questionnaire across Italian companies, Ind. Health, 49, (2011); Giorgi G., Lecca L.I., Ariza-Montes A., Di Massimo C., Campagna M., Finstad G.L., Mucci N., The dark and the light side of the expatriate's cross-cultural adjustment: A novel framework including perceived organizational support, work related stress and innovation, Sustainability, 12, (2020); Giorgi G., Dubin D., Perez J.F., Perceived organizational support for enhancing welfare at work: A regression tree model, Front. Psychol., 7, (2016); Anderson J.C., Gerbing D.W., Structural equation modeling in practice: A review and recommended two-step approach, Psychol. Bull., 103, (1988); Muthen L., Muthen B., Mplus User's Guide (1998-2010), (1998); Hu L., Bentler P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Struct. Equ. Modeling Multidiscip. J., 6, pp. 1-55, (1999); Akaike H., A new look at the statistical model identification, IEEE Trans. Autom. 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Methods, 40, pp. 879-891, (2008); Preacher K.J., Kelley K., Effect size measures for mediation models: Quantitative strategies for communicating indirect effects, Psychol. Methods, 16, (2011); Di Fabio A., The psychology of sustainability and sustainable development for well-being in organizations, Front. Psychol., 8, (2017); Ursin H., Eriksen H.R., The cognitive activation theory of stress, Psychoneuroendocrinology, 29, pp. 567-592, (2004); Lazarus R.S., Folkman S., Stress, Appraisal, and Coping, (1984); Brehm J.W., A Theory of Psychological Reactance, (1966); Neuman J.H., Baron R.A., Einarsen S., Hoel H., Zapf D., Cooper C., Social antecedents of bullying: A social interactionist perspective, Bullying and Harassment in the Workplace: Developments in Theory, Research, and Practice, pp. 201-225, (2011); Greenwi Marks M.L., De Meuse K.P., Resizing the organization: Maximizing the gain while minimizing the pain of layoffs, divestitures and closings, Organ. Dyn., 34, pp. 19-35, (2005); Samnani A., Singh P., Performance-enhancing compensation practices and employee productivity: The role of workplace bullying, Hum. Resour. Manag. Rev., 24, pp. 5-16, (2014); Peiro J.M., Bayona J.A., Caballer A., Di Fabio A., Importance of work characteristics affects job performance: The mediating role of individual dispositions on the work design-performance relationships, Pers. Individ. Differ., 157, (2020); McKibbin W.J., Fernando R., The Global Macroeconomic Impacts of COVID-19: Seven Scenarios. CAMA Working Paper No. 19/2020, (2020); Baldwin R., Keeping the lights on: Economic medicine for a medical shock, Macroeconomics, 20, (2020); Di Fabio A., Peiro J.M., Human Capital Sustainability Leadership to promote sustainable development and healthy organizations: A new scale, Sustainability, 10, (2018); De Cuyper N., Makikangas A., Kinnunen U., Mauno S., Witte H.D., Cross-lagged associations between perceived external employability, job insecurity, and exhaustion: Testing gain and loss spirals according to the conservation of resources theory, J. Organ. Behav., 33, pp. 770-788, (2012); Berntson E., Sverke M., Marklund S., Predicting perceived employability: Human capital or labour market opportunities? Econ, Ind. Democr., 27, pp. 223-244, (2008)","G. Giorgi; Department of Human Science, European University of Rome, Rome, 00163, Italy; email: prof.gabriele.giorgi@gmail.com","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85085340977"
"Monteiro S.; Ferreira J.A.; Almeida L.S.","Monteiro, Sílvia (55535083900); Ferreira, Joaquim Armando (7403252536); Almeida, Leandro S. (7102247228)","55535083900; 7403252536; 7102247228","Self-perceived competency and self-perceived employability in higher education: the mediating role of career adaptability","2020","Journal of Further and Higher Education","44","3","","408","422","14","19","10.1080/0309877X.2018.1542669","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059020277&doi=10.1080%2f0309877X.2018.1542669&partnerID=40&md5=981131b5ff3051fd8956a61d1ddcfbc5","Centro de Investigação em Educação, Universidade do Minho, Braga, Portugal; Faculdade de Psicologia e de Ciências da Educação, Universidade de Coimbra, Coimbra, Portugal","Monteiro S., Centro de Investigação em Educação, Universidade do Minho, Braga, Portugal; Ferreira J.A., Faculdade de Psicologia e de Ciências da Educação, Universidade de Coimbra, Coimbra, Portugal; Almeida L.S., Centro de Investigação em Educação, Universidade do Minho, Braga, Portugal","In a time where employability issues are at the top of political agendas and employment prospects represent the most important predictor of satisfaction with higher education, the question about how higher education institutions can better prepare their graduates for the labour market becomes increasingly important. Taking the career construction theory as its main theoretical framework, this study intends to explore the role of career adaptability as a mediating variable between competencies developed during higher education studies and perceived employability. The participants were 373 students attending the last year of master’s degree programmes, who completed the Career Adapt-Abilities Scale, the Self-Perceived Employability Scale, and a survey exploring students’ perceptions about their competencies at the end of their university programme. The results indicated that career adaptability has a mediating role between self-perceived competency and self-perceived employability. Although academic competencies represent a prerequisite for employability, the findings suggest that graduating students should also be equipped with career management resources to handle their own attributes and to transition smoothly into the current labour market. These findings are particularly important because they reveal how higher education institutions can foster the employability of graduates by integrating training opportunities in career management during graduation programmes. © 2018, © 2018 UCU.","career adaptability; graduates; self-perceived competency; Self-perceived employability; university","","","","","","CIEd  –  Research  Centre  on  Education, (UID/CED/1661/2013, UID/CED/1661/2016); MCTES-PT; Fundação para a Ciência e a Tecnologia, FCT, (SFRH/BPD/92331/2013)","This work was supported by the Fundação para a Ciência e a Tecnologia [SFRH/BPD/92331/2013] and  by  CIEd  –  Research  Centre  on  Education,  projects  UID/CED/1661/2013 and UID/CED/1661/2016, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT.","Alvarez P., Lopez Miguens M.J., Caballero G., Perceived Employability in University Students: Developing an Integrated Model, Career Development International, 22, 3, (2017); Arbuckle J.L., Amos (Version 23.0) [Computer Program, (2014); 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Dias D., Students’ Choices in Portuguese Higher Education: Influences and Motivations, European Journal of Psychology of Education, 28, 2, pp. 437-451, (2013); Duarte M.E., Soares M.C., Fraga S., Rafael M., Lima M.R., Paredes I., Agostinho R., Djalo A., Career Adapt-Abilities Scale-Portugal Form: Psychometric Properties and Relationships to Employment Status, Journal of Vocational Behavior, 80, 3, pp. 725-729, (2012); Dumulescu D., Balazsi R., Opre A., Calling and Career Competencies among Romanian Students: The Mediating Role of Career Adaptability, Procedia - Social and Behavioral Sciences, 209, pp. 25-32, (2015); Eden D., Aviram A., Self-Efficacy Training to Speed Reemployment: Helping People to Help Themselves, Journal of Applied Psychology, 78, 3, pp. 352-360, (1993); Regulation (EU) No 1296/2013 of the European Parliament and of the Council of 11 December 2013 on a European Union Programme for Employment and Social Innovation (“Easi”) and Amending Decision No 283/2010/EU Establishing a European Progress Microfinance F, (2013); 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Global Employment Trends for Youth: 2011 Update, (2011); Jackson D., Testing a Model of Undergraduate Competence in Employability Skills and Its Implications for Stakeholders, Journal of Education and Work, 27, 2, pp. 220-242, (2014); Jackson D., Wilton N., Perceived Employability among Undergraduates and the Importance of Career Self-Management, Work Experience and Individual Characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Johnston C.S., A Systematic Review of the Career Adaptability Literature and Future Outlook, Journal of Career Assessment, 43, 1, pp. 1-28, (2016); Kahn L.B., The Long-Term Labor Market Consequences of Graduating from College in a Bad Economy, Labour Economics, 17, 2, pp. 303-316, (2010); Kirschenbaum A., Mano-Negrin R., Underlying Labour Market Dimensions of “Opportunities”: The Case of Employee Turnover, Human Relations, 52, 10, pp. 1233-1255, (1999); Lafuente J., Martinez A., Palacio-Massotti C., Pardinas A.F., Satisfaction with Higher Education of Spanish Graduates in the pre-Bologna Era: A Mirror of Employment Conditions?, Journal of Further and Higher Education, 36, 4, pp. 519-534, (2012); 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Pool L.D., Sewell P., The Key to Employability: Developing a Practical Model of Graduate Employability, Education + Training, 49, 4, pp. 277-289, (2007); Porfeli E.J., Savickas M.L., Career Adapt-Abilities Scale-USA Form: Psychometric Properties and Relation to Vocational Identity, Journal of Vocational Behavior, 80, 3, pp. 748-753, (2012); Preacher K.J., Hayes A.F., Asymptotic and Resampling Strategies for Assessing and Comparing Indirect Effects in Multiple Mediator Models, Behavior Research Methods, 40, 3, pp. 879-891, (2008); Qenani E., MacDougall N., Sexton C., An Empirical Study of Self-Perceived Employability: Improving the Prospects for Student Employment Success in an Uncertain Environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Rajan A., Employability in the Finance Sector: Rhetoric Vs Reality, Human Resource Management Journal, 7, 1, pp. 67-78, (1997); Rocha M., Transferable Skills Representations in a Portuguese College Sample: Gender, Age, Adaptability and Vocational Development, European Journal of Psychology of Education, 27, 1, pp. 77-90, (2012); 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Lessons from a Comparative Graduate Survey, European Journal of Education, 42, 1, pp. 11-34, (2007); Tomlinson M., Graduate Employability and Student Attitudes and Orientations to the Labour Market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Tomlinson M., The Degree Is Not Enough: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Toutkoushian R.K., Paulsen M.B., Private and Social Returns to Higher Education. Economics of Higher Education, (2016); Tymon A., The Student Perspective on Employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining Perceived Employability: A Psychological Approach, Personnel Review, 43, 4, pp. 592-605, (2014); Watts A.G., Career Guidance Policy : An International Review, The Career Development Quarterly, 54, 1, pp. 66-76, (2005); Wittekind A., Raeder S., Grote G., A Longitudinal Study of Determinants of Perceived Employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010); Yorke M., Employability in Higher Education: What It Is–What It Is Not. Learning and Employability Series 1, (2004); Yorke M., Knight P., Embedding Employability into the Curriculum. Learning and Employability Series 1, (2004); Zikic J., Saks A.M., Job Search and Social Cognitive Theory: The Role of Career-Relevant Activities, Journal of Vocational Behavior, 74, 1, pp. 117-127, (2009)","S. Monteiro; Centro de Investigação em Educação, Universidade do Minho, Braga, Portugal; email: silviamonteiro@ie.uminho.pt","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","","Scopus","2-s2.0-85059020277"
"Padmaja C.V.; Srinivasulu Reddy P.; Sushma Raj S.","Padmaja, C.V. (55293182200); Srinivasulu Reddy, P. (57216094829); Sushma Raj, S. (55326120900)","55293182200; 57216094829; 55326120900","Learner centric approach – A paradigm of english language teaching","2020","International Journal of Scientific and Technology Research","9","3","","2042","2043","1","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082564194&partnerID=40&md5=1162193ae0eecefeac84944916d02137","Dept of English, GITAM School of Gandhian Studies, GITAM Univerity, Visakhapatnam, India","Padmaja C.V., Dept of English, GITAM School of Gandhian Studies, GITAM Univerity, Visakhapatnam, India; Srinivasulu Reddy P., Dept of English, GITAM School of Gandhian Studies, GITAM Univerity, Visakhapatnam, India; Sushma Raj S., Dept of English, GITAM School of Gandhian Studies, GITAM Univerity, Visakhapatnam, India","The ever growing need for communication skills in English demands a shift from teacher centric to learner centric approach, for today’s world requires equipping the learner with all the tools needed for effective communication. This involves the choice of refined language materials with which a learner can be comfortable with. Besides, good language skills and fluency in English have become the pre-requisite for employability. Today teaching of English is ‘need fulfilling’ activity. English has become the language of knowledge, language of information. No longer is learning of English examination centric but is knowledge centric and the learners should be exposed to varied language activities so that they have a hand on experience in using language. At this juncture Learner Centric Activities alone can involve all the learners in the learning process. The present paper focuses on some of these activities which yield results in class room and facilitate successful language learning. © 2020 IJSTR.","","","","","","","","","Aslam M., “Teaching of English, (2008); Blakeslee A.M., Bridging the work place and the academy: Teaching Professional Genres through class room-work place collaborations, In Technical Communication Quarterly, Spring, 10, 2, pp. 169-192, (2001); Breen M., Process Syllabuses for the language classroom, In C.Brumfit (Ed.).General English Syllabus Design, (1984); Communication Skills of Technical Students, (2002); Technical Writing and Professional Communication for Non Native Speakers of English, (1991); Hutchinson T., Waters A., English for Specific Purpose: A Learning-Cantered Approach, (1987)","","","International Journal of Scientific and Technology Research","","","","","","22778616","","","","English","Int. J. Sci. Technol. Res.","Article","Final","","Scopus","2-s2.0-85082564194"
"Shinde D.D.; Prasad R.","Shinde, Dnyandeo Dattatraya (57200032204); Prasad, Ramjee (7402378359)","57200032204; 7402378359","Triangular model: Ultimate regime to enhance efficacy in technical education","2020","Journal of Engineering Education Transformations","33","4","","64","69","5","1","10.16920/jeet/2020/v33i4/149610","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099560042&doi=10.16920%2fjeet%2f2020%2fv33i4%2f149610&partnerID=40&md5=b24729212ccb58cc2f3ae69077e499bf","Department of Mechanical Engineering, School of Engineering and Technology, Sandip University, Nashik, Maharashtra, India; Department of Business Development and Technology, Aarhus University, Herning, Denmark","Shinde D.D., Department of Mechanical Engineering, School of Engineering and Technology, Sandip University, Nashik, Maharashtra, India; Prasad R., Department of Business Development and Technology, Aarhus University, Herning, Denmark","The technical education in India is on radar due to the poor employability of the graduates. The enrollment of students in higher technological education is drastically reducing year by year. A survey conducted to focus on this issue in engineering institutes in India. The purpose is to examine the lacunas in the technical education system. Based on the analysis, the triangular model is suggested, which is the ultimate model to increase productivity in the Indian higher technical education system. Herein, we have performed the survey-based analysis for ~1800 students from three technical institutes belonging to two different Universities in Maharashtra. In this model, we have chosen three vertexes with free to consign anywhere during trials on students. The vertex is a student, faculty, and lastly productive academic environment. Although, to increase the overall efficiency of student and teacher, we have initiated the triangular model using power law. However, the power-law has a generalized innovative capsule to improve the valid coefficient rating, which automatically increases the number of technical skills towards students. © 2020, Rajarambapu Institute Of Technology. All rights reserved.","Employability; Higher technical education; Power-law; Sandip University; Triangular models","","","","","","","","Report A., Depart of Higher Education, (2017); (2014); Minds A., National Employability Report, Engineers Annual Report 2019, (2019); Dnyandeo Shinde, Srivastava M., Prasad R., An Initiative to Enhance Productivity in Higher Education (Technical) using Yoga, which interconnects human mind and body, 2018 Global Wireless Summit (GWS), pp. 190-193, (2018); All India Council of Technical Education, Annual Report & Audited Accounts 2015-16, (2017); Dattatraya Shinde Dnyandeo, Ahirrao S., Prasad R., Fishbone Diagram: Application to Identify the Root Causes of Student-Staff Problems in Technical Education, Wirel. Pers. Commun, 100, 2, pp. 653-6645, (2018); Sahu A., Shrivastava R. L., Shrivastava R. R., Key Factors Affecting The Effectiveness of Technical Education-An Indian Perspective, Proc. World Congr. Eng, II, pp. 2-6, (2008); I n t e r n a t i o n a l J o u r n a l o f Multidisciplinary Education and Research Higher education policies: The Indian experience since independence, Int. J. Multidiscip. Educ. Res, 1, 10, pp. 15-21, (2016); Owlia M. S., Aspinwall E. M., A framework for measuring quality in engineering education, Total Qual. Manag, 9, 6, pp. 501-518, (1998); Mendez J. A., Gonzalez E. J., A control system proposal for engineering education, Comput. Educ, 68, pp. 266-274, (2013); Zhang Y., Munir M. T., Yu W., Young B. R., A real-time approach to process control education with an open-ended simulation tool, Educ. Chem. Eng, 8, 3, pp. e105-e112, (2013); Gattie D. K., Kellam N. N.., Schramski J. R., Walther J., Engineering education as a complex system, Eur. J. Eng. Educ, 36, 6, pp. 521-535, (2011); Gupta B. L., Gupta M., Academic Excellence in Technical Institutions, Issues Ideas Educ, 1, 1, pp. 23-42, (2013); Patil A., Codner G., Accreditation of engineering education: review, observations, and proposal for global accreditation, Eur. J. Eng. Educ, 32, 6, pp. 639-651, (2007); W i k i p e d i a; Chen Y., Power-law distributions based on exponential distributions?: Latent scaling, spurious Zipf's law, and fractal rabbits, Fractals Complex Geom. Patterns, Scaling Nat. Soc, 23, 2, pp. 1-23, (2015)","D.D. Shinde; Department of Mechanical Engineering, School of Engineering and Technology, Sandip University, Nashik, Maharashtra, India; email: ddshinde14@gmail.com","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85099560042"
"Bozionelos N.; Lin C.-H.; Lee K.Y.","Bozionelos, Nikos (6701650986); Lin, Cai-Hui (57267530000); Lee, Kin Yi (57210463840)","6701650986; 57267530000; 57210463840","Enhancing the sustainability of employees' careers through training: The roles of career actors' openness and of supervisor support","2020","Journal of Vocational Behavior","117","","103333","","","","39","10.1016/j.jvb.2019.103333","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070804661&doi=10.1016%2fj.jvb.2019.103333&partnerID=40&md5=90e36602b69ee657910d1b8e90fefa26","EMLyon Business School, France; University of Queensland, Australia; The Open University of Hong Kong, Hong Kong","Bozionelos N., EMLyon Business School, France; Lin C.-H., University of Queensland, Australia; Lee K.Y., The Open University of Hong Kong, Hong Kong","Adopting a quasi-experimental design with four points in measurement, this study developed and tested a model whose variables represented key elements of the sustainable career process as captured in up-to-date thinking. The model posited that employees' openness to experience and supervisor support for training would lead to increases in employees' job performance and employability via learning as the result of an employer-sponsored training course. Training represented the contribution of the employer, who is the other key stakeholder in sustainable careers. The model was tested on 334 salespersons who attended an in-house job training course. Job performance and employability, as assessed by line managers, increased substantially and significantly following the training with respect to their pre-training levels, and learning as a result of the training mediated the relationships of openness to experience and supervisor support with the increases in job performance and employability. Contrary to expectations of a positive synergy, a substitution effect was found between openness and supervisor support in fostering learning as result of training, and subsequently, increases in job performance and employability. The study provided a comprehensive albeit short-term picture of the sustainable careers process as conceptualized in the theoretical literature. In addition, it illustrated the effectiveness of job training in the enhancement of employability. The implications of the study for theory and further research on sustainable careers and employability are discussed. © 2019 Elsevier Inc.","Conservation of resources theory; Employability; Job performance; Learning; Openness to experience; Process; Supervisor; Sustainable careers; Training","","","","","","","","Aguinis H., Kraiger K., Benefits of training and development for individuals and teams, organizations, and society, Annual Review of Psychology, 60, pp. 451-474, (2009); Akkermans J., Brenninkmeijer V., Schaufeli W.B., Blonk R.W.B., It's all about CareerSKILLS: Effectiveness of a career development intervention for young employees, Human Resource Management, 54, 4, pp. 533-551, (2015); Anseel F., Agile learning strategies for sustainable careers: A review and integrated model of feedback-seeking behavior and reflection, Current Opinion in Environmental Sustainability, 28, pp. 51-57, (2017); Antonacopoulou E.P., The paradoxical nature of the relationship between training and learning, Journal of Management Studies, 38, 3, pp. 327-350, (2001); Arteche A., Chamorro-Premuzic T., Ackerman P., Furnham A., Typical intellectual engagement as a byproduct of openness, learning approaches, and self-assessed intelligence, Educational Psychology, 29, 3, pp. 357-367, (2009); Arthur W., Bennett W., Edens P.S., Bell S.T., Effectiveness of training in organizations: A meta-analysis of design and evaluation features, Journal of Applied Psychology, 88, 2, pp. 234-245, (2003); Asparouhov T., Muthen B., Multivariate statistical modeling with survey data, Proceedings of the FCMS 2005 research conference, (2005); Asparouhov T., Muthen B., Multilevel modeling of complex survey data, Proceedings of the joint statistical meeting in Seattle, august 2006. 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Traning, (2016); West S.G., Taylor A.B., Wu W., Model fit and model selection in structural equation modeling, Handbook of structural equation modeling, pp. 209-231, (2012); Woo S.E., Chernyshenko O.S., Stark S.E., Conz G., Validity of six openness facets in predicting work behaviors: A meta-analysis, Journal of Personality Assessment, 96, 1, pp. 76-86, (2014); Xanthopoulou D., Bakker A.B., Demerouti E., Schaufeli W.B., Reciprocal relationships between job resources, personal resources, and work engagement, Journal of Vocational Behavior, 74, 3, pp. 235-244, (2009); Yoon J., Kayes D.C., Employees' self-efficacy and perception of individual learning in teams: The cross-level moderating role of team-learning behaviour, Journal of Organizational Behavior, 37, 7, pp. 1044-1060, (2016); Zhang J., Ziegler M., How do the big five influence scholastic performance? A big five-narrow traits model or a double mediation model, Learning and Individual Differences, 50, pp. 93-102, (2016)","N. Bozionelos; EMLyon Business School, Ecully, 23 avenue Guy de Collongue, CS 40203, 69134, France; email: bozionelos@em-lyon.com","","Academic Press Inc.","","","","","","00018791","","JVBHA","","English","J. Vocat. Behav.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85070804661"
"Sharma D.; Aggarwal D.","Sharma, Deepti (57208874575); Aggarwal, Deepshikha (57208584874)","57208874575; 57208584874","Technical graduates in India: Why self-development and employability are needed?","2020","International Journal of Scientific and Technology Research","9","3","","5563","5570","7","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082965259&partnerID=40&md5=5b9d753f0db7990b17267aec57f1c6c2","Jagan Institute of Management Studies, Rohini, Delhi, India","Sharma D., Jagan Institute of Management Studies, Rohini, Delhi, India; Aggarwal D., Jagan Institute of Management Studies, Rohini, Delhi, India","Education plays a dominant role in shaping one’s career and for the production of talented and skilful human capital for any country. The current research focuses on the impact of self-development and academic knowledge enhancement on the employability of technical graduates. The research is conducted on the data collected from both primary and secondary sources. The data was collected on various parameters but only some of the parameters were selected for the current research. The data was analysed and classified on the basis of three themes namely, placement, self-development and academic knowledge enhancement. Association rule mining is used to prove and show the results. © 2020 IJSTR.","","","","","","","","","2019, (2019); Express I., Only 47.38% Indian Graduates Employable, (2019); Khare M., Employment,Employability and Higher Education in India: The Missing Links, Higher Education for the Future, (2014); India Skills Report, (2019); Irfan Mushtaq S.N.K., Factors Affecting Students’ Academic, Global Journal of Management and Business Research, 12, 9, pp. 16-22, (2012); Nisha Arora N.S., Factors Affecting the Academic Performance of College Students,"" i-manager’s, Journal of Educational Technology, pp. 47-53, (2017); Hiluf Reda G.M., Investigating the Causes of Students’ Less Academic Performance in Engineering College of Debre Berhan University, American Journal of Theoretical and Applied Statistics, 7, 3, pp. 126-131, (2018); Syed Tahir Hijazi S.R.N., Factors Affecting Students’ Performance, Bangladesh E-Journal of Sociology, 3, 1, (2006); Yorke M., Employability in Higher Education: What It is—what It is Not, (2004); Hillage P.E., Employability: Developing a framework for policy analysis, Research Brief 85, (1998); Brown H.A., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Irfan Mushtaq S.N.K., Factors Affecting Students’ Academic, Global Journal of Management and Business Research, 12, 9, (2012)","","","International Journal of Scientific and Technology Research","","","","","","22778616","","","","English","Int. J. Sci. Technol. Res.","Article","Final","","Scopus","2-s2.0-85082965259"
"Hussain K.; Ragavan N.A.; Tang T.; Loong L.C.K.; Teare R.","Hussain, Kashif (8836127600); Ragavan, Neethiahnanthan Ari (56964110800); Tang, Thienming (57215873236); Loong, Low Chris Kam (57215874675); Teare, Richard (6602768115)","8836127600; 56964110800; 57215873236; 57215874675; 6602768115","Reflections on the theme issue outcomes: The way forward: how is Malaysian hospitality and tourism education working with industry?","2020","Worldwide Hospitality and Tourism Themes","12","2","","213","219","6","0","10.1108/WHATT-01-2020-0001","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082182986&doi=10.1108%2fWHATT-01-2020-0001&partnerID=40&md5=e985320afd09860d2ae762682acb75cd","Centre for Research and Innovation in Tourism/Faculty of Social Sciences and Leisure Management, Taylor's University, Subang Jaya, Malaysia; Faculty of Social Sciences and Leisure Management, Taylor's University, Subang Jaya, Malaysia; SEA Regional Office, Global University for Lifelong Learning, Banbury, United Kingdom; SWAG Consultancy, Subang Jaya, Malaysia; Managing Editor, Worldwide Hospitality and Tourism Themes, Bingley, United Kingdom","Hussain K., Centre for Research and Innovation in Tourism/Faculty of Social Sciences and Leisure Management, Taylor's University, Subang Jaya, Malaysia; Ragavan N.A., Faculty of Social Sciences and Leisure Management, Taylor's University, Subang Jaya, Malaysia; Tang T., SEA Regional Office, Global University for Lifelong Learning, Banbury, United Kingdom; Loong L.C.K., SWAG Consultancy, Subang Jaya, Malaysia; Teare R., Managing Editor, Worldwide Hospitality and Tourism Themes, Bingley, United Kingdom","Purpose: The purpose of this paper is to profile the Worldwide Hospitality and Tourism Themes theme issue “The way forward: how is Malaysian hospitality and tourism education working with industry?” with reference to the experiences of the theme editors and writing team. Design/methodology/approach: Structured questions were used to enable the theme editors to reflect on the rationale for the theme issue question, the starting point, the selection of the writing team and material and the editorial process. Findings: Malaysia’s hospitality and tourism industry is facing an acute shortage of skilled employees, accentuated by the fact that jobs in the industry are not broadly appealing to Malaysians. Practical implications: The hospitality and tourism industry in Malaysia wants to employ graduates with a professional attitude and mindset, and to secure this objective, a greater focus on work-based learning is needed. Originality/value: The paper draws on discussion and applied research to explore the hospitality and tourism industry–education collaboration in Malaysia and the ways in which employability and retention can be enhanced by a greater emphasis on work-based learning. © 2020, Emerald Publishing Limited.","Education; Hospitality and tourism; Industry; Lifelong learning; Malaysia; Work-based learning","","","","","","Ministry of Tourism; Kementerian Pendidikan Malaysia, KPM","Although much has been done by the Malaysia Centre for Tourism and Hospitality Education and other agencies to promote hospitality and tourism education in Malaysia, this initiative will need to be sustained, given the anticipated 600,000 new hospitality and tourism job opportunities in Malaysia in this decade. Further support from the Ministry of Education and the Ministry of Tourism, Arts and Culture is clearly needed. Finally, the strategic question “The way forward: How is Malaysian hospitality and tourism education working with industry?” could also be applied to other ASEAN nations, so that they are able to better understand how their hospitality and tourism education sector is working with the industry. ","","K. Hussain; Centre for Research and Innovation in Tourism/Faculty of Social Sciences and Leisure Management, Taylor's University, Subang Jaya, Malaysia; email: kashif.hussain@msn.com","","Emerald Group Holdings Ltd.","","","","","","17554217","","","","English","Worldwide Hospitality and Tourism Themes","Article","Final","","Scopus","2-s2.0-85082182986"
"Sikyr M.; Basmanova N.I.; Abrashkin M.","Sikyr, Martin (6507874752); Basmanova, Nina Ivanovna (56624541200); Abrashkin, Mikhail (56439995600)","6507874752; 56624541200; 56439995600","Comparison of study motivation and job expectations of Russian full-time and part-time university students","2020","International Journal of Educational Management","34","3","","549","561","12","1","10.1108/IJEM-05-2019-0166","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076601613&doi=10.1108%2fIJEM-05-2019-0166&partnerID=40&md5=881f37c0c5704f633081f128ad108b88","Czech Technical University in Prague, Prague, Czech Republic; Department of Applied Psychology, University of Technology, Moscow, Russian Federation; Department of Management, University of Technology, Moscow, Russian Federation","Sikyr M., Czech Technical University in Prague, Prague, Czech Republic; Basmanova N.I., Department of Applied Psychology, University of Technology, Moscow, Russian Federation; Abrashkin M., Department of Management, University of Technology, Moscow, Russian Federation","Purpose: The purpose of this paper is to present the results of the authors’ questionnaire survey focused on the comparison of study motivation and job expectations of full-time and part-time students of Russian universities and identify main problems of higher education and graduate employment and suggest their possible solutions. Design/methodology/approach: The authors’ questionnaire survey was conducted from March to October 2018. The respondents were full-time and part-time bachelor’s and master’s students from 30 regions across Russia. The relevant data were obtained from 1,051 students. The data analysis was based on the calculation of relative frequencies (as a share from the total number of respondents) and the evaluation of the dependence of responses on the form of study (full-time students and part-time students) using contingency tables and χ2 tests of independence. Findings: The results of the authors’ questionnaire survey support the assumption that the current generation of full-time and part-time students of Russian universities studies to succeed in the future. Surveyed university students certainly have a high motivation to study, but at the same time, they seem to have too high expectations about their future work and career, which can negatively affect their future success in their jobs if they do not have appropriate knowledge, skills and abilities. Originality/value: The results of the authors’ questionnaire survey show some unique tendencies in the Russian university students’ attitudes to study, work and career that are worth attention both from the point of view of universities and from the point of view of employers and their current approaches to the education and the employment of the current generation of young people. The results open up new possibilities for further research focused on the higher education and the employability of the new generation of work force. © 2019, Emerald Publishing Limited.","Higher education; Job expectation; Russian Federation; Study motivation; University students","","","","","","","","Akhmedjonov A., Do higher levels of education raise earnings in post-reform Russia?, Eastern European Economics, 49, 4, pp. 47-60, (2011); Bogdanov Y.V., Student motivation for learning: theory and practice, Terra Economicus, 311, 4-3, pp. 253-257, (2013); Bogoviz A., Lobova S., Ragulina J., Alekseev A., Evaluation of competitiveness of university with remote education, International Journal of Educational Management, 33, 3, pp. 470-477, (2019); Chuchkalova S.I., Fedorenko L.P., Employment motivation of graduates, Current Problems of the Humanities and Natural Sciences, 6, 2, pp. 213-215, (2015); Forrat N., The political economy of Russian higher education: why does Putin support research universities?, Post-Soviet Affairs, 32, 4, pp. 299-337, (2016); Froumin I., Kouzminov Y., Semyonov D., Institutional diversity in Russian higher education: revolutions and evolution, European Journal of Higher Education, 4, 3, pp. 209-234, (2014); Gadzhiev G.M., Ramazanov S.A., Maitkhanova K.D., Employment of graduates as an indicator of the effectiveness of the educational environment, Proceedings of Dagestan State Pedagogical University: Psychological and Pedagogical Sciences, 30, 1, pp. 57-64, (2015); Gbadamosi G., Evans C., Adebayo M., Multitasking, but for what benefit? The dilemma facing Nigerian university students regarding part-time working, Journal of Education and Work, 29, 8, pp. 956-979, (2016); Grencikova A., Spankova J., Karbach R., Current trends in enterprise employment policies in Slovak Republic, Actual Problems of Economics, 170, 8, pp. 293-301, (2015); Gushchina E., Factors, criteria, and determinants of the increase in the effectiveness of university education in Russia, International Journal of Educational Management, 31, 4, pp. 485-496, (2017); Hall R., The work-study relationship: experiences of full-time university students undertaking part-time employment, Journal of Education and Work, 23, 5, pp. 439-449, (2010); Hedvicakova M., Unemployment and effects of the first work experience of university graduates on their idea of a job, Applied Economics, 50, 31, pp. 3357-3363, (2018); Hordosy R., Clark T., Vickers D., Lower income students and the ‘double deficit’ of part-time work: undergraduate experiences of finance, studying and employability, Journal of Education and Work, 31, 4, pp. 353-365, (2018); Kolari S., Savander-Ranne C., Viskari E.L., Do our engineering students spend enough time studying?, European Journal of Engineering Education, 31, 5, pp. 499-508, (2006); Kucharcikova A., Miciak M., Hitka M., Evaluating the effectiveness of investment in human capital in e-business enterprise in the context of sustainability, Sustainability, 10, 9, pp. 1-23, (2018); Lairio M., Puukari S., Kouvo A., Studying at university as part of student life and identity construction, Scandinavian Journal of Educational Research, 57, 2, pp. 115-131, (2013); Lebedinski L., Vandenberghe V., Assessing education’s contribution to productivity using firm-level evidence, International Journal of Manpower, 35, 8, pp. 1116-1139, (2014); Lyapina I., Sotnikova E., Lebedeva O., Makarova T., Skvortsova N., Smart technologies: perspectives of usage in higher education, International Journal of Educational Management, 33, 3, pp. 454-461, (2019); Melkumyan E., Pavlyutkin I., Prutskova E., Civic effects of higher education in Russia: religiosity, social capital and the ‘pure teaching effect’ of educational programmes, Tertiary Education and Management, 21, 3, pp. 215-228, (2015); Mikhalkina E.V., University graduates in the labor market: an overview of current trends (an example of the labor market in the Rostov region), International Science Journal, 36, 1, pp. 49-53, (2014); Miles P., Peterson M., Miles G., Bement D., Higher education: exploring productivity over time, Journal of Applied Research in Higher Education, 10, 4, pp. 534-546, (2018); Minina E., Quality revolution in post-Soviet education in Russia: from control to assurance?, Journal of Education Policy, 32, 2, pp. 176-197, (2017); Minina E., Money versus the soul: neoliberal economics in the education modernisation reform in post-soviet Russia, Globalisation, Societies and Education, 16, 4, pp. 435-452, (2018); Monitoring graduate employment, (2016); The number of students and graduates of educational institutions that carry out educational activities on educational programs of higher education for the 2017/18 academic year, (2018); Nauffal D., Skulte-Ouaiss J., Quality higher education drives employability in the Middle East, Education + Training, 60, 9, pp. 1057-1069, (2018); Ngware M., A critical assessment of ‘higher education and economic development: the importance of building technological capabilities’, Annual Review of Comparative and International Education 2016 (International Perspectives on Education and Society), 30, pp. 201-219, (2016); Osipian A.L., Will bribery and fraud converge? Comparative corruption in higher education in Russia and the USA, Compare: A Journal of Comparative and International Education, 44, 2, pp. 252-273, (2014); Ovsiannikov A.A., The potential of the modernization of higher education in Russia. The communications of competences of college professors and students, Russian Education and Society, 55, 3, pp. 34-67, (2013); Pastore F., To study or to work? Education and labor-market participation of young people in Poland, Eastern European Economics, 50, 3, pp. 49-78, (2012); Porter L., Lawler E., Managerial Attitudes and Performance, (1968); Pugach V.F., Mobile students in Russia’s higher education, Russian Education and Society, 54, 4, pp. 32-46, (2012); Richardson M., Evans C., Gbadamosi G., Funding full-time study through part-time work, Journal of Education and Work, 22, 4, pp. 319-334, (2009); Richardson M., Evans C., Gbadamosi G., The work–study nexus: the challenges of balancing full-time business degree study with a part-time job, Research in Post-Compulsory Education, 19, 3, pp. 302-309, (2014); Roshchin S., Rudakov V., Patterns of student employment in Russia, Journal of Education and Work, 30, 3, pp. 314-338, (2017); Sycheva V.O., Graduates’ employment: challenges and solutions, Bulletin of the Volga Institute of Management, 4, 55, pp. 91-97, (2016); Tskhadadze N.V., Tedeeva A.V., The problem of employment of graduates of Russian universities, International Scientific and Practical Conference “Trends in the Development of Economics and Management, (2014); Upadhyay J., Tiwari S., Ghimire D., Disparity in higher education: a case for Nepal, Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning), 12, pp. 65-79, (2018); Vroom V.H., Work and Motivation, (1964); Williams R., Rassenfosse G., Jensen P., Marginson S., The determinants of quality national higher education systems, Journal of Higher Education Policy and Management, 35, 6, pp. 599-611, (2013); Cherednichenko G.A., Distance learning as compared to full-time programs in higher education (based on Russia’s official statistics), Educational Studies, 54, 1, pp. 254-282, (2018)","M. Abrashkin; Department of Management, University of Technology, Moscow, Russian Federation; email: abrashkinms@mail.ru","","Emerald Group Holdings Ltd.","","","","","","0951354X","","","","English","Int. J. Educ. Manage.","Article","Final","","Scopus","2-s2.0-85076601613"
"Huang Y.-M.; Hsieh M.-Y.","Huang, Yueh-Min (8630348700); Hsieh, Ming-Yuan (35368635300)","8630348700; 35368635300","An interdisciplinary research on students’ employability in technology education to advance higher education enrollment sustainability","2020","Sustainability (Switzerland)","12","5","1806","1","16","15","21","10.3390/su12051806","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087449036&doi=10.3390%2fsu12051806&partnerID=40&md5=4e2e186442f844fb17a5e55439c7fec4","Department of Engineering Science, National Cheng Kung University, Tainan City, 70101, Taiwan; Department of International Business, National Taichung University of Education, Taichung City, 40306, Taiwan","Huang Y.-M., Department of Engineering Science, National Cheng Kung University, Tainan City, 70101, Taiwan; Hsieh M.-Y., Department of International Business, National Taichung University of Education, Taichung City, 40306, Taiwan","Nowadays, with respect to the rapid development of technology education, the rigorous issue of students’ employability, and the swift awareness of University Social Responsibility (USR), a majority of higher education institutions have necessarily dedicated themselves to discovering the most effective sustainable strategies in order to survive in the current hyper-competitive and low birthrate era. Therefore, this research creatively employed the Social Cognitive Theory (SCT) to interdisciplinarily and mutually assay the correlationships among technology education, students’ employability, and institutions’ developmental sustainability. Further, it also cross-applied and consolidated the Factor Analysis (FA) approach and the Entropy Analysis (EA) model to comprehensively probe in-depth into the results from a large-scale questionnaire completed by various experts in order to delve into the most critical determinants of students’ employability in technology education to advance higher education enrollment sustainability. As a result, the most valuable finding of this research is to directly point out “poverty, unemployment, and educational equitability” as the three most materially considered factors by students during their higher education institution selection process. As a result, higher education institutions have necessarily developed the Concurrent Usages Convenience Technological Feature (CUCTF, Information Immediacy Usability Openness Technological Feature (IIUOTF), Course-Professionalization Technology Assessment (CPTA), and Course-evaluation Technology Analysis System (CTAS) of technology education to strengthen the covered Self-control Capability (SCC), Communication Expression Ability (CEA), Active Attitude and Ambition (AAA), and Problem-solving Ability (PSA) of students’ employability to interdisciplinarily explore the most critical determinants of students’ employability in technology education to advance higher education enrollment sustainability. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Higher education enrollment sustainability; Social cognitive theory (SCT); Students’ employability; Technology education","education; employment; higher education; institutional framework; interdisciplinary approach; questionnaire survey; student; sustainability","","","","","Ministry of Science and Technology, Taiwan, MOST, (107-2420-H-002-007-MY3-Y10909, 108-2511-H-142-009)","Funding: Ministry of Science and Technology, Taiwan: MOST 108-2511-H-142-009. Technology, Taiwan: MOST 107-2420-H-002-007-MY3-Y10909.","Aleixo A.M., Azeiteiro U.M., Leal S., The implementation of sustainability practices in Portuguese higher education institutions, Int. J. Sustain. High. Educ, 19, pp. 146-178, (2018); Alshuwaikhat H.M., Abubakar I., An integrated approach to achieving campus sustainability: Assessment of the current campus environmental management practices, J. Clean. Prod, 16, pp. 1777-1785, (2008); Amaral L.P., Martins N., Gouveia J.B., Quest for a sustainable university: A review, Int. J. Sustain. High. Educ, 16, pp. 155-172, (2015); Davies D., Rogers M., Pre-Service Primary Teachers’ Planning for Science and Technology Activities: Influences and Constraints, Res. Sci. Technol. Educ, 18, pp. 215-225, (2000); Gagel C., Technology Profile: An Assessment Strategy for Technological Literacy, J. Technol. Stud, 30, pp. 38-44, (2004); Barth M., Godemann J., Rieckmann M., Developing key competencies for sustainable development in higher education, Int. J. Sustain. High. Educ, 8, pp. 416-430, (2007); Hsieh M.Y., Employing MCDM methodology to verify correlationship between social media and service quality in the dynamic m-commerce era, J. Internet Technol, 19, pp. 225-239, (2018); Disterheft A., Caeiro S., Azeiteiro U.M., Filho W.L., Sustainability Science and Education for Sustainable Development in Universities: A Way for Transition, Sustainability Assessment Tools in Higher Education Institutions: Mapping Trends and Good Practices Around the World, pp. 3-28, (2013); Grindsted T.S., Sustainable universities: From declarations on sustainability in higher education to national law, Environ. Econ, 2, pp. 29-36, (2011); Moore T., Morton J., The myth of job readiness? Written communication, employability, and the “skills gap” in higher education, Stud. High. Educ, 42, pp. 591-609, (2017); Moreau M.-P., Leathwood C., Graduates’ employment and the discourse of employability: A critical analysis, J. Educ. Work, 19, pp. 305-324, (2006); Tomlinson M., Graduate employability: A review of conceptual and empirical themes, High. Educ. Policy, 25, pp. 407-431, (2012); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Educ. Train, 59, pp. 338-352, (2017); Liou P.Y., Developing an Instrument for Assessing Students’ Concepts of the Nature of Technology, Res. Sci. Technol. Educ, 33, pp. 162-181, (2015); McCormick R., Issues of Learning and Knowledge in Technology Education, Int. J. Technol. Des. Educ, 14, pp. 21-44, (2004); Norman E., The Nature of Technology for Design, Int. J. Technol. Des. Educ, 8, pp. 67-87, (1998); Rasinen A., An Analysis of the Technology Education Curriculum of Six Countries, J. Technol. Educ, 15, pp. 31-47, (2003); Rauscher W., The Technological Knowledge Used by Technology Education Students in Capability Tasks, Int. J. Technol. Des. Educ, 21, pp. 291-305, (2011); Gibson K., Technology and Technological Knowledge: A Challenge for School Curricula, Teach. Teach, 14, pp. 3-15, (2008); Lally V., Sharples M., Tracy F., Bertram N., Masters S., Researching the Ethical Dimensions of Mobile, Ubiquitous and Immersive Technology Enhanced Learning (MUITEL): A Thematic Review and Dialogue, Interact. Learn. Environ, 20, pp. 217-238, (2012); Hsieh M.Y., The most potential principles of social media, Comput. Electr. Eng, 51, pp. 376-388, (2016); Hsieh M.Y., SoLoMo Technology: Exploring the Most Critical Determinants of SoLoMo Technology in the Contemporary Mobile Communication Technology Era, J. Ambient Intell. Humaniz. Comput, 9, pp. 307-318, (2018); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Stud. High. Educ, 38, pp. 538-554, (2013); Jackson D., Re-conceptualising graduate employability: The importance of pre-professional identity, High. Educ. Res. Dev, 35, pp. 925-939, (2016); Hsieh M.Y., The Application of the SCT and the ANP Model to Refine the Most Critical ICT Determinants in Minimizing the Digital Divide, Math. Probl. Eng, 1, pp. 1-8, (2014); Bartlett M.S., Test of significance in factor analysis, Br. J. Psychol, 3, pp. 77-85, (1950); Conway J.M., Huffcutt A.I., A review and evaluation of exploratory factor analysis practices in organizational research, Organ. Res. Methods, 6, pp. 147-168, (2003); Carrillo J.A., Jungel A., Markowich P.A., Toscani G., Unterreiter A., Entropy dissipation methods for degenerate parabolic problems and generalized Sobolev inequalities, Monatsh. Math, 133, pp. 1-82, (2001); Yamamoto M., Sugiyama Y., Asymptotic behavior of solutions to the drift-diffusion equation with critical dissipation, Ann. H. Poincar’e, 17, pp. 1331-1352, (2016); Wolff R., Booth M., Bridging the gap: Creating a new approach for assuring 21st century employability skills, Chang Mag. High. Learn, 49, pp. 51-54, (2017); McQuaid R.W., Lindsay C., The concept of employability, Urban Stud, 42, pp. 197-219, (2005); Shaw K., Education and Technological Capability Building in the Gulf, Int. J. Technol. Des. Educ, 12, pp. 77-91, (2002); Stevenson J., Developing Technological Knowledge, Int. J. Technol. Des. Educ, 14, pp. 5-19, (2004); Subia G., Lepon M., Cumbe M., Marcos M., Cruz J., Vocational Technological Education Teachers on Facing Challenges of the Restructured Curriculum, Saudi J. Eng. Technol, 3, pp. 198-203, (2018); Williams A., Williams P.J., Problem-Based Learning: An Appropriate Methodology for Technology Education, Res. Sci. Technol. Educ, 15, pp. 91-103, (1997); Bennett D., Assessing quality in higher education, Lib. Educ, 87, pp. 40-45, (2001); Gorsuch R.L., Common factor analysis versus component analysis: Some well and little known facts, Multivar. Behav. Res, 25, pp. 33-39, (1990); Hsieh M.Y., Hsu Y.C., Lin C.T., Risk assessment in new software development projects at the front end: A fuzzy logic approach, J. Ambient Intell. Humaniz. Comput, 9, pp. 295-305, (2018); Hsieh M.Y., The Most Sustainable Niche Principles of Social Media Education in A Higher Education Contracting Era, Sustainability, 12, (2020)","M.-Y. Hsieh; Department of International Business, National Taichung University of Education, Taichung City, 40306, Taiwan; email: cpawisely@mail.ntcu.edu.tw","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85087449036"
"Nagaraja Kumar M.; Prasantha Kumar N.S.","Nagaraja Kumar, M. (57216528926); Prasantha Kumar, N.S. (57204101861)","57216528926; 57204101861","Relevance and significance of technical communication course contents: A critical evaluation in the State of Andhra Pradesh","2020","International Journal of Advanced Science and Technology","29","7 Special Issue","","1428","1435","7","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083775899&partnerID=40&md5=2fe39f4381e790f11500d610259db6b7","Department of English (SSL), Vellore Institute of Technology, Vellore, Tamil Nadu, India","Nagaraja Kumar M., Department of English (SSL), Vellore Institute of Technology, Vellore, Tamil Nadu, India; Prasantha Kumar N.S., Department of English (SSL), Vellore Institute of Technology, Vellore, Tamil Nadu, India","In this world of gizmos, Master of Computer Application students are in dire need of enhancing their career opportunities and job prospects, possessing good communication and employability skills to achieve success in campus drives. To meet this demand, Technical Communication course in a three year MCA programme is viewed in a positive perspective in terms of reaching their goals and reducing the unemployment rate among Computer Application graduates. Against this backdrop, the present study specifically aimed at critically examining the Course Contents of the Technical Communication course for MCA programme in select institutions of Andhra Pradesh. Structured questionnaire has been administered to major stakeholders (i.e. students and faculty) to collect the data which is further analyzed both quantitatively and qualitatively. Making use of the descriptive analysis and frequency distribution method, the results and recommendations are provided to the respective university officials to customize the course contents of Technical Communication course as per the students’ and industry needs. © 2020 SERSC.","Analysis and findings; Course contents; Employability skills; Grammar and vocabulary; Job opportunities; Technical communication","","","","","","","","Allen P., Widdowson H., ESP: The Present Position, (1974); Cunningsworth A., Evaluating and Selecting EFL Teaching Materials, (1984); Davies A., Choosing Your Course Book.London, (1984); Dudley-Evans T., St. John M.J., Developments in ESP: A Multi-Disciplinary Approach, (1998); Hutchinson T., Waters A., English for Specific Purposes: A Learning Centered Approach, (1987); Mackay R., Bosquet M., LSP Curriculum Development – from Policy to Practice. Language for Specific Purposes: Programme Design and Evaluation, (1981); Munby J., Communicative Syllabus Design, (1978); Parlet M., Hamilton D., Evaluation as Illumination, (1972); Richards J.C., Curriculum Development in Language Teaching, (2001); Richterich R., Chancerel J.L., Identifying the Needs of Adults Learning a Foreign Language, (1977)","","","Science and Engineering Research Support Society","","","","","","20054238","","","","English","Int. J. Adv. Sci. Technol.","Article","Final","","Scopus","2-s2.0-85083775899"
"Okolie U.C.; Nwajiuba C.A.; Binuomote M.O.; Ehiobuche C.; Igu N.C.N.; Ajoke O.S.","Okolie, Ugochukwu Chinonso (57195417537); Nwajiuba, Chinyere Augusta (7801367933); Binuomote, Michael Olayinka (57214220416); Ehiobuche, Christian (57215905138); Igu, Ntasiobi Chikezie Nwankwo (57215071917); Ajoke, Ogungboyega Suliyat (57215903081)","57195417537; 7801367933; 57214220416; 57215905138; 57215071917; 57215903081","Career training with mentoring programs in higher education: Facilitating career development and employability of graduates","2020","Education and Training","62","3","","214","234","20","27","10.1108/ET-04-2019-0071","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082324235&doi=10.1108%2fET-04-2019-0071&partnerID=40&md5=48bd3d54a0ffa1363c445763b39c1a30","Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria; Metropolitan College of New York, New York, NY, United States; University of Ilorin, Faculty of Education, Ilorin, Nigeria","Okolie U.C., Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria; Nwajiuba C.A., Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria; Binuomote M.O., Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria; Ehiobuche C., Metropolitan College of New York, New York, NY, United States; Igu N.C.N., Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria; Ajoke O.S., University of Ilorin, Faculty of Education, Ilorin, Nigeria","Purpose: This study explores how career training with mentoring (CTM) programs work in Nigerian higher education (HE) institutions to foster students' career development and employability of graduates. It also explores how Nigerian HE curriculum can be adequately used to facilitate CTM as well as possible constraints to effective implementation of CTM programs in Nigerian HE institutions. Design/methodology/approach: The study draws on interviews with well-qualified and experienced experts from six Nigerian public universities (each from the 6 geo-political zones of Nigeria), and 20 industries also within the same 6 geo-political zones of Nigeria that were selected for this study using a purposeful sampling technique. The study interviewed 33 experts comprising 21 senior academics at Nigerian universities and 12 industry executives to reveal substantial information about CTM programs in Nigerian HE institutions. Findings: Drawing on the three key themes that emerged during the thematic analysis and linked to social cognitive career theory, it is clear that participants are convinced that CTM can enhance clarity about students' career ambitions, career interests, personal development plans and employability. Findings show that there are some career-related programs or activities that Nigerian HE students are presented with, but the programs have not been effective as to offer graduates quality career guidance and employability skills that employers demand. Acknowledging these, participants recommend establishing CTM centres in all Nigerian HE institutions to provide students with the opportunity to receive quality career advice, coaching and mentoring services while schooling. Practical implications: The findings of this study shed light on varying resources required to cope with the demands of labour market in terms of supply of competent workforce that can contribute to Nigeria's economic growth and development. The findings are highly relevant for Nigeria and other developing countries' policy and research initiatives that aim to promote social inclusion and equity and improve better working conditions for all. The findings also have implications for career development and employability of HE graduates in developing world context. Originality/value: Understanding the role that CTM programs can play in facilitating career development and graduate employability can arguably be of importance within the developing world context. This study, therefore, provides significant suggestions on how to build sustained HEIs and labour market partnership to foster career development and employability of HE graduates through establishing CTM centres in every Nigerian HE institutions. © 2020, Emerald Publishing Limited.","Career Behaviour; Career Mentoring; Career Mentorship; Career Training with Mentoring; Employability","","","","","","","","Akerejola R., Information for Student's Industrial Work Experience Scheme, (2004); Bandele S.O., Faremi Y.A., An investigation into the challenges facing the implementation of technical college curriculum in South West Nigeria, Journal of Education and Practice, 3, 16, pp. 14-20, (2012); Bergmo-Prvulovic I., Social representations of career - anchored in the past, conflicting with the future, Papers on Social Representations, 22, 1, pp. 1411-1427, (2013); Bernard H.R., Social Research Methods, (2000); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, pp. 77-101, (2006); Chen C.P., Lalovic A., Career development for doctoral and postdoctoral trainees in Canada, Australian Journal of Career Development, 28, 3, pp. 167-173, (2019); Chukwu B., Igwe A., Reducing graduate unemployment through entrepreneurship development: the Nigerian experience, African Journal of Social Sciences, 2, 4, pp. 139-152, (2012); Cranmer S., Enhancing graduate employability: best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Creswell J.W., Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, (2013); De la Harpe B., Radloff A., Wyber J., Quality and generic (professional) skills, Quality in Higher Education, 6, 3, pp. 231-243, (2000); Ekong U.M., Ekong C.U., Skills acquisition and unemployment reduction in Nigeria: a case study of national directorate of employment in Akwa Ibom state, International Journal of Economics and Management Science, 5, 4, pp. 1-10, (2016); Job vacancy statistics, (2018); Eze C.P., Empowering the youth through technical and vocational education: a panacea for sustainable national development, Unizik Orient Journal of Education, 7, 1, pp. 59-64, (2013); Floersch J., Longhofer J.L., Kranke D., Townsend L., Integrating thematic, grounded theory and narrative analysis: a case study of adolescent psychotropic treatment, Qualitative Social Work: Research and Practice, 9, 3, pp. 407-425, (2010); Fugate M., Kinicki A.J., Ashforth B.E., Employability: a psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Gibbert M., Ruigrok W., Wicki B., What passes as a rigorous case study?, Strategic Management Journal, 29, 13, pp. 1465-1474, (2008); Towards a Knowledge Society: Tertiary Education Policy, (2008); Guest G., Bunce A., Johnson L., How many interviews are enough? An experiment with data saturation and variability, Field Methods, 18, pp. 59-82, (2006); Hall D.T., Career in and Out of Organizations, (2002); Hack-Polay D., Igwe P., Okolie U.C., Room for improvement: a study of overconfidence in numerical skills among British graduates, Industry and Higher Education, 34, 1, pp. 50-61, (2020); Harkins M.A., Developmentally appropriate career guidance: building concepts to last a lifetime, Early Childhood Education Journal, 28, 3, pp. 169-174, (2001); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1998); Hooley T., Watts A.G., Andrews D., Teachers and Careers: The Role of School Teachers in Delivering Career and Employability Learning, (2015); Hooley T., Matheson J., Watts A.G., Advancing Ambitions: The Role of Career Guidance in Supporting Social Mobility, (2014); Hooley T., Marriott J., Sampson J.P., Fostering College and Career Readiness: How Career Development Activities in Schools Impact on Graduation Rates and Students' Life Success, (2011); Holford J., Jarvis P., The learning society, Handbook of Adult and Continuing Education, (2000); Hughes D., Borbely-Pecze T., Youth Unemployment: A Crisis in Our Midst: The Role of Lifelong Guidance Policies in Addressing Labour Supply and Demand, (2014); Humphries M.T., Dyer S., Changing the nature and conditions of employment: stimulating critical reflection, Journal of Management Education, 25, pp. 325-340, (2001); Kay K., Greenhill V., Twenty-first Century Students Need 21st Century Skills: Bringing Schools into the 21st Century, pp. 41-65, (2011); Lent R.W., Brown S.D., Hackett G., Contextual support and barriers to career choice: a social cognitive analysis, Journal of Counselling Psychology, 47, pp. 36-49, (2000); Loof H., Brostrom A., Does knowledge diffusion between the university and industry increase innovativeness?, Journal of Technology Transfer, 33, 1, pp. 73-90, (2008); How policymakers can boost youth employment, (2012); Martin R., Villeneuve-Smith F., Marshall L., McKenzie E., Employability skills explored”, London: learning and skills network, (2008); McDowell W.C., Grubb W.L., Geho P.R., The impact of self-efficacy and perceived organizational support on the imposter phenomenon, American Journal of Management, 15, pp. 23-29, (2015); McKenzie S., Coldwell-Neilson J., Palmer S., Informing the career development of IT students by understanding their career aspirations and skill development action plans, Australian Journal of Career Development, 26, 1, pp. 14-23, (2017); McQuaid R., Green A., Danson M., Introducing employability, Urban Studies, 42, pp. 191-195, (2005); Moon S., Lilley R., Morgan S., Gray S., Krechowiecka I., A Systematic Review of Recent Research into the Impact of Careers Education and Guidance on Transitions from Key Stage 3 to Key Stage 4 (1988–2003), (2004); Moote J., Archer L., Failing to deliver? Exploring the current status of career education provision in England, Research Papers in Education, 33, 2, pp. 187-215, (2018); Nigeria youth unemployment rate, (2019); Education and Skills beyond School, (2012); Ogbuanya T., Chukwuedo S.O., Career-training mentorship intervention via the Dreyfus model: implication for career behaviors and practical skills acquisition in vocational electronic technology, Journal of Vocational Behaviour, 103, pp. 88-105, (2017); Okebukola P.A., Quality assurance in the Nigerian university system, Nigerian Journal of Curriculum Studies, 12, 3, pp. 1-5, (2005); Okolie U.C., Nwosu H.C., Mlanga S., Graduate employability: how the higher education institutions can meet the demands of the labour market, Higher Education, Skills and Work-Based Learning, 9, 4, pp. 620-636, (2019); Okolie C.U., Igwe P.A., Elom E.N., Improving graduate outcomes for technical colleges in Nigeria, Australian Journal of Career Development, 28, 1, pp. 21-30, (2019); Olaosebikan O.I., Olusakin A., Effects of parental influence on adolescents' career choice in badagry local government area of Lagos state, Nigeria, Journal of Research and Method in Education, 4, pp. 44-57, (2014); Otto G., Ukpere W.I., National security and development in Nigeria, African Journal of Business Management, 6, 23, pp. 6765-6770, (2012); Oviasuyi P.O., Arowoshegbe A.O., Isiraoje L., Graduates/youths unemployment question in Nigeria: a case study of Edo state, Anthropologist, 14, 2, pp. 177-184, (2012); Oyeniyi A.A., Students industrial work experience and the dynamics of sustainable skills acquisition and utilization among graduates in Nigeria, Research Journal of International Studies, 19, pp. 130-136, (2011); Palladino Schultheiss D.E., Elementary career intervention programs: social action initiatives, Journal of Career Development, 31, 3, pp. 185-194, (2005); Patton M.Q., Qualitative Research and Evaluation Methods, (2002); Pheko M.M., Monteiro N., Tlhabano K.N., Mphele S.B., Rural-to-urban migrations: acculturation experiences among university students in Botswana, International Journal of Adolescence and Youth, 19, pp. 306-317, (2014); Phifer P., College Majors and Careers, (2003); Pitan O.S., Atiku O.S., Structural determinants of students' employability: influence of career guidance activities, South African Journal of Education, 37, 4, (2017); Pitan O.S., Employability development opportunities (EDOs) as measures of students' enhanced employability, Higher Education, Skills and Work-based Learning, 6, 3, pp. 288-304, (2016); Pitan O.S., Adedeji S.O., Skills mismatch among university graduates in the Nigeria labor market, US-China Education Review, 1, pp. 90-98, (2012); Porfeli E., Lee B., Career development during childhood and adolescence, New Directions for Youth Development, 134, pp. 11-22, (2012); Reddya G.C., Rajaram N.J., Career aspirations and background of students opting for fashion education courses in India, Procedia - Social and Behavioral Sciences, 176, pp. 952-960, (2015); Saidu S.G., Ajuji J.K., TVET and entrepreneurship education for job creation and national development in Nigeria, Journal of Association of Vocational and Technical Development in Nigeria, 21, 2, pp. 227-233, (2017); Schleicher A., A Focus on Skills Increasingly Links Higher Education with Employment, (2013); Solem M., Kollasch A., Lee J., Career goals, pathways and competencies of geography graduate students in the USA, Journal of Geography in Higher Education, 37, 1, pp. 92-116, (2013); Taylor A.R., Hooley T., Evaluating the impact of career management skills module and internship programme within a university business school, British Journal of Guidance and Counselling, 42, 5, pp. 487-499, (2014); The Employability Challenge, (2009); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Wengraf T., Qualitative Research Interviewing: Biographic Narrative and Semi-structured Methods, (2001); Winters A., Meijers F., Kuijpers M., Baert H., What are vocational training conversations about? analysis of vocational training conversations in Dutch vocational education from a career learning perspective, Journal of Vocational Education and Training, 61, 3, pp. 247-266, (2009); Yorke M., Employability in Higher Education: What it Is – What it Is Not, (2005)","U.C. Okolie; Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria; email: nonyeck@gmail.com","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85082324235"
"Tentama F.; Anindita W.D.","Tentama, Fatwa (57190063333); Anindita, Wiwid Dyah (57216431705)","57190063333; 57216431705","Employability scale: Construct validity and reliability","2020","International Journal of Scientific and Technology Research","9","4","","3166","3170","4","7","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083481517&partnerID=40&md5=c9fbc0fb66524ef80ac1124765159606","Ahmad Dahlan University, Yogyakarta, Indonesia","Tentama F., Ahmad Dahlan University, Yogyakarta, Indonesia; Anindita W.D., Ahmad Dahlan University, Yogyakarta, Indonesia","The purpose of this study is to analyze the construct validity and construct reliability of employability, and find the dimensions and indicators that make up the construct of employability. Employability is measured in three dimensions, namely career identity, personal adaptability, and social and human capital. The data collection method uses an employability scale. Data analysis was performed using the SmartPLS 3.2.8 program with reflective constructs through the 2nd Order CFA. Data were obtained from 90 students of Sungai Raya Vocational High School 1, Kubu Raya, West Kalimantan. Based on the results of the analysis of the construct validity and the construct reliability, the aspects and indicators that make up the employability are declared valid and reliable. This shows that all dimensions and existing indicators can reflect and shape employability. The dominant dimension that can reflect employability construction is personal adaptability. The lowest aspect that reflects employability in students is the social and human capital aspect, with a loading factor of 0.831. Thus the model can be accepted because the theory that describes employability is by the empirical data obtained. © 2020, IJSTR.","Career identity; Employability; Personal adaptability; Social and human capital; Vocational high school students","","","","","","Ahmad Dahlan University; Psychology Program University of Ahmad Dahlan","The author would like to thank Ahmad Dahlan University and the Master of the Psychology Program University of Ahmad Dahlan for supporting the implementation of this research.","Hillage J., Pollard E., Employability: Developing a framework for policy analysis, Department for Education and Employment, pp. 1-4, (1998); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Yorke M., Employability in Higher Education: What It Is-What It is Not, (2004); Pool L.D., Sewell P., The key to employability: Developing a practical model of graduate employability, Education Training, 49, 4, pp. 277-289, (2007); Berntson E., Marklund S., The relationship between percieved employability and subsequent helath, Work & Stress, 21, 3, pp. 279-292, (2007); Republic of Indonesia Law No. 20 of 2003 concerning the national education system [Undang-undang republik indonesia no.20 tahun 2003 tentang sistem pendidikan nasional], Jakarta: Departemen Pendidikan Nasional, (2003); Gibson R.L., Mitchell M.H., Introduction to Counseling and Guidance, (2011); Behroozi M., A survey about the function of technical and vocational education: An empirical study in Bushehr city, Procedia-Social and Behavioral Sciences, 143, pp. 265-269, (2014); Norman M., Hyland T., The role of confidence in lifelong learning, Educational Studies, 29, 2-3, pp. 261-272, (2003); Yorke M., Knight P., Evidence-informed pedagogy and the enhancement of student employability, Teaching in Higher Education, 12, 2, pp. 157-170, (2007); Benabou R., Tirole J., Self-confidence and personal motivation, The Quarterly Journal of Economics, 117, 3, pp. 871-915, (2002); Ronnas P., Shamchiyeva L., Employment Diagnostic Analysis: Maluku, Indonesia, (2011); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Hanafi I., Vocational & Technical Education: Exploring the Successful Experiences of Bi-National Institutions in the Neighboring Country, from Concept to Implementation, (2014); Karli U., Adaptation and validation of self-pecieved employability scale: An analysis of sports departement student and graduates, Academic Journals, 11, 8, pp. 848-859, (2016); Rothwell A., Herbert I., Rothwell F., Self-Perceived Employability: Construction and Initial Validation of a Scale for University Students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Watson C., Grant C., Employability: The development and validation of a scale to measure work-related competencies, Assessment and Development Matters, 4, 3, pp. 13-16, (2012); Gee L., Steptoe-Warren G., Do psychology students develop the necessary competencies for the graduate labour market? Implications for assessment, Assessment and Development Matters, 3, 3, pp. 15-19, (2011); Morley L., Producing new workers: Quality, equality and employability in higher education, Quality in Higher Education, 7, 2, pp. 131-138, (2001); de Vos A., de Haw S., Van Der Heijden, “Competency development and career success: The mediating role of employability, Journal of Vocational Behavior, 79, pp. 438-447, (2011); Latan H., Structural Equation Modeling Concepts and Applications Using LISREL 8.80 [Structural Equation Modeling Konsep Dan Aplikasi Menggunakan LISREL 8,80], (2012); Hinkin T.R., Tracey J.B., Enz C.A., Tracey J.B., Scale construction: Developing relaible and valid measurement instruments, Journal of Hospitality & Tourism Research, 21, 100, pp. 101-120, (1997); Jogiyanto H.M., The Concept and Application of Variance-Based Structural Equation Modeling in Business Research [Konsep Dan Aplikasi Structural Equation Modeling Berbasis Varian Dalam Penelitian Bisnis], (2011); Hinkin T.R., Tracey J.B., Enz C.A., Tracey J.B., Scale construction: Developing relaible and valid measurement instruments, Journal of Hospitality & Tourism Research, 21, 100, pp. 101-120, (1997); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Multivariate Data Analysis, (2010); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, pp. 1-15, (2017); Heijde C.M., Heijden B.I.J.M., The development and psychometric evaluation of a multi-dimensional measurement instrument of employability and the impact of aging, International Congress Series, 1280, pp. 142-147, (2005); Tentama F., Abdillah M.H., Student employability examined from academic achievement adn self-concept, International Journal of Evaluation and Research in Education, 8, 2, pp. 243-248, (2019); Tentama F., Hardani D.J., Self-concept, perception of the learning environment and employability: A study of vocational high school students in Prambanan Yogyakarta, Indonesia, Humanities & Social Sciences Reviews, 7, 1, pp. 433-440, (2019)","","","International Journal of Scientific and Technology Research","","","","","","22778616","","","","English","Int. J. Sci. Technol. Res.","Article","Final","","Scopus","2-s2.0-85083481517"
"Gani K.; Potgieter I.; Coetzee M.","Gani, Khatoon (57216737153); Potgieter, Ingrid (56228212900); Coetzee, Melinde (36668183300)","57216737153; 56228212900; 36668183300","Dispositions of agency as explanatory mechanisms of employees’ satisfaction with retention practices","2020","Journal of Psychology in Africa","30","2","","143","150","7","6","10.1080/14330237.2020.1744278","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084507892&doi=10.1080%2f14330237.2020.1744278&partnerID=40&md5=281813eb57e5251b0c37fa1f888e14f3","Department of Human Resource Management, University of South Africa, Pretoria, South Africa; Department of Industrial and Organisational Psychology, University of South Africa, Pretoria, South Africa","Gani K., Department of Human Resource Management, University of South Africa, Pretoria, South Africa; Potgieter I., Department of Human Resource Management, University of South Africa, Pretoria, South Africa; Coetzee M., Department of Industrial and Organisational Psychology, University of South Africa, Pretoria, South Africa","This study explored the explanatory power of psychological dispositions of agency (i.e. employability attributes and organisational commitment) in relation to employees’ satisfaction with organisational retention practices. Participants were a convenience sample of employees from a higher education academic institution in South Africa (N = 311; females = 61%, black = 46%; age range = 31 to 45 years). The employees completed a biographical questionnaire, the Employability Attributes Scale (EAS), the Organisational Commitment Questionnaire (OCQ), and the Retention Factor Scale (RFS). A multivariate canonical correlation analysis showed that affective and normative commitment significantly explained the variance in satisfaction with compensation, training and development, and career opportunities. Career self-management and sociability attributes significantly explained satisfaction with career opportunities. Employee retention strategies that took into account dispositions of agency and retention practices satisfaction appear to prime employees for higher levels of organisational commitment. © 2020, © 2020 Africa Scholarship Development Enterprize.","21st century world of work; career self management; contemporary career; employability attributes; job security; organisational commitment","","","","","","","","Akila A., Priyadarshini R.G., The impact of workplace friendship on organisational commitment and intention to leave, IOP Conference Series. Materials Science and Engineering, 390, (2018); Allen N.J., Meyer J.P., Affective, continuance, and normative commitment to the organization: An examination of construct validity, Journal of Vocational Behavior, 49, pp. 252-276, (1996); Amundson N., Challenges for Career Interventions in Changing Contexts, International Journal for Educational and Vocational Guidance, 6, 1, pp. 3-14, (2006); Baruch Y., Careers in academe: The academic labour market as an eco-system, Career Development International, 18, 2, pp. 196-210, (2013); Cardy R.L., Lengnick-Hall M.L., Will They Stay or Will They Go? Exploring a Customer-Oriented Approach To Employee Retention, Journal of Business and Psychology, 26, 2, pp. 213-217, (2011); Clarke M., Understanding and managing employability in changing career contexts, Journal of European Industrial Training, 32, 4, pp. 258-284, (2008); Coetzee M., Psychological career resources of working adults : A South African survey, SA Journal of Industrial Psychology, 34, 2, pp. 10-20, (2008); Coetzee M., Exploratory factor analyses of the Graduateness Scale and the Employability Attributes Scale, (2010); Coetzee M., Ferreira N., Potgieter I., Perceptions of sacrifice, workplace friendship and career concerns as explanatory mechanisms of employees’ organisational commitment, SA Journal of Human Resource Management/SA Tydskrif vir Menslikehulpbronbestuur, 17, (2019); Coetzee M., Oosthuizen R.M., Stoltz E., Psychosocial employability attributes as predictors of staff satisfaction with retention factors, South African Journal of Psychology. Suid-Afrikaanse Tydskrif vir Sielkunde, 42, 2, pp. 232-243, (2015); De Vos A., Cambre B., Career managemenr in high-performing organisations: A set-theoretic approach, Human Resource Management, 45, 3, pp. 295-308, (2016); Dockel A., (2003); Dockel A., Basson J.S., Coetzee M., The effect of retention factors on organisational commitment: An investigation of high technolog, SA Journal of Human Resource Management, 4, 2, pp. 20-28, (2006); Fugate M., Kinicki A.J., Prussia G., Employee coping with organisational change : An examination of alternative theoretical perspectives and models, Personnel Psychology, 61, pp. 1-36, (2008); Gani K., Employability attributes, organisational commitment and retention factors in the 21st century world of work, (2017); Guarino A.J., A comparison of first and second generation multivariate analyses: canonical correlation analysis and structural equation modeling, Florida Journal of Educational Research, 42, pp. 22-40, (2004); Hair J., Black W., Babin B., Anderson R., (2010); Joao F., Coetzee M., Perceived career mobility and preference, job satisfaction and organisational commitment in the financial sector : an exploratory study, South African Journal of Labour Relations, 35, 1, pp. 38-60, (2011); Knapp R., Smith B.R., Sprinkle T.A., Clarifying the rational ties of organisational belonging: Understanding the roles of perceives insider status, psychological ownership and organisational identification, Journal of Leadership & Organisational Studies, 21, 3, pp. 273-285, (2014); Kovalenko M., Mortelmans D., Contextualizing employability: Do boundaries of self-directedness vary in different labor market groups?, Career Development International, 21, 5, pp. 498-517, (2016); Ling L., Qing T., Shen P., Can training promote employee organisational commitment? The effect of employability and expectation value, Nankai Business Review International, 5, 2, pp. 162-186, (2014); Marock C., Grappling with youth employability in South Africa, (2008); Masibigiri V., Nienaber H., Factors affecting the retention of Generation X public servants: An exploratory study, SA Journal of Human Resource Management, 9, 1, pp. 44-54, (2011); Meyer J.P., Allen N.J., The measurement and antecedents of affective, continuance and normative commitment to the organization, Journal of Occupational Psychology, 63, 1, pp. 1-18, (1990); Meyer J.P., Allen N.J., Smith C.A., Commitment to organizations and occupations: Extension and test of a three-component conceptualization, Journal of Applied Psychology, 78, pp. 538-551, (1993); Munsamy M., Bosch Venter A., Retention factors of management staff in the maintenance phase of their careers in local government, SA Journal of Human Resource Management, 7, 1, pp. 1-9, (2009); Netswera F.G., Rankhumise E.M., Mavundla T.R., Employee retention factors for South African higher eductaion institutes: A case study, SA Journal of Human Resource Management, 3, 2, pp. 36-40, (2005); Pahkin K., (2015); Potgieter I.L., The development of a career meta-competency model for sustained employability, (2013); Potgieter I.L., Coetzee M., Ferreira N., Employability capacities and organisational commitment foci of human resource professionals : An exploratory study, Journal of Psychology in Africa, 26, 5, pp. 436-442, (2016); Potgieter I.L., Snyman A.M., Personal factors in talent retention in the South African Banking Industry, Journal of Psychology in Africa, 28, 6, pp. 455-461, (2018); Sahi G.K., Mahajan R., Employees’ organisational commitment and its impact on their actual turnover behaviour through behavioural intentions, Asia Pacific Journal of Marketing and Logistics, 26, (2014); Sherry A., Henson R.K., Conducting and interpreting canonical correlation analysis in personality research: A user-friendly primer, Journal of Personality Assessment, 84, pp. 37-48, (2005); Stoltz E., Employability attributes and career adaptability as predictors of staff satisfaction with retention factors, (2014); Umamaheswari S., Krishnan J., Work force retention: Role of work environment, organisation commitment, supervisor support and training & development in ceramic sanitary ware industries in India, Journal of Industrial Engineering and Management, 9, 3, pp. 612-633, (2016); Van der Heijde C.M., (2014); Van Dyk J., Coetzee M., Takawira N., Satisfaction with retention factors as predictors of the job embeddedness of medical and information technology services staff, Southern African Business Review, 17, 1, pp. 57-75, (2013)","K. Gani; Department of Human Resource Management, University of South Africa, Pretoria, South Africa; email: ganik@unisa.ac.za","","Taylor and Francis Ltd.","","","","","","14330237","","","","English","J. Psychol. Afr.","Article","Final","","Scopus","2-s2.0-85084507892"
"Brown Wilson C.; Slade C.","Brown Wilson, Christine (14120647200); Slade, Christine (56329538400)","14120647200; 56329538400","From consultation and collaboration to consensus: introducing an alternative model of curriculum development","2020","International Journal for Academic Development","25","2","","189","194","5","7","10.1080/1360144X.2019.1584897","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063574826&doi=10.1080%2f1360144X.2019.1584897&partnerID=40&md5=ed63f8019ae8ebf8fa539d95624a680f","School of Nursing and Midwifery, Queen’s University Belfast, Belfast, United Kingdom; Institute for Teaching and Learning Innovation, The University of Queensland, St. Lucia, Australia","Brown Wilson C., School of Nursing and Midwifery, Queen’s University Belfast, Belfast, United Kingdom; Slade C., Institute for Teaching and Learning Innovation, The University of Queensland, St. Lucia, Australia","Scholarly discourses call for curriculum development to be democratic and collaborative, include multiple stakeholders’ perspectives, and aligned to values that promote the professional, social, and public good. Despite this, curriculum development remains an internal process: a situation challenged by a greater emphasis on employability. This paper reflects on a consensus model of curriculum development in health professions, based on constructivist principles, where internal and external stakeholders’ voices were incorporated and valued. A framework is presented to support a consensus model of curriculum development that is more likely to represent the socio-political context in which the future graduate may be employed. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.","Consensus approach; curriculum development; employability; stakeholder engagement","","","","","","","","Adagale A., Curriculum development in higher education, International Journal of Applied Research, 1, 11, pp. 602-605, (2015); Foth T., Efstathiou N., Vanderspank-Wright B., Ufholz L., Dutthorn N., Zimansky M., Humphrey-Murto S., The use of Delphi and Nominal Group Technique in nursing education: A review, International Journal of Nursing Studies, 60, August, pp. 112-120, (2016); Fraser S., Bosanquet A., The curriculum? That’s just a unit outline, isn’t it?, Studies in Higher Education, 31, 3, pp. 269-284, (2006); Gonsalves C., Ajjawi R., Rodger M., Varpio L., A novel approach to needs assessment in curriculum development: Going beyond consensus methods, Medical Teacher, 36, 5, pp. 422-429, (2014); Griffiths J., Speed S., Horne M., Keeley P., ‘A caring professional attitude’: What service users and carers seek in graduate nurses and the challenge for educators, Nurse Education Today, 32, 2, pp. 121-127, (2012); Keogh J., Fourie W., Watson S., Gay H., Involving the stakeholders in the curriculum process: A recipe for success?, Nurse Education Today, 30, 1, pp. 37-43, (2010); Khan M., Law L., An integrative approach to curriculum development in higher education in the USA: A theoretical framework, International Education Studies, 8, 3, pp. 66-76, (2015); O'Neill G., Initiating curriculum revision: Exploring the practices of educational developers, International Journal for Academic Development, 15, 1, pp. 61-71, (2010); Oliver S., Hyun E., Comprehensive curriculum reform in higher education: Collaborative engagement of faculty and administrators, Journal of Case Studies in Education, 2, July, pp. 1-20, (2011); Scholtz D., Curriculum development: Beyond knowledge and competencies, Research and development in higher education: The shape of higher education, 39, pp. 289-299, (2016); Steketee C., Lee A., Moran M., Rogers G., Towards a theoretical framework for curriculum development in health professional education, Focus on Health Professional Education, 14, 3, pp. 64-77, (2013); Wolf P., A model for facilitating curriculum development in higher education: A faculty-`Driven, data-informed, and educational developer–supported approach, New Directions for Teaching and Learning, 112, Winter, pp. 15-20, (2007)","C. Brown Wilson; School of Nursing and Midwifery, Queen’s University Belfast, Belfast, United Kingdom; email: c.brownwilson@qub.ac.uk","","Routledge","","","","","","1360144X","","","","English","Int. J. Acad. Dev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85063574826"
"Hsieh M.-Y.; Usak M.","Hsieh, Ming-Yuan (35368635300); Usak, Muhammet (23010777700)","35368635300; 23010777700","High education radical transformation era: How teachers’ competency can enhance the students’ employability?","2020","Revista de Cercetare si Interventie Sociala","68","","","95","112","17","16","10.33788/rcis.68.7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081216238&doi=10.33788%2frcis.68.7&partnerID=40&md5=c62110d089b3e90c4f92a4e853fa644a","National Taichung University of Education, Department of International Business, Taichung, Taiwan; Kazan Federal University, Institute of Pedagogy and Psychology, Kazan, Russian Federation","Hsieh M.-Y., National Taichung University of Education, Department of International Business, Taichung, Taiwan; Usak M., Kazan Federal University, Institute of Pedagogy and Psychology, Kazan, Russian Federation","In order to assess the correlation between teachers’ competency and a higher education students’ employability, this research systematically cross-employs the Analytical Network Process (ANP) approach of quantitative analysis and the Fuzzy Set Qualitative Comparative Analysis (fsQCA) method of qualitative analysis to measure a series of questionnaire results from two groups of experts. As a result, the most valuable and contributive conclusion is that the three core teachers’ competency (Cooperative Relationship Competency-Social Developing Techniques, Cooperative Relationship Competency-Interflow Communication Abilities and Resource Satisfaction Competency-Teaching Resource Distribution) are supposed to systematically develop the three core student’s employability (Knowledge Competencies: Job Discovering, Knowledge Competencies: Problem Shooting and Knowledge Competencies: Sense of Value and Costs) resulting in an enhance value for a college degree as well as empirically advancing higher employment rate for higher education graduates in Taiwan. © 2020, Editura Lumen. All rights reserved.","Analytical network process p approach; Fuzzy set qualitative comparative analysis; Students’ employability; Teachers’ competency","","","","","","Ministry of Science and Technology in Taiwan","This research was supported by research project (MOST 108-2511-H-142-009) of Ministry of Science and Technology in Taiwan.","Abualrob M.M., The Role of Science Teachers in Developing the 21st Century Skills for the Elementary School Students, Interdisciplinary Journal of Environmental and Science Education, 15, 1, (2019); Arnold J., Loan-Clarke J., Harrington A., Hart C., Students’ perceptions of competence development in undergraduate business-related degrees, Studies in Higher Education, 24, 1, pp. 43-59, (1999); Ball S.J., Class Strategies and The Education Market: The Middle Classes and Social Advantage, (2002); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-43, (2009); Browne J., Securing a Sustainable Future for Higher Education, (2010); Brynin M., Overqualification in Employment, Work, Employment and Society, 16, 4, pp. 637-654, (2002); Chan Y.K., Hsieh M.Y., Chin-Feng Lee C.F., Huang C.C., Ho L.C., Inquiring the most critical teacher’s technology education competences and in the highest efficient technology education learning organization, Eurasia Journal of Mathematics, Science & Technology Education, 13, 6, pp. 2645-2664, (2017); Cranmer S., Enhancing graduate employability: Best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Dacre Pool L., Sewell P., The key to employability: Developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Gay G., Culturally Responsive Teaching: Theory, Research, and Practice, (2000); Glatthorn A.A., Et al., Curriculum Leadership: Development and Implementation, (2006); Gliniecka M., How do People Construct Communication about their Creative Process? 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Subject leadership in English primary schools, School Leadership & Management, 22, 4, pp. 407-420, (2002); Hoult E., Policy Implementation, (2004); Hsieh M.Y., Online Learning Era: Exploring the Most Decisive Determinants of MOOCs in Taiwanese Higher Education, EURASIA Journal of Mathematics, Science and Technology Education, 12, 5, pp. 1163-1188, (2016); Hsieh M.Y., Chan Y.K., Is Online Learning Able to Effectively Decrease Tuition and Miscellaneous Fees Debt of Higher Education in Taiwan, EURASIA Journal of Mathematics, Science and Technology Education, 12, 5, pp. 1313-1326, (2016); Hsieh M.Y., An Empirical Study of Education Divide Diminishment through Online Learning Courses, Eurasia Journal of Mathematics, Science & Technology Education, 13, 7, pp. 3189-3208, (2017); Hsieh M.Y., SoLoMo Technology: Exploring the Most Critical Determinants of SoLoMo Technology in the Contemporary Mobile Communication Technology Era, Journal of Ambient Intelligence and Humanized Computing, 9, 2, pp. 307-318, (2018); Hsieh M.Y., Employing MCDM methodology to verify correlationship between social media and service quality in the dynamic m-commerce era, Journal of Internet Technology, 19, 2, pp. 225-239, (2018); Hsieh M.Y., Exploring the Most Decisive Online Education Determinants as Impacted by Taiwan’s New Southbound Policy, Eurasia Journal of Mathematics, Science & Technology Education, 4, 5, pp. 1945-1962, (2018); Hsieh M.Y., Hsu Y.C., Lin C.T., Risk assessment in new software development projects at the front end: A fuzzy logic approach, Journal of Ambient Intelligence and Humanized Computing, 9, 2, pp. 295-305, (2018); Hughes S., Resource Management, (2004); Jackson D., Student perceptions of the importance of employability skill provision in business undergraduate programs, Journal of Education for Business, 88, 5, pp. 271-279, (2013); Kagaari J.R.K., Evaluation of the effects of vocational choice and practical training on students’ employability, Journal of European Industrial Training, 31, 6, pp. 449-471, (2007); Kirby J.R., Et al., The development of reading interest and its relation to reading ability, Journal of Research in Reading, 34, 3, pp. 263-280, (2011); Kirkham G., The Role of the Subject Leader, (2004); Kubiatko M., Hsieh M.Y., Ersozlu Z.N., Usak M., The Motivation Toward Learning among Czech High School Students and Influence of Selected Variables on Motivation, Revista De Cercetare Si Interventie Sociala (RCIS), 60, pp. 79-93, (2018); Lambert L., Et al., Who Will save Our Schools? Teachers as Constructivist Leaders, (1996); Leathwood C., O'Connell P., It’s a struggle’: The construction of the ‘new student’ in higher education, Journal of Education Policy, 18, 6, pp. 597-615, (2003); Liberman M., Education as a Profession, (1956); Lo C.H., Building a Relationship between Elements of Product Form Features and Vocabulary Assessment Models, EURASIA Journal of Mathematics, Science and Technology Education, 12, 5, pp. 1399-1423, (2016); Lunn P., Bishop A., Subject leader and class teacher: Exploring the conflict of a dual role in a primary school, Research in Education, 68, 1, pp. 64-76, (2002); Mehaffy G.L., Challenge and change, EDUCAUSE Review, 47, 5, pp. 25-41, (2012); Shulman L.S., Those who understand: Knowledge growth in teaching, Educational Researcher, 15, 2, pp. 4-14, (1986); Rosemary Creasey R., Improving Students’ Employability, Engineering Education, 8, 1, pp. 16-30, (2013); Shulman L.S., Knowledge and teaching: Foundations of the new reform, Harvard Educational Review, 57, 1, pp. 1-21, (1987); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Ural E., Gencoglan D.M., The Effect of Argumentation-Based Science Teaching Approach on 8th Graders’ Learning in the Subject of Acids-Bases, their Attitudes towards Science Class and Scientific Process Skills, Interdisciplinary Journal of Environmental and Science Education, 16, 1, (2020); Usak M., Ulker R., Oztas F., Terzi I., The Effects of Professors’ Pedago gical Content Knowledge on Elementary Teacher Candidates’ Attitude and Achievement Regarding Biology, The Anthropologist, 16, 1-2, pp. 251-261, (2013); Usak M., Ozden M., Eilks I., A case study of beginning science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) of teaching chemical reaction in Turkey, European Journal of Teacher Education, 34, 4, pp. 407-429, (2011); Walker A., Leary H., A problem based learning meta analysis: Differences across problem types, implementation types, disciplines, and assessment levels, Interdisciplinary Journal of Problem-Based Learning, 3, 1, pp. 6-28, (2009); Wilson A., Akerlind G., Walsh B., Stevens B., Turner B., Shield A., Making “professionalism” meaningful to students in higher education, Studies in Higher Education, 38, 8, pp. 1222-1238, (2013); Yorke M., Employability in Higher Education: What It Is, What It is Not, (2006); Zeljic M., Modelling the relationships between quantities: Meaning in literal expressions, Eurasia Journal of Mathematics, Science & Technology Education, 11, 2, pp. 431-442, (2015)","","","Editura Lumen","","","","","","15833410","","","","English","Rev.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85081216238"
"Toplak Perović B.; Hauptman Komotar M.","Toplak Perović, Barbara (57212588159); Hauptman Komotar, Maruša (57202385802)","57212588159; 57202385802","Are international degree students indeed more employable? The case of Italian physiotherapy graduates in Slovenian higher education","2020","Industry and Higher Education","34","2","","100","107","7","1","10.1177/0950422219894924","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077166386&doi=10.1177%2f0950422219894924&partnerID=40&md5=db79da127c3b69bc174470b95a2c6c93","Alma Mater Europaea – European Centre, Maribor, Slovenia; Alma Mater Europaea – Faculty of Humanities, Institutum Studiorum Humanitatis, Slovenia","Toplak Perović B., Alma Mater Europaea – European Centre, Maribor, Slovenia; Hauptman Komotar M., Alma Mater Europaea – Faculty of Humanities, Institutum Studiorum Humanitatis, Slovenia","International student mobility and graduate employability are interdependently related as two key objectives of the Bologna Process. Although studies widely acknowledge that student mobility enhances the employability of international graduates, in particular cases there remain factors that may pose challenges that will be difficult to overcome. In this article, the authors consider the case of foreign (Italian) physiotherapy graduates who cannot acquire a professional qualification in the Republic of Slovenia which they can take back to their own country because of the legislative stipulation regarding a knowledge of the Slovene language for professional examination purposes. The authors begin by discussing student mobility policies and practices in Slovenian higher education. They then first address the (improper) implementation of Directive 55/2013/EU (concerning the recognition of professional qualifications in European Union Member States) in the national legislation and subsequently discuss the broader and related issue of the language of instruction in Slovenian higher education. In this context, they reflect on a present reality of the European Higher Education Area which stems from inconsistent national legislative efforts. Methodologically, the research is based primarily on the analysis of various documentary sources supported by quantitative and qualitative evidence. © The Author(s) 2019.","Employability; internationalisation; Italian graduates; physiotherapy; Slovenia; student mobility","","","","","","","","Bleiklie I., Kogan M., Comparison and theories, Transforming Higher Education: A Comparative Study, pp. 3-22, (2006); The Bologna Declaration of 19 June 1999: Joint declaration of the European Ministers of Education, (1999); Crossman J.E., Clarke M., International experience and graduate employability: stakeholder perceptions on the connection, Higher Education, 59, 5, pp. 599-613, (2010); de Wit H., Jones E., Improving access and equity in internationalisation, (2017); Commission staff working paper on the development of benchmarks on education and training for employability and on learning mobility, (2011); European higher education in the world, (2013); A new skills agenda for Europe: working together to strengthen human capital, employability and competitiveness, (2016); The Bologna process and the European higher education area; The European Higher Education Area in 2018: Bologna Process Implementation Report, (2018); European Employment Strategy, (1997); Directive 55/2013/EU, (2013); Hauptman Komotar M., Internacionalizacija in zagotavljanje kakovosti v visokem šolstvu v Sloveniji in na Nizozemskem [Internationalisation and Quality Assurance in Slovenian and Dutch Higher Education], (2018); Kerr C., The Internationalization of learning and the Nationalization of the purposes of higher education: two ‘laws in motion’ in conflict?, European Journal of Education, 25, 1, pp. 5-22, (1990); King R., Findlay A., Ahrens J., International student mobility literature review, (2010); Klemencic M., Flander A., Evaluation of the Impact of the Erasmus Programme on Higher Education in Slovenia, (2013); The Bologna Process 2020 - The European Higher Education Area in the new decade, (2009); Strategy for the internationalisation of Slovenian higher education 2016–2020, (2016); Action plan strategy for the internationalisation of Slovenian higher education 2016–2018, (2016); Resolucija o nacionalnem programu visokega šolstva (ReNPVŠ 2011–2020) [Resolution on the National Higher Education Programme 2011–2020], (2011); Education at a Glance: OECD Indicators, (2018); (2018); Rednak A., Ministrstvo za zdravje spotika italijanske diplomante fizioterapije – kdo bo še povohal Slovenijo [The ministry of health is tripping Italian graduates of physiotherapy – who will still “smell” Slovenia], Finance.si, (2018); Zakon o visokem šolstvu (ZViS) [Higher Education Act (HEA)] (1993), (1993); Zakon o spremembah in dopolnitvah Zakona o visokem šolstvu (ZViS-A) [Act Amending the Higher Education Act 1999 (HEA-A)], (1999); Zakon o visokem šolstvu (ZViS-UPB1) [Higher Education Act (HEA-OCT1)]. (2004), (2004); Zakon o splošnem upravnem postopku (ZUP) [General Administrative Procedure Act], (2006); Zakon o visokem šolstvu (ZViS-UPB3) [Higher Education Act (HEA-OCT3)], (2012); Zakon o spremembah in dopolnitvah določenih zakonov s področja zdravstvene dejavnosti (ZdZPZD) [Act Amending Certain Acts in the Field of Health Services], (2016); Rhoades G., Backlash against “others., International Higher Education, 89, pp. 2-3, (2017); Joint declaration on harmonisation of the architecture of the European higher education system, (1998); Foreign students of higher education by country of citizenship, Slovenia, 2018/19 [internal data]. Ljubljana: SORS, (2019); Teichler U., Bologna – motor or stumbling block for the mobility and employability of graduates?, Employability and Mobility of Bachelor Graduates in Europe, pp. 3-41, (2011); Teichler U., Internationalisation trends in higher education and the changing role of international student mobility, Journal of International Mobility, 1, 5, pp. 177-216, (2017); Global flow of tertiary-level students, (2019); Strategija internacionalizacije Univerze v Ljubljani 2014–2017 (2020) [Internationalisation Strategy of the University of Ljubljana 2014–2017(2020)], (2014); Wachter B., Maiworm F., English-Taught Programmes in European Higher Education: The State of Play in 2014, (2015); (2015); Yorke M., Employability in Higher Education: What It Is – What It Is Not: Learning & Employability Series 1, (2006)","M. Hauptman Komotar; Alma Mater Europaea – Faculty of Humanities, Institutum Studiorum Humanitatis, Slovenia; email: marusa.komotar@gmail.com","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85077166386"
"Kusterer H.L.; Bernhard-Oettel C.","Kusterer, Hanna Li (25654983000); Bernhard-Oettel, Claudia (9839874700)","25654983000; 9839874700","Exploring employability constructions of migrants in Sweden and potential consequences for labour market entrance recommendations","2020","Social Sciences","9","3","26","","","","5","10.3390/socsci9030026","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082969905&doi=10.3390%2fsocsci9030026&partnerID=40&md5=e62267eac314936c2ef19dbd8a5efe0a","Department of Occupational Health Sciences and Psychology, University of Gävle, Gävle, 801 76, Sweden; Department of Psychology, Stockholm University, Stockholm, 106 91, Sweden","Kusterer H.L., Department of Occupational Health Sciences and Psychology, University of Gävle, Gävle, 801 76, Sweden; Bernhard-Oettel C., Department of Psychology, Stockholm University, Stockholm, 106 91, Sweden","In the flexible Swedish labour market, the concept of employability has grown important. Within a neoliberal framework, accountability for one's possibility to successfully obtain or keep employment rests with the individual. In contrast, within a social welfare discourse the individual is offered care and support in order to gain employment. The present study combined intersectional and discourse analytical approaches with the understanding that individual employability is subjectively constructed in the exploration of labour market induction, employability constructions and categorizations in the discourse used by government agencies directly involved in the labour market integration of newly arrived migrants. Public documents comprising information on labour market entrance, employability and associated concepts such as competence building and career development were analysed. The employability constructions were often contradictory-placed at the crossroads of neoliberal and social welfare discourses-and built on tacit assumptions and influenced by stereotypes. Conveying such employability constructions further could lead to exclusion from long-term employment and have detrimental psychological and health repercussions. Instead, it is of importance to work towards reconstructing migrants' employability in this new context without damaging influence from inflexible categorizations and stereotypes. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Employability; Labour market induction; Migration; Newly arrived migrant","","","","","","Centre for Global Human Resource Management; Gothenburg University; Göteborgs Universitet","Funding text 1: Funding: This research was supported by a seed grant from the Centre for Global Human Resource Management, Gothenburg University, and additional funds from the Faculty of Health and Occupational Studies, University of Gävle, granted to the first author.; Funding text 2: This research was supported by a seed grant from the Centre for Global Human Resource Management, Gothenburg University, and additional funds from the Faculty of Health and Occupational Studies, University of G?vle, granted to the first author.","Abkhezr P., McMahon M., Glasheen K., Campbell M., Finding voice through narrative storytelling: An exploration of the career development of young African females with refugee backgrounds, Journal of Vocational Behavior, 105, pp. 17-30, (2018); Acker J., Hierarchies, jobs, bodies: A theory of gendered organizations, Gender and Society, 4, pp. 139-158, (1990); Acker J., Inequality regimes: Gender, class, and race in organizations, Gender and Society, 20, pp. 441-464, (2006); Agerstrom J., Bjorklund F., Carlsson R., Rooth D.-O., Warm and competent Hassan = Cold and incompetent Eric: A harsh equation of real-life hiring discrimination, Basic and Applied Social Psychology, 34, pp. 359-366, (2012); Allen K., Quinn J., Hollingworth S., Rose A., Becoming employable students and ""ideal"" creative workers: Exclusion and inequality in higher education work placements, British Journal of Sociology of Education, 34, pp. 431-452, (2013); Arai M., Bursell M., Nekby L., The reverse gender gap in ethnic discrimination: Employer stereotypes of men and women with Arabic names, International Migration Review, 50, pp. 385-412, (2016); Aslan P., Ahmadi N., Sjoberg S., Wikstrom E., What works? 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"Prikshat V.; Montague A.; Connell J.; Burgess J.","Prikshat, Verma (57193092022); Montague, Alan (36714020700); Connell, Julia (12759969000); Burgess, John (7201650676)","57193092022; 36714020700; 12759969000; 7201650676","Australian graduates’ work readiness – deficiencies, causes and potential solutions","2020","Higher Education, Skills and Work-based Learning","10","2","","369","386","17","26","10.1108/HESWBL-02-2019-0025","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077550026&doi=10.1108%2fHESWBL-02-2019-0025&partnerID=40&md5=e697f8e136c61af1b4db1d67d4c76b32","Cardiff School of Management, Cardiff Metropolitan University, Cardiff, United Kingdom; RMIT University, Melbourne, Australia; The University of Newcastle, Calalghan, Australia","Prikshat V., Cardiff School of Management, Cardiff Metropolitan University, Cardiff, United Kingdom; Montague A., RMIT University, Melbourne, Australia; Connell J., The University of Newcastle, Calalghan, Australia; Burgess J., RMIT University, Melbourne, Australia","Purpose: It is widely reported that there is a competence deficit between graduating from Australian higher education (HE) and becoming work ready and that the deficit is becoming more pronounced. The purpose of this paper is to examine the work readiness competencies of Australian HE and vocational education (VE) graduates. The reported competence deficits, the causes of these deficits and the potential strategies to overcome these deficits are discussed. Design/methodology/approach: A qualitative, inductive research design was used to examine Australian graduates’ work readiness competence, potential deficits, their causes and possible solutions to gain some preliminary insights and help shape future research. A multiple case design was used comprising key stakeholders’ in-depth interviews and focus group discussions. In-depth semi-structured interviews and focus group discussions were conducted to gain insights from the key stakeholders. Findings: The stakeholders reported that the Australian VE and HE sectors do not sufficiently prepare graduates in terms of their work readiness skills. Self-management skills, communication (written and expression), team-work skills, cognitive skills, system thinking and innovation and creativity were the main work readiness competency deficits reported by the stakeholders. Research limitations/implications: The research has its limitations in terms of the limited sample and time frame, and the absence of input from graduates. The results of the study indicate the deteriorating state of the Australian graduate labour market and emphasise that an integrated approach is urgently required from all stakeholders to facilitate the transition and reduce the time taken from graduation to employment. Originality/value: The focus of the study is located in the Australian labour market in terms of the competencies that reportedly are present upon graduation and the competencies that employers are looking for on recruitment. The requisite competency list and the deficits are examined through the lens of four stakeholder groups; government representatives, industry representatives and VE and HE representatives. © 2019, Emerald Publishing Limited.","Competence deficits; Employability; Government and industry stakeholders; Graduate competencies; Graduate work-readiness","","","","","","","","Falling Short? 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Whelan B., Oliver B., Hunt L., Hammer S., Jones S., Pearce A., Capturing stakeholder perceptions of graduate capability development: challenges associated with graduate employability indicators, Proceedings of the Australian Collaborative Education Network National Conference (ACEN 2010), pp. 498-506, (2010); Wilton N., Employability is in the eye of the beholder: employer decision-making in the recruitment of work placement students, Higher Education, Skills and Workbased Learning, 4, 3, pp. 242-255, (2014)","V. Prikshat; Cardiff School of Management, Cardiff Metropolitan University, Cardiff, United Kingdom; email: vermaprikshat@gmail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85077550026"
"Rathiga K.; Sarpparaje Ms.M.","Rathiga, K. (57205766070); Sarpparaje, Ms.M. (57205765751)","57205766070; 57205765751","Vocabulary augmentation habits among the college students in the southern part of tamilnadu in India: A case study","2020","Asian ESP Journal","16","21","","286","296","10","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087454615&partnerID=40&md5=24707a520f9625e81efadcfcbbbf5948","Department of English, Mepco Schlenk Engineering College, India","Rathiga K., Department of English, Mepco Schlenk Engineering College, India; Sarpparaje Ms.M., Department of English, Mepco Schlenk Engineering College, India","The engineering college students in Tamilnadu must acquire English competency as it decides their employability. It is acknowledged that students who listen and read English books for education and enjoyment perform better in all tests because they develop a broader vocabulary, resulting in enhanced understanding of the language. The voracious listeners and readers pay attention to useful vocabulary, determine the meaning of foreign words from the context and use new words in their speaking and writing. However, when the habit of listening and reading is not encouraged in the students, they fail to expand their vocabulary. The main objective of this paper is to study the endeavour of the students in enriching vocabulary during input through English. The study establishes how students acquire vocabulary outside the regular class time by using a questionnaire. The questionnaire focuses on dictionary use and how new words are acquired and remembered for later use. The student's responses have declared that second language learners spend a little time in reading and during such readings, they do not focus on conscious acquisition of vocabulary. They are interested in contextual understanding of the words at the moment and fail to learn the words with added care to store them in memory. The proposition is that vocabulary learning must combine with direct teaching of words with accompanying learning, and multiple opportunities to use these words in multiple contexts. © 2020 Asian EFL Journal Press. All rights reserved.","Acquisition; Enhancing; Reading; Vocabulary","","","","","","","","Biemiller A., Boote C., An Effective Method for Building Meaning Vocabulary in Primary Grades, Journal of Educational Psychology, 98, 1, (2006); Carlo Mara S., August Diane, McLaughlin Barry, Snow Catherine E., Dressler Cheryl, Lippman David N., Lively Teresa J., White Claire E., Closing the Gap: Addressing the Vocabulary Needs of English-Language Learners in Bilingual and Mainstream Classrooms, Reading Research Quarterly, 39, 2, pp. 188-215, (2004); Critchley Michael P., Reading to Learn: Pedagogical Implications of Vocabulary Research, The Language Teacher, 22, 12, (1998); Hastings C., Henry J., Reading is a closed book to today's children, The Telegraph, (2006); Owusu-Acheaw, Micheal Larson, Gifty Agatha, Reading Habits among Students and its Effect on Academic Performance: A Study of Students of Koforidua Polytechnic, Library Philosophy and Practice (e-journal), (2014); Recine D., How to Improve English Vocabulary [Blog Post], (2015); Sarpparaje M., Jeyasala V., Rathiga K., Sasirekha K., Flipped Classroom Approach to make the Best Utilization of ESL Classes at Mepco Schlenk Engineering College-A Try Out, The Asian ESP Journal, 14, (2018); Sidek H.M., Ab Rahim. H., The Role of Vocabulary Knowledge in Reading Comprehension: A Cross-Linguistic Study, Procedia - Social and Behavioral Sciences, 197, pp. 50-56, (2015); Silverman R., Hines S., The Effects of Multimedia-Enhanced Instruction of the Vocabulary of English-Language Learners and Non-English-Language Learners in PreKindergarten through Second Grade, Journal of Educational Psychology, 101, 2, pp. 305-314, (2009); Teng F., Incidental Vocabulary Learning by Assessing Frequency of Word Occurrence in a Graded Reader: Love or Money, LEARN Journal, 7, 2, pp. 36-50, (2014); University of Nebraska - Lincoln Digital Commons @ University of Nebraska - Lincoln Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln 6-5-2014 Reading Habits Among Students and its Effect on Academic Performance: A Study of Students of Koforidua Polytechnic; Yilmaz B., Reading and library usage habits of the students whose mother tongue is Turkish in Vienna, Austria, International Ferderation of Library Associations and Institutions, (2000)","","","Asian EFL Journal Press","","","","","","18333001","","","","English","Asian ESP J.","Article","Final","","Scopus","2-s2.0-85087454615"
"Ntale P.; Ssempebwa J.; Musisi B.; Ngoma M.; Genza G.M.; Kimoga J.; Mugimu C.B.; Ntayi J.M.; Balunywa W.","Ntale, Peter (57196117154); Ssempebwa, Jude (37041544800); Musisi, Badiru (57208881958); Ngoma, Muhammed (56585884400); Genza, Gyaviira Musoke (57215055821); Kimoga, Joseph (35738934800); Mugimu, Christopher Byalusaago (14060781800); Ntayi, Joseph Mpeera (35491338100); Balunywa, Wasswa (56031928400)","57196117154; 37041544800; 57208881958; 56585884400; 57215055821; 35738934800; 14060781800; 35491338100; 56031928400","Interagency collaboration for graduate employment opportunities in Uganda: Gaps in the structure of organizations","2020","Education and Training","62","3","","271","291","20","2","10.1108/ET-08-2019-0193","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079792415&doi=10.1108%2fET-08-2019-0193&partnerID=40&md5=aee7ae3d9f653a4bb6455824c5ba4e2d","Directorate of Doctoral Training, Faculty of Graduate Studies and Research, Makerere University Business School, Kampala, Uganda; East African School of Higher Education Studies and Development, Makerere University College of Education and External Studies, Kampala, Uganda; College of Education and External Studies, Makerere University, Kampala, Uganda; Faculty of Graduate Studies and Research, Makerere University Business School, Kampala, Uganda; Foundations and Curriculum Studies, Makerere University, Kampala, Uganda; Faculty of Economics, Energy and Management Sciences, Makerere University Business School, Kampala, Uganda; Makerere University Business School, Kampala, Uganda","Ntale P., Directorate of Doctoral Training, Faculty of Graduate Studies and Research, Makerere University Business School, Kampala, Uganda; Ssempebwa J., East African School of Higher Education Studies and Development, Makerere University College of Education and External Studies, Kampala, Uganda; Musisi B., College of Education and External Studies, Makerere University, Kampala, Uganda; Ngoma M., Faculty of Graduate Studies and Research, Makerere University Business School, Kampala, Uganda; Genza G.M., Foundations and Curriculum Studies, Makerere University, Kampala, Uganda; Kimoga J., College of Education and External Studies, Makerere University, Kampala, Uganda; Mugimu C.B., College of Education and External Studies, Makerere University, Kampala, Uganda; Ntayi J.M., Faculty of Economics, Energy and Management Sciences, Makerere University Business School, Kampala, Uganda; Balunywa W., Makerere University Business School, Kampala, Uganda","Purpose: The purpose of this paper is to identify gaps in the structure of organizations that hinder collaboration of organizations involved in the creation of graduate employment opportunities in Uganda. Design/methodology/approach: Data was collected from staff and leaders of 14 organizations that were purposely selected to represent government, private, and civil society organizations. These organizations were selected based on their mandates, which touch on the employability of university graduates in the country in very direct ways. This was a cross-sectional survey design—based on a self-administered questionnaire, key informant interviews, and documentary analysis. Findings: Organizations were found to have “Tell”/directive decision-making, high power distance between employees, and jobs were not coded in a way that gives employees freedoms to interact and build collaborative relationships. Finally, rules and regulations were very restrictive, disorienting employee's abilities to collaborate. Research limitations/implication: This research concentrated on the gaps that exist in the structure of organizations from which the results point to inadequate relational, interactional, inclusive, and democratic space among different stakeholders. It would be useful for future research to examine the extent to which the structure of organizations not only impacts collaboration but also measures the level to which it affects organizational performance. Practical implications: The knowledge economy of the twenty-first century demands for collaborative engagements with different stakeholders if they are to survive the competitive business environment. Collaborative engagement helps in the sharing of knowledge, expertise, and resources, development of more coherent services, facilitation of innovation and evaluation, avoiding duplication of work, and minimizing conflicts and competition while creating synergy among partners. Originality/value: Unlike previous studies, which have examined employability of graduates from a supply side perspective, this study investigates organizations from both the supply and demand perspectives and identifies synergy that is as a result of bringing organizations to work together. © 2020, Emerald Publishing Limited.","Graduate employment; Inter-agency collaboration; Organizational structures; Uganda","","","","","","","","Abraham R., Organizational cynicism: bases and consequences, Genetic, Social, and General Psychology Monographs, 126, 3, pp. 269-292, (2000); Aktouf O., Management and theories of organizations in the 1990s: toward a critical radical humanism?, Academy of Management Review, 17, 3, pp. 407-431, (1992); Audenaert M., Decramer A., George B., Verschuere B., Van Waeyenberg T., When employee performance management affects individual innovation in public organizations: the role of consistency and LMX, The International Journal of Human Resource Management, 30, 5, pp. 815-834, (2019); Audretsch D.B., Belitski M., Desai S., National business regulations and city entrepreneurship in Europe: a multilevel nested analysis, Entrepreneurship: Theory and Practice, 43, 6, pp. 1148-1165, (2019); Baker T.L., Hunt T.G., Andrews M.C., Promoting ethical behavior and organizational citizenship behaviors: the influence of corporate ethical values, Journal of Business Research, 59, 7, pp. 849-857, (2006); Bazeley P., Integrating data analyses in mixed methods research, Journal of Mixed Methods Research, 3, 3, pp. 203-207, (2009); Bennis W.G., Townsend R., On becoming a leader, International Journal of Leadership Studies, 7, 1, (1989); Booher D.E., Collaborative governance practices and democracy, National Civic Review, 93, 4, pp. 32-46, (2004); Bryson J.M., Strategic Planning for Public and Nonprofit Organizations: A Guide to Strengthening and Sustaining Organizational Achievement, (2018); Bryson J.M., Crosby B.C., Bloomberg L., Public value governance: moving beyond traditional public administration and the new public management, Public Administration Review, 74, 4, pp. 445-456, (2014); Bullock R., Kirchhoff D., Mauro I., Boerchers M., Indigenous capacity for collaboration in Canada's energy, forestry and mining sectors: research metrics and trends, Environment, Development and Sustainability, 20, 2, pp. 883-895, (2018); Bunger A.C., Collins-Camargo C., McBeath B., Chuang E., Perez-Jolles M., Wells R., Collaboration, competition, and co-opetition: interorganizational dynamics between private child welfare agencies and child serving sectors, Children and Youth Services Review, 38, pp. 113-122, (2014); Butcher J.R., Gilchrist D.J., Phillimore J., Wanna J., Attributes of effective collaboration: insights from five case studies in Australia and New Zealand, Policy Design and Practice, 2, 1, pp. 75-89, (2019); Campbell M., Fitzpatrick R., Haines A., Kinmonth A.L., Sandercock P., Spiegelhalter D., Tyrer P., Framework for design and evaluation of complex interventions to improve health, Bmj: British Medical Journal, 321, 7262, pp. 694-696, (2000); Chiaburu D.S., Lorinkova N.M., Van Dyne L., Employees' social context and change-oriented citizenship: a meta-analysis of leader, coworker, and organizational influences, Group and Organization Management, 38, 3, pp. 291-333, (2013); Ciulla J.B., Leadership and the ethics of care, Journal of Business Ethics, 88, 1, pp. 3-4, (2009); Clegg S.R., Pitsis T.S., Rura-Polley T., Marosszeky M., Governmentality matters: designing an alliance culture of inter-organizational collaboration for managing projects, Organization Studies, 23, 3, pp. 317-337, (2002); Cockburn T., Smith P.A., Cockburn G.A., Collaboration and conflict in three workplace teams projects, Handbook of Research on Strategic Communication, Leadership, and Conflict Management in Modern Organizations, pp. 52-85, (2019); Craps M., Bouwen R., Taillieu T., Learning to collaborate between business, government and social movements for the transition to sustainable material management, Business As an Agent of World Benefit Interactive Working Paper Series, 1, 4, pp. 83-98, (2007); Datzberger S., Why education is not helping the poor. 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Ledebur K., Youngers C., From conflict to collaboration: an innovative approach to reducing coca cultivation in Bolivia, Stability: International Journal of Security and Development, 2, 1, pp. 1-11, (2013); Lindsay C., McQuaid R.W., Dutton M., Inter‐agency cooperation and new approaches to employability, Social Policy & Administration, 42, 7, pp. 715-732, (2008); Lino A.F., Busanelli de Aquino A.C., de Azevedo R.R., Brumatti L.M., From rules to collaborative practice: when regulatory mechanisms drive collective co-production, Public Money and Management, 39, 4, pp. 280-289, (2019); Majchrzak A., Jarvenpaa S.L., Bagherzadeh M., A review of interorganizational collaboration dynamics, Journal of Management, 41, 5, pp. 1338-1360, (2015); Marchiondo L.A., Myers C.G., Kopelman S., The relational nature of leadership identity construction: how and when it influences perceived leadership and decision-making, The Leadership Quarterly, 26, 5, pp. 892-908, (2015); Mattison M., Ethical decision making: the person in the process, Social Work, 45, 3, pp. 201-212, (2000); McCracken M., Brown T.C., O'Kane P., Swimming against the current: understanding how a positive organisational training climate can enhance training participation and transfer in the public sector, International Journal of Public Sector Management, 25, 4, pp. 301-316, (2012); McQuaid R., Lindsay C., Dutton M., McCracken M., Best practice in inter-agency co-operation on employability, Report for the Department for Employment and Learning, (2007); Mishra J., Chiwenga K., Ali K., Collaboration as an enabler for circular economy: a case study of a developing country, Management Decision, (2019); Munene J.C., The institutional environment and managerial innovations: a qualitative study of selected Nigerian firms, Journal of Occupational and Organizational Psychology, 68, 4, pp. 291-300, (1995); Nauwelaers C., Maguire K., Marsan G.A., The case of Ireland-Northern Ireland (United Kingdom)–regions and innovation: collaborating across borders, OECD Regional Development Working Papers, 2013/20, (2013); 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Shapiro D.L., Hom P., Shen W., Agarwal R., How do leader departures affect subordinates' organizational attachment? A 360-degree relational perspective, Academy of Management Review, 41, 3, pp. 479-502, (2016); Shein E., Organizational Culture and Leadership, (1992); Siddique C.M., Siddique H.F., Antecedents and consequences of managerial decision-making styles in the Arabian Gulf, Management Research Review, (2019); Sorensen E., Torfing J., The democratic anchorage of governance networks, Scandinavian political studies, 28, 3, pp. 195-218, (2005); Tata J., Prasad S., Team self-management, organizational structure, and judgments of team effectiveness, Journal of Managerial Issues, 16, 2, pp. 248-265, (2004); Versteegen U., Scharmer C.O., Kaufer K., Praxis pentagon of organizational learning, Reflections: The SoL Journal, 2, 3, pp. 36-45, (2001); Vogel H.L., Entertainment industry economics: a guide for financial analysis, Translational Issues in Psychological Science, 2, 3, pp. 294-302, (2014); Wang H., Sui Y., Luthans F., Wang D., Wu Y., Impact of authentic leadership on performance: role of followers' positive psychological capital and relational processes, Journal of Organizational Behavior, 35, 1, pp. 5-21, (2014); Winsor J.E., Butterworth J., Boone J., Jobs by 21 Partnership Project: impact of cross-system collaboration on employment outcomes of young adults with developmental disabilities, Intellectual and Developmental Disabilities, 49, 4, pp. 274-284, (2011); Yagil D., The relationship of customer satisfaction and service workers' perceived control: examination of three models, International Journal of Service Industry Management, 13, 4, pp. 382-398, (2002); Young I.M., Activist challenges to deliberative democracy, Political Theory, 29, 5, pp. 670-690, (2001); Zhang Q., Sun S., Zheng X., Liu W., The role of cynicism and personal traits in the organizational political climate and sustainable creativity, Sustainability, 11, 1, (2019)","P. Ntale; Directorate of Doctoral Training, Faculty of Graduate Studies and Research, Makerere University Business School, Kampala, Uganda; email: pntale@mubs.ac.ug","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85079792415"
"Krouwel S.J.C.; van Luijn A.; Zweekhorst M.B.M.","Krouwel, Sam Jan Cees (57213145047); van Luijn, Anna (57208835457); Zweekhorst, Marjolein B.M. (8228986300)","57213145047; 57208835457; 8228986300","Developing a processual employability model to provide education for career self-management","2020","Education and Training","62","2","","116","128","12","9","10.1108/ET-10-2018-0227","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077520193&doi=10.1108%2fET-10-2018-0227&partnerID=40&md5=865e018f70843f5ea19b1e8aa361e4b0","Athena Institute, Vrije Universiteit Amsterdam, Amsterdam, Netherlands","Krouwel S.J.C., Athena Institute, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; van Luijn A., Athena Institute, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Zweekhorst M.B.M., Athena Institute, Vrije Universiteit Amsterdam, Amsterdam, Netherlands","Purpose: The purpose of this paper is to introduce a practical model for the evaluation and adaptation of educational programmes in order to incorporate employability development focussed on enabling graduates to self-manage their career. Design/methodology/approach: The model integrates several perspectives on and conceptualisations of the nature of employability and its development. The integration of various elements is justified on the basis of existing research and the experience of local educational practitioners. Findings: The model integrates insights from the Graduate Employability Development model (Harvey et al., 2002), the CareerEDGE model (Dacre Pool and Sewell, 2007), the Career Management Employability model (Bridgstock, 2009) and adopts three career competencies as outcome indicators (Akkermans et al., 2013). The resulting model describes in simple terms what educational practitioners may adapt in the process of employability development to enhance the ability of prospective graduates to manage their own careers. Research limitations/implications: The model remains theoretical and the relations it implies require further validation. Involving graduates and students in evaluating the model may contribute to validating its scope and applicability. Practical implications: The model provides a practical tool to retrospectively and prospectively evaluate the institutional provision of employability development education. It may serve as a basis for adaptation to other programmes. Originality/value: By adopting a processual perspective on employability, the model shifts away from the possession of a predefined set of characteristics, and towards enabling students to actively influence their own employability. © 2020, Emerald Publishing Limited.","Career competency; Career management; Employability; Graduates; Modelling; The Netherlands","","","","","","Commonwealth Scientific and Industrial Research Organisation, CSIRO; Nederlandse Organisatie voor Wetenschappelijk Onderzoek, NWO"," In line with the first step of the HEA guide ( Cole and Tibby, 2013 ), this paper illustrates the development of a novel understanding of processual employability development with the explicit goal of informing the adaptation and evaluation of educational practice. The model was developed while keeping in mind the context of a diverse student population and dynamic labour markets. A primary demand placed on the model by this context is that it should focus on enabling students to self-manage their careers, rather than developing a predefined set of characteristics. The integration of components was informed by the emphasis on the institutional role in developing the type of employability that facilitates such career self-management. The resulting conceptual model presents a novel and practical perspective on the modelling of employability, and can be used as a concrete starting point by educational practitioners who wish to enhance the employability development potential of their educational programmes.    The present study was funded by a Comenius Teaching Fellowship awarded by the Dutch organisation for scientific research (NWO) to Anna van Luijn (MSc) in 2017. The Comenius Teaching Fellowship is intended to fund small scale projects for educational innovation for the benefit of students in Dutch higher education.    Figure 1  The processual employability education model   Table I  The six career competencies as defined in Akkermans et al. (2013)                            Dimension Competency Description  Communicative Self-profiling “Presenting and communicating personal knowledge, abilities and skills to the internal and external labour market”  Networking “The awareness of the presence and professional value of an individual network, and the ability to expand this network for career-related purposes” Reflective Reflection on motivation “Reflecting on values, passions and motivations with regard to one’s personal career”  Reflection on qualities “Reflecting on strengths, shortcomings and skills with regard to one’s personal career” Behavioural Work exploration “Actively searching for work-related and career-related opportunities on the internal and external labour market”  Career control “Actively influencing learning processes and work processes related to one’s personal career by setting goals and planning how to fulfil them”   ","Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W.B., Competencies for the contemporary career: development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Akkermans J., Brenninkmeijer V., Schaufeli W.B., Blonk R.W.B., It’s all about CareerSKILLS: effectiveness of a career development intervention for young employees, Human Resource Management, 54, 4, pp. 533-551, (2015); Alvarez-gonzalez P., Lopez-miguens M.J., Caballero G., Perceived employability in university students: developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Athey T.R., Orth M.S., Emerging competency methods for the future, Human Resource Management, 38, 3, pp. 215-226, (1999); Baker G., Henson D., Promoting employability skills development in a research‐intensive university, Education + Training, 52, 1, pp. 62-75, (2010); Batistic S., Tymon A., Networking behaviour, graduate employability: a social capital perspective, Education + Training, 59, 4, pp. 374-388, (2017); Bridgstock R., The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); 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Knight P.T., Yorke M., Employability through the curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Mulder M., Competence development – some background thoughts 1, The Journal of Agricultural Education and Extension, 7, 4, pp. 147-158, (2001); Nove A., Snape D., Chetwynd M., Advancing by Degrees: A Study of Graduate Recruitment and Skills Utilisation, (1997); Opengart R., Short D.C., Free agent learners: the new career model and its impact on human resource development, International Journal of Lifelong Education, 21, 3, pp. 220-233, (2002); Qualter P., Gardner K.J., Whiteley H.E., Emotional intelligence: review of research and educational implications, Pastoral Care in Education, 25, 1, pp. 11-20, (2007); Sacks M.A., Graves N., How many ‘friends’ do you need? 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Krouwel; Athena Institute, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; email: S.J.C.Krouwel@vu.nl","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85077520193"
"Isaza-Jaramillo S.; Salazar-Velásquez L.V.; Portillo-Benjumea M.; Carrizosa-Moog J.","Isaza-Jaramillo, Sandra (56182361100); Salazar-Velásquez, Laura Vanessa (57208859390); Portillo-Benjumea, Mateo (57208868079); Carrizosa-Moog, Jaime (6507574524)","56182361100; 57208859390; 57208868079; 6507574524","The abbreviation “PWE” may carry a negative connotation compared with the labels “person with epilepsy” and “epileptic”","2020","Seizure","76","","","167","172","5","0","10.1016/j.seizure.2020.02.010","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079880294&doi=10.1016%2fj.seizure.2020.02.010&partnerID=40&md5=464b50d81b29f33600d64315086a5afa","Adult Neurology Service, Department of Internal Medicine, Faculty of Medicine, University of Antioquia, Cra. 51d # 62-29, Medellín, Colombia; Faculty of Medicine, University of Antioquia, Cra 51 d # 62-29, Medellín, Colombia; Child and Adolescent Neurology Service, Department of Pediatrics, Faculty of Medicine, University of Antioquia, Calle 18 B Sur No. 38-51, Medellín, Colombia","Isaza-Jaramillo S., Adult Neurology Service, Department of Internal Medicine, Faculty of Medicine, University of Antioquia, Cra. 51d # 62-29, Medellín, Colombia; Salazar-Velásquez L.V., Faculty of Medicine, University of Antioquia, Cra 51 d # 62-29, Medellín, Colombia; Portillo-Benjumea M., Faculty of Medicine, University of Antioquia, Cra 51 d # 62-29, Medellín, Colombia; Carrizosa-Moog J., Child and Adolescent Neurology Service, Department of Pediatrics, Faculty of Medicine, University of Antioquia, Calle 18 B Sur No. 38-51, Medellín, Colombia","Purpose: Ways of labeling a person with epilepsy (PWE) may have an impact on public position towards affected persons. This study analyzed college students position changes, influenced by three different labels of PWE. Methods: Observational, descriptive, cross-sectional study. Students of three schools answered one of three questionnaires whose content changed in the labeling form: person with epilepsy, epileptic or PWE. Proportions were compared with Chi square test or Fisher's exact test to explore considering age, gender, religion practicing, socioeconomic status, knowing an affected person and by faculty. Results: A total of 273 questionnaires were included were distributed in medicine 133 (48.7 %), engineering 108 (39.6 %) and law 32 (11.7 %) schools. Labeling type distribution was person with epilepsy 94 (34.4 %), epileptic 93 (34.1 %) and PWE 86 (31.5 %. No statistical differences were found according the labels person with epilepsy and epileptic. The abbreviation PWE had statistical significant connotation in aspects of academic achievement p = 0,007, selecting a PWE in your work team p = 0,009, self control p < 0,000, being dangerous p < 0,000 and having any disturbance in thought or behavior p = 0,05. Religion practicing, socioeconomic status and knowing a person with epilepsy did not impact in attitude related to labeling. Engineering and law students expressed their concern in employability. Conclusion: The abbreviation PWE may have negative connotations when used in written questionnaires. No differences were found with the labels person with epilepsy and epileptic in college students. More studies are needed to explore the stigmatizing or destigmatizing effects of labeling a person with epilepsy on different populations. © 2020 British Epilepsy Association","Abbreviation; Epilepsy; Labeling; Stigma; Student","academic achievement; adult; aged; Article; attitude to illness; behavior disorder; college student; Colombia; cross-sectional study; employability; epilepsy; epileptic patient; female; human; male; medical student; nomenclature; non-medical student; observational study; prejudice; priority journal; questionnaire; religion; self control; sex difference; social status; stigma; thought disorder; violence","","","","","Universidad de Antioquia, UdeA","We want to thank University of Antioquia for permitting this project, Alejandro Rodriguez Mejia for his participation in this project and acknowledge the students of the three schools for their time and expressed opinions.","Executive Board, 68th World Health Assembly International League Against Epilepsy, Global burden of epilepsy and the need for coordinated action at the country level to address its health, social and public knowledge implications, (2015); International League Against Epilepsy, The history and Stigma of epilepsy, Epilepsy, 44, pp. 12-14, (2003); De Boer H.M., Mula M., George S., Sander L., Sander J.W., The global burden and stigma of epilepsy psychiatric comorbidities of epilepsy view project antiepileptic drugs view project the global burden and stigma of epilepsy, Epilepsy Behav, 12, 4, pp. 540-546, (2008); Boling W., Means M., Fletcher A., Quality of life and stigma in epilepsy, perspectives from selected regions of Asia and Sub-Saharan Africa, Brain Sci, 8, (2018); McPherson S., Armstrong D., Social determinants of diagnostic labels in depression, Soc Sci Med, 62, pp. 50-58, (2006); Finlay W.M.L., Lyons E., Rejecting the label: a social constructionist analysis, Ment Retard, 43, pp. 120-134, (2005); Reuber M., “Epileptics”, “people with epilepsy”, “PWE”, “epilepsy patients” – what is the best label?, Seizure Eur J Epilepsy, 23, 327, (2014); Hatcher J.L., Replacing the stigma of ‘epileptic’ with a tasteless acronym and coming full circle, Seizure, 23, (2014); Jacoby A., Labels and lingo in epilepsy: a response to Dr Hatcher, Seizure, 23, (2014); Fernandes P.T., de Barros N.F., Li L.M., Stop saying epileptic, Epilepsia, 50, pp. 1280-1283, (2009); Bishop M., Stenhoff D.M., Bradley K.D., Allen C.A., The differential effect of epilepsy labels on employer perceptions: report of a pilot study, Epilepsy Behav, 11, pp. 351-356, (2007); Wo M.C.M., Lim K.S., Choo W.Y., Tan C.T., Employability in people with epilepsy: a systematic review, Epilepsy Res, 116, pp. 67-78, (2015); Kanner A.M., Depression in epilepsy: prevalence, clinical semiology, pathogenic mechanisms, and treatment, Biol Psychiatr, 54, 3, pp. 388-398, (2003); Riasi H., Rajabpour Sanati A., Ghaemi K., The stigma of epilepsy and its effects on marital status, Springerplus, 3, pp. 762-768, (2014); Universidad de Antioquia, UIncluye, para poblaciones con discapacidad intelectual. Periódico Alma Mater. Ed. 676 [Internet], (2018); Carrizosa-Moog J., Salazar-Velasquez L.V., Portillo-Benjumea M., Rodriguez-Mejia A., Isaza-Jaramillo S., Does public attitude change by labeling a person as epileptic, person with epilepsy or the acronym PWE? A systematic review, Seizure, 69, pp. 273-278, (2019); Dickson E., Duffy J., A non-discriminatory response to disability related problem behavior at Australian universities, Int J Law Psychiatry, 64, pp. 129-136, (2019); Emong P., Eron L., Disability inclusion in higher education in Uganda: status and strategies, Afr J Disabil, 5, 1, (2016); Alshouibi E., Alagil F., HIV-Related discrimination among senior dental students in Jeddah, J Int Soc Prev Community Dent, 9, 3, pp. 219-224, (2019); Tedrus G.M., Fonseca L.C., Vieira A.L., Knowledge and attitudes toward epilepsy amongst students in the health area: intervention aimed at enlightenment, Arq Neuropsiquiatr, 65, 4B, pp. 1181-1185, (2007); Laberon S., Psychological barriers to professional inclusion of people with mental disabilities, Encephale, 40, S2, pp. S103-S114, (2014); Friedrich L., Taslak M., Tomasovic S., Bielen I., How does the label “epileptic” influence attitudes toward epilepsy?, Seizure, 33, pp. 54-59, (2015); Noble A.J., Marson A.G., Should we stop saying “epileptic”? 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Bringing quantitative and qualitative evidence on the views of UK patients and carers to the terminology debate, Epilepsy Behav, 67, pp. 20-27, (2017)","S. Isaza-Jaramillo; Adult Neurology Service, Department of Internal Medicine, Faculty of Medicine, University of Antioquia, Medellín, Cra. 51d # 62-29, Colombia; email: sandra.isaza@udea.edu.co","","W.B. Saunders Ltd","","","","","","10591311","","SEIZE","","English","Seizure","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85079880294"
"Bhattacharyya S.S.; Jha S.; Sharma D.","Bhattacharyya, Som Sekhar (35309211100); Jha, Sumi (36496923600); Sharma, Dinesh (57189730431)","35309211100; 36496923600; 57189730431","Development of a Scale on Individual Perspectives on Corporate Social Responsibility Constructs: Based on Microfoundation Theory","2020","Vision","24","1","","47","59","12","12","10.1177/0972262919862411","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071622492&doi=10.1177%2f0972262919862411&partnerID=40&md5=1149b59ec744e0b0b182a5f54a8e40b2","Strategic Management and International Business Strategy, National Institute of Industrial Engineering, Powai, Mumbai, , Maharashtra, India; Human Resource Management, National Institute of Industrial Engineering, Powai, Mumbai, Maharashtra, India; Marketing Management, SJMSOM, Indian Institute of Technology Bombay, Powai, Mumbai, , Maharashtra, India","Bhattacharyya S.S., Strategic Management and International Business Strategy, National Institute of Industrial Engineering, Powai, Mumbai, , Maharashtra, India; Jha S., Human Resource Management, National Institute of Industrial Engineering, Powai, Mumbai, Maharashtra, India; Sharma D., Marketing Management, SJMSOM, Indian Institute of Technology Bombay, Powai, Mumbai, , Maharashtra, India","The authors develop a scale to measure individual perspectives on Corporate Social Responsibility (CSR) constructs based on microfoundation theory. To develop the microfoundation based CSR scale, the research methodology involved two stages (qualitative research followed by quantitative research). In qualitative research, Focused Group Discussion (FGD) was conducted to extract items for survey questionnaire development. Subsequently, quantitative analysis was carried out. The data were subjected to exploratory and confirmatory factor analysis (CFA). The study sample comprised of 407 management students of Indian business schools who enrolled in CSR and sustainability courses. The developed scale comprised of four variables namely Customer Product Preference (CPP), Customer Firm Preference (CFP), Investor Preference (IP) and Employability Preference (EP). The results were arrived at by undertaking Exploratory Factor Analysis (EFA) and CFA. The scale developed and extended the theoretic conversation on CSR from the organizational level discussion to an individual level discussion based on microfoundation theory. This is one of the first studies to develop a scale on individual perspectives on CSR constructs based on micro-foundation theory. © 2020 Management Development Institute.","Corporate Social Responsibility (CSR); Microfoundations Theory; Scale Development; Socially Responsible Role Behaviour","","","","","","","","Aguilera R.V., Rupp D.E., Williams C.A., Ganapathi J., Putting the S back in corporate social responsi-bility: A multilevel theory of social change in organizations, Academy of Management Review, 32, 3, pp. 836-863, (2007); Arbuckle J., Wothke W., AMOS 4 user’s reference guide, (1999); Arpan L.M., Integration of information about corporate social performance, Corporate Communications: An International Journal, 10, 1, pp. 83-98, (2005); Beckmann S.C., Consumers and corporate social responsibility: Matching the unmatchable?, Australasian Marketing Journal (AMJ), 15, 1, pp. 27-36, (2007); Bhattacharyya S.S., Development of a scale on strategic corporate social responsibility constructs, International Journal of Indian Culture and Business Management, 3, 2, pp. 181-207, (2010); 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The business case for corporate social responsibility, California Management Review, 47, 4, pp. 19-45, (2005); Waddock S.A., Bodwell C., Graves S.B., Responsibility: The new business imperative, The Academy of Management Executive, 16, 2, pp. 132-148, (2002); Wang M., Qiu C., Kong D., Corporate social responsibility, investor behaviors, and stock market returns: Evidence from a natural experiment in China, Journal of Business Ethics, 101, 1, pp. 127-141, (2011); Warschauer M., Technology and social inclusion: Rethinking the digital divide, (2004); Webb D.J., Mohr L.A., Harris K.E., A re-examination of socially responsible consumption and its measurement, Journal of Business Research, 61, 2, pp. 91-98, (2008); Werther W.B., Chandler D., Strategic corporate social responsibility as global brand insurance, Business Horizons, 48, 4, pp. 317-324, (2005); Williams B., Onsman A., Brown T., Exploratory factor analysis: A five-step guide for novices, Australasian Journal of Paramedicine, 8, 3, pp. 1-13, (2010); Yakovleva N., Corporate social responsibility in the mining industries, (2017); Zanchettin P., Mukherjee A., Vertical integration and product differentiation, International Journal of Industrial Organization, 55, pp. 25-57, (2017)","S.S. Bhattacharyya; Strategic Management and International Business Strategy, National Institute of Industrial Engineering, Mumbai, Powai, India; email: somdata@gmail.com","","Sage Publications India Pvt. Ltd","","","","","","09722629","","","","English","Vision","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85071622492"
"Martín-García R.; López-Martín C.; Arguedas-Sanz R.","Martín-García, Rodrigo (47561840900); López-Martín, Carmen (57189991480); Arguedas-Sanz, Raquel (55935218600)","47561840900; 57189991480; 55935218600","Collaborative learning communities for sustainable employment through visual tools","2020","Sustainability (Switzerland)","12","6","2569","","","","7","10.3390/su12062569","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082968427&doi=10.3390%2fsu12062569&partnerID=40&md5=b823c52ef3380b1a8bcbec148e20aac3","Department of Business Economics and Accounting, National Distance Education University (UNED), Madrid, 28040, Spain","Martín-García R., Department of Business Economics and Accounting, National Distance Education University (UNED), Madrid, 28040, Spain; López-Martín C., Department of Business Economics and Accounting, National Distance Education University (UNED), Madrid, 28040, Spain; Arguedas-Sanz R., Department of Business Economics and Accounting, National Distance Education University (UNED), Madrid, 28040, Spain","Higher education institutions must enable students to acquire skills and capacities that prepare them for working life and enhance their employability. This will lead to an applied learning-and teaching-enhancement-oriented sustainable Higher Education System. This research aims to contribute to that goal by analyzing student interactions in a collaborative learning community. It assesses the impact of visual tools on academic performance and student satisfaction in employment-focused blended studies, in which enrollees were geographically dispersed undergraduates with a diversity of profiles. A financial studies learning community was created to test students' interactions in a model conducive to participation as visual content creators and users. Three surveys (pre-project, appraisal of classmates' visual exercises, and post-project) were conducted to assess project impact. First, we used a univariate approach, focused on students' characteristics, course and project appraisals, and the effects of the project on academic performance and expectations. Secondly, a bivariate approach was conducted to detect relationships between respondents' appraisals and personal characteristics and to determine whether their mean scores were the same irrespective of such characteristics. The findings showed that: (1) Students' preferences concur with those of their employers; (2) participation in innovative initiatives improves students' perception of course procedures; (3) visual tools have a positive impact on learning, in terms of both academic performance and student satisfaction. The study concludes by providing support for educational institutions decision-making around courses and the overall curricula by defining the factors determining academic performance and student satisfaction. © 2020 by the authors.","Blended learning; Collaborative learning; Creativity; Educational collaborative networks (ECNs); Employability; Learning analytics; Sustainable regional and sector-based collaboration; Visual thinking","academic performance; decision making; employment; higher education; institutional framework; learning; perception; questionnaire survey; student; sustainability; teaching","","","","","","","Chiavenato I., Villamizar G., Gestión del Talento Humano, (2009); Armstrong A., Page N., Creativity and Constraints: Leadership and Management in the UK Creative Industries, (2015); Yordanova S., Creativity as managerial competence, Rom. Econ. Bus. 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Educ, (2015); Epure M., University-business cooperation: Adapting the curriculum and educational package to labor market requirements, Proceedings of the International Conference on Business Excellence, 11, pp. 339-349, (2017); European Commission/EACEA/Eurydice, Structural Indicators on Graduate Employability in Europe-2016; Eurydice Report, (2016); Commission StaffWorking Document Accompanying the Document Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions, A Renewed EU Agenda for Higher Education, (2017); StaffWorking DocumentSWD.195 Final, Annex II-Results of the Public Consultation on the EU's Modernisation Agenda for Higher Education, 10.06.2016, (2019); The Future of Education and Skills, Education. 2030, (2018); Plan Anual de Política de Empleo Para 2018, Boletín Oficial del Estado, 77, pp. 34109-34198, (2018); Hyerle D., Visual Tools for Constructing Knowledge, (1996); Hyerle D., Thinking maps: Visual tools for activating habits of mind, Learning and Leading with Habits of Mind, pp. 149-174, (2008); Anton C.S., Herrero M.E., Castillo A.S., Sartori M., Los plurilenguajes en la construcción del conocimiento en los Talleres de Elaboración de Trabajo Final en las carreras de comunicación social de universidades nacionales, Actas de Periodismo y Comunicación, (2016); Martin-Garcia R., Arguedas-Sanz R., Lopez-Martin C., La aplicación de técnicas de Visual Thinking en la materia de Finanzas en estudios de Grado, Ensayos sobre investigación y experiencias docentes en Economía, pp. 107-124, (2018); Jewitt C., The Visual in Learning and Creativity: A Review of the Literature, (2008); Fan R.J.D., Tan P.J.B., Application of Information Technology in Preschool Aesthetic Teaching from the Perspective of Sustainable Management, Sustainability, 11, (2019); Li Y., Wang L., Using iPad-based mobile learning to teach creative engineering within a problem-based learning pedagogy, Educ. 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Comunicar, 21, pp. 165-172, (2014); Ruiz R.M., Lopez F.C., Millan J., Experimentando con las redes sociales en la enseñanza universitaria en ciencias, Revista Eureka Sobre Enseñanza y Divulgación de las Ciencias, 10, pp. 394-405, (2013); Messina P., Dominquez V., Parra D., Trattner C., Soto A., Exploring Content-based Artwork Recommendation with Metadata and Visual Feature, (2017); Nikolova N., Andersen L., Creating Shared Value Through Service-Learning in Management Education, J. Manag. Educ, 41, pp. 750-780, (2017); Garimella B., Shenoy S., Pai R.Y., Shetty R., Structured Education for Sustainable Employment: Technology enabled queueing theory applications, Found. Manag, 10, pp. 75-86, (2018); Nusrat M., Naz K., Soft Skills for Sustainable Employment: Does it really Matter?, IJMEI, 4, pp. 1835-1837, (2018); Laguna-Sanchez P., Abad P., de la Fuente-Cabrero C., Calero R., A University Training Programme for Acquiring Entrepreneurial and Transversal Employability Skills, a Students' Assessment, Sustainability, 12, (2020)","R. Martín-García; Department of Business Economics and Accounting, National Distance Education University (UNED), Madrid, 28040, Spain; email: rmarting@cee.uned.es","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85082968427"
"Qasim A.; Kharbat F.F.","Qasim, Amer (36155955800); Kharbat, Faten F. (19639814600)","36155955800; 19639814600","Blockchain technology, business data analytics, and artificial intelligence: Use in the accounting profession and ideas for inclusion into the accounting curriculum","2020","Journal of Emerging Technologies in Accounting","17","1","","107","117","10","76","10.2308/jeta-52649","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089509205&doi=10.2308%2fjeta-52649&partnerID=40&md5=892211e2333a33232fd2bdfa4782a196","Al Ain University, United Arab Emirates","Qasim A., Al Ain University, United Arab Emirates; Kharbat F.F., Al Ain University, United Arab Emirates","Recently, accounting academics have reported increased attention in the accounting profession toward the employment of various technologies. These studies only highlight the exploitation of these technologies in the profession and areas for future research, while missing the need for modernizing the accounting curriculum to meet the industry’s technological needs. This paper follows an integrated model for curriculum redesign to reflect blockchain technology, business data analytics, and artificial intelligence employment in the accounting profession. By building on the main four educational curricula designs components, we propose ways to incorporate these technologies into the accounting curriculum. Current industry implementation of new technologies should be considered by academia when designing accounting curriculum to prepare graduates for the market and to ensure their employability. This paper calls for radical changes in the accounting curriculum to reach a balance between existing accounting knowledge and information technology skills relevant to the profession. © 2020, American Accounting Association. All rights reserved.","Accounting education; Artificial intelligence; Blockchain; Business analytics","","","","","","","","Al-Htaybat K., von Alberti-Alhtaybat L., Alhatabat Z., Educating digital natives for the future: Accounting educators’ evaluation of the accounting curriculum, Accounting Education, 27, 4, pp. 333-357, (2018); Alden M. E., Bryan D. M., Lessley B. J., Tripathy A., Detection of financial statement fraud using evolutionary algorithms, Journal of Emerging Technologies in Accounting, 9, 1, pp. 71-94, (2012); Aldhizer G. R., Small firm audit partner hiring crisis: A role play for critical thinking and negotiation skills, Issues in Accounting Education, 30, 4, pp. 275-296, (2015); The AICPA pre-certification core competency framework, (2018); Appelbaum D., Nehmer R., The coming disruption of drones, robots, and bots: How will it affect CPAs and accounting practice?, (2019); Appelbaum D., Kogan A., Vasarhelyi M. A., Big Data and analytics in the modern audit engagement: Research needs, Auditing: A Journal of Practice & Theory, 36, 4, pp. 1-27, (2017); Eligibility Procedures and Accreditation Standards for Accounting Accreditation, (2013); Accounting standards, (2018); Borin N., Metcalf L., Integrating sustainability into the marketing curriculum: Learning activities that facilitate sustainable marketing practices, Journal of Marketing Education, 32, 2, pp. 140-154, (2010); Clayton P. R., Clopton J., Business curriculum redesign: Integrating data analytics, Journal of Education for Business, 94, 1, pp. 57-63, (2019); Coyne J. G., McMickle P. L., Can blockchains serve an accounting purpose?, Journal of Emerging Technologies in Accounting, 14, 2, pp. 101-111, (2017); Coyne J. G., Coyne E. M., Walker K. B., A model to update accounting curricula for emerging technologies, Journal of Emerging Technologies in Accounting, 13, 1, pp. 161-169, (2016); Dai J., Vasarhelyi M. A., Toward blockchain-based accounting and assurance, Journal of Information Systems, 31, 3, pp. 5-21, (2017); Davenport T., Harris J., Competing on Analytics: Updated, with a New Introduction: The New Science of Winning, (2017); Debreceny R., Farewell S., XBRL in the accounting curriculum, Issues in Accounting Education, 25, 3, pp. 379-403, (2010); Reboot: Annual review of football finance 2016, (2016); Deshmukh A., Digital Accounting: The Effects of the Internet and ERP on Accounting, (2006); Diamond R. M., Designing and Assessing Courses and Curricula: A Practical Guide, (2008); Downey D. J., O'Connor L. T., Abell L., Armanino D., Jepson M., Kadakal R., Nam S., Sanchez L., Sowers E., Navigating the process of curriculum redesign in sociology: Challenges and lessons from one program, Teaching Sociology, 47, 2, pp. 87-101, (2019); Fisher I. E., A perspective on textual analysis in accounting, Journal of Emerging Technologies in Accounting, 15, 2, pp. 11-13, (2018); Fowler D., Lazo M., Turner J., Hohenstein J., Facilitating program, faculty, and student transformation: A framework for curriculum redesign, Journal of Transformative Learning, 3, 1, pp. 59-73, (2015); Handoyo S., Anas S., Accounting education challenges in the new millennium era: Impact of advanced technology and dynamic business environment, Journal of Accounting Auditing and Business, 2, 1, pp. 25-33, (2019); Iansiti M., Lakhani K. R., The truth about blockchain, Harvard Business Review, 95, 1, pp. 118-127, (2017); Issa H., Sun T., Vasarhelyi M. A., Research ideas for artificial intelligence in auditing: The formalization of audit and workforce supplementation, Journal of Emerging Technologies in Accounting, 13, 2, pp. 1-20, (2016); Janvrin D. J., Watson M. W., ‘Big Data’’: A new twist to accounting, Journal of Accounting Education, 38, pp. 3-8, (2017); Joseph G, Asha G., Strickland S., Perspectives on information literacy in the accounting curriculum, Advances in Accounting Education: Teaching and Curriculum Innovations, 16, pp. 89-111, (2015); Kim H. W., Kankanhalli A., Investigating user resistance to information systems implementation: A status quo bias perspective, MIS Quarterly, 33, 3, pp. 567-582, (2009); Kobelius J., The Forrester Wave: Predictive analytics and data mining solutions, Q1 2010, (2010); Kokina J., Davenport T. H., The emergence of artificial intelligence: How automation is changing auditing, Journal of Emerging Technologies in Accounting, 14, 1, pp. 115-122, (2017); Kokina J., Mancha R., Pachamanova D., Blockchain: Emergent industry adoption and implications for accounting, Journal of Emerging Technologies in Accounting, 14, 2, pp. 91-100, (2017); Kotb A., Roberts C., The impact of e-business on the audit process: An investigation of the factors leading to change, International Journal of Auditing, 15, 2, pp. 150-175, (2011); Kotb A., Abdel-Kader M., Allam A., Halabi H., Franklin E., Information technology in the British and Irish undergraduate accounting degrees, Accounting Education, 28, 2, (2019); Lattuca L. R., Stark J. S., Shaping the College Curriculum: Academic Plans in Context, (2009); Lau D. C. M., Analysing the curriculum development process: Three models, Pedagogy, Culture & Society, 9, 1, pp. 29-44, (2001); Moffitt K. C., Vasarhelyi M. A., AIS in an age of Big Data, Journal of Information Systems, 27, 2, pp. 1-19, (2013); Moffitt K. C., Rozario A. M., Vasarhelyi M. A., Robotic process automation for auditing, Journal of Emerging Technologies in Accounting, 15, 1, pp. 1-10, (2018); Pan G., Seow P. S., Preparing accounting graduates for digital revolution: A critical review of information technology competencies and skills development, Journal of Education for Business, 91, 3, pp. 166-175, (2016); Perera C. R., Hewege C. R., Integrating sustainability education into international marketing curricula, International Journal of Sustainability in Higher Education, 17, 1, pp. 123-148, (2016); Rezaee Z., Dorestani A., Aliabadi S., Application of time series analyses in Big Data: Practical research and education implications, Journal of Emerging Technologies in Accounting, 15, 1, pp. 183-197, (2018); Rezaee Z., Sharbatoghlie A., Elam R., McMickle P. L., Continuous auditing: Building automated auditing capability, Auditing: A Journal of Practice & Theory, 21, 1, pp. 147-163, (2002); Richins G., Stapleton A., Stratopoulos A. C., Wong C., Big Data analytics: Opportunity or threat for the accounting profession?, Journal of Information Systems, 31, 3, pp. 63-70, (2017); Rufino H., Lim G. T., Payabyab R. G., Competency requirements for professional accountants: Basis for accounting curriculum enhancement, Review of Integrative Business and Economics Research, 7, 3, pp. 116-128, (2018); Schneider G. P., Dai J., Janvrin D. J., Ajayi K., Raschke R. L., Infer, predict, and assure: Accounting opportunities in data analytics, Accounting Horizons, 29, 3, pp. 719-742, (2015); Sheldon M. D., Using blockchain to aggregate and share misconduct issues across the accounting profession, Current Issues in Auditing, 12, 2, pp. 27-35, (2018); Sledgianowski D., Gomaa M., Tan C., Toward integration of Big Data, technology and information systems competencies into the accounting curriculum, Journal of Accounting Education, 38, pp. 81-93, (2017); Srinivasan V., Will financial auditors become extinct?, The Intelligent Enterprise in the Era of Big Data, pp. 171-186, (2016); Sun T., Vasarhelyi M., Embracing textual data analytics in auditing with deep learning, The International Journal of Digital Accounting Research, 18, pp. 49-67, (2018); Tyler R. W., Basic principles of curriculum and instruction, Curriculum Studies Reader, E2, pp. 60-68, (2013); Warren J. D., Moffitt K. C., Byrnes P., How Big Data will change accounting, Accounting Horizons, 29, 2, pp. 397-407, (2015); Williams P., Does competency-based education with blockchain signal a new mission for universities?, Journal of Higher Education Policy and Management, 41, 1, pp. 104-117, (2019); Wolf P., A model for facilitating curriculum development in higher education: A faculty-driven, data-informed, and educational developer-supported approach, New Directions for Teaching and Learning, 2007, 112, pp. 15-20, (2007); Zhang L., Pei D., Vasarhelyi M. A., Toward a new business reporting model, Journal of Emerging Technologies in Accounting, 14, 2, pp. 1-15, (2017)","","","American Accounting Association","","","","","","15541908","","","","English","J. Emerg. Technol. Account.","Article","Final","","Scopus","2-s2.0-85089509205"
"Becton A.B.; Chen R.K.; Juarez S.W.","Becton, Alicia B. (57219924838); Chen, Roy K. (26648048900); Juarez, Sara Werner (57192008872)","57219924838; 26648048900; 57192008872","Hiring individuals in addiction recovery: Characteristics, levels of concern and willingness","2020","Journal of Rehabilitation","86","2","","39","46","7","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096141307&partnerID=40&md5=d4b7d68422190c19810a3ba39d4b65a8","California State University, Fresno, United States; University of Texas Rio Grande Valley, United States; California State Polytechnic University, Pomona, United States","Becton A.B., California State University, Fresno, United States; Chen R.K., University of Texas Rio Grande Valley, United States; Juarez S.W., California State Polytechnic University, Pomona, United States","Background: Research suggests employment is a key factor in an individual's recovery and employer's views have historically limited opportunities for highly marginalized groups. Objectives: This study provides an analysis of views among employers regarding the hiring of individuals in addiction recovery. Methods: A convenience sample of 382 employers affiliated with the chambers of commerce was recruited to participate in this study. The authors used descriptive and inferential statistical methods to analyze data received through an online questionnaire. Results: The results suggest gender influences the views of employers to hire individuals in recovery. Additionally, levels of concern among employers vary across industries displaying a likelihood of employers to hire individuals in recovery dependent on the extent of needs. Women are more likely to hire individuals in recovery than men. Conclusion: The findings help illuminate the employability of this unique population and also develop a better understanding of the characteristics of prospective employers who are willing to hire individuals in addiction recovery. © 2020 National Rehabilitation Association. All rights reserved.","Addiction; Employability; Employer; Recovery; Views","","","","","","","","Acemoglu D., Angrist J., Consequences of employment protection? The case of the Americans with Disabilities Act, Journal of Political Economy, 109, 5, pp. 915-957, (2001); Allbright A., 2001 employment decisions under the ADA Title I-survey update, Mental and Physical Disability Law Reporter, (2002); Diagnostic and statistical manual of mental disorders, (2013); Ajzenman N., Galiani S., Seira E., On the distributive costs of drug-related homicides, The Journal of Law and Economics, 58, 4, pp. 779-803, (2015); Barry C. L., McGinty E. E., Pescosolido B. A., Goldman H. H., Stigma, discrimination, treatment effectiveness, and policy: Public views about drug addiction and mental illness, Psychiatric Services, 65, 10, pp. 1269-1272, (2014); Becton A. B., Chen R. K., Paul T. M., A second chance: Employers' perspectives in hiring individuals in addiction recovery, Journal of Applied Rehabilitation Counseling, 48, 1, pp. 6-15, (2017); Blustein J., The moral demands of memory, (2008); Cohen J., Statistical power analysis for the behavioral sciences, (1988); Compton W. M., Gfroerer J., Conway K. P., Finger M. S., Unemployment and substance outcomes in the United States 2002-2010, Drug and Alcohol Dependence, 142, pp. 350-353, (2014); DeSimone J., Illegal drug use and employment, Journal of Labor Economics, 20, 4, pp. 952-977, (2002); Diksa E., Rogers S. E., Employer concerns about hiring persons with psychiatric disability: Results of the Employer Attitudes Questionnaire, Rehabilitation Counseling Bulletin, 40, 1, pp. 31-44, (1996); Dixon K. A., Kruse D., Van Horn C. E., Restricted access: A survey of employers about people with disabilities and lowering barriers to work. Americans 'Attitudes about work, employers and government work trends, (2003); French M. 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L., Eyerman J., Foster M. S., Gfroere J. C., Worker substance use and workplace policies and programs, (2007); Lee B. A., The implications of ADA litigation for employers: A review of federal appellate court decisions, Human Resource Management, 40, 1, pp. 35-50, (2001); Lee J. O., Hill K. G., Hartigan L. A., Boden J., Guttmannova K., Kosterman R., Bailey J. A., Catalano R. F., Unemployment and substance use problems among young adults: Does childhood low socioeconomic status exacerbate the effect?, Social Science & Medicine, 143, pp. 36-44, (2015); Livermore G. A., Stapleton D. C, Nowak M. W., Wittenburg D. C, Eisman E. 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M., Employer reservation and ex-offender employment opportunities, COABE Journal: The Resource for Adult Education, 5, 1, pp. 29-46, (2019); Millington M., Szymanski E., Hanley-Maxwell C., Effects of the label of mental retardation employer concerns and selection, Rehabilitation Counseling Bulletin, 38, 1, pp. 27-43, (1994); Murch D., Crack in Los Angeles: Crisis, militarization, and black response to the late twentieth-century war on drugs, Journal of American History, 102, 1, pp. 162-173, (2015); Ending discrimination against people with mental and substance use disorders: The evidence for stigma change, (2016); Principles of drug addiction treatment: A research-based guide, (2018); Step by step guides to finding treatment for drug use disorders, (2019); Drug use in the workforce: Who's affected, (2019); Drug use in the workforce: Costs for employers, (2019); Petersilia J., Parole and prisoner reentry in United States, Prisons, (1999); Rios V., Why did Mexico become so violent? A self-reinforcing violent equilibrium caused by competition and enforcement, Trends in Organized Crime, 16, 2, pp. 138-155, (2013); Room R., Stigma, social inequality and alcohol and drug use, Drug and Alcohol Review, 24, 2, pp. 143-155, (2005); Schwochau S., Blanck P. D., The economics of the Americans with Disabilities Act, Part III: Does the ADA disable the disabled?, Journal of Employment and Labor Law, 21, 1, pp. 271-313, (2000); Sigurdsson S. O., Ring B. M., O'Reilly K., Silverman K., Barriers to employment among unemployed drug users: age predicts severity, American Journal of Drug and Alcohol Abuse, 38, 6, pp. 580-587, (2012); Staton-Tindall M., Duvall J., Stevens-Watkins D., Oser C. B., The roles of spirituality in the relationship between traumatic life events, mental health, and drug use among African American women, Substance Use & Misuse, 48, 12, pp. 1246-1257, (2013); Stelzer I. M., The opioid crisis is creating a labor crisis, The Weekly Standard, (2017); Treatment Episode Data Set (TEDS), (2008); Need for and receipt of substance use treatment among blacks, (2013); Results from the 2012 National Survey on Drug Use and Health: Summary of National Findings, pp. 13-795, (2013); Sullivan G. M., Feinn R., Using effect size - or why the p value is not enough, Journal of Graduate Medical Education, 4, 3, pp. 279-282, (2012); Substance abuse data, research and reports, (2017); Tyson P., Vaughn A. V., Drug testing in the workplace, Occupational Health and Safety, 35, pp. 24-36, (1987); Unger D. D., Employer attitudes towards people with disabilities in the workplace: Myths or realities?, Employers' views of workplace supports: Virginia Commonwealth University Charter Business Roundtable's National Study of Employers' Experiences with Workers with Disabilities, (2002)","R.K. Chen; School of Rehabilitation Services and Counseling, University of Texas Rio Grande Valley, Edinburg, 1201 W. University Drive, 78539, United States; email: roy.chen@utrgv.edu","","National Rehabilitation Association","","","","","","00224154","","","","English","J. Rehabil.","Article","Final","","Scopus","2-s2.0-85096141307"
"Jain R.; Singh V.K.","Jain, Ruchi (57211582302); Singh, Vikash Kumar (56074953000)","57211582302; 56074953000","An implementation over auto career prediction based on users behaviour analysis attributes","2020","International Journal of Scientific and Technology Research","9","3","","1006","1014","8","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082620562&partnerID=40&md5=93df943e121f11b99a5d9ed47a3411c5","IGNTU, Dept. of Computer Science, Amarkantak, M.P., India; Faculty of Computronics, IGNTU, Amarkantak, M.P., India","Jain R., IGNTU, Dept. of Computer Science, Amarkantak, M.P., India; Singh V.K., Faculty of Computronics, IGNTU, Amarkantak, M.P., India","Student behavior makes an important role in its career. Many attributes gives the indication of users interest towards particular stream as well as self-employed startup orientation. As students are going through their academics and pursuing their interested courses, it is very important for them to assess their capabilities and identify their interests so that they will get to know in which career area their interests and capabilities are going to put them in. This will help them in improving their performance and motivating their interests so that they will be directed towards their targeted career and get settled in that [20]. Also recruiters while recruiting the candidates after assessing them in all different aspects, these kind of career recommender systems help them in deciding in which job role the candidate should be kept in based on his/her performance and other evaluations. Career indecision is a difficult obstacle confronting adolescents. Traditional vocational assessment research measures it by means of questionnaires and diagnoses the potential sources of career indecision. Based on the diagnostic outcomes, career counselors develop treatment plans tailored to students. However, because of personal motives and the architecture of the mind, it may be difficult for students to know themselves, and the outcome of questionnaires may not fully reflect their inner states and statuses. © 2020, IJSTR.","Ecological; Economic; Entrepreneurship; Job provider; Leading attributes; Logical attributes; Sustainable development; Sustainable Employability","","","","","","","","Altmann S., Falk A., Jager S., Zimmermann F., Learning about Job Search: A Field Experiment with Job Seekers in Germany, (2018); Ana Beatriz Lopes de Sousa J., Jose C., Chiappetta J., Filho M.G., Roubaud D., Industry 4.0 and the circular economy: A proposed research agenda and original roadmap for sustainable operations, © Springer Science Business Media, LLC, Part of Springer Nature, (2018); Marchi E., Chung W., Visser R., Abbas D., Nordfjell T., Mederski P.S., McEwan A., Brink M., Laschi A., Sustainable Forest Operations (SFO): A New Paradigm in A Changing World and Climate; Ciccullo F., Margheritapero M.C., Gosling J., Purvis L., Integrating the Environmental and social sustainability pillars into the lean and agile supply chain management paradigms: A literature review and future research directions, Journal of Cleaner Production, (2017); Sarkis J., Zhu Q., Environmental sustainability and production: Taking the road less travelled, International Journal of Production Research, (2017); Cuentas S., Penabaena-Niebles R., Garcia E., Support Vector Machine in Statistical Process Monitoring: A Methodological and Analytical Review, (2016); Martin C.J., The sharing economy: A pathway to sustainability or a nightmarish form of neoliberal capitalism, Elsevier B.V., (2016); Savaget M.G.P., Bocken N.M.P., Hultink E.J., The Circular Economy e A new sustainability paradigm, Institute for Manufacturing, Department of Engineering, University of Cambridge, Cambridge, CB3 0FS, United Kingdom Industrial Design Engineering, Delft University of Technology, Landbergstraat, 15, pp. 26-28, (2016); Cheng M., Economy S., A review and agenda for future research University of Technology Sydney, UTS Business School, Ultimo, NSW, Australia,Elsevier B.V, (2016); Abel J., Rich R., Song J., Tracy J., The Measurement andBehaviourOf Uncertainty: Evidence From The Ecb Survey Of Professional Forecasters, Journal of Applied Econometrics J. 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Mckinsey, (2016); Bocken N.M., Olivetti E.A., Cullen J.M., Potting J., Lifset R., Taking the circularity to the nextlevel: A special issue on the circular economy, Journal of Industrial Ecology, 21, 3, pp. 476-482, (2017); Despeisse M., Baumers M., Brown P., Charnley F., Ford S.J., Garmulewicz A., Et al., Unlockingvalue for a circular economy through 3D printing: A research agenda, Technological Forecasting Andsocial Change, 115, pp. 75-84, (2017); Man J.C., Strandhagen J.O., An Industry 4.0 research agenda for sustainable business models, Procedia CIRP, 63, pp. 721-726, (2017); Dimaggio P., Powell W.W., The iron cage revisited: Collective rationality and institutional isomorphismin organizational fields, American Sociological Review, 48, 2, pp. 147-160, (1983); Du S., Tang W., Zhao J., Nie T., Sell to whom? Firm’s green production in competition facingmarket segmentation, Annals of Operations Research, pp. 1-30, (2016); Elia V., Gnoni M.G., Tornese F., Measuring circular economy strategies through index methods: A critical analysis, Journal of Cleaner Production, 142, pp. 2741-2751, (2017); Agarwala R., INDIA 2050-A Roadmap to Sustainable Prosperity, (2014)","","","International Journal of Scientific and Technology Research","","","","","","22778616","","","","English","Int. J. Sci. Technol. Res.","Article","Final","","Scopus","2-s2.0-85082620562"
"Mazzetti G.; Paolucci A.; Guglielmi D.; Vannini I.","Mazzetti, Greta (55889758600); Paolucci, Alessio (57210957279); Guglielmi, Dina (23993451800); Vannini, Ira (57201387720)","55889758600; 57210957279; 23993451800; 57201387720","The impact of learning strategies and future orientation on academic success: The moderating role of academic self-efficacy among Italian undergraduate students","2020","Education Sciences","10","5","134","","","","14","10.3390/educsci10050134","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084482880&doi=10.3390%2feducsci10050134&partnerID=40&md5=25cdece1754841f25b90126d4a6a3d58","Department of Education Studies, University of Bologna, Via Filippo Re, 6, Bologna, 40126, Italy","Mazzetti G., Department of Education Studies, University of Bologna, Via Filippo Re, 6, Bologna, 40126, Italy; Paolucci A., Department of Education Studies, University of Bologna, Via Filippo Re, 6, Bologna, 40126, Italy; Guglielmi D., Department of Education Studies, University of Bologna, Via Filippo Re, 6, Bologna, 40126, Italy; Vannini I., Department of Education Studies, University of Bologna, Via Filippo Re, 6, Bologna, 40126, Italy","Promoting academic success among undergraduate students is crucial for tackling the need to foster employability competencies. Low levels of academic attainment in higher education, along with the increasing number of persons participating in tertiary education, represent crucial trends, which need to be studied in order to develop efficient retention practices. The current study aimed to investigate the relationship between relevant factors that can foster academic success: learning strategies, future orientation, and academic self-efficacy. To this purpose, a longitudinal study was performed on a sample of N = 87 undergraduate students from one of the largest Italian universities (63.4% males, 74.2% enrolled in the first year). Participants filled in an online questionnaire at two different time points, with a time lag of 12 months. Results of a moderated mediation model indicated that the relationship between learning strategies at Time 1 (T1) and Grade Point Average (GPA) at Time 2 (T2) was mediated by students’ future orientation. Moreover, this association was moderated by T1 academic self-efficacy. These results suggest that learning strategies positively influence GPA through an enhanced future orientation, in particular when students report high or medium levels of self-efficacy. The current findings invite a thorough review of training interventions for improving academic achievement. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.","Academic achievement success; Employability; Future orientation; Grade Point Average (GPA); Learning strategies; Self-efficacy; Undergraduate students","","","","","","","","Learning Mobility Statistics, (2008); Schneider M., Preckel F., Variables associated with achievement in higher education: A systematic review of meta-analyses, Psychol. Bull., 143, (2017); Panadero E., A review of self-regulated learning: Six models and four directions for research, Front. Psychol., 8, (2017); Vroom V.H.W., Motivation, (1964); Pressley M., Goodchild F., Fleet J., Zajchowski R., The challenges of classroom strategy instruction, Elem. Sch. 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Psyc., 47, pp. 296-312, (2006); Seginer R., Mahajna S., Future orientation links perceived parenting and academic achievement: Gender differences among Muslim adolescents in Israel, Learn. Individ. Differ., 67, pp. 197-208, (2018); Peetsma T., van der Veen I., Relations between the development of future time perspective in three life domains, investment in learning, and academic achievement, Learn. Instr., 21, pp. 481-494, (2011); Carvalho R.G.G., Future time perspective as a predictor of adolescents’ adaptive behavior in school, Sch. Psychol. Int., 36, pp. 482-497, (2015); Boekaerts M., Emotions, emotion regulation, and self-regulation of learning, Handbook of Self-Regulation of Learning and Performance, pp. 408-425, (2011); Winne P.H., Zhou M., Egan R., Designing assessments of self-regulated learning, Assessment of Higher-Order Thinking Skills, pp. 89-118, (2011); Zimmerman B.J., Moylan A.R., Self-regulation: Where metacognition and motivation intersect, Handbook of Metacognition in Education, pp. 299-315, (2009); Ning K.H., Downing K., The reciprocal relationship between motivation and self-regulation: A longitudinal study on academic performance, Learn. Individ. Differ., 20, pp. 682-686, (2010); Lavasani M.G., Mirhosseini F.S., Hejazi E., Davoodi M., The effect of self-regulation learning strategies training on the academic motivation and self-efficacy, Procedia Soc. Behav. Sci., 29, pp. 627-632, (2011); Bandura A., Social Foundations of Thought and Action: A Social Cognitive Perspective, (1986); Zimmerman B.J., Self-efficacy and educational development, Self-Efficacy in Changing Societies, pp. 202-231, (1995); Alhadabi A., Karpinski A.C., Grit, self-efficacy, achievement orientation goals, and academic performance in University students, Int. J. Adolesc. Youth, 25, pp. 519-535, (2020); Ayllon S., Alsina A., Colomer J., Teachers’ involvement and students’ self-efficacy: Keys to achievement in higher education, Plos ONE, 14, (2019); Stajkovic A.D., Bandura A., Locke E.A., Lee D., Sergent K., Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis, Personal. Individ. Differ., 120, pp. 238-245, (2018); Yusuf M., The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement, Procedia Soc. Behav. Sci., 15, pp. 2623-2626, (2011); Byars-Winston A., Diestelmann J., Savoy J.N., Hoyt W.T., Unique effects and moderators of effects of sources on self-efficacy: A model-based meta-analysis, J. Couns. Psychol., 64, (2017); de Vries M., Land-Zandstra A., Smeets I., Citizen scientists’ preferences for communication of scientific output: A literature review, Citiz. Sci., 4, (2019); Bandura A., Self-efficacy: Toward a unifying theory of behavioral change, Psychol. Rev., 84, (1977); Landry C.C., Self-efficacy, motivation and outcome expectation correlates of college students’ intention certainty, Humanit. Soc. Sci, 64, (2003); Declaration of Helsinki: Ethical Principles for Medical Research Involving Human Subjects, (2008); Polacek K., QPA: Giunti OS Organizzazioni Speciali: Questionario Sui Processi Di Apprendimento: Superiori E Università; Giunti OS, (2005); Brislin R.W., Translation and content analysis of oral and written material, Handbook of Cross-Cultural Psychology: Methodology, pp. 389-444, (1980); Hayes A.F., An Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach; Guilford Press, (2013); IBM SPSS Statistics for Windows (Version 23.0), (2015); Devellis R.F., Scale Development: Theory and Applications, Sage Publications: Thousand Oaks, CA, USA, 26, (2016); Diseth A., Self-efficacy, goal orientation and learning strategies as mediators between preceding and subsequent academic achievement, Learn. Individ. Differ., 21, pp. 191-195, (2011); Pintrich P.R., A conceptual framework for assessing motivation and self-regulated learning in college students, Educ. Psychol. Rev., 16, pp. 385-407, (2004); Winne P.H., Perry N.E., Measuring self-regulated learning, In Handbook of Self-Regulation, pp. 531-566, (2000); Alivernini F., Lucidi F., Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study, J. Educ. Res., 104, pp. 241-252, (2011); Zuffiano A., Alessandri G., Gerbino M., Kanacri B.P.L., Di Giunta L., Milioni M., Caprara G.V., Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem, Learn. Individ. Differ., 23, pp. 158-162, (2013); Foulstone A.R., Kelly A., Enhancing academic self-efficacy and performance among fourth-year psychology students: Findings from a short educational intervention, Int. J. Scholarsh. Teach. Learn., 13, (2019); Chelberg K., Bosman L., American Indian college student mentoring: A study to measure changes in self-efficacy, Educ. Sci., 10, (2020)","G. Mazzetti; Department of Education Studies, University of Bologna, Bologna, Via Filippo Re, 6, 40126, Italy; email: greta.mazzetti3@unibo.it","","MDPI AG","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85084482880"
"Kukla D.; Pelekh Y.; Smoleńska O.","Kukla, Daniel (55588467400); Pelekh, Yurii (57193958631); Smoleńska, Olga (57216249697)","55588467400; 57193958631; 57216249697","Young generation as future employees. In search of identity in the labor market: Comparative research (Poland and Ukraine)","2020","Journal of Physical Education and Sport","20","","140","1000","1008","8","1","10.7752/jpes.2020.s2140","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083982944&doi=10.7752%2fjpes.2020.s2140&partnerID=40&md5=3383d7729ed90d07849db9284427db13","Jan Dlugosz University in Czestochowa, Poland; Nicolaus Copernicus University in Toruń, Poland","Kukla D., Jan Dlugosz University in Czestochowa, Poland; Pelekh Y., Jan Dlugosz University in Czestochowa, Poland; Smoleńska O., Nicolaus Copernicus University in Toruń, Poland","The study is an attempt to characterise the approach to work of a selected group of representatives of the young generation-future employees and thus determine their identity on the labour market. The trial of this characteristic was based on the analysis of the literature on the subject and own research carried out in Poland and Ukraine. On this basis, conclusions regarding values valued by young people were made. The ranking place of work in the value system of the surveyed group of respondents and what model of life prefer representatives of the young generation is also indicated. The constantly changing labor market forces young people to constantly improve, preferably in different areas at the same time. It requires flexibility and dynamism, mobility and creativity. The individual must accept this and try to meet the requirements of today's permanently changing labor market. Internationalization and the continuous change that occurs in the area of human work and thus also in the labor market cause constant adaptation of the individual to new norms and rules prevailing in the world of work. Universities, which should be noted, are not able to prepare units perfectly for work, because the working environments themselves are changing too quickly. They are primarily intended to provide such knowledge and skills that in the future will increase employability, and thus shape future employees. The theory that young people acquire for many years within the university walls is certainly an element needed to perform a specific profession, but it must go hand in hand with apprenticeships or contacts with the world of employers. Globalization forces the education process to change towards innovative education that would overcome the bad habits of schematic teaching. Young people must be ready for constant change. © JPES.","Education; Identity; Labour market; Work; Youth","","","","","","","","Babiarz M.Z., Kukla D., In communicative circle towards the future of education, Informatologia, 45, 4, pp. 328-332, (2012); Ensari M., A study on the differences of entrepreneurship potential among generations, Research Journal of Business and Management, 4, 1, (2017); Galas B., Młodzi po zmianie. Wartości i orientacje życiowe Polaków [Young after change. Poles' values and life orientations], Nowa Szkoła, 10, (2011); Karney J., Wybrane Zagadnienia Z Psychologii I Pedagogiki Pracy, (1998); Kukla D., Adaptation to changes on the job market-the role of career counseling for students [in:] Society, Integration. Education. Proceedings of the International Scientific Conference, 1, pp. 281-291, (2018); Kukla D., Zajac M., Skuteczne zarządzanie własnym Talentem szansą Na Odniesienie Sukcesu Zawodowego [Effective Management of Your Own Talent and a Chance to Achieve Professional Success]. [In:] Wielowymiarowość Poradnictwa W życiu człowieka [Multidimensionality of Counseling in Human Life], (2011); Kukla D., Nowacka M., The Process of Strengthening the Potential of a Post-Industrial Society-About the Role of the Career Counseling Process, (2018); Pelekh J., Kukla D., The system of values of the future specialist and his place in the modern labor market, Rivne: Wyd. Volyns""Ki Oberehy, (2019); Pirog D., Absolwenci szkół wyższych Na Rynku Pracy W Warunkach Kryzysu [University Graduates on the Labor Market in Crisis Conditions], (2013); Prawda M., Cykl życia Jednostki, a wartość Pracy [The Life Cycle of an Individual and the Value of Work], pp. 75-76, (1987); Swadzba U., Etos pracy w Polsce. Ewolucja zjawiska, Praca-więź – Integracja: Wyzwania W życiu Jednostki I społeczeństwa: Monografia poświęcona pamięci Prof. Zw. Dr. Hab. Władysława Jachera. T. [Work-Bond-Integration: Challenges in the Life of the Individual and Society: A Monograph on the Memory of Prof. Zw. Dr. Hab. Władysław Jacher. T.], (2015); Solak A., Podmiotowy wymiar pracy ludzkiej, 40 Lat Pedagogiki Pracy – Tradycja I Wyzwania współczesności [40 Years of Work Pedagogy-Tradition and Contemporary Challenges, (2012); Szydlo J., Differences between Values Preffered by Generations X, Y and Z, Przedsiębiorczość I Zarządzanie, (2017); Wiatrowski Z., Wyznaczniki i szanse bycia współczesnym pracownikiem, Przedsiębiorstwo W Rozwoju Zawodowym pracowników, (2007); Wiktorowicz J., Warwas I., Pokolenia na rynku pracy, Pokolenia-Co się Zmienia? Kompendium zarządzania Multigeneracyjnego [Generations-What is Changing? Multigenerational Management Compendium], (2016); Raport Zmiany Pokoleniowe Na Rynku Pracy – XYZ [Report Generational Changes on the Labor Market-Xyz]; Zajac M., Zarządzanie rozwojem zawodowym oraz karierą wobec wyzwań rynku pracy, Współczesne Uwarunkowania Rynku Pracy [Contemporary Conditions of the Labor Market], (2015); Zarczynska-Dobiesz A., Chomatowska B., Pokolenie „Z” na rynku pracy – wyzwania dla zarządzania zasobami ludzkimi, ""Z"" Generation on the Labor Market-Challenges for Human Resource Management], (2014)","O. Smoleńska; Nicolaus Copernicus University in Toruń, Poland; email: olgasmolenska@umk.pl","","Editura Universitatii din Pitesti","","","","","","22478051","","","","English","J. Phys. Educ. Sport","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85083982944"
"Sarkar M.; Overton T.; Thompson C.D.; Rayner G.","Sarkar, Mahbub (36661398900); Overton, Tina (7006092595); Thompson, Christopher D. (7404238816); Rayner, Gerry (55657570100)","36661398900; 7006092595; 7404238816; 55657570100","Academics’ perspectives of the teaching and development of generic employability skills in science curricula","2020","Higher Education Research and Development","39","2","","346","361","15","39","10.1080/07294360.2019.1664998","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074014401&doi=10.1080%2f07294360.2019.1664998&partnerID=40&md5=5605e35d98a5da5498451eefbba71d72","Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia; School of Chemistry, Monash University, Clayton, Australia; School of Biological Sciences, Monash University, Clayton, Australia; Office of Learning and Teaching, Monash University, Clayton, Australia","Sarkar M., Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia; Overton T., School of Chemistry, Monash University, Clayton, Australia; Thompson C.D., School of Chemistry, Monash University, Clayton, Australia; Rayner G., School of Biological Sciences, Monash University, Clayton, Australia, Office of Learning and Teaching, Monash University, Clayton, Australia","Graduate employability is a key issue for higher education as new graduates face a highly competitive and rapidly changing employment sector. To maximise their likelihood of employment, graduates need to be able to demonstrate the skills and attributes most valued by employers. Employers, however, have long criticised the ability of graduates to contribute effectively to the workplace, especially due to a perceived lack of generic employability skills. This indicates a possible mismatch between the skills required by employers and those possessed by graduate applicants. This study addresses a gap in the scholarly literature regarding employability skills–the perspectives of science academics at an Australian and UK university regarding the promotion of generic employability skills in the subjects they teach. More specifically, this article discusses academics’ perspectives regarding: (a) which of the targeted generic skills were developed and assessed through their science units, and (b) the approaches used to promote the targeted skills and any associated challenges in employing those approaches. The discussion explores how shifting from traditional transmissive pedagogies to more problem-based approaches and embedding reflection into pedagogy and assessment practices would contribute to promoting the skills employers increasingly demand from science graduates. © 2019, © 2019 HERDSA.","Assessment; generic skills; graduate employability; pedagogy; science academics; science curricula","","","","","","","","Andrews J., Higson H., Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: A European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Archer W., Davison J., Graduate employability: What do employers think and want?, (2008); Boden R., Nedeva M., Employing discourse: Universities and graduate ‘employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Boud D., Falchikov N., Rethinking assessment in higher education: Learning for the longer term, (2007); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Australia’s future workforce?, (2015); Creswell J.W., Educational research: Planning, conducting, and evaluating quantitative and qualitative research, (2008); Di Stefano G., Gino F., Pisano G.P., Staats B.R., Making experience count: The role of reflection in individual learning, (2016); Dodd T., Australian Financial Review, (2016); Ferns S., Graduate employability: Teaching staff, employer and graduate perceptions, Paper presented at the Australian collaborative education network (ACEN) national conference, (2012); Ferns S., Lilly L., Driving institutional engagement in WIL: Enhancing graduate employability, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 127-144, (2015); Gibbs G., Using assessment to support student learning, (2010); Gilbert R., Balatti J., Turner P., Whitehouse H., The generic skills debate in research higher degrees, Higher Education Research & Development, 23, 3, pp. 375-388, (2004); GradStats: Employment and salary outcomes of recent higher education graduates, (2015); Gratton L., Lynda Gratton investigates: The future of work, Business Strategy Review, 2010, pp. 16-23, (2010); Haines V.Y., Rousseau V., Brotheridge C.M., Saint-Onge E., A qualitative investigation of employee business awareness, Personnel Review, 41, 1, pp. 73-87, (2011); Hanson S., Overton T., Skills required by new chemistry graduates and their development in degree programmes, (2010); Hanson S., Overton T., Skills required by new physics graduates and their development in degree programmes, (2010); Harvey L., On employability, (2003); Harvey L., Embedding and integrating employability, New Directions for Institutional Research, 2005, 128, pp. 13-28, (2005); Hay D.B., Kinchin I.M., Using concept maps to reveal conceptual typologies, Education + Training, 48, 2-3, pp. 127-142, (2006); Hill M., Overton T., Thompson C., Kitson R., Coppo P., Undergraduate recognition of curriculum-related skill development and the skills employers are seeking, Chemistry Education Research and Practice, (2018); Hinchliffe G., Graduate employability and lifelong learning, Graduate attributes, learning and employability, pp. 91-104, (2006); Training for employment: Social inclusion, productivity and youth employment, (2000); Johnson B., Onwuegbuzie A.J., Mixed methods research: A research paradigm whose time has come, Educational Researcher, 33, 7, pp. 14-26, (2004); Jorre de St Jorre T., Oliver B., Want students to engage? Contextualise graduate learning outcomes and assess for employability, Higher Education Research & Development, 37, 1, pp. 44-57, (2018); Kaider F., Enhancing courses for employability: Summary of report on research into authentic assessments, (2015); Knott M., The Sydney Morning Herald, (2016); Lekalakala-Mokgele E., Facilitation in problem-based learning: Experiencing the locus of control, Nurse Education Today, 30, 7, pp. 638-642, (2010); Lim L.A., Choy L.F., Preparing staff for problem-based learning: Outcomes of a comprehensive faculty development program, International Journal of Research Studies in Education, 3, 4, pp. 53-68, (2014); Lowden K., Hall S., Elliot D., Lewin J., Employers’ perceptions of the employability skills of new graduates, (2011); Matthews K., The Conversation, (2016); Mayer E., Employment-related key competencies for postcompulsory education and training, (1992); Miles M.B., Huberman A.M., Saldana J., Qualitative data analysis, (2014); Moon J., Learning journals: A handbook for reflective practice and professional development, (2006); Newing H., Eagle C., Puri R., Watson C., Conducting research in conservation: Social science methods and practice, (2011); Roadmap for the OECD assessment of higher education learning outcomes (AHELO) feasibility study, (2008); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Overton T., Potter N., Leng C., A study of approaches to solving open-ended problems in chemistry, Chemistry Education Research and Practice, 14, 4, pp. 468-475, (2013); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., Pedagogy for employability, (2012); Poon J., Real estate graduates’ employability skills: The perspective of human resource managers of surveying firms, Property Management, 30, 5, pp. 416-434, (2012); Prinsley R., Baranyai K., STEM skills in the workforce: What do employers want?, (2015); Rayner G., Charlton-Robb K., Thompson C., Hughes T., Interdisciplinary collaboration to integrate inquiry-oriented learning in undergraduate science practicals, International Journal of Innovation in Science and Mathematics Education, 21, 5, pp. 1-11, (2013); Rook L., Challenges implementing work-integrated learning in human resource management university courses, Asia-Pacific Journal of Cooperative Education, 18, 3, pp. 199-212, (2017); Rowe A., Zegwaard K., Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 87-99, (2017); Ryan M., The pedagogical balancing act: Teaching reflection in higher education, Teaching in Higher Education, 18, 2, pp. 144-155, (2013); Sarkar M., Overton T., Thompson C., Rayner G., Graduate employability: Views of recent science graduates and employers, International Journal of Innovation in Science and Mathematics Education, 24, 3, pp. 31-48, (2016); Sarkar M., Overton T., Thompson C., Rayner G., Undergraduate science students’ perceptions of employability: Efficacy of an intervention, International Journal of Innovation in Science and Mathematics Education, 25, 5, pp. 21-37, (2017); Sirca N., Nastav B., Lesjak D., Sulcic V., The labour market, graduate competences and study programme development: A case study, Higher Education in Europe, 31, 1, pp. 53-64, (2006); National strategy on work integrated learning in university education, (2015); Wiggins G., The case for authentic assessment, Practical Assessment, Research & Evaluation, 2, 2, (1990); Yorke M., Employability and higher education: What it is–what it is not, (2006); Yorke M., Work-engaged learning: Towards a paradigm shift in assessment, Quality in Higher Education, 17, 1, pp. 117-130, (2011)","M. Sarkar; Monash Centre for Scholarship in Health Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia; email: mahbub.sarkar@monash.edu","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85074014401"
"Fowlie J.; Forder C.","Fowlie, Julie (35078446800); Forder, Clare (56445268000)","35078446800; 56445268000","Can students be ‘nudged’ to develop their employability? Using behavioural change methods to encourage uptake of industrial placements","2020","Journal of Education and Work","33","2","","154","168","14","5","10.1080/13639080.2020.1749247","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082970747&doi=10.1080%2f13639080.2020.1749247&partnerID=40&md5=2365f19195bcfc81140d901d74e61943","Brighton Business School, University of Brighton, Brighton, United Kingdom","Fowlie J., Brighton Business School, University of Brighton, Brighton, United Kingdom; Forder C., Brighton Business School, University of Brighton, Brighton, United Kingdom","Preparing students for employment involves encouraging ownership of their employability and engagement in opportunities that can help them improve it. Industrial placements play an important role in this but declining numbers of students are undertaking them. Using data collected over a three-year period at a Business School in a UK university, this paper will explore an intervention based on nudge theory designed to increase the uptake of these placements. Drawing upon behavioural science, it will explore nudge theory and its criticisms. It will discuss the concept of employability, including the tensions between the necessity of promoting students’ ownership of theirs and the inherent assumptions that they will engage in opportunities to achieve this. Critical assessment of how the nudge intervention worked will be provided, demonstrating how almost half of those ‘nudged’ responded positively, thereby successfully increasing the uptake of placements. It will identify soft outcomes, notably the breaking down of some typical behavioural barriers to placements and encouraging students to think reflectively. It will offer recommendations for replicable practice in other universities; specifically a model for developing nudges not only in relation to employability but within higher education more broadly. It concludes by proposing a new pedagogic definition of employability. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.","Employability; higher education; nudge theory; work placement","","","","","","","","Aggett M., Busby G., Opting Out of Internship: Perceptions of Hospitality, Tourism and Events Management Undergraduates at a British University, Journal of Hospitality, Leisure, Sport and Tourism Education, 10, 1, pp. 106-113, (2011); Andrews J., Higson H., Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Archer W., Davison J., Graduate Employability: What Do Employers Think and Want?, (2008); Atlay M., Harris R., An Institutional Approach to Developing Students’ ‘Transferable’ Skills, Innovations in Education and Training International, 37, 1, pp. 76-84, (2000); Attwood R., We Can Work It Out, Times Higher Education, (2010); Baker G., Henson D., Promoting Employability Skills Development in a Research-intensive University, Education + Training, 52, 1, pp. 62-75, (2010); Balta M.E., Coughlan J.-L., Hobson P., Motivation and Barriers in Undergraduate Students’ Decisions to Enrol in Placement Courses in the UK, Journal of International Education Research, 8, 4, pp. 399-414, (2012); Brooks R., Evaluating the Impact of Placements on Employability, Employability, Enterprise and Citizenship in Higher Education Conference 2012, 27th March 2012, (2012); Brooks R., Youngson P.L., Undergraduate Work Placements: An Analysis of the Effects on Career Progression, Studies in Higher Education, 41, 9, pp. 1563-1578, (2016); Brooks T., Should We Nudge Informed Consent?, The American Journal of Bioethics, 13, 6, pp. 22-23, (2013); Brown P., Hesketh A., Williams S., The Mismanagement Of Talent: Employability and Jobs in The Knowledge Economy, (2004); Bullock K., Gould V., Hejmadi M., Lock G., Work Placement Experience: Should I Stay or Should I Go?, Higher Education Research & Development, 28, 5, pp. 481-494, (2009); Clark G., Marsden R., Duncan Whyatt J., Thompson L., Walker M., ‘It’s Everything Else You Do … ’: Alumni Views on Extracurricular Activities and Employability, Active Learning in Higher Education, 16, 2, pp. 133-147, (2015); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2017); Cohen S., Nudging and Informed Consent, The American Journal of Bioethics, 13, 6, pp. 3-11, (2013); Working Towards Your Future: Making the Most of Your Time in Higher Education, (2011); Cranmer S., Enhancing Graduate Employability: Best Intentions and Mixed Outcomes, Studies in Higher Education, 31, 2, pp. 169-184, (2006); Dacre Pool L., Sewell P., The Key to Employability: Developing a Practical Model of Graduate Employability, Education + Training, 49, 4, pp. 277-289, (2007); Damgaard M.T., Nielsen H.S., Nudging in Education, Economics of Education Review, 64, pp. 313-342, (2018); Davies S., What Has Data Got to Do with Student Mental Health?, Blog Post, (2019); Deutschman A., Change or Die, (2007); Fritz J., Using Analytics to Nudge Student Responsibility for Learning, New Directions for Higher Education, 179, 179, pp. 65-75, (2017); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A Psycho-social Construct, Its Dimensions, and Applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Furedi F., Defending Moral Autonomy against and Army of Nudgers, Blog Post, (2011); Gbadamosi G., Evans C., Richardson M., Ridolfo M., Employability and Students’ Part-time Work in the UK: Does Self-efficacy and Career Aspiration Matter?, British Educational Research Journal, 41, 6, pp. 1086-1107, (2015); Glaser B., Strauss A., The Discovery of Grounded Theory: Strategies for Qualitative Research, (1967); Goodwin T., Why We Should Reject ‘Nudge’, Politics, 32, 2, pp. 85-92, (2012); Greenbank P., ‘I’d Rather Talk to Someone I Know than Somebody Who Knows’–The Role of Networks in Undergraduate Career Decision-making, Research in Post-Compulsory Education, 16, 1, pp. 31-45, (2011); Hall M., Higson H., Bullivant N., The Role of the Undergraduate Work Placement in Developing Employment Competences: Results from a 5 Year Study of Employers, (2009); Hall-Ellis S.D., Nudges and Decision Making: A Winning Combination, The Bottom Line: Managing Library Finances, 28, 4, pp. 133-136, (2015); Halpern D., Inside the Nudge Unit: How Small Changes Can Make a Big Difference, (2015); Hansen P.G., Jespersen A.M., Nudge and the Manipulation of Choice: A Framework for the Responsible Use of the Nudge Approach to Behaviour Change in Public Policy, European Journal of Risk Regulation, 4, 1, pp. 3-28, (2013); Harris M., Developing Modern Higher Education Careers Services, (2001); Harvey L., Defining and Measuring Employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Harvey L., Transitions from Higher Education to Work: A Briefing Paper Prepared by Lee Harvey (Centre for Research and Evaluation, Sheffield Hallam University, with Advice from ESECT and LTSN Generic Centre Colleagues, online report, (2003); Hausman D.M., Welch B., Debate: To Nudge or Not to Nudge, The Journal of Political Philosophy, 18, 1, pp. 123-136, (2010); Heilmann C., Success Conditions for Nudges: A Methodological Critique of Libertarian Paternalism, European Journal for Philosophy of Science, 4, 1, pp. 75-94, (2014); Helyer R., Lee D., The Role of Work Experience in the Future Employability of Higher Education Graduates, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Hepworth S., Beaumont C., Halligan D., Allanson M., Embedding Employability into the Curriculum: An Evaluation of Practice in 3 Departments at Edge Hill University. 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Understanding Motivations For Student Volunteering, British Journal of Educational Studies, 58, 4, pp. 421-437, (2010); Holdsworth C., Brewis G., Volunteering, Choice and Control: A Case Study of Higher Education Student Volunteering, Journal of Youth Studies, 17, 2, pp. 204-219, (2014); Jackson D., Business Graduate Employability–Where are We Going Wrong?, Higher Education Research & Development, 32, 5, pp. 776-790, (2013); Jackson D., Testing a Model of Undergraduate Competence in Employability Skills and Its Implications for Stakeholders, Journal of Education and Work, 27, 2, pp. 220-242, (2014); Jackson D., Employability Skill Development in Work-integrated Learning: Barriers and Best Practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Johnson E.J., Shu S.B., Dellaert B.G.C., Fox C., Goldstein D.G., Haubl G., Larrick R.P., Et al., Beyond Nudges: Tools of a Choice Architecture, Mark Lett, 23, pp. 487-504, (2012); Jones C.M., Green J.P., Higson H., Do Work Placements Improve Final Year Academic Performance or Do High-calibre Students Choose to Do Work Placements?, Studies in Higher Education, 42, 6, pp. 976-992, (2017); Jones R., Pykett J., Whitehead M., Changing Behaviours: On the Rise of the Psychological State, (2012); Knight P., Yorke M., Assessment, Learning and Employability, (2003); Kosters M., Van der Heijden J., From Mechanism to Virtue: Evaluating Nudge Theory, Evaluation, 21, 3, pp. 276-291, (2015); Little B., Harvey L., Learning through Work Placements and Beyond, (2006); Lock G., Bullock K., Gould V., Hejmadi M., Exploring the Industrial Placement Experience for Mechanical Engineering Undergraduates, Engineering Education, 4, 1, pp. 42-51, (2009); Lowden K., Hall S., Elliot D., Lewin J., Employers’ Perceptions of the Employability Skills of New Graduates, (2011); Marlow M.L., Weight Loss Nudges: Market Test or Government Guess. Mercatus Working Paper, (2014); Mason G., Williams G., Cranmer S., Employability Skills Initiatives in Higher Education: What Effects Do They Have on Graduate Labour Market Outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Mason G., Williams G., Cranmer S., Guile D., How Much Does Higher Education Enhance the Employability of Graduates?, (2003); Moore T., Morton J., The Myth of Job Readiness? 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Series 2, (2006); Wells P., A Nudge One Way, A Nudge the Other: Libertarian Paternalism as Political Strategy, People, Place & Policy Online, 4, 3, pp. 111-118, (2010); White M.D., Manipulation of Choice, (2013); Wilkinson T.M., Nudging and Manipulation, Political Studies, 61, 2, pp. 341-355, (2013); Wilton N., The Impact of Work Placements on Skills Development and Career Outcomes for Business and Management Graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012); Yorke M., Knight P., Learning & Employability Series One: Embedding Employability into the Curriculum, (2006)","C. Forder; Brighton Business School, University of Brighton, United Kingdom; email: c.l.forder@brighton.ac.uk","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85082970747"
"Krajnakova E.; Pilinkiene V.; Bulko P.","Krajnakova, Emilia (56107056600); Pilinkiene, Vaida (34880555800); Bulko, Patrik (57207846315)","56107056600; 34880555800; 57207846315","Determinants of economic development and employability of higher education institutions graduates","2020","Engineering Economics","31","2","","211","220","9","5","10.5755/j01.ee.31.2.24751","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085018226&doi=10.5755%2fj01.ee.31.2.24751&partnerID=40&md5=fb2a8626bf22a89eacd5955abf7eecb4","Department of Management and Human Resources Development, Alexander Dubcek University Trencin, Trencin, 91150, Slovakia; Kaunas University of Technology, K. Donelaicio st. 73, Kaunas, LT-44029, Lithuania","Krajnakova E., Department of Management and Human Resources Development, Alexander Dubcek University Trencin, Trencin, 91150, Slovakia; Pilinkiene V., Kaunas University of Technology, K. Donelaicio st. 73, Kaunas, LT-44029, Lithuania; Bulko P., Department of Management and Human Resources Development, Alexander Dubcek University Trencin, Trencin, 91150, Slovakia","The scope of the data presented in this study offers a comprehensive view of the issue of the higher education institutions graduates employability in the Czech Republic and Slovak Republic – related to determinants of economic development and their impact on them. The research studies of most authors are focused on the employability of graduates, especially in terms of competencies. However, the development of a competency model need not be the only assumption affecting graduates´ employability. Therefore, we research the impact of economic determinants on their un/employment. This paper examines the impact of GDP, gross domestic expenditure on research and experimental development by only higher education sector and FDI on higher education institutions graduates’ employability. The results indicate that correlation between unemployment of tertiary educated Slovaks and GDP, Gross domestic expenditure on research and development by higher education sector and FDI values was very strong. Correlation relationship of GDP and FDI in the conditions of Czech Republic was characterized as weak. On the other hand, correlation between employment of tertiary educated Czechs and the indicators of GDP, Gross domestic expenditure on research and experimental development by sector of higher education and FDI was significantly stronger (very strong to perfect in conditions of Slovak Republic, correlation between employment of tertiary educated Slovaks and GDP was almost perfect. © 2020, Kauno Technologijos Universitetas. All rights reserved.","Economic Development; Employment; Graduates; Higher Education Institutions; Tertiary Education; Unemployment","","","","","","","","Aida B., Norailis A.W., Rozaini R., Critical Success Factor of Graduate Employability Programs, Journal of Economics, Business and Management, 3, 8, pp. 767-771, (2015); Aman M., Sitotaw M., Perception of Summer Cooperative Graduates on Employers Generic Skills Preference, Haramaya University, Ethiopia, International Journal of Instruction, 7, 2, pp. 181-190, (2014); Balcar J., Simek M., Filipova L., Soft Skills of Czech Graduates, Review of Economic Perspectives-Narodoospodarsky Obzor, 18, 1, pp. 45-60, (2018); Blazquez M., Herrarte A., Llorente-Heras R., Competencies, occupational status, and earnings among European university graduates, Economics of Education Review, 62, pp. 16-34, (2018); Cao Bao T., University Graduates and Employment: The Gap between Employer Expectations and Graduate Performance, Journal of Science, 15, 5b, pp. 128-138, (2018); Age Distribution of the Population (2006–2017), (2019); Danaj A., Lazanyi K., Bilan Y., Perceptions and implications of immigration in france-economic, social, political and cultural perspectives, Economics and Sociology, 11, 3, pp. 226-247, (2018); Draskovic V., Bilan S., Perception of the social status of intelligence in selected countries of the former yugoslavia, Economics and Sociology, 12, 2, pp. 319-327, (2019); Gross Domestic Expenditure on R&D by Sector, (2019); Haviernikova K., Kordos M., Navickas V., The motivation of slovak small and medium entrepreneurs towards cluster cooperation, Transformations in Business and Economics, 17, 3, pp. 91-101, (2018); Helyer R., Lee D., The Role of Work Experience in the Future Employability of Higher Education Graduates, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Hossain M.I., Yagamaran K.S.A., Afrin T., Limon N., Nasiruzzaman M., Karim A.M., FactorsInfluencing Unemployment among Fresh Graduates: A Case Study in Klang Valley, Malaysia, International Journal of Academic Research in Business and Social Sciences, 8, 9, pp. 1494-1507, (2018); Ishchenko-Padukova O., Kazachanskaya E., Movchan I., Nawrot L., Economy of education: National and global aspects, Journal of International Studies, 10, 4, pp. 246-258, (2017); Konig L.S., Robinson R., Hocenski M., What Do Employers in Croatia and Ireland Want? 8Th International Scientific Symposium Economy of Eastern Croatia-Vision and Growth, pp. 959-977, (2019); Kordos M., Vojtovic S., Transnational Corporations in the Global World Economic Environment, International Conference on New Challenges in Management and Business: Organization and Leadership. Dubai: Book Series: Procedia Social and Behavioral Sciences., 230, pp. 150-158, (2016); Krajnakova E., Vojtovic S., Development of Science and Education among the Priorities of State, 8Th International Conference on Efficiency and Responsibility in Education, pp. 147-156, (2011); Krajnakova E., Vojtovic S., Struggles of Older Workers at the Labour Market, Economics & Sociology, 10, 1, pp. 319-333, (2017); Lisa E., Hennelova K., Newman D., Comparison between employers' and students' expectations in respect of employability skills of university graduates, International Journal of Work-Integrated Learning, 20, 1, pp. 71-82, (2019); Matsouka K., Mihail M.D., Graduates'employability: What do graduates and employers think?, Industry and Higher Education, 30, 5, pp. 321-326, (2016); Mura L., Haviernikova K., Machova R., Empirical Results of Entrepreneurs' network: Case Study of Slovakia, Serbian Journal of Management, 12, 1, pp. 121-131, (2017); Nunez I., Livanos I., Higher Education and Unemployment in Europe: An Analysis of the Academic Subject and National Effects, (2010); Omar H.N., Manaf A.A., Mohd H.R., Kassim C.H.A., Aziz A.K., Graduates' Employability Skills Based on Current Job Demand through Electronic Advertisement, Asian Social Science, 8, 9, pp. 103-110, (2012); Paenak P., Kovac U., Kacer J., Skypalova M., Impact of University Degree on the Labour Market in Slovakia, 36Th International Scientific Conference on Economic and Social Development-""Building Resilient Society"", pp. 644-652, (2018); Vaida Pilinkiene E.K., Bulko P., Determinants of Economic Development and Employability of Higher…; Rafaj O., Rehak S., Spatial Aspects of University Graduates in Slovakia, Geoscape, 10, 2, pp. 26-34, (2016); Rehak S., Dzupka P., Sebova M., Sekelsky L., Lokalne Ekonomicke Vplyvy Univerzit, (2015); Rodriguez-Esteban A., Vidal. 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Econ.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85085018226"
"Mao J.; Shen Y.","Mao, Jina (56870716900); Shen, Yan (35504214300)","56870716900; 35504214300","Identity as career capital: enhancing employability in the creative industries and beyond","2020","Career Development International","25","2","","186","203","17","8","10.1108/CDI-01-2019-0025","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079447938&doi=10.1108%2fCDI-01-2019-0025&partnerID=40&md5=39b266621bdd43dd124dcede8a5eadd6","Skidmore College, Saratoga Springs, NY, United States; Gustavson School of Business, University of Victoria, Victoria, Canada","Mao J., Skidmore College, Saratoga Springs, NY, United States; Shen Y., Gustavson School of Business, University of Victoria, Victoria, Canada","Purpose: The purpose of this paper is to broaden the conversation about the link between identity and employability by investigating how identity can function as a type of career capital. Drawing on Bourdieu’s (1990) theory of practice and Côté’s (2016) identity capital model, the authors introduce the concept of identity capitalization and elaborate on the career practices people engage in to convert identity into career capital based on studies of careers in the creative industries. Design/methodology/approach: The conceptual development is based on an examination of studies of careers in the creative industries. The authors move beyond a single idiosyncratic occupational setting and offer insights about how individuals acquire, accumulate and deploy identity capital in response to varying occupational demands and institutional norms. Findings: The authors identify three patterns of work – display work, authenticity work and personation work – that creative professionals use to harness identity as career capital to enhance their employability. The authors find that both the demand for authenticity and the existence of social inequalities in the creative industries present challenges for the acquisition, accumulation and deployment of identity capital. Originality/value: The ability to harness one’s identity for career capital has become increasingly important for career actors in the face of a challenging labor market. This paper provides a conceptual understanding of the process of identity capitalization and presents concrete career practices in real-world settings. It also offers practical advice for individuals wishing to capitalize on their identity to maximize career opportunities. © 2020, Emerald Publishing Limited.","Career capital; Creative industries; Identity","","","","","","","","Allen K., Hollingworth S., ‘Sticky subjects’ or ‘cosmopolitan creatives’? 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Mao; Skidmore College, Saratoga Springs, United States; email: jmao@skidmore.edu","","Emerald Group Holdings Ltd.","","","","","","13620436","","","","English","Career Dev. Int.","Article","Final","","Scopus","2-s2.0-85079447938"
"Ybema J.F.; van Vuuren T.; van Dam K.","Ybema, Jan Fekke (6603671627); van Vuuren, Tinka (16415499900); van Dam, Karen (7006267350)","6603671627; 16415499900; 7006267350","HR practices for enhancing sustainable employability: implementation, use, and outcomes","2020","International Journal of Human Resource Management","31","7","","886","907","21","69","10.1080/09585192.2017.1387865","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85030834417&doi=10.1080%2f09585192.2017.1387865&partnerID=40&md5=b2b9f83d0126dc6b4b5cdabcededd774","Department of Social, Health and Organizational Psychology, University of Utrecht, Utrecht, Netherlands; Faculty of Management, Science and Technology, Open University of the Netherlands, Heerlen, Netherlands; Loyalis Kennis and Consult, Heerlen, Netherlands; Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Heerlen, Netherlands","Ybema J.F., Department of Social, Health and Organizational Psychology, University of Utrecht, Utrecht, Netherlands; van Vuuren T., Faculty of Management, Science and Technology, Open University of the Netherlands, Heerlen, Netherlands, Loyalis Kennis and Consult, Heerlen, Netherlands; van Dam K., Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Heerlen, Netherlands","With the aging of the workforce, organizations need to maintain or improve the sustainable employability of their workforce throughout their working life. This raises the question which HR practices increase workers’ sustainable employability at work. The aim of this study is to investigate the extent to which organizations implement HR practices for enhancing sustainable employability in terms of workers’ health, motivation, and skills and knowledge from the employer’s perspective. In total, 312 owners/directors or HR managers (response rate 13%) filled out the questionnaire. The findings showed that most organizations implemented a range of HR practices to improve the health, motivation, and skills and knowledge of their employees. Perceived effectiveness of these practices were dependent on the number of HR practices that were implemented, employees’ use of and participation in designing these practices. Implementation of HR practices was also related to higher satisfaction with the current employability of employees, and to increased productivity of the organization. Implications for practice and examples of HR practices to enhance sustainable employability are given. © 2017, © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Employability; employers; health; HR practices; sustainability; work motivation","","","","","","","","Armstrong-Stassen M., Ursel N.D., Perceived organizational support, career satisfaction, and the retention of older workers, Journal of Occupational and Organizational Psychology, 82, pp. 201-220, (2009); Bakker A.B., Demerouti E., The job demands‐resources model: State of the art, Journal of Managerial Psychology, 22, pp. 309-328, (2007); Bal P.M., Kooij D.T.A.M., De Jong S.B., How do developmental and accommodative HRM enhance employee engagement and commitment? 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A lifespan perspective on the role of perceived HR practices, (2010); Kooij D., Successful aging at work: The active role of employees, Work, Aging and Retirement, 1, 4, pp. 309-319, (2015); Kroon B., van de Voorde K., van Veldhoven M., Cross‐level effects of high‐performance work practices on burnout, Personnel Review, 38, 5, pp. 509-525, (2009); Mazur B., Sustainable human resource management in theory and practice, Economics and Management, 1, pp. 158-170, (2014); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, pp. 197-219, (2005); Feiten en Cijfers: Werken in de Publieke Sector [Facts and figures; working in the public sector, (2013); Mohrman S.A., Worley C.G., The organizational sustainability journey, Organizational Dynamics, 39, pp. 289-294, (2010); Mykletun R.J., Furunes T., Solem P.E., Managers’ beliefs about measures to retain senior workforce, Nordic Journal of Working Life Studies, 2, 3, pp. 1-19, (2012); Naegele G., Walker A., A guide to good practice in age management, (2006); Nielsen K., Randall R., Opening the black box: Presenting a model for evaluating organizational-level interventions, European Journal of Work and Organizational Psychology, 22, pp. 601-617, (2013); Nishii L.H., Lepak D.P., Schneider B., Employee attributions of the “why” of HR practices: Their effects on employee attitudes and behaviors, and customer satisfaction, Personnel Psychology, 61, 3, pp. 503-545, (2008); Oeij P.R.A., De Vroome E.M.M., Kraan K., Goudswaard A., Van den Bossche S., Werkgevers Enquête Arbeid 2012: Methodologie en beschrijvende resultaten [Netherlands Employers Work Survey: Methods and descriptive results, (2013); Paauwe J., HRM and performance: Achievements, methodological issues and prospects, Journal of Management Studies, 46, 1, pp. 129-142, (2009); Parker S., Beyond motivation: Job and work design for development, health, ambidexterity, and more, Annual Review of Psychology, 65, pp. 661-691, (2014); Peccei R., Human resource management and the search for the happy workplace, (2004); Pfeffer J., Building sustainable organizations: The human factor, Academy of Management Perspectives, 24, 1, pp. 34-45, (2010); Podsakoff P.M., MacKenzie S.B., Lee J.Y., Podsakoff N.P., Common method biases in behavioral research: A critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, 5, pp. 879-903, (2003); Ryan R.M., Deci E.L., Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being, American Psychologist, 55, pp. 68-78, (2000); Semeijn J.H., van Dam K., van Vuuren T., van der Heijden B.I.J.M., Sustainable labour participation for sustainable careers, Handbook of research on sustainable careers, pp. 146-160, (2015); Schuler R.S., Jackson S.E., A quarter-century review of human resource management in the U.S, Management Revue, 16, pp. 1-25, (2005); Scott-Ladd B., Travaglione A., Marshall V., Causal inferences between participation in decision making, task attributes, work effort, rewards, job satisfaction and commitment, Leadership & Organization Development Journal, 27, 5, pp. 399-414, (2006); Een Kwestie van Gezond Verstand. Breed Preventiebeleid binnen Arbeidsorganisaties [A matter of common sense. Broad policies for prevention in labour organizations, (2009); Shain M., Kramer D.M., Health promotion in the workplace: Framing the concept; reviewing the evidence, Occupational and Environmental Medicine, 61, pp. 643-648, (2004); Smith V., Review article: Enhancing employability: Human, cultural, and social capital in an era of turbulent unpredictability, Human Relations, 63, pp. 279-300, (2010); Managing the ageing workforce: An introductory guide to age management for HR, (2007); Toossi M., Labor force projections to 2020: A more slowly growing workforce, Monthly Labor Review, 135, pp. 43-64, (2012); Truxillo D.M., Cadiz D.M., Hammer L.B., Supporting the aging workforce: A review and recommendations for workplace intervention research, Annual Review of Organizational Psychology and Organizational Behavior, 2, pp. 351-381, (2015); van Dam K., van der Vorst J., van der Heijden B.I.J.M., Employees’ intentions to retire early, Journal of Career Development, 35, pp. 265-289, (2009); van Dam K., van Vuuren T., Kemps S., Sustainable employment: The importance of intrinsically valuable work and an age-supportive climate, The International Journal of Human Resource Management, 28, pp. 2449-2472, (2017); van der Heijden B.I.J.M., Gorgievski M.J., De Lange A.H., Learning at the workplace and sustainable employability: A multi-source model moderated by age, European Journal of Work and Organizational Psychology, 25, pp. 13-30, (2016); van der Heijden B.I.J.M., van Vuuren T.C.V., Kooij D.T.A.M., de Lange A.H., Tailoring professional development for teachers in primary education, Journal of Managerial Psychology, 30, 1, pp. 22-37, (2015); van der Klink J.J.L., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R.H., Abma F.I., van der Wilt G.J., Sustainable employability–definition, conceptualization, and implications: A perspective based on the capability approach, Scandinavian Journal of Work, Environment and Health, 42, pp. 71-79, (2016); van Harten J., Knies E., Leisink P., Employer’s investments in hospital workers’ employability and employment opportunities, Personnel Review, 45, 1, pp. 84-102, (2016); van Vuuren T., Caniels M., Semeijn J.H., Duurzame inzetbaarheid en een leven lang leren, Gedrag & Organisatie, 24, 4, pp. 356-373, (2011); Veld M., Semeijn J.H., van Vuuren T., Enhancing perceived employability, 44, 6, pp. 866-882, (2015); Veth K.N., Emans B.J., van der Heijden B.I.J.M., Korzilius H.P., De Lange A.H., Development (f)or maintenance? An empirical study on the use of and need for HR practices to retain older workers in health care organizations, Human Resource Development Quarterly, 26, 1, pp. 53-80, (2015); Walker A., Managing an ageing workforce: A guide to good practice, (1999); Report of the World Commission on Environment and Development: Our Common Future Transmitted to the General Assembly as an Annex to document A/42/427–Development and International Co-operation: Environment, (1987); Preamble to the constitution of the World Health Organization as adopted by the International Health Conference, (1948); Ybema J.F., Evers M.S., van Scheppingen A.R., A longitudinal study on the effects of health policy in organizations on job satisfaction, burnout, and sickness absence, Journal of Occupational and Environmental Medicine, 53, 11, pp. 1251-1257, (2011); Ybema J.F., Sanders J., De Vroome E., Cohortstudie Arbeid, Verzuim en Gezondheid (AVG): Methodologie en eerste resultaten [Study on health at work (SHAW): Methods and first results, (2006); Zwetsloot G., Pot F., The business value of health management, Journal of Business Ethics, 55, pp. 115-124, (2004)","J.F. Ybema; Department of Social, Health and Organizational Psychology, University of Utrecht, Utrecht, Netherlands; email: j.f.ybema@uu.nl","","Routledge","","","","","","09585192","","","","English","Int. J. Hum. Resour. Manage.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85030834417"
"Naik B.M.","Naik, B.M. (57209793078)","57209793078","Role of indian universities and colleges vital in employment generation can they afford to ignore? At what cost? who pays?","2020","Journal of Engineering Education Transformations","33","4","","45","49","4","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099577364&partnerID=40&md5=d93d591fcf78c52c7593bf4fcb819abc","SGGS Nanded, 23 Mehernagar, Garkheda, Aurangabad, 431009, India","Naik B.M., SGGS Nanded, 23 Mehernagar, Garkheda, Aurangabad, 431009, India","Stanford university in USA has given birth to as many as 3000 hi-tech start-ups, employing millions of educated men and women, each earning high income. Universities in Australia, China. Singapore, New Zealand are not behind. University gets royalty, millions of dollars each year from these companies which is ploughed back in research to create further more companies. Universities in developed countries actively engage themselves in high end research, innovation and entrepreneurship. They obtain patents and huge royalty on commercialised patents. For example in mobiles, the material cost of a mobile is hardly Rs 500 and the rest in thousands is royalty on patents used in mobile. Besides, a phenomenon is observed, world over, that hi-tech industries especially research based companies are flocking around advanced research & innovation centres in universities for brand new ideas, providing plentiful hi-tech, hi-pay jobs, in turn creating further many more downstream low end jobs. Do universities in India have a mission to give birth to companies? Do they engage in high end research? Have they installed innovation infrastructure? Why they do not yet have when universities abroad have from many years? Indians have high capabilities but unfolded. They do not have global vision, no strategic management and planning, no benchmarking with world best counterparts. That is the main reason for low employability of Indian graduates, {only 17%} and consequently India remains a less developed country, in spite of high potential. People are good but systems are not. © 2020, Rajarambapu Institute Of Technology. All rights reserved.","","","","","","","","","Naik B M, Book “ Education & Leadership, Role of Indian universities & colleges in nurturing future leaders, (2018); Rising above the gathering storm report published by National Academy of Sciences US, (2007); (2007); Rob Bowden, Globalization, Impact on our lives, (2004); Rhodes H T, Role of American university, the creation of future, (2003)","B.M. Naik; SGGS Nanded, Aurangabad, 23 Mehernagar, Garkheda, 431009, India; email: naikbm@gmail.com","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","","Scopus","2-s2.0-85099577364"
"Tiwari P.; Malati N.","Tiwari, Pratiksha (56521043200); Malati, Nittala (57216323310)","56521043200; 57216323310","Employability skill evaluation among vocational education students in india","2020","Journal of Technical Education and Training","12","1 Special Issue","","218","228","10","1","10.30880/jtet.2020.12.01.023","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083109375&doi=10.30880%2fjtet.2020.12.01.023&partnerID=40&md5=2ddbc753bc6b8d7cdd181fdacde283e5","Delhi Institute of Advanced Studies, India","Tiwari P., Delhi Institute of Advanced Studies, India; Malati N., Delhi Institute of Advanced Studies, India","The changing nature of work and employment is providing individuals for more flexible multi-skilling and learning opportunities. Imparting skill-based industry-oriented teaching can bridge the skill gaps and enhance employment opportunities for students. In this context, Government of India has introduced numerous programs to provide a fillip to technical vocational education and training. The current paper is aimed at understanding the role of vocational education and the change it brings to skill development and employability of the students. A combination of both qualitative and quantitative research methods was deployed for the study. In the quantitative design a multi-stage sampling process comprising of both probabilistic and non-probabilistic methods was employed. A sample of 586 students pursuing retail vocational education was identified and administered with the questionnaire. The statistical analysis presented the socio-economic profiles. Further, five factors for skill development and one factor for employability skill were identified through exploratory factor analysis. The factors identified for skill development include Initiative and Enterprise Skills (IES), Workplace Skills (WS), Professional Practice and Standards (PPS), Inter Personal Skills (IPS) and Integration Theory and Practice (ITP). Confirmatory and regression models involving all the factors were tested and their significance was analyzed. The study revealed that there is a positive impact of skill development on employability. It is suggested that focus on imparting vocational education for skill development can be a panacea for increased employability. © Universiti Tun Hussein Onn Malaysia Publisher’s Office.","Employability; Retail sector; Skill development; Vocational education","","","","","","","","Al-Najar H., El Hamarneh B., The Effect of Education Level on Accepting the Reuse of Treated Effluent in Irrigation, Indonesian Journal of Science and Technology, 4, 1, pp. 28-38, (2019); Al-Najar H., Khalil H., Rahayu Y.S., High Unemployment Records of Graduated Students in the Development of Urban Agriculture in the Gaza Strip, Indonesian Journal of Science and Technology, 4, 2, pp. 196-203, (2019); Bennett R., Employers’ Demands for Personal Transferable Skills in Graduates: A Content Analysis of 1000 Job Advertisements and an associated Empirical Study, Journal of Vocational Education and Training, 54, 4, pp. 457-475, (2002); Blades R., Fauth B., Gibb J., Measuring Employability Skills, National Children’s Bureau, (2012); Brar K.K., Singh A., Skill Development in Higher Education: Trends and Issue, International Journal of Emerging Research in Management & Technology, 4, II, pp. 126-130, (2015); Burrell J., Telling Stories of Internet Fraud: How Word-Of-Mouth Shapes Internet Use in Accra, Ghana, (2005); Clifton J., Thompson S., Craig T., Winning the Global Race? Jobs, skills and the Importance of Vocational Education, Institute for Public Policy Research, (2014); Che Rus R., Mamat A.B., Hasnan K.A., Hanapi Z., Nasir I., Development Of K-Workers Employability Skills Measurements Indicators in Agricultural Sector in Malaysia, Journal of Technical Education and Training, 11, 4, (2019); Getting What Employer Want out of the Hard Basket, (2002); Graduate Skills: What Employers Want, (2005); Grubb W., Vocational Education and Training: Issues for a Thematic Review, (2006); Haron M.A., Mohammad Hussain M.A., Mohd Zulkifli R., Mat Nashir I., Imam Ma'Arof N.N., Employability Skills Needed By Vocational College Graduates: Feedback From The Industry, Journal of Technical Education and Training, 11, 4, (2019); Hartl M., Technical and vocational education and training (TVET) and skills development for poverty reduction – do rural women benefit?, International Fund for Agricultural Development Trends and Current Research in Gender Dimensions of Agricultural and Rural Employment: Differentiated Pathways out of Poverty Rome, (2009); Harvey L., Defining and Measuring Employability, Quality in Higher Education, 7, 2, pp. 97-110, (2001); Harvey L., Moon S., Geall V., Bower R., Graduates’ Work: Organizational Change and Students’ Attributes, (1997); Hogstedt C., Wegman D.H., Kjellstrom T., The Consequences of Economic Globalization on Working Conditions, Labor Relations and Workers’ Health., (2007); Idris A., Rajuddin M., An Assessment of Employability Skills Among Technical and Vocational Education Students in Nigeria, Archives Des Sciences, 65, 7, pp. 392-400, (2012); Jackson D., An International Profile of Industry-Relevant Competencies and Skill Gaps in Morden Graduates, International Journal of Management Education, 8, 3, pp. 29-58, (2010); Law W., Watts A., Schools, Careers and Community., (1977); Maclean R., Lai A., The Future of Technical and Vocational Education and Training: Global Challenges and Possibilities, International Journal of Training Research, 9, 1-2, pp. 2-15, (2011); Mahapatra P., Satapathy S., Skills, Schools and Employability: Developing Skill Based Education in Schools of India, Journal of Social Sciences, 12, 2, pp. 99-104, (2016); McLeish A., Employability Skills for Australian Small and Medium Sized Enterprises, (2002); Monnier M., Difficulties in defining Social-Emotional Intelligence, Competences and Skills-A Theoretical Analysis and Structural Suggestion, International Journal Research in Vocational Education and Training, pp. 59-84, (2015); Moon J., Reflection and Employability, (2004); (2009); New Delhi: Ministry of Skill Development and Entrepreneurship., (2015); Olayinka O., Oyenuga A., Integration of Automobile Technological Developments into Nigeria Technical College Motor Mechanics Work Curriculum. Academic Leadership: The Online, Journal, 8, 2, pp. 1-11, (2010); Pool L.D., Sewell P., The Key to Employability: Developing a Practical Model of Graduate Employability”, Education + Training, 49, 4, pp. 277-289, (2007); Retail, India Brand Equity Foundation, (2017); Sanghi S., Srija A., Skill Development and Productivity of the Workforce, (2015); Struck F.T., Foundations of Industrial Education, (1930); Smith C., Smith F., Homer J., Industrial Education, Administration and Supervision., (1927); Smith C., Ferns S., Russell L., Conceptualising and Measuring 'Employability'-Lessons from a National OLT Project, Work Integrated Learning: Building Capacity, (2014); Wye C., Lim Y., Perception Differential between Employers and Undergraduates on the Importance of Employability Skills, International Education Studies, 2, 1, pp. 95-105, (2009)","P. Tiwari; Delhi Institute of Advanced Studies, India; email: pratiksha@dias.ac.in","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","","Scopus","2-s2.0-85083109375"
"Lizcano D.; Lara J.A.; White B.; Aljawarneh S.","Lizcano, David (24587726400); Lara, Juan A. (24824828100); White, Bebo (56025064900); Aljawarneh, Shadi (35795030600)","24587726400; 24824828100; 56025064900; 35795030600","Blockchain-based approach to create a model of trust in open and ubiquitous higher education","2020","Journal of Computing in Higher Education","32","1","","109","134","25","161","10.1007/s12528-019-09209-y","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081004052&doi=10.1007%2fs12528-019-09209-y&partnerID=40&md5=dd255e03667cbbe6c5bf04f1a11529e6","School of Computer Science, Madrid Open University, UDIMA, Carretera de La Coruña, KM. 38,500, Vía de Servicio, nº 15, Collado Villalba, Madrid, 28400, Spain; SLAC National Accelerator Laboratory, U.S. Department of Energy Office of Science, Stanford University, 2575 Sand Hill Road, Menlo Park, 94025, CA, United States; Faculty of Computer and Information Technology, Software Engineering Department, Jordan University of Science and Technology, P.O.Box 3030, Irbid, 22110, Jordan","Lizcano D., School of Computer Science, Madrid Open University, UDIMA, Carretera de La Coruña, KM. 38,500, Vía de Servicio, nº 15, Collado Villalba, Madrid, 28400, Spain; Lara J.A., School of Computer Science, Madrid Open University, UDIMA, Carretera de La Coruña, KM. 38,500, Vía de Servicio, nº 15, Collado Villalba, Madrid, 28400, Spain; White B., SLAC National Accelerator Laboratory, U.S. Department of Energy Office of Science, Stanford University, 2575 Sand Hill Road, Menlo Park, 94025, CA, United States; Aljawarneh S., Faculty of Computer and Information Technology, Software Engineering Department, Jordan University of Science and Technology, P.O.Box 3030, Irbid, 22110, Jordan","Currently, the training of the future work force presents challenging problems to higher education. This training, in the form of practical and theoretical knowledge can come from multiple platforms, channels and means, both formal and informal. In addition, it is quite difficult to assess the knowledge skill level that a student has acquired to optimize their chances for future employability. This, together with the need to still manage academic curricula on paper, the problems of confidence when validating these documents and contrasting them with real knowledge, etc., means that management in higher education requires revolutionary new tools. This work evaluates the benefits of the blockchain (or distributed ledger) technology and advocates a decentralised model of confidence for transactions based on an academic crypto currency. In this approach blockchain is used to manage transactions of content, teaching and competencies, assessed by consensus by students, trainers and employers, to eliminate once and for all the “gap” between the academic world and the working world. This paper aims to address the current challenges of an increasingly dispersed, open and ubiquitous higher education. The proposed model can be implemented in any training institution to adapt its teaching to the specific needs of professional profiles validated by employers in the sector. This model has been validated by means of a prototype with more than acceptable results. © 2019, Springer Science+Business Media, LLC, part of Springer Nature.","Blockchain; Competencies; Confidence; Digital certificate; Mined by consensus; P2P","","","","","","","","Bartolome A.R., Bellver C., Castaneda L., Adell J., Blockchain in education: Introduction and review of the state of the art, EDUTEC, Revista Electrónica de Tecnología Educativa (Electronic Journal of Educational Technology), 61, pp. 1-14, (2017); Buterin V., Understanding Serenity, Part 2: Casper., (2015); Cano E., Cabrera N., Competency assessment tool (CAT). The evaluation of an innovative competency-based assessment experience in higher education, Journal Technology, Pedagogy and Education, 25, 5, pp. 631-648, (2016); Clow D., Makriyannis E., ISpot analysed: Participatory learning and reputation, Proceedings of the 1St International Conference on Learning Analytics and Knowledge, 2011, pp. 34-43, (2011); Jones H., Broker ICAP says first to use blockchain for trading data, (2016); (2016); Learningisearning, Learningisearning2026; Nakamoto S., Bitcoin: A Peer-To-Peer Electronic Cash System, (2008); Schlegel H., Reputation Currencies. Institute of Customer Experience; Sharples M., Domingue J., The Blockchain and Kudos: A distributed system for educational record, reputation and reward, Adaptive and Adaptable Learning. EC-TEL 2016. Lecture Notes in Computer Science, 9891, (2016); Sony Global Education Develops Technology Using Blockchain for Open Sharing of Academic Proficiency and Progress Records, (2016); Tapscott D., Tapscott A., Blockchain revolution: How the technology behind Bitcoin is changing money, business, and the world, Brilliance Audio, (2016); Academic Certificates on the Blockchain, (2018); Valenzuela J., Arcade City: Ethereum’s Big Test Drive to Kill Uber, The Cointelegraph, (2016)","J.A. Lara; School of Computer Science, Madrid Open University, UDIMA, Madrid, Carretera de La Coruña, KM. 38,500, Vía de Servicio, nº 15, Collado Villalba, 28400, Spain; email: juanalfonso.lara@udima.es","","Springer","","","","","","10421726","","","","English","J. Comput. High. Educ.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85081004052"
"McDonald P.; Grant-Smith D.; Moore K.; Marston G.","McDonald, Paula (8643475500); Grant-Smith, Deanna (54420128200); Moore, Katherine (57198867773); Marston, Greg (7003382519)","8643475500; 54420128200; 57198867773; 7003382519","Navigating employability from the bottom up","2020","Journal of Youth Studies","23","4","","447","464","17","12","10.1080/13676261.2019.1620925","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85066841557&doi=10.1080%2f13676261.2019.1620925&partnerID=40&md5=d193443d1f5c9db040261f496f4fdb5d","School of Management, QUT Business School, Brisbane, Australia; School of Social Sciences, University of Queensland, Brisbane, Australia","McDonald P., School of Management, QUT Business School, Brisbane, Australia; Grant-Smith D., School of Management, QUT Business School, Brisbane, Australia; Moore K., School of Management, QUT Business School, Brisbane, Australia; Marston G., School of Social Sciences, University of Queensland, Brisbane, Australia","Research focusing on young people’s career trajectories has emphasised ‘graduate employability’ with much less attention being afforded to the employability strategies used by disadvantaged youth, including the social, political and labour market contexts in which these emerge. This study explores how young people enrolled in entry-level, vocational training courses in Australia attempt to enhance their employability. Interviews explored perceptions of individual employability, the strategies utilised to improve employability, and the economic, personal and employment consequences of these strategies. Three main employability strategies were identified: gaining qualifications to meet employment expectations; securing work experience in a competitive labour market; and addressing economic and social challenges to secure and sustain employment. The study reveals how the dominant narratives of employability in education and employment policy are misaligned with the economic, social and labour market challenges faced by disadvantaged job-seekers with respect to notions of career and ‘fit’ between the individual and the labour market. Policy responses need to take account of the diverse ‘bottom up’ experiences and circumstances of different cohorts of young people. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.","Employability; employment; training; VET; work experience; youth","article; Australia; career; employability; employment; expectation; human; human experiment; interview; job market; juvenile; narrative; perception; vocational education; work experience","","","","","Australian Research Council, ARC, (FT120100635)","This work was supported by Australian Research Council [grant number FT120100635].","Abrahams J., Honourable Mobility or Shameless Entitlement? Habitus and Graduate Employment, British Journal of Sociology of Education, 38, 5, pp. 625-640, (2017); Atkinson G., Stanwick J., Trends in VET: Policy and Participation, (2016); Labour Force, October. Cat. No. 6202.0, (2016); A Review of Issues Relating to Unduly Short Training, (2017); Barley S., The New World of Work, (1996); Becker G., Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, (1993); Bradley H., Devadason R., Fractured Transitions: Young Adults’ Pathways into Contemporary Labour Markets, Sociology, 42, 1, pp. 119-136, (2008); Bridgstock R., The Graduate Attributes We've Overlooked: Enhancing Graduate Employability Through Career Management Skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Investing in Our Future. Opportunities for the Australian Government to Boost Youth Employment, (2014); Brown P., Hesketh A., The Mismanagement of Talent. Employability and Jobs in the Knowledge Economy, (2004); Brown P., Hesketh A., Williams S., Employability in a Knowledge-driven Economy, Journal of Education and Work, 16, pp. 107-126, (2003); Brown P., Lauder H., Ashton D., The Global Auction: The Broken Promises of Education, Jobs and Incomes, (2011); Butterwick S., Benjamin A., The Road to Employability Through Personal Development: A Critical Analysis of the Silences and Ambiguities of the British Columbia (Canada) Life Skills Curriculum, International Journal of Lifelong Education, 25, 1, pp. 75-86, (2006); Campbell I., Price R., Precarious Work and Precarious Workers: Towards an Improved Conceptualisation, The Economic and Labour Relations Review, 27, 3, pp. 314-332, (2016); Cebulla A., Learning in a Rich Country: The Normalisation of Homelessness Among Apprentices in Australia, Journal of Youth Studies, 19, 8, pp. 1061-1076, (2016); Chapple K., Networks to Nerdistan: The Role of Labor Market Intermediaries in the Entry-Level IT Labor Market, International Journal of Urban and Regional Research, 30, 3, pp. 548-563, (2006); Chesters J., Smith J., Social Capital and Aspirations for Educational Attainment: A Cross-national Comparison of Australia and Germany, Journal of Youth Studies, 18, 7, pp. 932-949, (2015); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, (2017); Cooper M., The Inequality of Insecurity: Winners and Losers in the Risk Society, Human Relations, 61, pp. 1229-1258, (2008); Dacre Pool L., Sewell P., The Key to Employability: Developing a Practical Model of Graduate Employability, Education + Training, 49, 4, pp. 277-289, (2007); Higher Education Support Amendment (VET FEE-HELP Reform) Bill 2015 [Provisions, (2015); Forrier A., Sels L., The Concept of Employability: A Complex Mosaic, International Journal of Human Resources Development and Management, 3, 2, pp. 102-124, (2003); Fraser N., Justice Interruptus: Critical Reflections on the ‘Postsocialist’ Condition, (1997); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A Psycho-social Construct, its Dimensions, and Applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Furlong A., Cartmel F., Young People and Social Change, (1997); Gale T., Expansion and Equity in Australian Higher Education: Three Propositions for New Relations, Discourse: Studies in the Cultural Politics of Education, 32, 5, pp. 669-685, (2011); Gale T., Parker S., Calculating Student Aspiration: Bourdieu, Spatiality and the Politics of Recognition, Cambridge Journal of Education, 45, 1, pp. 81-96, (2015); Goodwin-Smith I., Hutchinson C., Beyond Supply and Demand: Addressing the Complexities of Workforce Exclusion in Australia, (2014); Grant-Smith D., McDonald P., The Trend toward Pre-Graduation Professional Work Experience for Australian Young Planners: Essential Experience or Essentially Exploitation, Australian Planner, 53, 2, pp. 65-72, (2016); Grant-Smith D., McDonald P., Ubiquitous Yet Ambiguous: An Integrative Review of Unpaid Work, International Journal of Management Reviews, 20, pp. 559-578, (2018); Hallier J., Rhetoric but Whose Reality? The Influence of Employability Messages on Employee Mobility Tactics and Work Group Identification, The International Journal of Haman Resource Management, 20, 4, pp. 846-868, (2009); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis. Research Brief No. 85, (1998); Holmes L., Reconsidering Graduate Employability: The Graduate Identity Approach, Quality in Higher Education, 7, 2, pp. 111-119, (2001); Jackson D., Wilton N., Perceived Employability Among Undergraduates and the Importance of Career Self-management, Work Experience and Individual Characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Kossek E., Learning from the Working Poor and Welfare Reform: Paradoxes in Promoting Employability, Relational Wealth: The Advantages of Stability in a Changing Economy, pp. 183-346, (2000); Marks A., Huzzard T., Employability and the ICT Worker: A Study of Employees in Scottish Small Businesses, New Technology, Work and Employment, 25, 2, pp. 167-181, (2010); Marston G., Dee M., Old Wine in New Bottles: A Critical Appraisal of the Social Inclusion Agenda in Australia, Australian Journal of Social Issues, 50, 2, pp. 119-138, (2015); Matthews P., Besemer K., Social Networks, Social Capital and Poverty: Panacea or Placebo?, Journal of Poverty and Social Justice, 23, 3, pp. 189-201, (2015); McCash P., We're All Career Researchers Now: Breaking Open Career Education and DOTS, British Journal of Guidance and Counselling, 34, 4, pp. 429-449, (2006); McQuaid R.W., Lindsay C., The Concept of Employability, Urban Studies, 42, 2, pp. 197-219, (2005); Mitchell W.F., Muysken J., Full Employment Abandoned: Shifting Sands and Policy Failures, (2008); Moreau M.P., Leathwood C., Graduates’ Employment and the Discourse of Employability: A Critical Analysis, Journal of Education and Work, 19, pp. 305-324, (2006); Australian Vocational Education and Training Statistics: Total VET Students and Courses 2017, (2018); (2013); Youth Neither in Employment, Education Nor Training (NEETs), Self-sufficiency Indicators, pp. 97-107, (2014); Opengart R., Short D., Free Agent Learners: The New Career Model and its Impact on Human Resource Development, International Journal of Lifelong Education, 22, 1, pp. 220-233, (2002); Peters M., Besley T., Marx and Foucault: Subjectivity, Employability and the Crisis of Youth Unemployment in the Great Global Recession, Policy Futures in Education, 11, 6, pp. 779-784, (2013); Roberts K., Youth and Employment in Modern Britain, (1995); Rooney S., Rawlinson M., Narrowing Participation? Contesting the Dominant Discourse of Employability in Contemporary Education, Journal of the National Institute for Career Education and Counselling, 36, 1, pp. 20-29, (2016); Ross A., The New Geography of Work. Power to the Precarious?, Theory, Culture and Society, 25, pp. 31-49, (2008); Rothwell A., Herbert I., Rothwell F., Self-perceived Employability: Construction and Initial Validation of a Scale for University Students, Journal of Vocational Behavior, 73, pp. 1-12, (2008); Rothwell A., Jewell S., Hardie M., Self-perceived Employability: Investigating the Responses of Post-graduate Students, Journal of Vocational Behavior, 75, pp. 152-161, (2009); Saunders P., Wong M., Still Doing it Tough: An Update on Deprivation and Social Exclusion, (2009); Sellar S., ‘Unleashing Aspiration’: The Concept of Potential in Education Policy, The Australian Educational Researcher, 42, pp. 201-215, (2015); Sellar S., Leaving the Future Behind, Research in Education, 96, 1, pp. 12-18, (2016); Simmons R., Russell L., Thompson R., Young People and Labour Market Marginality: Findings from a Longitudinal Ethnographic Study, Journal of Youth Studies, 17, 5, pp. 577-591, (2014); Smith V., Enhancing Employability: Human, Cultural, and Social Capital in an Era of Turbulent Unpredictability, Human Relations, 63, 2, pp. 279-300, (2010); Smith C., Elger T., Critical Realism and Interviewing Subjects, Studying Organizations Using Critical Realism, pp. 109-131, (2014); Smith V., Neuwirth E., The Good Temp, (2008); Tholen G., What can Research into Graduate Employability Tell us about Agency and Structure?, British Journal of Sociology of Education, 36, 5, pp. 766-784, (2015); Tomlinson M., Graduate Employability and Student Attitudes and Orientations to the Labour Market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Tomlinson M., The Degree is Not Enough: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Wibrow B., Qualification Utilisation: Occupational Outcomes, (2014)","P. McDonald; School of Management, QUT Business School, Brisbane, Australia; email: p.mcdonald@qut.edu.au","","Routledge","","","","","","13676261","","","","English","J. Youth Stud.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85066841557"
"Akkermans J.; Keegan A.; Huemann M.; Ringhofer C.","Akkermans, Jos (35219518700); Keegan, Anne (7005603470); Huemann, Martina (16021706800); Ringhofer, Claudia (56985727400)","35219518700; 7005603470; 16021706800; 56985727400","Crafting Project Managers’ Careers: Integrating the Fields of Careers and Project Management","2020","Project Management Journal","51","2","","135","153","18","37","10.1177/8756972819877782","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074977753&doi=10.1177%2f8756972819877782&partnerID=40&md5=fbbff0112eaba88057d4d0aeceabe5ac","Vrije Universiteit Amsterdam, Amsterdam, Netherlands; University College Dublin, Dublin, Ireland; WU Vienna University of Economics and Business, Vienna, Austria","Akkermans J., Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Keegan A., University College Dublin, Dublin, Ireland; Huemann M., WU Vienna University of Economics and Business, Vienna, Austria; Ringhofer C., WU Vienna University of Economics and Business, Vienna, Austria","Project managers experience unique careers that are not yet sufficiently understood, and more people than ever before are pursuing such careers. The research on project management and careers is therefore urgently needed in order to better understand the processes and systems shaping the careers of project managers. We address this gap by reviewing several key career theories and constructs and examining how these are mobilized to understand project managers’ careers in existing research. Our main conclusion is that boundaryless career theory has been the dominant career perspective in project management research, whereas other career theories—specifically protean career theory, social cognitive career theory, career construction theory, and sustainable career theory—are far less often mobilized as a basis for studies. We also find that some of the most popular constructs in careers research, such as career success and employability, have been used in recent project management research. However, their use in these studies is often implicit and does not necessarily leverage existing work from the careers field. We argue that there is strong potential for further and more systematic integration between project management and careers research in order to enrich both fields, and we offer a research agenda as a starting point. © 2020 Project Management Institute, Inc.","career development; career resources; career success; employability; project management; review","","","","","","","","Abele A.E., Spurk D., The longitudinal impact of self-efficacy and career goals on objective and subjective career success, Journal of Vocational Behavior, 74, 1, pp. 53-62, (2009); Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W.B., Competencies for the contemporary career: Development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Akkermans J., Kubasch S., #Trending topics in careers: A review and future research agenda, Career Development International, 22, 6, pp. 586-627, (2017); Akkermans J., Paradnike K., Van der Heijden B.I.J.M., De Vos A., The best of both worlds: The role of career adaptability and career competencies in students’ well-being and performance, Frontiers in Psychology, 9, (2018); Akkermans J., Schaufeli W.B., Brenninkmeijer V., Blonk R.W.B., The role of career competencies in the job demands-resources model, Journal of Vocational Behavior, 83, 3, pp. 356-366, (2013); Akkermans J., Seibert S.E., Mol S.T., Tales of the unexpected: Integrating career shocks in the contemporary careers literature, SA Journal of Industrial Psychology, 44, (2018); Akkermans J., Tims M., Crafting your career: How career competencies relate to career success via job crafting, Applied Psychology: An International Review, 66, 1, pp. 168-195, (2017); Arthur M.B., Hall D.T., Lawrence B.S., Handbook of career theory, (1989); Arthur M.B., Khapova S.N., Wilderom C.P.M., Career success in a boundaryless career world, Journal of Organizational Behavior, 26, 2, pp. 177-202, (2005); Arthur M.B., Rousseau D.M., Introduction: The boundaryless career as a new employment principle, The boundaryless career: A new employment principle for a new organizational era, pp. 3-20, (1996); Bakker A.B., Demerouti E., Job demands–resources theory: Taking stock and looking forward, Journal of Occupational Health Psychology, 22, 3, pp. 273-285, (2017); Bandura A., Social foundations of thought and action: A social cognitive theory, (1986); Barthauer L., Kaucher P., Spurk D., Kauffeld S., Burnout and career (un) sustainability: Looking into the Blackbox of burnout triggered career turnover intentions, Journal of Vocational Behavior, (2019); Blokker R., Akkermans J., Tims M., Jansen P., Khapova S., Building a sustainable start: The role of career competencies, career success, and career shocks in young professionals’ employability, Journal of Vocational Behavior, 112, pp. 172-184, (2019); Blomquist T., Farashah A.D., Thomas J., Project management self-efficacy as a predictor of project performance: Constructing and validating a domain-specific scale, International Journal of Project Management, 34, 8, pp. 1417-1432, (2016); Blomquist T., Hallgren M., Nilsson A., Soderholm A., Project-as-practice: In search of project management research that matters, Project Management Journal, 41, 1, pp. 5-16, (2010); Bredin K., Soderlund J., Project managers and career models: An exploratory comparative study, International Journal of Project Management, 31, 6, pp. 889-902, (2013); Briscoe J.P., Hall D.T., The interplay of boundaryless and protean careers: Combinations and implications, Journal of Vocational Behavior, 69, 1, pp. 4-18, (2006); Briscoe J.P., Hall D.T., DeMuth R.L.F., Protean and boundaryless careers: An empirical exploration, Journal of Vocational Behavior, 69, 1, pp. 30-47, (2006); Brown S.D., Lent R.W., Telander K., Tramayne S., Social cognitive career theory, conscientiousness, and work performance: A meta-analytic path analysis, Journal of Vocational Behavior, 79, 1, pp. 81-90, (2011); Chudzikowski K., Gustafsson S., Tams S., Constructing alignment for sustainable careers: Insights from the career narratives of management consultants, Journal of Vocational Behavior, (2019); Crawford L., French E., Lloyd-Walker B., From outpost to outback: Project career paths in Australia, International Journal of Project Management, 31, 8, pp. 1175-1187, (2013); Crawford L., Lloyd-Walker B., French E., Career choice and the experience of project-based work, Procedia - Social and Behavioral Sciences, 194, pp. 55-64, (2015); 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Akkermans; Vrije Universiteit Amsterdam, Amsterdam, Netherlands; email: j.akkermans@vu.nl","","SAGE Publications Inc.","","","","","","87569728","","","","English","Proj. Manage. J.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85074977753"
"Bansal A.; Aggarwal P.; Singh M.; Ramgopal","Bansal, Ajit (57216441672); Aggarwal, Pranav (57216437274); Singh, Manpreet (57216485585); Ramgopal (48561177700)","57216441672; 57216437274; 57216485585; 48561177700","Employability of engineering students-a report on the discernment of the students and their employers","2020","International Journal of Advanced Science and Technology","29","7 Special Issue","","582","587","5","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083678597&partnerID=40&md5=369e263c347f82fc6db80824376cf99d","Chitkara Business School, Chitkara University, Punjab, India; Chitkara College of Hospitality Management, Chitkara University, Punjab, India","Bansal A., Chitkara Business School, Chitkara University, Punjab, India; Aggarwal P., Chitkara College of Hospitality Management, Chitkara University, Punjab, India; Singh M., Chitkara College of Hospitality Management, Chitkara University, Punjab, India; Ramgopal, Chitkara College of Hospitality Management, Chitkara University, Punjab, India","Professional education is the need for the hour as companies pursue technologically sound workers and have the ability to support themselves in any kind of evolving market climate. Reform of the education system is required to resolve the disparity between current employability skills and level of competence at executive level. The current study is an effort to examine employers and employees interpretation of employability skills required in MNC software companies for executive level engineering graduates. It is an exploratory research. The paper indicated that there is significant gap between the learners and the aspirations of their job providers. © 2020 SERSC.","Employability; Employers; Engineering graduates; Market Climate; MNC; Reform","","","","","","Chitkara University, CU","We wish to convey our special thanks of gratitude to our mentor Dr Madhu Chitkara, Vice Chancellor, Chitkara University, Punjab, India for her continuous support & research facilities provided in the University, without which timely completion of this study would not have been possible. We would also like to extend our thanks to ALMIGHTY for blessing us with a very supportive organizational environment.","Adrian M., Determining the skills gap for new hires in management: Student perceptions vs employer expectations, International Journal of Innovation Education and Research, pp. 139-147, (2017); Ajit B., A Study on Employability Skills of MBA Students: Employers and Students Perspective, Gurukul Business Review, 14, pp. 47-51, (2018); Kubler B., Forbes P., Student Employability Profiles Engineering, Enhancing Student Employability Coordination Team (ESECT), The Higher Education Academy, (2004); Employability Skills a Study on the Perception of the Engineering Students and Their Prospective Employers, 3, 5, pp. 525-534, (2013); Meenaksdhi G., Employability Skills in Management Students-An Industry Perspective, Asian Journal of Multidimensional Research, pp. 85-97, (2013); Kaushal U., Empowering Engineering Students through Employability Skills, Higher Learning Research Communications, 6, (2016); Manolisa M., Et al., Impact of Information and Communication Technology (ICT) on Employability, International Journal of Innovative Technology and Exploring Engineering (IJITEE), 9, 2, pp. 4477-4480, (2019); (2019); (2005); Harry T., Et al., Perceptions of factors that affect employability amongst a sample of final-year students at a rural South African university, SA Journal of Industrial Psychology, 44, 6, (2018)","","","Science and Engineering Research Support Society","","","","","","20054238","","","","English","Int. J. Adv. Sci. Technol.","Article","Final","","Scopus","2-s2.0-85083678597"
"Halibas A.S.; Mehtab S.; Al-Attili A.; Alo B.; Cordova R.; Cruz M.E.L.T.","Halibas, Alrence Santiago (57194621597); Mehtab, Shameena (57215045336); Al-Attili, Alaa (57215038335); Alo, Benjamin (57215048279); Cordova, Ronald (57201736808); Cruz, Maria Elisa Linda Taeza (57215070133)","57194621597; 57215045336; 57215038335; 57215048279; 57201736808; 57215070133","A thematic analysis of the quality audit reports in developing a framework for assessing the achievement of the graduate attributes","2020","International Journal of Educational Management","34","5","","917","935","18","9","10.1108/IJEM-07-2019-0251","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079741287&doi=10.1108%2fIJEM-07-2019-0251&partnerID=40&md5=7c9a40a3a96ba0f0ffb5ba95ea0f8e00","Faculty of Computing Sciences, Gulf College, Maabelah, Oman; Gulf College, Maabelah, Oman; University of Nizwa, Nizwa, Oman","Halibas A.S., Faculty of Computing Sciences, Gulf College, Maabelah, Oman; Mehtab S., Gulf College, Maabelah, Oman; Al-Attili A., Gulf College, Maabelah, Oman; Alo B., Gulf College, Maabelah, Oman; Cordova R., Gulf College, Maabelah, Oman; Cruz M.E.L.T., University of Nizwa, Nizwa, Oman","Purpose: Graduates are expected to possess the knowledge and right skillset, commonly known as graduate attributes, which they need to become employable and work-ready. This study describes the approaches that were employed by an academic institution in developing an assessment framework for measuring the student achievement of the graduate attributes and learning outcomes. Design/methodology/approach: It used thematic analysis in analyzing the 43 audit reports of higher educational institutions (HEIs) in Oman which have undergone the regional quality audit as well as the outcomes of the institutional standards assessment. Findings: The analysis exposed the critical issues necessary for embedding graduate attributes and learning outcomes in higher education. Likewise, the study revealed that the assessment of the graduate attributes (GAs) and learning outcomes (LOs) is the area that garnered the most number of comments from the audit panel, and 69 per cent of the HEIs are still problematic in this area. Moreover, most of the HEIs in Oman lack the mechanisms to assess student learning as evidenced in the regional accreditation outcomes. Only 43.8 per cent of the HEIs, which have undergone the institutional accreditation process, have garnered a Met Rating in the Graduate Attributes and Student Learning Outcome criterion. Hence, this study presupposes its high relevance and usefulness to the work in this area, drawing from the experience of an HEI in Oman. Practical implications: This study will present the relevant and meaningful content, especially good practices and potential gaps that inform HEIs regarding the current trends, policies, and practices relevant to the assessment of graduate attributes and learning outcomes in higher education. Originality/value: This study extends the limited literature on the assessment of graduate attributes and learning outcomes, especially among the HEIs in Oman. © 2020, Emerald Publishing Limited.","Constructive alignment; Graduate attributes; Graduate employability; Learning outcomes; Outcome-based education; Thematic analysis","","","","","","","","Adam S., Expert U.B., Learning Outcomes Current Developments in Europe: Update on the Issues and Applications of Learning Outcomes Associated with the Bologna Process, Bologna Seminar: Learning Outcomes Based Higher Education: The Scottish Experience, 21-22 February 2008, at Heriot-Watt University, Edinburgh, Scotland, (2008); Ahmad K., Ali N.M., Zainudin S., An improved course assessment measurement for analyzing learning outcomes performance using Rasch model, Procedia - Social and Behavioral Sciences, (2011); Alzubaidi L., Measurement of course learning outcomes for data structure using the combination approach, International Journal of Computer Science and Network Security, 16, 1, pp. 57-61, (2016); 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Process B., The Bologna Process 2020 - The European Higher Education Area in the New Decade, (2009); Popham W.J., Instructional insensitivity of tests: accountability's dire drawback, Phi Delta Kappan, (2007); Radloff, de la Harpe B., Dalton H., Thomas J., Anne Lawson A., Assessing graduate attributes: engaging academic staff and their students, ATN Assessment Conference 2008: Engaging Students in Assessment, (2008); Razvi S., Caroll M., Towards an effective national quality management system for Oman, Biennial Conference of the International Network of Quality Assurance Agencies in Higher Education, (2007); Rhaffor K.A., Radzak M.Y., Abdullah C.H., Students' perception on outcome-based education (OBE) implementation: a preliminary study in UniKL MSI, (2017); Rowe A.D., Zegwaard K.E., Developing graduate employability skills and attributes: curriculum enhancement through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 87-99, (2017); Soares I., Dias D., Monteiro A., Proenca J., Learning outcomes and employability: a case study on management academic programmes, INTED2017 Proceedings, (2017); Spracklin-Reid D., Fisher A., Course-based learning outcomes as the foundation for assessment of graduate attributes - an update on the progress of memorial university, Proceedings of the Canadian Engineering Education Association, (2013); Suskie L., Assessing student learning: a common sense guide, Assessing Student Learning: A Common Sense Guide Second Edition, (2009); The University of Auckland, (2019); Wang S., Wang H., Khalil N., A thematic analysis of interdisciplinary journal of information, knowledge, and management (IJIkm), Interdisciplinary Journal of Information, Knowledge, and Management, (2018); Zou P.X.W., Working together to achieve graduate attributes of our students, Transactions, (2013)","A.S. Halibas; Faculty of Computing Sciences, Gulf College, Maabelah, Oman; email: alrencesantiago@yahoo.com","","Emerald Group Holdings Ltd.","","","","","","0951354X","","","","English","Int. J. Educ. Manage.","Article","Final","","Scopus","2-s2.0-85079741287"
"Pardo-Garcia C.; Barac M.","Pardo-Garcia, Cristina (56557105100); Barac, Maja (57159424700)","56557105100; 57159424700","Promoting employability in higher education: A case study on boosting entrepreneurship skills","2020","Sustainability (Switzerland)","12","10","4004","","","","30","10.3390/SU12104004","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085645159&doi=10.3390%2fSU12104004&partnerID=40&md5=12441e91f6d97b44593c0eb3dedfc48e","Department of Applied Economics, Universitat de València, Valencia, 46022, Spain","Pardo-Garcia C., Department of Applied Economics, Universitat de València, Valencia, 46022, Spain; Barac M., Department of Applied Economics, Universitat de València, Valencia, 46022, Spain","How can higher education increase the employability of university students? We present a case study on an innovative training itinerary aimed to promote the participation of teaching staff to stimulate the creativity of students and enhance their employability skills. Students acquire the entrepreneurship competences by applying the problem-solving methodology to their innovative projects based on sustainable development. The participation in the contest shows a growing importance, with topics ranging from the more technical ones, such as nutrition innovation, science innovation, or sustainability, to the social projects, related to social services, inclusion, or services against gender violence, harassment, and bullying. The percentage of multidisciplinary teams increased from 38% in 2015 to 76% in 2019 and even more in finalist teams, a positive trend in improving soft skills. According to some testimonies, the acquisition of these entrepreneurship competences partially compensates for students' lack of professional experience by enriching their curriculum vitae (CV) and, for some students, lays the groundwork for establishing a real business after their participation in the contest. © 2020 by the authors.","Education for sustainable development; Employability; Employability skills; Entrepreneurship; Entrepreneurship education; Seed for startup; Self-employment; Sustainable entrepreneurship; Transversal skills","business; curriculum; entrepreneur; gender; higher education; innovation; student; teaching; violence","","","","","University-Business Foundation; Universitat de València, 85|86","This research received no external funding. We want to thank the anonymous referees who have helped to improve substantially the paper with their comments and suggestions. We are very grateful for all the support received by University-Business Foundation ADEIT, related to Universitat de València, and their staff organizing the MOTIVEM contest, especially Victoria Fernández-Getino. We also want to thank Sergio Pardo for his testimony as a winner of the contest and his opinions about working on an innovative idea.","Summers L.H., Demand side secular stagnation, Am. Econ. Rev, 105, pp. 60-65, (2015); Goldberg P.K., Pavcnik N., Distributional effects of globalization in developing countries, J. Econ. Lit, 45, pp. 39-82, (2007); Hoornweg D., Freire M., Lee M.J., Bhada-Tata P., Yuen B., Cities and Climate Change: Responding to an Urgent Agenda, (2011); Fankhaeser S., Sehlleier F., Stern N., Climate change, innovation and jobs, Clim. Policy, 8, pp. 421-429, (2008); Goods C., Climate change and employment relations, J. Ind. 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Policy Model, (2019); Moreland N., Entrepreneurship and Higher Education: An Employability Perspective. Learning and employability, Series One, (2006); Zaring O., Gifford E., McKelvey M., Strategic choices in the design of entrepreneurship education: An explorative study of Swedish higher education institutions, Stud. High. Educ, pp. 1-16, (2019); Report on the Results of Public Consultation on The Entrepreneurship 2020 Action Plan, Ref. Ares, (2015); Machin S., McNally S., Tertiary Education Systems and Labour Markets, (2007); Antoncic B., Hisrich R.D., Clarifying the intrapreneurship concept, J. Small Bus. Enterp. Dev, 10, pp. 7-24, (2003); Laguna-Sanchez P., Abad P., De la Fuente-Cabrero C., Calero R., A university training programme for acquiring entrepreneurial and transversal employability skills, a students' assessment, Sustainability, 12, (2020); Fraser C., Duignan G., Stewart D., Rodrigues A., Overt and covert: Strategies for building employability skills of vocational education graduates, J. Teach. Learn. Grad. Employab, 10, pp. 157-172, (2019); Kapasi I., Grekova G., What do students think of self-determined learning in entrepreneurship education?, Educ. Train, 60, pp. 841-856, (2018); III Ranking Universidad-Empresa. Encuesta a las Empresas Españolas Sobre la Empleabilidad de los Recién Titulados, (2017); Vila L., Perez P., Morillas F., Higher education and the development of competencies for innovation in the workplace, Manag. Decis, 50, pp. 1634-1648, (2012); Grivokostopoulou F., Kovas K., Perikos I., Examining the Impact of a Gamified Entrepreneurship Education Framework in Higher Education, Sustainability, 11, (2019); Ambros M., Biberhofer P., Fostering Higher Education for Sustainability-Driven Entrepreneurship: The CASE Knowledge Platform, GAIA, 27, pp. 185-187, (2018); Lans T., Oganisjana K., Taks M., Popov V., Learning for entrepreneurship in heterogeneous groups: Experiences from an international, interdisciplinary higher education student programme, TRAMES, 17, pp. 383-399, (2013); Caballero G., Vazquez X.H., Quintas M.A., Improving employability through stakeholders in European Higher Education: The case of Spain, Long Range Plann, 48, pp. 398-411, (2015); Nabi G., Walmsley A., Linan F., Akhtar I., Neame C., Does entrepreneurship education in the first year of higher education develop entrepreneurial intentions? The role of learning and inspiration, Stud. High. 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Educ, (2018); Bohlmann D., University of Valencia, Spain: The Business Culture Chair and Entrepreneurship Training for University Lecturers, Supporting the Entrepreneurial Potential of Higher Education (sepHE), (2019); Iglesias-Sanchez P.P., Jambrino-Maldonado C., de las Heras-Pedrosa C., Training Entrepreneurial Competences with Open Innovation Paradigm in Higher Education, Sustainability, 11, (2019); Imbernon F., Metodología Didáctica en la Educación Superior (Teaching Methodology in Higher Education), Training module of 10 h inside the University Teaching Initiation Course (2010) from Staff Development Service (Servei de Formació Permanent) of the Universitat de València, (2010); Kuh G.D., What We're Learning about Student Engagement from NSSE: Benchmarks for Efective Educational Practices, Change, 35, pp. 24-32, (2003); Real Decreto 1791/2010, de 30 de Diciembre, por el que se Aprueba el Estatuto del Estudiante Universitario, (2019); Bain K., Lo que Hacen los Mejores Profesores Universitarios, (2007); Linan F., Skill and value perceptions: How do they affect entrepreneurial intentions?, Entrep. Manag. J, 4, pp. 257-272, (2008); Garcia N., Competencias profesionales, (2017); Thompson L.J., Clark G., Walker M., Whyatt J.D., It's just like an extra string to your bow': Exploring higher education students' perceptions and experiences of extracurricular activity and employability, Act. Learn. High. Educ, 14, pp. 135-147, (2013); Escriva M., María Escrivá Is Interviewed as the Chairperson of the Teaching and Research Commission of the Valencia Economists Association (COEV Colegio de Economistas de Valencia), (2018); Grotkowska G., Wincenciak L., Gajderowicz T., Ivory-tower or market-oriented enterprise: The role of higher education institutions in shaping graduate employability in the domain of science, High. Educ. Res. Dev, 34, pp. 869-882, (2015); Catalogue of Transversal Competences Key for Employability, (2019); Lans T., Blok V., Wesselink R., Learning apart and together: Towards an integrated competence framework for sustainable entrepreneurship in higher education, J. Clean. 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Sci, 5, pp. 1602-1604, (2008); Ideas MOTIVEM en Equipo, Convocatoria, (2019); Diehl B., Workshop about Design Thinking in the IX MOTIVEM School for Teachers, (2017); The Circular Design Guide, (2019); Why Startups Fail, (2019); Informe GEM España 2018-2019: Investigando en Emprendimiento, (2019); Dabdoub Alvarado L., Workshop Motivem, Team Creativity, (2017); La Universitat de València, Tercera de España en Movilidades Erasmus+, (2019); Publication or Catalogue of Ideas Submitted to the MOTIVEM Contest in 2019, (2019); Recull de Dades Estadístiques de la UV (Statistic Data Collection), (2020); El Juego y la Comunicación Entre Niños Hospitalizados, Idea Ganadora en Ideas MOTIVEM en Equipo, (2017); Publication or Catalogue of Ideas Submitted to the MOTIVEM Contest in 2015, (2015); Publication or Catalogue of Ideas Submitted to the MOTIVEM Contest in 2016, (2016); Publication or Catalogue of Ideas Submitted to the MOTIVEM Contest in 2017, (2017); Publication or Catalogue of Ideas Submitted to the MOTIVEM Contest in 2018, (2018); Trainers Camp Aula Emprende, (2020); Boosting Innovative Entrepreneurial Ecosystem in Regions for Young Entrepreneurs, (2020); Mapa de Emprendimiento Comunitat Valenciana 2016, (2019); Crayford J., Fearon C., McLaughlin H., Van Vuuren W., Affirming entrepreneurial education: Learning, employability and personal development, Ind. 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Educ, 21, pp. 321-333, (2011); The 2030 Agenda for Sustainable Development: 17 Sustainable Development Goals, (2020); Educating the Next Wave of Entrepreneurs, (2009); Portuguez Castro M., Ross Scheede C., Gomez Zermeno M.G., The Impact of Higher Education on Entrepreneurship and the Innovation Ecosystem: A Case Study in Mexico, Sustainability, 11, (2019); The Flying Frames, Extras Hostelería y BGreen Ganan los Primeros Premios MOTIVEM, (2014); (2020); (2020); The Enrolment for Ideas Motivem in Teams Has Increased in an 86%, (2017); Premand P., Brodmann S., Almeida R., Grun R., Barouni M., Entrepreneurship education and entry into self-employment among university graduates, World Dev, 77, pp. 311-327, (2016); Storen L.A., Aamodt P.O., The quality of higher education and employability of graduates, Qual. High. Educ, 16, pp. 297-313, (2010)","C. Pardo-Garcia; Department of Applied Economics, Universitat de València, Valencia, 46022, Spain; email: cristina.pardo-garcia@uv.es","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85085645159"
"Chen Y.-F.; Adefila A.","Chen, Yung-Fang (35095970200); Adefila, Arinola (56815076000)","35095970200; 56815076000","Enhancing school safety through university engagement in DRR education","2020","International Journal of Disaster Risk Reduction","44","","101386","","","","11","10.1016/j.ijdrr.2019.101386","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075802738&doi=10.1016%2fj.ijdrr.2019.101386&partnerID=40&md5=5d8614846b74f3f8c23cce3b6370f687","School of Energy, Construction and Environment, Coventry University, JL141, Much Park St, Coventry, CV1 2LT, United Kingdom; Centre for Global Learning: Education and Attainment, Coventry University, United Kingdom","Chen Y.-F., School of Energy, Construction and Environment, Coventry University, JL141, Much Park St, Coventry, CV1 2LT, United Kingdom; Adefila A., Centre for Global Learning: Education and Attainment, Coventry University, United Kingdom","Effective Disaster Risk Reduction Education (DRRE) could reduce the impact of disasters, including the loss of lives, property and damage to the environment because DRRE enables communities to mitigate and prepare for potential risks [1,2]. It is believed that universities could play a role in DRRE [3], not only emphasising the need for the inclusion of DRR in curricula for all levels of education; but also proactively teaching and sharing DRRE in communities [4]. This holistic approach widens the university's engagement in society and broadens impact of good practice. A University in the United Kingdom has initiated a project to facilitate the university's engagement in DRRE in communities. The project combined specially planned field trips and placements in an optional academic module to encourage year 2 students to deliver DRRE in primary, junior and high schools in a foreign context [5]. The project has provided opportunities for the students to develop inter-cultural competences and employability skills [6]. It also facilitated work-based learning and enhanced global learning through practice-based activities [7]. The article introduces a Higher Education (HE) engagement model for DRRE, evaluates the effectiveness of the pedagogy and its impact on students' learning. The research demonstrated positive impact of HE students engaging DRRE in the community through fieldtrips and placement. It is recommended that the HE sector develops similar models to enable universities engage in collaborative networks that allows a more effective approach for DRRE. © 2019","Community engagement; Community resilience; Disaster risk reduction; Employability; Environment education; Fieldtrip; Internationalisation; Internship","","","","","","Centre for Global Engagement; Coventry University","Funding text 1: The research was conducted at Coventry University. Placements and Short Trips were partly sponsored by the Centre for Global Engagement at Coventry University.; Funding text 2: The research was conducted at Coventry University. Placements and Short Trips were partly sponsored by the Centre for Global Engagement at Coventry University .  Appendix A ","Disaster Risk Reduction in School Curricula: Case Studies from Thirty Countries, (2011); Comprehensive School Safety: a Global Framework in Support of the Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector and the Worldwide Initiative for Safe Schools, (2017); Holloway A., Strategic Mobilisation of HE Institutions in Disaster Risk Education Capacity Building Experience of Periperi U, (2014); Aghaei N., Seyedin H., Sanaeinasab H., Strategies for disaster risk reduction education: a systematic review, J. Educ. Health Promot., 1, 7, pp. 98-107, (2018); Chen Y.F., Blackett M., Progressive methods for enhancing intercultural competence and employability for geography and disaster management students, Science, Technology, Engineering and Mathematics Higher Education Academy Conference, Manchester, 1 February, (2017); Chen Y.F., A case study of university involvement in community-based reconstruction: the Coventry university model, Community-Based Reconstruction of Society: University Involvement and Lessons from East Japan Compared with Those from Kobe, Aceh, and Sichuan. Springer Brief in Economics: Kobe University Social Science Research Series, (2017); Oyinlola M.A., Whitehead T., Abuzeinab L., Adefila A., Akinola Y., Anafi F., Farukh F., Jegede O., Kandan K., Kim B., Mosugu E., Bottle House: a case study of Transdisciplinary research for tackling global challenges, Habitat Int., 79, pp. 18-29, (2018); Thomas V., Lόpez R., Global Increase in Climate-Related Disasters, (2015); Terpsta T., Enander A., Gutteling J., Kuhlicke C., 4.1 Public perception of risk, Science for Disaster Risk Management 2017: Knowing Better and Losing Less, (2017); Hyogo Framework for Action 2005-2015: Building the Resilience of Nations and Communities to Disasters, (2005); Sendai Framework for Action 2015-2030, (2015); Developing a Worldwide Initiative for Safe Schools: as of 2016, Every New School Will Be Safe from Disasters, (2014); Shaw R., Takeuchi Y., Shiwaku K., Chapter 8 “Tsunagaru” in Disaster Education, pp. 153-162, (2015); Apronti P.T., Osamu S., Otsuki K., Kranjac-Berisavljevic G., Education for disaster risk reduction (DRR): linking theory with practice in Ghana's basic schools, Sustainability, 7, 7, pp. 9160-9186, (2015); Abedin M.A., Shaw R., The role of university networks in disaster risk reduction: perspective from coastal Bangladesh, Int. J. Disaster Risk Reduct., 13, pp. 381-389, (2015); Okumura H., The role of universities in passing on memories of major disasters, and research activities: reflections twenty years after the great Hanshin-Awaji earthquake and four years after the Great East Japan earthquake, Community-Based Reconstruction of Society: University Involvement and Lessons from East Japan Compared with Those from Kobe, Aceh, and Sichuan. Springer Brief in Economics: Kobe University Social Science Research Series, pp. 43-49, (2015); Oktari R.S., Shiwaku K., Munadi K., Samsidik, Shaw R., Enhancing community resilience towards disaster: the contributing factors of school-community collaborative network in the tsunami affected area in Aceh, Int. J. Disaster Risk Reduct., 29, pp. 3-12, (2017); Grimaz S., Malisan P., Torres J., VISUS methodology: a quick assessment for defining safety upgrading strategies of school facilities, Planet@ Risk, 3, 1, pp. 126-136, (2015); Matsuoka K., The role of universities in reconstruction of the disaster-stricken areas: connecting the needs of afflicted areas and seeds of universities, Community-Based Reconstruction of Society: University Involvement and Lessons from East Japan Compared with Those from Kobe, Aceh, and Sichuan. Springer Brief in Economics: Kobe University Social Science Research Series, pp. 33-42, (2015); Chou J.S., Yang K.H., Ren T.C., Ex-post evaluation of the preparedness education in disaster prevention, mitigation and response, Int. J. Disaster Risk Reduct., 12, pp. 188-201, (2015); Wang J.J., Study the context of school-based disaster management, Int. J. 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Educ. 2003, 26, 1, pp. 24-33, (2003); Achen R.M., Warren C., Fazzari A., Jorich H., Thorne K., Evaluating graduate student out-of-class learning: the professional field trip, Int. J. Teach. Learn. Higher Educ., 31, 1, pp. 96-107, (2019)","Y.-F. Chen; School of Energy, Construction and Environment, Coventry University, Coventry, JL141, Much Park St, CV1 2LT, United Kingdom; email: Yung-Fang.Chen@coventry.ac.uk","","Elsevier Ltd","","","","","","22124209","","","","English","Int. J. Disaster Risk Reduct.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85075802738"
"Subbu Nisha M.; Rajasekaran V.","Subbu Nisha, M. (57211334099); Rajasekaran, V. (57207766700)","57211334099; 57207766700","Neuro-linguistic programming (NLP) techniques: A therapeutic approach to enhancing the presentation skill of engineering students","2020","IUP Journal of English Studies","15","1","","87","101","14","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084033696&partnerID=40&md5=8002fb0508da003d887910c9fa71c289","Vellore Institute of Technology, Chennai, 600127, Tamil Nadu, India","Subbu Nisha M., Vellore Institute of Technology, Chennai, 600127, Tamil Nadu, India; Rajasekaran V., Vellore Institute of Technology, Chennai, 600127, Tamil Nadu, India","Presentation skill is an important employability skill that makes learners convey their ideas with confidence. It is a much required skill at workplaces, and employers look for it in employees during the interview process because presenting ideas with clarity and effectiveness is very much needed at workplaces. Developing presentation skill in classroom is important because it not only develops the communication skill of students but elevates their level of confidence. As presentation has become an indispensable part of tests pertinent to speaking, this study focuses on developing the presentation skill of students. It is believed that Neuro-Linguistic Programming (NLP) techniques would help in achieving the task of making students present their ideas in English with confidence. A pilot study was carried out with a group of twenty students in order to assess the effectiveness of NLP techniques in developing the presentation skill of students. The study found a considerable difference in the presentation level of the students before and after implementing NLP techniques. Hence, the study affirms that NLP techniques are quite useful in improving the presentation skill of students. © 2020 IUP. All Rights Reserved.","","","","","","","","","Allen K.N., Friedman B.D., Affective Learning: A Taxonomy for Teaching Social Work Values, Journal of Social Work Values and Ethics, 7, pp. 2-13, (2010); Richard B., Grinder J., Andreas S., Frogs into Princes: Neuro-Linguistic Programming, (1979); Brenda B., Burkart G., Robson B., TEFL/TESL: Teaching English as a Foreign Or Second Language, (1989); Brown H.D., Teaching by Principles: An Interactive Approach to Language Pedagogy, (2001); Dilts R.B., Epstein T.A., Dynamic Learning, (1995); Forehand M., Bloom’s Taxonomy: Emerging Perspectives on Learning, Teaching, and Technology, (2010); Freeman D.L., Anderson M., Techniques and Principles in Language Teaching, (2011); Hardingham A., Psychology for Trainers, (1998); Hayes J., Interpersonal Skills at Work, (2002); Helm D.J., Neuro-Linguistic Programming: Equality as to Distribution of Learning Modalities, Journal of Instructional Psychology, 17, 3, pp. 159-160, (1990); Knight S., NLP at Work: The Difference that Makes a Difference in Business, (2009); Kraiger K., Ford J.K., Salas E., Application of Cognitive, Skill-Based, andAffective Theories of Learning Outcomes to New Methods of Training Evaluation, Journal of Applied Psychology, 78, 2, pp. 311-328, (1993); Krathwohl D.R., A Revision of Bloom’s Taxonomy: An Overview, Theory into Practice, 41, 4, pp. 212-218, (2002); Krathwohl D.R., Bloom B.S., Masia B.B., Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook, (1973); Meyer A., Rose D.H., Universal Design for Individual Differences, Educational Leadership, 58, 3, pp. 39-43, (2000); Millrood R., The Role of NLP in Teachers’ Classroom Discourse, ELT Journal., 58, 1, pp. 28-37, (2004); O'Connor J., The NLP Workbook: A Practical Guide to Achieving the Results You Want, (2001); O'Connor J., Seymour J., Introducing NLP: Psychological Skills for Understanding and Influencing People, (2011); Pishghadam R., Shayesteh S., Shapoori M., Validation of an NLP Scale and Its Relationship with Teacher Success in High Schools, Journal of Language Teaching and Research, 2, 4, pp. 909-917, (2001); Sandoval V.A., Adams S.H., Subtle Skills for Building Rapport: Using Neuro-Linguistic Programming in the Interview Room, FBI Law Enforcement Bulletin, (2001); Shephard R., Fasko D.J.R., Osborne F.H., Intrapersonal Intelligence: Affective Factors in Thinking, Education, 119.4, pp. 633-642, (1999); Thornbury S., The Unbearable Lightness of EFL, ELT Journal, 55, 4, pp. 391-396, (2001); Tosey P., Mathison J., Neuro-Linguistic Programming as an Innovation in Education and Teaching, Innovation in Education and Teaching International, 47, 3, pp. 317-326, (2010); Vaknin S., The Big Book of NLP Techniques: 200+ Patterns, Methods, and Strategies of Neuro-Linguistic Programming, (2008); Yorks L., Kasl E., Toward a Theory and Practice for Whole-Person Learning: Reconceptualizing Experience and the Role of Affect, Adult Education Quarterly, 52, 3, pp. 176-192, (2002); Richard Y., Youell C., Effective NLP Skills, (2013)","","","IUP Publications","","","","","","09733728","","","","English","IUP J. Engl. Stud.","Article","Final","","Scopus","2-s2.0-85084033696"
"Hossain M.I.; Debnath G.C.; Sharmin S.","Hossain, Mohammad Ikbal (57202746314); Debnath, Gouranga Chandra (57202737320); Sharmin, Shadia (57215852728)","57202746314; 57202737320; 57215852728","The employability of graduate students in choosing right career in today’s technological era","2020","International Journal of Scientific and Technology Research","9","2","","3031","3038","7","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079600451&partnerID=40&md5=1b90b0c4703151e736d10bfe18a05c76","Dhaka, 845418, Bangladesh; Department of Business Administration, University of South Asia, Dhaka, 845418, Bangladesh","Hossain M.I., Dhaka, 845418, Bangladesh; Debnath G.C., Dhaka, 845418, Bangladesh; Sharmin S., Department of Business Administration, University of South Asia, Dhaka, 845418, Bangladesh","Technological revolution is not all positive aspect in the organization and conversions can be excruciating. Career perhaps turns into the most significant concern for young students and professionals at the present time. Exploring the desired career in the developing countries like Bangladesh is no way simple. The purpose of this research is to reveal the challenges in exploring anticipated career and offer some guidelines to encounter those challenges. The primary data have been collected from business graduate students (N=200) studying in 10 different universities in Bangladesh. Several statistical techniques of SPSS software package have been applied to carry out this study. The present research endorses the validity of new measures of career exploration. The study reveals that personal attributes, institutional attributes, educational arrangement and socio-economic condition have profound impact on finding the desired career in Bangladesh. The outcomes of this research have extensive implications for the students, educational institutions and policy makers. The findings of the current research suggest that modernization of teaching styles, providing standard study materials and career counseling to the students, and developing personal skills and competencies can facilitate students exploring their anticipated career. © IJSTR 2020.","Business Studies; Career Exploration; Employability; Graduate Students; Technology and career","","","","","","","","Ahmed M.M., Higher education in public universities in Bangladesh, Journal of Management and Science, 3, 2, pp. 1-9, (2013); Alam M., Haque M.S., Siddique S.F., Private Higher Education in Bangladesh. Research Paper, (2007); Ashby J.S., Schoon I., Career success: The role of teenage career aspirants, ambition value and gender in predicting adult social status and earnings, Journal of Vocational Behaviour, 77, pp. 350-360, (2010); Baines J., What are the Factors that Shape the Career Decisions of LSE Students?, (2009); Barthorpe S., Hall M., A collaborative approach to placement preparation and career planning for university students: A case study, Journal of Vocational Education and Training, 52, 1, pp. 165-175, (2000); Bojuwoye O., Mbanjwa S., Factors impacting on career choices of Technikon students from previously disadvantaged high schools, Journal of Psychology in Africa, 1, pp. 3-16, (2006); Brown D., The role of work and cultural values in occupational choice, satisfaction and success: A theoretical statement, Journal of Counseling and Development, 80, 1, pp. 48-56, (2002); Brown S., Ortiz-Nunez A., Taylor K., What will be when I grow up? An analysis of childhood expectations and career outcomes, Economics of Education Review, 30, 3, pp. 493-506, (2011); Carter G.W., Cook K.W., Dorsey D.W., Career Paths: Charting Courses to Success for Organizations and Their Employees, (2009); What is Career Planning and Who Needs It, (2014); Counsell D., Graduate careers in the UK: An examination of undergraduate’s perceptions, Career Development International, 1, 7, pp. 34-41, (1996); Foskett N., Hemsley-Brown J., Choosing Futures: Young people’s Decision-Making in Education, Training and Careers Markets, (2001); Friesen J.D., Vocational counseling: Help from the social sciences, Direction, 10, 4, pp. 22-25, (1981); Gati I., Making career decisions: A sequential elimination, Journal of Counseling Psychology, 33, 4, pp. 408-417, (1986); Gelatt H.B., Decision-making: A conceptual frame of reference for counseling, Journal of Counseling Psychology, 9, 3, pp. 240-245, (1962); Gray D.A., Gault F.M., Meyers H.H., Walther J.E., Career planning, Prevention in Human Services, 8, 1, pp. 43-59, (1990); Hair J.F., Anderson R.E., Tatham R.L., Black W.C., Multivariate Data Analysis, (1998); Hall D.T., Career in Organizations, (1976); Hall D.T., The Career is Dead: Long Live the Career, (1996); Heimler R., Attitudes of College Graduates, Faculty and Human Resource Managers regarding the Importance of Skills Acquired in College and Needed for Job Performance and Career Advancement Potential in the Retail Sector, (2010); Hoodbhoy P., Pakistani Universities: Which Way Out? Education and the State: Fifty Years of Pakistan, (1998); Holland J.L., Making Vocational Choices: A Theory of Vocational Personalities and Work Environments, (1997); Bangladesh: Seeking Better Employment Conditions in Better Socioeconomic Outcomes, (2013); Isaac O.O., Mopelola O.A., Effects of parental influence on adolescents’ career choice in Badagry local government area, Lagos state, Nigeria, IOSR Journal of Research & Method in Education, 4, 4, pp. 44-57, (2014); Kidd J.M., Emotion: An absent presence in career theory, Journal of Vocational Behavior, 52, pp. 275-288, (1998); Levinson H., Designing and Managing Your Career, (1989); Lock R.D., Taking Charge of Your Career Direction: Career Planning Guide, Book 1, (2005); Maree J.G., Career counseling in the 21<sup>st</sup> century: South African institutions of higher education at crossroads, South African Journal of Higher Education, 23, 3, pp. 436-458, (2009); Mavromaras K., McGuinness S., Richardson S., Sloane P., Wei Z., Over-Skilling and Job Satisfaction in the Australian Labor Market, (2011); McKay D.R., What is Career Development, (2014); Mickelson R., Velasco A., Mothers and Daughters Go to Work: The Relationship of mothers’ Occupation to daughters’ Career Aspirations, (1998); National Education Policy, (2000); Mitchell L.K., Krumboltz J.D., Krumboltz’s learning theory of career choice and counseling, Career Choice and Development, pp. 233-280, (1996); Moen P., It’s about Time: Couples and Career, (2003); Monem M., Baniamin H.M., Higher education in Bangladesh: Status, issues and prospects, Pakistan Journal of Social Sciences, 30, 2, pp. 293-305, (2010); Monem M., Baniamin H.M., Higher education in Bangladesh: Status, issues and prospects, Pakistan Journal of Social Sciences, 30, 2, pp. 293-305, (2010); Mudhovozi P., Chireshe C., Socio-demographic factors influencing career decision-making among undergraduate psychology students in South Africa, Journal of Social Sciences, 31, 2, pp. 167-176, (2012); Muthukrishna N., Sokoya G.O., Gender differences in pretend play amongst school children in Durban, KwaZulu-Natal, South Africa, Gender and Behaviour, 6, 1, pp. 1577-1590, (2008); Ng S.W., Schweitzer L., Lyons S.T., New generations, great expectations: A field study of the millennial generation, Journal of Business and Psychology, 25, 2, pp. 281-292, (2010); Ngesi M.J., A Study of Systematic Processes Influencing Educational Change in a Sample of Isizulu Medium Schools, (2003); Salami S.O., Relationship between work values and vocational interests among high school students in Ibadan, Nigerian African Journal of Educational Research, 5, 2, pp. 65-74, (1998); Shahnasarian M., Decision Time: A Guide to Career Enhancement, (1994); Ratio of Female to Male in Tertiary Enrollment (%), (2015); Walker J.W., Individual Career planning: Managerial help for subordinates, Business Horizons, 16, 1, pp. 65-72, (1973); Watson M., McMahon M., Children’s career development: A research review from a learning perspective, Journal of Vocational Behavior, 67, 2, pp. 119-132, (2005); Weinger S., Children living in poverty: Their perception of career opportunities, Journal of Contemporary Social Science, 79, 3, pp. 320-330, (1998); Wilson P.M., Wilson J.R., Environmental influences on adolescent educational aspirations: A logistic transform model, Youth and Society, 24, pp. 52-70, (1992); Wong S.C., Lui G.J., Will parental influences affect career choice? Evidence from hospitality and tourism management students in China, International Journal of Contemporary Hospitality Management, 22, 1, pp. 82-102, (2010); Zikmund W.G., Babin B.J., Carr J.C., Adhikari A., Griffin M., Business Research Methods: A South-Asian Perspective, (2013)","","","International Journal of Scientific and Technology Research","","","","","","22778616","","","","English","Int. J. Sci. Technol. Res.","Article","Final","","Scopus","2-s2.0-85079600451"
"Mohd Yusof M.F.; Wong A.; Ahmad G.; Che Aziz R.; Hussain K.","Mohd Yusof, Mohd Fadil (57215609978); Wong, Anthony (57215604585); Ahmad, Ghazali (57200572395); Che Aziz, Roslizawati (57196275104); Hussain, Kashif (8836127600)","57215609978; 57215604585; 57200572395; 57196275104; 8836127600","Enhancing hospitality and tourism graduate employability through the 2u2i program","2020","Worldwide Hospitality and Tourism Themes","12","2","","137","144","7","0","10.1108/WHATT-12-2019-0077","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85081294193&doi=10.1108%2fWHATT-12-2019-0077&partnerID=40&md5=4a865eaf3a6db97cc6b92536c96e2fe4","Faculty of Hospitality, Tourism and Wellness, Universiti Malaysia Kelantan, Pengkalan Chepa, Malaysia; Asian Overland Services Tours and Travel Sdn. Bhd., Malaysia, Malaysia; Centre for Research and Innovation in Tourism, Faculty of Social Sciences and Leisure Management, Taylor’s University, Subang Jaya, Malaysia","Mohd Yusof M.F., Faculty of Hospitality, Tourism and Wellness, Universiti Malaysia Kelantan, Pengkalan Chepa, Malaysia; Wong A., Asian Overland Services Tours and Travel Sdn. Bhd., Malaysia, Malaysia; Ahmad G., Faculty of Hospitality, Tourism and Wellness, Universiti Malaysia Kelantan, Pengkalan Chepa, Malaysia; Che Aziz R., Faculty of Hospitality, Tourism and Wellness, Universiti Malaysia Kelantan, Pengkalan Chepa, Malaysia; Hussain K., Centre for Research and Innovation in Tourism, Faculty of Social Sciences and Leisure Management, Taylor’s University, Subang Jaya, Malaysia","Purpose: The purpose of this paper is to present the concept of 2u2i – two years attachment with university and two years attachment with industry – a new learning mode introduced by the Ministry of Education as a strategy to enhance the employability of university undergraduate degree students in Malaysia. Design/methodology/approach: The new mode of undergraduate degree program requires the university and industry to collaborate on the design of the curriculum and development of student training programs. Based on a series of qualitative discussions, the paper draws on the perspectives of university administrators and selected practitioners from the hospitality and tourism industry who are interested in developing 2u2i curriculum and working together to enhance the overall employability of university graduates. The paper explains the issues and challenges in implementing the 2u2i program at a local public university as a case study in Malaysia. Findings: The 2u2i program provides a significant opportunity for industry to collaborate with the university in enhancing competencies and relevant skills among degree graduates so that they are able to excel in the workplace. Some of the issues and challenges involve bureaucratic procedures, time constraints in developing the program with industry, delay in approval procedures of the program and extra costs highlighted in managing the program with industry. Despite several challenges relating to the implementation of the program, it is important for industry to collaborate with universities in designing relevant curriculum to augment the employability skills of university graduates in Malaysia. Originality/value: This paper explores different strategies for engaging with industry practitioners so that they are able to work closely with the university in crafting academic curricula in the hospitality and tourism field. This is important because it enhances university graduate employability via a relevant curriculum based on input from the industry. © 2020, Emerald Publishing Limited.","Curriculum development; Graduate employability; Hospitality and tourism education; Industry","","","","","","Ministry of Higher Education, Malaysia, MOHE; Universiti Malaysia Kelantan, UMK","The authors gratefully acknowledge support by the Deputy Vice Chancellor (Academic and International Affair), Universiti Malaysia Kelantan and Ministry of Education, Malaysia.","Bridgstock R., The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Jauhari V., Thomas R., Developing effective university industry partnerships: an introduction, Worldwide Hospitality and Tourism Themes, 5, 3, pp. 238-243, (2013); Kapareliotis I., Voutsina K., Patsiotis A., Internship and employability prospects: assessing student’s work readiness, Higher Education, Skills and Work-Based Learning, 9, 4, (2019); Malaysia education blueprint 2015-2025 (higher education), Putrajaya, (2018); NapiahZulkiflyJamaluddin F., Hanafiah M., Strategies in embedding hospitality students employability skills and employability level, pp. 21-24, (2012); Sanahuja Velez G., Ribes Giner G., Effects of business internships on students, employers, and higher education institutions: a systematic review, Journal of Employment Counseling, 52, 3, pp. 121-130, (2015); StarOnline T.S., Unemployment among graduates needs to be sorted out fast, (2017); Tomlinson M., Graduate employability: a review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Yorke M., Employability in higher education: what it is – what it is not, The Higher Education Academy - Learning and Employability Series, pp. 1-20, (2006); Zopiatis A., Hospitality internships in Cyprus: a genuine academic experience or a continuing frustration?, International Journal of Contemporary Hospitality Management, 19, 1, pp. 65-77, (2007)","M.F. Mohd Yusof; Faculty of Hospitality, Tourism and Wellness, Universiti Malaysia Kelantan, Pengkalan Chepa, Malaysia; email: fadil@umk.edu.my","","Emerald Group Holdings Ltd.","","","","","","17554217","","","","English","Worldwide Hospitality and Tourism Themes","Article","Final","","Scopus","2-s2.0-85081294193"
"Saleh H.; Lamsali H.","Saleh, Hasan (57211312882); Lamsali, Hendrik (36147824300)","57211312882; 36147824300","Fundamental general skills and engineering skills as an important skills for engineering graduates employability: A fundamental study","2020","International Journal of Scientific and Technology Research","9","2","","3370","3373","3","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079666079&partnerID=40&md5=4747154494a83d7425583e296f40c4cb","Universiti Teknikal Malaysia Melaka (UTeM), Malaysia; Universiti Utara Malaysia (UUM), Malaysia","Saleh H., Universiti Teknikal Malaysia Melaka (UTeM), Malaysia; Lamsali H., Universiti Utara Malaysia (UUM), Malaysia","The purpose of this study is to investigate the employers‘ satisfaction regard to the skill of engineering graduates for employability. This study use 195 survey questionnaire distributed to the manufacturing senior manager at Melaka, Negeri Sembilan and Pulau Pinang only. This study have highlight five independence variable for skill namely Fundamental general skills, engineering skills, interpersonal skills, behavioral skills, adaptive skills and self-emotional intelligence skills. The result from this study have reveal that fundamental general skills and Engineering Skills are the most important skill for engineering graduate employability. It is found that fundamental general skill (FGS)(B=0.330, p=0.000) and engineering skills (EgS)(B-0.286, p=0.000) are the most important and essential skills for engineering graduates employability. Hopefully the results from this study offer an important practical implication for engineering graduates to be success in employability with the necessary skill equip to engineering graduates. It is hope with this data also, it can be an essential reference for engineering graduates to prepare them self to enter the working environment at today challenging economic and situation. This study have use Statistical Package for Social Science (SPSS) software version 22.0 to extract the data needed for this study. © IJSTR 2020.","Employer evaluation; Employer perception; Employer satisfaction; Engineering graduate employability; Engineering skill; General skills; Graduate employability; Graduate skill; Skill preparation","","","","","","","","Munohsamy T., Malaysian Employers Perspective on Engineering Graduates Employability Skills: Evidence from 10 years of Studies, Palgo Journal of Education Research, 3, 2, pp. 150-159, (2015); Saleh H., Relationship of technology impact on manufacturing employees‘ performance: A case study at Kedah, Malaysia, Advanced Science Letters, 24, 7, pp. 694-697, (2018); Saleh H., Employer Satisfaction with Engineering Graduates Employability: A study among manufacturing Employers in Malaysia, International Journal of Scientific & Technology Research, 8, 9, pp. 813-817, (2019); Saleh H., Ymrhr S., Aman O., The service Measurement of Post Graduate Program: An Evaluation from UTeM‘s MBA Students, The International Journal of Business & Management, 2, 7, pp. 126-131, (2014); Saleh H., “Implementation of the green advertising media (GAM) to increase product sale volume (PSV) in Malaysia product sale market”, Proceeding of the 26St International Joint Scientific Conference on Economic and Social Development-“Building Resilient Society”. Zagreb: Economic and Social Development, pp. 34-40, (2017); Saleh H., Employer Impression as a Moderator Relationship for Employer Satisfaction with Engineering Graduate Skill at Malaysia Manufacturing Industry, International Journal of Human and Technology Interaction, 3, 1, pp. 83-86, (2019); Saleh H., Lamsali H., Engineering Skill: Employer Satisfaction Among Malaysian Graduate Engineer, International Journal of Electrical Engineering and Applied Sciences, 2, 2, pp. 63-68, (2019); Saleh H., Do Malaysian Employer Impress with the skills of Malaysian Engineering Graduates: A Fundamental Study, International Journal of Scientific & Technology Research, 8, 12, pp. 1280-1285, (2019); Basri H., Zaharim A., Yuzainee M.Y., Performance of Engineering Graduates as Perceived by Employers: Past and Present, Global Engineering Education Conference (EDUCON), (2012); Employability Skills Performance Score for Fresh Engineering Graduates in Malaysian Country, Asian Social Science, 8, 16, pp. 140-145, (2012); Zaharim A., Yuzainee M.Y., Omar M.Z., Mohamed A., Muhamad N., The comparison on Priority Engineering Employability Skills, International Journal of Engineering and Technology, 7, 2, pp. 61-74, (2010); Becker F.S., Why don‘t young people want to become engineers? Rational reasons for disappointing decisions, European Journal of Engineering Education, 35, 4, pp. 349-366, (2010); Nguyen D.Q., The Essential Skills and Attributes of an Engineer: A Comparative Study of Academics, industry Personnel and Engineering Students, Global Journal of Engineering Education, 2, 1, pp. 65-76, (1998); Zaharim A., Yuzainee M.Y., Omar M.Z., Mohamed A., Muhamad N., Mustapha R., Perception and Expectation toward Engineering Graduates by Employer: A Malaysian Study Case, WSEAS Transactions on Advances Engineering Education, 9, 6, pp. 296-305, (2009); Robinson J.P., What are employability Skills?, Community Workforce Development Specialist, Alabama Cooperative Extension System, 1, 3, pp. 1-3, (2000); Nguyen N.D., Yoshinari Y., Shigeji M., University education and employment in Japan, Students Perception on Employment Attributes and Implications for University educations”, Emerald Group Publishing, 13, 3, pp. 202-218, (2005); Yuzainee M.Y.O., M.Z. “Employability Skills for an Entry-Level Engineer as Seen by Malaysian Employer”. 2011 IEEE Global Engineering Education Conference (EDUCON), (2010)","","","International Journal of Scientific and Technology Research","","","","","","22778616","","","","English","Int. J. Sci. Technol. Res.","Article","Final","","Scopus","2-s2.0-85079666079"
"Evans R.","Evans, Ruth (7405650320)","7405650320","Teaching about Female Genital Mutilation/Cutting in Africa: complex questions of culture, “development” and human rights","2020","Journal of Geography in Higher Education","44","2","","230","247","17","4","10.1080/03098265.2019.1661371","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073828983&doi=10.1080%2f03098265.2019.1661371&partnerID=40&md5=f587baf6fd8005ed4b227ea76cddc8ff","Department of Geography and Environmental Sciences, University of Reading, Reading, United Kingdom","Evans R., Department of Geography and Environmental Sciences, University of Reading, Reading, United Kingdom","Female Genital Mutilation/Cutting (FGM/C) has risen up the global advocacy agenda and is recognized as an important child-safeguarding issue. The topic crystallizes key debates in my module, Culture and Development in Africa, and enables Geography undergraduates to explore complex intersections of childhood, gender, sexuality, and ethnicity in diverse African communities. In this paper, in light of in my efforts to teach for social transformation, I reflect on the inquiry-based learning approach I adopt and on its potential benefits. Conscious of postcolonial feminist critiques of processes of racialized “Othering”, I discuss dilemmas about how to frame FGM/C and support students’ critical engagement with the conflicting, sometimes confusing, discourses of cultural relativism and universal human rights. I seek to foster independent learning and research skills using a “real world” NGO assignment. Qualitative feedback suggests students develop more in-depth subject-knowledge, reflections on the ethics of “development”, changes in self-theories and gain important skilful practices that may enhance their employability. Linking my teaching to my work with a charity tackling FGM/C has enabled co-learners to regard this as both a cultural practice that affects “distant others”, and as a form of gender-based heteronormative violence and child abuse that has resonance in the local community. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.","cultural diversity; ethics of development; gender-based violence; Inquiry-based learning; Sub-Saharan Africa; teaching for social transformation","Africa; advocacy; cultural relations; ethnicity; gender relations; human rights; learning; sexuality; student; teaching; violence; womens status","","","","","","","Almroth L., Alroth-Berggren V., Hassanein O., El Hadi N., Al-Said S., Hasan S., Bergstroem S., A community based study on the change of practice of female genital mutilation in a Sudanese village, International Journal of Gynecology and Obstetrics, 74, pp. 179-185, (2001); Ansell N., Using films in teaching about Africa, Journal of Geography in Higher Education, 26, 3, pp. 355-368, (2002); Barnett R., A will to learn: Being a student in an age of uncertainty, (2007); Bigelow B., Christensen L., Karp S., Miner B., Peterson B., Rethinking our classrooms: Teaching for equity and justice, (1994); Brown G., Browne K., Elhirst R., Hutta S., Sexualities in/of the global south, Geography Compass, 4, 10, pp. 1567-1579, (2010); Butler J., The psychic life of power. 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Engaging students through inquiry-based learning in geography, Journal of Geography in Higher Education, 32, 1, pp. 71-86, (2008); (2018); Tomas J., Kaplan A., Le Charles M.A., Female genital mutilation/cutting in Basse-Casamance (Senegal): Multiple voices from a plural South, Journal of the Anthropological Society of Oxford, New Series X, 2, pp. 157-179, (2018); Tsikata D., Announcing a new dawn prematurely? Human rights feminists and the rights-based approaches to development, Feminisms in development: Contradictions, contestations and challenges(pp. 214–226), (2007); Turner N., Wuetherick B., Healey M., International perspectives on student awareness, experiences and perceptions of research: Implications for academic developers in implementing research-based teaching and learning, International Journal for Academic Development, 13, 2, pp. 199-211, (2008); Twum-Danso Imoh A., From the singular to the plural: Exploring diversities in contemporary childhoods in Sub-Saharan Africa, Childhood, 23, 3, pp. 455-463, (2016); Female genital mutilation, (2018); About the sustainable development goals, (2018); Valentine G., Ode to a geography teacher (1): Sexuality and the classroom, symposium: Teaching sexual geographies, Journal of Geography in Higher Education, 21, 3, pp. 424-431, (1997); Wakeford R., Principles of student assessment, A handbook for teaching and learning in higher education. Enhancing academic practice, pp. 42-61, (2007); Wellens J., Berardi A., Chalkley B., Chambers B., Healey R., Monk J., Vender J., Teaching geography for social transformation, Journal of Geography in Higher Education, 30, 1, pp. 117-131, (2006); An update on WHO’s work on female genital mutilation (FGM) progress report, WHO/RHR/11.18, (2011); Yorke M., Knight P., Embedding employability into the curriculum, learning and employability series one, (2006)","R. Evans; Department of Geography and Environmental Sciences, University of Reading, Reading, United Kingdom; email: r.evans@reading.ac.uk","","Routledge","","","","","","03098265","","","","English","J. Geogr. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85073828983"
"Baranchenko Y.; Xie Y.; Lin Z.; Lau M.C.K.; Ma J.","Baranchenko, Yevhen (52263327300); Xie, Yizhong (57214806584); Lin, Zhibin (56374335000); Lau, Marco Chi Keung (34978738900); Ma, Jie (57208919747)","52263327300; 57214806584; 56374335000; 34978738900; 57208919747","Relationship between employability and turnover intention: The moderating effects of organizational support and career orientation","2020","Journal of Management and Organization","26","2","","241","262","21","24","10.1017/jmo.2019.77","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079176520&doi=10.1017%2fjmo.2019.77&partnerID=40&md5=b061e3a43bba13816db0848b9421959b","Northumbria University, Newcastle Business School, City Campus East, Newcastle upon Tyne, NE1 8ST, United Kingdom; Nanjing University of Science and Technology-School of Economics and Management, Nanjing, Jiangsu, China; Durham University Business School, Durham, United Kingdom; University of Huddersfield, Huddersfield, Kirklees, United Kingdom; Northumbria University-Newcastle Business School, Newcastle upon Tyne, TW, United Kingdom","Baranchenko Y., Northumbria University, Newcastle Business School, City Campus East, Newcastle upon Tyne, NE1 8ST, United Kingdom; Xie Y., Nanjing University of Science and Technology-School of Economics and Management, Nanjing, Jiangsu, China; Lin Z., Durham University Business School, Durham, United Kingdom; Lau M.C.K., University of Huddersfield, Huddersfield, Kirklees, United Kingdom; Ma J., Northumbria University-Newcastle Business School, Newcastle upon Tyne, TW, United Kingdom","This study examines the impact of employability on turnover intention by differentiating internal and external employability, and considering the possible moderating roles of perceived organizational support (POS) and career orientation. Using a sample of 411 responses to a two-wave questionnaire survey generated from six cities in China, we find that external employability positively influenced turnover intention, but internal employability negatively influenced turnover intention. The results also indicate that POS had a positive moderating effect only on the relationship between external employability and turnover intention. Furthermore, for employees with disengaged career orientation, external employability exerts a strong impact on turnover intention. This study adds to the limited research empirically linking employability and turnover intention, whereas the findings can be used by HRM practitioners to factor in organizational support and career orientation initiatives that improve the retention of employees with high external employability. Copyright © Cambridge University Press and Australian and New Zealand Academy of Management 2019.","Key wordsemployee relations; organizational behavior; protean and boundaryless careers; turnover","","","","","","","","Acikgoz Y., Sumer H., Sumer N., Do employees leave just because they can? 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Zhang B., Morris L., High-performance work systems and organizational performance: Testing the mediation role of employee outcomes using evidence from PR China, The International Journal of Human Resource Management, 25, 1, pp. 68-90, (2014)","Y. Baranchenko; Northumbria University, Newcastle Business School, Newcastle upon Tyne, City Campus East, NE1 8ST, United Kingdom; email: yevhen.baranchenko@northumbria.ac.uk","","Cambridge University Press","","","","","","18333672","","","","English","J. Manage. Organ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85079176520"
"Piopiunik M.; Schwerdt G.; Simon L.; Woessmann L.","Piopiunik, Marc (37761975600); Schwerdt, Guido (22986230800); Simon, Lisa (57215094590); Woessmann, Ludger (23986892700)","37761975600; 22986230800; 57215094590; 23986892700","Skills, signals, and employability: An experimental investigation","2020","European Economic Review","123","","103374","","","","35","10.1016/j.euroecorev.2020.103374","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079843609&doi=10.1016%2fj.euroecorev.2020.103374&partnerID=40&md5=6b382a0e5403bd3d418284b80a437e8f","Ifo Institute at the University of Munich, CESifo, Germany; Department of Economics, University of Konstanz, CESifo, IZA and ROA, Germany; Stanford Graduate School of Business, Stanford University, United States; University of Munich, Ifo Institute, CESifo, IZA, and CAGE, Germany","Piopiunik M., Ifo Institute at the University of Munich, CESifo, Germany; Schwerdt G., Department of Economics, University of Konstanz, CESifo, IZA and ROA, Germany; Simon L., Stanford Graduate School of Business, Stanford University, United States; Woessmann L., University of Munich, Ifo Institute, CESifo, IZA, and CAGE, Germany","Because most skills of labor-market entrants are not directly observed by employers, individuals acquire skill signals. To study which signals are valued by employers, we randomize several skill signals on resumes of fictitious applicants among which we ask a large representative sample of German human-resource managers to choose. We find that signals in both studied domains – cognitive and social skills – have significant effects on being invited for a job interview. Consistent with their relevance, expectedness, and credibility, different signals are effective for apprenticeship applicants and college graduates. While GPAs and social skills are significant for both genders, females are particularly rewarded for IT and language skills. Older HR managers value school grades less and other signals more. HR managers in larger firms value college grades more. © 2020 Elsevier B.V.","Cognitive skills; Hiring; Labor market; Resume; Signals; Social skills","Germany; cognition; employment; human resource; labor market; skilled labor","","","","","German Economic Association in Vienna; Columbia University; University of California Berkeley, UCB; Bundesministerium für Bildung und Forschung, BMBF","We would like to thank two editors, two anonymous referees, Sascha Becker, David Deming, Armin Falk, Bentley MacLeod, Jesse Rothstein, Miguel Urquiola, Raymundo Vazquez, and seminar participants at Columbia University, UC Berkeley, the ifo Institute, ROA, and the annual meetings of the European Economic Association in Lisbon, the German Economic Association in Vienna, the European Association of Labour Economists in St. Gallen, and the CESifo area conference on economics of education in Munich. Katarina Bjelajac Witzheller and Patrick Maus provided capable research assistance. Financial support by the German Federal Ministry of Education and Research for the project “Exit exams as a governance instrument in the school system: The importance of school-leaving grades for the hiring decisions of firms” within the BMBF research priority “Educational Governance” (SteBis) is gratefully acknowledged.","Abeler J., Becker A., Falk A., Representative evidence on lying costs, J. Public Econ., 113, pp. 96-104, (2014); Agan A., Starr S., Ban the box, criminal records, and racial discrimination: a field experiment, Q. J. Econ., 133, 1, pp. 191-235, (2018); Alesina A., Miano A., Stantcheva S., Immigration and Redistribution, NBER Working Paper No. 24733, (2018); Allen M.S., Greenlees I., Jones M., Personality in sport: a comprehensive review, Int. Rev. Sport Exerc. Psychol., 6, 1, pp. 184-208, (2013); Altonji J.G., Pierret C.R., Employer learning and statistical discrimination, Q. J. 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Woessmann; University of Munich, Ifo Institute, CESifo, IZA, and CAGE, Germany; email: woessmann@ifo.de","","Elsevier B.V.","","","","","","00142921","","","","English","Eur. Econ. Rev.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85079843609"
"de Grip A.; Fouarge D.; Montizaan R.; Schreurs B.","de Grip, Andries (6603561484); Fouarge, Didier (26039049500); Montizaan, Raymond (26534810200); Schreurs, Bert (8567112600)","6603561484; 26039049500; 26534810200; 8567112600","Train to retain: Training opportunities, positive reciprocity, and expected retirement age","2020","Journal of Vocational Behavior","117","","103332","","","","18","10.1016/j.jvb.2019.103332","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070528132&doi=10.1016%2fj.jvb.2019.103332&partnerID=40&md5=a8e07331f4ed35b59574d0d395ab2745","Research Center for Education and the Labour Market, Maastricht University, Maastricht, 6200, MD, Netherlands; Department of Business, Vrije Universiteit Brussel, Brussels, 1050, Belgium; Network for Studies on Pensions, Aging and Retirement (Netspar), P.O.Box 90153, LE TILBURG, 5000, Netherlands","de Grip A., Research Center for Education and the Labour Market, Maastricht University, Maastricht, 6200, MD, Netherlands, Network for Studies on Pensions, Aging and Retirement (Netspar), P.O.Box 90153, LE TILBURG, 5000, Netherlands; Fouarge D., Research Center for Education and the Labour Market, Maastricht University, Maastricht, 6200, MD, Netherlands, Network for Studies on Pensions, Aging and Retirement (Netspar), P.O.Box 90153, LE TILBURG, 5000, Netherlands; Montizaan R., Research Center for Education and the Labour Market, Maastricht University, Maastricht, 6200, MD, Netherlands, Network for Studies on Pensions, Aging and Retirement (Netspar), P.O.Box 90153, LE TILBURG, 5000, Netherlands; Schreurs B., Research Center for Education and the Labour Market, Maastricht University, Maastricht, 6200, MD, Netherlands, Department of Business, Vrije Universiteit Brussel, Brussels, 1050, Belgium","This article contributes to research on older workers' sustainable employment by investigating the relation between training and expected retirement age. Past research has produced inconsistent findings, partly because studies rarely distinguish between the effects of training opportunities and actual training participation. To address this limitation, we examine the incremental effect of training opportunities over and above actual training participation. Grounded in social exchange theory, we argue that the effect of training opportunities on expected retirement age depends on employees' positive reciprocity orientation. Using matched employer–employee data (880 employees matched to 284 employers) our findings show that training opportunities associate with expected retirement age over and above employees' actual training participation, but only for employees with strong positive reciprocity beliefs. Moreover, a supplementary analysis showed that the strengthening effect of positive reciprocity only holds for organizations that are financially healthy. These findings are consistent with the idea that positive reciprocators will only avoid early retirement as a response to training opportunities when it is seen as a credible gesture to facilitate employees' future employability. © 2019 Elsevier Inc.","Older workers; Retirement; Social exchange; Sustainable careers; Training opportunities","","","","","","","","Allen J., De Grip A., Does skill obsolescence increase the risk of employment loss?, Applied Economics, 44, pp. 3237-3245, (2012); Appelbaum E., Bailey T., Berg P., Kalleberg A., Manufacturing advantage: Why high-performance work systems pay off, (2000); Armstrong-Stassen M., Schlosser F., Benefits of a supportive development climate for older workers, Journal of Managerial Psychology, 23, pp. 419-437, (2008); Armstrong-Stassen M., Ursel N.D., Perceived organizational support, career satisfaction, and the retention of older workers, Journal of Occupational and Organizational Psychology, 82, pp. 201-220, (2009); Aust I., Brandl J., Keegan A., (2017); Bal P.M., De Jong S.B., Jansen P.G.W., Bakker A.B., Motivating employees to work beyond retirement: A multi-level study on the role of I-deals and unit climate, Journal of Management Studies, 49, pp. 306-331, (2012); Bal P.M., Jansen P.G.W., Workplace flexibility across the lifespan, Research in personnel and human resources management, 34, pp. 43-99, (2016); Barrett A., O'Connell P.J., Does training generally work? 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An empirical study on the use of and need for HR practices to retain older workers in health care organizations, Human Resource Development Quarterly, 26, pp. 53-80, (2015); Wang M., Henkens K., van Solinge H., Retirement adjustment: A review of theoretical and empirical advancements, American Psychologist, 66, 3, (2011); Wang M., Shultz K.S., Employee retirement: A review and recommendations for future investigation, Journal of Management, 36, 1, pp. 172-206, (2010); Wooldridge J.M., Econometric analysis of cross section and panel data, (2002); Wright P., Nishii L., Strategic HRM and organizational behavior: Integrating multiple levels of analysis, HRM and performance: Building the evidence base, pp. 97-110, (2013); Zwick T., The impact of training intensity on establishment productivity, Industrial Relations: A Journal of Economy and Society, 45, pp. 26-46, (2006)","B. Schreurs; Vrije Universiteit Brussel, Faculty of Social Sciences & Solvay Business School, Department of Business, Brussels, Pleinlaan 2, Elsene, 1050, Belgium; email: bert.schreurs@vub.be","","Academic Press Inc.","","","","","","00018791","","JVBHA","","English","J. Vocat. Behav.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85070528132"
"Nicholas J.M.; Handley M.H.","Nicholas, Jennifer M. (57203821427); Handley, Meg H. (57190815021)","57203821427; 57190815021","Employability development in business undergraduates: A qualitative inquiry of recruiter perceptions","2020","Journal of Education for Business","95","2","","67","72","5","5","10.1080/08832323.2019.1604483","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065755116&doi=10.1080%2f08832323.2019.1604483&partnerID=40&md5=d0e4685c386431f3bc2511825a9102ee","The Smeal College of Business, The Pennsylvania State University, University Park, PA, United States","Nicholas J.M., The Smeal College of Business, The Pennsylvania State University, University Park, PA, United States; Handley M.H., The Smeal College of Business, The Pennsylvania State University, University Park, PA, United States","Campus recruiters play a pivotal role identifying talent and socializing students into employment. In this exploratory study, 16 recruiters participated in semistructured interviews in the business college of a large state-affiliated research university. Their perceptions emphasize meaningful learning and growth factors in support of developing student potential in contemporary recruitment practices. Analysis and discussion offer implications of practical importance to higher education stakeholders. © 2019, © 2019 Taylor & Francis Group, LLC.","communications; Corporate education; human relations; staff development","","","","","","","","Baden D., Look on the bright side: A comparison of positive and negative role models in business ethics education, Academy of Management Learning & Education, 13, 2, pp. 154-170, (2014); Corbin J., Strauss A., Basics of qualitative research: Techniques and procedures for developing grounded theory, (2015); Eckhardt A., Laumer S., Maier C., Weitzel T., The transformation of people, processes, and IT in e-recruiting, Employee Relations, 36, 4, pp. 415-431, (2014); Faliagka E., Tsakalidis A., Tzimas G., An integrated e-recruitment system for automated personality mining and applicant ranking, Internet Research, 22, 5, pp. 551-568, (2012); Fugate M., Kinicki A.J., A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, 3, pp. 503-527, (2008); Frie L.S., Potting K.C.J.M., Sjoer E., Van der Heijden B.I.J.M., Korzilius H.P.L.M., How flexperts deal with changing expertise demands: A qualitative study into the processes of expertise renewal, Human Resource Development Quarterly, pp. 1-19, (2018); Gault J., Redington J., Schlager T., Undergraduate business internships and career success: Are they related?, Journal of Marketing Education, 22, 1, pp. 45-53, (2000); Ibarra H., Provisional selves: Experimenting with image and identity in professional adaptation, Administrative Science Quarterly, 44, 4, pp. 764-791, (1999); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research and Development, 36, 4, pp. 747-762, (2017); Knight P.T., Yorke M., Employability through the curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Miles M.B., Huberman A.M., Qualitative data analysis: A sourcebook, (1994); Moore C., Lee S.Y., Kim K., Cable D.M., The advantage of being oneself: The role of applicant self-verification in organizational hiring decisions, Journal of Applied Psychology, 102, 11, pp. 1493-1513, (2017); Nisula K., Pekkola S., How to move away from the silos of business management education?, Journal of Education for Business, 93, 3, pp. 97-111, (2018); Peltier J.W., Hay A., Drago W., The reflective learning continuum: Reflecting on reflection, Journal of Marketing Education, 27, 3, pp. 250-263, (2005); Rosenberg S., Heimler R., Morote E., Basic employability skills: A triangular design approach, Education & Training, 54, 1, pp. 7-20, (2012); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Savickas M.L., Career adaptability: An integrative construct for life-span, life-space theory, The Career Development Quarterly, 45, 3, pp. 247-259, (1997); Super D.E., Measuring vocational maturity for counseling and evaluation, (1974); Super D.E., Knasel E.G., Career development in adulthood: Some theoretical problems and a possible solution, British Journal of Guidance and Counselling, 9, 2, pp. 194-201, (1981); Theeboom T., Beersma B., van Vianen A.E.M., Does coaching work? A meta-analysis on the effects of coaching on individual level outcomes in an organizational context, The Journal of Positive Psychology, 9, 1, pp. 1-18, (2014); Van der Heijde C.M., Van der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006)","J.M. Nicholas; The Smeal College of Business, The Pennsylvania State University, University Park, 16801, United States; email: jun149@psu.edu","","Taylor and Francis Ltd.","","","","","","08832323","","","","English","J. Edu. Bus.","Article","Final","","Scopus","2-s2.0-85065755116"
"Devi P.; Borkakoty N.","Devi, Priyanka (57216220418); Borkakoty, Nirmali (57216221417)","57216220418; 57216221417","Employment outcome of skill development programmes in assam with special reference to the Cachar District","2020","International Journal of Scientific and Technology Research","9","3","","6686","6690","4","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082849172&partnerID=40&md5=d001eac4ea216eae49ab1248c00f33fa","Assam University, Silchar, Assam, India; Dibrugarh University, Dibrugarh, Assam, India","Devi P., Assam University, Silchar, Assam, India; Borkakoty N., Dibrugarh University, Dibrugarh, Assam, India","India is one of the youngest countries in the world with 65 per cent of its population below the age of 35 years. India has recognised the importance of youths in the economic development process for a long time. Recognizing the importance of youths in the economic development process and to take advantage of the country’s young workforce, the Government of India has undertaken various skill development initiatives since it is a proven fact that the lack of requisite skills adversely affects employability, hinders the growth process and prevents workers from partaking in the fruits of economic growth. The present study is an attempt to evaluate the effectiveness of the placement linked training program implemented under the Employment Generation Mission (EGM) of Assam to determine to what extent the programme has succeeded in generating gainful employment opportunities for rural youths. © 2020, IJSTR.","Control Group; Employment; Employment Rate; Labour Force Participation Rate; Skill Development; Treatment Group; TVET Programme","","","","","","EGM of Assam","various trades during 2014-15 from the PIA under the Barak Valley and North Cachar Hills Skills and Employment Promotion Project sponsored by the EGM of Assam. A total of 50 participants comprising 25 males and 25 females were randomly selected from the list provided by the PIA and they constitute the treatment group. The control group consists of 50 individuals (comprising 25 males and 25 females) who had not participated in any training programme. The group was formed by surveying households from two randomly selected villages located nearby the PIA and data were collected from local youths aged 15-30 years who had discontinued their studies and also had not participated in any kind of skill development program. For adequate interpretation of the data, simple statistical tools such as the percentages, Z-test for the difference in proportions have been used.","Becker G.S., Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education., (1993); Blinova T., Bylina S., Rusanovsky V., Vocational Education in the System of Determinants of Reducing Youth Unemployment: Interregional Comparisons, Science Direct, 214, pp. 526-534, (2015); Ekong U.M., Ekong C.U., Skills Acquisition and Unemployment Reduction in Nigeria: A Case Study of National Directorate of Employment (NDE) in Akwa Ibom State, International Journal of Economics & Management Sciences, 5, 4, (2016); Hazarika S., Skill Development for Rural Entrepreneurship: A Study on State Institute of Rural Development (SIRD), Assam, 3, 3, pp. 61-66, (2016); Hoffman N., Schooling the in the Workplace – How Six of the world’s Best Vocational Education Systems Prepare Young People for Jobs and Life [E-Reader Version] Cambridge MA: Harvard Education Press, (2011); Psacharopoulos G., Woodhall M., Education for Development: An Analysis of Investment Choice, (1997); Priyadarshini S., Bhattacharyya R., Skill Development Initiatives in India: Fails to Bridge the Skill Deficits despite Big Promises, International Journal of Innovative Research and Development, 5, 12, pp. 165-168, (2016); Sakamota A., Powers P.A., Education and the dual labour market for Japanese men, American. Sociological Review, 60, pp. 407-414, (1995); Saleh I., The role of vocational training in reducing unemployment rate in the outlying states of the United States of America, Tvet@Asia, 9, pp. 1-14, (2017); Schultz T.P., The Formation of Human Capital and the Economic Development of Africa: Returns to Health and Schooling investments, Economic Research Papers No 37, (1981); Uche N.E., Vocational Education and Training: A Veritable Tool for Reducing Unemployment and Youths Restiveness in Nigeria, Journal of Educational Policy and Entrepreneurial Research., 3, 7, pp. 77-83, (2016); Promoting productive capacity, employment and decent work to eradicate poverty in the context of inclusive, sustainable and equitable economic growth at all levels for achieving the Millennium Development Goals, Economic and Social Council: Annual Ministerial Review, (2012); Venkatesh A., Singh A., Kiran M.B., Skill Development Programmes: A Project Management Perspective, International Journal of Humanities and Management Sciences (IJHMS), 3, 5, pp. 358-364, (2015); Zimmermann K.F., Biavaschi C., Schmidl R., Youth Unemployment and Vocational Training, Foundations and Trends in Microeconomics, 9, 1-2, pp. 1-157, (2013)","","","International Journal of Scientific and Technology Research","","","","","","22778616","","","","English","Int. J. Sci. Technol. Res.","Article","Final","","Scopus","2-s2.0-85082849172"
"Chandrasekar K.","Chandrasekar, K. (58631645100)","58631645100","Institutional facilitation towards sustainable entrepreneurial culture among professional graduates","2020","International Journal of Scientific and Technology Research","9","3","","4064","4069","5","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083388662&partnerID=40&md5=11fba1acfc3985ceaec768459cd40350","Alagappa Institute of Management, Alagappa University, Tamilnadu, India","Chandrasekar K., Alagappa Institute of Management, Alagappa University, Tamilnadu, India","Entrepreneurship has gained more importance today for the role it plays. It provides the much needed employment to thousands who despite of being a part of ’educated elite’, don’t have jobs to fulfill the needs. Professional graduates face the pathetic situation of unemployment, as they outnumber other graduates and every year this situation gets worsened. But students do have some innate talents which enables them to shine in this competitive world. Thus it becomes the responsibility of the Institutions and Educators, to identify their talents and develop them to become entrepreneurs. The high demand of the nations for development and employability needs have driven many professional schools to offer entrepreneurship education. Although entrepreneurship training is believed to be complementary to professional education, there is no big difference in the degree in the changing academic programs. Thus it becomes necessary to study into the aspects of the institutional support for the graduates to opt entrepreneurship as their career, after their graduation. © 2020 IJSTR.","Entrepreneurship; Professional graduates; Sustainable entrepreneurship","","","","","","Ministry of Human Resource Development, MHRD; Alagappa University","As far as the entrepreneurial culture among the professional graduates is concerned, it is evident and concluded that the professional students are interested with new enterprises, and do have idea to float new enterprises or to continue their family business. They wish to go for self-employment as their career, instead of waiting in the interview queue. Though the professional students are interested with entrepreneurship, they do not have adequate awareness and inputs about the process, policies, programs and procedures that fall behind entrepreneurship. Neither the Institutions nor the Government show much concern in creating this awareness and dissemination of information to guide and assist the professional graduates towards entrepreneurship. Empirical evidences through testing of hypotheses show the vivid relationship among the demographic, socio-economic and entrepreneurial elements of the professional graduates. It is proved that the income, size of the family, parent‘s occupation, domicile, type of family and gender have considerable influence over the professional graduates towards entrepreneurship. Also the existence of entrepreneurship cell, entrepreneurship subjects in course, participation in entrepreneurship programs, curriculum and creative attitude, do impact the career interest of the students. This manuscript is based on the research supported by Alagappa University, and MHRD RUSA phase 2.0 scheme, We thank the sponsors for supporting the research and motivating academic contributions.","Duval-Couetil N., Reed-Rhoads T., Haghighi S., Engineering students and entrepreneurship education: Involvement, Attitudes and Outcomes. International Journal of Engineering Education, 28, 2, (2012); Nian T.Y., Bakar R., Islam M., Students' Perception on Entrepreneurship Education: The Case of Universiti Malaysia Perlis, International Education Studies, 7, 10, pp. 40-49, (2014); Chan E.S., Entrepreneurship education in Australia-A Preliminary Study, Journal of Asia Entrepreneurship and Sustainbility, 16, (2005); Solomon G., An examination of entrepreneurship education in the United States, Journal of Small Business and Enterprise Development, 14, 2, pp. 168-182, (2007); San Tan S., Ng C.F., A problem-based learning approach to entrepreneurship education, Education+ Training, 48, 6, pp. 416-428, (2006); Lackeus M., Middleton K.W., Venture creation programs: Bridging entrepreneurship education and technology transfer, Education + Training, 57, 1, pp. 48-73, (2015); Agbim K.C., Oriarewo G.O., Owocho M., Factors influencing entrepreneurial intentions among graduates of Nigerian tertiary institutions, International Journal of Business and Management Invention, 2, 4, pp. 36-44, (2013); Jusoh M.A., Halim H.A., Role of Technopreneurs in Malaysian Economic, Journal of Global Business Management, 2, 2, (2006); Tong X.F., Tong D.Y.K., Loy L.C., Factors influencing entrepreneurial intention among university students, International Journal of Social Sciences and Humanity Studies, 3, 1, pp. 487-496, (2011); Okorie N.N., Kwa D.Y., Olusunle S.O.O., Akinyanmi A.O., Momoh I.M., Technopreneurship: An Urgent need in the material world for sustainability in Nigeria, European Scientific Journal, 10, 30, (2014); Rosly H.E., Junid J., Lajin N.F.M., Rahim H.L., The Relationship of Creativity and Technopreneurship Intention, International Academic Research Journal of Social Science, 1, 1, pp. 8-15, (2015); Igor P., ‘A Model of Technological entrepreneurship‘, in the Book Handbook of Research on Techno-Entrepreneurship (Ed.) Therin Francois, pp. 33-34, (2007); Dahlstrand A., Technology-Based Entrepreneurship and Regional Development, (2007); European Business Review, 19, 5, pp. 373-386; McIntyre J.R., Ivanaj S., Ivanaj V., Strategies for Sustainable Technologies and Innovations, (2013); Meil P., Salzman H., Technological entrepreneurship in India, Journal of Entrepreneurship in Emerging Economies, 9, 1, pp. 65-84, (2017)","K. Chandrasekar; Alagappa Institute of Management, Alagappa University, India; email: chandrasekar77@gmail.com","","International Journal of Scientific and Technology Research","","","","","","22778616","","","","English","Int. J. Sci. Technol. Res.","Article","Final","","Scopus","2-s2.0-85083388662"
"Lo Presti A.; Elia A.","Lo Presti, Alessandro (57201070455); Elia, Angelo (57213187237)","57201070455; 57213187237","Is the Project Manager’s Road to Success Paved Only with Clear Career Paths?: A Dominance Analysis of the Additive Contributions of Career Attitudes and Employability Factors","2020","Project Management Journal","51","2","","199","213","14","17","10.1177/8756972819891344","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077708208&doi=10.1177%2f8756972819891344&partnerID=40&md5=830f6e8b8a0294d838200a23a6f0c01b","Università della Campania “Luigi Vanvitelli”, Italy; Project Management Institute, United States","Lo Presti A., Università della Campania “Luigi Vanvitelli”, Italy; Elia A., Project Management Institute, United States","This study examined the role of career attitudes and behaviors and employability enhancement factors in predicting project managers’ career success facets, over and above the availability of clear career paths. An online survey was completed by 552 Italian project managers. Clear career paths, employability culture, and protean career attitude positively predicted both objective and subjective (along with objective boundarylessness) career success. Dominance analysis showed the prevailing role of protean career, employability culture, and clear career paths. Results built a bridge between project management literature and career studies, particularly informing about the significance of the protean career. Organizational and individual implications for practices are discussed. © 2020 Project Management Institute, Inc.","boundaryless career attitude; dominance analysis; employability; objective career success; project management; protean career attitude; subjective career success","","","","","","","","Akkermans J., Keegan A., Huemann M., Ringhofer C., Crafting project managers’ careers: Integrating the fields of careers and project management, Project Management Journal, 10, 4, (2019); Akkermans J., Seibert S.E., Mol S.T., Tales of the unexpected: Integrating career shocks in the contemporary careers literature, SA Journal of Industrial Psychology, 44, 1, pp. 1-10, (2018); Arthur M.B., Rousseau D.M., The boundaryless career: A new employment principle for a new organizational era, (1996); Arthur M.B., Inkson K., Pringle J.K., The new careers: Individual action and economic change, (1999); Azen R., Budescu D.V., The dominance analysis approach for comparing predictors in multiple regression, Psychological Methods, 8, 2, pp. 129-148, (2003); Becker G., Human capital: A theoretical and empirical analysis with special reference to education, (1964); Braun T., Muller-Seitz G., Sydow J., Project citizenship behavior? An explorative analysis at the project-network-nexus, Scandinavian Journal of Management, 28, 4, pp. 271-284, (2012); Bredin K., Soderlund J., The HR quadriad: A framework for the analysis of HRM in project-based organizations, The International Journal of Human Resource Management, 22, 10, pp. 2202-2221, (2011); Bredin K., Soderlund J., Project managers and career models: An exploratory comparative study, International Journal of Project Management, 31, 6, pp. 889-902, (2013); Briscoe J.P., Finkelstein L.M., The “new career” and organizational commitment: Do boundaryless and protean attitudes make a difference?, Career Development International, 14, 3, pp. 242-260, (2009); Briscoe J.P., Hall D.T., Frautschy DeMuth R.L., DeMuth R.L.F., Protean and boundaryless careers: An empirical exploration, Journal of Vocational Behavior, 69, 1, pp. 30-47, (2006); Briscoe J.P., Henagan S.C., Burton J.P., Murphy W.M., Coping with an insecure employment environment: The differing roles of protean and boundaryless career orientations, Journal of Vocational Behavior, 80, 2, pp. 308-316, (2012); Cheng T., Mauno S., Lee C., The buffering effect of coping strategies in the relationship between job insecurity and employee well-being, Economic and Industrial Democracy, 35, 1, pp. 71-94, (2014); Cicmil S., Hodgson D., Making projects critical: An introduction, Making projects critical, pp. 1-28, (2006); Clarke M., Understanding and managing employability in changing career contexts, Journal of European Industrial Training, 32, 4, pp. 258-284, (2008); Colakoglu S.N., The impact of career boundarylessness on subjective career success: The role of career competencies, career autonomy, and career insecurity, Journal of Vocational Behavior, 79, 1, pp. 47-59, (2011); Crawford L., French E., Lloyd-Walker B., From outpost to outback: Project career paths in Australia, International Journal of Project Management, 31, 8, pp. 1175-1187, (2013); Darlington R.B., Hayes A.F., Regression analysis and linear models: Concepts, applications, and implementation, (2016); Darrell V., Baccarini D., Love P.E.D., Demystifying the folklore of the accidental project manager in the public sector, Project Management Journal, 41, 5, pp. 56-63, (2010); 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Grimland S., Vigoda-Gadot E., Baruch Y., Career attitudes and success of managers: The impact of chance event, protean, and traditional careers, The International Journal of Human Resource Management, 23, 6, pp. 1074-1094, (2012); Guest D., Rodrigues R., Career control, Handbook of research on sustainable careers, pp. 205-222, (2015); Hall D.T., Protean careers of the 21st century, Academy of Management Perspectives, 10, 4, pp. 8-16, (1996); Hall D.T., Careers in and out of organizations, (2002); Hall D.T., Mirvis P.H., The new career contract: Developing the whole person at midlife and beyond, Journal of Vocational Behavior, 47, 3, pp. 269-289, (1995); Heilmann P., The dialectics between boundaryless career and competence development findings among Finnish ICT and paper managers, The International Journal of Human Resource Management, 22, 1, pp. 181-196, (2011); Hobfoll S.E., Conservation of resources: A new attempt at conceptualizing stress, American Psychologist, 44, 3, pp. 513-524, (1989); Hobfoll S.E., Social and psychological resources and adaptation, Review of General Psychology, 6, 4, pp. 307-324, (2002); Hodgson D.E., Project work: The legacy of bureaucratic control in the post-bureaucratic organization, Organization, 11, 1, pp. 81-100, (2004); Holzle K., Designing and implementing a career path for project managers, International Journal of Project Management, 28, 8, pp. 779-786, (2010); Johnson C.D., Eby L.T., Evaluating career success of African American males: It’s what you know and who you are that matters, Journal of Vocational Behavior, 79, 3, pp. 699-709, (2011); Judge T.A., Higgins C.A., Thoresen C.J., Barrick M.R., The big five personality traits, general mental ability, and career success across the life span, Personnel Psychology, 52, 3, pp. 621-652, (1999); Jung Y., Takeuchi N., A lifespan perspective for understanding career self-management and satisfaction: The role of developmental human resource practices and organizational support, Human Relations, 71, 1, pp. 73-102, (2018); Lindgren M., Packendorff J., What’s new in new forms of organizing? On the construction of gender in project-based work, Journal of Management Studies, 43, 4, pp. 841-866, (2006); Lloyd-Walker B., French E., Crawford L., Rethinking researching project management: Understanding the reality of project management careers, International Journal of Managing Projects in Business, 9, 4, pp. 903-930, (2016); Lo Presti A., Nonnis M., Briscoe J.P., The protean and boundaryless career in Italy: Game on?, Boundaryless careers and occupational wellbeing: An interdisciplinary approach, (2011); Lo Presti A., Pluviano S., Briscoe J.P., Are freelancers a breed apart? The role of protean and boundaryless career attitudes in employability and career success, Human Resource Management Journal, 28, 3, pp. 427-442, (2018); Lo Presti A., Tornroos K., Pluviano S., Because I am worth it and employable:” A cross-cultural study on self-esteem and employability orientation as personal resources for psychological well-being at work, Current Psychology, 22, 3, pp. 1-13, (2018); Marion J.W., Richardson T.M., Earnhardt M.P., Project manager insights: An analysis of career progression, Organisational Project Management, 1, 1, pp. 53-72, (2014); McKevitt D., Carbery R., Lyons A., A profession but not a career? Work identity and career satisfaction in project management, International Journal of Project Management, 35, 8, pp. 1673-1682, (2017); Midler C., Projectification” of the firm: The renault case, Scandinavian Journal of Management, 11, 4, pp. 363-375, (1995); Miles R.E., Snow C.C., Twenty-first century careers, The boundaryless career: A new employment principle for a new organizational era, pp. 97-115, (1996); Nauta A., Vianen A., Heijden B., Dam K., Willemsen M., Understanding the factors that promote employability orientation: The impact of employability culture, career satisfaction, and role breadth self-efficacy, Journal of Occupational and Organizational Psychology, 82, 2, pp. 233-251, (2009); Ng T.W.H., Eby L.T., Sorensen K.L., Feldman D.C., Predictors of objective and subjective career success: A meta-analysis, Personnel Psychology, 58, 2, pp. 367-408, (2005); Ojiako U., Chipulu M., Marshall A., Ashleigh M.J., Williams T., Project management learning: A comparative study between engineering students’ experiences in South Africa and the United Kingdom, Project Management Journal, 46, 4, pp. 47-62, (2015); Pinto J.K., Kharbanda O.P., Lessons for an accidental profession, Business Horizons, 38, 2, pp. 41-50, (1995); Podsakoff P.M., MacKenzie S.B., Lee J.Y., Podsakoff N.P., Common method biases in behavioral research: A critical review of the literature and recommended remedies, Journal of Applied Psychology, 88, 5, pp. 879-903, (2003); Project management job growth and talent gap 2017–2027, (2017); Rhoades L., Eisenberger R., Perceived organizational support: A review of the literature, Journal of Applied Psychology, 87, 4, pp. 698-714, (2002); Richardson T.M., Earnhardt M.P., Marion J.W., Is project management still an accidental profession? A qualitative study of career trajectory, SAGE Open, 5, 1, pp. 1-10, (2015); Rodrigues R., Guest D., Budjanovcanin A., Bounded or boundaryless? An empirical investigation of career boundaries and boundary crossing, Work, Employment and Society, 30, 4, pp. 669-686, (2016); Rodrigues R., Guest D., Oliveira T., Alfes K., Who benefits from independent careers? Employees, organizations, or both?, Journal of Vocational Behavior, 91, pp. 23-34, (2015); Rothwell A., Arnold J., Self‐perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Sammarra A., Profili S., Innocenti L., Do external careers pay-off for both managers and professionals? The effect of inter-organizational mobility on objective career success, The International Journal of Human Resource Management, 24, 13, pp. 2490-2511, (2013); Seibert S.E., Crant J.M., Kraimer M.L., Proactive personality and career success, Journal of Applied Psychology, 84, 3, pp. 416-427, (1999); Seibert S.E., Kraimer M.L., The five-factor model of personality and career success, Journal of Vocational Behavior, 58, 1, pp. 1-21, (2001); Seopa N., Wocke A., Leeds C., The impact on the psychological contract of differentiating employees into talent pools, Career Development International, 20, 7, pp. 717-732, (2015); Smith A., Oczkowski E., Smith C.S., To have and to hold: Modelling the drivers of employee turnover and skill retention in Australian organisations, The International Journal of Human Resource Management, 22, 2, pp. 395-416, (2011); Spurk D., Hirschi A., Dries N., Antecedents and outcomes of objective versus subjective career success: Competing perspectives and future directions, Journal of Management, 45, 1, pp. 35-69, (2019); Supeli A., Creed P.A., The longitudinal relationship between protean career orientation and job satisfaction, organizational commitment, and intention-to-quit, Journal of Career Development, 43, 1, pp. 66-80, (2016); Turner J.R., Project management: A profession based on knowledge or faith?, International Journal of Project Management, 17, 6, pp. 329-330, (1999); van Dam K., Antecedents and consequences of employability orientation, European Journal of Work and Organizational Psychology, 13, 1, pp. 29-51, (2004); Verbruggen M., Psychological mobility and career success in the ‘New’ career climate, Journal of Vocational Behavior, 81, 2, pp. 289-297, (2012); Volmer J., Spurk D., Protean and boundaryless career attitudes: Relationships with subjective and objective career success, Zeitschrift für ArbeitsmarktForschung, 43, 3, pp. 207-218, (2011); Walker J.W., Let’s get realistic about career paths, Human Resource Management, 15, 3, pp. 1-7, (1976)","A. Lo Presti; Università della Campania “Luigi Vanvitelli”, Italy; email: alessandro.lopresti@unicampania.it","","SAGE Publications Inc.","","","","","","87569728","","","","English","Proj. Manage. J.","Article","Final","","Scopus","2-s2.0-85077708208"
"Tentama F.; Nabilah B.R.","Tentama, Fatwa (57190063333); Nabilah, Bella Rifqi (57214992262)","57190063333; 57214992262","Construct validity of employability: Confirmatory factor analysis of the employability scale","2020","International Journal of Scientific and Technology Research","9","2","","538","542","4","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079679268&partnerID=40&md5=af4b3a119a4852099654c4ad36588ebb","Faculty of Psychology, Ahmad Dahlan University, Yogyakarta, Indonesia; Ahmad Dahlan University, Yogyakarta, Indonesia","Tentama F., Faculty of Psychology, Ahmad Dahlan University, Yogyakarta, Indonesia; Nabilah B.R., Ahmad Dahlan University, Yogyakarta, Indonesia","The purpose of this study is to test the validity and reliability of the construct employability and to examine the dimensions that make up the construct of the employability scale. Employability is measured in three dimensions, namely career identity, personal adaptability and social and human capital. The subjects in this study were 90 students of class VII at SMK X in Yogyakarta. The data collection method uses an employability scale. Research data were analyzed using Structural Equation Modeling (SEM) SmartPLS 3.2.8 with outer models through CFA 2nd Order. Based on the results of the analysis, the dimensions and indicators that form employability are declared valid and reliable. The dominant dimension that reflects the construction of employability is career identity. The lowest dimension that reflects employability is personal adaptability. All dimensions and indicators are able to reflect and shape employability. Thus the structural model can be accepted because the theory that describes employability is in accordance with empirical data obtained from the subject. © IJSTR 2020.","Career Identity; Employability; Partial Least Square; Personal Adaptability; Social And Human Capita; Structural Equation Modeling; Student","","","","","","Universitas Ahmad Dahlan, UAD","The author would like to thank Ahmad Dahlan University and the Master of Psychology Programe University of Ahmad Dahlan for supporting the implementation of this research.","Harvey L., Knight P.T., Transforming Higher Education,'', (1996); Forrier A., Sels L., ``The Concept Employability: A Complex Mosaic, International Journal of Human Resources Development and Management, 3, 2, pp. 102-124, (2003); McQuaid R.W., Lindsay C., Dutton M., New Approaches to Employability in the UK: Combining Human Capital Development and Work Strategies?, Journal of Social Policy, 36, 4, pp. 539-560, (2007); Pool L.D., Sewell P., The Key to Employability: Developing a Practical Model of Graduate Employability,'' Education, Training, 49, 4, pp. 277-289, (2007); Benabou R., Tirole J., Self-confidence and Personal Motivation, The Quarterly Journal of Econom, 117, 3, pp. 871-915, (2002); Ronnas P., Shamchiyeva L., <ref-sourcetitle>,</ref-sourcetitle>, (2011); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A Psycho-social Construct, its Dimensions, and Application, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Eurico S.T., da Silva J.A.M., Do Valle P.O., A Model of Graduates׳ Satisfaction and Loyalty in Tourism Higher Education: The Role of Employability, Journal of Hospitality, Leisure, Sport & Tourism Education, 16, pp. 30-42, (2015); Di Fabio A., Palazzeschi L., 'Self-perceived Employability for Students: Un primo Contributo Alla Validazione Italiana [Self-Perceived Employability For Students: A First Contribution to Italian Validation], Counseling. Giornale Italiano Di Ricerca E Applicazioni, 6, 3, pp. 97-105, (2013); Hillage J., Pollard E., ``Employability: Developing a Framework for Policy Analysis,', Research Brief, 80, (1998); van Dam K., ``Antecedents and Consequences of Employability Orientation, European Journal of Work and Organizational Psychology, 13, 1, pp. 29-51, (2004); van Der Heijde C.M., van Der Heijden B.I., Competence-Based A., Multidimensional Operationalization and Measurement of Employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Rothwell A., Arnold J., ``Self-perceived Employability: Development and Validation of a Scale, Personnel Review, 36, 1, pp. 23-41, (2007); Coetzee M., ``Psychological Career Resources of Working Adults: A South African Survey, South African Journal of Industrial Psychology, 34, 2, pp. 32-41, (2008); de Cuyper N., de Witte H., ``The Management Paradox: Self-Rated Employability and Organizational Commitment and Performance, Personnel Review, 40, 2, pp. 152-172, (2011); Bernaud J.L., Psychologie De I’accompagnement: Concepts et Outils Pour Développer le Sens de la Vie et du Travail, [Vocational Psychology: Concepts and Tools to Develop Life and Work Meaning, (2015); Di Fabio A., The New Purposeful Identitarian Awareness for the Twenty-First Century: Valorize Themselves in the Life Construction From Youth to Adulthood and Late Adulthood, The Construction of the Identity in 21St Century, pp. 157-168, (2014); Guichard J., Se Faire Soi: To make One Self, L’Orientation Scolaire Et Professionnelle, 33, pp. 499-534, (2004); Guichard J., Life-long Self-construction, International Journal for Educational and Vocational Guidance, 5, pp. 111-124, (2005); Guichard J., ``Proposition D’un Schéma D’entretien Constructiviste De Conseil En Orientation Pour Des Adolescents Ou De Jeunes Adultes, L’Orientation Scolaire Et Professionnelle, 37, pp. 413-440, (2008); Guichard J., Self-constructing, Journal of Vocational Behavior, 75, pp. 251-258, (2009); Guichard J., Career Guidance, Education, And Dialogues For A Fair And Sustainable Human Development,', Inaugural Conference of the UNESCO Chair of Lifelong Guidance and Counselling, (2013); Guichard J., Career Guidance, Education, And Dialogues For A Fair And Sustainable Human Development, Inaugural Conference of the UNESCO Chair of Lifelong Guidance and Counselling, (2013); Savickas M.L., Career Counseling, (2011); Savickas M.L., The 2012 Leona Tyler Award Address: Constructing Careers—Actors, Agents, and Authors, Counseling Psychologist, 41, pp. 648-662, (2013); Savickas M.L., Reflection and Reflexivity During Life-Design Interventions: Comments on Career Construction Counseling, Journal of Vocational Behavior, 97, pp. 84-89, (2016); Di F., Positive Healthy Organization: Promoting Well-being, Meaningfullness and Sustainability in Organization, Persperctive Article, (2017); Harvey L., Defining and Measuring Employability, Quality in Higher Education, 7, (2001); Yorke M., ``Employability Trought the Curriculum, pp. 261-276, (2002); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A Psycho-social Construct, its Dimensions, and Application, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); van Der Heijde C.M., van Der Heijden B.I., ``The Development and Psychometric Evaluation of a Multidimensional Measurement Instrument of Employability and the Impact of Aging, International Congress Series, 1280, pp. 142-147, (2005); Yorke M., Knight P., Embedding Employability into the Curriculum, (2006); Misra R.K., Mishra P., ``Employability Skills: The Conceptual Framework & Scale Development, Indian Journal of Industrial Relations, pp. 650-660, (2011); de Vos A., de Haw S., van Der H., ``Competency Development and Career Success: The Mediating Role of Employability, Journal of Vocational Behavior, 79, pp. 438-447, (2011); Latan H., Structural Equation Modeling: Concept and Aplication with LISRELL, 8, (2012); Hair J.F., Thomas G., Ringle C.M., Sartedt M., A Primer on Partial Least Squares Structural Equation Modeling (SEM-PLS), (2011); Jogiyanto H.M., Concept and Aplication Structural Equation Modeling Varians on Bussiness Research (In Indonesia).; Clarke M., ``Rethinking Graduate Employability: The Role Oof Capital, Individual Attributes and Context,', Studies in Higher Education, 43, 11, pp. 1923-1937, (2018)","","","International Journal of Scientific and Technology Research","","","","","","22778616","","","","English","Int. J. Sci. Technol. Res.","Article","Final","","Scopus","2-s2.0-85079679268"
"Ummatqul Qizi K.N.","Ummatqul Qizi, Karimova Nilufar (57216654444)","57216654444","Soft skills development in higher education","2020","Universal Journal of Educational Research","8","5","","1916","1925","9","15","10.13189/ujer.2020.080528","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084240850&doi=10.13189%2fujer.2020.080528&partnerID=40&md5=5f37861f53a18c49fa3b1aeb9680f85f","Uzbekistan State World Languages University, Uzbekistan","Ummatqul Qizi K.N., Uzbekistan State World Languages University, Uzbekistan","Nowadays, as a result of economic changes, employers are eager to look for employees with applied skills rather than cognitive skills. Diplomas are not being considered as a definitive indicator of students’ professional intelligence as it used to be before. Fourth Industry Revolution has dramatically changed labor market and knowledge is now acknowledged as strength of productivity and economic growth, and information technology has acquired great importance. In such a situation, whether employees start their career or change a job, they can show successful performance, if they can change and update themselves continuously, build positive interpersonal relationships in the workplace, learn and win in the unpredictable challenges of the work place. Accordingly, today the graduates of Higher Education need to master not only professional skills of their job, but also various soft skills, including the ability to communicate, coordinate, work under pressure, and solve problems. The purpose of this article is to provide literature on the connection of soft skills with employability and world labour market, the role of soft skills in career success for future professionals. The article also examines the definition and selection of the most demanding soft skills from the perspective of different literature. The role of Higher Education in forming and developing soft skills will then be discussed. The article illustrates the results of survey carried out with the aim to analyze the degree of integration of soft skills in Study Skills program that is taught for bachelor students in Uzbek State World Languages University and academic curricula. Copyright©2020 by authors, all rights reserved.","Higher Education Graduates; Lifelong Learning; Professional Development; Soft Skills","","","","","","","","Klaus P., Journal article., Communication Breakdown. California Job Journal, 28, pp. 1-9, (2010); Alimova K., Et al., Curriculum for bachelor’s degree specialization, Uzbekistan State World Languages University: Philologist-English Language Teacher, (2012); Bridgstock R., Journal article. The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, (2009); Briefing Note. The Skill Matching Challenge – Analyzing Skill Mismatch and Policy Implications, (2010); Costin G., Briefing paper. “Legitimate subjective observation and the evaluation of soft skills in the workplace, Albury Convention, (2002); Cinque M., Speech at workshop. “Soft Skills and their role in employability – New perspectives in teaching, assessment and certification, Comparative Analysis on the State of the Art of Soft Skill Identification and Training in Europe and Some Third Countries, (2015); Cinque M., Journal article. “Lost in translation”. Soft skills development in European countries, Tuning Journal for Higher Education, 3, 2, pp. 397-398, (2016); Report. Soft skills for business success, Deloitte Access Economics, pp. 7-8, (2017); Grisi C., Speech at workshop. “Soft Skills: A close link between enterprises and ethics, Soft Skills and Their Role in Employability – New Perspectives in Teaching, Assessment and Certification, (2014); Haselberger D., Et al., Handbook. Mediating Soft Skills in Higher Educational Institutions, (2012); King Z., Book. New or traditional careers? A study of UK graduates’ references, Human Resource Management, 13, 1, pp. 5-27, (2003); Morandin G., Speech at Workshop. From University to Enterprise. Workshop “Soft Skills and Their Role in Employability – New Perspectives in Teaching, Assessment and Certification, (2015); Mourshed M., Farrell D., Barton D., Journal Article. Education to Employment: Designing A System That Works, (2012); Nieragden G., Journal Article. The Soft Skills of Business English, (2000); Paajanen G., Report. Soft skills formation in the process of teaching professionally oriented foreign language to international students, Employment Inventory Reports, Technology Based Solutions/Personnel Decisions, (1992); Prasad K., Journal article. Soft skills are smart skills, California Job Journal, 20, pp. 3-4, (2011); Roger C., Book. Freedom to Learn for the 80’S, (1983); Sh R., Journal article. Soft skills at the Malaysian institutes of higher learning, Humanities. Social Sciences and Law, 10, 3, (2009); Stevenson J.C., McKavanagh C., Skill formation for the work place, Education and Work, (1992); Yunus K., Li S., Journal article. Matching job skills with needs, Business Times, (2005)","","","Horizon Research Publishing","","","","","","23323205","","","","English","Univers. J. Edu. Res.","Article","Final","","Scopus","2-s2.0-85084240850"
"Rajeswari S.; Swathi G.R.; Sridhar B.","Rajeswari, S. (57215652286); Swathi, G.R. (57216207678); Sridhar, Baliya (57216652295)","57215652286; 57216207678; 57216652295","The role of English language and communication in engineering education","2020","International Journal of Advanced Science and Technology","29","8 Special Issue","","1533","1536","3","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084210829&partnerID=40&md5=6df08e7ebcef70f1757ea3b34c1d2efd","Gokaraju Rangaraju Institute of Engineering and Technology, Hyderabad, Telangana, India","Rajeswari S., Gokaraju Rangaraju Institute of Engineering and Technology, Hyderabad, Telangana, India; Swathi G.R., Gokaraju Rangaraju Institute of Engineering and Technology, Hyderabad, Telangana, India; Sridhar B., Gokaraju Rangaraju Institute of Engineering and Technology, Hyderabad, Telangana, India","English language education in Engineering focuses on training in specific domains of English to enrich technical knowledge base of students. English language and communication plays a vital role to be successful to seek dream job and communicate across borders. The present study analyses the role of English language and communication in engineering education. The findings are significant that communication skills impact on employability. The vital factors are parental care, skilled teachers, use of technology in teaching-learning process and technical competency with international vision. Proper utilization of online and offline resources transmits their cultural knowledge to research connecting global technical minds. The results suggest it is necessary for language teachers to bridge the gap between campus and company opening the uncharted line of investigation in the fields of technology. Academic curriculum must be designed aiming to motivate and yield research approach. © 2020 SERSC.","Engineering education; Impact on employability; Technical competency; Technical minds","","","","","","","","Ayokanmbi F.M., Competencies for global engineers and technologists, Journal of Industrial Technology, 27, 1, pp. 1-6, (2011); Craig W.O., Preparing the Engineering Technology Graduate for the Global Marketplace, The Technology Interface Journal, 10, 3, (2008); Crystal D., An Encyclopaedic Dictionary of Language and Languages, (1992); Graddol D., The Future of English, (2000); Mehra D., Virgandham V., Communication skills for enhanced employability of engineers: A review of literature, The Confluence Journal, 3, pp. 70-76, (2013); Myles J., Oral competency of ESL technical students in workplace internships, TESOL-EJ, 13, 1, (2009); Bruthiaux P., Hold your courses: Language education, language choice, and economic development, TESOL Quarterly, 36, 3; Puranik A., 97% Engineering Graduates Cannot Speak English Fluently: Survey, (2015); Borg S., Centre for Language Education Research, (2009); Wickramasinghe V., Perera L., Graduates’, university lecturers’ and employers’ perceptions towards employability skills, Education and Training, 52, 3, pp. 226-244, (2010); How Your Child Learns Best, (2008)","","","Science and Engineering Research Support Society","","","","","","20054238","","","","English","Int. J. Adv. Sci. Technol.","Article","Final","","Scopus","2-s2.0-85084210829"
"López-Carril S.; Villamón M.; McBride S.","López-Carril, Samuel (57205435919); Villamón, Miguel (24400412000); McBride, Shannon (57221330739)","57205435919; 24400412000; 57221330739","Embracing social media in sport management education: perspectives for its use in the classroom","2020","Journal of Physical Education and Sport","20","6","498","3706","3712","6","3","10.7752/jpes.2020.06498","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098843490&doi=10.7752%2fjpes.2020.06498&partnerID=40&md5=b9e289e812959f9732062d866a3b2295","Department of Physical Education and Sport, Universitat de València, Spain; Department of Politics and Public Administration, University of Limerick, Ireland","López-Carril S., Department of Physical Education and Sport, Universitat de València, Spain; Villamón M., Department of Physical Education and Sport, Universitat de València, Spain; McBride S., Department of Politics and Public Administration, University of Limerick, Ireland","The emergence of social media has transformed today's society by affecting the way people communicate and establish social relationships. The sport industry has not been unaffectedby these changes, ensuring to embrace these communication tools. Indeed, social media is a key management element in the daily routine of sport managers, as well as for all other sport actors (e.g. athletes, coaches, clubs, professional leagues, federations, journalists, sports brands). Therefore, the mastery of digital skills linked to the use of social media is one of the aspects most sought after by employers. In fact, the COVID-19 pandemic has recently boosted these demands as well as having further accelerated the process of digitalisation of the sport sector. Nevertheless, there is a lack of studies that go deeper into the impact that these types of tools produced in the field of sport management education have, as well as guidelines for teachers to incorporate them into the different areas of the teaching-learning process. Consequently, this article analyses the presence that social media have in sport management studies, as well as presents a proposal for the classification and possible applications of social media which, due to their characteristics and their educational/labour potential, are considered suitable for introducing them into sport management courses. Furthermore, this paper aims to encourage the sport management teaching community to introduce social media into the dynamics of their courses, given their pedagogical value and the positive impact they will have on student education. © JPES.","Employability; Entrepreneurship; Higher Education; Social Media; Sport Management Education; Sports Industry","","","","","","Ministerio de Ciencia, Innovación y Universidades, MCIU","The first author of this work is grateful to the support of a predoctoral contract “FPU15/05670” granted by the Spanish Ministry of Science, Innovation and Universities.","Abeza G., O'Reilly N., Reid I., Relationship Marketing and Social Media in Sport, International Journal of Sport Communication, 6, 2, pp. 120-142, (2013); Abeza G., O'Reilly N., Seguin B., Nzindukiyimana O., Social media Scholarship in Sport Management Research: A Critical Review, Journal of Sport Management, 29, 6, pp. 601-618, (2015); Adams B., Raes A., Montrieux H., Schellens T., Pedagogical tweeting” in higher education: Boon or bane?, International Journal of Educational Technology in Higher Education, 15, 1, (2018); Alalwan A. A., Rana N. P., Dwivedi Y. K., Algharabat R., Social media in marketing: A review and analysis of the existing literature, Telematics and Informatics, 34, 7, pp. 1177-1190, (2017); Alonso-Dos-Santos M., Rejon-Guardia F., Perez-Campos C., Calabuig-Moreno F., Ko Y. J., Engagement in sports virtual brand communities, Journal of Business Research, 89, pp. 273-279, (2018); Anagnostopoulos C., Gillooly L., Cook D., Parganas P., Chadwick S., Stakeholder communication in 140 characters or less: A study of community sport foundations, VOLUNTAS: International Journal of Voluntary and Nonprofit Organisations, 28, 5, pp. 2224-2250, (2017); Anagnostopoulos C., Parganas P., Chadwick S., Fenton A., Branding in pictures: Using Instagram as a brand management tool in professional team sport organisations, European Sport Management Quarterly, 18, 4, pp. 1-26, (2018); Bennett S., Maton K. A., Kervin L., The ‘digital natives’ debate: A critical review of the evidence, British Journal of Educational Technology, 39, 5, pp. 775-786, (2008); Carr C. T., Hayes R. A., Social Media: Defining, Developing, and Divining, Atlantic Journal of Communication, 23, 1, pp. 46-65, (2015); Chugh R., Ruhi U., Social media in Higher Education: A literature review of Facebook, Education and Information Technologies, 23, 2, pp. 605-616, (2018); Dal-Re R., Mahillo-Fernandez I., Are article's social media mentions associated to citation counts? an analysis in highly influential medical journals, Revista Clínica Española, 218, 1, pp. 40-42, (2018); Daugherty T., Eastin M., Bright L., Exploring Consumer Motivations for Creating User-Generated Content, Journal of Interactive Advertising, 8, 2, pp. 16-25, (2008); Digital Opportunity Traineeships – Background, (2018); Feito Y., Brown C., A practical approach to incorporating Twitter in a college course, Advances in Physiology Education, 42, 1, pp. 152-158, (2018); Filo K., Lock D., Karg A., Sport and social media research: A review, Sport Management Review, 18, 2, pp. 166-181, (2015); Garcia-Fernandez J., Elasri-Eijaberi A., Perez-Tur F., Triado-Ivern X. M., Herrera-Torres L., Aparicio-Chueca P., Social networks in fitness centres: The impact of fan engagement on annual turnover, Journal of Physical Education and Sport, 17, 3, pp. 1068-1077, (2017); Geurin A. N., Burch L. M., User-generated branding via social media: An examination of six running brands, Sport Management Review, 20, 3, pp. 273-284, (2017); Hambrick M. E., Svensson P. G., Gainline Africa: A Case Study of Sport-for-Development Organizations and the Role of Organizational Relationship Building via Social Media, International Journal of Sport Communication, 8, 2, pp. 233-254, (2015); Juhary J., Revision through Twitter: Do tweets affect students' performance?, International Journal of Emerging Technologies in Learning, 11, 4, pp. 4-10, (2016); Kaplan A. M., Haenlein M., Users of the world, unite! The challenges and opportunities of social media, Business Horizons, 53, 1, pp. 59-68, (2010); Kapoor K. K., Tamilmani K., Rana N. P., Patil P., Dwivedi Y. K., Nerur S., Advances in Social Media Research: Past, Present and Future, Information Systems Frontiers, 20, 3, pp. 531-558, (2018); Kietzmann J. H., Hermkens K., McCarthy I. P., Silvestre B. S., Social Media? Get Serious! Understanding the Functional Building Blocks of Social Media, Business Horizons, 54, 3, pp. 241-251, (2011); Kolokytha E., Loutrouki S., Valsamidis S., Florou G., Social media networks as a learning tool, Procedia Economics and Finance, 19, pp. 287-295, (2015); Lebel K., Danylchuk K., Millar P., Social media as a learning tool: Sport management faculty perceptions of digital pedagogies, Sport Management Education Journal, 9, 1, pp. 39-50, (2015); Lopez-Carril S., Anagnostopoulos C., Parganas P., Social media in sport management education: Introducing LinkedIn, Journal of Hospitality, Leisure, Sport & Tourism Education, 27, (2020); Lopez-Carril S., Villamon M., Ano V., Conceptualización de los medios sociales: oportunidades para la gestión del deporte, Retos, 36, pp. 578-583, (2019); Luguetti C., Goodyear V. A., Andre M. H., ‘That is like a 24 hours-day tournament!’: Using social media to further an authentic sport experience within sport education, Sport, Education and Society, 24, 1, pp. 78-91, (2019); Manning R., Keiper M., Jenny S., Pedagogical innovations for the millennial sport management student: Socrative and Twitter, Sport Management Education Journal, 11, 1, pp. 45-54, (2017); Marr J., DeWaele C. S., Incorporating Twitter within the sport management classroom: Rules and uses for effective practical application, Journal of Hospitality, Leisure, Sport and Tourism Education, 17, pp. 1-4, (2015); Miragaia D. A. M., Soares J. A. P., Higher education in sport management: A systematic review of research topics and trends, Journal of Hospitality, Leisure, Sport and Tourism Education, 21, pp. 101-116, (2017); Muntinga D. G., Moorman M., Smit E. G., Introducing COBRAs: Exploring motivations for brand-related social media use, International Journal of Advertising, 30, 1, pp. 13-46, (2011); O'Shea J., The Role of Social Media in Creating a 21st Century Educational Community: An Interview with Joseph Mazer, Journal of College & Character, 14, 1, pp. 39-36, (2013); O'Boyle I., Mobilising social media in sport management education, Journal of Hospitality, Leisure, Sport and Tourism Education, 15, 1, pp. 58-60, (2014); Parganas P., Anagnostopoulos C., Chadwick S., You'll never tweet alone': Managing sports brands through social media, Journal of Brand Management, 22, 7, pp. 551-568, (2015); Ratten V., Jones P., Sport education: Fit for a purpose, Education and Training, 60, 5, pp. 370-374, (2018); Richey M., Gonibeed A., Ravishankar M. N., The Perils and Promises of Self-Disclosure on Social Media, Information Systems Frontiers, 20, 3, pp. 425-437, (2018); Sanderson J., Browning B., From the Physical to the Social: Twitter as a Pedagogical Innovation in the Sport Communication and Sport Management Classroom, Sport Management Education Journal, 9, 2, pp. 124-131, (2015); Sattler L. A., From classroom to courtside: An examination of the experiential learning practices of sport management faculty, Journal of Hospitality, Leisure, Sport and Tourism Education, 22, pp. 52-62, (2018); Scott O.K.M., Stanway A.R., Tweeting the lecture: How social media can increase student engagement in Higher Education, Sport Management Education Journal, 9, 2, pp. 91-101, (2015); Number of global social network users 2017-2025, (2020); Williamson B., Eynon R., Potter J., Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency, Learning, Media and Technology, 45, 2, pp. 107-114, (2020); Yorke M., Employability: Aligning the message, the medium and the academic values, Journal for Teaching and Learning for Graduate Employability, 1, 1, pp. 2-12, (2010)","S. López-Carril; Department of Physical Education and Sport, Universitat de València, Spain; email: samuel.lopez@uv.es","","Editura Universitatii din Pitesti","","","","","","22478051","","","","English","J. Phys. Educ. Sport","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85098843490"
"Barkas L.A.; Scott J.M.; Hadley K.; Dixon-Todd Y.","Barkas, Linda Anne (38661132700); Scott, Jonathan Matthew (55293288500); Hadley, Karen (55065735100); Dixon-Todd, Yvonne (57221602586)","38661132700; 55293288500; 55065735100; 57221602586","Marketing students' meta-skills and employability: between the lines of social capital in the context of the teaching excellence framework","2020","Education and Training","63","4","","545","561","16","8","10.1108/ET-04-2020-0102","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099589680&doi=10.1108%2fET-04-2020-0102&partnerID=40&md5=80345ee5df8d77c47628335e5ec645b0","Faculty of Business Law and Tourism, University of Sunderland, Sunderland, United Kingdom; School of Management and Marketing, University of Waikato, Hamilton, New Zealand; Institute of Business, Industry and Leadership, University of Cumbria, Carlisle, United Kingdom; Faculty of Business, Law and Tourism, University of Sunderland, Sunderland, United Kingdom","Barkas L.A., Faculty of Business Law and Tourism, University of Sunderland, Sunderland, United Kingdom; Scott J.M., School of Management and Marketing, University of Waikato, Hamilton, New Zealand; Hadley K., Institute of Business, Industry and Leadership, University of Cumbria, Carlisle, United Kingdom; Dixon-Todd Y., Faculty of Business, Law and Tourism, University of Sunderland, Sunderland, United Kingdom","Purpose: The purpose of this article is to examine the role of social capital and higher order meta-skills in developing the employability of marketing students at a UK university. Design/methodology/approach: This conceptual article, bolstered by illustrative primary data, provides a broader conceptualisation of employability. This is to address the specific research question on how social capital (contacts and connections) is deployed (via capability-based higher order meta-skills) in a UK university developing the employability of a specific group of students. The article is situated in the highly fraught context of teaching excellence measurement schemes [such as the teaching excellence framework (TEF) in the UK]. Findings: The research findings highlighted the role of social capital and higher order meta-skills in developing the employability of marketing students at a UK university. Research limitations/implications: While the illustrative primary data are not generalisable, as they are limited to one group of marketing students in one UK university; the conceptual development, including a new social capital based definition of employability that incorporated the capabilities, provided by higher-order meta-skills, is widely applicable. Practical implications: The article has highlighted how the impact of social capital, etiquette and meta-skills, while being “between the lines” of the employability discourse and the metrics of the TEF, explains the differing perceptions of the value of employability initiatives. The article highlights the grey area of between the reasons given as to why some candidates are valued over others. Perhaps no rhyme or reason sometimes, just the “hidden” perception/interpretations of the interview panel of the “qualities” of one candidate over another. Originality/value: The difficulty in ascertaining the influence of social capital (and how it can be deployed through higher-order meta-skills as capabilities) results in challenges for universities as they endeavour to respond to the data requirements of “learning gain” within teaching excellent measurement schemes such as the UK teaching excellence framework. © 2020, Emerald Publishing Limited.","Employability; Higher education; Marketing students; Skills; Social capital; Teaching excellence","","","","","","","","Adler P.S., Kwon S., Social capital: prospects for a new concept, Academy of Management Review, 27, 1, pp. 17-40, (2002); Ashwin P.W.H., What is the Teaching Excellence Framework in the United Kingdom and will it work?, International Higher Education, 88, pp. 10-11, (2017); Barkas L.A., Scott J.M., Poppitt N.J., Smith P.J., Tinker, tailor, policy-maker: can the UK government’s Teaching Excellence Framework deliver its objectives?, Journal of Further and Higher Education, (2017); Barkas L.A., The Paradox of Skills. 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(2019); Subject benchmark statements, (2019); COVID-19: initial guidance for higher education providers on standards and quality, (2020); Rolfe A., What graduate employers really want, (2020); Rose R., Higher Education is for life not just for employment prospects, (2019); Sarkar M.B., Echambadi R., Cavusgil S.T., Aulakh P.S., The influence of complementarity, compatibility, and relationship capital on alliance performance, Journal of the Academy of Marketing Science, 29, 4, pp. 358-373, (2001); Scurry T., Burke C., Blenkinsopp J., Smart A., Maintaining the promise without killing the dream: developing resilience for future 'graduate' careers, Journal of the National Institute for Career Education and Counselling, 44, 1, pp. 36-43, (2020); Smith V., Enhancing employability: human, cultural, and social capital in an era of turbulent unpredictability, Human Relations, 63, 2, pp. 279-300, (2010); (2020); Teng W., Ma C., Pahlevansharif S., Turner J., Graduate readiness for the employment market of the 4th industrial revolution: the development of soft employability skills, Education + Training, 61, 5, pp. 590-604, (2019); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Conceptions of the value of higher education in a measured market, Higher Education, 75, 4, pp. 711-727, (2018); (2019); (2019); Walsh F., Coronavirus: inside and ICU fighting COVID-19, (2020); Weiss L., The case for soft skills: why more MBA programs should integrate soft-skills training into their curricula, Biz Ed AACSB International Journal, (2019); Winterton J., Turner J., Preparing graduates for work readiness: an overview and agenda, Education + Training, 61, 5, pp. 536-551, (2019); Coronavirus disease COVID-19 pandemic, (2020); Wright M., It is a philosophy, integration essays, Campaign, (2009); (2019)","L.A. Barkas; Faculty of Business Law and Tourism, University of Sunderland, Sunderland, United Kingdom; email: linda.anne.barkas@sunderland.ac.uk","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85099589680"
"Belderbos T.","Belderbos, Tonatiuh (57211458644)","57211458644","The employability of international branch campus graduates: evidence from Malaysia","2020","Higher Education, Skills and Work-based Learning","10","1","","141","154","13","8","10.1108/HESWBL-02-2019-0027","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074035327&doi=10.1108%2fHESWBL-02-2019-0027&partnerID=40&md5=6cba022a46a0d57e23d42fa10f2e137a","Graduate School of Social Sciences, Universiteit van Amsterdam, Amsterdam, Netherlands","Belderbos T., Graduate School of Social Sciences, Universiteit van Amsterdam, Amsterdam, Netherlands","Purpose: The purpose of this paper is to examine the employability of international branch campus (IBC) students and graduates in Malaysia, including their possession of transnational skills and knowledge, and the role of IBC educational characteristics in improving such employability. Design/methodology/approach: A combination of employer interviews (n=21) and a survey of Malaysian students (n=246) enrolled at four IBCs are used in this study. Thematic and matrix analyses were applied to the interviews and multivariate analysis to the survey responses. Findings: IBC graduates are well-equipped with the skills and attributes that employers find most important, in particular, soft skills and personal attributes. The development of these employability attributes is related to IBC educational characteristics and international exposure on campus – with important heterogeneity among IBCs and curricula. However, IBC education does not strongly improve the transnational human capital of Malaysian students and is only a partial substitute for education abroad in this respect. Originality/value: This paper is one of the few studies that examine the employability of students that graduate from IBC universities, a type of education that has received only limited scholarly attention. It also broadens the scope of the debate on the relation between international experience and employability by examining whether receiving an IBC education in one’s home country can lead to the development of transnational human capital. Finally, it provides new insights on the returns to (higher) education by directly measuring students’ acquisition of skills and examining the role educational characteristics play in this. © 2019, Emerald Publishing Limited.","Employability; International branch campuses; Malaysia; Transnational education; Transnational human capital","","","","","","","","Ahmad S.Z., Evaluating student satisfaction of quality at international branch campuses, Assessment & Evaluation in Higher Education, 40, 4, pp. 488-507, (2015); Andrews J., Higson H., Graduate employability: ‘soft skills’ versus ‘hard’ business knowledge: a European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Ang M.C.H., Graduate employability awareness: a gendered perspective, Procedia – Social and Behavioural Sciences, 211, pp. 192-198, (2015); Arunasalam N.D., Impact of U.K. and Australian transnational higher education in Malaysia, Journal of Studies in International Education, 20, 3, pp. 242-259, (2016); Baker G., Henson D., Promoting employability skills development in a research-intensive university, Education + Training, 52, 1, pp. 62-75, (2010); Becker G.S., Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, (1964); Bills D.B., Credentials, signals and screens: explaining the relationship between schooling and job assignment, Review of Educational Research, 73, 4, pp. 441-469, (2003); Bryman A., Integrating quantitative and qualitative research: how is it done?, Qualitative Research, 6, 1, pp. 97-113, (2006); Quick facts, (2017); Cheong K.C., Hill C., Fernandez-Chung R., Leong Y.C., Employing the ‘unemployable’: employer perceptions of Malaysian graduates, Studies in Higher Education, 41, 12, pp. 2253-2270, (2015); Collins R., The Credential Society: An Historical Sociology of Education and Stratification, (1979); Cowan R.B., An appraisal of European exchange programmes for nursing students, Nursing Standard, 21, 22, pp. 40-47, (2007); Cox S., King D., Skill sets: an approach to embed employability in course design, Education Training, 48, 4, pp. 262-274, (2006); Crossman J.E., Clarke M., International experience and graduate employability: stakeholder perceptions on the connection, Higher Education, 59, 5, pp. 599-613, (2010); Dench S., Changing skill needs: what makes people employable?, Industrial and Commercial Training, 29, 6, pp. 190-193, (1997); Di Stasio V., van de Werfhorst H., Why does education matter to employers in different institutional contexts? 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Interpreting graduates’ and employers’ perceptions – a Malaysia case study, Studies in Higher Education, 43, 4, pp. 702-718, (2016)","T. Belderbos; Graduate School of Social Sciences, Universiteit van Amsterdam, Amsterdam, Netherlands; email: belderbostonatiuh@gmail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85074035327"
"Bron A.; Thunborg C.","Bron, Agnieszka (56334905800); Thunborg, Camilla (56111098400)","56334905800; 56111098400","Struggles in becoming employable: Non-traditional student narratives of the transition from higher education to working life in Sweden","2020","Studia Paedagogica","25","4","","161","182","21","0","10.5817/SP2020-4-8","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102069335&doi=10.5817%2fSP2020-4-8&partnerID=40&md5=801b5406adc10a6a7c2739566ed64087","Department of Education, Stockholm University, Sweden","Bron A., Department of Education, Stockholm University, Sweden; Thunborg C., Department of Education, Stockholm University, Sweden","The notion of employability has been dominating the higher education policies and strategies of the European Union and other western countries for two decades. From an employability perspective, individuals are responsible for acquiring the skills to find and move between jobs, market themselves, and effectively express their social, personal, and cultural capital. This article focuses on non-traditional students' perspectives of their transition from higher education to working life, especially on the pathways they have taken and the struggles they have experienced in becoming employable. A biographical learning perspective is used to analyse biographical interviews with five female students who were 25 years of age or older, with a non-Swedish background, studying full time. In the students' stories, four transition pathways from higher education to working life were identified: a linear, a parallel, a further education, and a changing career pathway. The five non-traditional students struggled with becoming employable and seemed to be anxious about not being good enough at Swedish; being an outsider as a student; being overqualified; and facing discrimination in the labour market. These employability struggles mainly arise due to the assumption that all graduates are young, Swedish, without children or disabilities, and competing only with their employability within an equal labour market. Thus, the notion of employability still gives little attention to non-traditional students and has negative consequences for them. © 2020 Masaryk University, Faculty of Arts. All rights reserved.","Biographical learning; Employability struggles; Non-traditional students; Transition paths","","","","","","","","Alheit P., Dausien B., Biographicity' as a basic resource of lifelong learning, Lifelong learning inside and outside schools, 2, pp. 400-422, (2000); Axelsson R-M., Formbara människor. 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Consequences for non-traditional students, Continuity and discontinuity in learning careers: Potentials for a learning space in a changing world, pp. 125-131, (2018); Thunborg C., Bron A., Being in constant transition or recurrent formation. Nontraditional graduates' life transitions before, during and after higher education in Sweden, Studies in the Education of Adults, 51, 1, pp. 36-54, (2019); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 228-352, (2017); Williams S., Dodd L. J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Woodfield R., Age and first destination employment from UK universities: Are mature students disadvantaged?, Studies in Higher Education, 36, 4, pp. 409-425, (2011)","A. Bron; Department of Education, Stockholm University, Sweden; email: agniesz@edu.su.se","","Masaryk University, Faculty of Arts","","","","","","18037437","","","","English","Stud. Paedagog.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85102069335"
"Xia T.; Gu H.; Huang Y.; Zhu Q.; Cheng Y.","Xia, Tiansheng (56740068300); Gu, Honglei (56594159500); Huang, Yamei (57214912420); Zhu, Qian (57214915987); Cheng, Yufang (57214912315)","56740068300; 56594159500; 57214912420; 57214915987; 57214912315","The Relationship Between Career Social Support and Employability of College Students: A Moderated Mediation Model","2020","Frontiers in Psychology","11","","28","","","","9","10.3389/fpsyg.2020.00028","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079508319&doi=10.3389%2ffpsyg.2020.00028&partnerID=40&md5=7fe45632a73cc4cf985af37fa7b91c21","School of Art and Design, Guangdong University of Technology, Guangzhou, China; Cognition and Human Behavior Key Laboratory of Hunan Province, Department of Psychology, Hunan Normal University, Changsha, China; School of Education, Zhengzhou University, Zhengzhou, China; School of Administrative Law, Northwest University of Political Science and Law, Xi'an, China; Continuing Education College, Hunan Normal University, Changsha, China","Xia T., School of Art and Design, Guangdong University of Technology, Guangzhou, China; Gu H., Cognition and Human Behavior Key Laboratory of Hunan Province, Department of Psychology, Hunan Normal University, Changsha, China; Huang Y., School of Education, Zhengzhou University, Zhengzhou, China; Zhu Q., School of Administrative Law, Northwest University of Political Science and Law, Xi'an, China; Cheng Y., Continuing Education College, Hunan Normal University, Changsha, China","This study examines the underlying mechanism that connects career social support with employability through a survey of 392 Chinese college students. The results showed that career social support had a positive effect on career adaptation and employability of college students, and career adaptation mediated the association between career social support and employability. Furthermore, proactive personality was found to play a moderating role in linking career adaptation and employability. More specifically, higher levels of a proactive personality strengthen the enhancing effect of career adaptation on the employability of college students. Therefore, there was a moderated mediation effect between career social support and employability of college students. © Copyright © 2020 Xia, Gu, Huang, Zhu and Cheng.","career adaptation; career social support; employability; moderated mediation; proactive personality","","","","","","13th Five-Year Plan for Science of Education Project in Henan Province, ([2018]-JKGHYB-0191); 13th Five-Year Planning for Philosophy and Social Science of Guangzhou City, (2018GZQN31); Experience Design Integrated Innovation Research Team of Guangdong Province, (2016WCXTD013); Humanity and Social Science Youth Foundation; Philosophy and Social Sciences 13th Five-Year Planning Co-construction Project of Guangdong Province, (GD16XYS16); Social Science Research Base of Guangdong Province Center for Design Science and Art; Scientific Research Foundation of Hunan Provincial Education Department, (19C1148); Henan Office of Philosophy and Social Science, (2018CJY036); Ministry of Education of the People's Republic of China, MOE, (16YJC190022); National Office for Philosophy and Social Sciences, NPOPSS, (18BYY089)","This research was funded by grants from the National Social Science Foundation of China (18BYY089), the Humanity and Social Science Youth Foundation of the Ministry of Education of China (16YJC190022), the Scientific Research Foundation of Hunan Provincial Education Department (19C1148), the Philosophy and Social Science Planning Project of Henan Province (2018CJY036), the 13th Five-Year Plan for Science of Education Project in Henan Province ([2018]-JKGHYB-0191), Experience Design Integrated Innovation Research Team of Guangdong Province (2016WCXTD013), Social Science Research Base of Guangdong Province Center for Design Science and Art, the Philosophy and Social Sciences 13th Five-Year Planning Co-construction Project of Guangdong Province (GD16XYS16) and the 13th Five-Year Planning for Philosophy and Social Science of Guangzhou City (2018GZQN31).","Bateman T.S., Crant J.M., The proactive component of organizational behavior: a measure and correlates, J. 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Behav, 84, pp. 39-48, (2014); Van der Heijden B., Spurk D., Moderating role of LMX and proactive coping in the relationship between learning value of the job and employability enhancement among academic staff employees, Career Dev. Int, 24, pp. 163-186, (2019); Veld M., Semeijn J.H., van Vuuren T., Career control, career dialogue and managerial position: how do these matter for perceived employability?, Career Dev. Int, 21, pp. 697-712, (2016); Wang Z., Fu Y., Social support, social comparison, and career adaptability: a moderated mediation model, Soc. Behav. Pers, 43, pp. 649-660, (2015); Ye B.J., Zheng Q., Dong S.H., Fang X.T., Liu L.L., The effect of calling on employability of college students: the mediating role of job searching clarity and job searching self-efficacy, Psychol. Dev. 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"Ali H.","Ali, Haris (57211534681)","57211534681","Mutuality or mutual dependence in the psychological contract: a power perspective","2020","Employee Relations","42","1","","125","148","23","11","10.1108/ER-09-2017-0221","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074355915&doi=10.1108%2fER-09-2017-0221&partnerID=40&md5=36376e2fa1c99ccc6b9a455a37100dc5","Institute of Management Sciences, Bahauddin Zakariya University, Multan, Pakistan","Ali H., Institute of Management Sciences, Bahauddin Zakariya University, Multan, Pakistan","Purpose: There have been increasing calls to explore the psychological contract from the lens of power. By addressing this gap, the purpose of this paper is to investigate the assumption of mutuality in relation to power dynamics in the employment relationship. Design/methodology/approach: A total of 43 in-depth interviews are conducted with 6 managerial and 37 non-managerial respondents in three major call center organizations in Pakistan. Template analysis is used to analyze the data. Findings: By undermining the assumption of implicit mutuality, the analysis reveals indeterminacy, an issue that has been frequently underplayed in the psychological contract research. The results further suggest that – in reality – employability, flexibility and employee training do not promote mutuality to the extent that is theoretically assumed because of the employers’ manipulation of these issues in their own favor. Research limitations/implications: The focus on call centers limits the generality of findings with further qualitative research needed in other industries to explore how power asymmetries impact upon mutuality in different working environments. Practical implications: The research implications suggest the significance of timely and explicit communication in order to curtail indeterminacy in the employment relationship. This will not only reduce the development of breach perceptions among employees but will also reinforce their psychological contracts with the organization. Originality/value: This research contributes by highlighting the significance of mutual dependence rather than mutuality in the psychological contract. The mutual dependence approach efficiently acknowledges the implications of power asymmetries which remain largely under-researched in the psychological contract theory. © 2019, Emerald Publishing Limited.","Call centres; Interviews; Mutual dependence; Mutuality; Power; Psychological contracts","","","","","","","","Aggarwal U.A., Bhargava S., The role of social exchange on work outcomes: a study of Indian managers, The International Journal of Human Resource Management, 25, 10, pp. 1484-1504, (2014); Akhtar M., The impact of macroeconomic factors and policy issues on telecom sector performance in Pakistan: an econometric analysis, Pakistan Journal of Social Sciences, 29, 2, pp. 163-174, (2009); Argyris C., Understanding Organisational Behaviour, (1960); Arthur M.B., Rousseau D.M., The Boundaryless Career: A New Employment Principle for a New Organizational Era, (1996); Atkinson C., Mallett O., Wapshott R., ‘You try to be a fair employer’: regulation and employment relationships in medium-sized firms, International Small Business Journal, 34, 1, pp. 16-33, (2014); Bain P., Taylor P., Consolidation, ‘Cowboys’ and the developing employment relationship in British, Dutch and US call centres, Re-Organising Service Work, pp. 42-62, (2017); Bal P.M., Kooij D.T., Rousseau D.M., Aging Workers and the Employee-employer Relationship, pp. 129-144, (2015); Bal P.M., Kooij D.T., De Jong S.B., How do developmental and accommodative HRM enhance employee engagement and commitment? 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Ali; Institute of Management Sciences, Bahauddin Zakariya University, Multan, Pakistan; email: drharis@bzu.edu.pk","","Emerald Group Holdings Ltd.","","","","","","01425455","","","","English","Employee Relat.","Article","Final","","Scopus","2-s2.0-85074355915"
"Pandita A.; Kiran R.","Pandita, Alka (57220954806); Kiran, Ravi (22985431500)","57220954806; 22985431500","Examining critical success factors augmenting quality of higher education institutes in India. A SEM_PLS approach","2020","Journal of Applied Research in Higher Education","13","5","","1323","1343","20","2","10.1108/JARHE-06-2020-0183","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097954227&doi=10.1108%2fJARHE-06-2020-0183&partnerID=40&md5=75ad7312936cefe05f3e57255775698e","School of Humanities and Social Sciences, Thapar Institute of Engineering and Technology, Patiala, India","Pandita A., School of Humanities and Social Sciences, Thapar Institute of Engineering and Technology, Patiala, India; Kiran R., School of Humanities and Social Sciences, Thapar Institute of Engineering and Technology, Patiala, India","Purpose: Our findings show that the academic culture is base for quality teaching and education delivery and it impacts employee experience through employee involvement in decision-making and employee engagement demonstrating benefits for universities such as increased employee attraction, higher retention, greater productivity and improved student service. Higher education institutions that offer development opportunities to their faculty are likely to have less turnover than those that do not. Globally tuned curriculum matching the expectation of students one hand and developing a conducive environment for implementing the changes on the other hand is the need of the hour. Branding and student employability needs the focus of policymakers, and it can highly impact the visibility of institute. Design/methodology/approach: This research has been undertaken to examine the role of critical success factors (CSFs) for augmenting quality of higher education institutes in India. The aspects considered are: branding, employability, employee experience, student experience. The study tries to analyse their impact on overall performance. The results highlight that academic culture mediates between student experience and overall performance. The current research also indicates that academic culture mediates between employee experience and overall performance. Employee experience through academic culture emerges as a strongest predictor of overall performance. Student experience through academic culture emerges as another important predictor of overall performance. Employability was next to follow. The beta values were low for branding. The results highlight that for improving performance Indian higher educational institutes need to focus on branding. Implementing this model will enable educational institutions to focus on these predictors to boost overall performance and equip engineers with requisite skills through academic culture. Findings: The results show that employee experience is the most importance significant performance indicator to enhance the performance of the engineering institute when academic culture is taken a mediator (Anderson et al., 1994; Owlia and Aspinwall, 1997; Pal Pandi et al., 2016). The direct effect of employee experience (Beta = 0.473) is less in comparison to the indirect effect (beta = 0.518). The student experience is also second important indicator that is very significant for the overall performance, and this level of signification is even more enhanced when academic culture acts as a mediator. On the other hand, employability of students (EM) (Ashok Pandit and Wallack, 2016) and branding (BR) play an important role to influence the overall performance of the HEIs. However, branding has least impact on the performance compared to the other indicators as it has lowest beta value (0.169). This reveals that engineering institutes need to emphasis on developing strategies to improve branding by participating in activities that enhance outreach and visibility of the institutes (Nandi and Chattopadhyay, 2011). The results of the study showed the academic culture acts as critical pathway to reach the performance peak. Research limitations/implications: Competition is spreading in the higher education sector with widespread consequences, and in order to effectively respond to the pressures, universities have to be able to draw attention and retain their precious human capital. Developing linkages for faculty and student will generate mutually beneficial sustainable outcomes. Institutes preferably be multi-disciplinary or inter-disciplinary and have both teaching and research focus of an exceptionally high quality. Developing diverse programmes and activities targeting at developing quality of mind, ethical standard, social awareness and global perspectives, let the students shape their own experience and growth. Solid linkages with industry to impart a practical dimension to technical training is must, and an effective semester internship in industry is a testimony of project-led teaching. Research excellence and quality teaching are the basis of quality education. Engagement in external collaborations that extend and deepen institution impact through increasing international engagements. In future, empirical studies can also be conducted on the AQAR model by collecting data through questionnaires based on the perception of students, and it can be tested through hypotheses employing R software to determine the extent of implementation of AQAR in EEIs in India. Practical implications: The results show that employee experience is the most important significant performance indicators to enhance the performance of the engineering institute when academic culture is taken a mediator (Anderson et al., 1994; Owlia and Aspinwall, 1997; Pal Pandi et al., 2016). The direct effect of employee experience (Beta = 0.473) is less in comparison to the indirect effect (beta = 0.518). The student experience is also second important indicator that is very significant for the overall performance, and this level of signification is even more enhanced when academic culture acts as a mediator. On the other hand, employability of students (EM) (Ashok Pandit and Wallack, 2016) and branding (BR) play an important role to influence the overall performance of the HEIs; however branding has least impact on the performance compared to the other indicators as it has lowest beta value (0.169). This reveals that engineering institutes need to emphasis on developing strategies to improve branding by participating in activities that enhance outreach and visibility of the institutes (Nandi and Chattopadhyay, 2011). The results of the study showed the academic culture acts as critical pathway to reach the performance peak. Originality/value: The results show that student experience is the most importance significant performance indicators to enhance the performance of the engineering institute when academic culture is taken a mediator. The direct effect of student experience (Beta = 0.101) is less in comparison to the indirect effect (beta = 0.412). The employee experience is also second important indicator that is very significant for the overall performance, and this level of signification is even more enhanced when academic culture acts as a mediator. On the other hand, employability of students (EM) (Ashok Pandit and Wallack, 2016) and branding (BR) play an important role to influence the overall performance of the HEIs; however branding has least impact on the performance compared to the other indicators as it has lowest beta value (0.169). This reveals that engineering institutes need to emphasis on developing strategies to improve branding by participating in activities that enhance outreach and visibility of the institutes (Nandi and Chattopadhyay, 2011). The results of the study showed the academic culture acts as critical pathway to reach the performance peak. © 2020, Emerald Publishing Limited.","Academic culture; Employability; Employee experience; Higher education quality; Student experience","","","","","","","","Allen S., ‘Warming’ the climate for learning, The Teaching Professor, (2008); Altbach P., Franchising: the McDonaldization of higher education, International Higher Education, 1, 66, (2015); Anderson J.C., Rungtusanatham M., Schroeder R.G., A theory of quality management underlying the deming management method, The Academy of Management Review, 19, 3, (1994); Ashok Pandit S., Wallack D.C., Towards understanding employability in the Indian context: a preliminary study, Psychology and Developing Societies, 27, 1, pp. 81-103, (2016); Bayraktar E., Tatoglu E., Zaim S., An instrument for measuring the critical factors of TQM in Turkish higher education, Total Quality Management and Business Excellence, 19, 6, pp. 551-574, (2008); Burli S., Bagodi V., Kotturshettar B., TQM dimensions and their interrelationships in ISO certified engineering institutes of India, Benchmarking: An International Journal, 19, 2, pp. 177-192, (2012); Bush B., Imperialism and Postcolonialism, (2006); Butts M.M., Vandenberg R.J., DeJoy D.M., Et al., Individual reactions to high involvement work processes: investigating the role of empowerment and perceived organizational support, Journal of Occupational Health Psychology, 14, 2, pp. 122-136, (2009); DeShields O.W., Kara A., Kaynak E., Determinants of business student satisfaction and retention in higher education: applying Herzberg's two‐factor theory, International Journal of Educational Management, 19, 2, pp. 128-139, (2005); Elliott C.J., Reynolds M., Participative pedagogies, group work and the international classroom: an account of students' and tutors' experiences, Studies in Higher Education, 39, 2, pp. 307-320, (2014); Frambach J.M., Driessen E.W., Beh P., Et al., Quiet or questioning? 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Pandita; School of Humanities and Social Sciences, Thapar Institute of Engineering and Technology, Patiala, India; email: alkapandita_n@yahoo.com","","Emerald Group Holdings Ltd.","","","","","","20507003","","","","English","J. Appl. Res. High. Edu.","Article","Final","","Scopus","2-s2.0-85097954227"
"Mason R.; Brougham D.","Mason, Robyn (57646050200); Brougham, David (54408169200)","57646050200; 54408169200","Learning at work: A model of learning and development for younger workers","2020","Journal of Management and Organization","","","","","","","0","10.1017/jmo.2020.28","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097287333&doi=10.1017%2fjmo.2020.28&partnerID=40&md5=a98e51c57be58215b508afb5f1aea3d6","Massey University, Private Bag 11222, Palmerston North, 4442, New Zealand","Mason R., Massey University, Private Bag 11222, Palmerston North, 4442, New Zealand; Brougham D., Massey University, Private Bag 11222, Palmerston North, 4442, New Zealand","In rapidly changing work environments, individuals need a willingness and ability to learn new skills and knowledge to contribute to their organization's goals and their own employability. As the baby-boomer generation begins to exit the workplace, organizations need to pay attention to developing the capability of younger, novice workers who will increasingly comprise the core workforce of the future. The present study, grounded in social cognitive theory, develops and examines a model of learning and development for younger workers. In total, 1,732 employees in New Zealand aged 16-24 years completed a survey relating to their perceptions, beliefs, and intentions regarding learning and development. The results from structural equation modeling show that individual and work-environment factors both influence younger workers' developmental intentions but affect this through different pathways. The study contributes to a better understanding of the development process for younger workers and offers implications for management based on these findings.  Copyright © Cambridge University Press and Australian and New Zealand Academy of Management 2020.","Learning and development; motivation to learn; self-efficacy; structural equation modeling; younger workers","","","","","","","","Anderson S.L., Betz N.E., Sources of social self-efficacy expectations: Their measurement and relation to career development, Journal of Vocational Behavior, 58, 1, pp. 98-117, (2001); Anderson J.C., Gerbing D.W., Structural equation modeling in practice: A review and recommended two-step approach, Psychological Bulletin, 103, 3, pp. 411-423, (1988); Ajzen I., The theory of planned behavior, Organizational Behavior and Human Decision Processes, 50, 2, pp. 179-211, (1991); Bandura A., Self-efficacy: The Exercise of Control, (1997); Barbeite F.G., Weiss E.M., Computer self-efficacy and anxiety scales for an internet sample: Testing measurement equivalence of existing measures and development of new scales, Computers in Human Behavior, 20, 1, pp. 1-15, (2004); Bell B.S., Tannenbaum S.I., Ford J.K., Noe R.A., Kraiger K., 100 Years of training and development research: What we know and where we should go, Journal of Applied Psychology, 102, 3, pp. 305-323, (2017); Birdi K., Allan C., Warr P., Correlates and perceived outcomes of four types of employee development activity, Journal of Applied Psychology, 82, 6, pp. 845-857, (1997); Blome M.W., Borell J., Hakansson C., Nilsson K., Attitudes toward elderly workers and perceptions of integrated age management practices, International Journal of Occupational Safety and Ergonomics, 26, 1, pp. 112-120, (2020); Brown T.A., Confirmatory Factor Analysis for Applied Research, (2006); Burkley E., Curtis J., Hatvany T., The social contagion of incremental and entity trait beliefs, Personality and Individual Differences, 108, pp. 45-49, (2017); Byrne B.M., Structural Equation Modeling with AMOS: Basic Concepts, Applications and Programming, (2010); Carlson D.S., Bozeman D.P., Kacmar K.M., Wright P.M., McMahan G.C., Training motivation in organizations: An analysis of individual-level antecedents, Journal of Managerial Issues, 7, 3, pp. 271-287, (2000); Carter W.R., Nesbit P.L., Badham R.J., Parker S.K., Sung L.K., The effects of employee engagement and self-efficacy on job performance: A longitudinal field study, The International Journal of Human Resource Management, 29, 17, pp. 2483-2502, (2018); Chen G., Gully S.M., Eden D., Validation of a new general self-efficacy scale, Organizational Research Methods, 4, 1, pp. 62-83, (2001); Chen G., Gully S.M., Eden D., General self-efficacy and self-esteem: Toward theoretical and empirical distinction between correlated self-evaluations, Journal of Organizational Behavior, 25, 3, pp. 375-395, (2004); Chiaburu D.S., Marinova S.V., What predicts skill transfer? 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Will I try? Personal efficacy, assigned goals, and performance norms as motivators of individual performance, Journal of Applied Social Psychology, 31, 3, pp. 624-648, (2001); Gist M.E., Mitchell T.B., Self-efficacy: A theoretical analysis of its determinants and malleability, Academy of Management Review, 17, 2, pp. 183-211, (1992); Hair J.F., Anderson R.E., Tatham R.L., Black W.C., Multivariate Data Analysis, (1998); Hughes C., The supervisor's influence on workplace learning, Studies in Continuing Education, 26, 2, pp. 275-287, (2004); Hurtz G.M., Williams K.J., Attitudinal and motivational antecedents of participation in voluntary employee development activities, Journal of Applied Psychology, 94, 3, pp. 635-653, (2009); A Skilled Workforce for Strong, Sustainable and Balanced Growth: A G20 Training Strategy, (2010); Kochoian N., Raemdonck I., Frenay M., Zacher H., The role of age and occupational future time perspective in workers' motivation to learn, Vocations and Learning, 10, 1, pp. 27-45, (2017); 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Maurer T.J., Employee learning and development orientation: Toward an integrative model of involvement in continuous learning, Human Resource Development Review, 1, 1, pp. 9-44, (2002); Maurer T.J., Lippstreu M., Judge T.A., Structural model of employee involvement in skill development activity: The role of individual differences, Journal of Vocational Behavior, 72, 3, pp. 336-350, (2008); Maurer T.J., Tarulli B.A., Investigation of perceived environment, perceived outcome, and person variables in relationship to voluntary development activity by employees, Journal of Applied Psychology, 79, 1, pp. 3-14, (1994); Maurer T.J., Wrenn K.A., Pierce H.R., Tross S.A., Collins W.C., Beliefs about 'improvability' of career-relevant skills: Relevance to job/task analysis, competency modelling, and learning orientation, Journal of Organizational Behavior, 24, 1, pp. 107-131, (2003); Mulaik S.A., Millsap R.E., Doing the four-step right, Structural Equation Modeling: A Multidisciplinary Journal, 7, 1, pp. 36-73, (2000); Naim M., Lenka U., Development and retention of generation y employees: A conceptual framework, Employee Relations, 40, 2, pp. 433-455, (2018); Noe R.A., Wilk S.L., Investigation of the factors that influence employees' participation in development activities, Journal of Applied Psychology, 78, 2, pp. 291-302, (1993); Oecd Skills Outlook 2013: First Results from the Survey of Adult Skills, (2013); Oecd Skills Strategy 2019: Skills to Shape a Better Future, (2019); Park S., Kang H.S.T., Kim E.J., The role of supervisor support on employees' training and job performance: An empirical study, European Journal of Training and Development, 42, 12, pp. 57-74, (2018); Pinquart M., Juang L.P., Silbereisen R.K., Self-efficacy and successful school-to-work transition: A longitudinal study, Journal of Vocational Behavior, 63, 3, pp. 329-346, (2003); Potosky D., A field study of computer efficacy beliefs as an outcome of training: The role of computer playfulness, computer knowledge, and performance during training, Computers in Human Behavior, 18, 3, pp. 241-255, (2002); 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Schunk D.H., Usher E.L., Ryan R.M., The Oxford Handbook of Human Motivation, pp. 11-26, (2019); Schwoerer C.E., May D.R., Hollensbe E.C., Mencl J., General and specific self-efficacy in the context of a training intervention to enhance performance expectancy, Human Resource Development Quarterly, 16, 1, pp. 111-129, (2005); Smith E., The relationship between organizational context and novice workers' learning, International Journal of Training and Development, 6, 4, pp. 254-262, (2002); Tannenbaum S.I., Enhancing continuous learning: Diagnostic findings from multiple companies, Human Resource Management, 36, 4, pp. 437-452, (1997); Tanner J.L., Arnett J.J., Furlong A., Routledge Handbook of Youth and Young Adulthood, pp. 50-56, (2016); Taylor A., Job satisfaction among early school leavers working in the trades and the influence of vocational education in schools, Journal of Youth Studies, 5, 3, pp. 271-289, (2002); Tharenou P., The relationship of training motivation to participation in training and development, Journal of Occupational and Organizational Psychology, 74, 5, pp. 599-621, (2001); Tracey J.B., Hinkin T.R., Tannenbaum S.I., Mathieu J.E., The influence of individual characteristics and the work environment on varying levels of training outcomes, Human Resource Development Quarterly, 12, 1, pp. 5-23, (2001); Usher E.L., Pajares F., Sources of academic and self-regulatory efficacy beliefs of entering middle school students, Contemporary Educational Psychology, 31, 2, pp. 125-141, (2006); Usher E.L., Weidner B.L., Liem G.A.D., McInerney D.M., Big Theories Revisited 2, pp. 141-164, (2018); Vaughan K., Learning workers: Young New Zealanders and early career development, Vocations and Learning, 3, 2, pp. 157-178, (2010); Warr P., Birdi K., Employee age and voluntary development activity, International Journal of Training & Development, 2, 3, pp. 190-204, (1998); Warr P., Bunce D., Trainee characteristics and the outcomes of open learning, Personnel Psychology, 48, 2, pp. 347-375, (1995); Won S., Lee S.Y., Bong M., Social persuasions by teachers as a source of student self-efficacy: The moderating role of perceived teacher credibility, Psychology in the Schools, 54, 5, pp. 532-547, (2017); 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Mason; Massey University, Palmerston North, Private Bag 11222, 4442, New Zealand; email: r.l.mason@massey.ac.nz","","Cambridge University Press","","","","","","18333672","","","","English","J. Manage. Organ.","Article","Article in press","","Scopus","2-s2.0-85097287333"
"Bennett D.; Knight E.; Dockery A.M.; Bawa S.","Bennett, Dawn (55574191781); Knight, Elizabeth (57209056399); Dockery, Alfred Michael (7005131638); Bawa, Sherry (56549658700)","55574191781; 57209056399; 7005131638; 56549658700","Pedagogies for employability: understanding the needs of STEM students through a new approach to employability development","2020","Higher Education Pedagogies","5","1","","340","359","19","10","10.1080/23752696.2020.1847162","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096135877&doi=10.1080%2f23752696.2020.1847162&partnerID=40&md5=5b7258b85abeae87ffaf1d3416d9280b","Learning Innovation and Teaching Excellence Centre, Curtin University, Perth, Australia; Centre for International Research on Education Systems, Victoria University, Melbourne, Australia; Bankwest Curtin Economics Centre, Curtin University, Perth, Australia; School of Economics, Finance and Property, CBS, Curtin University, Perth, Australia","Bennett D., Learning Innovation and Teaching Excellence Centre, Curtin University, Perth, Australia; Knight E., Centre for International Research on Education Systems, Victoria University, Melbourne, Australia; Dockery A.M., Bankwest Curtin Economics Centre, Curtin University, Perth, Australia; Bawa S., School of Economics, Finance and Property, CBS, Curtin University, Perth, Australia","Labour market trends and the economic impacts of COVID-19 are elevating the importance of knowledge as a factor of production whilst concurrently eroding traditional forms of employment. Mindful of the implications for higher education, this study approached employability development as ‘the ability to find, create and sustain meaningful work across the career lifespan’. The study was grounded in social cognitive theory and adopted a metacognitive approach to employability. Data were generated through an online self-assessment completed by 12,576 students enrolled with Australian universities. Data from science, technology, engineering and mathematics (STEM) students were compared with those from students in non-STEM fields. STEM students differed in several key employability traits. The paper highlights the need to promote more nuanced occupational literacy about the future of work alongside awareness that STEM skills and capabilities are valued across multiple sectors and roles. Opportunities and challenges for embedding a pedagogy for employability are discussed. © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","career development learning; Employability; graduate; metacognition; STEM","Electronic assessment; Employment; Students; Economic impacts; Future of works; Higher education; Meaningful works; Metacognitives; Science , Technology , Engineering and Mathematics; Self assessment; Social cognitive theory; STEM (science, technology, engineering and mathematics)","","","","","State Government of Western Australia","The authors acknowledge funding (2019) from the State Government of Western Australia as part of its Future STEM Workforce initiative. The authors thank students who contributed to the survey and colleagues who engaged in discussions about STEM and the future labour market. ","Archer L., DeWitt J., Dillon J., ‘It didn’t really change my opinion”: Exploring what works, what doesn’t and why in a school science, technology, engineering and mathematics careers intervention, Research in Science & Technological Education, 32, 1, pp. 35-55, (2014); Bandura A., Social foundations of thought and action: A social cognitive theory, (1986); Bandura A., Perceived self-efficacy in cognitive development and functioning, Educational Psychologist, 28, 2, pp. 117-148, (1993); Bandura A., Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review, 84, pp. 194-215, (1997); Bennett D., Embedding employABILITY thinking across higher education, (2019); Bennett D., Graduate employability and higher education: Past, present and future, HERDSA Review of Higher Education, 5, pp. 31-61, (2019); Bennett D., Meeting society’s expectations of graduates: Education for the public good, Education for employability (volume I): The employability agenda, pp. 35-48, (2019); Bennett D., Fostering equitable access to employability development through an institution-wide, in-curricular strategy, Student retention and success in higher education; Bennett D., Ananthram S., Development, validation and deployment of the EmployABILITY scale; Bennett D., Knight E., Rowley J., The role of hybrid learning spaces in enhancing higher education students’ employability, British Journal of Educational Technology, 51, pp. 1188-1202, (2020); Billett S., Integrating practice-based experiences into higher education, (2015); Black P., Wiliam D., Inside the black box: Raising standards through classroom assessment, (1998); Camilli G., Hira R., STEM workforce: STEM education and the post- scientific society, Journal of Science Education and Technology, 28, 1, pp. 1-8, (2019); Campbell M., Cooper B., Rueckert C., Smith J., Reimagining student employability: A case study of policy and practice transformation, Journal of Higher Education Policy and Management, 41, pp. 500-517, (2019); Cassidy S., Self-regulated learning in higher education: Identifying key component processes, Studies in Higher Education, 36, 8, pp. 989-1000, (2011); Coetzee M., Measuring student graduateness: Reliability and construct validity of the graduate skills and attributes scale, Higher Education Research & Development, 33, 5, pp. 887-902, (2014); Cronbach L., Coefficient Alpha and the internal structure of tests, Psychometrika, 16, 3, pp. 297-334, (1951); Cullen R., Harris M., Assessing learner-centeredness through course syllabi, Assessment & Evaluation in Higher Education, 34, pp. 115-125, (2009); Deming D.J., Noray K.L., STEM careers and technological change (No. w25065), (2018); Evans C., Using an understanding of cognitive styles to enhance pedagogy, Academic growth in higher education, pp. 74-87, (2018); Evans C., Kozhevnikov M., Styles of practice in higher education, (2013); Evans C., Muijs D., Tomlinson M., Engaged student learning. 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The relative value of curricular, co-curricular, and extra-curricular learning and paid work, Higher Education, (2020); Kift S., Holistic curriculum design for employability, Education for employability (volume I): The employability agenda, pp. 155-164, (2019); Klemencic M., Chirikov I., How do we know how students experience higher education? On the use of student surveys, The European higher education area, pp. 361-379, (2015); Leat D., Kinninment D., Learn to debrief, Issues in geography teaching, pp. 152-172, (2000); Leat D., Lin M.E.I., Developing a pedagogy of metacognition and transfer: Some signposts for the generation and use of knowledge and the creation of research partnerships, British Educational Research Journal, 29, 3, pp. 383-415, (2003); Lent R., Ezeofor I., Morrison A., Penn L., Ireland G., Applying the social cognitive model of career self-management to career exploration and decision-making, Journal of Vocational Behavior, 93, pp. 47-57, (2016); Lent R.W., Brown S.D., Hackett G., Toward a unifying social cognitive theory of career and academic interest, choice, and performance, Journal of Vocational Behavior, 45, 1, pp. 79-122, (1994); Locke K., Grounded theory in management research, (2001); Macdonald A., STEM: Not for people like me, (2014); Mackaway J., Winchester-Seeto T., Deciding access to work-integrated learning: Human resource professionals as gatekeepers, International Journal of Work-Integrated Learning, 19, 2, pp. 141-154, (2018); Mancini T., Caricati L., Panari P., Tonarelli A., Personal and social aspects of professional identity: An extension of Marcia’s identity status model applied to a sample of university students, Journal of Vocational Behavior, 89, pp. 140-150, (2015); Mayer R.E., Wittrock M.C., Problem-solving transfer, Handbook of educational psychology, pp. 47-62, (1996); Mays N., Pope C., Qualitative research in health care: Assessing quality in qualitative research, British Medical Journal, 320, 7226, pp. 50-52, (2000); Miles M.B., Huberman A.M., Qualitative data analysis, (1994); Morrison A.R., “You have to be well spoken”: Students’ views on employability with the graduate labour market, Journal of Education & Work, 27, 2, pp. 179-189, (2014); Nunnally J.C., Psychometric theory, (1978); Palmer S., Tolson M., Young K., Campbell M., The relationship between engineering bachelor qualifications and occupational status in Australia, Australasian Journal of Engineering Education, 20, 2, pp. 103-112, (2015); Palmer T.A., Burke P.F., Aubusson P., Why school students choose and reject science: A study of the factors that students consider when selecting subjects, International Journal of Science Education, 39, 6, pp. 645-662, (2017); Payton A., Knight G., Skills for a global future, 27th National VET Research Conference, (2018); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., Pedagogy for employability, (2012); Pintrich P.R., The role of metacognitive knowledge in learning, teaching, and assessing, Theory Into Practice, 41, 4, pp. 219-225, (2002); Pitman T., Roberts L., Bennett D., Richardson S., An Australian study of graduate outcomes for disadvantaged students, Journal of Further and Higher Education, 43, 1, pp. 45-57, (2019); Porter S.R., (2004); Porter S.R., 35, 1, (2011); Potgierter I., The relationship between the self-esteem and employability attributes of postgraduate business management students, SA Journal of Human Resource Management, 10, 2, pp. 1-15, (2012); Rees S., Re-imagining employability: An ontology of employability best practice in higher education institutions, Teaching in Higher Education, pp. 1-16, (2019); Siekmann G., What Is STEM? The need for unpacking its definitions and applications, (2016); Smith C., Ferns S., Russell L., Conceptualising and measuring ‘employability’: Lessons from a national OLT project, 2014 ACEN conference proceedings, pp. 139-148, (2014); Steele A., Brew C.R., Beatty B.R., The tower builders: A consideration of STEM, STSE and ethics in science education, Australian Journal of Teacher Education, 37, 10, (2012); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Weber R.P., Basic content analysis, (1990); Wilkinson R., Changing interactional behaviour: Using conversation analysis in intervention programmes for aphasic conversation, Applied conversation analysis: Changing institutional practices, pp. 32-53, (2011); Williams J., Student feedback on the experience of higher education. A significant component of institutional research data, Using data to improve higher education, pp. 67-80, (2014); Yorke M., Increasing the chances of student success, Improving student learning: Diversity and inclusivity, pp. 35-52, (2005); Yorke M., Employability: Aligning the message, the medium and academic values, Journal of Teaching and Learning for Graduate Employability, 1, 1, pp. 2-12, (2010); Yorke M., Knight P., Evidence-informed pedagogy and the enhancement of student employability, Teaching in Higher Education, 12, 2, pp. 157-170, (2007); Zimmerman B.J., Models of self-regulated learning and academic achievement, Self-regulated learning and academic achievement: Theory, research and practice, pp. 1-25, (1989); Zimmerman B.J., Schunk D.H., Self-regulated learning and academic achievement: Theoretical perspectives, (1989)","D. Bennett; Learning Innovation and Teaching Excellence Centre, Curtin University, Perth, Australia; email: d.bennett@curtin.edu.au","","Taylor and Francis Ltd.","","","","","","23752696","","","","English","High. Educ. Pedagog.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85096135877"
"Husain S.H.; Che-Ani A.I.; Affandi H.M.; Nasri N.M.; Musid N.A.","Husain, Siti Hamidah (57203880220); Che-Ani, Adi Irfan (25824708700); Affandi, Haryanti Mohd (57211554190); Nasri, Nurfaradilla Mohamad (54884656400); Musid, Nurhafizah Abdul (57208887228)","57203880220; 25824708700; 57211554190; 54884656400; 57208887228","Mismatch in supply and demand of building surveying graduates’ skills: A triangulation perspective","2020","Journal of Technical Education and Training","12","4","","70","80","10","3","10.30880/jtet.2020.12.04.007","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099368331&doi=10.30880%2fjtet.2020.12.04.007&partnerID=40&md5=afc485ebf7dece3a66e9b932b0e9a78e","School of Housing, Building and Planning, Universiti Sains Malaysia, 11800, Penang, Malaysia; Department of Architecture and Built Environment, Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, Bangi, 43600, Selangor, Malaysia; Centre of Engineering and Built Environment Education Research, Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, Bangi, 43600, Selangor, Malaysia; Department of Education Leadership and Policy, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, 43600, Selangor, Malaysia; Educational Planning and Research Division, Ministry of Education, Putrajaya, 62604, Malaysia","Husain S.H., School of Housing, Building and Planning, Universiti Sains Malaysia, 11800, Penang, Malaysia; Che-Ani A.I., Department of Architecture and Built Environment, Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, Bangi, 43600, Selangor, Malaysia; Affandi H.M., Centre of Engineering and Built Environment Education Research, Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, Bangi, 43600, Selangor, Malaysia; Nasri N.M., Department of Education Leadership and Policy, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, 43600, Selangor, Malaysia; Musid N.A., Educational Planning and Research Division, Ministry of Education, Putrajaya, 62604, Malaysia","The mismatch in the supply and demand of graduates is fast becoming a central issue for employee performance nowadays. A primary concern of this issue is a result of a higher competence demanded by employers, the change in the industry, competition among graduates, and new global economic practices. Enabling industries to lead curriculum development is one of the initiatives in enhancing the quality of the programme to improve graduate employability and producing quality technical and vocational education and training (TVET) graduates. Despite the various models that have been employed towards individual career development, there are problems of job skills mismatch and the lack of qualified graduates with technical and non-technical skills. Thus, this study attempts to clarify a mismatch in the supply and demand of building surveying graduates' skills from the perspectives of employers, lecturers, and the students. This study investigates building surveying academicians and the industry’s perspective regarding building surveying graduates’ performance, as well as to identify students’ awareness towards the current industry demand. Data for this study was collected using a qualitative method approach that involved a semi-structured interview with 10 building surveying students, 5 lecturers, and 5 building surveyor practitioners; the non-probability sampling design that was used in this study was based on the snowball sampling technique, and a content analysis approach had been employed in the analysis of the data using NVivo 11 software. The findings indicate that there is a mismatch in the supply and demand of building surveying graduates’ skills. This study offers an important insight into the building surveying programme towards the improvement of the programme’s syllabus and its learning outcomes. The study suggests that building surveying graduates should acquire and demonstrate both technical and non-technical skills that are demanded by the industry. Further research is suggested to identify the competency level among entry-level building surveyor graduates in real working practices. © Universiti Tun Hussein Onn Malaysia Publisher’s Office.","Building surveying graduates; Building surveyors; Higher learning institution; Malaysian construction industry; Mismatch in supply and demand","","","","","","Ministry of Higher Education and Skim Rancangan Latihan Kakitangan Akademik; RLKA; Skim Latihan Akademik Bumiputra; Universiti Kebangsaan Malaysia; Universiti Sains Malaysia","The authors would like to acknowledge the Skim Latihan Akademik Bumiputra (SLAB), Ministry of Higher Education and Skim Rancangan Latihan Kakitangan Akademik (RLKA), Universiti Sains Malaysia. The study would not be possible without the lecturers and participants from the Universiti Kebangsaan Malaysia. Credit also goes to various organisations for providing a lot of cooperation, which has made data collection more accessible.","Abu M. S., Kamsah M. Z., Razzaly W., Laporan kajian soal selidik penerapan kemahiran insaniah (KI) di kalangan pelajar dalam aktiviti pengajaran & pembelajaran di IPTA, (2008); Ali A. S., Woon C. J., Issues and challenges faced by building surveyors in Malaysia, Structural Survey, 31, 1, pp. 35-42, (2013); Ashari Z. H. M., Rasul M. S., Determining the issues and concern in Malaysia’s TVET agency-industry engagement, Proceedings of The10th Asian Academic Society for Vocational Education and Training (AASVET 2014) Conference: Towards A New Stage of VET in Asian Countries, pp. 1-7, (2014); Annual Report 2016, (2017); Boyatzis R. E., The competent manager: A model for effective performance, (1982); Che-Ani A. I., The roles and involvement of building surveyors in the Malaysian building industry, pp. 1-23, (2013); Corbin J., Strauss A., Basics of qualitative research: Techniques and procedures for developing grounded theory, (2015); Dickinson R., The qualified and professional Building Surveyors in Malaysia, The Malaysian Surveyor: The Professional Journal of The Institution of Surveyors, Malaysia, 34, 1, pp. 28-32, (1999); Galletta A., Cross W. E., Mastering the semi-structured interview and beyond: From research design to analysis and publication, (2013); Gupta B. L., Competency Framework For Human Resources Management, (2011); Hanapi Z., Nordin M. S., Unemployment among Malaysia graduates: Graduates’ attributes, lecturers’ competency and quality of education, Procedia-Social and Behavioral Sciences, 112, pp. 1056-1063, (2014); Husain S. H., Che-Ani A. I., Affandi H. M., Nasri N. M., Building Surveying Graduates Performance from the Perspective of Building Surveyors in Malaysia, Proceedings-2017 7th World Engineering Education Forum, WEEF 2017-In Conjunction with: 7th Regional Conference on Engineering Education and Research in Higher Education 2017, RCEE and RHEd 2017, 1st International STEAM Education Conference, STEAMEC, pp. 371-376, (2017); Husain S. H., Che-Ani A. I., Affandi H. M., Nasri N. M., Examining the validity and reliability of the building surveying graduates roles and tasks questionnaire using the Rasch Measurement Model, Journal of Advanced Research in Dynamical and Control Systems, 10, pp. 1810-1818, (2018); Isnin Z., Badrol Hisham S. S. D., Ramele R., Ahmad Zawawi E. M., Challenges to Building Surveyors from the perspectives of Non Surveyors, MATEC Web of Conferences, 66, pp. 1-6, (2016); Kagioglou M., Cooper R., Aouad G., Generic Design and Construction Process Protocol: Final report, (1998); Kruger J., Dunning D., Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments, Journal of Personality and Social Psychology, 77, 6, pp. 1121-1134, (1999); Kumar R., Research methodology: A step-by-step guide for beginners, (2011); Malaysian Qualifications Framework: Point of reference and joint understanding of higher education qualifications in Malaysia, (2007); Programme standards: Building surveying, (2013); Malaysian Qualifications Framework (MQF), (2017); Malaysia Education Blueprint 2015-2025 (Higher Education), (2015); The National Graduate Employability Blueprint 2012-2017, (2012); Mohamad N. H., Selamat A., Ibrahim B., Salleh B. M., Exploration of Spiritual Elements in HolisticEntrepreneur (Holistic-E) among TVET Graduate Students, Journal of Technical Education and Training, 11, 3, (2019); Ngang T. K., Soft skills integrated in sustainable higher education, Journal of Modern Education Review, 1, 2, pp. 99-110, (2011); Piaw C. Y., Mastering Research Methods, (2012); Rahman S., Mokhtar S. B., Hamzah R. M. Y. M. I. M., Generic Skills among Technical Students in Malaysia, Procedia-Social and Behavioral Sciences, 15, 2011, pp. 3713-3717, (2011); Ramly A., Kepentingan dan peranan Juruukur Bangunan dalam industri bangunan dan pembinaan di Malaysia, (2003); Pathway guide Building Surveying, (2018); Building Surveying Division, (2015); Shermon G., Competency Based HRM: A Strategic Resource for Competency Mapping, Assessment and Development Centres, (2004); Sonnentag S., Frese M., Performance Concepts and Performance Theory, (2002); Tobi S. U. M., Qualitative Research, Interview Analysis & NVIVO11 Exploration, (2016); Zaharim A., Yusoff Y., Omar M. Z., Mohamed A., Muhamad N., The comparison on priority engineering employability skills, International Journal of Engineering and Technology, 7, 2, pp. 61-74, (2010)","S.H. Husain; School of Housing, Building and Planning, Universiti Sains Malaysia, 11800, Malaysia; email: sitihamidahhusain@usm.my","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85099368331"
"Perić J.; Oberman Peterka S.; Getoš Ž.","Perić, Julia (56803639700); Oberman Peterka, Sunčica (55534302800); Getoš, Željka (57220114999)","56803639700; 55534302800; 57220114999","The role of vocational education in developing entrepreneurial competences of students; [Uloga srednjeg strukovnog obrazovanja u razvoju poduzetničkih kompetencija učeníka]","2020","Ekonomski Pregled","71","5","","463","492","29","5","10.32910/ep.71.5.2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096979435&doi=10.32910%2fep.71.5.2&partnerID=40&md5=df395aade305499dd4779e7aaae37076","J.J. Strossmayer University of Osijek, Faculty of Economics, Osijek, Croatia; Electrotechnical and Traffic School, Osijek, Croatia","Perić J., J.J. Strossmayer University of Osijek, Faculty of Economics, Osijek, Croatia; Oberman Peterka S., J.J. Strossmayer University of Osijek, Faculty of Economics, Osijek, Croatia; Getoš Ž., Electrotechnical and Traffic School, Osijek, Croatia","Entrepreneurship is defined as one of key lifelong competences and it represents ability to turn ideas into real projects. As such, it includes creativity, initiative, taking responsibility, taking risks, planning and managing projects. The development of entrepreneurial competences via formal education has become a priority for governments of a large number of European countries. Many EU documents emphasize the importance of investing into education that focuses on the development of entrepreneurial competences, as it directly affects students ' employment. However, this guideline represents a new challenge for the educational system - the need to change educational programs and organize them so that they influence the development of entrepreneurial competences, which enables students to become more employable and to cope with uncertainty, complexity and dynamics of the labor market. High unemployment rate of young people and challenges and demands of the labor market have led to a debate about the effectiveness and efficiency of educational programs at all levels. In this context, effectiveness and quality of vocational education and training (VET) are particularly important, since most vocational school students, after finishing secondary level, will not continue towards tertiary education, but will rather find themselves on the labor market. Therefore, vocational education should focus on the development of such skills (generic competences and vocational qualifications) that will correspond to the needs of the labor market, thus enabling easier and faster employment. The main purpose of this paper is to determine the extent to which vocational education contributes to development of students ' entrepreneurial competences. The data used in this paper comes from a survey that covered 1272 students from 15 secondary vocational schools in Osijek-Baranja County, one of the most underdeveloped regions in Croatia. The analysis of the results has shown that there is a positive correlation between extracurricular activities and entrepreneurial environment with the level of students' entrepreneurial competences. No correlation between the formal educational program and the level of entrepreneurial competences has been found. The findings of this research may serve as the basis for the development of vocational education programs that would include and meet the labor market demands, thus increasing students' employability. © 2020, Hrvatsko Drustvo Ekonomista. All rights reserved.","Entrepreneurial competences of students; Entrepreneurial education; Lifelong education; VET","","","","","","","","Charney A., Libecap G.D., Impact of entrepreneurship education, (2000); Gibb A., Creating conducive environments for learning and entrepreneurship: Living with, dealing with, creating and enjoying, Industry and HigherEducation, 16, 3, pp. 135-147, (2002); Grecu V., Denes С, Benefits of entrepreneurship education and training for engineering students, MATEC Web of Conference, (2017); Hietanen L., Jarvi T., Contextualizing entrepreneurial learning in basic and vocational education, Journal of Enterprising Communities: People and Places in the Global Economy, 9, 1, pp. 45-60, (2015); Oberman Peterka S., Entrepreneurial Universities in Function of Efficient Dissemination of University Intellectual Property, (2008); Oberman Peterka S., Delic A., Peric J., Entrepreneurial education - a path towards creation of employable and competitive young people, Practical Management, Journal of Management in Theory and Practice, Special Edition, 7, 1, (2016); Onstenk J., Entrepreneurship and Vocational Education, European EducationalResearch Journal, 2, pp. 73-89, (2003); Singer S., Sarlija N., Pfeifer S., Oberman-Peterka S., What makes Croatia (non)entrepreneurial country?, (2018); How to assess and evaluate the influence of entrepreneurship education, A survey report of the ASTEE project with a user guide to the tools, (2014); (2010); Budapest Agenda, (2015); Recommendation 2006/962/EC on key competences for lifelong learning, (2006); Monthly Statistics Bulletin, (2018)","","","Hrvatsko Drustvo Ekonomista","","","","","","04247558","","","","English","Ekon. Pregl.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85096979435"
"Naess T.","Naess, Terje (57140337600)","57140337600","Master’s degree graduates in Norway: field of study and labour market outcomes","2020","Journal of Education and Work","33","1","","1","18","17","7","10.1080/13639080.2019.1708870","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078592479&doi=10.1080%2f13639080.2019.1708870&partnerID=40&md5=1628226152c7fa17b3636ebf909b0ff4","Nordic Institute for Studies in Innovation, Research and Education, NIFU, Oslo, Norway","Naess T., Nordic Institute for Studies in Innovation, Research and Education, NIFU, Oslo, Norway","The main purpose of this article is to analyse to what degree master’s degree education in Norway enhances employability through enhancing or signalling generic competence, or through enhancing specialised competence. Using multiple correspondence analysison the links between educational group, economic activity and sector, educational groups with strong links to certain economic activities were categorised as specialised education, otherwise generic. In the next step, we analyse how the distinction between specialised and generic education affects the transfer to employment. The main data source for the analysis is the NIFU Graduate Survey for the period 1995–2015, where data on graduate numbers as well as detailed information about graduate employment are collected. According to a narrow definition, business administration, information and computer technology, electronic, mechanical and machine subjects and teacher training and pedagogy were specialized education. Using a broad definition, this also includied languages, humanities and arts other, psychology, health, welfare and sport, law and political science. The analysis found that generic education graduates had a more difficult transfer to the labour market than specialised education graduates and that this cannot be explained by generic education being less selective than specialised education. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.","competence demand; correspondence analysis; Master’s level graduate labour market","","","","","","","","Becker G.S., Human Capital, (1964); Corominas E., Saurina C., Villar E., The Match between University Education and Graduate Labour Market Outcomes (Education-job-match) an Analysis of Three Graduate Cohorts in Catalonia, (2010); Glebbek A., Wim N., Schakelaar R., The Labor-market Position of Dutch Sociologists–An Investigation Guided by a Theoretical Model, The Netherlands’ Journal of Social Sciences, 25, pp. 57-74, (1989); Hirsch F., Social Limits to Growth, (1977); Kelly E., O'Connell P.J., Smyth E., The Economic Returns to Field of Study and Competencies among Higher Education Graduates in Ireland, Economics of Education Review, 29, pp. 650-657, (2010); Klein M., Mechanisms for the Effect of Field of Study on the Transition from Higher Education to Work, Working Papers Nr. 130, (2010); Le Roux B., Rouanet H., Multiple Correspondence Analysis. Series: Quantitative Applications in the Social Sciences, (2010); Li I.W., Miller P.W., The Absorption of Recent Graduates into the Australian Labour Market: Variations by University Attended and Field of Study, The Australian Economic Review, 46, 1, pp. 14-30, (2013); Martin-Moreno C., Garcia-Zorita C., Lascurain-Sanches M.L., Sanz-Casado E., Curricular Design and Labour Market Demand: Comparing Three Carlos III University of Madrid Curricula, Libri, 55, pp. 122-130, (2005); Mastekaasa A., Social Origins and Labour Market Success–Stability and Change over Norwegian Birth Cohorts 1950–1969, European Sociological Review, (2011); Nakayama M., Case Study of Employment Trends across 25 Years of Graduates of a Japanese Science and Technology University, European Journal of Engineering Education, 39, 1, pp. 112-123, (2014); Kandidatundersøkelsen 2003. [Graduate Survey 2003], Arbeidsnotat [Paper] 3/2004, (2004); Education at a Glance 2015 OECD Indicators, OECD, (2015); Education at a Glance 2016 OECD Indicators, OECD, (2016); Reimer D., Noelke C., Kucel A., Labor Market Effects of Field of Study in Comparative Perspective an Analysis of 22 European Countries, International Journal of Comparative Sociology, 49, pp. 233-256, (2008); Robst J., Education and Job Match: The Relatedness of College Major and Work, Economics of Education Review, 26, pp. 397-407, (2007); Spence M., Job Market Signaling, Quarterly Journal of Economics, (1973); Storen L.A., Kandidatundersøkelsen 2017: Forbedret Arbeidsmarkedssituasjon for Nyutdannede?, Improved Labour Marked Situation for new Graduates?] Arbeidsnotat [Paper] 2018: 5, (2018); Storen L.A., Naess T., Reiling R., Wiers-Jenssen J., For Nyutdannede Med Høyere Grad Arbeid I Samsvar Med Sitt Utdanningsnivå? Utviklingstrekk 1995–2013, Does New Graduates with a Higher Degree get employment in concordance with their educational level?] Rapport [Report] 53/2014, (2014); Thurow L.C., Generating Inequality, (1975); Thurow L.C., A Job Competition Model, Unemployment and Inflation: Institutionalist and Structural Views, (1979)","T. Naess; Nordic Institute for Studies in Innovation, Research and Education, NIFU, Oslo, Norway; email: Terje.nass@nifu.no","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85078592479"
"Bonnard C.","Bonnard, Claire (35333500300)","35333500300","What employability for higher education students?","2020","Journal of Education and Work","33","5-6","","425","445","20","17","10.1080/13639080.2020.1842866","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097056259&doi=10.1080%2f13639080.2020.1842866&partnerID=40&md5=c29a7454b10c3dd029da0e05c93e52ac","Institute of Research in Education, University of Burgundy, Dijon, France","Bonnard C., Institute of Research in Education, University of Burgundy, Dijon, France","The Bologna process has contributed to redefining the concept of employability in higher education policies. In parallel, the professionalisation movement of French higher education has become more pronounced, notably through the development of work placements within the university curricula. In this article, we propose to re-examine the definition of employability of the ‘dominant’ discourse which is strongly centred on a competency-based approach and individualisation. We highlight the importance of having a broader definition of employability by integrating subjective dimension of employability and students' representations of the world of work. Based on an original survey of 804 students enrolled in the 3rd year in a French university, we construct a typology of different student profiles according to their perceptions of employability and of the labour market. Then, by models of multivariate regressions, we analyse how previous academic success, the socio-economic environment or the fields of study are likely to explain the different representations of employability. Finally, we seek to determine which student profiles are likely to benefit from higher education professionalisation, particularly through the mobilisation of the work placement during their course. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","Employability; higher education; professionalisation; work placement","","","","","","RITM-BFC program, (ANR-17-NCUN-0003)","Funding text 1: This project has been performed thanks to the RITM-BFC program (contract ANR-17-NCUN-0003). ; Funding text 2: This work was supported by the RITM-BFC program [ANR-17-NCUN-0003].","Abrahams J., Honourable Mobility or Shameless Entitlement? Habitus and Graduate Employment, British Journal of Sociology of Education, 38, 5, pp. 625-640, (2017); Agulhon C., Convert B., Gugenheim F., Jakubowski S., La professionnalisation. Pour une université « utile » ?, (2012); Allen K., Quinn J., Hollingworth S., Rose A., Becoming Employable Students and ‘Ideal’ Creative Workers: Exclusion and Inequality in Higher Education Work Placements, British Journal of Sociology of Education, 34, 3, pp. 431-452, (2013); Balta M.E., Coughlan J.-L., Hobson P., Motivations And Barriers In Undergraduate Students Decisions To Enroll In Placement Courses In The UK, Journal of International Education Research (JIER), 8, 4, pp. 399-414, (2012); Bathmaker A.-M., Ingram N., Waller R., Higher Education, Social Class and the Mobilisation of Capitals: Recognising and Playing the Game, British Journal of Sociology of Education, 34, 5-6, pp. 723-743, (2013); Beaud S., Enseignement supérieur: La « démocratisation scolaire » en panne, Formation emploi. Revue française de sciences sociales, 101, janvier, pp. 149-165, (2008); Beduwe C., (2018); Beduwe C., Giret J.-F., Le travail en cours d’études a-t-il une valeur professionnelle?, Economie et Statistique, 378, 1, pp. 55-83, (2004); Berntson E., Marklund S., the Relationship between Perceived Employability and Subsequent Health, Work & Stress, 21, 3, pp. 279-292, (2007); Bodin R., Millet M., L’université, un espace de régulation. L’« abandon » dans les 1ers cycles à l’aune de la socialisation universitaire, Sociologie, 2, 3, pp. 225-242, (2011); Brewer L., Enhancing Youth Employability: What? Why? And How? Guide to Core Work Skills, (2013); Brown P., Hesketh A., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Brown P., Hesketh A., Wiliams S., Employability in a Knowledge-driven Economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Burke C., Scurry T., Blenkinsopp J., Graley K., Critical Perspectives on Graduate Employability, Graduate Employability in Context, pp. 87-107, (2017); Callanan G., Benzing C., Assessing the Role of Internships in the Career‐oriented Employment of Graduating College Students, Education + Training, 46, 2, pp. 82-89, (2004); Charles N., When Training Is Not Enough: Preparing Students for Employment in England, France and Sweden, Sociologie Du Travail, 57, pp. 1-21, (2015); Cohen-Scali V., Les attitudes à l’égard de l’insertion professionnelle d’apprentis de l’enseignement supérieur, L’orientation scolaire et professionnelle, 30-2, juin, (2001); Deles R.,  Les deux régimes d’études de l’enseignement supérieur français , Revue europeenne des sciences sociales, 551, 1, (2017); (2019); Duru-Bellat M., Kieffer A., Depledge R., From the Baccalauréat to Higher Education in France: Shifting Inequalities, Population, 63, 1, pp. 119-154, (2008); Fernex A., Lima L., Les perceptions par les étudiants du marché du travail et de leur insertion, et leurs effets sur les stratégies de travail universitaire, Papers: Revista De Sociologia, pp. 135-165, (2005); Gault J., 22, 1, (2000); Gayraud L., Simon-Zarca G., Soldano C., Université : Les défis de la professionnalisation, NEF : Notes Emploi-Formation, 46, (2011); Gazier B., Employability: Concepts and Policies, (1999); Giret J.-F., Issehnane S., L’effet de la qualité des stages sur l’insertion professionnelle des diplômés de l’enseignement supérieur, Formation emploi. Revue française de sciences sociales, 117, avril, pp. 29-47, (2012); Greenbank P., Encouraging Students to Develop Their Employability:‘Locally Rational’, but Morally Questionable?, Graduate Employability in Context, pp. 273-293, (2017); Greenbank P., Hepworth S., Working Class Students and the Career Decision-making Process: A Qualitative Study, (2008); Hall P.A., Soskice D., Varieties of Capitalism: The Institutional Foundations of Comparative Advantage, (2001); Heikkila A., Lonka K., Studying in Higher Education: Students’ Approaches to Learning, Self‐regulation, and Cognitive Strategies, Studies in Higher Education, 31, 1, pp. 99-117, (2006); Hinchliffe G.W., Jolly A., Graduate Identity and Employability, British Educational Research Journal, 37, 4, pp. 563-584, (2011); Holmes L., Reconsidering Graduate Employability: The “Graduate Identity” Approach, Quality in Higher Education, 7, 2, pp. 111-119, (2013); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Jackson D., Re-conceptualising Graduate Employability: The Importance of Pre-professional Identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jackson D., Developing Pre-Professional Identity in Undergraduates through Work-Integrated Learning, Higher Education, 74, 5, pp. 833-853, (2017); Jackson D., Wilton N., Developing Career Management Competencies among Undergraduates and the Role of Work-integrated Learning, Teaching in Higher Education, 21, 3, pp. 266-286, (2016); Jackson D., Wilton N., Perceived Employability among Undergraduates and the Importance of Career Self-management, Work Experience and Individual Characteristics, Higher Education Research & Development, 36, 4, pp. 747-762, (2017); Lehmann W., Extra-credential Experiences and Social Closure: Working-class Students at University, British Educational Research Journal, 38, 2, pp. 203-218, (2012); Lemistre P., Menard B., Dispositifs de professionnalisation à l’université : Quels effets à l’insertion, et pour quel.le.s étudiant.e.s?, L’orientation scolaire et professionnelle, 47-2, juin, (2018); (2016); Moreau M.-P., Leathwood C., Graduates’ Employment and the Discourse of Employability: A Critical Analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); O'Brien M., Verma R., How Do First Year Students Utilize Different Lecture Resources?, Higher Education, 77, 1, pp. 155-172, (2019); Qenani E., MacDougall N., Sexton C., an Empirical Study of Self-Perceived Employability: Improving the Prospects for Student Employment Success in an Uncertain Environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Ramos M., Carvalho H., Perceptions of Quantitative Methods in Higher Education: Mapping Student Profiles, Higher Education, 61, 6, pp. 629-647, (2011); Rothwell A., Herbert I., Rothwell F., Self-Perceived Employability: Construction and Initial Validation of a Scale for University Students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Roulin N., Bangerter A., Students’ Use of Extra-curricular Activities for Positional Advantage in Competitive Job Markets, Journal of Education and Work, 26, 1, pp. 21-47, (2013); Rowley S.J., Profiles of African American College Students’ Educational Utility and Performance: A Cluster Analysis, Journal of Black Psychology, 26, 1, pp. 3-26, (2000); Sin C., Neave G., Employability Deconstructed: Perceptions of Bologna Stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016); Soldano C., Employabilité et professionnalisation des diplômés du supérieur à l’heure européenne dans Béduwé C., Soldano C., Croity-Belz S. (2018), La professionnalisation peut-elle ignorer l’employabilité, Cereq Echanges n°8, (2018); Thompson L.J., Clark G., Walker M., Whyatt J.D., ‘It’s Just like an Extra String to Your Bow’: Exploring Higher Education Students’ Perceptions and Experiences of Extracurricular Activity and Employability, Active Learning in Higher Education, 14, 2, pp. 135-147, (2013); Tiffon G., Moatty F., Glaymann D., Durand J.P., Le piège de l’employabilité. Critique d’une notion au regard de ses usages sociaux, (2017); Tomlinson M., Graduate Employability and Student Attitudes and Orientations to the Labour Market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Tomlinson M., Investing in the Self: Structure, Agency and Identity in Graduates’ Employability, Education, Knowledge and Economy, 4, 2, pp. 73-88, (2010); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Verley E., Zilloniz S., L’enseignement supérieur en France : Un espace segmenté qui limite l’égalisation des chances, Formation emploi. Revue française de sciences sociales, 110, juin, pp. 5-18, (2010)","C. Bonnard; Institute of Research in Education, University of Burgundy, France; email: claire.bonnard@u-bourgogne.fr","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85097056259"
"Albina A.C.; Sumagaysay L.P.","Albina, Albert C. (57403022900); Sumagaysay, Lilian P. (58155158500)","57403022900; 58155158500","Employability tracer study of Information Technology Education graduates from a state university in the Philippines","2020","Social Sciences and Humanities Open","2","1","100055","","","","14","10.1016/j.ssaho.2020.100055","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85110732908&doi=10.1016%2fj.ssaho.2020.100055&partnerID=40&md5=858076d48dc149ce21f3645b73eb6061","College of Arts & Sciences, Negros Oriental State University, Bayawan – Sta, Catalina Campus, Philippines","Albina A.C., College of Arts & Sciences, Negros Oriental State University, Bayawan – Sta, Catalina Campus, Philippines; Sumagaysay L.P., College of Arts & Sciences, Negros Oriental State University, Bayawan – Sta, Catalina Campus, Philippines","This study aimed to determine the employability of Information Technology Education graduates from a state university in the Philippines. The researchers employed cross-sectional retrospective survey method. One-hundred seventy-seven out of 204 (or 86.76%) graduates of Bachelor of Science in Information Technology and Bachelor of Science in Computer Science from year 2015–2017 participated in this study. The data gathering instrument used by the researchers is the Graduate Tracer Study developed by the Commission on Higher Education. Findings reveal that 78.53% (or 139 out of 177) of the respondents are already employed. Moreover, 69.78% (or 97 out of 139) perceived that their first job is related to the program that respondents took up in college. It took one year to less than two years for the 28.06% of the respondents to land in their first job. It is also noteworthy that it took 1–6 months for 25.90% of the respondents to find their first job. When asked whether or not the curriculum they had in college is relevant in their first job, majority of the respondents (69.78%) declared that the curriculum of the program they had in college is indeed relevant. To further enhance the marketability of BSIT and BSCS programs and the employability of the graduates they produce, among the researchers’ recommendations is the periodic review of curriculum by academic leaders, alumni, and industry representatives to ensure that graduates are equipped with the necessary knowledge and skills required in the industry. © 2020 The Authors","Employability tracer study; Graduates; Information technology education; State university","","","","","","","","Ahmad K., Zainal N.F.A., Idris S., Rahmat M., Relationship between employability and program outcomes achievement, Procedia – Social and Behavioral Sciences, 59, pp. 254-263, (2012); Aranega S., Competencies for employability: How can they be developed and assessed in initial training?, Procedia – Social and Behavioral Sciences, 139, pp. 366-372, (2014); Balingbing A.B., Tracer study of BS in information technology (BSIT) graduates of camarines sur polytechnic colleges, nabua, camarines sur from 2004 to 2010, Asia Pacific Journal of Multidisciplinary Research, 2, 4, pp. 26-30, (2014); Billo M., Albina A., Constancio M., Dinapo W., Inao M., Tapang J., Employability tracer study of B.S. Computer science, B.S. Information technology, and associate in computer science graduates of the college of Arts and Sciences from the year 2014 to 2016, CSIT Journal, 5, pp. 90-102, (2017); Canizares M.J.F., Tracing University of San Carlos’ science and mathematics education graduates: How well are we in developing teacher professionals?, International Journal of Research Studies in Education, 4, 2, pp. 69-86, (2015); De Vera J.S., Employability of bachelor of elementary education graduates PSU-alaminos city campus from 2014 to 2016, Journal of Education, Management and Social Sciences, 2, 1, pp. 24-29, (2018); Del Rosario P.Y., Tracer study of graduates of the college of industrial technology, International Journal of Academic Research in Psychology, 3, 5, pp. 23-31, (2019); Ismail S., Mohammed D.S., Employability skills in TVET curriculum in Nigeria federal Universities of technology, Procedia – Social and Behavioral Sciences, 204, pp. 73-80, (2015); Martin R.D., The importance of communication competency for employability, Procedia – Social and Behavioral Sciences, 139, pp. 387-394, (2014); Misra R.K., Khurana K., Employability skills among information technology professionals: A literature review, Procedia Computer Science, 122, pp. 63-70, (2017); Navida G.S., Employability of the bachelor of seconday education graduates of pangasinan state university alaminos city campus, Journal of Education, Management and Social Sciences, 2, 1, pp. 1-6, (2018); Pan Y.J., Lee L.S., Academic performance and perceived employability of graduate students in business and management – an analysis of nationwide graduate destination survey, Procedia – Social and Behavioral Sciences, 25, pp. 91-103, (2011); Employment rate in January 2019 is estimated at 94.8 percent, (2019); Siraye Z., Abebe T., Melese M., Wale R., A tracer study on employability of business and economics graduates at Bahir Dar University, International Journal of Higher Education and Sustainability, 2, 1, pp. 45-63, (2018); Teijeiro M., Rungo P., Freire J., Graduate competencies and employability: The impact of matching firms’ needs and personal attainments, Economics of Education Review, 34, pp. 286-295, (2013); Tran L.H.N., Game of blames: Higher education stakeholders’ perceptions of causes of Vietnamese graduates’ skills gap, International Journal of Educational Development, 62, pp. 302-312, (2018); Woya A.A., Employability among statistics graduates: Graduates’ attributes, competence, and quality of education. [This is an open access article distributed under the creative commons attribution license], (2019)","A.C. Albina; email: albertalbina@norsu.edu.ph","","Elsevier Ltd","","","","","","25902911","","","","English","Soc. Sci. Humanit. Open","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85110732908"
"Gupta B.; Agarwal R.; Anant H.","Gupta, Babeet (57196005734); Agarwal, Ruchi (57224587352); Anant, Hardeep (56966602100)","57196005734; 57224587352; 56966602100","Mapping employers' perspectives on student employability to address skills-gaps in the United Arab Emirates","2020","International Journal of Business Innovation and Research","23","3","","338","353","15","1","10.1504/IJBIR.2020.110958","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85116313998&doi=10.1504%2fIJBIR.2020.110958&partnerID=40&md5=0ee966bc921e91dee6ebfdc55ec8833d","City University College of Ajman, P.O. Box 18484, Ajman, United Arab Emirates; University of Modern Sciences, P.O. Box 231931, Dubai, United Arab Emirates","Gupta B., City University College of Ajman, P.O. Box 18484, Ajman, United Arab Emirates; Agarwal R., University of Modern Sciences, P.O. Box 231931, Dubai, United Arab Emirates; Anant H., City University College of Ajman, P.O. Box 18484, Ajman, United Arab Emirates","Though employability of graduates has a direct correlation with their skill sets, yet, often there is a profound disconnect between the skill sets that employers want and the ones that job seekers possess. The current study aims to investigate this issue from the perspectives of employers based in the United Arab Emirates (UAE). Eighty two leading employers of BBA graduates based in Ajman, Sharjah and Dubai were interviewed along with twenty six leading employers of MBA graduates. A theoretical framework, tailored to address the specific skills-gaps that prevail in the region, as well as to anticipate and address the skills and competencies that might be required in the future has been constructed. This paper provides new theoretical insights that addresses the skills gaps which exist in United Arab Emirates. The findings of this study will help the education providers in the region to design strategies to enhance the employability of their graduates. Copyright © 2020 Inderscience Enterprises Ltd.","Employability; Employers perspective; Future skills; Skill development; Skill-gap; Theoretical framework; UAE; United Arab Emirates","","","","","","","","Anant H., The importance and benefits of incorporating assertiveness training while designing co-curricular activities for students, The Future of Higher Education in the Middle East and Africa, pp. 187-204, (2018); Andrews G., Russell M., Employability skills development: strategy, evaluation and impact, Higher Education, Skills and Work Based Learning, 2, 1, pp. 33-44, (2012); Bhagra A., Sharma D.K., Changing paradigm of employability skills in the global business world: a review, IUP Journal of Soft Skills, 12, 2, pp. 7-24, (2018); Brown P., Hesketh A.J., The Mismanagement of Talent: Employability and Jobs in the Knowledge-based Economy, (2004); Campbell M., Reconnecting the long term unemployed to labour market opportunity: the case for a local active labour market policy, Regional Studies, 34, 7, pp. 655-668, (2000); 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Graham D., Embedding employability behaviours, Journal of Work-Applied Management, 9, 1, pp. 35-50, (2017); Haasler S.R., Employability skills and the notion of 'self, International Journal of Training and Development, 17, 3, pp. 233-243, (2013); Harun H., Salleh R., Baharom M.N.R., Memon M.A., Employability skills and attributes of engineering and technology graduates from employers' perspective: important vs. satisfaction, Global Business & Management Research, special issue, 9, 1, pp. 572-580, (2017); Harvey L., Embedding and integrating employability, New Directions for Institutional Research, 2005, 128, pp. 13-28, (2005); Harvey L., Knight P.T., Briefings on Employability 5: Helping Departments to Develop Employability, (2005); Hogan R., Chamorro-Premuzic T., Kaiser R.B., Employability and career success: bridging the gap between theory and reality, Industrial and Organizational Psychology, 6, 1, pp. 3-16, (2013); Ishengoma E., Vaaland T.I., Can university-industry linkages stimulate student employability?, Education + Training, 58, 1, pp. 18-44, (2016); Iuliana P., Dragos M.I., Mitran P.C., Identification of employability skills - starting point for the curriculum design process, Economics, Management & Financial Markets, 9, 1, pp. 237-246, (2014); Martini M., Cavenago D., The role of perceived workplace development opportunities in enhancing individual employability, International Journal of Training & Development, 21, 1, pp. 18-34, (2017); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: what effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Minocha S., Hristov D., Reynolds M., From graduate employability to employment: policy and practice in UK higher education, International Journal of Training & Development, 21, 3, pp. 235-248, (2017); Mohamad M., Jamaludin H., Zawawi Z.A., Hanafi W.N.W., Determinants influencing employability skills: undergraduate perception, Global Business & Management Research, special issue, 10, 3, pp. 568-578, (2018); 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Thang P.V.M., Wongsurawat W., Enhancing the employability of IT graduates in Vietnam, Higher Education, Skills and Work-Based Learning, 6, 2, pp. 146-161, (2016); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); The Annual Economic Report 2015, Planning and Decision Support Department, (2015); The Annual Economic Report 2017, Planning and Decision Support Department, (2017); World Population Prospects: The 2015 Revision, Key Findings and Advance Tables, (2015); Van der Heijde C.M., Van der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Wedekind V., Mutereko S., Higher education responsiveness through partnerships with industry: the case of a university of technology programme, Development Southern Africa, 33, 3, pp. 376-389, (2016); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010); Yorke M., Knight P., Employability and good learning in higher education, Teaching in Higher Education, 8, 3, pp. 3-16, (2003); The Skills Gap in the Middle East and North Africa: A Real Problem or a Mere Trifle?, (2016)","B. Gupta; City University College of Ajman, Ajman, P.O. Box 18484, United Arab Emirates; email: b.gupta@cuca.ae","","Inderscience Publishers","","","","","","17510252","","","","English","Int. J. Bus. Innov. Res.","Article","Final","","Scopus","2-s2.0-85116313998"
"Magagula K.; Maziriri E.T.; Saurombe M.D.","Magagula, Khensani (57221914670); Maziriri, Eugine T. (57190870445); Saurombe, Musawenkosi D. (57204393512)","57221914670; 57190870445; 57204393512","Navigating on the precursors of work readiness amongst students in johannesburg, south africa","2020","SA Journal of Industrial Psychology","46","","a1778","1","11","10","6","10.4102/sajip.v46i0.1778","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100541323&doi=10.4102%2fsajip.v46i0.1778&partnerID=40&md5=aa90c4c189c50f0e4ff7f7b052fd9081","Regenesys Business School, Johannesburg, South Africa; Department of Business Management, Faculty of Economic and Management Sciences, University of the Free State, Bloemfontein, South Africa; Department of Industrial Psychology, Faculty of Economic and Management Sciences, University of the Free State, Bloemfontein, South Africa","Magagula K., Regenesys Business School, Johannesburg, South Africa; Maziriri E.T., Department of Business Management, Faculty of Economic and Management Sciences, University of the Free State, Bloemfontein, South Africa; Saurombe M.D., Department of Industrial Psychology, Faculty of Economic and Management Sciences, University of the Free State, Bloemfontein, South Africa","Orientation: Research has been conducted regarding work readiness in a various contexts. However, there are deficiencies in studies that have focused on the precursors of work readiness in an African context. Research purpose: The primary objective of this study was to determine the impact of career self-efficacy (CSE), career exploration (CE) and self-perceived employability (SPE) on work readiness (WR) of students in the South African context, particularly in the Gauteng Province. Motivation for the study: There is an unequivocal gap between what educational institutions teach as well as what the South African labour market requires, highlighting a misalignment and one of many reasons graduates struggle to find work. Research approach/design and method: To close the research gap, the current study used a quantitative approach using the cross-sectional survey research design. A structured questionnaire was administered to 254 randomly selected students. The collected data were analysed using structural equation modelling. Main findings: The hypotheses testing results revealed that the WR was influenced significantly and positively by CSE, CE and SPE. Practical/managerial implications: The present research provides implications from which managers of institutions of higher learning can benefit. For instance, ensuring that experiential learning is involved in all the programmes. This will be more advantageous to students who would like to evaluate themselves to determine if they are work ready. Contribution/value-add: This study adds fresh understanding regarding the precursors that stimulate work readiness among students in a South African context. © 2020. The Authors. Licensee: AOSIS.","Career exploration; Career self-efficacy; Self-perceived employability; Students; Work readiness","","","","","","","","Abu-Rayya H.M., Ethnic identity, ego identity, and psychological well-being among mixed-ethnic Arab-European adolescents in Israel, British Journal of Developmental Psychology, 24, 4, pp. 669-679, (2006); Anderson J.C., Gerbing D.W., Structural equation modeling in practice: A review and recommended two-step approach, Psychological Bulletin, 103, 3, pp. 411-423, (1988); Anthony L.D., Self-efficacy and work-readiness of disadvantaged females. 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Online institutional repository for learning resources and publications, pp. 1-9, (2019); Mmatli T.V., Adaption challenges faced by recent graduates in South African multinational organisations, (2015); Mmesi M., South Africa’s youth unemployment problem: What we need to know, (2015); Nasta K.A., Influence of career self-efficacy beliefs on career exploration behaviour, (2007); Niles S.G., Sowa C.J., Mapping the nomological network of career selfefficacy, The Career Development Quarterly, 41, 1, pp. 13-21, (1992); Nunnally J.C., Psychometric theory, (1978); O'Brien K., Venkatesan S., Fragomeni S., Moore A., Work readiness of finalyear civil engineering students at Victoria University: A survey, Australasian Journal of Engineering Education, 18, 1, pp. 35-48, (2012); Oluwajodu F., Greyling L., Blaauw D., Kleynhans E.P., Graduate unemployment in South Africa: Perspectives from the banking sector, SA Journal of Human Resource Management, 13, 1, pp. 1-9, (2015); Philippaers K., De Cuyper N., Forrier A., Vander Elst T., De Witte H., Perceived employability in relation to job performance: A cross-lagged study accounting for a negative path via reduced commitment, Scandinavian Journal of Work and Organizational Psychology, 1, 1, pp. 1-15, (2016); Potgieter I., Coetzee M., Employability attributes and personality preferences of postgraduate business management students, SA Journal of Industrial Psychology, 39, 1, pp. 01-10, (2013); Raftopoulos A., Cognition and perception: How do psychology and neural science inform philosophy?, (2009); Sample size calculator, (2004); Rose J., Perks J., Fidan M., Hurst M., Assessing motivation for work in people with developmental disabilities, Journal of Intellectual Disabilities, 14, 2, pp. 147-155, (2010); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Jewell S., Hardie M., Self-perceived employability: Investigating the responses of post-graduate students, Journal of Vocational Behaviour, 75, 2, pp. 152-161, (2009); Swanson J.L., Fouad N.A., Career theory and practice, (2015); Taylor K., Simulations inside and outside the IR classroom: A comparative analysis, International Studies Perspectives, 14, 2, pp. 134-149, (2013); Taylor S., Govender C.M., Increasing employability by implementing a WorkIntegrated Learning partnership model in South Africa – A student perspective, Africa Education Review, 14, 1, pp. 105-119, (2017); Tran N.L.H., Models for the development of work-readiness skills for students in Vietnamese universities, Advances in Social Sciences Research Journal, 4, 2, pp. 216-231, (2017); Tsai C.T.S., Hsu H., Yang C.C., Career decision self-efficacy plays a crucial role in hospitality undergraduates’ internship efficacy and career preparation, Journal of Hospitality, Leisure, Sport & Tourism Education, 21, 1, pp. 61-68, (2017); Udayar S., Fiori M., Thalmayer A.G., Rossier J., Investigating the link between trait emotional intelligence, career indecision, and self-perceived employability: The role of career adaptability, Personality and Individual Differences, 135, 1, pp. 7-12, (2018); Van Aardt I., A review of youth unemployment in South Africa, 2004 to 2011, South African Journal of Labour Relations, 36, 1, pp. 54-68, (2012); Weideman A., Innovation and reciprocity in applied linguistics, Literator: Journal of Literary Criticism, Comparative Linguistics and Literary Studies, 35, 1, pp. 1-10, (2014); Wong S.W., Chui Y.H., Chan Y.C., Ting S.R., Lam J.K., Enhancing students’ career readiness through peer counselling programme in Hong Kong, Australian Journal of Career Development, 25, 1, pp. 23-32, (2016); Wye C.K., Lim Y.M., Lee T.H., Perceived job readiness of business students at the institutes of higher learning in Malaysia, International Journal of Advances in Management and Economics, 1, 6, pp. 149-156, (2012); Zikic J., Klehe U.C., Job loss as a blessing in disguise: The role of career exploration and career planning in predicting reemployment quality, Journal of Vocational Behavior, 69, 3, pp. 391-409, (2006)","E.T. Maziriri; Department of Business Management, Faculty of Economic and Management Sciences, University of the Free State, Bloemfontein, South Africa; email: maziririet@ufs.ac.za","","AOSIS (pty) Ltd","","","","","","02585200","","","","English","SA J. Ind. Psychol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85100541323"
"Engan H.K.; Oldervoll L.M.; Bertheussen G.F.; Gaarder M.H.; Nielsen R.A.; Paraponaris A.; Stene G.B.; Sandmæl J.A.; Tandstad T.; Torp S.","Engan, Harald K. (55128177500); Oldervoll, Line M. (6505999283); Bertheussen, Gro F. (36650241100); Gaarder, Martine H. (57221051022); Nielsen, Roy A. (42962215800); Paraponaris, Alain (55897734900); Stene, Guro B. (24485616300); Sandmæl, Jon A. (55308113900); Tandstad, Torgrim (6506824172); Torp, Steffen (57214815420)","55128177500; 6505999283; 36650241100; 57221051022; 42962215800; 55897734900; 24485616300; 55308113900; 6506824172; 57214815420","Long-term work outcomes and the efficacy of multidisciplinary rehabilitation programs on labor force participation in cancer patients-a protocol for a longitudinal prospective cohort study","2020","Journal of Public Health Research","9","4","1739","511","516","5","1","10.4081/jphr.2020.1739","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098072152&doi=10.4081%2fjphr.2020.1739&partnerID=40&md5=efd6a495afaed67d8c0453c583c79427","Unicare Rehabilitation, Norway; LHL Clinics Trondheim, Norway; Department of Public Health and Nursing, Norwegian University of Science and Technology, Trondheim, Norway; Clinic for Physical Medicine and Rehabilitation, St. Olav’s University Hospital, Norway; Department of Neuromedicine and Movement Science, Norwegian University of Science and Technology, Trondheim, Norway; The Cancer Clinic, St. Olav’s University Hospital, Trondheim, Norway; Fafo Institute for Labour and Social Research, Norway; Aix Marseille University, CNRS, EHESS, Centrale Marseille, AMSE, Aix-Marseille School of Economics, France; Southeastern Health Observatory (ORS PACA), Faculté de Médecine, Marseille, France; Department of Clinical and Molecular Medicine, Norwegian University of Science and Technology, Trondheim, Norway; Department of Health, Social and Welfare Studies, University of South-Eastern Norway, Tønsberg, Norway","Engan H.K., Unicare Rehabilitation, Norway; Oldervoll L.M., LHL Clinics Trondheim, Norway, Department of Public Health and Nursing, Norwegian University of Science and Technology, Trondheim, Norway; Bertheussen G.F., Clinic for Physical Medicine and Rehabilitation, St. Olav’s University Hospital, Norway, Department of Neuromedicine and Movement Science, Norwegian University of Science and Technology, Trondheim, Norway; Gaarder M.H., The Cancer Clinic, St. Olav’s University Hospital, Trondheim, Norway; Nielsen R.A., Fafo Institute for Labour and Social Research, Norway; Paraponaris A., Aix Marseille University, CNRS, EHESS, Centrale Marseille, AMSE, Aix-Marseille School of Economics, France, Southeastern Health Observatory (ORS PACA), Faculté de Médecine, Marseille, France; Stene G.B., Department of Neuromedicine and Movement Science, Norwegian University of Science and Technology, Trondheim, Norway; Sandmæl J.A., Unicare Rehabilitation, Norway; Tandstad T., The Cancer Clinic, St. Olav’s University Hospital, Trondheim, Norway, Department of Clinical and Molecular Medicine, Norwegian University of Science and Technology, Trondheim, Norway; Torp S., Department of Health, Social and Welfare Studies, University of South-Eastern Norway, Tønsberg, Norway","Background. Many cancer survivors experience late effects of cancer treatment and therefore struggle to return to work. Norway provides rehabilitation programs to increase labor force participation for cancer survivors after treatment. However, the extent to which such programs affect labor force participation has not been appropriately assessed. This study aims to investigate i) labor force participation, sick leave and disability rates among cancer survivors up to 10 years after being diagnosed with cancer and identify comorbidities contributing to long-term sick leave or disability pensioning; ii) how type of cancer, treatment modalities, employment sectors and financial-and sociodemographic factors may influence labor force participation; iii) how participation in rehabilitation programs among cancer survivor affect the long-term labor force participation, the number of rehospitalizations and incidence of comorbidities. Design and methods. Information from four medical, welfare and occupational registries in Norway will be linked to information from 163,279 cancer cases (15.68 years old) registered in the Norwegian Cancer Registry from 2004 to 2016. The registries provide detailed information on disease characteristics, comor- bidities, medical and surgical treatments, occupation, national insurance benefits and demographics over a 10-year period following a diagnosis of cancer. Expected impact of the study for Public Health. The study will provide important information on how treatment, rehabilitation and sociodemographic factors influence labor force participation among cancer survivors. Greater understanding of work-related risk factors and the influence of rehabilitation on work-participation may encourage informed decisions among cancer patients, healthcare and work professionals and service planners. © the Author(s), 2020 Licensee PAGEPress, Italy.","Disease; Health promotion; Return to work; Sick leave; Social security","adolescent; Article; breast cancer; cancer registry; cancer surgery; cancer survival; cancer survivor; cancer therapy; chemotherapy; cohort analysis; controlled study; digestive system cancer; employability; female; head and neck cancer; health promotion; hormonal therapy; hospital readmission; human; insurance; leukemia; lung cancer; major clinical study; male; medical leave; Norway; public health; radiation; risk factor; social security; welfare; workforce","","","","","Central Norway Regional Health Authority and Norwegian Breast Cancer Society","Funding: Central Norway Regional Health Authority and Norwegian Breast Cancer Society provided financial support for the project.","de Boer AG, Taskila TK, Tamminga SJ, Et al., Interventions to enhance return-to-work for cancer patients, Cochrane Database Syst Rev, (2015); Ferlay J, Steliarova-Foucher E, Lortet-Tieulent J, Et al., Cancer incidence and mortality patterns in Europe: estimates for 40 countries in 2012, Eur J Cancer, 49, pp. 1374-1403, (2013); Loge J, Dahl A, Fossa S, Et al., Kreftoverlevere Ny kunnskap og nye muligheter i et langtidsperspektiv, (2013); Gegechkori N, Haines L, Lin JJ., Long-term and latent side effects of specific cancer types, Med Clin North Am, 101, pp. 1053-1073, (2017); de Boer AG, Taskila T, Ojajarvi A, Et al., Cancer survivors and unemployment: a meta-analysis and meta-regres-sion, JAMA, 301, pp. 753-762, (2009); Duijts SF, van Egmond MP, Spelten E, Et al., Physical and psy-chosocial problems in cancer survivors beyond return to work: a systematic review, Psychooncology, 23, pp. 481-492, (2014); Ekenga CC, Perez M, Margenthaler JA, Et al., Early-stage breast cancer and employment participation after 2 years of follow-up: A comparison with age-matched controls, Cancer, 124, pp. 2026-2035, (2018); Bijker R, Duijts SFA, Smith SN, Et al., Functional impairments and work-related outcomes in breast cancer survivors: A systematic review, J Occup Rehabil, 28, pp. 429-451, (2018); van der Noordt M, IJzelenberg H, Droomers M, Proper KI., Health effects of employment: a systematic review of prospective studies, Occup Environ Med, 71, pp. 730-736, (2014); Paltrinieri S, Fugazzaro S, Bertozzi L, Et al., Return to work in European Cancer survivors: a systematic review, Support Care Cancer, 26, pp. 2983-2994, (2018); Roelen CA, Koopmans PC, Groothoff JW, Et al., Sickness absence and full return to work after cancer: 2-year follow-up of register data for different cancer sites, Psychooncology, 20, pp. 1001-1006, (2011); Brusletto B, Torp S, Ihlebaek CM, Et al., A five-phase process model describing the return to sustainable work of persons who survived cancer: A qualitative study, Eur J Oncol Nurs, 34, pp. 21-27, (2018); Torp S, Nielsen RA, Gudbergsson SB, Et al., Worksite adjust-ments and work ability among employed cancer survivors, Support Care Cancer, 20, pp. 2149-2156, (2012); Syse A, Tretli S, Kravdal O., Cancer's impact on employment and earnings--a population-based study from Norway, J Cancer Surviv, 2, pp. 149-158, (2008); Torp S, Nielsen RA, Fossa SD, Et al., Change in employment status of 5-year cancer survivors, Eur J Public Health, 23, pp. 116-122, (2013); Torp S, Nielsen RA, Gudbergsson SB, Et al., Sick leave patterns among 5-year cancer survivors: a registry-based retrospective cohort study, J Cancer Surviv, 6, pp. 315-323, (2012); Syse A, Tonnessen M., Cancer's unequal impact on incomes in Norway, Acta Oncol, 51, pp. 480-489, (2012); Flotten TTS, Kavli H, Nielsen R, Et al., Kreftrammedes lev- ekår. Om arbeid, økonomi, rehabilitering og sosial støtte, (2008); Torp S, Gudbergsson SB, Dahl AA, Et al., Social support at work and work changes among cancer survivors in Norway, Scand J Public Health, 39, pp. 33-42, (2011); Munir F, Yarker J, McDermott H., Employment and the common cancers: correlates of work ability during or following cancer treatment, Occup Med (Lond), 59, pp. 381-389, (2009); Hauglann B, Benth JS, Fossa SD, Et al., A cohort study of perma-nently reduced work ability in breast cancer patients, J Cancer Surviv, 6, pp. 345-356, (2012); Joutard XPA, Sagaon-Teyssier L, Ventelou B., Continuous-time markov model for transitions between employment and non-employment: The impact of a cancer diagnosis, Ann Econ Statist, 107, 108, pp. 239-265, (2012); Torp S, Nielsen RA, Fossa SD, Et al., Change in employment status of 5-year cancer survivors, Eur J Public Health, 23, pp. 116-122, (2013); Oldervoll LTL, Kaasa S, Fossa S, Et al., Inpatient versus outpatient rehabilitation after breast and gynecological cancers – A comparative study, Int J Phys Med Rehabil, 2, (2014); Trott PA., International classification of diseases for oncology, J Clin Pathol, 30, (1977); Barnighausen T, Tugwell P, Rottingen JA, Et al., Quasi-experi-mental study designs series-paper 4: uses and value, J Clin Epidemiol, 89, pp. 21-29, (2017); Stuart EA., Matching methods for causal inference: A review and a look forward, Stat Sci, 25, pp. 1-21, (2010); Tugwell P, Knottnerus JA, McGowan J, Et al., Big-5 Quasi-experimental designs, J Clin Epidemiol, 89, pp. 1-3, (2017); Gunasekara FI, Richardson K, Carter K, Et al., Fixed effects analysis of repeated measures data, Int J Epidemiol, 43, pp. 264-269, (2014); Vikstrom J., Dynamic treatment assignment and evaluation of active labor market policies, Labour Econ, 49, pp. 42-54, (2017); McEwen S, Egan M, Chasen M, Et al., Consensus recommendations for cancer rehabilitation: research and education prior-ities, Curr Oncol, 20, pp. 66-69, (2013); Lauer MS., Time for a creative transformation of epidemiology in the United States, JAMA, 308, pp. 1804-1805, (2012)","S. Torp; Department of Health, Social and Welfare Studies, University of South-Eastern Norway, Tønsberg, Norway; email: Steffen.torp@usn.no","","Page Press Publications","","","","","","22799028","","","","English","J. Public Health Res.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85098072152"
"Schreck C.M.; Weilbach J.T.; Reitsma G.","Schreck, Cornelia Margarete (57192818117); Weilbach, Johannes Theron (57204966574); Reitsma, Gerda (54416258700)","57192818117; 57204966574; 54416258700","Preparing recreation professionals: graduate attributes expected of entry-level recreation professionals in a South African context","2020","World Leisure Journal","62","1","","52","66","14","4","10.1080/16078055.2019.1615542","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065729596&doi=10.1080%2f16078055.2019.1615542&partnerID=40&md5=04d119634c24ab1ce581694d5b01ad10","Centre for Health Professions Education, North-West University, Potchefstroom, South Africa; Physical Activity, Sport and Recreation (PhASRec), North-West University, South Africa","Schreck C.M., Centre for Health Professions Education, North-West University, Potchefstroom, South Africa; Weilbach J.T., Centre for Health Professions Education, North-West University, Potchefstroom, South Africa; Reitsma G., Physical Activity, Sport and Recreation (PhASRec), North-West University, South Africa","The unemployment rate of graduate students in South Africa (SA) has increased more than 4% in the past 10 years. This increase can be ascribed to the current economic situation as well as the unemployability of these students. The focus was to determine the graduate attributes (skills and competencies that make students employable) required in entry-level recreation professionals in SA. A ranking-type Delphi study design was used, consisting of three iterations. Ten experts from the public, non-profit and private recreation sectors whose organizations employ entry-level recreation professionals were asked to rank the graduate attributes most required in students, and evaluate the relevance of graduate attributes for a SA context. Data were analzsed using descriptive statistics and inductive coding. “Passion for the profession”, “trainability and a willingness to learn” and “communication skills” were the top-ranked attributes. Clear differences were found in the expectations from SA graduates compared with United States graduates. “Creativity”, “ability to work with groups” and “conflict management” were added for the SA context. These results clarified what is expected of graduates entering recreation careers in SA, and it is therefore crucial that institutions preparing recreation students focus on these attributes in their programmes to enhance graduate employability. © 2019, © 2019 World Leisure Organization.","Competencies; entry-level professional; graduate attributes; recreation; skills; South Africa","","","","","","","","(2018); Barrie S.C., Understanding what we mean by the generic attributes of graduates, Higher Education: The International Journal of Higher Education and Educational Planning, 51, 2, pp. 215-241, (2006); Becket N., Brookes M., Developing global competencies in graduates, Journal of Hospitality, Leisure, Sports and Tourism Education, 11, 1, pp. 79-82, (2012); Bell B., Cragnolini V., Crebert G., Patrick C.J., Bates M., Educating Australian leisure graduates: Contexts for developing generic skills, Annals of Leisure Research, 6, 1, pp. 1-20, (2003); Caneday L., Chalkidou T., Education snapshot, Parks & Recreation, 46, 12, (2011); Chase D.M., Masberg B.A., Partnering for skill development: Park and recreation agencies and university programs, Managing Leisure, 13, 2, pp. 74-91, (2008); Chen B.T., Gursoy D., Preparing students for careers in the leisure, recreation, and tourism field, Journal of Teaching in Travel & Tourism, 7, 3, pp. 21-41, (2008); Delbecq A.L., Van de Ven A.H., Gustafson D.H., Group techniques for program planning: A guide to nominal group and Delphi processes, (1975); D'Eloia M.H., Fulthorp K., Preparing for the profession: Practitioner perceptions of college student preparedness for entry-level, full-time employment in municipal recreation Agencies, Schole: A Journal of Leisure Studies & Recreation Education, 31, 1, pp. 15-28, (2016); DuPraw M.E., Axner M., Working on common cross-cultural communication challenges, Study Circles Recourse Center, pp. 1-8, (1997); Elo S., Kyngas H., The qualitative content analysis process, Journal of Advanced Nursing, 62, 1, pp. 107-115, (2008); Fillis I., Rentschler R., The role of creativity in entrepreneurship, Journal of Enterprising Culture, 18, 1, pp. 49-81, (2010); Fisher L.J., An historical investigation of the development of the leisure, youth and human services division at the university of Northern Iowa: 1876– 2006, (2015); Foley J., Benest F., New entrepreneurship for leisure agencies, World Leisure & Recreation, 31, 2, pp. 22-27, (1989); Fulthorp K., D'Eloia M.H., Managers’ perceptions of entry-level job competencies when making hiring decisions for municipal recreation agencies, Journal of Park & Recreation Administration, 33, 1, pp. 57-71, (2015); Ghani M.F.A., Development of effective school model for malaysian school, International Journal of Academic Research, 5, 5, pp. 131-142, (2013); Gillis L., Tomkinson G., Olds T., Moreira C., Mota J., Christie C., Van Mechelen W., Research priorities for child and adolescent physical activity and sedentary behaviours: An international perspective using a twin-panel Delphi procedure, International Journal of Behavioral Nutrition and Physical Activity, 10, 112, pp. 1-8, (2013); Hill J., Walkington H., France D., Graduate attributes: Implications for higher education practice and policy, Journal of Geography in Higher Education, 40, 2, pp. 155-163, (2016); Hsu C.-C., Sandford B.A., The Delphi technique: Making sense of consensus, Practical Assessment, Research & Evaluation, 12, 10, pp. 1-8, (2007); Hurd A.R., Competency development for entry level public parks and recreation professionals, Journal of Park & Recreation Administration, 23, 3, pp. 45-62, (2005); Hurd A.R., Elkins D.J., Beggs B.A., Using competencies to assess entry-level knowledge of students graduating from parks and recreation academic programs, Schole: A Journal of Leisure Studies and Recreation Education, 29, 1, pp. 54-59, (2014); Jonck P., Graduate employability skills within the public service: A South African case, The Independent Journal of Teaching and Learning, 12, 2, pp. 64-77, (2017); Kobus J., Westner M., Ranking-type Delphi studies in IS research: Step-by-step guide and analytical extension, (2016); McCabe G., Graduate attributes and employability: Helping universities and students prepare for the changing landscape, Interchange, pp. 1-3, (2010); Meyer C.D.P., Die problematiek asook die noodskaaklikheid om die rekreasiekundige beroep te professionaliseer [The problems as well as the need to professionalize the recreation profession, (2001); Mogajane V.S., Recreation service delivery by local governments in the North West Province, (2014); Munge B., From the outside looking in: A study of Australian employers’ perceptions of graduates from outdoor education degree programs, Journal of Outdoor and Environmental Education, 13, 1, pp. 30-38, (2009); Nicolaides A., Entrepreneurship-the role of higher education in South Africa, Educational Research, 2, 4, pp. 1043-1050, (2011); (2018); Okoli C., Pawlowski S.D., The Delphi method as a research tool: An example, design considerations and applications, Information & Management, 42, 1, pp. 15-29, (2004); Peters N., Management competencies of managers in community recreation centres in Johannesburg: A recreation perspective, (2011); (2018); (2016); Schmidt R.C., Managing Delphi surveys using nonparametric statistical techniques, Decision Sciences, 28, 3, pp. 763-774, (1997); Seaman J., Bell B.J., Trauntvein N., Assessing the value of a college degree in outdoor education or recreation: Institutional comparisons using the college scorecard and surveys of faculty and employers, Journal of Outdoor Recreation, Education, and Leadership, 9, 1, pp. 26-41, (2017); Sessoms H.D., Leisure services, (1984); Skulmoski G.J., Hartman F.T., Krahn J., The Delphi method for graduate research, Journal of Information Technology Education, 6, pp. 1-21, (2007); The higher education qualifications framework: Higher education act, 1997 (Act No. 101 of 1997), (2007); Community Survey, (2016); Quarterly Labour Force Surveyp, (2017); Quarterly Labour Force Survey, (2017); Stevens C.A., Recreation and leisure in North American life, A career with meaning: Recreation, parks, sport management, hospitality, and tourism, pp. 3-24, (2010); Stevens C.A., Understanding careers in recreation, parks, sport management, hospitality, and tourism, A career with meaning: Recreation, parks, sport management, hospitality, and tourism, pp. 27-46, (2014); Suleman F., Employability skills of higher education graduates: Little consensus on a much-discussed subject, Procedia - Social and Behavioral Sciences, 228, pp. 169-174, (2016); (2018); Tulipane B., What the park and recreation professional of the future needs to know, Parks & Recreation, 50, 5, pp. 8-9, (2015); Tung N.T., Conflicts and multicultural team: Developing competencies for managers, (2013); Van Aardt I., A review of youth unemployment in South Africa, 2004 to 2011, South African Journal of Labour Relations, 36, 1, pp. 54-68, (2012); Van der Klink J.J.L., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R.H., Abma F.I., van der Wilt G.J., Sustainable employability - definition, conceptualization, and implications: A perspective based on the capability approach, Scandinavian Journal Of Work, Environment & Health, 42, 1, pp. 71-79, (2016); Wells M.S., Piatt J.A., Paisley K.P., Writing well as an essential skill for professionals in parks, recreation, and tourism: Why do we need it and how do we do it?, Schole: A Journal of Leisure Studies & Recreation Education, 27, 2, pp. 14-21, (2012); West S.T., Whose job is it? The education of future recreation professionals, Parks & Recreation, 51, 1, pp. 44-45, (2016)","C.M. Schreck; Centre for Health Professions Education, North-West University, Potchefstroom, South Africa; email: Cornelia.Schreck@nwu.ac.za","","Routledge","","","","","","16078055","","","","English","World Leis. J.","Article","Final","","Scopus","2-s2.0-85065729596"
"Sabaté-Dalmau M.","Sabaté-Dalmau, Maria (36775579200)","36775579200","Marketing university students as mobile multilingual workers: the emergence of neoliberal lifestylers","2020","International Journal of Multilingualism","17","1","","11","29","18","9","10.1080/14790718.2020.1682246","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074732793&doi=10.1080%2f14790718.2020.1682246&partnerID=40&md5=297e831ef44b2901ca4f909fc49ff3f5","Departament d’Anglès i Lingüística, Universitat de Lleida, Lleida, Catalonia, Spain","Sabaté-Dalmau M., Departament d’Anglès i Lingüística, Universitat de Lleida, Lleida, Catalonia, Spain","Under the conditions of the globalized new economy, European universities have become profit-making institutions. They envision students as mobile workers-to-be whose employability chances depend on self-enterprising and on self-responsibilization for foreign-language command, and they now compete in the educational marketplace by targeting them with an increased offer of internationalized English-mediated ‘multilingual’ degrees. This paper explores attitudes towards these marketed/marketable studenthood identities by 30 Catalan/Spanish-speaking students enrolled in four Multilingual Studies degrees in Barcelona. The data include students’ audio-recorded life-narrative interviews and online ‘life-after-graduation’ stories collected during a two-year ethnography (2011–2013). The results show that students engage in institutional neoliberal regimes which train them in the academic/professional, linguistic and personhood profiles required in global employment niches. They inhabit unique ‘multilingualized’ identities, with English as their professional/socialization lingua franca, and they self-attribute open-minded ‘civic-citizenship’ values, with an ‘innate’ capacity to engage with Otherness. They also invest in ‘cosmopolitan’ trajectories which blend ways of being, working and enjoying leisure in the transnational arena. This reveals how students position themselves in the precarious job marketplace, in autobiographic accounts of experience, which contributes to understanding youth identity projections as elite entrepreneurial lifestylers pointing to newer practices of socioeconomic competition, distinction and stratification at university. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.","cosmopolitan lifestyles; employability regimes; Higher education; multilingual policies; neoliberal identities","","","","","","Agència de Gestió d'Ajuts Universitaris i de Recerca, AGAUR, (AGAUR 2017 SGR 1522); Ministerio de Asuntos Económicos y Transformación Digital, Gobierno de España, MINECO, (MINECO FFI2016-76383-P)","This work was supported by the Spanish Ministry of Economy, Industry and Competitiveness, under Grant MINECO FFI2016-76383-P; and the Catalan Agency for Management of University and Research Grants, under Grant AGAUR 2017 SGR 1522. I’m thankful to the informants who participated in this study, as well as to Michael Kennedy, for his help with it. Many thanks too, to Maria Rosa Garrido-Sardà and for the two reviewers for their insightful feedback on previous versions of this article. Any shortcomings are mine.","La UAB en xifres, (2015); The UAB in figures, (2018); (2018); Allan K., Going beyond language: Soft skill-ing cultural difference and immigrant integration in Toronto, Canada, Multilingua, 35, pp. 617-647, (2016); Armengol L., Cots J.M., Llurda E., Mancho-Bares G., Universitats internacionals i plurilingües? Entre les polítiques i les pràctiques a les universitats de Catalunya, (2013); Bamberg M., De Fina A., Schiffrin D., Introduction to this volume, Selves and identities in narrative and discourse, (2007); Block D., Some thoughts on education and the discourse of global neoliberalism, Language and Intercultural Communication, 18, 5, pp. 576-584, (2018); Codo E., Cosmopolitanism, mobility and multilingualism: New discourses for new identities?, Ens queda la paraula: estudis de lingüística aplicada en honor a M. Teresa Turell, pp. 153-169, (2014); Codo E., Lifestyle residents in Barcelona: A biographical perspective on linguistic repertoires, identity narrative and transnational mobility, International Journal of the Sociology of Language, 2018, 250, pp. 11-34, (2018); Codo E., Language policy and planning, institutions and neoliberalisation, The Oxford handbook of language policy and planning, pp. 467-484, (2018); Codo E., Patino A., CLIL, unequal working conditions and neoliberal subjectivities in a state secondary school, Language Policy, 17, 4, pp. 479-499, (2017); Cohen S.A., Duncan T., Thulemark M., Lifestyle mobilities: The crossroads of travel, leisure and migration, Mobilities, 10, pp. 155-172, (2015); Cohen S.A., Gossling S., A darker side of immobility, Environment and Planning A: Economy and Space, 47, 8, pp. 166-1679, (2015); Coleman J., English-medium teaching in European higher education, Language Teaching, 39, pp. 1-14, (2006); Deem R., Globalisation, new managerialism, academic capitalism and entrepreneurialism in universities: Is the local dimension still important?, Comparative Education, 37, 1, pp. 7-20, (2001); Del Percio A., Engineering commodifiable workers: Language, migration and the governmentality of the self, Language Policy, 17, 2, pp. 239-259, (2018); Duchene A., Investissement langagier et économie politique [Language investment and political economy], Langage & Société, 157, 157, pp. 73-96, (2016); Duchene A., Heller M., Language in late capitalism: Pride and profit, (2012); Estella M., ‘Per què en diem tercera llengua si volem dir anglès?’ Apunts sobre multilingüisme i internacionalització a la Universitat, Universitats internacionals i plurilingües? Entre les polítiques i les pràctiques a les universitats de Catalunya, pp. 45-53, (2013); Fairclough N., Language and globalization, (2006); Flubacher M., Duchene A., Coray R., Language investment and employability. The uneven distribution of resources in the public employment service, (2018); Gao S., Park J.S.Y., Space and language learning under the neoliberal economy, L2 Journal, 7, 3, pp. 78-96, (2015); Garrett P., Cots J.M., Lasagabaster D., Llurda E., Internationalisation and the place of minority languages in universities in three European bilingual contexts: A comparison of the student perspectives in the Basque country, Catalonia and Wales, Harnessing linguistic variation to improve education, pp. 139-166, (2012); Garrido M.R., Language investment in the trajectories of mobile, multilingual humanitarian workers, International Journal of Multilingualism, 17, 1, pp. 62-79, (2020); Informe de política lingüística 2013, (2013); (2017); Hannerz U., Transnational connections. Culture, people, places, (1996); Hannerz U., Perspectives toward cosmopolitanism as a cultural resource, Interdisciplinary Cultural Studies, 8, pp. 5-17, (2004); Jarzabkowski P., Bednarek R., Ley J.K., Producing persuasive findings: Demystifying ethnographic textwork in strategy and organization research, Strategic Organization, 12, 4, pp. 274-287, (2014); Kroskrity P.V., Regimes of language: Ideologies, polities, and identities, (2000); Llurda E., Doiz A., Sierra J.M., Students’ representations of multilingualism and internationalization at two bilingual universities in Spain, Transcultural interaction and linguistic diversity in higher education: The student experience, pp. 92-115, (2015); Martin Rojo L., The ‘self-made speaker’: The neoliberal governance of speakers, Language and neoliberal governmentality, pp. 162-189, (2019); Mas-Colell A., Els camins europeus de Catalunya: La Universitat, (2002); Moyer M., English in times of crisis. Mobility and work among young Spaniards in London, Language and Intercultural Communication, 18, 4, pp. 424-435, (2018); (2015); Oliver C., O'Reilly K., A Bourdieusian analysis of class and migration: Habitus and the individualizing process, Sociology, 44, 1, pp. 49-66, (2010); El preu de la carrera. Preus universitaris 2013-2014 i anàlisi de l’evolució del preu total dels estudis, (2013); Piller I., Cho J., Neoliberalism as language policy, Language in Society, 42, pp. 23-44, (2013); Pujolar J., Puigdevall M., Linguistic mudes: How to become a new speaker in Catalonia, International Journal of the Sociology of Language, 2015, pp. 167-187, (2015); Sabate-Dalmau M., The Englishisation of higher education in Catalonia: A critical sociolinguistic ethnographic approach to the students’ perspectives, Language, Culture and Curriculum, 29, 3, pp. 263-285, (2016); Sabate i Dalmau M., Exploring the interplay of narrative and ethnography: A critical sociolinguistic approach to migrant stories of dis/emplacement, International Journal of the Sociology of Language, 2018, 250, pp. 35-58, (2018); Schieffelin B.B., Woolard K.A., Kroskrity P.V., Language ideologies: Practice and theory, (1998); Scimago institution rankings World Report 2014, (2014); (2018); Plan for languages 2011–, (2011); Plan for languages 2016–, (2018); Vila F.X., Bretxa V., Comajoan L., ¿En qué lenguas se hace ciencia? La gestión del multilingüismo en el Parc Científic de Barcelona, Revista Internacional de Organizaciones, 13, pp. 111-134, (2014)","M. Sabaté-Dalmau; Departament d’Anglès i Lingüística, Universitat de Lleida, Lleida, Plaça de Víctor Siurana 1, 25003, Spain; email: maria.sabate@dal.udl.cat","","Routledge","","","","","","14790718","","","","English","Int. J. Multilingualism","Article","Final","","Scopus","2-s2.0-85074732793"
"Mnubi G.M.","Mnubi, Godfrey Magoti (57222322129)","57222322129","Re-writing stories of child, early and forced marriages through vocational and entrepreneurship skills: Experience from the “girls inspire project” in Tanzania","2020","Journal of Learning for Development","7","2","","246","260","14","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102319480&partnerID=40&md5=7a517775ea64e7d269b8611717fc2518","Institute of Adult Education, Tanzania","Mnubi G.M., Institute of Adult Education, Tanzania","This paper highlights experiences of young mothers, victims of child, early and forced marriages (CEFM) as pertaining to their basic rights, social wellbeing and sustainable livelihood four years after their participation in the Girls Inspire project. CEFM is still a critical issue in Tanzania and one of the obstacles toward girls’ and women’s empowerment. Data was collected from six districts in the regions of Dodoma, Rukwa and Lindi between 2016-2018 through the use of questionnaires for a random sample of 367 as well as in-depth interviews with 34 young mothers between 13 to 19 years old who were purposively selected. Other data was generated from the use of focus group discussions for a non-random sample of 137 young mothers. The findings show how the provision of alternative learning through ODL, coupled with skills development in areas of vocation and entrepreneurship can help vulnerable girls and young women be involved in shaping decisions that affect their lives as well as enhance their well-being, employability and sustainable livelihoods. © 2020, Commonwealth of Learning. All rights reserved.","Child marriages; Gender equality and sustainable livelihood; Teenage pregnancies","","","","","","","","African charter on the rights and welfare of the child, (1990); Annual Report 2013, (2013); Preventing Child, Early and Forced Marriage (CEFM)-Girls Inspire baseline report, (2016); Preventing Child, Early and Forced Marriage (CEFM) through open, distance and technology-based education, (2018); Dahl G. B., Early teen marriage and future poverty, Demography, 47, 3, pp. 689-718, (2010); No way out: Child marriage and human rights abuse in Tanzania, (2014); Tanzania: 1.5 million adolescents not in school, (2017); The Inter-African Committee (IAC) on Traditional Practices Affecting the Health of Women and Children, (2003); Kadigi R. M., Mdoe N. S., Ashimogo G. C., Understanding poverty through the eyes of the poor: The case of Usangu plains in Tanzania, Physics and Chemistry of the Earth, 32, pp. 1330-1338, (2007); Mnubi G., Improving the quality of basic education through the use of Gender-sensitive Student Councils: Experience of six selected districts in Tanzania, Journal of Learning for Development–JL4D, 4, 2, (2017); The right to education of pregnant girls and young mothers in Tanzania, (2014); Children’s Act of 2011, (2011); Serrat O., The sustainable livelihoods approach, Knowledge solutions, (2017); The Dakar Education for All Framework for Action, (2000); Rethinking education towards a global common goods, (2015); World fit for children, (2002); Monitoring the situation of children and women, (2017); Convention on the Rights of Child, (1989); UNDP Annual Report 2009, (2009); The Law of Marriage Act, 1971, (1971); The Law of the Child Act 2009, (2009); 2012 Population and housing census, (2012); Education for All (EFA) 2015 national review, (2014); Basic education statistics in Tanzania (BEST) 2012-2016, (2016); The National Five-Year Development Plan2016/17-2020/21, (2016); National survey on the drivers and consequences of child marriage in Tanzania, (2017); The Dakar Framework for Action: Education for All: Meeting our Collective Commitments, (2000)","G.M. Mnubi; Institute of Adult Education, Tanzania; email: gmnubi@gmail.com","","Commonwealth of Learning","","","","","","23111550","","","","English","J. Learn. Dev.","Article","Final","","Scopus","2-s2.0-85102319480"
"Parutis V.; Howson C.K.","Parutis, Violetta (35243427800); Howson, Camille Kandiko (37032680800)","35243427800; 37032680800","Failing to level the playing field: student discourses on graduate employability","2020","Research in Post-Compulsory Education","25","4","","373","393","20","8","10.1080/13596748.2020.1846312","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098643802&doi=10.1080%2f13596748.2020.1846312&partnerID=40&md5=4d077f37219bb9f1b0b122e123983f5f","Institute for Social and Economic Research, University of Essex, Colchester, United Kingdom; Centre for Higher Education Research and Scholarship, Imperial College London, London, United Kingdom","Parutis V., Institute for Social and Economic Research, University of Essex, Colchester, United Kingdom; Howson C.K., Centre for Higher Education Research and Scholarship, Imperial College London, London, United Kingdom","Despite decades of efforts to promote social mobility, studying for higher education maintains or even exacerbates social inequalities. Interventions, including employability classes and careers advice and guidance, have not succeeded in ‘levelling the playing field’ for students. To understand why inequalities persist despite these efforts, it is important to understand how students from different backgrounds acquire and apply various forms of capital. The graduate capital model is used in this article to explore how five dimensions of capital (human, social, cultural, identity and psychological dimensions) interact, drawing on data from interviews with high and low socio-economic status (SES) university students. While in general lower-SES students found employability classes helpful in equipping them with the human capital required in order to succeed on today’s graduate labour market, in contrast to their high-SES peers they struggled to understand the importance of and mobilise this and other forms of capital promoted in those classes. The crucial forms of capital that seem to interact with all other capitals are social and psychological. Universities therefore need to find a way to help low-SES students build and apply these forms of capital and alleviate barriers to their mobilisation. © Association for Research in Post‐Compulsory Education (ARPCE).","cultural capital; employability; employability interventions; human capital; Inequality; social capital; socioeconomic status","","","","","","","","Ainley P., Degrees of Difference: Higher Education in the 1990s, (1994); Avey J.B., Luthans F., Smith R.M., Palmer N.F., Impact of Positive Psychological Capital on Employee Well-being over Time, Journal of Occupational Health Psychology, 15, 1, (2010); Ball S.J., Class Strategies and the Education Market: The Middle Classes and Social Advantage, (2003); Barrie S., Understanding What We Mean by Generic Attributes of Graduates, Higher Education, 51, 2, pp. 215-241, (2006); Bathmaker A.-M., Ingram N., Waller R., Higher Education, Social Class and the Mobilisation of Capitals: Recognising and Playing the Game, British Journal of Sociology of Education, 34, 5-6, pp. 723-774, (2013); Becker G., Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, (1964); Belfield C., Britton J., Buscha F., Dearden L., Dickson M., van der Erve L., Zhu Y., The Impact of Undergraduate Degrees on Early-Career Earnings (No. 808), (2018); Bourdieu P., Distinction: A Social Critique of the Judgement of Taste, (1984); Bourdieu P., Passeron J.C., Reproduction in Education, Society and Culture, (1990); Brooks R., Everett G., Post-graduate Reflections on the Value of a Degree, British Educational Research Journal, 35, 3, pp. 333-349, (2009); Brown A., Bimrose J., Barnes S.A., Hughes D., The Role of Career Adaptabilities Formid-career Changers, Journal of Vocational Behavior, 80, 3, pp. 754-761, (2012); Brown P., The Transformation of Higher Education, Credential Competition, and the Graduate Labour Market, Routledge Handbook of the Sociology of Higher Education, pp. 197-207, (2016); Brown P., Hesketh A., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Brown P., Scase R., Higher Education and Corporate Realities: Class, Culture and the Decline of Graduate Careers, (1994); Burke C., Culture, Capital and Graduate Futures: Degrees of Class, (2015); Burke C., Habitus and Graduate Employment: A Re/Structured Structure and the Role of Biographical Research, Bourdieu, Habitus and Social Research: The Art of Application, pp. 55-73, (2015); Carasso H., Gunn A., Fees, Fairness and the National Scholarship Programme: Higher Education Policy in England and the Coalition Government, London Review of Education, 13, 2, pp. 70-83, (2015); Chillas, Degrees of Fit? Matching in the Graduate Labour Market’, Employee Relations, 32, 2, pp. 156-170, (2010); Cobb F., Careers Registration: An Evidence-Based Approach for Targeted Employability Support in Higher Education, BSA Annual Conference, (2017); Cote J., Identity Capital, Social Capital and the Wider Benefits of Learning Generating Resources Facilitative of Social Cohesion, London Review of Education, 3, 3, pp. 221-237, (2005); Crawford C., Gregg P., Macmillan L., Vignoles A., Wyness G., Higher Education, Career Opportunities, and Intergenerational Inequality, Oxford Review of Economic Policy, 32, 4, pp. 553-575, (2016); Giddens A., The Constitution of Society. Outlines of the Theory of Structuration, (1984); Giddens A., Modernity and Self-identity, (1991); Green F., Zhu Y., Overqualification, Job Satisfaction, and Increasing Dispersion in the Returns to Graduate Education, Oxford Economic Papers, 62, 4, pp. 740-763, (2010); Employment of Leavers: UK Performance Indicators 2016/17, (2018); Jackson D., Re-conceptualising Graduate Employability: The Importance of Pre-professional Identity, Higher Education Research and Development, 35, 5, pp. 925-939, (2016); Jackson D., Wilton N., Perceived Employability among Undergraduates and the Importance of Career Self-management, Work Experience and Individual Characteristics, Higher Education Research and Development, 36, 4, pp. 747-762, (2017); Kandiko Howson C.B., Student Engagement with and Perceptions of Quality and Standards, Handbook of Quality Assurance for University Teaching, pp. 296-303, (2018); Lareau A., Unequal Childhoods: Class, Race, and Family Life, (2011); Lehmann W., Habitus Transformation and Hidden Injuries: Successful Working-class University Students, Sociology of Education, 87, 1, pp. 1-15, (2015); Little B., Archer L., Less Time to Study, Less Well Prepared for Work, yet Satisfied with Higher Education: A UK Perspective on Links between Higher Education and the Labour Market, Journal of Education and Work, 23, 3, pp. 275-296, (2010); Luthans F., Youssef C.M., Avolio B.J., Psychological Capital: Developing the Human Competitive Edge, (2007); McCaig C., The Impact of the Changing English Higher Education Marketplace on Widening Participation and Fair Access: Evidence from a Discourse Analysis of Access Agreements, Widening Participation and Lifelong Learning, 17, 1, pp. 5-22, (2015); Moreau M.P., Leathwood C., Balancing Paid Work and Studies: Working (-class) Students in Higher Education, Studies in Higher Education, 31, 1, pp. 23-42, (2006); Morgan M.G., Fischhoff B., Bostrom A., Atman C.J., Risk Communication: A Mental Models Approach, (2002); Morrison A.R., You Have to Be Well Spoken’: Students’ Views on Employability within the Graduate Labour Market, Journal of Education and Work, 27, 2, pp. 179-198, (2014); Murphy R., Scott-Clayton J., Wyness G., The End of Free College in England: Implications for Enrolments, Equity, and Quality, Economics of Education Review, 71, pp. 7-22, (2019); O'Connor H., Bodicoat M., Exploitation or Opportunity? Student Perceptions of Internships in Enhancing Employability Skills, British Journal of Sociology of Education, 38, 4, pp. 435-449, (2017); A New Approach to Regulating Access and Participation in English Higher Education: Consultation Outcomes, (2018); Power S., Whitty G., Graduating and Graduations within the Middle Class: The Legacy of an Elite Higher Education, Cardiff School of Social Sciences Working Paper 118, (2006); Putnam R.D., Bowling Alone, (1999); Reay D., The Zombie Stalking English Schools: Social Class and Educational Inequality, British Journal of Educational Studies, 54, 3, pp. 288-307, (2006); Reay D., ‘Working Class Educational Transitions to University: The Limits of Success’, European Journal of Education, 53, 4, (2018); Reay D., Ball S.J., David M., Degree of Choice: Class, Gender and Race in Higher Education, Stoke on Trent:, (2006); Schultz T.W., Investment in Human Capital, American Economic Review, 51, 1, pp. 1-17, (1961); Sin C., Tavares O., Amaral A., Who Is Responsible for Employability? Student Perceptions and Practices, Tertiary Education and Management, 22, 1, pp. 65-81, (2016); Taylor J., Pick D., The Work Orientations of Australian University Students, Journal of Education and Work, 21, 5, pp. 405-421, (2008); Tomlinson M., The Degree Is Not Enough’: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Graduate Employability: A Review of Conceptual and Empirical Themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education+ Training, 59, 4, pp. 338-352, (2017); Zwysen W., Longhi S., Employment and Earning Differences in the Early Career of Ethnic Minority British Graduates: The Importance of University Career, Parental Background and Area Characteristics, Journal of Ethnic and Migration Studies, 44, 1, pp. 154-172, (2018)","V. Parutis; Institute for Social and Economic Research, University of Essex, Colchester, United Kingdom; email: vparutis@essex.ac.uk","","Routledge","","","","","","13596748","","","","English","Res. Post-Compuls. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85098643802"
"Patiño-Toro O.N.; Bermeo-Giraldo C.; Valencia-Arias A.; Garcés-Giraldo L.F.","Patiño-Toro, Orfa N. (57216437284); Bermeo-Giraldo, Camila (57220202119); Valencia-Arias, Alejandro (55250034100); Garcés-Giraldo, Luis F. (57190972515)","57216437284; 57220202119; 55250034100; 57190972515","Factors that influence learning in technology management and innovation by management students through technology acceptance model","2020","International Journal of Agriculture and Biology","13","5","","77","86","9","3","10.4067/S0718-50062020000500077","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097215286&doi=10.4067%2fS0718-50062020000500077&partnerID=40&md5=ff940f5cffe5ab60020783f8468a0fcd","Departamento de Ciencias AdministrativasS, Instituto Tecnológico Metropolita, Calle 54A No. 30 - 01, Medellín, Colombia; Centro de Investigaciones,, Institución Universitaria Escolme, Cl. 50 #40-39, Medellín, Colombia; Facultad de Ingeniería, Corporación Universitaria Americana, Universidad Católica Los Ángeles de Chimbote, Instituto de Investigación, Chimbote, Colombia; Vicerrectoría de Investigaciones, Corporación Universitaria Americana, Carrera 43 # 49-57, Medellín, Colombia","Patiño-Toro O.N., Departamento de Ciencias AdministrativasS, Instituto Tecnológico Metropolita, Calle 54A No. 30 - 01, Medellín, Colombia; Bermeo-Giraldo C., Centro de Investigaciones,, Institución Universitaria Escolme, Cl. 50 #40-39, Medellín, Colombia; Valencia-Arias A., Facultad de Ingeniería, Corporación Universitaria Americana, Universidad Católica Los Ángeles de Chimbote, Instituto de Investigación, Chimbote, Colombia; Garcés-Giraldo L.F., Vicerrectoría de Investigaciones, Corporación Universitaria Americana, Carrera 43 # 49-57, Medellín, Colombia","The objective of this study was to identify the factors that influence learning in technology management and innovation in management students in Medellin (Colombia) through the model of technological acceptance. A quantitative and correlational methodology was used, based on an exploratory factor analysis and a confirmatory factor analysis. Information was collected with a questionnaire based on the Likert scale and a survey was applied to a sample of 411 students. The results showed the importance of self-efficacy, userfriendliness and perceived utility as drivers of learning processes and acceptance of the value of technology and innovation management. However, there are still some gaps in the training processes, such as lack of subjects, contents and sufficient information around the subject. It is concluded that relevant training in this field can be decisive to increase the employability of management professionals and to increase the contribution to the improvement of business competitiveness and sustainability. © 2020 All Rights Reserved","administration; competences; innovation management; technology management; training","","","","","","","","Abreu J., Wingartz N., Hardy N., New Trends in Solar: A Comparative Study Assessing the Attitudes Towards the Adoption of Rooftop PV, Energy Policy, 128, pp. 347-363, (2019); Albert M. J., Garcia M., Perez C., Competencias, Formación y Empleo. Análisis de Necesidades en un Programa de Master en Ingeniería, Formación Universitaria, 10, 2, pp. 43-56, (2017); Arcienaga A. A., Nielsen J., Technology and Innovation Management in Higher Education—Cases From Latin America and Europe, Administrative Sciences, 8, 11, pp. 1-34, (2018); Bolli T., Caves K. M., Renold U., Buergi J., Beyond Employer Engagement: Measuring Education-Employment Linkage in Vocational Education and Training Programmes, Journal of Vocational Education & Training, 70, 4, pp. 524-563, (2018); Cheng-Hsien L., Confirmatory Factor Analysis with Ordinal Data: Comparing Robust Maximum Likelihood and Diagonally Weighted Least Squares, Behavior Research Methods, 48, 3, pp. 936-949, (2016); Cronbach L. J., Coefficient Alpha and the Internal Structure of Tests, Psychometrika, 16, pp. 297-334, (1951); Davis F. D., User Acceptance of Information Technology: System Characteristics, User Perceptions and Behavioral Impacts, International Journal of Man-Machine Studies, 38, 3, pp. 475-487, (1993); Dereli D. D., Innovation Management in Global Competition and Competitive Advantage, Procedia Social and Behavioral Sciences, 195, 3, pp. 1365-1370, (2015); Eizagirre A., Imaz J. I., Rekalde I., Characterization of Best Practices in the Development of Cross-Curricular Competences in Vocational Education and Training: Case Study in the Basque Country, Journal of Vocational Education & Training, 70, 1, pp. 47-65, (2017); Elmorshidy A., The Impact of Knowledge Management Systems on Innovation: An Empirical Investigation in Kuwait, Journal of Information and Knowledge Management Systems, 48, 3, pp. 388-403, (2018); Farah M. F., Hasni M. J. S., Abbas A. K., Mobile-Banking Adoption: Empirical Evidence from the Banking Sector in Pakistan, International Journal of Bank Marketing, 36, 7, pp. 1386-1413, (2018); Hernandez R., Fernandez C., Baptista P., Metodología de la Investigación McGRAW – HILL Interamericana, 1–533, (1991); Judah G., Gardner B., Kenward M. G, DeStavola B., Exploratory Study of the Impact of Perceived Reward on Habit Formation, BMC Psychology, 6, 1, (2018); Knol J., Keller D. S., Cognitive Skills Training in Digital era: A Paradigm Shift in Surgical Education Using the TaTME Model, The Surgeon, 17, 1, pp. 28-32, (2019); Kopacek P., Knowledge Transfer Centres and Education for Innovation and Technology Management, IFAC Proceedings Volumes, 46, 8, pp. 133-136, (2013); Marin F., Cabas L., Cabas L. C., Paredes A. J., Formación Integral en Profesionales de la Ingeniería. Análisis en el Plano de la Calidad Educativa, Formación Universitaria, 11, 1, pp. 13-24, (2018); Mendoza L. J. G., Valenzuela A. V., Aprendizaje, Innovación y Gestión Tecnológica en la Pequeña Empresa: Un Estudio de las Industrias Metalmecánica y de Tecnologías de Información en Sonora, Contaduría y Administración, 59, 4, pp. 253-284, (2014); Mihyo P., University–ndustry Linkages and Knowledge Creation in Eastern and Southern Africa: Some Prospects and Challenges, Africa Review, 5, 1, pp. 43-60, (2013); Sistema Nacional de Información de la Educación Superior, (2016); Mulder K. F., Strategic Competences for Concrete Action Towards Sustainability: An Oxymoron? Engineering Education for a Sustainable Future, Renewable and Sustainable Energy Reviews, 68, 2, pp. 1106-1111, (2017); Nnebedum C., The value of Integrating 21st Century Skills into the Enterprise of Teaching Sociology, Academic Journal of Interdisciplinary Studies, 8, 1, pp. 37-44, (2019); Ornelas M., Blanco H., Gastelum G., Chavez A., Autoeficacia Percibida en la Conducta Académica de Estudiantes Universitarias, Formación Universitaria, 5, 2, pp. 17-26, (2012); Robledo J., Introducción a la Gestión de la Tecnología y la Innovación, pp. 1-259, (2017); Scherer R., Siddiq F., Tondeur J., The Technology Acceptance Model (TAM): A Meta-Analytic Structural Equation Modeling Approach to Explaining Teachers’ Adoption of Digital Technology in Education, Computers & Education, 128, pp. 13-35, (2019); Shaik I. A., Rahul B. G., A Critical Study on Technological Advancements of Formwork in Construction Project Management, International Journal of Recent Technology and Engineering (IJRTE), 7, 6C2, pp. 120-124, (2019); Taherdoost H., A Review of Technology Acceptance and Adoption Models and Theories, Procedia Manufacturing, 22, pp. 960-967, (2018); Wolff K. E., Dorfling C., Akdogan G., Shifting Disciplinary Perspectives and Perceptions of Chemical Enineering Work in the 21st Century, Education for Chemical Engineers, 24, pp. 43-51, (2018); Zhang Y. E., Nesbit P. L., Talent Development in China: Human Resource Managers’ Perception of the Value of the MBA, The Int. J. of Management Education, 16, 3, pp. 380-393, (2018)","O.N. Patiño-Toro; Departamento de Ciencias AdministrativasS, Instituto Tecnológico Metropolita, Medellín, Calle 54A No. 30 - 01, Colombia; email: orfapatino@itm.edu.co","","Friends Science Publishers","","","","","","15608530","","","","English","Int. J. Agric. Biol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85097215286"
"Cartwright K.A.; Lecomte T.; Corbière M.; Lysaker P.","Cartwright, Kelly Ann (57194614560); Lecomte, Tania (7003806929); Corbière, Marc (57207603901); Lysaker, Paul (26643641400)","57194614560; 7003806929; 57207603901; 26643641400","Narrative development and supported employment of persons with severe mental illness","2020","Journal of Mental Health","29","1","","12","19","7","0","10.1080/09638237.2017.1340606","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079046869&doi=10.1080%2f09638237.2017.1340606&partnerID=40&md5=d9cf1e5c32201604c54bbc1c39e8a1ea","University of Montreal, Montreal, QC, Canada; University of Sherbrooke, Montreal, QC, Canada; Roudebush VA Medical Centre, Indiana University School of Medicine, Indianapolis, IN, United States","Cartwright K.A., University of Montreal, Montreal, QC, Canada; Lecomte T., University of Montreal, Montreal, QC, Canada; Corbière M., University of Sherbrooke, Montreal, QC, Canada; Lysaker P., Roudebush VA Medical Centre, Indiana University School of Medicine, Indianapolis, IN, United States","Background: While the relationship between objective recovery and work among persons with severe mental illness (SMI) is well-established, few studies have examined the link between subjective recovery and employment. Aims: The study investigated the prospective relationship between narrative development at the start of supported employment (SE) and positive work outcomes. Methods: The authors employed a time-limited, mixed-method longitudinal design to examine the relationship between the baseline narrative development of 38 SE participants with SMI and employment outcomes eight months later, as well as whether narratives evolved over the course of the study. Results: While narrative development was unrelated to work for the 59% of participants who were employed at the end of the study, unemployed individuals showed more developed baseline narratives overall, as well as enriched baseline emotional connectedness and social worth. Higher emotional connectedness at the start of SE programs was predictive of fewer hours worked eight months later, controlling for executive functioning, negative symptoms and self-esteem. Although workers showed no narrative changes over time, those without work demonstrated increased agency over the eight months of the study. Conclusion: Further research is warranted to clarify the relationship between richer personal narratives and unemployment. © 2017, © 2017 Informa UK Limited, trading as Taylor & Francis Group.","narratives; psychosis; self-experience; severe mental illness; supported employment","Adult; Employment, Supported; Female; Humans; Male; Mental Disorders; Narration; Prospective Studies; Self Report; adult; Article; bipolar disorder; disease severity; emotional attachment; employability; employment; employment status; executive function; female; follow up; human; longitudinal study; major clinical study; major depression; male; mentally disabled person; narrative; negative syndrome; outcome assessment; personal experience; schizoaffective psychosis; schizophrenia; self esteem; social alienation; supported employment; unemployment; mental disease; prospective study; psychology; self report; supported employment; verbal communication","","","","","","","Akroyd M.J., You can't spell schizophrenia without an ‘I’: How does the early intervention in psychosis approach relate to the concept of schizophrenia as an ipseity disturbance?, Early Intervent Psychiatry, 7, pp. 238-246, (2013); 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J Nerv Mental Dis, 193, pp. 244-249, (2005); Lysaker P.H., Wickett A.M., Wilke N., Lysaker J.T., Narrative incoherence in schizophrenia: The absent agent-protagonist and the collapse of internal dialogue, Am J Psychother, 57, pp. 153-166, (2003); McGurk S.R., Mueser K.T., Cognitive functioning, symptoms, and work in supported employment: A review and heuristic model, Schizophr Res, 70, pp. 147-173, (2004); Mueser K.T., McGurk S.R., Supported employment for persons with serious mental illness: Current status and future directions, L'Encéphale, 40, pp. S45-S56, (2014); Mueser K.T., Salyers M.P., Mueser P.R., A prospective analysis of work in schizophrenia, Schizophr Bull, 27, pp. 281-296, (2001); Negrini A., Corbiere M., Fortin G., Lecomte T., Psychosocial well-being construct in people with severe mental disorders enrolled in supported employment programs, Commun Mental Health J, 50, pp. 932-942, (2014); Pachoud B., Corbiere M., Pratiques et interventions de soutien à l’insertion professionnelle des personnes présentant des troubles mentaux graves: résultats et pistes de recherche, L'Encéphale, 40, pp. S33-S44, (2014); Polkinghorne D.E., Transformative narratives: From victimic to agentic life plots, Am J Occup Ther, 50, pp. 299-305, (1996); Provencher H.L., Gregg R., Mead S., Mueser K.T., The role of work in the recovery of persons with psychiatric disabilities, Psychiatr Rehab J, 26, pp. 132-144, (2002); Rhodes J., Smith J.A., “The top of my head came off”: A phenomenological interpretative analysis of the experience of depression, Counsell Psychol Quart, 23, pp. 399-409, (2010); Rosenheck R., Leslie D., Keefe R., Et al., Barriers to employment for people with schizophrenia, Am J Psychiatry, 163, pp. 411-417, (2006); Sass L.A., Parnas J., Phenomenology of self-disturbances in schizophrenia: Some research findings and directions, Philosophy, Psychiatry Psychol, 8, pp. 347-356, (2001); Strickler D.E., Rebirth through supported employment, Psychiatr Rehab J, 37, pp. 151-152, (2014); Tabachnick B.G., Fidell L.S., Using multivariate statistics, (2013); Ventura J., Green M., Shaner A., Liberman R.P., Training and quality assurance with the brief psychiatric rating scale, Int J Methods Psychiatr Res, 3, pp. 221-244, (1993); Ventura J., Neurechterlein K.H., Subotnik K.L., Et al., Self-efficacy and neurocognition may be related to coping responses in recent-onset schizophrenia, Schizophr Res, 69, pp. 343-352, (2004); Wewiorski N.J., Fabian E.S., Association between demographic and diagnostic factors and employment outcomes for people with psychiatric disabilities: A synthesis of recent research, Mental Health Serv Res, 6, pp. 9-21, (2004); Yanos P.T., Lysaker P.H., Roe D., Internalized stigma as a barrier to improvement in vocational functioning among people with schizophrenia-spectrum disorders, Psychiatry Res, 178, pp. 211-213, (2010); Yanos P.T., Roe D., Lysaker P.H., The impact of illness identity on recovery from severe mental illness, Am J Psychiatr Rehab, 13, pp. 73-93, (2010); Zahavi D., Schizophrenia and self-awareness, Philosophy Psychiatry Psychol, 8, pp. 339-341, (2002)","T. Lecomte; Department of Psychology, University of Montreal, Montreal, Office C-358, 90 Vincent d'Indy, C.P. 6128, Succ. Centre-Ville, H3C 3J7, Canada; email: tania.lecomte@umontreal.ca","","Taylor and Francis Ltd","","","","","","09638237","","JMEHE","28644705","English","J. Ment. Health","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85079046869"
"Watson M.; Barton G.","Watson, Marthy (57216147710); Barton, Georgina (55914868300)","57216147710; 55914868300","Using arts-based methods and reflection to support postgraduate international students' wellbeing and employability through challenging times","2020","Journal of International Students","10","Special Issue 2","","101","118","17","7","10.32674/jis.v10iS2.2849","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101511312&doi=10.32674%2fjis.v10iS2.2849&partnerID=40&md5=f29453972c2a71b500f4889a26a7d390","University of Southern Queensland, Australia","Watson M., University of Southern Queensland, Australia; Barton G., University of Southern Queensland, Australia","International students face many challenges when studying and living outside their home countries. These challenges are magnified when unexpected events occur such as COVID-19. Due to border closures, travel restrictions, quarantining and even job losses international students have particularly faced hardship in the first six months of the 2020 academic year in Australia. This paper reports on an arts-based research study that aimed to support international students to reflect on their studies and personal working lives during the COVID-19 global pandemic. The authors implemented a reflective process involving mindfulness and body mapping to support international students in expressing their experiences and feelings during this time. Results show that the international students gained a deeper understanding of what they experienced personally and how these experiences were both different and similar to their peers. The process enabled students to acknowledge and accept challenges faced as well as provided a safe avenue to do so. They reported the powerful nature of the arts-based methods in helping them think positively about their studies and future working lives. © Journal of International Students.","Challenges; Employment; Future; International students; Reflection; Wellbeing","","","","","","","","Altinyelken H. K., Hoek L., Jiang L., Improving the psychosocial wellbeing of international students: The relevance of mindfulness, British Journal of Guidance & Counselling, pp. 1-13, (2019); About the banksia initiative: recovering, rebuilding, reimagining, (2020); Ary D., Jacobs L. C., Irvine C. K. S., Walker D., Introduction to research in education, (2018); Austin D., Forinash M., Arts-based research, Music Therapy Research, 2, pp. 458-471, (2005); Baik C., Larcombe W., Brooker A., How universities can enhance student mental wellbeing: the student perspective, Higher Education Research & Development, 38, 4, pp. 674-687, (2019); Barone T., Eisner E. W., Arts based research, (2011); Barton G. M., Hartwig K., Cain M., International students’ experience of practicum in teacher education: An exploration through internationalisation and professional socialisation, Australian Journal of Teacher Education, 40, 8, pp. 149-163, (2015); Barton G. M., Hartwig K., Bennett D., Cain M., Campbell M., Ferns S., Jones L., Joseph D., Kavanagh M., Kelly A., Larkin I., O'Connor E., Podorova A., Tangen D., Westerveld M., Work placement for international students: A model of effective practice, professional learning in the workplace for international students: Exploring theory and practice, pp. 13-34, (2017); Barton G. M., McKay L., Garvis S., Sappa V, Introduction: Defining and theorising key concepts of resilience and well-being and arts-based research, Arts-based research, resilience and well-being across the lifespan, pp. 1-12, (2019); Barton G. M., Ryan M., Multimodal approaches to reflective teaching and assessment in higher education: a cross disciplinary approach in Creative Industries, Higher Education Research and Development, 33, 3, pp. 409-424, (2013); Barton G. M., Ryan M.E., Reflection and reflective practice for international students and their supervisors in context, Professional learning in the workplace for international students: Exploring theory and practice, pp. 93-110, (2017); Barton G. M., Ryan M., What does reflection look and feel like for international students? An exploration of reflective thinking, reflexivity and employability, Journal of International Students, 10, S2, pp. 1-15, (2020); Bonanno G. A., Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events?, American Psychologist, 59, pp. 20-28, (2004); Botha C. S., Using metaphoric body-mapping to encourage reflection on the developing identity of pre-service teachers, South African Journal of Education, 37, 3, (2017); Boydell K. M., Volpe T., Cox S., Katz A., Dow R., Brunger F., Wong L., Ethical challenges in arts-based health research, The International Journal of the Creative Arts in Interdisciplinary Practice, 11, 1, pp. 1-17, (2012); Clift S., Creative arts as a public health resource: moving from practice-based research to evidence-based practice, Perspectives in Public Health, 132, 3, pp. 120-127, (2012); Cox S. M., Lafreniere D., Brett-MacLean P., Collie K., Cooley N., Dunbrack J., Frager G., Tipping the iceberg? 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A., The experiential educator: Principles and practices of experiential learning, (2017); Li H., Academic integration of mainland Chinese students in Germany, Social Inclusion, 5, 1, pp. 80-92, (2017); Li A., Gasser M. B., Predicting Asian international students' sociocultural adjustment: A test of two mediation models, International Journal of Intercultural Relations, 29, pp. 561-576, (2005); Luhmann M., Hofmann W., Eid M., Lucas R. E., Subjective well-being and adaptation to life events: a meta-analysis, Journal of personality and social psychology, 102, 3, (2012); MacCormack C. P., Draper A., Social and cognitive aspects of female sexuality in Jamaica, Social and Cognitive Aspects of Female Sexuality in Jamaica, pp. 143-165, (1987); McKay L., Barton G. M., Exploring how arts-based reflection can support teachers’ resilience and wellbeing, Teaching and Teacher Education, 75, pp. 356-365, (2018); Martin F., Chinese international students' wellbeing in Australia: The road to recovery, (2020); Moffatt A., Barton G., Ryan M., Multimodal reflection for creative facilitators: An approach to improving self-care, Reflective Practice, 17, 6, pp. 762-778, (2016); Moon J. A., Reflection in learning and professional development: Theory and practice, (2013); Nicol D., From monologue to dialogue: improving written feedback processes in mass higher education, Assessment & Evaluation in Higher Education, 35, 5, pp. 501-517, (2010); O'Connor P., An arts-based approach to student resilience, (2020); Orngreen R, Levinsen K., Workshops as a research methodology, The Electronic Journal of e-Learning, 15, 1, pp. 70-81, (2017); Richardson G .E., The metatheory of resilience and resiliency, Journal of Clinical Psychology, 58, 3, pp. 307-321, (2002); Rodgers C., Defining reflection: Another look at John Dewey and reflective thinking, Teachers college record, 104, 4, pp. 842-866, (2002); Rosenthal D., Russell J., Thomson G., The health and well-being of international Students at an Australian university, Higher Education, 55, pp. 51-67, (2008); Ryan J., Hellmundt S., Maximising international students’ ‘cultural capital, Teaching International Students: Improving Learning for all, pp. 25-28, (2007); Sadler D. R., Beyond feedback: Developing student capability in complex appraisal, Assessment & Evaluation in Higher Education, 35, 5, pp. 535-550, (2010); Schon D. A., The reflective practitioner: How professionals think in action, (1983); Siegel D., Aware: The science and practice of presence--the groundbreaking meditation practice, (2018); Storrie K., Ahern K., Tuckett A., A systematic review: Students with mental health problems—A growing problem, International Journal of Nursing Practice, 16, pp. 1-6, (2010); Innovation driving reform: Annual report, 2017, (2017); Tran L. T., Gomes C., Student mobility, connectedness and identity, International student connectedness and identity, pp. 1-11, (2017); Ward C., Masgoret A, - M., Gezentsvey M., Investigating attitudes toward international students: Program and policy implications for social integration and international education, Social Issues and Policy Review, 3, pp. 79-102, (2009); Wright P.P., Palmer D., People now me for something positive: An evaluation of Big hART's work at the John Northcote Estate, (2007); Wynaden D., Wichmann H., Murray S., A synopsis of the mental health concerns of university students: Results of a text-based online survey from one Australian university, Higher Education Research & Development, 32, 5, pp. 846-860, (2013); Zhai Y., Du X., Mental health care for international Chinese students affected by the COVID-19 outbreak, The Lancet Psychiatry, 7, 4, (2020)","","","University Printing Services","","","","","","21623104","","","","English","J. int. Students","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85101511312"
"Merrill B.; Finnegan F.; O'Neill J.; Revers S.","Merrill, Barbara (35958767800); Finnegan, Fergal (56922021300); O'Neill, Jerry (57212620905); Revers, Scott (57212620444)","35958767800; 56922021300; 57212620905; 57212620444","‘When it comes to what employers are looking for, I don’t think I’m it for a lot of them’: class and capitals in, and after, higher education*                         ","2020","Studies in Higher Education","45","1","","163","175","12","16","10.1080/03075079.2019.1570492","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071063800&doi=10.1080%2f03075079.2019.1570492&partnerID=40&md5=b7eafe917956acb1a19c8e7410682d49","Centre for Lifelong Learning, University of Warwick, Coventry, United Kingdom; Department of Adult and Community Education, Maynooth University, National University of Ireland, Maynooth, Ireland","Merrill B., Centre for Lifelong Learning, University of Warwick, Coventry, United Kingdom; Finnegan F., Department of Adult and Community Education, Maynooth University, National University of Ireland, Maynooth, Ireland; O'Neill J., Department of Adult and Community Education, Maynooth University, National University of Ireland, Maynooth, Ireland; Revers S., Centre for Lifelong Learning, University of Warwick, Coventry, United Kingdom","Much research on adults in higher education has focused on issues of access and participation. As a result little is known about what happens to working-class students after leaving university even though employability is high on the agenda HE research on this topic in relation to such students is sparse. This research focuses on the voices of working-class students and their aspirations in relation to employability. Using two student narratives this paper draws on the findings of two countries, England and Ireland, from a six-country European project on employability of non-traditional students using biographical research methods. Their stories reveal an awareness of class inequalities in the labour market in relation to cultural, economic and social capital and issues of locality, gender and age. The stories also indicate a sense of precarity in their lifecourse in a society which has become highly reflexive and fluid (Alheit, P., and B. Dausien. 2002. “The ‘Double Face’ of Lifelong Learning: Two Analytical Perspectives on a ‘Silent Revolution’.” Studies in the Education of Adults 34 (1): 3–23). © 2019, © 2019 Society for Research into Higher Education.","biographicity; class inequalities; employability; higher education; Non-traditional students","","","","","","EU Erasmus +, (2014-1-UK01-KA203-001842-TP)","This work was supported by EU Erasmus + [grant number 2014-1-UK01-KA203-001842-TP].","Alheit P., Dausien B., The ‘Double Face’ of Lifelong Learning: Two Analytical Perspectives on a ‘Silent Revolution’, Studies in the Education of Adults, 34, 1, pp. 3-23, (2002); Attewell P.A., Newman K.S., Growing Gaps: Educational Inequality Around the World, (2010); Bertaux D., Biography and Society: The Life History Approach in the Social Sciences, (1981); Bourdieu P., Distinction: A Social Critique of the Judgement of Taste, (1984); Bourdieu P., The Forms of Capital, Handbook of Theory and Research for the Sociology of Education, pp. 241-258, (1986); Bourdieu P., What Makes a Social Class? On the Theoretical and Practical Existence of Groups, The Berkeley Journal of Sociology, 32, pp. 1-18, (1986); Bourdieu P., The Logic of Practice, (1990); Bourdieu P., Pascalian Meditations, (2000); Bourdieu P., Wacquant L.J.D., An Invitation to Reflexive Sociology, (1992); Brown P., Hesketh A., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Brown P., Lauder H., Ashton D., The Global Auction: The Broken Promises of Education, Jobs, and Incomes, (2011); Burke C., Culture, Capitals and Graduate Futures, (2014); Chamberlayne P., Bornat J., Wengraf T., The Turn to Biographical Methods in Social Science, (2000); Clancy P., Irish Higher Education: A Comparative Perspective, (2015); Emirbayer M., Mische A., What is Agency?, American Journal of Sociology, 103, 4, pp. 962-1023, (1998); An Agenda for New Skills and Jobs: A European Contribution Towards Full Employment, (2010); Modernisation of Higher Education in Europe: Access, retention and employability, (2014); Fejes A., Discourses on Employability: Constituting the Responsible Citizen, Studies in Continuing Education, 32, 2, pp. 11-23, (2010); Field J., Lifelong Learning and the New Educational Order, (2006); Finnegan F., Merrill B., ‘We're as Good as Anybody Else’: A Comparative Study of Working-class University Students’ Experiences in England and Ireland, British Journal of Sociology of Education, 38, 3, pp. 307-324, (2017); Finnegan F., Merrill B., Thunborg C., Student Voices on Inequalities in European Higher Education: Challenges for Theory, Policy Practice in a Time of Change, (2014); Fleming T., Loxley A., Finnegan F., Access and Participation in Irish Higher Education, (2017); Hodkinson P., Hodkinson H., (2001); Kalfa S., Taksa L., Cultural Capital in Business Higher Education: Reconsidering the Graduate Attributes Movement and the Focus on Employability, Studies in Higher Education, 40, 4, pp. 580-596, (2015); Merrill B., Recovering Class and the Collective, Using Biographies and Life History Approaches in the Study of Adult and Lifelong Learning, pp. 71-89, (2007); Merrill B., West L., Using Biographical Methods in Social Rresearch, (2009); Morley L., Producing New Workers: Quality, Equality and Employability in HE, Quality in Higher Education, 7, 2, pp. 131-138, (2001); Oakley A., Interviewing Women: A Contradiction in Terms, Doing Feminist Research, pp. 30-61, (1981); Osborne M., Increasing or Widening Participation in Higher Education?–A European Overview, European Journal of Education, 38, 1, pp. 5-24, (2003); Plummer K., Documents of Life 2: An Invitation to Critical Humanism, (2001); Reay D., A Risky Business? Mature Working-Class Women Students and Access to Higher Education, Gender and Education, 15, 2, pp. 301-317, (2003); Reinharz S., Feminist Methods in Social Research, (1992); Rustin M., Reflections on the Biographical ‘Turn’, The Turn to Biographical Methods in Social Science, pp. 33-52, (2000); Sayer A., Why We Can’t Afford the Rich, (2015); Scott P., Triumph and Retreat: British Higher Education at the end of the Century, The State of UK Higher Education: Managing Change and Diversity, pp. 186-205, (2001); Sennett R., The Corrosion of Character: The Personal Consequences of Work in the New Capitalism, (1998); Shavit Y., Arum R., Gamoran A., Menachem G., Stratification in Higher Education: A Comparative Study, (2007); Shavit Y., Blossfeld H.-P., Persistent Inequality: Changing Educational Attainment in Thirteen Countries, (1993); Shaw C., Jack the Roller: A Delinquent Boy’s Own Story, (1966); Standing G., Work After Globalization: Building Occupational Citizenship, (2009); Tholen G., The Changing Nature of the Graduate Labour Market, (2014); Thomas W.I., Znaniecki F., The Polish Peasant in Europe and America, (1958); Thompson J., Women, Class and Education, (2000); Tomlinson M., The Degree is Not Enough: 'Students' Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Graduate Employability: A Review of Conceptual and Theoretical Themes, Higher Education Policy, 25, pp. 412-431, (2012); Tomlinson M., Holmes L., Graduate Employability in Context, (2017); West L., Alheit P., Siig Andersen A., Merrill B., Using Biographical and Life History Approaches in the Study of Adult and Lifelong Learning: European Perspectives, (2007); Williams R., Keywords: A Vocabulary of Culture and Society, (1988)","B. Merrill; Centre for Lifelong Learning, University of Warwick, Coventry, United Kingdom; email: barbara.merrill@warwick.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85071063800"
"Holdsworth S.; Sandri O.; Thomas I.; Wong P.; Chester A.; McLaughlin P.","Holdsworth, Sarah (24075804700); Sandri, Orana (55385997800); Thomas, Ian (57201571564); Wong, Peter (8843485600); Chester, Andrea (24167866600); McLaughlin, Patricia (57192817926)","24075804700; 55385997800; 57201571564; 8843485600; 24167866600; 57192817926","The use of the theory of planned behaviour to assess graduate attributes for sustainability","2020","Environmental Education Research","26","2","","275","295","20","10","10.1080/13504622.2019.1700218","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076883006&doi=10.1080%2f13504622.2019.1700218&partnerID=40&md5=759835673b197a35d5396eb5b63b40f2","School of Property, Construction and Project Management, RMIT University, Melbourne, Australia; School of Global, Urban and Social Studies, RMIT University, Melbourne, Australia; College of Design and Social Context, RMIT University, Melbourne, Australia; School of Education, RMIT University, Melbourne, Australia","Holdsworth S., School of Property, Construction and Project Management, RMIT University, Melbourne, Australia; Sandri O., School of Property, Construction and Project Management, RMIT University, Melbourne, Australia; Thomas I., School of Global, Urban and Social Studies, RMIT University, Melbourne, Australia; Wong P., School of Property, Construction and Project Management, RMIT University, Melbourne, Australia; Chester A., College of Design and Social Context, RMIT University, Melbourne, Australia; McLaughlin P., School of Education, RMIT University, Melbourne, Australia","Higher Education plays an influential role in societal transformation towards sustainability. An understanding of the application of sustainability learning from degree programs in a graduate’s professional practice can serve as an important feedback loop for developing and advancing sustainability in higher education. A knowledge gap exists between graduate learning outcomes and employability skills, with little exploration of the methods to collect evidence of such relationships. This paper presents the results of a study to measure the uptake and application of sustainability attributes by graduates, post degree-completion. The study developed and trialled a graduate attribute assessment tool informed by the Theory of Planned Behaviour (TPB). The results demonstrate that the graduates sampled understood what was required for them to act sustainably and showed preparedness to act appropriately. However, these actions were moderated by the influence of key stakeholders and work-place contexts. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.","capabilities; Employability; graduate attributes; sustainability education; theory of planned behaviour; work-readiness","","","","","","Australian Government Department of Education and Training; Office for Learning and Teaching, OLT, (SD15-5122)","This work was supported by the Australian Government Department of Education and Training, Office of Learning and Teaching under Grant SD15-5122. The views in this project do not necessarily reflect the views of the Australian Government Office for Learning and Teaching.","Ajzen I., Constructing a TPB Questionnaire: Conceptual and Methodological Considerations, (2002); Ajzen I., From Intentions to Actions: A Theory of Planned Behaviour, Action Control: From Cognition to Behavior, pp. 11-39, (1985); Ajzen I., The Theory of Planned Behaviour, Organizational Behavior and Human Decision Processes, 50, 2, pp. 179-211, (1991); Ang S., Wilkinson S.J., Is the Social Agenda Driving Sustainable Property Development in Melbourne, Australia?, Property Management, 26, 5, pp. 331-343, (2008); Barrie S., Hughes C., Smith C., (2009); Bath D., Smith C., Stein S., Swann R., Beyond Mapping and Embedding Graduate Attributes: Bringing Together Quality Assurance and Action Learning to Create a Validated and Living Curriculum, Higher Education Research & Development, 23, 3, pp. 313-328, (2004); Blomeke S., Zlatkin-Troitschanskaia O., Kuhn C., Fege J., Modeling and Measuring Competencies in Higher Education: Tasks and Challenges, Modeling and Measuring Competencies in Higher Education: Tasks and Challenges, pp. 1-12, (2013); Bowman K., Background Paper for the AQF Council on Generic Skills, (2010); Delaney A.M., Ideas to Enhance Higher Education's Impact on Graduates’ Lives; Alumni Recommendations, Tertiary Education and Management, 10, 2, pp. 89-105, (2004); Doll J., Ajzen I., Accessibility and Stability of Predictors in the Theory of Planned Behavior, Journal of Personality and Social Psychology, 63, 5, pp. 754-765, (1992); Dong B., Wilkinson S.J., Practitioner Perceptions of Sustainability in the Building Code of Australia, AIBS, pp. 272-288, (2007); Drennan J., Cognitive Interviewing: Verbal Data in the Design and Pretesting of Questionnaires, Journal of Advanced Nursing, 42, 1, pp. 57-63, (2003); Holdsworth S., Sandri O., Sustainability Education and the Built Environment: Experiences from the Classroom, Journal for Education in the Built Environment, 9, 1, pp. 48-68, (2014); Holdsworth S., Thomas I., Sandri O., Wong P., Chester A., McLaughlin P., The Need for the Graduate Attribute Assessment Tool (GAAT), Sustainable Development Research in the Asia-Pacific Region: Education, Cities, Infrastructure and Buildings, pp. 115-129, (2018); Holdsworth S., Thomas I., Sandri O., Wong P., Chester A., McLaughlin P., The Assessment of Graduate Attributes for Sustainability Post Degree Completion: Potential Advantages of Theory of Planned Behaviour (TPB), Journal of Cleaner Production, 238, (2019); Jashapara A., Cognition, Culture and Competition: An Empirical Test of the Learning Organization, The Learning Organization, 10, 1, pp. 31-50, (2003); Nussbaum M., Creating Capabilities: The Human Development Approach, (2011); Opoku A., Cruickshank H., Ahmed V., Organizational Leadership Role in the Delivery of Sustainable Construction Projects in UK, Built Environment Project and Asset Management, 5, 2, pp. 154-169, (2015); Potts M.K., Kleinpeter C.H., Distance Education Alumni: How Far Have They Gone?, Journal of Technology in Human Services, 18, 3-4, pp. 85-99, (2001); Graduate Attributes: Environmentally Aware and Responsible, (2015); Rychen D., Solganik L., Key Competencies for a Successful Life and a Well-Functioning Society, (2003); Sadler R., Making Competent Judgments of Competence, Modeling and Measuring Competencies in Higher Education: Tasks and Challenges, pp. 13-27, (2013); Sandri O., Holdsworth S., Thomas I., Assessing Graduate Sustainability Capability Post-Degree Completion: Why is It Important and What Are the Challenges?, International Journal of Sustainability in Higher Education, 19, 1, pp. 2-14, (2018); Sandri O., Holdsworth S., Thomas I., Vignette Question Design in Assessment of Graduate Sustainability Capabilities: Results of a Pilot Study at RMIT University, Environmental Education Research, 24, 3, pp. 406-426, (2018); Sandri O., Holdsworth S., Thomas I., Vignette Question Design for the Assessment of Graduate Sustainability Learning Outcomes, Environmental Education Research, 24, 3, pp. 406-426, (2016); van der Velden R., Measuring Competences in Higher Education: What Next, Modeling and Measuring Competencies in Higher Education: Tasks and Challenges, pp. 207-216, (2013); Wiek A., Withycombe L., Redman C.L., Key Competencies in Sustainability: A Reference Framework for Academic Program Development, Sustainability Science, 6, 2, pp. 203-218, (2011)","I. Thomas; School of Global, Urban and Social Studies, RMIT University, Melbourne, Australia; email: ian.thomas@rmit.edu.au","","Routledge","","","","","","13504622","","","","English","Environ. Educ. Res.","Article","Final","","Scopus","2-s2.0-85076883006"
"Mhlongo F.","Mhlongo, Favourite (58120400600)","58120400600","Pervasive skills and accounting graduates' employment prospects: Are South African employers calling for pervasive skills when recruiting?","2020","Journal of Education (South Africa)","","80","","49","71","22","6","10.17159/2520-9868/i80a03","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85130564710&doi=10.17159%2f2520-9868%2fi80a03&partnerID=40&md5=0401802ece8a61ac3a1b6f5065f253e7","School of Education, University of KwaZulu-Natal, Durban, South Africa","Mhlongo F., School of Education, University of KwaZulu-Natal, Durban, South Africa","In response to the pressures of globalisation and information technology, accounting practitioners are generally expected to demonstrate greater capacity in pervasive or generic skills. Universities offering accounting programmes in South Africa have revised accounting degree curricula to provide an added focus on pervasive skills. However, it remains unclear whether such interventions strengthen the position of accounting graduates in the job-seeking process, nor is it clear which of the many possible pervasive skills are relevant for employers. Through content analysis of online advertised accounting vacancies, this quantitative study sought to investigate whether employers do call for pervasive skills when recruiting accounting graduates and, if so, which of these skills are most sought after. The findings indicate that, indeed, employers generally specified pervasive skills, and that oral and written communication and critical thinking were the most sought-after of these skills for accounting-related employment in South Africa. © 2020 The authors.","accounting education; graduate employability; pervasive skills; professional skills; work-readiness","","","","","","","","Abayadeera N., Watty K., The expectation-performance gap in generic skills in accounting graduates: Evidence from Sri Lanka, Asian Review of Accounting, 22, 1, pp. 56-72, (2014); Aldhizer G. R., Small firm audit partner hiring crisis: A role play for critical thinking and negotiation skills, Issues in Accounting Education, 30, 4, pp. 275-296, (2015); Altrawneh G. 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A., Generic skills in audit education, Accounting Education: An International Journal, 20, 2, pp. 115-131, (2011); Crocker A., Eckardt R., A multilevel investigation of individual- and unit-level human capital complementarities, Journal of Management, 40, 2, pp. 509-530, (2014); Daff L., de Lange P., Jackling B., A comparison of generic skills and emotional intelligence in accounting education, Issues in Accounting Education, 27, 3, pp. 627-645, (2012); Dale-Jones G., Hancock P., Willey K., Accounting students in an Australian university improve their writing: But how did it happen?, Accounting Education, 22, 6, pp. 544-562, (2013); de Lange P., Jackling B., Gut A. 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S., Critical thinking: A critical strategy for financial executives: As accounting standards become more principles-based and global in nature, emphasizing analysis and creative thinking could lead to greater organizational success, Financial Executive, 25, 10, pp. 58-62, (2009); Keevy M., Using case studies to transfer soft skills (also known as pervasive skills): Empirical evidence, Meditari Accountancy Research, 24, 3, pp. 458-474, (2016); Keevy M., Core subjects in accounting academic programmes: Development of pervasive skills, South African Journal of Accounting Research, 34, 2, pp. 140-160, (2020); Kirstein M., Differences in accounting students' perceptions of their development of generic skills and emotional intelligence in a heterogeneous classroom, (2017); Klibi M. F., Oussii A. A., Skills and attributes needed for success in accounting career: Do employers' expectations fit with students' perceptions?. 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M., Beblavy M., Thum-Thysen A., Using online vacancies and web surveys to analyse the labour market: a methodological inquiry, IZA Journal of Labor Economics, 4, 1, pp. 18-38, (2015); Lim Y., Lau T., The effectiveness of online advertising in purchase decision: Liking, recall and click, Australian Journal of Basic and Applied Sciences, 5, 9, pp. 1517-1524, (2011); Low M., Samkin G., Liu C., Accounting education and the provision of soft skills: Implications of the recent NZICA CA Academic requirement changes, e-Journal of Business Education and Scholarship of Teaching, 7, 1, pp. 1-33, (2013); Maclean R., Ordonez V., Work, skills development for employability and education for sustainable development, Educational Research for Policy and Practice, 6, 2, pp. 123-140, (2007); Marshall N., Special Report: Employees, (2014); Mathews B. P., Redman T., Recruiting the wrong salespeople: Are the job ads to blame?, Industrial Marketing Management, 30, 7, pp. 541-550, (2001); Mohamed E. K., Lashine S. H., Accounting knowledge and skills and the challenges of a global business environment, Managerial finance, 29, 7, pp. 3-16, (2003); Nadziakiewicz M., The role of soft skills in decision making by auditors, Zeszyty Naukowe: Organizacja i Zarzadzanie/Politechnika Slaska, 1958, 1, pp. 151-159, (2016); Neuman W., Social research methods: Qualitative and quantitative approaches, (2000); Nolder C. J., Kadous K., Grounding the professional skepticism construct in mindset and attitude theory: A way forward, Accounting, Organizations and Society, 67, pp. 1-14, (2018); O'Neill B., Collecting research data online: Implications for extension professionals, Journal of Extension, 42, 3, (2004); Paisey C., Paisey N. J., Balancing the vocational and academic dimensions of accounting education: The case for a core curriculum, Journal of Vocational Education & Training, 59, 1, pp. 89-105, (2007); Ramlall S., Ramlall D., The value of soft-skills in the accounting profession: Perspectives of current accounting students, Advances in Research, 2, 11, pp. 645-654, (2014); Reyneke Y., Shuttleworth C. C., Accounting education in an open distance learning environment: Case studies for pervasive skills enhancement, Turkish Online Journal of Distance Education, 19, 3, pp. 140-155, (2018); Riccio E. L., Sakata M. C. G., Teaching-learning methods in accounting education: An empirical research in the Brazilian scenario, (2005); Riley T. J., Simons K. A., The written communication skills that matter most for accountants, Accounting Education, 25, 3, pp. 239-255, (2016); Schulz B., The importance of soft skills: Education beyond academic knowledge, Nawa Journal of Communication, 2, 1, pp. 146-154, (2008); Seetha N., Are soft skills important in the workplace?. A preliminary investigation in Malaysia, International Journal of Academic Research in Business and Social Sciences, 4, 4, pp. 44-56, (2014); Singh P., Thambusamy R. X., Ramly M. A., Fit or unfit?. Perspectives of employers and university instructors of graduates' generic skills, Procedia-Social and Behavioral Sciences, 123, pp. 315-324, (2014); Sithole S., Quality in accounting graduates: Employer expectations of the graduate skills in the Bachelor of Accounting degree, European Scientific Journal, 11, 22, pp. 165-180, (2015); Smith K. T., Smith M., Brower T. R., An examination of work-life balance perspectives of accountants, International Journal of Critical Accounting, 3, 4, pp. 367-383, (2011); Competency framework: Competencies of a Chartered Accountant (SA) at entry point to the profession, (2009); Professional skills toolkit for trainees, (2010); The goal of accounting education and training, (2017); Stoner G., Milner M., Embedding generic employability skills in an accounting degree: Development and impediments, Accounting Education: an international journal, 19, 1, pp. 123-138, (2010); Strauss-Keevy M., Perceptions of accounting academics on the delivery of pervasive skills under the SAICA Competency Framework, (2012); Strauss-Keevy M., Education programmes' responsibilities regarding pervasive skills, Journal of Economic and Financial Sciences, 7, 2, pp. 415-432, (2014); Tan L. M., Fawzi L., Employability skills required of accountants, SHS Web of Conferences, 34, (2017); Tempone I., Kavanagh M., Segal N., Hancock P., Howieson B., Kent J., Desirable generic attributes for accounting graduates into the twenty-first century, Accounting Research Journal, 25, 1, pp. 41-55, (2012); van Oordt T., Sullivan I., Experiential learning as a method to address the employer expectation gap on pervasive competencies in an undergraduate taxation curriculum [Paper presentation], (2019); Viviers H. A., Taking stock of South African accounting students' pervasive skills development: Are we making progress?, South African Journal of Higher Education, 30, 2, pp. 242-263, (2016); Viviers H. A., Qualitative evaluation of the design variables of a teaching intervention to expose accounting students to pervasive skills, Industry and Higher Education, 30, 6, pp. 402-412, (2016); Viviers H. A., Fouche J. P., Reitsma G. M., Developing soft skills (also known as pervasive skills): Usefulness of an educational game, Meditari Accountancy Research, 24, 3, pp. 368-389, (2016); Weber M. R., Finley D. A., Crawford A., Rivera D., An exploratory study identifying soft skill competencies in entry-level managers, Tourism and Hospitality Research, 9, 4, pp. 353-361, (2009); Wells P., Gerbic P., Kranenburg I., Bygrave J., Professional skills and capabilities of accounting graduates: The New Zealand expectation gap?, Accounting Education: An International Journal, 18, 4, pp. 403-420, (2009); Woodhall M., Education for development: An analysis of investment choices, (1985); Wye C.-K., Lim Y. M., Perception differential between employers and undergraduates on the importance of employability skills, International Education Studies, 2, 1, pp. 95-105, (2009)","F. Mhlongo; School of Education, University of KwaZulu-Natal, Durban, South Africa; email: mhlongof1@ukzn.ac.za","","University of KwaZulu-Natal","","","","","","0259479X","","","","English","J. Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85130564710"
"Gilani D.","Gilani, David (57211543412)","57211543412","Creating connections: the role of universities in enhancing graduates’ social capital and challenging nepotism","2020","Perspectives: Policy and Practice in Higher Education","24","1","","14","18","4","6","10.1080/13603108.2019.1678528","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074375020&doi=10.1080%2f13603108.2019.1678528&partnerID=40&md5=208a14f466a93a07e52d2fc86472fb39","Student Engagement and Advocacy, Middlesex University, London, United Kingdom","Gilani D., Student Engagement and Advocacy, Middlesex University, London, United Kingdom","This thought piece attempts to explore the link between graduate employment and students’ social capital within the context of UK higher education. It addresses the importance of social capital and the problems faced by graduates from lower socio-economic backgrounds when applying to graduate roles. It takes a practical approach by looking at examples of initiatives within universities, including a case study from Middlesex University, that support students to make connections and grow their professional networks. It also suggests how universities can play a role in challenging the nepotism that exists within recruitment practices. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.","alumni relations; careers; diversity; employability; graduate outcomes; social capital; Student success","","","","","","","","Arday J., University and College Union Report, (2017); Batistic S., Tymon A., Networking Behaviour, Graduate Employability: A Social Capital Perspective, Education + Training, 59, 4, pp. 374-388, (2017); Briggs L., Daly R., (2012); CIPD Research Report, (2013); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Evans C., Rees G., Taylor C., Wright C., ’Widening Access’ to Higher Education: the Reproduction of University Hierarchies Through Policy Enactment, Journal of Education Policy, 34, 1, pp. 101-116, (2017); Gordon D., Employability and Social Class in the Graduate Labour Market, PhD diss., (2013); Havergal C., Times Higher Education, (2016); High Fliers Research Report, (2019); Jolin L., (2016); (2018); Knowles E., (2019); Li Y., Savage M., Warde A., Social Mobility and Social Capital in Contemporary Britain, The British Journal of Sociology, 59, 3, pp. 391-411, (2008); (2019); Mann A., Huddleston P., Education and Employers Research Report, (2015); (2018); Morgenroth T., Ryan M., Peters K., The Motivational Theory of Role Modeling: How Role Models Influence Role Aspirants’ Goals, Review of General Psychology, 19, 4, pp. 465-483, (2015); (2019); Pashayan N., Duff C., Mason B.W., Selection into Specialty Training in Public Health: Performance of the Medical Training Application Service Shortlisting, Journal of Public Health, pp. 1-7, (2007); (2019); (2018); (2019); (2019); Wakeling P., Savage M., Entry to Elite Positions and the Stratification of Higher Education in Britain, The Sociology Review, 63, pp. 290-320, (2015); (2017); Wheatley N., (2016); Williams M., Tassinari A., Ball C., Department for Business Innovation and Skills Research Report, (2015); Wilson J., National Centre for Universities and Business Research Report, (2016); Wiseman J., Davies E., Duggal S., Bowes L., Moreton R., Robinson S., Nathwani T., Et al., Department for Education Research Report, (2017)","D. Gilani; Student Engagement and Advocacy, Middlesex University, London, United Kingdom; email: d.gilani@mdx.ac.uk","","Routledge","","","","","","13603108","","","","English","Perspect. Policy Pract. High. Educ.","Article","Final","","Scopus","2-s2.0-85074375020"
"Knight E.","Knight, Elizabeth (57209056399)","57209056399","Tracing the changing value of higher education through English prospectuses 1976–2013","2020","Higher Education Research and Development","39","1","","141","155","14","3","10.1080/07294360.2019.1681373","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077342099&doi=10.1080%2f07294360.2019.1681373&partnerID=40&md5=32179e605233cbe6ecfb99091b9ae919","Faculty of Education, Monash University, Melbourne, Australia","Knight E., Faculty of Education, Monash University, Melbourne, Australia","This study investigates the changing discourses of the value of degrees in prospectuses between 1976 and 2013, chosen due to the massification of higher education and use of the particular marketing tool of prospectuses. This research analysed the messages in prospectuses through the period in four English higher education institutions of different status, to consider how these changes reveal the communication of the value of the idea of a degree in the period. Four topics of the value of a degree were identified as part of the wider literature review: the value of a degree for traditional liberal purposes; as a marker of prestige of the awarding institution; for graduate employment; and for employability. The research finds that while significant change in each institution’s construction of degree value is reflected in the prospectuses, the adjustments in discourse between each set of prospectuses are incremental, and not necessarily possible to link causally to specific governmental policies. Over the period, a re-calibration of the idea of the value of a degree can be tracked towards employment purposes and away from the traditional liberal idea of higher education. However, a review of the most recent marketing materials indicates some shift back towards a re-valuation of traditional liberal values. The analysis contributes a historical perspective on how higher education can suggest markers to understand shifts in the value of a degree, and also draws on literatures that use institutional materials to examine public discourses of value. © 2019, © 2019 HERDSA.","England; massification; student choice; value of higher education","","","","","","RTP; Monash University, MU","This research was supported by an Australian Government Research Training Program (RTP) Stipend and RTP Fee-Offset Scholarship through Monash University. I acknowledge the support of Monash University during my PhD and I also wish to thank my supervisor, Professor Sue Webb, Monash University and the editors of this Special Issue and the reviewers for all their helpful comments.","Amis K., The fight for education, a black paper, (1968); Archer L., The value of higher education, Higher education and social class: Issues in exclusion and inclusion, (2003); Askehave I., The impact of marketization on higher education genres the international student prospectus as a case in point, Discourse Studies, 9, 6, pp. 723-742, (2007); Ball M.J., Learning, labour and employability, Studies in the Education of Adults, 41, pp. 39-52, (2009); Bassey M., Case study research in educational settings, (1999); Blackmore P., Prestige in academic life: Excellence and exclusion, (2015); Boden R., Nedeva M., Employing discourse: Universities and graduate ‘employability’, Journal of Education Policy, 25, pp. 37-54, (2010); Bol T., Has education become more positional? Educational expansion and labour market outcomes, 1985–2007, Acta Sociologica, 58, pp. 105-120, (2015); Brown D.K., Bills D.B., An overture for the sociology of credentialing: Empirical, theoretical, and moral considerations, Research in Social Stratification and Mobility, 29, 1, pp. 133-138, (2011); Campbell C., Sherington G., The possibility of survival, Change: Transformations in Education, 5, (2002); Chevalier A., Does higher education quality matter in the UK?, Factors affecting worker well-being: The impact of change in the labor market, research in labor economics, pp. 257-292, (2014); Clegg S., Time future–The dominant discourse of higher education, Time & Society, 19, pp. 345-364, (2010); Dearing R., Dearing report 1997–full text, her majesty’s stationery office, (1997); Downs Y., Furthering alternative cultures of valuation in higher education research, Cambridge Journal of Education, 47, pp. 1-15, (2015); Fairclough N., Critical discourse analysis and the marketization of public discourse: The universities, Discourse & Society, 4, pp. 133-168, (1993); Fairclough N., Language and power, (2001); Gerring J., Case study research: Principles and practices, (2007); Goodson I., Learning, curriculum and life politics: The selected works of Ivor F. Goodson, (2005); Holmes L., Reconsidering graduate employability: The ‘graduate identity’ approach, Quality in Higher Education, 7, pp. 111-119, (2001); Jarvis P., The changing university: Meeting a need and needing to change, Higher Education Quarterly, 54, 1, pp. 43-67, (2000); Jones G., ‘I wish to register a complaint’: The growing complaints culture in higher education, Perspectives: Policy and Practice in Higher Education, 10, 3, pp. 69-73, (2006); Leathwood C., A critique of institutional inequalities in higher education or an alternative to hypocrisy for higher educational policy, Theory and Research in Education, 2, 1, pp. 31-48, (2004); LeGreco M., Tracy S.J., Discourse tracing as qualitative practice, Qualitative Inquiry, 15, pp. 1516-1543, (2009); MacLure M., Discourse in educational and social research, conducting educational research, (2003); Maguire M., Ball S.J., Macrae S., Promotion, persuasion and class-taste: Marketing (in) the UK post-compulsory sector, British Journal of Sociology of Education, 20, pp. 291-308, (1999); Marginson S., High participation systems of higher education, The Journal of Higher Education, 87, pp. 243-271, (2016); McCulloch G., Documentary research in education, history, and the social sciences, (2004); Moodie G., Eustace R., Power and authority in British universities, (1974); Morley L., The X factor: Employability, elitism and equity in graduate recruitment, 21st Century Society: Journal of the Academy of Social Sciences, 2, pp. 191-207, (2007); Parker J.L., The ‘party school’ factor how messages about alcohol use at universities influence prospective students’ perceptions, (2009); Perkin H., The historical perspective, Perspectives on higher education: Eight disciplinary and comparative views, pp. 17-55, (1987); Pring R., (2001); Robbins P.L.C.B., Committee on Higher Education Report, (1963); Rustin M.J., The peverse modernisation of British Higher Education, The new higher education: Issues and directions for the post-dearing university, (1998); Szekeres J., Sustaining student numbers in the competitive marketplace, Journal of Higher Education Policy and Management, 32, 5, pp. 429-439, (2010); Tomlinson M., Conceptions of the value of higher education in a measured market, Higher Education, 75, pp. 711-727, (2018); Tymon A., The student perspective on employability, Studies in Higher Education, 38, pp. 841-856, (2011); Willetts D., A university education, (2018)","E. Knight; Faculty of Education, Monash University, Melbourne, Australia; email: elizabeth.knight@monash.edu","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85077342099"
"Sreepavani V.; Kalyan J.; Lakshmi Prasanna V.","Sreepavani, V. (57221603390); Kalyan, Jyothi (57195239931); Lakshmi Prasanna, V. (57221603199)","57221603390; 57195239931; 57221603199","Transforming engineering education in india in terms of quality standards","2020","Journal of Engineering Education Transformations","33","Special Issue","","613","617","4","0","10.16920/jeet/2020/v33i0/150132","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099568289&doi=10.16920%2fjeet%2f2020%2fv33i0%2f150132&partnerID=40&md5=43f81bb304301752be309cb5b4f14873","MLR Institute of Technology, Dundigal, Hyderabad, India","Sreepavani V., MLR Institute of Technology, Dundigal, Hyderabad, India; Kalyan J., MLR Institute of Technology, Dundigal, Hyderabad, India; Lakshmi Prasanna V., MLR Institute of Technology, Dundigal, Hyderabad, India","Engineering education in India is transforming over a period of time. The traditional teaching methods are being replaced by new teaching methods. Though many teaching learning practices are being adopted by the institutions the quality of the education is still limping. Government bodies like UGC and AICTE are evaluating the higher education system standards continuously but still the crisis in Indian engineering education is evident. Government reports shows that lakhs of engineering students are being graduated every year. Studies conducted so far on the engineering institutions concluded that though India is producing more number of engineering graduates the employability skills they acquire during their education period is very less, except those from prestigious institutions. Reasons may be different but the total effect is employability skills of graduates are diminishing. This paper discusses about strategies and pedagogies being implemented by the engineering colleges and challenges faced by Indian engineering education system and how to overcome these challenges. © 2020, Rajarambapu Institute Of Technology. All rights reserved.","Engineering; Higher education; Learning; Pedagogies; Quality; Teaching","","","","","","","","Kurian Jinu, (2014); Bansal Samarth, (2017); Saha Samir Kumar, Ghosh Sangita, Commissions & Committees On Technical Education In Independent India: An Appraisal, Indian Journal Of History Of Science, 47, 1, pp. 109-138, (2012); (2017); Litzinger Thomas A., Lattuca Lisa R., Hadgraft Roger G., Newstetter Wendy C., Engineering Education and the Development of Expertise, Journal of Engineering Education, 100, 1, pp. 123-150, (2011)","V. Sreepavani; MLR Institute of Technology, Dundigal, Hyderabad, India; email: sri.pavani15@gmail.com","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85099568289"
"Vailasseri P.; Long J.; Joordens M.","Vailasseri, Pradeep (57366779000); Long, John (7403447444); Joordens, Matthew (6507919012)","57366779000; 7403447444; 6507919012","A Review of Work Integrated Learning in Australian Engineering Education","2020","International Journal of Engineering Education","37","6","","1743","1767","24","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85120816051&partnerID=40&md5=ffabf4b0f0b6330b4fc623d191b59bbd","School of Engineering, Deakin University, Waurn Ponds, Melbourne, 3216, VIC, Australia","Vailasseri P., School of Engineering, Deakin University, Waurn Ponds, Melbourne, 3216, VIC, Australia; Long J., School of Engineering, Deakin University, Waurn Ponds, Melbourne, 3216, VIC, Australia; Joordens M., School of Engineering, Deakin University, Waurn Ponds, Melbourne, 3216, VIC, Australia","Work integrated learning (WIL) has increasingly been becoming an important part of engineering higher education. This paper analyses the major research that has occurred primarily in the last decade in the area of engineering WIL. Research studies have identified industry and community needs and revealed the shortage of skilled graduate engineers in the Australian industry owing to the scarcity of industry-ready graduate engineers. This situation has resulted from a mismatch between the requirements and the number of skilled engineering graduates from Australian universities. The authors identify that the duration of WIL available for Bachelor of Engineering programs is very short. Thus, engineering students are not receiving adequate workplace learning opportunities to develop industry-readiness. Current WIL for engineering students is not effectively coordinated due to the absence of an effective framework. Students often need to organise their placements because many universities provide minimal support to individual students. The authors explore the research on WIL and its impact on engineering education quality, industrial productivity and graduate employability. There is a substantial need to increase the weightage of WIL and improve the outcomes of engineering education via a more effective work integrated approach. This paper emphasises the necessity of appropriately structuring WIL in empirical learning practice and propose an enhanced WIL (EWIL) framework to address the gaps in the effectiveness and quality outcomes of engineering education. © 2021 TEMPUS Publications.","bachelor of engineering; engineering education; industry engagement; WIL; work integrated learning; workplace learning","Engineering research; Industrial research; Students; Australian engineering; Bachelor of engineering; Engineering works; Graduate engineers; High educations; Industry engagement; Paper analysis; Work-integrated learning; Workplace learning; Engineering education","","","","","","","Peach D., Gamble N., Scoping work-integrated learning purposes, practices and issues, Developing learning professionals, pp. 169-186, (2011); Rowe A., Winchester-Seeto T., Mackaway J., That’s not really WIL!–building a typology of WIL and related activities, Australian Collaborative Education Network National Conference, (2012); Connor H., MacFarlane K., Work-related Learning (WRL), HE–a scoping study, (2007); Orrell J., Work Integrated Learning: why is it increasing and who benefits?, The Conversation; Male S. A., King R., Improving industry engagement in engineering degrees, 25th Australasian Association for Engineering Education Conference, (2014); Male S. A., Virtual work integrated learning to support engineering student transitions, (2017); Trevelyan J., Are we accidentally misleading students about engineering practice?, pp. 268-278, (2011); Faulkner W., Nuts and Bolts and People’ Gender-Troubled Engineering Identities, Social Studies of Science, 37, 3, pp. 331-356, (2007); Bennett D., Male S. A., An Australian study of possible selves perceived by undergraduate engineering students, European Journal of Engineering Education, 42, 6, pp. 603-617, (2016); Male S. A., Gender inclusivity of engineering students’ workplace experiences Report on analysis of motivational experiences, (2015); Tamin M. D., Plooy D. M. D., Solms S.V., Meyer J., A Proposed Modular Work Integrated Learning Framework for South Africa, IEEE Access, 7, pp. 2559-2566, (2018); Bonnet P., Development of a competency-based work-integrated learning program to facilitate science, engineering and technology retention in South Africa as a developing country, International Journal of Work-Integrated Learning, 10, 2, (2009); Dunn L., Schier M., Fonseca L., An innovative multidisciplinary model for work placement assessment, International Journal of Work-Integrated Learning, 13, 3, (2012); Zegwaard K., Coll R. K., Hodges D., Assessment of workplace learning: A framework, International Journal of Work-Integrated Learning, 4, 1, (2003); Hodges D., Smith B. W., Jones P. D., The assessment of cooperative education, International handbook for cooperative education, pp. 49-65, (2004); Ferns S., McMahon G., Yorke J., Course assessment profiling for enhanced educational and employment outcomes, AAIR conference, (2009); Bosco A. M., Ferns S., Embedding of Authentic Assessment in Work-Integrated Learning Curriculum, Asia-Pacific Journal of Cooperative Education, 15, 4, pp. 281-290, (2014); Dewey J., Experience and education, Taylor & Francis Group, 50, 3, pp. 241-252, (1986); Smith C., Assessment of student outcomes from work-integrated learning: Validity and reliability, Asia-Pacific Journal of Cooperative Education, 15, 3, pp. 209-223, (2014); Epstein R. M., Hundert E. M., Defining and assessing professional competence, JAMA, 287, 2, pp. 226-235, (2002); The Queensland University of Technology (QUT); Orrell J., Good Practice Report: Work Integrated Learning, (2011); Iyer R. M., Hargreaves D. J., Lenz C., Beck H., Liaison with industry in modelling work integrated learning for engineering undergraduates, Australasian Association for Engineering Education, (2004); McIlveen P., Brooks S., Lichtenberg A., Smith M., Torjul P., Tyler J., Career development learning & work-integrated learning in Australian higher education: A discussion paper, (2008); Gamble N., Patrick C. J., Peach D., Internationalising work-integrated learning: Creating global citizens to meet the economic crisis and the skills shortage, Higher Education Research & Development, 29, 5, pp. 535-546, (2010); O'Brien K., Venkatesan S., Fragomeni S., Moore A., Work readiness of final-year civil engineering students at Victoria University: A survey, Australasian Journal of Engineering Education, 18, 1, pp. 35-48, (2012); Male S., King R., Best practice guidelines for effective industry engagement in Australian engineering degrees, (2014); Howard P., Developing professional practice skills through reflection on experience, 19th Annual Conference of the Australasian Association for Engineering Education: To Industry and Beyond; Proceedings of the Institution of Engineers, (2008); Dowling D., Managing student diversity in the Master of Engineering Practice program, 20th Annual Conference for the Australasian Association for Engineering Education: Proceedings of the, (2009); Hills J. M., Robertson G., Walker R., Adey M. A., Nixon I., Bridging the gap between degree programme curricula and employability through implementation of work-related learning, Teaching in Higher Education, 8, 2, pp. 211-231, (2003); Yorke M., Knight P. T., Embedding employability into the curriculum, 3, (2006); Biggs J. B., Teaching for quality learning at university: What the student does, (2011); Borrego M., Froyd J. E., Hall T. S., Diffusion of engineering education innovations: A survey of awareness and adoption rates in US engineering departments, Journal of Engineering Education, 99, 3, pp. 185-207, (2010); Magnell M., Geschwind L., Kolmos A., Faculty perspectives on the inclusion of work-related learning in engineering curricula, European Journal of Engineering Education, 42, 6, pp. 1038-1047, (2017); Skinner I., Careyb K., Luciena F., A retrospective on work integrated learning by engineers, AAEE Conference, (2013); Jenkins G. A., A work integrated learning approach to teaching Water Resources Engineering, Proceedings of the 2013 AAEE Conference, (2013); Dowling D., Hadgraft R., Carew A., McCarthy T., Hargreaves D., Baillie C., Male S., Engineering your future: an Australasian guide, (2020); Whelan M. B., Academic work-integrated learning (WIL): Reengaging teaching-focused academics with industry, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 172-187, (2017); Bennett D., Roberts L., Ananthram S., Teaching-only roles could mark the end of your academic career, The Conversation; Mackaway J. A., Winchester-Seeto T., Coulson D., Harvey M., Practical and pedagogical aspects of learning through participation: The LTP assessment design framework, Journal of University Teaching and Learning Practice, 8, 3, (2011); McNamara J., The challenge of assessing professional competence in work integrated learning, Assessment & Evaluation in Higher Education, 38, 2, pp. 183-197, (2013); Bates M., Work-integrated Learning Workload and Recognition–Review, (2010); Bates M., Work-integrated learning workloads: The realities and responsibilities, International Journal of Work-Integrated Learning, 12, 2, (2011); Male S., King R., Improving industry engagement in engineering degrees, 25th Annual Conference of the Australasian Association for Engineering Education: Engineering the Knowledge Economy: Collaboration, Engagement & Employability, School of Engineering & Advanced Technology, (2014); Bilgin A. A., Rowe A. D., Clark L., Academic Workload Implications of Assessing Student Learning in Work-Integrated Learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 167-183, (2017); Lefoe G. E., Smigiel H., Parrish D., Enhancing higher education through leadership capacity development: Progressing the faculty scholars’ model, Proceedings of the 30th HERDSA Annual Conference, (2007); McInnis C., Ramsden P., Maconachie D., A handbook for executive leadership of learning and teaching in higher education, (2012); Patrick C. J., Fallon W., Campbell M., Devenish I., Kay J., Lawson J., Russell L., Tayebjee F., Cretchley P., Leading WIL: A distributed leadership approach to enhance work integrated learning, Final report 2014, (2014); Edwards D., Perkins K., Pearce J., Hong J., Work integrated learning in STEM in Australian Universities, (2015); Ferns S., Russell L., Kay J., Enhancing industry engagement with work-integrated learning: Capacity building for industry partners, Asia-Pacific Journal of Cooperative Education, 17, 4, pp. 363-375, (2016); Stage 1 Competency Standard for Professional Engineer; Jackson D., Rowbottom D., Ferns S., McLaren D., Employer understanding of work-integrated learning and the challenges of engaging in work placement opportunities, Studies in Continuing Education, 39, 1, pp. 35-51, (2017); Peach D., Moore K., Campbell M., Winchester-Seeto T., Ferns S., Mackaway J., Groundwater L., Building institutional capacity to enhance access participation and progression in Work Integrated Learning (WIL), (2015); Hinton T., The impact management planning and evaluation ladder (IMPEL), (2014); Guerra A., Ulseth R., Kolmos A., PBL in engineering education: international perspectives on curriculum change, (2017); Ferns S., Russell L., Smith C., Designing work integrated learning to optimise student employment readiness, Research and Development in Higher Education: Learning for Life and Work in a Complex World, 38, pp. 161-175, (2015); Bowen T., Depicting the Possible Self: Work-Integrated Learning Students’ Narratives on Learning to Become a Professional, Asia-Pacific Journal of Cooperative Education, 17, 4, pp. 399-411, (2016); Harris K. L., James R., The Course Experience Questionnaire, Graduate Destination Survey, and Learning and Teaching Performance Fund in Australia, pp. 99-119, (2010); Dill D. D., Beerkens M., Public policy for academic quality: Analyses of innovative policy instruments, Springer Science & Business Media, 30, (2010); Palmer S., Young K., Campbell M., Developing an institutional evaluation of the impact of work-integrated learning on employability and employment, International Journal of Work-Integrated Learning, 19, 4, pp. 371-383, (2018); Chillas S., Marks A., Galloway L., Learning to labour: an evaluation of internships and employability in the ICT sector, New Technology, Work and Employment, 30, 1, pp. 1-15, (2015); Gault J., Leach E., Duey M., Effects of business internships on job marketability: the employers’ perspective, Education and Training, 52, 1, pp. 76-88, (2010); Gardner P., Framing Internships from an Employers’ Perspective: Length, Number, and Relevancy, (2013); Wilton N., Employability is in the eye of the beholder Employer decision-making in the recruitment of work placement students, Higher Education, Skills and Work-Based Learning, 4, 3, pp. 242-255, (2014); Rowe A. D., Zegwaard K. E., Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning, Special Issue: Advancing the WIL curriculum to enhance graduate employability, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 87-99, (2017); Yorke M., Knight P. T., Embedding employability into the curriculum, 3, (2006); Suarta I. M., Suwintana I. K., Sudhana I. F. P., Hariyanti N. K. D., Employability skills required by the 21st century workplace: A literature review of labor market demand, International Conference on Technology and Vocational Teachers (ICTVT 2017), (2017); Ferns S., Smith C., Russell L., Complex problem complex research design: Researching the impact of WIL on employability, WACE 10th International Symposium on Cooperative and Work-integrated Education Conference Proceedings, (2014); Hook C., Jenkins A., Introducing Human Resource Management, (2019); Collin K., Heijden B. V., Lewis P., Continuing professional development, (2012); Hourani R. B., Stringer P., Professional development: Perceptions of benefits for principals, International Journal of Leadership in Education, 18, 3, pp. 305-339, (2015); Harbour S., Ways to Promote Professional Development in the Workplace; Reddy C., Staff Training: Importance, Benefits, Advantages & Disadvantages; Wisdom Asset, Employee Development: The Pros & Cons of Training Staff; Garnett J., Authentic work-integrated learning, University teaching in focus, a learner-centred approach, pp. 164-179, (2012); Phillips K. P. A., Engaging employers in work integrated learning: current state and future priorities, (2014); Reddy C., Advantages and Disadvantages of on the job Training Methods, WiseStep; Hillage J., Pollard E., Employability: developing a framework for policy analysis, (1998); Pool L. D., Sewell P., The key to employability: developing a practical model of graduate employability, Journal of Education and Training, pp. 277-289, (2007); Nagle L., Lannon J., McMahon J., Integrating formal learning into work-integrated learning to create a semi-formal environment, International Journal of Work Integrated Learning, 19, 2, pp. 181-191, (2018); Drysdale M. T., Frost N., Mcbeath M. L., How Often Do They Change Their Minds and Does Work-Integrated Learning Play a Role? An Examination of ‘‘Major Changers’’ and Career Certainty in Higher Education, Asia-Pacific Journal of Cooperative Education, 16, 2, pp. 145-152, (2015); Trede F., Role of work-integrated learning in developing professionalism and professional identity, International Journal of Work-Integrated Learning, 13, 3, (2012); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Patrick C. J., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The WIL (Work Integrated Learning) report: A national scoping study, (2008); Malatest R. A., Barriers to work-integrated learning opportunities, (2018); Tran L. T., Soejatminah S., Get foot in the door’: International students’ perceptions of work integrated learning, British Journal of Educational Studies, 64, 3, pp. 337-355, (2016); Mutereko S., Wedekind V., Work integrated learning for engineering qualifications: a spanner in the works?, Journal of Education and Work, 29, 8, pp. 902-921, (2016); Conger D., Long M. C., Why are men falling behind? Gender gaps in college performance and persistence, The Annals of the American Academy of Political and Social Science, 627, 1, pp. 184-214, (2010); Duckworth A. L., Seligman M. E., Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores, Journal of Educational Psychology, 98, 1, (2006); Tanaka Y., Carlson K., An international comparison of the effect of work-integrated learning on academic performance: A statistical evaluation of WIL in Japan and Hong Kong, International Journal of Work-Integrated Learning, 13, 2, (2012); Barton G. M., Hartwig K. A., Cain M., International students’ experience of practicum in teacher education: An exploration through internationalisation and professional socialisation, Australian Journal of Teacher Education, 40, 8, (2015); Brown N., Assessment in the professional experience context, Journal of University Teaching & Learning Practice, 5, 1, (2008); Spooner-Lane R., Tangen D., Campbell M., The complexities of supporting Asian international pre-service teachers as they undertake practicum, Asia-Pacific Journal of Teacher Education, 37, 1, pp. 79-94, (2009); Barton G., Hartwig K. A., Cain M., Joseph D., Improving work placement for international students, their supervisors and other stakeholders: final report 2016, (2017)","","","Tempus Publications","","","","","","0949149X","","","","English","Int. J. Eng. Educ.","Article","Final","","Scopus","2-s2.0-85120816051"
"Rebenko M.","Rebenko, Maryna (57212877105)","57212877105","Modelling ESP teacher identity in Ukrainian tertiary education","2020","Journal of Teaching English for Specific and Academic Purposes","8","3","","201","213","12","3","10.22190/JTESAP2003201R","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100818790&doi=10.22190%2fJTESAP2003201R&partnerID=40&md5=1adc0acccc739d4c0e31f6d9d8b269fb","Foreign Languages for Mathematical Faculties Department, Institute of Philology, Taras Shevchenko National University of Kyiv, Ukraine","Rebenko M., Foreign Languages for Mathematical Faculties Department, Institute of Philology, Taras Shevchenko National University of Kyiv, Ukraine","In an attempt to leverage knowledge in an ESP classroom, some university teachers find not much support from the university staff and administration in Ukraine. Yet, it hardly restrains ESP teachers to eagerly develop and construe their professional identity aimed at equipping students with employability literacy skills. A two-stage survey of three different groups of respondents was conducted at Taras Shevchenko University of Kyiv, Ukraine. The findings on the open-ended questionnaire allowed designing a rank of identity constituents, which appeared to be different in research groups’ perceptions. While both language and subject teachers valued “individual features” as the most significant and “work experience” as the least, the students correspondingly ranked the other categories – “professional knowledge” and “foreign language competence”. Within the close-ended questionnaire dataset, these discrepancies vanished. All research groups agreed on the model of “ideal” ESP teacher identity as a combination of significantly ranking categories: “methods of teaching” → “professional knowledge” → “individual features” → “foreign language competence” → “work experience”. The “professional knowledge” category was estimated twice as significant as the “work experience” domain. The research results are consistent with the recent studies on teacher identity simulation. New was ranking the ESP teacher identity model on constituents’ significance based on opinions of three different social groups – students, language teachers, and subject teachers. The worked-out model could remedy ESP teacher identity ambiguity due to approach fruitfulness. © 2020 by University of Niš, Serbia.","ESP teacher; Identity constituents ranking; Identity model; Questionnaire","","","","","","","","Beauchamp C., Thomas L., Understanding Teacher Identity: An overview of issues in the literature and implications for teacher education, Cambridge Journal of Education, 39, 2, pp. 175-189, (2009); Beijaard D., Meijer P., Verloop N., Reconsidering Research on Teachers’ Professional Identity, Teaching and Teacher Education, 20, 2, pp. 107-128, (2004); Bolton K., Kuteeva M., English as an Academic Language at a Swedish University: Parallel language use and the ‘threat’ of English, Journal of Multilingual and Multicultural Development, 33, 5, pp. 429-447, (2012); Borg S., The Distinctive Characteristics of Foreign Language Teachers, Language Teaching Research, 10, 1, pp. 3-31, (2006); Brace I., Questionnaire Design: How to Plan, Structure and Write Survey Material for Effective Market Research, (2008); Cheng A., Anthony L., ESP Research in Asia: Guest editorial, English for Specific Purposes, 33, pp. 1-3, (2014); Gee J. P., Identity as an Analytic Lens for Research in Education, Review of Research in Education, 25, 1, pp. 99-125, (2001); Ireri A., Thuku P., Karugu N., Relationship Among Occupational Identity, Attitude toward Work, Age and Gender of First Year University Students in Kenya, Psychology and Social Behavior Research, 1, 4, pp. 88-97, (2013); Kanno Y., Stuart C., Learning to Become a Second Language Teacher: Identities-in-Practice, The Modern Language Journal, 95, 2, pp. 236-252, (2011); Long M., Uzcinski I., Evolution of Languages for Specific Purposes Programs in the United States: 1990–2011, Modern Language Journal, 96, 1, pp. 173-189, (2012); Miller J., Teacher Identity, The Cambridge Guide to Second Language Teacher Education, pp. 172-181, (2009); Pennington M. C., Teacher Identity in TESOL: A Frames Perspective, Teacher Identity and Development in Applied Linguistics: Current Trends and Perspectives, pp. 16-30, (2015); Pennington M. C., Richards J. C., Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors, RELC Journal, 47, 1, pp. 1-19, (2016); Richards J. C., Competence and Performance in Language Teaching, The Cambridge Guide to Pedagogy and Practice in Second Language Teaching, pp. 46-59, (2012); Sachs J., Teacher Education and the Development of Professional Identity: Learning to Be a Teacher, Connecting Policy and Practice: Challenges for Teaching and Learning in Schools and Universities, pp. 5-12, (2005); Sanchez-Lopez L., Long M., Lafford B., Research Interests and Needs in Languages for Specific Purposes in Higher Education in the United States: A survey study, the Second International Symposium on Languages for Specific Purposes, (2014); Tao J., Gao X., Identity Constructions of ESP Teachers in a Chinese University, English for Specific Purposes, 49, pp. 1-13, (2018); Taylor F., Busse V., Gagova L., Marsden E., Roosken B., Identity in Foreign Language Learning and Teaching: Why Listening to Our Students’ and Teachers’ Voices Really Matters, (2013); Tsou W., Chen F., ESP Program Evaluation Framework: Description and application to a Taiwanese university ESP program, English for Specific Purposes, 33, 1, pp. 39-53, (2014); Varghese M., Morgan B., Johnston B., Johnston K., Theorizing Language Teacher Identity: Three Perspectives and Beyond, Journal of Language, Identity, and Education, 4, 1, pp. 21-44, (2005); Vondracek F. W., Skorikov V. B., Leisure, School, and Work Activity Preferences and Their Role in Vocational Identity Development, Career Development Quarterly, 45, pp. 322-334, (1997); Vondracek F. W., Schulenberg J., Skorikoc V., Gillespie L. K., Wahlheim C., The Relationship of Identity Status to Career Indecision During Adolescence, Journal of Adolescence, 18, pp. 17-29, (1995); Wu H., Badger R. G., In a Strange and Uncharted Land: ESP teachers’ strategies for dealing with unpredicted problems in subject knowledge during class, English for Specific Purposes, 28, 1, pp. 19-32, (2009); Yazan B., Lindahl K., Language Teacher Identity in TESOL: Teacher Education and Practice as Identity Work, (2020)","M. Rebenko; Foreign Languages for Mathematical Faculties Department, Institute of Philology, Taras Shevchenko National University of Kyiv, Ukraine; email: m.rebenko@knu.ua","","University of Nis","","","","","","23349182","","","","English","J. Teach. Eng. Spec. Acad. Purp.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85100818790"
"Marx J.; de Swardt C.J.","Marx, Johan (55953971100); de Swardt, Cecilia Jacoba (57211714815)","55953971100; 57211714815","Towards a competency-based undergraduate qualification in risk management","2020","Qualitative Research in Financial Markets","12","1","","96","117","21","4","10.1108/QRFM-10-2018-0110","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074886795&doi=10.1108%2fQRFM-10-2018-0110&partnerID=40&md5=68a655813de3be2417e27ff37e86a652","Department of Finance, Risk and Banking, University of South Africa, Pretoria, South Africa; Department of Finance, Risk Management and Banking, College of Economic and Management Sciences, University of South Africa, Pretoria, South Africa","Marx J., Department of Finance, Risk and Banking, University of South Africa, Pretoria, South Africa; de Swardt C.J., Department of Finance, Risk Management and Banking, College of Economic and Management Sciences, University of South Africa, Pretoria, South Africa","Purpose: The purpose of this paper is first to determine the competencies required of risk managers and second to consider the implications of such competencies in determining modules for inclusion in the curriculum framework of an undergraduate qualification in risk management. Design/methodology/approach: A qualitative research approach was followed, involving risk management professionals in a focus group and making use of interactive qualitative analysis (IQA). Findings: The competencies identified are managerial and risk management knowledge, attributes such as assertiveness and steadfastness and ethical values, as well as people and technical skills. These are explained in greater detail in this paper. Research limitations/implications: The unique contribution of the current research was the innovative use of IQA for data collection, the removal of subjectivity and the rigour in analysing and presenting the results. The results provide a starting point for designing a curriculum that will both meet the requirements of the professional body and will equip graduates with the best possible combination of knowledge, attributes, values and skills needed by the risk management profession. The implications for further research include that a comparative IQA study of the competencies of risk managers using academics from the field could be undertaken, as well as a study of the design, benchmarking and validation of a proposed curriculum for an undergraduate degree in risk management. The purpose of this study was not to compile a curriculum for a new BCom (risk management). However, this was beyond the scope of the current study. IQA uses rigour and eliminates the bias of the researcher, and the one limitation of this research lies in the use of a focus group, which resulted in the findings not being generalizable as the case would have been with a representative sample used in the positivist paradigm and using appropriate statistical analysis. However, this study was exploratory and could serve as a valuable starting point for further research in this area to perform a comprehensive curriculum development. Practical implications: This study found that constituents of the focus group perceived that the following competencies are required of risk managers, namely, knowledge, skills, attributes and values. These competencies correspond closely with the competencies indicated in the Risk and Insurance Management Society (RIMS) Professional Core Competency Model, except that RIMS subdivides knowledge into three categories, namely, business, organisational and risk management knowledge. Similarly, RIMS distinguishes between management skills and technical skills. The attributes identified by the focus group of this study were similar to those identified by RIMS. However, the focus group emphasised values such as integrity, ethical conduct, respect and accountability. However, unlike RIMS, these were not perceived as one of the five core competencies, but rather as a stand-alone competency in its own right, which risk managers need to be successful. RIMS could consider reviewing its core competencies by allocating three closely related aspects, namely communication, collaboration and consultation to technical skills. Core competencies may be replaced by core values, which are literally at the centre of all the competencies required. Such core values are enhanced by the RIMS Code of Ethics (2019) and significantly contribute to the professionalization of risk management. RIMS could also consider providing guidelines to universities for those competencies that could be taught or learnt, to be included in their curricula and to accredit universities who meet such requirements. Social implications: The findings of this study also serve as a starting point for the reintroduction of a BCom (risk management) degree by Unisa. Despite the requirements of the South African Qualifications Authority (SAQA) and the Council for Higher Education (CHE), this study demonstrated that a specialised degree in risk management needs to be offered to meet the need expressed by IRMSA for professional risk managers in Southern Africa, and such a degree should ideally be curriculated based on the competencies identified in this article. The implication for public policy is that SAQA and the CHE need to reconsider their rigid stance about the composition of specialised qualifications, and rather set a range of 33-50% for subjects from the field of specialisation that must be included in the curricula of specialised degrees. As indicated by this research, a combination of subjects from different disciplines is required to enhance the competencies and employability of risk management graduates. Originality/value: The use of IQA is a novel way of ensuring rigour and objectivity in arriving at the required knowledge, attributes, values and skills of risk managers, and aids in the compilation of a new curriculum for an undergraduate qualification in risk management, thus ensuring the qualification will provide a competency-based qualification that will meet the needs of the profession. © 2019, Emerald Publishing Limited.","Competencies; Interactive qualitative analysis (IQA); Risk management","","","","","","","","Ashby S., Risk management and the global banking crisis: lessons for insurance solvency regulation, The Geneva Papers on Risk and Insurance - Issues and Practice, 36, pp. 330-347, (2011); Bargate K., Interactive qualitative analysis: a novel methodology for qualitative research, Mediterranean Journal of Social Sciences, 5, 20, pp. 11-19, (2014); Compliance and the compliance function in banks, (2005); Risk committee publications, (2017); Booth L., African risk managers thirsty for qualifications, (2014); Burger M., Graeber B., Schindlmayr G., Managing Energy Risk, (2014); Campbell A., Sommers Luchs K.S., Core Competency-Based Strategy, (1997); The higher education qualifications Sub-framework (HEQSF), (2013); Cochran-Smith M., Constructing outcomes in teacher education: policy, practice and pitfalls, Education Policy Analysis Archives, 9, 2, pp. 1-56, (2001); Enterprise risk management, (2017); Environmental risk management MSc, (2017); Delmarie de List F., Winterton J., What is competence, Human Resource Development International, 18, 1, pp. 27-46, (2005); Exploring strategic risk, (2013); De Swardt C.J., A critical analysis of risk management degree curricula in South Africa, (2019); Draganidis F., Mentzas G., Competency-based management: a review of systems and approaches, Information Management and Computer Security, 14, 1, pp. 51-64, (2006); Dubois D., Competency-Based Performance: A Strategy for Organizational Change, (1993); The EU flood risk directive, (2004); Fox C., Reply to your question regarding RIMS competencies, (2019); Guerrero D., De los Rios I., Professional competencies: a classification international models, (2012); Hopkin P., Fundamentals of Risk Management: understanding, Evaluating and Implementing Effective Risk Management, (2017); Information security risk management, (2013); A risk practitioners guide to ISO 31000: 2018, (2018); Koh E.H.Y., Mohan A.V., Tan K.H., A more comprehensive approach to competency development: an exploratory study on the risk management function of banks, Asian Journal of Business and Accounting, 8, 2, pp. 1-24, (2015); Leaver M., Reader T.W., Non-technical skills for managing risk and performance in financial trading, Journal of Risk Research, 19, 6, pp. 687-721, (2016); Le Deist F.D., Winterton J., What is competence?, Human Resource Development International, 8, 1, pp. 27-46, (2005); Louisot J.-P., What makes an effective risk manager?, Risk Management, 50, 6, pp. 26-30, (2003); Mampane R., Bouwer C., The influence of township schools on the resilience of their learners, South African Journal of Education, 31, 1, pp. 114-126, (2011); Mitrani A., Dalziel M., Fitt D., Competency-Based Human Resource Management, (1992); Nadler D.A., Tushman M., The organisation of the future: strategic imperatives and core competencies for the 21st century, Organizational Dynamics, 27, 1, pp. 45-58, (1999); Northcutt N., McCoy D., Interactive Qualitative Analysis: A Systems Method for Qualitative Research, (2004); Practice standard for project risk management, (2009); Power M., The invention of operational risk management. Economic and social research council, (2003); Reputation risk, (2017); RIMS risk management professional core competency model, (2017); RIMS code of ethics, (2019); Schlegel G.L., Trent R.J., Supply Chain Risk Management – an Emerging Discipline, (2014); Shannon-Baker P., Making paradigms meaningful in mixed methods research, Journal of Mixed Methods Research, 10, 4, pp. 319-334, (2016); Tabane R.J., Integration and learners’ feelings of belonging in a desegregated former house of delegates school, (2010); Vinay K., Muller R., Risk management at board level – a practical guide for board members, (2015); The global risks report 2017, (2017); Kalia V., Muller R., Risk management at the board level – a practical guide for board members, (2007); Lin N., Applied Business Analytics: integrating Business Process, Big Data, and Advanced Analytics, (2015); Approaches to teaching, learning, and assessments in competences based degree programmes, (2017)","J. Marx; Department of Finance, Risk and Banking, University of South Africa, Pretoria, South Africa; email: marxj@unisa.ac.za","","Emerald Group Holdings Ltd.","","","","","","17554179","","","","English","Qual. Res. Financ. Markets","Article","Final","","Scopus","2-s2.0-85074886795"
"McDonald P.","McDonald, Paula (8643475500)","8643475500","Open market internships: what do intermediaries offer?","2020","Journal of Education and Work","33","1","","33","47","14","4","10.1080/13639080.2019.1702151","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076442094&doi=10.1080%2f13639080.2019.1702151&partnerID=40&md5=b1bc0c6d08c474861025c2c1e3e25b46","QUT Business School, Brisbane, Australia","McDonald P., QUT Business School, Brisbane, Australia","Participation in open market internships by higher education students and graduates has significantly expanded. This has created growing opportunities for intermediaries or ‘brokers’ to organise and charge fees for placing individuals in organisations, either in their home country or abroad. Despite being voluntary, open market internships may be endorsed by universities motivated to confer on their students a labour market advantage. Despite being the subject of significant public concern, no published research has systematically addressed how internship intermediaries operate. This study examined the websites of 25 intermediaries to examine the functions of these businesses and the nature of the internships they offer. The findings show that the majority of firms offered placements in a variety of disciplines, partnered with prestigious universities and organisations, and promised a plethora of employability capacities as a result of participation. None directly promised participants success in acquiring a job post-internship but they did frequently suggest that internships had proven career benefits. The high program fees charged to participants may constitute a significant barrier to participation for those from less advantaged backgrounds. The results contribute to emerging scholarship addressing the patterns of participation in (open market) internships and other forms of work experience. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.","broker; employability; graduate employment; intermediary; Internship; work","","","","","","Australian Research Council, ARC, (FT120100635)","This work was supported by the Australian Research Council [FT120100635];","Allen K., Quinn J., Hollingworth S., Rose S., Becoming Employable Students and ‘ideal’ Creative Workers: Exclusion and Inequality in Higher Education Work Placements, British Journal of Sociology of Education, 343, pp. 431-452, (2013); Boden R., Nedeva M., Employing Discourse: Universities and Graduate Employability, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Boulton C., Under the Cloak of Whiteness: A Circuit of Culture Analysis of Opportunity Hoarding and Colour-blind Racism inside US Advertising Internship Programs, tripleC, 13, pp. 390-403, (2015); Brown P., Hesketh A., The Mismanagement Of Talent: Employability and Jobs in The Knowledge Economy, (2004); Cannon J.A., Arnold M.J., Student Expectations of Collegiate Internship Programs in Business: A 10-year Update, Journal of Education for Business, 73, pp. 202-205, (1998); Carnevale A., Hanson A., Learn and Earn: Career Pathways for Youth in the 21st Century, E-Journal of International and Comparative Labour Studies, 4, pp. 76-89, (2015); Cerulli-Harms A., Generation Internship: The Impact of Internships on Early Labour Market Performance, Discussion Paper No. 11163, (2017); Clarke M., Rethinking Graduate Employability: The Role of Capital, Individual Attributes and Context, Studies in Higher Education, (2017); Curiale J., America’s New Glass Ceiling: Unpaid Internships, the Fair Labor Standards Act, and the Urgent Need for Change, Hastings Law Journal, 61, pp. 1531-1560, (2010); Dacre Pool L., Sewell P., The Key to Employability: Developing a Practical Model of Graduate Employability, Education + Training, 49, pp. 277-289, (2007); The Experience of Traineeships in the EU. Flash Eurobarometer 378, (2013); Discenna T.A., The Discourses of Free Labour: Career Management, Employability, and the Unpaid Intern, Western Journal of Communication, 80, pp. 435-452, (2016); Towards a Quality Framework on Traineeships, (2012); Applying the Quality Framework for Traineeships, SWD (2016) 324. European Commission Staff Working Document, (2016); Council Recommendation of 10 March 2014 on a Quality Framework for Traineeships (2014/C 88/01), Official Journal of the European Union, 100, pp. 1-4, (2014); Frenette A., Making the Intern Economy, Work and Occupations, 40, pp. 364-397, (2013); Gordon J., Global Labour Recruitment in a Supply Chain Context, ILO Fair Recruitment Initiative Series, Paper No 1, (2015); Grant-Smith D., McDonald P., Ubiquitous yet Ambiguous: An Integrative Review of Unpaid Work, International Journal of Management Reviews, 20, pp. 559-578, (2018); Hadjivassiliou K., Carta E., Higgins T., Rickard C., Ter-Minassian S., Pesce F., Samek M., Et al., Study on a Comprehensive Overview on Traineeship Arrangements in Member States, Final Synthesis Report, (2012); Hakkinen I., Working while Enrolled in a University: Does It Pay?, Labour Economics, 13, 2, pp. 167-189, (2006); Hakkinen I., Working while Enrolled in a University: Does It Pay?, 13, 2, pp. 167-189, (2006); Hewitt A., Avoiding the Trap of Exploitative Work: A National Approach to Making Work-integrated Learning Effective, Equitable and Safe, Australian Journal of Labour Law, 31, 2, pp. 101-130, (2018); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1998); Holdsworth C., Brewis G., Volunteering, Choice and Control: A Case Study of High Education Student Volunteering, Journal of Youth Studies, 17, pp. 204-219, (2014); Holford A., Access to and Returns from Unpaid Graduate Internships, IZA Discussion Paper No. 10845, (2017); Hunt W., Scott P., Participation in Paid and Unpaid Internships among Creative and Communications Graduates. Does Class Advantage Play a Part?, Rising to the Youth Employment Challenge: New Evidence on Key Policy Issues, pp. 113-162, (2017); Jackson D., Developing Pre-professional Identity in Undergraduates through Work-integrated Learning, Higher Education, 74, pp. 833-853, (2017); Jacobson J., Regan Shade L., Stringtern: Springboarding or Stringing along Young Interns’ Careers?, Journal of Education and Work, 31, 3, pp. 320-337, (2018); Joensen J., Academic and Labour Market Success: The Impact of Student Employment, Abilities and Preferences, Working Article No. 1352077, (2009); Kramer M., Usher A., Work-integrated Learning and Career-ready Students: Examining the Evidence, (2011); Matthew S., Taylor R., Ellis R., Students’ Experiences of Clinic-based Learning during a Final Year Veterinary Internship Programme, Higher Education Research & Development, 29, 4, pp. 389-404, (2010); Matthew S.M., Taylor R.M., Ellis R.A., Relationships between Students’ Experiences of Learning in an Undergraduate Internship Programme and New Graduates’ Experiences of Professional Practice, Higher Education, 64, pp. 529-542, (2012); McHugh P., The Impact of Compensation, Supervision and Work Design on Internship Efficacy: Implications for Educators, Employers and Prospective Interns, Journal of Education and Work, 30, 4, pp. 367-382, (2017); McQuaid R., Lindsay C., The Concept of Employability, Urban Studies, 42, pp. 197-219, (2005); Milburn A., Unleashing aspiration: the final report of the Panel on Fair Access to the Professions, (2009); Moreau M., Leathwood C., Graduates’ Employment and the Discourse of Employability, Journal of Education and Work, 19, pp. 305-324, (2006); O'Connor H., Bodicoat M., Exploitation or Opportunity? Student Perceptions of Internships in Enhancing Employability Skills, British Journal of Sociology of Education, (2016); O'Higgins N., Pinedo L., Interns and Outcomes: Just How Effective are Internships as a Bridge to Stable Employment?, International Labour Office Employment Working Paper No. 241, (2017); Oliver D., McDonald P., Stewart A., Hewitt A., (2016); Perlin R., Intern Nation: How to Earn Nothing and Learn Little in the Brave New Economy, (2011); Phillips K.P.A., Engaging Employers in Work Integrated Learning: Current State and Future Priorities, (2014); Pinto L., Pereiro P., ‘I Wish to Do an Internship (Abroad)’: Investigating the Perceived Employability of Domestic and International Business Internships, Higher Education, (2019); Roberts C., The Inbetweeners. The New Role of Internships in the Graduate Labour Market, (2017); Rothwell A., Herbert L., Rothwell F., Self-perceived Employability: Construction and Initial Validation of a Scale for University Students, Journal of Vocational Behavior, 73, pp. 1-12, (2008); Sanahuja Velez G., Ribes Giner G., Effects of Business Internships on Students, Employers and Higher Education Institutions: A Systematic Review, Journal of Employment Counselling, 52, pp. 121-130, (2015); Siebert S., Wilson F., All Work and No Pay: Consequences of Unpaid Work in the Creative Industries, Work, Employment and Society, 27, pp. 711-721, (2013); Silva P., Lopes B., Costa M., Melo A., Paiva Dias G., Brito E., Seabra D., The Million-dollar Question: Can Internships Boost Employment?, Studies in Higher Education, 43, 1, pp. 2-21, (2016); Silva P., Lopes B., Costa M., Seabra D., Melo A., Brito E., Paiva Dias G., Stairway to Employment? Internships in Higher Education, Higher Education, 72, pp. 703-721, (2016); Smith S., Smith C., Caddell M., Can Pay, Should Pay? Exploring Employer and Student Perceptions of Paid and Unpaid Placements, Active Learning in Higher Education, 16, pp. 149-164, (2015); Smith V., Neuwirth E.B., The Good Temp, (2008); Standing G., The Precariat: The New Dangerous Class, (2011); Stewart A., Owens R., Hewitt A., Nikoloudakis I., The Regulation of Internships: A Comparative Study, ILO Working Paper no. 240, (2018); Research Brief: Internship or Indenture?, (2014); Swan E., The Internship Class: Subjectivity and Inequalities–Gender, Race and Class, Handbook of Gendered Careers in Management: Getting In, Getting On, Getting Out, pp. 30-43, (2015); Tholen G., What Can Research into Graduate Employability Tell Us about Agency and Structure?, British Journal of Sociology of Education, 36, 5, pp. 766-784, (2015); Tholen G., Brown P., Power S., Allouch A., The Role of Networks and Connections in Elites’ Labour Market Entrance, Research in Social Stratification and Mobility, 34, pp. 142-154, (2013); Tweedie B., Ting I., How Working for Free Went Mainstream, ABC news online, (2018)","P. McDonald; QUT Business School, Brisbane, 2 George St, 4001, Australia; email: p.mcdonald@qut.edu.au","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85076442094"
"Mtebe J.S.; Kissaka M.M.; Raphael C.; Stephen J.K.","Mtebe, Joel S. (47361179300); Kissaka, Mussa M. (6506690958); Raphael, Christina (47361394900); Stephen, Josephine Kalekwa (57210211058)","47361179300; 6506690958; 47361394900; 57210211058","Promoting youth employment through information and communication technologies in vocational education in Tanzania","2020","Journal of Learning for Development","7","1","","90","107","17","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102246489&partnerID=40&md5=49844172b96cbc1ed38cc0b489c03c38","Department of Computer Science and Engineering, University of Dar es Salaam, Tanzania; University of Dar es Salaam (UDSM), Dar es Salaam, Tanzania; Department of Educational Foundations, Management and Life Long Learning, Dar es Salaam University College of Education (DUCE), Tanzania","Mtebe J.S., Department of Computer Science and Engineering, University of Dar es Salaam, Tanzania; Kissaka M.M., University of Dar es Salaam (UDSM), Dar es Salaam, Tanzania; Raphael C., Department of Educational Foundations, Management and Life Long Learning, Dar es Salaam University College of Education (DUCE), Tanzania; Stephen J.K., University of Dar es Salaam (UDSM), Dar es Salaam, Tanzania","Africa is the most youthful continent in the world with approximately 20% of the global youth population, which is expected to increase by 42% by the end of 2030. This great number of youths, which could be used as a huge asset for the continent’s economic growth and development, is largely unemployed. As a result, governments have introduced Vocational Education and Training (VET) by providing occupation-oriented training in a bid to reduce unemployment amongst youth. Despite these efforts, the majority of VET graduates remain unemployed due to the inadequate employability skills needed in the current job market. This study reports on the implementation of a project aiming at enhancing employability skills through ICT in four centres in Tanzania: Nangwa VTC, Manyara VTC, Arusha VTC, and Mto wa Mbu FDC, as well as Ketumbeine secondary school with a total of 100 students and 20 teachers. Through participating in the project, it was expected that students would gain the ICT skills as well as the 21st-Century skills required in their current workplaces. At the end of the project, an evaluation was conducted using a self-administered survey, where a total of 80 students were involved in the four centres. Moreover, Focus Group Discussions (FGDs), non-participatory observation, and documentary review were adopted as qualitative data instruments. It was found that students’ perceived competence and level of skills on technology knowledge of multimedia was moderate (M = 3.63), while that of CISCO was found to be high, with 76 students having graduated and obtained a CISCO certification. In terms of the 21st-Century skills, it was found that students’ self-reported confidence levels in all four 21st-Century skills domains were found to be high, with collaboration skills (M = 4.5) being the highest, followed by communication skills (M = 4.26), leadership (M = 4.20) and creativity and innovation (M = 4.06). Nonetheless, the lowest 21st-Century skills element was critical thinking skills (M = 3.9). The findings from this study show that with some planned activities within colleges, students can easily acquire the needed employability skills. The implication of these findings are discussed at the end of the paper. © 2020, Commonwealth of Learning. All rights reserved.","21st-Century skills; Employment in Africa; School-industry collaboration; Technical and Vocational Education and Training (TVET); Vocational Education; Workplace training; Youth employment","","","","","","","","Transforming African higher education for graduate employability and socio-economic development, 13th General conference, (2013); Ananiadou K., Claro M., 21st Century skills and competences for new millennium learners in OECD countries, OECD Education Working Papers, 41, 33, (2009); Bezy M., Africa Oyé: Raising the bar in Africa’s higher education quality-The impact on the ICT industry and the danger for Africa, (2013); Billett S., Vocational education: Purposes, traditions and prospects, (2011); Bourn D., Understanding global skills for 21st century professions, (2018); Davis F. D., Bagozzi R. P., Warshaw P. R., User acceptance of computer technology: A comparison of two theoretical models, Management Science, 35, 8, (1989); Dede C., Comparing Frameworks for 21st Century Skills, 21st Century skills: Rethinking how students learn, pp. 51-76, (2009); DeLone W. H., McLean E. R., The DeLone and McLean Model of Information Systems success: A ten-year update, Management Information Systems, 19, 4, pp. 9-30, (2003); Gaddis I., Wane W., Morisset J., Youth in Tanzania: A growing uneducated labor force, (2013); Garcia M., Fares J., Youth in Africa’s labor market, (2008); Goldberg D. E., Entrepreneurial engineer: Ready for the 21st century, The entrepreneurial engineer: Personal, interpersonal, and organizational skills for engineers in a world of opportunity, pp. 1-9, (2006); Haji M., Youth employment in Tanzania: Taking stock of the evidence and knowledge gaps, (2015); Hanson W. E., Creswell J. W., Clark V. L. P., Petska K. S., Creswell J. D., Mixed methods research designs in counseling psychology mixed methods research designs in counseling psychology, Mixed Methods Research Designs in Counseling Psychology, 373, (2005); Hixson N. K., Ravitz J., Whisman A., Extended professional development in project-based learning: Impacts on 21st century teaching and student achievement, (2012); Hobson M., Goldin N., Advancing a 21st century skills agenda for today’s youth, (2016); Africa boosting youth employment in Africa: What works and why?, Knowledge platform on inclusive evelopment policies, (2017); Kay K., Greenhill V., Bringing schools into the 21st century, Bringing schools into the 21st century. Explorations of educational purpose, pp. 41-65, (2011); Krueger R. A., Focus groups: A practical guide for applied research, (1994); Mishra P., Kereluik K., What 21st century learning? A review and a synthesis, SITE 2011—Society for Information Technology & Teacher Education International Conference, pp. 3301-3312, (2011); Preparing 21st century students for a global society: An educator's guide to the “Four Cs, (2014); Nkirina S. P., The challenges of integrating entrepreneurship education in the vocational training system: An insight from Tanzania’s vocational, Journal of European Industrial Training, 34, 2, pp. 153-166, (2010); Omatsu G., Student leadership training booklet, (2012); Power C. N., Technical and vocational education for the 21st-century, Prospects, 29, 1, pp. 29-36, (1999); Reeve E. M., 21st Century skills needed by students in Technical and Vocational Education and Training (TVET), Asian International Journal of Social Sciences, 16, 4, pp. 62-74, (2016); Saavendra A. R., Opfer V. Darleen, Learning 21st century-skills requires 21st century teaching, Phi Delta Kappan, 94, 1, pp. 41-44, (2012); Sabarwal S., Tanzania skills for competitiveness in the small and medium enterprise sector, (2013); Sarfo F. K., Psychological framework for quality technical and vocational education and training in the 21st-century, Learning, design, and technology, pp. 1-26, (2016); Scott C. L., Education research and foresight what kind of learning, (2015); Suarta I. M., Suwintana I. K., Sudhana I. G. P. F. P., Kadek N., Hariyanti D., Employability skills required by the 21st-century workplace: A literature review of labour market demand, Advances in Social Science, Education and Humanities Research, 102, pp. 337-342, (2017); Sumra S., Katabaro J., Education foundations of the development of skills and productive capabilities, (2016); Tanzania Unemployment Rate, (2019); Technical and Vocational Education and Training for the 21st-Century, (2002); Tanzania Industrial Competitiveness Report 2012, (2012); Formal Sector Employment and Earnings Survey 2014: Tanzania Mainland, (2014); Voogt J., Erstad O., Dede C., Mishra P., Challenges to learning and schooling in the digital networked world of the 21st century, Journal of Computer Assisted Learning, 29, 5, pp. 403-413, (2013); Voogt J., Knezek G., Building a global community of policymakers, researchers and educators to move education systems into the digital age, Journal of Computer Assisted Learning, 29, 5, pp. 399-402, (2013); Productive jobs necessary for Tanzania’s fast-growing workforce, (2014); Yurdakul I., Odabasi H. F., Kilicer K., Coklar A. N., Birinci G., Kurt A. A., The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale, Computers and Education, 58, 3, pp. 964-977, (2012)","","","Commonwealth of Learning","","","","","","23111550","","","","English","J. Learn. Dev.","Article","Final","","Scopus","2-s2.0-85102246489"
"Bagewadi Z.K.; Desai S.V.; Muddapur U.M.; Yaraguppi D.; Hungund B.; Patil L.; Hombalimath V.; R.shet A.; Achappa S.; Tennalli G.","Bagewadi, Zabin K. (55453826900); Desai, Shivalingsarj V. (57205030395); Muddapur, Uday M. (55773089600); Yaraguppi, Deepak (57205056056); Hungund, Basavaraj (35603477800); Patil, Laxmikant (57205062310); Hombalimath, Veeresh (57205060269); R.shet, Anil (57191835714); Achappa, Sharanappa (57221600404); Tennalli, Gururaj (57221614262)","55453826900; 57205030395; 55773089600; 57205056056; 35603477800; 57205062310; 57205060269; 57191835714; 57221600404; 57221614262","Industry-internship program for biotechnology under-graduates-enabling the student-workforce for better employability","2020","Journal of Engineering Education Transformations","33","Special Issue","","233","239","6","2","10.16920/jeet/2020/v33i0/150151","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099607650&doi=10.16920%2fjeet%2f2020%2fv33i0%2f150151&partnerID=40&md5=bffd66c77e9dd2efe3554e3bc9b8930d","Department of Biotechnology, KLE Technological University, Hubballi, Karnatak, 580 031, India","Bagewadi Z.K., Department of Biotechnology, KLE Technological University, Hubballi, Karnatak, 580 031, India; Desai S.V., Department of Biotechnology, KLE Technological University, Hubballi, Karnatak, 580 031, India; Muddapur U.M., Department of Biotechnology, KLE Technological University, Hubballi, Karnatak, 580 031, India; Yaraguppi D., Department of Biotechnology, KLE Technological University, Hubballi, Karnatak, 580 031, India; Hungund B., Department of Biotechnology, KLE Technological University, Hubballi, Karnatak, 580 031, India; Patil L., Department of Biotechnology, KLE Technological University, Hubballi, Karnatak, 580 031, India; Hombalimath V., Department of Biotechnology, KLE Technological University, Hubballi, Karnatak, 580 031, India; R.shet A., Department of Biotechnology, KLE Technological University, Hubballi, Karnatak, 580 031, India; Achappa S., Department of Biotechnology, KLE Technological University, Hubballi, Karnatak, 580 031, India; Tennalli G., Department of Biotechnology, KLE Technological University, Hubballi, Karnatak, 580 031, India","Industry-Internships are emerging as a trend in academic programs given the thrust for skill enhancements of students, making them industry-ready and placements. The present study gives an account of full-time industry-internship program at Department of Biotechnology, KLE Technological University, Hubballi. The key objectives of the program were to expose the students to industry work scenario, provide an opportunity to work on live projects and enhance the placements through the conversion of internships to placements. The program was for a duration of six months as part of their VIII semester with 20 credits, which included industry training and project modules. A structured rubrics-based assessment in terms of in-semester and end semester was performed. The students worked as interns in several Biotechnology-led enterprises. Industry, students and internship co-coordinator of the institute were the key stake-holders in the process. The students opined that the program helped them making an informed choice of their career and made them industry-ready. The number of internships program recorded a steady increase year-on-year which reflects the relevance of from students’ perspective. The program was instrumental in addressing eight program outcomes The industries in-turn were satisfied with the performance, team coherence and attitude of the interns. The program churned out to be a win-win model for both the students and the participating industries. © 2020, Rajarambapu Institute Of Technology. All rights reserved.","Industry-Internship; Practical training; Skills","","","","","","","","Burnett S., The future of accounting education: A regional perspective, Journal of Education for Business, 78, 3, pp. 129-134, (2003); Busby G., Brunt P., Baber S., Tourism sandwich placements: An appraisal, Journal of Tourism Management, 18, 2, pp. 105-110, (1997); Cannon J.A., Arnold M.J., Student expectations of collegiate internship programs, Journal of Education for Business, 73, 4, pp. 202-205, (1998); Carlson R., Estimating the biotech sector's contribution to the US economy, Nature Biotechnology, 34, 3, pp. 247-255, (2016); Cates-McIver L., Internships and co-op programs, a valuable combination for collegians, Black Collegian, 30, 1, pp. 84-87, (1999); Chang D., Chu P., University-Industry Cooperation in Action: A Case Study of the Integrated Internship Program (IIP) in Taiwan, Journal of Hospitality & Tourism Education, 21, 1, pp. 6-16, (2009); Chen T., Shen T., Today's intern, tomorrow's practitioner?—The influence of internship programmes on students' career development in the Hospitality Industry, Journal of Hospitality, Leisure, Sport & Tourism Education, 11, 1, pp. 29-40, (2012); Collins A.B., Gateway to the real world, industrial training: dilemmas and problems, Tourism Management, 23, 1, pp. 93-96, (2002); Hite R., Bellizi R., Students expectations regarding collegiate internship programs in marketing, Journal of Marketing Education, 8, 3, pp. 41-49, (1986); Khan R., Gogos A., Online Mentoring for biotechnology graduate students: An industry academia partnership, Journal of Asynchronous Learning Networks, 17, 1, pp. 89-107, (2013); Mascarelli A., Environmental puzzle solvers, Nature, 494, pp. 507-509, (2013); Miner J.B., Crane D.P., Human Resources Management, (1995); Neuman H., Internships, Career World, 27, 6, (1999); Nugent K.L., Kulkarni A.S., An interdisciplinary shift in demand for talent within the biotech industry, Nature Biotechnology, 31, 9, pp. 853-855, (2013); Philp J., The bioeconomy, the challenge of the century for policy makers, New Biotechnology, 40, pp. 11-19, (2018); Shet A.R., Hungund B.S., Yaraguppi D.A., Tennalli G.B., Patil L.R., Sharanappa A., Desai S.V., Muddapur U.M., Hombalimath V.S., Bagewadi Z.K., Theme-Based Mini Project Implementation for Basic Skill-Set Development in Biotechnology, Journal of Engineering Education Transformations, 30, 4, pp. 73-77, (2017); Shet A.R., Hungund B.S., Yaraguppi D.A., Tennalli G.B., Patil L.R., Sharanappa A., Desai S.V., Muddapur U.M., Hombalimath V.S., Bagewadi Z.K., Theme-Based Minor Project Implementation for Basic Skill-Set Development in Biotechnology, Journal of Engineering Education Transformations, 30, 4, pp. 73-77, (2017); Subramanian R., Mathew A., I.R. A I.R. A, Win-Win Dual Internship Model for Turning Graduates Employable, International Journal for Cross-Disciplinary Subjects in Education, 3, 4, pp. 888-897","S.V. Desai; Department of Biotechnology, KLE Technological University, Hubballi, Karnatak, 580 031, India; email: desaisv@kletech.ac.in","","Rajarambapu Institute Of Technology","","","","","","23492473","","","","English","J. Eng. Edu. Transform.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85099607650"
"Liashenko I.; Hnapovska L.","Liashenko, Iryna (57201253606); Hnapovska, Lyudmyla (57221945922)","57201253606; 57221945922","Esp online course as a means of enhancing graduate students’ employability opportunities-case of Sumy state university","2020","Journal of Teaching English for Specific and Academic Purposes","8","3","","215","230","15","2","10.22190/JTESAP2003215L","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100747952&doi=10.22190%2fJTESAP2003215L&partnerID=40&md5=757b75ca2e65e0654076993793a08f34","Sumy State University, Ukraine","Liashenko I., Sumy State University, Ukraine; Hnapovska L., Sumy State University, Ukraine","Along with providing plentiful job market opportunities, the ongoing growth of various technologies in a wide range of fields is currently creating a high level of graduates competitiveness. The issue of employability, which is the crucial concern of higher education institutions, is getting vital these days among employers, educators, researchers, and future professionals. This study aims to determine the mechanisms through which an ESP distance course can facilitate employability enhancement with graduate students. Although the idea of implementing distance learning in the professional training is not new, coherent research on how to make online tasks more enriching for future professional activity and thus resulting in enhanced employability has not been proposed so far. A survey conducted within the framework of the study reveals a correlation between critical thinking skills tasks as part of an ESP course and growing professional competence as an integrated component of employability. The data obtained have been verified by statistical analysis. Another investment in the employability field has been made through suggestions on how to design online tasks properly. © 2020 by University of Niš, Serbia.","Blended education; Distance learning; Employability; ESP; Graduate students; Online course","","","","","","","","Andrews Jane, Higson Helen, Graduate Employability, ‘soft skills’ versus ‘Hard’ Business Knowledge: A European Study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Botha Jo-Anne, Coetzee Melinde, Coetzee Mariette, Exploring Adult Learners’ Self-Directedness in Relation to Their Employability Attributes in Open Distance Learning, Journal of Psychology in Africa, 25, 1, pp. 65-72, (2015); Butcher John, Rose-Adams John, Part-Time Learners in Open and Distance Learning: Revisiting the Critical Importance of Choice, Flexibility and Employability, Open Learning, 30, 2, pp. 127-137, (2015); De Vos Ans, Hauw Sara De, Van der Heijden Beatrice I.J.M., Competency Development and Career Success: The Mediating Role of Employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); Deeley Susan J., Summative Co-Assessment: A Deep Learning Approach to Enhancing Employability Skills and Attributes, Active Learning in Higher Education, 15, 1, pp. 39-51, (2014); Ehiyazaryan Ester, Enhancing Employability: Integrating Real World Experience in the Curriculum, Education and Training, 51, 4, pp. 292-308, (2009); Fallows Stephen, Steven Christine, Building Employability Skills into the Higher Education Curriculum: A University-Wide Initiative, Education + training, (2000); Franz Jill, A Pedagogical Model of Higher Education / Industry Engagement for Enhancing Employability and Professional Practice, Proceedings Work Integrated Learning (WIL): Transforming Futures, Practice…Pedagogy…Partnerships, 2008, pp. 164-169, (2008); Glass Gene, Hopkins Kenneth, Statistical methods in education and psychology, Psyccritiques, 41, (1996); Harvey Lee, Defining and Measuring Employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Liashenko Iryna, Hnapovska Lyudmyla, Blended Education: Patterns of Implementation at Sumy State University, Revista Romaneasca Pentru Educatie Multidimensionala, 11, 3, pp. 141-162, (2019); Liashenko Iryna, Students Perceptions of ESP Course for Cynological Translators, Journal of Teaching English for Specific and Academic Purposes, 7, 1, pp. 017-030, (2019); Lim Tina, Fadzil Mansor, Latif Latifah Abdol, Goolamally T, Norlia, Mansor Norziati, Producing Graduates Who Meet Employer Expectations: Open and Distance Learning Is a Viable Option, The International Lifelong Learning Conference, 2011, pp. 374-388, (2011); Lowden K., Hall S., Elliot D., Lewin, Employers’ perceptions of the employability skills of new graduates, (2011); McQuaid C. D., Lindsay J. R., Griffith, Interacting Effects of Wave Exposure, Tidal Height and Substratum on Spatial Variation in Densities of Mussel Perna Perna Plantigrades, Marine Ecology Progress Series, 301, pp. 173-184, (2005); Nenzhelele Tshilidzi Eric, Employability through Experiential Learning Course in Open Distance Learning Institution, Mediterranean Journal of Social Sciences, 5, 20, pp. 1602-1612, (2014); Overtoom Christine, Employability skills: An update, (2000); Pool Lorraine Dacre, Sewell Peter, The Key to Employability: Developing a Practical Model of Graduate Employability, Education and Training, 49, 4, pp. 277-289, (2007); Qenani Eivis, MacDougall Neal, Sexton Carol, An Empirical Study of Self-Perceived Employability: Improving the Prospects for Student Employment Success in an Uncertain Environment, Active Learning in Higher Education, 15, 3, pp. 199-213, (2014); Rebenko Maryna, Nikolenko Oksana, Rebenko Victor, Listening Comprehension Proficiency Development of Information Technology Students in ESP classroom, International Journal of Learning, Teaching, and Educational Research, 18, 11, pp. 245-264, (2019); Smith Vicki, Review Article: Enhancing Employability: Human, Cultural, and Social Capital in an Era of Turbulent Unpredictability, Human Relations, (2010); Tymon Alex, The Student Perspective on Employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Wuensch Karl L., Evans James D., Straightforward Statistics for the Behavioral Sciences, Journal of the American Statistical Association, 91, 436, (1996)","","","University of Nis","","","","","","23349182","","","","English","J. Teach. Eng. Spec. Acad. Purp.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85100747952"
"Sánchez-Martín M.; Rus T.I.","Sánchez-Martín, Micaela (55490821800); Rus, Tomás Izquierdo (55520444200)","55490821800; 55520444200","Employability Difficulties in People Aged over 45: Demands of Employers; [Demandas de los empresarios en la contratación de los mayores de 45 años]","2020","Universitas Psychologica","19","","","1","12","11","1","10.11144/JAVERIANA.UPSY19.DECM","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148621290&doi=10.11144%2fJAVERIANA.UPSY19.DECM&partnerID=40&md5=265d80e92804624efd045911fc06c8c6","Universidad de Murcia, Spain","Sánchez-Martín M., Universidad de Murcia, Spain; Rus T.I., Universidad de Murcia, Spain","The current economic situation and the progressive loss of relevant jobs has generated discussion among of qualities valued by employers in the selection of workers. This paper aims to analyze the role of the individual factors of the unemployed in the perception among employers both in employing people. The interview of subjective perceiving has been applied to 174 unemployed people (73,3% men, 26,7% women) registered at the labour offices of Andalucia (Spain). The information analysis was carried out with the ATLAS.ti v8 program. The results show that the participants considered the factors age, sex, social and family situation, work experience and long-term unemployment as determinants in the selection of candidates. It concludes that it is necessary to promote individual and group counseling actions, as well as the participation of employers in engagement of people aged over 45 © 2020, Universitas Psychologica.All Rights Reserved.","age discrimination; employability; qualitative research; requirements of employers; vulnerable groups","","","","","","","","Alonso P, Tauriz G., Choragwicka B., Valoración de méritos (training and experience) en la administración pública y en la empresa: fiabilidad, validez y discriminación de sexo, Revista de Psicología del Trabajo y de las Organizaciones, 25, 3, pp. 245-258, (2009); Amber D., Domingo J., La presencia y representación del desempleo de los mayores de 45 años en la prensa española, Observatorio (OBS*), 9, 4, pp. 85-91, (2015); Amber D., Domingo J., El discurso de y sobre los desempleados españoles mayores de 45 años en los blogs, Forum Qualitative Social Research, 16, 3, (2015); Amber D., Domingo J., Desempleo y precariedad laboral en mayores de 45 años desde la voz de los expertos: una luz al final del túnel, Sociología Problemas y Prácticas, 84, pp. 27-41, (2017); Arellano A. F., Duración del desempleo y cursos de formación. Una aproximación al caso español, Cuadernos económicos ICE, 74, pp. 167-198, (2007); Blanch J. M., Del viejo al nuevo paro. Un análisis psicológico y social, (1990); Buendia J., El impacto psicológico del desempleo, (2010); Bueno B., Vega J. L., Buz J., Desarrollo social a partir de la mitad de la vida, Desarrollo psicológico y educación (I). Psicología Evolutiva, pp. 591-614, (2001); Cairns D., International student mobility in crisis. Understanding post-diploma mobility decision-making in an economic crisis context, Sociologia, Problemas y Práticas, 79, pp. 9-25, (2015); Cajide J., Porto A., Abeal C., Barreiro F., Zamora E., Exposito A., Mosteiro J., Competencias adquiridas en la universidad y habilidades requeridas por los empresarios, Revista de Investigación Educativa, 20, 2, pp. 449-467, (2002); De la Rosa M. D., Cabrera E., Tipología de las relaciones de empleo: una propuesta integradora, Revista de Psicología del Trabajo y de las Organizaciones, 24, 1, pp. 81-111, (2008); Del Pozo Iribarria J. A., Ruiz M. A., Pardo A., San Martin R., Efectos de la duración del desempleo entre los desempleados, Psicotema, 14, 2, pp. 440-443, (2002); Frutos A., Izquierdo T., Abenza B., El absentismo escolar en contextos vulnerables de exclusión, Profesorado: Revista de Curriculum y Formación del Profesorado, 23, 1, pp. 121-139, (2019); Gamboa J., Gracia F., Ripoll P, Peiro J. M., La empleabilidad y la iniciativa personal como antecedentes de la satisfacción laboral, (2007); Garrido A., Psicología social del desempleo, Psicología social aplicada, pp. 121-154, (1996); Gutierrez I. A., Job insecurity, unemployment insurance and on-the-job search. Evidence from older American workers, Labour Economics, 41, pp. 228-245, (2016); Ingelis A. Giulia, Calvo R., Desempleo y crisis económica. Los casos de España e Italia, Sociología del Trabajo, 84, pp. 7-31, (2015); Encuesta de Población Activa (EPA): Tercer trimestre de 2020, (2020); Izquierdo T., El desempleo en los mayores de 45 años, (2008); Izquierdo T., Efectos de la duración del desempleo en las actitudes hacia el trabajo de los mayores de 45 años, Revista Electrónica de Investigación y Docencia, 8, pp. 7-21, (2012); Izquierdo T., Duración del desempleo y actitudes de los mayores de 45 años en Portugal y España: un estudio comparativo, Revista de Ciencias Sociales, 21, 1, pp. 21-29, (2015); Izquierdo T., Alonso H. J., Valores culturales y consecuencia psicosociales del desempleo en América Latina, Revista de Psicología del Trabajo y de las Organizaciones, 26, 2, pp. 123-133, (2010); Izquierdo T., Farias A. J., Empleabilidad y expectativa de logro en la inserción laboral de los estudiantes universitarios, Revista Española de Orientación y Psicopedagogía, 29, 2, pp. 29-40, (2018); Izquierdo T., Hernandez F., Maquilon J. J., Lopez O., Adaptación y validación de la escala de actitudes hacia el trabajo en desempleados mayores de 45 años, Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 32, 2, pp. 105-122, (2011); Izquierdo T., Lopez O., El rol de las actitudes en la inserción laboral de los desempleados mayores de 45 años, Universitas Psychologica, 12, 3, pp. 911-922, (2013); Izquierdo T., Moya F., Unemployment duration and attitudes towards work among people over 45 years old, Journal of Intellectual Disability-Diagnosis and Treatment, 2, pp. 177-182, (2014); El reto de la inserción de los desempleados de larga duración, (2016); Llinares L. I., Gonzalez P, Cordoba A. I., Zacares J. J., Women’s job search competence: A question of motivation, behavior, or gender, Frontiers in Psychology, 9, (2018); Martinez-Comeche J. A., Carpallo A., Burgos E., Francisco J. M., La demanda de la información y documentación en España: análisis de las denominaciones de las ofertas de trabajo y de las tareas y competencias profesionales que involucran, Revista General de Información y Documentación, 25, 1, pp. 175-190, (2015); Piqueras R., Rodriguez A., Rueda C., Expectativas y duración del desempleo, Revista de Psicología del Trabajo y las Organizaciones, 24, 2, pp. 129-151, (2008); Rivera-Aguilera G., La construcción discursiva del joven trabajador: un análisis crítico a los informes Tendencias Mundiales de Empleo, Universitas Psychologica, 17, 1, pp. 1-14, (2018); Sanchez-Martin M., Buendia L., Exposito J., Detección de nuevos yacimientos de empleo y adecuación de la oferta formativa en la Comarca de Alhama de Granada, (2011); Observatorio de ocupaciones. Los perfiles de la oferta de empleo, (2019); Souza M. C., Ferreira S., Gomes R., Investigación social. Teoría, método y creatividad, (2017); Thieme P, Brusch M., Busch V., Stamov C., Work context influences on older workers’ motivation for continuing education, Zeitschrift für Erziehungswissenschaft, 18, 1, pp. 71-87, (2015); Toge A. G., Blekesaune M., Unemployment transitions and self-rated health in Europe: A longitudinal analysis of EU-SILC from 2008 to 2011, Social Science & Medicine, 143, pp. 171-178, (2015); Urena V., Barboza C., Aportes de la orientación vocacional en el contexto laboral, Revista Actualidades Investigativas en Educación, 15, 1, pp. 1-21, (2015)","T.I. Rus; Universidad de Murcia, Spain; email: tomasizq@um.es","","Pontificia Universidad Javeriana","","","","","","16579267","","","","English","Univ. Psychol.","Article","Final","","Scopus","2-s2.0-85148621290"
"Mohammad A.","Mohammad, Abuelkassem (57208823578)","57208823578","Understanding Motivations, Employability Skills, Employment Aspiration, And Training of Hospitality Management Undergraduates","2020","Tourism Review International","24","4","","185","199","14","2","10.3727/154427220x15971786398810","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101171060&doi=10.3727%2f154427220x15971786398810&partnerID=40&md5=051113271af8120705393c911a52b4ad","Hotel Management Department, Tourism and Hotels, Minia University, Minia, Egypt","Mohammad A., Hotel Management Department, Tourism and Hotels, Minia University, Minia, Egypt","University graduates are a major source for the hospitality workforce. Despite this, relevant studies show that a large share of hospitality management undergraduates are not motivated, qualified, or committed to work in the hospitality field after graduation. The aim of this study is threefold: (1) to examine the direct effect of the motivations of undergraduates for majoring in hospitality management on both their employability skills and employment aspiration; (2) to test the mediation effect of employment aspiration on the linkage between motivations of undergraduates and their employability skills; (3) to examine the moderation effect of practical training on the relationship between motivations of undergraduates and their employability skills as well as on the relationship between motivations of undergraduates and their employment aspiration. A self-report questionnaire survey was administered among junior and senior hospitality management undergraduates in Egypt. Based on collected data from 342 participants, this study employed PLS-SEM to test the conceptual model and hypotheses. The results showed that motivations of undergraduates have a significant positive impact on both employment aspiration and employability skills. The results also confirmed the positive moderation effect of practical training on the linkage between motivations and employability skills. The findings help educational institutions to understand and exploit motivations of undergraduates to stimulate their work commitment and employability skills, which reflects positively on the hospitality labor market Copyright © 2020 Cognizant, LLC","Employability skills; Employment aspiration; Hospitality undergraduates; Motivations; Training","","","","","","","","Aggett M., Busby G., Opting out of internship: Perceptions of hospitality, tourism and events management undergraduates at a British University, The Journal of Hospitality Leisure Sport and Tourism, 10, 1, pp. 106-113, (2011); Alderman M. 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M., Vocational skills and training in higher tourism and hospitality education in Egypt: An analytical framework, International Journal on Recent Trends in Business and Tourism, 3, 3, pp. 12-26, (2019); Fishbein M., Ajzen I., Belief, attitude, intention and behavior: An introduction to theory and research, (1975); Fornell C., Larcker D., Evaluating structural equation models with unobservable variables and measurement error, Journal of Marketing Research, 18, 1, pp. 39-50, (1981); Gbadamosi G., Evans C., Richardson M., Ridolfo M., Employability and students’ part-time work in the UK: Does self-efficacy and career aspiration matter?, British Educational Research Journal, 41, 6, pp. 1086-1107, (2015); Getz D., Students’ work experiences, perceptions and attitudes towards careers in hospitality and tourism: A longitudinal case study in Spey Valley, Scotland, International Journal of Hospitality Management, 13, 1, pp. 25-37, (1994); Gonzalez A., Paoloni V., Donolo D., Rinaudo C., Motivational and emotional profiles in university undergraduates: A self-determination theory perspective, The Spanish Journal of Psychology, 15, 3, pp. 1069-1080, (2012); Goodman S., Jaffer T., Keresztesi M., Mamdani F., Mokgatle D., Musariri M., Schlechter A., An investigation of the relationship between students’ motivation and academic performance as mediated by effort, South African Journal of Psychology, 41, 3, pp. 373-385, (2011); Hair J. 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A., Graduates’ perception on the factors affecting commitment to pursue career in the hospitality industry, Procedia - Social and Behavioral Sciences, 224, pp. 416-420, (2016); Teng C. C., The effects of personality traits and attitudes on student uptake in hospitality employment, International Journal of Hospitality Management, 27, 1, pp. 76-86, (2008); Wakelin-Theron N., Ukpere W. I., Spowart J., A three-way partnership model of tourism graduate employability, Collaboration & co-creation opportunities in tourism, pp. 168-173, (2018); Wakelin-Theron N., Ukpere W. I., Spowart J., Determining tourism graduate employability, knowledge, skills, and competencies in a VUCA world: Constructing a tourism employability model, African Journal of Hospitality, Tourism and Leisure, 8, 3, (2019); Wakelin-Theron N., Ukpere W. I., Spowart J., Attributes of tourism graduates: Comparison between employers’ evaluation and graduates’ perceptions, Tourism Review International, 23, 1–2, pp. 55-69, (2019); Walsh K., Chang S., Tse E. C. Y., Understanding students’ intentions to join the hospitality industry: The role of emotional intelligence, service orientation, and industry satisfaction, Cornell Hospitality Quarterly, 56, 4, pp. 369-382, (2015); Wan Y. K. P., Wong I. K. A., Kong W. H., Student career prospect and industry commitment: The roles of industry attitude, perceived social status, and salary expectations, Tourism Management, 40, pp. 1-14, (2014); Wang Y.-F., Tsai C.-T., Employability of hospitality graduates: Student and industry perspectives, Journal of Hospitality & Tourism Education, 26, 3, pp. 125-135, (2014); Wen H., Madera J. M., Perceptions of hospitality careers among ethnic minority students, Journal of Hospitality, Leisure, Sport and Tourism Education, 13, 1, pp. 161-167, (2013); Yang H., Cheung C., Song H., Enhancing the learning and employability of hospitality graduates in China, Journal of Hospitality, Leisure, Sport and Tourism Education, 19, pp. 85-96, (2016); Yeung A. S., McInerney D. M., Students’ school motivation and aspiration over high school years, Educational Psychology, 25, 5, pp. 537-554, (2005)","A.A. Mohammad; Hotel Management Department, Tourism and Hotels, Minia University, Minia, Egypt; email: kassem.mohammad@mu.edu.eg","","Cognizant Communication Corporation","","","","","","15442721","","","","English","Tour. Rev. Int.","Article","Final","","Scopus","2-s2.0-85101171060"
"Hora M.T.; Parrott E.; Her P.","Hora, Matthew T. (54408567800); Parrott, Emily (57195638735); Her, Pa (13104858100)","54408567800; 57195638735; 13104858100","How do students conceptualise the college internship experience? Towards a student-centred approach to designing and implementing internships","2020","Journal of Education and Work","33","1","","48","66","18","29","10.1080/13639080.2019.1708869","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077909512&doi=10.1080%2f13639080.2019.1708869&partnerID=40&md5=9ac6d238336ff4169486a2a3c54d3e2a","Department of Liberal Arts and Applied Studies, University of Wisconsin-Madison, Madison, WI, United States; Teaching Trust, Dallas, TX, United States; Department of Counseling Psychology, University of Wisconsin-Madison, Madison, WI, United States","Hora M.T., Department of Liberal Arts and Applied Studies, University of Wisconsin-Madison, Madison, WI, United States; Parrott E., Teaching Trust, Dallas, TX, United States; Her P., Department of Counseling Psychology, University of Wisconsin-Madison, Madison, WI, United States","At a time when colleges and universities are anxious to prove that their graduates are employable, internships are being increasingly touted as valuable ‘high-impact’ practices. However, how students themselves conceptualise internships is poorly understood, which inhibits the inclusion of their voices in the employability discourse and considerations of program design. In this study we use the freelisting method from cultural anthropology to analyse data from students (n = 57) in three US colleges, using saliency analysis, thematic analysis, and social network analysis techniques. Results indicate that the most salient terms in the cultural domain of internships were: ‘experience,’ ‘learning,’ ‘paid,’ and ‘connections.’ Students discussed these words in utilitarian terms (e.g. something to ‘get’ for one’s resume), as important aspects of career- and self-exploration, and to highlight the importance of compensation. Differences in the complexity of student accounts were evident between students who had taken an internship and those who had not. These findings highlight how common definitions of internships reflect a homogenous and aspirational perspective that is inconsistent with student accounts. We conclude that students’ insights about internships are important to consider to re-frame the employability debate to include student perspectives and experiences, to avoid one-size-fits-all approaches to internship design, and to facilitate student self-reflection. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.","higher education; Internship; program design; student voice","","","","","","Wisconsin Center for Education Research; University of Wisconsin-Madison, UW"," The authors wish to thank the student participants in this study, advisors and administrators at participating institutions, the support of the Wisconsin Center for Education Research (especially Dr. Robert Mathieu), and colleagues at the University of Wisconsin-Madison for their encouragement, critiques and advice. ","Alpert F., Heaney J.G., Kuhn K.A.L., Internships in Marketing: Goals, Structures and assessment–Student, Company and Academic Perspectives, Australasian Marketing Journal, 17, 1, pp. 36-45, (2009); Baxter Magolda M.B., Self-authorship, New Directions for Higher Education, 166, pp. 25-33, (2014); Borgatti S.P., ANTHROPAC Version 4.0, (1992); Borgatti S.P., Elicitation Techniques for Cultural Domain Analysis, The Ethnographer’s Toolkit, 3, pp. 115-151, (1999); Borgatti S.P., Netdraw Network Visualization, (2002); Bovill C., Cook-Sather A., Felten P., Students as Co‐creators of Teaching Approaches, Course Design, and Curricula: Implications for Academic Developers, International Journal for Academic Development, 16, 2, pp. 133-145, (2011); Carini R.M., Kuh G.D., Klein S.P., Student Engagement and Student Learning: Testing the Linkages, Research in Higher Education, 47, 1, pp. 1-32, (2006); Chan J., Pun N., Selden M., Interns or Workers? China’s Student Labor Regime, Asia-Pacific Journal, 13, 36, pp. 1-25, (2015); Cho M., Student Perspectives on the Quality of Hotel Management Internships, Journal of Teaching in Travel & Tourism, 6, 1, pp. 61-76, (2006); Cook-Sather A., Sound, Presence, and Power: “Student Voice” in Educational Research and Reform, Curriculum Inquiry, 36, 4, (2006); Crain A., Understanding the Impact of Unpaid Internships on College Student Career Development and Employment Outcomes, (2016); Curiale J.L., America’s New Glass Ceiling: Unpaid Internships, the Fair Labor Standards Act, and the Urgent Need for Change, Hastings LJ, 61, (2009); Dailey S.L., What Happens before Full-time Employment? Internships as a Mechanism of Anticipatory Socialization, Western Journal of Communication, 80, 4, pp. 453-480, (2016); Daley C.M., College Men’s Knowledge, Attitudes, and Beliefs about Testicular Cancer, American Journal of Men’s Health, 1, 3, pp. 173-182, (2007); Higdon R.D., Employability: The Missing Voice: How Student and Graduate Views Could Be Used to Develop Future Higher Education Policy and Inform Curricula, Power and Education, 8, 2, pp. 176-195, (2016); Hilton S.R., Slotnick H.B., Proto‐professionalism: How Professionalisation Occurs across the Continuum of Medical Education, Medical Education, 39, 1, pp. 58-65, (2005); Hough G., Ferraris D., Free Listing: A Method to Gain Initial Insight of A Food Category, Food Quality and Preference, 21, 3, pp. 295-301, (2010); Jackson D., Re-conceptualising Graduate Employability: The Importance of Pre- Professional Identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jaskyte K., Taylor H., Smariga R., Student and Faculty Perceptions of Innovative Teaching, Creativity Research Journal, 21, 1, pp. 111-116, (2009); Klein M., Weiss F., Is Forcing Them Worth the Effort? 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Hora; Adult & Higher Education, Department of Liberal Arts and Applied Studies, University of Wisconsin-Madison, Madison, 21 N. Park St, 53715, United States; email: matthew.hora@wisc.edu","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85077909512"
"Chunyin M.","Chunyin, Ma (57223277754)","57223277754","Mediating role of psychological capital in relationships between school-enterprise cooperation and employment of students higher vocational education institutions","2020","Revista de Psicologia del Deporte","29","4","","135","148","13","4","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105433694&partnerID=40&md5=4a590a827be43cc248529295029efebb","Tongling University, Marxism College, Tongling, 244061, China","Chunyin M., Tongling University, Marxism College, Tongling, 244061, China","The employability of vocational education largely depends upon a collaborative behavior between higher vocational education institutions and business enterprise. The school-enterprise model is a successful initiative in this regard. It requires students' in-depth training by the enterprises for industry preparedness and to enhance their employability. In this regard, the role of business enterprises or companies that would provide training to vocational students is very significant. China has experienced an increase in the pace of training applications particularly for vocational school students which has enhanced their skills and talent. This study empirically examined the success of the school-enterprise model from the perspectives of cooperative theory constructivist learning theory, capital theory and psychological construct theoretical models. The variables of this empirical analysis included school-enterprise cooperation mechanism, psychological capital, and employability. Questionnaire surveys were conducted with college students participating in school-enterprise cooperation education. This paper discussed the relationship mechanism between school-enterprise cooperation, impact of psychological capital on their relationship to enhance employability. The research hypotheses were tested through correlation analysis, multi-level regression analysis, structural equation modeling and other statistical methods. © 2020 Sociedad Revista de Psicologia del Deporte. All rights reserved.","Employability; Psychological capital; School-enterprise cooperation; Training; Vocational colleges and universities","","","","","","","","Bozkurt F., Evaluation of geography textbooks in terms of misconceptions about climate topic, Review of International Geographical Education Online, 9, 1, pp. 149-170, (2019); Tian Caoxing, Hua Li, Quantitative study of the psychological capital of contemporary college students, Border Economy and Culture, 10, (2011); Liang-song Charles, The reasons for the low employability of vocational college students and countermeasures, Heilongjiang high teaching and research studies, 2, 238, pp. 120-122, (2014); Series Chen, Cultivation of Graduate Employment entrepreneurship from the perspective of Chinese enterprises employing higher educational), pp. 47-48, (2010); Zhiling Cheng, Development of employment ability of university students.Wang Ning: Dalian University of Technology.Dong Chaozong. 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A., Dhurup M., Self-Efficacy, Organisational Commitment, Job Satisfaction and Satisfaction With Life Relationships: a Study Among Amateur Sport Coaches in South Africa, The International Journal of Social Sciences and Humanity Studies, 11, 1, pp. 19-34, (2019); Yue He Xing, algae Guo, School-enterprise cooperation is an important way to the development of vocational education, Education Forum, 8, pp. 15-19, (2006); Xiu Houer, Shuwen Evergreen, Construction and measuring the knowledge workers' psychological capital dimension, Management Review, 2, pp. 115-125, (2013); Xinhua Hu, School-enterprise cooperation ""interchangeable"" combination of engineering training model to explore Education Forum, Vocational Education Forum, 5, (2008); Rong Huangjing, Interpretation of school-enterprise cooperation, China Training, 1, pp. 22-24, (2007); Jafri M. H., A study of the relationship of psychological capital and students' performance, Business Perspectives and Research, 1, 2, pp. 9-16, (2013); Jensen SM, Luthans F., Relationship between entrepreneurs' psychological capital and their authentic leadership, Journal of Managerial Issues, 2006, pp. 254-273, (2006); Kirves K, Kimnmen U, De Cuyp N., CONTRACT Type, perceived mowlity, and optimism as antecedents of perceived employability, Economic and Industrial Democracy, 35, 3, pp. 43-54, (2014); Koen J, Klehe UC, Van Vianen A E M., Traibing career adaptability to facilitate a successful school-to-work transition, Journal of Vocational Behavior, 81, 3, pp. 395-408, (2012); Letcher L, Niehoof B., Psychologic al Capital and Wages: A Behavioral Economic Approach, (2004); Lmi B, Knardahl S., Perceived job insecurity, job predictability, personality, and health, Journal of Occupational and Environment alamaedicine, 50, 2, pp. 172-181, (2008); Luthans F., Avolio B J, Walumbwa F O, Li W., The Psychological Capital of Chinese Workers: Exploring the Relationship W i t h Performance, Management and Organization Review, 2005, 1, (2005); Luthans F, Youssef C.M., Human, social and now positive psychological capital management: Investing in people for competitive advantage, Organizational dynamics, 33, 2, pp. 143-160, (2004); Luthans F, Avilio B.J., The point of positive organizational behavior, Journal of Organization Behavior, 30, 2, pp. 291-307, (2009); Mustapha, Importance e of Employability Skills f r o m Employers' Perspective, Procedia Social and Behavioral Sciences, 7, C, pp. 430-438, (2010)","M. Chunyin; Tongling University, Marxism College, Tongling, 244061, China; email: machunying2018@163.com","","Sociedad Revista de Psicologia del Deporte","","","","","","1132239X","","","","English","Rev. Psicol. Deporte","Article","Final","","Scopus","2-s2.0-85105433694"
"Valencia-Forrester F.; Backhaus B.","Valencia-Forrester, Faith (57210908623); Backhaus, Bridget (57209603562)","57210908623; 57209603562","Service learning as supported, social learning for international students: an Australian case study","2020","International Journal of Inclusive Education","","","","","","","2","10.1080/13603116.2020.1864789","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097994826&doi=10.1080%2f13603116.2020.1864789&partnerID=40&md5=b627ee49fb108efce1d33d616a2fe136","Director of the Service Learning Unit at Griffith University, QLD, Australia; School of Humanities, Languages and Social Science, Griffith University, QLD, Australia","Valencia-Forrester F., Director of the Service Learning Unit at Griffith University, QLD, Australia; Backhaus B., School of Humanities, Languages and Social Science, Griffith University, QLD, Australia","Studying in a foreign country can be a valuable experience for international students, but it may also involve uncertainty, loneliness, and questionable graduate outcomes. Given the importance of the international student market to higher education institutions, there is a clear incentive to find ways of engaging international students in meaningful learning experiences that contribute to employability, facilitate social connections, and help students find their place in society. This article reflects on an Australian pilot project that aimed to facilitate international student engagement with local social issues through service learning. Drawing on a framework that emphasised social support and social connectedness, the students were offered group placements with local non-profits as a way of learning more about social issues, forging social ties, and gaining valuable transferable experience. Students appreciated the multiple layers of support available and reported increased confidence in terms of communicating in English and making social connections across peer groups. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","higher education; International students; service learning; volunteering; work-integrated learning","","","","","","","","Andrade M.S., International Students in English-Speaking Universities: Adjustment Factors, Journal of Research in International Education, 5, 2, pp. 131-154, (2006); National Code of Practice for Providers of Education and Training to Overseas Students 2018, (2018); (2019); Babones S., The China Student Boom and the Risks It Poses to Australian Universities, (2019); Barton G., Hartwig K., Bennett D., Cain M., Campbell M., Ferns S., Jones L., Et al., Work Placement for International Student Programmes (WISP): A Model of Effective Practice, Professional Learning in the Work Place for International Students, pp. 13-34, (2017); Bellany J.A., (2012); Bennett J.M., Bennett M.J., An Integrative Approach to Global and Domestic Diversity, Handbook of Intercultural Training, pp. 147-165, (2004); Butin D., Service-Learning in Theory and Practice: The Future of Community Engagement in Higher Education, (2010); Carrington S., Saggers B., Service-Learning Informing the Development of an Inclusive Ethical Framework for Beginning Teachers, Teaching and Teacher Education, 24, 3, pp. 795-806, (2008); Cress C.M., Burack C., Giles D.E., Elkins J., Stevens M.C., A Promising Connection: Increasing College Access and Success Through Civic Engagement, (2010); Global Student Mobility–Destinations and Origins, (2018); Eyler J., Giles D.E., Where’s the Learning in Service-Learning?, (1999); Eyler J., Giles D.E., Stenson C.M., Gray C.J., (2001); Freeman K., Li M., We Are a Ghost in the Class’: First Year International Students’ Experiences in the Global Contact Zone, Journal of International Students, 9, 1, pp. 19-38, (2019); Furco A., Service-Learning: A Balanced Approach to Experiential Education, Expanding Boundaries: Serving and Learning, pp. 2-6, (1996); Glass C.R., Educational Experiences Associated with International Students’ Learning, Development, and Positive Perceptions of Campus Climate, Journal of Studies in International Education, 16, 3, pp. 228-251, (2012); Glass C.R., Kociolek E., Wongtrirat R., Jason Lynch R., Cong S., Uneven Experiences: The Impact of Student-Faculty Interactions on International Students’ Sense of Belonging, Journal of International Students, 5, 4, pp. 353-367, (2015); Hare J., (2018); Harris L., Jones M., Coutts S., Partnerships and Learning Communities in Work-Integrated Learning: Designing a Community Services Student Placement Program, Higher Education Research & Development, 29, 5, pp. 547-559, (2010); Harrison G., Ip R., Extending the Terrain of Inclusive Education in the Classroom to the Field: International Students on Placement, Social Work Education, 32, 2, pp. 230-243, (2013); Hatcher J.A., Bringle R.G., Reflection: Bridging the Gap Between Service and Learning, College Teaching, 45, 4, pp. 153-158, (1997); Howard J.P., Academic Service Learning: A Counternormative Pedagogy, New Directions for Teaching and Learning, 73, pp. 21-29, (1998); Jackson D., The Contribution of Work-Integrated Learning to Undergraduate Employability Skill Outcomes, Asia-Pacific Journal of Cooperative Education, 14, 2, pp. 99-115, (2013); Mabry J.B., Pedagogical Variations in Service-Learning and Student Outcomes: How Time, Contact, and Reflection Matter, Michigan Journal of Community Service Learning, 5, pp. 32-47, (1998); Martirosyan N.M., Bustamante R.M., Patrick Saxon D., Academic and Social Support Services for International Students: Current Practices, Journal of International Students, 9, 1, pp. 172-191, (2019); Norton L., Action Research in Teaching and Learning: A Practical Guide to Conducting Pedagogical Research in Universities, (2018); Patrick C.-J., Peach D., Pockknee C., Webb F., Fletcher M., Pretto G., (2008); Pham T., Bao D., Saito E., Chowdhury R., Employability of International Students: Strategies to Enhance Their Experience on Work-Integrated Learning (WIL) Programs, Journal of Teaching and Learning for Graduate Employability, 9, 1, pp. 62-83, (2018); Purdie F., Ward L., McAdie T., King N., Drysdale M., Are Work-Integrated Learning (WIL) Students Better Equipped Psychologically for Work Post-Graduation than their Non-Work-Integrated Learning Peers? Some Initial Findings from a UK University, Asia Pacific Journal of Co-Operative Education, 14, 2, pp. 117-125, (2013); Ross J., (2018); Safipour J., Wenneberg S., Hadziabdic E., Experience of Education in the International Classroom–A Systematic Literature Review, Journal of International Students, 7, 3, pp. 806-824, (2017); Sawir E., Marginson S., Deumert A., Nyland C., Ramia G., Loneliness and International Students: An Australian Study, Journal of Studies in International Education, 12, 2, pp. 148-180, (2008); Tinto V., Learning Better Together: The Impact of Learning Communities on Student Success, Higher Education Monograph Series, 1, 8, pp. 1-8, (2003); Valencia-Forrester F., Patrick C.-J., Webb F., Backhaus B., Practical Aspects of Service Learning Make Work-Integrated Learning Wise Practice for Inclusive Education in Australia, International Journal of Work-Integrated Learning, 20, 1, pp. 31-42, (2019)","F. Valencia-Forrester; Director of the Service Learning Unit at Griffith University, Australia; email: faith.valencia-forrester@griffith.edu.au","","Routledge","","","","","","13603116","","","","English","Int. J. Inclusive Educ.","Article","Article in press","","Scopus","2-s2.0-85097994826"
"Gallagher P.; Stephens S.","Gallagher, Padraig (55804292600); Stephens, Simon (36490599900)","55804292600; 36490599900","Multiple roles, multiple perspectives: Graduates and manufacturing SMEs","2020","Industry and Higher Education","34","1","","3","12","9","2","10.1177/0950422219869778","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071512951&doi=10.1177%2f0950422219869778&partnerID=40&md5=5b47f1f1b90042e7db53463ddd9f3f45","Letterkenny Institute of Technology, Ireland","Gallagher P., Letterkenny Institute of Technology, Ireland; Stephens S., Letterkenny Institute of Technology, Ireland","This article explores the workplace experience of seven science, engineering and technology graduates. The research design and methodology used in the study are exploratory, in-depth and qualitative in nature. The case study companies are located in the Republic of Ireland and Northern Ireland and employ the graduates under the FUSION project. The case study method is among a number of research techniques that has been used in a business setting to improve practice. The literature indicates that graduates need a broad range of knowledge and skills and personal attributes to operate in the workplace, including general and specific knowledge of the industry, discipline-based knowledge, technical competency, commercial awareness and management skills and key personal attributes and skills. The experience of the graduates is explored from three perspectives: the graduate, the academic and the workplace supervisor. The findings indicate that graduates undertake four key roles: technologist, project manager, team worker and graduate. Furthermore, their main responsibilities relate to knowledge of the industry, discipline knowledge, management skills and personal attributes. This article confirms the need for industry and higher education to develop and promote the workplace as a learning environment and to support graduates as they transition into the workplace. © The Author(s) 2019.","Employability; graduates; higher education; knowledge; manufacturing SMEs","","","","","","","","Ardley B., A case of mistaken identity: theory, practice and the marketing textbook, European Business Review, 20, 6, pp. 533-546, (2008); Birch C., Lichy J., Mulholland G., Et al., An enquiry into potential graduate entrepreneurship: Is higher education turning off the pipeline of graduate entrepreneurs?, Journal of Management Development, 36, 6, pp. 743-760, (2017); Blackler F., Knowledge, knowledge work and organisations: an overview and interpretation, Organisational Studies, 16, 6, pp. 1021-1046, (1995); Brooks R., Youngson P.L., Undergraduate work placements: an analysis of the effects on career progression, Studies in Higher Education, 41, 9, pp. 1563-1578, (2016); Crawford I., Wang Z., The impact of placements on the academic performance of UK and international students in higher education, Studies in Higher Education, 41, 4, pp. 712-733, (2016); Devins D., Ferrandez-Berrueco R., Kekale T., Educational orientation and employer influenced pedagogy: practice and policy insights from three programmes in Europe, Higher Education, Skills and Work-Based Learning, 5, 4, pp. 352-368, (2015); Donald W.E., Ashleigh M.J., Baruch Y., Students’ perceptions of education and employability: facilitating career transition from higher education into the labor market, Career Development International, 23, 5, pp. 513-540, (2018); Duval-Couetil N., Long Z., Career impacts of entrepreneurship education: how and when students intent to utilize entrepreneurship in their professional lives, Journal of Business and Entrepreneurship, 26, 1, pp. 63-87, (2014); Edelman L., Manolova T.S., Brush C.G., Entrepreneurship education: correspondence between practices of nascent entrepreneurs and textbook prescriptions for success, Academy of Management Learning & Education, 7, 1, pp. 56-70, (2008); Eisenhardt K., Building theories from case study research, Academy of Management Review, 14, 4, pp. 532-550, (1989); Faherty U., Stephens S., Innovation in micro enterprises: reality or fiction, Journal of Small Business and Enterprise Development, 23, 2, pp. 349-362, (2016); Ferrandez-Berrueco R., Kekale T., Devins D., A framework for work-based learning: basic pillars and the interactions between them, Higher Education, Skills and Work-Based Learning, 6, 1, pp. 35-54, (2016); Gallagher P., Graduate transition into work: the bridging role of graduate placement programmes in the small and medium sized enterprise workplace, Journal of Education and Work, 28, 5, pp. 461-480, (2013); Gardet E., Fraiha S., Coordination modes established by the hub firm of an innovation network, Journal of Small Business Management, 50, 5, pp. 216-238, (2012); Gemmell R.M., Learning styles of entrepreneurs in knowledge-intensive industries, International Journal of Entrepreneurial Behavior and Research, 23, 3, pp. 446-464, (2017); Harvey L., Locke W., Morey A., Enhancing Employability, Recognising Diversity Making Links Between Higher Education and the World of Work, (1997); 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Stephens S., The supervised as the supervisor, Education + Training, 56, 6, pp. 537-550, (2013); Stephens S., Onofrei G., Networking industry and academia: evidence from FUSION projects in Ireland, Industry and Higher Education, 23, 6, pp. 437-443, (2009); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Van De Ven A.H., Johnson P.E., Knowledge for theory and practice, Academy of Management Review, 31, 4, pp. 802-821, (2006); Williams H., Owen G., Recruitment and utilisation of graduates by small and medium sized enterprises, (1997); Yin R., Case Study Research: Design and Methods, (2009); Yorke M., Assuring quality and standards in globalised higher education, Quality Assurance in Education, 7, 1, pp. 14-24, (1999)","S. Stephens; Letterkenny Institute of Technology, Ireland; email: simon.stephens@lyit.ie","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","","Scopus","2-s2.0-85071512951"
"Sinha S.; Ghosh P.; Mishra A.","Sinha, Saitab (57212494369); Ghosh, Piyali (57211236338); Mishra, Ashutosh (56803113500)","57212494369; 57211236338; 56803113500","Employability of fresh engineering graduates in India: A fresh look applying Expectation Confirmation Theory","2020","Education and Training","62","1","","47","63","16","7","10.1108/ET-12-2018-0265","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076901409&doi=10.1108%2fET-12-2018-0265&partnerID=40&md5=f77974c724fa7bceaf9503ae2f6d974f","Birla Institute of Technology, Ranchi, India; Indian Institute of Management Ranchi, Ranchi, India","Sinha S., Birla Institute of Technology, Ranchi, India; Ghosh P., Indian Institute of Management Ranchi, Ranchi, India; Mishra A., Birla Institute of Technology, Ranchi, India","Purpose: The purpose of this paper is to examine whether satisfaction of employers with skill competencies of fresh engineering graduates (EGs) in India is impacted by their expectations and perceptions. Applying Expectation Confirmation Theory (ECT), the authors have also proposed and tested whether such effects on employers’ satisfaction are mediated by (dis)confirmation. Design/methodology/approach: Data were collected through a survey of employers’ representatives using a structured questionnaire. The proposed mediation model has been tested on a sample of 284 with Confirmatory Factor Analysis by applying structural equation modelling in AMOS. Findings: The structural model has been constructed with six latent constructs in accordance with extant literature. Excluding some observed variables, the structural model was found to have a good model fit. The measurement model is in accordance with ECT. Three of the four independent variables (two related to employers’ expectations and one to employers’ perception) exert significant influence on employers’ satisfaction, with (dis)confirmation as a mediator. Practical implications: Industry–academia partnerships need to be an integral feature of any curriculum to bridge the gap between course curricula on one hand and employers’ expectations and perceptions on the other. Originality/value: Past research on employability of EGs has mostly explored a direct association between employers’ perception and satisfaction. The authors study contributes to literature by examining the role of employers’ expectations in addition to their perception as precursors of their satisfaction, using the framework of ECT. Outcomes reported are of relevance to multiple stakeholders in technical education. © 2019, Emerald Publishing Limited.","Employability; Employers’ expectations; Employers’ perception; Employers’ satisfaction; Engineering graduates; Expectation Confirmation Theory","","","","","","","","Abbasi F.K., Ali A., Bibi N., Analysis of skill gap for business graduates: managerial perspective from banking industry, Education + Training, 60, 4, pp. 354-367, (2018); Abdullah S., Zaharim A., Harris S.M., Omar M.Z., Basri H., Mohamed N.A., Engineering education: using technical attributes to analyse the employers’ expectation of future engineering graduates in Malaysia, Proceedings of the 4th IASME/WSEAS International Conference on Engineering Education, (2007); Aithal P.S., Shailashree V.T., Kumar P.M., The study of new national institutional ranking system using ABCD framework, International Journal of Current Research and Modern Education, 1, 1, pp. 389-402, (2016); Arrow K.J., Higher education as a filter, Journal of Public Economics, 2, 3, pp. 193-216, (1973); 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Wickramasinghe V., Higher education in state universities in Sri Lanka: review of higher education since colonial past through international funding for development, International Journal of Educational Management, 32, 3, pp. 463-478, (2018); Oliver R.L., Measurement and evaluation of satisfaction processes in retail settings, Journal of Retailing, 57, 3, pp. 25-48, (1981)","P. Ghosh; Indian Institute of Management Ranchi, Ranchi, India; email: piyali.ghosh@iimranchi.ac.in","","Emerald Group Holdings Ltd.","","","","","","00400912","","","","English","Educ. Train.","Article","Final","","Scopus","2-s2.0-85076901409"
"Kimia E.; Allameh S.M.","Kimia, Elaheh (57209653792); Allameh, Sayyed Mohsen (36520812300)","57209653792; 36520812300","Grounding a joint perspective around tensions in talent literature","2020","International Journal of Business Information Systems","35","4","","497","518","21","0","10.1504/IJBIS.2020.111642","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097679057&doi=10.1504%2fIJBIS.2020.111642&partnerID=40&md5=7dbd3dfb8e61a821dd77750bb1508956","Department of Management, University of Isfahan, Isfahan, Iran","Kimia E., Department of Management, University of Isfahan, Isfahan, Iran; Allameh S.M., Department of Management, University of Isfahan, Isfahan, Iran","This article determines a common perspective for talent tensions by insisting talented individuals' viewpoints on how to be treated in the talent management system (TMS). Thus, multi-sources qualitative data through Glaserian approach of grounded theory (GT) are employed for study in an Iranian context. Along purposive and theoretical sampling, semi-structured interviews are held among professors, managers, and talented employees. Through substantive and theoretical coding in MaxQDA12, the emerged GT forms around employability quest regarding transformation of self in 'identity-self' theoretical coding family. Corresponding categories inform the joint TM practical and theoretical perspective. The common boundary considers elites' core-self at the centre of talent phenomena (TP) formation with presenting their protean and boundaryless job orientations as intermediary of employability quest and individual entrepreneurship. Also, eliteness role posits as consequence of TP management around elites' entrepreneurial creativity anchor. Implications are also suggested for practical and scholar applicability. Copyright © 2020 Inderscience Enterprises Ltd.","Glaserian analysis; Identity-self; Job improvement; Protean career architect; Self-concept; Social-worth; Talent","","","","","","","","Ackerman P.L., Nonsense, common sense, and science of expert performance: talent and individual differences, Intelligence, 45, 1, pp. 6-17, (2014); Agbenyegah A.T., Challenges Facing Rural Entrepreneurship in Selected Areas in South Africa, (2013); Al Ariss A., Cascio W.F., Paauwe J., Talent management: current theories and future research directions, Journal of World Business, 49, 2, pp. 173-179, (2014); Allameh S.M., Hosseini S.H., Samadi A., Darikandeh A., The relationship between intangible organizational capitals, knowledge management, and organizational learning, International Journal of Knowledge-Based Development, 8, 3, pp. 249-270, (2017); Arar T., Oneren M., Role of talent management in career development of Generation Z: a case study of a telecommunication firm, International Academic Journal of Social Sciences, 5, 1, pp. 28-44, (2018); Beamond M.T., Farndale E., Hartel C.E., MNE translation of corporate talent management strategies to subsidiaries in emerging economies, Journal of World Business, 51, 4, pp. 499-510, (2016); Bjorkman I., Ehrnrooth M., Makela K., Smale A., Sumelius J., Talent or not? 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A Leadership Imperative, (2010); Skorkova Z., Competency models in public sector, Social and Behavioral Sciences, 230, pp. 226-234, (2016); Somaya D., Williamson I.O., Embracing turnover: moving beyond the 'war for talent, Global Talent Management, (2011); Sparrow P., Makram H., What is the value of talent management? Building value-driven, HRM Review, 25, 3, pp. 249-263, (2015); Sparrow P., Scullion H., Tarrique I., Multiple lenses on talent management: definitions and contours of the field, Strategic Talent Management: Contemporary Issues in a Global Context, pp. 36-70, (2014); Stahl G.K., Bjorkman I., Farndale E., Morris S.S., Paauwe J., Stiles P., Trevor J., Wright P., Six principles of effective global talent management, MIT Sloan Management Review, 53, 2, pp. 25-32, (2012); Sutton A., Allinson C., Williams H., Personality type and work-related outcomes: an exploratory application of the Enneagram model, European Management Journal, 31, 3, pp. 234-249, (2013); Swailes S., Blackburn M., Employee reactions to talent pool membership, Employee Relations, 38, 1, pp. 112-128, (2016); Tansley C., What do we mean by the term 'talent' in talent management?, Industrial and Commercial Training, 43, 5, pp. 266-274, (2011); Tansley C., Tietze S., Rites of passage through talent management progression stages: an identity work perspective, The International Journal of HRM, 24, 9, pp. 1799-181, (2013); Tansley C., Kirk S., Tietze S., The currency of talent management-a reply to 'talent management and the relevance of context: towards a pluralistic approach, HRM Review, 23, 4, pp. 337-345, (2013); Thunnissen M., Talent Management in Academia, (2015); Thunnissen M., Talent management: for what, how and how well? An empirical exploration of talent management in practice, Employee Relations, 38, 1, pp. 57-72, (2016); Thunnissen M., Boselie P., Fruytier B., A review of talent management: infancy or adolescence?, The International Journal of HRM, 24, 9, pp. 1744-1761, (2013); Ulrich D., Allen J., Talent accelerator: understanding how talent delivers performance for Asian firm, South Asian Journal of HRM, 1, 1, pp. 1-23, (2014); Vaiman V., Collings D.G., Talent management: advancing the field, International Journal of HRM, 24, 9, pp. 1737-1743, (2013); Van Dam K., Antecedents and consequences of employability orientation, European Journal of Work and Organizational Psychology, 13, 1, pp. 29-51, (2004); Van Der Heijden C., Van Der Heijden B., A competence-based and multidimensional operationalization and measurement of employability, HRM Review, 45, 3, pp. 449-476, (2006); Veladat F., Navehebrahim A., Designing a model for managing talents of students in elementary school: a qualitative study based on grounded theory, Procedia-Social and Behavioral Sciences, 29, pp. 1052-1060, (2011); Watson S., Where are we now? A review of management development issues in the hospitality and tourism sector: implications for talent management, International Journal of Contemporary Hospitality Management, 20, 7, pp. 758-780, (2008)","","","Inderscience Publishers","","","","","","17460972","","","","English","Int. J. Bus. Inf. Syst.","Article","Final","","Scopus","2-s2.0-85097679057"
"Brown E.J.; Dunlop L.; Scally J.","Brown, Eleanor J. (55470670900); Dunlop, Lynda (57202267661); Scally, Jayme (57204816798)","55470670900; 57202267661; 57204816798","‘It’s about not achieving the outcomes that you necessarily expected’: Non-formal learning in higher education","2020","Teaching in Higher Education","25","1","","52","67","15","2","10.1080/13562517.2018.1541880","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057301033&doi=10.1080%2f13562517.2018.1541880&partnerID=40&md5=1abbf9a49d1952b8d01129d6bf7f27bc","Department of Education, University of York, York, United Kingdom","Brown E.J., Department of Education, University of York, York, United Kingdom; Dunlop L., Department of Education, University of York, York, United Kingdom; Scally J., Department of Education, University of York, York, United Kingdom","This study explores students’ experiences of a non-formal living-learning community in a UK higher education institution. The participants were students from different countries and academic disciplines who came together with a shared interest in international development and human rights. The experiences of students were investigated using the capability approach (Sen 1999; Walker 2012) as a framework for understanding students’ personal development through their participation in the community. This approach focuses on the ability of the student participants to lead lives they have reason to value, and allows us to consider development beyond employability. The research included participant observations and interviews. We found there were four key features of the learning community that were important in fostering the outcomes they identified as valuable. We argue that it is beneficial to open such spaces in higher education, as they provide opportunities for student-led skills development and engagement with social justice issues. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.","capability approach; learning community; Non-formal learning; social justice education; valued outcomes","","","","","","","","Biesta G., Beyond Learning, (2006); Burbules N.C., Berk R., Critical Thinking and Critical Pedagogy: Relations, Differences and Limits, Critical Theories in Education. Changing Terrains of Knowledge and Politics, pp. 45-66, (1999); Cahill H., Coffey J., Lester L., Midford R., Ramsden R., Venning L., Influences on Teachers’ Use of Participatory Learning Strategies in Health Education Classes, Health Education Journal, 73, 6, pp. 702-713, (2014); Deneulin S., McGregor J., The Capability Approach and the Politics of a Social Conception of Wellbeing, European Journal of Social Theory, 13, 4, pp. 501-519, (2010); Freire P., Pedagogy of the Oppressed, (1972); Hussey T., Smith P., The Uses of Learning Outcomes, Teaching in Higher Education, 8, 3, pp. 357-368, (2003); Inkelas K.K., Brower A.M., Crawford S., Hummel M., Pope D., Zeller W.J., National Study of Living-learning Programs: 2004 Report of Findings., (2004); Kolb D.A., Experiential Learning: Experience as the Source of Learning and Development, (1983); Lozano J.F., Boni A., Peris J., Hueso A., Competencies in Higher Education: A Critical Analysis from the Capabilities Approach, Journal of Philosophy of Education, 46, 2, pp. 132-147, (2012); McCowan T., Opening Spaces for Citizenship in Higher Education: Three Initiatives in English Universities, Studies in Higher Education, 37, 1, pp. 51-67, (2012); McLean M., Walker M., Booth A., Pedagogies of Integrative Learning: A Case Study of University Education in England, (2008); Mezirow J., Learning to Think Like an Adult: Core Concepts of Transformation Theory, Learning as Transformation: Critical Perspectives on a Theory in Progress, pp. 3-34, (2000); Missingham B., Participatory Learning and Popular Education Strategies for Water Education, Journal of Contemporary Water Research and Education, 150, 1, pp. 34-40, (2013); Morgan W.J., (2009); Nussbaum M.C., Education and Democratic Citizenship: Capabilities and Quality Education, Journal of Human Development, 7, 3, pp. 385-395, (2006); Passarelli A., Kolb D.A., Using Experiential Learning Theory to Promote Student Learning and Development in Programs of Education Abroad, Student Learning Abroad, pp. 137-161, (2012); Rocha-Schmid E., Participatory Pedagogy for Empowerment: A Critical Discourse Analysis of Teacher–Parents’ Interactions in a Family Literacy Course in London, International Journal of Lifelong Education, 29, 3, pp. 343-358, (2010); Sen A., Development as Freedom, (1999); Sen A., Development as Capability Expansion, Readings in Human Development, pp. 41-58, (2003); Sen A., The Idea of Justice, (2009); Simmons N., Barnard M., Fennema W., Participatory Pedagogy: A Compass for Transformative Learning?, Collected Essays on Learning and Teaching, 4, pp. 88-94, (2011); Stevenson J., Clegg S., Possible Selves: Students Orientating Themselves Towards the Future Through Extracurricular Activity, British Educational Research Journal, 37, 2, pp. 231-246, (2011); Szelenyi K., Denson N., Inkelas K.K., Women in STEM Majors and Professional Outcome Expectations: The Role of Living-Learning Programs and Other College Environments, Research in Higher Education, 54, 8, pp. 851-873, (2013); Walker M., Framing Social Justice in Education: What Does the Capabilities Approach Offer?, British Journal of Educational Studies, 51, 2, pp. 168-187, (2003); Walker M., Higher Education Pedagogies, (2006); Walker M., A Capital or Capabilities Education Narrative in a World of Staggering Inequalities?, International Journal of Educational Development, 32, 3, pp. 384-393, (2012); Walker M., Loots S., Social Citizenship Formation at University: A South African Case Study, Compare: A Journal of Comparative and International Education, 46, 1, pp. 48-68, (2016); Walton J., A Living Theory Approach to Teaching in Higher Education, Educational Action Research, 19, 4, pp. 567-578, (2011); Zhao C., Kuh G., Adding Value: Learning Communities and Student Engagement, Research in Higher Education, 45, 2, pp. 115-138, (2004)","E.J. Brown; Department of Education, University of York, York, Heslington, YO10 5DD, United Kingdom; email: eleanor.brown@york.ac.uk","","Routledge","","","","","","13562517","","","","English","Teach. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85057301033"
"Neneh B.N.","Neneh, Brownhilder Ngek (56366873200)","56366873200","An empirical study of personality traits, job market appraisal and self-perceived employability in an uncertain environment","2020","Higher Education, Skills and Work-based Learning","10","1","","255","274","19","10","10.1108/HESWBL-12-2018-0145","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076836760&doi=10.1108%2fHESWBL-12-2018-0145&partnerID=40&md5=0734d2c543139b74e7b4983a7bd10738","Department of Business Management, Faculty of Economic and Management Sciences, University of the Free State, Bloemfontein, South Africa","Neneh B.N., Department of Business Management, Faculty of Economic and Management Sciences, University of the Free State, Bloemfontein, South Africa","Purpose: The purpose of this paper is to examine whether personality traits play a significant role in understanding students’ self-perceived employability and test if the associations are influenced by the student’s job market appraisal. This is important as perceptions about one’s employability hold invaluable importance for students in uncertain job environments as they might need to form strategies to cope with unemployment until they find a job. Design/methodology/approach: Data were collected from 296 using a questionnaire survey approach and analyzed using hierarchical regression to test the hypothesized associations. Findings: The findings showed that agreeableness, conscientiousness and openness to experience are positive and significantly associated with self-perceived employability. Also, job market appraisal played a momentous role in predicting self-perceived employability both directly and via interaction with conscientiousness and openness to experience. Practical implications: The present study is valuable to different stakeholders such as educators, employers and students as it identifies the personality dispositions that should be encouraged among students while also indicating the need for fostering student’s reappraisal of uncertain job markets. Originality/value: This study presents new evidence on the application of the appraisal theory by indicating the interaction between personality traits and cognitive appraisal. 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Neneh; Department of Business Management, Faculty of Economic and Management Sciences, University of the Free State, Bloemfontein, South Africa; email: brahilder@gmail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85076836760"
"Murray M.; Hendry G.; McQuade R.","Murray, Mike (55894764900); Hendry, Gillian (57213994464); McQuade, Robert (57189997863)","55894764900; 57213994464; 57189997863","Civil Engineering 4 Real (CE4R): co-curricular learning for undergraduates","2020","European Journal of Engineering Education","45","1","","128","150","22","8","10.1080/03043797.2019.1585762","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062353753&doi=10.1080%2f03043797.2019.1585762&partnerID=40&md5=b1569697e70388e315fc1053c418ff1f","Department of Civil and Environmental Engineering, University of Strathclyde, Glasgow, United Kingdom; School of Media, Culture and Society, University of West of Scotland, Glasgow, United Kingdom; Department of Chemical and Process Engineering, University of Strathclyde, Glasgow, United Kingdom","Murray M., Department of Civil and Environmental Engineering, University of Strathclyde, Glasgow, United Kingdom; Hendry G., School of Media, Culture and Society, University of West of Scotland, Glasgow, United Kingdom; McQuade R., Department of Chemical and Process Engineering, University of Strathclyde, Glasgow, United Kingdom","Vocational disciplines such as engineering provide an ideal opportunity for contextualising the curriculum. The provision of co-curricular activities can stimulate students to assimilate their prior knowledge and skills whilst enhancing employability attributes. Team-based co-curricular activities linked to problem-based learning can offer students a quasi-authentic experience of engineering practice. In this paper, we provide a case study of a successful co-curricular initiative supported by local civil engineering employers. Civil Engineering 4 Real (CE4R) are evening workshops facilitated by practicing engineers, where student attendance is voluntary. Students use authentic documentation and collaborate in peer learning to solve industrial problems. CE4R has assisted student’s anticipatory socialisation into their disciplinary profession. However, further research is required to establish the cognitive legacy that students gain from attending CE4R. There is also a need to explore the synergy that could be prompted through understanding the boundaries between CE4R and the programme curriculum. © 2019, © 2019 SEFI.","Engineering education; group interaction; problem-based learning; qualitative analysis; student learning","Curricula; Engineering education; Co-curricular activities; Curricular initiatives; Engineering employers; Engineering practices; Group interaction; Problem based learning; Qualitative analysis; Student learning; Students","","","","","Engineering and Physical Sciences Research Council, EPSRC, (1827113)","","Aarnio M., Lindblom-Ylanne S., Nieminen J., Pyorala E., How Do Tutors Intervene When Conflicts on Knowledge Arise in Tutorial Groups?, Advances in Health Sciences Education, 19, 3, pp. 329-345, (2014); Abrandt Dahlgren M., Dahlgren L.O., Portraits of PBL: Students’ Experiences of the Characteristics of PBL in Physiotherapy, Computer Engineering and Psychology, Instructional Science, 30, pp. 111-127, (2002); Alpay E., Ahearn A.L., Graham R.H., Bull A.M.J., Student Enthusiasm for Engineering: Charting Changes in Student Aspirations and Motivation, European Journal of Engineering Education, 33, 5-6, pp. 573-585, (2008); 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Yildirim T.P., Shuman L., Besterfield-Sacre M., Model-Eliciting Activities: Assessing Engineering Student Problem Solving and Skill Integration Processes, International Journal of Engineering Education, 26, 4, pp. 831-884, (2010)","M. Murray; Department of Civil and Environmental Engineering, University of Strathclyde, Glasgow, United Kingdom; email: m.d.murray@strath.ac.uk","","Taylor and Francis Ltd.","","","","","","03043797","","","","English","Eur. J. Eng. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85062353753"
"Dyki M.; Singorahardjo M.; Cotronei-Baird V.S.","Dyki, Matthew (57210917930); Singorahardjo, Maggie (57220156891); Cotronei-Baird, Valeria S. (57209300393)","57210917930; 57220156891; 57209300393","Preparing graduates with the employability skills for the unknown future: reflection on assessment practice during COVID-19","2020","Accounting Research Journal","34","2","","229","245","16","14","10.1108/ARJ-09-2020-0285","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097051333&doi=10.1108%2fARJ-09-2020-0285&partnerID=40&md5=2d10cc099050d71eeec3cd6c1ba03db6","Department of Accounting, Faculty of Business and Economics, The University of Melbourne, Melbourne, Australia; Williams Centre for Learning Advancement, Faculty of Business and Economics, The University of Melbourne, Melbourne, Australia","Dyki M., Department of Accounting, Faculty of Business and Economics, The University of Melbourne, Melbourne, Australia; Singorahardjo M., Department of Accounting, Faculty of Business and Economics, The University of Melbourne, Melbourne, Australia; Cotronei-Baird V.S., Williams Centre for Learning Advancement, Faculty of Business and Economics, The University of Melbourne, Melbourne, Australia","Purpose: The purpose of this paper is to provide an authentic and relevant way of sharing our realisation of the significance of integrating employability skills in assessment practice. This is supported from the anecdotal evidence received from students, which show that the inclusion and assessment of employability skills has provided them with an artifact that demonstrates the employability skills required for the continually changing future and workplace. For staff, the ability to assess and give feedback on the acquisition of employability skills makes it a more enjoyable experience. Design/methodology/approach: Due to the short rollout period and pivot to online learning, there has not been an opportunity to undertake a comprehensive and formal data collection. However, anecdotal evidence has been collected from students and staff on the experience of the student-created video assignment in a completely online environment. Findings: This paper establishes how a student video assessment contributes to students’ acquisition, development and enhancement of employability skills, such as communication and teamwork skills, that are central for preparing students for continually evolving future and thus the “new normal” brought forward by COVID-19. Practical implications: This paper enables the authors to share their experiences and provision of their resources so that other teaching academics are able to design their own assessment task that contributes to students’ acquisition, development and enhancement of employability skills. Originality/value: The originality of this paper is the application of integrating employability skills in assessment practice and the associated rubric as way to build students’ employability skills in the post-COVID world. © 2020, Emerald Publishing Limited.","Authentic assessment; Employability skills; Generic skills; Graduate employability; Oral communication; Oral communication skills; Teamwork skills; Video assessment","","","","","","","","Professional accountants – the future., in: association of chartered certified accountants, (2016); The new work mindset: 7 new job clusters to help young people navigate the new work order | VOCEDplus, the international tertiary education and research database [WWW document], (2016); Behn B.K., Ezzell W.F., Murphy L.A., Rayburn J.D., Stith M.T., Strawser J.R., The pathways commission on accounting higher education: charting a national strategy for the next generation of accountants, Issues in Accounting Education, 27, 3, pp. 595-600, (2012); BennettRichardson D., Mackinnon P., Enacting strategies for graduate employability: how universities can best support students to develop generic skills, (2016); Boud D., Falchikov N., Rethinking Assessment in Higher Education: Learning for the Longer Term, Rethinking Assessment in Higher Education: Learning for the Longer Term, (2007); Boud D., Soler R., Sustainable assessment revisited, Assessment and Evaluation in Higher Education, 41, 3, pp. 400-413, (2016); Brink K.E., Costigan R.D., Oral communication skills: are the priorities of the workplace and AACSB-Accredited business programs aligned?, Academy of Management Learning and Education, 14, 2, (2015); Bui B., Porter B., The Expectation-Performance gap in accounting education: an exploratory study, Accounting Education 23, 19, 1-2, (2010); Bunney D., Sharplin E., Howitt C., Generic skills for graduate accountants: the bigger picture, a social and economic imperative in the new knowledge economy, Higher Education Research and Development, 34, 2, pp. 256-269, (2015); Cotronei-Baird V.S., Integrating employability skills into the business curriculum, (2017); Cotronei-Baird V.S., Academic hindrances in the integration of employability skills development in teaching and assessment practice, Higher Education, 79, 2, (2020); (2008); Daff L., de Lange P., Jackling B., A comparison of generic skills and emotional intelligence in accounting education, Issues in Accounting Education, 27, 3, pp. 627-645, (2012); Ellington P., The impediments to the change to UK university accounting education, a comparison to the USA pathways commission, Accounting Education, 26, 5-6, pp. 576-598, (2017); Gray F.E., Murray N., A distinguishing factor, Accounting Education, 20, 3, pp. 275-294, (2011); Greene H., Learning through student created, content videos, International Journal of Arts and Sciences, pp. 1944-6934, (2014); Hancock P., Howieson B., Kavanagh M., Kent J., Tempone I., Segal N., Freeman M., The roles of some key stakeholders in the future of accounting education in Australia, Australian Accounting Review, 19, 3, pp. 249-260, (2009); Jackling B., Lange D.P.D., Do accounting graduates’ skills meet the expectations of employers? 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Evidence from student perceptions and employer expectations, Accounting and Finance, 48, 2, pp. 279-300, (2008); Lawson R.A., Blocher E.J., Brewer P.C., Cokins G., Sorensen J.E., Stout D.E., Sundem G.L., Wolcott S.K., Wouters M.J.F., Focusing accounting curricula on students’ Long-Run careers: recommendations for an integrated Competency-Based framework for accounting education, Issues in Accounting Education, 29, 2, pp. 295-317, (2014); Leong R., Kavanagh M., A Work-Integrated learning (WIL) framework to develop graduate skills and attributes in an Australian university’s accounting program, Asia-Pacific Journal of Cooperative Education, 14, pp. 1-14, (2013); Pan G., Seow P.-S., Preparing accounting graduates for digital revolution: a critical review of information technology competencies and skills development, Journal of Education for Business, 91, 3, pp. 166-175, (2016); Radloff A., Harpe B., Dalton H., Thomas J., Lawson A., Assessing graduate attributes: engaging academic staff and their students, ATN Assessment, 1, (2008); Suleman F., The employability skills of higher education graduates: insights into conceptual frameworks and methodological options, Higher Education, 76, 2, pp. 263-278, (2018); Tan L.M., Laswad F., Professional skills required of accountants: what do job advertisements tell us?, Accounting Education, 27, 4, (2018); Tempone I., Kavanagh M., Segal N., Hancock P., Howieson B., Kent J., Desirable generic attributes for accounting graduates into the twenty-first century: the views of employers, Accounting Research Journal, 25, 1, pp. 41-55, (2012); Willmott C.J.R., Teaching bioethics via the production of student-generated videos, Journal of Biological Education, 49, 2, pp. 127-138, (2015); Winstone N.E., Boud D., The need to disentangle assessment and feedback in higher education, Studies in Higher Education, pp. 1-12, (2020)","M. Dyki; Department of Accounting, Faculty of Business and Economics, The University of Melbourne, Melbourne, Australia; email: mdyki@unimelb.edu.au","","Emerald Group Holdings Ltd.","","","","","","10309616","","","","English","Account. Res. J.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85097051333"
"Cochrane K.L.; Ortega-Cisneros K.; Iitembu J.A.; dos Santos C.I.; Sauer W.H.H.","Cochrane, K.L. (7004311434); Ortega-Cisneros, K. (55951773500); Iitembu, J.A. (35321057700); dos Santos, C.I. (57220784853); Sauer, W.H.H. (35944523200)","7004311434; 55951773500; 35321057700; 57220784853; 35944523200","Application of a general methodology to understand vulnerability and adaptability of the fisheries for small pelagic species in the Benguela countries: Angola, Namibia and South Africa","2020","African Journal of Marine Science","42","4","","473","493","20","9","10.2989/1814232X.2020.1844798","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097621551&doi=10.2989%2f1814232X.2020.1844798&partnerID=40&md5=7e1ea5a6a2bb40b6704858265e66b4b4","Department of Ichthyology and Fisheries Science, Rhodes University, Makhanda, South Africa; Institute for Coastal and Marine Research, Nelson Mandela University, Port Elizabeth, South Africa; Department of Biological Sciences, University of Cape Town, Cape Town, South Africa; Department of Fisheries and Aquatic Sciences, University of Namibia, Henties Bay, Namibia; Department of Biology, Science Faculty, Agostinho Neto University, Luanda, Angola","Cochrane K.L., Department of Ichthyology and Fisheries Science, Rhodes University, Makhanda, South Africa; Ortega-Cisneros K., Department of Ichthyology and Fisheries Science, Rhodes University, Makhanda, South Africa, Institute for Coastal and Marine Research, Nelson Mandela University, Port Elizabeth, South Africa, Department of Biological Sciences, University of Cape Town, Cape Town, South Africa; Iitembu J.A., Department of Fisheries and Aquatic Sciences, University of Namibia, Henties Bay, Namibia; dos Santos C.I., Department of Biology, Science Faculty, Agostinho Neto University, Luanda, Angola; Sauer W.H.H., Department of Ichthyology and Fisheries Science, Rhodes University, Makhanda, South Africa","The fisheries for small pelagic species in Angola, Namibia and South Africa fulfil important social and economic roles but have undergone substantial changes in recent years, some of which are likely to be related to climate change. This assessment of vulnerability and possible adaptation options for the main stakeholder groups in these fisheries was based on a framework encompassing ecological, social and economic vulnerability and the broader economic and governance context of the countries. Information was gathered through stakeholder consultations and workshops as well as from published information. Adaptation options were identified primarily through consultation with stakeholders. Namibia was considered to have the most vulnerable fishery because of the poor state of the sardine population and limited alternatives. Angola and South Africa were estimated to be moderately vulnerable for different reasons. Alternative sources of livelihoods are scarce, and the wellbeing of stakeholders is highly dependent on the resilience and adaptive capacity of individual fishing companies. For land-based and sea-going workers (fulltime and permanent), skills improvement to increase their flexibility and employability within and beyond fisheries is a primary adaptation option. Key roles for governments include ensuring effective governance and facilitating sustainable economic development, especially in underdeveloped coastal areas. © 2020 NISC (Pty) Ltd.","adaptation options; climate change; consultation; fishery vulnerability; national fisheries; recommendations; southern Benguela; stakeholders","Angola; Benguela; Namibia; South Africa; Namibia; adaptation; climate change; economic development; fishery management; governance approach; methodology; pelagic fish; socioeconomic conditions; stakeholder; sustainable development; vulnerability","","","","","","","Adger W.N., Barnett J., Chapin F.S., Ellemor H., This must be the place: underrepresentation of identity and meaning in climate change decision-making, Global Environmental Politics, 11, pp. 1-25, (2011); Barange M., Bahri T., Beveridge M.C.M., Cochrane K.L., Funge-Smith S., Poulain F., Impacts of climate change on fisheries and aquaculture: synthesis of current knowledge, adaptation and mitigation options, FAO Fisheries and Aquaculture Technical Paper, (2018); (2017); (2006); Binet D., Gobert B., Maloueki L., El Niño-like warm events in the Eastern Atlantic (6°N, 20°S) and fish availability from Congo to Angola (1964–1999), Aquatic Living Resources, 14, pp. 99-113, (2001); Boyer D.C., Boyer H.J., Fossen I., Kreiner A., Changes in abundance of the northern Benguela sardine stock during the decade 1990–2000, with comments on the relative importance of fishing and the environment, South African Journal of Marine Science, 23, pp. 67-84, (2001); Busch D.S., McElhany P., Estimates of the direct effect of seawater pH on the survival rate of species groups in the California Current Ecosystem, PLoS ONE, 11, (2016); Cochrane K.L., Rakotondrazafy H., Aswani S., Chaigneau T., Downey-Breedt N., Lemahieu A., Et al., Tools to enrich vulnerability assessment and adaptation planning for coastal communities in data-poor regions: application to a case study in Madagascar, Frontiers in Marine Science, 5, (2019); Cochrane K.L., Sauer W.H.H., Aswani S., Science in the service of society: is marine and coastal science addressing South Africa’s needs?, South African Journal of Science, 115, (2019); Cochrane K., Iitembu J., Ortega-Cisneros K., Santos C., Sauer W.H.H., (2020); Cochrane K.L., Eggers J., Sauer W.H.H., A diagnosis of the status and effectiveness of marine fisheries management in South Africa based on two representative case studies, Marine Policy, 112, (2020); Coetzee J.C., van der Lingen C.D., Hutchings L., Fairweather T.P., Has the fishery contributed to a major shift in the distribution of South African sardine?, ICES Journal of Marine Science, 65, pp. 1676-1688, (2008); Coetzee J., Merkle D., Shabangu F., Geja Y., Petersen J., (2018); Status of the South African marine fishery resources, (2016); De Young C., Hjort A., Sheridan S., Davies S., FAO/Benguela Current Commission Workshop, 1–3 November 2011, Windhoek, Namibia. 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In: Shannon LJ, Cochrane KL, Pillar SC (eds), Ecosystem approaches to fisheries in the southern Benguela. African Journal of Marine Science, 26, pp. 79-93, (2004); Rykaczewski R.R., Dunne J.P., Sydeman W.J., Garcia-Reyes M., Black B.A., Bograd S.J., Poleward displacement of coastal upwelling-favorable winds in the ocean’s eastern boundary currents through the 21st century, Geophyical Research Letters, 42, pp. 6424-6431, (2015); Santos C.F., Agardy T., Andrade F., Barange M., Crowder L.B., Ehler C.N., Et al., Ocean planning in a changing climate, Nature Geoscience, 9, (2016); Sellner K.G., Doucette G.J., Kirkpatrick G., Harmful algal blooms: causes, impacts and detection, Journal of Industrial Microbiology and Biotechnology, 30, pp. 383-406, (2003); Shannon L.J., Field J.G., Moloney C.L., Simulating anchovy– sardine regime shifts in the southern Benguela ecosystem, Ecological Modeling, 172, pp. 269-281, (2004); Sowman M., New perspectives in small-scale fisheries management: challenges and prospects for implementation in South Africa, African Journal of Marine Science, 33, pp. 297-311, (2011); Sowman M., Cardoso P., Small-scale fisheries and food security strategies in countries in the Benguela Current Large Marine Ecosystem (BCLME) region: Angola, Namibia and South Africa, Marine Policy, 34, pp. 1163-1170, (2010); Sowman M., Raemaekers S., Socio-ecological vulnerability assessment in coastal communities in the BCLME region, Journal of Marine Systems, 188, pp. 160-171, (2018); Sowman M., Cardoso P., Fielding P., Hauck M., Raemaekers S., Sunde J., Et al., (2011); Human Development Report 2019. Beyond income, beyond averages, beyond today: inequalities in human development in the 21st century, (2019); van der Lingen C.D., Shannon L.J., Cury P., Kreiner A., Moloney C.L., Roux J.P., Vas-Velho F., Resource and ecosystem variability, including regime shifts, in the Benguela Current System. In: Shannon N, Hempel G, Malanotte-Rizzoli P, Moloney CL, Woods J (eds), Benguela: predicting a large marine ecosystem. Large Marine Ecosystems, 14, pp. 147-184, (2006); van der Lingen C.D., Hutchings L., Lamont T., Pitcher G.C., Climate change, dinoflagellate blooms and sardine in the southern Benguela Current Large Marine Ecosystem, Environmental Development, 17, pp. 230-243, (2016); van der Lingen C., Hampton I., Climate change impacts, vulnerabilities and adaptations: Southeast Atlantic and Southwest Indian Ocean marine fisheries, Impacts of climate change on fisheries and aquaculture. Synthesis of current knowledge, adaptation and mitigation options. FAO Fisheries and Aquaculture Technical Paper, pp. 219-250, (2018); van der Sleen P., Rykaczewski R., Turley B., Sydeman W., Garcia-Reyes M., Bograd S., Et al., Non-stationary responses in anchovy (Engraulis encrasicolus) recruitment to coastal upwelling in the Southern Benguela, Marine Ecology Progress Series, 596, pp. 155-164, (2018); Vizy E.K., Cook K.H., Sun X., Decadal change of the south Atlantic ocean Angola–Benguela frontal zone since 1980, Climate Dynamics, 51, pp. 3251-3273, (2018); Watkiss P., Ventura A., Poulain F., Decision-making and economics of adaptation to climate change in the fisheries and aquaculture sector, FAO Fisheries and Aquaculture Technical Paper, 650, (2019); Wells M.L., Trainer V.L., Smayda T.J., Karlson B.S.O., Trick C.G., Kudela R.M., Et al., Harmful algal blooms and climate change: learning from the past and present to forecast the future, Harmful Algae, 49, pp. 68-93, (2015)","K.L. Cochrane; Department of Ichthyology and Fisheries Science, Rhodes University, Makhanda, South Africa; email: k.cochrane@ru.ac.za","","National Inquiry Services Centre Ltd","","","","","","1814232X","","","","English","Afr. J. Mar. Sci.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85097621551"
"Lavender K.","Lavender, Kate (57221521536)","57221521536","Mature students’ experiences of undertaking higher education in English vocational institutions: employability and academic capital","2020","International Journal of Training Research","18","2","","141","154","13","4","10.1080/14480220.2020.1830836","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099396428&doi=10.1080%2f14480220.2020.1830836&partnerID=40&md5=737bdfef707ca4edbc5bf5964071374b","School of Education and Professional Development, University of Huddersfield, Huddersfield, United Kingdom","Lavender K., School of Education and Professional Development, University of Huddersfield, Huddersfield, United Kingdom","Understanding the role of higher education in a system of high participation is becoming more important to providers and policymakers internationally. In this system, whereby increasingly higher education is taking place in vocational institutions, there has been renewed focus on the distinct nature of this provision, and the benefits it may hold for participants. This paper explores the experiences of mature students participating in higher education in a vocational institution in England. Using data from a multiple case study, four narratives are presented to illustrate the conceptualisation of employability by those students and the notion of academic capital and graduate identities is used to frame them. Reconsidering employability in this way challenges a competency-based model of employability reflected in skills-centred policy discourses. In doing so, the paper argues that HIVE is distinct and holds benefits for its participants, but for in different ways than those purported by policymakers. © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","capitals; employability; further education; Higher education; mature students; vocational institutions","","","","","","","","Avis J., Orr K., HE in FE: Vocationalism, class and social justice, Research in Post-Compulsory Education, 21, 1-2, pp. 49-65, (2016); Bathmaker A.M., Higher education in further education: The challenges of providing a distinctive contribution that contributes to widening participation, Research in Post-Compulsory Education, 21, 1-2, pp. 20-32, (2016); Bathmaker A.M., Brooks G., Parry G., Smith D., Dual‐sector further and higher education: Policies, organisations and students in transition, Research Papers in Education, 23, 2, pp. 125-137, (2008); Bourdieu P., Distinction—A Social Critique of the Judgment of Taste, (1984); Bourdieu P., Homo academicus, (1988); Canaan J.E., Shumar W., Structure and agency in the neoliberal university, 15, (2008); Conlon G., Patrignani P., The returns to higher education qualifications, (2011); Holmes L., Reconsidering graduate employability: The’graduate identity’approach, Quality in Higher Education, 7, 2, pp. 111-119, (2001); Jackson D., Wilton N., Developing career management competencies among undergraduates and the role of work-integrated learning, Teaching in Higher Education, 21, 3, pp. 266-286, (2016); King M., Widdowson J., Inspiring individuals: Teaching higher education in a further education college, (2012); Little B.C., Lebeau H., Pierce Y., ESinclair D., Thomas E., (2003); Little B.M., Employability for the workers–what does this mean?, Education+ Training, 53(1), 57−66, (2011); Moodie G., The missing link in Australian tertiary education: Short-cycle higher education, International Journal of Training Research, 1, 1, pp. 44-63, (2003); Naidoo R., Fields and institutional strategy: Bourdieu on the relationship between higher education, inequality and society, British Journal of Sociology of Education, 25, 4, pp. 457-471, (2004); Naidoo R., Global learning in a neoliberal age: Implications for development, Global inequalities and higher education: Whose interests are we serving, pp. 66-90, (2010); Parry G., Callender C., Scott P., Temple P., Understanding higher education in further education colleges, (2012); Roodhouse S., Employability and workforce development-a policy and practice dilemma for higher education, International Journal of Training Research, 2, 1, pp. 11-41, (2004); Tholen G., Brown P., Higher education and the myths of graduate employability, Higher education and social inequalities: University admissions, experiences, and outcomes, pp. 153-166, (2018); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Webb S., Bathmaker A.M., Gale T., Hodge S., Parker S., Rawolle S., Higher vocational education and social mobility: Educational participation in Australia and England, Journal of Vocational Education & Training, 69, 1, pp. 147-167, (2017); Wheelahan L., ‘College for all’in Anglophone countries–meritocracy or social inequality? An Australian example, Research in Post-Compulsory Education, 21, 1-2, pp. 33-48, (2016); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016)","K. Lavender; School of Education and Professional Development, University of Huddersfield, Huddersfield, United Kingdom; email: k.lavender2@hud.ac.uk","","Routledge","","","","","","14480220","","","","English","Int. J. Train. Res.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85099396428"
"Ekpo S.C.","Ekpo, Sunday Cookey (36094097600)","36094097600","Industry-linked projects and research-informed-and-enriched curriculum for sustainable student employability metrics","2020","Journal of Higher Education Theory and Practice","20","3","","58","71","13","0","10.33423/jhetp.v20i3.2972","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102256432&doi=10.33423%2fjhetp.v20i3.2972&partnerID=40&md5=ca62820e86affceb0070122509e3e89b","Manchester Metropolitan University, United Kingdom","Ekpo S.C., Manchester Metropolitan University, United Kingdom","This paper presents inclusive industry-linked projects and research-informed-and-enriched curriculum for sustainable improved student educational metrics. A research project questionnaire was designed for data gathering besides the use of the researcher’s historical engineering curriculum teaching and research project supervision data. Monte Carlo simulations, t-test analysis and probability density functions modelling were implemented to obtain future-predicting reliable outcomes. The results of the analyses show that the student engagement improved by over 50 %; 100 % of the students who experienced industry-linked pedagogy with formative assessment feedback and feedforward achieved a distinction grade. 100 % of taught and supervised students gained employment into the industry; and/or embarked on further education (MSc and PhD). © 2020, North American Business Press. All rights reserved.","Engagement; Formative assessment; Intervention strategies; Progression; Retention","","","","","","Department of Engineering; Manchester Metropolitan University, MMU","The author thanks the Department of Engineering, Manchester Metropolitan University, UK for sponsoring this engineering pedagogy research project in order to enhance professional standard framework in higher education, advance educational metrics and boost teaching excellence.","Argos J., Ezquerr P., Universities and skills for employability, Procedia -Social and Behavioral Sciences, 139, pp. 290-296, (2014); Black P., William D., Developing the Theory of Formative Assessment, Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21, 1, pp. 5-31, (2009); Ekpo S., Industry-linked Projects and Research-informed-and-enriched Curriculum for Sustainable Student Employability Metrics, Proc. Advance HE STEM Conference, pp. 1-24, (2020); Solving the Challenge of a Growing Shortage of Engineering Expertise, pp. 1-23, (2020); Felder R., Silverman L., Learning and Teaching Styles in Engineering Education, Engr. Education, 78, 7, pp. 674-681, (1988); Felder R., Woods D., Stice J., Rugarcia A., The Future of Engineering Education II. Teaching Methods that Work, Chem. Engr. Education, 34, 1, pp. 26-39, (2000); Fernando M., Ekpo S., A Review of Incorporating Live-Projects into Engineering Curriculum at the Manchester Metropolitan University, Proceedings of the 4th Cyprus International Conference on Educational Research, pp. 1-8, (2015); Garrison D. R., Kanuka H., Blended Learning: Uncovering its Transformative Potential in Higher Education, The Internet and Higher Education, 7, 2, pp. 95-105, (2004); Keyser R. S., A Correlation Between Non-Mandatory Attendance and Course Grades in a Fourth-Year Hybrid Industrial Engineering Course, Journal of Higher Education Theory and Practice, 19, 8, pp. 17-22, (2019); Moses I., Supervision of Higher Degree Students -Problem Areas and Possible Solutions, Higher Education Research & Development, 3, 2, pp. 153-165, (1984); Nicol D. J., MacFarlane-Dick D., Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education, pp. 2-15, (2005); Payne A., Stepping Back to Let the Learning Happen: A Learning Practice in Higher Education, Journal of Higher Education Theory and Practice, 19, 8, pp. 39-44, (2019); Pereira A. S., Wahi M. M., Deeper Learning Methods and Modalities in Higher Education: A 20-year Review, Journal of Higher Education Theory and Practice, 19, 8, pp. 46-63, (2019); Pintrich P. R., Zusho A., Student motivation and self-regulated learning in the college classroom, Higher Education: Handbook of Theory and Research, XVII, (2002); Popham W. J., Transformative Assessment, (2008); Shreffler M. B., Shreffler J. R., Murffee J. R., Barriers to Advancement of Female Faculty in Higher Education: An Examination of Student Evaluations of Teaching, Work-Family Conflict and Perceived Organizational Support, Journal of Higher Education Theory and Practice, 19, 8, pp. 72-83, (2019); Zaza S., Harris A., Arik M., Geho P., The Roles Parents, Educators, Industry, Community, and Government Play in Growing and Sustaining the STEM Workforce, Journal of Higher Education Theory and Practice, 19, 8, pp. 114-127, (2019)","","","North American Business Press","","","","","","21583595","","","","English","J. High. Educ. Theory Pract.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85102256432"
"Shan H.; Peikazadi N.; Rahemtulla Z.; Wilbur A.; Sawkins T.; Goossen R.","Shan, Hongxia (55577639900); Peikazadi, Nasim (57208864461); Rahemtulla, Zahida (57208861525); Wilbur, Amea (57208862741); Sawkins, Tanis (57208860691); Goossen, Rachel (57208865992)","55577639900; 57208864461; 57208861525; 57208862741; 57208860691; 57208865992","Entry to hospitality careers for women and beyond: Immigrant training and feminist pedagogies and practices","2020","Studies in the Education of Adults","52","1","","67","87","20","1","10.1080/02660830.2019.1595340","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065957488&doi=10.1080%2f02660830.2019.1595340&partnerID=40&md5=7b7f8849c4520d17352d937407089911","Department of Educational Studies, University of British Columbia, Vancouver, BC, Canada; Pacific Immigrant Resources Society, Vancouver, BC, Canada; Faculty of Adult Education, University of Fraser Valley, Abbotsford, BC, Canada; Simon Fraser University, Burnaby, BC, Canada","Shan H., Department of Educational Studies, University of British Columbia, Vancouver, BC, Canada; Peikazadi N., Department of Educational Studies, University of British Columbia, Vancouver, BC, Canada; Rahemtulla Z., Pacific Immigrant Resources Society, Vancouver, BC, Canada; Wilbur A., Faculty of Adult Education, University of Fraser Valley, Abbotsford, BC, Canada; Sawkins T., Simon Fraser University, Burnaby, BC, Canada; Goossen R., Department of Educational Studies, University of British Columbia, Vancouver, BC, Canada","Employment training services are provided for immigrants to integrate them into the Canadian labour market. Evaluated on short-term labour market outcomes, these programs typically focus on enhancing individuals’ employability, while risking naturalizing and reproducing the dominant social and cultural order. Entry to Hospitality Careers for Women is a government-funded program based on a partnership between a community organization and a community college specialised in vocational training. Uniquely, this program aims to expand immigrant and refugee women’s employment skills as well as their social and cultural spaces. A community-based partnership research project was conducted to explore how the program worked towards these goals. It finds that the program contributed to the personal development of the women, expanded their social space and enhanced their social and economic opportunities to varying degrees. It also points to a set of women-centered pedagogical and programming practices that were conductive to women’s learning through the program. Firstly, as a partnership, the program leveraged the resources and expertise accrued in both the community organization and the community college. Secondly, while navigating institutional mandate, the program was oriented towards the needs of the women. Finally, the women-centered and care-based pedagogy was found to be of immediate influence on the program participants. Theoretically, this paper adds to feminist pedagogy by grounding it in the actual work of immigrant service workers, which defies any abstract attempt to fix it within the binary frame of social reproduction and transformation. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.","care-based pedagogy; community based participatory research; Employment training; feminist pedagogy; immigrant and refugee women","","","","","","","","Ameerair L., Pedagogies of affect: docility and deference in the making of immigrant women subjects, Signs: journal of women in culture and society, 40, 2, pp. 467-486, (2015); Allen D., (2017); Belenky M.F., Et al., Women's ways of knowing, (1986); Block S., Galabuzi G., Canada’s colour coded labour market, (2011); Brigham S., Internationally educated female teachers’ transformative lifelong learning experiences: rethinking the immigrant experience through an arts-informed group process, Journal of adult and continuing education, 17, 2, pp. 36-50, (2011); Brigham S., Baillie-Abidi C., Calatayud S., Migrant women learning and teaching through participatory photography, The Canadian journal for the study of adult education, 30, 2, pp. 101-114, (2018); Butterwick S., Carrillo M., Speaking truth to power: the political fashion shows of Filipino activists, Working the margins of community-based adult learning: the power of arts-making in finding voice and creating conditions for seeing/listening, (2016); Cervatiuc A., Ricento T., Curriculum meta-orientations in the language instruction for newcomers to Canada program, Canadian journal for the study of adult education, 24, 2, pp. 17-31, (2012); Church K., Et al., While no one is watching: “social learning” among people who are excluded from the labor market, Researching work and learning conference proceedings, pp. 241-249, (2000); (2011); Clement G., Care, autonomy, and justice: feminism and the ethic of care, (1996); Coughlin S.S., Smith S.A., Fernandez M.E., Handbook of community-based participatory research, (2017); Cuban S., Talking was a great experience”: destabilizing gendered communication in the workplace, International review of education, 55, 5-6, pp. 579-596, (2009); English L.M., Irving C.J., Feminism in community adult education for transformation, (2015); Fenwick T., Tightrope walkers and solidarity sisters: critical workplace educators in the garment industry, International journal of lifelong education, 26, 3, pp. 315-328, (2007); Fenwick T., Women learning in garment work: solidarity and sociality, Adult education quarterly, 58, 2, pp. 110-128, (2008); Friesen M.R., Development of an engineering qualifications recognition program for immigrant professionals: a case study, International journal of engineering education, 26, 5, pp. 1166-1178, (2010); Fursova J., A journey of her own: a critical analysis of learning experiences among immigrant women, RCIS working paper no. 2013/3, (2013); Gibb T., Hamdon E., Jamal Z., Re/claiming agency: learning, liminality and immigrant service organizations, Journal of contemporary issues in education, 3, 1, pp. 4-16, (2008); Kemmis S., McTaggart R., Nixon R., Introducing critical participatory action research, The action research planner, (2014); Lange E., Vogels P., Jamal Z., (2011); Liladrie S., Do not disturb/please clean room’: hotel housekeepers in Greater Toronto, Race & class, 52, 1, pp. 57-69, (2010); Maitra S., Between conformity and contestation: South Asian immigrant women negotiating soft skill training in Canada, The Canadian journal for the study of adult education, 27, 2, pp. 65-78, (2015); Maitra S., Maitra S., Tapping into the ‘standing-reserve’: a comparative analysis of workers’ training programmes in Kolkata and Toronto, Studies in continuing education, 37, 3, pp. 317-332, (2015); Margo K., Exploring the needs and challenges of adults from war affected backgrounds, Proceedings of the joint international conference of the Adult Education Research Conference (AERC), pp. 385-390, (2007); McCoy L., Masuch C., Beyond “entry-level” jobs”: immigrant women and non-regulated professional occupations, Journal of international migration and integration / Revue de l'integration et de la migration internationale, 8, 2, pp. 185-206, (2007); Mirchandani K., Et al., Ambivalent learning: racialized barriers to computer access for immigrant contingent workers, Canadian journal for the study of adult education, 19, 2, pp. 14-33, (2005); Mojab S., De-skilling immigrant women, Canadian women studies, 19, 3, pp. 123-128, (1998); Mojab S., McDonald S., Women, violence and informal learning, Learning through community: exploring participatory practices, pp. 37-54, (2008); Morrice L., Shan H., Sprung A., Migration, adult education and learning, Studies in the Education of Adults, 49, 2, pp. 129-135, (2018); Ng R., The politics of community services: immigrant women, class and state, (1988); Reitz J., Curtis J., Elrick J., Immigrant skill utilization: trends and policy issues, Journal of international migration and integration, 15, 1, pp. 1-26, (2014); Sadiq K.D., The two tier settlement system: a review of current newcomer settlement services in Canada, CERIS working paper, 34, (2004); Shan H., Women, gender, and immigrant studies in Canadian adult education: An ethnographic content analysis, Canadian Journal for the Study of Adult Education, 27, 2, pp. 46-63, (2015); Slade B., From high skill to high school”: illustrating the process of deskilling immigrants through reader’s theatre and institutional ethnography, Qualitative inquiry, 18, 5, pp. 401-413, (2012); (2017); Tisdell E.J., Poststructural feminist pedagogies: the possibilities and limitations of feminist emancipatory adult learning theory and practice, Adult education quarterly, 48, 3, pp. 139-156, (1998); Wallerstein N., Duran B., The conceptual, historical, and practice roots of community based participatory research and related participatory traditions, Community-based participatory research for health, pp. 27-52), (2003)","H. Shan; Department of Educational Studies, Education Centre at Ponderosa Commons, Vancouver, 6445 University Boulevard, V6T 1Z2, Canada; email: hongxia.shan@ubc.ca","","Taylor and Francis Ltd.","","","","","","02660830","","","","English","Stud. Educ. Adults","Article","Final","","Scopus","2-s2.0-85065957488"
"Aloui L.; Shams Eldin A.Y.","Aloui, Leila (57221135307); Shams Eldin, Anwar Yahia (57221135266)","57221135307; 57221135266","Socio-emotional competencies, socio-economic factors, and the employability process of female graduates in the Kingdom of Saudi Arabia","2020","International Journal of Engineering Business Management","12","","","","","","7","10.1177/1847979020980903","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098332265&doi=10.1177%2f1847979020980903&partnerID=40&md5=7522101657da341199d8c0eb936e9ce7","Research Laboratory for Economy, Management and Quantitative Finance (LaREMFiQ), IHEC/University of Sousse, Tunisia; ISEAH Sbeitla, University of Kairouan, Tunisia; Department of Business Administration, College of Arts and Science, Tathleeth, University of Bisha, Bisha, Saudi Arabia","Aloui L., Research Laboratory for Economy, Management and Quantitative Finance (LaREMFiQ), IHEC/University of Sousse, Tunisia, ISEAH Sbeitla, University of Kairouan, Tunisia; Shams Eldin A.Y., Department of Business Administration, College of Arts and Science, Tathleeth, University of Bisha, Bisha, Saudi Arabia","Employability is a key concern for many stakeholders, students, graduates, universities, organisations, and national decision-making bodies. Due to its ability to influence the paths towards success, the methods and factors affecting the development of employability have gained increased attention from these agents. This study aims to investigate how socio-emotional competencies and socio-economic factors are related to the employability of female graduates. Data were collected from 102 graduates at the Tathleeth Faculty of Arts and Science at the University of Bisha in the Kingdom of Saudi Arabia (KSA). Using structure modelling techniques, our findings indicate that socio-economic factors have an impact on the unemployed, whereas socio-emotional competencies impact the employed. Employability skills are shown to have an impact both on the unemployed and on socio-economic factors. Furthermore, the moderation effect of socio-emotional competencies and socio-economic factors on the relation between employability skills and employment is unsupported. Consequently, we conclude that the study’s results suggest the necessity of developing a theory of employability which investigates the conditions under which employability skills impact the employability of graduates. To this end, contextual factors must be identified so as to form the cornerstones of an adequate theory. © The Author(s) 2020.","Employability skills; employment; socio-economic factors; socio-emotional competencies","","","","","","","","Tymon A., The student perspective on employability, Stud High Educ, 38, 6, pp. 841-856, (2013); Pitan O., Employability development opportunities (EDOs) as measures of students’ enhanced employability, High Educ Skills Work-Based Learn, 6, 3, pp. 288-304, (2016); Wan Othman W., Abdullah A., Romli A., Predicting graduate employability based on program learning outcomes, 769, pp. 1-8, (2020); Chhinzer N., Russo A., An exploration of employer perceptions of graduate student employability, Educ Train, 60, 1, pp. 104-120, (2018); Ramisetty J., Desai K., Measurement of employability skills and job readiness perception of post-graduate management students: results from a pilot study, Int J Manage Soc Sci, 5, 8, pp. 82-94, (2017); Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Stud High Educ, 5, pp. 1-16, (2019); Harvey L., Defining and measuring employability, Qual High Educ, 7, 2, pp. 97-109, (2001); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Educ Train, 49, 4, pp. 277-289, (2007); Qureshi A., Wall H., Humphries J., Et al., Can personality traits modulate student engagement with learning and their attitude to employability?, Learn Individ Differ, 51, pp. 349-358, (2016); Viljoen D., Dunga S., Determining the factors that influence female unemployment in a South African township, Int J Humanit Soc Sci, 5, 1, pp. 63-72, (2013); Rothwell A., Arnold J., Self-perceived employability: development and validation of a scale, Pers Rev, 36, 1, pp. 23-41, (2007); Vargas R., Sanchez-Queija M., Rothwell A., Et al., Self-perceived employability in Spain, Educ Train, 60, 3, pp. 226-237, (2018); Holdsworth S., Sandri O., Thomas I., Et al., The use of the theory of planned behavior to assess graduate attributes for sustainability, Environ Educ Res, 26, 2, pp. 275-295, (2019); 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Aloui; Research Laboratory for Economy, Management and Quantitative Finance (LaREMFiQ), IHEC/University of Sousse, Tunisia; email: leilaalaoui79@yahoo.fr; L. Aloui; ISEAH Sbeitla, University of Kairouan, Tunisia; email: leilaalaoui79@yahoo.fr","","SAGE Publications Inc.","","","","","","18479790","","","","English","Intern. J. Eng. Bus. Manage.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85098332265"
"Singh Dubey R.; Tiwari V.","Singh Dubey, Richa (57211139024); Tiwari, Vijayshri (54384157500)","57211139024; 54384157500","Operationalisation of soft skill attributes and determining the existing gap in novice ICT professionals","2020","International Journal of Information Management","50","","","375","386","11","34","10.1016/j.ijinfomgt.2019.09.006","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85072762377&doi=10.1016%2fj.ijinfomgt.2019.09.006&partnerID=40&md5=d81514d5657420c7ad4c01ebac2e4c67","Department of Management Studies, Indian Institute of Information Technology, Deoghat, Jalwa, Prayagraj, 211015, Uttar Pradesh, India; Department of Management Studies, Indian Institute of Information Technology, Deoghat, Jhalwa, Prayagraj, 211015, Uttar Pradesh, India","Singh Dubey R., Department of Management Studies, Indian Institute of Information Technology, Deoghat, Jalwa, Prayagraj, 211015, Uttar Pradesh, India; Tiwari V., Department of Management Studies, Indian Institute of Information Technology, Deoghat, Jhalwa, Prayagraj, 211015, Uttar Pradesh, India","The manuscript presents an analysis of the perceived importance and existing gap of soft skills for new entrants in the information technology sector. It also examines the effect of various backgrounds on the perception of soft skills. Empirical examinations are carried out through independent t-test, and MANOVA indicates substantial dissimilarity in the perception of students and practitioners. While examining the effect of the background, practitioners responded to a similarity in the perceived importance of soft skills, irrespective of gender, management level and experience. Though students showed similarity in the preparedness of soft skills regardless of the gender or medium of education up to class 12th but demonstrated substantial differences due to institute during graduation. Hence findings indicate the importance of academic institutions for the development of soft skills. The outcome also depicts that academia should take necessary action to amend the method of imparting skills for enhancing employability in students. Further, the study also sublimes essential soft skill attributes. © 2019 Elsevier Ltd","Attributes; Competency; Employability; Information and communications technology; Soft skills gap","Computer networks; Information management; Attributes; Competency; Employability; Information and communications technology; Soft skills; Students","","","","","","","Aasheim C., Li L., Shropshire J., Kadlec C., IT program curriculum recommendations based on a survey of knowledge and skill requirements for entry-level IT workers, (2011); Abas-Mastura M., Imam O.A., Osman S., Employability skills and task performance of employees in government sector, International Journal of Humanities and Social Science, 3, 4, pp. 150-162, (2013); Agrawal N.M., Thite M., Nature and importance of soft skills in software project leaders, Asia Pacific Management Review, 11, 2, pp. 93-102, (2006); Aken A., Michalisin M.D., The impact of the skills gap on the recruitment of MIS graduates, Proceedings of the 2007 ACM SIGMIS CPR Conference on Computer Personnel Research: The Global Information Technology Workforce, ACM, pp. 105-111, (2007); Al-Gahtani S.S., Hubona G.S., Wang J., Information technology (IT) in Saudi Arabia: Culture and the acceptance and use of IT, Information & Management, 44, 8, pp. 681-691, (2007); Armarego J., Beyond PBL: Preparing graduates for professional practice, 20th Conference on Software Engineering Education & Training (CSEET'07), IEEE, pp. 175-183, (2007); Arora A., Arunachalam V.S., Asundi J., Fernandes R., The Indian software services industry, Research Policy, 30, 8, pp. 1267-1287, (2001); Ashenhurst R.L., Curriculum recommendations for graduate professional programs in information systems, Communications of the ACM, 15, 5, pp. 363-398, (1972); Aswani R., Kar A.K., Ilavarasan P.V., Dwivedi Y.K., Search engine marketing is not all gold: Insights from Twitter and SEOClerks, International Journal of Information Management, 38, 1, pp. 107-116, (2018); Aswani R., Kar A.K., Ilavarasan P.V., Impact assessment of refresher investor awareness sessions for rural citizens, Digital India, pp. 239-250, (2018); Beckman K., Coulter N., Khajenoori S., Mead N.R., Collaborations: Closing the industry-academia gap, IEEE Software, 14, 6, pp. 49-57, (1997); Bailey J.L., Stefaniak G., Preparing the information technology workforce for the new millennium, ACM SIGCPR Computer Personnel, 20, 4, pp. 4-15, (1999); Benamati J.H., Ozdemir Z.D., Smith H.J., Aligning undergraduate IS curricula with industry needs, Communications of the ACM, 53, 3, pp. 152-156, (2010); Benson V., Morgan S., Filippaios F., Social career management: Social media and employability skills gap, Computers in Human Behavior, 30, pp. 519-525, (2014); Beyer S., Bowden E.M., Gender differences in seff-perceptions: Convergent evidence from three measures of accuracy and bias, Personality & Social Psychology Bulletin, 23, 2, pp. 157-172, (1997); Bhatnagar S.C., Madon S., The Indian software industry: Moving towards maturity, Journal of Information Technology, 12, 4, pp. 277-288, (1997); Blom A., Saeki H., Employability and skill set of newly graduated engineers in, (2011); Broad J., Enterprising skills: A literature review. 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Singh Dubey; Department of Management Studies, Indian Institute of Information Technology, Prayagraj, Deoghat, Jalwa, 211015, India; email: rs134@iiita.ac.in","","Elsevier Ltd","","","","","","02684012","","IJMAE","","English","Int J Inf Manage","Article","Final","","Scopus","2-s2.0-85072762377"
"Ginty C.; Killoran B.; Cosgrove A.; Duffy J.","Ginty, Carina (57222327203); Killoran, Bridie (57222320781); Cosgrove, Annette (57086538200); Duffy, Jessica (57222327232)","57222327203; 57222320781; 57086538200; 57222327232","Building a student success model at GMIT: Student centred learning opportunities, employability and the professional development of teaching","2020","Journal of Higher Education Theory and Practice","20","9","","27","35","8","1","10.33423/jhetp.v20i9.3633","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85102242101&doi=10.33423%2fjhetp.v20i9.3633&partnerID=40&md5=1e73ea9ef3ba72ea6ad1e8e3dbd116d9","Galway-Mayo Institute of Technology, Ireland","Ginty C., Galway-Mayo Institute of Technology, Ireland; Killoran B., Galway-Mayo Institute of Technology, Ireland; Cosgrove A., Galway-Mayo Institute of Technology, Ireland; Duffy J., Galway-Mayo Institute of Technology, Ireland","GMT provide a range ofstudent engagement and teaching development opportunities to support retention and to empower learners to be successful at third level and in their future careers. GMIT has faced a number of challenges including: supporting students as they transition into higher education; retaining students on STEM programmes; developing the teaching community; an increasing demand for academic writing and maths support; research and academic integrity; and the need to support students as they transition out of higher education and into employment. In 2015, in response to these challenges, GMIT agreed strategic priorities and assigned resources to develop initiatives across various functions and academic departments. This paper will present the student success model that emerged in GMIT in 2019, following the collaboration of multiple functions and discipline groups. This paper will discuss initiatives in GMIT that enable student success, support student engagement, promote employability and the professional development of teaching in higher education. © 2020, North American Business Press. All rights reserved.","Employability; Health & wellbeing; Student centred learning; Student success; Teaching development; Transitions","","","","","","","","Ginty C., Peer Assisted Learning Leadership Programme, (2019); Ginty C., Supporting the first year experience in Higher Education in Ireland: Impact on Student Engagement, Teaching Practice and Institutional Policy, (2019); Ginty C., GMIT Performance Case Study for the HEA Ireland: Building a Student Success Model at GMIT, (2019); GMIT Employability Model and Statement, (2019); GMT Learning, Teaching and Assessment (LTA) Strategy, (2019); National Student Engagement Survey, Ireland, (2019); Kuh G.D., Cruce T.M., Shoup R, Kinzie J., Gonyea R.M., Unmasking the effects of student engagement on first-year college grades and persistence, The Journal of Higher Education, 79, 5, pp. 540-563, (2008); National Forum for the Enhancement of Teaching and Learning in Ireland, (2019); O'Shea S., Delahunty J., Getting through the day and still having a smile on my face! How do students define success in the university learning environment?, Higher Education Research & Development, 37, 5, pp. 1062-1075, (2018)","","","North American Business Press","","","","","","21583595","","","","English","J. High. Educ. Theory Pract.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85102242101"
"Cotronei-Baird V.S.","Cotronei-Baird, Valeria Stella (57209300393)","57209300393","Academic hindrances in the integration of employability skills development in teaching and assessment practice","2020","Higher Education","79","2","","203","223","20","34","10.1007/s10734-019-00405-4","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067271584&doi=10.1007%2fs10734-019-00405-4&partnerID=40&md5=a2727a18a215fc82281bb8ad81e91039","Williams Centre for Learning Advancement, Faculty of Business & Economics, University of Melbourne, Melbourne, Australia; Melbourne, Australia","Cotronei-Baird V.S., Williams Centre for Learning Advancement, Faculty of Business & Economics, University of Melbourne, Melbourne, Australia, Melbourne, Australia","The development of employability skills is an important graduate outcome of most contemporary university degrees. Given the critical role of academics in teaching and assessing curriculum, they are held responsible for furthering the employability skills development of university graduates; yet little is known about the factors that hinder academics in integrating employability skills into the university curriculum. Based on the Theories of Action Framework, this research compared academics’ espoused understanding of employability skills and reported practice against their actual practices to identify the hindrances. Their understandings of employability skills and of their espoused practice were collected through interviews with academics and content analysis of curriculum documents. The data, drawn from direct observation of teaching and assessment practices and follow-up interviews, were analysed to investigate actual teaching and assessment practices. The findings indicate a disjuncture between espoused practice and actual practice. The disjuncture can be explained by the individual nature of teaching and assessment practice that is influenced by academic experience, position, and disciplinary boundaries. As such, academics face a number of competing challenges, constraints, and demands within the scope of their practice that impede the consistent and systematic integration of employability skills in the university curriculum. © 2019, Springer Nature B.V.","Academic development; Assessment practice; Curriculum; Curriculum design; Employability skills; Generic skills; Higher education; Teaching practice","","","","","","","","Argyris S.E., Schon D.A., Theory in practice: Increasing professional effectiveness, (1974); Ashwin P., Accounting for structure and agency in ‘close-up’ research on teaching, learning and assessment in higher education, International Journal of Educational Research, 47, pp. 151-158, (2008); Barnett R., Gareth P., Coate K., Conceptualising curriculum change, Teaching in Higher Education, 6, 4, pp. 435-449, (2001); Bennett A., Dunne E., Carre C., Patterns of core and generic skill provision in higher education, Higher Education Research & Development, 37, pp. 71-93, (1999); Bennett D., Richardson S., McKinnon P., Enacting strategies for graduate employability: How universities can best support students to develop generic skills, Office for Learning and Teaching, (2016); Bradley D., Noonan P., Nugent H., Scales B., Review of Australian higher education: Final report, (2008); Christie F., Classroom discourse analysis: A functional perspective, (2002); Clanchy J., Ballard B., Generic skills in the context of higher education, Higher Education Research & Development, 14, 2, pp. 156-166, (1995); Corbinstrauss J.A., Basic Qualitative Research: Techniques and Procedures for Developing Grounded Theory, (2015); Cranmer S., Enhancing graduate employability: Best intentions and mixed outcomes, Studies in Higher Education, 31, 2, pp. 169-181, (2006); Creswell J.W., Qualitative inquiry and research design: Choosing among five approaches, (2007); Core Skills for Work Development Framework, (2013); Curtismckenzie D.P., Employability Skills for Australian Industry: Literature Review and Framework Development: Report to the Business Council of Australia, (2001); de la Harpe B., David C., Major influences on the teaching and assessment of graduate attributes, Higher Education Research & Development, 31, 4, pp. 493-510, (2012); de la Harpe B., Radloff A., Wyber J., Quality and generic (professional) skills, Quality in Higher Education, 6, 3, pp. 231-243, (2000); Employability skills framework stage 1: Final report, (2012); Employability skills for the future, (2002); Ferns S., Lilly L., Driving institutional engagement in WIL: Enhancing graduate employability, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 116-133, (2015); Finch D.J., Leah K.H., Baldwin R., Zehner M., An exploratory study of factors affecting undergraduate employability, Education & Training, 55, 7, pp. 681-704, (2013); Freudenberg B., Brimble M., Cameron C., WIL and generic skill development: The development of business students’ generic skills through work-integrated learning, Asia-Pacific journal of Cooperative Education, 12, 2, pp. 79-83, (2011); Graduate Outlook 2015: The Report of The 2015 Graduate Outlook Survey: Perspectives on Graduate Recruitment, (2016); Gregory J., Jones R., ‘Maintaining Competence’: A grounded theory typology of approaches to teaching in higher education, Higher Education, 57, 6, pp. 769-785, (2009); Harris-Reeves B., Mahoney J., Brief work-integrated learning opportunities and first-year university students’ perceptions of employability and academic performance, Australian Journal of Career Development, 26, 2, pp. 32-37, (2017); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Jackson D., An international profile of industry-relevant competencies and skill gaps in modern graduates, International Journal of Management Education, 8, 3, pp. 29-58, (2009); Jackson D., Business undergraduates’ perceptions of their capabilities in employability skills: Implications for industry and higher education, Industry & Higher Education, 26, 5, pp. 345-356, (2012); Jackson D., Business graduate employability - where are we going wrong?, Higher Education Research & Development, 32, 5, pp. 776-790, (2013); Jackson D., Chapman E., Non-technical competencies in undergraduate business degree programs: Australian and UK perspectives, Studies in Higher Education, 37, 5, pp. 541-567, (2012); Jackson D., Chapman E., Non-technical skill gaps in Australian business graduates, Education & Training, 54, 2-3, pp. 95-113, (2012); Jones A., Generic attributes in accounting: The significance of the disciplinary context, Accounting Education: An International Journal, 19, 1-2, pp. 5-21, (2010); Kerr P., Espoused theories and theories-in-use of information literacy: A model for reflection and evaluation, Proceedings of the American Society for Information Science and Technology, (2009); Kerr P., Conceptions and Practice of Information Literacy N Academic Libraries: Espoused Theories and Theories in Use, (2010); Kinash S., Crane L., Judd M., Knight C., Discrepant stakeholder perspectives on graduate employability strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); War for Talent: Time to Change Direction, (2014); Leong R., Kavanagh M., A work-integrated learning (WIL) framework to develop graduate skills and attributes in an Australian university’s accounting program, Asia-Pacific Journal of Cooperative Education, 14, 1, pp. 1-14, (2013); Mayer E., Key competencies: Report of the committee to advise the Australian Education Council and Ministers of Vocational Education, Employment on employment-related key competencies for post compulsory education and training, (1992); McAlpine L., Amundsen C., Clement M., Light G., Rethinking our underlying assumptions about what we do and why we do it: Academic development as a case, Studies in Continuing Education, 31, 3, pp. 261-280, (2009); McMurray S., Dutton M., McQuaid R., Richard A., Employer demands from business graduates, Education & Training, 58, 1, pp. 112-132, (2016); Messum D., Wilkes L., Peters K., Jackson D., Content analysis of vacancy advertisements for employability skills: Challenges and opportunities for informing curriculum development, Journal of Teaching and Learning for Graduate Employability, 6, 1, (2016); Miles M.B., Huberman A.M., Saldana J., Qualitative Data Analysis: A Methods Sourcebook, (2014); Oliver B., Assuring graduate capabilities: Evidencing levels of achievement for graduate employability, (2015); Oliver B., Whelan B., Designing an e-portfolio for assurance of learning focusing on adoptability and learning analytics, Australasian Journal of Educational Technology, 27, 6, pp. 1026-1041, (2011); Patton M.Q., Qualitative Research & Evaluation Methods, (2002); Radloff A., de La Harpe B., Dalton, Thomas H., Lawson J.A., Assessing graduate attributes: Engaging academic staff and their students, ATN Assessment, 1, 1, (2008); Suleman F., Employability skills of higher education graduates: Little consensus on a much-discussed subject, Procedia-Social and Behavioral Sciences, 228, pp. 169-174, (2016); Suleman F., The employability skills of higher education graduates: Insights into conceptual frameworks and methodological options, Higher Education, 76, 2, pp. 263-278, (2018); Yin R.K., Case Study Research: Design and Methods, (2009)","V.S. Cotronei-Baird; Melbourne, Australia; email: valeriec@unimelb.edu.au","","Springer","","","","","","00181560","","","","English","High. Educ.","Article","Final","","Scopus","2-s2.0-85067271584"
"Jackson D.","Jackson, Denise (37053893700)","37053893700","Applying academic selection criterion to work-integrated learning programmes: risk management or perpetuating inequality?","2020","Teaching in Higher Education","25","1","","98","115","17","14","10.1080/13562517.2018.1541884","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85056362784&doi=10.1080%2f13562517.2018.1541884&partnerID=40&md5=0a27056a774df745bf8f1c37c86ade08","Centre for Work and Organisational Performance, School of Business and Law, Joondalup, WA, Australia","Jackson D., Centre for Work and Organisational Performance, School of Business and Law, Joondalup, WA, Australia","This study explores whether academic selection criterion should be imposed on students wishing to participate in work-integrated learning (WIL) during their degree studies. Its conceptual framework addresses the limitations of human capital theory and draws on theories about social and cultural capital to understand the role of WIL in developing individual employability. It explores whether WIL should be open to all students, particularly given those who perform less well academically may be of lower socio-economic status with fewer networks and less developed cultural capital. The relationship between academic course average and workplace performance during WIL was examined, rated by 2012 undergraduates and their workplace supervisors. The more academically successful students displayed greater confidence in their workplace performance yet there was no relationship between academic achievement and workplace performance from the supervisor perspective. The removal of academic selection criterion is recommended and more equitable strategies for recruiting suitable students are discussed. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.","GPA; Graduate employability; work-based learning; work-Integrated learning","","","","","","","","2017 AAGE Employer Survey, (2017); Abrahams J., Honourable Mobility or Shameless Entitlement? Habitus and Graduate Employment, British Journal of Sociology of Education, (2016); Allen K., Quinn J., Hollingworth S., Rose A., Becoming Employable Students and ‘Ideal’ Creative Workers: Exclusion and Inequality in Higher Education Work Placements, British Journal of Sociology of Education, 34, 3, pp. 431-452, (2013); Altbach P., Rankings Season is Here, International Higher Education, 62, pp. 2-5, (2015); Arrow K., Higher Education as a Filter, Journal of Public Economics, 2, 3, pp. 193-216, (1973); Arum R., Roksa J., Aspiring Adults Adrift: Tentative Transitions of College Graduates, (2014); Atkinson G., Work-based Learning and Work-Integrated Learning: Fostering Engagement with Employers, (2016); Baxter Magolda M., Developing Self-Authorship in Young Adult Life, Journal of College Student Development, 39, 2, pp. 143-156, (1998); Becker G., Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, (1964); Blackmore J., Gribble C., Farrell L., Rahimi M., Arber R., Devlin M., Australian International Graduates and the Transition to Employment: Final Report, (2014); Boud D., Falchikov N., Introduction: Assessment for the Long Term, Rethinking Assessment in Higher Education: Learning for the Longer Term, pp. 14-26, (2007); Bourdieu P., The Forms of Capital, Handbook of Theory and Research for the Sociology of Education, pp. 96-111, (1986); Brennan J., Shah T., Access to What? Converting Education Opportunity Into Employment Opportunity, (2003); Bridgstock R., (2016); Brough M., Correa-Velez I., Crane P., Johnstone E., Marston G., Work-integrated Learning in Social Work and Human Services. Assessment of Financial Stress Associated with Student Placements, (2014); Burdett J., Burdett J., Barker S., Barker S., University Students in the Workplace Strategies for Successful Industry Placement Experiences, Development and Learning in Organizations: An International Journal, 31, 1, pp. 15-18, (2017); Cai Y., Graduate Employability: A Conceptual Framework for Understanding Employers’ Perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Clarke M., Rethinking Graduate Employability: the Role of Capital, Individual Attributes and Context, Studies in Higher Education, (2017); Cole M., Rubin S., Feild S., Giles W., Recruiters’ Perceptions and use of Applicant Resume Information: Screening the Recent Graduate, Applied Psychology, 56, 2, pp. 319-343, (2007); Cooper L., Orrell J., Bowden M., Work Integrated Learning: A Guide to Effective Practice, (2010); Cousineau D., Chartier S., Outliers Detection and Treatment: A Review, International Journal of Psychological Research, 3, 1, pp. 58-67, (2010); Dacre-Pool L., Sewell P., The key to Employability: Developing a Practical Model of Graduate Employability, Education+Training, 49, 4, pp. 277-289, (2007); Engaging Employers in Work Integrated Learning: Current State and Future Priorities, (2014); Devlin M., Bridging Socio-Cultural Incongruity: Conceptualising the Success of Students From low Socio-Economic Status Backgrounds in Australian Higher Education, Studies in Higher Education, 38, 6, pp. 939-949, (2013); Dunn L., Schier M., Hiller E., Harding L., Eligibility Requirements for Work-Integrated Learning Programs: Exploring the Implications of Using Grade Point Averages for Student Participation, Asia-Pacific Journal of Cooperative Education, 17, 3, pp. 295-308, (2016); Ferns S., Zegwaard K., Critical Assessment Issues in Work-Integrated Learning, Asia-Pacific Journal of Cooperative Education, 15, 3, pp. 179-188, (2014); Freudenberg B., Brimble M., Cameron C., WIL and Generic Skill Development: The Development of Business Students’ Generic Skills Through Work-Integrated Learning, Asia-Pacific Journal of Cooperative Education, 12, pp. 79-93, (2011); Gault J., Leach E., Duey M., Effects of business internships on job marketability: The employers’ perspective, Education+Training, 52, 1, pp. 76-88, (2010); The Report of the 2015 Graduate Outlook Survey, (2016); Greenbank P., Still Focusing on the ‘Essential 2:1’: Exploring Student Attitudes to Extra-Curricular Activities, Education+Training, 57, 2, pp. 184-203, (2015); Guilbert L., Bernaud J., Gouvernet B., Rossier J., Employability: Review and Research Prospects, International Journal for Educational and Vocational Guidance, 16, 1, pp. 69-89, (2016); Harvey A., Andrewartha L., Edwards D., Clarke J., Reyes K., Student Equity and Employability in Higher Education, (2017); Harvey A., Reyes K., Employability and Equity: A Comparative International Analysis, Research and Development in Higher Education: Learning for Life and Work in a Complex World, pp. 200-211, (2015); Heyes J., Tomlinson M., Whitworth A., Underemployment and Well-Being in the UK before and after the Great Recession, Work, Employment and Society, 31, 1, pp. 71-89, (2016); Holmes L., Competing Perspectives on Graduate Employability: Possession, Position or Process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Horverak J., Sandal G., Bye H., Pallesen S., Managers’ Selection Preferences: The Role of Prejudice and Multicultural Personality Traits in the Assessment of Native and Immigrant Job Candidates, Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 63, 5, pp. 267-275, (2013); Ibarra H., Provisional Selves: Experimenting with Image and Identity in Professional Adaptation, Administrative Science Quarterly, 44, 4, pp. 764-791, (1999); Internships and Work Placement Opportunities for International Students in Victoria, (2012); Imose R., Barber L., Using Undergraduate Grade Point Average as a Selection Tool: A Synthesis of the Literature, The Psychologist-Manager Journal, 18, 1, pp. 1-11, (2015); Jackson D., Re-conceptualising Graduate Employability: The Importance of Pre-Professional Identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jackson D., Exploring the Challenges Experienced by International Students During Work-Integrated Learning in Australia, Asia Pacific Journal of Education, 37, 3, pp. 344-359, (2017); Jackson D., Rowbottom D., Ferns S., Mclaren D., Employer Understanding of Work-Integrated Learning and the Challenges of Engaging in Work Placement Opportunities, Studies in Continuing Education, 39, 1, pp. 35-51, (2016); Jackson D., Wilton N., Developing Career Management Competencies among Undergraduates and the Role of Work-Integrated Learning, Teaching in Higher Education, 21, 3, pp. 266-286, (2016); Kalfa S., Taksa L., Cultural Capital in Business Higher Education: Reconsidering the Graduate Attributes Movement and the Focus on Employability, Studies in Higher Education, 40, 4, pp. 580-595, (2015); Karmel T., Carroll D., Has the Graduate Labour Market Been Swamped?, (2016); Kaufman J.C., Kaufman A.S., It can be Very Tempting to Throw out the Baby with the Bathwater: A Father-and-son Commentary, Applied Developmental Science, 19, 3, pp. 176-181, (2015); Knouse S., Tanner J., Harris E., The Relation of College Internships, College Performance and Subsequent job Opportunity, Journal of Employment Counseling, 36, 1, pp. 35-43, (1999); Lamont M., Lareau A., Cultural Capital: Allusions, Gaps and Glissandos in Recent Theoretical Developments, Sociological Theory, 6, 2, pp. 153-168, (1988); Leach L., Optional Self-Assessment: Some Tensions and Dilemmas, Assessment & Evaluation in Higher Education, 37, 2, pp. 137-147, (2012); Leon L., Achieving Successful Work-Integrated Learning (WIL) for Students with Disabilities, Work Integrated Learning–Responding to Challenges: Proceedings of the 2010 ACEN National Conference, pp. 251-261, (2010); Mackaway J., Winchester-Seeto T., Rowe R., Responding to Student Diversity: Strategies for Placing Work-Integrated Education Students, New Zealand Association for Cooperative Education 2013 Conference Proceedings, pp. 15-18, (2013); Macmillan L., Tyler C., Vignoles A., Who Gets the top Jobs? The Role of Family Background and Networks in Recent Graduates’ Access to High-Status Professions, Journal of Social Policy, 44, 3, pp. 487-515, (2015); McAuliffe D., Boddy J., McLennan V., Stewart V., Keeping the Door Open: Exploring Experiences of, and Responses to, University Students who Disclose Mental Illness, Journal of Social Inclusion, 3, 1, pp. 117-129, (2012); McNamara J., The Challenge of Assessing Professional Competence in Work Integrated Learning, Assessment & Evaluation in Higher Education, 38, 2, pp. 183-197, (2013); Nadelson L., McGuire S., Davis K., Farid A., Hardy K., Hsu Y., Wang S., Am I a STEM Professional? Documenting STEM Student Professional Identity Development, Studies in Higher Education, 42, 4, pp. 701-720, (2017); Nisbett R., Wilson T., The Halo Effect: Evidence for Unconscious Alteration of Judgments, Journal of Personality and Social Psychology, 35, 4, pp. 250-256, (1977); Noftle E.E., Robins R.W., Personality Predictors of Academic Outcomes: big Five Correlates of GPA and SAT Scores, Journal of Personality and Social Psychology, 93, 1, pp. 116-130, (2007); O'Connor H., Bodicoat M., Exploitation or Opportunity? Student Perceptions of Internships in Enhancing Employability Skills, British Journal of Sociology of Education, 38, 4, pp. 435-449, (2017); Oliver B., Redefining Graduate Employability and Work-Integrated Learning: Proposals for Effective Higher Education in Disrupted Economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); Orrell J., Good Practice Report: Work Integrated Learning, (2011); Paterson M., Higgs J., Wilcox S., Villenuve M., Clinical Reasoning and Self-Directed Learning: Key Dimensions in Professional Education and Professional Socialisation, Focus on Health Professional Education, 4, 2, pp. 5-21, (2002); Patrick C., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., Work-Integrated Learning: A National Scoping Study, (2008); Peach D., Moore D., Campbell M., Winchester-Seeto T., Ferns S., Mackaway J., Groundwater L., Building Institutional Capacity to Enhance Access Participation and Progression in Work Integrated Learning (WIL) - Final Report, (2016); Pinto L., Ramalheira D., Perceived Employability of Business Graduates: The Effect of Academic Performance and Extracurricular Activities, Journal of Vocational Behavior, 99, pp. 165-178, (2017); Sachs J., Rowe A., 2016 Good Practice Report–WIL, (2016); Savage M., Social Class in the 21st Century, (2015); Silva P., Lopes B., Costa M., Melo A., Dias G., Brito E., Seabra D., The Million-Dollar Question: can Internships Boost Employment?, Studies in Higher Education, 43, 1, pp. 2-21, (2016); Smayling M., Miller H., Job Satisfaction and job Performance at the Internship Level, Journal of Leadership, Accountability and Ethics, 9, 1, pp. 27-33, (2012); Smith C., Evaluating the Quality of Work-Integrated Learning Curricula: a Comprehensive Framework, Higher Education Research & Development, 31, 2, pp. 247-262, (2012); Smith C., Ferns S., Russell L., The Impact of Work Integrated Learning on Student Work-Readiness–Final Report 2014, (2014); Smith C., Worsfold K., Unpacking the Learning–Work Nexus: ‘Priming’ as Lever for High-Quality Learning Outcomes in Work-Integrated Learning Curricula, Studies in Higher Education, 40, 1, pp. 22-42, (2015); Stankov L., Lee J., Luo W., Hogan D.J., Confidence: A Better Predictor of Academic Achievement Than Self-Efficacy, Self-Concept and Anxiety?, Learning and Individual Differences, 22, 6, pp. 747-758, (2012); Sulastri A., Handoko M., Janssens J., Grade Point Average and Biographical Data in Personal Resumes: Predictors of Finding Employment, International Journal of Adolescence and Youth, 20, 3, pp. 306-316, (2015); Terry J., Gonsalvez C., Deane F., Brief Online Training with Standardised Vignettes Reduces Inflated Supervisor Ratings of Trainee Practitioner Competencies, Australian Psychologist, 52, 2, pp. 130-139, (2016); Tomlinson M., ‘The Degree is not Enough’: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tomlinson M., Forms of Graduate Capital and Their Relationship to Graduate Employability, Education+Training, 59, 4, pp. 338-352, (2017); Tomlinson M., Introduction: Graduate Employability in Context. Charting a Complex, Contested and Multi-Faceted Policy and Research Field, Graduate Employability in Context, pp. 1-40, (2017); A Smarter Australia: An Agenda for Australian Higher Education 2013–2016, (2013); National Strategy on Work Integrated Learning in University Education, (2015); Wilton N., Do Employability Skills Really Matter in the UK Graduate Labour Market? The Case of Business and Management Graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011); Wilton N., The Impact of Work Placements on Skills Development and Career Outcomes for Business and Management Graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012); York T., Gibson C., Rankin S., Defining and Measuring Academic Success, Practical Assessment, Research & Evaluation, 20, 5, pp. 2-21, (2015); Yorke J., Vidovich L., Quality Policy and the Role of Assessment in Work-Integrated Learning, Asia-Pacific Journal of Cooperative Education, 15, 3, pp. 225-239, (2014)","D. Jackson; Centre for Work and Organisational Performance, School of Business and Law, Joondalup, 270 Joondalup Drive, 6027, Australia; email: d.jackson@ecu.edu.au","","Routledge","","","","","","13562517","","","","English","Teach. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85056362784"
"Hunt W.; Scott P.","Hunt, Wil (57203024596); Scott, Peter (22938894400)","57203024596; 22938894400","Paid and unpaid graduate internships: prevalence, quality and motivations at six months after graduation","2020","Studies in Higher Education","45","2","","464","476","12","18","10.1080/03075079.2018.1541450","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85057571640&doi=10.1080%2f03075079.2018.1541450&partnerID=40&md5=c12eec733deee4539252bb8b5d407e4b","Warwick Institute for Employment Research, University of Warwick, Coventry, United Kingdom; Organisational Studies and Human Resource Management Subject Group, Faculty of Business and Law, University of Portsmouth, Portsmouth, United Kingdom","Hunt W., Warwick Institute for Employment Research, University of Warwick, Coventry, United Kingdom; Scott P., Organisational Studies and Human Resource Management Subject Group, Faculty of Business and Law, University of Portsmouth, Portsmouth, United Kingdom","Secondary analysis of the UK’s 2011/12 Destinations of Leavers from Higher Education survey reveals that many existing assumptions about graduate internships are questionable. This article proposes a reliable way of estimating the true extent of internships including those reported as ‘voluntary’ jobs: hidden internships. In doing so the article finds: 1) At six months after graduation, internships are a small feature of the UK graduate labour market, but significant in certain sectors; 2) Unpaid internships are much more prevalent than previously estimated, especially in these same sectors; and 3) Contrary to some public policy debate, unpaid internships appear, on balance, to be a residual option more likely to lead to underemployment and less favourable career development outcomes. Post-graduation internships appear less likely than pre-graduation work experiences to confer long-term employability advantages. © 2018, © 2018 Society for Research into Higher Education.","employability; graduate labour market; Internships; transitions into employment","","","","","","Portsmouth Business School; Sutton Trust; University of Portsmouth","This work was supported by a Faculty research project grant and PhD studentship bursary from Portsmouth Business School of the University of Portsmouth, UK. The authors would like to thank the Sutton Trust and the Bespoke Data Service at HESA for their work in supplying the DLHE data and answering questions. The authors would also like to thank Prof. Meek and the reviewers for their helpful comments and suggestions. Responsibility for interpretation of data and any errors lies with the authors alone. We acknowledge funding sources for this research from a PhD studentship bursary and internal research project grant from Portsmouth Business School.","Bathmaker A.-M., Ingram N., Waller R., Higher Education, Social Class and the Mobilisation of Capitals: Recognising and Playing the Game, British Journal of Sociology of Education, 34, 5-6, pp. 723-743, (2013); Brooks R., Youngson P.L., Undergraduate Work Placements: An Analysis of the Effects on Career Progression, Studies in Higher Education, 41, 9, pp. 1563-1578, (2016); Callanan G., Benzing C., Assessing the Role of Internships in the Career-oriented Employment Outcomes of Graduates, Education and Training, 46, 2, pp. 82-89, (2004); Internships: To Pay or Not to Pay?, (2010); Learning and Talent Development: Annual Survey Report 2010, (2010); Divine R.L., Linrud J.K., Miller R.H., Wilson J.H., Required Internship Programs in Marketing: Benefits, Challenges and Determinants of fit, Marketing Education Review, 17, pp. 45-52, (2007); Frenette A., Making the Intern Economy: Role and Career Challenges of the Music Industry Intern, Work and Occupations, 40, 4, pp. 364-397, (2013); Gault J., Leach E., Duey M., Effects of Business Internships on Job Marketability: The Employers’ Perspective, Education and Training, 52, 1, pp. 76-88, (2010); Gerada C., Interns in the Voluntary Sector: Time to end Exploitation, (2013); Holford A., Access to and Returns from Unpaid Graduate Internships, (2017); Hunt W., (2017); Lawton K., Potter D., Why Interns Need a Fair Wage, (2010); Leonard P., Halford S., Bruce K., ‘The New Degree?’ Constructing Internships in the Third Sector, Sociology, 50, 2, pp. 383-399, (2016); Mellors-Bourne R., Day E., Evaluation of the Graduate Talent Pool Scheme, (2011); Milburn A., Final Report of the Panel on Fair Access to the Professions, (2009); Moores E., Reddy P., No Regrets? Measuring the Career Benefits of a Psychology Placement Year, Assessment and Evaluation in Higher Education, 37, 5, pp. 535-554, (2012); Increasing Opportunities for High Quality Higher Education Work Experience, (2011); Paulins V.A., Characteristics of Retailing Internships Contributing to Students’ Reported Satisfaction with Career Development, Journal of Fashion Marketing and Management: An International Journal, 12, 1, pp. 105-118, (2008); Perlin R., Intern Nation: How to Earn Nothing and Learn Little in the Brave New Economy, (2012); Pollard E., Hirsh W., Williams M., Buzzeo J., Marvell R., Tassinari A., Ball C., Understanding Employers’ Recruitment and Selection Practices: Main Report, (2015); Purcell K., Elias P., Atfield G., Behle H., Ellison R., Luchinskaya D., Snape J., Conaghan L., Tzanakou C., Futuretrack Stage 4: Transitions into Employment, Further Study and Other Outcomes (Full Report), (2012); Pyper D., The National Minimum Wage: Volunteers and Interns, (2015); Saniter N., Siedler T., Door Opener or Waste of Time? The Effects of Student Internships on Labour Market Outcomes, (2014); Siebert S., Wilson F., All Work and No Pay: Consequences of Unpaid Work in the Creative Industries, Work, Employment and Society, 27, 4, pp. 711-721, (2013); Silva P., Lopez B., Costa M., Melo A.I., Dias G.P., Brito E., Seabra D., The Million-Dollar Question: Can Internships Boost Employment?, Studies in Higher Education, 43, 1, pp. 2-21, (2018); Smith V., Review Article: Enhancing Employability: Human, Cultural and Social Capital in an ear of Turbulent Unpredictability, Human Relations, 63, 2, pp. 279-300, (2010); Stuart M., Lido C., Morgan J., May S., Student Diversity, Extra-curricular Activities and Perceptions of Graduate Outcomes. Higher Education Academy Grant 2007–08, (2009); Internship or Indenture? Research Brief, (2014); Tchibozo G., Extra-curricular Activity and the Transition from Higher Education to Work: A Survey of Graduates in the United Kingdom, Higher Education Quarterly, 61, 1, pp. 37-56, (2007); Tomlinson M., ‘The Degree is not Enough’: Students’ Perceptions of the Role of Higher Education Credentials for Graduate Work and Employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Wilton N., The Impact of Work Placements on Skills Development and Career Outcomes for Business and Management Graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012)","W. Hunt; Warwick Institute for Employment Research, University of Warwick, Coventry, CV4 7AL, United Kingdom; email: W.Hunt@warwick.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85057571640"
"Nazeri M.; Dastgheib S.A.; Asadi-Pooya A.A.","Nazeri, Masoume (55629974300); Dastgheib, Seyed Ali (14038588100); Asadi-Pooya, Ali A. (6603453399)","55629974300; 14038588100; 6603453399","Job consultation in patients with psychogenic nonepileptic seizures: Systematic review and survey of physicians' opinion","2020","Epilepsy and Behavior","103","","106863","","","","4","10.1016/j.yebeh.2019.106863","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077167916&doi=10.1016%2fj.yebeh.2019.106863&partnerID=40&md5=96c652e9f701aa14953b2e27fb9aefe7","Clinical Neurology Research Center, Shiraz University of Medical Sciences, Shiraz, Iran; Substance Abuse Research Center, Shiraz University of Medical Sciences, Shiraz, Iran; Neuroscience Research Center, Shiraz University of Medical Sciences, Shiraz, Iran; Jefferson Comprehensive Epilepsy Center, Department of Neurology, Thomas Jefferson University, Philadelphia, PA, United States","Nazeri M., Clinical Neurology Research Center, Shiraz University of Medical Sciences, Shiraz, Iran; Dastgheib S.A., Substance Abuse Research Center, Shiraz University of Medical Sciences, Shiraz, Iran; Asadi-Pooya A.A., Neuroscience Research Center, Shiraz University of Medical Sciences, Shiraz, Iran, Jefferson Comprehensive Epilepsy Center, Department of Neurology, Thomas Jefferson University, Philadelphia, PA, United States","Objectives: The objectives of this study were 1) to review the literature about “job/employment and psychogenic nonepileptic seizures (PNES)” and 2) to gather the views of neurologists and psychiatrists on the issue of job consultation in patients with PNES. Methods: Phase one involved a systematic literature review; phase two involved the collection of the views of neurologists and psychiatrists, practicing in Fars province, Iran, on the issue of job consultation in patients with PNES. A questionnaire was designed for the purpose of this study. Results: No studies were identified by the systematic review process on the issue of job consultation in patients with PNES. Of the 87 health-care professionals approached, 63 responded to the survey (response rate: 72%). Respondents included 31 neurologists and 32 psychiatrists. In response to the question “Should all patients with PNES be counseled to pursue any job or profession they would like?”, 17 (55%) neurologists and 19 (59%) psychiatrists answered “no” (p = 0.8). Conclusion: While it is possible that some patients with PNES are more likely than other people in the general public to be involved in job-related difficulties (performing duties related to any job, accidents, etc.), there is currently no evidence supporting or refuting this proposition. However, in this study, the majority of the health-care professionals, who often deal with these patients, believed that not all patients with PNES should be counseled to pursue any job or profession they would like (i.e., there should be some restrictions). © 2019 Elsevier Inc.","Employment; Job; PNES; Psychogenic; Seizure","Electroencephalography; Employment; Health Personnel; Humans; Neurologists; Physicians; Psychiatry; Referral and Consultation; Seizures; Surveys and Questionnaires; Article; employability; employment; health care survey; human; Iran; job consultation; job performance; neurologist; occupational accident; patient counseling; physician attitude; psychiatrist; psychogenic nonepileptic seizure; questionnaire; systematic review; electroencephalography; employment; health care personnel; patient referral; physician; procedures; psychiatry; psychology; questionnaire; seizure","","","","","National Institute for Medical Research Development, NIMAD","Ali A. Asadi-Pooya received honoraria from Cobel Daruo and RaymandRad, royalty from Oxford University Press (Book publication), and grant from the National Institute for Medical Research Development. The others have no conflict of interest. ","Asadi-Pooya A.A., Sperling M.R., Epidemiology of psychogenic non-epileptic seizures, Epilepsy Behav, 46, pp. 60-65, (2015); Brown R.J., Reuber M., Towards an integrative theory of psychogenic non-epileptic seizures (PNES), Clin Psychol Rev, 47, pp. 55-70, (2016); Jennum P., Ibsen R., Kjellberg J., Welfare consequences for people diagnosed with nonepileptic seizures: a matched nationwide study in Denmark, Epilepsy Behav, 98, pp. 59-65, (2019); McKenzie P.S., Oto M., Graham C.D., Duncan R., Medically unexplained symptoms in patients with PNES: do they explain poor employment outcome in patients with good seizure outcomes?, Epilepsy Behav, 59, pp. 9-12, (2016); Walczak T.S., Papacostas S., Williams D.T., Scheuer M.L., Lebowitz N., Notarfrancesco A., Outcome after diagnosis of psychogenic nonepileptic seizures, Epilepsia, 36, pp. 1131-1137, (1995); Somerville ER; Driving Committee of the Epilepsy Society of Australia, A decision tree to determine fitness to drive in epilepsy: results of a pilot in two Australian states, Epilepsia, 60, pp. 1445-1452, (2019); Hendriksen I.J., Elderson A., The use of EEG in aircrew selection, Aviat Space Environ Med, 72, pp. 1025-1033, (2001); Asadi-Pooya A.A., Bahrami Z., Loss of responsiveness in psychogenic non-epileptic seizures, Epileptic Disord, 21, pp. 192-196, (2019); Moher D., Liberati A., Tetzlaff J., Altman D.G., PRISMA Group, Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement, PLoS Med, 6, (2009); Asadi-Pooya A.A., Emami M., Emami Y., Ictal injury in psychogenic non-epileptic seizures, Seizure, 23, pp. 363-366, (2014); Chang C.M., Lee L.C., Connor K.M., Davidson J.R., Jeffries K., Lai T.J., Posttraumatic distress and coping strategies among rescue workers after an earthquake, J Nerv Ment Dis, 191, pp. 391-398, (2003); Truschzinski M., Betella A., Brunnett G., Verschure P.F.M.J., Emotional and cognitive influences in air traffic controller tasks: an investigation using a virtual environment?, Appl Ergon, 69, pp. 1-9, (2018)","A.A. Asadi-Pooya; Neuroscience Research Center, Shiraz Medical School, Shiraz University of Medical Sciences, Shiraz, Iran; email: aliasadipooya@yahoo.com","","Academic Press Inc.","","","","","","15255050","","EBPEA","31899167","English","Epilepsy Behav.","Article","Final","","Scopus","2-s2.0-85077167916"
"Karmakar S.","Karmakar, Sudeshna (57221327138)","57221327138","Employment Opportunities for New Academic Librarians: Assessing the Entry Level Jobs","2020","Library Philosophy and Practice","2020","","","1","9","8","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098859527&partnerID=40&md5=2d3b90f11bff9a6f8c9678fd3f5e3434","Kendriya Vidyalaya Sangathan, India","Karmakar S., Kendriya Vidyalaya Sangathan, India","Finding a position in a library can be challenging for recent Library and Information Science (LIS) graduates. While LIS students are often encouraged to seek out experience, network, and improve upon their technology skills in hopes of better improving their odds in the job market, little research exists to support this anecdotal advice. This study quantifies the academic and work experiences of recent LIS graduates in order to provide a better understanding of what factors most significantly influence the outcome of their academic library job searches. The survey results demonstrate that the job outlook is most positive for candidates, who applied early, obtained academic library experience (preferably employment), participated in professional conferences, and gained familiarity with committee work. © 2020 All Rights Reserved","Education; Employability; Library Science","","","","","","","","Alimohammadi D., Jamali H. R., Common problems of library and information science education in Asian developing countries: A review article, International Journal of Information Science and Management, 1, 2, pp. 80-92, (2011); Kumar Bharat, Library and information science education in South India: Perspectives and challenges, DESIDOC Journal of Library and Information Technology, 30, 5, pp. 74-82, (2010); Dasgupta Arjun, Preparing future librarians in India: A vision for LIS schools of Indian Universities in the 21st century, the World Library and Information Congress: 75th IFLA General Conference and Council, (2009); Trends, challenges and future of library and information science education in India, DESIDOC Bulletin of Information Technology, 27, 5, pp. 17-26, (2007); Education in India organised by AITLIS, and DLIS, pp. 418-425, (2011); Jeevan V.K.J., Job Prospects in Library and Information Science: A Study of Vacancies notified in Employment News from 1998 to 2001, Annals of Library and Information Studies, 50, 2, pp. 62-84, (2003); Joshi M. K., Library and information science education in India: Some government initiatives, DESIDOC Journal of Library & Information Technology, 30, 5, pp. 67-73, (2010); Karisiddappa C. R., LIS curriculum from the developing countries, World Library and Information Congress: 70th IFLA General Conference and Council, (2004); Kumar Krishan, Sharma J., Library and information science education in India: A historical perspective, DESIDOC Journal of Library & Information Technology, 30, 5, pp. 3-8, (2010); Kurup M. R., Curriculum design: A reality check in affiliating universities, University News, 44, 50, pp. 1-5, (2006); Mahapatra G., LIS Education in India: Emerging paradigms, challenges and propositions in the digital era, Asia-Pacific Conference on Library & Information Education & Practice 2006 (A-LIEP 2006), (2006); Mathew K. S., Impact of Information Communication Technology (Ict) on professional development and educational needs of library professionals in the universities of Kerala, (2011); Ramesha Ramesha, Babu B., Trends, Challenges and Future of Library and Information Science Education in India, DESIDOC Journal of Library & Information Technology, 27, (2007)","S. Karmakar; Kendriya Vidyalaya Sangathan, India; email: sudeshnakarmakar15@gmail.com","","University of Idaho Library","","","","","","15220222","","","","English","Libr. Philos. Pract.","Article","Final","","Scopus","2-s2.0-85098859527"
"Yawson D.E.; Yamoah F.A.","Yawson, David Eshun (57219927424); Yamoah, Fred Amofa (56054713800)","57219927424; 56054713800","Understanding pedagogical essentials of employability embedded curricula for business school undergraduates: a multi-generational cohort perspective","2020","Higher Education Pedagogies","5","1","","360","380","20","6","10.1080/23752696.2020.1846134","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097340185&doi=10.1080%2f23752696.2020.1846134&partnerID=40&md5=df55a5e434920dd4daa1744f8c686580","Business School, Ghana Institute of Management and Public Administration, Business School, Accra, GH, Ghana; Department of Management, Birkbeck University of London, London, United Kingdom","Yawson D.E., Business School, Ghana Institute of Management and Public Administration, Business School, Accra, GH, Ghana; Yamoah F.A., Department of Management, Birkbeck University of London, London, United Kingdom","The concepts of employability and generational effects are emerging disciplines within the context of business education management research, but their complementary role in curriculum development and enrichment is yet to be explored. The study employs a work-related employability course for a business school undergraduate cohort (N = 267) consisting of various generations to examine the generational effects from the student stakeholder perspective of work-related learning outcomes in employability embedded curricula. This research shows the differences in students’ perceptions based on age generations as shown to be marked by the Generations X, Y and Z, which also produces a different inter-generational learning opportunity with distinct characteristics. We established that undergraduate multi-generational cohorts expect contextualised employability-related teaching to accompany designing and embedding work-related employability curricula. We show that an employability embedded curriculum is likely to improve students’ employability decisions when different inter-generational learning environments are factored into programme development, delivery, and assessment. © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Employability; employability embedded curricula; generational effects; learning experience; multi-generational student perceptions","Computer aided instruction; Research and development management; Students; Business educations; Business schools; Curriculum development; Generational learning; Learning outcome; Work-related; Curricula","","","","","","","Frameworks for embedding employability in Higher Education, (2015); Business engagement for learning, (2017); Artess J., Hooley T., Mellors-Bourne R., Employability: A review of the literature 2012–2016, (2017); Babbie E., Mouton J., The practice of social research, (2007); Barnes F.B., Presziosi R.C., Gooden D.J., An examination of the learning styles of online MBA students and their preferred course delivery methods, New Horizons in Adult Education and Human Resource Development, 18, 2, pp. 19-30, (2004); Baxter Magolda M.B., Creating contexts for learning and self-authorship: Constructive-developmental pedagogy, (1999); Bergkvist L., Rossiter J.R., The predictive validity of multiple-item versus single-item measures of the same constructs, Journal of Marketing Research, 44, May, pp. 175-184, (2007); Bowden J., Hart G., King B., Trigwell K., Watts O., Generic capabilities of ATN university graduates, (2000); Students in the driving seat: Young people’s voices on higher education in Africa, International Higher Education, (2015); Brown P., Hesketh A., Williams S., Employability in a knowledge-driven economy, Notes from the 13th June 2002 ‘Skills plus’ conference, Innovation in education for employability held at Manchester Metropolitan University, (2002); Cambiano R.L., De Vore J.B., Harvey R.L., Learning style preferences of the cohorts: Generation X, baby boomers, and the silent generation, PAACE Journal of Lifelong Learning, 10, pp. 31-39, (2001); Chin W.W., Issues and opinion on structural equation modeling, MIS Quarterly, 22, pp. 7-16, (1998); Cole D., Tibby M., Defining and developing your approach to employability; A framework for higher education institutions, Advance Higher Education, (2013); Coomes M.D., DeBard R., A generational approach to understanding students, New Directions for Student Services, 106, 106, pp. 5-16, (2004); Corrigan T., Intergenerational learning: An evaluation of an emerging pedagogy, Doctoral dissertation, (2012); Corrigan T., Mcnamara G., O'Hara J., Intergenerational learning: A valuable learning experience for higher education students, Eurasian Journal of Educational Research, 52, pp. 117-136, (2013); Dacre Pool L., Sewell P., The key to employability: Developing a practical model for graduate employability, Education & Training, 49, 4, pp. 277-289, (2007); Dantzer F., Keogh H., Sloan F., Zekely R., Learning for active ageing & intergenerational learning (Report), (2012); Del Campo C., Navallas B., Camacho-Minano M.M., The benefits of providing contact with practitioners in round table forums: Undergraduate student perception of the experience, The International Journal of Management Education, 14, 3, pp. 263-272, (2016); Dziuban C.D., Moskal P.D., Hartman J., Higher education, blended learning, and the generations: Knowledge is power: No more, Elements of quality online education: engaging communities, (2005); The 8095 Exchange: Millennials, their actions surrounding brands, and the dynamics of reverberation, (2010); Eden S., Out of the comfort zone: Enhancing work-based learning about employability through student reflection on work placements, Journal of Geography in Higher Education, 38, 2, pp. 266-276, (2014); Ellwart T., Konradt U., Formative versus reflective measurement: An illustration using work-family balance, The Journal of Psychology, 145, 5, pp. 391-417, (2011); Frand J.L., The Information-Age mindset, EDUCAUSE Review, 35, pp. 14-20, (2000); Franz J., Scheunpflug A., A systematic perspective on intergenerational learning: Theoretical and empirical findings, Stud Paedagog, 21, 2, pp. 24-41, (2016); Giunta C., An emerging awareness of Generation Z students for higher education professors, Archives of Business Research, 5, 4, pp. 90-104, (2017); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Multivariate data analysis (7th Edition), Pearson Education, (2010); Harry T., Chinyamurindi W.T., Mjoli T., Perceptions of factors that affect employability amongst a sample of final-year students at a rural South African university, SA Journal of Industrial Psychology/SA Tydskrif Vir Bedryfsielkunde, 44, (2018); Helsper E.J., Eynon R., Digital natives: Where is the evidence?, British Educational Research Journal, 36, 3, pp. 503-520, (2010); Honey P., Mumford A., The manual of learning styles, (1992); Hooley T., Climbing the employability mountain, Graduate Market Trends, Spring, pp. 10-11, (2017); Howe N., Strauss W., Millennials go to college, (2003); Howe N., Strauss B., 13th Gen: Abort, retry, ignore, fail?, (1993); Howe N., Strauss W., Millennials rising: The next great generation, (2000); Idaka I.E., Uzoechi L.I., Gender, age and employability skills acquisition among university students in Imo State, Nigeria, International Journal of Innovative Education Research, 4, 4, pp. 6-15, (2016); Knight P., Yorke M., Assessment, learning and employability, (2003); Knight P., Yorke M., Learning, curriculum and employability in higher education, (2004); Kolb A.Y., Kolb D.A., Learning styles and learning spaces: Enhancing experiential learning in higher education, Academy of Management Learning and Education, 4, 2, pp. 193-212, (2005); Koutropoulos A., Digital natives: Ten years after. MERLOT, Journal of Online Learning and Teaching, 7, 4, pp. 525-538, (2011); Little B., Part-time students and employability, Learning and Employability, Series Two, (2005); McCowan T., Walker M., Fongwa S., Oanda I., Sifuna D., Adedeji S., Tamanja E., Universities, employability and inclusive development: Repositioning higher education in Ghana, Kenya, Nigeria And South Africa, British Council: Universities, Employability and Inclusive Development project (2013–16), (2016); McDowell L., Enterprise education and part-time students, Assessment and Evaluation in Higher Education, 18, 3, pp. 187-204, (1993); Monaco M., Martin M., The millennial student: A new generation of learners, Athletic Training Education Journal, 2, 2, pp. 42-46, (2007); Nagy M.S., Using a single-item approach to measure facet job satisfaction, Journal of Occupational and Organizational Psychology, 75, 1, pp. 77-86, (2002); Onwuegbuzie A.J., Witcher A.E., Collins K.M.T., Filer J.D., Wiedmaier C.D., Moore C.W., Students’ perceptions of characteristics of effective college teachers: A validity study of a teaching evaluation form using a mixed-methods analysis, American Educational Research Journal, 44, 1, pp. 113-160, (2007); Owens J., Tibby M., Measuring the impact of Pedagogy for employability on employability policy and practice in higher education institutes, (2012); Paadi K., Perceptions of employability skills necessary to enhance Human Resource Management graduates’ prospects of securing a relevant place in the labour market, European Scientific Journal (Special Edition), pp. 129-143, (2014); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., Pedagogy for employability, (2012); Prensky M., Digital natives, digital immigrants. Part 1, On the Horizon, 9, 5, pp. 1-6, (2001); Prensky M., Digital natives, digital immigrants. Part 2: Do they really think differently?, On the Horizon, 9, 6, pp. 1-6, (2001); Pstross M., Corrigan T., Knopf R.C., Sung H., Talmage C.A., Conroy C., Fowley C., The benefits of intergenerational learning in higher education: Lessons learned from two age-friendly university programs, Innovative Higher Education, 42, 2, pp. 157-171, (2017); Reeves T.C., Oh E., Generational differences, Handbook of research on educational communications and technology: A project of the association for educational communications and technology volume 2 of AECT series, (2008); Rossiter J.R., The C-OAR-SE procedure for scale development in marketing, International Journal of Research in Marketing, 19, 4, pp. 305-335, (2002); Sanchez M., Kaplan M., Intergenerational learning in higher education: Making the case for multigenerational classrooms, Educational Gerontology, 40, 7, pp. 473-485, (2014); Sandeen C., Boomers, Xers, and Millennials: Who are they and what do they really want from continuing higher education?, Continuing Higher Education Review, (2008); Slavin A., Brand Strategy for a New Generation, (2014); Strauss W., Howe N., Generations: The history of America’s future 1584 to 2069, (1991); Strauss W., Howe N., The fourth turning: An American prophecy, (1997); Strauss W., Howe N., Millennials as graduate students, Chronicle of Higher Education, (2007); Stuart R., Holmes L., Successful trainer styles, Training and Development Journal, 6, 4, pp. 17-23, (1982); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Wanous J., Reichers A.E., Hudy M., Overall job satisfaction: How good are single-item measures?, Journal of Applied Psychology, 82, 2, pp. 247-252, (1997); Wendover R.W., From Ricky & Lucy to Beavis & Butthead: Managing the new workforce, (2002); Williams C.J., Matt J.J., O'Reilly F.L., Generational perspective of higher education online student learning styles, Journal of Education and Learning, 3, 2, pp. 33-51, (2014); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2015); Yawson D.E., Yamoah F.A., Gender variability in E-learning utility essentials: Evidence from a multi-generational higher education cohort, Computers in Human Behavior, 114, (2021); Yawson D.E., Yamoah F.A., Sarpong F.O., Abban-Ampiah G., Inculcating employability skill sets in undergraduates through employability embedded courses: Students experience anatomisation, Archives of Business Research, 8, 6, pp. 165-179, (2020); Yorke M., Employability in higher education: What it is–What it is not, Learning and Employability Series One, (2006); Yorke M., Employability: Aligning the message, the medium and academic values, Journal of Teaching and Learning for Graduate Employability, 1, 1, pp. 2-12, (2010)","D.E. Yawson; Business School, Ghana Institute of Management and Public Administration, Business School, GH, Accra, Ghana; email: dyawson@gimpa.edu.gh","","Taylor and Francis Ltd.","","","","","","23752696","","","","English","High. Educ. Pedagog.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85097340185"
"Barkhuizen N.; Molefi A.","Barkhuizen, Nicolene (25421251800); Molefi, Alex (57220586292)","25421251800; 57220586292","Burnout and ill-wellbeing of talented professional nurses: The moderating role of dispositional employability","2020","Journal of Psychology in Africa","30","6","","492","499","7","1","10.1080/14330237.2020.1842586","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097384267&doi=10.1080%2f14330237.2020.1842586&partnerID=40&md5=ac0be1e63c207ffac63b2797dffaee19","Department of Industrial Psychology and People Management, University of Johannesburg, Johannesburg, South Africa; Department of Industrial Psychology, North-West University, Potchefstroom, South Africa","Barkhuizen N., Department of Industrial Psychology and People Management, University of Johannesburg, Johannesburg, South Africa; Molefi A., Department of Industrial Psychology, North-West University, Potchefstroom, South Africa","We investigated the moderating role of dispositional employability on the relationship between work burnout and ill-wellbeing of professional nurses. Our sample consisted of 433 professional nurses (female = 88.2%; black = 96.5%) from the North-West Province, South Africa. The nurses completed the Maslach-Burnout Inventory-General Survey, the General Health Questionnaire, and the Dispositional Measure of Employability. Multiple regression analyses results showed work burnout dimensions of mental distance and exhaustion to predict physical and psychological ill-wellbeing of professional nurses. While the dispositional employability of career resilience predicted the physical and psychological dimensions of ill-well-being, it did not moderate the relationship between burnout and ill-wellbeing. The dispositional employability of openness to change and career proactivity partially moderated the relationship between burnout and ill-wellbeing. From these findings, we conclude that nurses who adopted dispositions such as openness to change and proactive career planning were less likely to experience the negative consequences of work burnout on their wellbeing. © 2020 Africa Scholarship Development Enterprize.","burnout; dispositional employability; physical and psychological ill-wellbeing; professional nurses","","","","","","","","Abedi-Gilavandi R., Talebi F., Taleb E., Nateghi S., Khedmat L., Amini F., Moshfeghi S., Effatpanah M., Burnout among Nursing Staff in Ziaeian Hospital, Materia Socio-Medica, 31, 1, pp. 10-13, (2019); Akintola O., Hlengwa W.M., Dageid W., Perceived stress and burnout among volunteer caregivers working in AIDS care in South Africa, Journal of Advanced Nursing, 69, 12, pp. 2738-2749, (2013); Barkhuizen E.N., Talent management: The catalyst for the 21st century business world., (2015); Barkhuizen E.N., Schutte N.E., Lesenyeho D.L., Factors affecting the talent development of early career academics, International Journal of Humanities and Management Sciences, 6, 1, pp. 1-7, (2018); Barkhuizen N., Rothmann S., Van de Vijver A.J.R., Burnout and engagement of academics in higher education institutions: Effects of dispositional optimism, Stress and Health, 30, pp. 322-332, (2014); Botha K., The relationship between dispositional employability and career success of HR Practitioners in the South Africa, (2012); Capri C., Buckle C., We have to be satisfied with the scraps’: South African Nurses’ Experiences of Care on Adult Psychiatric Intellectual Disability Inpatient Wards, Journal of Applied Research in Intellectual Disabilities, 28, pp. 167-181, (2015); Cerdin J., Liao Y., Sharma K., The role of temporal focus, dispositional employability, and training on the perceived internal career prospects of talents, International Journal of Human Resource Management, 31, pp. 1106-1133, (2020); Cooper C., Robertson I., Well-being: Productivity and Happiness at Work (11th. ed.), (2011); Costa K., AfricArxiv, sy54p, Center for Open Science, (2020); Davydov D.M., Stewart R., Ritchie K., Chaudieu I., Resilience and mental health, Clinical Psychology Review, 30, 5, pp. 479-495, (2010); De Cuyper N.D., Van der Heijden B.I.J.M., De Witte H., Associations between perceived employability, employee wellbeing, and its contribution to organisational success: A matter of psychological contracts?, International Journal of Human Resource Management, 22, 7, pp. 1486-1503, (2011); Eley D., Eley R., Bertello M., Rogers-Clark C., Why did I become a nurse? Personality traits and reasons for entering nursing, Journal of Advanced Nursing, 68, 7, pp. 1546-1555, (2012); Engelbrecht M.C., Bester C.L., Van den Berg C.L., Van Rensburg H.C.J., A study of predictors and levels of burnout: The case of professional nurses in primary health care facilities in the Free State, The South African Journal of Economics, 76, pp. 15-27, (2008); Epstein P.M., Burns C., Conlon H., Substance abuse among registered nurses, AAOHN Journal, 58, 12, pp. 513-516, (2010); Evans C., Ndirangu E., The nursing implications of routine provider-initiated HIV testing and counselling in sub-Saharan Africa: A critical review of new policy guidance from WHO/UNAIDS, International Journal of Nursing Studies, 46, pp. 723-731, (2009); Field A., Discovering statistics using SPSS, (2019); Fugate M., Kinicki A.J., A dispositional approach to employability: Development of a measure and test of its implications for employee reactions to organisational change, Journal of Occupational and Organizational Psychology, 81, pp. 503-527, (2008); Goldberg D., Williams P.A., (1988); Gorgens-Ekermans G., Brand T., Emotional Intelligence as a moderator in the stress-burnout relationship: A questionnaire study on nurses, Journal of Clinical Nursing, 21, pp. 2275-2285, (2012); Hair J.F., Black W.C., Babin B.J., Anderson R.E., (2010); Harry N., Coetzee M., Sense of coherence, affective wellbeing and burnout in a South African higher education insititution call centre, South African Journal of Labour Relations Management, 35, 2, pp. 26-46, (2011); Herbert M., An exploration of the relationships between psychological capital (hope, optimism, self efficacy, resilience) occupational stress, burnout and employee engagement, (2011); Jasmer A.M., Dispositional employability and the relationship to career success: a meta-analysis, (2015); Jesse M.T., Abouljoud M.S., Hogan K., Eshelman A., Burnout in transplant nurses, Progress in Transplantation (Aliso Viejo, Calif.), 25, 3, pp. 196-202, (2015); Largarde M., Blaauw D., Cairns J., Cost-effectiveness analysis of human resources policy interventions to address the shortage of nurses in rural South Africa, Social Science & Medicine, 75, 5, pp. 801-806, (2012); Lee H., Yen M., Fetzer S., Chien T.W., Predictors of burnout among nurses in Taiwan, Community Mental Health Journal, 51, pp. 733-737, (2015); Leiter M.P., Maslach C., Early Predictors of Job Burnout and Engagement, The Journal of Applied Psychology, 93, pp. 493-512, (2008); Maharaj S., Lees T., Lai S., Prevalence and risk factors of depression, anxiety, and stress in a cohort of Australian nurses, International Journal of Environmental Research and Public Health, 16, pp. 1-10, (2019); Mahlathi P., Dlamini J., (2017); Maslic Sersic D., Tomas J., The role of dispositional employability in determining individual differences in career success, Društvena istraživanja, 23, 4, pp. 593-613, (2014); Mason H.D., Nel J.A., Compassion Fatigue, Burnout and Compassion Satisfaction: Prevalence among nursing students. Journal of Psychology in Africa, 22, 3, pp. 451-455, (2012); Mudaly P., Nkosi Z.Z., Factors influence nurse absenteeism in a general hospital in Durban, South African, Journal of Nursing Management, 23, pp. 623-631, (2015); Nantsupawat A., Nantsupawat R., Kunaviktikul W., Turale S., Poghosyan L., Nurse Burnout, Nurse-Reported Quality of Care, and Patient Outcomes in Thai Hospitals, Journal of Nursing Scholarship, 48, 1, pp. 83-90, (2016); Nordhall O., Knez I., Saboonchi F., Predicting general mental health and exhaustion: The role of emotion and cognition components of personal and collective work-identity, Heliyon, 4, (2018); Otto M.C.B., Hoefsmit N., van Ruysseveldt J., van Dam K., Exploring Proactive Behaviors of Employees in the Prevention of Burnout, International Journal of Environmental Research and Public Health, 16, (2019); Picco L., Yuan Q., Vaingankar J.A., Chang S., Abdin E., Chua H.C., Chong S.A., Subramaniam M., Positive mental health among health professionals working at a psychiatric hospital, PLoS One, 12, 6, (2017); Pienaar J.W., Bester C.L., The impact of burnout on the intention to quit among professional nurses in the Free State region–a national crises?, South African Journal of Psychology. Suid-Afrikaanse Tydskrif vir Sielkunde, 41, 1, pp. 113-122, (2011); Rushton C.H., Batcheller J., Schroeder K., Donohue K., Burnout and resilience among nurses practicing in high-intensity settings, American Journal of Critical Care, 24, 5, pp. 412-420, (2015); Schaufeli W.B., Past performance and future perspectives of burnout research, SA Journal of Industrial Psychology, 29, pp. 1-15, (2003); Schaufeli W.B., Taris T.W., Commentary. The conceptualisation and measurement of burnout: Common grounds and work apart, Work and Stress, 19, pp. 356-362, (2005); Schaufeli W.B., Taris T., Van Rhenen W., Workaholism, burnout, and work engagement: Three of a kind or three different kinds of employee well-being?, Applied Psychology, 57, pp. 173-203, (2008); Scott V., Mathews V., Gilson L., Constraints to implementing an equity-promoting staff allocation policy: Understanding mid-level managers’ and nurses’ perspectives affecting implementation in South Africa, Health Policy and Planning, 27, 2, pp. 138-146, (2012); Smit M., The relationship between work stressors, work wellness and intention to quit of managers at a large South African Mining house, (2013); Ibm C.R., IBM SPSS Statistics for Windows, Version 26, (2019); Tema T.R., Poggenpoel M., Myburgh C.P.H., Experiences of psychiatric nurses exposed to hostility from patients in a forensic ward, Journal of Nursing Management, 19, pp. 915-924, (2011); Torrent-Sellens J., Ficapal-Cusi P., Boada-Grau J., Dispositional employability and online training purchase. Evidence form employees’ behaviour in Spain, Frontiers in Psychology, 7, pp. 1-15, (2016); Trbojevic-Stankovic J., Stojimirovic B., Soldatovic I., Petrovic D., Nesic D., Simic S., Work-related factors as predictors of burnout in Serbian nurses working in Hemodialysis, Nephrology Nursing Journal, 42, 6, pp. 553-561, (2015); Van der Colff J.J., Rothmann S., Burnout of registered nurses in South Africa, Journal of Nursing Management, 22, pp. 630-642, (2014); Van der Wath A., van Wyk N., van Rensburg J., Emergency nurses’ experiences of caring for survivors of intimate partner violence, Journal of Advanced Nursing, 69, 10, pp. 2242-2252, (2013); Van Lierop A., Employee strengths, work identity and work-related wellbeing: A cross-cultural study: The influence of work identity on the relationship between job demands and job resources and work-related wellbeing, (2015); Viljoen J.P., Rothmann S., Occupational stress, ill health and organisational commitment of employees at a university of technology, SA Journal of Industrial Psychology/SA Tydskrif vir Bedryfsielkunde, 35, 1, (2009); Welthagen C., Els C., Depressed, not depressed or unsure: Prevalence and the relation to wellbeing across sectors in South Africa, SA Journal of Industrial Psychology, 38, 1, pp. 1-12, (2012); Yu H., Jiang A., Shen J., Prevalence and predictors of compassion fatigue, burnout and compassion satisfaction among oncology nurses: A cross-sectional survey, International Journal of Nursing Studies, 57, pp. 28-38, (2016)","N. Barkhuizen; Department of Industrial Psychology and People Management, University of Johannesburg, Johannesburg, South Africa; email: nbarkhuizen@uj.ac.za","","Taylor and Francis Ltd.","","","","","","14330237","","","","English","J. Psychol. Afr.","Article","Final","","Scopus","2-s2.0-85097384267"
"Baumgartner E.","Baumgartner, Eric (57192035373)","57192035373","De-constructing the other: an integrated pedagogy of inclusive learning and teaching approaches in and beyond Prison","2020","Contemporary Social Science","15","5","","548","560","12","1","10.1080/21582041.2020.1855466","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097610419&doi=10.1080%2f21582041.2020.1855466&partnerID=40&md5=6a3e72c2a932c6a756b261eaeb81a66b","School of Education and Social Sciences, University of the West of Scotland, Paisley, United Kingdom","Baumgartner E., School of Education and Social Sciences, University of the West of Scotland, Paisley, United Kingdom","Considerations of epistemology in teaching and integrated pedagogical approaches to teaching have long been identified as central to teaching practice (Dewey, 1997, Experience and Education. New York: Touchstone Publishing). More recently, these have been framed around not only anti-oppressive practice (Dominelli, 2002, Anti-oppressive social work; theory and practice. Palgarve Macmillan: Basingstoke), but wider considerations of power and oppression and ‘epistemic dominance’ (Andreotti, 2011, p. 4, Actionable postcolonial theory in education. New York: Palgrave). While they may not always be elevated theoretically or explicitly stressed as fundamental in every day teaching practice, they are evident across subjects and sectors (Andreotti, 2011, Actionable postcolonial theory in education. New York: Palgrave; Sin, 2014, Epistemology, sociology, and learning and teaching in physics. Science Education, 98, 342–365), particularly with an increasing emphasis in Higher Education on student engagement and equipping students with vital employability skills (Nygaard et al., 2013, Student engagement: Identity, motivation and community. Oxfordshire: Libri Publishing). This paper argues that such considerations are particularly relevant to the teaching of Social Sciences, at the heart of which lies challenging the status quo and interrogating inequalities. The example of jointly teaching university students (Outside Students) and individuals with convictions for sexual offences in a custodial setting (Inside Students) provides a platform on which to investigate the pedagogies involved in teaching Social Sciences in this setting. It considers the importance of language (Willis & Letourneau, 2018, Promoting accurate and respectful language to describe individuals and groups. Sexual Abuse: Journal of Research and Treatment, 30(5), 480–483) in order to assist with the de-construction of ‘the other’, promoting awareness and equality, and breaking down essentialised conceptions of ‘the other’- both for Inside and Outside students. At the heart of this is balancing and integrating knowledge and experience of all students (Harmer, 2007, The practice of English language teaching. Essex, UK: Paerson Longman) as integral to the learning process. The paper brings together a diversity of approaches to teaching and scaffolds these into an integrated pedagogical framework, applicable more universally and beyond the limited and specialised application to prison teaching (Dewey, 1997, Experience and education. New York: Touchstone Publishing). © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Criminology; higher education; justice; practice; prison teaching","","","","","","","","Ainscow M., Understanding the development of inclusive schools, (1999); Andreotti V., Actionable postcolonial theory in education, (2011); Baumgartner E., (2014); Bergman J., Sams A., (2014); Berthiaume D., Teaching in the disciplines, A handbook for teaching and learning in higher education: Enhancing academic practice, pp. 215-226, (2009); Bhatti G., Learning behind bars: Education in Prisons, Journal of Teaching and. Teacher Education, 26, pp. 31-36, (2010); Biggs J., Tang C., Teaching for quality learning at university, (2011); Blagden N., Winder B., Hames C., “They treat us like human beings” - experiencing a therapeutic sex offenders prison: Impact on prisoners and staff and implications for treatment, International Journal of Offender Therapy and Comparative Criminology, 60, 4, pp. 371-396, (2016); Broughan C., Hunt L., Inclusive teaching in university teaching in focus, (2013); Butcher C., Davies C., Highton M., Designing learning: From module outline to effective teaching, (2006); Chapman D., Ishaq A., Beyond the curriculum: Deepening reflective practice and widening student engagement in student engagement: Identity, motivation and community, (2013); Charnley H., Langley J., Developing cultural competence as a framework for anti-heterosexist social work practice, Journal of Social Work, 7, 3, pp. 307-321, (2007); Cowburn M., Hegemony and discourse: Re-constructing the male sex offender and sexual coercion by men. Sexualities, Evolution and Gender, 7, pp. 215-231, (2005); Creese B., An assessment of the English and maths skill levels of prisoners in England, London Review of Education, 4, 3, pp. 13-30, (2016); Dewey J., Experience and Education, (1997); DiBennardo R.A., Ideal victims and monstrous offenders: How the news mediarepresents sexual predators, Socios, Sociological Research for a Dynamic World, 4, pp. 1-20, (2018); Dominelli L., Anti-oppressive social work; theory and practice, (2002); Donnelly K., Francis N., Problem-based learning: Student and tutor perspectives in student engagement, (2013); (2015); Farley H., Pike A., Engaging prisoners in education: Reducing risk and recidividsm, Advancing Corrections in Journal of the International Corrections and Prisons Association, 1, pp. 65-77, (2016); Freire P., Pedagogy of the oppressed, (1996); Fry H., Ketteridge S., Marshall S., A handbook for teaching and learning in higher education, (2015); Harmer J., The practice of English language teaching, (2007); Hockings C., (2010); UK prison population statistics, (2019); Hutchings C., Bartholomew N., Reilly O., Differential student engagement: Lessons learned in student engagement: Identity, motivation and community, (2013); Jasanoff S., The idiom of co-production in states of knowledge, (2006); Kneale P., Teaching learning for employability: Knowledge is not the only outcome, A handbook for teaching and learning in higher education: Enhancing academic practice, pp. 99-113, (2009); Martin F., Actionable postcolonial theory in education (book review), International Journal of Development Education and Global Leaning, 4, 3, pp. 55-58, (2012); Martin P.W., Key aspects of teaching and learning in arts, humanities and social sciences in A handbook for teaching and learning in higher education, (2009); Nygaard C., Brand S., Bartholomew P., Millard L., Student engagement: Identity, Motivation and community, (2013); Ostergren A., The first year of professional service in speech-language pathology: Supervisory role, working relationship and satisfaction with supervision in Contemporrary, Contemporary Issues in Communication Science and Disorders, 38, pp. 61-75, (2011); Reed J., Black D., (2006); Scrivener J., Learning teaching: A guidebook for english language teachers, (2005); Sin C., Epistemology, sociology, and learning and teaching in physics, Science Education, 98, pp. 342-365, (2014); Spivak G., The post-colonial critic: Interviews, strategies, dialogues, (1990); Stephens Griffin N., Understanding Veganism- biography and identity, (2017); Summers P., Pearson D., Gough S., Siekierski J., The effect of student engagement of employing students in professional roles, in student engagement: Identity, motivation and community, (2013); Tomlinson B., Developing materials for language teaching, (2003); Trowler V., Trowler P., (2010); Vaughan S.V., Williams G., Student engagement with learning resources in art & design: Seeding possibilities in student engagement: Identity, motivation and community, (2013); Willis G.M., Letourneau E.J., Promoting accurate and respectful language to describe individuals and groups, Sexual Abuse: Journal of Research and Treatment, 30, 5, pp. 480-483, (2018); Willis G.M., Levenson J.S., Ward T., Desistance and attitudes towards sex offenders: Facilitation or hindrance?, Journal of Family Violence, 25, pp. 545-556, (2010); Wilson A., Beresford P., Anti-oppressive practice': Emancipation or appropriation?, British Journal of Social Work, 30, pp. 553-573, (2000); Wong J., Zhang W., Hansun J., Conversation analysis and second language pedagogy, (2010); Wright C., Cowburn M., What’s happening in men’s work in the UK? Refelections on policy and processes in men and masculinities around the world: Transforming men’s practice, (2011)","E. Baumgartner; School of Education and Social Sciences, University of the West of Scotland, Paisley, United Kingdom; email: ecgbaumgartner@icloud.com","","Routledge","","","","","","21582041","","","","English","Contemp. Soc. Sci.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85097610419"
"Barton G.; Ryan M.","Barton, Georgina (55914868300); Ryan, Mary (57198145384)","55914868300; 57198145384","What does reflection look and feel like for international students? An exploration of reflective thinking, reflexivity and employability","2020","Journal of International Students","10","Special Issue 2","","1","16","15","4","10.32674/jis.v10iS2.2848","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101543114&doi=10.32674%2fjis.v10iS2.2848&partnerID=40&md5=aa5e8ffee30ec12de57e3f226275974e","University of Southern Queensland, Australia; Macquarie University, Australia","Barton G., University of Southern Queensland, Australia; Ryan M., Macquarie University, Australia","Reflection, reflective thinking and reflexivity have received significant attention in the scholarly literature on higher education yet there is limited research that explores these concepts in relation to international students. This paper consequently explores what reflection and reflective thinking might look and feel like for internationastudents. We theorize the importance of supporting international students in becoming reflexive practitioners in their chosen area of study; particularly in respecto graduate attributes including reflection and employability. The paper attends to this theorization by sharing Rodgers’ (2002) four functions of reflection, a reflective thinking model – the 4Rs – as well as Archer’s (2000, 2012) notion of reflexivity. We explore how higher educators might consider these frameworks comprehensively when working with international students particularly in the area of workplace experience. © Journal of International Students.","Employability; International students; Reflection; Reflective thinking; Reflexivity","","","","","","International Education and Training; Trade Investment Queensland; Office for Learning and Teaching, OLT","1 The WISP project was funded by the Office for Learning and Teaching (OLT) in Australia. This paper may not reflect the views of the OLT. 2 The IVA project was funded by Trade Investment Queensland, International Education and Training. This paper may not reflect the views of TIQ (IET)","Archer M., Being human: The problem of agency, (2000); Archer M., The reflexive imperative in late modernity, (2012); Bain J. D., Ballantyne R., Mills C., Lester N.C., Reflecting on practice: Student teachers’ perspectives, (2002); Barton G., Ryan M., Multimodal approaches to reflective teaching and assessment in higher education, Higher Education Research & Development, 33, 3, pp. 409-424, (2014); Barton G. M., Hartwig K., Bennett D., Cain M., Campbell M., Ferns S., Jones L., Joseph D., Kavanagh M., Kelly A., Larkin I., O'Connor E., Podorova A., Tangen D., Westerveld M., Work placement for international students: A model of effective practice, Professional Learning in the Work Place for International Students: Exploring Theory and Practice, pp. 13-34, (2017); Barton G. M., Ryan M., Reflection and reflective practice for international students and their supervisors in context, Professional learning in the work place for international students: Exploring theory and practice, pp. 93-110, (2017); Boud D., Avoiding the traps/ seeking good practice in the use of self assessment and reflection in professional courses, Social Work Education, 18, 2, pp. 121-132, (1999); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, pp. 77-101, (2006); Chinn C., Buckland L., Samarapungavan A., Expanding dimensions of epistemic cognition: Arguments from philosophy and psychology, Educational Psychologist, 46, 3, pp. 141-167, (2011); de Schepper J., Sotiriadou P., A framework for critical reflection in sport management education and graduate employability, Annals of Leisure Research, 21, 2, pp. 227-245, (2018); Dewey J., How we think, (1933); Freebody P., Maton C., Martin J. R., Talk, text, and knowledge in cumulative, integrated learning: A response to ‘intellectual challenge’, Australian Journal of Language and Literacy, 31, 2, pp. 188-201, (2008); Furman R., Coyne A., Negi N.J., An international experience for social work students: Self-reflection through poetry and jounral writing exercises, Journal of Teaching in Social Work, 28, 1, pp. 71-85, (2008); Garrett R., Explaining international student satisfaction: Insights from the international student barometer, (2014); Greene J. A., Yu S. B., Educating critical thinkers: The role of epistemic cognition, Policy Insights from the Behavioral and Brain Sciences, 3, 1, pp. 45-53, (2016); Grossman R., Structures for facilitating student reflection, College Teaching, 57, 1, pp. 15-22, (2008); Hunter C., Pearson D., Gutierrez A. R., Interculturalization and Teacher Education: Theory to Practice, (2015); Khalili H., Orchard C., Spence Laschinger H.K., Farah R., An interprofessional socialization framework for developing an interprofessional identity among health professions students, Journal of Interprofessional Care, 27, 6, pp. 448-453, (2013); Kienhues D., Feucht F., Ryan M., Weinstock M., Informed reflexivity: Enacting epistemic virtue, Educational Psychologist, 52, 4, pp. 284-298, (2017); Komins B. J., Nicholls D. G., Cultivating critical self-reflection in an international context: The development of an American studies curriculum in Turkey, College literature, 30, 3, pp. 68-87, (2003); Korthagen F., Vasalos A., Levels in reflection: Core reflection as a means to enhance professional growth, Teachers and Teaching: Theory and Practice, 11, 1, pp. 47-71, (2005); Lunn J., Ferguson L., Changing epistemic cognition in the context of teaching and teacher education: A new conceptual framework for reflection and reflexivity, Educational Psychologist, (2017); McAllister L., Whiteford G., Hill B., Thomas N., Fitzgerald M., Reflection in intercutlural learning: Examining the international experience through a critical incident approach, Reflective Practice, 7, 3, pp. 367-381, (2006); McGuire L., Lay J., Peters J., Pedagogy of reflective writing in professional education, Journal of the Scholarship of Teaching and Learning, 9, 1, pp. 93-107, (2009); Mezirow J., An overview of transformative learning, Lifelong Learning, pp. 90-105, (2006); Moje E., Foregrounding the disciplines in secondary literacy teaching and learning: A call for change, Journal of Adolescent and Adult Literacy, 52, 2, pp. 96-107, (2008); Moon J. A., Reflection in learning and professional development: Theory and practice, (2013); Rodgers C., Seeing student learning: Teacher change and the role of reflection, Harvard Educational Review, 72, 2, pp. 230-253, (2002); Ryan M., The pedagogical balancing act: Teaching reflection in higher education, Teaching in Higher Education, 18, 2, pp. 144-155, (2013); Ryan M., Reflective and reflexive approaches in higher education: A warrant for lifelong learning?, Teaching Reflective Learning in Higher Education: A Systematic Approach Using Pedagogic Patterns, pp. 3-14, (2015); Ryan M. E., Ryan M. C., A model for reflection in the pedagogic field of higher education, Teaching Reflective Learning in Higher Education: A Systematic Approach Using Pedagogic Patterns, pp. 15-30, (2015); Sadler D. R., Beyond feedback: Developing student capability in complex appraisal, Assessment & Evaluation in Higher Education, 35, 5, pp. 535-550, (2010); Schuldberg J., Fox N., Jones C., Hunter P., Bechard M., Dornon L., Gotler S., Shouse H., Stratton M., Same, same – but different: The development of cultural humility through an international volunteer experience, International Journal of Humanities and Social Science, 2, 17, pp. 17-30, (2012); Starr-Glass D., Troubling metaphors and international student adjustment: Reflections from a transnational place, Journal of International Students, 7, 4, pp. 1126-1134, (2017); Taylor S., Ryan M., Pearce J., Enhanced student learning in accounting utilising web-based technology, peer-review feedback and reflective practices: a learning community approach to assessment, Higher Education Research & Development, 34, 6, pp. 1251-1269, (2015); Volet S., Challenges of internationalisation: Enhancing intercultural competence and skills for critical reflection on the situated and non-neutral nature of knowledge, Language and Academic Skills in Higher Education, 6, pp. 1-10, (2004)","","","University Printing Services","","","","","","21623104","","","","English","J. int. Students","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85101543114"
"Khoo E.; Zegwaard K.; Adam A.","Khoo, E. (42262133000); Zegwaard, K. (55597419600); Adam, A. (54782189200)","42262133000; 55597419600; 54782189200","Employer and academic staff perceptions of science and engineering graduate competencies","2020","Australasian Journal of Engineering Education","25","1","","103","118","15","9","10.1080/22054952.2020.1801238","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089183486&doi=10.1080%2f22054952.2020.1801238&partnerID=40&md5=108fec87d6e133c4782833c1e852f16d","Senior Research Fellow, Wilf Malcolm Institute of Educational Research (WMIER), Division of Education, The University of Waikato, Hamilton, New Zealand; Office of the Vice-Chancellor, The University of Waikato, Hamilton, New Zealand; Faculty of Education, The Maldives National University, Male’, Maldives","Khoo E., Senior Research Fellow, Wilf Malcolm Institute of Educational Research (WMIER), Division of Education, The University of Waikato, Hamilton, New Zealand; Zegwaard K., Office of the Vice-Chancellor, The University of Waikato, Hamilton, New Zealand; Adam A., Faculty of Education, The Maldives National University, Male’, Maldives","This paper reports on the findings from a study investigating science and engineering employers and university academic teaching staff perceptions of the competencies science and engineering recent graduates require in the workplace. Data were collected through surveys and focus group interviews of science and engineering employers and academic teaching staff. Participants rated 26 graduate competencies on how important they are for graduates entering the science and engineering workplace across three aspects: important today, important in 10 years’ time, and, the perceived competency performance level of recent graduates that have entered the workplace. The findings revealed that employers thought teamwork, written communication, problem solving, oral communication, and interpersonal relationships were particularly important for today while academic teaching staff, however, viewed problem solving, written communication, critical thinking, conceptual thinking, and oral communication to be important today. The findings offer insights into the extent current preparation of science and engineering students are meeting employer expectations and highlight shifts in perceived future competencies to enhance support for student learning and employability outcomes. Implications are offered for strengthening curriculum, pedagogy and assessment approaches for workplace preparation. Finally, we discuss the limitations of the present study and how future research might resolve those limitations. © 2020 Engineers Australia.","academic staff perceptions; employability; employer perceptions; graduate performance; mixed-methods; Science and engineering graduate competencies","Education; Assessment approaches; Critical thinking; Interpersonal relationship; Oral communication; Performance level; Science and engineering; Student learning; Written communications; Engineering education","","","","","","","Employer Satisfaction with Graduate Skills: Research Report, (2000); Archer W., Davison J., Graduate Employability: What Do Employers Think and Want?, (2008); Barrie S., Understanding What We Mean by the Generic Attributes of Graduates, Higher Education, 51, pp. 215-241, (2006); Bennett D., Richardson S., MacKinnon P., Enacting Strategies for Graduate Employability: How Universities Can Best Support Students to Develop Generic Skills, (2016); Birkett W.P., Competency Based Standards for Professional Accountants in Australia and New Zealand, (1993); Bowen T., Pennaforte, The Impact of Digital Communication Technologies and New Remote-Working Cultures on the Socialization and Work-Readiness of Individuals in WIL Programs, Work-integrated Learning in the 21st Century: Global Perspectives on the Future, pp. 99-112, (2017); Braun V., Clarke V., Using Thematic Analysis in Psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Burke C., Scurry T., Blenkinsopp J., Graley K., Critical Perspectives on Graduate Employability, Graduate Employability in Context, pp. 87-107, (2016); Campbell M., Zegwaard K.E., Developing Critical Moral Agency through Workplace Engagement, Practice-based Learning in Higher Education: Jostling Cultures, pp. 47-64, (2015); Chhinzer N., Russo M., An Exploration of Employer Perceptions of Graduate Student Employability, Education + Training, 60, 1, pp. 104-120, (2018); Chiru C., Ciuchete S.G., Lefter G.G., Paduretu E., A Cross Country Study on University Graduates Key Competencies. 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Technical and Vocational Education and Training: Issues, Concerns and Prospects, pp. 1051-1067, (2017); Zegwaard K.E., Campbell M., Pretti T.J., Professional Identities and Ethics: The Role of Work-integrated Learning in Developing Agentic Professionals, Work-integrated Learning in the 21st Century: Global Perspectives on the Future, pp. 145-160, (2017); Zegwaard K.E., Khoo E., Adam, Graduate Competencies and Competence: Science and Engineering Employers’ Perspectives, Refereed Proceedings of the 3nd International Research Symposium on Cooperative and Work-Integrated Education, Stuttgart, Germany, pp. 273-279, (2018); Zegwaard K.E., Khoo E., Adam, Peter M., The Shifting Perceptions by Science and Engineering Employers of Desirable Graduate Competencies: Comparing Now to 16 Years Ago, New Zealand Association for Cooperative Education 2018 Conference Proceedings, pp. 53-57, (2018); Zegwaard K.E., Rowe D., Research-informed Curriculum and Advancing Innovative Practices in Work-integrated Learning, International Journal of Work-Integrated Learning, 20, 4, pp. 323-334, (2019); Zegwaard K.E., Hodges D., Science and Technology Stakeholders’ Ranking of Graduate Competencies Part 4: Faculty Perspective, Asia-Pacific Journal of Cooperative Education, 4, 2, pp. 23-35, (2003); Zegwaard K.E., Coll R.K., Using Cooperative and Work-integrated Education to Provide Career Clarification, Science Education International, 22, 4, pp. 282-291, (2011); Zegwaard K.E., McCurdy S., The Influence of Work-integrated Learning on Motivation to Undertake Graduate Studies, Asia-Pacific Journal of Cooperative Education, 15, 1, pp. 13-28, (2014)","E. Khoo; Wilf Malcolm Institute of Educational Research (WMIER), Division of Education, The University of Waikato, Hamilton, 3240, New Zealand; email: elaine.khoo@waikato.ac.nz","","Taylor and Francis Ltd.","","","","","","13245821","","","","English","Australasian Journal of Engineering Education","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85089183486"
"Hossain A.; Briggs H.; Kong Y.","Hossain, Amzad (58583415100); Briggs, Harvey (57220023572); Kong, Ying (57220043042)","58583415100; 57220023572; 57220043042","Indexes of employability assets: a comprehensive tool for analyzing students' attitudes in Indigenous contexts","2020","Higher Education, Skills and Work-based Learning","11","4","","773","797","24","1","10.1108/HESWBL-05-2020-0091","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096616604&doi=10.1108%2fHESWBL-05-2020-0091&partnerID=40&md5=169b5b7ba85c745751cea7139ccb3e9d","Business Administration, University College of the North - Thompson Campus, Thompson, Canada; University College of the North - Thompson Campus, Thompson, Canada; English Literature, University College of the North - Thompson Campus, Thompson, Canada","Hossain A., Business Administration, University College of the North - Thompson Campus, Thompson, Canada; Briggs H., University College of the North - Thompson Campus, Thompson, Canada; Kong Y., English Literature, University College of the North - Thompson Campus, Thompson, Canada","Purpose: The purpose of this study is to analyze the indexes of employability assets that affect students' employability in Indigenous contexts. Design/methodology/approach: The study restructures the indicators developed from the survey the authors did for the Vital Outcome Indicators for Community Engagement (VOICE) research project into six employability indexes. The six indexes are reading and comprehension, numeracy, technological mastery, contribution to organizational performance, job searching skills and cultural awareness. The study has applied mixed research method, which is the combination of survey and secondary data analyses. Findings: All six indexes have impacts on students' employability in various degrees with a high level of internal consistency among the indicators. The regression analysis reveals that the technological mastery, reading and comprehension and numeracy indexes significantly influence students' contribution to the organizational performance. The results also show that cultural awareness has impacts on employability but students do not connect it to the required employability skills. Such disconnection of cultural awareness with employability skills justifies the necessity to integrate Indigenous cultural contents into programs and curriculums in today's post-secondary education, particularly in the University College of the North (UCN), improving students' cultural knowledge, which, in return, enhances their employability in Indigenous contexts. The result is also applicable globally to countries which have large populations of Indigenous people such as Canada, Australia, New Zealand, Colombia, Mexico and other regions where workplaces are set in Indigenous contexts. Research limitations/implications: The research survey was only conducted within students of UCN Thompson campus. Practical implications: The results of this paper can be used as a guideline to adjust teaching/learning strategies with a focus on integrating Indigenous cultural components into UCN courses and programs, including other institutions with similar attributes to enhance Indigenous students' employability. UCN tri-council, faculty, community leaders, researchers, government and NGOs can also use the outcome of this paper to articulate polices that enhance students' employability. The outcome and strategic implication of the study can also be applicable to any institutions in a global Indigenous context. Originality/value: The authors of the paper provide empirical evidence from the indexes of the employability assets including their indicators affecting students' employability. It is attested that cultural awareness index have impacts on students' employability in Indigenous context. © 2020, Emerald Publishing Limited.","Cultural awareness; Index of employability; Indigenous students and employability assets","","","","","","Office of Research & Innovation and Faculty of Arts, Business and Science; Social Sciences and Humanities Research Council of Canada, SSHRC","Funding text 1: The data were collected from the survey we did in 2017 for the research project of VOICE led by Brandon University, which was funded by the Social Sciences and Humanities Research Council of Canada (SSHRC). ; Funding text 2: First of all, the authors would like to give our thanks to Dr. Karen Rempel, Director of CARES, Faculty of Education, Brandon University, who was the Social Sciences and Humanities Research Council (SSHRC) grant holder for Vital Outcome Indicators for Community Engagement (VOICE) research project, to offer us the opportunity to collect data for Student Workforce in Thompson. With this opportunity, the authors could conduct a survey on Workforce in Thompson from UCN students. The authors also appreciate Dr. Kim Lemky, Research Associate from the Centre for Aboriginal and Rural Education Studies, who helped with the questionnaire and guidance for the data collection. The authors remain ever grateful for the support from Office of Research & Innovation and Faculty of Arts, Business and Science with their administrative help and grant management for this research program. The authors also owe a lot to our research assistant Peter Harris, who helped to recruit volunteer participants of the survey and collect all the surveys. Without his contributions, the authors would not have so many volunteer participants for this survey. Thanks for all your help. 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Hossain; Business Administration, University College of the North - Thompson Campus, Thompson, Canada; email: ahossain@ucn.ca","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85096616604"
"Hu Q.; Gao L.; Jiang L.; Wang Z.; Gao Y.","Hu, Qixia (57219898378); Gao, Lingxia (36767568800); Jiang, Lei (57203014762); Wang, Zhen (57219899987); Gao, Yunli (34971096000)","57219898378; 36767568800; 57203014762; 57219899987; 34971096000","Factors influencing employability of civil engineering graduates in China","2020","International Journal of Engineering Education","36","5","","1570","1584","14","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095962795&partnerID=40&md5=a5b47052bb77d16fbd3fde4f80dc80b9","School of Civil Engineering, Dalian Nationalities University, Dalian, 116650, China","Hu Q., School of Civil Engineering, Dalian Nationalities University, Dalian, 116650, China; Gao L., School of Civil Engineering, Dalian Nationalities University, Dalian, 116650, China; Jiang L., School of Civil Engineering, Dalian Nationalities University, Dalian, 116650, China; Wang Z., School of Civil Engineering, Dalian Nationalities University, Dalian, 116650, China; Gao Y., School of Civil Engineering, Dalian Nationalities University, Dalian, 116650, China","The employability of graduates is a metric to assess the teaching achievements of higher education. Employability is complex, multi-dimensional, and is closely associated with specific industry characteristics. Thus, employability must be studied for a specific major in order to provide any practical guiding significance. The aim of this study was to determine the major factors contributing to the employability of graduates in civil engineering and provide the basis for setting appropriate goals to effectively cultivate civil engineering professionals by improving teaching strategies. Recent graduates of civil engineering programs who graduated between two and five years ago were selected as the subjects, and questionnaires were completed by 279 graduates. The results showed that 88% of civil engineering graduates are working in a position related to their specialty. Graduates were more satisfied with their current positions and work environments than they were with their salaries and future career development prospect. We analyzed the factors contributing to the employability of graduates, and defined three major factors of occupational quality, development potential, and professional capacity. These data suggest guidelines for the rational setting of goals to effectively cultivate civil engineering professionals, design an improved practical curriculum, adjust teaching methods, and modify course assessment indicators. © 2020 TEMPUS Publications.","Civil engineering; Employability; Graduates; Influencing factors","Compensation (personnel); Curricula; Employment; Surveys; Teaching; Career development; Civil engineering programs; Development potential; Engineering graduates; Engineering professionals; Guiding significances; Industry characteristics; Professional capacity; Engineering education","","","","","Education Science in Liaoning Province, (JG18DB095); National Ethnic Affairs Commission, (19035); Dalian Nationalities University, DNU, (YB2019078, YB2019079, ZB201901, ZD201933)","This research was funded by the Project of 13th five year plan of Education Science in Liaoning Province (JG18DB095), the higher education teaching reform research project of National Ethnic Affairs Commission (19035), and the Education Project of Dalian Nationalities University (YB2019079, YB2019078, ZB201901 and ZD201933).","Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Harvey L., An employability performance indicator?, Perspectives, 4, 4, pp. 105-109, (2000); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Branine M., Graduate recruitment and selection in the UK: A study of recent changes in methods and expectations, Career Development International, 13, 6, pp. 497-513, (2008); Yorke M., Employability in Higher Education: What Is It-What Is It Not, pp. 23-31, (2006); Yorke M., Knight P., Embedding employability in the curriculum, Learning and Employability Guides, pp. 10-12, (2004); Fugate M., Kinicki A. J., Ashforth B. E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gonzalez-Roma V., Gamboa J. P., University graduates employability, employment status, and job quality, Journal of Career Development, 45, 2, pp. 132-149, (2018); Itanil M., Srour I., Engineering students perceptions of soft skills, industry expectations, and career aspirations, Journal of Professional Issues in Engineering Education and Practice, 142, 1, pp. 040150052-040150055, (2016); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: construction and initial validation of a scale for university students, Journal of Vocational Behaviour, 73, 1, pp. 1-12, (2008); Tomlinson M., The degree is not enough: Students' perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Rae D., Connecting enterprise and graduate employability: challenges to the higher education culture and curriculum?, Education Training, 49, 9, pp. 605-619, (2007); Purcell K., Qualifications and careers: equal opportunities among graduates, (2002); Scott P., The meanings of mass higher education: the society for research into higher education & open university, pp. 10-15, (1995); Wang H. H., Kang S. C., Lee T. K., Cultivating Imagination in Entry-Level Civil Engineering Students: Exploring the Effects of an Innovative Instructional Model, International Journal of Engineering Education, 29, 5, pp. 1-12, (2013); Cui Y. L., A review of researches and analysis of problems on college students' employability at China and abroad, Hei Longjiang Researches on Higher Education, 7, pp. 1003-2614, (2011); Hillage J., Pollard E., Employability: developing a framework for policy analysis, (1998); Finn D., From full employment to employability: a new deal for Britain's unemployed?, International Journal of Manpower, 21, 5, pp. 384-399, (2000); Ritchie J., New deal for young people: Participants perspectives, Policy Studies, 21, 4, pp. 301-312, (2000); Robinson J. P., What are employability skills, Workplace, 1, 3, pp. 1-3, (2000); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Beatrice I. J. M., der Heijden Van, Individual career initiatives and their influence upon professional expertise development throughout the career, International Journal of Training and Development, 6, 2, pp. 54-79, (2002); Moreland N., Entrepreneurship and higher education: an employability perspective, pp. 10-16, (2006); McArdle S., Waters L., Briscoe J. P., Hall D. T., Employability during unemployment: Adaptability, career identity and human and social capital, Journal of Vocational Behavior, 71, 2, pp. 247-264, (2007); Morley L., Producing new workers: Quality, equality and employability in higher education, Quality in Higher Education, 7, 2, pp. 131-138, (2001); Zheng X. M., Theory of employability, Journal of China Youth University for Political Sciences, 21, 3, pp. 91-93, (2002); Wen S. B., A research on the development strategies of graduate employability and the cultivation of talents, Modern University Education, 1, 1, pp. 101-108, (2006); Zhu X. C., On the cultivation of college student's employability, Higher Education Exploration, 4, pp. 124-127, (2009); Yan G. C., Reflection about talents cultivating system based on college graduates' competence, China Higher Education Research, 11, pp. 18-23, (2016); Mitchell A. G., Strategic training partnerships between the state and enterprises, (1998); Pool D., Sewell L., John P., The Key to employability: developing a practical model of graduate employability, Education Training, 49, 4, pp. 277-29, (2007); Ke Y., The influence of non-professional quality on the employment quality of college students, Journal of Study on Youth of China, 7, pp. 98-101, (2010); Gao Y. W., Analysis of the employability of college student, Higher Education Research, 15, pp. 73-75, (2009); Andrews J., Higson H., Graduate Employability, soft skills versus hard business knowledge: A European study, Higher Education in Europe, 33, 4, pp. 411-422, (2008); Archer W., Davison J., Graduate employability: What do employers think and want?, pp. 8-20, (2008); Mansour B. E., Dean J. C., Employability kills as perceived by employers and university faculty in the fields of human resource development (HRD) for entry level graduate jobs, Journal of Human Resource and Sustainability Studies, 4, pp. 39-49, (2016); Loo J. V., Semeijn J., Defining and measuring competences: an application to graduate surveys, Quality & Quantity, 38, pp. 331-349, (2004); Jia L. J., Xu Y., Psychological analysis of college students employability, Social Sciences Nanjing, 10, pp. 129-133, (2006); Redish E. F., Smith K. A., Looking beyond content: skill development for engineers, Journal of Engineering Education, 10, 1, pp. 295-307, (2008); Martin R., Maytham B., Case J., Fraser D., Engineering graduates' perceptions of how well they were prepared for work in industry, European Journal of Engineering Education, 30, 2, pp. 167-180, (2015); Domal V., Trevelyan J., An engineer's typical day: lessons learned and implications for engineering education, Conference for the Australasian Association for Engineering Education, Engineering the Curriculum, 20, pp. 637-643, (2009); Siller T., Rosales A., Haines J., Benally A., Development of undergraduate students professional skills, Journal of Professional Issues in Engineering Education and Practice, 135, 3, pp. 102-108, (2009); Cordero R., Farris G. F., Administrative activity and the managerial development of technical professionals, Ieee Transactions on Engineering Management, 39, 3, pp. 270-276, (1992); Gilleard J., Gilleard J. D., Developing cross-cultural communication skills, Journal of Professional Issues in Engineering Education and Practice, 128, 4, pp. 187-200, (2002); Wei X., SPSS Statistical analysis method and application, (2005); Gorsuch R. L., Hillsdale N. J., Gosman E. J., Dandridge B. A., Nettles M. T., Thoeny A. R., Predicting student progression: The influence of race and other student and institutional characteristics on college student performance, Research in Higher Education, 18, 4, pp. 209-236, (1983); DiStefano C., Zhu M., Mindrila D., Understanding and using factor scores: considerations for the applied researcher, Practical Assessment, Research, and Evaluation, 14, pp. 1-11, (2009); Horn J. L., A rationale and test for the number of factors in factor analysis, Psychometrika, 32, pp. 179-185, (2009); Hayton J. C., Allen D. G., Scarpello V., Factor retention decisions in exploratory factor analysis: A tutorial on parallel analysis, Organizational Research Methods, 7, 2, pp. 191-205, (2004); Pallant J., Maidenhead M., SPSS survival manual: a step by step guide to data analysis using SPSS, (2010); Matsunaga M., How to factor-analyze your data right: Do's, don'ts, and how-to's, International Journal of Psychological Research, 3, 1, pp. 97-110, (2010); Zhao X., Hwang B. G., Low S. P., Wu P., Reducing hindrances to enterprise risk management implementation in construction firms, Journal of Construction Engineering and Management, 141, 3, (2015); Patil V. H., Singh S. N., Mishra S., Donavan D. T., Parallel analysis engine to aid determining number of factors to retain, Computer software; Tan Z., An analysis on the concept of the employability of college students, Jiangsu High Education, 4, pp. 81-83, (2010); Nugraha H. D., Djohar A., Komaro M., Employability skills framework for mechanical engineering, Advances in Social Science, Education and Humanities Research, 299, 1, pp. 183-188, (2019); Mgangira M. B., Integrating the development of employability skills into a civil engineering core subject through a problem-based learning approach, International Journal of Engineering Education, 19, 5, pp. 75-761, (2003); Bender B., Longmu J., Knowledge management in problem-based educational engineering design projects, International Journal of Engineering Education, 19, 5, pp. 706-711, (2003); Woods S., Yorke M., West M., The psychology of work and organizations, employability in the undergraduate curriculum: Some student perspectives, European Journal of Education, 39, 4, pp. 409-427, (2010)","L. Gao; School of Civil Engineering, Dalian Nationalities University, Dalian, 116650, China; email: gaolingxia2006@126.com","","Tempus Publications","","","","","","0949149X","","","","English","Int. J. Eng. Educ.","Article","Final","","Scopus","2-s2.0-85095962795"
"Fakunle O.; Pirrie A.","Fakunle, Omolabake (57211046566); Pirrie, Anne (6603949023)","57211046566; 6603949023","International students’ reflections on employability development opportunities during a one-year masters-level program in the uk","2020","Journal of International Students","10","Special Issue 2","","86","100","14","5","10.32674/jis.v10iS2.2719","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101580038&doi=10.32674%2fjis.v10iS2.2719&partnerID=40&md5=eecbeb2e20c063065521e2353d1b7f64","University of Edinburgh, United Kingdom; University of the West of Scotland, United Kingdom","Fakunle O., University of Edinburgh, United Kingdom; Pirrie A., University of the West of Scotland, United Kingdom","This article explores reflection and reflective thinking, drawing upon qualitative research on international students’ perceptions of developing their employability while studying in the UK. It addresses a gap in the literature by making a connection between internationalization and employability, concepts that are mainly framed as separate discursive realms. The literature on internationalization is focused around international student recruitment and the benefits to the host institution; the employability discourse is oriented towards national policies on the development of human capital through home students in the domestic market. The reflective thinking demonstrated by the international students illustrates the challenges they faced in seeking opportunities to enhance their employability within and outside the university; and to (re)assess learning opportunities that are integrated with work experience. The findings suggest that there is scope for embedding employment development opportunities (EDOs) at a systemic level in order to enhance the experience of international students. © Journal of International Students.","Employability; Employment development opportunities; International students; Internationalization; Work-integrated learning","","","","","","","","Arambewela R., Maringe F., Mind the gap: staff and postgraduate perceptions of student experience in higher education, Higher Education Review, 44, 2, pp. 63-84, (2012); Archer W., International taught postgraduate students: The UK’s competitive advantage, (2016); Barton G. M., Hartwig K., The importance of positive intercultural exchanges for international students on work placements in higher education, Professional learning in the workplace for international students: Exploring theory and practice, pp. 3-12, (2017); Barton G. M., Ryan M., Reflection and reflective practice for international students and their supervisors in context, Professional learning in the workplace for international students: Exploring theory and practice, pp. 93-110, (2017); Bennett D., Ferns S., Functional and cognitive aspects of employability: implications for international students, professional learning in the workplace for international students: Exploring theory and practice, pp. 203-224, (2017); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brookfield S., Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting, (1987); Dewey J., How we think, (1933); Durkin K., The adaptation of East Asian master’s students to western norms of critical thinking and argumentation in the UK, Intercultural Education, 19, pp. 15-27, (2008); Fakunle O., Developing a framework for international students’ rationales for studying abroad, beyond economic factors, Policy Futures in Education, (2020); Fakunle O., International student perceptions on studying abroad and developing employability during a UK Masters, (2019); Fakunle O., 18 June. Empowering the student voice in internationalisation, (2019); Fakunle L., Allison P., Fordyce K., Chinese postgraduate students’ perspectives on developing critical thinking on a UK Education Masters, Journal of Curriculum and Teaching, 5, 1, pp. 27-38, (2016); Gillies D., Human capital theory in education, Encyclopaedia of Educational Philosophy and Theory, (2015); Goodwin K., Mbah M., Enhancing the work placement experience of international students: towards a support framework, Journal of Further and Higher Education, 43, 4, pp. 521-532, (2019); Gribble C., Blackmore J., Rahimi M., Challenges to providing work integrated learning to international business students at Australian universities, Higher Education, Skills and Work-Based Learning, 5, 4, pp. 401-416, (2015); Kingston E., Forland H., Bridging the gap in expectations between international students and academic staff, Journal of Studies in International Education, 12, pp. 204-221, (2008); Huang R., Turner R., Chen Q., Chinese international students’ perspective and strategies in preparing for their future employability, Journal of Vocational Education and Training, 66, 2, pp. 175-193, (2014); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, (1998); Stealth applicants and the role of the institutional website, (2019); Lacina J. G., Preparing international students for a successful social experience in higher education, New Directions for Higher Education, 117, 1, pp. 21-27, (2002); Lomer S., UK policy discourses and international student mobility: The deterrence and subjectification of international students, Globalisation, Societies and Education, 16, 3, pp. 308-324, (2018); Marginson S., Including the other: Regulation of the human rights of mobile students in a nation-bound world, Higher Education, 63, pp. 497-512, (2012); Maxwell J. A., Qualitative research design: An interactive approach, (2013); Nilsson P. A., Ripmeester N., International student expectations: career opportunities and employability, Journal of International Students, 6, 2, pp. 614-631, (2016); O'Sullivan M., Guo L., Critical thinking and Chinese international students: An East-West dialogue, Journal of Contemporary Issues in Education, 5, pp. 53-73, (2010); Page A. G., Chahboun S., Emerging empowerment of international students: How international student literature has shifted to include the students’ voices, Higher Education, 78, 5, pp. 871-885, (2019); Rodgers C., Defining reflection: Another look at John Dewey and reflective thinking, Teachers College Record, 104, 4, pp. 842-866, (2002); Tian J., Low G. D., Critical thinking and Chinese university students: A review of the evidence, Language, Culture and Curriculum, 24, 1, pp. 61-76, (2011); Tomlinson M., ‘The degree is not enough’: Students’ perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tran L. T., Unpacking academic requirements: international students in management and education disciplines, Higher Education Research and Development, 27, 3, pp. 245-256, (2008); Tran L. T., Soejatminah S., Integration of work experience and learning for international students: From harmony to inequality, Journal of Studies in International Education, 21, 3, pp. 261-277, (2017); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Yorke M., Employability in the undergraduate curriculum: some student perspectives, European Journal of Education, 39, 4, pp. 409-427, (2004)","","","University Printing Services","","","","","","21623104","","","","English","J. int. Students","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85101580038"
"Espinoza O.; González L.E.; McGinn N.; Sandoval L.; Castillo D.","Espinoza, Oscar (23394755200); González, Luis Eduardo (36620979100); McGinn, Noel (24565863100); Sandoval, Luis (57198504502); Castillo, Dante (57198510988)","23394755200; 36620979100; 24565863100; 57198504502; 57198510988","Should universities train teachers for employability or for effectiveness?","2020","Teaching and Teacher Education","88","","102960","","","","16","10.1016/j.tate.2019.102960","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074478821&doi=10.1016%2fj.tate.2019.102960&partnerID=40&md5=4fd088cf8f9086af435483a280aa9506","Center of Advanced Research, Universidad de Playa Ancha and Researcher at the Instituto Interdisciplinario de Investigación Educativa-IESED, Traslaviña 450, Viña del Mar, Chile; Programa Interdisciplinario de Investigaciones en Educación (PIIE), Chile; Harvard University, School of Education, United States; Universidad Tecnológica Metropolitana (UTEM), Chile; Facultad de Educación y Humanidades, University of Tarapaca and Instituto Interuniversitario de Investigación Educativa (IESED-Chile), Chile","Espinoza O., Center of Advanced Research, Universidad de Playa Ancha and Researcher at the Instituto Interdisciplinario de Investigación Educativa-IESED, Traslaviña 450, Viña del Mar, Chile, Facultad de Educación y Humanidades, University of Tarapaca and Instituto Interuniversitario de Investigación Educativa (IESED-Chile), Chile; González L.E., Programa Interdisciplinario de Investigaciones en Educación (PIIE), Chile; McGinn N., Harvard University, School of Education, United States; Sandoval L., Universidad Tecnológica Metropolitana (UTEM), Chile; Castillo D., Programa Interdisciplinario de Investigaciones en Educación (PIIE), Chile","In principle, the learning sought by universities is universal; that sought by employers of their graduates is contextual. This study illustrates this contradiction in Chile. The three participating universities differ in the socio-economic level of those admitted to teacher training. Teachers for schools in lower-income areas hired from less selective universities are seen by employers as having more skills in classroom management. Schools that enroll middle and upper-income students, on the other hand, hire teachers strong in academic knowledge from the most selective university. This reliance on employability as an indicator of quality of training sharpens social and economic inequalities. © 2019 Elsevier Ltd","Employability; Equality of education; Quality education; Teacher employment; Teacher training","","","","","","Comisión Nacional de Investigación Científica y Tecnológica, CONICYT, (1151016)","This work was supported by the Comsión Nacional de Investigación Científica y Tecnológica (CONICYT) through the Fondo Nacional de Investigación Científica y Tecnológica (Fondecyt) under Grant number 1151016 . ","Aboites H., Latin American universities and the bologna process: From commercialisation to the tuning competencies project, Globalisation, Societies and Education, 8, 3, (2010); Acikgoz Y., Sumer H., Sumer N., Do employees leave just because they can? 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The incomplete reform of the “Bologna Process, International Journal of Manpower, 35, 4, pp. 448-469, (2014); Lowden K., Hall S., Elliot D., Lewin J., Employers’ perceptions of the employability skills of new graduates, (2009); Marope P., Wells P., Hazelkorn E., Rankings and accountability in higher education uses and misuses, (2013); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: What effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Mayer R., Should there Be a three-strikes rule against pure discovery learning? The case for guided methods of instruction, American Psychologist, 59, 1, pp. 14-19, (2004); McCowan T., Should universities promote employability?, Theory and Research in Education, 13, 3, pp. 267-285, (2015); Skill shift automation and the future of the workforce, (2018); McQuaid R., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Meckes L., Hurtado C., Los nuevos profesores en Chile: ¿Quién los contrata, qué aprenden y cuán efectivos son?, Notas Para Educación, 16, (2014); Ministerio de Educacion, Implementación del currículum de Educación Media en Chile. Serie Evidencias, (2013); Ministerio de Educacion, Ley N° 20903 Crea el sistema de desarrollo profesional docente y modifica otras normas. Diario Oficial de la República de Chile, Santiago, Chile, 1 de abril, (2016); Morley L., Producing new workers: Quality, equality and employability in higher education, Quality in Higher Education, 7, 2, pp. 131-138, (2001); Noonan J., Coral M., The tyranny of work: Employability and the neoliberal assault on education, Alternate Routes, 26, pp. 51-73, (2015); Palvolgyi K., Implementation through innovation: A literature-based analysis of the tuning project, Higher Learning Research Communications, 7, 2, (2017); Pandit N., The creation of theory: A recent application of the grounded theory method, The Qualitative Report, 2, 4, (1996); Pearson P.L.C., Final report evaluation of the Chile PSU 22 january 2013, (2013); Puga I., Polanco D., Corvalan D., Segregaciòn de la formaciòn y carrera docente y su rol en la reproducciòn social de la desigualdad, Calidad en la Educación, 43, pp. 57-102, (2015); Rauhvargers A., Global university rankings and their impact, report II, (2013); Rivero R., Hurtado C., Indicadores de resultados de los programas de pedagogía básica: Evidencia para mejorar el aseguramiento de la calidad de los docentes en Chile, Revista Calidad en la Educación, 43, pp. 17-55, (2013); Rockoff J., Speroni C., Subjective and objective evaluations of teacher effectiveness: Evidence from New York city, Labor Economics, 18, 5, pp. 687-696, (2011); Ronfeldt M., Loeb S., Wyckoff J., How teacher turnover harms student achievement, American Educational Research Journal, 50, (2013); Santos M., Purposes of the university and employability challenges in higher education, Procedia - Social and Behavioral Sciences, 139, pp. 16-25, (2014); Sin C., Amaral A., Academics’ and employers’ perceptions about responsibilities for employability and their initiatives towards its development, Higher Education, 73, 1, pp. 97-111, (2017); Sin C., Neave G., Employability deconstructed: Perceptions of Bologna stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016); Steur J., Jansen E., Hofman A., Towards graduateness: exploring academic intellectual development in university master's students, Educational Research and Evaluation, 22, 1-2, pp. 6-22, (2016); Suleman F., The employability skills of higher education graduates: Insights into conceptual frameworks and methodological options, The International Journal of Higher Education Research, 76, 2, pp. 263-278, (2018); Su W., Zhang M., An integrative model for measuring graduates’ employability skills: A study in China, Cogent Business & Management, 2, 1, pp. 1-11, (2015); Taylor S., Bogdan R., Introduction to qualitative research methods: A guidebook and resource, (1998); Tholen G., The social construction of competition for graduate jobs: A comparison between great, Sociology, 47, 2, pp. 267-283, (2013); Tomasson-Goodwin J., Goh J., Verkoeyen S., Lithgow K., Can students be taught to articulate employability skills? Education & training, (2019); Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Tran T., Enhancing graduate employability and the need for university-enterprise collaboration, Journal of Teaching and Learning for Graduate Employability, 7, 1, (2016); The employability curriculum a roadmap for creating global professionals, (2014); Van Der Heijde C., Van Der Heijden B., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Vila L., Davila D., Mora J., Competencias para la innovación en las universidades de América Latina: Un análisis empírico, Revista Iberoamericana de Educación Superior, 1, 1, pp. 5-23, (2010)","O. Espinoza; Center of Advanced Research, Universidad de Playa Ancha and Researcher at the Instituto Interdisciplinario de Investigación Educativa-IESED, Viña del Mar, Traslaviña 450, Chile; email: oespinoza@academia.cl","","Elsevier Ltd","","","","","","0742051X","","","","English","Teach. Teach. Educ.","Article","Final","","Scopus","2-s2.0-85074478821"
"Hora M.T.","Hora, Matthew T. (54408567800)","54408567800","Hiring as cultural gatekeeping into occupational communities: implications for higher education and student employability","2020","Higher Education","79","2","","307","324","17","30","10.1007/s10734-019-00411-6","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067416102&doi=10.1007%2fs10734-019-00411-6&partnerID=40&md5=0f00cb19c389fab0696d777d7b529ea4","Department of Liberal Arts and Applied Studies, University of Wisconsin-Madison, 21 N. Park St., Madison, 53715, WI, United States","Hora M.T., Department of Liberal Arts and Applied Studies, University of Wisconsin-Madison, 21 N. Park St., Madison, 53715, WI, United States","With the rising price of college and anxiety about graduates’ job prospects, the employability of graduates is a dominant narrative shaping postsecondary policy and practice around the world. Yet, completion and the acquisition of a credential alone do not guarantee employment, and research on hiring reveals its subjective aspects, particularly when cultural signals of applicants are matched to those of organizations. In this qualitative study of 42 manufacturing firms in the US state of Wisconsin, cultural capital theory is used to investigate the prevalence of hiring as “cultural matching” using thematic and social network methods to analyze interview data. Results indicate that 74% of employers hire for cultural fit, but, contrary to prior research, this matching process is not simply a matter of fitting applicant personalities to monolithic “organizational cultures” or interviewer preferences. Instead, employers match diverse applicant dispositions (e.g., personality, attitude) and competencies (e.g., cognitive, inter-personal, intra-personal) to the personalities of existing staff as well as to industry-specific norms that are dominant within specific departments. The paper explores implications of these findings for college students, faculty, and career advisors, especially in light of the potential for discriminatory practices during the job search and hiring process. © 2019, Springer Nature B.V.","Employability; Hiring; Labor market; Organizational culture; Skills gap; Student employment; Workplace skills","","","","","","National Science Foundation, NSF; Directorate for Education and Human Resources, EHR, (1348648)","","Becker G., Human capital, (1964); Bills D., The sociology of education and work, (2004); Borgatti S.P., Centrality and network flow, Social Networks, 27, 1, pp. 55-71, (2005); Borgatti S.P., Everett M.G., Freeman L.C., Ucinet for Windows: Software for social network analysis, (2002); Bourdieu P., The forms of capital, Handbook of theory and research for the sociology of education, pp. 241-258, (1986); Byars-Winston A., The vocational significance of Black identity: cultural formulation approach to career assessment and career counseling, Journal of Career Development, 37, 1, pp. 441-464, (2010); Cappelli P.H., Skill gaps, skill shortages, and skill mismatches: evidence and arguments for the United States, ILR Review, 68, 2, pp. 251-290, (2015); Cleary J.L., Kerrigan M.R., Van Noy M., Towards a new understanding of labor market alignment, Higher education: Handbook of theory and research, pp. 577-629, (2017); Deming D.J., Yuchtman N., Abulafi A., Goldin C., Katz L.F., The value of postsecondary credentials in the labor market: an experimental study, American Economic Review, 106, 3, pp. 778-806, (2016); Deterding N.M., Pedulla D.S., Educational authority in the “Open Door” marketplace: labor market consequences of for-profit, nonprofit, and fictional educational credentials, Sociology of Education, 20, 10, pp. 1-16, (2016); DiMaggio P., Culture and cognition, Annual Review of Sociology, 23, pp. 263-287, (1997); Emirbayer M., Johnson V., Bourdieu and organizational analysis, Theory and Society, 37, 1, pp. 1-44, (2008); Farkas G., Cognitive skills and noncognitive traits and behaviors in stratification processes, Annual Review of Sociology, 29, 1, pp. 541-562, (2003); Ferrare J., Hora M.T., Cultural models of teaching and learning: challenges and opportunities for undergraduate math and science education, Journal of Higher Education, 85, 6, pp. 792-825, (2014); Glaser B., Strauss A., The discovery of grounded theory, (1967); Heckman J.J., Kautz T., Hard evidence on soft skills, Labour Economics, 19, 4, pp. 451-464, (2012); Holmes L., Competing perspectives on graduate employability: possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Hora M.T., Organizational factors and instructional decision-making: a cognitive perspective, The Review of Higher Education, 35, 2, pp. 207-235, (2012); Hora M.T., with Benbow R., Oleson A., Beyond the skills gap: Educating college students for life and work, (2016); Kadushin C., Understanding Social Networks: Theories, Concepts, and Findings., (2012); Kristof-Brown A.L., Zimmerman R.D., Johnson E.C., Consequences of individuals’ fit at work: a meta-analysis of person-job, person-organization, person-group, and person-supervisor fit, Personnel Psychology, 58, 2, pp. 281-342, (2005); Lareau A., Weininger E.B., Cultural capital in educational research: a critical assessment, Theory and Society, 32, 5-6, pp. 567-606, (2003); Leifeld P., Reconceptualizing major policy change in the advocacy coalition framework: a discourse network analysis of German pension politics, Policy Studies Journal, 41, 1, pp. 169-198, (2013); Leong F.T., A cultural formulation approach to career assessment and career counseling: guest editor’s introduction, Journal of Career Development, 37, 1, pp. 375-390, (2010); Lin N., Social capital: A theory of social structure and action, (2001); Lizardo O., The cognitive origins of Bourdieu’s habitus, Journal for the Theory of Social Behaviour, 34, 4, pp. 375-401, (2004); Lizardo O., Improving cultural analysis: considering personal culture in its declarative and nondeclarative modes, American Sociological Review, 82, 1, pp. 88-115, (2017); Martin J., Organizational culture: Mapping the terrain, (2002); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Miles M.B., Huberman A.M., Saldana J., Qualitative data analysis, (2014); Miller M.J., Woehr D.J., Hudspeth N., The meaning and measurement of work ethic: construction and initial validation of a multidimensional inventory, Journal of Vocational Behavior, 60, 3, pp. 451-489, (2002); Pellegrino J.W., Hilton M.L., Education for life and work: Developing transferable knowledge and skills in the 21st century, (2012); Pokorny J.J., Norman A., Zanesco A.P., Bauer-Wu S., Sahdra B.K., Saron C.D., Network analysis for the visualization and analysis of qualitative data, Psychological Methods, 23, 1, (2018); Quillian L., Pager D., Hexel O., Midtboen A.H., Meta-analysis of field experiments shows no change in racial discrimination in hiring over time, Proceedings of the National Academy of Sciences, 114, 41, pp. 10870-10875, (2017); Rivera L.A., Hiring as cultural matching the case of elite professional service firms, American Sociological Review, 77, 6, pp. 999-1022, (2012); Rivera L.A., Pedigree: Elite reproduction in hiring, (2015); Ruis A.R., Rosser A.A., Quandt-Walle C., Nathwani J.N., Shaffer D.W., Pugh C.M., The hands and head of a surgeon: modeling operative competency with multimodal epistemic network analysis, The American Journal of Surgery, 216, 5, pp. 835-840, (2018); Rynes S., Gerhart B., Interviewer assessments of applicant “fit”: an exploratory investigation, Personnel Psychology, 43, 1, pp. 13-35, (1990); Shaffer D.W., Hatfield D.L., Svarovsky G.N., Nash P., Nulty A., Bagley E., Franke K., Rupp A.A., Mislevy R., Epistemic network analysis: A prototype for 21st century assessment of learning, International Journal of Learning and Media, 2, pp. 1-21, (2009); Spence M., Job market signaling, Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Strauss C., Quinn N., A cognitive theory of cultural meaning, (1997); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education+ Training, 59, 4, pp. 338-352, (2017); Van Maanen J., Barley S., Occupational communities: culture and control in organizations, Research in organizational behavior, pp. 287-365, (1984); Volodina A., Nagy G., Koller O., Success in the first phase of the vocational career: the role of cognitive and scholastic abilities, personality factors, and vocational interests, Journal of Vocational Behavior, 91, pp. 11-22, (2015)","M.T. Hora; Department of Liberal Arts and Applied Studies, University of Wisconsin-Madison, Madison, 21 N. Park St., 53715, United States; email: matthew.hora@wisc.edu","","Springer","","","","","","00181560","","","","English","High. Educ.","Article","Final","","Scopus","2-s2.0-85067416102"
"Langie G.; Craps S.","Langie, Greet (22962002600); Craps, Sofie (57202372700)","22962002600; 57202372700","Professional competencies in engineering education: The PREFERed-way","2020","Informacios Tarsadalom","20","2","","142","153","11","2","10.22503/INFTARS.XX.2020.2.10","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095952076&doi=10.22503%2fINFTARS.XX.2020.2.10&partnerID=40&md5=f5592616572396a5888317bdd4185d8b","KU Leuven, Faculty of Engineering Technology, Leuven Engineering and Science Education Center (LESEC), Belgium","Langie G., KU Leuven, Faculty of Engineering Technology, Leuven Engineering and Science Education Center (LESEC), Belgium; Craps S., KU Leuven, Faculty of Engineering Technology, Leuven Engineering and Science Education Center (LESEC), Belgium","Professional competencies vary across engineering job characteristics. The design of the educational environment should take into account this diversity and enable students to develop career awareness. The European project PREFER (Professional Roles and Employability for Future EngineeRs) has developed instruments to make engineering students aware of the existence of professional roles and their associated competency profiles. These are designed and validated in strong interaction with industry, guaranteeing a discipline-independent, future-proof framework that is ready to implement in the engineering curriculum. In this paper, we describe the integration of this framework in the Faculty of Engineering Technology of KU Leuven, Belgium. The selection of professional competencies based on professional roles, the adaptive level of the professional competencies thanks to electives and the collaborative assessment of the students by experts in professional competencies and experts in technological competencies, are key elements of the new engineering curriculum. All of them are developed thanks to a university-business collaboration. The reformed curriculum will start from the academic year 2020-2021. © 2020 Infonia. All rights reserved.","Career awareness; Competency; Curriculum development; Engineering education; Professional role; University-business interaction","","","","","","Horizon 2020 Framework Programme, H2020, (115966); European Commission, EC, (575778-EPP-1-2016-1-BE-EPPKA2-KA); Erasmus+","This work was supported by Erasmus+ programme of the European Union (grant agreement 575778-EPP-1-2016-1-BE-EPPKA2-KA) and is part of the PREFER project (Professional Roles and Employability for Future Engineers, www.preferproject.eu).","Bartram D., The great eight competencies: A criterion-centric approach to validation, Journal of Applied Psychology, 90, 6, pp. 1185-1203, (2005); Carthy D., Pinxten M., Gaughan K., Bowe B., Undergraduate Engineers’ Preference for a Range of Professional Roles, Journal of Sustainable Design & Applied Research, 7, 1, (2019); Carthy D., Gaughan K., Bow B., What are the engineering professional competencies?, Proceedings of the 46th SEFI Annual Conference 2018. Presented at the 46th SEFI Annual Conference: Creativity, Innovation and Entrepreneurship for Engineering Education Excellence; Craps S., Pinxten M., Saunders G., Leandro Cruz M., Gaughan K., Langie G., Professional Roles and Employability of Future Engineers, the SEFi Conference, pp. 499-507, (2017); Craps S., Pinxten M., Knipprath H., Langie G., Wanted: super(wo)man A study to define professional roles for future engineers by distinctive professional competences, Proceedings of the 46th SEFI Annual Conference 2018, pp. 148-157; Craps S., van de Kerkhof A., Pinxten M., Knipprath H., Langie G., Preparing Engineers for the Future by Raising Awareness of Professional Roles, Academic Proceedings of the 2019 University-Industry Interaction Conference Series, pp. 188-202, (2019); Craps S., Pinxten M., Langie G., Industry Validation of a Professional Roles Model to Promote Engineering Identity of Young Graduates, SEFI 47th Annual Conference Proceedings 2019, (1519–1530). Presented at the SEFI 47th Annual Conference: Varietas delectat... Complexity is the new normality; Craps S., Pinxten M., Knipprath H., Langie G., Exploring professional roles for early career engineers: a systematic literature review, European Journal of Engineering Education, (2020); Accreditation of Higher Education Programmes (AHEP), (2014); EUR-ACE Framework Standards for the Accreditation of Engineering Programmes, (2008); The role of engineers in the reindustrialization of Europe, (2015); Ford J.D., Riley L. A., Integrating communication and engineering education: a look at curricula, courses and support systems, Journal of Engineering Education, 92, 4; Hofland E., Pinxten M., Wauters D., Langie G., Roles” in the Bachelor’s and Master’s programmes in Engineering Technology, Proceedings of the 43rd SEFI Annual Conference 2015 - Diversity in Engineering Education: An Opportunity to Face the New Trends of Engineering, (2015); Idrus H., Developing Well-rounded Graduates through Integration of Soft Skills in the Teaching of Engineering Courses, 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, pp. 1-9, (2014); Kamp A., Klaassen R., Impact of Global Forces and Empowering Situations on Engineering Education in 2030, Proceedings of the 12th International CDIO Conference, (2019); Kegan R., Lahey L. L., Immunity to change: How to overcome it and unlock potential in yourself and your organization, (2009); King P. M., Baxter Magolda M. B., Student learning, Student services: A handbook for the profession, pp. 207-225, (2011); Industrieel ingenieur 2020, Bevraging van studenten, academic, professionals en werkveld, (2015); Liebenberg L., Mathews E., Integrating Innovation Skills in an Introductory Engineering Design-build Course, International Journal of Technology and Design Education, 22, 1, pp. 93-113, (2012); Male S. A., Generic Engineering Competencies: A Review and Modelling Approach, Education Research and Perspectives, 37, 1, pp. 25-51, (2010); Male S. A., Bush M. B., Chapman E. S., Understanding Generic Engineering Competencies, Australasian Journal of Engineering Education, 17, 3, pp. 147-156, (2011); The global state of the art in engineering education, (2018); Mitchell J. E., Nyamapfene A., Roach K., Tilley E., Faculty wide curriculum reform: the integrated engineering programme, European Journal of Engineering Education, pp. 1-19, (2019); The Engineer of 2020: Visions of Engineering in the New Century, (2004); Engineering Societies and Undergraduate Engineering Education, (2017); Nilsson S., Enhancing individual employability: the perspective of engineering graduates, Education + Training, 52, 6, pp. 540-551, (2010); Educating Engineers for the 21st Century, (2007); Thinking like an engineer. Implications for the education system, (2014); Engineering skills for the future, (2019); Spinks N., Silburn N. L. J., Birchall D. W., Making it all work: the engineering graduate of the future, a UK perspective, European Journal of Engineering Education, 32, 3, pp. 325-335, (2007); Treacy M., Wiersema F., Customer intimacy and other value disciplines, Harvard Business Review, 71, pp. 84-93, (1993); (2015)","","","Infonia","","","","","","15878694","","","","English","Informacios Tars.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85095952076"
"Beas-Collado M.-I.; Carbó-Badal O.","Beas-Collado, María-Isabel (13104541800); Carbó-Badal, Olga (57216863756)","13104541800; 57216863756","Inclusive internships for students at Jaume I University: learning from the process and future challenges (ONCE Foundation–CRUE Spanish universities) (Prácticas inclusivas para el estudiantado de la Universitat Jaume I: aprendizaje de proceso y retos de futuro -Fundación ONCE–CRUE, universidades españolas-)","2020","Cultura y Educacion","32","1","","123","146","23","1","10.1080/11356405.2019.1705594","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084983386&doi=10.1080%2f11356405.2019.1705594&partnerID=40&md5=2933ee9a29c277a49aa7025e42d95aae","Universitat Jaume I, Spain","Beas-Collado M.-I., Universitat Jaume I, Spain; Carbó-Badal O., Universitat Jaume I, Spain","The objective is to show the coordination of the career service and attention to diversity services at Jaume I University to work in favour of the employability of students with special educational needs and/or a recognized disability. This article will analyse the experiment carried out in 2016–17 with a pioneering programme in external internships for students with disabilities financed by the ONCE Foundation in coordination with CRUE, which has been applied at many Spanish universities. External internships are a non-work educational experience in a cooperating organization; they are a formal experience limited in time with defined objectives, either as part of the curriculum or outside it, with twofold supervision (professional and academic) which includes validation and recognition of learning. The phases of professional orientation, motivation, training and selection of participants, training of tutors and supervisors, assignment and adjustment in the organizations, mentoring, monitoring, evaluation, impact study and dissemination of results are discussed, as well as the sustainability of the project. The background of the project, an analysis of the obstacles/facilitators, improvement actions and future challenges are also discussed. © 2020, © 2020 Fundacion Infancia y Aprendizaje.","competences; employability; inclusive internships; professional orientation; tutorial","","","","","","Once Foundation; European Social Fund, ESF","This study was conducted within the ONCE Foundation–CRUE Internship Scholarship Programme 2016/17 project subsidized by the European Social Fund via the Once Foundation as the Intermediary Organism of the Social Inclusion and Social Economy Operating Programme 2014–20. / Esta investigación se ha realizado dentro del proyecto Programa de Becas Prácticas Fundación Once CRUE 2016/17 subvencionado por el Fondo Social Europeo a través de la Fundación Once en calidad de Organismo Intermedio del Programa Operativo de Inclusión Social y Economía Social 2014–20. ","Beas M.I., Carbo O., Garcia P., Preocupat for All: Conclusiones del foro técnico sobre la empleabilidad de los universitari@s con discapacidad: Obstáculos y propuestas de mejora, Paper presented at the I Congreso Nacional sobre el Empleo de las Personas con Discapacidad “Hacia la plena inclusión laboral”, (2015); Beas M.I., Garcia L., Guía de orientación laboral para universitarios PREOCUPA’T, (2013); Beas M.I., Martinez T., Segarra M., Internship diversity & mobility: First experiences on Spanish universities, Proceedings of the 10th International Technology, Education and Development Conference, pp. 7027-7033, (2016); El Empleo de las personas con discapacidad, Año 2017. Notas de prensa, (2019); Moriano J.A., Velaz C., Rodriguez I., Santesmases I., Navas N., Pereira A., Andreu A.B., Laguia A., Sama V., Sevillano E., Estudio sobre la empleabilidad de los estudiantes y titulados universitarios con discapacidad y sus necesidades formativas y de aprendizaje para una inclusión en empleos de calidad, (2015); Convocatoria de selección de las prácticas Fundación ONCE-CRUE Universidades Españolas Curso 2016–2017, (2017); Carta de servicios, (2018); Videorelatos de experiencias en prácticas internacionales UJIXMON, Canal Youtube de la UJI, (2013); IV Acto de Reconocimiento a los cooperadores en prácticas 2015, Servidor de vídeo, (2015); Mesa redonda: “La importancia de la formación universitaria para la empleabilidad”, II Congreso Nacional de Emprendimiento Empleo y Discapacidad, (2017)","M.-I. Beas-Collado; Departamento de Psicología Evolutiva, Educativa, Social y Metodología, Universitat Jaume I, Castellón, Avenida Sos Baynat s/n, 12071, Spain; email: Maribel.Beas@uji.es","","Taylor and Francis Ltd.","","","","","","11356405","","","","English","Cultura y Educacion","Article","Final","","Scopus","2-s2.0-85084983386"
"Sender A.; Korzynski P.","Sender, Anna (57125947500); Korzynski, Pawel (55923607600)","57125947500; 55923607600","How peers’ updates on social media influence job search","2020","Journal of Managerial Psychology","35","1","","1","12","11","6","10.1108/JMP-10-2018-0467","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077591245&doi=10.1108%2fJMP-10-2018-0467&partnerID=40&md5=539cbc35acfdbb8d91db32b6d4df21b4","University of Lucerne, Lucerne, Switzerland; Kozminski University, Warszawa, Poland; Harvard University, Cambridge, MA, United States","Sender A., University of Lucerne, Lucerne, Switzerland; Korzynski P., Kozminski University, Warszawa, Poland, Harvard University, Cambridge, MA, United States","Purpose: The purpose of this paper is to investigate the ways in which social media content via social contagion may affect the job behaviors of employed individuals. Specifically, by integrating the unfolding model of voluntary turnover and social comparison theory, this paper explores whether receiving an update about a peer’s career advancement on professional social networking sites (SNSs) increases an individual’s propensity to engage in job search. Design/methodology/approach: In this analysis, the authors matched individuals’ survey data (n=125) with information received from a recruiting agency on employees’ subsequent job search behavior (i.e., sending a resume to the agency). Findings: The results indicate that the relationship between career advancement updates on SNSs and job search behavior was stronger for employees with higher perceived employability and, contrary to our hypothesis, for those more embedded within the organization. Practical implications: More employable and more embedded individuals perceive social cues from social media, and these cues positively relate to their job search behaviors. To address this trend, organizations could develop a social media strategy and implement retention measures to prevent the job search (and thus potential turnover) of employable and embedded individuals. Originality/value: This research contributes to the job search literature by examining the role of professional SNSs in driving job search behavior among employed individuals. © 2019, Emerald Publishing Limited.","Employee turnover; Retention; Social interaction; Social networks","","","","","","","","Aguinis H., Edwards J.R., Bradley K.J., Improving our understanding of moderation and mediation in strategic management research, Organizational Research Methods, 20, 4, pp. 665-685, (2017); Allen D.G., Peltokorpi V.M., Rubenstein A.L., When ‘embedded’ means ‘stuck’: moderating effects of job embeddedness in adverse work environments, Journal of Applied Psychology, 101, 12, pp. 1670-1686, (2016); Ancillai C., Terho H., Cardinali S., Pascucci F., Advancing social media driven sales research: establishing conceptual foundations for B-to-B social selling, Industrial Marketing Management, 82, pp. 293-308, (2019); Arthur M.B., Rousseau D.M., The Boundaryless Career: A New Employment Principle for a New Organizational Era, (2001); Bapna R., Umyarov A., Do your online friends make you pay? A randomized field experiment on contact influence in online social networks, Management Science, 61, 8, pp. 1902-1920, (2015); Bazarova N.N., Choi Y.H., Self-disclosure in social media: extending the functional approach to disclosure motivations and characteristics on social network sites, Journal of Communication, 64, 4, pp. 635-657, (2014); Boswell W.R., Zimmerman R.D., Swider B.W., Employee job search: toward an understanding of search context and search objectives, Journal of Management, 38, 1, pp. 129-163, (2012); Bozeman D.P., Perrewe P.L., The effect of item content overlap on organizational commitment questionnaire-turnover cognitions relationships, Journal of Applied Psychology, 86, 1, pp. 161-173, (2001); Burton J.P., Holtom B.C., Sablynski C.J., Mitchell T.R., Lee T.W., The buffering effects of job embeddedness on negative shocks, Journal of Vocational Behavior, 76, 1, pp. 42-51, (2010); Cappelli P., Hamori M., Understanding executive job search, Organization Science, 25, 5, pp. 1511-1529, (2013); Cho V., Lam W., The power of LinkedIn: will professionals leave their organizations for professional advancement because of their use of LinkedIn?, (2017); Clarke M., Patrickson M., The new covenant of employability, Employee Relations, 30, 2, pp. 121-141, (2008); Cohen J., Cohen P., West L., Aiken S., Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences, (2002); De Cuyper N., Bernhard-Oettel C., Berntson E., De Witte H., Alarco B., Employability and employees’ well-being: mediation by job insecurity, Applied Psychology: An International Review, 57, 3, pp. 488-509, (2008); De Vries D.A., Kuhne R., Facebook and self-perception: individual susceptibility to negative social comparison on facebook, Personality and Individual Differences, 86, pp. 217-221, (2015); De Vries D.A., Moller A.M., Wieringa M.S., Eigenraam A.W., Hamelink K., Social comparison as the thief of joy: emotional consequences of viewing strangers’ instagram posts, Media Psychology, 21, 2, pp. 222-245, (2017); Eurofund, Job Tenure in Turbulent Times, (2015); Felps W., Mitchell T.R., Hekman D.R., Lee T.W., Holtom B.C., Harman W.S., Turnover contagion: how coworkers’ job embeddedness and job search behaviors influence quitting, Academy of Management Journal, 52, 3, pp. 545-561, (2009); Festinger L., A theory of social comparison processes, Human Relations, 7, 2, pp. 117-140, (1954); LinkedIn claims half a billion users, (2017); Garg R., Telang R., To be or not to be linked: online social networks and job search by unemployed workforce, Management Science, 64, 8, pp. 3469-3970, (2017); Gibbons F.X., Buunk B.P., Individual differences in social comparison: development of a scale of social comparison orientation, Journal of Personality and Social Psychology, 76, 1, pp. 129-142, (1999); Griffeth R.W., Hom P.W., Gaertner S., A meta-analysis of antecedents and correlates of employee turnover: update, moderator tests, and research implications for the next millennium, Journal of Management, 26, 3, pp. 463-488, (2000); Haferkamp N., Kramer N.C., Social comparison 2.0: examining the effects of online profiles on social-networking sites, Cyberpsychology, Behavior, and Social Networking, 14, 5, pp. 309-314, (2011); Hogan R., Chamorro-Premuzic T., Kaiser R., Employability and career success: bridging the gap between theory and reality, Industrial and Organizational Psychology, 6, 1, pp. 3-16, (2013); Holtom B., Inderrieden E., Integrating the unfolding model and job embeddedness model to better understand voluntary turnover, Journal of Managerial Issues, 18, 4, pp. 435-452, (2006); Holtom B.C., Mitchell T.R., Lee T.W., Inderrieden E.J., Shocks as causes of turnover: what they are and how organizations can manage them, Human Resource Management, 44, 3, pp. 337-352, (2005); Janssens M., Sels L., Van Den Brande I., Multiple types of psychological contracts: a six-cluster solution, Human Relations, 56, 11, pp. 1349-1378, (2003); Jiang K., Liu D., McKay P.F., Lee T.W., Mitchell T.R., When and how is job embeddedness predictive of turnover? A meta-analytic investigation, Journal of Applied Psychology, 97, 5, pp. 1077-1096, (2012); Job seeker nation study 2016, (2016); Kahneman D., Thinking, Fast and Slow, (2011); Kanfer R., Wanberg C.R., Kantrowitz T.M., Job search and employment: a personality–motivational analysis and meta-analytic review, Journal of Applied Psychology, 86, 5, pp. 837-855, (2001); Kiazad K., Seibert S.E., Kraimer M.L., Psychological contract breach and employee innovation: a conservation of resources perspective, Journal of Occupational & Organizational Psychology, 87, 3, pp. 535-556, (2014); Krausz M., Yaakobovitz N., Bizman A., Caspi T., Evaluation of coworker turnover outcomes and its impact on the intention to leave of the remaining employees, Journal of Business and Psychology, 14, 1, pp. 95-107, (1999); Kulik C.T., Ambrose M.L., Personal and situational determinants of referent choice, Academy of Management Review, 17, 2, pp. 212-237, (1992); Kulik C.T., Treuren G., Bordia P., Shocks and final straws: using exit-interview data to examine the unfolding model’s decision paths, Human Resource Management, 51, 1, pp. 25-46, (2012); Lee S.Y., How do people compare themselves with others on social network sites?: The case of Facebook, Computers in Human Behavior, 32, pp. 253-260, (2014); Lee T.W., Mitchell T.R., An alternative approach: the unfolding model of voluntary employee turnover, Academy of Management Review, 19, 1, pp. 51-89, (1994); Lee T.W., Mitchell T.R., Holtom B.C., McDaneil L.S., Hill J.W., The unfolding model of voluntary turnover: a replication and extension, Academy of Management Journal, 42, 4, pp. 450-462, (1999); McFarland L.A., Ployhart R.E., Social media: a contextual framework to guide research and practice, Journal of Applied Psychology, 100, 6, pp. 1653-1677, (2015); Mitchell T.R., Holtom B.C., Lee T.W., Sablynski C.J., Erez M., Why people stay: using job embeddedness to predict voluntary turnover, Academy of Management Journal, 44, 6, pp. 1102-1121, (2001); Piskorski M.J., A Social Strategy: How We Profit from Social Media, (2014); Podsakoff P.M., MacKenzie S.B., Podsakoff N.P., Sources of method bias in social science research and recommendations on how to control it, Annual Review of Psychology, 63, pp. 539-569, (2012); Pornpitakpan C., The persuasiveness of source credibility: a critical review of five decades’ evidence, Journal of Applied Social Psychology, 34, 2, pp. 243-281, (2004); Monitor rynku pracy, (2018); Rogelberg S.G., Stanton J.M., Introduction: understanding and dealing with organizational survey nonresponse, Organizational Research Methods, 10, 2, pp. 195-209, (2007); Suls J., Martin R., Wheeler L., Social comparison: why, with whom, and with what effect?, Current Directions in Psychological Science, 11, 5, pp. 159-163, (2002); Sunder S., Kumar V., Goreczny A., Maurer T., Why do salespeople quit? An empirical examination of own and contact effects on salesperson turnover behavior, Journal of Marketing Research, 54, 3, pp. 381-397, (2017); Swider B.W., Boswell W.R., Zimmerman R.D., Examining the job search–turnover relationship: the role of embeddedness, job satisfaction, and available alternatives, Journal of Applied Psychology, 96, 2, pp. 432-441, (2011); Tanwar K., Prasad A., Exploring the relationship between employer branding and employee retention, Global Business Review, 17, 3, pp. 186S-206S, (2016); Trevor C.O., Interactions among actual ease-of-movement determinants and job satisfaction in the prediction of voluntary turnover, Academy of Management Journal, 44, 4, pp. 621-638, (2001); Trusty J., Allen D.G., Fabian F., Hunting while working: an expanded model of employed job search, Human Resource Management Review, 29, 1, pp. 28-42, (2019); Utz S., Breuer J., The relationship between networking, linkedin use, and retrieving informational benefits, Cyberpsychology, Behavior, and Social Networking, 22, 3, pp. 180-185, (2019)","A. Sender; University of Lucerne, Lucerne, Switzerland; email: anna.sender@unilu.ch","","Emerald Group Holdings Ltd.","","","","","","02683946","","","","English","J. Manage. Psychol.","Article","Final","","Scopus","2-s2.0-85077591245"
"Brunton J.A.; CÁnovas-Alvarez F.J.; MeroÑo L.; Leiva-Arcas A.; Arias-Estero J.L.; Conde E.; Isidori E.; Decelis A.; Samantzis C.; Yildiz A.; DoĞan Y.İ.; Fazio A.; Mallia O.; Koustelios A.; SÁnchez-Pato A.","Brunton, Julie A. (57190252315); CÁnovas-Alvarez, Francisco JosÉ (57218831217); MeroÑo, Lourdes (56336148600); Leiva-Arcas, Alejandro (57201645212); Arias-Estero, JosÉ Luis (35236421900); Conde, Elena (56024835900); Isidori, Emanuele (55629929700); Decelis, Andrew (35738539600); Samantzis, Charalampos (57218830663); Yildiz, Alper (57221333844); DoĞan, Yeliz İLgar (57221329718); Fazio, Alessandra (57190248613); Mallia, Oliver (57190248660); Koustelios, Athanasios (6602318961); SÁnchez-Pato, Antonio (57221313902)","57190252315; 57218831217; 56336148600; 57201645212; 35236421900; 56024835900; 55629929700; 35738539600; 57218830663; 57221333844; 57221329718; 57190248613; 57190248660; 6602318961; 57221313902","Implementing the European Sports Leadership Programme: A vehicle to help development graduate workplace competencies","2020","Journal of Human Sport and Exercise","17","3","","1","14","13","2","10.14198/jhse.2022.173.07","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098879486&doi=10.14198%2fjhse.2022.173.07&partnerID=40&md5=b19d9c4e357ddd08ff8e48193ad1df05","Sheffield Hallam University, United Kingdom; Catholic University San Antonio de Murcia, Spain; University of Rome – Foro Italico, Italy; University of Malta, Malta; University of Thessaly, Greece; Pamukkale University, Turkey","Brunton J.A., Sheffield Hallam University, United Kingdom; CÁnovas-Alvarez F.J., Catholic University San Antonio de Murcia, Spain; MeroÑo L., Catholic University San Antonio de Murcia, Spain; Leiva-Arcas A., Catholic University San Antonio de Murcia, Spain; Arias-Estero J.L., Catholic University San Antonio de Murcia, Spain; Conde E., Catholic University San Antonio de Murcia, Spain; Isidori E., University of Rome – Foro Italico, Italy; Decelis A., University of Malta, Malta; Samantzis C., University of Thessaly, Greece; Yildiz A., Pamukkale University, Turkey; DoĞan Y.İ., Pamukkale University, Turkey; Fazio A., University of Rome – Foro Italico, Italy; Mallia O., University of Malta, Malta; Koustelios A., University of Thessaly, Greece; SÁnchez-Pato A., Catholic University San Antonio de Murcia, Spain","This research was part of a large intervention study implementing the European Sports Leadership Programme (ESLP). This paper reports the outcomes of the qualitative study that employed focus groups to assess the students’ perceptions of the 15 competencies determined according to the Framework for qualifications of the European Higher Education Area, before and after the ESLP. Focus groups were carried out at each of the five universities. The ESLP involved university students working as a sports leader for 24 months with the aim to engage more students in university sport, whilst they took part in a graduate employability programme. Each university recruited five sports leaders in their second year at university, to deliver 10 new sport and recreational activities targeting the wider inactive or semi-active student population. Findings highlighted that Organization and planning, Oral and written communication, Development of planning and decision making, and Teamworking, followed closely by Emotional control and Adapting to new situations, were the most commonly reported competencies. They affirmed that this programme had helped to develop these competencies. Use of information, communication and technology, Communication in a foreign language, Research and Emotional control were the most common competencies that students stated they needed to improve further. This research found that implementing the ESLP helped to develop students’ perceptions of their workplace and career competencies. The ESLP is therefore, recommended as one approach to helping universities to develop student's workplace and career competencies. © 2020. All rights reserved.","Extra-curricular programme; Graduate employability; Intervention and evaluation; Leadership programme; Sport and career competencies; Sport pedagogy","article; decision making; education; employability; human; human experiment; intervention study; language; leadership; outcome assessment; pedagogics; perception; qualitative research; sport; university student; workplace; written communication","","","","","","","Agran M., Hughes C., Thoma C. A., Scott L. A., Employment social skills: What skills are really valued?, Career Development and Transition for Exceptional Individuals, 39, pp. 111-120, (2016); Aldous D., Sparkes A. C., Brown D. H., Trajectories towards failure: Considerations regarding post-16 transitions within the UK Sport-Education sector, Sport, Education and Society, 21, pp. 166-182, (2016); Allen K., Bullough S., Cole D., Shibli S., Wilson J., The impact of engagement in sport on graduate employability, British Universities and Colleges Sport, 2013, pp. 1-59, (2013); Bentley T., Learning beyond the classroom: Education for a changing world, (2012); A framework for qualifications of the European Higher Education Area, (2005); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, pp. 77-101, (2006); Brunton J.A., St Quinton T., Applying stage-based theory to engage female students in university sport, Journal of Human Sport and Exercise, (2020); BUCS Homepage, (2020); Canovas-Alvarez F. J., Merono L., Arias-Estero J. L., Leiva-Arcas A., Zurita Ortiz B., Brunton J., Isidori E., Decelis A., Samantzis C., Mulazimoglu Balli O., Fazio A., Sanchez-Pato A., Effects of a sport leadership programme on the perceptions of university students about their leadership competencies; Canovas-Alvarez F. J., Merono L., Leiva-Arcas A., Arias-Estero J. L., Conde E., Isidori E., Decelis A., Samantzis C., Mulazimoglu O., Fazio A., Sanchez-Pato A., Effect of a sport leadership programme on students’ perception of their professional development as a measure of involvement, Rivista Italiana di Pedagogia dello Sport, 5, 1, pp. 1-11, (2020); Cappelli P., The new deal at work: Managing the market-driven workforce, (1999); Choudhury N., Mcintosh A., Retaining students as employees: Owner operated small hospitality businesses in a university town in New Zealand, International Journal of Hospitality Management, 32, pp. 261-269, (2013); Chung G. H., Du J., Choi J. N., How do employees adapt to organizational change driven by cross-border M&As? A case in China, Journal of World Business, 49, pp. 78-86, (2014); Clark R. L., Morrill M. S., Vanderweide D., Defined benefit pension plan distribution decisions by public sector employees, Journal of Public Economics, 116, pp. 73-88, (2014); Clarke M., Patrickson M., The new covenant of employability, Employee Relations, 30, pp. 121-141, (2008); da Silva R. C., Trevisan L. N., Veloso E. F. R., Dutra J. S., Career anchors and values from different career management perspectives, Revista Brasileira de Gestão de Negócios, 18, (2016); Dhar R. L., Service quality and the training of employees: The mediating role of organizational commitment, Tourism Management, 46, pp. 419-430, (2015); Communication from the commission to the European parliament, the council, the European economic and social committee and the committee of the regions, (2017); The European Higher Education Area in 2015: Bologna process implementation report, (2015); EU Competency Framework for the management and implementation of the ERDF and the Cohesion Fund, (2016); EUSA, (2020); Finch D., Peacock M., Levallet N., Foster W., A dynamic capabilities view of employability, Education + Training, 58, pp. 61-81, (2016); Goleman D., Working with emotional intelligence, (1998); Gonzalez J., Wagenaar R., Universities’ contribution to the Bologna Process. An introduction, (2008); Framework for embedding employability in higher education, pp. 1-4, (2016); Jaeger K., New-style higher education: Disciplinarity, interdisciplinarity and transdisciplinarity in the EHEA qualifications framework, Higher Education Policy, 1, pp. 1-20, (2018); Jackson D., An international profile of industry-relevant competencies and skill gaps in modern graduates, International Journal of Management Education, 8, pp. 29-58, (2010); Johns G., Saks A. M., Organizational behaviour: Understanding and managing life at work, (2005); Lincoln Y. S., Lynham S. A., Guba E. G., Paradigmatic controversies, contradictions, and emerging confluences, revisited, The SAGE handbook of qualitative research, pp. 97-128, (2011); Minocha S., Hristov D., Reynolds M., From graduate employability to employment: policy and practice in UK higher education, International Journal of Training and Development, 21, pp. 235-248, (2017); Morgan D. L., Focus groups as qualitative research, (1997); Patton M. Q., Qualitative evaluation and research methods, (2002); Parvaiz T., Ahmed O., Sustaining the growth of employee: Motivation and career development in organization, Munich Personal RePEc Archive, 69728, pp. 1-12, (2016); Pool L. D, Sewell P., The key to employability: Developing a practical model of graduate employability, Education+ Training, 49, pp. 277-289, (2007); Schlesinger T., Studer F., Nagel S., The relationship between competencies acquired through Swiss academic sports science courses and the job requirements, European Journal of Sport Science, 16, pp. 115-127, (2016); Serrano G., Llamazares F., Otamendi F. J., Measurement and sustainability of the qualifications frameworks in the European Higher Education Area through an employment survey on access to the labour market, Sustainability, 7, 10, pp. 13777-13812, (2015); Higher education sport participation and satisfaction survey, (2015); Yorke M., Employability in higher education, pp. 1-24, (2006)","F.J. CÁnovas-Alvarez; Catholic University San Antonio de Murcia, Spain; email: fcanovas2@ucam.edu","","Universidad de Alicante","","","","","","19885202","","","","English","J. Hum. Sport Exerc.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85098879486"
"Vitale C.; Cull M.","Vitale, Connie (57216582457); Cull, Michelle (38660965100)","57216582457; 38660965100","2019 national tax clinic pilot project: Western sydney university","2020","Journal of Australian Taxation","22","2","6","116","136","20","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109192013&partnerID=40&md5=aca05fd8d4b3af4c520dc82d03bc2f69","School of Business, Western Sydney University, Australia","Vitale C.; Cull M., School of Business, Western Sydney University, Australia","This article reports the experience of the federally funded National Tax Clinic pilot conducted at Western Sydney University during 2019. It outlines the design of the Tax Clinic, the role of academics, student involvement and the assistance provided to clients. Observations of the Tax Clinic experience are reported using a reflective case study approach combined with results from student and client surveys. Key findings include the main challenges in launching and running the clinic, the academic’s experience, learning outcomes for students and the client’s perspective of value. Overall, students found their work-integrated learning experience in the Tax Clinic was effective in developing their communication skills, problem solving skills and research skills in addition to improving their application of taxation law, developing their professional identity and improving their empathic ability. Besides having their tax matters attended to, clients benefited from taxation education, leading to improved confidence in tax and many reporting improved financial and mental wellbeing. The paper also provides recommendations to improve efficiency of the Tax Clinic and to extend its reach and improve financial and tax literacy education. © 2020, Journal of Australian Taxation Pty Ltd. All rights reserved.","Accounting; Education; Employability; Financial literacy; Skills; Tax; Wellbeing; Work-integrated learning","","","","","","Australian Taxation Office","The National Tax Clinic program is an initiative funded by the federal government to help individuals, small businesses, not-for-profit organisations and charities that may not be able to afford professional advice and representation with their tax affairs. Ten universities across Australia, including Western Sydney University (‘WSU’), have been funded as part of this program, with at least one tax clinic in every state and territory. While each tax clinic operates independently, the program is supported by the Australian Taxation Office (‘ATO’). The opportunity for WSU to become involved in the National Tax Clinic program came about in January 2019 with approval granted after an internal and external review process.","Cvrlje Dajana, Tax Literacy as an instrument of combating and overcoming tax system complexity, low tax morale and tax non-compliance, The Macrotheme Review, 156, 3, pp. 156-167, (2015); Chardon T, Weathering the storm: tax as a component of financial capability, Australasian Accounting Business and Finance Journal, 53, 2, pp. 53-68, (2011); Chardon Toni, Freudenberg Brett, Brimble Mark, Tax literacy in Australia: not knowing your deduction from your offset, Australian Tax Forum, 31, pp. 321-362, (2016); Cull M, Whitton D, University Students' Financial Literacy Levels: Obstacles and Aids, The Economic and Labour Relations Review, 22, 1, pp. 99-114, (2011); Chardon Toni, Freudenberg Brett, Brimble Mark, Are Australians under or over confident when it comes to tax literacy, and why does it matter?, eJournal of Tax Research, 14, 3, pp. 650-682, (2016); Chardon Toni, Et al., University Students and Tax Literacy: Opportunities and Lessons for Tax Teaching, Journal of the Australasian Tax Teachers Association, 85, pp. 85-102, (2016); Radinsky Josh, Et al., Mutual benefit partnership: A curricular design for authenticity, Journal of Curriculum Studies, 405, 4, pp. 405-430, (2001); Lave J, Wenger E, Situated Learning: Legitimate Peripheral Participation, (1991); Kenny Paul, Et al., Improving the Students' Tax Experience: Team-Based Learning Approach for Undergraduate Accounting Students, Journal of the Australasian Tax Teachers Association, 43, 1, pp. 43-66, (2015); Tempone Irene, Et al., Desirable generic attributes for accounting graduates into the twenty-first century: The views of employers, Accounting Research Journal, 41, 1, pp. 41-55, (2012); Tan Lin Mei, Laswad Fawzi, Employability skills required of tax accountants, Journal of the Australasian Tax Teachers Association, 211, 1, pp. 211-239, (2019); Brimble M, Et al., Collaborating with Industry to Enhance Financial Planning and Accounting, Australasian Accounting Business and Finance Journal, 79, 4, pp. 79-93, (2012); MacDonald K, Et al., Realizing the professional within: The effect of work integrated learning, Asia-Pacific Journal of Cooperative Education, 159, 2, pp. 159-178, (2014); Cull M, Learning to produce a financial plan: student perceptions of integrating knowledge and skills, Financial Planning Research Journal, 29, 1, pp. 29-54, (2019); Davies Charlotte Aull, Reflexive ethnography: A guide to researching selves and others, (1999); Patrick Carol-joy, Et al., The WIL [Work Integrated Learning] report: A national scoping study (Australian Learning and Teaching Council [ALTC] Final report, (2008); Vitale Connie, Bowyer Dorothea, Bayerlein Leopold, Developing and Presenting a Framework for Meeting Industry, Student and Educator Expectations in University Degrees, e-Journal of Business Education & Scholarship of Teaching, 59, 1, pp. 59-67, (2020); Lian Jotham, Trial tax clinics a hit with community, educators, Accountants Daily, (2019); Brackin Toni, Overcoming tax complexity through tax literacy – an analysis of financial literary research in the context of the taxation system, Australasian Taxation Teachers Association Conference, (2007)","","","Journal of Australian Taxation Pty Ltd","","","","","","14400405","","","","English","J. Aust. Tax.","Article","Final","","Scopus","2-s2.0-85109192013"
"Hack-Polay D.; Igwe P.A.; Okolie U.C.","Hack-Polay, Dieu (56716330500); Igwe, Paul Agu (57201619466); Okolie, Ugochukwu Chinonso (57195417537)","56716330500; 57201619466; 57195417537","Room for improvement: A study of overconfidence in numerical skills among British graduates","2020","Industry and Higher Education","34","1","","50","61","11","3","10.1177/0950422219864004","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85069808711&doi=10.1177%2f0950422219864004&partnerID=40&md5=92939ce5a40733f9f561e51d22983897","University of Lincoln, United Kingdom; Ebonyi State University, Nigeria","Hack-Polay D., University of Lincoln, United Kingdom; Igwe P.A., University of Lincoln, United Kingdom; Okolie U.C., Ebonyi State University, Nigeria","The experiment tested overconfidence in number skills among British graduates and non-graduates. The data were collected at a residential management training programme for part-time professional students. The aim of the research was to test whether graduate professionals, due to their higher qualifications, overstated their numeracy abilities compared to non-graduates. The experiment, conducted using E-prime, showed a significant interaction between the level of qualification and the overstatement of numerical abilities. The results support the hypotheses and showed that graduates rated themselves higher than their actual abilities: their test performance was not consistent with their confidence estimates. The findings are significant in relation to rethinking higher education curricula, which are currently under pressure to align with the needs of the economy. The authors advocate more inclusive and interpretive research for a greater understanding of the relevant issues to offer useful policy data and help higher education institutions prepare their graduates for task fulfilment and decision-making in a dynamic workplace. To date, few experiments have tested the numeracy level of graduates to corroborate the narrative communicated by employers. This study, despite the limited sample, is a first attempt and will serve as a reference for future, wider studies. © The Author(s) 2019.","Graduate employability; higher education; manager development; numeracy skills; overconfidence; universities","","","","","","","","Ackerman P.L., Wolman S.D., Determinants and validity of self-estimates of abilities and self-concept measures, Journal of Experimental Psychology: Applied, 13, 2, pp. 57-78, (2007); Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Anderson C., Brion S., Moore D.A., Et al., A status-enhancement account of overconfidence, Journal of Personality and Social Psychology, 103, pp. 718-735, (2012); Anzalone C., Overconfidence Among Teenage Students Can Stunt Crucial Reading Skills, (2009); Ayton P., Judgement and decision making, Cognitive psychology, pp. 382-417, (2005); Batistic S., Tymon A., Networking behaviour, graduate employability: A social capital perspective, Education & Training, 59, 4, pp. 374-388, (2017); 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Hack-Polay; University of Lincoln, United Kingdom; email: dhackpolay@lincoln.ac.uk","","SAGE Publications Ltd","","","","","","09504222","","","","English","Ind. High. Edu.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85069808711"
"Stoffers J.; Hendrikx K.; Habets O.; van der Heijden B.","Stoffers, Jol (56589821100); Hendrikx, Karolien (57211541113); Habets, Omar (57211535023); van der Heijden, Beatrice (13406606600)","56589821100; 57211541113; 57211535023; 13406606600","Employability and innovative work behaviours in SMEs in a Euroregion: A cross-national comparison between Belgium and the Netherlands","2020","Personnel Review","49","1","","167","187","20","14","10.1108/PR-10-2018-0387","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074376874&doi=10.1108%2fPR-10-2018-0387&partnerID=40&md5=76e1a2921559601b23755fb54394aecd","Research Centre for Employability, Zuyd University of Applied Sciences, Sittard, Netherlands; Open University of the Netherlands, Heerlen, Netherlands; ROA, Maastricht University, Maastricht, Netherlands; Research Centre for Innovative Entrepreneurship, PXL University College, Hasselt, Belgium; Institute for Management Research/Strategic HRM, Radboud University, Nijmegen, Netherlands; Ghent University, Ghent, Belgium; Hubei University, Wuhan, China; Kingston University, London, United Kingdom","Stoffers J., Research Centre for Employability, Zuyd University of Applied Sciences, Sittard, Netherlands, Open University of the Netherlands, Heerlen, Netherlands, ROA, Maastricht University, Maastricht, Netherlands; Hendrikx K., Research Centre for Innovative Entrepreneurship, PXL University College, Hasselt, Belgium; Habets O., Research Centre for Employability, Zuyd University of Applied Sciences, Sittard, Netherlands; van der Heijden B., Open University of the Netherlands, Heerlen, Netherlands, Institute for Management Research/Strategic HRM, Radboud University, Nijmegen, Netherlands, Ghent University, Ghent, Belgium, Hubei University, Wuhan, China, Kingston University, London, United Kingdom","Purpose: The purpose of this paper is to investigate possible differences in the degrees of employability, leader–member exchange (LMX) and innovative work behaviours in a comparison between Belgium and the Netherlands. Although neighbouring countries, disparate national cultures between the two are assumed to influence the amount of employability, LMX and innovative work behaviours among their respective working populations. Furthermore, this paper aims to validate a mediation model across the two countries to test whether employability (partially) mediates the relationship between LMX and innovative work behaviours. Design/methodology/approach: Data from employees and their immediate supervisors working in small- and medium-sized enterprises (SMEs) in Belgium and the Netherlands supported the hypothesized model. Structural equation modelling was used to investigate the mediation model using a multi-source approach. Findings: The amount of employability and innovative work behaviours of employees appeared to differ significantly between Belgium and the Netherlands. Furthermore, the results suggested that for both countries a positive relationship with one’s immediate supervisor (LMX) is beneficial in the light of workers’ innovative work behaviours, through its impact on employability, which was found to be a full mediator in this relationship. Research limitations/implications: Future studies using a longitudinal approach could give more insight into the model relationships. Moreover, the variation in systems, national contexts and managerial practices in the Euroregion calls for more cross-national comparative scholarly research. Practical implications: SMEs often do not employ professionals to manage human resources, that is, supervisors themselves have to carry the responsibility to encourage employees to further develop themselves and to enhance their innovative work behaviours. This while the challenge of more cross-national cooperation encourages a boost for innovations in the Euroregion. Originality/value: This study is the first cross-national validation of a mediation model wherein a competence-based measure of employability is incorporated as a possible mediator in the relationship between LMX and innovative work behaviours. © 2019, Emerald Publishing Limited.","Advanced Statistical; Cross-national comparison; Employability; Innovative work behaviours; Leader–member exchange; Quantitative; Small- and Medium-sized enterprises","","","","","","","","Abdullah N.H., Ping L.L., Wahab E., Shamsuddin A., Perception on training and employee innovativeness: an evidence from small firms, IEEE International Conference on Management of Innovation and Technology, pp. 76-80, (2014); Adams R., Bessant J., Phelps R., Innovation management measurement: a review, International Journal of Management Reviews, 8, 1, pp. 21-47, (2006); Agarwal U.A., Datta S., Blakebeard S., Bhargava S., Linking LMX, innovative work behaviour and turnover intentions: mediating role of work, Career Development International, 17, 3, pp. 208-230, (2012); Ahlstrom D., Innovation and growth: how business contributes to society, Academy of Management Perspectives, 24, 3, pp. 11-24, (2010); Anand S., Hu J., Liden R.C., Vidyarthi P.R., Leader–member exchange: recent research findings and prospects for the future, Sage Handbook of Leadership, pp. 311-325, (2011); Atatsi E.A., Stoffers J.M.M., Kil A., Factors affecting employee performance: a systematic literature review, Journal of Advances in Management Research, 16, 2, pp. 1-23, (2019); Bass B.M., Two decades of research and development in transformational leadership, European Journal of Work and Organizational Psychology, 8, 1, pp. 9-32, (1999); Bauer F., Matzler K., Wolf S., M&A and innovation: the role of integration and cultural differences – a central European targets perspective, International Business Review, 25, 1, pp. 76-86, (2016); Bianchi M., Orto S.C., Frattini F., Vercesi P., Enabling open innovation in small- and medium-sized enterprises: how to find alternative applications for your technologies, R&D Management, 40, 4, pp. 414-430, (2010); Blau P.M., Exchange and Power in Social Life, (1964); Blickle G., Ferris G.R., Munyon T.P., Momm T.E., Zettler I., Schneider P.B., Buckley M.R., A multi-source, multi-study investigation of job performance prediction by political skill, Applied Psychology: An International Review, 60, 3, pp. 449-474, (2011); Bozionelos N., Kostopoulos K., Van der Heijden B.I.J.M., Rousseau D.M., Bozionelos G., Hoyland T., Van der Heijde C.M., Employability and job performance as links in the relationship between mentoring receipt and career success, Group & Organization Management, 41, 2, pp. 135-171, (2016); Browne M.W., Cudeck R., Alternative ways of assessing model fit, Testing Structural Equation Models, pp. 136-162, (1993); Camps J., Rodriguez H., Transformational leadership, learning, and employability: effects on performance among faculty members, Personnel Review, 40, 4, pp. 423-442, (2011); Claes M.T., Gerritsen M., Nederland en Nederlandstalig België: buren met verschillende culturen, Culturele Waarden en Communicatie in Internationaal Perspectief, (2004); Coffman D.L., MacCallum R.C., Using parcels to convert path analysis models into latent variable models, Multivariate Behavioral Research, 40, 2, pp. 235-259, (2005); Cornips L., Knotter A., De uitvinding van limburg: de territorialisering van geschiedenis, taal en identiteit, Studies over de Sociaal-Economische Geschiedenis van Limburg, pp. 136-163, (2016); Cropanzano R., Mitchell M.S., Social exchange theory: an interdisciplinary review, Journal of management, 31, 6, pp. 874-900, (2005); De Vos A., Van der Heijden B.I.J.M., Handbook of Sustainable Careers, (2015); De Vos A., Van der Heijden B.I.J.M., Akkermans J., Sustainable careers: towards a conceptual model, Journal of Vocational Behavior; Doty D.H., Glick W.H., Common methods bias: does common methods variance really bias results?, Organizational Research Methods, 1, 4, pp. 374-406, (1998); Dulebohn J.H., Bommer W.H., Liden R.C., Brouer R.L., Ferris G.R., A meta-analysis of antecedents and consequences of leader-member exchange: integrating the past with an eye toward the future, Journal of Management, 38, 6, pp. 1715-1759, (2012); Dura A., Camonita F., Berzi M., Noferini A., Euroregions, Excellence and Innovation Across EU Borders. 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Stoffers J.M.M., Van der Heijden B.I.J.M., Notelaers G.L.A., Towards a moderated mediation model of innovative work behaviour enhancement, Journal of Organizational Change Management, 27, 4, pp. 642-659, (2014); Trott P., Innovation Management and New Product Development, (2008); Van de Vrande V., De Jong J., Vanhaverbeke W., De Rochemont M., Open innovation in SMEs: trends, motives and management challenges, Technovation, 29, 6-7, pp. 423-437, (2009); Van der Heijde C.M., Van der Heijden B.I.J.M., A competence-based and multi-dimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Van der Heijden B., Boon J., Van der Klink M., Meijs E., Employability enhancement through formal and informal learning: an empirical study among Dutch non-academic university staff members, International Journal of Training and Development, 13, 1, pp. 19-37, (2009); Van der Heijden B.I.J.M., Bakker A.B., Toward a mediation model of employability enhancement: a study of employee‐supervisor pairs in the building sector, The Career Development Quarterly, 59, 3, pp. 232-248, (2011); 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Spurk D., Abele A.E., Synchronous and time-lagged effects between occupational self-efficacy and objective and subjective career success: findings from a four-wave and 9-year longitudinal study, Journal of Vocational Behavior, 84, 2, pp. 119-132, (2014); Todtling F., Kaufmann A., The role of the region for innovation activities of SMEs, European Urban and Regional Studies, 8, 3, pp. 203-215, (2001)","J. Stoffers; Research Centre for Employability, Zuyd University of Applied Sciences, Sittard, Netherlands; email: jol.stoffers@zuyd.nl","","Emerald Publishing","","","","","","00483486","","","","English","Pers. Rev.","Article","Final","","Scopus","2-s2.0-85074376874"
"Petrovici N.; Deneva-Faje N.","Petrovici, Norbert (55323369700); Deneva-Faje, Neda (57223185530)","55323369700; 57223185530","Depoliticizing the firm: Revisiting employability as a strategy and a narrative for high-skilled and skilled workers in an eastern european city","2020","Studia Universitatis Babes-Bolyai Sociologia","65","2","","55","76","21","2","10.2478/SUBBS-2020-0008","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85105147922&doi=10.2478%2fSUBBS-2020-0008&partnerID=40&md5=30597f93e1a332d1b574344e0697c137","Department of Sociology, Faculty of Sociology and Social Work, Babeș-Bolyai University, Interdisciplinary Centre for Data Science, St. Avram Iancu, no. 68, 4th level, Romania","Petrovici N., Department of Sociology, Faculty of Sociology and Social Work, Babeș-Bolyai University, Interdisciplinary Centre for Data Science, St. Avram Iancu, no. 68, 4th level, Romania; Deneva-Faje N., Department of Sociology, Faculty of Sociology and Social Work, Babeș-Bolyai University, Interdisciplinary Centre for Data Science, St. Avram Iancu, no. 68, 4th level, Romania","Our main aim is to unpack the notion of employability as a narrative and as a strategy by contextualising it in an Eastern European setting and by scrutinizing how it is defined and experienced by two different categories of employees: high-skilled and skilled workers. We look at the case of Cluj, a mid-size Romanian town fast developing into an IT hub and a centre of rein-dustrialization. Drawing on qualitative interviews with employees in the IT and HR sectors, and in medium-sized factories, we argue that personal development and gaining expertise are a successful employability strategy for the high-skilled, but make the skilled workers more vulnerable and at risk of becoming redundant. We argue that the employability discourse draws new lines of divi-sions between employees. By shifting the lens away from the organization and towards the individual worker’s responsibility, the employability discourse de-politicizes the relationship between the employee and the employer. © 2020, Sciendo. All rights reserved.","Class divisions; Employability; Narratives of work; Personal development","","","","","","ERSTE foundation for Social Research, (PN-III-P1-1.1-TE-2016-1691)","The first stage of the research was part of a research grant funded by ERSTE foundation for Social Research. The second stage was conducted as part of the project ROTECH PN-III-P1-1.1-TE-2016-1691, in the framework of the UEFISCIDI funding scheme.","Alvesson M, Sveningsson S., Changing Organizational Culture: Cultural Change Work in Progress Routledge, (2008); Bv Ark, O'Mahony M., Timmer MP., Europe's Productivity Performance in Com-parative Perspective: Trends, Causes and Recent Developments, Industrial Productivity in Europe: Growth and Crisis, pp. 65-91, (2012); Baccini A, Cioni M., Is technological change really skill-biased? 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On Teritorializa-tion and the Question of Agency, Studia Sociologie, 56, pp. 139-156, (2011)","","","Sciendo","","","","","","12248703","","","","English","Stud. Univ. Babes-Bolyai Sociol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85105147922"
"Okolie U.C.; Elom E.N.; Igwe P.A.; Nwajiuba C.A.; Binuomote M.O.; Igu N.","Okolie, Ugochukwu C. (57195417537); Elom, Elisha N. (57209046888); Igwe, Paul A. (57201619466); Nwajiuba, Chinyere A. (7801367933); Binuomote, Michael O. (57214220416); Igu, Ntasiobi (57215071917)","57195417537; 57209046888; 57201619466; 7801367933; 57214220416; 57215071917","How TVET teachers foster employability skills: insights from developing countries","2020","International Journal of Training Research","18","3","","231","249","18","7","10.1080/14480220.2020.1860301","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097979660&doi=10.1080%2f14480220.2020.1860301&partnerID=40&md5=7d1b3d8a67f38a35a2f81c0acc487455","Department of Vocational and Technical Education, Alex-Ekwueme Federal University, Nigeria; Department of Technology and Vocational Education, Ebonyi State University, Abakaliki, Nigeria; Lincoln International Business School, University of Lincoln, United Kingdom; Sociology of Education, Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria; Department of Educational Foundations, Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria","Okolie U.C., Department of Vocational and Technical Education, Alex-Ekwueme Federal University, Nigeria; Elom E.N., Department of Technology and Vocational Education, Ebonyi State University, Abakaliki, Nigeria; Igwe P.A., Lincoln International Business School, University of Lincoln, United Kingdom; Nwajiuba C.A., Sociology of Education, Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria; Binuomote M.O., Department of Vocational and Technical Education, Alex-Ekwueme Federal University, Nigeria; Igu N., Department of Educational Foundations, Alex Ekwueme Federal University, Ndufu-Alike, Ikwo, Nigeria","Despite the diversity of views in the literature about what employability skills are, there appears to be general agreement that employability skills are important. However, there are concerns about whether TVET graduates in developing countries are developing these skills and the onus falls upon TVET teachers to ensure they do so. In this qualitative study, 35 TVET teachers from 19 developing countries were interviewed to learn how TVET teachers foster the employability skills of learners. Data collected were transcribed, coded and analysed using thematic analysis. Findings show that the well-published notion that TVET teachers in many developing countries do not make efforts to impart employability skills to their students could be brought into question. Results of this study show that TVET teachers use various techniques to foster employability skills in their TVET learners. Continuous professional development of TVET teachers to ensure quality graduate outcomes is recommended. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","Employability skills; graduate employability; labour market; tvet","","","","","","","","Akerele W.O., Management of technical and vocational education in Nigeria: The challenges of the country, Journal of Research in Education and Society, 1, 2-3, pp. 117-124, (2007); Andrews D., Nonnecke B., Preece J., Electronic survey methodology: A case study in reaching hard to involve internet users, International Journal of Human-computer Interaction, 16, 2, pp. 185-210, (2003); Arifin M.A., Rasdi R.M., Anuar M.A.M., Omar M.K., Competencies of vocational teachers: A personnel measurement framework, International Journal of Academic Research in Business and Social Sciences, 7, 4, pp. 147-164, (2017); Ary D., Jacobs L.C., Sorenson C., Introduction to research in education, (2010); Athiyaman A., Graduates’ perceptions about business education: An exploratory research, Journal of Further and Higher Education, 25, 1, pp. 5-17, (2001); Ayonmike S., Challenges in implementing the TVET curriculum in technical colleges in Southern Nigeria, Makerere Journal of Higher Education, 6, 1, pp. 87-97, (2014); Badenhorst J.O., Radile R.S., Poor performance at TVET colleges: Conceptualising a distributed instructional leadership approach as a solution, Africa Education Review, 15, 3, pp. 91-112, (2018); Bassi L.J., McMurrer D.P., Employers’ perspectives on human capital development and management, (2006); Becker G., Human capital, (1964); Bohlander G., Snell S.A., Sherman A., Managing human resources, (2001); Botchie G., Ahadzie W., Poverty reduction efforts in Ghana: The skill development option, (2004); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Carson R.L., Chase M.A., An examination of physical education teacher motivation from a self-determination theoretical framework, Physical Education and Sport Pedagogy, 14, 4, pp. 335-353, (2009); Cassidy S., Developing employability skills: Peer assessment in higher education, Education + Training, 48, 7, pp. 508-517, (2006); Chapple M., Tolley H., Embedding key skills in a traditional university, Integrating key skills in higher education, pp. 67-76, (2000); Cho H., LaRose R., Privacy issues in internet surveys, Social Science Computer Review, 17, 4, pp. 421-434, (1999); Chua J.H., Jamil H., Factors influencing the technological pedagogical content knowledge (TPACK) among TVET instructors in Malaysian TVET institutions, Procedia - Social and Behavioral Sciences, 69, pp. 1539-1547, (2012); Couper M.P., Web-based surveys: A review of issues and approaches, Public Opinion Quarterly, 64, 4, pp. 464-494, (2000); Cummings J.N., Sproull L., Kiesler S.B., Beyond hearing: Where the real-world and online support meet, Group Dynamics: Theory, Research, and Practice, 6, 1, pp. 78-88, (2002); Dasmani A., Challenges facing technical institute graduates in practical skills acquisition in the upper east region of Ghana, Asia-Pacific Journal of Cooperative Education, 7, pp. 67-77, (2011); Davies L., Why kick the ‘L’ out of ‘learning’? 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Yamada S., Otchia C.S., Taniguchi K., Explaining differing perceptions of employees’ skill needs: The case of garment workers in Ethiopia, International Journal of Training and Development, 22, 1, pp. 51-68, (2018); Yangben P.N., Seniwoliba A.J., Career challenges in construction craft training in technical vocational education and training in Ghana, International Journal of Vocational and Technical Education, 6, 3, pp. 13-29, (2014); Yorke M., Employability in higher education: What it is–What it is not, (2006); Yusuf M.A., Soyemi J., Achieving sustainable economic development in Nigeria through technical and vocational education and training: The missing link, International Journal of Academic Research in Business and Social Sciences, 2, 2, pp. 71-77, (2012)","U.C. Okolie; Department of Vocational and Technical Education, Alex-Ekwueme Federal University, Ndufu-Alike, Nigeria; email: nonyeck@gmail.com","","Routledge","","","","","","14480220","","","","English","Int. J. Train. Res.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85097979660"
"Calamel L.; Chabault D.","Calamel, Ludivine (37065699100); Chabault, Denis (55355434300)","37065699100; 55355434300","The role of proximities in the construction of managerial innovation in a collaborative context","2020","Journal of Innovation Economics and Management","32","2","","107","133","26","1","10.3917/jie.032.0107","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85118840411&doi=10.3917%2fjie.032.0107&partnerID=40&md5=711fa933013e026f1facbd5eb0e9c79b","Grenoble Ecole de Management, Univ Grenoble Alpes ComUE, France; Université Paris Saclay, Laboratoire RITM (EA 7360), France","Calamel L., Grenoble Ecole de Management, Univ Grenoble Alpes ComUE, France; Chabault D., Université Paris Saclay, Laboratoire RITM (EA 7360), France","The dialogue between researchers in management and practitioners is increasingly intensive and regular. The objective of this research is to present a process of the co-creation of a new practice of human resources management: the labor loan for an ecosystem. For some time now, a number of French organizations have used an innovative human resources management system: the loan of labor. This system, which is regulated by French law, aims simultaneously at safeguarding local employment and at temporarily relieving companies of their payroll. The system also helps to develop the skills and employability of employees in an employment area. This research analyzes the emergence of this new practice in light of the analytical approach of proximity. A longitudinal and original methodological framework makes it possible to understand how the actors co-construct the devices of labor loan, in order to appropriate them and disseminate them within a pool of jobs. It also shows the significance of inter-organizational dynamics and the interactions between researchers and practitioners in the emergence of the system. © De Boeck Supérieur.","HRM; Interorganizational collaboration; Labor loan; Managerial innovation; Proximity","","","","","","","","BECATTINI G., The Marshallian Industrial District as a Socio-Economic Notion, Industrial Districts and Inter-Firm Co-Operation in Italy (1990), pp. 37-51, (1990); BIRKINSHAW J., HAMEL G., MOL M. J., Management Innovation, Academy of Management Review, 33, 4, pp. 825-845, (2008); BOLDRINI J.-C., SCHIEB-BIENFAIT N., Comment initier une exploration collective ? 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F., Predators and Prey: A New Ecology of Competition, Harvard Business Review, 71, pp. 75-86, (1993); PECQUEUR B., La “clusterisation” de l'économie mondiale, Revue Sciences Humaines, pp. 48-51, (2005); PECQUEUR B., ZIMMERMANN J.-B., Economie de Proximités, (2004); PICHAULT F., La question de l'alignement stratégique dans le cadre des nouvelles formes organisationnelles, Revue de Gestion des Ressources Humaines, 46, pp. 59-75, (2002); PICQ T., DEFELIX C., La gestion des compétences est-elle soluble dans la collaboration entre plusieurs organisations ? Une analyse des chantiers de gestion des compétences étendue, (2011); PORTER M., L'avantage concurrentiel des nations, (1990); PORTER M. E., Clusters and Competition, New Agendas for Companies, Governments and Institution, (1998); RALLET A., TORRE A., Economie Industrielle, (1995); RALLET A., TORRE A., Quelles proximités pour innover ?, (2007); SHANKLAND R., NADISIC T., SANSEAU P.-Y., Bien-être et performance: l'équation gagnant-gagnant ?, La Revue des Affaires, 6, pp. 31-33, (2016); SCOZZI B., GARAVELLI C., Methods for Modeling and Supporting Innovation Processes in SMEs, European Journal of Innovation Management, 8, 1, pp. 120-137, (2005); SERGOT B., CHABAULT D., LOUBARESSE E., Mobilités spatiales et dynamiques organisationnelles, Revue Française de Gestion, 7, pp. 77-90, (2012); SHELLER M., URRY J., The New Mobilities Paradigm, Environment and Planning A, 38, pp. 207-226, (2006); TORRE A., Jalons pour une analyse dynamique des proximités, Revue d'Économie Régionale et Urbaine, 3, pp. 409-437, (2010); URRY J., Mobilities, (2007); ZBARACKI M. J., The Rhetoric and Reality of Total Quality Management, Administrative Science Quarterly, 43, 3, pp. 602-636, (1998); ZIMMERMANN J.-B., Des « clusters» aux « small worlds» une approche en termes de proximités, Géographie Economie Société, 4, pp. 3-17, (2002)","","","Boeck Universite","","","","","","20325355","","","","English","J. Innov.  Econo.  Manag.","Article","Final","","Scopus","2-s2.0-85118840411"
"Kulbo N.B.; Wen X.; Addo P.C.","Kulbo, Nora Bakabbey (57216484136); Wen, Xiao (36901277000); Addo, Prince Clement (57191376933)","57216484136; 36901277000; 57191376933","Organisational capital and graduate employability: A serial mediation analysis of human and personal-social capital","2020","Journal of Psychology in Africa","30","6","","500","506","6","2","10.1080/14330237.2020.1842461","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097418279&doi=10.1080%2f14330237.2020.1842461&partnerID=40&md5=2577ec7b99be0595b4b4b60334a8c5ec","School of Management and Economics, University of Electronic Science and Technology of China, Chengdu, China; Center for African Studies–University of Electronic Science and Technology of China, Chengdu, China","Kulbo N.B., School of Management and Economics, University of Electronic Science and Technology of China, Chengdu, China; Wen X., School of Management and Economics, University of Electronic Science and Technology of China, Chengdu, China; Addo P.C., School of Management and Economics, University of Electronic Science and Technology of China, Chengdu, China, Center for African Studies–University of Electronic Science and Technology of China, Chengdu, China","We explored three resource capitals related to employability (human, personal-social, and organisational) to explain graduate work entry prospects in a developing country setting. Our study sample consisted of 743 final year university students in Ghana and Kenya. Less than half (n = 305) attended an international university in China (females = 37.05%; mean age = 28.89 years, SD = 3.06 years), while 443 attended local universities in Ghana and Kenya (females = 33.12%; mean age = 25.68 years, SD= 2.27 years). Following a serial mediation regression analysis based on 10 000 bootstrap samples at 95% CI, results indicate that organisational capital directly influences graduates’ employability. Human and personal-social capital partially mediates the relationship between organisational capital and graduate employability; increasing employability prospects. The findings suggest that organisational capital, including the prestige of degree- awarding institutions in addition to human capital and personal-social capital, explains graduate employability. We conclude that graduate qualification, institutional affiliation, and the social capital benefit from those affiliations is associated with employability. © 2020 Africa Scholarship Development Enterprize.","graduate employability; organisational capital; overseas degree; personal-social capital; unemployment","","","","","","Ministry of Education of the People's Republic of China, MOE, (16YJA630057, 17YJA630088)","This research is supported by the research projects of the Ministry of Education of China, project number 17YJA630088 and 16YJA630057","Addo P.C., Jiaming F., Kulbo N.B., Liangqiang L., COVID-19: Fear appeal favouring purchase behaviour towards personal protective equipment, Service Industries Journal, 40, 7-8, pp. 471-490, (2020); Akcomak I.S., ter Weel B., Social capital, innovation and growth: Evidence from Europe, European Economic Review, 53, 5, pp. 544-567, (2009); Arregle J.L., Hitt M.A., Sirmon D.G., Very P., The development of organisational social capital: Attributes of family firms, Journal of Management Studies, 44, pp. 73-95, (2007); Augusto Felicio J., Couto E., Caiado J., Human capital, social capital and organisational performance, Management Decision, 52, 2, pp. 350-364, (2014); Bai L., Graduate Unemployment: Dilemmas and Challenges in China’s Move to Mass Higher Education, The China Quarterly, 185, pp. 128-144, (2006); Good Leadership Imperatives - recruitment brochure, (2001); Batistic S., Tymon A., Networking behaviour, graduate employability: A social capital perspective, Education + Training, 59, 4, pp. 374-388, (2017); Bodycott P., Choosing a higher education study abroad destination, Journal of Research in International Education, 8, pp. 349-373, (2009); Bourdieu P., The Forms of Capital, Handbook of Theory and Research for the Sociology of Education, pp. 280-291, (1986); Boyadjieva P., Ilieva-trichkova P., Diversity and Excellence in Higher Education, Diversity and Excellence in Higher Education: Can the Challenges be Reconciled, pp. 61-78, (2015); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Costea B., Amiridis K., Crump N., Graduate Employability and the Principle of Potentiality: An Aspect of the Ethics of HRM, Journal of Business Ethics, 111, 1, pp. 25-36, (2012); Crossman J.E., Clarke M., International experience and graduate employability: Stakeholder perceptions on the connection, Higher Education, 59, 5, pp. 599-613, (2010); De La Harpe B., Radloff A., Wyber J., Quality and Generic (Professional) Skills, Quality in Higher Education, 6, 3, pp. 231-243, (2000); Delanty G., Ong A., Flexible Citizenship: The Cultural Logics of Transnationality, Contemporary Sociology, 30, 1, (2001); Donald W.E., Ashleigh M.J., Baruch Y., Students’ perceptions of education and employability, Career Development International, 23, 5, pp. 513-540, (2018); George U., Chaze F., Social Capital and Employment, Affilia, 24, 4, pp. 394-405, (2009); Foreign tertiary., (2019); Granovetter M., Economic Action and Social Structure: The Problem of Embeddedness. 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Identities and Education in Global Perspective, pp. 115-130, (2007); Son J., Organisational Social Capital and Generalized Trust in Korea, The American Behavioural Scientist, 59, pp. 1007-1023, (2015); Uen J.F., Ahlstrom D., Chen S., Liu J., Employer brand management, organisational prestige and employees’ word-of-mouth referrals in Taiwan, Asia Pacific Journal of Human Resources, 53, 1, pp. 104-123, (2013); Valdez Z., The Effect of Social Capital on White, Korean, Mexican and Black Business Owners’ Earnings in the US, Journal of Ethnic and Migration Studies, 34, 6, pp. 955-973, (2008); Wang P., Chen X., Gong J., Jacques-Tiura A.J., Reliability and Validity of the Personal Social Capital Scale 16 and Personal Social Capital Scale 8: Two Short Instruments for Survey Studies, Social Indicators Research, 119, 2, pp. 1133-1148, (2014); Williams S., Dodd L.J., Steele C., Randall R., A systematic review of current understandings of employability, Journal of Education and Work, 29, 8, pp. 877-901, (2016); Woo V.C.Y., Boland R.J., Cooperrider D.L., Thriving Transitional Experiences: Self-Knowledge, Improvisation, and Transformation Quotient in a Highly Dynamic World, Human Capital and Assets in the Networked World, pp. 87-150, (2017); Yang Z., De Wit H., International students in China: Facts, paths, and challenges, Industry and Higher Education, 97, pp. 18-20, (2019); Zak P.J., Knack S., Trust and Growth, Economic Journal (London, 111, 470, pp. 295-321, (2001); Zou S., Almost 500 000 international students in China in 2018., (2019)","X. Wen; School of Management and Economics, University of Electronic Science and Technology of China, Chengdu, China; email: xiaowen@uestc.edu.cn","","Taylor and Francis Ltd.","","","","","","14330237","","","","English","J. Psychol. Afr.","Article","Final","","Scopus","2-s2.0-85097418279"
"Alwi N.M.; Isa K.M.; Abidin N.H.Z.; Yussof S.H.; Bakar I.S.A.","Alwi, Norhayati Mohd (57202126610); Isa, Khadijah Mohd (56002535100); Abidin, Nor Hafizah Zainal (57210918654); Yussof, Salwa Hana (57189362955); Bakar, Intan Suryani Abu (57193420630)","57202126610; 56002535100; 57210918654; 57189362955; 57193420630","Graduate employability among low academic achievers","2020","New Educational Review","62","","","46","56","10","0","10.15804/tner.2020.62.4.04","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85098236616&doi=10.15804%2ftner.2020.62.4.04&partnerID=40&md5=a387fe37198a0c494d877ab72b5be7a2","Malaysia","Alwi N.M., Malaysia; Isa K.M., Malaysia; Abidin N.H.Z., Malaysia; Yussof S.H., Malaysia; Bakar I.S.A., Malaysia","This study aims to provide insights on how and why a specialised training programme could help graduates with low performance to compete fairly in the job market. This study used an action research design, where a total of 12 graduates with low academic achievement were trained under a specialised training programme consisting of two phases within the period of ten months. Despite having low academic achievements in terms of Cumulative Grade Point Average (CGPA), the employability opportunities of those graduates were high as they were equipped with the highly sought after GST knowledge and certification and various important soft skills such as time management, communication, analytical skills and leadership. This study demonstrated that engaging graduates in a specially designed program that aimed to enhance their technical knowledge and soft skills coupled with some work experience is indeed a value added strategy to enhance graduates employability. This is particularly applicable to those who are low achievers as it provides them with some kind of competitive advantages. The findings suggest that despite having low CGPA, their employability opportunities, particularly in the accounting and commercial industries, were relatively high. This study provides some guid-ance to policymakers and educators on how universities and industries may collaborate to mitigate unemployment issues among the accounting graduates. © 2020, Adam Marszalek Publishing House. All rights reserved.","Employability; Graduate; Soft Skills; Tax; Technical Knowledge; Training","","","","","","Faculty of Economics and Management Sciences; Ministry of Higher Education, Malaysia for Graduate Employability Fund; Ministry of Higher Education, Malaysia, MOHE; International Islamic University Malaysia, IIUM, (IAREF16-003-0009)","Appreciation to the Ministry of Higher Education, Malaysia for Graduate Employability Fund and the Faculty of Economics and Management Sciences, International Islamic University Malaysia for financial support under IAREF fund: IAREF16-003-0009.","Abd. Hamid M.S., Islam R., Abd Manaf N.H., Enhancing Malaysian graduates employability skills: quality function deployment approach, Proceedings of the International Symposium on the Analytic Hierarchy Process 2013, (2013); Aida B., Norailis A.W., Rozaini R., Critical success factor of graduate employability programs, Journal of Economics, Business and Management, 3, 8, (2015); Atfield G., Purcell K., Job search strategies and employment preferences of final year undergraduate students, (2010); Che Omar C.M., Rajoo S., Unemployment among graduates in Malaysia, International Journal of Economics, Commerce and Management, 4, 8, (2016); Ismail N.A., Graduates’ characteristics and unemployment: A study among Malaysian graduates, International Journal of Business and Social Science, 2, 16, (2011); Jayasingam S., Fujiwara Y., Thurasamy R., ‘I am competent so I can be choosy’: Choosiness and its implication on graduate employability, Studies in Higher Education, 43, 7, pp. 1119-1134, (2016); Kavanagh M.H., Drennan L., What Skills and attributes does the accountant graduates need? Evidence from student perceptions and employer expectations, Journal of Accounting and Finance, 48, (2008); McMurray I., Roberts P., Robertson I., Teoh K., An action research project exploring the psychology curriculum and transitions to employment, Psychology Teaching Review, 1, 1, (2011); Yusof Nooriah, Jamaluddin Zakiah, Lazim Norain Mat, Persepsi pelajar pra-siswazah terhadap kebolehpasaran graduan dan persaingan dalam pasaran pekerjaan (Perception of undergraduates on graduate employability and labour market competi-tivess), Jurnal Personalia Pelajar, 16, pp. 77-92, (2013); Rahmat N., Ayub A.R., Buntat Y., Employability construct as job performance predictors for Malaysian Polytechnic graduates: A qualitative study, Malaysian Journal of Society and Space, 12, 3, (2016); Seetha N., Are Soft skills Important in the Workplace? – A Preliminary Investigation in Malaysia, International Journal of Academic Research in Business and Social Sciences, 4, 4, (2014); Shafie L.A., Nayan S., Employability awareness among Malaysian undergradu-ates, International Journal of Business and Management, 5, 8, (2010); Young and Jobless in Malaysia. The Star, (2018); Tomlinson M., The degree is not enough: Student’s perception of the role of higher education credential for graduates’ work and employability, British Journal of Sociology Education, 29, 1, (2008); Graduate Employability in Asia, pp. 59-85, (2012); Wickramasinghe V., Perera L., Graduates’, university lecturers’ and employers’ perceptions towards employability skills, Education + Training, 52, 3, pp. 226-244, (2010); Yoong D., Mohd Don Z., Foroutan M., Prescribing roles in the employability of Malaysian graduates, Journal of Education and Work, (2016)","","","Adam Marszalek Publishing House","","","","","","17326729","","","","English","New Educ. Rev.","Article","Final","","Scopus","2-s2.0-85098236616"
"Hadgraft R.G.; Kolmos A.","Hadgraft, Roger G. (6701583181); Kolmos, Anette (6507218136)","6701583181; 6507218136","Emerging learning environments in engineering education","2020","Australasian Journal of Engineering Education","25","1","","3","16","13","118","10.1080/22054952.2020.1713522","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077977720&doi=10.1080%2f22054952.2020.1713522&partnerID=40&md5=c49ba3d90d937d7c8b6b2fc1303dbfe4","Faculty of Engineering and Information Technology, University of Technology Sydney, Sydney, Australia; Department of Planning, Aalborg University, Aalborg, Denmark","Hadgraft R.G., Faculty of Engineering and Information Technology, University of Technology Sydney, Sydney, Australia; Kolmos A., Department of Planning, Aalborg University, Aalborg, Denmark","Three major challenges, sustainability, the fourth industrial revolution, and employability, will require new types of engineering programs, to help students develop skills in cross-disciplinarity, complexity, and contextual understanding. Future engineering students should be able to understand the needs for technological, sustainable solutions in context. The engineering graduates should be able to act in complex and chaotic situations. The question is how engineering institutions are responding now and how they should respond in the future. This article analyses the general responses from engineering education over the last 20 years. These responses are student-centred learning, integration of theory and practice, digital and online learning, and the definition of professional competencies. Examples are given of institutions that are already applying several of these components in the curriculum. On the long-term horizon, more personalised curriculum models are emerging based on students developing and documenting their own learning and career trajectories, as part of their lifelong learning strategy. © 2020 Engineers Australia.","Complexity; curriculum design; employability; industry 4.0; project-based learning; sustainability","Computer aided instruction; Curricula; Education computing; Industry 4.0; Learning systems; Students; Sustainable development; Complexity; Contextual understanding; Curriculum designs; employability; Engineering institutions; Professional competencies; Project based learning; Student centred learning; Engineering education","","","","","","","SA Power Outage: How Did It Happen?, ABC News, (2016); Ahern A.A., A Case Study: Problem-based Learning for Civil Engineering Students in Transportation Courses, European Journal of Engineering Education, 35, 1, pp. 109-116, (2010); Atman C.J., Adams R.S., Cardella M.E., Turns J., Mosborg S., Saleem J., Engineering Design Processes: A Comparison of Students and Expert Practitioners, Journal of Engineering Education, 96, 4, pp. 359-379, (2007); What Is Digital Engineering?, (2019); Bankel J., Berggren K.-F., Blom K., Crawley E.F., Wiklund I., Ostlund S., The CDIO Syllabus: A Comparative Study of Expected Student Proficiency, European Journal of Engineering Education, 28, 3, pp. 297-315, (2003); Beetham H., Sharpe R., Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning, (2013); Bishop J.L., Verleger M.A., The Flipped Classroom: A Survey of the Research, Paper Presented at the ASEE National Conference Proceedings, (2013); Bligh D.A., What’s the Use of Lectures?, (1972); Brown P.R., McCord R.E., Matusovich H.M., Kajfez R.L., The Use of Motivation Theory in Engineering Education Research: A Systematic Review of Literature, European Journal of Engineering Education, 40, pp. 186-205, (2015); Brown T., Design Thinking, Harvard Business Review, (2008); Buus L., From Website to Moodle in a Blended Learning Context, International Journal of Web-Based Learning and Teaching Technologies, 11, 1, pp. 51-64, (2016); Christensen S., Delahousse B., Didier C., Meganck M., Murphy M., The Engineering-Business Nexus, 32, (2018); Christensen S.H., Erno-Kjolhede E., Academic Drift in Danish Professional Engineering Education. 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Hanford E., The Problem with Lecturing, (2012); Heitmann G., Challenges of Engineering Education and Curriculum Development in the Context of the Bologna Process, European Journal of Engineering Education, 30, 4, pp. 447-458, (2005); Henriksen L.B., What Did You Learn in the Real World Today?: The Case of Practicum in University Education, (2013); What Is Systems Engineering; Washington Accord, (2017); Jenkins M., Bokosmaty R., Brown M., Browne C., Gao Q., Hanson J., Kupatadze K., Enhancing the Design and Analysis of Flipped Learning Strategies, Teaching & Learning Inquiry, 5, 1, pp. 1-12, (2017); Johnson B., Ulseth R., Development of Professional Competency through Professional Identity Formation in a PBL Curriculum, Paper Presented at the Frontiers in Education Conference (FIE), 2016 IEEE, (2016); Johnson B., Ulseth R., Smith C., Fox D., The Impacts of Project Based Learning on Self-directed Learning and Professional Skill Attainment: A Comparison of Project Based Learning to Traditional Engineering Education, Paper Presented at the Proceedings - Frontiers in Education Conference, FIE, (2015); 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A Review of the Research, Journal of Engineering Education, 93, 3, pp. 223-231, (2004); Prince M.J., Felder R.M., Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases, Journal of Engineering Education, 95, 2, pp. 123-138, (2006); Reidsema C., Kavanagh L., Hadgraft R., Smith N., The Flipped Classroom: Practice and Practices in Higher Education, (2017); Rieckmann M., Education for Sustainable Development Goals: Learning Objectives, (2017); Rittel H.W., Webber M.M., Dilemmas in a General Theory of Planning, Policy Sciences, 4, pp. 155-169, (1973); Rongbutsri N., Ryberg T., Zander P.-O., Personalized Learning Ecologies in Problem and Project Based Learning Environments, Paper Presented at the Designs for Learning 2012, Proceedings of the 3rd International Conference Exploring Learning Environments, (2012); Roselli R.J., Brophy S.P., Effectiveness of Challenge-Based Instruction in Biomechanics, Journal of Engineering Education, 95, 4, pp. 311-324, (2006); Educating Engineers for the 21st Century, (2007); Ryberg T., Davidsen J., Hodgson V., Problem and Project Based Learning in Hybrid Spaces: Nomads and Artisans, Paper Presented at the Proceedings of the 10th International Conference on Networked Learning 2016, (2016); Savin-Baden M., Rethinking Learning in an Age of Digital Fluency: Is Being Digitally Tethered a New Learning Nexus?, (2015); Sawyer R.K., Emergence in Sociology: Contemporary Philosophy of Mind and Some Implications for Sociological Theory, American Journal of Sociology, 107, 3, pp. 551-585, (2001); Sawyer R.K., Social Emergence: Societies as Complex Systems, (2005); Schwab K., Shaping the Fourth Industrial Revolution, (2016); Shamieh C., Systems Engineering for Dummies, (2011); Snowden D.J., Boone M.E., A Leader’s Framework for Decision Making, Harvard Business Review, pp. 69-76, (2007); Strobel J., van Barneveld A., When Is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms, Interdisciplinary Journal of Problem-based Learning, 3, 1, (2009); Thomas J.W., A Review of Research on Project-Based Learning, (2000); Turns J.A., Sattler B., Yasuhara K., Borgford-Parnell J., Atman C.J., Integrating Reflection into Engineering Education, Paper presented at the Proceedings of the ASEE Annual Conference and Exposition, (2014); Ulseth R., Johnson B., Iron Range Engineering PBL Experience, Paper Presented at the Project Approaches in Engineering Education, (2015); Sustainable Development Goals, (2017); Learning.Futures - What Is It Exactly?, (2015); Internships, (2019); Veksler D., The Real Scandal Is the EPA’s Diesel Policy, Not Volkswagen, (2017); Yadav A., Subedi D., Lundeberg M.A., Bunting C.F., Problem-based Learning: Influence on Students’ Learning in an Electrical Engineering Course, Journal of Engineering Education, 100, 2, pp. 253-280, (2011); Yorke M., Knight P., Embedding Employability into the Curriculum, 3, (2006); Zhou C., Kolmos A., Nielsen J.F.D., A Problem and Project-Based Learning (PBL) Approach to Motivate Group Creativity in Engineering Education, International Journal of Engineering Education, 28, 1, pp. 3-16, (2012)","R.G. Hadgraft; Faculty of Engineering and Information Technology, University of Technology Sydney, Sydney, 2007, Australia; email: roger.hadgraft@UTS.edu.au","","Taylor and Francis Ltd.","","","","","","13245821","","","","English","Australasian Journal of Engineering Education","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85077977720"
"Brokerhof I.M.; Ybema J.F.; Matthijs Bal P.","Brokerhof, Inge M. (57214823143); Ybema, Jan Fekke (6603671627); Matthijs Bal, P. (57215124120)","57214823143; 6603671627; 57215124120","Illness narratives and chronic patients’ sustainable employability: The impact of positive work stories","2020","PLoS ONE","15","2","e0228581","","","","5","10.1371/journal.pone.0228581","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079237557&doi=10.1371%2fjournal.pone.0228581&partnerID=40&md5=4f45d6dc96f72487bef3e73d2a5ce0dc","Department of Management and Organisation, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Department of Social, Health and Organisational Psychology Utrecht University, Utrecht, Netherlands; Lincoln International Business School, University of Lincoln, Lincoln, United Kingdom","Brokerhof I.M., Department of Management and Organisation, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Ybema J.F., Department of Social, Health and Organisational Psychology Utrecht University, Utrecht, Netherlands; Matthijs Bal P., Lincoln International Business School, University of Lincoln, Lincoln, United Kingdom","The number of workers with a chronic disease is steadily growing in industrialized countries. To cope with and to give meaning to their illness, patients construct illness narratives, which are widely shared across patient societies, personal networks and the media. This study investigates the influence of these shared illness narratives on patient’s working lives, by examining the impact of reading a positive work story versus negative work story on patients’ sustainable employability. We expected that this relationship would be mediated by positive emotions and the extent to which the story enhanced awareness of desires future selves, and moderated by identification with story character. An online field experiment with 166 people with Inflammatory Bowel Disease in The Netherlands showed that while reading a positive story of a patient with the same condition significantly increased positive emotions, these emotions did not influence sustainable employability. However, reading a positive story was related to higher sustainable employability when patients became more aware of their desired possible future work selves. Finally, identification with the story character moderated the impact of story type on sustainable employability. This study showed that personal engagement with a positive work story of a fellow patient is related to higher sustainable employability. Findings can be helpful for health professionals to empower employees with a chronic disease. © 2020 Brokerhof et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.","","Adaptation, Psychological; Adolescent; Adult; Chronic Disease; Emotions; Employment; Female; Humans; Inflammatory Bowel Diseases; Job Satisfaction; Male; Middle Aged; Narration; Netherlands; Occupational Health; Patient Participation; Social Support; Young Adult; adult; age distribution; Article; awareness; chronic patient; Crohn disease; emotion; employability; female; human; major clinical study; male; mental health; Netherlands; physical capacity; remission; ulcerative colitis; adolescent; chronic disease; coping behavior; employment; epidemiology; inflammatory bowel disease; job satisfaction; middle aged; occupational health; patient participation; psychology; social support; verbal communication; young adult","","","","","","","Ward B.W., Schiller J.S., Goodman R.A., Peer reviewed: Multiple chronic conditions among us adults: A 2012 update, Preventing Chronic Disease, 11, (2014); Yach D., Hawkes C., Gould C.L., Hofman K.J., The global burden of chronic diseases: Overcoming impediments to prevention and control, Jama, 291, 21, pp. 2616-2622, (2004); Beatty J.E., Career barriers experienced by people with chronic illness: A US study, Employee Responsibilities and Rights Journal, 24, 2, pp. 91-110, (2012); Chronic Diseases at A Glance 2009, (2009); Wagner E.H., Austin B.T., Davis C., Hindmarsh M., Schaefer J., Bonomi A., Improving chronic illness care: Translating evidence into action, Health Affairs, 20, 6, pp. 64-78, (2001); Charmaz K., Experiencing chronic illness, Handbook of Social Studies in Health and Medicine, pp. 277-292, (2000); Manago B., Davis J.L., Goar C., Discourse in action: Parents’ use of medical and social models to resist disability stigma, Social Science & Medicine, 184, pp. 169-177, (2017); Stewart A.L., Greenfield S., Hays R.D., Wells K., Rogers W.H., Berry S.D., Et al., Functional status and wellbeing of patients with chronic conditions: Results from the medical outcomes study, Jama, 262, 7, pp. 907-913, (1989); Jahoda M., Employment and Unemployment: A Social-Psychological Analysis, (1982); Paul K.I., Batinic B., The need for work: Jahoda’s latent functions of employment in a representative sample of the German population, Journal of Organizational Behavior, 31, 1, pp. 45-64, (2010); Creed P.A., Macintyre S.R., The relative effects of deprivation of the latent and manifest benefits of employment on the well-being of unemployed people, Journal of Occupational Health Psychology, 6, 4, (2001); Paul K.I., Moser K., Unemployment impairs mental health: Meta-analyses, Journal of Vocational Behavior, 74, 3, pp. 264-282, (2009); Tu H.T., Cohen G.R., Financial and health burdens of chronic conditions grow, Center for Studying Health System Change Tracking Report, 24, pp. 1-6, (2009); van der Klink J.J., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R., Abma F.I., Et al., Sustainable employability—definition, conceptualization, and implications: A perspective based on the capability approach, Scandinavian Journal of Work, Environment & Health, pp. 71-79, (2016); Fleuren B.P., van Amelsvoort L.G., de Grip A., Zijlstra F.R., Kant I., Time takes us all? 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"Ahmad T.","Ahmad, Tashfeen (57214283376)","57214283376","Scenario based approach to re-imagining future of higher education which prepares students for the future of work","2020","Higher Education, Skills and Work-based Learning","10","1","","217","238","21","32","10.1108/HESWBL-12-2018-0136","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078266824&doi=10.1108%2fHESWBL-12-2018-0136&partnerID=40&md5=d934d0a230d421fba231e8624ec0b9e8","University Project Management Office, University of the West Indies, Kingston, Jamaica","Ahmad T., University Project Management Office, University of the West Indies, Kingston, Jamaica","Purpose: The world of work and education is changing at a rapid pace, driven by continued technological disruption and automation. The future is uncertain and difficult to envisage. A futures thinking scenario planning approach is used in exploring and guiding education policy makers on how best to respond to the range of possible futures. The paper aims to discuss this issue. Design/methodology/approach: This study utilizes elements of prior scenario planning methodologies to devise a practical model of preferred and plausible likely scenarios in the context of rapid and continuing technology disruption. Based on the notion of “impact and uncertainty,” two possible future alternatives of work and learning were developed. Incorporating elements of the possibility space scenario framework and a vignette approach of current emergent technologies, this paper assessed the usefulness of the preferred and likely outcomes. Findings: While preferred future scenarios entailing collaborative styles such as human–machine cooperation, smart virtual active learning campuses and living knowledge learning environments may produce more desirable benefits for education stakeholders, the more likely plausible scenario is one based on continued disruptive technologies. Automation, artificial intelligence and the advent of 5G network technologies will drive customization and personalization in higher education delivery and revolutionize the work landscape in the immediate future. Universities will need to embrace and respond to these changes. Originality/value: The paper gives insights into how universities can prepare their students for future of work and improve their employability. In addition, this author recommends ways in which HEIs can leverage these newer technologies to drive educational services and commercial value. © 2019, Emerald Publishing Limited.","5G; Artificial intelligence; Future; Higher education; Scenario planning; Skills; Technology; Work","","","","","","","","Acemoglu D., Restrepo P., Robots and jobs: evidence from US labor markets, (2017); Acemoglu D., Restrepo P., The race between man and machine: implications of technology for growth, factor shares, and employment, American Economic Review, 108, 6, pp. 1488-1542, (2018); Afzal M.K., Zikria Y.B., Mumtaz S., Rayes A., Al-Dulaimi A., Guizani M., Unlocking 5G spectrum potential for intelligent IoT: opportunities, challenges, and solutions, IEEE Communications Magazine, 56, 10, pp. 92-93, (2018); Ahmad T., Preparing for the future of higher education, On the Horizon, 23, 4, pp. 323-330, (2015); Ahmad T., Teaching evaluation and student response rate, PSU Research Review, 2, 3, pp. 206-211, (2018); Ahmad T., Mobile phones as a learning tool: a lecturer’s viewpoint, Society and Business Review, 13, 2, pp. 132-139, (2018); Ahmad T., Mobile phone messaging to increase communication and collaboration within the university community, Library Hi Tech News, 36, 8, pp. 7-11, (2019); Ahmad T., Corporate social responsibility: a value-creation strategy to engage millennials, Strategic Direction, 35, 7, pp. 5-8, (2019); Ahmad T., Students reflect on the role of ethics in business management, World Journal of Entrepreneurship, Management and Sustainable Development; Ahmad T., Universities preparing students for future challenges of family business enterprises, World Journal of Entrepreneurship, Management and Sustainable Development; Ahmad T., Improving political science degree programs in the 21st century, Review of Economics and Political Science; Ahmad T., Undergraduate mobile phone use in the Caribbean: Implications for teaching and learning in an academic setting, Journal of Research in Innovative Teaching & Learning; Analytics M., The age of analytics: competing in a data-driven world, (2016); Aniket K., Man versus machine: automation, market structure and skills, (2017); Appio F.P., Lima M., Paroutis S., Understanding smart cities: innovation ecosystems, technological advancements, and societal challenges, Technological Forecasting and Social Change, (2018); Ardito L., Ferraris A., Petruzzelli A.M., Bresciani S., Del Giudice M., The role of universities in the knowledge management of smart city projects, Technological Forecasting and Social Change, 142, pp. 312-321, (2019); Arthur Lazarus M.D., Soften up: the importance of soft skills for job success, Physician Executive, 39, 5, (2013); Augustine A., Papanyan S., Income disparity, technology and globalization, (2016); Autor D.H., The paradox of abundance: automation anxiety returns, Performance and Progress: Essays on Capitalism, Business and Society, (2015); Autor D.H., Dorn D., Hanson G.H., The china shock: learning from labor-market adjustment to large changes in trade, Annual Review of Economics, 8, pp. 205-240, (2016); Blass E., Jasman A., Shelley S., Visioning 2035: the future of the higher education sector in the UK, Futures, 42, 5, pp. 445-453, (2010); Bravo E., Deskilling, up-skilling or reskilling? 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Ahmad; University Project Management Office, University of the West Indies, Kingston, Jamaica; email: mrtashfeen@hotmail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85078266824"
"Olivares S.L.; Adame E.; Treviño J.I.; López M.V.; Turrubiates M.L.","Olivares, Silvia Lizett (56416383300); Adame, Eduardo (57212379489); Treviño, José Ignacio (57212387022); López, Mildred Vanessa (57191868902); Turrubiates, Miriam Lizzeth (57212375537)","56416383300; 57212379489; 57212387022; 57191868902; 57212375537","Action learning: challenges that impact employability skills","2020","Higher Education, Skills and Work-based Learning","10","1","","203","216","13","14","10.1108/HESWBL-07-2019-0097","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076518476&doi=10.1108%2fHESWBL-07-2019-0097&partnerID=40&md5=456d379a525b58f50fa673f6a21f8004","Tecnológico de Monterrey, Monterrey, Mexico","Olivares S.L., Tecnológico de Monterrey, Monterrey, Mexico; Adame E., Tecnológico de Monterrey, Monterrey, Mexico; Treviño J.I., Tecnológico de Monterrey, Monterrey, Mexico; López M.V., Tecnológico de Monterrey, Monterrey, Mexico; Turrubiates M.L., Tecnológico de Monterrey, Monterrey, Mexico","Purpose: The purpose of this paper is to assess the perceived value of an action learning experience (i-Week) on the development of important soft employability skills applying expectation confirmation theory (ECT). Design/methodology/approach: A total of 1,295 activities were offered in 36 cities of ten countries. Each activity had a faculty member and multidisciplinary teams to address an authentic situation during one full-time week. The ECT was applied to assess the disparity between what was expected from the students and their actual learning experience. A total of 929 students answered a Perceived Value Questionnaire to measure 14 transversal competences categorized on five employability skills. Findings: Achievements were statistically higher than expectations in 5 out of 14 transversal competences. The perceived value of the i-Week reflects the impact on soft skills: self-skills, personal, learning, social and systemic. The paper proposed an integrated model to learn these competences from action learning experiences. Research limitations/implications: The questionnaire is a self-assessment and not an actual performance measure. Besides transversal competences, there were more disciplinary competences that are not included in the study. Practical implications: The perceived value model of the i-Week could be applied for different educational levels and contexts considering a lower scale. A new version of the Perceived Value Questionnaire on Competences is provided for educational research. Originality/value: The educational experience, instruments and analysis described in the study might be easily transferred to other action activity used to measure perceived learning results on multiple skills. © 2019, Emerald Publishing Limited.","Action learning; Challenge-based learning; Competences; Employability skills; Expectation confirmatory theory; Experiential learning; Soft skills; Transversal competence","","","","","","Intelligence Marketing Department; Instituto Tecnológico y de Estudios Superiores de Monterrey, ITESM","This paper is funded by Instituto Tecnológico y de Estudios Superiores de Monterrey TecLabs. José Guadalupe Escamilla de los Santos, Claudia Susana López Cruz and Claudia Zubieta Ramírez from TecLabs team managed the funding for the presented research study. María Gisela Cante Reyes, leader of the i-Week Initiative, Guillermo Roffe Illades and Montserratt Ochoa Cantú from Intelligence Marketing Department managed the data collection for the questionnaire.","Alemany L., Marina J.A., Perez J.M., Pellicer C., Alvarez B., Torrejon J., Aprender a emprender. 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Soft skills development in European countries, Tuning Journal for Higher Education, 3, 2, pp. 389-427, (2016); Cox C., Jaramillo R., Reimers F., Educar para la ciudadanía y la democracia en las Ámericas: Una agenda para la acción, (2005); Creswell J., Plano V., Designing and Conducting Mixed Methods Research, (2011); Dunlap J.C., Grabinger R.S., Rich environments for the active learning in higher education, Constructing Learning Environments: Case Studies in Instructional Design, pp. 65-82, (1996); Facione P.A., Pensamiento Crítico: ¿qué es y Por qué es Tan Importante? Insight Assessment, (2007); Fidalgo Blanco A., Sein-Echaluce M.L., Garcia F.J., Aprendizaje Basado en Retos en una asignatura académica universitaria, Revista Iberoamericana de Informática Educativa, 25, 1, pp. 1-8, (2017); Garza Salazar D., Challenged to rise, (2019); Gutierrez V., Lopez M., Olivares S., Gonzalez G., Turismo inteligente: Desarrollo de la competencia de curiosidad intelectual, (2018); Hadley K., Beckmann L., Reid K., General strategy for development of teamwork skills, IEEE Frontiers in Education Conference, (2016); Hellriegel D., Slocum J., Woodman R., Comportamiento Organizacional, (1999); The global information technology report 2008-2009, (2009); Keinanen M., Mertanen L., Researching learning environments and students’ innovation competences, Education + Training, 1, 17, pp. 17-30, (2019); King C., Fostering self-directed learning through guided tasks and learner reflection: studies in self-access, Learning Journal, 2, 4, pp. 257-267, (2011); Leithwood K., Harris A., Hopkins D., Seven strong claims about successful school leadership, School Leadership and Management, 28, 1, pp. 27-42, (2008); Lind G., Moral dilemma discussion revisited-the Konstanz method, Europe’s Journal of Phsychology, 1, 1, pp. 1-5, (2005); Lopez A., Olivares S., Turrubiates M., Aprendizaje autodirigido utilizando la estrategia didáctica Aprendizaje Basado en Proyectos, Tarbiya Revista de Investigación e Innovación Educativa, 1, 46, pp. 23-46, (2018); Lopez F., Lopez M., Olivares S., Semana i: Aplicando Arteterapia para el desarrollo de la competencia de ciudadanía y pago de hipoteca social, (2018); Lucas S., Desarrollo de las competencias: preocupación por la calidad y Motivación de logro desde la docencia universitaria, Revista de Docencia Universitaria, pp. 1-17, (2007); McCray J., Warwick R., Palmer A., Impressions of action and critical action learning: exploring the leadership development of senior doctors in an English healthcare organization, International Journal of Training and Development, 22, 1, pp. 69-87, (2018); Marin R., Rivas M., Sistematización e Innovación Educativa, (1984); Marquardt M., Waddill D., The power of learning in action learning: a conceptual analysis of how the five schools of adult learning theories are incorporated within the practice of action learning, Action Learning: Research and Practice, 1, 2, pp. 185-202, (2004); Marshall T., Ethics-who needs them?, Journal of Communication Management, 7, 2, pp. 107-112, (2003); Martin J.A., Heppard K.A., Green S.G., Taking international business education programs and pedagogy to new heights: fundamental questions for educators and students, Business Horizons, 54, 4, pp. 355-363, (2011); Mascle D., Writing self-efficacy and written communication skills, Business, 86, 3, pp. 155-162, (2013); Mastache A., Formar Personas Competentes: Desarrollo de Competencias Tecnológicas y Psicosociales, (2007); Mitchell J.M., Yordy E.D., COVER It: a comprehensive framework for guiding students through ethical dilemmas, Journal of Legal Studies Education, 27, 1, pp. 35-60, (2010); Montoro J., Morales G., Valenzuela J., Competencias para el uso de tecnologías de la información y la comunicación en docentes de una escuela normal privada, Revista Virtualis, 1, 9, pp. 20-33, (2014); Munezero M.D., Bekuta B.K., Benefits an challenges of introducing a blended project-based approach in higher education: experiences from a Kenyan university, International Journal of Education and Development using Information and Communication Technology, 12, 2, pp. 206-218, (2016); Neelam N., Bhattacharya S., Kejriwal V., Bhardwaj V., Goyal A., Saxena A., Dhawan D., Vaddi A., Choudaha G., Internship in a business school: expectation versus experience, Higher Education, Skills and Work-Based Learning, 9, 1, pp. 92-106, (2019); Olivares S., Heredia Y., Desarrollo del pensamiento crítico en ambientes de aprendizaje basado en problemas en estudiantes de educación superior, Revista Mexicana de Investigación Educativa, 17, 54, pp. 759-778, (2012); Olivares S., Valdez J., Aprendizaje Centrado en el Paciente: Cuatro Perspectivas Para un Abordaje Integral, (2017); Olivares S., Adame E., Avila J., Turrubiates M., Lopez M., Valdez-Garcia J., Valor percibido de una experiencia de inmersión educativa para el desarrollo de competencias transversales: Semana i, Educación Médica, 20, 2, pp. 93-99, (2018); Olivares S.L., Lopez M.V., Evaluación de la autopercepción del pensamiento crítico en estudiantes de medicina, Revista Electrónica de Investigación Educativa, 19, 2, pp. 67-77, (2016); Ortega F., Hacia la construcción de una perspectiva global, (2009); Oxford Dictionary of New Words, (2019); Pandey S., Pattnaik P.N., Praveen M., Follow the founder: case study of action learning experiment in an MBA program, Development and Learning in Organizations, 32, 3, pp. 11-14, (2018); Parasuraman A., Zeithaml V., Berry L., Bruhn M., Meffert H., Alternative scales for measuring service quality: a comparative assessment based on psychometric and diagnostic criteria, Handbuch Dienstleistungsmanagement, pp. 449-482, (1998); Paul P., Mukhopadhyay K., Experiential learning in international business education, Journal of Teaching in International Business, 16, 2, pp. 7-25, (2005); Perrenoud P., Diez Nuevas Competencias Para Enseñar, (2010); Rivas M., Innovación Educativa. Teoría, Procesos y Estrategias, (2000); Rodriguez M., Turrubiates M., Olivares S., Impacto de las simulaciones en el desarrollo de la autodirección en el estudiante de secundaria, Revista Electrónica de Tecnología Educativa, 1, 65, pp. 54-67, (2018); Sharma V., Soft skills: an employability enabler, The IUP Journal of Soft Skills, 12, 2, pp. 25-31, (2018); Smith J.W., Stitts D.K., Using Action Learning and critical thinking tools to make changes in higher education, Contemporary Issues In Education Research, 6, 1, pp. 73-84, (2013); Suwono H., Saefi M., Susilo H., Challenge based learning to improve scientific literacy of undergraduate biology students, AIP Conference Proceedings, (2019); Competencias Transversales Tec 21. Educación Basada en Competencias, (2015); Competencias Transversales Tec21. Una visión desde el Modelo Educativo, (2019); Conferencia mundial sobre la Educación Superior, (1998); Urbina J., Turrubiates M., Olivares S., Semana i: microempresas con principios de clase mundial para el desarrollo de competencias transversales, (2018); Valenzuela Gonzalez J.R., Lozano Rodriguez A., Flores Fahara M., Ramirez Montoya M.S., Farias Martinez G.M., Gallardo Cordova K.E., Competencias Transversales: Para Una Sociedad Basada en Conocimiento, (2016); Veliz L., Paravic T., Coaching education as a strategy to enhance nursing leadership, Ciencia y Enfermería, 18, 2, pp. 111-117, (2012); Villa A., Poblete M., Aprendizaje Basado en Competencias. Una Propuesta Para la Evaluación de las Competencias Genéricas, (2007); Villalobos V., Avila J., Olivares S., Aprendizaje basado en problemas en Química y el pensamiento crítico en secundaria, Revista Mexicana de Investigación Educativa, 21, 69, pp. 557-581, (2015); Vogt W., Quantitative Research Methods for Professionals, (2007); Weinstein K., Action Learning: A Practical Guide, (1999); Wessels E., Wood L., Fostering teachers’ experiences of well-being: a participatory action learning and, South African Journal of Education, 39, 1, pp. 1-10, (2019); Yeadon-Lee A., Reflective vicarious learning (RVL) as an enhancement for action learning, The Journal of Management Development, 37, 4, pp. 363-371, (2018); Yue-Yang C., Confirmation of expectations and satisfaction with the internet, Computer and Information Science, 3, 3, pp. 14-22, (2010); Tejada J., Los Agentes de la Innovación en los Centros Educativos, (1998)","S.L. Olivares; Tecnológico de Monterrey, Monterrey, Mexico; email: solivares@tec.mx","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85076518476"
"Konttinen K.; Veivo O.; Salo P.","Konttinen, Kalle (57209212324); Veivo, Outi (55843978800); Salo, Pia (7006264937)","57209212324; 55843978800; 7006264937","Translation students’ conceptions of translation workflow in a simulated translation company environment","2020","Interpreter and Translator Trainer","14","1","","79","94","15","4","10.1080/1750399X.2019.1619218","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85066840462&doi=10.1080%2f1750399X.2019.1619218&partnerID=40&md5=7e5ae70a225c73bbf771082cdf843192","Department of German, School of Languages and Translation Studies, University of Turku, Turku, Finland; Department of French, School of Languages and Translation Studies, University of Turku, Turku, Finland; Department of English, School of Languages and Translation Studies, University of Turku, Turku, Finland","Konttinen K., Department of German, School of Languages and Translation Studies, University of Turku, Turku, Finland; Veivo O., Department of French, School of Languages and Translation Studies, University of Turku, Turku, Finland; Salo P., Department of English, School of Languages and Translation Studies, University of Turku, Turku, Finland","Translation graduates need organisational skills to be able to cooperate in translation service production workflows. This paper explores the development of translation students’ workflow conceptions in a simulated translation company learning environment. Using the standard ISO 17100 as a frame of reference for a content analysis of student essays, two research questions are answered: 1) How does working in a simulated translation company learning environment affect translation students’ workflow conceptions? 2) What kind of workflow conception profiles emerge in a simulated translation company learning environment? A quantitative comparison of essays written before and after a one-year-long translation company simulation course showed a progression from rudimentary conceptions with few workflow task mentions towards more detailed conceptions that are closer to the translation industry model. Further quantitative analysis of the changes in individual task mention values revealed clusters of workflow tasks associated with the duties of two different task roles, the translation specialist and the project manager. The results showed a tendency for some students to stay with the conception associated with the translation specialist role and for some students to develop a workflow conception associated with the project manager role. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.","employability; translation service provision standard; Translation workflow; translator education; workflow conception","","","","","","","","Abdallah K., Translators in Production Networks: Reflections on Agency, Quality and Ethics, PhD diss., (2012); Biel L., Training Translators or Translation Service Providers? EN 15038:2006 Standard of Translation Services and Its Training Implications, The Journal of Specialised Translation, 16, pp. 61-76, (2011); Buysschaert J., Fernandez-Parra M., van Egdom G.W., Professionalising the Curriculum and Increasing Employability through Authentic Experiential Learning: The Cases of INSTB, Current Trends in Translation Teaching and Learning E, 4, pp. 78-111, (2017); Translation Tools and Workflow, (2016); Drugan J., Quality in Professional Translation: Assessment and Improvement, (2013); Dunne K.J., From Vicious to Virtuous Cycle. Customer-Focused Translation Quality Management Using ISO 9001 Principles and Agile Methodologies, Translation and Localization Project Management: The Art of the Possible, pp. 153-187, (2011); Dunne K.J., The Industrialization of Translation: Causes, Consequences and Challenges, Translation Spaces, 1, 1, pp. 143-168, (2012); Dunne K.J., Dunne E.S., Mapping Terra Incognita, Translation and Localization Project Management: The Art of the Possible, pp. 1-14, (2011); Dunne K.J., Dunne E.S., Translation and Localization Project Management: The Art of the Possible, (2011); European Language Industry Survey Report: Expectations and Concerns of the European Language Industry, (2017); Europe, GALA and LIND-Web. 2018, European Language Industry Survey Report: Expectations and Concerns of the European Language Industry, (2018); European Master’s in Translation Competence Framework, (2017); Enriquez-Raido V., Translators as Adaptive Experts in a Flat World: From Globalization 1.0 To Globalization 4.0?, International Journal of Communication, 10, pp. 970-988, (2016); Entwistle N.J., Peterson E.R., Conceptions of Learning and Knowledge in Higher Education: Relationships with Study Behaviour and Influences of Learning Environments, International Journal of Educational Research, 41, 6, pp. 407-428, (2004); Filip D., Conchuir E.O., An Argument for Business Process Management in Localisation, The International Journal of Localisation, 10, 1, pp. 4-17, (2011); Garcia I., Beyond Translation Memory: Computers and the Professional Translator, The Journal of Specialised Translation, 12, pp. 199-214, (2009); Gouadec D., Pédagogie Par Projets: Le Modèle Rennais, Actes Du Colloque International Traduction–Localisation: Technologies Et Formation, Rennes, 2004, pp. 33-108, (2005); Gouadec D., Quality in Translation, Handbook of Translation Studies, pp. 270-275, (2010); Hofmann S., Prozessgestütztes Übersetzen: Vom Funktionsorientierten Übersetzungsprozess Zum Geschäftsprozessmodell Für Die Dienstleistung Übersetzen, (2012); ISO 17100: Translation Services–Requirements for Translation Services, (2015); Jimenez-Crespo M.A., Crowdsourcing and Online Collaborative Translations: Expanding the Limits of Translation Studies, (2017); Kelly N., Ray R., DePalma D., From Crawling to Sprinting: Community Translation Goes Mainstream, Linguistica Antverpiensia, 10, pp. 75-94, (2011); Kiraly D., A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice, (2000); Kockaert H., Makoushina J., Zen and the Art of Quality Assurance. Quality Assurance Automation in Translation: Needs, Reality and Expectations, Proceedings of the Thirtieth International Conference on Translating and the Computer, pp. 1-9, (2008); Konttinen K., Veivo O., Salmi L., Holopainen T., Multilingual Translation Workshop–Developing Professionals in a Simulated Translation Market, MikaEL–Kääntämisen Ja Tulkkauksen Tutkimuksen Symposiumin Verkkojulkaisu, 10, pp. 150-164, (2017); Lalumera E., On the Explanatory Value of the Concept-Conception Distinction, Rivista Italiana Di Filosofia Del Linguaggio, 8, 3, pp. 73-81, (2014); Lenker M., Anastasiou D., Buckley J., Workflow Specification for Enterprise Localisation, Localisation Focus, 9, 1, pp. 26-35, (2010); Massardo I., van der Meer J., The Translation industry in 2022: A Report from the TAUS Industry Summit, Amsterdam, March 22 –24,2017, (2017); Morera Mesa A., Crowdsourced Translation Practices from the Process Flow Perspective, PhD diss., (2014); Olvera-Lobo M.D., Castro-Prieto M.R., Quero-Gervilla E., Munoz-Martin R., Munoz-Raya E., Murillo-Melero M., Robinson B., Senso-Ruiz J.A., Vargas-Quesada B., Dominguez-Lopez C., Translator Training and Modern Market Demands, Perspectives: Studies in Translatology, 13, 2, pp. 132-142, (2005); Olvera-Lobo M.D., Robinson B., Senso J.A., Munoz-Martin R., Munoz-Raya E., Murillo-Melero M., Quero-Gervilla E., Castro-Prieto M.R., Conde-Ruano T., Teleworking and Collaborative Work Environments in Translation Training, Babel, 55, 2, pp. 165-180, (2009); Optimising Professional Translator Training in a Multilingual Europe. Final report, (2013); Park H.J., Components of Conceptual Ecologies, Research in Science Education, 37, 2, pp. 217-237, (2007); Risku H., Rossmanith N., Reichelt A., Zenk L., Translation in the Network Economy: A Follow-Up Study, Tracks and Treks in Translation Studies: Selected Papers from the EST Congress, Leuven 2010, pp. 29-48, (2013); Ruokonen M., Koskinen K., Dancing with Technology: Translators’ Narratives on the Dance of Human and Machinic Agency in Translation Work, The Translator, 23, 3, pp. 310-323, (2017); Shreve G.M., The Deliberate Practice: Translation and Expertise, Journal of Translation Studies, 9, 1, pp. 27-42, (2006); Sikora I., Procedural Approach to Translation Quality, Translation Standards and Teaching Translation at the Undergraduate Level: Focus on Pre- and Post-Translation Stages, Journal of Translator Education and Translation Studies, 1, 2, pp. 38-57, (2016); Thelen M., Going European: A Plea for Building A Network of Simulated Translation Bureaus, CIUTI-Forum Paris 2005: Regards Sur Les Aspects Culturels De La Communication, pp. 219-236, (2006); van der Aalst W.M.P., Business Process Management: A Comprehensive Survey, ISRN Software Engineering, 2013, pp. 1-37, (2013); The Workflow Management Coalition Specification: Workflow Management Coalition Terminology and Glossary, (1999)","K. Konttinen; Department of German, School of Languages and Translation Studies, University of Turku, Turku, Finland; email: kalle.konttinen@utu.fi","","Taylor and Francis Ltd.","","","","","","1750399X","","","","English","Interpet Transl. Train.","Article","Final","","Scopus","2-s2.0-85066840462"
"Cardoso A.; Guimarães P.N.; Dinis A.P.; Koukovinis A.; Domenech-Pastor J.; Segado A.; Dascalu M.; Olaru S.","Cardoso, Alexandra (57220872403); Guimarães, Pedro Nero (57220863262); Dinis, Ana Paula (57220874869); Koukovinis, Alexandros (57220860581); Domenech-Pastor, Jorge (57201802371); Segado, Almudena (57220858897); Dascalu, Mihaela (57220870242); Olaru, Sabina (23993961200)","57220872403; 57220863262; 57220874869; 57220860581; 57201802371; 57220858897; 57220870242; 23993961200","Updating the clothing technician profile through synergies between industry and vocational and educational training; [Actualizarea profilului Tehnicianului îmbrăcăminte prin sinergii între industrie și formare profesională]","2020","Industria Textila","71","6","","587","595","8","1","10.35530/IT.071.06.1838","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097768506&doi=10.35530%2fIT.071.06.1838&partnerID=40&md5=67ce6e67ac6c6798f532b321e6217692","CITEVE - Centro Tecnológico das Industrias Têxtil e do Vestuário de Portugal, Vila Nova de Famalicão, Portugal; MODATEX - Centro de Formação Profissional da Indústria Têxtil, Vestuário, Confecção e Lanifícios, Porto, Portugal; ATP - Associação Têxtil e Vestuário de Portugal, Vila Nova de Famalicão, Portugal; INOVA+, Matosinhos, Portugal; AITEX - Textile Research Institute, Alcoy, Spain; ASECOM - Asociación de Empresas de Confección y Moda de la Comunidad de Madrid, Madrid, Spain; ASTRICO NORD-EST Association, Savinesti, Romania; National Research and Development Institute for Textiles and Leather, Lucretiu Patrascanu no.16, Bucharest, 030508, Romania","Cardoso A., CITEVE - Centro Tecnológico das Industrias Têxtil e do Vestuário de Portugal, Vila Nova de Famalicão, Portugal; Guimarães P.N., MODATEX - Centro de Formação Profissional da Indústria Têxtil, Vestuário, Confecção e Lanifícios, Porto, Portugal; Dinis A.P., ATP - Associação Têxtil e Vestuário de Portugal, Vila Nova de Famalicão, Portugal; Koukovinis A., INOVA+, Matosinhos, Portugal; Domenech-Pastor J., AITEX - Textile Research Institute, Alcoy, Spain; Segado A., ASECOM - Asociación de Empresas de Confección y Moda de la Comunidad de Madrid, Madrid, Spain; Dascalu M., ASTRICO NORD-EST Association, Savinesti, Romania; Olaru S., National Research and Development Institute for Textiles and Leather, Lucretiu Patrascanu no.16, Bucharest, 030508, Romania","The importance of the textile and clothing sector in the European manufacturing industry, particularly in terms of the economy and employability, is very representative and crucial. To act upon urgent need felt by the textile and clothing industry and qualification gap, the CosTUmE project, in alignment with the Skills Agenda for Europe, created and updated the Clothing Technician profile and skills, facilitating the mobility of qualified people in the EU. This paper presents several aspects concerning the field and desk research developed in order to map the qualifications needs and the Work Based Learning Practices (WBL) in the textile and clothing sector. Also, this work presents the tools developed in order to enable people to make better career choices in UE and help them to find higher quality jobs and improve their life chances: Clothing Technician profile and qualification, ECVET Matrix, Tutorial guide for EU mobility and Training package. © 2020 Inst. Nat. Cercetare-Dezvoltare Text. Pielarie. All rights reserved.","Clothing; Education; Labour market; Profile; Technician","","","","","","Commission; European Commission, EC","Funding text 1: The research presented in this paper was prepared by the CosTUmE consortium. Funds support this work are from Erasmus+ KA3 Support for Policy Reform, Clothing Technician Profile Update via Education - CosTUmE Project, Contract 597854-EPP-1-2018-1-PT-EPPKA3-VET-JQ, funded by European Commission. This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.; Funding text 2: The research presented in this paper was prepared by the CosTUmE consortium. Funds support this work are from Erasmus+ KA3 Support for Policy Reform, Clothing Technician Profile Update via Education – CosTUmE Project, Contract 597854-EPP-1-2018-1-PT-EPPKA3-VET-JQ, funded by European Commission. This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.","Davis J, Davis A., Effective Training Strategies - A Comprehensive Guide to Maximizing Learning in Organizations, (1998); Responding to skills mismatches at sectoral level A key action of the New Skills Agenda for Europe, (2017); Helyer R., Learning through reflection: the critical role of reflection in work-based learning (WBL), In: Journal of Work-Applied Management, 7, 1, pp. 15-27, (2015); Work-based learning toolkit; Analysis and overview of NQF level descriptors in European countries, (2018); National qualifications framework developments in Europe 2017, (2018); The European Credit System for Vocational Education and Training ECVET, (2011); Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Credit System for Vocational Education and Training (ECVET) (Text with EEA relevance), (2009); Fair labour mobility in the EU; Terminology of European education and training policy, (2014)","A. Cardoso; CITEVE - Centro Tecnológico das Industrias Têxtil e do Vestuário de Portugal, Vila Nova de Famalicão, Portugal; email: acardoso@citeve.pt","","Inst. Nat. Cercetare-Dezvoltare Text. Pielarie","","","","","","12225347","","","","English","Ind. Textila","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85097768506"
"Cortellazzo L.; Bonesso S.; Gerli F.; Batista-Foguet J.M.","Cortellazzo, Laura (57195056338); Bonesso, Sara (16068287400); Gerli, Fabrizio (6507613846); Batista-Foguet, J.M. (7801468315)","57195056338; 16068287400; 6507613846; 7801468315","Protean career orientation: Behavioral antecedents and employability outcomes","2020","Journal of Vocational Behavior","116","","103343","","","","53","10.1016/j.jvb.2019.103343","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075372050&doi=10.1016%2fj.jvb.2019.103343&partnerID=40&md5=7b2af69cd556368e6455c00e54d5c189","Department of Management, Ca' Foscari University of Venice, San Giobbe Cannaregio 873, Venice, 30121, Italy; Department of People Management and Organization, Ramon Llull University, ESADE Business School, Av. Torre Blanca 59, Sant Cugat (Barcelona), 08172, Spain","Cortellazzo L., Department of Management, Ca' Foscari University of Venice, San Giobbe Cannaregio 873, Venice, 30121, Italy; Bonesso S., Department of Management, Ca' Foscari University of Venice, San Giobbe Cannaregio 873, Venice, 30121, Italy; Gerli F., Department of Management, Ca' Foscari University of Venice, San Giobbe Cannaregio 873, Venice, 30121, Italy; Batista-Foguet J.M., Department of People Management and Organization, Ramon Llull University, ESADE Business School, Av. Torre Blanca 59, Sant Cugat (Barcelona), 08172, Spain","The contemporary unstable business environment is challenging the concept of the “traditional” career in an organization, in favor of a protean career attitude in which individuals are characterized as having a strong sense of identity and personal values that guide their career decisions. Despite the relevance of the protean career concept, empirical research has provided limited evidence on its antecedents and outcomes as regards individuals who are at an early stage of their career path. The purpose of this study is to shed light on the behavioral antecedents of protean career orientation (PCO), and to investigate the relationship between PCO and individuals' employability. Data were collected on a sample of graduate students entering the labor market. The results, obtained through a Structural Equation Modeling analysis, provide new insights into the antecedents of PCO, showing that – contrary to prior research that primarily focuses on two competencies, “self-awareness” and “adaptability” – other behavioral competencies predict the protean approach. Moreover, the findings show a positive relationship between PCO and employability and perceived employability. Implications for the career management and competency-based literature are provided. © 2019 Elsevier Inc.","Behavioral competencies; Employability; Perceived employability; Protean career orientation","","","","","","ERASMUS+ Higher Education; Università Ca' Foscari Venezia, UNIVE","This research has been conducted at the Ca' Foscari Competency Centre of the Ca' Foscari University of Venice. We thank all the colleagues with whom we had the opportunity to share our research, and especially Dr. Claudio Pizzi of Ca' Foscari University of Venice, who have been a fundamental source of encouragement and precious discussion. We thank HayGroup for allowing the use of the Emotional and Social Competency Inventory‐University Edition (ESCI‐U) in our research. We express our gratitude to the editor, and to the two anonymous reviewers for their support in directing the paper. Co-funded by the ERASMUS+ Higher Education for teaching Mobility","Agarwala T., Factors influencing career choice of management students in India, Career Development International, 13, 4, pp. 362-376, (2008); Argentin G., Triventi M., Social inequality in higher education and labour market in a period of institutional reforms: Italy, 1992–2007, Higher Education, 61, pp. 309-323, (2011); Arthur M., Khapova S.N., Wilderom C.P.M., Career success in a boundaryless career world, Journal of Organizational Behavior, 26, 2, pp. 177-202, (2005); Barbieri P., Scherer S., Labour market flexibilization and its consequences in Italy, European Sociological Review, 25, 6, pp. 677-692, (2009); Baruch Y., Managing careers: Theory and practice, (2004); Baruch Y., The development and validation of a measure for protean career orientation, The International Journal of Human Resource Management, 25, 9, pp. 2701-2723, (2014); Bedwell W.L., Fiore S.M., Salas E., Developing the future workforce: An approach for integrating interpersonal skills into the MBA classroom, Academy of Management Learning & Education, 13, pp. 171-186, (2014); Berntson E., Sverke M., Marklund S., Predicting perceived employability: Human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Bisbe J., Batista-Foguet J.M., Chenhall R., Defining management accounting constructs: A methodological note on the risks of conceptual misspecification, Accounting, Organizations and Society, 32, pp. 789-820, (2007); Bonesso S., Gerli F., Pizzi C., Cortellazzo L., Students' entrepreneurial intentions: The role of prior learning experiences and emotional, social and cognitive competencies, Journal of Small Business Management, 56, pp. 215-242, (2018); Boyatzis R.E., The competent manager: A model for effective performance, (1982); Boyatzis R.E., Competencies as a behavioral approach to emotional intelligence, Journal of Management Development, 28, 9, pp. 749-770, (2009); Boyatzis R.E., Managerial and leadership competencies: A behavioral approach to emotional, social and cognitive intelligence, Vision, 15, 2, pp. 91-100, (2011); Boyatzis R.E., Gaskin J., Wei H., Emotional and social intelligence and behavior, Handbook of intelligence. 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Cortellazzo; Department of Management, Ca' Foscari University of Venice, Venice, San Giobbe Cannaregio 873, 30121, Italy; email: laura.cortellazzo@unive.it","","Academic Press Inc.","","","","","","00018791","","JVBHA","","English","J. Vocat. Behav.","Article","Final","","Scopus","2-s2.0-85075372050"
"Neroorkar S.; Gopinath P.","Neroorkar, Samiksha (57205766033); Gopinath, P. (56028482600)","57205766033; 56028482600","Impact of Industrial Training Institutes (ITIs) on the employability of graduates—a study of government ITIs in Mumbai","2020","Journal of Vocational Education and Training","72","1","","23","46","23","10","10.1080/13636820.2019.1575895","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061498824&doi=10.1080%2f13636820.2019.1575895&partnerID=40&md5=85e3eb857ea653b399e1dd77c3ada5bb","School of Education, Tata Institute of Social Sciences, Mumbai, India; School of Development Studies, Tata Institute of Social Sciences, Mumbai, India","Neroorkar S., School of Education, Tata Institute of Social Sciences, Mumbai, India; Gopinath P., School of Development Studies, Tata Institute of Social Sciences, Mumbai, India","The aim of this paper is to ascertain the factors by which Industrial Training Institutes (ITIs) affect the employability of graduates in Mumbai, India. The ITIs are major providers of VET in India. Presently, India is part of a skilling revolution with the goal of providing superior quality formal skill training to 400 million people by the year 2022. Consequently, the ITIs are receiving a great deal of attention at the national level. Applying a qualitative approach, data were collected from 15 students, 21 staff members (teaching and non-teaching) and 13 employers associated with the ITIs in the city and suburban area of Mumbai. The findings show a distinct set of six factors by which ITIs affect the employability of graduates—by imparting knowledge and skill, affecting students’ attitude and expectations, providing apprenticeship, signalling favourable characteristics, acting as an intermediary between the industry and the graduates and helping build social networks. The conclusion is that ITIs can incorporate strategies to actively enhance the employability of graduates by leveraging these factors. © 2019, © 2019 The Vocational Aspect of Education Ltd.","employability; India; Industrial Training Institutes (ITIs); skill training; vocational education and training (VET)","","","","","","","","Acharya A.S., Anupam P., Saxena P., Nigam A., Sampling: Why and How of It, Indian Journal of Medical Specialties, 4, 2, pp. 330-333, (2013); Agrawal T., Vocational Education and Training in India: Challenges, Status and Labour Market Outcomes, Journal of Vocational Education and Training, 64, 4, pp. 453-474, (2012); Agrawal T., Agrawal A., Vocational Education and Training in India: A Labour Market Perspective, Journal of Vocational Education & Training, 69, 2, pp. 246-265, (2017); Aiyar S., Mody A., The Demographic Dividend: Evidence from the Indian States: International Monetary Fund, India Policy Forum 2012–13, (2013); Anant T.C.A., Hasan R., Mohapatra P., Nagaraj R., Sasikumar S.K., “Labor Markets in India: Issues and Perspectives.” In Labor Markets in Asia: Issues and Perspectives, edited by J. 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Research Report No. RR85, (1998); Industrial Training Institutes of India: The Efficiency Study Report, (2003); Khare M., Employment, Employability and Higher Education in India: The Missing Links, Higher Education for the Future, 1, 1, pp. 39-62, (2014); Kumar K., ITIs/ITCs: Industrial Training Institutes/Industrial Training Centres, pp. 65-80, (2016); Lea B.-R., Yu W.-B., Maguluru N., Nichols M., Enhancing Business Networks Using Social Network Based Virtual Communities, In Industrial Management & Data Systems, 106, 1, pp. 121-138, (2006); Malik G., Venkatraman A., The Great Divide: Skill Gap between the Employer’s Expectations and Skills Possessed by Employees, Industrial and Commercial Training, 49, 4, pp. 175-182, (2017); Mantri R., Gupta H., IITs to ITIs—Modi’s Voucher Revolution in Skill Development?, LiveMint, (2015); McArdle S., Waters L., Briscoe J., Douglas T.H., Employability during Unemployment: Adaptability, Career Identity and Human and Social Capital, Journal of Vocational Behavior, 71, 2, pp. 247-264, (2007); Mehrotra S., Quantity & Quality: Policies to Meet the Twin Challenges of Employability in Indian Labor Market, The Indian Journal of Industrial Relations, 2014, pp. 367-377, (2014); Mehrotra S., Gandhi A., Sahoo B., Estimating India’s Skill Gap on Realistic Basis for 2022, Economic and Political Weekly, 48, 13, pp. 102-111, (2013); National Youth Policy 2014, (2014); Mishra M., Vertically Integrated Skill Development and Vocational Training for Socioeconomically Marginalised Youth: The Experience at Gram Tarang and Centurion University, India, Prospects, 44, 2, pp. 297-316, (2014); Nilsson S., Enhancing Individual Employability: The Perspective of Engineering Graduates, Education+ Training, 52, 6-7, pp. 540-551, (2010); Reforming the Indian Apprenticeship System to Boost Local Engagement, Engaging Employers in Apprenticeship Opportunities: Making It Happen Locally, (2017); Patton M., Designing Qualitative Studies, Qualitative Research and Evaluation Methods, 3, 2002, pp. 230-246, (2002); Pilz M., Introduction: Why India’s Focus on Preparation for the World of Work Is Highly Relevant, India: Preparation for the World of Work, pp. 15-23, (2016); Skill Development and Training, (2008); Pool L.D., Sewell P., The Key to Employability: Developing a Practical Model of Graduate Employability, Education+ Training, 49, 4, pp. 277-289, (2007); Prakash B.S., Gupta K.P., Employability Pattern of ITI Graduates: A Profile of the Vocational Education System, The Indian Journal of Labour Economics, 45, 4, pp. 1267-1276, (2002); Qazi F.S., The Status of ITIs in India: A Case Study in Kashmir, Rethinking Universities for Development Intermediaries, Innovation and Inclusion, (2013); Ramachandran H., Education, Skill Development and Changing Labour Market, The Indian Journal of Labour Economics, 45, 4, pp. 999-1014, (2002); Rothwell A., Arnold J., Self-Perceived Employability: Development and Validation of a Scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rothwell A., Jewell S., Hardie M., Self-Perceived Employability: Investigating the Responses of Post-Graduate Students, Journal of Vocational Behavior, 75, 2, pp. 152-161, (2009); Sbaraini A., Carter S.M., Evans R.W., Blinkhorn A., How to Do a Grounded Theory Study: A Worked Example of a Study of Dental Practices, BMC Medical Research Methodology, 11, 1, (2011); Seibert S.E., Kraimer M.L., Liden R.C., A Social Capital Theory of Career Success, Academy of Management Journal, 44, 2, pp. 219-237, (2001); Small L., Shacklock K., Marchant T., Employability: A Contemporary Review for Higher Education Stakeholders, Journal of Vocational Education and Training. 70 (1):, pp. 148-166, (2017); Smith E., Brennan Kemmis R., Possible Futures for the Indian Apprenticeship System: Options Paper for India, Geneva: ILO, (2013); Spence A.M., Job Market Signalling, Quarterly Journal of Economics, 87, 3, pp. 355-374, (1973); Stiglitz J.E., The Theory of “Screening,” Education, and the Distribution of Income, The American Economic Review, 65, 3, pp. 283-300, (1975); Strauss A., Corbin J., Basics of Qualitative Research: Procedures and Techniques for Developing Grounded Theory, (1998); Tansey O., Process Tracing and Elite Interviewing: A Case for Non-Probability Sampling, PS: Political Science & Politics, 40, 4, pp. 765-772, (2007); Thijssen J.G., Van der Heijden B.I., Rocco T.S., Toward the Employability—Link Model: Current Employment Transition to Future Employment Perspectives, Human Resource Development Review, 7, 2, pp. 165-183, (2008); Tilak J.B.G., Vocational Education and Training in Asia, The International Handbook on Educational Research in the Asia-Pacific Region, pp. 673-686, (2002); State of the Urban Youth, India 2012, (2013); Skilling India, (2017); Population, Total, (2018)","S. Neroorkar; School of Education, Tata Institute of Social Sciences, Mumbai, India; email: sdneroorkar@gmail.com","","Routledge","","","","","","13636820","","","","English","J. Vocat. Educ. Train.","Article","Final","","Scopus","2-s2.0-85061498824"
"bEnito R.M.; zapatero M.R.; naranjo L.P.; garcía C.M.","bEnito, rocío Muñoz (57216708171); zapatero, MaribEl rodríguEz (58392151800); naranjo, Eonor pérEz (57221742970); garcía, cristina Morilla (57205405050)","57216708171; 58392151800; 57221742970; 57205405050","Effect of the Implementation of Clil and Knowmad Competences on Students´ Motivation In Higher Education","2020","Journal of English Studies","18","1","","181","204","23","2","10.18172/JES.4457","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100027384&doi=10.18172%2fJES.4457&partnerID=40&md5=41105ba2851596f34ebb98e6dcb4a998","Universidad de Córdoba","bEnito R.M., Universidad de Córdoba; zapatero M.R., Universidad de Córdoba; naranjo L.P., Universidad de Córdoba; garcía C.M., Universidad de Córdoba","The development of language skills in a second language as well as knowmad skills are key to the future employability of students. This research aims to analYZE the impact of the introduction of a specific methodology involving the development of both types of skills on students’ motivation and satisfaction in order to foster the development of a bilingual itinerary. The methodology is based on Content and Language Integrated Learning (CLIL) and the sample involved 227 students of the Degrees in Tourism of the University of Córdoba (Spain). Through a model of structural equations, the data analysis revealed that the development of language skills in L2 and the development of knowmad skills had a significant direct effect on the students’ motivation towards learning a second language. The indirect effect of the development of these skills on the students’ satisfaction with the teaching experience was also significant. © 2020. All Rights Reserved.","CLIL; knowmad; language skills; motivation; student´s satisfaction.; tourism","","","","","","","","Altbach P. G., Knight J., The Internationalisation of Higher Education: Motivations and Realities, Journal of Studies in International Education, 11, pp. 290-305, (2007); Alvarez M., Et al., Materiales Didácticos de apoyo para secciones bilingües de enseñanza secundaria, (2009); Balanskat A., Et al., The ICT Impact Report. A review of studies of ICT impact on schoolin Europe, (2006); Ballestero C., Et al., Usos del e-learning en las universidades andaluzas. Estado de la situación y análisis de buenas prácticas, Pixel-Bit. Revista de Medios y Educación, 37, pp. 7-18, (2010); Bernaus M., Gardner R. C., Teacher Motivation Strategies, Student Perceptions, Student Motivation, and English Achievement, The Modern Language Journal, 92, 3, pp. 387-401, (2008); Bernaus M., Moore E., Cordeiro A., Affective Factors Influencing Plurilingual Students’ Acquisition of Catalan in a Catalan-Spanish Bilingual Context, The Modern Language Journal, 91, 2, pp. 235-246, (2007); Boza A., Mendez J., Aprendizaje motivado en alumnos universitarios: validación y resultados generales de una escala, Revista de Investigación Educativa, 31, 2, pp. 331-347, (2013); Cardozo A., Motivación, aprendizaje y rendimiento académico en estudiantes del primer año universitario, Revista de Educación, Laurus, 14, 28, pp. 209-237, (2008); Carratala E., Análisis de la teoría de las metas de logro y de la autodeterminación en los planes de especialización deportiva de la Generalitat Valenciana, (2004); Coyle D., Content and Language Integrated Learning: Towards a connected Research agenda for AICLE pedagogies, The International Journal of Bilingual Education and Bilingualism, 10, pp. 543-562, (2007); Coyle D., Hood P., Marsh D., CLIL: Content and Language Integrated Learning, (2010); Dearden J., English medium Instruction: A Growing Global Phenomenon, (2016); Debnath S. C., College student motivation: An interdisciplinary approach to an integrated learning systems model, Journal of Behavioral and Applied Management, 6, 3, pp. 168-189, (2005); Drucker P. F., The Landmarks of Tomorrow, (1959); Gardner R. C., Motivation and Second Language Acquisition, Porta Linguarum, 8, pp. 9-20, (2007); Graddol D., English Next. Why global English may mean the end of English as a Foreign Language, (2006); Guillen F., Perez-Luzardo J., Arnaiz P., Relación entre motivación y optimismo disposicional en aprendices de inglés como lengua extranjera en un contexto universitario, Revista de Educación Extraordinario, pp. 104-128, (2013); Gutierrez A., Del Barrio J. A., Y tú ¿por qué vas a clase? Examen de la motivación de estudiantes de inglés en la universidad española, International Journal of Developmental and Educational Psychology, 1, 1, (2014); Hair J. F., Ringle C. M., Sarstedt M., PLS-SEM: Indeed a silver bullet, Journal of Marketing Theory and Practice, 19, 2, pp. 139-151, (2011); Hair J. J. F., Hult G. T. M., Ringle C., Sarstedt M., A primer on partial least squares structural equation modeling (PLS-SEM), (2014); Harkema S., Popescu F., Taking a Holistic Approach in Training and Educating Knowmads and Daredevils of the 21st Century, Advances in Human Factors, Business Management and Leadership, Advances in Intelligent Systems and Computing, 594, pp. 329-340, (2018); Hernandez Requena S. R., El modelo constructivista con las nuevas tecnologías, aplicado en el proceso de aprendizaje, RUSC: Universities and Knowledge, Society Journal, 5, 2, (2008); Knell E., Et al., Early English immersion and literacy in Xián, China, The modern Language Journal, 91, pp. 395-417, (2007); Lasagabaster D., Ruiz de Zarobe Y., CLIL in Spain. Implementation, Results and Teacher Training, (2010); L'Espoir Decosta J., Grunewald A., Logies of Tourismology: The Need to Include Meta-Theories in Tourism Curricula, Journal of Teaching in Travel &Tourism, 11, 3, pp. 289-303, (2011); Lorenzo F., Casal S., Moore P., The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project, Applied Linguistics, 31, 3, pp. 418-442, (2010); Lozano Fernandez L. M., Garcia-Cueto E., Gallo Alvaro P., Relación entre motivación y aprendizaje, Psicothema, 12, pp. 344-347, (2000); Macaro E., Curle S., Pun J., An J., Dearden J., A systematic review of English medium instruction in higher education, Language Teaching, 51, 1, pp. 36-76, (2018); Marsh D., Lange D., Using Languages to Learn and Learning to Use Languages, (2000); Meece J., The classroom context and students’ motivational goals, Advances in motivation and achievement, 7, pp. 261-286, (1991); Minera Reyna L. E., El papel de la motivación y las actitudes en el aprendizaje de ELE en un contexto de enseñanza formal para adultos alemanes, Revista Nebrija de Lingüística Aplicada, 3, 7, (2009); Molina M., Sampietro A., Propuestas didácticas para el uso de Internet y de la pizarra digital en contextos de educación bilingüe con apoyo de entornos virtuales de aprendizaje, Digital Education Review, 28, pp. 1-18, (2015); Moravec J. W., Knowmad society: the ‘new’ work and education, On the Horizon, 21, 2, pp. 79-83, (2013); Naves T., Munoz C., Usar las lenguas para aprender y aprender a usar las lenguas extranjeras. Una introducción a AICLE para madres, padres y jóvenes, Using Languages to Learn and Learning to Use Languages, (2000); Morgado M., Coelho M., CLIL vs English as the medium of instruction: The Portuguese higher education Polytechnic context, Egitania Sciencia, 12, pp. 123-145, (2013); Nunnally J. C., Bernstein I., Psychometric theory, (1994); Nunan D., The impact of English as a global language on educational policies and practices in the Asia-Pacific region, TESOL Quarterly, 37, pp. 589-613, (2003); Libro Blanco sobre la educación y la formación. Enseñar y aprender. Hacia la sociedad cognitiva, (1995); O'Reilly T., What is web 2.0. Design Patterns and Business Models for the Next Generation of Software, (2005); O'Reilly T., Conferencia inaugural del V Foro Internacional de Contenidos Digitales, (2011); Pavesi M., Bertocchi D., Hofmannova M., Kazianka M., Insegnare in una Lingua Straniera, Unterrichten durch eine Fremdsprache, Teaching through a Foreign Language, Enseñar en una Lengua Extranjera, Enseigner dans une Langue Vivante, (2001); Pintrich P. R., de Groot E. V., Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82, 1, pp. 33-40, (1990); Pintrich P. R., Schunk D. H., Motivation in education: Theory, research, and applications, (2002); Piriz S., Universitic 2015. Análisis de las TIC en las universidades españolas, (2015); Sanchez Perez M. M., Salaberri Ramiro M. S., Implementing Plurilingualism in Higher Education: Teacher Training Needs and Plan Evaluation, Porta Linguarum Monograph, II, pp. 139-156, (2017); Schunk D. H., Effects of effort attributional feedback on children’s perceived self-efficacy and achievement, Journal of Educational Psychology, 74, pp. 548-556, (1982); Sharples M., Et al., Innovating Pedagogy 2015: Open University Innovation Report 4, pp. 85-113, (2015); Tapia A., Evaluación del conocimiento y su adquisición, (1997); Tatzl D., English-medium masters’ programmes at an Austrian university of applied sciences: Attitudes, experiences and challenges, Journal of English for Academic Purposes, 10, pp. 252-270, (2011); Tremblay P. F., Gardner R. C., Expanding the Motivation Construct in Language Learning, The Modern Language Journal, 79, pp. 505-518, (1995); Wilkinson R., Integrating Content Language. Meeting the Challenge of Multilingual Higher Education, (2004); Wolff D., CLIL: bridging the gap between school and working life, Diverse Contexts - Converging Goals, pp. 15-25, (2007)","C.M. garcía; Universidad de Córdoba; email: cmorilla@uco.es","","University of La Rioja","","","","","","15766357","","","","English","J. Engl. Stud.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85100027384"
"Santos G.G.; Ferreira A.P.; Pinho J.C.","Santos, Gina Gaio (24773865600); Ferreira, Ana Paula (56898420300); Pinho, José Carlos (13411016100)","24773865600; 56898420300; 13411016100","Career attitudes and employability: analysis of mediation via career strategies","2020","Employee Relations","42","2","","417","436","19","6","10.1108/ER-09-2018-0249","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076025477&doi=10.1108%2fER-09-2018-0249&partnerID=40&md5=b0ee4aaa2d9da7e1a961865088358925","Department of Management, University of Minho, Braga, Portugal","Santos G.G., Department of Management, University of Minho, Braga, Portugal; Ferreira A.P., Department of Management, University of Minho, Braga, Portugal; Pinho J.C., Department of Management, University of Minho, Braga, Portugal","Purpose: The purpose of this paper is to evaluate the impact of career attitudes (traditional career vs boundaryless career) on perceived employability (internal vs external employability). In addition, the authors examine whether career self-management strategies act as mediators of these relationships. Due to high unemployment rates in the last two decades, it is important to assess the extent to which young graduates’ career attitudes affect perceived internal and external employability, along with the role of career self-management strategies as an employability enhancement tool. Design/methodology/approach: As part of a cross-sectional research design, the authors administered a survey questionnaire to a sample of 131 graduates (i.e. master’s students) with at least one year of work experience. The empirical data were analyzed with partial least squares structural equation modeling, which combines confirmatory factor analysis, multiple linear regression and path analysis. Findings: The results reveal that there is a positive and significant impact (direct effect) of a traditional career attitude (TCA) on internal employability, while there is no significant negative impact of a TCA on external employability. Additionally, the results show that there is a negative impact (direct effect) of a boundaryless career attitude (BCA) on internal employability, while no significant positive impact is found of a BCA on external employability. This study also confirms the mediation effect (full mediation) of career positioning strategies on the BCA-external employability relationship, and a partial mediation of career influence strategies on the TCA-internal employability relationship. Research limitations/implications: Limitations of this study relate to the sample size and the use of a convenience sampling technique. Hence, some caution is needed regarding results’ generalization. In addition, this research uses a cross-sectional design, thus the authors cannot assess longitudinal causal relationships between variables. Future research should be replicated with different types of respondents and in different cultural contexts. Practical implications: The results suggest that organizations would benefit more from employees that hold a TCA than those that hold a BCA, especially if they are interested in fostering the internal employability of their workforce. At the individual level, the results identify optimal career self-management strategies (internal vs external employability) for young graduates. Originality/value: This study offers new empirical evidence of the predictive value of perceived internal vs external employability and the mediating role of career self-management strategies in explaining employability. Young graduates perceive a TCA as more advantageous than a BCA for both internal and external employability. This is an unexpected but interesting finding, since the bulk of the literature on contemporary career attitudes overemphasizes the advantages of a BCA, while disregarding potential disadvantages for both individuals and organizations. © 2019, Emerald Publishing Limited.","Boundaryless career attitude; Career strategies; Perceived employability; Traditional career attitude; Young graduates","","","","","","","","Akkermans J., Tims M., Crafting your career: how career competencies relate to career success via job crafting, Applied Psychology: An International Review, 66, 1, pp. 168-195, (2017); Akkermans J., Brenninkmeijer V., Schaufeli W.B., Blonk R.W.B., It’s all about career skills: effectiveness of a career development intervention for young employees, Human Resource Management, 54, 4, pp. 533-551, (2015); Alonderiene R., Simkeviciute I., Linking protean and boundaryless career with organizational commitment: the case of young adults in finance sector, Baltic Journal of Management, 13, 4, pp. 471-487, (2018); Arthur M.B., The boundaryless career: a new perspective for organizational inquiry, Journal of Organizational Behavior, 15, 4, pp. 295-306, (1994); Arthur M.B., Claman P.H., DeFillippi R.J., Intelligent enterprise, intelligent careers, Academy of Management Executive, 9, 4, pp. 7-20, (1995); Baruch Y., Vardi Y., A fresh look at the dark side of contemporary careers: toward a realistic discourse, British Journal of Management, 27, 2, pp. 355-372, (2016); Berntson E., Sverke M., Marklund S., Predicting perceived employability: human capital or labour market opportunities?, Economic and Industrial Democracy, 27, 2, pp. 223-244, (2006); Briscoe J.P., Hall D.T., DeMuth F., Protean and boundaryless careers: an empirical exploration, Journal of Vocational Behavior, 69, 1, pp. 30-47, (2006); Carneiro A., Portugal P., Varejao J., Catastrophic job destruction during the Portuguese economic crisis, Journal of Macroeconomics, 39, pp. 444-457, (2014); Carvalho T., Managerialism and professional strategies: a case from nurses in Portugal, Journal of Health Organization and Management, 26, 4, pp. 524-541, (2012); Castro I., Roldan J., A mediation model between dimensions of social capital, International Business Review, 22, 6, pp. 1034-1050, (2013); Chudzikowski K., Career transitions and career success in the ‘new’ career era, Journal of Vocational Behavior, 81, 2, pp. 298-306, (2012); Clarke M., Plodders, pragmatists, visionaries and opportunists: career patterns and employability, Career Development International, 14, 1, pp. 8-28, (2009); Clarke M., The organizational career: not dead but in need of redefinition, The International Journal of Human Resource Management, 24, 4, pp. 684-703, (2013); Colakoglu S., The impact of career boundarylessness on subjective career success: the role of career competencies, career autonomy, and career insecurity, Journal of Vocational Behavior, 79, 1, pp. 47-59, (2011); Dafou E., Career boundaries and boundary-crossing by public sector employees: the case of Greek public education, Career Development International, 23, 2, pp. 197-211, (2018); De Cuyper N., De Witte H., Temporary employment and perceived employability: mediation by impression management, Journal of Career Development, 37, 3, pp. 635-652, (2010); De Vos A., Soens N., Protean attitude and career success: the mediating role of self-management, Journal of Vocational Behavior, 73, 3, pp. 449-456, (2008); De Vos A., De Hauw S., Van der Heijden B.I.J.M., Competency development and career success: the mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); Direnzo M.S., Greenhaus J.H., Job search and voluntary turnover in a boundaryless world: a control theory perspective, Academy of Management Review, 36, 3, pp. 567-589, (2011); Dries N., Van Acker F., Verbruggen M., How boundaryless are the careers of high potentials, key experts and average performers?, Journal of Vocational Behavior, 81, 2, pp. 271-279, (2012); Enache M., Sallan J.M., Simo P., Fernandez V., Career attitudes and subjective career success: tackling gender differences, Gender in Management: An International Journal, 26, 3, pp. 234-250, (2011); Feldman D.C., Ng T.W.H., Careers: mobility, embeddedness, and success, Journal of Management, 33, 3, pp. 350-377, (2007); Fenton S., Dermott E., Fragmented careers? 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A two-year prospective study, Journal of Vocational Behavior, 77, 2, pp. 238-245, (2010); Zhao X., Lynch J.G., Chen Q., Reconsidering Baron and Kenny: myths and truths about mediation analysis, Journal of Consumer Research, 37, 2, pp. 197-206, (2010); Chin W.W., The partial least squares approach to structural equation modelling, Modern Methods for Business Research, pp. 295-336, (1998); Vansteenkiste A., Verbruggen M., Sels L., Being unemployed in the boundaryless career era: does psychological mobility pay off?, Journal of Vocational Behavior, 82, 2, pp. 135-143, (2013)","G.G. Santos; Department of Management, University of Minho, Braga, Portugal; email: gaiogina@eeg.uminho.pt","","Emerald Group Holdings Ltd.","","","","","","01425455","","","","English","Employee Relat.","Article","Final","","Scopus","2-s2.0-85076025477"
"Solvang I.M.","Solvang, Ida Merete (57190010740)","57190010740","Contextualizing social workers’ problem-solving strategies: Fostering personal emancipation and enhancing employability in clients’ activation trajectories","2020","Nordic Social Work Research","10","3","","230","244","14","1","10.1080/2156857X.2018.1540355","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85124711177&doi=10.1080%2f2156857X.2018.1540355&partnerID=40&md5=034003562c4b386fa31e2938e94eca2e","Department of Social Work, Child Welfare and Social Policy, OsloMet – Oslo Metropolitan University, Oslo, Norway","Solvang I.M., Department of Social Work, Child Welfare and Social Policy, OsloMet – Oslo Metropolitan University, Oslo, Norway","Contemporary welfare policies emphasise activation of those outside the labour market. Research has criticised the rationales underpinning activation processes–highlighting client responsibilities–as a threat to the emancipatory aim of social work. Studies also have established that social workers have ethical reservations when exercising activation practices. Yet, we lack knowledge about the interrelationship between the policy rationales of activation processes and the emancipatory mandate of social work as clients encounter them in street-level practice. This article investigates how policy rationales and social work’s emancipatory aims impose requirements on clients throughout activation processes. Data consists of case-files for 16 clients over 1,5 years and interviews with the clients’ social workers. Utilising Foucault’s concept of governmentality, the study distinguishes three discourses that combine to create individualised problem-solving strategies, highlighting both clients’ personal challenges and responsibilities in enhancing their employability. The results posit a need for re-actualising problem-solving strategies in social work, which can integrate the contextual dynamics that contribute to clients’ situations and thus can facilitate labour-market entry. © 2018 Informa UK Limited, trading as Taylor & Francis Group.","Activation; emancipatory aims; employability; governmentality; welfare services","","","","","","","","Bengtsson M., Towards Standby-Ability: Swedish and Danish Activation Policies in Flux, International Journal of Social Welfare, 23, pp. S54-S70, (2014); Bonoli G., The Political Economy of Active Labor-Market Policy, Politics & Society, 38, 4, pp. 435-457, (2010); Card D., Kluve J., Weber A., Active Labour Market Policy Evaluations: A Meta Analysis, The Economic Journal, 120, pp. F452-F477, (2010); Caswell D., Hoybye-Mortensen M., Responses from the Frontline: How Organisations and Street-Level Bureaucrats Deal with Economic Sanctions, European Journal of Social Security, 3, 1, pp. 489-503, (2015); 2009–12–18–131 §29, (2012); Dean M., Rethinking Neoliberalism, Journal of Sociology, 50, 2, pp. 150-163, (2014); Work, Welfare and Social Inclusion, (White Paper No. 9, 2006–2007), (2006); Diop-Christensen A., Is ‘Making Work Pay’ Effective for the ‘Unemployable’? the Impact of Benefit Sanctions on Social Assistance Recipients in Denmark, Journal of European Social Policy, 25, 2, pp. 210-224, (2015); Djuve A.B., Kavli H.C., Facilitating User Involvement in Activation Programmes: When Careers and Clerks Meet Pawns and Queens, Journal of Social Policy, 44, 2, pp. 235-254, (2015); Farmer E., How Do Placements in Kinship Care Compare with Those in Non-Kin Foster Care: Placement Patterns, Progress and Outcomes?, Child & Family Social Work, 14, 3, pp. 331-342, (2009); Foucault M., Governmentality, Power: Essential Works of Foucault 1954–1984, 3, pp. 201-222, (2000); Foucault M., The Subject and Power, Power: Essential Works of Foucault 1954–1984, 3, pp. 326-348, (2000); Gitterman A., Knight C., Evidence-Guided Practice: Integrating the Science and Art of Social Work, Families in Society, 94, pp. 70-78, (2013); Heinsch M., Gray M., Sharland E., Re-Conceptualising the Link between Research and Practice in Social Work: A Literature Review on Knowledge Utilisation, International Journal of Social Welfare, 25, 1, pp. 98-104, (2016); Hicks S., Theory and Social Work: A Conceptual Review of the Literature, International Journal of Social Welfare, 25, 4, pp. 399-414, (2016); Hjorne E., Juhila K., Van Nijnatten C., Negotiating Dilemmas in the Practices of Street Level Welfare Work, International Journal of Social Welfare, 19, pp. 303-309, (2010); Hyslop I., Social Work as a Practice of Freedom, Journal of Social Work, 12, 4, pp. 404-422, (2012); Global Definition of Social Work, (2014); Jochem S., Nordic Employment Policies—Change and Continuity before and during the Financial Crisis, Social Policy & Administration, 45, 2, pp. 131-145, (2011); Johansson H., Activation Policies in the Nordic Countries: Social Democratic Universalism under Pressure, Journal of European Area Studies, 9, 1, pp. 63-77, (2001); Jorgensen H., From a Beautiful Swan to an Ugly Duckling: The Renewal of Danish Activation Policy since 2003, European Journal of Social Security, 11, 4, pp. 337-368, (2009); Juritzen T.I., Soberg H.L., Roe C., Saebu M., Engen G., Bliksvaer T., Engebretsen E., The One or the Many, Qualitative Health Research, 27, 1, pp. 51-59, (2017); Kallio J., Blomberg H., Kroll C., Social Workers’ Attitudes Towards the Unemployed in the Nordic Countries, International Journal of Social Welfare, 22, pp. 219-229, (2013); Kananen J., Nordic Paths from Welfare to Workfare: Danish, Swedish and Finnish Labour Market Reforms in Comparison, Local Economy, 27, 5-6, pp. 558-576, (2012); Killick C., Taylor B.J., Judgements of Social Care Professionals on Elder Abuse Referrals: A Factorial Survey, British Journal of Social Work, 42, 5, pp. 814-832, (2012); Kjorstad M., Between Professional Ethics and Bureaucratic Rationality: The Challenging Ethical Position of Social Workers Who are Faced with Implementing a Workfare Policy, European Journal of Social Work, 8, pp. 381-398, (2005); Kluve J., The Effectiveness of European Active Labor Market Programs, Labour Economics, 17, pp. 904-918, (2010); Kvale S., Doing Interviews, (2008); Laclau E., Mouffe C., Hegemony and Socialist Strategy: Towards a Radical Democratic Politics, (1985); Liljegren A., Pragmatic Professionalism: Micro-Level Discourse in Social Work, European Journal of Social Work, 15, pp. 295-312, (2012); Malmberg-Heimonen I.E., Social Workers’ Training Evaluated by a Cluster-Randomized Study: Reemployment for Welfare Recipients?, Research on Social Work Practice, 25, 6, pp. 643-653, (2015); Malterud K., Siersma V.D., Guassora A.D., Sample Size in Qualitative Interview Studies, Qualitative Health Research, 26, 13, pp. 1753-1760, (2016); Meeuwisse A., Scaramuzzino R., Sward H., Everyday Realities and Visionary Ideals among Social Workers in the Nordic Countries: A Matter of Specialization and Work Tasks?, Nordic Social Work Research, 1, 1, pp. 5-23, (2011); Nilssen E., Kildal N., New Contractualism in Social Policy and the Norwegian Fight against Poverty and Social Exclusion, Ethics and Social Welfare, 3, 3, pp. 303-321, (2009); Novotna G., Competing Institutional Logics in the Development and Implementation of Integrated Treatment for Concurrent Disorders in Ontario: A Case Study, Journal of Social Work, 14, 3, pp. 260-278, (2014); Nybom J., Activation and ‘Coercion’ among Swedish Social Assistance Claimants with Different Work Barriers and Socio-Demographic Characteristics: What Is the Logic?, International Journal of Social Welfare, 22, 1, pp. 45-57, (2013); Palinkas L.A., Causality and Causal Inference in Social Work: Quantitative and Qualitative Perspectives, Research on Social Work Practice, 24, 5, pp. 540-547, (2014); Raeymaeckers P., Dierckx D., To Work or Not to Work? the Role of the Organisational Context for Social Workers’ Perceptions on Activation, British Journal of Social Work, 42, (2012); Roysum A., The Reform of the Welfare Services in Norway: One Office–One Way of Thinking?, European Journal of Social Work, 16, pp. 708-723, (2012); § 2009-12-18–131; Taylor T., Paperwork First, Not Work First: How Caseworkers Use Paperwork to Feel Effective, Journal of Sociology & Social Welfare, 40, 1, pp. 9-27, (2013); Toerien M., Sainsbury R., Drue P., Irvine A., Putting Personalisation into Practice: Work-Focused Interviews in Jobcentre Plus, Journal of Social Policy, 42, pp. 309-327, (2013); Ulmestig R., Marston G., Street-Level Perceptions of Procedural Rights for Young Unemployed People—A Comparative Study between Sweden and Australia, Social Policy & Administration, 49, 3, pp. 394-411, (2015); Van Berkel R., Borghi V., Newman J., The “Double Dynamics” of Activation: Institutions, Citizens and the Remaking of Welfare Governance, International Journal of Sociology and Social Policy, 27, 9-10, pp. 364-375, (2007); Wallander L., Measuring Social Workers’ Judgements: Why and How to Use the Factorial Survey Approach in the Study of Professional Judgements, Journal of Social Work, 12, 4, pp. 364-384, (2012); Whitworth A., Neoliberal Paternalism and Paradoxical Subjects: Confusion and Contradiction in UK Activation Policy, Critical Social Policy, 36, 3, pp. 412-431, (2016); Whitworth A., Carter E., Welfare-To-Work Reform, Power and Inequality: From Governance to Governmentalities, Journal of Contemporary European Studies, 22, 2, pp. 104-117, (2014)","I.M. Solvang; Department of Social Work, Child Welfare and Social Policy, OsloMet – Oslo Metropolitan University, Oslo, Norway; email: ida-merete.solvang@hioa.no","","UBM Exhibition Singapore PTE LTD","","","","","","2156857X","","","","English","Nord. Soc. Work. Res.","Article","Final","","Scopus","2-s2.0-85124711177"
"Lagerqvist B.","Lagerqvist, Bosse (6701708621)","6701708621","Education and training in heritage practices – the case of heritage craft education at University of Gothenburg as an opportunity for Albania","2020","Ecocycles","6","2","","1","12","11","0","10.19040/ecocycles.v6i2.179","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85150619943&doi=10.19040%2fecocycles.v6i2.179&partnerID=40&md5=615a92396764a817752286b3f3fe9734","Department of Conservation, University of Gothenburg, Sweden","Lagerqvist B., Department of Conservation, University of Gothenburg, Sweden","– The intention of this article is to discuss the challenges in organising higher education in heritage practices and craft skills. The development of the Department of Conservation, University of Gothenburg, its establishment of a Craft laboratory, and the certification of craft skills in an Albanian context, is used as a case. Based on the activities of the Craft Laboratory in Sweden, the paper investigates the possibilities for a similar development in Albania. The background for the specific subject rests in long-standing cooperation between the Department of Conservation and Cultural Heritage without Borders Albania (CHwBA), in terms of skills development for improving restoration practices. Through the paper, it is clear that the same kind of context is not in place in Albania, and that the needs are different. It is also obvious that CHwBA is functioning as a de facto Craft Laboratory in Albania and the need for an outfit like that are more focused on improving competences, standards and qualities in the architectural restoration area, leading to economic development, employability, establishment of small craft companies, and formal branch networks. The article discusses the challenges facing the higher education systems in developing education as well as vocational training in the subject areas of heritage practices and craft skills. © 2020 by the author(s)","building crafts; craft science; craft training and education; heritage practices; heritage studies","","","","","","","","Almevik G., Förståelsen av hantverk som kunskap” In: Vem väver kejsarens nya kläder?, (2004); Appleyard D., Introduction, In: The Conservation of European Cities, pp. 2-49, (1979); Aquilar R., Torrealva D., Moreira S., Pando M. A., Structural Analysis of Historical Construction, (2019); Ashworth G., Preservation, Conservation and Heritage: Approaches to the Past in the Present through the Built Environment, Asian Anthropology, 10, 1, pp. 1-18, (2011); Certifierade sakkunniga kontrollanter av kulturvärden. Boverket. [List of certified experts on cultural values. The Swedish National Board of Housing, Building and Planning]; Sakkunnig kontrollant avkulturvärden. Boverket. [Regulation on Certified expert on cultural values; Allmänna råd om ändring av byggnad, BÄR. [General advice on adaption of buildings], (2012); Regional Restoration camps; Det händer med händerna. Sveriges Hantverksråd. [It happens with the hands, The Swedish Crafts Council]; Engelbrektsson N, Et al., A-E-K Arkeologi, Etnologi, Konstvetenskap, (1976); Eriksson J., Krympsprickor och historisk utveckling av material, metoder och förhållningssätt, (2019); Feilden B., Conservation of Historic Buildings, (2003); Finlan A., The Collapse of Yugoslavia 1991–1999. Essential Histories, (2004); Galan-Perez A., Et al., Fostering cooperation in the European Union on skills, training and knowledge transfer in cultural heritage professions, In: Professionalism in the Built Heritage Sector, (2019); Gill K., Learning by doing: ‘Working out’ in craft research, Craft Research, 9, 1, (2018); Gonzalez-Ruibal A., Gonzalez P.A., Criado-Boado F., Against reactionary populism: Towards a new public archaeology, Antiquity, 92, 362, pp. 507-515, (2018); Hjort Lassen U., The invisible tool of a timber framer, (2014); Hyland T, Craft Working and the ‘Hard Problem’ of Vocational Education and Training, Open Journal of Social Sciences, 5, pp. 304-325, (2017); The Declaration of Amsterdam – 1975; Kulturutskottets betänkande 2018/19: KrU1, [The Swedish Parliaments Committee on Culture, report on budget; Lagerqvist B., A craft laboratory in Albania? Problems and opportunities, (2019); Lagerqvist B., Conservation or reconciliation? Industrial heritage practices at a turning point, Heritage and peacebuilding. Heritage Matters, (2017); Lagerqvist B., Länsstyrelsernas erfarenheter av vårdinsatser och behov av hantverksutveckling, (2011); Lagerqvist B., Holmberg I. M., Wetterberg O., Integrated Conservation of Built Environments: Swedish Reflections from Three Decades of program Development, Preservation Education. Sharing best Practices and finding Common ground, pp. 114-130, (2014); Master Profesional në Restaurim Monumentesh Kulture, Faculty of Architecture and Urbanism; Molander B., Kunskap i handling, (1996); Final Draft. Ministry of Education and Science, Ministry of Labour, Social Affairs and Equal Opportunities, (2012); Naimark N., Case H. M., Yugoslavia and Its Historians: Understanding the Balkan Wars of the 1990s, (2003); (2020); Polhem Chritopher, Air Pollution and Conservation. Safeguarding Our Architectural Heritage, (1710); Rust C., Mottram J., Till J., Review of practice-led research in art, design & architecture, (2007); Sjomar P., Hantverksvetenskap. Rapport från försök med hantverksinriktad forskarutbildning, (2013); Smith L, Uses of heritage, (2006); Sully D., Materials, values, and People in Heritage Conservation, (2013); Sveriges Hantverksråd; SWEDAC, a governmental body for accreditation; Westerlund T, Trädgårdsmästarens föröknings-metoder, (2017)","B. Lagerqvist; Department of Conservation, University of Gothenburg, Sweden; email: bosse.lagerqvist@conseravtion.gu.se","","European Ecocycles Society","","","","","","24162140","","","","English","Ecocycles","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85150619943"
"Sorgo A.; Virtic M.P.","Sorgo, Andrej (23976935400); Virtic, Mateja Ploj (15060286100)","23976935400; 15060286100","Engineers do not grow on trees","2020","Global Journal of Engineering Education","22","3","","168","173","5","4","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85096844924&partnerID=40&md5=743142fa158b7307a1dfb6eecad97b6c","University of Maribor, Maribor, Slovenia","Sorgo A., University of Maribor, Maribor, Slovenia; Virtic M.P., University of Maribor, Maribor, Slovenia","A deficit of engineers all over the world requires stakeholders to promote engineering careers among young people and especially females, who are stereotypically uninterested. The authors built predictive models of factors influencing career choices to become an engineer, and explored the differences between genders. Six hundred and twenty-four general upper secondary school students from Slovenia were surveyed by questionnaire. Statistical analysis included unidimensional, exploratory (EFA) and confirmatory factor analyses (CFA), and structural equations modelling (SEM). Models were of students' intentions to become an engineer. The top three factors influencing this career choice were self-interest, employability and school grades obtained. Considering all the findings, it can be concluded that the global shortage of engineers cannot be solved in an ad hoc fashion or intuitively. Schools at the pre-university level should provide information and promote engineering as a career path. © 2020 World Institute for Engineering and Technology Education. All rights reserved.","Career choice; Gender difference; Global shortage of engineers; Predictive models","","","","","","Slovenian Government; Javna Agencija za Raziskovalno Dejavnost RS, ARRS, (P1-0403, P2-0057); European Social Fund, ESF","The authors acknowledge the financial support from the Slovenian Research Agency for support of the core projects: Information Systems, Grant Number P2-0057 (Šorgo Andrej), Computationally Intensive Complex Systems, Grant Number P1-0403 (Mateja Ploj Virtič), and PODVIG project, financed by the Slovenian Government and the European Social Fund. The authors also acknowledge colleagues Brina Dojer, Nikolaja Golob, Igor Pesek, Robert Repnik, Samo Repolusk, Andreja Špernjak and Natalija Špur for their help with collecting data.","Cerinsek G., Hribar T., Glodez N., Dolinsek S., Which are my future career priorities and what influencedmy choice of studying science, technology, engineering or mathematics? Some insights on educational choice -case of Slovenia, Inter. J. of Science Educ, 35, 17, pp. 2999-3025, (2013); Statistical Office of the Republic of Slovenia, (2019); Lent R.W., Brown S.D., Hackett G., Toward a unifying social cognitive theory of career and academicinterest, choice, and performance, J. of Vocational Behavior, 45, 1, pp. 79-122, (1994); Lent R.W., Sheu H.B., Miller M.J., Cusick M.E., Penn L.T., Truong N.N., Predictors of science, technology, engineering, and mathematics choice options: a meta-analytic path analysis of the social-cognitivechoice model by gender and race/ethnicity, J. of Counseling Psychology, 65, 1, pp. 17-35, (2018); Munro M., Elsom D., Choosing Science at 16: The Influence of Science Teachers and Career Advisers onStudents' Decisions about Science Subjects and Science and Technology Careers, (2000); Nathan M.J., Tran N.A., Atwood A.K., Prevost A., Phelps L.A., Beliefs and expectations about engineeringpreparation exhibited by high school STEM teachers, J. of Engng. Educ, 99, 4, pp. 409-426, (2010); Kuratko D.F., The emergence of entrepreneurship education: development, trends, and challenges, Entrepreneurship Theory and Practice, 29, 5, pp. 577-597, (2005); Sorgo A., Dojer B., Golob N., Repnik R., Repolusk S., Pesek I., Ploj Virtic M., Spernjak A., Spur N., Opinions about STEM content and classroom experiences as predictors of upper secondary school students' careeraspirations to become researchers or teachers, J. of Research in Science Teaching, 55, 10, pp. 1448-1468, (2018); Field A., Sage, (2013); Kline R., Exploratory and confirmatory factor analysis, Applied Quantitative Analysis in the Social Sciences, pp. 171-207, (2013); Byrne B.M., Structural Equation Modeling with AMOS: Basic Concepts, Applications, and Programming, (2016); Patil V.H., Singh S.N., Mishra S., Donavan D.T., Parallel Analysis Engine to aid in determining Number ofFactors to retain using R, (2017); Cadaret M.C., Hartung P.J., Subich L.M., Weigold I.K., Stereotype threat as a barrier to women enteringengineering careers, J. of Vocational Behavior, 99, pp. 40-51, (2017); Szewczyk-Zakrzewska A., Avsec S., The impact of engineering study on the development of self-stereotypes, Global J. of Engng. Educ, 18, 2, pp. 95-100, (2016); Makarova E., Aeschlimann B., Herzog W., The gender gap in STEM fields: the impact of the genderstereotype of math and science on secondary students' career aspirations, Frontiers in Educ, 4, 60, pp. 1-11, (2019); Inda M., Rodriguez C., Pena J.V., Gender differences in applying social cognitive career theory inengineering students, J. of Vocational Behavior, 83, 3, pp. 346-355, (2013); Fouad N.A., Singh R., Cappaert K., Chang W.H., Wan M., Comparison of women engineers who persist inor depart from engineering, J. of Vocational Behavior, 92, pp. 79-93, (2016); Mann A., Legewie J., DiPrete T.A., The role of school performance in narrowing gender gaps in theformation of STEM aspirations: a cross-national study, Frontiers in Psychology, 6, 171, pp. 1-11, (2015); Sorgo A., Spernjak A., Biology content and classroom experience as predictors of career aspirations, J. ofBaltic Science Educ, 19, 2, pp. 317-332, (2020); Ploj Virtic M., Sorgo A., Can we expect to recruit future engineers among students who have never repaireda toy?, Eurasia J. of Mathematics, Science and Technol. Educ, 12, 2, pp. 249-266, (2016); Sorgo A., Kocijancic S., Teaching basic engineering and technology principles to pre-university studentsthrough a computerised laboratory, World Trans on Engng. and Technol. Educ, 3, 2, pp. 239-242, (2004)","","","World Institute for Engineering and Technology Education","","","","","","13283154","","","","English","Glob. J. Eng. Educ.","Article","Final","","Scopus","2-s2.0-85096844924"
"Sadik S.; Brown P.","Sadik, Sahara (57200722029); Brown, Phillip (57195466318)","57200722029; 57195466318","Corporate recruitment practices and the hierarchy of graduate employability in India","2020","Oxford Review of Education","46","1","","96","110","14","2","10.1080/03054985.2019.1687437","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076432539&doi=10.1080%2f03054985.2019.1687437&partnerID=40&md5=2699e924d4ff4e7db5d0620eeddc31b7","Centre for Work and Learning, Institute for Adult Learning, Singapore; Singapore University of Social Sciences, Singapore, Singapore; School of Social Sciences, Cardiff University, Cardiff, United Kingdom; Department of Education, Zhengzhou University, Zhengzhou, China","Sadik S., Centre for Work and Learning, Institute for Adult Learning, Singapore, Singapore University of Social Sciences, Singapore, Singapore; Brown P., School of Social Sciences, Cardiff University, Cardiff, United Kingdom, Department of Education, Zhengzhou University, Zhengzhou, China","Policy and academic circles in India put forth the argument that the country’s demographic dividend puts it in an optimal position to win the race between education and technology across nations by expanding higher education opportunities. This article examines the recruitment practices of 13 leading corporations in high-growth sectors in India. Based on detailed qualitative interviews, it explains why these corporations are unlikely to increase the demand for graduates in ways imagined by policy-makers or proponents of skills-biased technological change. Companies in India are locked into an intense ‘war for talent’, but only for graduates in India’s top-tier universities. We argue that there is a close correspondence between India’s highly elitist university system and corporate talent management strategies, creating a narrow pool of highly mobile Indian corporate elite, but resulting in limited prospects for the wider Indian workforce. In this talent market, the success of the top corporate elite rests on keeping the elitist character of higher education, rather than widening labour market opportunities. This paper also seeks to explain why top corporations in India engage in this ‘war for talent’ when they are not always certain their investments pay off. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.","corporate talent management; employability; Higher education expansion","","","","","","","","Agarwal P., Indian Higher Education: Envisioning the Future, (2009); Altbach P.G., One third of the globe: The future of higher education in China and India, Prospects, 39, pp. 11-31, (2009); Altbach P.G., India’s higher education challenges, Asia Paciﬁc Education Review, 15, 4, pp. 503-510, (2014); Altbach P.G., Jayaram N., Can India garner the demographic dividend?, Hindu, (2010); Autor D.H., Why are there still so many jobs? The history and future of workplace automation, The Journal of Economic Perspectives, 29, 3, pp. 3-30, (2015); Bassett R., Aligning India in the cold war era: Indian technical elites, the Indian institute of Technology at Kanpur, and computing in India and the United States, Technology and Culture, 50, 4, pp. 783-810, (2009); Becker B.E., Huselid M.A., Beatty R.W., The differentiated workforce: Transforming talent into strategic impact, (2009); Bhatia K., Dash M.K., A comparative analysis of higher education system of India with other countries, American Journal of Scientific Research, 12, pp. 137-152, (2010); Binder A.J., Davis D.B., Bloom N., Career funneling: How elite students learn to define and desire “prestigious” jobs, Sociology of Education, 89, 1, pp. 20-39, (2016); Blom A., Saeki H., Employability and skill set of newly graduated engineers in India, Policy Research Working Paper 5640, (2011); Brown P., Hesketh A., Williams S., Employability in a knowledge-driven economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Brown P., Lauder H., Cheung S.I., The death of human capital?, (2020); Brown P., Scase R., Universities and employers: Rhetoric and realities, The postmodern university?, (1997); Burgess R.G., In the field: An introduction to field research, (1984); Dahlman C., Utz A., India and the knowledge economy: Leveraging strengths and opportunities, (2005); DiMaggio P.J., Powell W.W., The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields, American Sociological Review, 48, 2, pp. 147-160, (1983); Edwards M.R., An integrative review of employer branding and OB theory, Personnel Review, 39, pp. 5-23, (2010); Gambhir V., Wadhwa N.C., Grover S., Quality concerns in technical education in India: A quantifiable quality enabled model, Quality Assurance in Education, 24, 1, pp. 2-25, (2016); Gokuladas V.K., Technical and non-technical education and the employability of engineering graduates: An Indian case study, International Journal of Training and Development, 14, 2, pp. 130-143, (2010); Hawley A., Human ecology, International encyclopedia of the social sciences, (1968); Ho K., Liquidated: An ethnography of wall street, (2009); Jacob J.F., Higher education in India from 1983 to 2014: Participation, access and labour market outcomes across socio-religious groups, Indian Journal of Human Development, 12, 1, pp. 74-92, (2018); Khare M., Employment, employability and higher education in India: The missing links, Higher Education for the Future, 1, 1, pp. 39-62, (2014); Kulkarni N., Chachadi A.H., Skills for employability: Employers’ perspective, SCMS Journal of Indian Management, (2014); Malik G., Venkatraman A., The great divide: Skill gap between the employer’s expectations and skills possessed by employees, Industrial and Commercial Training, 49, 4, pp. 175-182, (2017); Michaels E., Handfield-Jones H., Axelrod B., The War for Talent, (2001); Gross enrolment ratio in higher education has been achieved, Press Information Bureau, (2018); Rindova V.P., Williamson I.O., Petkova A.P., Sever J.M., Being good or being known: An empirical examination of the dimensions, antecedents, and consequences of organizational reputation, Academy of Management Journal, 48, pp. 1033-1049, (2005); Pedigree: Elite reproduction in hiring, (2015); Trow M., Reflections on the transition from elite to mass to universal access: Forms and phases of higher education in modern societies since WWII, International handbook of higher education, (2006); Varghese N.V., Challenges of massification of higher education in India, (2015); Varma R., Kapur D., Access, satisfaction, and future: Undergraduate education at the Indian institutes of technology, Higher Education, 59, 6, pp. 703-717, (2010); Vergis E., The challenges facing higher education in India, A comparative analysis of higher education systems, (2014); Yeravdekar V.R., Tiwari G., Global rankings of higher education institutions and India’s effective non-presence: Why have world-class universities eluded the Indian higher education system? And, how worthwhile is the Indian government’s captivation to launch world class universities?, Procedia - Social and Behavioral Sciences, 157, pp. 63-83, (2014); Yeravdekar V.R., Tiwari G., The contribution of private participants to the Indian higher education system and the impeding role of the regulatory structure, Procedia - Social and Behavioral Sciences, 157, pp. 330-333, (2014)","S. Sadik; Centre for Work and Learning, Institute for Adult Learning, Singapore; email: nur_sahara@ial.edu.sg","","Routledge","","","","","","03054985","","","","English","Oxf. Rev. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85076432539"
"Bodea C.-N.","Bodea, Constanta-Nicoleta (6507946894)","6507946894","IMPROVING THE DESIGN OF INTERPERSONAL SKILLS MODULES FOR IT/MIS CURRICULA: FINDINGS FROM A CORPUS LINGUISTIC RESEARCH","2020","Issues in Information Systems","21","4","","178","186","8","0","10.48009/4_iis_2020_178-186","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159951859&doi=10.48009%2f4_iis_2020_178-186&partnerID=40&md5=95372cc180c787a6d5959e1c381a2380","The Bucharest University of Economic Studies, Romania","Bodea C.-N., The Bucharest University of Economic Studies, Romania","The development of graduate interpersonal skills is considered as an important outcome of IT and MIS educational programmes, in order to assure the graduate employability and their professional success. The aim of this paper is to presents the results of a corpus-based analysis on 103 syllabi of interpersonal skills courses and trainings, in order to discover patterns of the content structuring and trends in teaching and assessment methods. The research findings allow the author to make recommendations for the improvement of the design of the interpersonal skills courses included in the IT/MIS curricula. © 2020 Issues in Information Systems. All rights reserved.","corpus linguistics; Interpersonal skills; IT/MIS curriculum","","","","","","Bucharest University","This paper is based on my thesis Methodological Contributions to Standard-based Curriculum Design, as a Means of Enhancing the Graduates' Employability done in June 2018 at The Bucharest University of Economic Studies under the supervision of Professor Laura Muresan, PhD. I would like to thank Professor Laura Muresan, PhD from The Bucharest University of Economic Studies of for her guidance.","Computer Engineering Curricula 2016 Curriculum Guidelines for Undergraduate Degree Programs in Computer Engineering, (2016); Information Technology Curricula 2017, (2016); Anthony L, AntConc: A Learner and Classroom Friendly, Multi-Platform Corpus Analysis Toolkit, An Interactive Workshop on Language e-Learning, (2004); Anthony L., AntConc: Design and Development of a Freeware Corpus Analysis Toolkit for the Technical Writing Classroom, IEEE International Professional Communication Conference Proceedings, (2005); Beaumont E., Gedye S., Richardson S., Am I employable?’ Understanding students' employability confidence and their perceived barriers to gaining employment, Journal of Hospitality, Leisure, Sport & Tourism Education, 19, (2016); Bodea C.N., Methodological Contributions to Standard-based Curriculum Design, as a Means of Enhancing the Graduates' Employability, (2018); Hora M.T., Benbow R.J., Oleson A.K., Beyond the Skills Gap: Preparing College Students for Life and Work, (2016); Muresan L., Scientific communication in the age of globalisation: genre- and corpus-based approaches to research, (2017); Pinto L.H., Ramalheira D.C., Perceived employability of business graduates: The effect of academic performance and extracurricular activities, Journal of Vocational Behavior, 99, 2017, pp. 165-178, (2017); Popescu M.E., Roman M., Vocational training and employability: Evaluation evidence from Romania, Evaluation and Program Planning, 67, 2018, pp. 38-46, (2018); Topi H., Valacich J.S., Wright R.T., Kaiser K., Nunamaker J.F., Sipior J.C., de Vreede GJ, Curriculum Degree Programs Guidelines for Undergraduate in Information Systems, Association for Computing Machinery (ACM) and Association for Information Systems (AIS), (2010); Enterprise in Higher Education: key features of Enterprise in Higher Education proposals, (1990)","C.-N. Bodea; The Bucharest University of Economic Studies, Romania; email: bodea@ase.ro","","International Association for Computer Information Systems","","","","","","15297314","","","","English","Issue. Inf. Syst.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85159951859"
"Okolie U.C.; Igwe P.A.; Nwosu H.E.; Eneje B.C.; Mlanga S.","Okolie, Ugochukwu Chinonso (57195417537); Igwe, Paul Agu (57201619466); Nwosu, Hyginus Emeka (57205495836); Eneje, Beatrice Chinyere (57205487369); Mlanga, Sunday (57207960722)","57195417537; 57201619466; 57205495836; 57205487369; 57207960722","Enhancing graduate employability: Why do higher education institutions have problems with teaching generic skills?","2020","Policy Futures in Education","18","2","","294","313","19","33","10.1177/1478210319864824","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85070274590&doi=10.1177%2f1478210319864824&partnerID=40&md5=811bc20af1ac4c409fd2da8228fceca3","Department of Technology, ocational Education, Ebonyi State University, Nigeria; Lincoln International Business School, University of Lincoln, United Kingdom; Department of Accountancy, Business Administration, Banking Finance, Alex-Ekwueme Federal University Ndufu-Alike Ikwo, Nigeria","Okolie U.C., Department of Technology, ocational Education, Ebonyi State University, Nigeria; Igwe P.A., Lincoln International Business School, University of Lincoln, United Kingdom; Nwosu H.E., Department of Accountancy, Business Administration, Banking Finance, Alex-Ekwueme Federal University Ndufu-Alike Ikwo, Nigeria; Eneje B.C., Department of Accountancy, Business Administration, Banking Finance, Alex-Ekwueme Federal University Ndufu-Alike Ikwo, Nigeria; Mlanga S., Department of Accountancy, Business Administration, Banking Finance, Alex-Ekwueme Federal University Ndufu-Alike Ikwo, Nigeria","One debate among business owners and policymakers centres on whether higher education institutions (HEIs) have failed to transform the younger generation by developing their competencies, skills, values and behaviours to enable them to be fit for the world of work. While previous studies have considered the importance of skills development and its assessment in many contexts, there appears to have been limited scholarly research on employability issues within the higher education system (HES) in Nigeria. In seeking to address this, it is vital to understand how HEIs in Nigeria conceptualize generic skills and why HEIs have problems with teaching generic skills in their programmes. By adopting a qualitative approach, based on interviews with senior academics, industry executives and final-year undergraduates, this study found that many of the HEIs do not facilitate the teaching of high-level generic skills in their programmes. Some of the factors attributed to this include poor learning environment, lack of staff with industry experience, and over-dependence on theoretical content teaching. The findings are significant for reorienting the HE curriculum developers to align with the needs of the industry and society. Regarding implications for policy, we recommend that enterprise education be made mandatory for primary, secondary and tertiary education curriculum in Nigeria. Finally, we advocate more inclusive and interpretive research for greater understanding of the issues, and to offer useful data for policymaking and decision-making on the perspectives of preparing graduates for work. © The Author(s) 2019.","generic skills; Graduate employability; higher education; labour market","","","","","","","","(2016); Akanmu O., (2011); Alt D., Assessing the contribution of a constructivist learning environment to academic self-efficacy in higher education, Learning Environments Research, 18, pp. 47-67, (2015); Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: Developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Anderson C., Brion S., Moore D.A., Kennedy J.A., A status-enhancement account of overconfidence, Journal of Personality and Social Psychology, 103, pp. 718-735, (2012); Ary D., Jacobs L.C., Sorenson C., Introduction to Research in Education, (2010); Asaaju O.A., The inconsistency of Nigeria’s education system and its implication for curriculum implementation, Journal of US-China Public Administration, 12, 3, pp. 167-179, (2015); Auld E., Morris P., Science by streetlight and the OECD’s measure of global competence: A new yardstick for internationalisation?, Policy Futures in Education, (2019); Bagwasi M.M., The major educational policies, models and ideas that have influenced Botswana’s education system, Policy Futures in Education, 17, 3, pp. 370-382, (2019); Bandele S.O., Faremi Y.A., An investigation into the challenges facing the implementation of the technical college curriculum in South West Nigeria, Journal of Education and Practice, 3, 16, pp. 14-20, (2012); Bi Y., Dang Q., Li S., Guo J., Zhang B., The effect of overconfidence on persistent behavior: The mediation effect of ‘I think I can do it’ rather than ‘I’m attracted to it.’, Psychological Reports, 118, 1, pp. 138-153, (2016); Bills M., Klenow P., Does schooling cause growth?, American Economic Review, 90, 5, pp. 1160-1183, (2000); Bjornsrud H., Engh R., Teamwork to enhance adapted teaching and formative assessment, Policy Futures in Education, 10, 4, pp. 402-410, (2012); Boateng K., Ofori-Sarpong E., (2002); Bordoloi R., Transforming and empowering higher education through open and distance Learning in India, Asian Association of Open Universities Journal, 13, 1, pp. 24-36, (2018); Can Higher Education Solve Africa’s Job Crisis? 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Education 2030, (2018); Okolie U.C., Management of woodwork workshop in tertiary institutions in Nigeria: an analytical study, Malaysian Online Journal of Education, 2, 1, pp. 20-36, (2014); Okolie U.C., Igwe P.A., Elom E.N., Improving graduate outcomes for technical colleges in Nigeria, Australian Journal of Career Development, 28, 1, pp. 21-30, (2019); Okolie U.C., Nwosu H.E., Mlanga S., Graduate employability: How the higher education institutions can meet the demand of the labour market, . 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Perspectives of employers and university instructors of graduates’ generic skills, Procedia – Social and Behavioral Sciences, 123, pp. 315-324, (2014); Smith C., Bath D., The role of the learning community in the development of discipline knowledge and generic graduate outcomes, Higher Education, 51, 2, pp. 259-286, (2006); Sojot A.N., Pedagogical possibilities of becoming and the transitional space, Policy Futures in Education, 16, 7, pp. 893-905, (2018); Spencer L., Spencer S., Competence at Work: Models for Superior Performance, (1993); Tomic H.C., Taylor K., Youth unemployment, the brain drains and education policy in Croatia: A call for joining forces and for new visions, Policy Futures in Education, 16, 4, pp. 501-514, (2018); Tomlinson M., Graduate employability and student attitudes and orientations to the labour market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Umar I.Y., Audu R., Idris A.M., Public–private sector participation in education: A panacea for provision of facilities in technical colleges in Nigeria, Journal of League of Researchers in Nigeria, 10, 1, pp. 27-32, (2009); Sustainable Development Data Digest: Laying the Foundation to Measure Sustainable Development Goal 4, (2016); Varghese N.V., (2016); Virtanen A., Tynjala P., Factors explaining the learning of generic skills: A study of university students’ experiences, Teaching in Higher Education, (2018); Wengraf T., Qualitative Research Interviewing: Biographic Narrative and Semi-Structured Methods, (2001); Virtanen A., Tynjala P., Collin K., Characteristics of workplace learning among Finnish vocational students, Vocations and Learning, 2, 3, pp. 153-175, (2009); Yorke M., Employability in Higher Education: What It Is – What It Is Not, (2006); Yorke M., Knight P., Embedding Employability into the Curriculum, (2006)","U.C. Okolie; Department of Technology, ocational Education, Ebonyi State University, Nigeria; email: nonyeck@gmail.com","","SAGE Publications Inc.","","","","","","14782103","","","","English","Policy Futures Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85070274590"
"Espinoza O.; González L.; Sandoval L.; McGinn N.; Loyola J.; Castillo D.","Espinoza, Oscar (23394755200); González, Luis (36620979100); Sandoval, Luis (57198504502); McGinn, Noel (24565863100); Loyola, Javier (55258562800); Castillo, Dante (57198510988)","23394755200; 36620979100; 57198504502; 24565863100; 55258562800; 57198510988","Graduates’ satisfaction with the Chilean basic education teacher training degree program","2020","Higher Education, Skills and Work-based Learning","10","1","","83","98","15","2","10.1108/HESWBL-03-2019-0036","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85071094939&doi=10.1108%2fHESWBL-03-2019-0036&partnerID=40&md5=9087fd04e30b715b0a6b70202dfaad9e","Center of Advanced Studies, Universidad de Playa Ancha, Viña del Mar, Chile; Programa Interdisciplinario de Investigaciones en Educación (PIIE), Santiago, Chile; Dirección de Docencia, Universidad Tecnologica Metropolitana, Santiago, Chile; School of Education, Harvard University, Cambridge, MA, United States","Espinoza O., Center of Advanced Studies, Universidad de Playa Ancha, Viña del Mar, Chile; González L., Programa Interdisciplinario de Investigaciones en Educación (PIIE), Santiago, Chile; Sandoval L., Dirección de Docencia, Universidad Tecnologica Metropolitana, Santiago, Chile; McGinn N., School of Education, Harvard University, Cambridge, MA, United States; Loyola J., Programa Interdisciplinario de Investigaciones en Educación (PIIE), Santiago, Chile; Castillo D., Programa Interdisciplinario de Investigaciones en Educación (PIIE), Santiago, Chile","Purpose: The purpose of this paper is to improve future teacher training by assessment of university graduates’ satisfaction with their preparation in Basic Education teaching. Design/methodology/approach: This descriptive study employed a self-administered survey questionnaire to a representative sample of 235 graduates between 2014 and 2016 from three universities in Chile. The questionnaire generated information about the graduates’ background (age, gender, parents’ education and prestige of secondary school attended); an evaluation of three dimensions of their degree program (instructional quality, infrastructure and employability), and experiences in the labor market (including salary). Analysis of variance was used to assess relationships between satisfaction, and other variables. Findings: In general, graduates were satisfied with all aspects of their training. Satisfaction levels were higher from those assumed to have lower expectations. Contrary to this hypothesis, university prestige is not directly related to satisfaction. Instead, expectations and employability moderate the effect of prestige. Research limitations/implications: The sample is not representative of the 59 universities in Chile nor of the many other degree programs offered in those universities. Practical implications: Program directors concerned about improving the public reputation or prestige of their program will benefit from efforts to improve the quality of the program and its infrastructure, and relevance for entrance into the world of work. Originality/value: This study provides information not previously available about graduate satisfaction in teaching degree programs in Chile. © 2019, Emerald Publishing Limited.","Chile; Employment; Higher education; Quality of training; Satisfaction; Teaching in basic education","","","","","","National Fund for Scientific and Technological Development of Chile; Comisión Nacional de Investigación Científica y Tecnológica, CONICYT; Fondo Nacional de Desarrollo Científico y Tecnológico, FONDECYT, (1151016)","This research was supported by the National Fund for Scientific and Technological Development of Chile (CONICYT) through the FONDECYT Project No. 1151016. The authors are solely responsible for the contents of this report.","Abas M., Imam O., ‘Graduates’ competence on employability skills and job performance, International Journal of Evaluation and Research in Education, 5, 2, pp. 119-125, (2016); Abbasi M., Malik A., Chaudhry I., Imdadullah M., A study on student satisfaction in Pakistani universities: the case of Bahauddin Zakariya University, Pakistan, Asian Social Science, 7, 7, pp. 209-219, (2011); Acock A., A Gentle Introduction to Stata, (2018); Asiabaka I., The need for effective facility management in schools in Nigeria, New York Science Journal, 1, 2, pp. 10-21, (2008); Bellei C., Cabalin C., Chilean student movements: sustained struggle to transform a market-oriented educational system, Current Issues in Comparative Education, 15, 2, pp. 108-123, (2013); Bishop J., Toward more valid evaluations of training programs serving the disadvantaged, Journal of Policy Analysis and Management, 8, 2, pp. 209-228, (1989); Bowman N., Bastedo M., Anchoring effects in world university rankings: exploring biases in reputation scores, Higher Education, 61, 4, pp. 431-444, (2011); Cai Y., Graduate employability: a conceptual framework for understanding employers’ perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Carnoy M., McEwan P., The effectiveness and efficiency of private schools in Chile’s voucher system, Educational Evaluation and Policy Analysis, 22, 3, pp. 213-239, (2000); Carrasco E., Zuniga C., Espinoza J., Elección de carrera en estudiantes de nivel socioeconómico bajo de universidades chilenas altamente selectivas, Calidad en la Educación, 40, pp. 95-128, (2014); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); CNAP 1999-2007. 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Proceso De admisión, (2017); DeWitz S., Woolsey M., Walsh W., College student retention: an exploration of the relationship between self-efficacy beliefs and purpose in life among college students, Journal of College Student Development, 50, 1, pp. 19-34, (2009); Drydakis N., The effect of university attended on graduates’ labour market prospects: a field study of great Britain, (2016); Eide E., Hilmer M., Showalter M., Is it where you go of what you study? The relative influence of college selectivity and college major on earnings, Contemporary Economic Policy, 34, 1, pp. 37-46, (2015); Espinoza O., McGinn N., Graduates’ satisfaction as a measure of quality: evidence from two programs in three Chilean Universities, International Journal of Educational Research, 90, pp. 133-143, (2018); Espinoza O., Gonzalez L.E., McGinn N., Castillo D., Sandoval L., Family background, secondary school and university elitism: contributors to income inequality in Chile, Issues in Educational Research, 28, 4, pp. 918-939, (2018); Espinoza O., McGinn N., Gonzalez L.E., Castillo D., Sandoval L., Factors that affect post-graduation satisfaction of Chilean University students, Studies in Higher Education, 44, 6, pp. 1023-1038, (2019); Gallup-Purdue Index 2015 Report, (2015); Garcia A., European graduates’ level of satisfaction with higher education, Higher Education, 57, 1, pp. 1-21, (2009); Gibbons S., Neumayer E., Perkins R., Student satisfaction, league tables and university applications: evidence from Britain, Economics of Education Review, 48, pp. 148-164, (2015); Gutman L., Schoon I., The Impact of Non-Cognitive Skills on Outcomes for Young People. 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An examination of socioeconomic status and student achievement using PISA 2003, Teachers College Record, 112, 4, pp. 1137-1162, (2010); Pike G., The relationship between alumni satisfaction and work experiences, Research in Higher Education, 35, 1, pp. 105-123, (1994); Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Schneider B., Lee Y., The school and home environment of east Asian students, Anthropology and Education Quarterly, 21, 4, pp. 358-377, (1990); Base de Datos de Matriculados, (2018); Seth N., Deshmukh S., Vrat P., Service quality models: a review, International Journal of Quality & Reliability Management, 22, 9, pp. 913-949, (2005); Schlesinger W., Cervera A., Perez-Cabanero C., Sticking with your university: the importance of satisfaction, trust, image and shared values, Studies in Higher Education, 42, 12, pp. 2178-2194, (2017); Struyven K., Jacobs K., Dochy F., Why do they want to teach? The multiple reasons of different groups of students for undertaking teacher education, European Journal of Psychology of Education, 28, 3, pp. 1007-1022, (2013); Suleman F., The employability skills of higher education graduates: insights into conceptual frameworks and methodological options, The International Journal of Higher Education Research, 76, 2, pp. 263-278, (2018); Sweeney P., McFarlin D., Inderrieden E., Using relative deprivation theory to explain satisfaction with income and pay level: a multi study examination, The Academy of Management Journal, 33, 2, pp. 423-436, (1990); Teixeira S., Matos da Silva J., Oom do Valle P., A model of graduates’ satisfaction and loyalty in tourism higher education: the role of employability, Journal of Hospitality, Leisure, Sport & Tourism Education, 16, pp. 30-42, (2015); Tomlinson M., Graduate employability: a review of conceptual and empirical themes, Higher Education Policy, 25, 4, pp. 407-431, (2012); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017); Uka A., Student satisfaction as an indicator of quality in higher education, Educational and Instructional Studies in the World, 4, 3, pp. 6-10, (2014); Urzua S., La Rentabilidad de la Educación Superior en Chile. Revisión de las bases de 30 años de políticas públicas, Estudios Públicos, 125, pp. 1-52, (2012); Valenzuela C., Requena C., Grado de satisfacción que perciben los estudiantes de pregrado de la Facultad de Ciencias Económicas y Administrativas de la Universidad Austral de Chile, (2006); Wachter B., Kelo M., Lam Q., Effertz P., Jost C., Kottowski S., University Quality Indicators: A Critical Assessment, (2015); Weinstein R., University Selectivity, Initial Job Quality, and Longer-Run Salary, (2017); Zineldin M., Akdag H., Vasicheva V., Assessing quality in higher education: new criteria for evaluating students’ satisfaction, Quality in Higher Education, 17, 2, pp. 231-243, (2011)","O. Espinoza; Center of Advanced Studies, Universidad de Playa Ancha, Viña del Mar, Chile; email: pirata14@hotmail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85071094939"
"Tran L.T.; Rahimi M.; Tan G.; Dang X.T.; Le N.","Tran, Ly Thi (35335429400); Rahimi, Mark (56903767700); Tan, George (57189639323); Dang, Xuan Thu (57196098353); Le, Nhung (57217992430)","35335429400; 56903767700; 57189639323; 57196098353; 57217992430","Post-study work for international graduates in Australia: opportunity to enhance employability, get a return on investment or secure migration?","2020","Globalisation, Societies and Education","","","","495","510","15","41","10.1080/14767724.2020.1789449","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087796523&doi=10.1080%2f14767724.2020.1789449&partnerID=40&md5=fe21a65f8779bec2fb6a451807e34801","School of Education, Deakin University, Burwood, Australia; Northern Institute, Charles Darwin University, Darwin, Australia; Deakin University, Burwood, Australia; Monash Business School, Clayton, Australia","Tran L.T., School of Education, Deakin University, Burwood, Australia; Rahimi M., School of Education, Deakin University, Burwood, Australia; Tan G., Northern Institute, Charles Darwin University, Darwin, Australia; Dang X.T., Deakin University, Burwood, Australia; Le N., Monash Business School, Clayton, Australia","New abstract: In a competitive international education market, the opportunity to gain post-study work experience in the host country is one of the key drivers of international students’ decision making and critical to education export, especially in top destination countries, such as Australia, Canada, the UK and US. Understanding the impacts of post-study work for international graduates is crucial forboth host countries’ international student recruitment and employment agendas and their ethical commitment to delivering on promise to the international cohort. Drawing on analysis of government policies and in-depth interview data, this study provides evidence about the effects of the post-study work policy in Australia. The overarching view from international graduates indicates that the temporary graduate visa does not seem to provide them with a competitive advantage in the Australian labour market as employers either are unclear about this visa or hesitate to recruit those on this visa. However, the visa brings multiple side benefits, including the chance to round off theiremployability skills, improve their English proficiency, and get a return on investment in overseas study. Many international graduates see the post-study work visa as a pathway to permanent residency despite the fact that visa reforms have broken the education-migration nexus. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.","Australia; employability; International education; international graduates; international students; migration; post-study work","","","","","","Deakin University","This work was supported by Deakin University. We would like to acknowledge the very helpful suggestions from the anonymous Reviewers and the valuable insights from the research participants.","“International Student Data December 2019”, (2020); Arthur N., Flynn S., International Students’ Views of Transition to Employment and Immigration, The Canadian Journal of Career Development, 12, 1, pp. 28-37, (2013); International Trade in Goods and Services, (2020); Student Visa and Temporary Graduate Visa Programme Quarterly Report–Quarter Ending at 30 June 2014, (2014); Student Visa and Temporary Graduate Visa Programme Trends 2008–09 to 2014–15, (2016); Student Visa and Temporary Graduate Visa Programme Quarterly Report–Ending at 30 June 2018, (2018); (2019); (2019); (2019); (2019); (2019); Berquist B., Hall R., Morris-Lange S., Shields H., Stern V., Tran L.T., Global Perspectives on International Student Employability, (2019); Blackmore J., Gribble C., Farrell L., Rahimi M., Arber R., Devlin M., Australian International Graduates and the Transition to Employment: Final Report, (2014); Blackmore J., Gribble C., Rahimi M., International Education, the Formation of Capital and Graduate Employment: Chinese Accounting Graduates’ Experiences of the Australian Labour Market, Critical Studies in Education, 58, 1, pp. 69-88, (2015); Chew J., Economic Opportunities and Outcomes of Post-Study Work Rights in Australia, (2019); Elo S., Kyngas H., The Qualitative Content Analysis Process, Journal of Advanced Nursing, 62, 1, pp. 107-115, (2008); Gai L., Xu C., Pelton L.E., A Netnographic Analysis of Prospective International Students’ Decision-Making Process: Implications for Institutional Branding of American Universities in the Emerging Markets, Journal of Marketing for Higher Education, 26, 2, pp. 181-198, (2016); Gribble C., Blackmore J., Re-positioning Australia's International Education in Global Knowledge Economies: Implications of Shifts in Skilled Migration Policies for Universities, Journal of Higher Education Policy and Management, 34, 4, pp. 341-354, (2012); Gribble C., Blackmore J., Rahimi M., Challenges to Providing Work Integrated Learning to International Business Students at Australian Universities, Higher Education, Skills and Work-Based Learning, 5, 4, pp. 401-416, (2015); Gribble C., Rahimi M., Blackmore J., International Students and Post-Study Employment: The Impact of University and Host Community Engagement on the Employment Outcomes of International Students in Australia, International Student Connectedness and Identity, pp. 15-39, (2017); Hall R., Australia’s Work Rights Policy Settings, Global Perspectives on International Student Employability, pp. 16-20, (2019); Han X., Stocking G., Gebbie M.A., Appelbaum R.P., Will They Stay or Will They Go? International Graduate Students and Their Decisions to Stay or Leave the US upon Graduation, PLoS One, 10, 3, (2015); Hawthorne L., Demography, Migration and Demand for International Students, Globalization and Tertiary Education in the Asia-Pacific–The Changing Nature of a Dynamic Market, pp. 91-120, (2010); Hawthorne L., Two-Step Migration: Australia’s Experience, Policy Options, Institute for Research on Public Policy, (2010); (2020); Jackling B., The Lure of Permanent Residency and the Aspirations and Expectations of International Students Studying Accounting in Australia, People and Place, 15, 3, (2007); (2019); Knight P., Yorke M., Learning, Curriculum and Employability in Higher Education, (2004); Ma X., Abbott M., Chinese Students and the Higher Education Market in Australia and New Zealand, (2006); Mares P., Locating Temporary Migrants on the Map of Australian Democracy, Migration, Mobility, & Displacement, 3, 1, pp. 9-31, (2017); Mares P., Inside Story, (2020); McLeay F., Lichy J., Asaad F., Insights for a Post-Brexit Era: Marketing the UK as a Study Destination–An Analysis of Arab, Chinese, and Indian Student Choices, Journal of Strategic Marketing, 28, 2, pp. 161-175, (2020); Min B.S., Falvey R., International Student Flows for University Education and the Bilateral Market Integration of Australia, Higher Education, 75, 5, pp. 871-889, (2018); Monahan J., Starting a Career in the U.S: International Student Perceptions of the Optional Practical Training Experience, (2018); Education at a Glance 2018: OECD Indicators, (2018); Riano Y., Van Mol C., Raghuram P., New Directions in Studying Policies of International Student Mobility and Migration, Globalisation, Societies and Education, 16, 3, pp. 283-294, (2018); Salt J., Current Trends in International Migration in Europe, (2005); Sangganjanavanich V.F., Lenz A.S., Cavazos Jr J., International Students’ Employment Search in the United States: A Phenomenological Study, Journal of Employment Counseling, 48, 1, pp. 17-26, (2011); Simmons A., International Migration and Designer Immigrants: Canadian Policy in the 1990s, Free Markets, Open Societies, Closed Borders? 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Overseas Graduate Migration and Rural Attachment in Australia, Applied Geography, 53, pp. 66-76, (2014); Tran L.T., Teaching International Students in Vocational Education and Training: New Pedagogical Approaches, (2013); Tran L.T., ‘Mobility as Becoming’: A Bourdieuian Analysis of the Factors Shaping International Student Mobility, British Journal of Sociology of Education, 37, 8, pp. 1268-1289, (2016); Tran L.T., “I am Really Expecting People to Judge me by my Skills”: Ethnicity and Identity of International Students, Journal of Vocational Education and Training, 69, 3, pp. 390-404, (2017); Tran L.T., Nguyen N.T., The Cosmopolitan Sojourners: Understanding Chinese, Korean and Vietnamese Students' Motivations to Study Overseas using Bourdieu's Work, Handbook on Comparative and International Studies in Education, pp. 561-584, (2016); Tran L., Rahimi M., Tan G., Temporary Graduatification: Impacts of Post-Study Work Rights Policy in Australia, (2019); Tran L.T., Soejatminah S., ‘Get Foot in the Door’: International Students’ Perceptions of Work-Integrated Learning, British Journal of Educational Studies, 64, 3, pp. 337-355, (2016); Tran L.T., Soejatminah S., Work-Integrated Learning for International Students: From Harmony to Inequality, Journal of Studies in International Education, 21, 3, pp. 261-277, (2017); Tran L.T., Vu T.T.P., ‘I’m Not Like That, Why Treat Me the Same way?’ The Impact of Stereotyping International Students on Their Learning, Employability and Connectedness with the Workplace, The Australian Educational Researcher, 43, 2, pp. 203-220, (2016); Tremblay K., Academic Mobility and Immigration, Journal of Studies in International Education, 9, 3, pp. 196-228, (2005); Trevena P., Post Study Work Visa Options: An International Comparative Review., (2019); Universities Australia Data Snapshot, (2015); Temporary Migrant Workers in Australia: Issues Paper, (2015); Proclamation Suspending Entry of Aliens Who Present a Risk to the U.S. Labor Market Following the Coronavirus Outbreak, (2020)","L.T. Tran; Ly Thi Tran School of Education, Deakin University, Melbourne, Australia; email: ly.tran@deakin.edu.au","","Routledge","","","","","","14767724","","","","English","Globalisation Soc. Educ.","Article","Final","","Scopus","2-s2.0-85087796523"
"Garcia L.G.","Garcia, Leonardo Guimarães (7402429065)","7402429065","Strategic intelligence teaching to leverage professional success","2020","Foresight and STI Governance","14","3","","101","112","11","1","10.17323/2500-2597.2020.3.101.112","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091978162&doi=10.17323%2f2500-2597.2020.3.101.112&partnerID=40&md5=3be2f99b141bf3e6c194232eafb49a84","Faculty of Philosophy, Sciences and Literature, University of Sao Paulo, 3900 Bandeirantes Avenue, Monte Alegre, Ribeirao Preto, Sao Paulo, Brazil","Garcia L.G., Faculty of Philosophy, Sciences and Literature, University of Sao Paulo, 3900 Bandeirantes Avenue, Monte Alegre, Ribeirao Preto, Sao Paulo, Brazil","This research investigates whether undergraduate students believe that Competitive Intelligence (CI) teaching leads to an increase in their chances of professional success, regardless of whether they want a career in CI or not. It is an exploratory study, with an initial section on bibliographic research about CI teaching, followed by assessment of the perceptions of a class of six undergraduate students in a semester-long CI course. The data analyzed were: 1) teacher assessment; 2) students’ self-assessment of the Degree of Learning (DL) in certain attributes of competence (i.e. pre-established knowledge, skills, and attitudes); 3) self-assessment of the Degree of importance (DI) for the same attributes in achieving the students’ professional success (the reference for this part of the self-assessment was the individual career strategy, created by each student during the course). Based on the DL results and the teacher’s assessment, it was found that CI instruction was positive for all students. In addition, the self-assessment results indicated high DL and DI medians for almost all attributes, suggesting broad mastery of various attributes of competence considered important by students for their own professional success (despite the limitations in terms of statistical confirmation). The present work is original and relevant as it provides initial evidence that CI teaching can increase the chances of professional success for undergraduate students, even for those who do not wish to act as CI professionals. Furthermore, it is expected that the same benefits achieved by Brazilian students will also be available to CI students around the world since the appropriate adaptations were made, which have significant practical and social implications related to their employability and success. © 2020 by the authors.","Attitudes; Career strategy; Competence; Competitive intelligence; Knowledge; Professional success; Self-assessment; Skills; Teaching","","","","","","","","Bensoussan B., Fleisher C.S., Strategic and Competitive Analysis: Methods and Techniques for Analyzing Business Competition, (2003); Bexon M., Stephens D., Pritchett C., Competitive intelligence: A career opportunity for the information professional in industry, Journal of Librarianship and Information Science, 34, 4, pp. 187-196, (2002); Blenkhorn D., Fleisher C., Teaching CI to three diverse groups: Undergraduates, MBAs and executives, Competitive Intelligence Magazine, 6, 4, pp. 17-20, (2003); Blenkhorn D., Fleisher C., Teaching competitive intelligence skills to North American and overseas audiences: A world of difference in pedagogical effectiveness, Journal of Teaching in International Business, 21, 4, pp. 266-281, (2010); Calof J.L., Teaching competitive intelligence: Opportunities and needs, Competitive Intelligence Magazine, 2, 4, pp. 28-31, (1999); Calof J.L., Government sponsored competitive intelligence for regional and sectoral economic development: Canadian experiences, Journal of Intelligence Studies in Business, 6, 1, pp. 48-58, (2016); Dochy F., Segers M., Sluijsmans D., The use of self-, peer and co assessment in higher education: A review, Studies in Higher Education, 24, 3, pp. 331-350, (1999); Fleisher C.S., Competitive intelligence education: Competencies, sources and trends, Information Management Journal, 38, 2, pp. 56-62, (2004); Fuld L.M., The New Competitor Intelligence: The Complete Resource for Finding, Analyzing and Using Information about Your Competitors, (1995); Gilad B., CI education Harvard style?, Competitive Intelligence Magazine, 6, 4, pp. 12-16, (2003); Gleason B.L., Peeters M.J., Resman-Targoff B.H., Karr S., McBane S., Kelley K., Thomas T., Denetclaw T.H., An active-learning strategies primer for achieving ability-based educational outcomes, American Journal of Pharmaceutical Education, 75, 9, pp. 1-12, (2011); Gonzalez de Sande J.C., Godino-Llorente J.I., Peer assessment and self-assessment: Effective learning tools in higher education, International Journal of Engineering Education, 30, 3, pp. 711-721, (2014); Gutowski N., Competitive intelligence education: The problem begins in high school, Competitive Intelligence Magazine, 10, 3, pp. 42-43, (2007); Glitman E.W., Continuing Education, Competitive Intelligence Magazine, 11, 5, pp. 48-49, (2008); Horton F.W., Understanding Information Literacy: A Primer, (2007); Hulnick A.S., Teaching CI in a liberal arts curriculum, Competitive Intelligence Magazine, 6, 4, pp. 56-57, (2003); Julien H., Detlor B., Serenko A., Willson R., Lavallee M., Preparing tomorrow’s decision makers: Learning environments and outcomes of information literacy instruction in business schools, Journal of Business & Finance Librarianship, 16, 4, pp. 348-367, (2011); Kalb C.C., Core competencies: A practioner’s view, Competitive Intelligence Magazine, 6, 4, pp. 53-55, (2003); Keiser B.E., How information literate are you? A self-assessment by students enrolled in a competitive intelligence elective, Journal of Business & Finance Librarianship, 21, 3-4, pp. 210-228, (2016); Lantis J., Kille K., Krain M., Active Teaching and Learning: The State of The Literature, (2019); Lemmer C.A., Using competitive intelligence instruction to develop practice-ready legal professionals, Legal Reference Services Quarterly, 34, 4, pp. 268-292, (2015); McGonagle J.J., Training better analysts, Competitive Intelligence Magazine, 10, 6, pp. 51-52, (2007); Miller J.P., Educational programs for intelligence professionals, Library Trends, 43, 2, pp. 253-270, (1994); Miller J.P., Millennium Intelligence: Understanding and Conducting Competitive Intelligence in the Digital Age, (2000); Ottonicar S.L.C., Valentim M.L.P., Mosconi E., A competitive intelligence model based on information literacy: Organizational competitiveness in the context of the 4th industrial revolution, Journal of Intelligence Studies in Business, 8, 3, pp. 55-65, (2018); Porter M.E., Competitive Strategy: Techniques for Analyzing Industries and Competitors (With a New Introduction), (2008); Prescott J.F., Miller S.H., Proven Strategies in Competitive Intelligence: Lessons from the Trenches, (2002); Runtuwene J.P.A., Kenap A.A., Palilingan V.R., The development of North Sulawesi through competitive intelligence, Journal of Intelligence Studies in Business, 4, 1, pp. 36-42, (2014); Rychen D.S., Ferrer A.T., Developing Key Competencies in Education: Some Lessons from International and National Experience, (2004); Sawka K., Stages of analysis, Competitive Intelligence Magazine, 5, 6, pp. 46-47, (2002); Sprent P., Smeeton N.C., Applied Nonparametric Statistical Methods, (2001); Strauss A.C., du Toit A.S.A., Competitive intelligence skills needed to enhance South Africa’s competitiveness, Aslib Proceedings: New Information Perspectives, 62, 3, pp. 302-320, (2010); Suyin D., Min H., Ying L., Jingyang W., Xiaohong W., Design of competitive intelligence consciousness and skill cultivating platform for undergraduate students based on SOA and MVC, Paper Presented at the 2Nd International Workshop on Database Technology and Applications (DBTA2010), (2010); Tyson K.W.M., The Complete Guide to Competitive Intelligence (4Th Ed.), (2006); Zhou Y., Wang Z., The training strategy of professional core competencies of talents in competitive intelligence, Research Journal of Applied Sciences, Engineering and Technology, 5, 16, pp. 4088-4093, (2013)","L.G. Garcia; Faculty of Philosophy, Sciences and Literature, University of Sao Paulo, Ribeirao Preto, Sao Paulo, 3900 Bandeirantes Avenue, Monte Alegre, Brazil; email: leonardogarcia@usp.br","","National Research University, Higher School of Econoimics","","","","","","25002597","","","","English","Foresight STI Gov.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85091978162"
"López-Bermúdez B.; Oliveira-Silva C.; Freire-Seoane M.J.","López-Bermúdez, Beatriz (57202967899); Oliveira-Silva, Carla (57210287306); Freire-Seoane, María Jesús (57194429878)","57202967899; 57210287306; 57194429878","Study of workers' education levels in Spain and Portugal (2006-2016)","2020","Regional and Sectoral Economic Studies","20","1","","19","30","11","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085772650&partnerID=40&md5=2f8fc0799682c00d316af3f2a206df62","University of Coruña, Spain; UNICES, University Institute of Maia, ISMAI, Portugal","López-Bermúdez B., University of Coruña, Spain; Oliveira-Silva C., UNICES, University Institute of Maia, ISMAI, Portugal; Freire-Seoane M.J., University of Coruña, Spain","This paper considers the evolution of unemployment and occupation rates, per gender and level of education, in Spain and Portugal, based on the ""Labour Force Survey"" microdata from 2006 to 2016. The document analyses self-employed and employee rates, contracts (permanent vs temporary) and the distribution of education levels according to gender. The main results suggest that, in the period analysed, these rates have evolved similarly in Portugal and Spain and that, despite the economic crisis, the training and education levels of workers have increased. © 2020.","Education; Employability; Labour market","","","","","","","","Aghion P., Cohen E., Éducation et croissance, pp. 00-00, (2004); Alves V.S., Interface-Comunicaçào, saúde, educaçào, Um modelo de educaçào em saúde para o Programa Saúde da Familia: Pela integralidade da atençào e reorientaçào do modelo assistencial, 9, pp. 39-52, (2005); Becker G.S., Investment in human capital: A theoretical analysis, Journal of Political Economy, 70, 5, pp. 9-49, (1962); Chavez J.C., Sanchez O.J., Rentabilidad de la educación en México y en el estado de Guanajuato, Acta Universitaria, 18, 1, (2008); da Correa Silva C., Pereira T.M., Experiencias de estágio: Contribuiçôes para a transiçào universidade-trabalho, Paidéia, 23, 54, pp. 103-112, (2013); Crook T.R., Todd S.Y., Combs J.G., Woehr D.J., Ketchen D.J., Does human capital matter? A meta-analysis of the relationship between human capital and firm performance, Journal of Applied Psychology, 96, 3, (2011); Denison E.F., The unimportance of the embodied question, The American Economic Review, 54, 2, pp. 90-94, (1964); (2018); Fisher I., Theory of interest: As determined by impatience to spend income and opportunity to invest it, (1930); Freire M.J., Teijeiro M., Pais C., Políticas educativas y empleabilidad:¿ cuáles son las competencias más influyentes?, Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, (2011); Freire M.J., Nunez M., Teijeiro M., Pais C., Evolución de la rentabilidad de la educación superior en Panamá, Revista Iberoamericana de Educación Superior, 9, 24, pp. 17-41, (2018); Marcenaro O.D., Navarro M., Nueva evidencia sobre el rendimiento del capital humano en España, Revista de Economía Aplicada, 13, 37, (2005); Marimuthu M., Arokiasamy L., Ismail M., Human capital development and its impact on firm performance: Evidence from developmental economics, Journal of International Social Research, 2, 8, (2009); Mariz-Perez R.M., Teijeiro-Alvarez M.M., Garcia-Alvarez M.T., The relevance of human capital as a driver for innovation, Cuadernos de Economia, 35, 98, pp. 68-76, (2012); Marquez G.M., Empleo y ciudadanía: Porpuesta de debate para una relación en la encrucijada, Lan harremanak: Revista de Relaciones Laborales, 20, pp. 181-202, (2009); Mincer J., Investment in human capital and personal income distribution, Journal of Political Economy, 66, 4, pp. 281-302, (1958); Monte A., Schoier G., A statistical analysis on the transition from university to labour market, Rivista Italiana di Economia Demografia e Statistica, 69, (2015); Moreno B.J.L., Economía de la Educación, (1998); Sapelli C., Ecuaciones de Mincer y las Tasas de Retorno a la Educación en Chile: 1990-1998, (2003); Schultz T.W., Investment in human capital, The American Economic Review, 51, 1, pp. 1-17, (1961); Teijeiro M., Rungo P., Freire M.J., Graduate competencies and employability: The impact of matching firms' needs and personal attainments, Economics of Education Review, 34, pp. 286-295, (2013); Urciaga G.J., Almendarez H.M.A., Determinación de los salarios y rendimientos de la escolaridad en la región Mar de Cortés, Revista de la Educación Superior, 35, 138, pp. 37-53, (2006); Base de datos del World Bank, (2018)","","","Euro-American Association of Economic Development Studies","","","","","","15784460","","","","English","Reg. Sect. Econ. Stud.","Article","Final","","Scopus","2-s2.0-85085772650"
"Sobnath D.; Kaduk T.; Rehman I.U.; Isiaq O.","Sobnath, Drishty (56566726000); Kaduk, Tobiasz (57219110612); Rehman, Ikram Ur (56566278600); Isiaq, Olufemi (57211498964)","56566726000; 57219110612; 56566278600; 57211498964","Feature Selection for UK Disabled Students' Engagement Post Higher Education: A Machine Learning Approach for a Predictive Employment Model","2020","IEEE Access","8","","9173779","159530","159541","11","22","10.1109/ACCESS.2020.3018663","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091295497&doi=10.1109%2fACCESS.2020.3018663&partnerID=40&md5=4e808687934e27e6aeb86df60130c735","Department of Research Innovation and Enterprise, Solent University, Southampton, United Kingdom; School of Computing, Solent University, Southampton, United Kingdom; School of Computing and Engineering, University of West London, London, United Kingdom","Sobnath D., Department of Research Innovation and Enterprise, Solent University, Southampton, United Kingdom; Kaduk T., School of Computing, Solent University, Southampton, United Kingdom; Rehman I.U., School of Computing and Engineering, University of West London, London, United Kingdom; Isiaq O., School of Computing, Solent University, Southampton, United Kingdom","While only 4.2 million people out of a population of 7.9 million disabled people are working, a considerable contribution is still required from universities and industries to increase employability among the disabled, in particular, by providing adequate career guidance post higher education. This study aims to identify the potential predictive features, which will improve the chances of engaging disabled school leavers in employment about 6 months after graduation. MALSEND is an analytical platform that consists of information about UK Destinations Leavers from Higher Education (DLHE) survey results from 2012 to 2017. The dataset of 270,934 student records with a known disability provides anonymised information about students' age range, year of study, disability type, results of the first degree, among others. Using both qualitative and quantitative approaches, characteristics of disabled candidates during and after school years were investigated to identify their engagement patterns. This article builds on constructing and selecting subsets of features useful to build a good predictor regarding the engagement of disabled students 6 months after graduation using the big data approach with machine learning principles. Features such as age, institution, disability type, among others were found to be essential predictors of the proposed employment model. A pilot was developed, which shows that the Decision Tree Classifier and Logistic Regression models provided the best results for predicting the Standard Occupation Classification (SOC) of a disabled school leaver in the UK with an accuracy of 96%. © 2013 IEEE.","Disability; feature selection; job predictors; machine learning; MALSEND; predictive model; special educational needs","Decision trees; Education computing; Employment; Logistic regression; Machine learning; Predictive analytics; Surveys; Turing machines; Career guidance; Decision tree classifiers; Disabled people; Disabled students; Higher education; Logistic regression models; Machine learning approaches; Qualitative and quantitative approaches; Students","","","","","Enterprise Department; School of Computing, Solent University; Department of Jobs, Enterprise and Innovation","This work was supported by the Research, Innovation, and Enterprise Department and the School of Computing, Solent University.","Kryszewska H., Teaching students with special needs in inclusive class-rooms special educational needs, Oxford Univ. Press, Elt J., 71, 4, pp. 525-528, (2017); Careers Guidance and Advice for Disabled Young People, (2017); Baumberg B., Jones M., Wass V., Disability prevalence and disability-related employment gaps in the UK 1998-2012: Different trends in different surveys?, Social Sci. Med., 141, pp. 72-81, (2015); Powell A., People with Disabilities in Employment, (2020); Employing Disabled People and People with Health Conditions, (2020); Sobnath D., Et al., Using machine learning advances to unravel patterns in subject areas and performances of university students with special educational needs and disabilities (MALSEND): A conceptual approach, Proc. 4th Int. Congr. Inf. Commun. Technol. Singapore: Springer, (2020); Jordan M.I., Mitchell T.M., Machine learning: Trends, perspectives, and prospects, Science, 349, 6245, pp. 255-260, (2015); Ramachandra S., Murthy G.S., Shamanna B., Allagh K., Pant H., John N., Factors influencing employment and employability for persons with disability: Insights from a city in South India, Indian J. Occupational Environ. Med., 21, 1, (2017); (2019); The Truth behind Rising Disabled Employment: Cuts, Death and Zero-Hour Contracts, (2017); How to Support Young People with Special Educational Needs and Disabilities into Work: A Short Guide for Schools, Colleges and Career Advisors, (2015); Disability Jobsite-Supporting People with Disability, (2020); Evenbreak-Talent First, (2020); About Us, (2020); Flower R.L., Hedley D., Spoor J.R., Dissanayake C., An alternative pathway to employment for autistic job-seekers: A case study of a training and assessment program targeted to autistic job candidates, J. Vocational Edu. Training, 71, 3, pp. 407-428, (2019); Garberoglio C.L., Cawthon S., Bond M., Deaf People and Employment in the Us, (2016); Southward J.D., Kyzar K., Predictors of competitive employment for students with intellectual and/or developmental disabilities, Edu. Training Autism Develop. Disabilities, 52, 1, pp. 26-37, (2017); Magrin M., Marini E., Nicolotti M., Employability of disabled grad-uates: Resources for a sustainable employment, Sustainability, 11, 6, (2019); Hanson J., Codina G., Neary S., Transition Programmes for Young Adults with Send, (2017); Shahiri A.M., Husain W., Rashid N.A., A review on predicting Student's performance using data mining techniques, Procedia Comput. Sci., 72, pp. 414-422, (2015); Park Y., Seo D.G., Park J., Bettini E., Smith J., Predictors of job satisfaction among individuals with disabilities: An analysis of South Korea's national survey of employment for the disabled, Res. Develop. Disabilities, 53-54, pp. 198-212, (2016); Heyman M., Stokes J.E., Siperstein G.N., Not all jobs are the same: Predictors of job quality for adults with intellectual disabilities, J. Vocational Rehabil., 44, 3, pp. 299-306, (2016); Civil Service Named Top Graduate Employer-Civil Service, (2019); Improving Lives the Future of Work, Health and Disability, (2017); Zheng A., Casari A., Feature Engineering for Machine Learning: Prin-ciples and Techniques for Data Scientists, (2018); Chawla N.V., Bowyer K.W., Hall L.O., Kegelmeyer W.P., SMOTE: Synthetic minority over-sampling technique, J. Artif. Intell. Res., 16, pp. 321-357, (2002); Hoens T., Et al., Building decision trees for the multi-class imbalance problem, Proc. Pacific-Asia Conf. Knowl. Discovery Data Mining, (2012); Van Hulse J., Khoshgoftaar T.M., Napolitano A., Wald R., Threshold-based feature selection techniques for high-dimensional bioin-formatics data, Netw. Model. Anal. Health Informat. Bioinf., 1, 1-2, pp. 47-61, (2012); Brownlee J., Why One-hot Encode Data in Machine Learning, (2020); Abbas H., Garberson F., Glover E., Wall D.P., Machine learning approach for early detection of autism by combining questionnaire and home video screening, J. Amer. Med. Inform. Assoc., 25, 8, pp. 1000-1007, (2018); Qi Y., Random forest for bioinformatics, Ensemble Machine Learn-ing, pp. 307-323, (2012); Sharaff A., Gupta H., Extra-tree classifier with metaheuristics approach for email classification, Advances in Computer Communica-tion and Computational Sciences, pp. 189-197, (2019); Haury A.-C., Gestraud P., Vert J.-P., The Influence of feature selection methods on accuracy, stability and interpretability of molecular signa-tures, PLoS One, 6, 12, (2011); Okeke U.G., Akdemir D., Rabbi I., Kulakow P., Jannink J.-L., Accuracies of univariate and multivariate genomic prediction mod-els in African cassava, Genet. Selection Evol., 49, 1, (2017)","D. Sobnath; Department of Research Innovation and Enterprise, Solent University, Southampton, United Kingdom; email: drishty.sobnath@solent.ac.uk","","Institute of Electrical and Electronics Engineers Inc.","","","","","","21693536","","","","English","IEEE Access","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85091295497"
"Carbone A.; Rayner G.M.; Ye J.; Durandet Y.","Carbone, Angela (7203032516); Rayner, Gerry M. (55657570100); Ye, Jing (57211972298); Durandet, Yvonne (6507435016)","7203032516; 55657570100; 57211972298; 6507435016","Connecting curricula content with career context: the value of engineering industry site visits to students, academics and industry","2020","European Journal of Engineering Education","45","6","","971","984","13","23","10.1080/03043797.2020.1806787","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089605051&doi=10.1080%2f03043797.2020.1806787&partnerID=40&md5=dd7dd5ffc044c7bb13a6a3bf5bfd9c03","Faculty of Science, Engineering and Technology, Swinburne University of Technology, Hawthorn, Australia","Carbone A., Faculty of Science, Engineering and Technology, Swinburne University of Technology, Hawthorn, Australia; Rayner G.M., Faculty of Science, Engineering and Technology, Swinburne University of Technology, Hawthorn, Australia; Ye J., Faculty of Science, Engineering and Technology, Swinburne University of Technology, Hawthorn, Australia; Durandet Y., Faculty of Science, Engineering and Technology, Swinburne University of Technology, Hawthorn, Australia","Work-integrated learning (WIL) has become an increasingly conspicuous and valued component of student learning at university. Given the limits to scale for WIL-related internships and placements, other forms of WIL, such as field trips and site visits, have become more common in undergraduate engineering curricula. However, these forms of WIL are under-researched in terms of their value to the various stakeholders. This study invited undergraduate engineering students from an Australian university, who participated in site visits at two leading Engineering organisations, to provide feedback on their experience. Unsolicited feedback was also provided by academic staff. The results highlight the range of values and impacts of a WIL site visit programme on students, academics, industry partners and to engineering curricula. These include refining and expanding students’ perceptions of their career work and identity, a strengthening of university-industry collaborations, and a reshaping of engineering curricula based on student and industry partner feedback. © 2020 SEFI.","Engineering education; site visits; students’ employability; university-industry collaboration; work-integrated learning","Curricula; Engineering education; Professional aspects; Academic staff; Engineering curriculum; Engineering industries; Student learning; Undergraduate engineering; Undergraduate engineering students; University-industry collaboration; Work-integrated learning; Students","","","","","","","Astin A., Student Involvement: A Developmental Theory for Higher Education, Journal of College Student Development, 40, 5, pp. 518-529, (1999); Atkinson G., Misko J., Stanwick J., Work Integrated Learning in STEM Disciplines: The Employer Perspective. NCVER consultancy report, Office of the Chief Scientist, (2015); Bates G.W.A., Rixon A., Carbonepilgrim C., Beyond Employability Skills: Developing Professional Purpose, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 7-26, (2019); Blicblau A.S., Nelson T.L., Dini K., The Role of Work Placement in Engineering Students’ Academic Performance, Asia-Pacific Journal of Cooperative Education, 17, 1, pp. 31-43, (2016); Brennan D., Design-operation Interface in Chemical Engineering: Some Implications for Education, Education for Chemical Engineers, 1, pp. 95-100, (2006); Creasey R., Improving Students’ Employability, Engineering Education, 8, 1, pp. 16-30, (2013); Eraut M., Learning From Other People in the Workplace, Oxford Review of Education, 33, 4, pp. 403-422, (2007); Gibbs G.R., Analyzing Qualitative Data, (2007); Green J., Carbone A., Rayner G., Employability Pursuits Beyond the Formal Curriculum: Extra and co-Curricular Activities, Education for Employability: Learning for Future Possibilities, 1, pp. 165-176, (2019); Gribble C., Employment, Work Placements and Work Integrated Learning of International Students in Australia - Research Digest 2, (2014); Jones M., McLean K., A Guide for Visualising Personalising Learning in Teacher Education, Personalising Learning in Teacher Education, pp. 213-225, (2018); Kamp A., (2016); Kirn A., Benson L., Engineering Students’ Perceptions of Problem Solving and Their Future, Journal of Engineering Education, 107, 1, pp. 87-112, (2018); Kolb D., Experiential Learning: Experience as the Source of Learning and Development, (1984); Kuh G.D., Excerpt From High-Impact Educational Practices: What They are, who has Access to Them, and why They Matter, Association of American Colleges and Universities, 14, 13, pp. 28-29, (2008); Mackh B.M., Higher Education by Design: Best Practices for Curricular Planning and Instruction, (2018); Male S., King R., Best Practice Guidelines for Effective Industry Engagement in Australian Engineering Degrees, (2014); Marangalvin N.R., Low to High-Fidelity Simulation- a Continuum of Medical Education?, Medical Education, 37, 1, pp. 22-28, (2003); Markom M.M.S., Khalil R., Misnon N.A., Othman S.R.S., Abdullahmohamad A.B., Industrial Talk and Visit for Students, Procedia-Social and Behavioral Sciences, 18, pp. 674-682, (2011); McKnight P.E., Kashdan T.B., Purpose in Life as a System That Creates and Sustains Health and Well-Being: An Integrative, Testable Theory, Review of General Psychology, 13, 3, pp. 242-251, (2009); Murray M., Hendry G., McQuade R., Civil Engineering 4 Real (CE 4 R): Co-Curricular Learning for Undergraduates, European Journal of Engineering Education, pp. 1-23, (2019); Murray M., Tennant S., ISEE 6th International Symposium of Engineering Education, (2016); Nilson L., The University-Industry Interface in Swedish Engineering Education, European Journal of Engineering Education, 10, 2, pp. 155-158, (1985); Norton A., Cakitaki B., Mapping Australian Higher Education 2016, (2016); Nyamapfene A., Towards a Framework for Successful Learning Outcomes in Industrial Visits, Innovation, Practice and Research in Engineering Education, EE2012, pp. 1-7, (2012); Oliver A.L., On the Duality of Competition and Collaboration: Network-Based Knowledge Relations in the Biotechnology Industry, Scandinavian Journal of Management, 20, pp. 151-171, (2004); Papadopoulos T., Taylor T., Fallshaw E., Zanko M., Lawson R.J., Engaging Industry: Embedding Professional Learning in the Business Curriculum: final report 2011, (2011); Patrick C.-J., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., (2008); Peach D., Gamble N., Scoping Work-Integrated Learning Purposes, Practices and Issues, Developing Learning Professionals, 7, pp. 169-186, (2011); Perkmann M., Tartari V., McKelvey M., Autio E., Brostrom A., D'Este P., Krabel S., Academic Engagement and Commercialisation: A Review of the Literature on University–Industry Relations, Research Policy, 42, 2, pp. 423-442, (2013); Quinones M.A.J.K., Fordteachout M.S., The Relationship Between Work Experience and job Performance: A Conceptual and Analytic Review, Personnel Psychology, 48, pp. 887-910, (1995); Ramesh S.K., Mattiuzzi C., Proceedings, Frontiers in Education Conference 1, (2001); Rampersad G.C., Developing University-Business Cooperation Through Work-Integrated Learning, International Journal of Technology Management, 68, 3-4, pp. 203-227, (2015); Rayner G., Papakonstantinou T., Employer Perspectives of the Current and Future Value of STEM Graduate Skills and Attributes: An Australian Study, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 100-115, (2015); Reddan G., Rauchle M., Student Perceptions of the Value of Career Development Learning to a Work-Integrated Learning Course in Exercise Science, Australian Journal of Career Development, 21, 1, pp. 38-48, (2012); Rouvrais S., Remaud B., Saveuse M., Work-based Learning Models in Engineering Curricula: Insight From the French Experience, European Journal of Engineering Education, pp. 1-14, (2018); Saldana J., The Coding Manual for Qualitative Researchers, (2015); Sanroman M.A., Pazos M., Longo M.A., EDULEARN10 Proceedings, (2010); Sawhney A., Mund A., Proceedings of the 1998 Winter Simulation Conference, (1999); Smith C., Evaluating the Quality of Work-Integrated Learning Curricula: A Comprehensive Framework, Higher Education Research and Development, 31, 2, pp. 247-262, (2012); Tinto V., Leaving College: Rethinking the Causes and Cures of Student Attrition, (1987); Tran L.T., Teaching International Students in Vocational Education and Training: New Pedagogical Approaches, (2013); (2019); Violante M.G., Vezzetti E., Guidelines to Design Engineering Education in the Twenty-First Century for Supporting Innovative Product Development, European Journal of Engineering Education, 42, 6, pp. 1344-1364, (2017); Wall T., Tran L.T., Soejatminah S., Inequalities and Agencies in Workplace Learning Experiences: International Student Perspectives, Vocations and Learning, 10, 2, pp. 141-156, (2017); Wolff K.E.C., Dorflingakdogan G., Shifting Disciplinary Perspectives and Perceptions of Chemical Engineering Work in the 21st Century, Education for Chemical Engineers, 24, pp. 43-51, (2018); Young K., Palmer S., Campbell M., Good WIL Hunting: Building Capacity for Curriculum re-Design, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 215-232, (2017)","A. Carbone; Faculty of Science, Engineering and Technology, Swinburne University of Technology, Hawthorn, Australia; email: acarbone@swin.edu.au","","Taylor and Francis Ltd.","","","","","","03043797","","","","English","Eur. J. Eng. Educ.","Article","Final","","Scopus","2-s2.0-85089605051"
"Umasankar M.; Padmavathy S.","Umasankar, M. (55148313500); Padmavathy, S. (54968471300)","55148313500; 54968471300","Workforce reskilling for future: Optimising learning through education 4.0","2020","Journal of Critical Reviews","7","9","","503","510","7","0","10.31838/jcr.07.09.100","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085986314&doi=10.31838%2fjcr.07.09.100&partnerID=40&md5=d653f15e599d8cd6265594e08ebbcb5d","Department of Management Studies, Kongu Engineering College, India","Umasankar M., Department of Management Studies, Kongu Engineering College, India; Padmavathy S., Department of Management Studies, Kongu Engineering College, India","Employability lies on skills and knowledge. Continuous improvement of skills leads to higher productivity, increased efficiency and reduction in product defects which can be termed as learning curve. However, the scope for the employees to acquire new skills are very limited due hectic work schedule and work life balancing. This has raised major concern for both employer and employees as well. Employees find it hard to access conventional education amidst their work demands. Again for the employer to fill their employee skill gap to meet the mandate of industry 4.0 is becoming a huge challenge. This study try to address the challenges encounter by working professionals in getting best learning outcome to meet the expectations of industry 4.0 and the mediating role of education 4.0. An empirical research design with a multi stage sampling of 650 working professionals from industrial sectors in and around Chennai have been surveyed with structured questionnaire. The collected data have been compared with proposed model and hypothesis was tested with the help of Structural Equation Modelling. Study found that out of five factors, three factors - Affordability, Accessibility, and Availability-significantly influenced worker's learning outcome. Acceptability and Accommodation are the two major challenges faced by professionals which is tackled by facilitation provided by the education 4.0 system and has significantly waning the effect of barriers on learning outcome. The outcome of the study may be act as an instructive tool for policymaker and academician in preparing a learning projects or to justify investment on technology at the administrative level. © 2020 by Advance Scientific Research. This is an open-access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/)","Adult learning; Barriers to Education; Learning model; Learning Optimisation; Structural Equation Modelling; Worker's Education","","","","","","","","Akyuz S., Yavuz F., Digital learning in EFL classrooms, Procedia-Social and Behavioral Sciences, 197, pp. 766-769, (2015); Alemi M., General impacts of integrating advanced and modern technologies on teaching English as a foreign language, International Journal on Integrating Technology in Education, 5, pp. 13-26, (2016); Anggraeni C.W., Promoting education 4.0 in English for survival class: What are the challenges?, Metathesis-Journal of English Language, Literature, and Teaching, 2, pp. 12-24, (2018); Baron R.M., Kenny D.A., The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations, Journal of Personality and Social Psychology, 51, 6, pp. 1173-1182, (1986); Bateman J.A., Schmidt-Borcherding F., The communicative effectiveness of education videos: Towards an empirically-motivated multimodal account, Multimodal Technologies and Interaction, 2, pp. 1-27, (2018); Buasuwan P., Rethinking Thai higher education for Thailand 4.0, Asian Education and Development Studies, 7, pp. 157-173, (2018); Chang H.-Y., Wang C.-Y., Lee M.-H., Wu H.-K., Liang J.-C., Lee S.W.Y., Chiou G.-L., Lo H.-C., Lin J.-W., Hsu C.-Y., Et al., A review of features of technology-supported learning environments based on participants' perceptions, Computers in Human Behavior, 53, pp. 223-237, (2015); Daniels N., Equity of Access to health care: Some conceptual and ethical issues, Milbank Mem Fund Q, 60, pp. 51-81, (1982); Donabedian A., Aspects of Medical Care Administration, (1973); Falk R., Miller N., A Primer for Soft Modeling, (1992); Frenk J., The concept and measurement of accessibility, Health Services Research: An Anthology, pp. 858-864, (1992); Garavaglia A., Garzia V., Petti L., Quality of the learning environment in digital classrooms: An Italian case study, Procedia-Social and Behavioral Sciences, 46, pp. 1735-1739, (2012); Goddard M., Smith P., Equity of access to health care services: Theory and evidence from the UK, SocSci Med, 53, pp. 1149-1162, (2001); Gulicheva E., Lisin E., Osipova M., Khabdullin A., Leading factors in the formation of innovative education environment, Journal of International Studies, 10, pp. 129-137, (2017); Gunuc S., Babacan N., Technology integration in English language teaching and learning, The Journal of Teaching English for Specific and Academic Purposes, 5, pp. 349-358, (2017); Haddad S., Mohindra K., Access, opportunities and communities: Ingredients for health equity in the South, The Public Health and International Justice Workshop, (2002); Jo J., Lim H., A study on effectiveness of smart classrooms through interaction analysis, Advanced Science Letters, 21, pp. 557-561, (2015); Kayimbasioglu D., Oktekin B., Haci H., Integration of gamification technology in education, Procedia Computer Science, 102, pp. 668-676, (2016); Kondratiuk-Nierodzinska M., New knowledge generation capabilities and economic performance of Polish regions., Equilibrium. Quarterly Journal of Economics and Economic Policy, 11, pp. 451-471, (2016); Markauskaite' L., Critical review of research findings on information technology in education, Informatics in Education, 2, pp. 65-78, (2003); Penchansky R., Thomas W.J., The concept of access: Definition and relationship to consumer satisfaction, Med Care, 19, pp. 127-140, (1981); Raudeliuniene J., Davidaviciene V., Jakubavicius A., Knowledge management process model, Entrepreneurship and Sustainability Issues, 5, pp. 542-554, (2018); Salkever D.S., Accessibility and the demand for preventive care, SocSci Med, 10, pp. 469-475, (1976); Shengelia B., Murray C.J.L., Adams O.B., Beyond access and utilization: Defining and measuring health system coverage, Health Systems Performance Assessment. Debates, Methods and Empiricism, pp. 221-234, (2003); Waters H.R., Measuring equity in access to health care, SocSci Med, 51, pp. 599-612, (2000); Whitehead M., The concepts and principles of equity and health, Int. J Health Serv, 22, pp. 429-445, (1992); Zygmunt A., Innovation activities of Polish firms. Multivariate analysis of the moderate innovator countries, Oeconomia Copernicana, 8, pp. 505-521, (2017)","","","Innovare Academics Sciences Pvt. Ltd","","","","","","23945125","","","","English","J. Crit. Rev.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85085986314"
"Ciesielkiewicz M.; Bonilla C.F.; de Ayala C.O.L.","Ciesielkiewicz, Monika (57207758831); Bonilla, Claire Frances (57204039374); de Ayala, Carlos Olave López (57219157784)","57207758831; 57204039374; 57219157784","Willingness of school principals to use the ePortfolio as a hiring tool in Poland and Spain","2020","International Journal of Interactive Mobile Technologies","14","14","","109","120","11","1","10.3991/IJIM.V14I14.15075","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091481895&doi=10.3991%2fIJIM.V14I14.15075&partnerID=40&md5=960994cb1daec8b8c09bc1523a7d7fd6","Villanueva-Complutense University of Madrid, Spain; Madrid Open University (UDIMA), Madrid, Spain; LG Electronics, Seoul, South Korea","Ciesielkiewicz M., Villanueva-Complutense University of Madrid, Spain; Bonilla C.F., Madrid Open University (UDIMA), Madrid, Spain; de Ayala C.O.L., LG Electronics, Seoul, South Korea","The ePortfolio has been used extensively in education in various countries and for diverse career paths. It is a dynamic platform that students can use to compile and formulate a digital presentation using different types of media which can be updated and adapted for distinct purposes and audiences. Because the ePortfolio is, by nature, flexible and adaptable, it can be developed over the course of a student's studies and be easily incorporated into professional networking platforms as a job search tool. The objective of this study was to assess and compare the willingness of school principals from Poland and Spain to use the ePortfolio as a hiring tool. The authors also sought to ascertain whether the number of employees in the participants' schools or previous contact with ePortfolio affected their opinion of it as a hiring tool. Participants took a survey after reviewing examples of career ePortfolios, and their answers were tabulated and analyzed. The results show that principals from both countries would be inclined to use the ePortfolio as a hiring tool, and that neither previous contact nor number of employees significantly affected their opinion. These results are significant as they demonstrate a broad willingness to implement the ePortfolio as a hiring tool, that was not significantly affected by country or size of school. It is also relevant that this broad support was shared by principals who were unfamiliar with the ePortfolio before participating in this study. © 2020 International Association of Online Engineering.","Educational technology; Employability; Eportfolio; Hiring tool","","","","","","","","Ifenthaler D., Digital workplace learning: Bridging formal and informal learning with digital technologies, (2018); Watty K., Kavanagh M., McGuigan N., Leitch S., Holt D., Ngo L., McKay J., Realising the potential: Assessing professional learning through the integration of ePortfolios in Australian business education-final report, (2016); Carl A., Strydom S., E-Portfolio as reflection tool during teaching practice: The interplay between contextual and dispositional variables, South African Journal of Education, 37, 1, (2017); Ciesielkiewicz M., The use of e-portfolios in higher education: From the students' perspective, Issues in Educational Research, 29, 3, pp. 649-667, (2019); Lim C.P., Lee J.C.K., Jia N., E-portfolios in pre-service teacher education: Sustainability and lifelong learning, Quality and Change in Teacher Education, pp. 163-174, (2016); Oakley G., Pegrum M., Johnston S., Introducing e-portfolios to pre-service teachers as tools for reflection and growth: Lessons learnt, Asia-Pacific Journal of Teacher Education, 42, 1, pp. 36-50, (2014); Taylor J., Dunbar-Hall P., Rowley J.L., The e-portfolio continuum: Discovering variables for e-portfolio adoption within music education, Australasian Journal of Educational Technology, 28, 8, (2012); Wuetherick B., Dickinson J., Why ePortfolios? Student Perceptions of ePortfolio Use in Continuing Education Learning Environments, International Journal of ePortfolio, 5, 1, pp. 39-53, (2015); Winberg C., Pallitt N., I am trying to practice good teaching"": Reconceptualizing ePortfolios for professional development in vocational higher education, British Journal of Educational Technology, 47, 3, pp. 543-553, (2016); Hinojosa J., Howe T.H., EPortfolio: The scholarly capstone for the practice doctoral degree in occupational therapy, The Open Journal of Occupational Therapy, 4, 3, (2016); Chang C.P., Lee T.T., Mills M.E., Clinical nurse preceptors' perception of e-portfolio use for undergraduate students, Journal of professional nursing, 33, 4, pp. 276-281, (2017); Venville A., Cleak H., Bould E., Exploring the potential of a collaborative web-based E-portfolio in social work field education, Australian Social Work, 70, 2, pp. 185-196, (2017); Mihret D.G., Abayadeera N., Watty K., McKay J., Teaching auditing using cases in an online learning environment: The role of ePortfolio assessment, Accounting Education, 26, 4, pp. 335-357, (2017); Watty K., McKay J., Ngo L., Holt D., McGuigan N., Leitch S., Kavanagh M., EPortfolios in business education, (2016); Luchoomun D., McLuckie J., VanWesel M., Collaborative e-learning: E-portfolios for assessment, teaching and learning, Electronic Journal of e-Learning, 8, 1, pp. 21-30, (2010); Hyland N., Kranzow J., The e-portfolio: A tool and a process for educational leadership, Journal on Excellence in College Teaching, 23, 2, pp. 69-91, (2012); Okoro E.A., Washington M.C., Cardon P.W., EPortfolios in business communication courses as tools for employment, Business Communication Quarterly, 74, 3, pp. 347-351, (2011); Johnsen H.L., Making Learning Visible with ePortfolios: Coupling the Right Pedagogy with the Right Technology, International Journal of ePortfolio, 2, 2, pp. 139-148, (2012); Kabilan M.K., Khan M.A., Assessing pre-service English language teachers' learning using e-portfolios: Benefits, challenges and competencies gained, Computers & Education, 58, 4, pp. 1007-1020, (2012); Koraneekij P., Khlaisang J., Students' Beliefs Regarding the Use of E-portfolio to Enhance Cognitive Skills in a Blended Learning Environment, International Journal of Emerging Technologies in Learning, 14, 2, pp. 85-104, (2019); Lopez-Fernandez O., Rodriguez-Illera J.L., Investigating university students' adaptation to a digital learner course portfolio, Computers & Education, 52, 3, pp. 608-616, (2009); Lowenthal P., White J.W., Cooley K., Remake/Remodel: Using ePortfolios and a System of Gates to Improve Student Assessment and Program Evaluation, International Journal of ePortfolio, 1, 1, pp. 61-70, (2011); Mummalaneni V., Reflective essay and e-portfolio to promote and assess student learning in a capstone marketing course, Marketing Education Review, 24, 1, pp. 43-46, (2014); Wetcho S., Na-Songkhla J., The Different Roles of Help-Seeking Personalities in Social Support Group Activity on E-Portfolio for Career Development, International Journal of Emerging Technologies in Learning, 14, 2, pp. 124-138, (2019); Leahy R.L., Filiatrault A., Employers' Perceptions of the Benefits of Employment Electronic Portfolios, International Journal of ePortfolio, 7, 2, pp. 217-223, (2017); Fung D., Wong P.S., Using career education and career services to enhance employability: A case of the Hong Kong Polytechnic University, Asian Journal of Counselling, 19, 1, pp. 75-96, (2012); Ring G.L., Waugaman C., Brackett B., The Value of Career ePortfolios on Job Applicant Performance: Using Data to Determine Effectiveness, International Journal of ePorfolio, 7, 2, pp. 225-236, (2017); Ciesielkiewicz M., Bonilla C., Olave Lopez de Ayala C., The Potential of the ePortfolio as a Recruitment Tool: From the Perspective of HR Directors, International Journal of Interactive Mobile Technologies (JIM), 14, 3, pp. 95-106, (2020); It takes more than a major: Employer priorities for college learning and student success, Liberal Education., 99, (2013); Ambrose A., Focus group report: What do ND's top recruiters say about Career ePortfolios, (2013); Ward C., Moser C., E-Portfolios as a hiring tool: Do employers really care?, Educause Quarterly, 31, 4, pp. 13-14, (2008); Weber K., Employer Perceptions of an Engineering Student's Electronic Portfolio, International Journal of ePortfolio, 8, 1, pp. 57-71, (2018); Theel R.K., Tallerico M., Using portfolios for teacher hiring: Insights from school principals, Action in Teacher Education, 26, 1, pp. 26-33, (2004); Werschay E.L., Electronic portfolios as job search tools: Perspectives from students, career counselors, and human resource professionals, (2012); van der Schaaf M., Donkers J., Slof B., Moonen-van Loon J., van Tartwijk J., Driessen E., Ten Cate O., Improving workplace-based assessment and feedback by an E-portfolio enhanced with learning analytics, Educational Technology Research and Development, 65, 2, pp. 359-380, (2017); Prinsloo P., Slade S., Big data, higher education and learning analytics: Beyond justice, towards an ethics of care, Big data and learning analytics in higher education, pp. 109-124, (2017); Yu T., E-portfolio, a valuable job search tool for college students, Campus-Wide Information Systems, 29, 1, pp. 70-76, (2011); Dahlstrom E., Dziuban C.Y., Walker J.D., ECAR Study of Undergraduate Students and Information Technology, (2013); Concept guides/AEP survey instruments, (2009)","M. Ciesielkiewicz; Villanueva-Complutense University of Madrid, Spain; email: mciesielkiewicz@villanueva.edu","","International Association of Online Engineering","","","","","","18657923","","","","English","Int. J. Interact. Mob. Technol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85091481895"
"Tezcan N.; Durakovic I.; Smith C.; Lloyd E.; D'Arcy S.","Tezcan, Natarsha (57219444161); Durakovic, Iva (57216585135); Smith, Cathy (16690688300); Lloyd, Eva (58320659000); D'Arcy, Sing (53870977300)","57219444161; 57216585135; 16690688300; 58320659000; 53870977300","Scaffolded, simulated work-integrated learning in design education: Beyond the live project","2020","International Journal of Work-Integrated Learning","21","5","","521","529","8","11","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092706116&partnerID=40&md5=2225d1601cc6cd84cef4c5be3c7a2fd6","University of New South Wales, Sydney, Australia","Tezcan N., University of New South Wales, Sydney, Australia; Durakovic I., University of New South Wales, Sydney, Australia; Smith C., University of New South Wales, Sydney, Australia; Lloyd E., University of New South Wales, Sydney, Australia; D'Arcy S., University of New South Wales, Sydney, Australia","COVID-19 calls for new approaches and frameworks for the delivery of work-integrated learning (WIL). Standalone WIL opportunities are also increasingly difficult to realize, with the current economic climate limiting industry resources available for placements and WIL partnerships. The hybridized WIL model presented in this paper thus proposes the scaffolding of simulated WIL experiences into core undergraduate design curriculum to promote deep, authentic, transformational learning, fostering broader student employability. Noting a gap in design educational research relating to embedded scaffolded WIL, the paper refers to examples of scaffolded WIL experiences across core design studio subjects of a four-year embedded honors interior architecture program. Conceived as a way to prepare students for more significant standalone, cross-disciplinary and cross-national WIL, the authors argue that this model develops the professional skills required by industry and better prepares students to navigate the dynamic real-world problems that societies face, particularly during the pandemic. © 2020 International Journal of Work-Integrated Learning. All rights reserved.","Authentic learning; COVID-19; Design education; Live project; Scaffolded WIL; Simulated WIL","","","","","","","","Anderson J., Priest C., The live education of an architect: John Hejduk and Oxford Brookes year one live projects, Journal for Education in the Built Environment, 7, 2, pp. 50-62, (2012); Bailey T., Hughes K., Barr T., Achieving scale and quality in school-to-work internships: Findings from an employer survey (Brief No. 20), (1998); Bates L., Hayes H., Using the student lifecycle approach to enhance employability: An example from criminology and criminal justice, Asia-Pacific Journal of Cooperative Education (Special Issue), 18, 2, pp. 141-151, (2017); Billett S., Curriculum and pedagogic bases for effectively integrating practice-based experiences, (2011); Bridgstock R., Follow your (employable) bliss: The challenge of the Australian applied arts graduate, AACC06 International Careers Conference, (2006); Chiles P., Till J., Live Projects: An inspirational model, the student perspective, (2007); Coll R. K., Zegwaard K. E., The integration of knowledge in cooperative and work-integrated education programs, International handbook for cooperative and work-integrated education: International perspectives of theory, research and practice, pp. 297-304, (2011); Collis C., Developing work-integrated learning curricula for the creative industries: Embedding stakeholder perspectives, Learning and Teaching in Higher Education, 4, 1, pp. 3-19, (2010); Corkery L., Roche B., Watson K., Zehner B., Transforming design studio learning and teaching through real world, interdisciplinary projects, ConnectED2007 International Conference on Design Education, (2007); Daniel R., Daniel L., Enhancing capacity for success in the creative industries: Undergraduate student reflections on the implementation of work-integrated learning strategies, Asia-Pacific Journal of Cooperative Education, 16, 3, pp. 199-209, (2015); Doolan M., Piggott B., Chapman S., Rycroft P., The benefits and challenges of embedding work integrated learning: A case study in a university education degree program, Australian Journal of Teacher Education, 44, 6, (2019); Draper P., Hitchcock M., Work-integrated learning in music technology: Lessons learned in creative industries, Asia-Pacific Journal of Cooperative Education, 7, 2, pp. 33-40, (2006); Ferns S., Zegwaard K. E., Critical assessment issues in work-integrated learning, Asia-Pacific Journal of Cooperative Education (Special Issue), 15, 3, pp. 179-188, (2014); Franz J. M., Work integrated learning for design: A scholarship of integration, (2007); Gardner P., Framing internships from an employers' perspective: Length, number and relevancy, (2013); Hains-Wesson R., Inspiring connections: The student experience of an online creative arts journal, Issues in Educational Research, 22, 3, pp. 263-282, (2012); Helyer R., Lee D., The role of work experience in the future employability of higher education graduates, Higher Education Quarterly, 68, 3, pp. 348-372, (2014); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Re-conceptualising graduate employability: The importance of pre-professional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Jackson D., Bridgstock R., What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work, Higher Education, (2020); Johnston N., Curriculum and curricular orientations in cooperative and work-integrated education, International handbook for cooperative and work-integrated education: International perspectives of theory, research and practice, pp. 305-311, (2011); Kaider F., Bussey F., A model for scaffolding WIL across the curriculum, WIL: Creating Connections, Building Futures - Proceedings of the 2018 ACEN National Conference, pp. 62-76, (2018); Maroya A., Matthewson G., Wallis L., Architectural education and the profession in Australia and New Zealand, (2019); Oliver B., Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 56-65, (2015); O'Shea A., Models of WIL, HERDSA guide: Work-integrated learning in the curriculum, pp. 7-14, (2014); Patrick C-j., Peach D., Pocknee C., Webb F., Fletcher, Pretti G., The WIL [work integrated learning] report: A national scoping study [Final report], (2008); Rowe A. D., Zegwaard K. E., Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning, Asia-Pacific Journal of Cooperative Education (Special Issue), 18, 2, pp. 87-99, (2017); Sachs J., Rowe A., Wilson M., Good practice report - work integrated learning (WIL), (2017); Smith M., Bell K., Bennett D., McAlpine A., Employability in a global context: Evolving policy and practice in employability, work integrated learning, and career development learning, (2018); Smith S., Maund K., Hilaire T., Gajendran T., Lyneham J., Geale S., Enhancing discipline specific skills using a virtual environment built with gaming technology, International Journal of Work-Integrated Learning, 21, 3, pp. 193-209, (2020); National strategy on work integrated learning in university education, (2015); Work integrated learning in universities: Final report, (2019); Xia J., Caulfield C., Ferns S., Work-integrated learning: Linking research and teaching for a win-win situation, Studies in Higher Education, 40, 9, pp. 1-13, (2015); Yorke M., Employability in higher education: What it is - What it is not, Learning and Employability Series, (2006); Zegwaard K. E., Rowe A. D., Research-informed curriculum and advancing innovative practices in work-integrated learning, International Journal of Work-Integrated Learning, 20, 4, pp. 323-334, (2019)","I. Durakovic; University of New South Wales, Sydney, Australia; email: i.durakovic@unsw.edu.au","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85092706116"
"Silva J.B.; Silva I.N.; Bilessimo S.","Silva, Juarez Bento (55575083100); Silva, Isabela Nardi (56134435000); Bilessimo, Simone (56156823300)","55575083100; 56134435000; 56156823300","Technological structure for technology integration in the classroom, inspired by the maker culture","2020","Journal of Information Technology Education: Research","19","","4532","167","204","37","12","10.28945/4532","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086930203&doi=10.28945%2f4532&partnerID=40&md5=6530f2ded54626e2ebf80edbd0116250","Federal University of Santa Catarina, Araranguá, Brazil; Social Service of Industry, Criciúma, Brazil","Silva J.B., Federal University of Santa Catarina, Araranguá, Brazil; Silva I.N., Social Service of Industry, Criciúma, Brazil; Bilessimo S., Federal University of Santa Catarina, Araranguá, Brazil","Aim/Purpose This paper presented the framework for the integration of digital technolo-gies in education, implemented in InTecEdu Program, developed by Remote Experimentation Laboratory (RExLab), Federal University of Santa Catarina (UFSC), Brazil. Background The main objective of the model presented is to arouse interest in science and technology among adolescents. Therefore, it sought to develop STEM competencies (Science, Technology, Engineering, and Mathematics) in chil-dren and adolescents. Understanding learning in STAM areas can favor the development of professionals who can supply the demand in related sectors, especially in the scientific-technological scope. To fulfill the main objective, strategies related to students and teachers were developed. With activities aimed at students, it was hoped to promote vocations to scientific-technolog-ical careers and encourage entrepreneurship. On the other hand, the activities related to teachers aimed at training them to integrate technology into their lesson plans. Inspired by the Maker Culture, the model sought to make it possible for teachers to become the main agents in the process of integrating technology in their lesson plans, since they were in charge of building and producing their digital content and other resources to support their didactic activities. The maker movement is a technological extension of the ""Do It Yourself!"" culture, which encourages ordinary people to build, modify, repair, and manufacture their objects, with their own hands. The training actions were preceded by a diagnosis, inspired by the Technological Pedagogical Content Knowledge (TPACK) model, as well as the lesson plans prepared and made available by the teachers. Methodology Methodologically, the framework's work plan was composed of five Work Packages (WP), which include management, resource mapping, strategies re-lated to teachers, strategies related to students, and the dissemination and ex-ploitation of results. In the 2014-2018 period, 367 teachers participated in training activities, intending to integrate technologies into lesson plans. At the end of 2018, 27 Basic Education schools, including an indigenous and a rural school, from the public-school system, in the states of Santa Catarina, Minas Gerais, and the Rio Grande do Sul, in Brazil, using the project's Vir-tual Learning Environment (VLE). In these 70 teachers, 230 classes, and 6,766 students accessed didactic content, produced by teachers, at VLE. Also, 20 laboratories were available in 26 instances, for use in practical activi-ties in disciplines in the STEM areas. Specifically, in the STEM areas, 3,360 students from 98 classes from 9 schools had integrated the Remote Labora-tories, in lesson plans in the subjects of Physics and Biology (High School), Science (Elementary School). Contribution The main results of the application of the framework are related to the train-ing of human resources, knowledge production, and educational innovation. About the training of human resources, we sought to contribute to the train-ing of teachers concerning technology in education and, with that, arouse greater interest on the part of students, as well as obtain improvements in their learning from teaching methodologies supported on the use of digital technologies. On the other hand, the production of knowledge, in the pro-gram and the socialization of research, is favored by the model based on open-source resources, both in terms of software and hardware and with open educational resources. This characteristic favor and expands the poten-tial for reapplying research and, consequently, its contribution to educational innovation. Findings The results, about students, indicated an increase in motivation due to the creation of new teaching and learning opportunities. The fact of extending the classroom and school, through remote laboratories, to support practical activities and the use of VLE, was also pointed out as a very positive factor. On the other hand, the realization of the workshops, inspired by practices of the Maker Culture, provided an approximation of these to the skills of the real world, which will certainly favor their employability. Regarding the teach-ers, it is noticed the continuity and expansion in the use of technological re-sources in the classroom; many sought and have participated in new training actions. Recommendations for Practitioners Provision of a repository of practices for sharing and reuse of lesson plans developed by teachers participating in the research. Technical documents, manuals, and guides for robotics, computer programming, electronics and new technology workshops for students. Recommendations for Researchers Technical documents, manuals, and guides for remote laboratories. Data col-lected in the applied questionnaires. Technical documents, manuals, and guides for robotics, computer programming, electronics and new technology workshops for students. Impact on Society The main results of the framework application are related to human re-sources formation, knowledge production, and educational innovation. Re-garding the formation of human resources, we sought to contribute to the formation of teachers concerning technology in education and, about the stu-dents the creation of teaching and learning opportunities, to extend the class-room and also the school, through the remote laboratories, to support the practical activities and the use of the VLE. Future Research The socialization and reapplication of the framework since it is based on open-source resources, both software and hardware, and with open educa-tional resources. © 2020, Informing Science Institute.","Framework; Integration; Open educational resources; Teacher improve-ment; Teaching and learning; Technology; Virtual and remote labs","","","","","","","","Abdullah M., Hussin Z.A., Zakaria A.R., MLearning scaffolding model for under-graduate English language learning: Bridging formal and informal learning, Turkish Online Journal of Educational Technology-TOJET, 12, 2, pp. 217-233, (2013); Acessos de telefonia móvel no Brasil, (2019); Anderson C., 20 years of Wired: Maker movement, Wired magazine, (2013); Inc A., Apple classrooms of tomorrow: Learning in the 21st century, (2008); Beatty B.J., Designing the HyFlex world-hybrid, flexible classes for all students [Paper presentation], (2006); Benbunan-Fich R., Hiltz S.R., Harasim L.M., The online interaction learning model: An integrated theoretical framework for learning networks, Learning together online, Research on Asynchronous Learning Networks, pp. 18-36, (2005); Branch R., Instructional design: The ADDIE approach, (2009); Research about the use of information and communication technologies in Brazil-TIC Educação 2018, (2019); Driving K-12 Innovation/2019 Tech Enablers, (2019); Cope W., Kalantzis M., Multiliteracies: New literacies, new learning, Pedagogies: An International Journal, 4, 3, pp. 164-195, (2009); Adopted at the World Conference on Science for the Twenty-first Century, Budapest, Hungary, June 26-July 1, 1999, (1999); Dick W., Carey L., Carey J., The systematic design of instruction, (2001); Gamez I.E., Los Modelos Tecno-Educativos, revolucionando el aprendizaje del siglo XXI, (2015); Garrison R., Anderson T., Archer W., Critical inquiry in a text-based environment: Computer conferencing in higher education, The Internet and Higher Education, 2, 2-3, pp. 87-105, (2000); Harris J., Mishra P., Koehler M., Teachers' technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration refrained, Journal of Research on Technology in Education, 41, 4, pp. 393-416, (2009); Heinich R., Molenda M., Russell J.D., Smaldino S.E., Instructional media and technologies for learning, (1999); Hodson D., Reid D.J., Science for all: Motives, meaning and implications, School Science Review, 69, 249, pp. 653-661, (1998); Brazilian School Census 2017, (2018); Sinopse Estatística da Educação Superior2018, (2019); Censo escolar brasileiro 2018, (2019); Dados sobre fluxo escolar na educação básica, (2019); Jonassen D.H., Designing constructivist learning environments, Instructional-design theories and models, (1999); Jonassen D., Howland J., Moore J., Marra R., Learning to solve problems with technology: A constructivist perspective, (2003); Keller J., Development and use of the ARCS model of motivational design, Journal of Instructional Development, 10, 3, pp. 2-10, (1987); Koehler M., Mishra P., Introducing technological pedagogical content knowledge, Handbook of technological pedagogical content knowledge (TPCK) for educators, pp. 3-29, (2008); Koehler M., Mishra P., What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), (2009); Koh J.H.L., TPACK design scaffolds for supporting teacher pedagogical change, Educational Technology Research and Development, 67, 3, pp. 577-595, (2019); Lage M., Platt G., Treglia M., Inverting the classroom: A gateway to creating an inclusive learning environment, The Journal of Economic Education, 31, 1, pp. 30-43, (2000); Landis J.R., Koch G.G., The measurement of observer agreement for categorical data, Biometrics, 33, (1977); Lindsay E.D., The impact of remote and virtual access to hardware upon the learning outcomes of undergraduate engineering laboratory classes, (2005); Lopez S., Carpeno A., Arriaga J., Laboratorio remoto eLab3D: Un mundo virtual inmersivo para el aprendizaje de la electrónica, Proceedings of the 11th International Conference on Remote Engineering and Virtual Instrumentation (REV2014), pp. 100-105, (2014); Matthiensen A., Uso do Coeficiente Alfa de Cronbach em Avaliações por Questionários, (2011); Mishra P., Koehker M., Technological pedagogical content knowledge: A framework for teacher knowledge, Teachers College Record, 108, 6, pp. 1017-1054, (2006); PISA 2018 Assessment and Analytical Framework, (2019); Puentedura R., A matrix model for designing and assessing network-enhanced courses, Proceedings of the III Conferencia Anual MERLOT, (2003); Puentedura R., The SAMR model: Background and exemplars, (2012); Robin B., McNeil S., What educators should know about teaching digital storytelling, Digital Education Review, 22, pp. 37-51, (2012); Schmidt D., Baran E., Thompson A.D., Mishra P., Koehler M.J., Shin T.S., Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers, Journal of Research on Technology in Education, 42, 2, pp. 123-149, (2009); Schmidt D., Sahin E.B., Thompson A.D., Seymour J., Developing effective technological pedagogical and content knowledge (TPACK) in preK-6 teachers, Proceedings of the Society for Information Technology & Teacher Education International Conference 2008, pp. 5313-5317, (2008); Sharples M., McAndrew P., Weller M., Ferguson R., FitzGerald E., Hirst T., Gaved M., Innovating Pedagogy 2013, Open University Innovation Report 2, (2014); Shulman L.S., Those who understand: Knowledge growth in teaching, Educational Researcher, 15, 2, (1986); Siemens G., Connectivism: A learning theory for the digital age, International Journal of Instructional Technology and Distance Learning, 2, 1, (2004); Sotiriou S., Anastopoulou S., Rosenfeld S., Aharoni O., Hofstein A., Bogner F., Sturm H., Hoeksema K., Visualizing the invisible: The CONNECT approach for teaching science, Proceedings of the Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06), pp. 1084-1086, (2006); Swan N., The 'maker movement' creates D.I.Y. revolution, Cristian Science Monitor, (2014); Talbert R., Inverted classroom, Colleagues, 9, 1, (2012); Estatísticas do Brasil-Geral, (2019); Tolu A.T., Evans L.S., From distance education to communities of inquiry, Educational communities of inquiry: Theoretical framework, research and practice, pp. 45-65, (2013)","J.B. Silva; Federal University of Santa Catarina, Araranguá, Brazil; email: juarez.b.silva@ieee.org","","Informing Science Institute","","","","","","15479714","","","","English","J. Inf. Technol. Educ. Res.","Article","Final","","Scopus","2-s2.0-85086930203"
"Murray E.; McLeod S.; Biesiekierski J.; Ng A.; Croxford S.; Stirling E.; Bramley A.; Forsyth A.","Murray, Emily (57202150415); McLeod, Susan (57210217036); Biesiekierski, Jessica (36184914800); Ng, Ashley (57205398829); Croxford, Sharon (57195510651); Stirling, Emma (57208165673); Bramley, Andrea (23768236700); Forsyth, Adrienne (35268223300)","57202150415; 57210217036; 36184914800; 57205398829; 57195510651; 57208165673; 23768236700; 35268223300","Employability initiatives in undergraduate education and application to human nutrition: A scoping review","2020","Journal of Teaching and Learning for Graduate Employability","11","1","","63","80","17","4","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090332037&partnerID=40&md5=6e403fb4fc7563d6f4daddcb48a1db51","Department of Dietetics, Human Nutrition and Sport, La Trobe University, Melbourne, Australia; School of Behavioural and Health Sciences, Australian Catholic University, Melbourne, Australia; Royal Melbourne Hospital, Melbourne, Australia","Murray E., Department of Dietetics, Human Nutrition and Sport, La Trobe University, Melbourne, Australia; McLeod S., Department of Dietetics, Human Nutrition and Sport, La Trobe University, Melbourne, Australia; Biesiekierski J., Department of Dietetics, Human Nutrition and Sport, La Trobe University, Melbourne, Australia; Ng A., Department of Dietetics, Human Nutrition and Sport, La Trobe University, Melbourne, Australia; Croxford S., Department of Dietetics, Human Nutrition and Sport, La Trobe University, Melbourne, Australia, School of Behavioural and Health Sciences, Australian Catholic University, Melbourne, Australia; Stirling E., Department of Dietetics, Human Nutrition and Sport, La Trobe University, Melbourne, Australia; Bramley A., Department of Dietetics, Human Nutrition and Sport, La Trobe University, Melbourne, Australia, Royal Melbourne Hospital, Melbourne, Australia; Forsyth A., Department of Dietetics, Human Nutrition and Sport, La Trobe University, Melbourne, Australia","Human nutrition is a growing field with an increasing job market and high demand for university study, yet graduates report feeling underprepared for and unaware of potential job opportunities. This scoping review aimed to identify employment initiatives used in undergraduate programs to support an evidence-based approach to the development of future initiatives for human nutrition courses. The scoping review following PRISMA-ScR criteria was initially conducted in October 2018 and updated in April 2020. Search terms were selected to identify studies that reported on employability or work-readiness embedded within the course curriculum for undergraduate students. Fourteen papers met the eligibility criteria. Papers included were from Australia (9), United Kingdom (2), United States (1), New Zealand (1) and Germany (1). Papers described initiatives fitting broad categories of placements, project-based industry collaboration, practice-based eLearning, mentoring and building graduate attributes. Placements were the most common type of initiative and projectbased industry collaboration demonstrated the highest levels of student and employer satisfaction. The success of initiatives was often attributed to incorporating diverse approaches to real-world, problem-solving skills. Mentoring and eLearning were used to promote employability soft skills, while industry-based placements provided students with practical experience. Placement in specific workplace settings should be representative of the diverse job options for nutrition graduates. Human nutrition degrees should consider incorporating strategies that develop soft skills and project-based skills while exposing students to diverse workplace settings within industry. © 2020 Deakin University. All rights reserved.","Employability; Nutrition; Undergraduate; Work readiness","","","","","","","","Abery E., Drummond C., Bevan N., Work integrated learning: What do the students want? A qualitative study of Health Sciences students' experiences of a non-competency based placement, Student Success, 6, pp. 87-91, (2015); Aprile K.T., Knight B.A., The WIL to learn: Students' perspectives on the impact of work-integrated learning placements on their professional readiness, Higher Education Research & Development, (2019); Arksey H., O'Malley L., Scoping studies: Towards a methodological framework, International Journal of Social Research Methodology, 8, 1, pp. 19-32, (2005); Blackburn G., A university's strategic adoption process of an PBL-aligned eLearning environment: An exploratory case study, A bi-monthly publication of the Association for Educational Communications & Technology, 65, 1, pp. 147-176, (2017); Brimble M., Cameron C., Freudenberg B., Fraser C., Macdonald K., Collaborating with industry to enhance financial planning and accounting education, Australasian Accounting, Business and Finance Journal, 6, 4, pp. 79-93, (2012); Collis C., Foth M., Schroeter R., The Brisbane Media Map: Participatory design and authentic learning to link students and industry, Learning Inquiry, 3, 3, pp. 143-155, (2009); Cord B., Clements M., Pathway for student self-development: A learning orientated internship approach, Australian Journal of Adult Learning, 50, 2, pp. 287-307, (2010); Qualitative Checklist; Elijido-Ten E., Kloot L., Experiential learning in accounting work-integrated learning: A three-way partnership, Education & Training, 57, 2, pp. 204-218, (2015); Fleming J., Haigh N. J., Examining and challenging the intentions of work-integrated learning, Higher Education, Skills and Work-Based Learning, 7, 2, pp. 198-210, (2017); Fletcher-Brown J., Knibbs K., Middleton K., Developing 'employagility': The 3Es case for live-client learning, Higher Education, Skills and Work - Based Learning, 5, 2, pp. 181-195, (2015); Gilbert D.H., From chalk and talk to walking the walk: Facilitating dynamic learning contexts for entrepreneurship students in fast-tracking innovations, Education & Training, 54, 2-3, pp. 152-153, (2012); Hughes R., Desbrow B., Aspiring dietitians study: A pre-enrolment study of students' motivations, awareness and expectations relating to careers in nutrition and dietetics, Nutrition & Dietetics, 62, 2-3, pp. 106-109, (2005); Undergraduate Nutrition courses in Australia; Jackson D., Collings D., The influence of work-integrated learning and paid work during studies on graduate employment and underemployment, The International Journal of Higher Education Research, 76, 3, pp. 403-425, (2018); Jenkinson K.A., Benson A.C., Designing higher education curriculum to increase graduate outcomes and work readiness: The assessment and mentoring program (AMP), Mentoring & Tutoring: Partnership in Learning, 24, 5, pp. 456-470, (2016); Reviewers' manual: Methodology for JBI scoping reviews, (2015); Keogh K., Sterling L., Venables A., A scalable and portable structure for conducting successful yearlong undergraduate software team projects, Journal of Information Technology Education, 6, pp. 515-540, (2007); Kucel A., Robert P., Buil M., Masferrer N., Entrepreneurial skills and education-job matching of higher education graduates, European Journal of Education, 51, 1, pp. 73-89, (2016); Lawlis T., Torres S.J., Coates A.M., Clark K., Charlton K.E., Sinclair A.J., Wood L.G., Devine A., Development of nutrition science competencies for undergraduate degrees in Australia, Asia Pacific Journal of Clinical Nutrition, 28, 1, pp. 166-176, (2019); Levac D., Colquhoun H., O'Brien, Scoping studies: Advancing the methodology, Implementation Science, 5, (2010); Martinez Leon H.C., Bridging theory and practice with lean six sigma capstone design, Quality Assurance in Education, 27, 1, pp. 41-55, (2019); Orrell J., Good practice report: Work-integrated learning, (2011); Rawlinson S., Dewhurst P., How can effective university-industry partnerships be developed?, Worldwide Hospitality and Tourism Themes, 5, 3, pp. 255-267, (2013); Richards M.B., Marshall S.W., Experiential learning theory in digital marketing communication: Application and outcomes of the Applied Marketing & Media Education Norm (AMEN), Journal of Marketing Development and Competitiveness, 13, 1, pp. 86-98, (2019); Selvadurai S., Er A.C., Maros M., Generic skills of prospective graduates from the employers' perspectives, Asian Social Science, 8, 12, pp. 295-303, (2012); Smith C., Ferns S., Russell L., Conceptualising and measuring 'employability' - lessons from a National OLT Project, pp. 139-148, (2014); Sumanasiri E.G.T., Yajid M.S.A., Khatibi A., Review of literature on graduate employability, Journal of Studies in Education, 5, 3, pp. 75-88, (2015); Tricco A.C., Lillie E., Zarin W., O'Brien K.K., Colquhoun H., Levac D., Hempel S., PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation, Annals of Internal Medicine, 169, 7, pp. 467-473, (2018); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Whatley J., Evaluation of a team project based learning module for developing employability skills, Issues in Informing Science & Information Technology, 9, pp. 75-92, (2012); Windsor S, Rutter K., McKay D., Meyers N., Embedding graduate attributes at the inception of a chemistry major in a bachelor of science, Journal of Chemical Education, 91, 12, pp. 2078-2083, (2014)","A. Forsyth; Department of Dietetics, Human Nutrition and Sport, La Trobe University, Melbourne, Australia; email: A.Forsyth@latrobe.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","","Scopus","2-s2.0-85090332037"
"Gholami H.; Alambeigi A.; Farrokhnia M.; Noroozi O.; Karbasioun M.","Gholami, Hesamedin (55260411000); Alambeigi, Amir (55060238700); Farrokhnia, Mohammadreza (56549021900); Noroozi, Omid (57207851921); Karbasioun, Mostafa (44861295700)","55260411000; 55060238700; 56549021900; 57207851921; 44861295700","The role of social capital in Iranian agricultural students' acquisition of generic skills","2020","Higher Education, Skills and Work-based Learning","11","2","","508","527","19","1","10.1108/HESWBL-01-2019-0015","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088977702&doi=10.1108%2fHESWBL-01-2019-0015&partnerID=40&md5=0c1ec5edfe69f63226d52d55e7a3c5f9","Institute of Agricultural Education and Extension, Agricultural Research, Education and Extension Organization (AREEO), Tehran, Iran; Department of Agricultural Extension and Education, University of Tehran, Tehran, Iran; Department of Education and Learning Sciences, Wageningen University and Research, Wageningen, Netherlands; University of Shahrekord, Shahrekord, Iran","Gholami H., Institute of Agricultural Education and Extension, Agricultural Research, Education and Extension Organization (AREEO), Tehran, Iran; Alambeigi A., Department of Agricultural Extension and Education, University of Tehran, Tehran, Iran; Farrokhnia M., Department of Education and Learning Sciences, Wageningen University and Research, Wageningen, Netherlands; Noroozi O., Department of Education and Learning Sciences, Wageningen University and Research, Wageningen, Netherlands; Karbasioun M., University of Shahrekord, Shahrekord, Iran","Purpose: This study aims to investigate the role of social capital in Iranian agricultural students' acquisition of generic skills. For this purpose, the effect of various social capital dimensions on students' generic skills development was examined. Design/methodology/approach: A survey was conducted among 190 third- and fourth-year undergraduate students in one of the colleges of agriculture and natural resources in Iran. The partial least square method was used to examine the relationships among various social capital dimensions (i.e. social values, social trust, social networks, social cohesion, social participation, social communications and information sharing) with students' generic skills. Findings: The findings showed that social networks and social participation are effective factors in the generic skills development of students. A model designed for the development of students' generic skills based on their social capital level predicted up to 33% of generic skills' variances. Furthermore, the multi-group analysis showed that males and females vary on how various social capital dimensions affect their generic skills. In this respect, the social participation dimension had a significantly greater impact on female students' generic skills, whereas the generic skills of male students were influenced more by the social cohesion dimension. Practical implications: Developing generic skills through social capital can be considered as an effective strategy in countries that do not have formal programs for developing students' generic skills. Additionally, higher education policymakers should present a more supportive approach for developing generic skills of female students through social participation in the campuses. Originality/value: So far, no study has examined the relationships among various social capital dimensions and students' generic skills in Iran. The picture is even more unclear when it comes to the differences between male and female students. The results of this study confirmed the importance of social networks and social participation in the universities to support students and to improve their generic skills and, consequently, their employability competencies. Furthermore, it could be inferred that male and female students have similarities and also differences in terms of the effect of social capital on developing generic skills that can provide a path for future studies. © 2020, Emerald Publishing Limited.","Agricultural graduates; Employment; Gender differences; Generic skill; Iran; Social capital","","","","","","","","Abbasi E., Zamani-Miandashti N., The role of transformational leadership, organizational culture and organizational learning in improving the performance of Iranian agricultural faculties, Higher Education, 66, 4, pp. 505-519, (2013); Adriaensen J., Bijsmans P., Groen A., Monitoring generic skills development in a bachelor European studies, Journal of Contemporary European Research, 15, 1, pp. 110-127, (2019); Alibaygi A.H., Barani S., Analysis of generic competencies required for university graduates: perceptions of agricultural engineers and mangers (kermanshah province), Iranian Journal of Agricultural Economics and Development Research, 43, 1, pp. 99-111, (2012); Alibaygi A.H., Barani S., Karamidehkordi E., Pouya M., Employability determinants of senior agricultural students in Iran, Journal of Agricultural Science and Technology, 15, 4, pp. 673-683, (2013); Alibeigi A.H., Zarafshani K., Are agricultural graduates meeting employers' expectations? 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Virtanen A., Tynjala P., Factors explaining the learning of generic skills: a study of university students' experiences, Teaching in Higher Education, 24, 7, pp. 880-894, (2019); Wallace I., Agricultural education at the crossroads: present dilemmas and possible options for the future in sub-saharan africa, International Journal of Educational Development, 17, 1, pp. 27-39, (1997); Washer P., Revisiting key skills: a practical framework for higher education, Quality in Higher Education, 13, 1, pp. 57-67, (2007); Wheeler J.V., The impact of social environments on emotional, social, and cognitive competency development, Journal of Management Development, 27, 1, pp. 129-145, (2008); Zakhir M., Extracurricular activities in TEFL classes, Journal of Education, 7, 2, pp. 119-137, (2019)","H. Gholami; Institute of Agricultural Education and Extension, Agricultural Research, Education and Extension Organization (AREEO), Tehran, Iran; email: h.gholami@areeo.ac.ir","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85088977702"
"Rodríguez-Esteban A.; Vidal J.","Rodríguez-Esteban, A. (57210152223); Vidal, J. (56263047400)","57210152223; 56263047400","Influence of educational factors on the education-job match in men and women","2020","RELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa","26","1","","1","15","14","6","10.7203/relieve.26.1.16499","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091404626&doi=10.7203%2frelieve.26.1.16499&partnerID=40&md5=450c41233937f0e4ab7bfe02b2c21d04","University of Leon, Spain","Rodríguez-Esteban A., University of Leon, Spain; Vidal J., University of Leon, Spain","In Spain, the number of job mismatch graduates is higher than in other surrounding countries. The reasons for this phenomenon differ, to a certain extent, according to the gender of the worker. This research analyses the educational factors that best predict education-job match in men and women. The two most frequent education-job match types have been analyzed: vertical match and horizontal match. Data have been obtained from the 2014 University Graduates Labor Insertion Survey prepared by the National Statistics Institute. We have worked with a sample of 19272 individuals. In addition to contingency tests, the predictive value of the educational variables was explored using binary logistic regression analysis. We find, as a main result, that variables such as the area of study, the possession of another university degree, the level of languages or the knowledge of new technologies have a greater influence on the education-job match in the case of women. The results can be explained on the basis of different theories which indicate that the reasons that lead an individual to choose a job not related to his training differ according to the gender of the worker. Family obligations continue to be elements that condition, to a large extent, women's employment decisions. Labor market seems to value the skills acquired by men and women differently. © 2020 Universidad de Valencia.","Education-job match; Employability; Employed women; High school graduates; Labor insertion; Underemployment","","","","","","","","Acosta-Ballesteros J., Osorno-del Rosal M.P., Rodriguez-Rodriguez O.M., Overeducation of Young Workers in Spain: How Much Does the First Job Matter? Social Indicators Research, Social Indicators Research, 138, pp. 109-139, (2018); Albert C., Davia M.A., Legazpe N., Experiencia laboral durante los estudios y desajuste educativo en el primer empleo en los graduados universitários espanoles, Cuadernos económicos de ICE, 95, pp. 189-208, (2018); Badillo-Amador M.L., Lopez-Nicolas A., Vila L., The consequences on job satisfaction of job-worker educational and skill mismatches in the Spanish labour market: A panel analysis, Applied Economics Letters, 19, 4, pp. 319-324, (2012); Barone C., Assirelli G., Gender segregation in higher education: An empirical test of seven explanations, Higher Education, (2019); Beduwe C., Giret J.-F., Mismatch of vocational graduates: What penalty on French labour market?, Journal of Vocational Behavior, 7S, 1, pp. 68-79, (2011); Bender K., Roche K., Educational mismatch and self-employment, Economics of Education Review, 34, pp. 85-95, (2013); Castellano R., Rocca A., Gender disparities in European labour markets: A comparison of conditions for men and women in paid employment, International Labour Review, 157, 4, pp. 589-608, (2018); Cebrian I., Moreno J., Desigualdades de género en el mercado laboral, Panorama social, 27, pp. 47-63, (2018); Skills, qualifications andjobs in the EU: The making of a perfect match? Evidence from Cedefop's European skills and jobs survey, (2015); Dibeh G., Fakih A., Marrouch W., Employment and skill mismatch among youth in Lebanon, International Journal of Manpower, 40, 1, pp. 1438-1457, (2019); Di Paolo A., Ramos R., El efecto de la movilidad durante los estudios sobre el desajuste educativo de los graduados recientes. Evidencia a partir de la encuesta de insertion laboral de los titulados y tituladas de las universidades catalanas, Cuadernos Económicos del ICE, 95, pp. 209-235, (2018); Dolado J., Jansen M., Felgueroso F., Fuentes A., Wolfl A., Youth labour market performance in Spain and its determinants: A micro level perspective, OECD Economics Department Working Papers, (2013); Erdsiek D., Overqualification of graduates: Assessing the role of family background, Journal for Labour Market Research, 49, pp. 253-268, (2016); Gender Equality Index 2017. Measuring gender equality in the European Union 2005-2015, (2017); Parliament E., Labour Market Shortages in the European Union: Study for the EMPL Committee, (2015); Fabbris L., Scioni M., Salary Acceptability and Substitution Factors for Graduates' Employment, Italian Journal of Sociology of Education, 10, 3, pp. 220-244, (2018); Ferrandez-Berrueco R., Sanchez-Tarazaga L., Las prácticas externas desde la perspectiva de las entidades colaboradoras, RELIEVE, 25, 1, pp. 1-13, (2019); Flisi S., Goglio V., Meroni E., Rodrigues M., Vera-Toscano E., Occupational mismatch in Europe: Understanding Overeducation and Overskilling for Policy Making, (2014); Garcia-Mainar I., Garcia-Martin G., Montuenga V., Over-education and gender occupational differences in Spain, Social Indicators Research, 124, pp. 807-833, (2015); Garcia-Blanco M., Cardenas-Sempertegui E.B., La insertion laboral en la Educación Superior. La perspectiva latinoamericana, EducaciónXXI, 27, 2, pp. 323-347, (2018); Gonzalez-Rodriguez D., Vieira M.J., Vidal J., Factors that influence early school leaving: A comprehensive model, Educational Research, 61, 2, pp. 214-230, (2019); Heikkila T., Hyppola H., Vanska J., Halila H., Kujala S., Virjo I., Sumanen M., Kosunen E., Mattila K., What predicts doctors' satisfaction with their chosen medical specialty? A Finnish national study, BMC Medical Education, 16, 1, pp. 1-9, (2016); Herrera D., Empleabilidad versus sobrecualificación. Desajuste entre formación y empleo en las trayectorias laborales de los jóvenes titulados en Espana, Sociologia del trabajo, 89, pp. 29-52, (2017); Hur H., Maurer J.A., Hawley J., The role of education, occupational match on job satisfaction in the behavioral and social science workforce, Human Resource Development Quarterly, 30, 3, pp. 407-435, (2019); Encuesta de Insertion Laboral de los Titulados Universitários, (2014); Skills mismatch in Europe, (2014); Iriondo I., Perez-Amaral T., The effect of educational mismatch on wages in Europe, Journal of Policy Modeling, 38, pp. 304-323, (2016); Khoudja Y., Fleischmann F., Gender Ideology and Women's Labor Market Transitions Within Couples in the Netherlands: Gender Ideology and Women's Labor Market Transitions, Journal of Marriage and Family, 80, 5, pp. 1087-1106, (2018); Leuze K., Straub S., Why do occupations dominated by women pay less? How 'female-typical' work tasks and working-time arrangements affect the gender wage gap among higher education graduates, Work, Employment & Society, 30, 5, pp. 802-820, (2016); Mahuteau S., Mavromaras K., Sloane P., Wei Z., Horizontal and vertical educational mismatch and wages, NILS working paper series, 216, (2015); Mateos L., El fenómeno de la sobreeducación entre los jóvenes espanoles, Cuadernos de Investigation en Juventud. 5, 2, pp. 4-36, (2018); Mateos-Romero L., Murillo-Huertas I., Salinas-Jimenez M., Wage effects of cognitive skills an educational mismatch in Europe, Journal of Policy Modeling 39, 90, pp. 9-927, (2017); Mateos-Romero L., Salinas-Jimenez M., Skills heterogeneity among graduate workers: Real and apparent overeducation in the Spanish labour market, Social Indicators Research, 132, pp. 1247-1264, (2017); McGowan M., Andrews D., Skill mismatch and public policy in OECD countries, OECD Economics Department Working Papers, 1210, (2015); Michavila F., Martinez J.M., Martin-Gonzalez M., Garcia-Penalvo F.J., Cruz-Benito J., Barómetro de Empleabilidad y Empleo de los Universitários en Espana, 2015, (2016); Montt G., Field-of-study mismatch and overqualification: Labour market correlates and their wage penalty. IZA, Journal of Labor Economics, 6, 2, pp. 1-20, (2017); Nordin M., Persson I., Rooth D.-O., Education-job Mismatch: Is There an Income penalty?, Economics of Education Review, 29, pp. 1047-1059, (2010); Necesidades sociales en Espana. Mercado de trabajo, (2019); Pedulla S., Penalized or Protected? Gender and the Consequences of Nonstandard and Mismatched Employment Histories, American Sociological Review, 81, 2, pp. 262-289, (2016); Perez-Carbonell A., Ramos Santana G., Preferencias de los y las estudiantes universitarias sobre el empleo desde una perspectiva de género, Revista Complutense de Educación, 26, 3, pp. 721-739, (2015); Robst J., Education and job match: The relatedness of college major and work, Economics of Education Review, 26, pp. 397-407, (2007); Robst J., Education, college major, and job match: Gender differences in reasons for mismatch, Education Economics, 15, pp. 159-175, (2007); Rodriguez A., El ajuste entre formación y empleo de los universitários en Espana. Incidência, Rodríguez de factores educativos y familiares en el ajuste laboral de tipo horizontal, (2014); Rodriguez A., Vidal J., Vieira M.-J., Un análisis de la empleabilidad de los universitários en Espana a través del ajuste horizontal, Revista de Educación, 384, pp. 229-254, (2018); Rodriguez A., Vieira M.-J., La formación en competências en la universidad: Un estudio empírico sobre su tipologia, Revista de Investigación Educativa, 27, 1, pp. 27-47, (2009); Salinas-Jimenez M., Rahona-Lopez M., Murillo-Huertas I., Gender wage differentials and educational mismatch: An application to the Spanish case, Applied Economics, 45, 30, pp. 4226-4235, (2013); Shevchuk A., Strebkov D., Davis S., Educational mismatch, gender, and satisfaction in self-employment: The case of Russian-language internet freelancers, Research in Social Stratification and Mobility, 40, pp. 16-28, (2015); Skatova A., Ferguson E., Why do different people choose different university degrees? Motivation and the choice of degree, Front Psychol, 5, 1244, pp. 1-15, (2014); Somers M., Cabus S., Groot W., Maassen van den Brink H., Horizontal Mismatch between Employment and the Field of Education: Evidence from a Systematic Literature Review, (2016); Teichler U., Does Higher Education Matter? Lessons from a Comparative Graduate Survey, European Journal of Education, 42, 1, pp. 11-34, (2007); Verhaest D., Sellami S., van der Velden R., Desajuste de calificación horizontal y vertical según los países y las carreras estudiadas, Revista Internacional del Trabajo, 136, 1, (2017)","A. Rodríguez-Esteban; University of Leon, Faculty of Education, León, Campus de Vegazana, s/n, 24071, Spain; email: arode@unileon.es","","Universidad de Valencia","","","","","","11344032","","","","English","RELIEVE Rev. Electron. Invest. Eval. Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85091404626"
"Khairudin R.; Zamani Z.A.; Halim F.; Kamaluddin M.R.","Khairudin, Rozainee (36632279100); Zamani, Zainah Ahmad (57217068840); Halim, Fatimahwati (41661335700); Kamaluddin, Mohamad Rahim (56131703800)","36632279100; 57217068840; 41661335700; 56131703800","Mindset and psychological attributes for learning to empower university students’ competitiveness","2020","International Journal of Psychosocial Rehabilitation","24","4","","1712","1720","8","0","10.37200/IJPR/V24SP1/PR201556","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086048933&doi=10.37200%2fIJPR%2fV24SP1%2fPR201556&partnerID=40&md5=402ff54fabc55c4b2fae3cf6c0d10425","Faculty of Social Sciences and Humanities, The National University of Malaysia, Bangi, Malaysia","Khairudin R., Faculty of Social Sciences and Humanities, The National University of Malaysia, Bangi, Malaysia; Zamani Z.A., Faculty of Social Sciences and Humanities, The National University of Malaysia, Bangi, Malaysia; Halim F., Faculty of Social Sciences and Humanities, The National University of Malaysia, Bangi, Malaysia; Kamaluddin M.R., Faculty of Social Sciences and Humanities, The National University of Malaysia, Bangi, Malaysia","The development of a nation’s economy is dependent on the source of its workforce. In this regard, a recent issue that has become a priority is the employability of university students. Consistent with the Malaysia Education Development Plan (Higher Education), Higher Education Institutions are required to produce competent, holistic and competitive students. To date, findings from studies are inconsistent to determine the main factors that influence university students’ achievements in academic achievement that may lead to their future employability. Following this, the current study explores constructs that are necessary to cultivate university students for success and lead to higher chance of employability. Therefore, the aim of the current study is to examine the relationships between mindset and self-efficacy towards academic achievement and employability. Two sets of survey research were carried out to achieve the purpose of study. Study 1 involved 200 university students from both public and private universities. These respondents completed the Dweck’s Theories of Intelligence Scale and College Self-Efficacy Instrument. Results from study 1 showed a significant difference in growth mindset between public university students and private university students. Results also revealed significant relationships between mindset and academic achievement, as well as between self-efficacy and academic achievement. Furthermore, it was evidenced that mindset and self-efficacy are able to predict students’ academic achievement. In study 2, 137 university students from both public and private universities took part in the study. Mindset was measured using Dweck’s Theories of Intelligence Scale, while employability was measured using the Employability Questionnaire. Results from study 2 showed that there is a significant correlation between growth mindset and employability. Findings from these two studies confirm that mindset, particularly, can be a determiner towards university students’ achievement and employability. The implication that can be deduced from the findings is that higher institutionsshould focus on individual differences, in this case, improving students’ mindset and self-efficacy to determine high achievement that includes both academic and employability. © 2020, Hampstead Psychological Associates. All rights reserved.","Academic achievement; Employability; Mindset; Self-efficacy; University students","","","","","","Universiti Kebangsaan Malaysia","The research was supported by the Arus Perdana Grant (AP 2017-001/2) Universiti Kebangsaan Malaysia.","Burrus J., Jackson T., Xi N., Steinberg J., Identifying the Most Important 21st Century Workforce Competencies: An Analysis of the Occupational Information Network (O*NET), Research Reports, (2013); Dweck C.S., Self-Theories: Their Role in Motivation, Personality, and Development., (2000); Dweck C.S., Mindset: The New Psychology of Success., (2006); Hewageegana H.G.S.P., Arawwawala L.D.A.M., Ariyawansa H.A.S., Tissera M.H.A., Dammaratana I., A review of skin diseases depicted in sanskrit original texts with special reference to ksudra kushtha, Journal of Critical Reviews, 3, 3, pp. 68-73, (2016); Dweck C.S., Bush E.S., Sex Differences in Learned Helplessness: I. Differential Debilitation with Peer and Adult Evaluators, Developmental Psychology, 12, (1976); Dweck C.S., Leggett E.L., A Social-Cognitive Approach to Motivation and Personality, Psychological Review, 95, (1988); Dweck C.S., Davidson W., Nelson S., Enna B., Sex Differences in Learned Helplessness: II. The Contingencies of Evaluative Feedback in the Classroom and III. An Experimental Analysis, Developmental Psychology, 14, (1978); Esparza J., Shumow L., Schmidt J.A., Growth Mindset of Gifted Seventh Grade Students in Science, NCSSSMST Journal, 19, pp. 6-13, (2014); Gutshall C.A., Teachers’ Mindsets for Students with and without Disabilities, Psychology in the Schools, 50, pp. 1073-1083, (2013); Gutshall C.A., Pre-Service Teachers’ Mindset Beliefs about Student Ability, Electronic Journal of Research in Educational Psychology, 12, pp. 785-802, (2014); Halpern D.F., Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring, American Psychologist, 53, 4, pp. 449-455, (1998); Kotilainen M., Kaitila V., Economic Globalization in Developing Countries, The journal of Economic in Developing Countries, (2002); Shrivastava A., Analytical Methods for Venlaflaxine Hydrochloride and Metabolites Determinations in Different Matrices, Systematic Reviews in Pharmacy, 3, 1, pp. 42-50, (2012); Levy S.R., Dweck C.S., The Impact of Children’s Static versus Dynamic Conceptions of People on Stereotype Formation, Child Development, 70, pp. 1163-1180, (1999); Meece J.L., Holt K., A pattern analysis of students’ achievement goals, Journal of educational psychology, 85, 4, (1993); O'Rourke E., Haimovitz K., Ballweber C., Dweck C., Popovic Z., Brain Points: A Growth Mindset Incentive Structure Boosts Persistence in an Educational Game, Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 3339-3348, (2014); Peet M.R., Journal of Transformative Learning, 3, 2, pp. 15-36, (2015); Stipek D., Gralinski J.H., Children’s beliefs about intelligence and school performance, Journal of Educational Psychology, 88, 3, pp. 397-407, (1996); Stiwne E.E., Jungert T., Engineering students’ experiences of transition from study to work, Journal of Education and Work, 23, 5, (2010); Thirlwall A.P., Growth & Development with special reference to developing economies, (2003); Tirri K., Kujala T., Students’ Mindsets for Learning and Their Neural Underpinnings, Psychology, 7, (2016); Sreeram P., Bandi A.J., Jasthiand K.L., Roy S., Implementation of hospital management system in rural spaces as a case study using open source emr bahmni, International Journal of Pharmaceutical Research, 10, 1, pp. 286-290, (2018); Yeager D.S., Dweck C.S., Mindsets that Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed, Educational Psychologist, 47, pp. 302-314, (2012); Sangeetha N., Gopinath B., Muthulakshmi S., Kalayanasundram M., Suriya G., A New Approach to Single Phase AC Microgrid System Using UPQC Device, Bonfring International Journal of Software Engineering and Soft Computing, 8, 2, pp. 26-34, (2018); Sonam Vohra R., Sawhney R.S., Dynamic Routing Protocols Analysis based on Dissimilar Number of Packets, The SIJ Transactions on Computer Networks & Communication Engineering (CNCE), 2, 3, pp. 1-6, (2014); Bitbol M., Consciousness, situations, and the measurement problem of quantum mechanics, Neuro Quantology, 6, 3, pp. 203-213, (2008); Wang Q., Study of emotional changes based on neural management and electroencephalogram experiments on low-carbon consumption behavior, Neuro Quantology, 16, 2, pp. 25-31, (2018)","F. Halim; Faculty of Social Sciences and Humanities, The National University of Malaysia, Bangi, Malaysia; email: atisha@ukm.edu.my","","Hampstead Psychological Associates","","","","","","14757192","","","","English","Int. J. Psychosoc. Rehab.","Article","Final","","Scopus","2-s2.0-85086048933"
"Cavallone M.; Manna R.; Palumbo R.","Cavallone, Mauro (6508271194); Manna, Rosalba (57188753136); Palumbo, Rocco (56023165300)","6508271194; 57188753136; 56023165300","What enables doctoral degree holders to get a job? A journey through doctoral students' satisfaction with educational services","2020","TQM Journal","","","","","","","1","10.1108/TQM-11-2019-0268","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085132547&doi=10.1108%2fTQM-11-2019-0268&partnerID=40&md5=8c41f18abad775256c856c322bd87198","Department of Business Economics and Quantitative Methods, University of Bergamo, Bergamo, Italy; Department of Quantitative and Management Studies, University of Naples, Napoli, Italy; Department of Management and Law, University of Rome Tor Vergata, Rome, Italy","Cavallone M., Department of Business Economics and Quantitative Methods, University of Bergamo, Bergamo, Italy; Manna R., Department of Quantitative and Management Studies, University of Naples, Napoli, Italy; Palumbo R., Department of Management and Law, University of Rome Tor Vergata, Rome, Italy","Purpose: Doctoral degrees are generally the highest level of education provided by educational institutions in Western countries. Nevertheless, doctoral degree holders – i.e. Philosophiae Doctors (PhDs) – struggle to find a job that matches their knowledge and expertise. This article investigates the effects that PhDs' satisfaction with different attributes of educational services has on their ability to obtain employment either in academia or outside it. Design/methodology/approach: Secondary data were accessed from a nationwide survey performed in Italy between February and July 2014. More than 16,000 people who achieved a doctoral degree between January 2008 and December 2010 were involved in the analysis. The four-years' time-span was justified by the need to avoid potential biases produced by a short time lapse between data collection and the awarding of the respondents' doctoral degree. A logistic regression model was designed to shed light on the relationship between doctoral degree holders' satisfaction and their ability to find employment. Findings: This study results suggested that the attributes of educational services had varying effects on the doctoral degree holders' ability to obtain work. More specifically, the perceived quality of research and methodological courses delivered by educational institutions and the quality of the technologies and digital resources available at the host university were found to positively affect the ability of doctoral degree holders to get a job in academia. Conversely, the satisfaction with the quality of the teaching activities was positively related to the doctoral degree holders' employability outside academia. Practical implications: The quality of educational services provided to students attending a doctoral degree course affects their ability to find work. Enhancing the quality of educational services may reduce the risk of unemployment amongst doctoral degree holders. Originality/value: To the best of the authors' knowledge, few attempts have been made to investigate the interplay between the quality of educational services and doctoral degree holders' employability. © 2020, Emerald Publishing Limited.","Doctoral education; Employability; Higher education; Satisfaction; Service quality","Education computing; Logistic regression; Design/methodology/approach; Educational institutions; Educational services; Level of educations; Logistic Regression modeling; Students' satisfaction; Teaching activities; Western countries; Students","","","","","","","Aarnikoivu M., Nokkala T., Siekkinen T., Kuoppala K., Pekkola E., Working outside academia? 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Palumbo; Department of Management and Law, University of Rome Tor Vergata, Rome, Italy; email: rocco.palumbo@uniroma2.it","","Emerald Group Publishing Ltd.","","","","","","17542731","","","","English","TQM J.","Article","Article in press","","Scopus","2-s2.0-85085132547"
"Amigó M.F.; Lloyd J.","Amigó, María Florencia (35386166200); Lloyd, Justine (7402365374)","35386166200; 7402365374","Changing roles and environments in experiential learning","2020","Higher Education, Skills and Work-based Learning","11","2","","420","434","14","3","10.1108/HESWBL-11-2019-0159","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086780930&doi=10.1108%2fHESWBL-11-2019-0159&partnerID=40&md5=2ddff7fce5cecc603e68f87f00123159","Macquarie University, Sydney, Australia","Amigó M.F., Macquarie University, Sydney, Australia; Lloyd J., Macquarie University, Sydney, Australia","Purpose: The purpose of this paper is to report on the implications of new and unfamiliar roles for educators, students and employers generated by experiential learning (EL) activities. It considers how a series of tensions and instabilities in traditional role identities for each group arise from an expanded definition of university learning environments. Design/methodology/approach: The paper thus uses the concept of liminality, or “in-between-ness”, to explore processes of role transition via EL. This theme emerged from analysis of qualitative data gathered via focus groups and interviews with academic unit convenors, workplace supervisors and students across a range of disciplines. Findings: Because none of the cohorts were fully supported in or securely ascribed to these new roles, the unsettled nature of EL is argued to be both a key benefit and challenge to educators. Research limitations/implications: This paper was based on a small-scale study of a specific EL programme. As such, it could be complemented by longitudinal and broader-scale research across different sites and national contexts, as well as with cohorts that the authors do not canvas here: university administrators, policy advisors and employers more broadly. Practical implications: The paper reflects on how higher education institutions can support participants in these new educational settings, as well as raising the question of whether new roles are still emerging from this process. Social implications: The paper canvasses impacts of EL on individual participants as well as the sector itself. Originality/value: The authors believe that understanding EL activities through the lens of liminality provides a new approach to its impact at individual, institutional and social levels. © 2020, Emerald Publishing Limited.","Employability; Experiential learning; Liminality; Professional identities; Roles","","","","","","","","Allen-Collinson J., Just ‘non-academics’? 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Tempest S., Starkey K., The effects of liminality on individual on individual and organizational learning, Organization Studies, 25, 4, pp. 507-527, (2004); Teras M., Inter-professional working and learning: instructional actions and boundary crossing or boundary making in oral healthcare, Journal of Education and Work, 29, 5, pp. 614-636, (2016); Thomassen B., Introduction: into liminality, Liminality and the Modern: Living through the In-Between, pp. 1-18, (2014); Trede F., Macklin R., Bridges D., Professional identity development: a review of the higher education literature, Studies in Higher Education, 37, 3, pp. 365-384, (2012); Turner V.W., Betwixt and between: the liminal period in rites de passage, Magic, Witchcraft, and Religion: An Anthropological Study of the Supernatural, pp. 46-55, (2001); A national internship scheme: enhancing the skills and work-readiness of australian university graduates, (2008); Van Gennep A., The Rites of Passage, (2004)","M.F. Amigó; Macquarie University, Sydney, Australia; email: maria.amigo@mq.edu.au","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85086780930"
"Dean B.; Yanamandram V.; Eady M.; Moroney T.; O'donnell N.","Dean, Bonnie (55480837800); Yanamandram, Venkata (12804320300); Eady, Michelle (57194206889); Moroney, Tracey (56521474700); O'donnell, Nuala (57218628350)","55480837800; 12804320300; 57194206889; 56521474700; 57218628350","An institutional framework for scaffolding work-integrated learning across a degree","2020","Journal of University Teaching and Learning Practice","17","4","6","1","14","13","16","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089842638&partnerID=40&md5=63f59cd841ee359aea1864a402e5b421","University of Wollongong, Australia","Dean B., University of Wollongong, Australia; Yanamandram V., University of Wollongong, Australia; Eady M., University of Wollongong, Australia; Moroney T., University of Wollongong, Australia; O'donnell N., University of Wollongong, Australia","Work-Integrated Learning (WIL) is an important pedagogical strategy for developing employability skills by immersing students in real-world understandings, applications and practices. Increasingly, universities are focusing on how WIL can be scaffolded across a degree, to involve students in a variety of WIL activities in order to apply disciplinary knowledge and skills. While placement models appear to be the dominant mode of WIL that are easily recognised within a degree structure, non-placement forms of WIL while emerging, remain less visible. This conceptual paper presents an institutional framework that accounts for a range of placement and non-placement WIL activities, to make WIL practices overt across a degree. It introduces the Work-Integrated Learning Curriculum Classification (WILCC) Framework that supports a university-wide approach for developing, mapping and reporting WIL. The WILCC Framework promotes the visibility of WIL across the institution, offers a common language for WIL across disciplines, and provides a tool to scaffold WIL experiences throughout degree programs. © 2020, University of Wollongong. All rights reserved.","Career development learning; Employability; Non-placement work-integrated learning; Reflection","","","","","","","","National Strategy on Work Integrated Learning in University Education, (2015); Amerian M, Mehri E, Scaffolding in sociocultural theory: definition, steps, features, conditions, tools and effective considerations, Scientific Journal of Review, 3, 7, pp. 756-765, (2014); Billett S, Realising the educational worth of integrating work experiences in higher education, Studies in Higher Education, 34, 7, pp. 827-843, (2009); Billett S, Learning through practice: models, traditions, orientations and approaches, (2010); Boud D, Molloy E, Rethinking models of feedback for learning: the challenge of design, Assessment & Evaluation in Higher Education, 38, 6, pp. 698-712, (2013); Brown N, WIL[ling] to share: an institutional conversation to guide policy and practice in work-integrated learning, Higher Education Research & development, 29, 5, pp. 507-518, (2010); Coll RK, Zegwaard K, An international perspective of cooperative and work integrated education: A synthesis of theme from the second edition of the international handbook for cooperative and work-integrated education, Collaborative education: Investing in the future. Proceedings from the ACEN national Conference, pp. 42-26, (2012); Cooper L, Orrell J, Bowden M, Work Integrated Learning: A guide to effective practice, (2010); Dacre Pool L, Sewell P, The key to employability: developing a practical model of graduate employability, Education and Training, 49, 4, pp. 277-289, (2007); Dean BA, Sykes C, Agostinho S, Clements M, Reflective assessment in work-integrated learning: to structure or not to structure, that was our question, Asia-Pacific Journal of Cooperative Education, 13, 2, pp. 103-113, (2012); Dean BA, Eady MJ, Yanamandram V, O'Donnell N, Moroney T, Glover-Chambers T, Leadership that supports an institutional approach to WIL, Advances in Research, Theory and Practice in Work-Integrated Learning: Enhancing Employability for a Sustainable Future, (2020); Eames C, Coll RK, Cooperative education: Integrating classroom and workplace learning, Learning Through Practice, Professional and Practice-based Learning, pp. 180-196, (2010); Edwards D, Perkins K, Pearce J, Hong J, Work Integrated Learning in STEM in Australian Universities [Final report submitted to the Office of the Chief Scientist], (2015); Harvey M, Coulson D, Mackaway J, Winchester-Seeto T, Aligning reflection in the cooperative education curriculum, Asia-Pacific Journal of Cooperative Education, 11, 3, pp. 137-152, (2010); Harvey M, Walkerden G, Semple AL, McLachlan K, Lloyd K, Baker M, A song and a dance: Being inclusive and creative in practicing and documenting reflection for learning, Journal of University Teaching & Learning Practice, 13, 2, pp. 1-17, (2016); Hounsell D, Towards more sustainable feedback to students, Rethinking assessment in higher education, pp. 101-113, (2007); Kaider F, Hains-Wesson R, Young K, Typology of authentic WIL activities and assessment, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 153-165, (2017); Kay J, Ferns S, Russell L, Smith J, Expanding work integrated learning (WIL) possibilities: enhancing student employability through innovative WIL models, (2018); Kramer M, Usher A, Work-Integrated Learning and Career-Ready Students: Examining the Evidence, (2011); Lave J, Teaching as learning in practice, Mind, Culture and Activity, 3, 3, pp. 149-164, (1996); Marsick VJ, Toward a unifying framework to support informal learning theory, research and practice, Journal of Workplace Learning, 21, 4, pp. 265-275, (2009); McIlveen P, Brooks S, Lichtenberg A, Smith M, Torjul P, Tyler J, Career development learning frameworks for work-integrated learning, Developing learning professionals: integrating experiences in university and practice settings, pp. 149-165, (2011); Moon J, A handbook of reflective and experiential learning: Theory and practice, (2004); Orrell J, Good practices report: work-integrated learning, (2011); Patrick CJ, Peach D, Pocknee C, Webb F, Fletcher M, Pretto G, The WIL [Work Integrated Learning] report: A national scoping study, (2009); Rowe A, Winchester-Seeto T, Mackaway J, That’s not really WIL!: Building a typology of WIL and related activities, Proceedings of the ACEN 2012 National Conference, (2012); Sattler P, Work-Integrated Learning in Ontario’s Postsecondary Sector, (2011); Sattler P, Peters J, Work-Integrated Learning in Ontario’s Postsecondary Sector: The Experience of Ontario Graduates, (2013); Silva P, Lopes B, Costa M, Melo AI, Dias GP, Brito E, Seabra D, The million-dollar question: can internships boost employment?, Studies in Higher Education, 43, 1, pp. 2-21, (2018); Smith C, Ferns S, Russell L, Cretchley P, The Impact of Work Integrate Learning on Student Work-Readiness, (2014); Work Integrated Learning in Universities: Final Report, (2019); Career Ready Graduates, (2019); Work Integrated Learning; Workman B, Extending and embedding work‐based learning across the university: Change strategies in action, Higher Education, Skills and Work-Based Learning, 1, 2, pp. 106-117, (2011)","","","University of Wollongong","","","","","","14499789","","","","English","J. Univ. Teach. Learn. Pract.","Article","Final","","Scopus","2-s2.0-85089842638"
"Aliu J.; Aigbavboa C.O.","Aliu, John (57202873480); Aigbavboa, Clinton Ohis (54956705100)","57202873480; 54956705100","Structural determinants of graduate employability: impact of university and industry collaborations","2020","Journal of Engineering, Design and Technology","19","5","","1080","1100","20","14","10.1108/JEDT-05-2020-0189","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095593297&doi=10.1108%2fJEDT-05-2020-0189&partnerID=40&md5=4eaaf56d062720fb84e8f36db2955a7d","Cidb Centre of Excellence, Faculty of Engineering and the Built Environment, University of Johannesburg, Johannesburg, South Africa","Aliu J., Cidb Centre of Excellence, Faculty of Engineering and the Built Environment, University of Johannesburg, Johannesburg, South Africa; Aigbavboa C.O., Cidb Centre of Excellence, Faculty of Engineering and the Built Environment, University of Johannesburg, Johannesburg, South Africa","Purpose: The purpose of this paper is to examine the impacts of university and construction industry collaborations (UIC) activities in developing the employability of built environment graduates. Design/methodology/approach: This study adopted a quantitative approach wherein data was obtained from professionals across academia, construction industry and government establishment within the South African built environment. A total of 204 questionnaires were administered to these professionals to provide information regarding the subject matter under question. Structural equation modeling (SEM) was adopted to examine possible relationships among identified factors that were obtained from a review of extant literature. SEM was performed using analysis of moment structures (AMOS Graphics, version 26) in testing the model and a best-fit was achieved after various model selections and validation tests were conducted. Findings: The final model revealed that graduate employability can be improved through UIC as effective university-industry linkages provide students with mentoring opportunities and exposure to relevant training which improves their job market prospects and ultimately increases their professional relevance in the long run. Practical implications: To continuously enhance the employability of students before graduation, universities are required to foster collaborations with the industry as such linkages are critical to the development of the future custodians of the construction industry. Originality/value: There have been several generalized statements as to which of the UIC activities contribute to graduate employability. Therefore, through the use of SEM using AMOS, it was possible to state precisely the UIC constructs that are statistically significant and contribute to graduate employability. © 2020, Emerald Publishing Limited.","Active learning; Graduate employability; Pedagogy; Structural equation modeling; University industry collaboration","Construction industry; Surveys; Built environment; Design/methodology/approach; Industry collaboration; Quantitative approach; Structural determinants; Structural equation modeling; University and industry collaboration; University-industry linkages; Students","","","","","","","Aasheim C.L., Li L., Williams S., Knowledge and skill requirements for entry-level information technology workers: a comparison of industry and academia, Journal of Information Systems Education, 20, 3, (2019); Adeoti J., University-industry linkage and the challenge of creating developmental universities in Nigeria, Towards Quality in African Higher Education, pp. 375-387, (2009); Adepoju O.O., Adedeji A.O., University-industry collaboration and graduate unemployment in Nigeria: a case study of Ondo state Nigeria, Maiden Edition, pp. 100-110, (2016); Aghimien D.O., Aigbavboa C.O., Thwala W.D., Microscoping the challenges of sustainable construction in developing countries, Journal of Engineering, Design and Technology, 17, 6, (2019); Aliu J., Aigbavboa C., Equipping graduates for the future: the need for higher institutions to collaborate, Industrial Engineering (IE) and Operations Management (OM), 57, 3, pp. 121-133, (2018); Aliu J., Aigbavboa C.O., Employers’ perception of employability skills among built-environment graduates, Journal of Engineering, Design and Technology., (2019); Ankrah S.N., Burgess T.F., Grimshaw P., Shaw N.E., Asking both university and industry actors about their engagement in knowledge transfer: What single-group studies of motives omit, Technovation, 33, 2-3, pp. 50-65, (2013); Ankrah S., Omar A.T., Universities–industry collaboration: a systematic review, Scandinavian Journal of Management, 31, 3, pp. 387-408, (2015); Arthur M.B., Claman P.H., DeFillippi R.J., Intelligent enterprise, intelligent careers, Academy of Management Perspectives, 9, 4, pp. 7-20, (1995); Awang Z., Validating the measurement model: CFA. 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The entrepreneurial university and individual motivations, The Journal of Technology Transfer, 36, 3, pp. 316-339, (2011); DeWitt J., Storksdieck M., A short review of school field trips: Key findings from the past and implications for the future, Visitor Studies, 11, 2, pp. 181-197, (2008); Di Stefano C., Hess B., Using confirmatory factor analysis for construct validation: an empirical review, Journal of Psychoeducational Assessment, 23, 3, pp. 225-241, (2005); Doloi H., Iyer K.C., Sawhney A., Structural equation model for assessing impacts of contractor’s performance on project success, International Journal of Project Management, 29, 6, pp. 687-695, (2010); Dori Y.J., Tal R.T., Formal and informal collaborative projects: Engaging in industry with environmental awareness, Science Education, 84, 1, pp. 95-113, (2000); Emerson R.W., Convenience sampling, random sampling, and snowball sampling: How does sampling affect the validity of research?, Journal of Visual Impairment and Blindness, 109, 2, pp. 164-168, (2015); Feng C., Ding M., Sun B., Selection of modes of cooperation among industries, universities and research institutions, Asian Social Science, 6, 10, pp. 97-101, (2010); Fugate M., Ashforth B., Employability: the construct, its dimensions, and applications, In Proceedings of the Annual Meeting of the Academy of Management, OB: J1-J6, Seattle, (2004); Garcia R., Araujo V., Mascarini S., Santos E.G., Costa A.R., How the benefits, results and barriers of collaboration affect university engagement with industry, Science and Public Policy, 46, 3, pp. 347-357, (2019); Geisler E., Industry-university technology cooperation: a theory of inter-organizational relationships, Technology Analysis and Strategic Management, 7, 2, pp. 217-229, (1995); Guimon J., Promoting university-industry collaboration in developing countries, World Bank, 3, pp. 12-48, (2013); Hagan D., Employer satisfaction with ICT graduates, In Proceedings of the Sixth Australasian Conference on Computing Education 30, pp. 119-123, (2004); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Multivariate Data Analysis, (2010); Hair J.F., Black W.C., Babin B.J., Anderson R.E., Tatham R.L., SEM: confirmatory factor analysis, Multivariate Data Analysis, 6, pp. 770-842, (2006); Hamdan H., Yousef F., Abdullah F., Nasruding N., Abullah I.C., University industrial linkages: Relationship towards economic growth and development in Malaysia, World Academy of Science, Engineering and Technology, 58, pp. 785-792, (2011); Hansen J.A., Lehmann M., Agents of change: universities as development hubs, Journal of Cleaner Production, 14, 9-11, pp. 820-829, (2006); Hariharasudan A., Kot S., A scoping review on digital English and education 4.0 for industry 4.0, Social Sciences, 7, 11, (2018); Haupt T., Student attitudes towards cooperative construction education experiences, Construction Economics and Building, 3, 1, pp. 31-42, (2012); Hishamuddin I., Empirical Analysis on Factors Influencing Customer Loyalty in Malaysian Telecommunication Industry, (2007); Hu L., Bentler P.M., Cut-off criteria for ft indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling: A Multidisciplinary Journal, 6, 1, pp. 1-55, (1999); Hui E.C., Zheng X., Measuring customer satisfaction of FM service in housing sector: a structural equation model approach, Facilities, 28, 5-6, pp. 306-320, (2010); Hussin A.A., Education 4.0 made simple: Ideas for teaching, International Journal of Education and Literacy Studies, 6, 3, pp. 92-98, (2018); Hwang H., Malhotra N.K., Kim Y., Tomiuk M.A., Hong S., A comparative study on parameter recovery of three approaches to structural equation modelling, American Marketing Association, 48, pp. 699-712, (2010); Kamp A., Milke M., Times of change in the engineering industry: practising engineers, Barbara E. Stalder and Christof Nägele (Editors), (2019); Lee K.W., Joung H.W., An examination of students’ perceptions for guest speakers in hospitality and tourism programs, Journal of Teaching in Travel and Tourism, 17, 4, pp. 300-312, (2017); Lindsay C.D., (2009); Lowden K., Hall S., Ellio D.D., Lewin J., Employers’ Perceptions of the Employability Skills of New Graduates, (2011); Lundberg J., Tomson G., Lundkvist I., Sk? R J., Brommels M., Collaboration uncovered: Exploring the adequacy of measuring university-industry collaboration through co-authorship and funding, Scientometrics, 69, 3, pp. 575-589, (2006); McCleary K.W., Weaver P.A., The effective use of guest speakers in the hospitality and tourism curriculum, Journal of Teaching in Travel and Tourism, 8, 4, pp. 401-414, (2009); McIlveen P., Pensiero P.M.D., Transition of graduates from backpack to briefcase: a case study, Education + Training, 50, 6, pp. 489-499, (2008); Malhotra N.K., Essentials of Marketing Research: A Hands-on Orientation, (2015); Marotta D., Mark M., Blom A., Thorn K., Human Capital and University-Industry linkages’ role in fostering firm innovation: an empirical study of Chile and Colombia, (2007); Miles M.B., Huberman A.M., Huberman M.A., Huberman M., Qualitative Data Analysis: An Expanded Sourcebook, (1994); Mitchell T.D., Traditional vs. critical service-learning: Engaging the literature to differentiate two models, Michigan Journal of Community Service Learning, 14, 2, pp. 50-65, (2008); Moser C.A., Kalton G., Survey Methods in Social Investigation, (1999); Najmuddin N.A., Instrument of generic skills pre-university students based on assessment by lecturers [instrumen kemahiran generik pelajar pra-universiti berdasarkan penilaian oleh pensyarah], (2011); Nyawo J.C., Mashau P., Significance of South African learning institutions in comparison to the global economy, Ubuntu: Journal of Conflict Transformation, SI, 1, pp. 33-54, (2019); Oliver B., Jorre de St Jorre T., Graduate attributes for 2020 and beyond: recommendations for Australian higher education providers, Higher Education Research and Development, 37, 4, pp. 821-836, (2018); Outamha R., Belhcen L., November. What do We know about University-Industry linkages in Africa, International Triple Helix Summit, pp. 375-391, (2018); Ramakrishnan K., Yasin N.M., Higher learning institution – industry collaboration: a necessity to improve teaching and learning process, 6th International Conference on IEEE, Computer Science and Education (ICCSE), 2011, (2011); Roberts P.J., Kozlowski R.Z., Open day review: bridging the gap between academia and industry, Drug Discovery Today, 6, 1, pp. 19-20, (2001); Savickas M.L., Career adaptability: an integrative construct for life-span, life-space theory, The Career Development Quarterly, 45, 3, pp. 247-259, (1997); Sekaran U., Bougie R., Research Methods for Business: A Skill Building Approach, (2016); Simpson Z., van Rensburg N.J., Benecke D.R., Engineering students' visual metaphors for mentorship: Implications for the candidacy period, In 2017 IEEE Global Engineering Education Conference (EDUCON), pp. 219-225, (2017); Sohimi N.E., Affandi H.M., Rasul M.S., Yasin R.M., Nordin N., Adam S., Malaysian industrial collaborations for skills development in 4th industrial revolution, Journal of Technical Education and Training, 11, 3, (2019); SsebuwufuLudwick J., Beland M., Strengthening university-industry linkages in Africa: a study on institutional capacities and gaps, (2012); Tabachnick B.G., Fidell L.S., Using Multivariate Statistics, (2007); Tran L.T., Soejatminah S., Get foot in the door’: international students’ perceptions of work integrated learning, British Journal of Educational Studies, 64, 3, pp. 337-355, (2016); Wu Y., Welch E.W., Huang W.L., Commercialization of university inventions: Individual and institutional factors affecting licensing of university patents, Technovation, 36-37, pp. 12-25, (2015); Wye C., Lim Y., Perception differential between employers and undergraduates on the importance of employability skills, International Education Studies, 2, 1, (2009); Xue B., Liu B., Shu T., What matters in achieving infrastructure sustainability through project management practices: a preliminary study of critical factors, Sustainability, 10, 12, (2018); Yorke M., Knight P., Embedding Employability into the Curriculum, (2006); Yuan K., Wu R., Bentler P.M., Ridge structural equation modelling with correlation matrices for ordinal and continuous data, British Journal of Mathematical and Statistical Psychology, 64, 1, pp. 107-133, (2010); Yuen Y.Y., An Ergonomic Study of Mobile Phone Usage in Malaysia, (2007); Aliu O.J., Upscaling construction education to meet the needs of the Nigerian construction industry, (2017); Oke A.E., Ogunsemi D.R., Structural equation modelling of construction bond administration, Journal of Financial Management of Property and Construction, 21, 3, pp. 192-211, (2016)","J. Aliu; Cidb Centre of Excellence, Faculty of Engineering and the Built Environment, University of Johannesburg, Johannesburg, South Africa; email: Ajseries77@gmail.com","","Emerald Group Holdings Ltd.","","","","","","17260531","","","","English","J. Eng. Des. Technol.","Article","Final","","Scopus","2-s2.0-85095593297"
"Valero M.D.R.; Reid T.; Dell G.; Stacey D.; Hatt J.; Moore Y.; Clift S.","Valero, Maria De Rodanas (57219055210); Reid, Tom (57219052070); Dell, Ghislaine (57225468336); Stacey, David (57214453208); Hatt, Jo (57219057264); Moore, Yvonne (57223169122); Clift, Sally (57219053810)","57219055210; 57219052070; 57225468336; 57214453208; 57219057264; 57223169122; 57219053810","Embedding employability and transferable skills in the curriculum: a practical, multidisciplinary approach","2020","Higher Education Pedagogies","5","1","","247","266","19","6","10.1080/23752696.2020.1816846","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091141203&doi=10.1080%2f23752696.2020.1816846&partnerID=40&md5=13393757e226ac64bea1d453a99a983d","Electronics and Electrical Engineering, University of Bath, Bath, United Kingdom; Skills Centre, University of Bath, Bath, United Kingdom; Careers Service, University of Bath, Bath, United Kingdom; Library, University of Bath, Bath, United Kingdom; Centre for Learning and Teaching, University of Bath, Bath, United Kingdom; Mechanical Engineering, University of Bath, Bath, United Kingdom","Valero M.D.R., Electronics and Electrical Engineering, University of Bath, Bath, United Kingdom; Reid T., Skills Centre, University of Bath, Bath, United Kingdom; Dell G., Careers Service, University of Bath, Bath, United Kingdom; Stacey D., Library, University of Bath, Bath, United Kingdom; Hatt J., Centre for Learning and Teaching, University of Bath, Bath, United Kingdom; Moore Y., Centre for Learning and Teaching, University of Bath, Bath, United Kingdom; Clift S., Mechanical Engineering, University of Bath, Bath, United Kingdom","This paper discusses a practical, multidisciplinary approach used to embed employability skills in a new postgraduate (PGT) Engineering course at the University of Bath. Informed by relevant professional bodies, key transferable skills were identified and embedded in the curriculum with discipline-specific content. Students worked on a series of hands-on activities in which they integrated and applied principles and methodologies from various areas (linguistics, information, etc.), complementary to their technical expertise, as in the working environment. This was facilitated by a multidisciplinary team comprised of Academic and Professional Services staff at the University of Bath. The organisational context and rationale for the approach presented, including the practical implementation and initial outcomes in the new PGT course, are provided. © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employability; multidisciplinary; STEM","Employability skills; Hands-on activities; Multi-disciplinary approach; Multi-disciplinary teams; Professional services; Technical expertise; Transferable skills; Working environment; Curricula","","","","","","","Arico F., Gillespie H., Lancaster S., Ward N., Ylonen A., Lessons in learning gain: Insights from a pilot project, Higher Education Pedagogies, 3, 1, pp. 249-265, (2018); Azcona C., Valero M.R., Medrano N., Calvo B., Diploma in microsystems and intelligent instrumentation: The final project as career development learning, pp. 1-7, (2014); Bada S.O., Olusegun S., Constructivism learning theory: A paradigm for teaching and learning, Journal of Research & Method in Education, 5, 6, pp. 66-70, (2015); Beckem J.M., Bringing life to learning: Immersive experiential learning simulations for online and blended courses, Journal of Asynchronous Learning Networks, 16, 5, pp. 61-71, (2012); 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Fink L.D., Creating significant learning experiences: An integrated approach to designing college courses, (2013); Forsythe A., I doubt very seriously whether anyone will hire me; factors predicting employability perceptions in higher education, Cogent Psychology, 4, 1, pp. 1-13, (2017); Fraile J., Panadero E., Pardo R., Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students, Studies in Educational Evaluation, 53, C, pp. 69-76, (2017); Freeman S., Eddy S.L., McDonough M., Smith M.K., Okoroafor N., Jordt H., Wenderoth M.P., Active learning boosts performance in STEM courses, Proceedings of the National Academy of Sciences, 111, 23, pp. 8410-8415, (2014); Grasha A.F., A matter of style: The teacher as expert, formal authority, personal model, facilitator, and delegator, College Teaching, 42, 4, pp. 142-149, (1994); Heaviside H.J., Manley A.J., Hudson J., Bridging the gap between education and employment: A case study of problem-based learning implementation in Postgraduate sport and exercise psychology, Higher Education Pedagogies, 3, 1, pp. 463-477, (2018); 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Romgens I., Scoupe R., Beausaert S., Unraveling the concept of employability, bringing together research on employability in higher education and the workplace, Studies in Higher Education, pp. 1-16, (2019); Roohr K., A multi-level modeling approach to investigating students’ critical thinking at higher education institutions, Assessment & Evaluation in Higher Education, 44, 6, pp. 946-961, (2019); Stone C.A., The metaphor of scaffolding: Its utility for the field of learning disabilities, Journal of Learning Disabilities, 31, 4, pp. 344-365, (1998); Tai J., Developing evaluative judgement: Enabling students to make decisions about the quality of work, Higher Education (00181560), 76, 3, pp. 467-482, (2018); Subject benchmark statement: Engineering. UK quality code for higher education, part A: Setting and maintaining academic standards, (2015); Thomas L., Building student engagement and belonging in higher education at a time of change: Final report from the What Works? Student retention & success programme, (2012); Careers service, (2019); Department of electronic & electrical engineering, (2019); EE50225: Electronic systems design project, (2019); Electronic systems design MSc, (2019); Library facts and figures, (2019); Academic Skills Programme (ASP), (2019); Student services, (2019); Unit evaluations: Information for students, (2019); University of Bath XX50214: Professional skills for engineering practice, (2020); Vygotsky L.S., Mind in society: The development of higher psychological processes, (1980); Wakeham W., Wakeham review of STEM degree provision and graduate employability, (2016); Wells P., The higher education academy, Postgraduate Taught Experience Survey. PTES 2011 report, (2011); Wijngaards-De Meij L., Merx S., Improving curriculum alignment and achieving learning goals by making the curriculum visible, International Journal for Academic Development, 23, 3, pp. 219-231, (2018)","M.D.R. Valero; Electronics and Electrical Engineering, University of Bath, Bath, BA2 7AY, United Kingdom; email: wb20489@bristol.ac.uk","","Taylor and Francis Ltd.","","","","","","23752696","","","","English","High. Educ. Pedagog.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85091141203"
"Iipinge S.M.; Batholmeus P.N.; Pop C.","Iipinge, Selma M. (57219447856); Batholmeus, Petrina N. (57211142032); Pop, Carva (57224710774)","57219447856; 57211142032; 57224710774","Using simulations to improve skills needed for work-integrated learning before and during COVID-19 in Namibia","2020","International Journal of Work-Integrated Learning","21","5","","531","543","12","8","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092719091&partnerID=40&md5=36a1fce5c50597a92360b1cf526b9494","Namibia University of Science and Technology, Windhoek, Namibia; Cape Peninsula University of Technology, Cape Town, South Africa","Iipinge S.M., Namibia University of Science and Technology, Windhoek, Namibia; Batholmeus P.N., Namibia University of Science and Technology, Windhoek, Namibia; Pop C., Cape Peninsula University of Technology, Cape Town, South Africa","This article explores Namibian students' perception of work-integrated learning (WIL) readiness skills developed from an offline and online business simulation course, pre and during the COVID-19 pandemic, as well as the use of simulations to prepare students for WIL placements. The findings indicate that both versions of the business simulation were able to inculcate WIL readiness skill in the students and that students perceive learning tools, such as the business simulation course, appropriate in developing the skills needed for WIL. Skills including communication, professionalism, leadership, teamwork, analytical, problem solving, critical thinking, assertiveness, time management, willingness to learn, attention to detail, diversity and accountability were more significantly developed in the offline business simulation than in the online version. It is thus highlighted in the study that pedagogical and content related strategies that can enhance online business simulations be considered. © 2020 International Journal of Work-Integrated Learning. All rights reserved.","COVID-19; Employability skills; Higher education institutions; Innovation; Online simulation; Students; WIL preparedness","","","","","","","","Bates A., Bates L., Work-integrated learning courses: An essential component for preparing students to work in statutory child protection, Asia-Pacific Journal of Cooperative Education, 14, 1, pp. 45-58, (2013); Bates M., Bates A., Bates L., Preparing students for the professional workplace: Who has responsibility for what?, Asia-Pacific Journal of Cooperative Education, 8, 2, pp. 121-129, (2007); Bist S. S., Mehta N., Mehta D., Meghrajani I., Employers' perception regarding employability skills of management students undergoing internship, International Journal of Work-Integrated Learning, 21, 2, pp. 145-161, (2020); Callier V., Singiser R. H., Vanderford N. L., Connecting undergraduate science education with the needs of today's graduates, F1000Research, 3, 279, pp. 1-10, (2014); Chad P., Equitable work-integrated learning: Using practical simulations in university marketing subjects, Australasian Marketing Journal (AMJ), 28, 2, pp. 119-127, (2020); Clarke E., Learning outcomes from business simulation exercises, Education & Training, 51, 5, pp. 448-459, (2009); Clayton G., Gizelis T.-I., Learning through simulation or simulated learning? An investigation into the effectiveness of simulations as a teaching tool in higher education, Proceedings from British International Studies Association Conference, (2005); Davies I. T., Shirley M. J., Internationalizing work integrated learning for law students, Proceedings 15th World Conference on Cooperative Education (WACE), (2007); Dodds C., Heslop P., Meredith C., Using simulation-based education to help social work students prepare for practice, Social Work Education, 37, 5, pp. 597-602, (2018); Dwesini F. N., Assessing learners' preparedness for work-integrated learning (WIL) at Walter Sisulu University, South Africa, African Journal of Hospitality, Tourism and Leisure, 4, 2, pp. 1-12, (2014); Gamble N., Patrick C., Peach D., Internationalising work-integrated learning: Creating global citizens to meet the economic crisis and the skills shortage, Higher Education Research & Development, 29, 5, pp. 535-546, (2010); Grace S., O'Neil R., Better prepared, better placement: An online resource for health students, Asia-Pacific Journal of Cooperative Education, 15, 4, pp. 291-304, (2014); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Student perceptions of the development of work readiness in Australian undergraduate programs, Journal of College Student Development, 60, 2, pp. 219-239, (2019); Jayaram S., Engmann M., Diagnosing the skill gap, Bridging the skills gap: Innovations in Africa and Asia, pp. 1-14, (2017); Kay J., Ferns S., Russell L., Smith J., Winchester-Seeto T., Innovative models of WIL [Special issue], International Journal of Work-Integrating Learning, 20, 4, pp. 401-413, (2019); Khalid N., Hamid N. A. A., Sailin R., Othman N., Awang A. H., Nor M. F. M., Importance of soft skills for industrial training program: Employers' perspective, Asian Journal of Social Sciences & Humanities, 3, 4, pp. 10-18, (2014); Kolb D. A., Experiential learning: Experience as the source of learning and development, (1984); Lee A., Simulation games: Shifting from conceptual learning to experiential learning, Blended Learning in Practice, pp. 36-49, (2010); Lowden K., Hall S., Elliot D., Lewin J., Employers' perceptions of the employability skills of new graduates, (2011); Luaran J. E., Samsuri N. N., Nadzri F. A., Baharen K., Rom M., A study on the student's perspective on the effectiveness of using e-learning, Procedia - Social and Behavioral Sciences, 123, pp. 139-144, (2014); Masethe M. A., Masethe H. D., A mentorship model for simulated work integrated learning using windows phone, Proceedings of the World Congress on Engineering and Computer Science, pp. 1-4, (2012); Massing C., Success factors and challenges for E-learning information systems in the Namibian higher education system: A case study of the University of Namibia, (2017); Mickan S., Student preparation for paediatric fieldwork, British Journal of Occupational Therapy, 58, 6, pp. 239-244, (1995); Moyer R., Snodgrass J., Klein S., Simulated work-based learning: Instructional approaches and noteworthy practices (ED583035), ERIC, (2017); Nimmagadda J., Murphy J., Using simulations to enhance interprofessional competencies for social work and nursing students, Social Work Education, 33, 4, pp. 539-548, (2014); Nofemela F. R., Winberg C., The relevance of Kaizen-based work-readiness training for South African university of technology students, The Journal for Transdisciplinary Research in Southern Africa, 16, 10, pp. 2415-2005, (2020); Pereira O. P., Costa C. A. A. T., The importance of soft skills in the university academic curriculum: The perception of the students in the new society of knowledge, International Journal of Business and Social Research, 7, 6, pp. 1-12, (2017); Rambe P., Using work integrated learning programmes as a strategy to broaden academic and workplace competencies, SA Journal of Human Resource Management, 16, pp. 1-16, (2018); Rayner G., Papakonstantinou T., Student perceptions of their workplace preparedness: Making work integrated learning more effective, Asia-Pacific Journal of Cooperative Education, 16, 1, pp. 13-24, (2015); Richmond K., Richards K., Britt K., The impact of an authentic simulated learning activity on student preparedness for work-integrated learning, Asia-Pacific journal of cooperative education, 16, 4, pp. 343-354, (2015); Robles M. M., Executive perceptions of the top 10 soft skills needed in today's workplace, Business Communication Quarterly, 75, 4, pp. 453-465, (2012); Roos S. J., Lennox A., Botha-Ravyse C., Students' soft skill acquisition in an outdoor adventure education event over two years of participation, International Journal of Social Sciences and Humanities Studies, 8, 2, pp. 196-208, (2016); Shahmoradi L., Changizi V., Mehraeen E., Bashiri A., Jannat B., Hosseini M., The challenges of E-learning system: Higher educational institutions perspective, Journal of Education & Health Promotion, 7, 1, pp. 1-6, (2018); Smith C. D., Ferns S., Russell L., The impact of work-integrated learning on student work-readiness: Final report, (2014); Spowart J., Hospitality students' competencies: Are they work ready?, Journal of Human Resources in Hospitality and Tourism, 10, pp. 169-181, (2011); Strachan L., Teaching employability skills through simulation games, Journal of Pedagogic Development, 6, 2, pp. 8-17, (2016); Sundler A. J., Pettersson A., Berglund M., Undergraduate nursing students' experiences when examining nursing skills in clinical simulation laboratories with high-fidelity patient simulators: A phenomenological research study, Nurse Education Today, 35, 12, pp. 1257-1261, (2015); Taylor E., Investigating the perception of stakeholders on soft skills development of students: Evidence from South Africa, Interdisciplinary Journal of e-skills and Lifelong Learning, 12, pp. 1-18, (2016); Thatcher D. C., Promoting learning through games and simulations, Simulation & Gaming, 21, 3, pp. 262-272, (1990); Wilson A., Brown S., Wood Z., Farkas K., Teaching direct practice skills using web-based simulation: Home visiting in the virtual world, Journal of Teaching in Social Work, 33, 4-5, pp. 421-437, (2013); Youngkyun B., Digital simulation in teaching and learning, Digital Simulations for Improving Education, pp. 25-51, (2009)","S.M. Iipinge; Namibia University of Science and Technology, Windhoek, Namibia; email: penny1611@gmail.com","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85092719091"
"Millard L.","Millard, Luke (19636057900)","19636057900","Students as colleagues: The impact of working on campus on students and their attitudes towards the university experience","2020","Journal of Teaching and Learning for Graduate Employability","11","1","","37","49","12","6","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090337159&partnerID=40&md5=71263d67bd8acc97ef3c60b51210c4d3","Birmingham City University, United Kingdom","Millard L., Birmingham City University, United Kingdom","This paper considers research that engaged with a university wide population of students who were employed on campus to better understand why they chose to work alongside their studies; how this impacted upon their attitudes to study and the university, and the benefits for those students. This paper reveals that the primary motivation to work on campus is the development of skills; considers the nature of those skills and behaviours; discovers the changing relationship between student workers and university staff; and discusses how engagement leads to an enhanced sense of student confidence and belonging. The paper concludes by considering the implications for the university and sector and how the outcomes might be best deployed for impact on those students who would most benefit. © 2020 Deakin University. All rights reserved.","Belonging; Colleague; Confidence; Employability; Relationships; Skills; Students","","","","","","","","Astin A. W., What matters in college? Four critical years revisited, (1993); Biggs J., Student approaches to learning and studying, (1987); Chickering A.W., Reisser L., Education and identity, (1993); Cook-Sather A., Bovill C., Felten P., Engaging students as partners in learning and teaching: A guide for faculty, (2014); Cresswell . J. W., Research design: Qualitative, quantitative, and mixed methods approaches, (2009); Curran R., Millard L., A partnership approach to developing student capacity to engage and staff capacity to be engaging: Opportunities for academic developers, International Journal for Academic Development, 21, 1, pp. 67-78, (2015); Dallam J.W., Hoyt D.P., Do students have enough time to study?, College and University, 57, 1, pp. 84-91, (1981); Putting students as the heart of the system, (2011); Freeman R., Millard L., Brand S., Chapman P., Student academic partners: Student employment for collaborative learning and teaching development, Innovations in Education and Teaching International, 51, 3, pp. 233-243, (2014); Furr S.R., Elling T.W., The influence of work on college student development, NASPA Journal, 37, 2, pp. 454-470, (2000); Jarvis J., Dickerson C., Stockwell L., Staff-student partnership in practice in higher education: The impact on learning and teaching, Procedia-Social and Behavioral Sciences, 90, pp. 220-225, (2013); Kamberelis G., Dimitriadis G., Focus groups: Contingent articulations of pedagogy, politics and inquiry, The Sage handbook of qualitative research, pp. 545-562, (2011); Kember D., Understanding the nature of motivation and motivating students through teaching and learning in higher education, (2016); Lewis J., Job fare: Workplace experiences that help students learn, Understanding the working college student: New research and its implications for policy and practice, pp. 155-176, (2010); McMillan D.W., Chavis D.M., Sense of community: A definition and theory, Journal of Community Psychology, 14, 1, pp. 6-23, (1986); Millard L., Hargreaves J., Creatively employing funding to support innovation, Innovations in Education and Teaching International, 52, 3, pp. 335-334, (2015); Students working while studying London, (2013); The pound in your pocket, (2012); Nygaard C., Brand S., Bartholomew P., Millard L., Student engagement: Identity, motivation and community, (2013); Perna L., Understanding the working college student - new research and its implications for policy and practice, (2010); Perna L., Copper M., Li C., Improving educational opportunities for students who work, Readings on Equal Education, 22, pp. 109-160, (2007); Riggert S. C., Boyle M., Petrosko J. M., Ash D., Rude-Parkins C., Student employment and higher education: Empiricism and contradiction, Review of Educational Research, 76, 1, pp. 63-92, (2006); Roberts . J., Student satisfaction and persistence: Factors vital to student retention, Research in Higher Education Journal, 6, 3, pp. 1-18, (2010); Simon H., Diaz J. M., Castejon J-L., Analysis of university student employment and its impact on academic performance, Electronic Journal of Research in Educational Psychology, 15, 2, pp. 281-306, (2017); Sullivan P., Report of the HEFCE Leadership, Governance and Management Fund supported project LGMF 101 Managing a substantial increase in on-campus student employment. A forthcoming challenge for HR management and leadership, (2008); Thomas L., Building student engagement and belonging in higher education at a time of change: Final report from the What Works? Student Retention and Success Program, (2012); Thomas L., Jones R., Student engagement in the context of commuter students, (2016); Timberlake B., Frank S., Marquette University: The student coordinator model, Students as colleagues: Expanding the circle of service-learning leadership, pp. 135-146, (2006); Advance HE, (2017); Wang H., Kong M., Shan W., Vong S.K., The effects of doing part-time jobs on college student academic performance and social life in a Chinese society, Journal of Education and Work, 23, 1, pp. 79-94, (2010); Zepke N., Leach L., Improving student engagement: Ten proposals for action, Active Learning in Higher Education, 11, 3, pp. 167-177, (2010); Zhao C.M., Kuh G., Adding value: Learning communities and student engagement, Research in Higher Education, 45, 2, pp. 115-138, (2004); Zlotkowski E., Longo N.V., Williams J., Students as colleagues: Expanding the circle of servicelearning leadership, (2006)","L. Millard; Birmingham City University, United Kingdom; email: luke.millard@bcu.ac.uk","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","","Scopus","2-s2.0-85090337159"
"Kauppila A.; Lappalainen S.; Mietola R.","Kauppila, Aarno (57204419281); Lappalainen, Sirpa (22938335800); Mietola, Reetta (37069104300)","57204419281; 22938335800; 37069104300","Governing citizenship for students with learning disabilities in everyday vocational education and training","2020","Disability and Society","","","","1","21","20","6","10.1080/09687599.2020.1788512","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087791213&doi=10.1080%2f09687599.2020.1788512&partnerID=40&md5=72685544d89598f464ebb651f9b25027","Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland; Department of Social Sciences, University of Eastern Finland, Joensuu, Finland; Faculty of Arts, University of Helsinki, Helsinki, Finland","Kauppila A., Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland; Lappalainen S., Department of Social Sciences, University of Eastern Finland, Joensuu, Finland; Mietola R., Faculty of Arts, University of Helsinki, Helsinki, Finland","In recent decades, disability policy programmes and conventions have been underlining how improving educational opportunities, especially for post-compulsory education, improve the employability and independence of disabled people, and thus their position in society and as citizens. However, little attention has been paid to actual educational practices and how they relate to these policy objectives. This article focuses on post-compulsory education for students with learning disabilities in Finland, more precisely on a vocational training programme called Preparatory Education for Work and Independent Living (PEWIL). In our ethnographic study of the programme, we scrutinise how daily educational practices govern citizenship for its students. We argue that even though these students are perceived as ‘trainable’ mainly in sheltered work and as only able to live in an institutionalised setting—thus reproducing their marginalisation—they have internalised the idea of a neoliberal labour market citizen with an emphasis on independence and employability. Points of interest The subject of this article is a vocational education and training programme for young people with learning disabilities. The aim of the programme is to give students skills for working and independent living in mainstream society. We are interested in how citizenship is understood on the programme. The first author participated in the everyday life of the programme and interviewed students. We found that the programme prepares students to work in sheltered workshops and to live in group homes. In interviews, the students said they want to have regular paid jobs and live independently in their own flats. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.","citizenship; ethnography; governmentality; learning disabilities; Vocational education and training","","","","","","","","Aapola S., Gonick M., Harris A., Young Femininity: girlhood, Power and Social Change, (2005); (1977); Beach D., Gordon T., Lahelma E., Democratic Education: ethnographic Challenges, (2003); Behrent M.C., Foucault and Technology, History and Technology, 29, 1, pp. 54-104, (2013); Brunila K., Lahelma E., Hakala K., Teittinen A., Ammatillinen Koulutus ja Yhteiskunnalliset Eronteot, (2013); Burch L.F., Governmentality of Adulthood: A Critical Discourse Analysis of the 2014 Special Educational Needs and Disability Code of Practice, Disability & Society, 33, 1, pp. 94-114, (2018); (1987); Dubois V., Critical Policy Ethnography, Handbook of Critical Policy Studies, pp. 462-478, (2015); England K., Ward K., Theorizing Neoliberalization, Handbook of Neoliberalism, pp. 50-60, (2016); Education and Training 2010 Work Programme, Official Journal of the European Union, C, 117, pp. 1-7, (2010); (2020); (2015); (2018); Foucault M., Security, Territory, Population: Lectures at the Collège de France, 1977–1978, (2009); Foucault M., The Subject and Power, Power: Essential Works of Foucault 1954–1984, pp. 326-348, (2000); Foucault M., Discipline and Punish: The Birth of the Prison, (1995); Foucault M., Technologies of the Self, Technologies of the Self: A Seminar with Michel Foucault, pp. 16-49, (1988); Foucault M., Truth and Power, Power/Knowledge: Selected Interviews and Other Writings 1972–1977, pp. 109-134, (1980); Goffman E., Asylums: Essays on the Social Situation of Mental Patients and Other Inmates, (1961); Gordon T., Lahelma E., Hynninen P., Metso T., Palmu T., Tolonen T., Collective Ethnography, Joint Experience and Individual Pathways, Nordisk Pedagogik, 26, 1, pp. 3-15, (2006); Hakala K., Mietola R., Teittinen A., Valinta ja Valikointi Ammatillisessa Erityisopetuksessa, Ammatillinen Koulutus ja Yhteiskunnalliset Eronteot, pp. 173-200, (2013); Helen I., Elämän Politiikat, (2016); Hughes B., Disabled People as Counterfeit Citizens: The Politics of Resentment past and Present, Disability & Society, 30, 7, pp. 991-1004, (2015); Kauppila A., Mietola R., Niemi A.-M., Koulutususkon Rajoilla: Koulutuksen Julma Lupaus Kehitys- ja Vaikeavammaisille Opiskelijoille.’ [the Cruel Optimism of Education Policy and People with Severe and Profound Intellectual Disabilities.], Koulutuksen Lupaukset ja Koulutususko, pp. 209-240, (2018); Koski L., Vocational Curriculum—Morality for the Working Class, Knowing Work: The Social Relations of Working and Knowing, pp. 27-49, (2009); Lahelma E., Lappalainen S., Mietola R., Palmu T., Discussions That ‘Tickle Our Brains’: Constructing Interpretations through Multiple Ethnographic Data Sets, Ethnography and Education, 9, 1, pp. 51-65, (2014); Lappalainen S., Mietola R., Lahelma E., Gendered Divisions on Classed Routes to Vocational, Gender and Education, 25, 2, pp. 189-205, (2013); Lappalainen S., Locality, Mobility and Labour Market Citizenship: Reflections of Finnish Vocational Students in Social Services and Health Care, Pedagogy, Culture and Society, 22, 3, pp. 425-445, (2014); Mietola R., Teittinen A., Vesala H.T., Kehitysvammaisten Ihmisten Asumisen Tulevaisuus [Future Housing for People with Intellectual Disabilities. International Examples and Comparison with Finland]. Kansainvälisiä Esimerkkejä ja Vertailu Suomeen. Suomen Ympäristö 3/2012, (2013); Mietola R., Miettinen S., Vehmas S., Voiceless Subjects? Research Ethics and Persons with Profound Intellectual Disabilities, International Journal of Social Research Methodology, 20, 3, pp. 263-274, (2017); Mitchell K., Neoliberalism and Citizenship, Handbook of Neoliberalism, pp. 118-129, (2016); Morris J., Rethinking Disability Policy, (2011); Vahva pohja osallisuudelle ja yhdenvertaisuudelle: Suomen vammaispoliittinen ohjelma VAMPO 2010-2015 [A Strong basis for inclusion and equality: Finland’s Disability Policy Programme 2010–2015, (2010); Niemi A.-M., Kurki T., Getting on the Right Track? Educational Choice-Making of Students with Special Educational Needs in Pre-Vocational Education and Training, Disability & Society, 29, 10, pp. 1631-1644, (2014); Nunkoosing K., Haydon-Laurelut M., Intellectual Disability Trouble: Foucault and Goffman on ’Challenging Behaviour, Disability and Social Theory: New Developments and Directions, pp. 195-211, (2012); Pitkanen S., Huotari K., Torma S., Lisää asumisvaihtoehtoja ja valinnanvapautta: Kehitysvammaisten ihmisten yhdenvertaisuus valtion tukemassa asumisessa [More housing options and freedom of choice: Non-discrimination of people with intellectual disabilities in state-subsidised housing, (2018); Pykett J., Introduction: The Pedagogical State: Education, Citizenship, Governing, Citizenship Studies, 14, 6, pp. 617-619, (2010); Renold E., Holland S., Ross N.J., Hillman A., Becoming Participant’: Problematizing ‘Informed Consent’ in Participatory Research with Young People in Care, Qualitative Social Work: Research and Practice, 7, 4, pp. 427-447, (2008); Rose N., Powers of Freedom: Reframing Political Thought, (1999); Ryan S., Justice for Laughing Boy: Connor Sparrowhawk - a Death by Indifference, (2017); Simons M., Masschelein J., Inclusive Education for Exclusive Pupils: A Critical Analysis of the Government of the Exceptional, Foucault and the Government of Disability, pp. 208-228, (2015); Sjoblom S., uomen vammaispoliittisen ohjelman VAMPO 2010–2015 loppuraportti [Finland's Disability Policy Programme (VAMPO) 2010–2015: Final report, (2016); Snyder S.L., Mitchell D.T., Introduction: Ablenationalism and the Geo-Politics of Disability, Journal of Literary & Cultural Disability Studies, 4, 2, pp. 113-126, (2010); Soldatic K., Disability and Neoliberal State Formations, (2018); (2006); Vesala H., Teittinen A., Kaikkonen R., Vammaispalveluja Tarvitsevien Kotitalouksien Koettu Taloudellinen Tilanne Vuonna 2013, ATH -Tutkimuksen Tuloksia, pp. 45-48, (2014); Vesala H., Klem S., Ahlsten M., Kehitysvammaisten Ihmisten Työllisyystilanne 2013–2014, (2015); (2017); (1998); Yang C., Being Independent from Whom? Analysing Two Interpretations in the Paradigm of ‘Independent Living, Disability & Society, 29, 5, pp. 671-684, (2014)","","","Routledge","","","","","","09687599","","","","English","Disabil. Soc.","Article","Final","","Scopus","2-s2.0-85087791213"
"Pauceanu A.M.; Rabie N.; Moustafa A.","Pauceanu, Alexandrina Maria (57188649900); Rabie, Nada (57219268359); Moustafa, Ayman (57219267624)","57188649900; 57219268359; 57219267624","Employability under the fourth industrial revolution","2020","Economics and Sociology","13","3","","269","283","14","13","10.14254/2071789X.2020/13-3/17","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091991252&doi=10.14254%2f2071789X.2020%2f13-3%2f17&partnerID=40&md5=6875cc6a4012911b3b153f3e16529656","Higher Colleges of Technology, Sharjah, United Arab Emirates; Zayed University, Abu Dhabi, United Arab Emirates; British University in Dubai, Dubai, United Arab Emirates","Pauceanu A.M., Higher Colleges of Technology, Sharjah, United Arab Emirates; Rabie N., Zayed University, Abu Dhabi, United Arab Emirates; Moustafa A., British University in Dubai, Dubai, United Arab Emirates","It is expected that the fourth industrial revolution will have a massive impact on individual career future experience by changing the basis of work, employment, and business in the upcoming future. Moreover, one-third of today’s jobs will disappear by 2025 due to technology’s intelligence development. Thus, students’ employability skills are considered an effective tool to sustain employment at the future labour market. However, there are discrepancies in employability skills vision between higher education students’ perspectives and those of employers. This study aims to recognize higher education students’ perspectives about employability skills and to compare them with the labour market employability skills as requested by employers. A questionnaire was designed to test graduate students’ perspectives on employability using the WEF 2020 employability skills. The results show that students are not fully aware of the fourth industrial revolution employability skills, thus, there is a gap between future labour market demand and students’ perspectives about future employability skills. This study is testing employability in its two aspects. Firstly, the UAE graduate students’ perspective of the employability skills as required by employers. Secondly, testing students’ evaluation of the university educational programs’ readiness in preparing them for the job market. © 2020, Centre of Sociological Research. All rights reserved.","Employability; Higher education; The fourth industrial revolution; UAE","","","","","","","","Ahmad S., Pesch M., Essential Work Skills and Readiness: Perceptions of Employers, MBA Students and Undergraduates, (2017); Al-Harthi H., University student perceptions of the relationship between university education and the labour market in Egypt and Oman, Prospects, 41, 4, pp. 535-551, (2011); Bilan Y., Mishchuk H., Samoliuk N., Grishnova O., ICT and Economic Growth: Links and Possibilities of Engaging, Intellectual Economics, 13, 1, (2019); Boaden R., What is total quality management … and does it matter?, Total Quality Management, 8, 4, pp. 153-171, (1997); Bowers-Brown T., Harvey L., Are There too Many Graduates in the UK?, Industry and Higher Education, 18, 4, pp. 243-254, (2004); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Brougham D., Haar J., Smart Technology, Artificial Intelligence, Robotics, and Algorithms (STARA): Employees’ perceptions of our future workplace, Journal of Management & Organization, 24, 2, pp. 239-257, (2017); Brown P., Hesketh A., Wiliams S., Employability in a knowledge-driven economy, Journal of education and work, 16, 2, pp. 107-126, (2003); Chhinzer N., Russo A. M., An exploration of employer perceptions of graduate student employability, (2018); Cumming J., Contextualised performance: reframing the skills debate in research education, Studies in Higher Education, 35, 4, pp. 405-419, (2010); Dacre Pool L., Sewell P., The key to employability: developing a practical model of graduate employability, Education + Training, 49, 4, pp. 277-289, (2007); Dean J., Sharfman M., Procedural Rationality in the Strategic Decision-Making Process*, Journal of Management Studies, 30, 4, pp. 587-610, (1993); ""Out of the Crisis, (1982); De Vos A., De Hauw S., Van der Heijden B., Competency development and career success: The mediating role of employability, Journal of Vocational Behavior, 79, 2, pp. 438-447, (2011); Fugate M., Kinicki A. J., Ashforth B. E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational behavior, 65, 1, pp. 14-38, (2004); Fugate M., Kinicki A. J., A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, 3, pp. 503-527, (2008); Garavan T., Human Resource Development: Theory and Practice20102Jeff Gold, Rick Holden, Paul Iles, Jim Stewart and Julie Beardwell, Journal of European Industrial Training, 34, 6, pp. 579-581, (2010); Shahjahan, Employability of Bachelor of Arts graduates, (2013); Heaton N., McCracken M., Harrison J., Graduate recruitment and development, Education + Training, 50, 4, pp. 276-288, (2008); Heijde C. M. V. D., Van Der Heijden B. I., A competence‐based and multidimensional operationalization and measurement of employability, Human Resource Management: Published in Cooperation with the School of Business Administration, The University of Michigan and in alliance with the Society of Human Resources Management, 45, 3, pp. 449-476, (2006); Hirschi A., The Fourth Industrial Revolution: Issues and Implications for Career Research and Practice, The Career Development Quarterly, 66, 3, pp. 192-204, (2018); Jazdi N., Cyber-physical systems in the context of Industry 4.0, 2014 IEEE international conference on automation, quality and testing, robotics, pp. 1-4, (2014); Kabanbayeva G., Gureva M., Bielik P., Ostasz G., Academic mobility and financial stability: A case of Erasmus student exchange program, Journal of International Studies, 12, 1, pp. 324-337, (2019); Kinash S., Crane L., Judd M., Knight C., Discrepant stakeholder perspectives on graduate employability strategies, Higher Education Research & Development, 35, 5, pp. 951-967, (2016); Knight P., Yorke M., Employability through the curriculum, Tertiary Education and Management, 8, 4, pp. 261-276, (2002); Konig L., Juric P., Koprivnjak T., Graduate Employability: A Gap between Perspectives-the Case of Croatia, Advances in Economics and Business, 4, 10, pp. 525-538, (2016); Lasi H., Fettke P., Kemper H., Feld T., Hoffmann M., Industry 4.0, Business & Information Systems Engineering, 6, 4, pp. 239-242, (2014); Lee M., Yun J., Pyka A., Won D., Kodama F., Schiuma G., Park H., Jeon J., Park K., Jung K., Yan M., Lee S., Zhao X., How to Respond to the Fourth Industrial Revolution, or the Second Information Technology Revolution? Dynamic New Combinations between Technology, Market, and Society through Open Innovation, Journal of Open Innovation: Technology, Market, and Complexity, 4, 3, (2018); Lowden K., Hall S., Elliot D., Lewin J., Employers’ Perceptions of the Employability Skills of New Graduates, (2011); Manyika, Jobs lost, jobs gained: What the future of work will mean for jobs, skills, and wages, (2018); Mishchuk H., Roshchyk I., Sulkowska J., Vojtovic S., Prospects of Assessing the Impact of External Student Migration on Restoring the Country's Intellectual Potential (Case Study of Ukraine), Economics & Sociology, 12, 3, pp. 209-219, (2019); OECD Skills Outlook 2013: First Results from the Survey of Adult Skills, (2013); The future of education and skills, (2018); Pool L. D., Sewell P., The key to employability: developing a practical model of graduate employability, (2007); Prisecaru P., Challenges of the fourth industrial revolution, Knowledge Horizons. Economics, 8, 1, (2016); Rae D., Connecting enterprise and graduate employability, Education + Training, 49, 8, pp. 605-619, (2007); Sanders J., De Grip A., Training, task flexibility and the employability of low‐skilled workers, International Journal of Manpower, (2004); Schwab K., The fourth industrial revolution, (2016); Schwab K., Samans R., The Future of Jobs Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, (2016); Singh R., Chawla G., Agarwal S., Desai A., Employability and innovation: development of a scale, International Journal of Innovation Science, 9, 1, pp. 20-37, (2017); Shivoro R., Shalyefu R., Kadhila N., Perspectives on graduate employability attributes for management sciences graduates, South African Journal of Higher Education, 32, 1, (2017); Small L., Shacklock K., Marchant T., Employability: a contemporary review for higher education stakeholders, Journal of Vocational Education & Training, 70, 1, pp. 148-166, (2017); Teng W., Ma C., Pahlevansharif S., Turner J., Graduate readiness for the employment market of the 4th industrial revolution, Education + Training, 61, 5, pp. 590-604, (2019); Tomlinson M., ‘The degree is not enough’: students’ perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, 29, 1, pp. 49-61, (2008); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Walkington H., Enhancing the STEM student journey, (2014); Weber S., Human capital depreciation and education level, International Journal of Manpower, 35, 5, pp. 613-642, (2014); Wickramasinghe V., Perera L., Graduates', university lecturers' and employers' perceptions towards employability skills, Education + Training, 52, 3, pp. 226-244, (2010); Yoon D., Rising unemployment among young people and improved employment policy: The case of South Korea, Economics and Sociology, 11, 4, pp. 246-264, (2018); Yun J., Yang J., Park K., Open Innovation to Business Model, Science, Technology and Society, 21, 3, pp. 324-348, (2016)","","","Centre of Sociological Research","","","","","","2071789X","","","","English","Econ. Sociol.","Article","Final","","Scopus","2-s2.0-85091991252"
"Qodad A.; Benyoussef A.; El Kenz A.; El Yadari M.","Qodad, Aymane (57193027174); Benyoussef, Abdelilah (56219880700); El Kenz, Abdallah (6603477553); El Yadari, Mourad (16175015000)","57193027174; 56219880700; 6603477553; 16175015000","Toward an adaptive educational hypermedia system (AEHS-JS) based on the overlay modeling and felder and silverman's learning styles model for job seekers","2020","International Journal of Emerging Technologies in Learning","15","8","","235","254","19","4","10.3991/IJET.V15I08.10574","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086801281&doi=10.3991%2fIJET.V15I08.10574&partnerID=40&md5=fe55ca813086eb8999b5aad4786da4fb","Mohammed V University, Rabat, Morocco; Moulay Ismail University, Meknes, Morocco","Qodad A., Mohammed V University, Rabat, Morocco; Benyoussef A., Mohammed V University, Rabat, Morocco; El Kenz A., Mohammed V University, Rabat, Morocco; El Yadari M., Moulay Ismail University, Meknes, Morocco","In this paper we introduce a new design of an adaptive educational hypermedia system for job seekers, this proposal is based, for the part of learning objectives, on a job model which allows adapting the content and the path of education to the intended jobs, and, for the learner model construction, on a specific use of the learning styles of Felder and Silverman. First, we present existing literature to give a general review on adaptive educational hypermedia systems, in that way; we have reported the related items to different notions in the adaptive educational Systems area as the differentiated pedagogy, the learning objects, and the learner profile. Then we argued our choice of the components of our model and we detailed the new ones. As designed, the model can produce a suitable learning path for the user to match the job characteristics and the learning style of the person in order to help the user owning the job sought. With the possibility of linking the required competencies to the education skills, we aim to map business tasks to learning activities. Based on this approach, we designed an Adaptive Educational Hypermedia System named AEHS-JS that will help to improve the efficiency and pragmatism of job search activities. In plus of the social impact of this work as it help job seekers to complete their profiles and get the career they are looking for, this work will allow companies to find the candidates that match the job criteria sought. © 2020 Kassel University Press GmbH.","Adaptive educational hypermedia systems; Differentiated instruction; Employability; Job model; Learning object; Learning path; Learning styles; Overlay modeling","Adaptive systems; Hypermedia systems; Adaptive educational hypermedia systems; Educational systems; Job characteristics; Job search activity; Learner profiles; Learning Activity; Learning objectives; Learning objects; Learning systems","","","","","","","Brusilovsky P., Millan E., User models for adaptive hypermedia and adaptive educational systems, The adaptive web, (2007); Tsortanidou X., Karagiannidis C., Koumpis A., Adaptive Educational Hypermedia Systems based on Learning Styles: The Case of Adaptation Rules, International Journal of Emerging Technologies in Learning, 12, 5, (2017); DeCoux V.M., Kolb's learning style inventory: A review of its applications in nursing research, Journal of Nursing Education, 29, 5, pp. 202-207, (2016); Maseleno A., Hardaker G., Sabani N., Suhaili N., Data on multicultural education and diagnostic information profiling: Culture, learning styles and creativity, Data in brief, 9, (2016); Pritchard A., Ways of learning: Learning theories for the classroom, (2017); Savage K., Arif S., Smoke M., Farrell T., Preferences in learning styles and modes of information delivery in patients receiving first-day education for radiation therapy, Journal of medical imaging and radiation sciences, 48, 2, pp. 193-198, (2017); Truong H.M., Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities, Computers in human behavior, 55, pp. 1185-1193, (2016); Clark R.C., Mayer R.E., E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning, (2016); Ozyurt O., Ozyurt H., Learning style based individualized adaptive e-learning environments: Content analysis of the articles published from 2005 to 2014, Computers in Human Behavior, 52, pp. 349-358, (2015); Qodad A., Seghroucheni Y.Z., Al Achhab M., El Yadari M., El Kenz A., Benyoussef A., An adaptive learning system based on a Job model, the differentiated instruction and Felder and Silverman's learning styles model, In 2016 4th IEEE International Colloquium on Information Science and Technology (CiSt), (2016); Graf S., Ives C., A flexible mechanism for providing adaptivity based on learning styles in learning management systems, In 2010 10th IEEE International Conference on Advanced Learning Technologies, pp. 30-34, (2010); Klasnja-Milicevic A., Vesin B., Ivanovic M., Budimac Z., E-Learning personalization based on hybrid recommendation strategy and learning style identification, Computers & Education, 56, 3, pp. 885-899, (2011); Matthews K., Janicki T., He L., Patterson L., Implementation of an automated grading system with an adaptive learning component to affect student feedback and response time, Journal of Information Systems Education, 23, 1, (2019); Normadhi N.B.A., Shuib L., Nasir H.N.M., Bimba A., Idris N., Balakrishnan V., Identification of personal traits in adaptive learning environment: Systematic literature review, Computers & Education, 130, pp. 168-190, (2019); Jensen J., A systematic literature review of the use of Semantic Web technologies in formal education, British Journal of Educational Technology, 50, 2, pp. 505-517, (2019); Tadlaoui M.A., Aammou S., Khaldi M., Carvalho R.N., Learner modeling in adaptive educational systems: A comparative study, International Journal of Modern Education and Computer Science, 8, 3, (2016); Brusilovsky P., Millan E., User models for adaptive hypermedia and adaptive educational systems, In The adaptive web, pp. 3-53, (2007); Nguyen L., Do P., Combination of Bayesian network and overlay model in user modeling, In International Conference on Computational Science, pp. 5-14, (2009); Garcia-Penalvo F.J., Fidalgo-Blanco A., Sein-Echaluce M.L., An adaptive hybrid MOOC model: Disrupting the MOOC concept in higher education, Telematics and Informatics, 35, 4, pp. 1018-1030, (2018); Chen Y., Li X., Liu J., Ying Z., Recommendation system for adaptive learning, Applied psychological measurement, 42, 1, pp. 24-41, (2018); Seghroucheni Y.Z., Mohajir B.E.E., A Recommendation System Operating after Assessment to Correct Learning Paths in a Content Adapting System, International Journal of Computer Applications 93.13, (2014); Felder R.M., Silverman L.K., Learning and teaching styles in engineering education, Engineering education, 78, 7, pp. 674-681, (1988); Graf S., Viola S.R., Leo Kinshuk T., Representative characteristics of felder-silverman learning styles: An empirical model, Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in Digital Age, (2006); Lynch S.D., Hunt J.H., Lewis K.E., Productive struggle for all: Differentiated instruction, Mathematics Teaching in the Middle School, 23, 4, pp. 194-201, (2018); Verenna A.M.A., Noble K.A., Pearson H.E., Miller S.M., Role of comprehension on performance at higher levels of Bloom's taxonomy: Findings from assessments of healthcare professional students, Anatomical sciences education, 11, 5, pp. 433-444, (2018); Schiaffino S., Garcia P., Amandi A., E-teacher providing personalized assistance to e-learning students? SISTAN Research Institute Fac, (2008); Verenna A.M.A., Noble K.A., Pearson H.E., Miller S.M., Role of comprehension on performance at higher levels of Bloom's taxonomy: Findings from assessments of healthcare professional students, Anatomical sciences education, 11, 5, pp. 433-444, (2018); Papadakis S., Kalogiannakis M., Sifaki E., Vidakis N., Access moodle using smart mobile phones. A case study in a Greek University, Interactivity, Game Creation, Design, Learning, and Innovation, pp. 376-385, (2017); Papadakis S., Kalogiannakis M., Sifaki E., Vidakis N., Evaluating Moodle use via Smart Mobile Phones. A case study in a Greek University. EAI Endorsed Trans, Creative Technologies, 5, 16, (2018); Papadakis S., Evaluating pre-service teachers' acceptance of mobile devices with regards to their age and gender: A case study in Greece, IJMLO, 12, 4, pp. 336-352, (2018); Kalogiannakis M., Papadakis S., Evaluating pre-service kindergarten teachers' intention to adopt and use tablets into teaching practice for natural sciences, International Journal of Mobile Learning and Organisation, 13, 1, pp. 113-127, (2019); Kalogiannakis M., Papadakis S., The dual form of further education of educators in ICT: Technological and pedagogical training, Proceedings of the 8th International Conference On Computer Based Learning in Science, pp. 265-276, (2007); Kikilias P., Papachristos D., Alafodimos N., Kalogiannakis M., Papadakis S., An Educational Model for Asynchronous E-Learning. A case study in a Higher Technology Education, Proceedings of the International Conference on E-Learning in the Workplace (ICELW-09), (2009); Ciloglugil B., Inceoglu M.M., Ontology usage in e-learning systems focusing on metadata modeling of learning objects, In International Conference on New Trends in Education, pp. 80-96, (2016); Aymane Qodad A., Benyoussef E.K.A., El Yadari M., An Adaptive Learning System based on a matching Jobs and Resumes Engine, In Proceedings of the 4th International Conference on Big Data and Internet of Things (BDIoT'19), pp. 1-7, (2019); Ng T.W., Feldman D.C., How broadly does education contribute to job performance?, Personnel psychology, 62, 1, pp. 89-134, (2009); Krueger A., Rouse C., The effect of workplace education on earnings, turnover, and job performance, Journal of Labor Economics, 16, 1, pp. 61-94, (1998); Ishola A.A., Adeleye S.T., Tanimola F.A., Impact of educational, professional qualification and years of experience on accountant job performance, Journal of Accounting and Financial Management, 4, 1, pp. 32-44, (2018); Anam Amin R.S., Lodhi M.R.N., The impact of employees training on the job performance in education sector of Pakistan, Middle-East Journal of scientific research, 17, 9, pp. 1273-1278, (2013); Bishop J., The impact of academic competencies on wages, unemployment, and job performance, In Carnegie-Rochester Conference Series on Public Policy, 37, pp. 127-194, (1992)","A. Qodad; Mohammed V University, Rabat, Morocco; email: Aymane2006@gmail.com","","Kassel University Press GmbH","","","","","","18688799","","","","English","Int. J. Emerg. Technol. Learn.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85086801281"
"Hodges L.; Martin A.","Hodges, Lynette (13007687600); Martin, Andrew (57199495701)","13007687600; 57199495701","Non-placement wil: The case of an exercise prescription clinic","2020","Journal of University Teaching and Learning Practice","17","4","10","1","10","9","3","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090612580&partnerID=40&md5=a92c9160264164f14c924de9d611a72b","Massey University, New Zealand","Hodges L., Massey University, New Zealand; Martin A., Massey University, New Zealand","Universities globally have continued to strategically increase work-integrated learning (WIL) opportunities for students to enhance graduate employability. However, meeting the needs of the increasing number of placements in industry settings places challenges on employers and academic programme coordinators. This paper examines an innovative teaching and learning initiative demonstrating non-placement WIL practice on-campus and online through an exercise prescription clinic (EPC). The benefits provided by these opportunities have not only been for student learning, but for clients, in particular those impacted by neurological and/or muscular skeletal problems. The development of the on-campus EPC has focused on key elements of good practice in WIL highlighted by Agnew, Pill and Orrell (2017). The recent Covid-19 pandemic and the related government restrictions have resulted in the on-campus EPC being flipped online, requiring adaptability and flexibility of both students and clients. This paper reinforces the importance of developing WIL experiences that enhance the learning outcomes for both the student and the client. It also highlights the transferability of authentic industry non-placement WIL clinical experiences for future health professionals to both on-campus and online settings, which enable students the opportunity to engage with a range of clients in a safe environment, enhancing both personal and professional learning outcomes. © 2020, University of Wollongong. All rights reserved.","Exercise prescription; Non-placement work-integrated learning","","","","","","","","Agnew D, Pill S, Orrell J, Applying a conceptual model in sport sector work-integrated learning contexts, Asia-Pacific Journal of Cooperative Education, 18, 3, pp. 185-198, (2017); Costa A, Kallick B, Through the lens of a critical friend, Educational Leadership, 51, 2, pp. 49-51, (1993); Dewey J, Experience and Education, (1938); Ellis C, The procrastinating auto-ethnographer: Reflections of self on a blank screen, The International Review of Qualitative Research, 5, 3, pp. 331-337, (2012); Fleming JM, Exploring stakeholders' perspectives of cooperative education in sport tertiary education, (2014); Fullan M, Scott G, Education PLUS: The world will be led by people you can count on, including you! (New pedagogies for deep learning whitepaper), (2014); Harris L, Jones M, Coutts S, Partnerships and learning communities in work‐integrated learning: designing a community services student placement program, Higher Education Research & Development, 29, 5, pp. 547-559, (2010); Hodges LD, Nielsen T, Baken D, Physiological measures with CFS, MS and healthy controls following repeated exercise: A pilot study, Clinical Physiology and Functional Imaging, 3, 4, pp. 639-664, (2018); Hodges LD, Martin AJ, Improving client’s lives through exercise prescription and a university work-integrated learning program, International Journal of Work Integrated Learning, (2020); Leberman SI, Martin AJ, Enhancing transfer of learning through post-course reflection, Journal of Adventure Education and Outdoor Learning, 4, 2, pp. 173-184, (2004); Martin AJ, Rees M, Student insights: Developing T-shaped professionals through WIL, International Journal of Work Integrated Learning, 20, 4, pp. 365-374, (2019); Martin AJ, Rees M, Student insights: The added-value of WIL, International Journal of Work Integrated Learning, 2, 2, pp. 189-199, (2019); Martin AJ, Rees M, Edwards M, Work integrated learning. A template for good practice: Supervisor’s reflections, (2011); Martin AJ, Rees M, Edwards M, Paku L, Overview of pedagogical practice in WIL, Asia-Pacific Journal of Cooperative Education, 13, 1, pp. 23-37, (2012); Martin AJ, Rees M, Fleming J, Zegwaard K, Vaughan K, Work integrated learning (WIL) gone full circle: How prior work placement experiences influenced workplace supervisors, International Journal of Work Integrated Learning, 20, 3, pp. 229-242, (2019); Martin AJ, Slade DG, Jacoby J, Practitioner auto-ethnography: Developing an evidence-based tertiary teaching portfolio, International Journal of Work Integrated Learning, 20, 3, pp. 301-308, (2019); Work-integrated learning (WIL) at Massey, (2020); Annual report, (2019); Student experience survey, (2018); Oliver B, Jorre de St Jorre T, Graduate attributes for 2020 and beyond: recommendations for Australian higher education providers, Higher Education Research & Development, 37, 4, pp. 821-836, (2018); Von Treuer KM, Sturre VL, Keele SM, McLeod JE, Evaluation methodology for work integrated learning placement: A discussion paper,  Biannual Australian Collaborative Education Network Annual Conference, pp. 489-497, (2010)","","","University of Wollongong","","","","","","14499789","","","","English","J. Univ. Teach. Learn. Pract.","Article","Final","","Scopus","2-s2.0-85090612580"
"Knight G.L.; Drysdale T.D.","Knight, G.L. (7203075949); Drysdale, T.D. (6701542478)","7203075949; 6701542478","The future of higher education (HE) hangs on innovating our assessment–but are we ready, willing and able?","2020","Higher Education Pedagogies","5","1","","57","60","3","11","10.1080/23752696.2020.1771610","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086038081&doi=10.1080%2f23752696.2020.1771610&partnerID=40&md5=482c99a87b581f47e51d41b4f54dc822","Centre for Innovation in Learning and Education (CILE), School of Engineering & Applied Science, Aston University, Birmingham, United Kingdom; School of Engineering, Institute for Digital Communications, University of Edinburgh, Edinburgh, United Kingdom","Knight G.L., Centre for Innovation in Learning and Education (CILE), School of Engineering & Applied Science, Aston University, Birmingham, United Kingdom; Drysdale T.D., School of Engineering, Institute for Digital Communications, University of Edinburgh, Edinburgh, United Kingdom","Graduates are entering a sociotechnological world, with teaching and assessment needing to reflect that, by shifting from a ‘recall-on-paper’ to ‘do-it-for-real’. With increasing student numbers, it is not feasible to have staff-student ratios and round-the-clock availability required to provide instant feedback and ever-more interactive teaching sessions, so digital solutions are the only option. There is already growing comfort with using computers in formal assessment; however, more work is required to extend beyond performance indicators enabling digital assessments, to addressing how students apply their learning to relevant work-based scenarios. This opinion piece discusses the issues HE currently face to ensure students develop the employability skills that equip them to be proficient in the skills directly related to their degree subject but also transferable to other graduate careers. It raises possible solutions to current technological problems in developing more computer-based assessment, to enable academics to design assessments that develop the capabilities students need. © 2020, © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","assessment diversity; digital solutions; Employability skills","Computer-based assessments; Design assessments; Digital solutions; Employability skills; Higher education; Performance indicators; Student numbers; Teaching and assessments; Students","","","","","","","Boud D., Molloy E., Rethinking models of feedback for learning: The challenge of design, Assessment & Evaluation in Higher Education, 38, 6, pp. 698-712, (2013); Carroll P., Mui C., Billion dollar lessons: What you can learn from the most inexcusable business failures of the last twenty-five years, (2008); Conole G., Warburton B., A review of computer-assisted assessment, ALT-J, 13, 1, pp. 17-31, (2005); Draper M.J., Ibezim V., Newton P.M., Are Essay Mills committing fraud? An analysis of their behaviours vs the 2006 Fraud Act (UK), International Journal for Educational Integrity, 13, 1, (2017); Dzikovska M., Steinhauser N., Farrow E., Moore J., Campbell G., BEETLE II: Deep natural language understanding and automatic feedback generation for intelligent tutoring in basic electricity and electronics, International Journal of Artificial Intelligence in Education, 24, 3, pp. 284-332, (2014); Gal Y.A., Uzan O., Belford R., Karabinos M., Yaron D., Making sense of students’ actions in an open-ended virtual laboratory environment, Journal of Chemical Education, 92, 4, pp. 610-616, (2015); Grove A.S., Only the paranoid survive: How to exploit the crisis points that challenge every company and career, (1996); Guzzomi A.L., Male S.A., Miller K., Students’ responses to authentic assessment designed to develop commitment to performing at their best, European Journal of Engineering Education, 42, 3, pp. 219-240, (2017); Kaupp J., Simper N., Frank B., Triangulated authentic assessment in the HEQCO learning outcomes assessment consortium, Proceedings of the Canadian Engineering Education Association (CEEA), (2014); Loureiro J., The good university-what universities actually do and why it’s time for radical change. [Book review], Advocate: Journal of the National Tertiary Education Union, 26, 1, (2019); Martin D., From writers’ cramp to typists’ tremors: Moving exams online, Advance HE STEM Conference 2019 Delivering Next Generation Higher Education in STEM, (2019); Parsons J., Taylor L., Improving student engagement, Current Issues in Education, 14, 1, (2011); Focus on: Graduate skills, glasgow, (2019); Dynamics of data science skills. How can all sectors benefit from data science talent?, (2019); Sim G., Holifield P., Brown M., Implementation of computer assisted assessment: Lessons from the literature, ALT-J, 12, 3, pp. 215-229, (2004); Thorley C., Not by degrees: Not by degrees: Improving student mental health in the UK’s universities, (2017); Vargas-Mendoza L., Gallardo-Cordova K.E., Castillo-Diaz S., Performance and authentic assessment in a mechanical engineering course, Global Journal of Engineering Education, 20, 1, pp. 30-38, (2018); West J., Gallagher S., Challenges of open innovation: The paradox of firm investment in open‐source software, R&d Management, 36, 3, pp. 319-331, (2006); Williamson B., Personalized precision education and intimate data analytics, (2018)","G.L. Knight; School of Engineering & Applied Science, Aston University, Birmingham, Aston Triangle, B4 7ET, United Kingdom; email: G.Knight@aston.ac.uk","","Taylor and Francis Ltd.","","","","","","23752696","","","","English","High. Educ. Pedagog.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85086038081"
"Antonio W.D.","Antonio, Warlito D. (57217096056)","57217096056","Employability competencies of the bachelor of science in industrial technology: Inputs to a curriculum review and enhancement","2020","Journal of Critical Reviews","7","11","","89","97","8","0","10.31838/jcr.07.11.14","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086175156&doi=10.31838%2fjcr.07.11.14&partnerID=40&md5=755e85fdfd70af693f02bda223f0564a","Isabela State University-Angadanan Campus, Angadanan, Isabela, Philippines","Antonio W.D., Isabela State University-Angadanan Campus, Angadanan, Isabela, Philippines","The goal of the study was to determine the extent of employability skills of the Bachelor of Science in Industrial Technology (BSIT) curriculum of three selected State Universities in Region II and the employability skills the industry required. This thesis employed the analysis method descriptive. The data sources were the twenty faculty members, twenty TESDA trainers and the 46 service managers , supervisors, consultants, chief mechanics and business partners engaged in automotive engineering. The data were handled using weighted mean and one-factor ANOVA. The findings show that the three groups of respondents have been satisfied with the BSIT program, which is of significant importance in the field of automotive technology in terms of information, skills and attitudes, the SUC instructors, the TESDA trainers and industry partners have a common understanding of the level of employability skills that the industry needs and the program in terms of awareness, skills and attitudes The findings of this study will therefore be used as a guideline for the conduct of curriculum review and enhancement for the BSIT curriculum for future acts, a curriculum review of the current BSIT curriculum should be undertaken to identify particular areas that match and do not fit the employability skills needed by the industry, and an improvement of the existing BSIT curriculum. © 2020 by Advance Scientific Research.","Attitudes; Curriculum; Employability; Employability competencies; Knowledge; Skills","","","","","","","","Philippines and ADB Report Asian Development Bank Journal Www.adb, (2008); Strategic Plan 2011-2016; De Castro B.V., De Guzman A.B., KEDI Journal of Educational Policy, (2008); PROJECT JOBSFIT DOLE 2020 VISION ""Summary of Findings and Recommendations"", (2010); Global Employment Trends 2013: Recovering from a Second Jobs Dip, (2013); Skills for the Labor Market in the Philippines, (2008); Volante-Yabut V., Enhancing Employability through Quality Assurance-The Centro Escolar University Experience. Sub Theme A-Enhancing Employability through Quality Assurance - ASAIHL 2009, (2009); Statistics, (2013); Global Employment Trends, (2013); January 2010 Philippine Labor Force Survey, (2010); NEDA: Address Skills Mismatch to Increase Decent Jobs, (2013); Official Gazette of the Senate of the Philippines (2008-2013); Employability of Philippine ICT Graduates, (2013); Labor Market Intelligence Report, (2013); Annual Report 2011, (2011); Graduate Employability in Asia: 2012, (2012); Wickramasinghe V., Perera L., Graduates', university lecturers' and employers perceptions towards employability skills, Education and Training 2010, (2010); World Bank Report, (2012)","W.D. Antonio; Isabela State University-Angadanan Campus, Angadanan, Isabela, Philippines; email: antoniowarlito@gmail.com","","Innovare Academics Sciences Pvt. Ltd","","","","","","23945125","","","","English","J. Crit. Rev.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85086175156"
"Alvarez M.T.S.","Alvarez, M. Teresa S. (57609143300)","57609143300","Employment trend of graduates of bachelor of science in business administration major in marketing of the college of business, accountancy and public administration, isabela state university","2020","Journal of Critical Reviews","7","11","","313","317","4","2","10.31838/jcr.07.11.52","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086157521&doi=10.31838%2fjcr.07.11.52&partnerID=40&md5=310e196ad54bf0186a2d2148f4502e7a","Faculty Department of Accountancy, Isabela State University, Echague, Isabela, Philippines","Alvarez M.T.S., Faculty Department of Accountancy, Isabela State University, Echague, Isabela, Philippines","In today's ever changing economic condition and highly competitive labor market, the school in the Philippines is challenged to produce fittingly educated college graduates necessary to make sure the continuity in the country's development. A tracer study is a simple tool designed to measure the relevance of vocational training. It is seen as management tool for planning, and monitoring of training programs, i.e which course to add, change or phase out. They provide information for pragmatic changes and review of training curricula. They also help to monitor the delivery of training (wiki.answers.com) and minimize possible deficits in a given educational program in terms of content, delivery and relevance and for further development of the institution in the context of quality assurance (www.tec/tracerStudy). This can be used as a marketing tool as well.(wiki.answer.com). To provide students with broader education, more undergraduate programs were offered. The college of Business, accountancy and Public administration offers program Bachelor of Science in Business Administration with majors Marketing Management to cater the needs of the students who wants to pursue a degree tailored to their skills and capabilities, to contribute for economic growth and for the nation's progress. The graduate tracer study will help in assessing the graduate's employability and in identifying the different factors that will serve as a basis for improving the college instruction and services to the students. It further aimed to gather inputs about the BSBA-Marketing Management program that could be used to improve its quality education. © 2020 by Advance Scientific Research.","Business administration; Employment trend; Marketing management graduates; Tracer","","","","","","","","Almeida E., Alvarez A., Meria S., A Component Quality Assurance Process, (2007); Anders S., Use of Alumni Tracer Study to Maintain Curriculum Relevancy, (2019); Barrie S.C., A research-based approach to generic gradaute attributes policy, Higher Education Rsearch and Development, 23, 3, pp. 261-275, (2004); Castro, FSocial Media and Digital Stats in the Phils, (2016); Cervantes M.L.D., Centeno D., Tracer Study on the Employability of la ConsolacionUniverity, (2016); Descriptive Research: Defining Your Respondnets and Drawing Conclusions; Al Rasyid H., Zainal V., Arafah W., IwanKurniawanSubagja, Al JaffriSaad R., Effect of effectiveness of principal leadership and implementation of teacher quality improvement strategies on school quality and quality of graduates in junior high school tourism hospitality accommodation west Java-Indonesia, JCR, 7, 4, pp. 50-56, (2020); Heathfield S.M., What Is An Entry-leveljob? The Foundation of Long Careers Are Built on Experience, (2016); Lowden K., Hall S., Elliot E., Lewin J., Employer's Perceptions of the Employability Skills of New Graduates; Martin J.G.S., Langay P.D., Guidangen J., Tracer Study of the Kalinga State University, (2015); Matejamelink, Samopavlin, Employability of Graduates and Higher Education System Development of Higher Education Management Systems, (2009); Mishel L., Education Is Not the Cure for High Unemployment or for Income Inequality, (2011); Panganiban C.T., Villa Panganiban J., Filipino Employment, (2014); Plaza M.A., Philippine Education System in 2018: Are We Moving Forward?, (2018); Rosero E., Why Many Fresh College Grads Don't Get Hired, According to Survey of Managers, (2012); Treleavan L., Voola.R, Integrating the development of graduate attributes through constructive alignment, Journal of Marketing Education, 30, 2, pp. 160-173, (2008); Zoleta M.","","","Innovare Academics Sciences Pvt. Ltd","","","","","","23945125","","","","English","J. Crit. Rev.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85086157521"
"Ferrández-Berrueco R.; Sánchez-Tarazaga L.","Ferrández-Berrueco, Reina (55567405000); Sánchez-Tarazaga, Lucía (56604232200)","55567405000; 56604232200","Student work-placements from the company perspective: a case study","2020","Higher Education, Skills and Work-based Learning","11","4","","888","907","19","2","10.1108/HESWBL-02-2020-0023","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095816619&doi=10.1108%2fHESWBL-02-2020-0023&partnerID=40&md5=1c2372c7b7e07e41ce0dd2e4a30a021b","Universitat Jaume I, Castellón, Spain","Ferrández-Berrueco R., Universitat Jaume I, Castellón, Spain; Sánchez-Tarazaga L., Universitat Jaume I, Castellón, Spain","Purpose: The aim of this paper is to report the motivations and perceived benefits of companies that collaborate with universities by offering student work-placement positions. Design/methodology/approach: The study follows a mixed methodology based on (1) a literature review on the topic, (2) a case study survey including companies that collaborate with one Spanish university in student work-placements and (3) meetings with collaborating companies in different countries and universities. Findings: The most important reasons for collaborating in student work-placements were related to social duty, the opportunity of training students in company needs and as a source of staff recruitment. Conversely, the less rated motivators were improving the company's position within the sector, benefitting from university services and saving time in the selection of personnel. Research limitations/implications: Future research should include a bigger corpus of the number of universities and companies, as well as the type of collaborations with universities, in order to identify any resulting differences. Practical implications: The conclusions highlight the need to define/improve the mechanisms that contribute to a win-win context. This is the only way that collaboration can advance towards a genuine partnership that will provide an effective framework for universities and companies to effectively share the same objectives in training future employees. Originality/value: These results are relevant because of the lack of quantitative and qualitative research on this topic. © 2020, Emerald Publishing Limited.","Benefit; Education work relationship; Employability; Higher education; Partnership in education; Student work-placement","","","","","","Universitat Jaume I, UJI","This research project EMBI (UJI-B2016-04) was funded by University Jaume I in its Research Promotion Programme. 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Estado de la cuestión, Revista de Educación, 354, 1, pp. 21-43, (2011); Zabalza M.A., El Practicum y las Prácticas en Empresas en la Formación Universitaria, (2013)","R. Ferrández-Berrueco; Universitat Jaume I, Castellón, Spain; email: ferrande@uji.es","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85095816619"
"Zeidan S.; Bishnoi M.M.","Zeidan, S. (57218532016); Bishnoi, M.M. (57217071033)","57218532016; 57217071033","An effective framework for bridging the gap between industry and academia","2020","International Journal on Emerging Technologies","11","3","","454","461","7","8","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086042228&partnerID=40&md5=496f4b346f79f4e1a84e6b6630504711","Department of Management and Commerce, Amity University Dubai, Dubai, United Arab Emirates; Department of Humanities, Arts & Applied Sciences, Amity University Dubai, Dubai, United Arab Emirates","Zeidan S., Department of Management and Commerce, Amity University Dubai, Dubai, United Arab Emirates; Bishnoi M.M., Department of Humanities, Arts & Applied Sciences, Amity University Dubai, Dubai, United Arab Emirates","The main aim of this paper is to investigate any gaps between academia and industry readiness and to identify skills and abilities organizations look for in terms of assessing Industry 4.0 readiness. The study investigates skills that are essential for 21st century workforce employability and takes into account the perspectives of alumni, university professors and employers. Data for this study was collected using surveys from undergraduate students, and focus groups comprising of Industry professionals, academics and alumni. Until today, there is a lack of consensus in the literature as to what the fundamental components for evaluating industry 4.0 readiness include. This study fills this gap by combining the perspectives of industry leaders/advisors, academic faculty, alumni and undergraduate students. Thus a triangular design approach is taken by considering the opinions of all parties involved to improve the validity of the results. It also provides a more holistic view of what can be improved on when it comes to the competences provided by universities. The results of the study showed that a gap exists between graduates’ skills and competencies required by the industry. The results are significant as they have practical implications for both employers and academia in bridging the skills gap. © 2020, Research Trend. All rights reserved.","Academia; Graduates’ Readiness; Hard Skills; Industry 4.0; Soft Skills","","","","","","","","Rajnai Z., Kocsis I., Assessing industry 4.0 readiness of enterprises,  World Symposium on Applied Machine Intelligence and Informatics (SAMI), pp. 225-230, (2018); Lee J., Kao H.A., Yang S., Service innovation and smart analytics for Industry 4, 0 and Big Data Environment. 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J. Emerg. Technol.","Article","Final","","Scopus","2-s2.0-85086042228"
"Behle H.","Behle, Heike (8913086100)","8913086100","Students’ and graduates’ employability. A framework to classify and measure employability gain","2020","Policy Reviews in Higher Education","4","1","","105","130","25","22","10.1080/23322969.2020.1712662","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092659737&doi=10.1080%2f23322969.2020.1712662&partnerID=40&md5=fa592a554d7d1aa0d996aa88689048a8","Rektoratsbüro, Universitat Hohenheim, Stuttgart, Germany","Behle H., Rektoratsbüro, Universitat Hohenheim, Stuttgart, Germany","Employability has become one of the most important outcomes of higher education despite it being weakly conceptualised for the sector. The lack of an accepted conceptualisation to address students’ and graduates’ employability results in difficulties when comparing research findings and therefore in assessing quality in higher education provision. This paper addresses this gap in the conceptualisation of employability and adapts an established framework so that it aligns with the higher education sector. Employability is defined as ‘the ability to find, keep and progress in graduate employment’. A holistic framework composed of four categories (‘individual factors’; ‘individual circumstances’; ‘enabling support system’; ‘labour market’) is used to classify and measure employability. This allows for an understanding of how specific initiatives enhance the employability of students and graduates, and suggests ways to measure this impact. Also, the limitations of HEIs to impact students’ employability are addressed using the framework. The examples of Germany and England show how differences in employability occur due to differences in the surrounding labour market. The paper concludes that in a complex and holistic discussion it is necessary to highlight the various indicators, including the labour market, which were used to report more nuanced aspects of employability. © 2020 Society for Research into Higher Education.","employability; framework; Higher education; initiatives","","","","","","Higher Education Funding Council for England, HEFCE","This work was supported by Higher Education Funding Council for England.","Alesi B., Schomburg H., Teichler U., (2010); Allmendinger J., Educational Systems and Labor Market Outcomes, European Sociological Review, 5, 3, pp. 231-250, (1989); Archer W., Davison J., (2008); Arnold R., Bildung nach Bologna! 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Educ.","Article","Final","","Scopus","2-s2.0-85092659737"
"Barkas L.A.; Armstrong P.-A.; Bishop G.","Barkas, Linda Anne (38661132700); Armstrong, Paul-Alan (57197782281); Bishop, Garry (57217356444)","38661132700; 57197782281; 57217356444","Is inclusion still an illusion in higher education? exploring the curriculum through the student voice","2020","International Journal of Inclusive Education","","","","","","","12","10.1080/13603116.2020.1776777","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087135743&doi=10.1080%2f13603116.2020.1776777&partnerID=40&md5=9d31f46d7ba6cc7d971b4d52f6ca7801","Sunderland Business School, University of Sunderland, Sunderland, United Kingdom; Institute of Continuing Education (ICE), Cambridge University, Cambridge, United Kingdom","Barkas L.A., Sunderland Business School, University of Sunderland, Sunderland, United Kingdom; Armstrong P.-A., Sunderland Business School, University of Sunderland, Sunderland, United Kingdom; Bishop G., Institute of Continuing Education (ICE), Cambridge University, Cambridge, United Kingdom","This article reports on research into the discourse and application of ‘inclusion’ policies in higher education. Against the requirements in law ‘to make reasonable adjustments’ required in Section 4A of the Disability Discrimination Act (1995. Accessed 2 May 2020. http://www.legislation.gov.uk/ukpga/1995/50/contents), respond equally under the Equality Act (2020. Section 6. Accessed 2 May 2020. http://www.legislation.gov.uk/ukpga/2010/15/section/6) and ensure a safe environment. Drawing on the critical inquiry model of Denzin, N. (2017. “Critical Qualitative Inquiry.” Qualitative Inquiry 23 (1): 8–16), students with, non-apparent disabilities and special learning needs were invited to discuss their experience of feeling included at university. Through the exploration of the themes of widening participation, skills development and employability, we asked the students how they had experienced mental wellbeing through the practical application of inclusion policies in their programmes of study. Our findings show that while universities have responded very well to the legislation and endeavoured to address anti-discriminatory practice, more could be done to adjust the curriculum to ensure students’ positive mental wellbeing. Developments in curriculum change, even by modest adjustments, could work towards students’ feeling less anxious about their studies and ensure a fully inclusive experience. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.","","","","","","","National Health Service","The findings of the study were presented at both universities. At University A, the research was discussed at the Learning and Teaching Conference (2017) and at University B, the findings were presented at the Research Conference (2018 and 2019). The participants at the conferences were invited to share their views of what could be done to improve students’ anxiety about their studies. The participants agreed that the universities had attempted to improve learning support help but that academic staff needed more staff development on how to adjust the curriculum to enable all students to feel ‘included’. This feedback was included in the authors’ application for funding from the National Health Service and associated bodies, to explore further how to ensure fully inclusive practice in HE. ","Armstrong A.C., Spandagou I., Inclusion by Choice or by Change?, International Journal of Inclusive Education, 15, 1, pp. 29-39, (2011); Atkinson J.W., An Introduction to Motivation, (1964); Barkas L.A., Armstrong P.A., Bishop G., Inclusive Education Summit, (2017); Barkas L.A., Armstrong P.A., Bishop G., (2018); Bishop G., Morahan M., (2017); Bunbury S., The Employer’s Duty to Make Reasonable Adjustments. When is a Reasonable Adjustment, not Reasonable?, International Journal of Discrimination and the Law, 10, 3, pp. 111-131, (2016); Bunbury S., Disability in Higher Education–Do Reasonable Adjustments Contribute to an Inclusive Curriculum?, International Journal of Inclusive Education, (2018); Clough P., Corbet J., Theories of Inclusive Education: A Student’s Guide, (2000); (2020); Denzin N., Critical Qualitative Inquiry, Qualitative Inquiry, 23, 1, pp. 8-16, (2017); (2011); (1995); (2010); Dweck C.S., Elliott E.S., Achievement Motivation, Handbook of Child Psychology, pp. 643-691, (1983); (2010); (2020); Gergen K.J., The Saturated Self: Dilemmas of Identity in Contemporary Life, (1991); (2018); (2017); Jenkins R., Third of Students Drop Out of University, (2020); Lanford M., Tierney W.G., Lincoln Y., The Art of Life History: Novel Approaches, Future Directions, Qualitative Inquiry, 25, 5, pp. 459-463, (2019); Liasidou A., Inclusive Education, Politics and Policy making. Contemporary Issues in Education Studies, (2012); (2005); (2007); Milsom C., Stewart M., Yorke M., Zaitseva E., Stepping Up to the Second Year at University. Academic, Psychological and Social Dimensions, (2015); Pintrich P.R., The Role of Goal Orientation in Self-regulated Learning, Handbook of Self-regulation, pp. 451-502, (2000); Ranellucci J., Muis K., Duffy M., Wang X., Sampasivam L., Franco G., To Master or Perform? Exploring Relations between Achievement Goals and Conceptual Change Learning, British Journal of Educational Psychology, 83, pp. 431-512, (2013); Rizvi F., Lingard B., Disability, Education, and the Discourses of Justice, Disability and the Dilemmas of Education and Justice, (1996); Ross R., Scheinder R., Walmsley A., (2014); Stewart M., Darwent S., Pyschological Orientations to Learning in the Second Year, Stepping up to the Second Year at University. Academic, Psychological and Social Dimensions, pp. 39-53, (2015); Minds S., (2020); Slee R., The Irregular School: Exclusion, Schooling, and Inclusive Education, (2011); Thompson-Ebanks V., Jarman M., Undergraduate Students with Nonapparent Disabilities Identify Factors that Contribute to Disclosure Decisions. International Journal of Disability, Development and Education, 65, 3, pp. 286-303, (2018); (2018); Trigwell K., Ashwin P., Millan E.S., Evoked Prior Learning Experience and Approach to Learning as Predictors of Academic Achievement, British Journal of Educational Psychology, 83, pp. 363-378, (2013); Uk, New Framework for Universities to Help Improve Student Mental Health, (2018); (1999); (2010); Weale S., (2019); Wilkins A., Burke P., Widening Participation in British Higher Education: the Role of Professional and Social Class Identities and Commitments, British Journal of Sociology in Education, pp. 1-19, (2013); (2020)","L.A. Barkas; Sunderland Business School, University of Sunderland, Sunderland, United Kingdom; email: Linda.Anne.Barkas@sunderland.ac.uk","","Routledge","","","","","","13603116","","","","English","Int. J. Inclusive Educ.","Article","Article in press","All Open Access; Green Open Access","Scopus","2-s2.0-85087135743"
"Hanson J.; Burke C.","Hanson, Jill (57218673957); Burke, Ciaran (40660918900)","57218673957; 40660918900","Addressing unrealistic optimism with counterfactual reasoning in an employability module in higher education","2020","Journal of Applied Research in Higher Education","13","3","","830","848","18","3","10.1108/JARHE-02-2019-0047","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089967540&doi=10.1108%2fJARHE-02-2019-0047&partnerID=40&md5=ae7cc095bc5ec5d192478f8065e79a6b","iCeGS, University of Derby, Derby, United Kingdom; Department of Sociology, University of the West of England Bristol, Bristol, United Kingdom","Hanson J., iCeGS, University of Derby, Derby, United Kingdom; Burke C., Department of Sociology, University of the West of England Bristol, Bristol, United Kingdom","Purpose: The study aimed to explore the effect of second year business students engaging in counterfactual reasoning on their unrealistic optimism regarding attainment on an employability module. Design/methodology/approach: Using an experimental design, the study compared the module performance of those who generated reasons why they would and would not achieve a series of specific grades. A control group who did not generate any reasons also took part. Findings: Students who generated reasons why they would not achieve a good grade were less likely to be unrealistically optimistic and more likely to attain a good grade on their assessment. Research limitations/implications: This is a small sample of students from one form of programme, so replication with a greater sample drawn from other programmes would increase reliability. Practical implications: The results suggest an easily applied and practical way of engaging students in employability modules to support their development of a range of capitals. Social implications: The findings are considered in relation to the theory of possible selves, the value for students, particularly widening participation of students, of improved engagement with employability modules and the possibility of applying this technique in wider educational settings. Originality/value: This paper extends Hoch’s (1985) original study by considering the use of counterfactual reasoning for assessment performance and offering a an easy-to-apply tool for module leaders to support student attainment in employability development modules. © 2020, Emerald Publishing Limited.","Attainment; Counterfactual reasoning; Employability; Unrealistic optimism","","","","","","","","Archer M.S., Culture and Agency, (1996); Baker Z., Reflexivity, structure and agency: using reflexivity to understand further education students' higher education decision-making and choices, British Journal of Sociology of Education, 40, 1, pp. 1-16, (2019); Bathmakers A.-M., Ingram N., Abrahams J., Hoare T., Waller R., Bradley H., Higher Education, Social Class and Social Mobility: The Degree Generation, (2016); Blaxell R., Moore C., Connecting academic and employability skills and attributes, Developing student skills for the next decade. Proceedings of the 21st Annual Teaching Learning Forum, pp. 2-3, (2012); Bourdieu P., Science of Science and Reflexivity, (2004); Boud D., Falchikov N., Quantitative studies of student self-assessment in higher education: a critical analysis of findings, Higher Education, 18, pp. 529-549, (1989); Burke C., Culture, Capitals and Graduate Futures: Degrees of Class, (2016); Charlton J.P., Barrow C., Hornby-Atkinson P., Attempting to predict withdrawal from higher education using demographic, psychological and educational measures, Research in Post-Compulsory Education, 11, 1, pp. 31-47, (2006); Clarke M., Rethinking graduate employability: the role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Coelho M., Unrealistic optimism: still a neglected trait, Journal of Business and Psychology, 25, pp. 397-408, (2010); Coetzee M., Beukes C.J., Employability, emotional intelligence and career preparation support satisfaction among adolescents in the school-to-work transition phase, Journal of Psychology in Africa, 20, 3, pp. 439-446, (2014); Crawford C., The Link between Secondary School Characteristics and University Participation and Outcomes, (2014); Crawford C., Greaves E., Socio-Economic, Ethnic and Gender Differences in HE Participation, (2015); Hanson J., Lees D., Using online coaching to develop psychological fitness and employability, Presented at the, (2012); Harrison N., Using the lens of ‘possible selves' to explore access to higher education: a new conceptual model for practice, policy, and research, Social Sciences, 7, 10, (2018); Harvey L., Embedding and integrating employability, New Directions for Institutional Research, 128, pp. 13-28, (2005); Hevey D., French D., Marteau T., Sutton S., Assessing unrealistic optimism: impact of different approaches to measuring susceptibility to diabetes, Journal of Health Psychology, 14, 3, pp. 372-377, (2009); Hoch S., Counterfactual reasoning and accuracy in predicting personal events, Journal of Experimental Psychology: Learning, Memory and Cognition, 11, 4, pp. 719-731, (1985); Ianelli C., Huang J., Trends in participation and attainment of Chinese students in UK higher education, Studies in Higher Education, 39, 5, pp. 805-822, (2014); Jans V., Leclercq D., Metacognitive Realism: a cognitive style or a learning strategy?, Educational Psychology, 17, 1-2, pp. 101-110, (1997); Jefferson A., Bortolotti L., Kuzmanovic B., What is unrealistic optimism?, Consciousness and Cognition, 50, pp. 3-11, (2017); Jerrim J., Do UK higher education students overestimate their starting salary?, Fiscal Studies, 32, 4, pp. 483-509, (2011); Kelemen W.L., Frost P.J., Weaver C.A., Individual differences in metacognition: evidence against a general metacognitive ability, Memory and Cognition, 28, 1, pp. 92-107, (2000); Koriat A., Metacognition and consciousness, The Cambridge Handbook of Consciousness, (2007); Lai E.R., Metacognition: A Literature Review. Always Learning, (2011); Lew M.D., Alwis W.A.M., Schmidt H.G., Accuracy of students' self‐assessment and their beliefs about its utility, Assessment and Evaluation in Higher Education, 35, 2, pp. 135-156, (2010); Lowe H., Cook A., Mind the gap: are students prepared for higher education?, Journal of Further and Higher Education, 27, 1, pp. 53-76, (2003); Markus H., Nurius P., Possible selves, American Psychologist, 41, 9, (1986); Newman-Ford L., Lloyd S., Thomas S., An investigation in the effects of gender, prior academic achievement, place of residence, age and attendance on first-year undergraduate attainment, Journal of Applied Research in Higher Education, 1, 1, pp. 14-28, (2009); Nicholson L., Putwain D., Connors L., Hornby-Atkinson P., The key to successful achievement as an undergraduate student: confidence and realistic expectations?, Studies in Higher Education, 38, 2, pp. 285-298, (2013); Niemeyer H., Moritz S., Pietrowsky R., Responsibility, metacognition and unrealistic pessimism in obsessive–compulsive disorder, Journal of Obsessive-Compulsive and Related Disorders, 2, 2, pp. 119-129, (2013); Oyserman D., Markus H.R., Possible selves and delinquency, Journal of Personality and Social Psychology, 59, 1, (1990); Oyserman D., Bybee D., Terry K., Hart-Johnson T., Possible selves as roadmaps, Journal of Research in Personality, 38, 2, pp. 130-149, (2004); Oyserman D., Bybee D., Terry K., Possible selves and academic outcomes: how and when possible selves impel action, Journal of Personality and Social Psychology, 91, 1, (2006); Pallant J., Spss Survival Manual: A Step by Step Guide to Data Analysis using SPSS, (2010); Pegg A., Waldock J., Hendy-Isaac S., Lawton R., Pedagogy forEmployability, (2012); Pirmohamed S., Debowska A., Boduszek D., Gender differences in the correlates of academic achievement among university students, Journal of Applied Research in Higher Education, 9, 2, pp. 313-324, (2017); Reay D., Miseducation: Inequality, Education and the Working Classes, (2017); Reay D., A tale of two universities: class work in the field of higher education, Higher Education and Social Inequalities: University Admissions, Experiences and Outcomes, pp. 83-99, (2018); Richardson J.T., The attainment and experiences of disabled students in distance education, Distance Education, 30, 1, pp. 87-102, (2009); Richardson J.T., Woodley A., Another look at the role of age, gender and subject as predictors of academic attainment in higher education, Studies in Higher Education, 28, 4, pp. 475-493, (2003); Richardson J.T., The attainment of ethnic minority students in UK higher education, Studies in Higher Education, 33, 1, pp. 33-48, (2008); Scurry T., Burke C., Blenkinsopp J., Smart A., Maintaining the promise without killing the dream: developing resilience for future ‘graduate’ careers, Journal of the National Institute for Career Education and Counselling, 44, 1, pp. 36-43, (2020); Shepperd J.A., Klein W.M.P., Waters E.A., Weinstein N.D., Taking stock of unrealistic optimism, Perspect Psychol Sci, 8, pp. 395-411, (2013); Thiele T., Singleton A., Pope D., Stanistreet D., Predicting students’ academic performance based on school and socio-demographic characteristics, Studies in Higher Education, 41, 8, pp. 1424-1446, (2016); Tomlinson M., Graduate employability and student attitudes and orientations to the labour market, Journal of Education and Work, 20, 4, pp. 285-304, (2007); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education and Training, 59, 4, pp. 338-352, (2017); Waller R., Ingram N., Ward M.R.M., Higher Education and Social Inequalities: University Admissions, Experiences and Outcomes, (2018); Weinstein N., Unrealistic optimism about future life events, Journal of Personality and Social Psychology, 39, 5, pp. 806-820, (1980); Weinstein N.D., Klein W.M., Unrealistic optimism: present and future, Journal of Social and Clinical Psychology, 15, pp. 1-8, (1996)","J. Hanson; iCeGS, University of Derby, Derby, United Kingdom; email: j.hanson@derby.ac.uk","","Emerald Group Holdings Ltd.","","","","","","20507003","","","","English","J. Appl. Res. High. Edu.","Article","Final","","Scopus","2-s2.0-85089967540"
"Chukwu D.U.; Anaele E.A.; Omeje H.O.; Ohanu I.B.","Chukwu, Daniel Uchenna (57214225198); Anaele, Edmund A. (57217359329); Omeje, Hyginus Osita (57201619413); Ohanu, Ifeanyi Benedict (57194203208)","57214225198; 57217359329; 57201619413; 57194203208","Assessing technical vocational education and training (TVET) labour market potentials: Comparison of conferees’ opinions","2020","Journal of Technical Education and Training","12","2","","12","23","11","1","10.30880/jtet.2020.12.02.002","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087123116&doi=10.30880%2fjtet.2020.12.02.002&partnerID=40&md5=ed8a0c59c11c509d6aba86e881ebdee2","Department of Industrial Technical Education, Faculty of Vocational and Technical, University of Nigeria, Nsukka, 410002, Nigeria","Chukwu D.U., Department of Industrial Technical Education, Faculty of Vocational and Technical, University of Nigeria, Nsukka, 410002, Nigeria; Anaele E.A., Department of Industrial Technical Education, Faculty of Vocational and Technical, University of Nigeria, Nsukka, 410002, Nigeria; Omeje H.O., Department of Industrial Technical Education, Faculty of Vocational and Technical, University of Nigeria, Nsukka, 410002, Nigeria; Ohanu I.B., Department of Industrial Technical Education, Faculty of Vocational and Technical, University of Nigeria, Nsukka, 410002, Nigeria","Technical Vocational and Technical Education (TVET) has the potential to influence the labour market and transform the economy resulting in an improvement in the advancement of careers. This study assesses the potential of TVET to influence the labour market using the opinions of conferees. The study employs an integrative multi-method approach with a descriptive survey and focus group discussion. A structured questionnaire was used to collect data from 153 conferees using self-selection, non-probability sampling technique. Descriptive statistics of percentages and mean were used to analyze the data collected. Furthermore, the Keiser-Meyer-Olkin (KMO) measure of sampling adequacy gave MSA of.948; Bartlett’s Test of Sphericity showed p-value of 0.000, necessitating a factor analysis. The Kruskal-Wallis H Test was used to determine the statistical differences in the responses. Results revealed a gradual balance of gender in TVET with 53% female and 47% male; among the 99% employed in diverse sectors, only 18% (28) created jobs by themselves. Although there was coherence in agreement to TVET potentials, some respondents disagreed that TVET leads to good career opportunities. Findings show underlying strategy groupings to improve potential, in line with the focus group analysis, include: quality and upgraded learning environment, teachers and labour market information; relevant technical and employability skills, and established gender equality standards. © UniversitiTun Hussein Onn Malaysia Publisher’s Office.","Dual TVET; Employability skills; Employment; Gender equality; Labour market; Technical skills; TVET; TVET potentials","","","","","","","","Afeti G., Strategy to revitalise technical and vocational education and training (TVET) in Africa, (2006); Akoojee S., Private TVET in Africa: understanding the context and managing alternative forms creatively, Journal of Technical Education and Training, 8, 2, pp. 38-51, (2016); Bakar A. R., Preparing Malaysian Youths for the World of Work: Roles of Technical and Vocational Education and Training (TVET), (2011); Beaumont R., An introduction to principal component analysis & factor analysis using SPSS 19 and R (psych package), Journal of Geophysical Research, 24, pp. 8-9, (2012); Bhatta K., Gender equality and social inclusion in vocational education and training, Journal of Advanced Academic Research (JAAR), 29, 3, pp. 1-9, (2016); Boeri T., Van J., Ours, The Economics of Imperfect Labour Markets, Second Edition, The Economics of the Labour Market, (2013); Boutin F., Chinien C., Moratis L., van Baalen P., Changing Workplace Requirements: Implications for Education, International Handbook of Education for the Changing World of Work, (2009); Capelli P., Skillgaps, skill shortages and skill mismatches: evidence for the US, (2014); China’s unemployment rate jumps in July as graduates enter the job market, (2019); Chukwu D. U., Omeje H. O., Strengthening partnership affordances between TVET institutions and industry through production unit/consultancy services, Journal of Association of Vocational & Technical Educators of Nigeria, 23, 1, pp. 169-179, (2018); Dorofeev L., Cojuhari A., Concept issues regarding the labour market and its reflection in Republic of Moldova, Economic Journal, 3, 89, pp. 6-11, (2014); Employability Skills 2000+, (2010); Dee T. S., Teachers and the gender gaps in student achievement, Journal of Human Resources, 42, pp. 528-554, (2007); The skills gap in U.S. manufacturing: 2015 and beyond, (2015); Field A., Discovering Statistics Using IBM SPSS Statistics, (2013); Gray K., Bae S. H., Skills shortages, over-education and unemployed youth: an international dilemma, International Handbook of Education for the Changing World of Work Bridging Academic and Vocational Learning, (2009); Gjersing L., Caplehorn J. R. M., Clausen T., Cross-cultural adaptation of research instruments: language, setting, time and statistical considerations, BMC Medical Research Methodology, 10, 13, pp. 1-10, (2010); Hawley J., Public private partnerships in vocational education and training: international examples and models, (2009); Hoffman N., Robert B. S., Learning for careers: the pathways to prosperity network, (2017); Ismail A., Adnan W. N., Masek A., Hassan R., Hashim S., Ismail M. E., Effectiveness of entrepreneurship programmes in developing entrepreneurship skills towards quality TVET graduates, Journal of Technical Education and Training, 11, 1, pp. 081-086, (2018); Kaiser H. F., An index of factorial simplicity, Psychometrik, 3, 1, pp. 31-36, (1974); Statistical yearbook on education in Korea, (2004); Kruss G., Petersen I., Fongwa S., Tele A., Rust J., Synthetic analysis on the skills development and economic responsiveness of education and training institutions in South Africa: towards an integrated public-private partnership strategy for skills development in the TVET college system, (2017); Lozano L. M., Garcia-Cueto E., Muniz J., Effect of the number of response categories on the reliability and validity of rating scales, European Journal of Research Methods for the Behavioral and Social Sciences, 4, 2, pp. 73-79, (2008); Malhotra N. K., Marketing Research: an Applied Orientation, (2006); McGowan A. M., Andrews D., Labour market mismatch and labour productivity: evidence from PIAAC data, (2015); OECD skills outlook 2013: first results from the survey of adult skills, (2013); Getting skills right: assessing and anticipating changing skill needs, (2016); Okoye R., Arimonu M. O., Technical and Vocational Education in Nigeria: issues, challenges and a way forward, Journal of Education and Practice, 7, 3, pp. 113-118, (2016); Emerging labour market data sources towards digital TVET, (2018); Park M. G., Vocational content in mass higher education?, responses to the challenges of the labour market and the work-place, pp. 8-10, (2005); Patton M. Q., Qualitative research and evaluation components, (2001); Remington T. F., Public–private partnerships in VET: translating the German model of dual education, (2017); Remington T. F., Public–private partnerships in TVET: Adapting the dual system in the United States, Journal of Vocational Education and Training, 70, 4, pp. 497-523, (2018); Russo G., Serafini M., Ranieri A., Attractiveness is in the eye of the beholder, Empirical Res Voc Ed Train, 11, 7, pp. 1-22, (2019); Scharr A., Yang S., Gleibner K., Vocational education and training and the labour market – a comparative analysis of China and Germany, (2008); Seawright J., Multi-method social science: combining qualitative and quantitative tools, (2016); Sekaran S., Measurement: scaling, reliability, validity, research methods for business: a skill building approach, (2003); Serena P. C., Labour market – concepts, functions, features, patterns, (2017); Siriwardene L. P., Qureshi M. A., TVET in the Asian Region: Issues, Concerns and Prospects, International Handbook of Education for the Changing World of Work, (2009); How China’s economic aggression threatens the technologies and intellectual property of the United States and the world, (2018); The World Bank in China, (2017); Germany unemployment rate, (2019); EFA global monitoring report 2003/2004, gender and education for all, (2003); Third international congress on Technical and Vocational Education and Training on Transforming TVET building skills for work and life, (2012); Priority gender equality action plan, (2014); Assessment of the labour market & skills analysis: Iraq and Kurdistan Region-Iraq, (2019); Wilson D. N., The education and training of knowledge workers, International Handbook on Globalization, Education and Policy Research, (2005); Wonacott M. E., Equity in career and technical education, Myths and Realities, 20, (2002); Wright J., America’s skilled trades’ dilemma: shortages loom as most-in–demand group of workers ages, (2013); Xinyu T., Employment rate remains steady in China, (2019); Zite B. N., Deebom M. T., Enhancing Technical Vocational Education and Training (TVET) as a tool for national development in Nigeria: issues, challenges and strategies, Journal of Education, Society and Behavioural Science, 21, 4, pp. 1-9, (2017); Zuga K. F., Addressing women’s ways of knowing to improve the technology education environment for all students, Journal of Technology Education, 10, 1, (1999)","D.U. Chukwu; Department of Industrial Technical Education, Faculty of Vocational and Technical, University of Nigeria, Nsukka, 410002, Nigeria; email: chukwu.daniel@unn.edu.ng","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85087123116"
"Sani A.; Jamil H.","Sani, Abubakar (57216749925); Jamil, Hazri (36189584400)","57216749925; 36189584400","Entrepreneurship program in Nigeria: Indicators for graduates employability","2020","International Journal of Innovation, Creativity and Change","12","8","","294","308","14","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084453917&partnerID=40&md5=a54895772164082b2d22313457201291","Schools of Educational Studies, Universiti Sains Malaysia, National Higher Education Research Institute, USM, Malaysia","Sani A., Schools of Educational Studies, Universiti Sains Malaysia, National Higher Education Research Institute, USM, Malaysia; Jamil H., Schools of Educational Studies, Universiti Sains Malaysia, National Higher Education Research Institute, USM, Malaysia","The main study aim is to examine the relationship between university graduate unemployment and entrepreneurship activities using data regarding indicators such as new business registration, new business density and ease of doing business. Therefore, this study sampled data from world bank development on the indicators as measures of entrepreneurship for a sample period from 2006-2016. Data on unemployment rate was also collected and analysed using the Ordinary Least Square model. Findings revealed that there is a relationship between the indicators of entrepreneurship activities (ease of doing business, new business registered and business density) and graduate unemployment in Nigeria, indicating that Nigeria needs to have a flexible policy on the time required to start-up and the subsequent cost of business. Therefore, this study concludes that the Nigerian government should create policies to support ease of doing business, and encourage business registration as these have a significant effect on graduate unemployment. © 2020, Primrose Hall Publishing Group.","Business density; Ease of doing business; Entrepreneurship; Graduates' unemployment; New business registered","","","","","","","","Abdul Halit S.N., Ahmad Bustamam U.S., Graduate Entrepreneur, A New Dimension for Graduate Employability: A Case Study at USIM, International Review of Management and Marketing, 6, 8, pp. 333-337, (2016); Abdulkadir A.A., The role of entrepreneurship education in empowering the Nigerian youths, Business Education Journal, 1, pp. 14-22, (2011); Adamu A.A., Entrepreneurship education in furniture craft skills training for selfreliance in a democratic Nigeria, 9th annual national conference of, pp. 2-7, (2012); Adawo M., Graduate Unemployement in Nigeria. Entreprenurship and Venture capital Nexus, Economic and Sustainable Development, 4, 9, pp. 75-81, (2013); Adawo M., Essien E., Ekpo N., Is Nigeria Unemployment Problem Unsolvable?, Current Research, 4, 6, pp. 389-395, (2012); Adesulu D., Senior secondary curriculum to empower students for wealth, (2013); Adiak W.M., Katura J.I., Entreprenuership Education at the Tertiary Level in Nigeria-Imperative for Poverty Reduction and Economic Development, International Journal of Sciences: Basic and Applied Research (IJSBAR), pp. 110-128, (2014); Afolabi F., Yusuf M., Idowu E., Ameliorating the Problem of Unemployment among Graduates through Relevant Functional and Sustainable University Education in Nigeria, International Reveiw of Social Sciences and Humanities, 7, 2, pp. 188-196, (2014); Akintoye J., Reducing Unemployment through the Informal Sector: A case study of Nigeria, Journal of Economics, Finance and Administrative Science, 1, 1, (2008); Akudolu L., A curriculum framework for entrepreneurship education in Nigeria, Unizik Orient Journal of Education, 5, 2, pp. 104-111, (2010); Ani T.G., Effect of Ease of Doing Business to Economic Growth among Selected Countries in Asia, Asia Pacific Journal of Multidisciplinary Research, 3, 5, pp. 139-145, (2015); Anil I., Yigit I., The Relation between Diversification Strategy and Organizational Performance: A Research on Companies Registered to the Istanbul Stock Exchange Market, Procedia-Social and Behavioral Science, 2, 4, pp. 1494-1509, (2011); Atasoy H., Latent entrepreneurship in transition economics, (2015); Bakar R., Aminul Islam M., Lee J., Entrepreneurship Education: Experiences in Selected Countries, International Education Studies, 8, 1, pp. 88-96, (2015); Bakker E.J., Hartmann L., Rem P.C., Turning Magnetic Density Separation into Green Business Using the Cyclic Innovation Model, The Open Waste Management Journal, 3, 3, pp. 99-116, (2010); Balogun K., Unemployment in Africa Paper Presented at African Transformation Forum organized by African Centre for Economic Transformation (ACET), (2016); Bassey G., Atan J., Market Distortions and University Graduate Unemployment in Nigeria, Current Research Journal of Economic theory, 4, 3, pp. 67-76, (2012); Canare T., The Effect of Ease of Doing Business on Firm Creation, Annals of Economics And Finance, 19, 2, pp. 555-584, (2018); Chen Y.F., Lai M.C., Factors Influencing the Entrepreneurial Attitude of Taiwanese Tertiary-Level Business Students, Social Behavior and Personality, 1, 1, pp. 1-12, (2010); Chesbrough H., Business Model Innovation: Opportunities and Barriers, Long Range Planning, 43, 2-3, pp. 354-363, (2010); Chukwu B., Igwe A., Reducing Graduate Unemployment through Entrepreneurship Development, The. African Journal of Social Sciences, 2, 4, pp. 139-152, (2012); Cox S., King D., Skill sets: An approach to embed employability in course design, Education+Training, 48, 4, pp. 264-274, (2006); Dutta D.K., Li J., Merenda M., Fostering entrepreneurship: Impact of sepcialization and diversity in education, International Entrepreneurship and Management Journal, 7, 2, pp. 163-179, (2011); Eneji M., Mai-Laifa D., Wiping S., Socio-Economic Impact of Graduate Unemployment in Nigeria and the Vision 2020, International Journal of Development and Sustainability, 2, 1, pp. 148-178, (2013); Final report of expert group 'Best Procedure' project on education and training for entrepreneurship, European Commission, (2012); Fauziah Y., Sulaiman M.L., The Role of Entrepreneurship Educators on the Higher Education Institutions Students' Entrepreneurial Competencies in Developing Countries, International Conference of Technology Management, Business and Entrepreneurship, pp. 2-4, (2012); Fayolle A., Gailly B., From craft to science: Teaching models and learning processes in entrepreneurship education, 32, 7, pp. 569-593, (2008); National policy on education, (2005); Fentos M., Barry A., Breathing space-graduate entrepreneurs' perspectives of entrepreneurship education in higher education, Education+ Training, 56, 8-9, pp. 733-744, (2014); Fritsch M., Noseleit F., Investigating the anatomy effort of the employment effect of new business formation, Cambridge Journal of Economics, 37, 2, pp. 349-377, (2013); Fritsch M., Schroeter A.S., Why does the effect of new business formation differ across regions?, Small Business Economics, 36, 4, pp. 383-400, (2011); Ghosh S., Regulation and entrepreneurial intention: Cross-country evidence, Jounal of Entrepreneuship and Public Policy, 6, 2, pp. 193-205, (2017); Hussmanns R., Measurement of employment, unemployment and underemployment-current international standard and issues in their application, Bulletin of Labour Statistics, 1, (2007); Hynes B., Costin Y., Birdthistle N., Practice-based learning in entrepreneurship Education: A means of connecting Knowledge Producers and users, Higher Education, Skills and Work-based Learnin, 1, 1, pp. 16-28, (2011); Ismail M.H., Developing Entrepreneurship Education: Empirical Findings from Malaysia Polytechnics, (2010); Israel K.J., Johnmark D.R., Entrepreneurial Mind-Set among Female University Students: A Study of University of Jos Students, Nigeria, Chinese Business Review, 13, 5, pp. 320-332, (2014); Jafarnejad A., Abbaszadeh M.A., Ebrahimi M., Abtahi S.M., Analysis of Barriers to Entrepreneurship in Small and Medium-sized Enterprises (SMEs), International Journal of Academic Research in Economics and Management Sciences, 2, 4, pp. 207-216, (2013); Karki B.B., Doing Business and Role of Government for Entrepreneurship Development, The Journal of Nepalese Business Studies, 2, 1, pp. 53-62, (2010); Klapper L., Amit R., Guillen M.F., Quesada J.M., Entrepreneurhip and firm formation across countries, (2007); Mansor M., Othman N., Consulting-Based Entrepreneurship Education in Malaysian Higher Education Institutions, 2011 International Conference on Social Science and Humanity IPEDR, pp. 163-167, (2011); Menzies T., Vai, Entrepreneurship education and engineering students: Career path and business performance, The International Jurnal of Entrepreneurship and Innovation, 4, 2, pp. 121-132, (2003); Ngang K.T., Soft Skills Integrated in Sustainable Higher Education, Journal of Modern Education Review, 1, 2, pp. 99-110, (2011); Nwekeaku C., Entrepreneurship Education and Challenges to Nigerian Universities, Journal of Education and Practice, 4, 3, pp. 51-56, (2013); Ogwu E.N., Omeje M.O., Nwokenna E.N., Structural Curriculum Reform and Uemployment among Youths in Nigeria: Implications for Peace and Development, International Journal of Humanities Social Sciences and Education, 1, 12, pp. 44-50, (2014); Ojeifor S.A., Entrepreneurship Education in Nigeria. A Panacea for Youth Unemployment, Journal of Education and Practice, 12, 6, pp. 61-67, (2013); Okoye M.E., Curriculum development and quality assurance in education, International conference of the Institute of Education, pp. 6-7, (2012); Olagunju O.O., Ikeolumba J.O., The Evaluation of the National Policy on Ease of Doing Business in Nigeria, European Scientific Journal, 1, 5, pp. 216-225, (2019); Olukayode L., Graduate Unemployment in Nigeria: Causes, Consequences and Remediable Approaches, American International Journal of Contemporary Research, 7, 4, pp. 63-73, (2017); Oluyomi S., Adedeji S., Skills Mismatch Among University Graduates in the Nigeria Labour Market, US-China Education Review, 1, 2, pp. 90-99, (2012); Omojolaibi J., Okenesi T., Mesagan E.P., Fiscal Policy and Private Investment in Selected West African Countries, CBN Journal of Applied Statistics, 7, 1, pp. 277-309, (2015); Onojetah S.O., Amiaya A.O., Towards implementing a model of multiple contexts of entrepreneurship education/studies curriculum and instruction in Nigeria's tertiary institutions, Journal of business administration and education, 3, 1, pp. 25-50, (2013); Paul E.O., Entrepreneurship Education, (2005); Pickernell D., Packham G., Jones P., Miller C., Thomas B., Graduate entrepreneurs aredifferent: They access moreresources?, International Journal of Entrepreneurial Behavior & Research, 17, 2, pp. 183-202, (2011); Curriculum blamed for unemployment, (2012); Segel G., Schoenfeld J., Borgia D., Which classroom-related activities enhance students' entrepreneurial interests and goals? A social cognitive career theory perspective, Academy of Entreprenuership Journal, 13, 2, pp. 7-9, (2007); Sozen F., Is an Entrepreneurial Mindset Something You Can Teach and Learn?, (2005); Teece D.J., Business Models, Businee Strategy and Innovation, Long Range Planning, 43, 2-3, pp. 172-194, (2010); Doing business 2013: Smarter regulations for small and medium-size enterprises, (2012); Wu W.-W., A Competency-based Model for the Success of an Entrepreneurial Start-up, WSEAS Transactions on Business and Economics, 6, 6, pp. 279-291, (2009); Yu W., Ai T., Shao S., The analysis and delimitation of central business district using network Kernel density estimation, Journal of Transport Geography, 4, 5, pp. 32-47, (2015)","","","Primrose Hall Publishing Group","","","","","","22011315","","","","English","Int. J. Innov. Creat. Change","Article","Final","","Scopus","2-s2.0-85084453917"
"Guitert M.; Romeu T.; Colas J.-F.","Guitert, Montse (24824716400); Romeu, Teresa (56011167100); Colas, Jean-François (57191251790)","24824716400; 56011167100; 57191251790","Basic digital competences for unemployed citizens: conceptual framework and training model","2020","Cogent Education","7","1","1748469","","","","12","10.1080/2331186X.2020.1748469","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083528688&doi=10.1080%2f2331186X.2020.1748469&partnerID=40&md5=eda315a12a5b73a7bfcefa6a38af8b72","Faculty of Psychology and Education Sciences, Universitat Oberta de Catalunya (UOC), Barcelona, Spain","Guitert M., Faculty of Psychology and Education Sciences, Universitat Oberta de Catalunya (UOC), Barcelona, Spain; Romeu T., Faculty of Psychology and Education Sciences, Universitat Oberta de Catalunya (UOC), Barcelona, Spain; Colas J.-F., Faculty of Psychology and Education Sciences, Universitat Oberta de Catalunya (UOC), Barcelona, Spain","Digital competence is a transversal key competence increasingly required by the labour market as well as by the job search process itself, most of which has now shifted online. Individuals who have not developed the most basic digital technology skills are most at risk for long-term unemployment. We argue that to bridge the skills gap of digitally-excluded, unemployed citizens we should create a common understanding of what are the most essential digital competences they require, in particular, to solve their job seeking problems. The resulting conceptual framework should aim to facilitate the design of an elementary but comprehensive practical learning programme through which adult learners can readily develop self-efficacy using digital technologies. To fulfil this need, we provide a holistic framework within which ten essential digital competences for unemployed citizens are identified and contextualised. It is grounded on an analysis of generic digital competence frameworks and existing employability-enhancing digital training initiatives. The applicability of this new “basic digital competences” framework was tested using an iterative process of evaluation with practitioners involved in programmes for the unemployed, and through the design of a challenge-based learning project that provides a practical training model for the implementation of the framework in an integrated and transversal manner. © 2020, © 2020 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.","basic digital competences; conceptual framework; digital job seeking; employability; training model","","","","","","Elan Interculturel (France); Képes Alapìtvány; European Commission, EC; Erasmus+, (017-1-NL01-KA204-035270)","Funding text 1: This work was supported by the Erasmus+ [017-1-NL01-KA204-035270]. This study was developed within the framework of the SELFEE Digital Literacy and Social Emotional Learning for Engagement and Employment project (reference no.: 017-1-NL01-KA204-035270). The SELFEE project was funded by the European Commission’s Erasmus+ Programme. We wish to acknowledge the participation of the digital experts in digital competence and employability for their evaluation of the conceptual framework, as well as the SELFEE partners La Xixa (Spain), Képes Alapìtvány (Hungary), Elan Interculturel (France) and DW-RS (the Netherlands) in activities of the Practitioners focus group.; Funding text 2: This study was developed within the framework of the SELFEE Digital Literacy and Social Emotional Learning for Engagement and Employment project (reference no.: 017-1-NL01-KA204-035270). The SELFEE project was funded by the European Commission’s Erasmus+ Programme. We wish to acknowledge the participation of the digital experts in digital competence and employability for their evaluation of the conceptual framework, as well as the SELFEE partners La Xixa (Spain), Képes Alapìtvány (Hungary), Elan Interculturel (France) and DW-RS (the Netherlands) in activities of the Practitioners focus group. ","Accreditation in ICT skills; Anderson T., Shattuck J., Design-based research: A decade of progress in education research?, Educational Researcher, 41, 1, pp. 16-20, (2012); Antoninis M., Montoya S., A global framework to measure digital literacy, Blog, (2018); Baztan P., Guitert M., Romeu T., Conceptual framework on digital competences in primary and secondary schools in Europe, Proceedings, pp. 5081-5090, (2017); Belshaw D., The essential elements of digital literacies, (2017); Bichelmeyer B., The ADDIE model: A metaphor for the lack of clarity in the field of IDT, IDT Record, (2005); Bradley B., Restuccia D., Rudnicki C., Bittle S., The digital edge: Middle-skill workers and careers, (2017); Branch R.M., Instructional design: The ADDIE approach, 722, (2009); Brown M., A critical review of frameworks for digital literacy: Beyond the flashy, flimsy and faddish, Blog, (2017); Carretero S., Vuorikari R., Punie Y., DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use (No. JRC106281), Joint Research Centre (Seville Site), (2017); Cartelli A., Giovannella C., Digital literacy and digital competence: Facts, problems, needs & trends, (2015); Centeno Alayon P., A standardization experience using the ADDIE model in the development of subject guides, E-Ciencias de la Información, 7, 1, pp. 216-227, (2017); The Digital Economy and Society Index (DESI) report 2018–Human capital, (2018); New report shows digital skills are required in all types of jobs, (2017); ICT for work: Digital skills in the workplace, (2017); Digital skills & jobs coalition initiatives repository; 18th European Conference on Research Methods in Business and Management. Editor Prof. Anthony Stacey. Academic Conferences and publishing limited. ISBN 1912764210, 9781912764211. p382, (2019); European classification of skills, competences, occupations and qualifications, (2017); European semester thematic fiche digital single market: Digital skills and jobs, (2016); Council recommendation on key competences for lifelong learning, (2018); Ferrari A., Digital competence in practice: An analysis of frameworks, (2012); Gilster P., Digital literacy, (1997); Go ON UK basic digital skills; Guitert Catasus M., Romeu Fontanillas T., Romero Carbonell M., Digital competence training proposals in the UOC context: A transforming vision, (2015); Hackathorn J., Solomon E.D., Blankmeyer K.L., Tennial R.E., Garczynski A.M., Learning by doing: An empirical study of active teaching techniques, Journal of Effective Teaching, 11, 2, pp. 40-54, (2011); Nichols Hess A.K., Greer K., Designing for engagement: Using the ADDIE model to integrate high-impact practices into an online information literacy course, Communications in Information Literacy, 10, 2, (2016); Kluzer S., Guidelines on the adoption of DigComp, (2015); Knobel M., Lankshear C., Digital literacy and digital literacies: Policy, pedagogy and research considerations for education, Nordic Journal of Digital Literacy, 1, 1, pp. 12-24, (2006); Knowles M.S., Holton E.F., Swanson R.A., The adult learner, (2012); Martin A., Grudziecki J., DigEuLit: Concepts and tools for digital literacy development, Innovation in Teaching and Learning in Information and Computer Sciences, 5, 4, pp. 1-19, (2006); Nichols M., Cator K., Torres M., Challenge-based learner user guide. Digital Promise, (2016); Poce A., Amenduni F., Re M., De Medio C., Preparation and implementation of the pilot-phase, Open Virtual Mobility Erasmus+ (2017-2020), (2019); Reeves T., Design research from a technology perspective, In educational design research, pp. 64-78, (2006); Rodriguez Fernando M., Martinez Juan G., A methodological proposal in the adaptation of virtual learning classes for engineering faculties, Revista Espacios, 38, 55, (2017); Social emotional learning for job searchers, (2018); Digital literacy & social emotional learning for engagement and employment, (2018); Basic digital competences for job searchers–Guide for trainers, (2018); The SELFEE method - a handbook for trainers, (2019); Smith A., Searching for work in the digital era, Pew Research Center 19, (2015); Training for unemployed people in Catalonia, (2009); Vuorikari R., Punie Y., Gomez S.C., Van Den Brande G., DigComp 2.0: The digital competence framework for citizens, Joint Research Centre (Seville Site), (2016); Withers E., Jacobs G., Pizzolato D., Castek J., Pendell K.D., Reder S., Job seeking learners: digital literacy acquisition case study, (2015)","J.-F. Colas; Universitat Oberta de Catalunya, Spain; email: jfcolas@uoc.edu","","Taylor and Francis Ltd.","","","","","","2331186X","","","","English","Cogent Educ.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85083528688"
"Baliyan S.P.; Mosia P.A.; Baliyan P.S.","Baliyan, Som Pal (35782903100); Mosia, Paseka Andrew (56966643100); Baliyan, Pritika Singh (57218830983)","35782903100; 56966643100; 57218830983","Gender differences in entrepreneurial attitudes and constraints: Do the constraints predict university agriculture graduates’ attitudes towards entrepreneurship?","2020","International Journal of Higher Education","9","5","","259","273","14","0","10.5430/ijhe.v9n5p259","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090375009&doi=10.5430%2fijhe.v9n5p259&partnerID=40&md5=91098d71f24c54cd8d7c56bb556b6bb7","Botswana University of Agriculture and Natural Resources, Botswana; National University of Lesotho, Lesotho; University of Botswana, Botswana","Baliyan S.P., Botswana University of Agriculture and Natural Resources, Botswana; Mosia P.A., National University of Lesotho, Lesotho; Baliyan P.S., University of Botswana, Botswana","This quantitative study analyzed and predicted gender differences of agriculture graduates’ attitudes towards and challenges in entrepreneurship in Botswana. The study adopted a descriptive and correlational survey research design. A valid and reliable questionnaire was used for data collection through a survey of randomly sampled 149 final year agriculture graduate students (n=149). Inferential statistical tools of Independent t-test and Regression analysis were used for data analysis. The findings of the study determined three important attitudinal factors as: entrepreneurship results in economic growth of a country, employability and income generation and, entrepreneurship improves individual and social growth. Three important constraints in entrepreneurship were lack of land, lack of proper infrastructure and, lack of capital. These top attitudinal factors as well as constraints were the same for the male and female graduates despite of their ranking and importance. A gender difference in students’ attitudes towards entrepreneurship was established while no gender difference in the challenges in entrepreneurship was found. Out of fifteen constraints in entrepreneurship under study, only three constraints namely, lack of land, high competition in market and lack of capital, were determined as significant predictors of the graduates’ attitudes towards entrepreneurship. It is recommended that these three factors be made priorities while making policies for entrepreneurship development in the country. Further study is recommended to explore the perceptions of graduates on the possible ways to improve on these three predicting constraints and explore latent constraints predicting graduates’ attitude towards entrepreneurship. Those findings may provide better ideas in planning policies for entrepreneurial development among agriculture graduates in Botswana. © 2020, Sciedu Press. All rights reserved.","Agriculture entrepreneurship; Agriculture graduates; Botswana; Entrepreneurial attitude; Entrepreneurial constraints; Gender differences","","","","","","","","Abor J., Quartey P., Issues in SME development in Ghana and South Africa, International Research Journal of Finance and Economics, 39, pp. 218-228, (2010); Abubakar H. 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"Jackson D.; Meek S.","Jackson, Denise (37053893700); Meek, Stephanie (57204031277)","37053893700; 57204031277","Embedding work-integrated learning into accounting education: the state of play and pathways to future implementation","2020","Accounting Education","","","","1","23","22","25","10.1080/09639284.2020.1794917","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088128997&doi=10.1080%2f09639284.2020.1794917&partnerID=40&md5=cc82bdf4ee19c80082d01663a653baa6","School of Business and Law, Edith Cowan University, Joondalup, Australia","Jackson D., School of Business and Law, Edith Cowan University, Joondalup, Australia; Meek S., School of Business and Law, Edith Cowan University, Joondalup, Australia","There is increasing pressure on higher education institutions to better prepare students for future work, augmented by widespread measurement of their performance using graduate employment metrics. Accounting is no exception with growing attention on whether, and in what ways, accounting curricula is aligning to labor market demands. This paper considers the importance of career preparedness among accounting students and higher education institutions’ effectiveness in achieving graduate outcomes that meet the needs of the profession. It contemplates the challenges in preparing accounting students for contemporary work and explores current practice in authentic and practical learning, particularly emergent forms of work-integrated learning (WIL) that are considered pivotal for engaging diverse student cohorts with the profession. We present key considerations when designing and implementing quality WIL programs, along with suggested strategies for enhancing WIL in the accounting discipline. The paper broadens thinking beyond internships to effectively strengthen accounting curricula in meeting industry needs. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.","accounting; career readiness; Employability; future work; work-integrated learning","","","","","","Edith Cowan University, ECU","This work was supported by Edith Cowan University.","Abeysekera I., Issues relating to designing a Work-Integrated Learning (WIL) program in an undergraduate accounting degree program and its implications for the curriculum, Asia-Pacific Journal of Cooperative Education, 7, 1, pp. 7-15, (2006); Adler R., Stringer C., Practitioner mentoring of undergraduate accounting students: Helping prepare students to become accounting professionals, Accounting and Finance, 58, 4, pp. 939-963, (2018); Ajjawi R., Boud D., Marshall D., Repositioning assessment-as-portrayal: What can we learn from celebrity and personal studies?, Reimagining university assessment in a digital world, (2020); All A., Castellar E.P.N., Van Looy J., Assessing the effectiveness of digital game-based learning: Best practices, Computers & Education, 92, 71, pp. 90-103, (2016); Astin A., Sax L., Avalos J., Long-term effects of volunteerism during the undergraduate years, The Review of Higher Education, 22, 2, pp. 18-202, (2003); Department of education research snapshot–December 2019, (2019); Performance-based funding for the commonwealth grant scheme, (2019); Barrie S., Pizzica J., Reimagining university curriculum for a disrupted future of work: Partnership pedagogy, Education for employability, 2, pp. 143-152, (2019); Batistic S., Tymon A., Networking behaviour, graduate employability: A social capital perspective, Education + Training, 59, 4, pp. 374-388, (2017); Bayerlein L., Curriculum innovation in undergraduate accounting degree programmes through “virtual internships”, Education+ Training, 57, 6, pp. 673-684, (2015); Behn B., Ezzell W., Murphy L., Rayburn J., Stith M., Strawser J., The pathways commission on accounting higher education: Charting a national strategy for the next generation of accountants, Issues in Accounting Education, 27, 3, pp. 595-600, (2012); Billett S., Curriculum and pedagogical bases for effectively integrating practice-based experiences, (2011); Bilsland C., Carter L., Wood L., Work integrated learning internships in transnational education, Education + Training, 61, 3, pp. 359-373, (2019); Boyce G., Critical accounting education: Teaching and learning outside the circle, Critical Perspectives on Accounting, 15, 4, pp. 565-586, (2004); Bridgstock R., The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills, Higher Education Research and Development, 28, 1, pp. 31-44, (2009); Bridgstock R., Graduate employability 2.0: Social networks for learning, career development and innovation in the digital age, (2016); Brimble M., Cameron C., Freudenberg B., Fraser C., MacDonald K., Collaborating with industry to enhance financial planning and accounting education, Australian Accounting Business and Finance Journal, 6, 4, pp. 79-93, (2012); Brough M., Correa-Velez I., Crane P., Johnstone E., Marston G., Work-Integrated Learning in social work and human services: Assessment of financial stress associated with student placements, (2014); Burke C., Scurry T., Blenkinsopp J., Navigating the graduate labour market: The impact of social class on student understandings of graduate careers and the graduate labour market, Studies in Higher Education, pp. 1-12, (2019); Graduate employability skills, (2007); Campbell M., Russell L., McAllister L., Smith L., Tunny R., Thomson K., Barrett M., A framework to support assurance of institution-wide quality in work-integrated learning, (2019); Capelo C., Lopes A., Mata A., A simulation-based approach for teaching the systems perspective of strategic performance management, Accounting Education, 24, 1, pp. 1-26, (2015); Cappelletto G., Challenges facing accounting education in Australia, (2010); Carenys J., Moya S., Perramon J., Is it worth it to consider videogames in accounting education? 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Jackson; School of Business and Law, Edith Cowan University, Joondalup, Australia; email: d.jackson@ecu.edu.au","","Routledge","","","","","","09639284","","","","English","Account. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85088128997"
"Mtshali T.I.; Ramaligela M.S.","Mtshali, Thokozani Isaac (57210630260); Ramaligela, Manto Sylvia (57194980091)","57210630260; 57194980091","Contemporary employability skills needed for learners to succeed in the civil technology field in the 4ir era","2020","Journal of Technical Education and Training","12","3 Special Issue","","29","40","11","10","10.30880/jtet.2020.12.03.003","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091633489&doi=10.30880%2fjtet.2020.12.03.003&partnerID=40&md5=97535eb9e290e55b22847d3e6ae1e23a","Department of Mathematics, Science and Technology Education, University of Limpopo, Sovenga, Polokwane, 0727, South Africa","Mtshali T.I., Department of Mathematics, Science and Technology Education, University of Limpopo, Sovenga, Polokwane, 0727, South Africa; Ramaligela M.S., Department of Mathematics, Science and Technology Education, University of Limpopo, Sovenga, Polokwane, 0727, South Africa","The contribution of Civil Technology to the Fourth Industrial Revolution (4IR) is largely dependent on whether learners can acquire the necessary knowledge and skills that will make them employable in this field. The 4IR is characterised by rapid technological advances which are changing the face of many industry sectors. Competition is at an all-time high and the need to keep pace with technological shifts has never been so great. Not surprisingly, Civil Technology teachers have a crucial role to play in ensuring that learners are able to confidently make the transition from the classroom to the world of work. In this regard, teachers must have the ability to stimulate learners’ interest and nurture their talents in one or more Civil Technology specialisation/s, but they themselves must have sufficient knowledge and skills if they are to be effective educators. The purpose of the study was to explore what contemporary employability skills are needed for learners to ultimately succeed in the Civil Technology field in the 4IR era. An explanatory sequential mixed-method approach was followed, using both quantitative and qualitative research methods. A key finding was that although Civil Technology teachers are well aware of the importance of remaining responsive to industry needs in the 4IR era, they faced many personal and administrative challenges when it came to actually developing the necessary skills among their learners. Teachers also displayed a general lack of awareness of the value that Civil Technology could deliver to companies, entrepreneurs and the economy as a whole. The study lifted the lid on an important, but until now neglected, area of research which warrants more in-depth investigations, particularly how to bring teachers up to speed in a fast-changing environment. © 2020 UTHM Publisher. All rights reserved.","4IR; Civil technology; Employability skills; Hands-on skills","","","","","","Department of Research Administration and Development in the University of Limpopo; SASOL Inzalo Foundation","The authors would like to thank all the TVET institutions of Limpopo province, the SASOL Inzalo Foundation and the Department of Research Administration and Development in the University of Limpopo for supporting this research project.","Afeti G., Revitalising technical and vocational education and training in Africa: Issues outstanding, Journal of Vocational, Adult and Continuing Education and Training, 1, 1, (2018); Graduate Employability Indicators: Introduction and User Guide, (2011); Autio O., Soobik M., Thorsteinsson G., Olafsson B., The development of craft and technology education curriculums and students’ attitudes towards technology in Finland, Estonia and Iceland, International Journal of Contemporary Educational Research, 2, 1, pp. 22-34, (2015); Bless C., Higson-Smith C., Fundamentals of Social Research Methods: An ed.), (2000); Bryman A., Bell E., Business Research Methods, (2007); Chan S. 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M., Mixed method design: Principles and procedures, 4, (2016); Mtshali T. I., Critical thinking skills for Civil Technology practical assessment tasks (PATs), World Transactions on Engineering and Technology Education (WIETE), 18, 2, pp. 237-241, (2020); Mtshali T. I., Ramaligela S. M., The Rhetoric of Hands-On Practical Skills: Advancement of Innovative Teaching and Learning Techniques in Civil Technology, Socio-Economic Perspectives on Vocational Skill Development: Emerging Research and Opportunities, pp. 31-55, (2020); Mtshali T. I., Ramaligela S. M., Makgato M., Usage of digital resources in Civil Technology: A case of teaching tools and equipment, African Journal of Science, Technology, Innovation and Development, (2019); Mtshali T. I., Ramaligela S. M., Makgato M., Challenges faced by Civil Technology teachers in preparing and presenting theory and practical lessons in South African schools: A case of five schools in the Ekurhuleni district, (2018); Mukhoti B. B., Agriculture and employment in developing countries: Strategies for effective rural development, (2019); Mutereko S., Wedekind V., Work integrated learning for engineering qualifications: a spanner in the works, Journal of Education and Work, 29, 8, pp. 902-921, (2016); Mwaokolo P. O. E., Related thoughts in vocational education. The development of world experiences, (2003); Nwambam A. S., Nnennaya O. O., Nwankpu I. S., Evaluating the entrepreneurship education programme in Nigerian universities for sustainable development, Journal of Entrepreneurship Education, 21, 1, pp. 1-13, (2018); Nyerere J., Youth Unemployment in Kenya: Incorporating Entrepreneurial and Transferable Skills in Education, Youth Entrepreneurship and Africa’s Sustainable Industrialization, (2018); Oviawe J. I., Uwameiye R., Uddin P. 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J., Designing instructional systems: Decision making in course planning and curriculum design, (2016); Schmidt W., Future civil engineering challenges ‒ skill requirements, new professional profiles and implementation, (2017); Sibiya A. T., Nyembezi N., Examining factors that shape Technical Vocational Education and Training engineering students’ understanding of their career choices, Transformation in Higher Education, 3, (2018); Smith D. D., Tyler N. C., Effective inclusive education: Equipping education professionals with necessary skills and knowledge, Prospects, 41, 3, (2011); Sproull B., The Problem-solving, Problem-prevention, and Decision-making Guide: Organized and Systematic Roadmaps for Managers, (2018); Stronge J. H., Qualities of effective teachers, (2007); Tcherneva P. R., The Job Guarantee: Design, Jobs, and Implementation, (2018); Teddlie C., Tashakkori A., Foundations of mixed methods research, (2009); Turner G. 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Mtshali; Department of Mathematics, Science and Technology Education, University of Limpopo, Polokwane, Sovenga, 0727, South Africa; email: thokozanimtshali63@yahoo.com","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","","Scopus","2-s2.0-85091633489"
"Diver G.","Diver, Gerard (57191061563)","57191061563","Emotional challenges and pre-placement preparations: a cross-disciplinary, longitudinal study of “learner-worker” undergraduates (in an Irish HEI)","2020","Higher Education, Skills and Work-based Learning","11","2","","386","405","19","2","10.1108/HESWBL-03-2019-0038","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086280565&doi=10.1108%2fHESWBL-03-2019-0038&partnerID=40&md5=96a1eeb450e9080327ea8a20663c66d1","Liverpool John Moore University, Liverpool, United Kingdom","Diver G., Liverpool John Moore University, Liverpool, United Kingdom","Purpose: The aim of this cross-disciplinary, year-long, longitudinal qualitative study was to gain useful insights into the experiences of undergraduates undertaking work placements, focussing particularly upon their emotional responses to the challenges facing them. The research involved a small group of students from an HEI in northwest Ireland, drawn from four very different programmes. They were interviewed at length both before and after their placement, and also made available their reflective learning journals, kept over the course of their placements. A critical examination of the data looks to the psychological and emotional demands of undergraduate work placement and argues the need for rigorous preparation pre-placement and good pastoral support before, during and after the exercise. Although based in Ireland, the findings pose generic dilemmas: the issues encountered (and the solutions suggested) are by no means exclusive to Irish HE, as the literature review indicates. Design/methodology/approach: As a means to capturing the thoughts, feelings, fears, and hopes of the participants’ pre and post-placement, the core research questions were: “How effectively do work placements bridge the gap between HE institutions and the workplace?” and “Do placements prepare students emotionally for the workplace and /or lead to improved academic performance?” By answering from the perspective of their own experiences, several key themes emerged, namely: Expectations and preparation pre-placement; Contexts, remits and roles during placement; Learning gain (as enhanced employability and/or improved academic ability). Findings: The findings suggest that a wide range of employer-valued transferable key skills (together with improved self-confidence, psychological resilience, and emotional maturity) may be gained via informal modes of workplace learning, but that some of the activities carried out by worker-learners during placement may vary widely. It is, therefore, important to prepare students thoroughly pre-placement, support them throughout the process, and act promptly upon their feedback. A draft checklist aimed at placement mentors, academic tutors and course leaders is offered here based upon the study’s findings: its generic nature means that it looks beyond HE in Ireland, and could be of use in crafting meaningful work-based learning opportunities and tangible employability outcomes irrespective of jurisdiction or discipline. Research limitations/implications: Although small in scale (eight participants) and based in Ireland this two-year study is cross-disciplinary and deals with generic issues of interest to those involved in Higher Education, namely, under-graduate employability, emotional maturity, learning gain, reflective learning, and the pastoral care of placement students (as learner-workers). Practical implications: Having undergraduate students complete some form of bespoke, enhanced pre-placement training (modular or extra-mural) could also potentially avoid: Misperceptions or misunderstandings over placement terms (structure, content, duration) between placement provider, student and college Concerns on the part of placement providers that they might not be taking on high-calibre undergraduate students, thereby risking their own practice or reputation Social implications: Such “pre-employability” training could increase the likelihood of placement students being willing or able to take on extra-mural voluntary roles in profession-relevant organisations, e.g. charities, NGOs, with the associated benefits in terms of CV-building, maturity, personal development and reputation. Pre-placement preparation could include role-play, to help accustom students to the likely (or indeed unlikely) events and scenarios often associated with their future careers, and to thus embed a greater sense of self-confidence, and limit or prevent anxiety. Ensuring that students have had a good grounding in both the norms and potential demands of their chosen profession is key: this, in turn, would ensure that they are also keenly aware, pre-placement, of their own abilities, limitations and any knowledge gaps. Originality/value: The work offers “front-row” insights into the student experience across four very different disciplines: it provides a useful platform for “the student voice” in terms of a pre and post-placement “snap shot” of their hopes, expectations, and not least, their emotional responses to the challenges of placement. It highlights the importance of robust preparation and comprehensive pastoral care. © 2020, Emerald Publishing Limited.","Emotional resilience; Employability; HE; Learning gain; Placement","","","","","","","","What Do Graduates Do? 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Thomas L., Building Student Engagement and Belonging in Higher Education at a Time of Change: Final Report from the what Works? Student Retention & Success Programme, (2012); Trowler P., Bamber V., Saunders M., Enhancing Learning, Teaching, Assessment and Curriculum in Higher Education: Theories, Cases, Practices, (2009); Wainwright D., Sambrook S., Unintended consequences? The ethics of data collection in an ethnographic study of the psychological contracts of health and social care employees, Conference Paper; The 4th Annual Joint University of Liverpool Management School and Keele University Institute for Public Policy and Management Symposium on Current Developments in Ethnographic Research in the Social and Management Sciences, (2009); Wilson T., A Review of Business–University Collaboration, (2012)","G. Diver; Liverpool John Moore University, Liverpool, United Kingdom; email: gerarddiver@hotmail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85086280565"
"Langørgen E.; Magnus E.","Langørgen, Eli (24366475600); Magnus, Eva (7006984946)","24366475600; 7006984946","‘I have something to contribute to working life’–students with disabilities showcasing employability while on practical placement","2020","Journal of Education and Work","33","4","","271","284","13","12","10.1080/13639080.2020.1767766","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086336871&doi=10.1080%2f13639080.2020.1767766&partnerID=40&md5=a50072ce090b933618e021df19dc1c26","Norwegian University of Science and Technology (NTNU), Department of Neuromedicine and Movement Science, Trondheim, Norway","Langørgen E., Norwegian University of Science and Technology (NTNU), Department of Neuromedicine and Movement Science, Trondheim, Norway; Magnus E., Norwegian University of Science and Technology (NTNU), Department of Neuromedicine and Movement Science, Trondheim, Norway","This study explores the practical placement experiences of students with disabilities who are attending professional higher education in Norway. Despite legislative regulations to promote equal opportunities, many students with disabilities face barriers to participation in higher education. In professional education, practical placement is a part of the curriculum. However, the transition from the campus classroom to practical placement puts an extra demand on the students to disclose their disabilities and request accommodation; it also puts demands on academic staff and placement supervisors to arrange support. Based on interviews with 14 students in teacher, social work and healthcare programmes, the study highlights the opportunities that placement gave these students to experiment with the demands of work, learn about their own capacity, and test out solutions for accommodation. Practical placement was also an arena where the students worked hard to develop and demonstrate their resources as proficient future professionals. However, due to structural barriers and insufficient planning, the students risked not being able to cope with the demands of placement and to demonstrate their proficiency. The study revealed that planning prior to placement was essential in providing optimal opportunities for students with disabilities to learn and to market their employability. © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","higher education; placement; professional programmes; Students with disabilities","","","","","","Norwegian State Educational Loan Fund; Norges Teknisk-Naturvitenskapelige Universitet, NTNU, (974 767 880)","Funding text 1: This work was supported by the Norwegian University of Science and Technology [grant number 974 767 880]. The authors would like to thank the students for taking time to share their experiences.; Funding text 2: In Norway, there is no tuition for higher education. For living expenses, students can obtain loans and grants from The Norwegian State Educational Loan Fund. Still, one third of the students have paid work while studying; more than 50% of those who work, their paid job is closely linked to their field of study (Hauschildt, Vögtle, and Gwosć ). From 22 years of age, students with disabilities can apply for benefits from The Norwegian Labour and Welfare Service (NAV). The benefits are limited to 3 years, with the possibility of a one-year extension due to social or health problems. ","Ashcroft T.J., Lutfiyya Z.M., Nursing Educators’ Perspectives of Students with Disabilities: A Grounded Theory Study, Nurse Education Today, 33, 11, pp. 1316-1321, (2013); Bo T.P., Haland I., Funksjonshemma på arbeidsmarknaden. [Disabled in the Labor Market]. 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Facing up to Challenges in the Training of Veterinary Practitioners, Towards Inclusive Learning in Higher Education. Developing Curricula for Disabled Students, (2006); Convention on the Rights of Persons with Disabilities, (2006)","E. Langørgen; Department of Neuromedicine and Movement Science, NTNU, Trondheim, Tungasletta 2, NO-7004, Norway; email: eli.langorgen@ntnu.no","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85086336871"
"Elo M.; Aman R.; Täube F.","Elo, Maria (55760784700); Aman, Raushan (57219484896); Täube, Florian (14051038400)","55760784700; 57219484896; 14051038400","Female Migrants and Brain Waste – A Conceptual Challenge with Societal Implications","2020","International Migration","","","","","","","13","10.1111/imig.12783","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85093097504&doi=10.1111%2fimig.12783&partnerID=40&md5=3475bbf07bbc7fb840bee1a395a8fb04","University of Southern Denmark, Odense, Denmark; Shanghai University, Shanghai, China; Åbo Akademi University, Turku, Finland; University of Oulu, Oulu, Finland; European Management School, Mainz, Germany; Université libre de Bruxelles, Brussels, Belgium","Elo M., University of Southern Denmark, Odense, Denmark, Shanghai University, Shanghai, China, Åbo Akademi University, Turku, Finland; Aman R., University of Oulu, Oulu, Finland; Täube F., European Management School, Mainz, Germany, Université libre de Bruxelles, Brussels, Belgium","Global careers and highly skilled expatriates employing their talent in diverse contexts of the world tend to be conceptualized as “male”, and recognized diplomas represent employability. Despite the increasing feminization of migration, highly skilled female migrants and their contributions to economies through careers or entrepreneurship remain overlooked. Many obstacles impede the full employment of their talents. We review extant literature and argue that female migrant talent merits more detailed conceptual attention. By analysing interview data from 2010 to 2019 in two advanced European countries, we found that female migrants suffer from brain waste in multiple ways, partly due to external institutional aspects and discrimination and partly due to inherent internalized practices and sociocultural norms. We call for greater intersectionality and interdisciplinarity in examining equality to advance female economic participation. Private and public sectors may improve female talent perception, integration and employment by developing specific responses to the problems identified. © 2020 The Authors. 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How high-skill immigration makes everyone better off, Brookings Review, 20, 1, pp. 28-31, (2002); Saxenian A.L., From brain drain to brain circulation: Transnational communities and regional upgrading in India and China, Studies in Comparative International Development, 40, 2, pp. 35-61, (2005); Schiller N.G., Caglar A., Locating migrant pathways of economic emplacement: Thinking beyond the ethnic lens, Ethnicities, 13, 4, pp. 494-514, (2013); Schittenhelm K., Schmidtke O., Integrating highly skilled migrants into the economy: Transatlantic perspectives, International Journal, 66, 1, pp. 127-143, (2010); Schlenker E., The labour supply of women in STEM, IZA Journal of European Labor Studies, 4, 1, (2015); Shah C., Long M., Windle J., Recognition of Skills and Qualifications: Labour Mobility and Trade in Services, (2007); Shinozaki K., Gender and citizenship in academic career progression: an intersectional, meso-scale analysis in German higher education institutions, Journal of Ethnic and Migration Studies, 43, 8, pp. 1325-1346, (2017); Silverman D., Interpreting Qualitative Data: Methods for Analyzing Talk, Text and Interaction, (2001); Sinkovics R.R., Alfoldi E.A., Progressive focusing and trustworthiness in qualitative research, Management International Review, 52, 6, pp. 817-845, (2012); Slade B.L., Migrating professional knowledge: Progressions, regressions, and dislocations, New Directions for Adult and Continuing Education, 146, pp. 65-74, (2015); Sonderegger P., Taube F., Cluster life cycle and diaspora effects: Evidence from the Indian IT cluster in Bangalore, Journal of International Management, 16, 4, pp. 383-397, (2010); Stahl G.K., Miller E.L., Tung R.L., Toward the boundaryless career: A closer look at the expatriate career concept and the perceived implications of an international assignment, Journal of World Business, 37, 3, pp. 216-227, (2002); Stark O., Bloom D.E., The new economics of labor migration, The American Economic Review, 75, 2, pp. 173-178, (1985); Syed J., Murray P., Combating the English language deficit: the labour market experiences of migrant women in Australia, Human Resource Management Journal, 19, 4, pp. 413-432, (2009); Tung R.L., Brain circulation, diaspora, and international competitiveness, European Management Journal, 26, 5, pp. 298-304, (2008); Tung R.L., New perspectives on human resource management in a global context, Journal of World Business, 51, 1, pp. 142-152, (2016); International Migration Report 2017, (2017); Uzzi B., Research: Men and Women Need Different Kinds of Networks to Succeed, Harvard Business Review, (2019); Vertovec S., Super-diversity and its implications, Ethnic and Racial Studies, 30, 6, pp. 1024-1054, (2007); Webb S., The feminisation of migration and the migrants VET policy neglects: the case of skilled women secondary migrants in Australia, Journal of Vocational Education & Training, 67, 1, pp. 26-46, (2015); Weichselbaumer D., Discrimination against Female Migrants Wearing Headscarves, 10217, (2016); Wong M., January). Geographies and strategies of caregiving among skilled Ghanaian migrant women, Women's Studies International Forum, 42, pp. 28-43, (2014); Zikic J., Richardson J., What happens when you can’t be who you are: Professional identity at the institutional periphery, Human Relations, 69, 1, pp. 139-168, (2016)","M. Elo; University of Southern Denmark, Odense, Denmark; email: melo@sam.sdu.dk; M. Elo; Shanghai University, Shanghai, China; email: melo@sam.sdu.dk; M. Elo; Åbo Akademi University, Turku, Finland; email: melo@sam.sdu.dk","","Blackwell Publishing Ltd","","","","","","00207985","","","","English","Int. Migr.","Article","Article in press","","Scopus","2-s2.0-85093097504"
"Durham S.; Jordan H.; Naccarella L.; Russell M.","Durham, Sue (57218885923); Jordan, Helen (22940866900); Naccarella, Lucio (6602298779); Russell, Melissa (36554644800)","57218885923; 22940866900; 6602298779; 36554644800","Work-integrated learning and skill development in a master of public health program: Graduate perspectives","2020","Journal of University Teaching and Learning Practice","17","4","2","1","19","18","5","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090609725&partnerID=40&md5=883d1654832723d343f3a5e5b5473111","The University of Melbourne, Australia","Durham S., The University of Melbourne, Australia; Jordan H., The University of Melbourne, Australia; Naccarella L., The University of Melbourne, Australia; Russell M., The University of Melbourne, Australia","It is increasingly understood that work-integrated learning (WIL) opportunities are critical in providing graduating students with employability skills which allow them to gain employment and effectively operate in work environments. This is particularly relevant within degrees such as public health that cut across very diverse fields of practice. Little research has previously investigated student perceptions post-graduation of skill development within public health degrees. This investigation aimed to identify the range of skills gained within a Master of Public Health (MPH) degree which graduates felt assisted them to obtain employment, and to determine the teaching and learning approaches that contributed to the development of these skills. Graduates responding to a questionnaire self-reported that they had good levels of both technical and employability skills especially in the domains: Informed Decision Making, Professional Practice and Standards, Lifelong Learning and Collaboration. Students agreed that there were frequent opportunities for applied learning and enablers to employment within their degree. However, graduates indicated that the employability domain: Commencement Readiness and confidence at point of graduation, could be strengthened. The implications of this research for the development of non-placement WIL experiences, capstone subjects, the overall curriculum and broader university student experience are discussed. © 2020, University of Wollongong. All rights reserved.","Career readiness; Employability skills; Graduate perspectives; Non-placement work-integrated learning; Public health","","","","","","","","Australian Network of Academic Public Health Institutions; Association of Schools of Public Health in the European Region; Foundation Competencies for Master of Public Health Graduates in Australia, (2009); Building Public Health Workforce Capacity in Australia-Case studies of Academic Public Health Education and Workforce Preparation, (2011); European Core Competencies for Public Health Professionals (ECCPHP), (2011); Career Ready Gradates report, (2019); Bennett D, MacKinnon P, Enacting strategies for graduate employability: How universities can best support students to develop generic skill Part A, (2016); Billett S, Realising the educational worth of integrating work experiences in higher education, Studies in Higher Education, 34, 7, pp. 827-843, (2009); Coll R, Eames C, Paku L, Lay M, Hodges D, Bhat R, Ram S, Ayling D, Fleming J, Ferkins L, Wiersma C, Martin A, An exploration of the pedagogies employed to integrate knowledge in work-integrated learning, Journal of Cooperative Education & Internships, 43, 1, pp. 14-35, (2009); CEDA – see Committee for Economic Development of Australia; Australia's future workforce?, (2015); Soft skills for Business Success, (2017); Hermains-Henry C, Blake J, Parton H, Kappaka R, Greene C, Preparing Master of Public Health Graduates to Work in Local Health Departments, Journal of Public Health Management Practice, 22, 2, pp. 194-199, (2016); Holdsworth A, Watty K, Davies M, Developing capstone experiences, (2009); Jackson D, The contribution of work-integrated learning to undergraduate employability skill outcomes, Asia Pacific Journal of Cooperative Education, 14, 2, pp. 99-115, (2013); Jackson D, Employability skill development in work-integrated learning: Barriers and Best Practice, Studies in Higher education, 40, 2, pp. 350-367, (2015); Jackson D, Developing graduate career readiness in Australia: Shifting from extra-curricular internships to work-integrated learning, International Journal of Work-Integrated Learning, 19, 1, pp. 23-35, (2018); Lang D, Walker E, Steiner R, Woodruff R, Implementation and Mixed-Methods Evaluation of Team-Based Learning in a Graduate Public Health Research Methods Course, Pedagogy in Health Promotion, The Scholarship of Teaching and Learning, 4, 2, pp. 140-150, (2018); Messum D, Wilkes L, Jackson D, Peters K, Employability Skills in Health Services Management: perceptions of recent graduates, Pacific Journal of Health Management, 11, 1, pp. 25-34, (2016); The future of education and skills: Education 2030, (2018); Patrick C. J, Peach D, Pocknee C, Webb F, Fletcher M, Pretto G, The WIL (Work Integrated learning) report: A national scoping study (Final Report), Office for Learning and Teaching, (2009); Silva P, Lopes B, Costa M, Melo A, Paiva Dias G, Brito E, Seabra D, The million dollar question: Can internships boost employment?, Studies in Higher Education, (2016); Smith C, Ferns S, Russell L, Assessing the impact of work integrated learning on student work-readiness: Final Report, (2014); Wilton N, The impact of work placements on skills development and career outcomes for business and management graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012); Zakariasen K, Public Health Leadership: Building a Graduate Program and a Culture, The International Journal of Learning, 16, 9, (2009)","","","University of Wollongong","","","","","","14499789","","","","English","J. Univ. Teach. Learn. Pract.","Article","Final","","Scopus","2-s2.0-85090609725"
"Hayes M.; Cejnar L.","Hayes, Melanie (34771420600); Cejnar, Leela (57200274240)","34771420600; 57200274240","Evaluating alternative work-integrated learning opportunities: Student perceptions of interdisciplinary industry-based projects","2020","Journal of University Teaching and Learning Practice","17","4","7","1","12","11","8","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089836067&partnerID=40&md5=a27473c94a0afd9eaeef8707fb37d106","The University of Sydney, Australia","Hayes M., The University of Sydney, Australia; Cejnar L., The University of Sydney, Australia","Industry and Community Project Units (ICPU) are a work-integrated learning (WIL) initiative designed to provide an interdisciplinary, project-based experience for students based on real-world industry problems. With any new program, reflecting on the course delivery is essential for future quality improvement. Brookfield (2017) has suggested many student-centred approaches through which we can reflect on teaching practice, including Letters to Successors, whereby current students reflect on their experience and provide guidance for surviving and thriving the course, in a letter to future students. This study aimed to analyse the anonymous Letters to Successors penned by four separate ICPU cohorts, to understand students’ perceptions of undertaking interdisciplinary, industry-based projects. The text within the Letters to Successors was analysed adopting a thematic analysis, using a realist and inductive approach. Four key themes were identified in the letters: working with others, focusing on tasks, having fun, and the unique experience. The students were overwhelmingly positive in describing their experience and were grateful for the opportunity to participate in a unit unlike others in their degree programs. Many of the skills and behaviours the students attributed to success align with the transferable skills required to develop their employability; this demonstrates the value of this non-placement WIL initiative as an alternative for traditionally lengthy placements or internships that can be burdensome for both student and industry. Further research to expand our findings, or to alternatively explore the views of staff and industry partners, would be valuable in ongoing evaluations of interdisciplinary, industry-based projects as an alternative model of WIL. © 2020, University of Wollongong. All rights reserved.","Industry-based projects; Interdisciplinary; Non-placement work-integrated learning; Student perceptions","","","","","","ICPU","The authors would like to acknowledge the Associate Directors and teaching staff (past and present) of the Education, Enterprise and Engagement Unit for their contribution to the development of the ICPU curriculum.","Baik C, Larcombe W, Brooker A, How universities can enhance student mental wellbeing: the student perspective, Higher Education Research & Development, 38, 4, pp. 674-687, (2019); Barone T, Eisner EW, Arts based research, (2012); Blumenfeld P, Soloway E, Marx R, Krajcik J, Guzdial M, Palincsar A, Motivating project-based learning: Sustaining the doing, supporting and learning, Educational Psychologist, 26, 3&4, pp. 368-398, (1991); Braun V, Clarke V, Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brookfield S, Becoming a critically reflective teacher, (2017); Burkett B, Developing a personal theory of teaching practice: the role of reflection, Korea TESOL Journal, 11, 1, pp. 19-32, (2012); Correia MG, Bleicher RE, Making connections to teach reflection, Michigan Journal of Community Service Learning, 14, 2, pp. 41-49, (2008); De Schepper J, Sotiriadou P, Hill B, The role of critical reflection as an employability skill in sport management, European Sport Management Quarterly, pp. 1-22, (2020); Fitch K, Developing professionals: student experiences of a real-client project, Higher Education Research & Development, 30, 4, pp. 491-503, (2011); Galante J, Dufour G, Vainre M, Wagner AP, Stochl J, Benton A, Lathia N, Howarth E, Jones PB, A mindfulness-based intervention to increase resilience to stress in university students (the Mindful Student Study): a pragmatic randomised controlled trial, The Lancet Public Health, 3, 2, pp. 72-81, (2018); Gilstrap DL, Dupree J, Assessing learning, critical reflection, and quality educational outcomes: the critical incident questionnaire, College & Research Libraries, 69, 5, pp. 407-426, (2008); Goltz SM, Hietapelto AB, Reinsch RW, Tyrell SK, Teaching teamwork and problem solving concurrently, Journal of Management Education, 32, 5, pp. 541-562, (2008); Hansen RS, Benefits and problems with student teams: Suggestions for improving team projects, Journal of Education for Business, 82, 1, pp. 11-19, (2006); Harvey M, Baker M, Bosanquet A, Coulson D, Semple AL, Warren V, Moving beyond the diary: Innovation in design and delivery of reflection, Australian Collaborative Education Network National Conference, (2012); Harvey M, Coulson D, Mackaway J, Winchester-Seeto T, Aligning reflection in the cooperative education curriculum, International Journal of Work-Integrated Learning, 11, 3, (2010); Harvey M, Coulson D, Mcmaugh A, Towards a theory of the Ecology of Reflection: Reflective practice for experiential learning in higher education, Journal of University Teaching & Learning Practice, 13, 2, (2016); Harvey M, Walkerden G, Semple AL, Mclachlan K, Lloyd K, Baker M, A song and a dance: Being inclusive and creative in practicing and documenting reflection for learning, Journal of University Teaching & Learning Practice, 13, 2, (2016); Hung W, Theory to reality: a few issues in implementing problem-based learning, Educational Technology Research and Development, 59, 4, pp. 529-552, (2011); Ivanitskaya L, Primeau R, Interdisiplinary learning: Process and outcomes, Innovative Higher Education, 27, 2, pp. 95-111, (2002); Jackson D, The contribution of work-integrated learning to undergraduate employability skill outcomes, Asia-Pacific Journal of Cooperative Education, 14, 2, pp. 99-115, (2013); Johns-Boast L, Patch G, A Win-Win Situation: Benefits of industry-based group projects, 2010 A&E Conference, (2010); Knipfer K, Kump B, Wessel D, Cress U, Reflection as a catalyst for organisational learning, Studies in Continuing Education, 35, 1, pp. 30-48, (2013); Koether SD, Using critical reflection to effect dispositional change toward critical thinking and gain insight into student learning, Adult Education Research Conference, (2018); Kricsfalusy V, George C, Reed M, Integrating problem-and project-based learning opportunities: assessing outcomes of a field course in environment and sustainability, Environmental Education Research, 24, 4, pp. 593-610, (2018); Lawson R, Fallshaw E, Papadopoulos T, Taylor T, Zanko M, Professional learning in the business curriculum: engaging industry, academics and students, Asian Social Science, 7, 4, pp. 61-68, (2011); Lyall C, Meagher L, Bandola J, Kettle A, Interdisciplinary provision in higher education: current and future challenges, (2015); Marcketti SB, Karpova E, Getting ready for the real world: Student perspectives on bringing industry collaboration into the classroom, Journal of Family & Consumer Sciences, 106, 1, pp. 27-31, (2014); Martin E, The effectiveness of different models of work-based university education, (1997); Ndebele C, Using evaluation as action research: Reflections on teaching practice using Brookfield’s Four Lenses Model, The Anthropologist, 17, 2, pp. 533-541, (2014); O'keeffe P, A sense of belonging: Improving student retention, College Student Journal, 47, 4, pp. 605-613, (2013); Patrick C-J, Peach D, Pocknee C, Webb F, Fletcher M, Pretto G, The WIL [Work Integrated Learning] report: A national scoping study [Australian Learning and Teaching Council (ALTC) Final report], (2008); Phelan L, Interrogating students’ perceptions of their online learning experiences with Brookfield’s critical incident questionnaire, Distance Education, 33, 1, pp. 31-44, (2012); Rowe A, Winchester-Seeto T, Mackaway J, That’s not really WIL!–building a typology of WIL and related activities, Australian Collaborative Education Network National Conference, (2012); Rowe AD, Zegwaard KE, Developing graduate employability skills and attributes: curriculum enhancement through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 18, 2, pp. 87-99, (2017); Savery J, Overview of Problem-based learning: Definitions and distinctions, Interdisciplinary Journal of Problem-Based Learning, 1, 1, pp. 9-20, (2006); The University of Sydney 2016–20 Strategic Plan, (2016); Van Woerden W, Project method teaching (PMT) versus Problem based learning (PBL) in Engineering Education, SEFI Seminar-Project Organised Curricula in Engineering Education, (2019); Winchester-Seeto T, Mackaway J, Coulson D, Harvey M, But how do we assess it?” An analysis of assessment strategies for learning through participation (LTP), Asia-Pacific Journal of Cooperative Education, 11, 3, (2010); The future of jobs report 2018, (2018); Zegwaard KE, Rowe AD, Research-informed curriculum and advancing innovative practices in work-integrated learning, International Journal of Work-Integrated Learning, 20, 4, pp. 323-334, (2019); Zerihun Z, Beishuizen J, Van Os W, Student learning experience as indicator of teaching quality, Educational Assessment, Evaluation and Accountability, 24, 2, (2012)","","","University of Wollongong","","","","","","14499789","","","","English","J. Univ. Teach. Learn. Pract.","Article","Final","","Scopus","2-s2.0-85089836067"
"Al-Shehab N.; AL-Hashimi M.; Madbouly A.; Reyad S.; Hamdan A.","Al-Shehab, Noor (57218543949); AL-Hashimi, Mukhtar (57208342511); Madbouly, Araby (57208627244); Reyad, Sameh (57336955000); Hamdan, Allam (56825295800)","57218543949; 57208342511; 57208627244; 57336955000; 56825295800","Do employability skills for business graduates meet the employers’ expectations? The case of retail Islamic banks of Bahrain","2020","Higher Education, Skills and Work-based Learning","11","2","","349","366","17","13","10.1108/HESWBL-09-2019-0117","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089555362&doi=10.1108%2fHESWBL-09-2019-0117&partnerID=40&md5=3599d9cdd1ce38e17385212bfd836e62","College of Business and Finance, Ahlia University, Manama, Bahrain; Muscat College, Muscat, Oman","Al-Shehab N., College of Business and Finance, Ahlia University, Manama, Bahrain; AL-Hashimi M., College of Business and Finance, Ahlia University, Manama, Bahrain; Madbouly A., Muscat College, Muscat, Oman; Reyad S., College of Business and Finance, Ahlia University, Manama, Bahrain; Hamdan A., College of Business and Finance, Ahlia University, Manama, Bahrain","Purpose: Managers claim that fresh graduates are unequipped to meet market demands. The aim of this study is to investigate the perception of employers in retail Islamic banks of Bahrain on newly graduated business students. The Singaporean Model of Employability Skills was implemented, to ascertain the mean ratings of employability skills in terms of their importance and the competency of business graduates. Design/methodology/approach: This deductive research approach initiated with a literature review that identifies research gap and a model that was tested via a self-administration adopted survey by collected data from 220 senior employees at retail Islamic banks of Bahrain Findings: The systematic of convenience sampling technique was used in selecting 161 samples and the researcher received only 85 completed questionnaire forms. Findings initiate that employers appreciated the importance of teamwork, risk management and decision-making skills. Their main recommendation was that employers should establish a durable bond with universities to enhance employability skills. Originality/value: Because the researcher gathered all data from employers of different Islamic banks in Bahrain, this sector in addition will get the advantage of the results that banks will formulate their strategic plans accordingly to tackle the business graduates’ weaknesses. Likewise, universities and researchers might be motivated to look into new innovative methods that assist graduates to accommodate with market conditions. © 2020, Emerald Publishing Limited.","Bahrain; Business graduates; Employability skills; Islamic banks; Recruitment; Skills gap analysis","","","","","","Bahria University, BU","The authors wish to dedicate this work to Professor Abdulla Al Hawaj the Founding President of Ahlia University and the President Professor Mansoor Alaali for the unconditioned and continuous support of academic research.","Abas-Mastura M., Ombra I.A., Shuki O., Employability skills and task performance of employees in government sector, International Journal of Humanities and Social Science, 3, 4, pp. 50-162, (2016); Abbasi F.K., Ali A., Bibi N., Analysis of skill gap for business graduates: managerial perspective from banking industry, Education + Training, 60, 4, pp. 354-367, (2018); Al Mutairi A., Kamal N., Muna S., Employability factors of business graduates in Kuwait: evidence from an emerging country, International Journal of Business and Management, 9, 10, pp. 40-61, (2014); 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Lim Y.-M., Lee T.H., Yap C.S., Ling C.C., Employability skills, personal qualities, and early employment problems of entry-level auditors: perspectives from employers, lecturers, auditors, and students, Journal of Education for Business, 91, 4, pp. 185-192, (2016); Little B., Reading between the lines of graduate employment, Journal of Quality in Higher Education, 7, 2, pp. 121-129, (2001); Liu J., Olson D., Putting business students in the shoes of an executive: an applied learning approach to developing decision making skills, A Journal of Scholarly Teaching, 6, pp. 14-27, (2011); Lowden K., Hall S., Elliot S., Lewin J., Employers' Perceptions of the Employability Skills of New Graduates, (2011); Lunenburg F., Emotional intelligence in the workplace: application to leadership, International Journal of Management, Business, and Dministration, 14, 1, pp. 1-6, (2011); Maistry S.M., pplying a partial problem-based learning environment to a non-major economics course: a case of cognitive dissonance, SAJHE, 23, 2, pp. 329-339, (2009); 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Rateau R., Understanding the Employability of College Graduates for Success in the Workplace, (2011); Robinson J., What are employability skills?, The Workplace, 1, 3, pp. 1-3, (2000); Robinson S.J., Garton B., An assessment of the employability skills needed by graduates in the college of agriculture, food and natural resources at the university of Missouri, Journal of Agricultural Education, 49, 4, pp. 96-105, (2008); Tymon A., The student perspective on employability, Studies in Higher Education, 38, 6, pp. 841-856, (2013); Walton H.J., Matthews M.B., Essentials of problem-based learning, Medical Education, 23, pp. 542-558, (1989); Weligamage S., Graduates Employability Skills: Evidence from Literature Review, pp. 115-116, (2009); Wilson T., Business-university Collaboration: The Wilson Review, (2012); Yang H., Cheung C., Fang C.C., An empirical study of hospitality employability skills: perceptions of entry-level hotel staff in China, Journal of Hospitality and Tourism Education, 27, 4, pp. 161-170, (2015); Yorke M., Knight P., Embedding Employability into the Curriculum, (2004); Fallows S., Christine S., Building employability skills into the higher education curriculum: a university‐wide initiative, Journal of Education and Training, 42, 2, pp. 75-82, (2006); Toumi H., Bahrain, Singapore Celebrate 30th Anniversary of Diplomatic Ties, (2015)","A. Hamdan; College of Business and Finance, Ahlia University, Manama, Bahrain; email: allamh3@hotmail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85089555362"
"Chowdhury F.","Chowdhury, Faieza (57217035901)","57217035901","Work integrated learning at tertiary level to enhance graduate employability in Bangladesh","2020","International Journal of Higher Education","9","4","","61","68","7","6","10.5430/ijhe.v9n4p61","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085896368&doi=10.5430%2fijhe.v9n4p61&partnerID=40&md5=30bd648e60534ed8365fc4b479ab5f36","Southeast Business School, Southeast University, Dhaka, 1213, Bangladesh","Chowdhury F., Southeast Business School, Southeast University, Dhaka, 1213, Bangladesh","In the last few years, higher education institutions (HEIs) in Bangladesh have been under severe pressure to transform the way they operate. The present Government of Bangladesh requires all universities to improve their quality of education and has implemented various projects such as Higher Education Quality Enhancement Project (HEQEP) in collaboration with the World Bank. As Bangladesh has set a target to transition out of the status of Least Developed Country (LDC) to Developing country by 2024, graduate employability and education quality are pivotal interests for the Government of Bangladesh. This paper investigates the concept of work integrated learning (WIL) and generic skills vital to enhance the employability of the current graduates in Bangladesh. We explore different types of WIL that can be applied at higher academic institutions in Bangladesh and what are the various benefits of this type of learning to the key stakeholders, namely; students, universities and employers. Finally, we conclude by pointing out the prerequisites that need to be considered in order to successfully implement WIL in Bangladesh. This is a descriptive study and we have collected data from different secondary sources such as documents available from government agencies, research organizations, archives and library. Moreover, we have also used interviews from sources such as newspapers and magazines documenting views of well-respected academicians and renowned personalities in Bangladesh. Our findings indicate that in order to successfully integrate WIL, there are some prerequisites such as modifying the current curriculum, designing and offering work oriented courses, building strong connections with potential employers and creating awareness about WIL among faculty members and students. © 2020, Sciedu Press. All rights reserved.","Bangladesh; Generic skills; Graduate employability; Tertiary level; Work integrated learning","","","","","","","","Employer Satisfaction with Graduate Skills: Research Report, (2000); Ahmed R., Youth Unemployment Doubles in 7 Yrs: ILO, (2018); Allen J.M., Peach D., Exploring connections between the in-field and on-campus components of a preservice teacher education program: A student perspective, Asia-Pacific Journal of Cooperative Education, 8, pp. 23-36, (2007); Employability Skills for the Future, (2002); Bari L.F., Chowdhury T.A., Skill development for the future: The role of Private Universities: Walk the Talk with Vice Chancellors, The Daily Star, (2018); Blair B., Millea M., Hammer J., The Impact of Cooperative Education on Academic Performance and Compensation of Engineering Majors, Journal of Engineering Education, pp. 333-338, (2004); Britzman D., Practice Makes Practice: A Critical Study of Learning to Teach, (2003); Campbell M., Zegwaard K.E., Values, ethics and empowering the self through cooperative education, Asia-Pacific Journal of Cooperative Education, 12, 3, pp. 205-216, (2011); Cooper L., Orrell J., Bowden M., Work Integrated Learning: A Guide to Effective Practice, (2011); Crebert G., Bates M., Bell B., Patrick C.-J., Cragnolini V., Developing generic skills at university, during work placement and in employment: Graduates' perceptions, Higher Education Research and Development, 23, 2, pp. 147-165, (2004); Two major unemployment concerns for Bangladesh, The Daily Star, (2018); Daggett P.D., Liu W.Y., Prepared to perform? Employers rate work force readiness of new grads. Journal of Career Planning and Employment, Journal of Career Planning and Employment, 42, 32-35, pp. 52-56, (1997); Eames C., Cates C., Theories of learning in cooperative and work-integrated education, International Handbook for Cooperative and Work-Integrated Education: International Perspectives of Theory, Research and Practice, pp. 41-52, (2011); Ferns S., Graduate employability: Teaching staff, employer and graduate perceptions, Paper Presented at the Australian Collaborative Education Network National Conference, (2012); Freudenberg B., Brimble M., Cameron C., WIL and generic skill development: The development of business students’ generic skills through work-integrated learning, Asia-Pacific Journal of Cooperative Education, 12, 2, pp. 79-93, (2011); Habib W., National University Graduates: Lagging behind in job market, The Daily Star, (2019); Harvey L., Moon S., Geall V., Graduates’ Work: Organizational Change and students’ Attributes. Centre for Research into Quality, (1997); Hasan K., Why are university graduates failing to meet market needs?, The Daily Star, (2019); Hodges D., The assessment of student learning in cooperative and work integrated learning education, International Handbook for Cooperative and Work-Integrated Education: International Perspectives of Theory, Research and Practice, pp. 53-62, (2011); Islam S.M., Role of education in shaping employees of the future, The Daily Star, (2019); Jackling B., De Lange P., Do accounting graduates’ skills meet the expectations of employers? A matter of convergence and divergence, Accounting Education, 18, 4-5, pp. 369-385, (2009); Kavanagh M., Drennan L., What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations, Accounting and Finance, 48, pp. 279-300, (2008); Mahtab M., Budget FY2018-19: How does education fare? Are we giving enough priority to education?, The Daily Star, (2018); Moreland N., Work-related learning in higher education. Heslington, York: The Higher Education Academy, (2005); Patrick C., Peach D., Pocknee C., Webb F., Fletcher M., Pretto G., The WIL [Work Integrated Learning] Report: A National Scoping Study Brisbane, (2008); Rowe A., Kelliher M., Winchester-Seeto T., Typology of Participation Activities, (2012); Tanaka Y., Carlson K., An international comparison of the effect of work-integrated learning on academic performance: A statistical evaluation of WIL in Japan and Hong Kong, Asia-Pacific Journal of Cooperative Education, 13, 2, pp. 77-88, (2012); Trede F., Role of work-integrated learning in developing professionalism and professional identity, Asia-Pacific Journal of Cooperative Education, 13, 3, pp. 159-167, (2012); (2019); Wadud M., We have a Serious Lack of Academic Vision: Leadership, (2018)","","","Sciedu Press","","","","","","19276044","","","","English","Intl. J. High. Edu.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85085896368"
"Aviso K.B.; Janairo J.I.B.; Lucas R.I.G.; Promentilla M.A.B.; Yu D.E.C.; Tan R.R.","Aviso, Kathleen B. (23491572600); Janairo, Jose Isagani B. (57204054579); Lucas, Rochelle Irene G. (24399241500); Promentilla, Michael Angelo B. (15045622100); Yu, Derrick Ethelbhert C. (14323963400); Tan, Raymond R. (56962727300)","23491572600; 57204054579; 24399241500; 15045622100; 14323963400; 56962727300","Predicting higher education outcomes with hyperbox machine learning: what factors influence graduate employability?","2020","Chemical Engineering Transactions","81","","","679","684","5","11","10.3303/CET2081114","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092162930&doi=10.3303%2fCET2081114&partnerID=40&md5=2f64eee697a0ba9dfd22ca0db258c477","Chemical Engineering Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Biology Department Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Department of English and Applied Linguistics, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Chemistry Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines","Aviso K.B., Chemical Engineering Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Janairo J.I.B., Biology Department Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Lucas R.I.G., Department of English and Applied Linguistics, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Promentilla M.A.B., Chemical Engineering Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Yu D.E.C., Chemistry Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines; Tan R.R., Chemical Engineering Department, De La Salle University, 2401 Taft Avenue, Manila, 0922, Philippines","A machine learning approach to predict university attributes that influence graduate employability is presented in this work. The machine learning technique used here is the hyperbox model, which is based on the principle of generating if / then rules to predict outcomes. The rule-based hyperbox model can be generated from empirical data using a mixed integer linear programming model. This machine learning approach is applied to the problem of predicting employability of chemical engineering graduates based on institutional attributes. The analysis shows that research intensity and quality do not necessarily result in high employability. © 2020, AIDIC Servizi S.r.l.","","","","","","","","","Abad F.M., Chaparro Caso Lopez A.A., Data-mining techniques in detecting factors linked to academic achievement, School Effectiveness and School Improvement, 28, pp. 39-55, (2017); Alyahyan E., Dustegor D., Predicting academic success in higher education: Literature review and best practices, International Journal of Educational Technology in Higher Education, 17, pp. 1-21, (2020); Bal H., Orkcu H.H., A new mathematical programming approach to multi-group classification problems, Computers & Operations Research, 38, pp. 105-111, (2011); Chang W., Yuan X., Wu Y., Zhou S., Lei J., Xiao Y., Decision-making method based on mixed integer linear programming and rough set: A case study of diesel engine quality and assembly clearance data, Sustainability, 11, pp. 1-21, (2019); Correa R.C., Blaum M., Marenco J., Koch I., Mydlarz M., An integer programming approach for the 2-class single-group classification problem, Electronic Notes in Theoretical Computer Science, 346, pp. 321-331, (2019); Gonzalez-Garay A., Pozo C., Galan-Martin A., Brechtelsbauer C., Chachuat B., Chadha D., Hale C., Hellgardt K., Kogelbauer A., Matar O.K., McDowell N., Shah N., Guillen-Gosalbez G., Assessing the performance of UK universities in the field of chemical engineering using data envelopment analysis, Education for Chemical Engineers, 29, pp. 29-41, (2019); Gyenes Z., Improve process safety in undergraduate education, Chemical Engineering Transactions, 77, pp. 397-502, (2019); Iannarilli F.J., Rubin P.A., Feature selection for multiclass discrimination via mixed-integer linear programming, IEEE Transactions on Pattern Analysis & Machine Intelligence, 25, pp. 779-783, (2003); Jordan M.I., Mitchell T.M., Machine learning: Trends, perspectives, and prospects, Science, 349, pp. 255-260, (2015); Kim K., Ryoo H.S., Nonlinear separation of data via mixed 0-1 integer and linear programming, Applied Mathematics and Computation, 193, pp. 183-196, (2007); Labbe M., Martinez-Merino L.I., Rodriguez-Chia A.M., Mixed integer linear programming for feature selection in support vector machine, Discrete Applied Mathematics, 261, pp. 276-304, (2019); Makridakis S., The forthcoming Artificial Intelligence (AI) revolution: Its impact on society and firms, Futures, 90, pp. 46-60, (2017); Maskooki A., Improving the efficiency of a mixed integer linear programming based approach for multiclass classification problem, Computers & Industrial Engineering, 66, pp. 383-388, (2013); Rudin C., Ertekin S., Learning customized and optimized lists of rules with mathematical programming, Mathematical Programming Computation, 10, pp. 659-702, (2018); Sharma G.D., Yadav A., Chopra R., Artificial intelligence and effective governance: A review, critique and research agenda, Sustainable Futures, 2, (2020); Tan R.R., Aviso K.B., Janairo J.B., Promentilla M.A.B., A hyperbox classifier model for identifying secure carbon dioxide reservoirs, Journal of Cleaner Production, (2020); Voll P., Jennings M., Hennen M., Shah N., Bardow A, The optimum is not enough: A near-optimal solution paradigm for energy systems synthesis, Energy, 82, pp. 446-456, (2015); Xu G., Papageorgiou L.G., A mixed integer optimisation model for data classification, Computers & Industrial Engineering, 56, pp. 1205-1215, (2009); Xu Y., Wang L., Zhang R., A dynamic attribute reduction algorithm based on 0-1 integer programming, Knowledge-Based Systems, 24, pp. 1341-1347, (2011); Yan K., Ryoo H.S., 0-1 multilinear programming as a unifying theory for LAD pattern generation, Discrete Applied Mathematics, 218, pp. 21-39, (2017); Yang L., Liu S., Tsoka S., Papageorgiou L.G., Sample re-weighting hyper box classifier for multi-class data classification, Computers & Industrial Engineering, 85, pp. 44-56, (2015); Yang L., Ainali C., Kittas A., Nestle F.O., Papageorgiou L.G., Tsoka S., Pathway-level disease data mining through hyper-box principles, Mathematical Biosciences, 260, pp. 25-34, (2015)","R.R. Tan; Chemical Engineering Department, De La Salle University, Manila, 2401 Taft Avenue, 0922, Philippines; email: raymond.tan@dlsu.edu.ph","","Italian Association of Chemical Engineering - AIDIC","","","","","","22839216","","","","English","Chem. Eng. Trans.","Article","Final","","Scopus","2-s2.0-85092162930"
"Yıldız G.; Cavkaytar A.","Yıldız, Gizem (57192067433); Cavkaytar, Atilla (15756856900)","57192067433; 15756856900","Independent living needs of young adults with intellectual disabilities; [Zihin yetersizliği olan genç yetişkinlerin bağımsız yaşam gereksinimleri]","2020","Turkish Online Journal of Qualitative Inquiry","11","2","","193","217","24","0","10.17569/tojqi.671287","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089540398&doi=10.17569%2ftojqi.671287&partnerID=40&md5=3e18d23246b4fb79a921dc14a05539e5","Anadolu University, Faculty of Education, Department of Special Education, Turkey","Yıldız G., Anadolu University, Faculty of Education, Department of Special Education, Turkey; Cavkaytar A., Anadolu University, Faculty of Education, Department of Special Education, Turkey","The aim of this study was to determine the independent living needs of young adults with intellectual disability (YAID) in preparing for adulthood and work life. This study was conducted using the phenomenological design, which is one of the qualitative research methods. 10 YAIDs were observed, their skills were evaluated, and semi-structured interviews were conducted with a total of 30 individuals consisting of 10 individuals from each group, with their parents, employers, and teachers regarding the employment education course. The results of the study indicated that YAIDs had difficulties in independent living skills and adaptation to work rather than employment skills while preparing for adulthood and work life and that those difficulties were mostly due to the lack of knowledge and skills. It was revealed that the needs of YAIDs in preparing for work life were primarily personal care and hygiene, interpersonal skills and self-determination, employability skills, sexual education, and safety skills. © 2020, Abdullah Kuzu. All rights reserved.","Determination of needs; Independent living; Young adults with intellectual disabilities","","","","","","Anadolu Üniversitesi, Anadolu, (105775)","Funding text 1: 1 This article was produced from Gizem Yıldız’s doctoral thesis entitled “Effectiveness of Pre-Employment Independent Life Education Program Designed for Young Adults with Intellectual Disability”. and within the scope of Project number 1609E614 accepted by Anadolu University Scientific Research Projects oCmmission. 2 On 10.10.2016 ethical committee approval numbered 105775 was obtained from Anadolu University Ethics Committee. 3 Res.Asst.Dr., Anadolu University, Faculty of Education, Department of Special Education, gizemy@anadolu.edu.tr, https://orcid.org/0000-0003-2693-6264 4 Prof.Dr., Anadolu University, Faculty of Education, Department of Special Education, acavkayt@anadolu.edu.tr, https://orcid.org/0000-0001-8067-1602 Received: 06.01.2020, Accepted: 27.04.2020; Funding text 2: 1 This article was produced from Gizem Y?ld?z?s doctoral thesis entitled ?Effectiveness of Pre-Employment Independent Life Education Program Designed for Young Adults with Intellectual Disability?. and within the scope of Project number 1609E614 accepted by Anadolu University Scientific Research Projects Commission.2 On 10.10.2016 ethical committee approval numbered 105775 was obtained from Anadolu University Ethics Committee.","Agran M., Hughes C., Thoma C. A., Scott L. A., Employment social skills: What skills are really valued?, Career Development and Transition for Exceptional Individuals, 39, 2, pp. 111-120, (2016); Aile Calisma, Isgucu Piyasasi Arastirmasi Turkiye Raporu (IPA), (2018); Alwell M., Cobb B., Functional life skills curricular interventions for youth with disabilities: A systematic review, Career Development for Exceptional Individuals, 32, 2, pp. 82-93, (2009); Arnett J. J., Emerging adulthood: What is it, and what is it good for?, Child Development Perspectives, 1, 2, pp. 68-73, (2007); Baran N., Cavkaytar A., Isverenlerin zihinsel yetersizligi olan bireylerin istihdamlarina iliskin gorus ve onerileri, Ilkogretim Online Dergisi, 6, 2, pp. 213-225, (2007); Barkley E. F., Major C. H., Learning assessment techniques: A handbook for college faculty, (2016); Belva B. C., Matson J. L., An examination of specific daily living skills deficits in adults with profound intellectual disabilities, Research in Developmental Disabilities, 34, 1, pp. 596-604, (2013); Bouck E. C., Reports of life skills training for students with intellectual disabilities in and out of school, Journal of Intellectual Disability Research, 54, 12, pp. 1093-1103, (2010); Brolin D. E., Life centered career education: A competency based approach, (1997); Brown M., McCann E., Sexuality issues and the voices of adults with intellectual disabilities: A systematic review of the literature, Research in Developmental Disabilities, 74, pp. 124-138, (2018); Chou Y. C., Lee Y. C., Chang S. C., Pei-Lung Yu A., Evaluating the supports intensity scale as a potential assessment instrument for resource allocation for persons with intellectual disability, Research in Developmental Disabilities, 34, pp. 2056-2063, (2013); Cosgun Basar M., Ozel gereksinimi olan bireylerin okul hayatindan is hayatina gecis becerilerinin anne-baba goruslerine gore belirlenmesi, (2010); Reauthorization of the workforce investment act (WIA): Priorities & concerns for students with disabilities, (2011); Creswell J. W., Educational research planning, conducting, and evaluating quantitative, and qualitative research, (2008); Creswell J. W., Research design: qualitative, quantitative, and mixed methods approaches, (2014); Eisenman D. P., Bazzano A., Koniak-Griffin D., Tseng C. H., Lewis M. A., Lamb K., Lehrer D., Peer-mentored preparedness (PM-Prep): A New disaster preparedness program for adults living independently in the community, Mental Retardation, 52, 1, pp. 49-59, (2014); Faloon B. J., Rehfeldt R. A., The role of overt and covert self-rules in establishing a daily living skill in adults with mild developmental disabilities, Journal of Applied Behavior Analysis, 41, 3, pp. 393-404, (2008); Folk E. D., Yamamoto K. K., Stodden R. A., Implementing inclusion and collaborative teaming in a model program of postsecondary education for young adults with intellectual disabilities, Journal of Policy and Practice in Intellectual Disabilities, 9, 4, pp. 257-269, (2012); Gil-Llario M. D., Morell-Menguel V., Diaz-Rodriguez I., Ballester-Arnal R., Prevalence and sequelae of self-reported and other-reported sexual abuse in adults with intellectual disability, Journal of Intellectual Disability Research, 63, 2, pp. 138-148, (2019); Gimenez-Garcia C., Gil-Llario M. D., Ruiz-Palomino E., Diaz-Rodriguez I., Sexual abuse and intellectual disability: How people with intellectual disabilities and their professionals identify and value the experience, International Journal of Developmental and Educational Psychology, 4, 1, pp. 129-136, (2017); Guba E. G., Lincoln Y. S., Fourth generation evaluation, (1989); Gundogdu A., Bir ilkogretim okulu ve is okulunda calisan okul yoneticisi ve ogretmenlerin zihin engelli bireylerin ise yerlestirilmelerine iliskin gorusleri, (2010); Gunes N., Akcamete G., Ozel gereksinimi olan bireylerin mesleki istihdami Corum ili ornegi, Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi, 15, (2014); Gursel O., Ergenekon Y., Batu S., Gelisimsel yetersizligi olan bireylere okuldan ise gecis becerilerinin kazandirilmasina iliskin ogretmenlerin ve yoneticilerin gorusleri, Abant İzzet Baysal Universitesi Egitim Fakultesi Dergisi, 7, 2, pp. 54-77, (2007); Harries J., Guscia R., Kirby N., Nettelbeck T., Taplin J., Support needs and adaptive behaviors, American Jorunal on Mental Retardation, 110, 5, pp. 393-404, (2005); Harris J. C., Intellectual disability: Understanding its development, causes, classification, evaluation, and treatment, (2006); Hasircioglu A., Isverenlerin ozurlu istihdamina yaklasimi. Yayinlanmis Yuksek Lisans Tezi, (2006); Healy E., McGuire B. E., Evans D. S., Carley S. N., Sexuality and personel relationships for people with an intellectual disability. Part I: service-user perspectives, Journal of Intellectual Disability Research, 53, 2, pp. 905-912, (2009); Hickson L., Khemka I., Golden H., Chatzistyli A., Profiles of women who have mental retardation with and without a documented history of abuse, American Journal on Intellectual and Developmental Disabilities, 113, 2, pp. 133-142, (2008); Hilgenkamp T. L., Wijck R., Evenhuis H. M., Instrumental activities of daily living in older adults with intellectual disability, Research in Developmental Disabilities, 32, 5, pp. 1977-1987, (2011); Hsieh K., Rimmer J., Heller T., Prevalence of falls and risk factors in adult with intellectual disability, American Journal on Intellectual and Developmental Disabilities, 117, 6, pp. 442-454, (2012); Kaya A., Bakim ve koruma altinda bulunanzihin yetersizligi olan bireylere yonelik gunluk yasam egitimi programi gelistirilmesi, Yayimlanmis Doktora Tezi, (2017); Lamoureux-Hebert M., Morin D., Crocker A., Support needs of individuals with mild and moderate intellectual disabilities and challenging behaviors, Journal of Mental Health Research in Intellectual Disabilities, 3, 2, pp. 67-84, (2010); Lane V., Examining attachment in person with a disability and their transition to independent living, (2012); Lumley V. A., Miltenberger R. G., Long E. S., Rapp J. T., Roberts J. A., Evaluation of a sexual abuse prevention program for adults with mental retardation, Journal of Applied Behavior Analysis, 31, 1, pp. 91-101, (1998); Luthra R., Hogdin S., Westberg N., Tideman M., After upper secondary school: Young adults with intellectual disability not involved in employment, education or daily activity in Sweden, Scandinavian Journal of Disability Research, 20, 1, pp. 50-61, (2018); Mansell M. J., Ashman B., McDonald S., Beadle-Brown J., Deinstitutionalisation and community living: Position statement of the comparative policy and practice special interest research proup pf the international association for the scientific study of intellectual disabilities, Journal of Intellectual Disability Research, 46, 8, pp. 625-633, (2002); McLaughlin M., Employability skills profile: what are employers looking for?, (1995); Merriam S. B., Nitel arastirma desen ve uygulama icin bir rehber, (2013); Special education services regulations, (2018); Mueller M. M., Stack-Dunner S. E., A study to test the reliability of an independent living skills assessment instrument, (1989); Nye-Lengerman K., Narby C., Pettingell S., Bringing Employment First to Scale: What is the relationship between gender end employment status for individuals with IDD?, (2017); Onukwube V. C., Experiences, feelings, and perceptions of former foster care youth about independent living program, (2010); Ozbek A. B., Girli A., Ozturk H., Investigating the opinions of teachers on the processes of vocational counselling, training and employment of special needs students, Journal of Education and Training Studies, 5, 12, pp. 41-50, (2017); Ozbey F., Zihin yetersizligi olan ogrencilere is analizi temelinde tekstil isciligi becerilerinin ogretilmesi: Eylem arastirmasi. Yayimlanmis Doktora Tezi, (2015); Rubin H. J., Rubin I. S., Qualitative interviewing the art of hearing data, (2005); Ruteere R. K., Mutia J. M., Mwoma T., Runo M., Challenges experienced in teaching daily living skills to learners with mental retardation, Journal of Education and Practice, 6, 18, pp. 159-163, (2015); Sabornie E. J., DeBettencourt L. U., Teaching students with mild and high-incidence disabilities at the secondary level, (2009); Shalock R. L., Borthwick-Duffy S. A., Brandley V. J., Buntinx W. H. E., Coulter D. L., Craig E. M., Gomez S. C., Lachapelle Y., Luckasson R., Reeve A., Intellectual disability definition, classification, and systems of supports, (2010); Steere D. E., Rose E., Cavaiuolo D., Growing up: Transition to adult life for students with disabilities, (2007); Sunder V., Development of an instrument for the evaluation of independent living skills in adults with disabilities, (2007); Thoma C. A., Browder D., Lemons C., Thurlow M., Morningstar M., Agran M., Goode T., Carslon D., Lowery A., Scott L. A., Terpstra J., Johnson D. R., Thompson J., Cain I., Education of students with intellectual and developmental disabilities, Critical issues in intellectual and developmental disabilities: Contemporary, research, practice and policy, pp. 37-71, (2016); Thompson J. R., Bradley V. J., Buntinx W. H., Schalock R. L., Shogren K. A., Snell M. E., Gomez S. C., Conceptualizing supports and the support needs of people with intellectual disability, Intellectual and Developmental Disabilities, 47, 2, pp. 135-146, (2009); Tice C. J., Harnek Hall D. M., Sexuality education and adolescents with developmental disabilities: Assessment, policy, and advocacy, Journal of Social Work in Disability & Rehabilitation, 7, 1, pp. 47-62, (2008); Wandry D., Wehmeyer M. L., Glor-Scheib S., Life centered education: The teacher’s guide, (2013); Wehman P., Transition: New horizons and challenges, Life beyond the classroom: Transition strategies for young people with disabilities, pp. 3-41, (2013); Wehmeyer M. L., Chapman T. E., Little T. D., Thompson J. R., Schalock R., Tasse M., Efficacy of the support intensity scale (SIS) to predict extraordinary support needs, American Journal of Intellectual and Developmental Disabilities, 114, 1, pp. 3-14, (2009); Yuan Ru H., New home, hearty hope-the experience of community living and independent living program for people with mental disability, (2015)","","","Abdullah Kuzu","","","","","","13096591","","","","English","Turk. Online J. Qual. Inquiry","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85089540398"
"Welch J.","Welch, James (57205542997)","57205542997","Success beyond STEM: an analysis of educational background of the Fortune 50 CEOs","2020","Higher Education, Skills and Work-based Learning","11","2","","557","575","18","0","10.1108/HESWBL-02-2020-0018","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089507883&doi=10.1108%2fHESWBL-02-2020-0018&partnerID=40&md5=f25e18522527c6412edbc26fb6b47e05","Sykes College of Business, University of Tampa, Tampa, FL, United States","Welch J., Sykes College of Business, University of Tampa, Tampa, FL, United States","Purpose: The purpose of this article is examine some of the most successful contemporary global business leaders in relation to undergraduate institution and undergraduate major in order to examine the value and return of higher education programs for global business leadership. This is an important topic in the modern global context, as there continues to be an increasing global push toward deemphasizing and defunding liberal arts education in favor of science, technology, engineering and math (STEM) fields for college and university students around the globe. Design/methodology/approach: The educational backgrounds of the 2019 Fortune 50 CEOs were researched in relation to undergraduate institutions attended and undergraduate majors. The study also included an examination of graduate education, if applicable. Using available biographical information regarding the CEOs educational backgrounds, these business leaders were compared relative to the educational data. Findings: An examination of the undergraduate educational backgrounds of the 2019 Fortune 50 CEOs revealed an exact split between 18 STEM majors, 18 liberal arts majors and 18 business majors, with 1 CEO who began university studies but did not graduate. Upon examination, it is also apparent that some majors were more directly related to a CEO's industry, while other majors ended up having little relation to the CEO's chosen career path. Practical implications: The results of this study contribute to the very important discussion concerning the long-term value of a college education. At both micro and macro levels, stakeholders are constantly questioning the ultimate return on investment of a college education, and examination of the 2019 Fortune 50 CEOs indicates that the choice of college major is only one ingredient in the overall recipe for professional success. For these business leaders, there were a wide variety of educational paths, in terms of college academic preparations, that eventually led to the very pinnacle of professional and leadership attainment. Originality/value: This study demonstrates that a particular undergraduate field of study is not going to make or break a career, and the examination of these Fortune 50 CEOs indicates that one's ultimate career achievement is not simply relegated to the specific field of undergraduate major. © 2020, Emerald Publishing Limited.","Competences; Employability; Human capital; Liberal arts education; STEM education; Value of undergraduate education","","","","","","","","Anders G., That ‘Useless’ Liberal Arts Degree Has Become Tech's Hottest Ticket, (2015); Athanassiadis A., Economic returns and risks to investment in education: an application of the multifactor CAPM, International Journal of Economic Sciences and Applied Research, 4, 1, pp. 95-120, (2011); Bredtmann J., Otten S., Getting what (employers think) you're worth. Evidence on the gender gap in entry wages among university graduates, International Journal of Manpower, 35, 3, pp. 291-305, (2014); Cohen P., A Rising Call to Promote STEM Education and Cut Liberal Arts Funding, (2016); Cohen L., Manion L., Morrison K., Research Methods in Education, (2011); Cohn E., Hughes W.W., A benefit-cost analysis of investment in college education in the United States: 1969–1985, Economics of Education Review, 13, 2, pp. 109-123, (1994); Charting a Course for Success: America's Strategy for STEM Education, (2018); Crowe J., REPORT: White House to Propose Departments of Labor and Education Merger, (2018); Drucker P., The new Realities: in government and Politics, in economics and business, Society and World View, (1989); Grasgreen A., Liberal Arts Grads Win Long-Term, (2014); Humphreys D., Kelly P., How liberal arts and sciences majors fare in employment: a report on earnings and long-term career paths, (2014); Korn M., Liberal Arts Salaries Are a Marathon, Not a Sprint, (2014); Mincer J., Schooling, Experience, and Earnings. Human Behavior and Social Institutions No. 2, (1974); Psacharopoulos G., Rate-of-Return studies, The Encyclopedia of Higher Education, pp. 999-1003, (1992); Rose S., The value of a college degree, Change: The Magazine of Higher Learning, 45, 6, pp. 24-33, (2013); Rowe L., David Perrin D., Tony Wall T., The chartered manager degree apprenticeship: trials and tribulations, Higher Education, Skills and Work-Based Learning, 6, 4, pp. 357-369, (2016); Stanfors M., Burnette J., Estimating historical wage profiles, Historical Methods, 48, 1, pp. 35-51, (2015); Storen L.A., Aamodt P.O., The quality of higher education and employability of graduates, Quality in Higher Education, 16, 3, pp. 297-313, (2010); Supiano B., What's a Degree Worth? Report Has Answers, by Major; for the First Time, Researchers Analyze Earnings Based on 171 College Majors, (2011); Telles E.E., Murguia E., The continuing significance of phenotype among Mexican Americans, Social Science Quarterly, 73, 1, pp. 120-122, (1992); Teaching Excellence Framework: Analysis of Highly Skilled Employment Outcomes, (2016); Weissman S., Is college worth it? Yes, but return on investment varies, study finds, Diverse Issues in Higher Education, 36, 12, (2019); Yin R.K., Case Study Research: Design and Methods, (2014); How Valuable is Your Degree?, (2012); Blumenstyk G., Liberal-arts Majors Have Plenty of Job Prospects, if They Have Some Specific Skills, Too, (2016); Hughes T., Sheen J., Birkin G., Industry Graduate Skills Needs – Summary Report for the National Centre for Universities and Business, (2013); Jackson A., CUBAN: Don't Go to School for Finance — Liberal Arts is the Future, (2017); Kumparak G., Slack's Co-founders Take Home the Crunchie for Founder of the Year, (2015); Major D., Meakin D., Perrin D., Building the capacity of higher education to deliver programmes of work-based learning, Higher Education, Skills and Work-Based Learning, 1, 2, pp. 118-127, (2011); Markheim M., How to Turn a Liberal Arts Degree into a Paycheck, (2013); Oxley J.D., The return on investment for higher education in the United States, Journal of Economics and Banking, (2007); Supiano B., How Liberal-Arts Majors Fare over the Long Haul, (2014)","J. Welch; Sykes College of Business, University of Tampa, Tampa, United States; email: jwelch@ut.edu","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85089507883"
"Bowles M.; Ghosh S.; Thomas L.","Bowles, Marcus (55575292900); Ghosh, Samrat (57199380422); Thomas, Lisa (55460309400)","55575292900; 57199380422; 55460309400","Future-proofing accounting professionals: Ensuring graduate employability and future readiness","2020","Journal of Teaching and Learning for Graduate Employability","11","1","","1","21","20","20","10.21153/JTLGE2020VOL11NO1ART886","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090558352&doi=10.21153%2fJTLGE2020VOL11NO1ART886&partnerID=40&md5=32938b10cf26ac88b762d0e8ccb6c0b7","University of Tasmania, Australia; Chartered Accountants Australia & New Zealand","Bowles M., University of Tasmania, Australia; Ghosh S., University of Tasmania, Australia; Thomas L., Chartered Accountants Australia & New Zealand","Key international and Australasian bodies have reported research suggesting the accounting profession is one of the most vulnerable to disruption through automation and changed business models. But research discussed in this paper confirms that while component parts of an accounting 'job' will be replaced by technology, the capabilities required to perform remaining accounting and finance activities would not only endure, they would spread across many non-accounting roles. c This report presents the findings from the final stage of a validation process that was conducted by Chartered Accountants Australia and New Zealand (CA ANZ) across Australia and New Zealand. The report confirms 24 capabilities, including six considered essential requirements for every professional seeking to work in accounting, finance, and related work roles. The findings provide evidence that these capabilities, in contrast to recent reports suggesting employment opportunities for accounting graduates are in decline, can create opportunities for sustainable careers. The validation project and survey results provide unexpected insight into the capabilities of different age groups and professionals at different career stages that are considered important. The research outlined in this paper will not only inform continuing professional education for members but also help refine the design of post-graduate curriculum and continuing professional development. © 2020 Deakin University. All rights reserved.","Capabilities; Employability; Graduate attributes; Professional capability standards; Soft skills","","","","","","","","Discovery: Design research on member experience. Strategy Development 2017, (2017); APESB 110 Code of Ethics for Professional Accountants, (2018); Albrecht W., Sack R., Accounting education: Charting the course through a perilous future, (2000); Future Skills, (2019); 1220.0 - ANZSCO - Australian and New Zealand Standard Classification of Occupations, (2013); Professional accountants: Drivers of change and future skills, (2016); 1220.0 - ANZSCO - Australian and New Zealand Standard Classification of Occupations, 2013, (2013); Accounting Learning Standards, (2016); Benbow R.J., Hora M.T., Reconsidering college student employability: A cultural analysis of educator and employer conditions of workplace skills, Harvard Educational Review, 88, 4, pp. 483-515, (2018); Bersin J., Stempel J., van der Vyver B., The quest for workforce capability: Create a global skills supply chain, Deloitte Insights, (2014); Perspectives on education: Capabilities for success in the accounting profession, (1989); Bowles M., Schoenheimer H., Developing human capability, (2009); Bowles M., Future Accountant, White Paper, (2018); Bowles M., Future Capabilities Reference Framework: Update to the LaMDA™ Leadership and Management Capability Framework Guide, (2019); Bowles M., Bowes N., Wilson P., Future-proof human capabilities: Raising the future employability of graduates, International Journal of Business and Social Science, 10, 11, pp. 18-29, (2019); Boyce L.A., Gould R.B., Tasks difficulty measurement by the United States Air Force Occupational Measurement, (1999); Brannick M.T., Levine E.L., Job analysis: Methods, research and applications for human resource management in the New Millennium, (2002); CA Success profiles, (2017); The future of talent: Opportunities unlimited, future [inc] ™, (2017); CA capability model: Summary of validation SME workshop findings, (2019); Common accounting profession role profiles with employment growth and remuneration indicators, (2019); Program design specification CA X, (2019); The Chartered Professional Accountant Competency Map: Understanding the competencies a candidate must demonstrate to become a CPA, (2019); Crisp G., Oliver B., Re-imagining graduate achievement and employability, Education for employability: Learning for future possibilities, 1, pp. 73-82, (2019); Cunningham J.W., Occupation analysis inventory, The job analysis handbook for business, industry, and government, 2, pp. 975-990, (1988); Professional Practice Credential Assessment Framework, (2017); Blockchain technology: A game-changer for accounting?, (2016); The path to prosperity: Why the future of work is human, Building the Lucky Country #7, (2019); Soft skills for business success, (2017); Premium skills: The wage premium associated with human skills, (2019); Core Skills for Work Developmental Framework, (2015); Edmondson G., Valigra L., Kenward M., Hudson R. L., Belfield H., Making industry-university partnerships work: Lessons from successful collaborators, (2012); Farrar M., Changing competencies and mindsets, (2018); Fleishman E.A., Development of a behavior taxonomy for describing human tasks: A correlationalexperimental approach, Journal of Applied Psychology, 51, 1, pp. 1-10, (1967); Frey C. B, Osborne M. A., Holmes C., Technology at work v2.0: The future is not what it used to be, (2016); Gekara V., Snell D., Molla A., Karanasios S., Thomas A., Skilling the Australian workforce for the digital economy, (2019); Global Accounting Alliance Recognition Framework and Principles, Draft, (2019); GAA enabling competencies, Draft 2.03, GAA, Global Accounting Alliance Education Directors Meeting May 2019 papers, (2019); Hamel G., Innovation as a deep capability, Leader to Leader, 27, pp. 19-24, (2003); Hancock P., Howieson B., Kavanagh M., Kent J., Tempone I., Segal N., Accounting for the future: More than numbers- A collaborative investigation into the changing skill set for professional accounting graduates over the next ten years and strategies for embedding such skills into professional accounting programs, 1, (2009); Hancock P., Howieson B., Kavanagh M., Kent J., Tempone I., Segal N., Accounting for the future, Accounting education at a crossroad in 2010, pp. 54-62, (2010); Hancock P., Freeman M., Watty K., Birt J., Tyler J., Accounting Learning Standards, Revised, (2016); Jackling B., De Lange P., Do accounting graduates' skills meet the expectations of employers? A matter of convergence or divergence, Accounting Education, 18, 4, pp. 369-385, (2009); Kavanagh M., Drennan L., What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations, Accounting and Finance, 48, 2, pp. 279-300, (2008); Maxwell G., Scott B., Macfarlane D., Williamson E., Employers as stakeholders in postgraduate employability skills development, International Journal of Management Education, 8, 2, pp. 1-11, (2010); McCann J., Selsky J. W., Mastering turbulence: The essential capabilities of agile and resilient individuals, teams and organizations, (2012); McCormick E.J., Job analysis: Methods and applications, (1979); McGuigan N., Kern T., Leaping over the perceptual threshold in accounting courses: Embracing sustainable assessment and learning design, ATN 2010 Conference, Assessment: Sustainability, Diversity and Innovation, (2010); Moore T., Morton J., The myth of job readiness? Written communication, employability, and the 'skills gap' in higher education, Studies in Higher Education, 42, 3, pp. 591-609, (2017); Nagarajan S., Edwards J., The role of universities, employers, graduates and professional associations in the development of professional skills of new graduates, Journal of Perspectives in Applied Academic Practice, 3, 2, pp. 26-37, (2015); Key insights into the Australian accounting industry, (2018); O*NET Online. U.S., Department of Labor, Employment & Training Administration, (2019); Disruptive technologies risks, opportunities - Can New Zealand make the most of them?, (2015); Oliver B., Whelan B., Hunt L., Hammer S., Accounting graduates and the capabilities that count: Perceptions of graduates, employers and Accounting academics in four Australian Universities, Journal of Teaching and Learning for Graduate Employability, 2, 1, pp. 2-27, (2011); Oliver M., Accountant of the Future, (2018); Universal basic skills: What countries stand to gain, (2015); Human capability dictionary: Setting standards for future ready graduates, (2019); The RAI's Method for Assessing Regional Job Vulnerability to Automation, Shared Inquiry Program 2018, (2018); Scott G., Coates H., Anderson M., Learning leaders in times of change: Academic leadership capabilities for Australian higher education, (2008); Siegel G., Sorensen J.E., What corporate America wants in entry-level Accountants, Management Accounting Research, 15, 4, pp. 441-469, (1994); Smith B., Maguire W., Han H.H., Generic skills in accounting: Perspectives of Chinese postgraduate students, Accounting and Finance, 58, 2, pp. 535-559, (2018); Teece D., Explicating dynamic capabilities: The nature and micro foundations of (sustainable) enterprise performance, Strategic Management Journal, 28, 13, pp. 1319-1350, (2007); Tempone I., Kavanagh M., Seagal N., Hancock P., Howieson B., Embedding non-technical skills into the accounting curricula, (2011); The silent disruption of the accounting industry, Adviser Voice, (2019); Tingey-Holyoak J., Burritt R., The transdisciplinary nature of accounting: A pathway towards the sustainable future of the profession, Emerging pathways for the next generation of accountants, pp. 93-103, (2012); Towers-Clark J., Are undergraduate accounting students developing transferable skills that meet stakeholder needs? An international study, (2016); Wells P., Gerbic P., Kranenburg I., Bygrave J., Professional skills and capabilities of accounting graduates: The New Zealand expectation gap?, Accounting Education: An International Journal, 18, 4-5, pp. 403-420, (2009); Future of Jobs Survey 2018, (2018); Yorke M., Employability in higher education: What it is - What it is not, (2006); Zaharim A., Yusoff Y., Omar M.Z., Mohamed A., Muhamad N., The comparison on priority engineering employability skills, International Journal of Engineering and Technology, 7, 2, pp. 61-74, (2010)","M. Bowles; University of Tasmania, Australia; email: marc.bowles@utas.edu.au","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85090558352"
"Andrews J.; Ramji K.","Andrews, Joy (57219452436); Ramji, Karima (57193804747)","57219452436; 57193804747","Connecting work-integrated learning and career development in virtual environments: An analysis of the UVic Leading Edge","2020","International Journal of Work-Integrated Learning","21","5","","643","656","13","5","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092716633&partnerID=40&md5=5468bff42c9ca9cf91ae20267ea0d0ee","University of Victoria, Victoria, Canada","Andrews J., University of Victoria, Victoria, Canada; Ramji K., University of Victoria, Victoria, Canada","While the fields of work-integrated learning (WIL) and career development share common goals, WIL literature tends to focus on student employability more than students' ability to manage their careers. The Leading Edge program at a Canadian institution, the University of Victoria, brings together these two disciplines as it draws from theory and methodology in WIL and career development to strengthen student experiential learning and prepare students for meaningful careers. Four reflective questions form the core of the program, and support students to become pro-active experiential learners, embrace diversity and become career-ready during their academic journey. The authors present the theoretical underpinnings in career development, WIL and experiential learning that inform the program development, and analyse its strengths and challenges. The paper concludes with an exploration of how the Leading Edge, an online program, can support learners to navigate the challenges of the current labour market conditions created by COVID-19. © 2020 International Journal of Work-Integrated Learning. All rights reserved.","Assessment; Career development; COVID-19; Experiential learning; Reflection; Work-integrated learning","","","","","","Victoria University, VU","The authors would like to acknowledge the Leading Edge framework development team at the University of Victoria: Allison Benner, John Fagan, Richard Myers, Jeremy Pearce, Joy Poliquin, and Bev Stephens, and the previous leadership by Norah McRae.","Ajjawi R., Tai J., Tran Le Huu N, Boud D., Johnson L., Patrick C. J., Aligning assessment with the needs of work-integrated learning: The challenges of authentic assessment in a complex context, Assessment & Evaluation in Higher Education, 45, 2, pp. 304-316, (2020); Bandura A., Toward a psychology of human agency, Perspectives on Psychological Science, 1, 2, pp. 164-180, (2006); Barnett R., Learning for an unknown future, Higher Education, Research & Development, 31, 1, pp. 65-77, (2012); Betz N. E., Self-efficacy theory as a basis for career assessment, Journal of Career Assessment, 8, 3, pp. 205-222, (2000); Billett S., Realizing the educational worth of integrating work experiences in higher education, Studies in Higher Education, 34, 7, pp. 827-843, (2009); Culture at work: The value of intercultural skills in the workplace, (2013); Caffarella R. S., Dafron S. R., Planning programs for adult learners: A practical guide, (2013); About us: CEWIL Canada's Mission; Canada Accreditation Council: The impact of COVID-19 on accredited co-op programs; Dewey J., How we think: A restatement of the relation of reflective thinking to the educative process, (1933); Doel S., Fostering student reflection during engineering internships, Asia Pacific Journal of Cooperative Education, 10, 3, pp. 163-177, (2009); Dunne D., Design thinking at work: How innovative organizations are embracing design, (2018); Earley P. C., Ang S., Cultural intelligence: Individual interactions across cultures, (2003); Garcia H., Miralles F., Ikigai: The Japanese secret to a long and happy life, (2016); Gibbs G., Learning by doing: A guide to learning and teaching methods, (1988); Heibert B., Magnusson K., Demonstrating the value of career development services, Career development practice in Canada: Perspectives, principles and professionalism, (2014); Hodges D., Eames C., Coll R., Theoretical perspectives on assessment in cooperative education placements, Asia-Pacific Journal for Cooperative Education, 15, 3, pp. 189-207, (2014); Hunt S., Lalonde C. E., Rondeau Y., Supporting Aboriginal student success: Report of the LE,NONET research project, (2010); Ibrahim H. I., Jaaffar A. H., Investigating post-work integrated learning (WIL) effects on motivation for learning: An empirical evidence from Malaysian public universities, Business and Society, 18, 1, pp. 13-32, (2017); Johnston N., McRae N., Maclean C., The development of a comparative matrix of forms of work-integrated learning and work-integrated education (WIL/WIE) within the province of BC Canada, Refereed proceedings of the 2nd International Research Symposium on Cooperative and Work-Integrated Education, pp. 77-84, (2016); Kolb D., Experiential learning as the science of learning and development, (1984); Krumboltz J. D., The happenstance learning theory, Journal of Career Assessment, 17, 2, pp. 135-154, (2009); McRae N., Johnston N., The development of a proposed global work-integrated learning framework, Asia-Pacific Journal of Cooperative Education, 17, 4, pp. 337-348, (2016); McRae N., Pretti T. J., Church D., WIL quality framework; McRae N., Ramji K., Enhancing cultural intelligence through cooperative and work-integrated education, International handbook for cooperative and work-integrated education, pp. 347-353, (2011); McRae N., Ramji K., Intercultural competency development curriculum: A strategy for internationalizing work-integrated learning for the 21st century global village, Work-integrated learning for the 21st century global village: International perspectives on education and society, pp. 129-143, (2017); McRae N., Ramji K., Lu L., Lesperance M., Developing global ready graduates: The CANEU-COOP experience, Asia-Pacific Journal of Cooperative Education, 17, 4, pp. 377-386, (2016); Career readiness competencies: employer survey results, (2015); Career readiness defined, (2020); Niles S. G., Yoon H. J., Bahn E., Amundsen N. E., Using a hope-centered model of career development in challenging times, Turkish Psychological Counseling and Guidance Journal, 4, 104, pp. 101-108, (2010); Wikipedia, (2020); Peavey R. V., A constructivist model of training for career counselors, Journal of Career Development, 18, 3, pp. 215-228, (1992); Pryor R., Bright J., The chaos theory of careers, A new perspective of working in the twenty-first century, (2011); Rolfe G., Jasper M., Freshwater D., Critical reflection in practice: Generating knowledge for care, (2011); Humans wanted: How Canadian youth can thrive in the age of disruption, (2018); After the crisis: 8 ways COVID will transform the economy and disrupt every business, (2020); Savickas M. L., The theory and practice of career construction, Career development and counseling: Putting theory and research to work, pp. 42-70, (2005); Savickas M. L., Life design: A paradigm for career intervention in the 21st century, Journal of Counseling & Development, 90, 1, pp. 13-19, (2012); Schon D., The reflective practitioner, (1983); Soffel J., What are the 21st century skills every student needs?, (2016); Academic experiences Detailed glossary, (2020); Are you ready to manage the workforce of the future?, (2019); Vilaseca B., Qué harías si no tuvieras miedo? [What would you do if you weren't afraid?, (2013); Winn M., What is your Ikigai?, (2014); Winn M., Meme seeding, (2017); Zuzunaga A., Proposito, (2011)","K. Ramji; University of Victoria, Victoria, Canada; email: ramjik@uvic.ca","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85092716633"
"Gavriluță N.","Gavriluță, Nicu (26036090700)","26036090700","The labor market, employability and entrepreneurship in the Romanian Public sector","2020","Transylvanian Review of Administrative Sciences","16","61","","46","69","23","1","10.24193/tras.61E.3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095433509&doi=10.24193%2ftras.61E.3&partnerID=40&md5=e662ce9a4fde88e66a43b6e94a79d9bd","Department of Sociology and Social Work, Alexandru Ioan Cuza University, Iași, Romania","Gavriluță N., Department of Sociology and Social Work, Alexandru Ioan Cuza University, Iași, Romania","The issue of employability and the development of entrepreneurship presents a real chal-lenge, given that today’s labor market is highly dynamic. Projections made for the next twenty years indicate important changes. The present study capitalizes on a research carried out in the Romanian academic environment, within three universities. The sample included students and employers from the public sphere. Our research reveals that the services available in three Romanian universities are developing in two main di-rections: one concerns working with students and developing their skills to become attractive on the labor market. Another direction is one that medi-ates between the academic world and the business environment. The results obtained through our research capture the policies and services of higher education in order to better train students and increase their employment opportunities. The options and expectations of students regarding the insertion on the labor market are contrasted to those of employers. This is the only way we can think of functional and flexible models for educat-ing future employees in order to be able to face the new challenges of the labor market. © 2020, Babes-Bolyai University. All rights reserved.","Employability; Entrepreneurship; Expectation struc-ture; Local poli-cies; Public policies; Sustainability","","","","","","Ministerul Educaţiei Naţionale, MEN; European Social Fund, ESF","Of course, in addition to the symbolic and cultural dimension (social prestige, the prospect of accessing high social positions, social recognition, etc.), academic education has a practical dimension as well, given by the specialization in different fields. However, this practical dimension also contains a symbolic layer. Our research shows that their choices are not entirely rational. They are not the result of a one hundred percent precise, pragmatic calculation. This refers to a research carried out in 2018 in several academic centers in Romania where we organized focus groups and discussions with students and employers. The topic dealt with the projections and expectations of university students and the labor market. Part of this research was carried out in a larger project conducted by the Romanian Academy entitled ‘Developing the capacity of the Ministry of National Education to monitor and forecast the evolution of higher education in relation to the labor market’ – SIPOCA 3, funded by the European Social Fund through the Operational Program Administrative Capacity (Romanian Academy, undated). The theory of rational choices is practically refuted in this case. Our research shows that the actions of actors are not always rationally shaped by precise ideals (Scott, 2000).","Bourdieu P., La Reproduction. Éléments pour une théorie du système d’enseignement, (1970); Bourdieu P., Rațiuni practice: O teorie a acțiunii [Practical Reasons: A Theory of Action], (1999); Bulai A., Focus-grup [Focus Group], (2000); Skills Panorama, Romania: Mismatch Priority Occupations, (2016); (2018); Chelcea S., Metodologia cercetării sociologice [The Methodology of Sociological Research], (2007); Chiacchio F., Petropoulos G., Pichler D., The Impact of Industrial Robots on EU Employment and Wages: A Local Labour Market Approach, (2018); De Singly B.F., Gotman A., Kaufmann J.C., Ancheta şi metodele ei [Investigation and Its Methods], (1998); Delahunty D., Must Read Article on How Our Lives Will Change Dramatically in 20 Years, (2017); Romanian Startup Barometer, (2017); Employment and Social Developments in Europe 2018, (2018); Fecioru B., Measures to Increase Youth Employability on the Labor Market, Calitatea Vieții, 19, 3-4, pp. 317-327, (2008); Frey C.B., Osborne M., The Future of Employment; Gavriluta C., Ficțiuni și realități’ [Fictions and Realities, Educația valorilor din Antichitate până în prezent [The Education of Values from Antiquity to the Present], pp. 267-287, (2017); Gavriluta N., Noile religii seculare. Corectitudinea politică, noile tehnologii și transumanis-mul [New Secular Religions. Political Correctness, New Technologies and Transhuman-ism], (2018); Hintea C.E., Public Administration Schools in Romania: Strategic Choices for the Future, Revista de Cercetare si Intervenție Socială, 42, pp. 294-309, (2013); Isan V., În România nu e de bonton să vorbeşti de elite, (2008); Krueger R.A., Casey M.A., Metoda focus grup [The Focus Group Method], (2005); Moldovan O., Raboca H.M., Public Administration Education and Professional Practice in Romania: Exploring Students’ Perceptions, Transylvanian Review of Administrative Sciences, 57E, pp. 67-85, (2019); Mora J.G., Teichler U., Schomburg H., The Labour Market of European Higher Education Graduates: Some Analytical Approaches, European Journal of Education, 42, 1, pp. 11-34, (2007); Morgan D.L., Planning Focus Groups, (1998); The Barometer of En-trepreneurship Education among Romanian Students, (2014); Onofrei M., Chisalita O.A., Chihaia D.C., Anton S.G., Absolvenții Universității ‘Alexandru Ioan Cuza’ din Iași și piața muncii, Studiu privind așteptările angajatorilor de la viitorii angajați și ale absolvenților de la viitorii angajatori [‘Alexandru Ioan Cuza’ University Graduates and the Labor Market. Study on the Expectations of Employers from Future Employees and Those of Graduates from Future Employers], (2017); The Oxford Guide to Careers 2018, (2018); European Structural Funds Projects; Prognoza evoluției și tendințelor pieței muncii – amenințări și oportunități, Forecast of Developments and Trends in the Labor Market – Threats and Opportunities], (2018); Ross L., The Intuitive Psychologist and His Shortcomings: Distortions in the Attribution Process, Advances in Experimental Social Psychology, 10, pp. 173-220, (1977); Schomburg H., Teichler U., Higher Education and Graduate Employment in Europe. Results from Graduates Surveys from Twelve Countries, (2016); Scott J., Rational Choice Theory, Understanding Contemporary Society: Theories of the Present, (2000); Sirghi A.M., Idealul humboldian și universitatea actuală’ [The Humboldtian Ideal and the Current university, 195, (2017); Tinerii pe piața muncii. Oportunități și dificultăți de inserție, Youth on the Labor Market. Insertion Challenges and Opportunities], (2016); Plan operațional 2018, (2018); Vishnevskaya N.T., Zudina A., Occupational Structure in European Countries: What Do Forecasts Predict?, International Organisations Research Journal, 12, 4, pp. 109-129, (2017); Vlad I.V., Strategia de dezvoltare a României în următorii 20 de ani [Romania’s Development Strategy on the Next 20 Years], (2015); Wallerstein I., Collins R., Mann M., Derluguian G., Calhoun C., Are capitalismul un viitor? [Does Capitalism Have a Future?], (2015)","N. Gavriluță; Department of Sociology and Social Work, Alexandru Ioan Cuza University, Iași, Romania; email: nicolas@uaic.ro","","Babes-Bolyai University","","","","","","18422845","","","","English","Transylv. Rev. Adm. Sci.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85095433509"
"Saravanakumar A.R.","Saravanakumar, A.R. (57215214402)","57215214402","Life skill education for creative and productive citizens","2020","Journal of Critical Reviews","7","9","","554","558","4","6","10.31838/jcr.07.09.110","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085968401&doi=10.31838%2fjcr.07.09.110&partnerID=40&md5=fe9c98d306003307af3342bd11492366","Department of Education (DDE), Alagappa University, Tamil Nadu, India","Saravanakumar A.R., Department of Education (DDE), Alagappa University, Tamil Nadu, India","Our coaching system, as is common today, is as an alternative lopsided. It lays the most really useful core of attention on the acquisition of expertise even at eh value of skills, attitudes and values. Living as we do an ultra-modern way of life in present-day society, what we require is nothing short of a present-day model of education. Knowledge in itself has little charge until it is put to use. We desire today, amongst specific things, life abilities in a massive way on the other hand than have been memorization of information. Life skills are skills, strengths and knowledge that aid people face troubles of their day-to-day existence with a remarkable way of thinking and go about with their daily obligations effectively. Life skills education would region us on the dual carriageway to growth and development, in the process, enabling us to lead our lives as efficaciously and efficiently as possible. The phrase Life Skills has come to be popularly used in the context of rising fitness troubles for younger human beings in precise aspects of the world. In a continuously altering environment, having existence competencies is an essential area of being in a role to meet the challenges of daily life. The dramatic changes in the international financial device over the preceding 10 years have been matched with the transformation in technological information and these are all impacting education, the location of work and our home life. To cope with the growing tempo and change of present-day life, college students prefer new existing knowledge such as the doable to deal with stress and frustration. Today college students will have many new jobs all thru their lives, with related pressures and the favor for flexibility. In the state-of-the-art world, teamwork competencies are employability abilities chosen stipulations in a supportive learning environment; and remarks about the individual average overall performance of skills. The workout of skills is facilitated by way of role-playing in typical scenarios, with a focal factor on the utility of advantage and they have an impact on that they have on the outcome of a hypothetical situation. © 2020 by Advance Scientific Research. This is an open-access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/)","Creative; Education; Employability; Learning Environment; Life Skill; Productive","","","","","","","","Aparna N., Raakhee A.S., Life skill education for adolescents: ITS relevance and importance, GESJ: Education Science and Psychology, 2, 9, pp. 3-7, (2011); Bandura, Social Learning Theory, pp. 128-129, (1977); Bharath S., Kumar K.V., Health promotion using life skills education approach for adolescents in schools - development of a model, Journal of Indian Association of Child & Adolescent Mental Health, 4, 1, pp. 5-11, (2008); Daswani C.J., Evolution of adult learning programmes in the Asian region, UIE, Institutionalizing Lifelong Learning: Creating Conducive Environments for Adult Learning in the Asian Context, (2002); Delors J., Learning: The Treasure Within, Report to UNESCO of the International Commission on Education for the Twenty-First Century, (1996); Dhanasekaran M., Effect of Developing Life Skills on Enhancing Teaching Competency among Diet Student Teachers, (2018); Hamburg B.A., Life-Skill Training Preventive Interventions for Young Adolescents, (1990); Hersen M., Eisler R.M., Miller P.M., Progress in Behaviour Modification, pp. 31-64, (1985); Kalaiselvi R., Saravanakumar A.R., Life Skills in Thirukural, (2019); Paul R., Critical Thinking: How to Prepare Students for a Rapidly Changing World, (1995); Paul R., Elder L., Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life, (2002); Pavlidis P., Critical thinking as dialectics: A Hegelian-Marxist approach, Journal for Critical Education Policy Studies, 8, 2, (2010); Perry C.L., Kelder S.H., Models of effective Prevention, Journal of Adolescent Health, 13, 5, pp. 355-363, (1992); Saravanakumar A.R., Implementing life skill education strategies in teaching-learning process, Indian Journal of Applied Research, India, 1, 5, (2012); Saravanakumar A.R., Metacognition and Attention Activation, (2016); Saravanakumar A.R., Metacognitive Perspectives, (2008); Saravanakumar A.R., Attention: An Overview, (2008); Saravanakumar A.R., Trends in Educational Psychology, (2016); Saravanakumar A.R., Educational Psychology, (2016); Saravanakumar A.R., Soft skills for professional teachers: A new perspective in Teacher Education, International Conference on Health Indicators for Physical and Cognitive Fitness Education, (2018); Saravanakumar A.R., Padmini Devi K.R., Indian higher education: Issues and opportunities, Journal of Critical Reviews, 7, 2, (2020); Saravanakumar A.R., Life Skill Education through Lifelong Learning, (2020); Sivakumar I., Manimekalai K., Ranjithkumar, The impact of social media on girl students health in Sivagangai district, International Journal of Psychosocial Rehabilitation, 24, 1, pp. 174-179, (2020); Sivakumar I., Usha V.T., Education and women in India, Theoretical Perspective, Development and Displacement: Social Justice Paradigm, pp. 141-148, (2013); Vranda M.N., Chandrassekar Rao M., Life skills education for young adolescents - Indian experience, Journal of the Indian Academy of Applied Psychology, 37, pp. 9-15, (2011); Partners in Life Skills Education. Conclusions from a United Nations Inter-Agency Meeting, (1999); Life Skills Education: Planning for Research, 72, (1996)","","","Innovare Academics Sciences Pvt. Ltd","","","","","","23945125","","","","English","J. Crit. Rev.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85085968401"
"Souza E.A.; Teixeira C.F.S.; de Souza M.K.B.; Silva-Santos H.; Araújo Dos-Santos T.; Ramos J.L.C.","Souza, Ednir Assis (57216777999); Teixeira, Carmen Fontes de Souza (7102632991); de Souza, Mariluce Karla Bomfim (27267541100); Silva-Santos, Handerson (58209765000); Araújo Dos-Santos, Tatiane (57205167645); Ramos, José Lúcio Costa (57218526608)","57216777999; 7102632991; 27267541100; 58209765000; 57205167645; 57218526608","The (re)construction of own identity in nurses’ work in Brazil: exploratory study; [A (re)construção da identidade própria no trabalho das enfermeiras: estudo exploratório]; [La (re)construcción de la identidad propia en el trabajo de las enfermeras en Brasil: estudio exploratorio]","2020","Revista Brasileira de Enfermagem","73","6","e20180928","","","","2","10.1590/0034-7167-2018-0928","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089407942&doi=10.1590%2f0034-7167-2018-0928&partnerID=40&md5=2fd64e3953ff23424b28af1245b3a08e","Universidade Federal da Bahia, Bahia, Salvador, Brazil","Souza E.A., Universidade Federal da Bahia, Bahia, Salvador, Brazil; Teixeira C.F.S., Universidade Federal da Bahia, Bahia, Salvador, Brazil; de Souza M.K.B., Universidade Federal da Bahia, Bahia, Salvador, Brazil; Silva-Santos H., Universidade Federal da Bahia, Bahia, Salvador, Brazil; Araújo Dos-Santos T., Universidade Federal da Bahia, Bahia, Salvador, Brazil; Ramos J.L.C., Universidade Federal da Bahia, Bahia, Salvador, Brazil","Objective: To analyse a professional trajectory and how identity conformations of a group of nurses in professional practice in Brazil. Methods: Qualitative study that used the in-depth interviews with nurses in professional practice from 1998 to 2014. Seven nurses working in the various organizational areas of the health systems participated and 3 nurses working in educational and research institutions. The narratives were analyzed in the light of Claude’s Dubar theoretical framework and the content analysis technique. Results: The findings demonstrate that career choice is associated with employability, giving little identity. The findings demonstrate that career choice is associated with employability, giving little identity. The formative processes contribute to the (re) construction of identity, as they have produced an anticipation of the future trajectory, identification of job opportunities, recognition, prestige and self-esteem. The care dimension gives greater identity to the workers. Conclusion: The study brings important elements for reflection on the determinants that affect the continuous reconstruction of professional identity, in view of the changes that have been operating in the labor market, in vocational training and in the work of nurses. © 2020, Associacao Brasilerira de Enfermagem. All rights reserved.","Identification; Nurses; Nursing; Social Desirability; Work","anticipation; article; Brazil; conceptual framework; content analysis; decision making; employability; exploratory research; human; job market; narrative; nurse; self esteem; vocational education; worker","","","","","","","Fernandes MC, Silva LMS, Silva MRF, Torres RAM, Dias MSA, Moreira TMMM, Et al., Identity of primary health care nurses: perception of “doing everything”, Rev Bras Enferm, 71, 1, pp. 142-147, (2018); Dubar C., A socialização: construção das identidades sociais e profissionais, (2005); Casa Civil Subchefia para assuntos jurídicos, (1986); Leal JAL, Melo CMM., The nurses’ work process in different countries: an integrative review, Rev Bras Enferm, 71, 2, pp. 413-423, (2018); Almeida DB, Queiros PJP, Silva GTR, Laitano ADC, Almeida SS., Sexist stereotypes in portuguese nursing: a historical study in the period 1935 to 1974, Esc Anna Nery[Internet], 20, 2, pp. 228-235, (2016); Oliveira JSA, Pires DEP, Alvarez AM, Sena RR, Medeiros SM, Andrade SR., Trends in the job market of nurses in the view of managers, Rev Bras Enferm, 71, 1, pp. 148-155, (2018); Souza EA, Teixeira CF, Souza MKB., Análise da produção cientifica nacional sobre o trabalho da enfermeira (1988-2014), Saúde Debate, 41, 113, pp. 630-646, (2017); Vinuto J., A amostragem em bola de neve na pesquisa qualitativa: um debate em aberto, Temáticas [Internet], 22, 44, pp. 203-220, (2016); Bardin L., Análise de conteúdo, (2011); Escobar L., O sexo das profissões: gênero e identidade socioprofissional em Enfermagem, (2004); Ribeiro AAA, Falcon GS, Borenstein MS, Padilha MICS., Professional choice and the social imaginary-Brazilian and Peruvian nurses, Esc. Anna Nery [Internet], 10, 2, pp. 241-250, (2006); Barlem JGT, Lunardi VL, Bordignon SS, Barlem ELD, Lunardi Filho WD, Silveira RS, Zacarias CC., Opção e evasão de um curso de graduação em enfermagem: percepção de estudantes evadidos, Rev Gaúcha Enferm[Internet], 33, 2, pp. 132-138, (2012); Machado MH, Oliveira ES, Lemos WR, Lacerda WF, Justino E., Mercado de trabalho em enfermagem no âmbito do SUS: uma abordagem a partir da pesquisa Perfil da Enfermagem no Brasil, Divulg Saúde Debate [Internet], 56, pp. 52-69, (2016); Ferreira AG, Henriques HMG., A constituição da profissão dos enfermeiros em Portugal: A Escola de Enfermagem de Castelo Branco (19481988), Rev Educ Questão[Internet], 45, 31, pp. 7-34, (2013); Alves SMC., Avanços e retrocessos do direito à saúde no Brasil: uma análise crítica, Cad Ibero-Amer Dir. Sanit [Internet], 5, 4, pp. 186-194, (2016); Puschel VAA, Costa D, Reis PP, Oliveira LB, Carbogim FC., Nurses in the labor market: professional insertion, competencies and skills, Rev Bras Enferm, 70, 6, pp. 1220-1226, (2017); Jesus BH, Gomes DC, Spillere LBB, Prado ML, Canever BP., Job market placement: professional trajectory of nursing graduates, Esc Anna Nery, 17, 2, pp. 336-345, (2013); Oliveira JLC, Toso BRGO, Matsuda LM., Advanced practices for care management: reflections on the Brazilian Nursing, Rev Bras Enferm, 71, 4, pp. 2060-2065, (2018)","E.A. Souza; Universidade Federal da Bahia, Salvador, Bahia, Brazil; email: ednirassis@hotmail.com","","Associacao Brasilerira de Enfermagem","","","","","","00347167","","","32785507","English","Rev Bras Enferm","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85089407942"
"González L.; Espinoza O.; Sandoval L.; McGinn N.; Castillo D.","González, Luis (36620979100); Espinoza, Oscar (23394755200); Sandoval, Luis (57198504502); McGinn, Noel (24565863100); Castillo, Dante (57198510988)","36620979100; 23394755200; 57198504502; 24565863100; 57198510988","The limited value of 'employability' as an objective in the training of Psychologists: Evidence from Chile","2020","Journal of Teaching and Learning for Graduate Employability","11","1","","50","62","12","2","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090359715&partnerID=40&md5=89cfa8325367767e4267049b6cb17956","Programa Interdisciplinario de Investigaciones en Educación (PIIE), Instituto Interuniversitario de Investigación Educativa (IESED), Chile; Facultad de Educación y Humanidades, Universidad de Tarapacá and Instituto Interuniversitario de Investigación Educativa (IESED), Chile; Universidad Tecnológica Metropolitana, Chile; Harvard University, United States","González L., Programa Interdisciplinario de Investigaciones en Educación (PIIE), Instituto Interuniversitario de Investigación Educativa (IESED), Chile; Espinoza O., Facultad de Educación y Humanidades, Universidad de Tarapacá and Instituto Interuniversitario de Investigación Educativa (IESED), Chile; Sandoval L., Universidad Tecnológica Metropolitana, Chile; McGinn N., Harvard University, United States; Castillo D., Programa Interdisciplinario de Investigaciones en Educación (PIIE), Instituto Interuniversitario de Investigación Educativa (IESED), Chile","This study, carried out in Chile, describes difficulties in the incorporation of employability as an objective in the training of psychologists. Prior research emphasized confusion of key actors about how to train and measure employability. To illustrate that confusion, we compared perspectives of university Psychology department heads and employers of their graduates. Semi-structured interviews revealed understandings of various elements in the employment process. The department heads began by describing the process and criteria they follow to design, operate and assess their programs. Employers described the skills they have looked for when hiring graduates. Where possible the study notes the match between university training objectives and employer preferences. The skills promoted by universities and employers match on only some dimensions. 'Employability' varies in meaning across actors, occupations, and contexts. At present, universities and employers have little understanding of what the other seeks to accomplish. © 2020 Deakin University. All rights reserved.","Chile; Employability; Higher education; Human capital; Psychology; Quality of training","","","","","","","","Alonso L., Una mirada cualitativa en Sociología: Una aproximación en Sociología, (1998); Benbow R., Hor M., Reconsidering college student employability: A cultural analysis of educator and employer conceptions of workplace skills, Harvard Educational Review, 88, 4, pp. 483-515, (2018); Bennet R., Eagle L., Mousley W., Ali-Choudhury R., Reassessing the value of work-experience placements in the context of widening participation in higher education, Journal of Vocational Education & Training, 60, 2, pp. 105-122, (2008); Boahin P., Hofman A., A disciplinary perspective of competency-based training on the acquisition of employability skills, Journal of Vocational Education & Training, 65, 3, pp. 385-401, (2013); Brown P., Hesketh A., Williams S., Employability in a knowledge-driven economy, Journal of Education and Work, 16, 2, pp. 107-126, (2003); Brown P., Hesketh A., The mismanagement of talent: Employability and jobs in the knowledge economy, (2004); Cai Y., Graduate employability: A conceptual framework for understanding employers' perceptions, Higher Education, 65, 4, pp. 457-469, (2013); Carlos J., Nunez P., Análisis curricular de la formación del psicólogo en México, La enseñanza de la psicología. Aportaciones de la investigación para mejorar la docencia teórica-práctica de contenidos psicológicos, pp. 11-38, (2008); Percepción de la Calidad Actual de los Titulados y Graduados de la Educación Superior Chilena, (2008); Cifuentes G., Villarroel M., Geeregat O., ¿Influye la universidad en la empleabilidad exitosa de los titulados de pedagogía?, Estudios Pedagógicos, 44, 1, pp. 207-224, (2018); Ciriaci D., Muscio A., University choice, research quality and graduates' employability: Evidence from Italian National Survey Data, European Educational Research Journal, 13, 2, pp. 199-219, (2014); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2017); Cohen L., Manion L., Morrison K., Research methods in education, (2007); Corral R., La formación de profesionales de la Psicología en la educación superior: Una experiencia cubana, Revista Integración Académica en Psicología, 6, 16, (2018); Reglamento. Certificación de Especialidades, (2019); Connelly B., Certo T., Ireland R. D., Reutzel C. R., Signaling theory: A review and assessment, Journal of Management, 37, 1, pp. 39-64, (2011); Drydakis N., The effect of university attended on graduates' labour market prospects: A field study of Great Britain, (2016); El Hussein M., Hirst S., Salyers V., Osuji J., Using grounded theory as a method of inquiry: Advantages and disadvantages, The Qualitative Report, 19, 27, pp. 1-15, (2014); Espinoza O., McGinn N., Graduates' satisfaction as a measure of quality: Evidence from two programs in three Chilean Universities, International Journal of Educational Research, 90, pp. 133-143, (2018); Espinoza O., Gonzalez L.E., McGinn N., Castillo D., Sandoval L., Factors that affect post-graduation satisfaction of Chilean university students, Studies in Higher Education, 44, 6, pp. 1023-1038, (2019); Espinoza O., Gonzalez L.E., McGinn N., Sandoval L., Castillo D., Should universities train teachers for employability or for effectiveness?, Teaching and Teacher Education, 88, pp. 1-10, (2020); Evans C., Developing career management skills within the HE curriculum: A review and evaluation of different approaches, International Journal of Management Education, 6, 3, pp. 45-55, (2008); Gill R., Building employability skills for higher education students: An Australian example, Journal of Teaching and Learning for Graduate Employability, 9, 1, pp. 84-92, (2018); Glaser B., The grounded theory perspective: Conceptualization contrasted with description, (2001); Gonzalez J., Wagenaar R., Universities' contribution to the Bologna Process: An introduction, (2008); Green C., Why Psychology isn't unified, and probably never will be, Review of General Psychology, 19, 3, pp. 207-214, (2015); Guest G., Bunce A., Johnson L., How many interviews are enough? An experiment with data saturation and variability, Field Methods, 18, 1, pp. 59-82, (2006); Hinchliffe G., Jolly A., Graduate identity and employability, British Educational Research Journal, 37, 40, pp. 563-584, (2011); Holmes L., Competing perspectives on graduate employability: Possession, position or process?, Studies in Higher Education, 38, 4, pp. 538-554, (2013); Humburg M., Van der Velden R., Verhagen A., The employability of higher education graduates: The employers' perspective, (2013); Jackson D., Factors influencing job attainment in recent Bachelor graduates: Evidence from Australia, Higher Education, 68, 1, pp. 135-153, (2014); Jackson D., Re-conceptualising graduate employability: The importance of pre-professional identity, Higher Education Research & Development, 35, 5, pp. 925-939, (2016); Kalfa S., Taksa L., Cultural capital in business higher education: Reconsidering the graduate attributes movement and the focus on employability, Studies in Higher Education, 40, 4, pp. 580-595, (2015); Kinash S., McGillivray L., Crane L., Do university students, alumni, educators and employers link assessment and graduate employability?, Higher Education Research & Development, 37, 2, pp. 301-315, (2013); Lenton P., Determining student satisfaction: An economic analysis of the National Student Survey, Economics of Education Review, 47, pp. 118-127, (2015); Leoni R., Graduate employability and the development of competencies. The incomplete reform of the 'Bologna Process, International Journal of Manpower, 35, 4, pp. 448-469, (2014); Llanes J., Figuera P., Torrado M., Employability and career management of graduates in Pedagogy, Revista Española de Orientaciòn y Psicopedagogía, 28, 2, pp. 46-60, (2017); Makrinov N., Scharager J., Diaz R., Psychology in Chile, The Psychologist, 19, 10, pp. 596-598, (2006); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: What effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); McGrath S., Madziva R., Thondhlana J., Rethinking the employability of international graduate migrants: Reflections on the experiences of Zimbabweans with degrees from England, Journal of Further and Higher Education, 41, 2, pp. 238-259, (2017); Estadísticas, (2019); Okay-Somerville B., Scholarios D., Position, possession or process? Understanding objective and subjective employability during university-to-work transitions, Studies in Higher Education, 42, 7, pp. 1275-1291, (2015); Oraison H., Konjarski L., Howe S., Does university prepare students for employment? Alignment between graduate attributes, accreditation requirements and industry employability criteria, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 173-194, (2019); Pandit N., The creation of theory: A recent application of the Grounded Theory Method, The Qualitative Report, 2, 4, (1996); Otto K., Sobiraj S., Schladitz S., Do social skills shape career success in the Psychology profession?, Zeitschrift Für Arbeits- Und Organisationspsychologie A&O, 63, 2, pp. 88-99, (2019); Rothwell A., Herbert I., Rothwell F., Self-perceived employability: Construction and Initial validation of a scale for university students, Journal of Vocational Behavior, 73, 1, pp. 1-12, (2008); Salas G., Scholten H., Hernandez-Ortiz S., Rojas-Jara C., Ravelo-Contreras E. L., Abnormal childhood in Chile and the experimental pedagogy of Wilhelm Mann (1860-1920), Acta Colombiana de Psicología, 22, 2, (2019); Savickas M., Porfeli E., Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries, Journal of Vocational Behavior, 80, 3, pp. 661-673, (2012); Oferta Académica 2018, (2019); Sin C., Amaral A., Academics' and employers' perceptions about responsibilities for employability and their initiatives towards its development, Higher Education, 73, 1, pp. 97-111, (2017); Sin C., Neave G., Employability deconstructed: Perceptions of Bologna stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2014); Small L., Shacklock K., Marchant T., Employability: A contemporary review for higher education stakeholders, Journal of Vocational Education & Training, 70, 1, pp. 148-166, (2018); Suleman F., Costa A., The employability skills of higher education graduates: Insights into conceptual frameworks and methodological options, Higher Education, 76, 2, pp. 263-278, (2018); Sweetland S., Human capital theory: Foundations of a field of inquiry, Review of Educational Research, 66, 3, pp. 341-359, (1996); Taylor S., Bogdan R., Introduction to qualitative research methods: A guidebook and resource, (1998); Thieme C., El desarrollo de competencias de empleabilidad en dos universidades chilenas. Un estudio empírico, Oikos, 24, 11, pp. 47-72, (2007); Tholen G., The social construction of competition for graduate jobs: A Comparison between Great Britain and the Netherlands, Sociology, 47, 2, pp. 267-283, (2013); Urzua A., Laborda M. A., The teaching of Psychology in Chile: A 70 year journey, Teaching Psychology around the world, 4, pp. 118-133, (2018); Urzua A., Vera-Villarroel P., Zuniga C., Salas G., Psicología en Chile: Análisis de su historia, presente y futuro (Psychology in Chile: Analysis of its History, Present and Future), Universitas Psychologica, 14, 3, pp. 1141-1158, (2015)","O. Espinoza; Facultad de Educación y Humanidades, Universidad de Tarapacá and Instituto Interuniversitario de Investigación Educativa (IESED), Chile; email: oespinoza@academia.cl","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","","Scopus","2-s2.0-85090359715"
"Ma'dan M.; Ismail M.T.; Daud S.","Ma'dan, Marfunizah (57219293897); Ismail, Muhamad Takiyuddin (55255936600); Daud, Sity (48760900100)","57219293897; 55255936600; 48760900100","Strategies to enhance graduate employability: Insight from Malaysian public university policy-makers","2020","Malaysian Journal of Learning and Instruction","17","2","","137","165","28","13","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092095885&partnerID=40&md5=dfebb68916388298abd9336c4b86a1b0","School of Government, College of Law, Government and International Studies, Universiti Utara Malaysia, Malaysia; Political Sciences Programme, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Malaysia","Ma'dan M., School of Government, College of Law, Government and International Studies, Universiti Utara Malaysia, Malaysia; Ismail M.T., Political Sciences Programme, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Malaysia; Daud S., Political Sciences Programme, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Malaysia","Purpose-The purpose of this study is to explore the focus and strategies used by public universities in Malaysia, for enhancing their graduates' competency level as well as suggesting ways to reduce unemployment among university graduates. This study aims to identify the focus and strategies of public universities to enhance graduates' competency level, as well as their key challenges. Methodology-The study used an exploratory research approach by applying a qualitative method. Data were collected through faceto-face interviews with expert informants such as a deputy vice chancellor of academic affairs, directors of graduate employability, and representatives from the alumni centre of eight selected public universities in Malaysia. Data from information provided by informants were analysed using content analysis. Findings-The results show detailed explanations and practical roles of Malaysian public universities in enhancing graduates' competency level and subsequently securing their employability by meeting market demands. However, this paper argues for stronger changes and reforms at the institutional level to support the degree of competency among graduates, such as improving teaching methods and programmes offered. Furthermore, university-industry collaboration also needs to be strengthened to develop a competitive and capable talent in the country. Significance-The paper extends the strategies and focuses that have been implemented by public universities by providing more detailed and practical solutions to ensure that curriculum designs are more effective in supporting the development of graduate competency. Study findings are useful for improving universities' strategies and implementation, to pursue a balanced quality of education in developing future talent. © Universiti Utara Malaysia Press.","Graduate employability; Higher education institution; Malaysia; Public university; Qualitative; University leaders","","","","","","","","Aida B., Norailis A.W., Rozaini R., Critical success factor of graduate employability programs, Journal of Economics, Business and Management, 3, 8, pp. 767-771, (2015); Al Nejam A., Chong A.T.C., Ahmed M.S., Al-Masri O., A conceptual framework for mitigating graduate employment problems, Journal of ICT in Education, 4, pp. 81-87, (2017); Anas I., Hamzah S.R., Conceptual study on the enhancement of employability among undergraduates in workbased learning setting, International Journal of Academic Research in Business and Social Sciences, 7, 4, pp. 65-79, (2017); Anicic K.P., Divjak B., Maturity Model for supporting graduates' early careers within Higher Education institutions, SAGE Open, pp. 1-14, (2020); Aris N.A., Baharum Z., Sanusi Z.M., Abdul-Rahman I.K., Lee T.H., Assessment of critical success factors for accounting graduates employability, IEEE Business Engineering and Industrial Applications Colloquium, pp. 526-531, (2013); Bond C.H., Spronken-Smith R., McLean A., Smith N., Frielick S., Jenkins M., Marshall S., A framework of enabling graduate outcomes in undergraduate programme, Higher Education Research & Development, (2016); Buntat Y., Saud M.S., Hussain H.A., Cabaran Politeknik Sultan Ahmad Shah (POLISAS) membangunkan modal insan sejajar dengan keperluan sektor industri, 3rd International Conference on Education, pp. 1-12, (2008); Burch P., Educational policy and practice from the perspective of institutional theory: Crafting a wider lens, Educational Researcher, 36, 2, pp. 84-95, (2007); Chavez N.H., Camello N.C., Dotong C.I., Pamplona M.A.I., Employability of Engineering graduates from 2013-2015 as basis for a proposed student development program, Asia Pacific Journal of Multidisiplinary Research, 5, 1, pp. 155-166, (2017); 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A model of competence production at university, Higher Education, pp. 1-21, (2014); Vona F., Consoli D., Innovation and skill dynamics: A life-cycle approach, Industrial and Corporate Change, pp. 1-23, (2014); Wahyuni D., The research design maze: Understanding paradigms, cases, methods and methodologies, Journal of Applied Management Accounting Research, 10, 1, pp. 69-80, (2012); Wickramasinghe V., Perera L., Graduates', university lecturers' and employers' perceptions towards employability skills, Education & Training, 52, 3, pp. 226-244, (2010); Yusoff I., Ismail R., Sidin R., Graduan dan alam pekerjaan: Kes siswazah UKM, Journal Academia, 72, pp. 3-24, (2008); Yusof N., Jamaluddin Z., Pembangunan kebolehpasaran siswazah: Tindakan universiti dan cabaran yang dihadapi, Jurnal Personalia Pelajar, 20, pp. 15-32, (2017); Yusof N., Jamaluddin Z., Mat-Lazim N., Persepsi pelajar prasiswazah terhadap kebolehpasaran graduan dan persaingan dalam pasaran pekerjaan, Journal Personalia Pelajar, 16, pp. 77-92, (2013); Yusof N., Kaur A., Sani M.A., Hashim R.A., A qualitative expert interview approach towards understanding religious extremism among Malaysian youth, The Qualitative Report, 24, 7, pp. 1577-1592, (2019)","M. Ma'dan; School of Government, College of Law, Government and International Studies, Universiti Utara Malaysia, Malaysia; email: marfunizah@uum.edu.my","","Universiti Utara Malaysia Press","","","","","","16758110","","","","English","Malays. J. Learn. Instr.","Article","Final","","Scopus","2-s2.0-85092095885"
"Low T.-H.; Ramos J.; Hernández A.","Low, Tee-Hwa (57219056760); Ramos, Jose (57191607656); Hernández, Ana (56218317200)","57219056760; 57191607656; 56218317200","The changing role of personal resources in perceived employability of young people in different labor conditions; [El rol cambiante de los recursos personales en la empleabilidad percibida de los jóvenes en diferentes condiciones del mercado de trabajo]","2020","Revista de Psicologia del Trabajo y de las Organizaciones","36","2","","169","179","10","6","10.5093/jwop2020a16","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091184546&doi=10.5093%2fjwop2020a16&partnerID=40&md5=f6754b70945af4eea0a9ea752a586cc7","University of Valencia, Spain; University of Valencia and IVIE, Spain","Low T.-H., University of Valencia, Spain; Ramos J., University of Valencia and IVIE, Spain; Hernández A., University of Valencia, Spain","Personal resources and labor market are factors that contribute to perceived employability. However, how changing labor market conditions affect the relationship between personal resources like career enhancing strategies, personal initiative, and career passivity with self-perceived employability remains unclear. Recent events in Spain give an opportunity to examine if personal resources predict perceived employability differently during normal and harsh labor conditions. Two representative samples of young people were surveyed during a normal labor condition (in 2008, before the big recession, n = 1,992) and a harsh condition (in 2011, with 46% young unemployment rate, n = 1,208). We carried out a multi-group regression in AMOS, and regression coefficient comparisons. Results showed no difference in how career-enhancing strategies predict employability in both conditions. Personal initiative predicts perceived employability only in a normal condition, whereas career passivity increase its predictive strength on employability during a harsh labor condition. Findings can be useful for career services in offering more targeted support to young people when labor conditions become challenging. © 2020 Colegio Oficial de la Psicología de Madrid. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).","Career passivity; Career-enhancing strategies; Harsh labor conditions; Perceived employability; Personal initiative","","","","","","Ministerio de Educación, Cultura y Deporte, MECD, (FPU 13/06793); Fundación Bancaja","Funding text 1: This research was supported by the Spanish Ministry of Education, Culture and Sports (FPU 13/06793). We thank IVIE and Bancaja Foundation for the authorization to use the database from the Spanish Observatory of Youth Labor Market Entry and Employment.; Funding text 2: Funding: This research was supported by the Spanish Ministry of Education, Culture and Sports (FPU 13/06793). Correspondence: jose.ramos@uv.es (J. Ramos).","Ajzen I., The theory of planned behavior, Organizational Behavior and Human Decision Processes, 50, 2, pp. 179-211, (1991); Arbuckle J. L., Amos (version 23.0) [computer program], (2014); Baker T., Aldrich H., Prometheus stretches: Building identity and cumulative knowledge in multiemployer careers, The boundaryless career: A new employment principle for a new organisational era, (1996); Barney J., Firm resources and sustained competitive advantage, Journal of Management, 17, 1, pp. 99-120, (1991); Becker G. 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Adjustment to developmental barriers in opportunity-deprived regions, Motivation and Emotion, 34, 4, pp. 384-398, (2010); Van Der Heijde C. M., Van Der Heijden B. I. J. M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Vandenberg R. J., Lance C. E., A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research, Organizational Research Methods, 3, 1, pp. 4-70, (2000); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Vanhercke D., Nele D. C., De Witte H., De Cuyper N., De Witte H., Perceived employability and well-being: An overview, Psihologia Resurselor Umane Revista Asocia iei de Psihologie Indusstrial i Organiza ional, 14, 1, pp. 8-18, (2016); Warr P., Fay D., Age and personal initiative at work, European Journal of Work and Organizational Psychology, 10, 3, pp. 343-353, (2001); West S. G., Finch J. F., Curran P. J., Structural equation models with nonnormal variables: Problems and remedies, Structural equation modeling: Concepts, issues and applications, pp. 56-75, (1995); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2009); Private sector demand for youth labor in Ghana and Senegal, (2009)","J. Ramos; University of Valencia and IVIE, Spain; email: jose.ramos@uv.es","","Colegio Oficial de Psicologos de Madrid","","","","","","15765962","","","","English","Rev. Psicol. Trab. Orga.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85091184546"
"Lin Y.-C.; Chen A.S.-Y.","Lin, Yi-chun (36703101500); Chen, Angela Shin-yih (56447544200)","36703101500; 56447544200","Experiencing career plateau on a committed career journey: a boundary condition of career stages","2020","Personnel Review","50","9","","1797","1819","22","11","10.1108/PR-03-2020-0192","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095830819&doi=10.1108%2fPR-03-2020-0192&partnerID=40&md5=62b48194ac84a6a5277b59d540e55077","Graduate Institute of International Human Resource Development, National Taiwan Normal University, Taipei, Taiwan; Department of Business Administration, National Taipei University, New Taipei City, Taiwan","Lin Y.-C., Graduate Institute of International Human Resource Development, National Taiwan Normal University, Taipei, Taiwan; Chen A.S.-Y., Department of Business Administration, National Taipei University, New Taipei City, Taiwan","Purpose: Career plateau is a major concern for many seasoned employees because they often stay in the same position longer than expected and over time begin to lack job challenges. This phenomenon is now considered a normal stage in career development. The purpose of this study is to test the effects of two types of career plateau: hierarchical and job content on career commitment (career identity, career insight and career resilience), along with the mediating effect of perceived external employability. We also determined in the moderated mediation model if Super's (1957) three career stages amplify and attenuate the indirect effect of hierarchical/job content plateau on career commitment (career identity, career insight, career resilience) via perceived external employability. Design/methodology/approach: We tested the hypotheses with survey data collected from a convenience sample of 472 white-collar full-time employees who also studied in the MBA and continuing education program in five large universities in Taiwan (77% return rate). Findings: The mediation model result showed that perceived external employability partially and negatively mediated the influence of hierarchical plateaus on career commitment (career identity, career insight and career resilience). Perceived external employability partially and negatively mediated the influence of job content plateaus on career identity and career insight but fully and negatively mediated on career resilience. The result of the moderated mediation model also demonstrated that only employees in the trial stage had influences on the mediation relationships among the hierarchical plateau, perceived external employability and career commitment with its two dimensions of career identity and career insight only other than those in the stabilization and maintenance stages. Practical implications: The findings of this study can benefit career management scholars and practitioners since they promote a better understanding of the career management practices that are relevant for seasoned employees who are valued for their knowledge, experience and expertise when encountering the three career stages. Originality/value: Drawing on the conservation of resources (COR) theoretical perspective, we fill the gap in the literature by proposing perceived external employability as a mediator in the link between career plateau and career commitment and generalize the results to plateaued employees at the different career stages. © 2020, Emerald Publishing Limited.","Career commitment; Career plateau; Career stages; Hierarchical plateau; Job content plateau; Perceived external employability","","","","","","Ministry of Science and Technology, Taiwan, MOST, (NSC102-2410-H-003-101)","This work was fully supported by funding from The Ministry of Science and Technology of Taiwan (NSC102-2410-H-003-101).","Akkermans J., Kubasch S., Trending topics in careers: a review and future research agenda, Career Development International, 22, 6, pp. 586-627, (2017); Allen T.D., Poteet M.L., Russell J.E., Attitudes of managers who are more or less career plateaued, The Career Development Quarterly, 47, 2, pp. 159-172, (1998); 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"Saleh H.","Saleh, Hasan (57211312882)","57211312882","The relationship between engineer skill ability towards manufacturing employer's satisfaction: A fundamental study","2020","Journal of Technical Education and Training","12","3 Special Issue","","71","76","5","1","10.30880/jtet.2020.12.03.007","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091562950&doi=10.30880%2fjtet.2020.12.03.007&partnerID=40&md5=1bdc692e8e5c6e6068079ae26880882c","Faculty of Technology Management and Technopreneurship, Universiti Teknikal Malaysia Melaka, Hang Tuah Jaya, Durian Tunggal, Melaka, 76100, Malaysia","Saleh H., Faculty of Technology Management and Technopreneurship, Universiti Teknikal Malaysia Melaka, Hang Tuah Jaya, Durian Tunggal, Melaka, 76100, Malaysia","The purpose of this study is to investigate the employers’ satisfaction with the skill of engineering graduates in Malaysia. This study attempt to investigate the relationship between engineering skill ability towards manufacturing employer’s satisfaction. Implicitly, we do not know the most demanded and essential skill that needed toward employer satisfaction nowadays. The method used in this study is quantitative method where questionnaire forms distribute to the company representatives. This study uses 195 survey questionnaires distributed to manufacturing senior managers in Melaka, Negeri Sembilan and Pulau Pinang. Statistical Package for Social Science (SPSS) software version 22.0 has been used to extract the data needed from the survey. Findings indicate that employers are satisfied with the skill equipped with the engineering graduates and show that fundamental general skill (FGS) and engineering skills (EgS) are the most essential element to ensure employer’s satisfaction followed closely by other skills. The results offer important practical implication for engineering graduates to succeed in employability. Proper skills are important in the race to gain employer’s satisfaction in terms of necessary skills needed in engineering graduates. It is hoped that these data can be an essential reference for engineering graduates to prepare themselves to enter the working environment especially in this challenging economic situation. 2020 UTHM Publisher.","Employer satisfaction; Engineering skill; Graduate employability; Graduate skill","","","","","","","","Becker F. S., Why don't young people want to become engineers? 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V., Sanders J., The Industry Employability Index: taking account of supply and demand characteristics, International Labor Review, 143, 3, pp. 211-233, (2004); Jackson D., An International Profile of Industry-Relevant Competencies and Skill Gaps in Modern Graduates, International Journal of Management Education, 8, 3, pp. 29-58, (2009); Kaufhold J. A., Johnson L. R., The analysis of the emotional intelligence skills and potential problem areas of elementary educators, Education, 125, 4, pp. 615-626, (2003); Koen J., Klehe U. C., Van Vianen A. E. M., Employability among the long-term unemployed: A futile quest or worth the effort?, Journal of Vocational Behavior, 82, pp. 37-48, (2013); Lindberg M., At the Frontier of Graduate Surveys: assessing participation and employability of graduates with master's degree in nine European countries, Higher Education, 53, pp. 623-644, (2007); Noailly J., Webbink D., Jacobs B., Should the government stimulate enrolment in science and engineering studies?, Applied Economics Letters, 18, 4, pp. 371-375, (2011); Parker P. A., Manager D., Care M., Trust N. H. S., Emotional intelligence and leadership skills among NHS managers: an empirical investigation, International journal of Clinical Leadership, 16, 3, pp. 137-142, (2008); Robles M. M., Executive perceptions of the top 10 soft skills needed in today's work-place, Business Communication Quarterly, 75, pp. 453-465, (2012); Ramli A., Nawawi R., Poh M., Chun P., Employees' Perception of Employability Skills Needed in Todays Workforce among Physiotherapy Graduates, Procedia-Social and Behaviour Sciences, 7, pp. 455-463, (2010); Saleh H., Relationship of technology impact on manufacturing employees' performance: A case study at Kedah, Malaysia, Advanced Science Letters, 24, 7, pp. 694-697, (2018); Sattar M., Amnah R., Rauf A., Norhaini A., Graduate Employability for Manufacturing Industry, Procedia-Social and Behavioral Sciences, 102, pp. 242-250, (2013); Sheppard S., Colby A., Macatangay K., Sullivan W., What is Engineering Practice?, International Journal Engineering Education, 22, 3, pp. 429-438, (2006); Sisodia S., Agarwal N., Employability Skills Essential for Healthcare Industry, Procedia-Computer Science, 122, pp. 431-438, (2017); Slaski M., Cartwright S., Emotional intelligence training and its implications for stress, health and performance, Stress and Health, 19, 4, pp. 223-239, (2003); Ramlee M., The role of vocational and technical education in the industrialization of Malaysia as perceived by educator and Employer, (1999); Rao A. A., Shah S. S. H., Aziz J., Jaffari A. R., Ul-Haq W. E. I., Raza S. N., Employability in MNCs: Challenge for Graduates, Interdisciplinary Journal of Contemporary Research in Business, 3, 4, pp. 189-200, (2011); Yilmaz M., The effects of an emotional intelligence skills training program on the consistent anger levels of Turkish university students, Social Behaviour and Personality, 37, 4, pp. 565-576, (2009); Yuzainee M. D, Mohd Zaidi Omar M. Z., Zaharim A., Mohamed A., Muhamad N., Employability Skills Performance Score for Fresh Engineering Graduates in Malaysian Country, Asian Social Science, 8, 16, pp. 140-145, (2012); Zaharim A., Yuzainee M. Y., Omar M. Z., Mohamed A., Muhamad N., Mustapha R., Employers' perception towards engineering employability skills in Asia, WSEAS transaction on advances in engineering education, 9, 6, pp. 306-215, (2009); Zaharim A., Et al., Practical framework of Employability Skills for Engineering Graduate in Malaysia, IEEE EDUCON Education Engineering 2010 – The Future of Global Learning Engineering Education, pp. 921-927, (2010); Zaini A., Students and Employer as customers of multimedia college, Proceeding of National seminar ""the development of technology and Technical-Vocational Education and Training in Era of Globalization: Trends and issues, (2005)","H. Saleh; Faculty of Technology Management and Technopreneurship, Universiti Teknikal Malaysia Melaka, Melaka, Hang Tuah Jaya, Durian Tunggal, 76100, Malaysia; email: hasansaleh@utem.edu.my","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","","Scopus","2-s2.0-85091562950"
"Fløvik L.; Psychol C.; Knardahl S.; Christensen J.O.","Fløvik, Lise (57208033570); Psychol, Cand (57200848066); Knardahl, Stein (57204338754); Christensen, Jan Olav (36173791400)","57208033570; 57200848066; 57204338754; 36173791400","How leadership behaviors influence the effects of job predictability and perceived employability on employee mental health – a multilevel, prospective study","2020","Scandinavian Journal of Work, Environment and Health","46","4","","392","401","9","3","10.5271/sjweh.3880","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087401021&doi=10.5271%2fsjweh.3880&partnerID=40&md5=2f76dfe862f047bc844b33745ee81f59","National Institute of Occupational Health, Department of Work Psychology and Physiology, Oslo, Norway","Fløvik L., National Institute of Occupational Health, Department of Work Psychology and Physiology, Oslo, Norway; Psychol C., National Institute of Occupational Health, Department of Work Psychology and Physiology, Oslo, Norway; Knardahl S., National Institute of Occupational Health, Department of Work Psychology and Physiology, Oslo, Norway; Christensen J.O., National Institute of Occupational Health, Department of Work Psychology and Physiology, Oslo, Norway","Objectives This study aimed to elucidate the potential moderating effect of fair-, empowering-, and supportiveleadership behaviors on the relationship between job predictability, future employability, and subsequent clinically relevant mental distress. Method The study had a full panel, prospective design, utilizing online, self-administered questionnaire data collected at two time points, two years apart. Fair-, empowering-, and supportive-leadership behaviors, job predictability and future employability were measured by the General Nordic Questionnaire for Psychological and Social Factors at Work (QPSNordic). Mental health was measured using the 10-item Hopkins Symptom Checklist (HSCL-10), with cut-off set to >1.85 to identify clinically relevant cases. As data were nested within work units, a multilevel analytic approach was chosen. Results Individual-level direct effects: (i) higher levels of job predictability [odds ratio (OR) 0.83, 95% confidence interval (CI) 0.70–0.98], (ii) future employability (OR 0.83, 95% CI 0.74–0.93), (iii) fair-(OR 0.78, 95% CI 0.68–0.91), empowering-(OR 0.77, 95% CI 0.67–0.87), and supportive-(OR 0.71, 95% CI 0.61–0.81) leadership behavior, and (iv) the combination “quality of leadership” (OR 0.69, 95% CI 0.59–0.81) were significantly associated with a lower risk of reporting subsequent mental distress. Work-unit level direct effects: higher work-unit levels of fair-(OR 0.52, 95% CI 0.34–0.80) and empowering-(OR 0.61, 95% CI 0.40–0.94) leadership behaviors and quality of leadership (OR 0.54, 95% CI 0.34–0.87) were significantly associated with a lowered risk of subsequent mental distress. Cross-level interactions: No cross-level interaction effects were shown. Conclusions Leadership behaviors did not moderate the effects of job predictability and future employability on mental health. However, employees embedded within work-units characterized by fair, empowering and supportive leadership behaviors had a lower risk of subsequent mental distress. © 2020, Nordic Association of Occupational Safety and Health. All rights reserved.","Employee health; Job insecurity; Key terms direct effect; Moderating; Organizational change; Psychosocial","Adult; Behavior; Employment; Female; Humans; Leadership; Male; Mental Health; Middle Aged; Prospective Studies; Surveys and Questionnaires; confidence interval; leadership; mental health; perception; risk assessment; adult; Article; employability; employee; female; follow up; hopkins symptom checklist; human; leadership; major clinical study; male; mental disease; mental health; middle aged; occupational health; priority journal; prospective study; psychologic assessment; questionnaire; behavior; employment","","","","","Norwegian Labour Inspection Authority; Norwegian Ministry of Labour and Social Affairs; Norges Forskningsråd, (158284, 185209)","The Research Council of Norway (grant number 185209 and 158284), the Norwegian Ministry of Labour and Social Affairs, and the Norwegian Labour Inspection Authority funded the current study. 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Kelloway EK, Barling J., Leadership development as an intervention in occupational health psychology, Work Stress, 24, 3, pp. 260-279, (2010); Lacerenza CN, Reyes DL, Marlow SL, Joseph DL, Salas E., Leadership training design, delivery, and implementation: A meta-analysis, J Appl Psychol, 102, 12, pp. 1686-1718, (2017); Kouzes JM, Posner BZ., The leadership challenge, (2006); Riolli L, Savicki V., Impact of fairness, leadership, and coping on strain, burnout, and turnover in organizational change, Int J Stress Manag, 13, 3, (2006); Schmidt B, Herr RM, Jarczok MN, Baumert J, Lukaschek K, Emeny RT, Et al., Lack of supportive leadership behavior predicts suboptimal self-rated health independent of job strain after 10 years of follow-up: findings from the population-based MONICA/KORA study, Int Arch Occup Environ Health, 91, 5, pp. 623-631, (2018); Orhede E, Hottinen V, Skogstad A, Knardahl S, Elo AL, Dallner M, Et al., User’s guide for the QPSNordic: General Nordic Questionnaire for psychological and social factors at work, (2000); Shanock LR, Eisenberger R., When supervisors feel supported: relationships with subordinates’ perceived supervisor support, perceived organizational support, and performance, J Appl Psychol, 91, 3, pp. 689-695, (2006); Wannstrom I, Peterson U, Asberg M, Nygren A, Gustavsson JP., Psychometric properties of scales in the General Nordic Questionnaire for Psychological and Social Factors at Work (QPS): confirmatory factor analysis and prediction of certified long-term sickness absence, Scand J Psychol, 50, 3, pp. 231-244, (2009); Dennis R, Winston BE., A factor analysis of Page and Wong’s servant leadership instrument, Leadersh Organ Dev J, 24, 8, pp. 455-459, (2003); Virtanen M, Elovainio M., Justice at the workplace: A review, Camb Q Healthc Ethics, 27, 2, pp. 306-315, (2018); Buengeler C, Den Hartog DN., National diversity and team performance: the moderating role of interactional justice climate, Int J Hum Resour Manage, 26, 6, pp. 831-855, (2015); Meierhans D, Rietmann B, Jonas K., Influence of fair and supportive leadership behavior on commitment and organizational citizenship behavior, Swiss Journal of Psychology/Schweizerische Zeitschrift für Psychologie/Revue Suisse de Psychologie, 67, 3, (2008); Tyler TR, De Cremer D., Process-based leadership: fair procedures and reactions to organizational change, Leadersh Q, 16, 4, pp. 529-545, (2005); Haavet OR, Sirpal MK, Haugen W, Christensen KS., Diagnosis of depressed young people in primary health care—a validation of HSCL-10, Fam Pract, 28, 2, pp. 233-237, (2011); Sogaard AJ, Bjelland I, Tell GS, Roysamb E., A comparison of the CONOR Mental Health Index to the HSCL-10 and HADS, Nor Epidemiol, 13, 2, pp. 279-284, (2003); Aguinis H, Gottfredson RK, Culpepper SA., Best-practice recommendations for estimating cross-level interaction effects using multilevel modeling, J Manage, 39, 6, pp. 1490-1528, (2013); Bliese PD, Hanges PJ., Being both too liberal and too conservative: the perils of treating grouped data as though they were independent, Organ Res Methods, 7, 4, pp. 400-417, (2004); LeBreton JM, Senter JL., Answers to 20 questions about interrater reliability and interrater agreement, Organ Res Methods, 11, 4, pp. 815-852, (2008); Bliese PD., Group size, ICC values, and group-level correlations:Asimulation, Organ Res Methods, 1, 4, pp. 355-373, (1998); 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Virtanen P, Janlert U, Hammarstrom A., Exposure to temporary employment and job insecurity: a longitudinal study of the health effects, Occup Environ Med, 68, 8, pp. 570-574, (2011); Donaldson SI, Grant-Vallone EJ., Understanding selfreport bias in organizational behavior research, J Bus Psychol, 17, 2, pp. 245-260, (2002); Scherbaum CA, Ferreter JM., Estimating statistical power and required sample sizes for organizational research using multilevel modeling, Organ Res Methods, 12, 2, pp. 347-367, (2009)","L. Fløvik; National Institute of Occupational Health, Department of Work Psychology and Physiology, Oslo, Norway; email: lise.flovik@stami.no","","Nordic Association of Occupational Safety and Health","","","","","","03553140","","SWEHD","31905242","English","Scand. J. Work Environ. Health","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85087401021"
"K.A Z.; P.M N.; A S.P.","K.A, Zakkariya (56609290100); P.M, Nimmi (57223862848); A, Smitha Pradeep (57219531090)","56609290100; 57223862848; 57219531090","Bridging job search and perceived employability in the labour market – a mediation model of job search, perceived employability and learning goal orientation","2020","Journal of International Education in Business","14","2","","179","196","17","13","10.1108/JIEB-01-2020-0008","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85093648152&doi=10.1108%2fJIEB-01-2020-0008&partnerID=40&md5=49287922e2586216880196ae4da984be","School of Management Studies, Cochin University of Science and Technology, Kochi, India","K.A Z., School of Management Studies, Cochin University of Science and Technology, Kochi, India; P.M N., School of Management Studies, Cochin University of Science and Technology, Kochi, India; A S.P., School of Management Studies, Cochin University of Science and Technology, Kochi, India","Purpose: Perceived employability (PE) is considered as a significant psychological resource that aids individuals in tackling the complex career snags he/she faces. The purpose of this study is to develop and empirically test a theoretical model that explains how PE affects two types of job search behaviour (JSB) by bringing in job search learning goal orientation (JSLGO) as mediator and work experience as a moderator. The model is conceptualised in the backdrop of self-regulation theory and conservation of resource theory. Design/methodology/approach: Using a cross-sectional study of 319 management graduates, the authors examined the effect of JSLGO and PE on both active and preparatory job search of graduates. Structural equation modelling (SEM) using IBM-AMOS was conducted on the cross-sectional data collected from management graduates in India. Findings: An empirical analysis using SEM unravelled that JSLGO mediated the relationship between preparatory job search and PE but did not intervene in the relationship between active job search and PE. The study also looked into the moderating role of work experience and it was found to be a significant moderator in the PE and job search – active relationship. Practical implications: Work experience helps students in active job search stage which can lead to quick employment gains. Real job experience could be gained through work-integrated learning and on the job training, as they will enhance the exposure of students to real-life work situations. Higher levels of JSLGO indicate a more strategic approach and aiming a quality career. Learning goal orientation training should be embedded in the curriculum, as management education is all about preparing students for the world of work. Originality/value: The current research has uniquely contributed to the limited literature on the importance of developing PE amongst management graduates and its consequence on job search. The study makes an important contribution to the theory and practices on job search by enhancing our understanding of the mechanism that governs PE and JSB relationship through goal orientation. © 2020, Emerald Publishing Limited.","Job search learning goal orientation; Job search-active and preparatory; Perceived employability; Self-regulation theory; Work experience","","","","","","","","Affum-Osei E., On integrating expectancy-value theory and goal orientation theory for understanding job search behaviour, (2019); Alvarez-Gonzalez P., Lopez-Miguens M.J., Caballero G., Perceived employability in university students: developing an integrated model, Career Development International, 22, 3, pp. 280-299, (2017); Barber A.E., Daly C.L., Giannantonio C.M., Phillips J.M., Job search activities: an examination of changes over time, Personnel Psychology, 47, 4, pp. 739-766, (1994); Batistic S., Tymon A., Networking behaviour, graduate employability: a social capital perspective, Education + Training, 59, 4, pp. 374-388, (2017); Bell B.S., Kozlowski W.J., Goal orientation and ability: interactive effects on self-efficacy, performance, and knowledge, Journal of Applied Psychology, 87, 3, pp. 497-505, (2002); Berntson E., Employability perceptions: nature, determinants, and implications for health and well-being, (2008); Berntson E., Marklund S., The relationship between perceived employability and subsequent health, Work and Stress, 21, 3, pp. 279-292, (2007); Blau G., Testing a two dimensional measure of job search behavior, Organizational Behavior and Human Decision Processes, 59, 2, pp. 288-312, (1994); Bricout J.C., Bentley K.J., Disability status and perceptions of employability by employers, Social Work Research, 24, 2, pp. 87-95, (2000); Brown D.J., Cober R.T., Kane K., Levy P.E., Shalhoop J., Proactive personality and the successful job search: a field investigation with college graduates, Journal of Applied Psychology, 91, 3, pp. 717-726, (2006); Caricati L., Chiesa R., Guglielmi D., Mariani M.G., Real and perceived employability: a comparison among Italian graduates, Journal of Higher Education Policy and Management, 38, 4, pp. 490-502, (2016); Cavanagh J., Burston M., Southcombe A., Bartram T., Contributing to a graduate-centred understanding of work readiness: an exploratory study of Australian undergraduate perceptions of their employability, The International Journal of Management Education, 13, 3, pp. 278-288, (2015); Chavan M., Carter L., Management students – expectations and perceptions on work readiness, International Journal of Educational Management, 32, 5, pp. 825-850, (2018); Chen D.J., Lim V.K., Strength in adversity: the influence of psychological capital on job search, Journal of Organizational Behavior, 33, 6, pp. 811-839, (2012); Creed P.A., King V., Hood M., McKenzie R., Goal orientation, self-regulation strategies, and job-seeking intensity in unemployed adults, Journal of Applied Psychology, 94, 3, pp. 806-813, (2009); De Battisti F., Gilardi S., Guglielmetti C., Siletti E., Perceived employability and reemployment: do job search strategies and psychological distress matter?, Journal of Occupational and Organizational Psychology, 89, 4, pp. 813-833, (2016); De Cuyper N., De Witte H., Temporary employment and perceived employability: mediation by impression management, Journal of Career Development, 37, 3, pp. 1-18, (2010); DeShon R.P., Gillespie J.Z., A motivated action theory account of goal orientation, Journal of Applied Psychology, 90, 6, pp. 1096-1127, (2005); Donald W.E., Baruch Y., Ashleigh M., The undergraduate self-perception of employability: human capital, careers advice, and career ownership, Studies in Higher Education, 44, 4, pp. 599-614, (2019); Dweck C., Mindset: The New Psychology of Success, (2006); Dweck C.S., Motivational processes affecting learning, American Psychologist, 41, 10, pp. 1040-1048, (1986); Efron B., Tibshirani R.J., An Introduction to the Bootstrap, (1994); Forsythe A., Jellicoe M., Predicting gainful learning in higher education; a goal-orientation approach, Higher Education Pedagogies, 3, 1, pp. 103-117, (2018); Guile D., Fonda N., Managing Learning for Added Value, (1999); Guile D., Griffiths T., Learning through work experience, Journal of Education and Work, 14, 1, pp. 113-131, (2001); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Hatala J.P., Yamkovenko B., Weak ties and self-regulation in job search: the effects of goal orientation on networking, Journal of Career Development, 43, 6, pp. 541-555, (2016); Hetty Van Emmerik I.J., Schreurs B., De Cuyper N., Jawahar I.M., Peeters M.C., The route to employability: examining resources and the mediating role of motivation, Career Development International, 17, 2, pp. 104-119, (2012); Jackson D., Wilton N., Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics, Higher Education Research and Development, 36, 4, pp. 747-762, (2017); Jung Y., Takeuchi N., Takeuchi T., Understanding psychological processes of applicants’ job search, Evidence-Based HRM: a Global Forum for Empirical Scholarship, 4, 3, pp. 190-213, (2016); Kanar A., Employment goal commitment moderates the impact of job search goal orientation on the job search process: a resource-allocation perspective, Career Development International, 22, 6, pp. 659-682, (2017); Kanfer R., Wanberg C.R., Kantrowitz T.M., Job search and employment: a personality–motivational analysis and meta-analytic review, Journal of Applied Psychology, 86, 5, pp. 837-855, (2001); Kang H.S., Kim E.J., Park S., Multicultural teaching efficacy and cultural intelligence of teachers: the effects of learning goal orientation and training readiness, International Journal of Educational Management, 33, 2, pp. 265-275, (2019); Kirves K., Perceived employability: antecedents, trajectories and well-being consequences, (2014); Kline R.B., Methodology in the Social Sciences, (2005); Kozlowski S.W.J., Gully S.M., Brown K.G., Salas E., Smith E.M., Nason E.R., Effects of training goals and goal orientation traits on multidimensional training outcomes and performance adaptability, Organizational Behavior and Human Decision Processes, 85, 1, pp. 1-31, (2001); Lent R.W., Brown S.D., Hackett G., Contextual supports and barriers to career choice: a social cognitive analysis, Journal of Counseling Psychology, 47, 1, pp. 36-49, (2000); Liebana-Cabanillas F., Sanchez-Fernandez J., Munoz-Leiva F., The moderating effect of experience in the adoption of mobile payment tools in virtual social networks: the m-payment acceptance model in virtual social networks (MPAM-VSN), International Journal of Information Management, 34, 2, pp. 151-166, (2014); Lin S., Chang J., Goal orientation and organizational commitment as explanatory factors of employees’ mobility, Personnel Review, 34, 3, pp. 331-353, (2005); Lord R.G., Diefendorff J.M., Schmidt A.M., Hall R.J., Self-regulation at work, Annual Review of Psychology, 61, 1, pp. 543-568, (2010); Maden C., Linking high involvement human resource practices to employee proactivity: the role of work engagement and learning goal orientation, Personnel Review, 44, 5, pp. 720-738, (2015); Miller A., Watts A.G., Jamieson I., Rethinking Work Experience, (1991); Ng E.S., Burke R.J., The next generation at work–business students' views, values and job search strategy: implications for universities and employers, Education + Training, 48, 7, pp. 478-492, (2006); 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Van Jaarsveld D.D., Walker D.D., Skarlicki D.P., The role of job demands and emotional exhaustion in the relationship between customer and employee incivility, Journal of Management, 36, 6, pp. 1486-1504, (2010); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability a psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Wanberg C.R., Zhu J., Van Hooft E.A.J., The job search grind: perceived progress, self-reactions, and self-regulation of search effort, Academy of Management Journal, 53, 4, pp. 788-807, (2010); Wang L., Yan F., Emotion regulation strategy mediates the relationship between goal orientation and job search behavior among university seniors, Journal of Vocational Behavior, 108, pp. 1-12, (2018); Wellington J., The work-related curriculum. Challenging the vocational imperative, New Developments in Vocational Education Series, (1993); Zainal N.Z., Hairuddin H., Kassim E.S., Psychological determinants of job search intention among fresh graduates for the supply of labour force in the digital era, Asia Proceedings of Social Sciences, 6, 3, pp. 204-210, (2020)","N. P.M; School of Management Studies, Cochin University of Science and Technology, India; email: nimmimohandas1985@gmail.com","","Emerald Group Holdings Ltd.","","","","","","2046469X","","","","English","J. Intl. Edu. Bus.","Article","Final","","Scopus","2-s2.0-85093648152"
"Thomson G.","Thomson, Gareth (7202611544)","7202611544","Which aspects of engineering degrees do graduates most value in their working lives?","2020","Informacios Tarsadalom","20","2","","132","141","9","0","10.22503/INFTARS.XX.2020.2.9","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095937172&doi=10.22503%2fINFTARS.XX.2020.2.9&partnerID=40&md5=7bd01c2135490b3ffba7ab1016e8d981","Aston University, United Kingdom","Thomson G., Aston University, United Kingdom","The creation and revision of degree programmes aims to build degrees with the correct blend of technical skills and competencies to ensure graduates are equipped to enter industry. While there may be data on first destinations of graduates there is often little follow up on how useful they felt their degree was in equipping them with the skills needed in industry. This study looks at the views of 32 graduates who graduated from a mechanical engineering programme over the last decade. Using both qualitative and quantitative methods it asks them to explore the impact of common degree features including project based learning, engineering science, dissertations and internships on their subsequent working lives. The study shows that while core knowledge and skills are still valued, authentic learning enabled by project based learning and internships are often at the heart of working graduates’ daily lives. © 2020 Infonia. All rights reserved.","Education; Employability; Engineering; Graduate","","","","","","","","Criteria for Accrediting Engineering Programs, (2018); Crawley E.F., Malmqvist J., Ostlund S., Brodeur D., Edstrom K., Rethinking Engineering Education: The CDIO Approach, (2018); Edstrom K., Kolmos A., PBL and CDIO: complementary models for engineering education development, European Journal of Engineering Education, 39, 5, pp. 539-555, (2014); UK-SPEC, UK Standard for Professional Engineering Competence, (2014); Feutz M., Zinser R., Following Engineering Graduates, Journal of Technology Studies, 38, 1, pp. 12-22, (2012); Guardia Olmos J., Pero Cebollero M., Jorge Hervas A., Et al., Factors related with the university degree selection in Spanish public university system. An structural equation model analysis, Quality & Quantity, 49, 2, pp. 541-557, (2015); Kolmos A., Hadgraft R. G., Holgaard J. E., Response strategies for curriculum change in engineering, Int J Technol Des Educ, 26, (2016); Lee C.-C., Chin S.-F., Engineering Students’ Perceptions of Graduate Attributes: Perspectives From Two Educational Paths, IEEE Transactions on Professional Communication, 60, 1, pp. 42-55, (2017); Lundberg G.M., Gaustad A., Krogstie B. R., The employer perspective on employability, IEEE Global Engineering Education Conference (EDUCON), pp. 909-917, (2018); Morgan M., Direito I., The employment expectations of Masters Engineering students, 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE) Portuguese Society for Engineering Education (CISPEE), 2018 3rd International Conference of the, pp. 1-5, (2018); O'Leary Simon, Graduates’ Experiences Of, and Attitudes Towards, the Inclusion of Employability-Related Support in Undergraduate Degree Programmes; Trends and Variations by Subject Discipline and Gender, Journal of Education and Work, 30, 1, pp. 84-105, (2017); Scott B., Graduate attributes and talent perceptions: Reflections on the first year of graduate employment, International Journal of Employment Studies, 1, (2014); Sin C., Tavares O., Amaral A., Accepting employability as a purpose of higher education? Academics’ perceptions and practices, Studies in Higher Education, 44, 6, (2019); Skatova A., Ferguson E., Why do different people choose different university degrees? Motivation and the choice of degree, Frontiers in Psychology, 5, (2014); Staffan N., Enhancing individual employability: the perspective of engineering graduates, Education + Training, 6, 7, (2010); Stiwne E., Jungert T., Engineering students’ experiences of transition from study to work, Journal of Education and Work, 23, 5, pp. 417-437, (2010); Sui F. M., Chang J. C., Hsiao H. C., Chen S. C., Chen D. C., A Study Regarding the Gap Between the Industry and Academia Expectations for College Student’s Employability 2018, IEEE International Conference on Industrial Engineering and Engineering Management (IEEM), pp. 1573-1577, (2018)","","","Infonia","","","","","","15878694","","","","English","Informacios Tars.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85095937172"
"Rodríguez V.A.","Rodríguez, Vanessa Argüelles (57219146664)","57219146664","Society, University, business and talent in times of change. Learn and unlearn to start again; [Sociedad, Universidad, Empresa y Talento en momentos de cambio. Aprender y desaprender para volver a emprender.]","2020","Aula Abierta","49","3","","325","338","13","1","10.17811/rifie.49.3.2020.325-338","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091423569&doi=10.17811%2frifie.49.3.2020.325-338&partnerID=40&md5=3dd46456e769b2fab3982c6cb7f51649","University of Oviedo, PFSGroup, Spain","Rodríguez V.A., University of Oviedo, PFSGroup, Spain","University, Business and Society have been keeping a close relationship conditioned by the economic, social, political and functional elements that operate in each historical moment. Today, the academic culture and a functionalist vision of the acquisition of leadership skills and competences seek to coexist and engage in university environments. This article, prepared on the basis of a documentary review, analyses the concept of talent from the companies perspective, and studies the change towards models of students who favour employees more prepared to work, with aspirations and protagonists of their own learning to have more opportunities that improve their employability and, therefore, their quality of life. This research invites reflection on whether universities should take a new approach to adapt to an emerging context and to foresee future situations that maintain them as agents and educational benchmarks. © 2020 Elsevier Doyma. All rights reserved.","Competence; Leadership; Learning; Talent; Teaching; Training","","","","","","","","Alvarez Moran S., Perez Collera A., Suarez Alvarez M. L., Hacia un enfoque de la educación en competencias, (2008); Alvarez-Arregui E., Evolución de la Universidad en la Sociedad del Aprendizaje y la Enseñanza. El valor de las competencias en el desarrollo profesional y personal, Aula Abierta, 48, 4, pp. 349-372, (2017); Alvarez-Arregui E., Arreguit X., El futuro de la Universidad y la Universidad del Futuro. Ecosistemas de formación continua para una sociedad de aprendizaje y enseñanza sostenible y responsable, Aula Abierta, 48, 4, pp. 447-480, (2019); Arreguit X., Hugues J. F., Competencias y educación para los trabajos y desafíos del mañana: La perspectiva de una empresa, Aula Abierta, 48, 4, pp. 373-392, (2019); Baigorri Ruiz E., Desarrollo de la competencia transversal de comunicación y relación interpersonal, a través de la gestión del talento en los alumnos de grado de enfermería, (2018); Becker G., Un análisis teórico y empírico referido fundamentalmente a la educación, (1983); Berguer S. L., Giftedness and gifted: what´s it all about? Documento de la base de datos ERIC, (1997); (2020); Damon W., The path to purpose how young people finds their calling in life, (2009); Dawson R., Building success in the future or work: T-shaped, Pi-shaped and Combshaped Skills, (2013); De la Torre S., Innovación y aprendizaje como valor y actitud ante la vida. Educar con otra conciencia, Investigación e innovación de la docencia universitaria en el Espacio Europeo de Educación Superior, pp. 320-350, (2010); De la Torre S., Pujol M., Educar con otra conciencia. Una mirada ecoformadora y creativa de la enseñanza, (2009); Deloitte P., El rediseño de la empresa del futuro: eficiencia y rentabilidad 2025, (2018); Dormehl L., Thinking machines: The inside story of artificial intelligence and our race to build the future, (2018); Friedman T. L., Thank you for being late: An optimist´s guide to thriving in the age of accelerations, (2016); Goleman D., La Inteligencia Emocional, (1996); Griffiths T., Guile D., A connective model of learning: The implications for work process knowledge, European Educational Research Journal, 2, pp. 56-73, (2003); Grossi Sampedro B. A., Educación emprendedora y educación superior. Estudio de la percepción de los estudiantes de Ciencias Sociales y Jurídicas de la Universidad de Oviedo, (2012); Heikkinen K. P., Exploring studio-based higher education for T-shaped knowledge workers, case LAB studio model, (2018); Hernandez Lechuga T. G., Factores determinantes para la retención del talento internacional en la empresa, (2017); El futuro del empleo y las competencias profesionales del futuro: la perspectiva de las empresas, (2019); Jerico P., La Nueva Gestión del Talento: construyendo compromiso, (2008); Jerico P., Botin A. P., Medina J., La nueva gestión del talento humano: Construyendo compromiso, (2008); Lorenzo Garcia R., A qué se le denomina talento. Estado del arte acerca de su conceptualización, Revista Intangible Capital, 11, 2, pp. 72-163, (2006); McClelland D., Testing for competence rather than “intelligence, American Psycholgyst, 28, 1, pp. 1-14, (1973); Mertens L., Competencias claves, (1998); Perez-Escoda N., Sabariego Puig M., Valoración de la efectividad de la formación en competencias emocionales en educación superior, Investigar con y para la sociedad, 2, pp. 965-976, (2015); Schultz T., Restablecimiento del equilibrio económico: los recursos humanos en una economía en proceso de modernización, (1992); Short E., Competence: inquiries into its meaning and acquisition in educational settings, (1984); Sisk D. K., International Handbook of research and development of giftedness and talent, (1993); Tansley C., What do we mean by the term ―talent in talent management?, Industrial and Commercial Training, 43, 5, pp. 266-274, (2011); Touron J., Alta capacidad y desarrollo del talento: aspectos críticos, Talento Educación Tecnología, (2017); VICongresodeFactorHumano(HumanFactorCongress),organised by IESE-IFAES, (2019)","V.A. Rodríguez; University of Oviedo, PFSGroup, Spain; email: vanessaarguelles@pfsgrupo.com","","Universidad de Oviedo","","","","","","23412313","","","","English","Aula Abierta","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85091423569"
"Devine A.; Lo J.; Lawlis T.","Devine, Amanda (7006200551); Lo, Johnny (55809524300); Lawlis, Tanya (55846455700)","7006200551; 55809524300; 55846455700","Work-integrated learning builds student identification of employability skills: Utilizing a food literacy education strategy","2020","International Journal of Work-Integrated Learning","21","1","","63","87","24","4","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089401787&partnerID=40&md5=7df1dbfe515994ab91469021b6ae81fe","Edith Cowan University, Perth, Australia; University of Canberra, Canberra, Australia","Devine A., Edith Cowan University, Perth, Australia; Lo J., Edith Cowan University, Perth, Australia; Lawlis T., University of Canberra, Canberra, Australia","Enterprising students who understand the work environment are considered more employable. It is accepted that higher-education has a responsibility to produce career-ready-graduates. Practicum experience provides a critical role in this preparation. This study describes the development and implementation of the WIL instrument and WIL experience to assess the perceived skill development of students (n=19). This research utilized three data capture points; 1) employability skills cluster matrix-self-assessment tool (ESCM-SAT), 2) industry feedback from supervisors to develop a deeper understanding of the value of WIL; 3) students used the Gibbs reflective cycle (Gibbs 1988). There were improvements in all skills clusters, main gains were in career management (p<0.01). Supervisor feedback gave direction for improvement for; communication, preparation and organization skills. Student reflection suggests career management skills were strengthened, confidence increased, as did their value of academics. The ESCM-SAT, industry feedback and student reflection were deemed a suitable combination to measure the WIL experiences from a student perspective. © 2020 International Journal of Work-Integrated Learning. All rights reserved.","Food literacy; Public health nutrition; Undergraduate; Work integrated learning","","","","","","New Zealand Association of Cooperative Education","The Journal is financially supported by the New Zealand Association of Cooperative Education (NZACE), www.nzace.ac.nz.","Abery E., Drummond C., Bevan N., Work Integrated Learning: What do the students want? A qualitative study of health sciences students experiences of a non-competency based placement, Student Success, 6, 2, pp. 87-91, (2015); Strategies for success: Curriculum guide (Didactic and Experiential Learning), (2002); 2017 Graduate outcomes survey: National report, (2017); 2017 Employer satisfaction survey, (2017); Baker E., Brownson R., Dreisinger M., McIntosh L., Karamehic-Muratovic A., Examining the role of training in evidence-based public health: A qualitative study, Health Promotion Practice, 10, 3, pp. 342-348, (2009); Bates M., Work-integrated learning workloads: The realities and responsibilities, Asia-Pacific Journal of Cooperative Education, 12, 2, pp. 111-124, (2011); Bosco A., Ferns S., Embedding of authentic assessment in work-integrated learning curriculum, Asia-Pacific Journal of Cooperative Education, 15, 4, pp. 281-290, (2014); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brown N., WIL[ling] to share: An institutional conversation to guide policy and practice in work-integrated learning, Higher Education Research & Development, 29, 5, pp. 507-518, (2010); Core skills for work developmental framework, (2013); Elijido-Ten E., Kloot L., Experiential learning in accounting work-integrated learning: A three-way partnership, Education + Training, 57, 2, pp. 204-218, (2015); Ferns S., Lilly L., Driving institutional engagement in WIL: Enhancing graduate employability, Journal of Teaching and Learning for Graduate Employability, 6, 1, pp. 116-133, (2015); Flores K., Matkin G., Burbach M., Quinn C., Harding H., Deficient critical thinking skills among college graduates: Implications for leadership, Educational Philosophy and Theory, 44, 2, pp. 212-230, (2012); Foster J., Yaoyuneyong G., Teaching innovation: Equipping students to overcome real-world challenges, Higher Education Pedagogies, 1, 1, pp. 42-56, (2016); Freestone R., Williams P., Thompson S., Trembath K., A quantitative approach to assessment of work-based learning outcomes: An urban planning application, Higher Education Research & Development, 26, 4, pp. 347-361, (2007); Freudenberg B., Cameron C., Brimble M., The importance of self: Developing students self efficacy through work integrated learning, The International Journal of Learning: Annual Review, 17, 10, pp. 479-496, (2011); Gibbs G., Learning by doing: A guide to teaching and learning methods, (1988); Govender C. M., Wait M., Work integrated learning benefits for student career prospects Mixed mode analysis, South African Journal of Higher Education, 31, 5, pp. 49-64, (2017); Hajslova J., Schulzova V., Slanina P., Janne K., Hellenas K. E., Andersson C., Quality of organically and conventionally grown potatoes: Four-year study of micronutrients, metals, secondary metabolites, enzymic browning and organoleptic properties, Food Additives and Contaminants, 22, 6, pp. 514-534, (2005); Harvey L., Green D., Defining quality, Assessment Evaluation in Higher Education, 18, 1, pp. 9-34, (1993); Helyer R., Learning through reflection: The critical role of reflection in work-based learning (WBL), Journal of Work-Applied Management, 7, 1, pp. 15-27, (2015); Hesketh A. J., Recruiting an elite? Employers' perceptions of graduate education and training, Journal of Education and Work, 13, 3, pp. 245-271, (2000); Jackson D., The contribution of work-integrated learning to undergraduate employability skill outcomes, Asia-Pacific Journal of Cooperative Education, 14, 2, pp. 99-115, (2013); Jackson D., Testing a model of undergraduate competence in employability skills and its implications for stakeholders, Journal of Education and Work, 27, 2, pp. 220-242, (2014); Jackson D., Employability skill development in work-integrated learning: Barriers and best practice, Studies in Higher Education, 40, 2, pp. 350-367, (2015); Jackson D., Developing graduate career readiness in Australia: Shifting from extra-curricular internships to work-integrated learning, International Journal of Work-Integrated Learning, 19, 1, pp. 23-35, (2018); Jorre de St Jorre T., Oliver B., Want students to engage? Contextualise graduate learning outcomes and assess for employability, Higher Education Research & Development, 37, 1, pp. 44-57, (2018); Kolb D., Experiential learning, (1984); Lakens D., Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAs, Frontiers in Psychology, 4, pp. 863-863, (2013); Lawlis T., Sambell R., Douglas-Watson A., Belton S., Devine A., The food literacy action logic model: A tertiary education sector innovative strategy to support the charitable food sectors need for food literacy training, Nutrients, 11, 4, (2019); Leong R., An assessment rubric on reflection in a career development learning component of a business course, (2009); Marks B., Sisirak J., Chang Y., Efficacy of the health matters program train-the-trainer model, Journal of Applied Research in Intellectual Disabilities, 26, pp. 319-334, (2013); Martin E., The effectiveness of different models of work-based university education, (1996); McBeath M., Motivation, self-efficacy and learning strategies of university students participating in work-integrated learning, Journal of Education and Work, 31, 5-6, pp. 478-488, (2018); McClelland J., Irving L., Mitchell R., Bearon L., Webber K., Extending the reach of nutrition education for older adults: Feasibility of a train-the-trainer approach in congregate nutrition sites, Journal of Nutrition Education and Behavior, 34, pp. S48-S52, (2002); Monteiro S., Ferreira J. A., Almeida L. S., Self-perceived competency and self-perceived employability in higher education: The mediating role of career adaptability, Journal of Further and Higher Education, pp. 1-15, (2018); Moore T., Morton J., The myth of job readiness? Written communication, employability, and the skills gap in higher education, Studies in Higher Education, 42, 3, pp. 591-609, (2017); Mortimer S., Transforming the student-learning experience: the triple-V model of experiential learning, Higher Education, Skills and Work-Based Learning, 7, 4, pp. 337-353, (2017); Nevison C., Cormier L., Pretti T., Drewery D., The influence of values on supervisors' satisfaction with coop student employees, International Journal of Work-Integrated Learning, 19, 1, pp. 1-11, (2018); Orrell J., Good practice report: Work integrated learning, (2011); Palmer S., Young K., Campbell M., Developing an institutional evaluation of the impact of work-integrated learning on employability and employment, International Journal of Work-Integrated Learning, 19, 4, pp. 371-383, (2018); Quinton S., Smallbone T., Feeding forward: Using feedback to promote student reflection and learning a teaching model, Innovations in Education and Teaching International, 47, 1, pp. 125-135, (2010); Rae D., Connecting enterprise and graduate employability: Challenges to the higher education culture and curriculum?, Education + Training, 49, 8, pp. 605-619, (2007); Reinhard K., Osburg T., Townsend R., Introducing corporate social responsibility as component in cooperative education: Results from a student research project in Germany and the United States supported by Intel Corporation, Asia Pacific Journal of Cooperative Education, 11, 1, pp. 1-12, (2010); Richardson J., Kaider F., Henschke K., Jackling B., The Student Experience 6-9 July 2009, the Proceedings of the 32nd HERDSA Annual Conference, (2009); Employability skills self-assessment tool, (2015); Ruge G., McCormack C., Building and construction students' skills development for employability - reframing assessment for learning in discipline-specific contexts, Architectural Engineering and Design Management, 13, 5, pp. 365-383, (2017); Sarkara M., Overton T., Thompson C., Rayner G., Graduate employability: Views of recent science graduates and employers, International Journal of Innovation in Science and Mathematics Education, 24, 3, pp. 31-48, (2016); Scriven M., Evaluation theory and metatheory, International handbook of educational evaluation, pp. 15-30, (2003); Senior C., Reddy P., Senior R., The relationship between student employability and student engagement: working toward a more unified theory, Frontiers in psychology, 5, (2014); Silen C., Uhlin L., Self-directed learning a learning issue for students and faculty!, Teaching in Higher Education, 13, 4, pp. 461-475, (2008); Smith C., Evaluating the quality of work-integrated learning curricula: a comprehensive framework, Higher Education Research & Development, 31, 2, pp. 247-262, (2012); Smith C., Assessment of student outcomes from work-integrated learning : validity and reliability, Asia-Pacific Journal of Cooperative Education, 15, 3, pp. 209-223, (2014); Smith C., Ferns S., Russell, Placement quality has a greater impact on employability than placement structure or duration, International Journal of Work-Integrated Learning, 20, 1, pp. 15-29, (2019); Stanley T. A., Situated learning in accountancy: an employer perspective, Accounting Research Journal, 30, 3, pp. 265-282, (2017); Stirling A., Kerr G., Banwell J., MacPherson E., Heron A., A practical guide for work-integrated learning: Effective practices to enhance the educational quality of structured work experiences offered through colleges and universities, (2016); Taylor D., Hamdy H., Adult learning theories: Implications for learning and teaching in medial education: AMEE Guide No. 83, Medical Teacher, 35, 11, pp. e1561-e1572, (2013); The New York mindset: 7 new job clusters to help young people navigate the New Work order, (2017); The National strategy on work integrated learning in university education, (2015); Usher A., Guest editorial: Measuring work integrated learning: The development of the meta-competency test, Journal of Cooperative Education & Internships, 46, 1, pp. 5-15, (2012); Vidgen H., Gallegos D., Defining food literacy and its components, Appetite, 76, pp. 50-59, (2014); Watts A. G., Career development learning and employability, (2006); Wilkinson L., Statistical methods in psychology journals: Guidelines and explanations, American Psychologist, 54, 8, pp. 594-604, (1999); Wilton N., The impact of work placements on skills development and career outcomes for business and management graduates, Studies in Higher Education, 37, 5, (2012); Yarber L., Brownson C., Jacob R., Baker E., Jones E., Baumann C., Brownson R., Evaluating a train-the-trainer approach for improving capacity for evidence-based decision making in public health, BMC Health Services Research, 15, (2015)","R. Sambell; Edith Cowan University, Perth, Australia; email: r.sambell@ecu.edu.au","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85089401787"
"Maurer H.; Niemann A.; Plank F.","Maurer, Heidi (36502210000); Niemann, Arne (23028944200); Plank, Friedrich (56556570900)","36502210000; 23028944200; 56556570900","Innovative teaching on European (foreign) affairs","2020","Journal of Contemporary European Research","16","1","","4","12","8","6","10.30950/jcer.v16i1.1153","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084831930&doi=10.30950%2fjcer.v16i1.1153&partnerID=40&md5=bc07301b411760495f626d1b970d2bf4","University of Oxford, Department of Politics and International Relations, Oxford, United Kingdom; University of Mainz, Germany","Maurer H., University of Oxford, Department of Politics and International Relations, Oxford, United Kingdom; Niemann A., University of Mainz, Germany; Plank F., University of Mainz, Germany","This special section seeks to extent our knowledge on teaching innovative methods in European Union (EU) Foreign Affairs in time of challenges, politicisation, and digitalisation. It shares the experience of established and early career colleagues on how they designed, implemented, and applied specific innovations in their teaching. The section focuses on these experiences and aims to provide guidance on how specific ideas were put into practice in a hand-on and reflective manner. It seeks to tip into what works and why and how we as educators deal with challenges. Contributions engage with teaching EU foreign policy via Problem-based learning (Tonra 2020), research-led teaching by linking policy briefs and employability (Lightfoot 2020), responsive teaching in times of radical change (O'Mahony 2020), and synchronous teaching among 13 universities (Plank and Niemann 2020). They offer insights into increasing the ownership of students, raise awareness of their subjectivity, stimulate critical thinking, or enhance student's media skills as well as to foster their employability. All contributions showcase the added value of the applied innovations, but also discuss obstacles that need to be considered in the conceptualisation and implementation of the proposed active approaches. © 2020 University Association for Contemporary European Studies.","EU Foreign Affairs; Innovative Teaching; Learning; Teaching","","","","","","Japan Center for Economic Research, JCER","The authors would like to thank the editorial team of JCER and the reviewers of the contributions for their constructive and helpful comments, and for the excellent cooperation on this section. Moreover, we would like to thank the contributors for their interesting and relevant analyses of innovative teaching on European Foreign Affairs. Finally, we would like to thank the audience at our two Panels on Innovative Teaching at the 2018 EUIA for their helpful suggestions.","Baroncelli S., Farneti R., Horga I., Vanhoonacker S., Teaching and Learning the European Union, (2014); Borzel T., Researching the EU (Studies) into demise?, Journal of European Public Policy, 25, 3, pp. 475-485, (2018); Bruhl T., Henneberg I., Standortübergreifende Ringvorlesung - Erfahrungen eines Lehrprojekts zum »Islamischen Staat«, Zeitschrift für Friedens- und Konfliktforschung, 5, 2, pp. 274-282, (2016); Brunazzo M., Settembri P., Experiencing the European Union: Learning How EU Negotiations Work Through Simulation Games, (2012); Brunazzo M., Settembri P., Experiencing the European Union: A simulation game on the European Citizens' Initiative, (2014); De Wilde P., No Polity for Old Politics? A Framework for Analyzing the Politicization of European Integration, Journal of European Integration, 33, 5, pp. 559-575; Garrison D.R., Vaughan D.N., Blended Learning in Higher Education, (2007); Gormley-Hennan C., Lightfoot S., Teaching Politics and International Relations, (2012); Ishiyama J., Miller W., Simon E.S., Handbook of Teaching and Learning in Political Science and International Relations, (2015); Lieberman S., Using Facebook As an Interactive Learning Environment in European Political Studies, European Political Science, 13, 1, pp. 23-31, (2014); Lightfoot S., Maurer H., Introduction: teaching European studies-old and new tools for student engagement, European Political Science, 13, 1, pp. 1-3, (2013); Lightfoot S., Integrating research-led employability in foreign policy courses: a case study, Journal of Contemporary European Research, 16, 1, (2020); Mahony J., Responsive teaching at a time of radical change: Reflections on the pedagogy of the EU in Brexit Britain, Journal of Contemporary European Research, 16, 1, (2020); Mihai A., The Virtual Classroom: Teaching European Studies Through Webinars, European Political Science, 13, 1, pp. 4-11, (2014); Middleton D., Putting the Learning into E-learning, European Political Science, 9, 1, pp. 5-12, (2010); Muno W., Niemann A., Guasti P., Europa spielerisch lernen: Didaktische Überlegungen und Praxisbeispiele zu EU-Simulationen, (2018); Muno W. Messner M.T., Hahner N., Politikdidaktik und Simulationen: Die EU-Simulation Model European Union Mainz, Zeitschrift für Politikwissenschaft/Journal of Political Science, 23, 1, pp. 159-172, (2013); Niemann A., Guasti P., Muno W., Symposium: EU simulations -scholarly reflection and research on an innovative teaching methodology, European Political Science, 14, 3, (2015); Parker O., Teaching (Dissident) Theory in Crisis EU, Journal of Common Market Studies, 54, 1, pp. 37-52, (2016); Plank F., Henneberg I., Kobusch A., Burger M., Konrad P., Mucha W., Niemann A., Pesch C., Standortübergreifende Lehre in der Politikwissenschaft: Nutzen und Beitrag eines innovativen Ringseminars, Politische Vierteljahresschrift, 60, 1, pp. 127-146, (2019); Plank F., Niemann A., Synchronous online-teaching on EU foreign affairs: A blended-learning project of seven universities between e-learning and live-interaction, Journal of Contemporary European Research, 16, 1, (2020); Tonra B., Teaching EU Foreign Policy via Problem-Based Learning, Journal of Contemporary European Research, 16, 1, (2020); Usherwood S., Constructing Effective Simulations of the European Union for Teaching: Realising the Potential, European Political Science, 13, pp. 53-56, (2014); Van Dyke G., DeClair E., Loedel P., Stimulating Simulations: Making the European Union a Classroom Reality, International Studies Perspectives, 1, 2, pp. 145-159, (2000); Vollaard H., European Disintegration: A Search for Explanations, (2018)","H. Maurer; University of Oxford, Department of Politics and International Relations, Oxford, United Kingdom; email: heidrun.maurer@politics.ox.ac.uk","","University Association for Contemporary European Studies","","","","","","1815347X","","","","English","J. Contemp. Eur. Res.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85084831930"
"Nudelman G.","Nudelman, Gabrielle (57126015900)","57126015900","The hidden curriculum in two employability skills development courses in a South African electrical engineering degree programme","2020","Journal of Education and Work","33","5-6","","360","374","14","5","10.1080/13639080.2020.1820962","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092234203&doi=10.1080%2f13639080.2020.1820962&partnerID=40&md5=630c8fc9922c67dfd847e95e7896ab45","Professional Communication Studies Department, University of Cape Town, Rondebosch, South Africa","Nudelman G., Professional Communication Studies Department, University of Cape Town, Rondebosch, South Africa","Employability development is a focus of contemporary engineering education, both abroad and in South Africa, from where this study emanates. However, pedagogic initiatives in service of this goal may fail to take into consideration the ideological underpinnings of this emphasis on employability, as well as of the curricula developed in its service. This study utilises discourse analysis as a tool to analyse texts relating to a final-year course pairing offered to electrical engineering students, which explicitly aims to develop employability skills. Drawing on Fairclough’s three-dimensional conception of discourse, the texts, which include faculty handbook extracts, course handouts, timetables, and additional teaching materials, provide insight into the ideological underpinnings of the courses as well as the context of their creation. The findings of the study reveal the neoliberal foundation of the course-pairing in general and, more specifically, three discourses that interact throughout the courses: the ‘entrepreneur of self’ discourse, the discourse of ‘inevitability’ and the ‘one-size-fits-all’ discourse. The study concludes by suggesting that perpetuating these discourses will lead to replication within the engineering industry, as opposed to transformation and innovation. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","discourse analysis; employability skills; Engineering education; hidden curriculum; workplace readiness","","","","","","","","Criteria for Accrediting Engineering Programmes, (2017); Allais S., Selling Out Education: National Qualifications Frameworks and the Neglect of Knowledge, (2014); Bacchi C., Discourse, Discourse Everywhere: Subject “Agency” in Feminist Discourse Methodology, Nordic Journal of Women’s Studies, 13, 3, pp. 198-209, (2005); Bejerano A.R., Bartosh T.M., Learning Masculinity: Unmasking the Hidden Curriculum in Science, Technology, Engineering, and Mathematics Courses, Journal of Women and Minorities in Science and Engineering, 21, 2, pp. 107-124, (2015); Clegg S., Cultural Capital and Agency: Connecting Critique and Curriculum in Higher Education, British Journal of Sociology of Education, 32, 1, pp. 93-108, (2011); Davies B., Bansel P., Neoliberalism and Education, International Journal of Qualitative Studies in Education, 20, 3, pp. 247-259, (2007); Donnelly K., Australia’s Adoption of Outcomes Based Education: A Critique, Issues in Educational Research, 17, 2, (2007); Du Toit R., Roodt J., Engineers in a Developing Country: The Profession and Education of Engineering Professionals in South Africa, (2009); Engenius, a Campaign to Grow and Transform the Engineering Profession, (2010); Qualification Standard for Bachelor of Science in Engineering (Bsc(eng))/bachelors of Engineering (Beng): NQF Level 8, (2012); Qualification Standard for Bachelor of Science in Engineering (Bsc(engs))/bachelors of Engineering (Beng): NQF Level 8, (2014); The Engineering Skills Pipeline; About ECSA–Transformation; EUR-ACE Framework Standards and Guidelines, (2015); Fairclough N., Discourse and Social Change, (1992); Foucault M., The Archaeology of Knowledge, (1972); Gee J.P., An Introduction to Discourse Analysis: Theory and Method, (2014); Hanrahan H.E., Beute N., Fraser D.M., Gosling J., Lawless A., Jandrell I.R., Engineering Education in South Africa: In Fragile Good Health, Denial or Crisis?, (2006); Kentli F.D., Comparison of Hidden Curriculum Theories, European Journal of Educational Studies, 1, 2, pp. 83-88, (2009); Kilian A., Taking ECSA, Minister to Court Was a “Last Resort”, Says Saice, Engineering News, (2017); Kinsella S., Ideas are Free: The Case against Intellectual Property, Presented at the Annual Meeting of the Property and Freedom Society, (2010); Lange L., 20 Years of Higher Education Curriculum Policy in South Africa, Journal of Education, 68, pp. 31-57, (2017); Male S.A., King R.W., Enhancing Learning Outcomes from Industry Engagement in Australian Engineering Education, Journal of Teaching and Learning for Graduate Employability, 10, 1, pp. 101-117, (2019); May T., Social Research: Issues, Methods and Process, (2011); Moore T., Morton J., The Myth of Job Readiness? Written Communication, Employability, and the ‘Skills Gap’in Higher Education, Studies in Higher Education, 42, 3, pp. 591-609, (2017); Nudelman G.R., Engineering Identity: Analysing e-Portfolios in a Professional Communications Course, SAJHE, 31, 2, pp. 211-225, (2017); Pennington A., Mokose M., Smith M.N., Kawanu Z., Neoliberalism and the Crisis in Higher Education in South Africa, New Agenda: South African Journal of Social and Economic Policy, 64, pp. 28-32, (2017); Reddy T., Higher Education and Social Transformation: A South African Case Study, (2004); San-Valero P., Robles A., Ruano M.V., Marti N., Chafer A., Badia J.D., Workshops of Innovation in Chemical Engineering to Train Communication Skills in Science and Technology, Education for Chemical Engineers, 26, pp. 114-121, (2019); Sawyer R.K., A Discourse on Discourse: An Archeological History of an Intellectual Concept, Cultural Studies, 16, 3, pp. 433-456, (2002); Slabbert A., Engineers in Bitter Racism Row, Fin24, (2010); Tomasson Goodwin J., Goh J., Verkoeyen S., Lithgow K., Can Students Be Taught to Articulate Employability Skills?, Education + Training, 61, 4, pp. 445-460, (2019); Tormey R., LeDuc I., Isaac S., Hardebolle C., The Formal and Hidden Curricula of Ethics in Engineering Education, (2015); Trepanier L., A Philosophy of Prudence and the Purpose of Higher Education Today, The Relevance of Higher Education: Exploring a Contested Notion, pp. 1-12, (2013); Cracking the Code: Girls’ and Women’s Education in Science, Technology, Engineering and Mathematics (STEM), (2017); Villanueva I., Gelles L., Di Stefano M., Smith B., Tull R., Lord S., Benson L., Hunt A., Riley D., Ryan G., What Does Hidden Curriculum in Engineering Look like and How Can It Be Explored?, Proceedings of the American Society of Engineering Education Annual Conference and Exposition, Minorities in Engineering Division, Salt Palace Convention Center, Salt Lake City, UT, June 24-27, 2018, (2018); Waghid Y., The Public Role of the University Reconsidered, Perspectives in Education, 26, 1, pp. 19-24, (2008); Winberg C., Bramhall M., Greenfield D., Johnson P., Rowlett P., Lewis O., Waldock J., Wolff K., Developing Employability in Engineering Education: A Systematic Review of the Literature, European Journal of Engineering Education, pp. 1-16, (2018)","G. Nudelman; Professional Communication Studies Department, University of Cape Town, Rondebosch, South Africa; email: gabrielle.nudelman@uct.ac.za","","Routledge","","","","","","13639080","","","","English","J. Educ. Work","Article","Final","","Scopus","2-s2.0-85092234203"
"Khan M.; Hussain A.; Ishaq A.; Shah S.F.A.; Zeeshan M.; Khan J.A.; Rehman A.","Khan, Muhammad (57200166265); Hussain, Arif (57668540100); Ishaq, Amir (57207953114); Shah, Syed Fahad Ali (58269967500); Zeeshan, Muhammad (55409288100); Khan, Junaid Athar (57221000604); Rehman, Alam (57211621729)","57200166265; 57668540100; 57207953114; 58269967500; 55409288100; 57221000604; 57211621729","The teaching of humanitarian logistics at university level","2020","International Journal of Innovation, Creativity and Change","12","11","","485","500","15","3","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084418677&partnerID=40&md5=840c9f8945c7547c25097af87410254f","Department of Management Sciences, Abdul Wali Khan University Mardan, Pakistan; Institute of Business Studies and Leadership, Abdul Wali Khan University Mardan, Pakistan; Department of Management Sciences, Air University, Pakistan; College of Business Administration, Liaoning Technical University, Xingcheng, China; Institute of Business Studies and Leadership, Abdul Wali Khan University, Pakistan; National University of Modern Languages, Pakistan","Khan M., Department of Management Sciences, Abdul Wali Khan University Mardan, Pakistan; Hussain A., Institute of Business Studies and Leadership, Abdul Wali Khan University Mardan, Pakistan; Ishaq A., Department of Management Sciences, Air University, Pakistan; Shah S.F.A., College of Business Administration, Liaoning Technical University, Xingcheng, China; Zeeshan M., Institute of Business Studies and Leadership, Abdul Wali Khan University, Pakistan; Khan J.A., National University of Modern Languages, Pakistan; Rehman A., National University of Modern Languages, Pakistan","Purpose: As humanitarian logistics (HL) operate in a very complex, dynamic and uncertain environment. The whole society, especially the young educated, must know how to handle the situation and to provide the best help to the people in suffering. The primary purpose of this paper is to know the teaching of HL within a university course. Methods or Procedures: For this study, a descriptive methodology has been used to design the course outline and to construct a conceptual model for further empirically investigation. New Results: The critical contributions of the study are, the research offers students with the vital knowledge regarding the distribution of relief items to reduce the suffering of people affected by disaster and train students with the essential skills and competencies to become effective logisticians. Conclusion: The underlying rationale for teaching this course is to facilitate victims of disaster through graduate students as they have the knowledge of effective HL and also to enhance the students' employability. Furthermore, the findings contribute to the existing literature of HL and explore research gaps. Despite the continuously improving logistics education, ironically, no researcher until recently analysed the crucial issue of whether or not teaching of HL at university level can improve the performance of HL. © 2020, Primrose Hall Publishing Group.","Career building; Continuity and sustainability; Humanitarian logistics; Information sharing; Performance; Research and development; Skill and confidence building; Teaching; University","","","","","","","","Aguilar P., Retamal G., Protective environments and quality education in humanitarian contexts, International Journal of Educational Development, 29, 1, pp. 3-16, (2009); Ahmad S.Z., Bakar A.R.A., Ahmad N., An evaluation of teaching methods of entrepreneurship in hospitality and tourism programs, The International Journal of Management Education, 16, 1, pp. 14-25, (2018); Ahmed Z., Disaster risks and disaster management policies and practices in Pakistan: A critical analysis of Disaster Management Act 2010 of Pakistan, International Journal of Disaster Risk Reduction, 4, pp. 15-20, (2013); Anparasan A., Lejeune M., Analyzing the response to epidemics: Concept of evidence-based Haddon matrix, Journal of Humanitarian Logistics and Supply Chain Management, 7, 3, pp. 266-283, (2017); Bealt J., Fernandez Barrera J.C., Mansouri S.A., Collaborative relationships between logistics service providers and humanitarian organizations during disaster relief operations, Journal of Humanitarian Logistics and Supply Chain Management, 6, 2, pp. 118-144, (2016); Bolsche D., Klumpp M., Abidi H., Specific competencies in humanitarian logistics education, Journal of Humanitarian Logistics and Supply Chain Management, 3, 2, pp. 99-128, (2013); Cheema A.R., Mehmood A., Imran M., Learning from the past: Analysis of disaster management structures, policies and institutions in Pakistan, Disaster Prevention and Management, 25, 4, pp. 449-463, (2016); de Brito M.P., van der Laan E.A., Supply chain management and sustainability: Procrastinating integration in mainstream research, Sustainability, 2, 4, pp. 859-870, (2010); Dlouha J., Pospisilova M., Education for Sustainable Development Goals in public debate: The importance of participatory research in reflecting and supporting the consultation process in developing a vision for Czech education, Journal of cleaner production, 172, pp. 4314-4327, (2018); Gibb A., Towards the entrepreneurial university: Entrepreneurship education as a lever for change, NCGE Policy paper series, 15, pp. 1-46, (2005); Granovetter M., Economic action and social structure: The problem of embeddedness, American journal of sociology, 91, 3, pp. 481-510, (1985); Hunt B.C., Teacher effectiveness: A review of the international literature and its relevance for improving education in Latin America, 43, (2009); Kabra G., Ramesh A., Information technology, mutual trust, flexibility, agility, adaptability: Understanding their linkages and impact on humanitarian supply chain management performance, Risk, Hazards & Crisis in Public Policy, 7, 2, pp. 79-103, (2016); Karunasena G., Amaratunga D., Capacity building for post disaster construction and demolition waste management: A case of Sri Lanka, Disaster Prevention and Management, 25, 2, pp. 137-153, (2016); Kasturiratne D., Lean J., Phippen A., International enterprise education in Sri Lanka: A blended approach, Education+ Training, 54, 4, pp. 306-318, (2012); Khan A.N., Ali A., NGOs and disaster risk reduction in Pakistan Disaster Risk Reduction Approaches in Pakistan, pp. 281-294, (2015); Khan M., Bae J.H., The Environmental Perspectives of Apple Fruit Supply Chain Management in Chitral, Northern Pakistan, International Journal of Supply Chain Management, 6, 4, pp. 1-16, (2017); Khan M., Lee H.Y., Bae J.H., Inward Foreign Direct Investment: A Case Study of Pakistan, Mediterranean Journal of Social Sciences, 9, 5, (2018); Khan M., Lee H.Y., Bae J.H., The Role of Transparency in Humanitarian Logistics, Sustainability, 11, 7, (2019); Khan M., Yong L.H., Han B.J., Emerging Techniques for Enhancing the Performance of Humanitarian Logistics, Int. J Sup. Chain. Mgt, 8, 2, (2019); Khan M., Yong L.H., Han B.J., A Systematic Review of Performance Enhancement of Humanitarian Logistics through Transparency: Current Status and Perspectives, Int. J Sup. Chain. Mgt, 8, 2, (2019); Khan M.A., Disaster Preparedness for Natural Hazards: Current Status in Pakistan, (2007); Kreft S., Eckstein D., Junghans L., Kerestan C., Hagen U., Global climate risk index 2014, Who suffers most from extreme weather events, (2013); Kuhlman T., Farrington J., What is sustainability?, Sustainability, 2, 11, pp. 3436-3448, (2010); Lu Q., Goh M., De Souza R., Learning mechanisms for humanitarian logistics, Journal of Humanitarian Logistics and Supply Chain Management, 3, 2, pp. 149-160, (2013); Maikhuri R., Nautiyal A., Jha N., Rawat L., Maletha A., Phondani P., Bhatt G., Socio-ecological vulnerability: Assessment and coping strategy to environmental disaster in Kedarnath valley, Uttarakhand, Indian Himalayan Region, International Journal of Disaster Risk Reduction, 25, pp. 111-124, (2017); Marzano R.J., The art and science of teaching: A comprehensive framework for effective instruction: Ascd, (2007); Madu C.N., Kuei C.-H., Disaster relief supply chain quality management (DRSCQM), International Journal of Quality & Reliability Management, 31, 9, pp. 1052-1067, (2014); Natarajarathinam M., Capar I., Narayanan A., Managing supply chains in times of crisis: A review of literature and insights, International journal of physical distribution & logistics management, 39, 7, pp. 535-573, (2009); Nurmala N., de Leeuw S., Dullaert W., Humanitarian-business partnerships in managing humanitarian logistics, Supply Chain Management: An International Journal, 22, 1, pp. 82-94, (2017); Nurmala N., Nurmala N., de Leeuw S., de Leeuw S., Dullaert W., Dullaert W., Humanitarian-business partnerships in managing humanitarian logistics, Supply Chain Management: An International Journal, 22, 1, pp. 82-94, (2017); Goffnett S.P., Keith Helferich O., Buschlen E., Integrating service-learning and humanitarian logistics education, Journal of Humanitarian Logistics and Supply Chain Management, 3, 2, pp. 161-186, (2013); Raabe B., Frese M., Beehr T.A., Action regulation theory and career self-management, Journal of Vocational Behavior, 70, 2, pp. 297-311, (2007); Rabta B., Wankmuller C., Reiner G., A drone fleet model for last-mile distribution in disaster relief operations, International Journal of Disaster Risk Reduction, 28, pp. 107-112, (2018); Rapado-Castro M., Pazos A., Fananas L., Bernardo M., Ayuso-Mateos J.L., Leza J.C., Sanjuan J., Building up careers in translational neuroscience and mental health research: Education and training in the Centre for Biomedical Research in Mental Health, Revista de Psiquiatría y Salud Mental (English Edition), 8, 2, pp. 65-74, (2015); Read C.W., Kleiner B.H., Which training methods are effective?, Management Development Review, 9, 2, pp. 24-29, (1996); Thomas A., Humanitarian logistics: Enabling disaster response, Fritz Institute, (2003); van Wassenhove L.N., Humanitarian aid logistics: Supply chain management in high gear, Journal of the Operational research Society, 57, 5, pp. 475-489, (2006); Vitoriano B., Ortuno M.T., Tirado G., Montero J., A multi-criteria optimization model for humanitarian aid distribution, Journal of Global Optimization, 51, 2, pp. 189-208, (2011); Wadhwa S., Mishra M., Chan F.T., Ducq Y., Effects of information transparency and cooperation on supply chain performance: A simulation study, International Journal of Production Research, 48, 1, pp. 145-166, (2010)","M. Khan; Department of Management Sciences, Abdul Wali Khan University Mardan, Pakistan; email: muhammadkhan@awkum.edu.pk","","Primrose Hall Publishing Group","","","","","","22011315","","","","English","Int. J. Innov. Creat. Change","Article","Final","","Scopus","2-s2.0-85084418677"
"Lightfoot S.","Lightfoot, Simon (8204913100)","8204913100","Using policy briefs as assessment to integrating research-led employability in foreign policy courses","2020","Journal of Contemporary European Research","16","1","","25","36","11","1","10.30950/jcer.v16i1.1083","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85084788204&doi=10.30950%2fjcer.v16i1.1083&partnerID=40&md5=c230836365d04cbaa7f2eb26559d90b8","School of Politics and International Studies, University of Leeds, Leeds, LS2 9JT, United Kingdom","Lightfoot S., School of Politics and International Studies, University of Leeds, Leeds, LS2 9JT, United Kingdom","The aims of this paper are to highlight the way policy briefs were employed as an assessment tool on a final year foreign policy orientated Politics/IR module in a UK university. It explores the skill/employability rationale behind the use of the tool alongside wider concerns about diversity of assessment before moving onto some practical aspects of its introduction within the module and the evolution of the task. Finally, it reflects on student opinion of the assessment, it highlights some of the expected and unexpected challenges in using policy briefs as an assessment tool and proposes some future modifications. Overall, this paper argues that policy briefs can be utilised on more ""traditional"" modules and that they have a range of benefits for both students and staff, confirming the general findings of Chagas-Bastos and Burges (2018) and others, whilst making a more explicit case for their use in relation to the fact that the tool allows students to demonstrate research-based employability skills. © 2020 University Association for Contemporary European Studies.","Assessment; Employability; Policy brief; Research-led teaching","","","","","","","","Adriaensen J., Bijsmans P., Groen A., Monitoring Generic Skills Development in a Bachelor European Studies, Journal of Contemporary European Research, 15, 1, pp. 110-127, (2019); Blair A., McGinty S., Developing Assessment Practices in Politics, Teaching Politics and IR, pp. 105-122, (2012); Blair A., Performance Assessment in Europe, Handbook on Teaching and Learning in Political Science and International Relations, pp. 85-94, (2015); Boys J.D., Keating M., The Policy Brief: Building Practical and Academic Skills in International Relations and Political Science, Politics, 29, 3, pp. 201-208, (2009); Biswas B., Paczynska A., Teaching Theory, Writing Policy: Integrating Lessons from Foggy Bottom into the Classroom, PS: Political Science and Politics, 48, 1, pp. 157-161, (2014); Biswas B., Haufler V., What Can I Do with This Class? Building Employment-Related Skills in International Relations Courses, Journal of Political Science Education, (2018); Broms R., Fine Licht J., Preparing political science students for a non-academic career: Experiences from a novel course module, Politics, (2019); Carless D., Boud D., The development of student feedback literacy: enabling uptake of feedback, Assessment & Evaluation in Higher Education, 43, 8, pp. 1315-1325, (2018); Clark A., Martin T., An audit of transferable skills teaching in UK politics departments, European Political Science, 15, 3, pp. 389-403, (2016); Chagas-Bastos F.H., Burges S., The ""Briefing Note"" as a Pedagogical Tool for Teaching Politics and International Relations, Journal of Political Science Education, 15, 2, pp. 237-246, (2018); Court K., The use of tutor feedback on draft essays: exploring the potential to develop students' academic writing and subject knowledge, Journal of Further and Higher Education, 38, 3, pp. 327-345, (2012); Curtin P.A., Russial J., Tefertiller A., Reviewers' perceptions of the peer review process in journalism and mass communication, Journalism & Mass Communication Quarterly, 95, 1, pp. 278-299, (2017); Deardorff M., Hamann K., Ishiyama J., Assessment in Political Science, (2009); Doyle S., Writing for Government and the Public Sector (ENGL302), (2017); Mock case study.; How to write policy briefs; Fast Stream Assessment Centre (FSAC) Guide 2018-2019, (2018); Green S., What students don't make of feedback in higher education: An illustrative study, Journal of English for Academic Purposes, 38, pp. 83-94, (2019); Gulikers J., Bastiaens T., Kirschner P., A five-dimensional framework for authentic assessment, Educational Technology Research and Development, 52, 3, pp. 67-85, (2004); Lee D., Foster E., Snaith H., Implementing the Employability Agenda: A Critical Review of Curriculum Developments in Political Science and International Relations in English Universities, Politics, 36, 1, pp. 95-111, (2014); Lightfoot S., Promoting employability and jobs skills via the political science curriculum, Handbook on Teaching and Learning in Political Science and International Relations, pp. 144-154, (2015); Lincoln T., Casidy R., Authentic assessment in business education: its effects on student satisfaction and promoting behaviour, Studies in Higher Education, 43, 3, pp. 401-415, (2018); Maurer H., Mawdsley J., Students & skills, employability and the teaching of European studies: challenges and opportunities, European Political Science, 13, pp. 32-42, (2013); McMillan S., Bravo for Brevity: Using Short Paper Assignments in International Relations Classes, International Studies Perspectives, 15, 1, pp. 109-120, (2014); Niemann A., Heister S., Scientific Political Consulting and University Education in Germany: Demand and Supply Patterns in the Context of the Bologna Process, European Political Science, 9, 3, pp. 398-416, (2010); Pennock A., The Case for Using Policy Writing in Undergraduate Political Science Courses, PS: Political Science & Politics, 44, 1, pp. 141-146, (2011); Pitt E., Norton L., Now that's the feedback I want!' Students' reactions to feedback on graded work and what they do with it, Assessment & Evaluation in Higher Education, 42, 4, pp. 499-516, (2017); Raile E., Shanahan E., Wallner M., Young L., Using Alumni Views to Connect the Past, Present, and Future in Political Science, PS: Political Science & Politics, 50, 3, pp. 837-841, (2017); Robinson A., The Workplace Relevance of the Liberal Arts Political Science BA and How It Might Be Enhanced: Reflections on an Exploratory Survey of the NGO Sector, PS: Political Science & Politics, 46, pp. 147-153, (2013); Schmidt H., Moust J., Designing problems, Lessons from problem-based learning, pp. 31-45, (2010); Trueb B., Teaching Students to Write for ""Real Life"": Policy Paper Writing in the Classroom, PS: Political Science & Politics, 46, 1, pp. 137-141, (2013); Usherwood S., From formative feedback to assessment outcomes, (2019); Villarroel V., Bloxham S., Bruna D., Bruna C., Herrera-Seda C., Authentic assessment: creating a blueprint for course design, Assessment & Evaluation in Higher Education, 43, 5, pp. 840-854, (2018); Williams H., Smith D., Feedback: critiquing practice, moving forward, European Political Science, 16, (2017)","S. Lightfoot; School of Politics and International Studies, University of Leeds, Leeds, LS2 9JT, United Kingdom; email: s.j.lightfoot@leeds.ac.uk","","University Association for Contemporary European Studies","","","","","","1815347X","","","","English","J. Contemp. Eur. Res.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85084788204"
"Fajaryati N.; Budiyono B.; Akhyar M.; Wiranto W.","Fajaryati, Nuryake (57205293785); Budiyono, B. (57195475957); Akhyar, Muhammad (57205734242); Wiranto, W. (57202218649)","57205293785; 57195475957; 57205734242; 57202218649","The employability skills needed to face the demands of work in the future: Systematic literature reviews","2020","Open Engineering","10","1","","595","603","8","44","10.1515/eng-2020-0072","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087946599&doi=10.1515%2feng-2020-0072&partnerID=40&md5=9b813d50a1bbc55f6534cc00b4f576a9","Universitas Sebelas Maret;, Surakarta, Indonesia","Fajaryati N., Universitas Sebelas Maret;, Surakarta, Indonesia; Budiyono B., Universitas Sebelas Maret;, Surakarta, Indonesia; Akhyar M., Universitas Sebelas Maret;, Surakarta, Indonesia; Wiranto W., Universitas Sebelas Maret;, Surakarta, Indonesia","The qualified human resources with high competitiveness and employability skills are needed to face the era of technological disruption, but employers find a lack of expertise among job seekers. Insufficient skills are related to the issue of education quality. This study aims to identify the employers' employability skills needed in the career field and the way to integrate it into the instructional process. The research was conducted through Systematic Literature Review (SLR) and mapping approach that consisted of three stages: planning, conducting, and reporting. The literature reviews in this research were derived from Science direct, Springer and IEEE as the main references. The results from the analysis in the literature review showed that employability skills are needed in relation to the work demands in the future according to the employers covering communication, team working, problem solving, and technological skills. The implementation of employability skills in the instructional process is to integrate them into the classroom for all subjects.  © 2020 N. Fajaryati et al., published by De Gruyter 2020.","Disruption era; Employability skills; Systematic literature review; Technology","","","","","","","","Mourshed M., Farrell D., Barton D., Education to Employment: Designing a System that Works, McKinsey Center for Government, (2012); world B. Group, ""Education Global Practice Ski ls for Jobs in the 21 st Century,"", (2015); Franita R., Analisa pengangguran di indonesia,, Nusant. (J. Ilmu Pengetah. Sos.), 1, 6, (2016); Bennett T.M., ""Defining the Importance of Employability Skills in Technical Education,"" Auburn University, (2006); Brewer L., Enhancing youth employability: What? Why? And How? Guide to core work skills First, (2013); Government A., Employability Skills no. December, (2004); Bappenas, Rencana pembangunan jangka menengah nasional 2020-2024, (2019); Neiva F.W., David J.M.N., Braga R., Campos F., Towards pragmatic interoperability to support collaboration: A systematic review and mapping of the literature,, Inf. Softw. Technol, 72, pp. 137-150, (2016); Kitchenham B., Procedures for Performing Systematic Reviews, (2004); Wahono R.S., A Systematic Literature Review of Software Defect Prediction: Research Trends, Datasets, Methods and Frameworks,"", 1, 1, (2015); Pengnate W., ""Needs of Employability Skill Characteristics based on Employers ' Perception,"" in 2018 5th International Conference on Business and Industrial Research (ICBIR), pp. 598-601, (2018); Fadhilah A.R., Noraini M.N., Noreliza A.M., Chua K.H., ""Analysis on the Employability Skills of UNITEN Graduates in Engineering Program,"" no, 1, pp. 1-5, (2018); Karnad P.G.S., Ameya; Y., Sharat; H., ""Evaluation and Validation of Problem Solving and Thinking Skills Based on Student Academic Performance,"" in IEEE International Conference on Recent Trends in Electronics Information & Communication Technology, pp. 642-646, (2017); Wagaskar K., Tripathy A.K., Chauhan K., Malaji A., Yadav D., Employ. able A Tool to achieve 7E ' s of Employability,, International Conference on Advances in Computing, Communications and Informatics (ICACCI), pp. 1756-1761, (2017); Jayaram S., Engmann M., Developing skills for employability at the secondary level: Effective models for Asia,, Prospects, 44, 2, pp. 221-233, (2014); Akyeampong K., Reconceptualised life skills in secondary education in the African context: Lessons learnt from reforms,, Int. Rev. Educ, 60, pp. 217-234, (2014); Ehizuelen M.M., Education and Skills Development in China-Africa Cooperation,, Front. Educ. China, 13, 4, pp. 553-600, (2018); Osmani M., Et al., Identifying the trends and impact of graduate attributes on employability: a literature review,, Tert. Educ. Manag, 3883, (2015); Menon M.E., Argyropoulou E., Stylianou A., Managing the link between higher education and the labour market: perceptions of graduates in Greece and Cyprus,, Tert. Educ. Manag, 3883, pp. 1-13, (2018); Blanco E., Schirmbeck F., Costa C., Auer M., Langmann R., Smart Industry & Smart Education. REV, pp. 649-658, (2018); Graczyk-Kucharska M., Szafranski M., Golinski M., ""Model of Competency Management in the Network of Production Enterprises in Industry 4. 0 - Assumptions,"", pp. 195-204, (2018); Wrobel-Lachowska M., Wisniewski Z., The Role of the Lifelong Learning,, Adv. Intell. Syst. Comput, 596, pp. 0-7, (2018); Sermsuk S., Triwichitkhun D., Wongwanich S., Employment Conditions and Essential Employability Skills Required by Employers for Secondary School Graduate,, Procedia - Soc. Behav. Sci, 116, pp. 1848-1854, (2014); Singh P., Thambusamy R.X., Ramly M.A., Fit or Unfit? Perspectives of Employers and University Instructors of Graduates ' Generic S kills,, Procedia - Soc. Behav. Sci, 123, pp. 315-324, (2014); Safta C.G., Cross-Curricular Competencies - Access Path to Professional Development,, Procedia - Social and Behavioral Sciences, 203, pp. 348-354, (2015); Singh A., Singh L.B., E-Learning for Employability Skills: Students Perspective,, Procedia Comput. Sci, 122, pp. 400-406, (2017); Misra R.K., Khurana K., Employability Skills among Information Technology Professionals: A Literature Review,, Procedia Comput. Sci, 122, pp. 63-70, (2017); OECD Skills Outlook 2015:Youth, Skills, and Employability, (2015); Munadi S., Widarto N., Yuniarti M.A., Jerusalem, and Herman-syah, Employability Skills Lulusan SMK dan Relevansinya Terhadap Kebutuhan Dunia Kerja, (2018); Tsitskari E., Goudas M., Tsalouchou E., Michalopoulou M., Leisure, Sport Tourism Education Employers ' expectations of the employability skills needed in the sport and recreation environment,, J. Hosp. Leis. Sport Tour. Educ, 20, pp. 1-9, (2016); Rasul M.S., Amnah R., Rauf A., Mansor A.N., Employability Skills Indicator as Perceived by Manufacturing Employers Employability Skills Indicator as Perceived by Manufacturing Employers,, Asian Soc. Sci, 9, 8, pp. 42-46, (2013); Forum W.E., The Future of Jobs-Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution, (2016); Forum W.E., The Future of Jobs Report, (2018); Unit T.E.I., The Workforce of the Future An assessment of technology proficiency, (2015); Anderson C., Gantz J.F., WHITE P APER SKILLS REQUIREMENTS for TOMORROW ' S BEST JOBS Helping Educators Provide Students with Skills and Tools They Need, (2013); Unit T.E.I., Driving the skills agenda: Preparing students for the future, (2015); The Future of Work and Learning about D2L, (2018); Joyce B., Weil M., Calhoun E., Models of Teaching (Model-model Pengajaran) Eight, (2009); Khandve P., S. M. E., ""Blended Learning: The Future of Education Industry,, Indian Society for Technical Education, pp. 96-101, (2016)","N. Fajaryati; Universitas Sebelas Maret;, Surakarta, Indonesia; email: nuryakefy@student.uns.ac.id","","De Gruyter","","","","","","23915439","","OEPNC","","English","Open Eng.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85087946599"
"Haryanti M.A.; Mohd Firdaus M.K.; Lazaro M.H.; Kamis A.; Abas N.H.; Mohd Sallehuddion M.N.; Yunus F.A.N.","Haryanti, M.A. (57211554190); Mohd Firdaus, M.K. (55434060500); Lazaro, M.H. (57219193886); Kamis, Arasinah (57132613100); Abas, Nor Haslinda (57189374606); Mohd Sallehuddion, M.N. (57205876089); Yunus, Faizal Amin Nur (57200117399)","57211554190; 55434060500; 57219193886; 57132613100; 57189374606; 57205876089; 57200117399","The development of generic competency portfolio for malaysian tvet-construction graduates","2020","Journal of Technical Education and Training","12","3 Special Issue","","143","153","10","3","10.30880/jtet.2020.12.03.015","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091667946&doi=10.30880%2fjtet.2020.12.03.015&partnerID=40&md5=d14680bc53b9d4214f777abb8a4e5236","Centre for of Engineering Education Research and Built Environment, Faculty of Engineering and Built Environment, The National University of Malaysia, Bangi, 43600, Malaysia; Dept. of Engineering Technology, Faculty of Technical & Vocational, Sultan Idris Education University, Tanjong Malim, 36900, Perak, Malaysia; Department of Education, Stockholm University, Stockholm, Sweden; Jamilus Research Centre, Faculty of Civil and Environmental Engineering, Universiti Tun Hussein Onn Malaysia, Parit Raja, 86400, Johor, Malaysia; Department of Landscape, Faculty of Design and Architecture, Universiti Putra Malaysia, Serdang, 43400, Selangor, Malaysia; Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Batu Pahat, 86400, Johor, Malaysia","Haryanti M.A., Centre for of Engineering Education Research and Built Environment, Faculty of Engineering and Built Environment, The National University of Malaysia, Bangi, 43600, Malaysia; Mohd Firdaus M.K., Dept. of Engineering Technology, Faculty of Technical & Vocational, Sultan Idris Education University, Tanjong Malim, 36900, Perak, Malaysia; Lazaro M.H., Department of Education, Stockholm University, Stockholm, Sweden; Kamis A., Dept. of Engineering Technology, Faculty of Technical & Vocational, Sultan Idris Education University, Tanjong Malim, 36900, Perak, Malaysia; Abas N.H., Jamilus Research Centre, Faculty of Civil and Environmental Engineering, Universiti Tun Hussein Onn Malaysia, Parit Raja, 86400, Johor, Malaysia; Mohd Sallehuddion M.N., Department of Landscape, Faculty of Design and Architecture, Universiti Putra Malaysia, Serdang, 43400, Selangor, Malaysia; Yunus F.A.N., Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Batu Pahat, 86400, Johor, Malaysia","Construction graduates are currently in high demand by contractors in all types of construction work. The diversity of employment opportunities for construction management graduates, increase the need in having a portfolio for skills to work efficiently and effectively with other professions in the industry. Consequently, there are numerous TVET institutes that potentially produce local workforce as highly skilled workers in the construction industry. However, it is believed that, there is a persisting lack of generic competency among the construction graduates and an absence of strategic framework for Malaysian construction graduates. Therefore, this research investigates generic competencies required by construction graduates in the management scopes from the perspectives of the construction practitioners. Drawing on a construction graduates generic competencies and roles, and tasks framework, a structured questionnaire survey was used to elicit data from construction practitioners in the industry. The data was analyzed using Rasch Measurement Model with PCA, item and person reliability and item measure analysis. Result from this research indicates that industries require graduates to perform more on analytical and critical thinking in the project management phase. Moreover, in the construction management phase, it has been found that industries expect construction graduates to perform more on teamwork competency. Furthermore, this research identified that site management phase request more on problem-solving and teamwork competency from construction graduates. Therefore, it is believe that these research findings will be useful in assisting the universities and industries to improve the generic competency amongst construction students by providing valuable insight and expanding current knowledge-base of those elements and variables required by industries. © Universiti Tun Hussein Onn Malaysia Publisher’s Office.","Construction graduates; Construction lifecycle; Employability; Generic competency","","","","","","Universiti Kebangsaan Malaysia, (KK-2019-015)","The author would like to express our heartfelt thanks to Universiti Kebangsaan Malaysia (Geran Industri : KK-2019-015) for supporting this research. Credit also goes to various organizations, which facilitated the successful completion of this research.","Bakar Ab. Rahim, Preparing Malaysian Youths Roles of Technical and Vocational Education and Training (TVET), (2011); Affandi H. M., A Generic Competency Framework for Entry Level Construction Managers in Malaysia, (2015); Ahn Y. H., Kwon H., Pearce A. R., Shin H., Key Competencies for U.S. Construction Graduates: An Exploratory Factor Analysis, 46th ASC Annual International Conference, (2010); Andrich. D., A Rating Formulation for Ordered Response Categories, Psychometrica, pp. 561-573, (1978); Developing Managerial Skills in Engineers and Scientists: Succeeding as a Technical Manager, (1995); Fox. C., Applying the Rasch Model: Fundamental Measurement in the Human Sciences, (2007); COMMONCV: Modeling The Competencies Underlying a Curriculum Vitae, (2002); Bridgstock R., Skills for creative industries graduates success, Education and Training, pp. 9-26, (2011); Haryanti M. A., Padzil h., Zulhabri I., Mohd Firdaus M. K., Soft Skills Implementation in Construction Management Program: A survey of Malaysian Public Universities, (2012); Haryanti M., Mohd Firdaus M., Fadzi H., Entry Level Construction Managers' Roles and Tasks: Mismatch Between Malaysian Construction Industries Requirement and Construction Management Students Perception, (2015); Hasan M. S., Ahamad H., Mohamed R. M., Skills and Competency in Construction Project Success: Learning Environment and Industry Application-The GAP, The 2nd International Building Control Conference 2011, 20, (2011); Fenyiwa Amonoo-Kuofi, 21st Century Skills: evidence of issues in definition, demand and delivery for development contexts, (2019); Tang Keow Ngang, Beyond Employability: Embedding Soft Skills in Higher Education, The Turkish Online Journal of Educational Technology, pp. 1-9, (2019); Malholtra N., Marketing Research: An Applied Orientation, (2003); Mat Isa S. S., A Study on Role and Tasks of Construction Managers in Malaysian Construction Industry, (2007); Using The Rasch Measurement Model for Standard Setting of The English Language Placement test at The IIUM, (2007); A Guide to the Project Management Body of Knowledge, (2004); Punch, Introduction to Social Research: Quantitative and Qualitative Approaches, (1998); Suarta I. M., Suwintana I. K., Fajar Pranadi Sudana I. G., Dessy Hariyanti N. K., EMPLOYABILITY SKILLS FOR ENTRY LEVEL WORKERS: A, Journal of Technical Education and Training, pp. 49-61, (2018); Zikmund .. W., Business Research Method, (2003)","M.A. Haryanti; Centre for of Engineering Education Research and Built Environment, Faculty of Engineering and Built Environment, The National University of Malaysia, Bangi, 43600, Malaysia; email: haryantima@ukm.edu.my","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","","Scopus","2-s2.0-85091667946"
"Md Isa F.; Noor S.; Ahmdon M.A.S.; Setiawati C.I.; Tantasuntisakul W.","Md Isa, Filzah (55386082200); Noor, Shaista (57218400933); Ahmdon, Muhd Afiq Syazwan (57192817973); Setiawati, Cut Irna (57164886200); Tantasuntisakul, Warangkana (57218394879)","55386082200; 57218400933; 57192817973; 57164886200; 57218394879","Comparison of students’ perception about curriculum design versus employability in Malaysia, Indonesia and Thailand","2020","International Journal of Management in Education","14","4","","331","351","20","3","10.1504/IJMIE.2020.107997","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089067916&doi=10.1504%2fIJMIE.2020.107997&partnerID=40&md5=7ac54c12b95c921925f7cdaa03eb9685","Faculty of Business, Taylor’s University, Selangor Darul Ehsan, Malaysia; Taylor’s University, Selangor Darul Ehsan, Malaysia; Faculty of Communication and Business, Telkom University, Bandung, Indonesia; Faculty of Marketing, Prince of Songkla University, Songkhla, Thailand","Md Isa F., Faculty of Business, Taylor’s University, Selangor Darul Ehsan, Malaysia; Noor S., Faculty of Business, Taylor’s University, Selangor Darul Ehsan, Malaysia; Ahmdon M.A.S., Taylor’s University, Selangor Darul Ehsan, Malaysia; Setiawati C.I., Faculty of Communication and Business, Telkom University, Bandung, Indonesia; Tantasuntisakul W., Faculty of Marketing, Prince of Songkla University, Songkhla, Thailand","Globalisation and technological developments demand employees be highly skilled. The graduates of Higher Education Institutions are facing problems in getting jobs due to lack of employability skills. Curriculum designing plays an essential role in preparing the student to meet the challenges of employment. The purpose of this paper is to understand the perception of students regarding the followed scheme of studies explicitly focused on perceived quality and applicability of the curriculum for employment. This study is conducted in universities across three countries (Malaysia, Indonesia, and Thailand). Focus group discussion held which comprises of 20 Master’s Program participants from each country. The findings revealed that universities curriculum under Master’s Program needs revision by addition of modules related to skills development, practical work, fieldwork and industrial interaction in the form of internships. A model has been designed to explain the curriculum design effectiveness and employability of the students in the three countries. Copyright © 2020 Inderscience Enterprises Ltd.","Curriculum design; Curriculum effectiveness; Employability; GTC; HEIs; Student’s perception","","","","","","","","Abbasi F.K., Ali A., Bibi N., Analysis of skill gap for business graduates: Managerial perspective from banking industry, Education+ Training, 60, 4, pp. 354-367, (2018); Al Kahtani N.S., Syed A.M., Alignment of undergraduate business student’s competencies with Saudi market requirements, International Journal of Management in Education, 12, 3, pp. 252-263, (2018); Barnett J.M., Focus Groups Tips for Beginners, (2002); Boden R., Nedva M., Employing discourse: Universities and graduate employability, Journal of Education Policy, 25, pp. 37-54, (2010); Bridgstock R., The graduate attributes we have overlooked: Enhancing graduate employability through career management skills, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Bridgstock R., Tippett N., Higher Education and the Future of Graduate Employability: A Connectedness Learning Approach, (2019); Buntat Y., Jabor M.K., Saud M.S., Mansor S.M.S.S., Mustaffa N.H., Employability skills element’s: Difference perspective between teaching staff and employers industrial in Malaysia, Procedia-Social and Behavioral Sciences, 93, pp. 1531-1535, (2013); Jobstreet.Com Survey Reveals Improved Standards of Fresh Graduates among Malaysian Employers in 2018, (2018); Charles D., Universities as key knowledge infrastructures in regional innovation systems, Innovation, 19, pp. 117-130, (2006); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Clarke M., Patrickson M., The new covenant of employability, Employee Relations, 30, 2, pp. 121-141, (2008); Dill D.D., van Vught F.A., National Innovation and the Academic Research Enterprise: Policy in Global Perspective, (2010); Annual Report on European Union Development and External Implementation Policies and Their Implementation, (2014); Filzah I., Norezam S.O., Maheran N.N.M., Postgraduate students recruitment strategies in higher education institutions of Malaysia, International Review of Management and Marketing, 6, 8, pp. 166-174, (2016); Fugate M., Kinicki A., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Golovushkina E., Milligan C., Developing early stage researchers employability perceptions of social science doctoral candidates, International Journal for Researcher Development, 3, 1, pp. 64-78, (2012); Goswami R., Importance of soft skills in the employability of IT students, Proceedings of National Conference on Emerging Trends: Innovations and Challenges in IT, BVIMSR’s Journal of Management Research, (2013); Hamid M.S.A., Islam R., Hazilah A.M.N., Malaysian graduates’ employability skills enhancement: An application of the importance performance analysis, Journal for Global Business Advancement, 7, 3, pp. 181-197, (2014); Millenials and the Future of Work, (2017); The 24th IMT-GT Ministerial Meeting Melaka, (2018); Kalei A., University graduates’ employability skills’ mismatch and the labour market demands in Kenya, EPH – International Journal of Business & Management Science, 2, 10, pp. 1-8, (2016); Kee C.P., Ahmad F., Ibrahim F., Nie K.S., Correlating graduate marketability dimensions with the measurements of university-student relationship, Asian Social Science, 8, 6, pp. 63-73, (2012); Khir K., Training employable graduates: Innovation in training methodology, National Conference on Continuing Technical Education & Training, pp. 34-52, (2006); Kitzinger J., Introduction: The challenge and promise of focus groups, Developing Focus Group Research: Politics, Theory and Practice, (1999); Knight P.T., Yorke M., Employability and Good Learning in Higher Education, (2003); Koe W.L., Individual entrepreneurial orientation and perceived employability among university graduates, Proceedings of the Regional Conference on Science, Technology and Social Sciences (RCSTSS 2016), (2019); Krish P., Meerah T.S.M., Osman K., Ikhsan Z., Are UKM graduates ready to face the challenges of the job market?, Procedia – Social and Behavioral Sciences, 59, pp. 584-590, (2012); Laure G., Bernaud J.-L., Gouvernet B., Rossier J., Employability: Review and research prospects, International Journal for Educational and Vocational Guidance, 16, 1, pp. 69-89, (2016); Leong R., Kavanagh M., A work integrated learning (WIL) framework to develop graduate skills and attributes in an Australian university’s accounting program, Asia-Pacific Journal of Cooperative Education, 14, 1, pp. 1-14, (2013); Lesjak D., Tertiary Education and Labour Market, pp. 120-121, (2014); McQuaid R.W., Lindsay C., The concept of employability, Urban Studies, 42, 2, pp. 197-219, (2005); Moss G., Kubacki K., Hersh M., Gunn R., Knowledge management in higher education: A comparison of individualistic and collectivist cultures, European Journal of Education, 42, pp. 377-394, (2007); Nassar-McMillan S.C., Borders L.D., Use of focus groups in survey item development, The Qualitative Report, 7, 1, pp. 1-12, (2002); Nurita S., Ainon P., A survey of students’ employability skills: A case of Unitar, Unitar E-Journal, 4, 1, (2004); Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies, (2012); Osama El-Temtamy K., O'Neill K., Midraj S., Undergraduate employability training and employment: A UAE study, Higher Education, Skills and Work-Based Learning, 6, 1, pp. 100-115, (2016); Rajan R.K.M., Soft skill requirement for employability in mechanical engineering industry, Journal of Human Capital Development, 3, 2, pp. 41-54, (2010); Rasul M.S., Puvanasvaran A.P., Importance of employability skills as perceived by employers of Malaysian manufacturing industry, Journal of Human Capital Development, 2, 2, pp. 23-35, (2009); Sabourin V., Ayande A., Components of strategic skills of MBA students: Component analysis of the obstacles facing executive MBA students in their jobs, International Journal of Management in Education, 8, 1, pp. 22-36, (2014); Sankaran M., Mohanty S., Student perception on achieved graduate attributes and learning experiences: A study on undergraduate engineering students of India, International Journal of Continuing Engineering Education and Life Long Learning, 28, 1, pp. 77-98, (2018); Santiago P., Tremblay K., Basri E., Arnal E., Tertiary Education for the Knowledge Society, (2008); Shanmugam M., Unemployment among Graduates Needs to Be Sorted out Fast, (2017); Siraye Z., Abebe T., Melese M., Wale T., A tracer study on employability of business and economics graduates at Bahir Dar University, International Journal of Higher Education and Sustainability, 2, 1, pp. 45-63, (2018); Skrbinjek V., Dermol V., Designing a programme profile: An example of a bachelor business study programme, International Journal of Management, Knowledge and Learning, 5, 1, pp. 123-136, (2016); Stewart J., Knowles V., Graduate recruitment and selection: Implications for HE, graduates and small business recruiters, Career Development International, 5, 2, pp. 65-80, (2000); Stukalina Y., How to prepare students for productive and satisfying careers in the knowledge-based economy: Creating a more efficient educational environment, Technological and Economic Development, 14, 1, pp. 197-207, (2008); Thijssen J.G., van der Heijden B.I., Rocco T.S., Toward the employability – Link model: Current employment transition to future employment perspectives, Human Resource Development Review, 7, 2, pp. 165-183, (2008); Tran T.T., Graduate employability: Interpretation versus expectation, Research and Development in Higher Education: Connections in Higher Education, 35, pp. 317-325, (2012); Vaughn S., Schumm J.S., Sinagub J.M., Focus Group Interviews in Education and Psychology, (1996); Vyas P., Soft skills: Panacea for sustainable employability, The Criterion An International Journal in English, 4, 2, pp. 1-8, (2013); Yorke M., Employability in the undergraduate curriculum: Some student perspectives, European Journal of Education, 39, 4, pp. 410-427, (2004); Zucker L., Darby M.R., Movement of Star Scientists and Engineers and High-Tech Firm Entry, (2006)","F. Md Isa; Faculty of Business, Taylor’s University, Selangor Darul Ehsan, Malaysia; email: filzah.mdIsa@taylors.edu.my","","Inderscience Publishers","","","","","","1750385X","","","","English","Int. J. Manage. Educ.","Article","Final","","Scopus","2-s2.0-85089067916"
"Santos A.I.; Serpa S.","Santos, Ana Isabel (57214681224); Serpa, Sandro (56609059500)","57214681224; 56609059500","Flipped classroom for an active learning","2020","Journal of Education and e-Learning Research","7","2","","167","179","12","15","10.20448/journal.509.2020.72.167.173","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089311335&doi=10.20448%2fjournal.509.2020.72.167.173&partnerID=40&md5=ced22ab958e5683f9d839c0b272a2e00","University of the Azores, Faculty of Social Sciences and Humanities, Interdisciplinary Centre for Childhood and Adolescence, NICA, Uac, Ponta Delgada, the Azores, Portugal; University of the Azores, Faculty of Social and Human Sciences, Department of Sociology, Interdisciplinary Centre of Social Sciences - CICS.UAc/CICS.NOVA.UAc, Interdisciplinary Centre for Childhood and Adolescence - NICA - UAc, Ponta Delgada, the Azores, Portugal","Santos A.I., University of the Azores, Faculty of Social Sciences and Humanities, Interdisciplinary Centre for Childhood and Adolescence, NICA, Uac, Ponta Delgada, the Azores, Portugal; Serpa S., University of the Azores, Faculty of Social and Human Sciences, Department of Sociology, Interdisciplinary Centre of Social Sciences - CICS.UAc/CICS.NOVA.UAc, Interdisciplinary Centre for Childhood and Adolescence - NICA - UAc, Ponta Delgada, the Azores, Portugal","Classes, as a critical teaching-learning process in the school culture, remain, essentially and for the most part, without fundamental changes, following the sequence: presentation of the contents by the teacher, and implementation of these contents in a very theoretical way (highly based on the resolution of exercises, either through worksheets and manuals or through the preparation of written assignments, with or without their oral presentation). This position paper offers another teaching model that reverses this sequence, starting from the student's autonomous work and concluding in the materialisation of the knowledge and skills attained, always with the teacher's support - the flipped teaching method. Through a collection and selection of articles on this topic, concurrently with the authors' experience in training in higher education, and also in the monitoring of students' pedagogical internships, the authors describe and analyse flipped teaching, as well as its limitations and challenges. The results of this analysis suggested that flipped teaching has a high potential in student learning regarding the development and attainment, by them, of specific and transversal competences necessary for the 21st century, in terms of their employability, entrepreneurship, innovation, literacy and contribution to sustainable development. © 2020 Taylor's University. All rights reserved.","Active learning; Education; Flipped classroom; Inverted classroom; Reversing teaching; Teaching-learning process","","","","","","FCT/MEC; Interdisciplinary Centre of Social Sciences-CICS; UAc/CICS, (UID/SOC/04647/2020); University of the Azores","Funding text 1: University of the Azores, Interdisciplinary Centre of Social Sciences-CICS.UAc/CICS.NOVA. UAc, UID/SOC/04647/2020, with the financial support of FCT/MEC through national funds and, when applicable, co-financing from FEDER under the PT2020 Partnership Agreement.; Funding text 2: Acknowledgement: Both authors contributed to the conception and design of the study. Funding: University of the Azores, Interdisciplinary Centre of Social Sciences—CICS.UAc/CICS.NOVA. UAc, UID/SOC/04647/2020, with the financial support of FCT/MEC through national funds and, when applicable, co-financing from FEDER under the PT2020 Partnership Agreement. Competing Interests: The authors declare that they have no conflict of interests. Transparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. Ethical: This study follows all ethical practices during writing.","Ahmed H. D., Asiksoy G., Flipped classroom in language studies: A content analysis of recent articles, Near East University Online Journal of Education, 1, 1, pp. 11-19, (2018); Arends R. I., Learning to teach, (1999); Aznar I., Prada D. A., Acevedo A., Duran-Florez F., Gomez J., Measurement of the performance of the inverted classroom methodology in the finance learning environment: A comparison with the traditional class, Journal of Physics: Conference Series, (2019); Burnham K. D., Mascenik J., Comparison of student performance and perceptions of a traditional lecture course versus an inverted classroom format for clinical microbiology, Journal of Chiropractic Education, 32, 2, pp. 90-97, (2018); Chen H. C., Tian J. X., Developing and evaluating a flipped corpus-aided English pronunciation teaching approach for pre-service teachers in Hong Kong, Interactive Learning Environments, pp. 1-14, (2020); Chickering A. W., Gamson Z. F., Seven principles for good practice in undergraduate education, Biochemical Education, 17, 3, pp. 140-141, (1989); Deng F., Research on the flipped college English cass based on ""Knowledge Internalization, Journal of Language Teaching and Research, 11, 3, pp. 467-472, (2020); Escudero Fernandez S., Flipped classroom: Practical application using lessons in lab practice for an engineering subject, ArDIn. Art, Design and Engineering, 9, pp. 27-48, (2020); The four pillars of F-L-I-P™, (2014); Jacques S., Lequeu T., The attractiveness of reversing teaching forms - feedback on an electrical engineering course, International Journal of Engineering Pedagogy (iJEP), 10, 3, pp. 21-34, (2020); Jang H. Y., Kim H. J., A meta-analysis of the cognitive, affective, aand interpersonal outcomes of flipped classrooms in higher education, Education Sciences, 10, 4, (2020); Joksimovic A. D., Veg E. A., Simonovic V. D., Regodic M. M., Sinikovic G. B., Gubeljak N., Implementation of inverted classroom methodology in 3D modeling course, FME Transactions, 47, 2, pp. 310-315, (2019); Junio D. A., Bandala A. A., Innovating academic writing through flipped classroom instruction, Paper presented at the 2019 IEEE 11th International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment, and Management (HNICEM), (2019); Kaur A., Kauts A., Effect of flipped classroom instructional strategy on academic stress, Journal of Xidian University, 14, 5, pp. 2399-2411, (2020); Kuhl S. J., Schneider A., Kestler H. A., Toberer M., Kuhl M., Fischer M. R., Investigating the self-study phase of an inverted biochemistry classroom-collaborative dyadic learning makes the difference, BMC Medical Education, 19, 1, (2019); Lopez Collazo Z. S., Rodriguez Jimenez A., Davila Valdes Y., Pedagogical experience in the implementation of the inverted class in the academic training process, ECIPeru Magazine, pp. 59-65, (2019); Musdi E., Dewi A. A. R., Tasman F., Students' perception toward flipped classroom learning, Journal of Physics: Conference Series, 1317, 1, (2019); Penaranda D. S., Alfonso C. N., Jimenez F. M., Anton J. S. V., Flipped classroom and ICTs as the tools to reach key competences, the Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18), (2018); Petillion R. J., McNeil W. S., Johnstone's triangle as a pedagogical framework for flipped-class instructional videos in introductory chemistry, Journal of Chemical Education, 97, 6, pp. 1536-1542, (2020); Sa M. J., Serpa S., Transversal competences: Their importance and learning processes by higher education students, Education Sciences, 8, 3, (2018); Santos A., Serpa S., Literacy: Promoting sustainability in a digital society, Journal of Education, Teaching and Social Studies, 2, 1, pp. 1-9, (2020); Santos. A., Serpa S., The importance of promoting digital literacy in higher education, International Journal of Social Science Studies, 5, 6, pp. 90-93, (2017); Schmeisser Arriaga C. M., Medina-Talavera J. A., Comparative study between the flipped classroom methodology and the traditional methodology in Spanish, English and mathematics classes, MLS Educational Research, 2, 2, pp. 159-176, (2018); Seedoyal-Seereekissoon D., Flipped classroom versus traditional teaching and learning from students' perspective at interdisciplinary level, (2019); Shapran O., Features of using «Flipped Learning» technology in higher education institutions, Professional Education: Methodology, Theory and Technologies, 9, pp. 226-243, (2019); Stohr C., Adawi T., Flipped classroom research: From ""Black Box"" to ""White Box"" evaluation, Education Sciences, 8, 1, (2018); Ulrich B., Introducing an inverted classroom concept for an undergraduate course in Power Electronics - Implementation, evaluation and experiences, the Proceedings of the 20th International Conference on Research and Education in Mechatronics (REM), (2019); Valerjevna K. N., Paul V., Pavlovna V. N., Anatoljevich B. A., Aleksandrovna V. E., Aleksandrovna B. A., Inverted classroom as innovative international educational technology in teaching doctors in global challenges era, Proceedings of the ""New Silk Road: Business Cooperation and Prospective of Economic Development"" (NSRBCPED 2019), pp. 755-760, (2020); Vieira H., Ribeiro C. P., Implementing flipped classroom in history: The reactions of eighth grade students in a Portuguese school, Yesterday and Today, 19, pp. 35-49, (2018); Wulansari A., Kusumaningrum W. R., The digital native voices in a flipped classroom, Journal Sosioteknologi, 19, 1, pp. 176-187, (2020)","","","Asian Online Journal Publishing Group","","","","","","25180169","","","","English","J. Educ. e-Learn. Res.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85089311335"
"Jesus T.S.; Landry M.D.; Jacobs K.","Jesus, Tiago S. (56729227900); Landry, Michel D. (35944180800); Jacobs, Karen (7202906997)","56729227900; 35944180800; 7202906997","A 'new normal' following COVID-19 and the economic crisis: Using systems thinking to identify challenges and opportunities in disability, telework, and rehabilitation","2020","Work","67","1","","37","46","9","44","10.3233/WOR-203250","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85094610647&doi=10.3233%2fWOR-203250&partnerID=40&md5=16e318b0ba30b0f1d396a4f80b353a79","Global Hlth. and Trop. Medicine and WHO Collaborating Center on Health Workforce Policy and Planning, Institute of Hygiene and Tropical Medicine, NOVA University of Lisbon, Lisbon, Portugal; Department of Occupational Therapy, College of Health and Rehabilitation Sciences, Sargent College, Boston University, MA, United States; School of Medicine, Duke University, Durham, NC, United States; Duke Global Health Institute, Duke University, Durham, NC, United States","Jesus T.S., Global Hlth. and Trop. Medicine and WHO Collaborating Center on Health Workforce Policy and Planning, Institute of Hygiene and Tropical Medicine, NOVA University of Lisbon, Lisbon, Portugal, Department of Occupational Therapy, College of Health and Rehabilitation Sciences, Sargent College, Boston University, MA, United States; Landry M.D., School of Medicine, Duke University, Durham, NC, United States, Duke Global Health Institute, Duke University, Durham, NC, United States; Jacobs K., Department of Occupational Therapy, College of Health and Rehabilitation Sciences, Sargent College, Boston University, MA, United States","BACKGROUND: The novel coronavirus (COVID-19) that emerged in late 2019, and later become a global pandemic, has unleashed an almost unprecedented global public health and economic crisis. OBJECTIVE: In this perspective, we examine the effects of COVID-19 and identify a likely 'new normal' in terms of challenges and opportunities within the fields of disability, telework, and rehabilitation. METHODS: We use a systems thinking lens informed by recent empirical evidence and peer-reviewed qualitative accounts regarding the pandemic to identify emerging challenges, and pinpoint opportunities related to health and changing employment infrastructure of people with disabilities and rehabilitation professionals. RESULTS: From our interpretation, the key leverage points or opportunities include: (1) developing disability-inclusive public health responses and emergency preparedness; (2) enabling employment and telework opportunities for people with disabilities; (3) addressing the new requirements in rehabilitation service provision, including participating as essential team members in the care of people with infectious diseases such as COVID-19; (4) embracing the added emphasis on, and capacity for, telehealth; and (5) developing greater resilience, distance learning, and employability among the rehabilitation workforce. CONCLUSIONS: The COVID-19 pandemic has become increasingly challenging to the lives of people with disabilities and rehabilitation professionals; however, key challenges can be minimized and opportunities can be capitalized upon in order to 'build back better' after COVID-19.  © 2020 - IOS Press and the authors. All rights reserved.","COVID-19; novel coronavirus; People with disabilities; rehabilitation services; telehealth","Betacoronavirus; Coronavirus Infections; Disabled Persons; Economic Recession; Education, Distance; Employment; Humans; Organizational Innovation; Pandemics; Pneumonia, Viral; Rehabilitation Research; Systems Analysis; Telecommunications; Telemedicine; Workforce; Workplace; Betacoronavirus; Coronavirus infection; disabled person; economic recession; economics; education; employment; human; organization; organization and management; pandemic; rehabilitation; rehabilitation research; system analysis; telecommunication; telemedicine; virus pneumonia; workplace","","","","","","","Liu K., Chen Y., Lin R., Han K., Clinical Features ofCOVID-19 in Elderly Patients: A Comparison with Young and Middleaged Patients; Rothan H.A., Byrareddy S.N., The epidemiology and pathogenesis of coronavirus disease (COVID-19) outbreak, Journal of Autoimmunity., 109, (2020); Armitage R., Nellums L.B., The COVID-19 Response Must Be Disability Inclusive; 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Jesus; Lisbon, Rua da Junqueira, 100, 1349-008, Portugal; email: jesus-ts@outlook.com","","IOS Press BV","","","","","","10519815","","WORKF","32955472","English","Work","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85094610647"
"Schmid M.; Michaud L.; Bovio N.; Guseva Canu I.","Schmid, M. (57215386757); Michaud, L. (57197459647); Bovio, N. (57209011152); Guseva Canu, I. (23968815100)","57215386757; 57197459647; 57209011152; 23968815100","Prevalence of somatic and psychiatric morbidity across occupations in Switzerland and its correlation with suicide mortality: Results from the Swiss national cohort (1990-2014)","2020","BMC Psychiatry","20","1","324","","","","8","10.1186/s12888-020-02733-7","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086913560&doi=10.1186%2fs12888-020-02733-7&partnerID=40&md5=4d568248b15193ca017dec5969c37482","Center for Primary Care and Public Health (Unisanté), University of Lausanne, Département Sante, Travail, Environnement (DSTE), Biopôle, Route de la Corniche, 2, Epalinges-Lausanne, 1066, Switzerland; Geneva University Hospital, Geneva, Switzerland; Psychiatric Liaison Service, Lausanne University Hospital, Lausanne, Switzerland","Schmid M., Center for Primary Care and Public Health (Unisanté), University of Lausanne, Département Sante, Travail, Environnement (DSTE), Biopôle, Route de la Corniche, 2, Epalinges-Lausanne, 1066, Switzerland, Geneva University Hospital, Geneva, Switzerland; Michaud L., Psychiatric Liaison Service, Lausanne University Hospital, Lausanne, Switzerland; Bovio N., Center for Primary Care and Public Health (Unisanté), University of Lausanne, Département Sante, Travail, Environnement (DSTE), Biopôle, Route de la Corniche, 2, Epalinges-Lausanne, 1066, Switzerland; Guseva Canu I., Center for Primary Care and Public Health (Unisanté), University of Lausanne, Département Sante, Travail, Environnement (DSTE), Biopôle, Route de la Corniche, 2, Epalinges-Lausanne, 1066, Switzerland","Background: Suicide is a major and complex public health problem. In Switzerland, suicide accounts for about 1000 deaths yearly and is the fourth leading cause of mortality. The first nationwide Swiss study of suicides identified eight male and four female occupations with statistically significant excess of suicide compared to the general Swiss population. Working time, self-employer status, low socio-economic status and low skill level required for occupation were associated with increase in suicide risk. Presently, we aim to compare the distribution of suicide risk across occupations with the prevalence of somatic and psychiatric morbidity in Swiss working-aged adults. We hypothesized that some diseases would cluster in particular occupations, indicating potential work-relatedness of suicides found in these occupations. Methods: We used the Swiss National Cohort (SNC) and included 10575 males and 2756 females deceased by suicide between 1990 and 2014. We estimated the prevalence of 16 categories of concomitant diseases in each occupation, using national mortality records, and assessed the homogeneity of diseases distribution across occupations. For diseases, which prevalence varied significantly across occupations, we analyzed the correlation with the distribution of suicide risk, estimated as the standardized mortality ratio (SMR) of suicide. Results: Mental and behavioral disorders were the most commonly reported concomitant diseases in our population. In men, the prevalence of these disorders and more specifically, the prevalence of substance-related and addictive disorders, and of psychotic disorders varied significantly across occupations and was correlated with the SMR of suicide. The prevalence of malignant neoplasms and the prevalence of diseases of the musculoskeletal system and connective tissue also varied significantly across male occupations, while in women, such a variation was observed for neoplasms of uncertain or unknown behavior and diseases of the nervous system and sense organs, without being correlated with the SMR of suicide. Conclusion: Some of the identified morbidities can be occupation-related and could negatively affect the working capacity and the employability, which in turn could be related to the suicide. Disentangling concomitant diseases according to their work-relatedness and relationship with the suicide risk is important for identifying occupation-related suicides, understanding their characteristics, and developing appropriated interventions for their prevention. © The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License","Concomitant disease; Occupational exposure; Psychosocial risk-factors; Suicide; Underreporting; Work-relatedness","Adult; Cohort Studies; Female; Humans; Male; Mental Disorders; Middle Aged; Morbidity; Occupations; Prevalence; Suicide; Switzerland; addiction; adult; aged; agricultural worker; anxiety disorder; Article; bipolar disorder; chromosome aberration; conduct disorder; congenital malformation; connective tissue disease; controlled study; depression; disease association; driver; female; fishery; gastrointestinal disease; gender dysphoria; health care personnel; high risk patient; human; ICD-10; ICD-8; major clinical study; male; malignant neoplasm; military personnel; mining; mood disorder; mortality rate; musculoskeletal disease; neurologic disease; obsessive compulsive disorder; occupation; occupational hazard; operator; paraphilic disorder; personal experience; personality disorder; prevalence; psychosomatic disorder; respiratory tract disease; schizophrenia; sex difference; skin disease; suicide; Switzerland; teacher; urogenital tract disease; cohort analysis; mental disease; middle aged; morbidity; occupation; prevalence; suicide","","","","","Executive Board; Murielle Bochud; Swiss National Cohort; Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung, SNF, (3347CO-108806, 33CS30_134273, 33CS30_148415)","We thank the Swiss federal statistical office for providing mortality and census data, and for the support that made the Swiss National Cohort (SNC) and this study possible. This work was supported by the Swiss National Science Foundation (Grant nos. 3347CO-108806, 33CS30_134273 and 33CS30_148415). The members of the Swiss National Cohort Study Group are Matthias Egger (Chairman of the Executive Board), Adrian Spoerri and Marcel Zwahlen (all Bern), Milo Puhan (Chairman of the Scientifc Board), Matthias Bopp (both Zurich), Martin Röösli (Basel), Michel Oris (Geneva) and Murielle Bochud (Lausanne). 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A systematic meta-review of work-related risk factors for common mental health problems, Occup Environ Med, 74, 4, pp. 301-310, (2017); Lee K.H., Ho Chae C., Ouk Kim Y., Seok Son J., Kim J.H., Woo Kim C., Et al., Anxiety symptoms and occupational stress among young Korean female manufacturing workers, Ann Occup Environ Med, 27, (2015); Henson K.E., Brock R., Charnock J., Wickramasinghe B., Will O., Pitman A., Risk of suicide after Cancer diagnosis in England, JAMA Psychiatry, 76, 1, pp. 51-60, (2019); Saad A.M., Gad M.M., Al-Husseini M.J., Al Khayat M.A., Rachid A., Alfaar A.S., Et al., Suicidal death within a year of a cancer diagnosis: A population-based study, Cancer, 125, 6, pp. 972-979, (2019); Wang J., Mann F., Lloyd-Evans B., Ma R., Johnson S., Associations between loneliness and perceived social support and outcomes of mental health problems: A systematic review, BMC Psychiatry, 18, 1, (2018); Racine M., Chronic pain and suicide risk: A comprehensive review, Prog Neuropsychopharmacol Biol Psychiatry, 87, pp. 269-280, (2018); Jun D., Zoe M., Johnston V., O'Leary S., Physical risk factors for developing non-specific neck pain in office workers: A systematic review and meta-analysis, Int Arch Occup Environ Health, 90, 5, pp. 373-410, (2017); Keown G.A., Tuchin P.A., Workplace factors associated with neck pain experienced by computer users: A systematic review, J Manip Physiol Ther, 41, 6, pp. 508-529, (2018); Leclerc A., Work-related physical exposure and low back pain, Occup Environ Med, 74, 3, pp. 161-162, (2017); Cargnin Z.A., Schneider D.G., Vargas M.A.O., Machado R.R., Non-specific low back pain and its relation to the nursing work process, Rev Lat Am Enfermagem, 27, (2019); Ilar A., Alfredsson L., Wiebert P., Klareskog L., Bengtsson C., Occupation and risk of developing rheumatoid arthritis: Results from a population-based case-control study, Arthritis Care Res (Hoboken), 70, 4, pp. 499-509, (2018); Probst I., The Recognition of Musculoskeletal Disorders (MSDs) as Occupational Illnesses: Social Controversies and Personal Trajectories, (2012); Pringsheim T., Fiest K., Jette N., The international incidence and prevalence of neurologic conditions: How common are they?, Neurology, 83, 18, pp. 1661-1664, (2014); Fang F., Valdimarsdottir U., Furst C.J., Hultman C., Fall K., Sparen P., Et al., Suicide among patients with amyotrophic lateral sclerosis, Brain, 131, pp. 2729-2733, (2008); Feinstein A., Pavisian B., Multiple sclerosis and suicide, Mult Scler, 23, 7, pp. 923-927, (2017); Erlangsen A., Stenager E., Conwell Y., Andersen P.K., Hawton K., Benros M.E., Et al., Association between neurological disorders and death by suicide in Denmark, Jama, 323, 5, pp. 444-454, (2020); Hesdorffer D.C., Comorbidity between neurological illness and psychiatric disorders, CNS Spectrums, 21, 3, pp. 230-238, (2016); Rayner G., The contribution of cognitive networks to depression in epilepsy, Epilepsy Curr, 17, 2, pp. 78-83, (2017); Gunnarsson L.G., Bodin L., Amyotrophic lateral sclerosis and occupational exposures: A systematic literature review and meta-analyses, Int J Environ Res Public Health, 15, 11, (2018); Alfredsson L., Olsson T., Lifestyle and environmental factors in multiple sclerosis, Cold Spring Harb Perspect Med, 9, 4, (2019); Landtblom A.M., Flodin U., Karlsson M., Palhagen S., Axelson O., Soderfeldt B., Multiple sclerosis and exposure to solvents, ionizing radiation and animals, Scand J Work Environ Health, 19, 6, pp. 399-404, (1993); Magyari M., Koch-Henriksen N., Pfleger C.C., Sorensen P.S., Physical and social environment and the risk of multiple sclerosis, Mult Scler Relat Disord, 3, 5, pp. 600-606, (2014); Canetto S.S., Sakinofsky I., The gender paradox in suicide, Suicide Life Threat Behav, 28, 1, pp. 1-23, (1998); Swiss Health Survey. Working Conditions and Health Status, 2012-2017, (2019); Krone-Germann I., Part-Time Employment in Switzerland, Relevance, Impact and Challenges, (2011); Lorant V., de Gelder R., Kapadia D., Borrell C., Kalediene R., Kovacs K., Et al., Socioeconomic inequalities in suicide in Europe: The widening gap, Br J Psychiatry, 212, 6, pp. 356-361, (2018); Henriksson M.M., Aro H.M., Marttunen M.J., Heikkinen M.E., Isometsa E.T., Kuoppasalmi K.I., Et al., Mental disorders and comorbidity in suicide, Am J Psychiatry, 150, 6, pp. 935-940, (1993); Ethical Issues of Prevention, Peculiarities of Teenage Suicide, (2018)","I. Guseva Canu; Center for Primary Care and Public Health (Unisanté), University of Lausanne, Département Sante, Travail, Environnement (DSTE), Biopôle, Epalinges-Lausanne, Route de la Corniche, 2, 1066, Switzerland; email: irina.guseva-canu@unisante.ch","","BioMed Central","","","","","","1471244X","","BPMSC","32571249","English","BMC Psychiatry","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85086913560"
"Ooi P.C.","Ooi, Pei Cheng (35766926800)","35766926800","Students’ continuing personal development (S-CPD) - a scheme to promote student engagement in extra-curricular activities","2020","Higher Education, Skills and Work-based Learning","11","3","","672","682","10","3","10.1108/HESWBL-06-2019-0079","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090779485&doi=10.1108%2fHESWBL-06-2019-0079&partnerID=40&md5=b396f77337983ce7e37d707f887b6625","Department of Electrical and Electronic Engineering, University of Nottingham Malaysia, Semenyih, Malaysia","Ooi P.C., Department of Electrical and Electronic Engineering, University of Nottingham Malaysia, Semenyih, Malaysia","Purpose: This paper presents an overview of a lifelong learning scheme. It outlines the design of the scheme that was initially targeted for electrical and electronic engineering students and later students across the faculty of engineering in the University of Nottingham Malaysia (UNM). The scheme named “Students’ Continuing Personal Development (S-CPD)” is developed to improve student participation in extra-curricular activities and at the same time, to create awareness among students of the importance of lifelong learning and to facilitate the development of such skills. Design/methodology/approach: The scheme involves creating and developing more than 30 categories of activities together with a well-structured information technology infrastructure. Various strategies, such as offering awards, are applied to promote student engagement. In 2015 the pilot scheme was rolled out in the Department of Electrical and Electronic Engineering University of Nottingham Malaysia Campus and adopted by all departments in the faculty of engineering in the subsequent year. Findings: S-CPD scheme is aligned to the importance institutions of engineers in the world places on continuing professional development and also to the importance industry and employer places on transferable skills. The scheme provides students with a structured way to plan, participate and record their participation in extra-curricular activities that is relevant to their future careers as engineers in a holistic way. S-CPD scheme not only provides a good platform for students to hone particular “soft” skills and they are also aware of the importance and engaging in lifelong learning to make the most out of their university and also life experience. Research limitations/implications: This research could lead to many other studies including the factors that affect students' engagement in extra-curricular activities, short-term and long-term impacts of S-CPD scheme, and also involve psychology research such as psychological factors influencing students' engagement in the scheme. Practical implications: This scheme could be repeated in worldwide university programmes. Originality/value: The S-CPD scheme can be viewed as having a two-pronged growth strategy. The first is to engage students in extra-curricular activities that enhance and improve their learning and personal experiences. The second prong of the growth strategy is to inculcate the growth mindset for lifelong learning, hence adapting well when their profession involves fulfilling CPD requirements. © 2020, Emerald Publishing Limited.","Continuing professional development (CPD); Employability skills; Engineering education; Extra-curricular activity; Lifelong learning; Professional development","","","","","","University of Nottingham Malaysia Campus, UNMC, (BO080915)","Declarations : Ethics approval has been granted by the University of Nottingham Malaysia Research Ethics Committee with application identification number BO080915. Informed consent has also been obtained from the participants of the study.","Adams R., Evangelou D., English L., Figueiredo A.D.D., Mousoulides N., Pawley A.L., Schifellite C., Stevens R., Svinicki M., Martin Trenor J., Wilson D.M., Multiple perspectives on engaging future engineers, Journal of Engineering Education, 100, 1, pp. 48-88, (2011); Astin A.W., Student involvement: a development theory for higher education, Journal of College Student Development, 40, 5, pp. 518-529, (1999); Balasubramanian K., Thamizoli P., Umar A., Kanwar A., Using mobile phones to promote lifelong learning among rural women in southern India, Distance Education, 31, 2, pp. 193-209, (2010); Brandt D.S., What does it take for life-long learning to succeed, Proceedings of Frontiers in Education Conference, pp. 309-312, (1991); Candy P., Self-direction for Life Long Learning: A Comprehensive Guide to Theory and Practice, (1991); Clark G., Marsden R., Whyatt J.D., Thompson L., Walker M., It's everything else you do…: alumni views on extracurricular activities and employability, Active Learning in Higher Education, pp. 1-15, (2015); Courter S., Anderson K.J.B., McGlamery T., Nathans-Kelly T., Nicometo C., ‘Lifelong Learning,’ Engineering Education and Practice: How People Learn Engineering; Delors J., Learning: The Treasure from within, (1996); Drayson R., Bone E., Agombar J., Kemp S., Student Attitudes towards, and Skills for, Sustainable Development, (2013); Dunlap J.C., Preparing students for lifelong learning: a review of instructional methodologies, Proceedings of Selected Research and Development Presentations at the 1997 National Convention of the Association for Educational Communications and Technology, (1997); Dunlap J.C., Grabinger S., Preparing students for lifelong learning: a review of instructional features and teaching methodologies, Performance Improvement Quarterly, 16, 2, pp. 6-25, (2003); Faure E., Learning to Be: The World of Education Today and Tomorrow, (1972); Flammer G.H., Undergraduate foundations for life long learning, Proceedings of American Society for Engineering Education Annual Conference, (1978); Greenbank P., Still focusing on the ‘essential 2:1’: exploring student attitudes to extra-curricular activities, Education + Training, 57, 2, pp. 184-203, (2015); Guder C., The ePortfolio: a tool for professional development, engagement, and lifelong learning, Public Services Quarterly, 9, pp. 238-245, (2013); Hall N.A., The education and professional development of engineering faculties, IEEE Transactions on Education, 6, 2, pp. 57-60, (1963); Kapper C., Cropley A.J., Lifelong Learning in Higher Education, (1985); Krause K.-L., Understanding and Promoting Student Engagement in University Learning Communities, (2005); Linn M.C., Designing standards for lifelong science learning, Journal of Engineering Education, pp. 103-104, (2010); Lord S.M., Chen J.C., McGaughey K.J., Chang V.W., Measuring propensity for lifelong learning: comparing Chinese and U.S. engineering students, Proceedings of IEEE Global Engineering Education Conference (EDUCON), pp. 329-334, (2013); Martinez-Mediano C., Lord S.M., Lifelong learning program for engineering students, Proceedings of IEEE Global Engineering Education Conference (EDUCON), pp. 1-6, (2012); Mellors-Bourne R., Jones E., Woodfield S., Transnational Education and Employability Development, (2015); Reimagining and rethinking engineering education, (2018); Engineering Education: Designing an Adaptive System, (1995); Ooi P.C., Khor J.G., Exploring perspectives on need for extra-curricular activities in engineering education, Proceedings of IEEE International Conference on Engineering Education (ICEED), pp. 1-5, (2018); Lifelong Learning and Human Capital, (2007); Parkinson A., Developing the attribute of lifelong learning, Proceedings of ASEE/IEEE Frontiers in Education Conference, (1999); Peat M., Taylor C.E., Franklin S., Re-engineering of undergraduate science curricula to emphasise development of lifelong learning skills, Innovations in Education and Teaching International, 42, 2, pp. 135-146, (2005); Rugarcia A., Felder R.M., Woods D.R., Stice J.E., The future of engineering education I. A vision for a new century, Chemical Engineering Education, 34, 1, pp. 16-25, (2000); Sharples M., The design of personal mobile technologies for lifelong learning, Computer and Education, 34, 3-4, pp. 177-193, (2000); Shuman L.J., Besterfield S.M., Mcgourty J., The ABET ‘Professional Skills’ – can they be taught? can they be assessed?, Journal of Engineering Education, pp. 21-55, (2015); Simpson Z., van Rensburg N.J., Development of ‘soft skills’ through extra-curricular project work: the case of the Jozi digital Ambassadors project in Johannesburg, South Africa, Proceedings of the IEEE Global Engineering Education Conference (EDUCON), pp. 142-146, (2018); Tchibozo G., Extra-curricular activity and the transition from higher education to work: a survey of graduates in the United Kingdom, Higher Education Quarterly, 61, 1, pp. 37-56, (2007); Thompson L.J., Clark G., Walker M., Whyatt J.D., It's just like an extra string to your bow: exploring higher education students' perceptions and experiences of extracurricular activity and employability, Active Learning in Higher Education, 14, 2, pp. 135-147, (2013); Ward R., Extra-curricular Awards Stimulus Papers: Centre for Recording Achievement (CRA) Perspective, (2012); Watson R., A rationale for the development of an extracurricular employability award at a British university, Research in Post-Compulsory Education, 16, 3, pp. 371-384, (2011); Wright T., Jeffries-Watts S., Does it do what it says on the tin? – evaluation of an established UK university employability enhancement award, Journal of Teaching and Learning for Graduate Employability, 8, 1, pp. 152-171, (2017)","P.C. Ooi; Department of Electrical and Electronic Engineering, University of Nottingham Malaysia, Semenyih, Malaysia; email: Belle.Ooi@nottingham.edu.my","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85090779485"
"French M.B.; Choate J.K.; Zubek J.; Bryner R.W.; S. Johnson K.M.; Luttrell M.J.","French, Michelle B. (57219371564); Choate, Julia K. (56264283100); Zubek, John (57219370861); Bryner, Randy W. (6602547386); S. Johnson, Kathryn M. (57219965098); Luttrell, Meredith J. (53264439700)","57219371564; 56264283100; 57219370861; 6602547386; 57219965098; 53264439700","Professional skills for physiology majors: defining and refining","2020","Advances in Physiology Education","44","44","","653","657","4","10","10.1152/advan.00178.2019","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092431106&doi=10.1152%2fadvan.00178.2019&partnerID=40&md5=13a0d84610ce0dcf5b60be484a912fb5","‘Department of Physiology, University of Toronto, Toronto, Ontario, Canada; Department of Physiology, Monash University, Melbourne, Victoria, Australia; Department of Physiology, Michigan State University, East Lansing, Michigan;, United States; Department of Human Performance-Exercise Physiology, West Virginia University, Morgantown, West Virginia;; Trail Build, LLC, East Troy, Wisconsin;; Department of Biology, Drake University, Des Moines, United States","French M.B., ‘Department of Physiology, University of Toronto, Toronto, Ontario, Canada; Choate J.K., Department of Physiology, Monash University, Melbourne, Victoria, Australia; Zubek J., Department of Physiology, Michigan State University, East Lansing, Michigan;, United States; Bryner R.W., Department of Human Performance-Exercise Physiology, West Virginia University, Morgantown, West Virginia;; S. Johnson K.M., Trail Build, LLC, East Troy, Wisconsin;; Luttrell M.J., Department of Biology, Drake University, Des Moines, United States","French MB, Choate JK, Zubek J, Bryner RW, Johnson KM, Luttrell MJ. Professional skills for physiology majors: defining and refining. Adv Physiol Educ 44: 653–657, 2020; doi:10.1152/advan.00178.2019.—Changing labor markets require a workforce that is broadly trained for a variety of possible careers. Recognizing this, government and industry representatives, along with students and their families, are encouraging universities and colleges to focus more on developing transferable skills to maximize employability of their graduates. In response, academic institutions and professional organizations have begun to develop lists of transferable professional skills that they expect students to have acquired on graduation. At the 2018 Physiology Majors Interest Group (P-MIG) meeting, participants stated that there was a need to define a list of professional skills for undergraduates completing a physiology major. To this end, a professional skills committee was established. Initially members of the committee worked together to develop a draft list of skills. An iterative process of refining the list was then undertaken through presentations/small-group discussions at appropriate international meetings and via an online survey. Over 60 physiology educators, the majority of whom teach in undergraduate programs, provided input. The final list (presented here) consists of 13 skills grouped in four broad categories: think critically, communicate effectively, behave in a socially and scientifically responsible manner, and demonstrate laboratory proficiency. It is anticipated that the list will be used for curriculum mapping and to guide the development of new physiology courses and major programs. The professional skills committee now plans to develop rubrics and tools that will allow for the assessment of these skills. © 2020 The American Physiological Society","communication skills; critical thinking; laboratory proficiency; professional skills; transferable skills","Curriculum; Humans; Students; Universities; curriculum; human; student; university","","","","","","","Aguirre KM, Balser TC, Jack T, Marley KE, Miller KG, Osgood MP, Pape-Lindstrom PA, Romano SL., PULSE vision & change rubrics, CBE Life Sci Educ, 12, pp. 579-581, (2013); Vision and Change in Undergraduate Biology Education: A Call to Action, (2011); Undergraduate Professional Education in Chemistry: ACS Guidelines and Evaluation Procedures for Bachelor's Degree Programs, (2015); What Do You Need to Know to Be a Successful Physiologist?; Anderson LC, Rogers J, Stanescu CI, French MB, VanRyn VS, Wehrwein EA., Physiology educators find community in the Physiology Majors Interest Group, Adv Physiol Educ; The Core Competencies for Entering Medical Students; Carnevale AP, Strohl J, Melton M., What's It Worth? The Economic Value of College Majors, (2014); Choate JK, Demaria M, Etheve M, Cran S, Carroll D., A professional development program with an assessed ePortfolio; a practical solution for engaging undergraduates with their career development in large student cohorts, J Teach Learn Grad Employ, 10, pp. 86-103, (2019); Giordano LA, Elliott MN, Goldstein E, Lehrman WG, Spencer PA., Devel-opment, implementation, and public reporting of the HCAHPS survey, Med Care Res Rev, 67, pp. 27-37, (2010); Henriksen EJ., Undergraduate physiology degree programs in the United States: from famine to feast, Physiology (Bethesda), 30, pp. 254-255, (2015); Lowden K, Hall S, Elliot D, Lewin J., Employers’ Perceptions of the Employability Skills of New Graduates, (2011); Michael J, Cliff C, McFarland J, Modell H, Wright A., The Core Concepts of Physiology: A New Paradigm for Teaching Physiology, (2017); Pennington A, Stanford J., The Future of Work for Australian Graduates: The Changing Landscape of University Employment Transitions in Australia, (2019); Rayner G, Papakonstantinou T., Employer perspectives of the current and future value of STEM graduate skills and attributes: An Australian study, J Teach Learn Grad Employ, 6, pp. 100-115, (2015); Shaltry C., A new model for organizing curriculum alignment initiatives, Adv Physiol Educ; Occupational Outlook Handbook: Fastest Growing Occupations; Employability Skills","","","American Physiological Society","","","","","","10434046","","APEDF","32990459","English","Adv. Physiol. Educ.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85092431106"
"Rad H.F.; Parsa A.; Rajabi E.","Rad, Hamid Farhadi (57219868850); Parsa, Abdollah (57219870853); Rajabi, Elahe (57219869302)","57219868850; 57219870853; 57219869302","Employability of iranian engineering graduates: Influential factors, consequences and strategies","2020","Journal of Teaching and Learning for Graduate Employability","11","1","","110","130","20","6","10.21153/JTLGE2020VOL11NO1ART935","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095813387&doi=10.21153%2fJTLGE2020VOL11NO1ART935&partnerID=40&md5=fcea0f848cea1c4690aa494d0e49fa8c","Shahid Chamran University of Ahvaz, Iran","Rad H.F., Shahid Chamran University of Ahvaz, Iran; Parsa A., Shahid Chamran University of Ahvaz, Iran; Rajabi E., Shahid Chamran University of Ahvaz, Iran","University education is a significant factor in the socio-economic development of a nation and as such is expected to improve the employability capacity of the graduates. Achieving this goal, however, depends on various factors. The present study investigated the factors affecting the employability of engineering graduates of Iranian universities. To analyse this issue, a systematic grounded theory (GT) approach, drawing on in-depth interviews with academic and industry experts, was used. The participants were selected using a purposive strategy. The data analyses showed that employability is a context-oriented issue, and in addition to the university and its internal mechanisms, external factors are also involved. Based on the data, a model is presented and analysed to explain the employability of engineering graduates. © 2020 Deakin University. All rights reserved.","Employability; Engineering graduates; Grounded theory; Skill training; University-Industry relations","","","","","","","","Aghapour S., Movahed M, Alambeigi A., Key skills role in employability formation of college students, Quarterly Journal of Research and Planning in Higher Education, 20, 1, pp. 41-56, (2014); Amiron E., Abdul Latib A., Subari K., Industry revolution 4.0 skills and enablers in technical and vocational education and training curriculum, International Journal of Recent Technology and Engineering (IJRTE), 8, 1, pp. 485-490, (2019); Azizi M., Shafiezadeh E., Entrepreneurial University: Necessity, features, and requirements, (2013); Azmi A., Kamin Y., Noordin M., Towards industrial revolution 4.0: Employers' expectations on fresh engineering graduates, International Journal of Engineering & Technology, 7, 28, pp. 267-272, (2018); Bagherinejad J., A systematic approach to quality in higher education within the framework of the national innovation system, Industry and university, 3, 7, pp. 13-23, (2010); Barabadi A., Mohammadi m., Asadi A., Educational, social and cultural barriers to the employment of agricultural graduates, Economics, labor, and society, 109, pp. 92-100, (2009); Bazargan A., An introduction to qualitative & mixed methods, (2018); Bridgstock R., The graduate attributes we've overlooked: Enhancing graduate employability through career management skills, Higher Education Research And Development, 28, 1, pp. 31-44, (2009); Brooks R., Youngson P., Undergraduate work placements: An analysis of the effects on career progression, Studies in Higher Education, 41, 9, pp. 1563-1578, (2016); Clark B., The entrepreneurial university: New foundations for collegiality, autonomy, and achievement, Higher Education Management, 13, 2, pp. 9-24, (2001); de Grip A., van Loo J., Sanders J., The Industry Employability Index: Taking account of supply and demand characteristics, International Labour Review, 143, 3, pp. 211-233, (2004); Enayati Novinfar A., Darani K., Karamdoust N. A., a comparative evaluation of effective factors in students' major selection at educational sciences and engineering colleges in University of Tehran, Quarterly Journal of Research and Planning in Higher Education, 18, 4, pp. 145-167, (2013); Emadzadeh M., Economics of education, (2015); Entezari Y., Higher education and graduates employment capabilities, Iranian Journal of Higher Education of Iran, 8, 3, pp. 1-25, (2016); Ezati M., Salmani Y., Investigating the direct and indirect effects of sanctions on Iran's economic growth, Scientific Journal of Security Horizons, 7, 25, pp. 149-175, (2015); Farhadi Rad H., Mehralizadeh Y., Hassanvand S., Investigating the pattern of social demand for higher education in the five departments of Shahid Chamran University, (2017); Feyz M., Identifying the desired professional qualifications of engineering graduates in Iran: Sharif University of Technology graduates, (2010); Forrier A., Sels L., The concept employability: A complex mosaic, International Journal of Human Resources Development and Management, 3, 2, pp. 102-124, (2003); Ferasatkhah M., University history in Iran, (2017); Gharba M., Rahimi H., Dehbashi A., Educational gap: The break between the intended and learned curriculum in Iran's higher education system, Journal of Higher Education Curriculum Studies, 9, 17, pp. 93-114, (2018); Gabureanu S., Serbanescu L., Enhancing employability of graduates in engineering, Edu World 2016 7th International Conference, (2017); Gholami Z., Arasteh H., Navehebrahim A., Zeinabadi H., Designing a model of university research function With an industrial Assistant approach, Quarterly Journal of Strategic public policymaking, 8, 28, pp. 231-253, (2018); Gribble C., Exploring 'employability' in different cultural contexts, (2014); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Harun H., Rohani S., Rosli Baharom M., Memon M., Employability skills and attributes of engineering and technology graduates from employers' perspective: Important vs. satisfaction, Global Business and Management Research: An International Journal, 9, 15, pp. 573-581, (2017); Hillage J., Pollard E., Employability: Developing a framework for policy analysis, (1998); Johnson B., Christensen L., Educational research: Quantitative, qualitative, and mixed approaches, (2016); Khadem Alizadeh A., Amadeh H., Baghalian M., The impact of economic sanctions on employment in Iran, Economic Strategy, 11, 3, pp. 79-104, (2014); Khoshnevisan F., Nasr A., Neyestani M., Sharif M., A study of the educational needs of humanities postgraduate students in scope of labour market employability competencies with entrepreneurship approach: Findings of a mixed methods study, Journal of Career and Organisational Counseling, 8, 26, pp. 68-84, (2016); Lindsay C., The concept of employability and experience, (2009); Lock E., Kelly K., Ignorance is risk: An exploratory investigation of students' perceptions of their education-employment pathways, Journal of Teaching and Learning for Graduate Employability, 11, 1, pp. 22-36, (2020); Memarian H., Deficiencies of Iran's engineering education programs, Iranian Journal of Engineering Education, 13, 51, pp. 53-74, (2011); Mirkamali M., Farhadi Rad H., Research on the organisational structures of the university to provide an integrated model, educational management, 5, 1, pp. 75-100, (2013); Mohseni-Cheraghlou A., Update from Iran: Iran's over-education crisis; Motabari M., Analytical study of factors affecting the choice of students major in some Iranian universities, (1999); Moghadas Noudeh M., Investigating the challenges of university-industry cooperation: Great Tehran Electrical Distribution Company, Innovation Management, 8, 1, pp. 89-106, (2019); Mohammadpour A., Qualitative research method counter method 1: The logic and design in qualitative methododology, (2011); Momeni Mahmoei H., Shariatmadari A., Naderi E., The competency-based curriculum in higher education, Quarterly Journal of Educational Researches, 5, 17, pp. 129-156, (2008); Nguyen D., Yanagawa Y., Miyazaki S., University education and employment in Japan. Students' perceptions on employment attributes and implications for university education, Quality Assurance in Education, 13, pp. 202-218, (2005); Nilsson S., Enhancing individual employability: The perspective of engineering graduates, Education and Training, 52, 6, pp. 540-551, (2010); Nozari H., Karimi A., The role of formal and informal relations (social relations network) in the employment of students of Kharazmi University, Social Welfare, 17, 64, pp. 161-198, (2017); The Organisation for Economic Co-operation and Development (OECD), (2018); Parand K., Niroumand P., Farajiarmaki A., Alizadeh A., Ahadieh N., Provide a proposed framework for training and empowering students with a decent approach, Iranian First International Conference on Technology and Exports, (2011); Rahdari M., Nasr A., Nili M., Turkladani B., Assess the professional skills and employment status of undergraduate engineers, Research and Planning in Higher Education, 21, 2, pp. 1-24, (2015); Rahmani R., Nazari Tavakoli A., The challenges of the higher education system concerning the employment of graduates, The First Conference on Employment and the Country's Higher Education System, (2003); Renjen P., Brown S., Preparing tomorrow's workforce for the Fourth Industrial Revolution | For business: A framework for action, Deloitte Global and the Global Business Coalition, (2018); Sando A., Constructionist grounded theory - GT. Conceptual and methodological clarifications, Revista Romaneasca pentru Educatie Multidimensional, 10, 1, pp. 183-209, (2018); Sharifi A. M. F., Khorasani A., Fathi V, Salehi Omran I., Explaining the theoretical foundations of employability development of university graduates, Third International Conference on Management, Accounting, and Knowledge-Based Economics with an Emphasis on Resistance Economics, (2017); Sohrabi F., Ebrahimi S., Joukar A., Scientific communication among university, industry & government in Iran, Quarterly Journal of Research and Planning in Higher Education, 23, 3, pp. 21-41, (2016); (2018); Strauss A. L., Corbin J., Basics of qualitative research: Techniques and procedures for developing grounded theory, (1998); Yaghoubi M., Motahharenejad H., Requirements for codifying strategies of engineering education in Iran, Iranian of Engineering Education, 13, 51, pp. 31-51, (2011)","H.F. Rad; Shahid Chamran University of Ahvaz, Iran; email: h.farhadirad@scu.ac.ir","","Deakin University","","","","","","18383815","","","","English","J. Teach. Learn. Grad. Empl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85095813387"
"McFaul H.; Fitzgerald E.; Byrne D.; Ryan F.","McFaul, Hugh (57194903313); Fitzgerald, Elizabeth (57206382587); Byrne, David (57219055789); Ryan, Francine (57210945645)","57194903313; 57206382587; 57219055789; 57210945645","A mobile app for public legal education: A case study of co-designing with students","2020","Research in Learning Technology","28","","2434","1","15","14","3","10.25304/rlt.v28.2434","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091188207&doi=10.25304%2frlt.v28.2434&partnerID=40&md5=e2701f14276385b8b78700387996507c","Law School, Institute of Educational Technology, Computer Science, The Open University, Milton Keynes, United Kingdom","McFaul H., Law School, Institute of Educational Technology, Computer Science, The Open University, Milton Keynes, United Kingdom; Fitzgerald E., Law School, Institute of Educational Technology, Computer Science, The Open University, Milton Keynes, United Kingdom; Byrne D., Law School, Institute of Educational Technology, Computer Science, The Open University, Milton Keynes, United Kingdom; Ryan F., Law School, Institute of Educational Technology, Computer Science, The Open University, Milton Keynes, United Kingdom","The sharp decline in levels of state-funded legal support has highlighted the importance of publicly available sources of legal information for facilitating access to justice. Mobile apps present an opportunity to provide legal information that can be targeted at particular audiences. University law schools, sometimes in partnership with civil society organisations, are beginning to engage their students in cross-disciplinary projects to create mobile apps, which can provide free legal information and guidance to the public. The aim of this case study was to evaluate one such project which involved the co-de-sign of a mobile app for the purpose of disseminating information on employment law. Law, education and computing academics worked with undergraduate law students over a period of 3 months and the prototype app was reviewed by legal advice charities. The findings have implications for how universities can work across disciplines and in partnership with civil society to provide opportunities for their students to use technology to apply their disciplinary knowledge to enhance the public good. © 2020 H. McFaul et al.","Bricolage; Co-design; Employability; Law tech; Mobile app; Public legal education","","","","","","Open University’s Student Survey and Research Panel, (1006005, 2019/065); Open University, OU","We would like to express our gratitude to Kate Ritchie for conducting the inter-views, Jon-Paul Knight for logistical support and also to all those involved in the project, including Open University students and those from legal education partner organisations and charities. Approval for the research was granted by the Open University’s Student Survey and Research Panel (2019/065) and the Human Research Ethics Committee (HREC/3274/McFaul), and procedures for collection and storage of personal data were approved by the Open University’s data control-ler (1006005).We acknowledge and are grateful for financial contributions from the Open Uni-versity’s Enhancing Employability and Career Progression (EECP) unit in sup-porting this work. EECP seeks to promote student career progression and the development of employability skills within undergraduate and postgraduate teaching programmes.","Bloch F. S., The Global Clinical Movement: Educating Lawyers for Social Justice, (2010); Byrne D., Digital Justice Project: IT Aspects, Technical report, (2019); Campbell J. L., Et al., Coding in-depth semi-structured interviews: problems of unitiza-tion and intercoder reliability and agreement, Sociological Methods & Research, 42, 3, pp. 294-320, (2013); Davis M. F., Institutionalizing legal innovation: the (re)emergence of the law lab, Journal of Legal Education, 65, 1, (2015); Giddings J. M., Promoting Justice through Clinical Legal Education, (2013); Jones E., Mcfaul H., Ryan F., Clinical legal education in the United Kingdom: origins, growth and the technological innovations and challenges of its future, German Journal of Legal Education, 4, pp. 107-136, (2017); Kolb D. A., Experiential learning: experience as the source of learning and development, (1984); Long L. K., Meglich P. A., Preparing students to collaborate in the virtual work world, Higher Education, Skills and Work-Based Learning, 3, 1, pp. 6-16, (2013); Maharg P., Transforming Legal Education: Learning and Teaching the Law in the Early Twenty-First Century, (2016); McFaul H., FitzGerald E., A realist evaluation of student use of a virtual reality smartphone application in undergraduate legal education, British Journal of Educational Technology, 51, pp. 572-589, (2020); Pleasence P., Balmer N. J., How People Resolve ‘Legal’ Problems, (2014); Ryan F., A virtual law clinic: a realist evaluation of what works for whom, why, how and in what circumstances?, The Law Teacher, 54, 2, pp. 1-12, (2019); Ryan F., McFaul H., Innovative technologies in UK legal education, inKey Directions in Legal Education National and International Perspectives, pp. 67-79, (2020); Saldana J., The Coding Manual for Qualitative Researchers, (2009); Scanlon E., Et al., Beyond Prototypes: Enabling Innovation in Technology-Enhanced Learning, (2013); Sharples M., Et al., Innovating Pedagogy 2014: Open University Innovation Report 3, (2014); Shirley M., Cockburn T., Enabling authentic collaborative education in an online environment – the QUT virtual law placement, 16th World Association for Cooperative Education (WACE), pp. 1-7, (2009)","H. McFaul; Law School, Institute of Educational Technology, Computer Science, The Open University, Milton Keynes, United Kingdom; email: h.j.mcfaul@open.ac.uk","","Association for Learning Technology","","","","","","21567069","","","","English","Res. Learn. Technol.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85091188207"
"Bist S.S.; Mehta N.; Mehta D.; Meghrajani I.","Bist, Siddarth Singh (57218206219); Mehta, Neha (57220668282); Mehta, Disha (58626349100); Meghrajani, Indra (57218203292)","57218206219; 57220668282; 58626349100; 57218203292","Employers perception regarding employability skills of management students undergoing internship","2020","International Journal of Work-Integrated Learning","21","2","","145","161","16","7","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088234082&partnerID=40&md5=104ef1d42a868be7432344863866f235","L. J. Institute of Management Studies, Ahmedabad, India","Bist S.S., L. J. Institute of Management Studies, Ahmedabad, India; Mehta N., L. J. Institute of Management Studies, Ahmedabad, India; Mehta D., L. J. Institute of Management Studies, Ahmedabad, India; Meghrajani I., L. J. Institute of Management Studies, Ahmedabad, India","This paper investigates the perception of corporate managers regarding employability skills of management students undertaking summer internship with them. The study is divided into two parts wherein the first part consists of literature review and in-depth interviews of senior managers, and it is devoted to identifying critical parameters that affect employability of management students. The second part of research consists of a survey of 195 company supervisors who rated 405 intern students on the 22 items identified in the first part. The results indicate that intern students lacked in communication skills, problem solving ability, analytical skills and business understanding but fared well in the other parameters like self-management, using ICT efficiently, people relations and team spirit, innovative approach and critical thinking, self-confidence and assertiveness and drive to learn. © 2020 International Journal of Work-Integrated Learning. All rights reserved.","Employability skills; Employer perception; Internships; Management students; Skill development","","","","","","New Zealand Association of Cooperative Education","The Journal is financially supported by the New Zealand Association of Cooperative Education (NZACE), www.nzace.ac.nz.","Allison J., Harvey C., Nixon I., Enhancing employability: A long term strategic challenge, (2002); Archer W., Davison J., Graduate employability: What do employers think and want?, (2008); B and C category B-schools producing un-employable pass-outs, (2016); International graduate outcomes and employer perceptions, (2010); Barrie S. C., Understanding what we mean by the generic attributes of graduates, Higher Education: The International Journal of Higher Education Research, 51, 2, pp. 215-241, (2006); Barrie S., Hughes C., Smith C., The national graduate attributes project: Integration and assessment of graduate attributes in curriculum, (2009); Bell B., Schmidt C., Field practicums - What Influence on graduate careers?, Practical experiences in professional education: (Research monograph. No 1), pp. 123-134, (1996); Bilsland C., Nagy H., Planning the journey to best practice in developing employability skills: Transnational university internships in Vietnam, Asia-Pacific Journal of Cooperative Education, 15, 2, pp. 145-157, (2014); Bradley D., Noonan P., Nugent H., Scales B., Review of Australian Higher Education Report, (2008); Chang M., Why some graduates are more marketable than others: employer s perspective, Paper presented at the Workshop of Enhancing Graduate Employability in a Globalized Economy, Economic Planning Unit, (2004); Chonko L.B., Roberts J.A., An innovative introduction to business course: Marketing the skills that marketing majors and others as business majors will need for success, Marketing Education Review, 6, 3, pp. 53-71, (1996); Time well spent: Embedding employability in work experience, (2007); Indian skills report 2017, CII (India), (2017); Connolly M., The end of the MBA as we know it?, Academy of Management Learning and Education, 2, 4, (2003); Cooper L., Orrell J., Bowden M., Work integrated learning: A guide to effective practice, (2010); Dacko S. G., Developing the top five skills within an MBA programme: Implications for management educators, International Journal of Management Education, 5, 2, pp. 21-31, (2006); Daud S., Abidin N., Sapuan N. M., Rajadurai J., Enhancing university business curriculum using an importance-performance approach: A case study of the business management faculty of a university in Malaysia, International Journal of Education Management, 25, 6, pp. 545-569, (2011); Duoc T. Q., Metzger C., Quality of business graduates in Vietnamese institutions: Multiple perspectives, Journal of Management Development, 26, 7, pp. 629-643, (2007); India s MBA crisis: Why fresh graduates are not getting jobs, (2017); Building for growth: business priorities for education and skills, (2011); Etaat J., Education and development, Economic and Political Information, 143-144, 13, pp. 208-225, (1999); Freudenberg B., Brimble M., Cameron C., Where there is a WIL there is a way, Higher Education Research &; Development, 29, 5, pp. 575-588, (2010); Glass A., Landsburgh H., Quashie A., McGregor A., The work-readiness of recruits from colleges and universities in Scotland: (Full Report), (2008); Harvey L., New realities: The relationship between higher education and employment, Tertiary Education &; Management, 6, 1, pp. 3-17, (2000); Harvey L., Embedding and integrating employability, New Directions for Institutional Research, 128, pp. 13-28, (2005); Harvey L., Locke W., Morey A., Enhancing employability, recognising diversity, (2002); KonzeptzurEntwicklung der Hochschule in Deutschland [Concept for the development of higher education in Germany, Das Hochschulwesen, 40, 5, pp. 205-216, (1992); Hodges D., Burchell N., Business graduate competencies: Employer views on importance &; performance, Asia-Pacific Journal of Cooperative Education, 4, 2, pp. 16-22, (2003); Holden R., Jameson S., Employing graduates in SMEs: Towards a research agenda, Journal of Small Business and Enterprise Development, 9, 3, pp. 271-284, (2002); Kamoche K., Human resources in Vietnam: The global challenge, Thunderbird International Business Review, 43, 5, pp. 625-650, (2001); Kubler B., Forbes P., Student employability profiles: A guide for employers, (2005); LeBruto S., Murray K., The educational value of captive hotels, The Cornell H.R.A. Quarterly, 35, 4, pp. 72-79, (1994); Little B., Reading between the lines of graduate employment, Quality in Higher Education, 7, 2, pp. 121-129, (2001); Mahmoodi V., Education for development, Economic and Political Information, 79-80, 8, pp. 11-113, (1993); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: What effects do they have on graduate labour outcomes?, Education Economics, 17, 1, pp. 1-30, (2006); McMullin R. A., Comparison by hospitality management graduates of perceived experiential-program-acquired skills with perceived employment needs, Dissertation Abstracts International, 60, (1998); Mintzberg H., Managers not MBAs, (2004); Nguyen M. T., Vietnamese student s employability skills, Canadian Centre of Science and Education International Education Studies, 4, 4, pp. 175-191, (2011); Pop C., Barkhuizen N., The relationship between skills training and retention of graduate interns in a South Africa information, communication and technology company, Literacy Information and Computer Education Journal, 1, 2, pp. 75-83, (2010); Rahman A.I.M., Khatun M., Mezbah-ul-Islam M., Library education in Bangladesh: Strengths, problems, and suggestions, Library Philosophy and Practice, (2008); Rainsbury E., Hodges D., Burchell N., Lay M., Ranking workplace competencies: Student and graduate perceptions, Asia-Pacific Journal of Cooperative Education, 3, 2, pp. 9-18, (2002); Rao M.S, Changing scenario in management education in India, (2015); Rose P., Internships: Tapping into China s next generation of talent, Asia-Pacific Journal of Cooperative Education, 14, 2, pp. 89-98, (2013); Rowe A., Zegwaard K., Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning, Asia-Pacific Journal of Cooperative Education, Special Issue, 18, 2, pp. 87-99, (2017); Sugahara S., Coman R., Perceived importance of CPA generic skills: A Japanese study, Asian Journal of Finance &; Accounting, 2, 1, pp. 1-23, (2010); Tas R., Teaching future managers, The Cornell H.R.A. Quarterly, 29, 2, pp. 41-43, (1988); Tran T. T., Paper presented at the Australian Association for Research in Education (AARE) Conference, (2010); Trung T. Q., Swierczek F. W., Skills development in higher education in Vietnam, Asia-Pacific Business Review, 15, 4, pp. 456-586, (2009); The employability challenge, (2009); Vu T., Rigby B., Wood L., Daly A., Graduate skills in business learning, Asian Social Science, 7, 41, pp. 2-11, (2011); India skills report 2017, (2017); Wickramasinghe V., Perera L., Graduates', university lecturers' and employers' perceptions towards employability skills, Education &; Training, 52, 3, pp. 226-266, (2010); Vietnam: Higher education and skills for growth (Human Development Department report), (2008); Yorke M., Employability in higher education: What it is, what it is not, (2006); Zanko M., Papadopoulos T., Fallshaw E., Taylor T., Woodley C., Armatas C., Paper presented at the Australia and New Zealand Academy of Management Conference, (2010); Zegwaard K. E., Campbell M., Pretti T. J., Professional identities and ethics: The role of work integrated learning in developing agentic professionals, Work-Integrated Learning in the 21st century: Global Perspectives on the Future International Perspectives on Education and Society, pp. 145-160, (2017); Zolfaghari A., The role of education in social development, (2003)","N. Mehta; L. J. Institute of Management Studies, Ahmedabad, India; email: Npmehta.9@yahoo.co.in","","International Journal of Work-Integrated Learning","","","","","","25381032","","","","English","Int. J. Work-Integrated Learn.","Article","Final","","Scopus","2-s2.0-85088234082"
"Bramford K.; Eason A.L.","Bramford, Kate (57217030467); Eason, Anne L. (57217030465)","57217030467; 57217030465","Criminology placements: work-based learning and organisational “buy in”","2020","Higher Education, Skills and Work-based Learning","11","2","","317","329","12","0","10.1108/HESWBL-10-2019-0133","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085871394&doi=10.1108%2fHESWBL-10-2019-0133&partnerID=40&md5=d4544be277fdef13351d2cc294390885","Department of Social Work, University of the West of England Bristol, Bristol, United Kingdom; Department of Policing, University of the West of England Bristol, Bristol, United Kingdom","Bramford K., Department of Social Work, University of the West of England Bristol, Bristol, United Kingdom; Eason A.L., Department of Policing, University of the West of England Bristol, Bristol, United Kingdom","Purpose: This study aims to explore the views of criminal justice and allied sector organisations and agencies, of why they provide placements for the Applied Criminology programme at the University of Worcester, UK. Design/methodology/approach: The study took a qualitative approach to tease out the underlying contributory factors that featured in the decision to offer placements. It used semi-structured interviews of key personnel, and thematic analysis was subsequently undertaken on the data collected. Findings: Several themes emerged, in particular reciprocal learning, dynamism, employability and social investment. These appeared to be the most impactful on the organisation in relation to the future recruitment of staff as well as the enhancement of current staff practice. Research limitations/implications: Based upon the scale of the research, the findings may have limited transferability. Practical implications: There is a hidden benefit to organisations, which could be capitalised upon as a reciprocal learning process, which enhances practice and therefore outcomes. Social implications: Stereotypes are challenged, resulting in students overcoming preconceived ideas about particular service user groups. Originality/value: Whilst research into work-based learning and the benefits of placements for students is not new, research enquiring as to why organisations are prepared to offer placements remains in its infancy. © 2020, Emerald Publishing Limited.","Criminal justice; Criminology; Employability; Experiential learning; Interactive parallel learning model; Social investment; Work-based learning","","","","","","","","Ball I., Manwaring G., Making it Work. A Guidebook Exploring Work-Based Learning, (2010); Bates B., Learning Theories Simplified, (2016); Blackwell A., Bowes L., Harvey L., Hesketh A., Knight P.T., Transforming work experience in higher education, British Educational Research Journal, 26, 3, pp. 269-286, (2001); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Bryman A., Social Research Methods, (2016); Statement of Ethics, (2015); Dalrymple R., Kemp C., Smith P., Characterising work-based learning as a triadic learning endeavour, The Journal of Further and Higher Education, 38, 1, pp. 75-89, (2012); Driffield N., Foster C., Higson H., Placements and Degree Performance: Do Placements Lead to Better Marks or Do Better Students Choose Placements? ASET Annual Conference, pp. 6-8, (2011); Duignan J., Undergraduate work placement and academic performance: failing by doing, HERDSA, (2002); Eason A., Bramford K., The pedagogy of placements in criminological teaching: an interactive parallel model of criminological learning, Bialostockie Studia Prawnicze, 3, 23, pp. 85-96, (2018); Jarvis P., The Theory and Practice of Teaching, (2002); Kolb D.A., Experiential Learning. Experience as the Source of Learning and Development, (2015); Little B., Employability and Work-Based Learning, (2006); Matherly C.A., Tillman M.J., Higher education and the employability agenda, The Palgrave International Handbook of Higher Education Policy and Governance, pp. 281-299, (2015); May T., Social Research. Issues, Methods and Process, (2001); Morse S., Assessing the value: work-based learning placements for post-graduate human resource development students?, Journal of European Industrial Training, 30, 9, pp. 735-755, (2006); Onwuegbuzie A., Leech N., On becoming a pragmatic researcher: the importance of combining quantitative and qualitative research methodologies, International Journal of Social Research Methodology, 8, 5, pp. 375-387, (2007); CBI Annual Conference Speech, (2007); Pycroft A., Gough D., Multi-agency Working in Criminal Justice: Theory, Policy and Practice, (2019); UK quality Code for higher education. Part B: assuring and enhancing academic quality. Chapter B3: learning and teaching, (2012); Advice and Guidance, (2018); Silverman D., Interpreting Qualitative Data, (2014); Simmonds L., Richard P., New developments in work based learning and volunteering within criminology and criminal justice studies at the Plymouth law school, Plymouth Law Review, (2010); Qualifying Education and Training Standards 2020 Guidance, (2019); Framework for embedding employability in higher education, The Higher Education Academy framework series, (2015); Thompson D.W., How valuable is ‘short project’ placement experience to higher education students?, Journal of Further and Higher Education, 31, 3, pp. 413-424, (2017); (2019); (2017); Wilson J., Work experience as a gateway to talent in the UK: assessing business views, National Centre for Universities and Business, (2016)","A.L. Eason; Department of Policing, University of the West of England Bristol, Bristol, United Kingdom; email: anne.eason@uwe.ac.uk","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85085871394"
"Hite L.M.; McDonald K.S.","Hite, Linda M. (6603899530); McDonald, Kimberly S. (7202491393)","6603899530; 7202491393","Careers after COVID-19: challenges and changes","2020","Human Resource Development International","","","","427","437","10","145","10.1080/13678868.2020.1779576","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087995150&doi=10.1080%2f13678868.2020.1779576&partnerID=40&md5=ba8f2d3dd328c3f01cd39131115f70ef","Purdue University Fort Wayne, United States","Hite L.M.; McDonald K.S., Purdue University Fort Wayne, United States","There are few certainties in our visions of post-COVID-19 careers, but change is inevitable. This article will explore how HRD can be proactive in addressing the immediate needs of the post-pandemic workforce and workplaces, as they strive to recover and resume a productive future. Uncertainties about employment and employability, how workplaces will be configured, the future of some careers and the possibilities for new opportunities will weigh heavily on individuals as they navigate these challenges. Drawing on the career shock, resilience, and sustainable careers literature, we consider how both individual and contextual factors will impact people and their occupations moving forward. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.","career resilience; career shocks; careers; COVID-19; HRD","","","","","","","","Adler A.B., Resilience in a Military Occupational Health Context: Directions for Future Research, Building Psychological Resilience in Military Personnel: Theory and Practice, pp. 223-235, (2013); Akkermans J., Richardson J., Kraimer M., The COVID-19 Crisis as a Career Shock: Implications for Careers and Vocational Behaviors, Journal of Vocational Behavior, (2020); Akkermans J., Seibert S.E., Mol S.T., Tales of the Unexpected: Integrating Career Shocks in the Contemporary Careers Literature, SA Journal of Industrial Psychology, 44, (2018); Barrero J.M., Bloom N., Davis S.J., COVID-19 Is Also a Reallocation Shock, Working paper No. 2020-59, (2020); Bimrose J., Brown A., Mulvey R., Kieslinger B., Fabian C.M., Schaefer T., Kinkel S., Kopp T., Dewanti R.T., Transforming Identities and Co-constructing Careers of Career Counselors, Journal of Vocational Behavior, 111, pp. 7-23, (2019); Britt T.W., Shen W., Sinclair R.R., Grossman M.R., Klieger D.M., How Muchdo We Really Know about Employee Resilience?, Industrial and Organizational Psychology, 9, pp. 378-404, (2016); Caza B.B., Milton L.P., Resilience at Work: Building Capability in the Face of Adversity, The Oxford Handbook of Positive Scholarship, pp. 895-908, (2012); Chudzikowski K., Gustafsson S., Tams S., Constructing Alignment for Sustainable Careers: Insights from the Career Narratives of Management Consultants, Journal of Vocational Behavior, 117, (2020); De Vos A., Van der Heijden B.I.J.M., Akkermans J., Sustainable Careers: Towards a Conceptual Model, Journal of Vocational Behavior, 117, (2020); Dik B.J., Duffy R.D., Steger M.F., Enhancing Social Justice by Promoting Prosocial Values in Career Development Interventions, Counseling and Values, 57, pp. 31-37, (2012); Epstein D., Range: Why Generalists Triumph in a Specialized World, (2019); Florea L., Cheung Y.H., Herndon N.C., For All Good Reasons: Role of Values in Organizational Sustainability, Journal of Business Ethics, 114, pp. 393-408, (2013); Friedman Z., How COVID-19 Will Change the Future of Work, Forbes, (2020); Heslin P.A., Keating L.A., Ashford S.J., How Being in Learning Mode May Enable a Sustainable Career across the Lifespan, Journal of Vocational Behavior, 117, (2020); Hobfoll S.E., Conservation of Resources: A New Attempt at Conceptualizing Stress, American Psychologist, 44, 3, pp. 513-524, (1989); Hobfoll S.E., The Influence of Culture, Community, and the Nested‐self in the Stress Process: Advancing Conservation of Resources Theory, Applied Psychology, 50, 3, pp. 337-421, (2001); Global Wage Report 2016/17: Wage Inequality in the Workplace, (2016); Keeley B., Income Inequality: The Gap between Rich and Poor, (2015); Kossek E.E., Perrigino M.B., Resilience: A Review Using A Grounded Integrated Occupational Approach, The Academy of Management Annals, 10, 1, pp. 729-797, (2016); Lawrence B.S., Hall D.T., Arthur M.B., Sustainable Careers Then and Now, Handbook of Research on Sustainable Careers, pp. 432-449, (2017); Lee T.W., Mitchell T.R., An Alternative Approach: The Unfolding Model of Voluntary Employee Turnover, Academy of Management Review, 19, 1, pp. 51-89, (1994); Lengelle R., Van der Heijden B.I.J.M., Meijers F., The Foundations of Career Resilience, Psychology of Career Adaptability, Employability, and Resilience, pp. 29-47, (2017); Lund S., Ellingrud K., Hancock B., Manyika J., COVID-19 and Jobs: Monitoring the US Impact on People and Places, (2020); McDonald K., Hite L., Career Development: A Human Resource Development Perspective, (2016); McDonald K.S., Hite L.M., Conceptualizing and Creating Sustainable Careers, Human Resource Development Review, 17, 4, pp. 349-373, (2018); Mishra P., McDonald K., Career Resilience: An Integrated Review of the Empirical Literature, Human Resource Development Review, 16, pp. 207-234, (2017); Ren G., COVID-19: Exposing & Exacerbating Global Inequality, (2020); Rochat S., Masdonati J., Dauwalder J.P., Determining Career Resilience, Psychology of Career Adaptability, Employability, and Resilience, pp. 125-141, (2017); Seibert S.E., Kraimer M.L., Heslin P.A., Developing Career Resilience and Adaptability, Organizational Dynamics, 45, pp. 245-257, (2016); Skovholt T.M., Grier T.L., Hanson M.R., Career Counseling for Longevity: Self-care and Burnout Prevention Strategies for Counselor Resilience, Journal of Career Development, 27, 3, pp. 167-176, (2001); Statement #3 from the U.S. Private Sector Job Quality Index (“JQI”) Team on Economic Impacts of COVID-19 Related Unemployment, (2020); Useem J., At Work, Expertise Is Falling Out of Favor, The Atlantic, pp. 56-65, (2019); Van der Heijden B.I.J.M., DeVos A., Sustainable Careers: Introductory Chapter, Handbook of Research on Sustainable Careers, pp. 1-19, (2017)","K.S. McDonald; Purdue University Fort Wayne, United States; email: mcdonalk@ipfw.edu","","Routledge","","","","","","13678868","","","","English"," Hum. Resour. Dev. Int.","Article","Final","","Scopus","2-s2.0-85087995150"
"AlHouli A.I.; Al-Khayatt A.K.A.","AlHouli, Ali I. (57214135608); Al-Khayatt, Abdul Kareem A. (57218927325)","57214135608; 57218927325","Assessing the soft skills needs of teacher education students","2020","International Journal of Education and Practice","8","3","","416","431","15","5","10.18488/journal.61.2020.83.416.431","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090813481&doi=10.18488%2fjournal.61.2020.83.416.431&partnerID=40&md5=d4dc60138e1fb8074e1e91fad612b700","College of Education, Kuwait University, Kuwait","AlHouli A.I., College of Education, Kuwait University, Kuwait; Al-Khayatt A.K.A., College of Education, Kuwait University, Kuwait","The current study was undertaken to assess the soft skills needs of student teachers at Kuwait University, which led to the authors developing a two-part Likert-type questionnaire. The first part covered 49 soft skills categorized into five skills dimensions: employability, study, social, self-control, and problem-solving. The second part included five different approaches to acquiring soft skills. The results reveal that the medium-high level of need among the respondents for all 49 soft skills and their preference for all 5 acquisition approaches. These findings in the Kuwaiti context correspond to those of similar studies conducted in different locations, which indicates geographical consistency in the soft skills needs of college students. It is thus recommended that future research should focus on investigating the most effective approaches to acquiring soft skills. © 2020 Conscientia Beam.","Acquisition of soft skills; College of education; College students; Soft skills; Student teachers’ soft skills; Teacher education","","","","","","","","Agbaria Q. A., Religiosity, social support, self-control and happiness as predictors of violence among Arab adolescents in Israel, Creative Education, 5, 2, pp. 75-85, (2014); Agbaria Q., Ronen T., Self control and a sense of social belonging as moderators of the link between poor subjective wellbeing and aggression among Arab Palestinian adolescents in Israel, Procedia-Social and Behavioral Sciences, 5, pp. 1334-1345, (2010); Al Sharadgah T. A., Developing critical thinking skills through writing in an internet-based environment, International Journal of Humanities and Social Science, 4, 1, pp. 169-178, (2014); Allen C. C., Glanzer P., How college students understand their self-control development: A qualitative analysis, Journal of College and Character, 18, 3, pp. 187-201, (2017); Arat M., Acquiring soft skills at university, Journal of Educational and Instructional Studies in the World, 4, 3, pp. 46-54, (2014); Bartel J., Teaching soft skills for employability, TESL Canada Journal, 35, 1, pp. 78-92, (2018); Beauchamp M. H., Anderson V., Social: An integrative framework for the development of social skills, Psychological Bulletin, 136, 1, pp. 39-64, (2010); Bob L., Roisin D., Using podcasts to support communication skills development: A case study for content format preferences among postgraduate research students, Computers & Education, 54, 4, pp. 962-971, (2010); Booysen R., Grosser M., The effect of cooperative learning on the thinking skills development of foundation phase learners, Education as Change, 18, 1, pp. 47-71, (2013); Brolin D. E., Loyd R. 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P., Theoretical perspectives in sociology, (2011); Rendevski S. J., Abdelhadi A., Teaching and learning soft skills in university physics courses: Perspectives of the UEA higher colleges of technology, International Journal of Physics & Chemistry Education, 9, 4, pp. 1-8, (2017); Robinson J. P., The workplace: A fact sheet, Alabama Cooperative Extension System, 1, 3, pp. 1-3, (2000); Ronen T., Cognitive- constructivist psychotherapy with children and adolescent, (2003); Sajedi S., Attashpour H., Kamkar M., Samsam S. M. R., The impact of life skills training on interpersonal relations and self-esteem and self-expression of blind girls, Knowledge and Research in Applied Psychology, 11, pp. 96-102, (2009); Sandhu R., A study of life skills of pupil teachers, Indian Journal of Fundamental and Applied Life Sciences, 4, 3, pp. 389-395, (2014); Segrin C., Hanzal A., Donnerstein C., Taylor M., Domschke T. J., Social skills, psychological well-being, and the mediating role of perceived stress, Anxiety, Stress, & Cooping: An International Journal, 20, pp. 321-329, (2007); Selahattin A., Temel V., Nas K., An exploration of candidate teachers’ social skills levels: Age, gender and other differences, Ovidius University Annals, 12, pp. 210-215, (2012); Somprach K., Popoonsak P., Sombatteera S., Soft skills development to enhance teachers’ competencies in primary schools, Procedia-Social and Behavioral Sciences, 112, pp. 842-846, (2014); Stewart C., Wall A., Marciniec S., Mixed signals: Do College graduates have the soft skills that employers want?, Competition Forum, 14, 2, pp. 276-281, (2016); Subasree R., Radhakrishnan N. A., The life skills assessment scale: The construction and validation of a new comprehensive scale for measuring life skills, Journal of Humanities and Social Science (IOSR-JHSS), 19, 1, pp. 50-58, (2014); Timpano K. R., Schmidt N. B., The relationship between self control deficits and hoarding: A multi-method investigation across three samples, The Journal of Abnormal Psychology, 122, 1, pp. 13-25, (2013); Tran T. T., Limitation on the development of skills in higher education in Vietnam, Higher Education, 65, 5, pp. 631-644, (2013); The Dakar framework for action, education for all: Meetings our collective commitments, (2000); Global evaluation of life skills education programmes: Final report, (2012); Wentz F. H., Soft skills training: A workbook to develop skills for employment, (2012); Witt L., Ferris G., Social skill as moderator of the conscientiousness-performance relationship: Convergent results across four studies, The Journal of Applied Psychology, 88, 5, pp. 809-821, (2003); Life skills education for children and adolescents in schools: Introduction and guidelines to facilitate the development and implementation of life skills programmes, (1997); Wurdinger S., Qureshi M., Enhancing college students’ life skills through project based learning, Innovative Higher Education, 40, 3, pp. 279-286, (2014); Yigiter K., Investigation of the problem solving-skill, self-esteem and preferences of the university students regarding sport and social activity in Turkey, International Journal of Academic Research Part B, 5, 4, pp. 220-226, (2013); Yorke M., Employability in higher education: What it is - what it is not, learning and employability? Series no 1, (2004)","A.I. AlHouli; College of Education, Kuwait University, Kuwait; email: ali.ismail.kuniv@gmail.com","","Conscientia Beam","","","","","","23116897","","","","English","Int.  J. Educ.  Prac.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85090813481"
"Snieska V.; Navickas V.; Grencikova A.; Safrankova J.M.; Sikyr M.","Snieska, Vytautas (24481996600); Navickas, Valentinas (23027884300); Grencikova, Adriana (55850118600); Safrankova, Jana Marie (57201586640); Sikyr, Martin (6507874752)","24481996600; 23027884300; 55850118600; 57201586640; 6507874752","Fundamental human resource management practices aimed at dealing with new challenges in the labour market; [Pagrindinės žmogiškųjų išteklių valdymo praktikos, skirtos įveikti naujus iššūkius darbo rinkoje]","2020","Transformations in Business and Economics","19","2","","38","51","13","11","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087354915&partnerID=40&md5=5bd8e8850665c00cd8fd90cbf02d47cd","School of Economics and Business, University of Technology, Gedimino str. 50-227, Kaunas, LT-44239, Lithuania; School of Economics and Business, University of Technology, Gedimino str. 50-501, Kaunas, LT-44239, Lithuania; Faculty of Social and Economic Relations, Alexander Dubcek University of Trencin, Studentska 3, Trencin, 911 50, Slovakia; Faculty of Education, Charles University, Myslikova 7, Prague 1, 110 00, Czech Republic; Masaryk Institute of Advanced Studies, Czech Technical University in Prague, Kolejni 2637/2a, Prague 6, 160 00, Czech Republic","Snieska V., School of Economics and Business, University of Technology, Gedimino str. 50-227, Kaunas, LT-44239, Lithuania; Navickas V., School of Economics and Business, University of Technology, Gedimino str. 50-501, Kaunas, LT-44239, Lithuania; Grencikova A., Faculty of Social and Economic Relations, Alexander Dubcek University of Trencin, Studentska 3, Trencin, 911 50, Slovakia; Safrankova J.M., Faculty of Education, Charles University, Myslikova 7, Prague 1, 110 00, Czech Republic; Sikyr M., Masaryk Institute of Advanced Studies, Czech Technical University in Prague, Kolejni 2637/2a, Prague 6, 160 00, Czech Republic","Many employers are currently experiencing a shortage of workforce and are looking for useful ways to attract and keep enough qualified and motivated people. The importance of dealing with these issues will grow with the entry of post-millennials into the labour market because their expectations about work and career seem to be different from those of older generations. The goal of the paper is to discuss new challenges in the labour market and propose a set of fundamental human resource management practices that should help various employers recruit, employ and develop post-millennial employees. The findings support the assumption that current post-millennials have relatively high motivation to learn and grow, but at the same time they have relatively high expectations about work and career that may reduce their employability if they do not have the appropriate work experience and social habits. © Vilnius University, 2002-2020.","Czech Republic; Human resource management; Labour market; Post-millennials","","","","","","","","Armstrong C., Flood P.C., Guthrie J.P., Liu W.C., Maccurtain S., Mkamwa T., The impact of diversity and equality management of firm performance: Beyond high performance work systems, Human Resource Management, 49, 6, pp. 977-998, (2010); Аrmstrоng M., Tаylоr S.,  Edition, Prague: Grаdа Publishing, [Human Resource Management. 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Quarterly Journal of Economics and Economic Policy, 10, 3, pp. 185-201, (2015)","","","Vilnius University","","","","","","16484460","","","","English","Transform. Bus. Econ.","Article","Final","","Scopus","2-s2.0-85087354915"
"Heimo S.; Tapanila K.; Ojapelto A.; Heikkinen A.","Heimo, Satu (57219406998); Tapanila, Katriina (57204544229); Ojapelto, Anna (57219403167); Heikkinen, Anja (57189268065)","57219406998; 57204544229; 57219403167; 57189268065","The potential of peer guidance to empower migrants for employment","2020","European Journal for Research on the Education and Learning of Adults","11","3","","335","348","13","1","10.3384/rela.2000-7426.ojs1685","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092555853&doi=10.3384%2frela.2000-7426.ojs1685&partnerID=40&md5=7c4b021947993e2554d7fa78ab0b2041","Tampere University, Finland","Heimo S., Tampere University, Finland; Tapanila K., Tampere University, Finland; Ojapelto A., Tampere University, Finland; Heikkinen A., Tampere University, Finland","Peerness is a common approach to learning, especially in Nordic adult education, but is increasingly adopted by European Union (EU)-funded projects that aim to improve migrants’ employability. This article discusses action research that evaluated an ESF-funded project, run by a Finnish popular adult education association in collaboration with vocational adult education institutes, NGOs, and a trade union. The project trained migrants to become peer group guides and empower migrant-background participants for employment. The training prepared guides to become experiential experts, but increased the distance between the participants and themselves. The guidance could even strengthen the otherness of participants when the peerness was based solely on sharing a migrant background. Voluntary peer guidance may reinforce this separation, but dependence on ESF funding also shapes mainstream adult education; therefore, the empowerment of migrants should build on collaboration between experiential experts and guidance professionals as part of the regular adult education system. © 2020 The authors.","Adult education policy; Employability; Empowerment; Migrants; Peerness","","","","","","education and training of migrants; European Commission, EC, (2020a); European Social Fund, ESF; European Regional Development Fund, FEDER","Funding text 1: In Europe, the educational integration of migrant-background young people and adults mainly focuses on improving their employability (Darvas, Wolff, Chiacchio, Efstathiou, & Goncalves Raposo, 2018). At the European Union (EU) and member state level, this is commonly governed by social and employment, rather than education, policies. The EU Directorate-General for Employment, Social Affairs and Inclusion is the main agency administering financial support for the education and training of migrants (European Commission [EC], 2020a) and one of its main instruments is the European Social Fund (ESF), which has been promoting employment and labour programmes in Europe since 1957. These programmes target groups currently identified as most in need, such as the unemployed, young people, the elderly, women, and/or migrants. The ESF focuses on equality, the prevention of social exclusion, participation, improving competencies, and developing newtrstuurescfmoploymrent eamrtks (EC, 2020b).e In their declarations on lifelong learning, the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2016, p. 6–8) and the EC (2000, p. 3, 5) have outlined the future of European adult education, but the goals seemed to be contradictory: adult education should aim to respond to the unique learning needs of people and promote their lifelong freedom to participate in education, but concurrently it should develop adaptive competencies among learners for labour market participation and support their active citizenship through employment. Political documents make normative assumptions about citizens—how they should be or what they should become—as members of European society (Fejes, 2019, p. 234–235).; Funding text 2: The EU considers the ESF to be the most important vehicle for investing in human capital and, in some European countries, as much as 90 per cent of the labour force policy expenses, primarily relating to competitive projects, are covered by ESF funding (EC, 2016). In Finland, EU funding, especially through the ESF, has become the most important driver for the integration of adult migrants. Of over 2,100 ESF-funded projects during 2014–2020, directed by the Ministry of Economic Affairs and Employment, which is mainly responsible for integration and employment measures in Finland, 270 directly promote the integration and employment of migrants. The funding for each project ranges from tens of thousands to four million euros (European Regional Development Fund, 2020). By contrast, funding through the state budget for promoting migrants’ integration and employment is, in total, roughly a few million euros annually (Ministry of Economic Affairsnamdploym eEnt, 2016).","Aarnitaival S., Maahanmuuttajanaiset työelämätietoa etsimässä. 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Settlement programmes for ´newcomers´ in the Netherlands, Compare, 30, 1, pp. 53-66, (2000); Siitonen J., Voimaantumisteorian perusteiden hahmottelua, (1999); Siljander P., Hermeneuttisen pedagogiikan pääsuuntaukset, (1988); Slootjes J., Kampen T., ‘Is my volunteer job not real work?’ The experiences of migrant women with finding employment through volunteer work, International Society for Third-Sector Research. Voluntas, 28, pp. 1900-1921, (2017); Tapanila K., Ojapelto A., Heimo S., Ote työhön-hankkeen seuranta-ja arviointitutkimuksen raportti, (2020); Recommendation on adult learning and education 2015, (2016); Vesterberg V., Learning to be Swedish: governing migrants in labour-market projects, Studies in Continuing Education, 37, 3, pp. 302-316, (2015); Zimmerman M. A., Psychological Empowerment: Issues and Illustrations, American Journal of Community Psychology, 23, 5, pp. 581-599, (1995)","","","Linkoping University Electronic Press","","","","","","20007426","","","","English","Eur. J. Res. Educ. Learn. Adult","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85092555853"
"Williamson J.; Wardle K.; Hasmi H.","Williamson, Janine (57218281164); Wardle, Karina (57218558079); Hasmi, Hazreel (56576312100)","57218281164; 57218558079; 56576312100","Developing WIL curriculum which enhances hospitality students capabilities","2020","Higher Education, Skills and Work-based Learning","11","3","","635","648","13","4","10.1108/HESWBL-04-2020-0055","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089508024&doi=10.1108%2fHESWBL-04-2020-0055&partnerID=40&md5=ccba41778889873e79ee09bd486642da","Le Cordon Bleu Australia Pty Ltd, Regency Park, Australia","Williamson J.; Wardle K.; Hasmi H., Le Cordon Bleu Australia Pty Ltd, Regency Park, Australia","Purpose: To satisfy multiple stakeholders’ employability goals, higher education providers have introduced Work Integrated Learning (WIL) programs to provide opportunities for students to develop the required skills. Yet despite this increased focus, gaps in graduate capabilities persist. Thus, the paper explores the roles of educators, industry and students in co-creating WIL curriculum which provides transformative learning experiences. Design/methodology/approach: A survey was designed using the Professional Capability Framework which has been validated in other discipline areas. Mean scores, standard deviation and a one-way ANOVA test were computed to identify gaps between the essential capabilities required for supervisory roles and student's levels of proficiency. Findings: The study highlights the complexity of creating curriculum which meets the needs of multiple stakeholders. The discussion highlights that whilst educators may lead the development of WIL curriculum, without the active engagement of students and industry, gaps in graduates' “work-readiness” will persist. Opportunities for tripartite learning are highlighted. Research limitations/implications: The limitations of utilising a convenience sample are acknowledged. Practical implications: Practical recommendations are provided for industry, educators and students. Areas for future research are identified to understand the roles of multiple stakeholders in the development of the future hospitality workforces. Originality/value: The study is the first to apply the Professional Capability Framework in a hospitality context. The study further contributes implications in relation to curriculum design and identifies opportunities for transformative learning for educators, industry and students'. © 2020, Emerald Publishing Limited.","Capability development; Curriculum design/development; Soft skills; Tourism and hospitality; Work integrated learning","","","","","","","","Ackehurst M., Loveder P., Building the capabilities of the travel, tourism and hospitality workforce, Conference Paper. 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Spowart J., Hospitality students' competencies: are they work-ready?, Journal of Human Resources in Hospitality and Tourism, 10, 2, pp. 169-181, (2011); Van Mol C., Improving web survey efficiency: the impact of an extra reminder and reminder content on web survey response, International Journal of Social Research Methodology, 20, 4, pp. 317-327, (2017); Vescio J., UTS successful graduates project, An Investigation of Successful Graduates in the Early Stages of Their Career across a Wide Range of Professions, (2005); Walter G., Burns P., Stettler J., Fostering collaboration between academia and the tourism sector, Tourism Planning and Development, 12, 4, pp. 489-494, (2015); Wang Y.F., Tsai C.T., Employability of hospitality graduates: student and industry perspectives, Journal of Hospitality and Tourism Education, 26, 3, pp. 125-135, (2014); Wardle K.M., An Assessment of Work Integrated Learning (WIL) in Hospitality Tertiary Education, PhD Thesis, (2014); Wesley S.C., Jackson V.P., Lee M., The perceived importance of core soft skills between retailing and tourism management students, faculty and businesses, Employee Relations, 39, 1, pp. 79-99, (2017); Yang H., Cheung C., Fang C.C., Empirical study of hospitality employability skills: perceptions of entry-level hotel staff in China, Journal of Hospitality and Tourism Education, 27, 4, pp. 161-170, (2015); Yiu M., Law R., A review of hospitality internship: different perspectives of students, employers, and educators, Journal of Teaching in Travel and Tourism, 12, 4, pp. 377-402, (2012)","J. Williamson; email: janinewilliamson179@gmail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85089508024"
"Balakrishnan A.; Kunhikatta V.; Nair S.; Khera K.; Viji P.C.; Thunga G.","Balakrishnan, Athira (57204802416); Kunhikatta, Vijayanarayana (22635971100); Nair, Sreedharan (56304964800); Khera, Kanav (24280264200); Viji, P.C. (57218528616); Thunga, Girish (25823374300)","57204802416; 22635971100; 56304964800; 24280264200; 57218528616; 25823374300","Training needs assessment for employability in pharmaceutical industries","2020","Open Access Macedonian Journal of Medical Sciences","8","A","","239","244","5","1","10.3889/oamjms.2020.3845","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089432238&doi=10.3889%2foamjms.2020.3845&partnerID=40&md5=1503abdb9414623dc430c8d01406c98f","Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, India","Balakrishnan A., Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, India; Kunhikatta V., Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, India; Nair S., Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, India; Khera K., Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, India; Viji P.C., Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, India; Thunga G., Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, India","OBJECTIVE: The aim of the study was to assess the perception of final year pharma students, faculties from various Pharmacy Council of India/All India Council for Technical Education approved pharmacy colleges and industrial experts toward skill gaps, employability, and job-oriented training programs. METHODS: Cross-sectional survey conducted using validated piloted questionnaire in both educational and industry sector. Mann–Whitney test was used to analyze difference in opinions of industry professionals and academicians. NVIVO 12(trial version) used to analyze qualitative data from open-ended question. RESULTS: Both faculty (65%) and industrial expert (31.5%) surveyed opined that graduates are lack of skills. It was also observed that basic knowledge and technical skills are the gaps that affect graduates’ performance. Most of the students (94%), academicians (92%), and industry professionals (93%) unanimously agreed that there is a strong need of training programs. CONCLUSION: Revival of pharmacy education incorporating training programs is the need of the hour. © 2020, Open Access Macedonian Journal of Medical Sciences. All rights reserved.","Academia; Education; Industry; Skills; Training","article; drug industry; education; employability; human; human experiment; India; needs assessment; perception; pharmacy school; questionnaire; rank sum test; skill","","","","","","","Tomlinson M., Graduate employability: A review of conceptual and empirical themes, Higher Educ Policy, 25, 4, pp. 407-431, (2012); Industry Pharma Industry in India: Pharma Sector Overview, Market Size, Analysis, (2019); India to Face Acute Dearth of Productive and Employable Pharmacy Graduates: Uma Nandan Misra, (2019); Wilbur K, El-Awaisi A, Paravattil B, Zolezzi M, Pawluk S., Contemporary professional skills development for pharmacists in the Middle East, Am J Pharm Educ, 81, 10, (2017); Jishnu V, Gilhotra R, Mishra D., Pharmacy education in India: Strategies for a better future, J Young Pharm, 3, 4, pp. 334-342, (2011); Jacob B, Peasah S., Evaluation of first year student pharmacists’ perceptions of the pharmaceutical industry, Curr Pharm Teach Learn, 10, 5, pp. 637-642, (2018); Scott FJ, Connell P, Thomson LA, Willison D., Empowering students by enhancing their employability skills, J Furth High Educ, 16, pp. 1-6, (2017); Almanasreh E, Moles R, Chen TF., Evaluation of methods used for estimating content validity, Res Social Adm Pharm, 15, 2, pp. 214-221, (2019); Rodrigues I, Adachi J, Beattie K, MacDermid J., Development and validation of a new tool to measure the facilitators, barriers and preferences to exercise in people with osteoporosis, BMC Musculoskelet Disord, 18, 1, (2017); Charan J, Biswas T., How to calculate sample size for different study designs in medical research?, Indian J Psychol Med, 35, 2, pp. 121-126, (2013); Gawade S, Sonaje N., Designing of curriculum aspects of pharmacy undergraduate course in respect of graduate employability, Indian J Pharm Educ Res, 51, pp. 502-509, (2017); Wu-Pong S, Gobburu J, O'Barr S, Shah K, Huber J, Weiner D., The future of the pharmaceutical sciences and graduate education: Recommendations from the AACP graduate education special interest group, Am J Pharm Educ, 77, 4, (2013); Garces H, Black E., Corporate communication strategies are applicable for teaching non-science communication skills to pharmaceutical sciences PhD, Curr Pharm Teach Learn, 7, 2, pp. 265-272, (2015); Palsokar G, Tajne M., A study on the perceived gap in between industry and academia with reference to the curriculum of postgraduate courses in pharmaceutical sciences in India, Indian J Pharm Educ Res, 52, pp. 10-20, (2018); Babar Z, Scahill S, Akhlaq M, Garg S., A bibliometric review of pharmacy education literature in the context of low-to middle-income countries, Curr Pharm Teach Learn, 5, 3, pp. 218-232, (2013); Kaplowitz MD, Hadlock TD, Levine R., A comparison of web and mail survey response rates, Public Opin Q, 68, pp. 94-101, (2004)","G. Thunga; Department of Pharmacy Practice, Manipal College of Pharmaceutical Sciences, Manipal Academy of Higher Education, Manipal, India; email: girishthunga77@gmail.com","","Open Access Macedonian Journal of Medical Sciences","","","","","","18579655","","","","English","Open Access Maced. J. Med. Sci.","Article","Final","","Scopus","2-s2.0-85089432238"
"SHARIFF N.M.; ABIDIN A.Z.; GHANI N.S.A.","SHARIFF, Nurhazani MOHD (47762272700); ABIDIN, Azlan ZAINOL (56622664200); GHANI, Nur Syafiqah ABDUL (57219294144)","47762272700; 56622664200; 57219294144","Pull factors motivating migrant workers: The case of hotels in kuala lumpur, malaysia","2020","Geojournal of Tourism and Geosites ","31","3","","991","995","4","1","10.30892/gtg.31309-532","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092086028&doi=10.30892%2fgtg.31309-532&partnerID=40&md5=e7c92a890d01154eb408984facfe7320","School of Tourism Hospitality and Event Management, COLGIS, Universiti Utara Malaysia, Sintok, Kedah, 06010, Malaysia; Tunku Puteri Intan Safinaz School, COB, Universiti Utara Malaysia, Sintok, Kedah, 06010, Malaysia; Picoms International University College, Kuala Lumpur, 68100, Malaysia","SHARIFF N.M., School of Tourism Hospitality and Event Management, COLGIS, Universiti Utara Malaysia, Sintok, Kedah, 06010, Malaysia; ABIDIN A.Z., Tunku Puteri Intan Safinaz School, COB, Universiti Utara Malaysia, Sintok, Kedah, 06010, Malaysia; GHANI N.S.A., Picoms International University College, Kuala Lumpur, 68100, Malaysia","The migrant workers play vital roles in fulfilling the gaps of labor shortages particularly in the hotel industry. The increasing number of migrant workers in the hotels has led to such study on factors motivating them to work in the industry. This study highlights the significance of pull factors motivating the international migrant workers in Kuala Lumpur's hotels. Two major factors were investigated namely better employment and high wages. 1550 questionnaires were distributed to the respondents within 31 hotels in Kuala Lumpur. However, only 400 questionnaires were returned and the findings of the study indicated that both better employment and high wages are considered as significant pull factors motivating the migrant workers to work in the Kuala Lumpur's hotels. Majority agreed that the hotels in Kuala Lumpur provide better employment aspect for them such as better job opportunities, enhance employability, opportunity for career development and better life. The findings eventually contribute to the hotels' management in preparing quality amenities and providing more benefits to recruit more migrant workers in the industry. © 2020 Editura Universitatii din Oradea. All rights reserved.","Hotel; Kuala Lumpur; Malaysia; Migrant worker; Motivating; Pull factors","Kuala Lumpur; employment; hotel industry; migrant worker; questionnaire survey; spatiotemporal analysis","","","","","Malaysian Ministry of Higher Education","The study was sponsored by the Malaysian Ministry of Higher Education under the Fundamental Research Grant Scheme(FRGS)S/Ocode13029.","Ajis M.N., Keling M.F., Othman Z., Shuib M.S., The dilemma of managing foreign workers in Malaysia: Opportunities and challenges, Global Journal of Human Social-Science:Political Science, 14, 4, pp. 43-53, (2014); Baum T., Migrant workers in the international hotel industry, (2012); Cakar G., Investigation of the motivations and experiences of tourists visiting the Gallipoli Peninsula as a dark tourism destination, European Journal of Tourism Research, 24, pp. 1-30, (2020); Datu Eranza D.R., Awang Razli I., Foreign employment and employability in hotels at Kuala Lumpur and Sabah, Proceedings of the International Conference of the Asian Academy of Applied Business (AAAB), (2013); Dzvimbo K.P., The international migration of skilled human capital from developing countries, improving tertiary education in Sub-Saharan Africa: Things that work! Accra, pp. 23-25, (2003); Gheasi M., Nijkamp P., Rietveld P., A Study on undocumented migrant workers in the dutch household sector, International Journal of Manpower, 35, 1, pp. 103-117, (2014); Hajek P.K., Migrant workers in south-east asia: Economic and social inequality in Indonesia, Malaysia and Singapore, (2008); International L.O., Developments and challenges in the hospitality and tourism sector, (2010); Janie L.T., Datu R.D.E., Izyanti A.R., Awangku H.B.P.B., Foreign employment and public image of hotels in Kuala Lumpur, BIMP-EAGA Conference, 2012, pp. 1-8, (2012); Kainth G.S., Push and pull factors of migration : A case of Brick Kiln industry of Punjab State, Asia-Pacific Journal of Social Sciences, 1, pp. 82-116, (2009); Kassean H., Exploring tourists push and pull motivations to visit Mauritius as a tourist destination, African Journal of Hospitality, Tourism and Leisure, 2, 3, pp. 1-13, (2013); Khosa R.M., Vivence K., Migration reasons, traits and entrepreneurial motivation of african immigrant entrepreneurs towards an entrepreneurial migration progression, Journal of Enterprising Communities: People and Places in the Global Economy, 9, 2, pp. 132-155, (2014); Khuong M.N., Ha H.T.T., The influences of push and pull factors on the international leisure tourists ' return intention to Ho Chi Minh City, Vietnam. A Mediation Analysis of Destination Satisfaction, International Journal of Trade, Economics and Finance, 5, 6, pp. 490-496, (2014); Lasimbang H.B., Tong W.T., Low W.Y., Best practice & research clinical obstetrics & gynaecology, (2015); Marwan N.F., Macroeconomic impacts of immigration in Malaysia: Trade, remittances and unemployment, (2011); Michael N., Wien C., Reisinger Y., Push and pull escape travel motivations of emirati nationals to Australia, International Journal of Culture, Tourism and Hospitality Research, 11, 3, pp. 274-296, (2017); Monterrubio J.C., Espinosa B., Characterizations of ecotourism employment in a developing world destination, GeoJournal Tourism and Geosites, 1, 11, pp. 54-65, (2013); Ngoma A.L., Ismail N.W., The determinants of brain drain in developing countries, International Journal of Social Economics, 40, 8, pp. 744-754, (2013); Ow C.S., Baharom A.H., Habibullah M.S., Intertemporal changes in the antecedents of migration in 1990-2000 period. the case of Malaysia and Asia-Pacific Countries, International Journal of Social Economics, 35, 2008, pp. 441-458, (2013); Rahovan A., Translavania hotels and their economic impacts on tourism, GeoJournal of Tourism and Geosites, 2, 12, pp. 163-174, (2013); Rystad G., Immigration history and the future of international migration, Migration Review, 26, 4, pp. 1168-1199, (1992); Segaran R.R.K., Yahya S., An analysis of push and pull factors motivating expatriate migrants to contemplate Malaysia as their second home: A conceptual paper, Journal of Business and Social Development, 6, 1, pp. 130-148, (2018); Thet K.K., Pull and push factors of migration : A case study in the urban area of Monywa Township, Myanmar, (2014); Tyvimaa T., Kemp C.L., Finnish seniors' move to a senior house: Examining the push and pull factors, Journal of Housing For the Elderly, 25, 1, pp. 50-71, (2011); Van Hear N, Bakewell O., Long K., Push-pull plus: Reconsidering the drivers of migration, Journal of Ethnic and Migration Studies, 44, 6, (2018); Wickramasekera P., Asian labour migration: Issues and challenges in an era of globalization, (2002); Wildsmith-Cromarty R., Conduah A.N., Push' and 'pull' factors influencing the learning of destination languages by immigrants, South African Journal of African Languages, 35, 2, pp. 147-155, (2015); Yee Y.S., Yuen J.L.F., The recruitment of migrant workers in the food service industry in Malaysia. a study of Old Town White Coffee and Pappa Rich Kopitiam, International Journal of Business, Economics and Management, 1, 10, pp. 291-304, (2014); Zopiatis A., Constanti P., Theocharous A.L., Migrant labor in hospitality: The Cyprus experience, International Journal of Hospitality Management, 37, pp. 111-120, (2014); (2017)","","","Editura Universitatii din Oradea","","","","","","20650817","","","","English","Geojournal Tour. Geosites","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85092086028"
"Guenther J.; Smede B.; Young M.","Guenther, John (57193754432); Smede, Ben (57218993075); Young, Metta (57219002818)","57193754432; 57218993075; 57219002818","Digital inclusion in central Australia: what is it and what makes it different?","2020","Rural Society","29","3","","154","170","16","3","10.1080/10371656.2020.1819524","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090984163&doi=10.1080%2f10371656.2020.1819524&partnerID=40&md5=6d3e0fda107e044583965b7b4dcb203e","Batchelor Institute of Indigenous Tertiary Education, Darwin, Australia; First Nations Media Australia, Alice Springs, Australia","Guenther J., Batchelor Institute of Indigenous Tertiary Education, Darwin, Australia; Smede B., First Nations Media Australia, Alice Springs, Australia; Young M., First Nations Media Australia, Alice Springs, Australia","Based on an evaluation of the inDigiMOB project, auspiced by First Nations Media Australia, this article examines the role of a programme designed to improve digital inclusion for people living in town camps and remote communities of central Australia. Increasingly, Australians are expected to use technology to access health, government, utility, and education services. Over the last three years, inDigiMOB has been testing a model using local “Digital Mentors” to support a transfer of essential digital skills and knowledge to community members. The evaluation identified a number of enabling mechanisms that have led to several important outcomes. These outcomes are employability skills, essential access to technology, and basic literacy, as well as maintaining language and culture, which are supported through organisational structures and relationships. The article concludes by responding to the question: Does the “place” of central Australia change how digital inclusion should be pursued as an outcome?. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","digital access; digital inclusion; Digital literacy; digital mentors; Indigenous","","","","","","","","(2018); Guidelines for the ethical conduct of evaluations, (2013); Guidelines for ethical research in Australian indigenous studies, (2012); Borg K., Smith L., Digital inclusion and online behaviour: Five typologies of Australian internet users, Behaviour & Information Technology, 37, 4, pp. 367-380, (2018); Charmaz K., Grounded theory methods in social justice research, The SAGE handbook of qualitative research, pp. 359-380, (2011); Denzin N.K., Grounded and indigenous theories and the politics of pragmatism*, Sociological Inquiry, 80, 2, pp. 296-312, (2010); Dezuanni M.L., Marshall A., Cross A., Burgess J., Mitchell P., Digital mentoring in Australian communities: A report prepared for Australia Post, (2019); Dube B., (2020); Featherstone D., Connected, creative and cultural communities: Developing an integrated approach to policy and evaluation for remote Australian indigenous media and communications, (2015); Foster D., Mitchell J., Ulrik J., Williams R., Population and mobility in the town camps of Alice Springs, (2005); Ganley L., Connect, innovate and support: The keys to digital inclusion for aboriginal and Torres Strait Islander peoples, Making the connection: Essays on indigenous digital excellence, pp. 11-24, (2014); Greenall D., Loizides S., Aboriginal digital opportunities: Addressing aboriginal learning needs through the use of learning technologies. 328-01 detailed findings, (2001); Howard B., Morris T., Tribal technology assessment: The state of internet service on tribal lands, (2019); inDigiMOB 2017 interim evaluation report: Program year two mid-point progress, (2017); Kral I., Plugged in: Remote Australian indigenous youth and digital culture, (2010); Kral I., Talk, text and technology: Literacy and social practice in a remote Indigenous community, (2012); Law N., Woo D., de la Torre J., Wong G., A global framework of reference on digital literacy skills for indicator 4.4.2, (2018); Markiewicz A., Patrick I., Developing monitoring and evaluation frameworks, (2015); Marshall A., Dale A., Babacan H., Dezuanni M.L., Connectivity and digital inclusion in Far North Queenslands agricultural communities: Policy-focused report, (2019); McMahon R., Co-developing digital inclusion policy and programming with indigenous partners: Interventions from Canada, Internet Policy Review, 9, 2, pp. 1-26, (2020); (2019); Digital territory strategy, (2018); Discussion Paper towards a digital strategy for the Northern Territory, (2018); Park S., Digital capital, (2017); Park S., Digital inequalities in rural Australia: A double jeopardy of remoteness and social exclusion, Journal of Rural Studies, 54, pp. 399-407, (2017); Park S., Freeman J., Middleton C., Intersections between connectivity and digital inclusion in rural communities, Communication Research and Practice, 5, 2, pp. 139-155, (2019); Patton M., Qualitative research and evaluation methods: Integrating theory and practice, (2015); Pawson R., The science of evaluation: A realist manifesto, (2013); Peacock A., Human rights and the digital divide, (2019); Ragnedda M., Mustsvairo B., Introduction, Digital inclusion: An international comparative analysis, pp. vii-vxx, (2018); Reisdorf B.C., Rhinesmith C., An asset-based approach to digital inclusion research in the US context, Digital inclusion: An international comparative analysis, pp. 39-54, (2018); Rennie E., Thomas J., Wilson C., Aboriginal and Torres Strait Islander people and digital inclusion: What is the evidence and where is it?, Communication Research and Practice, 5, 2, pp. 105-120, (2019); Rigney L., Digital inclusion and aboriginal futures: Three questions, Making the connection: Essays on indigenous digital excellence, pp. 25-33, (2014); Rigney L., Defining culturally responsive digital education for classrooms: Writing from Oceania to build indigenous pacific futures, Handbook of indigenous education, pp. 1-17, (2017); Robinson L., Schulz J., Dodel M., Correa T., Villanueva-Mansilla E., Leal S., Khilnani A., (2020); Rooksby E., Weckert J., Lucas R., The rural digital divide, Rural Society, 12, 3, pp. 197-210, (2002); Sawyer G., (2004); Seaton J., Tasmanian communities online: A new network of community education centres, Australian Journal of Adult Learning, 41, 3, (2001); Sharma R., Fantin A.-R., Prabhu N., Guan C., Dattakumar A., Digital literacy and knowledge societies: A grounded theory investigation of sustainable development, Telecommunications Policy, 40, 7, pp. 628-643, (2016); Simpson L., Pini B., Daws L., Not just another dose: The bridgIT response to rural and remote internet training, Rural Society, 11, 2, pp. 73-83, (2001); Stufflebeam D.L., Coryn C.L.S., Evaluation theory, models, and applications, (2014); (2020); Thomas J., Barraket J., Ewing S., MacDonald T., Mundell M., Tucker J., (2016); Thompson K., Jaeger P., Taylor N., Subramaniam M., Bertot J., Digital literacy and digital inclusion: Information policy and the public library, (2014); Townsend P., Travelling together and sitting alongside: How might the use of mobile devices enhance the professional learning of Aboriginal and Torres Strait Islander pre-service teachers in remote communities?, (2017)","J. Guenther; Batchelor Institute of Indigenous Tertiary Education, Darwin, Australia; email: john.guenther@batchelor.edu.au","","Routledge","","","","","","10371656","","","","English","Rural Soc.","Article","Final","","Scopus","2-s2.0-85090984163"
"Mahdavipour Z.; Abadi S.J.; Doroudi H.; Rezaei A.; Karimi S.","Mahdavipour, Zahra (57217100176); Abadi, Sara Jahan (57218917130); Doroudi, Homa (57218919953); Rezaei, Ali (57193326038); Karimi, Sahar (57218920553)","57217100176; 57218917130; 57218919953; 57193326038; 57218920553","Evaluating the effect of boundaryless career attitude on internal and external self-perceived employability through learning goal orientation","2020","International Journal of Learning and Intellectual Capital","17","2","","124","144","20","2","10.1504/IJLIC.2020.108896","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090773017&doi=10.1504%2fIJLIC.2020.108896&partnerID=40&md5=e855629e684728c1504f8fabb2f3a4b0","Department of Management, Islamic Azad University, Abadeh Branch, Abadeh, Iran; Faculty of Management, Nooretouba Virtual University, Tehran, Iran; Department of Business Management, Zanjan Branch, Islamic Azad University, Zanjan, Iran","Mahdavipour Z., Department of Management, Islamic Azad University, Abadeh Branch, Abadeh, Iran; Abadi S.J., Faculty of Management, Nooretouba Virtual University, Tehran, Iran; Doroudi H., Department of Management, Islamic Azad University, Abadeh Branch, Abadeh, Iran; Rezaei A., Department of Business Management, Zanjan Branch, Islamic Azad University, Zanjan, Iran; Karimi S., Department of Business Management, Zanjan Branch, Islamic Azad University, Zanjan, Iran","This study aimed to evaluate the effect of boundaryless career attitude on internal and external self-perceived employability through learning goal orientation. Two hundred one bank employees was selected using multistage cluster sampling and data were analysed with the structural equation modelling. Validity of the scales was assessed using content and construct validity and their reliability were measured by Cronbach's alpha. Data analysis showed a positive relationship between boundaryless career attitude (values-driven attitude and self-directed career management) and internal and external self-perceived employability and learning goal orientation. Moreover, there is a positive relationship between learning goal orientation and internal and external employability. Learning goal orientation plays a partial mediating role in the relationship between boundaryless career attitude and internal and external employability. Copyright © 2020 Inderscience Enterprises Ltd.","Boundaryless career; Boundaryless career attitude; Employability; Learning goal orientation","","","","","","","","Arthur M.B., Rousseau D.M., The Boundaryless Career: A New Employment Principle for a New Organizational Era, (1996); Arthur M.B., Khapova S.N., Wilderom C.P., Career success in a boundaryless career world, Journal of Organizational Behavior, 26, 2, pp. 177-202, (2005); Ashford S.J., Taylor M.S., Research in personnel and human resource management, Adaptation to Work Transitions: An Integrative Approach, 8, pp. 1-39, (1990); Boomaars C., Yorks L., Shetty R., Employee learning motives, perceived learning opportunities and employability activities, Journal of Workplace Learning, 30, 5, pp. 335-350, (2018); Boudreau J.W., Boswell W.R., Judge T.A., Effects of personality on executive career success in the United States and Europe, Journal of Vocatonal Behavior, 58, 1, pp. 53-81, (2001); Briscoe J.P., Hall D.T., Protean and Boundaryless Career Assessment Collection, (2005); Briscoe J.P., Hall D.T., The interplay of boundaryless and protean careers: Combinations and implications, Journal of Vocational Behavior, 69, 1, pp. 4-18, (2006); Briscoe J.P., Hall D.T., DeMuth R.L.F., Protean and boundaryless careers: An empirical exploration, Journal of Vocational Behavior, 69, 1, pp. 30-47, (2006); Button S.B., Mathieu J.E., Zajac D.M., Goal orientation in organizational research: A conceptual and empirical foundation, Organizational Behavior and Human Decision Processes, 67, 1, pp. 26-48, (1996); Chehrehpak M., Alizadeh A., Nazari-Shirkouhi S., An empirical study on factors influencing technology transfer using structural equation modelling, International Journal of Productivity and Quality Management, 23, 3, pp. 273-288, (2018); Cheng E.W.L., Ho D.C.K., The influence of job and career attitudes on learning motivation and transfer, Career Development International, 6, 1, pp. 20-28, (2001); Clarke M., Plodders, pragmatists, visionaries and opportunities: Career patterns and employability, Career Development International, 14, 1, pp. 8-28, (2009); de Cuyper N., de Witte H., Temporary employment and perceived employability: Mediation by impression management, Journal of Career Development, 37, 3, pp. 635-652, (2010); Direnzo M.S., Greenhaus J.H., Job search and voluntary turnover in a boundaryless world: A control theory perspective, Academy of Management Review, 36, 3, pp. 567-589, (2011); Drange I., Bernstrom V.H., Mamelund S.E., Are you moving up or falling short? An inquiry of skills-based variation in self-perceived employability among Norwegian employees, Work, Employment and Society, 32, 2, pp. 387-406, (2018); Dweck C.S., Motivational processes affecting learning, American Psychologist, 41, 1, pp. 1040-1048, (1986); Dweck C.S., Legett E.L., A social-cognitive approach to motivation and personality, Psychological Review, 95, pp. 256-273, (1989); Eby L.T., Butts M., Lockwood A., Predictors of success in the era of the boundaryless career, Journal of Organizational Behaviour, 24, 1, pp. 689-708, (2003); Elliott E.S., Dweck C.S., Goals: An approach to motivation and achievement, Journal of Personality and Social Psychology, 54, 1, pp. 5-12, (1988); Emmerik I.J.H., Schreurs B., Cuyper N., Jawahar I.M., Peeters M.C.W., The route to employability: Examining resources and the mediating role of motivation, Career Development International, 17, 2, pp. 104-119, (2012); Enache M., Sallan J.M., Simo P., Fernandez V., Examining the impact of protean and boundaryless career attitudes upon subjective career success, Journal of Management & Organization, 17, 4, pp. 459-473, (2011); Forrier A., Sels L., The concept employability: A complex mosaic, International Journal of Human Resources Development and Management, 3, 2, pp. 102-124, (2003); Fugate M., New perspectives on employability, Encyclopedia of Career Development, pp. 267-270, (2006); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Gholami M.H., Asli M.N., Nazari-Shirkouhi S., Noruzy A., Investigating the influence of knowledge management practices on organizational performance: An empirical study, Acta Polytechnica Hungarica, 10, 2, pp. 205-216, (2013); Grant H., Dweck C.S., Clarifying achievement goals and their impact, Journal of Personality and Social Psychology, 85, 3, pp. 541-553, (2003); Greenhaus J.H., Callanan G.A., Godshalk M., Career Management, (2010); Hall D.T., Protean careers of the 21st century, Academy of Management Executive, 10, 4, pp. 8-16, (1996); Hall D.T., The protean career: A quarter century journey, Journal of Vocational Behavior, 65, 1, pp. 1-13, (2004); Hall D.T., Mirvis P., The new protean career: Psychological success and the path with a heart, The Career Is Dead-Long Live the Career: A Relational Approach to Careers, pp. 15-45, (1997); Hall D.T., Moss J.E., The new protean career contract: Helping organizations and employees adapt, Organization Dynamics, 26, 3, pp. 22-37, (1998); Hall D.T., Zhu G., Yan A., Career creativity as protean identity transformation, Career Creativity: Explorations in the Remaking of Work, pp. 159-179, (2002); Hensler J., Ringle C., Sinkovics R., The use of partial least squares path modeling in international marketing, Advances in International Marketing, 20, 1, pp. 227-320, (2009); Herrmann A., Hirschi A., Baruch Y., The protean career orientation as predictor of career outcomes: Evaluation of incremental validity and mediation effects, Journal of Vocational Behavior, 88, 3, pp. 205-214, (2015); Lo Presti A., Pluviano S., Briscoe J.P., Are freelancers a breed apart? The role of protean and boundaryless career attitudes in employability and career success, Human Resource Management Journal, 28, 3, pp. 427-442, (2018); London M., Smither J.W., Empowered self-development and continuous learning, Human Resource Management, 38, 1, pp. 3-15, (1994); Murphy S.E., Ensher E.A., The role of mentoring support and self-management strategies on reported career outcomes, Journal of Career Development, 27, 4, pp. 229-246, (2001); Ng T.W., Lucianetti L., Are embedded employees active or passive? The roles of learning goal orientation and preferences for wide task boundaries and job mobility in the embeddedness - Voice link, Human Resource Management, 57, 5, pp. 1251-1269, (2018); Noruzy A., Dalfard V.M., Azhdari B., Nazari-Shirkouhi S., Rezazadeh A., Relations between transformational leadership, organizational learning, knowledge management, organizational innovation, and organizational performance: An empirical investigation of manufacturing firms, The International Journal of Advanced Manufacturing Technology, 64, 5-8, pp. 1073-1085, (2013); Osagie E.R., Wesselink R., Runhaar P., Mulder M., Unraveling the competence development of corporate social responsibility leaders: The importance of peer learning, learning goal orientation, and learning climate, Journal of Business Ethics, 151, 4, pp. 891-906, (2018); Payne S.C., Youngcourt S.S., Beaubien J.M., A meta-analytic examination of the goal orientation nomological net, Journal of Applied Psychology, 92, 2, pp. 128-150, (2007); Rothwell A., Arnold J., Self-perceived employability: Development and validation of a scale, Personnel Review, 36, 1, pp. 23-41, (2007); Rotolo C.T., Church A.H., Adler S., Smither J.W., Colquitt A.L., Shull A.C., Foster G., Putting an end to bad talent management: A call to action for the field of industrial and organizational psychology, Industrial and Organizational Psychology, 11, 2, pp. 176-219, (2018); Seijts G.H., Latham G.P., Tasa K., Latham B.W., Goal setting and goal orientation: An integration of two different yet related literatures, Academy of Management Journal, 47, 2, pp. 227-239, (2004); Shen Y., Hall D.T., When expatriates explore other options: Retaining talent through greater job embeddedness and repatriation adjustment, Human Resource Management, 48, 5, pp. 793-816, (2011); Sujan H., Weitz B.A., Kumar N., Learning orientation, working smart and effective selling, Journal of Marketing, 58, 3, pp. 39-52, (1994); Sullivan S.E., Arthur M.B., The evolution of the boundaryless career concept: Examining physical and psychological mobility, Journal of Vocational Behavior, 69, 1, pp. 19-29, (2006); Sullivan S.E., Baruch Y., Advances in career theory and research: A critical review and agenda for future exploration, Journal of Management, 35, 6, pp. 1542-1571, (2009); van den Broek J., Boselie P., Paauwe J., Cooperative innovation through a talent management pool: A qualitative study on coopetition in healthcare, European Management Journal, 36, 1, pp. 135-144, (2018); van der Heijde C.M., van der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); van der Heijden B., Pre-requisites to guarantee life-long employability, Personnel Review, 31, 1, pp. 44-61, (2002); VandeWalle D., Brown S.P., Cron W.L., Slocum J.W., The influence of goal orientation and self-regulation tactics on sales performance: A longitudinal field of test, Journal of Applied Psychology, 84, 2, pp. 249-259, (1999); Vanhercke D., de Cuyper N., Peeters E., de Witte H., Defining perceived employability: A psychological approach, Personnel Review, 43, 4, pp. 592-605, (2014); Vargas Jimenez R., Sanchez Queija M.I., Rothwell A., Parra Jimenez A., Self-perceived employability in Spain, Education and Training, 60, 3, pp. 226-237, (2018); Wittekind A., Raeder S., Grote G., A longitudinal study of determinants of perceived employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010); Yazdi M.R.T., Mozaffari M.M., Nazari-Shirkouhi S., Asadzadeh S.M., Integrated fuzzy DEA-ANFIS to measure the success effect of human resource spirituality, Cybernetics and Systems, 49, 3, pp. 151-169, (2018); Cohen J., Statistical Power Analysis for the Behavioral Sciences, (1988); Cohen J., Statistical Power Analysis for the Behavioral Sciences, (2013); Geisser S., The predictive sample reuse method with applications, Journal of the American Statistical Association, 70, 350, pp. 320-328, (1975); Baron R.M., Kenny D.A., The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations, Journal of Personality and Social Psychology, 51, 6, pp. 1173-1182, (1986); Mortezaei A., Sangari M.S., Nazari-Shirkouhi S., Razmi J., The impact of business intelligence (BI) competence on customer relationship management (CRM) process: An empirical investigation of the banking industry, Journal of Information Technology Management, 10, 1, pp. 209-234, (2018); Iacobucci D., Duhachek A., Advancing alpha: Measuring reliability with confidence, Journal of Consumer Psychology, 13, 4, pp. 478-487, (2003)","A. Rezaei; Department of Business Management, Zanjan Branch, Islamic Azad University, Zanjan, Iran; email: ali.rezaei@iauabadeh.ac.ir","","Inderscience Publishers","","","","","","14794853","","","","English","Int. J. Learn. Intellect. Cap.","Article","Final","","Scopus","2-s2.0-85090773017"
"Ismail Z.; Ahmad A.S.; Ahmi A.","Ismail, Zuriadahbinti (57207939734); Ahmad, Anis Suriati (57207927447); Ahmi, Aidi (55512419100)","57207939734; 57207927447; 55512419100","Perceived employability skills of accounting graduates: The insights from employers","2020","Elementary Education Online","19","4","","36","41","5","9","10.17051/ilkonline.2020.04.104","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85095583041&doi=10.17051%2filkonline.2020.04.104&partnerID=40&md5=b972d2544101621f9fadc417d975978c","Faculty of Management and Economics, Universiti Pendidikan Sultan Idris, Perak, Malaysia; Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia; Universiti Utara Malaysia, Sintok, Kedah, Malaysia","Ismail Z., Faculty of Management and Economics, Universiti Pendidikan Sultan Idris, Perak, Malaysia; Ahmad A.S., Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia; Ahmi A., Universiti Utara Malaysia, Sintok, Kedah, Malaysia","Graduates employability skills become necessary in challenging job market. The main focus of this study is to determine the employer’s insight on the skills needed by local accounting graduates at the time of entry to the profession. By using a content analysis approach, the findings show that information technology skills, interpersonal skills and personal skills were most sought by employers. Importantly, the most sought of information technology skills are the ability to use appropriate spreadsheets and accounting software. For interpersonal and personal skills, working in a team, good communication skill and optimistic are appeared to be the most valued skills. From the findings, it suggests higher education providers should embed technological contents and generic skills in accounting curricula. © 2020, Ankara University. All rights reserved.","Accounting graduates; Employability skills; Graduate accountability","","","","","","","","Professional accountants – the future: Drivers of change and future skills, (2016); Ahmi A., Saidin S. Z., Abdullah A., Che Ahmad A., Ismail N. A., State of Information Technology Adoption by Internal Audit Department in Malaysian Public Sector, International Journal of Economics and Financial Issues, 6, 7s, pp. 103-108, (2016); Akhter A., Sultana R., Sustainability of Accounting Profession at the Age of Fourth Industrial Revolution, International Journal of Accounting and Financial Reporting, 8, 4, (2018); Albrecht W. S., Sack R. J., Accounting education: Charting the course through a perilous future, 16, (2000); Aldhizer G. R., Teaching negotiation skills within an accounting curriculum, Issues in Accounting Education, 28, 1, pp. 17-47, (2013); Awayiga J. Y., Onumah J. M., Tsamenyi M., Knowledge and skills development of accounting graduates: The perceptions of graduates and employers in Ghana, Accounting Education: An International Journal, 19, 1-2, pp. 139-158, (2010); De Villiers R., The incorporation of soft skills into accounting curricula: preparing accounting graduates for their unpredictable futures, Meditari: Research Journal of the School of Accounting Sciences, 18, 2, pp. 1-22, (2010); Doyle A., Important Interpersonal Skills That Employers Value, (2019); Du Chenne S., Industry 4.0-Fight or flight for accounting professionals?, Official Journal of the South African Institute of Professional Accountants (SAIPA), 35, pp. 6-7, (2019); Ghani E. K., Muhammad K., Industry 4.0: Employers' Expectations of Accounting Graduates and Its Implications on Teaching and Learning Practices, International Journal of Education and Practice, 7, 1, pp. 19-29, (2019); Ghani E. K., Rappa R., Gunardi A., Employers perceived accounting graduates soft skills, Academy of Accounting and Financial Studies Journal, 22, 5, (2018); Gould S., Chaplin S., From Risk to Opportunity – Accountants Need to Lead Enterprise Risk Management, ICPA Articles, 2019, 1, pp. 1-5, (2019); Hall R., Agarwal R., Green R., The future of management education in Australia: challenges and innovations, Education and Training55, 4, 5, pp. 348-369, (2013); Hanefah M. M., Ismail S. H., The skills necessary for work place: Accounting graduates’ perceptions, Journal of Financial Reporting and Accounting, 1, 1, pp. 67-79, (2003); Heang L. T., Ching L. C., Mee L. Y., Huei C. T., University education and employment challenges: An evaluation of fresh accounting graduates in Malaysia, International Journal of Academic Research in Business and Social Sciences, 9, 9, pp. 1061-1076, (2019); Hood D., The profession’s biggest challenges, (2018); Initial Professional Development – Technical Competence (Revised), (2019); Islam M. A., Future of accounting profession: Three major changes and implications for teaching and research, (2017); Ismail N.A., Elham F., Manaf K.B.A, Mamat R., The Importance of non-technical skills in accounting graduates, (2001); Jones C.G., Written and computer-mediated acconting communication skills: an employer perspective, Business Communication Quarterly, 74, 3, pp. 247-271, (2011); Kavanagh M. H., Drennan L., What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations, Accounting & Finance, 48, 2, pp. 279-300, (2008); Kiger C.E., Making ethics a pervasive component of accounting education, Management Accounting Quaterly, 5, pp. 1-18, (2004); Klibi M. F., Oussii A. A., Skills and attributes needed for success in accounting career: Do employers' expectations fit with students' perceptions? Evidence from Tunisia, International Journal of Business and Management, 8, 8, (2013); Ku Bahador K. M., Haider A., Wan Mohd Saman W. S., Assessing information technology skills using maturity scale approach: A case of Malaysian accounting firms, Journal of Engineering and Applied Sciences, 13, 4, pp. 954-960, (2018); LeMarco N., The Effects of Interpersonal Communication in an Organization, (2019); Mathews M. R., Accounting curricula: does professional accreditation lead to uniformity within Australian bachelor's degree programmes?, Accounting Education, 13, sup1, pp. 71-89, (2004); Milner M.M., Hill W.Y., Examining the skills debate in Scotland, The International Journal of Management Education6, 3, pp. 13-20, (2008); Muniapan B., Issues and challenges of management education in Malaysia, Regional conference on quality in higher education quality driven initiatives: sharing good practices in higher education, (2007); O'Connell B., Carnegie G. D., Carter A. J., de Lange P., Hancock P., Helliar C., Watty K., Shaping the future of accounting in business education in Australia, (2015); Parvaiz G. S., Mufti O., Wahab M., Skills acquisition shortfall: A study of professional accounting education, Business & Economic Review, 9, 2, pp. 135-164, (2017); Tan L. M., Fawzi L., Employability skills required of accountants, SHS Web of Conferences, 34, (2017); Tempone I., Kavanagh M., Segal N., Hancock P., Howieson B., Kent J., Desirable generic attributes for accounting graduates into the twenty‐first century, Accounting Research Journal, 25, 1, pp. 41-55, (2012); Tysiac K., Drew J., 4 skills accountants need to succeed in a tech-enabled future, (2018); Waddock S., Hollow Men and Women at the Helm Ö Hollow Accounting Ethics?, Issues in Accounting Education, 20, 2, pp. 145-150, (2005); Thefuture of jobs reports 2018, (2018)","Z. Ismail; Faculty of Management and Economics, Universiti Pendidikan Sultan Idris, Malaysia; email: zuriadah@fpe.upsi.edu.my","","Ankara University","","","","","","13053515","","","","English","Elem. Educ. Online","Article","Final","","Scopus","2-s2.0-85095583041"
"Kolmos A.; Holgaard J.E.; Clausen N.R.","Kolmos, Anette (6507218136); Holgaard, Jette Egelund (10242926500); Clausen, Nicolaj Riise (57197779172)","6507218136; 10242926500; 57197779172","Progression of student self-assessed learning outcomes in systemic PBL","2020","European Journal of Engineering Education","","","","1","23","22","20","10.1080/03043797.2020.1789070","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087787063&doi=10.1080%2f03043797.2020.1789070&partnerID=40&md5=b0872dc622839c538a592fe107de6211","Department of Planning, Aalborg University, Aalborg, Denmark","Kolmos A., Department of Planning, Aalborg University, Aalborg, Denmark; Holgaard J.E., Department of Planning, Aalborg University, Aalborg, Denmark; Clausen N.R., Department of Planning, Aalborg University, Aalborg, Denmark","Problem- and project-based learning (PBL) has been seen as one of the pedagogical models to bridge the knowledge gab between education and work. This article reports a study of students’ preparedness from a systemic PBL university to enter work life. Theoretically, a conceptual understanding of a systemic PBL is presented including four elements: 1) knowledge and problem modes, 2) variation in problem and project approaches, 3) an interlinked full-scale curriculum, and 4) focus on PBL competences and employability skills. A longitudinal study for a national cohort of Danish engineering education students from the first-year programme until graduation and into their first job is presented. A comparison of a systemic PBL university with a reference group is presented. The findings show that students at the systemic PBL university compared to the reference universities report a higher level of preparedness in terms of generic and contextual competences but self-assess themselves as less prepared considering more domain-specific competences related to natural science. © 2020, © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","longitudinal study; PBL; students’ learning outcomes; systemic PBL","Education computing; Learning systems; Conceptual understanding; Contextual competence; Employability skills; Learning outcome; Longitudinal study; Pedagogical model; Problem- and project-based learning; Project approach; Students","","","","","SEFI","Anette Kolmos is Professor in Engineering Education and PBL, Director for the UNESCO category 2 Centre: Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability. She was Chair holder for UNESCO in Problem Based Learning in Engineering Education, Aalborg University, Denmark, 2007–2014. Guest professor at KTH Royal Institute of Technology 2012–2017 and Guest Professor at UTM University Technology Malaysia 2011–2013. President of SEFI 2009–2011 (European Society for Engineering Education). Founding Chair of the SEFI-working group on Engineering Education Research. Was awarded the IFEES Global Award for Excellence in Engineering Education, 2013 and the SEFI fellowship in 2015. During the last 20 years, Dr. Kolmos has researched the following areas, primarily within Engineering Education: gender and technology, project based and problem- based curriculum (PBL), change from traditional to project organised and problem- based curriculum, development of transferable skills in PBL and project work, and methods for staff development. She is Associate Editor for the European Journal of Engineering Education and was Associated Editor for Journal of Engineering Education (ASEE). Involved in supervision of 21 PhD projects and published around 280 publications. Member of several organisations and committees within EER, national government bodies, and committees in the EU. ","Ahern A.A., A Case Study: Problem-Based Learning for Civil Engineering Students in Transportation Courses, European Journal of Engineering Education, 35, 1, pp. 109-116, (2010); Algreen-Ussing H., Fruensgaard N.O., Metode i Projektarbejdet: Problemorientering og Gruppearbejde, (1992); Askehave I., Prehn H.L., Pedersen J., Pedersen M.T., PBL - Problem-Based Learning, (2015); Atman C.J., Adams R.S., Cardella M.E., Turns J., Mosborg S., Saleem J., Engineering Design Processes: A Comparison of Students and Expert Practitioners, Journal of Engineering Education, 96, 4, pp. 359-379, (2007); Atman C.J., Sheppard S.D., Turns J., Adams R.S., Fleming L.N., Stevens R., Leifer L.J., Enabling Engineering Student Success: The Final Report for the Center for the Advancement of Engineering Education. CAEE-TR-10-02, (2010); Barnett R., Being a University, (2010); Barnett R., Coate K., Engaging the Curriculum in Higher Education, (2005); Barrows H.S., A Taxonomy of Problem-Based Learning Methods, Medical Education, 20, 6, pp. 481-486, (1986); Barrows H.S., Tamblyn R.M., Problem-Based Learning: An Approach to Medical Education, (1980); Branine M., Graduate Recruitment and Selection in the UK: A Study of the Recent Changes in Methods and Expectations, Career Development International, 13, 6, pp. 497-513, (2008); Brown M., Forsythe A., Robust Tests for the Equality of Variances, Journal of the American Statistical Association, 69, 346, pp. 364-367, (1974); CDIO: conceive, design, implement, operate, (2010); Chen J., Kolmos A., Du X., Forms of Implementation and Challenges of PBL in Engineering Education: A Review of Literature, European Journal of Engineering Education, pp. 1-26, (2020); Cook E.J., Mann L.M.W., Daniel S.A., SEFI Annual Conference 2017, (2017); Crawley E.F., Malmqvist J., Ostkund S., Brodeur D.R., Edstrom K., Rethinking Engineering Education - The CDIO Approach, (2014); Dochy F., Segers M., Van den Bossche P., Gijbels D., Effects of Problem-Based Learning: A Meta-Analysis, Learning and Instruction, 13, 5, pp. 533-568, (2003); Felder R.M., Woods D.R., Stice J.E., Rugarcia A., The Future of Engineering Education II. Teaching Methods That Work, Chemical Engineering Education, 34, 1, pp. 26-39, (2000); Gavin K., Case Study of a Project-Based Learning Course in Civil Engineering Design, European Journal of Engineering Education, 36, 6, pp. 547-558, (2011); Graham R., Achieving Excellence in Engineering Education: the Ingredients of Successful Change, (2012); Grasso D., Burkins M., Holistic Engineering Education: Beyond Technology, (2010); Haase S., Professional Identity and Role of the Engineer in a Challenged Society: Empirical Investigation of Engineering Student Conceptions, (2014); Haase S., Chen H.L., Sheppard S., Kolmos A., Mejlgaard N., What Does It Take to Become a Good Engineer? Identifying Cross-National Engineering Student Profiles According to Perceived Importance of Skills, International Journal of Engineering Education, 29, 3, pp. 698-713, (2013); Hadgraft R., SEFI Annual Conference 2017, (2017); Jamison A., Kolmos A., Holgaard J.E., Hybrid Learning: An Integrative Approach to Engineering Education, Journal of Engineering Education, 103, 2, pp. 253-273, (2014); Kelly A.V., The Curriculum: Theory and Practice, (2009); Kirschner P.A., Sweller J., Clark R.E., Why Minimal Guidance During Instruction Does not Work: an Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching, Educational Psychologist, 42, 2, pp. 115-121, (2006); Kolmos A., Reflections on Project Work and Problem-Based Learning, European Journal of Engineering Education, 21, 2, pp. 141-148, (1996); Kolmos A., From Course Based PBL to a Systemic PBL Approach, PBL Curriculum Strategies, pp. 1-12, (2017); Kolmos A., Holgaard J.E., Impact of PBL and Company Interaction on the Transition From Engineering Education to Work, 6th International Research Symposium on PBL: PBL, Social Progress and Sustainability, pp. 87-98, (2017); Kolmos A., Holgaard J.E., Clausen N.R., Changed Perspectives on Engineering Competence in the Transition From Engineering Education to Work, 7th International Research Symposium on PBL: Innovation, PBL and Competences in Engineering Education, pp. 1-10, (2018); Kolmos A., Koretke R.B., AAU Teknisk-Naturvidenskabelige Studerendes Forventning og Parathed til det Kommende Arbejdsliv: Arbejdsrapport nr. 2, (2017); Lamb F., Arlett C., Dales R., Ditchfield B., Parkin B., Freng W.W., Engineering Graduates for Industry, (2010); Lindsay E., Morgan J., The Charles Sturt University Model–Reflections on Fast Track Implementation, Paper Presented at the ASEE Annual Conference, (2016); Markes I., A Review of Literature on Employability Skill Needs in Engineering, European Journal of Engineering Education, 31, 6, pp. 637-650, (2006); Marra R.M., Jonassen D.H., Palmer B., Luft S., Why Problem-Based Learning Works: Theoretical Foundations, Journal on Excellence in College Teaching, 25, 3-4, pp. 221-238, (2014); Mitchell J.E., Rogers L., Staff Perceptions of Implementing Project-Based Learning in Engineering Education, European Journal of Engineering Education, 3, pp. 1-19, (2019); Moreau M.P., Leathwood C., Graduates’ Employment and the Discourse of Employability: a Critical Analysis, Journal of Education and Work, 19, 4, pp. 305-324, (2006); Mourshed M., Farell D.D., Barton D., Education to employment: Designing a system that works, (2012); Nedic Z., Nafalski A., Machotka J., Motivational Project-Based Laboratory for a Common First Year Electrical Engineering Course, European Journal of Engineering Education, 35, 4, pp. 379-392, (2010); Norman G.R., Schmidt H.G., Effectiveness of Problem-Based Learning Curricula: Theory, Practice and Paper Darts, Medical Education, 34, 9, pp. 721-728, (2000); Passow H.J., Passow C.H., What Competencies Should Undergraduate Engineering Programs Emphasize? A Systematic Review, Journal of Engineering Education, 106, 3, pp. 475-526, (2017); Popov A., Final Undergraduate Project in Engineering: Towards More Efficient and Effective Tutorials, European Journal of Engineering Education, 28, 1, pp. 17-26, (2003); Prince M., Does Active Learning Work? A Review of the Research, Journal of Engineering Education, 93, 3, pp. 223-231, (2004); Prince M.J., Felder R.M., Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases, Journal of Engineering Education, 95, 2, pp. 123-138, (2006); Roselli R.J., Brophy S.P., Effectiveness of Challenge-Based Instruction in Biomechanics, Journal of Engineering Education, 95, 4, pp. 311-324, (2006); Savin-Baden M., Problem-based Learning in Higher Education: Untold Stories, (2000); Savin Baden M., Howell C., Foundations of Problem Based Learning, (2004); Schultz B., Levene's Test for Relative Variation, Systematic Zoology, 34, 4, pp. 449-456, (1985); Schwab K., The Fourth Industrial Revolution, (2016); Sheppard S., Gilmartin S., Chen H.L., Donaldson K., Lichtenstein G., Eris O., Toye G., Exploring the Engineering Student Experience: Findings From the Academic Pathways of People Learning Engineering Survey (APPLES). TR-10-01, (2010); Somerville M., Anderson D., Berbeco H., Bourne J.R., Crisman J., Dabby D., Donis-Keller H., Et al., The Olin Curriculum: Thinking Toward the Future, IEEE Transactions on Education, 48, pp. 198-205, (2005); Spinks N., Silburn N., Birchall D., Educating engineers in the 21st century: the industry view, (2006); Stiwne E.E., Jungert T., Engineering students’ experiences of transition from study to work, Journal of Education and Work, 23, 5, pp. 417-437, (2010); Strobel J., van Barneveld A., When is PBL More Effective? A Meta-Synthesis of Meta-Analyses Comparing PBL to Conventional Classrooms, Interdisciplinary Journal of Problem-Based Learning, 3, 1, pp. 44-58, (2009); Thomas J.W., A review of research on project-based learning, (2000); Tymon A., The Student Perspective on Employability, Studies in Higher Education, 38, pp. 841-856, (2013); Ulseth R., Johnson B., International Symposium on Project Approaches in Engineering Education, (2015); Sustainable development goals, (2017); Visscher-Voerman J.I.A., Muller A., SEFI Annual Conference 2017, (2017); Woods D.R., Problem-Based Learning for Large Classes in Chemical Engineering, New Directions for Teaching and Learning, 1996, 68, pp. 91-99, (1996); Woods D.R., Helping Your Students Gain the Most From PBL, (2000); Yadav A., Subedi D., Lundeberg M.A., Bunting C.F., Problem-based Learning: Influence on Students’ Learning in an Electrical Engineering Course, Journal of Engineering Education, 100, 2, pp. 253-280, (2011); Yorke M., Employability in the Undergraduate Curriculum: Some Student Perspectives, European Journal of Education, 39, 4, pp. 409-427, (2004)","A. Kolmos; Department of Planning, Aalborg University, Aalborg, Denmark; email: ak@plan.aau.dk","","Taylor and Francis Ltd.","","","","","","03043797","","","","English","Eur. J. Eng. Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85087787063"
"Wilcox K.","Wilcox, Kim (57218329878)","57218329878","Interrogating the discourses of ‘teaching excellence’ in higher education","2020","European Educational Research Journal","20","1","","42","58","16","8","10.1177/1474904120944783","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088813331&doi=10.1177%2f1474904120944783&partnerID=40&md5=ffe12a5a1a2bb8ece9cfcdd16019de52","Solent University, United Kingdom","Wilcox K., Solent University, United Kingdom","Education policies can be understood as discursive strategies often used to foreground political ideologies and shape pedagogic practice. This chapter focuses on the ways in which the notion of ‘teaching excellence’ has received a renewed focus in the context of the introduction of a Teaching Excellence and Student Outcomes Framework for higher education in England. The study adopted a hybrid approach to Critical Discourse Analysis to explore the interplay of discourses underpinning teaching excellence in the context of a policy purporting to assess the standard of teaching in higher education. Drawing on the English case, textual data comprised a White Paper and two policy announcements outlining the introduction of the Teaching Excellence and Student Outcomes Framework alongside 22 written submissions to the ‘Assessing Quality in Higher Education’ inquiry. Findings revealed four competing discourses: quality enhancement, quality assurance, widening participation and graduate employability. A disjuncture between policy claims and institutional practice was highlighted, with discursive silences regarding access, participation and employability. It is argued that the performative culture generated by such a policy inadvertently encourages institutions to focus on accountability and reputational concerns at the expense of processes which reflect the broader value of establishing teaching excellence in higher education. © The Author(s) 2020.","discourse practice; education policy; graduate employability; higher education; quality assurance; quality enhancement; Teaching excellence; widening participation","","","","","","","","Antonowicz D., Kohoutek J., Pinheiro R., Hladchenko M., The roads of ‘excellence’ in Central and Eastern Europe, European Educational Research Journal, 16, 5, pp. 547-567, (2017); Ball S., Politics and Policy Making in Education: Explorations in Policy Sociology, (1990); Ball S., What is policy? 21 years later: Reflections on the possibilities of policy research, Discourse: Studies in the Cultural Politics of Education, 36, 3, pp. 306-313, (2015); Beech D., Going for Gold: Lessons from the TEF Provider Submissions, (2017); Behari-Leak K., McKenna S., Generic gold standard or contextualised public good? Teaching excellence awards in post-colonial South Africa, Teaching in Higher Education, 22, 4, pp. 408-422, (2017); Biggs J., Teaching for Quality Learning at University, (2011); Bleiklie I., Excellence, quality and the diversity of higher education systems, Questioning Excellence in Higher Education: Policies, Experiences and Challenges in National and Comparative Perspective, pp. 21-36, (2011); Blyth P., Cleminson A., Teaching Excellence Framework: Analysis of Highly Skilled Employment Outcomes, (2016); Boden R., Nedeva M., Employing discourse: Universities and graduate ‘employability’, Journal of Education Policy, 25, 1, pp. 37-54, (2010); Bourke T., Lidstone J., What is Plan B? Using Foucault’s archaeology to enhance policy analysis, Discourse: Studies in the Cultural Politics of Education, 36, 6, pp. 833-853, (2015); Brady N., Bates A., The standards paradox: How quality assurance regimes can subvert teaching and learning in higher education, European Educational Research Journal, 15, 2, pp. 155-174, (2016); Brockerhoff L., Stensaker B., Huisman J., Prescriptions and perceptions of teaching excellence: A study of the national ‘Wettbewerb Exzellente Lehre’ initiative in Germany, Quality in Higher Education, 20, 3, pp. 235-254, (2014); Brusoni M., Damian R., Sauri J.G., Jackson S., Komurcugil H., Malmedy M., Et al., The Concept of Excellence in Higher Education, (2014); Burke P., Stevenson J., Whelan P., Teaching ‘Excellence’ and pedagogic stratification in higher education, International Studies in Widening Participation, 2, 2, pp. 29-43, (2015); Assessing Quality in Higher Education Inquiry: Publications, (2016); Cadez S., Dimovski V., Groff M.Z., Research, teaching and performance evaluation in academic: The salience of quality, Studies in Higher Education, 42, 8, pp. 1455-1473, (2017); Canning J., The UK Teaching Excellence Framework (TEF) as an illustration of Baudrillard’s hyperreality, Discourse: Studies in the Cultural Politics of Education, (2017); Courtney S.J., How the TEF Could Spread around the World: Extract from ‘Global Approaches to Developing Teaching Excellence Frameworks’, (2014); Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice, (2016); Higher Education and Research Bill: Summary Factsheet, (2016); The Teaching Excellence Framework: Assessing Quality in Higher Education – Third Report of Session 2015–16, (2016); Johnson J., Teaching at the Heart of the System (Speech), (2015); Dixon F.J., Pilkington R., Poor relations? Tensions and torment: A view of excellence in teaching and learning from the Cinderella sector, Teaching in Higher Education, 22, 4, pp. 437-450, (2017); Elton L., Dimensions of excellence in university teaching, International Journal for Academic Development, 3, 1, pp. 3-11, (1998); Communication from The Commission to the European Parliament, The Council, The European Economic and Social Committee and The Committee of the Regions on a Renewed EU Agenda for Higher Education, (2017); Fairclough N., Discourse and Social Change, (1992); Fairclough N., Technologisation of discourse, Texts and Practices: Readings in Critical Discourse Analysis, pp. 71-83, (1996); Fairclough N., Language and Power, (2001); Fairclough N., Analysing Discourse and Text: Textual Analysis for Social Research, (2003); Filippakou O., The idea of quality in higher education: A conceptual approach, Discourse: Studies in the Cultural Politics of Education, 32, 1, pp. 15-28, (2011); Frankham J., Employability and higher education: The follies of the ‘Productivity Challenge’ in the Teaching Excellence Framework, Journal of Education Policy, (2016); Gillies D., Quality and equality: The mask of discursive conflation in education policy texts, Journal of Education Policy, 23, 6, pp. 685-699, (2008); Grek S., Lawn M., Lingard B., Ozga J., Risto R., Segerholm C., Hannu S., National policy brokering and the construction of the European Education Space in England, Sweden, Finland and Scotland, Comparative Education, 45, 1, pp. 5-21, (2009); Gunn V., Fisk A., Considering Teaching Excellence in Higher Education: 2007–2013. A Literature Review since the CHERI Report 2007, (2013); Hyatt D., The critical policy discourse analysis frame: Helping doctoral students engage with the educational policy analysis, Teaching in Higher Education, 18, 8, pp. 833-845, (2013); Ingleby E., The house that Jack built: Neoliberalism, teaching in higher education and the moral objections, Teaching in Higher Education, 20, 5, pp. 518-529, (2015); Kleijnen J., Dolmans D., Willems J., Van Hout H., Teachers’ conceptions of quality and organisational values in higher education: Compliance or enhancement?, Assessment and Evaluation in Higher Education, 38, 2, pp. 152-166, (2013); Krejsler J., Discursive battles about the meaning of university: The case of Danish university reform and its academics, European Educational Research Journal, 5, 3-4, pp. 210-220, (2006); Lim L., Ideology, rationality and reproduction in education: A critical discourse analysis, Discourse: Studies in the Cultural Politics of Education, 35, 1, pp. 61-76, (2014); Little B., Locke W., Parker J., Richardson J., Excellence in Teaching and Learning: A Review of the Literature for the Higher Education Academy, (2007); Lynch K., Neo-liberalism and marketisation: The implications for higher education, European Educational Research Journal, 5, 1, pp. 1-17, (2006); Madriaga M., Morley K., Awarding teaching excellence: ‘What is it supposed to achieve?’ Teacher perceptions of student-led awards, Teaching in Higher Education, 21, 2, pp. 166-174, (2016); Marginson S., Rhoades G., Beyond national states, markets, and systems of higher education: A glonacal agency heuristic, Higher Education, 43, 3, pp. 281-309, (2002); Martensson K., Roxa T., Stensaker B., From quality assurance to quality practices: An investigation of strong microcultures in teaching and learning, Studies in Higher Education, 39, 4, pp. 534-545, (2014); Mautner G., The entrepreneurial university: A discursive profile of a higher education buzzword, Critical Discourse Studies, 2, 2, pp. 95-120, (2005); McAleese M., Bladh A., Berger V., Bode C., Muehlfeit J., Petrin T., Et al., Improving the Quality of Teaching and Learning in Europe’s Higher Education Institutions. High Level Group on the Modernisation of Higher Education, (2013); McLean M., Blackwell R., Opportunity knocks? Professionalism and excellence in university teaching, Teachers and Teaching, 3, 1, pp. 85-99, (1997); Moore S., Kuol N., Retrospective insights on teaching: Exploring teaching excellence through the eyes of the alumni, Journal of Further and Higher Education, 31, 2, pp. 133-143, (2007); Nixon J., Excellence and the good society, International Perspectives on Teaching Excellence in Higher Education: Improving Knowledge and Practice, pp. 15-31, (2007); Phillips D., Ochs K., Researching policy borrowing: Some methodological challenges in comparative education, British Educational Research Journal, 30, 6, pp. 773-784, (2004); Raaper R., Tracing assessment policy discourses in neoliberalised higher education settings, Journal of Education Policy, 32, 3, pp. 322-339, (2017); Ramsden P., Learning to Teach in Higher Education, (2003); Raven B.H., The bases of power: Origins and recent developments, Journal of Social Issues, 49, 4, pp. 227-251, (1993); Robinson W., Hilli A., The English ‘Teaching Excellence Framework’ and professionalising teaching and learning in research-intensive universities: An exploration of opportunities, challenges, rewards and values from a recent empirical study, Foro de Educación, 14, 21, pp. 151-165, (2016); Rostan M., Vaira M., Questioning excellence in higher education: An introduction, Questioning Excellence in Higher Education: Policies, Experiences and Challenges in National and Comparative Perspective, (2011); Saarinen T., Position of text and discourse analysis in higher education policy research, Studies in Higher Education, 33, 6, pp. 719-728, (2008); Sabri D., Absence of the academic from higher education policy, Journal of Education Policy, 25, 2, pp. 191-205, (2010); Sallis E., Total Quality Management in Education, (1996); Saunders D.B., Blanco Ramirez G., Against ‘teaching excellence’: Ideology, commodification, and enabling the neoliberalisation of postsecondary education, Teaching in Higher Education, 22, 4, pp. 396-407, (2017); Scott D.E., Scott S., Leadership for quality university teaching: How bottom-up academic insights can inform top-down leadership, Educational Management, Administration and Leadership, 44, 3, pp. 511-531, (2016); Shulman L.S., Scholarship of teaching in higher education, Excellence in Higher Education, (2003); Sin C., Teaching and learning: A journey from the margins to the core in European higher education policy, The European Higher Education Area: Between Critical Reﬂections and Future Policies, pp. 324-341, (2015); Sivertsen G., Unique, but still best practice? The Research Excellence Framework (REF) from an international perspective, Palgrave Communications, 3, 17078, (2017); Skelton A., Understanding Teaching Excellence in Higher Education: Towards a Critical Approach, (2005); Skelton A., International Perspectives on Teaching Excellence in Higher Education: Improving Knowledge and Practice, (2007); Smith D., Interaction of research and teaching in concepts of excellence in higher education, Excellence in Higher Education, (2003); Speight S., Lackovic N., Cooker L., The contested curriculum: Academic learning and employability in higher education, Tertiary Education and Management, 19, 2, pp. 112-126, (2013); Stevenson J., Burke P., Whelan P., Pedagogic Stratification and the Shifting Landscape of Higher Education, (2014); Stiwne E.E., Alves M.G., Higher education and employability of graduates: Will Bologna make a difference?, European Educational Research Journal, 9, 1, pp. 32-44, (2010); Taylor S., Researching educational policy and change in ‘new times’: Using critical discourse analysis, Journal of Education Policy, 19, 4, pp. 433-451, (2004); Teachers’ Academy; Wood M., Su F., What makes an excellent lecturer? Academics’ perspectives on the discourse of ‘teaching excellence’ in higher education, Teaching in Higher Education, 22, 4, pp. 451-466, (2017)","K. Wilcox; Solent University, United Kingdom; email: kim.wilcox@solent.ac.uk","","SAGE Publications Inc.","","","","","","14749041","","","","English","Eur. Educ. Res. J.","Article","Final","","Scopus","2-s2.0-85088813331"
"Kamaruddin M.I.H.; Ahmad A.; Husain M.A.; Abd Hamid S.N.","Kamaruddin, Muhammad Iqmal Hisham (57214677751); Ahmad, Azuan (56417014000); Husain, Mohd Asri (58253379400); Abd Hamid, Saffa Nasuha (57219241083)","57214677751; 56417014000; 58253379400; 57219241083","Graduate employability post-COVID-19: the case of a Malaysian public university","2020","Higher Education, Skills and Work-based Learning","11","3","","710","724","14","9","10.1108/HESWBL-05-2020-0114","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85091873208&doi=10.1108%2fHESWBL-05-2020-0114&partnerID=40&md5=404bf73fa2c1c5b838fd55326a3871d2","Faculty of Economics and Muamalat, Universiti Sains Islam Malaysia, Nilai, Malaysia; Centre of Alumni and Career, Universiti Sains Islam Malaysia, Nilai, Malaysia; Faculty of Science and Technology, Universiti Sains Islam Malaysia, Nilai, Malaysia","Kamaruddin M.I.H., Faculty of Economics and Muamalat, Universiti Sains Islam Malaysia, Nilai, Malaysia; Ahmad A., Faculty of Science and Technology, Universiti Sains Islam Malaysia, Nilai, Malaysia; Husain M.A., Centre of Alumni and Career, Universiti Sains Islam Malaysia, Nilai, Malaysia; Abd Hamid S.N., Centre of Alumni and Career, Universiti Sains Islam Malaysia, Nilai, Malaysia","Purpose: This study presents an effort to identify and understand the impact of the coronavirus disease 2019 (COVID-19) pandemic on the graduate employability (GE) of Universiti Sains Islam Malaysia (USIM) final year students. It examines the readiness of USIM's final year students to the internship during the lockdown period, the readiness to join GE programs and also employment prospects in the future. Design/methodology/approach: A questionnaire survey was employed, and 1,445 USIM final year students participated in this study. Findings: The findings reveal that USIM final year students are ready to perform their internship even during the lockdown period. Besides, the students are also ready to join GE programs conducted by USIM, even while COVID-19 pandemic still currently occurs. Meanwhile, for the employment prospects in the future, results show that they believed that the employment prospects in the future after COVID-19 is low. In addition, academic background and internship areas exacerbate COVID-19's impact on the perceptions of USIM final year students on the employment prospects in the future. Originality/value: This study is believed to be a pioneering study in identifying the impact of COVID-19 on the GE. It also contributes by identifying students' readiness to perform their internship during lockdown period via work from home (WFH) approach as well as their perceptions on the employment prospects in the future. © 2020, Emerald Publishing Limited.","COVID-19; Employment prospect; Graduate employability (GE); Readiness; Work from home (WFH)","","","","","","Universiti Sains Islam Malaysia, USIM","The authors would like to thank the Centre of Alumni and Career, Universiti Sains Islam Malaysia (USIM) for the data and financial assistance for this study.","Adams H.I., Scheuing S.M., Feeley S.A., E-mail monitoring in the workplace: the good, the bad and the ugly, Defense Counsel Journal, 67, 1, pp. 32-46, (2000); Ali E., Che'Rus R., Haron M.A., Hussain M.A.M., Kebolehpasaran graduan pendidikan teknikal dan vokasional: satu analisis, Sains Humanika, 10, 3-3, pp. 9-15, (2018); Ang M.C., Graduate employability awareness: a gendered perspective, Procedia-Social and Behavioral Sciences, 211, pp. 192-198, (2015); Baker E., Avery G.C., Crawford J.D., Satisfaction and perceived productivity when professionals work from home, Research and Practice in Human Resource Management, 15, 1, pp. 37-62, (2007); Bernama, COVID-19: sejumlah 40 peratus syarikat baru teknologi mungkin tutup operasi, Berita Harian, (2020); Bernama, Five additional made to the list of essential services during phase 3 of MCO, Malay Mail, (2020); Bernama, Kerja aari rumah pilihan tetap – jalil rasheed, Berita Harian, (2020); Bustamam U.S.A., Mutalib M.A., Yusof S.N.M., Graduate employability through entrepreneurship: a case study at USIM, Procedia-Social and Behavioral Sciences, 211, pp. 1117-1121, (2015); Cheong K.C., Hill C., Leong Y.C., Zhang C., Employment as a journey or a destination? 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Hoh K.S., MEF: 2 Million Malaysians Lose Jobs, (2020); Hui D.S., Azhar E.I., Madani T.A., Ntoumi F., Kock R., Dar O., Ippolito G., Mchugh T.D., Memish Z.A., Drosten C., Zumla A., Petersen E., The continuing 2019-nCoV epidemic threat of novel coronaviruses to global health—the latest 2019 novel coronavirus outbreak in Wuhan, China, International Journal of Infectious Diseases, 91, pp. 264-266, (2020); Jaaffar A.H., Ibrahim H.I., Annuar K., Shah M., Zulkafli A.H., Work-integrated learning and graduate employability skills: the employers' perspective, The Social Sciences, 11, 21, pp. 5270-5274, (2016); Jayasingam S., Fujiwara Y., Thurasamy R., ‘I Am competent so I can Be choosy’: choosiness and its implication on graduate employability, Studies in Higher Education, 43, 7, pp. 1119-1134, (2018); Kalamatianou A.G., Kougioumoutzaki F., Employment status and job-studies relevance of social science graduates: the experience from a Greek public university, International Journal of Economic Sciences and Applied Research, 5, 1, pp. 51-75, (2012); 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Singh G.K.G., Singh S.K.G., Malaysian graduates' employability skills, UNITAR E-Journal, 4, 1, pp. 15-45, (2008); Suleman F., Employability skills of higher education graduates: little consensus on a much-discussed subject, Procedia-Social and Behavioral Sciences, 228, pp. 169-174, (2016); Tran T.T., Enhancing graduate employability and the need for university-enterprise collaboration, Journal of Teaching and Learning for Graduate Employability, 7, 1, pp. 58-71, (2016); Van der Heijden B.I., de Lange A.H., Demerouti E., Van der Heijde C.M., Age effects on the employability–career success relationship, Journal of Vocational Behavior, 74, 2, pp. 156-164, (2009); Weeks W.A., Roberts J., Chonko L.B., Jones E., Organizational readiness for change, individual fear of change, and sales manager performance: an empirical investigation, Journal of Personal Selling and Sales Management, 24, 1, pp. 7-17, (2004); Who, Q&A on Coronavirus (COVID-19), (2020); Yoong D., Don Z.M., Foroutan M., Prescribing roles in the employability of Malaysian graduates, Journal of Education and Work, 30, 4, pp. 432-444, (2017); Yusof N., Jamaluddin Z., Graduate employability and preparedness: a case study of university of Malaysia perlis (UNIMAP), Malaysia, Geografia-Malaysian Journal of Society and Space, 11, 11, pp. 129-143, (2015); Zulkapli R., Kadar pengangguran negara meningkat kepada 5.3 peratus pada mei, Astro Awani, (2020)","M.I.H. Kamaruddin; Faculty of Economics and Muamalat, Universiti Sains Islam Malaysia, Nilai, Malaysia; email: m.iqmalhisham@gmail.com","","Emerald Group Holdings Ltd.","","","","","","20423896","","","","English","High Educ. Skills Work Based Learning","Article","Final","","Scopus","2-s2.0-85091873208"
"El_haggar N.; Alshammary F.H.","El_haggar, Nahla (57211296276); Alshammary, Fowzia H. (57217533899)","57211296276; 57217533899","Towards creativity and innovation by integrating employability competences into training programs for promoting graduates employability","2020","International Journal on Emerging Technologies","11","3","","873","880","7","1","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087348750&partnerID=40&md5=a8384ff3475017fe525f8d3366332a59","Community College, Imam Abdulrahman Bin Faisal University, O. Box 1982, Dammam, Saudi Arabia","El_haggar N., Community College, Imam Abdulrahman Bin Faisal University, O. Box 1982, Dammam, Saudi Arabia; Alshammary F.H., Community College, Imam Abdulrahman Bin Faisal University, O. Box 1982, Dammam, Saudi Arabia","Recently, countries execute strategies that promote employability and improve labor productivity through the cooperation of the university with the business sector in designing and implementing the quality education and accessibility of training opportunities to meet the changeable expectations of employers and society. In this century the employability competencies have a major impact on the basic criteria for employers ' recruitment. Hence, increasing employability qualifications are considered the main goal of Higher Education Institutions to maximize the achievement of their development goal by obtaining innovative ways to develop a workforce that is equipped with continually updated skills and knowledge. This work is currently piloted in Training and Sustainable Education Agency (TSEA), Community College, Imam Abdurrahman bin Faisal University, Dammam, Saudi Arabia where (TSEA) organized an employment initiative enhancing employability skills and other skills that enable improve the innovation capabilities of the graduates. This initiative includes three training programs: the first one is Job Oriented Training Program (JOTR), the second is the Qualified Training Program for Specialized Certification (QTPSC) and the third is the Collaborative Training Program (CTP). Each Training Program has been designed to develop graduates' abilities to satisfy current and future requirements in job market with diverse global developments. This research concluded that integrating employability competences in training proved its crucial role in enhancing creativity and innovation needed to create employment opportunities in various sectors for promoting sustainable development. © 2020, Research Trend. All rights reserved.","Competences-based approach; Creativity; Employability; Innovation; Work-integrated learning","","","","","","","","Technical and vocational education and training for the twenty-first century: UNESCO and ILO Recommendations, (2003); Kumar A., Personal, Academic and Career Development in Higher Education. SOARing to Success, (2007); Akkermans J., Brenninkmeijer V., Huibers M., Blonk R. W. B., Competencies for the Contemporary Career: Development and Preliminary Validation of the Career Competencies Questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Hrabowski F. 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"Mn K.; Khalid F.; Husnin H.","Mn, Khuraisah (57217991586); Khalid, Fariza (54410663400); Husnin, Hazrati (55943212100)","57217991586; 54410663400; 55943212100","Preparing graduates with digital literacy skills toward fulfilling employability need in 4IR Era: A review","2020","International Journal of Advanced Computer Science and Applications","11","6","","307","316","9","4","10.14569/IJACSA.2020.0110641","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087843012&doi=10.14569%2fIJACSA.2020.0110641&partnerID=40&md5=1dcdeef125a08e021e8475dbd35cb81b","Faculty of Education, Universiti Kebangsaan Malaysia, Bandar Baru Bangi, Malaysia","Mn K., Faculty of Education, Universiti Kebangsaan Malaysia, Bandar Baru Bangi, Malaysia; Khalid F., Faculty of Education, Universiti Kebangsaan Malaysia, Bandar Baru Bangi, Malaysia; Husnin H., Faculty of Education, Universiti Kebangsaan Malaysia, Bandar Baru Bangi, Malaysia","This systematic review aims to review and synthesize employer expectations towards digital skills among graduates, steps, and measurements taken by higher education institutions to prepare students and harness motivation among students to make themselves competitive and marketable toward fulfilling employability needs in 4IR era. It was designed based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Articles published between January 2016 and 2020 were sought from three electronic databases: Science Direct, Scopus, and Web of Science. Additional items gain from the Universiti Kebangsaan Malaysia repository are also considered to be reviewed. All papers were reviewed, and the quality assessment was performed. Twenty articles were finally selected. Data were extracted, organized, and analyzed using a narrative synthesis. The review identified three overarching themes: (1) Employer perspectives on their expectation from young graduates. (2) Institutions' views on how they should prepare their students for the 4IR era. (3) Students' perspectives on how they could motivate themselves. The systematic review provides insightful information on the required digital literacy skills among young graduates, expectations of the industry player, and how digital literacies can be developed in the institutions. © Science and Information Organization.","Computer literacy; Digital literacy; Employability; Information literacy","Computer literacy; Digital literacies; Digital skills; Electronic database; Employability; Higher education institutions; Information literacy; Meta-analysis; Systematic Review; Web of Science; Students","","","","","","","Wilkesmann M., Wilkesmann U., Industry 4.0-Organizing Routines or Innovations ?, J. Inf. Knowl. Manag. Syst, 48, 2, pp. 238-254, (2018); Xu S., Yang H.H., MacLeod J., Zhu S., Social media competence and digital citizenship among college students, Convergence, 25, 4, pp. 735-752, (2019); Ra S., Shrestha U., Khatiwada S., Yoon S.W., Kwon K., The rise of technology and impact on skills, Int. J. Train. Res, 17, pp. 26-40, (2019); Yong S., Gates P., Born Digital: Are They Really Digital Natives ?, Int. J. e-Education, e-Business, e-Management e-Learning, 4, 2, pp. 2-5, (2014); Prensky M., Digital Natives, Digital Immigrants Part 1, Horiz, 9, 5, pp. 1-6, (2001); Kirschner P.A., de Bruyckere P., The myths of the digital native and the multitasker, Teach. Teach. Educ, 67, pp. 135-142, (2017); Frederick D.E., The Fourth industrial revolution and the digital divide, Libr. Hi Tech News, 36, 7, pp. 12-17, (2019); Mohd Daud N., Siong Choy C., Aris A., Mohamed I.S., Kamarudin R., Zainuddin R., The effects of students' backgrounds and attitudes on computer skills in Malaysia, Int. J. Manag. Educ, 1, pp. 371-388, (2007); Naidoo S., Raju J., Impact of the digital divide on information literacy training in a higher education context, South African J. Libr. Inf. Sci, 78, 1, pp. 34-44, (2012); Salam S., Yang M., Shaheen A., Movahedipour M., Zeng J., ICT and students performance in Pakistan, Hum. Syst. Manag, 36, 4, pp. 277-284, (2017); van Deursen A.J.A.M., van Dijk J.A.G.M., The digital divide shifts to differences in usage, New Media Soc, 16, 3, pp. 507-526, (2014); Tsetsi E., Rains S.A., Smartphone Internet access and use: Extending the digital divide and usage gap, Mob. Media Commun, 5, 3, pp. 239-255, (2017); van Deursen A.J.A.M., van Dijk J.A.G.M., The first-level digital divide shifts from inequalities in physical access to inequalities in material access, New Media Soc, 21, 2, pp. 354-375, (2019); Buckingham D., Defining digital literacy: What do young people need to know about digital media?, Nordic Journal of Digital Literacy, 2010, 4, pp. 59-71; Polizzi G., Digital literacy and the national curriculum for England: Learning from how the experts engage with and evaluate online content, Comput. Educ, (2020); Mang C., Brown N., Piper L., Old school' meets 'new school': Using books and tablets to improve information literacy and promote integrative learning among business students, Int. J. Manag. Educ, 15, 3, pp. 449-455, (2017); Blau I., Shamir-Inbal T., Avdiel O., How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?, Internet High. Educ, 45, (2019); Shamseer L., Et al., Preferred reporting items for systematic review and meta-analysis protocols (Prisma-p) 2015: Elaboration and explanation, BMJ, 349, pp. 1-25, (2015); Abd Majid M.Z., Hussin M., Norman M.H., Kasavan S., The employability skills among students of Public Higher Education Institution in Malaysia, Malaysian J. Soc. Sp, 16, 1, pp. 36-45, (2020); Jewell P., Reading J., Clarke M., Kippist L., Information skills for business acumen and employability: A competitive advantage for graduates in Western Sydney, J. Educ. Bus, 95, 2, pp. 88-105, (2020); Wei Sieng L., Noradilah A., Persepsi Pelajar Terhadap Kebolehpasaran Graduan dalam Era Revolusi Perindustrian 4.0 (Student Perception On Graduate Employability In Era Of Fourth Industrial Revolution) LAI WEI SIENG * & NORADILAH AZIZ, J. Pers. Pelajar, 22, 2, pp. 121-127, (2019); Aidah A.K., Kamariah A.B., Parilah M.S., Strategic university practices in student information literacy development, Psychol. Appl. to Work An Introd. to Ind. Organ. Psychol. Tenth Ed. Paul, 4, 19, pp. 253-259, (2019); Ellahi R.M., Ali Khan M.U., Shah A., Redesigning curriculum in line with industry 4.0, Procedia Comput. Sci, 151, 2018, pp. 699-708, (2019); Zatul Iradah A.K., Siti Mistima M., Employability skills model for engineering technology students, J. Tech. Educ. Train, 11, 2, pp. 79-87, (2019); Khodeir L.M., Nessim A.A., Changing skills for architecture students employability: Analysis of job market versus architecture education in Egypt, Ain Shams Eng. J, (2019); Ayale-Perez T., Joo-Nagata J., The digital culture of students of pedagogy specializing in the humanities in Santiago de Chile, Comput. Educ, 133, pp. 1-12, (2018); Siddoo V., Sawattawee J., Janchai W., Thinnukool O., An exploratory study of digital workforce competency in Thailand, Heliyon, 5, 5, (2019); Murillo-Zamorano L.R., Lopez Sanchez J.A., Godoy-Caballero A.L., How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students' satisfaction, Comput. Educ, 141, (2019); Lin-Stephens S., Et al., Building student employability through interdisciplinary collaboration: An Australian Case Study Building student employability through interdisciplinary collaboration: An Australian Case Study, Coll. Undergrad. Libr, 26, 3, pp. 234-251, (2019); Othman Z., Shan S.W., Yusoff I., Kee C.P., Classification techniques for predicting graduate employability, Int. J. Adv. Sci. Eng. Inf. Technol, 8, 4-2, pp. 1712-1720, (2018); Saunders L., Information Literacy in Practice: Content and Delivery of Library Instruction Tutorials, J. Acad. Librariansh, 44, 2, pp. 269-278, (2018); Valdes R.M.T., Soriano A.S., Alvarez C.L., Resignification of educational e-innovation to enhance opportunities for graduate employability in the context of new university degrees, J. New Approaches Educ. Res, 7, 1, pp. 70-78, (2018); Chen P.S.L., Cahoon S., Pateman H., Bhaskar P., Wang G., Parsons J., Employability skills of maritime business graduates: Industry perspectives, WMU J. Marit. Aff, 17, 2, pp. 267-292, (2018); Picatoste J., Perez-Ortiz L., Ruesga-Benito S.M., A new educational pattern in response to new technologies and sustainable development. Enlightening ICT skills for youth employability in the European Union, Telemat. Informatics, 35, 4, pp. 1031-1038, (2018); Senkbeil M., Ihme J.M., Motivational factors predicting ICT literacy: First evidence on the structure of an ICT motivation inventory, Comput. Educ, 108, pp. 145-158, (2017); Rossiter J.A., Barnett L., Cartwright E., Patterson J., Shorten N., Taylor J., Encouraging student learning of control by embedding freedom into the curriculum: Student perspectives and products, IFAC-PapersOnLine, 50, 1, pp. 12149-12154, (2017); Mang C., Brown N., Piper L., Old school' meets 'new school': Using books and tablets to improve information literacy and promote integrative learning among business students, Int. J. Manag. Educ, 15, 3, pp. 449-455, (2017)","","","Science and Information Organization","","","","","","2158107X","","","","English","Intl. J. Adv.  Comput. Sci. Appl.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85087843012"
"Kim K.T.","Kim, Kyu Tae (57218084428)","57218084428","The Mediating Role of Core Competencies in the Relationship between Digital Literacy and Perceived Employability among Korean College Students: Difference by Employment Support Program Participation","2020","Universal Journal of Educational Research","8","6","","2520","2535","15","2","10.13189/ujer.2020.080636","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086331930&doi=10.13189%2fujer.2020.080636&partnerID=40&md5=61379e3f632e0f2ff2e53e72cd304adb","Department of Education, Keimyung University, South Korea","Kim K.T., Department of Education, Keimyung University, South Korea","This study explored the mediating role of core competencies in the relationship between digital literacy and perceived employability among college students in South Korea depending on their participation in employment support programs. The sample for this study comprised 916 college students: 497 students were participants in employment support programs from spring to fall semesters in 2017, and 419 students were nonparticipants. Data analysis was conducted mainly using structural equation modelling and multiple-group path analysis. The findings showed that digital literacy had a positive relationship with perceived employability and that core competencies mediated the relationship between digital literacy and perceived employability. Also, this study verified that differences exist among all paths depending on participation in employment support programs. It is necessary to conduct follow-up research such as experimental and quasi-experimental research to verify the relationship and influences between related variables, as well as the effect of digital literacy and core competencies on employability according to learners' characteristics such as learning styles, learning strategies, and achievement goal orientations. Qualitative studies through group interviews or behavioral event interviews for distinguished graduates in digital literacy or core competencies are also vital. In addition, colleges need to strengthen competence-driven teaching and learning methods such as problem-based learning, flipped learning, and project-based learning. They should provide an employment-enhanced curriculum and program through digitized authentic work experience and simulation. © 2020 Horizon Research Publishing. 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Advanced Design in Nursing Research (2nd Ed, (1998); Economic Forum, (2016); Deep Shift Technology Tipping Points and Societal Impact, (2015); Yang J., University life change of 4-year college students over the past 10 years, KRIVET Issue Brief, (2017); Yen M., Construction and empirical analysis of the indicators of college students' basic information ability for employability. Knowledge Management & E-Learning, An International Journal (KM&EL, 4, 3, pp. 379-389, (2012); Yu J.P., Concepts and Understanding of Structural Equation Modeling, (2012)","","","Horizon Research Publishing","","","","","","23323205","","","","English","Univers. J. Edu. Res.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85086331930"
"Moore D.; Keat R.","Moore, Deborah (56879662100); Keat, Ross (57192809266)","56879662100; 57192809266","Does dental appearance impact on employability in adults? A scoping review of quantitative and qualitative evidence","2020","British Dental Journal","","","","","","","8","10.1038/s41415-020-2025-5","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85092932619&doi=10.1038%2fs41415-020-2025-5&partnerID=40&md5=5c12eac74db3e4f04c8ef8e986273a93","University of Manchester, Division of Dentistry, Dental Health Unit, Williams House, Lloyd Street North, Manchester, M15 6SE, United Kingdom","Moore D., University of Manchester, Division of Dentistry, Dental Health Unit, Williams House, Lloyd Street North, Manchester, M15 6SE, United Kingdom; Keat R., University of Manchester, Division of Dentistry, Dental Health Unit, Williams House, Lloyd Street North, Manchester, M15 6SE, United Kingdom","Background The importance of physical appearance in social and professional situations has been well studied. It has been suggested that improving dental appearance may increase employment prospects. This scoping review aims to map the current literature regarding the impact of dental appearance on employability. Methods A scoping review was carried out in accordance with guidance from the Joanna Briggs Institute. Inclusion and exclusion criteria were developed iteratively, databases were searched and decisions on inclusion made in duplicate. Data were charted in Excel and synthesised using a visual map, study summary table and narrative description. Results We identified 16 relevant articles: ten experimental simulation studies, two qualitative studies, one cross-sectional survey, one pre-/post-dental treatment survey, one retrospective cohort study and one narrative systematic review. Experimental simulations support the notion that visible dental conditions can negatively impact appraisals of employment-related personal characteristics. Negative impacts on job-seeking self-efficacy and willingness to apply for jobs have also been documented. Conclusions The applicability of this evidence base to the UK health system context is uncertain and demonstration of real-life impact on employment is lacking. Further research is needed before programmes to improve dental appearance could be justified on the basis of improving employment outcomes. © 2020, British Dental Association.","","adult; article; cohort analysis; dental procedure; employability; employment; human; narrative; qualitative research; retrospective study; self concept; simulation; systematic review","","","","","Public Health England, PHE","Acknowledgements eTh authors gratefully acknowledge the input of Mrs Sandra White in identifying the research topic. This study was funded by Public Health England. The views expressed are those of the authors and not necessarily those of Public Health England or the National Health Service.","Talamas S.N., Mavor K.I., Perrett D.I., Blinded by beauty: Attractiveness bias and accurate perceptions of academic performance, PLoS One, (2016); Willis J., Todorov A., Willis J., Todorov A., Making Up Your Mind After a 100Ms Exposure to a Face, Psychol. Sci, 17, pp. 592-598, (2019); Dion K., Berscheid E., Walster E., What is beautiful is good, J Pers Soc Psychol, 24, pp. 285-290, (1972); Johnson S., Podratz K., Dipboye R., Gibbons E., Physical attractiveness biases in ratings of employment suitability: Tracking down the 'beauty is Beastly' effect, J Soc Psychol, 150, pp. 301-318, (2010); Watkins L., Johnston L., Screening Job Applicants: The Impact of Physical Attractiveness and Application Quality, Int J Sel Assess, 8, pp. 76-84, (2002); Baert S., Decuypere L., Better sexy than flexy? A lab experiment assessing the impact of perceived attractiveness and personality traits on hiring decisions, Appl Econ Lett, 21, pp. 597-601, (2014); Tatarunaite E., Playle R., Hood K., Shaw W., Richmond S., Facial attractiveness: A longitudinal study, Am J Orthod Dentofac Orthop, 127, pp. 676-682, (2005); Schmidt K., Levenstein R., Ambadar Z., Intensity of smiling and attractiveness as facial signals of trustworthiness in women, Percept Mot Skills, 114, pp. 964-978, (2012); Mehu M., Little A.C., Dunbar R.I.M., Sex differences in the effect of smiling on social judgements: An evolutionary approach, J Soc Evol Cult Psychol, 2, pp. 103-121, (2008); Murray J.J., Vernazza C.R., Holmes R.D., Forty years of national surveys: An overview of children's dental health from 1973-2013, Br Dent J, 219, pp. 281-285, (2015); Steele J.G., Treasure E.T., O'sullivan I., Morris J., Murray J.J., Adult Dental Health Survey 2009: Transformations in British oral health 1968-2009, Br Dent J, 213, pp. 523-527, (2012); Cronin M., Meaney S., Jepson N.J.A., Allen P.F., A qualitative study of trends in patient preferences for the management of the partially dentate state, Gerodontology, 26, pp. 137-142, (2009); Wong B., Quick A.N., Thomson W.M., The impact of the popular media on cosmetic dentistry, N Z Dent J, 102, pp. 58-63, (2006); Binalrimal S., The Effect of Social Media on the Perception and Demand of Aesthetic Dentistry, IOSR J Dent Med Sci, 18, pp. 69-73, (2019); Khalid A., Quinonez C., Straight, white teeth as a social prerogative, Sociol Health Illn, 37, pp. 782-796, (2015); Realself U.K., Aesthetics Interest Survey, (2018); Health and Social Care Information Centre. 7: Outcome and Impact - a Report from the Adult Dental Health Survey, (2009); Oral Health and Well-Being in the United States, (2015); Sheiham A., Cushing A., Maizels J., The Social Impacts of Dental Disease. in Salde G (Ed) Measuring Oral Health and Quality of Life. Pp 47-56, (1997); Moeller J., Singhal S., Al-Dajani M., Gomaa N., Quinonez C., Assessing the relationship between dental appearance and the potential for discrimination in Ontario, Canada. SSM Popul Health, 1, pp. 782-796, (2015); Sanders A.E., Spencer A.J., Slade G.D., Evaluating the role of dental behaviour in oral health inequalities, Community Dent Oral Epidemiol, 34, pp. 71-79, (2006); Siegrist J., Rosskam E., Leka S., Work and worklessness: Final report of the Task group on employment and working conditions, including occupation, unemployment and migrant workers: Review of social determinants of health and the health divide in the WHO European, Region; Government U.K., Work and Health Programme, (2019); Hyde S., Satariano W.A., Weintraub J.A., Welfare dental intervention improves employment and quality of life, J Dent Res, 85, pp. 79-84, (2006); Peters M.D.J., Godfrey C.M., Khalil H., McInerney P., Parker D., Soares C.B., Guidance for conducting systematic scoping reviews, Int J Evid Based Healthc, 13, pp. 141-146, (2015); Tricco A.C., Lillie E., Zarin W., Et al., PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation, Ann Intern Med, 169, pp. 467-473, (2018); Pithon M.M., Nascimento C.C., Barbosa G.C.G., Coqueiro R.D.S., Do dental esthetics have any influence on finding a job?, Am J Orthod Dentofac Orthop, 146, pp. 423-429, (2014); McErlain M., Newton J.T., Jeremiah H.G., Does dental appearance affect employment prospects: a prospective cross-sectional study, J Orthod, 45, pp. 71-78, (2018); Halasa-Rappel Y.A., Tschampl C.A., Foley M., Dellapenna M., Shepard D.S., Broken smiles: The impact of untreated dental caries and missing anterior teeth on employment, J Public Health Dent, 79, pp. 231-237, (2019); Kerr L., More than Just Pulling Teeth: The Impact of Dental Care on Patients' Lived Experiences, J Can Dent Assoc, 84, (2018); Douds A.S., Ahlin E.M., Kavanaugh P.R., Olaghere A., Decayed Prospects: A Qualitative Study of Prison Dental Care and its Impact on Former Prisoners, Crim Justice Rev, 41, pp. 21-40, (2016); Newton J.T., Prabhu N., Robinson P.G., The impact of dental appearance on the appraisal of personal characteristics, Int J Prosthodont, 16, pp. 429-434, (2003); Feng X., Newton J., Robinson P., The impact of dental appearance on perceptions of personal characteristics among Chinese people in the United Kingdom, Int J Prosthodont, 51, pp. 429-434, (2001); Eli I., Bar-Tal Y., Kostovetzki I., At first glance: Social meanings of dental appearance, J Public Health Dent, 61, pp. 150-154, (2001); Montero J., Gomez-Polo C., Santos J.A., Portillo M., Lorenzo M.C., Albaladejo A., Contributions of dental colour to the physical attractiveness stereotype, J Oral Rehabil, 41, pp. 768-782, (2014); Shaw W.C., Rees G., Dawe M., Charles C.R., The Influence of dentofacial appearance on the social attractiveness of young adults, Am J Orthod Dentofac Orthop, 87, pp. 21-26, (1985); Kershaw S., Newton J.T., Williams D.M., The influence of tooth colour on the perceptions of personal characteristics among female dental patients: Comparisons of unmodified, decayed and 'whitened' teeth, Br Dent J, (2008); Williams D.M., Chestnutt I.G., Bennett P.D., Hood K., Lowe R., Heard P., Attitudes to fluorosis and dental caries by a response latency method, Community Dent Oral Epidemiol, 34, pp. 153-159, (2006); Williams D.M., Chestnutt I.G., Bennett P.D., Hood K., Lowe R., Characteristics attributed to individuals with dental fluorosis, Community Dent Health, 23, pp. 209-216, (2006); Singhal S., Correa R., Quinonez C., The impact of dental treatment on employment outcomes: A systematic review, Health Policy, 109, pp. 88-96, (2013); Singhal S., Mamdani M., Mitchell A., Tenenbaum H., Quinonez C., An exploratory pilot study to assess self-perceived changes among social assistance recipients regarding employment prospects after receiving dental treatment, BMC Oral Health, 15, pp. 2-7, (2015); Singhal S., Mamdani M., Mitchell A., Tenenbaum H., Lebovic G., Quinonez C., Dental treatment and employment outcomes among social assistance recipients in Ontario, Canada, Health Policy, 120, pp. 1202-1208, (2016); Eagly A.H., Ashmore R.D., Makhijani M.G., Longo L.C., What Is Beautiful Is Good, But.: A Meta-Analytic Review of Research on the Physical Attractiveness Stereotype, Psychol Bull, 110, pp. 109-128, (1991); Feingold A., Good-Looking People Are Not What We Think, Psychol Bull, 111, pp. 304-341, (1992); Centre for Open Science; Edwards M., Macpherson L.M.D., Simmons D.R., Gilmour W.H., Stephen K.W., An assessment of teenagers' perceptions of dental fluorosis using digital simulation and web-based testing, Community Dent Oral Epidemiol, 33, pp. 298-306, (2005); Pithon M.M., Bastos G.W., Miranda N.S., Et al., Esthetic perception of black spaces between maxillary central incisors by different age groups, Am J Orthod Dentofac Orthop, 143, pp. 371-375, (2013); Henson S.T., Lindauer S.J., W Gardner G., Shroff B., Tufekci E., Best A.M., Influence of dental esthetics on social perceptions of adolescents judged by peers, Am J Orthod Dentofac Orthop, 140, pp. 389-395, (2011); Tennis G.H., Dabbs J.M., Judging physical attractiveness: Effects of judges' own attractiveness, Person Soc Psychol Bull, 1, pp. 513-516, (1975); Sim S.Y.L., Saperia J., Brown J.A., Bernieri F.J., Judging attractiveness: Biases due to raters' own attractiveness and intelligence, Cogent Psychol, (2015); Understanding NHS Dental Charges, (2020); Hill K.B., Chadwick B.L., Freeman R., O'Sullivan I., Murray J.J., Adult Dental Health Survey 2009: Relationships between dental attendance patterns, oral health behaviour and the current barriers to dental care, Br Dent J, 214, pp. 25-32, (2013); Paisi M., Kay E., Plessas A., Et al., Barriers and enablers to accessing dental services for people experiencing homelessness: A systematic review, Community Dent Oral Epidemiol, 47, pp. 103-111, (2019); Understanding NHS Dental Charges, (2020); Benson P.E., Javidi H., Dibiase A.T., What is the value of orthodontic treatment?, Br Dent J, 218, pp. 185-190, (2015); Feu D., Miguel J.A.M., Celeste R.K., Oliveira B.H., Effect of orthodontic treatment on oral health-related quality of life, Angle Orthod, 83, pp. 892-898, (2013); Health and Social Care Act 2012. Part 1 - 4. the Secretary of State's Duty as to Reducing Inequalities","D. Moore; University of Manchester, Division of Dentistry, Dental Health Unit, Williams House, Lloyd Street North, Manchester, M15 6SE, United Kingdom; email: deborah.moore-2@manchester.ac.uk","","Springer Nature","","","","","","00070610","","","","English","Brit. Dent. J.","Article","Article in press","All Open Access; Green Open Access","Scopus","2-s2.0-85092932619"
"Aggarwal A.; Singh U.; Mittal A.; Mittal R.","Aggarwal, Arun (57203393153); Singh, Umed (57218316694); Mittal, Amit (57210989478); Mittal, Ruchi (57210932810)","57203393153; 57218316694; 57210989478; 57210932810","Impact of ‘learn and earn’ scheme on employability of students in a vocational institution in India","2020","Journal of Advanced Research in Dynamical and Control Systems","12","7 Special Issue","","1712","1721","9","0","10.5373/JARDCS/V12SP7/20202280","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85088784179&doi=10.5373%2fJARDCS%2fV12SP7%2f20202280&partnerID=40&md5=bb7e687b6772cefb82ff7c8178bfb731","Chitkara Business School, Chitkara University, Punjab, India; Chitkara University, Institute of Engineering and Technology, Chitkara University, Punjab, India","Aggarwal A., Chitkara Business School, Chitkara University, Punjab, India; Singh U., Chitkara Business School, Chitkara University, Punjab, India; Mittal A., Chitkara Business School, Chitkara University, Punjab, India; Mittal R., Chitkara University, Institute of Engineering and Technology, Chitkara University, Punjab, India","The concept of earning while learning plays a vital role in enhancing employability skills among the students. The general education focuses on creating ‘general human capital’, whereas the vocational education creates ‘technical or specific human capital’. These schemes assist the students to pursue higher education along with gaining corporate exposure. The present study examined the impact of ‘Learn and Earn’ initiative employability skills using a sample of 408 students in a vocational educational institution located in Pune, in the western Indian state of Maharashtra. The findings of this investigation confirmed the hypothesis that there is a significant positive relationship between vocational training and employability of students. The employability of students who participated in vocational-technical education was enhanced. The findings of this study are important for different stakeholders such as students, academicians, parents, sponsors, and institutions. © 2020, Institute of Advanced Scientific Research, Inc.. All rights reserved.","Education; Employability; Exploratory Factor Analysis; Learn and Earn; Training","","","","","","","","Aggarwal A., Chand P. A., Jhamb D., Mittal A., Leader-Member Exchange, Work Engagement, and Psychological Withdrawal Behaviour: The Mediating Role of Psychological Empowerment, Frontiers in Psychology, 11, 1, pp. 1-17, (2020); Aggarwal A., Dhaliwal R. S., Nobi K., Impact of structural empowerment on organizational commitment: the mediating role of women’s psychological empowerment, Vision, 22, 3, pp. 284-294, (2018); Aggarwal A., Goyal J., Nobi K., Examining the Impact of Leader-Member Exchange on Perceptions of Organizational Justice: The Mediating Role of Perceptions of Organizational Politics, Theoretical Economics Letters, 8, 11, pp. 2308-2329, (2018); Aggarwal A., Mittal A., Rasheed M. A., Thematic Analysis of Employee Competencies in an Uncertain Business Environment: A Study on the Indian Infrastructure Sector, Journal of Advanced Research in Dynamical and Control Systems, 11, 8, pp. 1289-1301, (2019); Aggarwal A., Mittal R., Gupta S., Mittal A., Internet of Things Driven Perceived Value Co-Creation in Smart Cities of the Future: A PLS-SEM Based Predictive Model, Journal of Computational and Theoretical Nanoscience, 16, 9, pp. 4053-4058, (2019); Ajit V., Deshmukh P., Factors Impacting Employability Skills of Engineers, International Journal of Science and Research (IJSR), 2, 4, pp. 30-32, (2013); Okada Aya, Skills Development for Youth in India: Challenges and Opportunities CICE Hiroshima University, Journal of International Cooperation in Education, 15, 2, pp. 169-193, (2012); Babu R. C., Employability skill gaps among management graduates In India, International Journal of Research in IT and Management, 6, 11, pp. 182-189, (2016); Chakrabarty A., Role of Education and Skill Development for Sustainable Development, pp. 1-17, (2012); Chithra R., Employability Skills–A Study on the perception of the Engineering Students and their Prospective Employers, Global Journal of Management and Business Studies, 3, 5, pp. 525-534, (2013); Dhaliwal M. S., Mittal A., Aggarwal A., Chand P. K., Determining the Factors Affecting the Selection of Private Universities and Colleges in Indian Context: A Structural Equation Modeling Approach, Journal of Advanced Research in Dynamical & Control Systems, 11, 8, pp. 2579-2590, (2019); Dhaliwal R. S., Aggarwal A., Goyal J., Managerial Performance a Global Challenge: An Empirical Study of Psychological Factors as Performance Predictors, The Indian Journal of Commerce, 68, 1, pp. 62-70, (2015); Goel V.P., Ministry of human resource developmentreport, pp. 1-21, (2009); Gowsalya G., Kumar M. A., Perceptions on Employability Skills Necessary to Enhance Arts and Science Students in Namakkal District, International Journal of Pure and Applied Mathematics, 116, 22, pp. 9-18, (2016); Green F., McIntosh S., Is there a genuine underutilisation of skills amongst the over-qualified?, (2002); Gupta S., Aggarwal A., Mittal A., Modelling the motivations of millennials’ online shopping intentions: A PLS-SEM approach, International Journal of Business and Globalisation, X, pp. xxx-xxx; Gupta S., Mittal R., Mittal A., Modelling the Intentions to Adopt UPIs: A PLS-SEM Approach, 2019 6th International Conference on Computing for Sustainable Global Development (INDIACom), pp. 246-250, (2019); Hari Prasad N., Parasuraman J., Alarming Employability Skills Deficiency among Budding Engineering Graduates – a study on engineering graduates in Chittoor district, SAMZODHANA – Journal of Management Research, 3, 1, pp. 76-80, (2014); Harvey L., Employability and diversity, (2002); Kakade V. B., Suryavanshi S.S., Hindurao S., Inclusive Higher Education Through Earn and Learn, International Conference on Management and Education Innovation. IPEDR, 37, pp. 201-206, (2012); Kapur R, Skill development In India, International Journal of Transformations in Business Management, 4, 2, (2014); Leitch R., Limitations of language: Developing arts‐based creative narrative in stories of teachers’ identities, Teachers and Teaching: theory and practice, 12, 5, pp. 549-569, (2006); Lawson M. J., Askell-Williams H., Murray-Harvey R., Teacher education students' knowledge about how class discussions help them to learn, (2002); Madlani M. B., Rural Employability: skill development the need of the hour, (2014); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: what effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); McGill M. M., Defining the expectation gap: a comparison of industry needs and existing game development curriculum, Proceedings of the 4th International Conference on Foundations of Digital Games, pp. 129-136, (2009); Mittal A., Aggarwal A., Mittal R., Predicting University Students’ adoption of Mobile News Applications, International Journal of E-Services and Mobile Applications, (2020); Mittal A., Dhiman R., Lamba P., Skill mapping for blue-collar employees and organisational performance, Benchmarking: An International Journal, 26, 4, pp. 1255-1274, (2019); Morley M. J., Person-organization fit, Journal of Managerial Psychology, 22, 2, pp. 109-117, (2007); Munishi D., Emmanuel J., Factors contributing to lack of employable skills among technical and vocational education (TVET) graduates in Tanzania, (2016); Vocationalisation of Education: Introducing employment linked courses, (2000); Padmini I., Education vs employability-the need to bridge the skills gap among the engineering and management graduates in Andhra Pradesh, International Journal of Management and Business Studies, 2, 3, pp. 90-94, (2012); Pandey D. N., Awareness of Life Skills for Job Sustainability amongst Management Students, SSRN Electronic Journal, (2013); Paulrajan R., Employability skills in Chennai retail market, India, Acta Universitatis Danubius.Economica, 7, 5, pp. 16-30, (2011); Rankhambe D., Edrest » Skill Development India: Vision, Movement and Actions, (2016); Roy P., Only 2% Of Indian Workforce Is Skilled, The Pioneer, (2016); Shah R. J., Srivastava N., A Study on Factors Affecting Employability Skills of Management Students, International journal of management and development studies, 3, pp. 2320-0685, (2014); Shukla D., Employability skill among professionals: Chagrin of HR executives in Indian labor market: A study on engineering graduates of Bhopal City, VSRD International Journal of Business and Management Research, 2, (2012); Singh J., Chand P., Mittal A., Aggarwal A., High-performance work system and organizational citizenship behaviour at the shop floor, Benchmarking: An International Journal, 27, 4, pp. 1369-1398, (2020); Stoica A. E., Development and Testing of a Comprehensive Sk Framework for the Successful Employability of MBA Graduates, (2010); Thomas B. A., Unninarayanan K. V., A Study on Employability Skills of MBA Students from the Management Institutes in the State of Kerala, International Journal of Current Research and Modern Education, 3, 1, pp. 318-324, (2018); Tilak Jandhyala B.G., Post-elementary education, poverty, and development in India, International Journal of Educational Development, 27, pp. 435-445, (2007); Demographic and Social Statistics, (2012); Unni J., Skill gaps and employability: Higher education in India, Journal of Development Policy and Practice, 1, 1, pp. 18-34, (2016)","A. Mittal; Chitkara Business School, Chitkara University, India; email: amit.mittal@chitkara.edu.in","","Institute of Advanced Scientific Research, Inc.","","","","","","1943023X","","","","English","J. Adv. Res. Dyn. Control. Syst.","Article","Final","","Scopus","2-s2.0-85088784179"
"Hunt N.; Loxley A.","Hunt, Nuala (57189037105); Loxley, Andrew (6506193764)","57189037105; 6506193764","Student perspectives on integration in part-time, flexible higher education in Ireland;’we don’t socialise here’","2020","Journal of Further and Higher Education","","","","1","13","12","2","10.1080/0309877X.2020.1779677","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090241411&doi=10.1080%2f0309877X.2020.1779677&partnerID=40&md5=8f0e8cf22b249a6c697b1f58a463def8","Department of Continuing Education, School of Education, National College of Art and Design, Dublin, Ireland","Hunt N., Department of Continuing Education, School of Education, National College of Art and Design, Dublin, Ireland; Loxley A., Department of Continuing Education, School of Education, National College of Art and Design, Dublin, Ireland","Despite efforts in Ireland to increase the number of part-time students in Higher Education, there was limited growth over twenty years 1997–2017. Part-time featured in widening participation strategies; however, this mode of learning has orientated towards employability. Retention of part-time students remains a problem for Higher Education. This paper draws on findings from an empirical study and explores factors that encouraged integration amongst on-campus part-time, flexible students in Higher Education Institutions. Findings indicated that students persisted in their studies despite encountering challenges. Students reported a sense of belonging at programme and department level; however, this did not equate with inclusion within the Higher Education Institutions. Students continue to experience difficulty in accessing supports and facilities. The limits of an interactionist model were explored from the perspective of non-traditional students. Tinto’s model of integration does not translate straightforwardly to part-time flexible students who were not socialising on campus but were committed to completing the programme. ©, © 2020 UCU.","higher education; integration; Part-time flexible; persistence","","","","","","","","Bean P.J., Metzner B., A Conceptual Model of Non-traditional Undergraduate Student Attrition, Review of Educational Research, 55, 4, pp. 485-540, (1985); Blaikie N., Designing Social Research, (2010); Bowen A.G., Grounded Theory and Sensitizing Concepts, International Journal of Qualitative Methods, 5, 3, pp. 12-23, (2006); Bowles T.V., Brindle K.A., Identifying Facilitating Factors and Barriers to Improving Student Retention Rates in Tertiary Teaching Courses: A Systematic Review, Higher Education Research and Development, 36, 5, pp. 903-919, (2017); Braxton J.M., Milem F.J., Sullivan S.A., The Influence of Active Learning on the College Student Departure Process; Towards a Revision of Tinto’s Theory, Journal of Higher Education, 71, 5, pp. 569-590, (2000); Brunton J., Brown M., Costello E., Farrell O., Head Start On-line: Flexibility, Transitions and Student Success, Educational Media International, 55, 4, pp. 347-360, (2018); Brunton J., Brown M., Costello E., Farrell O., Pre-induction Supports for Flexible Learners: The Head Start On-line MOOC Pilot, A Practice Report. Student Success, 10, 1, pp. 155-161, (2019); Byrne D., Murray C., An Independent Review to Identify the Supports and Barriers for Lone Parents in Accessing Higher Education and to Examine Measures to Increase Participation, (2017); Callender C., Widening Participation, Social Justice and Injustice: Part-time Students in Higher Education in England, International Journal of Lifelong Education, 30, 4, pp. 469-487, (2011); Callender C., Lifelong Learning? Part-time Undergraduate Provision in Crisis, (2018); Clancy P., Irish Higher Education, A Comparative Perspective, (2015); Clarke M., Kenny A., Loxley A., Creating a Supportive Working Environment for Academics in Higher Education: Country Report Ireland, (2015); Daly M., Why Should Part-time Students Have to Pay Fees that Full-timers Do Not?, The Irish Times, (2015); Darmody M., Fleming B., ‘The Balancing Act’–Irish Part-time Undergraduate Students in Higher Education, Irish Educational Studies, 28, 1, pp. 67-83, (2009); Delaney L., Brown M., To Walk Invisible: Distance Students in a Duel-mode University, Distance Education, 39, 2, pp. 209-223, (2018); National Strategy for Higher Education to 2030, Report of the Strategy Group, (2011); Investing in A National Ambition, A Strategy for Funding Higher Education, (2016); Action Plan for Education, (2016); Dwyer T., Persistence in Higher Education through Student-faculty Interactions in the Classroom of a Commuter Institution, Journal of Innovations in Education and Teaching International, 54, 4, pp. 325-334, (2017); Lifelong Learning Participation among Adults in Ireland, (2016); Eivers E., Flanagan R., Morgan M., Non-Completion in Institutes of Technology; an Investigation of Preparation, Attitudes and Behaviours among First-year Students, (2002); Flannery M., McGarr O., Flexibility in Higher Education: An Irish Perspective, Irish Education Studies, 33, 4, pp. 419-434, (2014); Fleming T., Loxley A., Finnegan F., Access and Participation in Irish Higher Education, (2017); Fleming T., Finnegan F., Retention and Progression in Irish Higher Education, (2010); Fleming T., Finnegan F., Non-Traditional Students in Irish Higher Education, A Research Report, (2011); Hazelkorn E., Rebooting Irish Higher Education: Policy Challenges for Challenging Times, Studies in Higher Education, 39, 8, pp. 1343-1354, (2014); Statistics; Achieving Equity of Access to Higher Education, Conference Proceedings, (2005); National Plan for Equity of Access to Higher Education 2008–2013, (2008); Open and Flexible Learning, HEA Position Paper, (2009); Higher Education Key Facts and Figures 07/08, (2009); A Study of Progression in Irish Higher Education, (2010); Part-time Higher Education and Training in Ireland: Current Policy, Practice and Options for the Future, (2012); Strategic Plan 2012-2-16, (2012); Key Facts and Figures 10/11, (2012); Towards a Performance Evaluation Framework: Institutional and Sectoral Profiles, (2013); Where Is Springboard Taking Jobseekers?, Trend Analysis Part 1, (2014); Hunt N., Part-time and Flexible Learning in Irish Higher Education, Access and Participation in Irish Higher Education, (2017); Jamieson A., Sabates R., Woodley A., Feinstein L., The Benefits of Higher Education Study for Part-time Students, Studies in Higher Education, 34, 3, pp. 245-262, (2009); Jones R., Student Retention and Success a Synthesis of Research, (2008); Kahu E., Stephens C., Zepke N., Leach L., Space and Time to Engage, Mature-aged Distance Students Learn to Fit Study into Their Lives, International Journal of Lifelong Education, 33, 4, pp. 523-540, (2014); Keane E., ‘Frictional’ Relationships … Tension in the Camp: Focusing on the Relational in Under-represented Students’ Experiences in Higher Education, Irish Educational Studies, 28, 1, pp. 85-102, (2009); Kember D., Lee K., Li N., Cultivating a Sense of Belonging in Part-time Students, International Journal of Lifelong Education, 20, 4, pp. 326-341, (2001); Kuh D.G., Gonyea M.R., Palmer M., The Disengaged Commuter Student: Fact or Fiction?, Commuter Perspectives, (2001); Laing C., Chao K., Robinson A., Managing the Expectations of Non-traditional Students; a Process of Negotiation, Journal of Further and Higher Education, 29, 2, pp. 169-179, (2005); Lee Y., Choi J., A Review of Online Course Dropout Research: Implications for Practice and Future Research, Education Technology Research and Development, 59, 5, pp. 593-618, (2011); McMahon F., Continuing Education in Irish Higher Education, A New Era Ahead? Irish Education Studies, 19, 1, pp. 271-283, (2000); Morgan M., Flanagan R., A study of non-completion in undergraduate university courses, (2001); Reaching Out, Student Drop Out, Briefing Paper, 2, (2015); Reaching Out: Why Students Leave, Briefing Paper 1, (2016); European Lifelong Learning Project 2008–10, Access and Retention: Experiences of Non-traditional Learners in HE, (2011); Redmond B., Quin S., Devitt C., Archbold J., A Qualitative Investigation into the Reasons Why Students Exit from the First Year of Their Programme and UCD, (2011); Rendon L., Romero J., Nora A., Theoretical Considerations in the Study of Minority Student Retention in Higher Education, Introduction to American Higher Education, (2011); Schuller T., Raffe D., Morgan-Klein B., Clark I., Part-Time Higher Education, Policy Practice and Experience, (1999); Skilbeck M., Connell H., Access and Equity in Higher Education, an International Perspective on Issues and Strategies, (2000); Evaluation of Springboard Interim Report, (2012); Swain J., Hammond C., The Motivations and Outcomes of Studying for Part-time Mature Students in Higher Education, International Journal of Lifelong Education, 30, 5, pp. 591-612, (2011); Thomas L., What Works? Student Retention and Success, Building Student Engagement and Belonging in Higher Education at a Time of Change, Final Report from the What Works?, Student Retention and Success Programme, (2012); Thomas L., Hill M., O'Mahony J., Yorke M., Supporting Student Success: Strategies for Institutional Change What Works?, Student Retention and Success Programme, (2017); Tinto V., Leaving College, Rethinking the Causes and Cures of Student Attrition, (1993); Tinto V., Pusser B., Moving from Theory to Action; Building a Model of Institutional Action for Student Success, (2006); Walsh J., A Quiet Revolution, International Influence Domestic Elites and the Transformation of Higher Technical Education in Ireland 1959–1972, Irish Education Studies, 30, 3, pp. 365-381, (2011); Woodfield R., Undergraduate Retention and Attainment across the Disciplines, (2014); Yorke M., Retention, Persistence and Success in On-campus Higher Education, and Their Enhancement in Open and Distance Learning, Open Learning: The Journal of Open, Distance and e-Learning, 19, 1, pp. 19-32, (2004); Yorke M., Longden B., The Experience of Part-time Students in Higher Education, A Study from the UK, (2008); Zepke N., Leach L., Improving Student Engagement: Ten Proposals for Action, Journal of Active Learning in Higher Education, 11, 3, pp. 167-177, (2010)","N. Hunt; Department of Continuing Education, School of Education, National College of Art and Design, Dublin, Ireland; email: huntn@staff.ncad.ie","","Routledge","","","","","","0309877X","","","","English","J. Furth. High. Educ.","Article","Final","","Scopus","2-s2.0-85090241411"
"Marzec I.; Austen A.; Frączkiewicz-Wronka A.; Zacny B.","Marzec, Izabela (24464153400); Austen, Agata (57202150437); Frączkiewicz-Wronka, Aldona (56499327700); Zacny, Bogna (57218668382)","24464153400; 57202150437; 56499327700; 57218668382","The impact of job content on employability and job performance in public organizations","2020","International Journal of Manpower","42","4","","628","643","15","3","10.1108/IJM-11-2019-0502","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85089975126&doi=10.1108%2fIJM-11-2019-0502&partnerID=40&md5=0dfe7d1320279c0a4db93c12320efe52","Department of Public Management and Social Sciences, University of Economics in Katowice, Katowice, Poland; Department of Human Resource Management, University of Economics in Katowice, Katowice, Poland; Department of Knowledge Engineering, University of Economics in Katowice, Katowice, Poland","Marzec I., Department of Public Management and Social Sciences, University of Economics in Katowice, Katowice, Poland; Austen A., Department of Human Resource Management, University of Economics in Katowice, Katowice, Poland; Frączkiewicz-Wronka A., Department of Public Management and Social Sciences, University of Economics in Katowice, Katowice, Poland; Zacny B., Department of Knowledge Engineering, University of Economics in Katowice, Katowice, Poland","Purpose: The increased expectations regarding job performance accompanied by changes in employment relationships in public organizations require special concern for the employability enhancement of their workers. Literature on the subject points out the importance of job content in the context of employability enhancement. The purpose of this paper is to answer the following question: what are the relationships between job variety, the learning value of the job, employability and job performance? Design/methodology/approach: The paper presents the results of a survey which was carried out in 2016. The sample consisted of 566 pairs, i.e. employees and their immediate supervisors in 147 public organizations which provide key public services in Poland. A model of the relationships between job variety, the learning value of the job, employability and job performance was proposed and tested using path analysis and structural equation modeling (SEM). Findings: It was found that both job variety and the learning value of the job were positively connected to employability, which mediated their relationships with job performance. However, the analysis revealed that the examined predictors not only affected employee work outcomes indirectly, through their impact on employability, but also directly influenced the quality of job performance. Originality/value: The study has provided empirical evidence regarding the relationships between job content, employability and job performance, which was hitherto absent from public organizations. An original conclusion from the research is that employability enhancement brings positive results for both employees and organizations. © 2020, Emerald Publishing Limited.","Employability; Employee performance; Job variety; Learning value of the job","","","","","","Narodowe Centrum Nauki, NCN, (DEC-2013/11/B/HS4/00561)","Disclosure statement : No potential conflict of interest was reported by the authors.The paper has been developed within the framework of the research project entitled “Organizational conditions of employees’ employability enhancement in the public sector” funded from the resources of the National Science Centre (Poland) granted by the decision no. DEC-2013/11/B/HS4/00561.","Akkermans J., Brenninkmeijer V., Huibers M., Blonk R.W.B., Competencies for the contemporary career: development and preliminary validation of the career competencies questionnaire, Journal of Career Development, 40, 3, pp. 245-267, (2013); Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? Examining employability as a mediator in the HRM – commitment relationship, Frontiers in Psychology, 10, pp. 1-17, (2019); Arocena P., Nunez I., Villanueva M., The effect of enhancing workers' employability on small and medium enterprises: evidence from Spain, Small Business Economics, 29, 1, pp. 191-201, (2007); Bennett A.J.W., Learning to Be job ready: strategies for greater social inclusion in public sector employment, Journal of Business Ethics, 104, 3, pp. 347-359, (2011); Blom R., Kruyen P.M., Van der Heijden B.I.J.M., Van Thiel S., One HRM fits all? A meta-analysis of the effects of HRM practices in the public, semipublic, and private sector, Review of Public Personnel Administration, 40, 1, pp. 3-35, (2020); Boxall P., Macky K., Research and theory on high-performance work systems: progressing the high-involvement stream, Human Resource Management Journal, 19, 1, pp. 3-23, (2009); Boyne G.A., Public and private management: what's the difference?, Journal of Management Studies, 39, 1, pp. 97-122, (2002); Bozionelos N., Kostopoulos K., Van der Heijden B., Rousseau D.M., Bozionelos G., Hoyland T., Miao R., Marzec I., Jedrzejowicz P., Epitropaki O., Mikkelsen A., Scholarios D., Van der Heijde C., Employability and job performance as links in the relationship between mentoring receipt and career success: a study in SMEs, Group and Organization Management, 41, 2, pp. 135-171, (2016); Buchelt B., Koncepcja Systemu Zarządzania Efektywnością Pracy Personelu Medycznego W Szpitalach, (2017); Campbell D.T., Fiske D.W., Convergent and discriminant validation by the multitrait-multimethod matrix, Psychological Bulletin, 56, 2, pp. 81-105, (1959); Camps J., Majocchi A., Learning atmosphere and ethical behavior, does it make sense?, Journal of Business Ethics, 94, 1, pp. 129-147, (2010); Camps J., Oltra V., Aldas-Manzano J., Buenaventura-Ver G., Torres-Carballo F., Individual performance in turbulent environments: the role of organizational learning capability and employee flexibility, Human Resource Management, 55, 3, pp. 363-383, (2016); Christen M., Iyer G., Soberman D., Job satisfaction, job performance, and effort: a reexamination using agency theory, Journal of Marketing, 70, 1, pp. 137-150, (2006); Corrales-Herrero H., Rodriguez-Prado B., The role of non-formal lifelong learning at different points in the business cycle, International Journal of Manpower, 39, 2, pp. 334-352, (2018); De Cuyper N., Van der Heijden B.I.J.M., De Witte H., Associations between perceived employability, employee well-being, and its contribution to organizational success: a matter of psychological contracts?, International Journal of Human Resource Management, 22, 7, pp. 1486-1503, (2011); Dysvik A., Kuvaas B., Intrinsic motivation as a moderator on the relationship between perceived job autonomy and work performance, European Journal of Work and Organizational Psychology, 20, 3, pp. 367-387, (2011); Frohlich D., Segers M., Beausaert S., Kremer M., On the relation between task-variety, social informal learning, and employability, Vocations and Learning, 12, 1, pp. 1-15, (2018); Fugate M., Kinicki A.J., A dispositional approach to employability: development of a measure and test of implications for employee reactions to organizational change, Journal of Occupational and Organizational Psychology, 81, 3, pp. 503-527, (2008); Hoskins B., Villalba C.M.H., Saisana M., The 2011 Civic Competence Composite Indicator (CCCI-2). Measuring Young People’s Civic Competence across Europe based on the IEA International Citizenship and Civic Education Study, (2012); Imam O., Abas M., Employability skills and task performance of employees in government sector, International Journal of Humanities and Social Science, 3, 4, pp. 150-162, (2018); Januszewski A., Modele równań strukturalnych w metodologii badań psychologicznych. Problematyka przyczynowości w modelach strukturalnych i dopuszczalność modeli, Studia z Psychologii w KUL, 17, pp. 213-245, (2011); Judge T.A., Colquitt J.A., Organizational justice and stress: the mediating role of work-family conflict, Journal of Applied Psychology, 89, 3, pp. 395-404, (2004); Hackman J.R., Oldham G.R., Motivation through the design of work: test of a theory, Organizational Behavior and Human Performance, 16, 2, pp. 250-279, (1976); Le Blanc P.M., Peeters M.C.W., Van der Heijden B.I.J.M., Van Zyl L.E., To leave or not to leave? A multi-sample study on individual, job-related, and organizational antecedents of employability and retirement intentions, Frontiers in Psychology, 10, pp. 1-18, (2019); Martini M., Cavenago D., The role of perceived workplace development opportunities in enhancing individual employability, International Journal of Training and Development, 21, 1, pp. 18-34, (2017); Marzec I., Uwarunkowania Rozwoju Zatrudnialności Pracowników W Organizacji, (2015); Marzec I., Fraczkiewicz-Wronka A., Struzyna J., The learning value of the job as a driver of employee commitment and job satisfaction in public organisations, Cracow Review of Economics and Management, 9, 933, pp. 53-66, (2014); Motowidlo S.J., Job performance, Handbook of psychology: Industrial and organizational psychology, 12, pp. 39-53, (2003); Palmieri C., Barioglio M., Galimberti A., Gambacorti-Passerini M., Morgigno T., The second level education professional: a traineeship programme fostering a proactive approach to employability, Employability and Competences, pp. 237-247, (2018); Peeters E., Nelissen J., De Cuyper N., Forrier A., Verbruggen M., De Witte H., Employability capital: a conceptual framework tested through expert analysis, Journal of Career Development, 46, 2, pp. 79-93, (2019); Philippaers K., De Cuyper N., Forrier A., Employability and performance: the role of perceived control and affective organizational commitment, Personnel Review, 48, 5, pp. 1299-1317, (2019); Redmond E., Competency models at work: the value of perceived relevance and fair rewards for employee outcomes, Human Resource Management, 52, 5, pp. 771-792, (2013); Sanders J., de Grip A., Training, task flexibility and the employability of low-skilled workers, International Journal of Manpower, 25, 1, pp. 73-89, (2004); Silla I., De Cuyper N., Gracia F.J., Peiro J.M., De Witte H., Job insecurity and well-being: moderation by employability, Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 10, 6, pp. 739-751, (2009); Selected Aspects of the Labour Market in 2018, (2019); Thijssen J.G.L., Van der Heijden B.I.J.M., Rocco T.S., Toward the employability-link model: current employment transition to future employment perspectives, Human Resource Development Review, 7, 2, pp. 165-183, (2008); Thomas J.P., Whitman D.S., Viswesvaran C., Employee proactivity in organizations: a comparative meta-analysis of emergent proactive constructs, Journal of Occupational and Organizational Psychology, 83, 2, pp. 275-300, (2010); Thunnissen M., Buttiens D., Talent management in public sector organizations: a study on the impact of contextual factors on the TM approach in flemish and Dutch public sector organizations, Public Personnel Management, 46, 4, pp. 391-418, (2017); Urbanski D.D., Sprawozdanie szefa służby cywilnej o stanie służby cywilnej i realizacji zadań tej służby w 2017 roku, (2018); Van der Heijde C.M., Van der Heijden B.I.J.M., A competence-based and multidimensional operationalization and measurement of employability, Human Resource Management, 45, 3, pp. 449-476, (2006); Van der Heijde C.M., Van der Heijden B.I.J.M., Scholarios D., Bozionelos N., Mikkelsen A., Epitropaki O., Marzec I., Jedrzejowicz P., Looise J.C., Learning climate perceptions as a determinant of employability: an empirical study among European ICT professionals, Frontiers in Psychology, 9, pp. 1-14, (2018); Van der Heijden B.I.J.M., Age differences in career activities among higher-level employees in The Netherlands: a comparison between profit sector and non-profit sector staff, International Journal of Training and Development, 10, 2, pp. 98-120, (2006); Van der Heijden B., Spurk D., Moderating role of LMX and proactive coping in the relationship between learning value of the job and employability enhancement among academic staff employees, Career Development International, 24, 2, pp. 163-186, (2019); Van der Heijden B.I.J.M., De Lange A.H., Demerouti E., Van der Heijde C.M., Age effects on the employability career success relationship, Journal of Vocational Behavior, 74, 2, pp. 156-164, (2009); Van Harten J., De Cuyper N., Guest D., Fugate M., Knies E., Forrier A., Introduction to special issue on HRM and employability: mutual gains or conflicting outcomes?, International Journal of Human Resource Management, 31, 9, pp. 1095-1105, (2020); Viswesvaran C., Ones D.S., Schmidt F.L., The moderating influence of job performance dimensions on convergence of supervisory and peer ratings of job performance: unconfounding construct-level convergence and rating difficulty, Journal of Applied Psychology, 87, 2, pp. 345-354, (2002); Wang A., Mohamed El-Saeid M., Work alienation intervention in job-related tension, role overload and work effort, Journal of Management of Roraima, 7, 2, pp. 268-296, (2017); Withey M., Daft R.L., Cooper W.H., Measures of Perrow's work unit technology: an empirical assessment and a new, Academy of Management Journal, 26, 1, pp. 45-63, (1983); Ybema J.F., Van Vuuren T., Van Dam K., HR practices for enhancing sustainable employability: implementation, use, and outcomes, International Journal of Human Resource Management, 31, 7, pp. 886-907, (2020)","A. Austen; Department of Human Resource Management, University of Economics in Katowice, Katowice, Poland; email: agata.austen@ue.katowice.pl","","Emerald Group Holdings Ltd.","","","","","","01437720","","","","English","Int. J. Manpow.","Article","Final","","Scopus","2-s2.0-85089975126"
"Bello I.","Bello, Ismail (57210843718)","57210843718","Sustainable development goals (SDGs) for education in Nigeria: an examination of Etisalat corporate social responsibility in Nigeria’s post-basic education sector","2020","International Journal of Lifelong Education","39","5-6","","562","575","13","7","10.1080/02601370.2020.1836051","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85093117836&doi=10.1080%2f02601370.2020.1836051&partnerID=40&md5=df3df11c23705f059a8da65ec011ccd3","Department of International Relations and Diplomacy, Baze University, Abuja, Nigeria","Bello I., Department of International Relations and Diplomacy, Baze University, Abuja, Nigeria","The post-basic education sector is critical to the achievement of the SDGs because this sector increase employability, helps build life skills, and most importantly, improves youth development. No doubt, if post-basic education improves, it will help in the actualisation of the seventeen goals of SDG. Findings reveal that Etisalat intervention in post-basic education includes Adopt a school programme, STEM camps for girls to promote knowledge of science education, career-counselling session serves as an opportunity for students to learn about career opportunities that they could select as they proceed to tertiary institutions. The adoption of has led to improvements in infrastructure and learning outputs at the post-basic-sector. All these are done in accordance with the SDGs. This study adds to the literature on the role of non-state actors especially Multinational Corporations towards developing the education sector in Nigeria and the achievement of sustainable development goals around the globe. © 2020 Informa UK Limited, trading as Taylor & Francis Group.","Etisalat; multinational Corporations; Nigeria; pot-basic education; Sustainable development goals","","","","","","","","Aladegbola I.A., Jaiyeola F., Politics of policies: the quest for qualitative education in Nigeria, AFRIKA Journal of Politics, Economics and Society, 6, 1, pp. 103-131, (2016); Alhaji-Liman M., Shittu A.T., Girl-child education in Northern Nigeria: Problems, challenges, and solutions, Interdisciplinary Journal of Contemporary Research in Business, 2, 12, pp. 851-859, (2011); Abdullahi D., Abdullah M.D.S.J.B., The Political will and Quality Basic Education in Nigeria, Journal of Power, Politics & Governance, 2, 2, pp. 75-100, (2014); Aras G., Crowther D., Making sustainable development sustainable, Management Decision, 47, 6, pp. 975-988, (2009); Bello I., Othman M.F., Shariffuddin M.D.K.B., Multinational Corporations and Nigeria’s Educational Development: An International Development Perspectives, International Journal of Management Research and Review, 7, 6, (2017); Benavot A., The invisible friend: Adult education and the sustainable development goals. Adult education and development, 58, (Role and impact of adult education), pp. 4-9, (2018); Bhaduri S.N., Selarka E., (2016); Carroll A.B., A three-dimensional conceptual model of corporate performance, Academy of management review, 4, 4, pp. 497-505, (1979); Carroll A.B., Corporate social responsibility: The centerpiece of competing and complementary frameworks, Organizational Dynamics, 44, 2, pp. 87-96, (2015); Carroll A.B., Carroll’s pyramid of CSR: Taking another look, International Journal of Corporate Social Responsibility, 1, 1, pp. 3-21, (2016); Crane A., Matten D., Spence L.J., Corporate social responsibility: Readings and cases in a global context, (2008); Dahlsrud A., How corporate social responsibility is defined: An analysis of 37 definitions, Corporate Social Responsibility and Environmental Management, 15, 1, pp. 1-13, (2008); Devinney T.M., Is the socially responsible corporation a myth? The good, the bad, and the ugly of corporate social responsibility, The Academy of Management Perspectives, 23, 2, pp. 44-56, (2009); Elfert M., Lifelong learning in sustainable development goal 4: What does it mean for UNESCO’s rights-based approach to adult learning and education?, International Review of Education, (2019); Federal ministry of education–department of basic and secondary education, (2019); Freeman R.E., Strategic Management: A Stakeholder Approach, (2008); Gjolberg M., Varieties of corporate social responsibility (CSR): CSR meets the “nordic model”, Regulation & Governance, 4, 2, pp. 203-229, (2010); Gordon B., Nigeria must invest in human capital, This day Newspaper, (2012); Hinzen H., Schmitt S., Agenda 2030-education and lifelong learning in the sustainable development goals, (2016); Hung Chen C., The major components of corporate social responsibility, Journal of Global Responsibility, 2, 1, pp. 85-99, (2011); Kuada J., Private enterprise-led economic development in Sub-Saharan Africa: The human side of growth, (2015); McGrath S., Education and development. Routledge perspectives on development, (2018); Monge-Gonzalez R., Gonzalez-Alvarado C., The role and impact of MNCs in Costa Rica on skills development and training: The case of Intel, Microsoft, and Cisco, (2007); Oluwatobi S.A., Ogunrinola I.O., Government expenditure on human capital development: Implications for economic growth in Nigeria, Journal of Sustainable Development, (2011); Risikat O., Effects of public educational spending and macroeconomics uncertainty on schooling outcomes evidence from Nigeria, Journal of Economics, Finance and Administrative Science, 16, 31, pp. 8-21, (2011); Scherer A.G., Palazzo G., Toward a political conception of corporate responsibility: Business and society seen from a Habermasian perspective, Academy of Management Review, 32, 4, pp. 1096-1120, (2007); Scherer A.G., Palazzo G., The new political role of business in a globalized world: A review of a new perspective on CSR and its implications for the firm, governance, and democracy, Journal of Management Studies, 48, 4, pp. 899-931, (2011); Singh J., Asymmetry of knowledge spillovers between MNCs and host country firms, Journal of international business studies, 38, 5, (2007); Singh M., Multinational corporations and their impact on educational policies of a state, Journal of Asian and African Studies, 44, 5, (2009); what is CSR?, (2016); Sustainable development goals, (2019); Aid to education falls for the sixth consecutive year, (2017); van Fleet J.W., Zinny G.S., Corporate Social Investments in Education in Latin America & the Caribbean: Mapping the Magnitude of Multilatinas’ Private Dollars for Public Good, (2012); Van Fleet J.W., Steer L., Want a better, safer world? Build a finance facility for education, Sandford Social Innovation Review, (2017); Zaria N.R.J., Politics of education in Nigeria, (2010)","I. Bello; Department of International Relations and Diplomacy, Baze University, Abuja, Nigeria; email: Ismailbello12@gmail.com","","Routledge","","","","","","02601370","","","","English","Int. J. Lifelong Educ.","Article","Final","","Scopus","2-s2.0-85093117836"
"Carstensen V.; Happ R.; Zlatkin-Troitschanskaia O.","Carstensen, Vivian (57190807839); Happ, Roland (56028283800); Zlatkin-Troitschanskaia, Olga (55763468500)","57190807839; 56028283800; 55763468500","Second-Generation Immigrants’ Entry into Higher Education: Students’ Enrollment Choices at Different Types of Universities","2020","Eastern Economic Journal","46","1","","126","160","34","2","10.1057/s41302-019-00148-1","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073823189&doi=10.1057%2fs41302-019-00148-1&partnerID=40&md5=8a4ec516661887c08c290c457ac6fd03","Faculty of Business and Health, Bielefeld University of Applied Sciences, Interaktion 1, Bielefeld, 33619, Germany; School of Economics and Management, Leibniz University Hannover, Hannover, Germany; Johannes Gutenberg University Mainz, Mainz, Germany","Carstensen V., Faculty of Business and Health, Bielefeld University of Applied Sciences, Interaktion 1, Bielefeld, 33619, Germany, School of Economics and Management, Leibniz University Hannover, Hannover, Germany; Happ R., Johannes Gutenberg University Mainz, Mainz, Germany; Zlatkin-Troitschanskaia O., Johannes Gutenberg University Mainz, Mainz, Germany","We examine the relationship between immigrant status and institutional choice in the European Higher Education Area (EHEA). The EHEA addresses employability of graduates as a key area for action. In practice, universities vary in the degree to which they embed employability into their curricula. Using these differences as a basis for university-type classification, we examine whether institutional choices differ between native and second-generation immigrant students. The results of a survey of first-semester students reveal that more than half of the institutions with a strong professional profile are challenged by heterogeneous entry cohorts. One quarter of students enroll at these universities. © 2019, EEA.","European Higher Education Area; Human capital; Institutional choices in higher education; Learning for employability; Minorities","","","","","","Bundesministerium für Bildung und Forschung, BMBF, (01PK11013)","Acknowledgements The authors would like to thank the editors and two anonymous reviewers for their excellent comments and very helpful suggestions. We received useful comments from participants in the Immigration Symposium at the 45th Eastern Economic Association Annual Conference in New York City, USA, 2019. The results reported in this paper were generated in the WiWiKom project. This work is funded by the German Federal Ministry of Education and Research (Grant Number 01PK11013).","Clifford A., The Bologna Process for U.S. Eyes: Relearning Higher Education in the Age of Convergence, (2009); Becker G.S., The Economics of Discrimination. Economics Research Studies of the Economics Research Center of the University of Chicago, (1971); Becker G.S., Human Capital. A Theoretical and Empirical Analysis, with Special Reference to Education, (1993); Forschung an Fachhochschulen. Wie Aus Praxisorientierter Forschung Produkte Und Dienstleistungen Werden [Research at Universities of Applied Sciences. How Practice-Oriented Research Can Result in Products and Services], (2016); (2019); Report to Ministers, (2009); Borjas G.J., Self-Selection and the Earnings of Immigrants, The American Economic Review, 77, 4, pp. 531-553, (1987); Borjas G.J., Immigration and Self-selection, Immigration, Trade, and the Labor Market, pp. 29-76, (1991); Borjas G.J., Ethnic Capital and Intergenerational Mobility, The Quarterly Journal of Economics, 107, 1, pp. 123-150, (1992); Borjas G.J., Ethnicity, Neighborhoods, and Human-Capital Externalities, American Economic Review, 85, 3, pp. 365-390, (1995); Borjas G.J., Chiswick B.R., Elsner B., Foundations of Migration Economics. IZA Prize in Labor Economics, (2019); Card D., Using Geographic Variation in College Proximity to Estimate the Return to Schooling, Aspects of Labour Market Behaviour: Essays in Honour of John Vanderkamp, pp. 201-222, (1995); Chiswick B.R., Miller P.W., The Endogeneity Between Language and Earnings: International Analyses, Journal of Labor Economics, 13, 2, pp. 246-288, (1995); Chiswick B.R., Lee Y.L., Miller P.W., Parents and Children Talk: English Language Proficiency Within Immigrant Families, Review of Economics of the Household, 3, 3, pp. 243-268, (2005); Chiswick B.R., Miller P.W., Negative and Positive Assimilation, Skill Transferability, and Linguistic Distance, Journal of Human Capital, 6, 1, pp. 35-55, (2012); Crul M., Snakes and Ladders in Educational Systems: Access to Higher Education for Second-Generation Turks in Europe, Journal of Ethnic and Migration Studies, 39, 9, pp. 1383-1401, (2013); Deardorff D.K., de Wit H., Heyl J., Adams T., The SAGE Handbook of International Higher Education, (2012); The European Higher Education Area in 2012: Bologna Process Implementation Report, (2012); The European Higher Education Area in 2015: Bologna Process Implementation Report, Bologna Process, (2015); The European Higher Education Area in 2018: Bologna Process Implementation Report, (2018); Edvardsson Stiwne E., Alves M.G., Higher Education and Employability of Graduates. Will Bologna Make a Difference?, European Educational Research Journal, 9, 1, pp. 32-44, (2010); Enders J., Boer H.F., Westerheijden D.F., Reform of Higher Education in Europe, (2011); Bevölkerung und Erwerbstätigkeit—Bevölkerung mit Migrationshintergrund—Ergebnisse des Mikrozensus 2014 [Population and Employment—Population with a Migration Background—Results of the Microcensus 2014], (2015); Bildung und Kultur—Private Hochschulen [Education and Culture—Private Institutions of Higher Education], (2018); Frost J., Hattke F., Reihlen M., Multi-Level Governance in Universities: Strategy, Structure, Control, Higher Education Dynamics 47, (2016); (2019); Goldin C., Human Capital, Handbook of Cliometrics, pp. 55-86, (2016); Griga D., Hadjar A., Migrant Background and Higher Education Participation in Europe: The Effect of the Educational Systems, European Sociological Review, 30, 3, pp. 275-286, (2014); Hagy A.P., Farley J., Staniec O., Immigrant Status, Race, and Institutional Choice in Higher Education, Economics of Education Review, 21, 4, pp. 381-392, (2002); Happ R., Forster M., Zlatkin-Troitschanskaia O., Carstensen V., Assessing the Previous Economic Knowledge of Beginning Students in Germany—Implications for Teaching Economics in Basic Courses, Citizenship, Social and Economics Education, 15, 1, pp. 45-57, (2016); Happ R., Zlatkin-Troitschanskaia O., Forster M., How Prior Economic Education Influences Beginning University Students’ Knowledge of Economics, Empirical Research in Vocational Education and Training, 10, 5, pp. 1-20, (2018); Heath A.F., Rothon C., Kilpi E., The Second Generation in Western Europe: Education, Unemployment, and Occupational Attainment, Annual Review of Sociology, 43, 1, pp. 211-235, (2008); Imdorf C., Understanding Discrimination in Hiring Apprentices: How Training Companies Use Ethnicity to Avoid Organisational Trouble, Journal of Vocational Education & Training, 69, 3, pp. 405-423, (2017); Jackson M., Jonsson J.O., Rudolphi F., Ethnic Inequality and Choice-Driven Educational Systems: A Longitudinal Study of Performance and Choice in England and Sweden, Sociology of Education, 85, 2, pp. 158-178, (2012); Keeling R., The Bologna Process and the Lisbon Research Agenda. The European Commission’s Expanding Role in Higher Education Discourse, European Journal of Education, 41, 2, pp. 203-223, (2006); Kemper T., Migrationshintergrund—Eine Frage der Definition! “[Migration Background—A Question of Definition!], Die deutsche Schule, 102, 4, pp. 315-326, (2010); Kolster R., Westerheijden D.F., Frederiks M., Learning for Employability: Integrating Employability into Professional Bachelor Programmes and Quality Assurance in Four Higher Education Systems, 9th European Quality Assurance Forum, (2014); Kristen C., Reimer D., Kogan I., Higher Education Entry of Turkish Immigrant Youth in Germany, International Journal of Comparative Sociology, 49, 2-3, pp. 127-151, (2008); Lang K., Lehmann J.-Y.K., Racial Discrimination in the Labor Market: Theory and Empirics, Journal of Economic Literature, 50, 4, pp. 959-1006, (2012); McFadden D., Econometric Analysis of Qualitative Response Models, Handbook of Econometrics, 2, pp. 1395-1457, (1984); McQuaid R.W., Lindsay C., The Concept of Employability, Urban Studies, 42, 2, pp. 197-219, (2005); Middendorff E., Die Wirtschaftliche Und Soziale Lage Der Studierenden in Deutschland 2016—21. Sozialerhebung Des Deutschen Studentenwerks [The Economic and Social Situation of Students in Germany 2016—21st Social Survey—Scientific Preparation, Implementation and Documentation of the Findings], (2017); Neugebauer M., Spangenberg H., Besser bezahlt und seltener arbeitslos? [Earning More and Less Likely Unemployed?], Forschung & Lehre, 2017, 9, pp. 778-779, (2017); What Are Tertiary Students Choosing to Study? Education Indicators in Focus No. 19, (2014); The Resilience of Students with an Immigrant Background: Factors That Shape Well-being, (2018); Reich M., An Elgar Reference Collection. Segmented Labor Markets and Labor Mobility, (2008); Jo R., Kahanec M., Haas J., (2017); Roy A.D., Some Thoughts on the Distribution of Earnings, Oxford Economic Papers, 3, 2, pp. 135-146, (1951); Salikutluk Z., Why Do Immigrant Students Aim High? Explaining the Aspiration-Achievement Paradox of Immigrants in Germany, European Sociological Review, 32, 5, pp. 581-592, (2016); Schomburg H., Teichler U., Employability and Mobility of Bachelor Graduates in Europe, (2011); Teichler U., Internationalisation of Higher Education: European Experiences, Asia Pacific Educ. Rev., 10, 1, pp. 93-106, (2009); Tjaden J.D., Migrant Background and Access to Vocational Education in Germany: Self-selection, Discrimination, or Both?, Zeitschrift für Soziologie, 46, 2, pp. 107-123, (2017); Tjaden J.D., Hunkler C., The Optimism Trap: Migrants’ Educational Choices in Stratified Education Systems, Social Science Research, 67, pp. 213-228, (2017); International Standard Classification of Education: ISCED 2011, (2012); Walstad W.B., Rebeck K., Butters R.B., The Test of Economic Literacy: Development and Results, The Journal of Economic Education, 44, 3, pp. 298-309, (2013); Westerheijden D.F., The First Decade of Working on the European Higher Education Area, 1, (2013); Yorke M., Knight P., Embedding Employability into the Curriculum, Learning & Employability, Series 1, (2006); Ziegele F., Roessler I., Mordhorst L., On the Role of Universities of Applied Sciences in the Future Germany Higher Education System, Application-Oriented Higher Education Research, 2016/6, Volume 1(2), pp. 67-74, (2016); Ziegele F., Roessler I., Mordhorst L., Hochschultyp im Wandel? Zur zukünftigen Rolle der Fachhochschule im deutschen Hochschulsystem [Universities in Transition? On the Future Role of Universities of Applied Sciences in the German Higher Education System], Jahrbuch Angewandte Hochschulbildung 2016, pp. 159-174, (2019); Zlatkin-Troitschanskaia O., Kuhn C., Toepper M., Modelling and Assessing Higher Education Learning Outcomes in Germany, Higher Education Learning Outcomes Assessment-International Perspectives, pp. 213-235, (2014); Zlatkin-Troitschanskaia O., Schmidt S., Bruckner S., Forster M., Yamaoka M., Asano T., Macroeconomic Knowledge of Higher Education Students in Germany and Japan—A Multilevel Analysis of Contextual and Personal Effects, Assessment & Evaluation in Higher Education, 41, 5, pp. 787-801, (2016); Zlatkin-Troitschanskaia O., Jitomirski J., Happ R., Molerov D., Schlax J., Kuhling-Thees C., Forster M., Bruckner S., Validating a Test for Measuring Knowledge and Understanding of Economics Among University Students, Zeitschrift Pädagogische Psychologie, 33, 2, pp. 119-133, (2019)","V. Carstensen; Faculty of Business and Health, Bielefeld University of Applied Sciences, Bielefeld, Interaktion 1, 33619, Germany; email: vivian.carstensen@fh-bielefeld.de","","Palgrave Macmillan Ltd.","","","","","","00945056","","","","English","East. Econ. J.","Article","Final","","Scopus","2-s2.0-85073823189"
"Puad M.H.M.; Desa H.M.","Puad, Mohd Hazwan Mohd (57201474254); Desa, Hazeem Mohamad (57214798860)","57201474254; 57214798860","Dissecting perceptions of new graduates on work orientation and self-confidence in employability skills training program","2020","Universal Journal of Educational Research","8","1 A","","70","76","6","5","10.13189/ujer.2020.081310","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079144985&doi=10.13189%2fujer.2020.081310&partnerID=40&md5=b6882379a0fbfae5db9cc0a4cb0911e3","Faculty of Educational Studies, Universiti Putra Malaysia, Malaysia; Sekolah Menengah Kebangsaan Taman Bunga Raya (I), Malaysia","Puad M.H.M., Faculty of Educational Studies, Universiti Putra Malaysia, Malaysia; Desa H.M., Sekolah Menengah Kebangsaan Taman Bunga Raya (I), Malaysia","Work orientation and self-confidence are among key factors that lead to work performance of individual. Both factors are considered as among the predictors to influence productivity of new and experienced workers. This study is aimed to identify the level of work orientation and self-confidence among new graduates who participated in the work retention and skills enhancement program, Skim Latihan 1 Malaysia (SL1M). Also the study is intended to assess trainees’ perceptions on employability skills training program, SL1M. This is a quantitative study using descriptive design. A total of 108 respondents were randomly selected from new graduates who were involved in the SL1M training program. This study is a quantitative research by using questionnaire instrument. Descriptive data were analyzed by using IBM SPSS Statistics software. The findings indicate the level of work orientation and self-confidence was high among respondents. The SL1M trainees are prepared to change their method of work if necessary in order to fulfill work requirement and demand. The trainees also believe that they possess a quality to work in the industry and can be offered to employers. Copyright©2020 by authors, all rights reserved.","Job Retention; Self-Confidence; Skills Enhancement; Work Orientation","","","","","","","","Laporan Pengesanan Graduan 2017, (2019); Ismail M.H., Kajian Mengenai Kebolehpasaran Siswazah di Malaysia: Tinjauan Dari Perspektif Majikan, Prosiding PERKEM VII, Jilid, 2, pp. 906-913, (2012); Abiewskiro A., Moplskiiera Z., The problemo of grammar choice for verification, TCSET of the International Conference, pp. 19-23, (2008); Report of Labor Workforce, (2019); Chang M., Why some graduate are more marketable than others: Employer’s perspective, Kertas Kerja Dibentangkan Dalam Workshop on Enhancing Graduate Employability in A Globalised Economy, (2004); Nurita S., Ainon, A Survey of Students’ Employability Skills: A Case of UNITAR, (2004); Mohd Puad M.H., Obstacles to employability skills training programs in Malaysia from the perspectives of employers’, educators’ and graduates, International Journal of Academic Research in Business & Social Sciences, 8, 10, pp. 952-972, (2018); Mohd Puad M.H., The Role of Employability Skills Training Programs in the Workforce of Malaysia, (2015); Nauta A., van Viane A., van der Heijden B., van Dam K., Willemsen M., Understanding the factors that promote employability orientation: The impact of employability culture, career satisfaction, and role breadth self‐efficacy, Jounal of Occupation and Organization Psychology, Volume82, Issue2, (2010); Sing R., Malaysian graduates employability skill, UniTAR E-Journal, 4, 1, pp. 15-45, (2008); Saputro N.D., Suseno M.N., Hubungan Antara Kepercayaan Diri Dan Emplyability Pada Mahasiswa, (2010); Mohamed N., Graduates unemployment, perspective and brief journal analysis, Journal of Admistrative Sciece, (2004); Karuniya R., Pengaruh Orentasi KerjaTerhadap Kinekerja Guru SMA Xaverius 1 Palembang, Journal Kewangan Dan Bisnes, (2013); Djafar H., Faktor Yang Mempengaruhi Tingginya Tingkat Minat Mahasiswa Terhadap Jurusan MAnajemen Pendidikan Di UIN Alaudin Makasar, Jurnal Manajemen Pendidikan, 5, (2016); Dan K.R., Kinicki A., Perilaku Organisasi, (2003); Afiatin T., Martaniah S.M., Peningkatan Kepercayaan Diri Remaja Melalui Konseling Kelompok, Jurnal Psikologika, 6, (1998); Martini Mach D., Hartini N., Hubungan Antara Penerimaan Diri Dengan Kecemasan Menghadapi Dunia Kerja Pada Tunadaksa Di UPT Rehabilitasi Sosial Cacat Tubuh Pasuruan, Jurnal Psikologi Klinis Dan Kesehatan Mental, 1, (2012); Poka P., Pengaruh kepuasan Kerja Terhadap Kinekerja dengan Self-esteem Dan Self Efficiency Sebagai Variable Interventing, Jurnal Bisnes Dan Akutansi, 10, 1, (2008); Nazrifa I.T., Kebolehpasaran Graduan Bermasalah Pendengaran Bidang Hospitaliti Dalam Industri Hospitaliti Di Malaysia, (2012); Judge T.A., Locke E.A., Durham C.C., Kluger A.N., Dispositional effects on job and life satisfaction: The role of core evaluations, Journal of Applied Psychology, 83, pp. 17-34, (1998); Locke E.A., McClear K., Knight D., Self-esteem and work, International Review of Industrial/Organizational Psychology, 11, pp. 1-32, (1996); Korman A.K., Toward an hypothesis of work behavior, Journal of Applied Psychology, 54, pp. 31-41, (1970); Chetty A.D., Graduate employability: Conceptualisation and findings from the University of South Africa, Progressio, 35, 1, pp. 134-165, (2013); Cochran W.G., Sampling Techniques (3rd Ed), (1977)","","","Horizon Research Publishing","","","","","","23323205","","","","English","Univers. J. Edu. Res.","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85079144985"
"Strindlund L.; Abrandt-Dahlgren M.; Ståhl C.","Strindlund, Lena (57202749291); Abrandt-Dahlgren, Madeleine (7004286802); Ståhl, Christian (26635907800)","57202749291; 7004286802; 26635907800","Employers’ views on disability, employability, and labor market inclusion: a phenomenographic study","2019","Disability and Rehabilitation","41","24","","2910","2917","7","27","10.1080/09638288.2018.1481150","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85049169088&doi=10.1080%2f09638288.2018.1481150&partnerID=40&md5=b660412dff2b5f114d3a3652d4f6c8e0","Department of Medical and Health Sciences, Linköping University, Linköping, Sweden","Strindlund L., Department of Medical and Health Sciences, Linköping University, Linköping, Sweden; Abrandt-Dahlgren M., Department of Medical and Health Sciences, Linköping University, Linköping, Sweden; Ståhl C., Department of Medical and Health Sciences, Linköping University, Linköping, Sweden","Purpose: This study aims to increase our understanding of employers’ views on the employability of people with disabilities. Despite employers’ significant role in labor market inclusion for people with disabilities, research is scarce on how employers view employability for this group. Methods: This was a qualitative empirical study with a phenomenographic approach using semi-structured interviews with 27 Swedish employers from a variety of settings and with varied experience of working with people with disabilities. Results: The characteristics of employers’ views on the employability of people with disabilities can be described as multifaceted. Different understandings of the interplay between underlying individual-, workplace-, and authority-related aspects form three qualitatively different views of employability, namely as constrained by disability, independent of disability, and conditional. These views are also characterized on a meta-level through their association with the cross-cutting themes: trust, contribution, and support. Conclusions: The study presents a framework for understanding employers’ different views of employability for people with disabilities as a complex internal relationship between conceived individual-, workplace-, and authority-related aspects. Knowledge of the variation in conceptions of employability for people with disability may facilitate for rehabilitation professionals to tailor their support for building trustful partnerships with employers, which may enhance the inclusion of people with disabilities on the labor market.Implications for rehabilitation Employers’ views on employing people with disabilities vary with respect to individual-, workplace-, and authority-related aspects in relation to trust, contribution and support. Knowledge of the employers’ views on the employability of people with disabilities can support professionals in authorities and in vocational rehabilitation. The findings illustrate the importance of analyzing what type of support employers need as a starting point for building trustful partnerships between authority actors and employers. The findings offer a vocabulary that can be used by professionals in authorities and in vocational rehabilitation in tailoring employer-oriented support to increase labor market inclusion of people with disabilities. © 2018, © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","employability; Employers; labor market inclusion; people with disabilities; phenomenography; Sweden","Disabled Persons; Employment; Humans; Learning; Qualitative Research; Rehabilitation, Vocational; Stakeholder Participation; Sweden; Workplace; disabled person; employment; ethics; human; learning; organization and management; procedures; psychology; qualitative research; rehabilitation; stakeholder engagement; Sweden; vocational rehabilitation; workplace","","","","","","","Situationen på arbetsmarknaden för personer med funktionsnedsättning;, (2015); Lengnick-Hall M.L., Gaunt P.M., Kulkarni M., Overlooked and underutilized: People with disabilities are an untapped human resource, Hum Resour Manag, 47, pp. 255-273, (2008); Gilbride D., Stensrud R., Vandergoot D., Et al., Identification of the characteristics of work environments and employers open to hiring and accommodating people with disabilities, Rehabil Couns Bull, 46, pp. 130-137, (2003); Ju S., Roberts E., Zhang D., Employer attitudes toward workers with disabilities: a review of research in the past decade, J Vocat Rehabil, 38, pp. 113-123, (2013); Shaw L., Daraz L., Bezzina M.B., Patel A., Gorfine G., Examining macro and meso level barriers to hiring persons with disabilities: a scoping review, Res Soc Sci Disabil, 8, pp. 185-210, (2014); Erickson W.A., von Schrader S., Bruyere S.M., Et al., The employment environment: employer perspectives, policies, and practices regarding the employment of persons with disabilities, Rehabil Couns Bull, 57, pp. 195-208, (2014); Houtenville A., Kalargyrou V., Employers’ perspectives about employing people with disabilities: a comparative study across industries, Cornell Hosp Q, 56, pp. 168-179, (2015); Andersson J., Luthra R., Hurtig P., Et al., Employer attitudes toward hiring persons with disabilities: A vignette study in Sweden, J Vocat Rehabil, 43, pp. 41-50, (2015); Hernandez B., Keys C., Balcazar F., Employer attitudes toward workers with disabilities and their ADA employment rights: a literature review, J Rehabil, 66, pp. 4-16, (2000); Kaye H.S., Jans L.H., Jones E.C., Why don’t employers hire and retain workers with disabilities?, J Occup Rehabil, 21, pp. 526-536, (2011); Morgan R.L., Alexander M., The employer’s perception: employment of individuals with developmental disabilities, J Vocat Rehabil, 23, pp. 39-49, (2005); Domzal C., Houtenville A., Sharma R., Survey of Employers’ Perspectives on the Employment of People with Disabilities: Technical Report. Office of Disability and Employment Policy, U.S. Department of Labor., (2008); Gustafsson J., Peralta J.P., Danermark B., The employer’s perspective: employment of people with disabilities in wage subsidized employments, Scand J Disabil Res, 16, pp. 249-266, (2014); Graffam J., Smith K., Shinkfield A., Et al., Employer benefits and costs of employing a person with disability, J Vocat Rehabil, 17, pp. 251-263, (2002); Greenwood R., Johnson V.A., Employer perspectives on workers with disabilities, J Rehabil, 53, pp. 37-45, (1987); Zappella E., Employers’ attitudes on hiring workers with intellectual disabilities in small and medium enterprises: an Italian research, J Intellect Disabil, 19, pp. 381-392, (2015); Marton F., Phenomenography - Describing conceptions of the world around us, Instr Sci, 10, pp. 177-200, (1981); Stenfors-Hayes T., Hult H., Dahlgren M.A., A phenomenographic approach to research in medical education, Med Educ, 47, pp. 261-270, (2013); Sjostrom B., Dahlgren L.O., Applying phenomenography in nursing research, J Adv Nurs, 40, pp. 339-345, (2002); Akerlind G.S., Variation and commonality in phenomenographic research methods, High Educ Res Dev, 31, pp. 115-127, (2012); Kimberley H., Glover J., Jonas P., Waterhouse P., What would it take? Employers’ perspectives on employing people with a disability. Australian Government, Department of Education, Employment and Workplace Relations, (2010); Graffam J., Shinkfield A., Smith K., Et al., Factors that influence employer decisions in hiring and retaining an employee with a disability, J Vocat Rehabil, 17, pp. 175-181, (2002); Huxham C., Theorizing collaboration practice, Public Manag Rev, 5, pp. 401-423, (2003); Chi C.G.-Q., Qu H., Integrating persons with disabilities into the work force, Int J Hosp Tour Admin, 4, pp. 59-83, (2003)","L. Strindlund; Department of Medical and Health Sciences, Linköping University, Linköping, 581 83, Sweden; email: lena.strindlund@liu.se","","Taylor and Francis Ltd","","","","","","09638288","","DREHE","29962236","English","Disabil. Rehabil.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85049169088"
"Salgado J.F.; Otero I.; Moscoso S.","Salgado, Jesús F. (7102811645); Otero, Inmaculada (57212084391); Moscoso, Silvia (6601962664)","7102811645; 57212084391; 6601962664","Cognitive reflection and general mental ability as predictors of job performance","2019","Sustainability (Switzerland)","11","22","6498","","","","10","10.3390/su11226498","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075870639&doi=10.3390%2fsu11226498&partnerID=40&md5=5cd10b2da7e835d63fda026eee921dec","Department of Political Science and Sociology, University of Santiago de Compostela, Santiago de Compostela, 15782, Spain","Salgado J.F., Department of Political Science and Sociology, University of Santiago de Compostela, Santiago de Compostela, 15782, Spain; Otero I., Department of Political Science and Sociology, University of Santiago de Compostela, Santiago de Compostela, 15782, Spain; Moscoso S., Department of Political Science and Sociology, University of Santiago de Compostela, Santiago de Compostela, 15782, Spain","This paper presents a study with four independent samples on the validity of cognitive reflection (CR) for predicting job performance and academic outcomes. The results showed that CR was a valid predictor of academic outcomes (i.e., grades and exam marks) and job performance (i.e., assessment center ratings). The magnitude of the CR validity was similar to the validity of GMA. Moreover, we found that CR and GMA were moderately correlated, and multiple regression analyses showed that CR added a small amount of validity over GMA validity for predicting both types of performance. Finally, we discuss the implications of the findings for the theory and practice of predicting performance and organizational sustainability. © 2019 by the authors.","Cognitive reflection; Dual-process theory; General mental ability; Grade point average; Incremental validity; Job performance; Organizational sustainability; Sustainable employability","cognition; employment; job search; mental health; multiple regression; sustainability","","","","","Spanish Ministry of Economics and Competitiveness","Funding: This research was partially supported by Grant PSI2017-87603-P from the Spanish Ministry of Economics and Competitiveness.","De Jonge J., Peeters M.C.W., The vital worker: Towards sustainable performance at work, Int. J. Environ. Res. Public Health, 16, (2019); Di Fabio A., The psychology of sustainability and sustainable development for well-being in organizations, Front. Psychol, 8, (2017); Ones D.S., Wiernik B.M., Dilchert S., Klein R.M., Multiple Domains and Categories of Employee Green Behaviors: More than Conservation, Research Handbook on Employee Pro-Environmental Behavior, pp. 13-38, (2018); Wiernik B.M., Ones D.S., Dilchert S., Klein R.M., Individual Antecedents of Pro-Environmental Behaviours: Implications for Employee Green Behaviours, Research Handbook on Employee Pro-Environmental Behavior, pp. 63-82, (2018); Pfeffer J., Building sustainable organizations: The human factor, Acad. Manag. Perspect, 24, pp. 34-45, (2010); Di Fabio A., Positive healthy organizations: Promoting well-being, meaningfulness, and sustainability in organizations, Front. Psychol, 8, (2017); Van der Klink J.J., Bultmann U., Burdorf A., Schaufeli W.B., Zijlstra F.R., Abma F.I., Brouwer S., van der Wilt G.J., Sustainable employability-Definition, conceptualization, and implications: A perspective based on the capability approach, Scand. J. Work Environ. Health, 42, pp. 71-79, (2016); Fleuren B.P., de Grip A., Jansen N.W., Kant I., Zijlstra F.R., Critical reflections on the currently leading definition of sustainable employability, Scand. J. Work Environ. Health, 42, pp. 557-560, (2016); Di Fabio A., Rosen M.A., Opening the black box of psychological processes in the Science of Sustainable Development: A new frontier, Eur. J. Sustain. Dev, 2, (2018); Salgado J.F., Moscoso S., Garcia-Izquierdo A.L., Anderson N.R., Inclusive and Discrimination-Free Personnel Selection, Shaping Inclusive Workplaces through Social Dialogue, pp. 103-119, (2017); Chaiken S., Liberman A., Eagly A.H., Heuristic and Systematic Information Processing within and beyond the Persuasion Context, Unintended Thought, pp. 212-252, (1989); Evans J.S.B., Wason P.C., Rationalization in a reasoning task, Br. J. 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Educ, 69, pp. 203-224, (2001); Salgado J.F., Using Ability Tests in Selection, Handbook of the Psychology of Recruitment, Selection, and Retention, pp. 115-150, (2017); Schmidt F.L., Le H., Software for the Hunter-Schmidt Meta-Analysis Methods, (2014); Berges A., Fernandez-del-Rio E., Ramos-Villagrasa P.J., The prediction of training proficiency in Firefighters: A study of predictive validity in Spain, J. Work Organ. Psychol, 34, pp. 10-15, (2017); Lado M., Alonso P., The Five-Factor model and job performance in low complexity jobs: A quantitative synthesis, J. Work Organ. Psychol, 33, pp. 175-182, (2017); Salgado J.F., Moderator effects of job complexity on the validity of forced-choice personality inventories for predicting job performance, J. Work Organ. Psychol, 33, pp. 229-239, (2017); Di Fabio A., Tsuda A., The psychology of harmony and harmonization: Advancing the perspectives for the psychology of sustainability and sustainable development, Sustainability, 10, (2018); Pennycook G., Ross R.M., Commentary: Cognitive reflection vs calculation in decision making, Front. Psychol, 7, (2016); Collins J.M., Schmidt F.L., Sanchez-Ku M., Thomas L., McDaniel M.A., Le H., Can basic individual differences shed light on the construct meaning of assessment center evaluations? Int, J. Select. Assess, 11, pp. 17-29, (2003)","J.F. Salgado; Department of Political Science and Sociology, University of Santiago de Compostela, Santiago de Compostela, 15782, Spain; email: jesus.salgado@usc.es","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85075870639"
"St Clair-Thompson H.; Chivers C.","St Clair-Thompson, Helen (12787816900); Chivers, Carla (57201702335)","12787816900; 57201702335","Characteristics of students who consider taking a psychology placement year","2019","Studies in Higher Education","44","11","","1889","1899","10","3","10.1080/03075079.2018.1466113","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85045849754&doi=10.1080%2f03075079.2018.1466113&partnerID=40&md5=dc155a68305164ce0063c57d66da3c3f","School of Psychology, Newcastle University, Newcastle Upon Tyne, United Kingdom","St Clair-Thompson H., School of Psychology, Newcastle University, Newcastle Upon Tyne, United Kingdom; Chivers C., School of Psychology, Newcastle University, Newcastle Upon Tyne, United Kingdom","Previous research has demonstrated several benefits of work placements, including improved academic attainment and employability prospects. However, it may be important to recognise that there is a self-selection of placement students. There may be characteristics which make students more likely to choose to take a placement, and also make students more likely to gain higher grades and employment. The current study explored the characteristics and attributes of students who consider taking a placement year, focussing on personality and autonomy. One hundred and fifty-nine psychology students completed measures of personality and autonomy, and answered questions regarding their intentions about taking a placement year. The study revealed that students who consider taking a placement are more conscientious and more autonomous than students who do not consider taking a placement. These findings have important implications for research examining the benefits of placements, and also for practices for advertising and promoting placement years. © 2018, © 2018 Society for Research into Higher Education.","autonomy; employability; personality; Placements; undergraduates","","","","","","","","Bandura A., Perceived Self-efficacy in Cognitive Development and Functioning, Educational Psychologist, 28, 2, pp. 117-148, (1993); Barrick M.R., Mount M.K., Strauss J.P., Conscientiousness and Performance of Sales Representatives: Test of the Mediating Effects of Goal Setting, Journal of Applied Psychology, 78, 5, pp. 715-722, (1993); Bidjerano T., Dai D.Y., The Relationship Between the Big-Five Model of Personality and Self-regulated Learning Strategies, Learning and Individual Differences, 17, 1, pp. 69-81, (2007); Blackwell A., Bowes L., Harvey L., Hesketh A., Knight P.T., Transforming Work Experience in Higher Education, British Educational Research Journal, 27, 3, pp. 269-285, (2001); Bridges D., Transferable Skills: A Philosophical Perspective, Studies in Higher Education, 18, 1, pp. 43-51, (1993); Brooks R., Youngson P.L., Undergraduate Work Placements: An Analysis of the Effects on Career Progression, Studies in Higher Education, 41, 9, pp. 1563-1578, (2016); Ceschin F., Rakowski R., de Vere I., The Influence of Work Placement on the Academic Achievement of Undergraduate Design Students, The Design Journal, 20, 2, pp. 259-278, (2017); Chamorro-Premuzic T., Furnham A., Mainly Openness: The Relationship Between the Big Five Personality Traits and Learning Approaches, Learning and Individual Differences, 19, 4, pp. 524-529, (2009); Chene A., The Concept of Autonomy in Adult Education: A Philosophical Discussion, Adult Education Quarterly, 34, 1, pp. 38-47, (1983); Cohen J., Statistical Power Analysis for the Behavioral Sciences, (1988); Dearing R., (1997); Deci E.L., Ryan R.M., Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions, Contemporary Educational Psychology, 25, 1, pp. 54-67, (2000); Deci E.L., Ryan R.M., Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-determination Theory, The Oxford Handbook of Human Motivation, pp. 85-107, (2012); Di Domenico S.I., Fournier M.A., Able, Ready, and Willing: Examining the Additive and Interactive Effects of Intelligence, Conscientiousness, and Autonomous Motivation on Undergraduate Academic Performance, Learning and Individual Differences, 40, pp. 156-162, (2015); Di Giunta L., Alessandri G., Gerbino M., Kanacri P.L., Zuffiano A., Caprara G.V., The Determinants of Scholastic Achievement: The Contribution of Personality Traits, Self-esteem, and Academic Self-efficacy, Learning and Individual Differences, 27, pp. 102-108, (2013); Fenning B.E., May L.N., “Where There Is a Will, There Is an A”: Examining the Roles of Self-efficacy and Self-concept in College Students’ Current Educational Attainment and Career Planning, Social Psychology of Education, 16, 4, pp. 635-650, (2013); Fossati A., Borroni S., Marchione D., Maffei C., The Big Five Inventory (BFI), European Journal of Psychological Assessment, 27, 1, pp. 50-58, (2011); 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Gomez S., Lush D., Clements M., Journal of Vocational Education and Training, (2004); Guay F., Ratelle C.F., Roy A., Litalien D., Academic Self-concept, Autonomous Academic Motivation, and Academic Achievement: Mediating and Additive Effects, Learning and Individual Differences, 20, 6, pp. 644-653, (2010); John O.P., Srivastava S., The Big Five Trait Taxonomy: History, Measurement, and Theoretical Perspectives, Handbook of Personality: Theory and Research, 2, pp. 102-138, (1999); Jones C.M., Green J.P., Higson H.E., Do Work Placements Improve Final Year Academic Performance or do High-calibre Students Choose to do Work Placements?, Studies in Higher Education, 42, 6, pp. 976-992, (2017); Little B., Harvey L., UK Work Placements: A Choice too Far?, Tertiary Education and Management, 13, 3, pp. 227-245, (2007); Macaskill A., Taylor E., The Development of a Brief Measure of Learner Autonomy in University Students, Studies in Higher Education, 35, 3, pp. 351-359, (2010); Major D., Models of Work-based Learning, Examples and Reflections, Journal of Work-Applied Management, 8, 1, pp. 17-28, (2016); Mason G., Williams G., Cranmer S., Employability Skills Initiatives in Higher Education: What Effects Do They Have on Graduate Labour Market Outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); McCrae R.R., Costa P.T., Personality Trait Structure as a Human Universal, American Psychologist, 52, 5, pp. 509-516, (1997); O'Connor M.C., Paunonen S.V., Big Five Personality Predictors of Post-secondary Academic Performance, Personality and Individual Differences, 43, 5, pp. 971-990, (2007); Passaretta G., Triventi M., Work Experience During Higher Education and Post-graduation Occupational Outcomes: A Comparative Study on Four European Countries, International Journal of Comparative Sociology, 56, 3-4, pp. 232-253, (2015); Poropat A.E., A Meta-analysis of the Five-factor Model of Personality and Academic Performance, Psychological Bulletin, 135, 2, pp. 322-338, (2009); Reddy P., Moores E., Measuring the Benefits of a Psychology Placement Year, Assessment & Evaluation in Higher Education, 31, 5, pp. 551-567, (2006); Reddy P., Moores E., Teaching in Higher Education, (2012); Roberts B.W., Lejuez C., Krueger R.F., Richards J.M., Hill P.L., What is Conscientiousness and How Can It be Assessed?, Developmental Psychology, 50, 5, pp. 1315-1330, (2014); Rosenkranz P., Fielden A., Dunn A., James T., Warin C., (2017); Sackett P.R., Walmsley P.T., Which Personality Attributes Are Most Important in the Workplace?, Perspectives on Psychological Science, 9, 5, pp. 538-551, (2014); Sander P., Sanders L., Gender, Psychology Students and Higher Education, Psychology Learning and Teaching, 6, 1, pp. 33-36, (2007); Thompson D.W., How Valuable Is ‘Short Project’ Placement Experience to Higher Education Students?, Journal of Further and Higher Education, 41, 3, pp. 413-424, (2017); (2017); Wilson T., (2012)","H. St Clair-Thompson; School of Psychology, Newcastle University, Newcastle Upon Tyne, Ridley Building 1, Queen Victoria Road, NE1 7RU, United Kingdom; email: helen.st-clair-thompson@ncl.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","","Scopus","2-s2.0-85045849754"
"Azmi A.N.; Kamin Y.; Nasir A.N.M.; Noordin M.K.","Azmi, Aini Najwa (46960987200); Kamin, Yusri (55669474900); Nasir, Ahmad Nabil Md (57216545375); Noordin, Muhammad Khair (57195109619)","46960987200; 55669474900; 57216545375; 57195109619","Perspective differences between universities and industries in developing engineering students with non-technical skills","2020","Journal of Technical Education and Training","12","1 Special Issue","","278","287","9","2","10.30880/jtet.2020.12.01.030","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083243276&doi=10.30880%2fjtet.2020.12.01.030&partnerID=40&md5=6e37c99d0c38bc1d3af271cf32248690","Department of Technical and Engineering Education, School of Education, Faculty of Social Science and Humanities, Universiti Teknologi Malaysia, UTM, Skudai, Johor Bahru, 81310, Malaysia","Azmi A.N., Department of Technical and Engineering Education, School of Education, Faculty of Social Science and Humanities, Universiti Teknologi Malaysia, UTM, Skudai, Johor Bahru, 81310, Malaysia; Kamin Y., Department of Technical and Engineering Education, School of Education, Faculty of Social Science and Humanities, Universiti Teknologi Malaysia, UTM, Skudai, Johor Bahru, 81310, Malaysia; Nasir A.N.M., Department of Technical and Engineering Education, School of Education, Faculty of Social Science and Humanities, Universiti Teknologi Malaysia, UTM, Skudai, Johor Bahru, 81310, Malaysia; Noordin M.K., Department of Technical and Engineering Education, School of Education, Faculty of Social Science and Humanities, Universiti Teknologi Malaysia, UTM, Skudai, Johor Bahru, 81310, Malaysia","Non-technical skill is the main attribute for a fresh engineering graduate to be employed. Recently, there are many complaints from industries regarding their non-technical skills. Many studies revealed that these skills could be developed effectively through industrial training. This paper is presenting the differences in the perspectives between universities and industries in non-technical skills development among engineering students. A qualitative study has been done on the experts which were five industrial training coordinators from universities and five employers from the industry. The experts were chosen based on are selected based on specific qualities to obtain the most relevant data. The transcribed interview data were analysed by using thematic analysis. The result reveals that there are some of miscommunication between universities and industries. It seems that universities are not able to fulfil what industry wants because of some unavoidable conditions. As mentioned before that industrial training is a very good time for student to develop their nontechnical skills. Five components are discussed namely placement in the industry, training duration, assessment, type of training or task given and learning outcomes. There are some similarities and differences between universities and industries regarding factors that are affecting non-technical skills development during industrial training. Universities should minimize the gap to ensure the students can get the most valuable experience during their industrial trainings as that can be the best platform for students to learn and enhance their non-technical skills. © Universiti Tun Hussein Onn Malaysia Publisher’s Office.","Employability; Engineering; Industrial training; Non-technical skills","","","","","","UTM","We would like to thank the School of Graduate Studies (SPS), UTM for assisting this study financially through the Zamalah Scholarship.","Ayob A., Osman S.A., Omar M.Z., Jamaluddin N., Kofli N.T., Johar S., Industrial Training as Gateway to Engineering Career: Experience Sharing, Procedia-Social and Behavioral Sciences, 102, pp. 48-54, (2013); Azmi A.N., Noordin M.K., Kamin Y., Nasir A.N., FACTORS IN NON-TECHNICAL SKILLS DEVELOPMENT AMONG ENGINEERING STUDENTS: AN EMPLOYERS ’ PERSPECTIVE, The Turkish Online Journal of Design, Art and Communication, September(September), pp. 918-926, (2018); Basit T.N., Manual or electronic? The role of coding in qualitative data analysis, Educational Research, 45, 2, pp. 143-154, (2003); Baygin M., Yetis H., Karakose M., Akin E., An effect analysis of industry 4.0 to higher education, 2016 15Th International Conference on Information Technology Based Higher Education and Training (ITHET), pp. 1-4, (2016); Benesova A., Tupa J., Requirements for Education and Qualification of People in Industry 4.0, Procedia Manufacturing, 11, pp. 2195-2202, (2017); Bhurtun C., Jahmeerbacus I., Oolun K., Feliachi A., Short-term practical training for electrical engineering undergraduates, IEEE Transactions on Education, 42, 2, pp. 109-113, (1999); Carnevale B.A.P., 21St Century Competencies for College and Career Readiness, pp. 5-9, (2013); Collins K.M.T., Onwuegbuzie A.J., Jiao Q.G., A Mixed Methods Investigation of Mixed Methods Sampling Designs in Social and Health Science Research, Journal of Mixed Methods Research, (2007); Harkins A.M., Russmann M., Lorenz M., Gerbert P., Waldner M., Justus J., Marwala T., Requirements for Education and Qualification of People in Industry 4, 0. Procedia CIRP, 11, April, pp. 2195-2202, (2016); Hecklau F., Galeitzke M., Flachs S., Kohl H., Holistic Approach for Human Resource Management in Industry 4.0, Procedia CIRP, 54, pp. 1-6, (2016); Husain M.Y., Rasul M.S., Mustapha R., Malik S.A., Amnah R., Rauf A., Jurnal Teknologi Full Paper Tahap Kemahiran Employability Pelajar Kejuruteraan Dari Perspektif, 1, pp. 31-39, (2013); Jamil N.A., Shariff S.M., Abu Z., Students’ Practicum Performance of Industrial Internship Program, Procedia-Social and Behavioral Sciences, 90, pp. 513-521, (2013); Khairiyah M.Y., Scenario Research on Industrial Training/Practicum in Malaysian HIgher Learning Institutions, Higher Education Leadership Academy (AKEPT), (2018); Kumar R., RESEARCH METHODOLOGY a Step-By-Step Guide for Beginners, (2011); Laguador J., Engineering Students’ Academic and on-the-Job Training Performance Appraisal Analysis, International Journal of E-Education, E-Business, E-Management and E-Learning, 3, 4, pp. 4-8, (2013); Lasi H., Fettke P., Kemper H.-G., Feld T., Hoffmann M., Industrie 4.0, Wirtschaftsinformatik, 56, 4, pp. 261-264, (2014); Lee J., Bagheri B., Kao H.A., A Cyber-Physical Systems architecture for Industry 4.0-based manufacturing systems, Manufacturing Letters, 3, pp. 18-23, (2015); Lee J., Kao H.A., Yang S., Service innovation and smart analytics for Industry 4.0 and big data environment, Procedia CIRP, 16, pp. 3-8, (2014); Mahmud M.I., Ahmad J., Marzuki W., Ahmad W., Modul Kesediaan Kerjaya Berdasarkan Teori Cognitive Processing (CIP), 3, pp. 59-75, (2016); Malhi R.S., The Hard Truth about Graduate Employability and Soft Skills, The Hard Truth about Gradute Employability and Soft Skills, 448, pp. 1-20, (2008); Nelles J., Kuz S., Mertens A., Schlick C.M., Human-centered design of assistance systems for production planning and control: The role of the human in Industry 4.0, 2016 IEEE International Conference on Industrial Technology (ICIT), pp. 2099-2104, (2016); Ogilvie C., Homan G., Everybody wins? Using the workplace as an arena for learning, Higher Education, Skills and Work-Based Learning, 2, 2, pp. 102-120, (2012); Osman S.A., Khoiry M.A., Rahman N.A., Rahni A.A.A., Mansor M.R.A., Nordin D., Johar S., The effectiveness of industrial training from the perspective of students of the civil and structure engineering department, Journal of Engineering Science and Technology, 11, pp. 1-12, (2016); Phang F.A., Yusof K.M., Saat M.M., Yusof N.M., Perceptions of Engineering Students on Industrial Training in Malaysia, (JULY), pp. 1-6, (2014); Renganathan S., Ambri Z., Abdul B., Li C.S., Students ’ Perception of Industrial Internship Programme, (2013); Richert A., Shehadeh M., Plumanns L., Schuster K., Jeschke S., Educating Engineers for Industry 4 . 0: Virtual Worlds and Human-Robot-Teams Empirical Studies towards a new educational age, Ieee, pp. 142-149, (2016); Rodzalan S.A., Saat M.M., The Effects of Industrial Training on Students’ Generic Skills Development, Procedia-Social and Behavioral Sciences, 56, pp. 357-368, (2012); Schiller D., The potential to upgrade the Thai innovation system by university‐industry linkages, Asian Journal of Technology Innovation, 14, 2, pp. 67-91, (2006); Suhairom N., Competencies framework for culinary profession in Malaysian hotel sector, University-Industry Linkages in Developing Countries: Perceived Effect on Innovation. Education + Training, 58, 9, pp. 1014-1040, (2015); Zaharim A., Yusoff Y.M., Omar M.Z., Basri H., Employability Skills Framework for Engineering Graduate in Malaysia. 8th WSEAS International Conference on Education and, Educational Technology, pp. 264-272, (2010)","A.N. Azmi; Department of Technical and Engineering Education, School of Education, Faculty of Social Science and Humanities, Universiti Teknologi Malaysia, UTM, Johor Bahru, Skudai, 81310, Malaysia; email: aininajwa.azmi@gmail.com","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","","Scopus","2-s2.0-85083243276"
"Lissitsa S.; Chachashvili-Bolotin S.","Lissitsa, Sabina (36552871100); Chachashvili-Bolotin, Svetlana (56110821300)","36552871100; 56110821300","The effect of digital variables on perceived employability in an ethnic minority and the hegemonic group","2019","Israel Affairs","25","6","","1082","1104","22","6","10.1080/13537121.2019.1670471","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85073594480&doi=10.1080%2f13537121.2019.1670471&partnerID=40&md5=622cc4e2c73e573f31e106983f19a88c","School of Communication, Ariel University, Ariel, Israel; The Institute for Immigration & Social Integration, Ruppin Academic Center, Hadera, Israel","Lissitsa S., School of Communication, Ariel University, Ariel, Israel, The Institute for Immigration & Social Integration, Ruppin Academic Center, Hadera, Israel; Chachashvili-Bolotin S., School of Communication, Ariel University, Ariel, Israel, The Institute for Immigration & Social Integration, Ruppin Academic Center, Hadera, Israel","Based on data from a nationwide Annual Social Survey, the current study investigated the correlation between digital variables and perceived employability among the Jewish majority and Arab minority in Israel.In line with the human capital theory, Internet use for study and digital skills was positively correlated with perceived employability for the Jewish majority. Our findings among Arab participants only partially support our hypotheses. The positive correlation between digital skills and perceived employability corresponds to human capital theory. In contrast, our findings show negative effects for obtaining online services from government offices and e-mail use on perceived employability. These findings should be taken into consideration by e-government media authorities and policymakers, as e-government media have a strong influence on public opinion. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.","Arabs; Digital inequality; digital skills; digital uses; human capital theory; Israel; Jews; perceived employability; social capital theory","","","","","","","","Information Booklet on the Arab Society in Israel, (2013); Adamuti-Trache M., Anisef P., Sweet R., Impact of Canadian Postsecondary Education on Occupational Prestige of Highly Educated Immigrants, Canadian Review of Sociology/Revue Canadienne De Sociologie, 50, 2, pp. 178-202, (2013); Adler P.S., Kwon S.-W., Social Capital: Prospects for a New Concept, Academy of Management Review, 27, 1, pp. 17-40, (2002); Attewell P., Comment: The First and Second Digital Divides, Sociology of Education, 74, 3, pp. 252-259, (2001); Bakker T.P., De Vreese C.H., Good News for the Future? Young People, Internet Use, and Political Participation, Communication Research, 38, 4, pp. 451-470, (2011); Barzilai-Nahon K., Gaps and Bits: Conceptualizing Measurements for Digital Divide/s, The Information Society, 22, 5, pp. 269-278, (2006); Becker G.S., Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, (2009); Berntson E., Marklund S., The Relationship between Perceived Employability and Subsequent Health, Work & Stress, 21, 3, pp. 279-292, (2007); Bertrand M., Mullainathan S., Are Emily and Greg More Employable than Lakisha and Jamal? A Field Experiment on Labor Market Discrimination, American Economic Review, 94, 4, pp. 991-1013, (2004); Boyd D.M., Ellison N.B., Social Network Sites: Definition, History, and Scholarship, Journal of Computer‐Mediated Communication, 13, 1, pp. 210-230, (2007); Burke M., Kraut R., Using Facebook after Losing a Job: Differential Benefits of Strong and Weak Ties; ICT Skills Certification in Europe, (2006); Chou J.-R., Tsai H.-C., On-line Learning Performance and Computer Anxiety Measure for Unemployed Adult Novices Using a Grey Relation Entropy Method, Information Processing & Management, 45, 2, pp. 200-215, (2009); Correa T., Jeong S.H., Race and Online Content Creation: Why Minorities are Actively Participating in the Web, Information, Communication & Society, 14, 5, pp. 638-659, (2011); De Cuyper N., De Witte H., Temporary Employment and Perceived Employability: Mediation by Impression Management, Journal of Career Development, 37, 3, pp. 635-652, (2010); de Janasz S.C., Forret M.L., Learning the Art of Networking: A Critical Skill for Enhancing Social Capital and Career Success, Journal of Management Education, 32, 5, pp. 629-650, (2008); DiMaggio P., Hargittai E., From the ‘Digital Divide’ to ‘Digital Inequality’: Studying Internet Use as Penetration Increases, Princeton: Center for Arts and Cultural Policy Studies, Woodrow Wilson School, Princeton University, 4, 1, pp. 1-21, (2001); Durndell A., Haag Z., Laithwaite H., Computer Self Efficacy and Gender: A Cross Cultural Study of Scotland and Romania, Personality and Individual Differences, 28, 6, pp. 1037-1044, (2000); Forrier A., Sels L., The Concept Employability: A Complex Mosaic, International Journal of Human Resources Development and Management, 3, pp. 102-124, (2003); Fountain C., Finding a Job in the Internet Age, Social Forces, 83, 3, pp. 1235-1262, (2005); Garrido M., Sullivan J., Gordon A., Understanding the Links between ICT Skills Training and Employability: An Analytical Framework, (2010); Gialamas V., Nikolopoulou K., Koutromanos G., Student Teachers’ Perceptions about the Impact of Internet Usage on Their Learning and Jobs, Computers & Education, 62, pp. 1-7, (2013); Granovetter M.S., The Strength of Weak Ties; Hargittai E., Second-level Digital Divide: Differences in People’s Online Skills, First Monday, 7, 4, (2002); Hargittai E., Digital Na (t) ives? Variation in Internet Skills and Uses among Members of the ‘Net Generation’, Sociological Inquiry, 80, 1, pp. 92-113, (2010); Hargittai E., Hinnant A., Digital Inequality Differences in Young Adults’ Use of the Internet, Communication Research, 35, 5, pp. 602-621, (2008); Hargittai E., Litt E., New Strategies for Employment? Internet Skills and Online Privacy Practices during People’s Job Search, IEEE Security & Privacy, 11, 3, pp. 38-45, (2013); Heath A., Cheung S.Y., Unequal Chances: Ethnic Minorities in Western Labour Markets, (2007); Hetty van Emmerik I.J., Schreurs B., De Cuyper N., Jawahar I.M., Peeters M.C.W., The Route to Employability: Examining Resources and the Mediating Role of Motivation, Career Development International, 17, 2, pp. 104-119, (2012); Hong H., Government Websites and Social Media’s Influence on Government-public Relationships, Public Relations Review, 39, 4, pp. 346-356, (2013); Hooley T., How the Internet Changed Career: Framing the Relationship between Career Development and Online Technologies, Journal of the National Institute for Career Education and Counselling, 29, 1, pp. 3-12, (2012); de Hoyos M., Green A., Barnes S.-A., Behle H., Baldauf B., Owen D., Literature Review on Employability, Inclusion and ICT, Part 2: ICT and Employability, (2013); Jackson S.E., Schuler R.S., Understanding Human Resource Management in the Context of Organizations and Their Environments, Annual Review of Psychology, 46, 1, pp. 237-264, (1995); Kaba A., Said R., Bridging the Digital Divide through ICT: A Comparative Study of Countries of the Gulf Cooperation Council, ASEAN and Other Arab Countries, Information Development, 30, 4, pp. 358-365, (2014); Kanfer R., Wanberg C.R., Kantrowitz T.M., Job Search and Employment: A Personality–Motivational Analysis and Meta-Analytic Review, Journal of Applied Psychology, 86, 5, (2001); Kaplan A.M., Haenlein M., Users of the World, Unite! the Challenges and Opportunities of Social Media, Business Horizons, 53, 1, pp. 59-68, (2010); Karl K.A., Achieving Success through Social Capital: Tapping the Hidden Resources in Your Personal and Business Networks, (2001); Kettunen J., Sampson J.P., Vuorinen R., Career Practitioners’ Conceptions of Competency for Social Media in Career Services, British Journal of Guidance & Counselling, 43, 1, pp. 43-56, (2015); Lev-On A., Lissitsa S., Digital Divide, Israel 2008, (2010); Lin N., Social Capital: A Theory of Social Structure and Action, (2002); Lissitsa S., Digital Use as a Mechanism to Accrue Economic Capital: A Bourdieusian Perspective, Innovation: the European Journal of Social Science Research, 28, 4, pp. 464-482, (2015); Lissitsa S., Patterns of Digital Uses among Israeli Arabs–Between Citizenship in Modern Society and Traditional Cultural Roots, Asian Journal of Communication, 25, 5, pp. 447-464, (2015); Lissitsa S., Chachashvili-Bolotin S., Use of the Internet in Capital Enhancing Ways-Ethnic Differences in Israel and the Role of Language Proficiency, International Journal of Internet Science, 9, 1, (2014); Lissitsa S., Chachashvili-Bolotin S., Digital Skills and Extrinsic Rewards in Late Career, Technology in Society, 51, pp. 46-55, (2017); Lissitsa S., Chachashvili-Bolotin S., Bokek-Cohen Y., Can Digital Skills Raise Occupational Prestige among Ethnic Minorities?, Innovation: the European Journal of Social Science Research, 30, 2, pp. 204-222, (2017); Lissitsa S., Lev-On A., Gaps Close, Gaps Open: A Repeated Cross-sectional Study of the Scope and Determinants of the Ethnic Digital Divide, International Journal of Electronic Governance, 7, 1, pp. 56-71, (2014); Morgeson F.V., VanAmburg D., Mithas S., Misplaced Trust? Exploring the Structure of the e-government-citizen Trust Relationship, Journal of Public Administration Research and Theory, 21, 2, pp. 257-283, (2010); Norris P., Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide, (2001); Online Reputation in a Connected World, (2010); Owuamalam C.K., Zagefka H., On the Psychological Barriers to the Workplace: When and Why Metastereotyping Undermines Employability Beliefs of Women and Ethnic Minorities, Cultural Diversity and Ethnic Minority Psychology, 20, 4, (2014); Porter C.E., Donthu N., Using the Technology Acceptance Model to Explain How Attitudes Determine Internet Usage: The Role of Perceived Access Barriers and Demographics, Journal of Business Research, 59, 9, pp. 999-1007, (2006); Remennick L., Professional Identities in Transit: Factors Shaping Immigrant Labour Market Success, International Migration, 51, 1, pp. 152-168, (2013); Robinson L., Cotten S.R., Ono H., Quan-Haase A., Mesch G., Chen W., Schulz J., Hale T.M., Stern M.J., Digital Inequalities and Why They Matter, Information, Communication & Society, 18, 5, pp. 569-582, (2015); Rothwell A., Arnold J., Self-perceived Employability: Development and Validation of a Scale, Personnel Review, 36, 1, pp. 23-41, (2007); Saks A.M., Ashforth B.E., Change in Job Search Behaviors and Employment Outcomes, Journal of Vocational Behavior, 56, 2, pp. 277-287, (2000); Scott G.G., Sinclair J., Short E., Bruce G., It’s Not What You Say, It’s How You Say It: Language Use on Facebook Impacts Employability but Not Attractiveness, Cyberpsychology, Behavior, and Social Networking, 17, 8, pp. 562-566, (2014); Semyonov M., Levin-Epstein N., Mendel H., Updated Socioeconomic Index of Occupations for Israel, Megamot, 40, pp. 706-729, (2000); Shavit Y., Bronstein V., Educational Reform and Narrowing Educational Gaps, State of the Nation Report: Society, Economy and Policy, 2010, pp. 247-262, (2011); Silla I., De Cuyper N., Gracia F.J., Peiro J.M., De Witte H., Job Insecurity and Well-Being: Moderation by Employability, Journal of Happiness Studies, 10, 6, (2009); Sullivan S.E., Baruch Y., Advances in Career Theory and Research: A Critical Review and Agenda for Future Exploration, Journal of Management, 35, 6, pp. 1542-1571, (2009); Sullivan S.E., Carden W.A., Martin D.F., Careers in the Next Millennium: Directions for Future Research, Human Resource Management Review, 8, 2, pp. 165-185, (1998); Van Buren H.J., Boundaryless Careers and Employability Obligations, Business Ethics Quarterly, 13, 2, pp. 131-149, (2003); Van Dam K., Antecedents and Consequences of Employability Orientation, European Journal of Work and Organizational Psychology, 13, 1, pp. 29-51, (2004); Van Deursen A.J., van Dijk J.A., Improving Digital Skills for the Use of Online Public Information and Services, Government Information Quarterly, 26, 2, pp. 333-340, (2009); Van Deursen A.J.A.M., Courtois C., van Dijk J.A.G.M., Internet Skills, Sources of Support, and Benefiting from Internet Use, International Journal of Human-Computer Interaction, 30, 4, pp. 278-290, (2014); Van Deursen A.J.A.M., Van Dijk J.A.G.M., The Digital Divide Shifts to Differences in Usage, New Media & Society, 16, 3, pp. 507-526, (2014); Van Dijk J.A.G.M., The Deepening Divide. London:, (2005); Verhaar C.H.A., Smulders H.R.M., Employability in Practice, Journal of European Industrial Training, 23, 6, pp. 268-274, (1999); Wanberg C.R., Hough L.M., Song Z., Predictive Validity of a Multidisciplinary Model of Reemployment Success, Journal of Applied Psychology, 87, 6, (2002); Warschauer M., Technology and Social Inclusion: Rethinking the Digital Divide, (2004); Welch E.W., Hinnant C.C., Moon M.J., Linking Citizen Satisfaction with e-Government and Trust in Government, Journal of Public Administration Research and Theory, 15, 3, pp. 371-391, (2004); Wittekind A., Raeder S., Grote G., A Longitudinal Study of Determinants of Perceived Employability, Journal of Organizational Behavior, 31, 4, pp. 566-586, (2010); Yang Y., Lin N.C., Internet Perceptions, Online Participation and Language Learning in Moodle Forums: A Case Study on Nursing Students in Taiwan, Procedia-Social and Behavioral Sciences, 2, 2, pp. 2647-2651, (2010)","S. Lissitsa; Ariel University, School of Communication, Ariel, Israel; email: sabinal@bezeqint.net","","Routledge","","","","","","13537121","","","","English","Isr. Aff.","Article","Final","","Scopus","2-s2.0-85073594480"
"Bano Y.; Vasantha S.","Bano, Yasmeen (57201033291); Vasantha, S. (56585826400)","57201033291; 56585826400","Assessment of employability with the moderating effect of university reputation","2020","Journal of Advanced Research in Dynamical and Control Systems","12","2","","188","197","9","0","10.5373/JARDCS/V12I2/S202010021","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079906328&doi=10.5373%2fJARDCS%2fV12I2%2fS202010021&partnerID=40&md5=8b3244cb6f898b16dca8b251072a1b2d","School of Management Studies, Vels Institute of Science, Technology & Advanced Studies(VISTAS), Chennai, India","Bano Y., School of Management Studies, Vels Institute of Science, Technology & Advanced Studies(VISTAS), Chennai, India; Vasantha S., School of Management Studies, Vels Institute of Science, Technology & Advanced Studies(VISTAS), Chennai, India","Undergraduates should have a set of generic skills with their academic qualification which is required by the employers to get a relevant job.Employment and Social Development Canada-ESDC (2007), the employability skills are the essential skills which is enhanced when students have it at required levels.The study evaluated the relationship between generic skills (Project management skill, communication skill, Social skill) and employability with the moderating effect of university reputation. The samples have been collected from 150 respondents (Engineering undergraduate students)through the questionnaire. 5 point Likert scale has been adapted for each variable. Findings revealed that generic skills (Project management skill, Communication skill, Social skill) are positively and significantly impacted the employability. Furthermore the findings also revealed that university reputation significantly moderate the relationship between generic skills and the employability. This study also provides the understanding about the vital role of skills and university reputation to positively form the employability. © 2020, Institute of Advanced Scientific Research, Inc.. All rights reserved.","Employability; Generic skills; Undergraduates; University reputation","","","","","","","","Abas M.C., Imam O.A., Graduates' Competence on Employability Skills and Job Performance, International Journal of Evaluation and Research in Education, 5, 2, pp. 119-125, (2016); Bano Y., Vasantha S., Review on employability skill Gap, International Journal of Research in Social Sciences, 9, 2, pp. 438-452, (2019); Beheshtifar M., Norozy T., Social skills: A factor to employees' success, International Journal of Academic Research in Business and Social Sciences, 3, 3, (2013); Binder, Et al., Career Funneling: How Elite Students Learn to Define and Desire ‘‘Prestigious’’, Jobs, Sociology of Education 2016, 89, 1, pp. 20-39, (2016); Sulyukova F., Analysis of Low power and reliable XOR-XNOR circuit for high Speed Applications, Journal of VLSI Circuits and Systems, 1, 1, pp. 23-26, (2019); Kashif R., A Compact Circular Polarized Antenna for Fixed Communication Applications, National Journal of Antennas and Propagation, 1, 1, (2019); Karunya L., Harini P., Iswarya S., Jerlin A., Emergency alert security system for humans, International Journal of Communication and Computer Technologies, 7, pp. 6-10, (2019); Griesel H., Parker B., Graduate Attributes: South African Qualifications Authority, (2009); Gliem J.A., Gliem R.R., Calculating, interpreting, and reporting Cronbach’s alpha reliability coefficient for Likert-type scales, Midwest Research-To-Practice Conference in Adult, Continuing, and Community Education, (2003); Hochwarter W.A., Kiewitz C., Gundlach M.J., Stoner J., The impact of vocational and social efficacy on job performance and career satisfaction, Journal of Leadership and Organizational Studies, 10, pp. 27-40, (2004); Iksan Z.H., Zakaria E., Meerah T.S.M., Osman K., Lian D.K.C., Mahmud S.N.D., Krish P., Communication skills among university students, Procedia-Social and Behavioral Sciences, 59, pp. 71-76, (2012); Ihmeideh F.M., Al-Omari A.A., Al-Dababneh K.A., Attitudes toward communication skills among students’-teachers’ in Jordanian public universities, Australian Journal of Teacher Education, 35, 4, (2010); Jung J., Lee S., Influence of university prestige on graduate wage and job satisfaction: The case of South Korea, Journal of Higher Education Policy and Management, 38, 3, pp. 297-315, (2016); Kanabar V., Leybourne S.A., Warburton R.D.H., Using a student survey to measure changes in experience, knowledge, and competency in introductory project management courses, Paper Presented at Project Management Institute Research and Education Conference, (2014); Lee S., Brinton M.C., Elite education and social capital: The case of South Korea, Sociology of Education, 69, 3, pp. 177-192, (1996); Mengel T., Outcome-based project management education for emerging leaders – A case study of teaching and learning project management, International Journalof Project Management, 26, pp. 275-285, (2008); Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: What effects do they have on graduate labour market outcomes?, Education Economics, 17, 1, pp. 1-30, (2009); Drydakis N., The Effect of University Attended on Graduates’ Labour Market Prospects, A Field Study of Great Britain, IZA Discussion Paper No. 9826, (2016); Pantbaroudi B., Project management education: The human skills imperative, International Journal of Projectmanagement, 26, pp. 124-128, (2008); Patrick N.J., Social Skills for Teenagers and Adults with Sperger Syndrome, (2008); Subrahmanyam S., Corporate Leadership: A Study of Interpersonal Skills in Growing in the Corporate World, International Journal of Trend in Scientific Research and Development, 2, 4, (2018); Sanket M., Ravan V., Employability Skills Need Of An Hour For Mba Students, EPRA International Journal of Economic and Business Review, 4, 10; Sumanasiri E.G.T., Yajid M.S.A., Khatibi A., Conceptualizing Learning and Employability"" Learning and Employability Framework, Journal of Education and Learning, 4, 2, pp. 53-63, (2015); Yorke M., Knight P.T., Embedding Employability into the Curriculum: Learning & Employability Series 1, (2006); Zhang X., Zou X., University Students’ Employability Skills Model Based on Chinese Employer Perspective, Journal of Human Resource and Sustainability Studies, 1, pp. 29-33, (2013); Social Skills and Attitudes Questionnaire; Readers' Guide to Essential Skills Profiles, (2007)","Y. Bano; School of Management Studies, Vels Institute of Science, Technology & Advanced Studies(VISTAS), Chennai, India; email: yasmeen11bano@gmail.com","","Institute of Advanced Scientific Research, Inc.","","","","","","1943023X","","","","English","J. Adv. Res. Dyn. Control. Syst.","Article","Final","","Scopus","2-s2.0-85079906328"
"Pažur Aničić K.; Divjak B.","Pažur Aničić, Katarina (55147178700); Divjak, Blaženka (23033727900)","55147178700; 23033727900","Maturity Model for Supporting Graduates’ Early Careers Within Higher Education Institutions","2020","SAGE Open","10","1","","","","","10","10.1177/2158244019898733","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077304835&doi=10.1177%2f2158244019898733&partnerID=40&md5=722b11e028eb1fc07bcd0c97a3d8f23a","University of Zagreb, Faculty of Organization and Informatics, Varaždin, Croatia","Pažur Aničić K., University of Zagreb, Faculty of Organization and Informatics, Varaždin, Croatia; Divjak B., University of Zagreb, Faculty of Organization and Informatics, Varaždin, Croatia","Recently, the employability of higher education graduates has been a topic of interest within many policy documents and scientific studies. Given the lack of comprehensive research identifying the implications of this issue for practice, this article presents a maturity model to support graduates’ early careers within higher education institutions (HEIs). The model is developed using a five-step approach, following the design science paradigm and exploiting four case studies across Europe. The final maturity model contains 65 practices within four key process areas—13 within strategic planning, 26 within curriculum design and delivery, 16 within student support, and 10 within the provision of extracurricular activities. In addition, a description of capability assessment criteria at the five maturity levels for each practice is provided. The model presented in this article can be used by HEIs as a tool to assess the maturity of their practices that contribute to graduates’ employability. © The Author(s) 2020.","career development; case study research; design science research; higher education graduate employability; maturity model development","","","","","","European Commission, EC; Hrvatska Zaklada za Znanost, HRZZ, (IP-2014-09-7854); European Social Fund, ESF, (HR.3.2.01-0154)","Funding text 1: Focus groups were performed during the Strategic Planning within Higher Education workshop, held in Varaždin from July 9 to 11, 2015, within project Development of a methodological framework for strategic decision-making in higher education—a case of open and distance learning (ODL) implementation, financed by the Croatian Science Foundation. ; Funding text 2: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the European Union from the European Social Fund under Grant HR.3.2.01-0154 “Development of a model for supporting graduates’ early careers” and by the Croatian Science Foundation under Grant IP-2014-09-7854 “HigherDecision.” Those projects resulted with the PhD thesis that contains the research work presented in this paper. ","Re-accreditation of higher education institutions, (2017); Andersen E.S., Jessen S.A., Project maturity in organisations, International Journal of Project Management, 21, 6, pp. 457-461, (2003); Budget 2016—jobs & growth. 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Rademakers M.F., Corporate universities: Drivers of the learning organization, (2014); Saldana J., The coding manual for qualitative researchers, (2013); Silverman D., Interpreting qualitative data, (2014); Sin C., Amaral A., Academics’ and employers’ perceptions about responsibilities for employability and their initiatives towards its development, Higher Education, 73, 1, pp. 97-111, (2017); Sin C., Neave G., Employability deconstructed: Perceptions of Bologna stakeholders, Studies in Higher Education, 41, 8, pp. 1447-1462, (2016); Teichler U., Higher education and the world of work: Conceptual frameworks, comparative perspectives, empirical findings, (2009); Twining P., Heller R.S., Nussbaum M., Tsai C.C., Some guidance on conducting and reporting qualitative studies, Computers & Education, 106, pp. A1-A9, (2017); Vaishnavi V.K., Kuechler W., Design science research methods and patterns: Innovating information and communication technology, (2007); Yin R.K., Case study research: Design and method, (2014)","K. Pažur Aničić; University of Zagreb, Faculty of Organization and Informatics, Varaždin, Croatia; email: kpazur@foi.unizg.hr","","SAGE Publications Inc.","","","","","","21582440","","","","English","SAGE Open","Article","Final","All Open Access; Gold Open Access","Scopus","2-s2.0-85077304835"
"Tran T.T.Q.; Admiraal W.; Saab N.","Tran, Tran Thien Quynh (57211755818); Admiraal, Wilfried (55499681000); Saab, Nadira (9744614600)","57211755818; 55499681000; 9744614600","Effects of critical incident tasks on the intercultural competence of English non-majors","2019","Intercultural Education","30","6","","618","633","15","11","10.1080/14675986.2019.1664728","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074906420&doi=10.1080%2f14675986.2019.1664728&partnerID=40&md5=a985fc511dbce62070aa9c211cd146ce","Faculty of Basic Sciences, Can Tho University of Technology, Can Tho, Viet Nam; Graduate School of Teaching (ICLON), Leiden University, Leiden, Netherlands","Tran T.T.Q., Faculty of Basic Sciences, Can Tho University of Technology, Can Tho, Viet Nam, Graduate School of Teaching (ICLON), Leiden University, Leiden, Netherlands; Admiraal W., Graduate School of Teaching (ICLON), Leiden University, Leiden, Netherlands; Saab N., Graduate School of Teaching (ICLON), Leiden University, Leiden, Netherlands","In this internationalised world, graduate employability in terms of intercultural communication skills needs to be taken into account in higher education. The present study aims to explore the effects of critical incident task instruction on English non-majored undergraduates’ intercultural competence. One group of students received ten weeks of instruction with one critical incident task per week and another group received standard English classes. Data were collected from the students’ pre- and post-test. The results showed a significant and strong effect of the intervention with critical incident tasks. Implications for educational practice are presented for further teaching with critical incident tasks. © 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","Critical incident tasks; culture; intercultural competence; Vietnamese; Western","","","","","","Netherlands Organization for International Cooperation in Higher Education, Nuffic; Astellas Pharma, Netherlands","Funding text 1: This work was supported by the Netherlands Organization for International Cooperation in Higher Education (Nuffic) [Project no. NFP-PhD.14/ 35]. This work was supported by the Netherlands Fellowship Programmes (Nuffic). We would like to thank the students and the teachers for their contribution to this study.; Funding text 2:  This work was supported by the Netherlands Fellowship Programmes (Nuffic). We would like to thank the students and the teachers for their contribution to this study. ","Albert R.D., Conceptual Framework for the Development and Evaluation of Cross-cultural Orientation Programs, International Journal of Intercultural Relations, 10, pp. 197-213, (1986); Aoki J., Effects of the Culture Assimilator on Cross-cultural Understanding and Attitude of College Students, JALT Journal, 14, 2, pp. 107-125, (1992); Intercultural Knowledge and Competence Value Rubric, (2013); Bennett M.J., Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity, Education for the Intercultural Experience, (1993); Bochner F., Coulon L., A Culture Assimilator to Train Australian Hospitality Industry Workers Serving Japanese Tourists, The Journal of Tourism Studies, 8, 2, pp. 8-17, (1997); Brislin R.W., A Culture General Assimilator: Preparation for Various Types of Sojourns, International Journal of Intercultural Relations, 10, pp. 215-234, (1986); Chemers M., Cross-cultural Training as a Means for Improving Situational Favorableness, Human Relations, 22, pp. 531-546, (1969); 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Webber R., Integrating Work-based and Academic Learning in International and Cross-cultural Settings, Journal of Education and Work, 18, 4, pp. 473-487, (2005); Worchel S., Mitchell T., An Evaluation of the Effectiveness of the Thai and Greek Cultural Assimilators, (1970)","T.T.Q. Tran; Faculty of Basic Sciences, Can Tho University of Technology, Can Tho, Viet Nam; email: t.t.q.tran@iclon.leidenuniv.nl","","Routledge","","","","","","14675986","","","","English","Intercultural Educ.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85074906420"
"Gorbatov S.; Khapova S.N.; Lysova E.I.","Gorbatov, Sergey (57203021922); Khapova, Svetlana N. (8622648000); Lysova, Evgenia I. (56069678300)","57203021922; 8622648000; 56069678300","Get Noticed to Get Ahead: The Impact of Personal Branding on Career Success","2019","Frontiers in Psychology","10","","2662","","","","23","10.3389/fpsyg.2019.02662","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077249852&doi=10.3389%2ffpsyg.2019.02662&partnerID=40&md5=5dbcdba181f127813a0dfa9d83dc4624","School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands","Gorbatov S., School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Khapova S.N., School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; Lysova E.I., School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands","There is a growing amount of attention being brought to personal branding as an effective career behavior, but little is known about the factors that predict personal branding behaviors and their outcomes. In two studies (N = 477) across two distinctly different cultural contexts (Western and Asian) based on a newly developed and validated scale of personal branding, we have examined the antecedents and outcomes of personal branding. The findings confirm that personal branding leads to greater career satisfaction, fully mediated by perceived employability. Career achievement aspiration was the strongest predictor of engaging in personal branding, while career feedback negatively related to personal branding intention and career self-efficacy positively related to personal branding but not to personal branding intention. These findings highlight the importance of personal branding as a contemporary career technique in promoting one’s personal brand identity to achieve beneficial career outcomes. © Copyright © 2019 Gorbatov, Khapova and Lysova.","career; employability; personal branding, self-presentation; theory of planned behavior","","","","","","","","Ajzen I., The theory of planned behavior, Organ. Behav. Hum. Decis. Process, 50, pp. 179-211, (1991); Ajzen I., Fishbein M., Understanding attitudes and predicting social behaviour, (1980); Anseel F., Lievens F., The long-term impact of the feedback environment on job satisfaction: a field study in a Belgian context, Appl. Psychol, 56, pp. 254-266, (2007); Arbuckle J.L.,  Amos™ 25 User’s Guide, (2017); Arthur M.B., Examining contemporary careers: a call for interdisciplinary inquiry, Hum. Relat, 61, pp. 163-186, (2008); Arthur M.B., Khapova S.N., Wilderom C.P.M., Career success in a boundaryless career world, J. Organ. 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Sociol, 4, pp. 45-62, (2010); Whitaker B.G., Levy P., Linking feedback quality and goal orientation to feedback seeking and job performance, Hum. Perform, 25, pp. 159-178, (2012); Wohrmann A.M., Deller J., Wang M., Postretirement career planning, J. Career Dev, 41, pp. 363-381, (2014); Zinko R., Rubin M., Personal reputation and the organization, J. Manag. Organ, 21, pp. 217-236, (2015)","S. Gorbatov; School of Business and Economics, Vrije Universiteit Amsterdam, Amsterdam, Netherlands; email: sgorbatov@faculty.ie.edu","","Frontiers Media S.A.","","","","","","16641078","","","","English","Front. Psychol.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85077249852"
"Wartinger F.; Malyuk H.; Portnuff C.D.F.","Wartinger, Frank (57193519477); Malyuk, Heather (56928379700); Portnuff, Cory D. F. (54889013200)","57193519477; 56928379700; 54889013200","Human exposures and their associated hearing loss profiles: Music industry professionals","2019","Journal of the Acoustical Society of America","146","5","","3906","3910","4","14","10.1121/1.5132541","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075721066&doi=10.1121%2f1.5132541&partnerID=40&md5=b513a899d269aa9cc88786d8f54299fd","Earmark Hearing Conservation, Philadelphia, 19008, PA, United States; Soundcheck Audiology, Stow, 44224, OH, United States; University of Colorado Hospital, UCHealth Hearing and Balance Clinic, Aurora, 80045, CO, United States","Wartinger F., Earmark Hearing Conservation, Philadelphia, 19008, PA, United States; Malyuk H., Soundcheck Audiology, Stow, 44224, OH, United States; Portnuff C.D.F., University of Colorado Hospital, UCHealth Hearing and Balance Clinic, Aurora, 80045, CO, United States","Music industry professionals represent a vulnerable population to music induced hearing disorders (MIHDs). In addition to the impacts that the development of hearing disorders secondary to noise exposure can have on quality of life and communication, MIHDs can impact the afflicted individual's professional performance, and in turn employability. Within the music industry there are individual and institutional barriers to traditional hearing conservation interventions. Pharmaceutical interventions for hearing loss could potentially address some of these barriers, yet there are significant considerations and cautions which should be addressed. © 2019 Acoustical Society of America.","","Hearing Loss, Noise-Induced; Humans; Music; Noise, Occupational; Occupational Diseases; Occupational Exposure; Noise pollution; Hearing conservation; Hearing disorders; Hearing loss; Human exposures; Institutional barriers; Music industry; Noise exposure; Quality of life; adverse event; human; industrial noise; music; noise injury; occupational disease; occupational exposure; pathophysiology; Audition","","","","","","","Barthet M., Guillemain P., Kronland-Martinet R., Ystad S., From clarinet control to timbre perception, Acta Acust. Acust., 96, 4, pp. 678-689, (2010); Catlin J.R., Pechmann C., Brass E.P., Dangerous double dosing: How naive beliefs can contribute to unintentional overdose with over-the-counter drugs, J. Pub. Pol. 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Otolaryngol., 138, 1, pp. 21-24, (2018); Toppila E., Koskinen H., Pyykko I., Hearing loss among classical-orchestra musicians, Noise Health, 13, pp. 45-50, (2011); Turunen-Rise I., Flottorp G., Tvete O., Personal cassette players ('Walkman'). Do they Cause Noise-Induced Hearing Loss?, Scand. Audiol., 20, 4, pp. 239-244, (1991); Vogel I., Van De Looij-Jansen P.M., Mieloo C.L., Burdorf A., De Waart F., Risky music listening, permanent tinnitus and depression, anxiety, thoughts about suicide and adverse general health, PLoS One, 9, 6, pp. 1-8, (2014); Wenmaekers R.H.C., Nicolai B., Hornikx M.C.J., Kohlrausch A.G., Why orchestral musicians are bound to wear earplugs: About the ineffectiveness of physical measures to reduce sound exposure, J. Acoust. Soc. Am., 142, 5, pp. 3154-3164, (2017); Wu L., Ahn H.A., Making sense of conflicting health information: An exploratory study, Proceedings of the 73rd ASISandT Annual Meeting on Navigating Streams in An Information Ecosystem, 47, (2010); Yokoyama M., Awahara Y., Yagawa G., Relation between violin timbre and harmony overtone, Proc. Mtgs. Acoust., 29, pp. 1-8, (2017); Zhao F., Manchaiah V.K., French D., Price S.M., Music exposure and hearing disorders: An overview, Int. J. Audiol., 49, 1, pp. 54-64, (2009)","","","Acoustical Society of America","","","","","","00014966","","JASMA","31795710","English","J. Acoust. Soc. Am.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85075721066"
"Rus R.C.; Mamat A.B.; Hanapi Z.; Hasnan K.A.; Nashir I.M.","Rus, Ridzwan Che (55868851900); Mamat, Abu Bakar (56498830700); Hanapi, Zaliza (56499161200); Hasnan, Khairul Anuar (56499191000); Nashir, Irdayanti Mohd (57208116316)","55868851900; 56498830700; 56499161200; 56499191000; 57208116316","Development of K-workers employability skills measurements indicators in agricultural sector in Malaysia","2019","Journal of Technical Education and Training","11","4","","56","66","10","3","10.30880/jtet.2019.11.04.007","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077545162&doi=10.30880%2fjtet.2019.11.04.007&partnerID=40&md5=07dfd3cf367736a9681133f029d4300b","Faculty of Technical and Vocational, Universiti Pendidikan Sultan Idris, Tg Malim, 35900, Perak, Malaysia","Rus R.C., Faculty of Technical and Vocational, Universiti Pendidikan Sultan Idris, Tg Malim, 35900, Perak, Malaysia; Mamat A.B., Faculty of Technical and Vocational, Universiti Pendidikan Sultan Idris, Tg Malim, 35900, Perak, Malaysia; Hanapi Z., Faculty of Technical and Vocational, Universiti Pendidikan Sultan Idris, Tg Malim, 35900, Perak, Malaysia; Hasnan K.A., Faculty of Technical and Vocational, Universiti Pendidikan Sultan Idris, Tg Malim, 35900, Perak, Malaysia; Nashir I.M., Faculty of Technical and Vocational, Universiti Pendidikan Sultan Idris, Tg Malim, 35900, Perak, Malaysia","Issue of skilled and knowledge worker is an issue that frequently discussed among agricultural training institutions and employers in the sector. It is viewed seriously by Malaysian government through Agrofood Policy 2011-2015 by emphasising agricultural workers that are highly skilled and knowledgeable to assist Malaysia achieves high-income developed nation status. However, what are the characteristics of those high skilled and knowledge workers? This question is the base of this research. By using qualitative approach, modified Delphi technique / method is chosen as the research framework. Eleven experts from various stakeholders such as agriculture lecturer, leaders of agricultural training institutions, agricultural instructor and agricultural industry employer in Malaysia. Finding reveals ten characteristics of k-workers that are needed to enable them to have high employability skill in order to satisfy / fulfil national requirement of skilled workforce. This finding can be used as a measurement basis for employability skill level of labour market in agricultural sector in Malaysia. © 2019, Penerbit UTHM. All rights reserved.","Agricultural education; Agricultural institute; TVET; UPSI","","","","","","RMIC; Universiti Pendidikan Sultan Idris","Thanks to Research and Innovation Management Centre (RMIC) Universiti Pendidikan Sultan Idris (UPSI) as this study was produced using the University Research Grant of 2015.","Abd Hair A., Sail R.M., Alavi K., Ismail I.A., Image And Students’ Loyalty Towards Technical And Vocational Education And Training, Journal of Technical Education and Training, 3, 1, pp. 13-28, (2011); Nordin A.B., Kurikulum Perspektif Dan Pelaksanaan, (1991); Yahya A., Aspirasi Pekerjaan Dan Masalah Akademik Di Kalangan Pelajar Sekolah Menengah Vokasional Pertanian Rembau, Negeri Sembilan. 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Employers’ Perceptions of Graduate Employment and Training, Journal of Education and Work, 13, 3, pp. 245-271, (2000); Kay C., Fonda N., Hayes C., Growing an Innovative Workforce: A New Approach to Education and Training, Education + Training, 34, 3, pp. 267-275, (1998); Cadangan Strategi Pendedahan Dan Latihan Untuk Pelaksanaan Kurikulum Bersepadu Sekolah Menengah, (1987); Kilpatrick S., Allen K., Review of Research: Factors Influencing Demand for Voca-Tional Education and Training Courses, (2001); Lave J., Wenger E., Situated Learning – Legitimate Peripheral Participation, (1991); Merais L., Temu Bual Bersama Pegawai NATC, (2013); Lesgold A., Feuer M.J., Black A.M., Transitions in Work and Learning: Implica-Tions for Assessment, (1997); Loh Poh S., Kesesuaian Kurikulum Program Bacelor Pendidikan (Sains Pertanian), (1996); Kajian Keberkesanan Kursus Dalam Perkhidmatan Untuk Guru-Guru Mata Pelajaran Kemahiran Hidup. Tesis Sarjana, (1991); Mohd Nasir A., Pengaliran Pelajar Di Sekolah Menengah Rendah Dan Kesannya Terhadap Status Mata Pelajaran Elektif, Jurnal Pendidikan, (1994); Kajian Tahap Kebolehkerjaan Graduan Persijilan Kemahiran Malaysia Di Institut Latihan Kemahiran Awam, (2011); Abas M.G., Isu-Isu Semasa Dalam Pendidikan Latihan Teknikal Dan Vokasional Di Malaysia. JPM. Unit Perancang Ekonomi, (2011); Husain M.Y., Mokhtar S.B., Ahmad A.A., Mustapha R., Importance of Employability Skills from Employers’ Perspective, Procedia-Social and Behavioral Sciences, 7, C, pp. 430-438, (2010); Nilsson S., Enhancing individual employability: The perspective of engineering graduates, Education + Training, 52, 6-7, pp. 540-551, (2010); Noor N.M., Sukor N.M.A., Penerapan Kemahiran Employability Di Institut Latihan Perindustrian Pasir Gudang Johor, (2008); Nuritaainon S., A Survey of Students’ Employability Skills: A Case of Unitar, (2004); Omar M.K., Bakar A.R., Rashid A.M., Employability Skill Acquisition among Malaysian Community College Students, J. Soc. Sci., 8, pp. 472-478, (2012); Overtoom C., Employability skills: An update, ERIC Digest, 220, (2000); Quek A.-H., Learning for the Workplace: A Case Study in Graduate Employees' Generic Competencies, Journal of Workplace Learning, 17, 4, pp. 231-242, (2005); Paryono P., Approaches to Preparing TVET Teachers and Instructors in ASEAN Member Countries, Tvet@Asia, Issue, 5, pp. 1-27, (2015); Rancangan Malaysia Ke-11 (RMK-11), (2015); Hamzah R., Persepsi Dan Masalah Guru Terhadap Mata Pelajaran Kemahiran Hidup, Jurnal Pendidikan Guru. Bil, 9, 1993, pp. 50-71, (1992); Arof R., Pengantar Kurikulum, (1991); Razzaly W., Alias M., Technical and Vocational Education Teachers in Malaysia. a Country Paper Presented during the Experts Meeting Organised by SEAMEO VOCTECH and UNESCO-UNEVOC in Conjunction with International Conference On, pp. 25-28, (2012); Malkan R.R., Post-Secondary Technical Vocational Education Training: A Qualitative Case Study of Industrial Training Institute (ITI) in Maharasthra State, India., (2009); Rasul M.S., Et al., Aspek Kemahiran “Employability” yang Dikehendaki Majikan Industri Pembuatan Masa Kini (Aspects of Employability Skills Needed by the Manufacturing Industries Employers), Jurnal Pendidikan Malaysia, 34, 2, pp. 67-79, (2009); Likert R., A Technique for the Measurement of Attitudes, Archives of Psychology Vo, 140, pp. 1-55, (1932); Shakir R., Soft Skills at the Malaysian Institutes of Higher Learning, Asia Pacific Educ. Rev, 10, pp. 309-315, (2009); Kemahiran Generik – Kepentingannya Dalam Memenuhi Kepeluan Majikan Masa Kini, Prosiding National Conference on Graduate Research in Education, (2004); Stufflebeam D.L., The CIPP Model for Evaluation, Evaluation Models, pp. 279-317, (2002); Employability Skills, The Conference Board of Canada, (1996); Kajian Tahap Penerimaan Masyarakat Terhadap Latihan Kemahiran, (2012)","R.C. Rus; Faculty of Technical and Vocational, Universiti Pendidikan Sultan Idris, Tg Malim, 35900, Malaysia; email: ridzwan@ftv.upsi.edu.my","","Penerbit UTHM","","","","","","22298932","","","","English","J. Tech. Educ. Train.","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85077545162"
"Wallder S.R.; Brown N.J.","Wallder, Stephen R. (57214083198); Brown, Nardia J. (57214094604)","57214083198; 57214094604","Student-centred learning in higher education: Implications for the Jamaican workplace","2019","Research in Educational Administration and Leadership","4","3 Special Issue","","658","699","41","0","10.30828/real/2019.3.8","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078184787&doi=10.30828%2freal%2f2019.3.8&partnerID=40&md5=938dc7e56fa72485f20d825115d3eb69","University of Technology, Kingston, Jamaica","Wallder S.R., University of Technology, Kingston, Jamaica; Brown N.J., University of Technology, Kingston, Jamaica","This paper explores the experience, impression and understanding of student centred learning by 44 business education students at a university in Jamaica. The study sought to establish whether such a learning approach enhances the competencies of students in accord with the demands made by employers for critical employee characteristics in the 21st century workplace, whilst also enhancing learning outcomes in students’ current studies. The research reported here was informed through two studies, using complementary methodologies in qualitative and quantitative data collection and analysis. The first study utilised a survey instrument, while the second employed focus groups. The findings revealed that students generally held positive views of student centred learning and that they believed it enhanced their learning experience in their current studies. However, they were not clear as to whether the approach was being utilised fully and/or effectively and whether current resources were adequate to support the effective implementation and maintenance of such an approach. Findings further revealed that many of the competencies developed through the practise of student centred learning are complimentary to not only desirable, but indeed, identified characteristics that the 21st century worker should be ideally equipped with, according to the International Labour Organisation (Brewer, 2013). These characteristics also being in accord with the demands of employers in Jamaica. This latter point being affirmed by a senior figure from the Jamaica Employers’ Federation through a one-on-one interview. The importance of “gearing” such learning at the tertiary level to the demands of employers for well prepared and effective employees that complement and indeed enhance the workplace is recognised as a national imperative, and thus policy, as developed through educational leadership should be in accord. This research posits that the utilisation of student centred learning will not only benefit learning at the tertiary level, it will also better prepare graduates for the workplace. © 2019, Dokuz Eylul University. All rights reserved.","Business teacher education; Critical employability skills; Human capital development; Jamaica employers; Student centred learning; Workplace","","","","","","","","Abraham S.E., Karns L.A., Do Business Schools Value the Competencies That Businesses Value?, Journal of Education for Business, 84, 6, pp. 350-356, (2009); Attard A., Di Lorio E., Geven K., Santa R., Student Centred Learning – Toolkit for Students, Staff and Higher Education Institutions. 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Edu. Admin. Leader.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85078184787"
"Wang Z.; Crawford I.","Wang, Zhiqi (39763241600); Crawford, Ian (57191045325)","39763241600; 57191045325","Who are gaining the highly paid elite placements in UK higher education?","2019","Studies in Higher Education","44","11","","1960","1974","14","8","10.1080/03075079.2018.1476482","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85047205477&doi=10.1080%2f03075079.2018.1476482&partnerID=40&md5=0eeade3b956b7974a8eb9096407169ac","Bath Business School, University of Bath Spa, Newton Park, Bath, United Kingdom; School of Management, University of Bath, Claverton Down, Bath, United Kingdom","Wang Z., Bath Business School, University of Bath Spa, Newton Park, Bath, United Kingdom; Crawford I., School of Management, University of Bath, Claverton Down, Bath, United Kingdom","This study analyses longitudinal student data to determine the influence of social class, academic performance and other individual factors such as gender, ethnicity and age on entry on the possibility of obtaining highly paid placements in elite professions. Focusing on subject-relevant placements, the findings here strongly support the meritocratic recruitment and rewarding process for such work experience schemes. Prestigious and highly paid placements in elite professional firms are not filled by socially privileged upper-middle-class students but the academically ‘brightest’ students from a wide range of social and individual backgrounds. Excellent academic performance has been interpreted by elite firms as equivalent to high levels of employability skills and productivity. Finally, there is evidence to suggest that well-paid placements can facilitate socio-economic mobility of working-class students who are academically driven and aspire to gain work experience with elite professional firms despite limited economic resources at their disposal. © 2018, © 2018 Society for Research into Higher Education.","academic ability; elite professions; gender; Placements; salaries; social class","","","","","","","","Allen K., Quinn J., Hollingworth S., Rose A., Becoming Employable Students and ‘Ideal’ Creative Workers: Exclusion and Inequality in Higher Education Work Placements, British Journal of Sociology of Education, 34, 3, pp. 431-452, (2013); Annisette M., Kirkham L.M., The Advantages of Separateness Explaining the Unusual Profession-University Link in English Chartered Accountancy, Critical Perspectives on Accounting, 18, 1, pp. 1-30, (2007); Ashley L., Empson L., Convenient Fictions and Inconvenient Truths: The Role of Paradox in Understanding Female Career Progression Within Leading UK Accountancy Firms, Critical Perspectives on Accounting, 35, pp. 76-87, (2016); Auburn T., Identity and Placement Learning: Student Accounts for the Transition Back to University Following a Placement Year, Studies in Higher Education, 32, 1, pp. 117-133, (2007); Bathmaker A.-M., Ingram N., Waller R., Higher Education, Social Class and the Mobilisation of Capitals: Recognising and Playing the Game, British Journal of Sociology of Education, 34, 5-6, pp. 723-743, (2013); Becker G.S., Human Capital: A Theoretical and Empirical Analysis, (1964); Bennett R., Kane S., Employer Engagement Practices of UK Business Schools and Departments: An Empirical Investigation, Journal of Vocational Education and Training, 61, 4, pp. 495-516, (2009); Bills B.D., Credentials, Signals, and Screens: Explaining the Relationship Between Schooling and Job Assignment, Review of Educational Research, 73, 4, pp. 441-449, (2003); Binder J.F., Baguley T., Crook C., Miller F., The Academic Value of Internships: Benefits Across Disciplines and Student Backgrounds, Contemporary Educational Psychology, 41, pp. 73-82, (2015); Blackmore J., Gribble C., Rahimi M., International Education, the Formation of Capital and Graduate Employment: Chinese Accounting Graduates’ Experiences of the Australian Labour Market, Critical Studies in Education, 58, pp. 69-88, (2017); Blackwell A., Harvey L., Destinations and Reflections: Careers of art, Craft and Design Graduates, (1999); Boliver V., How Fair is Access to More Prestigious Universities, British Journal of Sociology, 64, 2, pp. 344-364, (2013); Bourdieu P., The Forms of Capital, (1986); Bourdieu P., Language and Symbolic Power, (1991); Bourdieu P., The State Nobility: Elite Schools in the Field of Power, (1998); Bowes L., Harvey L., The Impact of Sandwich Education on the Activities of Graduates Six Months Past-Graduation, (1999); Brooks R., Youngson L.P., Undergraduate Work Placements: An Analysis of the Effects on Career Progression, Studies in Higher Education, 41, 9, pp. 1563-1578, (2016); Browne L., As UK Policy Strives to Make Access to Higher Education Easier for All, Is Discrimination in Employment Practice Still Apparent?, Journal of Vocational Education & Training, 62, 3, pp. 313-326, (2010); Bullock K., Gould V., Hejmadi M., Lock G., Work Placement Experience: Should I Stay or Should I go?, Higher Education Research and Development, 28, 5, pp. 481-494, (2009); Carter C., Spence C., Being a Successful Professional: An Exploration of Who Makes Partner in the Big 4, Contemporary Accounting Research, 31, 4, pp. 949-981, (2014); Cheng M., Kang H., Roebuck P., Simnett R., The Employment Landscape for Accounting Graduates and Work Experience Relevance, Australian Accounting Review, 19, 4, pp. 342-351, (2009); Cox B.E., McIntosh K., Reason R.D., Terenzini P.T., Working with Missing Data in Higher Education Research: A Primer and Real-World Example, The Review of Higher Education, 37, 3, pp. 377-402, (2014); Crawford I., Wang Z., The Effect of Work Placements on the Academic Performance of Chinese Students in UK Higher Education, Teaching in Higher Education, 20, 6, pp. 569-586, (2015); Crawford I., Wang Z., The Impact of Individual Factors on the Academic Attainment of Chinese and UK Students in Higher Education, Studies in Higher Education, 40, 5, pp. 902-920, (2015); Crawford I., Wang Z., The Impact of Placements on the Academic Performance of UK and International Students in Higher Education, Studies in Higher Education, 41, 4, pp. 712-733, (2016); Crawford I., Wang Z., Andrews G., Exploring the Influence of Individual and Academic Differences on the Placement Participation Rate among International Students, Education + Training, 58, 4, pp. 342-357, (2016); Croxford L., Raffe D., The Iron Law of Hierarchy? 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Wakeling P., Savage M., Entry to Elite Positions and the Stratification of Higher Education in Britain, The Sociological Review, 63, 2, pp. 290-320, (2015); Watson J., Profitable Portfolios: Capital That Counts in Higher Education, British Journal of Sociology of Education, 34, 3, pp. 412-430, (2013); Weiss F., Klein M., Grauenhorst T., The Effects of Work Experience During Higher Education on Labour Market Entry: Learning by Doing or an Entry Ticket?, Work, Employment and Society, 28, 5, pp. 788-807, (2014); Wilson T., A Review of Business–University Collaboration, (2012); Wilton N., Do Employability Skills Really Matter in the UK Graduate Labour Market? The Case of Business and Management Graduates, Work, Employment and Society, 25, 1, pp. 85-100, (2011); Wilton N., The Impact of Work Placements on Skills Development and Labour Market Outcomes for Business and Management Graduates, Studies in Higher Education, 37, 5, pp. 603-620, (2012); Zhao H., Liden C.R., Internship: A Recruitment and Selection Perspective, Journal of Applied Psychology, 96, 1, pp. 221-229, (2011)","I. Crawford; School of Management, University of Bath, Claverton Down, Bath, BA2 7AY, United Kingdom; email: mnsipc@bath.ac.uk","","Routledge","","","","","","03075079","","","","English","Stud. High. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85047205477"
"Chaibate H.; Hadek A.; Ajana S.; Bakkali S.; Faraj K.","Chaibate, Hind (57209529325); Hadek, Amine (57209541085); Ajana, Souad (57191415768); Bakkali, Soumia (57189090654); Faraj, Kenza (57191416286)","57209529325; 57209541085; 57191415768; 57189090654; 57191416286","A comparative study of the engineering soft skills required by moroccan job market","2020","International Journal of Higher Education","9","1","","142","152","10","7","10.5430/ijhe.v9n1p142","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078632971&doi=10.5430%2fijhe.v9n1p142&partnerID=40&md5=8849a7d1bfa4ce195fab0949b27fa539","Engineering research laboratory, Team of research in engineering education, Higher National School of Electricity and Mechanics (ENSEM), Hassan II University of Casablanca, Morocco","Chaibate H., Engineering research laboratory, Team of research in engineering education, Higher National School of Electricity and Mechanics (ENSEM), Hassan II University of Casablanca, Morocco; Hadek A., Engineering research laboratory, Team of research in engineering education, Higher National School of Electricity and Mechanics (ENSEM), Hassan II University of Casablanca, Morocco; Ajana S., Engineering research laboratory, Team of research in engineering education, Higher National School of Electricity and Mechanics (ENSEM), Hassan II University of Casablanca, Morocco; Bakkali S., Engineering research laboratory, Team of research in engineering education, Higher National School of Electricity and Mechanics (ENSEM), Hassan II University of Casablanca, Morocco; Faraj K., Engineering research laboratory, Team of research in engineering education, Higher National School of Electricity and Mechanics (ENSEM), Hassan II University of Casablanca, Morocco","This paper aims at comparing the soft skills required by Moroccan employers to those developed in engineering schools in order to improve engineers’ employability. On the one hand, soft skills needed for the job market integration are defined using a mixed method belonging to sequential exploratory design. On the other hand, educational curricula are examined to determine if they meet the workplace requirements. This study is strengthened by including findings collected by interviewing professionals about the level of soft skills development among newly graduated engineers. © 2020, Sciedu Press. All rights reserved.","Employability; Engineering schools; Engineers; Soft skills","","","","","","","","Blom A., Saeki H., Employability and Skill Set of Newly Graduated Engineers in India, (2011); Briz-Ponce L., Pereira A., Carvalho L., Juanes-Mendez J.A., Garcia-Penalvo F.J., Learning with mobile technologies–Students’ behavior, Computers in Human Behavior, 72, pp. 612-620, (2017); Cabrera N.L., Using a sequential exploratory mixed method design to examine racial hyperprivilege in higher education, New Directions for Institutional Research, 2011, 151, pp. 77-91, (2011); Maroc, (2014); Chaibate H., Bakkali S., Skills for employability: Identification of the Soft Skills required in engineering education, The Journal of Quality in Education, 7, 9, (2017); Chaibate H., Hadek A., Ajana S., Bakkali S., Faraj K., Analyzing the engineering soft skills required by Moroccan job market, 2019 5Th International Conference on Optimization and Applications (ICOA), pp. 1-6, (2019); Creswell J.W., Klassen A.C., Plano Clark V.L., Smith K.C., Best practices for mixed methods research in the health sciences. Bethesda (Maryland), National Institutes of Health, 2013, pp. 541-545, (2011); Fetters M.D., Curry L.A., Creswell J.W., Achieving integration in mixed methods designs—principles and practices, Health Services Research, 48, 6, pp. 2134-2156, (2013); Gonzalez-Morales D., de Antonio L.M.M., Garcia J.L.R., Teaching “Soft” skills in software engineering, 2011 IEEE Global Engineering Education Conference (EDUCON), pp. 630-637, (2011); Nunnally J.C., Psychometric Theory, pp. 209-228, (1967); Khaouja I., Rahhal I., Elouali M., Mezzour G., Kassou I., Carley K.M., Analyzing the needs of the offshore sector in Morocco by mining job ads, Global Engineering Education Conference (EDUCON), pp. 1380-1388, (2018); Krippendorff K., Content Analysis: An Introduction to Its Methodology, (2018); Makdoun I., Mezzour G., Carley K.M., Kassou I., Analyzing the Needs of the Automotive Job Market in Morocco, 2018 13Th International Conference on Computer Science & Education (ICCSE), pp. 1-6, (2018); Nilsson S., Enhancing individual employability: The perspective of engineering graduates, Education+ Training, 52, 6-7, pp. 540-551, (2010); Rao M.S., Enhancing employability in engineering and management students through soft skills, Industrial and Commercial Training, 46, 1, pp. 42-48, (2014); Nunnally J.C., Psychometric Theory, pp. 209-228, (1967); Royaume du Maroc, ministère de l'Education Nationale et de la Formation Professionnelle (MENFP), département de la formation professionnelle, projet de Réforme de l'Éducation par le biais de l'Approche Par Compétences (REAPC), Benchmarck Sur Les compétences clés, (2017); Saad M.S.M., Robani A., Jano Z., Majid I.A., Employers’ perception on engineering, information and communication technology (ICT) students’ employability skills, Global Journal of Engineering Education, 15, 1, pp. 42-46, (2013); Schuster K., Gross K., Vossen R., Richert A., Jeschke S., Preparing for industry 4.0–collaborative virtual learning environments in engineering education, Engineering Education 4.0, pp. 477-487, (2016); Vijayalakshmi V., Soft Skills-The Need of the Hour for Professional Competence: A Review on Interpersonal Skills and Intrapersonal Skills Theories, International Journal of Applied Engineering Research, 11, 4, pp. 2859-2864, (2016); Wall K., Engineering: Issues, Challenges and Opportunities for Development, (2010); Zaharim A., Yusoff Y., Omar M.Z., Mohamed A., Muhamad N., Engineering employability skills required by employers in Asia, Proceedings of the 6Th WSEAS International Conference on Engineering Education, pp. 195-201, (2009)","H. Chaibate; Engineering research laboratory, Team of research in engineering education, Higher National School of Electricity and Mechanics (ENSEM), Hassan II University of Casablanca, Morocco; email: hind.chaibate.ensem@gmail.com","","Sciedu Press","","","","","","19276044","","","","English","Intl. J. High. Edu.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85078632971"
"Clemente I.M.; Giner G.R.; Vélez G.S.","Clemente, Ismael Moya (35098354500); Giner, Gabriela Ribes (44061721500); Vélez, Gisela Sanahuja (56816948800)","35098354500; 44061721500; 56816948800","Towards sustainability in university education. Improving university graduates chances of employability by participation in a high achievement academic program","2020","Sustainability (Switzerland)","12","2","680","","","","6","10.3390/su12020680","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079659245&doi=10.3390%2fsu12020680&partnerID=40&md5=e869ee8a4303d50a7af7ee03e1e3c939","Faculty of Business Administration and Management, Universitat Politècnica de València, Valencia, 46022, Spain","Clemente I.M., Faculty of Business Administration and Management, Universitat Politècnica de València, Valencia, 46022, Spain; Giner G.R., Faculty of Business Administration and Management, Universitat Politècnica de València, Valencia, 46022, Spain; Vélez G.S., Faculty of Business Administration and Management, Universitat Politècnica de València, Valencia, 46022, Spain","This piece of research focusses on the sustainable development goal (SDG) number four of the 2030 Agenda for Sustainable Development: quality education. The main objective of this research was to determine whether introducing a High Achievement Academic Program (ARA Groups) at a Spanish public university could enhance its graduates' employability. According to the existing scientific literature, some variables related to the students' accomplishments during college are good predictors of future employability: academic performance, participation in international exchanges, and participation in traineeships. In the empirical part of this research, our objective was to compare, using descriptive and bivariate statistical analysis, the behavior of the students of the ARA Groups and the regular ones, regarding a set of variables related to the above-mentioned predictors of employability. The outcomes allow us to conclude that ARA students performed academically better and that they participated more in international exchanges. Participation in business internships did not present significant differences, although ARA students scored higher in the employers' assessment of the internship. Our results suggest that graduates of this program will be more sought-after by companies, and therefore it contributes positively to one of the key objectives of quality higher education, which is employability, and hence to sustainable development. © 2020 by the authors.","Academic achievement; Business internships; Employability; International exchanges; Quality education; Sustainability; Sustainable Development Goals (SDGs)","Spain; Ara; academic performance; business development; educational attainment; employment generation; international cooperation; sustainable development; Sustainable Development Goal","","","","","","","Global Sustainable Development Report 2019; Venkataraman B., Education for sustainable development, Environ. Mag., 51, pp. 8-10, (2009); Mihelcic J.R., Naughton C.C., Verbyla M.E., Zhang Q., Oakley S.M., Schweitzer R.W., The Grandest Challenge of All: The Role of Environmental Engineering to Achieve Sustainability in the World's Developing Regions, Environ. Eng. Sci., 34, pp. 16-41, (2017); Jackson M., Disadvantaged through discrimination? The role of employers in social stratification, Br. J. Sociol., 60, pp. 669-692, (2009); Owens T.L., Higher education in the sustainable development goals framework, Eur. J. Educ., 52, pp. 414-420, (2017); Daniela L., Visvizi A., Gutierrez-Braojos C., Lytras M., Sustainable higher education and technology-enhanced Learning (TEL), Sustainability, 10, (2018); Brissett N., Mitter R., For function or transformation? A critical discourse analysis of education under the Sustainable Development Goals, J. Crit. Educ. Policy Stud. (JCEPS), 15, pp. 181-204, (2017); Unterhalter E., The Many Meanings of Quality Education: Politics of Targets and Indicators in SDG 4, Glob. Policy, 10, pp. 39-51, (2019); Boeren E., Understanding Sustainable Development Goal (SDG) 4 on ""quality education"" from micro, meso and macro perspectives, Int. Rev. Educ., 65, pp. 277-294, (2019); Schuller T., Preston J., Hammond C., Brassett-Grundy A., Bynner L., The Benefits of Learning: The Impact of Education on Health, Family Live and Social Capital, (2004); McMahon W.W., The external benefits of education, International Encyclopedia of Education, 3rd ed., pp. 260-271, (2010); Psacharopoulos G., Patrinos H., Returns to investment in education: A decennial review of the global literature, Educ. Econ., 26, pp. 445-458, (2018); Hillage J., Pollard E., Employability: Developing a Framework for Policy Analysis, (1998); Little B., Employability: The Construct, Its Dimensions, and Applications, Academy of Management Best, (2004); Bridgstock R., The graduate attributes we've overlooked: Enhancing graduate employability through career management skills, High. Educ. Res. Dev., 28, pp. 31-44, (1999); Rothwell A., Jewell S., Hardie M., Self-perceived employability: Investigating the responses of post-graduate students, J. Vocat. Behav., 75, pp. 152-161, (2009); Baird L.L., Do grades and tests predict adult accomplishment?, Res High. Educ., 23, pp. 3-85, (1985); Baker C.N., Under-represented college students and extracurricular involvement: The effects of various student organizations on academic performance, Soc. Psychol. Educ., 11, pp. 273-298, (2008); Campion M.A., Brown B., Biodata Phenomenology: Recruiters' Perceptions and Use of Biographical Information in Resume Screening, J. Appl. Psychol., 79, pp. 897-908, (1994); Campion M.A., Identification of variables most influential in determining interviewers' evaluation of applications in a college placement center, Psychol. Rep., 42, pp. 947-952, (1978); Cole M.S., Field H., Giles W., Using recruiter assessments of applicants' resume content to predict applicant mental ability and big five personality dimensions, Int. J. Sel. Assess., 11, pp. 78-88, (2003); Devaraj S., Babu S.R., How to measure the relationship between training and job performance, Commun. ACM, 47, pp. 62-67, (2004); Ferris K.R., Educational predictors of professional pay and performance, Account. Organ. Soc., 7, pp. 225-230, (1982); Gokuladas V.K., Predictors of employability of engineering graduates in campus recruitment drives of Indian software service companies, Int. J. Sel. 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Differ., 49, pp. 331-336, (2010); Roth P., Bobko P., College grade point average as a personnel selection device: Ethnic group differences and potential adverse impact, J. Appl. Psychol., 85, pp. 399-406, (2000); Ruetzler T., Taylor J., Reynolds D., Baker W., Understanding perceptions of professional attributes using conjoint analysis, Int. J. Hosp. Manag., 30, pp. 551-557, (2011); Rynes S.L., Orlitzky M.O., Bretz R.D., Experienced hiring versus College recruiting: Practices and emerging trends, Pers. Psychol., 50, pp. 309-339, (1997); Schick G.J., Kunnecke B.F., Do high grades, top schools or an advanced degree lead to job security and extraordinary salary progression?, Interfaces, 12, pp. 9-18, (1982); Thoms P., McMasters R., Roberts M., Dombkowski D., Resume characteristics as predictors of an invitation to interview, J. Bus. Psychol., 13, pp. 339-356, (1999); Berrell M., Teal G., Gloet M., Culture and Globalization in the Curriculum: Theory, Cases and Practice, J. New Bus. Ideas Trends, 3, pp. 1-8, (2008); Bird A., Assessing Global Leadership Competencies, Global Leadership: Research, Practice and Development, pp. 64-81, (2008); Chan W., Dimmock C., The internationalization of universities, Globalist internationalist and translocalist models. J. Res. Int. Educ., 7, pp. 184-204, (2008); Cranmer S., Enhancing graduate employability: Best intentions and mixed outcomes, Stud. High. Educ., 31, pp. 169-184, (2006); Crossman J.E., Clarke M., International Experience and Graduate Employability: Stakeholder Perceptions on the Connection, High. Educ., 59, pp. 599-613, (2010); Callanan G., Benzing C., Assessing the Role of Internships in the Career-Oriented Employment of Graduating College Students, Educ. Train., 46, pp. 82-89, (2004); Cook S., Parker S., Pettijohn C., The perceptions of interns: A longitudinal case study, J. Educ. Bus., 79, pp. 179-185, (2004); Divine R.L., Linrud J.K., Miller R.H., Wilson J.H., Required internship programs in marketing: Benefits, challenges and determinants of fit, Mark. Educ. Rev., 17, pp. 45-52, (2007); Gault J., Redington J., Schlager T., Undergraduate business internships and career success: Are they related?, J Mark. Educ., 22, pp. 45-53, (2000); Gault J., Leach L., Duey M., Effects of Business Internships on Job Marketability: The Employers' Perspective, Educ. Train., 52, pp. 76-88, (2010); Knouse S.B., John R.T., Tanner J.R., Harris E.W., The relation of college internships, college performance and subsequent job opportunity, J. Employ. Couns., 36, pp. 35-43, (1999); Knouse S.B., Fontenot G., Benefits of the Business College Internship: A Research Review, J. Employ. Couns., 45, pp. 61-66, (2008); Mihail D.M., Internships at Greek Universities: An Exploratory Study, J. Workplace Learn., 18, pp. 28-41, (2006); Taylor M.S., Effects of college internships on individual participants, J. Appl. Psychol., 73, pp. 393-401, (1988); Weible R., McClure R., An Exploration of the Benefits of Student Internships to Marketing Departments, Mark. Educ. Rev., 21, pp. 229-240, (2011); McKinney A.P., Carlson K.D., Mecham Iii R.L., D'Angelo N.C., Connerley M.L., Recruiters' use of GPA in initial screening decisions: Higher GPAs don't always make the cut, Pers. Psychol., 56, pp. 823-845, (2003); Cohen P.A., College grades and adult achievement: A research synthesis, Res. High. Educ., 20, pp. 281-293, (1984); Hoyt D.P., The Relationship between College Grades and Adult Achievement. A Review of the Literature, (1965); Samson G.E., Graue M.E., Weinstein T., Academic and occupational performance: A quantitative synthesis, Am. Educ. Res. J., 21, pp. 311-321, (1984); Roth P., Clarke R.L., Meta-Analyzing the Relation between Grades and Salary, J. Vocat. Behav., 53, pp. 386-400, (1998); Felson L., Undergrad marketers must get jump on networking skills, Mark. News, 35, pp. 14-15, (2001); Parey M., Waldinger F., Studying abroad and the effect on international labor market mobility: Evidence from the introduction of Erasmus, Econ. J., 121, pp. 194-222, (2010); Sanahuja Velez G., Ribes Giner G., Effects of business internships on students, employers, and higher education institutions: A systematic review, J. Employ. Couns., 52, pp. 121-130, (2015); Coco M., Internships: A try before you by arrangement, SAM Adv. Manag. J., 65, pp. 41-47, (2000); Pianko D., Power Internships, Manag. Rev., 85, pp. 31-33, (1996); Gryski G.S., Johnson G.W., O'Toole L.J., Undergraduate internships: An empirical review, Public Adm. Q., 11, pp. 150-170, (1987); Beggs B.R., Ross C.M., Goodwin B., A comparison of student and practitioner perspectives of the travel and tourism internship, J. Hosp. Leis. Sport Tour. Educ., 7, pp. 31-39, (2008); Knemeyer A., Murphy P., Logistics internships: Employer and Student Perspectives, Int. J. Phys. Distrib. Logist. Manag., 32, pp. 135-152, (2002); Swanson S.R., Tomkovick C., Marketing Internships: How Values and Search Strategies Differ Across The Student-Employer Dyad, Mark. Educ. Rev., 22, pp. 251-262, (2011); Thiel G.R., Hartley N.T., Cooperative education: A natural synergy between business and academia, SAM Adv. Manag. J., 62, pp. 19-24, (1997)","I.M. Clemente; Faculty of Business Administration and Management, Universitat Politècnica de València, Valencia, 46022, Spain; email: imoya@esp.upv.es","","MDPI","","","","","","20711050","","","","English","Sustainability","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85079659245"
"Ha G.-C.; Kim B.-W.","Ha, Gon-Cheol (57212405208); Kim, Byung-Woo (57194064563)","57212405208; 57194064563","Mediating effects of ego-resilience on the association between career growth opportunity and withdrawal in employees","2019","Asia Life Sciences","20","2","","215","224","9","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076605984&partnerID=40&md5=7f8d729e206002d5005bb63981256f72","Department of Business Administration, Graduate School, Jeju National University, 63243, Jeju Special Self-Governing Province, South Korea","Ha G.-C., Department of Business Administration, Graduate School, Jeju National University, 63243, Jeju Special Self-Governing Province, South Korea; Kim B.-W., Department of Business Administration, Graduate School, Jeju National University, 63243, Jeju Special Self-Governing Province, South Korea","The research on organizational behaviors has primarily focused on the promotion of employees’ productive behaviors through positive attitudes and behaviors related to their organization and job and, ultimately, on the improvement in organizational effectiveness. This study was designed upon taking into account the situation in which the relationships based on a psychological contract between an organization and an employee weakened, as well as the issue of the decline in employment with the introduction of the concept of the Fourth Industrial Revolution. Specifically, it aimed to confirm the association between withdrawal, which is typical of unproductive behavior inhibiting organizational consolidation, and career growth opportunities in a situation characterized by increasing anxiety about job security and employability. It also verified the mediating effects of ego-resilience as a positive result of adjustment by employees perceiving the risk in the association between these two variables. A survey was conducted in 400 employees at public and private enterprises in South Korea and 293 questionnaires were analyzed. The career growth opportunities perceived by employees were found to be significant variables. In contrast, their ego-resilience partially mediated between career growth opportunities and physical withdrawal but had insignificant mediating effects on the association between career growth opportunities and psychological withdrawal. Lastly, the theoretical and practical implications and limitations of this study were indicated and the issues for further research were discussed. © Rushing Water Publishers Ltd. 2019.","Career growth opportunity; Ego-resilience; Physical withdrawal; Psychological withdrawal","","","","","","","","Baron R.M., Kenny D.A., The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations, Journal of Personality and Social Psychology, 51, 6, pp. 1173-1182, (1986); Block J., Kreman A.M., IQ and Ego-resiliency: Conceptual and empirical connections and separateness, Journal of Personality and Social Psychology, 70, 2, pp. 349-361, (1996); Block J.H., Block J., The role of ego-control and ego-resiliency in the organization of behavior, The Minnesota Symposia on Child Psychology, 13, pp. 39-101, (1980); Brooke P.P., Price J.L., The determinants of employee absenteeism: An empirical test of a causal model, Journal of Occupational Psychology, 62, 1, pp. 1-19, (1989); Colquitt J., Lepine J., Wesson M., Organizational Behavior: Improving Performance and Commitment in the Workplace, (2014); Folkman S., Moskowitz J.T., Positive affect and the other side of coping, American Psychologist, 55, 6, pp. 647-654, (2000); Frederickson B.L., What good are positive emotions?, Review of General Psychology, 2, 3, pp. 300-319, (1998); Ha G.C., Kim B.W., A study on the mediating effects of ego-resilience on the association between the career growth opportunities and withdrawal in employees, International Journal of It-Based Social Welfare Promotion and Management, 6, 1, pp. 47-54, (2019); Han G.H., The impact of self-efficacy on the relationships between teacher’s withdrawal behavior factors and outcomes, Business Education Review, 41, pp. 3-24, (2006); Hanisch K.A., Hulin C.L., Job attitudes and organizational withdrawal: An examination of retirement and other voluntary withdrawal behaviors, Journal of Vocational Behavior, 37, 1, pp. 60-78, (1990); Iverson R.D., Deery S.J., Understanding the “Personological” basis of employee withdrawal: The influence of affective disposition on employee tardiness, early departure, and absenteeism, Journal of Applied Psychology, 86, 5, pp. 856-866, (2001); Klohnen E.C., Conceptual analysis and measurement of the construct of ego-resilience, Journal of Personality and Social Psychology, 70, 5, pp. 1067-1079, (1996); Lee H., Adversity and Positive Adaptation of Adolescents: The Role of Resilience, (2007); Lee H.S., Chang S.D., Lee H.N., Employees’ perceived emotional leadership, intrinsic-extrinsic rewards, and withdrawal behaviors in SME s, Korean Journal of Resources Development, 19, 4, pp. 25-56, (2016); Lee J.H., Jeon J.H., The impact of employability on organizational commitment and turnover intention mediated by career growth opportunities, Journal of Human Resource Management Research, 23, 1, pp. 47-67, (2016); Newman R., APA’s resilience initiative, Professional Psychology: Research and Practice, 36, 3, pp. 227-229, (2005); Nouri H., Parker R.J., Career growth opportunities and employee turnover intentions in public accounting firms, The British Accounting Review, 45, 2, pp. 138-148, (2013); Ozdemir S.B., Cheah C.S.L., Coplan R.J., Conceptualization and assessment of multiple forms of social withdrawal in Turkey, Social Development, 24, 1, pp. 142-165, (2015); Ryu S.M., Ahn S.I., A study on the relationships among family supportive work environment, satisfaction with work-family balance, and employees’ withdrawal behavior and contextual performance, Journal of Business Research, 27, 2, pp. 49-85, (2012); Sobel M.E., Asymptotic confidence intervals for indirect effects in structural equation models, Sociological Methodology, 13, pp. 290-312, (1982); Weng Q., McElroy J.C., Morrow P.C., Liu R., The relationship between career growth and organizational commitment, Journal of Vocational Behavior, 77, 3, pp. 391-400, (2010)","B.-W. Kim; Department of Business Administration, Graduate School, Jeju National University, 63243, South Korea; email: knbu12@jejunu.ac.kr","","Rushing Water Publishers Ltd.","","","","","","01173375","","","","English","Asia Life Sci.","Article","Final","","Scopus","2-s2.0-85076605984"
"Oktaviani L.; Ginting M.; Sunardi O.","Oktaviani, Laura (57216300303); Ginting, Meriastuti (57204059491); Sunardi, Oki (56871106400)","57216300303; 57204059491; 56871106400","Voluntary behaviour, knowledge sharing and quality management system implementation in pharmaceutical industry: A preliminary study","2020","International Journal of Knowledge Management Studies","11","2","","137","152","15","2","10.1504/ijkms.2020.10027664","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083055599&doi=10.1504%2fijkms.2020.10027664&partnerID=40&md5=914d2f4a2a8b10df15b4234a604c5305","Department of Industrial Engineering, Krida Wacana Christian University, 4 Tanjung Duren Raya St., Jakarta, 11470, Indonesia","Oktaviani L., Department of Industrial Engineering, Krida Wacana Christian University, 4 Tanjung Duren Raya St., Jakarta, 11470, Indonesia; Ginting M., Department of Industrial Engineering, Krida Wacana Christian University, 4 Tanjung Duren Raya St., Jakarta, 11470, Indonesia; Sunardi O., Department of Industrial Engineering, Krida Wacana Christian University, 4 Tanjung Duren Raya St., Jakarta, 11470, Indonesia","The implementation of quality management system requires voluntary motivation from each organisation's member to achieve organisational perfection. In practice, quality management system implementations are often based on customer demands as a business to business requirement. Certified companies are often no better than firms that do not yet have quality management system certifications. This study aims to develop and to confirm a model of effective quality management system implementation by using internal motive factors, such as voluntary behaviour, prosocial behaviour, perceived employability, and trust. By conducting a survey to a leading Indonesian pharmaceutical firm as a preliminary study, 49 responds revealed that perceived employability and trust had significant effect to form voluntary behaviour amongst employees. Voluntary behaviour has shown the ability to foster effective quality management system implementation, and the effect could be more promising through the existence of knowledge sharing practice. Copyright © 2020 Inderscience Enterprises Ltd.","Knowledge sharing; Perceived employability; Quality management system; Trust; Voluntary behaviour","","","","","","","","Almeida F.C.D., Lesca H., Canton W.P., Intrinsic motivation for knowledge sharing-competitive intelligence process in a telecom company, Journal of Knowledge Management, 20, 6, pp. 1282-1301, (2016); Anand A., Walsh I., Should knowledge be shared generously? Tracing insights from past to present and describing a model, Journal of Knowledge Management, 20, 4, pp. 713-730, (2016); Andriani L., Sabatini F., Trust and prosocial behaviour in a process of state capacity building: The case of the Palestinian territories, Journal of Institutional Economics, 11, 4, pp. 823-846, (2015); Awang Z., Afthanorhan W.M., Asyraf W., Asri I., Parametric and non parametric approach in structural equation modelling (SEM): The application of bootstrapping, Modern Applied Science, 9, 9, pp. 58-67, (2015); Ayoko O.B., Workplace conflict and willingness to cooperate: The importance of apology and forgiveness, International Journal of Conflict Management, 27, 2, pp. 172-198, (2016); Bandura R.P., Lyons P.R., Helping managers stimulate employee voluntary, helpful behaviour, Industrial and Commercial Training, 44, 2, pp. 94-102, (2012); Bandura R.P., Johnson R., Lyons P.R., Voluntary helpful organizational behaviour, European Journal of Training and Development, 38, 7, pp. 610-627, (2014); Boys K.A., Wilcock A.E., Improving integration of human resources into quality management system standards, International Journal of Quality and Reliability Management, 31, 7, pp. 738-750, (2014); Chen C.-K., Anchecta K., Lee Y.-D., Dahlgaard J.J., A stepwise ISO-based TQM implementation approach using ISO 9001:2015, Management and Production Engineering Review, 7, 4, pp. 65-75, (2016); Choi B.K., Moon H.K., Prosocial motive and helping behaviour: Examining helping efficacy and instrumentality, Journal of Managerial Psychology, 31, 2, pp. 359-374, (2016); Conti T., Systems thinking in quality management, The TQM Journal, 22, 4, pp. 352-368, (2010); Cuadrado E., Tabernero C., Affective balance, team prosocial efficacy and team trust: A multilevel analysis of prosocial behaviour in small groups, Plos One, 10, 8, pp. 1-15, (2015); Cuyper N.D., Sulea C., Philippaers K., Fischmann G., Iliescu D., Witte H.D., Perceived employability and performance: Moderation by felt job insecurity, Personnel Review, 43, 4, pp. 536-552, (2014); 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A recipient perspective of knowledge sharing, Journal of Knowledge Management, 19, 2, pp. 227-295, (2015)","O. Sunardi; Department of Industrial Engineering, Krida Wacana Christian University, Jakarta, 4 Tanjung Duren Raya St., 11470, Indonesia; email: oki.sunardi@ukrida.ac.id","","Inderscience Publishers","","","","","","17438268","","","","English","Int. J. Knowl. Manage. Stud.","Article","Final","","Scopus","2-s2.0-85083055599"
"Bhalla R.; Meher S.","Bhalla, Ruchi (57211947489); Meher, Surendra (57189264206)","57211947489; 57189264206","Education, Employment and Economic Growth with Special Reference to Females in Kerala","2019","Indian Journal of Labour Economics","62","4","","639","658","19","4","10.1007/s41027-019-00197-2","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075452611&doi=10.1007%2fs41027-019-00197-2&partnerID=40&md5=4cb212bc66e9f21f0da4fe03882f5fb1","Department of Economics, Babasaheb Bhimrao Ambedkar University, Lucknow, India","Bhalla R., Department of Economics, Babasaheb Bhimrao Ambedkar University, Lucknow, India; Meher S., Department of Economics, Babasaheb Bhimrao Ambedkar University, Lucknow, India","Human development is considered to be the ultimate objective of development, with economic growth as a means to achieve it (Ranis et al. in World Dev 28(2):197–219, 2001). Development stands to be justified when it is equipped with good employment opportunities. Employment provides the means for meeting the income and subsistence needs of the individuals and their families, which fulfils the goal of overall and equitable development (Mathew in Int Labour Rev 154:497–518, 2015). Employment levels would rise when there is sufficient and efficient human capital. Human capital establishes an interconnection between employment and development. The relationship between education and employment is better understood through the labour market, which has a mediating role in influencing educational choices and employment prospects. Against this background, this paper tries to examine the interlinkages between human development, economic growth and employment situation in India with special reference to females in Kerala. Using secondary data, this paper tries to address primarily two objectives: firstly, to examine the relationship between educational attainment, employment and economic growth in India and secondly, to explore the trends and pattern in female employment state-wise with the main focus on Kerala. There exists a huge mismatch between the demand and supply gap among labour force in all Indian states. Employment trends in India, and in particular, women’s employment, have been an issue of considerable discussion in scholarly writings over the last few years. Extensive literature review and data suggest that though there has been a constant rise in the educational level of women in India, the employment rates have not raised at a similar pace. Kerala, the most literate state of the country, shows an identical picture among higher educated women where unemployment rate is as high as 20–30%. Women’s individual job preferences, overall high unemployment in the economy, family constraints, lack of adequate skills and discouraged worker effect are some of the probable reasons for high unemployment among females. The study concludes that “Kerala model of development,” on the basis of its impressive historical accomplishment in social and human development indicators, is definitely praiseworthy but not to be replicated. It is so because though the model has surpassed every state in terms of human development indicators, it showed a development trajectory by fostering unemployment rates, especially in terms of female participation. Therefore, the study suggests that in order to achieve holistic development, there is an urgent need to understand the basic requirement of a particular state. Considering female employment, the study evokes creation of an environment that promotes women to join workforce and thereby attain economic growth. States such as Kerala which have a large pool of educated women must develop policies which aim towards enhancing their employability skills so that the benefits of human capital can be obtained. © 2019, Indian Society of Labour Economics.","Economic growth; Education; LFPR; Unemployment; WPR","India; Kerala; economic growth; educational attainment; employment; human capital; income; labor market; unemployment; womens status","","","","","","","Abraham V., Missing Labour Force or ‘Defeminization’ of Labour Force in India? Centre for Development Studies, (2013); Increasing Level of Education and Falling Labour Force Participation of Women in the Context of Kerala, India, (2015); Devi L.K.R., Education, employment, and job preference of women in Kerala: A micro-level case study, (2002); Drezesen J.A., Indian Development: Selected Regional Perspectives. New Delhi, Oxford University Press Economic and Political Weekly 2011, Don’t Shoot the Messenger, 46, 28, pp. 7-8, (1997); Eapen M., Rural Non-agricultural Employment in Kerala-Some Emerging Tendencies, Economic and Political Weekly, 29, 21, pp. 1285-1296, (1994); Francis K., Institutions and the Dynamics of Rural Labour Markets: Labour Shortage in a Labour Surplus Agrarian Economy of Kerala, Indian Journal of Labour Economics, 36, 4, (1993); George T.M., Changing Scenario of Rural Labour Market in Kerala: A Case Study, Yojana, 47, 2, (2003); George T.M., Changing Scenario of Rural Labour Market in Kerala: A Case Study, Yojana, 47, 2, (2011); Gulathi L., In the Absence of Their Men: The Impact of Male Migration on Women, (1993); Kannan K.P., Kerala Economy at Crossroads?, Economic and Political Weekly, 27, 12, pp. 606-608, (1990); Kannan K.P., Political Economy of Labour and Development in Kerala, Economic and Political Weekly, 52, (1998); Kannan K.P., Pushpangadan K., Agricultural Stagnation in Kerala: An Exploratory Analysis, Economic and Political Weekly, 23, 39, pp. A120-A128, (1988); Kodoth P., Eapen M., Looking beyond gender parity: Gender inequities of some dimensions of well-being in Kerala, Economic and Political Weekly, 40, 30, pp. 3278-3286, (2005); Kumar R., Development and Women’s Work in Kerala: Interraction and Paradoxes, Economic and Political Weekly, 29, 51-52, pp. 3249-3254, (1993); Mazumdarguruswamy M., Female Labour Force Participation in Kerala: Problems and Prospects, (2006); Mathew E.T., Educated Unemployment in Kerala: Some Socio-economic Aspects, Economic and Political Weekly, 30, 6, pp. 325-335, (1995); Mathew S.S., Distress-Driven Employment and Feminization of Work in Kasargod District, Kerala, Economic and Political Weekly, 47, 26 and 27, pp. 65-73, (2012); Mathew S., Falling Female Labour Force Participation in Kerala: Empirical Evidence of Discouragement ?, International Labour Review, 154, pp. 497-518, (2015); Mincer J., Education and Unemployment, (1991); Nagaraj K., Labour Market Characteristics and Employment Generation Programmes in India, Illfare in India: Essays on India’s Social Sector in Honour of S Guhan, (1999); Nair G., Incidence, Impact and Implications of Migration to the Middle East from Kerala, To the Gulf and Back, (1989); Nair S.M.K., Rural Labour Market in Kerala-Small Holder Agriculture and Labour Market Dynamics, Economic and Political Weekly, 32, 35, pp. 45-52, (1997); Employment and Unemployment Situation in India, (2014); Oommen M.A., The Acute Unemployment Problem in Kerala—Some Explanatory Hypothesis, IASSI Quarterly, 10, 3, pp. 231-255, (1992); Prakash B.A., Educated Unemployment in Kerala: Some Observations Based on a Field Survey, (1988); Prakash B.A., Gulf Migration and its Economic Impacts: The Kerala Experience, Economic and Political Weekly, 33, 50, pp. 3209-3213, (1998); Rangarajankaulseema C.P.I., Where is the Missing Labour Force?, Economic & Political Weekly, 46, 39, pp. 68-72, (2011); Ranis G., Stewart F., Ramirez A., Economic Growth and Human Development, World Development, 28, 2, pp. 197-219, (2001); Sasikumarraju S.K.S., Dynamics of Labour Market in Kerala, NLI Research Series, 2, (2000); Sato H., Social Security and Well-Being in a Low-Income Economy: An Appraisal of the Kerala Experience, The Developing Economies, 42, pp. 288-304, (2004); Sreenivasan T.P., Challenges in Higher Education, (2012); Thomas J.J., India’s Labour Market During the 2000s: Surveying the Changes, Economic & Political Weekly, 47, 51, pp. 39-51, (2012); Department of Economic and Social Affairs. 1975. Poverty, Unemployment and Development Policy: A Case Study of Selected Issues with Reference to Kerala; Zachariahirudaya Rajan K.C.S., Economic Consequences of Emigration in Kerala: Emigration and Unemployment, Gulf Revisited, Working Paper No, 1, CDS and SANEI, (2004); Zachariah K.C.S., Irudaya Rajanmathew E.T., Impact of Migration on Kerala’s Economy and Society, (1999)","R. Bhalla; Department of Economics, Babasaheb Bhimrao Ambedkar University, Lucknow, India; email: bhallaruchi27@gmail.com","","Springer","","","","","","09717927","","","","English","Indian J. Labour Econ.","Article","Final","","Scopus","2-s2.0-85075452611"
"Fox R.; Corretjer O.; Webb K.","Fox, Rebecca (12142905700); Corretjer, Olga (57210558111); Webb, Kelley (57205671940)","12142905700; 57210558111; 57205671940","Benefits of foreign language learning and bilingualism: An analysis of published empirical research 2012–2019","2019","Foreign Language Annals","52","4","","699","726","27","19","10.1111/flan.12424","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074825601&doi=10.1111%2fflan.12424&partnerID=40&md5=f70a2c3e8fa707efbcca627f61cbe023","College of Education and Human Development, George Mason University, Fairfax, VA, United States","Fox R., College of Education and Human Development, George Mason University, Fairfax, VA, United States; Corretjer O., College of Education and Human Development, George Mason University, Fairfax, VA, United States; Webb K., College of Education and Human Development, George Mason University, Fairfax, VA, United States","The 21st century has seen a strong upward trajectory in empirical research on the multiple benefits that foreign language/world language learning and bilingualism can afford to both individuals and society. This analysis of research published from 2012-2019 extends Fox et al.'s analysis of research published from 2005 to 2011 (Part I). The 100 empirical studies in Part II, drawn from seven data bases, were conducted in multiple countries. Six overarching themes emerged: cognitive abilities and benefits, aging and health, employability, academic achievement, communicative and intercultural competence, and enhanced creativity. Results report multiple cognitive benefits of language study and bi-multilingualism, particularly later in life, including enhancement of cognitive flexibility, higher cognitive reserve in advanced age, and delay in the onset of dementia. Other results underscore the importance of early and sustained language learning and support for L1 literacy development. Additional results stress the benefits of foreign/world language skills relating to employability and academic achievement and propose that the accumulation of years of language learning positively impacts the development of cross-cultural awareness and communicative competence. This research illustrates the importance of establishing cross-/interdisciplinary research and sharing results with language advocates, policy makers, and legislators. © 2019 American Council on the Teaching of Foreign Languages","bilingualism; foreign language study benefits; second language acquisition","","","","","","George Mason University, GMU","The researchers would like to most sincerely acknowledge the expertise of George Mason University's Research Librarian, Anne Driscoll Melville, and Mason's Fenwick Library system, who have supported the research team in multiple ways. Correspondence regarding either Part I or Part II of this research can be addressed to any of the authors Rebecca Fox (rfox@gmu.edu), Olga (Bonnie) Corretjer (ocorretj@gmu.edu), or Kelley Webb (kwebb9@gmu.edu).","Abdelgafar G.M., Moawad R.A., Executive function differences between bilingual Arabic English and monolingual Arabic children, Journal of Psycholinguistic Research, 44, 5, pp. 651-667, (2015); Aldosari A., Alsultan M., The influence of early bilingual education (English) on the first language (Arabic) literacy skills in the second grade of elementary school: Saudi Arabia, Journal of Education and Practice, 8, 5, pp. 135-142, (2017); Arredondo M.M., Hu X.S., Satterfield T., Kovelman I., Bilingualism alters children's frontal lobe functioning for attentional control, Developmental Science, 20, 3, (2017); Babcock L., Vallesi A., Are simultaneous interpreters expert bilinguals, unique bilinguals, or both?, Bilingualism, 20, 2, pp. 403-417, (2017); Bak T.H., Nissan J.J., Allerhand M.M., Deary I.J., Does bilingualism influence cognitive aging?, Annals of Neurology, 75, 6, pp. 959-963, (2014); Baker C., Wright W.E., Foundations of bilingual education and bilingualism, (2017); Barac R., Bialystok E., Bilingual effects on cognitive and linguistic development: Role of language, cultural background, and education, Child Development, 83, 2, pp. 413-422, (2012); Barac R., Moreno S., Bialystok E., Behavioral and electrophysiological differences in executive control between monolingual and bilingual children, Child Development, 87, 4, pp. 1277-1290, (2016); Barski E., Wilkerson-Barker D., Making the most of general education foreign language requirements, Foreign Language Annals, 52, pp. 491-506, (2019); Bartolotti J., Bradley K., Hernandez A.E., Marian V., Neural signatures of second language learning and control, Special Issue: The Neural Basis of Language Learning, 98, pp. 130-138, (2017); Beadle S., Humburg M., Smith R., Vale P., Study on foreign language proficiency and employability: Executive summary 1, European Journal of Language Policy; Liverpool, 8, 2, pp. 243-253, (2016); 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Fox; College of Education and Human Development, George Mason University, Fairfax, United States; email: rfox@gmu.edu","","Wiley-Blackwell","","","","","","0015718X","","","","English","Foreign Lang. Ann.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85074825601"
"Özdemir H.Ö.; Tosun S.; Özdemir D.; Korkmaz E.","Özdemir, Hülya Özkan (57202213033); Tosun, Selma (6603029129); Özdemir, Durmuş (57212093650); Korkmaz, Elif (51665303600)","57202213033; 6603029129; 57212093650; 51665303600","The determinants of employability of people living with HIV/AIDS in Turkey","2020","American Journal of Industrial Medicine","63","1","","92","98","6","5","10.1002/ajim.23056","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074771757&doi=10.1002%2fajim.23056&partnerID=40&md5=92a0553019f42f31c614569227f4ae9a","Department of Clinical Microbiology and Infectious Diseases, Bozyaka Education and Research Hospital, University of Health Sciences, İzmir, Turkey; Department of Economics, Yaşar University, İzmir, Turkey; Department of Economics, Ege University, İzmir, Turkey","Özdemir H.Ö., Department of Clinical Microbiology and Infectious Diseases, Bozyaka Education and Research Hospital, University of Health Sciences, İzmir, Turkey; Tosun S., Department of Clinical Microbiology and Infectious Diseases, Bozyaka Education and Research Hospital, University of Health Sciences, İzmir, Turkey; Özdemir D., Department of Economics, Yaşar University, İzmir, Turkey; Korkmaz E., Department of Economics, Ege University, İzmir, Turkey","Background: This study addresses an important field within HIV research, the factors affecting the determinants of the employability of people living with HIV/AIDS (PLHIV) in Turkey. The employability of PLHIV is now even more vital because the use of antiretroviral therapy improves the quality of life of patients. In spite of this, the related literature suggests that there are serious impediments to the employment of PLHIV who face considerable levels of discrimination based on their HIV status. Methods: This is a cohort study of 170 PLHIV of working age, treated at the Izmir Bozyaka Education and Training Hospital. We use a univariate logistic model to determine the effects of all determinants of interest with probit/logit modeling and penalized maximum likelihood estimation to avoid bias and to test the robustness of results. Results: Age, time since diagnosis, work status at diagnosis, wealth status, illicit drug use, and CD4 cell count were significantly related to the employability of PLHIV. Younger individuals had a higher probability of workforce participation. HIV-infected patients aged 19 to 39 and 40 to 54 years were 32% and 20% more likely, respectively, to be employed. Economically better-off PLHIV were more likely to participate in the labor force and HIV patients who were working at the time of diagnosis were more likely to be re-employed. Time since diagnosis was negatively associated with the employment status. Compared to recently diagnosed patients, PLHIV for more than a decade were less likely to be employed. Those with high CD4 cell counts were more likely to be employed. Illicit drug use was negatively associated with employment and drug-addicted HIV patients were less likely to be employed. Higher education did not significantly predict the employability of PLHIV. Conclusions: Our results suggest that besides immunological status, socioeconomic factors play a substantial role in the employability of PLHIV. We suggest that even if a patient is skilled, educated, and qualified for the job, other factors such as stigma and employment discrimination in the workplace may hinder employment even among highly educated PLHIV. © 2019 Wiley Periodicals, Inc.","economic and social factors; employment; HIV/AIDS; PLHIV; Turkey","Adult; Age Factors; CD4 Lymphocyte Count; Cohort Studies; Employment; Female; HIV Infections; Humans; Male; Middle Aged; Personnel Selection; Quality of Life; Social Stigma; Socioeconomic Factors; Substance-Related Disorders; Time Factors; Turkey; adult; age; CD4 lymphocyte count; cohort analysis; drug dependence; employment; female; human; Human immunodeficiency virus infection; male; middle aged; personnel management; quality of life; social stigma; socioeconomics; time factor; turkey (bird)","","","","","","","Casanovas G.L., Rivera B., Currais L., Health and Economic Growth: Findings and Policy Implications, (2005); Conyers L.M., Richardson L.A., Datti P.A., Koch L.C., Misrok M., A critical review of health, social, and prevention outcomes associated with employment for people living with HIV, AIDS Educ Prev, 29, 5, pp. 475-490, (2017); (2019); (2019); Hyduk C., Kustowski K., Helping people coping with HIV and AIDS manage employment, Sourcebook of Rehabilitation and Mental Health Practice, pp. 417-431, (2004); Gokengin D., HIV infection in Turkey: How close are we to the target?, Klimik Dergisi, 31, 1, pp. 4-10, (2018); Oktem P., (2014); O'Brien K., Wilkins A., Zack E., Solomon P., Scoping the field: identifying key research priorities in HIV and rehabilitation, AIDS Behav, 14, 2, pp. 448-458, (2010); Anandan N., Braveman B., Kielhofner G., Forsyth K., Impairments and perceived competence in persons living with HIV/AIDS, Work, 27, 3, pp. 255-266, (2006); Van Gorp W.G., Rabkin J.G., Ferrando S.J., Et al., Neuropsychiatric predictors of return to work in HIV/AIDS, J Int Neuropsychol Soc, 13, 1, pp. 80-89, (2007); Brooks R.A., Klosinski L.E., Assisting persons living with HIV/AIDS to return to work: Programmatic steps for AIDS service organizations, AIDS Educ Prev, 11, 3, (1999); Dray-Spira R., Persoz A., Boufassa F., Et al., Employment loss following HIV infection in the era of highly active antiretroviral therapies, Eur J Public Health, 16, 1, pp. 89-95, (2005); Ezzy D., de Visser R., Bartos M., Poverty, disease progression and employment among people living with HIV/AIDS in Australia, AIDS Care, 11, 4, pp. 405-414, (1999); Grierson J., Pitts M., Whyte M., Et al., Living with HIV in New Zealand: balancing health and quality of life, N Z Med J, 117, 1200, (2004); Wagener M.N., van den Dries L., Van Exel J., Miedema H.S., van Gorp E.C.M., Roelofs P.D.D.M., Determinants of employment in people living with HIV in the Netherlands, J Occup Rehab, 28, 1, pp. 45-56, (2018); Oliva J., Labour participation of people living with HIV/AIDS in Spain, Health Econ, 19, 4, pp. 491-500, (2010); Dray-Spira R., Gueguen A., Ravaud J.F., Lert F., Socioeconomic differences in the impact of HIV infection on workforce participation in France in the era of highly active antiretroviral therapy, Am J Public Health, 97, 3, pp. 552-558, (2007); Tosun S., Aygun O., Ozdemir H.O., Korkmaz E., Ozdemir D., The impact of economic and social factors on the prevalence of hepatitis B in Turkey, BMC Public Health, 18, 1, (2018); Rueda S., Raboud J., Mustard C., Bayoumi A., Lavis J.N., Rourke S.B., Employment status is associated with both physical and mental health quality of life in people living with HIV, AIDS Care, 23, 4, pp. 435-443, (2011); Sprague L., Simon S., Sprague C., Employment discrimination and HIV stigma: survey results from civil society organisations and people living with HIV in Africa, Afr J AIDS Res, 10, pp. 311-324, (2011); Roser M., Ritchie H., HIV/AIDS. Our world in data, (2019); Adams C., Zacharia S., Masters L., Coffey C., Catalan P., Mental health problems in people living with HIV: changes in the last two decades: the London experience 1990–2014, AIDS Care, 28, pp. 56-59, (2016); Arseniou S., Arvaniti A., Samakouri M., HIV infection and depression, Psychiatry Clin Neurosci, 68, 2, pp. 96-109, (2014); Socias M.E., Sued O., Laufer N., Et al., Acute retroviral syndrome and high baseline viral load are predictors of rapid HIV progression among untreated Argentinean seroconverters, J Int AIDS Soc, 14, 1, (2011); Colchero A., Cortes-Ortiz M.A., Romero-Martinez M., Et al., HIV prevalence, sociodemographic characteristics, and sexual behaviors among transwomen in Mexico City, Salud Publica Mex, 57, pp. 99-106, (2015); Kasirye I., HIV/AIDS sero-prevalence and socio-economic status: evidence from Uganda, Afr Dev Rev, 28, 3, pp. 304-318, (2016); Kudakwashe M., Mohammed Yesuf K., Application of binary logistic regression in assessing risk factors affecting the prevalence of toxoplasmosis, Am J Appl Math Stat, 2, 6, pp. 357-363, (2014); Rivera B., Casal B., Currais L., Rungo P., Illicit drug use and labour market participation: evidence of simultaneity, Appl Econ Lett, 20, 15, pp. 1418-1422, (2013); Yaseen M.R., Aziz S., Aftab S., Socio-economic factors affecting hepatitis C and lack of awareness: a case study of Pakistan, Iran J Publ Health, 43, 10, pp. 1456-1457, (2014); Hosmer D.W., Lemeshow S., Sturdivant R.X., Applied Logistic Regression, (2013); Firth D., Bias reduction of maximum likelihood estimates, Biometrika, 80, 1, pp. 27-38, (1993); Rainey C., McCaskey K., Estimating Logit Models with Small Samples, (2015); Worthington C., O'Brien K., Zack E., Mckee E., Oliver B., Enhancing labour force participation for people living with HIV: a multi-perspective summary of the research evidence, AIDS Behav, 16, 1, pp. 231-243, (2012); Ozdemir D., Ozdemir H.O., Health care cost of socioeconomic inequalities: a pioneering population-wide study, Am J Public Health, 109, 6, pp. 835-836, (2019)","D. Özdemir; Department of Economics, Yaşar University, İzmir, Turkey; email: durmus.ozdemir@yasar.edu.tr","","Wiley-Liss Inc.","","","","","","02713586","","AJIMD","31691331","English","Am. J. Ind. Med.","Article","Final","","Scopus","2-s2.0-85074771757"
"Bawadi H.; Al-Jayyousi G.F.; Du X.; Ganji V.; Kerkadi A.; Moawad J.; Abunada T.","Bawadi, Hiba (16634441300); Al-Jayyousi, Ghadir Fakhri (57211645318); Du, Xiangyun (35333877900); Ganji, Vijay (6603748168); Kerkadi, Abdelhamid (14823301400); Moawad, Joyce (57212272646); Abunada, Taghreed (57203724300)","16634441300; 57211645318; 35333877900; 6603748168; 14823301400; 57212272646; 57203724300","Supervised practice program guided by the Accreditation Council for Education in Nutrition and Dietetics standards improves potential employability of nutrition/dietetics graduates: Perspective of employers and preceptors","2019","BMC Medical Education","19","1","458","","","","5","10.1186/s12909-019-1893-3","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076354397&doi=10.1186%2fs12909-019-1893-3&partnerID=40&md5=962b540944daeb0ce11e119b2d5f823a","Human Nutrition Department, College of Health Science, QU Health, Qatar University, Doha, Qatar; Department of Public Health, College of Health Science, QU Health, Qatar University, Doha, Qatar; College of Education, Qatar University, Doha, Qatar; Department of Biomedical Sciences, College of Health Sciences, QU Health, Qatar University, Doha, Qatar","Bawadi H., Human Nutrition Department, College of Health Science, QU Health, Qatar University, Doha, Qatar; Al-Jayyousi G.F., Department of Public Health, College of Health Science, QU Health, Qatar University, Doha, Qatar; Du X., College of Education, Qatar University, Doha, Qatar; Ganji V., Human Nutrition Department, College of Health Science, QU Health, Qatar University, Doha, Qatar; Kerkadi A., Human Nutrition Department, College of Health Science, QU Health, Qatar University, Doha, Qatar; Moawad J., Human Nutrition Department, College of Health Science, QU Health, Qatar University, Doha, Qatar; Abunada T., Department of Biomedical Sciences, College of Health Sciences, QU Health, Qatar University, Doha, Qatar","Background: This study investigated employers' perspectives on the impact of a supervised practice program (SPP), guided by international accreditation standards on the skill development and potential employability of dietetics students. Main body: This study was based on qualitative research. Fifteen potential employers, who also served as SPP preceptors, participated in this study. Participants were interviewed using semi-structured questionnaire. All interviews were conducted face-to-face by a trained interviewer. Participates were invited to discuss their own experiences in the current SPP, their perceptions of the impact of SPP on skills and attributes of graduates, and their overall ideas of how SPP may contribute to the employability of graduates. This study found that the SPP program guided by international accreditation standards shaped the duties and responsibilities of preceptors/supervisors and promoted a beneficial relationship between preceptors and SPP students. The benefits to graduates include bridging the gap between classroom didactic knowledge and practice; improving workplace self-confidence; developing competencies such as critical-thinking, communication, interviewing, and counselling skills in various multidisciplinary and multicultural settings. In addition, the preceptors suggested that accreditation-guided SPP contributes to the employability of graduates. Also, they opined that it reduced the need for orientation and shortened the probation time because students were familiar with the work environment and work flow. This lead to the improved preparedness for work. Conclusion: SPP based on set of competencies guided by international accreditation standards provides an up-to-date curriculum, improves the quality of the nutrition and dietetics services, and increases the potential employability of the graduates. © 2019 The Author(s).","Accreditation Council for Education in dietetics and nutrition; ACEND; Dietetics education; Employment; International accreditation standards; Internship; Supervised practice program","Accreditation; Clinical Competence; Employment; Female; Humans; Interviews as Topic; Male; Nutritionists; Preceptorship; Qualitative Research; Societies; accreditation; adult; article; counseling; critical thinking; curriculum; dietetics education; dietetics student; employability; employer; employment; female; human; human experiment; interview; male; nutrition; perception; probation; qualitative research; responsibility; skill; structured questionnaire; work environment; workflow; workplace; clinical competence; dietitian; education; organization","","","","","","","International Programs; Barr A.B., Walters M.A., Hagan D.W., The value of experiential education in dietetics, J Acad Nutr Diet, 102, 10, pp. 1458-1460, (2002); Eyler J., The power of experiential education, Lib Educ, 95, 4, pp. 24-31, (2009); Gates G., Kris-Etherton P., Greene G., Nutrition care planning: Comparison of the skills of dietitians, interns, and students, J Am Diet Assoc, 90, 10, (1990); Sharghi N.R., Alami A., Khosravan S., Mansoorian M.R., Ekrami A., Academic training and clinical placement problems to achieve nursing competency, J Adv Med Educ Prof, 3, 1, (2015); Harvey L., Defining and measuring employability, Qual High Educ, 7, 2, pp. 97-109, (2001); Magnell M., Kolmos A., Employability and work-related learning activities in higher education: How strategies differ across academic environments, Tert Educ Manag, 23, 2, pp. 103-114, (2017); Lordly D.J., Travers K.D., Dietetic internship: Evaluation of an integrated model, Can J Diet Pract Res, 59, 4, (1998); Walsh J.K., An Evaluation of the University of Chester's Dietetic Programmes: Do They Enhance Employment and Meet the Needs of the Workforce?, (2012); Study Plan and Field Practice; Potential Opportunities; Kvale S., Brinkmann S., Interview. Introduktion Til et Håndværk. [Introduction to A Craft], (2009); Cohen L., Manion L., Morrison K., Research methods in education [5 th edn] London: Routledge Falmer, Teach High Educ, 41, (2000); Corbin J., Strauss A., Strategies for Qualitative Data Analysis. Basics of Qualitative Research Techniques and Procedures for Developing Grounded Theory, (2008); Gilbride J.A., Conklin M.T., Benefits of training dietetics students in preprofessional practice programs: A comparison with dietetic internships, J Am Diet Assoc, 96, 8, pp. 758-763, (1996); Betancourt J.R., Defining Cultural Competence: A Practical Framework for Addressing Racial/Ethnic Disparities in Health and Health Care, Public Health Reports, 118, 4, pp. 293-302, (2003); Webster-Wright A., Reframing professional development through understanding authentic professional learning, Rev Educ Res, 79, 2, pp. 702-739, (2009)","H. Bawadi; Human Nutrition Department, College of Health Science, QU Health, Qatar University, Doha, Qatar; email: hbawadi@qu.edu.qa","","BioMed Central Ltd.","","","","","","14726920","","","31823774","English","BMC Med. Educ.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85076354397"
"Peasland E.L.; Henri D.C.; Morrell L.J.; Scott G.W.","Peasland, Emma L. (57211580103); Henri, Dominic C. (51663600000); Morrell, Lesley J. (6701780983); Scott, Graham W. (7402930532)","57211580103; 51663600000; 6701780983; 7402930532","The influence of fieldwork design on student perceptions of skills development during field courses","2019","International Journal of Science Education","41","17","","2369","2388","19","22","10.1080/09500693.2019.1679906","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074490134&doi=10.1080%2f09500693.2019.1679906&partnerID=40&md5=62099b3d3cd3ecaabd9674e09289d5e1","Department of Biological and Marine Sciences, University of Hull, Hull, United Kingdom","Peasland E.L., Department of Biological and Marine Sciences, University of Hull, Hull, United Kingdom; Henri D.C., Department of Biological and Marine Sciences, University of Hull, Hull, United Kingdom; Morrell L.J., Department of Biological and Marine Sciences, University of Hull, Hull, United Kingdom; Scott G.W., Department of Biological and Marine Sciences, University of Hull, Hull, United Kingdom","Employability is a key issue for students and Higher Education Institutions and a key component of employability is possessing the skills a role requires. In the environmental sciences, fieldwork provides an opportunity for students to develop employability-enhancing technical and transferable skills. However, students can have difficulty identifying the transferable skills they develop both during fieldwork and throughout their degree programmes. We investigated whether different pedagogical approaches to fieldwork (staff-led and student-directed) influenced student’s perception of skill-development. Additionally, we explored whether students recognised that skills developed during fieldwork might enhance their employability. Overall, students recognised technical skills more frequently than transferable skills. However, when fieldwork investigations were staff-led, students recognised more technical skills, but when students designed their fieldwork investigations themselves they recognised more transferable skills. Upon reflection, students were readily able to link skill-development to employability. We suggest that to maximise the skills development benefits of fieldwork, field courses should include a variety of fieldwork teaching designs to allow students to develop the widest array of skills possible. Additionally, students should be encouraged to reflect on their experiences throughout a field course as reflection is thought to aid their ability to recognise how their skills have developed. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.","biology education; ecology education; employability; field trips; Fieldwork; higher education; skills","","","","","","","","Artess J., Hooley T., Mellors-Bourne R., Employability: A review of the literature 2012 to, (2017); Ballantyne R., Anderson D., Packer J., Exploring the impact of integrated fieldwork, reflective and metacognitive experiences on student environmental learning outcomes, Australian Journal of Environmental Education, 26, pp. 47-64, (2010); Bebbington A., The ability of A-level students to name plants, Journal of Biological Education, 39, 2, pp. 63-67, (2005); Bennett D., Richardson S., MacKinnon P., Enacting strategies for graduate employability: How universities can best support students to develop generic skills Part A, (2016); Blair E., Balanced reflection as a means of practitioner development in the post-compulsory education and training sector, Research in Post-Compulsory Education, 16, 2, pp. 249-261, (2011); Blair E., Deacon A., A holistic approach to fieldwork through balanced reflective practice, Reflective Practice, 16, 3, pp. 418-434, (2015); Bolker B.M., Brooks M.E., Clark C.J., Geange S.W., Poulsen J.R., Stevens M.H., White J.S., Generalized linear mixed models: A practical guide for ecology and evolution, Trends in Ecology & Evolution, 24, 3, pp. 127-135, (2009); Boyle A., Maguire S., Martin A., Milsom C., Nash R., Rawlinson S., Conchie S., Fieldwork is good: The student perception and the affective domain, Journal of Geography in Higher Education, 31, 2, pp. 299-317, (2007); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); University league tables 2018, (2018); Crawley M.J., The R book, (2013); Teaching excellence and student outcomes framework specification, (2017); Durrant K.L., Hartman T.P.V., The integrative learning value of field courses, Journal of Biological Education, 49, 4, pp. 385-400, (2015); Evans K., Kersh N., Kontiainen S., Recognition of tacit skills: Sustaining learning outcomes in adult learning and work re-entry, International Journal of Training and Development, 8, 1, pp. 54-72, (2004); France D., Powell V., Mauchline A.L., Welsh K., Park J., Whalley W.B., Rewhorn S., Ability of students to recognize the relationship between using mobile apps for learning during fieldwork and the development of graduate attributes, Journal of Geography in Higher Education, 40, 2, pp. 182-192, (2016); Fuller I.C., What is the value of fieldwork? 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The state of fieldwork in Canadian undergraduate geography programs, Journal of Geography in Higher Education, pp. 1-12, (2016); Yorke M., Employability in higher education: What it is–What it is not, (2006)","E.L. Peasland; Department of Biological and Marine Sciences, University of Hull, Hull, Hardy Building, Cottingham Road, HU6 7RX, United Kingdom; email: e.peasland@2016.hull.ac.uk","","Routledge","","","","","","09500693","","","","English","Int. J. Sci. Educ.","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85074490134"
"Acton R.","Acton, Renae (56924864500)","56924864500","Mapping the evaluation of problem-oriented pedagogies in higher education: A systematic literature review","2019","Education Sciences","9","4","269","","","","11","10.3390/educsci9040269","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074836404&doi=10.3390%2feducsci9040269&partnerID=40&md5=a819a4419aee8289f2d5b37206b151da","Centre for Research on Problem-oriented Project Learning, Roskilde University, Roskilde, 4000, Denmark","Acton R., Centre for Research on Problem-oriented Project Learning, Roskilde University, Roskilde, 4000, Denmark","Problem-oriented pedagogies have emerged as strategic way for universities to respond to an international higher education agenda that increasingly prioritises innovative, student-centred learning, and the cultivation of both civic and employability competences. Alongside this pedagogic shift is a policy-driven emphasis on monitoring teaching and learning for quality assurance purposes. This article aims to untangle the ways problem-and inquiry-based pedagogies are currently evaluated in universities, and thus consider how ‘quality’ implementation, and the effects of this suite of pedagogic approaches, might be better understood, practised, and measured. Taking a systematic approach to the review of the literature, the article maps evaluation methods that assess the effectiveness of problem-oriented and inquiry-based pedagogies implemented in university settings. The key findings include that evaluation methods in the field (i) prioritise qualificationrelated outcomes, (ii) are limited in scale and scope, and (iii) often function as demonstrations of performativity rather than as part of an ongoing improvement cycle. The article argues that evaluations that take a multi-method approach from the perspective of a range of stakeholders, with an exploration of civic and social competences in addition to employability outcomes, would significantly strengthen the field. © 2019 by the author. Licensee MDPI, Basel, Switzerland.","Higher education; Inquiry learning; Measurement; Pedagogic evaluation; Problem-based learning; Quality assurance; Systematic literature review","","","","","","","","(2019); Paris Communiqué; Benham Rennick J., Learning that makes a difference: Pedagogy and practice for learning abroad, Teach. Learn. Inq., 3, pp. 71-88, (2015); Savin-Badin M., Using problem-based learning: New constellations for the 21st Century, J. Excell. Coll. 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Educ., 53, pp. 1-16, (2017); Dewey J., Democracy and Education: An Introduction to the Philosophy of Education, (1916); Acton R., Innovative Learning Spaces in Higher Education: Perception, Pedagogic Practice and Place, (2018); Kahu E., Nelson K., Student engagement in the educational interface: Understanding the mechanisms of student success, High. Educ. Res. Dev., 37, pp. 58-71, (2018); Bell A., Students as co-inquirers in Australian higher education: Opportunities and challenges, Teach. Learn. Inq, 4, pp. 1-10, (2016); Abbott A., The Future of Knowing. “Brunch with Books” Sponsored by the University of Chicago Alumni Association and the University of Chicago Library, (2009); Sutton-Brown C., Photovoice: A methodological guide, Photogr. Cult., 7, pp. 169-185, (2014); Wang C., Burris M.A., Photovoice: Concept, methodology, and use for participatory needs assessment, Health Educ. Behav., 24, pp. 369-387, (1997); Davies R., Dart J., The ‘Most Significant Change’ (MSC) Technique: A Guide to Its Use, (2005); Acton R., Riddle M., Sellers W., A review of post-occupancy evaluation tools, 203-221, School Space and Its Occupation: The Conceptualisation and Evaluation of New Generation Learning Spaces, (2018)","R. Acton; Centre for Research on Problem-oriented Project Learning, Roskilde University, Roskilde, 4000, Denmark; email: acton@ruc.dk","","MDPI AG","","","","","","22277102","","","","English","Educ. Sci.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85074836404"
"Salamonson Y.; Roach D.; Crawford R.; McGrath B.; Christiansen A.; Wall P.; Kelly M.; Ramjan L.M.","Salamonson, Yenna (6508079469); Roach, David (57210260732); Crawford, Ruth (58436826200); McGrath, Belinda (57208404975); Christiansen, Angela (36349664900); Wall, Peter (57117342100); Kelly, Mandy (57210257800); Ramjan, Lucie M. (6508264563)","6508079469; 57210260732; 58436826200; 57208404975; 36349664900; 57117342100; 57210257800; 6508264563","The type and amount of paid work while studying influence academic performance of first year nursing students: An inception cohort study","2020","Nurse Education Today","84","","104213","","","","10","10.1016/j.nedt.2019.104213","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074257641&doi=10.1016%2fj.nedt.2019.104213&partnerID=40&md5=02a7b97ee577cf595963b745d4687bb8","Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, 2751, NSW, Australia; 21C, Western Sydney University, Office of Pro-Vice Chancellor (Learning Transformations), Locked Bag 1797, Penrith, 2751, NSW, Australia; School of Nursing, Health & Wellness, Western Institute of Technology at Taranaki, 20 Bell Street, Private Bag 2030, New Plymouth, 4342, New Zealand; School of Health, Whitireia New Zealand, DX Box:SX33459, Porirua, 5022, New Zealand; Edith Cowan University, School of Nursing and Midwifery, Centre for Nursing and Health Service Research, 270 Joondalup Drive, Joondalup, 6027, WA, Australia; College of Science, Health, Engineering and Education, Murdoch University, PO Box 1937, Mandurah, 6210, WA, Australia","Salamonson Y., Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, 2751, NSW, Australia; Roach D., 21C, Western Sydney University, Office of Pro-Vice Chancellor (Learning Transformations), Locked Bag 1797, Penrith, 2751, NSW, Australia; Crawford R., School of Nursing, Health & Wellness, Western Institute of Technology at Taranaki, 20 Bell Street, Private Bag 2030, New Plymouth, 4342, New Zealand; McGrath B., School of Health, Whitireia New Zealand, DX Box:SX33459, Porirua, 5022, New Zealand; Christiansen A., Edith Cowan University, School of Nursing and Midwifery, Centre for Nursing and Health Service Research, 270 Joondalup Drive, Joondalup, 6027, WA, Australia; Wall P., College of Science, Health, Engineering and Education, Murdoch University, PO Box 1937, Mandurah, 6210, WA, Australia; Kelly M., College of Science, Health, Engineering and Education, Murdoch University, PO Box 1937, Mandurah, 6210, WA, Australia; Ramjan L.M., Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, 2751, NSW, Australia","Background: Working while engaging in tertiary studies can have potential benefits for students in developing their repertoire of employability skills, including teamwork, time management, customer service and interpersonal communication. Not unexpectedly engaging in excessive hours of work can have a detrimental effect on students' grades. Yet little is known about the impact of engaging in different types of paid work (nursing or non-nursing), and the amounts, on first year nursing students' academic performance across different nursing programs. Objectives: The aim of this study was to examine the association between: a) amount; and b) type of term-time weekly paid work, particularly its effect on academic performance, among commencing undergraduate students in the first semester of nursing studies across different nursing programs. Design: Inception cohort study. Settings: Four tertiary institutes across Australia and New Zealand. Participants: All commencing Bachelor of Nursing students attending Orientation sessions at their respective institutes were invited to participate in the study. The median age of participants was 23 years, the majority (87.5%) were female and nearly two-thirds were non-school leavers. Among those in paid work, the median hours worked was 20 h. Methods: A baseline survey, completed by consenting students at the start of their Orientation session included items related to respondents' demographic data, self-reported paid work engagement (type and hours); we also requested their permission to link grade point average (academic performance data) at the end of first semester. Data were analysed using SPSS Version 25. Results: A total of 1314 students completed the survey and 89% of survey respondents agreed for their survey to be linked to academic grades at the end of the semester. There was an inverse relationship between time spent in weekly paid work and academic performance. Additionally, three predictors emerged as statistically significant for high grade point average: (i) engaging in non-nursing related work (AOR: 1.64, 95% CI: 1.19–2.26); (ii) not being first in family to attend university (AOR: 1.57, 95% CI: 1.20–2.07) and; (iii) being a school-leaver (AOR: 1.49, 95% CI: 1.12–1.98). Conclusions: Despite the diversity among undergraduate nursing students studying across Australasia, it is evident that the amount and type of paid work engagement can impact on students' academic performance while studying. This underscores the importance for tertiary institutes to not only support students in their learning but also understand the need to achieve the right balance, in working while studying, to support students' academic success. © 2019 Elsevier Ltd","","Academic Performance; Adult; Australia; Cohort Studies; Education, Nursing, Baccalaureate; Employment; Female; Humans; Male; New Zealand; Salaries and Fringe Benefits; Students, Nursing; Surveys and Questionnaires; academic success; adult; article; Australia and New Zealand; cohort analysis; data analysis software; demography; female; human; human experiment; learning; major clinical study; male; nursing student; undergraduate student; work engagement; young adult; academic achievement; Australia; cohort analysis; employment; New Zealand; nursing education; nursing student; procedures; psychology; questionnaire; salary and fringe benefit","","","","","","","Abou Elwafa H.S., Khashaba E.O., Gilany E., Hady A., Abdel Raouf S., Work profile and associated health hazards among nursing students at Mansoura University, Egypt, Eastern Mediterranean Health Journal, 23, 2, pp. 100-109, (2017); Barke M., Braidford P., Houston M., Hunt A., Lincoln I., Morphet C., Et al., Students in the labour market: nature, extent and implications of term-time employment among University of Northumbria undergraduates, (2000); Callender C., The impact of term-time employment on higher education students’ academic attainment and achievement, J. Educ. Policy, 23, 4, pp. 359-377, (2008); Chowdry H., Crawford C., Dearden L., Goodman A., Vignoles A., Widening participation in higher education: analysis using linked administrative data, J. R. Stat. Soc. A Stat., 176, 2, pp. 431-457, (2013); Coates H., Working on a dream: educational returns from off-campus paid work, J. Educ. Work., 28, 1, pp. 66-82, (2015); Curtis S., Students' perceptions of the effects of term-time paid employment. Educ. +, Training., 49, 5, pp. 380-390, (2007); Devlin M., James R., Grigg G., Studying and working: a national study of student finances and student engagement, TEAM, 14, 2, pp. 111-122, (2008); Faul F., Erdfelder E., Buchner A., Lang A.-G., Statistical power analyses using G* Power 3.1: tests for correlation and regression analyses, Behav. Res. Methods, 41, 4, pp. 1149-1160, (2009); Ford J., Bosworth D., Wilson R., Part-time work and full-time higher education, Stud. High. Educ., 20, 2, pp. 187-202, (1995); Garcia-Vargas M.C., Rizo-Baeza M., Cortes-Castell E., Impact of paid work on the academic performance of nursing students, PeerJ, 4, (2016); Hayden L.J., Jeong S.Y., Norton C.A., An analysis of factors affecting mature age students’ academic success in undergraduate nursing programs: a critical literature review, Int. J. Nurs. Educ. Scholarsh., 13, 1, pp. 127-138, (2016); Humphrey R., Pulling structured inequality into higher education: the impact of part-time working on English university students, High. Educ. Q., 60, 3, pp. 270-286, (2006); Hunt A., Lincoln I., Walker A., Term-time employment and academic attainment: evidence from a large-scale survey of undergraduates at Northumbria University, J. Further High. Educ., 28, 1, pp. 3-18, (2004); Iacobucci D., Posavac S.S., Kardes F.R., Schneider M.J., Popovich D.L., Toward a more nuanced understanding of the statistical properties of a median split, J. Consum. Psychol., 25, 4, pp. 652-665, (2014); IBM, SPSS Software for Windows (Version 25), (2018); Kenny A., Kidd T., Nankervis K., Connell S., Mature age students access, entry and success in nurse education: an action research study, Contemp. Nurse, 38, 1-2, pp. 106-118, (2011); Krause K.-L., Hartley R., James R., McInnis C., The First Year Experience in Australian Universities: Findings From a Decade of National Studies Department of Education, (2005); Malau-Aduli B.S., O'Connor T., Ray R.A., Kerlen Y., Bellingan M., Teague P.-A., Risk factors associated with academic difficulty in an Australian regionally located medical school, BMC Med. Educ., 17, 1, (2017); Marginson S., The worldwide trend to high participation higher education: dynamics of social stratification in inclusive systems, High. Educ., 72, 4, pp. 413-434, (2016); Northall T., Ramjan L.M., Everett B., Salamonson Y., Retention and academic performance of undergraduate nursing students with advanced standing: a mixed-methods study, Nurse Educ. Today, 39, pp. 26-31, (2016); Phillips C., Kenny A., Smith C., Esterman A., Pre-registration paid employment choice: the views of newly qualified nurses, Nurse Educ. Today, 32, 1, pp. 10-14, (2012); Pitt V., Powis D., Levett-Jones T., Hunter S., Factors influencing nursing students’ academic and clinical performance and attrition: an integrative literature review, Nurse Educ. Today, 32, 8, pp. 903-913, (2012); Reyes H., Hartin V., Loftin C., Davenport D., Carter V., The impact of employment on nursing students' academic performance, Nurse Educ., 37, 5, pp. 218-221, (2012); Robotham D., Student part-time employment: characteristics and consequences. Educ. +, Training., 54, 1, pp. 65-75, (2012); Rochford C., Connolly M., Drennan J., Paid part-time employment and academic performance of undergraduate nursing students, Nurse Educ. Today, 29, 6, pp. 601-606, (2009); Salamonson Y., Everett B., Koch J., Andrew S., Davidson P.M., The impact of term-time paid work on academic performance in nursing students: a longitudinal study, Int. J. Nurs. Stud., 49, 5, pp. 579-585, (2012); Southgate E., Douglas H., Scevak J., Macqueen S., Rubin M., Lindell C., The academic outcomes of first-in-family in an Australian university: an exploratory study, Int. Stud. Widen. Participation, 1, 2, pp. 31-45, (2014); Stone C., O'Shea S., May J., Delahunty J., Partington Z., Opportunity through online learning: experiences of first-in-family students in online open-entry higher education, Aust. J. Adult Learn., 56, 2, pp. 146-169, (2016); von Elm E., Altman D.G., Egger M., Pocock S.J., Gotzsche P.C., Vandenbroucke J.P., The strengthening the reporting of observational studies in epidemiology (STROBE) statement: guidelines for reporting observational studies, Int. J. Surg., 12, 12, pp. 1495-1499, (2014); Wenz M., Yu W.-C., Term-time employment and the academic performance of undergraduates, J. Educ. Financ., pp. 358-373, (2010); Wilson K.L., Murphy K.A., Pearson A.G., Wallace B.M., Reher V.G.S., Buys N., Understanding the early transition needs of diverse commencing university students in a health faculty: informing effective intervention practices, Stud. High. Educ., 41, 6, pp. 1023-1040, (2016)","Y. Salamonson; Western Sydney University, School of Nursing and Midwifery, Penrith, Locked Bag 1797, 2751, Australia; email: y.salamonson@westernsydney.edu.au","","Churchill Livingstone","","","","","","02606917","","","31698291","English","Nurse Educ. Today","Article","Final","","Scopus","2-s2.0-85074257641"
"Karman A.","Karman, Agnieszka (57210192619)","57210192619","Understanding sustainable human resource management-organizational value linkages: The strength of the SHRM system","2020","Human Systems Management","39","1","","105","115","10","24","10.3233/HSM-190602","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85082662560&doi=10.3233%2fHSM-190602&partnerID=40&md5=a3760ab07da5401f1c5ce3dd3e3e4a2a","Faculty of Economics, Maria Sklodowska Curie University, Poland","Karman A., Faculty of Economics, Maria Sklodowska Curie University, Poland","BACKGROUND: The development of sustainable HRM contributed to the increasing interest in practices encompassing the sustainable management of human resources (sustainable HRM, SHRM) and results of these practices. The paper introduces a new perspective upon the contribution of SHRM to creating value. OBJECTIVE: The objective of the present paper is to develop a conceptual framework linking the idea of SHRM with organizational value, and to determine the strength of an HRM system. METHODS: Methods applied in the study include the analysis and synthesis of scientific literature and a critical discussion considering provided references. The issue is discussed on the basis of a considerable number of theories, including the knowledge-based theory, stakeholder theory, and AMO framework. RESULTS: The results of the present study indicate that sustainable human resource management plays a significant and positive role in achieving organizational outcomes. It was shown that SHRM practices influence three levels of outcomes: (1) the organization (e.g. quality, efficiency, flexibility, innovation, profits), (2) society (e.g. stakeholder satisfaction, employment growth, social inclusion) and (3) the individual (e.g. good work-life balance, engagement, employability). Moreover, via the strength of the HRM system, it exerts an additional impact upon employees and external stakeholders. CONCLUSIONS: The managerial implications are for the corporate leaders to recognize the critical role of SHRM practices in implementing sustainable development and achieving economic, social and environmental benefits. For the academics, this paper is a wake-up call to extend research to investigate unexplored relationships between SHRM and performance/value. © 2020-IOS Press and the authors. All rights reserved.","Human resource management; organizational value; strength; sustainable development","Economic and social effects; Knowledge based systems; Planning; Resource allocation; Sustainable development; Analysis and synthesis; Managerial implications; Organizational outcomes; organizational value; Social and environmental; Stakeholder satisfactions; strength; Sustainable management; Human resource management","","","","","","","Busse R., Is culture driving innovation? a multi-national quantitative analysis, Human Systems Management, 33, 3, pp. 91-98, (2014); Cseh M., Facilitating learning in multicultural teams, Advances in Developing Human Resources, 5, 1, pp. 26-40, (2003); Cseh M., Coningham B., Learning experiences of organization development and change consultants working across cultures, Proceedings of the Sixth Asian Conference of the Academy of Human Resource Development: Developing Talents for Organizations and Nations, (2007); Cseh M., Coningham B., Working in multicultural and multilingual environments: HRD professionals as learning and change agents in the global workplace, International Human Resource Development: Learning, Education and Training for Individuals and Organizations. 3rd Ed, pp. 297-309, (2012); Cseh M., Davis E.B., Khilji S.E., Developing a global mindset: Learning of global leaders, European Journal of Training and Development, 37, 5, pp. 489-499, (2013); Cummings T.G., Worley C.G., Organization Development and Change. 8th Ed, (2005); Duncanson K.M., Major-Donaldson B., Weekes E., Hofstede theory and subcultures, Allied Academies International Conference Proceedings-Academy of Organizational Culture, Communications and Conflict Proceedings, 21, 1, (2016); Hancock G.R., Mueller R.O., Stapleton L.M., The Reviewer's Guide to Quantitative Methods in the Social Sciences, (2010); Hennekam S., Tahssain-Gay L., Changing attitudes towards diversity: The Netherlands and Morocco compared, Management Decision, 53, 9, pp. 2135-2155, (2015); Hofstede G., Motivation, leadership, and organization: Do American theories apply abroad?, Organizational Dynamics, 9, 1, pp. 42-63, (1980); Hofstede G., Hofstede G.J., Minkov M., Cultures and Organizations-Software of the Mind-revised and Expanded, (2010); Horwitz F.M., Heng C.T., Quazi H.A., Nonkwelo C., Roditi D., Eck P.V., Human resource strategies for managing knowledge workers-an Afro-Asian comparative analysis, The International Journal of Human Resource Management, 17, 5, pp. 775-811, (2006); Kim S., McLean G.N., Global talent management-Necessity, challenges, and the roles of HRD, Advances in Developing Human Resources, 14, 4, pp. 566-585, (2012); Kogut B., Singh H., The effect of national culture on the choice of entry mode, Journal of International Business Studies, 19, 3, pp. 411-432, (1988); McLean G.N., B-Cp J., Worldviews of adult learning in the workplace, Advances in Developing Human Resources, 8, 3, (2006); Najera M., Managing Mexican workers-implications of Hofstede's cultural dimensions, Journal of International Business Research, 7, 2, (2008); Osman-Gani A.M., International and cross-cultural perspectives of HRD, Handbook of Human Resources Development, pp. 326-349, (2014); Peretz H., Levi A., Fried Y., Organizational diversity programs across cultures-effects on absenteeism, turnover, performance and innovation, The International Journal of Human Resource Management, 26, 6, pp. 875-903, (2015); Perlmutter H.V., The tortuous evolution of the multinational corporation, Columbia Journal of World Business, 4, 1, pp. 9-18, (1969); Prati G., Pietrantoni L., Saccinto E., Kehl D., Knuth D., Schmidt S., Risk perception of different emergencies in a sample of European firefighters, Work, 45, 1, pp. 87-96, (2013); Sawyer K., Thoroughgood C., Culture doesn't just intersect with diversity, culture defines diversity, Industrial and Organizational Psychology, 5, 3, pp. 346-348, (2012); Seriki H.T., Hoegl M., Kp P., Innovative performance in African technical projects-A multi-level study, Journal of World Business, 45, 3, pp. 295-303, (2010); Scullion H., Collings D.G., Global Staffing, (2006); Schwartz S.H., A theory of cultural values and some implications for work, Applied Psychology, 48, 1, pp. 23-47, (1999); Taras V., Rowney J., Steel P., Half a century of measuring culture: Review of approaches, challenges, and limitations based on the analysis of 121 instruments for quantifying culture, Journal of International Management, 15, 4, pp. 357-373, (2009); Taras V., Steel P., Kirkman B.L., Improving national cultural indices using a longitudinal meta-analysis of Hofstede's dimensions, Journal of World Business, 47, 3, pp. 329-341, (2012); Triandis H.C., Gelfand M.J., Converging measurement of horizontal and vertical individualism and collectivism, Journal of Personality and Social Psychology, 74, 1, (1998); Valdez M.E., Doktor R.H., Singer A.E., Dana L.P., Impact of tolerance for uncertainty upon opportunity and necessity entrepreneurship, Human Systems Management, 30, 3, pp. 145-153, (2011); Warner M., Comparing human resource management in China and Vietnam: An overview, Human Systems Management, 32, 4, pp. 217-229, (2013); Yeh R.S., Values of American, Japanese and Taiwanese managers in Taiwan-a test of Hofstede's framework, Academy of Management Proceedings, pp. 106-110, (1988)","A. Karman; Faculty of Economics, Maria Sklodowska Curie University, Poland; email: agnieszka.karman@poczta.umcs.lublin.pl","","IOS Press","","","","","","01672533","","HSMAD","","English","Hum Syst Manage","Article","Final","","Scopus","2-s2.0-85082662560"
"Watt P.; Costea B.","Watt, Peter (56890710100); Costea, Bogdan (23026733400)","56890710100; 23026733400","Reappraising Charles Webb’s The Graduate (1963): Exploring cultural and historical elements of a character in the contemporary economy","2020","Organization","27","1","","140","161","21","3","10.1177/1350508419830611","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85062999061&doi=10.1177%2f1350508419830611&partnerID=40&md5=e24b00fba43da6f3b272206628eafc13","York St John University, United Kingdom; Lancaster University Management School, United Kingdom","Watt P., York St John University, United Kingdom; Costea B., Lancaster University Management School, United Kingdom","This article seeks to examine, in a cultural–historical perspective, how the ‘graduate’ has developed as a character central to a significant segment of the contemporary labour market. The argument begins by showing how the rise of the ‘new’ or ‘knowledge economy’ (throughout the 1990s and 2000s) became a new source of pressure on generations entering the world of work. Higher education has been, and continues to be, presented by political, corporate and educational institutions as a core platform upon which future possibilities of personal achievement and accomplishment depend. Gradually, the vocabulary and character of the ‘graduate’ has become more visible through complex and refined modes of cultural dissemination. The themes through which this character is articulated today have, we argue, cultural roots that are not entirely new. With reference to David Riesman’s early understanding of the formation of this kind of cultural ‘character’, we examine Charles Webb’s 1963 novel The Graduate. As a cultural–historical resource, it can be revisited half a century later in order to investigate the historical movement of certain themes and questions that now outline what a ‘graduate’ could and should be. The imperatives that underlie the labour market for graduate schemes open up questions that pertain not only to immediate matters of employment. Rather, the discourses of ‘graduate work’ and ‘employability’ now appropriate deeper concerns regarding the meaning of individual freedom, choice and self-determination. Who is the ‘graduate’ and what are some of its cultural roots? © The Author(s) 2019.","Careers; cultural history; employability; graduates; literature; managerialism; organisation; Riesman","","","","","","","","‘Aldi Recruitment Graduates’, (2018); Anderson E.L., ‘Changing US Demographics and American Higher Education’, New Directions for Higher Education, 2003, 121, pp. 3-12, (2003); Andrews J., Higson H., ‘Graduate Employability, “Soft Skills” Versus “Hard” Business Knowledge: A European Study’, Higher Education in Europe, 33, 4, (2008); ‘Dustin Hoffman on THE GRADUATE’, (2011); Archer L., Hutchings M., Ross A., Higher Education and Social Class: Issues of Exclusion and Inclusion, (2002); Arendt H., ‘Expansion and the Philosophy of Power’, The Sewanee Review, 54, 4, (1946); Ball S.J., Politics and Policy Making in Education, (2012); Barnett R., The Limits of Competence: Knowledge, Higher Education and Society, (1994); Barthes R., Image, Music, Text, (1977); Benedict R., The Chrysanthemum and the Sword: Patterns of Japanese Culture, (1967); Bennett R., ‘Unpaid Internships are Making Charities “Too Elitist”’, The Times, (2013); Blair A., ‘Full Text of Tony Blair’s Speech on Education’, The Guardian, (2001); Blundell R., Dearden L., Goodman A., Et al., ‘The Returns to Higher Education in Britain: Evidence from a British Cohort’, The Economic Journal, 110, 461, pp. 82-99, (2000); Bohme G., Stehr N., The Knowledge Society: The Growing Impact of Scientific Knowledge on Social Relations, (1986); Bridgstock R., ‘The Graduate Attributes We’ve Overlooked: Enhancing Graduate Employability through Career Management Skills’, Higher Education Research & Development, 28, 1, pp. 31-44, (2009); Brockling B.U., The Entrepreneurial Self: Fabricating a New Type of Subject, (2015); Brown P., Hesketh A., The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy, (2004); Carnegie D., How to Win Friends & Influence People, (1936); Castells M., The Rise of the Network Society: The Information Age: Economy, Society, and Culture, (2011); Cederstrom C., Fleming P., Dead Man Working, (2012); Chertkovskaya E., Watt P., Tramer S., Et al., ‘Editorial: Giving Notice to Employability’, Ephemera: Theory & Politics in Organization, 13, 4, pp. 701-716, (2013); Chertkovskaya E., Korczynski M., Taylor S., ‘The Consumption of Work: Representations and Interpretations of the Meaning of Work at a UK University’, Organization, (2017); Cole D., Tibby M., Defining and Developing your Approach to Employability: A Framework for Higher Education Institutions, (2013); Collini S., What Are Universities For?, (2012); Davis J.A., Did Growing Up in the 1960s Leave a Permanent Mark on Attitudes and Values? Evidence from the General Social Survey, Public Opinion Quarterly, 68, 2, (2004); Drucker P.F., The Age of Discontinuity: Guidelines to Our Changing Society, (1969); Drucker P.F., ‘Knowledge Work and Knowledge Society: The Social Transformations of this Century’, (1994); Drucker P.F., Knowledge Work and Knowledge Society: The Social Transformations of This Century, (2001); Eckaus R.S., ‘Education and Economic Growth’, Economics of Higher Education, pp. 102-128, (1962); Eyerman R., Turner B.S., ‘Outline of a Theory of Generations’, European Journal of Social Theory, 1, 1, pp. 91-106, (1998); Fleming P., Authenticity and the Cultural Politics of Work: New Forms of Informal Control, (2009); Foucault M., The Birth of Biopolitics: Lectures at the College De France, 1978–79, (2008); Frank T., The Conquest of Cool: Business Culture, Counterculture, and the Rise of Hip Consumerism, (1998); Furedi F., Where Have All the Intellectuals Gone? Confronting 21St Century Philistinism, (2006); Furedi F., Wasted: Why Education Isn’t Educating, (2009); Furedi F., What’s Happened to the University? A Sociological Exploration of Its Infantilisation, (2016); Gans H.J., ‘Best-Sellers by Sociologists: An Exploratory Study’, Contemporary Sociology, 26, 2, (1997); Gershon I., ‘I’m Not a Businessman, I’m a Business, Man’, HAU: Journal of Ethnographic Theory, 6, 3, (2016); Gershon I., Down and Out in the New Economy: How People Find (Or Don’t Find) Work Today, (2017); Gershon I., ‘Employing the CEO of Me, Inc.: US Corporate Hiring in a Neoliberal Age’, American Ethnologist, 45, 2, (2018); Graham D., ‘Embedding Employability Behaviours’, Journal of Work-Applied Management, 9, 1, pp. 35-50, (2017); Gray B., Seduced by Mrs. Robinson: How ‘The Graduate’ Became the Touchstone of a Generation, (2017); Grey C., ‘Career as a Project of the Self and Labour Process Discipline’, Sociology, 28, 2, (1994); Grey C., Garsten C., ‘Trust, Control and Post-Bureaucracy’, Organization Studies, 22, 2, (2001); Gumport P.J., Sociology of Higher Education: Contributions and their Contexts, (2008); Harris M., Scenes from a Revolution, (2009); Heelas P., ‘Work Ethics, Soft Capitalism and the “Turn to Life”’, Cultural Economy: Cultural Analysis and Commercial Life, pp. 78-98, (2002); Heller D.E., ‘Student Price Response in Higher Education: An Update to Leslie and Brinkman’, Journal of Higher Education, pp. 624-659, (1997); ‘The End of NewDLHE: Introducing Graduate Outcomes’, (2018); ‘Who’s Studying in HE?, (2018); Hodgkinson H.L., All One System: Demographics of Education, Kindergarten through Graduate School, (1985); Howe N., Strauss W., Generations: The History of America’s Future, 1584 to 2069, (1991); Jackson D., ‘Business Graduate Employability–Where Are We Going Wrong?’, Higher Education Research & Development, 32, 5, (2013); Johnson M., Johnson L., Generations, Inc: From Boomers to Linksters–Managing the Friction between Generations at Work, (2010); Keller G., ‘The New Demographics of Higher Education’, The Review of Higher Education, 24, 3, pp. 219-235, (2001); Lasch C., The Culture of Narcissism: American Life in an Age of Diminishing Expectations, (1979); Lasch C., The Minimal Self: Psychic Survival in Troubled Times, (1984); Leslie L.L., Brinkman P.T., The Economic Value of Higher Education, (1988); Lodovici M.S., Semenza R., Precarious Work and High-Skilled Youth in Europe, (2012); Lorimer G.H., Letters from a Self-made Merchant to His Son: Being Some of the Letters Written by John Graham, Head of the House of Graham and Company, Pork Packers to His Son Pierrepont, Facetiously Known to His Intimates as ‘Piggy’, (1902); McCabe D., ‘Enterprise Contested: Betwixt and between the Discourses of Career and Enterprise in a UK Bank’, Human Relations, 62, 10, (2009); Mead M., And Keep Your Powder Dry: An Anthropologist Looks at America, (2000); Miller P., Rose N., ‘Governing Economic Life’, Economy and Society, 19, 1, pp. 1-31, (1990); Mirowski P., Plehwe D., The Road from Mont Pelerin: The Making of the Neoliberal Thought Collective, (2009); Moore P., The International Political Economy of Work and Employability, (2010); Mouffe C., The Democratic Paradox, (2000); Naidoo R., ‘Repositioning Higher Education as a Global Commodity: Opportunities and Challenges for Future Sociology of Education Work’, British Journal of Sociology of Education, 24, 2, pp. 249-259, (2003); Nichols M., The Graduate, (1967); Nonaka I., Takeuchi H., The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation, (1995); Paton G., ‘Four-In Graduate Jobs “Reserved for Student Interns”’, The Telegraph, (2014); Paulsen M.B., ‘The Economics of Human Capital and Investment in Higher Education’, The Finance of Higher Education: Theory, Research, Policy, and Practice, pp. 55-94, (2001); Peale N.V., The Power of Positive Thinking, (1952); Perlin R., Intern Nation: How to Earn Nothing and Learn Little in the Brave New Economy, (2012); Peters T., ‘The Brand Called You’, Fast Company, (1997); Readings B., The University in Ruins, (1996); Riesman D., The Lonely Crowd: A Study of the Changing American Character, (1950); Riesman D., Glazer N., Faces in the Crowd: Individual Studies in Character and Politics, (1952); Riesman D., Glazer N., ‘The Lonely Crowd : A Reconsideration in 1960’, Culture and Social Character: The Work of David Riesman Reviewed, (1961); Riesman D., Abundance for What? 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Clarifying the Attributes of’ Graduateness, (1995); Zemke R., Raines C., Filipczak B., Generations at Work: Managing the Clash of Veterans, Boomers, Xers, and Nexters in Your Workplace, (1999)","P. Watt; York St John University, United Kingdom; email: p.watt@yorksj.ac.uk","","SAGE Publications Ltd","","","","","","13505084","","","","English","Organization","Article","Final","All Open Access; Green Open Access","Scopus","2-s2.0-85062999061"
"Klegeris A.; Dubois P.J.; Code W.J.; Bradshaw H.D.","Klegeris, Andis (6603700907); Dubois, Patrick J. (56421428600); Code, Warren J. (8550022900); Bradshaw, Heather D. (57211455845)","6603700907; 56421428600; 8550022900; 57211455845","Non-linear improvement in generic problem-solving skills of university students: a longitudinal study","2019","Higher Education Research and Development","38","7","","1432","1444","12","2","10.1080/07294360.2019.1659758","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074025647&doi=10.1080%2f07294360.2019.1659758&partnerID=40&md5=0855d076e74c215ca94f6f76687461e2","Department of Biology, University of British Columbia Okanagan Campus, Kelowna, Canada; Department of Psychology, University of British Columbia, Vancouver, Canada; Science Centre for Learning and Teaching (Skylight), University of British Columbia, Vancouver, Canada; Centre for Teaching and Learning, University of British Columbia Okanagan Campus, Kelowna, Canada","Klegeris A., Department of Biology, University of British Columbia Okanagan Campus, Kelowna, Canada; Dubois P.J., Department of Psychology, University of British Columbia, Vancouver, Canada; Code W.J., Science Centre for Learning and Teaching (Skylight), University of British Columbia, Vancouver, Canada; Bradshaw H.D., Centre for Teaching and Learning, University of British Columbia Okanagan Campus, Kelowna, Canada","Problem solving has been characterized as one of the ‘employability skills’ due to the high demand for such abilities in a modern workplace. Most universities do not monitor progress of the generic problem-solving skills (PSS) of their students due to a lack of available assessment tools. We used previously reported 15-min tests to measure the generic PSS of students over the first three years of university. More than 600 students participated in this study, including 144 who wrote PSS tests in Year 1 and then again in Year 3 of their studies. Two versions of the PSS test were administered in September and December of both years. We observed a non-linear increase in PSS test scores with a significant growth during the first three months of Year 1, a similar increase over the next 21 months, then no change during the first three months of Year 3. Further studies are necessary to pinpoint the instructional techniques and situational factors facilitating the PSS development of students over the first three years of studies. Moreover, the plateau we observe in the third year indicates that proactive steps by universities and individual instructors are required to advance this important skill set in upper-year students. © 2019, © 2019 HERDSA.","Active learning; employability skills; problem-based learning; problem-solving skill tests","","","","","","Institute for Scholarship of Teaching and Learning; University of British Columbia, UBC"," This work was partially supported by the Institute for Scholarship of Teaching and Learning at the University of British Columbia (UBC) via the SoTL Seed program. We would also like to thank the course instructors who allowed us to perform our study in their classrooms, as well as all the students who participated in our research. ","Arum R., Roksa J., Cho E., Improving undergraduate learning: Findings and policy recommendations from the SSRC-CLA longitudinal project, Social Science Research Council, (2011); Arvanitakis J., Hornsby J., Universities, the citizen scholar and the future of higher education, (2016); Callier V., Singiser R.H., Vanderford N.L., Connecting undergraduate science education with the needs of today’s graduates, F1000Research, 3, (2014); Cassidy S., Self-regulated learning in higher education: Identifying key component processes, Studies in Higher Education, 36, 8, pp. 989-1000, (2011); Clarke M., Rethinking graduate employability: The role of capital, individual attributes and context, Studies in Higher Education, 43, 11, pp. 1923-1937, (2018); Crutzen R., Peters G.J.Y., Scale quality: Alpha is an inadequate estimate and factor-analytic evidence is needed first of all, Health Psychology Review, 11, 3, pp. 242-247, (2017); Csapo B., Molnar G., Potential for assessing dynamic problem-solving at the beginning of higher education studies, Frontiers in Psychology, 8, (2017); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions and applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Goltz S.M., Hietapelto A.B., Reinsch R.W., Tyrell S.K., Teaching teamwork and problem solving concurrently, Journal of Management Education, 32, 5, pp. 541-562, (2007); Greiff S., Wustenberg S., Csapo B., Demetriou A., Hautamaki J., Graesser A., Martin R., Domain-general problem solving skills and education in the 21st century, Educational Research Review, 13, pp. 74-83, (2014); Hakkinen P., Jarvela S., Makitalo-Siegl K., Ahonen A., Naykki P., Valtonen T., Preparing teacher-students for twenty-first-century learning practices (PREP 21): A framework for enhancing collaborative problem-solving and strategic learning skills, Teachers and Teaching, 23, 1, pp. 25-41, (2017); He Y., Du X., Toft E., Zhang X., Qu B., Shi J., Zhang H., A comparison between the effectiveness of PBL and LBL on improving problem-solving abilities of medical students using questioning, Innovations in Education and Teaching International, 55, 1, pp. 44-54, (2018); Kaupp J., Frank B., Chen A., Evaluating critical thinking and problem solving in large classes: Model eliciting activities for critical thinking development, (2014); Klegeris A., Bahniwal M., Hurren H., Improvements in generic problem-solving abilities of students by use of tutor-less problem-based learning in a large classroom setting, CBE Life Sciences Education, 12, 1, pp. 73-79, (2013); Klegeris A., Barclay McKeown S., Hurren H., Spielman L.J., Stuart M., Bahniwal M., Dynamics of undergraduate student generic problem-solving skills captured by a campus-wide study, Higher Education, 74, 5, pp. 877-896, (2017); Klegeris A., Gustaffson E., Hurren H., Comparison of student marks obtained by an assessment panel reveals generic problem-solving skills and academic ability as distinct skill sets, Compare: A Journal of Comparative and International Education, 48, 5, pp. 674-685, (2018); Kretzschmar A., Suss H.-M., A study on the training of complex problem solving competence, Journal of Dynamic Decision Making, 1, 4, pp. 1-14, (2015); Kulak V., Newton G., A guide to using case-based learning in biochemistry education, Biochemistry and Molecular Biology Education, 42, 6, pp. 457-473, (2014); Lian J., He F., Improved performance of students instructed in a hybrid PBL format, Biochemistry and Molecular Biology Education, 41, 1, pp. 5-10, (2012); Lishinski A., Yadav A., Enbody R., Good J., The influence of problem solving abilities on students' performance on different assessment tasks in CS1, Proceedings of the 47th ACM technical symposium on computing science education, pp. 329-334, (2016); Lombard J., (2016); Lowden K., Hall S., Elliot D., Lewis J., Employer’s perception of the employability skills of the new graduates, (2011); Mayer R., Wittrock M., Problem solving, Handbook of educational psychology, pp. 287-304, (2006); McNeil H.P., Scicluna H.A., Boyle P., Grimm M.C., Gibson K.A., Jones P.D., Successful development of generic capabilities in an undergraduate medical education program, Higher Education Research & Development, 31, 4, pp. 525-539, (2012); Molnar A., Greiff S., Csapo B., Inductive reasoning, domain specific and complex problem solving: Relations and development, Thinking Skills and Creativity, 9, pp. 35-45, (2013); Education for life and work: Developing transferable knowledge and skills in the 21st century, (2012); Newton G., Bettger W., Buchholz A., Kulak V., Racey M., Evidence-informed strategies for undergraduate nutrition education: A review, Applied Physiology, Nutrition, and Metabolism, 40, 7, pp. 652-661, (2015); Oliver B., Jorre de St. Jorre T., Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers, Higher Education Research & Development, 37, 4, pp. 821-836, (2018); Assessment of higher education learning outcomes (AHELO) feasibility study report, (2012); PISA 2012 results: Creative problem solving: Students’ skills in tackling real-life problems, (2014); Workforce-skills preparedness report, (2016); Peters G.J.Y., The alpha and the omega of scale reliability and validity: Why and how to abandon Cronbach's alpha and the route towards more comprehensive assessment of scale quality, European Health Psychologist, 16, pp. 56-69, (2014); Simper N., Frank B., Scott J., Kaupp J., Learning outcomes assessment and program improvement at Queen's University, (2018); Chapter 5. Adult problem solving skills, Literacy for life: Further results from the adult literacy and life skills survey, pp. 171-208, (2011); Sternberg R.J., Frensch P.A., Complex problem solving: Principles and mechanisms, (2014); Styers M.L., Van Zandt P.A., Hayden K.L., Active learning in flipped life science courses promotes development of critical thinking skills, CBE Life Sciences Education, 17, 39, pp. 1-13, (2018); Taber K.S., The use of Cronbach’s alpha when developing and reporting research instruments in science education, Research in Science Education, 48, 6, pp. 1273-1296, (2018); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Education + Training, 59, 4, pp. 338-352, (2017)","A. Klegeris; Department of Biology, University of British Columbia Okanagan Campus, Kelowna, 3187 University Way, V1V 1V7, Canada; email: andis.klegeris@ubc.ca","","Routledge","","","","","","07294360","","","","English","High. Educ Res. Dev.","Article","Final","","Scopus","2-s2.0-85074025647"
"Mohapatra M.; Das S.C.; Patnaik B.C.M.; Satpathy I.","Mohapatra, Monalisa (57211873530); Das, Srikanta Charana (57195348580); Patnaik, B.C.M. (56381086800); Satpathy, Ipseeta (56381528100)","57211873530; 57195348580; 56381086800; 56381528100","Role of information technology in education and skill based learning for employability","2019","International Journal of Innovative Technology and Exploring Engineering","9","1","","968","973","5","0","10.35940/ijitee.A4027.119119","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075190446&doi=10.35940%2fijitee.A4027.119119&partnerID=40&md5=3c3a155ba0a427099c87843cb2f4e4b8","KSOM, India; KSOM, KIIT University, India","Mohapatra M., KSOM, India; Das S.C., KSOM, KIIT University, India; Patnaik B.C.M., KSOM, KIIT University, India; Satpathy I., KSOM, KIIT University, India","Today India is one of the fastest growing economies in the world and with liberalisation, privatisation and globalisation it is poised to grow further. But the question arises whether we are really ready for this growth? Whether our students are skilled enough to compete worldwide and be a partner in this growth mechanism? The answer is big ‘No’. It is a fact that education, lifelong learning and training are essential, but by themselves inadequate to help individuals gain good and decent jobs. The employability scenario of graduates in India is undoubtedly an area of great concern. In recent times information Communication Technology plays an important role for the employability scenario in India. The old concepts of literate and illiterate society have been replaced by digital divided. Considering the growing demand of industry it is high time for all the students to be part of ICT driven education and training system. Further the growing demand of artificial intelligence and data analytics put the students in more challenging position to obtain a job. The present paper is a conceptual one and it will be an addition to the existing literature related to employability issues. © BEIESP.","Digital divide; Employability; ICT; Quality; Skills development; Training","","","","","","","","Abrol M., Emerging Trends of Privatization of Education in India, International Journal of Educational Administration, 8, 1, pp. 1-6, (2016); Ministry of Human Resource Development, (2018); (2017); Agarwal P., Kamalakar G., Indian higher education: Envisioning the future, The Indian Economic Journal, 61, 1, pp. 151-155, (2013); Anderson J., Mitchell H., Education Students, Employers and Employability: A Report on A Small Scale Project in 2004, (2004); Bansal A., A STUDY ON EMPLOYABILITY SKILLS OF MBA STUDENTS: EMPLOYERS AND STUDENTS PERSPECTIVE, GURUKUL BUSINESS REVIEW-GBR, 14, pp. 47-51, (2018); Bapna A., Sharma N., School Education in India: A Handbook, (2015); Bargsted M., Impact Of Personal Competencies and Market Value Of Type Of Occupation Over Objective Employability And Perceived Career Opportunities Of Young Professionals, Journal of Work and Organizational Psychology, 33, 2017, pp. 115-123, (2017); Basu A.N., Education in Modern India, (1947); Bennett T., Defining the Importance of Employability Skills in Career/Technical Education, (2006); Bhola S.S., Dhanawade S., Higher Education and Employability-A Review, (2013); Blades R., Fauth B., Gibb J., Measuring employability skills, A Rapid Review to Inform Development of Tools for Project Evaluation, (2012); Boffo V., Federighi P., Torlone F., Educational Jobs: Youth and Employability in the Social Economy: Investigations in Italy, Malta, Portugal, Romania, Spain, United Kingdom, 2, (2015); Brent G., Sanger G., John R., A framework to embed employability initiatives in undergraduate Science, Technology, Engineering and Maths programs, Research and Development in Higher Education: Curriculum Transformation, 40, pp. 38-49, (2017); Cotton K., Developing Employability Skills, (1993); Employability of Graduates and Higher Education Management Systems, (2012); Forsythe A., I doubt very seriously whether anyone will hire me; factors predicting employability perceptions in higher education, Cogent Psychology(2017, 4, (2017); Fugate M., Et al., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 2004, pp. 14-38, (2004); Garrido M., Sullivan J., Gordon A., Understanding the links between ICT skills training and employability: An analytical framework, In Proceedings of the 4Th ACM/IEEE International Conference on Information and Communication Technologies and Development, (2010); Gogoi L., Education with ICT for developing employability in higher education institutions, Techno Learn, 6, 2, (2016); Gupte M., Role of Research and Higher Education in India; Hamid A.S., Et al., Employability Skills Development Approaches: An Application Of The Analytic Network Process, Asian Academy of Management Journal, 19, 1, pp. 93-111, (2014); Harrison S.S., India: The Most Dangerous Decades, (2015); Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 2, pp. 97-109, (2001); Hayes C., Fulton J., Devlin S., Westwood D., Garfield I., Beardmore P., Bingle L., Perception of academic learning environments and perceived impact on articulation of employability; a mixed methods study, Journal of Learning Development in Higher Education, 10, (2016); Heslop L., Understanding India: The Future of Higher Education and Opportunities for International Cooperation, (2014); Hinton C., The Relationship between Employability and Hope, College of Education Theses and Dissertations, (2012); Moving towards global relevance and competitiveness, FICCI Higher Education Summit, (2014); Hiremath S.S., Albal D.R., Current scenario of higher education in India: Reflections on some critical issues, International Research Journal of Social Science and Humanities, 1, 1, (2016); Holford A., Youth Employment and Academic Performance: Production Functions and Policy Effects, (2016); Husain Y.M., Et al., Importance of Employability Skills from Employers’ Perspective, International Conference on Learner Diversity 2010, Procedia Social and Behavioral Sciences, 7, pp. 430-438, (2010)","","","Blue Eyes Intelligence Engineering and Sciences Publication","","","","","","22783075","","","","English","Int. J. Innov. Technol. Explor. Eng.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85075190446"
"Mehreen A.; Hui Y.; Ali Z.","Mehreen, Aqsa (57204149533); Hui, Yang (57934067400); Ali, Zulqurnain (57209841251)","57204149533; 57934067400; 57209841251","A social network theory perspective on how social ties influence perceived employability and job insecurity: evidence from school teachers","2019","Social Network Analysis and Mining","9","1","25","","","","8","10.1007/s13278-019-0572-z","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067294775&doi=10.1007%2fs13278-019-0572-z&partnerID=40&md5=5a39a6673da177476b6596355572c8d9","School of Public Affairs, University of Science and Technology of China, Hefei, Anhui, China; School of Management, University of Science and Technology of China, Hefei, Anhui, China","Mehreen A., School of Public Affairs, University of Science and Technology of China, Hefei, Anhui, China; Hui Y., School of Public Affairs, University of Science and Technology of China, Hefei, Anhui, China; Ali Z., School of Management, University of Science and Technology of China, Hefei, Anhui, China","With the emergence of critical educational reforms and agentic career perspective, unemployment and job insecurity are considered a significant threat to school teachers in Pakistan. Drawing on the social network theory (SNT), this study attempts to investigate the effect of social network ties on perceived employability (PEM) and job insecurity (JIS) and how PEM mediates the association between social ties and job insecurity. Moreover, the current study pursues to assess the moderation effect of information sharing in the association between social network ties and PEM. Using the survey approach, we recruited teachers from government schools. The proposed model and relationships were validated through structural equation modeling and hierarchical linear regression. The findings revealed that strong tie is significantly related to PEM and JIS. Similarly, the weak tie is significantly related to PEM except for JIS. This study extends SNT by empirically establishing the influence of network characteristics (strong and weak ties) on PEM and JIS. This study helps school management and government policymakers to enhance teacher’s PEM and job security through networking and training opportunities. This research moreover guides government policymakers to formulate realistic education policies with the consensuses of school management. This practice will enhance teachers’ trust toward acceptance and implementation of educational policies. The present research successfully covers the gap by establishing the association of social network ties with PEM and JIS which was largely ignored in the literature on social employment management. © 2019, Springer-Verlag GmbH Austria, part of Springer Nature.","Information sharing; Job insecurity; Perceived employability; Social network theory; Social network ties","Circuit theory; Employment; Information analysis; Information dissemination; Information theory; Job satisfaction; Network theory (graphs); Personnel training; Social networking (online); Teaching; Education policies; Educational policy; Educational reforms; Information sharing; Job insecurity; Network characteristics; Perceived employability; Structural equation modeling; Economic and social effects","","","","","","","Aiken L.S., West S.G., Reno R.R., Multiple regression: testing and interpreting interactions, (1991); Akkermans J., Seibert S.E., Mol S.T., Tales of the unexpected: integrating career shocks in the contemporary careers literature, SA J Ind Psychol, 44, pp. 1-10, (2018); Bakshy E., Rosenn I., Marlow C., Adamic L., The role of social networks in information diffusion, Proceedings of the 21St International Conference on World Wide Web, pp. 519-528, (2012); Barbulescu R., The strength of many kinds of ties: unpacking the role of social contacts across stages of the job search process, Organ Sci, 26, pp. 1040-1058, (2015); Batistic S., Tymon A., Networking behaviour, graduate employability: a social capital perspective, Educ + Train, 59, pp. 374-388, (2017); Brown E., Strong and weak ties: why your weak ties matter, (2011); Burke R.J., Singh P., Correlates and consequences of nursing staff job insecurity, J Health Hum Serv Adm, 39, pp. 383-406, (2016); Cameron J.E., A three-factor model of social identity, Self Identity, 3, pp. 239-262, (2004); Chen Y., Graduate employability: the perspective of social network learning, Eurasia J Math Sci Technol Educ, 13, pp. 2567-2580, (2017); Chung N., Nam K., Koo C., Examining information sharing in social networking communities: applying theories of social capital and attachment, Telemat Inform, 33, pp. 77-91, (2016); Cohen P., West S.G., Aiken L.S., Applied multiple regression/correlation analysis for the behavioral sciences, (2014); Cox A.M., Al Daoud M., Rudd S., Information management graduates’ accounts of their employability: a case study from the University of Sheffield, Educ Inf, 30, pp. 41-61, (2013); De Dreu C.K., Cooperative outcome interdependence, task reflexivity, and team effectiveness: a motivated information processing perspective, J Appl Psychol, 92, (2007); De Witte H., Job insecurity: review of the international literature on definitions, prevalence, antecedents and consequences, SA J Ind Psychol, 31, pp. 1-6, (2005); Ellonen N., Natti J., Job insecurity and the unemployment rate: micro-and macro-level predictors of perceived job insecurity among Finnish employees 1984–2008, Econ Ind Democr, 36, pp. 51-71, (2015); Feeney M.K., Bozeman B., Mentoring and network ties, Hum Relat, 61, pp. 1651-1676, (2008); Fornell C., Larcker D.F., Structural equation models with unobservable variables and measurement error: algebra and statistics, J Mark Res, 18, 3, pp. 382-388, (1981); 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Hair J.F., Black W.C., Babin B.J., Anderson R.E., Tatham R., Multivariate data analysis, (2010); Hair J.F., Sarstedt M., Ringle C.M., Mena J.A., An assessment of the use of partial least squares structural equation modeling in marketing research, J Acad Mark Sci, 40, pp. 414-433, (2012); Haythornthwaite C., Strong, weak, and latent ties and the impact of new media, Inf Soc, 18, pp. 385-401, (2002); Heide J.B., Miner A.S., The shadow of the future: effects of anticipated interaction and frequency of contact on buyer-seller cooperation, Acad Manag J, 35, pp. 265-291, (1992); Hu L.T., Bentler P.M., Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives, Struct Equ Model Multidiscip J, 6, pp. 1-55, (1999); Ingusci E., Manuti A., Callea A., Employability as mediator in the relationship between the meaning of working and job search behaviours during unemployment, Electron J Appl Stat Anal, 9, pp. 1-16, (2016); Kang H.S., Effect of uncertainties on network embeddedness and the moderating role of information sharing, J Mark Thought, 3, pp. 19-31, (2016); Karkoulian S., Mukaddam W., McCarthy R., Canaan Messarra L., Job insecurity: a whirlpool of chronic powerlessness, Educ Bus Soc Contemp Middle Eastern Issues, 6, pp. 55-70, (2013); Lastad L., Naswall K., Berntson E., Seddigh A., Sverke M., The roles of shared perceptions of individual job insecurity and job insecurity climate for work-and health-related outcomes: a multilevel approach, Econ Ind Democr, 39, pp. 422-438, (2018); Lecat A., Beausaert S., Raemdonck I., On the relation between teachers’(in) formal learning and innovative working behavior: the mediating role of employability, Vocat Learn, 11, pp. 529-554, (2018); Lin H., Effects of extrinsic and intrinsic motivation on employee knowledge, J Inf Sci, 33, pp. 135-149, (2007); Liou Y.H., Daly A.J., Broken bridges: a social network perspective on urban high school leadership, J Educ Adm, 56, pp. 562-584, (2018); Lissitsa S., Chachashvili-Bolotin S., The less you know, the better you’ll sleep–Perceived job insecurity in the Internet age, Comput Hum Behav, 62, pp. 754-761, (2016); Liu W., High-involvement human resource practices, employee learning and employability, Career Dev Int, 23, pp. 312-326, (2018); Makikangas A., De Cuyper N., Mauno S., Kinnunen U., A longitudinal person-centred view on perceived employability: the role of job insecurity, Eur J Work Organ Psychol, 22, pp. 490-503, (2013); Mirzaee S., Ghaffari A., Investigating the impact of information systems on knowledge sharing, J Knowl Manag, 22, pp. 501-520, (2018); Ollington N., Gibb J., Harcourt M., Online social networks: an emergent recruiter tool for attracting and screening, Pers Rev, 42, pp. 248-265, (2013); Onyishi I.E., Enwereuzor I.K., Ituma A.N., Omenma J.T., The mediating role of perceived employability in the relationship between core self-evaluations and job search behaviour, Career Dev Int, 20, pp. 604-626, (2015); Park J.H., Gu B., Leung A.C.M., Konana P., An investigation of information sharing and seeking behaviors in online investment communities, Comput Hum Behav, 31, pp. 1-12, (2014); 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Probst T.M., Development and validation of the job security index and the job security satisfaction scale: a classical test theory and IRT approach, J Occup Organ Psychol, 76, pp. 451-467, (2003); Rienties B., Heliot Y., Enhancing (in) formal learning ties in interdisciplinary management courses: a quasi-experimental social network study, Stud High Educ, 43, pp. 437-451, (2018); Rogelberg S.G., Stanton J.M., Introduction: understanding and dealing with organizational survey nonresponse, Organ Res Methods, 10, pp. 195-209, (2007); Rothwell A., Arnold J., Self-perceived employability: development and validation of a scale, Pers Rev, 36, pp. 23-41, (2007); Rothwell A., Jewell S., Hardie M., Self-perceived employability: investigating the responses of post-graduate students, J Vocat Behav, 75, pp. 152-161, (2009); Sabatini F., Social capital as social networks: a new framework for measurement and an empirical analysis of its determinants and consequences, J Soc Econ, 38, pp. 429-442, (2009); Sykes T.A., Venkatesh V., Explaining post-implementation employee system use and job performance: impacts of the content and source of social network ties, MIS Q, 41, pp. 917-936, (2017); Tian F., Lin N., Weak ties, strong ties, and job mobility in urban China: 1978–2008, Soc Netw, 44, pp. 117-129, (2016); Tomlinson M., Forms of graduate capital and their relationship to graduate employability, Educ + Train, 59, pp. 338-352, (2017); Van Waes S., De Maeyer S., Moolenaar N.M., Van Petegem P., Van den Bossche P., Strengthening networks: a social network intervention among higher education teachers, Learn Instr, 53, pp. 34-49, (2018); Vander Elst T., De Witte H., De Cuyper N., The job insecurity scale: a psychometric evaluation across five European countries, Eur J Work Organ Psychol, 23, pp. 364-380, (2014); Vanhercke D., De Cuyper N., Peeters E., De Witte H., Defining perceived employability: a psychological approach, Pers Rev, 43, pp. 592-605, (2014); Wei Y., O'Neill H., Lee R.P., Zhou N., The impact of innovative culture on individual employees: the moderating role of market information sharing, J Prod Innov Manag, 30, pp. 1027-1041, (2013); Wright K.B., Miller C.H., A measure of weak-tie/strong-tie support network preference, Commun Monogr, 77, pp. 500-517, (2010); Yizhong X., Lin Z., Baranchenko Y., Lau C.K., Yukhanaev A., Lu H., Employability and job search behavior: a six-wave longitudinal study of Chinese university graduates, Empl Relat, 39, pp. 223-239, (2017)","Z. Ali; School of Management, University of Science and Technology of China, Hefei, China; email: zaki.qasms.qau@gmail.com","","Springer-Verlag Wien","","","","","","18695450","","","","English","Soc. Netw. Analysis Min.","Article","Final","","Scopus","2-s2.0-85067294775"
"Tentama F.; Izzati I.D.C.; Husna M.","Tentama, Fatwa (57190063333); Izzati, Indah Dwi Cahya (57211976314); Husna, Muniratul (57211978963)","57190063333; 57211976314; 57211978963","The effect of human relations and autonomy on employee employability","2019","International Journal of Scientific and Technology Research","8","11","","2503","2507","4","0","","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075562495&partnerID=40&md5=6af6b3481d1143f7fdc74ce42f976533","Ahmad Dahlan University, Indonesia","Tentama F., Ahmad Dahlan University, Indonesia; Izzati I.D.C., Ahmad Dahlan University, Indonesia; Husna M., Ahmad Dahlan University, Indonesia","Employability is an essential component of the organization. Therefore, organizations need to pay attention to factors that can improve employability. This study aimed to examine the effect of human relations and autonomy on employee employability. The participants of this study were employees at the University of X Yogyakarta, with a total of 49 employees. The sampling technique used was simple random sampling technique. Data collection was conducted by using human relations scale, autonomy scale, and employability scale. Data analysis was conducted using multiple linear regression techniques. The results showed that 1) there was a very significant effect between human relations and autonomy simultaneously on employability with p = .000 (p <.01), 2) there was a very significant effect of human relations on employability with p = .003 (p <.01), 3) there was a very significant effect of autonomy on employability with p = .001 (p <.01). Simultaneously, human relations and autonomy contributed 40.8% to employability. Autonomy contributed more dominantly to employability (22.2%) than human relations to employability (18.6%). Therefore, the employability of employees can be predicted based on human relations and autonomy. © IJSTR 2019.","Attention; Autonomy; Employability; Employee; Human Relation; Organization; Univesity","","","","","","Institute of Research and Community Service; Universitas Ahmad Dahlan Yogyakarta; Lembaga Penelitian dan Pengabdian Kepada Masyarakat, LPPM","The author would like to thank the Institute of Research and Community Service (LPPM) of Universitas Ahmad Dahlan Yogyakarta for providing research funds so that this research could be carried out and resolve smoothly.","Jameson S.M., A Case Study of International Hospitality Students Development of Employability Skills, “ Tourism and Hospitality Research, pp. 57-59; Hess N., Jepsen D.M., Dries N., Career and Employer Change in the Age of the 'Boundaryless' Career, Journal of Vocational Behavior, 81, 2, pp. 280-288, (2012); McArdle S., Waters L., Briscoe J.P., Hall D.T., Employability During Unemployment: Adaptability, Career Identity and Human and Social Capital, Journal of Vocational Behavior, 71, 2, pp. 247-264, (2007); Lowden K., Hall S., Elliot D., Lewin J., Employers' Perceptions of the Employability Skills of New Graduates, (2011); Benabou R., Tirole J., Self-Confidence and Personal Motivation, The Quarterly Journal of Economics, 117, 3, pp. 871-915, (2002); Yorke M., Knight P., Evidence-Informed Pedagogy and The Enhancement of Student Employability, Teaching in Higher Education, 12, 2, pp. 157-170, (2007); Ronnas P., Shamchiyeva L., Employment Diagnostic Analysis: Maluku, Indonesia. Geneva.: International Labour, Organization, (2011); Jackson D., Chapman E., Non-Technical Skill Gaps in Australian Business Graduates, Education + Training, 54, 2-3, pp. 95-113, (2012); Fugate M., Ashforth B.E., Employability: The Construct, Its Dimensions, and Applications, Academy of Management Proceedings, 1, pp. 1-6, (2003); Rothwellarnold J., Self-Perceived Employability: Development and Validation of a Scale, Personnel Review, 36, 1, pp. 23-41, (2005); Silla I., de Cuyper N., Gracia F.J., Peiro J.M., de Witte H., Job Insecurity and Well-Being: Moderation by Employability, Journal Happiness Studies, 10, pp. 739-751, (2009); de Cuyper N., Bernhard-Oettel C., Berntson E., de Witte H., Alarco B., Employability and Employees' Well-Being: Mediation by Job Insecurity, Applied Psychology: An International Review, 57, 3, pp. 488-509, (2008); de Cuyper N., de Witte H., Notalaers G., Job Insecurity and Employability in Fixed-Term Contractor, Agency Workers, and Permanent Workers: Association with Job Satisfaction and Affective Organizational Commitment, Journal of Occupational Health Psychology, 14, pp. 193-205, (2009); Brewer L., Enhancing Youth Employability: What? Why? And How? Guide to Core Workskills, (2013); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, 1, pp. 14-38, (2004); Bao W., Liu W., An Empirical Study on the Formation Mechanism of Employability of Graduates, Educational Development Research, 1, pp. 48-55; Feeney M.K., Bozseman B., Mentoring and Network Ties, Human Relations, 61, 12, pp. 1651-1676, (2008); Thomas C.P., McMaster D., English Communication Skills for Employability: The perspectives of Employers in Bahrain, Learning and Teaching in Higher Education: Gulf, 13, 1, pp. 1-17, (2016); Mahreen A., Hui Y., Ali Z., A Social Network Theory Perspective on How Social Ties Influence Perceived Employability and Job Insecurity: Evidence From School Teachers, Social Network Analysis and Mining, 9, 25, pp. 1-17, (2019); Ezenweke E.O., Nwadialor L.K., Understanding Human Relations in African Traditional Religious Context in the Face of Globalization: Nigerian perspectives, American International Journal of Contemporary Research, 3, 2, pp. 61-70, (2013); Newstrom J.W., Davis K., Organizational Behavior: Human Behavior at Work, (2015); Shahmohammadi N., The Relationship Between Management Style with Human Relations and Job Satisfaction Among Guidance Schools Principals in District 3 of karaj, Procedia-Social and Behavioral Sciences, 205, pp. 247-253, (2015); Parhizkari K., Human Relations in Management.: Bastan Printing, Eshraghi, (2008); Nash R., Stansbie P., Bruce F., An Exploratory Investigation Into the Effects Backpacker Travel Can Have on Graduates'future Employability, International Journal of Art & Sciences, 4, 25, pp. 91-100, (2011); Giddens A., Sociology. Cambridge, (2003); McNeill J., Employability Pathways and Perceptions of 'Work'Amongst Single Homeless and vulnerably Housed People, Social Policy and Society, 10, 4, pp. 571-580, (2011); Lees D., Graduate Employability-Literature Review, (2002); Edward J.C., Rush K.G., McKinley W., Moon G., Business Ideologies and Perceived Breach of Contract During Downsizing: The Role of the Ideology of Employee Self‐Reliance, Journal of Organizational Behavior, 24, 1, pp. 1-23, (2003); Reynolds C.R., Kamphaus R.W., Vannest K.J., Behavior Assessment System for Children, (2011); Kim I., Isma'il M., Self-reliance: Key to Sustainable Rural Development in Nigeria, ARPN Journal of Science and Technology, 3, 6, pp. 585-591, (2013); Hornby S., Oxford Advanced Learner's Dictionary, (2017); Rakhmad J., Communication Psychology (In Indonesia), (1999); Steinberg L., Adolescence, (2016); Finch D.J., Hamilton K.L., Baldwin R., Zehner M., An Exploratory Study of Factors Affecting Undergraduate Employability, Education + Training, 55, 7, pp. 681-704, (2013); Chen Y., Graduate employability: The perspective of social network learning, Journal of Mathematics Science and Technology Education, 13, 6, pp. 2567-2580, (2017); Jang Y., Wang Y.H., Wang J.D., Return to Work after Spinal Cord Injury in Taiwan: The Contribution of Functional Independence, Archives of Physical Medicine Rehabilitation, 86, 4, pp. 681-686, (2005); Ee J., Soh K., Teacher Perceptions on What a Functional Curriculum Should Be for Children with Special Needs, The International Journal of Special Education, 20, 2, pp. 6-18, (2005)","","","International Journal of Scientific and Technology Research","","","","","","22778616","","","","English","Int. J. Sci. Technol. Res.","Article","Final","","Scopus","2-s2.0-85075562495"
"Roberto K.J.; Johnson A.F.","Roberto, Katherine J. (57202198602); Johnson, Andrew F. (57198945694)","57202198602; 57198945694","Employer Perceptions of Online Versus Face-to-Face Degree Programs","2019","Journal of Employment Counseling","56","4","","180","189","9","6","10.1002/joec.12132","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85075758321&doi=10.1002%2fjoec.12132&partnerID=40&md5=4f8b5988621bf7c6b1e1ea5a3952e7e6","Department of Management and Marketing, Texas A&M University–Corpus Christi, United States","Roberto K.J., Department of Management and Marketing, Texas A&M University–Corpus Christi, United States; Johnson A.F., Department of Management and Marketing, Texas A&M University–Corpus Christi, United States","A perception of lesser value for online degrees may lead employers to discount educational background based upon delivery mode. This article examines employers’ perceptions of face-to-face versus online master of business administration degrees in new hire and promotion decisions. Using a qualitative design, the authors conducted a pilot and larger study. Results indicated that those making selection decisions view face-to-face degrees more positively than online degrees. This finding is considerably more pronounced for employers making new hire decisions than for those making promotion decisions. Specific results and implications are discussed. © 2019 by the American Counseling Association. All rights reserved.","employability; employer perceptions; hiring decisions; online education; promotion decisions","","","","","","","","Albert K.A., Luzzo D.A., The role of perceived barriers in career development: A social cognitive perspective, Journal of Counseling & Development, 77, pp. 431-436, (1999); Allen I.E., Seaman J., Class differences: Online education in the United States, 2010, (2010); Allen I.E., Seaman J., Grade level: Tracking online education in the United States, (2015); Clinefelter D.L., Aslanian C.B., Online college students 2017: Comprehensive data on demands and preferences, (2017); Columbaro N.L., Monaghan C.H., Employer perceptions of online degrees: A literature review, Online Journal of Distance Learning Administration, 12, (2009); Deming D.J., Goldin C., Katz L.F., Yuchtman N., Can online learning bend the higher education cost curve?, American Economic Review, 105, pp. 496-501, (2015); Fugate M., Kinicki A.J., Ashforth B.E., Employability: A psycho-social construct, its dimensions, and applications, Journal of Vocational Behavior, 65, pp. 14-38, (2004); Grossman A.M., Johnson L.R., Employer perceptions of online accounting degrees, Issues in Accounting Education, 31, pp. 91-109, (2016); Hogan R., Chamorro-Premuzic T., Kaiser R.B., Employability and career success: Bridging the gap between theory and reality, Industrial and Organizational Psychology, 6, pp. 3-16, (2013); Jackson N., Minority access to higher education, Journal of College Admission, 214, pp. 56-62, (2012); Jick T.D., Mixing qualitative and quantitative methods: Triangulation in action, Administrative Science Quarterly, 2, pp. 602-611, (1979); Judge T.A., Cable D.M., Boudreau J.W., Bretz R.D., An empirical investigation of the predictors of executive career success, Personnel Psychology, 48, pp. 485-519, (1995); Karasek R., Bryant P., Signaling theory: Past, present, and future, Academy of Strategic Management Journal, 11, pp. 91-99, (2012); Lent R.W., Brown S.D., Hackett G., Toward a unifying social cognitive theory of career and academic interest, choice, and performance, Journal of Vocational Behavior, 45, pp. 79-122, (1994); Montell G., The Chronicle of Higher Education, (2003); Ng T.W., Eby L.T., Sorensen K.L., Feldman D.C., Predictors of objective and subjective career success: A meta-analysis, Personnel Psychology, 58, pp. 367-408, (2005); Oldfield K., Social class-based affirmative action in high places: Democratizing dean selection at America’s elite law schools, Journal of the Legal Profession, 34, pp. 307-328, (2009); O'Shea S., Stone C., Delahunty J., “I ‘feel’ like I am at university even though I am online.” Exploring how students narrate their engagement with higher education institutions in an online learning environment, Distance Education, 36, pp. 41-58, (2015); Ragusa A.T., Crampton A., Online learning: Cheap degrees or educational pluralization?, British Journal of Educational Technology, 48, pp. 1208-1216, (2017); Ruth D., What is your MBA for? What’s the story?, Management Learning, 48, pp. 7-22, (2017); Seidman A., College student retention, (2012); Spence A.M., Market signaling informational transfer in hiring and related screening processes, (1974); Tucker S., Distance education: Better, worse, or as good as traditional education?, Online Journal of Distance Learning Administration, 4, (2001); Tversky A., Kahneman D., Judgment under uncertainty: Heuristics and biases, Science, 185, pp. 1124-1131, (1974); van Teijlingen E.R., Hundley V., The importance of pilot studies, Social Research Update, 35, pp. 33-36, (2001)","K.J. Roberto; Department of Management and Marketing, Texas A&M University–Corpus Christi, United States; email: katherine.roberto@tamucc.edu","","Wiley Blackwell","","","","","","00220787","","","","English","J. Employ. Couns.","Article","Final","","Scopus","2-s2.0-85075758321"
"Huijs J.J.J.M.; Houtman I.L.D.; Blonk R.W.B.","Huijs, Jenny J. J. M. (36542387700); Houtman, Irene L. D. (6603565884); Blonk, Roland W. B. (6603310133)","36542387700; 6603565884; 6603310133","Development of a new measure for mental retirement; Testing of a three-factor structure of mentale retirement in different subgroups","2019","BMC Public Health","19","1","1604","","","","1","10.1186/s12889-019-7649-5","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076185877&doi=10.1186%2fs12889-019-7649-5&partnerID=40&md5=effef9922463daab47ddbfa256940db0","TNO the Netherlands Organization for Applied Scientific Research, Utrecht University, Dept. of Social Health and Organizational Psychology, Leiden, Netherlands; Netherlands Organization for Applied Scientific Research, Leiden, Netherlands; TNO (The Netherlands Organization for Applied Scientific Research), Tilburg School of Social and Behavioral Sciences (Dept. of Human Resource Studies and Dept. Tranzo), Leiden Netherlands, Leiden, Netherlands","Huijs J.J.J.M., TNO the Netherlands Organization for Applied Scientific Research, Utrecht University, Dept. of Social Health and Organizational Psychology, Leiden, Netherlands; Houtman I.L.D., Netherlands Organization for Applied Scientific Research, Leiden, Netherlands; Blonk R.W.B., TNO (The Netherlands Organization for Applied Scientific Research), Tilburg School of Social and Behavioral Sciences (Dept. of Human Resource Studies and Dept. Tranzo), Leiden Netherlands, Leiden, Netherlands","Background: The aim of this study is to develop a new measure for the concept of mental retirement and test the construct validity of the measure. Employees who are 'mentally retired' are present at their work physically, but have already said their goodbyes mentally. Mental retirement has a three-factor structure: developmental proactivity, work engagement and perceived appreciation. Methods: We use data from employees (N = 867) of five different organizations in the Netherlands. Mental retirement was assessed with 11 items in an online survey. In addition, socio-demographic characteristics like age, level of education and occupation, were measured. Next to tests of internal consistency, a confirmatory factor analysis (CFA) is performed to test the three-factor structure of mental retirement in this population and in different subgroups (age, education, occupation). Results: The internal consistency varies from.80 to.94 for the developmental proactivity scale and the work engagement scale, respectively (appreciation was measured with one item). For the CFA, the three-factor model fits the data adequately. Multiple group analyses also shows equal factor loadings in all subgroups, but the mean levels of mental retirement differ across subgroups. Conclusions: This study confirms the three-factor model of mental retirement in a general group of employees as well as across different subgroups. However, this study only tested the construct validity. Future research should study validity more extensively and be longitudinal in nature. In addition, the causal chain of antecedent variables to mental retirement and its outcomes should be considered. These studies could also focus on the effects of interventions aiming at preventing or decreasing the level of mental retirement in organizations. © 2019 The Author(s).","Appreciation; Construct validity; Development; Employability; Engagement; Mental retirement","Adult; Factor Analysis, Statistical; Female; Humans; Male; Middle Aged; Netherlands; Occupations; Psychological Tests; Reproducibility of Results; Retirement; Surveys and Questionnaires; Work Engagement; adult; factor analysis; female; human; male; middle aged; Netherlands; occupation; psychologic test; psychology; questionnaire; reproducibility; retirement; work engagement","","","","","Foundation Labor market-and Education fund Police; SAOP; Ministerie van Economische Zaken, EZ, (060.02571); Ministry of Economic Affairs, MOEA","Funding text 1: This study is funded by the Dutch Ministry of Economic Affairs (project number 060.02571); Funding text 2: This study is funded by the Dutch Ministry of Economic Affairs (project number 060.02571) and the Foundation Labor market-and Education fund Police (SAOP, project name ‘Create your own job, especially now’). The funders had no influence on the design of the study, data collection or analysis, interpretation of data and writing of the manuscript.","Sanders J., Jetten A., Dhondt S., Geuskens G., Keijzer L., Liebregts W., Mentale Pensionering: Een Onderzoek Naar Kenmerken, Determinanten en Gevolgen. [Mental Retirement: A Study of Features, Predictors and Consequences], (2013); Allen J., De Grip A., Does skill obsolescence increase the risk of employment loss?, Applied Economics, 44, 25, pp. 3237-3245, (2012); Jones E., Chonko L.B., Roberts J.A., Sales force obsolescence: Perceptions from sales and marketing executives of individual, organizational, and environmental factors, Ind Market Manag, 33, pp. 439-456, (2004); Van Dam K., Antecedents and consequences of employability orientation, Eur J Work Organ Psy, 13, pp. 29-51, (2004); Bakker A.B., Schaufeli W.B., Leiter M.P., Taris T.W., Work engagement: An emerging concept in occupational health psychology, Work Stress, 22, pp. 187-200, (2008); Bakker A.B., Demerouti E., Verbeke W., Using the job demands-resources model to predict burnout and performance, Hum Resour Manag, 43, pp. 83-104, (2004); Wegge J., Schmidt K.H., Parkes C., Dick R., Taking a sickie: Job satisfaction and job involvement as interactive predictors of absenteeism in a public organization, J Occup Organ Psych, 80, pp. 77-89, (2007); Van Dam K., Van Vuuren T., Kemps S., Sustainable employment: The importance of intrinsically valuable work and an age-supportive climate, The International Journal of Human Resource Management, 28, 17, pp. 2449-2472, (2016); Van Vegchel N., De Jonge J., Bakker A.B., Schaufeli W.B., Testing global and specific indicators of rewards in the effort-reward imbalance model: Does it make any difference?, Eur J Work Organ Psy., 11, pp. 403-421, (2002); Maslach C., Schaufeli W.B., Leiter M.P., Job burnout, Annu Rev Psychol, 52, pp. 397-422, (2001); Rohwedder S., Willis R.J., Mental Retirement, J Econ Perspect, 24, pp. 119-138, (2010); De Wind A., Leijten F.R., Hoekstra T., Geuskens G.A., Burdorf A., Van Der Beek A.J., Mental retirement?"" Trajectories of work engagement preceding retirement among older workers, Scandinavian Journal of Work, Environment & Health, 43, 1, pp. 34-41, (2016); Tougas F., Lagace M., De Sablonniere R., Kocum L., A new approach to the link between identity and relative deprivation in the perspective of ageism and retirement, Int J Aging Hum Dev, 59, pp. 1-23, (2004); Zaniboni S., Sarchielli G., Fraccaroli F., How are psychosocial factors related to retirement intentions?, International Journal of Manpower, 31, 3, pp. 271-285, (2010); Working Conditions of Workers of Different Ages: European Working Conditions Survey 2015, (2017); Llj K., De Vroome Emm, Gmj M., Bjm J., Van Zwieten Mhj, Van Den Bossche Snj, Nationale Enquête Arbeidsomstandigheden 2012, Methodologie en Globale Resultaten, (2013); Lazazzara A., Karpinska K., Henkens K., What factors influence training opportunities for older workers? Three factorial surveys exploring the attitudes of HR professionals, The International Journal of Human Resource Management, 24, 11, pp. 2154-2172, (2013); Maurer T.J., Weiss E.M., Barbeite F.G., A model of involvement in work-related learning and development activity: The effects of individual, situational, motivational, and age variables, J Appl Psychol, 88, pp. 707-724, (2003); Ageing and Employment Policies: Netherlands 2014: Working Better with Age, (2014); Borghans L., Fouarge D., De Grip A., Van Thor J., Werken en leren in Nederland. [Working en learning in the Netherlands], (2014); Van Dam K., Van Der Vorst J., Van Der Heijden B.I.J.M., Employees' intentions to retire early: A case of planned behavior and anticipated work conditions, J Career Dev, 35, pp. 265-289, (2009); Templer A., Armstrong-Stassen M., Cattaneo J., Antecedents of older workers' motives for continuing to work, Career Dev Int, 15, pp. 479-500, (2010); Damman M., Henkens K., Kalmijn M., Late-career work disengagement: The role proximity to retirement and career experiences, J Gerontol B-Psychol, 68, pp. 455-463, (2013); Akkermans J., Brenninkmeijer V., Van Den Bossche S.N.J., Blonk R.W.B., Schaufeli W.B., Young and going strong? A longitudinal study on occupational health among young employees of different educational levels, Career Dev Int, 18, pp. 416-435, (2013); Schaufeli W.B., Bakker A.B., Bevlogenheid: Een begrip gemeten [Work Engagement: Measuring a Concept], Gedrag Organ, 17, pp. 89-112, (2004); Schaufeli W.B., Bakker A.B., Salanova M., The measurement of work engagement with a short questionnaire. A cross-national study, Educ Psychol Meas, 66, pp. 701-716, (2006); Kop N., Euwema M., Schaufeli W., Burnout, job stress, and violent behaviour among Dutch police officers, Work Stress, 13, pp. 326-340, (1999); Vinje H.F., Mittelmark M.B., Job engagement?s paradoxical role in nurse burnout, Nursing & Health Sciences, 9, 2, pp. 107-111, (2007); Hermens F., Boutellier H., Van Der Klein M., Trots en Collegialiteit. De Behoefte Van Politiemensen Aan Waardering en Erkenning. [Pride and Collegiality. the Need of Police Officers for Appreciation and Recognition], (2016); Van Veldhoven M., Dorenbosch L., Age, proactivity and career development, Career Dev Int, 13, pp. 112-131, (2008); Rosseel Y., Lavaan: An R package for structural equation modeling, J Stat Softw, 48, 2, pp. 1-36, (2012); Browne M.W., Cudeck R., Alternative Ways of Assessing Model Fit, (1993); Hu L.T., Bentler P.M., Cutoff criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives, Struct Eq Modeling, 6, pp. 1-55, (1999); Cheung G.W., Rensvold R.B., Evaluating goodness-of-fit indexes for testing measurement invariance, Struct Eq Modeling., 9, pp. 233-255, (2002); Fouarge D., Schils T., De Grip A., Why do less educated workers invest less in further training?, Appl Econ, 45, pp. 2587-2601, (2013); Martinussen M., Richardsen A.M., Burke R.J., Job demands, job resources, and burnout among police officers, J Crim Just, 35, pp. 239-249, (2007); Department of Economic and Social Affairs, Population Division, (2013)","J.J.J.M. Huijs; Netherlands Organization for Applied Scientific Research, Leiden, Netherlands; email: jenny.huijs@tno.nl","","BioMed Central Ltd.","","","","","","14712458","","","31791287","English","BMC Public Health","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85076185877"
"Musa S.F.P.D.; Idris D.S.R.P.H.","Musa, Siti Fatimahwati Pehin Dato (57214113357); Idris, Dk Siti Rozaidah Pg Hj (55523464400)","57214113357; 55523464400","Addressing issues of unemployment in Brunei: The mismatch between employers expectations and employees aspirations","2020","International Journal of Asian Business and Information Management","11","2","","88","101","13","15","10.4018/IJABIM.2020040106","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85078275868&doi=10.4018%2fIJABIM.2020040106&partnerID=40&md5=9a97fb42e651698412b281ea66882992","Universiti Brunei Darussalam, Brunei Darussalam","Musa S.F.P.D., Universiti Brunei Darussalam, Brunei Darussalam; Idris D.S.R.P.H., Universiti Brunei Darussalam, Brunei Darussalam","This study aims to investigate the issue of youth unemployment in Brunei by exploring the occupational aspirations of youth, the expectations of employers towards their employees, and the current policy initiatives of the government. The aspirations of youth were explored by conducting a series of focus groups among youths of different age groups and educational levels. The findings indicated that youths in Brunei preferred jobs that are prestigious, highly paid, stable, and are less likely to take risks. The expectations of employers, on the other hand, entailed a semi-structured interview to assess the employers' expectations for their current and/or prospective employees. The findings revealed that youths lack awareness on important employability skills that are critical for their entrance into and performance into the labour market. A majority of the employers attribute the lack of drive, entrepreneurial spirit, and awareness of the importance of leadership from an early age for employability and a need to strengthen collaborative development amongst the relevant agencies. © 2020, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.","Employability; Labour Market; National Policy; Occupational Aspirations; Rentier Economy; Rentier Mentality; Risk-Aversion Culture; Youth Unemployment","","","","","","","","Andres L., Anisef P., Krahn H., Looker D., Thiessen V., The persistence of social structure: Cohort, class and gender effects on the occupational aspirations and expectations of Canadian youth, Journal of Youth Studies, 2, 3, pp. 261-282, (1999); Beblawi H., The rentier state in the Arab world, The Rentier State: Nation, State and Integration in the Arab World, 2, (1987); Bell L.C., Fritz S., A comparison of deterrents to college bound Male and female enrolment in secondary agricultural education programs in Nebraska, Journal of Agricultural Education, 35, 4, pp. 20-24, (1994); Economic Overview, (2011); Brunei Darussalam Key Indicators 2015, (2016); Brunei Darussalam Key Indicators 2016, (2017); Cheong D., Lawrey R., A study of unemployment issues among registered job seekers in Brunei Darussalam, Centre for Strategic and Policy Studies Brunei Darussalam, (2009); Corden W.M., Booming sector and Dutch disease economics: Survey and consolidation, Oxford Economic Papers, 36, 3, pp. 359-380, (1984); Creswell J.W., Research Design Qualitative, Quantitative, and Mixed Method Approaches, (2003); How Can DARe Help Your Business? Biz Brunei, (2018); Finlay A., Wray-Lake L., Warren M., Maggs J., Anticipating their future: Adolescent values for the future predict adult behaviours, International Journal of Behavioral Development, 39, 4, pp. 359-367, (2015); Foskett N.H., Hesketh A.J., Constructing choice in continuous and parallel markets: Institutional and school leaver's responses to the new educational marketplace, Oxford Review of Education, 23, 3, pp. 299-319, (1997); Furlong A., Cartmel F., Aspirations and Opportunity Structures: Thirteen-Year Olds in Areas with Restricted Opportunities, (1994); Gottfredson L.S., Gottfredson's theory of circumscription, compromise and self- Creation, Career Choice and Development, pp. 85-148, (2002); Gutman L.M., Akerman R., Determinants of Aspirations, (2008); Hamid R., Education in Brunei Darussalam, Journal of Southeast Asian Education, 1, pp. 21-52, (2000); Hayat H., Support Syariah law, Sultanate News, (2013); Hayton J.C., George G., Zahra S.A., National culture and entrepreneurship: A review of behavioural research, Entrepreneurship Theory and Practice, 26, 4, pp. 33-52, (2002); Hj Abu Bakar R., HM urges jobseekers to start businesses, be open to private sector jobs, The Scoop, (2018); Hofstede G., Culture's Consequences: Comparing Values, Behaviours, Institutions and Organizations across Nations, (2001); Holloway I., Todres L., The status of method: Flexibility, consistency and coherence, Qualitative Research, 3, 3, pp. 345-357, (2003); Global Employment Trends for Youth: Special Issue on the Impacts and Lessons Learned, (2010); Global Employment Trends for Youth: Special Issue on the Impacts and Lessons Learned, (2013); Labour Force Survey: Brunei, (2017); Lintelo D., Youth and Policy Processes, (2011); Low K.C.P., Hussin H., Ang S.L., Being entrepreneurial, the Brunei perspective, International Journal of Economy. Management and Social Sciences, 2, pp. 44-55, (2013); Minnis J.R., Caught between tradition and modernity: Technical vocational education in Brunei Darussalam, International Journal of Educational Development, 20, 3, pp. 247-259, (2000); Mutch C., Doing Educational Research: A Practitioner's Guide to Getting Started, (2005); Norjidi D., 2017 sees a drop in unemployment, Borneo Bulletin, (2018); Patton M.Q., Qualitative Research and Evaluation Methods, (2002); Pope C., Mays N., Popay J., Synthesizing Qualitative and Quantitative Health Evidence: A Guide to Methods, (2007); Reaching the Hardest to Reach, (2004); Shahminan F., Thien R., Brunei deficit may surpass $2.3b amid weak oil prices, The Brunei Times, (2016); Siddiqui S.A., Athmay A.R., Mohammed H., Development and growth through economic diversification: Are there solutions for continued challenges faced by Brunei Darussalam?, Journal of Economics and Behavioral Studies, 4, pp. 397-413, (2012); Sustainable Development Goals, (2018); Wasli W., Anxiety looms over lack of employment opportunities for graduates, The Scoop, (2018); Wong A., I-Ready: Providing graduates with real world experience, (2017); Matching Skills and Labor Market Needs: Building Social Partnerships for Better Skills and Better Jobs, (2014); Yamada M., Saudi manufacturing: Can Monozukuri take root in the kingdom, Employment and Career Motivation in the Arab Gulf States: The Rentier Mentality Revisited, pp. 122-138, (2015); Zainal A., Brunei strives to improve its labour market, The Brunei Times, (2015)","","","IGI Global","","","","","","19479638","","","","English","Int. J. Asian Bus. Inf. Manag.","Article","Final","All Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85078275868"
"Alonso-Bello E.; Santana-Vega L.E.; Feliciano-García L.","Alonso-Bello, Estefanía (57201521901); Santana-Vega, Lidia E (35622314400); Feliciano-García, Luis (23093563800)","57201521901; 35622314400; 23093563800","Employability skills of unaccompanied immigrant minors in canary Islands","2020","Journal of New Approaches in Educational Research","9","1","","15","27","12","14","10.7821/naer.2020.1.433","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079240927&doi=10.7821%2fnaer.2020.1.433&partnerID=40&md5=18869503157e2064489673d0da06377f","Departamento de Didáctica e Investigación Educativa, Universidad de La Laguna, Spain","Alonso-Bello E., Departamento de Didáctica e Investigación Educativa, Universidad de La Laguna, Spain; Santana-Vega L.E., Departamento de Didáctica e Investigación Educativa, Universidad de La Laguna, Spain; Feliciano-García L., Departamento de Didáctica e Investigación Educativa, Universidad de La Laguna, Spain","Young unaccompanied immigrants have various problems in their professional careers which lead to situations of exclusion and hinder their emancipation. The development and consolidation of employment skills is a necessary condition for the labour integration of this group. This research analyzes the employability skills of unaccompanied young immigrants who must leave the public social protection system when they reach the age of majority. A multiple case study was conducted. The cases were selected: 1) having been in residential care institutions, 2) having been in a job placement program, and 3) are 16-18 years of age. The study data were collected using qualitative and quantitative techniques. Results show that young immigrants have: a) language and socio-emotional difficulties that limit their chances of employability; b) some employability skills that facilitate labour insertion, and c) families which act as a powerful motivator for achieving their goals. We discuss the need to design individual transition plans to help young immigrants overcome their limitations, cope with the transition to adulthood and consolidate their career paths. © University of Alicante.","Career guidance; Education and employment; Immigrant; Occupational life design; Skills","","","","","","","","Acorinti M., Unaccompanied foreign minors in Italy, Procedures and practices. Review of History and Political Science, 3, 1, pp. 60-72, (2015); Arnau L., Gilligan R., What helps young care leavers to enter the world of work? Possible lessons learned from an exploratory study in Ireland and Catalonia, Children and Youth Service Review, 53, pp. 185-191, (2015); Ley Orgánica 8/2015, de 22 de julio, de modificación del sistema de protección a la infancia y a la adolescencia, (2015); Bravo A., Santos-Gonzalez I., Menores extranjeros no acompañados en España, Necesidades y modelo de intervención. Psychosocial Intervention, 26, 1, pp. 55-62, (2017); Cebreiro B., Fernandez M.C., Estudio de casos, Diccionario enciclopédico de didáctica, (2004); Council Resolution 97/C 221/03 of 26 June 1997 on unaccompanied minors who are nationals of third countries, (1997); Dixon J., Opportunities and challenges: supporting journeys into education and employment for young people leaving care in England, Revista Española de Pedagogía, 263, pp. 13-29, (2016); Etxeberria F., Murua H., Garmedia J., Arrieta E., Menores Inmigrantes no acompañados en Euskadi y Aquitania, Elaboración y puesta en marcha de un programa de formación para educadores y responsables. Revista de Educación Social, 15, pp. 1-28, (2012); COM(2010)213] from the Commission to the European Parliament and the Council on the protection of unaccompanied minors, (2010); Communication [SWD(2017) 129 final] from the Commission to the European Parliament and the Council on the protection of children in migration, (2017); Regulation (EU) No 604/2013 of the European Parliament and of the Council of 26 June 2013 establishing the criteria and mechanisms for determining the Member State responsible for examining an application for international protection lodged in one of the Member States by a third-country national or a stateless person, (2013); Gilligan R., Sabates L., The role of carers in supporting the progress of care leavers in the world of work, Child and Family Social Work, 22, 2, pp. 792-800, (2017); Gonzalez I., Torrado E., Frente a frente, Proyectos educativos y proyectos migratorios de menores extranjeros no acompañados en Canarias. Revista Qurriculum, 21, pp. 103-135, (2008); Hilles D., Moss D., Wright J., Dallos R., Young people's experience of social support during the process of leaving care: A review of the literature, Children and Youth Service Review, 35, pp. 2059-2071, (2013); Iglesias J., (2009); Medrano C.V.D., Alonso C., Diez M., Ferrandis A., Educación y protección de menores en riesgo, (2009); Mendizabal N., Los componentes del diseño flexible de la investigación cualitativa, (2009); Newbiggin K., Thomas M., Good practice in social care for refugee and asylum- seeking children, Child Abuse Review, 20, pp. 374-390, (2011); Parrilla A., Gallego C., Morina A., El complicado tránsito a la vida activa de jóvenes en riesgo de exclusión: una perspectiva biográfica, Revista de Educación, 351, pp. 211-233, (2010); Perez G., Melendro M., Ocio, formación y empleo de los jóvenes en dificultad social, Revista Española de Pedagogía, 263, pp. 5-11, (2016); Reillo P.L., Young African migrants reinventing their lives in the Canary Islands, Shima.The International Journal of Research into Island Culture, 7, 2, pp. 39-54, (2013); Rodriguez A., Juanas A.D., Gonzalez A., Atribuciones de los jóvenes en situación de vulnerabilidad social sobre los beneficios del estudio y la inserción laboral, Revista Española de Pedagogía, 263, pp. 109-126, (2016); Sala J., Villalba A., Jariot M., Arnau L., Socialization process and social support networks of out-of-care youngsters, Children and Youth Services Review, 34, 5, pp. 1015-1023, (2013); Santana L.E., Orientación profesional, (2013); Santana L.E., Orientación educativa e intervención psicopedagógica, (2015); Santana L.E., Alonso E., Feliciano L., Trayectorias laborales y competencias de empleabilidad de jóvenes nacionales e inmigrantes en riesgo de exclusión social, Revista Complutense de Educación, 29, 2, pp. 355-369, (2018); Santana L.E., Feliciano L., Cruz A., El Programa de Orientación Educativa y Sociolaboral: un instrumento para facilitar la toma de decisiones en educación secundaria, Revista de Educación, 351, pp. 73-105, (2010); Santana L.E., Feliciano L., Jimenez A.B., Perceived family support and the life design of immigrant pupils in secondary education, Revista de Educación, 372, pp. 32-58, (2016); Savickas M.L., Nota L., Rossier J., Dauwalder J.P., Duarte M.E., Guichard J., Life designing: A paradigm for career construction in the 21st century, Journal of Vocational Behavior, 75, pp. 239-250, (2009); Sulimani-Aidan Y., Care leavers' challenges in transition to independent living, Children and Youth Services Review, 46, pp. 38-46, (2014); Los menores no acompañados y la protección del asilo, (2016)","E. Alonso-Bello; Departamento de Didáctica e Investigación Educativa, Universidad de La Laguna, Spain; email: ealobel@gobiernodecanarias.org","","University of Alicante","","","","","","22547339","","","","English","J. New Approaches Educ. Res.","Article","Final","All Open Access; Gold Open Access; Green Open Access","Scopus","2-s2.0-85079240927"
"Li J.; Wege N.; Loerbroks A.; Riedel N.","Li, Jian (54936611200); Wege, Natalia (23029273400); Loerbroks, Adrian (23980583600); Riedel, Natalie (55362894800)","54936611200; 23029273400; 23980583600; 55362894800","Does cognitive function predict changes in perception of stressful working conditions?","2020","Industrial Health","58","1","","72","77","5","2","10.2486/indhealth.2019-0017","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079077835&doi=10.2486%2findhealth.2019-0017&partnerID=40&md5=69fd376d527620c7fe8ce09f4d5fe9c7","Institute of Occupational, Social, and Environmental Medicine, Center for Health and Society, Faculty of Medicine, University of Düsseldorf, Germany; Department of Environmental Health Sciences, Fielding School of Public Health, School of Nursing, University of California Los Angeles, United States; Department of Psychiatry and Psychotherapy, Faculty of Medicine, University of Düsseldorf, Germany; Department of Social Epidemiology, Institute of Public Health and Nursing Research, University of Bremen, Germany","Li J., Institute of Occupational, Social, and Environmental Medicine, Center for Health and Society, Faculty of Medicine, University of Düsseldorf, Germany, Department of Environmental Health Sciences, Fielding School of Public Health, School of Nursing, University of California Los Angeles, United States; Wege N., Department of Psychiatry and Psychotherapy, Faculty of Medicine, University of Düsseldorf, Germany; Loerbroks A., Institute of Occupational, Social, and Environmental Medicine, Center for Health and Society, Faculty of Medicine, University of Düsseldorf, Germany; Riedel N., Department of Social Epidemiology, Institute of Public Health and Nursing Research, University of Bremen, Germany","Cognitive health is a key resource for individuals to nurture their employability. We studied the longitudinal association of cognitive function with changes in stressful working conditions, testing a possible reversed causation. We used a sample of employees (N=1,355) participating in two surveys (2006 and 2011) within a German national representative study (GSOEP). Cognitive function was captured by perceptual speed (Symbol Digit Test) and word fluency (Animal Naming Test). Stressful working conditions were measured by the validated short version of the effort-reward imbalance questionnaire. Multivariate linear regression models assessed the impact of perceptual speed and verbal fluency in 2006 on changes in participants’ perceptions of effort, reward, effort-reward ratio, and over-commitment between 2006 and 2011, adjusting for socio-demography, behaviours, physical and mental health at baseline. Neither perceptual speed nor verbal fluency was significantly related to changes in perceived working conditions. Our findings did not support the notion of reversed causation. © 2020 National Institute of Occupational Safety and Health.","Cognitive function; Effort; Longitudinal study; Over-commitment; Reversed causation; Reward; Work stress","Adult; Cognition; Female; Germany; Humans; Linear Models; Longitudinal Studies; Male; Middle Aged; Occupational Stress; Reward; Stress, Psychological; Surveys and Questionnaires; Workplace; adult; cognition; female; Germany; human; job stress; longitudinal study; male; mental stress; middle aged; psychology; questionnaire; reward; statistical model; workplace","","","","","Research Commission, Faculty of Medicine, Heinrich-Heine-University of Düsseldorf, (2016-52/9772652)","This work was supported by a grant from the Research Commission, Faculty of Medicine, Heinrich-Heine-University of Düsseldorf, Germany [Project No.: 2016-52/9772652].","Siegrist J., Adverse health effects of high-effort/ low-reward conditions, J Occup Health Psychol, 1, pp. 27-41, (1996); du Prel J.B., Runeson-Broberg R., Westerholm P., Alfredsson L., Fahlen G., Knutsson A., Nordin M., Peter R., Work overcommitment: Is it a trait or a state?, Int Arch Occup Environ Health, 91, pp. 1-11, (2018); Dragano N., Siegrist J., Nyberg S.T., Lunau T., Fransson E.I., Alfredsson L., Bjorner J.B., Borritz M., Burr H., Erbel R., Fahlen G., Goldberg M., Hamer M., Heikkila K., Jockel K.H., Knutsson A., Madsen I.E.H., Nielsen M.L., Nordin M., Oksanen T., Pejtersen J.H., Pentti J., Rugulies R., Salo P., Schupp J., Singh-Manoux A., Steptoe A., Theorell T., Vahtera J., Westerholm P.J.M., Westerlund H., Virtanen M., Zins M., Batty G.D., Kivimaki M., IPD-Work consortium (2017) Effort-reward imbalance at work and incident coronary heart disease: A multicohort study of 90,164 individuals, Epidemiology, 28, pp. 619-626; Rugulies R., Aust B., Madsen I.E., Effort-reward imbalance at work and risk of depressive disorders. A systematic review and meta-analysis of prospective cohort studies, Scand J Work Environ Health, 43, pp. 294-306, (2017); Bethge M., Radoschewski F.M., Gutenbrunner C., Effort-reward imbalance and work ability: Cross-sectional and longitudinal findings from the Second German Sociomedical Panel of Employees, BMC Public Health, 12, (2012); Johannessen H.A., Sterud T., Psychosocial factors at work and sleep problems: A longitudinal study of the general working population in Norway, Int Arch Occup Environ Health, 90, pp. 597-608, (2017); Hooff M.L., Taris T.W., Let’s study how worker health affects the psychosocial work environment, Scand J Work Environ Health, 40, pp. 437-440, (2014); Livingston G., Sommerlad A., Orgeta V., Costafreda S.G., Huntley J., Ames D., Ballard C., Banerjee S., Burns A., Cohen-Mansfield J., Cooper C., Fox N., Gitlin L.N., Howard R., Kales H.C., Larson E.B., Ritchie K., Rockwood K., Sampson E.L., Samus Q., Schneider L.S., Selbaek G., Teri L., Mukadam N., Dementia prevention, intervention, and care, The Lancet, 390, pp. 2673-2674, (2017); Riedel N., Siegrist J., Wege N., Loerbroks A., Angerer P., Li J., Do effort and reward at work predict changes in cognitive function? First longitudinal results from the representative German Socio-Economic Panel, Int J Environ Res Public Health, 14, (2017); Schupp J., The Socioeconomic Panel (SOEP)], Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz, 55, pp. 767-774, (2012); Fisher G.G., Chaffee D.S., Tetrick L.E., Davalos D.B., Potter G.G., Cognitive functioning, aging, and work: A review and recommendations for research and practice, J Occup Health Psychol, 22, pp. 314-336, (2017); German Institute for Economic Research (DIW) Information on Data Access and Transfer 2008–2019; Lang F.R., Weiss D., Stocker A., Rosenbladt B., Assessing cognitive capacities in computer-assisted survey research: Two ultra-short tests of intellectual ability in the German Socio-Economic Panel, Schmollers Jahrb, 127, pp. 183-192, (2007); Siegrist J., Wege N., Puhlhofer F., Wahrendorf M., A short generic measure of work stress in the era of globalization: Effort-reward imbalance, Int Arch Occup Environ Health, 82, pp. 1005-1013, (2009); Andersen H.H., Muhlbacher A., Nubling M., Schupp J., Wagner G.G., Computation of standard values for physical and mental health scale scores using the SOEP version of SF-12v2, Schmollers Jahrbuch, 127, pp. 171-182, (2007); Perry D.C., Kramer J.H., Reward processing in neurodegenerative disease, Neurocase, 21, pp. 120-133, (2015); Wege N., Li J., Siegrist J., Are there gender differences in associations of effort-reward imbalance at work with self-reported doctor-diagnosed depression? Prospective evidence from the German Socio-Economic Panel, Int Arch Occup Environ Health, 91, pp. 435-443, (2018); Salthouse T., Consequences of age-related cognitive declines, Annu Rev Psychol, 63, pp. 201-226, (2012); Henderson M., Richards M., Stansfeld S., Hotopf M., The association between childhood cognitive ability and adult long-term sickness absence in three British birth cohorts: A cohort study, BMJ Open, 2, (2012); Lundin A., Sorberg Wallin A., Falkstedt D., Allebeck P., Hemmingsson T., Intelligence and eisability pension in Swedish men and women followed from childhood to late middle age, Plos One, 10, (2015); Li J., Riedel N., Barrech A., Herr R.M., Aust B., Mortl K., Siegrist J., Gundel H., Angerer P., Long-term effectiveness of a stress management intervention at work: A 9-year follow-up study based on a randomized wait-list controlled trial in male managers, Biomed Res Int, (2017)","J. Li; Institute of Occupational, Social, and Environmental Medicine, Center for Health and Society, Faculty of Medicine, University of Düsseldorf, Germany; email: lijian1974@hotmail.com","","National Institute of Industrial Health","","","","","","00198366","","INHEA","31155520","English","Ind. Health","Article","Final","All Open Access; Bronze Open Access; Green Open Access","Scopus","2-s2.0-85079077835"
"Soares M.E.; Mosquera P.","Soares, Maria Eduarda (57205352529); Mosquera, Pilar (57200033166)","57205352529; 57200033166","Linking development of skills and perceptions of employability: the case of Erasmus students","2020","Economic Research-Ekonomska Istrazivanja ","33","1","","2769","2786","17","10","10.1080/1331677X.2019.1697330","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85076931552&doi=10.1080%2f1331677X.2019.1697330&partnerID=40&md5=fa6547fef4a5541d6fc2af90f1abd873","ISEG, Advance, Universidade de Lisboa, Lisboa, Portugal","Soares M.E., ISEG, Advance, Universidade de Lisboa, Lisboa, Portugal; Mosquera P., ISEG, Advance, Universidade de Lisboa, Lisboa, Portugal","There is evidence that perceptions of employability lead to positive results for organizations and individuals alike. The relationship between perceptions of employability and development of skills is, although relevant, an understudied area of research. This study analyses this relationship in a sample of 196 students who participated in the Erasmus program between 2013 and 2017. Using fuzzy set qualitative comparative analysis (fsQCA), we analyse how configurations of five types of skills (Career-orientation skills, Adaptability skills, Managerial skills, Personal skills and Teamwork skills) combine to produce perceptions of employability. Results show that, although Erasmus students perceive a positive development in all groups of skills, students perceive a higher development on Adaptability skills. Results also show that there is no single type of skills that can be developed to promote perceptions of employability but, instead, there are two distinct configurational groupings of skills that lead to perceptions of employability: one configuration has two core conditions—Adaptability skills and Teamwork skills—and the other configuration includes three core conditions—Career-orientation skills, Managerial skills and Personal skills. These configurations match the two main motivations for choosing an international exchange as a strategy to enhance employability: pursuing an international career and pursuing distinction from peers. © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.","development of skills; Employability; Erasmus program; student mobility","Europe; educational attainment; employment; labor market; perception; research work; skilled labor; student","","","","","Henrique Fiadeiro; Fundação para a Ciência e a Tecnologia, FCT, (UID/SOC/04521/2019)","The authors gratefully acknowledge financial support from FCT—Fundação para a Ciencia e Tecnologia (Portugal), national funding through research grant UID/SOC/04521/2019. The authors would like to thank Henrique Fiadeiro for his participation in the data collection.","Akkermans J., Tims M., Beijer S., De Cuyper N., Should employers invest in employability? 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Ekon. Istraz.","Article","Final","All Open Access; Green Open Access; Hybrid Gold Open Access","Scopus","2-s2.0-85076931552"
"Bonesso S.; Gerli F.; Cortellazzo L.","Bonesso, Sara (16068287400); Gerli, Fabrizio (6507613846); Cortellazzo, Laura (57195056338)","16068287400; 6507613846; 57195056338","Emotional and Social Intelligence Competencies Awareness and Development for Students’ Employability","2019","New Directions for Teaching and Learning","2019","160","","77","89","12","3","10.1002/tl.20366","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85077204927&doi=10.1002%2ftl.20366&partnerID=40&md5=fee2c5cfd43cd2c55a12ad76a3046dc6","Ca’ Foscari University of Venice, Italy","Bonesso S., Ca’ Foscari University of Venice, Italy; Gerli F., Ca’ Foscari University of Venice, Italy; Cortellazzo L., Ca’ Foscari University of Venice, Italy","This chapter describes a case study, which was designed by a research center of a public university in Italy to foster students’ emotional and social intelligence competencies. © 2019 Wiley Periodicals, Inc.","","","","","","","","","Ashkanasy N.M., Daus C.S., Rumors of the Death of Emotional Intelligence in Organizational Behavior are Vastly Exaggerated, Journal of Organizational behavior, 26, 4, pp. 441-452, (2005); Azevedo A., Apfelthaler G., Hurs D., Competency Development in Business Graduates: An Industry-Driven Approach for Examining the Alignment of Undergraduate Business Education with Industry Requirements, The International Journal of Management Education, 10, pp. 12-28, (2012); Barbera F., Bernhard F., Nacht S., Mccann G., The Relevance of a Whole-Person Learning Approach to Family Business Education: Concepts, Evidence, and Implications, Academy of Management Learning & Education, 14, 3, pp. 322-346, (2015); Boyatzis R., Sala F., The Emotional Competence Inventory (ECI), Measuring Emotional Intelligence, pp. 147-180, (2004); Boyatzis R.E., An Overview of Intentional Change from a Complexity Perspective, Journal of Management Development, 25, 7, pp. 607-623, (2006); Boyatzis R.E., Competencies as a Behavioral Approach to Emotional Intelligence, Journal of Management Development, 28, 9, pp. 749-770, (2009); Boyatzis R.E., Saatcioglu A., A 20-Year View of Trying to Develop Emotional, Social and Cognitive Intelligence Competencies in Graduate Management Education, Journal of Management Development, 27, pp. 92-108, (2008); Boyatzis R.E., Stubbs E.C., Taylor S.N., Learning Cognitive and Emotional Intelligence Competencies Through Graduate Management Education, Academy of Management Learning and Education, 1, pp. 150-162, (2002); Boyatzis R.E., Lingham T., Passarelli A., Inspiring the Development of Emotional, Social and Cognitive Intelligence Competencies in Managers: Self-Management and Leadership Development, (2010); Boyatzis R., Goleman D., Emotional Competency Inventory, (2007); Boyatzis R.E., The Competent Manager: A Model for Effective Performance, (1982); Boyatzis R.E., Gaskin J., Wei H., Emotional and Social Intelligence and Behavior, Handbook of Intelligence. 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Teach. Learn.","Article","Final","All Open Access; Bronze Open Access","Scopus","2-s2.0-85077204927"
"Kwan C.K.","Kwan, Chi Kin (57195515341)","57195515341","Socially responsible human resource practices to improve the employability of people with disabilities","2020","Corporate Social Responsibility and Environmental Management","27","1","","1","8","7","18","10.1002/csr.1768","https://www.scopus.com/inward/record.uri?eid=2-s2.0-85065495646&doi=10.1002%2fcsr.1768&partnerID=40&md5=ce58ecd4bb918cd320fd4b538dc83f4c","Department of Social and Behavioural Sciences, City University of Hong Kong, Kowloon, Hong Kong","Kwan C.K., Department of Social and Behavioural Sciences, City University of Hong Kong, Kowloon, Hong Kong","Although the employment of people with disabilities (PWDs) has been recognized as an important human right, it is seldom emphasized in current corporate social responsibility (CSR) practice. Based on experiences with a job training program in hospitality for people with intellectual disabilities or Down syndrome offered by a hotel in Hong Kong, this paper explores how socially responsible human resource (HR) practices can support the employment of PWDs. An A-B-C-D framework is proposed by the author to explore what business enterprises can contribute through HR strategy. Based on the results of interviews conducted with the hotel staff and social workers involved in the program, this study suggests that socially responsible HR practices can play an important role in improving the employability of PWDs by providing workplace accommodations, business-oriented settings, a caring attitude, and job demands, showing how CSR and PWD employment are intertwined. © 2019 John Wiley & Sons, Ltd and ERP Environment","corporate social responsibility; employment; people with disabilities; socially responsible HR practices; workforce diversity","","","","","","Upper House and The Hong Kong Down Syndrome Association","The author would like to acknowledge The Upper House and The Hong Kong Down Syndrome Association for supporting this research project.","Anand P., Sevak P., The role of workplace accommodations in the employment of people with disabilities, IZA Journal of Labor Policy, 6, 12, pp. 1-20, (2017); Baumgartner M.K., Bohm S.A., Dwertmann D.J.C., Job performance of employees with disabilities: Interpersonal and intrapersonal resources matter, Equality, Diversity and Inclusion: An International Journal, 33, 4, pp. 347-360, (2014); Braun V., Clarke V., Using thematic analysis in psychology, Qualitative Research in Psychology, 3, 2, pp. 77-101, (2006); Brejning J., Corporate social responsibility and the welfare state: The historical and contemporary role of CSR in the mixed economy of welfare, (2012); Brostrand H.L., Tilting at windmills: Changing attitudes toward people with disabilities, Journal of Rehabilitation, 72, 1, pp. 4-9, (2006); Brown R., Life for adults with Down syndrome: An overview, (2004); Bruyere S.M., Erickson W.A., VanLooy S., HR's role in managing disability in the workplace, Employment Relations Today, 27, 3, pp. 47-66, (2000); Persons with a disability: Labor force characteristics summary, (2018); Callus A.M., Bonello I., Over-protection in the lives of people with an intellectual disability in Malta: Research findings, (2017); Campbell J.M., Morgan S.B., Jackson J.N., Autism spectrum disorder and mental retardation, Handbook of pediatric psychology in school settings, pp. 431-450, (2004); Celma D., Martinez-Garcia E., Raya J.M., Socially responsible HR practices and their effects on employees' wellbeing: Empirical evidence from Catalonia, Spain, European Research on Management and Business Economics, 24, 2, pp. 82-89, (2018); Ciocirlan C., Pettersson C., Does workforce diversity matter in the fight against climate change? An analysis of Fortune 500 companies, Corporate Social Responsibility and Environmental Management, 19, 1, pp. 47-62, (2012); Colella A., Bruyere S., Disability and employment: New directions for industrial and organizational psychology, APA handbook of industrial and organizational psychology: Vol. 1. Building and developing the organization, pp. 473-503, (2011); Csikszentmihalyi M., If we are so rich, why aren't we happy?, American Psychologist, 54, pp. 821-827, (1999); Csillag S., Gyori Z., Matolay R., Two worlds apart? Corporate social responsibility and employment of people with disabilities, The critical state of corporate social responsibility in Europe, pp. 57-81, (2018); Diaz-Carrion R., Lopez-Fernandez M., Romero-Fernandez P.M., Developing a sustainable HRM system from a contextual perspective, Corporate Social Responsibility and Environmental Management, 25, 6, pp. 1143-1153, (2018); Committee and the committee of the regions: A renewed EU strategy 2011–14 for corporate social responsibility, (2011); Fasciglione M., Corporate social responsibility and the right to employment of persons with disabilities, Protecting the rights of people with autism in the fields of education and employment, pp. 171-193, (2015); Flores N., Jenaro C., Begon